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[00:00:01]

THE NEXT REPORT I WILL BRING TO YOUR ATTENTION STARTS ON PAGE 22.

[1. Opening Items]

EXCUSE ME. PAGE 20.

AND THAT'S THE BALANCE SHEET, GOVERNMENT FUNDS.

IF YOU'LL GO UP ONE, GO BACK DOWN ONE PAGE.

YES. CAN YOU BACK UP? YES, SURE. WHAT WAS YOUR NAME AGAIN? AUDREY. NICK HENRY.

YEP. THAT'S OKAY. SO BACK ON PAGE 16.

YES. DO LIABILITIES DO LONG TERM LIABILITIES DUE IN MORE THAN ONE YEAR? CORRECT. THAT'S THE BIG NUMBER, 111 MILLION.

THAT'S PRIMARILY YOUR OPEB AND FOR THE BENEFIT, BECAUSE I REMEMBER THAT CHANGED, I DON'T KNOW, THE LAST TEN OR 15 YEARS WHERE PRIVATE ORGANIZATIONS WITH PENSIONS WERE SUPPOSED TO PUT ENOUGH MONEY TO SUSTAIN THAT THERE'S OBLIGATIONS AWAY.

IS THAT BASICALLY CORRECT? IF YOU HAVE CHOSEN FOR THE MOST PART, YOU DO PUT SOME MONEY AWAY AS IT ALLOWS TO HAPPEN.

AND WE'LL GET TO THAT WHEN WE GET TO THE CUSTODIAL FUNDS.

I DON'T KNOW IF THIS BOARD RECALLS THAT, BUT AND I WANT YOU TO POINT THAT OUT BECAUSE IT'S A BIG NUMBER.

IT'S IT'S A HUGE NUMBER.

AND I WILL SAY THIS. IT GOES UP AND DOWN.

SO I THINK IF WE LOOKED AT LAST YEAR, IT WAS AT ABOUT 140 MILLION.

THIS YEAR IT'S AT 111.

SO DEPENDING ON WHAT IS OFFERED OR WHAT THE RATES OF RETURN ARE, WHAT THE MARKET'S DOING, THAT WILL CAUSE THAT NUMBER TO SHIFT UP AND DOWN.

BUT YOU REALLY DO YOUR OPEB FOR THE MOST PART, I WOULD CONSIDER PAY AS YOU GO.

SO WHATEVER IS DUE IN A CURRENT YEAR, YOU PAY AS YOU GO ALONG.

I MEAN, IT'S A GOOD INTENTIONED LAW THAT REQUIRES IT TO BE ON HERE TO PUT MONEY AWAY OR ANY BUSINESS OR NOW IT WASN'T GOVERNMENT ENTITIES AT FIRST, BUT THEN IT WAS GOVERNMENT ENTITY. IS THAT CORRECT? THEY REQUIRE YOU TO SHOW AS A RIGHT NOW BASED ON ALL THE REQUIREMENTS, ALL THE BENEFITS THAT YOU OFFER.

WHAT IF WE DIDN'T IF NOTHING ELSE CHANGED, THAT'S WHAT YOU WOULD HAVE GOING INTO THE FUTURE.

AND I'M JUST COMMENTING BECAUSE IT'S A BIG NUMBER, BECAUSE WE'RE NOT REALLY PUTTING WHAT YOU HAVE TO MAKE THAT OBLIGATION WORK IF WE DIDN'T EXIST.

BECAUSE IF WE DIDN'T EXIST, THE BOARD OF EDUCATION DIDN'T EXIST.

I MEAN, THE STATE BOARD OF EDUCATION AND GOVERNMENT WOULDN'T EXIST, WHICH MEANS THERE'S BIGGER PROBLEM, BUT CORRECT.

BIGGER PROBLEMS THAN THAT.

BUT IT NEVER ABOUT IT BREAK US.

IF WE HAD TO PUT THAT OBLIGATION, GET IN FRONT OF IT, I GUESS.

CORRECT. AND I DON'T I DON'T THINK AND I CAN TELL YOU, AS WE AUDIT SEVERAL DIFFERENT BOARD OF EDS, THEY ALL LOOK VERY SIMILAR TO THIS.

AND MOST OF THEM ARE IN THE SAME SITUATION WHERE IF THERE'S A SMALL BIT OF FUND BALANCE LEFT AT THE END OF THE YEAR, THEY MAY MAKE A CONTRIBUTION TO THE OPEB FUND.

BUT FOR THE MOST PART THEY'RE ALL OPERATING ON A PAY AS YOU GO BASIS.

IT'S JUST IT'S A REQUIREMENT TO PUT THIS LIABILITY ON HERE AND IT IS HUGE.

SO AND I THINK I RECALL THAT NOT BEING A REQUIREMENT MAYBE 15 YEARS AGO IT WASN'T.

AND I THINK THEN IT WAS THEN A PARTIAL AMOUNT HAD TO GO ON THERE AND THEN THEY SAID, OKAY, THE ENTIRE AMOUNT HAS TO HOW IT IS.

AND I REMEMBER THAT CONVERSATION.

I JUST WANTED THE BOARD TO REMEMBER THAT CONVERSATION BECAUSE IT IS LIKE YOU SAID, IT'S PAY AS YOU GO.

IT IS PAY AS YOU GO, BECAUSE WE'RE ALWAYS GOING TO HAVE KIDS TO EDUCATE AND HOPEFULLY WE ALWAYS HAVE A GOVERNMENT TO HELP US, CORRECT? CORRECT. THAT'S ABSOLUTELY CORRECT.

ANY OTHER QUESTIONS ABOUT THAT? SO IF WE WILL TURN TO PAGE 20, THIS IS AND WHEN WE GET TO THE BUDGETARY IN THE BACK, THAT'S MORE CLOSELY RELATED TO HOW YOU LOOK STUFF. AND WE TALKED ABOUT ENCUMBRANCES EARLIER, BUT THIS IS MORE OF A CASH BASIS BALANCE SHEET WHICH WON'T SHOW THOSE THE FIXED ASSETS OR THE HUGE LIABILITIES BECAUSE YOU'RE ESSENTIALLY FUNCTIONING CASH BASIS FOR THE MOST PART.

SO I THINK THE IMPORTANT THINGS TO NOTICE HERE ARE ON PAGE 20, YOUR TOTAL AND ALL GOVERNMENTAL FUNDS, TOTAL CASH WAS ABOUT 14.6 MILLION, AND THEN YOUR TOTAL FUND BALANCE WAS AT ABOUT 8 MILLION, WHICH IS WHAT MISS THORNTON SPOKE TO EARLIER.

WHEN WE TURN TO PAGE 21 AND 22 KIND OF SHOWS HOW WE GET TO THE CASH AND THE FUND BALANCE.

SO THIS SHOWS YOUR REVENUES AND EXPENSES THAT OCCUR THROUGHOUT THE YEAR IN BOTH THE GENERAL FUNDS SCHOOL CONSTRUCTION FUND.

AND THEN ALSO INCLUDED ON THIS IS THE SCHOOL ACTIVITIES FUND.

AND JUST FOR REFERENCE, YOUR GENERAL FUND, THIS YEAR YOU HAD REVENUES OF APPROXIMATELY 98 MILLION.

LAST YEAR IT WAS AT ABOUT 94 MILLION, AND THAT INCREASE IS PRIMARILY RELATED TO THAT RESTRICTED FEDERAL REVENUES.

SO MOST OTHER REVENUES REMAINED FAIRLY CONSISTENT.

IT WAS THOSE RESTRICTED FEDERAL REVENUES THAT REALLY WENT UP WITH THE EXPENSE.

YOUR EXPENSES ARE GOING UP IN RELATION TO THOSE REVENUES AND THOSE FEDERAL PROGRAMS DOLLARS THAT YOU RECEIVE.

AND SO THE NET CHANGE IN FUND BALANCE.

ON THIS BASIS FOR TOTAL GOVERNMENT FUNDS IS AT ABOUT $1.1 MILLION.

[00:05:07]

ANY QUESTIONS ON THAT? IF WE GO TO PAGE 23, WE TALKED A LITTLE BIT EARLIER ABOUT THE FOOD SERVICE FUND.

THIS WILL BE THE PROPRIETARY FUND, A 23.

RIGHT THERE. AND SO THIS IS THE BALANCE SHEET STATEMENT OF NET POSITION FOR THE FOOD SERVICE FUND AND JUST KIND OF SHOWS WHAT CASH YOU HAVE RECEIVABLES AND DOWN TO YOUR NET POSITION, WHICH IS A TOTAL OF ABOUT 3.2 MILLION.

THE NEXT PAGE, PAGE 24 SHOWS YOUR REVENUE AND EXPENSE.

AND AGAIN, WE TALKED AND TALKED EARLIER ABOUT REVENUES BEING UP WITH ALL THE STUDENTS GETTING FREE MEALS.

AND THEN IF WE'LL GO TO PAGE 26.

SO HERE'S WHERE YOU'LL SEE THE RETIREES.

SO THIS IS YOUR FIDUCIARY FUNDS.

SO THAT RETIREE BENEFIT TRUST FUND IS YOU'VE PUT ASIDE 1.5 MILLION TOWARDS THAT OPEB LIABILITY, AND THAT'S ACTUALLY FACTORED INTO THAT LIABILITY. BUT AGAIN, PAY AS YOU GO.

SO IT'S NOT AS MONEY COMES IN, IT'S IT'S GREAT TO PUT THAT IN THERE.

BUT FOR THE MOST PART PAY AS YOU GO.

NO ONE'S EXPECTING YOU TO COME UP WITH $111 MILLION.

SO AND THEN THE OTHER PIECE IN HERE IS CUSTODIAL FUNDS.

AND I THINK THIS IS IMPORTANT TO POINT OUT BOTH ON THIS STATEMENT AND THE NEXT STATEMENT, BECAUSE WHAT THOSE ARE THOSE ARE ESSENTIALLY FUNDS THAT AREN'T THE BOARD OF EDUCATION FUNDS. IT'S ESSENTIALLY FUNDS THAT YOU'RE PROVIDING KIND OF THE BOOKKEEPING FOR OR KEEPING THE BOOKS FOR THOSE BUSINESSES, THE LARGEST BEING YOUR EARLY HEAD START PROGRAM AND THEN MAYBE IS A BIG PORTION OF THAT.

AND THAT JUST DEALS OUT WITH THE SHOWS, THE REVENUE EXPENSE THAT ARE FLOWING THROUGH THOSE FUNDS.

THE NEXT SECTION IS THE NOTES TO THE FINANCIAL STATEMENT, AND THERE ARE NOT REALLY ANY CHANGES YEAR TO YEAR IN THOSE WITH THE EXCEPTION.

THERE ARE ADDITIONAL DISCLOSURES THIS YEAR ABOUT THOSE LEASES THAT I REFERRED TO WITH THE COPIERS IN THE VEHICLES.

[2. Recognitions]

BUT IF YOU'LL SCROLL THROUGH THIS KIND OF JUST SLOWLY, THERE IS A LARGE SECTION IN HERE ABOUT THE PENSION LIABILITY AND THE OPEB LIABILITY, AND I THINK THAT STARTS MAYBE ABOUT PAGE 3838.

THANK YOU. AND SO IN ADDITION TO HAVING TO PUT THE NUMBERS ON THAT STATEMENT OF NET POSITION, IT ALSO REQUIRED A HUGE AMOUNT OF DISCLOSURES BE ADDED TO THESE STATEMENTS.

SO ESSENTIALLY FROM PAGE 38 TO ALMOST NEAR THE END FROM 38 THROUGH ABOUT PAGE 51 IS DISCLOSURES ABOUT THAT PENSION LIABILITY AND THE OPEB LIABILITY 38 THROUGH 51.

AND I WILL SAY THIS WITH THESE NUMBERS.

WHAT HAPPENS WITH THOSE IS BOTH WITH THE STATE PENSION, THE STATE OF MARYLAND, THE MARYLAND STATE RETIREMENT PENSION SYSTEM HIRES AN OUTSIDE ACTUARY TO COME IN AND BASICALLY COMES UP AND SAYS, OKAY, THIS IS CAROLINE COUNTY'S LIABILITY, THIS IS DORCHESTER COUNTY'S LIABILITY AND PROVIDES A LOT OF THE INFORMATION THAT'S INCLUDED HERE FOR THE OPEB.

YOU ACTUALLY PAY AN ACTUARIAL, BOLTON PARTNERS TO COME IN AND DETERMINE THAT LIABILITY AND THEY GET DOCUMENTATION FROM YOU ON RETIRED EMPLOYEES AND CURRENT EMPLOYEES THAT WE TEST THE INFORMATION THAT'S PROVIDED TO THEM.

AND THEN THEY COME UP WITH THE NUMBERS THAT CALCULATE THAT LIABILITY.

AND THEN I WILL REFER YOUR ATTENTION TO PAGE 58, WHICH IS ESSENTIALLY SHOWS YOUR ORIGINAL AND FINAL BUDGET AND THEN YOUR ACTUAL NUMBERS.

AND WHAT WHAT THIS WILL SHOW IS WHAT THIS INCLUDES.

THAT THAT STATEMENT EARLIER DIDN'T IS WHEN WE WERE TALKING EARLIER ABOUT ENCUMBRANCES, ENCUMBRANCES ARE INCLUDED IN THESE EXPENDITURE NUMBERS SO THAT YOU CAN SEE ACTUALLY WHAT YOU'VE EXPENDED AND WHAT YOU'VE OBLIGATED YOURSELVES FOR AT THE END OF THE YEAR.

AND IF WE GO ALL THE WAY TO PAGE 61, REVENUES EXCEEDED EXPENDITURES BY ABOUT ONE 4.4 MILLION IN THE CURRENT YEAR. ARE THERE ANY QUESTIONS I WANT TO GO OVER JUST BRIEFLY THE COMPLIANCE REPORT, BUT WERE THERE ANY OTHER QUESTIONS ON THE FINANCIAL REPORT? YOU MAY HAVE ANSWERED THIS, BUT ALL THE WAY BACK ON PAGE 20, YOU MAY HAVE SAID THIS AND I MISSED IT.

THE THE BIG NEGATIVE AMOUNT, THE POST EMPLOYEE POST-EMPLOYMENT BENEFITS.

DID YOU COMMENT ON THAT THAT THAT'S THE OPEB?

[00:10:02]

THAT'S THE. YEAH, I THINK IT'S ACRONYM THAT'S NOT I KNOW IT ALMOST SOUNDS LIKE OKAY IT'S IT'S OTHER POST-EMPLOYMENT BENEFITS CORRECT.

THAT'S NOT UNUSUAL.

THAT'S NOT UNUSUAL AT ALL.

THAT'S NOT UNUSUAL AT ALL.

AND HONESTLY, WE ARE SEEING HUGE SWINGS.

I CAN TELL YOU AT ONE COUNTY, THEY ARE ACTUALLY AT 140 MILLION NEXT YEAR AND THEY'RE PROJECTING IN THE FUTURE IT'S GOING TO BE LIKE 70 MILLION.

THEY'RE SWINGING UP AND DOWN BECAUSE THE MARKET AND OUR ECONOMY IS SO JUST LIKE WE TALKED ABOUT WITH THE FUEL IS SO VOLATILE, THE RETURN ON INVESTMENT IS CHANGING AND SHIFTING THOSE NUMBERS UP AND DOWN.

SO, NO, IT'S NOT UNUSUAL AT ALL.

SEE, IT'S AND IT'S ALL CAUSING ALL KINDS OF FLUCTUATIONS.

ANY OTHER QUESTIONS ON THE FINANCIAL REPORT, THE COMPLIANCE REPORT, WHICH I WILL JUST GO OVER.

