[00:00:02]
[1. Opening Items]
I WILL CALL TO ORDER THE TUESDAY, FEBRUARY 21, 2023, WORK SESSION OF THE BOARD OF ED, AND WE HAD A CLOSED SESSION THAT BEGAN AT 04:30, FOR PERSONNEL DISCUSSION PRIMARILY.NOW WE CAN RECONVENE IN OPEN SESSION IF I CAN GET A MOTION FROM THE BOARD TO DO SO.
>> OKAY. ALL IN FAVOR? WE ARE IN OPEN SESSION.
FIRST-ORDER OF BUSINESS IN THAT IS PLEDGE OF ALLEGIANCE.
>> THANK YOU, EVERYONE. WELL, WE HAVE A VERY LENGTHY AGENDA, BUT I HAVEN'T FOUND A SHORT LITTLE AGENDA IS GOING TO TAKE A LITTLE WHILE.
[LAUGHTER] JUST A REALLY GREAT TOPIC FOR TONIGHT.
DO I HAVE A MOTION FROM THE BOARD TO APPROVE THE AGENDA?
>> WE CAN MOVE FORWARD WITH OUR AGENDA AND OUR DISCUSSION ITEMS IS,
[2. Discussion Items]
I'VE NEVER HEARD OF THIS BEFORE, THE BLUEPRINT OR MARYLAND'S FUTURE.[LAUGHTER] WE'VE HEARD A LOT ABOUT IT, AND SO IT'S EXCITING, IT'S INTERESTING, IT`S INCREDIBLE HISTORIC STEP FOR THE STATE OF MARYLAND, AND BEEN CALLED LOT OF OTHER THINGS TOO.
BUT I'M GOING TO STAY POSITIVE AS WE SHOULD.
>> I'M GOING TO PASS TO DR. DOWNS.
SHE HAS BEEN LEADING OUR IMPLEMENTATION EFFORTS AS WE GIVE THE BOARD AN UPDATE ON WHERE WE ARE.
>> GOOD EVENING EVERYONE? [OVERLAPPING] MEMBERS OF THE BOARD AND WE HAVE A LOT OF SUPPORT HERE THIS EVENING TO TALK ABOUT THE BLUEPRINT OR TO ANSWER ANY QUESTIONS THAT MIGHT BE SURROUNDING THE BLUEPRINT.
I'D LIKE TO FIRST START OFF WITH SHARING SOME UPDATES AND WHERE WE ARE.
YOU'VE BEEN RECEIVING INFORMATION PERIODICALLY ABOUT THE BLUEPRINT.
THIS EVENING WILL BE A WRAP UP OF SORTS OF WHAT WE'VE DONE TO THIS POINT AND NEXT STEPS.
I'M EXCITED TO HAVE THE CHAIRS HERE TO SHARE OUT THEIR PART.
AS YOU REMEMBER IN THE LAST BOARD MEETING, THERE WAS A NUMBER OF HOURS.
I WILL SHARE WITH YOU ON HOW MUCH TIME HAS BEEN SPENT SIGNIFICANT AND WHEN YOU LOOK AT THE HOURS, SOMETIMES IT WAS DISCUSSING ONE PERSON, BUT THEY MAY HAVE HAD OTHER PEOPLE IN THE ROOM WITH THEM SO THAT'S A MULTIPLICATION OF HOURS SPENT.
A LOT OF REALLY EXCITING THINGS THAT COME OUT OF THE CONVERSATIONS.
A LOT OF INNOVATION, RE-IMAGINING HOW WE LOOK AT EDUCATION AND WE LOOK AT STUDENT GROWTH AND LEARNING.
I'M REALLY EXCITED TO SHARE WHAT WE'VE BEEN WORKING ON AND THEN THE CHAIRS WILL BE SHARING THE DETAILS OF THEIR PILLAR.
A LOT OF REALLY GREAT THINGS HAPPENING.
I'M LOOKING AT IT AS AN OPPORTUNITY AS WELL, MR. MARTIN.
IN FRONT OF YOU, THERE IS A LIKE A ONE-PAGER THAT YOU CAN REFLECT ON AFTER THIS CONFERENCE, THIS CONVERSATION AND IT'S A TAKEAWAY FOR YOU TO HAVE SOME NOTES.
THIS WILL BE SHARED PUBLICLY AS WELL AS THIS MEETING IS BEING RECORDED TO SEND OUT TO THE COMMUNITY AND THE ACTUAL TEMPLATE WILL BE SHARED AS WELL TO THE COMMUNITY TO ENGAGE THEM AS WELL.
AGAIN, WE JUST WANT TO RECAP WHY THE BLUEPRINT.
KINDERGARTENS AREN'T READY WHEN THEY'RE COMING TO SCHOOL? HIGH SCHOOL GRADUATES ARE NOT FULLY COLLEGE AND CAREER READY? AND ONCE A STUDENT FALLS BEHIND, IT'S REALLY HARD TO GET THEM BACK ON TRACK? OF COURSE WHILE WE HAVE THE HIGHEST HOUSEHOLD INCOME, WE DO HAVE A SIGNIFICANT POVERTY SITUATION, ESPECIALLY HERE IN CAROLINE COUNTY.
WE HAVE LOW INCOME HOUSEHOLDS AND WE'RE LOOKING TO SEE WHAT WE CAN DO TO SUPPORT THOSE POPULATIONS. [OVERLAPPING].
>> WHEN YOU SAID THEY'RE NOT READY FOR KINDERGARTEN, I'M DATING MYSELF.
BUT WHEN I GREW UP, THAT'S WHAT KINDERGARTEN FOR.
TO GET YOU READY. NOT THAT YOU HAVE TO BE READY.
>> CORRECT. WHEN WE GET INTO THE WORK AND WE START TALKING ABOUT THE PILLAR PIECES, THAT WILL BE SOME THINGS THAT CAN BE SHARED OUT TO YOU TO TALK ABOUT WHAT THAT LOOKS LIKE.
THEN I WILL SAY THAT WE'RE GOING TO, FOR THE SAKE OF THE MEETING AND RECORDING AND THE COMMUNITY ENGAGEMENT,
[00:05:01]
I WILL SHARE OUT ALL THE INFORMATION OF THE PILLARS AND THE WORK OF THE BLUEPRINT AND WE'LL HAVE QUESTIONS AT THE END.THAT WAY, IF YOU HAVE ANY QUESTIONS, YOU CAN DROP THEM DOWN.
THEY MIGHT BE ANSWERED THROUGHOUT THE PROCESS.
THIS WAY IT GIVES AN OPPORTUNITY FOR SOME FLOW AND THEN THE QUESTIONS CAN BE AT THE END.
DOES THAT SOUND OKAY WITH EVERYBODY?
>> GREAT. LOOKING AT WHAT'S BEEN DONE THROUGHOUT THIS PROCESS, OF COURSE, THERE WAS SOME WORK DONE IN THE BLUEPRINT PRIOR TO JULY.
WE ARE LOOKING AT WHAT JULY AND UNTIL NOW IT LOOKS LIKE BECAUSE THERE WAS SOME DIRECTION THAT WAS PROVIDED, IT INTENSIFIED.
THE NEW GUIDANCE INTENSIFIED, THE WORK INTENSIFIED WITH THE ACCOUNTABILITY BOARD AND WITH MSDE AS THEY ENDEAVOR TO GET US PREPARED FOR WRITING THIS REPORT TO BOTH MSDE AND AIB.
WEEKLY BLUEPRINT FOR YOUR MEETINGS BEGAN FOR ME JULY 1 AND CONTINUES ON.
ITS WEEKLY MEETINGS WITH THE COORDINATORS AND MSDE, AS WELL AS THE AIB.
WHEN WE DID WORK IN AUGUST FOR THE ANS IN SEPTEMBER ANS, MUCH OF THE WORK WAS AROUND GETTING ADMINISTRATORS, SUPERVISORS, REALLY UP-CLOSE AND PERSONAL WITH THE MILESTONES WITH CERTAIN DEADLINES AND DATES OF IMPLEMENTATION OF PART OF THE BLUEPRINT.
IT WAS STILL IN DRAFT FORM SO WE UTILIZE WHAT WE HAD.
WE UTILIZE THE LEGISLATION THAT WE KNEW WAS GOING TO BE INFLEXIBLE AND IT CAN REALLY BE HAPPENING TO DRIVE OUR CONVERSATIONS TO SEE WHERE WE ARE.
WE HAD A NOVEMBER BOARD WORK SESSION WHERE INFORMATION WAS SHARED AT THAT POINT AND AGAIN, WE'RE STILL IN DEVELOPMENTING PHASE OF THE BLUEPRINT TEMPLATE AND THEN THE SPECIFIC DIRECTION FROM AIB.
WHEN WE GOT THAT GUIDANCE, WE THEN RAMPED UP OUR EFFORTS AND WE STARTED MEETING MORE REGULARLY WITH THE PILLAR CHAIR MEETINGS, THE STEERING COMMITTEE MEETINGS, AND STARTED GETTING OURSELVES PREPARED FOR THOSE ONGOING MEETINGS.
INCLUDED IN THAT WERE WORK SESSIONS WHERE MSDE AND AIB SCHEDULED WORK SESSIONS FOR ALL OF US TO ATTEND BASED ON OUR PILLAR.
AGAIN, THAT WAS FLUID BECAUSE MEETING PEOPLE'S NEEDS OF DIFFERENT PILLAR WORK, THEY HAD TO CONTINUE TO ADJUST AND PIVOT WHEN IT CAME TO THOSE MEETINGS, BUT THEY WERE ON AVERAGE THREE TO FOUR HOURS FOR EACH ONE, EACH EXTENSION WE HAD.
ATTENDING THOSE TOOK UP ABOUT SEVEN HOURS FOR THOSE OF US WHO WENT TO ALL OF THEM A DAY OR ONCE A WEEK.
THE PILLAR CHAIRS, WERE GOING 3-4 HOURS INVITING ANYBODY THAT WAS PART OF THAT PROCESS AND SOMETIMES THEY WENT ON A WEEKLY BASIS.
A LOT OF FEEDBACK, A LOT OF THE WORK WAS INVOLVED IN THAT PROCESS.
WE THEN DEVELOPED IN OUR STEERING COMMITTEE WE HAD ALL OF OUR EDITS AND OUR DRAFTS READY ON JANUARY 31ST, I BELIEVE, WITH THAT STEERING COMMITTEE MEETING AND EVERYBODY MET THE DEADLINE WITH FLYING COLORS.
THE EXCITEMENT WAS THERE, EVERYBODY REALLY DUG IN AND WORKED REALLY HARD TO GET THAT DONE.
I WILL SAY THAT THIS GROUP HAD A TABLE SOME OF THE THINGS THAT ARE USUALLY ON THEIR PLATE TO BE ABLE TO MAKE THIS HAPPEN.
A LOT OF TIMES THEY HAD TO REVISIT THOSE MEETINGS AND THE OBLIGATIONS THAT THEY HAVE OTHER REGULAR POSITION AND ONCE THEY ACHIEVED THOSE WEEKLY, DAILY BIWEEKLY MEETINGS THAT WERE GOING ON TO GET THIS WORK DONE.
A LOT OF SHOUT OUTS AND KUDOS TO THE WORKLOAD CHAIRS AND A WORK GROUP THEMSELVES TO REALLY BE INNOVATIVE AND CREATIVE AND THOROUGH.
IN THAT WE RECEIVED OUR FEEDBACK ON THE 27TH FROM MSDE AND AIB.
WE ALL WERE TOGETHER ON A CALL, WE SUBMITTED OUR DRAFT PLAN A WEEK PRIOR, AND THEN WE RECEIVED THE FEEDBACK FROM FEBRUARY 27TH.
>> I'M SORRY, 13TH. [OVERLAPPING] I'M SORRY, MY MISTAKE.
FEBRUARY 13TH WE RECEIVED OUR FEEDBACK, WE HAD TO SUBMIT OUR DRAFT ON FEBRUARY 6TH, DATE.
I WAS ELATED AND SO WAS DR. SIMMONS ON THE FEEDBACK THAT WAS GIVEN TO US BECAUSE IT WAS VERY LITTLE EDITS, A LOT OF OVERALL, "HEY, MAKE SURE THAT YOU ALL DO THIS." BUT THAT WAS GIVEN TO ALL GROUPS, ALL COUNTIES.
IN A FOLLOW-UP MEETING IN A CONVERSATION I HAD WITH SOMEONE, MSDE, THEY ALSO REITERATED HOW OUR PLAN WAS VERY COMPREHENSIVE AND VERY WELL DONE, SO A LOT OF GOOD FEEDBACK THAT WE RECEIVED.
THERE WERE SOME MINOR EDITS AND WE'RE STILL WORKING ON THOSE.
BUT OVERALL, I THINK IT WAS REALLY GREAT STUFF.
WE THEN CAN SURVEY TO THE COMMUNITY FOR FEEDBACK ON THE DRAFT PLAN, WILL BE FEBRUARY 27TH.
THAT WILL BE AFTER THIS MEETING AND COLLECTING ALL OF OUR RESOURCES AND PRESENT OUT TO THE COMMUNITY.
ON THE MARCH 8TH, WE'RE GOING TO HAVE A JOINT SSIC AND CA MEETING AGAIN.
THEY REALLY LIKED MEETING TOGETHER.
WE'LL BE PRESENTING THIS TO THEM, GOING THROUGH THIS WITH THEM AND SEEING HOW THEY'RE FEELING ABOUT EVERYTHING.
[00:10:03]
THE FINAL DRAFT PLAN WILL BE SUBMITTED BY MARCH 15TH.WE'RE GOING TO HAVE IT IN A COUPLE OF DAYS OR A WEEK JUST FOR GOOD MEASURE, BUT THAT IS THE DEADLINE FOR THE MARCH 15TH SUBMISSION.
