[A. CLOSED SESSION]
[00:00:03]
I CALLED TO ORDER THE MEETING OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY FOR TUESDAY, JULY 9TH, 2024.
THIS EVENING'S BOARD OF EDUCATION MEETING IS BEING BROADCAST THROUGH BCPS ONLINE LIVE MEETING BROADCAST AND ON BCPS TV, COMCAST, XFINITY, CHANNEL 73.
IN ORDER TO EFFICIENTLY CONDUCT THIS MEETING, ALL VOTING ITEMS WILL BE DONE BY ROLL CALL VOTE.
MAY I HAVE A MOTION TO GO INTO CLOSED SESSION AS PERMITTED BY THE OPEN MEETINGS ACT AS FOUND IN THE ANNOTATED CODE OF MARYLAND GENERAL PROVISIONS ARTICLE THREE DASH 3 0 5 B ONE B SEVEN AND B EIGHT TO DISCUSS THE APPOINTMENT, EMPLOYMENT ASSIGNMENT, PROMOTION, DISCIPLINE, DEMOTION, COMPENSATION, REMOVAL, RESIGNATION OR PERFORMANCE EVALUATION OF APPOINTEES, EMPLOYEES OR OFFICIALS OVER WHOM IT HAS JURISDICTION OR ANY OTHER PERSONNEL MATTER THAT AFFECTS ONE OR MORE SPECIFIC INDIVIDUALS TO CONSULT WITH COUNSEL TO OBTAIN LEGAL ADVICE AND CONSULT WITH STAFF, CONSULTANTS OR OTHER INDIVIDUALS ABOUT PENDING OR POTENTIAL LITIGATION.
VOY, MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
THIS IS CHAIRWOMAN TIARA BOOKER DWYER.
I NOW CALL TO ORDER THE MEETING OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY FOR TUESDAY, JULY 9TH, 2024.
[B. PLEDGE OF ALLEGIANCE/SILENT MEDITATION (6:30 p.m.)]
YOU TO RECITE THE PLEDGE OF ALLEGIANCE TO THE FLAG TO BE LED BY OUR BRAND NEW STUDENT, BOARD MEMBER, MS. UGO OMA CHICA KALU.AND WE WILL THEN HAVE A MOMENT OF SILENCE IN RECOGNITION OF THOSE WHO HAVE SERVED EDUCATION IN BALTIMORE COUNTY.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND THE TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD FOR INDIVIDUAL FOR LIBERTY AND JUSTICE FORUM.
TONIGHT'S BOARD OF EDUCATION MEETING IS BEING BROADCAST THROUGH BCPS ONLINE LIVE MEETING BROADCAST, AND THROUGH AND ON BCPS TV, COMCAST, XFINITY, CHANNEL 73, VERIZON FILES CHANNEL 34.
IN ORDER TO EFFICIENTLY CONDUCT THIS MEETING, ALL ITEMS WILL BE CONDUCTED BY ROLL CALL VOTE.
[C. AGENDA (6:35 p.m.)]
IS CONSIDERATION OF THE JULY 9TH AGENDA.DR. ROGERS, ARE THERE ANY ADDITIONS OR CHANGES TO TONIGHT'S AGENDA? I'M UNAWARE OF ANY ADDITIONS OR CHANGES TO THIS EVENING'S AGENDA.
THE AGENDA STANDS AS PRESENTED EARLIER THIS EVENING.
THE BOARD MET IN CLOSED SESSION PURSUANT TO THE OPEN MEETINGS ACT FOR THE FOLLOWING REASONS TO DISCUSS THE APPOINTMENT, EMPLOYMENT ASSIGNMENT, PROMOTION, DISCIPLINE, DEMOTION, COMPENSATION, REMOVAL, RESIGNATION OR PERFORMANCE EVALUATION OF APPOINTEES, EMPLOYEES OR OFFICIALS OVER WHOM IT HAS JURISDICTION OR ANY OTHER PERSONNEL MATTERS THAT AFFECTS ONE OR MORE SPECIFIC INDIVIDUALS TO CONSULT WITH COUNSEL TO OBTAIN LEGAL ADVICE AND TO CONSULT WITH STAFF, CONSULTANTS, OR OTHER INDIVIDUALS ABOUT PENDING OR POTENTIAL LITIGATION.
THE CLOSED SESSION SUMMARY AND THE OPEN SESSION INFORMATION SUMMARY CAN BE FOUND ON BOARD DOCS UNDER THIS BOARD MEETING AGENDA.
[D. NEW BUSINESS - PERSONNEL MATTERS (Mr. McCall) (6:40 - 6:45 p.m.)]
ON THE AGENDA IS PERSONNEL MATTERS, AND FOR THAT, I CALL ON MR. MCCALL.GOOD EVENING, CHAIR BOOKER DWYER, VICE CHAIR HUMPHREY, SUPERINTENDENT.
DR. ROGERS MEMBERS OF THE BOARD.
I LIKE THE BOARD'S CONSENT FOR THE FOLLOWING PERSONNEL MATTERS, UH, TERMINATIONS, RETIREMENTS, RESIGNATIONS, AND LEAVES.
DO I HAVE A MOTION TO APPROVE THE PERSONNEL MATTERS AS PRESENTED IN EXHIBIT D ONE? SO MOVED FROM PAUL.
DO I HAVE A SECOND? SECOND TOVO.
MAY I? ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE.
[00:05:01]
DOKI? YES.DO I HAVE A MOTION TO APPROVE PERSONNEL MATTERS AS PRESENTED IN EXHIBITS D TWO THROUGH D FOUR? SO MOVED.
HARVEY, DO I HAVE A SECOND? SECOND, TER, ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY.
MR. MCMILLIAN, MS. BOOKER? YES.
AND ARE WE GETTING THE SOUND SYSTEM RIGHT? BECAUSE THE ADMINISTRATIVE APPOINTMENTS ARE IMPORTANT.
WE GOTTA RECOGNIZE THESE PEOPLE.
[E. NEW BUSINESS - ADMINISTRATIVE APPOINTMENTS (Dr. Rogers) (6:45 - 6:55 p.m.)]
ON THE AGENDA IS ADMINISTRATIVE APPOINTMENTS.RA, MADAM CHAIR, BOOKER DWYER, VICE CHAIR, POEY, AND MEMBERS OF THE BOARD.
I'M BRINGING FORWARD THE FOLLOWING ADMINISTRATIVE APPOINTMENTS FOR YOUR APPROVAL.
EXECUTIVE DIRECTOR, HUMAN RESOURCES DIRECTOR, ACCOUNTING AND FINANCE, PRINCIPAL ARBUTUS ELEMENTARY SCHOOL COORDINATOR, COLLEGE CAREER AND TECHNICAL EDUCATION, OFFICE OF THE EDUCATIONAL OPPORTUNITIES AND SERVICES, ASSISTANT PRINCIPAL FOR THE FOLLOWING SCHOOLS, CHADWICK ELEMENTARY SCHOOL, COCKEYSVILLE MIDDLE SCHOOL, PIKESVILLE MIDDLE SCHOOL, PINEWOOD ELEMENTARY SCHOOL, GLENDON ELEMENTARY SCHOOL SPECIALISTS, MATHEMATICS, OFFICE OF MATHEMATICS SPECIALISTS, COMPREHENSIVE COORDINATED EARLY INTERVENTION SERVICE, COMPREHENSIVE SUPPORT TEAMS, OFFICE OF STUDENT SUPPORT SERVICES.
DO I HAVE A MOTION TO APPROVE THE PERSONNEL MATTERS AS PRESENTED IN EXHIBIT E ONE? SO MOVED.
DO I HAVE A SECOND? SECOND FROM PAUL? ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
OUR FIRST APPOINTMENT THIS EVENING IS NICOLE BRENZA.
NICOLE IS ATTENDING THIS EVENING WITH HER HUSBAND DAVID, AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE ASSISTANT PRINCIPAL AT NORTHWEST ACADEMY OF HEALTH SCIENCES WITH SIX YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PREVIOUS EXPERIENCE INCLUDES ENGLISH TEACHER AND RESOURCE TEACHER AT SUD BROOK MAGNET MIDDLE SCHOOL.
HER PRIOR EXPERIENCES INCLUDE KINDERGARTEN TEACHER IN ARLINGTON PUBLIC SCHOOLS, AN ELEMENTARY SCHOOL TEACHER AND ENGLISH AND HISTORY TEACHER AT THE CONSERVATORY SCHOOL IN NORTH PALM BEACH.
WE HAVE A SECOND APPOINTMENT FOR THIS EVENING IS ADRIAN BROOKS.
ADRIAN BROOKS IS ATTENDING THIS EVENING, WIFE JASMINE HAMPTON BROOKS, AND IS BEING APPOINTED AS THE ASSISTANT PRINCIPAL AT PIKESVILLE MIDDLE SCHOOL.
ADRIAN'S PRIOR EXPERIENCES INCLUDE ENGLISH TEACHER AND NEW YORK CITY PUBLIC SCHOOLS.
CONGRATULATIONS AND WELCOME TO BALTIMORE COUNTY.
NEXT APPOINTMENT THIS EVENING IS DEAN SEME.
DEAN IS ATTENDING THIS EVENING WITH HIS WIFE MICHELLE, AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE MANAGER OF DESIGN AND THE DEPARTMENT OF FACILITIES MANAGEMENT AND STRATEGIC PLANNING WITH 13 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS PREVIOUS EXPERIENCE INCLUDES SENIOR PROJECT ENGINEER, SENIOR SUPERVISOR, QUALITY ASSURANCE, SENIOR SUPERVISOR
[00:10:01]
OF DESIGN, SENIOR SUPERVISOR CONSTRUCTION, AND THE OFFICE OF FACILITIES CONSTRUCTION AND IMPROVEMENT.PRIOR TO THAT, HE WAS A MECA MECHANICAL DESIGN ENGINEER AT GUY ASSOCIATES INCORPORATED IN SIENNA CORPORATION, A SENIOR MAN MECHANICAL DESIGNER AT KCI TECHNOLOGIES AND A SENIOR COORDINATION PROJECT MANAGER AT COMMERCIAL CAD INCORPORATED.
OUR NEXT APPOINTMENT IS ROBERT DUNGY.
ROBERT IS ATTENDING THIS EVENING WITH HIS WIFE LORI WU, AND IS BEING APPOINTED AS THE ASSISTANT PRINCIPAL AT COCKEYSVILLE MIDDLE SCHOOL WITH 23 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS PRIOR EXPERIENCES INCLUDE MIDDLE SCHOOL TEACHER, SOCIAL STUDIES TEACHER AND RESOURCE TEACHER AT CATONSVILLE MIDDLE SCHOOL.
OUR NEXT APPOINTMENT IS MICHAEL HODGE.
MICHAEL IS ATTENDING THIS EVENING WITH HIS PARENTS, WL AND MAYA TAYLOR.
MICHAEL IS BEING APPOINTED AS THE EXECUTIVE DIRECTOR OF HUMAN RESOURCES AND THE DIVISION OF HUMAN RESOURCES WITH FIVE YEARS OF FORMER SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS BCPS SERVICE INCLUDES HR OFFICER FOR STAFFING, SUPERVISOR OF STAFFING, AND DIRECTOR OF STAFFING IN THE OFFICE OF STAFFING.
HIS PRIOR EXPERIENCES INCLUDE HUMAN RESOURCES SPECIALISTS IN THE DISTRICT OF COLUMBIA PUBLIC SCHOOLS, RECRUITMENT AND STAFFING SPECIALISTS FOR TEACHER STAFFING AND CERTIFICATION IN PRINCE GEORGE'S COUNTY PUBLIC SCHOOLS, HUMAN RESOURCES PROJECT MANAGER, HUMAN RESOURCES GENERALIST, DEPUTY DIRECTOR IN HUMAN RESOURCES OPERATIONS IN THE GOVERNMENT OF DISTRICT OF COLUMBIA, AND ASSISTANT SUPERINTENDENT HUMAN RESOURCES IN ARLINGTON PUBLIC SCHOOLS.
CONGRATULATIONS AND WELCOME BACK TO BCPS.
OUR NEXT APPOINTMENT THIS EVENING IS TERRY JONES JR.
TERRY IS ATTENDING THIS EVENING WITH HIS WIFE DENISE JONES, AND IS BEING APPOINTED AS THE DIRECTOR OF ACCOUNTING AND FINANCE IN THE OFFICE OF THE CONTROLLER.
HIS EXPERIENCES INCLUDE ACCOUNT MANAGER AT JOHN HOPKINS UNIVERSITY TECHNOLOGY TRANSFER CONTROLLER AT MEDIA TWO TAKES PUBLICATIONS, HARV AND DAUGHTERS, INCORPORATED, FRP DEVELOPMENT CORP AND ELEVATOR INDUSTRY WORK PRESERVATION FUND.
CONGRATULATIONS AND WELCOME TO BCPS.
TAG IS ATTENDING THIS EVENING WITH HIS WIFE, DR.
RETIRED BCPS EMPLOYEE TAG WAS APPOINTED AT THE JUNE 20 MEETING AS THE DIRECTOR OF SCHOOL PERFORMANCE IN THE DEPARTMENT OF SCHOOLS WITH OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS PREVIOUS EXPERIENCE INCLUDE MATHEMATICS TEACHER AT WESTERN SCHOOL OF TECHNOLOGY RESOURCE TEACHER, DATA SPECIALIST, SUPERVISOR OF ACCOUNTABILITY AND COORDINATOR OF ACCOUNTABILITY IN THE DEPARTMENT OF RESEARCH ACCOUNTABILITY AND ASSESSMENT.
PRIOR TO THAT, HE SERVED AS A MATH TEACHER IN ANNE ARUNDEL COUNTY PUBLIC SCHOOLS.
OUR NEXT APPOINTMENT IS KRISTEN LASCOE.
KRISTEN IS ATTENDING THIS EVENING WITH HER HUSBAND MARK AND LAUREN TILLMAN, PRINCIPAL AT SCOTT'S BRANCH ELEMENTARY SCHOOL, AND WAS APPOINTED AT THE JUNE, JUNE 25TH BOARD OF EDUCATION MEETING AS THE PRINCIPAL AT BEDFORD ELEMENTARY SCHOOL WITH 22 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PREVIOUS EXPERIENCES INCLUDE SPECIAL EDUCATION INCLUSION TEACHER AT NEWTOWN ELEMENTARY AND BEDFORD ELEMENTARY SCHOOLS, AND ASSISTANT PRINCIPAL AT SCOTT'S BRANCH ELEMENTARY SCHOOL.
OUR NEXT APPOINTMENT IS DEBORAH LICATO.
DEBORAH IS ATTENDING THIS EVENING AND IS BEING APPOINTED AS THE ASSISTANT PRINCIPAL AT CHADWICK ELEMENTARY SCHOOL WITH 14 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER EXPERIENCES INCLUDE KINDERGARTEN TEACHER AT RANDALLSTOWN ELEMENTARY SCHOOL, ENGLISH TEACHER AND READING TEACHER AT FRANKLIN MIDDLE SCHOOL AND STAFF DEVELOPMENT TEACHER AT DOGWOOD ELEMENTARY SCHOOL.
[00:15:01]
PRIOR TO THAT, SHE WAS A SCIENCE TEACHER AT FAITH CHRISTIAN SCHOOL.OUR NEXT APPOINTMENT IS SAMANTHA MAY.
SAMANTHA IS ATTENDING THIS EVENING WITH HER HUSBAND MICHAEL, AND IS BEING APPOINTED AS THE PRINCIPAL AT OUR BEUS ELEMENTARY SCHOOL WITH 16 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCES INCLUDE CLASSROOM TEACHER AND RESOURCE TEACHER AT PINEWOOD ELEMENTARY SCHOOL, STAT TEACHER AT WOODMORE ELEMENTARY AND PINEWOOD ELEMENTARY SCHOOLS, AND ASSISTANT PRINCIPAL AT LYONS MILL ELEMENTARY SCHOOL.
OUR NEXT APPOINTMENT THIS EVENING IS MARISSA MANLEY.
MARISSA IS ATTENDING THIS EVENING WITH HER HUSBAND KEVIN, AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE SPECIALIST ACADEMIC HOMELESS, HOMELESS AND INSTITUTION PROGRAMS IN THE OFFICE OF TITLE ONE WITH 17 YEARS OF EXPERIENCE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCES INCLUDE ENGLISH TEACHER AT EASTERN SCHOOL OF TECHNOLOGY, SPECIAL EDUCATION SELF-CONTAINED TEACHER AT WHITE OAK SCHOOL AND SPECIAL EDUCATION INCLUSION TEACHER AT OCK ELEMENTARY AND PERRY HALL HIGH SCHOOLS.
OUR NEXT APPOINTMENT IS AVITA PARHAM.
PARHAM IS ATTENDING DECEASED HUSBAND, HERBERT PARHAM SON HERBERT PARHAM II AND FATHER MATTHEW MELVIN SR.
SHE IS APPOINTED, SHE IS BEING APPOINTED AS THE COORDINATOR, COLLEGE CAREER AND TECHNICAL EDUCATION IN THE OFFICE OF EDUCATIONAL OPPORTUNITIES AND SERVICES WITH 22 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER EXPERIENCES INCLUDE BUSINESS EDUCATION TEACHER AT OVERLY HIGH SCHOOL BUSINESS EDUCATION TEACHER, RESOURCE TEACHER AND BUSINESS EDUC AT CHESAPEAKE HIGH SCHOOL AND SUPER CAREER AND TECHNOLOGY EDUCATION TECH IN THE OFFICE OF CAREER AND TECHNICAL EDUCATION AND FINE ARTS.
PRIOR TO THAT, SHE SERVED AS A BUSINESS EDUCATION TEACHER IN HAMPTON CITY SCHOOLS.
OUR NEXT APPOINTMENT IS KAYLIN PHILLIPS KAYLIN IS ATTENDING THIS EVENING WITH HER MOTHER, VALERIE PHILLIPS AND HER FATHER SCOTT AND SCOTT PHILLIPS.
SHE WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE ASSISTANT PRINCIPAL AT OWINGS MILL ELEMENTARY SCHOOL WITH SEVEN YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCE INCLUDE CLASSROOM TEACHER AT HENWOOD ELEMENTARY SCHOOL AND STAFF DEVELOPMENT TEACHER AT LANSDOWN ELEMENTARY SCHOOL.
OUR NEXT APPOINTMENT THIS EVENING IS NICOLE ALKI.
NICOLE IS ATTENDING THIS EVENING WITH PARENTS ED AND DEBBIE AND BRIANNE FORT CAMP PRINCIPAL AT SUMMIT PARK ELEMENTARY SCHOOL.
SHE WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE ASSISTANT PRINCIPAL AT HONEYCOMB ELEMENTARY SCHOOL WITH 22 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCES INCLUDE KINDERGARTEN TEACHER, CLASSROOM TEACHER, READING, TEACHER RESOURCE TEACHER, AND READING SPECIALIST AT LOGAN ELEMENTARY.
SHE ALSO SERVED AS SPECIAL EDUCATION INCLUSION TEACHER, STAT TEACHER AND READING SPECIALIST AT SEVEN OAKS ELEMENTARY.
OUR NEXT APPOINTMENT IS ASIA SWEETS.
ASIA IS ATTENDING THIS EVENING WITH HER HUSBAND, DEONTAY SWEETS, AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE MANAGER COMMUNITY SCHOOLS IN THE OFFICE OF TITLE ONE HOMELESS PROGRAMS AND COMMUNITY SCHOOLS WITH THREE YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCES INCLUDE CLASSROOM TEACHER AT WINE IN ELEMENTARY SCHOOL AND SENIOR COMMUNITY SCHOOL FACILITATOR IN THE OFFICE OF TITLE ONE.
PRIOR TO THAT, SHE SERVED AS A NEWS PRODUCER AT WBFF NEWS COMMUNITY SCHOOL COORDINATOR AT CHILD FIRST AUTHORITY AND ASSISTANT DIRECTOR OF COMMUNITY SCHOOLS AT UNIVERSITY OF MARYLAND SCHOOL OF SOCIAL WORK POSITION SCHOOL CENTER.
OUR NEXT APPOINTMENT THIS EVENING IS SHELBY TIMMONS.
[00:20:03]
SHELBY IS ATTENDING THIS EVENING WITH HER MOTHER, LORI TIMMONS AND BROTHER MCKINLEY TIMMONS, AND IS BEING APPOINTED AS THE ASSISTANT PRINCIPAL AT GLENDON ELEMENTARY SCHOOL WITH EIGHT YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.HER PRIOR EXPERIENCES INCLUDE VOCAL MUSIC TEACHER AND SPECIAL EDUCATION INCLUSION TEACHER AT NEWTOWN ELEMENTARY SCHOOL AND RESOURCE TEACHER AT SUD BROOK MAGNET MIDDLE SCHOOL.
OUR NEXT APPOINTMENT IS DANIELLE.
DANIELLE IS ATTENDING THIS EVENING WITH HER HUSBAND, DWAYNE, CHILDREN SEAN, RECENT GRADUATE FROM BCPS, JULIET AND DANIEL.
DANIEL, I HAVE A JOB FOR YOU AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE SPECIALIST EARLY CHILDHOOD COMMUNITY SCHOOLS IN THE OFFICE OF EARLY CHILDHOOD PROGRAMS WITH 13 YEARS OF EXPERIENCE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR SERVICE INCLUDES SPECIAL EDUCATION TEACHER AND PARAEDUCATOR AT MADEN CHOICE SCHOOL, KINDERGARTEN TEACHER AT NORWOOD ELEMENTARY SCHOOL AND RESOURCE TEACHER AND FACILITATOR, FACILITATOR IN THE OFFICE OF EARLY CHILDHOOD PROGRAMS. CONGRATULATIONS.
DR. WEAVER IS ATTENDING THIS EVENING AND IS BEING APPOINTED AS THE SPECIALIST FOR MATHEMATICS IN THE OFFICE OF MATHEMATICS.
HER PREVIOUS EXPERIENCES INCLUDE PRE-KINDERGARTEN TEACHER AT PLAYMATES PRESCHOOL AND CHILD DEVELOPMENT CENTER AT BAYLES INWOOD SCHOOL FOR YOUNG CHILDREN, MATHEMATICS TEACHER AT CAMDEN CITY SCHOOL DISTRICT IN LYNDEN WOOD PUBLIC SCHOOLS, MATHEMATICS AND SCIENCE TEACHER AT PENNSAUKEN PEBBLE SCHOOLS, INSTRUCTIONAL MATHEMATICS TEACHER, SCIENCE SPECIALIST COACH AND ASSISTANT PRINCIPAL AT CUMBERLAND COUNTY CHARTER SCHOOL NETWORK.
ADJUNCT PROFESSOR OF EDUCATION AT CABRINI UNIVERSITY AND PRINCIPAL AT THE ARCHDIOCESE OF BALTIMORE.
CONGRATULATIONS AND WELCOME TO BCPS.
NEXT APPOINTMENT THIS EVENING IS HILLARY WINSTON.
HILLARY IS ATTENDING THIS EVENING WITH HER HUSBAND CRAIG AND CHILDREN COLE AND HAILEY, AND WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE SPECIALIST FOR EARLY CHILDHOOD COMMUNITY SCHOOLS IN THE OFFICE OF EARLY CHILDHOOD PROGRAMS WITH 25 YEARS OF SERVICE.
YES, WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER EXPERIENCES INCLUDE SPECIAL EDUCATION TEACHER AT PERRY HALL MIDDLE AND SUMMIT PARK ELEMENTARY SCHOOL, SPECIAL EDUCATION SELF-CONTAINED TEACHER AT PIKESVILLE MIDDLE SCHOOL AND RESOURCE TEACHER AND SPECIAL EDUCATION INCLUSION TEACHER AT CHATSWORTH SCHOOL.
OUR NEXT APPOINTMENT THIS EVENING IS PATRICIA WITT.
PATRICIA IS ATTENDING THIS EVENING WITH HER HUSBAND BRIAN, AND IS BEING APPOINTED AS THE SPECIALIST COMPREHENSIVE COORDINATED EARLY INTERVENTION SERVICES, COMPREHENSIVE SUPPORT TEAMS IN THE OFFICE OF STUDENT SUPPORT SERVICES WITH NINE YEAR OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PRIOR EXPERIENCES INCLUDE STAT TEACHER AT DEER PARK MIDDLE MAGNET SCHOOL, ENGLISH TEACHER AT HEREFORD MIDDLE SCHOOL AND RESOURCE TEACHER IN THE OFFICE OF ENGLISH LANGUAGE ARTS, CATONSVILLE CENTER FOR ALTERNATIVE STUDIES AND THE OFFICE OF STUDENT SUPPORT SERVICES.
HER PRIOR EXPERIENCES INCLUDE ENGLISH TEACHER AT BRYN MAWR SCHOOL FOR THE GIRLS AND LANGUAGE ARTS TEACHER AT THE PARK SCHOOL OF BALTIMORE.
CONGRATULATIONS, NOT ATTENDING THIS EVENING, BUT WE WANNA RECOGNIZE THEM.
JACOB AD JACOB IS, WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS ASSISTANT PRINCIPAL AT DUNDALK HIGH SCHOOL.
HIS PRIOR EXPERIENCES INCLUDE SOCIAL STUDIES TEACHER AT CHESAPEAKE HIGH SCHOOL.
NEXT APPOINTMENT IS MATILDA MATILDA.
MATILDA WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE SPECIALIST FOR ENGLISH LANGUAGE DEVELOPMENT INSTRUCTION IN THE OFFICE OF MULTILINGUAL ACHIEVEMENT.
HER PRIOR EXPERIENCES INCLUDE ENGLISH LANGUAGE DEVELOPMENT COORDINATOR AT MANATEE COUNTY SCHOOL DISTRICT, AND JUST FOR GIRLS CHARTER SCHOOL, ELD, TEACHER RESOURCE, ELD, TEACHER AND WORLD LANGUAGE RESOURCE, TEACHER AND LEARNING AND ACHIEVEMENT SPECIALIST, AND MONTGOMERY COUNTY PUBLIC SCHOOLS.
CONGRATULATIONS AND WELCOME TO BCPS.
[00:25:04]
OUR NEXT APPOINTMENT IS MARK GINGRICH.MARK WAS APPOINTED AT THE JUNE 25TH BOARD OF EDUCATION MEETING AS THE MANAGER LEARNING SOLUTIONS IN THE OFFICE OF ENTERPRISE SOLUTIONS WITH 12 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS PRIOR EXPERIENCES INCLUDE TEAM LEADER PROJECT MANAGEMENT IN THE DEPARTMENT OF INFORMATION TECHNOLOGY SUPERVISOR STUDENT INFORMATION SYSTEMS IN THE DIVISION OF INFORMATION TECHNOLOGY.
AND PRIOR TO THAT, HE SERVED AS A MANAGING ASSOCIATE AT PAYMENT TECHNOLOGIES PRODUCT DIRECTOR AT FIRST DATA CORPORATION AND PROJECT MANAGER AT TITLE TECHNOLOGIES.
AND FINAL APPOINTMENT OF THE EVENING IS KATHLEEN SMITH.
KATHLEEN IS BEING APPOINTED AS THE ASSISTANT PRINCIPAL AT PINEWOOD ELEMENTARY SCHOOL WITH 11 YEARS OF SERVICE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HER PREVIOUS EXPERIENCE INCLUDES CLASSROOM TEACHER, STAFF TEACHER AND STAFF DEVELOPMENT TEACHER AT OWINGS MILL ELEMENTARY SCHOOL.
CONGRATULATIONS TO KATHLEEN AND ALL OF OUR APPOINTEES.
WE KNOW YOU'RE GONNA DO WONDERFUL THINGS FOR BALTIMORE COUNTY PUBLIC SCHOOLS.
[F. PUBLIC COMMENT (6:55 - 7:30 p.m.)]
ITEM IS PUBLIC COMMENT.THIS IS ONE OF THE OPPORTUNITIES THE BOARD PROVIDES TO HEAR THE VIEWS AND RECEIVE THE ADVICE OF COMMUNITY MEMBERS.
IF NOT SELECTED TO ADDRESS THE BOARD, MEMBERS OF THE PUBLIC MAY SUBMIT THEIR COMMENTS TO THE BOARD MEMBERS VIA EMAIL@BOEATBCPS.ORG.
THE BALTIMORE COUNTY POLICE DEPARTMENT'S HOMELAND SECURITY UNIT AND OFFICE OF SCHOOL SAFETY HAS RECOMMENDED SAFETY AND SECURITY PROTOCOLS, WHICH ARE POSTED IN THE BOARDROOM AND AVAILABLE IN BOARD DOCS AND ON BOARDS AND ON THE BOARD'S PARTICIPATION BY THE PUBLIC WEBSITE.
WHILE WE ENCOURAGE PUBLIC INPUT ON POLICY, POLICY PROGRAMS AND PRACTICES WITHIN THE PURVIEW OF THIS BOARD AND THE SCHOOL SYSTEM, THIS IS NOT THE PROPER FORM TO ADDRESS SPECIFIC STUDENTS
OR EMPLOYEE MATTERS OR TO COMMENT ON MATTERS THAT DO NOT RELATE TO PUBLIC EDUCATION IN BALTIMORE COUNTY.
INAPPROPRIATE PERSONAL REMARKS OR OTHER BEHAVIORS SUCH AS LANGUAGE THAT PROMOTES VIOLENCE AGAINST A-B-C-P-S EMPLOYEE OR THAT DISRUPTS OR INTERFERES WITH THE CONDUCT OF THIS MEETING ARE OUT OF ORDER AND WILL NOT BE TOLERATED.
PERSONS WHO OTHERWISE DISRUPT OR DISTURB THIS MEETING WILL NOT BE ALLOWED TO CONTINUE THEIR REMARKS AND WILL BE ESCORTED FROM THE MEETING.
PLEASE OBSERVE THE THREE MINUTE CLOCK, WHICH WILL LET YOU KNOW WHEN YOUR TIME IS UP.
THE MICROPHONE WILL BE TURNED OFF AT THE END OF THE, AT THE END OF YOUR TIME OR PRIOR TO THAT TIME AT THE DISCRETION OF THE BOARD CHAIR.
SO FOR OUR SPEAKERS TODAY, WE DO NOT HAVE ANYONE FROM SCHOOL SYSTEM AFFILIATED GROUPS, UNIONS, OR NONPROFIT COMMUNITY GROUPS.
AND SO WE WILL GO DIRECTLY TO INDIVIDUAL CITIZENS OR STUDENTS.
AND OUR FIRST SPEAKER IS MS. HANNAH CAMPBELL.
TIMER, DO YOU SEE THE TIMER RIGHT THERE,
I NEED TO TAKE OFF MY GLASSES TO READ, BUT
I'M A RESIDENT OF CATONSVILLE HIGH SCHOOL.
I'M CATONSVILLE NOT HIGH SCHOOL, ACTUALLY A GRADUATE OF WOODLAWN HIGH SCHOOL AND A PARENT OF A FIFTH GRADER AT HILLCREST ELEMENTARY AND A RISING EIGHTH GRADER AT OUR BUTS MIDDLE SCHOOL.
AFTER LOSING MY HUSBAND TO BRAIN CANCER IN 2018 AND NAVIGATING COVID AS A SINGLE PARENT, I MOVED BACK TO CATONSVILLE TO BE CLOSE TO MY FAMILY AND COMMUNITY THAT I GREW UP WITH.
WHEN I MOVED, I UNDERSTOOD THAT MY HOME WAS DISTRICTED TO ARBUTUS MIDDLE SCHOOL.
WHAT I DID NOT UNDERSTAND WAS THAT OUR HOME WAS SURROUNDED BY STUDENTS WHO WERE GOING TO THE SAME ELEMENTARY SCHOOL, BUT TO A DIFFERENT MIDDLE SCHOOL.
UM, I DIDN'T KNOW THAT A DISTRICT WOULD TAKE 7% OF A SCHOOL AND DISTRICT IT TO ANOTHER, UM, MIDDLE SCHOOL THAN THE REST OF THE KIDS IN THAT SCHOOL.
AND WHEN WE MOVED IN 2021, MY CHILDREN WERE DEALING WITH PROCESSING A LOT OF GRIEF AND ANXIETY, AND THEY HAD BEEN SEEING A THERAPIST SINCE 2017.
IT TOOK MY SON ABOUT SIX MONTHS TO CREATE FRIENDS AT HIS NEW ELEMENTARY SCHOOL IN THE FIFTH GRADE.
AND THEN WE LEARNED THAT HE WOULD BE SEPARATED FROM ALL OF THEM.
AND DESPITE FILING A WAIVER WITH A THERAPIST'S NOTE, HE WAS NOT GIVEN PERMISSION TO GO TO CATONSVILLE MIDDLE SCHOOL, WHICH IS WHERE THE MAJORITY OF THE STUDENTS GO FROM OUR ELEMENTARY SCHOOL.
UM, AND SO HE DID GO TO OUR BUTAS MIDDLE SCHOOL, AND DURING THAT PROCESS, HE WAS ALSO OVERLOOKED BY HILLCREST ELEMENTARY ITSELF, LOSING THE OPPORTUNITY TO PICK HIS ELECTIVES BEFORE THE SCHOOL YEAR BEGAN, AND TO HAVE REALLY MUCH OF AN ORIENTATION TO HIS MIDDLE SCHOOL BECAUSE UNDERSTANDABLY, HILLCREST WAS FOCUSED ON THE 93% OF STUDENTS WHO GO
[00:30:01]
TO CATONSVILLE MIDDLE SCHOOL.UM, ARBUTUS IS A WONDERFUL SCHOOL, AND WE LOVE IT, BUT WE STRUGGLE CONSISTENTLY WITH THE LACK OF A STRONG SUPPORT NETWORK THAT'S CLOSE TO OUR HOME.
UM, AND IT DOES MAKE A DIFFERENCE.
TWO OR THREE MILES MAKES A DIFFERENCE, UM, WHEN THE BUS DOESN'T COME, WHEN THERE'S AN AFTERSCHOOL ACTIVITY, WHEN THERE'S A PERFORMANCE, WHEN A CHILD IS ILL.
UM, THE CAREGIVERS PARENTS IN MY COMMUNITY, WE SUPPORT EACH OTHER.
UH, I HAVE A MUCH STRONGER COMMUNITY WITH THE HILLCREST WITH MY DAUGHTER, AND WHEN MY SON WAS THERE, UM, IT JUST, THE DIFFERENCE GEO GEOGRAPHICALLY HAS MADE IT VERY CHALLENGING TO GET THAT KIND OF SUPPORT AT OUR BUTAS.
THIS WAS EXACERBATED LAST YEAR, UM, BY THE FACT THAT THE BUS WAS CHRONICALLY LATE AND OFTEN ABSENT FOR ABOUT 60% OF THE TIME, FOR FOUR MONTHS.
AND WHEN WE BROUGHT THIS UP WITH THE COUNTY, THERE WAS EVENTUALLY A SOLUTION THAT THE CHILDREN WERE PUT ON ANOTHER ROUTE.
THEY WERE PICKED UP ABOUT A HALF HOUR EARLIER THAN THEY WERE BEFORE AND TAKEN TO THE OTHER SIDE OF THE DISTRICT.
AND SO THEY SPENT ABOUT AN HOUR AND A HALF TO TWO HOURS EITHER WAITING OR RIDING THE BUS TO, TO AND FROM SCHOOL, WHICH WAS LESS THAN EIGHT MILES ROUND TRIP.
UM, BUT WE'RE JUST FAR FROM THE REST OF THE PEOPLE.
CREATING A LOPSIDED FEEDER SPLIT IN AN ISOLATED ISLAND BOUNDARY WITHIN A COMMUNITY REDUCES OUR RESILIENCE.
IT CREATES UNNECESSARY CHALLENGES FOR TRANSPORTATION, AND IT'S DEFINITELY MADE OUR LIFE MATERIALLY HARDER IN MY HOUSEHOLD.
I ASK THAT THE BOARD PLEASE VOTE TO ADOPT POLICY 1280 TONIGHT, AND THAT DR. ROGERS AND HER STAFF, PLEASE FIND A WAY TO FIX THIS ISSUE FOR US AND FOR OTHERS.
UM, WE CAN'T FIX IT FOR MY SON, BUT FOR MY DAUGHTER AND OTHERS IN OUR, OUR COMMUNITY, WE CAN CREATE, YOU KNOW, MORE RESILIENCE.
OUR NEXT SPEAKER IS MR. KEN ALEJO, AND PLEASE CORRECT ME IF I'VE MISPRONOUNCED YOUR NAME.
IT'S ALL VOWS AND IT'S TOUGH TO SAY.
UH, THANK YOU FOR THE OPPORTUNITY TO ADDRESS THE BOARD.
MY NAME IS KEN AIELLO AND I LIVE IN CATONSVILLE.
I HAVE TWO CHILDREN ENROLLED AT HILLCREST ELEMENTARY, ARISING FOURTH GRADER AND A SECOND GRADER.
MY CHILDREN HAVE THRIVED AT HILLCREST AND HAVE MADE MANY FRIENDS BEING ACTIVE IN THE COMMUNITY.
MANY OF THESE FRIENDSHIPS EXTEND OUTSIDE OF SCHOOL TO REC, SPORTS CHURCH, AND VARIOUS COMMUNITY GROUPS, UNDERSTANDING THAT POLICY 1280 IS LIKELY TO BE ADOPTED TONIGHT.
I'M HERE TODAY TO ADVOCATE FOR CHANGES TO RULE 1280 TO MAKE THE PROCESS OF KEEPING COMMUNITIES TOGETHER SIMPLER.
AS OF TODAY, ONLY 7% OF STUDENTS ENROLLED AT HILLCREST ELEMENTARY WILL ATTEND OUR BUT MIDDLE LAST YEAR.
THIS TOTALED SEVEN STUDENTS WITH THE REMAINING 93% CONTINUING TO CATONSVILLE MIDDLE.
IN THE CASE OF MY FOURTH GRADER, WE ARE AWARE OF ONLY ONE OTHER STUDENT IN HER GRADE WHO WILL ATTEND OUR BUDS MIDDLE.
MY DAUGHTER IS INCREASINGLY AWARE AND ANXIOUS ABOUT THE SITUATION.
SHE KNOWS THAT SHE'LL LOSE TOUCH WITH HER FRIENDS AND SHE'S NERVOUS ABOUT STARTING IN A NEW SCHOOL AND SEEING NO FAMILIAR FACES.
PERSONALLY, I'M NERVOUS FOR HER TO START OVER AT SUCH A CHALLENGING AGE.
WITHOUT HER SUPPORT NETWORK, SHE WOULD'VE SPENT SIX YEARS BUILDING.
UH, EARLIER THIS YEAR, WE SUBMIT A PETITION REQUESTING A CORRECTION TO THE BOUNDARY MAP SO THAT HILLCREST ELEMENTARY WILL BE A 100% FEEDER TO VILLE MIDDLE INSTEAD OF THE 93% FEEDER IT IS TODAY.
HOWEVER, WE'RE INFORMED THAT EVEN THOUGH CATONSVILLE MIDDLE WILL BE UNDER CAPACITY AND COULD RECEIVE NEW STUDENTS, BCPS MUST PRIORITIZE ITS RESOURCES TO FOCUS ON MORE PRESSING BOUNDARY ISSUES TO ADDRESS CAPITAL PROJECTS IN CROWDING.
WHILE WE AGREE THAT BCPS MUST WORK TO ADDRESS LARGE SCALE BOUNDARY ISSUES, WE ALSO NEED TO FIND A WAY TO CORRECT THESE SMALLER BOUNDARY PROBLEMS THAT ARE ALSO SO IMPACTFUL TO THE HANDFUL OF CHILDREN INVOLVED.
AFTER ALL, EVERY CHILD MATTERS AND DESERVES THE BEST SHOT THEY CAN GET, AND THAT MEANS KEEPING KIDS TOGETHER IF IT'S AT ALL POSSIBLE.
BUT TO MAKE THAT HAPPEN, WE WERE TOLD THAT BCPS MUST USE A FULL BLOWN BOUNDARY PROCESS, WHICH WOULD REQUIRE NINE SCHOOLS TO BE REPRESENTED AND 28 PARENTS TO SERVE ON THE BOUNDARY COMMITTEE AND WOULD TAKE MONTHS.
WE KNOW THERE'S A BETTER WAY AND WE NEED YOUR HELP TO FIX IT.
IN SUMMARY, WE NEED TO CREATE AN EFFICIENT AND STREAMLINED PROCESS TO CORRECT MINOR BOUNDARY ISSUES WITHOUT THE NEED FOR A FULLBLOWN BOUNDARY STUDY.
WE NEED A TOOL IN THE TOOLKIT TO BE ABLE TO ADDRESS FAIRLY AND QUICKLY THESE RELATIVELY SMALL DISCREPANCIES, WHICH ARE SO DISPROPORTIONATELY IMPACTFUL TO CHILDREN SUCH AS MY DAUGHTER AND THE MANY OTHERS THROUGHOUT THE COUNTY WHO FACE SUCH HEART WRENCHING SEPARATIONS.
WE ASK THAT THE BOARD, PLEASE VOTE TO ADOPT POLICY 1280 TONIGHT AND THE SUPERINTENDENT AND HER STAFF, PLEASE CONSIDER OURS AND OTHER SUGGESTIONS THAT WOULD ALLOW BCPS TO FIX OUR ISSUE AND THE MANY LIKE IT IN THE COUNTY.
THANK YOU FOR YOUR TIME AND CONSIDERATION.
OUR NEXT SPEAKER IS MR. NICHOLAS STEWART,
[00:35:06]
WE HAVE SOME READING MATERIALS FOR YOU.ALRIGHT, GOOD EVENING CHAIRWOMAN.
NICE CHAIRWOMAN IF YOU'RE ON THE PHONE.
MY NAME IS NICK STEWART AND I'M JOINED BY MY WIFE KATIE.
AND AS YOU HEARD, SEVERAL OF OUR FRIENDS AND NEIGHBORS WE'RE THE PARENTS OF, UH, FOUR YOUNG KIDS AGED EIGHT AND UNDER.
I'M ALSO THE FORMER VICE CHAIR OF THIS BOARD OF EDUCATION, SO IT'S GOOD TO SEE MANY OF YOU, UM, AND THE CO-FOUNDER OF A COMMUNITY GROUP CALLED WE THE PEOPLE, WHICH ADVOCATES FOR GOOD GOVERNMENT AND SMART GROWTH POLICIES.
WE'RE SPEAKING ABOUT POLICY 1280, AND I'VE ALLOWED MY, OBVIOUSLY, FELLOW PARENTS TO PROVIDE SOME FIRSTHAND EXPERIENCE OF THE IMPACT OF THE POLICY, BUT THE ISSUE REALLY DOES COME DOWN TO A FAIRLY SIMPLE ONE, WHICH IS THAT HILLCREST ELEMENTARY FEEDS ALMOST EXCLUSIVELY TO KANESVILLE MIDDLE, EXCEPT FOR THOSE 7% OF STUDENTS WHO ARE DIVORCED FROM A COHORT THAT THEY SPENT SIX YEARS BUILDING AND THEN SENT TO OUR BUDS MIDDLE.
THESE 7% OF STUDENTS, WHICH EQUATED TO JUST SEVEN ACTUAL STUDENTS LAST YEAR, ARE FROM TWO NEIGHBORHOODS, ONE OF WHICH WINTER'S LANE IS THE LARGEST AND MOST INTACT 19TH CENTURY AFRICAN AMERICAN NEIGHBORHOOD IN BALTIMORE COUNTY.
WHILE WE KNOW OUR BE MIDDLE IS A GREAT SCHOOL, THE ISSUES CAUSED BY THE IMBALANCE ARE REAL THREEFOLD.
FIRST, EDUCATIONAL STUDIES PROVE WHAT COMMON SENSE ALREADY TELLS US, AND THAT IS THAT SPLITTING UP CHILDREN FROM THEIR LONGSTANDING COHORTS MATERIALLY AND NEGATIVELY IMPACTS CHILDHOOD DEVELOPMENT AND EDUCATIONAL OUTCOMES.
SECOND, BECAUSE OF THE LAYOUT OF THESE NEIGHBORHOODS, THE DU MIDDLE BUS HAS TO RUN A ROUTE THROUGH A HUGE AREA THAT IS DISTRICTED TO CATONSVILLE MIDDLE, JUST TO PICK UP THESE SEVEN STUDENTS IN THEIR SATELLITE.
AND THIS RESULTS IN LONG BUS RUNS AS WE HEARD, AND PERSISTENT LATENESS.
THIRD, AGAIN, BECAUSE OF THE LAYOUT, BOTH BUSES, CATONSVILLE AND BUIST HAVE TO RUN THE EXACT SAME ROUTE FOR SEVERAL MILES, WASTING PRECIOUS TRANSPORTATION REAL RESOURCES.