THIS IS HOT OFF THE PRESS.

SO WHAT THIS IS THIS IS OUR RESULTS OF WHEN WE TEST WHEN WE COME OUT FOR THE WEEK IN MAY AND THIS MORNING WAS TALKING ABOUT WHERE WE TEST THE FEDERAL AWARDS.

SO YOU'LL SEE IN THIS THERE ARE TWO REPORTS.

ONE IS THAT INTERNAL CONTROL REPORT, IT'S ON PAGE.

I THINK IT'S JUST GOING TO BE ON THE SCREEN.

I DON'T THINK THIS HAS BEEN DISTRIBUTED.

SORRY. THANK YOU.

IT'S HOT OFF THE PRESS.

SO IF YOU'LL SCROLL DOWN TO THE NEXT PAGE AND I'LL JUST TALK TO THE SCREEN.

SO THE FIRST REPORT IS THAT SAME INTERNAL CONTROL REPORT THAT WAS IN THE FINANCIAL STATEMENTS.

AND THEN THE NEXT REPORT DOWN THAT WE TALK TO WITH THE CHECKS AND BALANCES IN INTERNAL CONTROL.

THE NEXT REPORT IS ACTUALLY OUR REPORT AND WE ACTUALLY PROVIDE AN OPINION ON COMPLIANCE WHERE WE'RE ACTUALLY TESTING ALL YOUR FEDERAL AWARDS HAVE CERTAIN COMPLIANCE REQUIREMENTS. WHAT'S ALLOWABLE TO BE SPENT AGAINST THAT AWARD? ARE THERE ELIGIBILITY REQUIREMENTS? THIS IS OUR OPINION ON OUR COMPLIANCE TESTING.

SO ON THAT PAGE, OUR OPINION ACTUALLY IS IN THE SECOND PARAGRAPH AGAIN FROM THE TOP, AND IT SAYS, IN OUR OPINION, THE BOARD OF EDUCATION OF CAROLINE COUNTY COMPLIED IN ALL MATERIAL RESPECTS WITH THE TYPES OF COMPLIANCE REQUIREMENTS.

SO WE DID NOT FIND ANY ISSUES WE FELT WE NEEDED TO BRING TO YOUR ATTENTION.

THIS ACTUAL SCHEDULE OF FEDERAL AWARD STARTS ON PAGE EIGHT AND YOU WILL SEE IT IS QUITE EXTENSIVE.

IT RUNS FROM PAGE EIGHT THROUGH TO PAGE 12, AND IT WILL SHOW THAT BETWEEN THE WITHIN THE GENERAL FUND AND THE FOOD SERVICE FUND AND THE SCHOOL CONSTRUCTION FUND, POTENTIALLY.

YOU SPENT THIS YEAR IN FEDERAL WARDS APPROXIMATELY $19 MILLION.

AND WHAT I WOULD LIKE TO POINT OUT WITH THAT IS IN ADDITION TO THE FINANCIAL REQUIREMENTS THAT MS..

THORNTON AND HER TEAM MONITOR AND KEEP CONTROL OVER, THEY'RE ALSO HAVING TO KEEP CONTROL OVER ALL THE DIFFERENT COMPLIANCE REQUIREMENTS RELATED TO THAT $19 MILLION.

AND THAT AMOUNT HAS GONE UP SIGNIFICANTLY WITH THE COVID FUNDING.

I THINK COVID FUNDING THIS YEAR ALONE, JUST DIRECT COVID FUNDING IS ABOUT $8 MILLION IS INCLUDED IN THAT.

AND ONE OF THE BIGGEST COMPONENTS OF THAT IS ALLOWABLE COST AND MAKING SURE THAT THE MONEY IS BEING SPENT FOR WHAT THE GRANT SAID IT NEEDED TO BE SPENT.

FOR. ANY QUESTIONS ON THAT.

THANK YOU. AND THANK YOU TO MS..

THORNTON AND HER TEAM.

[3. Reports]

SHE DOES ALL THE HARD WORK, AND YOUR OFFICE IS RIGHT HERE IN DENTON.

SO YOU DON'T HAVE A LONG DRIVE. WELL, I LIVE IN EASTON, SO I STILL DON'T HAVE A LONG DRIVE.

OUR MAIN OFFICE IS IN SALISBURY, BUT I WORK MOSTLY, AND I DO A LOT OF THE WORK IN THESE COUNTIES.

SO I HAVE 30 MINUTES.

YEAH, I WAS WORRIED.

THAT CAME FROM THE OTHER SIDE OF THE PLACE.

NO, THANK YOU.

THANK YOU. THANK YOU SO MUCH.

MS. THORNTON SUMMARY IS A LOT A LOT OF NUMBERS THAT YOU GET TO LOOK AT AND WORK WITH EVERY DAY.

BUT ULTIMATELY WE'RE BEING TOLD WE HAVE A CLEAN YES AUDIT WITH NEW AUDIT AND THEIR FINDINGS.

THANK YOU. AND NOW I'M A DOCTOR AND YOU SAY YOU'RE HEALTHY.

OH, IT'S IT'S BEEN TOUGH, ESPECIALLY WITH ALL OF THIS ADDITIONAL FUNDING THAT MS..

MCKENDRICK MENTIONED.

AND OUR STAFF HAS NOT INCREASED.

SO WE'VE BEEN WITH THE SAME NUMBER OF STAFF AND THE SAME STAFF DOING THE ACCOUNTS PAYABLE AND PURCHASING AND ALL OF THAT AND ALL OF THE INCREASED FUNDING.

SO EVERYBODY, WE HAVE A GREAT TEAM THAT'S MADE IT WORK AND WE HAD A CLEAN AUDIT AND IT IS A REQUIREMENT BY LAW TO BRING OUR BUDGET IN LINE WITH ACTUAL EXPENSES. SO NOW I'M GOING TO PRESENT TO YOU THE BUDGET ADJUSTMENTS.

THIS IS ESSENTIALLY A TRUING UP OF THE BUDGET.

THE COUNTY MUST ALSO REPORT THESE ADJUSTMENTS.

SOME OF THE LARGER COUNTIES DO THIS ON A REGULAR MONTHLY BASIS.

WE ARE VERY BLESSED TO HAVE A GREAT WORKING RELATIONSHIP WITH OUR COUNTY COMMISSIONERS.

[00:15:03]

THEY DO NOT REQUIRE US TO DO THIS ON A MONTHLY BASIS.

WE'VE ALWAYS BEEN ABLE TO DO IT AT THE END.

THEY TRUST US. THEY KNOW THAT WE'RE GOOD FISCAL STEWARDS OF THE MONEY AND SO WE JUST DO IT ONE TIME AT THE END.

SO I AM GOING TO WALK YOU THROUGH THESE ADJUSTMENTS AND EXPLAIN WHAT YOU'RE LOOKING AT.

IN THE TOP SECTION, YOU'LL SEE OUR REVENUES.

THE FIRST COLUMN IS OUR FINAL APPROVED BUDGET.

THIS WAS THE BUDGET THAT WAS APPROVED IN JUNE OF 2021.

SO THOSE ARE THOSE NUMBERS.

THE SECOND COLUMN IS THE REVISED BUDGET.

THIS IS WHAT WE ACTUALLY SPENT WHEN WE ENDED THE YEAR.

THIS IS WHAT WE ACTUALLY THE REVENUE THAT WAS BROUGHT IN OR THE EXPENDITURES THAT ACTUALLY WENT OUT, YOU'LL SEE THAT THE REVENUE FROM OTHER SOURCES DECREASED.

THIS IS DUE TO INTEREST REVENUE, INTEREST RATES PLUMMETING.

SO WE BROUGHT IN LESS REVENUE THAN EXPECTED THERE.

WE ALSO BROUGHT IN LESS OTHER MISCELLANEOUS REVENUE, WHICH IS A COMBINATION OF THINGS.

THE RESTRICTED REVENUE.

IT DID NOT NECESSARILY IT DID NOT DECREASE.

WHEN YOU LOOK AT THAT LARGE CHANGE, WHAT HAPPENED WAS WE ACCOUNTED FOR THE COVID FUNDING THAT WAS COMING IN, BUT WE DIDN'T SPEND IT ALL IN FY 22.

SO WE HAVE TO ADJUST THE REVENUE TO WHAT THE EXPENDITURES WERE AND THAT THAT MONEY GOT CARRIED OVER INTO FY 23 OR OUR FUNDING.

WE ARE STILL SPENDING THAT.

SO THAT'S WHY THAT HAS A NEGATIVE CHANGE.

AS FAR AS EXPENDITURES ARE, EXPENDITURES HAVE BEEN AFFECTED IN BOTH POSITIVE AND NEGATIVE WAYS DUE TO COVID.

SO THIS WAS NOT A NORMAL YEAR.

YOU SEE FLUCTUATIONS ALL OVER THE PLACE.

I'M HOPING THAT FY 23 IS A DIFFERENT STORY AND THE BUDGET IS MORE IN LINE WITH WHAT WE'LL ACTUALLY WHAT WE'RE GOING TO ACTUALLY SPEND.

I JUST WANT TO BRIEFLY TOUCH ON SOME OF THE BIG THE LINE ITEMS THAT WE HAD BALANCES IN.

IF YOU SEE A POSITIVE NUMBER, THEN THIS MEANS THAT WE HAD A BALANCE.

AND SO WE NEED TO DECREASE THE BUDGET AMOUNT.

IF YOU SEE A NEGATIVE NUMBER, THEN THAT MEANS WE EVER SPENT AND WE NEED TO INCREASE THE BUDGET AMOUNT.

SO THE FIRST FEW CATEGORIES, YOU'LL SEE THAT WE HAVE BALANCES.

AND THE REASONS I JUST WANT TO TOUCH ON SOME OF THE REASONS FOR THESE BALANCES WERE VACANCIES WE HAD.

WE EXPERIENCED STAFFING SHORTAGES DURING FY 22.

SO WE HAVE POSITIONS, VACANT POSITIONS THAT WE WERE NOT ABLE TO FILL.

WE ALSO DO NOT BUDGET FOR SALARY LAPSE.

SO IF SOMEBODY RETIRES AND THEY'RE AT THE HIGH END OF THE SCALE AND WE REPLACE THEM WITH SOMEBODY WHO IS IN YEAR ONE OR YEAR TWO OF SERVICE, THEN THERE'S A SAVINGS THERE. ALSO, WE HAD TO PUT THE COVID OR PUT THE ATTENDANCE INCENTIVE ON HOLD DUE TO COVID.

WE DECIDED THAT THIS WAS NOT A GOOD IDEA BECAUSE PEOPLE WERE COMING TO WORK SICK, SO WE DID NOT PAY THE ATTENDANCE INCENTIVE OUT DURING FY 22.

WE ALSO HAD ADDITIONAL GRANT FUNDING THAT CAME IN SOME OF THOSE GRANT FUNDING SOURCES BEING THE REOPENING GRANT WHERE WE WERE ABLE TO REALLOCATE SOME OF OUR TECHNOLOGY IN TERMS THAT WERE BEING PAID FOR OUT OF THE LOCAL BUDGET.

AND WE ARE ABLE TO REALLOCATE THOSE TO THE FEDERAL FUNDING, WHICH GAVE US SOME SAVINGS IN OUR LOCAL BUDGET.

WE WERE ALSO ABLE TO REALLOCATE SOME OF OUR TECHNOLOGY.

THAT'S WHY YOU SEE A BALANCE IN OTHER INSTRUCTIONAL COSTS, BECAUSE SOME OF THE TECHNOLOGY PURCHASES ARE IPADS AND LAPTOPS.

WE USE THE COVID OR ARP FUNDING TO MAKE THOSE PURCHASES INSTEAD OF MAKING THOSE PURCHASES OUT OF OUR LOCAL BUDGET.

HOWEVER, WE CANNOT REDUCE THAT LINE ITEM IN FUTURE BUDGET YEARS BECAUSE EVENTUALLY WE ARE GOING TO HAVE TO GO BACK AND PICK UP THOSE COSTS.

SO IT WOULD JUST CREATE A FUNDING CLIFF.

THE ACTION ITEM ALSO EXPLAINS THE REASON FOR THE OVERAGES.

YOU CAN PRETTY MUCH READ IT.

THE OVERAGES.

MOST OF THESE YOU'RE ALREADY AWARE OF.

WHEN I WAS PRESENTING THE FINANCE REPORTS LAST YEAR, I EXPLAINED THAT WHEN THE BUDGET WAS DEVELOPED, SOME THINGS HAD NOT BEEN ACCOUNTED FOR AND I TRIED TO TRUE UP THE CURRENT YEAR BUDGET THAT WE'RE IN TO ACCOUNT FOR THESE CHANGES, ONE OF THEM BEING THE ALTERNATIVE PROGRAM.

THAT'S A CONTRACTUAL COST.

SO THAT LINE ITEM WAS OVERSPENT IN THE PUPIL PERSONNEL SERVICES LINE ITEM.

WE ALSO DEALT WITH RISING FUEL COSTS IN THE TRANSPORTATION CATEGORY.

IN THE OPERATION OF PLANT CATEGORY, WE HAD THE PRICE INCREASES ASSOCIATED WITH FUEL, OIL, PROPANE, ELECTRICITY.

[00:20:08]

WE ALSO HAD THE SNOW REMOVAL COSTS, WHICH WE'VE DISCUSSED.

WE DO NOT BUDGET FOR THOSE.

SO THAT'S WHY THE OPERATION OF PLANT CATEGORY WAS EVER SPENT.

THE MAINTENANCE OF PLANT CATEGORY WAS ALSO OVERSPENT BECAUSE OF THE COST OF SUPPLIES GOING UP AND INCREASED COST ASSOCIATED WITH MAINTENANCE CONTRACTS.

THE FIXED CHARGES WE HAVE RISING HEALTH INSURANCE COSTS AND WE ALSO HAD INCREASED EMPLOYER CONTRIBUTIONS FOR RETIREMENT.

AND FINALLY, FOR CAPITAL OUTLAY, WE HAD COSTS THAT WERE UNANTICIPATED WITH BUILDING RELATED IMPROVEMENTS.

AND WE ALSO HAD SOME YEAR END PURCHASES THAT WERE PURCHASED OUT OF THAT LINE ITEM THAT CAUSED IT TO GO OVER.

SO WITH THAT BEING SAID, OUR BOTTOM LINE, LIKE I'VE MENTIONED BEFORE, IS WE ENDED THE YEAR WITH ONE POINT $4,000,000 MILLION BALANCE, WHICH WE DO NOT LOSE.

THIS BALANCE GETS ROLLED INTO OUR FUND BALANCE.

I WILL SAY WITH A BUDGET OUR SIZE, IT IS VERY DIFFICULT TO GET THIS CLOSE TO ZERO.

AND AND I'M VERY CONSERVATIVE AND I GET NERVOUS WHEN I DON'T EVER WANT TO GO OVER AND PUT OURSELVES IN A DEFICIT SITUATION.

AND WE ARE BLESSED THAT WE'RE ALLOWED TO CARRY A FUND BALANCE WHICH CAN BE USED FOR ONE TIME PURCHASES AND OR EMERGENCIES THAT ARISE.

AND WE DO HAVE A FUN, BALANCED POLICY THAT SAYS THAT OUR TARGET RANGE FOR THE GENERAL FUND FUND BALANCE SHOULD BE BETWEEN ONE AND 10% OF OUR GENERAL FUND OPERATING BUDGET.

AND WE ARE CURRENTLY AT WITH THIS ADDITIONAL $1.4 MILLION GOING INTO FUND BALANCE, WE ARE CURRENTLY AT 5.6%.

