[00:00:02]
[1. Opening Items]
THIS IS JULY 20TH.THIS IS THE WORK BOARD SESSION.
DO I HAVE MOTION TO OPEN THE MEETING?
>> WE'RE IN THE MEETING. WE WILL START WITH THE PLEDGE OF ALLEGIANCE.
>> HAS EVERYBODY HAD A CHANCE TO REVIEW THE AGENDA?
>> OKAY. DO I HAVE A MOTION TO APPROVE THE AGENDA?
>> I MAKE A MOTION THAT WE APPROVE THE AGENDA.
NOW WE HAVE AN EXCITING THING TODAY.
OUR NEWEST BOARD MEMBER, MARK JONES, IS HERE TO GET SWORN IN, AND HIS FAMILY'S HERE TO WATCH IT.
IN FEW MINUTES, WE WILL BE A COMPLETE BOARD.
>> DO YOU KNOW [INAUDIBLE]. [OVERLAPPING]
>> WHERE'S THE BEST PLACE FOR THEM TO STAND SO THE PEOPLE WHO ARE WATCHING CAN SEE?
>> MARK CAN SPIN THAT CAMERA IF THEY'RE HERE [OVERLAPPING], OR THEY CAN GRAB THIS ONE EITHER WAY.
TERRY, WHICHEVER WAY YOU WANT TO STAND AND YOU CAN GRAB FROM THAT CAMERA OR THAT ONE, EITHER ONE.
>> MARK AND TERRY, IF YOU ALL COULD SWING AROUND JUST A LITTLE SWING.
MARK IS GRAYED FROM THAT PICTURE.
>> YEAH. I GET THAT PICTURE THERE.
WE CAN BRAG HIM WITH IT [LAUGHTER].
>> THAT'S ALL RIGHT. IT'S GOOD.
>> OKAY. YOU COULD JUST MOVE CLOSER TO HERE.
>> I MARK JONES APPEAL ON COUNTY STATE OF MARYLAND, DO PROMISE AND DECLARE, THAT I WILL SUPPORT THE CONSTITUTION OF THE UNITED STATES, AND THAT I WILL BE FAITHFUL AND BEAR TRUE ALLEGIANCE TO THE STATE OF MARYLAND, AND SUPPORT THE CONSTITUTION AND ENFORCE LAWS THEREOF, AND THAT I WILL TO THE BEST OF MY SKILL AND JUDGMENT, DILIGENTLY AND FAITHFULLY, WITHOUT PARTIALITY OR PREJUDICE, EXECUTE THE OFFICE OF MEMBER OF THE BOARD OF EDUCATION OF MARYLAND COUNTY, ACCORDING TO THE CONSTITUTION AND LAWS OF THIS STATE.
>> YOU'LL BE THE FIRST ONE HERE ON THIS PAGE.
>> YOU'RE SIGNING HERE AND THEN PUT YOUR TWO NUMBER [INAUDIBLE] UNDER YOURVSIGNVYOU CAN JUST WRITE YOUR NAME [INAUDIBLE] [BACKGROUND].
[00:05:06]
WE CAN PHOTOSHOP HER IN[LAUGHTER].
SAY, IF WE GET A PICTURE WITH GRAY BACKGROUND AND WE'LL JUST DROP HER IN.
ACTUALLY, SHE'S A MIDDLE SCHOOL, SHE CAN PROBABLY DO BETTER THAN WE CAN [LAUGHTER].
>> WILL GET A PICTURE OF HER WITH, I DON'T KNOW [LAUGHTER].
FIGURE IT OUT BUT SOMETHING GOOD.
>> YEAH, WE'LL FIGURE OUT WELL.
>> SEEMS YOU SAY THAT WITH MOUTH POWER.
>> WELCOME ABOARD [OVERLAPPING].
>> CONGRATULATIONS. THANK YOU FOR COMING.
>> SHELLY, IS THAT HER NAME? SHELLY, THIS WILL BE YOUR ON, YOU CAN ALWAYS WATCH IT ONLINE TOO.
OKAY. DO YOU PLAN ON STAYING? YOU CAN STAY IF YOU WANT OR YOU CAN [OVERLAPPING].
[2. Individual Action Items]
ON TO THE ADMINISTRATIVE APPOINTMENTS.WE HAVE ONE INDIVIDUAL ACTION ITEM FOR THIS EVENING, IT'S AN ADMINISTRATIVE APPOINTMENT AND IT'S COMING TO THE BOARD THIS EVENING AT OUR JULY WORK SESSION DUE TO THE NEED TO GET THE POSITION FILLED.
WE DID NOT HAVE ALL OF OUR HR PROCESSES COMPLETED IN TIME FOR THE JULY BOARD MEETING, WHICH IS WHY IT'S COMING TONIGHT.
IT'S FOR THE POSITION OF SUPERVISOR OF ACCOUNTABILITY, WHICH FALLS UNDER OUR CURRICULUM AND INSTRUCTION SHOP.
WE HAVE TONIGHT APPOINTED MR. MICHAEL JULIUS TO THE SUPERVISOR OF ACCOUNTABILITY POSITION WOULD BE EFFECTIVE AUGUST, 2ND, SO HE CAN BEGIN INTO POSITION AND PREPARE US AND THE BOARD OF TESTING, LINDSEY MCCORMICK IS WITH US THIS EVENING WHO LED THE INTERVIEW PROCESS.
MS. MCCORMICK WOULD YOU LIKE TO SHARE ANY INFORMATION?
>> SURE [BACKGROUND]. FIRST OF ALL, WELCOME, NEW BOARD MEMBER.
>> I'M LINDSEY MCCORMICK, DIRECTOR OF INSTRUCTIONS. WELCOME ON BOARD.
YES, I LED THE TEAM THAT WE INTERVIEWED FOR SUPERVISOR OF ACCOUNTABILITY.
MICHAEL WAS HIGHLY RECOMMENDED BY ALL MEMBERS OF THE TEAM.
HE COMES TO US FROM CHARLES COUNTY WITH 15 YEARS EXPERIENCE AS A TEST COORDINATOR, AS WELL AS A MIDDLE SCHOOL AND HIGH SCHOOL SCIENCE AND SOCIAL STUDIES TEACHER.
HE HAS A BACHELOR'S DEGREE FROM WESTERN MICHIGAN AND HE HAS MASTER'S FROM AMERICAN COLLEGE OF EDUCATION IN INSTRUCTIONAL DESIGN AND TECHNOLOGY.
HE HAS SEVERAL YEARS OF EXPERIENCE WITH TESTING AND THE TESTING PLATFORMS, WHICH IS ONE OF HIS MAJOR ROLES, AMONG OTHERS, GRADUATION REQUIREMENTS, BUT HE CAME HIGHLY RECOMMENDED BY ALL MEMBERS OF THE BOARD.
I HAD AN OPPORTUNITY TO MEET HIM IN PERSON TODAY.
IT HAD BEEN ON VIRTUAL INTERVIEW AND LOOK FORWARD TO HAVING HIM ON THE TEAM, IF YOU ALL APPROVE HIS APPOINTMENT TONIGHT.
>> IS HIS WIFE, THEY'RE MOVING HERE CORRECT?
>> THEY ARE MOVING HERE FROM CHARLES COUNTY.
HIS WIFE IS ALSO IN EDUCATION AND WAS OFFERED A JOB IN A NEIGHBORING COUNTY.
>> I'LL LOOK AT IT, DAYCARE TODAY [OVERLAPPING].
>> JUST COMMENTS. VERY INTERESTING AND GREAT TO HAVE SOMEBODY, NOT THAT WE DON'T HAVE GREAT HOMEGROWN TALENT HERE.
IT'S NICE TO SEE SOMEBODY SEEK US OUT AND COME IN FROM ELSEWHERE BRINGING A FRESH, SET OF EYES AND EARS, AND PERSPECTIVE.
MY COMPLIMENTS TO THE RECRUITING EFFORT.
THERE WAS A TIME IF YOU DID WHAT WASN'T CALLED THEN MAYBE A SKYPE INTERVIEW OR WHATEVER IT'S BEEN CALLED OVER THE YEARS.
YEAH, IT'S A COOL THING TO DO.
WE DID NOT GET THE JOB, RIGHT?
>> IN ANY OF ZOOM INTERVIEW THIS SEASON.
[LAUGHTER] HE ASKED TWO REALLY GOOD QUESTIONS AT THE END, WE GIVE ALL CANDIDATES AN OPPORTUNITY TO ASK QUESTIONS.
HE PUT RIGHTFULLY SO, BUT PUT US ON THE INTERVIEW AND SAID, WHY DO I WANT TO PICK UP MY FAMILY AND MOVE TO CAROLINE COUNTY? WHICH I FELT WAS A GREAT QUESTION THAT I ANSWERED FROM TWO PERSPECTIVES.
AS CAROLINE COUNTY PUBLIC SCHOOLS AS WELL AS A CAROLINE COUNTY RESIDENT MYSELF, WHERE I RAISED MY FAMILY.
IT WAS A GOOD OPPORTUNITY TO HAVE THAT DISCUSSION WITH HIM TOO.
>> AUGUST 2ND, IF APPROVED THIS EVENING.
>> JUST OUT OF CURIOSITY, WHAT WAS THE SECOND QUESTION?
[00:10:01]
DO YOU RECALL [INAUDIBLE]?>> DO YOU HAVE A [INAUDIBLE] [LAUGHTER].
>> THAT'S WHAT HE MOVED HERE FOR THE [INAUDIBLE]
>> [INAUDIBLE] IS GOOD [LAUGHTER].
>> HE DID COME FROM MICHIGAN AND SAID WHEN HE WENT FROM MICHIGAN TO CHARLES COUNTY, HE THOUGHT, WOW, WE'RE NOT CITY ANYMORE [LAUGHTER].
>> HE CAME HERE AND I SAID YOU'RE NOT CHARLES COUNTY ANYMORE [LAUGHTER].
>> BUT HE'S VERY EXCITED FOR THE OUTDOORS AND THE OPPORTUNITY TO DO THOSE THINGS WITH HIS FAMILY AND IT'S GREAT.
>> AS A MICHIGAN STATE GRAD I'M FAMILIAR WITH WESTERN MICHIGAN.
[INAUDIBLE] UNIVERSITY OF COURSE IT'S PROBABLY BEEN A FEW YEARS SINCE HE ATTENDED THERE.
IT'S A COUPLE SINCE I WENT TO MICHIGAN STATE.
WE WON'T HOLD THAT AGAINST HIM NOW.
[LAUGHTER] WE WERE BIG RIVALS BUT IT'S A GOOD SCHOOL.
>> ARE THERE ANY OTHER QUESTIONS? COMMENTS? DO WE HAVE A MOTION TO APPROVE THE RECOMMENDATION OF MICHAEL JULIUS FOR A SUPERVISOR OF ACCOUNTABILITY?
>> YES. I MOVE THAT WE ACCEPT THE RECOMMENDATION TO EMPLOY MICHAEL JULIUS AS THE SUPERVISOR OF ACCOUNTABILITY.
>> MOTION CARRIES [OVERLAPPING].
>> TELL HIM WE SAID CONGRATULATIONS.
WE LOOK FORWARD TO MEETING HIM [OVERLAPPING].
>> SURE HE WILL BE PRESENTING [INAUDIBLE] [OVERLAPPING]
>> OH, YES. WE LOOK FORWARD TO MEETING HIM.
>> A LOT OF TESTING THIS [INAUDIBLE] [OVERLAPPING].
>> I'M NOT. I'VE READ THAT WE'LL STARTING TESTING SOONER.
[OVERLAPPING] WHEN DID THAT COME UP?
>> LAST YEAR, THE STATE BOARD.
ACTUALLY LINDSAY YOU ANSWER BECAUSE I'M GOING TO MESS IT UP.
I'LL LEAVE OTHER DETAILS. IT'S YOUR SHOW.
>> WHEN LAST YEAR DUE TO COVID AND THE PANDEMIC, THEY WAIVED TESTING JUST FOR THE SCHOOL YEAR.
THEY DID NOT WAIVE THE TESTS THEMSELVES.
STARTING SEPTEMBER 13TH, WE WILL BE DOING WHAT'S CALLED EARLY FALL M CAP.
THAT IS IF IN THIS UPCOMING SCHOOL YEAR SAY YOU WILL BE A FIFTH GRADER IN THE '21, '22 SCHOOL YEAR.
YOU WILL BE TAKING THE FOURTH GRADE M CAP IN SEPTEMBER.
BUT THEN IN THE SPRING, YOU'LL BE TAKING THE FIFTH GRADE M CAP.
THAT'S THE SAME WITH HIGH SCHOOL AS WELL.
IF YOU WERE IN ENGLISH 10 LAST YEAR, YOU MAY OR MAY NOT BE IN ENGLISH 11 FIRST SEMESTER, BUT YOU WILL BE TAKING THE ENGLISH 10 ASSESSMENT IN SEPTEMBER.
THEY HAVE SHORTENED THE ASSESSMENTS FOR A QUICKER TURNAROUND OF THE DATA SO THAT WE CAN HOPEFULLY USE THAT DATA IN GAUGING WHERE OUR STUDENTS ARE IN ORDER TO HELP MITIGATE THEIR LEARNING MODELS.
>> RIGHT AT THE BEGINNING OF THE SCHOOL YEAR SEPTEMBER, WE'RE TRYING TO GET ON A ROLL.
>> THAT WINDOW IS SEPTEMBER 30TH TO OCTOBER 15TH.
THEN WE WOULD HAVE THE REGULAR JANUARY TESTING FROM FALL AND THEN SPRING ASSESSMENT.
NOW, THE BONUS, IF THEY'RE SILVER LINING IN ALL OF IT, THE BONUS IS ALL STUDENTS NOW HAVE DEVICES.
WE CAN POTENTIALLY TEST MORE STUDENTS AT A TIME AND NOT TAKE A LONG WINDOW OF TIME TO ASSESS AND GET THEM.
>> THAT'S GOOD. THEY WON'T BE DISTURBING [OVERLAPPING] STUDENT OUT OF MY CLASS.
>> DO YOU KNOW HOW MUCH SHORTER YOU SAID THEY [INAUDIBLE]
>> HOW ABOUT THE ACCOUNTABILITY.
WILL THE STUDENTS STILL NEED THESE TO GRADUATE?
>> THERE HAVE BEEN SEVERAL WAIVERS AND THEY'RE ACTUALLY STILL LOOKING AT GETTING SOME FEDERAL WAIVERS FOR SOCIAL STUDIES AND SCIENCE, BUT THEY DO NEED TO PARTICIPATE.
>> BUT NO WAIVERS FOR MATH OR ENGLISH?
>> THEY DON'T NEED TO PASS THEM.
THERE'S NOT GOING TO BE A [OVERLAPPING] PASSING SCORE SO THEY JUST HAVE TO PARTICIPATE IN THE ASSESSMENT.
>> OKAY. THAT'S A MIXED EMOTIONS ABOUT THAT.
IT'S OKAY YOU PARTICIPATED BUT TO WHAT END?
>> THAT HAS BEEN IN FOR SEVERAL YEARS.
THAT IS THE WAIVER DUE TO TESTS NOT GOING THROUGH THE WHOLE STANDARD SETTING PROCESS.
THAT IS A VERY COMMON PRACTICE.
WE HOPE STUDENTS STILL PUT FORTH THE EFFORT SO THAT THE DATA THAT WE RECEIVE IS BENEFICIAL TO THEM AS WELL AS TO US TAKING A LOOK AT OUR CURRICULUM.
[00:15:02]
WE HOPE THAT THEY STILL PUT FORTH THEIR BEST EFFORT.>> I GUESS FROM A TEACHER'S PERSPECTIVE, I WOULD THINK IT WOULD BE BETTER SPENT WHERE THEY WERE ACTUALLY IN THE CLASSROOM LEARNING.
I CAN SEE THE OTHER FIVE, BUT WE DO HAVE THE ACCOUNTABILITY FEE, IN FACT.
>> RIGHT. OKAY. ANY OTHER QUESTIONS ABOUT THAT?
>> HOW LONG DOES IT TAKE TO GET THE RESULTS BACK?
>> THIS FOR THE FALL ASSESSMENT? THEY'RE SAYING TWO TO THREE DAYS.
>> MIND BLOWING, I'LL BE HONEST.
>> [OVERLAPPING] WHAT DID YOU SAY?
>> MIND-BLOWING IF I [INAUDIBLE] AND HE PULLS THAT OF. [LAUGHTER].
>> BUT THAT WILL PROBABLY BE INDIVIDUAL STUDENT DATA AND WILL NOT BE DIS-AGGREGATED FOR SCHOOL OR ALL OF ALGEBRA 1, OR THAT'LL JUST BE INDIVIDUAL STUDENT RESULTS TO USE.
>> IT'S MULTIPLE CHOICE AS OPPOSED TO ESSAY?
THERE'S TRAININGS GOING ON TODAY AND TOMORROW SO THAT WE DON'T KNOW ALL THE INFORMATION BUT WE WOULD ASSUME BECAUSE OF THE QUICK TURNAROUND THAT THEY ARE SELECTED RESPONSE.
>>BECAUSE IF IT'S ESSAY NO WAY.
>> WILL PARENTS THEY'LL KNOW HOW THEIR STUDENT DOES ON THESE TESTS?
>> YES. ABSOLUTELY. WE DO NOT KNOW WHAT THAT REPORTING WILL LOOK LIKE, BUT THE SCHOOL WILL HAVE ACCESS TO THE INDIVIDUAL SCORES.
>> IT IS VERY INTERESTING. IT SHOULD BE INTERESTING.
[OVERLAPPING] SEE HOW IT WORKS OUT.
>> WHO WAS IT? IT'LL BE GOOD FOR PARENTS TO BE ABLE TO KNOW AND BETTER FOR TEACHERS WHO KNOW WHO STANDS WHERE. [OVERLAPPING]
>> OR THE TEMPERATURE CHECK FOR COVID.
>> WE STILL WILL BE DOING IN ORDER TO KEEP CONSISTENCY, WE STILL ARE DOING OUR DIAGNOSTIC ASSESSMENTS WITH I-READY.
SO K-8, WE WILL HAVE COMPARISON DATA FROM PRE-COVID AND WE EVEN CONTINUED WITH THE I-READY DIAGNOSTIC THROUGH COVID.
ALTHOUGH THOSE RESULTS WE DON'T KNOW IF THEY'RE AS ACCURATE BECAUSE SOME STUDENTS WERE AT HOME TAKING THE ASSESSMENT, SOME STUDENTS IN PERSON.
WE WILL HAVE MULTIPLE MEASURES OF DATA IN THE BEGINNING.
>> I DO REALLY DO ABOUT FEEL THAT ARMCAP.
IT'S NICE AS A TEACHER, I WOULD WANT TO KNOW HOW MY STUDENTS PERFORMED BASED ON THE CURRICULUM THAT I TAUGHT.
>> I HAVE AN IDEA, IF SOMEONE'S HAVING TROUBLE WITH SOMETHING, OR YOU JUST HAVE AN IDEA OF WHERE EVERYBODY IS AT. [OVERLAPPING].
>> IT'S SPECIFIC TO THAT CURRICULUM.
>> AS A PARENT, I WANT TO KNOW WHAT MY KID [OVERLAPPING] [LAUGHTER]
>> DO YOU THINK ANY ADJUSTMENTS WILL BE MADE BASED ON ANY OF THAT DATA?
>> ABSOLUTELY. WE ABSOLUTELY WILL DO THAT.
>> WHICH IS GOING TO CONNECT INTO AS WE GET INTO DISCUSSION OF OUR AMERICAN RECOVERY PLAN WHERE WE ARE PLANNING TO UTILIZE SOME OF THE FUNDING TO HELP SUPPORT THE RESOURCES WE WILL NEED FOR THE KIDS WHEN WE SEE THOSE GAPS.
>> ONE MORE TIME. ANY MORE COMMENTS? QUESTIONS? [LAUGHTER]
>> THEN WE ARE MOVING ON TO THE MAJOR PORTION OF THE MEETING,
[3. Discussion Items]
WHICH IS THE AMERICAN RECOVERY PLAN. [INAUDIBLE]>> LONG TITLE WAS AMERICAN RECOVERY PLAN ELEMENTARY SECONDARY SCHOOL EMERGENCY RELIEF FUND, ALSO CALLED CARES III.
THOUGH IT'S NOT REALLY CARES III, BUT THERE WAS A CHARACTER I AND II.
IT'S BASICALLY THE BIG GRANT THAT'S SITTING OUT THERE RIGHT NOW FOR OUR SCHOOL SYSTEM.
WHAT WE PUT TOGETHER FOR TONIGHT, EVERY BOARD MEMBER HAS A COPY OF IT AND PAPER AS WELL, IS A POWERPOINT THAT WE'LL WALKTHROUGH, BUT AS A WORK SESSION AND MARKED AS YOUR COURSEWORK SESSION.
WORK SESSIONS TYPICALLY ARE MORE CONVERSATIONAL.
IT'S US REALLY DOING THE WORKPIECE.
IT'S NOT SO MUCH OF A STANDARD DELIVER A PRESENTATION FORMAT.
IT'S ALSO WHY THAT STRUCTURE IS THE WAY IT IS.
TO GIVE A VERY BROAD OVERVIEW OF AT LEAST WHAT THE FUNDING STRUCTURE IS, THE AMERICAN RESCUE PLAN WAS PASSED BY THE ADMINISTRATION EARLY ON, BUT IT'S INCLUDED IN THAT AS $122 BILLION OF FEDERAL FUNDING GOING TO SCHOOLS.
THAT WAS INCLUDED IN THE LARGER RECOVERY PLAN THAT OTHER MONIES WERE TIED UP INTO THE TAX CREDIT, THINGS THAT'S GOING ON RIGHT NOW FOR SOME FAMILIES, AND OTHER INFRASTRUCTURE BILLS.
WE'RE TIED UP INTO THAT, BUT FOR OUR PURPOSES, IT'S AN EDUCATIONAL FUNDING PIECE.
[00:20:01]
IT'S $122 BILLION OF FEDERAL FUNDS GOING TO STATES.THE STATES WILL RECEIVE AN ALLOCATION AND THEN THE STATES WILL THEN PASS IT TO THE LOCALS.
THE STATES WILL RECEIVE THAT FUNDING.
THE FUNDING STREAM WILL BE OPENED FOR US TO UTILIZE THOSE FUNDS THROUGH SEPTEMBER 30, 2024.
IF YOU'RE LOOKING AT IT IN TERMS OF SCHOOL YEAR-WISE, IT'S BASICALLY TWOFOLD SCHOOL YEARS AND A SUMMER, IS HOW LONG THE FUNDS ARE AVAILABLE FOR.
STATE OF MARYLAND HAS TO SUBMIT THEIR GRANT APPLICATION TO THE FEDERAL GOVERNMENT FOR THE US DEPARTMENT OF EDUCATION.
THEY'RE CURRENTLY GOING THROUGH THEIR GRANT REVIEW RIGHT NOW, THEY'VE PRODUCED THEIR APPLICATION.
THEY HAVE A SURVEY OUT, THEY JUST CLOSED, I THINK A WEEK AGO WHERE THEY WERE SOLICITING FEEDBACK FROM FOLKS OF WHAT THE STATE'S PLANNING TO DO.
THE WAY THAT THAT TENDS TO WORK IS THE STATE COMES UP WITH THEIR PRIORITIES WHICH ARE TIED TO THE FEDERAL PRIORITIES AND THEN WE HAVE PRIORITIES THAT ARE NESTED IN OR LINKED TO THE STATE PRIORITIES.
ONCE THE STATE GETS THEIR APPLICATION APPROVED IN AND WE WRITE OUR GRANT APPLICATION THAT HITS THE SAME TARGETS THAT THEY'RE WORKING ON.
WE CAN LOCALIZE SOME, BUT THEY'RE CONNECTED TO WHERE THOSE OVERALL PRIORITIES ARE.
MARYLAND HAS IDENTIFIED THREE PRIORITIES FOR THEIR FUNDING, FOR THEIR USE OF THE MONEY THAT THEY'RE GETTING.
ONE OF THEM, THEIR FIRST PRIORITY AND THEY ARE FROM THE WAY THAT THEIR GRANT WAS WRITTEN.
NUMBER 1 PRIORITY IS SPEEDING UP THE RETURN TO IN-PERSON INSTRUCTION FOR ALL STUDENTS WHILE PROVIDING NECESSARY SUPPORTS, ESPECIALLY IN TECHNOLOGY AND BROADBAND ACCESS AND OUTREACH.