>> QUESTION. ARE WE USING THE EMAIL SYSTEM TO PARENTS FOR GETTING THE SURVEY OUT?
>> WE WILL HAVE A FULL COMPREHENSIVE PLAN TO GET IT OUT TO EVERYONE.
>> ALL OF THE PARENTS, ALL STAFF MEMBERS, EVERYONE.
>> THANK YOU. I WANTED TO JUST CIRCLE BACK TO WHAT WE STARTED THE VERY BEGINNING OF THE PROCESS AND THIS IS SOMETHING THAT WE DID WITH OUR ADMINISTRATIVE AND SUPERVISORS TEAMS MAKING SURE THAT WE REALIZE THAT THERE'S A LOT OF THINGS THAT WE'RE ALREADY DOING, WANTING TO MAKE SOME CONNECTIONS AS TO OUR STRATEGIC PLAN THAT WE HAVE FOR CAROLINE COUNTY.
WE ARE TEED UP TO REALLY DIG INTO THE WORK IN A VERY MEANINGFUL WAY.
A LOT OF THE GROUNDWORK HAS ALREADY BEEN LAID, WE JUST NEED TO GO DEEPER INTO THE WORK AND BE MORE INNOVATIVE ABOUT THE WORK.
MAKING THIS CONNECTION BETWEEN THE BLUEPRINT FOCUS AREAS IN THE STRATEGIC PLAN I THOUGHT WAS EXTREMELY REVEALING IN THAT WE HAVE A LOT GOING ON FOR US ALREADY.
WITHOUT ANY HESITATION I'M GOING TO HAND IT OVER TO THE VERY FIRST PILLAR CHAIR AND WE'LL MOVE FROM PILLAR TO PILLAR AND THEN JUST JOT NOTES DOWN, QUESTIONS AS WE GO AND WE'LL BE ABLE TO PROVIDE TIME AFTER DR.
SIMMONS HAS HIS GRAPH UP ON PILLAR 5 FOR QUESTIONS.
NOW THE SAILOR IS OUR PILLAR 1 RECRUIT CHAIR AND EARLY CHILDHOOD SUPERVISOR.
>> THANK YOU. FOCUSING ON PILLAR 1 WITH EARLY CHILDHOOD, THE GOOD NEWS IS WE ARE IN A REALLY GOOD SPOT WHERE WE'RE STARTING OFF BUT I'LL GO INTO MORE DETAILS IN A LITTLE BIT.
BUT SPECIFICALLY THE POINT OF PILLAR 1 IS TO EXPAND ACCESS TO KIDS.
THIS WAY WE'RE NOT JUST GETTING CERTAIN GROUPS OF KIDS BUT WE REALLY WANT TO HAVE IF THERE'S A CHILD OUT OF CAROLINE COUNTY AND THEY WANT TO COME TO PRE-K, WE WANT THAT, SO REALLY LOOKING AT THE ELIGIBILITY PIECE OF IT.
THE OTHER PART IS THAT IT'S FOR KIDS THREE YEARS OLD AND FOUR YEARS OLD, SO DEFINITELY EXPANDING THAT WITH THE WHOLE GOAL OF HAVING THEM READY FOR KINDERGARTEN.
IN THE BLUEPRINT, YOU'LL HEAR THE LANGUAGE TIER I, TIER II, AND TIER III.
I KNOW THAT'S COMMONLY USED BUT FOR MY SAKE, IN THIS PURPOSE, TIER I REFERS TO FAMILIES THAT HAVE INCOMES AT OR BELOW 300% OF THE FEDERAL POVERTY LEVEL AND ALSO PRIORITY GROUPS.
THIS IS STUDENTS WITH DISABILITY, THESE ARE ENGLISH LANGUAGE LEARNERS AS WELL AS ANYONE EXPERIENCING HOMELESSNESS.
THE NEXT TIER ARE INCOMES 301-600.
THEN FINALLY, TIER III IS 600% AND ABOVE.
AS WE MOVE THROUGH THE YEARS OF BLUEPRINT, WE ADD ON MORE OF THE TIERS AND WHAT THAT LOOKS LIKE, SO DEFINITELY IN THE EARLY STAGES.
LIKE I STATED BEFORE WE'RE VERY FORTUNATE BECAUSE WE IN CAROLINE COUNTY HAVE HAD FULL DAY PRE-K IN ALL OF OUR ELEMENTARY SCHOOLS.
IN SOME OF THE PLANNING MEETINGS, LISTENING TO SOME OF THE PROBLEMS THAT OTHER PEOPLE ARE HAVING, WE DON'T EVEN HAVE IT IN EVERY BUILDING, WE JUST HAVE HALF-DAY IF WE HAVE THAT, SO IT'S REALLY GOOD TO KNOW THAT US EVEN BEING SO LITTLE, WE DO HAVE THAT ACCESS FOR OUR KIDS.
A MAJORITY OF OUR STUDENTS RIGHT NOW FALL INTO TIER I OR THOSE PRIORITY GROUPS.
JUST TO GIVE YOU AN IDEA, AS OF SEPTEMBER 1 WHEN WE HAD TO DO A REPORT, ALL DATA REPORTED IN THE PLAN IS BASED ON SEPTEMBER 30TH ENROLLMENT.
WE HAD 278 KIDS AND THAT BREAKS DOWN TO 227 IN TIER I, TIER II 45, AND TIER III, SIX.
WHEN YOU LOOK AT THAT 45 AND 6, THOSE WOULD BE KIDS THAT GOT IN UNDER LOCAL POLICY.
>> CAN YOU REPEAT THOSE NUMBERS?
>> SURE. TIER I WAS 227, TIER II WAS 45, AND TIER III WAS SIX.
>> I KNOW WE HAVE FOUR-YEAR-OLD, DOES THAT INCLUDE THREE AND FOUR-YEAR-OLD, THOSE NUMBERS?
>> THAT DOES NOT INCLUDE OUR THREES.
>> IN ORDER FOR A THREE-YEAR-OLD PROGRAM TO BE INCLUDED IN THE BLUEPRINT, IS IT HAS TO BE A FULL-DAY PROGRAM AND SINCE OURS IS A HALF-DAY PROGRAM, UNFORTUNATELY WE CAN'T COUNT THAT [OVERLAPPING]
>> FOR THE THREE YEARS OLD? OKAY.
>> YES. LIKE I SAID, WE'RE FOCUSING ON EXPANDING THAT ACCESS FOR TIER I AND TIER II KIDS.
THE OTHER BIG PIECE THAT COMES TO THIS, IS IMPLEMENTING A HIGH-QUALITY MIXED DELIVERY PRE-K SYSTEM.
THAT MEANS WE HAVE PUBLIC SEATS AS WELL AS PRIVATE SEATS.
IF YOU'RE ASKED, WHAT IS A PRIVATE PROVIDER? THOSE WOULD BE IN-HOME DAYCARES.
HOWEVER, IN ORDER TO BE CONSIDERED A PRIVATE PROVIDER THROUGH BLUEPRINT,
[00:15:01]
THESE PROVIDERS HAVE TO BE A CERTIFIED TEACHER, THEY HAVE TO HAVE ACCREDITED PROGRAMS, THEY ALSO HAVE TO MEET THE INCOME ELIGIBILITY GUIDELINES OVERALL.FOR US IN CAROLINE COUNTY, WE HAVE TWO PRIVATE PROVIDERS THAT ARE WORKING TOWARDS THAT.
ONE IN EACH END OF THE COUNTIES, PRETTY MUCH THE BEST WAY TO LOOK AT IT, THEY ARE RIGHT NOW PRIVATE PARTNERS THROUGH THE PRE-K EXPANSION GRANT.
PRETTY MUCH WE HAVE PRE-K EXPANSION AND THAT GOES AWAY IN A COUPLE OF YEARS AND GETS REPLACED BY BLUEPRINT.
THE OTHER WAY TO THINK ABOUT IT IS THOSE PRIVATE PROVIDERS ARE ALMOST RUNNING A PRE-K CLASSROOM IN THEIR HOUSE.
THAT ACCREDITATION, ALL OF THOSE PIECES THAT WE DO ALSO GET PROVIDED IN THE PRIVATE PRE-KS.
>> SO WE PROVIDE THEM CURRICULUM AND SO FORTH?
>> AT THIS POINT IN TIME WE DO NOT.
PART OF THE PARTNERSHIP INCLUDES HAVING A SHARED SYSTEM OF ENROLLMENT AND RESOURCES.
I WILL INVITE THEM AND WE DO ALREADY, BUT WE'LL CONTINUE TO INVITE THEM TO DIFFERENT PROFESSIONAL DEVELOPMENTS THAT WE DO.
THE GOOD WAY TO LOOK AT IT IS THE PARTNERSHIP WOULD BE PRETTY MUCH THINGS THAT WE OFFER TO OUR FAMILIES AND PUBLIC PRE-K, WE WOULD OFFER TO THOSE FAMILIES AS WELL.
>> THAT COMES THROUGH THE PRE-K EXPANSION GRANT OR BLUEPRINT.
WITH THAT MIXED DELIVERY SYSTEM, AND FISCAL YEAR '23, BLUEPRINT HAS IT THAT WE NEED TO HAVE 30% OF OUR SEATS AFTER FALL IN THAT PRIVATE CATEGORY.
THAT'S A BIG PROBLEM FOR US BECAUSE WE DON'T HAVE THAT.
FORTUNATELY, WE DO HAVE THOSE TWO PROVIDERS.
THERE'S OTHER NEIGHBORING COUNTIES THAT DON'T HAVE ANY PRIVATE PROVIDERS.
BUT TO GIVE YOU AN IDEA, SO OUR PRIVATE PROVIDERS THIS YEAR HAD 10 KIDS ENROLLED UNDER THAT CATEGORY.
IF THEY RAN THEIR PROGRAM AT HOME, AND IT WAS STRICTLY BLUEPRINT KIDS ARE THREE AND FOURS UNDER BLUEPRINT PRE-K EXPANSION, THEY HAVE 16 SEATS BECAUSE EACH ONE CAN TAKE EIGHT KIDS.
EVEN IF WE HAD A TON OF PROVIDERS, WE'RE STILL NOT HITTING THAT PERCENTAGE, SO WHAT WE DO IS WE ASK FOR A WAIVER THROUGH THAT PROCESS.
JUST TO KEEP IN YOUR BACK OF YOUR MIND AS WELL, PRIOR TO COVID, WE HAD ABOUT 120 DAYCARES PROVIDERS THAT DO HOME DAYCARE, ALL OF THAT, NOW WE HAVE 65, AND THAT INCLUDES ALL OF OUR CENTERS THAT WE HAVE, THROUGH THE DUTY CENTERS AND THINGS LIKE THAT.
TO PIGGYBACK OFF OF THAT PARTNERSHIP, WE WILL DEVELOP AN MOU AND THAT WILL OUTLINE WHAT IT LOOKS LIKE FOR THE PRIVATE PROVIDERS AND OUR RELATIONSHIP IN DOING THOSE RESOURCES.
THE OTHER BIG PIECE TO OBJECTIVE 1 IS THE REQUIREMENT OF PROVIDERS TO HAVE THE HIGH-QUALITY STANDARDS.
THIS MEANS THAT ALL STAFF HAVE TO BE CERTIFIED IN EARLY CHILDHOOD, AND THAT INCLUDES THE PRIVATE PROVIDERS AS WELL.
IN OUR INSTRUCTIONAL ASSISTANTS, THE TERM IS CHANGING TO TEACHING ASSISTANCE IN PRE-K, ALSO HAVE TO HAVE THEIR CDA, WHICH IS THEIR CHILD DEVELOPMENT ASSOCIATE CREDENTIAL OR THEY HAVE TO HAVE AN ASSOCIATE'S DEGREE.
IN ORDER FOR US TO KEEP THEM IN OUR PROGRAM THEY'LL HAVE TO MEET THAT CRITERIA BY '25, '26.
WE ARE VERY FORTUNATE WITH DR. WILLOUGHBY AND HIS PLANNING WITH CHESAPEAKE.
WE HAVE A COHORT GOING THROUGH MARYLAND BEADS ARE ABLE TO COVER THE COST OF THE CLASSES, THE BOOKS AND THE TEST EXAM FEES AS WELL.
THEN ANY OF OUR STAFF MEMBERS THAT DO THAT AND COMPLETE THAT AND GET THE CREDENTIALS.
THEY ALSO RECEIVE A ONE TIME STIPEND OF $1,000.
AS OF RIGHT NOW WE HAVE ABOUT SIX TEACHERS OR SIX INSTRUCTIONAL ASSISTANTS THAT ARE IN THAT COHORT.
THE OTHER GREAT THING THAT COME WITH THIS WHOLE OBJECTIVE 1 SPECIFICALLY IS WE'VE BEEN ABLE TO CONTINUE TO DEVELOP OUR RELATIONSHIPS THAT WE HAVE WITH OUR COMMUNITY PARTNERS.
I KNOW LIKE THE JUDY CENTER EARLY LEARNING HUBS IS A BIG ONE.
WE'VE ALWAYS WORKED TOGETHER IN THE PAST, BUT WE'RE DEFINITELY DOING MORE AND MORE THIS YEAR.
OUR RELATIONSHIP WITH MRDC'S HEAD START HAS ALSO INCREASED.
THEY WERE PART OF MY TEAM TO HELP DEVELOP THE PLANS.
IT WAS GOOD TO HAVE THAT INPUT AS WELL.