SO WE ARE RIGHT WITHIN OUR TARGET RANGE.

THAT HAS TO BE BETWEEN ONE AND 10%.

AND WHO CAME UP WITH THAT WANTED TEN BECAUSE THAT'S A PRETTY THAT'S A PRETTY WIDE THAT'S, THAT'S THE WAY OUR POLICY.

HONESTLY, I WOULD LIKE TO REVISE THE POLICY A LITTLE BIT.

I'M NOT SAYING I'M GOING TO CHANGE THE TARGET RANGE, BUT THERE'S SOME WORDING IN THE POLICY THAT KIND OF.

NEEDS TO BE TWEAKED. BUT WHOEVER DEVELOPED THE POLICY BACK IN, I THINK IT WAS WRITTEN IN 2012, CAME UP WITH THAT.

SO AND IT WAS ORIGINALLY AND AARON, IT WAS I BELIEVE IT WAS ORIGINALLY WRITTEN IN CONSULTATION WITH THE COMMISSIONERS, BECAUSE THE SCHOOL SYSTEM HAS HAD A BLESSING FROM THE COMMISSIONERS TO RUN A FUND BALANCE.

SO IT WAS ORIGINALLY WITHIN THAT TIME FRAME, I THINK IT WAS EARLIER THAN 12.

IT MAY HAVE BEEN REVISED IN 12, IT MIGHT HAVE BEEN REVISED IN 12.

IT WAS EARLIER THAN THAT.

AND WE WENT FROM A PERIOD OF NOT BEING ABLE TO HAVE ONE.

AND AT THAT POINT IN TIME, ALSO WHEN THE FUND BALANCE POLICY WAS WRITTEN, GRANTS AND ALL WEREN'T FUNDED IN ARREARS LIKE THEY ARE NOW.

SO YOU DIDN'T HAVE THE CASH ON HAND REQUIREMENT THAT WE'RE UNDER NOW.

THAT WAS AT THE TIME, AND I WOULD AGREE WITH MS..

LAWTON, IT'S SOMETHING TO CONSIDER A POSSIBLE REVISION TOO, BECAUSE I DON'T KNOW HOW WE WOULD OPERATE ON A 1% FUND BALANCE AND REALLY AUDITOR AND ALTER DIDN'T ALTERED IT MENTION IT TONIGHT BUT I KNOW LAST YEAR CHRIS DID RECOMMENDATION IS TWO MONTHS OF OPERATING EXPENSES AND SO THE GOVERNMENT FINANCE OFFICERS ASSOCIATION PUTS OUT WHAT THEY CALL BEST PRACTICES AND THEIR RECOMMENDATION IS TWO MONTHS WORTH OF OPERATING EXPENSES.

AND OUR GENERAL FUND OPERATING BUDGET IS NOW AT $111 MILLION.

SO SO WE'RE WELL, WELL, WELL BELOW ACCORDING TO THAT GUIDELINE.

NOW, I THINK THAT GUIDELINE IS ALTHOUGH WE'RE A GOVERNMENT AND IT KIND OF IS MORE GEARED TOWARDS COUNTY GOVERNMENTS, BUT IT'S A GOOD RULE OF THUMB. SO I JUST I MEAN, IT MAKES SENSE TO HAVE.

YES, AN EMERGENCY FUND, CORRECT? IT DOES. YOU DON'T KNOW.

I HATE TO BREAK THIS TO YOU.

SNOW REMOVAL FARMERS.

EVERY FARMER'S ALMANAC I'VE READ, IT SAYS LOTS OF SNOW.

OH, NO, IT'S NOT ME.

BUT I JUST WANT TO GIVE YOU A HEADS UP BECAUSE I KNOW YOU DON'T LIKE SURPRISES.

THANK YOU. AND IT'S A LOT OF IT'S A LOT OF MONEY.

I MEAN, EVEN, YOU KNOW, BUT WE WERE TALKING ABOUT, TO ALL OF US, ANYBODY IN THE ROOM, $55,000 HERE, $105,000.

$100,000, 459,000.

THAT'S A LOT OF MONEY. BUT WHEN YOU LOOK AT THE PERCENTAGE OF THE ORIGINAL LINE ITEM, IT'S VERY, REALLY SMALL.

AND LIKE YOU SAID, COMING INTO ZERO IS DANGEROUS IF YOU'RE TRYING IF YOU IF YOU'RE COMING IN TO ZERO.

BUT I'M JUST GLAD THAT WE'RE ON THE POSITIVE SIDE OF FUND BALANCE NOT THE OTHER SIDE.

THINK I DID HAVE ONE AND AUDITORS GOING TO TELL YOU THAT YOU'RE NOT MANAGING THE BEST PRACTICES IF YOU DON'T HAVE THEM.

[00:25:06]

CORRECT. AND OUR POLICY ADDRESSES THAT.

IF WE DO DEPLETE IT AND IT STARTS TO GET THAT, WE HAVE TO COME UP WITH A PLAN TO BUILD A BACK UP.

AND IT ADDRESSES THAT BECAUSE WE DON'T EVER WANT TO PUT OURSELVES IN A BAD SITUATION.

RIGHT. FOR MEMBERS ON THE OTHER QUESTIONS.

GOOD REPORT. THANK YOU.

VERY THOROUGH. APPRECIATE YOU.

AND I COULD UNDERSTAND THIS.

I REALLY APPRECIATE THAT.

AUDIENCE MEMBERS.

WE HAVE A RECOMMENDATION HERE TO APPROVE THE BUDGET ADJUSTMENTS AND SIMULTANEOUSLY WITH THE AUDITED FINANCIAL REPORTS FOR FISCAL YEAR 2022, THAT SOME GOOD PRESENTATION AND DISCUSSION. I HAVE A MOTION.

SOME MOTION BY MS. DEGIACOMO. SECOND BY MR. BARTON. ALL THOSE IN FAVOR.

AYE.

THANK YOU, ERIN. THANK YOU.

ALL RIGHT. INDIVIDUAL ACTION ITEMS. NOW WE GET TO LEARN SOMETHING WITH SOME REPORTS AND PRESENTATIONS.

ENGLISH LEARNER UPDATE.

MS. [INAUDIBLE] IS HERE. SO DOWN HERE BY THE DOOR.

GOOD EVENING, PRESIDENT NEWCOMB, BOARD MEMBERS AND DR.

SIMMONS. SO I HAVE JUST A VERY BRIEF UPDATE ON OUR ENGLISH LEARNERS FOR YOU.

I ALWAYS LIKE TO SHOW A MAP OF THE WORLD SO WE CAN LOOK AT WHERE OUR ENGLISH LEARNERS ARE COMING FROM.

AND WE DO HAVE A COUPLE OF DIFFERENT COUNTRIES THAT WE HAVEN'T HAD STUDENTS COMING FROM BEFORE.

NIGERIA, ESTONIA, ARE TWO NEW ONES.

AND LAST YEAR IN THE SPRING WE HAD ABOUT SIX STUDENTS THAT CAME FROM BRAZIL.

WE'VE HAD A FEW MORE THIS YEAR THAT HAVE COME FROM BRAZIL.

AND THEN JUST AS A REMINDER, WE DO HAVE OVER 100 STUDENTS WHO ARE BORN IN THE UNITED STATES THAT ARE ENGLISH LEARNERS BECAUSE THE LANGUAGE SPOKEN AT HOME IS NOT ENGLISH.

QUESTION. YES.

THE ONES THE COUNTRIES YOU HAVE UP THERE ARE THOSE EL STUDENTS? LIKE IF SOMEBODY COMES FROM THAT COUNTRY THAT SPEAKS ENGLISH.

IS THAT COUNTED UP THERE? NO. THOSE ARE STRICTLY THE COUNTRIES THAT STUDENTS THAT ARE IDENTIFIED AS ENGLISH LEARNERS COME FROM.

CORRECT. THEY ARE ALL EL.

THANK YOU. YOU'RE WELCOME.

SO STARTING IN 2018 AND 19, WE HAD 432 ENGLISH LEARNERS.

AND I CAME INTO THIS POSITION IN 2019, 2020, AND I HAVE BEEN TRACKING POPULATIONS BY SCHOOL, AND YOU CAN SEE THAT WE DEFINITELY HAD A DIP IN 2020, 2021 THAT WAS COMING BACK FROM COVID.

BUT WE ARE AND THIS IS AS OF LAST FRIDAY, I DO A WEEKLY UPDATE.

OUR NUMBERS REALLY DO FLUCTUATE WEEK TO WEEK.

AS OF LAST FRIDAY, WE HAD A TOTAL OF 524 ENGLISH LEARNERS IN CAROLINE COUNTY.

I'VE HIGHLIGHTED IN YELLOW THE THREE SCHOOLS.

THEY'RE ALL ON THE NORTHERN END THAT HAVE THE MOST EL STUDENTS.

WE CONTINUE TO SEE GROWTH AT GREENSBORO ELEMENTARY SCHOOL.

LOCKERMAN HAS REALLY INCREASED.

I'M VERY THANKFUL THAT I WAS APPROVED TO ADD THAT ADDITIONAL TEACHER AT LOCKERMAN.

THEY WENT FROM 56 STUDENTS AT THE END OF LAST YEAR TO 72, AND ON A WEEKLY BASIS WE COULD SEE THAT TREND CONTINUE TO GROW.

NORTH CAROLINE HIGH SCHOOL HAS REALLY BLOSSOMED.

WE HAVE WE ENDED THE SCHOOL YEAR WITH 105 ENGLISH LEARNERS.

LAST YEAR. WE ARE UP TO 115 AND IT IS NORTH CAROLINE THAT KEEPS SEEING THE EXPLOSION.

ON THE NEXT SLIDE, I WANTED TO POINT OUT, BECAUSE THIS IS AN IMPORTANT FACT TO CONSIDER WHEN WE'RE LOOKING AT OUR NUMBERS.

IF YOU REMEMBER IN PREVIOUS PRESENTATIONS, I'VE TALKED ABOUT OUR NEWCOMERS AND I'VE TALKED ABOUT OUR STUDENTS WHO HAVE HAD INTERRUPTED FORMAL EDUCATION NEWCOMERS. IF YOU REMEMBER OUR STUDENTS WHO ARE NEW TO THE UNITED STATES, THEY MAY FALL INTO THAT CATEGORY OF SLIGHT, BUT THEY DEFINITELY HAVE LIMITED ENGLISH PROFICIENCY, AND THEY TYPICALLY ARE.

THEY'RE ALWAYS OUR STUDENTS WHO NEED THE MOST HELP IN THE CLASSROOM.

SO YOU CAN SEE THAT FROM 2018-19 TO THE PRESENT THAT WE HAVE REALLY EXPLODED IN OUR NEWCOMER POPULATION.

[00:30:05]

LOOKING AT THE SLIDE BEFORE WHERE THE ELEMENTARY SCHOOL IS SO HIGH, IT GOES DOWN BECAUSE WE'RE SERVICING THEM AND GETTING THEM OUT OF THE MATERIAL.

IS THAT. THAT IS CORRECT.

WE ARE SEEING A LITTLE BIT OF IF I'M GOING TO BE COMPLETELY TRANSPARENT WITH OUR DATA, WE ARE SEEING A LITTLE BIT OF A DECREASE AND THE NUMBER OF STUDENTS THAT ARE EXITING WITHIN THAT SIX YEARS AND IF THEY DO NOT EXIT WITHIN SIX YEARS, THEY BECOME WHAT WE CALL A LONG TERM EL STUDENT.

WHEN STUDENTS TAKE MCAP FOR ENGLISH LEARNERS, THAT WOULD BE THE WAY TO ACCESS ASSESSMENT AND THEY HAVE TO HAVE A 4.5 IN ORDER TO EXIT.

TYPICALLY, IF THEY START IN KINDERGARTEN, WE WILL SEE THAT BY THE TIME THEY EXIT FOURTH GRADE OR FIFTH GRADE, THEY TYPICALLY WILL EXIT OUR ESEL PROGRAM.

BUT DUE TO COVID, WE HAVE SEEN A DECLINE AND WE ARE SEEING MORE STUDENTS REMAINING IN THE PROGRAM.

AND ONE OF THE THINGS THAT IN MY PROFESSIONAL DEVELOPMENT THIS YEAR WITH ELEMENTARY SCHOOL, MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS, WE'VE BEEN TALKING A LOT ABOUT WHAT WE CAN DO AT THE ELEMENTARY LEVEL FOR OUR STUDENTS TO KEEP THEM FROM BECOMING LONG TERM ELLS BECAUSE WHEN THEY GET TO SECONDARY, WHEN THEY'RE IN MIDDLE SCHOOL, WE'RE NOT JUST TEACHING THEM TO READ, WE'RE FOCUSING ON LEARNING CONTENT.

AND SO THAT MAKES IT A LOT HARDER FOR THOSE STUDENTS TO EXIT.

RIGHT? AND THEN WHEN YOU GET STUDENTS COMING IN AT THE HIGH SCHOOL LEVEL, THAT'S LIKE.

OH, IT'S A DIFFERENT BALL GAME.

TOTALLY, YES. BECAUSE THEY'RE WORKING ON NOT JUST TRYING TO PASS THE CLASSES, BUT GRADUATING THE LANGUAGE AND EVERYTHING.

BUT YES, I MEAN, IT LOOKS LIKE WE'RE DOING AN EXCELLENT JOB WHEN THEY COME HERE AT THE ELEMENTARY SCHOOL.

YES. IF THEY COME DURING ELEMENTARY SCHOOL, THEN WE HAVE A BETTER CHANCE OF HELPING THEM BECOME PROFICIENT AND EXIT THE PROGRAM, WHICH IS AWESOME.

YES. ANY OTHER QUESTIONS? WE APPRECIATE YOUR WORK.

THANK YOU. I APPRECIATE YOUR SUPPORT.

THANK YOU. THANKS, CHRIS.

ALL RIGHT. NEXT, WE HAVE BEGINNING OF THE YEAR ASSESSMENT DATA REVIEW.

THERE ARE KIDS.

EXCUSE ME. TESTED.

YES, WE HAVE MR. JULIUS PRESENTING THE INFORMATION AND WE HAVE THE ENTIRE INSTRUCTIONAL TEAM HERE, I BELIEVE, TO ANSWER ANY QUESTIONS THAT COME UP AS WE'RE KIND OF WORKING THROUGH THE DATA.

PARDON ME WHILE I GET SET UP HERE.

OK GOOD EVENING, PRESIDENT NEWCOMB MEMBERS OF THE BOARD, DR.

SIMMONS, DR. DOWNES, DIRECTORS, SUPERVISORS AND ANYONE ELSE THAT IS STILL HERE.

BEFORE WE JUMP INTO IT, I WANTED TO ECHO SOMETHING THAT YOU SAID EARLIER, MR. BARTON, ABOUT THAT CAROLINE COLONEL RICHARDSON AND NORTH CAROLINE GAME.

I WAS ABLE TO TAKE MY FAMILY THERE AND IT'S THE FIRST GAME WE WERE ABLE TO SEE SINCE MOVING HERE.

IT WAS A REAL FUN EVENT TO BE A PART OF AND TO ENJOY.

IT'S A PART OF THE COMMUNITY.

OK. THE FOLLOWING PRESENTATION WILL ILLUSTRATE AND DISPLAY AVAILABLE STATE ASSESSMENT DATA FROM SCHOOL YEAR 21-22, BUT WILL FOCUS MOSTLY ON BEGINNING OF THE YEAR DATA FOR THE CURRENT 22-23 SCHOOL YEAR DISTRICT LEVEL ADMINISTRATION AND SUPERVISORS.