SO THE ISSUES ARE REAL, AND THEY ALSO DIRECTLY VIOLATE SEVERAL OF BCP S'S DISTRICTING CONSIDERATIONS, INCLUDING EQUITY, CONTINUITY OF FEED AND PATTERNS IN NEIGHBORHOODS AND EFFICIENT USE OF RESOURCES.
AND RIGHT NOW, THE ONLY WAY TO SOLVE FOR THIS IN EQUITY IS TO CONDUCT A FULL-FLEDGED BOUNDARY PROCESS, WHICH IS SO CUMBERSOME AND EXTENSIVE THAT IT IS RARELY USED FOR DIS REDISTRICTINGS OUTSIDE OF NEW CONSTRUCTION AND SIGNIFICANT OVERCROWDING ISSUES.
THAT'S PRECISELY WHY OTHER CENTRAL MARYLAND SCHOOL SYSTEMS DO IT DIFFERENTLY FROM US WITH RESPECT TO THE LANGUAGE IN BOTH THEIR RULE AND THEIR POLICY.
AND WE'VE HIGHLIGHTED THIS LANGUAGE IN THE MATERIALS BEFORE YOU, IT MIGHT TAKE SOME DIGGING, BUT THEY'RE THERE.
SO TONIGHT, WHILE WE'RE ASKING THE BOARD TO ADOPT POLICY 1280 AS IT IS WRITTEN, WE'RE ALSO ASKING THAT THE ADMINISTRATION AMEND RULE 1280 TO ENABLE BCPS TO EFFECTIVELY SOLVE FOR FEEDER SPLIT AND SATELLITE BOUNDARY INEQUITIES.
AND WE'RE ASKING THAT THIS NEW TOOL BE USED TO ADDRESS THAT 7% IMBALANCE.
WE BELIEVE THAT THE TIME IS RIGHT TO DO SO, ESPECIALLY IN VIEW OF THE RECENT DISCUSSION ON A PFO AND THE IMPORTANCE OF BCPS BEING ABLE TO MAKE BOUNDARY CHANGES TO IMPROVE THE SCHOOL SYSTEM FOR ALL THIS IS, WE THINK GOOD GOVERNMENT AT ITS BEST.
OUR NEXT SPEAKER IS MS. SHARON.
A COUPLE OF MONTHS AGO, THIS BOARD NOTED THAT YOUR ACHIEVEMENT LEVELS HAVE DROPPED OVER THE LAST 12 YEARS, YET THE DECISIONS MADE PARTICULARLY THIS YEAR BY VARIOUS DEPARTMENTS ARE NOT GOING TO ADDRESS THE CONCERNS OF DROPPING ACHIEVEMENT.
CUTTING MAGNET PROGRAMS IN SO-CALLED LOW PERFORMING SCHOOLS DO NOT IMPROVE PERFORMANCE.
INSTEAD, IT REMOVES PERFORMANCE INCENTIVES AND OPPORTUNITIES FOR STUDENTS TO FIND THEIR TALENTS.
LAST MONTH, YOU HAD THE OPPORTUNITY TO HEAR MY SON BRING TO YOUR ATTENTION HOW THE LOW PERFORMING SCHOOL OF LANSDOWN HIGH SCHOOL BASICALLY GAVE HIM HIS VOICE AND HELPED HIM TO FIND HIS TALENTS.
THEY DID THE SAME THING FOR MY OLDER CHILD, AN AWARD-WINNING PLAYWRIGHT, A PUBLISHED POET, AND A SOUGHT AFTER STAGE MANAGER IN THE BALTIMORE THEATER COMMUNITY.
THIS IS A STUDENT WHO WAS TOLD SHE COULDN'T LEARN.
SOME OF THE STUDENTS AT LANSDOWN HIGH SCHOOL HAVE BEEN ACCEPTED TO THE AMERICAN ACADEMY OF DRAMATIC ARTS, THE AMERICAN MUSIC AND DANCE ACADEMY.
BOTH OF THESE ARE IN NEW YORK AND THE FASHION INSTITUTE
[00:40:01]
OF TECHNOLOGY.I HAVE A CLIENT RIGHT NOW WHO IS JUST CHOSEN OF AT TO BE ONE OF THREE PEOPLE TO REPRESENT HER FRESHMAN CLASS AT YANKEE STADIUM AND HAVE HER DESIGNS MODELED.
STUDENTS FROM LANSDOWN HIGH SCHOOL HAVE PERFORMED AT THE HIPPODROME AND CARNEGIE HALL.
REMOVING MAGNET PROGRAMS FROM UNDERPERFORMING SCHOOLS JUST REMOVES OPPORTUNITIES AND EQUALITY FOR STUDENTS DOESN'T HELP ACHIEVEMENT.
ANOTHER THING THAT DOESN'T HELP ACHIEVEMENT IS YOU NEED TO IMPROVE SPECIAL EDUCATION.
I KNOW YOU'VE HEARD ME SAY THIS MULTIPLE TIMES.
DUMPING STUDENTS IN GENERAL EDUCATION CLASSROOMS WITH AND DISREGARDING THE CER THEIR NEED FOR SERVICES, DISREGARDING THEIR DIAGNOSES BECAUSE YOU DON'T SEE IT DOESN'T HELP A CHILD IMPROVE ACHIEVEMENT.
AND THE BOTTOM LINE THAT YOU, THAT TO DEAL WITH IS MORE LITIGATION THAT COSTS YOU MONEY.
LAST, I APPLAUD THE SUPERINTENDENT'S WILLINGNESS TO CUT CENTRAL OFFICE PERSONNEL, BUT I DON'T SEE WHERE IT'S BEING CUT EXCEPT IN AREAS LIKE ADVANCED ACADEMICS.
OUR NEXT SPEAKER IS MS. MELISSA CANNON, I, GOOD EVENING BOARD MEMBERS AND DR. ROGERS.
UM, YOU'VE HEARD FROM SOME, SEVERAL OF MY NEIGHBORS TONIGHT.
I AM A COMMUNITY MEMBER IN CATONSVILLE AS WELL, AND MY CHILDREN GO TO HILL CAST ELEMENTARY AND THEN OUR ZONE FOR OUR BUTS MIDDLE.
AND WE MOVED TO OUR NEIGHBORHOOD NOT REALLY, NOT REALLY UNDERSTANDING THE SITUATION, SORRY.
UM, BUT IT FINALLY, WE FINALLY UNDERSTOOD WHEN OUR SON CAME HOME FROM ABOUT HALFWAY THROUGH HIS FIFTH GRADE YEAR, HE CAME HOME AND HE ASKED ME WHY HE HAD TO HAVE A PIZZA PARTY BY HIMSELF.
I DIDN'T UNDERSTAND WHAT WAS GOING ON.
AND WHEN I REACHED OUT TO THE TEACHER, I FOUND OUT THAT IT WAS MIDDLE SCHOOL OR ORIENTATION DAY, AND HE WAS ONE OF THREE STUDENTS GOING TO OUR BUDS MIDDLE SCHOOL WHILE THE OTHER, ALL THE OTHER STUDENTS WERE GOING TO CATONSVILLE.
AND SO THEY HAD A FUN PIZZA PARTY IN THE CAFETERIA FOR ALL THE KIDS GOING TO CATONSVILLE.
AND I KNOW THE TEACH TEACHERS TRIED THEIR BEST, BUT THEY TOOK ALL THE, OUR BUDS KIDS TO THE LIBRARY.
AND THAT WAS WHEN IT HIT HOME THAT THERE WERE THREE KIDS.
HE WAS THE ONLY MALE STUDENT THAT YEAR WHO WOULD BE ATTENDING OUR BUDS MIDDLE SCHOOL.
AND, UM, THAT WAS JUST THE START OF WHAT BECAME A VERY DIFFICULT YEAR.
UM, SOME OF THE EXAMPLES ARE HE IN THE MORNINGS, UM, HE WOULD, THE BUS WOULD COME PICK HIM UP FIRST.
SO IT WAS AN EAR LONG BUS RIDE, BUT AFTER SCHOOL, THE BUS WOULD TAKE HIM HOME FIRST.
ALL THE OTHER ARBUTUS KIDS HAD TO TAKE THE 14 MINUTE DRIVE THROUGH THE CATONSVILLE MIDDLE ZONE.
AND THOSE KIDS STARTED COMPLAINING TO MY SON, UGH, WHY DO WE HAVE TO DRIVE ALL THE WAY OVER TO YOUR NEIGHBORHOOD? AND HE, UM, IT WAS REALLY A DIFFICULT SITUATION FOR THOSE STUDENTS WERE INCONVENIENCE IN ADDITION TO MY SON.
AND IT WAS HARD TO MAKE FRIENDS.
HE, IN MIDDLE SCHOOL, WHEN KIDS CAN'T DRIVE, THERE IS NOT A SINGLE HOUSE THAT HE CAN BIKE OR WALK TO.
SO IF HE MADE A FRIEND, A LOT OF THE KIDS' FRIENDS HAD NO TRANSPORTATION.
SO IT WOULD REQUIRE ME, WHICH I WAS HAPPY TO DO BECAUSE I WANTED HIM TO MAKE FRIENDS.
I WOULD DRIVE 20 MINUTES TO PICK UP THE KID AND BRING THEM TO OUR HOUSE BECAUSE I WANTED HIM TO HAVE FRIENDS.
UM, HE, MY DO MY MY OTHER, UM, MY SON IS A SIXTH GRADER.
HE'LL BE ATTENDING OUR BEUS MIDDLE SCHOOL IN THE FALL.
AND HE IS ONE, THERE'S ONLY ONE OTHER FEMALE STUDENT THAT WE KNOW OF THAT WILL BE ATTENDING OUR BUDS WITH HIM NEXT YEAR.
HE SAW WHAT MY SON WENT THROUGH.
AND ALTHOUGH ACADEMICALLY, WE HAVE LOVED OUR BUDS, THE ADMINISTRATION AND THE TEACHERS ARE FANTASTIC.
IT HAS NOTHING TO DO WITH OUR BUDS MIDDLE SCHOOL.
IT HAS EVERYTHING TO DO WITH BEING STRIPPED OF OUR COMMUNITY AT
[00:45:01]
SUCH A CRITICAL TIME WHEN KIDS ARE ALREADY GOING THROUGHOUT.THE NEXT ITEM ON THE AGENDA IS THE SUPERINTENDENT'S REPORT.
AND FOR THAT, I CALL ON DR. ROGERS.
WAIT, DO WE NEED TO TAKE A RECESS FOR TECHNOLOGY? OKAY.
DO I RECESS? I MOVED TO RECESS FOR MINUTES, TWO MINUTES, FIVE MINUTES.
ARE WE OKAY? I'M MS. DOKI, CAN YOU HEAR US? HOW ABOUT NOW? CAN HEAR? WE CAN'T HEAR YOU, MS. DOMINOS, CAN YOU HEAR ME NOW? YES, WE CAN HEAR YOU
[G. SUPERINTENDENT'S REPORT (7:30 - 7:40 p.m.)]
ON THE AGENDA IS THE SUPERINTENDENT'S REPORT.AND FOR THAT, I CALL ON DR. ROGERS.
THANK YOU, UH, CHAIR BOOKER DWYER, MEMBERS OF THE BOARD OF EDUCATION.
I AM PLEASED TO PRESENT THE JULY SUPERINTENDENT'S REPORT.
IF WE CAN PULL UP THE POWERPOINT, PLEASE GET BACK IN TECHNOLOGY EVENING.
WELL, I'LL START TALKING IN HOPES THAT, THAT, THERE IT IS.
SO FOR THE MONTH OF JULY, I WANNA SHARE WITH YOU OUR, UH, RESULTS FROM THE DIFFERENT SURVEYS THAT WE SENT OUT AROUND CELL PHONES AND, UH, SOME INFORMATION REGARDING THE CLOSE OF THE SCHOOL YEAR.
UH, THROUGHOUT THE YEAR, WE HAVE HAD THE OPPORTUNITY TO HEAR FROM DIFFERENT STAKEHOLDERS ABOUT CELL PHONES AND THE IMPACT OF CELL PHONES IN SCHOOLS.
UM, LAST SUMMER AND THE SUMMER PRIOR TO THAT, WE MET WITH, UH, PRINCIPALS BY LEVEL, UH, PRINCIPALS WERE ALLOWED TO PROVIDE SPECIFIC FEEDBACK, UM, REGARDING IMPLEMENTATION IN SCHOOLS, CHANGES THAT WERE NEEDED TO THE CODE OF CONDUCT THIS YEAR, THIS SUMMER, UH, WE PROVIDED ALL PARENTS WITH EXPECTATION REGARDING CELL PHONES AND SEVERAL COMMUNICATIONS REGARDING THE CELL PHONE POLICY IN BALTIMORE COUNTY PUBLIC SCHOOLS.
WE DID HEAR FROM A SMALL GROUP INDICATING THAT, UH, THERE WERE, UH, MANY PEOPLE WHO WANTED, UH, BALTIMORE COUNTY PUBLIC SCHOOLS TO BAN CELL PHONES.
UH, BUT WE DIDN'T HAVE THAT INFORMATION DIRECTLY FROM THE TEACHERS.
AND SO OUR DIRECTION, OUR NEXT STEPS THAT WE TOOK WAS TO SEND OUT A CELL PHONE SURVEY DIRECTLY TO OUR TEACHERS ACROSS ALL LEVELS TO HEAR, UH, THEIR PERSPECTIVES FROM THEM AS WELL AS A COMMUNITY STAKEHOLDER, UM, SURVEY.
OUT OF OUR 9,000 TEACHERS, UH, ALMOST 5,000 RESPONDED 4,543, YOU CAN SEE DISAGGREGATED BY LEVEL.
UM, THERE WAS WIDESPREAD AGREEMENT THAT CELL PHONE USE DISTRACTS FROM LEARNING IN SCHOOL, UM, MORE SO AT THE, UH, MIDDLE SCHOOL AND HIGH SCHOOL LEVELS.
AND THE TOP TWO BARRIERS THAT TEACHERS, UM, SHARED TO ENFORCING THE CELL PHONE POLICY WAS, NUMBER ONE, A LACK OF PARENTAL AND GUIDE, UH, GUARDIAN SUPPORT.
UH, THAT NUMBER INCREASED AS YOU MOVED UP LEVELS, UH, FROM 67% AT THE ELEMENTARY SCHOOL GOING UP TO 86% AT HIGH SCHOOL.
AND IN INCONSISTENCY IN ENFORCEMENT BY ALL STAFF, THAT NUMBER ALSO INCREASED BY LEVEL.
WE PROVIDED TEACHERS WITH AN OPPORTUNITY TO SHARE WITH US, UM, NEXT STEPS THAT THEY WOULD BE IN SUPPORT OF.
AND SO THE CHART THAT YOU SEE ON THE SIDE, UM, DEMONSTRATES THAT THERE, UH, IS A LOT OF VARIABILITY ACROSS OUR SCHOOLS.
UM, WHILE EVERYONE, NOT EVERYONE, THE MAJORITY OF STAFF, UM, INDICATE THAT CELL PHONE USE IS DISTRACTING CELL PHONE USE, UM, CAN CAUSE BEHAVIOR PROBLEMS, THERE IS NOT, UM, CONSENSUS IN TERMS OF, UM, CONFISCATION OF CELL PHONES, UH, OVERALL, UH, BAN, WHETHER IT'S FOR STUDENT, UH, PICK UP AT THE END OF THE DAY OR AT THE END OF THE CLASS.
UM, THERE WAS, UH, MORE SUPPORT OVERALL FOR, UM, SCHOOLWIDE MULTI-STEP INFRACTION MATRIX, UM, AS WELL AS SCHOOLWIDE EDUCATION OUTREACH TO STUDENTS AND FAMILIES ON THE NEGATIVE IMPACTS ON CELL PHONE USE IN SCHOOLS,
[00:50:01]
AND PROVIDING TOOLS AND WIDESPREAD COMMUNICATION CAMPAIGNS TO HELP PARENTS AND GUARDIANS, UH, ENABLE PARENTAL CONTROLS ON THE PHONES.THE NEXT SURVEY THAT WE PROVIDED WAS TO OUR STAKEHOLDERS.
THIS GAVE OUR NEXT SLIDE, PLEASE.
THIS GAVE OUR STUDENTS PARENTS, GUARDIANS COMMUNITY MEMBERS WITH AN OPPORTUNITY TO SHARE FEEDBACK WITH US DIRECTLY REGARDING CELL PHONES.
APPROXIMATELY 5,870 STAKEHOLDERS RESPONDED TO THE SURVEY.
THERE WAS AGREEMENT THAT CELL PHONE USE DISTRACTS FROM LEARNING IN SCHOOL, UM, AND STAKEHOLDERS HAD DIFFERENT RESPONSES IN TERMS OF WHAT THEY WOULD SUPPORT.
ONE RES ONE, UH, RESPONSE THAT CAME THROUGH LOUD AND CLEAR WAS THAT THEY DO NOT SUPPORT THE BAN OF, UH, CELL PHONES FROM STUDENTS.
PRIMARILY THE REASONS CITED WERE SAFETY AND, UM, PROPERTY RIGHTS, UH, TEACHER CONFISCATION OF CELL PHONES FOR THE PERIOD.
THERE WAS SOME SUPPORT FOR THAT, AS WELL AS, UM, PROVIDING OUTREACH TO STUDENTS AND FAMILIES ON THE NEGATIVE IMPACTS ON CELL PHONES AND WIDESPREAD COMMUNICATION, HELPING PARENTS TO ENABLE PARENTAL CONTROLS ON CELL PHONES.
UM, THERE ALSO ARE STAKEHOLDERS ALSO INDICATED, UH, 85% OF THEM THAT THEY KNEW AND UNDERSTOOD THE CELL PHONE EXPECTATIONS FOR THEIR SCHOOLS.
SO THE RESULTS ESSENTIALLY INDICATED THAT THERE WAS WIDESPREAD AGREEMENT THAT CELL PHONES ARE DISTRACTING AND THEY CAN BE A SOURCE OF DISRUPTION ACROSS OUR SCHOOLS.
UH, MANY TEACHERS AND SCHOOL STAFF, UH, FAVORED SOME LIMITS ON THE CELL PHONE USE DURING THE SCHOOL DAY.
HOWEVER, THERE WAS NOT CONSENSUS OF WHO WOULD BE ENFORCING THE CELL PHONE BAN IN THE SCHOOLS, UM, WHETHER IT'S BY TEACHERS OR ADMINISTRATORS.
AND WHILE SOME PARENTS SUPPORTED CELL PHONE BANS, MANY INDICATED VERY STRONG OPPOSITION, UM, TO A BAN ON CELL PHONES, AS I INDICATED, UH, PRIOR TO THIS CITING SAFETY AND PROPERTY OWNERSHIP AS, UH, PRIMARY FACTORS.
UM, THE RESEARCH IS CLEAR ON, UH, CELL PHONE USE, UH, FOR STUDENTS AND SCHOOLS HAVING A PROFOUND IMPACT ON THEIR MENTAL HEALTH AND WELLBEING.
EXCESSIVE USE OF SOCIAL MEDIA PLATFORMS, UH, CAN CONTRIBUTE TO A VARIETY OF FEELINGS, UH, FOR OUR STUDENTS IN INCLUDING ANXIETY, DEPRESSION, LONELINESS, AND LOW SELF-ESTEEM.
UH, THE REDUCED FOCUS AND ATTENTION ON LEARNING WHILE, UH, FOCUSING ON THE CELL PHONES IN SCHOOL ALSO, UH, RESULTS IN POOR TIME MANAGEMENT FOR STUDENTS AND DECREASED ACADEMIC PERFORMANCE.
AND SO MOVING FORWARD, WE HAVE, UH, OFFERED TO OUR SECONDARY SCHOOLS THE OPPORTUNITY TO PARTICIPATE IN THE PILOT.
THE PILOT WILL PROVIDE, UM, SCHOOLS THAT VOLUNTEER A CLASSROOM CELL PHONE POUCH FOR EVERY SINGLE CLASSROOM IN THE BUILDING.
UM, THIS, UH, WILL ALLOW THEM TO PUT PARAMETERS IN PLACE TO RESTRICT CELL PHONE USE DURING INSTRUCTIONAL TIME.
UM, OUR PLAN IS TO MOVE FORWARD WITH THIS PILOT FOR THE FIRST SEMESTER BASED ON THE RESULTS OF THE PILOT, UH, ADOPT A PLAN FOR THE, UM, SECOND SEMESTER IN OUR SCHOOLS.
SO WANTED TO BE ABLE TO PROVIDE THAT UPDATE, UH, TO THE PUBLIC IN TERMS OF THE FEEDBACK, SPECIFICALLY FROM OUR TEACHERS AND OUR STAKEHOLDERS AROUND CELL PHONES AND OUR NEXT STEPS AS A, UH, SCHOOL SYSTEM.
AND AS EVERYONE KNOW, IT'S JULY.
UM, HOWEVER, WE HAVE MORE THAN 10,000 OF THEM WHO, UH, HAVE COME BACK TO JOIN US.
UM, WE HAVE A FEW THOUSAND MORE THAT WE'RE LOOKING FOR.
AND SO PARENTS, IF YOU'RE OUT THERE AND YOU HAVE AN INVITATION FOR SUMMER SCHOOL, WE ASK YOU TO PUT THEM ON THE BUS AND SEND THEM TO SCHOOL.
UH, THEY WILL LEARN A LOT AND BE WELL FED AND ENJOY THEIR TIME IN SCHOOL.
BUT WE WANTED TO, UM, AS IS OUR CUSTOM AND BCPS JUST PROVIDE A, UH, WRAP UP VIDEO TO SHARE WHAT HAPPENED DURING THE SCHOOL YEAR ACROSS OUR SCHOOLS WITH ALL OF YOU.
SO, FINGERS CROSSED, IF WE CAN CUE THE VIDEO.
[00:55:09]
DO YOU WANNA START YOUR VIDEO? DO YOU? WELL, SO WE WILL COME BACK TO THE VIDEO IF WE GET IT UP AND RUNNING.AND I'M ALMOST AFRAID TO ASK, DO YOU HAVE MY POWERPOINT READY TO
[H. CHAIR'S REPORT (7:40 - 7:45 p.m.)]
MOVE TO THE CHAIR'S REPORT.AND DOES THE CLICKER WORK? PERFECT.
I AM EXCITED TO GIVE THIS CHAIR'S REPORT, UH, FOR THE MONTH OF JULY.
AT THE, DURING THE CHAIR'S REPORT, I SHARED SOME OF THE, UM, THE WORK THAT THE BOARD IS COLLECTIVELY ENGAGING IN TO REVISE OUR BOARD HANDBOOK, OUR BOARD GOALS, OUR BOARD SELF-EVALUATION, AND OUR BOARD COMMITTEES.
AND SO THE PURPOSE OF THIS CHAIR'S REPORT IS TO FOCUS ON THE BOARD COMMITTEES AND, AND SOME OF THE, UM, THE CHANGES THAT YOU CAN EXPECT TO SEE.
AND JUST TO LEVEL SET EVERYONE, UH, POLICY 8 2 7 0, UM, PROVIDES THE FOUNDATION FOR OUR BOARD COMMITTEES AND HOW THEY OPERATE.
AND THE, THE KEY DUTIES AND RESPONSIBILITY OF BOARD COMMITTEES ARE TO REVIEW TOPICS AND TO MAKE REPORTS OR RECOMMENDATIONS FOR CONSIDERATION BY THE FULL BOARD COMMITTEES.
THEY ARE ADVISORY IN NATURE AND ALL RECOMMENDATIONS COME TO THE FULL BOARD FOR A FORMAL ACTION.
AND OUR CURRENT COMMITTEES ARE DISPLAYED ON THE SCREEN.
AND WHAT YOU HAVE SEEN OVER THE COURSE OF THE LAST YEAR IS THE, THE COMMITTEES ALIGNING TO THIS FOUNDATIONAL POLICY THAT I JUST SHARED.
SO, FOR EXAMPLE, YOU SAW THE AUDIT COMMITTEE, UM, THEY, THEY DO QUARTERLY REPORTS THAT ARE SHARED WITH THE BOARD AND ARE USED TO INFORM OUR GOVERNANCE DECISIONS, BUILDING AND CONTRACTS.
YOU SEE THEM MAKING RECOMMENDATIONS TO THE FULL BOARD FOR CONTRACTS TO APPROVE CURRICULUM COMMITTEE.
THEY MAKE RECOMMENDATIONS TO THE FULL BOARD REGARDING CURRICULAR AND INSTRUCTIONAL MATERIALS THAT WE SHOULD APPROVE.
THE EQUITY COMMITTEE HAS MADE RECOMMENDATIONS REGARDING POLICY PRACTICES AND TRAININGS FOR THE BOARD.
LEGISLATIVE AND GOVERNMENTAL RELATIONS COMMITTEE MADE RECOMMENDATIONS REGARDING ACTIONS THAT WE SHOULD TAKE ON, UM, CERTAIN BILLS AND POLICY REVIEW COMMITTEE, THEY MAKE RECOMMENDATIONS TO THE FULL BOARD ON, UM, POLICIES TO ADOPT.
AND SO OUR CURRENT COMMITTEES ARE, ARE LISTED HERE.
AND, AND WHAT WE ARE IN THE PROCESS OF DOING AS A BOARD IS GOING THROUGH EACH COMMITTEE TO TRULY DEFINE THE PURPOSE AND MEASURES OF EFFECTIVENESS AND TO DETERMINE WHETHER OR NOT WE WANT TO MAINTAIN THE STATUS QUO.
DO WE WANNA KEEP DOING WHAT WE'VE ALWAYS DONE AND, AND CONTINUE TO GET THE RESULTS THAT WE'VE ALWAYS GOTTEN? OR IS IT TIME TO REIMAGINE AND TO DO SOME THINGS A LITTLE DIFFERENTLY SO THAT WE CAN TRULY MOVE STUDENT PERFORMANCE AND, UM, BE AN EVEN MORE EFFICIENT AND EFFECTIVE BOARD? AND I WANTED TO DISPLAY JUST, UM, GROUNDING IN THE RESEARCH, UM, WHY LEADERS TYPICALLY STICK TO THE STATUS QUO.
AND THE NUMBER ONE REASON IS BECAUSE IT'S EASY.
WE CAN, IT'S EASY TO, TO KEEP DOING WHAT YOU'VE AL ALWAYS DONE.
UM, IT'S EASY TO START FROM WHAT YOU ALREADY HAVE RATHER THAN TAKING THAT STEP BACK AND DOING THE WORK TO SEE IS THIS STILL NEEDED AND IS IT STILL NEEDED IN THIS WAY? AND SO THAT IS THE WORK THAT WE ARE DOING AS A BOARD RIGHT NOW.
UM, WE STICK TO THE STATUS QUO BECAUSE MAKING MODIFICATIONS MAY REQUIRE POLICY CHANGES.
LET'S JUST THINK ABOUT THE AUDIT COMMITTEE POLICY THAT IS SOMETHING COULD THAT BE LOOKED AT AND BE IN STRENGTHENED TO, UM, BETTER IMPROVE OUR AUDIT PROCESSES.
AND THEN ANOTHER REASON WHY PEOPLE LIKE TO MAINTAIN THAT STATUS QUO IS BECAUSE IT'S HARD TO MOBILIZE PEOPLE A AWAY FROM WHAT THEY'RE CURRENTLY DOING WITHOUT A CLEAR VISION ON WHAT THEY'RE MOVING TOWARDS.
AND WE KNOW IN BALTIMORE COUNTY, WE HAVE, AS A BOARD, WE HAVE BEEN DILIGENTLY WORKING ON THE FOUR PRIORITIES THAT I KNOW YOU'VE HEARD OVER AND OVER AGAIN.
AND SO WE'RE REALLY TAKING A HARD LOOK AT HOW ARE OUR COMMITTEES IN ALIGNMENT WITH THOSE BOARD WITH THOSE PRIORITIES, AND ARE OUR COMMITTEES IN SUPPORT OF OR DISTRACTING FROM THOSE, UM, KEY PRIORITIES.
AND SO WHAT YOU CAN EXPECT AS A PUBLIC MOVING FORWARD, YOU WILL SEE THAT ALL COMMITTEES WILL HAVE A CLEAR PURPOSE AND MEASURES OF EFFECTIVENESS.
THIS IS A WAY TO HOLD US ACCOUNTABLE FOR THE WORK THAT WE ARE DOING.
AND TO BE TRANSPARENT WITH YOU,
[01:00:01]
WITH THE PURPOSE OF THE COMMITTEE, YOU WILL SEE MODIFICATIONS TO COMMITTEE MEMBERS AND CHAIRS.EVERY BOARD MEMBER HAD THE OPPORTUNITY TO, UM, TO VOLUNTEER.
SO A COMMITTEES, THEY'RE NOT REQUIRED FOR ANY BOARD MEMBER TO JOIN.
AND SO EVERY BOARD MEMBER HAD THE OPPORTUNITY TO EXPRESS WHICH COMMITTEE THEY WANTED TO JOIN.
AND, UM, AND SO YOU'LL SEE A REVISED COMMITTEE LIST COMING OUT SOON WITH UPDATES TO COMMITTEES CHAIRS.
AND THE REALITY OF IT IS, IS THAT SOME COMMITTEES MAY BE DISSOLVED OR REIMAGINE.
AND SO THAT IS AL THAT WILL ALSO BE UP FOR DISCUSSION AND WHETHER OR NOT WE WANNA CONTINUE WITH CERTAIN COMMITTEES IN THE EXACT SAME WAY, OR DO THEY NEED TO BE DISSOLVED OR DO THEY NEED TO BE RESTRUCTURED TO BE EVEN MORE EFFICIENT? AND YOU'LL ALSO BEGIN TO SEE THAT SOME POLICIES MAY NEED TO BE REVISED TO STRENGTHEN ALIGNMENT TO THE INTENDED PURPOSE OF COMMITTEES.
AND I MENTIONED EARLIER THAT, YOU KNOW, WE'RE GONNA LOOK AT THINGS LIKE THE AUDIT COMMITTEE POLICIES AND, AND OTHER POLICIES THAT SPECIFICALLY, UM, GOVERN COMMITTEES.
AND I JUST WANTED TO END ON THIS QUOTE HERE, AND THIS IS THE QUOTE THAT I SHARED WITH THE, THE PUBLIC AT THE LAST, AT THE APRIL, UM, CHAIR'S REPORT, IS THAT, YOU KNOW, AS A BOARD, WE ARE WORKING TO MOVE THE SYSTEM.
WE ARE WORKING TO SHIFT THE, THE DECADES OF, WELL, A LITTLE OVER A DECADE OF, OF LOW PERFORMANCE IN OUR SCHOOL SYSTEM.
SO THINGS ARE NOT GONNA LOOK THE SAME WHEN WE GET EMAILS FROM, FROM CONSTITUENTS.
WE LOVED GETTING THOSE EMAILS, BUT WHEN THE EMAIL STARTS WITH, UM, WE DIDN'T DO THIS TWO YEARS AGO, OR THIS WASN'T THE WAY IT WAS DONE LAST YEAR, UM, IT'S BECAUSE WE DON'T WANNA KEEP DOING THINGS THE SAME WAY AND GETTING THE SAME RESULTS.
WE ARE TRYING TO SHIFT THE SYSTEM HERE IN BALTIMORE COUNTY.
SO THINGS ARE NOT GONNA LOOK THE SAME.
THEY'RE NOT GONNA FEEL THE SAME, IT'S GOING TO BE DIFFERENT.
I WANTED TO, UM, TO GIVE YOU ALL THAT HEADS UP BEFORE WE RELEASE THE COMMITTEE LIST, BEFORE WE RELEASE OUR PURPOSE AND MEASURES OF EFFECTIVENESS TO KNOW THAT THI IT'S A DIFFERENT TIME IN BALTIMORE COUNTY PUBLIC SCHOOLS AND WE ARE EXPECTING A LOT MORE FROM THE STAFF AND FROM IN THE PERFORMANCE OF OUR STUDENTS.
SO, UM, SO WITH THAT, I WILL END AND I AM DELIGHTED TO TURN IT OVER TO
[I. STUDENT BOARD MEMBER'S REPORT (7:45 - 7:50 p.m.)]
OUR NEWEST STUDENT BOARD MEMBER, MS. YUMA CHICA KALU, TO GIVE HER A REPORT.GOOD EVENING BOARD CHAIR BOOKER DWYER.
UNFORTUNATELY, VICE CHAIR EY IS NOT HERE.
SUPERINTENDENT ROGERS BOARD MEMBERS DEDICATED STAFF ESTEEM COMMUNITY MEMBERS AND STUDENTS OF BCPS.
AS I STAND BEFORE YOU TODAY, I AM FILLED WITH EXCITEMENT, GRATITUDE, AND A DEEP SENSE OF RESPONSIBILITY AS YOUR NEWLY APPOINTED STUDENT MEMBER OF THE BOARD.
HERE, I'M REMINDED OF THE JOURNEY THAT HAS BROUGHT ME HERE, PART OF BCPS FOR THE PAST 13 YEARS.
LEAH STAYS IN PRESCHOOL TO MY CURRENT HIGH SCHOOL JOURNEY.
I'VE EXPERIENCED FIRSTHAND THE STRENGTHS AND CHALLENGES OF OUR SCHOOL SYSTEM, BUT BC PRESS HAS NOT ONLY PROVIDED ME WITH AN EDUCATION, BUT HAS ALSO PLAYED A SIGNIFICANT ROLE IN SHAPING THE PERSON I AM TODAY.
AND IT IS A PRIVILEGE TO GIVE BACK TO THE COMMUNITY THAT'S GIVEN ME SO MUCH.
AND WHILE I AM HONORED TO BE IN THIS POSITION, I RECOGNIZE THAT THE REAL WORK IS JUST BEGINNING.
AS MUCH AS I WOULD LOVE TO RELISH IN THIS MOMENT AND BE PROUD OF MY ACCOMPLISHMENTS, I KNOW THAT MY ROLE IS NOT ABOUT PERSONAL ACCOLADES.
I CAN TAKE PRIDE IN RECEIVING A GOLD NAMEPLATE AND SITTING BEHIND THIS DAAS AND BEING ABLE TO SAY, I SERVE AS THE VOICE OF OVER 100,000 BCPS STUDENTS.
THESE TITLES MEAN LITTLE WITHOUT MEANINGFUL ACTION, I'VE YET TO MAKE AN IMPACT.
AND NOW MY FOCUS IS ON WORKING DILIGENTLY TO REPRESENT AND ADVOCATE FOR ALL BCPS STUDENTS.
IN MY SPEECHES, INTERVIEWS, AND CONVERSATIONS WITH STUDENTS THROUGH MY CAMPAIGN, I VIVIDLY RECALL EXPRESSING THAT I SEE EVERY STUDENT AS A PIECE OF THE PUZZLE.
THIS ACKNOWLEDGE, THIS ANALOGY EXTENDS BEYOND A MERE METAPHOR.
IT REFLECTS A PREVAILING CULTURE THAT HAS PERMEATED BCPS AS WELL AS MANY SCHOOL SYSTEMS. FOR FAR TOO LONG, MANY STUDENTS, INCLUDING MYSELF, HAVE FELT LIKE HIDDEN PIECES IN A LARGER PUZZLE OVERSHADOWED BY THOSE WHOSE VOICES ARE MORE READILY HEARD.
WHILE SOME VOICES ARE SPOTLIGHTED, MANY ARE LOST IN A CROWD.
WE HAVE MADE GREAT EFFORTS TO FOSTER INCLUSIVITY AND DIVERSITY, WHICH CANNOT BE DISCOUNTED, BUT THERE ARE STILL COUNTLESS STORIES, EXPERIENCES, AND PERSPECTIVES THAT REMAIN UNTOLD AND UNHEARD.
AND THOSE ARE THE VOICES THAT DESPERATELY NEED TO INFORM OUR DECISIONS.
WE CANNOT AFFORD TO OVERLOOK THE SIGNIFICANCE OF THESE HIDDEN PIECES FOR THEY HOLD THE KEY TO UNDERSTANDING THE FULL BREADTH AND DEPTH OF OUR STUDENT BODY.
SO AS I TRANSITION INTO MY ROLE AS A STUDENT MEMBER OF THE BOARD, I'M GUIDED BY ONE MISSION TO ENSURE THAT EVERY PIECE OF THE PUZZLE, NO MATTER HOW SMALL OR SEEMINGLY INSIGNIFICANT, IS VALUED, RESPECTED, AND CELEBRATED.
NOW, IT IS TRULY THE TIME TO MAKE SURE THIS IS REALIZED THAT THEY WERE NOT FALSE PROMISES I MADE TO MY PEERS, TO MY STUDENTS, OR TO MY COMMUNITY, TO SIMPLY WIN AN ELECTION.
FOR THE PAST MONTHS, I'VE, FOR THE PAST SEVERAL MONTHS, I'VE DEDICATED MYSELF TO PREPARING FOR THE ROLE OF STUDENT, MEMBER OF THE BOARD, IMMERSING MYSELF IN THE COMPLEXITIES OF BCPS GOVERNANCE.
[01:05:01]
EVERY OPEN SESSION MEETING SINCE JULY, 2022, AND NEARLY EVERY COMMITTEE MEETING FROM THIS PAST YEAR.I'VE ENGAGED WITH STUDENTS, FACULTY, AND LISTENING INTENTLY TO THEIR CONCERNS AND SUGGESTIONS IN MY TIME REVIEWING PAST MEETINGS, I'VE WITNESSED VARIOUS CLIMATES WITHIN, WITHIN THE BROAD, BUT REGARDLESS OF THE STATE OF AFFAIRS, WHAT HAS REMAINED TRUE IS THE UNWAVERING DESIRE OF OUR COMMUNITY TO SEE STUDENTS AND EDUCATORS SUCCEED.
I'VE WITNESSED FIRSTHAND DEDICATION AND COMMITMENT OF COMMUNITY MEMBERS, FAMILIES, EDUCATORS, AND OF COURSE OUR BOARD MEMBERS AND SUPERINTENDENTS TO POSITIVE CHANGE.
TODAY, I'M HERE TO BUILD ON THIS FOUNDATION AND STRIVE FOR MEANINGFUL PROJECT PROGRESS.
YES, IT IS UNDENIABLE THAT WE FACE CHALLENGES WITHIN BCPS, BUT EACH OF YOU KNOWS FIRSTHAND DEPTH OF YOUR DEDICATION AND UNDERSTAND THE IMPORTANT IMPORTANCE OF PRIORITIZING THE SUCCESS OF BCPS SCHOLARS.
AND I'M HERE TO COLLABORATIVELY WORK COLLABORATIVELY, WORK WITH YOU TOWARDS POSITIVE CHANGE.
I STRIVE TO BE A VOICE FOR ALL 111,000 STUDENTS IN BCPS, AND MY GREATEST HOPE IS FOR YOU ALL TO SEE AND HEAR STUDENTS, STUDENTS THROUGH ME.
TOGETHER WE CAN ENSURE EVERY STUDENT IS REPRESENTED, VALUED, AND LISTENED TO.
SO I'M COMMITTED TO ADVOCATING FOR AND HIGH THE UNIQUE VOICES OF OUR DIVERSE STUDENT BODY.
MY POSITION AS A STUDENT MEMBER OF THE BOARD, IT'S NOT JUST ABOUT REPRESENTING A SINGLE PERSPECTIVE, BUT AMPLIFYING THE MULTITUDE OF VOICES WITHIN OUR COMMUNITY.
TODAY, I STAND BEFORE YOU, NOT ONLY AS A STUDENT MEMBER OF THE BOARD, BUT ALSO AS A COLLEAGUE DEDICATED TO OUR SHARED MISSION IN HAND TO CREATE A BRIGHTER FUTURE FOR ALL BCPS STUDENTS.
MY EXCITEMENT FOR THIS ROLE EXTENDS BEYOND MY PERSONAL CONTRIBU CONTRIBUTIONS, WHAT I ENVISION IN A NEW ERA FOR BCPS CHARACTERIZED BY INTENTIONALITY, EMPATHY, AND COLLABORATION.
WHILE MY ONE YEAR TERM IS SHORT, I HOPE WE CAN CONTINUE TO STRENGTHEN BCPS, WHERE STUDENTS ARE ALWAYS AT THE FOREFRONT OF THE CONVERSATION AND WHERE THE VOICES OF STUDENTS, FAMILIES, EDUCATORS, AND COMMUNITY MEMBERS GUIDE THEIR DECISIONS TO MY FELLOW STUDENTS.
I PLEDGE TO ADVOCATE PASSIONATELY ON YOUR BEHALF AND WORK TOWARDS AN ENVIRONMENT WHERE EVERYONE FEELS EMPOWERED TO CONTRIBUTE.
I'M HERE TO UNITE THE DIVERSE PIECES OF BCPS, ENSURING THAT EACH STUDENT'S PERSPECTIVE, PERSPECTIVE, EACH STUDENT'S UNIQUE PERSPECTIVE CONTRIBUTES TO OUR COLLECTIVE SUCCESS.
IN CLOSING, I EXTEND MY HEARTFELT GRATITUDE TO ALL TO OVER 9,700 MIDDLE AND HIGH SCHOOL STUDENTS WHO PARTICIPATE IN THE ELECTION PROCESS.
YOUR TRUST AND SUPPORT INSPIRE ME TO LEAD WITH INTEGRITY AND DEDICATION.
I LOOK FORWARD TO A YEAR MARKED BY UNITY LEARNING EXCELLENCE, EMPOWERMENT, ACCESSIBILITY, AND A CELEBRATION OF OUR DIVERSITY.
THANK YOU TEAM BCPS FOR THE OPPORTUNITY TO SERVE AND MAKE A DIFFERENCE IN OUR COMMUNITY.
TOGETHER, LET'S CREATE A BRIGHTER FUTURE FOR ALL BCPS STUDENTS.
THAT WAS A GREAT START FOR THE STUDENT BOARD MEMBERS REPORT.
WE HOPE THAT YOU KEEP IT COMING THAT WAY,
OKAY, WE CAN END THE BOARD MEETING RIGHT THERE,
SO THE NEXT, OH, SO WE'RE GOING TO CUT TO THE VIDEO.
AND THERE IS MUCH TO CELEBRATE.
INSIDE OUR 176 SCHOOLS, PROGRAMS, AND CENTERS, OUR STUDENTS RECEIVED ENGAGING AND RIGOROUS INSTRUCTION ON VARIOUS SUBJECTS, INCLUDING ENGLISH, MATHEMATICS, SCIENCE, ART, AND SO MUCH MORE.
OUR STUDENTS RECEIVED LOCAL, STATE, AND NATIONAL AWARDS, WON ATHLETIC CHAMPIONSHIPS, AND MADE AN IMPACT IN OUR COMMUNITY.
THROUGH THEIR CIVIC ENGAGEMENT IN LEADERSHIP, OUR SCHOOLS AND TEACHERS ALSO EARNED LOCAL AND NATIONAL RECOGNITION.
FROM PARTNERSHIP FAIRS TO COMMUNITY CONVERSATIONS, CURRICULUM NIGHTS AND BUDGET DISCUSSIONS, OUR COMMUNITY CAME TOGETHER TO SHARE STRATEGIC IDEAS AND FORWARD FORWARD-LOOKING SOLUTIONS TO BUILD A SAFE, WELCOMING, INNOVATIVE, AND COLLABORATIVE LEARNING COMMUNITY.
THIS SPRING, BCPS AWARDED DIPLOMAS TO MORE THAN 7,000 STUDENTS.
GRADUATES WALKED ACROSS THE STAGE WITH A DIPLOMA AND LIMITLESS POTENTIAL IN HAND PREPARED TO CONTINUE THEIR EDUCATION OR BEGIN CAREERS.
OUR STUDENTS CONTINUE TO MAKE GREAT STRIDES IN THEIR JOURNEY AS TEAM BCPS STUDENTS.
THANKS TO TEAM BCPS, STAFF, FAMILIES, AND COMMUNITY MEMBERS WHO WORKED RELENTLESSLY TO FAST FORWARD STUDENT ACHIEVEMENT AND MOVE OUR SYSTEM FORWARD.
WE'RE BEGINNING TO SEE POSITIVE DATA IN THE AREAS OF CHRONIC ABSENTEEISM, ELEMENTARY LITERACY, AND MEASURES OF ACADEMIC PROGRESS, BOTH MATH AND READING.
[01:10:01]
KNOW THAT THIS IS ONLY THE BEGINNING ALL STUDENTS CAN ACHIEVE HIGH ACADEMIC OUTCOMES.THE 20 24, 20 25 SCHOOL YEAR WILL BRING ADDITIONAL STRATEGIC RESOURCES FOR OUR SCHOOLS.
