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[A. CLOSED SESSION]
I CALL TO ORDER THE MEETING OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY FOR TUESDAY, NOVEMBER 19TH, 2024.THIS EVENING'S BOARD OF EDUCATION MEETING IS BEING BROADCAST THROUGH THE BCPS ONLINE LIVE MEETING BROADCAST, AND ON BCPS TV, COMCAST, XFINITY, CHANNEL 73, VERIZON FILES CHANNEL 34.
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 TO DISCUSS APPOINTMENT 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.
SAVOY, MAY I HAVE A ROLL CALL? VOTE MS. LESKI? YES.
THIS IS CHAIRWOMAN TIARA BOOKER DWYER.
I NOW CALL TO ORDER THE MEETING OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY FOR TUESDAY, NOVEMBER 19TH, 2024.
[B. PLEDGE OF ALLEGIANCE/SILENT MEDITATION (6:30 p.m.)]
THE PLEDGE OF ALLEGIANCE TO THE FLAG TO BE LED BY MS. CHICA KALU.WE WILL THEN HAVE A MOMENT OF SILENCE AND RECOGNITION OF THOSE WHO HAVE SERVED EDUCATION IN BALTIMORE COUNTY.
I PLEDGE TO THE FLAG OF THE UNITED STATES OF AMERICA AND INTERIOR PUBLIC, WHICH EXPANDS ONE NATION UNDER GOD, INDIVISIBLE, WITH THE LIBERTY AND JUSTICE FOR ALL.
IN ORDER TO EFFICIENTLY CONDUCT THIS MEETING, ALL VOTING ITEMS WILL BE DONE BY ROLL CALL VOTE.
I WANNA START OFF BY THANKING THE WONDERFUL, WONDERFUL STUDENTS AND, UM, CHEF LISA EK AT WESTERN SCHOOL OF TECHNOLOGY.
THE SOPHOMORE AND JUNIOR CULINARY CLASS MADE US A WONDERFUL, WONDERFUL THANKSGIVING MEAL TONIGHT.
I MEAN, WE HAD TURKEY, WE HAD GREENS, WE HAD SWEET POTATOES, WE HAD APPLE CUPS AND PUMPKIN CUP.
UM, WE DEFINITELY HAVE SOME FUTURE MICHELIN STAR CHEFS COMING FROM BALTIMORE COUNTY PUBLIC SCHOOLS, AND SO THANK YOU SO MUCH.
LET'S HAVE A ROUND OF APPLAUSE FOR THE WONDERFUL STUDENTS AT WESTERN SCHOOL OF TECHNOLOGY.
[C. AGENDA (6:35 p.m.)]
ON THE AGENDA IS THE CONSIDERATION OF THE NOVEMBER 19TH AGENDA.DR. ROGERS, ARE THERE ANY ADDITIONS OR CHANGES TO TONIGHT'S AGENDA? I AM 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 MATTER THAT AFFECTS ONE OR MORE SPECIFIC INDIVIDUALS.
THE CLOSED SESSION SUMMARY AND THE OPEN SESSION INFORMATION SUMMARY CAN BE FOUND ON BOARD DOCS UNDER THIS BOARD MEETING AGENDA DATE.
[D. SPECIAL ORDER OF BUSINESS - RECOGNITION OF STUDENT ARTWORK (Mr. Hartlove) (6:45 - 6:50 p.m.)]
IS A SPECIAL ORDER OF BUSINESS ON THE RECOGNITION OF STUDENT ARTWORK.EVERY YEAR, THE BOARD OF EDUCATION PUBLISHES THE ANNUAL COMPREHENSIVE FINANCIAL REPORT, AND EACH YEAR, STUDENT ARTWORK IS INCLUDED IN THE PUBLICATION.
LATER THIS EVENING AFTER THE A CFR, WE WILL, AFTER THE A-C-F-F-R WILL BE PRESENTED TO THE BOARD, AND WE WOULD LIKE TO RECOGNIZE THOSE STUDENTS WHOSE ARTWORK IS INCLUDED.
EACH SELECTED STUDENT RECEIVES A GIFT CARD FOR THE PRESENTATION OF THE NAMES OF THOSE STUDENTS.
UM, AND, UH, IT'S VERY, YOU KNOW, EXCITING FOR US.
UM, OUR, WE HAVE A PAPER COPY OF OUR, UH, ANNUAL FINANCIAL, UH,
[00:05:01]
ANNUAL COMPREHENSIVE COMPREHENSIVE FINANCIAL REPORT, AS WELL AS IT'S ONLINE.AND THE ARTWORK IN HERE, UM, THE NUMBERS ARE BORING, BUT THE ARTWORK IS, IS BEAUTIFUL.
AND SO I'LL READ OFF THEIR, THE, THE NAMES OF THE, OF THE ARTISTS, UM, THAT ARE, ARE IN THE, IN THE BOOK.
AND I ENCOURAGE EVERYONE TO LOOK AT THE BOOK, BUT ALSO TO LOOK AT THE ART 'CAUSE IT IS VERY NICE.
UH, PAISLEY MULLIGAN IS A FIFTH GRADER AT CHASE ELEMENTARY SCHOOL.
UM, IMA COUP IS A FOURTH GRADER AT HONEYCOMB ELEMENTARY SCHOOL.
MEGAN KOWSKI IS A FOURTH GRADER AT SEVEN OAKS ELEMENTARY SCHOOL.
MORGAN WEST WESTON IS A THIRD GRADER AT SEVEN OAKS ELEMENTARY SCHOOL AND NOAH WARNER, UH, IS IN GRADE TWO AT HILLCREST ELEMENTARY SCHOOL.
SO I'D LIKE TO CONGRATULATE THEM ALL AND THEY ALL GET A, UH, GIFT CERTIFICATE, A GIFT CARD FROM, UH, FROM US.
WE HAVE TALENTED STUDENTS HERE IN BALTIMORE COUNTY PUBLIC SCHOOLS.
[E. SPECIAL ORDER OF BUSINESS - AMERICAN HEART ASSOCIATION (Dr. Rogers) (6:50 - 7:00 p.m.)]
A SPECIAL ORDER OF BUSINESS ON THE RECOGNITION OF BCPS BY THE AMERICAN HEART ASSOCIATION.JOINING US FOR THIS PRESENTATION FROM THE AMERICAN HEART ASSOCIATION IS KATE POOLE, TRACY BRAZELTON, AND JENNIFER TAR.
AND IF I MISPRONOUNCED ANY OF YOUR NAME, PLEASE CORRECT ME.
YOU GET AN A FOR PRONUNCIATION,
GOOD EVENING, MADAM CHAIRWOMAN BOOKER DWYER, SUPERINTENDENT DR. ROGERS AND MEMBERS OF THE BOARD, THANK YOU FOR THE OPPORTUNITY TO CELEBRATE THE REMARKABLE COMMITMENT AND ACHIEVEMENT ABOUT BALTIMORE COUNTY PUBLIC SCHOOLS IN ADVANCING HEALTH AND HOPE FOR EVERYONE EVERYWHERE.
THROUGH YOUR PARTICIPATION IN KIDS' HEART CHALLENGE, BALTIMORE COUNTY PUBLIC SCHOOLS WAS RANKED NUMBER 10 IN THE NATION AND NUMBER ONE IN OUR EASTERN STATES REGION.
UH, WITH YOUR PARTICIPATION AGAIN IN KIDS HEART CHALLENGE AMONG YOUR ACHIEVEMENTS, YOU RAISED A REMARKABLE $319,062 TO HELP KIDS, FAMILIES, AND OUR COMMUNITY LIVE LONGER, HEALTHIER LIVES.
IT IS MY PLEASURE TO HONOR AND RECOGNIZE YOUR ACHIEVEMENT, UM, AND PRESENT YOU WITH THIS AWARD.
SO WE INVITE ALL WHO PARTICIPATED.
UH, IF YOU'D LIKE TO COME FORWARD FOR A PHOTOGRAPH THAT WE'LL BE HAPPY TO PUBLISH ON OUR SOCIAL MEDIA, YES, DR. ROGERS WILL ACCEPT THE AWARD.
THANK YOU FOR THIS OPPORTUNITY.
[F. NEW BUSINESS - PERSONNEL MATTERS (Mr. McCall) (7:00 - 7:05 p.m.)]
ITEM 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 AND MEMBERS OF THE BOARD.
I'D LIKE THE BOARD'S CONSENT FOR THE FOLLOWING, PERSONNEL MATTERS, TERMINATIONS, RETIREMENTS, RESIGNATIONS, LEAVES, DECEASED RECOGNITION OF SERVICE AND CERTIFICATED APPOINTMENTS.
DO I HAVE A MOTION TO APPROVE THE PERSONNEL MATTERS AS PRESENTED IN EXHIBITS F1 THROUGH F SIX? SO MOVED FROM PONG.
DO I HAVE A SECOND? SECOND, LECTER.
ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. STALOWSKI? YES.
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THANK YOU.THE NEXT ITEM ON THE AGENDA IS ADMINISTRATIVE
[G. NEW BUSINESS - ADMINISTRATIVE APPOINTMENTS (Dr. Rogers) (7:05 - 7:15 p.m.)]
APPOINTMENTS.AND FOR THE ROGERS, THANK YOU MADAM CHAIR, BOOKER DWYER, VICE CHAIR HUMPHREY, AND MEMBERS OF THE BOARD.
I'M BRINGING FORWARD THE FOLLOWING ADMINISTRATIVE APPOINTMENT FOR YOUR APPROVAL MANAGER, INFORMATION SECURITY, DEPARTMENT OF APPLICATIONS AND NETWORK SECURITY SUPPORT SERVICES.
DO I HAVE A MOTION TO APPROVE THE PERSONNEL MATTERS AS PRESENTED IN EXHIBIT G ONE? SO MOVED.
HARVEY, DO I HAVE A SECOND? SECOND STALOWSKI.
ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. STALOWSKI? YES.
NOW TURN IT OVER TO DR. ROGERS.
OUR APPOINTMENT THIS EVENING AS I CALL YOUR NAME, PLEASE STAND, IS OLA DEPOT.
OLA DAPO DEPOT IS ATTENDING THIS EVENING WITH HIS WIFE, AJ, PLEASE STAND AND THEIR TWO CHILDREN.
HE IS BEING APPOINTED AS THE MANAGER, INFORMATION SECURITY IN THE DEPARTMENT OF APPLICATIONS AND, AND NETWORK SECURITY SUPPORT SERVICES WITH EIGHT YEARS OF EXPERIENCE WITH BALTIMORE COUNTY PUBLIC SCHOOLS.
HIS PRIOR EXPERIENCES INCLUDE INFORMATION SECURITY ENGINEER IN THE DEPARTMENT OF APPLICATIONS AND NETWORK SECURITY SUPPORT SERVICES.
PRIOR TO THAT, HE SERVED AS TECHNICAL SUPPORT AT US DEPARTMENT OF COMMERCE SYSTEMS ANALYST AT RITZ CAMERA, BOATERS, WORLD HEADQUARTERS TECHNOLOGY AND PRODUCTION MANAGER AT SONYA PUBLICATIONS AND IT SPECIALIST AND NETWORK SECURITY TECHNICAL AND ENGINEER AT VARIOUS COMPANIES.
[H. PUBLIC COMMENT (7:15 - 7:45 p.m.)]
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 BOARD ROOM AND AVAILABLE IN BOARD DOCS AND ON THE BOARD'S PARTICIPATION BY THE PUBLIC WEBSITE.
WHILE WE ENCOURAGE PUBLIC INPUT ON POLICY PROGRAMS AND PRACTICES WITHIN THE PURVIEW OF THIS BOARD AND THE SCHOOL SYSTEM, THIS IS NOT THE PROPER FORM TO ADDRESS SPECIFIC STUDENT OR EMPLOYEE MATTERS OR TO COMMENT ON MATTERS THAT DO NOT RELATE TO PUBLIC EDUCATION IN BALTIMORE COUNTY.
INAPPROPRIATE PERSONAL REMARKS OR OTHER BEHAVIOR SUCH AS LANGUAGE THAT PROMOTES VIOLENCE AGAINST A-B-C-P-S EMPLOYEE OR THAT DISRUPTS OR INTERFERES WITH THE CONDUCT OF THE 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 YOUR TIME OR PRIOR TO THAT AT THE DISCRETION OF THE BOARD CHAIR.
WE WILL NOW CALL ON OUR UNIONS AND OUR FIRST SPEAKER IS MS. CINDY SEXTON WITH TABCO.
GOOD EVENING CHAIRMAN, MS. BOOKER DWYER, VICE CHAIRMAN, MS. PUMPHREY, DR. ROGERS AND MEMBERS OF THE BOARD.
THANK YOU FOR THE OPPORTUNITY TO SPEAK TONIGHT AS WE CONTINUE THROUGH THIS SCHOOL YEAR.
I NEED TO GO BACK TO MY ORIGINAL MESSAGE FROM WAY BACK IN 2019 WHEN I STARTED MY ROLE AS PRESIDENT.
AT THAT TIME, I SPOKE REPEATEDLY ABOUT WORKLOAD AND THE NEED FOR THE RETENTION OF OUR EDUCATORS.
THESE ARE TOPICS THAT CONTINUE TO CONCERN ME STILL FIVE YEARS LATER WITH THE NEEDS OF OUR STUDENTS, ACADEMICS, SOCIAL, EMOTIONAL, MENTAL HEALTH, AND MORE.
WE NEED TO BE SURE AS ALWAYS THAT EVERY TASK WE ARE ASKING OF OUR EDUCATORS IS A TASK THAT WILL BENEFIT OUR STUDENTS.
AS FOR RETENTION, WE APPRECIATE AND VALUE THE THREE YEAR CONTRACT THAT WE ALL WORK SO HARD TOGETHER TO ATTAIN.
DR. ROGERS HAS SHARED AT HER BUDGET MEETINGS, AND IT IS IMPORTANT THAT OUR EDUCATORS KNOW WHAT TO EXPECT OVER THE NEXT FEW YEARS WITH REGARD TO THEIR COMPENSATION.
AND SPEAKING OF THE BUDGET, WE KNOW THAT THE MESSAGE FROM GOVERNOR MOORE IS THAT OUR FIVE YEAR STATE BUDGET PROTECTION IS NOT A GOOD ONE.
[00:15:01]
LEADERS CONTINUE TO SAY THINGS SUCH AS EVERYTHING IS ON THE TABLE TO ADDRESS THE CONCERNS, WE KNOW THAT MEANS EDUCATION TOO.BUT IT IS CERTAINLY NOT THE ONLY THING THAT COSTS OUR GOVERNMENT MONEY.
SO WE NEED TO ALL KEEP THAT IN MIND AS WELL.
AND WE KNOW HOW IMPORTANT A WORLD CLASS EDUCATION IS AND HOW WE MUST, AS I SAID BEFORE, KEEP THE FOCUS ON THE NEEDS IN THE CLASSROOM.
THE HUMAN RESOURCES MUST BE IN PLACE TO DEVELOP THE RELATIONSHIPS THAT ARE THE FOUNDATION OF STUDENT SUCCESS.
WE'VE HEARD THAT THE, THE NUMBERS THAT THE MAJORITY OF THE BCPS BUDGET GOES TO SALARY AND COMPENSATION PACKAGES FOR.
ITS SOME 20,000 EMPLOYEES, APPROXIMATELY 9,000 OF WHICH ARE THE EDUCATORS I REPRESENT.
AND WHILE THERE STILL IS AN EDUCATOR SHORTAGE, WE MUST DO ALL WE CAN TO RECRUIT AND RETAIN THOSE EDUCATORS.
COMPENSATION IS CERTAINLY PART OF THAT, BUT SO ARE WORKING CONDITIONS.
AS BUDGETS ARE BEING DEVELOPED, LET'S BE SURE WE ARE LOOKING AT THE NEEDS OF OUR STUDENTS AND HOW WE MUST DO ALL WE CAN TO BE SURE THAT THEY HAVE THE EDUCATORS AND THE EDUCATION THEY NEED TO BE SUCCESSFUL.
AS ALWAYS, TABCO STANDS AT THE READY TO SUPPORT AND ASSIST THIS WORK AND IN THE DISCUSSIONS.
OUR NEXT SPEAKERS FROM NONPROFIT COMMUNITY GROUPS, WE HAVE CIO MAGLES FROM THE MARYLAND LEAGUE OF CONSERV OF CONSERVATION VOTERS.
AND PLEASE CORRECT ME IF I MISPRONOUNCE YOUR NAME.
GOOD AFTERNOON, MEMBERS OF THE BOARD.
MY NAME IS A ALICIA MILES GONZALEZ.
I'M A COMMUNITY ORGANIZER, WHICH IS PALM MARYLAND, A PROGRAM OF THE MARYLAND LEAF CONSERVATION VOTERS.
WE WORK WITH FAMILIES OF COLOR TO ENSURE THEY HAVE, THEY ARE A POWERFUL VOICE IN PROTECTING OUR AIR, LAND, WATER, PUBLIC HEALTH, AND COMMUNITIES.
WE ARE CURRENTLY WORKING ON A CAMPAIGN CALLED CLEAN BUSES HEALTHY KIDS.
I HOPE MANY OF YOU HAVE HEARD ABOUT OR EVEN SUPPORT THIS CAMPAIGN.
TODAY I'M JOINED BY MOTHERS OF STUDENTS FROM BALTIMORE COUNTY WHO ARE CONCERNED ABOUT THE AIR THEIR CHILDREN BREATHE.
WE KNOW THAT THIS WAS CO BUSES, A DANGEROUS POLLUTANT THAT KIDS BREATHE INTO THE DEVELOPING LUNGS.
THESE POLLUTES ARE CAUSED RESPIRATORY ILLNESS AND AGGRAVATE ASTHMA.
THESE MOTHERS ALSO KNOW, UH, THAT AIR THAT THEIR CHILDREN ARE, UH, PROPORTIONALLY TREATED BY VA THAT POLLUTE AFTER, OH, MARYLAND SCHOOL DISTRICT SERVE MORE THAN 88,000 CHILDREN AND 62% OF THEM ARE NON-WHITE STUDENTS.
AND NEARLY ONE INTENSE SUFFER FROM ASTHMA.
CLEAN ELECTRIC SCHOOL BUSES WILL MEAN LESS POLLUTION AND LESS SCHOOL ABSENCES FROM CHILDREN.
SO THAT'S WHY I'M HERE TODAY TO ENCOURAGE YOU TO TAKE ADVANTAGE OF ALL FUNDING OPPORTUNITIES AVAILABLE TO TRANSITION POLLUTION DIESEL SCHOOL BUSES TO ZERO EMISSION ELECTRIC SCHOOL BUSES.
THE MARYLAND DEPARTMENT OF ENVIRONMENT AND THE MARYLAND ENERGY ENERGY ADMINISTRATION RECENTLY OPENED THEIR ELECTRIC SCHOOL BUSES PROGRAM.
AND THE EPA HAS JUST ANNOUNCED ANOTHER ROUND OF FUNDING FOR ELECTRIC SCHOOL BUSES.
THIS FUNDED OPPORTUNITIES WILL PROVIDE THE SCHOOL DISTRICT WITH ADDITIONAL RESOURCES SPECIFICALLY FOR CLEANER AND HEALTHIER TRANSPORTATION FOR OUR CHILDREN.
OUR KIDS DESERVE A HEALTHY ENVIRONMENT WHERE THEY CAN BREATHE CLEAN AIR.
TRANSMI, UH, TRANSITIONING DIESEL SCHOOL BUSES TO ELECTRIC ONCE WILL BE A HUGE STEP TOWARD PROTECTING THE HEALTH OF A STUDENTS IN OUR COMMUNITIES AND MORE SUSTAINABLE BALTIMORE COUNTY AND MARYLAND.
NEXT WE HAVE OUR INDIVIDUAL CITIZENS OR STUDENTS.
AND OUR FIRST INDIVIDUAL CITIZEN OR STUDENT IS MR. RODNEY HOUSTON.
WE'LL COME BACK TO MR. HOUSTON.
UM, OUR NEXT INDIVIDUAL IS MS. SHARON SOFF.
AND WE'LL COME BACK TO MS. SARAH.
OUR NEXT, UH, INDIVIDUAL IS DR.
I REALLY APOLOGIZE FOR MY ATTIRE.
UM, I CAN'T TELL YOU HOW MANY TIMES I'M REALLY MESMERIZED, INSPIRED BY JENSEN HUANG, THE CEO OF NVIDIA, AND I REALLY CAN'T HELP IT.
HOPEFULLY AGREE WITH ME WHEN I LISTEN TO THAT MAN, THAT PROFESSIONAL.
OF COURSE, I HAVE BEEN HERE FOR MORE
[00:20:01]
THAN 25 YEARS AND I APPRECIATE YOUR WORK, EVERY BOARD OF EDUCATION, BUT I DON'T SEE REALLY A SERIOUS, SERIOUS PROGRESS.I SEE MAINTENANCE OF EFFORT, CONTRACTS, POLICIES, COMPARE THAT WITH PRIVATE COMPANIES LIKE NVIDIA.
NVIDIA STARTED SOME 20 YEARS AGO OR SOMETHING LIKE THAT, UNKNOWN FOR 15 YEARS.
AND HE RELIED ON TEAMWORK, COMMUNICATION, COMMUNICATION, UM, TAKING CARE OF HIS PEOPLE, COLLABORATION TOGETHER, AND ACCOUNTABILITY.
ALRIGHT, SO 15 YEARS OF NON-PRODUCTIVE WORK.
AND THEN ALL OF A SUDDEN THEY DISCOVERED THAT FAMOUS, UH, GPU, UH, CHIP, UM, THAT MADE THE COMPANY WHAT IT IS.
SO WHAT I'M TRYING TO HINT TO IS, AND MAYBE THE ROCKET GOING UP IN SPACE TODAY IS ALSO INSPIRATION AND REALLY REMINDED ME WITH YOU.
PUBLIC SCHOOLS ARE LIKE ARMY AND NAVY AND POLICE.
ALL RIGHT? YOU KNOW, HAS A MANDATE.
BUT I THINK IT IS IMPORTANT FOR YOU AS A BOARD TO CONSIDER TEAMING UP WITH PRIVATE COMPANIES, CONSIDER LEARNING FROM COMPANIES LIKE NVIDIA AND WHY THEY BECAME SO SUCCESSFUL.
BECAUSE AT THE END OF THE DAY, I PERSONALLY THINK THAT THE SCHOOL SYSTEM GETS ITSELF INVOLVED A LOT WITH POLITICS AND RELIGION BEHIND THE SCENE.
AND THAT HAS NO BUSINESS REALLY IN THE SUCCESS OF THE SCHOOL SYSTEM.
YOUR PRODUCT IS ONLY STUDENT EDUCATION.
UM, NVIDIA BASICALLY SUCCEEDED BECAUSE THEY CARE NOTHING ABOUT POLITICS, RELIGION, IT DOESN'T MATTER WHO IS HIRED REGARDLESS OF THEIR FAITH, COLOR, RELIGION, NATIONAL ORIGIN.
YOUR PRODUCT IS THE TEACH, THE THE STUDENTS, NOT EVERYBODY ELSE.
OUR NEXT SPEAKER IS LUCIA ISLES.
AND PLEASE CORRECT ME IF I DID NOT PRONOUNCE YOUR NAME RIGHT.
MY NAME IS JULIANA, AND THIS TESTAMENT IS INSPIRED BY LUCIA
I AM A VOLUNTEER WITH CHISPA MARYLAND, AND MOST IMPORTANTLY, I AM CONSIDERED, I AM A CON CONCERNED MOTHER OF A BALTIMORE COUNTY STUDENT IN 10TH GRADE.
I CARE VERY MUCH ABOUT MY DAUGHTER'S HEALTH AND I AND HER PERFORMANCE IN SCHOOL.
THAT'S WHY I AM HERE TODAY TO URGE YOU TO DO ALL THAT YOU CAN TO MAKE SURE THAT BALTIMORE COUNTY MOVES FROM DIESEL SCHOOL BUSES TO CLEAN ELECTRIC SCHOOL BUSES.
DID YOU KNOW THAT DIESEL SCHOOL BUSES EMIT DANGEROUS POLLUTANTS THAT A CRAVED ASTHMA AND OTHER PROBLEMS? AND DID YOU KNOW THAT DIESEL POLICE POLLUTION HAS ALSO BEEN LINKED TO LOWER TEST SCORES AND WORSE ACADEMIC PERFORMANCE? AND IN FACT, A CHILD RIDING IN A DIESEL SCHOOL BUS MAY BE EXPOSED TO 15 TIMES THE LEVEL OF TOXIC DIESEL EXHAUST.
AS SOMEONE RIDING IN A CAR FROM BLACK AND LATINO CHILDREN WHO ARE MOSTLY LIKELY TO HAVE ASTHMA THAN THEIR WHITE PEERS, RE RIDING IN THESE OLD SCHOOL BUSES IS ESPECIALLY HARMFUL.
SO THAT'S WHY I'M HERE TODAY TO ENCOURAGE YOU TO TAKE ADVANTAGE OF ALL FOUNDING OPPORTUNITIES AVAILABLE.
THE MARYLAND DEPARTMENT OF THE ENVIRONMENTAL ENVIRONMENT AND THE MARYLAND AND ENERGY ADMINISTRATION RECENT OPEN, THEIR ELECTRIC SCHOOL BUSES PROGRAMS,
[00:25:01]
AND THE EPA HAS JUST ANNOUNCED ANOTHER ROUND OF FOUNDING FOR ELECTRIC SCHOOL BUSES.PLEASE TAKE ADVANTAGE OF ALL THESE FOUNDING OPPORTUNITIES AND COMMIT TO TRANSPORTATION YOUR FLEET OF SCHOOL BUSES TO CLEAN ELECTRIC BUSES.
ON BEHALF OF BALTIMORE COUNTY CHILDREN, THANK YOU FOR ALL YOUR TIME THIS EVENING.
WE ALWAYS LOVE IT WHEN OUR STUDENTS COME AND, AND SHARE.
SO I'LL GO BACK TO MR. RODNEY HOUSTON.
MY REASON FOR BEING LATE TODAY WAS BECAUSE I WAS ON THE PHONE WITH A PARENT OF A STUDENT WHO HAS BEEN TOLD THAT HER CHILD ISN'T READING AT THE FIFTH GRADE, BUT SHE'S MAKING SUFFICIENT PROGRESS ON HER IEP.
WHAT'S WRONG WITH THIS PICTURE? AS A PARENT, I CAN SAY THAT I UNFORTUNATELY HEARD THAT FROM MY OWN CHILD WHO IS NOW 27.
AND THE ONLY REASON THAT MY CHILD IS LEARNING IS BECAUSE I MADE SURE THAT, THAT THEY HAD THE SERVICES THAT THEY NEED.
THAT'S NOT HAPPENING RIGHT NOW.
WHEN YOU'RE TELLING A PARENT THAT SUFFICIENT PROGRESS IS AT 20%, WHEN YOU'RE TELLING A PARENT THAT THEIR FIFTH GRADE CHILD IS MAKING SUFFICIENT PROGRESS WHEN THEY, THEY'RE STILL READING ON THE FIRST GRADE OR BELOW LEVEL, THAT'S A PROBLEM.
ON TOP OF THAT, WE'RE NOT WILLING TO GIVE STUDENTS OCCUPATIONAL THERAPY WHEN THEY NEED IT.
THEY CAN'T WRITE THEIR NAME THAT THAT'S FUNCTIONAL.
YOU DON'T HAVE ENOUGH SPEECH AND LANGUAGE THERAPISTS SO THAT KIDS CAN GET THE SERVICES THAT THEY NEED.
I'M HEARING PARENTS ON A DAILY BASIS COMPLAINING ABOUT HOW MUCH SERVICE THEIR CHILD IS MISSING BECAUSE YOU DON'T HAVE THE PERSONNEL TO GIVE THEM THESE SERVICES THAT THEY REQUIRE.
IT IS NOT OKAY FOR YOU TO BE PASSING A FIFTH GRADER TO A MIDDLE SCHOOL WHO CAN'T READ AT THE FIRST GRADE LEVEL.
AND THIS IS NOT A SINGLE STUDENT.
YOU'VE GOT PLENTY OF THEM IN THE SCHOOL SYSTEM.
WE HAVE TO STOP LOWERING THE BAR.
WE HAVE TO START GIVING THEM THE SERVICES THAT THEY NEED.
AND I'M GOING TO GIVE A SHOUT OUT AND A AND KUDOS TO ROD MCMILLION BECAUSE HE ATTENDED DECODING DYSLEXIA MEETING LAST WEEK AND HE HEARD WHAT'S GOING ON, AND HE WAS VERY UPSET ABOUT IT.
SO I WISH THAT EVERYBODY ON YOUR BOARD WOULD BE LIKE HIM BECAUSE HE'S GETTING INVOLVED.
AND ONE LAST TIME, MR. RODNEY HOUSTON.