WE'RE ALSO WORKING WITH THE HEALTH DEPARTMENT AND SOCIAL SERVICES BECAUSE PART OF THE BLUEPRINT IS THAT THEY ACTUALLY HAVE TO KEEP TRACK OF HOW MANY PARENTS THEY INFORM ABOUT PRE-K OPTIONS.
WE HAVE A NICE LITTLE FLYER THAT'S GONE OUT TO THEM THAT THEY CAN DISTRIBUTE TO FAMILIES.
THEN LOOKING AT OBJECTIVE 2, THIS IS THE ADMINISTRATION OF THE KRA TO ALL INCOMING STUDENTS.
RIGHT NOW, THE QUESTIONS THAT FOCUSED IN THIS PLAN IS MORE LIKE HOW DO YOU ADMINISTER IT AND HOW DO YOU TRAIN YOUR STAFF TO ADMINISTER IT?
[00:20:02]
I JUST SPOKE TO WHAT WE'VE DONE IN THE PAST WE'LL CONTINUE TO DO THAT.THEN SOMETHING THAT COMES ALONG IN THE FUTURE IS, WHAT ARE WE DOING FOR THOSE KIDS THAT ARE NOT DEMONSTRATING READINESS AT THE START OF KINDERGARTEN? THAT'LL BE SOMETHING THAT WE WORKED ON WITH THE OTHER DEPARTMENTS AS WELL TO REALLY PINPOINT WHAT THAT LOOKS LIKE.
THEN THE LAST OBJECTIVE IS EXPAND FAMILY SUPPORTS.
THIS IS EXPANDING THAT ACCESS FOR FAMILIES AT THE FAMILY SUPPORT CENTER, WHICH THE NEW TERM IS PATTY CENTER, AND THEN THE JUDY CENTER EARLY LEARNING HUBS.
JUST MAKING SURE THAT THERE'S RESOURCES AVAILABLE TO FAMILIES, TO KIDS, AS WELL AS THE DAYCARE PROVIDERS AS WELL, SO THAT WE CAN GET THESE KIDS HERE AND MAKE THEM READY FOR KINDERGARTEN.
>> THANK YOU SO MUCH FOR THE QUESTION.
WE SAID WE HAD SIX WHO ARE WORKING ON THEIR AA DEGREES?
>> ABOUT HOW MANY ARE NOT AT THAT STEP YET?
>> I WOULD HAVE TO LOOK TO GIVE YOU AN EXACT NUMBER.
>> WE HAVE 16 INSTRUCTIONAL ASSISTANTS TOTAL.
I FELT LIKE SOME OF THE ONES NOT GETTING THE CDA OR DON'T NECESSARILY REQUIRE IT, WE PROBABLY HAVE MAYBE AROUND EIGHT THAT STILL NEED TO GET IT.
BUT WE THINK THAT BECAUSE I'VE HAD THIS CONVERSATION WITH ROB AS WELL, WE THINK THAT SOME OF THEM ARE FILLING OUT WHAT THIS PROCESS LOOKS LIKE IN CHESAPEAKE AND THEN DECIDING IF WE'RE GOING TO DO THAT OR WHATNOT.
>> IF I HAVE QUESTIONS FOR PILLAR 1, YOU-ALL MAY WAIT TILL THE END OR DO IT NOW.
>> THAT WILL BE GREAT. IF WE COULD WAIT TO THE END.
>> I WANT TO ASK THOSE QUESTIONS.
>> YES, WE ARE. WE WERE CERTAINLY WELL. YEAH, ABSOLUTELY.
>> DR. WILLOUGHBY IS HERE VIRTUALLY.
HE IS OUR PILLAR 2 RECRUIT CHAIR.
DR. WILLOUGHBY, CAN YOU HEAR US?
>> I CAN HEAR YOU. DO YOU GUYS HEAR ME?
>> PILLAR 2 IS QUALITY DIVERSE TEACHER AND LEADERS.
REALLY [INAUDIBLE] PILLAR 2 IS ELEVATE THE TEACHERS, SCHOOL LEADER, TO RECRUITMENT MINIMUM ATTENTION AND ALSO SALARY TO BE COMPARABLE TO OTHER FIELDS THAT REQUIRE SIMILAR LEVEL OF EDUCATION.
PILLAR 2 [INAUDIBLE] FOCUSES ON FOUR OUT OF FIVE OBJECTIVES THAT ARE LISTED HERE.
THE REASONS OF OBJECTIVE 3, BUT IT ADDS [INAUDIBLE] DOESN'T HAVE SOMETHING THAT LOCAL HAS TO WRITING.
THAT'S WHY YOU STILL SEE IT ON A NUMBER OF STRANGE NAME.
FOR THE FIRST OBJECTIVE, WE'RE LOOKING, AT RECRUIT AND SUPPORT HIGH-QUALITY AND DIVERSITY TO SEE THE WORKFORCE NEEDS.
[INAUDIBLE] ANALYSIS, WE'RE LOOKING AT HOW DIVERSE THOSE ARE SPECIAL MODEL AND WHERE IT'S NEEDED IMPROVEMENT AND WE CAN MAKE.
WE HAVE THIS CONVERSATION WHEN WE DO THE RECRUITING WHERE TO GET IT IN HERE.
BUT REALLY LOOKING AT SOME PART OF THINGS WE DO THAT WE'LL DO THROUGHOUT OUR RECRUITING AND HIRING PRACTICES.
MAKE SURE IT'S NOT ONLY ATTRACTING DIVERSE RESIDENTS SO THAT WORK [INAUDIBLE] IN THE FIELD, BUT ALSO THERE IS AN ELIMINATION OF BIAS THROUGHOUT THAT ENTIRE PROCESS AND TO ENSURE FAIRNESS.
FOR OBJECTIVE 1, WE REALLY WROTE TO SORT OF, WHERE ARE WE NOW? WHAT ARE SOME THINGS THAT WE DO NOW, AND SOME IDEAS THAT WE COULD PUT FORWARD.
A LOT OF WHAT IS IN PILLAR 2, IN THIS SECTION, IS REFLECTION ON WHERE WE ARE NOW AND THEN STARTING TO PLAN FOR THE FUTURE.
IT'S ALL ABOUT INCREASING THE RIGOR OF TEACHER PREPARATION PROGRAMS AND LICENSURE.
THIS REALLY IS A SHIFT, A LITTLE BIT OF A SHIFT IS THAT THE BLUEPRINT WANTS THE LEA TO HAVE A SEAT AT THE TABLE WITH HIGHER HEAD AND REALLY BE ABLE TO GET A SENSE OF WHAT IS BEING TAUGHT AND THE TEACHER PREP PROGRAM AND TO GIVE INPUT AND TO GET FEEDBACK ON THAT, TO ENSURE THAT IT MEETS THE STATE STANDARDS AND TO CREATE PARTNERSHIPS AROUND THAT.
ON THE FLIP SIDE, WHEN WE DO HAVE STUDENTS THAT ARE DOING THEIR OBSERVATIONS FROM THEIR PRACTICAL, WE NEED TO BE ABLE TO PROVIDE FOR THEM DIVERSE ENVIRONMENTS TO DO THAT.
[00:25:05]
WE NEED TO HAVE A PROCESS IN PLACE TO ENSURE THAT THEY ARE SUPERVISED BY EFFECTIVE TEACHERS.THEN FINALLY, AND THIS IS WHAT LIZ WAS TALKING ABOUT AT THE VERY END OF HER PILLAR.
BUT REALLY LOOKING AT [INAUDIBLE] FROM VARIOUS CATEGORIES OF FOLKS.
OUR CURRENT SUPPORT STAFF FOR FOLKS THAT ALREADY HAVE A BACHELOR'S DEGREE, BUT IT MIGHT NOT BE IN TEACHING FOR OUR HIGH-SCHOOL STUDENTS, SPECIFICALLY OUR TAM STUDENTS, BUT FOR ANY HIGH SCHOOL STUDENTS AND FOR OUR DIVERSE TEACHER CANDIDATES.
WHAT ARE SOME PIPELINES THAT WE CAN CREATE TO TRY TO MAKE SURE THAT WE ARE TRULY GROWING OUR OWN? THE CDA PROGRAM THAT WE'VE INSTITUTED WITH THE CHESAPEAKE COLLEGE THROUGH MARYLAND EAT AS AN EXAMPLE OF THAT.
WE ALSO THROUGH MARYLAND, I HAVE 30 SUPPORT STAFF THAT HAVE EXPRESSED INTEREST IN EITHER HAVING US PARTICIPATE IN THEIR DEGREE THAT THEY'RE CURRENTLY SEEKING OR TO START A DEGREE PROGRAM THROUGH EITHER CHESAPEAKE OURSELVES VERY HIGH.
WE'RE ALSO WORKING WITH OUR TAM STUDENTS TO MAKE SURE THAT THEY ARE SUPPORTED THROUGH LEADS AS WELL, AND SO ONES LEADS IS OVER, BEING ABLE TO STILL HAVE SOME SORT OF PIPELINE THAT FEEDS THOSE FOLKS INTO OUR SYSTEM.
IS ALL ABOUT THE CAREER LADDER.
WHAT WE WERE ASKED TO REALLY COMMENT ON IN THIS PART OF THE REPORT, WAS HOW WE RECRUIT AND SUPPORT OUR CANDIDATES FOR NATIONAL BOARD CERTIFICATION.
LOOKING AT HOW WE ASSIGN NATIONAL BOARD TEACHERS STRATEGICALLY THROUGHOUT THE DISTRICT.
THAT IS SOMETHING THAT WE WILL HAVE SOME WORK TO DO IN THE FUTURE.
CURRENTLY WE HAVE, ACCORDING TO THE DEFINITION OF TEACHER THAT THE BLUEPRINT HAS, WE CURRENTLY HAVE THREE NATIONAL BOARD CERTIFIED TEACHERS IN THE DISTRICT.
WE HAVE FOUR IN THE PIPELINE THIS YEAR THAT ARE DOING ALL THE COMPONENTS AND IF SUCCESSFUL.
THAT NUMBER WOULD THEN GO TO SEVEN.
BUT THEN THE YEAR AFTER THAT, THAT NUMBER COULD POTENTIALLY GO INTO THE HIGH 20S.
ONES THAT HAPPENS, HOW WE ASSIGN THOSE TEACHERS POSITIONS AND SCHOOLS SO THAT THEORETICALLY ARE MOST QUALIFIED TEACHERS ARE WORKING WITH THE STUDENTS THAT MEET THOSE QUALIFICATIONS FOR THE MOST.
THAT'S SOMETHING THAT WE'RE GOING TO HAVE TO REALLY CONSIDER.
ALSO PROMOTING OPPORTUNITIES FOR STAFF TO ACQUIRE ADVANCED DEGREES, THERE'S A MASTER'S DEGREES, SORT OF BEYOND THE NBC AND ACHIEVE ADJUNCT STATUS TO BE ABLE TO TEACH DUAL ENROLLMENT.
WE'RE NOT SIMPLY INVITING A COMMUNITY COLLEGE OR FOUR-YEAR SCHOOL INTO OUR SCHOOL, WE'RE ACTUALLY WORKING IN PARTNERSHIP AND TAKING ON SOME RESPONSIBILITY AS WELL.
IS ALL ABOUT EDUCATOR COMPENSATION.
THERE WERE TWO PARTS OF OBJECTIVE 5.
THE FIRST WAS REALLY TO COMMENT ON THE TEACHER'S SALARY REQUIREMENT FROM 2021.
THAT REQUIRES US TO RAISE TEACHER SALARY 10 PERCENT BETWEEN FY19 AND FY 24.
WE KNOW THAT WITH OUR CALL THAT WENT INTO EFFECT ON FEBRUARY 1ST, WE HAVE MET THAT AND THE DATA WAS INTERESTING.
THEY WANTED IT BROKEN DOWN BY THE MINIMUM SALARY, THE MEDIAN SALARY, AND THE MAXIMUM SALARY.
THE MAXIMUM SALARY IS A INCREASE OF 10.9 PERCENT, BUT THE MINIMUM SALARY OVER THOSE FIVE YEARS HAS HAD AN INCREASE AT 17.8 PERCENT.
THAT'S FANTASTIC. BUT THEN WHEN YOU GO TO THE NEXT POWER POINT AND THAT IS GETTING THAT STARTING TEACHER SALARY TO $60,000.
WE'RE GOING TO NEED THAT SAME 18 PERCENT INCREASE OVER THE NEXT THREE YEARS.
BUT WE KNOW THAT WE HAVE SOME AGREEMENTS WITH OUR ASSOCIATION LOOKING AT THE SALARY SCALE TO TRY TO GO AND ACHIEVE THAT GOAL IN A WAY THAT WORKS FOR US, AND SO WE'RE HOPEFUL TO GET STARTED ON THAT LATER THIS SPRING AND THEN REALLY PLANNED FOR IT INTO NEXT YEAR, WHICH IS PART OF THE NEGOTIATED AGREEMENT THAT WE CAME TO TERMS WITH THIS FALL.
THOSE ARE THE FOUR POINTS OF PILLAR 2.
I DON'T KNOW IF YOU HAVE ANY QUESTIONS NOW OR HAVE YOU FORUM TO THE END.
>> PROBABLY TO THE END. THANK YOU SO MUCH.
THANK YOU FOR POPPING IN. TAKE CARE.
>> LINDSAY MCCORMICK IS OUR PILLAR 3 CAREER CHAIR IN PARTNERSHIP WITH COURTNEY HANTY, AND WE TAKE IT AWAY.
>> GOOD EVENING. FIRST, I REALLY WANT TO TAKE THIS OPPORTUNITY TO THANK THE PILLAR 3 COMMUNITY.