THANKS TO THE SUPPORT OF BALTIMORE COUNTY EXECUTIVE JOHNNY CHESKY, MEMBERS OF THE BALTIMORE COUNTY COUNCIL AND THE BOARD OF EDUCATION OF BALTIMORE COUNTY, OUR FISCAL YEAR 2025 OPERATING BUDGET WILL PROVIDE TARGETED FUNDS THAT WILL ADVANCE OUR EFFORTS TO CLOSE GAPS AND INCREASE OPPORTUNITIES FOR TEAM BCPS STUDENTS.
WE WILL BEGIN THE SCHOOL YEAR WITH THE BRAND NEW STATE-OF-THE-ART NOTTINGHAM MIDDLE SCHOOL, THAT WILL HELP ADDRESS GROWTH IN OUR COUNTY.
IN OUR CLASSROOMS, WE WILL CONTINUE TO TAKE STRATEGIC AND MEANINGFUL STEPS TOWARDS ENSURING ALL STUDENTS ARE LEARNING AT HIGH LEVELS.
THIS WILL INCLUDE UTILIZING EVIDENCE-BASED STANDARDS, ALIGN CURRICULUM, AND EMPLOYING ENHANCED STRATEGIES AND TOOLS TO TRACK THE PROGRESS OF SCHOOLS AND INDIVIDUAL STUDENTS TO IMPROVE OUTCOMES FOR ALL.
WE'VE GOT AMAZINGLY COMMITTED TEACHERS AND ADMINISTRATORS.
AND WE'VE GOT FAMILIES WHO CARE ABOUT THE SUCCESS OF EVERYONE'S CHILDREN, NOT JUST THEIR OWN.
SO I THINK WITH TEACHERS, WORKING WITH PARENTS, EXCELLENT COMMUNICATION, GOING BACK AND FORTH, AND EVERYONE TRYING TO LIFT UP EACH OTHER'S CHILDREN, I THINK THERE'S GREAT REASON TO HOPE TEAM BCPS STAFF WILL BE PREPARING ALL SUMMER LONG TO WELCOME STUDENTS BACK WITH RENEWED FOCUS AND A STEADFAST COMMITMENT TO LEAD WITH PASSION, TEACH WITH PURPOSE, AND ENSURE ALL STUDENTS REACH THEIR HIGHEST POTENTIAL.
SPECIAL THANKS TO, UH, BCPS TV AND DIVISION OF COMMUNICATIONS FOR THAT VIDEO.
SO THE NEXT ITEM ON THE AGENDA
[J. UNFINISHED BUSINESS - BOARD POLICIES (Ms. Pumphrey) (7:50 - 8:00 p.m.)]
IS UNFINISHED BUSINESS REPORT ON BOARD POLICIES.THIS IS THE SECOND READER FOR THESE POLICIES, AND FOR THAT I CALL ON MS. ROBIN HARVEY, VICE CHAIR OF THE POLICY REVIEW COMMITTEE.
MEMBERS OF THE BOARD, THE POLICY REVIEW COMMITTEE ASKS THAT THE BOARD ACCEPTS THE COMMITTEE'S RECOMMENDATION TO AMEND THE FOLLOWING BOARD POLICIES, BOARD POLICY 1270 PARENT AND FAMILY ENGAGEMENT BOARD POLICY 1280 BOUNDARY CHANGES BOARD POLICY 35 40 ENERGY CONSERVATION AND SUSTAINABILITY BOARD POLICY 54 10 SCHOOL COUNSELING SERVICES BOARD POLICY 56 10 SCHOOL SPONSORED MEDIA, STUDENT JOURNALISTS BOARD POLICY 6,600 EDUCATIONAL OPTIONS PROGRAMS. THESE POLICIES ARE PRESENTED TO YOU ON TONIGHT'S AGENDA AS EXHIBITS J ONE THROUGH J SIX.
BOARD MEMBERS, ARE THERE ANY SEPARATIONS REQUESTED? MADAM CHAIR, I'D LIKE TO SEPARATE POLICY 1280.
MAY I HAVE A MOTION TO ACCEPT THE RECOMMENDATIONS OF THE BOARD POLICIES REVIEW COMMITTEE FOR BOARD POLICIES? 12 73 35 40 54, 10 56 10 AND 66 0 0 NOTE.
MAY I HAVE A MOTION? SO MOVED FROM PONG.
NO SECOND IS NEEDED SINCE THE RECOMMENDATIONS COME FROM THE COMMITTEE.
IS THERE ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
MS. HIN, WOULD YOU LIKE TO SPEAK TO YOUR SEPARATION OF 1280? YES.
I'D LIKE TO INTRODUCE A MOTION.
I MOVE THAT POLICY 1280 BE POSTPONED TO THE BOARD'S NEXT REGULARLY SCHEDULED MEETING SO THAT THE BOARD MAY RECEIVE A DRAFT OF SUPERINTENDENT'S RULE 1280 TO CORRESPOND WITH THE CHANGES TO POLICY 1280 FOR THE BOARD'S CONSIDERATION SO THAT THE BOARD MAY UNDERSTAND THE CHANGES AND HOW THEY WILL BE IMPLEMENTED BY THE SCHOOL SYSTEM.
IS, IS THERE A SECOND? SECOND DOKI, ANY DISCUSSION MS. LESKI? YES.
AND JUST IN LIGHT OF ALL OF THE COMMENTS AND FEEDBACK THAT WE RECEIVED, I DO THINK IT'S IMPORTANT THAT WE LOOK AT THIS POLICY CAREFULLY TO SEE IF THERE'S A WAY TO STREAMLINE
[01:15:01]
OUR UNDERSTANDING OF BOUNDARIES TO PROVIDE EACH STUDENT WITH THE BEST FEEDER PATTERN POSSIBLE FOR CONTINUATION OF FRIENDSHIPS AND SOCIALIZATION.AND SO, THE, FROM THE IN LIGHT OF THE COMMITTEES, IN LIGHT OF THE, UH, FEEDBACK THAT WE HAVE RECEIVED, THAT WE HAVE RECEIVED AND HEARD FROM COMMUNITY MEMBERS, THEY WANTED US TO ADOPT THIS.
AND I AM, AND THE ROLE IS OUTSIDE OF THE PURVIEW OF THE, THE BOARD.
AND SO I DON'T, I GET THAT THERE'S A CONNECTION, BUT THE BOARD'S ROLE WITH, UH, WITH GOVERNANCE IS AROUND THE POLICY, NOT THE ROLE.
UH, CHAIR BOOKER DWYER, I CONCUR, UH, WITH YOUR STATEMENT, AND WE HAVE THE COMMUNITY MEMBERS IN THE, UH, BACK SHAKING THEIR HEAD.
I BELIEVE THE ADVOCACY THIS EVENING WAS TO, UH, MOVE FORWARD AND APPROVE POLICY 1280.
I BELIEVE THE REQUEST IS AS PART OF THE RULE, UM, WE DO, UH, HAVE, YOU KNOW, SOME LATITUDE TO MOVE FORWARD WITH, UH, STUDIES THAT ARE NOT FULL-BLOWN STUDIES.
UH, AND I THINK THAT'S WHAT ALL OF THE ADVOCACY HAS BEEN ABOUT, NOT ABOUT THE POLICY.
UM, I'LL GO TO MS. DOKI AND THEN MS. NN.
UM, WELL, I APPRECIATE AND AGREE WITH A LOT OF THE SENTIMENT FROM OUR COMMUNITY MEMBERS THAT SPOKE THIS EVENING ABOUT THIS POLICY, ABOUT THIS POLICY.
AND I, I WOULD LIKE TO SEE IT MOVE FORWARD.
I ALSO SEE, UM, SOME AREAS WHERE IT COULD BE, YOU KNOW, THIS IS ONE SMALL GROUP THAT'S SPEAKING OUT, AND I, AND I WANNA HELP THEM, BUT THERE'S LOTS OF OTHER COMMUNITIES WHERE THIS COULD BE AFFECT, THIS COULD AFFECT THEM AS WELL.
SO, UM, I THINK THAT WE DO OUR DUE DILIGENCE AND UNDERSTAND IT MORE FULLY AS TO, YOU KNOW, WITH THE RULE AND THE POLICY TOGETHER, WHAT THIS MEANS, HOW THIS COULD CHANGE THE BOUNDARY STUDIES, HOW THIS COULD CHANGE, YOU KNOW, MOVING THE BOUNDARIES AND MOVING, MOVING STUDENTS AROUND.
THIS IS, THIS WILL HELP THIS, THIS ONE GROUP.
AND I, I HOPE THAT IT DOES, BUT WILL IT NOT HELP ANOTHER GROUP OF FAMILY OR WILL IT MAKE THINGS, I JUST, I WOULD LIKE TO SEE MORE RESEARCH.
I WOULD LIKE TO HEAR FROM MORE COMMUNITY MEMBERS.
AND WHILE I TOTALLY APPRECIATE ALL THE COMMUNITY THAT CAME OUT TODAY, THERE'S MORE THAN JUST THIS ONE COMMUNITY THAT THIS WILL AFFECT.
AND I WOULD LIKE TO HEAR FROM THEM AS WELL.
UM, MS. HEN AND THEN MS. HARVEY.
I TOO HAVE SEVERAL QUESTIONS REGARDING THIS POLICY, AND GIVEN THE FEEDBACK WE HEARD TONIGHT, AND GIVEN ANY ADDITIONAL FEEDBACK THE BOARD MAY RECEIVE, I WOULD APPRECIATE THE OPPORTUNITY TO BE ABLE TO POSE THOSE QUESTIONS TO THE SUB SUPERINTENDENT TO ADDRESS, UM, AND WOULD APPRECIATE, UM, SEEING IF NOT A DRAFT OF THE RULE, THEN CERTAINLY BULLET POINTS, UM, WITH HOW THE CHANGES IN THIS POLICY, UM, PLAN TO BE ADDRESSED IN THE ROLE SO THAT THE BOARD CAN CONCEPTUALIZE WHAT THIS MEANS FOR IMPLEMENTATION, NOT TO GET INTO THE WEEDS OF IMPLEMENTATION, BUT TO BE ASSURED THAT THE BOARD UNDERSTANDS WHAT THESE CHANGES TRULY MEAN.
UM, BECAUSE I THINK SEVERAL OF US HAVE EXPRESSED HAVING MORE QUESTIONS THAN ANSWERS AT THIS POINT.
AND AS MS. DOKI STATED, I WOULD LIKE TO HEAR FROM MORE COMMUNITY MEMBERS AS WELL TO ENSURE THAT WE ARE TAKING THAT FEEDBACK, UM, INTO CONSIDERATION WITH THE POLICY.
AND IF AT THAT POINT WE NEED TO REFER THE POLICY BACK TO COMMITTEE, THEN I WOULD CERTAINLY SUPPORT DOING SO IF THE FEEDBACK SUGGESTS THAT ADDITIONAL WORK NEED TO BE DONE.
BUT THESE, THIS POLICY IS SIGNIFICANT, UM, AND NEEDS TO BE GIVEN OUR COMPLETE DUE DILIGENCE.
SO I WOULD ASK THE BOARD TO, UM, CONSIDER SUPPORTING MY MOTION TO SLOW DOWN POSTPONE, UM, ACTION ON IT TONIGHT UNTIL WE GET MORE INFORMATION FROM THE SUPERINTENDENT AND CAN TRULY DO OUR DUE DILIGENCE IN RESPONDING TO NOT ONLY THOSE COMMUNITY MEMBERS THAT SPOKE TONIGHT, BUT THE INTERESTS OF OUR ENTIRE BCPS COMMUNITY.
UH, AS A MEMBER OF THIS BOARD, I TAKE MY ROLE IN GOVERNANCE, UH, SERIOUSLY.
AND IT SEEMS OUT OF PROCESS TO HAVE THE RULE INFORM THE POLICY.
IT IS OUR JOB AS A BOARD TO SET THE POLICY AS A BOARD.
WE HAVE ENTRUSTED THE POLICY REVIEW COMMITTEE WITH DOING JUST THAT.
WE'VE HAD OPPORTUNITY TO REVIEW THIS POLICY.
IF THERE ARE MEMBERS ON THIS BOARD THAT DISAGREE WITH THIS POLICY, THAT IS, UH, THAT'S FINE.
HOWEVER, TO CONFLATE OR INTEGRATE THE RULE
[01:20:01]
WITH THE POLICY, UH, WILL SERVE TO CREATE CONFUSION, WILL SERVE TO HAVE US STEPPING OUTSIDE OF OUR ROLE AND INTO THE OPERATIONAL ROLE.UH, I BELIEVE THAT WHILE BOUNDARY STUDIES ARE, CAN BE COMPLICATED, THAT AS A BOARD AND AS A SCHOOL SYSTEM, UH, WE APPROACH THEM WITH DUE DILIGENCE AND WITH THE WHOLE CHILD IN MIND.
WE CONSIDER, UH, HOW THE, THE CHANGES AND BOUNDARIES WILL IMPACT THE OVERALL EDUCATION OF OUR STUDENTS.
AND HOW THE SYSTEM CHOOSES TO IMPLEMENT THAT, UH, IS, IS A OPERATIONAL PROCESS BY WHICH OUR POLICY GOVERNS.
AND SO, I AM NOT IN SUPPORT OF THIS AMENDMENT.
I BELIEVE THAT THE POLICY REVIEW COMMITTEE HAS DONE ITS DUE DILIGENCE, AND I WOULD ASK THE BOARD TO SUPPORT 1280 AS IT STANDS.
UH, I'M ALL ABOUT GATHERING INFORMATION.
THE MORE INFORMATION WE HAVE LEADS TO, I THINK, BETTER DECISIONS.
SO I'M IN FAVOR OF POSTPONING THAT AS WE GATHER MORE INFORMATION.
ANY OTHER DISCUSSION? UH, MR. YOUNG, THE FIRST READER ON THIS POLICY WAS BACK IN MARCH.
SO IF THERE WERE CONCERNS, THEY SHOULD HAVE BEEN BROUGHT TO THE PRC BETWEEN MARCH AND TODAY.
AS SECOND READER, OUR RESPONSIBILITY AS ALREADY BEEN STATED, IS TO EITHER APPROVE THIS POLICY AND NOT TRY TO DIVE INTO WHAT THE RULE WOULD LOOK LIKE OR SEND IT BACK TO COMMITTEE.
I JUST WANTED TO REITERATE THAT I'M NOT AGAINST THIS POLICY IN ANY WAY, AND I DON'T, UM, YOU KNOW, I'M NOT TRYING TO BELITTLE ANY WORK THAT THE PRC HAS DONE ON THIS AT ALL.
I AM TRYING TO LOOK OUT FOR THE GREATER GOOD OF ALL OF BALTIMORE COUNTY PUBLIC SCHOOLS AND THE COMMUNITIES WE HEARD FROM ONE COMMUNITY TODAY.
I WOULD JUST LIKE TO HEAR FROM MORE.
ANY OTHER DISCUSSION? MS. LICHTER? I WORRY ALSO THAT BY DOING THIS, UM, WE'RE GONNA DELAY WHAT THE PUBLIC'S ASKING FOR, WHICH IS TO LOOK AT THE RULE AND THE WAY THE RULE IS IMPLEMENTED.
UM, AND I THINK THAT THE WAY THE EXPRESSIONS WE, OR THE COMMENTS THAT WERE MADE TONIGHT ARE MORE PREVALENT ACROSS THE SYSTEM FOR OTHER COMMUNITIES.
WE HAVE OTHER COMMUNITIES WHERE THERE IS A POCKET OF KIDS THAT ARE GOING TO A DIFFERENT FEEDER SCHOOL.
SO I THINK THE CHANGES THAT WOULD COME IN THE RULE AND HOW WE'RE GONNA IMPLEMENT AND WHETHER WE'RE GONNA HAVE SMALLER BOUNDARY CHANGES WOULD BE MET THROUGH THIS CHANGE.
I DON'T THINK LOOKING AT SMALLER BOUNDARIES AND THESE, UM, SATELLITE DISTRICTS ARE GOING TO JUST BE FOR THIS ONE COMMUNITY, THIS ONE COMMUNITY SPEAKING.
WE'VE HAD, THERE'S ONE IN MY DISTRICT.
THEY'RE, THEY'RE ALL OVER THE PLACE, THAT THROUGH THE YEARS, THERE ARE THESE SPLINTERED OFF DISTRICTS.
AND THAT'S CANNOT, WE CAN'T ADDRESS THAT IN THE POLICY.
SO BY DELAYING THIS, WE'RE GONNA DELAY WHAT THE COMMUNITY'S ASKING FOR, AND THAT IS TO LOOK AT THE IMPLEMENTATION AND THE ROLE, WHICH I THINK WOULD THEN SATISFY MORE THAN JUST THIS ONE COMMITTEE.
I MEAN, THIS ONE COMMUNITY, SORRY.
AND I WANNA THANK THE COMMUNITY MEMBERS FOR COMING OUT TODAY.
UM, IT, YOUR VOICE IS HEARD AND, UM, AND IT'S VALUED, AND IT'S, IT SHOULD NOT FEEL LIKE WE, THE IMPRESSION YOU SHOULD NOT LEAVE HERE FEELING LIKE, UM, THAT, THAT YOUR VOICE IS BEING DISCREDITED OR DISCARDED.
UM, KNOW THAT THE BOARD HEARS YOU.
ANY OTHER COMMENTS, MS. STOLSKI? AND THEN WE'LL GO TO MR. MCMILLIAN.
YES, AND THANK YOU ALL FOR SPEAKING AND REALLY SHEDDING LIGHT ON AN IMPORTANT ISSUE.
AND, YOU KNOW, OF COURSE, UM, GOING FORWARD, I REALLY HOPE THAT WE CAN SERIOUSLY LOOK, UM, AT THE RULE.
I MEAN, THAT'S NOT OUR DOMAIN, BUT I JUST WANNA SAY THAT I HOPE THAT THE RULES ARE LOOKED AT SO THAT BOUNDARIES FOR MANY STUDENTS ACROSS THE SYSTEM CAN BE IMPROVED.
I'M EXTREMELY HAPPY THAT YOU SHOWED UP AND YOU EXPRESSED YOURSELF, AND SOMETHING'S GONNA BE DONE.
SO THANK YOU FOR GIVING US THE INFORMATION THAT WE DIDN'T HAVE IN MARCH THAT WE HAVE NOW.
UM, I TOO WANNA STRESS THAT I'M NOT OPPOSED TO THIS POLICY.
I JUST WANT TO ENSURE THAT THE BOARD HAS CLARITY AS I LISTEN TO EVERYONE'S COMMENTS.
AND THANK YOU FOR THIS THOUGHTFUL DISCUSSION.
IT SOUNDS LIKE THERE ARE MULTIPLE UNDERSTANDINGS OF WHAT WE HOPE TO ACHIEVE THROUGH THESE CHANGES IN POLICY.
[01:25:01]
AND THE, THE PRC DOES AMAZING WORK, AND I DON'T DOUBT THAT FOR A SECOND.UM, BUT WE NEED A SHARED UNDERSTANDING OF WHAT IT IS WE'RE DOING.
THIS IS TOO IMPORTANT OF A POLICY.
THESE CHANGES ARE, ARE TOO CONSEQUENTIAL TO FAMILIES.
WE KNOW WHAT BOUNDARY CHANGES, UM, DUE TO FAMILIES.
WE OWE IT TO THEM TO PAUSE, GET THE INFORMATION WE NEED, MAKE SURE EVERYONE'S QUESTIONS ARE ANSWERED, AND AGAIN, DO OUR DUE DILIGENCE AND, AND HAVE THAT CONFIDENCE THAT WE ALL HAVE A SHARED UNDERSTANDING OF THESE CHANGES, WHAT IT WILL LOOK LIKE, AND ENSURE THAT, UM, WE'RE CONFIDENT IN THE CHANGES THAT WE'RE MAKING.
IT'S TOO IMPORTANT TO GET ANY PART OF THIS, UM, WRONG.
AND I, THERE'S NOT AN URGENCY THAT WE CANNOT PAUSE UNTIL THE NEXT MEETING AND GET OUR QUESTIONS ANSWERED.
IT'S MORE IMPORTANT TO GET IT RIGHT.
SO I WOULD JUST ASK TO SUPPORT THIS MOTION TO POSTPONE SUBMIT QUESTIONS.
IF MADAM CHAIR COULD FACILITATE THAT PROCESS, THAT WOULD BE GREAT.
AND THANK YOU FOR THE THOUGHTFUL DISCUSSION, AND THANK YOU TO THE FAMILIES THAT CAME OUT TONIGHT.
UM, I THINK WE DO NEED TO, AGAIN, GO BACK TO UNDERSTANDING PROCESS WHEN IT COMES TO PRC AND HOW THINGS WORK.
AS A BOARD, WE ARE RESPONSIBLE FOR GOVERNANCE.
UM, AND THAT'S THROUGH THE, THE PRC FOR REVIEWING ALONG WITH STAFF.
AND THEN WE BRING IT FOR RECOMMENDATION TO THE BOARD.
UM, IT IS ONLY AFTER WE HAVE AN APPROVED POLICY THAT WE GET THE SUPERINTENDENT'S RULE.
UM, AGAIN, BECAUSE THE POLICY IS GOVERNING OR IS PROVIDING AN UMBRELLA, IF YOU WANNA SAY, FOR THE SUPERINTENDENT'S RULE, WE SAY WHAT IT IS THAT WE WANNA HAPPEN, AND THE SUPERINTENDENT SAYS HOW, SO WE EVEN HAVE EXAMPLES IN TONIGHT'S AGENDA FOR SECTION Q.
SO ITEMS Q FIVE THROUGH Q 13 ARE THE SUPERINTENDENT'S RULE.
SO WE WILL GET THE INFORMATION FROM THE SUPERINTENDENT AS FAR AS WHAT IS THE RULE THAT'S GOING TO COINCIDE WITH THIS POLICY, THE REQUESTS THAT HAVE BEEN MADE BY THE COMMUNITY, AND WE THANK YOU FOR COMING OUT TONIGHT.
THEY, THERE'S NOTHING IN POLICY THAT WE HAVE MISSED AS FAR AS MY UNDERSTANDING, THAT WOULD NOT ALLOW THEIR NEEDS TO BE ADDRESSED.
AND SO WE NEED TO MOVE FORWARD WITH HAVING THE PROPER POLICY SO THAT WE CAN GET TO THE DESIRED RESULT OF THE HOW IT'S GOING TO HAPPEN.
AND THAT'S ONLY GONNA HAPPEN ONCE THE SUPERINTENDENT DOES THE RULE BASED ON WHAT THE POLICY IS.
SO THERE'S THE MOTION ON THE FLOOR TO POSTPONE, UM, THE VOTE ON POLICY 1280, UH, TO GIVE IT TIME TO HAVE MORE INFORMATION.
SO WE MAY I HAVE A ROLL CALL VOTE ON THE MOTION THAT'S CURRENTLY ON THE FLOOR.
AND SO WE, SO MAY I HAVE A MOTION TO ACCEPT THE RECOMMENDATION OF THE BOARD POLICY REVIEW COMMITTEE FOR BOARD POLICY 1280.
NO SECOND IS NEEDED SINCE THE RECOMMENDATION COMES FROM COMMITTEE.
MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
[K. NEW BUSINESS - ACTION TAKEN IN CLOSED SESSION (Board Counsel) (8:00 - 8:05 p.m.)]
ITEM IS CONSIDERATION OF ACTION TAKEN IN CLOSED SESSION.AND FOR THAT, I CALL UP, UH, MS. DESTI JONES.
GOOD EVENING, MADAM CHAIR AND DR. ROGERS MEMBERS OF THE BOARD, UM, EARLIER THIS EVENING, AND ALSO ON JUNE 24TH, UH, THE BOARD MET IN CLOSED SESSION IN ITS QUASI-JUDICIAL, UM, CAPACITY TO RENDER A DECISION IN THE FOLLOWING CASES.
[01:30:01]
24 DASH OH SIX E 24 DASH 11, HE 24 DASH 17 E 24 DASH 22 E, 24 DASH 25 E, 24 DASH 27 E, 24 DASH 28 E, 24 DASH 30, AND E 24 DASH 33.NOW WOULD BE AN APPROPRIATE TIME FOR THE BOARD TO CONFIRM THE ACTION TAKEN IN CLOSED SESSION.
MAY I HAVE A MOTION TO APPROVE THE ACTION TAKEN IN CLOSED SESSION ON HEARING EXAMINER CASES 24 0 6, 24, 11 24, 17, 24, 22, 24, 25, 24, 27, 24, 28, 24, 30, 24, 33, AND SD 20 23, 20 24 DASH 10, AND AUTHORIZE MS. GOLD TO SIGN FOR THOSE BOARD MEMBERS NOT PHYSICALLY PRESENT.
MAY I HAVE A SECOND? SECOND, SAVOY, ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
[L. NEW BUSINESS - SPECIAL PROJECT REQUEST (Dr. Jones) (8:05 - 8:10 p.m.)]
IS CONSIDERATION OF THE SPECIAL PROJECT REQUEST FOR WHINING ELEMENTARY SCHOOL.AND FOR THAT, I CALL ON DR. JONES.
BOARD CHAIR BOOKER DWYER, UM, VICE CHAIR POEY IN HER ABSENCE.
AND THEN, UM, SUPERINTENDENT ROGERS.
I'M HERE TO BRING BEFORE YOU TODAY THE CONSIDERATION OF THE PROPOSED CHANGES, NOT AS INCORRECT CONSIDERATION OF THE PRIVATELY FUNDED 73 30 PROJECT REQUESTS FOR THE FACULTY ROOM IMPROVEMENTS AT WINE AND ELEMENTARY SCHOOL.
THIS PROJECT IS BEING FUNDED BY THE PTA AND IT WILL BRING ENHANCEMENTS TO THE SPACE FOR THE, UM, FOR THE STAFF IF APPROVED.
IT WILL BE PLANNED AND ORGANIZED THROUGH VOLUNTEER LABOR AND DONATE DONATED MATERIALS TO ENHANCE THE LOOK OF THE FACULTY ROOM AND WORK JUST INCLUDES PER PAINTING AROUND THE PERIMETER WALLS, AND INSTALLING A FEW WALL-MOUNTED SHELVING UNITS FOR A TOTAL OF $950.
DO I HAVE A MOTION TO APPROVE THE PRIVATELY FUNDED 7 3 3 0 PROJECT REQUEST FOR FACULTY ROOM IMPROVEMENT AT WHINING ELEMENTARY SCHOOL AS PRESENTED IN EXHIBIT L? SO, MOVE LESKI.
DO I HAVE A SECOND? SECOND LECTER, ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY.
I'M ABSOLUTELY IN FAVOR OF TAKING CARE OF OUR STAFF.
UM, MS. FONG, SHE HAD ONE QUESTION.
OH, I DID RAISE MY HAND DURING THE MM-HMM.
UM, I THINK IT'S A GREAT PROJECT.
I JUST HAD A QUESTION ABOUT, UM, THE PROCESS OR WHATEVER, BECAUSE I DID READ IN THE REPORT ABOUT A, UM, A CONCERN JUST ABOUT, UM, THE PAINTING OF THE CERAMIC TILE, UM, AND NO TILE WALLS.
SO, UM, JUST WANTED TO HEAR ABOUT WHAT TYPE OF PRECAUTIONS THEY WERE GONNA DO TO MAKE SURE THAT THERE'S NO HAZMAT ISSUE.
GRIM IS JOINING ME BECAUSE HIS TEAM IS ACTUALLY, UM, HELPING ME WITH THE 73 30 PROCESS AND CAN ANSWER THAT QUESTION.
SO, GOOD EVENING, UM, STAFF FROM, UH, FACILITIES HAVE GONE OUT AND AS PART OF THE 73 30 PRO PROCESS, THEY ASSESS THE ROOM AND WHAT'S THERE AND WHAT HAVE YOU IN THIS CASE.
UM, THEY HAVE INSTRUCTED, BECAUSE LARGELY THIS IS VOLUNTEER WORK THROUGH THE PTSA.
UM, AS LONG AS, UH, THE, THE SHELVING IS INSTALLED, UM, NOT ON THE CERAMIC TILE OR THE PAINT ISN'T APPLIED THERE, THERE WON'T BE ANY CONCERNS OF ANY ENVIRONMENTAL ISSUES.
SO THEY'VE DONE THEIR, THEY'VE DONE ALREADY DONE THE TESTING AND THEIR DUE DILIGENCE AROUND THAT, AND IT'S INCLUDED IN THOSE INSTRUCTIONS.
SO THANK YOU FOR PICKING UP THAT DETAIL.
AND SO I DID SEE THAT, AND IT'S, IT'S BOLDED IN EVERYTHING.
BUT I GUESS AT THE TIME OF THE WORK, BECAUSE IT'S VOLUNTEERS VERSUS YES.
MAYBE A CONTRACTOR, YOU KNOW, WHAT TYPE OF, I GUESS, PREVENTATIVE ACTION'S GONNA BE? WHAT, WHAT TYPE OF PREVENTATIVE THING IS GONNA BE IN PLACE TO MAKE SURE IT DOESN'T HAPPEN? SO THE PREVENTATIVE PIECES, WE, WE WILL PROVIDE, UH, INSTRUCTION AND TECHNICAL SUPPORT, AND THEN OUR STAFF, WHEN THE PROJECT IS OVER AS PART OF THE CLOSEOUT, THEY DO AN INSPECTION TO MAKE SURE THAT THERE'S NO, THAT THERE'S NO ISSUES WITH WHAT THE INSTALLATION DOES.
AND, AND THAT'S, THAT SERVES THE CASE FOR EVERY ONE OF OUR PRIVATELY FUNDED PROJECTS, JUST SO THAT YOU KNOW, WHETHER IT'S TREES OR, UM, OTHER IMPROVEMENTS IN, IN A PARTICULAR BUILDING, OR THERE'S DONATION OF, OF LABOR, WHETHER IT'S THROUGH,
[01:35:01]
UH, A PTA OR ANOTHER ORGANIZATION.UM, SO MAY I HAVE A ROLL CALL? VOTE MS. FAL? YES.
[M. NEW BUSINESS - CONTRACT AWARDS (Mr. Hartlove and Dr. Grim) (8:10 - 8:20 p.m.)]
THE AGENDA IS CONTRACT AWARDS.AND FOR THAT, I CALL ON MR. YOUNG CHAIR OF THE BUILDING AND CONTRACTS COMMITTEE.
MEMBERS OF THE BOARD, THE BOARD'S BUILDING AND CONTRACTS COMMITTEE MET ON MONDAY, JULY 8TH, 2024.
ITEMS M1 THROUGH M SIX AND M EIGHT THROUGH M 28, M 21, EXCUSE ME, ARE BEING FORWARDED TO THE BOARD.
THANK YOU MR. YOUNG, BOARD MEMBERS, ARE THERE ANY SEPARATION REQUESTS? MS. FONG? I'D LIKE TO SEPARATE M 17.
MR. YOUNG, DID YOU SEPARATE SEVEN LIKE WE DID IN THE YESTERDAY? I FORWARDED TO THE BOARD.
M1 THROUGH M SIX AND M EIGHT THROUGH M 20.
ANY OTHER SEPARATION REQUESTS? OKAY.
DO I HAVE A MOTION TO APPROVE ITEMS M1 THROUGH M SIX, M EIGHT THROUGH M 16, AND THEN M 18 THROUGH M 21.
NO SECOND IS NEEDED SINCE THE RECOMMENDATION COMES FROM THE COMMITTEE.
ANY DISCUSSION? LEMME CHECK THE, MAY I HAVE A ROLL CALL VOTE.
MR. YOUNG, DO YOU WANNA SPEAK TO M SEVEN? OH, UH, DR. ROGERS OR, UM, DR. ROGERS? YEAH.
IT WAS BROUGHT TO MY ATTENTION THAT THERE WERE SOME QUESTIONS YESTERDAY REGARDING, UH, CONTRACT M SEVEN.
SO I AM, UH, WANNA PROVIDE AN OVERVIEW OF INFORMATION TO ALL THE BOARD MEMBERS REGARDING THIS CONTRACT, CW 1 0 1 DASH 25 TECHNOLOGY SOLUTIONS, PRODUCT AND SERVICES.
THIS CONTRACT PROVIDES A CLOUD-BASED TICKETING AND INVENTORY SYSTEM TO MANAGE INFORMATION TECHNOLOGY ASSETS.
UH, THIS IN ADDITION TO ASSET MANAGEMENT, UH, THE HELP DESK COMPONENT OF THIS CONTRACT IS CRITICAL.
CHERWELL, WHICH IS OUR CURRENT HELP DESK SOLUTION, IS NEARING THE END OF LIFE, MEANING THE VENDOR IS NO LONGER GOING TO MAKE THIS PRODUCT WITH AN EXPIRATION DATE OF JULY, 2026.
THIS SOLUTION PRESENTED TO THE BOARD IS PART OF A TWO YEAR ROLLOUT OF A REPLACEMENT HELP DESK SYSTEM.
PLEASE NOTE THAT OUR HR CALL SYSTEM CURRENTLY USES CHERWELL TWO.
SO THE GOAL IS TO IMPLEMENT A SOLUTION IN ITS PLACE PRIOR TO THE PHASING OUT OF OUR CURRENT SYSTEM.
IN TERMS OF ASSET MANAGEMENT, THIS SOLUTION WILL BE IMPLEMENTED FOR ALL CHROMEBOOKS IN THE SCHOOLHOUSE.
STUDENTS WHO HAVE A CHROMEBOOK THAT IS NOT FUNCTIONING AS EXPECTED FOR WHATEVER REASON, SWAP THAT DEVICE OUT FOR A KNOWN GOOD ONE, AND THEN IT BECOMES THE STUDENT'S ISSUED DEVICE.
THE CURRENT INVENTORY SYSTEM REQUIRES A LOT OF MANUAL INTERVENTION TO ASSIGN AND UNASSIGNED CHROMEBOOKS TO OUR 111,000 STUDENTS.
WHEREAS THIS NEW SOLUTION INTEGRATES DIRECTLY WITH OUR BCPS GOOGLE ENVIRONMENT, AND IT AUTOMATED AUTOMATES MUCH OF THE PROCESS FOR SCHOOLS OVERALL.
THE SOLUTION PRESENTED ADDRESSES LONG-TERM ASSET MANAGEMENT AND HELP DESK NEEDS WHILE CAPITALIZING ON EFFICIENCIES THAT STREAMLINE THE PROCESS AND PRO PRACTICE.
I, UH, DO HAVE INFORMATION THAT WE RECEIVED ONE CONCERN ABOUT THIS PRODUCT.
AND SO TO ALLAY THOSE CONCERNS, UH, I WOULD LIKE THE FULL BOARD TO KNOW THAT OUT OF OUR 176 SCHOOLS, CURRENTLY, 28 OF THEM USE THE DESTINY RESOURCE MANAGER TO INVENTORY TEXTBOOKS AND OTHER, SIMILARLY, SIMILARLY, INVENTORIED ITEMS BCPS IS ABLE TO PURCHASE DESTINY, UH, FOR ROUGHLY $550
[01:40:01]
PER SITE FOR THIS UPCOMING FISCAL YEAR, FY 2025.THAT WOULD BE AT A TOTAL COST OF 15,400 IN COMPARISON TO WHAT WE CURRENTLY PAY NOW FOR DESTINY, WHICH IS $95,000.
THIS WILL ALLOW US TO PROVIDE ACCESS TO THE 28 SCHOOLS FOR DESTINY FOR ANOTHER YEAR.
UM, THERE IS ALREADY THE ABILITY TO UPLOAD AND MOVE DATA OVER FROM ONE SYSTEM TO ANOTHER, AND IT DOES NOT REQUIRE MANUAL, UH, MANIPULATION OF THE SYSTEM ONE ITEM AT A TIME.
AND SO I, I BELIEVE THOSE WERE THE CONCERNS THAT WERE, UH, BROUGHT FORWARD.
UM, HOPEFULLY I HAVE, UH, RESPONDED TO ALL OF THE CONCERNS THAT WERE SHARED THAT WE RECEIVED.
MR. MCMILLIAN, AND THEN I'LL GO TO MS. DOKI.
UH, WILL THIS NEW TOOL ONLY TRACK IT MATERIALS, OR WILL IT ALSO TRACK TEXTBOOKS, CALCULATORS, AND OTHER INSTRUCTION MATERIALS? I BE, I BELIEVE IT WOULD, HAS THE CAPABILITY TO TRACK TRACK ALL OF THEM.
UH, DR. GRAHAM, IF YOU CAN CONFIRM, COME ON, COME ON UP.
UH, SO MR. MCMILLIAN THE REPEAT THAT.
UM, SO THE, UH, THE CURRENT DESTINY ASSET MANAGER NOT ONLY TRACKS TEXTBOOKS, BUT IT TRACKS, UM, SOME OF OUR, UH, FOOD AND NUTRITION SERVICES MATERIALS.
IT TRACKS OUR, UM, TECHNOLOGY ASSETS.
IT TRACKS OUR MUSICAL INSTRUMENTS.
UM, THE ONLY THING THAT THE NEW SYSTEM WILL NOT BE ABLE TO TRACK MOVING FORWARD WILL BE TEXTBOOKS.
UM, AND THE REASON WHY IS BECAUSE THEY'RE NOT INDIVIDUALLY IDENTIFIED BY BARCODE.
SO A TEXTBOOK IS, UM, YOU HAVE A STACK OF TEXTBOOKS, AND WHILE THE SCHOOLS LABEL THEM, YOU KNOW, UH, 24 DASH 1, 24 DASH TWO, THEY DON'T HAVE AN INDIVIDUAL IDENTIFIER.
SO ALL OF THE ASSETS THAT WE HAVE CURRENTLY IN THE SYSTEM, WITH THE EXCEPTION OF TEXTBOOKS AND SOME CALCULATORS ARE, ARE BASICALLY INDIVIDUALLY IDENTIFIED.
SO THE NEW SYSTEM WON'T PROVIDE THAT SOLUTION.
HOWEVER, WE'RE LOOKING AT WAYS TO BE ABLE TO TRACK THINGS LIKE TEXTBOOKS AND, UM, ANY OF THOSE THINGS THAT ARE TRACKED IN BULK IS, IS REALLY THE DIFFERENCE.
DOES THAT ANSWER YOUR QUESTION? YES.
AND, AND I JUST WANNA MAKE SURE THAT I HEARD THIS CORRECTLY.
SO, DESTINY RIGHT NOW COSTS $550 A SCHOOL.
DESTINY RIGHT NOW COST US $95,000.
UM, BUT FOR THIS UPCOMING YEAR, FY 25, UH, WE CAN'T GET DESTINY FOR $550 FOR THE 28 SCHOOLS THAT USE IT.
YOU, YOU'RE GONNA DO THAT, AND SO THEY HAVE ANOTHER YEAR IF YOU PROVE IT.
I JUST WANTED TO MAKE SURE THAT I HEARD THAT CORRECTLY.
AND JUST TO BE CLEAR, THERE ARE A COUPLE OF COMPONENTS TO DESTINY.
SO THE, THE LIBRARY AND CIRCULATION WILL, WILL CONTINUE ON THE DESTINY PRODUCT.
'CAUSE THERE'S A, THERE'S A SEPARATION OF DESTINY AS PART, AS PART OF THE SYSTEM.
NOW, DO WE SEE THIS GOING BEYOND THE NEXT YEAR, OR IS IT NEXT YEAR? ARE YOU PROJECTING THAT'S GONNA BE THE END OF DESTINY? SO I BELIEVE DR.
GRIM AND, UH, MR. CORS, THE PLAN IS TO GIVE ONE YEAR TRANSITION FOR SCHOOLS THAT ARE USING IT FOR THIS, FOR THIS ASSET TRACKING THAT WE DO FOR TEXTBOOKS AND THOSE THINGS.
YES, IT WOULD BE A ONE YEAR TRANSITION SO WE CAN HELP THEM WITH ANOTHER SOLUTION.
SO YOU'RE SAYING IN ONE YEAR, DESTINY PART FROM THE LIBRARY RESOURCES, THE TEACHERS LOGGING IT IN WILL NOT BE AN OPTION FOR THEM, AND IT'S A, IT'S A SEQUENCE WHERE THEY CAN, UH, WHATEVER THEY PUT INTO DESTINY ALREADY IS GONNA GO OVER TO THE NEW SYSTEM.
ARE THEY AWARE OF THIS? IS HAS COMMUNICATION BEEN MADE TO THOSE TEACHERS SO THEY UNDERSTAND IT? ARE THEY AWARE THAT WHAT, WHAT COMMUNICATIONS HAVE BEEN MADE? UH, THAT THEY UNDERSTAND THAT THIS IS THE WAY IT'S GOING TO BE AND IT'S AN EASY PROCESS FOR THEM TO GO THROUGH? SO, MS. DOKI, THAT INFORMATION HASN'T BEEN SHARED YET.
AND WITH A YEAR OF IMPLEMENTATION, YOU KNOW, THERE'S HIGH LEVEL COMMUNICATION, DIFFERENT PEOPLE FROM DEPARTMENTS WHO HAVE THAT INFORMATION, BUT SPECIFICS IN TERMS OF TRAINING WHAT THE, UM, EXPECTATIONS ARE AND TIMELINE, THAT WOULD BE SOMETHING THAT WOULD BE SHARED WHEN ALL STAFF COMES BACK TO WORK AND A ROLLOUT PLAN BE SHARED FROM DEPARTMENT OF INFORMATION TECHNOLOGY, UH, PARTICULARLY MR. CORS WOULD LEAD THAT EFFORT, I BELIEVE.
AND SO, UH, MS. DOKI, UH, PART OF THIS, UH, COMMUNICATION PLAN ALSO IS PIVOTING ON, UH, THE BOARD APPROVING OF THIS CONTRACT.
SO ONCE THIS IS IN PLACE, UH, THE SOLUTION WE'VE CHOSEN, UM, INCIDENT IQ IS WRITTEN BY, UH, INDIVIDUALS WHO WORK ALMOST EXCLUSIVELY WITH SCHOOL SYSTEMS. IT IS BASED ON, UH, BEST PRACTICE.
[01:45:01]
IS, UH, GOT A TON MORE AUTOMATION IN IT THAT WILL MAKE THE JOB OF INVENTORYING OUR CHROMEBOOKS PARTICULARLY EASIER.SO THE IDEA THAT RIGHT NOW, IF I HAVE A CHROMEBOOK THAT DOES NOT FUNCTION, I TAKE IT TO, UH, A STAFF MEMBER IN THE SCHOOL, PREDOMINANTLY THE MEDIA SPECIALIST.
THEY SCAN THAT, THAT CHROMEBOOK OUT OF MY POSSESSION, SCAN A NEW CHROMEBOOK INTO MY POSSESSION, MY STAFF PICKS THE CHROMEBOOK UP, SCANS IT ONE MORE TIME TO MAKE SURE THAT THEY'VE GOT THE CHROMEBOOKS THAT WERE THERE.
WE GET THEM BACK TO THE WAREHOUSE AND WE SCAN THEM A FOURTH TIME TO MAKE SURE THAT THEY'RE IN AND OUT.
THIS SYSTEM ACTUALLY INTEGRATES WITH GOOGLE, SO THAT WHEN A STUDENT HAS A TICKET PUT IN FOR A BROKEN CHROMEBOOK, IT AUTOMATES THE REMOVAL OF THAT INVENTORY PROCESS AWAY FROM THE STUDENTS.
SO AS SOON AS THE TICKET HITS SUBMIT, THAT CHROMEBOOK BECOMES POSSESSION OF THE SCHOOL, THE STUDENT THEN SIGNS INTO THEIR NEW CHROMEBOOK, AND THAT AUTOMATICALLY PUTS THAT ASSET TO THEM.
SO THE EASE OF THIS FLOW IS GOING TO BE MUCH GREATER THAN THE WORK THAT WE'RE DOING NOW.
SO THE COMMUNICATION PLAN WILL BE RAPID, AND WE HAVE A SHORT TURNAROUND TO IMPLEMENT IT SO THAT WE CAN START THIS.
BUT WE ARE, AS, UH, DR. ROGERS HAS POINTED OUT, WE HAVE A LONG ROAD OF IMPLEMENTATION, AND WE'RE STARTING WITH ONE VERY SMALL ASPECT OF OUR BUSINESS, BUT VERY IMPORTANT, WHICH IS CHROMEBOOK ASSIGNMENT TO STUDENTS.
SO, IS THERE A BETTER WAY TO ROLL THIS OUT? BECAUSE I MEAN, SOME TEACHERS ARE VERY CONCERNED ABOUT THIS.
THEY PUT A LOT OF TIME AND EFFORT TO LOG IN THEIR, YOU KNOW, THE PRODUCTS THAT ARE USING INTO DESTINY, AND NOW THEY'RE AFRAID THAT IT'S GOING.