OKAY, THE NEXT ITEM ON THE AGENDA IS ACTION TAKEN IN CLOSED SESSION.
AND FOR THAT, I CALL ON MS. TI JONES.
I AM GONNA GO BACK TO PUBLIC COMMENT.
I HAVE A WHOLE SECOND PAGE OF, OF PUBLIC COMMENT.
SO WE WILL NOW GO TO BOARD POLICY COMMENTS AND FOR THAT, SO FOR BOARD POLICY 6 3 0 1 SCHOOL CALENDAR.
UH, SO WE'LL START WITH MS. SHARON SOFF.
[00:30:04]
I LEFT ALL MY STUFF AT HOME BECAUSE I'VE BEEN WORKING ON HELPING OUT MY CLIENTS ON WHAT BALTIMORE COUNTY SHOULD BE DOING.BUT AS FAR AS THE SCHOOL CALENDAR IS CONCERNED, THE COMMITTEE SHOULD BE LOOKING AT WHAT PARENTS AND TEACHERS, UM, ARE SAYING AND WHAT STUDENTS ARE SAYING AS FAR AS THEIR RESPONSIBILITIES ARE CONCERNED.
THEY'RE NOT, I DON'T THINK THAT THEY'RE LI LISTENING TO WHAT WE HAVE TO SAY BECAUSE WHAT THEIR RECOMMENDATION WAS AND WHAT WE'VE SAID ARE TWO DIFFERENT THINGS.
UM, AND I'M GONNA REQUEST THAT YOU TAKE ME OFF THE OTHER ONES THAT I SIGNED UP FOR BECAUSE I LEFT MY PAPERS AT HOME.
OUR NEXT SPEAKER FOR BOARD POLICY 6 3 0 1 IS DR.
UM, THIS POLICY LINE EIGHT AND NINE TALKS ABOUT APPLICABLE LAWS.
AND THEN THE LINE BELOW, IT SAYS, THE BOARD WILL CONSIDER FEEDBACK FROM THE COMMUNITY.
AGAIN, DON'T MIND ME, I HAVE BEEN HERE A LONG TIME.
I THINK THE WORD CONSIDER FEEDBACK IS A WEAK ONE.
IT DOES NOT REALLY SHOW THE ENGAGEMENT THAT IS IN DR.
ER'S, UH, UM, SLOGAN ABOUT ENGAGEMENT IN EXCEL.
I THINK IT SHOULD BE SERIOUSLY, UH, CONSIDERED.
THE OTHER ONE THAT I TAKE ISSUE ABOUT IS THAT, UH, THE BOARD CONSIDERS HOLIDAYS AND IT STATES DIWA, LUNAR, IE JUNETEENTH, BUT IT REALLY DOESN'T INCLUDE, UH, YOM KIPPUR AND RASH HASHANAH.
I THINK THIS IS, UH, DISCRIMINATORY IN NATURE.
ALL MINORITY RELIGIONS, SHE'S SHOULD BE INSERTED RIGHT HERE EQUALLY.
UM, I'M NOT REALLY THAT RELIGIOUS MYSELF, BUT WHAT'S IMPORTANT IS OUR KIDS, WHEN THEY COME TO SCHOOL, THEY FEEL THAT THE SCHOOL SYSTEM DOES NOT FAVOR ONE RELIGION OF OUR OTHERS.
LAST BUT NOT LEAST, LINE 28 TALKS ABOUT THE CALENDAR SUPPORTS EFFECTIVE DELIVERY OF INSTRUCTIONS.
AND I KNOW I TALKED TO YOU ABOUT THIS.
HONESTLY, I DON'T THINK THE CALENDAR, THE WAY IT'S DESIGNED, UH, DOES THAT IT HAS MANY PERKS.
SOME ARE POLITICAL, SOME ARE RELIGIOUS IN NATURE, AND THAT IS CONTRARY TO WHAT I ALWAYS, UM, TRY TO CONVINCE YOU THAT THE FOCUS NEEDS TO BE ABOUT THE STUDENTS, NOT ABOUT TABCO OR THE OTHER SUPPORTIVE STAFF OR ANYONE ELSE.
IT HAS TO BE FOCUSED ON THE STUDENTS.
WHAT'S GOOD FOR THE STUDENTS, GOOD FOR THE TEACHERS, GOOD FOR THE SUPPORTIVE STAFF, GOOD FOR EVERYONE ELSE.
AND I WISH YOU WOULD CONSIDER THESE REMARKS ABOUT THE
DO I SAY YOU CAN STAY THERE? YEP.
YOU CAN STAY THERE FOR BOARD POLICY 8 2 7 0 BOARD COMMITTEES.
POLICY 8 2 7 0 TALKS ABOUT YOUR COMMITTEES.
I HAVE BEEN VERY IMPRESSED WITH MR. MCMILLIAN ONE TIME WHEN HE MADE THE MOTION ABOUT ONE OF THE COMMITTEES.
AND AGAIN, PERSONALLY, I HOPE YOU WOULD, UH, CONSIDER MY VIEW BEING HERE FOR A LONG TIME.
HONESTLY, I THINK IT WOULD BE A BETTER GOVERNANCE AND PRODUCTION IF YOU LOBBY THE GENERAL ASCEND BILL TO PAY YOU MORE AND FOR THE BOARD OF EDUCATION TO MEET EVERY WEEK INSTEAD OF TWO WEEKS, AND DO AWAY WITH THE COMMITTEES.
BECAUSE COMMITTEES, ALTHOUGH THEY MIGHT BE IMPORTANT FOR ONE GROUP OR ONE PERSON, IS REPETITIVE IN NATURE.
[00:35:01]
WOULD BE MORE EFFICIENT IF YOU, THE BOARD, ARE REALLY WORKING ON A WEEKLY BASIS.I KNOW THIS MAY NOT REALLY STRIKE A GOOD NOTE FOR SOME PEOPLE, UM, OR SOME AUTHORITIES, BUT I THINK IT WOULD BE WORTH CONSIDERATION.
YOU MIGHT WANT TO CONSIDER A PROFESSIONAL ADVICE, UH, TO GO THROUGH THE COMMITTEE'S PERFORMANCE OVER THE PAST FIVE YEARS AND SEE IF THAT PERFORMANCE IS REALLY EFFICIENT OR INEFFICIENT.
UM, SO PERSONALLY, AS A PRIVATE CITIZEN, UM, WATCHING THE BOARD SINCE 1995, I, I THINK IT'S SPINNING THE WHEEL.
AND I DON'T THINK REALLY IT'S AN EFFICIENT WAY OF DOING THINGS.
YOU CAN STILL DO AN AD HOC COMMITTEE, UH, AS NEEDED FOR SOMETHING SPECIFIC THAT WOULD BE IN YOUR POWER AS A CHAIR, UH, MADAME CHAIR.
AND, AND THAT WILL ACCOMPLISH THE SAME SPIRIT THAT IS WRITTEN, UH, AT THE TOP OF THIS POLICY.
UM, SO I WISH YOU WOULD CONSIDER THAT, UH, EVEN IF NOT FOR TODAY, BUT DOWN THE ROAD WHEN YOU CONSIDER REALLY THE VALUE.
HONESTLY, AS A PERSON WATCHING THE BOARD, UM, I DON'T HAVE THE TIME TO WATCH COMMITTEES.
AND, AND I, I FEEL THAT MAKES ME LESS INFORMED.
IF YOU ARE MEETING EVERY WEEK, REMEMBER JENSEN WANG WAS WORKING EVERY DAY, INCLUDING SUNDAY.
I'M NOT REALLY ASKING FOR THAT TO BE SUCCESSFUL, BUT I, I THINK YOU, YOU WOULD BE MORE EFFICIENT.
OUR NEXT SPEAKER FOR 8 2 7 0 BOARD COMMITTEES IS MR. RODNEY HOUSTON.
FARONE, YOU COULD GO TO THE, WHICH, WHICH ONE? UM, NO, WE ALREADY DID YOU.
AND THEN THE NEXT ONE IS MR. CIO MAGLES AND MISS LUCIA ISLAS.
OKAY, WE'LL MOVE ON TO BOARD POLICY 8 2 8 0 MEMBERSHIPS.
AND I ASK FOR YOUR INDULGENCE AGAIN, AGAIN, AS A PERSON WATCHING THE BOARD FOR A VERY LONG TIME, I, I FELT VERY MUCH APPRECIATIVE OF YOUR, YOUR REPORT.
LAST BOARD MEETING WHEN YOU STATED, UH, MADAM CHAIR, YOUR, YOUR ACCOMPLISHMENTS FOR THE YEAR, UM, LONG TIME AGO, I SUGGESTED TO THE BOARDS TO HAVE A LIST RIGHT ON ONE OF THESE ROLES.
AND WHEN YOU GET ELECTED OR START IN THE YEAR, YOU WOULD MAKE, WHAT ARE YOU GOING TO ACCOMPLISH IN THE YEAR? AND THE SAME THING FOR OUR SUPERINTENDENT.
AND WHEN YOU ACCOMPLISH THAT GOAL, YOU PUT A CHECK MARK.
HONESTLY, OVER EVERY TWO WEEKS ATTENDING, ATTENDING THE MEETINGS, I SEE THAT THE BOARD IS MORE INVOLVED WITH MAINTENANCE OF EFFORT RATHER THAN IN PROGRESSING, UH, THE SCHOOL SYSTEM, UH, INTO THE FUTURE.
AND I DON'T MEAN THAT AS AN INSULT, YOU KNOW, IN OR LACK OF APPRECIATION, BUT THE SYSTEM IS DESIGNED IN SO MUCH RESTRICTIVE WAY, IN SO MUCH, UH, POLITICAL FROM BEHIND THE SCENE THAT REALLY PREVENTS, UM, ACCOMPLISHMENTS.
AND THIS WOULD BE REALLY AN EXAMPLE FOR YOU TO THINK ABOUT EFFICIENCY AND TO TO THINK ABOUT LEADERSHIP.
AGAIN, I REMEMBER LISTENING TO JENSEN, UH, HUANG, ABOUT HOW DID HE MAKE A COMPANY THAT IS WORTH 30 CENTS NOW? IT'S ABOUT 140.
AND OF COURSE, THE STOCK SPLIT 10 TIMES OR SOMETHING MORE THAN THAT.
HOW DID HE MAKE THAT? HE GAVE THE EMPLOYEES THE FREEDOM TO THINK, THE FREEDOM TO ACCOMPLISH THE FREEDOM TO DO THINGS.
SO AGAIN, FROM MYSELF DEALING WITH THE SCHOOL SYSTEM, THERE IS SO MUCH RESTRICTIONS.
ONE OF THEM STANDING UP, UH, UH, RESTRICTION, UH, THERE, THAT THE SYSTEM IS JUST TOO RIGID AND DOES NOT REALLY HAVE THAT LEEWAY TO MAKE PEOPLE ACCOMPLISH
[00:40:01]
IN THE SAME WAY AS PRIVATE COMPANIES.I'M NOT REALLY CALLING FOR ABOLISHMENT OR PUBLIC SCHOOLS OR WEAKENING IT.
I AM CALLING YOU TO THINK OUTSIDE THE BOX AND NOT REALLY CONTINUE POLICIES LIKE THIS.
JUST A LITTLE BIT TWEAK HERE AND TWEAK THERE.
UH, I, I, I THINK THINKING OUTSIDE THE BOX WOULD BE OF BENEFIT.
FARONE, YOU COULD STAY THERE FOR THE LAST FOUR POLICY, 8, 5, 0, 1, THE SUPERINTENDENT EVALUATION.
RAJAS, I, I DON'T MEAN ANYTHING PERSONAL.
I I WANT YOU TO KNOW I, YOU KNOW, IT'S, IT'S IT'S POLICY.
SO I KNOW YOU GO BY CONTRACTS AND SO FORTH, BUT, UM, IF I LOOK BACK, ALRIGHT, UM, MY FAVORITE SUPERINTENDENT WAS REALLY DR.
UM, WHAT DID HE ACCOMPLISH? ALRIGHT.
HE WAS A GREAT MAN, HONEST PERSON, YOU KNOW, FROM WHAT I SEE, HE HAD A HEART THAT, UH, ENCOMPASSED ALL THE STUDENTS.
AND YOU CAN SEE THAT WHEN ONE OF THE STUDENTS COME IN AND, AND SPEAK TO THE BOARD, YOU CAN SEE THAT IN HIS FACE EXPRESSIONS.
THAT'S SOMETHING YOU DIDN'T SEE IN DR. BERGER.
WE DON'T DON'T, UH, WE DON'T WANT TO SPEAK NEGATIVELY ABOUT NO PERSONAL REMARKS.
SO WHAT IS THE, UM, YEAH, SO, SO BASICALLY WHAT I'M TRYING TO SAY TO YOU IS THAT YOU DO WHAT YOU HAVE TO DO ACCORDING OBVIOUSLY, TO THE LAW, BUT I THINK YOU NEED TO THINK A LITTLE BIT OUTSIDE THE BOX ABOUT HOW YOU EVALUATE THE SUPERINTENDENT.
AND OBVIOUSLY IT NEEDS TO BE FAIR AND OBJECTIVE, BUT ALSO YOU NEED TO DO IT IN A WAY THAT IT DOES PROPEL THE SYSTEM.
AND THERE IS NO ENOUGH TIME FOR ME, OBVIOUSLY.
UH, UH, NONETHELESS, I REALLY LOVE DR.
SO THE NEXT ITEM ON THE AGENDA IS ACTION TAKEN IN CLOSED SESSION.
AND FOR THAT I CALL ON MS. DTI JONES.
UM, GOOD EVENING BOARD MEMBERS.
[J. NEW BUSINESS - BOARD POLICIES (Ms. Pumphrey) (7:50 - 8:00 p.m.)]
ON THE AGENDA IS NEW BUSINESS REPORT ON BOARD POLICIES.THIS IS THE FIRST READER FOR THESE POLICIES.
AND FOR THAT I CALL ON MS. CHRISTINA PUMPHREY, CHAIR OF THE POLICY REVIEW COMMITTEE.
MEMBERS OF THE BOARD, THE POLICY REVIEW COMMITTEE ASKS THAT THE BOARD ACCEPT THIS REPORT OF THE COMMITTEE'S RECOMMENDATION OF PROPOSED CHANGES TO THE FOLLOWING BOARD POLICIES, BOARD POLICY 63 0 1 SCHOOL CALENDAR BOARD POLICY 82 70 BOARD COMMITTEES, BOARD POLICY 82 80 MEMBERSHIPS AND BOARD POLICY 85 0 1 SUPERINTENDENT EVALUATION.
THESE POLICIES ARE PRESENTED TO YOU ON TONIGHT'S AGENDA AS EXHIBITS J ONE THROUGH J FOUR.
THANK YOU MS. EY, BOARD MEMBERS, ARE THERE ANY SEPARATIONS REQUESTED? AND I DO HAVE ONE SEPARATION REQUEST FOR BOARD POLICY 8 2 7 0 BOARD COMMITTEES THERE ANY OTHER SEPARATION REQUESTS.
SO MAY I HAVE A MOTION TO ACCEPT THE RECOMMENDATIONS OF THE BOARD POLICY REVIEW COMMITTEE FOR BOARD POLICIES 6 3 0 1 8 2 8 0 AND 8 5 0 1.
NO SECOND IS NEEDED SINCE THE RECOMMENDATION COMES FROM THE COMMITTEE.
IS THERE ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE MS. KLOWSKI? YES.
AND I WILL NOW SPEAK TO THE SEPARATION REQUEST FOR BOARD POLICY 8 2 7 0 BOARD COMMITTEES.
IN THAT POLICY, I WOULD LIKE TO SEE A SECTION, A SECTION FOUR FOR ACCOUNTABILITY.
IT'S IMPORTANT THAT AS A BOARD, WE DISPLAY AND WE AND OUR ACTIONS ARE IN ALIGNMENT WITH WHAT WE EXPECT OF THE SCHOOL SYSTEM.
AND SO HOLDING OURSELVES TO A HIGH LEVEL OF ACCOUNTABILITY TO ENSURE THAT WE ARE ATTENDING THE MEETINGS.
SO I WANNA, UM, UNDER THAT ACCOUNTABILITY SECTION TO, UM, HAVE AN ATTENDANCE LINE, UM, THAT'S IN ALIGNMENT WITH OUR REQUIREMENT TO ATTEND THESE PUBLIC BOARD MEETINGS, TO ALSO ATTEND THE, UM, IF YOU ARE ASSIGNED TO A COMMITTEE TO ATTEND AT LEAST 75% OF THOSE COMMITTEE MEETINGS.
[00:45:01]
UM, AND FAILURE TO DO SO CAN CAUSE FOR, IT CAN CAUSE FOR REMOVAL FROM THAT COMMITTEE.I WOULD ALSO, UNDER THAT ACCOUNTABILITY SECTION, UH, WOULD LIKE THE CHAIR OF EACH COMMITTEE TO PROVIDE A COMPREHENSIVE SUMMARY OF WHAT OCCURRED AT THAT COMMITTEE MEETING.
OFTENTIMES WHEN WE SHARE OUT, UH, THE COMMITTEE, WHEN WE GIVE COMMITTEE REPORTS, UM, OFTENTIMES WE, WE LET THE PEOPLE KNOW, WE LET THE PUBLIC KNOW THE NEXT DATE AND TIME OF THE COMMITTEE.
UM, BUT WHEN WE LOOK AT, WHEN WE HAVE BOARD MEETINGS, THERE'S A NICE KIND OF REVIEW, THE FIVE THINGS THAT HAPPENED, THE FIVE THINGS THAT YOUR BOARD DID.
UM, IT WILL BE GREAT TO HAVE SOMETHING LIKE THAT FOR, UH, FOR THE COMMITTEES JUST SO THAT THE PUBLIC, WHEN YOU DON'T HAVE ENOUGH TIME TO WATCH A COMMITTEE ME MEETING YOU AT LEAST HAVE THAT SNAPSHOT OF WHAT OCCURRED AT THE COMMITTEE MEETING.
AND FOR THAT TO JUST HAPPEN VERBALLY DURING THE, UM, OPEN BOARD MEETINGS.
AND THEN I WOULD, UM, LIKE AN ANNUAL REVIEW FOR THE TO, ON WHETHER OR NOT THE COMMITTEE IS STILL NECESSARY, WHAT HAS THE COMMITTEE DONE TO HELP MOVE THE SCHOOL SYSTEM FORWARD? WHAT ARE THE RECOMMENDATIONS THAT THAT COMMITTEE MADE SO THAT WE ARE ENSURING THAT ALL THE COMMITTEES ARE ACTUALLY HELPING TO MOVE THE SCHOOL SYSTEM FORWARD.
AND LASTLY, UM, MORE I WOULD, I RECOMMEND A CAP ON THE NUMBER OF COMMITTEE MEMBERS, UM, WHEN WE LOOK AT WHAT THE RESEARCH SAYS ABOUT MEANINGFUL CONVERSATION FOR SMALL COMMITTEES.
SO IF YOU LOOK AT, YOU KNOW, THE ART OF GATHERING OR LEADING WITH INTENT OR ANY OF THE OTHER RESEARCH ABOUT THAT, UM, I COMMITTEE, MEMBER COMMITTEE MEETINGS, UH, SHOULD BE CAPPED AT FOUR BOARD MEMBERS.
UM, ANYTHING MORE THAN THAT? I MEAN, WE HAVE SOME COMMITTEES WHERE WE'RE ONE SHORT OF A QUORUM.
UM, AND SO I, I RECOMMEND THAT WE HAVE A MAXIMUM NUMBER OF, UM, COMMITTEE PARTICIPANTS FROM THE BOARD AT FOUR.
LET'S THERE ANY DISCUSSION MR. MCMILLION? WHEN YOU SAY FOUR, ISN'T THERE SOMEWHERE LIKE WITH THE AUDIT COMMITTEE, THEY TALK ABOUT AN ODD NUMBER SO THAT WE DON'T HAVE TIES? YES.
SO IF WE WENT TO FOUR, THEN THERE'S A POSSIBILITY IN EVERY COMMITTEE YOU COULD HAVE A TWO AND TWO VOTE ON SOMETHING.
'CAUSE THEY'RE JUST MAKING RECOMMENDATIONS.
AND SO, AND WITH THE AUDIT COMMITTEE, SO THAT'S THE ONLY COMMITTEE WHERE IT SPECIFIES A SPECIFIC COMMITTEE NUMBER AND FORMAT.
UM, NONE OF THE OTHER COMMITTEES HAVE THAT BECAUSE SO, SO ONCE AGAIN, THE PURPOSE OF THE COMMITTEES IS TO MAKE RECOMMENDATIONS TO THE BOARD SO YOU CAN HAVE A TWO TO TWO VOTE THAT DOESN'T STOP A COMMITTEE MEMBER FROM COMING TO THE FULL BOARD AND MAKE AN, A MOTION TO CONSIDER SOMETHING.
YES, MS. LTER, UM, WOULD THESE CHANGES, ESPECIALLY THE NUMBER OF COMMITTEE MEMBERS, START, WHEN WERE YOU ENVISIONING THEM THE CHANGES TO START FOR THE NEXT COMMITTEE CYCLE? SO IN JULY.
IN ORDER FOR IT TO START IN JULY, WE'D HAVE TO MAKE THE CHANGES AND IMPROVE THE POLICY WITH THOSE CHANGES.
THAT, THAT ALL WOULD HAVE TO HAPPEN BEFORE JULY.
UM, I'M IN FAVOR OF INCREASING THE COMMUNICATION AND THE TRANSPARENCY AROUND THE WORK OF THE COMMITTEE.
I THINK OUR COMMITTEES DO EXCELLENT WORK.
UM, HOWEVER I WOULD SUPPORT THAT CHANGE WITH ADDING THE APPROPRIATE STAFF SUPPORT.
UM, FOR EXAMPLE, PUBLISHING DETAILED MINUTES OF EACH OF OUR COMMITTEE MEETING IN WRITING, IN ADDITION TO THE VIDEOS THAT SERVE AS MINUTES, UM, IN, IN TERMS OF SUPPORTING OUR COMMITTEE CHAIRS WITH THAT, I BELIEVE THAT WOULD ONLY BE FAIR.
UM, MOST BOARD MEMBERS WORK FULL TIME AND I BELIEVE THE NECESSARY STAFF SUPPORT WOULD BE NEEDED TO SUPPORT THE INCREASED RESPONSIBILITIES FOR OUR COMMITTEE CHAIRS.
IN TERMS OF LIMITING THE NUMBER OF COMMITTEE MEMBERS, I FEEL THAT THAT WOULD NOT BE ADVANTAGEOUS AND THAT THE, UM, DISCUSSIONS ARE MORE RICH THE MORE PARTICIPANTS WE HAVE.
THE COMMITTEES HAVE ALWAYS BEEN OPEN TO MEMBERS AS LONG AS WE DO NOT HAVE A QUORUM OF THE FULL BOARD.
UM, SO THAT MEMBERS CAN PARTICIPATE EVEN IF THEY DO NOT VOTE IN THOSE MEETINGS.
AND THAT THOSE DISCUSSIONS, UM, CAN BE VERY FRUITFUL WHEN WE HAVE, UM, MORE PARTICIPATION.
SO I WOULD NOT SUPPORT THAT CHANGE.
HOWEVER, I, I APPRECIATE THE, THE DISCUSSION AND THE SUGGESTION.
DO YOU WANNA JUST A COUPLE MINUTES AGO, YOU SAID IN THE NEXT CYCLE, STARTING IN JULY, I KNOW WE'VE TALKED ABOUT THAT SEVERAL TIMES, BUT IS THAT IN, DID WE VOTE ON THAT? YES, THAT WAS IN THE BOARD HANDBOOK.
THAT WAS VOTED ON BY THE BOARD.
NOW SUPPOSE THE NEXT CHAIR COMES ALONG AND ORIG, SHE WANTS TO, NOW WE TALKED ABOUT, AND I REMEMBER MR. YOUNG, I SPECIFICALLY ASKED HIM
[00:50:01]
A QUESTION ABOUT WHEN WE START THE NEW CYCLE AGAIN.AND HE COMMENTED, IF I'M NOT MISTAKEN, MR. YOUNG, THAT THE NEW PEOPLE WOULD COME ON AND BE APPOINTED TO COMMITTEES SHORTLY AFTER THEY WERE, THEY CAME TO THEIR POSITION RATHER THAN WAIT TILL JULY IF THEY WERE NOMINATED OR ELECTED OR WHATEVER IN DECEMBER.
YOU KNOW, WHAT WERE WE GONNA DO IN THAT TIME LAPSE? SO IF THE NEW CHAIR COMES ALONG, YOU KNOW, CAN THE NEW CHAIR HAVE, DOES SHE HAVE OR HE HAVE THE AUTHORITY TO START THIS IN DECEMBER? AND SO ON IN THE BOARD HANDBOOK THAT WE VOTED ON, UM, IT STATES JULY.
AND SO IF A NEW CHAIR COMES ON AND WANTS TO CHANGE THAT, THAT IT WOULD REQUIRE THE VOTE OF THE BOARD TO MAKE THAT MODIFICATION TO THE HANDBOOK.
SO THAT WAS IN THE BOARD HANDBOOK.
SO BECAUSE WE VOTED FOR THE HANDBOOK, THEREFORE WE VOTED FOR THAT, YOU VOTED FOR EVERYTHING THAT'S IN THAT HANDBOOK.
SO IF SHE WANTS TO, WHOEVER WANTS TO CHANGE IT THEN HAS TO SPECIFICALLY PULL THAT OUT.
MADAM CHAIR, I HAVE A QUESTION.
YES, MS. HAND, WELCOME TO MR. MCMILLEN'S COMMENT.
UM, THAT IS IN DIRECT CONTRADICTION, CONTRADICTION TO OUR POLICY AUTHORIZING THE CHAIR TO, UM, MAKE THE COMMITTEE ASSIGNMENTS.
SO I BELIEVE OUR HANDBOOK IS IN CONTRADICTION TO OUR OWN BOARD POLICY BECAUSE IT IS THE AUTHORITY OF THE CHAIR TO MAKE THOSE COMMITTEE ASSIGNMENTS.
SO WHEN THE CHAIR, UM, IS ELECTED, THAT AUTHORITY TRANSFERS TO THE CHAIR AND ANY EXISTING COMMITTEE ASSIGNMENTS, UM, WOULD TRANS THE AUTHORITY TO MAKE THOSE ASSIGNMENTS TRANSFERS TO THE, THE CURRENT CHAIR.
SO THANK YOU MS. HIN FOR THAT.
AND SO THE, THE CHAIR WOULD STILL HAVE THE AUTHORITY TO MAKE THE ASSIGNMENTS.
IT'S JUST THE DATE OF, OF WHEN THOSE ASSIGNMENTS WOULD OCCUR.
SO THAT AUTHORITY HAS NOT BEEN REMOVED FROM THE, UM, FROM THE CHAIR.
UM, IT HAS JUST BEEN STRENGTHENED AND MADE MORE SPECIFIC.
AND SO FOR THIS PARTICULAR POLICY THAT WE ARE FOCUSED ON, UM, SO WE'RE, TO GO BACK TO THAT ACCOUNTABILITY PIECE.
SO MS. HEN, I KNOW THAT YOU'VE REQUESTED, UM, FOR STAFF TO HAVE AN INCREASED ROLE WITH, UH, MINUTES AND ALL AND ALL OF THAT.
SO THESE ARE BOARD COMMITTEES, UM, AND WE WANT STAFF TO BE ABOUT THE BUSINESS OF SUPPORTING STUDENTS, UM, IN, IN OUR SCHOOLS.
AND SO IF WE WANT THE COMMITTEE TO CONTINUE, THEN IT'S GOING TO HAVE TO BE THE, THE, THE BOARD THAT TAKES ON THE, THE WORK OF THE COMMITTEE.
WE WOULD STILL HAVE OUR STAFF LIAISON TO HELP TO SUPPORT COMMITTEE MEETINGS.
UM, BUT BEYOND WHAT THEY'RE CURRENTLY REQUIRED TO DO, UM, I WOULD NOT WANNA ADD THAT ROLE TO THEM.
AND SO THE SHARE OUT AT THE, SO JUST LIKE WE SHARE OUT, WE WANNA SHARE OUT AT THE END OF THE MEETING TODAY.
UM, SO INSTEAD OF JUST SHARING THE DATE AND THE NEXT TIME FOR THE MEETING, THE CHAIR WOULD JUST PROVIDE A MORE SUBSTANTIVE REVIEW OF WHAT HAPPENED DURING THAT COMMITTEE MEETING SO THAT THE FULL PUBLIC IS FULLY AWARE AND THAT THEY DON'T HAVE TO THEN GO BACK AND WATCH A WHOLE COMMITTEE MEETING JUST TO UNDERSTAND WHAT HAPPENED.
AND WE HAVE ADMIN, WE HAVE ADMINISTRATIVE SUPPORT FOR THE, EACH OF THOSE MEETINGS.