BUILDING LEVEL ADMINISTRATION AND INSTRUCTIONAL STAFF USES DATA IN MULTIPLE CAPACITIES, SOME OF WHICH INCLUDE BUT ARE NOT LIMITED TO WRITING SCHOOL AND INDIVIDUAL INSTRUCTOR LEVEL SLOS, IDENTIFYING AND MONITORING AREAS OF NEEDED IMPROVEMENT FOR SCHOOL IMPROVEMENT PLANS, MAKING INFORMED DECISIONS ABOUT STUDENT LEARNING, SUCH AS HOW TO INSTRUCTIONALLY GROUP STUDENTS AND LEVEL APPROPRIATE MATERIALS, IDENTIFYING STRENGTHS AND AREAS OF CONCERN IN OUR OWN CURRICULUM, AND PROVIDING NEEDED DATA FOR GRANTS AND MAKING INFORMED DECISIONS FOR SAID GRANTS SUCH AS THE ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF OR ESSER AND ESSER.

JUST FOR EXAMPLE, JUST TODAY, THE INSTRUCTIONAL TEAM USED PORTIONS OF THIS DATA TO INFORM, GUIDE AND PROVIDE AN EQUITY LENS FOR US TO HAVE A CONVERSATION REGARDING OUR INSTRUCTIONAL GOALS FOR THE YEAR.

TONIGHT, WE'LL BE LOOKING AT DIBELS EIGHTH EDITION DATA.

I READ A RESULTS IN ELA AND MATH, HIGH SCHOOL ELA WRITING DIAGNOSTIC RESULTS, CAROLINE COUNTY PUBLIC SCHOOLS MATH COMMON ASSESSMENTS IN SCHOOL YEAR 21-22 IN KEPT GOVERNMENT DATA.

[00:35:04]

DIBELS EIGHTH EDITION, IS A FORMAL STANDARDIZED READING ASSESSMENT THAT HELPS TO IDENTIFY STUDENTS STRENGTHS AND DIFFICULTIES IN READING.

AND IT HELPS TO IDENTIFY STUDENTS WHO MAY FALL BEHIND.

CAROLINE COUNTY STUDENTS IN GRADES KINDERGARTEN THROUGH FIFTH PARTICIPATE IN THE ASSESSMENT.

THE ASSESSMENT IS COMPRISED PARDON ME, OF VARIOUS COMPONENTS THAT ARE DESIGNED TO MEASURE STUDENT FLUENCY AND ABILITY IN THE FOLLOWING DOMAINS.

LETTER NAMING FLUENCY, PHONEMIC SEGMENTATION FLUENCY.

NONSENSE WORD FLUENCY-CORRECT LETTER SOUNDS NONSENSE WORD FLUENCY, WORDS READ CORRECTLY.

WORD READING FLUENCY, ORAL READING FLUENCY AND MAZE READING COMPREHENSION.

ALSO PARDON, IT'S ALL RIGHT.

YOU CAN STAY ON THAT SIDE.

IT WAS EIGHT. ALSO FULFILLS THE COMA REQUIREMENT OF CONDUCTING RAPID ANSWER NAMING TESTS OR RAN ASSESSMENTS FOR EARLY ELEMENTARY STUDENTS.

SO THIS SLIDE IS SHOWING OUR COUNTYWIDE DIBELS 8 COMPOSITE LEVEL SCORE FOR SCHOOL YEAR 22-23.

I'LL GIVE YOU A CHANCE TO TAKE A LOOK AT IT.

AND WHILE YOU'RE DOING THAT, LET ME JUST SHARE SOME NUMBERS FROM LAST YEAR, BECAUSE WHAT YOU'LL SEE AND I THINK WHAT YOU'LL SEE WITH MORE OF THIS DATA IS THAT WE ARE IN A SIMILAR POSITION, BUT A BETTER POSITION THIS YEAR THAN WE WERE LAST YEAR.

LAST YEAR, 46% OF OUR STUDENTS STARTED AT WELL BELOW BENCHMARK.

19% WERE BELOW BENCHMARK.

23% WERE AT BENCHMARK AND ROUGHLY 12% WERE ABOVE BENCHMARK.

SO WHEN YOU DO THAT MATH, LAST YEAR, 65% OF OUR STUDENTS WERE EITHER BELOW OR WELL BELOW BENCHMARK AT THE BEGINNING OF THE YEAR.

THIS YEAR, THAT'S 58%.

SO AGAIN, NOT EXACTLY WHERE WE LOVE EVERYONE TO BE, BUT BETTER THAN WE WERE LAST YEAR.

LAST YEAR, 35% OF OUR STUDENTS WERE AT ABOVE OR ON BENCHMARK.

THIS YEAR IT'S 40%.

AGAIN, THIS DATA IS USED TO IDENTIFY STUDENT STRENGTHS AND AREAS THAT ARE IN NEED OF IMPROVEMENT AND PROVIDES AN INDICATION OF WHETHER OR NOT A STUDENT IS AT RISK OF READING DIFFICULTIES. WHAT WERE THOSE NUMBERS AGAIN? JUST THE BEFORE.

FROM LAST YEAR. FROM LAST YEAR? YEAH. WE WERE AT 46%, WELL BELOW BENCHMARK, 19% BELOW BENCHMARK, 23% AT BENCHMARK, AND 12% ABOVE BENCHMARK.

OKAY. NEXT SLIDE, PLEASE.

THANKS FOR ASKING THAT, MARK.

SO HERE'S WHERE WE'RE SITTING WITH OUR GRADES, KINDERGARTEN THROUGH FIFTH GRADE.

THE GREEN INDICATES ABOVE BENCHMARK, THE BLUE INDICATES AT BENCHMARK, AND THE YELLOW INDICATES BELOW BENCHMARK.

WHILE RED IS WELL BELOW BENCHMARK.

AT THE MIDYEAR POINT, WE HOPE TO SEE AN IMPROVEMENT IN PERCENTAGE OF STUDENTS AND THE BELOW BENCHMARK AND WELL BELOW BENCHMARK CATEGORIES AS INSTRUCTION AND PRACTICE HELP MOVE STUDENTS CLOSER TO BEING AT OR ABOVE BENCHMARK.

AND IF YOU RECALL LAST YEAR WHEN WE DID THE PRESENTATION FOR BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR, WE DID SEE THAT GROWTH AND FOR THE BEGINNING OF THE YEAR AND END OF YEAR DATA, WE SAW GROWTH.

NOW, JUST LIKE TO ECHO UPON THAT, MICHAEL FISHER IS A BOARD MEMBER.

YOUR CALL PRESENTED TO YOU GUYS IN THE LETTER ON NOVEMBER ISH LAST YEAR ON THE SCIENCE OF READING.

AND THEN WE HAD THE MID-YEAR CONVERSATION WHEN MID-YEAR DATA CAME IN AND WE DID SEE PHENOMENAL GROWTH IN OUR AMONGST ALL OF OUR KIDS ON DIBEL'S EIGHT IN PARTICULAR IN A YEAR THAT WAS VERY DISJOINTED WITH ATTENDANCE, LEARNING TO READ WITH MASKS ON, YOU NAME IT, ALL THOSE THINGS THAT WERE HAPPENING IN THE BEGINNING OF LAST YEAR, WE SAW PHENOMENAL GROWTH BY MIDYEAR.

SO WE DO HAVE FAITH IN OUR INSTRUCTIONAL PRACTICES AND PROGRAMING THAT SAT THERE TO HELP OUR KIDS ACHIEVE BENCHMARK OR SORRY ACHIEVED THE STANDARD BY THE END OF THE YEAR WHEN ONE COURSE ON PACE AND GET THERE TO THAT POINT THIS DATA AND CORRECT ME IF I'M WRONG THAT MIGHT BE WE'VE BEEN SITTING HERE FOR A LITTLE WHILE AND THINKING MIGHT YOU TURN THE AIR BACK ON? SO THIS DATA, THE STANDARD BY WHICH THIS IS SET, IS THE END OF THE YEAR STANDARD? NO, THIS IS A MOVING TARGET.

SO YOU ADJUSTED THE TARGET MOVE.

SO THIS IS WHAT WOULD BE CONSIDERED A RISK FACTOR OR RISK LEVEL FOR WHAT IS EXPECTED OF A STUDENT AT THIS POINT OF THE YEAR.

SO THE MIDDLE OF THE YEAR, THE BENCHMARK WILL MOVE AND END OF YEAR IT'LL MOVE AGAIN.

[00:40:02]

SO LAST YEAR THE STUDENTS WE HAD SHOWED SIGNIFICANT GROWTH, JUST SAY FROM FIRST BEING IN THE FIRST GRADE, AT THE END OF FIRST GRADE HAD A HIGHER STANDARD AT THE END OF FIRST GRADE. BUT WE DID SEE THAT PROGRESS.

OH, YES, THEY WERE.

THEY MADE A BIG I REMEMBER HAVING THAT CONVERSATION, BUT NOW THEY'RE IN SECOND GRADE.

NOW, THAT STANDARD AT THE BEGINNING OF SECOND GRADE IS A LITTLE BIT HIGHER.

HIGHER. BUT ON THE LOW SIDE OF SECOND GRADE, IS THAT WHAT YOU JUST SAID? YES. SO IT'S NOT WHERE THEY THE EXPECTATION IS NOT WHERE THEY ENDED IN FIRST GRADE.

IT'S NOT WHERE THEY ENDED. THE FIRST RATE IS HIGHER THAN THAT.

YES. BUT IT'S ON THE LOW END OF SECOND GRADE.

YES. AND THEN WE'RE GOING TO WORK UP.

YES, YES, YES.

NEXT SLIDE. AND JUST TO ECHO THE GROWTH THAT WE SAW LAST YEAR, IN 21-22, WE SAW ALMOST THREE QUARTERS, ROUGHLY 71% OF OUR STUDENTS IN GRADES K THROUGH FIVE EXPERIENCE, AVERAGE, ABOVE AVERAGE AND WELL ABOVE AVERAGE GROWTH FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

AND THAT'S WHAT WE'RE GETTING READY TO LOOK AT.

WE'RE RAMPING UP FOR OUR WINTER BLOCK TESTING RIGHT NOW.

AND AS WE GET THROUGH THIS, YOU'LL HEAR ME SAY SEVERAL TIMES, I'M LOOKING FORWARD TO BEING ABLE TO HAVE EVEN MORE DATA TO SHARE WITH YOU.

NEXT SLIDE, PLEASE. NOW WE'LL TAKE A LOOK AT I-READY DIAGNOSTICS.

THE IRONY DIAGNOSTIC ASSESSMENT RESULTS GIVE A COMPREHENSIVE PICTURE OF A STUDENT PERFORMANCE AT THE DISTRICT SCHOOL GRADE AND DEMOGRAPHIC LEVELS IN BOTH READING AND MATHEMATICS. I ALREADY USES ADAPTIVE ALGORITHMS TO ASSESS AND COMPARE STUDENT ABILITY AND GROWTH WITH THE MILLIONS OF STUDENTS IN ITS DATABASE.

CAROLINE COUNTY STUDENTS IN GRADES KINDERGARTEN THROUGH EIGHT PARTICIPATE IN THESE ASSESSMENTS AT THE BEGINNING, MIDDLE AND END OF EACH YEAR.

THE FOLLOWING DATA THAT WE'LL LOOK AT TONIGHT DISPLAYS WHERE ONE WOULD EXPECT THE STUDENT TO BE AT THE BEGINNING OF THE YEAR PRIOR TO CURRENT GRADE LEVEL INSTRUCTION.

THE READING DIAGNOSTIC ASSESSES STUDENTS IN SIX DOMAINS PHONOLOGICAL AWARENESS, PHONICS, HIGH FREQUENCY WORDS, VOCABULARY COMPREHENSION, LITERATURE, COMPREHENSION OF INFORMATIONAL TEXT.

THE MATHEMATIC DIAGNOSTIC ASSESSES STUDENTS IN FOUR DOMAINS NUMBER AND OPERATIONS, ALGEBRA, ALGEBRAIC THINKING, MEASUREMENT IN DATA AND GEOMETRY.

AND TO THE SIDE HERE, THEY KIND OF HELPS TO EXPLAIN AT THAT BEGINNING OF THE YEAR VIEW A STANDARD VIEW AND THEN THE END OF THE YEAR VIEW A SCORE THAT WOULD BE CONSIDERED ON GRADE LEVEL AT THE BEGINNING OF THE YEAR WOULD NOT NECESSARILY STILL BE CONSIDERED ON GRADE LEVEL AT THE END OF THE YEAR.

NEXT SLIDE, PLEASE. ALL RIGHT.

SO THIS IS OUR I-READY READING DIAGNOSTIC PLACEMENT SUMMARY FOR ALL SCHOOLS, GRADES K THROUGH EIGHT, AND JUST GIVE YOU SOME TIME TO LOOK AT THAT AND THEN TO GIVE YOU THE COMPARISON FOR FROM LAST YEAR.

THIS TIME LAST YEAR, OUR BEGINNING OF THE YEAR DATA, WE HAD 58% EMERGING AT ON OR ABOVE GRADE LEVEL.

THIS YEAR WE ARE LOOKING AT YOU SEE HERE IT'S KIND OF SMALL ON SCREEN.

63% TO GRADE LEVELS BELOW WAS 19% LAST YEAR, WHEREAS THIS YEAR IT'S 17 AND THREE OR MORE GRADE LEVELS BELOW WAS 23% AT THIS TIME LAST YEAR, WHEREAS THIS YEAR IT'S NOW AT 20%.

AGAIN, NOT DRASTIC, BUT IMPROVEMENT.

NEXT SLIDE, PLEASE.

THIS IS OUR I-READY READING DIAGNOSTIC PLACEMENT SUMMARY FOR OUR DEMOGRAPHIC SUBGROUPS GRADES K THROUGH EIGHT.

UPON INSPECTION, ONE WILL SEE THAT OUR SUBGROUPS WITH THE GREATEST NEED FOR ADDED SUPPORT ARE SPECIAL EDUCATION, ENGLISH LANGUAGE LEARNERS, HISPANIC AND LATINO STUDENTS, AS WELL AS AFRICAN AMERICAN STUDENTS.

NEXT SLIDE, PLEASE.

AND HERE IS OUR GRADE SUMMARY GRADES K THROUGH FIVE.

OBVIOUSLY, WITH KINDERGARTEN, IT'S DIFFICULT TO BE TWO GRADE LEVELS BELOW.

SAME THING WITH GRADE ONE.

AND THEN YOU START TO SEE A LITTLE BIT MORE, I DON'T WANT TO SAY DISPARITY, BUT MORE OF A RANGE WHEN YOU START GETTING TO GRADE TWO.

THIS TIME LAST YEAR, GRADE TWO HAD 49% STUDENTS AT EMERGING ON OR ABOVE LEVEL.

THEY ALSO HAD 49% STUDENTS AT TWO OR MORE GRADE LEVELS BELOW, AND THEY HAD 2% STUDENTS AT THREE OR MORE.

SORRY. LET ME GET BACK ON MY SCREEN HERE.

THIRD GRADE AGAIN WAS AT 49% FOR EMERGING ABOVE OR ON GRADE LEVEL, 30% FOR TWO GRADE LEVELS BELOW AND 21% AT WELL BELOW FOR THREE OR MORE.

IF YOU'D LIKE, I CAN CONTINUE TO SHARE THE DATA FOR FOURTH AND FIFTH GRADE, NOT MOVE ON.

[00:45:03]

AND I HAVE IT.