SO A LOT OF TEACHERS ARE CONCERNED THAT THE WORK THAT THEY'VE PUT INTO DESTINY IS GOING IS FOR NOT BASICALLY, AND I, I'M NOT DISAGREEING WITH THIS NEW PROGRAM, BUT IT'S COMING TO US FIRST WHILE TEACHERS ARE CONCERNED THAT THE WORK THEY'VE DONE IS, YOU KNOW, OBSOLETE BASICALLY.
LIKE I DON'T, I I WANNA MAKE SURE THAT WHAT THEY'VE DONE IN DESTINY IS NOT GONNA GET LOST WITH THIS NEW PROGRAM THAT WE'RE, NOW YOU'RE ASKING US TO APPROVE.
SO THE, THE PRODUCT ITSELF, UM, IS DESIGNED SPECIFICALLY TO WORK WITH MULTIPLE, UM, EDUCATIONAL VENDORS.
WE ARE, WE HAVE ALREADY DONE A FULL EXPORT OF ALL OF THE DATA THAT'S ALL THE CHROMEBOOKS THAT ARE ASSIGNED TO STUDENTS.
THEY ARE GOING TO BE IN EASILY INPUT AND IMPORTED IN.
YES, BUT I'M NOT GONNA BE USING YOUR PRODUCT.
OUR TEACHERS ARE, THAT'S MY, THAT'S MY PROBLEM.
AND, UM, OUR PROCESS IS WE BRING A CONTRACT FORWARD TO THE BOARD OF EDUCATION FOR APPROVAL.
AFTER WE HAVE APPROVAL IS WHEN WE CREATE A COMMUNICATIONS PLAN AND COMMUNICATE WITH STAFF.
UM, WE HAVE SHARED ON THE RECORD THAT, UH, LIKE MANY OF OUR TECHNOLOGY PROCESSES, THERE IS GOING TO BE A WAY TO UPLOAD INFORMATION.
THERE IS NOT GOING TO BE, UM, DISCARDING OF INFORMATION THAT HAS ALREADY BEEN, UH, INPUT INTO THE DESTINY SYSTEM.
UM, AND IT'S MY UNDERSTANDING THAT THERE WAS, UH, ONE CONCERN THAT WAS RECEIVED, UH, AND ONE CONCERN IS, UH, ABSOLUTELY VALID.
BUT, BUT I THINK WE'VE ANSWERED THOSE QUESTIONS, UH, IN DETAIL.
AND IT'S, IT'S OUR PRACTICE TO COMMUNICATE AFTER WE HAVE APPROVAL, AFTER THERE IS A, UH, CONTRACT.
AND AGAIN, THIS WOULD BE IMPLEMENTATION FOR A YEAR FROM NOW, UH, FOR THE 28 SCHOOLS THAT ARE USING DESTINY THAT WOULD LIKE TO CONTINUE TO USE DESTINY FOR THIS YEAR.
COULD I JUST HAVE A BETTER PRACTICE QUESTION? MAYBE NEXT TIME WE ASK OUR TEACHERS WHAT WOULD BE A BETTER TOOL BEFORE BRINGING IT TO THE BOARD? BECAUSE WE'RE NOT THE ONES THAT USE IT.
ANY OTHER QUESTIONS OR POINTS OF DISCUSSION? SO, MAY I HAVE A MOTION TO APPROVE ITEM M SEVEN? SO MOVE YOUNG SO NO SECOND IS NEEDED SINCE THE RECOMMENDATION COMES FROM THE COMMITTEE.
OH, WAS IT NOT A, SO IS THERE A SECOND? SECOND, HARVEY, ARE THERE ANY ADDITIONAL DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
MS. FONG, WOULD YOU LIKE TO SPEAK TO M 17? SO THIS IS THE CONTRACT, UM, RELATING TO WHEN WE DO OUR BOUNDARY STUDIES.
ACTUALLY, IT'S THE CONSULTING SERVICES FOR REDISTRICTING CAPACITY RELIEF AND PLANNING SERVICES.
[01:50:01]
FOUR ITEMIZED ITEMS UNDER THE SERVICES.AND THEN AS FAR AS THE VENDORS, THERE ARE FOUR VENDORS LISTED.
SO JUST WANTED TO HAVE A BETTER UNDERSTANDING OF IS EACH ITEM SPECIFIC TO A VENDOR, OR ARE WE SAYING THAT ANY OF THESE VENDORS COULD DO ANY OF THOSE FOUR SERVICES THAT WERE LOOKING TO BE DONE? A ACTUALLY, WE HAVE THAT INFORMATION HERE, AND I WILL GO THROUGH, UM, THE BREAKDOWN FOR BOUNDARY REVIEW ADJUSTMENTS AND MEETING FACILITATION CITYGATE, UH, GIS AND CROPPER BOTH WILL, WILL BE ABLE TO PRO, PRO, UH, PROVIDE THAT, UH, SERVICE FOR GIS ANALYSIS AND DATA PROCESSING SERVICES.
IT'S CITYGATE, CROPPER AND MGT OF AMERICA CAN PROVIDE THAT, THAT SERVICE FOR POPULATION ANALYSIS AND FORECASTING.
CITYGATE, GIS AND MGT OF AMERICA CAN PROVIDE THAT, UH, SERVICE FOR, UH, DEVELOP DEVELOPMENT OF EDUCATIONAL SPECIFICATIONS.
UM, IT'S DAVID LEVER, UH, CAN PROVIDE THAT.
UH, SO FOR THREE OF THE FOUR, WE HAVE MULTIPLE, UH, UH, MULTIPLE, UH, COMPANIES, VENDORS THAT CAN, THAT CAN PROVIDE THE SERVICE.
AND MR. UNK, JUST TO, JUST TO ADD TO WHAT MR. HARTLOVE SAID, AND, UM, MR. TAYLOR CAN EXPOUND ON THAT MORE IF YOU HAVE ADDITIONAL QUESTIONS.
WE'RE EXCITED BECAUSE ONE OF THE PIECES OF FEEDBACK WE'VE HEARD, UM, WAS THAT WE NEEDED TO INCREASE THE NUMBER OF VENDORS THAT WE HAVE PARTICIPATING AND ENGAGING IN THIS PROCESS WITH US AND WITH THE COMMUNITY.
AND WE ARE VERY HAPPY THAT, UM, THERE WERE SEVERAL RESPONSIVE BIDDERS TO THE OVERALL CONTRACT AND ARE, AND WE'RE ABLE TO, UM, I'M GONNA SAY DIVERSIFY SERVICES, IF YOU WILL, WITHIN THE NEEDS THAT WE HAVE.
SO I'M NOT SURE IF YOU HAVE ADDITIONAL QUESTIONS, BUT MR. TAYLOR CAN CERTAINLY ANSWER THOSE DETAILS.
THAT WAS THE MAIN THING, SO THANK YOU.
AND THAT'S GOOD TO KNOW THAT WE HAVE MULTIPLE, UM, VENDORS NOW INSTEAD OF JUST ONE THAT WE HAVE TO RELY ON, SIR.
UH, I, I WAS HAD A QUESTION OF RESERVE FOR ITEM FOUR AS, UH, CALCULATING STATE RE RATED CAPACITY.
WHY IS THIS ONLY BEING, UM, PERFORMED BY BCPS STAFF AND ALL THE OTHER ONES ARE BEING CONTRACTED OUT TO OTHER SERVICES? THE, UM, THE PROCESS FOR EVALUATING THE VENDORS INCLUDED EACH ONE HAVING TO SUBMIT THEIR QUALIFICATIONS FOR EACH OF THE ITEMS FOR EACH SERVICE.
AND WE RATED THEM ON THOSE DIFFERENT SERVICES.
SO IT WAS A COMBINATION THAT SOME VENDORS DID NOT EVEN SUBMIT, UM, THEIR QUALIFICATIONS FOR ITEM FOUR.
AND THE ONES THAT DID, DID NOT REACH THE LEVEL OF QUALIFICATION THAT WE WANTED.
SO THAT'S WHY NO AWARD WAS RECOMMENDED FOR THAT ACTIVITY.
DID YOU TRY TO REACH OUT TO MORE VENDORS TO SEE IF THEY COULD DO THE SAME SERVICE? NO, WE DID NOT.
WE, AFTER WE SENT OUT THE SOLICITATION, WE JUST ACCEPTED THE ONES THAT WERE THERE.
THAT WAS SOMETHING THAT PURCHASING MANAGED.
SO IS THIS SOMETHING THAT WE FELT MORE COMFORTABLE DOING OURSELVES AS OPPOSED TO, I GUESS, VENDORING IT OUT TO SOMEONE ELSE? WE DIDN'T WANT TO DO THAT, OR I'M JUST CONFUSED.
THIS IS THE ONLY ONE THAT'S LEFT OFF THE LIST IS HAVING ANOTHER VENDOR DO IT.
WE'VE ACTUALLY, WE'VE ACTUALLY NEVER HAD A VENDOR PERFORM A SERVICE BEFORE.
WE WANTED TO SEE IF WE COULD GET VENDORS TO HELP US OUT SO THAT IF WE GOT A HEAVY WORKLOAD, WE HAD THE OPTION OF GOING TO A CONSULTANT TO HELP US OUT.
BUT IT DIDN'T WORK OUT THAT WAY.
SO IN-HOUSE, STAFF WILL CONTINUE TO DO IT, AS WE ALWAYS HAVE.
AND MS. BINOWSKI, JUST TO ADD TO THAT, UH, RIGHT NOW UNDER BLUEPRINT, WE, WE JUST MET, UM, MR. TAYLOR AND, AND HIS TEAM AND MS. LARI IN FACILITIES CONSTRUCTION IMPROVEMENT.
AND I JUST MET WITH, UM, OUR PARTNERS AT THE IAC, UM, AT THE STATE LEVEL BECAUSE WITH THE BLUEPRINT, UM, LOOKING AT SRC AND OUR CALCULATIONS, PARTICULARLY AS THEY RELATE TO PRE-K HAVE BECOME MORE COMPLICATED.
UM, NOT ONLY WITH, UH, WHAT THE STATE WILL OR WILL NOT FUND, BUT WHAT, UM, THE STATE'S GUIDELINES AND PARAMETERS ARE ON OUR EDUCATIONAL SPECIFICATIONS.
SO AS WE CONTINUE TO LEARN, UM, IT'S BECOME INCREASINGLY DIFFICULT FOR US TO FIND VENDORS THAT HAVE KEPT UP IN THAT SPACE AS WELL, AGAIN, WITH THAT IMPLEMENTATION OF THE BLUEPRINT AND THE CURRENT FUNDING THAT IS AVAILABLE, UM, IN TERMS OF SCHOOL CONSTRUCTION.
SO WE, WE WILL CONTINUE TO WORK WITH THE IAC WITH OUR SRC CALCULATIONS.
[01:55:01]
IS THERE ANY OUTSIDE CHECK MARK AS TO SAY THAT WE ARE RATING OUR SCHOOLS AT STATE CAPACITY AND THE RIGHT LEVEL? LIKE I IF WE'RE, GO AHEAD.SO THE IAC IS ACTUALLY, WE DON'T MAKE A DETERMINATION OF SRC.
THAT IS THE FUNCTION OF, OF THE IAC.
WHAT WE DO, UH, INTERNALLY IS WE SUBMIT DOCUMENTATION TO THEM BASED ON, UM, HOW WE'RE UTILIZING OUR, OUR BUILDINGS.
AND IN FACT, UM, MR. TAYLOR AND I WERE AGAIN, JUST MET WITH THE, THE IAC AND OTHER MEMBERS OF THE TEAM LAST WEEK TO DISCUSS SUBMISSIONS THAT, THAT WE RECENTLY HAD THIS YEAR FOR THEM TO TAKE A LOOK AT HOW WE'RE USING OUR BUILDINGS, BECAUSE HOW WE USE THEM THIS COMING YEAR MAY BE DIFFERENT THAN HOW WE USED THEM LAST YEAR OR EVEN TWO YEARS AGO.
SO WE'RE CONSTANTLY WORKING WITH THE STATE WHO MAKES THAT DETERMINATION OF SRC.
THEY EITHER APPROVE OUR, OUR REQUESTS, UM, AND OUR CHANGES, OR THEY MAKE RECOMMENDATIONS OR THEY DENY THEM AND SAY THAT WE CAN SUBMIT THEM AGAIN FOR REVIEW AT A LATER DATE.
SO WOULD YOU SAY THAT RATE IS LIKE FLUID? IT'S NOT CONCRETE? THAT IS, THAT IS CORRECT.
IT'S BASED ON THE IACS GUIDELINES, UM, AT THE TIME, UH, FOR THE EDUCATIONAL FACILITY AND, AND WHAT, UM, THEY'VE INCLUDED IN THEIR GROSSED AREA BASELINE FOR SQUARE FOOT OF, OF DIFFERENT, UM, TYPES OF BUILDING USAGE.
AND ANY OTHER DISCUSSION? SO, MAY I HAVE A MOTION TO APPROVE ITEM M 17? SO MOVE ESKI.
SINCE THIS RECOMMENDATION COMES FROM THE COMMITTEE.
MAY, IS THERE ANY OTHER DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
[N. REPORT - ACADEMIC ACHIEVEMENT (Dr. DiDonato, Dr. Jones, and Mr. Landon) (8:20 - 8:35 p.m.)]
AGENDA IS THE REPORT ON STUDENT PERFORMANCE.AND FOR THAT, I CALL ON DR. ROGERS.
GOOD EVENING CHAIR BOOKER DWYER AND MEMBERS OF THE BOARD AT THIS TIME, DR.
D DONATO, CHIEF ACADEMIC OFFICER, AND DR. JONES, CHIEF OF SCHOOLS WILL BE JOINING ME.
AND I SEE THE POWERPOINT IS UP, THINGS ARE LOOKING UP.
WE ARE PLEASED TO PROVIDE TO THE BOARD AND MEMBERS OF OUR COMMUNITY AN UPDATE ON BASELINE DATA IN BALTIMORE COUNTY PUBLIC SCHOOLS AND THE TARGETS FOR THE UPCOMING SCHOOL YEAR, AS I HAVE SHARED THROUGHOUT THE YEAR, UH, WITH BCPS.
IF WE CAN GO TO THE NEXT SLIDE, PLEASE.
AS I HAVE SHARED THROUGHOUT THE YEAR WITH VCPS, WE HAVE BEEN FOCUSED THIS YEAR ON FOUR MAIN PRIORITIES WITH ACADEMIC ACHIEVEMENT AS OUR NUMBER ONE PRIORITY, WE KNOW AND UNDERSTAND THAT WE ARE HERE AND WE EXIST TO MAKE SURE THAT ALL STUDENTS ARE PERFORMING AT HIGH LEVELS.
WHAT YOU SEE BEFORE YOU, YOU HAVE SEEN BEFORE, AND THIS IS OUR COLLEGE CAREER AND COMMUNITY TRAJECTORY OF SUCCESS.
OUR, UH, DRAA TEAM WAS ABLE TO LOOK AT DATA OF OUR STUDENT PERFORMANCE OVER TIME, UH, BOTH INSIDE OF BCPS, AND, UH, AFTER THE FOUR AND FIVE YEARS THAT THEY LEFT US THROUGH THE NATIONAL CLEARINGHOUSE TO FIND OUT THE KEY INDICATORS FOR COLLEGE CAREER AND COMMUNITY SUCCESS.
ON THIS TRAJECTORY, YOU SEE THAT THERE ARE THREE MARKERS IDENTIFIED FOR ELEMENTARY SCHOOL, STARTING WITH KINDERGARTEN.
WE HAVE ONE MARKER IN GRADE EIGHT, AND IN HIGH SCHOOL, WE HAVE SEVERAL MARKERS THAT INDICATE THAT A STUDENT IS LIKELY TO BE COLLEGE CAREER AND COMMUNITY READY.
WE ALSO KNOW THAT THROUGH THE BLUEPRINT, UH, STUDENTS AND FAMILIES HAVE MORE OPPORTUNITIES FOR EXTENDED AND EXPANDED ACCESS THROUGH, UH, COLLEGE PROGRAMS AS WELL AS CTE PROGRAMS AND CERTIFICATIONS, UH, WHEN STUDENTS ARE ABLE TO DEMONSTRATE COLLEGE AND CAREER READINESS, BOTH IN LITERACY AND IN MATHEMATICS.
UH, WE'RE GONNA WALK YOU THROUGH SPECIFICALLY DISAGGREGATED DATA AROUND MCAP, UM, ATTENDANCE, CHRONIC ABSENTEEISM, GRADUATION RATE, UH, AS WE DISCUSS OUR, UH, TARGETS FOR THE UPCOMING YEAR.
DETO WILL SPEAK TO THE HOW THE SPECIFIC STEPS THAT WE ARE TAKING TO MOVE OUR STUDENTS FORWARD.
ON THIS FIRST SLIDE SLIDE, YOU SEE
[02:00:01]
MC A PERFORMANCE.UM, WHAT YOU HAVE IN FRONT OF YOU IS SOME HISTORICAL DATA BY GRADE LEVEL FOR LITERACY, UM, FOR SCHOOL YEARS 21, 22, AND 2223.
YOU'LL SEE THE DIFFERENCE IN TERMS OF CHANGE AND THE TARGET FOR NEXT YEAR, THE TARGET THAT WE'RE PLANNING, UM, FOR THE NEXT TWO YEARS.
IT'S IMPORTANT TO NOTE FOR LITERACY THAT THIS IS THE FIRST YEAR THAT WE HAVE PROVIDED A STATE ALIGNED CURRICULUM BASED IN THE SCIENCE OF READING FOR OUR ELEMENTARY SCHOOLS.
AND AS YOU KNOW, NEXT YEAR FOR GRADES SIX THROUGH 12, WE'RE GOING TO HAVE THE PILOT IN OUR, UH, SECONDARY SCHOOLS FOR A CURRICULUM ALIGNED TO STATE STANDARDS.
AND SO WE ARE EXPECTING WITH, UH, FIDELITY OF IMPLEMENTATION WITH ROBUST PROFESSIONAL LEARNING OF THE TEACHERS, THAT WE WILL SEE A MODEST INCREASE IN OUR STUDENTS' PERFORMANCE FOR LITERACY.
UM, THE SPECIFIC, UH, NUMBERS YOU SEE A RANGE OF STUDENT PERFORMANCE.
UH, THE LAST YEAR THAT WE HAVE, UH, SOLID DATA FOR IS 2223.
YOU'LL SEE A RANGE FROM 35 AND THREE TENTHS OF A PERCENT FOR STUDENTS IN GRADE EIGHT, UM, 2 45 AND NINE TENTHS OF A UH, PERCENT.
AND SO WITH THAT, THE INCREASE FOR THIS YEAR, UH, WE'RE HOPING FOR A 2% INCREASE IN FOLLOWING 24 25, AN ADDITIONAL 2%.
UM, AS WE KNOW, UH, IMPLEMENTATION RESEARCH TEACHES US THAT IT TAKES APPROXIMATELY THREE YEARS FOR US TO SEE THE I IMPACT OF HIGH QUALITY INSTRUCTIONAL MATERIALS, UH, WITH HIGH QUALITY PROFESSIONAL LEARNING AND, UH, FIDELITY OF IMPLEMENTATION AND MONITORING AND ACCOUNTABILITY IN SCHOOLS.
OUR NEXT SLIDE SHOWS MATHEMATICS AND FOR MATHEMATICS.
YOU SEE THIS DATA IS, UH, FOLLOWS THE SAME PATTERN THAT WE JUST SHARED FOR, UH, LITERACY DISAGGREGATED FROM GRADES THREE THROUGH EIGHT AND ALGEBRA ONE FOR OUR STUDENTS.
UM, AS WE KNOW, BALTIMORE COUNTY PUBLIC SCHOOLS HAS A LOT OF WORK TO DO IN THE AREA OF MATHEMATICS, UH, MATH GRADE EIGHT, AND ALGEBRA ONE OF PARTICULAR CONCERN.
UM, HOWEVER, YOU'LL NOTE THAT THE ANNUAL INCREASE IS LARGER THAN LITERACY.
AND THAT IS BECAUSE THE ROLLOUT OF THE NEW HIGH QUALITY INSTRUCTIONAL MATERIALS FOR MATHEMATICS, PARTICULARLY ILLUSTRATIVE MATH AND SECONDARY, UM, AND BRIDGES IN ELEMENTARY, THAT ROLLOUT BEGAN EARLIER THAN WHAT WE ARE DOING WITH HMH INTO READING FOR ELEMENTARY SCHOOL FOR LITERACY.
AND, UH, YOU KNOW, THE CURRICULUM THAT WE WILL END UP SELECTING FOR SECONDARY LITERACY.
UM, SO YOU'LL SEE AN ADDITIONAL INCREASE OF, UH, 3%, UH, PER GRADE LEVEL.
WE WILL FIND OUT WITHIN A FEW MONTHS, UM, WHERE OUR STUDENTS ACTUALLY PERFORMED, UH, THIS YEAR AND ADJUST IF, UM, NECESSARY IN THIS AREA.
OUR NEXT SLIDE IS GRADUATION RATE.
AGAIN, WE PROVIDED HISTORICAL DATA FROM 2122.
UM, OUR LAST FULL YEAR OF DATA AVAILABLE IS 2223, AND THE TARGET IS TO IMPROVE BY HALF A PERCENT ANNUALLY.
AND SO YOU SEE THE TARGET FOR THIS SCHOOL YEAR, DISAGGREGATED BY STUDENT GROUP, AND YOU ALSO SEE THE TARGET FOR THE UPCOMING SCHOOL YEAR.
SO OUR, UH, HOPE IS THE WORK THAT HAS BEEN DONE THAT THE TEAM REPORTED ON, UM, EARLIER TO THE BOARD WITH PROJECT GRADUATION, THAT THAT YIELDS AT LEAST AN ADDITIONAL HALF A PERCENT INCREASE FOR NOT ONLY OUR STUDENT GROUPS IN THE AGGREGATE, BUT EVERY GROUP DISAGGREGATED, UM, AS WELL AS THIS UPCOMING YEAR.
THE WORK THAT WE CONTINUE TO DO THAT WE ARE INCREASING THE PERCENTAGE OF STUDENTS THAT ARE, UH, GRADUATING ON TIME RANGE OF SCORES AND GRADUATION RATES ARE FROM, UH, THE SIXTIES, 66.1% FOR OUR HISPANIC STUDENTS, UM, UP TO OUR ASIAN STUDENTS.
UM, DEMONSTRATING CURRENTLY THE HIGHEST PERFORMANCE AT 94 AND THREE TENTHS OF A PERCENT COUPLED WITH GRADUATION RATE IS COLLEGE AND CAREER READINESS.
AS WE SPOKE TO AT THE BEGINNING OF THE PRESENTATION, COLLEGE AND CAREER READINESS IS EXTREMELY SIGNIFICANT FOR OUR STUDENTS, UH, IN TERMS OF THEIR ABILITY TO DO WELL, UH, WITH WHATEVER PATH THEY CHOOSE AFTER THEY LEAVE BALTIMORE COUNTY PUBLIC SCHOOLS, AS WELL AS
[02:05:01]
EXCELLENT ACCESS THROUGH THE, UH, BLUEPRINT, UH, FOR OPPORTUNITIES IN GRADES 11 AND 12.THE MSDE, THE STATE DEPARTMENT HAS IDENTIFIED A TARGET FOR ALL HIGH SCHOOL STUDENTS, UH, FOR THE YEAR 20 30, 20 31.
AND THAT IS THAT 45% OF STUDENTS IN SCHOOLS ARE ABLE TO DEMONSTRATE COLLEGE AND CAREER READINESS.
UM, ON OUR, UH, SPECIFIC DISAGGREGATED DATA, YOU SEE THIS DATA IS DISAGGREGATED BY STUDENT GROUP, RACIAL GROUP AND ETHNICITY.
OUR, UM, TARGET IS, UH, THE TARGET IS BASED ON HOW FAR OUR STUDENT GROUPS ARE FROM THE STATE TARGET OF 45%.
AND SO YOU'LL SEE, UH, WHERE OUR ASIAN STUDENTS HAVE A, UH, MUCH SMALLER GAP BETWEEN, UH, NOW AND 2030 TO REACH 45%.
'CAUSE THEY ARE CURRENTLY AT 39 AND EIGHT TENTHS OF A PERCENT THAT THE ANNUAL INCREASE IS AT LEAST A PERCENT.
AND THAT WILL ENSURE THAT THE STUDENTS, UH, REACH OR EXCEED THAT GOAL BEFORE THE, UM, GUIDELINE PROVIDED BY THE STATE DEPARTMENT.
UM, WHEREAS WE NEED TO HAVE SOME MORE AGGRESSIVE GROWTH IN DIFFERENT STUDENT GROUPS.
SO, DIFFERENTIATED NUMBERS, UH, YOU KNOW, OVERALL 2% FOR ALL OF OUR STUDENTS, BUT FOR OUR BLACK AND HISPANIC STUDENTS, WE NEED TO GROW BY AT LEAST 3%, UM, TO HELP THEM TO MOVE TOWARD THAT SPECIFIC GOAL FROM THE STATE DEPARTMENT.
AND AS YOU KNOW, WE HAVE FOCUSED, UM, INTENTIONALLY, UH, IN SCHOOLS AND THROUGHOUT CENTRAL OFFICE, UM, THIS YEAR TO ENSURE THAT OUR STUDENTS WERE IN SCHOOL AS THE FIRST STEP TO PROVIDING STUDENTS WITH AN OPPORTUNITY TO DEMONSTRATE, UM, UH, LEARNING IS MAKING SURE THAT THEY ARE IN SCHOOL.
THE MSDE TARGET FOR, UH, STUDENT ATTENDANCE IS 94%.
AND SO YOU SEE THIS DATA IS DISAGGREGATED BY GRADE LEVEL.
UM, WHEN WE PRESENT, UM, AS WE DO IN OUR MONTHLY BOARD MEETINGS TO, UM, THE BOARD AND THE PUBLIC, WE DISAGGREGATE THIS DATA AS WE HAVE, UH, THIS YEAR FURTHER BY ZONE, BY LEVEL, UM, AND BY, UH, ETHNICITY.
BUT WHAT YOU SEE ON HERE IS OUR, UM, TARGET FOR 2324, AS WELL AS ADDING AN ADDITIONAL PERCENTAGE, UH, FOR 24 25, UH, FOR EVERY STUDENT GROUP, UH, FROM KINDERGARTEN THROUGH GRADE 12.
THE 2324 DATE THAT THAT IS PROVIDED, UM, IS THE DATA THAT WE HAD UP UNTIL FEBRUARY.
AND THE LAST DATA POINT IS CHRONIC ABSENTEEISM.
UM, AS WE HAVE AGAIN PREVIOUSLY DISCUSSED THIS YEAR, UM, A, UH, SCHOOL SYSTEM FOCUS ON CHRONIC ABSENTEEISM, UH, FOR OUR STUDENTS, MAKING SURE THAT THEY ARE NOT, UH, MISSING MORE THAN, UH, 10% OF SCHOOL HAS BEEN CRITICALLY IMPORTANT.
UH, WE APPRECIATE THOSE EFFORTS AND THE RESULTS THAT WE'RE SEEING WITH OUR STUDENTS.
YOU'LL SEE, IN TERMS OF THE DATA, THE TARGET FOR THE STATE OF MARYLAND IS 20%.
UM, UH, NO MORE THAN 20% OF STUDENTS BEING CHRONICALLY ABSENT.
UM, FOR US, FOR THE DATA WE HAVE PROVIDED, UM, WHERE WE'VE MADE, UH, SIGNIFICANT JUMPS THIS YEAR UP UNTIL FEBRUARY, WE'VE PROVIDED EVEN MORE RIGOROUS, UH, TARGET FOR 24 25.
AGAIN, YOU SEE THIS DATA IN THE AGGREGATE FOR ALL STUDENTS, UM, AS WELL AS, UH, DISAGGREGATED BY GRADE LEVEL.
BUT WHEN THIS DATA HAS BEEN PRESENTED PREVIOUSLY AND WHEN IT, WE WILL CONTINUE TO PRESENT IT, WE ALSO PRESENT THIS DATA, UM, BY ZONE, BY LEVEL, AND BY ETHNICITY, UM, FOR ALL OF OUR, UH, COMMUNITIES TO HAVE THIS INFORMATION.
SO AT THIS POINT, I WOULD TURN IT OVER TO DR.
D DONDO AND DR. JONES FOR THE HOW, HOW DO WE MOVE TOWARDS THESE TARGETS IN OUR SCHOOLS? UH, THANK YOU DR. ROGERS.
UM, SO AS DR. ROGERS HAD STARTED TO MENTION, UH, WITH TALKING ABOUT OUR HIGH QUALITY INSTRUCTIONAL MATERIALS AND THE THINGS THAT WE ARE IMPLEMENTING, SO AS YOU KNOW, WE JUST COMPLETED OUR FIRST YEAR OF IMPLEMENTATION OF HMH INTO READING IN OUR ELEMENTARY SCHOOLS.
AND NEXT YEAR WE'LL BE GETTING A DISTRICT-WIDE PILOT FOR GRADE SIX THROUGH 12, UM, ON TWO DIFFERENT PRODUCTS.
UM, BOTH I REVIEWED BY ED REPORTS VETTED BY MULTIPLE SOURCES, UM, FOR OUR SECONDARY ELA, AS WELL AS, UM, OUR ENGLISH LANGUAGE, UM, DEVELOPMENT COURSES.
SO FOR OUR MULTILINGUAL LEARNERS, UM, LOOKING AT REALLY ENHANCING OUR, UH, INSTRUCTIONAL PROGRAM FOR THEM.
AS YOU SAW BEFORE ON SEVERAL OF THE OTHER SLIDES, UM, MANY OF
[02:10:01]
OUR STUDENTS WHO ARE HISPANIC, WHO ARE ALSO OUR LARGEST POPULATION OF MULTILINGUAL LEARNERS, UM, ARE LAGGING BEHIND ACADEMICALLY.UM, WE SAW THAT ON SEVERAL DIFFERENT MEASURES, BOTH IN ATTENDANCE, UM, AND ACHIEVEMENT IN BOTH READING AND MATH.
SO IDENTIFYING A HIGH QUALITY PRODUCT TO WORK WITH OUR STUDENTS WHO ARE LEARNING ENGLISH AS THEIR SECOND LANGUAGE IS ANOTHER CRITICAL COMPONENT FOR THE WORK THAT WE'RE DOING AS, AND THAT WILL BE A, UM, SYSTEM-WIDE PILOT NEXT YEAR.
ALSO, THAT THE BOARD, UH, GRACIOUSLY APPROVED, UH, SEVERAL BOARD MEETINGS AGO, PART OF THE, UH, IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS.
I'M GONNA SORT OF GO TO THE THIRD LITTLE, UH, BULLET ON THE SCREEN WITH PROFESSIONAL DEVELOPMENT IS THE, WHAT ARE THOSE THINGS THAT WE ARE DOING WITH OUR TEACHERS AND OUR, UH, ADMINISTRATORS WITHIN THE SCHOOLS SO THAT THEY CAN SUPPORT TEACHERS ON A DAILY BASIS WITH INSTRUCTION? WHEN WE LOOK AT, UH, SOME OF THE MODELS THAT ARE WORKING REALLY WELL THIS YEAR, WE'VE BEEN HAVING, UH, VISITS WITH TEACHER GROUPS OR ADMINISTRATOR GROUPS, UM, BETWEEN PARTNER SCHOOLS AT THE ELEMENTARY LEVEL WITH THE HMH INTO READING.
WE ARE GONNA IMPLEMENT THE SAME TYPE OF MODEL AT THE SECONDARY LEVEL.
IT ALLOWS ADMINISTRATORS TO HEAR DIRECTLY FROM LEADERS FROM CENTRAL OFFICE AS WELL AS THE EXECUTIVE DIRECTORS, UM, FROM SCHOOLS AND VENDORS WHO ARE EXPERTS IN THE IMPLEMENTATION OF THE CURRICULUM TO LOOK AT INSTRUCTION WITHIN THEIR SCHOOL WITH A GROUP OF THEIR COLLEAGUES TO LEVEL SET, WHICH AGAIN, IT'S IMPORTANT FOR US TO NORM OUR INSTRUCTIONAL EXPECTATIONS ACROSS SCHOOLS.
WE ARE GONNA IMPLEMENT THE SAME THING WITH OUR SECONDARY SCHOOLS, AS WELL AS IMPLEMENT SOMETHING VERY SIMILAR IN MATH.
UM, ALTHOUGH THEY ARE NOT NEW PRODUCTS THAT WE ARE USING, UM, THE MODEL OF HAVING, UH, ADMINISTRATORS WALKING TOGETHER TO LEVEL SET TO LOOK AT INSTRUCTION AS WELL AS CENTRAL OFFICE STAFF WITH, UM, OUR DIVISION OF SCHOOLS HAS BEEN CRITICALLY IMPORTANT TO INCREASE THE INSTRUCTIONAL KNOWLEDGE AND CAPACITY OF THE CURRICULUM FOR EVERYBODY INVOLVED.
EVIDENCE-BASED INSTRUCTIONAL PRACTICES, UM, DURING SCHOOL DAY TUTORING IS A HIGH IMPACT STRATEGY IDENTIFIED TO SUPPORT ACADEMIC GROWTH OF STUDENTS.
UM, WORKING IN COLLABORATION WITH MSDE, UH, WE WILL BE LOOKING AT, UH, STUDENTS WHO ARE CURRENTLY IN MATH SEVEN, BUT RISING NEXT YEAR IN THE 24, UH, 25 SCHOOL YEAR INTO MATH GRADE EIGHT.
ONE OF THE AREAS, UH, GRADE LEVELS THAT DR. ROGERS HIGHLIGHTED THAT WE ARE GONNA BE PROVIDING, UM, DURING SCHOOL DAY TUTORING TO THOSE STUDENTS THROUGH A PARTNERSHIP WITH MSDE AND A PILOT THAT THEY ARE CURRENTLY RUNNING.
UM, SO WE ARE EXCITED TO LOOK AT WHAT KIND OF SUPPORTS AND GAINS WE CAN MAKE.
SO LOOKING AT, UH, SPECIFIC STANDARDS WHERE STUDENTS ARE STRUGGLING USING OUR MAP ASSESSMENT DATA TO IDENTIFY SPECIFIC LEARNING PATHWAYS FOR THEM AND PROVIDING DIFFERENTIATED OPPORTUNITIES TO PROVIDE PRACTICE AND SUPPORT FOR THOSE STUDENTS.
UM, INSTRUCTIONAL SUPPORT VISITS, TALKING ABOUT, AGAIN, THE VISITS, UH, BETWEEN SCHOOLS AS WELL AS THOSE SUPPORT STRUCTURE VISITS BY, UH, CUR THE OFFICE OF CURRICULUM INSTRUCTION.
WHAT WE'RE SEEKING TO DO NEXT YEAR IS WE HAVE A, UH, CONSISTENT STRUCTURE THAT WE'RE GOING TO USE FOR SCHOOL VISITATIONS THAT WILL DOCUMENT THE TYPES OF VISITS THAT ARE OCCURRING.
SO WERE, DID WE VISIT TO VISIT CLASSROOMS AND LOOK AT INSTRUCTION? DID WE PROVIDE, UM, DATA ANALYSIS AND COACHING? WAS IT AN INSTRUCTIONAL VISIT WITH SCHOOL ADMINISTRATORS TO LOOK AT, UH, INSTRUCTIONAL PEDAGOGY AND PRACTICES SO THAT WE CAN REALLY IDENTIFY WHAT KIND OF SUPPORT WE'RE PROVIDING TO SCHOOLS? DO WE SEE EVIDENCE OF CHANGE IN INSTRUCTIONAL PRACTICES IN THOSE SCHOOLS BASED ON CERTAIN TYPES OF SUPPORT WE MAY PROVIDE? SO WE START BEING MORE STRATEGIC WITH THE SUPPORT THAT WE'RE PROVIDING.
UM, AND THEN ALSO BEING ABLE TO LOOK AT WHAT SCHOOLS ARE WE VISITING MORE FREQUENTLY AND DO WE SEE DIFFERENT OUTCOMES BASED ON FREQUENCY OF VISITS? SO THAT CONSISTENCY OF A STRUCTURE FOR UM, COLLECTING DATA ABOUT INSTRUCTIONAL SUPPORT VISITS IS GONNA ALLOW US TO TAILOR THOSE A LITTLE BIT, UH, MAKE 'EM MORE MEANINGFUL TO EVERYBODY.
UH, DATA ANALYSIS, WORKING, UH, VERY COLLABORATIVELY WITH, UH, THE DIVISION OF SCHOOLS AS WELL AS OUR, UH, NEW DIRECTOR.
UM, LOOKING AT THOSE DATA POINTS THAT ARE GOING TO HELP US NOT ONLY UNDERSTAND WHERE OUR STUDENTS ARE PROGRESSING ALONG THE YEAR, BUT HELPING OUR SCHOOLS BETTER UNDERSTAND HOW STUDENTS ARE PROGRESSING WITH SKILLS THAT ARE TIED DIRECTLY TO STANDARDS.
SO LOOKING AT ITEM ANALYSIS ON OUR, UH, MID-UNIT ASSESSMENTS AS WELL AS END OF UNIT ASSESSMENTS TO LOOK AT WHAT STANDARDS ARE STUDENTS MAKING GREAT PROGRESS WITH.
DO WE SEE DIFFERENCES BETWEEN SCHOOLS? DO WE SEE DIFFERENCES BETWEEN GRADE LEVELS? AND THEN IDENTIFYING STRATEGIC, UH, SUPPORTS AND RESOURCES THAT TEACHERS CAN DO IN THE CLASSROOM, DIRECTING THEM TO EXACT POINTS IN THE CURRICULUM WHERE CERTAIN STANDARDS CAN BE REVISITED OR WHERE A MINI LESSON CAN BE PROVIDED.
SO PROVIDING MORE GUIDANCE TO SCHOOLS WITH REGARDS TO HOW TO STRATEGICALLY INTERVENE BASED ON A CLOSER EXAMINATION OF STANDARD LEVEL ACHIEVEMENT, UM, WITHIN OUR SCHOOLS.
AND I'LL PASS IT ON TO MY COLLEAGUE.
AS MANY OF YOU KNOW, CURRICULUM INSTRUCTION AND THE, THE DIVISION OF SCHOOLS, WE WORK VERY CLOSELY TOGETHER TO MAKE
[02:15:01]
SURE THAT, UM, PLANS THAT HAVE BEEN CREATED ARE ACTUALLY IMPLEMENTED WITHIN OUR SCHOOLS.AND SO ONE OF THE WAYS THAT WE ARE GOING TO CONTINUE TO SUPPORT OUR SCHOOLS, BUT REALLY KIND OF, UH, RAMP IT UP A LITTLE BIT IS THIS, UM, IS THROUGH PROFESSIONAL LEARNING COMMUNITIES.
WE KNOW THAT THERE'S SO MUCH RESEARCH AROUND PROFESSIONAL LEARNING COMMUNITIES.
DR. ROGERS ACTUALLY, UM, SHARED A VIDEO THAT WAS WATCHED SYSTEM-WIDE BY TEACHERS AND LEADERS TO BE ABLE TO THINK ABOUT WHAT ARE THE SYSTEMS, WHAT ARE THE STRUCTURES IN PLACE TO HOLD RESEARCH-BASED PROFESSIONAL LEARNING COMMUNITIES THAT WERE FOR REFLECT SHEETS THAT EVERYONE HAD TO FOLLOW UP ON AND DIALOGUE THAT IS TAKING, THAT IS TAKING PLACE.
WE ARE REALLY LOOKING AT WHAT STUDENTS ARE LEARNING, WHAT HAPPENS WHEN THEY'RE NOT LEARNING, AND THEN HOW DO WE CONTINUE TO MAKE SURE THAT ALL OF OUR STUDENTS ARE GETTING THE EDUCATION THAT THEY NEED.
THE NEXT LEVEL OR STEP, AND THIS IS NOT IN ANY NECESS IN NECESSARILY IN ANY ORDER, BUT JUST TO SHARE WITH YOU THAT THE INSTRUCTIONAL LEADERSHIP TEAMS, WE BELIEVE THAT THERE'S POWER IN THE PRINCIPALSHIP.
OF COURSE, WE KNOW TEACHING AND LEADERSHIP IMPACT, UM, STUDENT ACHIEVEMENT, BUT WE'RE ALSO BUILDING VERY SOLID AND VERY STRONG INSTRUCTIONAL LEADERSHIP TEAMS THAT CONSIST OF DEPARTMENT CHAIRS, UM, AT THE SECONDARY LEVEL, ASSISTANT PRINCIPALS AT BOTH LEVELS, AND THEN OF COURSE READING SPECIALISTS AND, AND MATH LEADS TO REALLY DIG INTO THOSE FOUR, UM, ACADEMIC PRIORITIES THROUGH THE LENS OF EQUITY TO MAKE SURE THAT ALL OF OUR STUDENTS ARE LEARNING AND GROWING.
WE SHARED, UM, THROUGH THE DEPARTMENT OF SCHOOLS WITH THE PRINCIPAL'S EXPECTATIONS FOR INSTRUCTIONAL LEADERSHIP TEAMS. WE WANTED TO LEVEL SET AND MAKE SURE THAT ALL OF OUR SCHOOLS UNDERSTOOD, UM, WHAT IS NEEDED TO BE ABLE TO CREATE AND LEVERAGE THE, THE TS.
IN ADDITION, SCHEDULING MODIFICATIONS, WE'RE WORKING WITH ALL, ALL SCHOOLS AT ALL LEVELS TO REALLY THINK ABOUT HOW ARE WE USING THE MASTER SCHEDULE TO MAKE SURE THAT IT IS A REFLECTION OF OUR BELIEFS, OUR CORE BELIEFS ABOUT ACADEMIC ACHIEVEMENT, BUT THEN ALSO WHAT DOES IT MEAN TO SET THAT INFRASTRUCTURE FOR SUCCESS AND THOSE SYSTEMS AND STRUCTURES IN PLACE.
PARTICULARLY, WE WANNA HIGHLIGHT THE FACT THAT WE'VE WORKED WITH OUR MIDDLE SCHOOLS TO MAKE SURE THAT STUDENTS IN SIXTH GRADE, OR STUDENTS TAKING, STUDENTS TAKING SIXTH GRADE MATHEMATICS ACTUALLY RECEIVE MATH EVERY DAY.
WE BELIEVE THAT MATH EVERY DAY, IN ADDITION TO ACADEMIC INTERVENTIONS AND ACADEMIC, UM, ACCELERATION AND SUPPORT WILL MAKE SURE THAT ALL OF OUR STUDENTS IMPROVE WELL ON SOME OF THOSE TARGETS THAT YOU SAW EARLY ON.
AND SUPPORTS ARE BEING PROVIDED BY CNI AND, UM, THOSE WHO WORK WITH OUR SCHEDULING TO MAKE SURE THAT ONE-ON-ONE SUPPORT IS PROVIDED TO PRINCIPALS AROUND THE MASTER SCHEDULE.
LAST ON THIS SLIDE, BUT NOT LAST OF ALL THAT WE ARE DOING IS THE, THE NOTION OF USING DATA TOOLS TO REALLY DIG DEEPER INTO THOSE AREAS THAT DEMONSTRATE AREAS OF IMPROVEMENT WITHIN AREAS TO BE HIGHLIGHTED SO THAT WE CAN SHARE BEST PRACTICES ACROSS SCHOOLS AND REALLY THINK ABOUT WHAT ARE OUR NEEDS SO THAT WE CAN ALIGN OUR PD, OUR PD TO THOSE NEEDS, AND THEN PROVIDE RESPONSIVE INSTRUCTIONAL PLANS.
WE ARE VERY EXCITED, UM, AS YOU SAW EARLIER, APPOINTED TODAY WORKING IN THE DEPARTMENT OF SCHOOLS IS OUR, UM, SCHOOL PERFORMANCE, UM, DIRECTOR.
AND THEN ALSO WE CONTINUE TO PARTNER WITH DRA, DR.
JESS GRIM AND MR. KEVIN CONLEY, JUST AROUND SOME VERY IMPORTANT WORK TO MAKE SURE THAT THE DATA TOOLS ARE READILY ACCESSIBLE TO OUR, UM, SCHOOL LEADERS AND TEACHERS.
SO, UM, BEFORE WE OPEN IT UP TO QUESTIONS, I DID WANT TO PROVIDE, UM, SOME ADDITIONAL INFORMATION TO OUR GROUP.
UM, ONE OF THE THINGS THAT WE SHARED WITH OUR PRINCIPALS AND OUR LEADERS THIS YEAR WAS THE, UH, UH, VERY NEW, UM, RESEARCH PROJECT FROM, UH, SPARK, FROM THE MCKENZIE GROUP CALLED SPARK AND SUSTAIN.