UM, WHETHER IT'S THE STAFF LIAISON OR OTHER ADMINISTRATIVE SUPPORT STAFF TO PROVIDE SUPPORT FOR, FOR THESE COMMITTEE MEETINGS THAT'S PROVIDED CURRENTLY, WHAT I'M SIMPLY SUGGESTING IS THAT BRIEF MINUTES BE PROVIDED IN WRITING AS HAS BEEN THE CASE IN THE PAST PRIOR TO THE STREAMING OF MEETINGS, OR THE VIDEO RECORDING OF THOSE MEETINGS WAS MY SUGGESTION TO SUPPORT THE CHAIR.
UM, SO THAT THE CHAIR IS NOT GOING BACK AND WATCHING THOSE MEETINGS AND CONSTRUCTING THE MINUTES FROM, FROM SCRATCH THAT THE ADMINISTRATIVE SUPPORT PERSON WOULD TAKE THOSE MINUTES, AS HAS BEEN THE CASE IN THE PAST.
AND I WOULD APPRECIATE A RESPONSE FROM, UM, BOARD COUNCIL AS FAR AS THE TERM OF THE COMMITTEE CHAIRS AND THAT, THAT TERM, THE REASON THAT TERM WAS IN PLACE WAS TO COINCIDE WITH THE TERM OF THE BOARD OFFICERS BECAUSE THAT AUTHORITY DOES TRANSFER WITH THE ELECTION OF OFFICERS.
AND IF MY UNDERSTANDING IS CORRECT, I WOULD APPRECIATE A RESPONSE FROM BOARD COUNSEL.
JUST, UM, JUST A POINT OF ORDER.
SO THE, THE, THE TERM LIMIT, THE CHAIR, IT'S NOT A PART OF THIS POLICY REVIEW.
SO WE WILL MAKE SURE THAT THAT RESPONSE GETS, WILL GET TO YOU.
UM, WE WILL SEND SOMETHING VIA EMAIL, BUT FOR THE PURPOSES OF THIS PARTICULAR, UM, POLICY, AND WE'RE FOCUSED ON THE CONTENT OF THIS PARTICULAR POLICY, WHICH DOES NOT ADDRESS, UM, THE, THE TERM LIMIT.
UM, SO WE'LL MAKE SURE THAT THAT WILL, UM, THAT THAT MORE DETAILED RESPONSE WILL GET TO THE FULL BOARD.
I JUST WANTED TO, UM, ADD MY SUPPORT AND I AGREE WITH A LOT OF WHAT YOUR SUGGESTIONS EXCEPT FOR, UM, LIMITING
[00:55:01]
TO FOUR MEMBERS.I JUST, I KNOW THAT OUR JOB AT COMMITTEE IS TO RECOMMEND, BUT I FEEL LIKE IF WE HAD A TWO, TWO TIE THAT THE WORK OF THAT COMMITTEE IS NOT REALLY GETTING ITS FULL EFFORT.
WE NEEDED A STRONGER YES OR NO COMING FROM THE COMMITTEE.
'CAUSE THAT'S WHAT THEY'RE SUPPOSED TO BE DOING.
PLUS, IF WE'RE ASKING FOR THE MINUTES AND A, UM, A BOARD MEMBER IS BEING ASKED TO KEEP THOSE, TO HAVE AN, TO HAVE THE VICE CHAIR BE A PERSON OR A SECRETARY OR SOMEONE, YOU KNOW, ASSIGNED TO THAT WOULD BE MUCH, YOU KNOW, BE BETTER.
UH, SO OTHER THAN THAT, I JUST, I DON'T THINK THAT LIMITING, UM, EACH PLUS IT DOESN'T GIVE ALL THE BOARD MEMBERS AN OPPORTUNITY TO BE A PART OF, UM, A LOT OF THE BOARD COMMITTEES THAT THEY WANNA BE A PART OF.
UH, MS. LESKY AND MS. HUMPHREY.
UM, I KNOW SPECIFICALLY THE AUDIT COMMITTEE, UM, AND I'M NOT ON THE AUDIT COMMITTEE, SO, UM, I'D LIKE MR. MCMILLIAN OR SOMEBODY ELSE TO COMMENT IN TERMS OF THE RATIONALE FOR WHY THE MAGIC NUMBER IS FIVE IN TERMS OF THE, WHAT SEEMED TO BE A BETTER NUMBER THAN FOUR.
IT'S JUST AN ODD NUMBER SO THAT YOU WON'T HAVE A TIE VOTE.
IT LIMITS THE, I MEAN, YOU COULD STILL, YOU COULD STILL HAVE A TIE VOTE EVEN WHEN YOU HAVE AN ODD NUMBER, WHICH IS WHY THAT, SO THAT'S WHY IT DOESN'T REALLY, IT DOESN'T MAKE SENSE TO ME, UM, IF THAT'S THE JUSTIFICATION, BECAUSE EVEN WITH AN ODD NUMBER, SOMEONE CAN STILL SAY, OH, I ABSTAIN OR, OR NEED NOT AT THE MEETING.
SO YOU COULD STILL HAVE A TIE VOTE, BUT THAT WAS THE, THAT IS MY UNDERSTANDING OF THE RATIONALE FOR THE ODD NUMBER.
UM, IN HEARING, UH, SEVERAL PEOPLE COMMENTING, UM, THAT FOUR MIGHT NOT BE AN APPROPRIATE NUMBER, I WAS WONDERING IF, UM, YOU KNOW, AND I CAN MAKE A MOTION IF NEEDED, WE WANNA CHANGE THE NUMBER TO FIVE JUST TO COMPROMISE AND, UM, YOU KNOW, HONOR THE PEOPLE THAT FEEL THAT FOUR IS NOT A GOOD NUMBER, BUT ALSO HONORING YOUR FEEDBACK IN TERMS OF WHAT'S IMPORTANT.
AND I, I MEAN, IN THE NUMBER, I'M NOT SO HUNG UP ON THE NUMBER AND I, AND I ACTUALLY THINK THEY SHOULD GO BACK TO THE POLICY REVIEW COMMITTEE SO THAT THEY COULD WORK OUT THE DETAILS FOR EVERYTHING.
UM, BUT GO AHEAD, MS. HUMPHREY, THAT WAS GONNA BE MY COMMENT.
UM, AND I, I WAS WONDERING IF IT WAS APPROPRIATE TO ASK MS. HOWIE'S ADVICE AS FAR AS IF WHAT SHE'S HEARD IS ENOUGH TO SEND THIS BACK TO, UM, COMMITTEE, OR IF YOU NEED MORE INPUT BEFORE STAFF WORKS ON THIS TO PRESENT IT TO US AS FAR AS A FOURTH OR MAYBE FOURTH AND FIFTH, UM, ADDITION TO THIS POLICY.
GOOD EVENING, MEMBERS OF THE BOARD.
UH, I DO HAVE SEVERAL QUESTIONS.
AND, UH, GIVEN THAT, UM, MY STAFF AND I WILL BE DOING THE REVISIONS ON BEHALF OF THE BOARD, UH, I DO BELIEVE STAFF NEEDS MORE, UH, DIRECTION.
UH, JUST SO THAT THE BOARD IS FULLY INFORMED, I KNOW THERE'S BEEN A QUESTION ABOUT MINUTES AND TAKING MINUTES.
THE REVISED POLICY SPECIFICALLY INDICATES THAT COMMITTEES ARE SUBJECT TO THE EDUCATION TRANSPARENCY ACT.
THE EDUCATION TRANSPARENCY ACT IS SOMETHING THAT IS ONLY APPLICABLE TO THE BOARD OF EDUCATION TO BALTIMORE COUNTY AND REQUIRES THAT THERE BE A SUMMARY OF ACTIONS TAKEN AT EACH MEETING.
HOWEVER, THE ACT IS UNCLEAR AS TO WHETHER OR NOT IT APPLIES TO COMMITTEES.
THIS PARTICULAR POLICY CLARIFIES WHAT OUR PRACTICE HAS BEEN, AND THAT HAS BEEN TO PUBLISH THE SUMMARIES WITHIN 72 HOURS OF EVERY MEETING.
SO THERE IS ALREADY, UM, A PLETHORA OF INFORMATION ABOUT WHAT HAS HAPPENED AT YOUR COMMITTEE MEETINGS THAT IS, UH, AVAILABLE WITHIN 72 HOURS.
UH, SO AN ADDITIONAL REQUIREMENT, UM, IS PROBABLY SOMETHING THAT NEEDS TO BE DISCUSSED IN TERMS OF WHETHER OR NOT IT WILL ACTUALLY SERVE THE PURPOSE THAT THIS, THIS BOARD IS SEEKING.
AND SO WHAT, SO IF A SNAPSHOT OF THAT SUMMARY COULD BE SHARED DURING THE OPEN SESSION HERE, BECAUSE WHAT I HAVE SEEN IS THAT PEOPLE AREN'T REALLY WATCHING THE COMMITTEE MEETINGS OR READING THOSE SUMMARIES, BUT PEOPLE DO WATCH THIS MEETING.
AND SO AT THE END OF THIS MEETING, WE HAVE THE COMMITTEE UPDATES, UM, AND WHERE YOU CAN GO AROUND AND EACH CHAIR SHARES OUT WHAT HAPPENS AT THEIR COMMITTEE.
SO IF THEY COULD PULL JUST SOME KEY POINTS FROM THAT SUMMARY TO SHARE OUT WITH THE PUBLIC SO THAT IT'S MORE OF A, IT'S MORE SUBSTANCE TO THE SHARE OUT INSTEAD OF WE MET ON THIS DATE, UM, THIS IS THE TIME OF OUR NEXT MEETING, AND THAT'S IT.
AND SO IF WE CAN JUST COMPEL THE CHAIRS TO, TO BE MORE ROBUST IN THEIR SHARING SO THAT THE PUBLIC KNOWS WHAT HAPPENED AND IF THEN IF THEY MAKE THAT, THEY CAN MAKE AN INFORMED DECISION TO GO BACK AND WATCH THE MEETING IF THEY WANT.
MS. ONG, SO HEARING WHAT MS. HOWEY SAID AS FAR AS THE SUMMARY
[01:00:01]
AND WHAT YOU'RE LOOKING FOR, UM, THERE IS AN AGENDA ITEM ON THE MEETING THAT SAYS THE COMMITTEE UPDATES, RIGHT? SO ARE WE ABLE TO ALSO ATTACH THOSE SUMMARIES SO THAT WE THEN HAVE THE, UM, INFORMATION SUPPORTED, UM, AND IN MORE DETAIL THERE, BUT THAT CAN ALSO SUPPORT MAYBE EVEN IF THE COMMITTEE CHAIRS JUST KIND OF GIVE A SMALLER SUMMARY? ARE WE ABLE TO DO THAT? YES, THAT WOULD BE GREAT.MR. YOUNG, MS. HOWIE, I, THE QUESTION WAS ASKED ABOUT THE, WITH, UM, CHAIR BOOKER DWYER'S SUGGESTIONS? MM-HMM,
THE QUESTION IS WHETHER OR NOT THE, THE BOARD FEELS THAT IT WISHES TO DISCUSS, UH, THESE ISSUES NOW, OR YOU WISH TO DEFER THAT TO, UH, TO THE POLICY REVIEW COMMITTEE.
SO WE'LL GO TO MS. LTER AND THEN MS. PUMPHREY, I'M JUST HEARING MAY I ALSO HAVE MY HAND RAISED MADAM CHAIR, JUST SO YOU KNOW.
SO MS. HEN, WE'LL GO TO YOU RIGHT AFTER MS. HUMPHREY.
I'VE JUST HEARD A COUPLE DIFFERENT THINGS.
I'VE HEARD MINUTES, I'VE HEARD A SUMMARY.
I'VE HEARD THE CHAIR GIVE AN ORAL REPORT AT THIS MEETING.
SO CAN YOU JUST CLARIFY WHAT THE ORIGINAL ASK WAS FOR? THE ORIGINAL ASK WAS JUST FOR, UH, MORE ROBUST SHARING DURING WHEN WE HAVE THAT SECTION LIKE WE HAVE TODAY FROM COMMITTEE CHAIRS ON WHAT HAPPENED AT THE MEETING.
SO IF I WOULD GO THROUGH THE FOUR AGENDA ITEMS THAT WERE AT THE CURRICULUM COMMITTEE AND JUST GIVE LIKE A VERY BRIEF, YOU KNOW, SYNOPSIS, THAT'S WHAT YOU'RE LOOKING FOR, THAT'S WE'RE, SO YOU'RE NOT REALLY LOOKING FOR A WRITTEN TRANSCRIPT, RIGHT? JUST ME BEING A LITTLE BIT MORE ROBUST IN WHAT I PRESENT RIGHT AT THE END OF THE MEETING? YES.
THANK YOU, MS. UH, MS. HEN AND THEN MS. EY? YES.
AND, AND THANK YOU TO MS. LUTER FOR THAT QUESTION.
UM, GOING BACK TO YOUR OTHER SUGGESTION REGARDING, UM, LIMITING THE ME, THE NUMBER OF MEMBERS, UM, ONE ISSUE THE BOARD HAS FACED IN THE PAST HAS BEEN, WELL NOT ISSUE.
WE HAVE HAD THE PRACTICE OF HONORING THE STUDENT MEMBERS COMMITTEE REQUESTS, WHICH HAS INCREASED THE NUMBER OF COMMITTEE MEMBERS ON A COMMITTEE WITH THE ELECTION OF A NEW STUDENT MEMBER, WHICH HAS NOT BEEN A PROBLEM IN THE PAST.
HOWEVER, IT'S, UM, SOMETHING TO CONSIDER SHOULD A COMMITTEE HAVE FIVE MEMBERS, IF WE WERE TO PUT THIS INTO POLICY, THAT WOULD AUTOMATICALLY ADD A SIXTH MEMBER TO THE COMMITTEE IF WE WERE TO LIMIT IT.
UM, I WOULD BE IN FAVOR OF NOT HAVING A HARD AND FAST RULE IN THE POLICY FOR CIRCUMSTANCES SUCH AS THAT.
AND, AND ALSO TO GIVE US THE FLEXIBILITY OF, UM, DECIDING OR MAKING THAT DETERMINATION, ALLOWING THE BOARD OFFICERS TO DETERMINE WHAT IS THE APPROPRIATE NUMBER.
ALSO, DOES IT MAKE SENSE TO HAVE THE SAME NUMBER FOR EVERY COMMITTEE? UM, OR DO WE WANT TO MAKE THAT DETERMINATION ON A COMMITTEE BY COMMITTEE BASIS, DEPENDING ON THE WORKLOAD OF THAT COMMITTEE? ARE THERE INDIVIDUAL, UM, SUBCOMMITTEES THAT A COMMITTEE MAY HAVE? UH, THE EQUITY COMMITTEE COMES TO MIND WHERE THERE MAY BE SUBCOMMITTEES THAT ARE WORKING ON PARTICULAR TASKS WHERE IT MAY BE APPROPRIATE TO HAVE A COMMITTEE OF SIX IF THERE ARE TWO SUB SUBCOMMITTEES.
SO I JUST OFFER THIS, UM, TO THE BOARD FOR CONSIDERATION WHERE IT MAY BE IMPRACTICAL TO TIE OURSELVES TO A HARD AND FAST RULE ABOUT THE NUMBER OF COMMITTEE MEMBERS ACROSS THE BOARD AND WHERE WE ARE BETTER SERVED BY LEAVING IT OPEN AND WHERE THIS IS IMPRACTICAL TO PUT IN POLICY.
SO FOR YOUR CONSIDERATION, I WOULD RECOMMEND NOT INCLUDING THAT IN THE, IN THIS POLICY.
FIRST, AS FAR AS THE, UM, SHARING OUT, I THINK THAT'S MORE OF A PRACTICE OF AS BOARD MEMBERS THAT WE SHOULD DO.
UM, I PERSONALLY HAVE BEEN TRYING TO MAKE A POINT OF SHARING WHICH POLICIES WE DISCUSSED AT THE LAST MEETING AND WHETHER THEY WENT BACK TO WITH THE EQUITY COMMITTEE OR WHATEVER, JUST AS A PERSONAL PRACTICE.
AND I THINK THAT'S SOMETHING WE CAN DO AS A BOARD, DOESN'T NECESSARILY NEED TO BE IN POLICY.
UM, MY OTHER QUESTIONS ARE AGAIN, UM, RECOMMENDATIONS FOR MS. HOWIE.
IF, IF THIS WERE TO RETURN TO, UM, PRC FOR FURTHER REVIEW, SOME OTHER POINTS THAT YOU MENTIONED WERE, UM, A
[01:05:01]
SECTION REGARDING ACCOUNTABILITY.UM, DO YOU HAVE MORE QUESTIONS OR DO YOU NEED MORE INFORMATION IF WE WERE TO SEND THIS BACK, UM, TO HAVE STAFF PRESENT THAT TO US AS FAR AS A SECTION IN THE POLICY? SO I BELIEVE WHAT, UH, MS. BOOKER DWYER MENTIONED WAS A SECTION FOUR THAT WOULD SIMPLY ADDRESS, UM, ACCOUNTABILITY AND THAT, THAT MIRROR WHAT IS IN, UM, I BELIEVE IT'S POLICY 82 OR 83 11 PERHAPS, UM, CONCERNING ATTENDANCE AT BOARD MEETINGS.
UH, SO IF THAT IS WHAT THE, THE CHAIR IS ASKING, UH, THEN I BELIEVE I UNDERSTAND THE ASK.
AND THE OTHER WAS, UM, REGARDING AN ANNUAL REVIEW.
I THINK IF I'M, IF I'M RECALLING CORRECTLY, AND THAT WAS NOT CLEAR.
SO IF THE BOARD COULD, SO WE, AS A BOARD LAST YEAR, WE CAME UP WITH MEASURES OF EFFECTIVENESS TO KNOW WHETHER OR NOT THE COMMITTEES THAT WE ARE, ARE LEADING AND THAT WE ARE A PART OF IS ACTUALLY HELPING TO MOVE THE SCHOOL SYSTEM FOR FORWARD.
AND SO TO SOLIDIFY THIS, THESE MEASURES OF EFFECTIVENESS IN POLICY, SOMEHOW TO SAY THAT, SO THAT WE CAN DEFINITIVELY SAY THAT THIS COMMITTEE HELPED MOVE THE SCHOOL SYSTEM FORWARD BECAUSE THEY MADE THESE RECOMMENDATIONS OR THEY DID THIS, OR THEY, THEY DIDN'T DO ANYTHING.
AND SO IS THIS A COMMITTEE THAT SHOULD BE PHASED OUT? SO HAVING SOME PROCESS TO EVALUATE OUR COMMITTEES AND THEN A PROCESS TO PHASE THEM OUT IF THEY ARE, ARE NO LONGER, UH, SERVING US WELL.
SO, UM, MADAM CHAIR, UH, CERTAINLY IF IT'S THE DESIRE OF THE BOARD THAT THIS BE RETURNED AND THESE CONCEPTS BE RETURNED TO PRC, OBVIOUSLY STAFF WILL, UH, WILL WORK ON CHANGES.
UM, BUT I, AND I DO NOT WISH TO, UH, BELAY POINTS AND TAKE UP YOUR TIME DURING THIS BOARD MEETING.
UH, BUT THERE ARE STILL QUESTIONS.
SO THOSE ARE QUESTIONS THAT WE'LL CONTINUE TO ASK TO MAKE SURE THAT WE PROVIDE TO THE BOARD THE POLICY THAT, UH, THAT THE BOARD NEEDS.
AND I KNOW THERE'S A COUPLE MORE QUESTIONS.
SO, UH, MR. YOUNG, DID YOU HAVE ANOTHER QUESTION? IT'S NOT REALLY A QUESTION, BUT, UM, I JUST WANNA MAKE A MOTION TO RETURN THIS POLICY TO PRC WITH THE, TO EVALUATE THE SUGGESTIONS BY CHAIR BOOKER DWYER.
MAY I HAVE A ROLL CALL? VOTE OR WAIT? ANY DISCUSSION? MAY I HAVE A ROLL CALL? VOTE.
OH, MS. FONG, SO ONE THING, I GUESS, WHEN MS. HUMPHREY STARTED TALKING ABOUT PRACTICE, UM, IT MADE ME THINK ABOUT OUR HANDBOOK.
SO I GUESS WITH SOME OF THESE SUGGESTIONS, IS THE POLICY FULLY THE PROPER PLACE FOR ALL OF THESE TO GO, OR SHOULD IT BE A PART OF OUR HANDBOOK? I I THINK THEY SHOULD BE IN POLICY.
SO THIS IS IMPORTANT ENOUGH WHERE IT NEEDS TO BE SOLIDIFIED IN POLICY, UM, BECAUSE WHAT IT NEEDS TO BE IN POLICY, I THINK IT'S THAT IMPORTANT.
UH, MS. HUMPHREY, I THINK WE'RE GONNA NEED PROBABLY FURTHER DISCUSSION IN PRC ALONG WITH COUNCIL TO FIND OUT IF IT ACTUALLY FITS IN POLICY OR IN HANDBOOK, OR IF IT'S MORE OF A BOARD'S DISCRETION.
AND THEN WE CAN BRING THAT FURTHER DISCUSSION BACK TO THE BOARD.
SO MEMBERS OF THE BOARD WITH RESPECT TO THE AMOUNT OF AUTHORITY THAT THE HANDBOOK CARRIES, AS OPPOSED TO YOUR BOARD POLICIES IN THE 8,000 OR IN THE, IN THE NINE SERIES, YOU HAVE, YOU VOTE ON THEM.
SO TO THE EXTENT THAT YOU VOTE ON THEM AND THAT YOU DISCUSS THEM, THEY HAVE THE SAME FORCE AND EFFECT AS POLICY.
THANK YOU FOR THAT CLARIFICATION.
I JUST WANT TO GO ON THE RECORD AND STATE THAT AT SOME POINT IN TIME, I'M GONNA CHALLENGE THE JULY 1ST START DATE FOR COMMITTEES, BECAUSE, YOU KNOW, DURING WHEN WE'RE ELECTED AND WE'RE SEATED ON THE BOARD IN EARLY DECEMBER, THERE'S A SEVEN MONTH GAP BETWEEN THAT POINT AND J JULY 1ST.
SO AT SOME POINT I'M GONNA DO THAT.
[K. REPORT - FY2024 ANNUAL COMPREHENSIVE FINANCIAL REPORT (Mr. Hartlove) (8:00 - 8:20 p.m.)]
THE AGENDA IS THE REPORT ON THE FY 2024 ANNUAL COMPREHENSIVE[01:10:01]
FINANCIAL REPORT.AND FOR THAT, I CALL ON MR. HARTLOVE.
GOOD EVENING BOARD BOARD MEMBERS.
UM, AT THE, UH, AT THE LAST AUDIT COMMITTEE MEETING, WE ACTUALLY, UH, BROUGHT FORWARD THE ANNUAL COMPREHENSIVE FINANCIAL REPORT.
UH, OUR AUDITOR, CLIFTON LARSON ALLEN, UH, WAS THERE TO ANSWER QUESTIONS AS AS, UH, OR STAFF, UM, UM, OUR CON OUR CONTROLLER, MYSELF, UM, A SENIOR ACCOUNTANT.
UM, WE'RE ALL THERE TO ANSWER QUESTIONS.
AND, UH, WE HAVE THE, IN A, IN SUMMARY, THE, IT'S A CLEAN AUDIT.
UM, AND, UM, I THINK WE HAD SOME NICE, NICE DISCUSSION AT THAT MEETING.
AND I DON'T KNOW IF THERE'S ANY QUE QUESTIONS THAT BOARD MEMBERS HAVE.
ANY QUESTIONS FROM THE BOARD MEMBERS? MR. MCMILLIAN? MR. HARLOW? THERE WERE SOME FINDINGS, HOWEVER, UH, AND ARE THEY INCLUDED IN THIS DOCUMENT? I BELIEVE SO.
I BELIEVE TH THERE'S, I DIDN'T SEE THIS DOCUMENT UNTIL THIS AFTERNOON AND IT WAS SITTING ON OUR DESK.
UM, WE, EVERY, EVERYTHING I BELIEVE IS IN HERE.
THERE MAY BE A, THERE MAY BE ANOTHER ATTACHMENT THAT, UM, THAT IS, UH, SHOULD BE GIVEN TO YOU AS WELL, BUT YES, THAT, THAT'S IT.
THAT SHOULD, SHOULD BE IN HERE.
ISN'T THERE A MAN A LETTER TO MANAGEMENT FROM CLIFTON LARSON OR AL? YES.
AND I DON'T KNOW IF THAT IS INCLUDED IN THIS OR NOT, IF THAT'S SEPARATE, BUT WE DID DISCUSS, DISCUSS.
AND THAT MANAGEMENT LETTER TALKS ABOUT THE FINDINGS.
AND WAS ONE OF THE FINDINGS, THE FACT THAT WE WERE THREE WEEKS LATE PRESENTING THE INFORMATION TO THE AUDITOR? THAT, THAT IS CORRECT.
WELL, LET'S, LET'S BACK, BACK UP.
THE, UH, THE AUDITED, UH, THE ANNUAL COMPREHENSIVE FINANCIAL REPORT IS DUE TO THE STATE ON SEPTEMBER 30TH.
UH, IN ORDER TO MAKE THAT DATE, OUR AUDITORS LIKE THE INFORMATION IN, EARLIER, EARLIER IN SEPTEMBER.
IT'S NOT REALLY A, A SET IN STONE DEADLINE, BUT IN ORDER TO DO WHAT THEY NEED TO DO, THEY, WE CAN'T JUST HAND IT TO 'EM ON THE 29TH AND SAY, YOU KNOW, HAVE IT DONE BY THE 30TH.
SO BY THE TIME WE DID, UH, UH, PRESENT IT TO THE AUDITORS, THEY DIDN'T HAVE ENOUGH TIME TO GET IT TO MEET THE SEPTEMBER 30TH DATE.
UH, BUT THERE WERE NO RAMIFICATIONS TO THAT FROM THE STATE.
WE WERE ABLE TO TALK TO THE STATE ABOUT, UH, WHY WE WEREN'T ABLE TO MAKE THE DATE.
WE DID HAVE SOME, UH, TURNOVER, UH, KEY TURNOVER IN THE MIDDLE OF THE PROCESS, WHICH CAUSED US TO BE LATE.
UM, BUT THERE, UH, BUT THE MSDE WAS UNDERSTANDING AND, UH, ACCEPTED OUR, OUR, UH, OUR REPORT LATE AND WHAT DO WE DO, WHAT DO WE NEED TO DO TO MAKE SURE THAT THE BOARD MEMBERS RECEIVE THAT MANAGEMENT LETTER? DO WE NEED A MOTION FOR THAT OR CAN YOU MAKE SURE THAT WE ALL GET IT? WE CAN MAKE SURE THAT YOU GET THAT.
AND RIGHT, AND, AND JUST TO CLARIFY, SO, UH, BOARD LEADERSHIP, AUDIT COMMITTEE LEADERSHIP, AND THE AUDIT COMMITTEE RECEIVED THE LETTER SO IT CAN GO, IT'S MORE THAT WE CAN SHARE IT WITH EVERYONE.
ANY OTHER QUESTIONS? THANK YOU MR. HART.
OH, YES, MS. HAND FOR REQUEST.
UM, ONCE WE RECEIVE THAT LETTER, BECAUSE I HAVE NOT SEEN IT, I REQUEST THAT WE HAVE ANOTHER OPPORTUNITY TO ASK QUESTIONS ONCE WE'VE REVIEWED THE MANAGEMENT LETTER THAT MR. MCMILLIAN HAS REFERRED TO.
AND YOU CAN ALWAYS SHARE YOUR YEP, THAT'S FINE.
IF THIS COULD BE ADDED AS A, YOU CAN ALWAYS SEND ANY QUESTIONS THAT YOU HAVE AS WELL.
UM, WELL, I BELIEVE THE PUBLIC, UM, HAS THE RIGHT TO HEAR ANY QUESTIONS OR DISCUSSION ONCE THE FULL BOARD HAS RECEIVED THAT LETTER.
IF I ASK THAT THIS BE ADDED, UM, AND I, IF I NEED TO MAKE A MOTION, I WILL AT THIS TIME THAT THIS AGENDA ITEM, UM, BE MOVED TO THE NEXT, UM, BOARD MEETING.
UM, SO THE BOARD MEMBERS CAN ASK QUESTIONS IN A PUBLIC SESSION FOLLOWING RECEIPT OF THE MANAGEMENT LETTER.
IT WAS, AND THAT THIS AGENDA ITEM BE CONTINUED AT THAT TIME.
AND WAIT, SO YEAH, IF WE LOOK, LET ME LOOK ON BOARD DOCS.
I, I BELIEVE IT IS POSTED ON BOARD DOCS FOR THE PUBLIC.