OK, CAN WE MOVE TO THE NEXT SLIDE, PLEASE? AS YOU CAN SEE, DEPENDING ON THE GRADE LEVEL, 47 TO 55% OF OUR MIDDLE SCHOOL STUDENTS ARE ON OR ABOVE GRADE LEVEL AT THE BEGINNING OF THIS YEAR.

AGAIN, WE WILL CONTINUE TO MONITOR STUDENT PROGRESS THROUGHOUT THE YEAR, BEING HOPEFUL TO INCREASE THE NUMBER OF STUDENTS ON OR ABOVE GRADE LEVEL.

NEXT SLIDE, PLEASE.

THIS NEXT SLIDE LOOKS AT OUR MATH DATA.

THIS IS OUR I-READY MATH DIAGNOSTIC PLACEMENT SUMMARY FOR ALL GRADES K THROUGH EIGHT.

JUST FOR REFERENCE, LAST YEAR OUR EMERGING ON OR ABOVE GRADE LEVEL WAS AT 59%.

TWO GRADE LEVELS, BELOW WAS AT 21%, AND THREE OR MORE GRADE LEVELS BELOW WAS AT 20%.

NEXT SLIDE, PLEASE.

MAY I ASK A QUICK QUESTION? YES, MA'AM. OKAY. SO FOR THE MOST PART, RIGHT NOW, WE'RE COMPARING THE BEGINNING OF THE YEAR DATA THIS YEAR WITH END OF YEAR LAST YEAR.

NOW, WHAT I'M HEARING, WHAT I'M SHARING RIGHT NOW IS BEGINNING OF THE YEAR LAST YEAR.

YEAH. SO.

LIKE WHEN YOU DO THE NEXT TEST, THEN YOU CAN SEE WHERE THIS YEAR'S STUDENTS.

YES, YES, YES.

THIS IS THIS IS KIND OF SETTING YOUR FOUNDATION OF BASELINE, AND THEN WE'LL BE ABLE TO LOOK AT IT.

IF YOU WANT THE BOARD TO HAVE AN UNDERSTANDING OF WHERE WE'RE STARTING FROM AS WE'RE WORKING TO MAKE PROGRESS OVER THE COURSE OF THE YEAR.

GOTCHA. THANK YOU.

YES, MA'AM. I DON'T SEE IT PAGE NUMBER.

BUT WHEN YOU TALKED ABOUT THE SPECIAL ED L.

HISPANIC AND AFRICAN-AMERICAN.

YES, MA'AM. YOU DIDN'T GIVE WHAT THE PERCENTAGES WERE LAST YEAR.

DO YOU HAVE THOSE? I DO NOT HAVE THOSE WITH ME.

YOU DON'T HAVE THOSE. BUT I CAN.

I CAN GET THOSE ONE AT LAST.

THANK YOU. ABSOLUTELY.

OKAY, LET'S GO TO OUR NEXT SLIDE, PLEASE.

HERE AGAIN, YOU WILL SEE OUR GRADE LEVEL PLACEMENT SUMMARIES FOR GRADES K THROUGH FIVE FOR THE MATH DIAGNOSTIC.

WOULD YOU LIKE THE DATA FROM LAST YEAR? IS IT SUBSTANTIAL? NO I MEAN, WHEN I SAY SUBSTANTIAL, IT IS ROUGHLY, YOU KNOW, GIVE OR TAKE, A PERCENT, PERCENT OR TWO.

THERE ARE SOMETIMES SOME OCCASIONS WHERE IT'S ABOUT 5%.

BUT ARE WE ALIGNING ALL THESE TO THE FACT OF THE DISRUPTION IN EDUCATION THROUGH COVID? IS THAT WHAT WE'RE THINKING IN COMING BACK FROM LAST YEAR TO THIS YEAR? I THINK THAT HAS A BIG IMPACT ON WHERE OUR STUDENTS ARE SIGNIFICANTLY NOT TO GET INTO A CONVERSATION, LONG CONVERSATION ON THE NAPE TESTING, BUT THERE IS SOME VALIDITY IN WHAT'S BEING SEEN IN NATIONAL ASSESSMENTS.

WE DO KNOW THAT SHUTTING DOWN EDUCATION AS WE KNEW IT FOR A LONG PERIOD OF TIME AND THEN GOING BACK IN A DISRUPTED MODEL, ESPECIALLY FOR OUR YOUNGEST LEARNERS, WHEN WE KNOW HOW CRITICAL IT IS TO HAVE IN-PERSON LEARNING, NO MASKS, ALL THOSE SORTS OF THINGS AS THEY'RE LEARNING FOUNDATIONAL SKILLS HAS A PROFOUND IMPACT. ABSOLUTELY DOES.

WE'RE SEEING THAT TREND.

WE SAW THE TREND LAST YEAR.

WE RECOGNIZED LAST YEAR WE WERE ABLE TO SHOW PRETTY SOLID GROWTH IN MOST AREAS IN A VERY CHALLENGING, DISRUPTED YEAR.

HOPE ISN'T A STRATEGY.

I UNDERSTAND THAT.

I AM I, I BELIEVE IN THE INSTRUCTIONAL PROGRAMING THAT WE HAVE IN PLACE, THE CURRICULUM DECISIONS WE'VE MADE TO PUT IN PLACE TO STILL SHOW AT LEAST THE SAME IMPROVEMENTS WE HAD LAST YEAR, PERCENTAGE IMPROVEMENTS.

AND I DO THINK THE WORK THAT WE'VE LEARNED FROM LAST YEAR THAT WE'RE CONTINUING TO PUT IN PLACE SOME OF THE OTHER THINGS THAT WE'RE LOOKING AT THAT ARE SHARED WITH THE BOARD.

AND WE HAVE IN SOME OF MY GOALS FOR THE YEAR OF EMBEDDING SOME FORM OF ASSESSMENT PROGRAMING ACROSS THE COUNTY, BEING MORE PROACTIVE AROUND READING AND WRITING, NOT FROM OUR TEAM, BUT BEING COGNIZANT AND OUR USE OF TIME TO STRENGTHEN READING AND WRITING AND MATHEMATICS IN AREAS OUTSIDE OF READING, WRITING AND MATHEMATICS WILL HAVE A PROFOUND IMPACT ON OUR STUDENTS.

I DON'T CALL IT SCORES I COULD CARE LESS ABOUT.

THE SCORES HAVE A PROFOUND IMPACT ON THEIR ABILITY TO BE SUCCESSFUL IN LIFE BEYOND.

BUT A BIG PIECE OF TONIGHT IS FOR THE BOARD TO UNDERSTAND THIS IS WHERE WE'RE STARTING.

THIS IS WHERE WE ARE.

WE ARE NOT HIDING FROM WHERE WE ARE.

AND I KNOW THERE'S A LOT OF DATA IN HERE TONIGHT, BUT WE'VE GONE THROUGH PERIODS OF TIME AND JUST BEING TRANSPARENT WITH THE BOARD.

WE'VE GONE THROUGH PERIODS OF TIME, SWATHS OF YEARS WHERE WE'VE NOT PUT OUR DATA OUT THERE AND WE'RE NOT GOING TO HIDE FROM WHERE WE

[00:50:07]

ARE. AND THE BOARD ISN'T ASSUMING THAT I AM.

BUT AS A SCHOOL SYSTEM, WE'RE NOT GOING TO HIDE FROM WHERE WE ARE.

WE'RE GOING TO TALK ABOUT WHERE WE ARE SO WE CAN MAKE PLANS TOGETHER WITH OUR COMMUNITY TO MOVE US FORWARD TO ADDRESS WHERE GAPS LIVE.

BUT WE'VE NOT TAKEN THOSE PROACTIVE STEPS AS THE SCHOOL SYSTEM FOR PROBABLY FOUR OR FIVE YEARS, AND WE'RE PUTTING IT FRONT AND CENTER AND WE'LL CONTINUE TO BRING IT BACK UP WITH THE BOARD WITH MID-YEAR WITH END OF THE YEAR DATA, BECAUSE WE NEED TO BE HONEST ABOUT WHERE WE ARE AND WE NEED TO WORK HARD TO IMPROVE IT.

OUR STAFF WORKS HARD, BUT WE'VE GOT TO DO IT TOGETHER AND WE'VE GOT TO WHERE WE ARE AND BRING EVERYBODY INTO THE FOLD.

SO SORRY FOR THE SOAPBOX.

OH, I APPRECIATE IT.

WE HAVE TO BE THINKING, WHERE ARE THESE STUDENTS GOING TO BE IN FIVE YEARS IF IT'S NOT BEING TRACKED, THAT COVID INTERRUPTION, WHAT DOES THAT MEAN, FIVE YEARS FROM NOW, TEN YEARS FROM NOW? SO WHEN MR. NEWCOMB CYCLES BACK ONTO THE BOARD, HE WANTS TO SEE THAT THESE STUDENTS ARE WHERE THEY OUGHT TO BE.

ONE PERSON SAID THAT.

CAN'T LET THAT GO. THANK YOU.

SORRY. YEAH, NO PROBLEM.

BUT THANK YOU. BECAUSE I THINK THE TEST CHANGE AND THE OBVIOUSLY ENVIRONMENTS CHANGE THE LAST COUPLE OF YEARS.

I MEAN, WE'RE LOOKING AT IT AND WE'RE SELLING IT AS WE'RE KIND OF SHOWING IT AS AN IMPROVEMENT FROM LAST YEAR.

BUT THE REALITY IS, I MEAN, SOMEBODY ELSE PARENTS ARE GOING TO SIT THERE AND THESE ARE THESE ARE THE INTERNET SITES THEY WATCH, TOO, AND THEY WANT TO MOVE TO YOUR COMMUNITY OR WHATNOT. WAIT A MINUTE.

YOU KNOW, ONLY 40% OR 50%.

YOU KNOW, WE SHOULD BE I DON'T KNOW.

I WANT TO PUT MY FOOT IN THEIR MOUTH, BUT WE SHOULD BE AT 70 PLUS PERCENT, I WOULD THINK.

I WOULD SAY, HAVE WE NOT HAD A YEAR AND A TWO PLUS YEAR IMPACT? I'D SAY EASILY WE WOULD BE THERE AND EASILY.

I THINK THE IMPACT IS PROFOUND.

AND JIM, I HEAR YOUR COMMENT.

I UNDERSTAND YOUR POINT.

THINK I DO. I GET AROUND PUTTING IT OUT THERE.

I UNDERSTAND THAT WE'RE NO DIFFERENT THAN ANYWHERE ELSE RIGHT NOW.

THE WHOLE COUNTRY IS GOING THROUGH IT. BUT WHAT'S A REASONABLE ONE? I'M TRYING TO THINK BACK.

WHAT'S THE REASONABLE NUMBER AT GOAL? NOT A HOPE, BUT LET'S A REASONABLE GOAL WHERE WE'D LIKE ALL OUR WEATHER.

THE FIRST GRADERS, SECOND GRADERS, EIGHTH GRADERS TO BE SHOWING UP THE NEXT YEAR.

AND IN THEIR PRETEST, I MEAN BECAUSE EVERYBODY'S IN DIFFERENT.

IT'S DIFFERENT CHALLENGES, BUT WHAT'S WHAT'S A REASONABLE GOAL? I THINK A REASONABLE WITHIN A WITHIN A YEAR, IF ALL THINGS ARE FUNCTIONING IN A NORMAL YEAR, I THINK IT'S REASONABLE THAT 75, MAYBE 80% FROM WHERE WE ARE NOW VERY WELL COULD BE JUST LOOKING AT THE GAPS WE HAVE NOW.

I THINK ONCE WE GET THE GAPS OUT OF THE WAY AND IF WE'RE TRULY SERIOUS AND NOT JUST CAROLINE, BUT IF WE'RE TRULY SERIOUS ABOUT WHAT THE IMPACT OF THE BLUEPRINT IS SUPPOSED TO BE, WE ALL KNOW ONE OF THE MOST PROFOUND DATA POINTS WE CAN TRACK IS READING ONE LEVEL BY THE END OF GRADE THREE.

IF YOU'RE NOT READING ONE LEVEL BY THE END OF GRADE THREE, IT'S A MASSIVE UPHILL CLIMB IN SO MANY WAYS.

SO THAT IS THAT'S A TARGET.

I MEAN, IF WE WANTED TO BE REAL ABOUT WHERE WE WANT TO BE, WE REALLY SHOULD BE STRIVING TO HAVE 100% OF OUR KIDS READING FOR THE NEW BLUEPRINT LANGUAGE.

AND MR. BARTON WILL APPRECIATE THIS FROM OUR MADE CONFERENCE.

NEARLY ALL IT SEEMS TO BE THE WAY BLUEPRINT IS WRITTEN.

BUT IN ESSENCE, THAT THIRD GRADE READING, WE WANT TO SEE 100% OF THE KIDS ON LEVEL BY THE END OF GRADE THREE.

THAT'S WHAT WE NEED TO WORK WITH.

[4. Consent Agenda]

WE NEED TO WORK. AND I TOTALLY, TOTALLY AGREE THAT OBVIOUSLY THAT'S THE GOAL.

BUT IS IT A REALISTIC GOAL? DONNA I'D USE THE LANGUAGE OF BLUEPRINT TO SAY NEARLY ALL BECAUSE THERE'S ALWAYS GOING TO BE THERE'S ALWAYS GOING TO BE SCENARIOS BECAUSE WE DO SERVE ALL CHILDREN AND WE HAVE STUDENTS THAT THAT THAT MAY BE A TRADITIONAL ALL REGIONAL GRADE LEVEL BY THE END OF DAY THREE IS NOT REALISTIC, BUT IT SHOULD BE THE ABSOLUTE GOAL. SMALL NUMBER OF STUDENTS THAT WOULD FALL INTO THAT.

AND WE REALLY SHOULD BE PUSHING FOR EVERY STUDENT TO DO IT.

BUT I WILL ALSO POSIT WE CAN'T DO IT IN JUST THE SEVEN AND A QUARTER.

WE HAVE KIDS IN THE BUILDING FOR THE DAY IN TERMS OF BUILDING THAT LITERACY RICH ENVIRONMENT.

IT TAKES ALL OF US WORKING TOGETHER TO GET THERE.

BUT WE HAVE A PLAN FOR STUDENTS, A DIFFERENT PLAN FOR STUDENTS THAN THE GRADE THREE THAT AREN'T AT THEIR GRADE LEVEL. WE HAVE WE FOLLOW AN MTS PROCESS, SO WE HAVE TIERED INTERVENTIONS FOR KIDS BASED ON HOW FAR AWAY THEY ARE WHEN THEY'RE READING GOALS, NOT JUST THE OVERALL READING, BUT ON THE SKILL SETS.

[00:55:01]

WE CONTINUE TO REFINE THAT PLAN.

I TRY TO FIND OUT, ARE THEY NEW NEW ONES? BECAUSE YOU KNOW THE DEFINITION OF INSANITY, IF WE HAVE SOMETHING IN PLACE THAT WE'RE USING, BUT IT'S NOT WORKING, WE NEED TO CHANGE IT.

[5. Citizens/Public Comments]

UPDATED AND WE DO LOOK AT I I'M LOOKING OVER THERE.

YES, WE DO ALL THE TIME.

YEAH. WE START IN KINDERGARTEN PROGRESS MONITORING STUDENTS WHEN WHEN THEY'RE FIRST ASSESSED IN THE BEGINNING OF THE SCHOOL YEAR.

AND WE SEE THAT THEY'RE AT RISK.

PROGRESS MONITORING IS OCCURRING EVEN BEFORE THE NEXT STEP.