AND WHAT WAS GREAT ABOUT THAT RESEARCH IS IT NOT ONLY SPOKE TO SCHOOLS IN THE UNITED STATES, BUT SCHOOLS NATIONALLY, POST PANDEMIC CONDITIONS AND IMPLEMENTATION FOR, UH, SCHOOL IMPROVEMENT.
UH, ONE OF THE CORE COMPONENTS IS THAT A SCHOOL SYSTEM IS TO START THE JOURNEY WHERE THEY ARE.
AND SO I WANT TO SPEAK TO THAT VERY PLAINLY ABOUT THE NUMBERS AND WHERE WE ARE AS A SCHOOL SYSTEM.
AS WE'VE BEEN EXPERIENCING ACADEMIC DECLINE FOR 12 YEARS, WE HAVE TO PUT THE INFRASTRUCTURE IN PLACE AND DO IT CORRECTLY IN ORDER TO SEE THOSE NUMBERS JUMP UP.
AND SO WE HAVE TO GO SLOW TO GO FAST.
AND SO IT'S GOING TO TAKE SOME PATIENCE.
NOW, WE'VE SEEN THAT WE'VE OUTPERFORMED SOME OF THOSE NUMBERS ALREADY, AND THOSE TARGETS THIS YEAR IN TERMS OF WHERE WE WOULD BE EXPECTED TO SEE IMPROVEMENTS IN ATTENDANCE, WHERE WE WOULD BE EXPECTED TO SEE GROWTH IN SOME MEASURES WITH STUDENTS DEMONSTRATING, UH, ON LEVEL READING, PARTICULARLY OUR ELEMENTARY STUDENTS.
BUT WE KNOW THAT WE NEED TO MAKE SURE THAT THE INFRASTRUCTURE ISN'T PUT IN PLACE, THE INFRASTRUCTURE MEANING, UH, ADHERENCE TO THE HIGH QUALITY INSTRUCTIONAL MATERIALS, FIDELITY OF IMPLEMENTATION, PROVIDING OUR TEACHERS WITH THE COACHING AND THE PROFESSIONAL DEVELOPMENT
[02:20:01]
THAT THEY NEED SO THAT THEY CAN DO THEIR BEST WORK.AND THEN CENTRAL OFFICE AS WELL AS SCHOOL LEADERSHIP TEAMS GOING OUT ON A REGULAR BASIS TO MONITOR WHAT'S HAPPENING, TO MAKE CHANGES AND PROVIDE THAT SUPPORT THAT'S NEEDED IN SCHOOLS.
WHAT YOU RECEIVE TODAY IS A HIGH LEVEL SNAPSHOT, BUT WE HAVE 176 SCHOOLS.
AND ONE OF THE THINGS THAT WE MUST DO, JUST LIKE WE MUST DO IT FOR OUR 111,000 STUDENTS, IS DIFFERENTIATE THE SPECIFIC TARGETS.
SO IF A SCHOOL IS ALREADY EXCEEDING THE TARGET THAT YOU SEE, WE HAVE TO MOVE TOWARDS AS A SYSTEM, THEIR INDIVIDUAL GOAL IS GOING TO BE FOR GROWTH.
SO IF YOU ALREADY, THE, THE GOAL IS 57% FOR THE SYSTEM, AND YOUR SCHOOL IS ALREADY PERFORMING AT 65%, YOUR GOAL IS GOING TO BE IMPROVING ON THAT 65%.
WE WANT EVERYONE TO GROW EVERY SINGLE SCHOOL, EVERY SINGLE STUDENT GROUP FOR ALL OF OUR DATA POINTS.
I JUST WANNA MAKE THAT, YOU KNOW, VERY CLEAR IN TERMS OF HOW WE DO THAT.
OUR GOAL IS TO CONTINUE TO OUTPERFORM OURSELVES AND OUTPERFORM THESE TARGETS THAT WE HAVE WRITTEN.
BUT THIS IS AT LEAST FOUNDATIONAL WHERE WE ARE IN TERMS OF NUMBERS.
WHEN YOU LOOK AT SOME DATA POINTS, AND WE HAVE ACROSS AN ENTIRE SYSTEM, LESS THAN 2% OF STUDENTS DEMONSTRATING MASTERY, THE GOAL FOR THE NEXT YEAR WHEN YOU DON'T YET HAVE THE HIGH QUALITY INSTRUCTIONAL MATERIALS OR THE PROFESSIONAL LEARNING PROVIDED TO THE THOUSANDS OF TEACHERS THAT ARE IN THE CLASSROOM, CAN'T BE TO MOVE FROM LESS THAN 2% TO 85%.
SO I JUST WANTED TO, UM, LEVEL SET FOR THE ENTIRE GROUP IN TERMS OF WHEN OUR STATISTICIANS IN DRAA WORKED ON THESE NUMBERS, WHAT WERE SOME OF THE CONSIDERATIONS THAT THEY MADE, AND ALSO PROVIDE FOR THE COMMUNITY AT LARGE HOW THIS WORK IS ACTUALIZED IN PRACTICE.
IT'S INDIVIDUALIZED SCHOOL BY SCHOOL, AND THAT'S THE WORK OF, UM, NOT ONLY CURRICULUM INSTRUCTION, BUT THE DIVISION OF SCHOOLS, PARTICULARLY THE, UM, EXECUTIVE DIRECTORS WORKING WITH EACH AND EVERY SINGLE PRINCIPAL AND LEADERSHIP TEAM IN OUR SCHOOLS.
AND SO, UH, WITH THAT, I AM, UH, WE'RE HAPPY TO OPEN IT UP FOR QUESTIONS THAT YOU MIGHT HAVE.
SO WE'LL OPEN IT UP WITH QUESTIONS AND, UM, AND I'LL START.
I, I APPRECIATE THIS VERY CLEAR AND CANDID PICTURE OF THE DATA.
IT'S HARD TO LOOK AT WHEN YOU SEE THAT MORE THAN HALF OF THE KIDS ARE NOT PROFICIENT IN MATH OR READING.
UM, THAT'S, THAT'S HARD TO LOOK AT, BUT IT'S A VERY REAL SNAPSHOT OF WHERE WE ARE IN BALTIMORE COUNTY.
WHEN WE LOOK AT THE, THE TARGETS THAT'S REALISTIC, UM, FOR 180 DAY CALENDAR, UM, IT IS VERY REALISTIC.
AND I, AND I JUST, WE, THIS IS WHERE WE NEED THE SUPPORT OF THE COMMUNITY OF REC CENTERS OF PARENTS, BECAUSE WE'RE NOT GONNA MAKE THE MOVEMENT THAT WE NEED TO SEE WITH STUDENTS IN A 180 DAY CALENDAR IN A 1035 HOUR, UM, TIME OF INSTRUCTION.
UM, IT'S JUST NOT GONNA HAPPEN.
SO IF WE WANNA SEE DRASTIC RESULTS, SOMETHING DRASTIC IS GONNA HAVE TO HAPPEN, AND WE ARE LIMITED BY STATE LAW.
AND THEN IF WE THINK ABOUT THE POLICY THAT'S BEING PROPOSED AS WELL, TO HOLD THIRD GRADERS BACK, JUST THINK ABOUT HOW YOUR, HOW THE CLASS SIZES ARE GONNA LOOK.
UM, WHEN WE LOOK AT THAT POLICY, THAT THAT HAS BEEN RECOMMENDED BY THE, THE STATE DEPARTMENT, AND WE'LL, WE'LL TALK MORE ABOUT THAT, BUT THAT MEANS MORE THAN HALF OF OUR STUDENTS WOULD BE HELD BACK FOR THIRD GRADE, AND YOU HAVE UPCOMING SECOND GRADERS.
SO HOW BIG WOULD THOSE CLASS SIZES BE? AND SO I'M JUST, I APPRECIATE THIS VERY REAL LOOK AT THE DATA.
AND WHEN YOU LOOK AT THE, UM, RESEARCH AROUND WHAT IMPROVES STUDENTS, BALTIMORE COUNTY PUBLIC SCHOOLS, WE ARE DOING EVERYTHING WHAT THEY HAVE LAID OUT HERE.
IT IS ALL SUPPORTED BY RESEARCH.
THE GROWTH TARGETS ARE SUPPORTED BY RESEARCH.
I WOULD BE CONCERNED IF I SAW A GROWTH TARGET OF 20%, BECAUSE THAT DOESN'T HAPPEN IN A SCHOOL YEAR.
YOU'RE LOOKING AT A TWO OR 3% GROWTH.
AND I CAN TELL YOU THAT, THAT IT'S NOT ENOUGH, BUT IT'S WHAT WE HAVE TO WORK WITH IN A 180 DAY CALENDAR.
AND SO, UM, SO THIS IS WHERE WE NEED THE, THE SUPPORT.
I MEAN, REALLY, WE NEED ABOUT 50,000 KIDS IN SUMMER SCHOOL.
UM, WE NEED YEAR ROUND SCHOOLING, BUT THAT TAKES MONEY.
THAT TAKES TE IT'S A WHOLE LOT TO THAT.
BUT THAT IS GONNA BE THE ONLY THING THAT'S GOING TO SEE THE SIGNIFICANT SHIFTS THAT WE WOULD REALLY NEED IN BALTIMORE COUNTY.
UM, AND SO I'LL OPEN IT UP TO THE OTHER BOARD MEMBERS, UH, FOR, FOR, UH, DISCUSSION MS. DOKI, AND THEN I'LL GO TO MR. MCMILLIAN.
UM, THANK YOU SO MUCH FOR THAT PRESENTATION.
AND I, AND I TRULY APPRECIATE EVERYTHING THAT YOU SAID, MS. RYER AND, AND DR. ROGERS ABOUT, UM, OUR
[02:25:01]
SCHOOLS AND ATTENDANCE AND EVERYTHING.IF I COULD SPEAK FOR A SECOND, AS NOT A BOARD MEMBER, BUT AS A PARENT OF ELEMENTARY SCHOOL CHILDREN THAT WERE THERE DURING COVID AND THAT WERE TOLD TO STAY HOME AND THAT WERE TOLD THAT THEY COULDN'T HAVE ATTENDANCE, THAT ATTENDANCE WAS, WE LOGGED IN TO OUR COMPUTERS AND BASICALLY NOW WE'RE BACK IN.
I HAVE A CHILD THAT'S IEP, HE'S DOING GREAT.
HE'S GONNA BE IN SIXTH GRADE NEXT YEAR.
I HAVE TWINS, MY FEMALE, MY GIRL TWIN, SHE'S BEEN ACCEPTED INTO ADVANCED SECOND GRADE MATH AND I'M SORRY, THIRD GRADE MATH.
AND SHE'S DOING, SHE'S DOING REALLY WELL.
MY, MY THIRD GRADE TWIN, HER BROTHER, HE'S LIKE IN REGULAR, YOU KNOW, MATH AND ENGLISH, HE'S FINE.
BUT WE BOTH GOT, UM, NOTICES SAYING THAT, YOU KNOW, THEIR ATTENDANCE WAS NOT THAT GREAT.
UM, MY, MY FIFTH GRADER, WHO'S GONNA BE A SIXTH GRADER, HE, HE WAS HIS, HE'S UNDER THE 94 PERCENTILE, BUT HE'S ADVANCED.
SO WELL, THERE'S A DIFFERENCE BETWEEN ATTENDANCE THAT'S MEANINGFUL, AN ATTENDANCE THAT'S NOT MEANINGFUL.
WE TAKE OUR KIDS OUT BECAUSE WE CHOOSE TO SEND THEM AND, AND GO ON VACATIONS TOGETHER AS A FAMILY.
AND WE LEARN TOGETHER, AND WE DO THINGS TOGETHER, AND I READ TO THEM AND WE DO THINGS TOGETHER.
WE ALSO TELL OUR STUDENTS THAT WE HAVE, UM, ASYNCHRONOUS LEARNING WHERE IF THEY, AS LONG AS THEY LONG IN BY A CERTAIN TIME, THAT'S COUNTED AS ATTENDANCE.
BUT WHAT DID THEY LEARN THAT DAY? SO I WOULD LIKE TO SEE DATA THAT SHOWS ATTENDANCE THAT'S MEANINGFUL, AND THAT TEACHES OUR KIDS SOMETHING AND GOES FORWARD.
WE HAVE A DISCONNECT BETWEEN OUR PARENTS AND OUR STUDENTS AND OUR TEACHERS BECAUSE OF WHAT WE DID DURING COVID.
AND WE NEED TO BRING THAT TOGETHER.
MS. DOKI, I KNOW YOU CAN'T HEAR, BUT A TIMER HAS JUST WENT OFF FOR TWO MINUTES.
UM, THANK YOU FOR SHARING, UH, THE IMPACT OF THE PANDEMIC ON YOUR FAMILY.
I'M HAPPY TO HEAR, UH, THAT YOUR KIDS ARE DOING WELL.
UM, YOU KNOW, I CERTAINLY HEAR YOU ABOUT ALL, UH, EXPERIENCES ARE NOT CREATED EQUAL WHEN STUDENTS ARE ABSENT FROM SCHOOL.
UH, THERE ARE CERTAINLY ENRICHING EXPERIENCES THAT STUDENTS CAN PARTICIPATE IN.
UM, BUT THE, THE, UH, I GUESS CHALLENGE THAT WE FIND OURSELVES IN, UH, NOT ONLY IN BALTIMORE COUNTY SCHOOLS, BUT YOU KNOW, ACROSS THE NATION, IS AROUND, UM, ATTENDANCE FOR STUDENTS AND MAKING, UH, VALUE JUDGEMENTS AROUND, UM, YOU KNOW, WHICH EXPERIENCES SHOULD BE EXCUSED AND WHICH EXPERIENCES SHOULD NOT.
WHAT RESEARCH SHOWS US IS THAT STUDENTS THAT MISS MORE THAN 10% OF SCHOOL EXCUSED OR UNEXCUSED, THAT TENDS TO HAVE A NEGATIVE IMPACT ON THEIR PERFORMANCE FOR THE AVERAGE STUDENT.
UM, I UNDERSTAND, YOU KNOW, THAT'S NOT BEEN YOUR, UM, EXPERIENCE, UM, IN TERMS OF ASYNCHRONOUS LEARNING, AS YOU KNOW, AND I'VE, UH, SHARED AND REPORTED TO THE BOARD, UH, THAT NO LONGER IS THE CASE ACROSS THE STATE OF MARYLAND.
THAT'S NO LONGER GOING TO BE, UH, MOVING FORWARD AN OPPORTUNITY THAT WE HAVE, UM, YOU KNOW, FOR, UH, FAMILIES OR FOR STUDENTS.
AND SO THE EXPECTATION, AND I THINK, UH, PART OF YOUR POINT WAS THAT WHEN STUDENTS ARE SCHOOL ARE IN SCHOOL, THAT THERE ARE MEANINGFUL ACTIVITIES THAT THEY'RE PARTICIPATING IN SO THAT IT IS, UH, WORTH THE TIME IN MAKING SURE THAT WE'RE SENDING CONSISTENT MESSAGES AROUND.
UM, ATTENDANCE IS, UH, A MESSAGE THAT IS, UH, RECEIVED.
WE WANNA MAKE SURE THAT ALL OF OUR STUDENTS ARE ENGAGED WHEN THEY'RE IN SCHOOL, NO MATTER WHAT GRADE LEVEL, NO MATTER WHAT SCHOOL AT ANY PART OF, IN ANY PART OF, UM, OUR DISTRICT.
AND WE, UH, HAVE CERTAINLY TRIED TO DOUBLE DOWN ON OUR EFFORTS THIS YEAR AND THIS UPCOMING YEAR, WE'LL CONTINUE MAKING SURE THAT WE SEND THE MESSAGE TO FAMILIES THAT THERE ARE NO MIXED MESSAGES THAT WE WANT OUR STUDENTS IN SCHOOL EVERY DAY.
UM, JUST LIKE, YOU KNOW, I, I MADE THE ANNOUNCEMENT ABOUT THE NUMBER OF STUDENTS THAT ARE IN SUMMER SCHOOL, UH, THAT WE'RE PROVIDING FREE OF CHARGE BECAUSE IT'S THAT IMPORTANT TO HAVE OUR STUDENTS, UH, IN THE CLASSROOM.
SO THANK YOU VERY MUCH FOR YOUR COMMENTS.
JUST A FOLLOW UP, UH, WAIT, MR. MS. DOKI, WE HAVE TO HAVE EQUITY OF VOICE AND, UM, THE TWO MINUTES HAVE, HAVE, HAVE GONE ON.
IS IT, NO, WAIT, DOES THE CHAIR, MR. MCMILLION, OR IS IT JUST YES, EVERYONE IS ON THE TWO MINUTE TIMER.
UH, DR. ROGERS, IF I'M NOT MISTAKEN, YOU MENTIONED WE'VE BEEN ON
[02:30:01]
ACADEMIC DECLINE FOR AT LEAST 12 YEARS.THEN WHY ARE WE JUST NOW ADOPTING THE SCIENCE OF READING MYTHOLOGIES, ESPECIALLY SINCE IT'S A PROVEN STRATEGY FOR GETTING STUDENTS TO READ? WHY HAVE WE DELAYED DOING THAT, MR. MC MCMILLIAN? THAT'S NOT SOMETHING THAT I CAN, UH, SPEAK TO, UH, DECISIONS THAT WERE MADE, UH, IN THE PAST.
I KNOW THAT THE BOARD APPROVED, UH, LAST YEAR, THE CONTRACT FOR HMH INTO READING, AND I KNOW THAT WE DID OUR DUE DILIGENCE ALL YEAR 2324, TO MAKE SURE THAT THERE WAS FIDELITY OF IMPLEMENTATION IN OUR SCHOOLS.
AND WE ALSO HIGHLIGHTED AND BROUGHT FORWARD, AND THANK YOU FOR YOUR APPROVAL, TO BRING A PILOT TO MAKE SURE THAT WE'RE DOING RIGHT BY OUR SECONDARY STUDENTS, MAKING SURE THAT WE'RE IMPLEMENTING THE SCIENCE OF READING GRADES, UM, MAKING SURE THAT THERE'S A STATE ALIGNED CURRICULUM, UH, FOR THOSE STUDENTS.
BECAUSE THE CURRICULUM THAT WE'RE PRESENTING HAS NOT BEEN ALIGNED TO, UM, STATE STANDARDS.
BUT I CAN'T SPEAK TO PAST DECISIONS FOR SEVERAL YEARS.
BUT THANK YOU FOR THE QUESTION.
OTHER QUESTIONS FROM THE BOARD? OKAY, THANK YOU.
THE NEXT ITEM ON THE AGENDA IS
[O. REPORT - ACADEMIC ACHIEVEMENT - MULTILINGUAL LEARNERS (Dr. DiDonato and Ms. Bloetner) (8:35 - 8:50 p.m.)]
THE REPORT ON MULTILINGUAL LEARNERS.AND FOR THAT, I CALL ON DR. ROGERS.
MS. BLATNER, DIRECTOR OF MULTILINGUAL ACHIEVEMENT IS GOING TO, UH, JOIN US.
AND ACTUALLY, UH, DR. JONES, DR.
DATO AND MS. BLATNER ARE GOING TO, UH, TAKE THIS ON.
THE ONLY THING I WILL SHARE IS, UM, WE SHARED AT THE BEGINNING OF THE YEAR ACADEMIC ACHIEVEMENT BEING THE TOP PRIORITY, AND THAT WE REALLY CONCENTRATED IN FOUR AREAS, UM, ENGLISH, LANGUAGE ARTS, MATHEMATICS, UH, MEETING THE NEEDS OF OUR SPECIAL EDUCATION STUDENTS, AS WELL AS OUR MULTILINGUAL LEARNERS.
UH, AND SO WE ARE PLEASED TO PROVIDE YOU WITH SPECIFIC INFORMATION ON WHAT EFFORTS HAVE BEEN, UH, TAKEN THIS SCHOOL YEAR, AND WHAT WE PLAN TO DO MOVING FORWARD TO MEET THE NEEDS OF OUR MULTILINGUAL LEARNERS AS THEY ARE THE GROW, UH, THE FASTEST GROWING POPULATION OF STUDENTS IN OUR SCHOOL SYSTEM.
GOOD EVENING, AND THANK YOU, DR. ROGERS.
WE ARE VERY EXCITED ABOUT THE WORK THAT, UM, OUR TEAM IS ENGAGING IN AROUND THE SUPPORTS FOR MULTILINGUAL LEARNERS.
AS YOU CAN SEE FROM THE, FROM THE, UM, GRAPH THERE, FROM THE CHART, THAT WE ARE DEFINITELY GROWING, UM, EACH YEAR OVER TIME, AS IT IS THE MOST, UM, THE, THE FASTEST GROWING POPULATION WITHIN OUR SCHOOL DISTRICT.
UM, BASED ON THIS DATA, AS YOU CAN SEE, IT SAYS THAT WE WERE, UM, CAPPING OFF AROUND 12,191 STUDENTS.
HOWEVER, WE ARE ACTUALLY UP TO APPROXIMATELY 13,000 STUDENTS THAT WE ARE SERVING AS IT RELATES TO OUR MULTILINGUAL LEARNER POPULATION.
WITH THESE TRENDS, WE HAVE DEFINITELY BEEN COMMITTED TO THINKING ABOUT WHAT THE NEXT STEPS ARE AS IT RELATES TO MAKING SURE ACADEMIC EXCELLENCE AND EQUITY EXISTS FOR OUR MULTILINGUAL LEARNERS.
THIS TABLE JUST SIMPLY SHOWS YOU THE MOST POPULAR, UM, LANGUAGES SPOKEN WITHIN OUR MULTILINGUAL LEARNER COMMUNITY.
AGAIN, ALL LANGUAGES AND ALL CULTURES AND ALL BACKGROUNDS ARE VALUED.
HOWEVER, WE WANTED YOU TO SEE THAT, WHILE SOME MAY JUST ASSUME OR MAKE SOME ASSUMPTIONS AROUND, UM, SPANISH, WHICH IS SPOKEN BY THE MAJORITY, AS YOU CAN SEE, 71 POINT 81% OF OUR STUDENTS THAT WE ALSO HAVE OTHER LANGUAGES THAT, THAT ARE SPOKEN.
UM, AND THESE ARE THE TOP NINE LANGUAGES WITHIN OUR, UM, WITHIN OUR COUNTY.
IT IS INTERESTING WHEN YOU HAVE AN OPPORTUNITY TO VISIT SCHOOLS, HOW YOU, YOU MEET DIFFERENT FAMILIES WHO SPEAK BURMESE OR ACTUALLY RUSSIAN OR FRENCH, AND IT'S REALLY EXCITING TO GET TO KNOW THOSE STUDENTS.
UM, DE DONATO, WHO'S GOING TO SHARE MORE ABOUT OUR WORK WITH MULTILINGUAL LEARNERS.
UM, THE SLIDE IN FRONT OF YOU SHOWS OUR AVERAGE PROFICIENCY RATE FOR OUR MULTILINGUAL LEARNERS, AND GRADES ONE THROUGH FIVE ON ACCESS FOR L.
UM, THAT'S THE ASSESSMENT THAT OUR GIVEN TO IS GIVEN TO OUR MULTILINGUAL LEARNERS EACH SPRING TO LOOK AT THEIR ENGLISH LANGUAGE PROFICIENCY, UM, IN FOUR MAIN CATEGORIES, SPEAKING, LISTENING, READING, AND WRITING.
WE HAVE NOT, UH, OUR DATA FOR THIS YEAR IS STILL EMBARGOED, BUT WHAT THIS SHOWS YOU IS THAT OVER THE 2223 TEST ADMINISTRATION, SO THAT WAS THE PRIOR SCHOOL YEARS, UM, WHILE OUR ENROLLMENT OF STUDENTS INCREASED BY, UM, MORE THAN 300 STUDENTS WITHIN THIS GRADE BAND OF STUDENTS, OUR PROFICIENCY LEVEL REMAIN THE SAME, WHICH AS YOU GET MORE STUDENTS WHO ARE COMING IN AT EARLIER LEVELS OF ENGLISH PROFICIENCY, THE GOAL IS ULTIMATELY TO SEE OUR CONTINUED GROWTH.
HOWEVER, WITH SOME STRUCTURES THAT WE'VE PUT IN PLACE FOR THE UPCOMING SCHOOL YEAR, SOME STAFFING CHANGES AND ADDITIONAL STAFFING WE'VE BEEN ABLE TO PROVIDE, WE'RE EXCITED TO SEE WHAT WE'RE ABLE TO DO WITH OUR STUDENTS MOVING FORWARD.
[02:35:01]
SLIDE.UH, THE NEXT TWO SLIDES, UM, ARE MIDDLE SCHOOL AND THEN OUR HIGH SCHOOL STUDENTS.
SO AGAIN, YOU SEE THE, PRETTY MUCH A VERY CONSISTENT TREND, UM, THAT OUR STUDENTS ARE MAINTAINING, UH, VERY SIMILAR MEAN PROFICIENCY LEVEL.
BUT WHAT YOU'LL SEE IS THE CHANGE IN THE NUMBER OF STUDENTS WITHIN EACH OF THESE GRADE BANDS.
SO IN, UM, OUR MIDDLE SCHOOL GRADE BAND, YOU SEE THAT WE HAVE, UM, AN ADDITIONAL 100 STUDENTS OVER THOSE TWO CORE, UH, YEARS REMAINING, UH, PRETTY CONSISTENT WITH ACHIEVEMENT, UM, ON THE ACCESS BURLS ASSESSMENT.
NEXT SLIDE, IN, UH, GRADES NINE THROUGH 12.
SO IN OUR HIGH SCHOOLS, AGAIN, YOU'RE SEEING A SIGNIFICANT GROWTH OF NUMBER OF STUDENTS IN OUR HIGH SCHOOLS WHO ARE ACCESSING, UM, ENGLISH LANGUAGE DEVELOPMENT SERVICES, AN INCREASE OF BETWEEN THOSE TWO YEARS OF STUDENTS WHO WERE RECEIVING, UH, SERVICES OF 300 STUDENTS.
AND WHEN YOU'RE LOOKING AT OUR SECONDARY STUDENTS, WHEN YOU'RE LOOKING AT CREDIT BEARING COURSES, AND OUR SAME EFFORTS AS WE HAVE FOR ALL OF OUR STUDENTS, FOR THEM TO GRADUATE ON TIME FOR THEM TO MEET COLLEGE AND CAREER READINESS STANDARDS.
SO AGAIN, THIS IS A BIG FOCUS FOR US AS WE'RE LOOKING INTO NEXT SCHOOL YEAR, THE, UM, ENGLISH LANGUAGE DEVELOPMENT CURRICULUM THAT WE'RE PILOTING FOR GRADES, AGAIN, SIX THROUGH 12, HIGHLIGHTING OUR NEED TO REALLY FOCUS ON OUR MIDDLE AND HIGH SCHOOL STUDENTS, UM, WHO ARE LEARNING ENGLISH AS THEIR SECOND LANGUAGE.
SO, LENGTH OF TIME IN THE PROGRAM.
THESE THREE SLIDES SHOW YOU OVER TIME THE NUMBER OF STUDENTS OR THE PERCENTAGE OF STUDENTS, UM, HOW LONG THEY'VE RECEIVED ENGLISH LANGUAGE SERVICES.
SO THE FIRST SLIDE, OR THE FIRST LITTLE GRAPHIC SHOWS, OUR STUDENTS ARE ELEMENTARY AGE STUDENTS, AND YOU CAN SEE THAT THE VAST MAJORITY OF OUR STUDENTS, UM, RECEIVE SERVICES THROUGHOUT THEIR ELEMENTARY SCHOOL CAREER.
WHEN YOU LOOK AT THE MIDDLE BOX, THAT'S OUR MIDDLE SCHOOL STUDENTS.
AND WHAT YOU CAN, WHAT STAND, WHAT STANDS OUT IN THIS SLIDE IS THAT MORE THAN A QUARTER OF OUR STUDENTS ARE RECEIVING ENGLISH LANGUAGE DEVELOPMENT SERVICES FOR SIX TO NINE YEARS.
SO ALMOST THEIR ENTIRE SCHOOL CAREER WITH US, WHICH THAT'S A REALLY IMPORTANT DATA POINT BECAUSE WHAT WE KNOW ABOUT RESEARCH IS THAT THERE'S A THRESHOLD WHERE IF STUDENTS STAY, UM, RECEIVING ENGLISH LANGUAGE SERVICES FOR TOO LONG OF A TIME, THEY START MISSING OUT ON OTHER INSTRUCTIONAL OPPORTUNITIES.
AND SO IT'S A FINE BALANCE OF HELPING STUDENTS ACHIEVE A CERTAIN LEVEL OF ENGLISH PROFICIENCY, AGAIN, MEASURED BY AN ASSESSMENT, BUT THEN HELPING THEM ENSURE, HELPING ENSURE THAT THEY'RE STILL, THEY STILL HAVE ACCESS TO ALL THOSE OTHER COURSES AND CURRICULAR OPPORTUNITIES THAT WE WANT THEM TO HAVE THAT KEEP THEM ENGAGED IN SCHOOL, THAT HELP CONTINUE TO GROW THEIR ENGLISH SKILLS.
THE FINAL, THE THIRD BLOCK UP ON THAT SLIDE IS, UM, AGAIN, THE PERCENTAGE OF STUDENTS IN GRADES, UH, NINE THROUGH 12 AND THE, UH, LENGTH OF TIME THAT THEY'VE RECEIVED ENGLISH LANGUAGE SERVICES, YOU CAN SEE THAT THERE ARE SOME STUDENTS WHO HAVE RECEIVED, UM, SERVICES THROUGHOUT ELEMENTARY, MIDDLE, AND HAVE CONTINUED, UM, RECEIVING SERVICES THROUGH HIGH SCHOOL.
UM, THOSE STUDENTS ARE THOSE THAT WE REALLY NEED TO IDENTIFY WHAT ARE THOSE STRUCTURES AND SUPPORTS THAT WE NEED TO PROVIDE TO THEM SO THAT THEY AGAIN, UH, REMAIN ENGAGED IN SCHOOL, CONTINUE TO PARTICIPATE AND ATTEND SCHOOL, AND SO THAT WE ARE HELPING THEM SEE ALL THE BENEFITS OF THINGS THAT THEY CAN ACCESS WITH THE CONTINUED WORK TO DEVELOP THEIR ENGLISH LANGUAGE SKILLS.
ALRIGHT, LOOK, I WAS TALKING PAST MY FLIPPING OF MY OWN PAPERS.
THIS SLIDE SHOWS YOU, UH, THE EXIT RATE OF OUR STUDENTS.
SO BASED ON THE NUMBER OF STUDENTS WHO ARE WITHIN THAT GRADE LEVEL, WHAT PERCENTAGE OF STUDENTS EXIT BASED ON THE ACCESS FOR ELLS ASSESSMENT, THAT, AGAIN, IS GIVEN IN SPRING.
SO YOU CAN SEE OUR, UH, HIGHEST RATE OF EXITING STUDENTS IS IN ELEMENTARY SCHOOL.
WHAT THAT, WHAT THIS CHART SHOWS IS WHAT THAT PIE CHART THAT YOU JUST SAW ALSO DEMONSTRATED IS THAT ONCE STUDENTS, UH, HAVE BEEN RECEIVING SERVICES AND ARE IN OUR ELEMENTARY SCHOOLS, IF THEY'RE NOT EXITING, THEY END UP STAYING IN SERVICES, UM, FOR LONGER AND LONGER PERIODS OF TIMES.
YOU CAN SEE THAT OUR EXIT EXIT RATE FOR THE MIDDLE SCHOOL LEVEL IS ONLY AT 2.3%, UM, AND 3.3% OF STUDENTS AT THE HIGH SCHOOL LEVEL.
SO AGAIN, WHAT WE KNOW IS THAT OUR STUDENTS NEED ENGLISH LANGUAGE DEVELOPMENT SERVICES, HOWEVER, THEY ALSO NEED OPPORTUNITIES TO ACCESS OTHER COURSES.
AND ONE OF THE WAYS TO HELP THEM HAVE MORE OPEN AVAILABILITY IN THEIR SCHEDULE IS BY SUPPORTING THEM IN EXITING FROM ESAU SERVICES.
SO, SOME EXCITING THINGS MOVING FORWARD.
AND I KNOW THAT DR. ROGERS SHARED THIS WHEN WE SPOKE ABOUT, SO THE REALITY OF OUR DATA PART OF THIS YEAR HAS BEEN REALLY LOOKING AT THOSE SYSTEMS AND STRUCTURES THAT ARE GONNA HELP US MOVE OUR DATA FORWARD.
SO WHEN, YOU KNOW, VERY CLEAR INFORMATION ABOUT HOW STUDENTS ARE PROGRESSING, WHAT THEY'RE LEARNING, YOU CAN MAKE MORE INFORMED DECISIONS.
SO THE ACCESS FOR L'S ASSESSMENT IS GIVEN IN THE SPRING.
THAT'S ONE DATA POINT, BUT OUR STUDENTS ARE GROWING ALL YEAR LONG.
AND SO WHAT WE WANTED TO DO IS HAVE A MORE ROBUST SYSTEM,
[02:40:01]
UM, OF BEING ABLE TO LOOK AT OUR STUDENTS, LOOK AT THEIR SPECIFIC ENGLISH LANGUAGE PROFICIENCY AREAS.SO IS IT WHERE WE HAVE STUDENTS WHO MAY NEED TO DEVELOP MORE ON THEIR SPEAKING SKILLS? IS IT MORE OF THEIR WRITING SKILLS? AGAIN, PROVIDING MORE, UH, EXPLICIT, TARGETED INSTRUCTIONAL SUPPORT FOR THEM.
SO THIS NEW DASHBOARD WILL ALLOW, UM, SCHOOL-BASED TEAMS, LEADERS, TEACHERS TO REALLY DIG INTO THE DATA ABOUT STUDENTS, AND IT GIVES THEM A HOLISTIC PICTURE IN A SINGLE PLACE.
AGAIN, WHEN WE HAVE DATA IN MULTIPLE DIFFERENT, UH, LOCATIONS AND YOU NEED TO FILTER BETWEEN DIFFERENT THINGS, UM, IT'S NOT AS ENGA, IT'S NOT AS, UH, EASY FOR A TEACHER OR A SCHOOL ADMINISTRATOR TO REALLY DIVE INTO IT.
WHEN EVERYTHING IS IN A SINGLE LOCATION ON A DATA DASHBOARD, IT'S MORE IN DEPTH THAN SOME OF THE OTHER SYSTEMS THAT WE HAVE THAT CAN REALLY LOOK AT WHAT DO WE SEE IS GOING ON WITH STUDENTS.
WE CAN LOOK AT WHAT WERE AREAS OF GROWTH FOR THEM BASED ON, UH, THE ACCESS FOR L ASSESSMENTS, AND THEN HOW DOES THAT COMPARE TO THEIR MCAT PERFORMANCE? HOW DOES THAT COMPARE TO, UM, THEIR PARTICIPATION IN CERTAIN CONTENTS AND COURSES.
SO THIS IS REALLY ALLOWING US TO DIG MUCH DEEPER INTO INFORMATION ABOUT OUR STUDENTS SO THAT WE CAN MAKE EVEN BETTER INSTRUCTIONAL DECISIONS FOR THEM.
UM, BOARD CHAIR, UM, OUR SUPERINTENDENT, DR. ROGERS AND MEMBERS OF THE BOARD.
IT'S A PLEASURE TO BE HERE TO BEGIN TO TALK ABOUT SOME OF THE STRATEGIES THAT WE'D LIKE TO DO AND PUT IN PLACE TO REALLY ADDRESS THE NEEDS, OUR MULTILINGUAL LEARNERS.
YOU SAW THE DATA, THE ACHIEVEMENT DATA, THE ATTENDANCE DATA, AND JUST LOOKING AT HOW OUR STUDENTS ARE PROGRESSING TOWARDS PROFICIENCY.
AND SO WITH THE WORK THAT WE KNOW NEEDS TO BE DONE AND LOOKING AT RESEARCH AND ALSO LOOKING AT MS. D'S RECOMMENDATIONS TO ALL SCHOOL SYSTEMS ABOUT WHAT THEY SHOULD BE CONSIDERING TO REALLY ADDRESS THE NEEDS OF OUR STUDENTS TO MAKE SURE THAT WE ARE HONORING THE ASSETS OF MULTILINGUALISM, THAT WE ARE MAKING SURE THAT WE ARE ENGAGING OUR FAMILIES, WE'RE LOOKING AT ENSURING THAT ALL OF OUR MULTILINGUAL LEARNERS HAVE ACCESS TO COLLEGE AND CAREER READINESS.
SO THAT'S REALLY GONNA BE CRITICAL.
SO I WANTED TO SHARE WITH YOU TODAY A COUPLE OF THE THINGS THAT WE'RE DOING RIGHT NOW IN BALTIMORE COUNTY TO BEGIN TO ADDRESS THE NEEDS OF OUR MULTILINGUAL LEARNERS AND THE SUPPORTS FOR OUR SCHOOLS.
SO AS FAR AS THE ALIGNMENT TO MSDS RECOMMENDATIONS, AND YOU'LL NOTICE THAT THERE'S A LITTLE NOTE AT THE BOTTOM ABOUT THE DIFFERENT RECOMMENDATIONS, AND YOU CAN ACCESS THAT ON THE FINAL REPORT FROM THE MSDE MULTILINGUAL WORK GROUP.
BUT I WANNA JUST HIGHLIGHT A COUPLE THINGS.
FIRST, WE ARE LOOKING AT THE WAY WE USE LANGUAGE TO TALK ABOUT OUR STUDENTS AND MAKING SURE THAT THE LANGUAGE YOU'RE USING IS REALLY REFLECTING AN ASSET BASED APPROACH.
SO MULTILINGUAL LEARNERS, YOU'LL SEE US BEGINNING TO SHIFT THAT LANGUAGE.
THE STATE HAS ALREADY BEGUN TO SHIFT THE LANGUAGE AS WELL.
AND ENGLISH LANGUAGE DEVELOPMENT PROGRAMMING, THAT'S WHAT WE DO TO SUPPORT OUR STUDENTS SO THAT THEY CAN LEARN LANGUAGE, SO THEY CAN ACCESS, UM, THE GRADE LEVEL CONTENT AND THEY CAN ACHIEVE AT HIGHER LEVELS.
ONE OF THE THINGS THAT WE KNOW IS THAT WHEN OUR STUDENTS DEVELOP THAT LANGUAGE PROFICIENCY, THEY'RE ABLE TO DEMONSTRATE WHAT THEY KNOW AND ARE ABLE TO DO AND THEY CAN ACHIEVE AT HIGHER LEVELS.
AND THAT HAS PLAYED OUT IN DATA IN A VARIETY OF DIFFERENT WAYS.
AND WE'RE HOPING WITH THIS DASHBOARD THAT WE'LL REALLY BE ABLE TO REALLY DIG INTO THE DATA MORE SHOULDER TO SHOULDER CENTRAL OFFICE, WORKING WITH SCHOOLS.
UM, IN ADDITION TO THAT, WE KNOW THAT MULTILINGUALISM IS IMPORTANT, AND SO YOU'LL SEE US CONTINUING TO WORK CLOSELY WITH THE WORLD LANGUAGE TEAM AND OUR NEW, UM, NEWLY APPOINTED EXECUTIVE DIRECTOR OF, OF LITERACY AND HUMANITIES TO MAKE SURE THAT WE'RE LOOKING AT HOW MANY OF OUR MULTILINGUAL LEARNERS ARE ACCESSING THE SEAL BY LITERACY.
SO MONITORING THAT AND THEN ALSO MAKING SURE THAT WE TRULY ARE LOOKING AT BILITERACY, WHICH MEANS THEY SHOULD BE HAVING THAT LITERACY IN THEIR NATIVE LANGUAGE AS WELL AS IN ENGLISH.
AND SO REALLY LOOKING AT WHAT PROFICIENCY LEVEL ARE OUR STUDENTS AIMING TOWARDS LEVEL FOUR WILL BE IMPORTANT.
AND THEN REALLY MAKING SURE THAT WE'RE LOOKING AT COURSES THAT ARE AVAILABLE.
I KNOW THERE ARE NATIVE SPANISH SPEAKING COURSES THAT ARE THERE.
WE'VE HAD A VARIETY OF DIFFERENT STRATEGIES WE'VE PUT IN PLACE.
SO REALLY EXAMINING THAT AND MONITORING, ARE THEY REALLY WORKING TO SUPPORT OUR STUDENTS SO THAT WE'RE REALLY LOOKING AT OPENING UP ACCESS AND NOT LIMITING IT.
UM, IN ADDITION TO THAT, YOU SAW THE COMMENT THAT WAS MADE EARLIER ABOUT HIGH QUALITY INSTRUCTIONAL MATERIALS.
IT'S REALLY GONNA BE IMPORTANT, I'LL TALK ABOUT IT A LITTLE BIT LATER, BUT THAT WE'RE TALKING ABOUT WHAT THAT LOOKS LIKE.
WHAT DOES IT LOOK LIKE TO SUPPORT OUR SCHOOLS FROM THE CENTRAL OFFICE PERSPECTIVE? WORKING IN TEAMS WITH ELA MATHEMATICS AS WELL AS SUPPORTING OUR ELD TEACHERS WILL BE IMPORTANT.
BUT WE ALSO NEED TO THINK ABOUT THE NEEDS OF OUR CONTENT TEACHERS.
SO SOME OF THE STRATEGIES WE HAVE USED ARE THE SYOP MODEL, YOU MIGHT HAVE HEARD ABOUT, BUT WE'RE ALSO LOOKING AT, FOR THOSE TEACHERS WHO ARE CO-TEACHING, WHAT DO THEY NEED TO KNOW ABOUT EFFECTIVE
[02:45:01]
PRACTICES? SO THAT'S SOMETHING THAT WE'RE GONNA BE WORKING WITH OUR SCHOOLS ON AND THE CENTRAL OFFICE TO EXPAND UPON.AND MANY OF YOU KNOW THAT WE'VE BEEN WORKING OVER THE COURSE OF A COUPLE OF YEARS TO DECENTRALIZE ESO CENTER SO THAT OUR STUDENTS ARE NOT ELD INSTRUCTION IN FOUR MIDDLE SCHOOLS AND FIVE HIGH SCHOOLS, BUT WE'RE REALLY MAKING SURE THAT THEY'RE MOVING TOWARDS RECEIVING SERVICES.
AND THAT'S IMPORTANT FOR OUR STUDENTS SO THEY CAN BE PART OF THE COMMUNITY AND THEY CAN MAKE SURE THAT THEY'RE ACCESSING THOSE OPPORTUNITIES THAT ARE AVAILABLE AT THEIR HOME SCHOOLS.
IF WE CAN GO TO THE NEXT SLIDE.
SO AGAIN, WHEN WE THINK ABOUT WHAT OUR FAMILIES NEED, WE REALLY NEED TO BE CONSIDERING HOW ARE WE ENGAGING AND COMMUNICATING WITH OUR FAMILIES.
AGAIN, I'D LIKE TO THANK THE BOARD FOR THE APPROVAL OF THE TALKING POINTS CONTRACT THAT WAS RECENTLY DONE.
WE KNOW THAT OUR SCHOOLS AND OUR FAMILIES ARE REALLY USING IT.
WE'VE SEEN THOUSANDS OF POINTS OF TOUCH POINTS BETWEEN SCHOOLS AND FAMILIES.
AND THE BEAUTY OF THAT RESOURCE IS IT ALLOWS OUR STAFF TO COMMUNICATE TO FAMILIES IN ENGLISH.
THE FAMILIES RECEIVE THAT INFORMATION IN THE TARGET LANGUAGE, WHATEVER THEIR LANGUAGES ARE.
SPANISH, WE KNOW IS A PREDOMINANT LANGUAGE, AND THEN THEY'RE ABLE, THE FAMILIES CAN RESPOND IN THE TARGET LANGUAGE AND THE THE STAFF CAN RECEIVE IT IN ENGLISH.
WE ALSO HAVE OTHER INTERPRETATION SERVICES AND RESOURCES THAT ARE AVAILABLE TO SCHOOLS AND WILL CONTINUE TO WORK WITH SCHOOLS TO MAKE SURE THAT WE'RE ROLLING THAT OUT AND PROVIDING SUPPORT SO THAT WE CAN HAVE THAT ROBUST SUPPORT FOR OUR MULTILINGUAL FAMILIES.
WE DO HAVE A TEAM OF FAMILY, UM, LIAISONS THAT WORK IN COLLABORATION WITH OUR TEAM CENTRALLY, UM, SUSAN HAHN AND OTHERS.
AND WE REALLY WANT TO MAKE SURE THAT WE ARE ALIGNING OUR WORK AND PROVIDING RESOURCES SO THAT SCHOOLS CAN EFFECTIVELY SUPPORT OUR MULTILINGUAL FAMILIES.