THAT'S THE STATE'S NUMBER ONE PRIORITY.
AS YOU MAY RECALL, STATE BOARD DID PASS A RESOLUTION A FEW MONTHS BACK.
STATE BOARD PASSED RESOLUTION NOT REQUIRING, BUT STRONGLY ENCOURAGING ALL SCHOOL SYSTEMS TO BE OPENED, 180 DAYS IN-PERSON INSTRUCTION NEXT YEAR, FULL DAYS.
IN PRIORITY NUMBER ONE MATCHES THAT PRIORITY, BUT THEY ALSO UNDERSTAND THERE'S A LOT OF TECHNOLOGY UPGRADES THAT NEED TO TAKE PLACE OR CONTINUE TO TAKE PLACE WHEN THE FIRST FUNDING BILLS CAME OUT, CARES I AND CARES II, A LOT OF THAT FUNDING WENT TOWARDS TECHNOLOGY UPGRADES AND A LOT OF SCHOOL SYSTEMS GETTING DEVICES TO STUDENTS, UPGRADING THE INFRASTRUCTURE INSIDE OF OUR BUILDINGS TO BE ABLE TO HANDLE THAT MUCH BANDWIDTH BEING USED.
ALSO, A SIGNIFICANT AMOUNT OF FUNDING WENT TO OUTSIDE ENTITIES TO TRY TO BOOST BROADBAND ACCESS IN THE COMMUNITY.
NUMBER 1 PRIORITY IS STILL SUPPORTING THAT EFFORT TO PUSH BROADBAND OUT, KEEP THE TECHNOLOGY IN KIDS' HANDS, AND THEN TO SUPPORT THAT RETURN TO IN-PERSON INSTRUCTION TO GET EVERYBODY BACK IN SCHOOL.
THE SECOND PRIORITY THAT THEY'VE LISTED IS ADDRESSING THE MENTAL HEALTH AND SOCIAL-EMOTIONAL LEARNING NEEDS OF STUDENTS, PARTICULARLY THOSE AMONG UNDER-SERVED STUDENTS, MOSTLY AFFECTED BY OUR MOVE TO REMOTE LEARNING OR HYBRID LEARNING AND SUPPORTING THE PARENTS AND EDUCATORS WHO WERE WORKING WITH THOSE KIDS WHO HAVE THOSE NEEDS?
I DON'T WANT TO SAY ENGLISH EXPERT, WRITING, EXPERT, BUT TELL ME HOW DO I INTERPRET THIS.
BUT THE WAY IT'S WRITTEN ALMOST MAKES IT SOUND LIKE IT'S ADDRESSING THE MENTAL HEALTH NEEDS OF PARENTS AND EDUCATORS AS WELL.
JUST THE WAY IT'S WRITTEN I DON'T KNOW.
PROBABLY TAKEN FROM THE STATE DOCKET.
>> BUT SOMEBODY THERE NEEDS TO UNDERSTAND THAT THEY'RE DOUBLE-SPEAKING.
IF YOU READ THAT, REALLY PRECISELY, ADDRESSING MENTAL HEALTH AND SOCIAL-EMOTIONAL LEARNING NEEDS OF STUDENTS.
THEN, OF COURSE, IT HIGHLIGHTS WHICH STUDENTS AND THEN ADD PARENTS AND EDUCATORS.
SO DON'T SAY SUPPORTING PARENTS AND EDUCATORS IN THE PROBLEM.
THE ONLY REASON I RAISED THAT IS NOT TO BE A TWIT HERE ABOUT THE WORDING.
BUT, I THINK THAT THE MENTAL HEALTH EDUCATORS, PARENTS, THEY CAN'T SPEAK TO THAT.
BUT TEACHERS WENT THROUGH A LOT.
THE SYSTEM WENT THROUGH A LOT AND THERE'S MENTAL HEALTH ISSUES POTENTIALLY THERE AS WELL SOUGHT.
I'M JUST PUTTING THAT OUT THERE THAT THE WORDING NEED TO SOUND LIKE THAT.
WELL, THERE'S NOTHING YOU CAN DO ABOUT IT IF THAT'S THE STATE WORDING.
>> WHEN READING THROUGH THEIR APPLICATION, THEY TALK ABOUT THE SUPPORTS FOR TEACHERS TO BE ABLE TO WORK WITH KIDS WHO ARE EXPERIENCING ISSUES RELATED TO COVID AND THAT.
>> WHAT THAT'S SAYING IS THAT FOR THE PARENTS AND EDUCATORS, YOU'RE ADDRESSING THEIR MENTAL HEALTH TO HELP THE STUDENTS?
>> I AGREE WITH YOU WITH THE WAY IT'S WORDED, WE HAD A CONVERSATION BACK AND FORTH TODAY WITH THE WAY THAT IT WAS WORDED.
BUT THEIR APPLICATION GETS INTO THE MSDS APPLICATION.
IT GETS IMMEDIATE PROVIDING SERVICES AND SUPPORTS TO HELP PARENTS AND TEACHERS AND WORKING WITH KIDS WHO ARE EXPERIENCING MENTAL HEALTH CONCERNS.
>> OKAY. SO NOT REALLY HELPING PARENTS AND TEACHERS WITH THEIR PROBLEMS, JUST OUT WILL HELP THE STUDENTS.
>> ULTIMATELY, IT HELPS THE STUDENTS.
>> I'LL JUST SAY THAT I SUPPORT THAT AND I PREFER THAT REALLY,
[00:25:05]
NOT BECAUSE THE OTHER FOLKS DON'T HAVE ME, BUT I DON'T THINK THAT YOU CAN'T ADDRESS THE STUDENT'S MENTAL HEALTH AND THE TEACHER'S MENTAL HEALTH.I'M NOT A PSYCHOLOGIST, BUT IT JUST SEEMS LIKE A BIG ASK TO TRY TO DO ALL OF THOSE GROUPS BUT TO SUPPORT THE EDUCATORS AND THE PARENTS IN HELPING THEIR CHILDREN COPE WITH THE STRESS AND DIFFICULTY.
DON'T EVEN UNDERSTAND A LOT OF CASES WHAT HAPPENED ENTIRELY.
AGAIN, NOT TO MAKE A BIG DEAL OUT OF IT, BUT THE FACT THAT THEY'RE TRYING BECAUSE IT WILL AFFECT WHAT WE DO.
THEY'RE TRYING TO LOOK FOR ACTIONS THAT WILL SUPPORT THE PARENTS AND EDUCATORS TO HELP THE KIDS.
THAT'S WHAT I WAS TRYING TO MAKE SURE [OVERLAPPING]
>> BEING THAT PARENTS AND EDUCATORS ARE ADULTS AND THERE IS HELP FOR THEM IN OTHER AVENUES AND HOPEFULLY, WHEN THEY NEED IT THEY GET IT.
BUT IT IS GOOD THAT THEY'RE AWARE THAT TO REALLY HELP STUDENTS, EVERYBODY IN THE [INAUDIBLE].
>> YOU'LL SEE ONE OF THE THINGS AS WE GET INTO WHAT OUR THINKING IS RIGHT NOW FOR USE OF FUNDS.
LOOKING AT CONTINUING SOME OF THE THINGS WE STARTED IN THE PANDEMIC WITH COMMUNICATION WITH PARENTS, GETTING CARD FRONT OF THE HORSE.
BUT ONE OF THE THINGS THAT WE STARTED IN THE MIDDLE OF A PANDEMIC WAS ACCESS TO GOOGLE VOICE AS A PLATFORM.
BUT IN ESSENCE, A PLATFORM THAT ALLOWS US TO TEXT PARENTS.
IT'S AN ARCHIVE. WELL, WE WANT TO MAKE SURE WE PROTECT OUR DATA AND PROTECT OURSELVES.
BUT WE NEED A PLATFORM THAT COMMUNICATES WITH PARENTS, NOT JUST THROUGH TELEPHONE AND EMAIL.
MANY OF OUR PARENTS ARE VERY REACHABLE BY TEXT.
A LOT OF TIMES WITH TEXT MESSAGING AND I'M TALKING ABOUT HERE IS AWARE.
IF I CAN GRAB AN INTERNET SIGNAL, OR GRAB A WI-FI SIGNAL FROM SOMEBODY ELSE, I CAN GET TEXT MESSAGES.
IF I'VE GOT A PLAN THAT'S THROTTLED BY THE NUMBER OF MINUTES I HAVE, I MIGHT NOT BE ABLE TO TALK TO YOU BECAUSE I'M BURNED IN MINUTES OR I DON'T HAVE MINUTES.
BUT IF I CAN GRAB A WI-FI SIGNAL, I CAN TEXT.
WE DON'T WANT TO LOSE THAT ASPECT OF TEXTING AND A HUGE PIECE OF TEXTING PLATFORM THAT WE HAD TO DO GOOGLE VOICE TRANSLATION.
TEXT ARE TRANSLATED INSTANTANEOUSLY IN THE LANGUAGE WE'RE TRYING TO REACH OUR PARENTS WITH AND ARE EASY TO BE TRANSLATED DIRECTLY BACK.
>> CORRECTLY WITH WHAT WE'RE TRYING TO UNDERSTAND, WE'VE BEEN THOROUGHLY IMPRESSED WITH THAT.
THAT'S SOME OF THE THINGS YOU'LL SEE AS WE ARE TALKING ABOUT IT.
THAT HELPS US COMMUNICATE WITH PARENTS BETTER WHEN WE'RE SEEING SOME STRUGGLES OR WE'RE TRYING TO HELP THEM UNDERSTAND WHAT WE'RE SEEING WITH THEIR KIDS AND TRY TO HELP GET THEM THE SERVICES AND SUPPORTS.
REALLY WILL HELP THAT COMMUNICATION PIECE.
IN THE 3RD PRIORITY FROM THE STATE, IS ADDRESSING THE IMPACT RESULTING FROM DISRUPTION OF LEARNING.
THE FACT THAT WE WERE ON A HYBRID SCHEDULE AND THERE WAS A LOT OF VIRTUAL, PROGRAMMING DAYS WEREN'T AS LONG, THERE'S GOT TO BE AN IMPACT TO STUDENT LEARNING AND WE SHOULD BE PLANNING FOR ADDRESSING THAT IMPACT.
AGAIN THE FUNDING STRETCHES OUT OVER TWO FULL SCHOOL YEARS AND A SUMMER.
AS WE'RE LOOKING AT THINGS, YOU'LL NOTICE THAT THAT PATTERN THAT WE'RE TRYING TO KEEP IN MIND IS, STRETCHING THE MONEY OUT.
OUR PRIORITY THAT WE'RE LOOKING AT IS, OBVIOUSLY WE HAVE TO CONNECT TO THE STATE'S PRIORITIES, BUT ALSO LOOKING AT OUR FUTURE PLAN GOALS OF ACADEMIC EXCELLENCE, WELLNESS, EQUITY AND COMMUNICATION BUILDING INTO THAT AS WELL.
>> I'M GETTING A LITTLE CONFUSED. YOU SAID THAT WE HAVE THE FUNDS UNTIL SEPTEMBER 2024.
>> THAT'S THREE YEARS NOT TWO, IS IT?
>> I WAS THINKING SCHOOL YEAR 21, 22 SCHOOL YEAR, 22, 23 SCHOOL YEAR AND THEN SUMMER OF 23 BECAUSE ALL THE REPORTING HAS TO BE IN BY [OVERLAPPING].
>> WITH THE TYDINGS AMENDMENT.
>> WITH THE TYDINGS AMENDMENT.
YOU'RE CORRECT, IT GOES UNTIL [OVERLAPPING] 2024.
BUT WITHOUT THE TYDINGS THEY WERE TALKING ABOUT THIS TODAY ON THE CFO CALL, [OVERLAPPING] THEY JUST CHANGED IT AND THEY SAID EVERYBODY'S GOING TO GET THE TYDINGS AMENDMENT WHICH EXTENDS AT ONE YEAR, WHICH IS THROUGH 2024.
>> THANK YOU. WHICH IS GOOD TO STRETCH THE DOLLAR.
THE NEXT SLIDE WE'RE JUST CONNECTING, JUST BRINGING BACK TO EVERYBODY'S FOCUS WHAT THE VISION AND MISSION IS THAT WAS DEVELOPED IN THE STRATEGIC PLAN [NOISE] AND THAT SHOULD BE GUIDING OUR EFFORTS AS WELL.
WE ENVISION EVERY STUDENT WE PREPARED, EMPOWERED AND INSPIRED TO THRIVE IN AN EVER-CHANGING DIVERSE WORLD, WAS THE COVID LIFE THAT WE'RE IN REALLY SUMS UP WHERE WE ARE RIGHT NOW TO PREPARE OUR STUDENTS FOR THAT WORLD AND OUR MISSION, JUST BUILDING INTO THAT, THAT WE'RE GOING TO BE IN PARTNERSHIP WITH OUR FAMILIES AND COMMUNITY AND WE SHOULD BE.
>> THERE'S TWO THINGS I REALLY LIKE ABOUT [NOISE] ADDRESSING THE IMPACT RESULTING FROM.
THEY'RE ADMITTING THERE'S AN IMPACT.
>> BECAUSE LOT OF PEOPLE WERE JUST TRYING TO PRETEND LIKE, "OKAY, IT'S ALL GOOD", NO IT'S NOT.
[NOISE] I LOVE THAT WE'RE SAYING [NOISE]
[00:30:02]
WE'RE GETTING STUDENTS READY FOR COLLEGE CAREER-LIKE READINESS.BECAUSE FOR A WHILE THERE THEY KEPT SAYING EVERYBODY HAS TO GO TO COLLEGE AND I'M GLAD THEY'RE FINALLY REALIZING.
>> THERE WAS A FORMER PERSON I WORKED WITH AND I APPRECIATE IT, I DO APPRECIATE THE PERSPECTIVE.
HE WAS LIKE, "COLLEGE IS NOT AN END GOAL NO MATTER WHAT YOU CHOOSE IN LIFE.
CAREERS IS AN END GOAL." COLLEGES MIGHT BE THE ROUTE THAT YOU GO WITH TO GET THERE.
HIS PERSPECTIVE WAS ANY PARENT OUT THERE DOESN'T WANT THEIR KID TO TELL THEM THAT THEIR CAREER GOAL WAS TO BE A COLLEGE STUDENT.
>> YES THERE ARE. [LAUGHTER] BUT YOUR CAREER IS WHERE YOU WANT TO GO, WHETHER IT'S COLLEGE, WHETHER IT'S LIFE, WHETHER IT'S POST-SECONDARY [INAUDIBLE], WHATEVER THE OPTION IS, THAT'S WHERE WE WANT OUR KIDS TO GO. [OVERLAPPING].
>> I LIKE THAT WE'RE ACKNOWLEDGING THAT. I THINK THAT'S IMPORTANT.
>> THANK YOU. NOT TO BORE EVERYBODY WITH THE RULES OF THE GAME, I'M BIT OF A RULE PERSON.
IT HELPS TO START WITH WHAT OUR ALLOWABLE EXPENSES ARE.
AARON IS HERE TO KEEP ME WITHIN THE GUARD RAILS, OF COURSE AS A COMPTROLLER.
[NOISE] BY THE WAY BEFORE I GO ANY FURTHER, I APOLOGIZE AND MARK, I'M AWFUL AT THIS, MY WIFE WILL ADMIT IT.
THERE ARE PEOPLE SITTING HERE YOU HAVE NO CLUE WHO THEY ARE [LAUGHTER] AND I'VE BEEN A HORRIBLE HOST OF NOT INTRODUCING PEOPLE.
>> I MUST KNOW ALMOST ALL OF THEM.
>> DO YOU? OKAY. REMEMBER ITS WAY FROM LAST MEETING AARON.
JUST WANTED TO MAKE SURE BECAUSE [LAUGHTER] MY WIFE'S WATCHING AT HOME.
I'M SURPRISED I DIDN'T GET TEXT ALREADY BECAUSE I DO THAT ALL THE TIME. AT LEAST I'M ADMITTING IT.
[LAUGHTER] THE OVERALL AMOUNT OF MONEY THAT CAROLINE COUNTY PUBLIC SCHOOLS WILL RECEIVE THROUGH THIS GRANT IS $13,700,623.
BUT AS WE'LL SEE, AS YOU START LOOKING INTO THINGS, FOR THREE YEARS OF THINGS THAT WE CAN WORK TO ACHIEVE THESE GOALS.
IT'S GOING TO GO FASTER THAN WE THINK.
AS WE WALK THROUGH THIS, WE'RE GOING TO SHARE WITH YOU GUYS WHAT OUR THINKING IS RIGHT NOW, OUR PRIORITIES OF THINGS THAT WE'RE LOOKING AT.
OBVIOUSLY WE WANT BOARD FEEDBACK, NOT ONLY IN, IF WE'RE ON THE RIGHT TRACK, IF THERE'S SOME THINGS YOU HAVE QUESTIONS OR CONCERNS ABOUT.
BUT IF THERE'S OTHER THINGS YOU'RE THINKING OF THAT WE SHOULD BE LOOKING AND CONSIDERING, I WANT TO MAKE SURE THAT WE TRY TO CAPTURE THAT IN THIS PLAN.
THE GRANT IS SUPPOSED TO BE DUE JULY 3RD.
THEY GAVE US ABOUT FOUR WEEKS [LAUGHTER].
>> [OVERLAPPING] JULY 2021, 10 DAYS.
>> YES. ONLY IN MSES WORLD WOULD THIS MAKES SENSE.
WE HAVE TO HAVE THE REOPENING PLAN, DEVELOPED AND IT'S DUE BY AUGUST 13TH.
THE REOPENING PLAN IS ALSO SUPPOSED TO BE INCLUDED IN OUR DEVELOPMENT [NOISE] OF THIS, WHICH IS DUE BEFORE THE REOPENING PLAN.
THE SCHOOL SYSTEM SUPERINTENDENT ASSOCIATION PSSAM, SUBMITTED A REQUEST TO MSD THIS WEEK FOR A ONE MONTH EXTENSION TO THE GRANT.
I'D LOVE TO TELL YOU WE HAVE AN ANSWER BACK TODAY, WE DON'T.
WE'RE ANTICIPATING AN ANSWER BUT IT WEREN'T IN YESTERDAY.
WE ARE ALL ANTICIPATING AN ANSWER BACK VERY QUICKLY AND WE DO BELIEVE THAT WILL BE FAVORABLY REVIEWED, WHICH WILL ALLOW US TO GET MORE FEEDBACK ON OUR PLAN AND ALLOW US TO ACTUALLY GET THE REOPENING PLAN COMPLETED [NOISE] IN TIME WITH THIS LIKE IT SHOULD BE IN TERMS OF ITS DESIGN.
BUT AGAIN, ONLY MSD COULD COME UP WITH TIMELINES LIKE THIS.
>> DO THEY TALK TO EACH OTHER? LIKE, DO THEY REALIZE YOU HAD THESE TWO HUGE THINGS DUE SO QUICKLY?
>> I'M THINKING WHERE THEY'VE GOT THEMSELVES CAUGHT, TRANSITION AND LEADERSHIP TAKING PLACE AT THE SAME TIME, ALL OF THIS WAS COMING.
THE STATE'S ORIGINAL APPLICATION WAS DUE JUNE 7TH, 20-SOME STATES HIT THE JUNE 7TH DEADLINE.
MARYLAND AND THE OTHER 22 STATES ASKED FOR AN EXTENSION AND WERE GIVEN THE EXTENSION TILL THE END OF JULY.
I'M WONDERING IN THE TRANSITION OF LEADERSHIP, THEY BECAME THE NEW GUYS.
CHALDER IS TO MOVE THROUGH, WHILE DR. SALMAN HELP LIFT BUT MR. CHALDER IS TO THEN MOVE THROUGH AND THEN, YEAH, HERE'S THIS OTHER PIECE WHILE WE'RE TRANSITIONING.
MY GUESS IS THEY PROBABLY HAD AN OOPS ON THEIR REOPENING PLAN AND REALIZING THEY CAN'T GET US TO WRITE A GRANT FOR 14 MILLION DOLLARS PLUS GET A REOPENING PLAN WITH FEEDBACK, EVERYTHING DONE IN THOSE TWO SHORT WINDOWS [NOISE].
WE WERE TRYING, WE MIGHT HAVE KILLED OURSELVES IN THE PROCESS, BUT WE ARE HOPEFUL THAT THEY'RE GOING TO GIVE US THE EXTENSION, THEN IT'LL BE ALL SCHOOL SYSTEMS WILL HAVE EXTENSION.
AT THE VERY TOP IN THE ARP ESSER [INAUDIBLE], ONE CAVEAT THEY DEFINITELY PUT IN,
[00:35:01]
THE FEDERAL LEVEL WAS AT, AT LEAST 20 PERCENT OF THE FUNDING HAS TO BE ALLOCATED TO ADDRESS LEARNING LOSS AND THEY SPECIFY THAT AS BEING IMPLEMENTED THROUGH EVIDENCE-BASED INTERVENTION DURING OUT OF SCHOOL TIME.IT HAS TO INCLUDE SOCIAL, EMOTIONAL OR OUT OF SCHOOL TIME, ENCOMPASSES BEFORE SCHOOL, AFTER SCHOOL, SUMMER SCHOOL, EXTENDED DAY PROGRAMS. ANYTHING THAT TAKES PLACE OUTSIDE OF THE TRADITIONAL 74 HOURS OF SCHOOL.
WHAT WE'RE DOING RIGHT NOW DURING SUMMER, WHICH IS A SHIFT FOR OUR SCHOOL SYSTEM, IS WHAT SHOULD BE HAPPENING ACCORDING TO THIS.
THE FUNDING STREAM THAT THIS COVERS, WE WILL BE TALKING ABOUT EXTENDING AND DOING A SUMMER PROGRAM AGAIN NEXT YEAR, WITH CCPS AS A LEAD AND THE YEAR AFTER AND TARGETING KIDS THAT SHOW UP THROUGH POTENTIAL FOR LEARNING LOSS AND THEN TRYING TO MITIGATE THOSE.
BUT THAT 20 PERCENT EQUATES TO AROUND A $2.7 MILLION HAS TO BE SPENT, IN THIS BALLPARK, IN THIS ARENA.
BUT THAT WON'T BE A PROBLEM CONSIDERING WHAT SUMMER COST WHEN YOU FACTOR IN TRANSPORTATION AND ALL OF THOSE THINGS.
>> WHAT IS THE COMPONENT THAT'S A SOCIAL EMOTIONAL LEARNING IN THE SUMMER.
>> IN THIS SUMMER WE'VE GOT CONNECTIONS AND PARTNERSHIPS WITH OUR MENTAL HEALTH PROVIDERS WHO ARE EMBEDDED IN THE PROGRAMMING THAT TAKES PLACE [OVERLAPPING] AND THEY RUN THINGS AND AFTER SCHOOL, SORRY, SUMMER PROGRAMMING IN THE AFTERNOON DURING THE RECREATION AND PARKS COMPONENT.
IT'S BUILT-IN DURING THAT SUMMER CAMP PIECE, AND WE'RE ALSO EMBEDDING OTHER STRATEGIES IN CONNECTING WITH OUR KIDS, WITH TEACHERS AND WE'RE LOOKING AT EXPANDING AND IT'S GETTING A LITTLE BIT AHEAD BUT WE'RE ALSO LOOKING AT EXPANDING SOME SOCIAL EMOTIONAL LEARNING CURRICULUM DURING THE SCHOOL YEAR ACCESSIBLE TO OUR KIDS WHO ARE IDENTIFIED THE NEEDS.
>> WE'VE CONTINUED OUR BEHAVIORAL SUPPORT CLASSROOMS FOR SOME OF OUR STUDENTS THAT HAVE SUFFERED TRAUMA THAT HAS CONTINUED THROUGH THE MORNING AND THEN THEY ARE ABLE TO PARTICIPATE IN THE AFTERNOON WITH RECS AND PARKS PROGRAM, AND WE'VE BROUGHT IN ADDITIONAL STAFF THROUGH SPECIAL ED TO HELP SUPPORT THE STUDENTS.
>> HOW ARE YOU IDENTIFYING THOSE STUDENTS?
