[00:00:02]
THANK YOU FOR COMING.[1. Opening Items]
>> OKAY, GREAT. PLEDGE OF ALLEGIANCE, PLEASE.
>> THANK YOU. HAVE YOU HAD A CHANCE TO LOOK OVER THE AGENDA? MARK?
>> DO I HAVE MOTION TO APPROVE IT?
>> GREAT. NOW, I GUESS ONE OF THE REAL REASONS WE'RE HERE TODAY IS
[2. Recognitions]
FOR THE ASPIRING TEACHER SCHOLARSHIPS.I'D SAY THIS IS THE WHOLE PART OF THE JOB.
[LAUGHTER] GIVING AWAY THEIR MONEY.
[LAUGHTER] BECAUSE I WAS ADDING UP TODAY I'LL BE RESPONSIBLE FOR LIKE 18,000 DOLLARS WORTH OF SCHOLARSHIP AND I'M LIKE, SWEET.
WE'RE GOING TO ACKNOWLEDGE THE STUDENTS THAT DID EARN IT AND WERE VERY GOOD AT IT.
>> GOOD EVENING EVERYBODY FOR JOINING US.
THANK YOU FOR BEING ABLE TO MAKE IT OUT TONIGHT.
YOU WANTED TO HAVE AN OPPORTUNITY TO DO THE RECOGNITION FOR THIS SCHOLARSHIP OBVIOUSLY WITH THE BOARD PRESENT.
EVEN BEFORE THE SCHOLARSHIP AWARD NIGHTS, THAT'S ENOUGH FOR YOU TO BE HERE.
AS THOSE WHO ARE IN ATTENDANCE ARE PROBABLY AWARE OF, EACH YEAR THE BOARD OF EDUCATION GIVES AWAY A SCHOLARSHIP.
THEY SAID ENOUGH OF PROBABLY ABOUT 10 YEARS AGO.
IT'S A $5,000 A YEAR RENEWABLE FOR FOUR YEARS OF SCHOOL AND PROVIDES THEM ALSO WITH AN OPPORTUNITY TO COME BACK AND WORK IN TEACHING OUR COUNTY AND IT IS OUR HOPE IS FOR THE SCHOLARSHIP IS TO GROW OUR OWN.
THE BOARD ORIGINALLY STARTED WITH TWO SCHOLARSHIPS.
THEY INCREASED IT TO THREE SCHOLARSHIPS ABOUT TWO YEARS AGO.
THIS YEAR, THERE WAS A BUDGET THAT HAS NOT BEEN APPROVED YET.
ALL FIVE BOARD MEMBERS HAVE AGREED TO ADD AN ADDITIONAL SCHOLARSHIP.
WE WILL BE AWARDING FOUR SCHOLARSHIPS THIS YEAR.
FOUR RECIPIENTS WILL BE RECEIVING [NOISE] BASICALLY, A $20,000 SCHOLARSHIP TOWARDS YOUR SCHOOL.
THE TEACHER IS TO COME BACK AND WORK FOR THE SCHOOL SYSTEM, WHICH MAKES ME QUITE EXCITED.
SHAMELESSLY, AS THE RECENTLY APPOINTED PERMANENT SUPERINTENDENT WITH FOUR FULL YEARS.
HOPEFULLY, YOU'LL BE APPLYING HERE AND I'LL BE ABLE TO OFFER YOU A FULL-TIME JOB AT THE END OF FOUR YEARS WHEN YOU COME BACK, AND THEN [NOISE] DEFINITELY IT'S ALL ON TO YOU.
THERE IS OTHER INFORMATION THAT WILL BE COMING TO ALL OF OUR RECIPIENTS IF YOU HAVEN'T RECEIVED IT YET, THE PAPER IS MORE ABOUT HOW SCHOLARSHIP WORKS, SO THAT'LL BE COMING TO YOU.
ALSO WE'RE CHANGING SOME OF OUR PROCEDURES ASSOCIATED WITH THE SCHOLARSHIPS, WE'LL BE REACHING OUT TO OUR RECIPIENTS OVER THE COURSE OF THEIR COLLEGE CAREER.
BUILD A COHORT MODEL SO WE'RE HELPING AND TOUCHING BASE WITH FOLKS AS WELL AS OFFERING OPPORTUNITIES ON YOUR BREAKS FROM COLLEGE TO COME BACK AND SUBSTITUTE, AS WELL AS WORKING SOME OF OUR SUMMER PROGRAMMING.
[NOISE] TO GIVE YOU THE FIRST DIBS AT GIVING YOU THOSE OPPORTUNITIES HERE WITHIN OUR SCHOOL SYSTEM.
IT DOES BRING ME GREAT HONOR AND PLEASURE.
AS I CALL YOUR NAME IF YOU CAN PLEASE [NOISE] JUST COME FORWARD, WE'LL DO IT UP HERE.
OUR FIRST RECIPIENT IS JADA AMAHANDRA, [APPLAUSE] TAMAYA SPELLER, [APPLAUSE] HADEN JACKSON [APPLAUSE], AND ALEXIS LAMBERT [APPLAUSE].
IF I CAN INVITE THE BOARD UP FOR A PICTURE.
PARENTS, IF YOU WANT A PICTURE, BY ALL MEANS, FEEL FREE TO GRAB OVER THERE.
I DO WANT TO SAY, I'LL GO OVER HERE SO SANDY CAN DIRECT THEM WHEREVER THEY GO.
>> I'VE BEEN WORKING ON THE STEP BEHIND.
>> YOUR CHILDREN'S APPLICATIONS WERE GRANTED.
WHAT THEY'VE ACCOMPLISHED OVER THEIR TIME IN HIGH SCHOOL, [INAUDIBLE] PROGRAM, THE PROGRAM, AND ALL OF THEIR OTHER RECOGNITION, INVOLVEMENT, NUMBER OF HOURS THEY PUT IN ARE ABSOLUTELY INCREDIBLE AND [INAUDIBLE] AND THEY REALLY DID STAND OUT ABOVE EVERYBODY ELSE WHO APPLIED.
TO BE HONEST, PROBABLY STAND OUT ABOVE ALMOST EVERY OTHER SENIOR IN THE GRADUATING CLASS.
THEY'VE DONE A PHENOMENAL JOB. YOU GUYS SHOULD BE PROUD.
YOU'VE RAISED THEM, BABY KIDS.
NOTHING ABOUT THEM. THEY'RE WONDERFUL.
>> DR. STEVENSON, DO YOU MIND PUTTING DOWN MRS. WARREN'S LAPTOP. THANK YOU.
>> [BACKGROUND] I'LL DO THREE. THANK YOU.
[00:05:06]
I'M GOING TO STEP OUT OF THE WAY.[APPLAUSE] [BACKGROUND] AGAIN, CONGRATULATIONS.
WE ABSOLUTELY WANT TO HIRE THEM BACK IN FOUR YEARS, SO I HOPE TO SEE THEM AND WE'LL OBVIOUSLY BE IN TOUCH OVER YOUR ENTIRE CAREER AND TO HELP YOU ALONG THE WAY AND MAKE SURE YOU GUYS ARE SUCCESSFUL.
THANK YOU GUYS VERY MUCH. CONGRATULATIONS. [APPLAUSE]
>> I JUST WANT TO SAY I WAS ON THE COMMITTEE THAT CHOSE THEM.
IT WAS DIFFICULT BECAUSE THERE REALLY WERE A LOT OF GOOD CANDIDATES.
BUT LIKE MR. DR. STEVENSON SAID, BASED ABOVE EVERYBODY, AND YOU SHOULD BE VERY PROUD OF THEM, BUT MORE IMPORTANTLY, YOU SHOULD BE PROUD OF YOURSELF.
YOU'RE GETTING INTO THE BEST FIELD IN THE WORLD.
I DON'T KNOW WHAT TO SAY, IT'S JUST THE BEST JOB IN THE WORLD.
BUT I THINK YOU ALREADY HAVE FIGURED THAT OUT. GOOD LUCK.
CONGRATULATIONS AND I'LL SEE YOU IN FOUR YEARS.
THANK YOU. STUDENT REPRESENTATIVE TO THE BOARD.
DO WE HAVE THEM BOTH HERE TODAY?
>> YEAH. IT'S THEIR LAST TIME HERE.
>> SOMETHING ABOUT GRADUATION GETTING IN THE WAY.
>> VERY TRUE. SO YOU'RE NOT COMING BACK?
>> NO. [LAUGHTER] [OVERLAPPING]
>> HE CRACKED ME UP BECAUSE WE'RE LIKE, OKAY, YOU CAN GO NOW.
HE'S LIKE, NO, I WANT TO SIT HERE.
[OVERLAPPING] I'M THINKING, I WISH SOMEBODY WOULD TELL ME I COULD GO. [LAUGHTER].
>> YES, WE'VE DEFINITELY LEARNED.
WE USED TO DO THE RECOGNITIONS IN JUNE, AND WE LEARNED THAT AFTER GRADUATION, SENIORS HAVE OTHER THINGS ON THEIR AGENDA, THEY'RE A LITTLE TOO BUSY TO MAKE IT, WHICH I GET.
USUALLY ENJOYING ACTIVITIES AFTER GRADUATION.
BUT WE DID WANT TO TAKE AN OPPORTUNITY TO RECOGNIZE BOTH ZAHEED AND ZACH FOR THEIR SERVICE.
>> AS STUDENT REPRESENTATIVES, YOU GUYS HAVE DONE AN ABSOLUTELY OUTSTANDING JOB SERVING NOT ONLY THE HIGH SCHOOLS REPRESENT, BUT ALSO THE ELEMENTARY AND MIDDLE SCHOOLS.
YOU REALLY HAVE SET A VERY HIGH BAR FOR THE NEXT INDIVIDUALS, WHICH WE'LL FIND OUT IN JUNE AT THE JUNE BOARD MEETING WHO YOU CAN'T SAY REPLACEMENTS, FOR WHO THE NEXT PEOPLE WILL BE, THEY WILL TRY TO DO JUSTICE AS YOU GUYS HAVE.
WE DO APPRECIATE EVERYTHING THAT YOU GUYS HAVE DONE OVER THE PAST YEAR IN BEING SO ENGAGED AND WORKING WITH US THROUGH EVERYTHING THAT THE YEAR HAS PROVIDED.
WE DO HAVE CERTIFICATES FOR YOU.
OBVIOUSLY, WE'LL DO PICTURES AND YOUR ELECTRONIC DEVICES THAT YOU DO HAVE DO BECOME YOURS SO YOU GET TO KEEP THOSE AS YOU VENTURE ON TO COLLEGE TO THE NEXT STEPS.
IF YOU DON'T MIND BEFORE WE GO IN FOR YOUR PICTURES, WHAT'S PLANS AFTER GRADUATION?
>> GOING TO PENN STATE FOR SPORTS JOURNALISM.
>> GOING TO FU FOR INTERNATIONAL BUSINESS.
>> VERY GOOD. YOUR GOALS. [APPLAUSE].
CONGRATULATIONS, GENTLEMEN, IF YOU WANT TO COME UP.
>> THAT'S A THING OF THE PAST.
>> I THINK WE CAN FIT EVERYBODY IN THE ROW.
[OVERLAPPING] IF YOU GUYS ARE GOOD WITH THAT.
[BACKGROUND] COULD WE ADD IN THE FAMILIES, PLEASE?
>> ARE WE GOOD? [OVERLAPPING] DO YOU WANT US OUT? JUST THEM AND THEIR FAMILY? LEAVE US OUT? [BACKGROUND]
>> I WAS GOING TO SAY HOW ABOUT THE BOARD AND DR. SIMMONS ON THE BACK STEP AND THE FAMILIES ON EITHER SIDE? [BACKGROUND] YOU DEFINE THE FAMILY, MOM.
[00:10:01]
THE MORE, THE MERRIER.[BACKGROUND] THEN WE NEED SOME DOWN IN FRONT.
>> I'M ALWAYS IN THE FRONT ROW.
>> WE FEEL YOUR PAIN. [LAUGHTER]
>> I NEED ONE MORE IN THE FRONT SO WE'RE NOT TOO FAR DOWN THE SIDE.
[BACKGROUND] THEN WE'LL ARRANGE HEADS, ALL RIGHT. DON'T MOVE.
IT'S LIKE YOU ALL DO THIS EVERY DAY. PERFECT. THANK YOU.
>> I'M SORRY, ONE RIGHT HERE. OKAY.
>> THANK YOU, ALL VERY MUCH. CONGRATULATIONS. [BACKGROUND] [APPLAUSE]
>> [BACKGROUND] [LAUGHTER] THANK YOU. OKEY DOKEY.
FEEL FREE TO STOP BY WHEN YOU'RE HERE.
>> FIRST TUESDAY OF EVERY MONTH.
[INAUDIBLE] 06:00 PM. [LAUGHTER]
>> EXACTLY, IN CASE YOU MISSED IT.
[LAUGHTER] THAT'S THE PLACE TO BE.
>> NEXT IS THE CAROLINE COUNTY STUDENTS PAGE.
>> DR. SIMMONS, MEMBERS OF THE BOARD, EACH YEAR, CAROLINE COUNTY HAS AN OPPORTUNITY TO NOMINATE A SENIOR FROM ONE OF OUR HIGH SCHOOLS TO ACT AS THE STUDENT PAGE TO THE MARYLAND GENERAL ASSEMBLY.
THIS YEAR WAS A BIT DIFFERENT AS WAS LAST YEAR, AND THE PAGING HAD TO OCCUR VIRTUALLY, BUT WE DO WANT TO RECOGNIZE THE [INAUDIBLE] FROM CAROLINE HIGH SCHOOL WHO SERVED AS OUR STUDENT PAGE FOR CAROLINE COUNTY, IF YOU'D LIKE TO COME UP, PLEASE.
[APPLAUSE] WOULD YOU LIKE TO SAY ANYTHING ABOUT THE EXPERIENCE THAT YOU'VE HAD AND THE TIME THAT YOU WERE ABLE TO DO THIS IN?
>> WELL, ALTHOUGH GETTING OUT AT TWO WEEKS OF SCHOOL WAS DEFINITELY FUN, [LAUGHTER] I DEFINITELY LEARNED A LOT MORE ABOUT GOVERNMENT AND THE WAY THAT OUR STATE WORKS AND THEN YOU CAN TRANSLATE THAT MORNING TO THE FEDERAL GOVERNMENT.
BUT OTHER THAN THAT, I GOT TO MEET A LOT OF GREAT PEOPLE FROM ALL OVER THE STATE.
I REMEMBER A GUY FROM HARFORD COUNTY WHO WAS [INAUDIBLE].
>> YOU JUST WANT TO TALK ABOUT YOUR REALLY COOL SHIRT [INAUDIBLE]
>> YEAH, MY FAKE BLAZER; IT WAS VERY MEMORABLE. [LAUGHTER]
>> STUDENT PAGE IS TRADITIONALLY WHEN THEY ARE APPOINTED IN ANNAPOLIS, THEY'RE ASSIGNED A GRAY BLAZER TO WEAR WITH THE MARYLAND SEAL ON IT.
SINCE IT WAS VIRTUAL, THEY GAVE THEM T-SHIRTS THAT HAD THE CUT LINE.
[LAUGHTER] BUT IN NO WAY, SHAPE OR FORM WAS AN ACTUAL BLAZER.
[LAUGHTER] I'M SURPRISED WHEN YOU SAW THE SCREENSHOTS FROM THE ONLINE EVENTS, AND IT'S A LITTLE WONKY.
[LAUGHTER] BUT IT'S OKAY, WE DO WHAT WE CAN DO. CONGRATULATIONS, AGAIN.
>> THANK YOU FOR REPRESENTING US. [APPLAUSE]
>> THANK YOU VERY MUCH. [OVERLAPPING] [BACKGROUND]
>> OKAY, I'M MISSING MRS. [INAUDIBLE].
NO, I MEAN, LITERALLY, WHERE DID SHE GO? [LAUGHTER] MRS. GIACOMO, IF YOU COULD STEP TOWARD MR. WILLOUGHBY A LITTLE BIT.
AWESOME. I HATE TO TAKE UP TIME, BUT MY MISTAKE, I DID NOT GET THE ASPIRING TEACHERS AND THEIR FAMILIES.
IF THE BOARD COULD JUST HANG IN THERE AND DR. SIMMONS FOR A MINUTE.
DO YOU ALL MIND COMING BACK UP? [NOISE] I GET PAID BY THE PICTURE.
[LAUGHTER] [OVERLAPPING] [BACKGROUND]
>> ONE MORE TALL PERSON ON THE STAND.
[BACKGROUND] [OVERLAPPING] JUST HANG TIGHT FOR A MINUTE.
I KNOW I DON'T HAVE EVERYBODY'S HEAD.
WE'RE GOOD. THIS WORKS OUT NOT HAVING CHAIRS HERE, [NOISE] REALLY WELL.
[00:15:14]
[NOISE] PERFECT. THANK YOU.>> THANK YOU, ALL WHO WERE HERE FOR RECOGNITIONS.