AND SO THAT MEANS COLLABORATION NEEDS TO HAPPEN.
THAT MEANS THAT WE'RE ALSO LOOKING AT HOW WE WELCOME OUR STUDENTS IN THE WELCOME CENTER FOR THOSE NEWLY ENROLLING STUDENTS, AND WE'RE LOOKING AT THE WAY WE EXAMINE THEIR TRANSCRIPTS SO THAT WE'RE EFFECTIVELY TRANSLATING WHAT EQUATES TO SOME OF THE COURSES WE HAVE HERE IN THIS COUNTRY.
SO THAT'S GONNA BE REALLY IMPORTANT FOR OUR STUDENTS.
AND IF WE GO TO THE NEXT SLIDE, NOW, THIS IS ONE THAT YOU HEARD WAS MENTIONED, AND I JUST WANT TO EMPHASIZE AGAIN, THE IMPORTANCE OF MAKING SURE THAT WE'RE FOCUSING ON THAT EFFECTIVE INSTRUCTIONAL PROGRAMMING FOR OUR MULTILINGUAL LEARNERS.
IT'S ENSURING THAT WHAT'S HAPPENING IN OUR ELD COURSES IS ALIGNED TO GRADE LEVEL STANDARD AND THE WI D STANDARDS.
BOTH OF THESE BODIES OF STANDARDS ARE IMPORTANT.
IF WE ARE TO SEE THE GAMES HAPPEN THAT WE'D LIKE TO SEE FOR OUR STUDENTS, IT ALSO NEEDS TO MAKE SURE THAT NOT ONLY ARE WE PROVIDING THOSE HIGH QUIET QUALITY INSTRUCTIONAL MATERIALS FOR ELD INSTRUCTION, BUT WE'RE ALSO LOOKING AT THE COLLABORATION THAT NEEDS TO HAPPEN BETWEEN THE ELD TEACHER AND CONTENT TEACHERS AS THEY'RE IMPLEMENTING THE CURRICULUM.
HOW ARE THOSE SCAFFOLDS BEING EMBEDDED? WHAT DOES SCHEDULING LOOK LIKE? SO THAT WILL BE SOME OF THE WORK THAT THE TEAM, THE NEWLY ACQUIRED TEAM, WILL BE HELPING TO SUPPORT AS WE ARE GOING OUT AND WORKING WITH SCHOOLS AT THE SECONDARY LEVEL, AT THE ELEMENTARY LEVEL, AND MAKING SURE THAT OUR STUDENTS ARE RECEIVING THOSE SUPPORTS AND STAFF MEMBERS ARE LEARNING WHAT THEY NEED TO LEARN SO THAT THEY CAN MAKE SURE THEY CAN DELIVER HIGH QUALITY INSTRUCTION FOR OUR MULTILINGUAL LEARNERS AND ALL STUDENTS.
AND THIS IS JUST HIGHLIGHTING FOR YOU.
SO AS WE WENT THROUGH THIS RFI PROCESS FOR SECONDARY FROM MIDDLE SCHOOL AND HIGH SCHOOL, WHEN WE LOOKED AT OUR ELD COURSES, WE WANTED TO MAKE SURE THAT WE WERE LOOKING AT VARIOUS BODIES OF STANDARDS.
THE WI A STANDARDS WERE IMPORTANT, AND WE WANTED TO MAKE SURE THAT WHEN OUR STUDENTS ARE IN MIDDLE SCHOOL ELD COURSES, THAT THOSE COURSES ARE ALSO ALIGNED TO THE COMMON CORE STANDARDS.
SO SIX THROUGH EIGHT, THESE RESOURCES ALIGN.
AND THEN IN HIGH SCHOOL, NINE THROUGH 12, BECAUSE WE KNOW OUR STUDENTS ARE BEING ASSESSED, AND IF OUR ELD TEACHERS AREN'T PROVIDING SUPPORT SO THEY CAN LEARN THE LANGUAGE THAT GOES ALONG WITH THE STANDARDS IN A WAY THAT'S ACCESSIBLE TO THEM, IT'LL BE DIFFICULT.
AND LAST BUT NOT LEAST, I WANTED TO JUST HIGHLIGHT FOR YOU AROUND THE CURRICULUM RESOURCES THAT WE ALSO, KNOWING THAT WE HAVE ADOPTED THE HMH INTER READING RESOURCES, WE KNOW THAT OUR ELD TEACHERS REALLY NEED TO BE DELIVERING INSTRUCTION ALIGNED TO THAT CURRICULUM.
THERE ARE ENGLISH LANGUAGE DEVELOPMENT, TABLETOP MINI LESSONS, THERE ARE OTHER RESOURCES THAT ARE PART OF HMH.
AND WE ARE REALLY GONNA BE WORKING THIS YEAR TO MAKE SURE THAT ALL OF OUR ELD TEACHERS, K THROUGH FIVE, ARE USING THESE RESOURCES TO PROVIDE ELD INSTRUCTION TO OUR STUDENTS.
SOME OF OUR TEACHERS WILL BE DOING SMALL GROUPS DEPENDING ON THE STAFFING OF SCHOOL.
SOME OF OUR TEACHERS WILL BE CO-TEACHING, AND WE'RE MAKING SURE
[02:50:01]
THAT THEY HAVE THESE RESOURCES TO ANCHOR THEIR INSTRUCTION SO THAT WE KNOW THAT WHEN OUR MULTILINGUAL LEARNERS IN ELEMENTARY SCHOOL ARE RECEIVING INSTRUCTION, IT'S ALIGNED TO GRADE LEVEL STANDARD.SO THAT'S REALLY A FOCUS FOR US K THROUGH 12.
AND ONE OTHER THING, I DID WANT TO MAKE SURE THAT YOU WERE AWARE, SO WE HAVE THE INSTRUCTIONAL PIECES, WE ALSO HAVE THE WELCOME CENTER, AND I WANTED TO LET YOU KNOW WE'LL BE CONTINUING TO PROVIDE SUPPORTS TO OUR FAMILIES AND STUDENTS THIS SUMMER.
AND TO REALLY ADDRESS THE, THE, THE SPIKES IN DATA THAT WE'VE SEEN AT CERTAIN POINTS IN THE YEAR, WE WILL HAVE A SECOND SUMMER SITE WHERE WE'RE ABLE TO PROVIDE ADDITIONAL ENROLLMENT SUPPORTS FOR FAMILIES AND STUDENTS AT THE GOLDEN RING SCHOOL.
SO JUST WANTED YOU TO BE AWARE OF THAT.
THERE IS A WAY WHERE THE FAMILIES, UM, ARE SCHEDULING THINGS THROUGH THE ONE NUMBER AND THEN THE, UM, SCHEDULES WILL BE FUNNELED TO BOTH SITES.
SO WANT YOU TO BE AWARE OF THAT.
AND WE'RE WORKING TO GET THE WORD OUT IN VARIOUS COMMUNITY VENUES SO THAT OUR SCHOOLS KNOW AND OUR, UM, FAMILIES KNOW ABOUT THESE, THESE TWO OPTIONS.
WE KNOW THAT IT'S NOT EASY TO HAVE ALL STUDENTS GO TO ONE LOCATION.
AND SO THAT'S SOMETHING THAT WE'VE CONSIDERED.
WE DO HAVE THE MOBILE BUS, BUT DURING THE SUMMER, WE'RE GONNA FOCUS ON THE TWO SITES TO REALLY ADDRESS THE NEEDS OF OUR FAMILIES.
THE NEXT SLIDE, AND THIS IS JUST ONE THAT SHOWS YOU THE WAY THE ENROLLMENT PATTERNS HAPPEN HAPPEN OVER THE YEAR.
SO YOU'VE SEEN THAT WE HAVE NEW STUDENTS THAT ARE ENROLLED IN BCPS AND WANTED YOU TO SEE THAT THOSE SPIKES REALLY DO HAPPEN AROUND JULY, AUGUST, SEPTEMBER.
AND SO HAVING THE SECOND SITE IS REALLY GONNA HELP US TO ADDRESS THE NEEDS OF OUR FAMILIES CONSIDERING HOW THE TRANSPORTATION THAT THEY NEEDS THAT THEY HAVE AS THEY TRY TO GET THEIR STUDENTS TO BE TESTED.
AND THEN IT WILL ALSO ADDRESS THE NEEDS OF OUR STUDENTS.
SO THIS IS WHAT I WANTED TO SHARE WITH YOU TODAY.
IF YOU CAN GO TO THE NEXT SLIDE.
AND I WANTED TO THANK YOU FOR THE INVESTMENT IN OUR MULTILINGUAL LEARNERS, AND WE KNOW WE HAVE A LOT OF WORK TO DO.
WE'RE READY TO ROLL UP OUR SLEEVES AND GET STARTED TO BEGIN TO SUPPORT OUR SCHOOLS.
WE HAVE A LOT OF PASSIONATE FOLKS WHO REALLY WANT TO HELP THEIR STUDENTS.
THEY'VE REACHED OUT TO US TO LET US KNOW.
ANY QUESTIONS BY THE BOARD MEMBERS? MS. FONG? GOOD EVENING.
UM, THANK YOU FOR ALL THAT INFORMATION.
THAT'S A, THAT'S A LOT, BUT IT'S GOOD INFORMATION AND I HOPE THAT, UM, PEOPLE WHO ARE REALLY IN NEED OF THAT INFORMATION ARE REALLY ABLE TO, TO ACCESS THIS AND, AND DO SOMETHING WITH THAT.
SO JUST A COUPLE OF QUESTIONS AS FAR AS CLARIFYING CERTAIN THINGS.
ON SLIDE THREE, UM, SPANISH IS LISTED AS 71.81%.
THAT'S JUST OF MULTILINGUAL STUDENTS.
THAT'S NOT OUR TOTAL STUDENT PROJECT.
YES, A GREAT OBSERVATION, YEAH.
AND THEN, UM, IT SAYS ENGLISH IS LISTED AT 2.06, AND THAT ONE I DIDN'T UNDERSTAND THE CATEGORY OF ENGLISH IN A MULTILINGUAL WOULD BE THE SAME THING.
SO IF STUDENTS, UM, IF FAMILIES IDENTIFY THEIR STUDENTS, UM, AS ENGLISH MIGHT BE A PRIMARY LANGUAGE SPOKEN IN THEIR HOME, HOWEVER, THAT MIGHT NOT BE THE HOME LANGUAGE OF THE FAMILY OR THE HOME LANGUAGE OF THE ENGLISH IS STILL THEIR A LANGUAGE THAT THEY'VE IDENTIFIED AS THEIR PRIMARY LANGUAGE.
SO, UM, THEY STILL ARE ASSESSED AND DETERMINED IF THEY NEED, UM, ENGLISH LANGUAGE DEVELOPMENT SERVICES.
UM, PART OF, YOU KNOW, THE MORE SOCIAL LANGUAGE OF ENGLISH THAT, THAT YOU MIGHT USE IN YOUR HOME TALKING TO FRIENDS OR FAMILY, UM, IS DIFFERENT THAN THE ACADEMIC LANGUAGE THAT, UM, STUDENTS ARE ASSESSED WITH, UM, ON THE ASSESSMENTS TO IDENTIFY QUALIFICATIONS FOR STUDENTS.
AND THEN ON SLIDE SEVEN, I THINK THAT TALKS ABOUT LIKE THE CHILDREN MOVING FROM NEEDING THE SERVICES.
SO FOR THIS SCHOOL YEAR, 20 22, 20 23, THIS IS MORE JUST A SNAPSHOT IN TIME.
SO FOR EXAMPLE, WHEN I SEE, UM, SIX TO NINE YEARS OF 25.6% FOR GRADE SIX THROUGH EIGHT, THEN THE SIXTH IF IT'S GREATER THAN NINE YEARS, THAT'S NOT LIKE THE PROGRESSION OF A, OF A SINGLE STUDENT OR A GROUP OF STUDENTS.
IT'S JUST WHAT WE HAVE AT THAT TIME.
IS THAT RIGHT? SO FOR, SO GOING WITH THAT MIDDLE, THE MIDDLE, UH, PIE CHART.
SO IN SCHOOL YEAR 22, 23, WHEN WE LOOKED AT OUR DATA, UM, OF OUR STUDENTS WHO WERE IN MIDDLE SCHOOL, SO GRADE 6, 7, 8, THERE WERE STUDENTS IN EIGHTH GRADE WHO WERE RECEIVING, UH, ENGLISH LANGUAGE DEVELOPMENT SERVICES BETWEEN SIXTH AND NINE YEARS AND BETWEEN SIXTH, SEVENTH, AND EIGHTH GRADE.
AND SO, UM, ONLY EIGHTH GRADERS WOULD BE THE ONES WHO'VE RECEIVED IT FOR NINE YEARS BECAUSE OF, YOU KNOW, THEIR AGE AND IF THEY RECEIVE SERVICES IN KINDERGARTEN.
[02:55:01]
THAT WE DO HAVE, WHEN WE LOOK AT OUR MIDDLE SCHOOL, UM, AT, AT THIS POINT IN TIME, MORE THAN A QUARTER OF OUR STUDENTS HAD BEEN RECEIVING SERVICES THEIR ENTIRE ACADEMIC CAREERS, WHETHER IT WAS ALL IN BALTIMORE COUNTY OR ANOTHER LEA, BUT THEY'VE BEEN RECEIVING IT FOR, UM, THE ENTIRE TIME THEY'VE BEEN IN SCHOOL.AND THAT WAS ACTUALLY LEADING TO MY NEXT QUESTION BECAUSE RIGHT, IS IT, WAS IT JUST BALTIMORE COUNTY OR HOW DO WE ACCOUNT FOR EXITING AND ENTERING IF THEY'RE COMING IN FROM OTHER, SO THAT WHAT YOU'RE COUNTING IS ALSO NOT JUST BCPS, IT'S TOTAL FROM YES.
SO IF, IF A STUDENT, UM, WAS ATTENDING, UH, ANNE ARUNDEL COUNTY PUBLIC SCHOOLS AND THEY WERE IDENTIFIED AS A MULTILINGUAL LEARNER IN KINDERGARTEN, THEY LEFT ANNE ARUNDEL COUNTY IN THIRD GRADE.
WHEN THEY CAME TO BALTIMORE COUNTY, WE WOULD RECEIVE THEIR WIDA SCORES.
SO WE WOULD SEE THAT THEY HAVE NOT EXITED FROM EAS, UH, ENGLISH LANGUAGE DEVELOPMENT SERVICES.
WE WOULD CONTINUE THOSE SERVICES FOR THEM AS IF THEY CAME IN AS NOW FOURTH GRADERS.
AND SO IT'S CUMULATIVE OVER TIME.
AND THEN FOR SLIDE NINE, WITH THE DATA MONITORING, IS THERE ANY TYPE OF PUBLIC FACING VERSION OF THIS DATA? WELL, WE ARE WORKING ON BUILDING THE DASHBOARD THIS YEAR.
WE KNOW IT WILL BE INTERNAL FACING, AND I THINK THEN WE'LL HAVE TO DETERMINE WHAT PART OF IT DIFFERENT WILL BE AVAILABLE TO OTHERS.
AND THEN LAST ONE WITH THE WELCOME CENTER.
SO IT'S INTERESTING THAT THAT WAS MENTIONED AND HIGHLIGHTED.
UM, AND, AND ALSO ON OUR AGENDA TONIGHT IS INFORMATION AND FROM THAT IS THE SOUTHEAST ADVISORY.
AND THAT IS ONE OF THE CONCERNS FROM THE FAMILIES IS THAT IT IS NOT AS EASILY ACCESSIBLE FOR THE SOUTHEAST FAMILIES.
SO APPRECIATE THE, THE SECOND SITE.
AND IT SEEMS LIKE ROSEDALE MIGHT BE EASIER TO ACCESS, BUT I GUESS FOR A TIMEFRAME, OTHER THAN THE SUMMER, WHAT ARE THOSE OPPORTUNITIES GONNA BE FOR THE SOUTHEAST AREA FAMILIES? GOOD QUESTION.
SO RIGHT NOW WE HAVE A MOBILE BUS THAT'S AVAILABLE TO GO TO SCHOOLS AND TEST.
BUT I THINK YOU THINKING ABOUT THE USE OF RESOURCES, WE DO NEED TO EXPLORE WHAT ARE SOME OTHER WAYS THAT WE CAN MAKE SURE THAT WE ADDRESS THE NEEDS.
IN SOME WAYS, I THINK WE NEED TO EXPLORE, DO ALL ASPECTS OF ENROLLMENT NEED TO BE IN PERSON? CAN SOME OF IT BE VIRTUAL? SO WE NEED TO EXPLORE HOW CAN WE IMPROVE THE PROCESSES.
AND AGAIN, BEFORE MAKING ANY DECISIONS, WE WOULD NEED TO LOOK AT DATA, TALK TO STAKEHOLDERS, AND THEN MAKE SOME DECISIONS.
BUT WE DO HAVE THE OPTION OF THE MOBILE BUS BEING AVAILABLE TO GO TO DIFFERENT SITES TO PROVIDE SUPPORTS TO FAMILIES SO THEY DON'T HAVE TO TRAVEL SO FAR.
AND THAT WAS MY LEADING TO THE NEXT THING WITH THE DATA BECAUSE THAT, UM, IT'S BY SCHOOL LEVEL, BUT IT WOULD ALSO BE INTERESTING BY ZONE AS WELL PROBABLY TO HELP.
AND SO THAT'S THE POWER OF THE DASHBOARD AND POWER AND FORM BECAUSE WE CAN LOOK AT IT BY SCHOOL OWNED, BY, UM, EXECUTIVE DIRECTOR, YOU KNOW, BY LEVEL.
SO IT REALLY ALLOWS US TO BE ABLE TO JUST AGGREGATE THE DATA IN A VERY, IN REAL TIME SO THAT IT'S GONNA BE VERY HELPFUL.
AND THEN WHEN SCHOOLS NEED TO SAY, WELL, WHO ARE THOSE STUDENTS THAT WE NEED TO FOCUS IN? THEY CAN CLICK ON IT AND DRILL DOWN TO A LIST OF STUDENTS.
SO THAT'S GONNA BE IMPORTANT FOR THEM.
AND IF I CAN, UH, ADD, THAT'S HOW WE DECIDED ON THE LOCATION OF THE POPUP, IF YOU WILL.
UH, BASED ON THE DATA OF OUR STUDENTS, UH, WHERE WE HAVE, UH, MANY STUDENTS NEEDING, UM, YOU KNOW, THE TESTING ON THE EAST SIDE AND WE ALREADY HAVE A CENTER AND THE WEST SIDE.
UM, AND THEN OF COURSE THE SPIKES, UH, WE SEE IT DURING THE SUMMER MONTHS.
JUST BRIEFLY TO BUILD ON SOMETHING THAT MS. FRUMP SAID ABOUT THAT SLIDE WITH THE PIE, THE PIE CHARTS.
UM, 'CAUSE THAT IS ALARMING IF YOU THINK THAT THEY'VE BEEN HERE SINCE KINDERGARTEN AND THEY'RE STILL, BUT WHEN YOU SAID THAT THEY MAY NOT HAVE BEEN OURS, IS THERE ANY WAY TO PULL THAT OUT? LIKE HOW MANY OF THOSE KIDS HAVE BEEN IN BCPS FROM K TO EIGHT VERSUS ONES THAT MAY HAVE GONE FROM SCHOOL TO SCHOOL? BECAUSE THAT'S ANOTHER VARIABLE THAT MAY CONTRIBUTE TO THE REASON THAT THEY'RE NOT EXITING OUT OF.
SO, UM, THAT'D JUST BE INTERESTING TO LOOK AT.
UH, THANK YOU MADAM CHAIR AND THANK YOU ALL FOR PROVIDING THIS INFORMATION IN THIS DATA.
UH, THE PIE CHART SLIDE IS A VERY POPULAR SLIDE.
SO IF I, I'M SORRY I CAN'T PULL IT UP.
THE, WE'RE HAVING DIFFICULTY DOWNLOADING, BUT, UM, THE SIXTH TO EIGHTH GRADE, THE MIDDLE SCHOOLERS HAD A 45%, I BELIEVE, RATE OF, UM, ZERO TO THREE, ZERO TO THREE YEARS.
AND THEN IT WENT DOWN TO 10% IN HIGH SCHOOL.
I WANTED TO SEE ABOUT 8% IN HIGH SCHOOL.
THE, THE BLUE SECTION, I THINK IS, SO THE BLUE SECTION IS ZERO TO THREE YEARS, AND IN HIGH SCHOOL WAS 60.1%.
[03:00:01]
OF OUR STUDENTS WHO ARE IN HIGH SCHOOL WHO ARE RE SEE THAT PLEASE.I, I CAN'T, I'M, YEAH, THEY'RE COLORS.
YEAH, THAT'S THE PERFECT CASE.
WHAT DID I, SO THIS PERSON, OH, SO THAT IS HOW LONG? ZERO TO THREE IS 45.
WHAT COLOR IS THAT? OKAY, SO IT'S THE GRAY.
SO 25%, UM, MIDDLE SCHOOL, WE HAD STUDENTS, MIDDLE SCHOOLERS WHO HAVE BEEN THERE FOR SIX, RECEIVING THE SERVICES FOR SIX TO NINE YEARS, AND THEN IT JUMPS DOWN TO 7.8% AT THE HIGH SCHOOL LEVEL.
AND THAT'S BECAUSE WE HAVE A LOT OF NEWCOMERS THAT ENTER HIGH SCHOOL.
I'M ASSUMING THEY WANT TO WORK.
SO MY QUESTION WAS WHAT ACCOUNTS FOR THAT DIFFERENCE? AND ALSO IS THE REDUCTION, WELL, YOU EXPLAINED WHAT A LOT OF THE REDUCTION IS FOR, BUT I WONDER IF THAT PERCENTAGE IN HIGH SCHOOL, IS IT CONCENTRATED LIKE AROUND NINTH GRADERS? IS IT DISPERSED ACROSS THE GRADES? WHAT IS THAT? OF COURSE.
AND WE NEED TO ALSO DRILL DOWN TO LOOK AT OUR TRANSCRIPTS, FOR EXAMPLE, HOW MANY STUDENTS COME IN AND ARE ACTUALLY AWARDED CREDITS AND ARE NOT, WE KNOW THAT MANY OF OUR STUDENTS ENTER IN GRADE NINE, AND THEN THEY HAVE TO BASICALLY TAKE THE COURSES.
SO YOU WOULD SEE THAT CLUSTER MORE THAN LIKELY HAPPEN IN GRADE NINE AND 10.
BUT IMAGINE THAT WE HAVE THAT HIGH STAKES ASSESSMENT IN GRADE 10.
AND SO THIS IS, UH, LOOKING AT ALL OF THESE DATA IS WHY WE REALLY NEED TO MAKE SURE THE RESOURCES ARE ALIGNED TO REALLY MAKE SURE THEY'RE LEARNING LANGUAGE AND THE LANGUAGE THAT'S DIRECTLY CONNECTED TO THE CURRICULUM SO THEY CAN EXIT AT FASTER RATES.
SO I'M ALWAYS LOOKING AT EXIT RATES.
I'M LOOKING AT OUR STUDENTS MEETING TARGETS AND THAT COMBINATION.
THEN WHAT ARE THE STRATEGIES WE'RE GONNA PUT IN PLACE TO ADDRESS THEIR NEEDS? AND BASED ON WHAT WE'RE SEEING, THERE'S THAT NEED TO MAKE SURE WE'RE DOING BOTH SIMULTANEOUSLY.
AND THAT'S WHY WE'RE ADDRESSING THAT.
SO THANK YOU FOR THIS PRESENTATION.
AND I, I AM DEFINITELY LOOKING FORWARD TO VISITING A NEWCOMER CENTER.
UM, THAT'S A, A GREAT THING THAT WE'RE DOING AND I'M GLAD THAT IT'S EXPANDING.
MY QUESTION IS ABOUT THE SEAL OF BILITERACY.
AND SO YOU MAY OR MAY NOT BE ABLE TO, UM, ANSWER THIS BECAUSE I KNOW THIS IS A STATE THING.
I LOVE SEEING THE MEDALS OF THE KIDS GRADUATING WITH THAT SEAL ACROSS THEIR, THEIR CHEST.
WHAT IS THE VALUE ADD OF THE SEAL OF BILITERACY? WHAT IS THAT RETURN ON INVESTMENT FOR STUDENTS? SO WHAT OPPORTUNITIES ARE AFFORDED TO THEM FOR EARNING THIS SEAL? I THINK I'LL HAVE TO THINK ON THAT AND MAKE SURE I COME UP WITH AN ANSWER, BUT I THINK THAT THE KEY OF WHAT WAS BEHIND IT WAS MAKING SURE THAT WE'RE VALUING THE MULTILINGUALISM OF OUR STUDENTS.
AND THINK ABOUT HOW MANY OF OUR STUDENTS AMERICAN BORN WHO GO INTO FOREIGN LANGUAGES AND THEY'RE ABLE TO ACCESS OPPORTUNITIES IN COLLEGE AND BEYOND.
SO IT'S REALLY LOOKING AT THE MULTILINGUAL LEARNERS AND HOW DO WE MAKE SURE THEY ALSO HAVE THAT OPPORTUNITY.
SO I THINK THAT WAS PART OF IT, BUT WE REALLY ARE LOOKING THAT FOR THAT ACROSS OUR STUDENTS.
SO EARNING THE SEAL OF BILITERACY IS ONE OF THOSE MARYLAND PATHWAY COMPLETER AREAS.
SO IT, IT DOES IDENTIFY, UH, YOU KNOW, ONE OF THOSE ADDITIONAL AREAS.
AND WE HAVE STUDENTS WHO GRADUATE WHO MEET THE CRITERIA IN MULTIPLE AREAS.
BUT THE YALE OF BILITERACY IS ONE, BUT IT, IT'S SAYING THAT A STUDENT HAS RECEIVED, YOU KNOW, OR BEEN ABLE TO DEVELOP A CERTAIN LEVEL OF PROFICIENCY.
SO AGAIN, THOSE STUDENTS WHO MIGHT WANNA GO ON TO, UH, CERTAIN CAREERS OR SECONDARY, YOU KNOW, POST-SECONDARY EDUCATIONAL OPPORTUNITIES, UM, THAT FOCUSES ON THAT.
OH, WAIT, SO DO WE KNOW IF THOSE STUDENTS WHO ARE EARNING THAT SEAL, THEY HAVE HIGHER RATES OF GOING TO COLLEGE OR ENTERING CAREER, OR, OR, BECAUSE JUST IF I, I KNOW THAT IT, IT TAKES AN INVESTMENT OF A STUDENT'S FAMILY TO EARN THAT SEAL.
AND SO JUST TO BE ABLE TO COMMUNICATE WITH ANY OF THE PATHWAYS THAT WE HAVE THEM ON, THIS IS YOUR RETURN ON INVESTMENT.
IT'S GREAT TO WEAR THE MEDAL, UM, AT GRADUATION, BUT WE WANNA ALSO JUST MAKE SURE THAT WE'RE COMMUNICATING AND THIS IS WHAT YOU CAN DO WITH THAT MATTER.
IF, IF I MIGHT, UH, CHAIR BOOKER DWYER, I HEAR YOU LOUD AND CLEAR.
SO IN THE CASE OF AN AP EXAM, IF A STUDENT WALKS AWAY WITH A THREE OR HIGHER, WE CAN SAY TO A FAMILY, THIS IS A SPECIFIC COLLEGE COURSE THAT YOU HAVE THE OPTION OF NOT TAKING AS YOU MOVE ON.
UM, SO THIS IS CERTAINLY A CONVERSATION THAT WE CAN HAVE WITH OUR STATE SUPERINTENDENT AS WE CONTINUE TO MOVE FORWARD AND WORK WITH PARTNERSHIP.
RIGHT NOW, IT'S NOT THAT BLACK AND WHITE THE WAY THAT THE SEAL OF BILITERACY IS DESIGNED, BUT A FAIR POINT, PARTICULARLY AS WE'RE HONORING THE, UH, MULTILINGUALISM OF OUR MULTILINGUAL LEARNERS, MAKING SURE THAT THEIR RECOGNITION CARRIES SOMETHING BEYOND THE RECOGNITION FOR THEM.
[03:05:03]
ANY OTHER QUESTIONS? ALRIGHT.WE HAVE A FEW MORE PRESENTATIONS TO GO.
[P. REPORT - HIGHLY EFFECTIVE TEACHERS, LEADERS, AND STAFF (Mr. McCall, Ms. Stansbury, and Ms. Simons) (8:50 - 9:05 p.m.)]
NEXT ITEM ON THE AGENDA IS THE HIRING UPDATE REPORT.AND FOR THAT, I CALL ON DR. ROGERS.
DR. ROGERS CALLS ON MR. MCCALL, MS. STANSBERRY, AND MS. SIMONS.
UM, AS THEY, UH, GET SITUATED, UH, I DO WANNA SHARE ONE OF OUR, UH, PRIORITIES FOR THE SCHOOL YEAR WAS REALLY MAKING SURE THAT WE HAVE HIGHLY EFFECTIVE STAFF LEADERS, TEACHERS AND STAFF ACROSS ALL FACETS OF TEAM BCPS.
UM, THE, THE, UH, TEAM IS HERE TO SHARE, UH, PROCESSES THAT WE HAVE IN PLACE.
THEY ARE IN THE MIDDLE OF THE, UH, HIRING SEASON.
I'M VERY PROUD OF THE, UH, WORK THAT THEY'VE DONE.
ALL OF THESE APPOINTMENTS THAT WE, UM, ARE PRIVILEGED, UM, ENOUGH TO, UH, MOVE FORWARD AS A RESULT OF YOUR, UM, APPROVAL IS BECAUSE OF THEIR HARD WORK AND THE MEMBERS OF THEIR TEAM THAT, UH, CONTINUE TO WORK AROUND THE CLOCK.
UH, WE ARE IN, IN A MUCH BETTER POSITION THAT WE HAVE BEEN IN A LONG TIME, UH, OF HIRING, UM, IN, IN TERMS OF RETENTION OF STAFF, UM, AND ALSO CONTINUING, YOU KNOW, TO BE COMMITTED TO CONTINUOUS IMPROVEMENT.
THEY ARE PART OF THE ERP WORK THAT WE ARE DOING TO BRING ON A NEW PROGRAM THAT TOUCHES EVERY SINGLE PERSON THAT CURRENTLY IS IN BCPS THAT RETIRED FROM BCPS THAT WANTS TO COME TO BCPS.
AND ON TOP OF THAT, MAKING SURE THAT WE HAVE HIGHLY QUALIFIED STAFF IN OUR CLASSROOMS, IN OUR OFFICES, UM, IN OUR CAFETERIAS, UM, AND, UH, ON OUR BUSES AND ET CETERA.
AND SO WITH THAT, UM, I'M GONNA TURN IT OVER TO MR. MCCALL, OUR, UH, CHIEF OF HUMAN RESOURCES TO WALK US THROUGH THIS, UH, THIRD HIRING UPDATE FOR THE SEASON.
THAT'S THE PRESENTATION RIGHT THERE.
SO AS DR. ROGERS, THANK YOU SO MUCH DR. ROGERS.
AS MENTIONED TO YOU, THIS REALLY KEEP IN MIND THAT THE PRESENTATION WE GIVE TO YOU TONIGHT IS BASICALLY ON TWO OF THE SUPERINTENDENT'S PRIORITIES HERE IN THE, IN THE SYSTEM.
AND THAT IS HIGHLY EFFECTIVE TEACHERS, LEADERS AND STAFF, AND THEN ALSO THAT OF INFRASTRUCTURE.
UH, I HAVE WITH ME THE SENSATIONAL SUSAN STANSBERRY, WHO IS THE DIRECTOR OF STAFFING AND THE CHARISMATIC CARLA SIMONS AS YOU'RE WITH ME AS WELL.
ALRIGHT, I WAS GONNA SAY NEXT SLIDE PLEASE.
BUT I GUESS I HAVE CONTROL OF THAT
UM, ALTHOUGH THE FULL IMPLEMENTATION OF THE NEW ERP SYSTEM WILL NOT BE UNTIL 2025, HIRING CONTINUES FOR THIS CURRENT SCHOOL YEAR.
UM, OF COURSE DR. ROGERS WILL LET YOU KNOW, YOU KNOW, EVERY NOW AND THEN I'LL GET A TEXT OR AN EMAIL, WHERE ARE WE WITH OUR VACANCIES? WHERE ARE WE WITH THE NEW HIRES? AND OF COURSE, WITH THAT IT CONTINUES.
WE CAN'T WAIT UNTIL THE NEW A RP SYSTEM.
SO WITH THAT, WHAT ARE SOME OF THE THINGS THAT WE'RE DOING CURRENTLY? AND THEN WHAT ARE THOSE THINGS THAT WE'VE ADDED ADDITIONAL EFFICIENCY SO THAT THE EXPERIENCES OF OUR NEW HIRES ARE THAT MUCH MORE PLEASANT.
AND THEN ALSO THE WORK WITHIN THIS WITHIN HR CONTINUES MORE EFFICIENTLY.
SO WITH THAT, OUR CURRENT, UH, PROCESS IS THAT APPLICANTS MUST STILL APPLY THROUGH FRONTLINE AS IS SUBMITTED, THE APPLICATIONS AND FRONTLINE SEVERAL DOCUMENTS THAT THEY SUBMIT.
ONE OF, OF COURSE, BEING THAT IS THE COMPLETING THE, UH, THE MARYLAND SEXUAL UM, ABUSE AND MISCONDUCT FORM, WHICH IS UNDER EDUCATIONAL ARTICLE, UH, SIX DASH ONE 13, UH, POINT, UH, TWO
UH, WITH THAT, IN ADDITION TO THAT, APPLICANTS MUST CONTINUE TO PROVIDE THEIR, UH, LICENSES AS WELL AS CERTIFICATION INFORMATION WITH, AS THEY'RE SUBMITTING THEIR DOCUMENTS ONLINE THROUGH FRONTLINE.
IN ADDITION TO THAT, SOME OF THE ADDITIONAL EFFICIENCIES THAT WE'VE ADDED, EACH APPLICANT MUST SUBMIT THEIR ELECTRONIC TRANSCRIPTS, EITHER VIA THE INSTITUTION DIRECTLY TO HR OR THROUGH THE NATIONAL STUDENT CLEARINGHOUSE.
UH, NO LONGER ACCEPTING ANY OF THOSE, UH, ANY, UH, HARD COPIES.
THEY MUST BE SUBMITTED THROUGH THE ELECTRONIC TRANSCRIPT, EITHER THROUGH THE, DIRECTLY FROM THE INSTITUTION TO HR OR THROUGH THE NATIONAL STUDENT CLEARINGHOUSE.
AS APPLICANTS ARE SUBMITTING THEIR, UH, DOCUMENTS, THEY'LL RECEIVE A PENDING VERIFICATION, UH, VERIFICATION
[03:10:01]
OF ONBOARDING DOCUMENTS.WHAT THAT REALLY MEANS IS WHEN WE SUBMIT A, UM, UH, GIVE THE APPLICANT A CONTINGENT OFFER OF EMPLOYMENT WITH BCPS, THERE ARE DOCUMENTS THAT WE ARE STILL GOING THROUGH COLLECTING AND ALSO VERIFYING THAT BEING THE REFERENCES, AS I MENTIONED TO YOU BEFORE, THE HOUSE BILL 46.
IN ADDITION TO THAT, WHAT WE'VE DONE IS ADDED A SECOND LEVEL OF REVIEW OR SPOT CHECKING THAT IS FROM, THAT'S BEING CONDUCTED BY OUR DIRECTOR, AS WELL AS OUR MANAGERS TO MAKE SURE THAT THE DOCUMENTS THAT WE RECEIVE ARE THE DOCUMENTS THAT, UM, THAT ARE FULLY AND BEFORE WE ACTUALLY, UH, PLACE THEM THROUGH THE ENTIRE PROCESS, MAKING THAT CONTINGENT OFFER A FIRM OFFER WITH BCPS.
IN ADDITION TO THAT, UH, WE ALSO HAVE ON OUR ONBOARDING SIDE, UH, E-VERIFY PROCESS THAT IS GOING THROUGH THE DEPARTMENT OF HOMELAND SECURITY.
FINGERPRINTING, OF COURSE, IS VERIFIED THROUGH THE STATE AS WELL AS THE, UH, FEDERAL FBI, UH, BUREAU OF INVESTIGATION.
AND THE CRIMINAL JUSTICE INFORMATION SYSTEM ACT IS ALSO, UH, CHECKED WITH THAT.
ALL OF OUR APPLICATIONS OR APPLICANTS MUST, UH, GO THROUGH A BACKGROUND CHECK, AND THAT IS ACTUALLY CONDUCTED BY VIA FINGERPRINT AT A Q SCAN, WHICH IS RIGHT HERE IN HUNT VALLEY.
UM, IN ADDITION TO THAT, THE ADDITIONAL EFFICIENCY THAT'S BEEN ADDED TO THIS PROCESS IS THE, UH, SUBMISSION OF THEIR MARYLAND STATE DEPARTMENT OF EDUCATION, UH, TEACH, UH, APPLICATION THAT IS ACTUALLY BEEN ADDED NOW TO THE NEW, UH, THE NEW HIRE ORIENTATION, WHICH IS CONDUCTED HERE AT GREENWOOD.
NO LONGER ARE WE WAITING FOR THOSE APPLICANTS TO LEAVE ON THE APPLICANTS.
AT THAT POINT, THEY'RE ACTUALLY PROSPECTIVE EMPLOYEES THAT WE ARE NOT WAITING FOR THEM TO LEAVE AND THEN SUBMIT THOSE APPLICATIONS ONLINE.
UM, AND SOMETIMES THAT MAY TAKE A MONTH OUT, BUT HERE NOW WE ACTUALLY INSTITUTING THAT HERE ON SITE WHEN THEY COME FOR THEIR NEW EMPLOYEE ORIENTATION.
SO WITH THAT, I WILL TURN IT OVER TO SUSAN STANSBERRY TO TALK ABOUT VACANCIES AS WELL AS THE RECRUITMENT EFFORTS THAT WE HAVE CURRENTLY HERE IN THE OFFICE OF STAFFING.
SO, UM, AS YOU CAN SEE, WE HAVE CURRENTLY, AS OF JULY 5TH, THIS DATA WAS, UM, PREPARED.
SO WE HAD 487 NEW HIRES FOR THE UPCOMING SCHOOL YEAR.
I'M HAPPY TO SAY AS OF THIS MORNING, THERE WERE OVER 500.
UM, WE DO HAVE 260 REMAINING VACANCIES.
HOWEVER, THAT DOES MAKE US AT THIS POINT, ABOUT 96% TOTALLY STAFFED.
WE, WE HAVE 75% OF OUR SCHOOLS THAT HAVE TWO OR FEWER VACANCIES, WHICH IS REAL PROGRESS THAT WE'VE MADE IN THE LAST
YOU WANNA GIVE IT TO ME? YOU CAN.
UM, TO GET TO THAT 96%, UM, STAFFED NUMBER, WE'VE, UM, PARTICIPATED IN 72 DIFFERENT RECRUITMENT EVENTS, BOTH IN PERSON AND VIRTUALLY.
WE'VE HOSTED 11 EVENTS, STARTING WITH, UM, THE BIG DISTRICT DISTRICTWIDE JOB FAIR, UM, THAT WE DID MARCH 12TH, WHERE WE, UH, WERE ABLE TO INTERACT WITH 800 CANDIDATES IN MAY.
WE DID BOTH AN EAST AND A WEST ZONE EVENT.
UM, THERE WE WERE ABLE TO WORK WITH 200 CANDIDATES.
WE'VE HAD A NUMBER OF DIFFERENT SPECIFIC CONTENT TYPE RELATED EVENTS.
UM, AND THEN MOST RECENTLY, UH, JUNE 26TH, WE HELD A JOB FAIR AT CARVER.
UM, THERE WE HAD 140, UH, FOUR PARTICIPANTS.
UM, WE HAVE BEEN WORKING TO INCREASE OUR ACTIVITY WITH OUR DIFFERENT SOCIAL MEDIA ONLINE OPPORTUNITIES, LINKEDIN, HANDSHAKE, UM, AND THEN UPCOMING.
WE ACTUALLY TOMORROW HAVE A JOB FAIR, UM, OCCURRING AGAIN AT CARVER, UM, TWO WEEKS AGO SEEING 144 CANDIDATES.
WE'RE HOPING TO SEE AT LEAST THAT AGAIN.
UM, AND WE'RE GETTING THAT IN PRIOR TO THE, THE DEADLINE OF THE JULY 15TH FOR, UM, TEACHERS TO BE ABLE TO CHANGE DISTRICTS.
UM, WE ALSO HAVE COMING UP NEXT WEEK, UM, INFORMATION SYSTEMS WITH KELLY EDUCATION SERVICES.
SO WE'RE GONNA WORK WITH THE INDIVIDUALS WHO HAVE BEEN LONG-TERM SUBS WITH US THIS PAST YEAR AND BEEN SUCCESSFUL IN OUR SCHOOLS.
SOME OF THEM WHO ALREADY HOLD CERTIFICATES, UM, AND THE REST WHO WOULD BE ELIGIBLE TO OBTAIN THE CERTIFICATE WHILE WORKING WITH US.
SO, RECRUITMENT HAS BEEN A DISTRICT-WIDE INITIATIVE.
UM, ALL OF THE THINGS THAT I'M SPEAKING TO HAVE CERTAINLY BEEN SUPPORTED STRONGLY, YOU KNOW, THROUGH OFFICES, SCHOOLS, UM, AND EVERYONE.
WE HAVE TRIED TO WORK CLOSELY WITH OUR SCHOOL ADMINISTRATORS TO GIVE THEM ADDITIONAL RESOURCES TO HELP WITH HOW THEY CAN BE, YOU KNOW, DOING SOME RECRUITMENT RIGHT IN THEIR OWN COMMUNITIES WITH THE FAMILIES, UM, AT THEIR SCHOOLS, ON THEIR SOCIAL MEDIA.
AND WE ALSO WORKED WITH THEM TO JUST ADVANCE THEIR TRAINING ON THE CURRENT FRONTLINE SYSTEM THAT WE HAVE WITH APPLICANT TRACKING, SO THAT THEY COULD MORE READILY RESOURCE THE, THE BEST CANDIDATES FOR THEIR SCHOOL RIGHT THERE.
AT THIS POINT, I'M GONNA TURN IT OVER TO CARLA, WHO
[03:15:01]
WILL TALK ABOUT THE GROW OUR OWN INITIATIVES THAT WE HAVE.UM, SO THIS SLIDE IS A BRIEF SUMMARY ABOUT OUR PROGRAMS AND INITIATIVES TO CREATE PROFESSIONAL GROWTH OPPORTUNITIES FOR OUR ASSISTANCE AND PARAEDUCATORS.
UM, THE OFFICE CERTIFICATION WORKS COLLABORATIVELY WITH THE DEPARTMENT OF EMPLOYEE TRAINING AND DEVELOPMENT, AS WELL AS THE OFFICE OF SCHOOL TO CAREER.
AND WE OFFER PROFESSIONAL GROWTH OPPORTUNITIES THAT REACH AS FAR BACK AS OUR HIGH SCHOOL STUDENTS.
UM, SPECIFICALLY THOSE WHO ARE IN TEACHER'S ACADEMY OF MARYLAND.
UM, THE OFFICE OF WORKFORCE DEVELOPMENT OFFERS OPPORTUNITIES FOR ADDITIONAL ASSISTANCE AND PRE-K PAID HELPERS TO PREPARE THEM FOR A PARAPRO.
UM, THE PARAPRO ASSESSMENT WOULD THEN SUPPORT THEM IN OBTAINING POSITIONS AS A PARA EDUCATOR IN BALTIMORE COUNTY PUBLIC SCHOOLS.
UM, PER THE BLUEPRINT FOR MARYLAND'S FUTURE, UM, PRE-K PARA EDUCATORS ARE REQUIRED TO, UH, COMPLETE EITHER A CHILD DEVELOPMENT AS ASSISTANT CERTIFICATION, CDA, UM, OR AN ASSOCIATE OF ARTS DEGREE.
UH, WE'VE PARTNERED WITH THE COMMUNITY COLLEGE OF BALTIMORE COUNTY, UH, TO OFFER PROGRAMS TO SU SUPPORT OUR PARA, OUR PRE-K PARAEDUCATORS WITH OBTAINING, UM, THIS PARTICULAR REQUIREMENT.
AND THE BLUEPRINT BLUEPRINT REQUIRES THEM TO COMPLETE IT BY SCHOOL YEAR 27 28.
UM, MOVING ALONG, WE HAVE DEVELOPED A TEACHER FELLOW.