>> THEY'VE ALREADY BEEN IDENTIFIED BECAUSE THEY ARE A STUDENT WITH A DISABILITY, AND THEY'VE AN IEP THAT ALREADY HAS ONE THERE THAT THEY WOULD BE PARTICIPATING IN OUR BEHAVIORAL SUPPORT PROGRAM.
>> WHAT ABOUT STUDENTS THAT DON'T HAVE AN IEP, ARE WE IDENTIFYING THEM OR ARE WE WORKING ON IDENTIFYING STUDENTS?
>> IDENTIFY AS HAVING BEHAVIORAL CHALLENGES OR SOCIAL [OVERLAPPING]
>> JUST EMOTIONAL BECAUSE OF COVID, THAT THEY DID NOT HAVE ISSUES, NOW THEY HAVE ISSUES.
>> OH, ABSOLUTELY. THIS ACTUALLY WAS WITH PROJECT AWARE THAT WAS ONE PIECE WHERE DEREK WORKED WITH SOME OF THE OTHER COUNTIES AND THEY HAD RECEIVED A GRANT THAT CREATED A VERY LARGE SCALE AWARENESS LEVEL OF WORKING WITH CHILDREN WITH TRAUMA.
NOW, THAT'S THE SIDE OF STAFF AND COMMUNITY ORGANIZATIONS AND DIFFERENT PEOPLE INSIDE THE COMMUNITY WOULD LEARN LOTS OF DIFFERENT STRATEGIES.
THAT WAS ONE PIECE, AND THEN THE OTHER PIECE OF THE IDENTIFICATION CAME THROUGH, OUR WELLNESS CENTERS THAT ARE TAGGED WITH CHALK TANK.
YOU'RE BETTER AT THAT PIECE THAN ME.
>> YEAH. THEY'VE GOT CHOPPING COMMUNITY HEALTH PROVIDES OUR WELLNESS CENTERS AND THEY'VE EMBEDDED SOCIAL EMOTIONAL SCREENERS WITH THEIR MEETING WITH KIDS TO TRY TO IDENTIFY THOSE AS WELL, TO TRY TO HELP SUPPORT THAT WAY.
WE'LL GET INTO A CONVERSATION ALSO ABOUT MULTI-TIERED SYSTEM OF SUPPORT BUT WE'VE INCREASED SUPPORT FOR OUR SCHOOL COUNSELORS THAT HELP IN IDENTIFICATION AS WELL AND WE'RE LOOKING AT RIGHT NOW, ONE OF THE THINGS THAT WE ARE LOOKING AT IS ACTUALLY A SCREENING TOOL THROUGH A VENDOR WHO WE CURRENTLY USE FOR A TUTORING PROGRAM.
THROUGH [INAUDIBLE] IT'S POSSIBLY BEING A SCREENER THAT WE CAN USE ESPECIALLY WORKING WITH OUR YOUNGER KIDS DIRECTLY.
>> THEY'RE WORKING WITH THEIR YOUNGER KIDS WHO SOMETIMES DO NOT EXPRESS EMOTIONS IN THE SAME WAY AND WE'LL GO, OKAY, I'M STRUGGLING WITH THIS OR HEY, I NEED HELP TO TRY TO BRIDGE THAT GAP AS WELL BECAUSE WE KNOW WE'RE GOING TO SEE CHALLENGES.
>> JUST A THOUGHT, AND OF COURSE, EVERYTHING COSTS MONEY SO THIS MAY NOT OR IT MAY.
>> I HAVE READ ABOUT AND I HAVEN'T SEEN FIRSTLY, BUT I'VE READ ABOUT AND LISTENED TO INFORMATION WHERE THERE ARE SCHOOLS THAT OFFER YOGA AND HAVE FOUND THE BENEFITS OF THAT WITH STUDENTS BEING ABLE TO CONTROL EMOTIONS AND THAT EVEN ANGER.
IS THAT A POSSIBILITY NOT JUST WITH THE STUDENTS WHO ARE IDENTIFIED WITH A SPECIAL NEED, BUT WITH THE EVERYDAY STUDENT JUST AS A MEANS
[00:40:01]
OF BRINGING SOME CALM TO THE [NOISE] HAVE WE LOOKED AT THAT?>> THIS IS VERY EXCITING THAT YOU'RE BRINGING THIS UP AND YOU MIGHT REMEMBER DONNA AND ALSO RICK.
NO, I WAS THINKING OF SOMETHING ELSE AT THE SAME TIME [OVERLAPPING] BUT THANKS FOR SAYING THAT.
[LAUGHTER] CONSCIOUS DISCIPLINE IS OUR SOCIAL EMOTIONAL LEARNING CURRICULUM THAT WE IMPLEMENTED IN PRE-K THE PAST COUPLE OF YEARS AND THIS IS ALL ABOUT SELF REGULATION.
IT'S ABOUT WHAT DO I DO WHEN I'M IN A SITUATION WHERE I'M REALLY ANGRY, HOW AM I GOING TO RESOLVE THAT WITHIN MYSELF WITHOUT IMPACTING ANYBODY ELSE AROUND ME.
WHEN I'M SAD, HOW DO I DISPLAY THOSE FEELINGS SO THAT I GET THE SUPPORT THAT I NEED? BECAUSE WE ALL ASSUME THAT ALL THESE EMOTIONS THAT GO THROUGH ALL OF US EVERY DAY, THAT EVERYBODY AROUND US KNOWS HOW TO RESPOND, AND THEY DON'T, AND WE RESPOND BASED ON OUR OWN EXPERIENCES, WHERE THIS CURRICULUM TRAINS TEACHERS ON HOW TO RESPOND TO AN ARRAY OF EXPERIENCES AND UNDERSTAND WHY CHILDREN ARE BEHAVING THE WAY THEY ARE.
IN FACT, WHAT WE'RE LOOKING AT IS TAKING THAT FROM PRE-K5.
>> WHY JUST FIVE? I MEAN, AS I TAUGHT MIDDLE SCHOOL, I'VE TAUGHT HIGH SCHOOL AND I DON'T MEAN THIS DISRESPECTFULLY AT ALL BECAUSE WE WERE ALL THAT AGE ONCE TOO, THEY NEED IT JUST AS MUCH AND IN SOME CASES [OVERLAPPING] I THINK THEY NEED IT MORE.
>> A HUNDRED PERCENT AGREE WITH YOU, AND THIS IS ALL ABOUT SCALING.
OUR PLAN IN THE END IS A PRE-K TO 12 MODEL, BUT YOU HAVE TO BE ABLE TO IMPLEMENT WHAT YOU CAN MANAGE AND TO GO ALL THE WAY TO 12, I THINK WOULD BE VERY DIFFICULT WITH ALL THE OTHER THINGS THAT WE HAVE TO IMPLEMENT IN A SHORT PERIOD OF TIME BUT THE PLAN IS GOING ALL THE WAY TO 12.
>> AT ANY TIME, AND THAT MIGHT JUST BE A FLY IN THE SKY QUESTION.
ANY TIME FRAME TO GET TO THE K THROUGH 12.
>> I KNOW THAT [OVERLAPPING] WE ARE DEFINITELY ON BOARD FOR PRE-K-5 THIS SCHOOL YEAR.
IF THIS ROLLS OUT IN A VERY MANAGEABLE FASHION, THERE'S NO REASON WHY WE WOULDN'T COME BACK TO THE TABLE AND TALK ABOUT, OKAY, LET'S MOVE INTO SIX, LET'S MOVE INTO SEVEN AND GO THAT ROUTE.
I MEAN, IT'S NOT SOMETHING THAT'S WAY OUT THERE [OVERLAPPING] THIS IS DEFINITELY IN THE FOREFRONT.
>> IT'S ALREADY STARTED WITH CONSCIOUS DISCIPLINE TRAINING THIS SUMMER STARTING WITH TEENS FROM ELEMENTARY SCHOOLS THAT THEY HAVE THE KNOWLEDGE AND THEN CAN TRAIN THE TRAINER MODEL.
>> OKAY. ANOTHER THOUGHT ON THE SAME PATH IS, BECAUSE OF MY MIDDLE SCHOOL BACKGROUND AND I KNOW ALL THE EMOTIONS AND HORMONES AND EVERYTHING THAT MIDDLE SCHOOL YOU DEAL WITH.
IS IT A POSSIBILITY TO LOOK AT A PROGRAM LIKE THAT OR EVEN YOGA THROUGH HEALTH CLASS OR PE CLASS AT THE MIDDLE SCHOOL LEVEL SO THAT AT THE 6TH, 7TH, 8TH GRADE, THERE IS SOME OPPORTUNITY FOR EXPOSURE TO BEHAVIOR MANAGEMENT FOR EVERY STUDENT.
THEN AS YOU GRADUALLY BUILD IN YEAR BY YEAR, IT WOULD JUST STRENGTHEN THE PROGRAM.
>> ABSOLUTELY. THAT IS SOMETHING WITHIN THE INSTRUCTIONAL PIECE THAT I'VE ASKED ALL CONTENTS SUPERVISORS TO TAKE A LOOK AT.
AMY TOWERS HAS TAKEN A LOOK AT SOME THINGS IN RELATION TO HEALTH CLASSES BOTH AT THE MIDDLE SCHOOL AND AT THE HIGH SCHOOL LEVEL.
>> OKAY. YOU JUST SAVED ME THAT QUESTION.
>> AND SOME PROFESSIONAL DEVELOPMENT FOR THE TEACHERS IN ORDER TO BE ABLE TO ADDRESS THOSE TOUGH TOPICS BECAUSE WHAT WE ALSO FIND IS IT'S VERY CHALLENGING FOR THE TEACHER TO EVEN TEACH SOME TRICKY CONTENT AREAS.
>> I'LL TELL YOU, I HATE TO SEE THIS, BUT IT'S VERY POSSIBLE THAT WITH ALL OF THE TENSION THAT OUR NATION IS GOING THROUGH, THAT WHEN SCHOOLS REOPEN, THAT'S GOING TO COME OUT AT THE MIDDLE AND THE HIGH SCHOOL LEVEL.
>> AND I KNOW EVEN LAST SPRING WHEN WE HAD A LOT GOING, I THINK IT WAS THIS PAST SPRING, A LOT GOING ON IN THE COUNTRY, NIKKI FISHER AND I WERE VERY CLOSELY IN COLLABORATION ABOUT HOW TO GET RESOURCES TO OUR TEACHERS TO ADDRESS CERTAIN TOPICS.
>> ABSOLUTELY, IT'S GOING TO COME OUT.
>> SO WE DEFINITELY HEAR YOU [OVERLAPPING] ABSOLUTELY, AND THAT'S EXACTLY WHAT WE WERE TRYING TO DO THIS SPRING AS WELL.
>> I JUST WANT TO MAKE SURE THAT I TOTALLY UNDERSTAND THE K-5 AND WHAT MICHELLE'S SAYING AND I LIKE THAT YOU ADDED HIGH SCHOOL BECAUSE I WAS GETTING READY TO SAY,
[00:45:01]
EXCUSE ME, BECAUSE I MEAN, ALL THE STUDENTS NEED IT SO IN THE MEANTIME, WILL THERE BE SOMETHING THERE?>> I MEAN, THAT'S WHY WE HAVE THE MENTAL HEALTH PROFESSIONALS IN THE SCHOOLS NOW.
>> ALL RIGHT. LET'S SAY I WAS STILL IN THE CLASSROOM AND I HAD A STUDENT THAT I KNOW IS STRUGGLING, NO IEP WHATEVER.
IS THERE LIKE A CORRECT AVENUE AND CORRECT PROCEDURE, WHO I WOULD GO TO AND SAY, OKAY, I REALLY THINK THE STUDENT NEEDS HELP.
>> I WOULD DEFINITELY COME OUT OF IT, IF YOU HAD THIS IN YOUR HEAD THAT YOU WERE SEEING SOME THINGS THAT YOU WERE CONCERNED ABOUT, I WOULD TOUCH BASE WITH THE GUIDANCE COUNSELOR, NUMBER ONE, JUST IN CASE IT'S SOMETHING THAT IS MORE SEVERE THAN SOMETHING THAT JUST REQUIRES AN INTERVENTION.
NUMBER TWO, I'D COMPLETE SST PAPERWORK AND GET THAT ON THE BOOKS IMMEDIATELY, SO THERE'S A TEAM REVIEWS THAT CHILD'S CASE AND THEY MAY RECOMMEND INTERVENTIONS FOR THAT CHILD.
THEN THAT IS SOMETHING THAT IS ONGOING WHERE THAT TEAM CONTINUES TO READ ABOUT THAT CHILD.
>> DONOR HAVE THROUGH THE PROJECT AWARE GRANT, WE NOW HAVE A FAMILY NAVIGATOR, WHICH IS SOMEBODY THAT SORT THROUGH THAT CONNECTION TO THE COUNSELOR IF IT'S A STUDENT WHO'S IN NEED OF MENTAL HEALTH SUPPORTS.
THE COUNSELOR CAN MAKE THE CONNECTION TO THE FAMILY BUT THE FAMILY NAVIGATOR IS GOING TO BE THE PERSON THAT LITERALLY CAN DO THE WARM HAND-OFF TALK TO THE PARENT ABOUT HOW DO I MOVE THROUGH THIS SYSTEM BECAUSE THE MOST CONFUSING THING IN THE WORLD THAT AT LEAST I'VE LEARNED IN TERMS OF INSURANCE IN MY PREVIOUS ROLE AS INSURANCE FOR MENTAL HEALTH IS UNREAL FOR WHO CAN ACCEPT WHAT, NAVIGATING WAITING LISTS, KNOWING HOW TO MOVE YOURSELF UP ON A WAITING LIST OR HOW TO GET AN EMERGENCY APPOINTMENT, KNOWING THE RIGHT CHANNELS AND CONNECTIONS.
>> YEAH. KNOWING WHICH PROVIDERS TAKE WHAT INSURANCE AND OUR FAMILY NAVIGATOR IS REALLY THE EXPERT IN THAT ARENA WHICH THAT PERSON WILL BE ABLE TO MAKE THOSE CONNECTIONS, WHICH WILL BE FANTASTIC.
KAREN CALLOWAY IS STILL THERE AS OUR MENTAL HEALTH COORDINATOR FOR THE SCHOOL SYSTEM AND SHE CAN HELP ALSO, AND I'M SURE WE'LL HAVE BOTH HELPING WHEN THE SCHOOL YEAR BEGINS.
I JUST THINK IT'S GOING TO BE A FULL-TIME RESPONSIBILITY THERE PROBABLY FOR BOTH OF THEM IN THE BEGINNING, BUT OUR FAMILY NAVIGATOR PERSON HAS EXPERIENCE IN THAT TRAINING PIECE.
SHE'S AN LCSW, LICENSED CLINICAL SOCIAL WORKER THAT WE BROUGHT IN AND WHO KNOWS OUR COMMUNITY.
THE PROJECT MANAGER WHO'S OVERSEEING THE PROJECT AWARE GRANT, WE ACTUALLY HIRED AWAY FROM ONE OF OUR MENTAL HEALTH PROVIDERS AND SHE WAS OVER SEEING THEIR ENTIRE OPERATIONS.
IT'S BEEN VERY HELPFUL HAVING THAT KNOWLEDGE TO WORK WITH OUR FAMILIES TO GET AROUND THE HURDLES THAT EXIST, BUT ALSO KNOWING HOW TO TALK TO OUR FAMILIES ABOUT ACCESSING BECAUSE THERE IS A STIGMA ASSOCIATED WITH IT.
WE HAVE SOME AVENUES AND WE'RE LOOKING TO SUPPORT AND BUILD THOSE OUT AS MUCH AS WE CAN.
THOSE DID NOT EXIST PRIOR REALLY TO THE AWARE GRANT WHICH WE DIDN'T EVEN GET FUNDING FOR OFFICIALLY.
WE GOT WORD IN OCTOBER BUT WE DIDN'T EVEN START IMPLEMENTING UNTIL ALMOST JANUARY LAST YEAR BECAUSE OF JUST THE FUNDING TOOK FOREVER FROM THE FEDS.
>> WE'LL ALSO BE DOING [OVERLAPPING].
>> THIS IS A LITTLE OFFSITE, BUT WE'RE ALSO WILL BE BRINGING BACK, IT NEVER LEFT BUT JUST RESURFACING OUR RESTORATIVE CIRCLES WITH OUR STAFF AND ALL OF OUR TEACHERS.
AT ANY LEVEL OF RESTORATIVE CIRCLE, AND ALTHOUGH IT HAS THE NAME RESTORATIVE, THEY'RE ALSO VERY PROACTIVE TO BUILD THAT CLASSROOM TEAM COLLABORATION AS WELL AS SAFETY ZONE.
THAT I KNOW IS SOMETHING THAT WE WILL BE TALKING ABOUT WITH ANS TO THEN REINFORCE BACK TO SCHOOL MEETINGS FOR ALL TEACHERS.
>> MAYBE AN IN-SERVICE FOR TEACHERS TO REMIND THEM ABOUT THE PROCESS TO GO OVER THE PAPERWORK WITH THEM.
I THINK THAT WOULD BE REALLY IMPORTANT K-12 TO REMIND THE TEACHERS.
>> WE'VE TALKED ABOUT WITH COVID IN A YEAR AND A HALF, WE DO NEED TO GET BACK TO PROCESS AND WE NEED TO, BECAUSE IN A YEAR AND A HALF KIDS WEREN'T IN OUR BUILDINGS FOR SEVERAL OF THOSE MONTHS, AND THINGS LIKE THAT.
YES, REVIEW OF PROCESSES IN GENERAL IS SOMETHING THAT WE'VE HAD LENGTHY CONVERSATIONS ABOUT.
>> YEAH. LOOKING AT ALLOWABLE EXPENSES, HOW WE CAN USE THESE 13 POINTS OUT THAT? IT'S IMPORTANT TO REMEMBER THAT IN OUR GRANT APPLICATION, EVERYTHING HAS TO TIE BACK TO THINGS THAT TRULY HAVE BEEN IMPACTED BY COVID DIRECTLY.
THE WHOLE PURPOSE OF THE GRANT IS TO HELP SCHOOL SYSTEMS GET KIDS BACK IN, GET KIDS LEARNING, AND MAKE UP THAT LOST GROUND.
ANYTHING WE PUT IN HERE, WE BETTER THINK ABOUT THOSE THINGS IN TERMS OF SAFE RETURN.
THERE'S THE LAUNDRY LIST THERE OF EVERYTHING THAT WE CAN ADDRESS;
[00:50:03]
MITIGATION AND PREVENTION STRATEGIES RELATED TO HEALTH AND COVID-19, SOME HEALTHIER BUILDINGS.ANYTHING THAT THE CDC COMES OUT WITH OR MARYLAND DEPARTMENT OF HEALTH COMES OUT WITH THAT WE HAVE TO FOLLOW FOR GETTING KIDS BACK IN.
EVIDENCE-BASED INTERVENTIONS TO ADDRESS THE IMPACT OF LOST LEARNING, THAT GOES BACK TO THE TOP.
OUT-OF-SCHOOL TIME PROGRAMMING TO ADDRESS IT.
EVIDENCE-BASED INTERVENTIONS FOR THOSE DISPROPORTIONATELY IMPACTED BY COVID-19.
SOCIAL OR EMOTIONAL SUPPORTS FOR STUDENTS, TECHNOLOGY, CURRICULUM, AND ASSESSMENTS.
IF WE NEED BETTER ASSESSMENTS TO KNOW WHERE OUR KIDS ARE IN A MEASURE OF PROGRESS ALONG THE WAY, CURRICULUM-WISE, IF WE HAVE TO MAKE CURRICULAR CHANGES BECAUSE OF THE IMPACT OF LOST LEARNING TO BASICALLY HAVE SOMETHING BETTER ALIGNED TO WHERE OUR KIDS ARE.
PARENT OUTREACH RELATED TO SUPPORTING THEIR CHILDREN CAN COMPLETELY COME OUT OF HERE.
THEN SCHOOL FACILITIES REPAIRS, IMPROVEMENT, AND PROJECTS IF THEY'RE CONNECTED TO COVID-19.
ONE OF THE PRESENTATIONS I WAS ALMOST LIKE, "NOW'S NOT THE TIME TO GO RENOVATE THE CENTRAL OFFICE." IT'S NOT WHAT THIS MONEY'S FOR.
IT'S GET YOUR SCHOOL FACILITIES READY FOR KIDS TO COME BACK AND THOSE ARE THE FACILITY REPAIRS, IMPROVEMENTS, AND PROJECTS.
THE BIGGEST CONSIDERATION THAT KEPT GETTING DRILLED IN ANY PRESENTATION WHEN I SAT IN ON THE FUNDING AND WE HEARD IT AGAIN FROM THE STATE IS, THIS DOES RUN OUT.
THIS IS A GREAT OPPORTUNITY FOR A SCHOOL SYSTEM, BE WARY OF PUTTING YOURSELF IN A POSITION OF A FUNDING CLIFF.
WHEN THIS ENDS, THERE IS NOT LIKELY TO BE ANOTHER $13.7-MILLION CHECK COMING DOWN THE PLATE TO SAY, "OKAY, YOU BOUGHT ALL THESE RECURRING COST THINGS, HERE'S YOUR SAVING GRACE." THEY CAUTION SCHOOL SYSTEMS ON POSITIONS.
ANY POSITIONS THAT GO INTO THIS NEED TO BE FACTORED AROUND WHAT WE'RE ACTUALLY DOING GRANT-RELATED.
THEY WOULD NEED TO BE SPECIFICALLY THIS IS A GRANT-FUNDED POSITION WHEN THE GRANT GOES AND GLOBAL CAN'T ABSORB IT, THE JOB GOES.
WHAT WE DON'T HAVE AT THIS POINT IN TIME FOR THE BOARD AND REALLY FOR SUPERINTENDENTS.
WE DON'T KNOW EXACTLY HOW MUCH MONEY IS COMING WHEN FROM KERWIN.
WE KNOW WE'RE SUPPOSED TO GET ADDITIONAL FUNDING FROM KERWIN, BUT WE DON'T HAVE A FUNDING PROJECTION TO KNOW IF WE WERE TO INCREASE OUR LOCAL OPERATING BUDGET EXPENSES BY SAY, TWO MILLION DOLLARS A YEAR, THINGS THAT NEED TO BE RECURRING.
I CAN'T SIT HERE TODAY AND SAY AND HARRY CAN'T SIT HERE TODAY AND SAY, "OKAY, 2024 WE'LL BE GETTING THIS MUCH MORE MONEY FROM THE STATE THROUGH KERWIN," THAT'LL OFFSET THAT.
WE THINK WE'RE GETTING ADDITIONAL FUNDING FROM KERWIN.
>> BUT A LOT OF THE KERWIN FUNDING THAT WE ARE GETTING WILL HAVE TO BE FUNNELED INTO SALARY INCREASES AND THE NEW CAREER LADDER THAT THEY'RE REQUIRING.
>> THEY'RE GOING TO GIVE YOU THE MONEY, THEY'RE GOING TO TELL YOU HOW TO SPEND THE MONEY.
>> CORRECT THEY ARE [LAUGHTER].
>> THEN ALL THIS AGAIN LOOKING FOR HOW WE IMPLEMENTING IT.
>> [OVERLAPPING] WHATEVER MONEY THEY GIVE YOU HAVE TO SUSTAIN THAT THAT'S WHY THIS IS ONE TIME.
>> IT'S BUYING A CAR NOT MAINTAINING IN A CAR.
IF YOU BUY A CAR, I'M NOT SAYING THAT WHAT YOU SPEND ON, HOW DO YOU MAINTAIN IT AFTER THE GRANT ENDS?
>> [OVERLAPPING] TAKE CARE OF IT.
>> THAT'S JUST SOMETHING FOR US TO KEEP IN MIND AS WE GO THROUGH EACH OF THE PRIORITY AREAS AND WHERE OUR THINKING IS AROUND THE USE OF FUNDS, JUST KEEP THAT IN MIND.
>> THAT WAS ACTUALLY A GOOD, I WANT TO SAY WARNING, BUT THAT WAS A GOOD THING FOR THEM TO KEEP REMINDING PEOPLE.
BASICALLY, WE'VE GOT KERWIN, WE'VE GOT THE SCHOOL RECOVERY PLAN, AND THEN YOU'VE GOT THIS.
>> IT'S A GOOD TIME FOR FOUR NEW BOARD MEMBERS TO ENTER OF SUPERINTENDENT.
[LAUGHTER] AND CURRENTLY THE DIRECTOR OF OPERATION. [OVERLAPPING].