YOU ARE DEFINITELY WELCOME TO STAY FOR THE REMAINDER OF THE MEETING IF YOU WOULD LIKE, BUT MS. GIACOMO SAID IT'S GORGEOUS OUTSIDE.
[LAUGHTER] TYPICALLY, WE'RE JUST AT THE BEGINNING, AFTER RECOGNITIONS, FOLKS DO CUT OUT, SO YOU DON'T HAVE TO FEEL OBLIGATED TO STAY.
[LAUGHTER] [BACKGROUND] BUT THANK YOU GUYS VERY MUCH FOR COMING OUT.
[OVERLAPPING] CONGRATULATIONS, AGAIN.
>> READY. NEXT ITEM ON THE AGENDA,
[3. Individual Action Items]
ROOF REPLACEMENT AT RIDGELEY ELEMENTARY SCHOOL.>> MR. MANGLE WILL BE PRESENTING THIS.
WE DO HAVE THE TWO ACTION ITEMS THAT ARE TYPICAL.
NOT TYPICAL WORK SESSION, BUT WE NEED TO GET THEM IN BEFORE THE JUNE BOARD MEETING, SO THAT'S WHY THEY'RE COMING TO YOU TONIGHT.
MR. MANGLE ROOF REPLACEMENT, ORIGINALLY?
>> VERY GOOD. HEY, MEMBERS OF THE BOARD, DR. SIMMONS, I SIT WITH YOU TO RECOMMEND THAT THE CAROLINE COUNTY BOARD OF EDUCATION THAT ACCEPT THE BIDS AS SHOWN BY THE ATTACHED EXHIBIT, AND AWARD THE CONTRACT TO APEX BUSINESS SOLUTIONS, LLC, AND THE TOTAL AMOUNT OF $2,095,000 FOR THE BASE BID TO FURNISH AND INSTALL A COLD APPLIED TO APPLY KEE MODIFIED ENERGY STAR ROOF SYSTEM.
THE CONTRACTS WILL FORM FIXED PRICE CONTRACT.
WE'RE HOPING TO BE DONE BY AUGUST 30TH.
THIS PROJECT IS PAID FOR FULLY BY THE STATE OF MARYLAND INTER-AGENCY COMMISSION FOR SCHOOL CONSTRUCTION, AS WELL AS THE CAROLINE COUNTY GOVERNMENT.
BEFORE I ASKED FOR YOUR APPROVAL ON THIS, I DO WANT TO JUST LET YOU KNOW THAT WE KNOW THERE'S LOTS OF SUPPLY CHAIN ISSUES OUT THERE.
I FEEL ABOUT 85 PERCENT CONFIDENT THAT THIS PROJECT WILL GET COMPLETED THE SUMMER.
THERE'S A CHANCE THAT IT MAY NOT.
THE HOLDUP IS AT THE ROOFING INSTALLATION.
[NOISE] A LOT OF BIG COMPANIES ARE HOARDING THE INSTALLATION AND THEN AT SOUND FOR ITS STRENUOUS PRICES.
[BACKGROUND] OUR ROOF, ORIGINALLY IS A SMALL ROOF, COMPARED TO A LOT OF LARGER SIZED ROOFS, AND THE VENDOR BELIEVES FULLY THAT THEY CAN GET THE INSTALLATION, THAT WOULD BE THE ONLY HOLDUP.
IF IT HAPPENS THAT WE CANNOT DO THE ROOF AND GET IT COMPLETED, MY WORST-CASE SCENARIO IS I DON'T WANT THEM TO CALL ME ON AUGUST FIRST SAY, "BILL, WE CAN'T GET IT DONE." THEN WE HAVE ROOFING PROBLEM FOR THE NEXT SIX MONTHS, TEN MONTHS.
WHAT WOULD HAPPEN IS THEY WOULD KEEP BRINGING THIS STUFF DOWN.
THEY WERE STILL HONORED THE BID CONTRACT PRICE OF $2,095,000.
THEIR HOUSE AND WAREHOUSE, ALL THE SUPPLIES NEEDED AS SOON AS THEY CAN GET IN THERE AND NEXT JUNE, THEY'D BE ABLE TO FINISH OR GET THE JOB DONE, FROM START TO FINISH.
I FEEL PRETTY CONFIDENT THAT THEY CAN GET IT DONE, BUT THERE'S A SMALL MARGIN THAT THEY MAY NOT BE AT THIS TIME.
>> THIS IS THE TOTAL ROOF. [OVERLAPPING].
>> TOTAL ROOF, BREEZE WAY, WALKWAY.
>> I'M SURPRISED. [OVERLAPPING]
>> ALL THREE LEVELS AND EVERYTHING IN THE OUTSIDE.
>> I APPRECIATE THEIR HONESTY AND YOUR HONESTY.
BECAUSE REALLY EVEN WITHOUT THE ISSUES WE HAVE NOW WITH SUPPLIES, GETTING CONTRACTORS TO DO IT WHEN IT'S SUPPOSED TO BE DONE THIS.
>> YEAH. IT WON'T BE LABOR ISSUE, WILL DEFINITELY BE A SUPPLIER ISSUE.
IF THERE'S ANY ISSUE AT ALL, I FEEL COMPETENT THAT WE GET THE PROJECT DONE.
BUT I WANT THE BOARD TO KNOW THAT THERE IS A CHANCE THAT IT MAY NOT BE A COMPLETE IT OR GET IT ALL DONE.
WITH THAT ARE THERE ANY OTHER QUESTIONS?
>> ALL RIGHT, THIS IS OBVIOUSLY THE LOWEST BID.
>> BUT YOU LOOK AT OTHER THINGS THAN JUST THE BID PRICE ITSELF, CORRECT?
>> WE DO. WE'VE CALCULATED AND FORMULATED IT ALL IN, SO THE APEX BUSINESS SOLUTIONS CAME IN LIVING THAT UNDER BUDGET.
THEY ARE THE ONLY COMPANY TO COME IN UNDER BUDGET, EVEN THOUGH THE ROUND ROOFING WAS UNDER BUDGET, THEY DID NOT SUBMIT AN ALTERNATIVE BID, SO THAT BID WAS DEEMED INCOMPLETE.
EVEN THOUGH STILL WE WANT THE NUMBER ONE WHICH IS APEX, THEY WERE UNDER BUDGET.
[00:20:01]
WHICH IS A GREAT THING. WE'RE PROBABLY ABOUT $ 25,000-$30,000 UNDER BUDGET.>> IT'S A GOOD REPUTABLE COMPANY?
>> OKAY. DO I HAVE A MOTION TO APPROVE APEX BUSINESS SOLUTIONS' BID?
>> THANK YOU FOR DOING THE WORK. APPRECIATE THAT.
THIS IS ANOTHER GOOD ONE THAT I LIKE, RETENTION STIPEND.
I DO LOVE GIVING MONEY ANYWAY [LAUGHTER]. I TRULY DO.
>> THE ACRONYM FOR THE BOARD TONIGHT IS ONE THAT WE'VE ACTUALLY BEEN DISCUSSING IN CLOSED SESSION BECAUSE WE'VE BEEN LOOKING AT TRYING TO FIND WAYS TO SUPPORT OUR STAFF AND DO SO WITHIN THE EXISTING CONFINES OF A BUNCH OF STRUCTURE THAT WE HAVE AND ALSO LOOKING AT ANY GRANT MONIES THAT WE COULD REARRANGE TO REUSE.
WE COME BEFORE THE BOARD TONIGHT FOR THE FINAL APPROVAL.
NOW THAT WE HAVE ALL THE QUESTIONS ANSWERED WE NEED TO WORK OUR GRANT FUNDING, TO BE ABLE TO OFFER A $1,000 ONE TIME STAFF RETENTION BONUS TO ALL BOARD OF EDUCATION EMPLOYEES THAT WILL BE PAYABLE MAY 31ST OF THIS YEAR, TRYING TO AVOID THE CHECKS AND DEPOS COMING IN JUNE WHERE EMPLOYEES RECEIVE IF THEY'RE DOING COACHING STIPENDS OR THOSE SORTS OF THINGS WILL BE A $1,000 PAYMENT.
PERMANENT EMPLOYEES WHO WERE HIRED AS OF JANUARY 27TH, WHICH MEANS THAT WE'RE HERE BY THE END OF THE FIRST SEMESTER.
OBVIOUSLY YOU'RE CURRENTLY STILL WITH US.
WHEN YOU FACTOR IN THE COST OF THE RETENTION BONUS AND THE OTHER COMPONENTS FOR OUR FINANCING, THAT WE COULD CONSIDER SO SECURITY OF THOSE THINGS.
IT'S ABOUT A MILLION DOLLARS IN GRANT FUNDS THAT WE'VE REALLOCATED.
WE'VE HAD THE OPPORTUNITY TO LOOK AT OUR CARES, TO GRANT.
OUR SR2 FUNDS AND REALLOCATE SOME THINGS TO THE RP FUNDING, WHICH WAS THE THIRD ROUND OF COVID FUNDING.
TO BASICALLY MOVE THINGS THERE AND USE THIS FUNDING WILL GIVE US SUPPORT THIS FOR OUR STAFF.
I'M HAPPY THAT WE WERE ABLE TO FIND A WAY TO DO IT.
I APPRECIATE AARON'S HARD WORK ON THIS AS WELL.
WE'VE [NOISE] ALREADY GOT THE BUDGET MODIFICATION APPROVED BY MSD SO IT MEETS THEIR STANDARDS AND APPROVAL TO BE ABLE TO USE THE FUNDING FOR THIS MEASURE.
WE WOULD LOVE TO BE ABLE TO DO THIS IN RECOGNITION OF THE HARD WORKERS THAT WAS DONE. APPRECIATE IT.
>> THIS IS GREAT. EVERYBODY HAS EARNED IT.
I'M VERY GLAD WE WERE ABLE TO DO SOMETHING.
AARON, AGAIN, THANK YOU FOR FIGURING THAT ALL PAPER WORK [BACKGROUND]
>> I HAVE A QUESTION. I'M 100 PERCENT IN SUPPORT OF THIS ABSOLUTELY AS I EXPRESSED BEFORE.
JUST A QUESTION, THOSE WHO WE KNOW ARE NOT COMING BACK, ARE THEY STILL RECEIVING THIS RETENTION.
>> IF THEY ARE STILL ON OUR ROLLS THROUGH MAY 31ST, YES, THEY WOULD BE.
THEY STILL WORK FOR WHAT THEY'VE DONE THIS YEAR.
>> STICKING THROUGH IT. WE'LL CONTINUE TO LOOK AT OPPORTUNITIES THROUGH GRANTS TO SEE IF THERE'S AN OPPORTUNITY IN THE FUTURE TO DO THE SAME THING [BACKGROUND] AT ANOTHER POINT IN TIME.
>> JUST ONE POINT OF CLARIFICATION, [BACKGROUND] SORRY, AGAIN ONE SECOND.
THE NICE PART OF US BEING ABLE TO UTILIZE GRANT FUNDING, IT'S NOT A RECURRING COST.
FOR US WE GET TO UTILIZE THAT FUNDING FOR A $1,000 SLIGHTLY.
WE CAN AFFORD IT WITH THIS MONEY NOW AND NOT HAVE TO WORRY ABOUT PLANNING FOR IT IN FUTURE OPERATING BUDGET YEARS, WHICH IS WHY IT'S COMING UP TO THIS SIDE AND THAT'S MORE FOR ANYBODY WHO MIGHT BE WATCHING AND WONDERING AS OPPOSED TO RAISING EVERYBODY'S SALARY BY CERTAIN INCREMENTAL WHICH BECOMES ONE BILLION.
USE FOR THIS FUNDING IN RELATIVE SUPPORT OF ROOFS.
>> THIS IS GREAT NIGHT. I'M GOING HOME TONIGHT.
WE CAN ALL GO HOME AND SAY, WE JUST GAVE AWAY A MILLION DOLLARS.
[LAUGHTER] I THINK THAT'S PRETTY COOL.
DOES ANYBODY HAVE ANY OTHER QUESTIONS?
>> I'D LIKE TO MAKE A MOTION THAT THE BOARD ACCEPT THIS PROPOSAL FOR RETENTION STIPEND IN THE AMOUNT OF $1,000 PER EMPLOYEE. [BACKGROUND].
>> PERMANENT EMPLOYEE. THANK YOU. SECOND?
>> MOTION CARRIED. GREAT. REALLY AGAIN, THANK YOU FOR GETTING THIS. THAT'S AWESOME.
>> I'M GLAD THAT IT'S INCLUSIVE.
>> I APPRECIATE THE BOARD FOR MORAL SUPPORT.
I KNOW WE HAVE TWO AROUND HERE, ALL FIVE OF YOU'VE BEEN WONDERFUL AS I WAS WORKING THROUGH THIS PROCESS TO FIND A WAY OF MAKING IT HAPPEN.
I APPRECIATE EVERYBODY SUPPORTING THAT.
>> I THINK WE ENJOYED SUPPORTING.
[00:25:02]
[LAUGHTER].[4. Discussion Items]
>> NEXT, SPECIAL EDUCATION STAFFING.
>> GOOD EVENING MEMBERS OF THE BOARD.
DR. SIMMONS, IT'S THAT TIME OF YEAR AGAIN WHERE WE PRESENT THE SPECIAL EDUCATION STAFFING PLAN.
ONE PIECE I DO WANT TO BRING TO YOUR ATTENTION THIS YEAR IS THAT I FOUND OUT ACROSS THE STATE FROM OUR COLLEAGUES THAT THEY DON'T PRESENT THEIR STAFFING PLAN THE SAME WAY WE DO.
THE REASON WE DO PRESENT OURS IN THIS MANNER WHERE WE DO A PRESENTATION, IS BECAUSE WE WANT YOU TO SEE ALL THE THINGS THAT WE DO FOR OUR STUDENTS WITH DISABILITIES [NOISE] IN THE DISTRICT, AND HOW WE FUND SOME OF THE ACTIVITIES THAT WE DO, AND HOW WE COME UP WITH THE ACTUAL STAFFING PLAN.
BECAUSE WE STRONGLY BELIEVE, THE MORE YOU KNOW, THE BETTER YOU UNDERSTAND HOW WE MAKE THE DECISIONS THAT WE MAKE AND THE RECOMMENDATIONS THAT WE DO MAKE TO THE BOARD.
WITH THAT BEING SAID, [NOISE] WE HAVE OUR INTERIM SUPERVISOR OF SPECIAL EDUCATION, CARISSA HOLLINGER, WHO HAS DONE A FANTASTIC JOB DURING A TWO YEARS OF SOME CRAZY TIMES.
SHE'S KEPT EVERYBODY ABOVE WATER, BELIEVE ME.
THEN WE HAVE MS. LIZ SAYLOR DOWN HERE, WHO IS OUR COORDINATOR OF SPECIAL EDUCATION FOR ELEMENTARY POPULATION. ALL YOURS.
>> I RECOGNIZE I STAND BETWEEN US AND THE BEAUTIFUL WEATHER OUTSIDE, [LAUGHTER] SO I WILL TRY TO GO THROUGH THIS AS [NOISE] QUICKLY AS POSSIBLE.
DR. SIMMONS, BOARD MEMBERS, THANK YOU VERY MUCH FOR THE OPPORTUNITY TO COME TODAY AND PROVIDE YOU SOME INSIGHT INTO THE JOURNEYS OF SPECIAL EDUCATION OVER THE LAST YEAR, AS WELL AS PRESENT TO YOU THE PROPOSED 2022/2023 SCHOOL YEAR STAFFING PLAN FOR SPECIAL EDUCATION.
AS WE NAVIGATE THE CONVERSATION TODAY, WE ALWAYS READ OUR PRACTICES AND WHAT OUR CCPS PATIENT IS.
IT'S REALLY TO DEVELOP A COLLABORATIVE COMMUNITY TO ENSURE OUR STUDENTS WITH SPECIAL NEEDS DEVELOP TO THEIR MAXIMUM POTENTIAL.
THAT'S NOT JUST WITHIN OUR SCHOOL, IT'S ALSO WITHIN OUR COMMUNITY BECAUSE WE KNOW THAT WE'RE PREPARING THEM FOR POST-SECONDARY SUCCESS.
PREVIOUS YEARS WE'VE ALWAYS NAVIGATED THE CONVERSATION BY UTILIZING A ROADMAP.
I THOUGHT IT WAS ABOUT TIME. WE MIGHT UPDATE THAT TO SOMETHING MORE TECH [LAUGHTER] IRRELEVANT.
TODAY WE'RE GOING TO UTILIZE THE GPS TO WALK YOU THROUGH THE CONVERSATION OF LOOKING AT WHO OUR POPULATION IS AND THE SERVICES WE PROVIDE.
WE ARE GOING TO GIVE YOU SOME INSIGHT WITH DATA, TALK ABOUT THIS PAST SCHOOL YEAR, AND THEN LOOK AT THE STAFFING FOR THE NEXT SCHOOL YEAR.