UM, SOME OF OUR PARAEDUCATORS ARE IN TEACHER PREPARATION PROGRAMS, UM, AND WHEN THEY ENTER THEIR FINAL YEAR OF THEIR PROGRAM, THAT'S THEIR INTERNSHIP YEAR.
UM, THE TEACHER FELLOW OPPORTUNITY GIVES THEM OPPORTUNITY TO EARN WHILE THEY LEARN.
UM, AND THEN ALSO EXPANDING ON THAT CONCEPT.
WE DEVELOP THE TEACHER APPRENTICESHIP PROGRAM, UM, WITH THE HOPES OF, UH, REGISTERING THE TEACHER APPRENTICESHIP THROUGH THE MARYLAND DEPARTMENT OF LABOR.
SO, THIS CONTINUES ON SOME OF OUR INITIATIVES FOR OUR PARAEDUCATORS.
UM, WE STARTED FOUR YEARS AGO, UH, WITH, UH, THREE POST-BACCALAUREATE CERTIFICATION PROGRAMS, UH, ONE THROUGH THE COMMUNITY COLLEGE OF BALTIMORE COUNTY, ANOTHER THROUGH GOUCHER COLLEGE, UM, AND ANOTHER THROUGH NOTRE DAME MARYLAND UNIVERSITY.
UM, WE ALSO HAVE TWO ADDITIONAL BACCALAUREATE PROGRAMS, UM, OFFERED BY BOWIE STATE UNIVERSITY.
UH, ONE OF THE PROGRAMS IS ACTUALLY FUNDED THROUGH THE MARYLAND HIGHER EDUCATION COMMISSION.
IT'S A GRANT WHERE THOSE PARA EDUCATORS, UH, RECEIVE FREE TUITION, BOOKS, SUPPLIES, EVEN A DEVICE, UH, AND MONITOR AS THEY COMPLETE THEIR COURSEWORK THROUGH THAT PROGRAM, THROUGH THE GRANT.
UM, ADDITIONALLY, AS I MENTIONED, THE TEACHER'S FELLOW, THE TEACHER FELLOW POSITION, UH, WE FUNDED THAT THE LAST TWO YEARS WITH THE MARYLAND LEADS GRANT.
UM, IT CONCLUDED IN SPRING 2024.
UM, THIS YEAR WE WERE APPROVED BY THE, OR GRANTED BY BALTIMORE COUNTY GOVERNMENT, UH, $1 MILLION.
IT'S A GRANT, AND WE'VE PARTNERED WITH THE, UH, EDUCATION FOUNDATION TO OFFER THIS GRANT TO TEACHERS OF COLOR AND WOMEN IN STEM.
UM, ANYONE INTERESTED IN, UM, OBTAINING A TEACHER POSITION WHO ARE ENROLLED IN A PROGRAM AND OBTAINING A POSITION WITH BALTIMORE COUNTY PUBLIC SCHOOLS, AND THEY MEET THE SPECIFIC REQUIREMENTS MAY APPLY FOR THE GRANT.
OUR CONDITIONAL TEACHERS MAY ALSO APPLY FOR THIS GRANT AS WELL.
UH, FINALLY, AND I MENTIONED EARLIER WE WERE WORKING TO DEVELOP THE TEACHER APPRENTICESHIP PROGRAM.
UM, WE LAUNCHED THE PROGRAM THIS SUMMER, THIS CURRENT SUMMER, AND IT IS IN PARTNERSHIP WITH LOYOLA UNIVERSITY OF MARYLAND.
UM, ALL OF THESE PROGRAMS ALIGN TO THE BLUEPRINT FOR MARYLAND'S FUTURE PILLAR TWO, HIGH QUALITY AND DIVERSE TEACHING STAFF.
SO WE'LL CONTINUE TO EXPAND THESE STRATEGIC STAFFING OPPORTUNITIES, UM, THROUGH THESE PROGRAMS. THERE'RE ABOUT 54 PARTICIPANTS.
THEY'RE SMALL IN NUMBER, RANGING FROM FIVE TO 10 PARTICIPANTS.
UM, BUT THEY STARTED OUT AS PILOTS.
AND AGAIN, WE HOPE TO CONTINUE EXPANDING THEM, UM, AND SUPPORTING OUR FUTURE TEACHERS, RETAINING THEM, TRAINING THEM.
UM, WE'LL ALSO CONTINUE TO BRAID IN GRANTS AND ADDITIONAL SCHOLARSHIPS TO HELP FUND THESE ACTIVITIES.
[03:20:02]
SO THE NEXT SLIDE IS ACTUALLY A VIDEO WHICH WE WOULD LIKE TO SHARE WITH YOU.IN THIS VIDEO, WE PARTNER WITH OUR, UH, COLLEAGUES IN COMMUNICATIONS TO PRODUCE A SERIES OF WHY I CHOSE TEAM BCPS.
UH, FOR THIS YOU'LL SEE PRINCIPALS, ASSISTANT PRINCIPALS, TEACHERS, PEER EDUCATORS, BUS DRIVERS, UM, A NUMBER OF DIFFERENT FOLKS IN, IN DIFFERENT, UM, POSITIONS WITHIN BCBS AND TALKING ABOUT WHY THEY CHOSE TEAM BCBS.
SO, WITH THAT, I DON'T THINK I CAN CONTROL THAT PIECE, BUT LET'S SEE IF WE CAN ROLL THE VIDEO.
THAT WOULD BE
I CHOSE BCPS BECAUSE BCPS IS DIVERSE ORGANIZATION WHERE THEY CARE ABOUT CHILDREN.
TEAM BCPS IS A GREAT PLACE TO WORK BECAUSE WE CARE ABOUT OUR TEACHERS.
WE MAKE SURE THAT WE ENCOURAGE THEIR HEART, WE MAKE SURE THAT WE IMPACT AND CREATE GREATER, A GREAT WORK ENVIRONMENT FOR THEM.
BUT MOST IMPORTANTLY, WE INCREASE AND ENHANCE THEIR CRAFT BECAUSE GREAT TEACHERS MAKE GREAT STUDENTS, WHICH MAKE GREAT ENVIRONMENTS FOR EVERYONE.
I CHOSE BCPS BECAUSE I REALLY WANTED TO TEACH IN A COMMUNITY.
I WANTED TO BE PART OF A COMMUNITY.
I HAVE LOVED ALL OF THE SUPPORTS THAT I'VE RECEIVED THROUGHOUT MY FIRST YEAR OF TEACHING.
IT IS CHALLENGING AND, UM, A LITTLE OVERWHELMING AT TIMES.
BUT THE SUPPORT THAT I'VE RECEIVED THROUGH THE PARTS OF BCPS, LIKE THE CONSULTING TEACHERS AND THE STAFF DEVELOPMENT TEACHERS AND THE ADMINISTRATION HAVE BEEN REALLY HELPFUL TO NAVIGATE THOSE FIRST YEARS OF TEACHING.
I CHOSE VCPS BECAUSE I'M A PRODUCT OF BALTIMORE COUNTY PUBLIC SCHOOLS.
I WENT TO BALTIMORE COUNTY PUBLIC SCHOOLS FOR ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
I FEEL IN MY POSITION AS A PRINCIPAL AT SANDAL ELEMENTARY SCHOOL, THAT MY OPINIONS AND MY VOICE IS HEARD.
I FEEL THAT I HAVE THE SUPPORT FROM LEADERSHIP TO DO MY JOB WELL, AND THEN I FEEL THAT I CAN PASS THAT LEADERSHIP AND THOSE RESPONSIBILITIES ONTO MY STAFF, CREATING A SAFE LEARNING ENVIRONMENT FOR ALL OF OUR STUDENTS.
I CHOSE BCPS BECAUSE IT WAS AN OPPORTUNITY FOR ME TO SERVE, SERVE MY COMMUNITY, A COMMUNITY THAT I HAVEN'T HAD GROWN UP IN.
ONE OF THE THINGS ABOUT THIS BEING MY SECOND CAREER, THAT THIS WAS A STRONG DECISION THAT I MADE, BUT I WANTED THIS OPPORTUNITY BECAUSE IT WAS AN OPPORTUNITY FOR ME TO SERVE AND TO GIVE BACK THE SAME THINGS THAT HAD BEEN INVESTED IN ME.
I CHOSE BALTIMORE COUNTY PUBLIC SCHOOL BECAUSE THE RESEARCH I DID ON IT WAS PHENOMENAL.
WE'RE THE FIRST PERSON OUTSIDE OF THE FAMILY EACH MORNING THAT THEY SEE THEY ABLE TO INTERACT WITH PEOPLE IN SOME CASES, CHANGE THEIR OUTLOOK, ESPECIALLY YOUNG, YOUNG STUDENTS.
IF YOU CHANGE THE WORLD, YOU CHANGE THINGS ONE KID AT A TIME.
AND I THINK IF THAT'S WHAT YOU'RE LOOKING FOR, SECURITY, JOB AND A CAREER, THEN YEAH, THIS IS THE PLACE TO BE.
WELL, WE HAD ONE OTHER SLIDE AND THAT'S, WELL, WE GET BACK TO IT.
IT WAS A THANK YOU SLIDE AND THE THANK YOU SLIDE HAS DR. ROGERS THERE WITH 10 OF OUR, UM, OUR, UH, GRADUATES FROM THE MAT PROGRAM AT GOUCHER.
AND FOR THAT, OF COURSE, THEY'RE WORKING HERE WITHIN THE SYSTEM IS ONE OF THE PROGRAMS THAT CARLA WAS TALKING ABOUT EARLIER.
THANK YOU FOR THAT PRESENTATION.
ANY QUESTIONS, MR. MCMILLIAN? TURN MY CAMERA ON HERE REAL QUICK.
MR. MCCALL, SPEAKING OF HIGHLY EFFECTIVE TEACHERS, HOW SUPPORTIVE IS HR, UM, ASPIRING TEACHERS THAT WANNA BECOME NATURALLY CERTIFIED, GET THE PLACEMENT THAT THEY NEED FOR THE DATA TO QUALIFY FOR THAT? YOU KNOW, I'VE BEEN IN COMMUNICATION WITH A TEACHER THAT'S STRUGGLING TO GET PLACED IN A SETTING THAT ALLOWS HER TO PURSUE THAT.
SO HOW SUPPORTIVE IS HR TO HELP SOMEBODY GET THAT'S VERY GOOD QUESTION.
I THINK PART OF THAT IS WE PARTNER NOT JUST AS, NOT AS MAKING A FORCED PLACEMENT.
WE PARTNER WITH OUR SCHOOLS, WITH OUR PRINCIPALS, UH, TO MAKE SURE THAT OF COURSE, IT IS A GOOD FIT FOR NOT ONLY THAT PARTICULAR TEACHER, BUT ALSO FOR THE SCHOOL.
SO IT'S NOT A, NOT BEING A FORCED PLACEMENT, BUT WE DO EVERYTHING THAT WE CAN TO WORK WITH, NOT ONLY JUST WITH, UM, WITH THE PRINCIPALS, BUT THE SCHOOL ITSELF, BUT THAT TEACHER AS WELL TO TRY TO AT LEAST MAKE
[03:25:01]
A, A PLACEMENT AT.IF I KNOW CORRECTLY, THERE ARE A NUMBER OF TEACHERS WHO ARE SEEKING PLACEMENTS LIKE THAT, AND WE'VE BEEN SUCCESSFUL WITH THAT.
UM, BUT I CAN'T SPEAK TO ANY SPECIFIC INDIVIDUALS THOUGH.
UM, BUT WE CERTAINLY WORK WITH OUR PART PARTNER WITH SCHOOLS TO MAKE THOSE, UH, CONNECTIONS WHERE WE CAN, CAN I HAVE HER REACH OUT TO YOU? YOU CAN DO THAT.
ANY OTHER QUESTIONS? MS. ONG? UM, YOU CAN JUST CLARIFY.
SO I UNDERSTAND, UM, ON SLIDE SIX IT TALKS ABOUT THE CURRENT INITIATIVES OF PARAEDUCATORS AND THEN THERE'S THE COLUMN FOR DIVERSE TEACHER RECRUITMENT SCHOLARSHIP, BUT THAT PARTICULAR COLUMN IS NOT SPECIFIC TO PARAEDUCATORS.
IS THAT CORRECT? THAT WOULD BE OPEN TO EVERYONE, OR IS THAT JUST SPECIFIC TO THE PARAEDUCATORS? IT WOULD BE OPEN TO EVERYONE TO INCLUDE PARAEDUCATORS.
AND THEN, UM, THERE WAS A, A TEACHER ACTUALLY IN THE, UM, IN THE VIDEO AND I HAD ALREADY HAD THAT ON MY MIND, LIKE, WHAT EFFORTS ARE BEING DONE FOR PEOPLE LOOKING FOR THAT SECOND CAREER TO COME INTO TEACHING? BECAUSE THEY MAY HAVE GREAT CONTENT 'CAUSE THEY'RE A SCIENTIST.
UM, BUT WHAT IS THAT, THAT PATHWAY OR WHAT'S BEEN, UM, I GUESS WHAT RECRUITMENT EFFORTS ARE, ARE MADE FOR THEM? WE DO TREMENDOUS AMOUNTS OF, OF RECRUITMENT, HONESTLY, ESPECIALLY WITH THE NATIONWIDE SHORTAGE.
THAT'S WHERE YOU SEE OUR CONDITIONAL TEACHERS.
TYPICALLY, IT'S CHANGING A LITTLE BIT WITH THE LICENSURE REQUIREMENTS, BUT IN THE PAST, ANYONE WHO HAD A BACHELOR'S DEGREE IN A SPECIFIC CONTENT WE WERE SEEKING AND THEN WORKING WITH THEM TO OBTAIN THE EDUCATION COURSEWORK THEY NEEDED TO MEET PROFESSIONAL CERTIFICATION REQUIREMENTS.
AND IT'LL STILL BE THAT, IT'LL BE SLIGHTLY DIFFERENT JUST BECAUSE OF THE PROGRAMS THAT THEY'LL NEED TO COMPLETE.
BUT WE DO A, WE ACTIVELY DO A LOT OF PARTICIPATION AND WE PARTNER WITH THE LOCAL COLLEGES AND UNIVERSITIES BECAUSE THAT HELPS THEM GAIN STUDENTS AS WELL.
UM, AND THEN THROUGH, YOU KNOW, THE WORK THAT CARLA HAS DONE, OBVIOUSLY WITH THE, THE GROWER ON.
[Q. INFORMATION (9:05 p.m.)]
ITEM ON THE AGENDA IS INFORMATION.THE FIRST ITEM IS FY 2025 BOARD POLICY SCHEDULE AND EDITING CONVENTIONS, WHICH ARE PROVIDED PER BOARD POLICY 8 1 3 0.
THE NEXT ITEM IS FY 2024, GENERAL FUND REPORT ON REVENUES, EXPENDITURES, AND ENCUMBRANCES, BUDGET AND ACTUALS FOR THE PERIOD ENDING MAY, 2024.
AND THE, THE NEXT ITEMS ARE THE FY 2026 OPERATING AND CAPITAL BUDGET SCHEDULE.
QUESTIONS AND ANSWERS ON APPEALS AND HEARING HANDBOOK RELATED TO POLICIES 8 3, 4, 0 AND 8 3, 4, 1.
AND THEN THE NEXT NINE ITEMS INCLUDES THE REVISED SUPERINTENDENT'S RULES 3 1 3 0 3 1, 7 0 3 2 0 0 3 2 0 9 3 2 2 5 3 6, 4 0 5 1 4 0 5 1 5 0 AND 7 6 1 0.
AND THEN THE LAST ITEM IS ARE, ARE THE MINUTES OF THE MAY 20, 20, 23 MEETINGS OF THE SOUTHEAST AREA ADVISORY COUNCIL.
[R. BOARD COMMITTE UPDATES, MEMBER COMMENTS, AND AGENDA SETTING (9:05 - 9:20 p.m.)]
ON THE AGENDA IS COMMITTEE UPDATES, BOARD MEMBER COMMENTS, AND AGENDA SETTING.WE WILL START WITH COMMITTEE UPDATES FOR THE AUDIT COMMITTEE.
MR. MCMILLION, MY ROLE STOPPED AS JULY 1ST, SO I REALLY DON'T HAVE ANYTHING TO SAY.
MS. DOMINOS, MS. DOKI, ARE YOU STILL THERE? OKAY.
WELL, WHILE WE ARE ON THE BUDGET COMMITTEE, UM, I DO HAVE A COMMENT TO MAKE ABOUT THE BUDGET COMMITTEE.
THE BUDGET, AS WE KNOW IT, IS THE BOARD'S JOB TO ADOPT THE BUDGET AND TO BE FULLY INFORMED ABOUT THE BUDGET.
THERE ARE A LOT OF CHANGES THAT ARE COMING WITH THE BUDGET, ESPECIALLY AROUND THE BLUEPRINT.
SO FOR INSTANCE, IF WE WERE TO ASK ANY BOARD MEMBER HOW MUCH MONEY WILL IT COST TO IMPLEMENT THE BLUEPRINT AS INTENDED IN BALTIMORE COUNTY PUBLIC SCHOOLS, WE DON'T KNOW THAT ANSWER YET.
[03:30:01]
AND WE CAN GO DOWN THE LIST OF SOME THINGS THAT AS A BOARD WE COULD REALLY BUILD OUR CAPACITY ON SO THAT WE CAN MAKE MORE INFORMED GOVERNANCE DECISIONS.AND IS SO FOR THIS REASON THAT I AM, THAT I MOVE THAT EFFECTIVE IMMEDIATELY WE DISSOLVED THE BUD BUDGET COMMITTEE.
AND, AND IN PLACE OF THAT, WE COMMIT TO HAVING STANDING AGENDA ITEMS ABOUT THE BUDGET ON THE OPEN SESSION MEETINGS SO THAT NOT JUST THE BOARD CAN BE INFORMED AND WE CAN BE INVOLVED, BUT ALSO THE PUBLIC CAN, CAN SEE AND REALLY BE INVOLVED IN THIS PUBLIC, IN THE BUDGET PROCESS.
AND THIS WAY WHEN THE BUDGET COMMITTEE, WHEN THE BUDGET BOOK COMES OUT IN JANUARY OR FEBRUARY, WE WOULD'VE KNOWN, WE WOULD KNOW WHAT'S IN IT BECAUSE WE WOULD'VE ALL HAD A PART IN THE DEVELOPMENT OF IT.
AND SO, UM, SO I MOVE TO DISSOLVE THE BUDGET COMMITTEE EFFECTIVE IMMEDIATELY.
UM, IS THERE A SECOND? PLEASE EXCUSE ME FOR BEING RUDE.
WELL, HOWEVER, I OBJECT TO CONSIDERATION OF THE QUESTION.
ACCORDING TO ROBERT'S RULES, STANDING COMMITTEES HAVE A CONTINUING EXISTENCE AND FUNCTION.
SO THERE'S A MOTION ON THE FLOOR.
IS THERE A SECOND? MADAM CHAIR PARLIAMENTARY POINT OF ORDER.
MR. MCMILLEN'S OBJECTION DOES NOT REQUIRE A SECOND.
I DIDN'T ASK FOR A SECOND ON THE OBJECTION.
THERE WAS A MOTION ON THE FLOOR.
SO LET'S GO TO OUR PARLIAMENTARIAN, UM, MS. DSTI JONES OR IF MS. HOWIE IS HERE.
UM, JUST HOLD JUST ONE MOMENT.
SO THERE IS A MOTION ON THE FLOOR AND, UH, HIS OB OBJECT, HIS OBJECTION REQUIRES A VOTE AND IT SUPERSEDES THE MOTION ON THE FLOOR.
MS. HEN WE ARE AWAITING ON THE PARLIAMENTARIAN MADAM CHAIR.
JUST FOR MY CLARIFICATION, WHAT IS ON THE TABLE FOR CONSIDERATION? WHAT TYPE OF MOTION OR, AND SO THE MOTION THAT IS ON THE TABLE RIGHT NOW IS TO, UM, DISSOLVE THE BUDGET COMMITTEE EFFECTIVE IMMEDIATELY.
AND IN REPLACE OF THAT, WE WILL HAVE BUDGET DISCUSSIONS DURING OPEN SESSION SO THAT WE ARE FULLY TRANSPARENT WITH THE PUBLIC AND THAT THE BOARD CAN BE FULLY INFORMED ABOUT ALL ELEMENTS OF THE BUDGET.
AND IT'S NOT ISOLATED TO A SINGLE COMMITTEE.
BUT NOW WE'RE TRYING TO CONS WHAT ARE WE CONSIDER SO MR. NOW, RIGHT, SO MR. MCMILLIAN MADE AN OBJECTION.
AND SO RIGHT NOW WE ARE, UM, AWAITING THE PARLIAMENTARIAN TO SEE WHICH ONE HAS PRECEDENCE BECAUSE THERE WAS A MOTION ON THE FLOOR.
SO, MR. MCMILLAN'S OBJECTION, WE'LL TAKE PRECEDENCE OVER YOUR CURRENT MOTION.
IT DOES REQUIRE TWO THIRDS, UM, AGAINST FOR CONSIDERATION.
SO WE HAVE AN OBJECTION ON THE FLOOR.
AND SO MAY I HAVE A ROLL CALL VOTE ON IF YOU, IF YOU ARE FOR THE, THE VOTE IS, IF THEY ARE FOR IN FAVOR OF THE OBJECTION, CORRECT? YES.
IT HAS TO BE A TWO THIRDS, UM, TO VOTE AGAINST YOUR MOTION.
DOES THAT MAKE SENSE? AGAINST THE MAIN MOTION? THERE'S AN OBJECTION ON THE FLOOR BY MR. MCMILLIAN, WHICH TAKES PRECEDENT CURRENTLY, BUT NOW THE VOTE BY THE BY THE BOARD WILL BE TO, THERE HAS TO BE TWO THIRDS AGAINST THE CONSIDERATION OF THE OBJECTION.
[03:35:01]
COULD MR. MC HIS OBJECTION? WAIT, WAIT, CAN I GIVE ME ONE SECOND.LET, LET'S HAVE THE PARLIAMENTARY GO AHEAD.
SO BASICALLY, ESSENTIALLY THAT NOT USING THESE TERMS INSTEAD, OKAY, SO ESSENTIALLY IN ORDER FOR THE OBJECTION CURRENTLY ON THE FLOOR TO CONTINUE, THE BOARD NEEDS TO VOTE, UM, EITHER FOR, FOR OR AGAINST THE, UH, THE OBJECTION.
BUT IN ORDER FOR IT TO, UM, TO NOT STAND, THERE HAS TO BE TWO THIRDS OF THE BOARD TO VOTE AGAINST THE CURRENT OBJECTION.
AND THEN IF THAT'S THE CASE, THEN THE MAIN MOTION, WE GO BACK TO THE MAIN MOTION, WHICH THEN REQUIRES A SECOND.
SO WE ARE TAKING A VOTE RIGHT NOW ON WHO'S IN FAVOR OF THE OBJECT OR WHO'S, AGAIN, WHO'S IN FAVOR OF THE OBJECTION.
WHO'S IN FAVOR OF THE OBJECTIONS.
AND IT DOESN'T REQUIRE SECOND.
SO MAY I HAVE A ROLL CALL VOTE ON WHO'S IN FAVOR OF THE OB? THE OBJECTION? UM, THE, MR. MCMILLIAN, COULD YOU RESTATE THE, OF YOUR OBJECTION? UH, I OBJECT TO CONSIDERATION OF THE QUESTION.
IT, IT WASN'T A QUESTION THOUGH.
THEN I OBJECT TO CONSIDERATION OF THE MOTION.
OKAY, SO I HAVE ONE QUESTION OF CLARIFICATION AND THEN JUST A THOUGHT, IF WE WANNA POSTPONE THIS TO OUR NEXT BOARD MEETING, BECAUSE THIS WAS SORT OF SPRUNG UP ON US.
IF I HAD KNOWN THAT THIS WAS GOING TO HAPPEN, I WOULD HAVE DONE MY DUE DILIGENCE IN TERMS OF RESEARCH AND MM-HMM.
OKAY? SO THEN MY POINT OF CLARIFICATION ON THE OBJECTION IS IF WE VOTE YES, THAT MEANS WE AGREE WITH THE OBJECTION.
SO IF YOU VOTE, IS THAT CORRECT? YES.
THEN YES, YOU AGREE WITH THE OBJECTION.
UH, MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? NO.
SO THE MOTION TO SEVEN, I'M SORRY, FAVOR OF SEVEN FAVOR? SEVEN.
SO WE WILL GO BACK TO THE ORIGINAL MOTION.
WHICH MADAM CHAIR, WHAT? OH, WITH TWO THIRDS.
SO THEN, SO WE DO NOT MOVE FORWARD THEN WITH THAT MOTION.
SO THERE WILL BE A NEW BUDGET COMMITTEE, UM, THERE WILL BE NEW MEMBERS SELECTED FOR THE BUDGET COMMITTEE, AND WE WILL BRING BACK THE PURPOSE AND THE MEASURES ON THE MADAM CHAIR.
RIGHT? SO THE OBJECTION STANDS.
WAIT, WE NEEDED EIGHT, RIGHT? RIGHT.
WE NEEDED EIGHT TO CONFIRM THE OBJECTION, RIGHT? YES.
I MOVE TO POSTPONE THE QUESTION INDEFINITELY.
AND SO, SO NO, THERE'S A MOTION ON THE FLOOR AND, AND MS. HAND, PLEASE HOLD WHERE THE PARLIAMENTARIAN IS.
THE PARLIAMENTARIAN IS, UM, CONFERRING.
NO, THE OBJECTION DIDN'T PASS THE OBJECTION.
DIDN'T, WE HAVEN'T VOTED ON THE MOTION YET.
CORRECT? AND I MOVE TO POSTPONE THE QUESTION INDEFINITELY.
ARE YOU IN A BUDGET COMMITTEE? I NEED TWO.
SHE CAN JUST DO THINGS LIKE THAT.
SO COULD YOU CLARIFY, DOES THE OBJECTION STAND ALL RIGHT IF I, IF I JUST CAN HAVE A MOMENT? I HAVE TO, I'M TRYING TO RE I'M TRYING TO CALCULATE WITH THE NUMBERS AS TO THE FACT THAT WE DON'T HAVE THE NUMBERS RIGHT.
IS HE
[03:40:01]
YOU HAD.OR WHEN I LOG IN THE HALLWAY, THE SAME PROBLEM.
OH, THAT'S WHY HE SENT ME SOME MESSAGES.
HE SENT ME SOME MESSAGES ABOUT THE BUDGET COMMITTEE, BUT I DIDN'T KNOW WHAT HE WAS TALKING ABOUT.
DID YOU, DID YOU KNOW ABOUT, DID YOU KNOW ABOUT THIS? DID YOU KNOW ABOUT THIS? YOU SENT ME THE INFORMATION.
DID YOU KNOW ABOUT THIS? YOU DID.
SO AS A RESULT OF THE FACT THAT THERE WAS NOT TWO THIRDS AGAINST THE CONSIDERATION OF THE, FOR THE OBJECTION OF THE MOTION, WE'RE BACK TO WHERE WE STARTED.
THERE'S A MOTION ON, THERE IS A REQUEST FOR A MOTION ON THE FLOOR THAT HAS NOT BEEN SECONDED BY THE BOARD.
AND SO AT THIS TIME, THAT IS WHERE WE, THAT'S WHERE WE'RE BACK TO.
SO WE'RE BACK WHERE WE STARTED WHEN YOU BEGAN.
OKAY, SO THE MOTION, SO THERE'S A MOTION ON THE FLOOR TO DISSOLVE THE BUDGET COMMITTEE.
IS THERE A SECOND? MADAM CHAIR? I MOVE TO POSTPONE THE QUESTION INDEFINITELY.
AND SO THERE IS, SO I WILL REFER, I'LL DEFER TO THE PARLIAMENTARIAN AGAIN.
WHAT DO YOU READ? AND SO YOU CAN'T INTERRUPT IF IT, IF IT'S MY UNDERSTANDING THAT TO KILL A MAIN MOTION THAT YOU, IT CAN'T, THE MOTION, IT CAN'T BE INTERRUPTED.
AM I READING THIS CORRECTLY? IT SO THIS, SO AT THIS POINT, IN ORDER TO, I THINK IN ORDER TO, UM, TO, TO MAKE THIS POSTPONEMENT THAT MS. HEN IS ASKING, THERE STILL HAS TO BE, WE NEED TO GET TO THE SECOND, WHICH THAT HAS NOT YET BEEN DONE.
I WOULD APPRECIATE ACKNOWLEDGEMENT IF THIS MOTION RECEIVES A SECOND.
AND SO WE HAD A MOTION ON THE TABLE INITIALLY.
AND SO MI AND SO MR. VAI JONES, WHICH MOTION TAKES PRECEDENT? YOUR YOUR, THE ORIGINAL MOTION, YOUR CURRENT MOTION STILL, YOUR, YOU MOVED FOR, UM, TO, TO PROCEED IN A, IN A CERTAIN MANNER.
THAT STILL NEEDS TO BE SECONDED.
OKAY, SO IS THERE A SECOND? SECOND, HARVEY, IS THERE ANY DISCUSSION? MADAM CHAIR? YES.
I MOVE TO POSTPONE THE QUESTION INDEFINITELY.
AND SO THERE'S A MOTION ON THE TABLE THAT HAS BEEN SECONDED AND SO I'LL ONCE AGAIN DEFER TO, TO THE PARLIAMENTARIAN TO ENSURE THAT WE ARE DOING THIS CORRECTLY.
AND, AND I'M, I'M SORRY, DID WE, WHO THERE WAS THERE? WAS THAT A SECOND OVER THE, OKAY.
SO WE KNOW THAT THERE WAS A SECOND FOR THE ORIGINAL MOTION.
SO THERE'S A SECOND NOUN TO POSTPONE, UM, THE MOTION INDEFINITELY.
AND SO MAY, SO IS THERE, SO IS THERE A, SO IT'S A MOTION HAS BEEN SECOND.
[03:45:01]
MS. LESKI? UM, YOU KNOW, JUST AGAIN, I GUESS I FEEL LIKE THIS WAS UNEXPECTED.I WOULD REALLY LIKE TO HEAR FROM MEMBERS OF THE BUDGET COMMITTEE ABOUT THE EFFECTIVENESS OF THE COMMITTEE IN ORDER TO MAKE THE BEST DECISION.
WHO ON THE BUDGET COMMITTEE? THANK YOU, MADAM CHAIR.
UH, I I WANNA START BY SAYING I APPRECIATE THE BOARD'S FOCUS ON OUR FISCAL RESPONSIBILITY IN TERMS OF THE BUDGET.
AS A MEMBER OF THE BOARD WHO IS NOT ON THE BUDGET COMMITTEE, I WOULD ALSO APPRECIATE THE INFORMATION THAT'S BEING IMPARTED ON THE BUDGET COMMITTEE CURRENTLY IN THE BUDGET COMMITTEE BEING IMPARTED IN REAL TIME, ALL HEARD AT THE SAME TIME IN THIS, IN THIS FORUM, SO THAT THE PUBLIC CAN HEAR IT AS WELL.
THE BUDGET COMMITTEE IS NOT A DECISION MAKING COMMITTEE.
IT IS AN INFORMATION IMPARTING AND GATHERING COMMITTEE.
AND AS SUCH, UH, IT IS MY ASSESSMENT THAT THE FULL BOARD, HAVING THAT INFORMATION IN THIS SETTING IS THE BEST WAY FOR US TO ALL HEAR THE BUDGET INFORMATION, THE BEST USE OF BCPS RESOURCES DURING THE BUDGET SEASON, BEFORE AND AFTER.
UH, AND THE BEST WAY FOR THE PUBLIC AT LARGE TO HEAR THE SAME INFORMATION THAT WE ARE HEARING AS A BOARD.
UH, SO IT IS NOT, UM, IT IS NOT AN INDICTMENT OR A NEGATIVE, UM, ASSESSMENT OF THE BUDGET COMMITTEE AS IT HAS BEEN, BUT IS IT, IT IS AN ACKNOWLEDGEMENT THAT THE INFORMATION THAT'S BEING IMPARTED TO THE BUDGET COMMITTEE IS SO IMPORTANT THAT IT NEEDS TO BE HEARD, UH, AT A WIDER LEVEL BEFORE THE FULL BOARD.
SO WE'LL GO TO MS. HEN AND THEN MR. MCMILLIAN, AND THEN MS. CHICA KULA.
THERE'S A MOTION ON THE FLOOR TO POSTPONE THE QUESTION INDEFINITELY.
I MOVE THAT, THAT QUESTION REQUIRES A TWO THIRDS VOTE AND WE HAVE VOTE IMMEDIATELY.
AND SO, AND SO THERE'S A, THERE'S A SECOND AND THERE'S, UM, THERE'S SOME DIS THERE'S A DISCUSSION.
AND SO, UM, AND SO, AND SO WE WILL GO TO THE, UM, MR. MCMILLIAN AND MOVING THE PREVIOUS QUESTION REQUIRES AN IMMEDIATE VOTE AND PASSES WITH TWO THIRDS OF A VOTE.
SO PARLIAMENTARY POINT OF ORDER THAT IS PROPER PROCEDURE.
AND SO WE'LL, WE'LL REFER TO THE PARLIAMENTARIAN.
AND SO THERE'S, SO A SECOND IS NEEDED.
SECOND STALOWSKI? YES, MS. FONG, IF WE'RE TALKING ABOUT MOVING THE QUESTION AND IT, IT TALKS ABOUT INTERRUPTION, UM, FOR MOVING THE PREVIOUS QUESTION, THERE IS NO, YOU'RE, YOU CANNOT INTERRUPT MADAM CHAIR.
SO THAT'S ALL THAT THE INTERRUPT MEANS, EVEN THOUGH WE'RE CURRENTLY DISCUSSING.
SO WE HAVE TO GO STRAIGHT TO THE VOTE.
AND SO THE MOTION ON THE FLOOR THEN, SO RESTATE THE MOTION MS. HEN.
SO I AM MOVING THE PREVIOUS QUESTION AND THAT MOTION WAS TO POSTPONE THE QUESTION.
SO MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? NO.
MS. BOOKER DWYER NO FAVOR IS FOUR.
SO WE CAN GO SO IT DOESN'T MOVE.
SO WE WILL GO BACK TO THE ORIGINAL MOTION TO DISSOLVE THE BUDGET COMMITTEE THAT HAS BEEN SECONDED, AND NOW WE ARE OPENING IT UP FOR A DISCUSSION.
SO I WILL GO TO OUR STUDENT BOARD MEMBER.
SO I WANTED TO JUST GIVE MY INPUT OBJECTIVELY, SO PLEASE CORRECT ME IF I MISSPEAK IN ANY WAY DURING THIS.
BUT AFTER CAREFULLY REVIEWING MEETINGS AND PROCEEDINGS OF THE BUDGET COMMITTEE, NOT ONLY FROM THIS PAST YEAR, BUT ALSO FROM PREVIOUS YEAR, I HAVE DEFINITELY OBSERVED CERTAIN INEFFICIENCIES IN HOW THESE MEETINGS ARE CONDUCTED.
AND SO WHILE THE COMMITTEES ARE UNDOUBTEDLY POSITIVE, THE OUTCOMES HAVE NOT MET THE LEVEL OF EFFICIENCY THAT WE REQUIRE AS A BOARD.
[03:50:01]
AND I DO THINK, ESPECIALLY IN THE FISCAL PERIOD WHEN DR. ROGERS PROPOSES HER BUDGET, THAT THERE'S A STRONG LACK OF TRANSPARENCY WITHIN THE BOARD OF EDUCATION AND WITH THE PROCEEDINGS THAT HAPPEN WITHIN THE BUDGET COMMITTEE.AND SO IT IS IMPORTANT TO ACKNOWLEDGE THAT THE BUDGET'S ROLE IS TO ONLY MAKE RECOMMENDATIONS.
AND SO THE OPTION OF DECISION MAKING DOESN'T FALL UNDER THE PEER REVIEW OF THE BUDGET COMMITTEE'S RESPONSIBILITIES.
AND SO IN DOING SO, I DO AGREE WITH THE FACT OF THE SOLVING THE BUDGET COMMITTEE BECAUSE AS MS. HARVEY STATED, I THINK IT'S BETTER FOR US TO TRANSPARENTLY ADDRESS EVERYTHING WITHIN THE BOARD.
I THINK THE BUDGET OF ALL THINGS CURRICULUM WITH THE CURRICULUM COMMITTEE COMMITTEE, THERE ARE MULTIPLE REPORTS THAT COME TO THE BOARD OF EDUCATION, BUT WITHOUT, LIKE, IMPERATIVE, THE BUDGET IS FOR THE SUCCESS OF BCPS STUDENTS.
I THINK THE BEST COURSE OF ACTION WOULD BE TO DISSOLVE THE BUDGET COMMITTEE AND PROVIDE THE OPPORTUNITY TO, FOR BOARD MEMBERS TO SEE EVERYTHING NOT SIMPLY AT PHASE VALUE AND WITH CERTAIN DETAILS, NOT NECESSARILY STRIPPED AWAY BECAUSE I DO RESPECT THE DEDICATION THAT BUDGET COMMITTEE MEMBERS AS WELL AS THE BUDGET COMMITTEE CHAIR HAS MADE.
BUT SO THAT WAY EVERY BOARD MEMBER RECEIVES EVERY, EVERY SINGLE DETAIL AND THINGS AREN'T SIMPLY STREAMLINED BECAUSE I THINK STREAMLINING THE BUDGET IS THE RESPONSIBILITIES OF EVERY BOARD MEMBER AND WITH THE ROLE OF THE SUPERINTENDENT, NOT SPECIFIC TO CERTAIN BUDGET MEMBERS.
THANK YOU FOR THAT, MR. MCMILLIAN.
UH, I, I TALK FAST WHEN I GET EXCITED AND I'M EXCITED.
UH, SLIDE FOUR OF THE CHAIR REPORT SAID AT TIMES IT IS NECESSARY TO ESTABLISH STANDING OR SPECIAL COMMITTEES OF THE BOARD TO REVIEW A SPECIFIC TOPIC AND TO REPORT AND TO MAKE RECOMMENDATIONS BACK TO THE BOARD.
UH, THE BUDGET COMMITTEE HAS EXPANDED MY KNOWLEDGE BASE TREMENDOUSLY.
WE DON'T HAVE, THERE'S, THERE'S A HOLE IN THE STRATEGY THAT TO BRING IT BACK TO THE BOARD.
AND THAT IS, UH, THE COMMITTEE GIVES A, THE OPPORTUNITY FOR A DEEPER DIVE INTO DIFFERENT TOPICS THAT WE CAN BRING BACK.
WE CAN STILL TALK ABOUT IT AS A GROUP, BUT IT GIVES THE PARENTS TO THE COMMUNITY.
NOW, I FEEL A REAL CONNECTION TO THE 19,000 PEOPLE THAT VOTED FOR ME AND EVERYBODY ELSE IN BALTIMORE COUNTY.
AND PEOPLE TALK ABOUT IT LIKE IT'S MONOPOLY MONEY AT TIMES.
THE MORE I KNOW, THE MORE THE PEOPLE IN MY COMMUNITIES IT'S GONNA KNOW.
SO I WANT THE DEEPER DIVE INTO THE TOPICS.
AND, AND I, AND THAT JUST PROVES MY POINT.
I THINK THAT EVERY BOARD MEMBER, UM, SHOULD HAVE THAT DEEPER DIVE INTO THE TOPICS FOR THE, FOR THE PEOPLE THAT ELECTED THEM.
FOR THOSE OF US WHO WERE APPOINTED, WE ALL SHOULD HAVE THAT SAME DEEP KNOWLEDGE BANK TO PULL FROM AND TO COMMUNICATE WITH OUR CONSTITUENTS WITH WHEN IT COMES TO THE BUDGET.
AND WHAT I'M GONNA DO IS IT'S, IT'S A TRA IT'S A PARENTS OF, OF, IF YOU DISSOLVE THIS, THEN IT GIVES THE PARENTS TO THE COMMUNITIES THAT WE DON'T VALUE THE TRANSPARENCY WHEN IT COMES TO THE MONETARY ISSUES.
WE CAN KEEP THE COMMITTEE, WE CAN DIVE DEEP INTO THESE TOPICS.
WE CAN COME BACK AND WE CAN TALK ABOUT IT AS A GROUP.
THE COMMUNITY THAT WATCHES THESE MEETINGS GET THEIR INFORMATION.
THE PEOPLE THAT FOCUS ON THE, ON THE BUDGET COMMITTEE GETS THEIR INFORMATION.
THERE DOESN'T NEED TO BE A DISSOLVE.
IT, IT NEEDS TO WORK TOGETHER TO SHARE INFORMATION, THE MAXIMUM INFORMATION WE CAN TO EVERYBODY AROUND.
UH, MS. RE, YOU'VE BEEN A PART OF THE BUDGET COMMITTEE SINCE YOU'VE BEEN A MEMBER OF THIS BOARD, AND YOU TASKED US WITH PUTTING TOGETHER THE MEASURES OF EFFECTIVENESS AND THE PURPOSE.
YOU DID NOT SUPPLY ANY FEEDBACK INTO THAT.
UH, YOU DID NOT, YOU VOTED AGAINST IT, BUT YOU DID NOT GIVE US ANY FEEDBACK.
THERE WAS NOTHING THAT YOU GAVE US AS FAR AS HOW WE COULD MAKE THIS, THIS COMMITTEE BETTER.
THE, THE POINT OF THE BUDGET COMMITTEE IS, AS YOU SAID, TO ADVISE TO TELL THE COMMUNITY ABOUT WHAT'S GOING ON.
IT IS THE MOST IMPORTANT PART OF THIS BUDGET COMMITTEE.
THE EQUITY COMMITTEE DOES NOT, IS NOT TASKED WITH, YOU KNOW, VOTING ON DOING ANYTHING, BRINGING FORTH ANY, YOU KNOW, POLICY CHANGES OR CONTRACTS.
THE BUDGET COMMITTEE IS GOING OVER A, THE, PROBABLY THE MOST MONEY GIVEN TO THE COUNTY AND THE COUNTY BUDGET IS GONE TO THE BUDGET COMMITTEE, IS IT GOES TO THE EDUCATION COMMITTEE.
AND THEREFORE, THE BUDGET COMMITTEE IS THE MOST IMPORTANT COMMITTEE OF THE BALTIMORE, BALTIMORE COUNTY BOARD OF
[03:55:01]
EDUCATION.I, UM, I, I AM FRANKLY, UM, VERY UPSET THAT IT HAS COME TO THIS POINT THAT YOU COULDN'T HAVE COME FORWARD IN A REGULAR SCHEDULED VEG COMMITTEE AND, AND BROUGHT TOGETHER.
SO, MS. DOKI, I'M, I'M JUST, JUST IN STAYING WITH PARLIAMENTARY P PROCEDURES TO, UM, YOU, I FEEL LIKE YOU'RE GETTING PERSONAL AND WE'RE MAKING A BUSINESS CASE HERE.
SO WHAT IS YOUR BUSINESS CASE? MY BUSINESS CASE IS THAT YOU'RE DISSOLVING THIS COMMITTEE ON YOUR PERSONAL MS. DOKI.
IT'S NOT, IT'S A MOTION YOU PART OF YOU, MS. MS. DOKI, WHAT IS THE BUSINESS CASE? THE BUSINESS CASE IS MS. BOOGER DRYER, IS THAT YOU HAVE BEEN A PART OF THE BUDGET COMMITTEE SINCE IT'S MS. DOM, YOU TAKE ME OUT OF IT.
AND WHAT IS THE BUSINESS CASE FOR THE, FOR WHAT? FOR YOUR ARGUMENT.
I GUESS I'VE MADE MY CASE AND YOU'RE MAKING IT FOR ME.
UM, THIS ISN'T A BUSINESS CASE.
THE EDUCATION ARTICLE OF THE ANNOTATED CODE OF MARYLAND EMPOWERS THE BOARD TO PREPARE THE BUDGET.
IT'S REFERENCED IN THE BOARD HANDBOOK ON PAGE 13.
NUMBER 20, THE BOARD IS EMPOWERED TO LE LEGALLY TO PREPARE THE BUDGET.
AND BEFORE THE CREATION OF THE BUDGET COMMITTEE, UM, I MADE THE MOTION TO CREATE IT.
IT TOOK THREE TIMES TO GET IT PASSED, BUT WE PERSEVERED AND GOT IT PASSED BECAUSE WE BELIEVED IN THE IMPORTANCE OF IT BEFORE THAT HAPPENED.
THERE WAS NO INSIGHT, NO VISIBILITY, NO TRANSPARENCY TO THE BOARD OR THE PUBLIC IN THE PREPARATION OF THE ANNUAL BUDGET EACH YEAR BEFORE THE BOARD WAS PRESENTED WITH THE SUPERINTENDENT'S BUDGET.