[01:15:03]
AND I DO THINK THIS IS WHY THE REPORT IS, UM, BUT IF MR. MCMILLAN'S REFERRING TO SOMETHING THAT THE FULL BOARD HAS NOT RECEIVED, HE SHARED INFORMATION THAT ON MY PER OF THE, THE A-C-F-R-I HAVE NOT SEEN.AND SO YEAH, IF YOU, IT'S, IT'S, IT'S IN BOARD DOCS PAGE 20 ON, ON THE PAGE 20.
SO, AND THIS IS WHAT, SO ONCE AGAIN, SO THIS JUST GETS BACK TO MY POINT WITH THE COMMITTEE MEETINGS, BECAUSE PEOPLE DON'T WATCH THE COMMITTEE MEETINGS OR GO AND PULL UP THE, THE REPORT.
SO IF YOU GO TO THE AUDIT COMMITTEE, UM, MEETING AND YOU GO TO THE AGENDA, IT IS POSTED THERE.
IS IT THE MANAGEMENT LETTER ALSO? OKAY.
AND SO I GUESS PRIOR TO THESE MEETINGS, WE'LL HAVE TO GO TO EVERY COMMITTEE MEETING TO MAKE SURE THAT WE SEE EVERYTHING.
AND, AND, AND THIS JUST GETS TO MY POINT WITH THE COMMITTEES.
I JUST, I DON'T THINK THEY NEED, WELL, MADAM, BUT IT IS THERE.
BUT THIS IS AN ITEM, THIS IS AN ITEM FOR DISCUSSION BY THE FULL BOARD AT THIS FULL BOARD MEETING.
IS THERE PUBLIC HEARING IS HEARING ABOUT IT.
SO IF WE'RE DISCUSSING IT FOR THE PUBLIC AS A FULL BOARD, THEN THIS LETTER SHOULD BE INCLUDED WITH THIS DOCUMENT.
IT, IT'S OUR OPPORTUNITY AS A BOARD TO ASK QUESTIONS YES.
AND HAD I KNOWN IT SHOULD BE PROVIDED TO THE FULL BOARD WITH THE OTHER MATERIAL IT'S PROVIDED TO THE FULL BOARD, SO WE COULD ASK QUESTIONS OF IT'S IN THE BOOK OF, IT IS IN THE BOOK.
AND, AND I'M REQUESTING, AND THERE'S A MOTION ON THE FLOOR TO HAVE AN OPPORTUNITY TO ASK QUESTIONS, QUESTIONS ONCE THE BOARD HAS HAD THE CHANCE TO REVIEW IT.
SO I MEAN, SO THERE'S A MOTION ON THE FLOOR, UM, BY MS. HEN.
IS THERE A SECOND? SECOND STILL? I KNOW WHAT THE MOTION IS.
COULD YOU RESTATE YOUR MOTION, MS. HIN? YES.
MY MOTION IS FOR THIS AGENDA ITEM TO BE ADDED TO THE NEXT BOARD MEETING.
SO THE BOARD MEMBERS HAVE THE OPPORTUNITY TO ASK QUESTIONS ABOUT THIS REPORT SUBSEQUENT TO RECEIVING THE MANAGEMENT LETTER.
OH, I JUST SEE SOME CLARITY, BECAUSE INITIALLY THE CONCERN WAS THAT THE LETTER WAS NOT IN THE REPORT THAT YOU RECEIVED, THAT IT'S, THAT WE RECEIVED.
SO I'M JUST CLARITY, WE KNOW THE PAGE NUMBER, WHAT WE'RE ASKING AND WHAT THE VALUE IS.
UH, CAN I JUST MAKE A POINT OF ORDER? DO WE HAVE THE MOTION IN A SECOND? AND ARE WE IN, I JUST WANNA FIGURE OUT WHERE WE ARE AT THIS POINT.
AND SO WE HAVE A MOTION AND WE HAVE A SECOND, AND THEN WE HAVE MS. LESKI SECOND.
AND SO, BUT MS. LICHTER, UM, THERE'S A POINT OF ORDER FROM MS. LICHTER MOTION IN THE POINT OF ORDER.
IT'S, IS THERE, DO WE, DOES AN AGENDA ITEM REQUIRE A MOTION? IS THAT THE PROTOCOL WE USE TO GET AGENDA ITEMS? YES.
SO WE ARE DISCUSSING, AND I JUST WANT WANT TO CLARIFY.
THE, THE MANAGEMENT LETTER IS SEPARATE FROM THE BOOK, BUT IT WAS, I BELIEVE WE BELIEVE IT WAS IN THE PACKET THAT WAS WITH THE BOOK THAT WAS DELIVERED FOR THE BOARD MEMBER.
SO THERE SHOULD BE COPIES OF THE LETTER, MAYBE IT DID NOT GET DISTRIBUTED, BUT THERE, IT'S NOT IN THE BINDING.
IT'S A SEPARATE, UH, BUT IT WAS FULLY, IT WAS FULLY, UM, DISCUSSED AT THE, UH, AUDIT COMMITTEE MEETING AS, AS, AS MR. MCMILLIAN REFERRED TO.
SO WE, YOU KNOW, WE WERE VERY TRANSPARENT WITH, WITH, WITH ALL THE, THE MATERIALS.
AND WE HAD AN AUDITOR THERE WHO ACTUALLY, UM, UH, WAS RESPON IS RESPONSIBLE FOR THE AUDIT AND ANSWERED ALL THE QUESTIONS THAT THE BOARD BOARD MEMBERS HAVE OR HAD AT THAT TIME.
SO WHAT, SO LET'S GO BACK TO MS. HARVEY'S QUESTION.
[01:20:02]
WHO WAS, WHO WAS YOUR QUESTION DIRECTED TO? BECAUSE I HAVE NO CLEAR, CLEAR.I, I WOULD THINK TO THE MAKER OF THE MOTION.
MS. HIN, COULD YOU PLEASE RESPOND TO MS. HARVEY'S QUESTION? WELL, I, I WILL SUMMARIZE MY CONCERN, AND THAT IS THAT THERE WAS INFORMATION SHARED WITH THE AUDIT COMMITTEE THAT WAS NOT SHARED WITH THE FULL BOARD, THAT THE FULL BOARD NEEDS TO HAVE BE IN ORDER TO ASK INFORMED QUESTIONS ABOUT THIS AUDIT.
SO I APPRECIATE MR. MCMILLIAN SHARING THAT THAT INFORMATION WAS SHARED WITH AUDIT COMMITTEE.
AND I WOULD APPRECIATE AN EXECUTIVE SUMMARY OF THAT INFORMATION IF STAFF COULD PRESENT THAT AT THE NEXT MEETING TO THE FULL BOARD SO THAT THE FULL BOARD AND, AND FOR THAT INFORMATION, YOU KNOW, THE FULL BOARD CAN NOW GO BACK KNOWING THAT THAT INFORMATION WAS SHARED AT THE AUDIT COMMITTEE REVIEW, THE AUDIT COMMITTEE MEETING, REVIEW ANY MATERIALS THAT WERE NOT PROVIDED IN BOARD DOCS SINCE IT'S NOW CLEAR THAT THEY WERE NOT PROVIDED IN BOARD DOCS FOR THIS MEETING, WHERE IT'S ON THE AGENDA AND COME PREPARED TO THE NEXT MEETING, ABLE TO ASK QUESTIONS THAT WE MAY HAVE OF THIS AUDIT.
BECAUSE CLEARLY THERE'S A DISCONNECT AND INFORMATION THAT WAS SHARED ONLY WITH THE AUDIT COMMITTEE THAT THE FULL BOARD DID NOT HAVE ACCESS TO IN ORDER TO BE ABLE TO ASK QUESTIONS.
MY MOTION ASKS FOR THE OPPORTUNITY TO BE ABLE TO HAVE ALL OF THAT INFORMATION IN ADVANCE TO RECEIVE A SUMMARY PRESENTATION.
I'M NOT ASKING FOR AN, A RECAP OF THE AUDIT COMMITTEE, BUT TO HAVE A SUMMARY PRESENTED TO US AND TO BE ABLE TO HAVE THE OPPORTUNITY TO ASK QUESTIONS OF THAT, BECAUSE THIS IS IMPORTANT INFORMATION FOR THE FULL BOARD TO HAVE.
I WOULD'VE APPRECIATED FOR IT TO BE PRESENTED TO THE FULL BOARD.
BUT SINCE WE'RE BEYOND THAT NOW, CAN WE RECEIVE A SUMMARY OF IT AND FOR THE PUBLIC TO HEAR IT AS WELL, HAVE THE OPPORTUNITY TO ASK QUESTIONS? THAT'S WHAT MY MOTION, UM, IS INTENDED TO, TO DO MS. SO I WILL NOW MAKE THE MOTION TO CALL THE QUESTION TO SAVE TIME FOR HERE.
SO, MADAM CHAIR, I CALL THE QUESTION, I JUST HAVE A POINT OF CLARITY REAL QUICK.
'CAUSE IT, THE ONE THING THAT WE HAVE, WE, WELL, WE HAVE A LITTLE BIT OF DIS, UM, DISAGREEMENT ABOUT IS WHETHER THE LETTER WAS INCLUDED OR NOT.
AND I, THE LETTER THAT THEY'RE REFERRING TO OVER HERE IS ON PAGE 14, THE INDEPENDENT AUDITOR'S REPORT.
IS THAT THE MANAGEMENT LETTER? THAT WAS NO, THERE IS A SEPARATE LETTER.
THAT'S, THAT'S ALL I NEEDED TO KNOW.
UH, AND DR. ROGERS, DID YOU WANNA PROVIDE ANY? SURE.
UM, JUST BECAUSE THERE'S BEEN A LOT OF CONVERSATION AND THE PUBLIC IS PROBABLY WONDERING WHAT THE CONVERSATION IS ABOUT, UH, THE MANAGEMENT LETTER, I THINK MR. HARLO ATTEMPTED TO PROVIDE AN OVERVIEW TO EVERYONE.
IT WAS A LETTER EXPLAINING FROM THE, UM, FINANCIAL, UH, DIVISION WHY THEY WERE LATE GIVING THE INFORMATION TO THE AUDITORS.
UM, IT SPOKE TO HAVING STAFF TURNOVER, AND I BELIEVE IT MIGHT'VE INCLUDED THE DATE THAT, UH, THE NEW DIRECTOR WAS HIRED IN THAT LETTER.
UM, AND THEN SO MR. ATTEMPTED TO MAKE SURE EVERYONE HAD THAT INFORMATION, THAT LETTER WHEN IT WAS WRITTEN, UM, AND ACCEPTED BY THE STATE WAS ALSO SHARED, UH, DIRECTLY WITH LEADERSHIP.
AND WHAT MR. HARTLOVE WAS ATTEMPTING TO DO WAS TO ANSWER ANY QUESTIONS ABOUT THE AUDIT, PARTICULARLY SINCE, UH, CLIFTON LARSON AND ALAN, THE INDEPENDENT AUDITORS WERE AT THE AUDIT COMMITTEE MEETING AND SPOKE TO THE FINDINGS IN THAT LETTER.
SO, AGAIN, THIS, UH, MANAGEMENT LETTER THAT EVERYONE IS TALKING AROUND IS THAT THE DIVISION OF FINANCE, UM, PRESENTED INFORMATION TO THE OUTSIDE AUDITORS THREE WEEKS LATER THAN THEY NEEDED TO RECEIVE IT TO MEET THE SEPTEMBER 30TH DEADLINE.
UM, THIS IS NOT ABOUT, UH, FI UH, FINDINGS IN TERMS OF HOW FINANCES, UH, WERE MANAGED IN ANY WAY.
AND AGAIN, THAT LETTER WAS PRESENTED TO, UH, BOARD LEADERSHIP AND TO, UH, AUDIT COMMITTEE LEADERSHIP.
I BELIEVE, UH, SOMEONE HAS CONFIRMED IT IS POSTED ON BOARD DOCS FOR THE AUDIT COMMITTEE.
IF NOT, IT CAN SIMPLY BE FORWARDED TO ALL MEMBERS.
BUT MR. HARTLOVE IS HERE AND READY AND AVAILABLE TO ANSWER ANY QUESTIONS ABOUT THE COMPREHENSIVE FINANCIAL REPORT.
AND SO, MAY I HAVE A ROLL CALL? VOTE ON THE MOTION ON THE FLOOR.
UH, MI
[01:25:01]
THE MOTION FOR THE BOARD MEMBERS? AND SO IT'S THE MOTION MR. YOUNG AND SECOND.IT WAS SECONDED BY MR. YEAH, GO AHEAD.
I, YOU CALLED THE QUESTION CALL THE QUESTION SHE QUESTION.
IT'S THE FIRST MS. HINS FIRST MOTION.
SO, MS. HIN, COULD YOU REPEAT YOUR FIRST MOTION? SURE.
MY MOTION IS TO ADD AS AN AGENDA ITEM TO THE NEXT SCHEDULED BOARD MEETING A DISCUSSION OF THE FFY 2024 ANNUAL COMPREHENSIVE FINANCIAL REPORT.
SO IT WAS SECONDED BY MS. LESKI.
[L. REPORT - ACADEMIC ACHIEVEMENT (Dr. DiDonato and Dr. Elmendorf) (8:20 - 8:40 p.m.)]
THE AGENDA IS THE REPORT ON ACADEMIC ACHIEVEMENT REPORT ON BLUEPRINT PILLARS THREE AND FOUR UPDATE.GOOD EVENING, CHAIR BROKER DWYER, DR. ROGERS AND MEMBERS OF THE BOARD.
MONDOR, AND I ARE EXCITED TO PROVIDE YOU WITH AN UPDATE ON PILLAR THREES THREE AND FOUR OF, UM, THE BLUEPRINT AND BCP S'S IMPLEMENTATION OF THE BLUEPRINT.
UM, WE'RE GONNA FOCUS A LOT OF OUR INFORMATION TONIGHT ON PILLAR THREE.
AS PILLAR FOUR, YOU RECEIVE COMPONENTS OF PRESENTATIONS AT THE LAST BOARD MEETING, UM, OF SOME OF THE ELEMENTS OF PILLAR FOUR, BOTH MENTAL HEALTH SERVICES AND SUPPORTS FOR STUDENTS, AS WELL AS, UM, SERVICES AND SUPPORTS TO OUR MULTILINGUAL LEARNERS.
SO WE'RE GONNA TOUCH ON PILLAR FOUR, UM, A LITTLE BIT, BUT OUR FOCUS IS REALLY GONNA BE ON PILLAR THREE.
AS YOU SEE, PILLAR THREE FOCUSES ON COLLEGE AND CAREER READINESS.
AND RIGHT HERE YOU CAN SEE, UM, WHAT THE BLUEPRINT IDENTIFIES FOR STUDENTS.
SO IT ESTABLISHES A STANDARD FOR COLLEGE AND CAREER READINESS.
IT ITS TARGETS OF, FOR US, FOR THE STUDENTS OF HOW THEY NEED TO MEET THAT.
SO IN A FUTURE SLIDE, WE'LL SEE THE CRITERIA.
UM, IT ALSO TALKS ABOUT US PROVIDING STUDENTS WITH MULTIPLE PATHWAYS ONCE MEETING COLLEGE AND CAREER READINESS, SO THAT THEY CAN, UM, OBTAIN POST-SECONDARY, UM, OPPORTUNITIES AND OUTCOMES EVEN PRIOR TO GRADUATING FROM HIGH SCHOOL WITHIN BCPS.
AND IT ALSO HAS US LOOKING AT HOW ARE WE SUPPORTING THOSE STUDENTS WHO ARE NOT YET, UM, WHO HAVE NOT YET MET CCR RIGHT NOW, THE BLUEPRINT DOESN'T IDENTIFY, UM, A WAY FOR STUDENTS TO DEMONSTRATE COLLEGE AND CAREER READINESS IF THEY DON'T MEET SOME OF THOSE FIRST INDICATORS.
HOWEVER, ALONG THE WAY, WE ARE STILL LOOKING AT THEIR PROGRESS, STILL PROVIDING, UM, OPPORTUNITIES.
THERE ARE SOME OPPORTUNITIES THAT WE PROVIDE IN BCPS, WHETHER STUDENTS HAVE MET COLLEGE AND CAREER READINESS OR NOT, WITH REGARDS TO OUR CTE PROGRAMS AND PATHWAYS.
UM, THAT IS NOT SORT OF A BINDING FACTOR, UH, FOR OUR STUDENTS.
HOWEVER, WE'LL TALK ABOUT SOME OF THE OTHER OPPORTUNITIES THAT THEY ARE PROVIDED.
WHEN WE LOOK AT OUR CURRICULUM AND STUDENTS MEETING COLLEGE CAREER READINESS, THIS REALLY IS SOMETHING THAT STARTS WELL, BEFORE THEY GET TO HIGH SCHOOL.
WHILE THE MEASUREMENT HAPPENS IN HIGH SCHOOL, IT REALLY TALKS ABOUT THE WORK THAT WE NEED TO DO ALL ALONG THE WAY FOR OUR STUDENTS.
SO HOW ARE WE PROVIDING THEM WITH HIGH QUALITY INSTRUCTION AND ACCESS TO RIGOROUS, UM, INSTRUCTION AT GRADE LEVEL STANDARDS ALL THROUGH ELEMENTARY AND MIDDLE SCHOOL? BECAUSE WITHOUT DOING THAT, THEY'RE NOT GONNA MEET THOSE DESIGNATED STANDARDS THAT HAVE BEEN ESTABLISHED FOR THEM, UM, AND MEASURED AT THE HIGH SCHOOL LEVEL.
SO HOW DO WE PROVIDE THOSE OPPORTUNITIES FOR THEM? WE ENSURE THAT THEY HAVE ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS.
UM, THAT IS PART OF WHAT WAS BROUGHT FORWARD WITH LOOKING AT OUR SECONDARY ELA
[01:30:01]
CURRICULUM, THE E ELEMENTARY ELA CURRICULUM THAT WAS JUST PURCHASED, UM, FOR IMPLEMENTATION BEGINNING LAST SCHOOL YEAR.UM, AND OUR, UH, ALIGNED MATH PROGRAM.
UM, COMPREHENSIVE LITERACY AND MATH PLANS.
THOSE ARE BOTH PART OF COMPONENTS THAT THE EVERY SCHOOL SYSTEM NEEDS TO SUBMIT TO, UM, MSD, AND THAT REALLY OUTLINES THE SERVICES AND SUPPORTS THAT WE PROVIDE TO STUDENTS.
UM, OUR EXPECTATIONS FOR STUDENT LEARNING OUTCOMES.
UM, THE MATH PLAN WAS JUST SUBMITTED TO MSD.
WE EXPECT TO RECEIVE FEEDBACK, UM, AND THEN WE'LL UPDATE IT ACCORDINGLY.
UM, TARGETED SUPPLEMENTAL INSTRUCTION AND EVIDENCE-BASED INTERVENTION.
SO THAT'S LOOKING AT SOME OF THE DIFFERENT SUPPORT SERVICES AND MODELS THAT WE PROVIDE TO STUDENTS, WHETHER IT'S, UM, UH, INTENSIVE DURING SCHOOL DAY TUTORING.
IT CAN BE, UM, THE INTERVENTIONS, UM, THAT WE PROVIDE WITH READING INSTRUCTION DURING THE SCHOOL DAY.
IT COULD BE, UM, THE DOUBLE MATH PERIODS THAT ARE PROVIDED IN OUR MIDDLE SCHOOLS FOR OUR SIXTH GRADERS WHO ARE, UM, WORKING ON GRADE LEVEL IN OUR MATH SIX COURSES.
SO THIS REALLY LOOKS AT WHAT ARE THOSE SUPPORTS AND SERVICES WE'RE PROVIDING TO STUDENTS TO ENSURE THAT THEY ARE ON THAT TRAJECTORY TO MEET COLLEGE AND CAREER READINESS TRAINING, UH, FOR ALL TEACHERS IN PRE-K AND THE SCIENCE OF READING.
AND ACTUALLY, THIS IS REALLY EXTENDED TO OUR SCHOOL ADMINISTRATORS AS WELL AS OUR, UH, ALL ELEMENTARY, UH, SCHOOL EDUCATORS.
UM, THAT THEY REALLY UNDERSTAND THOSE FOUNDATIONAL SKILLS, UM, THAT STUDENTS NEED AND THE PROCESS BY WHICH STUDENTS, UM, ACQUIRE THEIR BEGINNING READING SKILLS.
UM, CONSISTENT CONTENT READ INSTRUCTION IN SCIENCE AND SOCIAL STUDIES.
AGAIN, WHEN WE LOOK AT THOSE INDICATORS, UM, THAT STUDENTS NEED TO BE ABLE TO DEMONSTRATE COLLEGE AND CAREER READINESS, UM, SCIENCE AND SOCIAL STUDIES INSTRUCTION WHILE IT'S MEASURED ON MESA.
BUT WHEN WE ALSO LOOK AT SOME OF THE INDICATORS FOR COLLEGE AND CAREER READINESS CRITERIA, IT LOOKS AT A STUDENT'S GPA OVERALL IN HIGH SCHOOL, WHICH MEANS THAT THEY ARE ACHIEVING IN ALL OF THEIR CONTENT AREA CLASSES.
UM, SO THAT IS ALSO CRITICAL THAT, AGAIN, LEARNING, UM, BEGINS AT THE ELEMENTARY LEVEL AND THAT THAT CONTINUES FOR OUR STUDENTS ALONG THE WAY.
THIS IS THE SLIDE, THE SLIDE THAT I WAS REFERRING TO AS FAR AS THE COLLEGE AND CAREER READINESS STANDARDS.
UM, YOU SEE TWO DIFFERENT PATHWAYS HERE FOR STUDENTS.
SO MSD ORIGINALLY IDENTIFIED THAT STUDENTS NEEDED WOULD BE IDENTIFIED AS MEETING COLLEGE AND CAREER READINESS STANDARDS BY RECEIVING A SCORE OF A THREE OR FOUR ON THE ENGLISH MCAP, OR A THREE OR FOUR ON THE MATH MCAP.
UM, YOU CAN ALSO SEE THAT THERE WERE, UH, SUB SCORES WITH REGARDS TO, UM, IF A PARK ASSESSMENT HAD BEEN TAKEN, UM, OR A STUDENT RECEIVING A SCORE OF, UH, GREATER THAN FIVE 20 ON THE MATH.
THAT CRITERIA WAS, UM, IN PLACE FOR THE BLUEPRINT INITIALLY.
THEY THEN REVIEWED THAT TO LOOK AT SHOULD TESTS ALONE BE THE ONLY METRICS TO DETERMINE A STUDENT BEING COLLEGE AND CAREER READINESS, COLLEGE AND CAREER READY.
UM, MSD DETERMINED TO MAKE SOME REVISIONS TO THAT.
SO THEN YOU SEE THE, UH, RECTANGLE ON YOUR LEFT HAND SIDE.
AND SO THAT'S LOOKING AT THE OTHER OPTION FOR OUR STUDENTS TO BE IDENTIFIED AS MEETING COLLEGE AND CAREER READINESS.
AND THAT IS, UM, A CUMULATIVE UNWEIGHTED GPA OF A 3.0 OR GRADER AT THE END OF GRADE 10, AS WELL AS ACHIEVING AN A, B, OR C IN ALGEBRA.
SO, UM, THAT, THAT, OR THE COMBINATION OF THE 3.0 AVERAGE GPA UNWEIGHTED, UM, WITH A THREE OR FOUR ON THE ALGEBRA ONE MCAP.
SO LOOKING AT THEIR STUDENTS WHO ARE, UM, REALLY STRONG TEST TAKERS.
AND SO THEY MAY HAVE MET THE INDICATORS BASED ON STATE ASSESSMENTS.
THERE ARE OTHER STUDENTS THAT BASED ON THEIR WORK IN SCHOOL, THEIR GPA AND THEN THEIR, UM, BOTH CUMULATIVE GPA AS WELL AS, UM, IN ALGEBRA ONE, THAT THAT MAY BE THE PATHWAY THAT THEY WERE IDENTIFIED FOR MEETING CCR.
AND THIS SLIDE REALLY SERVES TO DRILL DOWN A LITTLE BIT ON THE, UH, SLIDE THAT DR.
AND SO, WHEN WE'RE TALKING ABOUT, UM, HELPING OUR STUDENTS TO BE CCR, WE'RE REALLY BREAKING INTO THREE BUCKETS.
OUR FIRST BUCKET IS FOR GRADES NINE AND 10.
AND WHAT WE'RE DOING THERE, WHAT WE'RE REALLY FOCUSING ON IS MAKING SURE THAT WE'RE DOING EVERYTHING WE CAN SO THAT THEY ARE, UM, CCR BY THE END OF GRADE 10.
SO WE'RE REALLY FOCUSING ON ELA AND MATH INSTRUCTION, AND THEIR ACHIEVEMENT IN THOSE AREAS.
DITO REFERRED TO THE 3.0 GRADE POINT AVERAGE, WE'RE, UM, HELPING THEM TO BE AS CLOSE TO OR ABOVE THAT GPA IS POSSIBLE.
AND THEN, OF COURSE, IN GRADES NINE AND 10, WE ARE PREPARING THEM TO BE SUCCESSFUL ON M CAP.
THE SECOND BUCKET IS WHAT WE'RE TALKING ABOUT WHEN STUDENTS ACTUALLY MET CCR.
AND SO THERE ARE, AS WE MENTIONED, UM, VARIOUS PATHWAYS OUR STUDENTS CAN ENROLL IN BOTH ADVANCED PLACEMENT AND INTERNATIONAL BACCALAUREATE, UM, PROGRAMMING.
UM, ALSO, OUR STUDENTS CAN ACCESS DUAL ENROLLMENT, WHICH I KNOW YOU'VE HEARD ABOUT
[01:35:01]
HERE BEFORE WITH CCBC.SO OUR STUDENTS CAN TAKE, UH, FREE COURSES WITH CCBC, UM, UP TO TWO IN THE FALL AND SPRING SEMESTERS OF THEIR JUNIOR AND SENIOR YEARS.
AND THEN, IN A FUTURE SLIDE, I'M GONNA TALK A LITTLE BIT MORE ABOUT THE C-D-C-T-E CREDENTIAL OR YOUTH APPRENTICESHIP.
SO I'LL GIVE YOU MORE DETAIL ABOUT THAT IN JUST A FEW MINUTES.
BUT THEN OUR THIRD BUCKET IS REALLY FOR OUR STUDENTS WHO ARE IN 11TH AND 12TH GRADE AND WHO HAVE NOT MET CCR AND DR.
DO D DODO REFERRED TO THAT A LITTLE BIT ALREADY.
BUT, UH, WE WANNA MAKE SURE THAT WE HAVE PLANS IN PLACE FOR EACH STUDENT WHO HAS NOT MET CCR IF THEY HAVE NOT.
SO WE PROVIDE ADDITIONAL INSTRUCTIONAL OPPORTUNITIES FOR THEM AND PATHWAYS FOR THEM TO MEET CCR.
AND THEN FINALLY, WE GIVE THEM, UM, OTHER OPPORTUNITIES TO TAKE THE MCAP TO MEET SUCCESS.
ONE OF THE REQUIRE REQUIREMENTS OF BLUEPRINT IS THIS CAREER COUNSELING IDEA.
AND I THINK ONE OF THE MOST IMPORTANT THINGS TO PULL OUT OF THIS IS A, A NOMENCLATURE THING HERE WHERE BLUEPRINT TALKS ABOUT CAREER COUNSELING.
BCPS USES THE TERM CAREER NAVIGATOR.
SO YOU'VE PROBABLY HEARD THAT WE HAVE CAREER NAVIGATORS, ONE IN EACH HIGH SCHOOL, AND THAT PERSON IS REALLY RESPONSIBLE FOR SHARING, UM, THESE DIFFERENT PATHWAYS WITH STUDENTS.
UH, SO OUR CAREER NAVIGATORS ARE IN ALL FOUR HIGH SCHOOLS, BUT THEY WORK WITH BOTH, UM, HIGH SCHOOLS AND MIDDLE SCHOOLS PRIMARILY RIGHT NOW.
AND WE'LL BE EXPANDING THEIR WORK, BOTH IN MIDDLE SCHOOL AND IN ELEMENTARY SCHOOL.
UM, THE CAREER NAVIGATORS ALSO WORK WITH CCBC AND WHAT WE AFFECTIONATELY CALL DUDE, DEPARTMENT OF ECONOMIC AND WORKFORCE DEVELOPMENT.
IN FACT, WE, UM, HAVE BEEN MEETING WITH CCBC AND DUDE, UM, AT LEAST A WEEKLY, IF NOT A COUPLE TIMES A WEEK RECENTLY, TO MAKE SURE THAT WE'RE ALL ON THE SAME PAGE.
AND THEN, UM, OUR CAREER NAVIGATORS ALSO WORK WITH OUR BCPS TRANSITION FACILITATORS AND OUR COLLEGE COUNSELORS.
AND, UM, FINALLY, WE, YOU CAN SEE THE BULLETS UP HERE ON THE SLIDE, TALKING ABOUT GRADES FOUR THROUGH EIGHT.