[00:30:02]
AS EVERYBODY SAID TONIGHT, WE'VE PUT IN A TREMENDOUS AMOUNT OF WORK, AND I COULD NOT HAVE DONE THIS WITHOUT THE MANY SUPERVISORS THAT REALLY SPENT A LOT OF TIME AND HARD WORK WORKING THROUGH THE BLUEPRINT AND THE TEMPLATE.[NOISE] PILLAR 3 HAD SEVERAL OBJECTIVES.
THE FIRST THREE ARE ON THIS SLIDE THAT I WILL SPEAK TO YOU TONIGHT WITH THE OVERARCHING GOAL OF CREATING THE WORLD-CLASS INSTRUCTION EDUCATION SYSTEM.
REALLY IN ORDER TO ENSURE THAT STUDENTS ACHIEVE COLLEGE AND CAREER READINESS BY THE END OF 10TH GRADE.
THEN TO PURSUE PATHWAYS AFTER 10TH GRADE THAT WE WILL GO INTO WHAT THEY ARE.
THE FIRST OBJECTIVE DISCUSSES EQUITABLE OPPORTUNITIES TO BECOME COLLEGE AND CAREER READY, AND THAT ALL STUDENTS SHALL MEET THAT CCR STANDARD AT AN EQUAL RATE.
FOR THIS SUBMISSION OF THE BLUEPRINT, WE ONLY HAD TO DISCUSS PRE-K THROUGH 5TH GRADE FOR BOTH ELA AND MATH WITH PARALLEL QUESTIONS.
IN THE DOCUMENT, WE SHARED THE VISION AND MISSION FOR BOTH ENGLISH LANGUAGE ARTS AND MATH, AND WE SHARED OUR COMPREHENSIVE PLANS FOR BOTH.
DURING THE INITIAL REVIEW THAT DR. DOWNS SPOKE ABOUT, MSDE STATED THAT THEY WERE VERY PLEASED WITH THE PLANS THAT WE HAD SHARED, BUT ESPECIALLY OUR MATH COMPREHENSIVE PLAN AS MANY DISTRICTS DO NOT CURRENTLY HAVE A COMPREHENSIVE MATH PLAN, AND SO THEY WERE GIVING US A LITTLE SHOUT OUT BECAUSE WE DO.
FOR ENGLISH LANGUAGE ARTS, WE WENT BACK TO THE SEEDS OF LITERACY, THE STRIVING READER'S GRANT, WHICH WAS WRITTEN IN 2018.
ALTHOUGH THIS PLAN NEEDS TO BE REVISED AND UPDATED, IT GIVES US A REALLY STRONG FOUNDATION WHICH ALIGNS PERFECTLY WITH OUR CCPS STRATEGIC PLAN, INCLUDING INSTRUCTIONAL LEADERSHIP, PROFESSIONAL LEARNING, EVIDENCE-BASED INSTRUCTION, COMPREHENSIVE SYSTEMS OF ASSESSMENTS THAT ARE ALL WITHIN THE STRATEGIC PLAN.
THE EVER-EVOLVING COMPREHENSIVE MATH PLAN OUTLINES THE WORK WITHIN PRIORITIES OF SIMILAR CURRICULUM INSTRUCTION, AND ASSESSMENT.
IN WORKING THROUGH THIS PILLAR, WE LOOKED AT THIRD-GRADE MCAP DATA FROM 21-22 SCHOOL YEAR BY DESIGNATED GROUPS, GENDER, SOCIOECONOMIC STATUS, SERVICE GROUP, AS WELL AS RACE-ETHNICITY.
WE MADE PROJECTIONS ON HOW WE THINK THE DATA WILL BE THIS YEAR, 2223, AND IN 2324.
WE KNOW THE DATA FROM THE 2122 SCHOOL YEAR, WAS THAT FIRST SEMI-POST-COVID, AND WE KNOW FROM THERE WE HAVE LOTS OF ROOM FOR GROWTH.
WE WANT TO LESSEN THE STUDENTS THAT ARE IN LEVELS ONE AND TWO AND INCREASE THE STUDENTS THAT WE HAVE IN LEVELS THREE AND FOUR.
IN ORDER TO IMPROVE OUR DATA, WE KNOW THAT HIGH-QUALITY TIER-ONE CURRICULUM IS EXTREMELY IMPORTANT AND THAT PROFESSIONAL DEVELOPMENT GUIDES TEACHERS' GROWTH.
ALL OF THIS IS WITHIN OBJECTIVE 1.
THROUGH THE LEAD SCRAP, WE ARE TRAINING ALL OF OUR ELEMENTARY READING TEACHERS IN LETTERS, WHICH IS INFORMATION PERTAINING TO THE SCIENCE OF READING.
WE ALSO PROVIDE PROFESSIONAL DEVELOPMENT ON ANY CURRICULUM OR ASSESSMENTS THAT WE GIVE TO OUR STUDENTS.
AS A DISTRICT WE KNOW WE'VE FOCUSED A GREAT DEAL ON READING PROFESSIONAL DEVELOPMENT, AND WITHIN THIS PLAN, HAVE REALLY PLAN TO REFOCUS ATTENTION TO MATH PROFESSIONAL DEVELOPMENT AT THE ELEMENTARY LEVEL ONCE THAT LETTERS TRAINING IS COMPLETE, WHICH WAS A MANDATED THING AS WELL.
IN THE PLAN, WE ALSO DISCUSSED OUR CURRENT MODEL OF HAVING READING AND MATH COACHES IN EACH BUILDING TO SUPPORT TEACHERS AND THE IMPLEMENTATION OF BEST PRACTICES.
WE ALSO TALKED ABOUT THAT OUR CURRENT SCHEDULES ALLOW FOR INSTRUCTIONAL-LEVEL SUPPORT TIME IN READING AND MATH WORKSHOP IN MATH, WHERE STUDENTS ARE PROVIDED THE ADDITIONAL SUPPORT OR ENRICHMENT BASED ON THEIR INDIVIDUAL NEEDS.
ALSO, THROUGH THE LEADS GRANT, WE'VE PARTNERED WITH RESEARCH TRIANGLE INSTITUTE TO ANALYZE, EVALUATE, AND PROVIDE FEEDBACK AND SUGGESTIONS ON OUR SCHOOL SCHEDULES AT ALL LEVELS.
THEIR INFORMATION THAT WE GAINED FROM THEM WILL HAVE AN OPPORTUNITY TO ALSO CHANGE WHAT WE HAVE IF NEED BE IN OUR ELEMENTARY BLOCKS.
IN PILLAR 3, WE ALSO DISCUSSED
[00:35:03]
OUR TEXTBOOK ADOPTION POLICY AND HOW WE USE TEAMS OF ADMINISTRATORS, TEACHERS, PARENTS WHEN REVIEWING THAT MATERIALS AND PILOT PROGRAMS THAT WE'VE TALKED ABOUT IN HERE BEFORE WHEN IMPLEMENTING NEW CURRICULUM.WE ALSO TALKED ABOUT HOW WE USE OUR MULTI-TIERED SYSTEM OF SUPPORT TEACHER SPECIALIST, SPECIAL EDUCATION SPECIALISTS, AND OR AN ENGLISH LANGUAGE LEARNER REPRESENTATIVES WHEN SELECTING MATERIALS FOR OUR NEEDIEST LEARNERS, NOT ONLY IN OUR TIER 1 INSTRUCTION FOR ALL STUDENTS DIFFERENT THAN THIS IS TIER 1 BUT ALSO FOR OUR TIER 2 AND TIER 3 MATERIALS.
OBJECTIVE 2 SAID TO WE WOULD BE TO PROVIDE INTENSIVE INTERVENTION SERVICES TO STUDENTS WHO ARE NOT ON TRACK TO BECOME CCR.
OUR BLUEPRINT PLAN EXPLAINS HOW OUR MULTI-TIERED SYSTEM OF SUPPORT STRUCTURE FOR MONITORING STUDENTS AS EARLY AS PRE-K TO MEASURE STUDENTS' READINESS AND TO IDENTIFY INDIVIDUAL STUDENTS' NEEDS.
ASSESSMENTS ARE GIVEN AND THE DATA IS ANALYZED ON A ROUTINE BASIS, WHICH REALLY DOES INFORM OUR INSTRUCTIONAL DECISIONS AND HOW WE CREATE SMALL GROUPS IN THE CLASSROOM.
WE TALKED ABOUT HOW EACH SCHOOL HAS A STUDENTS SUPPORT TEAM AND SST TEAM THAT CONSISTS OF A TEAM OF PROFESSIONALS, COUNSELORS, COACHES, TEACHERS, AND THESE TEAMS ADDRESS CONCERNS REGARDING ACADEMIC SKILLS, BEHAVIOR, ATTENDANCE, SOCIAL SKILLS, PEER INTERACTIONS, AND MANY OTHER THINGS.
THIS TEAM WORKS COLLABORATIVELY TO PROVIDE A MEANS FOR EXCHANGING IDEAS, TECHNIQUES, AND ACTIVITIES, AND THEN DEVELOP AN ACTIVE CASE PLAN TO HELP STUDENTS THROUGH THIS PROCESS BE SUCCESSFUL.
THE SECOND PART OF OBJECTIVE 2 LOOKS AT COLLEGE AND CAREER-READY DATA FROM THE 2122 SCHOOL YEAR AND AGAIN HAD US MAKE PROJECTIONS FOR THE NEXT TWO YEARS.
WE ALSO INCLUDED DATA WHEN THE NUMBER OF FRESHMEN, 9TH GRADERS WHO ARE ON TRACK TO GRADUATE.
THIS IS MS. DEGREE'S DEFINITION, EARNING AT LEAST FIVE CREDITS AT THE END OF 9TH GRADE, FAILING NO MORE THAN ONE SEMESTER OF A CORE COURSE, AND ATTENDING SCHOOL MORE THAN 90% OF THE TIME.
WE CURRENTLY BEGIN LOOKING AT STUDENTS REALLY IN ELEMENTARY SCHOOL, BUT THEN IN MIDDLE SCHOOL, WHILE LOOKING AT I-READY DIAGNOSTIC DATA AND COMMON SUMMATIVE ASSESSMENT.
>> I'M SORRY. CAN YOU REPEAT THEIR DEFINITION?
>> SURE. ABSOLUTELY. ONE TRACK FOR 9TH GRADE IS EARNING FIVE CREDITS BY THE END OF 9TH GRADE, FAILING NO MORE THAN ONE SEMESTER OF A CORE COURSE, AND ATTENDING SCHOOL MORE THAN 90% OF THE TIME.
>> YOU ARE GOOD? NO PROBLEM. ALL OF THE DATA THAT WE LOOK AT, THE SST TEAM, SPECIAL EDUCATION, CO-TEACHING MODEL AND OUR EL TEACHERS, THEY REALLY DO PROVIDE THAT ADDITIONAL SUPPORT TO STUDENTS WHO MIGHT NOT BE ON TRACK.
A LOT OF OBJECTIVE 1 AND A LOT OF OBJECTIVE 2 ARE THINGS THAT WE HAVE ALREADY BEEN DOING.
OBJECTIVE 3 STARTS GETTING INTO SOME OF THE NEW ASPECTS.
IT STATES THAT SCHOOL SYSTEMS WILL IMPLEMENT CCR PATHWAYS.
THIS INCLUDES NON-CCR AND POST CCR PATHWAYS, AS WELL AS CAREER EXPLORATION AND COUNSELING STARTING IN SIXTH GRADE.
WE ARE CURRENTLY WORKING IN COLLABORATION WITH OTHER DISTRICTS AND THE UPPER SHORE WORKFORCE INVESTMENT BOARD TO DEVELOP AND OR ENHANCE OUR CURRENT CAREER COUNSELING PROGRAM.
[NOISE] COURTNEY MAKES TOUCH ON THAT A LITTLE BIT AS WELL.
CCPS CURRENTLY OFFERS IN-CLASSROOM CAREER LESSONS IN PRE-K THROUGH 12TH GRADE.
THESE LESSONS INCLUDE CAREER EXPLORATION ACTIVITIES, SELF-AWARENESS ASSESSMENTS, AND INTEREST INVENTORIES.
THEN WE OF COURSE, ALREADY HAVE OUR CTE PATHWAYS WHERE STUDENTS ARE EXPOSED TO THEM IN PRE-K THROUGH EIGHT, THROUGH PRESENTATIONS AND THEN EIGHTH GRADE STUDENTS
[00:40:01]
HAVE OPPORTUNITIES TO VISIT OUR CCTC BUILDING.WITH THE SUPPORT FROM SCHOOL COUNSELORS, STUDENTS USE [INAUDIBLE] TO CONTINUE THEIR CAREER EXPLORATION AND IF STUDENTS QUALIFY, THEY HAVE THE OPPORTUNITY TO JOIN ANOTHER PARTNER [NOISE] NEXT-GEN SCHOLARS, A PROGRAM RUN THROUGH THE MARYLAND BUSINESS ROUNDTABLE.
SINCE WE KNOW NOT ALL STUDENTS WILL BE CCR BY THE END OF 10TH GRADE, WE NEED TO PROVIDE SUPPORT PATHWAYS FOR STUDENTS WHO DO NOT MEET THAT THRESHOLD.
ALL THOSE SUPPORT FOR STUDENTS AT RISK, AS I SAID EARLIER, STARTS AS EARLY AS ELEMENTARY SCHOOL.
MATH AND ENGLISH SUPERVISORS ARE WORKING ON PLANS TO SUPPORT NON CCR STUDENTS INTENTIONALLY IN HIGH-SCHOOL.
FOR ENGLISH LANGUAGE ARTS, WE PLAN TO OFFER ENGLISH IMMERSION OPPORTUNITIES DURING THE SUMMER IF THEY DO NOT PASS THAT M-CAP 10 ASSESSMENT.