BUT BEFORE WE DO THAT, I REALLY WANT TO LAY THE GROUNDWORK AND HELP YOU UNDERSTAND SOME OF THE THINGS THAT HAVE TRANSPIRED THIS YEAR, ONE OF WHICH WE HAD A LOT OF NEW TEAM MEMBERS ALLOWING NEW FAMILY MEMBERS THIS YEAR IN SPECIAL EDUCATION.
WE HAD 41 NEW POSITIONS IN OUR SPECIAL EDUCATION DEPARTMENT THIS YEAR.
THAT MAKES UP A 26 PERCENT OF OUR TOTAL STAFF IN THE SPECIAL EDUCATION DEPARTMENT.
JUST KEEP THAT IN THE BACK OF YOUR MIND AS WE'RE TALKING ABOUT AND GOING THROUGH THE PRESENTATION TODAY OF ALL OF THE AMAZING THINGS THAT OUR [NOISE] SYSTEM HAS ACCOMPLISHED.
WE HAVE DONE SO WITH NEW PEOPLE, NEW PLAYERS IN NEW PLACES, LEARNING THEIR JOB, FLYING THE PLANE AS WE'RE GOING SOMETIMES.
I REALLY THINK THAT THAT'S IMPORTANT TO SPEAK TO.
AS OF OCTOBER 1ST FOR OUR CHILD COUNT, WE SERVICE 544 STUDENTS WITH DISABILITIES AGES 3-21.
THAT NUMBER IS IMPORTANT BECAUSE THAT CAPTURES AND SUPPORTS FUNDING FOR SPECIAL EDUCATION IN THE FUTURE.
WHEN WE'RE LOOKING AT THAT AND WE'RE BREAKING DOWN THE PRIMARY DISABLING CONDITIONS THOSE STUDENTS ARE IDENTIFIED AS HAVING.
OUR NUMBER 1, AS OF OCTOBER FIRST 2021, WAS STUDENTS IDENTIFIED AS HAVING A SPEECH OR LANGUAGE IMPAIRMENT FOLLOWED VERY CLOSELY BY SPECIFIC LEARNING DISABILITIES.
YOU CAN SEE THE DATA AS IT RELATES TO THE STUDENTS THAT WE'RE CURRENTLY SERVICING.
THAT WAS AS OF OCTOBER 1ST, FAST FORWARD TO MAY 10TH.
YOU'LL SEE THAT WE HAVE HAD A DECREASE IN STUDENTS IDENTIFIED FOR SPECIAL EDUCATION SERVICES.
CURRENTLY, AS OF MAY 10TH, WE SERVICE 509 STUDENTS AND WE'VE HAD A SHIFT IN IDENTIFICATION OF OUR STUDENTS.
THE NUMBER 1 DISABLING CONDITION FOR OUR COUNTING NOW IS SPECIFIC LEARNING DISABILITY, FOLLOWED BY THAT SPEECH AND LANGUAGE IMPAIRMENTS.
WE'VE HAD A FLOP BETWEEN THOSE TWO.
SOME OF THE REASONS YOU MIGHT BE ASKING, WHY HAS THERE BEEN A DECLINE IN THE STUDENT SERVICES, OR STUDENTS RECEIVING SERVICES IN OUR COUNTY? THERE'S A VARIETY OF DIFFERENT REASONS.
WE HAVE HAD STUDENTS GRADUATE OR DISMISSED FROM NEEDING SERVICES. THAT'S OUR JOB.
[00:30:03]
OUR JOB IS TO WORK OURSELVES OUT OF A JOB IN SPECIAL EDUCATION, WE'RE REALLY WORK HARD TO PROVIDE THAT SPECIALLY DESIGNED INSTRUCTION TO NARROW THAT ACHIEVEMENT GAP BETWEEN OUR STUDENTS WITH DISABILITIES AND THEIR NON-DISABLED PEERS.WE'VE ALSO WORKED VERY HARD AND DILIGENTLY OVER THE LAST 2-3 YEARS, ACTUALLY PROBABLY LONGER THAN THAT WITH OUR MTSS, OUR MULTI-TIERED SYSTEM OF SUPPORT FRAMEWORK THAT SUPPORTS STUDENTS THROUGH A TIER 1, TIER 2, AND TIER 3 INTERVENTIONS.
THAT'S TARGETING ACADEMIC BEHAVIOR, SOCIAL, EMOTIONAL AND REALLY LOOKING AT HOW DO WE SERVICE STUDENTS THAT MIGHT BE AT RISK OR HAVE NEEDS, BUT MAY NOT QUALIFY AS A STUDENT WITH A DISABILITY.
WE'VE PUT SUPPORTS IN PLACE WITH THAT, WHICH HAS REALLY HELPED WITH OUR IDENTIFICATION PROCESS IN SPECIAL EDUCATION.
WE'VE ALSO HAD PARENTS REVOKE CONSENT AND UNFORTUNATELY, ONE OF THE SADDER COMPONENTS, IS WE HAVE HAD FOUR STUDENTS PASS AWAY WITHIN THE LAST YEAR.
WHEN WE BREAK DOWN OUR POPULATION EVEN MORE, IT'S REALLY IMPORTANT TO US AS A SPECIAL EDUCATION DEPARTMENT TO LOOK WHERE ARE OUR STUDENTS BEING IDENTIFIED? ARE THERE TRENDS? THE RECOMMENDED PERCENTAGE OF STUDENTS WITH DISABILITIES, AS IT PERTAINS TO A WHOLE POPULATION IS BEST PRACTICES, YOU SHOULDN'T HAVE MORE THAN 10 PERCENT OF YOUR TOTAL POPULATION BE IDENTIFIED AS STUDENTS WITH DISABILITIES PER MSDE.
>> [OVERLAPPING] CAN I ASK A QUESTION ABOUT THAT?
>> IT'S FINE FOR THEM TO COME UP WITH THIS NUMBER.
BUT WHAT IF WE HAVE 12 PERCENT?
>> YOU WE DON'T SAY IF YOU HIT THIS NUMBER [INAUDIBLE]?
>> CORRECT. YEAH. GREAT QUESTION.
>> THAT'S AN ARBITRARY NUMBER THAT THEY'VE COME UP WITH, ISN'T IT?
>> I'M SURE [OVERLAPPING] NATIONAL.
WHEN A STUDENT QUALIFIES FOR SPECIAL EDUCATION, THEY RECEIVE THE SERVICES.
>> [OVERLAPPING] MAY I ASK A QUESTION?
>> THE TIER 1 AND TIER 2, ARE THEY STILL IDENTIFIED AS SPECIAL ED WHEN THEY'RE RECEIVING THAT INTERVENTION SUPPORT?
>> YES AND NO. TYPICALLY STUDENTS THAT ARE REFERRED AND GO THROUGH THE STUDENTS SUPPORT TEAM AND RECEIVE INTERVENTIONS THROUGH THE MULTI-TIERED SYSTEM OF SUPPORT, THAT IS A PREVENTATIVE MEASURE.
LOOKING AT HOW CAN WE MAYBE HIT SOME AREAS OF NEED AND CLOSE SOME OF THE DEFICITS OF THAT STUDENT HAS PRIOR TO REFERRING THEM FOR SPECIAL EDUCATION SERVICES.
BUT WE DO HAVE STUDENTS THAT RECEIVE SPECIAL EDUCATION SERVICES, WHETHER IT'S ACADEMIC OR BEHAVIORAL THAT MIGHT NOT REQUIRE SPECIALLY DESIGNED INSTRUCTION IN THAT AREA, BUT CAN RECEIVE SERVICES UNDER THAT TIER 1, TIER 2 AND TIER 3.
>> YOU'RE VERY WELCOME. JUST A LITTLE BREAKDOWN OF THE TOTAL STUDENT POPULATIONS AND PER SCHOOL.
THIS INFORMATION IS VERY VALUABLE AS WE LOOK AT FINE TUNING OUR PRACTICES IN THE SUPPORTS WE PROVIDE FOR THE BUILDINGS.
YOU'LL SEE AT THE ELEMENTARY LEVEL A MAJORITY OF THE SCHOOLS HAVE HIGHER PERCENTAGES AS WE WORK OUR WAY UP TO HIGH SCHOOL WITH THE HOPES THAT WE HAVE NARROWED THOSE ACHIEVEMENT GAPS AND HAVE WORKED TOWARDS GETTING OUR STUDENTS BACK TOWARDS PERFORMING AT THE LEVEL [NOISE] OF THEIR NON-DISABLED PEERS.
THAT JUST IS REPLICATED HERE AS WELL, 51 PERCENT OF OUR STUDENTS RECEIVE THEIR SPECIAL EDUCATION SERVICES AT AN ELEMENTARY LEVEL, FOLLOWED BY 18 PERCENT AT MIDDLE AND THEN THE 30 PERCENT AT THE HIGH SCHOOL LEVEL.
>> WE HAVE 30 PERCENT AT THE HIGH SCHOOL LEVEL, THAT'S 18-21.
>> IT DOES. THAT'S A REALLY GREAT PERCENTAGE.
>> [OVERLAPPING] NOT OF ALL ELEMENTARY STUDENTS, 51 PERCENT OF THE IDENTIFIED GETTING SPECIAL EDUCATION.
>> CORRECT. THANK YOU FOR SPECIFYING.
>> THAT'S A HUGE DROP OUT. [OVERLAPPING].
>> OF THE 509 STUDENTS THAT WE ARE CURRENTLY SERVICING, 51 PERCENT OF THEM ARE AT THE ELEMENTARY LEVEL.
>> GOT YOU. THANK YOU. [LAUGHTER] [OVERLAPPING].
>> SPECIAL EDUCATION REFERRALS COME FROM MANY DIFFERENT AVENUES AND SOURCES.
[NOISE] CHILD FIND IS REALLY WHERE WE LOOK AT.
IT'S THE ONGOING PROCESS FOR IDENTIFYING STUDENTS WITH DISABILITIES AND THIS HIGHLIGHTS WHO IS ELIGIBLE LOOKING AT BIRTH TO THREE STUDENTS IN THE COUNTY, CHILDREN AGES 3-21, A STUDENT CAN BE REFERRED FOR CHILD FIND AS BEING ENROLLED IN A PUBLIC SCHOOL, ATTENDING A PRIVATE SCHOOL LOCATED IN CAROLINE COUNTY OR THEY COULD BE HOMESCHOOLED.
BUT THE STUDENT, IF THEY ARE WANTING TO RECEIVE THE SPECIAL EDUCATION SERVICES,
[00:35:01]
IF THEY QUALIFY, HAVE TO BE ENROLLED WITHIN OUR SCHOOL SYSTEM.>> NEWBORN OR INFANT TODDLER STAGE.
>> IF THE PARENTS DON'T TAKE THE STEP TO CONTACT SERVICES HERE, IS THERE A MEANS, LIKE CAN SOMEONE CALL IN THEIR NAME AND SAY, I THINK YOU MIGHT WANT TO CHECK OUT SUSIE, BECAUSE SUSIE IS NOT WALKING OR.
>> THEY CAN. TYPICALLY, THOSE REFERRALS COME FROM THEIR DOCTORS OR PEDIATRICIANS [OVERLAPPING] WE GET CALLS ALL OF THE TIME AFTER STUDENTS ARE SEEN OR CHILDREN ARE SEEN. ABSOLUTELY.
>> WE DO. WE GET THOSE PHONE CALLS ALL THE TIME.
THEY CONTACT OUR OFFICE AND SAY, HEY, WE WANT TO PUT THIS STUDENT ON YOUR RADAR.
THIS IS WHAT HAPPENED. WE HAVE CONCERNS.
WE JUST WANT YOU TO BE AWARE THAT THIS [OVERLAPPING] STUDENT IS IN YOUR COMMUNITY.
>> A LOT OF TIMES WITH PREMATURE BABIES, I MEAN, FROM THE TIME THEY COME HOME FROM THE HOSPITAL THE PARENTS ARE GIVEN.
>> THERE'S DIFFERENT LEVELS OF SUPPORT. [OVERLAPPING]
>> YES EXACTLY THEY'RE GIVEN SUPPORT.
WE HAD ONE WHERE PEOPLE COME TO THE HOUSE UNTIL THE CHILD DEVELOPS ENOUGH THAT THEY'RE COMFORTABLE RELEASING IT, AS LONG AS YOU KEEP PARTICIPATING WITH THEM AND THEN I'M SURE.
I GUESS IF YOU DON'T, THEY PROBABLY REFER YOU AS A PARENT TO SOMEONE ELSE'S OR SOCIAL SERVICES.
BUT THERE WAS A PRETTY WELL ESTABLISHED NETWORK OF SUPPORT FROM THE HOSPITAL, BUT FROM THE TIME WE BROUGHT OURS HOME GOING FORWARD.
>> THANK YOU. I MEAN, IT'S GREAT, WE OFFER IT.
I HEARD IF THE PARENT CHOOSES TO NOT TAKE ADVANTAGE OF IT, YOU CALL SOCIAL SERVICES AUTOMATICALLY, EVEN IF THE CHILD.
>> NO. A PARENT CAN DECLINE SERVICES.
>> THE PARENTS HAVE RIGHT TO DECLINE SERVICES AT ANY GIVEN TIME.
>> THAT DOESN'T MEAN THE CHILD IS BEING ABUSED OR NEGLECTED.
>> I MEAN, IT MIGHT, BUT IT'S NOT AUTOMATIC.
>> IT'S NOT A QUALIFYING CONDITION TO BELIEVE THAT SOMETHING BAD IS HAPPENING [OVERLAPPING].
>> [INAUDIBLE]. THERE ACTUALLY IS [INAUDIBLE] [NOISE] AND NOW THAT WE HAVE IS AVAILABLE TO US AND WHEN THIS WAS PUT IN PLACE, ALMOST DOUBLED ON THE [INAUDIBLE] AND IT GOES BACK TO EVERYBODY HAS A FRIEND AND IT'S MUCH EASIER TO MAKE THAT REFERRAL ON YOUR PHONE THAN TO HAVE TO COMPLETE A PIECE OF PAPER AND PUT IT IN THE MAIL, SEND IT.
THIS HAS COMPLETELY CHANGED THE INVENTORY SERVICE SITUATION THAT WE HAVE HERE BECAUSE OUR NUMBERS ARE THROUGH THE ROOF NOW, WE HAVE A LOT OF REFERRALS.
THAT'S A GOOD THING. IT REALLY IS BECAUSE THAT PARENTS AND OUR PHYSICIANS ARE RECOGNIZING THAT THEY DO NEED ADDITIONAL SUPPORT AND THEY ARE REACHING OUT TO THE LOCAL SCHOOL SYSTEM FOR THAT.
>> MS. GIACOMO, TO SPEAK TO YOUR PARENTS AND CONSENT.
IN A PART OF THE SPECIAL EDUCATION PROCESS.
IF A STUDENT IS DETERMINED ELIGIBLE, WE ARE REQUIRED TO HAVE CONSENT FROM THE PARENTS BEFORE WE CAN MOVE FORWARD WITH IMPLEMENTING.
IF WE DON'T GET THAT CONSENT THEM, WE CAN'T MOVE FORWARD WITH PROVIDING THOSE SERVICES.
>> YOU'RE WELCOME. SPECIAL EDUCATION SERVICES ARE PROVIDED ON A CONTINUUM IN THE STUDENT'S LEAST RESTRICTIVE ENVIRONMENT.
WHEN WE LOOK AT THAT CAROLINE COUNTY PRACTICES AND INCLUSIVE MODEL, WHERE A MAJORITY OF OUR STUDENTS ARE SERVICED WITHIN THE GENERAL EDUCATION SETTING WITH THEIR NON-DISABLED PEERS TO THE MAXIMUM EXTENT POSSIBLE.
HOWEVER, WE RECOGNIZE THAT THAT'S NOT THE APPROPRIATE SETTING FOR ALL STUDENTS AND IT'S INDIVIDUALIZED BASED ON STUDENT NEED.
YOU'LL SEE HERE THAT CONTINUUM OF SUPPORTS THAT WE PROVIDE.
THERE ARE STUDENTS THAT RECEIVE THEIR SERVICES IN OUR INTENSIVE SUPPORT CLASSROOMS, PREVIOUSLY KNOWN AS MAYBE A SELF-CONTAINED ENVIRONMENTS.
THOSE STUDENTS, TRADITIONALLY OUR STUDENTS ACCESSING THE ALTERNATE CURRICULUM AND FRAMEWORK.
BUT THEN WE ALSO HAVE STUDENTS RECEIVING SUPPORT WITHIN THE HYBRID SETTING AS WELL.
IF WE AREN'T ABLE TO MEET THE NEEDS OF THE STUDENT WITHIN OUR SCHOOL SYSTEM, WE DO HAVE SOME STUDENTS RECEIVING SERVICES FROM A PRIVATE SEPARATE DAY SCHOOL, SUCH AS BENEDICTINE OR THE HYBRIDS PROGRAM IN ANNAPOLIS, NON-PUBLIC SCHOOLS.