>> HEY, DO YOU KNOW WHAT THOUGH, WE DON'T KNOW ANY BETTER.
WE DON'T KNOW ANY BETTER IN A WAY, BUT I'LL HAVE TO ADMIT.
I GOT A NEW LEVEL OF RESPECT FOR THE MAGNITUDE AND THE UNREALISTIC EXPECTATIONS THEY'RE THROWING AT YOU GUYS.
>> IT CAN DISTRACT RIGHTFULLY SO BUT FROM OTHER THINGS THAT YOU NEED TO ADDRESS, FIXING THINGS THAT HAVE HAPPENED BEFORE THAT YOU WANT TO CHANGE JUST WHATEVER OTHER IMPROVEMENTS.
IT'S NOT UNLIKE IN THE HOMEOWNER WORLD THAT YOU WANT TO PAINT YOUR HOUSE BUT MEANWHILE, LIMB FELL THROUGH ONE OF THE BEDROOMS, I THINK YOU'VE TO TAKE CARE OF THAT FIRST AND WORRY ABOUT PAINTING LATER.
THIS ISN'T A LIMB FALL THROUGH THE BEDROOM, THIS IS SOMETHING GREAT, THIS WONDERFUL.
ALL OF THESE THINGS, THOSE THREE THINGS THAT DANA AND ANITA SAID, THEY'RE ALL POTENTIALLY, AND SHOULD BE, VERY WONDERFUL THINGS BUT YOU CAN'T WORK ON THAT AND WORK ON
[00:55:02]
EVERYTHING ELSE ADDITIONAL THAT YOU MIGHT WANT TO DO.THEN YOU'RE GOING TO BE REOPENING IN FIVE WEEKS?
>> KIDS ARE THE EASY PART, I'LL BE HONEST [OVERLAPPING].
>> THAT IS [OVERLAPPING] THAT MAKES IT ALL WORTHWHILE.
>> THAT'S WHY WE ALL GOT INTO IT, IT WAS FOR THE KIDS.
>> YOU'VE GOT QUITE A JOB. KEEP EVERYTHING.
YOU CANNOT SPEND [LAUGHTER] [OVERLAPPING].
>> YOU'RE LOCKED INTO WORKING HERE.
>> THAT DOLLAR AMOUNT THERE, DID WE COME UP WITH THAT?
>> IT'S FORMULA-DRIVEN THROUGH THE STATE, LIKE DARTBOARD.
>> NO, IT'S ACTUALLY BASED ON OUR TITLE 1 ALLOCATION.
THERE'S TITLE 1, COMES THROUGH THE FEDS AND THEY USE THAT SAME ALLOCATION FORMULA METHOD TO COME UP WITH THAT.
>> I'M WONDERING WHY THERE'S NOT LIKE 21 CENTS.
>> LOOK THAT'S $623 JUST USED TO PRANK [OVERLAPPING].
>> JUST TO MAKE YOU THINK THAT THEY REALLY HAD A FORMULA.
>> WELL IT'S ALREADY CHANGED TO ONCE.
IT CHANGED FOR THE BETTER. IT WAS A BANK ERROR IN OUR FAVOR, I THINK THAT.
>> ANOTHER, AND I THINK THIS IS A QUICK QUESTION.
YOU KNOW HOW WE'RE UPDATING THE HVC IN SOME OF THE SCHOOLS.
WOULD THAT HAVE COUNTED TOWARDS THE SCHOOL FACILITY REPAIRS?
>> THAT'S GETTING CLEARER AIR?
>> THAT IS WHERE WE ARE USING CARES TOO, WHICH WAS A PRECURSOR TO THIS, TO DO THAT HAD WE NOT HAD THE FUNDING TO DO IT.
>> SOMETHING LIKE THAT WOULD WORK.
>> YES. ONE OF THE THINGS THAT YOU'LL SEE ACTUALLY IT'S ON THE NEXT SLIDE, RACHAEL IF YOU WANT TO GO TO IT AS WE'RE LOOKING AT PRIORITY 1 AREA.
I KNOW I'M GOING OUT OF ORDER, LINDSEY, BECAUSE MOST OF THIS IS YOU.
UNDER THE FACILITIES OPERATIONS PROJECTS, UNDER CARES TO FUNDING, WE WERE ABLE TO GET TWO OF OUR SCHOOLS ADDRESSED FOR THE CARPET, HAVE THE CARPET COME OUT, AND PUT IN THE LUXURY VINYL TILE.
WE STILL HAVE THREE OTHER SCHOOLS THAT THAT NEEDS TO HAPPEN TO, I WISH I KNEW OFF TOP OF MY HEAD WHAT THE THREE WERE.
I KNOW THERE WERE THREE OTHER SCHOOLS THAT WE HAVE OUT THERE THAT NEED TO BE DONE, THAT CAN HAPPEN OUT OF THIS.
LUXURY VINYL TILE IS MUCH EASIER TO CLEAN, CARPET'S NOT GOOD FOR GETTING GERMS OUT OF THE AIR, AND ALL THOSE THINGS. THEY'RE JUST NOT.
LUXURY VINYL TILE IS MUCH BETTER FOR US TO MAINTAIN FOR A HEALTHIER SCHOOL ENVIRONMENT.
THAT IS ONE OF THE PROJECTS THAT WE WOULD BE LOOKING TO PUTTING IN HERE.
WE ARE LOOKING INTO THE POSSIBILITY OF, AND AARON WILL BE THE ONE WHO WILL HAVE TO GO THROUGH THE WHAT'S ALLOWABLE AND NOT ALLOWABLE PIECE, AND I TRUST HER WHOLE HEARTILY ON THAT.
BUT WE ARE LOOKING AT THE POSSIBILITY OF INSTALLATION OF SOME OF THE GREENSBORO PORTABLES THAT USED TO BE AT GREENSBORO ELEMENTARY SCHOOL OUTSIDE OF LOCKERMAN TO ALLOW FOR ADDITIONAL SPACE BECAUSE LOCKERMAN'S PRETTY TIGHT AND PACKED.
WE DON'T KNOW IF THAT'S GOING TO BE ALLOWABLE, BUT I'LL BE PERFECTLY UPFRONT AND HONEST.
I DON'T KNOW IF THEY'RE GOING TO ALLOW THAT BECAUSE IT WILL ENTAIL LAYING A FOUNDATION, PULLING THE POWER OVER TO, IT MAY LOOK TO CONSTRUCTIONLY.
BUT AARON WILL BE OUR GURU IN LOOKING AT THAT AND GOING, YES OR NO.
BUT WE ARE PULLING ESTIMATES ON WHAT THAT COULD LOOK LIKE.
[OVERLAPPING] AS A POTENTIALLY THEY WOULD BE INSIDE THE TRAP [OVERLAPPING] IN PART OF THE TRACK. YEAH.
>> BECAUSE THERE WOULD STILL BE AN INFIELD AND THE TRACK.
>> SO THEY'RE A PARTIAL INFIELD.
>> YES. LOCKMAN, YOU'VE LIVED IT AND YOU DID BEFORE AND LINDSAY HAS AS WELL LOCKMAN IS VERY CLOSE TO BEING, IT'S TIGHT.
[OVERLAPPING] IT'S LANDLOCKED, THERE'S NO PLACE TO GO FOR ADDITIONS.
WE KNOW THE COUNTY COMMISSIONERS HAVE GONE TO BAT FOR US ON GREENSBORO.
BUT IT'S TAPPED THEM OUT ON CAPITAL PROJECTS BEING KEPT RIGHT IN THE SCHOOL SYSTEM STANDPOINT.
ANYTHING LOOKING AT THAT LIKE LOCKMAN WOULD BE A BAND-AID FOR A PERIOD OF TIME.
LOCKMAN IS A LITTLE BIT OF A LOW NOW, NOT A BIG LOW, NOT A KERNEL LOW, BUT THEY'RE IN A LITTLE BIT OF A LOWER NUMBER RIGHT NOW.
BUT OUR PROJECTIONS WHICH YOU GUYS SAW LAST MONTH OR JUNE LAST MONTH, IT'S GOING TO PICK BACK UP AND EXCEED WHERE IT WAS TWO YEARS AGO WHEN IT WAS CLOSE TO ONE OF THE FULLEST EXTENT.
>> WHEN YOU SAID YOU WOULD NEED TO SUBMIT MORE LIGHT.
>> I'M ASSUMING YOU HAVE A LABORATORY OUT THERE WITH.
>> IT WOULD ALMOST BE LIKE A MINI LITTLE CITY?
>> YEAH. WOULD BE RECREATING POTENTIALLY WHAT WAS OUTSIDE OF GREENSBORO ELEMENTARY SCHOOL NOT SO BIG.
I DON'T THINK THEY WOULD NEED 10 PORTABLES, BUT THEY COULD USE A HANDFUL TO ALLEVIATE SOME OF THEIR FULL CLASSES AND TRY TO NOT HAVE TO HAVE TEACHERS ON CARTS.
[01:00:03]
RIGHT NOW THEIR GYMNASIUM WHEN THEY RUN GYM CLASS ON A RAINY DAY IS TIGHT.THEY'RE TEACHING HEALTH WHICH IS REQUIRED, NEEDS TO BE AGAIN, THEY'RE TRYING TO USE EVERY BIT OF SPACE THEY HAVE THAT HAVE AN AUXILIARY GYM AND A GYM, BUT IT'S TIGHT SCHOOL.
LOOKING AT HOW DO YOU BEST UTILIZE THAT SPACE TO PROVIDE THAT FLEXIBILITY.
WE'RE GOING TO LOOK AT THE POSSIBILITY OF USING SOME OF THIS TO DO THAT.
IT MAY NOT BE ALLOWABLE AND WE WON'T PUT ANYTHING FORWARD, IT'S NOT TRUST ME. NOT AT ALL, BUT-
>> EVEN IF IT IS AN ALLOWABLE, THERE ARE SEVERAL STIPULATIONS BECAUSE THIS IS FEDERAL MONEY.
ANY CONTRACTOR THAT WE USE WILL HAVE TO FOLLOW THE PREVAILING WAGE DATA'S BACON.
IN MY EXPERIENCE SEVERAL CONTRACTORS JUST DON'T EVEN WANT TO DEAL WITH THAT.
SO RIGHT OFF THE BAT, YOU'VE GOT SEVERAL CONTRACTORS THAT CHOOSE TO NOT EVEN DID THOUGH.
>> THERE'S JUST SOMETHING THAT WE'LL LOOK AT, BUT-
>> IT'S WORTH LOOKING AT SEEING WHAT THE DOLLAR AMOUNT COULD BE IF WE HAVE THE FUNDING AND WE CAN RULE OUT BECAUSE I WILL BE HONEST, ONCE WE GET EVERYTHING ON THE LEDGER, WE'RE GOING TO BE OVER 1,370, I HAVE NO DOUBT.
THEN WE'LL HAVE TO GO THROUGH AND PRIORITIZE.
THE OTHER ITEM I'LL HIT AND THEN I'LL PASS TO LINDSAY JUST SO I CAN BE QUIET AT THAT POINT BECAUSE EVERYBODY'S PROBABLY TIRED OF HEARING ME.
FROM THE STUDENT HEALTH STANDPOINT, WE ARE GETTING JOURNALS TO PUT TOGETHER A CALL SHEET, ON PPE IF NEEDED, AND I'M LEAVING IT AS IF NEEDED BECAUSE WE ARE STILL AWAITING GUIDANCE FROM MARYLAND DEPARTMENT OF HEALTH.
IT'S BEEN A LOT OF CONVERSATION NATIONALLY WITH THE CDC RECOMMENDATIONS AND THE AMERICAN ACADEMY OF PEDIATRICS, THE MASKING IN SCHOOLS.
IN MARYLAND, ALL LAST YEAR WE TOOK OUR GUIDANCE FROM MVH.
WE'RE WAITING TO SEE WHAT THEIR SAYS, OUR NUMBERS STILL [NOISE] DATA IN CAROLINA STILL LOOKS VERY GOOD.
WE WANT FOLKS TO GET THE VACCINE.
I WANT FOLKS TO GET VACCINATED IF THEY'RE COMFORTABLE WITH IT.
IT DEFINITELY HELPS UNDERSTAND THAT IT'S PERSONAL CHOICE.
NOBODY WANTS MASS TO COME BACK.
I THINK I FEEL SAFE IN SAYING THAT.
I DON'T WANT US TO, BUT IF THE GUIDANCE COMES OUT THAT THOU SHALT, WHICH IS WHAT IT WAS BEFORE THEM.
I DON'T WANT US TO BE ILL PREPARED BY NOT HAVING A QUOTE TOGETHER IF WE HAVE TO GO OUT MAKE SURE WE'VE GOT MASKS, TO COVER WHENEVER THAT WOULD BE.
SO JOURNAL, PUT THAT QUOTE TOGETHER.
RIGHT NOW THAT WOULD BE OUR ONLY PPE NEED THAT WE ENVISION WE COULD HAVE.
WE HAVE A GOOD STOCK PILE OF OTHER ESSENTIALS.
>> WILL WE HAVE MASKS THERE FOR STUDENTS THAT WANT IT?
>> YES, WE HAVE A GOOD STOCK PILE NOW, IF WE HAD TO FALL AWAY, IF YOU CHOOSE TO, YOU CAN.
IF MVH GOES THROUGH A FULL MANDATE OF 5,500 KIDS AND STAFF.
>> BUT IT IS THERE FOR ANY STUDENT OR STAFF THAT DOES.
>> YES. WE DEFINITELY HAVE ENOUGH RIGHT NOW FOR THAT.
THE OTHER THING THAT WE'RE LOOKING AT CONSIDERING IS AN ADDITIONAL FLOAT NURSE.
WE CURRENTLY HAVE A FLOAT NURSE POSITIONS, WHICH MEANS WE HAVE A FULL PERMANENT SLOT FOR NURSE AND ASSETS.
THEY HELP PROVIDE ADDITIONAL SUPPORT WITH OUR STUDENTS WHO HAVE MEDICAL NEEDS AS WELL AS HELP OUT IN HEALTH ROOMS. FINDING SUB NURSES CAN BE A CHALLENGE AT TIMES AND WE'RE ALSO AS OF RIGHT NOW, THERE IS QUARANTINE GUIDANCE THAT WE WOULD STILL HAVE TO BE DOING CONTACT TRACING INTO NEXT SCHOOL YEAR.
HAVING AN ADDITIONAL FLOAT NURSE GIVES US SOMEBODY WHO POTENTIALLY COULD BE OUR CONTACT TRACING EXPERT AND HANDLE A LOT OF THAT GENOCIDE TO HANDLE FOR THE LAST YEAR-AND-A-HALF.
THEY CAN REALLY TAKE THE LEAD ON THAT PIECE AND FREE HER UP TO DO MOREOVER OF A SUPERVISORY ROLE WHICH SHE SHOULD BE DOING AND SHE WILL FALL INTO WHEN WE HAVE AGAIN, 5,500 KIDS BACK WITH ALL OF THEIR HEALTH NEEDS, NOT JUST DEALING WITH COVID.
WE'RE LOOKING AT ADDING A FLOAT NURSE POSITION.
THAT WOULD BE ONE OBVIOUSLY, ANY POSITION AGAIN, WOULD BE HIRED UNDER THE PRETENSE OF IT BEING A CONTRACT POSITION.
IT'S HERE FOR THE DURATION OF THE GRANT.
HOWEVER, THAT COULD BE SOMETHING THAT THE END OF THE FUNDING TIME, THE BOARD COULD BE LOOKING AT SUPERINTENDENT AT THE TIME, IT COULD BE LOOKING AT IS THIS THE POSITION WE NEED TO CONTINUE IN IT? THEN WE HAVE TO LOOK TO FIND IT IN THE LOCAL BUDGET.
>> THAT'S GREAT, BUT QUICK QUESTION.
>> MAYBE IT'S NOT A QUICK ANSWER.
HOW DO YOU JUSTIFY CARPET REPLACEMENT AS AN ALLOWABLE EXPENSE? I CAN COME UP WITH AN IDEA, BUT I'M NOT SURE IT FLOATS.
>> A LOT OF IT COMES INTO WHAT THE HEALTH RECOMMENDATIONS ARE FOR PROVIDING HEALTHIER SPACE FOR STUDENTS?
>> SAME WITH INSULATION PERHAPS.
>> ENHANCE WITH YOUR 8-TRACK SYSTEM.
IF YOU ARE GOING TO DO A LOT OF WORK IN THE SUMMER THAT IT SOUNDS LIKE WE'RE GOING
[01:05:03]
TO CONTINUE TO DO ON AIR CONDITIONING WORK RIGHT? YOU NEED GOOD INSULATION, YOU WANT MOLD AND MILDEW IN THE AIR, THEN HAVE A LOUSY INSULATION SYSTEM WORK.>> YES. IF WE WERE GOING TO REPLACE CARPET WITH A CARPET, WRECK IT WOULD NOT FLY AT ALL, BUT US CHANGING TO A PRODUCT THAT'S HEALTHIER.
I THINK IT'S GOTTEN MICRO ADVANTAGE AND IT'S GOT THINGS AS WELL.
>> THAT'S WHAT I WAS GOING UP IN MY HEAD.
>> IT'S ALLOWABLE. [OVERLAPPING]
>> BECAUSE THE CARPET IS A BIG BAG.
>> RIGHT. [LAUGHTER] YEAH, IT'S CARPENTRY YOU SPILL SOMETHING OR BUSINESS.
>> CARPET MOSTLY IN ELEMENTARY SCHOOLS.
I LOVE [OVERLAPPING] ELEMENTARY KIDS, BUT, YEAH.
>> DON'T SPILL ON A HEARTBEAT, YOUR STATE ROAD DONE.
>> TO ADD TO THE STUDENT HEALTH, WE'VE ALSO CONSIDERED EXTENDING THE HOURS OF THE NURSES AND KEEPING THE CENTERS OPEN DURING AFTER SCHOOL HOURS WHEN THE KIDS WOULD BE IN THE BUILDINGS FOR THE AFTER-SCHOOL TUTORING.
>> YES. THAT WOULD BE NICE TO FIRST STUDENT THAT NEEDED TO SEE A NURSE BUT DIDN'T WANT TO MISS CLASS BECAUSE-
>> LINDSAY, DID YOU WANT TO RUN DOWN THE PRIORITY 1?
>> THIS IS REALLY IN TALKING WITH JASON WILGOSH, SUPERVISOR OF TECHNOLOGY AND LOOKING AT FROM THE TECHNOLOGY PERSPECTIVE, WHAT ARE THE NEEDS THERE? OBVIOUSLY, THIS YEAR WE MOVED TO ONE-TO-ONE DEVICES AND PURCHASED ACTUALLY A COUPLE OF THOUSAND NEW DEVICES THAT WILL NEED A REPLACEMENT CYCLE.
WE ARE TAKING INTO CONSIDERATION THAT CONSIDERATION OF PURCHASING AND REMEMBERING THAT THIS GRANT DOES RUN OUT.
BUT JASON HAS REALLY TAKEN A LOOK AT A REPLACEMENT CYCLE OF REPLACING A COUPLE 100 DEVICES EACH YEAR OVER THE NEXT SEVERAL YEARS IN ORDER TO KEEP THEM UP-TO-DATE.
HE HAS FOUND THAT DEVICES ARE NOW ASKING APPROXIMATELY, YOU THINK SEVEN YEARS IS WHAT WE CAN GET OUT OF A NEW MACBOOK AIR.
WITH THAT COVERS IN SCREEN PROTECTORS ONE THING THAT WE HAVE FOUND THIS HERE THAT WAS SOMETHING THAT WE HAD NOT REALLY ANTICIPATED, WAS THE SIGNIFICANTLY HIGH COST OF DEVICE REPAIRS.
LOT OF CRACKED SCREENS, A LOT OF SPILLED CONTENTS, LIQUID CONTENTS INTO AND FRY THE WHATEVER MOTHERBOARD.
I DON'T KNOW. AM I RIGHT? [LAUGHTER] I'VE LEARNED A LITTLE [INAUDIBLE]
>> WAS THIS MOSTLY STUDENTS DOING THAT?
>> THIS IS WITH GOING ONE-TO-ONE AND 5,500 STUDENTS HAVING DEVICES, THINGS THAT WE HAD NOT.
>> IT DOES HAPPEN WHEN YOU NOTICE WELL.
>> BUT NOT AS OFTEN HOPEFULLY.
>> WE ALSO ANTICIPATE THIS TO GET WORSE, WOULD THEY TRAVEL EVERYDAY? WHEN I TALKED TO OUR ASSOCIATE IN TULARE COUNTY, STEVE WILSON, HE DOES [INAUDIBLE] JOBS OVER THERE.
THEY'VE FOUND DURING COVID, THEIR ONLY CARE COST WENT DOWN.
>> JASON HAS DONE SOME RESEARCH ON DIFFERENT INSURANCE OPTIONS, WHETHER IT IS FAMILIES THAT WOULD PAY A SMALL FEE AND WE PUT THAT IN AN INSURANCE PART OF MONEY OR THAT WE DO THAT WITH COSTS FROM CARES.
INSURANCE COST IS DEFINITELY SOMETHING THAT WE'RE LOOKING AT FOR DEVICE REPAIRS.
THE OTHER THING THAT WE HAD NOT THOUGHT ABOUT IN THE HYBRID SITUATION OR DID NOT NEED, NOT THAT WE DIDN'T THINK ABOUT, WAS CHARGING UP DEVICES.
WHEN STUDENTS WERE ALL HOME, THEY HAVE THEIR CHARGER AND IF THEY WERE IN SCHOOL AND NEEDED IT CHARGED, WE HAD A FEW OPPORTUNITIES.
HE'S LOOKING AT CHARGING CASES FOR DEVICES.
THE DEVICE MANAGEMENT SOFTWARE THAT I KNOW MARK IS EXTREMELY THANKFUL FOR THAT WE HAVE.
>> IT WOULD HAVE BEEN IMPOSSIBLE WITHOUT IT.
>> EXACTLY. TO MANAGE THE 55,000 PLUS DEVICES, THAT'S JUST STUDENTS.
[01:10:05]
YES. IF YOU LOOK ABOVE YOUR HEAD AND THAT IS WHERE OUR INTERNET IS COMING FROM RIGHT NOW.WITH MORE STUDENTS ON DEVICES AT A TIME, WE NEED TO EXPAND THAT CAPACITY WITHIN OUR BUILDINGS.
THEN SOME OTHER LICENSING, CREATIVE CLOUD LICENSING THAT WOULD BE BENEFICIAL, LIVE STREAMING TECHNOLOGY IN OTHER AREAS OF THE SCHOOL THAT COULD BE HELPFUL.
THEN WITH ALL OF THAT AND THE 5,500 DEVICES REALLY COMES, DO WE NEED ADDITIONAL PERSONNEL TO SUPPORT ALL OF THOSE DEVICES IN 10 BUILDINGS? WITH THAT, AGAIN, WE KNOW THAT POSITIONS WOULD CURRENTLY BE ONLY THE THREE-YEAR GRANT-FUNDED, ON WEST AT THAT TIME, WE DEEM THAT IT IS A PRIORITY OF THE BOARD AND THE BUDGET.
THAT'S A LITTLE BIT HAVING TO DO WITH PRIORITY 1.
>> WE REALLY ARE GOING TO NEED MORE PEOPLE TO SUPPORT THAT.
>> BUT THAT'S A LONG-TERM CALL?
>> YEAH, THAT'S A COMMUNITY [INAUDIBLE]
>> RIGHT. BECAUSE AS LONG AS WE STAY WITH THIS 101.
>> WELL, THIS YEAR WE'VE BEEN BLESSED BECAUSE WE'VE HIRED A LOT OF SUMMER TECHNOLOGY INTERNS.
THEY'RE OCCASIONAL TEMPORARY EMPLOYEES, SO THEIR PER HOUR PAY AND BENEFITS STRUCTURE IS A LOT LESS, AND WE WERE ABLE TO USE ONE OF THE STATE GRANTS, WHAT'S FLOWING THROUGH THE FEDS, BUT TO PAY FOR ALL OF THE SUMMER TECHNOLOGY INTERNS.
BUT IF WE'RE GOING TO CONTINUE THIS, THEN WE NEED TO PUT THE COST OF THESE TECHNOLOGY INTERNS INTO THIS POT OF MONEY.