SO OUR CAREER NAVIGATORS ARE, ARE REALLY STARTING TO GET INTO OUR MIDDLE SCHOOLS AS WELL.
AND, UM, SHARE SOME OF THESE CAREER IDEAS WITH OUR MIDDLE SCHOOLS.
AND THE PRIMARY VEHICLE FOR SHARING INFORMATION WITH OUR MIDDLE MIDDLE SCHOOL STUDENTS IS THROUGH OUR, UM, PARTNERSHIP WITH JUNIOR ACHIEVEMENT.
PERHAPS SOME OF YOU ARE ABLE TO SEE ONLINE OR IN PERSON THE, UM, CTE STOREFRONT RIBBON CUTTING.
SO THAT WAS PART OF WHAT WE'RE TALKING ABOUT WHEN WE'RE TALKING ABOUT, UM, CAREER NAVIGATION FOR OUR MIDDLE SCHOOL STUDENTS.
SO, DIGGING A LITTLE BIT DEEPER INTO WHAT OUR CAREER NAVIGATORS DO, AND SO YOU CAN SEE THIS SLIDE HERE, IT KIND OF BREAKS IT DOWN PRETTY WELL FOR US.
YOU SEE ZELLO THERE ON THE RIGHT.
YOU MAY KNOW THAT, UM, WE USED TO USE NAVIANCE, WE USE ZELLO NOW.
AND OUR CAREER NAVIGATORS HAVE BECOME ADEPT AT USING THIS FOR THE REASONS YOU SEE ON THE SLIDE.
SO WHAT WE FOCUS ON ARE MAKING SURE THAT STUDENTS KNOW WHAT THEIR STRENGTHS ARE SO THAT THEY CAN, UM, REALLY MAKE SOME GOOD CHOICES GOING FORWARD.
AND SO OUR CAREER NAVIGATORS TALK TO ALL STUDENTS IN HIGH SCHOOL, ESPECIALLY ABOUT WHAT THEIR STRENGTHS MIGHT BE USING SURVEYS AND VARIOUS OTHER TOOLS, INCLUDING ZELLO.
THEN WE HELP THE STUDENTS TO KNOW WHAT'S ACTUALLY OUT THERE THAT MIGHT BE RELATED TO THEIR STRENGTHS AND THEIR INTERESTS.
AND FINALLY, WE LET THEM KNOW THE STEPS THAT THEY MIGHT BE ABLE TO TAKE TO GET TO THAT, UM, TO ACHIEVE THAT GOAL, UM, THAT IS ALIGNED WITH THEIR INTERESTS AND THEIR STRENGTHS.
UH, THIS IS SOMETHING THAT WE WORK ON DAILY.
UM, ONE OF THE REQUIREMENTS FROM THE BLUEPRINT IS THAT 45% OF OUR STUDENTS WOULD HAVE AN INDUSTRY RECOGNIZED CREDENTIAL OR COMPLETE THE HIGH SCHOOL LEVEL OF A REGISTERED APPRENTICESHIP, UM, BY 2031.
SO THE GROWTH TARGET HERE IS 2% PER YEAR.
UH, JUST TO SHARE SOME DATA WITH YOU THAT IS NOT IN THIS SLIDE.
IN SCHOOL YEAR 2223, WE HAD 77 APPRENTICESHIPS IN SCHOOL.
YEAR 2324, WE HAD 162 APPRENTICESHIPS.
AND THEN THIS PAST SUMMER, WE HAD 64 APPRENTICESHIPS ALREADY THAT HAVE BEEN STARTED.
SO WE'RE OBVIOUSLY ON TRACK TO SURPASS EVEN OUR 2324, UM, SCHOOL YEAR NUMBERS.
AND AS MY CTE TEAM LIKES TO REMIND ME, WE ARE WAY AHEAD OF, UH, OUR OTHER LEAS IN THE, IN THE STATE.
SO TO GIVE A LITTLE BIT OF HI, UH, TO GIVE SOME HIGHLIGHTS OF PILLAR FOUR, UM, SO PILLAR FOUR LOOKS AT MORE RESOURCES TO ENSURE STUDENT SUCCESS.
SO THAT'S REALLY LOOKING AT OUR COMMUNITY SCHOOLS, WHICH YOU GOT TO SEE ONE OF OUR COMMUNITY SCHOOLS SHOWCASED, UM, WITH OUR SPOTLIGHT ON VCPS, UM, WITH THE WONDERFUL WORK THAT THEY DO AS FAR AS REALLY, UM, UNITING RESOURCES WITHIN A COMMUNITY TO SUPPORT OUR STUDENTS.
AND THAT IS, UM, THROUGH COMMUNITY OUTREACH AND RESOURCES AFTERSCHOOL PROGRAMMING, UM, EVENTS FOR PARENTS WITH STUDENTS, UM, AND REALLY THOSE WRAPAROUND SERVICES TO SUPPORT OUR STUDENTS.
UM, PILLAR FOUR ALSO REALLY FOCUSES ON ENHANCING AND EXPANDING SCHOOL MENTAL HEALTH SUPPORTS.
UM, IN ADDITION TO MENTAL HEALTH, IT'S ALSO OUR SCHOOL-BASED HEALTH CLINICS, OUR HEALTH ASSISTANCE IN MANY OF OUR COMMUNITY SCHOOLS TO PROVIDE THOSE SUPPORTS FOR OUR STUDENTS.
UM, YOU HAD A FULL BREADTH PICTURE OF THE MENTAL HEALTH, UM, SERVICES AND SUPPORTS FOR OUR STUDENTS, UM, FROM MS. MUSTER DURING THE LAST BOARD MEETING.
[01:40:01]
FOCUS IN PILLAR FOUR ON SERVICES AND SUPPORTS, UM, FOR OUR STUDENTS WHO ARE MULTILINGUAL LEARNERS AND THOSE STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.UM, AND YOU'LL RECEIVE A FULL REPORT ON SERVICES AND SUPPORTS FOR OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, UM, IN AN UPCOMING BOARD MEETING.
UM, BUT DURING OUR LAST BOARD MEETING, UM, THERE WAS AN OVERVIEW OF SOME OF THE CURRICULAR CHANGES THAT WE'VE MADE TO SUPPORT OUR MULTILINGUAL LEARNERS, UM, THE STAFFING AND RESOURCES THAT WE'RE PROVIDING IN SCHOOLS IN ORDER TO ENSURE THAT, UM, WE ARE REALLY TRYING TO SUPPORT OUR STUDENTS.
PART OF THIS AREA FOR US WAS THE DECENTRALIZATION OF OUR ESOP, UM, CENTERS.
SO PROVIDING STUDENTS SUPPORTS IN THEIR NEIGHBORHOOD SCHOOLS ALSO ALLOWS THEM TO ACCESS ALL THOSE OTHER RESOURCES LIKE COMMUNITY SCHOOL RESOURCES 'CAUSE THEY'RE IN THE NEIGHBORHOOD SCHOOL VERSUS RESOURCES THAT CAN BE PROVIDED, BUT THEY'RE IN THE PLACE THAT THEY'RE BEING BUSED TO.
SO THIS REALLY SUPPORTS OUR STUDENTS IN A VARIETY OF WAYS BY REALLY LOOKING AT OUR SERVICE DELIVERY MODEL AND MAKING THAT CHANGE FOR OUR STUDENTS.
AND IF YOU HAVE ANY QUESTIONS, UM, WE CERTAINLY CAN TRY TO ANSWER THEM FOR YOU.
QUESTIONS FROM THE BOARD MEMBERS, MS. DOKI? YES.
UM, ON SLIDE THREE, IT TALKS ABOUT, UM, EVIDENCE-BASED INTERVENTIONS.
AND YOU DID MENTION THE ELA INTERVENTIONS.
WHAT INTERVENTIONS DO WE HAVE FOR MATH? SO AT THE ELEMENTARY LEVEL, WE HAVE OUR BRIDGES INTERVENTION KIT, WHICH IS ALIGNED WITH OUR ELEMENTARY MATH CURRICULUM.
UM, FOR SECONDARY, WE DO NOT HAVE AN IDENTIFIED MATH INTERVENTION.
THERE'S INTERVENTION SUPPORT, UM, PROVIDED WITHIN, UM, IM, HOWEVER, THAT IS AN AREA THAT WE ARE LOOKING AT, UM, THROUGH OUR, UH, RFI PROCESS.
SO HOW, HOW SOON WILL WE GET SOMETHING? I MEAN, HAVE WE EVER HAD ANYTHING, UM, FOR SECONDARY MATH INTERVENTIONS? I CAN TELL YOU IN THE YEAR AND A HALF I'VE BEEN CHIEF ACADEMIC OFFICER, NO.
UM, PRIOR TO ME, UM, AS AN ELEMENTARY PRINCIPAL.
UM, I DON'T RECALL STRATEGIC OR SPECIFIC MATH INTERVENTIONS ASIDE FROM, UM, WHAT WAS IMPLEMENTED WITH, UM, BRIDGES, BUT I CAN CERTAINLY LOOK INTO THAT AND GET BACK TO YOU.
IT, IT'S NOT, I, I'M JUST, UM, MORE CONCERNED HOW FAST ARE WE MOVING TO GET, UM, AN INTERVENTION IN PLACE WITH, FOR OUR SECONDARY MATH STUDENTS? WELL, LIKE ANY, UM, PURCHASE OF ANYTHING, AND IT HAS TO GO THROUGH THE RFI PROCESS.
THERE'S OTHER, UM, WE HAVE SEVERAL PILOTS.
I, WE TALKED IN CURRICULUM COMMITTEE ABOUT, UM, THE, UH, DOMINGO PILOT, WHICH IS AGAIN, IMPACT, UH, DURING SCHOOL DAY TUTORING.
THAT'S FOR, UM, AI SUPPORTED, UM, THROUGH KHAN ACADEMY.
THAT'S IN ALIGNMENT WITH OUR ILLUSTRA, UM, ILLUSTRATIVE MATH PROGRAM.
UM, AND OUR HIGH IMPACT IN-PERSON TUTORING THAT'S GOING ON IN SOME OF OUR SCHOOLS WITHIN A PILOT ALSO, DO THESE PILOTS HAVE TO BE APPROVED BY CO LIKE GO THROUGH CONTRACT COMMITTEE TO BE APPROVED? UM, IF THEY HAVE FISCAL IMPACT, YES.
IF NOT, NO, BECAUSE THERE'S, THERE'S MOUS OR THAT GO THROUGH LIKE PURCHASING.
SO THEY'RE APPROVED AS FAR AS THOSE PROCESSES.
BUT THERE'S NOT A FISCAL IMPACT WITH, UM, THE CONGO ONE THAT IS THROUGH MSDE, UM, UH, IDENTIFIED BCPS TO PARTICIPATE IN THAT PILOT.
SO THERE IS AN APPROVED MOU WITH, UM, KHAN ACADEMY THAT WENT THROUGH BCPS PROCUREMENT PRO, UH, OFFICE FOR THAT.
SO ONLY IF IT COSTS US SOMETHING MONETARILY, IT GOES THROUGH A CONTRACT, WELL, IT HAS A CONTRACT OR AN MOU AGREEMENT.
BUT AS FAR AS LIKE AN APPROVAL FOR THROUGH CONTRACTS COMMITTEE, I BELIEVE IT'S, IF IT HAS A FISCAL IMPACT, I'M JUST ASKING BECAUSE, UM, I WOULD LIKE TO SEE THE, THOSE PILOTS AND HEAR ABOUT THE RESEARCH AND WHY THEY WERE CHOSEN.
UM, IT COULD BE FREE AND BE TERRIBLE, OR IT COULD COST $10 MILLION AND BE AMAZING.
AND SO THE PILOTS THAT WE'VE ENGAGED IN ARE ALL, UM, HAVE BEEN DONE IN COLLABORATION WITH MSDE.
SO, UM, THE PILOT WITH, UH, THAT'S CURRENTLY, UH, WITH, IN PARTNERSHIP WITH UMBC AT WOODLAWN MIDDLE SCHOOL, WAS DONE THROUGH, UM, THE MARYLAND MATH TUTORING GRANT.
SO IT WAS, UM, APPROVED, IDENTIFIED, UM, THROUGH MS. DE'S VETTING, UM, AND IN PARTNERSHIP WITH UMBC, UM, VERY SIMILARLY, THE CONMIGO ONE WAS AGAIN, ANOTHER ONE THAT WAS APPROVED, UM, AND RECOMMENDED THROUGH MSDE.
SO IT IS CERTAINLY WITH OUR STATE DEPARTMENT OF EDUCATION PARTNERS, UM, THAT WE'RE ENGAGING IN THESE AND NOT SOMETHING THAT'S SORT OF JUST RANDOMLY SELECTED.
I JUST, UM, I, I THINK THAT, UH, OUR COMMUNITY MEMBERS WOULD LIKE TO KNOW MORE ABOUT THOSE PILOTS THAN JUST TO HEAR THE NAME.
'CAUSE WHEN I HEAR AI AND BASICALLY ANYTHING AI WHEN IT COMES TO SCHOOLS, AND IT JUST MEANS MORE COMPUTER TIME TO ME, MORE SCREEN TIME, AND I, IT, IT'S A RED FLAG FOR ME.
IT DOESN'T MEAN IT DOESN'T WORK.
UM, MY LAST QUESTION, SORRY, I'LL CLEAR UP.
UM, DOES EVERY BCPS HIGH SCHOOL HAVE AN
[01:45:01]
OPPORTUNITY FOR, UM, FOR NAVIGATOR, UM, NO APPRENTICESHIPS OPPORTUNITIES? IS THERE APPRENTICESHIP OPPORTUNITY WITHIN EVERY JUST ONE? LIKE IS THERE YES.APPRENTICESHIPS ARE OPEN TO EVERYONE IN THE, IN THE SYSTEM, CORRECT? NO, BUT AVAILABLE ONE SITE AT EVERY SCHOOL.
DOES THAT MAKE SENSE? LIKE, OR DO, WOULD THEY HAVE, DO SOME SCHOOLS HAVE TO DO DUAL CREDIT SHIP THROUGH, UM, BBC B WHATEVER, CCBC, YOU? UM, SO THERE'S A DIFFERENCE BETWEEN APPRENTICESHIPS AND DUAL ENROLLMENT, RIGHT? RIGHT.
SO APPRENTICESHIPS CAN BE WITHIN BCPS.
SO BCPS HAS SOME APPRENTICESHIPS.
IN FACT, THERE WAS ONE THAT WAS FEATURED JUST A COUPLE DAYS AGO, I THINK, WITH, UM, HEREFORD HIGH SCHOOL.
UM, AND THEN THERE ARE APPRENTICESHIPS THAT ARE OUTSIDE OF BCPS, BUT, UM, THE CTE OFFICE FACILITATES ALL OF THOSE TO GET THOSE CONNECTIONS MADE.
AND THEN THERE'S DUAL ENROLLMENT, WHICH IS, IS OPEN TO EVERYONE WHO WAS CCR TO TAKE FREE COURSES WITH CCBC.
SO LIKE HEREFORD HAS THAT APPRENTICESHIP WITHIN THEIR, DOES, IS THERE SOMETHING LIKE THAT IN-HOUSE IN EVERY, NOT JUST LIKE, LET ME GET YOU CONNECTED TO THIS HIGH SCHOOL OVER HERE.
THEY HAVE THAT YOU CAN GO, YOU CAN TRANSFER OVER THERE, AND CAN THEY STAY AT THEIR OWN HOMESCHOOL AND GET AN APPRENTICESHIP THAT WAY? IT DEPENDS ON WHAT THE STUDENT WANTS.
SO IF THE STUDENT WANTS SOMETHING THAT IS AN APPRENTICESHIP THAT IS OFFERED IN BALTIMORE COUNTY PUBLIC SCHOOLS, THEN CERTAINLY.
BUT IF THEY WANT SOMETHING THAT IS LIKE WITH, UM, A CHILDCARE AGENCY, WHICH IS WHAT MANY OF OUR STUDENTS DO, UM, THEN THEY WOULD HAVE TO GO WITH THAT CHILDCARE AGENCY.
SO IT DEPENDS ON THE, AND THAT'S REALLY THE GREAT THING ABOUT IT, THE APPRENTICESHIP, IS THAT IT'S REALLY GEARED TOWARDS THE STUDENT INTERESTS AND WHAT THEY CHOOSE TO DO.
SO IT DEPENDS ON WHAT THEY WANNA DO.
ANY OTHER QUESTION, MS. MCMILLIAN? THIS, THIS QUESTION IS FOR DR. ROGERS.
RECENTLY, I'VE ENGAGED IN SEVERAL CONVERSATIONS ABOUT THE BLUEPRINT BEING PAUSED.
IF THAT HAPPENS, WHAT HAPPENS TO ALL THE WORK THAT OUR PEOPLE HAVE PUT INTO DEVELOPING THESE DIFFERENT STRATEGIES? SO THANK YOU FOR THAT QUESTION, MR. MCMILLION.
I AM NOT AWARE OF, UM, THE STATE SUPERINTENDENT OR THE A IB SHARING THAT THE ENTIRE BLUEPRINT WOULD BE PAUSED.
UM, IN PRACTICALITY, UH, IT IS NOT POSSIBLE TO PAUSE THE ENTIRE THING.
AND I SAY THAT BECAUSE A MAJOR COMPONENT OF THE BLUEPRINT IS THE FOUNDATION FORMULA, WHICH IS YOUR PER PUPIL EXPENDITURE.
YOU ALSO HAVE, AS YOU KNOW, THE CONCENTRATION OF POVERTY GRANT TO KEEP THE COMMUNITY SCHOOLS GOING.
UM, YOU ALSO HAVE, UH, OTHER FACTORS LIKE, UH, PRE-K EXPANSION, AS WELL AS, UH, WHAT WE'RE SPEAKING ABOUT HERE WITH, UM, DUAL COLLEGE ACCESS AND AP EXAMS FOR STUDENTS.
SO TO JUST PAUSE IT, UM, YOU HAVE STUDENTS WHO ARE IN THE PIPELINE, UH, WHAT WE KNOW AND WHAT WE'RE ANTICIPATING BASED ON THE INFORMATION, PARTICULARLY, UM, VERY SPECIFIC INFORMATION SHARED BY THE SPENDING AFFORDABILITY COMMITTEE IS THE PERCENTAGE, UH, BECAUSE WE WERE GIVEN THE OUT YEARS UNTIL 2032, WHAT SCHOOL SYSTEMS COULD EXPECT, THE PERCENTAGE THAT WE'RE EXPECTING WAS FROM 1.7%, WHICH IS WHAT WE HAVE THIS YEAR TO 4.97%, ALMOST 5% DOUBLING THE FUNDING THAT WE RECEIVED THIS YEAR.
WHAT WE'RE EXPECTING IS THE INCREASE WILL NOT COME.
UM, I HAVE NOT HEARD ANY INDICATIONS INDICATING THAT THEY WOULD, UH, CUT THE FOUNDATION AMOUNT AT THIS POINT.
UM, YOU CAN CERTAINLY PAUSE THINGS LIKE EXPANSION BECAUSE THOSE ARE THINGS THAT YOU HAVEN'T STARTED YET, BUT IT'S PRETTY DIFFICULT TO PAUSE THINGS LIKE FOUNDATION, WHICH ACCOUNT FOR EVERY SINGLE STUDENT THAT GOES TO SCHOOL EVERY DAY IN THE STATE.
ANY OTHER QUESTIONS MS. AL? GOOD EVENING.
UM, I JUST HAD A QUESTION ON THE NEW, I GUESS, CAREER NAVIGATOR.
WE WENT FROM NAVIANCE TO ZELLO, I BELIEVE WAS THE NAME.
CAN YOU TALK ABOUT THE CRITERIA THAT YOU USED TO SELECT ZELLO, I GUESS, AND WHY DID WE MAKE THAT TRANSITION? SO I, I'M GONNA TRY TO HELP DR.
UM, THAT WAS ACTUALLY A CONTRACT THAT I WENT THROUGH I, ABOUT A YEAR AND A HALF AGO, A YEAR AGO, UM, WITH OUR OFFICE OF SCHOOL COUNSELING.
SO I CAN'T ACTUALLY SPEAK TO THE CRITERIA, BUT IT WENT THROUGH THE SAME RFI PROCESS EVALUATION WITH, YOU KNOW, MULTIPLE STAKEHOLDERS AND CONSTITUENTS THAT REVIEWED ALL THE PRODUCTS, UM, OR VENDORS THAT RESPONDED TO IT.
UM, AND BASED ON PRODUCT FEATURES, UM, COLLEGE AND CAREER PLANNING COMPONENTS, UM, INTEGRATION WITHIN OUR OTHER SYSTEMS, UM, USABILITY, UM, WITH STUDENTS AS WELL AS FAMILIES.
THOSE ARE ALL SOME OF THE FACTORS THAT ARE CONSIDERED WHEN IDENTIFYING WHICH PRODUCT THAT THAT WAS THE ONE THAT WAS SELECTED OVER NAVIANCE.
[01:50:04]
AND I JUST HAVE ONE QUESTION REGARDING THE CCR STANDARD, BECAUSE IT COULDN'T BE CONFUSING TO PARENTS WHEN THEY SEE OPTION ONE AND OPTION TWO AND THIS OR THIS AND THAT.AND SO COULD YOU JUST SPEAK A LITTLE BIT, AND I KNOW I'M A PARENT IN BCPS, I KNOW I CAN JUST LOG IN INTO FOCUS AND SEE IT'S MY SON CC READY OR NOT.
UM, SO CAN YOU JUST TALK A LITTLE BIT ABOUT HOW YOU'RE COMMUNICATING TO PARENTS, UM, THE STAT AND HOW PARENTS CAN CHECK.
I MEAN, I KNOW FOCUS IS THE GO-TO PORTAL, BUT, UM, ANYTHING ELSE THAT YOU ALL ARE DOING TO, TO HELP BRING CLARITY, BECAUSE THIS CAN BE CONFUSING FOR SOME PARENTS.
SO OUR OFFICE OF SCHOOL COUNSELING, UM, IN PARTNERSHIP WITH, UM, THE OFFICE OF CURRICULUM INSTRUCTION DID SEND LETTERS TO FAMILIES, UM, AT THE START OF THE SCHOOL YEAR.
THEY ALSO RECEIVED LETTERS LAST SPRING BASED ON WHERE THEIR STUDENT WAS AT THAT TIME, UM, WITH THEIR STUDENTS' CURRENT STATUS.
AND SO THOSE LETTERS WERE SENT TO, UM, ALL PARENTS OF STUDENTS IN 11TH AND 12TH GRADE SO THAT THEY HAD THAT INFORMATION OF WHERE THEIR CHILD STOOD THEN AND LAST SPRING THEY WERE SENT, UM, AGAIN TO THE RISING 11TH AND 12TH GRADERS.
SO, UM, COMMUNICATING GOOD OLD PAPER AS WELL AS DIGITALLY THROUGH FOCUS, UM, SO THAT WE DO TRY TO CONNECT WITH, WITH OUR FAMILIES.
AND I DEFINITELY ENCOURAGE ALL PARENTS JUST GO ON TO FOCUS AND SEE WHERE YOUR CHILD IS.
AND IF YOU HAVE NOT GOTTEN THAT RECEIVED THAT LETTER, UM, DEFINITELY LOOK FORWARD.
CONTACT YOUR HIGH SCHOOL COUNSELOR.
YES, THEY'D BE REALLY GLAD TO TALK WITH YOU AND HELP YOU WITH THAT.
SAVOY, I JUST WANTED TO ASK ONE QUESTION WHERE IT SAYS, ENHANCE AND EXPAND SCHOOL MENTAL HEALTH SUPPORTS.
ARE YOU WORKING WITH A SPECIAL CLINIC OR A HOSPITAL? SO, UM, AT THE LAST BOARD MEETING, AND I'M GONNA REFER TO MS. MUSTER'S PRESENTATION, UM, THEY TALKED ABOUT THE, UH, VARIOUS, UH, ADDITIONAL MENTAL HEALTH SUPPORTS THAT WERE PROVIDED.
SO THAT IS EVERYTHING FROM, UM, OUR PARTNERSHIP WITH THOSE, OR THOSE UNIVERSAL SUPPORTS THAT WE PROVIDE.
SO ADDITIONAL SOCIAL WORKERS IN SCHOOLS, UM, AS WELL AS, UM, UH, SORRY, I'M GONNA LOOK THROUGH HER PRESENTATION.
UM, OUR PARTNERSHIP WITH LIKE CATHOLIC CHARITIES AND SOME OF THE PRIVATE ORGANIZATIONS THAT DO, UM, ONSITE COUNSELING WITH STUDENTS.
WE ALSO HAVE, UM, OUR ONLINE, UH, MENTAL HEALTH SUPPORTS THAT ANY OF OUR, UM, MIDDLE AND HIGH SCHOOL STUDENTS CAN ACCESS.
UM, THIS PROVIDES SOME OF THE WORK THAT'S DONE WITH THE MENTAL HEALTH ADVISORY COUNCIL.
SO IT'S NOT ONE SPECIFIC AGENCY IN AND OF ITSELF, BUT, UM, SCHOOLS CAN PARTNER WITH, UM, I DON'T EVEN KNOW HOW MANY ARE ON THERE, BUT, UM, 40 TO 50 DIFFERENT PARTNERS THAT ARE APPROVED THROUGH BCPS TO PROVIDE MENTAL HEALTH, UM, PARTNER SERVICES ON SITE AT SCHOOLS.
UH, MS. CHICA KLU, UM, FOR THE MATH MASTERY SECTION OF THE CCR STANDARD, SINCE IT SAYS TO EARN A FINAL COURSE GRADE OVER A, B, OR C, ALGEBRA ONE, THE NEW SEMESTER SYSTEM, JUST HOW WOULD THAT LOOK FOR STUDENTS WHO MAY HAVE NOT RECEIVED A, LIKE, RECEIVED IN THE FIRST SEMESTER, BUT THAT'S THE SECOND, JUST HOW WOULD THAT FRAMEWORK GO? SO, GO AHEAD.
OH, THEY HAVE TO PASS BOTH SECTIONS.
SO YOU, THEY CAN'T JUST TAKE THE AVERAGE OF TWO.
THAT'S A GREAT CLARIFYING QUESTION.
FOR ALL THE STUDENTS OUT THERE,
ANY OTHER QUESTIONS? THANK YOU.
[M. REPORT - ACADEMIC ACHIEVEMENT (Dr. DiDonato and Dr. Craft) (8:40 - 9:00 p.m.)]
ON THE AGENDA IS THE REPORT ON ACADEMIC ACHIEVEMENT REPORT ON LITERACY INTERVENTION.AND I'M GONNA INTRODUCE SOME WONDERFUL PEOPLE FROM OUR ELA OFFICE TO, UH, COME ON UP AND I'LL TURN IT OVER TO DR. ROGERS.
AND THANK YOU FOR THE OPPORTUNITY TO GET THE TEAM STARTED.
UM, WE ARE PLEASED TO PREVENT, UH, PROVIDE A REPORT ON LITERACY INTERVENTION GRADES K THROUGH 12.
WE WANT TO GET STARTED, UM, WITH, MOVE TO THE FIRST SLIDE, PLEASE.
UM, WITH REMINDING EVERYONE ABOUT LITERACY IN BALTIMORE COUNTY PUBLIC SCHOOLS, UH, BASED ON, UM, SUPPORT FROM THE BOARD OF EDUCATION, WE WERE ABLE TO IMPLEMENT A NEW LITERACY CURRICULUM IN ELEMENTARY SCHOOLS STARTING LAST YEAR.
UM, LAST YEAR WE BEGAN TO PILOT A SECONDARY LITERACY CURRICULUM, GRADE SIX THROUGH 12, AND ARE CONTINUING THAT WORK THIS YEAR.
UH, SCIENCE OF READING TRAINING FOR ELEMENTARY STARTERS, UH, TEACHERS STARTED IN EARNEST LAST YEAR FOR YEAR ONE.
[01:55:01]
UM, AS A RESULT OF THESE CHANGES FOR THE FIRST TIME IN OVER A DECADE, OUR NEW CURRICULUM WAS, IS ALIGNED TO MARYLAND STATE STANDARDS.THIS IS TRUE, OF COURSE, FOR THE PILOT CURRICULUM AS WELL.
OUR NEW CURRICULUM IS ROOTED IN THE SCIENCE OF READING, AND WE HAVE A NEW, UM, ENG, UH, ENG MULTILINGUAL LEARNER, UH, CURRICULUM THAT WE'RE, UH, IMPLEMENTING THIS YEAR, WHICH IS ALIGNED TO THE STATE STANDARDS AS WELL AS THE TEACHER TRAINING FOR THE, UM, FOR THIS ENTIRE SCHOOL YEAR.
UH, WE HAVE SHARED BEFORE THAT IN ORDER TO HAVE SUSTAINED AND SYSTEMIC IMPROVE, UH, IMPROVEMENT AND ACHIEVEMENT FOR STUDENTS, THAT IT BEGINS WITH HIGH QUALITY INSTRUCTIONAL MATERIALS.