FOR STUDENTS WHO DO NOT, AGAIN PASS THE ASSESSMENT OR CHOOSE TO NOT ATTEND SUMMER OPPORTUNITY BECAUSE WE KNOW THERE WILL BE STUDENTS IN THAT SITUATION AS WELL.
A NON CCR MODULE WILL BE INCLUDED IN SELECT ENGLISH 11 COURSES, SO THEY STILL HAVE THAT SAME OPPORTUNITY TO HAVE THE SUPPORT IF THEY WERE NOT CCR IN 10TH GRADE, AND THEN WE HAVE PLANS FOR WHAT TO DO IF THEY HAVE NOT MET IT AGAIN AT THE END OF 11TH GRADE.
FOR MATH, WE PLAN TO OFFER SEVERAL ELECTIVE COURSES IN ORDER TO REINFORCE THE CCR SKILLS AND THESE COURSES WOULD OCCUR BETWEEN COURSES THAT ALREADY HAVE A CCR MEASURE.
FOR MATH, THERE'S CURRENTLY FOUR OPPORTUNITIES FOR STUDENTS TO DEMONSTRATE CCR ALGEBRA 1 ASSESSMENT, ALGEBRA 2 ASSESSMENT, GEOMETRY ASSESSMENT AND THEY CAN USE THE SAT SCHOOL DAY AS AN ASSESSMENT OPPORTUNITY TOO.
HOWEVER, IN ENGLISH, IT IS ONLY ENGLISH 10 IS THE ONLY ASSESSMENT.
DISTRICTS WILL ALSO BE TASKED WITH CREATING INDIVIDUALIZED LEARNING PLANS FOR EACH STUDENT WHO HAS NOT MET CCR BY THE END OF 10TH GRADE.
CURRENTLY, STUDENTS CREATE A FOUR-YEAR PLAN AS THEY'RE ENTERING HIGH SCHOOL AND WE WILL LOOK TO REVISE THIS PLAN AND FOLLOW A SIMILAR MODEL OF THE STUDENTS SUPPORT TEAM, SST TEAM, IN ORDER TO SUPPORT THESE STUDENTS.
THIS TRULY TIES IN WITH THE CAREER LADDER AND SOME OF THAT, BECAUSE THIS COULD BE A RESPONSIBILITY FOR SOME TEACHERS ON THE CAREER LADDER TO MONITOR THESE LEARNING PLANS.
FOR STUDENTS WHO DO MEET CCR BY THE END OF 10TH GRADE, THEY ALSO WILL HAVE OPTIONS FOR THEIR PATHWAY.
FOR COLLEGE PREP PROGRAMS, WE WILL CONTINUE WITH OUR ADVANCED PLACEMENT COURSES, OUR AP CLASSES.
WE'RE STILL AWAITING MORE GUIDANCE, BUT THE PATHWAY ITSELF WILL CONSIST OF VERY SPECIFIC AP OPPORTUNITIES.
FIVE AP COURSES IN FOUR SPECIFIC CATEGORIES.
AT THIS POINT, I SEE THE BIGGEST CHALLENGE IN ORDER FOR OUR STUDENTS TO COMPLETE THIS PATHWAY, IS THAT STUDENTS WILL NEED TO TAKE TWO AP LANGUAGE EXAMS THAT HAVE TO BE TWO DIFFERENT LANGUAGES.
THEY CANNOT JUST TAKE TWO ENGLISH AP EXAMS, THEY WOULD HAVE TO TAKE A WORLD LANGUAGE AP EXAM.
RIGHT NOW, WE CURRENTLY DO NOT HAVE A SIGNIFICANT NUMBER OF STUDENTS TAKING AP WORLD LANGUAGE.
>> I'M SORRY, BUT I HAVE TO ASK.
THAT IS THE AP DIPLOMA PROGRAM.
THE NEXT OPPORTUNITY FOR A CCR STUDENT IS MIDDLE EARLY COLLEGE AND DUAL ENROLLMENT.
WE AGAIN WILL CONTINUE TO OFFER CHESAPEAKE COLLEGE COURSES AT EACH HIGH SCHOOL AND THE OPPORTUNITY FOR STUDENTS TO TAKE ONLINE OR ON-CAMPUS COURSES.
DR. WILLOUGHBY HAD SPOKE ABOUT HAVING SOME OF OUR TEACHERS EARN THE OPPORTUNITY TO BE ADJUNCT PROFESSORS AS WELL.
AGAIN, WE'RE WORKING COLLABORATIVELY WITH OTHER DISTRICTS AND CHESAPEAKE COLLEGE TO COME TO AN UNDERSTANDING OF HOW A PATHWAY WOULD LOOK FOR STUDENTS, BECAUSE THE TRUE PATHWAY WOULD BE FOR STUDENTS TO EARN 60 CREDITS OR THEIR AA DEGREE BEFORE THEIR HIGH SCHOOL GRADUATION.
[00:45:03]
OBVIOUSLY, THERE ARE CHALLENGES WITHIN THAT PATHWAY AS WELL THAT WE AGAIN ARE WORKING ON.>> YOU'RE GOING TO SAVE YOUR QUESTIONS.
>> [INAUDIBLE] READY FOR LUNCH.
>> I'M GOING TO TURN IT OVER TO COURTNEY WHO WILL CONTINUE TO DISCUSS PILLAR 3.
I'M GOING TO FOLLOW LINDSAY'S LEAD AND GIVE A SHOUT OUT TO MR. ERIC COOK, WHO HAS BEEN MY RIGHT-HAND MAN, HELPING ME THROUGH, BEEN VERY COLLABORATIVE WITH BLUEPRINTS AND THE WORK THAT HAS BEEN INVOLVED, SO THANK YOU, MR. COOK, FOR YOUR BRAIN AND YOUR HARD WORK AND PERSEVERANCE.
WITH PILLAR 3, LINDSAY AND I DO CO-CHAIR PILLAR 3, AND I'M SPECIFICALLY ATTACHED TO CAREER TECHNICAL EDUCATION, AND THE OVERALL GOAL WITH CAREER TECHNICAL EDUCATION IS LEADING TO INDUSTRY-RECOGNIZED CREDENTIALS AND HIGH-PAYING JOBS.
THE OBJECTIVE IS PROVIDING THAT HIGH-QUALITY CAREER COUNSELING THAT LINDSAY MENTIONED EARLIER AND WE ARE WORKING ON A MOU WITH THE WORKFORCE INVESTMENT BOARD TO DEVELOP WHAT THAT WILL LOOK LIKE IN CAROLINE COUNTY.
THE HIGH-QUALITY CAREER COUNSELING AND THE HIGH-QUALITY CAREER TECHNICAL EDUCATION PROGRAMMING ARE THE HIGHLIGHTS OF OBJECTIVE 4.
WE'RE ALSO LOOKING AT EXPANDING CTE PROGRAMMING TO MAKE IT SO THAT ALL OF OUR CAREER TECHNICAL EDUCATION PROGRAMS OF STUDY LEAD TO AN INDUSTRY-RECOGNIZED CREDENTIALS.
RIGHT NOW, WE HAVE 11 OUT OF OUR 16 PROGRAMS LEAD TO AN INDUSTRY-RECOGNIZED CREDENTIAL.
THE BIG FOCUS WITH OBJECTIVE 4 IS INDUSTRY-RECOGNIZED CREDENTIALS IN COMBINATION WITH APPRENTICESHIP.
THE OVERALL GOAL IS TO HAVE 45 PERCENT OF OUR STUDENTS COMPLETE CTE PROGRAMMING THAT LEADS TO THAT CREDENTIAL OR COMPLETE AN APPRENTICESHIP.
JUST TO GIVE YOU AN IDEA OF SOME NUMBERS OF WHERE WE SIT, RIGHT NOW, WE HAVE 53 PERCENT OF STUDENTS COMPLETE A CTE PROGRAM OF STUDY.
WITH THE SHIFT TO BLUEPRINT, MEANING STUDENTS HAVE TO COMPLETE AN INDUSTRY-RECOGNIZED CREDENTIAL OR COMPLETE A YOUTH APPRENTICESHIP, WE WOULD BE SITTING AT 24 PERCENT.
THE WAY IT STANDS RIGHT NOW WITH MORE JOBS FOR MARYLANDER, WE HAVE 53 PERCENT THAT COMPLETE CTE PROGRAM OF STUDY.
WITH OUR NUMBERS RIGHT NOW, WE HAVE 24 PERCENT OF STUDENTS EARN AN INDUSTRY-RECOGNIZED CREDENTIAL OR COMPLETE AN APPRENTICESHIP.
JUST TO GIVE YOU AN IDEA, RIGHT NOW WE HAVE APPROXIMATELY 30 YOUTH APPRENTICESHIP PARTNERS THAT WE MAY HAVE THE OPPORTUNITY TO CONNECT STUDENTS WITH SO THAT THEY ARE ABLE TO COMPLETE YOUTH APPRENTICESHIP.
WE'RE LOOKING AT EXPANDING OUR CTE OFFERINGS, AS WELL AS OUR PARTNERSHIPS WITHIN YOUTH APPRENTICESHIP SO THAT WE ARE ABLE TO MEET THAT 45 PERCENT.
THE LEGISLATION ALSO SPECIFIES THAT THEY WOULD LIKE THE MAJORITY OF THE 45 PERCENT TO BE ENROLLED IN YOUTH APPRENTICESHIP AND COMPLETE YOUTH APPRENTICESHIP, THEY'RE LEANING MORE TOWARDS THAT.
THAT WOULD MEAN 23 PERCENT OF STUDENTS IN CAROLINE COUNTY WOULD GRADUATE EVERY YEAR WITH A YOUTH APPRENTICESHIP, SO THAT'S ACROSS THE STATE THE NUMBERS ARE HUGE.
RIGHT NOW WE HAVE TWO STUDENTS IN OUR COUNTY THAT ARE IN THE YOUTH APPRENTICESHIP PROGRAM OF STUDY, SO WE HAVE LEAPS AND BOUNDS TO GO THERE FOR SURE.
THAT IS EVERYTHING WITH OBJECTIVE 4.
>> THANK YOU SO MUCH, COURTNEY AND [INAUDIBLE].
NOW WE'LL MOVE TO PILLAR 4, AND THAT IS [INAUDIBLE] ANTHONY AND HER TEAM.
SHOULD BE PRESENTING PILLAR 4 AND [INAUDIBLE].
I WANT TO START OFF JUST LIKE LISA DID AND THANK MY TEAM.
WE HAD 12 MEMBERS, BUT WE HAVE FOUR CORE MEMBERS THAT ACTUALLY LAY EACH AREA OF PILLAR 4.
I DO WANT TO SAY THANK YOU BECAUSE I THINK THEY DID A FANTASTIC JOB OF LEADING THEIR GROUP WITH WRITING A BEAUTIFUL PLAN OF THE RESOURCES TO ENSURE ALL STUDENTS ARE SUCCESSFUL.
OUR GOAL WAS TO PROVIDE MORE SUPPORT TO STUDENTS WHO NEED IT THE MOST WITH BROAD AND SUSTAINING NEW SUPPORT.
SERVING SCHOOLS WERE SIGNIFICANT NUMBERS OF STUDENTS LIVING IN POVERTY,
[00:50:04]
INCLUDING ADDITIONAL ACADEMIC PROGRAMS. NOW WHAT YOU CAN SEE UP HERE IS THAT WE HAVE FIVE OBJECTIVES.THE FIRST OBJECTIVE, SIMILAR TO MR. WILLOUGHBY WAS COMPLETED BY MSDE.
WHAT THIS WAS WAS ACCURATELY IDENTIFYING STUDENTS FROM LOW-INCOME HOUSEHOLDS AS A PROXY FOR STUDENTS WHO NEED MORE RESOURCES TO BE SUCCESSFUL.
WHAT THIS WAS, WAS WHERE THEY WERE TAKING A LOOK AT MEDICAID DATA IN ADDITION TO THE FORMS DATA.
THAT WAS HANDLED THROUGH MSDE, AND THAT THEY WILL PROVIDING THE GUIDANCE FOR US TO CREATE DATA SYSTEMS FOR THAT INFORMATION.
NOW, OBJECTIVE 2, IMPROVING THE EDUCATION OF ENGLISH LEARNERS.
WELL, IMPROVING THE EDUCATION OF ENGLISH LEARNERS IS BROKEN DOWN INTO THREE BULLETS.
THE FIRST ONE IS ALL ABOUT ENGAGEMENT AND COMMUNICATION WITH OUR MULTILINGUAL FAMILIES.
BUT IN ORDER TO TAKE IT TO THAT LEVEL, WE HAVE TO KNOW WHAT THIS PLAYING FIELD LOOKS LIKE.
WHAT IS VERY ENLIGHTENING TO ME AND ALONG WITH THE REST OF MY TEAM AND I THINK IT WILL BE TO ALL OF YOU SITTING HERE TOO IS, THAT SINCE 2018, WE'VE INCREASED BY CLOSE TO 100 ENGLISH LEARNERS.
THAT IS EXTREMELY SIGNIFICANT.
THE MAJORITY OF OUR ENGLISH LEARNER FAMILIES IN THIS DISTRICT OR FROM HAITI AND SPANISH-SPEAKING COUNTRIES, SUCH AS GUATEMALA, MEXICO, HONDURAS, AND EL SALVADOR.
OTHER COUNTRIES THAT STUDENTS REPRESENT, OR ESTONIA, PAKISTAN, BRAZIL, AND NIGERIA.
WE DO MAKE UP A VERY DIVERSE POPULATION.
IN ORDER TO ENGAGE OUR FAMILIES THOUGH, WE HAVE TO ENSURE THAT WE CAN COMMUNICATE AND WE CAN OFFER THEM THE RESOURCES THAT THEY NEED FOR THEIR FAMILIES.