>> HAVE YOU EVEN THOUGHT ABOUT HOW MANY PEOPLE YOU WOULD NEED?
>> TECHNOLOGY MENTIONED TODAY, WE RECEIVED THE RATIO FROM THEM.
THEY WOULD LIKE TO START WITH THREE FULL-TIME POSITIONS, GREAT SUPPORT, BASIC TECH SUPPORT POSITIONS, FULL-TIME, PLACED AT OUR THREE LARGEST SCHOOLS TO START THERE TO TRY TO HELP WITH HANDLING IT.
IF IT'S SOMETHING THAT WORKS, WE CAN LOOK TO EXPAND IF THERE'S FUNDING FOR.
BUT THEY THINK THAT'S A REALLY GREAT PLACE TO START, GIVEN THE HIGH VOLUME OF NEED WE'RE GOING TO HAVE.
THEIR RECOMMENDATION IS THREE RIGHT NOW.
SO THEY'RE LOOKING AT SUPPORT POSITIONS, THEY'RE NOT TEACHER-LEVEL PAID POSITIONS.
THEY WILL BE ON SUPPORT SERVICES SCALE.
I DON'T KNOW WHERE EXACTLY THEY WOULD FALL, BUT THEY WOULD BE IN THE SPORT REALM.
AGAIN, JASON AND MARK SPEND A LOT OF TIME LOOKING AT IT.
THEY SAY IT REALLY IS AT ENTRY-LEVEL TECH POSITION TO HELP ALSO HELP FOLKS LEARN OUR SYSTEM AND MAYBE GROW INTO OTHER NEEDS THAT WE HAVE FOR TECH AS WELL.
BUT YEAH, THEY'RE SAYING THINKING THREE RIGHT NOW.
>> ONE IS A ONE-TIME POT OF MONEY AND RESULTS IN INCREASING SOMETHING YOU HAVE TO SUSTAIN, AND THAT'S PERSONNEL, BEST EXAMPLE.
LET'S JUST SAY THE TECH POSITION, VERY MUCH NEEDED, LONG-TERM SUPPORT FOR THAT.
BUT IF YOUR BUDGET REMAINED RELATIVELY FLAT, MAYBE WITH MAINTENANCE RECORD INCREASES, BUT RELATIVELY FLAT AND CURVED ONE OF COURSE IS A WILDCARD.
BUT IF IT'S RELATIVELY FLAT, THEN WHAT ARE YOU GOING TO DO IN THREE YEARS WHEN THAT CAN IS KICKED DOWN THE ROAD? IN THREE YEARS, SOMEBODY'S GOING TO HAVE TO DEAL WITH IT.
BUT GOVERNMENT GENERALLY DOES.
I'LL BE OUT TO OF OFFICE BY THAT.
SOMEBODY ELSE HAS TO WORRY ABOUT THAT.
A WAY TO LOOK AT THAT, AND I'VE DONE THIS IN THE PAST [OVERLAPPING]
>> RIGHT? [LAUGHTER] A WAY TO LOOK AT THAT, [BACKGROUND] [LAUGHTER]
>> YOU TOO, MICHELLE. [LAUGHTER]
>> SO YOU ADD THOSE POSITIONS BECAUSE YOU KNOW IT'S THE RIGHT THING TO DO AND YOUR RATIONALE.
I DON'T HAVE ANY DISAGREEMENT WITH YOU AT ALL.
IN FACT, I SUPPORT IT 100 PERCENT.
BUT YOU HAVE TO DO THIS, I BELIEVE.
YOU DON'T JUST HAVE A PLAN AND THAT'S A PLAN.
YOU HAVE SOMETHING [NOISE] YOU PUT IN A FILE SOMEWHERE.
THAT IS, "IF I HAD TO MAKE THAT DECISION TODAY, THIS IS WHERE I'D GET THE MONEY." THIS IS WHAT WE WOULD DO DIFFERENTLY TO FUND IT.
MAYBE IT'S A REVENUE STREAM, MAYBE IT'S SOMETHING YOU DON'T EVEN IMAGINE, BUT MAYBE YOU HAVE IDEAS.
YOU HAVE TO BE PREPARED LIKE THAT BECAUSE THAT DAY OF RECKONING IS GOING TO COME.
[NOISE] THE BOOK OF LIFE HAS THAT.
THE END GAME, THE DAY OF RECKONING.
YOU ADD UP ALL THE LITTLE PEOPLE IN YOUR CAR AND ALL THE OTHER THINGS.
WELL, THE DAY OF RECKONING WILL COME WHEN THE GRANT MONEY RUNS OUT.
MAYBE NOT BECAUSE MAYBE CAROLINE MONEY WILL JUST FLY IN THE DOOR AND WE'LL ALL BE HAPPY, AND ALL THE VEHICLES WILL BE REPLACED BY LUXURY CARS.
[LAUGHTER] DREAM ON, RIGHT? [LAUGHTER] I'M STRONGLY URGING YOU TO DO THAT.
I HAVE SUFFERED BOTH WAYS IN THE PAST.
MANY YEARS AGO THERE WAS THIS GRANT CALLED COPS MORE.
POLICE DEPARTMENTS ALL OVER THE PLACE INCREASED THEIR STAFFING.
[01:15:01]
HOW ARE THEY GOING TO PAY FOR A 20 PERCENT INCREASE IN THEIR FORCE? EQUIPPING THEM AND EVERYTHING ELSE.WHAT THEY DID IS THEY HAVE JUST WENT AND RAISED TAXES.
ISN'T THAT A GREAT IDEA? YOU DON'T HAVE THAT OPPORTUNITY TO DO THAT. I'M JUST SUGGESTING.
>> GAME PLAN, PLAN B, SOMETHING YOU TUCK AWAY, AND YOU KNOW THAT IT'S REALISTIC.
>> BASED ON THAT, LET'S SAY YOU'RE LOOKING AT ABOUT FOUR ADDITIONAL PEOPLE.
>> I MEAN, IS ANYMORE SOMEWHERE THAT WE NEED TO KNOW ABOUT? DO YOU SEE [LAUGHTER] SOME MORE?
>> YES. I THINK THERE'S ONE MORE.
[BACKGROUND] THERE'S TWO MORE SLIDES [LAUGHTER] OF POTENTIAL EXPENSES AND THEY ARE [OVERLAPPING]
>> BECAUSE I MEAN I'M JUST CURIOUS. [OVERLAPPING]
>> BECAUSE WE DO NEED THAT. THAT'S JUST [OVERLAPPING]
>> ONE THAT WE WILL TALK ABOUT TIES VERY SPECIFICALLY TO PROGRAMMING WILL BE BROUGHT INTO THIS GRANT.
UNLESS YOU TRULY DO FIND THE MONEY TREE.
THERE ARE CERTAIN PROGRAMMING THAT WE'RE GOING TO BE DOING, AND THESE GRANTS REQUIRE THAT WE WILL NOT BE ABLE TO AFFORD IN THE FUTURE [OVERLAPPING]
>> SO THERE'S A POSITION TIED TO THAT.
>> EXACTLY. [OVERLAPPING] BECAUSE SOME OF THESE NEEDS, HOPEFULLY, WILL GO AWAY.
>> BUT TECHNOLOGY, [BACKGROUND] IF WE STAY TO 101 [OVERLAPPING]
>> [INAUDIBLE] DO YOU WANT TO GO TO PRIORITY 2 IF YOU DON'T MIND?
>> WE'VE HIT ON A LOT OF THESE THINGS.
>> SOME MIGHT REQUIRE A LITTLE BIT OF EXPLANATIONS BASICALLY [OVERLAPPING].
>> THIS AGAIN IS ABOUT ADDRESSING MENTAL HEALTH AND SOCIAL-EMOTIONAL LEARNING.
WE TALKED ABOUT THE EXPANSION OF THE CONSCIOUS DISCIPLINE.
YES, DON, I'VE DEFINITELY GOT IT IN THE BACK OF MY HEAD, WHERE WE NEED TO GO FOR THE MIDDLE SCHOOL AND HIGH SCHOOL.
IMPLEMENT THE PROJECT WHERE RESOURCES THAT HAVE ALREADY STARTED HAPPENING NOW.
THIS IS THE TRAUMA-INFORMED CLASSROOM, ADDITIONAL CONSCIOUS DISCIPLINE.
THIS IS ACTUALLY A DIGITAL VERSION WHERE WE CAN GET IT OUT TO MORE PEOPLE SO THEY CAN WATCH IT AND PARTICIPATE IN THE ACTUAL PROGRAM.
ALSO, THE ACES PROGRAM, WHICH IS THE ADVERSE CHILDHOOD EXPERIENCES, WHICH IS A LITTLE BIT MORE INTENSE, WHICH YOU'RE GOING TO FIND THOUGH.
I'M VERY HAPPY TO SAY EVERYTHING OVERLAPS.
YOU'RE NOT PARTICIPATING IN FIVE DIFFERENT TYPES OF PROFESSIONAL DEVELOPMENT AND EVERYBODY SAYS SOMETHING DIFFERENT.
IT OVERLAPS WHETHER IT ADDRESSES DIFFERENT NEEDS, WHICH IS PRETTY POWERFUL TO HAVE SOMETHING LIKE THAT.
THEN WE ACTUALLY HAVE BEEN LOOKING AT THESE TIER 3.
WHAT TIER 3 MEANS, IS THIS IS OUR HIGHEST INTENSIVE INTERVENTION WE CAN GIVE A CHILD.
THIS IS FOR SOCIAL AND EMOTIONAL LEARNING AND BEHAVIOR.
WE'RE LOOKING AT THIS ON OUR GENERAL EDUCATION SIDE, WHERE WE HAVE CHILDREN THAT COULD ACTUALLY NEED TIER 1 SUPPORT.
THIS WOULD BE OBSERVATION, SOME SUGGESTIONS TO THE TEACHER OF DIFFERENT THINGS TO DO [NOISE] WITH THE CHILD.
BUT THEN, SAY THINGS GET WORSE AND WE NEED TO GO INTO A TIER 2, THEN WE'RE LOOKING INTO SOMETHING THAT'S A LITTLE BIT MORE FORMALIZED.
[NOISE] IT COULD BE A HYBRID WHERE THEY HAVEN'T LEARNED [NOISE] TO SAFE PLACE TO WORK [NOISE] WITH EXPERIENCED STAFF.
WE'RE TALKING ABOUT SOCIAL WORKER, WE'RE TALKING ABOUT A TEACHER AND TWO ADDITIONAL IA SUPPORTS IN A DIFFERENT SPACE THAN THE GENERAL EDUCATION CLASSROOM.
THEN WITH THE TIER 3, YOU HAVE A CHILD THAT NEEDS THAT LOOSE INTENSIVE SUPPORT AND THEY WOULD BE ABLE TO PARTICIPATE IN THIS PROGRAM.
DONALD, WHAT YOU'LL REMEMBER IS THAT IT MIRRORS VERY MUCH LIKE OUR HYBRID PROGRAMS THAT WE'VE HAD IN THE ELEMENTARY, MIDDLE, AND HIGH, EXCEPT THIS IS GEARED MORE TOWARD A GENERAL EDUCATION STUDENT, NOT NECESSARILY A STUDENT WITH A DISABILITY.
[NOISE] BUT THE ONE CAVEAT TO THIS IS THAT WE'RE ONLY LOOKING AT A 30 TO 45-DAY PLACEMENT AT THE ABSOLUTE MAXIMUM.
I MEAN, WE NEED TO SPEED UP THE RECOVERY, GET THIS CHILD BACK WITH HIS PEERS OR HER BACK WITH HER PEERS.
USE THIS AS AN IN-OUT RESOURCE, NOT AS A PLACE WHERE THEY STAY.
BECAUSE THAT'S NOT WHAT THE PURPOSE OF THIS IS.
THE FOLKS THAT WOULD BE WORKING IN THESE CLASSROOMS WILL BE SPECIFICALLY TRAINED IN WORKING WITH CHILDREN WITH VERY SERIOUS TRAUMATIC EXPERIENCES.
>> ARE THESE PLANS, TIER 3 CLASSROOMS WITHIN THE SCHOOL BUILDING?
>> SO THERE WOULD BE [INAUDIBLE]
>> WE RIGHT NOW HAVE A CONTRACT THAT IS ACTUALLY WITH, IT'S CATAPULT LEARNING IS THE OVERARCHING COMPANY.
INSIDE OF THAT, WE WORK WITH THE HIGH ROADSIDE.
OUR HIGH ROAD CLASSROOMS, WE HAVE THREE; ELEMENTARY, MIDDLE, AND HIGH, AND THESE ARE FOR OUR STUDENTS WITH DISABILITIES THAT NEED THAT LEVEL OF SUPPORT FOR BEHAVIOR AND SOCIAL-EMOTIONAL.
THEY HAVE ACCESS TO A SOCIAL WORKER ALL THE TIME [OVERLAPPING] FOR STUDENTS WITH DISABILITIES.
[01:20:04]
>> YOU COULD GET THIS IN A YEAR.
>> YEAH, WE COULD EXPAND FROM THAT.
WE KNOW, THIS PROGRAM THAT WE HAVE FOR STUDENTS WITH DISABILITIES, WE'VE HAD FOR 11 YEARS.
I KNOW, ISN'T THAT HARD TO BELIEVE? IT IS BEEN VERY VALUABLE TO THIS COMMUNITY, OUR CHILDREN, AND FAMILIES.
[NOISE] BECAUSE THE OTHER THING THAT GOES WITH THIS PROGRAM THAT I THINK IS JUST INVALUABLE IS THE STAFF IS TRAINED TO WORK WITH SPECIFICALLY THE FAMILIES AND GET THE FAMILIES THE RESOURCES THEY NEED INSIDE THE COMMUNITY.
BECAUSE YOU CAN DO LOTS OF WORK INSIDE THE SCHOOL BUILDING, BUT WHEN THAT CHILD LEAVES AT THE END OF THE DAY, IF YOU HAVEN'T HELPED TO NURTURE THAT FAMILY AND GIVE THEM ACCESS TO THE SUPPORT, AND ENABLE TO WORK WITH THEIR CHILD AND THAT FAMILY UNIT AT HOME, IT'S ONLY AS GOOD AS THE 7.5 HOURS OR 6.5 HOURS DEPENDING ON THE CHILD AT THIRD SCHOOL.
[OVERLAPPING] THIS WILL BE SOMETHING WE'LL BE ABLE TO BROADEN.
>> THAT'S A BAND AID IF YOU DON'T GET TO DEAL WITH THAT. [OVERLAPPING]
>> IS THIS FOR [INAUDIBLE] 12?
>> NO, ACTUALLY, THIS RIGHT NOW, THIS IS EXTREMELY EXPENSIVE.
I'M JUST GOING TO PUT THIS OUT THERE.
IT IS A HIGH DOLLAR TICKET ITEM.
THE ONLY WAY I WOULD RECOMMEND GOING INTO THIS IS TO PILOT.
WE'VE SEEN THE SAME SITUATION BE EXTREMELY SUCCESSFUL IN SOME BUILDINGS, NOT NECESSARILY CAROLINE COUNTY, BUT IN OTHER COUNTIES, AND THEN IN OTHER NOT BE SUCCESSFUL.
BEFORE YOU EVER GO WIDESPREAD, I WANT TO SEE THE BENEFITS, I'D LIKE TO SEE THE DISCIPLINE REPORTS THAT COME OUT OF THE SCHOOLS.
HOW MANY REFERRALS WE ARE MAKING TO MENTAL HEALTH? YOU ARE GOING TO TAKE A LOOK AT ALL THE DATA THAT GOES WITH IT.
>> WHERE DO YOU WANT TO DO THAT?
>> RIGHT NOW, WE HAD TALKED ABOUT THREE ELEMENTARY SCHOOLS BECAUSE THEY WERE HIGH FLYERS WITH DISCIPLINE REFERRALS, WITH REFERRALS TO MENTAL HEALTH, AND A HIGH REFERRAL RATE TO SPECIAL EDUCATION.
>> I'M LOOKING AT SOME OF OUR BIGGEST STRUGGLES IN OUR COUNTY AND OTHERS THOUGH, ESPECIALLY IN OUR COUNTY, REALLY HAS BEEN WITH RURAL GUYS WHO CANNOT EXPRESS THEIR FEELINGS AND ARE COMING IN EXTREMELY AGGRESSIVE IN BEHAVIORS WE'RE NOT USED TO SEEING.
FOLKS WHO TAUGHT ELEMENTARY FOR 20-30 YEARS RIGHT NOW, WE MIGHT HAVE ONE OF YOU GETTING IN THE WHOLE SCHOOL BECOME [INAUDIBLE], MORE THAN A HANDFUL OF KIDS COMING IN WITH AGGRESSIVE BEHAVIORS THAT THEY DON'T HAVE THE QUALIFYING CRITERIA.
>> YEAH. THEY DON'T QUALIFY AS A STUDENT WITH A DISABILITY FOR MULTIPLE REASONS, BUT THEY DON'T HAVE THE SKILLS, THEY DON'T HAVE THE ABILITY TO ACCESS AND EXPLAIN WHAT'S GOING ON.
WE HAD A LOT OF KIDS HAVE EXPERIENCED A LOT OF THINGS.
WE KNOW IT'S GOING GOING TO GET.
THE MAIN GAIN'S WITH OUR RURAL GUYS, BUT AGAIN, AND I HOPE I'M WRONG, I REALLY HOPE I'M WRONG.
I THINK WE'RE GOING TO SEE A SPIKE, ESPECIALLY IN OUR YOUNGEST KIDS FOR ACCESSING, BASICALLY HANDLING THE SCHOOL.
RURAL IS ONE OF OUR BIGGEST STRUGGLES WITH EARLIEST.
IF YOU'RE A KID WALKING INTO FIRST GRADE, YOU HAD A VERY DISRUPTIVE EXPERIENCE IN YOUR WHOLE FIRST YEAR IN SCHOOL.
SAY YOU STARTED IN [INAUDIBLE], SO THEY ARE WALKING IN AND TRYING TO NAVIGATE THIS WHOLE SYSTEM THAT'S COMPLETELY DIFFERENT.
THEY'RE TALKING WITH SOME OF OUR PRINCIPLES LAST YEAR, SCHOOL YEAR ENDED, THERE SEEMED TO BE THE BIGGEST LEVEL OF CONCERN WITH SOME OF OUR ELEMENTARY KIDS.
THE LEVEL OF RESPONDING AND GETTING BACK IN ROUTINES, THOUGH ELEMENTARY AND THE HIGHEST LEVEL OF ATTENDANCE OF KIDS COMING BACK IN, PARENTS DEFINITELY WOULD SEND THEM BACK IN, BUT THAT'S WHERE HAD BIG TROUBLE WAS REALLY HIDDEN.
TOWARDS THE END OF THE YEAR WITH KIDS MAKING THEM STRUGGLE.
WE WOULD LIKE TO PILOT IT THERE AT THE ELEMENTARY LEVEL.
ELEMENTARY ALSO HAS SOME LEGAL THINGS THAT WE HAVE TO BE MORE MINDFUL OF.
PRE K-2 YOU CAN'T SPEND ON SCHOOL.
THERE'S SOME OTHER THINGS THIS HEALTH PUTS THEM SUPPORT INTO BUILDING, ALSO HELPS PUT SOME SUPPORT, THE STAFF ASSOCIATED WITH PROGRAM WOULD BE ABLE TO PROVIDE PROFESSIONAL DEVELOPMENT FOR THE STAFF IN THE SCHOOL AS WELL.
WHAT STRATEGIES THAT THEY LEARN THAT WORK WELL FOR THEM, BECAUSE THIS DOES BECOME AS [INAUDIBLE] MENTIONED, IT'S NOT CHEAP.
THIS IS NOT SOMETHING AGAIN, I DON'T SEE US BEING ABLE TO ABSORB THIS IN THE LOCAL BUDGET AFTER THESE FEW YEARS, BUT IF IT'S A LEVELING FACTOR FOR US TO HELP KIDS ACCESS AND RETURN TO NORMAL SCHOOLING OVER THAT COUPLE OF YEAR PERIOD, AND IF WE CAN ACCESS THEM FOR PROFESSIONAL DEVELOPMENT FOR OUR STAFF, THANK YOU.
WE HAD TO SEE WHAT YOU DID AT WORK AND YOU'VE TRAINED A LOT OF PEOPLE NOW.
NOW WE CAN DO THAT WORK OURSELVES IN A MUCH MORE AFFORDABLE FASHION IS WHAT WE HOPE.
[01:25:06]
[OVERLAPPING] TO TELL HER.IF THERE WAS AN ELEMENTARY SCHOOL CHILD IN ONE OF THE TWO, COULD THEY GO TO ONE OF THE SCHOOLS WITH IT?
>> IT WOULD DEFINITELY BE SOMETHING THAT WE WOULD TALK ABOUT. WE HAVEN'T GOTTEN IN.
>> RIGHT, BUT YOU [OVERLAPPING] HAVEN'T SAID NO.
[OVERLAPPING] IT WOULD BE A POSSIBILITY.
>> THE BOARD'S POLICY ON STUDENTS SCHOOL'S ASSIGNMENTS PROVIDES AN OPPORTUNITY FOR THIS SCHOOL SYSTEM, THAT IF A STUDENT NEEDS TO ACCESS A PROGRAM THAT'S NOT OFFERED IN THEIR HOME SCHOOL, THEY CAN BE TRANSFERRED OR THEY CAN ASK FOR A TRANSFER TO A SCHOOL THAT HAS PROGRAMMING THAT THEY NEED AN ACCESS.
IT WOULD BE POSSIBLE TO DO IT. POSSIBILITY DOESN'T DO.
>> YEAH. I CAN DEFINITELY SEE THE BENEFIT OF GETTING IN THERE.
THIS IS GOING TO SOUND LIKE THE RECORDING, BUT I DON'T WANT TO FORGET ABOUT THE MIDDLE SCHOOL AND HIGH SCHOOL, BECAUSE THEY DO ALSO HAVE ISSUES.
>> BUT I GET IT IF YOU CAN FIX IT THERE, HOPEFULLY IT'S NOT A PROBLEM THERE.
BUT STILL, IN THE MEANTIME, YOU DO HAVE SOME PROBLEMS THAT WE CANNOT DISREGARD THOSE. THAT'S MY SIDE OF IT.
>> DO YOU FEEL LIKE THIS IS A GOOD TIME TO TRY THIS WHILE YOU HAVE MONEY TO USE IT? SHE CAN EVALUATE.
>> ANYWAY. WHAT BENEFIT DO WE GET? IS THIS WORTH, PERHAPS, WHEN THERE'S NOT MONEY AVAILABLE FOR IT? DO WE FIND A WAY? YOU KNOW WHAT I MEAN, IS IT BENEFICIAL? DO WE NEED TO DO THIS AT SOME POINT? IS IT HELPFUL ENOUGH THAT IT'S WORTH SPENDING OUR OWN MONEY? [OVERLAPPING]
>> YEAH, I THINK WE'RE HOPING THAT'S WHAT WE NEED.
>> THIS IS THE TIME TO STAKE SOMEONE ELSE'S MONEY TO TRY TO FIND OUT.
>> RIGHT. YOU COULD EVALUATE THE RESULT.
>> FROM SPENDING THIS MONEY WE CAN LEARN.
I THINK MAYBE THIS ISN'T EXACTLY WHAT WE NEED, BUT MAYBE THERE ARE PARTS OF IT THAT WE CAN AFFORD, AND WE CONVINCE OUR BOARD WHEN THE MONEY RUNS OUT, IF WE HAVE TO SPEND ON IT.
WHAT AREAS OF THIS DO WE WANT TO MAKE SURE WE DON'T GIVE UP?
>> [INAUDIBLE] WILL FIND THE MONEY.
>> YEAH. IT'S A GOOD POINT. [OVERLAPPING] [LAUGHTER]
>> IT'S ALL RIGHT. GO AND SIT BESIDE HER. [LAUGHTER]
>> I REALLY APPRECIATE YOU SAYING THAT. [OVERLAPPING].
>> BECAUSE A LOT OF PROGRAMS THAT WE HAVE PILOTED, WE LEARN A LOT FROM THEM TO THE POINT WHERE WE CAN'T ALWAYS REPLICATE ALL OF THEM.
THERE'S ALWAYS THAT POSSIBILITY.
I REALLY APPRECIATE THAT COMMENT. [OVERLAPPING]
>> IS THIS THE DIGITAL IN-SERVICE, IS IT CATAPULT THAT'S DOING THIS?