WITH AND I DON'T WANT TO TAKE YOUR BUT WITH INTERVENTIONS IN BETWEEN AND WITH SMALL GROUP AND INDIVIDUAL WORK WITH THOSE STUDENTS ALL ALONG THE WAY, THE FIRST THAT WE SEE THAT THEY ARE NOT.

ALSO, WE HAVE TWO VACCINES AVAILABLE IN READING LANGUAGE ARTS, SO THAT'S AVAILABLE.

THEN IN ADDITION TO THAT, THERE'S TWO, THREE INTERVENTIONS WHERE STUDENTS ARE IDENTIFIED.

THERE IS A PROFILE THAT'S CREATED AND THEN WE DETERMINE BASICALLY THE PRESCRIPTION, WHICH WOULD BE ONE OF THE INTERVENTIONS THAT WE HAVE AVAILABLE, WHICH WE HAVE AN ARRAY OF INTERVENTIONS AT THIS POINT THAT ADDRESSES MANY DIFFERENT.

THE CHALLENGES THAT CHILDREN FACE WITH.

AND YOU REMIND YOURSELF THIS WEEKEND I CAME IN CONTACT WITH AN ADULT IN THE FIFTIES THAT HAD DYSLEXIA AS A CHILD.

SO YOU'RE FIGURING THAT WAS OVER 40 YEARS AGO.

HAVE WE MADE STRIDES? I WOULD LIKE TO THINK WE HAVE.

WHAT? WHEN DO WE DIAGNOSE SOMETHING LIKE DYSLEXIA? ACTUALLY, THIS ONE IS A PIECE OF LEARNING DISABILITY.

A LEARNING DISABILITY IS DIAGNOSED THROUGH SPECIAL EDUCATION ASSESSMENTS AND TYPICALLY THAT CAN BE DIAGNOSED ANYWHERE FROM I WOULD GO TO FIRST GRADE BECAUSE YOU NEED SOME TYPE OF GAP TO BE ABLE TO DETERMINE WHAT THE POTENTIAL IS OF THE CHILD VERSUS WHERE THEY ARE AND THEN HOW THEY ARE GOING TO REACT TO INTERVENTION. WHAT DO WE DO FOR THAT STUDENT WITH DYSLEXIA SPECIFICALLY? WE HAVE. AND ACTUALLY, IT'S A IT'S A PROGRAM THAT WAS DESIGNED FOR SPECIAL EDUCATION TEACHERS, WHICH IS TRULY A LUXURY, IS A VERY, VERY EXPENSIVE METHODOLOGY.

AND WE BROUGHT THIS TO THE COUNTY PROBABLY THREE OR FOUR YEARS AGO.

AND THEN PRIOR TO THAT, WE ACTUALLY BROUGHT LANGUAGE ESSENTIALS FOR TEACHING, READING AND SPELLING IN ADDITION TO A PHONEMIC AWARENESS PIECE THAT WAS DONE WITH OUR SPECIAL EDUCATION TEACHERS.

NOW, THE PROBLEM THAT WE RUN INTO IS WE HAVE HAD A TURNOVER.

SO WE STARTED AND WE ARE CONTINUING THAT TREND OF THE TRAINING THAT THE SPECIAL EDUCATION TEACHERS NEED.

PLUS, WE HAVE SPECIFIC, REALLY INNOVATIVE TEACHERS AT EACH OF OUR ELEMENTARY.

AND WE'RE INCREASING ACCESS TO TRAINING.

I SPEAK FOR MYSELF THIS, BUT WE'RE UTILIZING READING OUR LEADS FUNDS TO INCREASE TRAINING IN LETTERS LANGUAGE.

WE SEND LETTERS, WE'RE PROVIDING LETTERS, TRAINING TO TEACHERS AND ADMINISTRATORS.

IT'S ACTUALLY A REQUIREMENT OF LEADS OF THE SCIENCE OF READING COMPONENTS.

SO WE'RE TRYING TO INCREASE KNOWLEDGE BASE OF ALL STAFF WORKING WITH CHILDREN, ESPECIALLY AT THE ELEMENTARY LEVEL AS IT RELATES TO READING.

I JUST ADD ONE MORE PIECE.

TRYING TO WORK IN TANDEM WITH EACH OTHER.

YOU NEED STRUCTURAL DIVISION AND STUDENT SERVICES AND SPECIAL PROGRAMS TUITION.

BECAUSE WHAT WE'RE DOING IS WE'VE CREATED A DISTRICT LEVEL OF STUDENTS.

14. AND ON WEDNESDAYS, EVERY SINGLE WEDNESDAY IN THE AFTERNOON, WE REVIEW DATA.

AND OUR DATA IS NOT JUST LIMITED TO DISCIPLINE DATA.

YOU ARE ATTENDANCE DATA COMING OUT OF STUDENT SERVICES.

WE ACTUALLY NEED STUDENTS BRAINS TO AND WE CAN TAKE A LOOK AT.

AND PART OF THAT REPORT WE JUST CAME UP WITH THAT.

DISCIPLINE, ATTENDANCE AND GRADES AND SOUNDED REALLY FANCY.

AND WHAT WE DO IS WE TAKE A LOOK AT THIS INDIVIDUAL CASE.

THAT'S THE LUXURY OF SMALL TOWN, IS THAT YOU CAN IDENTIFY THOSE KIDS AND YOU CAN WORK WITH THE FAMILIES ALONG WITH THE STAFF THAT WORK WITH THOSE CHILDREN, BECAUSE WE HAVE ONLY 5500 PLUS KIDS.

YOU'RE GOING TO KNOW YOUR KIDS.

SO WHEN WE HAVE THAT DATA, WE WE DRIVE BACK OUT TO THE SCHOOL AND WE FIND OUT WHERE THE CHILDREN ARE IN THE PROCESS.

IF THEY HAVE NOT BEEN IDENTIFIED AS A STUDENT WITH A DISABILITY, WHETHER IT'S THROUGH SPECIAL EDUCATION CLASSES OR APPLIED FOR TO SEE WHERE THEY ARE IN THE SCHOOL, IF THERE'S ANY ADDITIONAL SUPPORTS THAT WE CAN PROVIDE THROUGH THE BOARD LEVEL.

YOU. A LOT OF THINGS HAVE CHANGED THIS YEAR AND THE EYES ON KIDS AND NO PROGRESS.

I MEAN, IT IS CONSTANTLY UNDER THAT MICROSCOPE.

[01:00:01]

I WANT YOU TO MEET THE STUDENTS NEEDS ASSESSMENTS AND JUST HOPE SOMETHING STICKS BEFORE WE GIVE IT TO THEM AGAIN MID-YEAR.

AS LINDSAY ALLUDED TO, WE ARE IN A CONSTANT STATE OF DISCUSSION WITH OUR READING BASED COACHES AND EVERY BUILDING AND TEACHERS ARE PLANNING DIFFERENTIATED INSTRUCTION STARTING IN KINDERGARTEN AND THOSE STUDENTS ARE PROGRESS MONITORED USING THE DOUBLES ASSESSMENT, A DIFFERENT VERSION OF THE ASSESSMENT, BUT THEY PINPOINT WHAT THEY'RE WORKING ON.

SO FOR EXAMPLE, IF THEY'RE WORKING ON PHONEMIC AWARENESS, THEY GET.

A NEW SEGMENTATION ASSESSMENT AFTER A COUPLE OF WEEKS OF INSTRUCTION IN SMALL GROUPS TO MONITOR HOW IT'S WORKING.

IF IT'S WORKING, THEY MAY CONTINUE IT OR THEY MOVE ON TO ANOTHER SKILL THAT THE STUDENT SHOULD DEFICIT IN.

OR THEY MAY IF IT'S WORKING.

AND THAT WAS THE ONLY SKILL.

THE STUDENT HAD A DEFICIT AND THEY'LL KEEP DOING WHAT THEY'RE DOING.

IF IT'S NOT WORKING, THEY GO TO THEIR ART AND THEY SAY, WHAT CAN I DO DIFFERENTLY? SO IT'S JUST A CONSTANT BACK AND FORTH AND PLANNING.

THEY HAVE AN ARRAY OF RESOURCES AVAILABLE AND NOW THROUGH LETTERS TRAINING, THEY'RE LEARNING HOW BETTER TO USE THOSE RESOURCES.

NOW, WE HAVE SO MANY RESOURCES, THANKS TO LARGELY TO OUR BEST ARE FUNDING, BUT NOW IT'S TRAINING OUR TEACHERS HOW TO BEST USE THEM AND LETTERS.

EVEN THOUGH IT'S A REALLY LONG ACRONYM IN MY MIND, IT'S REALLY STANDS FOR TEACHING TEACHERS HOW TO TEACH KIDS HOW TO READ, AND THEY SHOULD HAVE HAD IT IN COLLEGE, BUT THEY DIDN'T HAVE IT IN COLLEGE. SO NOW WE'RE GOING TO TEACH THEM BECAUSE REALLY IT IS MISSING.

AND IN TEACHER PREP PROGRAMS, HOW TO FOLLOW SCIENCE TO TEACH KIDS HOW TO READ.

IT'S NOT THERE. EVEN OUR BRAND NEW TEACHERS COMING OUT HAVE NOT HAD THIS TRAINING.

SO WE'RE GIVING IT TO THEM.

AND IT'S A MULTI-YEAR, VERY LABOR INTENSIVE.

IT'S A COLLEGE COURSE, REALLY.

BUT ANY TEACHER THAT HAS TAKEN IT SO FAR WILL TELL YOU IT'S BEEN INVALUABLE AND IT'S CHANGED THEIR PRACTICE COMPLETELY.

THANK YOU. WHEN YOU SAY ON WEDNESDAYS AFTER WORK, WHATEVER, YOU LOOK AT STUDENTS ACADEMIC DATA, HOW THEY'RE DOING GRADE WISE AND ARE YOU TALKING ABOUT YOUR SPECIAL NEEDS STUDENT THAT ARE IN YOUR PROGRAM? ALL STUDENTS K THROUGH 12.

AND THEN WE ALSO LOOK AT OUR STUDENTS.

1821 POPULATION HOW THIS WAR.

WE HAVE DISRUPTIVE YOUTH AND I REALLY STRUGGLED WITH THAT.

I THOUGHT THAT WAS VERY OUTDATED.

SO I WANTED TO COME UP WITH SOMETHING THAT SOUNDED AND STARTED OUT SOUNDING BETTER.

AND THAT WAS THE LAST TAKE.

AND IT'S A DISTRICT LEVEL SST.

AND THIS IS WHERE OUR SCHOOLS AND OUR STUDENTS IN THE PAST THAT WERE HAVING SIGNIFICANT.

SO THEN WE TOOK THE STUDENT SERVICES TEAM AND WE HAD LOTS OF CONVERSATIONS ABOUT THIS AND WE THOUGHT ABOUT HOW CAN WE EXPAND THIS SO THAT WE CAN CREATE A DYNAMIC THAT'S GOING TO ADDRESS THE SITUATIONS THAT HAVE TO INVOLVE STRIPPING BEHAVIOR.

BUT HOW CAN WE GO FARTHER AND.

INDISCIPLINE, BEHAVIOR AND ATTENDANCE.

THE THREE GO HAND-IN-HAND.

AND I'M NOT AROUND IN THIS OFFICE LATE AT NIGHT.

THE DISCIPLINE DATA IS COMPLETELY THE OPPOSITE FROM LAST YEAR, AND WE KNOW I HAD A LITTLE MORE ABOUT THAT.

AND NOW I GET EXCITED AND I FORGET THE SAME BLURB SOMETIMES.

BUT OUR DISCIPLINE DATA IS REVERSED FROM LAST YEAR SINCE WE HAVE CONSISTENTLY IMPLEMENTED CONSCIOUS DISCIPLINE.

AND WHAT'S GOING TO HAPPEN IS YOU'RE CREATING A FOUNDATION OF A VERY, VERY STRONG, POSITIVE CLIMATE, WHICH IN TURN HAS OUR KIDS REGULATED AND READY TO LEARN.

SO THAT'S WHEN I SAY WE'RE RUNNING IN TANDEM.

LAST YEAR WE WERE CHASING THE ATTENDANCE KIDS, WE WERE CHASING THE DISCIPLINE KIDS.

WE'RE TRYING TO GET KIDS ON LEVEL AND NOW EVERYTHING IS BLENDED TOGETHER.

I'M JUST TRYING TO GET A PICTURE IN MY MIND OF HOW YOU MANAGED TO LOOK AT IS IT READING GRADES AND MATH GRADES? YOU'RE LOOKING AT POWER SCHOOL.

IT'S A REPORT THAT WAS CREATED BY CHERYL LAWRENCE THAT WILL GIVE US THE DISCIPLINE DATA, THE ATTENDANCE DATA AND GRADES ON STUDENTS WHERE THEY MEET THE CRITERIA OR THEY HAVE A CONCERN BECAUSE THE VERY ESSENCE OF HONESTY AND I DON'T WANT TO SAY THIS WAS.

SIMON. I THINK WE HAVE.

ALL OF OUR ELEMENTARY SCHOOLS PREACH THAT AND THE NUMBERS WERE NOT SUBMITTED.

SECONDARY. THANK YOU.

EXPLANATION. THANK YOU.

TWO MORE. AND THIS IS KIND OF LOOKING AT IT FROM THE HIGH SCHOOL PERSPECTIVE.

AND THIS ALSO IS GOING TO INCLUDE THIS [INAUDIBLE] TO PONDER IF YOU HAVE A STUDENT WITH A LEARNING DISABILITY. I USED TO HAVE AND THIS WAS I KNOW THIS WASN'T NOW, BUT I CAN ONLY GO BY THAT IT USED TO BE A STRUGGLE TO GET THAT

[01:05:04]

STUDENT TEST THAT THEY WANTED TO ALWAYS BLAME IT ON.

[6. Individual Action Items]

THE LANGUAGE BARRIER IN MY ARGUMENT WOULD USUALLY COME BACK SAYING THERE'S NO LANGUAGE BARRIER WITH MATH.

AND THAT WAS USUALLY THE ONLY WAY I COULD WIN MY ARGUMENT.

SO WHAT ARE WE DOING FOR AN L STUDENT IF A DISABILITY IS SUSPECTED? IF A CHILD IS SUSPECTED OF DISABILITY AND OR AN ENGLISH ONE.

FOR SPECIAL EDUCATION.

BY LAW, WE ARE REQUIRED TO.

WHO DETERMINES THAT THEY NEED.

WE HAVE TO TEST.

SO YOU HAVE THAT IN WHAT WE DO WITH TYPICALLY.

CAN COMPARISON AND GET A BETTER PROFILE.

REMEMBER WHEN YOU'RE LOOKING AT NUMBERS.

NUMBERS DON'T GIVE YOU EVERYTHING, RIGHT? SO YOU HAVE TO TAKE A LOOK AT THE BIG PICTURE SO THAT YOU CAN DETERMINE WHERE THE PROCESSING DISORDER IS, BECAUSE IN ORDER TO BE ABLE TO ADDRESS IT, IT IS SOMETHING YOU HAVE TO DEAL WITH.

THE PROCESSING PROBLEM.

YES. SO WE HAVE MADE STRIDES.

YES, THERE IS A LOT OF RESEARCH BECAUSE OF THE NUMBER OF STUDENTS THAT WE HAVE COMING IN AT THE SECONDARY LEVEL.

IT'S NOT JUST A CAROLINE COUNTY CONCERN.

IT IS NATIONWIDE.