WE HAVE EMPLOYED BILINGUAL INTERPRETERS, WE HAVE A BILINGUAL FAMILIES LIASONANCE.
IN ADDITION, WE UTILIZE SEVERAL DIFFERENT TECHNOLOGY APPS THAT HELPS PROVIDE THE ABILITY TO TRANSLATE TEXT MESSAGES.
BECAUSE AS WE KNOW, TEXT MESSAGING SEEMS TO BE THE NUMBER 1 FORM OF COMMUNICATION.
WHEN YOU HAVE AN APP THAT ENABLES THE TRANSLATION, YOU HAVE BACK-AND-FORTH COMMUNICATION WITH YOUR FAMILIES.
ALSO, WE HAVE THE ABILITY TO TRANSLATE OUR DOCUMENTS.
THAT HAS BEEN VERY REWARDING TO OUR FAMILIES TO BE ABLE TO ENGAGE IN ALL THE ACTIVITIES THAT ARE HAPPENING AT THE SCHOOLS.
MRS. HARPER AND HER TEAM HAVE ALSO DEVELOPED ENGLISH LEARNER NIGHTS, WHERE THEY HAD FAMILIES COME IN AND WE PROVIDE ALL KINDS OF RESOURCES TO OUR FAMILIES AND WE LET THEM KNOW WHAT'S AVAILABLE IN THE COMMUNITY.
BECAUSE THIS IS ABOUT THE ENTIRE COMMUNITY, NOT JUST OUR SCHOOL SYSTEM.
WE WANT TO MAKE SURE THAT THEY FEEL A PART OF THE COMMUNITY.
THEN WE MOVE INTO LANGUAGE ACQUISITION AND RECLASSIFICATION.
CCPS IS TRACKING MULTIPLE DATA POINTS SUCH AS ENGLISH LEARNER PROFICIENCY, LONG-TERM ENGLISH LEARNERS, CHRONIC ABSENTEEISM, AND MANY OTHER DATA POINTS.
THIS IS VERY DIFFERENT THAN HOW WE HAVE TRACKED OUR ENGLISH LEARNERS IN THE PAST.
THESE DATA POINTS WILL BE OUR FOUNDATION TO DETERMINE OUR ENGLISH LEARNERS PROGRESS FOR THE FUTURE.
WE WILL BE CONTINUOUSLY MONITORING OUR ENGLISH DEVELOPMENT PROGRAMS ACROSS ALL GRADE LEVELS TO DETERMINE THEIR EFFECTIVENESS IN BUILDING ENGLISH LEARNER PROFICIENCY.
WE HAVE PROGRAMS ACROSS ALL GRADE LEVELS TO INCLUDE ALL OF OUR ENGLISH LEARNERS, NOT ONLY IN OUR GRADE-LEVEL CURRICULUM, BUT ALSO IN THE DEVELOPMENT OF THE ENGLISH LANGUAGE.
WE DO THIS THROUGH A CO-TEACHING MODEL IN THE GENERAL EDUCATION SETTING, ALONG WITH A PULL OUT MODEL, WHERE WE CAN HAVE ONE-ON-ONE OR SMALL GROUP INSTRUCTION FOR OUR STUDENTS.
THEN WE MOVE ON TO ALIGNMENT AND INVESTMENT OF OUR RESOURCES FOR OUR ENGLISH LEARNERS.
WE HAD A QUESTION THAT ENABLED US TO BE ABLE TO LOOK AT IF WE HAD ADDITIONAL FUNDING, WHERE WOULD WE GO? WITH ADDITIONAL FUNDING ON THE HORIZON AND WE'RE GOING TO LOOK AT IT THAT WAY, CCPS WILL BE LOOKING AT UTILIZING FUNDS FOR ADDITIONAL STAFFING NEEDS, PROGRAMS AND SUPPLEMENTAL RESOURCES TO SUPPORT OUR ENGLISH LEARNERS IN THE GENERAL EDUCATION CLASSROOM.
WE KNOW THAT HIGH DOSAGE TUTORING IS EFFECTIVE.
WE WOULD LOVE TO SEE THAT MODEL BE PUT IN PLACE FOR OUR ENGLISH LEARNERS.
WE WOULD ALSO LIKE TO BE ABLE TO BUILD UP OUR PROGRAMMING FOR THE DEVELOPMENT OF ENGLISH.
THEN WE MOVE ON TO OUR NEXT POPULATION.
OBJECTIVE 3, IMPROVING THE EDUCATION FOR STUDENTS WITH DISABILITIES.
NOW, WE START WITH FOUR BULLETS FOR OUR STUDENTS WITH DISABILITIES.
[00:55:01]
THE FIRST ONE IS ABOUT ALIGNMENT AND INVESTMENT OF RESOURCES.CCPS WILL CONTINUE TO USE THE CURRENT PROCESS OF DEVELOPING A STAFFING PLAN.
I THINK A COUPLE OF YOU HAVE BEEN HERE TO WITNESS THE PRESENTATION OF SPECIAL EDUCATION STAFFING PLAN.
WE ARE VERY PROUD OF THE WORK THAT WE DO IN ORDER TO DETERMINE THE STAFFING NEEDS FOR STUDENTS WITH DISABILITIES.
IT STARTS AROUND NOVEMBER, WHERE WE START TO LOOK AT TRENDS AND PATTERNS WITH OUR STUDENTS WITH DISABILITIES.
IT'S NOT ALWAYS ABOUT NUMBERS, SOMETIMES IT'S MORE ABOUT THE NEEDS.
WE HAVE TO TAKE A LOOK AT THE NEEDS TO DETERMINE WHAT THE STAFFING IS GOING TO LOOK LIKE FOR THAT POPULATION.
WE HAVE TO LOOK AT THE DISABLING CONDITIONS.
WE HAVE TO LOOK AT THE LEAST RESTRICTIVE ENVIRONMENT AND WHERE OUR STUDENTS ARE BEING EDUCATED.
THIS IS A LENGTHY PROCESS SO THAT WE MAKE SURE THAT OUR CASE LOADS ARE MANAGEABLE BY OUR STAFF.
THAT IS SOMETHING THAT WE'RE VERY PROUD OF.
BECAUSE FOR THE MAJORITY OF OUR SPECIAL EDUCATION STAFF, WE HAVE BEEN ABLE TO KEEP OUR CASELOADS ANYWHERE BETWEEN FOUR AT THE MINIMUM TO THE MAXIMUM OF 14.
WELL, I THINK IT'S ONE SCHOOL WHERE WE HAD THAT AND THAT WAS BECAUSE OF NOT BEING ABLE TO FILL ANOTHER POSITION.
BUT TYPICALLY OUR AVERAGE CASELOAD IS HOVERING AROUND 10.
THAT'S HUGE. I CAN SAY THAT CAROLINE COUNTY WAS ONE OF THE LEADS IN THIS STATE THAT DECREASE THE CASELOAD.
THEN ALSO, WHEN WE DETERMINED WHAT OUR STAFFING NEEDS ARE FROM THERE, AND WE HAVE CREATED OUR CASELOADS, THEN WE DETERMINED WHAT TYPES OF RESOURCES WE ARE GOING TO NEED.
BUT THIS ISN'T FOR GROUPS, THIS IS FOR EACH INDIVIDUAL.
BECAUSE AS WE KNOW, EACH CHILD WITH A DISABILITY IS GOING TO LEARN DIFFERENTLY.
IT'S IMPORTANT THAT WE ARE MATCHING THEM WITH THE CORRECT RESOURCES AND THE CORRECT PROGRAMMING.
THEN WE LOOK AT THE IDENTIFICATION OF OUR STUDENTS WITH DISABILITIES.
THE IDENTIFICATION OF STUDENTS WITH DISABILITIES HAPPENS LONG BEFORE THEY'RE REFERRED TO SPECIAL EDUCATION.
WE ACTUALLY HAVE OUR CHILDREN, JUST LIKE MRS. MCCORMICK WAS SHARING, PARTICIPATE IN OUR MULTI-TIERED SYSTEMS OF SUPPORT FRAMEWORK.
WE HAVE OUR CHILDREN, JUST LIKE ALL CHILDREN, RECEIVE THE RESOURCES THEY NEED THROUGH TIER 1, TIER 2, AND TIER 3.
NOW WHEN WE FEEL THAT THEY HAVE EXHAUSTED THOSE RESOURCES, OR THEY ARE DEMONSTRATING SOME TYPE OF DEED THAT LOOKS VERY DIFFERENT THAN WHAT ONE OF THE TIERS WILL BE ABLE TO ADDRESS, THEY ARE REFERRED TO SPECIAL EDUCATION.
WHEN THEY ARE REFERRED TO SPECIAL EDUCATION, A TEAM COMES TOGETHER THAT IS ACTUALLY DICTATED BY COMAR.
THAT INVOLVES A IEP CHAIRPERSON, A SPECIAL EDUCATION TEACHER, AND THE GENERAL EDUCATION TEACHER ALONG WITH THE PARENT AT THE MINIMUM.
IF THE NEEDS REQUIRE MORE THAN THAT, THEN WE HAD DIFFERENT FOLKS COME TO THE TABLE AND THAT COULD INVOLVE A SPEECH PATH AND OT OR PT, ETC.
BUT AT THAT MEETING IS WHERE WE DETERMINE WHERE WE'RE GOING TO GO FROM THERE OF IDENTIFYING THAT STUDENT WITH A SPECIAL NEED.
IN TURN, ONCE THAT TEAM DETERMINES THAT IT IS TIME TO MOVE ON WITH ASSESSMENTS, WE CAN ONLY DO THAT WITH PARENTAL CONSENT.
FROM THERE ONCE WE HAVE RECEIVED PARENTAL CONSENT, WE GO THROUGH A PROCESS THAT INVOLVES 60 DAYS.
SIXTY DAYS OF ASSESSMENTS, AND THEN WE RETURNED TO THE TABLE WITH THE PARENT AND WE REPORT THAT INFORMATION TO DETERMINE IF THAT CHILD IS GOING TO QUALIFY FOR SPECIAL EDUCATION.
IN ORDER FOR THE STUDENTS TO QUALIFY FOR SPECIAL EDUCATION, YOU HAVE TO HAVE DEMONSTRATE A DISABLING CONDITION, WHICH THERE ARE 14 RECOGNIZED IN THE STATE OF MARYLAND, ALONG WITH EDUCATIONAL IMPACT, AND THEN THE NEED FOR SPECIALLY DESIGNED INSTRUCTION.
THAT'S HOW A CHILD IS IDENTIFIED FOR SPECIAL EDUCATION.
THEN ALSO WITH THE IDENTIFICATION OF STUDENTS, WE WILL CONTINUE TO PROVIDE PROFESSIONAL DEVELOPMENT TO OUR STAFF BECAUSE OUR STAFF IS WHO ADMINISTERS THE ASSESSMENTS THAT DETERMINES IF A STUDENT IS ELIGIBLE.
THE ASSESSMENTS, THEY CAN BE CHALLENGING.
THEY ARE NORM-REFERENCED ASSESSMENTS, AND IT'S VERY IMPORTANT THAT THEY ARE PROVIDED TO THE STUDENT THE EXACT WAY THAT THE MANUAL TELLS THE TEACHER TO DO IT.
YOU MUST FOLLOW THE DIRECTIONS BECAUSE YOU ARE DETERMINING IF A CHILD HAS A DISABILITY.
[01:00:05]
WE HAVE TO MAKE SURE THAT THOSE ASSESSMENTS ARE IMPLEMENTED WITH FIDELITY.THEN ALSO, ONE LAST PIECE WITH IDENTIFICATION.
THE SPECIAL EDUCATION DEPARTMENT COLLECTS DATA ON REFERRALS TO DETERMINE HOW TO ALLOCATE RESOURCES AND STAFFING.
WE COLLECT ALL OF THIS DATA AND FOR YEARS, THE DATA THAT WE ARE BEING REQUIRED TO COLLECT THROUGH THE BLUEPRINT, WE'VE BEEN DOING THIS AND IT'S CALLED A MARYLAND REPORT CARD.
THE SPECIAL EDUCATION DEPARTMENT IS THE ONLY DEPARTMENT THAT RECEIVES A REPORT CARD.
WE ACTUALLY GET WHETHER WE HAVE HIT THE MARK OR IF WE NEED IMPROVEMENT.
OVERALL, OUR STATUS HAS BEEN OF HYBRID GUARDS FOR MANY YEARS, AND WE PLAN ON KEEPING IT THAT WAY.
EFFECTIVE CLASSROOM INSTRUCTION.
THE SPECIAL EDUCATION DEPARTMENT WORKS COLLABORATIVELY WITH CONTENT SUPERVISORS AND SCHOOL-BASED ADMINISTRATION TO IMPLEMENT VARIOUS STRATEGIES TO CREATE AN INCLUSIVE LEARNING ENVIRONMENT.
THAT MEANS THAT IF THE STUDENT WITH A DISABILITY IS PARTICIPATING IN THE GENERAL EDUCATION SETTING, THAT WE DO HAVE THE RESOURCES AVAILABLE TO THE STUDENT THROUGH PROGRAMS, THROUGH SUPPLEMENTARY AIDS, THROUGH ACCOMMODATIONS, AND ALSO STAFFING.
IT'S IMPORTANT THAT THERE IS A SPECIAL EDUCATION TEACHER THAT IS THERE TO PROVIDE THE SPECIALLY DESIGNED INSTRUCTION.