>> THERE'S SOMETHING I DO WANT TO BRING OUT TO EVERYBODY'S ATTENTION BECAUSE THIS [INAUDIBLE].
WHERE WE HAVE HAD SITUATIONS WHERE WE HAVE CHILDREN THAT HAVE MOVED IN, THAT HAD SUCH EXTENSIVE HEALTH NEEDS THAT WHEN WE REACHED OUT TO SOME OF OUR PARTNERS LIKE BENEDICTINE, THEY HAVE BEEN DENIED, AND IN THE PAST THAT IS NOT A COMMON PRACTICE.
BUT SOME OF THE NEEDS THAT HAVE COME ALONG IN THE PAST TWO YEARS ARE VERY EXTENSIVE THAT REQUIRE A LOT MORE MEDICAL SUPPORT.
[00:40:02]
WE THEN AT THAT POINT HAD TO LOOK ACROSS THE BRIDGE AND WE HAVE TO LOOK AT SOME OF THE FACILITIES THAT ARE OVER THERE, SOME OTHER NON-PUBLIC SETTINGS AND IT IS DIFFICULT.CLARISSA REFERRED TO HYBRID IN ANNAPOLIS.
THIS IS A STANDALONE NON-PUBLIC SETTING FOR STUDENTS WITH BEHAVIORAL NEEDS.
THE SITUATION OF THAT IS WE WILL BE TRANSPORTED.
YOU HAVE TO REMEMBER, YOU COULD BE TRANSPORTING THE CHILD FOR 15 MINUTES ONE WAY AND WE HAVE TO TAKE THAT IN CONSIDERATION WHEN WE MAKE THAT DECISION.
THOSE ARE VERY BIG DECISIONS WE'RE IN IBT.
>> WE CURRENTLY ONLY HAVE THREE STUDENTS ENROLLED WITHIN OUR SCHOOL SYSTEM THAT RECEIVED SERVICES IN A NON-PUB OR A SEPARATE SCHOOL.
>> IF WE LOOK AT THE LRE OF THE 509 TOTAL STUDENTS, THAT ACTUALLY OF AGES 6-21.
WHEN WE LOOK AT OUR LRE, 469 STUDENTS ON MAJORITY OF ALMOST 80 PERCENT OF OUR STUDENTS ARE IN THE GENERAL EDUCATION CLASSROOM BEING SUPPORTED WITH A SPECIAL EDUCATION TEACHER, A GENERAL EDUCATION TEACHER, OR AN INSTRUCTIONAL ASSISTANT.
SPEAKING A LITTLE BIT ABOUT THE ALTERNATE CURRICULUM AND ASSESSMENTS, WHEN YOU LOOK AT PROGRAMMING FOR STUDENTS, THERE ARE EITHER STUDENTS PURSUING A DIPLOMA OR STUDENTS PURSUING A CERTIFICATE OF COMPLETION.
CERTIFICATE OF COMPLETION ARE FOR OUR STUDENTS ACCESSING THE ALTERNATE CURRICULUM AND STANDARDS AND TAKING THE ALTERNATE ASSESSMENT.
OF OUR POPULATION CURRENTLY, WE HAVE 57 STUDENTS IDENTIFIED AS PURSUING A CERTIFICATE OF COMPLETION.
THAT IS 12.6 PERCENT OF OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, WHICH IS A LITTLE BIT ON THE HIGHER END.
HOWEVER, WE HAVE THE UNIQUE PROXIMITY [NOISE] TO SCHOOLS LIKE BENEDICTINE, IN WHICH SOME COUNTIES RESIDENTIALLY PLACED THEIR STUDENTS THERE AND WE ARE ABLE TO SERVICE THEIR STUDENTS ACADEMICALLY WITHIN OUR SCHOOL SYSTEM.
THAT ADDS TO OUR NUMBERS THERE.
EARLY CHILDHOOD, WE TALKED ABOUT THAT.
MST MOTTO IS TO START EARLY AND FINISH STRONG.
LOOKING AT EARLY CHILDHOOD, I WANT TO SPEAK TO THE NUMBERS.
WE MENTIONED JUST A FEW MOMENTS AGO THAT WE'VE HAD AN INCREASE IN REFERRALS.
WHAT WE'RE LOOKING AT OUR INFANTS AND TODDLERS PROGRAM, OUR STUDENT'S BIRTH TO AGE 4, TO DATE, WE'VE HAD 145 REFERRALS.
RIGHT NOW WE HAVE 68 TOTAL CHILDREN RECEIVING INFANTS AND TODDLERS SERVICES AND 30 STUDENTS THAT ARE CURRENTLY IN THE EVALUATION PROCESS.
I THINK AS OF CREATING THESE SLIDES, THERE'S BEEN LIKE TWO OR THREE ADDITIONAL REFERRALS.
WE'RE CONSTANTLY RECEIVING REFERRALS FOR STUDENTS TO BE ABLE TO LOOK AT WHETHER OR NOT THEY REQUIRE INFANTS AND TODDLERS SERVICES.
REALLY EVERYTHING THAT WE DO IN SPECIAL EDUCATION COMES BACK TO THAT DATABASE DECISION-MAKING.
SOME OF THE SOURCES OF DATA THAT WE LOOK AT WHEN WE LOOK AT SUPPORTING OUR STAFF MEMBERS, PROVIDING PROFESSIONAL DEVELOPMENT AND OVERALL LOOKING AT THE COMPREHENSIVE NEEDS OF OUR STUDENTS ARE THESE HERE OUTLINED AND IDENTIFIED.
TYPICALLY, I WOULD BE COMING TO YOU THIS EVENING SHARING LOTS OF INFORMATION FROM MSDE AND THE STATE REGARDING OUR STATE REPORT CARD AND HOW WE'VE PERFORMED IN THE PREVIOUS SCHOOL YEAR, BUT UNFORTUNATELY, THEY ARE A LITTLE BACKLOGGED ON THE INFORMATION.
COVID HAS PUT A LITTLE KINK IN THEIR ASSESSMENT INFORMATION AND GETTING US THE DATA RELATIVE TO PART B, SO THAT INFORMATION IS SET TO BE RELEASED.
I HEARD IN A WEBINAR YESTERDAY, IT'S MAY, 23RD IS THE DATE THAT THEY'RE SHOOTING FOR.
HOPEFULLY, I'LL BE ABLE TO PRESENT THAT TO YOU IN THE FUTURE.
BUT WE DID RECEIVE PART C'S MSDE REPORT CARD THAT WAS RELEASED ON MARCH, 28TH.
WHEN I TALK ABOUT PART B AND PART C, PART B IS OUR SCHOOL AGE STUDENTS.
SO OUR STUDENTS 6-21 THAT ARE COMING INTO OUR BUILDINGS THAT LIKE I SAID, ARE 6-21.
WHEN I'M TALKING ABOUT PART C, THOSE ARE LITTLES, ARE MORE EARLY CHILDHOOD INFANTS AND TODDLERS.
WHEN WE LOOK AT THIS, I REALLY HAVE TO SAY A HUGE SHOUT-OUT AND KUDOS TO ANGELA GIBBER AND HER TEAM BECAUSE THEY HAVE DONE PHENOMENAL WORK IN OUR EARLY CHILDHOOD IN OUR PART C ROUND TO ENSURE THAT WE HAVE FANTASTIC DATA.
YOU'LL SEE ON THIS SLIDE HERE THAT WE'VE MET THE INDICATOR RELATIVE TO IFSPS FOR SERVICE PLANS WITHIN THE NATURAL ENVIRONMENT.
I KNOW THE LAST TIME THAT WE SPOKE ON THIS TOPIC, THE QUESTION CAME UP, WHAT IS A NATURAL ENVIRONMENT? WHAT DOES THAT MEAN? THAT'S LOOKING AT THE INDIVIDUAL'S HOME OR DAYCARE OR CAN CONSIDER FAMILY SUPPORT CENTER AS WELL.
CCPS DID A WONDERFUL JOB IN MEETING BOTH RESULTS AND COMPLIANCE INDICATORS,
[00:45:05]
BUT WE DO HAVE SOME AREA OF GROWTH THAT NEEDS TO HAPPEN.YOU'LL SEE, UNFORTUNATELY, WE BARELY MISSED INDICATOR 6 HERE, WHICH IS CHILDREN BIRTH TO THREE SERVICED AS A PERCENTAGE OF THE POPULATION.
THEN WE WERE OFF BY ONE CHILD FOR INDICATOR 7, WHICH IS LOOKING AT THE INITIAL TIMELINES FROM DATA REFERRAL FOR STUDENTS FOR AN INDIVIDUALIZED FAMILY SUPPORT PLAN.
THAT'S GOING TO DRIVE OUR CONVERSATION A LITTLE BIT LATER WHEN WE TALK ABOUT STAFFING AND HOW WE CAN PREVENT THAT IN THE FUTURE.
>> I DON'T REALLY UNDERSTAND HOW WE DIDN'T MEET IT.
>> SURE. THE STATE HAS A TARGET AND SO THEY LOOK AT A VARIETY OF DATAS AND FORMULAS AND IDENTIFY A TARGET.
FOR NUMBER 6, BASICALLY WHAT THAT'S SAYING IS THAT THE STATE BELIEVES, AND CORRECT ME IF I'M WRONG, THAT WE SHOULD BE SERVICING MORE STUDENTS FROM BIRTH TO THREE.
>> I'M JUST GOING TO SAY FOR THE PUBLIC WELL-BEING.
[LAUGHTER] SO WE'RE GETTING PENALIZED BECAUSE WE DON'T HAVE ENOUGH STUDENTS THAT FILLED THE SPECIAL, THIS THING?
>> WHAT IT IS, IS IT'S NOT NECESSARILY WE'RE BEING PENALIZED, WHAT THEY'RE SAYING IS WE NEED TO BE DOING MORE OUTREACH BECAUSE THERE COULD BE MORE STUDENTS OUT THERE [OVERLAPPING] WE MIGHT BE MISSING.
>> THAT'S ALWAYS THE CASE. EVEN IF WE MET IT, THAT COULD BE THE CASE?
>> WE'RE 100 PERCENT POINT AWAY FROM.
>> RIGHT. I MEAN [OVERLAPPING]
>> WE DON'T FAULT YOU [OVERLAPPING]. WE'RE GOOD. [LAUGHTER]
>> WE'RE USED TO WORKING WITH THE MSDE, FOND OF.
>> SOMETHING YOU'LL FIND OUT TOO WHEN CHRIS HAS THE OPPORTUNITY TO PRESENT PART B.
BECAUSE WE'RE SUCH A SMALL COUNTY, IF WE DO MISS A TARGET, IT'S TYPICALLY BY ONE OR TWO CHILDREN.
IT'S VERY DIFFICULT BECAUSE FOR US, BECAUSE IN OTHER COUNTIES, IN THE LARGER COUNTIES, IT'S A LARGE POPULATION THEY'RE MISSING.
WHERE YOU ARE MISSING ONE OR TWO, THE GRADUATION RATE, OR ACTUALLY IS IT DROPOUT?
>> IN DROPOUT, IT COULD BE BECAUSE WE HAD A LARGER NUMBER OF CHILDREN THAT WE'RE RECEIVING THE CERTIFICATE THAT YEAR.
THAT'S NOT NECESSARILY A CONTROL OF THE SITUATION IF YOU HAVE ONE EXTRA CHILD TO RECEIVE THE CERTIFICATE.
>> JUST TO PUT IT IN PERSPECTIVE BECAUSE YOU'RE FEELING OUR FRUSTRATION A LITTLE BIT, [LAUGHTER] THAT WE FELT FOR MANY YEARS.
>> IF WE LOOK AT THE NEXT SLIDE, THIS IS OUTLINING OUR COMPREHENSIVE COORDINATED EARLY INTERVENTION SERVICES AND PLAN.
ONE OF THE THINGS THAT WE HAVE TO LOOK AT IN THE WORLD OF SPECIAL EDUCATION IS TO ENSURE THAT WE ARE NOT DISPROPORTIONATELY IDENTIFYING STUDENTS WITH DISABILITIES IN PARTICULAR AREAS.
WE WANT TO MAKE SURE THAT WE HAVE A PROCESS PROCEDURE PUT IN PLACE TO APPROPRIATELY IDENTIFY.
LAST YEAR WE WERE IDENTIFIED AS, AND PREVIOUS YEARS TOO IN A COUPLE OF AREAS.
IF YOU LOOK HERE, YOU'LL SEE THE PROGRESSION FROM 2017 ALL THE WAY UP TO LAST YEAR'S DATA FOR THE AREAS OF IDENTIFICATION, OTHER HEALTH IMPAIRMENT, TWO OR MORE RACES, AND THEN DISCIPLINARY.
I AM PROUD AND HAPPY TO REPORT THAT WE HAVE GOTTEN OURSELVES OUT OF THE COMPREHENSIVE COORDINATED EARLY INTERVENTION SERVICES OR DISPRO.
WE AS CCPS, DO NOT HAVE TO WRITE A PLAN TO TARGET THESE AREAS NEXT YEAR.
THAT IS HUGE,18 OF 24 COUNTIES IN MARYLAND HAVE TO WRITE THIS PLAN FOR NEXT YEAR.
SO WE ARE ONE OF FIVE IN THE ENTIRE STATE THAT DO NOT, AND SO WE'RE SUPER EXCITED.
WHAT'S REALLY WONDERFUL ABOUT THAT IS THEN WE ARE NOT HAVING TO HOLD 15 PERCENT OF SOME OF OUR FUNDS AND ALLOCATE IT TO THIS SPECIFIC CAUSE, IT GOES BACK INTO OUR PAST THROUGH SO WE CAN UTILIZE THAT IN A DIFFERENT AVENUE.
IT'S WONDERFUL AND EXCITING AND WE ALL DID A LITTLE DANCE WHEN WE HEARD THAT NEWS.
>> IT IS OBVIOUSLY GREAT THAT WE DID THIS.
>> BUT I'M THINKING HOW MANY COUNTIES?
>> WE ARE ONE OF FIVE THAT DO NOT HAVE TO WRITE.
>> [OVERLAPPING] IF YOU LOOK AT THINGS STATISTICALLY, MAYBE THE STATE NEEDS TO LOOK AT THE REQUIREMENTS MAYBE.
I'M NOT TAKING AWAY WHAT WE DID OBVIOUSLY, THAT'S FANTASTIC.
>> YEAH, BECAUSE WHEN WE WENT IN, WE WERE ONE OF 22.
>> CORRECT. BUT THEY TIGHTENED THAT METHODOLOGY BECAUSE THE SAME METHODOLOGY THAT APPLIES TO SPECIAL EDUCATION IS NOW GOING TO APPLY ACROSS THE ENTIRE DISTRICT.
[00:50:05]
SO WE'VE LOST STUDENTS.SO MORE TO COME WITH THAT BECAUSE THIS CAN IMPACT ALL OF OUR STUDENTS NOW, BECAUSE THE METHODOLOGY WENT AND, CORRECT ME IF I'M WRONG BECAUSE YOU HAD THE JOB BEFORE ME, IT WENT FROM 3.0 TO 2.0. SO IT'S TWO TIMES.
>> SO WHEN THEY TALK ABOUT THIS PROPORTIONALITY IN THIS RATIO, WHAT THEY'RE LOOKING AT IS WHAT IS THE RISK OR THE OPPORTUNITY THAT SOMEBODY OF A CERTAIN SUBGROUP POPULATION IS LIKELY TO GET WHATEVER THE QUALIFIER IS YOU'RE LOOKING AT TO HAVE HAPPENED TO THEM COMPARED TO THE REST OF THE POPULATION? SO IF THE RISK RATIO IS THREE, WHAT THEY'RE LOOKING AT IS THE PROPORTION OF YOUR POPULATION ARE THEY GETTING, SAY IF IT'S A IDENTIFICATION AS EITHER HEALTH IMPAIRED.
ARE THEY SHOWING UP IN TWO OR MORE RACES KIDS? DO WE HAVE MORE, TWO OR MORE RACES KIDS IDENTIFIED AS EITHER HEALTH IMPAIRED, MORE THAN SAY, MORE WHITE CHILDREN THAT ARE IDENTIFIED AS EITHER HEALTH IMPAIRED? BUT IF IT'S GREATER THAN IN THE OLD READ, THREE TIMES MORE LIKELY TO BE IDENTIFIED AS EITHER HEALTH IMPAIRED.
IF SO, THEN YOU'RE DISPROPORTIONATE.
THAT'S WHAT THEY'RE TRYING TO LOOK AT, IS IF WHEN YOU START BUILDING YOUR IDENTIFICATIONS, ARE THERE CASES OR ARE WE OVER IDENTIFYING CERTAIN POPULATIONS? BASED ON, AGAIN, THEIR RESEARCH IN THE DETERMINATIONS.
BUT IT WAS THREE AND THEY'VE GONE UP TO TWO, SO THEY'VE TIGHTENED THAT LENS.
EVEN AT TWO, WE'VE MADE GREAT PROGRESS AND MOVED UP WHICH IS GREAT.