>> NO. THE CATAPULT IS SEPARATE. [OVERLAPPING]
>> THE DIGITAL LEARNING THAT'S COMING THROUGH THE PROJECT AWARE. [OVERLAPPING]
>> CONSCIOUSNESS. [OVERLAPPING].
>> YOUR PLAN IS FOR THIS FOR ALL THREE YEARS THAT WE HAVE THE FUNDING? [OVERLAPPING].
>> THERE'S SOMETHING CAUSING THOSE LITTLE ONES TO HAVE SCREAMING FITS TO PUNCH THE PRINCIPAL, TO RUN OUT OF THE SCHOOL AND NOT THAT THE OLDER KIDS DON'T HAVE ISSUES. [OVERLAPPING].
>> NO. IT'S LIKE I SAID, I CAN SEE [OVERLAPPING] [NOISE] IT'S HARDER TO FIX.
[NOISE] THE OLDER YOU GET, THE HARDER [NOISE] IT IS TO FIX.
>> I CAN DEFINITELY SAY. [OVERLAPPING]
>> THAT'S THE RIGHT PLACE TO PILOT IT.
YEAH. I AGREE WITH DONNA, LET'S PILOT IT AND THEN WE'LL SEE. [OVERLAPPING]
>> YOUNG ONES CAN'T EVEN EXPRESS WHAT'S GOING ON.
>> BUT WE'RE TRYING TO COME AT IT FROM EVERY ANGLE.
I'M HOPING THAT YOU'RE STARTING TO SEE THAT PICTURE BECAUSE CONSCIOUS DISCIPLINE IS ABOUT ALL KIDS.
IT'S ABOUT WHAT HAPPENS INSIDE THAT CLASSROOM AND REBUILDING THAT CLASSROOM TO MAKE IT A SOCIAL EMOTIONAL LEARNING ENVIRONMENT FOR ALL KIDS.
BUT THEN, IT'S LIKE I SAID, THERE'S KIDS THAT ARE GOING TO FALL THROUGH THAT EVEN MORE.
THEN THROUGH THERE, THERE'S GOING TO BE OTHER CHILDREN THAT NEED SOMEBODY [INAUDIBLE].
>> YEAH. IT'S A PROGRAM THAT COULD LEND ITSELF TO A FUTURE GRANT.
I COULD SEE IT COMING [OVERLAPPING] KEEP OUR FINGERS CROSSED.
>> HOPEFULLY THREE YEARS FROM NOW.
>> I MEAN, WE ALWAYS GOING TO HAVE THE ISSUE, BUT LET'S FACE IT, THIS PAST YEAR AND A HALF, IT'S BEEN BOOM, BOOM FOR THIS WHOLE COUNTRY.
HOPEFULLY IN THREE YEARS, MAYBE IT IS SO BOUND.
>> WE NEED SOME TIME [OVERLAPPING] [LAUGHTER].
>> MAYBE IT'LL GO BACK MORE TO NORMAL.
LIKE YES, YOU'RE GOING TO HAVE SOME BUT NOT LIKE YOU SAID, TO THE EXTENT THAT THE TEACHERS ARE SEEING IT NOW, THAT, SOME OF THESE ISSUES, I PRAY TO GOD, GET RESOLVED.
[01:30:05]
>> WE'RE LOOKING AT THE DEVELOPMENT OF A MULTI-TIERED SYSTEM OF SUPPORTS.
IF YOU'VE HEARD THIS, YOU'VE HEARD MTSS.
WHAT THIS IS, IS A FRAMEWORK FOR INSTRUCTION.
WHAT WE'RE DOING IS ORGANIZING EVERYTHING WE ALREADY HAVE, SO WE KNOW WHAT'S WORKING FOR ALL KIDS, WHICH IS OUR TIER 1.
THIS IS GOING TO GO ACROSS OUR ACADEMIC AREAS, SOCIAL, EMOTIONAL LEARNING AND BEHAVIORAL.
THEN WE HAVE TIER 2, WHICH IS GOING TO BE ALL OF THE SUPPORTS THAT WE WILL PUT IN PLACE FOR CHILDREN THAT NEEDS SOMETHING BEYOND WHAT WE'RE OFFERING IN GEN ED FOR ALL KIDS.
THEN TIER 3, WHICH I'VE JUST DESCRIBED, ONE WHICH IS ONE OF THE BEHAVIORAL SUPPORT CLASSROOM.
WE'RE GOING TO MONITOR THAT CHILD'S PROGRESS A LOT CLOSER AND IT'S GOING TO BE MORE INDIVIDUALIZED TO A SPECIFIC STUDENT.
WE NEED TO LOOK AT EVERYTHING WE HAVE BECAUSE WE HAVE A LOT HERE, WE REALLY DO.
LINDSAY AND I LAUGH ABOUT WHEN WE GO DOWN THE HISTORICAL WALK OF ALL THE THINGS WE'VE BEEN TRAINED IN AND ALL THE DIFFERENT PURCHASES WE'VE MADE.
WE HAVE SO MANY THINGS HERE WHICH WE GOT TO GET IT ALL BACK INTO AN ORGANIZATIONAL TOOL, AND THAT WOULD BE THE MULTI-TIERED SYSTEMS OF SUPPORT.
THIS ENABLES US TO BE ABLE TO TARGET OUR STRUGGLING LEARNERS, AND IT'D BE VERY CLEAR TO OUR TEACHERS EXACTLY WHAT THEY HAVE TO WORK WITH TO HELP SUPPORT THESE KIDS.
YEARS AGO, WHEN ASA CAME UP, ONE OF THE THINGS THAT WAS CITED IN ASA WAS TEACHER EFFECTIVENESS AND MULTI-TIERED SYSTEMS OF SUPPORT, THEY WENT HAND IN HAND.
WHEN TEACHERS KNOW WHAT'S AVAILABLE TO THEM, WHAT THEY'RE TRAINED IN, AND WHAT IS EXPECTED OF THEM, THEY'RE ABLE TO TAKE THOSE TOOLS AND PUT THEM INTO PLAY FOR CHILDREN.
BUT WHEN YOU DON'T KNOW WHAT'S AVAILABLE OR YOU'RE NOT REALLY SURE WHAT THE EXPECTATION IS THAT'S PLACED ON YOU OR THE INTENSITY BASED ON THE NEED OF THE CHILD BECAUSE YOU HAVEN'T HAD THE PROFESSIONAL DEVELOPMENT, IT MAKES THINGS VERY RANDOM.
SO THIS IS DEFINITELY A WAY TO GET EVERYTHING IN A VERY ORGANIZED MODEL, WHICH WE'VE WORKED ON THIS ALREADY.
>> I'M ONLY LAUGHING BECAUSE THE NEXT FOUR BULLETS THAT I HAVE.
>> YOU'RE GOING TO GO A LITTLE FURTHER UNTIL WHEN YOU CAN LEARN THE SLIDE.
BUT THAT'S WHAT MTSS IS LOOKING AT.
>> IT'S [OVERLAPPING] A NATURAL FRAMEWORK THAT WE'VE CREATED.
I'D LOVE TO SHOW YOU WHAT WE HAVE RIGHT NOW, BUT WE DON'T WANT TO UNFOLD IT YET.
BECAUSE WE'RE VERY EXCITED, WE HAVE SOME MORE [OVERLAPPING] TWEAKS COMING IN.
>> IN TWIG'S ANALOGY OF THE SIEVE WAS A GREAT WAY OF THINKING ABOUT IT.
THERE ARE CERTAIN THINGS WE DO FOR ALL KIDS, WHETHER IT BE THE WAY WE INSTRUCT KIDS IN THE CLASSROOM, WHETHER IT BE THE SUPPORT WE PROVIDE FOR KIDS RELATED AROUND ATTENDANCE AND PROMOTING POSITIVE ATTENDANCE OR POSITIVE BEHAVIOR.
THERE ARE SOME KIDS THAT WE'RE DOING WHAT WE DO FOR ALL KIDS, STILL NEED SOMETHING EXTRA TO HELP THEM GET THERE AND THOSE ARE THE FIRST ONES THAT SHAKEOUT.
THAT TIER 2 IS THAT, WHAT DO YOU DO IN THAT SHORTER TERM DURATION TO TRY TO HELP THESE GUYS GET BACK UP TO WHERE THEY SHOULD BE, DEPENDING ON WHICH MODEL YOU USE.
HOW DO YOU GET THEM BACK TO WHERE THEY NEED TO BE WITH EVERYBODY ELSE IN THE SHORTER DURATION SUPPORT.
WE'VE GOT A LOT OF TIER 2 THINGS IN PLACE, BUT IT'S NOT ORGANIZED WELL.
WE NEED TO GET CLARITY FOR ALL OF OUR TEACHERS, ADMINISTRATORS, EVERYBODY UNDERSTAND WHAT TOOLS ARE THERE.
THEN AS YOU SHAKE IT FURTHER, THERE WILL ALWAYS BE KIDS THAT FALL TO THE BOTTOM.
DONNA, YOU'RE QUITE FAMILIAR WITH THE PBIS PYRAMID.
THE TOP OF THE PYRAMID, THERE'S ALWAYS GOING TO BE THOSE KIDS THAT SHAKE ALL THE WAY OUT THE SIEVE ALL THE WAY TO THE BOTTOM.
BAD ANALOGY, AND I APOLOGIZE FOR THAT.
BUT THERE'S ALWAYS THE KIDS THAT ARE GOING TO BE IN THAT 3-5 PERCENT THAT NEED THAT REALLY INTENSIVIST WAY DESCRIBED.
THAT INTENSIVE SUPPORT LIKE THAT BEHAVIOR SUPPORT CLASSROOM OR THEY MIGHT NEED THAT REALLY INTENSIVE READING INTERVENTION THAT'S GOING TO TAKE THEM CLOSE TO ALL YEAR OR 45 MINUTES A DAY, FIVE DAYS A WEEK BECAUSE THAT'S WHAT'S PRESCRIBED FOR [NOISE] THEM TO GET THE RESULTS.
THEY MIGHT GET WHERE THEY NEED TO BE EVEN LESS.
WE'VE JUST GOT TO GET OUR HOUSE ALIGNED BETTER FOR ALL OF THOSE SERVICES SO STAFF HAVE A VERY CLEAR IDEA OF WHICH KIDS, WHICH SUPPORT, WHEN, AND FOR HOW LONG.
BECAUSE ONCE WE IMPLEMENT THAT WITH FIDELITY, WITH A PURPOSE, WE START SEEING IMPROVEMENT.
WE ALSO ARE COMMUNICATING OUR GOALS AND OUR EXPECTATIONS MUCH CLEAR.
EVERYBODY'S THROWN IN THE SAME BOAT, IN THE SAME DIRECTION AND WE REALLY START SEEING POSITIVES NEW BEGINS.
>> DONNA, YOU'LL APPRECIATE UNIVERSAL DESIGN FOR LEARNING IS ALREADY ON THIS CHART.
>> IT DOES SO MUCH A GOOD PLAN.
>> IT DOES, WELL ORGANIZATION. [OVERLAPPING]
YOU DON'T EVEN HAVE TO GO BACK.
[01:35:01]
AND ACTUALLY I'M NOT REALLY SURE. YES, I DID.IT WAS ME WHO PUT THAT ON THERE.
ADDITIONAL STUDENTS SUPPORT PERSONNEL BASED ON STUDENT NEEDS.
THIS IS IF WE HAVE TO BRING IN ANY ADDITIONAL INSTRUCTIONAL ASSISTANCE BASED ON STUDENT NEEDS OR IF WE LOOK AT ANY TYPES OF CONTRACTS WITH SOCIAL WORKERS.
IF WE NEED TO GO TO THAT ROUTE AND BRING IN MORE STAFF THAT WAY.
NOW WITH THE CONTRACT, THEN WE AREN'T BOUND BY AN EMPLOYEE IT WOULD BE A CONTRACT THAT WOULD BE A YEARLY CONTRACT.
>> WE COULD CONTRACT WITH ONE OF OUR BEHAVIORAL SUPPORT PROVIDER, REGULAR HEALTH PROVIDERS LIKE THE [INAUDIBLE] CAROLINE MENTAL HEALTH TO HELP PROVIDE THAT SUPPORT WE NEEDED TO.
>> MY THINKING ACTUALLY WAS AROUND MIDDLE AND HIGH SCHOOL FOR THE ADDITIONAL PERSONNEL.
>> ARE WE GOOD TO MOVE TO PRIORITY 3?
>> ADDRESSING THE IMPACT RESULTING FROM DISRUPTION TO LEARNING.
WHAT YOU HAVE ON THE SCREEN HERE, THE FIRST FOUR BULLETS ARE VERY BROAD AND I WILL GO INTO MORE DETAIL BUT JUST LIKE TWIG JUST SHARED, TIER 1, TIER 2, AND TIER 3, WE KNOW THAT WITH LEARNING LOSS, WE NEED TO BOOST WHAT WE'RE DOING FOR ALL KIDS.
THEN WE KNOW THAT THERE ARE GOING TO BE A LARGER POPULATION OF TIER 2 STUDENTS THAT NEED A LITTLE BIT MORE.
THEN WE ALSO KNOW THERE'S GOING TO BE A LARGER PORTION OF STUDENTS THAT FALL INSTRUCTIONALLY WITHIN TIER 3 WHO REALLY NEED ADDITIONAL READING, ENGLISH LANGUAGE, ARTS, AND MATH, AMONG OTHER, BUT THIS IS BASED ON READING AND MATH.
ALSO, AS TWIG SAID, THAT'S WHY I REALLY DID CHUCKLE, BECAUSE SHE SAID, "YES, WE DO [NOISE] HAVE A LOT OF GREAT THINGS ALREADY.
WE KNOW WE NEED TO BOOST THEM, BUT SURELY YOU NEED THE PROFESSIONAL DEVELOPMENT IN ORDER TO KNOW HOW TO USE CORRECTLY THE TOOL THAT EITHER YOU ALREADY HAVE, OR A NEW TOOL." THAT'S THE TOP FOUR.
WHAT I DID IS I MET WITH THE CONTENT SUPERVISORS OF ALL THE AREAS AND I SAID, "I NEED YOU TO DO A NEEDS ASSESSMENT OF WHAT YOU HAVE, AND WHERE DO YOU SEE A NEED?".
I'M NOT GOING TO NECESSARILY LIST ABSOLUTELY EVERYTHING, BUT GIVE YOU A GENERAL UNDERSTANDING.
THERE WAS A NEW READY TO READ ACT THAT CAME INTO LAW IN A COMMA AND ADDED A FEW ADDITIONAL NEEDS TO K-5 STUDENTS IN BEING ASSESSED FOR WHERE THEY ARE.
WE WOULD LIKE WITH THIS TO WHAT WE USE DIBELS-8 AS OUR SCREENER.
WE'RE GOING TO BOOST THAT DUE TO THE READY TO READ ACT.
>> WOULD YOU LIKE TO MENTION WHAT DIBELS IS?
>> [OVERLAPPING] SURE. I'M SORRY, I APOLOGIZE.
THE DIBELS IS A SCREENING TOOL FOR OUR YOUNGEST STUDENTS IN ORDER TO SEE WHERE THEY FALL ON PHONICS, PHONEMIC AWARENESS, AND FLUENCY.
WITH THAT, DIBBLES 8 HAS A MANAGEMENT SYSTEM WHICH WOULD REALLY HELP US ANALYZE OUR DATA TO THEN MOVE FORWARD, SO THAT WAS A REQUEST.
THAT'S TIER 1 BECAUSE ALL STUDENTS ARE SCREAMING.
THEN DECODABLE TEXTS IN THAT TIER 2 INSTRUCTION SO THAT STUDENTS HAVE DECODABLE READING BOOKS IN FRONT OF THEM AT THEIR LEVELS TO BE ABLE TO USE THEIR TIER 1.
A REALLY BIG LIFT WOULD BE FOR ENGLISH LANGUAGE ARTS, TAKING A LOOK AT A NEW CORE CURRICULUM FOR KFI, A NEW READING CURRICULUM.
WE'VE HAD SEVERAL SHIFTS IN THE PAST COUPLE OF YEARS.
SEVERAL YEARS AGO, I BELIEVE IT WAS ELA EDUCATION WAS PURCHASED AND WE FOUND SOME VERY LARGE GAPS IN THAT FOR OUR STUDENTS.
IN THE PAST TWO AND HALF YEARS, THREE YEARS MAYBE, WE HAVE BEEN INDIVIDUALLY ADDING TO THAT IN THE SUMMER HAVING TEACHERS REWRITE, ADD TO LESSON PLANS AND UNITS.
WE THOUGHT IF THERE IS THE OPPORTUNITY TO PURCHASE SOMETHING THAT IS MOSTLY A ONE-TIME PURCHASE, IS THIS THE TIME TO TRULY BOOST WHAT WE HAVE AND NOT HAVE AT PIECE TOGETHER?
[01:40:04]
K. ALICE FISHER, WHO WAS THE NEWEST SUPERVISOR AS OF JULY 1, HAS PUT THAT AS A REQUEST.SHE'S DONE A LITTLE BIT OF RESEARCH, BUT OBVIOUSLY, THAT WOULD NOT BE A DECISION MADE WITHOUT A COMMITTEE AS TO WHAT CURRICULUM IT COULD POTENTIALLY BE PILOTED IN THE FIRST YEAR AND THEN PURCHASED FOR FUTURE.
THAT'S JUST A BRIEF THOUGHT BUT THAT WOULD BE ONE OF THE LARGEST DOLLAR AMOUNTS.
>> WASN'T THERE SOMETHING YOU USED A FEW YEARS AGO?
>> AMERICAN READING COMPANY, ARC.
THAT HAS BEEN GONE FOR SEVERAL YEARS.
>> RIGHT. OBVIOUSLY, I NEVER TAUGHT ELEMENTARY.
BUT IT JUST AMAZES ME THAT EVERY ELEMENTARY TEACHER THAT I'VE SPOKEN TO LOVED THAT PROGRAM, THEY LOVED IT.
THEY SAID IT WAS EASY TO REWARD THE STUDENTS, THE STUDENTS LIKED MOVING UP FROM LEVEL TO LEVEL, AND IT REMINDED ME OF WHAT I HAD, I DON'T KNOW, 55 YEARS AGO.
>> [LAUGHTER] THERE ARE DIFFERENT PIECES TO ARC, TO AMERICAN READING COMPANY AND CAROLINE COUNTY HAD DIFFERENT PIECES OF IT.
I BELIEVE THEY HAVE A CORE CURRICULUM AND THEY ALSO HAVE INTERVENTION PIECES WHICH WERE THE MORE THE LEVEL READERS.
>> YEAH. I'M JUST SAYING I THINK IT'S SOMETHING BECAUSE WHEN I HAVE THAT MANY PEOPLE SAYING THEY LOVED IT, THAT THE KIDS LEARN.
IT'S JUST SOMETHING THAT I THINK YOU SHOULD LOOK AT AGAIN, I'M NOT GOING TO PRETEND TO BE AN EXPERT.
>> I THINK WE SHOULD LOOK AT THE DATA.
>> YEAH, THEN WE ALL SHOULD LOOK AT THE DATA. [OVERLAPPING]
>> IT'S JUST SOMETHING THAT, DO WE NEED TO REINVENT THE WHEEL? DO WE HAVE A GOOD WHEEL? [OVERLAPPING] I DON'T KNOW. THAT'S ALL.
>> DEFINITELY. [OVERLAPPING] NEED TO LOOK AT THE DATA OF WHAT WE HAVE FROM THAT.
>> BECAUSE AGAIN, THIS IS JUST FROM WHAT I'VE HEARD, BUT YOU KEEP HEARING THE SAME THING OVER AND OVER.
YEAH, I JUST LIKE IT LOOK THAT, I DON'T KNOW.
>> THEN MOVING INTO MID-SECONDARY FOR ELA.
WE ARE LOOKING AT SOME SETS OF NOVELS TO BOOST THAT TIER 1.
BUT ALSO REALLY TAKING A LOOK AT THE MIDDLE SCHOOL LEVEL.
BOTH MIDDLE SCHOOLS HAVE A TIME CALLED FOCUS WITHIN THEIR SCHEDULE AND RIGHT NOW IT IS A COMBINATION OF THINGS INCLUDING TIER 3.
LOOKING AT SOME EVIDENCE-BASED READING PROGRAMS TO REALLY HONE IN AND DURING THAT FOCUS TIME AT THE MIDDLE SCHOOL LEVEL.
ONE THING THAT HAS NOT TRULY BEEN IS HAVING TRUE INTERVENTIONS IN MATH.
SO SUPERVISOR OF MATH HAS FOUND BRIDGES INTERVENTION THAT SHE WOULD LIKE TO DO A LITTLE BIT MORE RESEARCH INTO AS WELL, AND AS PUT THAT DOWN BUT DEFINITELY LOOKING AT THOSE TIER 3 RESOURCES.
ADDITIONAL RESOURCES TO OUR CURRENT MIDDLE-SCHOOL ILLUSTRATIVE MATH CURRICULUM AND CONTINUING I-READY IN ELEMENTARY AND MIDDLE SCHOOL.
AGAIN, GOING ONE-TO-ONE WITH OUR TECHNOLOGY, IT'S NOT JUST A DEVICE TO TYPE ON.
IN SCIENCE, THERE ARE A LOT OF OPPORTUNITIES OUT THERE FOR OUR SCIENCE LABS HAVING TO DO WITH SENSORS AND SOFTWARE FOR STUDENTS' DEVICES.
I MENTIONED EARLIER THAT IN PE AND HEALTH.
WE TALKED ABOUT UPDATED HEALTH CURRICULUM AND THE NEED FOR THE PROFESSIONAL DEVELOPMENT IN THOSE HOT TOPIC AREAS INCLUDING SOCIAL, EMOTIONAL.
SOCIAL STUDIES IS REALLY LOOKING INTO BOOSTING THEIR PRIMARY SOURCES AND HAVING THE LITERATURE OR THE LITERACY EMBEDDED IN SOCIAL STUDIES.
ALONG WITH CONTINUING OUR DOCUMENT-BASED QUESTIONS SUBSCRIPTIONS, OUR DBQS.
IN FINE ARTS, WE HAD LOOKED AT ENHANCING OUR THEATER INITIATIVES FOR THE MIDDLE AND THE HIGH SCHOOL LEVEL.
WE ALSO KNOW THAT HAVING THOSE ADDITIONAL OUTLETS, YOU SAY GOGA, BUT FOR SOME, THEATER IS THAT ADDITIONAL OUTLET AS WELL.
>> WE'VE INCLUDED DANCE INTO THE MAJORS.
>> ABSOLUTELY, AND THEN ALSO SOME ADDITIONAL TRAINING FOR ELEMENTARY 1,
[01:45:07]
CERTAIN INSTRUMENTS KODALY AND ORFF TRAINING WITH ADDITIONAL ORFF INSTRUMENTS, THAT TAKES THE FIRST FOUR BULLETS OF THIS SLIDE.I KNOW THAT DEREK HAS TALKED A LOT ABOUT THIS, AT 20 PERCENT HAVING TO DO WITH INSTRUCTION IS REALLY THAT [NOISE] OUTSIDE OF SCHOOL TIME.
AFTER SCHOOL PROGRAMMING AND SUMMER PROGRAMMING.
OBVIOUSLY, THIS YEAR WE PARTNERED WITH CAROLINE COUNTY REC AND PARKS AND HAD HAD A VERY SUCCESSFUL SUMMER PROGRAM, ALTHOUGH IT IS VERY EXPENSIVE.
CURRICULUM, STAFF STIPENDS, AND TRANSPORTATION FOR BOTH SUMMER PROGRAMMING AND AFTER-SCHOOL PROGRAMMING DURING THE SCHOOL YEAR.
ONE THING THAT STAFF STIPENDS INCLUDES AT, IT'S NOT IN HERE IT'S A SPECIFIC BULLET, BUT AN ADDITIONAL ASK IS REALLY TO POTENTIALLY HIRE SOMEONE TO OVERSEE THE SUMMER PROGRAM AND THE AFTER-SCHOOL PROGRAMS. WE HAVE FOUND THAT THIS YEAR OBVIOUSLY IT IS IN ADDITION TO OTHER RESPONSIBILITIES AND HAS BEEN AN EXTREMELY HEAVY LIFT, VERY MUCH NEEDED.