WE WILL CONTINUE TO PROVIDE THE PD, ON THE SIX MODELS OF CO-TEACHING, BECAUSE IN ORDER TO BE EFFECTIVE IN THAT CLASSROOM, BOTH TEACHERS, THE GEN ED AND THE SPECIAL ED, HAVE TO UNDERSTAND HOW TO IMPLEMENT THE CO-TEACHING MODEL.
THEN AS ALWAYS AND AS PER KUMAR, A CONTINUUM OF SERVICES IS PROVIDED TO MEET EACH INDIVIDUAL STUDENT NEEDS.
WHAT THAT MEANS IS THAT WE HAVE SERVICES THAT GO ALL THE WAY FROM ALL INSIDE THE GENERAL EDUCATION SETTING.
IF WE HAVE A CHILD WHERE WE COULD NOT MEET THEIR NEEDS INSIDE OF OUR SCHOOLS, THAT WE WILL LOOK OUTSIDE OF OUR WALLS AND WE'LL GET A PRIVATE SEPARATE DAY SETTING FOR A STUDENT.
THAT IS A CONTINUUM OF SERVICES.
THE LAST BULLET FOR STUDENTS DISABILITIES IS DISCIPLINARY DATA AND PRACTICES.
DISCIPLINARY DATA IS COLLECTED BY MSD YEARLY.
REFLECTION AND REFINEMENT OF COUNTY PRACTICES IS A TOP PRIORITY.
YOU PROBABLY REMEMBER JUST A FEW MONTHS AGO WE WERE IN FRONT OF YOU WITH THE RESTRAINT AND SECLUSION POLICY.
WE WILL REFINE THAT BASED ON THE CURRENT LEGISLATION AND RECOMMENDATIONS FROM MSTA.
CCPS STRONGLY BELIEVES IN LESS INTRUSIVE INTERVENTIONS TO SUPPORT STUDENTS' CHALLENGING BEHAVIORS.
WE WANT TO HIGHLIGHT AND WE HAVE THROUGHOUT OUR BLUEPRINT PLAN THAT WE WANT TO USE FUNCTIONAL BEHAVIOR ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS.
WE KNOW THAT IF WE GET THE BEHAVIOR INTERVENTION PLAN RIGHT, THEN WE CAN IMPACT THAT CHILD'S BEHAVIOR.
WE ALL KNOW THAT IMPACTING THAT CHILD'S BEHAVIOR IS GOING TO IMPACT THEIR ABILITY TO LEARN.
WE ALSO WANT TO HIGHLIGHT THAT WE USE TATTOO DE-ESCALATION STRATEGIES, BECAUSE WE KNOW THAT BEFORE WE EVER WANT TO HAVE TO PUT OUR HANDS ON A CHILD, WE WANT TO DO EVERYTHING WE CAN TO DE-ESCALATE THE SITUATION.
THEN IN THE LAST FEW YEARS, WE HAVE PUT IN THERAPEUTIC SUPPORT CLASSROOMS. WE ALSO HAVE IMPLEMENTED CONSCIOUS DISCIPLINE, WHICH HAS DEFINITELY BEEN PRACTICED HERE.
THEN WE MOVE ON TO OBJECTIVE 4, PROVIDING SUPPORT FOR STUDENTS ATTENDING SCHOOLS WITH A HIGH CONCENTRATION OF STUDENTS FROM LOW-INCOME HOUSEHOLDS.
THIS IS THE WHOLE CONCEPT OF COMMUNITY SCHOOLS.
THE COMMUNITY SCHOOLS THAT WE HAVE IDENTIFIED IN CAROLINE COUNTY, ARE FEDERAL SPRAY ELEMENTARY, WHICH IS IN YEAR 2, AND THEN GREENSBORO ELEMENTARY, WHICH IS YEAR 1.
TO UNDERSTAND WHAT I'M TALKING ABOUT, I HAVE TO GIVE YOU A LITTLE BACKGROUND ON COMMUNITY SCHOOLS.
COMMUNITY SCHOOLS ARE IDENTIFIED BASED ON THE PERCENTAGE OF STUDENTS RECEIVING FREE AND REDUCED MEALS.
COMMUNITY SCHOOLS RECEIVE THE CONCENTRATION OF POVERTY GRANT.
USUALLY, THE GRANT WAS AWARDED TO SCHOOLS WITH 80 PERCENT OR MORE OF ITS STUDENTS RECEIVING FREE OR REDUCED MEALS.
THEN EACH YEAR, THE PERCENTAGE COMES DOWN A LITTLE BIT TO SEE IF ANOTHER SCHOOL WOULD QUALIFY.
IN FY21, THE PERCENTAGE MOVE DOWN TO 75 PERCENT, AND IN FY22 TO 70 PERCENT.
THAT IS HOW FES QUALIFIED AND THEN HOW GES QUALIFIED.
THEN THE FOLLOWING YEAR, WE SHOULD BE MOVING DOWN TO 65 PERCENT, WHICH IN TURN COULD BE ADDITIONAL SCHOOLS THAT WERE QUALIFIED.
[01:05:02]
COMMUNITY SCHOOLS ARE SCHOOLS THAT DEVELOP AND UTILIZED PARTNERSHIPS TO CONNECT THE SCHOOL, THE STUDENTS, THEIR FAMILIES, AND SURROUNDING COMMUNITY, TO THE RESOURCES NEEDED IN ORDER TO THRIVE.COMMUNITY SCHOOLS SERVE AS A HUB THAT PROVIDES THE NEEDED WRAP-AROUND SERVICES, HEALTH SERVICES, MENTAL HEALTH SUPPORT, ACADEMIC ENRICHMENT, OUT-OF-SCHOOL TIME PROGRAMMING, CRISIS SUPPORT, ADULT EDUCATION CLASSES, LEADERSHIP DEVELOPMENT, AND SO MUCH MORE.
I THINK WE'RE ACTUALLY JUST SCRATCHING THE SURFACE OF WHAT THE COMMUNITY SCHOOLS CAN DO FOR THIS COMMUNITY.
THE STAFFING OF THE COMMUNITY SCHOOLS.
WHEN YOU ARE IDENTIFIED AS A COMMUNITY SCHOOL IN YOUR FIRST YEAR THROUGH CONCENTRATION OF POVERTY, YOU RECEIVE WHAT WE CALL A PERSONNEL GRANT.
WITHIN THE PERSONNEL GRANT, YOU ARE REQUIRED TO HIRE A COMMUNITY SCHOOL POINTED COORDINATOR AND EXTEND YOUR WELLNESS HOURS FOR THE NEEDS OF THE COMMUNITY.
WE DID THAT WITH FES AND THEN IN TURN WE DID IT AGAIN WITH GES.
THE REASON WHY I HAVE A SMILE ON MY FACE IS BECAUSE THAT COULD BE VERY CHALLENGING.
YOU HAVE TO HAVE STAFF AND WE HAVE BEEN VERY LUCKY THAT WE HAVE NOT JUST FOUND STAFF, BUT VERY COMPETENT STAFF, VERY MOTIVATED STAFF, AND VERY PASSIONATE STAFF ABOUT SUPPORTING THE COMMUNITIES.
THEN, WE ALSO HAD TO WRITE TO WHAT WOULD HAPPEN IF WE DIDN'T HAVE THAT STAFF.
WHAT WOULD HAPPEN IF OUR COMMUNITIES SCHOOL COORDINATOR MOVED ON NEXT YEAR? WE HAD TO WRITE DIFFERENT RECRUITMENT AND RETENTION STRATEGIES THAT WE WOULD PUT IN PLACE.
WE HIGHLIGHTED SEVERAL COLLEGES WHERE WE WOULD BE ABLE TO FIND SOCIAL WORKERS OR NURSES.
WE ALSO TALKED ABOUT SOME OF THE STRATEGIES WE WOULD USE TO KEEP THEM.
ONE OF THEM BEING THAT WE WOULD WANT TO MAKE SURE THAT WE WOULD ENABLE THEM TO BE ABLE TO CONTINUE TO GET ADDITIONAL SCHOOLING.
WE WANT OUR SOCIAL WORKERS TO BE ABLE TO GET THE NEXT LEVEL, THEIR LICENSURES SO THAT WE WOULD MAKE SURE THAT THAT WAS IN PART OF THE PACKAGE OF WHEN THEY WERE HIRED.
THEN THE LAST PART OF COMMUNITY SCHOOLS, WHICH IS VERY EXCITING.
IN THE TWO YEARS, WE HAVE ESTABLISHED 35-PLUS PARTNERSHIPS AMONGST COMMUNITY ORGANIZATIONS.
IT IS COMMUNITY AND A LITTLE BIT OUTSIDE OF OUR COMMUNITY TOO, WHICH IS EXCITING BECAUSE IF WE DON'T HAVE SOMETHING WITHIN OUR COMMUNITY TO OFFER TO FAMILIES THAT NEED WHATEVER THAT EXISTING NEED IS.
WE ARE ABLE TO CREATE THOSE PARTNERSHIPS WITH OTHER FOLKS THAT ARE OUTSIDE OF THE COUNTY TOO.
THAT WAS VERY EXCITING, CREATING THAT CHART.
THEN WE MOVE INTO THE LAST OBJECTIVE, ENHANCING STUDENT HEALTH SERVICES.
WHAT WE HAD TO DO HERE WAS WE HAD TO DEFINE WHAT THIS LOOKS LIKE.
THE FIRST ORDER OF BUSINESS WAS THAT WE HAD TO HIRE WHAT AT THE TIME WE CALL IT A MENTAL HEALTH COORDINATOR.
NOW WE'RE CALLING THAT BEHAVIORAL HEALTH SERVICES COORDINATOR AND THAT WAS CARRIED OUT AWAY.
WE COULD NOT HAVE BEEN ANY LUCKIER BECAUSE SHE HAS DONE A PHENOMENAL JOB LEADING WHAT HAD BEEN ESTABLISHED AND TAKING IT FURTHER.
WHAT THAT MEANS IS WE'VE HAD SCHOOL-BASED MENTAL HEALTH INSIDE OF OUR SCHOOLS FOR SEVERAL YEARS AND WHAT WE HAVE BEEN ABLE TO DO IS ENHANCE THAT TO MEET THE NEEDS OF THE SYSTEM, AND OF OUR STUDENTS.
THE ONE CHALLENGE THAT WE HAVE FOUND AND WE DID HIGHLIGHT IN THIS AREA, IS AS EVERYTHING ELSE, STAFFING.
THE DIFFERENCE THOUGH, WITH STAFFING, WITH SCHOOL-BASED MENTAL HEALTH IS, YOU DEVELOP WAIT LIST.
I THINK WE ALL KNOW THAT WAIT LIST, IT'S HOW DO YOU WAIT FOR SUPPORT LIKE THAT? IN TIME, CHOPTANK, WHICH IS ONE OF OUR PARTNERS, HAS JUMPED IN TO HELP ALLEVIATE SOME OF THOSE WAIT LISTS SO THAT OUR STUDENTS ARE GETTING THE SUPPORT, THAT THEY NEED WITHIN SCHOOLS.
THE OTHER TWO PARTNERS, WE HAVE ARE CAROLINA RURAL HEALTH AND CORSICA RIVER.
THEY BOTH HAVE DONE A GREAT JOB SUPPORTING US.
BUT WE DO HAVE WAIT LIST SO WE KNOW THAT WE HAVE GOT TO CONTINUE TO RECRUIT STAFF AND HELP SUPPORT THE AGENCIES FOR THEM TO FIND THE STAFF THAT THEY NEED TO BRING TO OUR SCHOOLS.
ALSO, SOME OF THE STRATEGIES THAT WE ARE UTILIZING AND CCPS IS A MINIMUM OF ONE CLINICIAN DESIGNATED TO EACH SCHOOL BUILDING.
WE'RE NOT SHARING CLINICIANS IN BETWEEN THE BUILDINGS.
WE'RE TRYING TO KEEP THAT ONE PER BUILDING FULL-TIME.
CLINICIANS ARE AVAILABLE FOR STUDENTS WITHOUT INTERRUPTION THROUGHOUT THE SCHOOL YEAR.
[01:10:01]
DURING BREAKS AND SOME ARE PROCESSIONS IN SCHOOLS AND OR TELEHEALTH.WE'RE TRYING TO UTILIZE THE TELEHEALTH EVEN MORE IF POSSIBLE AS APPROPRIATE.
THIS INCLUDES CONTRACTED CRISIS INTERVENTION WITH ELEMENTARY SCHOOL STUDENTS, SUMMER SCHOOL STUDENTS WHO WERE NOT PRE-EXISTING SCHOOL-BASED CLIENTS.
THEN ALSO ONE OTHER STRATEGY, THERE'S MANY STRATEGIES, BUT I JUST WANTED TO SHARE A COUPLE.
WE WANT TO IMPROVE DISTRICT WIDE DATA COLLECTION AND TRACKING TO IDENTIFY THE REFERRAL TRENDS BECAUSE THE TRENDS CAN HELP US IDENTIFY NEEDS AND OTHER RESOURCES THAT WE NEED TO BRING INTO THE COMMUNITY TO SUPPORT THE MENTAL HEALTH NEEDS.
BEHAVIORAL HEALTH SCREENING AND SERVICES.
CCPS UTILIZES TRAINING AND BEHAVIORAL HEALTH SCREENING MEASURES ACROSS ALL TIERS.
SOME EXAMPLES ARE ACES AND TRAUMA-INFORMED TRAINING, YOUTH MENTAL HEALTH FIRST AID AND CPR, SUICIDE AWARENESS AND PREVENTION.
THEN ALSO FAMILY ENGAGEMENT IN SUPPORTING STUDENTS' BEHAVIORAL HEALTH.
FAMILY ENGAGEMENT BEGINS WITH THE OUTREACH OF SCHOOL AND COMMUNITY EVENTS.