>> THERE IS A POSITIVE FOR BEING IDENTIFIED.
THAT IS YOU HAVE A FOCI, YOU HAVE TO FOCUS ON SIGNIFICANT DISPROPORTIONALITY IN WHATEVER AREA IT IS, AND YOU LEARN A LOT.
YOU REALLY DO ABOUT SOME OF THE STRATEGIES THAT WORK AND DON'T WORK.
THE ONE THING THAT WE FOUND OUT WAS WE NEED TO DEFINITELY STRENGTHEN OUR MTSS FRAMEWORK.
WE NEED TO MAKE SURE THAT WE HAVE A STRONG TIER 1, AND THAT IS OUR GENERAL EDUCATION INSTRUCTION.
EVERYTHING WE'RE DOING IN GEN ED NEEDS TO BE STRONG, IT'S OUR FOUNDATION.
WE NEED TO MAKE SURE OUR TIER 2 IS STRONG FOR THAT DEFINITION THAT NEEDS ADDITIONAL SUPPORT IN ACADEMICS REMAP, BEHAVIOR, OR SOCIAL-EMOTIONAL.
THEN WE HAVE TO HAVE A TIER 3 FOR AN EVEN SMALLER POPULATION THAT NEEDS THAT INTENSIVE MONITORING AND INTENSIVE INSTRUCTION IN ONE OF THOSE FOUR AREAS.
THAT WAS SOMETHING AND WE DEFINITELY BEAT THAT UP ACROSS THE ENTIRE DISTRICT.
THEN THE SECOND THING IS WE HAVE TO ADDRESS BEHAVIOR HEAD ON.
WHEN WE KNOW THAT THERE IS A CHILD THAT IS STRUGGLING WITH BEHAVIOR, WE HAVE TO TAKE THAT AS AN INSTRUCTIONAL TIME FOR THAT CHILD.
THAT CHILD HAS TO LEARN JUST LIKE READING A MAP, WHAT BEHAVIOR SHOULD LOOK LIKE, WHAT'S APPROPRIATE IN SCHOOL, AND THAT'S WHY WE DO WHAT WE CALL FUNCTIONAL BEHAVIORAL ASSESSMENTS TO DETERMINE WHAT IS CAUSING THE BEHAVIOR, AND THEN WE WRITE BEHAVIOR INTERVENTION PLAN SO WE CAN ADDRESS THESE BEHAVIORS.
BUT I WILL SAY THIS AND I WILL SAY THIS PUBLICLY, A BEHAVIOR INTERVENTION PLAN IS ONLY AS GOOD AS THE PERSON THAT CHOOSES TO IMPLEMENT IT.
IF IT IS JUST A PIECE OF PAPER, IT WILL NOT HELP THAT CHILD.
EVERYBODY HAS TO BE ON BOARD WITH IMPLEMENTING THAT.
BUT WE DID, WE LEARNED A LOT FROM BEING IDENTIFIED.
WE GOT OUT OF SIGNIFICANT DISPROPORTIONALITY IN THE SHORTEST AMOUNT OF TIME POSSIBLE.
MOST FOLKS ARE IN FOR A COUPLE MORE YEARS.
WE HIT IT HEAD ON. WE REALLY DID.
>> AS YOU'LL SEE ON THE NEXT SLIDE, NO CCEIS PLAN REQUIRED.
WE'RE REALLY EXCITED ABOUT THAT.
ONE OF THE THINGS THAT WAS A BIG LIFT FOR US THIS YEAR IS IT WAS OUR YEAR FOR MSDE TO COME IN AND DO OUR COMPREHENSIVE MONITORING AUDITS.
MSDE CAME IN AND I THINK WE'VE REFERENCED THIS PREVIOUSLY EARLIER IN THE YEAR AND REALLY DID A DEEP DIVE OF OUR FILES IN BOTH PART B AND PART C, AND THEY LOOKED AT EVERYTHING.
THEY LOOKED AT OUR POLICIES, THEY LOOKED AT OUR PROCEDURES.
THEY CAME IN AND LOOKED AT IEPS.
THEY SENT PEOPLE FROM MSDE TO COME INTO OUR BUILDINGS TO FOLLOW CHILDREN AND READ THEIR IEP AND MAKE SURE THEIR IEP WAS BEING IMPLEMENTED.
THEY INTERVIEWED STAFF, THEY INTERVIEWED PARENTS, THEY INTERVIEWED COMMUNITY MEMBERS.
THERE WAS NO STONE LEFT UNTURNED.
REALLY LOOKING AT HOW CCPS DOES, AND BECAUSE OF THAT IN THE DATA AND INFORMATION WE'VE RECEIVED, WHICH I'LL SHARE WITH YOU IN JUST A MINUTE, WE'VE BEEN ABLE TO FINE TUNE OUR PRACTICES.
WE'VE MADE SOME ADJUSTMENTS TO OUR HANDBOOK AND PROVIDED THAT INFORMATION TO OUR STAFF SO THAT THEY'RE UP-TO-DATE ON THAT INFORMATION.
BUT YOU'LL SEE AS A RESULT OF THAT IN PART C, REALM, ONE OF THE THINGS THAT WE NEED TO FOCUS ON IS THERE HAS TO BE AN IMPROVEMENT PLAN FOR ADDRESSING OUR MEASURABLE OUTCOMES.
[00:55:04]
THE STATE IS SHIFTING THE WAY THAT THEY WANT THE GOALS TO BE ADDRESSED WITHIN PART C, SO WE HAVE TO UPDATE OUR PRACTICES FOR THAT.ANGELA GIBBER IS RIGHT ON TOP OF THAT AND HAS ALREADY SUBMITTED THAT IMPROVEMENT PLAN.
YOU'LL SEE FOR PART B RESULTS, IT'S REALLY EXCITING, THERE ARE NO IMPROVEMENT PLANS REQUIRED.
JUST FOR YOUR KNOWLEDGE, IF YOU WERE 75 PERCENT OR BELOW AN AREA, YOU HAD TO WRITE A TARGETED IMPROVEMENT PLAN FOR THAT AND CCPS EXCEEDED THAT 75 PERCENT IN ALL OF THE AREAS, SO YOU'LL SEE HERE THERE WERE SOME FANTASTIC OPPORTUNITIES.
THERE ARE OPPORTUNITIES FOR GROWTH WITH US AND WE PLAN ON PROVIDING PROFESSIONAL DEVELOPMENT.
BUT WE'VE REALLY BEEN ABLE TO HIGHLIGHT AND IT'S A TESTAMENT TO OUR STAFF'S HARD WORK OF THAT CO-DEVELOPMENT, CO-IMPLEMENTATION, AND CO-EVALUATION OF HIGH-QUALITY IEPS.
WE'VE TALKED A LITTLE BIT ABOUT EARLY CHILDHOOD, SO WE'LL GO TO THE OTHER END OF THINGS AND I'M REALLY HAPPY AND PROUD TO SHARE SOME INFORMATION WITH YOU.
ONE OF OUR NEW ADDITIONS TO OUR TEAM THIS YEAR HAS BEEN OUR SECONDARY TRANSITION SPECIALISTS, PEGGY WHITMAN, AND SHE HAS DONE A PHENOMENAL JOB COLLABORATING WITH MULTIPLE AGENCIES AND DIFFERENT ORGANIZATIONS.
YOU'LL SEE, I'M GOING TO TALK A LITTLE BIT ABOUT WHAT SOME OF THAT COLLABORATION LOOKS LIKE FOR OUR STUDENTS.
CHESAPEAKE COLLEGE COURSES, WE HAVE A VARIETY OF STUDENTS PARTICIPATING IN CHESAPEAKE COLLEGE COURSES THROUGH WORK OR EXPLORATION.
THEY ATTEND SOME CLASSES ON TUESDAYS, THURSDAYS, THERE'S OTHER CLASSES ON MONDAY, WEDNESDAYS, FRIDAYS.
BUT IT'S A REALLY GREAT OPPORTUNITY FOR OUR STUDENTS WITH DISABILITIES PURSUING A CERTIFICATE.
THESE ARE STUDENTS THAT ARE NOT DIPLOMA BOUND STUDENTS.
THESE ARE STUDENTS THAT ARE LOOKING TO BECOME COMPETITIVELY EMPLOYED, AND WE'RE REALLY LOOKING TO BUILD THEIR STRATEGIES AND SKILLS TO BE MORE INDEPENDENT IN THIS POST-SECONDARY SETTING.
WE'VE GOT SOME GREAT OPPORTUNITIES THERE.
WE ALSO HAVE COLLABORATION WITH BENEDICTINE, WITH A WORK READINESS HOSPITALITY AND RETAIL PROGRAM.
WE LOVE BEING ABLE TO COLLABORATE WITH THEM, OURSELVES, TALBOT AND QUEEN ANNE'S COUNTIES, THE THREE OF US WORK WITH BENEDICTINE ON THIS PROGRAM.
EACH UNIT THAT IS LISTED HERE IS COMPRISED OF 6-8 WEEKS, AND OUR STUDENTS ARE PHENOMENAL.
I LOVE GETTING TO HEAR THE STORIES OF OUR KIDS COMING BACK.
ONE OF THE PICTURES YOU'LL SEE LATER ON IS WE HAD A STUDENT WITH DOWN SYNDROME CUTTING POTATOES AT THE TIDEWATER AND PREPPING FOR DINNER SHIFT.
LIKE WE'RE PROVIDING OUR STUDENTS WITH HIGH-QUALITY, AMAZING OPPORTUNITIES TO PREPARE THEM FOR WHEN THEY LEAVE US.
WE'RE ALSO DOING COLLEGE TOURS AS WELL AND GETTING STUDENTS PREPARED FOR OPPORTUNITIES AND LOOKING AT DIFFERENT TRADES.
THEN ALSO ON THE NEXT SLIDE HERE YOU'LL SEE CAREER EXPLORATIONS.
WE'VE HAD A VARIETY OF STUDENTS BE ABLE TO VISIT DIFFERENT AREAS, ONE BEING THE HYATT REGENCY OF CHESAPEAKE.
THERE WERE 20 STUDENTS THAT ATTENDED THAT LOCATION IN APRIL.
PEGGY HAS OUR KIDS GOING EVERYWHERE AND ANYWHERE THAT WE CAN GET THEM ACCESS TO AND IT HAS BEEN A WONDERFUL EDITION.
ONE OF MY OTHER FAVORITE THINGS IS THE DIFFERENT COMMUNITY PARTNERS FOR JOB PLACEMENT.
I LOVE IT BECAUSE I FREQUENT THIS OFTEN I DIDN'T GET TO SEE OUR KIDS.
I FEEL VERY CONFIDENT THAT THEY HAVE SOME REALLY GREAT OPPORTUNITIES HERE.
BIG LOTS IN EASTON AND I'VE SEEN THE KIDS STOCKING THE SHELVES, MICHAEL'S.
WE HAVE A LOT OF REALLY GREAT OPPORTUNITIES TO SET OUR STUDENTS UP FOR SUCCESS.
>> DO WE PUBLISH THIS, LIKE LET THE COMMUNITY KNOW THAT WE HAVE THESE PARTNERSHIPS?
>> THEY'VE BEEN PRESENTED PREVIOUSLY, BUT I THINK THAT THAT WOULD BE A FANTASTIC IDEA TO FIND AN AVENUE IN WHICH WE CAN SHARE THIS INFORMATION.
I'LL COLLABORATE WITH SANDY ABOUT HOW WE CAN DO THAT.
>> GREAT TO LET THEM SEE HOW WELL WE DID WITH THEIR STATE MONITORING.
>> YEAH. I THINK THAT THAT'S [INAUDIBLE]. [OVERLAPPING]
>> I HAVE NEVER SEEN ANYBODY GO ON [OVERLAPPING]
>> ONE HUNDRED AND FIVE COUNTIES, THAT'S HUGE.
>> YEAH. THEN YOU'LL SEE THE NEXT ONE, CCPS ECONOMIC DEVELOPMENT SENIOR HIRING EVENTS, SO WE ALSO HAD STUDENTS PARTICIPATE IN THAT AS WELL.
WE KNOW THAT PARENT INVOLVEMENT IS THE NUMBER 1 INDICATOR FOR SUCCESS OF OUR STUDENTS, AND SO I'M JUST GOING TO BRIEFLY GO THROUGH THE PARENT INVOLVEMENT COMPONENT OF THIS.
ONE OF THE DATA POINTS THAT WE REALLY RELY HEAVILY ON IS THE MSDE PARENTS SURVEY.
LOOKING AT THE PARENTS SURVEY, THERE'S A SMALL WINDOW, MARCH 21ST THROUGH MAY 27TH, IN WHICH OUR PARENTS ARE PROVIDED THE OPPORTUNITY TO PROVIDE THE STATE FEEDBACK ON HOW WE DO.
EXTREMELY IMPORTANT, WE GET RATED NOT ONLY ON PARENT COMPLETION,
[01:00:04]
BUT THE ACTUAL PERCENTAGE WE RECEIVE ON INDIVIDUAL SCORES.WE LOOK AT THAT AS A DEPARTMENT AND WE DRILL DOWN WHAT TYPE OF SUPPORTS, WHAT TYPE OF THINGS DO WE NEED TO BE PUTTING IN PLACE?
>> WHAT DID WE DO TO ENCOURAGE PARENT COMPLETION?
>> GREAT QUESTION. COLLABORATING WITH CNV, WE MAKE SURE THAT IT'S MESSAGED APPROPRIATELY, IT GOES OUT ON FACEBOOK.
I HAVE TO SAY SOCIAL MEDIA IS OUR NUMBER ONE INDICATOR OF SUCCESS FOR ENSURING PARENTS GET THE INFORMATION.
IT GOES OUT ON FACEBOOK, WE'VE DONE ANNOUNCEMENTS ON THE WEBSITE, WE'VE SHARED IN OUR NEWSLETTERS, WE'VE DONE IT FOR OUR SEEK PARK EVENTS, DISCOVERY DAYS, WE TALK ABOUT IT.
WE ALSO RECENTLY AT OUR BOWLING EVENT FOREWARNED PARENTS ABOUT IT COMING OUT.
WE SENT OUT EMAILS FROM THE SPECIAL EDUCATION DEPARTMENT.
WE TRIED TO BE VERY ACTIVE AND ENSURING PARTICIPATION WAS THERE.
>> IF A PARENT, FOR WHATEVER REASON DOESN'T HAVE ACCESS TO COMPLETE THIS VIA COMPUTER, CAN THEY CALL IN AND ASK FOR HELP?
>> YEAH. THEY COULD ABSOLUTELY DO THAT.
ACTUALLY MSDE SENDS OUT A HARD COPY OF THIS SURVEY TO EVERY FAMILY IN THE DATABASE SO THEY GET IT THAT WAY, SO THERE'S LOTS OF OPPORTUNITIES THERE.
GREAT QUESTION. IF YOU MOVE ON TO THE NEXT SLIDE THERE, AFTER THIS ONE, THESE ARE THE HIGHLIGHTS OF OUR PARENT INVOLVEMENT SURVEY.
YOU'LL SEE ON THE LEFT-HAND SIDE, CAROLINE COUNTY'S RESPONSE RATES, PRESCHOOL, WE HAD 80 PERCENT, AND THEN SCHOOL AGE WAS 82 PERCENT AS COMPARED TO WHAT THE STATEWIDE IS.
IF YOU GO TO THE NEXT ONE IT ALL HISTORICALLY SHOW YOU WHERE WE'VE BEEN OVER THE LAST COUPLE OF YEARS. WE DO HAVE SOME WORK.
WE DID NOT MEET THE STATE EXPECTATIONS OR REQUIREMENTS IN PRESCHOOL, AGES 3-5 SO WE'RE WORKING ON FINE-TUNING THAT PROCESS.
WE DID SEE A DECREASE IN THAT INVOLVEMENT, BUT WE DIDN'T NEED IT FOR OUR SCHOOL-AGE STUDENTS HERE, WHILE WE DID SEE A DECREASE, WE DID STILL MEET THE STATE STANDARD.
THE WAY THAT WE TRY TO FINE TUNE OUR PROCESSES AND ENSURE OUR DATA, IS WE ACTUALLY DO AN INTERNAL SURVEY TO BE ABLE TO GAUGE SPECIFIC FEEDBACK FROM FAMILIES.
AT THE END OF EVERY IEP MEETING, WE GIVE A POSTCARD SEEKING INPUT FROM FAMILIES.
IT'S SUPER QUICK, SHORT TO THE POINT, IT'S FOUR QUESTIONS, AND THEY WRITE THEIR RESPONSES 1-4.
COVID HAS PRESENTED SOME CHALLENGES WITH THAT.
WE DON'T HAVE AS MUCH ENGAGEMENT.
HOWEVER, WE DID TURN THIS INTO A GOOGLE FORM THAT GETS SHARED WITH THE [INAUDIBLE] VIA EMAIL AFTERWARDS, AND ALSO IN THE ZOOM CHAT TO TRY TO INCREASE ENGAGEMENT.