AND THERE IS A LOT OF RESEARCH THAT IS OUT THERE THAT I HAVE PULLED AND SHARED WITH THE TEACHERS TO KIND OF HELP THEM KNOW WHAT KIND OF DATA THEY NEED TO COLLECT, BECAUSE GOING BACK TO THE STUDY PROCESS, THEY NEED TO HAVE DATA SO THAT THEY CAN SHOW WHAT THE DISPARITIES ARE.

SO WE DEFINITELY HAVE COME A LONG WAY.

THAT'S AWESOME. THAT'S GREAT.

AND THEN IF WE HAVE A HIGH SCHOOLER THAT EITHER AN ENGLISH SPEAKING ONE, THAT EITHER A HEALTHY TWEEN OR CAME INTO US.

AND HAS NOT BEEN IDENTIFIED.

THANK YOU. WE WILL LOOK AT THAT EVEN AT THE SECONDARY LEVEL.

ABSOLUTELY. SO THAT'S ALSO CHANGED BECAUSE IT WAS, AGAIN, A BATTLE, BECAUSE IT'D BE LIKE SOMEBODY WOULD HAVE FIGURED IT OUT BY NOW.

SO IF YOU FOLLOW THE PROCESS, IT HAS A DISTINCT RIGHT, WHICH IS FINE.

RIGHT. ONCE WE'VE EXHAUSTED WHAT WE CAN DO TO ASSIST AND THAT TEAM FEELS THAT THAT CHILD SHOULD BE REFERRED TO SPECIAL EDUCATION, THEY SHOULD BE DEPRIVED OF SPECIAL EDUCATION. TAKES A LOOK AT ALL THE INFORMATION.

THAT'S GOOD. I MEAN, BECAUSE, YOU KNOW, YOU JUST WANT ALL CHILDREN TO GET THE BEST.

ABSOLUTELY. WELL, THANK YOU.

AND THANKS FOR EXPLAINING THAT IN ONE PIECE.

SO YOU'RE ON SLIDE 30.

I'M SORRY. YOU KNOW, I CAN BE I DON'T WANT TO TAKE AWAY FROM IT.

I JUST SAY I CAN'T.

THAT'S I STARTED IT.

I CAN'T. [INAUDIBLE] IT WAS A GREAT DISCUSSION.

THANK YOU ALL FOR YOUR INPUT.

THANK YOU. RACHEL, CAN WE GO TO.

THIS IS JUST SLIDE 31.

THIS IS FOR OUR I-READY MATH DIAGNOSTIC PLACEMENT FOR OUR GRADES SIX, SEVEN AND EIGHT.

AGAIN, IF YOU LOOK, WE HAVE STUDENTS IN THE RANGE FOR BEING ON GRADE LEVEL OR ABOVE OR EMERGING FROM EITHER 44 TO 55% OF OUR MIDDLE SCHOOL STUDENTS. WE WILL WATCH AND MONITOR THESE NUMBERS WITH THE MIDDLE OF THE YEAR DIAGNOSTICS AND THE END OF THE YEAR DIAGNOSTICS.

AND JUST TO GO BACK TO IT AND NOT TO GO WAY BACK, I THINK THAT IF WE LOOKED AT THE END OF THE YEAR DATA AND WE WERE TO SHOW WHERE WE STARTED FROM BEGINNING OF THE YEAR TO THE END OF THE YEAR, SOME OF THOSE PEOPLE GOING ON TO THOSE WEB SITES SAY THEY MADE SOME GREAT IMPROVEMENT.

THEY'RE WORKING HARD. NEXT SLIDE, PLEASE.

THE BEGINNING, OF COURSE, HIGH SCHOOL ELA DIAGNOSTIC.

THE WRITING DIAGNOSTIC IS AN ASSESSMENT COMPLETED BY ALL HIGH SCHOOL STUDENTS ENROLLED IN ELA, NINE, TEN, 11 AND 12.

THE ASSESSMENT PROVIDES CLASSROOM INSTRUCTORS WITH VITAL INFORMATION THAT CAN BE USED TO GUIDE FUTURE INSTRUCTION.

THE ASSESSMENT CONSISTS OF A TEXT BASED WRITING PROMPT THAT STUDENTS RESPOND TO.

THESE PROMPTS ARE INTENDED TO BE COLD READS.

THE FIVE COMPONENTS THAT STUDENTS ARE ASSESSED ON.

EACH IS WORTH UP TO FOUR POINTS IS READING COMPREHENSION, DEVELOPMENT OF IDEAS AND USE OF EVIDENCE, ORGANIZATION, STYLE AND CONVENTIONS.

NEXT SLIDE, PLEASE. THIS SLIDE IS THE SCORING RUBRIC THAT IS USED TO SCORE THE WRITING DIAGNOSTICS.

YOU CAN SEE THERE ARE FOUR COLUMNS, EACH OF THEM BEING MORE OR LESS WORTH FIVE POINTS.

IF YOU HAVE A STUDENT THAT'S SCORING 20 TO 15 POINTS, THEY'RE CONSIDERED AS HAVING MET THE CRITERIA, WHICH WOULD HAVE THEM SCORING MOSTLY THREES AND FOURS.

[01:10:04]

STUDENTS THAT SCORE 10 TO 14 POINTS ARE CONSIDERED AS APPROACHING AND YOU MAY SEE SOME TWOS AND THREES MIXED IN THERE.

AND THEN FINALLY ANYWHERE FROM 9 TO 0 POINTS TOTAL.

OUR CATEGORY CATEGORIZED AS DOES NOT YET MEET.

THE OVERARCHING GOAL IS TO HELP MOVE ALL STUDENT ACHIEVEMENT LEVEL FORWARD.

AND WE WANT TO GET ALL OF OUR STUDENTS THAT ARE IN THE ONE AND TWOS OVER INTO THOSE THREES.

NEXT SLIDE, PLEASE. THESE ARE THE BEGINNING, OF COURSE, HIGH SCHOOL ENGLISH WRITING DIAGNOSTIC DIAGNOSTIC RESULTS FOR GRADES NINE THROUGH 12. THESE ARE BROKEN UP IN PERCENTAGES AS ALL GRADES NINE THROUGH 12 AND THEN GRADES NINE, TEN, 11 AND 12.

THIS HASN'T JUST A CLARIFYING QUESTION BASED ON WHERE THEY SHOULD BE AT THE START OF THE COURSE OR BASED OFF OF END OF THE HERE'S THE STANDARD. THIS IS WHERE THEY ARE AS A RAISES THE STANDARD.

THIS IS WHERE THEY ARE PRIOR TO INSTRUCTION.

THANK YOU. AT THAT GRADE LEVEL, ACTUALLY.

SO YOU'VE GOT 11TH GRADER COMING IN.

YOU WOULD HOPE MORE THAN 10% OF THEM WOULD BE PROFICIENT.

NO, NO, NOT NOT WITHOUT.

SO BASICALLY, IT'S THE TEXT THAT IS AT THAT GRADE LEVEL.

THEY HAVE TO READ IT BY THEMSELVES AND THEN RESPOND IN WRITING, TYPING TO A PROMPT IN THE EXACT SAME CLASS PERIOD.

SO NOBODY IS TEACHING THEM ANYTHING ABOUT IT.

IT IS, OH, WE'RE GETTING READY TO READ.

IT'S WHAT THEY SHOULD BE ABLE TO ATTACK BY THE END OF THE COURSE.

AND I'VE GRABBED THE 11TH FOR A REASON BECAUSE WE'RE GETTING READY TO GO THROUGH KERWIN AND KERWIN SAYING KIDS DON'T EAT BEING IN SCHOOL AFTER 11 AFTER 10TH GRADE, APPARENTLY.

AND I'M SITTING HERE LOOKING AT 10.2% OF THE KIDS.

NOW GRANTED IN THE BACK, NOT IN THE BACK, YOU ARE SAYING ARE READY TO READ AT 11TH GRADE LEVEL, RIGHT.

IN 11TH GRADE. THEY ARE WRITING AT THAT 11TH GRADE LEVEL.

ENGLISH, RIGHT? THANK YOU.

YEAH, I'M STILL WRITING. ALL RIGHT.

SO IT'S RIGHT. NEXT SLIDE, PLEASE.

THESE ARE OUR HIGH SCHOOL WRITING DIAGNOSTIC RESULTS BROKEN DOWN BY DEMOGRAPHIC SUBGROUPS FOR GRADES NINE THROUGH 12.

THERE ARE CERTAIN, BECAUSE THESE ARE THE STUDENTS WHO ARE CURRENTLY ENROLLED IN THESE CLASSES, THERE ARE CERTAIN SUBGROUPS THAT ARE NOT LISTED DUE TO THEIR NOT BEING A LARGE ENOUGH POPULATION PARTICIPATING IN THE ASSESSMENT TO PROVIDE A RELIABLE SAMPLE SIZE OF DATA.

NEXT SLIDE, PLEASE.

LET'S TALK ABOUT THE CAROLINE COUNTY PUBLIC SCHOOLS MATH COMMON ASSESSMENTS.

THE MATH COMMON ASSESSMENTS HAVE BEEN CREATED BY THE CAROLINE COUNTY PUBLIC SCHOOLS MATH DEPARTMENT STAFF IN THE PERFORMANCE MATTERS PLATFORM.

THE ASSESSMENTS ARE EITHER FORMATIVE OR SUMMATIVE.

THE FORMATIVE DATA IS FROM INSTRUCTION.

IT'S COLLECTED ASYNCHRONOUSLY.

ASYNCHRONOUSLY, THE STUDENTS WORK THROUGH LESSONS.

THE SUMMIT OF DATA IS FROM AN ASSESSMENT GIVEN AT THE END OF A TOPIC OR TOPICS OF STUDY.

THIS IS GIVEN SYNCHRONOUSLY ON THE INDICATED DATE BY ALL TEACHERS.

OF THAT COURSE, THE DATA DOES NOT REPRESENT ALL STUDENTS IN HIGH SCHOOL, ONLY THOSE THAT ARE ENROLLED IN THESE COURSES.

NEXT SLIDE PLEASE.

HERE'S OUR GRADE SIX TO THE MEET EXCEEDS.

I THINK THIS IS AN EARLIER VERSION.

IT SHOULD BE 35% FOR MEET EXCEEDS FOR THE 19-20.

THE THREE ARM BARS DON'T ADD UP TO OK CORRECT WE SPOKE ABOUT THAT.

THAT IS THAT IS AN OLD SLIDE.

CAN'T SKIP IT.

ALL RIGHT. IS THAT WHAT YOU'RE SAYING? NO. NO. WHAT? WHAT I HOPE TO SHOW YOU IS THAT THE KIT, THIS TEST IS THE SAME.

THIS IS THE THREE LEVELS OF SCORING FOR OUR UNIT ONE ASSESSMENT IN GRADE SIX.

AND THAT'S THREE YEARS OF DATA NOT MET, APPROACHING AND MEETS OR EXCEEDS.

AND WE ADDRESS THAT. I APOLOGIZE.

THAT SLIDE DIDN'T GET SWITCHED OUT.

WE CAN GET IT SWITCHED OUT FOR YOU.

THE MIDDLE SCHOOL HAS A COMMON ASSESSMENT FOR EACH UNIT OF STUDY.

THESE ASSESSMENTS ARE BUILT IN PERFORMANCE MATTERS.

AS MENTIONED EARLIER, WE DO NOT USE WE DIDN'T USE THE ASSESSMENTS IN THE 2021 SCHOOL YEAR.

THE INSTRUCTIONAL TIME WAS GREATLY SHORTENED FOR THE 2021 SCHOOL YEAR.

IT WAS NECESSARY FOR TEACHERS TO SIGNIFICANTLY IMPACT THE CURRICULUM.

THE ASSESSMENTS WERE ONLY PARTIALLY ALIGNED TO WHAT TEACHERS WERE TEACHING.

THE MATH CURRICULUM WAS PILOTED IN SIXTH GRADE.

FOR THAT REASON, THERE WAS ONE ADDITIONAL YEAR OF DATA FOR GRADE SIX, THEN FOR GRADE SEVEN AND EIGHT.

THIS SLIDE IS A COMPARISON OF THE UNIT ONE ASSESSMENT DATA IN GRADE SIX FOR THE CURRENT YEAR 21-22 AND 19-20.

[01:15:01]

THE CONTENT OF THE ASSESSMENTS IS THE SAME, ALLOWING US TO COMPARE ONE YEAR'S RESULTS TO PREVIOUS YEARS.

NEXT SLIDE, PLEASE.

THIS CHART COMPARES THIS YEAR'S GRADE SEVEN UNIT ONE RESULTS TO LAST YEAR'S RESULTS.

THE ASSESSMENT WAS NOT USED AGAIN IN 2021, AND THE CONTENT OF THE ASSESSMENTS DOES NOT CHANGE FROM YEAR TO YEAR.

NEXT SLIDE, PLEASE.

THIS IS COMPARING THE GRADE EIGHT UNIT ONE RESULTS TO LAST YEAR'S GREAT EIGHT UNIT ONE RESULTS.

AGAIN, IT WAS NOT USED IN 2021 AND THE CONTENT OF THE ASSESSMENTS DOES NOT CHANGE.

NEXT SLIDE, PLEASE.

THE HIGH SCHOOL COURSES USE THE AGILE ASSESSMENT PLATFORM FOR ITS COMMON ASSESSMENTS.

THE PLATFORM DOES NOT ALLOW US TO ACCESS PREVIOUS YEAR DATA.

THERE IS A PLAN TO MOVE TO PERFORMANCE MATTERS AS THE ASSESSMENT PLATFORM FOR HIGH SCHOOL MATH, WHICH MEANS WE'RE USING THE SAME PLATFORM AS WE WERE FOR MIDDLE SCHOOL.

ALTHOUGH THERE IS ONLY ONE DATA POINT FOR ALGEBRA ONE AT THIS POINT IN THE YEAR IS IMPORTANT TO KEEP IN MIND THAT IT REPRESENTS THE CONTENT OF ABOUT ONE THIRD OF THE ALGEBRA ONE MCAP ASSESSMENT THAT I MENTIONED EARLIER.

WE ARE GETTING READY TO START TO ADMINISTER LATER IN DECEMBER AND JANUARY.

NEXT SLIDE, PLEASE.

THIS IS OUR DATA FOR ALGEBRA, OUR CURRENT DATA FOR ALGEBRA TWO.

NEXT SLIDE, PLEASE.

THIS IS OUR CURRENT DATA FOR GEOMETRY FOR THE FALL OF 22 AND 23.

NEXT SLIDE, PLEASE.

THE MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM OR MCAP GOVERNMENT IS NOW CONSIDERED AN END OF COURSE EXAM.

SO WHAT THIS MEANS IS THAT STARTING NEXT YEAR, BECAUSE THIS YEAR IS A PILOT YEAR, A DRESS REHEARSAL HERE, THIS ASSESSMENT WILL COUNT FOR 20% OF THE STUDENTS GRADE IN THEIR GOVERNMENT, THEIR AMERICAN GOVERNMENT COURTS.

THE AMERICAN GOVERNMENT TEST CONSISTS OF SELECTED RESPONSE ITEMS, COLLECTED RESPONSE, CONSTRUCTIVE RESPONSE ITEMS, AND TECHNOLOGY ENHANCED ITEMS. THE CONSTRUCTED RESPONSE ITEMS REQUIRE STUDENTS TO WRITE RATHER THAN SELECT AN APPROPRIATE RESPONSE.

THE ASSESSMENT MEETS THE TESTING REQUIREMENTS FOR MARYLAND HIGH SCHOOL GRADUATION, AS WELL AS THE HIGH SCHOOL TESTING REQUIREMENTS FOR STATE AND FEDERAL LAW.

NEXT SLIDE, PLEASE.