IT'S BEEN A VERY POSITIVE EXPERIENCE, BUT IT IS AN ADDITIONAL HEAVY LIFT THAT WE'VE TAKEN ON THIS YEAR.
ONE THING THAT WE WOULD LOVE TO SEE IS DURING THAT THREE YEARS WHERE WE'RE TRYING TO MITIGATE THAT LOSS IS TO HAVE SOMEBODY TO TRULY COORDINATE THE SUMMER AND AFTER-SCHOOL PROGRAMS.
>> THAT WOULD SAY THAT PERSON NEEDS TO BE VISIBLE.
SOMEONE NOT IN OFFICE PLANNING IT, BUT PLANNING IT, AND ATTENDING THE AFTER-SCHOOL IN THE SUMMER.
>> ABSOLUTELY AND TO THAT END, WE ACTUALLY TALKED ABOUT THAT IT COULD BE SOMEONE WHO HAS VARYING HOURS.
PERHAPS 10:00-6:00, SO THAT THEY ARE AVAILABLE FOR THAT AFTER-SCHOOL PROGRAM.
>> THEN MAYBE SOMEBODY THAT IS RETIRED FROM THE SCHOOL SYSTEM, KNOWS THE SCHOOL SYSTEM.
>> COULD BE ABLE TO GET BACK AND DO A FULL-TIME GIG FOR A LITTLE BIT CURRENTLY KNOWING IT'S A GREAT FUNDED POSITION.
>> THEY COULD ABSOLUTELY APPLY.
>> RIGHT, THEY WOULDN'T NEED BENEFITS.
>> THE RETIREE IS A GOOD POINT TO BRING UP BECAUSE WE HAVE RETIRED ADMINISTRATORS WHO HAVE EXPERIENCE AT RUNNING AFTER-SCHOOL PROGRAMS, AFFORDING SUMMER PROGRAMS, THEY'VE DONE THE WORK.
THAT COULD END UP BEING AN IDEAL OPPORTUNITY FOR SOMEBODY TO HELP IN THAT AREA.
THEN THERE'S FLEXIBILITY ON THE HOUR, WHICH IS ALWAYS NICE.
BUT THERE IS REPORTING REQUIREMENTS WHERE WE KNOW WE'RE GOING TO HAVE TIED TO SPECIFICALLY THOSE EVIDENCE-BASED PROGRAMS AND AFTER SCHOOL AND SUMMER AS WELL.
THIS MIGHT HAVE BEEN ATTENDANCE, OVERSEEING STUDENTS BECAUSE WE'RE GOING TO HAVE TO PRE AND POST-TEST THE KIDS.
MAYBE DOING THE DATA LOOK, REPORTING THE DATA BACK TO THE STATE AS WELL.
WE'RE HELPING PREPARE THOSE REPORTS AND REALLY MONITORING THEM SO THEY'RE GOING TO HAVE TO BE VISIBLE.
>> MAKING IT THE OPENING AS WELL AS SOCIAL [INAUDIBLE]. [OVERLAPPING]
>> THERE'S TRANSPORTATION FOR THESE KIDS?
>> YES. THAT BY ITSELF, IT'S ONE OF THE LARGEST TICKET ITEMS, IS THAT TRANSPORTATION PEAKS JUST WITH OUR SCHOOL WHERE THEY'RE LOCATED.
>> I DON'T KNOW HOW MANY KIDS IT IS BUT IT'S NOT JUST ONE BUS ROUTE. IT'S ALL THE BUS, RIGHT? [OVERLAPPING]
>> BUSES GOING EVERYWHERE TO DROP THESE KIDS OFF.
>> THROUGH THE WHOLE COUNTY, SO I UNDERSTAND.
>> IN THIS TUNNEL, WE HAVE APPROXIMATELY 500 ELEMENTARY STUDENTS AND IT WAS IN EACH OF THE ELEMENTARY SCHOOLS.
HOWEVER, GREENSBURG WAS HELD AT DEBT BECAUSE OF THE [INAUDIBLE]
>> SO DURING THE SCHOOL YEAR, IF THERE'S AFTER-SCHOOL [INAUDIBLE] THEN TOO? [OVERLAPPING]
>> THAT WOULD BE ABSOLUTELY APPROPRIATE BECAUSE THAT WOULD BE APPLICABLE FOR.
>> WE WOULD BE ABLE TO BRING SOME OF THIS FUNDING WITH EXISTING FUNDING LIKE GREENBURG ON ITS OWN AFTER SCHOOL LEVEL ONE PROGRAM.
THEY FUND IT LOCALLY SO WE CAN CREATE SOME FUNDS THERE.
RECREATION AND PARKS APPLIED FOR A 21ST CENTURY AFTER SCHOOL GRANT THAT WE PARTNER WITH THEM, SO THERE'S OPPORTUNITY TO OFFSET SOME OF THOSE TRANSPORTATION CALLS FOR THERE.
THE BOARD ACTUALLY INCLUDING TWO YEARS AGO THE ACTIVITY LOST [INAUDIBLE] IN THE BUDGET.
>> OKAY. BUT I WOULD TRY TO. [OVERLAPPING]
>> [INAUDIBLE] [LAUGHTER] BUT THIS WOULD ALLOW US THE OPPORTUNITY TO USE SOME OF THIS [INAUDIBLE] LATER BUSES PICKING UP KIDS DURING THEIR PROGRAMMING.
[01:50:02]
THE PROGRAMMING IN THE SAME KIND OF ACTIVITIES DO IT GIVES AN OPPORTUNITY TO GET ITS OWN AS WELL.THAT TENDS TO BE A STUMBLING BLOCK FOR A LOT OF THE KIDS WITH THIS [INAUDIBLE]
>> NOW, WE JUST GOT TO MAKE SURE WE HAVE DRIVERS.
>> TO HOME. BUT YEAH, THIS REALLY WOULD HELP THE TRANSPORTATION NEEDS TO GO [INAUDIBLE] NICE THING WITH THIS, IF WE EMBED IT THROUGH THIS PROGRAM, THROUGH THIS FUNDING STREAM OR THROUGH TITLE ONE, WE GET TO SET THE PARAMETERS AS A SCHOOL SYSTEM OF WHAT WE WANT TO SEE IN THE PROGRAMMING.
WHEN YOU'RE TIRED OF OTHER GRANTS, 21ST CENTURY GRANT, WE'VE UTILIZED FOR 12,13 YEARS TO HELP PROVIDE AFTER-SCHOOL PROGRAM IN CERTAIN SCHOOLS, BASED ON WAY THE GRANTS ARE WRITTEN.
IT'S A GREAT FUNDING STREAM BUT THEIR REQUIREMENTS ARE TIGHT.
NOT MUCH FLEXIBILITY ABOUT WHAT YOU CAN DO WITH THE AMOUNT OF TIME WHICH GETS TO BE A BURDEN.
THE NICE PART OF THIS IS WE WOULD GET TO SET THE TONE, SET STRUCTURES FOR THE FORMAT [INAUDIBLE] ONE OF THE THINGS I'VE NEVER UNDERSTOOD, 21ST CENTURY AND THE TWO HOURS THAT KIDS HAVE TO HAVE AFTER SCHOOL, NONE OF THE TWO HOURS CAN BE USED FOR HOMEWORK.
TRY EXPLAINING TO A PARENT WHY THEIR KIDS STAYS TWO ADDITIONAL HOURS OUT OF SCHOOL AND COMES HOME AND STILL HAS TO DO HOMEWORK FOR HALF HOUR, 45 MINUTES, WHEN THEY GET HOME FROM BEING AT SCHOOL FOR 10 HOURS AS IT IS BECAUSE THE GRANT DIDN'T ALLOW US TO DO.
WE'VE GOT A LITTLE CREATIVE WITH SOME OF IT.
THIS GIVES US THAT FLEXIBILITY, WHICH WILL BE REALLY NICE TO CONSIDER FOR OUR KIDS.
>> BUT AGAIN, THIS IS FOR THE THREE YEARS WITHOUT THE GRANT? [OVERLAPPING]
>> YES. SO WE'VE REALLY GOT TO TARGET THAT ONE [INAUDIBLE] AND I WOULD ANTICIPATE, BUT THE MASK IS GOING TO CONTINUE COMING UP FROM THE HIGH SCHOOL LEVELS, AT LEAST OF A ACTIVITY BUS IN THE AFTERNOON AND WE'LL SEE WHERE IT [INAUDIBLE] OUT INTO THE BIG LAUNDRY LIST OF REQUEST TO THE BOARD.
BUT THAT'S USUALLY A ROUTINE, ONE THAT COMES UP TRYING TO FIGURE OUT A WAY TO FUND IT.
>> I THINK THAT THE IDEA OF PURCHASING READING MATH MATERIALS WITH THIS IS ABSOLUTELY EXCELLENT BECAUSE IT'S A BIG, BIG, BIG ONE-TIME PURCHASE, RIGHT? EVEN THOUGH YOU'LL HAVE TO DO SOME FOLLOW-UP AFTERWARDS, IT WON'T BE THAT BIG, HUGE CHUNK.
I KNOW YOU'LL DEFINITELY CHECK.
BUT JUST TO BE SURE THAT LATINAS AND ASIANS, WHICH ARE LARGEST POPULATIONS HERE BUT THAT THEIR NEEDS ARE MET WITHIN THAT READING PROGRAM. [OVERLAPPING]
>> HOPEFULLY, PROVIDE A DIGITAL SO THAT STUFF CAN BE DONE AT HOME AS WELL AS TO TAKE ADVANTAGE OF EVERY BIT WE CAN WHILE YOU GOT THE MONEY TO DO IT.
>> WE ARE IN COMPLETE AGREEMENT THERE. [LAUGHTER]
>> LINDSEY, IF YOU DON'T MIND SHARING BALLPARK OR WE'VE GOT A COUPLE OF [INAUDIBLE] MAJOR TEXTBOOK ADOPTIONS ARE THOSE OF YOUR TALK IN A K TO FIVE ELEMENTARY ADOPTION.
[LAUGHTER] HOW MANY GAJILLION DOLLARS ARE WE?
>> I DON'T HAVE ENOUGH TIME[LAUGHTER] TO PUT OUT.
>> YOU'RE HUNDREDS OF THOUSANDS?
>> [OVERLAPPING] ABSOLUTELY. RIGHT.
>> ALL THE SCHOOLS IT WILL BE ALL ELEMENTARIES, YEAH.
WHICH TYPICALLY SOMETHING THAT LARGE MARK WOULD, IF WE WERE LOOKING TO DO AN ADOPTION LIKE THAT IN THE FUTURE, WE EITHER WILL BE COMING WITH A PIECEMEAL APPROACH OF [INAUDIBLE] THE ONE GRADE LEVEL AT A TIME, WE WOULD BE COMING WITH A REQUEST TO THE BOARD OF USING EITHER THE YEAR END MONEY, IF WE HAVE A REALLY GOOD YEAR OF SAVING MONEY OR WE WOULD BE LOOKING AT, HEAVEN FORBID, SAYING WE GOT A LITTLE BIT UNBALANCED AS A POSSIBILITY BECAUSE IT'S SUCH A HUGE ASK IF WE'VE NEVER HAVE THAT LARGE OF A [INAUDIBLE] NOT THAT BIG, TEXTBOOKS FOR AP CLASS WE'LL NEED 30, MAYBE 100.
>> WHEN WE PRIORITIZE THE BUDGET [OVERLAPPING]
>> WE ALSO DID [INAUDIBLE] IN OUR TEXTBOOK.
>> ALLOTMENT ALREADY, SO THAT IN AND OF ITSELF IS NOT IN OUR [INAUDIBLE]
>> WE'RE GETTING 2500 BOOKS AT ONE TIME.
>> I THINK YOUR NOVELS THAT YOU'RE TALKING ABOUT, THROUGH THE SECONDARIES, IN MAKING SURE THAT THEY COVER A RANGE OF WHAT WE CALL PRO-ETHNIC AUTHORS.
>> EVERYTHING IS WITHIN THAT EQUITY LENS.
>> [INAUDIBLE] GRADUATE HAVE A DIFFERENT PLAYING FIELD.
WE HAVE A MORE PROGRESSIVE PLAYING FIELD NOW BECAUSE OF THE DIGITAL RESOURCES.
>> SO WE HAVE A COUPLE OF DIFFERENT AVENUES FOR OUR CHILDREN.
IT'S NOT A ONE STOP SHOP FOR THE BOOK.
WHICH IS PROBABLY HOW ALL OF US HAVE WITHIN FOR A WHILE.
[01:55:01]
THERE'S GOING TO BE A LOT OF OPTIONS THAT WILL COME WITH THESE PROGRAMS THAT ARE DIGITAL.>> AND WITH THE NOVEL SO THAT THE STUDENT WHO IS ACADEMICALLY CHALLENGED [OVERLAPPING] WILL STILL READ THAT NOVEL, BUT I'D SAY MODE THAT IS UNDERSTANDABLE FOR HIM OR HER.
>> A LOT OF THE DIGITAL WRITE HAVE THE ACCESSIBILITY FEATURES THAT TO MAKE THAT HAPPEN.
>> HOW LONG WOULD THIS BE GOOD? IN OTHER WORDS, IF THAT'S WHAT [INAUDIBLE] HOW LONG IS THIS?
>> IF THROUGH OUR PROCESS, WE GET A CURRICULUM THAT TRULY MEETS THE STANDARDS SET FORTH BY MSEE, IT SHOULD LAST FOR MANY YEARS.
>> THE NICE THING OF WITH IT MOVING TO PUT EVERYTHING MAKING THAT SHIFT TO ELECTRONIC NOW, AS LONG AS THE STANDARDS STAY THE SAME STATE, THE RESOURCES ARE ACCESSIBLE WHERE IN THE TEXTBOOK WE DON'T HAVE THE WEAR AND TEAR ON IT LIKE IT TRADITIONALLY WOULD, WHICH WE HOPE FOR 10, BUT THE WAY THE BOOKS GET USED YOU'RE REALLY STRUGGLING PLACEMENT AFTER ABOUT SIX YEARS.
WE DON'T HAVE TO WORRY ABOUT THAT AS MUCH NOW MOVING TO THE DIGITAL RESOURCES.
HOPEFULLY IT GETS US A DECADE.
I WOULD HOPE UNLESS THE STATE CHANGES STANDARDS, WHICH THERE'S [OVERLAPPING] NO TALK OF THAT HAPPENING ON NATIONAL FRONT AT ALL.
YEAH, THERE'S NO DISCUSSION OF ANY CHANGES NATIONALLY IF STANDARD CHANGING, ANY OF THOSE HOPEFULLY LASTS.
>> WHEN YOU PUT UP COMMITTEE TOGETHER TO ASSESS IF [INAUDIBLE]
>> TYPICALLY THERE ARE ADMINISTRATORS, TEACHERS, PARENTS, DEPENDING ON THE LEVEL, APPARENTLY NOT ELEMENTARY STUDENTS, BUT IF IT WERE IN A HIGH-SCHOOL LEVEL, POTENTIALLY A STUDENT.
SO WE REALLY DO TRY AND HIT OFTEN INCLUDE OTHERS.
>> I WAS ON ONE OF OUR HIGHLIGHTS YEARS AGO AND I THINK THAT IT WAS ACTUALLY THIS SUSAN FRANK RAN IT AND I WANT TO SAY THERE'S PROBABLY 20 PEOPLE, 20, 25 PEOPLE AND IT WAS REPRESENTATIVES FROM EACH OF THE SCHOOLS TOO.
SO IT WASN'T JUST ONE OR TWO ELEMENTARY'S BEING PRESENT.
>> BASICALLY. I DON'T WANT AN ASSORTMENT OF ANYONE THAT WAS GOING TO BE AFFECTED BY THE [INAUDIBLE] [OVERLAPPING]
>> AND BY THE END OF THAT PROCESS IT'S PUT OUT FOR THE PUBLIC TO COME AND SEE.
>> AN ICING WITH IT IF IT ENDS UP BEING A DIGITAL PRODUCT YOU CAN ALSO PUT THE INFORMATION OUT DIGITALLY FOR PARENTS THAT HAVE ACCESS AS WELL AS OPPOSED TO HAVE TO COME TO WHERE THE BOOKS SAY IT, WHICH TRADITIONALLY IN THE LOBBY HERE AND LIBRARY. [OVERLAPPING]
>> THAT'S THAT'S A GOOD THING.
>> THAT'S WHAT I'M SAYING AND THAT'S A GOOD AVENUE TO DO RECAP FOR OUR PARENTS.
>> EVEN IF THEY DON'T LOOK AT IT IT'S AVAILABLE RIGHT?
>> THEY CAN HAVE THE OPTION. [OVERLAPPING].
>> IF YOU OFFERED TO THEM AND THEY DON'T USE IT, THEN.
>> THAT'S SOMETHING DIFFERENT.
>> SOMETHING YOU SAID MAKE ME THINK OF THIS LIKE THE ENGLISH LANGUAGE LEARNERS.
>> THEY KEEP CHANGING THE ACRONYMS.
>> ENGLISH LANGUAGE HERE, RIGHT?
>> SO WHY DO YOU SAY ENGLISH LANGUAGE ONLY? [OVERLAPPING]
>> ELL AND THEN THEY TOOK AN L AWAY.
>> AND THEN YOU HAVE THE ELA AND THEN IT WAS ESL FOR AWHILE [INAUDIBLE] ENGLISH LANGUAGE LEARNER.
>> SO WHEN I TAUGHT THAT, THERE WAS NO CURRICULUM, THERE WERE NO RESOURCES.
>> OH, YES. ABSOLUTELY. AND THEN WE ALSO HAVE THE ABILITY TO TRANSLATE MUCH BETTER THAN WE USED TO IN THE PAST.
>> IS THAT GOOGLE? [OVERLAPPING]
>> AND WHEN YOU SAID DOES IT TRANSLATE CORRECTLY, YEAH, WE USE A LOT OF TOOLS.
WE'VE COUNTED ON GOOGLE TRANSLATE SOMETIMES WAY TOO MUCH.
>> OH, NO. YEAH, THAT WAS BAD.
>> THERE ARE MUCH BETTER TOOLS OUT THERE AND WE DO.
LOOKING AT A READING PROGRAM THAT THERE ARE SUPPLEMENTAL RESOURCES THAT COME WITH ALL THESE PROGRAMS THAT ARE FOR DIFFERENT POPULATIONS, WHICH IS A LUXURY.
>> BECAUSE IT'S EASIER TO TEACH THEM WHEN THEY'RE IN ELEMENTARY SCHOOL.
BUT WHEN YOU GET A STUDENT COMING TO THIS COUNTRY AT THE HIGH SCHOOL LEVEL AND YOU JUST THROW IT AT THEM.
>> I THINK, [INAUDIBLE] LANGUAGE ARE ELA FOR OUR ENGLISH CURRICULUM AT THE HIGH SCHOOL LEVELS IS NOW USING MY PERSPECTIVES, AND THAT DOES HAVE THOSE ADDITIONAL SUPPLEMENTAL RESOURCES. [OVERLAPPING]
>> CURRENTLY FOR THE ENGLISH 10 CLASS OR THE ENGLISH LANGUAGE CLASS.
>> FOR OUR NEXT STEPS, AND THIS WAS BASED ON JULY 30 TIMELINE, WHICH I ANTICIPATE GOOD NEWS THIS WEEK GIVING US LONGER DEADLINE.
[02:00:02]
[LAUGHTER] WE DO WANT TO SOLICIT STAKEHOLDER FEEDBACK.WE DO WANT TO DO A BROAD-BASED SURVEY WITH MORE STRUCTURE OF YOUR PLAN ONCE IT GETS FINALIZED FOR WHERE OUR PRIORITIES ALREADY GET SOME FEEDBACK FROM OUR COMMUNITY FOR THE USE OF THE ARP-ESSER FUNDS AND GET ALL THAT COMPILED BEFORE WE END UP SUBMITTING THE GRANT ON JULY 30.
IF THE GRANT APPLICATION IS EXTENDED TO AUGUST 30, WHICH I ASSUME, WHAT OUR PLAN THEN WOULD BE IS TO USE THE SAME PROCESS THAT WE'RE LOOKING AT FOR GETTING INPUT INTO OUR REOPENING PLAN, WHICH WE ARE PUTTING TOGETHER A UNITY COMMITTEE TO GET FEEDBACK ON OUR REOPENING PLAN IN TERMS OF GETTING THAT OUT.
WE WILL USE THE SAME STRUCTURE FOR GETTING FEEDBACK ON THIS PLAN BECAUSE THEY SHOULD GO HAND IN HAND.
IF THEY GIVE US TIME TO DO MORE THAN JUST A SURVEY FOR FEEDBACK, WE HAVE TILL AUGUST 30, IT DOES GIVE US AN OPPORTUNITY TO ACTUALLY SOLICIT STAKEHOLDER FEEDBACK FROM THE COMMUNITY MEETING OR COMMUNITY FORM THAT DOES PROVIDE THAT INFORMATION THAT I THINK WOULD BE REALLY IMPORTANT FOR US TO GET.
I STILL THINK WE WOULD END UP SURVEYING THE COMMUNITY TO GET A BROADER BASE BECAUSE IF WE DO A STAKEHOLDER FORUM WHICH WE'RE HOLDING OUT FOR THE REOPENING PLAN, THAT IS LIMITED FORUMS WE INVITED STAKEHOLDERS [INAUDIBLE] PEOPLE WHO ARE PART OF THAT GROUP.
BUT I'D STILL LOVE FOR US [INAUDIBLE] TO GET [INAUDIBLE] INPUT BEFORE WE HAVE TO SUBMIT THE FINAL PLAN.
IT ONLY HELP TO MAKE OUR PLANS STRONGER, BUT ALSO I WOULD HOPE IS GIVING US AN OPPORTUNITY TO BE MORE TRANSPARENT ON OUR PROCESSES.
FOLKS CAN REALLY SEE THAT WE'RE TRYING TO MAKE THE BEST USE OF FUNDING THAT WE SEE, NOT PUT OURSELVES IN THE BAD VOLUNTARY POSITION IN YEARS TO COME AND THAT IT HOPEFULLY MUST BRING CLARITY I THINK TO ALL OF OUR CONVERSATIONS.
EVERY ONE OF US, INCLUDING EVERY ONE WHO IS SITTING HERE, WE'RE PUTTING IN A TREMENDOUS AMOUNT OF WORK, TO EVERYTHING WE CAN TO SUPPORT OUR KIDS BE BACK IN PERSON.
WE ARE DOING EVERYTHING WE CAN TO SUPPORT OUR KIDS TO COME BACK AND BE SUCCESSFUL, SUPPORT OUR SCHOOL TO BE SUCCESSFUL. THAT IS OUR GOAL.
WE WANT THEM ALL BACK, WE WANT ALL OF THE SHOWING UP, NUMBER ONE, SMILING, HAPPY AND WE WANT THEM TO BE SUCCESSFUL.
WE KNOW THAT WE'LL GET REAL BUMPS ALONG THE WAY, BUT WE WANT TO BE OUT TO GET OVER THOSE BUMPS AND AGAIN, HAVE A [INAUDIBLE] SCHOOL.
WHEN YOU'RE TALKING ABOUT A COMMUNITY SURVEY THAT YOU'RE INTERESTED IN, I DON'T KNOW HOW QUICK YOU'RE TALKING ABOUT PUTTING THAT TOGETHER.
BUT IN AVENUE, I UNDERSTAND THAT SUMMERFEST IS GOING TO HAPPEN THIS SUMMER AND I'M THINKING THAT AVENUE NOT TO DO A SURVEY THERE, BUT TO HAVE SOMEONE AVAILABLE TO HAND OUT A LITTLE CARD THAT SAYS GO TO WWW.CAROLINECOUNTYPUBLICSCHOOLS.
WHAT'S THE MATTER? DID I DO SOMETHING?
>> WE WERE HAVING A CONVERSATION ABOUT WHAT NEEDS TO BE WITH OUR SUMMERFEST? [OVERLAPPING] [LAUGHTER].
>> OH, OKAY AND YOU KNOW, HALF OF THE PEOPLE KNOW, MAYBE A THIRD ARE GOING TO THROW IT AWAY, BUT THOSE OTHERS MAY DO IT.
>> AS LONG AS WE GET FEEDBACK.
>> THAT WILL GET PROBABLY MORE FEEDBACK THEN YOU WILL HOPE.
>> AND YOU JUST ANSWERED THE FOR THE [LAUGHTER] SUMMERFEST.