BUT WE'VE HAD SOME REALLY GREAT SUCCESS AND HAVE POSITIVE, WONDERFUL FEEDBACK FROM OUR FAMILIES ABOUT THEIR EXPERIENCES IN IEP MEETINGS.
>> THAT MEANS A LOT BECAUSE PARENTS HAVE TO UNDERSTAND WHAT IT IS.
>> WHEN THEY GET TOO MANY BIG WORDS THAT GO OVER THEIR HEAD, IT REALLY DOESN'T MEAN ANYTHING.
>> TO SPEAK TO THAT, THE LAST QUESTION THAT'S ON THE POSTCARD OR THE COMMENT THAT THEY HAVE TO AGREE OR DISAGREE WITH IS, "I'M COMFORTABLE ADDRESSING AND WORKING THROUGH DIFFERENCES WITH STAFF IN MY CHILD'S SCHOOL." WE HAVE INCREASED THAT IN THE LAST TWO YEARS BY AT LEAST 0.5 PERCENT.
I'M REALLY PROUD OF OUR STAFF IN BEING ABLE TO UTILIZE A VARIETY OF DIFFERENT STRATEGIES TO BE ABLE TO SUPPORT DIFFERENT MEMBERS AT THE TABLE.
TALKING ABOUT SUPPORT, WE DO HAVE DIFFERENT AVENUES IN WHICH FAMILIES CAN SEEK SUPPORT.
WE HAVE OUR PARTNERS FOR SUCCESS, AS WELL AS THEIR FAMILIES SUPPORT AND PRESCHOOL PARTNERS, AND THEN WE ALSO HAVE OUR SPECIAL EDUCATION CITIZENS ADVISORY COMMITTEE.
THAT COMMITTEE DOES A WONDERFUL AMOUNT OF WORK.
WE ARE STILL CURRENTLY CALCULATING AND PUTTING TOGETHER THIS YEAR'S DATA.
MOST RECENTLY WE HAD OUR BOWLING EVENTS.
WE DO HAVE AN EVENT COMING UP THAT'S SPONSORED BY SECAC, A FINANCIAL LITERACY NIGHT.
WE'VE STARTED THE SERIES TO HELP SUPPORT OUR STUDENTS AND THEIR PARENTS.
THEY JOIN IN CONJUNCTION TO LEARN ABOUT MONEY, PROACTIVELY PLAN, TALK ABOUT BANKING, BUDGETING, THOSE TYPE OF THINGS.
WE DO HAVE A PINK NIGHT COMING UP JUNE 7TH.
I HAVE THAT INFORMATION LAST SLIDE IF YOU WANT TO JOIN US.
BUT SOME REALLY GREAT OPPORTUNITIES TO ENGAGE FAMILY MEMBERS WITH THEIR STUDENTS AND COMMUNITIES.
TAKING THAT A LITTLE BIT FORWARD, YOU'LL SEE THE DIFFERENT THINGS THAT WE DO.
[01:05:01]
WE HAVE PARENT TRAININGS, NEWSLETTERS, OUR SECAC FLYER.COMMUNICATION WITH FAMILIES IS ESSENTIAL, AND IT'S TWO WAY.
WE MAKE SURE THAT WE'RE PROVIDING INFORMATION AND WE'RE SEEKING AND ACTIVELY INVOLVING PARENTS IN CONVERSATIONS.
TALKING A LITTLE BIT ABOUT THIS PAST YEAR IN REVIEW, ONE OF THE THINGS THAT I WANTED TO HIGHLIGHT ARE SOME OF THE THINGS THAT HAPPEN.
WE'VE PROVIDED A TON OF PROFESSIONAL DEVELOPMENT TO OUR STAFF.
WE'VE ALSO PUT SUPPORT GROUPS TOGETHER, PARENT TRAINING MODULES, IMPLEMENTED A VARIETY OF COLLABORATIVE PARTNERSHIPS WITH KENNEDY KRIEGER, AS WELL AS ONE OF MY FAVORITE THINGS THAT WE'VE DONE THIS YEAR IS COLLABORATED WITH CARA CALLOWAY, WHO IS AN ABSOLUTE ROCK STAR AND HAS BEEN WONDERFUL IN SUPPORTING OUR STUDENTS, AS WELL AS OUR STAFF MEMBERS.
WE DID A LOT OF SOCIAL EMOTIONAL STUFF WITH HER IN TRAININGS.
SOME OF THE CHALLENGES WE'VE SEEN FROM THIS YEAR HAVE RANGED FROM STAFFING, TO STUDENT ATTENDANCE, TO QUARANTINING.
THOSE ARE ALL THINGS THAT WE HAVE HAD OUR LENS ON AND FOCUS AS WE'VE NAVIGATED THE DIFFERENT BARRIERS THAT HAVE COME IN PLACE.
WE HAVE, THROUGH THE SPECIAL EDUCATION LEADERSHIP TEAM, HAVE DONE BIWEEKLY ATTENDANCE REPORTS.
WE'RE REACHING OUT TO CASE MANAGERS, COLLABORATING WITH STUDENTS SERVICES.
THEN WE'RE ALSO LOOKING AT STUDENTS THAT MAY HAVE HAD MULTIPLE QUARANTINES, AND IF WE NEED TO MEET AS AN IEP TEAM TO DETERMINE THE IMPACT OF THOSE QUARANTINES ON STUDENTS AND THEIR PROGRESS.
>> CAN I ASK A QUESTION ABOUT THE ATTENDANCE REPORT?
>> I THINK I GOT TO FIGURE HOW TO PHRASE THIS QUESTION.
THERE'S 18 PERCENT WITH 20 PERCENT OR MORE.
>> IT SHOULD SAY, WITH NO MORE THAN 10 PERCENT, THAT IS AN ERROR.
>> BUT IS THAT 18 PART OF THE 44 PERCENT?
>> NO. IF YOU ADD UP ALL OF THOSE, THAT SHOULD EQUAL 100 PERCENT.
WHAT THAT SHOWS YOU IS THAT OF ALL OF OUR STUDENTS WITH DISABILITIES, 18 PERCENT OF THEM ARE REALLY HIGH FLYERS.
OF THOSE 509 STUDENTS, WE HAVE 18 PERCENT OF THEM THAT MISS A SIGNIFICANT AMOUNT OF SCHOOL.
>> THE 44 PERCENT SHOULD BE SAID LESS THAN 10 PERCENT.
>> LESS THAN. IT SHOULD SAY LESS THAN, SORRY.
[OVERLAPPING] I APPRECIATE THAT.
>> YEAH, BECAUSE I'M LOOKING AT THAT GOING. [LAUGHTER]
>> NO. IT SHOULD BE LESS THAN.
>> ARE ANY OF THEM COMING TO SCHOOL?
>> [OVERLAPPING] IT SHOULD BE LESS THAN.
>> [OVERLAPPING] I APPRECIATE YOU POINTING THAT OUT.
YEAH. [LAUGHTER] I THINK THAT I FLIPPED THEM AND I DIDN'T CHANGE THAT ONE.
>> [OVERLAPPING] THAT'S A GOOD ONE.
>> A MAJORITY OF OUR STUDENTS ARE RIGHT ON PATH, RIGHT WHERE THEY'RE SUPPOSED TO BE.
QUARANTINES FACTOR INTO SOME OF THAT ATTENDANCE TOO.
IF YOU HAVE A KID THAT'S BEEN QUARANTINED OR MULTIPLE TIMES ARE OUT SICK, THEY'RE GOING TO HAVE A HIGHER PERCENTAGE OF ABSENTEE.
WE REALLY KEEP A FOCUS LENS ON THAT.
I'LL MAKE SURE THAT I UPDATE THAT. THANK YOU.
AWESOME SUCCESSES, BECAUSE WE'VE HAD SOME REALLY GREAT THINGS HAPPEN.
WE HAVE HAD A PHENOMENAL INCREASE IN THE AMOUNT OF PARTICIPATION IN IEP MEETINGS BECAUSE WE'VE PROVIDED THAT VIRTUAL OPTIONS.
WE'VE HAD PARENTS COME TO IEP MEETINGS THAT HAVE NEVER PARTICIPATED IN AN IEP MEETING BEFORE.
WE'RE REALLY LOOKING FORWARD TO EXTENDING THAT INTO NEXT YEAR.
WE'VE TRANSITIONED TO ONLINE ASSESSMENTS FOR INITIALS AND RE-EVALUATION, AND THAT SAVES STAFF TONS OF TIME.
IT ALLOWS THEM THOSE ASSESSMENTS, AUTOMATICALLY CALCULATE AND SCORE FOR THEM, VERSUS OUR TEACHERS HAVING TO GO IN AND HAND SCORE THINGS.
IT'S REALLY STREAMLINED THE PROCESS.
WE'VE BEEN ABLE TO IMPROVE PROCESS AND POLICIES FOR HOME HOSPITAL INSTRUCTION.
WE'VE ALSO HAD ALL OF OUR CONVERSATIONS AROUND COMPENSATORY AND RECOVERY SERVICES, AND HAVE PROVIDED THOSE SERVICES AS A RESULT OF SCHOOL CLOSURE.
OUR STUDENTS, SOME NEEDS HAVE BEEN MET IN THAT ASPECT.
THEN ONE OF THE THINGS THAT LIZ AND I WORKED REALLY HARD TO IDENTIFY PRIOR TO STARTING THE SCHOOL YEAR IS, WHERE CAN WE GIVE TEACHERS AND STAFF TIME BACK? WHAT CAN WE TAKE OFF THEIR PLATES TO BE ABLE TO STREAMLINE PROCESS AND MAKE THINGS MORE EFFECTIVE? WE'VE BEEN ABLE TO GET RID OF SOME OF THE REDUNDANT METHODS THAT MIGHT HAVE BEEN IN PLACE TO SHIFT AND ADJUST THINGS TO BE ABLE TO GET THAT TIME BACK TO STAFF MEMBERS.
COUPLE OF HIGHLIGHTS HERE. I'VE SPOKEN TO A MAJORITY OF THEM ALREADY, SO I'LL LET YOU BRIEFLY TAKE A LOOK.
BUT ONE OF MY FAVORITES BEING THE CHAT AND STIR.
CARA CALLOWAY CAME IN AND DID HOT CHOCOLATE BREATHING WITH OUR SPECIAL EDUCATION TEACHERS AND STAFF MEMBERS, SO GIVING THE OPPORTUNITY TO TAKE SOME TIME TO RELAX.
THEN MOST RECENTLY YOU'LL SEE OUR STAFF CELEBRATION, FIFTH ANNUAL STAFF APPRECIATION CELEBRATION EVENTS.
YOU'LL SEE SOME OF THE HIGHLIGHTED STAFF MEMBERS HERE THAT WERE
[01:10:01]
NOMINATED AND RECEIVED DONATIONS FROM COMMUNITY MEMBERS.IT'S ALWAYS A HIGHLIGHT OF THE YEAR, QUITE WONDERFUL EXPERIENCE.
WE'VE PROVIDED A VARIETY OF PROFESSIONAL DEVELOPMENT THIS YEAR, FROM COMPLIANCE AND INSTRUCTION ALL THE WAY TO AFTER-SCHOOL WORKSHOPS, SECONDARY TRANSITION TRAINING, LOTS OF DIFFERENT SUPPORTS THAT HAVE BEEN PUT IN PLACE FOR TEACHERS.
SOME OF THOSE INCLUDE OUR BACK-TO-SCHOOL PD THAT WE HAVE IN AUGUST THAT IS COMPLETELY VOLUNTARY, IT IS NOT MANDATORY.
WE DO PAY THE TEACHERS FOR THEIR TIME.
WE HAD 90 PERCENT ATTENDANCE, WHICH IS GREAT.
WE LOVE THAT OUR TEACHERS COME OUT AND TO LEARN MORE INFORMATION TO SUPPORT THEIR STUDENTS.
THAT'S WHEN WE GIVE TEACHERS THE OPPORTUNITY FOR THE LEGAL UPDATES AND ANYTHING NEW AND IMPROVED.
IF TEACHERS DO NOT COME TO THAT TRAINING, WE FOLLOW UP WITH THEM WHEN THEY COME BACK TO SCHOOL SO THAT THEY HAVE THAT INFORMATION.
THEN WE PROVIDE A VARIETY OF NEW TEACHER TRAINING.
I'M REALLY EXCITED AND HAPPY TO REPORT THAT WE HAVE WONDERFUL RETENTION OF OUR NEW TEACHERS, 90 PERCENT OF OUR NEW TEACHERS THAT ARE RETURNING NEXT SCHOOL YEAR AS OF NOW, [OVERLAPPING].
I DON'T KNOW IF THEY'RE CLOSE TO ME, BUT THAT'S HUGE IN SPECIAL EDUCATION.
I REALLY ATTRIBUTE THAT TO THE HARD WORK OF OUR TEAM, AND TO THE NEW TEACHERS' DEDICATION BECAUSE THEY PARTICIPATE IN TONS OF PROFESSIONAL DEVELOPMENT AND TRAINING.
THEN THERE'S SPECIAL EDUCATION PD THAT WAS PROVIDED TO ALL STAFF IN ALL BUILDINGS AT STAFF MEETINGS.
I DID WANT TO HIGHLIGHT THE HARD WORK OF OUR TEACHER SPECIALISTS AND THE SUPPORT THEY PROVIDED THIS YEAR AND SOME OF THE THINGS THAT HAVE HAPPENED.
THEY'VE BEEN ABLE TO ATTEND AND PARTICIPATE IN OVER 800 IEP MEETINGS TO SUPPORT TEAM DISCUSSIONS AND SUPPORT CASE MANAGERS.
THEY PROVIDED 184.25 HOURS OF DIRECT COACHING FOR OUR SPECIAL EDUCATION STAFF.
SITTING DOWN WITH OUR CASE MANAGERS, HELPING THEM WRITE IEPS, HELPING THEM MEET STUDENTS' NEEDS AND THEY'VE ALSO TAKEN OFF A VARIETY OF DIFFERENT ASSESSMENTS.
EIGHTY-ONE INITIAL ASSESSMENTS THAT MIGHT OTHERWISE HAVE BEEN CONDUCTED BY CASE MANAGERS WERE COMPLETED BY OUR TEACHER SPECIALISTS.
I CAN'T THANK OUR TEACHERS' SPECIALISTS ENOUGH BECAUSE WHEN WE'VE HAD STAFF SHORTAGES OR SITUATIONS AND SCENARIOS WHERE WE HAVEN'T HAD TEACHERS WITHIN CLASSROOMS, THEY HAVE COVERED THOSE CLASSROOMS TO SUPPORT AND ENSURE OUR STUDENTS' NEEDS WERE BEING MET.
SOME THINGS THAT WE'RE LOOKING AT THE SUMMER AND I'M NOT GOING TO GO INTO DETAIL BECAUSE I KNOW THAT I'M RUNNING SHORT ON TIME, BUT WE DO HAVE A VARIETY OF GREAT PLANS FOR THE SUMMER TO TAKE A LOOK AT WHAT OUR POLICIES ARE AS A RESULT OF THE COMPREHENSIVE MONITORING AUDIT, AND THEN ALSO TO PARTICIPATE IN PROFESSIONAL DEVELOPMENT OURSELVES TO ENSURE THAT WE CAN SUPPORT OUR TEACHERS.
THEN LOOKING FORWARD INTO THE NEXT SCHOOL YEAR WE'RE GOING TO COME TO BACK TO IN-PERSON MEETINGS, WHICH I'M REALLY EXCITED TO GET PEOPLE AROUND THE TABLE.
WE HAVE STARTED TO DO THAT A LITTLE BIT NOW, WHICH IS A GREAT FEELING HAVING EVERYONE THERE BUT WE ARE GOING TO MAINTAIN THE OPTION FOR FAMILIES AND RELATED SERVICE PROVIDERS TO PARTICIPATE VIRTUALLY BECAUSE THAT WAS SO POPULAR.
WE'RE GOING TO FOCUS ON A VARIETY OF SPECIALLY DESIGNED INSTRUCTION AND THEN WE'RE GOING TO CONTINUE SOME OF THE CURRENT PRACTICES WE'VE FOUND TO BE SUCCESSFUL SO FAR.
LET'S GET INTO THE NITTY-GRITTY OF WHY WE'RE REALLY HERE, THE STAFFING PLAN AND I APPRECIATE YOUR TIME AND LISTENING TO SOME OF THE FANTASTIC THINGS THAT HAVE TRANSPIRED OVER THE SCHOOL YEAR.
AS PART OF THE STAFFING PLAN, I COME TO YOU TO SPEAK TO YOU ABOUT WHAT OUR CURRENT STAFFING NEEDS ARE.
I'M REALLY EXCITED TO SHARE WITH YOU AS OF LAST NIGHT, WE ARE FULLY STAFFED FOR SPEECH AND LANGUAGE PATHOLOGISTS AND SCHOOL PSYCHOLOGISTS FOR NEXT SCHOOL YEAR.
I'M VERY EXCITED ABOUT IT. THAT WAS MY GOAL.