SO I BELIEVE THE BOARD MAY HAVE SEEN THIS ALREADY, BUT I JUST WANTED TO MAKE SURE THIS IS OUR FALL AND WINTER DATA FROM LAST SCHOOL YEAR.

YOU CAN SEE THAT CAROLINE COUNTY FINISHED IN THE TOP 50%.

IS NUMBER TEN IN THIS IN THIS WINDOW.

THERE WERE FOUR DISTRICTS THAT DID NOT REPORT OR DID NOT TEST.

OUR AVERAGE SCORE WAS A 3.99.

THE MARYLAND AVERAGE WAS A 3.98.

PASSING IS A 3.94.

NEXT SLIDE, PLEASE.

HERE'S THE DEMOGRAPHIC BREAKDOWN OF OUR SCORES FOR THE MCAP GOVERNMENT ASSESSMENT.

AGAIN, PASSING IS 394 AND THIS IS COMPARED CAROLINE COUNTY TO THE STATE OF MARYLAND.

AS YOU SEE, WE KEEP PRETTY STEADY.

WE'RE PRETTY CONSTANT WITH THE STATE AND THE STATE RESULTS.

NEXT SLIDE, PLEASE.

THIS SLIDE SHOWS THE PERCENTAGE OF STUDENTS IN CAROLINE COUNTY COMPARED TO THE PERCENTAGE OF STUDENTS IN MARYLAND WHO ARE CONSIDERED EITHER LEVEL ONE OR LEVEL TWO.

LEVEL ONE WOULD BE CONSIDERED DID NOT MEET EXPECTATIONS.

LEVEL TWO WOULD BE MET EXPECTATIONS.

NEXT SLIDE, PLEASE.

THIS IS THE SPRING HSA GOVERNMENT FROM SCHOOL YEAR 21-22, YOU SEE CAROLINE COUNTY.

WE INCREASED OUR AVERAGE SCORE TO A403.

WE STILL FINISHED IN THE TOP 50% IN THE STATE OF MARYLAND.

NEXT SLIDE, PLEASE.

THIS SHOWS THE DEMOGRAPHIC BREAKDOWN OF THE SPRING GOVERNMENT ASSESSMENT.

PARDON ME? AND AS YOU CAN SEE FROM THE PREVIOUS WINDOW, FROM THE JANUARY WINDOW, WE KEPT STEADY WITH THE STATE OF MARYLAND AS WELL.

NEXT SLIDE. THIS IS THE PERCENT OF STUDENTS THAT WERE CONSIDERED LEVEL ONE VERSUS LEVEL TWO.

THE STATE OF MARYLAND AND CAROLINE COUNTY.

NEXT SLIDE, PLEASE.

AND NOW WE'VE GOT DOWN TO SLIDE 33.

MORE DATA WILL BE SHARED AS IT BECOMES AVAILABLE.

RIGHT NOW, THERE HAS BEEN SOMETHING OF A DATA DESERT I'VE HEARD IT REFERRED TO AS, FOR INSTANCE, OUR KINDERGARTEN READINESS ASSESSMENT DATA IS CURRENTLY IN THE CLEANUP PROCESS,

[01:20:02]

SO WE WILL HAVE THAT READY TO GO.

WE HAD A 99.8% COMPLETION RATE, WHICH IS PRETTY AWESOME.

WE HAD ONE STUDENT WHO DIDN'T ACTUALLY FINISH THE ASSESSMENT BECAUSE THEY WERE ABSENT.

THEY MISSED FOUR ITEMS. THE WINTER AND SPRING OF 21-22.

LS MISA DATA WILL BE AVAILABLE AFTER THE MSDE BOARD MEETING IN DECEMBER.

IT'S CURRENTLY EMBARGOED, BUT WE HAVE BEEN ABLE TO USE IT TO MAKE INSTRUCTIONAL DECISIONS THAT HAS BEEN SHARED WITH OUR WITH DR.

SIMMONS AND OUR SUPERVISORS.

THE WINTER AND SPRING 21-22 MCAP ELA AND MATH DATA WILL BE AVAILABLE EARLY NEXT YEAR.

THIS HAS BEEN A REAL PAIN POINT FOR A LOT OF DISTRICTS.

WE HAVEN'T BEEN ABLE TO SEE DATA FROM LAST DECEMBER AND JANUARY THROUGH THIS PAST SPRING.

THE REASON WHY IT'S TAKING SO MUCH LONG IS THEY'RE DOING RANGE FINDING AND STANDARD SETTING.

LAST SPRING WAS THE FIRST TIME THAT THE STATE HAD ROLLED OUT A GRADE THREE THROUGH POSSIBLY 12 MCAP WINDOW.

WE'LL ALSO HAVE THE MIDDLE OF THE YEAR COUNTING DIAGNOSTICS AND THEN, OF COURSE, ELA ASSESSMENTS IN HIGH SCHOOL.

THEY'RE SCHEDULED FOR JANUARY 9TH THROUGH JANUARY 24TH.

I LOOK FORWARD TO BEING ABLE TO SHARE MORE OF THIS DATA WITH YOU.

THANK YOU FOR YOUR TIME. THANK YOU, EVERYONE, FOR YOUR INPUT TONIGHT.

IT WAS WONDERFUL.

AT THE MAIN CONFERENCE, THE STATE SUPERINTENDENT WAS SAYING A LOT OF THESE SAME THINGS ABOUT WHEN THE DATA WOULD BE AVAILABLE.

I DIDN'T HEAR HIM CALL IT A DATA DESERT.

IF THAT WAS THE DATA DESERT, I NEED TO SEE LIKE A RICH JUMBLE OF DATA.

WELL, I IMAGINE THAT WHEN WE DO GET SOME OF IT, IT WILL BE BECAUSE WE'RE GOING TO HAVE THAT JANUARY WINDOW.

WE'RE GOING TO HAVE THE SPRING WINDOW AND IT'S GOING TO BE COMING JUST BEFORE WE HOPEFULLY GET THE DATA BACK FOR OUR UP AND COMING DECEMBER AND JANUARY WINDOW AND WHAT'S KIND OF COMING OUT IN CONVERSATION.

AND I APPRECIATE THAT IS ONE OF THE ISSUES THAT SCHOOL SYSTEMS HAVE HAVE DONE THEMSELVES IN IS IF WE'RE RELYING ON STATE DATA IS THE STATE, EVERY TIME THEY CHANGE AN ASSESSMENT, IT THEN CHANGES DATA WINDOW, BIG TIME.

THE RELIABILITY, THE VALIDITY OF THE DATA GETS THROWN OUT THE WINDOW, AND THEN WE HAVE TO WAIT FOR THEM TO DO ALL THEIR COMPONENTS.

AND THEN WE DON'T HAVE USABLE DATA.

SO WE HAVE A LOT OF THINGS IN PLACE IN THE COUNTY TO PROVIDE US USABLE DATA POINTS THAT OUR STAFF IS USING ON A ROUTINE BASIS, AND WE'LL CONTINUE TO LOOK TO FIND WAYS TO ENHANCE AND PROVIDE OURSELVES A DATA RICH ENVIRONMENT SO WE KNOW WHERE OUR KIDS ARE AT ALL TIMES.

WE KNOW IF WHAT WE'RE DOING IS MAKING A DIFFERENCE AND IF IT'S NOT, AND WE KNOW WE'VE GOT TO LOOK AT SOMETHING A LITTLE BIT DIFFERENT TO BE ABLE TO PROVIDE THEM WHAT THEY NEED.

I GUESS THIS WOULD BE AN INSULATE SO YOU DON'T HAVE TO ANSWER THIS NOW PER SE, BUT IT'S SOMETHING THAT'S BEEN BUGGING ME, I GUESS I CALL IT COMMON SENSE MATH AND YOU PROBABLY DON'T EXPERIENCE IT.

YOU GO TO THE STORE AND YOU'RE GOING TO GET $0.98 CHANGE.

SO YOU TRY TO GIVE THE PERSON $0.02.

WE NEED TO ADDRESS.

IN MY OPINION, WE NEED TO ADDRESS THAT SOMEWHERE.

WE'RE THAT'S FINE AND DANDY, BUT THEY GOT ALL THESE HIGH LEVEL THINGS.

BUT, YOU KNOW, IT'S COMMON SENSE MATH.

AND I SAT THERE ONE TIME BECAUSE IT JUST GOT ME TRYING TO EXPLAIN IT TO HER.

AND HONESTLY, THAT WAS ONE WE HAD A BIG EMPHASIS ON, ESPECIALLY AT THE ELEMENTARY NUMBER TALKS AND MENTAL MENTAL MATH AND NUMBER SENSE.

AND UNFORTUNATELY, THAT WAS ONE OF THE THINGS THAT GOT PUT ON THE BACK BURNER WHEN WE WENT VIRTUAL BECAUSE IT'S IT'S IT'S HARD.

YOU CAN'T YOU CAN'T SEE SOMEONE'S FACE, DOESN'T IT? WE ARE GETTING THERE.

WE'RE GETTING BACK THERE.

I THINK THIS WILL BE THE FIRST YEAR WHERE WE WILL TRULY BE ABLE TO TEACH THE ENTIRE CURRICULUM.

AND THIS IS NOT IT'S NOT JUST CAROLINE COUNTY, BUT OH, NO, IT BUGS ME MORE.

HERE'S THE OTHER THING THAT PEOPLE DON'T PAY FOR THINGS WITH COINS.

SO AND IF YOU THINK ABOUT IT, A PENNY IS BIGGER THAN A DIME.

SO INTUITIVELY, WE TEACH KIDS ABOUT MONEY AND WE GIVE THEM PLAY COINS AND THEY MAKE CHANGE.

BUT IT DOESN'T MAKE SENSE THAT A DIME IS SMALLER THAN A NICKEL.

IT REALLY DOESN'T MAKE SENSE.

SO EXPLAIN IT TO US FIRST.

YOU'RE A FIRST GRADER.

I MEAN, AND I'LL SAY I AGREE WITH MS. DIGIACOMO, BUT I ALSO REALIZED, TOO, IN THE LAST JUST AGAIN, BEING THE OLD MAN IN THE ROOM TEN YEARS, IS THAT YOU TEACH IT IN ELEMENTARY SCHOOL, BUT IF YOU DON'T USE IT, YOU LOSE IT.

AND KIDS DEFINITELY DON'T AREN'T USING MONEY TOO MUCH ANYMORE.

NEITHER ARE THEIR PARENTS.

[01:25:01]

AND THEN EVEN IF WE DO, BE DEVIL'S ADVOCATE, EVEN IF WE REMIND THEM BEFORE THEY LEAVE HIGH SCHOOL IN THEIR FINANCIAL LITERACY CLASS, DON'T FORGET THAT, YOU KNOW, HERE'S LITTLE TRICKS OF THE TRADE. WHEN YOU GO IN THE REAL WORLD, THEY GET IN A BUSINESS SETTING.

THEY DON'T TOUCH A DOLLAR FOR THE FIRST TWO OR THREE WEEKS POSSIBLY, OR WHATEVER IT IS OF BUSINESS.

AND THEN SOMEBODY LIKE ME HANDS THEM $0.03 IN THE WINDOW, $0.02 IN THE WINDOW, AND THEY REALLY ARE PERPLEXED ON WHAT TO DO WITH IT.

BUT BECAUSE IF YOU DON'T USE IT, YOU LOSE IT.

YOU HAVE THE AUTOMATIC CHANGE, CHANGES COME DOWN.

THEY DON'T THINK ABOUT THAT.

BUT IT'S FUNNY BECAUSE I TRULY YOU DON'T EVEN GO THERE WITH THE OLD OK BECAUSE WE GOT YOU BEAT.

BUT IT NEVER EVEN OCCURRED TO ME THAT PEOPLE DON'T SOMETIMES SPEND CASH.

AND THAT WAS LIKE, WHOA, YEAH, THAT'S CHANGE.

BUT, YOU KNOW, IT WAS KIND OF SORT OF FUNNY IS WHEN I WENT BACK TO THE TABLE WITH THE SUN MONEY, WE HAVE AN EXCHANGE OF MONEY IN OUR TEAM, LIKE AFTER LUNCH AND THERE'S NO, NO MONEY CHANGES HANDS THERE.

SO EXCEPT FOR PORTLAND, WE'RE ALL VENMO ING EACH OTHER BACK AND FORTH.

AND YOU KNOW WHAT'S FUNNY WAS I WENT BACK TO THE TABLE WITH THE SUN.

CHAD WAS READY TO KILL ME BECAUSE SHE'S LIKE, WHY ARE YOU IRRITATING THE PERSON THAT WAS GOING TO MAKE MY SUN? EXACTLY. AND I'M LIKE, GOOD POINT.

BUT IT WAS MADE ALREADY.

SO SHE GOES, SO IT WAS THEY'RE MELTING.

I'M LIKE, WELL, THAT ONE I CAN'T ARGUE WITH.

BUT I MEAN, YOU ALL ACTUALLY BRING UP POINTS THAT I NEVER THOUGHT ABOUT, BUT I STILL THINK THEY SHOULD.

WELL, IT'S THE SAME THING WITH WE TEACH KIDS HOW TO USE AN ANALOG CLOCK.

AND ONE OF OUR STANDARDS WAS LAST TIME YOU YEAH.

I LOOK AT MY WATCH.

IF WE LOOK AT OUR PHONES FOR THE TIME IT'S WELL, I LOOK AT PEOPLE FUNNY.

YOU WALK UP TO PAY FOR SOMETHING AND THEY GO LIKE THAT AND THEY WALK OUT THE DOOR.

I'M LIKE, COP, COP, YOU KNOW? I MEAN, THEY JUST HOLDING THE PHONE OR SOMETHING.

AND SO IT'S GREAT.

YEAH, I READ ABOUT YOU AND I THOUGHT I COULD DO THAT.

YEAH. AND I DIDN'T HAVE ANYTHING ELSE ON MY PHONE.

YOU JUST MISSED YOUR PEOPLE WITH YOU.

AND YOU JUST.

I'LL MAKE SURE WE GET YOU THAT DEMOGRAPHIC DATA.

SURE. THANK YOU. THANK YOU.

YOU OBVIOUSLY PUT A LOT OF WORK IN THAT.

YES. SO MAYBE NEXT TIME WE HAVE SOME PURPLE AND I TRY TO MATCH WHAT'S IN THE PLATFORM.

IT'S THE TIME. DON'T WORRY ABOUT IT.

BOARD MEMBERS, WHEN THERE'S NOTHING ON THE DISCUSSION FOR FUTURE ITEMS, THERE'S NO UNFINISHED BUSINESS.

BUT OF COURSE, WE KNOW THERE IS.

IS THERE ANYTHING FOR THE GOOD OF THE CAUSE YOU WANT TO MENTION BEFORE THE NEXT MEETING? EVERYBODY GO OUT AND VOTE.

THAT'S TRUE. YES.

THANK YOU. WE ACTUALLY HAD A BOARD MEETING ON ELECTION.

THAT CAN ONLY HAPPEN BECAUSE WE REMEMBER ONE FELL ON TUESDAY.

WE HAVE A LIST OF UPCOMING BOARD MEETINGS AND EVENTS.

STILL LOT GOING ON IN NOVEMBER.

WE HAVE ON OUR NOVEMBER 15TH WORK SESSION HERE AT 6:00 AND NOTHING ELSE DO WE HAVE A MOTION TO ADJOURN.

SO MOVED BY ONE SECOND.

ALL THOSE IN FAVOR. ALL RIGHT, EVERYONE, THANK YOU ALL FOR STAYING.

MARK, THANK YOU.

APPRECIATE.

* This transcript was compiled from uncorrected Closed Captioning.