>> I'M NOT WORKING IN THE BOOTH THOUGH. [LAUGHTER].
>> YOU'VE TALKED ABOUT USING THE COMMUNITY EQUITY.
>> YEAH. THAT NIKKI [OVERLAPPING]
>> AS OUR STAKEHOLDER GROUP AND THEN DOING KIND OF A FEW ADDITIONAL INVITATIONS TO STAKEHOLDERS THAT ARE NOT NECESSARILY A PART OF THAT GROUP.
BUT WE THOUGHT THAT, THAT REALLY HAS PARENTS, TEACHERS, COMMUNITY MEMBERS, AND THAT WOULD BE A NICE [INAUDIBLE]
>> AND IF YOU NEED TO PULL IN THE MISSING PEOPLE, YOU HAVE FOLKS [INAUDIBLE] AND HOPES THAT YOU CAN.
>> HOPEFULLY WE RECRUIT A FEW OTHERS TO JOIN, LIKE TALK ABOUT THE HEALTH DEPARTMENT.
>> HAVING THEM PART OF IT, IF WE ALSO GET THEM TO JOIN THE EQUITY MEETING FOR THAT PURPOSE.
THERE'S ALSO A GOOD CHANCE THEY WILL GROW IN THE EQUITY MEETING.
FROM NOW [INAUDIBLE] HAS A GOOD FORUM TO GET THAT COMMUNITY FEEDBACK [OVERLAPPING] INTO THOSE CONVERSATIONS GOING.
[OVERLAPPING] [LAUGHTER] I GUESS I'M DONE.
>> I THINK THE TIME IT DOESN'T ALLOW A FEEDBACK SURVEY.
WE'RE SO PRESSED FOR TIME, BUT I GUESS IT WOULD BECOME PUBLIC INFORMATION PROCESS MORE.
[02:05:01]
BUT IF THAT OCCURS THAT STILL LEAVES SHARING.AT LEAST SHARING [INAUDIBLE] TRYING TO GET THAT SURVEY [OVERLAPPING]
>> I THINK IT'S IMPORTANT THAT PEOPLE WOULD KNOW WHY IT'S COMPRESSED, THAT IT'S NOT CAROLINE COUNTY PUBLIC SCHOOLS TIMELINE TRUST.
YOU DIDN'T HAVE ENOUGH NOTICE.
THAT'LL BE AN IMPORTANT PART OF THE THE INFORMATION PIECE, I THINK.
YOU KNOW YOUR [INAUDIBLE] AND PEOPLE NEED TO KNOW WHY.
DON'T PROTECT PEOPLE WHO MADE A STUPID DECISION.
THIS IS WHAT I'M SAYING THAT GIVE US MORE TIME.
IF THERE'S MORE TIME, YOU CAN HAVE MORE INPUT.
IF THERE'S NO TIME, SORRY, NO INPUT.
GREAT SUGGESTION ABOUT SOME [INAUDIBLE] THEY ARE ALREADY LOOKING FOR, WE'RE DOING SOMETHING THAT'S [INAUDIBLE] GREAT TIMING FOR YOUR SUGGESTIONS AND IT'D BE NICE TO BE A VOLUNTEER WORKER.
>> RICK WOULD WORK EXCEPT THAT HE'S WORKING WITH ALLIANCE CLUB.
>> I ALSO HAVE ANOTHER BOOTH THAT I WON'T DO, A [INAUDIBLE] PROMOTION FOR.
I'M WORKING TWO BOOTHS ALREADY.
>> [INAUDIBLE] YOU HAVE EXPERIENCE.
>> YOU GO BUY SOMETHING FROM OUR BOOTH AND WE'LL BE HAPPY TO HELP YOU OUT [LAUGHTER]
>> YEAH. WHAT ARE YOU SELLING AT YOUR BOOTH, WHAT FOOD AND I'LL [OVERLAPPING] [LAUGHTER]
>> YEAH, IT'S LIKE I TRY TO EAT MY WAY AROUND SUMMERFEST.
>> I'LL NEED TO BE HOPPING FROM BOOTH TO BOOTH [INAUDIBLE] THREE DIFFERENT ONES NOW THAT I'M VISITING.
>> RIGHT BECAUSE I HAVE TO HELP [INAUDIBLE]
>> IT'S HYSTERICAL BUT I HAVE TO HELP SELL COTTON CANDY.
I HAVE NEVER LIKED COTTON CANDY.
>> BUT YOU STILL YOU HAVE TO LEARN HOW TO MAKE IT.
>> IT'S GOING TO POUR [INAUDIBLE]
>> WHY DO I ALWAYS SAY THAT? BECAUSE WHEN YOU'RE READY [INAUDIBLE]
>> THAT'S WHAT I'M HOPING BECAUSE IT IS [OVERLAPPING]
>> THAT'S WHY ALL SATURDAYS WHEN I DON'T ALWAYS DRAW THEM IN AND I'D BE JUST MISERABLE.
THEY WOULD SAY WHAT'S THE FORECAST? IT'S GOING TO RAIN.
>> IT DID DO THAT ONE, YEAH. ON A FRIDAY.
>> THEY THOUGHT IT WAS GOING TO STOP IN LIKE 30 MINUTES. [OVERLAPPING]
>> IT'LL BE A TROPICAL STORM THAT COMES THROUGH.
>> NOW, YOU'RE HOPING AGAIN, AN EXTENSION ON?
>> WE'RE HOPING TO HEAR THIS WEEK THAT THE GRANT WILL GET EXTENDED AND IT WON'T BE DUE UNTIL AUGUST.
>> REOPENING IS AUGUST 13. WE KNOW THAT'S A-
>> YOU WILL BE ABLE TO MAKE BECAUSE OF THIS BECAUSE MSD IS GOING TO REVIEW IT OR YOU GIVE US FEEDBACK BEFORE WE REOPEN.
>> IF WE NEED TO CHANGE, MSD IS GOING TO PROVIDE US A RUBRIC AFTER ASKING.
WE'LL KNOW HOW IT'S GOING TO BE SCORED BEFORE THEY GET IT.
BECAUSE WEN YOU GET THE PIECES THEY WANT, WE SHOULD HAVE THAT HOPEFULLY FRIDAY.
I'M JUST KIND OF GOING TO GET UPDATES FROM MSD, I SHOULD HAVE THAT THEN, WHICH WOULD HELP US IN KNOWING AT WHAT DEPTH SO WE DON'T MISS TARGETS THAT NEED TO BE IN THERE, AND THAT WE ALSO DON'T SPEND.
IF WHAT THEY'RE LOOKING FOR IS A 10-PAGE DOCUMENT THAT SHOWS HOW WE'RE GOING TO REOPEN, [INAUDIBLE]
>> THEN DON'T GIVE THEM AN 11-PAGE DOCUMENT.
>> OR DON'T GIVE THEM A 35 OR 40.
>> YEP, LET'S HIT THE MARK AND THAT'S WE'RE HOPING TO DO, ESPECIALLY BECAUSE EVERYBODY'S JUST [INAUDIBLE] RIGHT NOW.
>> THAT ONE SHOULD BE A LITTLE EASIER THOUGH.
>> IT REALLY SHOULD BE BASED OFF OF WHAT THEY'RE LOOKING FOR AND THE FACT THEY'VE ALREADY MADE ONE PART REAL SIMPLE. EVERYBODY'S COMING BACK.
>> [INAUDIBLE] ABOUT THAT DEADLINE [INAUDIBLE]
>> RIGHT. NO, THAT MAKES SENSE BECAUSE [OVERLAPPING] BECAUSE YOU HAVE THAT.
>> IF SCHOOL OPENS WHEN IT OPENS, SO MAYBE TIME [INAUDIBLE]
>> YEAH. I DO APPRECIATE EVERYBODY'S FEEDBACK TONIGHT.
WALKING THROUGH THIS, I APPRECIATE THE SUGGESTIONS THAT WE CONTINUE TO WORK THROUGH.
WE'LL START PUTTING DOLLAR AMOUNTS TO ITEMS AND [INAUDIBLE] ALREADY STARTED WORKING ON THAT PROCESS.
AND THEN WE GET THE FUND TO SEE HOW CLOSE WE ARE TO 13, 7 AND THEN START PAIRING THINGS DOWN OR BACK WHEREVER WE NEED TO IN ORDER TO HIT SOME KIND OF HIGH-PRIORITY THINGS.
BUT AGAIN, WE REALLY APPRECIATE FEEDBACK FROM EVERYBODY TONIGHT AS WE WORK THROUGH THIS PROCESS.
CLEARLY A LOT OF GOOD WORK HAS GONE INTO WHAT WE'VE DONE SO FAR AND THINKING IT'S KIND OF HIDDEN IN ALL OF THE BOXES.
LOTS OF GOOD WORK. IF YOU CAN GET ME TO UNDERSTAND THAT YOU REALLY DON'T [LAUGHTER] [NOISE].
>> DOES ANYBODY HAVE ANY MORE QUESTIONS ABOUT THIS?
[4. Upcoming Meetings/Events]
>> WAS AUGUST 17TH WORK SESSION HERE?
>> ONE OF THE EMAILS I WILL SEND OUT TO THE BOARD TO CONSIDER IS, WE ARE SPENDING A FULL-DAY IN A WORK SESSION OR A RETREAT ON THE 11TH. [OVERLAPPING] [BACKGROUND].
[02:10:02]
>> NOT GOING TO RAIN THAT DAY.
>> QUESTION I WILL THROW OUT TO THE BOARD IS, DO WE WANT TO HOLD THE AUGUST 17 WORK SESSION? SINCE WE'RE SPENDING THE WHOLE DAY TOGETHER ON THE 11TH AND THAT'LL BE A QUESTION JUST TO YOU GUYS AND SAY DO YOU WANT TO OR WOULD YOU RATHER HOLD? WE'RE STILL FINALIZING THE AGENDA FOR THE RETREAT.
>> [OVERLAPPING] YOU KNOW ABOUT THE RETREAT, RIGHT MARK?
>> IT'S PRETTY OVERWHELMING, YEAH. [LAUGHTER] [OVERLAPPING].
>> PERSONALLY [INAUDIBLE] IMPORTANT.
>> YEAH, IF THE 11TH IS ALL DAY HERE.
>> IT'S A BONDING. THEY CALL IT A RETREAT.
MY IDEA OF THIS RETREAT IS WHEN YOU GO SOMEWHERE FUN [LAUGHTER] [OVERLAPPING] [LAUGHTER]
>> RETREAT IS WHEN YOU RUN AWAY FROM SOMETHING.
>> YEAH, RETREAT, RUN BACKWARDS. [LAUGHTER]
>> IT'S A KUMBAYA, WE ALL GET ALONG AND LOVE EACH OTHER AND GET TO KNOW EACH OTHER THING.
>> YEAH 11TH AND THE 17TH WILL.
I'LL FILE THAT UP TO THE BOARD AND WE CAN DECIDE THE AUGUST 3RD ON WHAT YOU GUYS WANT TO.
>> THEN FIRST DAY AT SCHOOL AND, MARK ASKED A QUESTION, SO I'LL THROW IT OUT AND IT'LL BE DISCUSSED AT THE AUGUST 3RD BOARD MEETING, TYPICALLY IS WHERE IT COMES.
FIRST DAY OF SCHOOL HAS ALWAYS BEEN BOARD MEMBERS YOU WANT OBVIOUSLY SWING BY THE FIRST DAY OF SCHOOL, HI, ALL THAT GOOD STUFF, THE BUSES ARE SHOWING UP.
TYPICALLY THE BOARD MEMBERS, WE'RE JUST TOTALLY ACCEPTABLE, I'M NOT SAYING YOU HAVE TO BY ANY MEANS, THE ONE THING THAT BOARDS ALWAYS TRIED TO DO IS TO TRY NOT TO HAVE ALL FIVE BOARD MEMBERS SHOW UP TO THE SCHOOL AT THE SAME TIME.
>> YEAH. EVERYBODY GO TO GREENSBORO AND NOBODY GOES TO THE OTHER NINE.
THAT'LL BE SOMETHING ON AT THE AUGUST 3RD BOARD MEETING.
IT'S NOT A HUGE DISCUSSION ITEM TYPE THING, BUT FOR THE BOARDERS TO BE AWARE OF WHO MIGHT WANT TO GO WHERE, START THINKING ABOUT IT.
WE DO THE SAME THING ON OUR END TO MAKE SURE WE'RE ALL NOT ON THE SAME PLACE AT THE SAME TIME.
>> YOU CAN USUALLY HIT MAYBE HIT TWO.
>> IF YOU CATCH IN SECONDARY AND THEN IN ELEMENTARY.
>> YOU CAN GET TWO WHEN THE BUS WILL SHOW UP, YEAH.
>> I DID GET TO SEE GREENSBORO LAST WEEK.
IMPRESSIVE. I MEAN THAT WAS GETTING PRETTY IMPRESSIVE.
BUT I GOT THE SKINNY FROM ANTOINE, THEY'RE HAVING A GET TO KNOW YOUR TEACHER EVENT THE DAY BEFORE SCHOOL STARTS, SO I'M LIKE, "CAN I COME?" CAUSE THEN I CAN SEE THE LITTLE KIDS' FACES [OVERLAPPING] WHEN THEY TRULY GET TO SEE THE SCHOOL FOR THE FIRST TIME.
I'M LIKE, "OKAY, DAMN" THEN I'M THINKING, "YOU ARE SUCH A NERD DONNA." BUT I'M LIKE, " OH, I GOT THIS PLANNED." SO THAT IF YOU CAN GO TO THE END, THEY'RE GOING TO HAVE TWO SESSIONS, TWO O'CLOCK, SIX O'CLOCK.
SO IF YOU REALLY WANT TO GET THAT FULL EFFECT THAT'S THE THING.
>> I KNOW THAT YOU'RE SAYING THAT FOR THE SEEING GREENSBORO THAT ALL ELEMENTARY SCHOOLS [INAUDIBLE]
>> SO WE SHOULD TALK THAT IN PARTICULAR. [OVERLAPPING].
>> I JUST WANT YOU TO KNOW THAT IT'S NOT JUST CREATED FOR EVERY ELEMENTARY SCHOOL. [OVERLAPPING].
>> YEAH. SO ON THE THIRD WE MAY WANT TO TALK ABOUT THAT.
WE DIVIDE UP AND [INAUDIBLE] THAT'S A GOOD IDEA.
>> RACHEL IS GETTING SCHEDULED FOR WHEN ALL SCHOOLS ARE JOINING BACK TO SCHOOL.
>> WE ASK THAT THE FEEDER SCHOOLS DON'T DO THEM AT THE SAME DATE AND TIME.
[INAUDIBLE] ALWAYS DO THE SAME DAY, JUST LITTLE BIT DIFFERENT TIMING.
BUT YOU'RE NOT GOING TO PRESS AN ELEMENTARY SCHOOL IN FEDERALSBURG GO IN THERE THE SAME DAY AS THE [INAUDIBLE] THOSE APPEARANCE, DON'T HAVE TO SPLIT.
BUT I GUARANTEE YOU'LL HAVE SOUTHERN END SCHOOLS THE SAME TIME AS NORTHERN SCHOOLS.
>> RIGHT. WHICH SHOULDN'T GO ON LIKE AN ISSUE.
>> DO YOU USUALLY LIKE BOARD MEMBERS AT THE BACK TO SCHOOL NIGHT?
>> WE'VE ALWAYS OPENED IT UP AND ASKED IF THEY WANT TO.
I THINK IT'S A GOOD OPPORTUNITY TO BE PRESENT AND BE SEEN.
>> YEAH. I MEAN, I KNOW I'VE ALWAYS APPRECIATED IT, EVEN MORE WITH THE SCHOOL LEVEL.
I'M THE PARENT, I'M APPRECIATED IT BEING AT MY KIDS' SCHOOLS WHEN A BOARD MEMBER SHOWS UP [OVERLAPPING].
>> YEAH. I THOUGHT IT WAS SPECIAL.
>> SO YOU'LL SEND US THE SCHEDULE?
>> NOW THE FIRST THING FOR TEACHERS, WOULD YOU LIKE ANY OF US THERE?
>> WE ACTUALLY UNFORTUNATELY ARE GOING TO HAVE TO DO A VIRTUAL KICKOFF.
NEW TEACHERS, NO, NEW TEACHERS WE'RE GOOD.
WE CAN SPACE OUT ENOUGH AT [INAUDIBLE] HIGH AND CAFETERIA DO BREAKFAST, NORMAL ROUTINE.
DON HAS LIVED AT REGULAR, WE DO FOR YOU TOO.
WE DO A BREAKFAST FOR ALL NEW TEACHERS TO WELCOME THEM.
BUT WE CAN SPACE OUT ENOUGH THERE.
I'LL BE HONEST, I WAS SUPER-EXCITED THE END OF JUNE AND I'M LIKE, [APPLAUSE] "EVERYONE'S LOOKING GREAT." LET'S DO THE KICK OFF FOR ALL TEACHERS.
PUT THEM ALL IN THE AUDITORIUM,
[02:15:02]
ALL 500 OF THEM.>> FIVE DAYS BEFORE THE SCHOOL YEAR OPENS AND GO ON.
YEAH. SOMEBODY'S GOING TO SCORE HIS REGULAR CALL, AND THEN WE'LL BE CONTACT TRACING.
THEN WE'LL SHOOT YOURSELVES IN THE FOOT FOR OPENING TOOLS.
IN COMMON SENSE KICKED HIM, IT'S PROBABLY NOT THE SMARTEST THING, WE'LL HAVE TO DO A VIRTUAL KICKOFF FOR ALL TEACHERS, FOR THE WELCOME BACK FOR ALL, AND THEY'RE WORKING ON DETAILS OF THAT AND WHAT THAT'S GOING TO LOOK LIKE.
>> ANY OF YOU WANT, I WONDER IF SOME OF US HERE, EVEN THE VIRTUAL?
>> YEAH, WE'RE, WE'RE LOOKING AT SOMETHING FOR THE BOARD TO GET TO GIVE A MESSAGE FOR A VIRTUAL KICKOFF AS WELL.
SOME WAY WE CAN SHOW OUR SUPPORT, APPRECIATION. [OVERLAPPING].
WE'RE LOOKING AT FIGURING OUT HOW TO HAVE THIS HAPPENING.
BECAUSE EVERYTHING WILL GO INTO THE CDC GUIDELINES CAME OUT AND YOU'RE LIKE. [NOISE] [OVERLAPPING]
>> WELL EVEN IF THEY DIDN'T, I MEAN, WHEN YOU PUT IT THE WAY YOU PUT IT, COMMON SENSE [INAUDIBLE]
>> YEAH. [LAUGHTER] [OVERLAPPING] [OVERLAPPING] A MONTH AGO COMMON SENSE WOULDN'T [INAUDIBLE] I'LL FIT THAT ONE. [OVERLAPPING].
>> NO, BUT WE WERE ALL JUST SO EXCITED THAT BECAUSE. [OVERLAPPING].
>> I CAN TAKE MY MASK OFF TILL [INAUDIBLE] THE WORLD IS GREEN.
>> I KNOW AS A TEACHER AND ONCE YOU'VE HAD IT AND SELL THAT BACK TO SCHOOL, AND ESPECIALLY WHEN YOU'RE NEW, I'LL NEVER FORGET, I STARTED AT 40 AND I WAS JUST LIKE, "I'M A TEACHER.
OH YEAH. THE BEST JOB IN THE WORLD AND I FOUND IT AND IT'S JUST SO UPLIFTING AND IT'S SO MOVING AND IT IS JUST [NOISE]."
>> YOU'RE GOING TO MAKE YOUR PARENTS FEEL SPECIAL.
>> RIGHT, IT JUST REALLY MADE IT SO REAL, AND DON'T DO NUMBERS THOUGH.
AFTER A COUPLE OF YEARS THEY'VE STARTED SHOWING IT'S NUMBERS AND I'M LIKE, "I DON'T CARE."
>> I WANT TO TALK ABOUT THE KIDS.
I WANT TO TALK ABOUT- [OVERLAPPING] [LAUGHTER]
>> NO, THIS IS A TIME TO REINFORCE THAT THEY ARE IN THE BEST JOB IN THE WORLD IN THE BEST COUNTY IN THE WORLD.
>> THE BEST PLACE TO DO IT WITH THE BEST KIDS.
>> RIGHT. THE BEST ADMINISTRATION, THE BEST BOARD MEMBERS. [NOISE].
>> OH YES. SO IF YOU NEED OR IF YOU WANT SOMEBODY AT THE FIRST DAY FOR NEW TEACHERS.
>> YES, WE DEFINITELY WILL BE SENDING OUT AN INVITE FOR NEW TEACHERS.
WE TEND TO INVITE ALL BOARD MEMBERS IF YOU CAN, BUT AGAIN, I THINK IT'LL BE COMING OUT SOON.
>> I LOOKED AT THINGS LIKE THAT WITH JUST A SLIGHT DIFFERENT THING, AND THAT IS THIS CAN BE THE BEST EXPERIENCE IF YOU WANT TO.
IF YOU'RE GOING TO BE A LITTLE PAIN IN THE BUTT, THEN IT'S GOING TO BE LOUSY. MAKE IT GREAT.
>> MAKE IT GREAT FOR YOU. [LAUGHTER] MAKE IT GREAT EVERYONE.
>> IF YOU WANT IT TO BE, IT WILL.
YOU DON'T GET INTO THIS FIELD. IT'S A CALLING.
IT'S NOT A JOB. IT'S A CALLING.
BECAUSE HONESTLY ANYBODY IN THEIR RIGHT MIND [OVERLAPPING] PROBABLY WOULDN'T DO IT. [OVERLAPPING] [LAUGHTER].
>> MAKE IT GREAT. THAT'S IT. SEIZE THE DAY.
>> RIGHT. IT IS THE MOST AWESOME JOB, THE MOST IMPORTANT JOB.
ALL RIGHT, SO DOES ANYBODY ELSE HAVE ANYTHING ELSE FOR THE GOOD OF THE [INAUDIBLE]?
>> I'M GOING TO SAY JUST ABOUT AUGUST 17TH THE OBVIOUS THING IS, I WANT TO MENTION NEWCOMB TO BE ABLE TO WEIGH IN ON THAT.
>> HE MAY HAVE THOUGHTS ABOUT WHAT WE SHOULD DO.
>> WE CAN TALK ABOUT THAT ON THE 3RD.
>> JUST SO THAT EVERY KNOWS, MR. NEWCOMB IS VISITING HIS SON, WHO JUST JOINED THE NAVY A FEW MONTHS AGO, AND THIS IS THE FIRST TIME YOU'VE SEEN HIM, SO WE TOLD HIM, "DON'T EVEN WORRY ABOUT THIS, DON'T ZOOM, JUST FAMILY TIME, ENJOY IT, BE PROUD OF YOUR SON." HE WAS EXCITED BECAUSE HE REALLY MISSED HIS SON.
HE SHOULD BE. [BACKGROUND] NO.
RIGHT. I WAS IN THE NAVY, SO I'M A LITTLE PREJUDICED TOWARDS THAT, SO YES.
>> IT'S ALL GOOD. [LAUGHTER] [BACKGROUND]
>> SHE'S GOT A JORDAN BEATING FIRST.
>> RIGHT. BUT IN ALL FAIRNESS, I KID AROUND BECAUSE I WAS IN THE NAVY, BUT ARMY, AIR FORCE, COAST GUARD, ANYBODY IN THE MILITARY, MY RESPECT GOES OUT TO THEM.
>> POLICE OFFICERS, FIREFIGHTERS, ANYBODY.
>> TEACHERS. YES. [LAUGHTER] SOCIAL WORKERS. SOCIAL GROUP.
I DON'T KNOW HOW THEY DO THAT. SO REALLY.
HE'LL BE BACK. BUT JUST SO YOU KNOW, THAT'S WHY HE WASN'T HERE.
>> ALL RIGHT. DO I HAVE A MOTION TO ADJOURN THE MEETING? MARK?
[02:20:02]
>> I SAY MOTION. [LAUGHTER] [OVERLAPPING]
>> OR YOU GET [INAUDIBLE] [LAUGHTER]
>> NOBODY TOLD ME YOU COULD JUST SAY, "SO MOVE", I HAD TO LEARN THAT.
>> SO MOVE. I DON'T KNOW WHAT TO SAY.
>> MOTION TO ADJOURN THE MEETING.
>> THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.