WE WILL WALK INTO BARRING ANYTHING CRAZY INTO NEXT SCHOOL YEAR, BEING FULLY STAFFED WITH SLPS IN SCHOOL'S SITES [OVERLAPPING].
>> YEAH. I'M REALLY EXCITED ABOUT IT BECAUSE WE WEREN'T FULLY STAFFED FOR SLPS THIS YEAR.
WE WEREN'T FULLY STAFFED FOR SCHOOL SYKES THIS PAST YEAR, BUT WE'VE BEEN ABLE TO COLLABORATE WITH DIFFERENT AGENCIES AND SUPPORTS TO BE ABLE TO MAKE SURE THAT WE'RE GOING TO BE FULLY STAFFED, AND THAT'S GOING TO HAVE A POSITIVE IMPACT, NOT ONLY ON OUR STUDENTS BUT DIRECT IMPACT ON OUR STAFF.
I'M REALLY EXCITED ABOUT THAT.
WE'VE ALREADY HIRED TWO NEW TEACHERS FOR NEXT SCHOOL YEAR, ONE OF THEM GOING TO LOCKER MAN, AND ONE OF THEM GOING TO NORTH.
AS IT STANDS RIGHT NOW WE HAVE SEVEN SPECIAL EDUCATION TEACHER OPENINGS.
BUT YOU'LL NOTICE IN PARENTHESES, WE CURRENTLY HAVE THREE OFFERS OUT THERE TO TEACHERS.
WE ARE WORKING REALLY HARD WITH THE HR DEPARTMENT TO ENSURE THAT WE ARE STAYING UP AND WE'RE INTERVIEWING PEOPLE AS APPLICANT'S COME
[01:15:03]
IN AND WE'RE MAKING SURE THAT WE'RE GETTING PEOPLE AND PLACES.THEN WE HAVE THREE IA POSITIONS AVAILABLE AS A RESULT OF RETIREMENTS.
>> THOSE AREN'T ADDITIONAL, THEY'RE REPLACING?
>> YES, MA'AM. THE NEXT PAGE BREAKS DOWN WHAT OUR CURRENT STAFFING PLAN LOOKS LIKE AND THEN WHAT THE PROPOSER RECOMMENDED STAFFING PLAN FOR NEXT YEAR LOOKS LIKE.
YOU WILL SEE THE CHANGES HIGHLIGHTED IN RED.
LOOKING AT MAKING SOME ADJUSTMENTS AND ALLOCATING [NOISE] STAFF MEMBERS IN A DIFFERENT WAY TO BETTER SUPPORT OUR STUDENTS.
AS A RESULT OF THE PANDEMIC, WE'VE SEEN SOME SIGNIFICANT CHANGES IN NEEDS WITHIN OUR BUILDING.
WE ARE LOOKING TO ALLOCATE AND TRANSITION A SPEECH-LANGUAGE PATHOLOGISTS POSITION TO A SCHOOL PSYCH POSITION.
SOME OF THE BEHAVIORS THAT WE'RE SEEING, SOME OF THE SUPPORTS THAT NEED TO BE HAPPENING WITHIN THE BUILDING AS A RESULT OF OUR STUDENTS NOT BEING IN SCHOOL FOR A PROLONGED PERIOD OF TIME, REALLY LOOKING AT HAVING SOME COMPREHENSIVE SCHOOL PSYCHOLOGISTS SUPPORTS WITHIN THE BUILDINGS.
WE'RE ALSO LOOKING AT INCREASING THE INFANTS AND TODDLERS, ADDING AN ADDITIONAL INFANTS AND TODDLERS TEACHERS, SO YOU'LL SEE THAT THE SPECIAL ED TEACHERS INCREASED BY ONE.
THAT IS TO HELP ALLEVIATE ANY CONCERNS OR ISSUES WITH THE INDICATORS WE WERE UNABLE TO MEET IN THE INFANTS AND TODDLER REALM.
WE'RE GETTING TONS OF REFERRALS.
THERE'S LOTS OF WORK TO BE DONE.
PEOPLE ARE STEPPING UP TO THE PLATE TO COMPLETE THAT.
BUT WE REALLY NEED THIS STAFF TO BE ABLE TO ADDRESS THAT NEED.
>> BEFORE YOU GO ANY FURTHER JUST EVERYBODY IS AWARE THAT IS NOT NECESSARILY AN ADDITIONAL COST TO OUR LOCAL, BECAUSE WHAT'S HAPPENING IS WE'RE SHIFTING.
CORRECT? WE'RE SHIFTING THE POSITION INTO A GRANT THAT IS IN EARLY CHILDHOOD POSITION THAT WAS BEING COVERED BY SPECIAL EDUCATION BECAUSE THEY HAVE THEIR JOB WAS IN SPECIAL EDUCATION.
BECAUSE WE HAVE THE GRANT AND WE CAN SHIFT THAT PERSON COMPLETELY INTO THAT, THEN WE HAVE THE ABILITY TO HAVE ANOTHER INFANT AND TODDLER TEACHER.
>> WHICH IS GOING TO REQUEST, TWO YEARS, AT LEAST IF NOT THREE.
SUSIE WANTS TO BE ONE LIE ON REFERRALS.
THE NUMBERS ARE REALLY GROWING AND THE ONE WHO DOES IT IS AMAZING.
SO THE EXTRA SUPPORT WOULD REALLY BE GOOD FOR THE CHILDREN.
>> WE WERE DETERMINED IF IT WASN'T GOING TO GET FUNDED WE ARE GOING TO FIGURE OUT HOW TO DO IT.
>> I APPRECIATE THE EFFORTS TO FIND THE WAY.
>> YOU'LL ALSO SEE THAT THE SUPERVISOR OF SPECIAL EDUCATION NEXT YEAR LOOKING TO MAINTAIN THAT OR PUT THAT INTO THE BUDGET.
COORDINATOR, WE HAD TO PROPOSE LAST YEAR AND APPROVED BUT ONE WAS KEPT ON HOLD.
WE'RE LOOKING TO FILL THAT POSITION.
WE'RE LOOKING TO HAVE A COORDINATOR OF ELEMENTARY AS WELL AS THE COORDINATOR OF SECONDARY WITH THE INCREASED REQUIREMENTS FROM MSD AND CONSISTENT DATA REQUIRED AND CHANGES AND JUST LOTS OF THINGS BEING ADDED EVALUATIONS.
ONE OF THE THINGS THAT I HEAR MOST FROM BUILDING-LEVEL ADMINISTRATORS IS WE SIT IN A LOT OF IEP MEETINGS. WE NEED A LOT OF HELP.
WE NEED SUPPORT FROM AN ADMINISTRATIVE PERSPECTIVE TO HELP WITH THE EVALUATIONS, TO MAKE ADMINISTRATIVE DECISIONS AT THE IEP TABLE, THOSE ARE REALLY ESSENTIAL.
LOOKING AT SHIFTING TEACHER, SPECIALIST PHYSICIANS TO THAT COORDINATOR TO BE ABLE TO MAKE THAT HAPPEN AND WORK.
THEN MAINTAINING THE REST OF THE STAFFING, AS YOU SEE HERE.
>> WHAT YOU'RE TELLING ALL OF US IS THERE'S NO ADDITIONS?
>> EVERYTHING HAS JUST BEEN MOVED TO MEET THE NEEDS OF OUR STUDENTS.
>> AS THE BOARD'S LOOKING AT THIS, AND I'M SURE OUR TEAM MEMBERS WHO AREN'T HERE ARE WATCHING IT ONLINE, WE'LL GO BACK AND WATCH IT.
[LAUGHTER] IT'LL COME TO YOU GUYS, AND THEN AT THE JUNE BOARD MEETING, THE ACTUAL STAFF EMPLOYMENT, FOR YOUR APPROVAL.
A BIG PART OF THE PRESENTATION TONIGHT IS HELPING TO GIVE THE UNDERSTANDING AS YOU DIG THROUGH THE PROBABLY 27-PAGE DOCUMENT.
>> YEAH, I DON'T KNOW HOW IT'S A BIG DOCUMENT.
>> AS YOU DIG THROUGH THAT, IT HELPS GET THE BACKGROUND INFORMATION AS WELL AS TO HOW WE'VE ARRIVED TO WHERE WE ARE, PLUS IT HAS TO HIT ALL THE REQUIREMENTS, STAFFING EMPLOYMENT REQUIRED TO HIT FOR MSD SO THERE'S [NOISE] THAT FUN PART OF IT AS WELL.
BUT IT WILL COME TO YOU [INAUDIBLE] AT THE JUNE BOARD MEETING FOR YOUR APPROVAL.
WE DO ANTICIPATE THE DATA BEING THERE.
>> YEAH, SO I'LL HAVE THE DATA.
>> IT HAS TO BE INCLUDED IN THE PLANS.
>> IF THE PLAN'S ALREADY DONE, COMPLETED, READY TO ROCK AND ROLL.
[01:20:01]
I JUST DON'T HAVE THE DATA COMPONENTS IN IT BECAUSE THAT HASN'T BEEN PROVIDED YET.>> CAN I ASK? WELL, I HATE TO ASK YOU TO REPEAT SOMETHING?
>> BUT [NOISE] CAN YOU TELL ME AGAIN HOW WE WENT FROM FOUR TO THREE FOR THE SPECIAL ED TEACHER SPECIALISTS?
>> WE'RE TRANSITIONING SOME SPECIALISTS TO THE COORDINATOR.
>> TO THE COORDINATOR BECAUSE OF THAT ADMINISTRATIVE LINES, AND TEACHER SPECIALISTS ARE ON A [NOISE] TEACHER CONTRACT, AND THEY'RE PARALLEL TO, SO WE REALLY NEED THAT ADMINISTRATIVE SUPPORT TO HELP BUILDING LEVEL ADMINISTRATIONS.
>> THERE'S NOT GOING TO BE A TEACHER SPECIALIST HIRED?
>> BECAUSE IT LOOKS LIKE WE HAD SIX POSITIONS.
WE REALLY ONLY HAVE FIVE, COORDINATOR SPEC AND SPECIAL EDUCATION TEACHER SPECIALISTS.
>> [OVERLAPPING] GOING FROM SIX TO FIVE.
>> RIGHT, BUT WE REALLY ONLY HAD FIVE POSITIONS.
>> THAT'S WHY THE THREE AND TWO AT ALL.
>> WITH MS. HOLLAND, YOU'RE SITTING IN THE INTERIM ROLE BUT WE'RE GOING TO SEE HOW THIS YEAR WOULD SHAKE IT OFF.
SIMILAR POSITION FOR ME, YOU DON'T WANT TO ELIMINATE POSITIONS SO IT'S MORE WHOLE [OVERLAPPING].
>> MAKE SURE YOU HEAR THAT AGAIN. [OVERLAPPING].
>> [INAUDIBLE] IF THINGS CHANGED.
>> WHY IS SUPERVISOR OF SPECIAL EDUCATION NEVER? WE HAD ONE.
>> WE HAD ONE IN THE STAFFING PLAN BUT WE DROPPED IT OUT OF THE BUDGET LAST YEAR AS A BUDGET CUT.
THE BUDGET THAT WAS PRESENTED TO THE BOARD PRIOR TO MY INTERIM APPOINTMENT PROPOSE THE ELIMINATION OF THE SPECIAL EDUCATION SUPERVISOR, AND IT WAS ELIMINATED IN THE FINAL BUDGET WHEN IT WAS APPROVED, THOUGH WE'LL REQUIRE BACKROOM OR HAVE ANY SUPERVISOR OF SPECIAL EDUCATION.
WHICH IS WHY WE HAD TO DO AN INTERIM APPOINTMENT WHICH WAS NOT FUNDED IN THE BUDGET BECAUSE IT WAS ELIMINATED.
WE HAD TO GO BACK TO THE FUND.
ERIN AND I HAVE BEEN HAVING WITH THIS YEAR'S BUDGET, TRYING TO GET IT.
>> [LAUGHTER] FINDING THE MONEY.
>> BUT WE DID SATISFY THE COMMON REQUIREMENT.
>> TO THE YEAR BEFORE THE [OVERLAPPING] SPECIAL PROGRAMS. [OVERLAPPING]
>> HONESTLY, I HAVE NO DOUBT THAT YOU'VE MET THE.
>> I GET THAT. [LAUGHTER] I MEAN, I REALLY I DON'T EVER DOUBT THAT [LAUGHTER] BECAUSE WE WOULD HAVE HEARD.
I'M SURE IF YOU HEARD. [OVERLAPPING]
>> THEY WOULD HAVE GIVEN US A NICE LETTER.
>> I THOUGHT [OVERLAPPING] IT WOULD HAVE BEEN A LITTLE BIT DIFFERENT.
THEY GET AUDITED THAT THAT DIVISION GETS AUDITED JUST AS MUCH AS FINANCE.
PROBABLY THOSE TWO DIVISIONS GET ON IN MORE THAN ANY OTHER [NOISE] INTERMEDIATES SCHOOL SYSTEM [NOISE] EASILY.
>> [OVERLAPPING] OH, I'M SORRY. GO AHEAD.
>> I WAS REALLY GLAD TO HEAR YOU SAY THAT YOU IMPLEMENTED PROCEDURES DURING THE SUMMER SO THAT THE SPECIAL ED TEACHERS HAVE LESS PAPERWORK AND ASSESSMENT WORK.
I THINK BECAUSE WE HEAR THAT ALL THE TIME.
THERE'S TOO MUCH PAPERWORK, I DON'T HAVE TIME TO GET THE PAPERWORK DONE, AND SO FORTH.
>> TO HELP ALLEVIATE THAT OVERLOAD.
>> YEAH, WE HAD OUR TEACHER SPECIALISTS, OUR 11-MONTH EMPLOYEES.
THEY WORK 10 DAYS BEFORE AND 10 DAYS AFTER.
IN THE BEGINNING OF THE YEAR, WE HAD THEM DO SPECIALIZED TRANSPORTATION FORUMS, WE HAD THEM CREATE ALL OF THE IEP DOCUMENTATION SHEETS TO HELP ALIGN IEP MEETINGS, WE HAD THEM DO EVERYTHING POSSIBLE TO BE ABLE TO SET OUR TEACHERS UP FOR SUCCESS AS WE ROLLED INTO THE SCHOOL YEAR.
>> I HAVE TO SAY AT OUR PD IN AUGUST WHEN I TOLD THE SPECIAL ED TEACHERS THAT ALL OF THAT STUFF HAD ALREADY BEEN COMPLETED, WAS IT CHEERS? DID THEY STAND UP? I CAN'T REMEMBER.
[LAUGHTER] IT WAS QUIET, AND THEN THEY WERE CLAPPING.
THEY WERE VERY, [OVERLAPPING] AND I HOPE WE'RE GOING TO CONTINUE THAT IN MOVING FORWARD.
>> I HOPE THEY APPRECIATE THAT BECAUSE THAT MAKES A BIG DIFFERENCE.
>> SOMETHING ELSE TO REMIND EVERYBODY, IS WE DO HAVE THE LUXURY OF HAVING A SPECIAL EDUCATION SECRETARY.
>> [OVERLAPPING] IT IS A TRUE LUXURY, AND WE LOVE FLASHING THAT OUT TO THE 23 OTHER DISTRICTS, [LAUGHTER] AND LETTING THEM KNOW THAT WE DO HAVE THIS.
BECAUSE IT IS VERY IMPORTANT TO HAVE SOMEBODY BEHIND THE SCENES BEING ABLE TO DO ALL THAT SCHEDULING HERE.
BECAUSE WHEN YOU THINK [NOISE] ABOUT IT [NOISE] AS A SPECIAL ED TEACHER, I HAD TO DO ALL.
I HAD TO PICK UP THAT PHONE AND CALL THE PARENTS, SAY WILL THIS DAY WORK IN-BETWEEN, AND IT WAS ON THE PLANNING PERIOD.
THEN I HAD TO MAKE SURE ALL THAT PAPERWORK WAS DONE AND MAILED OUT IN A TIMELY FASHION TOO.
AN END LIKE THE MEETING NOTES.
[01:25:02]
IT'S NICE TO KNOW THAT THEY HAVE THAT SUPPORT.>> I GUESS WE'RE WINDING TO THE END.
>> HOW DO WE PAY FOR ALL OF THESE THINGS? IT CAN'T COME JUST FROM LOCAL.
WE DO HAVE DIFFERENT PLANS THAT PAY FOR DIFFERENT THINGS THAT WE DO INSIDE THE SPECIAL EDUCATION.
ONE BEING THE LOCAL APPLICATION FOR FEDERAL FUNDS, AND THIS IS OUR LARGEST GRANT.
THERE IS A LOT THAT COMES WITH THE LOCAL APPLICATION OF FEDERAL FUNDS.
THERE IS A LOT OF THINGS THAT WE SIGN OFF ON AS ASSURANCES.
THAT MIGHT BE WELL DONE AS YOU HAVE SAID, I KNOW YOU'RE COMPLIANT BECAUSE WE HAVE TO BE VERY COMPLIANT, AND BECAUSE WE CHECK THESE THINGS OFF AND OUR SIGNATURES GO ON THESE DOCUMENTS, PASS THROUGH.