THERE NEEDS TO BE ROBUST PROFESSIONAL LEARNING OPPORTUNITY FOR TEACHERS, ONGOING OPPORTUNITIES FOR TEACHERS TO GET TOGETHER TO LOOK AT THE PROGRESS OF STUDENTS AS A PART OF PROFESSIONAL LEARNING COMMUNITIES, AND IN REAL TIME GO BACK AND MAKE CHANGES INSIDE OF THE CLASSROOM WITH, UM, TO ENSURE THAT STUDENTS ARE LEARNING AT HIGH LEVELS.
ON THIS SLIDE, YOU ALSO SEE THAT OUR DATA IS STARTING TO CHANGE AS A RESULT OF JUST ONE YEAR OF IMPLEMENTATION.
WITH THAT BEING SAID, THIS IS, UH, WE ARE NOW IN, UH, YEAR TWO OF THE ELEMENTARY CURRICULUM AND, UH, UH, READY TO BRING FORWARD IN THE SPRING A RECOMMENDATION FOR SECONDARY LITERACY CURRICULUM.
IF WE THINK ABOUT THE DATA, UH, THAT WE'VE HAD ACROSS THE SYSTEM FOR THE LAST, UH, DECADE, UH, THERE ARE STUDENTS THAT WERE NOT, UM, MEETING WITH SUCCESS FOR A LONG TIME IN THE AREA OF LITERACY.
LITERACY TOUCHES EVERY SINGLE SUBJECT MATTER.
AND SO WE SAW THAT SAME TREND, UH, ACROSS OTHER SUBJECT MATTERS.
AND SO EVEN THOUGH WE ARE, UH, SEEING SIGNS OF PROGRESS, NOT ONLY IN WHERE STUDENTS ENDED UP AT THE END OF THE YEAR, UH, FOR THEIR READING LEVELS, BUT WHEN THEY CAME BACK FROM SUMMER, UH, THE PERCENTAGE OF STUDENTS THAT WERE READING AT OR ABOVE GRADE LEVEL, AS WELL AS THE PERCENTAGE OF STUDENTS THAT WERE, UM, SCORING ABOVE THE 61ST AND 50TH PERCENTILE IN THE YEAR, THERE ARE STILL SOME STUDENTS, BECAUSE THIS IS YEAR ONE, UM, WHO NEED INTERVENTIONS, THERE ARE STILL STUDENTS WHO ARE READING BELOW GRADE LEVEL, AND WE ARE EQUALLY COMMITTED TO MAKING SURE THAT THOSE STUDENTS PROGRESS AND MOVE FORWARD AS WELL.
AND SO THIS TEAM IS HERE, UH, TO PROVIDE DETAILED INFORMATION ON HOW WE ARE PROVIDING INTERVENTIONS TO OUR STUDENTS IN ELEMENTARY SCHOOLS AND SECONDARY SCHOOLS.
THANK YOU SO MUCH FOR THE FRAMING THAT FOR US, DR. ROGERS.
AND SO OUR TEAM IS HERE, AS DR. ROGERS SAID.
I'M JODY WICKS, I'M THE DIRECTOR OF ELA.
PAM WOLF, WHO'S THE COORDINATOR FOR ELEMENTARY, UM, ELA AND MS. RACHEL GOVI, WHO IS OUR NEWEST COORDINATOR FOR SECONDARY ELA.
AND SO, AS DR. ROGERS SHARED, WE JUST WANNA GIVE YOU A LITTLE BIT OF INFORMATION ABOUT THE INTERVENTIONS WE HAVE IN PLACE AND THE PLANS WE HAVE TO HELP SUPPORT STUDENT ACHIEVEMENT.
FOR LITERACY INTERVENTION, WE USE THE RESPONSE TO INTERVENTION FRAMEWORK, AND THAT ALLOWS US, THE PURPOSE OF THAT IS THAT THERE'S AN EARLY IDENTIFICATION FOR STUDENTS THAT MIGHT BE STRUGGLING WITH READING THAT WE CAN PROVIDE JUST IN TIME SUPPORT.
THIS GRAPHIC SHOWS THE PROCESS, THE CYCLE THAT WE USE TO MAKE SURE THAT WE ARE MEETING THE NEEDS OF OUR STUDENTS.
EVERYTHING BEGINS WITH ASSESSMENT.
WE BASE ALL OUR DECISIONS IN ASSESSMENT, AND THE, THERE'S A UNIVERSAL SCREENING THAT WE CONDUCT EVERY YEAR, UM, SEVERAL TIMES A YEAR.
AND THAT REALLY IS THE INDICATOR LIGHT THAT THE CHILD MAY STRUGGLE WITH LEARNING TO READ.
AND THEN FROM THAT, THAT DATA IS ANALYZED.
AND MANY TIMES WHEN IT'S, WE, WE EQUIVALATE IT TO A CHECK ENGINE LIGHT, WHEN IT COMES ON, YOU DON'T KNOW WHAT'S WRONG, BUT YOU KNOW, THERE MIGHT BE A PROBLEM.
SO AT THAT POINT, A DIAGNOSTIC ASSESSMENT WOULD BE ADMINISTERED, AND THAT DIAGNOSTIC ASSESSMENT HELPS TO PINPOINT MORE, UM, AND TO BE ABLE TO PINPOINT WHAT AREA OF READING THE CHILD MAY BE STRUGGLING IN.
AND AT THAT POINT, THEN A TEAM WOULD GET TOGETHER TO LOOK AT ALL THE DATA POINTS, MULTIPLE DATA POINTS, AND CREATE A PLAN FOR THAT CHILD AND THE INTERVENTION, THE STUDENT THAT WHAT THEY NEED, THE INTERVENTION WOULD BEGIN.
AND THEN DURING AN INTERVENTION, WE ALWAYS MAKE SURE WE'RE PROGRESS MONITORING.
SO A BEGINNING TIME AND AN END TIME IS SET.
AND, UH, INSTEAD OF JUST GOING BLINDLY THROUGH, WE WANNA TAKE THAT DATA POINTS AND ASSESSMENT POINTS TO MAKE SURE WHAT WE'RE DOING IS WORKING AND WE'RE SEEING GROWTH FOR THE STUDENT.
OR WE WOULD WANNA CHANGE A COURSE OF ACTION.
UM, WE PROGRESS MONITOR MINIMALLY AT LEAST ONCE A MONTH.
AND IF IT'S A MORE INTENSE INTERVENTION, IT WOULD BE MULTIPLE TIMES OVER THE COURSE OF THE OF WEEKS.
UM, AND MANY OF OUR SCHOOLS WE'RE PROGRESS MONITORING EVERY TWO WEEKS.
AND THEN THE TEAM WILL GET BACK TOGETHER AFTER A COUPLE OF WEEKS, LOOK MORE CLOSELY AT ALL THE DATA POINTS AND DETERMINE IF WE CONTINUE, IF WE DO NEED TO DO MORE ASSESSMENT, IF WE CONTINUE THE COURSE OF ACTION OR CHANGE OUR PLAN.
LIKE DR. WOLF MENTIONED, WE USE A VARIETY
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OF ASSESSMENTS FOR OUR STUDENTS TO ENSURE THAT WE'RE REALLY FOCUSING ON THAT WHOLE CHILD AND WHAT THAT INDIVIDUAL NEEDS TO BE SUCCESSFUL.SO HERE ARE THE SCREENERS THAT WE OFFER, AND AGAIN, THOSE SCREENERS ARE REALLY MEANT TO GIVE US A SENSE OF IS THERE, UM, ANY ISSUE WITH THE STUDENT BEING ABLE TO READ? AND FROM HERE, THEN WE OFFER THAT DIAGNOSTIC.
AND THIS HELPS US PINPOINT, OKAY, HOW CAN WE PROVIDE THE SUPPORT? WHAT ADDITIONAL SUPPORT MIGHT THE STUDENT NEED? SO WE HAVE THE PHONOLOGICAL AWARENESS SCREENING, WE HAVE THE BEGINNING AND ADVANCED DECODING SURVEYS, AND WE ALSO HAVE THE GRADE ASSESSMENT.
AND THEN WE ALSO HAVE OUR FORMATIVE AND OUR SUMMATIVE ASSESSMENTS THAT ARE USED ALONG THE WAY.
UM, AND FOR EXAMPLE, WE HAVE THE DAILY CLASSWORK AND ASSESSMENTS, AS WELL AS THOSE END OF UNIT ASSESSMENTS THAT PROVIDE BOTH LEADING AND LAGGING DATA FOR US SO THAT WE CAN REALLY DETERMINE WHERE THESE AREAS OF GROWTH, WHAT WOULD BE BEST TO SUPPORT THIS INDIVIDUAL CHILD.
IN BCPS, WE OFFER TIERED LITERACY INTERVENTION SUPPORT.
SO ALL OF OUR STUDENTS RECEIVE STRONG RESEARCH BASED TIER ONE INSTRUCTION, AND WITHIN TIER ONE STUDENTS MAY NEED SOME ADDITIONAL SUPPORT, AND THAT IS PROVIDED DIRECTLY BY OUR TEACHERS AND OUR SUPPORT.
AND THEN FROM THERE, BASED ON THOSE ASSESSMENTS, STUDENTS MAY NEED ADDITIONAL MORE INTENSIVE SUPPORT.
AND THAT'S WHERE TIER TWO COMES IN.
UM, AND YOU CAN SEE HERE, THIS IS ABOUT 20% OF OUR STUDENTS, AND WE PROVIDE THAT SYSTEMATIC EXPLICIT INSTRUCTION.
AND THEN FOR STUDENTS WHO INDICATE THAT THEY MAY NEED SOME ADDITIONAL SUPPORT, WE HAVE OUR MOST INTENSIVE SUPPORT, AND THAT'S OUR TIER THREE.
AND HERE AGAIN, WE CAN REALLY PINPOINT WHAT DO INDIVIDUAL STUDENTS NEED TO BE AS SUCCESSFUL AS POSSIBLE IN READING AND CONTINUE GROWING.
WE GROUND ALL OF OUR DECISION MAKING IN THE SCIENCE OF READING.
AND THIS MODEL, SCARBOROUGH'S READING ROPE IS A GREAT VISUAL TO SHOW ALL THE DIFFERENT STRANDS OF READING THAT HAVE TO BECOME BOTH ACCURATE AND AUTOMATIC FOR EACH STUDENT TO BECOME A SKILLED READER.
IF THE TOP OF THE ROPE IS THE LANGUAGE COMPREHENSION STRANDS, SO THAT, THOSE ARE ALL THE PIECES THAT GO INTO BEING ABLE TO UNDERSTAND WHAT WE READ, OUR BACKGROUND KNOWLEDGE, VOCABULARY INSTRUCTION, VERBAL REASONING, LANGUAGE STRUCTURES, HOW THE TEXT IS STRUCTURED.
WORD RECOGNITION IS ANOTHER PART OF THE STRAND, AND THAT'S THOSE FOUNDATIONS OF READING, OUR PHONOLOGICAL AWARENESS, BEING ABLE TO DECODE TEXT TO READ WHAT'S IN FRONT OF US, TO ALSO SPELLING IS PART OF THE WORD RECOGNITION.
AND THEN SIGHT WORD RECOGNITION.
WE USE THIS TO PINPOINT FROM THE DIAGNOSTIC ASSESSMENTS WHERE A STRAND MIGHT NEED MORE SUPPORT, WHERE ONE OF THE AREAS OF READING THAT MIGHT NEED SOME MORE SUPPORT.
IN SOME CASES, IT'S MORE THAN ONE TO MAKE SURE TO ENSURE THAT WE CAN USE THIS TO GUIDE OUR DECISION MAKING, TO SUPPORT THE INTERVENTION THAT THE STUDENT RECEIVES.
IN ELEMENTARY, WE BEGIN, AGAIN, LIKE MS. VE SAID, WITH VERY STRONG TIER ONE CORE INSTRUCTION.
AND WITHIN THAT CORE INSTRUCTION, STUDENTS ARE RECEIVING SUPPLEMENTAL SUPPORT AS WELL.
THEY'RE GETTING SMALL GROUP DIFFERENTIATED, UM, AS MANY TIMES AS NEEDED.
TIER TWO INTERVENTIONS, IF YOU THINK ABOUT THE READING ROPE, WE HA WE MEET, WE HAVE INTERVENTIONS TO SUPPORT ALL PARTS OF THE, THAT READING ROPE AND HOW A CHILD LEARNS TO READ.
SO WE HAVE OUR WORD RECOGNITION INTERVENTIONS.
IS THAT BRIDGE TO LANGUAGE COMPREHENSION? IS THE CHILD BE ABLE TO READ WITH EXPRESSION? DO THEY ATTEND A PUNCTUATION? ARE THEY ABLE TO READ AT A APPROPRIATE RATE THAT THEY'RE NOT LABORIOUSLY DECODING? AND THEN FROM LANGUAGE COMPREHENSION, WE HAVE ALSO APPROVED, UM, INTERVENTIONS IN THE SCIENCE THAT ARE GROUNDED IN THE SCIENCE OF READING.
AND THEN YOU'LL ALSO SEE THE TIER THREE FOR THE MORE INTENSE VISUALIZING AND VERBALIZING, WHICH IS ONE OF OUR TIER INTERVENTIONS THAT YOU'LL SEE ON BOTH TIERS, TIER TWO AND TIER THREE.
WHAT HAPPENS WITH AN INTERVENTION IS NOT JUST THE TIER, IS NOT JUST THE NAME OF THE PROGRAM OR THE PROGRAM.
WE'RE USING INTERVENTION, IT'S THE INTENSITY, IT'S HOW IT'S DELIVERED.
SO I CAN INCREASE THE INTENSITY BY THE, THE GROUP.
THE SIZE OF THE GROUP IS GONNA GET SMALLER.
IN TIER THREE, I'M GONNA GO DOWN TO FEWER STUDENTS.
I CAN INCREASE THE INTENSITY THROUGH THE FREQUENCY, HOW MANY TIMES I MEET WITH THE CHILD, THE DURATION, HOW LONG THE, HOW LONG THAT INTERVENTION IS, UM, VISUALIZING AND VERBALIZING IS ALSO AN INTERVENTION THAT CAN BE LAYERED UPON ANY CONTENT AREA AND ANY, UH, READING WE'RE DOING.
SO IT IS NOT, IT'S NOT, UM, IT, IT SUPPORTS A CHILD IN ALL THEIR CONTENT AREAS, WHICH IS ALSO VERY EFFECTIVE.
SO FOR SECONDARY LITERACY INTERVENTION, FOR TIER TWO, FOR WORD RECOGNITION SUPPORT, WE OFFER JUST WORDS AN HD WORD, AND WE OFFER FOR LANGUAGE COMPREHENSION, READ 180 AND EYELET.
AND WE'LL PROVIDE SOME EXAMPLES OF THE DATA IN JUST A SLIDE.
AND THEN FOR TIER THREE, WE CURRENTLY OFFER WILSON ORTON-GILLINGHAM.
AND FOR LANGUAGE SUPPORT, LIKE PAM MENTIONED, SIMILAR TO ELEMENTARY, WE ALSO OFFER VISUALIZING AND VERBALIZING.
WE ARE LEVERAGING TECHNOLOGY THIS YEAR AND SOME NEW, UM, FEATURES WITHIN OUR TECHNOLOGY PLATFORMS
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THAT WE ARE MORE SYSTEMATICALLY TRACKING AND, UM, MONITORING INTERVENTION.SO WE'RE USING FOCUS AND WE'RE USING PERFORMANCE MATTERS.
FOCUS IS, UM, WE ARE NOW SCHEDULING INTERVENTIONS K TO 12.
SO ANY STUDENT THAT'S IN A READING INTERVENTION, IT'S BEING SCHEDULED COUNTYWIDE.
SO WE CAN KEEP TRACK OF THAT AT A COUNTY LEVEL.
AND ALSO IT, IT ENSURES THAT WHEN A CHILD MOVES FROM SCHOOL TO SCHOOL, THAT FOLLOWS THEM WITH THEM.
AND WE DON'T HAVE TO RELY ON PAPERS FOLLOWING THE CHILD THAT IT'S REAL IN TIME, REAL TIME DATA FOR THE TEACHERS THAT ARE GETTING THE STUDENT.
UM, WE'RE BEING ABLE TO SCHEDULE WHO'S TEACHING THE INTERVENTION, WHAT INTERVENTIONS THE CHILD IS RECEIVING, AND HOW LONG THEY'RE IN AN INTERVENTION AS WELL.
PERFORMANCE MATTERS WE'RE USING FOR MORE TEACHER FACING.
AND WHAT'S HAPPENING IS THE TEACHER'S ACTUALLY RECORDING ATTENDANCE IF THE CHILD IS THERE AND PRESENT FOR THE INTERVENTION.
SO WE CAN MONITOR, IS THAT A PROBLEM ALSO WITH THE LEARNING TO READ.
AND THEN WE CAN ALSO LOOK AT THAT DATA OVER TIME WITH THE PROGRESS MONITORING SCORES TO SEE IF ANY ADJUSTMENTS NEED TO BE MADE.
SO EVERYTHING'S IN ONE PLACE NOW INSTEAD OF, UM, DIFFERENT RECORD KEEPING THAT WE'VE USED IN THE PAST.
THIS IS A SAMPLE OF WHAT PROGRESS MONITORING LOOKS LIKE FROM A TEACHER VIEW.
SO YOU CAN SEE THE BOTTOM, THE HORIZONTAL LINE OR THE WEEKS OF INSTRUCTION.
AND THE VERTICAL LINE WOULD BE WHATEVER PROBE OR PROGRESS MONITORING WE'RE USING.
AND THAT WOULD DEPEND ON THE INTERVENTION AND THE NEED OF CHILD.
THE BLACK LINES THAT ARE HORIZONTAL ARE THE START OF THE INTERVENTION.
AND THEN INTERVENTION ISN'T A LIFELONG SENTENCE, IT ISN'T A LIFELONG, IT SHOULDN'T BE FOREVER.
IT SHOULD, WE SHOULD BE MONITORING AND IT SHOULD BE FOR A CERTAIN AMOUNT OF WEEKS.
SO FOR THIS SPECIFIC INTERVENTION, IT'S ABOUT A 12 WEEKS AND WE'RE GONNA, WE'RE GONNA HAVE A GOAL IN THOSE 12 WEEKS OF WHERE WE WANT THE CHILD TO BE AND MONITOR IF THEY'RE, THEY'RE APPROACHING THAT.
AND THEN YOU CAN SEE THE STUDENT DATA POINTS FOR EACH PROGRESS MONITORING PROBE THAT'S GIVEN TO SEE IF THAT STUDENT IS MAKING GROWTH OR IF WE NEED TO MAKE ANY CHANGES.
SO HERE'S AN EXAMPLE OF OUR DATA FOR OUR TIER TWO INTERVENTION PROGRAM FOR ONE OF THEM, WHICH IS READ 180.
UM, AND HERE YOU CAN SEE ON THE SLIDE BEGINNING OF THE YEAR DATA COMPARED TO MIDDLE OF THE YEAR AND END OF THE YEAR AS A STUDENT PROGRESSES THROUGH THE PROGRAM, THE GOAL IS THAT THEY CAN CONTINUE OR PROGRESS AND READ ON GRADE LEVEL, ABOVE GRADE LEVEL.
SO YOU'LL SEE HERE THE COLORS OF RED, ORANGE, AND YELLOW DECREASING OVERALL AS WE CONTINUE THROUGH THE YEAR.
UM, AND THAT'S THE SAME FOR GOING IN GRADE NINE FROM A 63 IN RED TO A 27.
AND THEN FOR GRADES GRADE 10 GOING FROM A 70 TO 40, WE WANT TO SEE THOSE NUMBERS DECREASE BECAUSE THAT ULTIMATE GOAL IS FOR STUDENTS TO READ ON OR ABOVE GRADE LEVEL.
AND WE USE THE GROWTH MEASURE ASSESSMENT.
UM, AND THIS JUST PROVIDES YOU WITH AN OVERVIEW FOR SIX THROUGH 10 OF WHERE WE'RE SEEING THAT DECLINE FOR STUDENTS IN, IN GOING FROM, UM, READING TWO OR MORE GRADE LEVELS BELOW TO BEING ABLE TO READ ON OR ABOVE.
SO HERE WE HAVE 6, 7, 8, 9, 10, AND WE'LL JUST GIVE YOU A MOMENT TO TAKE A LOOK.
AND AGAIN, YOU'LL NOTICE THOSE NUMBERS DECREASING.
UM, AND THEN FOR EYELET, WE OFFER, WE OFFER THE GRADE ASSESSMENT.
AND SO FOR EYELID, YOU'LL SEE ON THE SCREEN, UM, REALLY GOING FROM THE, THAT GRADE LEVEL EQUIVALENCY WILL BE INCREASING AS STUDENTS PROGRESS THROUGH THE PROGRAM.
SO HERE WE HAVE DEPICTED OUR BEGINNING OF THE YEAR DATA AND OUR END OF YEAR DATA, AND WE WANNA SEE THOSE INCREASING ULTIMATELY IN BOTH PROGRAMS. YOUR GOAL IS FOR STUDENTS TO IMPROVE THEIR GRADE LEVEL EQUIVALENCIES.
UM, IT'S JUST DEPICTED IN DIFFERENT FORMATS HERE WITH THE GRADE LE, THE GRADE MEASURE, AS WELL AS THE GROWTH MEASURE ON THE PREVIOUS ONE.
AND WE WOULD, THAT WRAPS UP OUR PRESENTATION, BUT WE WOULD LOVE TO OPEN IT UP TO ANY QUESTIONS.
YOU MAY HAVE QUESTIONS FROM BOARD MEMBERS.
THANK YOU FOR THE PRESENTATION.
I JUST HAVE A QUICK QUESTION OF CLARIFICATION.
IN TERMS OF THE GRADE LEVEL EQUIVALENCY, IS IT TYPICAL FOR AN AVERAGE STUDENT MAKING AVERAGE PROGRESS OR WHAT'S EXPECTED TO GO UP ONE GRADE LEVEL PER YEAR? THAT'S THE STANDARD.
WHAT WE EXPECT AND HOPE FOR IS ANYWHERE BETWEEN ONE, ONE AND A HALF AND TWO YEARS GROWTH IN ONE YEAR'S TIME.
SO FOR EXAMPLE, UM, FOR THE EYELET, UM, FROM 3.6 TO 5.1, THAT IS TYPICAL EXPECTATION THAT IS IN THE RANGE OF TYPICAL EXPECTATION.
BUT WE'D LOVE TO SEE IT GO UP EVEN MORE.
I MEAN, ULTIMATELY THE GOAL IS TO CONTINUE INCREASING.
OTHER QUESTIONS, MS. DOKI? UM, JUST GOING BACK TO SLIDES, UH, SEVEN AND EIGHT, WHERE YOU HAVE THE, UM, THE TIER THREE INTERVENTIONS, THE WILSON READING SYSTEM, THAT'S, THAT'S A TIER THREE.
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UM, IT'S A STRUCTURE, IT'S ALREADY, IT'S GEARED TOWARDS TIER THREE STRUCTURED LITERACY BASED ON, UM, ORTON GILLINGHAM.BUT THEN YOU HAVE ORTON GILLINGHAM UNDERNEATH OF IT.
SO IS WHAT, WHICH ORTON GILLINGHAM WILSON READING AND ORTON GILLINGHAM ARE TWO DIFFERENT PROGRAMS. WILSON READING SYSTEM IS A DIFFERENT INTERVENTION.
SO IT WAS WRITTEN BY BARBARA WILSON, AND IT'S, IT'S BASED ON ORTON-GILLINGHAM, BUT IT'S A DIFFERENT PROGRAM.
AND THEN WE ALSO HAVE TEACHERS TRAINED IN ORTON-GILLINGHAM THAT ARE DELIVERING THE INTERVENTIONS AS WELL.
BUT WHICH PROGRAM? BECAUSE ORTON-GILLINGHAM IS A TECHNIQUE.
BUT WHICH, WHICH, WHICH, LIKE, WHICH PROGRAM TECHNIQUE ARE THEY USING OR, UH, MS. DOKI, IF YOU'RE REFERRING TO THE, WHICH TRAINING MODEL ARE THE TEACHERS TRAINED IN? UM, ORTON-GILLINGHAM IS THE ONE INTERVENTION.
UH, BUT WE KNOW, UH, THAT THERE'S BEEN, UH, SOME LEVEL OF CONTROVERSY OVER THE METH, THE VENDOR SELECTED, AND THE METHOD OF TRAINING, UH, WHEN THAT CONTRACT COMES BACK, UH, THAT WILL BE ACCOMPANIED BY, UH, THE DATA TO SHOW YOU THE DIFFERENCE BETWEEN THE PERFORMANCE OF STUDENTS THAT ARE, UM, EXPERIENCING THE INTERVENTION WITH TEACHERS THAT ARE TRAINED IN BOTH TYPES.
BUT, UH, IN TERMS OF THE WORD RECOGNITION, TIER THREE INTERVENTION THAT WE HAVE, WE HAVE TWO TYPES, UH, WILSON AS WELL AS ORTON GILLINGHAM.
BUT WHEN I GOOGLE WILSON READING SYSTEM, IT'S A SYSTEM, IT'S A PROGRAM THAT I CAN FIND.
IT'S A CON IT'S A VENDOR, CORRECT.
IT'S A, IT, IT'S BASED ON ORTON GILLINGHAM AND OTHER READING TECHNIQUES FOR LITERACY.
I MEAN, IT'S GEARED SPECIFICALLY AS A TARGETED TIER THREE, UH, GRADES TWO THROUGH 12.
WHEN YOU JUST SAY ORTON-GILLINGHAM, IT IS A TECHNIQUE.
AND THERE'S SEVERAL DIFFERENT COMPANIES THAT OFFER A PROGRAM BASED IN ORTON-GILLINGHAM.
SO THERE'S AN ORTON-GILLINGHAM THAT, YOU KNOW, IT'S WHAT, 12, I THINK IT'S 60 HOURS OR IT'S, THE CERTIFICATION FOR THAT IS, IT'S ALL DIFFERENT.
SO I'M JUST CURIOUS AS TO, I GUESS NOT ALL ORTON-GILLINGHAM IS THE SAME, CORRECT? OR IS IT ALL, ARE YOU SAYING THAT IT IS ALL, EVERY ORTON-GILLINGHAM OUT THERE IS EXACTLY THE SAME.
IT'S THE SAME TECHNIQUES AND STRATEGIES.
NO MATTER WHAT ORTON-GILLINGHAM PROGRAM YOU'RE, OR ORTON-GILLINGHAM PACKAGE, YOU'RE USING IT.
SO WHY, SO WHY THE DIFFERENCE IN THE CERTIFICATIONS? WHY, WHY WOULD ONE BE 60 HOURS AND ONE BE, I DON'T KNOW, 12 WEEKS OR WHATEVER IT IS, TO GET, BE CERTIFIED IN ORTON-GILLINGHAM? I, I CAN'T ANSWER THAT.
SO FOR US, PART OF OUR WORK WITH ORTON-GILLINGHAM IS OUR PARTNERSHIP WITH OUR DEPARTMENT OF SPECIAL EDUCATION.
AND SO THEY SOMETIMES DETERMINE WHO GETS WHAT TRAINING AND WHAT AMOUNT OF TRAINING, AND THEY HELP TO SUPPORT OUR TEACHERS WHO ARE FACILITATING THAT IN THE ELA CLASSROOM.
SO THAT REALLY GOES MORE THROUGH OUR SPECIAL ED OFFICE IN COLLABORATION WITH US.
SO THEY MIGHT BE ABLE, BUT I CAN DEFINITELY TAKE THAT BACK AND GET THAT INFORMATION FOR YOU.
I JUST WOULD LIKE TO KNOW THAT WE ARE USING AN ORTON-GILLINGHAM PROGRAM THAT IS GEARED SPECIFICALLY FOR TIER THREE INTERVENTIONS AND NOT FOR GENERAL EDUCATION.
BUT I COULD ALSO GET THAT, THAT CLARIFICATION FOR YOU.
AND, AND I CAN ALSO SHARE WITH YOU THE INTENSITY OF THAT ORTON-GILLINGHAM IS BEING USED IN SMALL GROUP AND IT'S BEING USED, THE FREQUENCY OF IT IN ADDITION TO CORE.
SO STUDENTS ARE GETTING FOUNDATIONAL, LIKE THEY'RE GETTING FOUNDATION AND CORE.
AND THEN WHAT MAKES IT A TIER THREE IS THAT IT'S A SMALLER GROUP AND IT'S MORE FREQUENT.
SO IT'S NOT JUST THE PROGRAM ITSELF, BUT HOW IT'S DELIVERED.
AND THEN ALSO MONITORING THE PROGRESS.
'CAUSE THE ULTIMATE GOAL IS NO MATTER WHAT PROGRAM WE'RE USING, WE WANNA MAKE SURE STUDENTS ARE LEARNING TO READ.