AND THAT IS NOT HOW OUR LAWS ARE DESIGNED TO WORK.
IT SHOULD BE PREPARED ACCORDING TO THE BOARD'S VISION AND GOALS FOR THE SCHOOL SYSTEM, NOT THE OTHER WAY AROUND.
NOT IN THE NINTH HOUR WHEN IT'S TOO LATE TO MAKE CHANGES TO THE BUDGET WHEN IT MAY NOT NECESSARILY REFLECT THE BOARD'S VISION AND PRIORITIES FOR THE SCHOOL SYSTEM.
NOW, SEVERAL BOARD MEMBERS HAVE ATTENDED MA'S BUDGET TRAINING ON HOW THIS SHOULD HAPPEN.
UM, THE CHAIR BEING ONE, SEVERAL OTHER BOARD MEMBERS BEING OTHERS WHO HAVE GONE THROUGH MA'S BUDGET TRAINING ON HOW THIS PROCESS SHOULD WORK.
AND ONE OF THE RECOMMENDATIONS FROM THAT TRAINING IS THAT BOARDS ESTABLISH A BUDGET COMMITTEE.
NOW, SEVERAL HAVE, HAVE DONE, SO, SEVERAL OTHERS HAVE NOT.
UM, BALTIMORE COUNTY BEING THE EXCEPTION, AND WE ARE LEADING THE WAY IN ESTABLISHING THIS.
I'M NOT TALKING ABOUT STATUS QUO.
AND THAT WAS THE COMMENT FROM THE CHAIR'S REPORT THIS EVENING.
THIS IS AS FAR FROM STATUS QUO AS IT GETS.
THIS IS BEST PRACTICE AND WHAT WE SHOULD BE DOING.
IT ESTABLISHES A GREATER LEVEL OF TRANSPARENCY FOR THE PUBLIC, A GREATER LEVEL OF TRANSPARENCY AND INSIGHT FOR THE BOARD.
AS MR. MCMILLIAN SAID, IT'S BEEN AN INVALUABLE RESOURCE FOR TRAINING, UM, TO BOARD MEMBERS AND THE PUBLIC ON THE BUDGET PROCESS AND COMMITTEE.
ME COMMITTEE MEETINGS ARE OPEN TO EVERYONE, PUBLIC AND BOARD MEMBERS INCLUDED.
THERE IS NO EXCLUSION OF ANYONE FROM PARTICIPATING IN COMMITTEE MEETINGS.
WE WELCOME ALL, WE WELCOME DISCUSSIONS ON TOPICS THAT ARE PRESENTED IN THE MEETINGS.
WE HAVE ENCOURAGED IT, UM, ESPECIALLY AROUND, UM, BUDGET SEASON AND WITHIN OUR RIGHT BEFORE OUR WORK SESSIONS.
UM, WE WELCOME THE PARTICIPATION.
SO IF ANYTHING, WE SHOULD BE ENCOURAGING BOARD MEMBERS TO ENGAGE IN COMMITTEE MEETINGS.
IT SOUNDS LIKE OUR NEW STUDENT MEMBER HAS WATCHED THE COMMITTEE MEETINGS, WHICH IS MORE THAN I CAN SAY FOR THE REST OF THE BOARD MEMBERS.
HOW MANY HAVE WATCHED A COMMITTEE MEETING? I MEAN, WE SHOULD BE ENCOURAGING THIS NOT DISBANDING THE, THE VERY COMMITTEE THAT WAS FORMED TO DO, TO FULFILL OUR STATUTORY OBLIGATION TO PREPARE THE BUDGET, WHICH IS WHAT WE SHOULD BE DOING IN OUR ROLE OF BOARD GOVERNANCE.
IT'S EXACTLY WHAT WE SHOULD BE DOING.
AND I'M SICKENED THAT WE ARE EVEN CONSIDERING THIS MOTION THIS EVENING.
SO I DID, UM, ATTEND THE, UH, A MAY BUDGET, UM, IN MY FIRST YEAR.
AND I'M ACTUALLY PULLING UP SOME OF THE, THE DATA FROM IT, UM, IN THE SLIDES.
AND SO IT DOES TALK ABOUT WHAT IS THE DEVELOPMENT PROCESS AND THAT THE SCHOOL SYSTEM HAS ITS OWN TIMELINE FOR BUDGET DEVELOPMENT AND APPROVAL.
THE SUPERINTENDENT DEVELOPS AND PRESENTS THE BUDGET TO THE BOE.
SO THAT IS ONE OF THE, UM, BULLET POINTS THAT IS THERE.
BUT I GUESS JUST PULLING BACK EVEN FROM THAT, AS I LISTEN TO THE DIFFERENT ARGUMENTS FOR AND AGAINST, WHEN WE TALK ABOUT THIS BUDGET COMMITTEE AND WHAT ITS ROLES AND RESPONSIBILITIES ARE, IT REALLY IS THE RESPONSIBILITY OF EACH OF US AS A BOARD MEMBER.
IT'S NOT SPECIFIC TO A BOARD MEMBER JUST BECAUSE THEY'RE ON A COMMITTEE.
[04:00:01]
THE, IF THE THOUGHT IS THAT, WELL, IN ORDER FOR US TO BE ABLE TO VOTE AND HAVE INFORMATION ABOUT THE BUDGET, WE HAVE TO WATCH THE COMMITTEE MEETINGS OR BE A PART OF THE COMMITTEES.THAT'S TAKING AWAY FROM OUR ROLE AS, AS BOARD MEMBERS.
THAT'S AN ELEMENTARY PART OF, OF, OF WHAT OUR RESPONSIBILITIES ARE.
AND SO I DO THINK THE INFORMATION NEEDS TO BE, UM, SPREAD SO THAT ALL OF US HAVE THE INFORMATION, INSIGHT, AND THE DETAILS SO THAT WE, WE ARE ABLE TO VOTE INTELLIGENTLY ON THE BUDGET.
WE CAN ASK THE QUESTIONS THAT NEED TO BE ASKED AND NOT LIMIT IT TO JUST, UM, AGAIN, SPECIFIC MEMBERS OF A COMMITTEE.
BECAUSE ALL OF US CANNOT PARTICIPATE IN THE COMMITTEE.
BECAUSE IF WE DO, WE HAVE AN ISSUE WITH QUORUM.
SO AGAIN, IF WE WANT THAT INFORMATION, WE WANT ALL OF US TO BE INFORMED AND BE ABLE TO MAKE INFORMED DECISIONS.
WE ALL NEED TO HAVE ACCESS, UM, AND GET, AND GET ACCESS TO THAT INFORMATION.
THE REASON THAT I'M VOTING FOR YOUR MOTION IS WHY EVERYBODY IS TALKING ABOUT AGAINST IT.
THE PASSION THAT I'M HEARING, THE IMPORTANCE I'M HEARING ABOUT THE WORK THAT COMMITTEE DOES, MAKES ME FEEL LIKE, WHAT HAVE I MISSED? HOW HAVE I VOTED? HOW HAVE I PROVIDED INPUT IF I HAVE NOT GOTTEN THAT SAME INFORMATION? SO ALL OF THIS INFORMATION THAT YOU'RE SAYING IS BEING GIVEN AT THIS MEETING FOR ONE OF OUR MOST IMPORTANT, UM, RESPONSIBILITIES, THEN WE ALL MUST HEAR IT.
IF THE MOTION WAS TO DISSOLVE THE COMMITTEE PERIOD, THEN I WOULD HAVE A PROBLEM WITH THAT.
BUT IT WASN'T, IT WAS TO DISSOLVE THE COMMITTEE AND TO BRING THOSE TYPES OF REPORTS AND THAT INFORMATION TO THE FULL BOARD.
I KEEP HEARING THE BOARD, THE BOARD, THE BOARD.
I'M NOT HEARING PEOPLE SAY THE COMMITTEE HAS THAT RESPONSIBILITY.
IT'S NOT THE COMMITTEE'S RESPONSIBILITY TO MAKE THE DECISIONS ABOUT THE BUDGET.
THEREFORE, THE FULL BOARD SHOULD HEAR THE DEPTH OF INFORMATION THAT YOU ARE SAYING IS TAKING PLACE.
AND YES, I'VE LISTENED TO THE MEETINGS ALSO, SO I'VE GOTTEN IT, BUT NOT EVERYONE.
AND THE POINT ABOUT HAVING QUORUM, WE CANNOT ALL PARTICIPATE IN THOSE MEETINGS.
BUT IF THE BOARD, THE BOARD, THE BOARD NEEDS TO DO THIS, THEN THE FULL BOARD NEEDS TO BE PRIVY TO ALL THAT INFORMATION.
SO THAT IS WHY I AM SUPPORTING THE MOTION.
SO MAY I HAVE A ROLL CALL? VOTE.
OH, MS. DO NO, YOU MAY NOT WANNA LAWYER IF THERE'S MORE PEOPLE WITH VERY HANDS RAISED WAIT, CAN CALL FOR THE MOTION.
SO I WANTED, UM, I'M CHECKING WITH OUR PARLIAMENTARIAN BECAUSE SHE IS KEEPING TIME ON THAT TWO MINUTE, UH, CLAP FOR EVERYONE, RIGHT? AND, AND I, I DON'T KNOW, I DON'T KNOW WHOSE HANDS ARE RAISED, BUT YES, YOU CAN STILL TAKE COMMENTS FROM, FROM THE DIFFERENT INDIVIDUALS.
SO, UH, MS. MS, WELL DO MS. LESKI, UH, MS. YOUNG.
UM, AND I AGREE WITH ALL OF THOSE THAT HAVE SPOKEN ABOUT THE BOARD BEING FULLY INFORMED ABOUT THE BUDGET.
I THINK THAT'S REALLY IMPORTANT.
MY ONLY CONCERN IS IF THIS WERE AN AGENDA ITEM FOR THIS EVENING, I WOULD'VE DONE MY PERSONAL DUE DILIGENCE ABOUT OTHER ASPECTS OF THE BUDGET COMMITTEE, THE, THE OVERALL, UM, ENTIRETY OF WHAT THE BUDGET COMMITTEE DOES, WHICH I DON'T FEEL THAT I'M INFORMED ABOUT THAT.
SO I JUST AM NOT FEELING PREPARED TO VOTE TO DISSOLVE IT.
WHILE I DO FEEL THAT IT'S ABSOLUTELY ESSENTIAL THAT EVERY BOARD MEMBER IS UPDATED REGULARLY DURING THE BUDGET PROCESS, I JUST FEEL THAT I AM NOT IN A POSITION TO, TO VOTE TO DISSOLVE IT.
I AM CERTAINLY WILLING TO DO MY DUE DILIGENCE AND POSSIBLY POSTPONE THE VOTE, UM, SO THAT, UM, WE CAN PROPERLY, PROPERLY DECIDE IF THE COMMITTEE SHOULD CONTINUE.
BUT I JUST DON'T FEEL EDUCATED ENOUGH TO DO THAT AT THIS POINT.
FIRST, I WANNA SAY THAT I UNDERSTAND THAT PEOPLE FEEL STRONGLY ABOUT THIS ONE WAY OR ANOTHER, BUT WE HAVE A RESPONSIBILITY TO MAINTAIN DECORUM AND CIVILITY IN THIS SETTING.
UH, THAT IS THE EXPECTATION WE SET FOR OURSELVES.
THAT IS THE EXAMPLE WE SHOULD BE GIVING TO THE COMMUNITY.
I THINK THERE'S ONE POINT, UH, THAT SHOULD BE EMPHASIZED.
MS. FONG MADE IT, MS. LICHTER UNDERSCORED IT.
AND IT IS THAT EVEN WHEN WE LISTEN TO THE BUDGET COMMITTEE, WE CANNOT PARTICIPATE.
WE CANNOT ASK CLARIFYING QUESTIONS.
WE CANNOT ASK FOLLOW UP QUESTIONS.
WE CANNOT PARTICIPATE IN THE CONVERSATION.
BECAUSE IF WE ALL LISTEN TO THE BUDGET COMMITTEE AND PARTICIPATE, THEN WE ARE CONDUCTING A MEETING AND IN VIOLATION OF THE OPEN MEETINGS ACT THAT IS, UH, VERY SUBSTANTIVE TO THIS DISCUSSION.
IN ORDER FOR THE FULL BOARD TO PARTICIPATE, WE HAVE TO DO IT IN A SETTING THAT DOES NOT VIOLATE THE OPEN MEETINGS ACT.
THAT GIVES US ALL THE OPPORTUNITY TO
[04:05:01]
DO JUST WHAT'S BEING DONE ON THE COMMITTEE, ASK QUESTIONS, HAVE CONVERSATIONS, AND REQUEST FOLLOW UP.SO, UH, THOSE ARE MY COMMENTS.
I JUST WANNA MOVE THE QUESTION.
SO IF WE MOVE THE QUESTION, THEN IT, IT, LET'S VOTE.
MAY I HAVE A ROLL CALL VOTE ON THE, UM, THERE'S STILL PEOPLE WITH HANDS RAISED POINT OF ORDER.
THERE'S STILL PEOPLE WITH HANDS RAISED.
AND SO, UH, AND SO MR. YOUNG HAS MOVED THE QUESTION.
SO THAT IMMEDIATELY STOPS CONVERSATION AND, UM, STARTS A VOTE.
SO, MAY I HAVE A ROLL CALL VOTE TO DISSOLVE THE POINT? YES.
AND SO WE, I WILL GO TO THE PARLIAMENTARY, I WILL GO TO THE PARLIAMENTARIAN, MS. DOKI, UM, AND SO, OH, I'M SORRY.
I'M JUST TRYING TO MAKE SURE WE'RE ON THE RIGHT MOTION.
AND SO DO WE HAVE A SECOND ON, UM, MR. YOUNG'S MOVEMENT OF THE QUESTION? I NEVER HEARD HIS QUESTION.
AND SO IS THERE A SECOND TO MOVE THE PREVIOUS QUESTION? SECOND LTER, MAY I HAVE A ROLL CALL? VOTE MS. HARVEY? YES.
MOTION PASSES OR MOTION CARRIES? POINT OF ORDER.
DO WE HAVE TWO THIRDS OF A VOTE? I DON'T BELIEVE WE DO.
NO, NO, WE DO NOT FAVOR SEVEN.
DID THEY CONTINUE? SO THE DEBATE CONTINUES.
OKAY, I'M GONNA STAY HERE ALL NIGHT FOR THIS
AND SO WE I'LL POINT OF ORDER.
SO LET'S, LET'S GO BACK TO, UM, CATCH ME AN UBER.
THAT WASN'T THE MOTION OF THAT FAILED.
THAT IT WASN'T, WASN'T THAT WASN'T EVEN, THAT WASN'T EVEN VOTED ON THAT.
BECAUSE THESE QUESTION TO TELL THAT I'M LEAVING TO DO THE POSTPONEMENT, THEN VOTE ON THAT FIRST BEFORE WE GO BACK TO THE MEETING.
OKAY? SO WE ARE GOING TO, TO VOTE.
WHAT IS THE MOTION ON THE FLOOR? BECAUSE I, IT WAS MY UNDERSTANDING THAT IT WAS THE ORIGINAL MOTION THAT WAS ON THE FLOOR.
THAT MOTION ON THE FLOOR IS MOTION POSTPONE POSTPONE OF THE MOTION INDEFINITELY, WHICH WAS MADE AFTER YOUR MAIN MOTION.
SO WAS, AND THERE WAS A SECOND ON THAT.
NOT THE POST, NOT THE POSTPONE, JUST THE CALL.
JUST THE CALL TO QUESTION TWICE.
MS. DOKI SAYS SHE DID NOT SECOND, SHE SECOND THE POSTPONEMENT.
I'M JUST SAYING SHE, SHE JUST SAID SHE DID NOT SECOND A THING.
MR. YOUNG PUT A MOTION TO MOVE THE QUESTION INDEFINITELY.
NOW WE GO BACK TO THE ORIGINAL MOTION, WHICH YOU PUT ON TO DISSOLVE THESE COMMITTEE MS. DO THAT IS NOT THE, SO NO, THE, THE MOTION NOW.
SO WE HAVE BEEN CORRECTED BY OUR PARLIAMENTARIAN.
THE MOTION ON THE FLOOR THAT YOU SECONDED WA IS TO POSTPONE THE MOTION INDEFINITELY.
SO MAY I HAVE A ROLL CALL VOTE ON THAT? SO, UM, IT VOTING YES.
SAYING THAT, THAT THIS MOTION WILL BE POSTPONED INDEFINITELY.
UM, MEANS THAT IT WILL NOT MOTION BE POSTPONED INDEFINITELY.
WHICH MOTION? SO THAT IS, SO IT IS NO RE GO BACK.
RIGHT? SO THE MOTION IS TO POSTPONE, UM, INDEFINITELY THE, THE MOTION TO DISSOLVE THE NO.
SO THAT IS THE MOTION ON THE FLOOR THAT HAS BEEN SECONDED.
MAY I HAVE A ROLL CALL VOTE MS. HARVEY.
[04:10:01]
YES.MS. ONG WHAT? I FORGOT WHAT I WAS WAITING FOR.
SO THAT, SO IF YOU VOTE YES, THEN YOU ARE POSTPONING IT INDEFINITELY.
IF YOU VOTE NO, THEN YOU ARE POSTPONING IT INDEFINITELY.
AND SO, MS. UH, MS. ONG, DOES YOUR VOTE STAY? WHAT DID IT DOESN'T FAILED.
ALL RIGHT, SO THAT IS NOT, SO WE ARE NOW BACK TO THE ORIGINAL MOTION TO, UM, TO DISSOLVE THE BUDGET COMMITTEE EFFECTIVE IMMEDIATELY TO REPLACE THAT WITH HAVING SESSION, TO HAVING ITEMS DURING THE OPEN MEETING SESSION ABOUT THE BUDGET.
SO THAT IS THE MOTION ON THE FLOOR.
AND SO NOW WE ARE ON AND WE HAD DISCUSSION.
SO NOW WE ARE ON A ROLL CALL VOTE.
NO MORE POINT OF OR MORE DISCUSSION? YES, WE CAN YOU RESTATE POINT OF ORDER.
WE'RE NOT OUT TIME DISCUSSION.
SO WE ARE VOTING TO DISSOLVE THE BUDGET COMMITTEE.
SO WE'RE NOT OUT TIME DISCUSSION.
AND MS. DOKI, I'M, I'M GONNA HAVE TO ASK YOU TO PLEASE FOLLOW PARLIAMENT TERRY PROCEDURES AND WAIT TO BE RECOGNIZED.
I'M ASKING AND I'M GONNA ASK, UM, MS. UH, MS. GOVER, COULD YOU PLEASE MEET, UM, MS. DOKI SO THAT, UM, SO THAT WE ARE ADHERING TO, TO, UM, DISCUSS.
SO WE ARE ADHERING TO THE PARLIAMENTARY DISCUSS PARLIAMENTARY PROCEDURES.
WE WERE IN THE MIDDLE OF A ROLL CALL VOTE.
BUT, BUT POINT OF ORDER ON DISCUSSION.
AND SO WE WILL ALLOW OUR PARLIAMENTARIAN TO BE THE PARLIAMENTARIAN.
SO WE APPRECIATE, UM, THE COMMENTS.
THE PARLIAMENTARIAN WILL, WILL BE RESPONSIBLE FOR CORRECTING ANYTHING THAT NEEDS TO BE CORRECTED.
WHEN WILL THAT BE? MS. DOKI, YOU HAVE NOT BEEN RECOGNIZED.
SO WE HAVE A MOTION ON THE FLOOR SO WE HAVE A MOTION ON THE FLOOR.
WE WERE IN THE MIDDLE OF A ROLL CALL VOTE.
WE HAVE DISCUSSED THAT MOTION.
I WISH TO AMEND THE MOTION FOR, OKAY, SO WE ARE, UM, SO WE ARE STILL DISCUSSING THEN.
SO WHERE IS EVERYONE WITH THEIR TIME LIMIT FOR, FOR TWO MINUTES?
I, YOU KNOW, EVERY TIME IT STARTS NEW, I START NEW.
SO I HONESTLY WHEN IT COMES, SHE KNOW.
OKAY, SO WE'RE OKAY MR. MCMILLIAN.
THE COMMITTEE ALLOWS AN HOUR AND A HALF A MONTH TO JUMP IN THESE TOPICS.
WE ARE VERY SELECTIVE IN THESE MEETINGS ON HOW MUCH IN DEPTH MATERIAL WE GET INTO.
SO IF YOU, IF YOU DISSOLVE THE COMMITTEE AND YOU SAY THAT WE'RE GONNA TALK ABOUT IT, WE'RE NOT GONNA TALK ABOUT IT, IT'S NOT GONNA BE THE DEPTH THAT IT'S GONNA TAKE PLACE IN THAT COMMITTEE.
YOU HAVE THE COMMITTEE AND YOU BRING THE INFORMATION BACK AND PEOPLE THAT ARE INTERESTED CAN WATCH.
THEY BRING THE INFORMATION BACK TO THE FULL BOARD AND THEN WE DISCUSS IT AS A GROUP ON THAT LEVEL.
YOU DON'T HAVE TO GET RID OF ONE FOR THE OTHER.
YOU CAN HAVE BOTH AND THEY CAN BOTH SERVE THEIR PURPOSE.
MS. LICHTER, IS YOUR HAND UP? NO.
MS. LESKI, IS YOUR HAND STILL UP? IS YOUR HAND GO AHEAD MS. LESKI.
UM, I THINK MR. MCMILLIAN MAKES A GREAT POINT.
UM, AND I, MY HAND WAS ONLY UP JUST TO MAKE SURE THAT THE DISCUSSION CONTINUED.
'CAUSE THAT SEEMED LIKE THE PROPER PROTOCOL.
SO THAT WAS JUST TO DEFEND THAT.
I MOVE TO AMEND THE MOTION ON THE FLOOR TO INSERT AND ADD ONE HOUR TO ONE MEETING MONTHLY FOR BUDGET TOPICS.
IS THERE A SECOND? I'LL SECOND.
[04:15:04]
MAY I HAVE A ROLL CALL? VOTE NO.SO, SO ON THE FLOOR, JUST SO EVERYONE IS CLEAR, EVERYONE IS MS. DOKI, YOU HAVE NOT BEEN RECOGNIZED.
SO THE, I UNDERSTAND THAT YOU WON'T CALL ON ME.
THERE'S A NEW MOTION ON THE FLOOR.
SO THE MOTION ON THE FLOOR IS TO, UM, TO AMEND THE MOTION TO EXTENT, TO ADD AN HOUR TO EVERY BOARD MEETING TO DISCUSS THE BUDGET.
MAY I HAVE A ROLL CALL? VOTE ORDER.
MY HAND IS STILL RAISED RIGHT? I JUST, I GO AHEAD MS. DOKI.
I'M, SO YOU'RE, YOU'RE, THIS WHOLE DISCUSSION IS DEFENDING OUR MOTION TO HAVE THE BUDGET COMMITTEE.
WE CANNOT HAVE THIS DURING A FULL BOARD BOARD MEETING.
THERE'S A LOT OF DISCUSSION THAT HAPPENS.
ANYBODY CAN GO BACK AND LOOK AT IT.
JUST LIKE THE CONTRACT COMMITTEE, JUST LIKE THE EDU THE CURRICULUM COMMITTEE.
JUST LIKE THE LEGISLATIVE COMMITTEE.
JUST LIKE THE EQUITY COMMITTEE.
SO MS. DOKI, ARE YOU SPEAKING TO THE MOTION? ARE ARE YOU SPEAKING TO THE MOTION? I'M STILL TALKING TO THE I YOU'RE NOT LETTING ME TALK.
MAY I HAVE A ROLL CALL VOTE YOU CAN'T, MS. HARVEY CAN UNMUTE ME.
NO, WAIT, CAN WE CLARIFY? YOU CAN'T MUTE ME.
CAN WE CLARIFY THE MOTION? YEAH.
TO ADD ONE HOUR, THE MOTION ON THE FLOOR IS A MOTION ON THE FLOOR IS TO ADD AN HOUR AND THE, I'M STILL TALKING.
AND YOU KEEP MUTING TO THE, TO THE, TO A BOARD MEETING TO DISCUSS THE TOPIC.
TO DISCUSS THE BUDGET WITH THE DISSOLVING OF THE COMMITTEE OR SEPARATE? YES.
WITH DISSOLVING THE COMMITTEE.
SO IN THE, YOU KEEP MUTING ME, YOU WON'T AN HOUR TO THE, TO THE BOARD MEETING.
SO IT'S AMENDMENT TO THE MOTION.
SO WE ARE VOTING HARVEY ON THE AMENDED MOTION.
MS. HEN? YES, MS. FONG, SHE'S IN, SHE WANTS THE RESTROOM.
MS. BOER DWYER? NO, THE MOTION DOES NOT CARRY.
SO WE ARE BACK TO THE ORIGINAL MOTION THAT WE ORIGINALLY STARTED WITH THAT HAS BEEN SECONDED.
I COMMENT ON THE ORIGINAL MOTION.
THIS IS, THIS IS, WE WE'RE BACK ON THE ORIGINAL MOTION.
MAY I COMMENT TO DISS THE BUDGET COMMITTEE COMMITTEE AND TO, AND IN PLA IN PLACE OF THAT TO, UM, ADD TIME TO THE, TO INCLUDE BUDGET DISCUSSIONS AS PART OF THE OPEN SESSION BOARD AGENDA.
MADAM CHAIR, MAY I MOTION THE MOTION HAS BEEN MADE.
WE'VE HAD PLENTY OF DISCUSSION ON IT.
I WOULD LIKE TO COMMENT ON THE MOTION THAT JUST FAILED.
PLEASE POINT OF PERSONAL PRIVILEGE.
AND SO I, I SEE THAT THERE ARE HANDS RAISED, SO YES, MS. HIN.
UM, THE MOTION THAT I JUST MADE TRIED TO ADDRESS THE DESIRES OF THE SEEMINGLY THE MAJORITY OF THE BOARD THAT WANT TO DISCUSS, UM, OR SEEMINGLY WANT TO DISCUSS BUDGET TOPICS AS A FULL BOARD.
HOWEVER, THAT DOESN'T SEEM TO BE THE CASE.
UM, THE MOTION FAILED IF WE DON'T WANNA BUDGET COMMITTEE AND WE DON'T WANNA DISCUSS BUDGET TOPICS AS A FULL BOARD.
WHEN DO WE PROPOSE DISCUSSING THE BUDGET? UM, WE WANNA DISBAND THE BUDGET COMMITTEE ALTOGETHER AND WE DON'T WANNA DISCUSS IT AS A FULL BOARD IN A FULL BOARD MEETING.
SO WHERE DOES THAT LEAVE US? I AM AGAINST DISBANDING THE BUDGET COMMITTEE AND THE BOARD DOES NOT SEEM TO WANT TO SUPPORT DISCUSSING IT AS A BOARD.
SO IT'S, YOU'VE ALL PROVEN MY POINT OF NOT WANTING TO BE ENGAGED IN THE PROCESS, NOT WANTING TO FULFILL OUR STATUTORY OBLIGATION AND DO OUR DUE DILIGENCE AND ROLE OF GOVERNANCE IN BEING INVOLVED IN THE BUDGET PROCESS AT ALL.
SO I DON'T REALLY KNOW WHERE THAT LEAVES US OTHER THAN FAILING TO DO OUR JOBS, WHICH IS WHAT WE WILL DO IF WE DISBAND THIS BUDGET COMMITTEE.
SO I REALLY HOPE THE MAJORITY OF YOU RECONSIDER YOUR VOTE ON THIS MAIN MOTION AND MAINTAIN THE BUDGET COMMITTEE, WHICH IS DOING OUTSTANDING WORK AND ENGAGE WITH
[04:20:01]
THE COMMITTEE.WE WILL SHARE INFORMATION WITH YOU IF I AM REAPPOINTED TO THE COMMITTEE, ALONG WITH MY FELLOW COMMITTEE MEMBERS WHO ARE DOING OUTSTANDING WORK.
AND WE WILL SHARE THAT INFORMATION WITH THE FULL BOARD BECAUSE IT DOES NOT SEEM TO BE THE WILL OF THE BOARD TO DISCUSS THIS AS A FULL BOARD IN COMMITTEE.
AND IT REQUIRES AT LEAST AN HOUR, AS MR. MCMILLIAN SAID, A MONTH TO DO SO.
SO WE'RE WILLING TO DO THE HEAVY LIFTING AND THE WORK WHICH OTHER COMMITTEES DO ON THIS BOARD.
MOST OF THE WORK THAT THE BOARD DOES IS DONE IN COMMITTEE.
WE'RE WILLING TO DO THAT AND ASSIST THE BOARD WITH THAT AND SHARE THE INFORMATION WITH THE BOARD.
YOU HAD THANK YOU MADAM CHAIR.
IN MANY WAYS, THE TONE AND TENOR OF THIS DISCUSSION IS A SADDENING TO ME.
PUTTING THAT ASIDE, I WOULD SAY THAT THE MEMBERS OF THIS BOARD ARE INTELLIGENT ENOUGH.
THE SUPERINTENDENT IS COMPETENT ENOUGH TO DETERMINE WITH THE CHAIR AS MEETINGS ARE, UH, BY POLICY, UH, PLANNED TO DETERMINE HOW MUCH TIME, WHETHER IT BE ONE MEETING OR BOTH MEETINGS, WHETHER IT BE THE ENTIRETY OF THE MEETING OR AN HOUR OR 15 MINUTES BASED ON THE INPUT AND THE QUESTIONS AND THE REQUESTS FROM THE BOARD, HOW BUDGET CONTENT IS PRESENTED IN THIS SETTING.
UH, IT IS A MISCHARACTERIZATION OF THE WILL OF MY, I WILL SPEAK FOR MYSELF OF MY WILL THAT I HAVE NO INTEREST IN THIS.
WHAT I DON'T HAVE INTEREST IN IS IT PROCEEDING THE WAY IT IS CURRENTLY FORMULATED BECAUSE I CANNOT PARTICIPATE IN THE DISCUSSION IN THE WAY IT IS CURRENTLY FORMULATED.
UH, I TAKE EXCEPTION TO THE ASSERTION THAT I AM NOT, UH, DOING MY DUE DILIGENCE IN PERFORMING MY ELECTED AND SWORN DUTY AS A MEMBER OF THIS BOARD.
AND I WOULD ASK THAT WE MOVE TO QUESTION ON THE MOTION TO DISSOLVE THE COMMITTEE AND PRESENT THE INFORMATION DURING OUR STANDARD OPEN SESSIONS.
IS THERE A SECOND? SECOND LTER, MAY I HAVE A ROLL CALL? VOTE.
I'M NOT UNDERSTANDING THE, THE QUESTION, I'M NOT UNDERSTANDING THE MOTION.
IS IT DIFFERENT THAN THE MOTION THAT WE'RE ALREADY VOTING ON? THE MOTION IS TO DISSOLVE THE BUDGET COMMITTEE.
THE MOTION IS TO MOVE THE QUESTION POINT OF ORDER.
HAVEN'T WE HAD A DUPLICATE MOTION TO CALL THE QUESTION BY MR. YOUNG? NOT FOR THIS MOTION.
CAN YOU EXPLAIN EXACTLY WHAT WE'RE VOTING ON? YOU'RE VOTING TO MOVE THE QUESTION, MS. DOKI, TO MOVE THE QUESTION TO WHAT? MOVE WHAT QUESTION? WE'VE HAD A LOT OF MOTIONS SINCE ON THIS.
I WOULD LIKE TO KNOW EXACTLY WHAT I'M VOTING ON BEFORE I VOTE ON IT.
UM, WHAT QUESTION? THE, ON THE ORIGINAL MOTION.
CAN YOU REPEAT THAT PLEASE? THE, IT IS TO THE WHOLE QUESTION.
THE WHOLE MOTION, RIGHT? IT IS TO MOVE THE, IT IS TO THE, THE ORIGINAL MOTION IS TO DISSOLVE THE BUDGET COMMITTEE AND TO HAVE BUDGET DISCUSSIONS DURING OPEN SESSION.
MS. HARVEY MOVED THE QUESTION.
SO THIS IS THE SAME PROCEDURE AND THE SAME THING THAT HAS BEEN GOING ON.
UM, SO I'M, I'M NOT CLEAR WHY IT'S UNCLEAR FOR YOU NOW.
SO, UM, SO WE'RE, WE'RE WITH THE ROLL CALL VOTE.
SO GO AHEAD MS. YOU DIDN'T KNOW WHAT WE WERE GOING ON BEFORE, SO I, I THINK I'M ASKING A VERY PERTINENT QUESTION.
WE'RE MOVING WHAT QUESTION? THE QUESTION HAS BEEN, HAS BEEN ANSWERED.
IS EVERYBODY, MS. UM, MS. YOU OKAY? I'VE BEEN MUTED AGAIN, BY THE WAY.
MS. DOKI, YOUR VOTE? I DON'T KNOW WHAT I'M VOTING ON.
CAN THE PARLIAMENTARIAN PLEASE EXPLAIN WHAT
[04:25:01]
MOVE TO QUESTION MEANS FOR MS. DOKI SO THAT SHE CAN BE CLEAR ON WHAT SHE IS VOTING FOR? THANK YOU, MS. HARVEY.MS. MS. HARVEY HAS MOVED THE QUESTION ON THE VOTE, WHICH IS CURRENT.
THE, ON THE MOTION THAT WAS CURRENTLY ON THE FLOOR, WHICH WAS THE MOTION THAT WAS ORIGINALLY MADE BY CHAIR BOOKER DWYER TO DISSOLVE THE BUDGET COMMITTEE AND TO HAVE THE BOARD, UM, UM, LISTEN TO AND, UM, DO ALL THE BUDGET, UM, MEETINGS DURING THE OPEN SESSION.
SO THERE, THE, WHAT IS YOU'RE VOTING ON RIGHT NOW IS, UM, CALL BASICALLY MOVING THE QUESTION WHETHER OR NOT THE BOARD WANTS TO CONTINUE WITH THIS DISCUSSION ON THIS MOTION OR TO VOTE IMMEDIATELY IF THIS MO MO MOTION TO MOVE THE QUESTION PASSES.
SO YOU ARE UP ON THE ROLL CALL VOTE CAN POINT OF CLARITY.
SO IF I VOTE YES, I'M MOVING TO DIS TO CONTINUE THE DISCUSSION TO A LATER DATE.
I'M NOT VOTING TO DIS THE COMMITTEE.
IF YOU, IF YOU VOTE YES TO MOVE THE QUESTION, YOU WILL BE MOVING FOR THE BOARD TO MAKE THE VOTE IMMEDIATELY.
THIS IS JUST MOVING IT TO A VOTE.
SO NOW WE ARE VOTING TO DISSOLVE THE BUDGET COMMITTEE AND, AND TO REPLACE IT WITH HAVING BUDGET DISCUSSIONS DURING OPEN SESSION.
MAY I HAVE A ROLL CALL VOTE MS. HARVEY? YES.
SO THE NEXT ITEM IS THE UPDATE FROM BUILDINGS AND CONTRACTS.
MR. YOUNG MADAM CHAIR, THE BUILDINGS AND CONTRACT MET YESTERDAY.
OUR NEXT MEETING IS SCHEDULED FOR AUGUST 12TH.
UM, THE EQUITY COMMITTEE, UH, WE HAVE DR.
SAVOY, UM, WHO IS THE OUTGOING CHAIR.
AND, UH, MS. FRUMP, WHO'S THE INCOMING CHAIR.
SAVOY, ANY UPDATES FROM THE LAST EQUITY COMMITTEE? NO.
UM, FIRST OF ALL, LET'S, LET ME SAY THIS.
'CAUSE I, I DON'T THINK EVERYBODY ON THE BOARD UNDERSTANDS WHAT THE EQUITY COMMITTEE DOES.
WE'RE JUST THERE TO MAKE SURE THAT EVERYTHING IS FAIR AND IMPARTIAL.
AND IT SHOULD BE A PART OF EVERY COMMITTEE EQUITY.
I RESIGNED, UM, MY POSITION AS CHAIR TO GIVE SOMEONE ELSE A CHANCE BECAUSE WE DON'T OWN THESE POSITIONS.
WE ARE JUST THERE FOR A CERTAIN TIME.
AND I THINK MS. FONG WILL BE AN EXCELLENT PERSON TO REPLACE ME, EVEN THOUGH SHE'S ASKED ME TO STAY ON AS HER ASSISTANT CHAIR.
BUT SHE'S WORKED WITH THE EQUITY ADVISORY COMMITTEE AND SHE'S DONE MANY THINGS IN THE COMMUNITY.
SHE'S WELL SPOKEN AND I THINK WE'LL ACHIEVE A LOT WITH HER UNDER HER GUIDANCE.
SO I THANK YOU ALL FOR SUPPORTING ME FOR THE LAST TWO YEARS IN THIS POSITION.
WE, UM, WE DON'T HAVE A MEETING SCHEDULED UNTIL NOVEMBER.
HOWEVER, IN THE AGENDA, UM, THERE IS A LINK TO A, UH, POLICY COMING FORTH BY THE MARYLAND STATE DEPARTMENT OF EDUCATION.
UM, AND IT'S AROUND LITERACY AND IN, AND SOME PROVIDING, HOLDING SOME STUDENTS BACK, UM, IN THIRD GRADE.
UM, IF THEY DON'T SCORE AT A CERTAIN LEVEL, IF THEY DON'T DEMONSTRATE PROFICIENCY IN, IN READING, WE ARE WATCHING THIS.
UM, AND WE MAY CONVENE A LEGISLATIVE COMMITTEE, BUT PRIOR TO THAT NOVEMBER MEETING, DEPENDING ON, UM, HOW THIS POLICY GOES.
SO WE JUST WANTED TO MAKE EVERYONE AWARE OF THAT.
AND THEN POLICY REVIEW COMMITTEE, MS. HARVEY, I DO NOT HAVE ANY UPDATES AT THIS TIME.
SO THE NEXT, SO NEXT IS BOARD MEMBER COMMENTS AND AGENDA ITEMS. BOARD MEMBERS, PLEASE RAISE YOUR HAND TO INDICATE IF YOU HAVE ANY COMMENTS OR ITEMS FOR CONSIDERATION.
MS. LUTER, JUST TO COMMENT, UM, I JUST WANNA THANK THE STAFF THAT'S
[04:30:01]
INVOLVED IN ALL THE PROFESSIONAL DEVELOPMENT THAT'S HAPPENING THIS SUMMER.I WAS ABLE TO GO TO THE NEW ADMINISTRATOR ACADEMY THIS PAST WEEK, UM, AND IT WAS WONDERFUL TO SEE OUR NEW ADMINISTRATORS SO EXCITED AND EAGER.
AND THEN, UM, SO INTERESTED IN THE TOPICS.
THEY WERE VERY MUCH SUPPORTED BY, UM, DR.
JONES'S OFFICE AND LOOKING FORWARD TO SEEING MORE.
I KNOW THERE'S A TREMENDOUS EFFORTS.
OUR CALENDARS HAVE IT ALL ON THERE, SO I FEEL LIKE I'M TOO BUSY, BUT IT'S ALL THE PD.
SO THANK YOU TO YOUR STAFF, MS. DOKI.
WHILE I APPRECIATE THE SUPERINTENDENT'S HARD WORK AND THE CHAIR'S HARD WORK IN PUTTING TOGETHER A PRESENTATION FOR ALL OF OUR BOARD MEETINGS, I WOULD LIKE TO ASK THAT WE ADD A DISCUSSION SESSION AFTER EACH OF THOSE PRESENTATIONS.
THE SUPERINTENDENT AND THE CHAIR REPRESENT THE BOARD OF EDUCATION IN A SINGLE VOICE, AND WE SHOULD BE ABLE TO RESPOND TO THESE PRESENTATIONS.
UM, AND THIS WAS ACTUALLY EVEN BEFORE EVERYTHING HAD HAD HAPPENED WITH OUR, UM, BUDGET DISCUSSION.
SO, UM, I THINK, YOU KNOW, I, WE'VE HEARD VARYING, LIKE JUST SWINGING FROM ONE END OF THE SPECTRUM TO THE OTHER.
SO IN TONIGHT'S MEETING, WE'VE HEARD ABOUT, WELL, DO WE CONSIDER CERTAIN PEOPLE'S INPUT BEFORE WE MOVE TO SOFTWARE? UM, BEFORE THERE'S EVEN BEEN AN APPROVAL FOR THE SOFTWARE.
UM, AND THEN WE'VE HEARD ON THE OTHER END, WELL, BALTIMORE COUNTY'S BEEN GOING DOWN ALL THESE YEARS.
WHY ARE WE JUST IMPLEMENTING SOMETHING? SO I THINK WE HAVE TO KEEP IN MIND THAT, UM, AS A BOARD, WE ARE PROVIDING OVERSIGHT BUT NOT MICROMANAGEMENT.
SO THERE IS A PERSON THAT THE BOARD HAS HIRED TO RUN THE SYSTEM, AND THAT IS OUR SUPERINTENDENT.
SO WE HAVE TO START WORKING IF WE'RE GONNA ACTUALLY START MAKING PROGRESS AND MOVE FORWARD, UM, WHICH IS WHAT I THINK EVERYONE WANTS, ALTHOUGH THERE MAY BE DIFFERENT APPROACHES, BUT THE IDEA SHOULD BE THAT WE'RE WORKING COLLABORATIVELY.
UM, IT'S NOT RUBBER STAMPING EVERYTHING THAT THE, THE, THE SUPERINTENDENT SAYS, BUT IT'S A, IT'S A VOTE OF CONFIDENCE FOR OUR SUPERINTENDENT, FOR OUR CABINET, FOR OUR EXECUTIVE DIRECTORS, OUR TEACHERS, JUST THE IDEA THAT WE'RE LOOKING TO MOVE FORWARD AND ALL THAT.
THE PEOPLE WHO SUPPORT OUR STUDENT SUCCESS IN BCPS.
AND SO HOPEFULLY, I GUESS AS WE GO TO OUR, UM, SUMMER RETREAT, UM, WE'LL START TALKING MORE ABOUT THESE BOARD GOALS AND THINGS SO THAT WE CAN REALLY LOOK AT HOW DO WE WORK TOGETHER AND COLLABORATE COLLABORATIVELY TO GET TO THE DESIRED END GOAL.
UM, AND NOT DEVOLVING AS, UM, THINGS STARTED HAPPENING THIS EVENING WHERE THERE WERE PERSONAL ATTACKS AND JUST REALLY A LACK OF DECORUM.
SO, UM, THAT'S MY COMMENT FOR TONIGHT.
UM, IN ADDITION TO MS. DOMINO'S REQUEST TO HAVE THE OPPORTUNITY TO ASK QUESTIONS, UM, FOLLOWING CHAIR'S REPORT AND SUPERINTENDENT'S REPORTS, BECAUSE THOSE PRESENTATIONS ARE ALWAYS, UM, QUITE EXCEPTIONAL AND FULL OF INFORMATION, I WOULD ASK THAT WE RECEIVE THE PRESENTATIONS IN ADVANCE.
UM, ONE, SO THERE ARE NO SURPRISES, BUT MOSTLY SO THAT BOARD MEMBERS CAN PREPARE QUESTIONS IN ADVANCE, UM, ESPECIALLY WITH THE DATA RICH PRESENTATIONS WE RECEIVE, UM, AS IT TAKES SOME TIME TO DIGEST THAT AND TO FORMULATE OUR QUESTIONS.
UM, SECONDLY, I WOULD ASK THAT WE RECEIVE THE COMPLETE BUDGET BOOK, INCLUDING DEPARTMENT LEVEL BUDGET INFORMATION THAT THE FULL BOARD RECEIVE THAT AS HAS BEEN REQUESTED MULTIPLE TIMES.
UM, THAT REQUEST ALSO CAME THROUGH THE NOW DEFUNCT BUDGET COMMITTEE.
SO I WOULD ASK THAT THAT BE, UM, ONE OF THE FIRST TOPICS THAT THE FULL BOARD CONSIDER AS WE DISCUSS THE BUDGET MOVING FORWARD.
UH, THAT INFORMATION IS POSTED.
[S. ANNOUNCEMENTS (9:20 p.m.)]
LAST ITEM ON THE AGENDA IS ANNOUNCEMENTS.THE NEXT BOARD MEETING WILL BE HELD VIRTUALLY ON TUESDAY, JULY 23RD, 2024 AT 6:30 PM TO DISCUSS PERSONNEL MATTERS.
THE FIRST AUGUST MEETING OF THE BOARD WILL BE HELD ON TUESDAY, AUGUST 13TH, 2024 AT 6:30 PM THANK YOU FOR JOINING US TONIGHT, AND HAVE A GREAT EVENING.