THIS YEAR WHICH I'M GOING TO BE VERY EXCITED SINCE I'M SITTING NEXT TO AARON TO TELL YOU THIS, THAT THE NUMBER THAT WE HAVE UP THERE, THE 1.2 MILLION IS ACTUALLY GOING TO BE ABOUT 40,000 DOLLARS MORE.
I JUST RECEIVED THAT [APPLAUSE] NOTICE TODAY.
THE PASS-THROUGH FUNDING, WHEN STATE UNFOLDS ITS MONEY, THEY TALK ABOUT THAT MONEY AS LIKE A CHECKBOOK.
BUT IT'S A CHECKBOOK THAT HAS GUIDELINES.
[NOISE] WE DO PAY FOR SOME SALARIES, WE PAY FOR CONTRACTED SERVICES.
A LOT OF OUR PROFESSIONAL DEVELOPMENT IS PAID FROM THIS BRAND.
WE PAY FOR A LOT OF DEVICES, EQUIPMENT FOR OUR STUDENTS.
WE PAY FOR PROFESSIONAL DEVELOPMENT IF WE HAVE TO SEND PEOPLE OUT TO OTHER PLACES OTHER THAN DENTON, MARYLAND.
WE PAY FOR MILEAGE FOR STAFF THAT HAVE TO TRAVEL IN-BETWEEN SCHOOLS.
THAT FUNDING STREAM PAYS FOR QUITE A BIT.
THE NICE THING ABOUT IT IS, AND OF COURSE, A HIT ON THIS, PRIOR TO THIS YEAR, 15 PERCENT OF THAT FUNDING STREAM WHICH WAS ABOUT 180,000 DOLLARS HAD TO GO INTO CCEIS AND IT HAD TO BE MARKED TO COME OUT OF CCEIS FOR THIS PROBLEM.
WE DON'T HAVE TO DO THAT ANYMORE BUT WHAT WE'VE LEARNED FROM IT IS THE STRATEGIES WE DID PUT IN PLACE, WE'RE GOING TO KEEP IN PLACE.
WE'RE JUST GOING TO PAY FOR IT DIRECTLY THROUGH PASSTHROUGH.
PRE-SCHOOL PASS-THROUGH IS A SMALLER AMOUNT OF MONEY THAT IS TARGETED FOR A 3-5-YEAR-OLD POPULATION.
IT'S SOME OF THE SAME THINGS WE PAY FOR, I THINK IN IA OUT OF PRESCHOOL PASS THROUGH AND THEN WE ALSO PAY FOR SOME DEVICES FOR SOME OF OUR SMALLER CHILDREN, AND THEN ALSO MILEAGE.
THEN WE GET INTO SOME OF THE SMALLER GRANTS [NOISE] THAT ARE INSIDE OF THE LOCAL APPLICATION FOR FEDERAL FUNDS, AND THAT WOULD BE THE SECAC.
THAT PAYS FOR THE EVENTS THAT WE BRING TO OUR FAMILIES THAT ARE SPONSORED BY SECAC, AND THEN ALSO ANY OF THE SUPPORTS THAT WE PUT IN PLACE AT SECAC MEETINGS.
SUCH AS DOCUMENTS THAT HAVE TO BE COPIED OR THINGS THAT WE PURCHASE FOR FAMILIES SUCH AS SOMETIMES, IT'S BOOKS.
THIS PAYS FOR OUR FAMILY SUPPORT COORDINATOR ALONG WITH SOME OF THE DIFFERENT INITIATIVES SHE PUTS IN PLACE FOR OUR FAMILIES.
THIS IS OUR LOCAL PRIORITY FLEXIBILITY MONEY.
THIS IS WHERE WE TARGET SPECIFIC NEEDS INSIDE OF THESE AREAS.
THIS IS WHERE WE DID AND I'M LOOKING AROUND AND YOU MIGHT NOT HAVE BEEN HERE NOW, WE DID SEVERAL TRAINING.
THIS WAS THE SOCIAL-EMOTIONAL LEARNING FOUNDATION FOR OUR SMALLER KIDS.
WE DID A HUGE ROLLOUT WITH THAT.
I KNEW THAT WE DO FUND OUR BCBA OR BOARD-CERTIFIED BEHAVIOR ANALYSTS WHICH IS OUR PERSON THAT COMES IN, OBSERVES BEHAVIOR, PROVIDES SUPPORT, DOES THAT FUNCTIONAL BEHAVIOR ASSESSMENT, RATES THOSE BEHAVIOR INTERVENTION PLANS.
WE CONTRACT WITH A LADY NAMED MOLLY KEEGAN, AND I'M SURE SHE WILL BE IN THERE AGAIN [LAUGHTER] THIS YEAR.
ACCESS, EQUITY, AND PROGRESS, THIS IS SOMETHING THAT WE TARGETED IN THE PAST READING.
THIS YEAR WE ARE PLANNING ON TARGETING MATH.
>> GOING TO LOOK AT MATH IN MORE FOCUSED LENS.
WE'VE SPENT THE LAST TWO TO THREE YEARS ON REALLY BUILDING THE CAPACITY WITH [NOISE] OUR STAFF TO TARGET AND TEACH STUDENTS READING THE DIFFERENT STRATEGIES AND SKILLS.
WE'RE GOING TO SHIFT, AND WE'RE GOING TO REALLY FOCUS ON THAT THIS YEAR WHILE MAINTAINING THE WORK THAT WE'VE DONE WITH READING.
>> IN SECONDARY TRANSITION, OUR 14-21-YEAR-OLD POPULATION.
THIS IS WHERE WE PAY FOR OUR JOB COACHES.
WE PAY FOR ALL THESE TOURS, ALL THE EVENTS THAT WE HAVE PLANNED BEFORE WITH SECONDARY TRANSITION SUCH AS THE JOB FAIR, AND ANYTHING ELSE YOU WANT TO THROW IN THERE BECAUSE THERE'S SOME NEW THINGS THAT ARE COMING OUT?
>> YEAH, THERE'S A MORE FOCUSED LENS ON SECONDARY TRANSITION, AND SECONDARY TRANSITION DERIVING THE IEP AND THE DECISIONS FOR THE INDIVIDUAL CHILD SO REALLY FOCUSING ON PREPARING OUR STUDENTS FOR SUCCESS.
[01:30:05]
THERE'S GOING TO BE A LOT OF FOCUS ON PROFESSIONAL DEVELOPMENT, SUPPORTS IN SERVICES FOR OUR TEACHERS, PROVIDING SUBSTITUTES FOR OUR TEACHERS, AN EXTRA DUTY PAY FOR THEM TO BE TO COLLABORATING WITH STUDENTS STAYING AFTER SCHOOL, CONDUCTING TRANSITION ACTIVITIES AND THOSE SUCH THOSE TYPE OF THINGS.>> THAT IS OUR FUNDING STREAMS. IF JUST FOR YOUR KNOWLEDGE, YOU WOULD WANT TO SEE THAT GRANT, AND READ IT, JUST LET ME KNOW, I'LL BE MORE THAN HAPPY TO FORWARD IT THE APPLICATION TO YOU.
[LAUGHTER] THAT WOULD BE OUR FUNDING STREAMS.
>> WE'LL BE RIGHT ON THERE [LAUGHTER].
>> A LITTLE LIGHT READING [LAUGHTER].
>> THE FAMILY PAINT NIGHT. I WANTED TO INCLUDE YOU ALL AND UPDATE YOU.
I APPRECIATE SANDY WORKING WITH ME AND PUTTING TOGETHER FLYERS.
SHE DOES A WONDERFUL JOB OF TAKING MY IDEAS AND MAKING IT MORE ACCESSIBLE. I REALLY LIKE THAT.
WE HAVE A WONDERFUL PAINT NIGHT COMING UP.
IT'S GOING TO BE AT NORTH CAROLINE HIGH SCHOOL IN THE CAFETERIA.
WE'RE GOING TO BE PROVIDING DINNER.
>> DON'T WE HAVE A BOARD MEETING THAT NIGHT?
>> I JUST SAY WE DON'T HAVE THE BOARD MEETING AND WE GO TO PAINT NIGHT.
>> I DIDN'T EVEN LOOK AT [OVERLAPPING].
>> DO I HEAR [NOISE] A MOTION. [LAUGHTER].
>> MOVE THE MEETING UP TO 4:00. [OVERLAPPING]
>> I DIDN'T EVEN LOOK AT THAT.
>> WE DO. WE HAVE [OVERLAPPING] [LAUGHTER]
>> WE'RE HAVING A PRESENTER COME IN TO DO PRESENTATION ON RESILIENT PARENTING, TO SUPPORT OUR PARENTS AS THEY START TO TRANSITION INTO THE SUMMER MONTHS WITH BEING AT HOME WITH THEIR STUDENTS.
WE HAVE A PRESENTER FOR 45 MINUTES WHILE WE DO DINNER.
THEN AFTER THAT, OUR FAMILIES, STUDENTS INCLUDED ARE GOING TO PARTICIPATE AND NETWORK TOGETHER AND WOODY LAMBERT, WHO IS A PREVIOUS SPECIAL EDUCATION TEACHER IN TALBOT COUNTY, NOW AN ART TEACHER ON THE SOUTH SIDE OF THE COUNTY.
I'VE REACHED OUT TO HIM AND HE IS GOING TO FACILITATE AND HELP SUPPORT OUR FAMILIES IN [BACKGROUND] AN ORGANIZED PAINT NIGHT.
WE JUST RELEASED THAT THIS WEEK AND WE'VE ALREADY HAD EIGHT OR NINE RSVP.
PEOPLE WERE REALLY EXCITED ABOUT IT.
[NOISE] WE'RE GOING TO CONTINUE TO ADVERTISE IT AND PUT IT OUT THERE, BUT WE'RE REALLY LOOKING AT WAYS TO GET OUR FAMILIES TO BUY INTO COMING, MAKE CONNECTIONS WITH EACH OTHER AND DO THINGS THAT ARE FUN.
THAT ALSO ENGAGE THEIR INTERACTIONS WITH THEIR OWN STUDENTS TOO.
>> MR. LAMBERT DID A FANTASTIC JOB [OVERLAPPING] THEY HAD ABOUT 80 FAMILIES COMING OUT TO PAINT. IT WAS INCREDIBLE.
YOU GET TO REFILLED IN THE HEAD.
EIGHTY GROUP, PARENTS, LITERALLY DOING THE PAINT NIGHT TOGETHER WHICH WAS INCREDIBLE.
>> WE'RE REALLY EXCITED ABOUT IT.
>> IS THERE ANY WAY WE COULD CHANGE THE MEETING TO EITHER 6TH OR 8TH? THE BOARD MEETING? IT'S SOMETHING TO THINK ABOUT.
>> THE BOARD CAN DEFINITELY CONSIDER.
I WOULD ALSO ASK THE BOARD IF THEY WANT TO CONSIDER MAKING THE WAR.
>> [OVERLAPPING] I APOLOGIZE IF I'M LOOKING AT THAT DATE FROM PLANNING.
>> THE BOARD CAN LOOK AT THOSE DATES.
>> YES. WE CAN DEFINITELY LOOK AT AND SEEING IF THE BOARD WOULD WISH TO MAKE A CHANGE ON THOSE IF FIVE OF YOU GUYS CAN LOOK AT THE DATES AND TIMES.
>> WOULD YOU BE INTERESTED [INAUDIBLE]?
>> I WOULD ENCOURAGE [OVERLAPPING].
>> OH, WE'D HAVE TO DEFINITELY TALK TO THEM.
[LAUGHTER] I WON'T STAND IN ANYBODY'S WAY. [LAUGHTER]
>> THE NEW MEETING WILL BE 7TH.
>> HE WOULD EVEN HAVE TO PROVIDE US DINNER. [LAUGHTER]
>> HE CAN PROVIDE THE LUNCH TOO. [LAUGHTER]
>> IT MAY RAIN THAT DAY. [LAUGHTER]
>> EXCELLENT. WELL, THAT'S ALL THE INFORMATION THAT I HAVE FOR YOU THIS EVENING.
THANK YOU SO MUCH FOR TAKING THE TIME AND CONSIDERING AND ASKING THE QUESTION THAT YOU ASKED. I APPRECIATE IT.
>> THANK YOU. [BACKGROUND] VERY INFORMATIVE.
AGAIN. THANK YOU. BEFORE WE MOVE ON, APPARENTLY, NORTH CAROLINA, THE GIRLS LACROSSE TEAM DEFEATED PARK SIDE.
>> THEY ARE IN THE TWO EAST REGIONAL CHAMPIONS.
>> THEY ARE THE REGIONAL CHAMPIONS.
THEY ARE PROBABLY AT THIS POINT IN TIME, PROBABLY DONE BY NOW, BUT I HAD A PHONE CALL ASKING FOR SPECIAL PERMISSION FROM THEM TO GO TO GROTTO, CROSS STATE LINES TO GO TO GROTTO PIZZA FOR CELEBRATIONS.
>> THEY'RE PROBABLY STILL SITTING IN GROTTOS FINISHING UP THEIR PIZZA AND CELEBRATION.
[LAUGHTER] THAT'S INCREDIBLE FOR THEM TO GET THE REGIONAL CHAMPIONSHIP.
[01:35:01]
>> I KNOW THEIR SOFTBALL TEAM WON TONIGHT AS WELL.
>> THEY ADVANCE AND HAVE NOT HEARD YET HOW KERNEL DID.
I HAVE NOT HEARD THE MIDDLE BECAUSE THEY WERE PLAYING AGAINST THE MICHAELS TODAY.
>>THAT'S NOT A GOOD SIGN. [LAUGHTER]
>> CONGRATULATIONS TO BOTH TEAMS.
>> BASEBALL. KERNEL BASEBALL SHOULD BE PLAYING TOMORROW AT KERNEL LIKELY AGAINST SAINT MICHAELS.
SAINT MICHAELS ARE SUPPOSED TO PLAY SOMEBODY WHO CAN ACTUALLY MEAN, BUT MY MONEY IS GOING TO SAINT MICHAELS.
[INAUDIBLE] SAINT MICHAELS' PLAYING TODAY TO FINISH THE GAME UP.
>> I THINK IT WAS ON THE DORCHESTER.
>> I CAN'T REMEMBER WHICH ONE EITHER.
>> RACHEL, YOU COULD ADD THAT PAINT NIGHT INTO THIS SHORT LIST.
>> EVERY TIME I OPEN IT, I'M LIKE.
>> NOW HAS LOCKER BEEN RESCHEDULED FROM LAST NIGHT.
>> THEY HAD IT LAST NIGHT. WE'RE THE ONLY SCHOOL SYSTEM THAT DID NOT CANCEL AFTER SCHOOL ACTIVITIES IN THE ENTIRE COUNTRY.
>> I THOUGHT WE DID. I DIDN'T PLAN TO GO TO IT.
>> WE DILIGENTLY KEPT AN EYE ON THE RADAR, AND [OVERLAPPING] WE HAVE FEW PANIC MOMENTS.
THE SECOND ONE, WE'RE OKAY. WITH EVERYBODY SEEING THAT WE'RE NOT.
I CAN SAY A FEW PANICKY MOMENT THAT WAS ABOUT TWO HOURS OF BY GOING OKAY.
WHAT'S THERE BY SEEING THAT WE'RE NOT.
I APPRECIATE ALL THE EFFORTS IN THE SCHOOL AND LOTS OF CONVERSATION WITH OUR EMERGENCY MANAGEMENT DIVISION IS WONDERFUL TO HELP US IN THOSE THINGS.
[NOISE] THE HARD PART IS IF IT HADN'T BEEN RESCHEDULED.
>> MID JUNE LOOKS REAL GOOD WITH KIDS PROBABLY WANT TO GET OUT OF SCHOOL.
>> ALL RIGHT. ANYTHING FOR THE GOOD OF THE CLAUSE? MARK?
>> OKAY. MARK, THANK YOU VERY MUCH.
WE APPRECIATE IT AND THANK YOU ALL FOR COMING, I APPRECIATE IT. DO WE HAVE A MOTION?
>> YOU WANT TO SAY MOTION CARRIED? [LAUGHTER] ALL RIGHT. ALL IN FAVOR?
EVERYBODY WHO'S WATCHING AND THANK YOU GUYS FOR COMING.
>> THANK YOU FOR TAKING THE LEAD TONIGHT.
>> THIS WAS A FUN NIGHT TO DO THIS.
>> GAVE AWAY $1 MILLION. GAVE AWAY 20,000 AS COLLEGE.
>> CAN'T GET SO MUCH BETTER THAN THAT.
>> [NOISE] THAT'S WHAT I'M THINKING.
>> THANK YOU GUYS, WE WILL BE SENDING SOMETHING OUT TO STAFF TOMORROW ABOUT THE RETENTION INFORMATION.
>> YEAH.
* This transcript was compiled from uncorrected Closed Captioning.