AND SO THAT'S WHY WE'RE COLLECTING THAT DATA AND LOOKING AT IT COUNTYWIDE TO MAKE SURE THAT STUDENTS ARE PROGRESSING AND SUPPORTING TEACHERS IF THEY NEED ADDITIONAL SUPPORT.
MR. MCMILLION AND MS. HUMPHREY, THANK YOU FOR THE PRESENTATION.
AND I MUST ADMIT THAT I'M, I'M A BIT OVERWHELMED, BUT I'M TRYING TO LEARN THIS IN SMALL CHUNKS.
THE WAY THAT I LEARN THE DIBELS PIECE ON SLIDE THREE WAS DIBELS AT ONE TIME, A K THROUGH THREE SCREENING PROCESS.
DIBELS WAS K TO THREE FOR A WHILE.
IT'S A, IT'S A UNIVERSAL SCREENER, AND AMIRA REPLACED IT IN GRADES ONE THROUGH THREE.
SO WE MADE THE DECISION THIS SCHOOL YEAR.
UM, SO LAST, ACTUALLY LAST YEAR.
LAST LAST YEAR, MOST OF THE SCHOOLS USED IT ONE THROUGH THREE.
UM, THIS YEAR WE DID NOT BECAUSE WE WANTED SYSTEMATIC COLLECTION, DATA COLLECTION THAT WAS CONSISTENT.
UM, DI BECAUSE DIBELS IS ADMINISTERED, UM, BY A TEACHER, ONE-ON-ONE.
AND THE, A MIRROR CAN DO A CAN BE ADMINISTERED TO A CLASS.
AND, UH, CAN PARENTS OPT OUT OF AMIRA? UM, BASED ON THE READY TO READ ACT, WE'RE REQUIRED TO SCREEN ALL STUDENTS.
UM, BUT PARENTS ARE VERY, YOU KNOW, WE COMMUNICATE WITH THE PARENTS AND LET THEM KNOW ABOUT
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THE SCREENING PROCESS.UM, BUT THE EXPECTATION IS THAT ALL STUDENTS ARE SCREENED, BUT OKAY.
THE EXPECTATION IS, BUT CAN THEY? NO.
MS. EY, I THINK MY QUESTION'S FAIRLY SIMPLE.
UM, ON SLIDE 10 YOU MENTIONED, UM, THE 12 WEEKS OF INTERVENTION AND THAT IT'S NOT SUPPOSED TO BE FOREVER.
WHAT HAPPENS IF STUDENTS DON'T MEET THAT GOAL? ARE WE REASSESSING AND JUST COMING UP WITH A NEW PLAN? GREAT QUESTION.
WE WOULD GO BACK THROUGH THAT CYCLE OF LOOKING AT DATA, LOOKING AT MAYBE DOING ANOTHER DIAGNOSTIC, LOOKING AT AND DETERMINING, UM, AND IF WE NEED TO CONTINUE OR IF IT'S A DIFFERENT INTERVENTION OR IF WE NEED TO INCREASE THE INTENSITY OF THE INTERVENTION.
SO ON SLIDE 11, UH, WITH THE STUDENT GROWTH FOR 23, 24, AND WE SEE THAT STUDENTS ARE MOVING, WHICH IS A, IS A GOOD THING.
THE STUDENTS WHO DID NOT MOVE END OF THE YEAR, DO WE KNOW THE ROOT CAUSES AS TO WHY THEY ARE STILL TWO GRADE LEVELS OR MORE BELOW? SO THE ASSESSMENT HELPS PROVIDE SOME EMPATHETIC INFORMATION.
AND THIS IS ONE ASSESSMENT POINT FOR STUDENTS.
SO WE ACTUALLY USE A VARIETY OF ASSESSMENTS IN COORDINATION WITH ONE ANOTHER.
SO THIS PROVIDES US WITH SOME PICTURE OF WHY A, WHY A STUDENT MAY NOT BE PROGRESSING AS EXPECTED.
UM, BUT WE ALSO LOOK AT THOSE FORMATIVE ASSESSMENTS.
WE ALSO LOOK AT HOW A STUDENT IS SCORING ON SOME OF THOSE END OF YEAR ASSESSMENTS AS WELL TO REALLY KIND OF PINPOINT WHY AREN'T WE SEEING THAT GROWTH? AND IF NOT, THEN DOES IT MEAN THAT OUR STUDENT MAY NEED A DIFFERENT INTERVENTION? OR LIKE DR. WOLF MENTIONED, MAYBE THEY NEED MORE INTENSITY WITH THAT.
UM, BECAUSE THE GOAL REALLY IS TO FIND OUT WHY, WHY WE'RE NOT SEEING SOME OF THAT MOVEMENT.
AND ARE THERE CERTAIN CONCEPTS OR, UM, YOU KNOW, WHEN YOU BREAK DOWN ALL THE DIFFERENT PARTS OF READING, ARE THERE CERTAIN AREAS WHERE OUR STUDENTS STRUGGLE MORE? HAVE YOU NOTICED THAT ACROSS THE BOARD OR NOT SO MUCH? IT REALLY IS JUST NOT QUITE A 50 50, BUT THE SPLIT BETWEEN OUR STUDENTS STRUGGLING WITH PHONICS OR WITH COMPREHENSION.
AND SO THAT'S REALLY HOW THE INTERVENTIONS ARE ALSO DIVIDED TO TARGET THOSE TWO AREAS.
SO IF WE GO BACK TO THAT GRAPHIC OF THAT READING ROPE, REALLY IDENTIFYING WHICH OF THOSE AREAS THAT ARE REQUIRED FOR SKILLFUL READERS, DO THEY NEED SOME SUPPORT? SOME STUDENTS NEED SUPPORT IN BOTH.
AND SO THEN WE HAVE TO TARGET BOTH OF THOSE AREAS.
BUT IT JUST DEPENDS STUDENT TO STUDENT.
AND THEN ON THE NEXT SLIDE, THE STUDENT, IT'S READ 180, BUT IT'S THE BLUE AND GRAY BARS.
AND SO WHEN WE SEE GRADE 10, UM, IT'S A SIGNIFICANT DROP, UH, WITH STUDENTS, THE NUMBER OF STUDENTS READING BELOW GRADE LEVEL.
SO IS THAT, HOW MANY, HOW MANY, UM, SO WHERE, HOW
UM, SO IT'S SHOWING THAT THE INTERVENTIONS THAT WE ARE IMPLEMENTING ARE WORKING, UM, NUMBER ONE, WHICH IS A GREAT THING.
ARE THERE CERTAIN INTERVENTIONS THAT YOU FIND ARE WORKING MORE THAT, THAT ARE WORKING BETTER THAN OTHERS? BECAUSE I KNOW IT'S A LOT OF DIFFERENT THINGS WE ARE, UM, PROVIDING STUDENTS WITH.
DO YOU FIND THAT THERE'S CERTAIN ONES THAT HAVE, ARE HAVING MORE SUCCESS WITH OUR STUDENTS OR THAT OUR STUDENTS ARE GRAVITATING TO A LITTLE BIT MORE? UM, SO WE HAVE FOUND SUCCESS WITH ALL OF OUR INTERVENTIONS.
RIGHT? UM, ONE THING THAT WE'VE IDENTIFIED IS THAT EYELID HAS BEEN, UM, MORE SUCCESSFUL WITH SOME OF OUR MULTILINGUAL LEARNERS, UM, BECAUSE IT DOES HAVE THAT DIGITAL COMPONENT AND IT PROVIDES A DIFFERENT LEVEL OF ACCESS FOR STUDENTS THAT THEY SEEM TO REALLY CONNECT WITH A LITTLE BIT MORE BEYOND THAT, BECAUSE SCHOOLS HAVE THE OPTION OF WHICH PROGRAM, AND AGAIN, USING MULTIPLE BARRIERS, THEY SELECT, UM, WE'VE BEEN FORTUNATE IN BEING ABLE TO SEE THAT REED 180 AND ISLET ARE BOTH PROVIDING, UM, THE SUPPORT THAT STUDENTS NEED.
AND SO THEN AS WE'RE ENTERING THE BUDGET SEASON, AND WE KNOW THAT WE GOTTA MAKE SOME CUTS, NOTHING OVER HERE SHOULD BE CUT.
MY ANSWER IS NO,
MS. DAM, MS. DAMINA, DID YOU HAVE ANOTHER QUESTION? YEAH, I JUST HAD ONE.
I THINK WE'VE ASKED THIS QUESTION BEFORE, BUT HOW MANY, UM, TEACHERS DO IN THE SECONDARY, UH, DO WE HAVE AT CERTIFIED IN WILSON READING SYSTEM? I DON'T KNOW THAT EXACT NUMBER, BUT WE'RE HAPPY TO TAKE THAT QUESTION BACK TO SEE IF WE CAN FIND MORE INFORMATION ON THE EXACT NUMBER OF TEACHERS TRAINED.
DEANA, DO YOU HAVE THAT NUMBER HAND? WE CAN GET THAT.
I, I IF WE COULD GET THAT SOON.
I, I KNOW I'VE, I THINK WE'VE ASKED IT BEFORE AND IT WOULD BE HELPFUL TO KNOW HOW MANY, IF WE'RE, IF WE'RE SAYING THAT WE'RE OFFERING THAT AS AN INTERVENTION, WE SHOULD KNOW HOW MANY TEACHERS ARE CERTIFIED.
ANY OTHER QUESTIONS, MS. ONG? UM, SO I GUESS AS WE TALK ABOUT THE DIFFERENT, UM,
[02:20:01]
INTERVENTIONS IN THE DIFFERENT TIERS, ARE YOU ABLE TO ACTUALLY DETERMINE BASED ON TIER THREE, THIS IS KIND OF SIMILAR, I THINK TO WHAT, UM, MS. BOOKER DWYER WAS ASKING, BUT I GUESS I'M ASKING IT SPECIFICALLY FOR LIKE TIER THREE.UM, IF WE TALK ABOUT, WE EXPECT TO SEE ONE, ONE AND A HALF, TWO YEARS GROWTH, WHAT INTERVENTIONS AT TIER THREE ARE WE SEEING THAT MAKES THE BEST GAINS TOWARDS THAT? AGAIN, THAT REALLY IS DEPENDENT PER STUDENT.
AND WHEN WE GET TO TIER THREE, UM, SOME OF THE STUDENTS ARE ALSO RECEIVING OTHER SERVICES AS WELL.
AND SO IT REALLY IS A COMPOUND EFFECT.
AND SO IT, IT ISN'T THIS OR THAT MM-HMM,
BUT REALLY IN TERMS OF WHAT DOES THAT STUDENT NEED? HOW MANY YEARS DO THEY NEED TO GROW? BECAUSE OUR STUDENTS THAT REQUIRING TIER THREE INTERVENTION ARE USUALLY AT A GREATER DEFICIT.
AND SO IT REALLY, AGAIN, A VARIETY OF FACTORS.
SO WE ARE FINDING SUCCESS WITH EACH OF OUR TIER THREE PROGRAMS, BUT THE RATE REALLY IS AN INDIVIDUAL PACE.
SO THEN WHEN WE LOOK, UM, BACK WITH SLIDE 10, AND YOU SEE THAT EXAMPLE OF AN INTERVENTION, YOU COULD HAVE A STUDENT THAT WOULD JUST HAVE AN INTERVENTION FOR 15 WEEKS, UM, MAKE PROGRESS, AND THEN WE JUST KIND OF CYCLE BACK AGAIN WORKING ON THE NEXT SET OF GOALS, CORRECT? YES.
THE GOALS ARE ADJUSTED AS PROGRESS IS MADE.
ANY OTHER QUESTIONS? THANK YOU.
[N. REPORT - ACADEMIC ACHIEVEMENT (9:00 - 9:20 p.m.)]
THE AGENDA IS THE REPORT ON ACADEMIC ACHIEVEMENT, BCPS, PROGRESS AND ACTION.AND FOR THAT, I CALL ON DR. ROGERS.
I WOULD LIKE TO CALL FORWARD MS. LEANNE SCHUBERT, MR. MATTHEW AMES, MS. LENNY MODE, AND MS. KRISTEN RYAN.
WE ARE VERY PLEASED TO PROVIDE A-B-C-P-S PROGRESS AND ACTION REPORT ON, UM, EARLY COLLEGE ACCESS FOR OUR STUDENTS.
WE ARE SPOTLIGHTING CATONSVILLE HIGH SCHOOL, UH, THIS EVENING, AND WE'RE, UH, EXCITED TO HAVE, UH, MATT AMES HERE WITH US, ALONG WITH HIS ENGLISH DEPARTMENT CHAIR, MS MODE, AND HIS SCIENCE DEPARTMENT CHAIR AND AVID PSYCH COORDINATOR, MS. RYAN.
UM, I THINK MS. SCHUBERT IS GOING TO GET US STARTED.
SOME OF THIS INFORMATION SHOULD LOOK, UH, FAMILIAR, BUT OUR EXPANSION WORK PARTICULARLY ON, UM, BRINGING ACCESS DIRECTLY TO OUR HIGH SCHOOLS.
UH, CATONSVILLE HIGH SCHOOL IS ONE OF THE SCHOOLS THAT HAS, UH, BROUGHT THAT FORWARD FOR THE STUDENTS AND WILL BE ABLE TO SPEAK ABOUT WHAT, UH, IMPACT THAT IS HAVING FOR STUDENTS.
SO, MR. WARD, GOOD EVENING, AND THANK YOU.
SO I'M GONNA LAY OUT A BASIC FOUNDATION OF WHAT OUR EARLY COLLEGE ACCESS PROGRAM LOOKS LIKE, AND THEN OUR FRIENDS FROM CATONSVILLE CAN REALLY FILL, FILL YOU IN ON THE SPECIFICS AT THAT PARTICULAR SCHOOL.
SO, EARLY COLLEGE ACCESS HAS EXPANDED EXPONENTIALLY SINCE 2014 WHEN SENATE BILL SEVEN 40 WAS PASSED, REQUIRING TUITION DISCOUNTS.
YOU CAN SEE ON THE SLIDE, UM, SEVEN, UH, EXPANSIONS WITH DUAL ENROLLMENT FROM, UM, ON LOCATION COURSES AT CCBC TO ON LOCATION COURSES AT OUR BCPS SCHOOLS.
UM, DUAL CREDIT COURSES, ONLINE COURSES, OUR YOUTH APPRENTICESHIPS, UM, AND OUR CAREER TECHNOLOGY TRAINING FOR OUR STUDENTS.
SO YOU'VE SEEN THE SLIDE BEFORE THIS EVENING, AND THANK YOU DR.
DETO FOR EXPLAINING IT FOR ME.
UM, BUT AS WE'VE DISCUSSED, UM, IN ORDER TO ATTAIN CCR, UH, STATUS, THERE ARE MULTIPLE PATHWAYS.
UM, OUR STUDENTS ARE EITHER LOOKING THANK YOU.
OUR STUDENTS ARE EITHER LOOKING AT, UM, PROFICIENCY ON OUR, UM, ALGEBRA ONE AND ENGLISH MCAP EXAMS, UM, OR LOOKING AT THEIR GPA WITH THE A, B, OR C, UM, IN ALGEBRA ONE.
AND, UH, MS. BOOKER DWYER, THANK YOU FOR ENCOURAGING OUR PARENTS FOR LOOKING AT FOCUS TO CHECK THEIR STATUS OF THEIR STUDENTS.
SO WHAT HAPPENS WHEN A STUDENT ATTAINS CCR? WELL, THERE'S MANY THINGS THAT BECOME AVAILABLE.
UM, TONIGHT WE'RE REALLY GONNA TALK ABOUT THE DUAL ENROLLMENT OPPORTUNITIES WITH OUR COMMUNITY COLLEGE OF BALTIMORE COUNTY PARTNER.
UM, ONCE THIS BCPS STUDENT ATTAINS CCR STATUS, UM, IN BOTH 11TH AND 12TH GRADE, THEY HAVE ACCESS TO FREE CLASSES AT CCBC.
UM, RIGHT NOW THAT LOOKS LIKE TWO CLASSES IN THE FALL AND SPRING, BOTH JUNIOR AND SENIOR YEAR FOR A TOTAL OF EIGHT FREE CLASSES FOR OUR STUDENTS WHO HAVE CCR STATUS.
UM, HOWEVER, UM, AS WAS ALLUDED TO IN THE PREVIOUS PRESENTATION,
[02:25:01]
UM, WE DO HAVE SOME STUDENTS WHO DO NOT HAVE CCR STATUS, AND THEY STILL CAN ACCESS THE CCBC CLASSES AT A 50% REDUCED TUITION RATE.SO IT'S NOT THAT WE PRECLUDE THEM FROM ACCESSING THOSE COURSES, UM, BUT THE FREE TUITION HAPPENS WHEN STUDENTS ATTAIN THEIR CCR STATUS.
I WAS ABOUT TO SAY, NEXT SLIDE, BUT THAT'S ME.
SO, UM, WHEN STUDENTS ATTAIN THAT CCR, THERE'S MULTIPLE PATHWAYS THAT BECOME AVAILABLE, AND YOU CAN SEE, UM, THE THREE BOXES HERE ON THE SCREEN.
UM, ONCE THEY ATTAIN CCR STATUS, NOT ONLY CAN THEY ACCESS THESE CLASSES AT CCBC, WHICH WOULD BE THE MIDDLE BOX, BUT IN THE FIRST BOX, WE TALK ABOUT THE COLLEGE PREPARATORY PROGRAM.
UM, IN BALTIMORE COUNTY, WE HAVE SELECTED THE MARYLAND ADVANCED PLACEMENT OPTION FOR OUR STUDENTS.
THAT BECOMES AVAILABLE TO OUR, UH, STUDENTS AT CCR STATUS.
UM, AND THAT MARYLAND AP OPTION IS DEFINED BY A STUDENT TAKING AT LEAST FIVE AP COURSES ACROSS TWO DIFFERENT CONTENT AREAS, AND AT LEAST TWO OF THOSE AP COURSES NEED TO BE IN THE SAME CONTENT AREA.
AND THEN TO, UH, FULLY ACHIEVE MARYLAND AP, UM, OPTION, THEY WOULD NEED TO SCORE THREE OR HIGHER ON THREE OF THOSE AP EXAMS AND A SCORE OF, UM, C OR BETTER IN THEIR AP COURSES.
NOW, CERTAINLY OUR STUDENTS DO ACCESS AP COURSES BEFORE THE END OF 10TH GRADE WHEN CCR STATUS IS, UM, ATTAINED, BUT BLUEPRINT REQUIRES US TO HAVE THIS OPTION AVAILABLE TO STUDENTS.
UM, OF COURSE, THEY CAN TAKE THE CLASSES, UM, AT THE COMMUNITY COLLEGE THAT I SPOKE ABOUT.
AND THEN FINALLY WITH OUR CTE PROGRAMS, AND I THANK DR.
MONDOR FOR KIND OF PREPARING YOU FOR THAT CONVERSATION.
UM, THE, UH, STUDENTS CAN TAKE CREDIT AND NON-CREDIT COURSES AT, UM, THE COMMUNITY COLLEGE.
WE ENCOURAGE OUR STUDENTS TO PARTICIPATE IN APPRENTICESHIPS, AND WE ALSO ENCOURAGE OUR STUDENTS THROUGH CTE TO EARN INDUSTRY RECOGNIZED CREDENTIALS THAT ARE ASSOCIATED WITH THE VARIOUS, UH, CTE PROGRAMS OF STUDY.
SO ONE OF THE OPTIONS AVAILABLE TO OUR STUDENTS WITH CCBC ARE WHAT WE CALL ON LOCATION COURSES.
THESE ARE CCBC COURSES THAT ARE OFFERED, RIGHT? AND OUR BRICK AND MORTAR, UM, HIGH SCHOOL BUILDINGS.
UM, I, I BELIEVE OUR CATONSVILLE FRIENDS ARE GONNA TALK A LITTLE BIT MORE ABOUT THAT.
SO ON LOCATION, CCBC BRINGS THE INSTRUCTOR TO A SCHOOL.
UM, AND THOSE COURSES ARE OFFERED RIGHT DURING THE DAY FOR OUR BCPS STUDENTS.
UM, SO YOU CAN SEE THIS YEAR WE HAVE 12 HIGH SCHOOLS OFFERING ON LOCATION, UH, CCBC COURSES, UM, WHICH IS AN INCREASE FROM NINE HIGH SCHOOLS LAST YEAR.
UM, THEY RANGE IN THE NUMBER OF COURSES THAT ARE BEING OFFERED AT EACH SCHOOL.
THIS FALL, WE HAVE 34 SECTIONS BEING OFFERED AT THESE 12 SCHOOLS.
AND RIGHT NOW IN FALL OF 2024, WE HAVE 555 OF OBESITY.
AS STUDENTS PARTICIPATING IN THESE ON LOCATION, UH, COURSES, WE ARE ALWAYS LOOKING TO EXPAND THESE OPPORTUNITIES FOR OUR STUDENTS.
CLEARLY ON LOCATION ELIMINATES THE TRANSPORTATION CHALLENGE THAT STUDENTS MIGHT FACE.
UM, LAST YEAR, THE ENTIRE SCHOOL YEAR, WE HAD 628 STUDENTS PARTICIPATE IN BOTH FALL SEMESTER AND SPRING SEMESTER.
SO WE ARE WELL ON OUR WAY, UM, TO INCREASE THOSE NUMBERS FROM LAST YEAR.
UM, AND THEN YOU CAN SEE SPECIFICALLY WHAT IS BEING OFFERED AT CATONSVILLE HIGH SCHOOL.
UM, THIS FALL, THEY ARE OFFERING TWO SECTIONS OF COLLEGE COMPOSITION, ONE AND TWO SECTIONS OF HISTORY OF THE UNITED STATES TWO, AND THEY ARE ON TRACK TO OFFER INTRO TO PSYCHOLOGY IN THE SPRING.
SO BESIDES OUR ON LOCATION COURSES, WE, UM, OFFER, UH, UH, THE ABILITY FOR OUR STUDENTS TO TAKE COURSES AT THE COMMUNITY COLLEGE OF BALTIMORE COUNTY.
RIGHT NOW, IN FALL OF 2024, WE HAVE 2000 AND 2,367 COURSES BEING TAKEN BY OUR STUDENTS AT CCBC 652 OF THOSE COURSES ARE, UH, STUDENTS WHO ARE CCR 595 OF THOSE COURSES ARE STUDENTS WHO ARE NOT CCR.
THIS IS SOMETHING WE ARE LOOKING AT, UM, REGULARLY.
AND OF COURSE, UM, I'LL NOTE AGAIN THAT THOSE CCR STUDENTS ARE TAKING THOSE COURSES COMPLETELY TUITION FREE AS WELL AS FEE FREE, AND WE PAY FOR THEIR BOOKS AS WELL WITH THAT CCR STATUS.
WE KNOW THERE ARE A LOT OF BENEFITS FOR OUR STUDENTS PARTICIPATING IN THESE EARLY COLLEGE, UM, PROGRAMS. UM, THERE WITH THAT INCREASED INTEREST, UM, THERE'S AN INCREASE IN STUDENTS EARNING A DEGREE, UM, AND OVERALL CREDITS THAT THEY TAKE, UM, AS I MENTIONED, THOSE ON LOCATION OPPORTUNITIES REALLY MITIGATE TO THE TRANSPORTATION CONCERNS.
UM, BUT BOTTOM LINE, AS A PARENT, THEY'RE SAVING MONEY, RIGHT? THESE ARE COLLEGE LEVEL COURSES AND CREDITS THAT STUDENTS EARN AT NO COST TO THE STUDENT
[02:30:01]
OR THE PARENTS, AND THAT IS HUGE FOR OUR FAMILIES AND SOME MORE DATA JUST TO SUPPORT THAT DUAL ENROLLMENT.AND I REALLY WANNA POINT OUT, UM, THE BCPS DATA SPECIFIC HERE.
SO 67% OF OUR BCPS ECAP STUDENTS, THOSE ARE STUDENTS PARTICIPATING IN, UH, THE DUAL ENROLLMENT, UM, HAVE A GPA BETWEEN 3.0 AND 4.0 WITH THE AVERAGE OF OUR STUDENTS BEING A 3.0.
SO WE ARE SEEING OUR STUDENTS MEET WITH SUCCESS WHEN THEY ENGAGE IN THESE OPPORTUNITIES.
SO AT THIS TIME, I'M GONNA TURN THINGS OVER TO PRINCIPAL AMES SO HE CAN HIGHLIGHT THE AMAZING THINGS HAPPENING IN A CATONSVILLE HIGH SCHOOL.
SO, I'M THE PROUD PRINCIPAL, UH, CATONSVILLE HIGH SCHOOL, AND, UH, I WANT TO THANK EVERYONE FOR ALLOWING ME TO DO MY FAVORITE THING IN THE WORLD, WHICH IS TO BRAG ABOUT OUR SCHOOL AND OUR STUDENTS AND OUR FACULTY AND OUR COMMUNITY.
SO WE ARE, UM, DOING GREAT THINGS AT CATONSVILLE HIGH SCHOOL, UM, BECAUSE WE HAVE GREAT KIDS.
AND SO I WANT TO TALK ABOUT ONE ASPECT OF THAT THIS EVENING.
UM, WE ARE, AS MS. SCHUBERT SAID, UH, WE ARE, UH, ONE OF THE SCHOOLS WHO HAS A RELATIONSHIP WITH CCBC, WHERE WE HAVE INVITED THEIR PROFESSORS INTO THE BUILDING.
THEY ARE TEACHING THREE COURSES THIS YEAR, UM, IN OUR BUILDING, UM, ONE ON A DAYS, ONE ON B DAYS, UM, SO A TOTAL OF SIX SECTIONS.
AND, UM, WE HAVE ALWAYS HAD A GREAT RELATIONSHIP WITH THE COMMUNITY COLLEGE, UH, BY PROXIMITY IS IDEAL BEING ACROSS THE STREET, UH, BUT NOW OFFERING CO COLLEGE COURSES ON OUR OWN CAMPUS OPENS DOORS FOR EVEN MORE STUDENTS.
UM, I HAD PLEASURE OF SPEAKING WITH SOME OF THE STUDENTS ENROLLED IN THE COURSE, JUST TO GET SOME FEEDBACK ABOUT HOW IT'S GOING.
UM, YOU CAN SEE THOSE QUOTES THERE THAT THE, UH, YOUNG, YOUNG PEOPLE HAVE PROVIDED.
UM, AS, UH, MS, SHE SAID THE, THE, UH, THE IDEA OF BEING MORE CONVENIENT, NOT HAVING TO DEAL WITH TRAVEL.
UM, THE IDEA OF GETTING NINE TOTAL COLLEGE CREDITS AT THE END OF THIS YEAR, UH, IS, IS PRETTY IMPRESSIVE FOR STUDENTS IN THEIR JUNIOR YEAR OF HIGH SCHOOL.
UM, AND THEN THE OTHER THING IS THE FLEXIBILITY THAT IS PROVIDING FOR OUR STUDENTS, BECAUSE THEY DON'T HAVE TO, UM, CHANGE ANYTHING ABOUT THEIR SCHEDULES.
UH, THEY CONTINUE TO TAKE THEIR REGULAR CHS CLASSES RIGHT IN THE MIX WITH THE CCBC COURSE.
SO, UM, THE, THE REAL, UM, UM, CREDIT IN TERMS OF HOW WELL THIS HAS WORKED FOR US, IT WAS BRAND NEW.
UH, THIS IS MY 10TH YEAR AT CATONSVILLE, SO THE FIRST YEAR THAT WE'VE DONE IT ON CAMPUS.
UM, BUT IT HAS REALLY WORKED VERY SMOOTHLY BECAUSE OF THE PEOPLE TO MY RIGHT.
AND I'D LIKE TO, UM, UH, JUST, YOU KNOW, THANK THEM FOR THEIR LEADERSHIP IN TERMS OF, UM, WORKING WITH THE STUDENTS.
THIS IS NEW FOR THE STUDENTS TAKING A COLLEGE COURSE, UM, AND THEN WORKING WITH PARENTS AND WORKING WITH THE, UM, THE REPRESENTATIVES AT CCPC.
SO I WANNA INTRODUCE, UM, MS MODE, MY ENGLISH CHAIR FIRST.
UM, I'M REALLY ENTHUSIASTIC ABOUT THIS PROGRAM MAINLY BECAUSE OF THE ACCESS IT'S PROVIDING TO OUR STUDENTS.
UM, WE HAVE 38 STUDENTS IN THIS PROGRAM, AND HALF OF THEM HAVE NOT UNTIL THEY ENTERED INTO THIS PROGRAM, DID NOT ACCESS AN ADVANCED ACADEMICS CLASS YET.
SO THEY WERE NOT IN A GT OR AN AP COURSE.
SIX OF OUR 38 STUDENTS AT THE END OF THEIR 10TH GRADE YEAR HAD NOT MET THEIR CCR STATUS YET, AND THEY DID NOT HAVE TO HAVE THE FINANCIAL BURDENS OF THAT.
THEY'RE RETAKING THINGS TO MAKE THAT POSSIBLE.
BUT THESE ARE STUDENTS WHO, UM, THROUGH OUR EOS DATA, UM, THAT WE WERE ABLE TO OBTAIN AND DIFFERENT MEANS, HAD EXPRESSED INTEREST IN TAKING ADVANCED ACADEMICS COURSES AND WHETHER THROUGH CONFIDENCE OR THEIR COURSE PROJECTORY HAD NOT HAD THE OPPORTUNITY TO DO SO YET.
SO OFFERING THIS CCBC AT CHS COHORT HAS GIVEN THEM THE OPPORTUNITY TO BE IN A BUILDING THEY'RE COMFORTABLE WITH, WITH MENTORS THAT THEY CAN GO TO IF THEY'RE HAVING A CHALLENGE, AND COUNSELORS WHO CAN ASSIST THEM WHEN THEY'RE NERVOUS ABOUT A DEADLINE OR NEED ANY OTHER SUPPORT.
AND SO WE'RE REALLY SEEING, UM, JUST THE VALUE OF THIS PROGRAM, AND I'M EXCITED TO HOPEFULLY CONTINUE IT, HOPEFULLY EXPAND IT.
UM, AS OUR ENGLISH DEPARTMENT CHAIR, I WAS NERVOUS ABOUT WHAT IS ENGLISH COMPOSITION ONE GOING TO LOOK LIKE? AND THIS ACCELERATED COURSE LOOKS VERY SIMILAR TO OUR AP LANGUAGE AND COMPOSITION COURSE.
OUR STUDENTS WHO WERE IN ON LEVEL AND HONORS 10 ENTERED IN, ENGAGED WITH THIS CURRICULUM AND ARE FINDING THAT THEY ARE DISCUSSING HIGH LEVEL RHETORIC
[02:35:01]
AND ANALYSIS, UM, AND THRIVING IN THAT ENVIRONMENT.SO I'M JUST SO THANKFUL THAT WE'VE BEEN ABLE TO OFFER THIS AT CHS FOR THESE 38 STUDENTS.
UM, JUST TO TALK A LITTLE BIT ABOUT HOW WE CHOSE SOME OF THESE STUDENTS.
WE STARTED OFF BY RECRUITING THROUGH OUR AVID 10TH GRADE CLASSES, UM, BEING THAT ONE OF THE GOALS OF ABBOT IS TO CREATE COLLEGE AND CAREER READY STUDENTS, WE THOUGHT THAT WOULD BE A GOOD PLACE TO START.
UM, SO LAST YEAR WE WENT TO THEIR CLASSES WITH A PRESENTATION OF WHAT THEY COULD EXPECT THROUGH ENROLLING IN THE CCBC AT CHS PROGRAM.
UM, WITH THAT, ABOUT A LITTLE OVER HALF OF THE STUDENTS ARE CO-ENROLLED IN ABBOTT 11 AND THE CCBC COURSE, COURSE, WHICH MEANS THEY HAVE THIS AVID 11 ELECTIVE DURING THE SCHOOL DAY THAT PROVIDES THEM WITH THIS ADDITIONAL LEVEL OF SUPPORT.
UM, THROUGH THAT THEY GET TO CONDUCT, UH, TUTORIAL LESSONS AMONGST SMALL GROUPS.
THEY GET TO HAVE A PEER GROUP THAT THEY ARE IN THE SAME SITUATION THAT THEY CAN RELY ON FOR STUDY SESSIONS.
AND THEN, LIKE MS. MO SAID, THEY HAVE THE COMFORT OF BEING IN OUR BUILDING WITH EITHER THEIR AVID TEACHERS OR WITH OUR COUNSELORS, OR WITH MENTORS THAT THEY'RE USED TO TO KIND OF CHECK IN WITH AND, YOU KNOW, GO TO FOR WHEN THEY'RE STRUGGLING.
UM, WE ALSO NOTICED THAT A, WE HAD A LARGE NUMBER OF STUDENTS THAT GOT WAIT LISTED, UM, FOR ENROLLMENT.
UH, I BELIEVE IT WAS 50 STUDENTS WERE WAITLISTED.
UM, AND SO BECAUSE WE WERE KIND OF PROMOTING LIKE, OKAY, YOU, YOU CAN GET INTO THIS.
AND THEN ALSO CO-ENROLLMENT AVID, OUR AVID NUMBERS WENT UP, UM, BECAUSE A LOT OF THOSE WAITLISTED STUDENTS REMAINED IN THE AVID CLASS.
SO NOW EVEN MORE STUDENTS ARE GETTING THAT ADDITIONAL SUPPORT.
UM, AND THEN FROM THE QUOTE FROM OUR AVID 11 TEACHER, MS. EBER, SHE IS EXCITED BY THE FACT THAT SHE HAS THESE STUDENTS WHO ARE CURRENTLY IN A COLLEGE CLASS MIXING WITH THOSE STUDENTS WHO AREN'T QUITE THERE YET.
AND IT'S JUST REALLY HAD A POSITIVE EFFECT OVERALL THAT OTHER STUDENTS ARE ENGAGING IN THIS ACADEMIC CONVERSATION OF WHAT IT'S LIKE TO BE IN A COLLEGE COURSE AND WHAT THEY CAN EXPECT.
SO IT'S, IT'S POSITIVE ON BOTH OF OUR PROGRAMS. ONE MORE SLIDE.
BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
THANK YOU FOR SHARING, AND WE'LL, UH, START WITH MS. LICHTER.
SO THANK YOU FOR THAT PRESENTATION.
UM, I'VE ALWAYS BEEN VERY PROUD OF OUR EARLY COLLEGE ACCESS AND THE WORK THAT STAFF HAS DONE TO REALLY BUILD IT.
UM, AND IT'S GREAT TO HEAR WHAT'S HAPPENING IN ONE SCHOOL.
UM, MY QUESTION IS ON SLIDE SIX, UM, AND I THINK THIS IS FOR MS. SCHUBERT, YOU KNOW, THERE, THERE'S 12 HIGH SCHOOLS, HOW, BUT THERE WE'RE, WE'RE MISSING I THINK, 13 OF 'EM.
SO HOW ARE SCHOOLS SELECTED? IS THE BARRIERS GETTING THE, THE INSTRUCTORS WHAT IS, IS LIMITING US TO HAVE IT IN MORE SCHOOLS? SO I ACTUALLY HAVE A MEETING WITH OUR CCBC TEAM RIGHT AFTER THE THANKSGIVING BREAK TO START, UH, TALKING ABOUT NEXT YEAR.
UM, YES TO ALL OF THOSE, UH, UH, CHALLENGES.
WE ARE LOOKING TO EXPAND OUR ON LOCATION OPPORTUNITIES FOR OUR STUDENTS BECAUSE WE KNOW, YOU KNOW, AS CATONSVILLE SHARED WITH YOU, IT'S RIGHT THERE, IT'S BUILT INTO THEIR DAY.
UM, SO IT'S PARTNERING WITH OUR SCHOOLS TO IDENTIFY AND UNDERSTAND THEIR NEEDS, UM, AND THEN PARTNERING WITH CCBC.
AND YES, THEY HAVE SHARED THAT AT TIMES THERE ARE CHALLENGES GETTING THOSE INSTRUCTORS TO COME ON CAMPUS.
UM, BUT IT IS OUR INTENT TO WORK TO CONTINUE TO EXPAND.
AND I THINK THE BENEFIT OF HAVING STUDENTS WHO AREN'T THE TYPICAL STUDENTS THAT YOU WOULD'VE THOUGHT OF TO HAVE IN THE PROGRAM AND THE BENEFITS THAT YOU'RE SEEING, UM, AND THE, THE, NOT THE PRESSURE, BUT JUST BEING IN THAT TYPE OF AN ENVIRONMENT, UM, JUST SEEMS TO MAKE ALL THE DIFFERENCE.
SO KUDOS FOR HAVING STUDENTS THAT MAY NOT HAVE FIT THE PICTURE ORIGINALLY AS PART OF THE PROGRAM.
SO THANKS FOR ALL YOU'RE DOING MS. LESKI.
AND JUST A FOLLOW UP QUESTION TO MS. LICHTER.
UM, FOR STUDENTS WHO DON'T ATTEND ONE OF THE 12 HIGH SCHOOLS, BUT IF THEIR SCHEDULE ALLOWS, ESPECIALLY IF THEY'RE A SENIOR WITH A SHORTENED DAY, ARE THEY ALLOWED TO ATTEND A-C-C-B-C COURSE AT A NEIGHBORING SCHOOL THAT MAY BE MORE CONVENIENT THAN ACTUALLY TRAVELING TO CCBC? THANK YOU.
I'D HAVE TO CHECK IF THAT IS AVAILABLE.
I'M LOOKING AT THE SUPERINTENDENT
[02:40:01]
WE HAVE NOT, UH, YET ENGAGED IN THAT PRACTICE AS SOMETHING WE COULD LOOK AT.UM, UH, MS. LICHTER WAS CORRECT IN SAYING, YOU KNOW, HALF OF THE SCHOOLS DON'T HAVE THE PROGRAMS YET.
BUT WE WANT TO HIGHLIGHT FOR EVERYONE THAT WE MOVE FROM NINE SCHOOLS TO 12 SCHOOLS THIS YEAR AND LAST YEAR, WHERE OVER BOTH SEMESTERS, WE HAD A TOTAL OF 600 STUDENTS ENROLLED JUST FOR FIRST SEMESTER.
WE HAVE 555 STUDENTS ENROLLED.
AND SO WE EXPECT TO DOUBLE THAT NUMBER AND TO CONTINUE TO EXPAND TO OTHER SCHOOLS.
JUST LAST WEEK WHEN WE MET WITH DR.
KURTIS AND MEMBERS OF HER TEAM, UH, ONE OF THE CHALLENGES THAT THEY SHARED WITH US ARE PROFESSORS TYPICALLY, UM, WORK MONDAY, WEDNESDAY, AND FRIDAY.
NOW THERE'S A NEW MONDAY WEDNESDAY SCHEDULE, OR A TUESDAY THURSDAY SCHEDULE.
UH, THE COMMITMENT THAT THEY TYPICALLY MAKE TO US, UM, IS NOT A 50 MINUTE COMMITMENT.
UM, AND BECAUSE OF THE, UH, AMOUNT OF DAYS AND TIMES, IT'S REQUIRING A BLOCK THAT GOES, UH, UH, THE WAY THEY SHARED IT, IT GOES NOT ONLY ACROSS THE CALENDAR IN TERMS OF HOW SEMESTERS ARE, UH, TO MATCH UP WITH OURS AS WELL AS ACROSS TIME.
UH, IT, IT DOESN'T MATCH UP VERY NICELY TO CAMPUS.
AND SO SHE IS COMMITTED TO CONTINUING TO HELP US RECRUIT, UH, PEOPLE WHO ARE WILLING TO, UH, REALLY MAKE THAT SACRIFICE ON BEHALF OF THE STUDENTS THAT WE HAVE IN OUR BUILDINGS.
THIS IS, OR YOU KNOW, THIS, I LOVE THIS.
AND I THINK EVERY CHILD SHOULD BE DULY ENROLLED AND, UM, AND SHOULD HAVE THAT OPPORTUNITY TO GET A CTE CREDENTIAL, AN ASSOCIATE'S DEGREE AND THEIR DIPLOMA FOR THE STUDENTS WHO ARE CCR ELIGIBLE AND THEY'RE NOT ABLE, AND THEY DON'T HAVE THE COURSES OFFERED, UM, AT THEIR HIGH SCHOOLS, AND THEY'RE NOT AT ONE OF THESE 12 HIGH SCHOOLS, ARE TRANSPORTATION VOUCHERS OR ANYTHING DONE TO PERHAPS HELP THE STUDENT, UH, GET TRANSPORTED TO CBC'S CAMPUS TO TAKE A COURSE THERE? ANY OPTIONS FOR THAT? I'LL ANSWER.
MS. SCHUBERT DOESN'T WANNA SAY NO FOR TRANSPORTATION.
HOWEVER, ONE OF THE THINGS THAT DR.
KURT KNIGHT TALKED ABOUT IS THE NUMBER OF ONLINE OPPORTUNITIES THAT ARE AVAILABLE FOR STUDENTS.
UM, STUDENTS CAN, UH, ACCESS CCB COURSE CCBC COURSES IN A VARIETY OF WAYS DURING THE DAY, DURING THE EVENING, WHEN IT MIGHT BE MORE INCONVENIENT WEEKENDS, AS WELL AS THE, UH, ONLINE FORMAT.
UM, YOU KNOW, ONE OF THE THINGS THAT, UH, I KNOW SHE WAS ASKING US TO BE COGNIZANT OF IS OUR SCHEDULES MATCHING UP OUR SCHEDULES.
AND SO SOME OF THAT WORK HAS BEEN DONE, UM, IN OUR HIGH SCHOOLS, BUT IT'S ALSO WHEN THE STUDENTS, UH, BEGIN STUDENTS BEGINNING THE COLLEGE SCHEDULE IN AUGUST.
UM, AND, YOU KNOW, THAT'S IMPORTANT TO GET THEM STARTED RIGHT ON TIME SO THEY DON'T BEGIN, UH, BEHIND, PARTICULARLY WHEN THEY'RE TAKING A ACC, UH, THEY'RE ACCESSING A RIGOROUS COURSE.
AND IS THERE OPPORTUNITY FOR BCPS TEACHERS TO TEACH CCBC COURSES? YES, ABSOLUTELY.
AND, UM, WE PARTNER WITH CCBC AND, UH, WORK TO RECRUIT OUR TEACHERS WHEN POSSIBLE.
ANY OTHER QUESTIONS FROM BOARD MEMBERS? MS. FONG? NOT, NOT REALLY A QUESTION.
UM, AGAIN, BECAUSE I WAS LOOKING AT SOME OF, UM, THE REQUIREMENTS AND WHEN YOU THINK ABOUT A COLLEGE PREP PROGRAM, AN AP HAVING TO TAKE AT LEAST FIVE AP COURSES, THAT'S A REALLY HEAVY LOAD.
AND IT'S NOT ALWAYS GUARANTEED THAT WHEN YOU TAKE THE AP EXAM THAT THE COLLEGE IS GONNA ACCEPT THAT.
SO THE IDEA OF A EARLY COLLEGE OR DUAL ENROLLMENT I THINK IS FANTASTIC.
I'M AWARE OF STUDENTS WHO HAVE GONE THROUGH THIS PROGRAM AND THEY'VE GONE TO COLLEGE, UH, CREDITWISE AS A JUNIOR THEIR VERY FIRST YEAR, AND SO THEY WERE ABLE TO GRADUATE IN TWO YEARS INSTEAD OF FOUR YEARS.
UM, AND THEN CONTINUE ON TOWARDS MASTERS AND, AND OTHER PATHS IN THEIR LIVES.
UM, BUT IT'S REALLY A, A WONDERFUL PROGRAM.
SO ANOTHER BCPS IN ACTION REPORT.
LET'S GIVE A ROUND OF APPLAUSE.
THIS IS, IT'S ALWAYS GOOD TO HEAR GOOD NEWS.
[O. INFORMATION (9:20 p.m.)]
ON THE AGENDA IS INFORMATION, WHICH IS THE FY 2025 GENERAL FUND REPORT AND REVENUE EXPENDITURES AND ENCUMBRANCES BUDGET AND ACTUAL FOR THE PERIOD ENDING SEPTEMBER, 2024.[P. BOARD COMMITTEE UPDATES AND AGENDA SETTING (9:20 - 9:30 p.m.)]
ON THE AGENDA IS BOARD COMMITTEE UPDATES AND AGENDA SETTINGS.AND WE'LL START WITH COMMITTEE UPDATES.
AND THE FIRST UPDATE IS THE AUDIT COMMITTEE.
AND ON NOVEMBER 12TH, WE HAD AN AUDIT COMMITTEE MEETING AND REPORTS WERE SHARED ON KELLY
[02:45:01]
SERVICES PAYMENT, SCHOOL ACTIVITY FUND ACCOUNTING, AND THE EMPLOYEE HEARING APPEALS PROCESS.EACH REPORT SHARED RESULTS, POTENTIAL RISKS, RECOMMENDATIONS, AND CORRECTIVE ACTIONS.
DURING THE MEETING, TWO COMMITTEE MEMBERS EXPRESSED CONCERN THAT THE SAMPLE SIZE WAS NOT INCLUDED IN THE REPORT FOR THE EMPLOYEE HEARING APPEALS PROCESS.
AND THIS IS AN IMPORTANT DATA POINT BECAUSE KNOWING THE SAMPLE SIZE DIRECTLY IMPACTS THEIR RELIABILITY AND THE EXTENT TO WHICH WE CAN GENERALIZE THOSE FINDINGS ACROSS THE SCHOOL SYSTEM.
IT WAS REQUESTED THAT THIS REPORT BE MODIFIED TO INCLUDE THE SAMPLE SIZE AND THE RESPONSE FROM THE OFFICE OF INTERNAL AUDIT WAS WE WILL CONSIDER IT AND THAT IT IS TYPICALLY NOT INCLUDED IN REPORTS.
I AM DEEPLY CONCERNED WITH THIS RESPONSE, AND I EXPRESSED THIS DURING THE AUDIT COMMITTEE MEETING BECAUSE WE ASPIRE AS A SCHOOL SYSTEM TO HOLD OURSELVES TO THE HIGHEST STANDARDS AND INCLUDING A SAMPLE SIZE AND ENSURING THAT IT IS THE RIGHT SIZE SAMPLE, THIS IS THE LOWEST BAR TO ACHIEVE TO SUPPORT RELIABILITY OF FINDINGS.
WE HAD ROBUST DISCUSSION ABOUT SAMPLE SIZE IN THE OFFICE, IN THE OFFICE OF INTERNAL AUDIT.
THEY FULLY ANSWERED OUR QUESTIONS.
THE CONCERN IS, IS THAT THE REPORT IS POSTED IN ISOLATION OF THIS DISCUSSION.
SO IF YOU DON'T WATCH THE COMMITTEE MEETING, THEN YOU WON'T KNOW THE SAMPLE SIZE.
AND THEREFORE THERE COULD BE QUESTIONS ABOUT THE RELIABILITY AND THE VALIDITY OF THIS REPORT.
AS A BOARD, WE NEED TO BE CLEAR ABOUT WHAT INFORMATION WE WANNA SEE IN AN AUDIT REPORT TO ENSURE RELIABILITY AND VALIDITY OF FINDINGS AND HOW WE USE THESE FINDINGS TO INFORM GOVERNANCE DECISIONS.
THE OFFICE OF INTERNAL AUDIT AND THE AUDIT COMMITTEE, THESE ARE TWO OF THE MOST POWERFUL RESOURCES WE HAVE TO INDEPENDENTLY AND OBJECTIVELY ASSESS THE SCHOOL SYSTEM AND IDENTIFY AREAS OF IMPROVEMENT.
SO I'M NOT MAKING A MOTION YET, BUT I AM REQUESTING THAT THE POLICY REVIEW COMMITTEE IN THE NEXT ROUND OF POLICY REVIEWS PRIORITIZE THE REVIEW OF POLICIES 8 4 0 0 8 4 1 0 AND 8 4 3 0.
OUR NEXT COMMITTEE UPDATES BUILDING AND CONTRACTS WITH MR. YOUNG.
THE NEXT BUILDING AND CONTRACTS COMMITTEE MEETING WILL BE, UM, THIS MONDAY, DECEMBER 2ND AT 5:00 PM THANK YOU.
UH, MS. LICHTER CURRICULAR CURRICULUM COMMITTEE.
UM, WE DID HAVE OUR MEETING LAST WEEK AND THERE WAS THREE AGENDA ITEMS AT THAT MEETING.
ONE WAS THE ELEMENTARY COMPUTER SCIENCE AND INNOVATION BOOKS.
UM, WE HAVE 30 SCHOOLS WHO HAVE THAT COURSE, AND ACTUALLY THE BOOKS ARE CURRENTLY ON DISPLAY IN THIS BUILDING IN THE LOBBY RIGHT OUTSIDE OF THE ATRIUM FOR THE PUBLIC TO BE ABLE TO LOOK AT.
WE ALSO HAD AN UPDATE ON MATH INSTRUCTION, UM, WHICH FOCUSED ON REVIEWING, UM, MCAP DATA BY GRADE AND BY STUDENT GROUP.
UH, MATH INTERVENTIONS WERE DISCUSSED, NEW INITIATIVES, LONG RANGE PLANNING THAT THE OFFICE IS DOING, AND ALSO HOW OUR, UM, FAMILIES CAN GET INVOLVED IN MORE IN MATH INSTRUCTION.
AND OUR THIRD AGENDA ITEM WAS AN UPDATE ON THE SECONDARY ELA PILOT, UM, WHICH IS MY PERSPECTIVES RIGHT NOW.
UM, THE PD FOR TEACHERS WAS REVIEWED, UM, ELEMENTS IN THE CURRICULUM AS WELL AS FEEDBACK FROM TEACHERS.
THEY ALSO, UM, DISCUSSED NEXT STEPS WITH US, AND A RECOMMENDATION SHOULD BE COMING TO THE BOARD IN SPRING OF 2025.
AND IS THAT THE TYPE OF SUMMARY THAT YOU WERE LOOKING FOR,
SO, AND OUR NEXT MEETING IS IN DEC.
I FORGOT TO LOOK AT THAT PART.
OUR NEXT MEETING IS IN A COUPLE WEEKS IN DECEMBER.
EQUITY COMMITTEE, MS. FONG LAUGHING HER NOTES.
SO, UM, THE EQUITY COMMITTEE WE MET, UH, THURSDAY, NOVEMBER 7TH.
UM, WE HAD THREE DIFFERENT AGENDA ITEMS. UM, WE ACTUALLY ONLY GOT THROUGH TWO JUST BECAUSE OF ALL THE DISCUSSION THAT WE HAD.
SO THE FIRST ONE WAS COMMUNITY PARTNERSHIPS.
UM, AND WE HAD GUESTS, MR. BAYSMORE, WE HAD MS. HAN AND MS. HARDEN, AND THEY TALKED ABOUT HOW IT IS THAT WE'RE PARTNERING WITH, UM, EXTERNAL ENTITIES, UM, JUST IN AN EFFORT TO MAKE SURE THAT WE HAVE OUR STUDENTS WHO ARE IN, UM, THE SCHOOL SYSTEM, SEEING PEOPLE THAT LOOK LIKE THEM IN DIFFERENT ROLES.
UM, ONE OF THE OTHER THINGS THAT WAS TALKED ABOUT WAS IF THERE IS AN OPPORTUNITY FOR SOMEONE TO COME IN, UM, TO THE SYSTEM, UM, AND HOW WOULD THEY GET AN ADJUNCT TEACHER LICENSE.
AND SO IT'S YET ANOTHER WAY TO ALLOW,
[02:50:01]
UM, PROFESSIONALS AND, AND SKILLED PEOPLE TO COME IN FRONT OF OUR STUDENTS AND TEACH THEM, UM, WHERE WE MAY NOT NORMALLY HAVE SOME OF THAT AVAILABLE DIRECTLY WITHIN THE SYSTEM.SO JUST TALKING MORE ABOUT PARTNERSHIPS, UM, AND THEN WE TALKED ABOUT STATE FOCUS GROUPS.
SO THIS WAS DIFFERENT FOR US BECAUSE IT, THE MAIN, UM, TOPIC WAS ABOUT RETENTION.
AND SO THE IDEA WITH THE STATE FOCUS GROUPS IS WHAT IS IT THAT WE'RE DOING, RIGHT? WE'VE HEARD ABOUT EXIT INTERVIEWS AND PEOPLE LEAVING AND SAYING, OH, I DON'T LIKE THIS, OR I DON'T LIKE THAT, BUT WHAT ABOUT WHAT IS CAUSING PEOPLE TO STAY IN THE SYSTEM? UM, AND SO THERE WAS A VARIETY OF QUESTIONS THAT WERE ASKED IN THE STUDY, UM, IN A, A FOCUS GROUP.
AND THE INFORMATION FROM THERE WAS TAKEN AND, UM, THERE'S GONNA BE SOME RECOMMENDATIONS AND PATHS FORWARD BASED ON THE INFORMATION FROM THAT STUDY.
SO, UH, WE DO MEET ON THE 21ST WITH OUR EQUITY ADVISORY COUNCIL.
WE WILL HAVE A SHORTENED MEETING BECAUSE THERE IS A COMMUNITY CONVERSATION.
SO WE WILL ONLY MEET FOR A HALF HOUR, BUT THE NEXT EQUITY COMMITTEE MEETING WILL BE THURSDAY, JANUARY 16TH.
THANK YOU MS. ONG, YOU GOT A A ON THE ASSIGNMENT AS WELL.
AND WHENEVER WE START THE LEGISLATIVE COMMITTEE MEETINGS, WE, WE START WITH JUST THE FOUNDATIONAL KNOWLEDGE, UNDERSTANDING THE PURPOSE AND FUNCTION OF THE COMMITTEE, MEASURES OF EFFECTIVENESS.
UM, WE PRESENT ALL OF THE PROPOSED AGENDA TOPICS AND GIVE COMMITTEE MEMBERS THE OPPORTUNITY TO WEIGH IN ON THOSE TOPICS.
UM, AND MOST OF THE TOPICS REALLY JUST CONSIST OF US REVIEWING BILLS AS THEY ARE PRESENTED.
WE BEGIN TO THINK ABOUT OUR LEGISLATIVE PRIORITIES AND, UM, AND WE'RE, WE'RE KIND OF WAITING ON MAY TO GET THEIR FINAL LEGISLATIVE PRIORITY SO THAT WE'RE NOT DUPLICATING EFFORTS.
AND WE'RE, UM, AND WE'RE LOOKING FORWARD ALSO TO SEEING TAB CO'S LEGISLATIVE PRIORITIES AS WELL.
AND, UM, OUR NEXT MEETING IS NOT UNTIL JANUARY.
AND IN THAT MEETING, WE WILL, UM, BEGIN TO REVIEW THE PRE-FILLED BILLS.
AND WE WILL ALSO, UM, BEGIN TO, TO TIGHTEN UP OUR LEGISLATIVE PRIORITIES.
AND OUR LAST COMMITTEE UPDATE POLICY REVIEW COMMITTEE, MS. EY, ON, ON NOVEMBER 11TH WE MET AND WE DISCUSSED FIVE POLICIES, FOUR OF THE POLICIES, UM, 3 1 1 3 SUPPLEMENTS, 3 1, 2, 1 FUNDS MANAGEMENT AND CLASSIFICATION OF EXPENDITURES.
3 1 2, 3 FINANCIAL REPORTING AND 3 1 2 5 SCHOOL ACTIVITY FUNDS.
UM, STAFF RECOMMENDED ONLY MINOR CHANGES AND ALL FOUR OF THOSE POLICIES DID MOVE FORWARD TO FIRST READER.
SO THE BOARD WILL SEE THOSE, UM, COMING UP SOON.
UM, FOR POLICY ZERO 100, WHICH IS OUR EQUITY POLICY.
WE DID HAVE A ROBUST DISCUSSION ABOUT SOME, UM, RECOMMENDED LANGUAGE CHANGES, UM, FROM THE COMMITTEE, UM, AND DECIDED TO RETURN OR YES, DECIDED TO RETURN THAT, UM, POLICY TO THE EQUITY COMMITTEE FOR FURTHER REVIEW BASED UPON THE RECOMMENDATIONS, UM, RECOMMENDED CHANGES FROM PRC.
FORTUNATELY, WE DO HAVE A MEMBER OF OUR EQUITY COMMITTEE ALSO ON PRC.
UM, SO, UM, WE WERE ABLE TO GET INFORMATION FROM HER, UM, AS FAR AS HER OPINION, AS FAR AS THE, DO THEY HAVE ENOUGH INFORMATION, UM, FROM US, UH, FROM PRC TO, UM, EVALUATE THE CHANGES.
UM, AND IT SEEMS LIKE THAT WILL BE FINE.
SO, UM, THAT WILL COME BACK TO US AFTER, UM, THE EQUITY COMMITTEE REVIEW AND OUR NEXT PRC MEETING IS DECEMBER 9TH AT FOUR 30.
NEXT IS AGENDA ITEMS. BOARD MEMBERS PLEASE RAISE YOUR HAND TO INDICATE IF YOU HAVE ANY ITEMS FOR CONSIDERATION.
[Q. ANNOUNCEMENTS (9:30 p.m.)]
AGENDA IS ANNOUNCEMENTS.THE BOARD'S MEET BOARD'S NEXT MEETING WILL BE HELD ON TUESDAY, DECEMBER 3RD, 2024 AT 6:30 PM WISHING YOU ALL A HAPPY HOLIDAYS.
UM, THANK YOU FOR JOINING US TONIGHT.