WE MAKE SURE THAT EVERY BIG EVENT THAT WE HAVE AND EVEN SOME OF OUR SMALLER EVENTS, THAT WE HAVE A TABLE AVAILABLE SO THAT WE CAN PROVIDE THESE RESOURCES TO OUR FAMILIES.
WE ALSO MAKE SURE THAT FLYERS GO OUT PERIODICALLY SO THAT NOBODY FORGETS THAT WE DO HAVE THESE RESOURCES AVAILABLE TO OUR FAMILIES.
OUR TEACHERS ARE EXPECTED TO COMMUNICATE REGULARLY AND DIRECTLY WITH PARENTS ABOUT STUDENTS' SUCCESSES AND CHALLENGES, INCLUDING ASPECTS OF BEHAVIORAL HEALTH.
IF THE ADMINISTRATION BECOMES INVOLVED IN BEHAVIORAL HEALTH ISSUES OR NEEDS THE BUILDING ADMINISTRATORS COMMUNICATE DIRECTLY WITH FAMILIES AND THE GUARDIANS AS WELL.
WE WANT TO WORK WITH OUR FAMILIES AND ALL BE A PART OF THE SUCCESS OF OUR STUDENTS.
THEN THE LAST PIECE THAT I'M GOING TO HIT ON IS THE STAKEHOLDER ENGAGEMENT.
I ACTUALLY ALREADY DID HIT ON THE THREE PROVIDERS THAT WE DO HAVE RIGHT NOW, CAROLINE COUNTY BEHAVIORAL HEALTH, JOB 10, COMMUNITY HEALTH, AND CORSICA RIVER BEHAVIORAL HEALTH.
THEY HAVE ALL THREE HAVE PROVIDED MANY CONTRIBUTIONS FROM PROVIDING THE SUPPORT TO OUR STUDENTS AND FAMILIES, BUT ALSO PROFESSIONAL DEVELOPMENT AND COLLABORATION WITH OUR SCHOOL STAFF.
OUR ENGAGEMENT IS MONTHLY OR AS NEEDED.
EVERYBODY HAS MADE THEMSELVES AVAILABLE FOR WHENEVER THE NEED EXISTS.
>> THANK YOU. NOW, DR. SIMMONS.
>> PILLAR 5. I ENCOURAGE THE BOARD AS WE GO TO DIG INTO PILLAR 5, ALL 191 PAGES OF THE PLAN IS LINKED ONLINE FOR ANYBODY WHO GETS TO WATCH IT AT HOME, WHERE IT WAS NOW OR WILL GET THE LIVE FEED.
I'D ENCOURAGE EVERYBODY TO DIG INTO IT.
PILLAR 5 REALLY LOOKS AT GOVERNANCE AND ACCOUNTABILITY, BOTH FROM THE MINDSET OF HOW WE STRUCTURED THE APPROACH TO THE BLUEPRINT AND GAINING INSIGHT FROM INSIDE AND OUTSIDE THE SYSTEM TO PUT TOGETHER A COMPREHENSIVE PLAN.
NOT JUST NOW, BUT ALSO THEN WHAT APPROACH ARE WE GOING TO TAKE IN THE FUTURE TO MAKE SURE THAT WE'RE DOING WHAT WE SAY WE'RE GOING TO DO, AND THEN MAKE ADJUSTMENTS TO SET PLAN.
OUR IMPLEMENTATION PLAN WILL BE DUE MARCH 15, BUT THEN AGAIN WITHIN ONE YEAR, WE HAVE A MORE COMPREHENSIVE PLAN TO PHASE 1.
THEN PHASE 2 WILL REALLY COVER A BIG CHUNK OF YEARS.
NEXT, I'M GOING TO DO THIS AGAIN NEXT YEAR.
THEY'RE LOOKING AT WHAT APPROACH WE'RE GOING TO USE TO KEEP THAT IN PLACE.
WE DIDN'T PUT A STEERING COMMITTEE STRUCTURE IN PLACE THAT INCLUDE REPRESENTATION FROM ALL FIVE PILLARS AS WELL AS REPRESENTATION FROM THE ASSOCIATION AND OUR ADMINISTRATORS.
GETTING SOME SCHOOL-BASED ADMINISTRATOR FEEDBACK AS WELL.
WE WILL KEEP THE SAME STRUCTURE IN PLACE AS WE MOVE INTO IMPLEMENTATION TO MONITOR OUR WORK.
AGAIN, THIS WILL BE MONITORING IT OVER THE NEXT DECADE.
MOVING INTO NEXT SCHOOL YEAR AS WE MOVE INTO IMPLEMENTATION, WE WILL HOLD REGULAR STEERING COMMITTEE MEETINGS AT A MINIMUM ONCE PER QUARTER WITH OUR STEERING COMMITTEE GROUP AS WE WORK TO REFINE OUR PLAN.
WE WILL CONTINUE TO USE THE CITIZENS ADVISORY COMMITTEE AND THE SCHOOL SYSTEM IMPROVEMENT COUNCIL HAS OPPORTUNITIES TO GAIN FEEDBACK AND TO SHARE UPDATES ON ONE SAID PLAN.
AFTER THIS MEETING TONIGHT, AS DR. DOWNS SAYS, MENTIONED AS WELL, WE WILL BE SHARING OUT INFORMATION FROM THE PRESENTATION AS WELL AS THE RECORDING FOR OUR COMMUNITY SO THEY CAN HAVE A SUMMARY OF THE GROUP DOES THE PLAN, AS WELL AS THE ACTUAL PLAN DOCUMENT AND THEN THE SURVEY TO PROVIDE OPPORTUNITY FOR FEEDBACK BEFORE FINAL SUBMISSION IS DUE.
[01:15:02]
THE LAST COMPONENT, WHICH HAS BEEN ONE OF THE MORE INTERESTING COMPONENTS IN PILLAR 5, AS THE BOARD HAS BECOME MORE AND MORE AWARE, AS WE ALL DO, AS MSD IS RELEASING MORE OF THE FISCAL OUTLOOK WITH THE CHANGES TO THE FOUNDATION FUNDING, TO THE WAY THAT WE GET OUR STATE MONEY, THAT WILL CHANGE THE WAY THAT WE BUDGET IN A SCHOOL SYSTEM.IT'S A LITTLE CART IN FRONT OF THE HORSE.
[NOISE] THEY HAVEN'T DEVELOPED THE STRUCTURES YET FOR HOW THE CHART OF ACCOUNTS WILL CHANGE AND MSD.
THE WAY THE BUDGET READS CURRENTLY WILL CHANGE AS MSD PUTS US IN PLACE AS PART OF THE MONEY FOLLOWS THE THE KID IN THE SCHOOL LEVEL, 75% GOING TO THE SCHOOL LEVEL.
AS THOSE PIECES COME INTO PLAY, WE WILL BE REFINING OUR FISCAL SYSTEM TO BE ABLE TO MATCH THAT.
AARON HAS BEEN PART OF THE WORK GROUP ALL YEAR LONG.
MRS. THORNTON HAS [NOISE] AS MSD IS WORKING ON WHAT THAT WILL LOOK LIKE.
ONE OF THE QUESTIONS WE HAD TO WRITE TO DEALT WITH HOW WILL WE MAKE SURE THAT WE HAVE ARE SYSTEMS IN PLACE TO MONITOR? WE HAVE SOMEBODY ON THE WORK GROUP AS WE'RE GOING THROUGH IT.
AS AGAIN, AS MSD RELEASES THAT WE WILL MAKE SURE THAT WE ADJUST OUR CHART OF ACCOUNTS TO MATCH THEM.
WE CAN FOLLOW OUR DOLLARS AND THE WAY THAT THE BLUEPRINT IS ASKING US TO.
THAT IS THE LAST OF THE FIVE PILLARS.
WE HAVE THROWN QUITE A BIT AT THE BOARD TONIGHT AND IT'S BEEN SAID I DON'T WANT TO UNDERSCORE MY GLOSSING OVER IT, BUT IT REALLY HAS DONE A TREMENDOUS AMOUNT OF WORK THAT EVERYBODY IN THIS ROOM AND EVEN THOSE WHO ARE NOT IN THIS ROOM AND PUT INTO IT.
IT'S BEEN A GOOD REFLECTIVE PROCESS THOUGH TWO MONTHS AGO, I DON'T THINK ANY OF US WOULD HAVE.
IT WOULD BE A GOOD PROCESS BECAUSE IT WAS DAUNTING.
BUT IT REALLY HASN'T BEEN A GOOD REFLECTIVE PROCESS FOR US TO TAKE STOCK OF WHERE WE ARE AGAINST A VERY COMPREHENSIVE TEMPLATE THAT THOUGH LONG WAS PUT TOGETHER WELL TO MAKE YOU THINK ABOUT CERTAIN THINGS BEFORE YOU GET TO ANSWERING QUESTIONS.
IT REALLY WAS STRUCTURED AND SCAFFOLD IN A WAY THAT REALLY BROUGHT THEM OUT DEEPER CONVERSATION.
I'M GRATEFUL FOR THAT. I THINK IT'S GOING TO HELP US BE A STRONGER SYSTEM AS WE MOVE FORWARD.
WITH THAT, OPEN UP TO QUESTIONS.
>> YEAH. OPEN UP THE QUESTIONS.
>> YEAH. LET'S DO THAT. LET'S GO PILLAR 1.
>> OTHERWISE WE COULD JUMP ALL OVER.
>>> LET'S GO PILLAR 1. [OVERLAPPING]
>> ANY OVERARCHING THING? WE CAN MAYBE HOLD THOSE.
>> I JUST WONDER, WHAT WERE YOU DOING WITH ALL YOUR TIME BEFORE YOU GOT THIS? [LAUGHTER] SIT AROUND DOING NOTHING? THAT'S AN INCREDIBLE AMOUNT OF WORK.
VERY IMPRESSED WITH THE PRESENTATION FOR ALL VERY IMPRESSIVE, BUT I'LL YIELD TO THE BOARD HERE ON PILLAR 1.
I HAVE A COUPLE OF QUESTIONS, BUT I'LL LET THEM GO FIRST.
>> [OVERLAPPING] THANK YOU FOR EXPLAINING THIS. APPRECIATE IT.
>> ANYTHING FOR PILLAR 1 THAT YOU DID? [OVERLAPPING]
>> I THINK I DID ALL MINE AT THE WRONG TIME.
>> I'M STILL DRINKING IT. [LAUGHTER]
>> I DIDN'T KNOW IT'S A LOT. [LAUGHTER]
>> YEAH, HOPEFULLY. FIRST OF ALL, COULD YOU DEFINE WHAT IT MEANS TO BE READY FOR KINDERGARTEN?
>> SURE. LOOK A BIT MORE READY TO LEARN.
YOU HAVE THOSE LIKE THE PRE-ACADEMIC READINESS SKILLS.
A BIG PIECE OF IT TOO ALSO LOOKS AT THAT SOCIAL EMOTIONAL PIECE.
BECAUSE IT'S REALLY GREAT WHEN YOU SEE KIDS COMING IN AT FOUR YEAR OLD PROGRAM.
YOU CAN SAY, I'M NOT, I'M SAD TODAY BECAUSE THIS HAPPENED AND REALLY EXPRESSING THEMSELVES.
WHAT'S NICE ABOUT KIDS DEMONSTRATING READINESS ON THE KRA IS THEY HAVE THOSE FOUNDATIONAL SKILLS.
IT REALLY SETS WHERE WE ARE THAT WE CAN MOVE FORWARD IN KINDERGARTEN TEACHING THOSE STANDARDS AND THINGS LIKE THAT.
>> IT'S NOT SO MUCH ALREADY HAVING CERTAIN SKILLS OR KNOWLEDGE LIKE THEY DON'T NECESSARILY KNOW HOW TO COUNT OR NO COLORS.
>> OUR KIDS DO KNOW SOME OF THOSE THINGS.
ACTUALLY, IN PRE-K, WE USE THE ELA, WHICH IS DIFFERENT FROM YOUR ELA.
THE EARLY LEARNING ASSESSMENT, WHICH IS THE EARLIER VERSION OF THE KRA.
THE WAY THAT OUR PROGRAM IS LINED UP IS OUR REPORT CARD FOCUSES ON SOME OF THOSE STANDARDS THAT ARE ON THE ELA.
WHAT'S REALLY [NOISE] NICE ABOUT IT IS WE HAVE IT BROKEN DOWN.
WHEN PARENTS COME TO A PARENT-TEACHER CONFERENCE, THEY SEE WHERE THEIR CHILD IS PROGRESSING ON THE LEARNING PROGRESSION AND THEY SEE THE END RESULT OF WHERE WE WOULD LIKE KIDS TO BE AT THE END OF PRE-K 4 IN PREPARATION, READY FOR K. [NOISE] IT'S A GOOD WAY THAT WE COULD SHOW THEM.
WE ALSO USE EMERGING, APPROACHING DEMONSTRATING, SO THEY'RE FAMILIAR WITH THOSE TERMS. WE ALSO ARE ABLE TO SEND A LOT OF STUFF HOME TWO, SO WE GET THAT REINFORCEMENT AS WELL.
[01:20:02]
>> [OVERLAPPING] FOR THOSE PEOPLE WHO ARE REVIEWING THIS AND FOR THIS GROUP HERE, KRA IS, KINDERGARTEN READINESS ASSESSMENT.
DID YOU WANT TO SHARE MAYBE SOME EXAMPLES OF WHAT IT ASSESSES?
>> COUPLE OF HIGHLIGHTS TO SHOW WHAT THAT LOOKS LIKE.
>> YES, I CAN DO THAT. THE KRA AND I APOLOGIZE, IT'S KINDERGARTEN READINESS ASSESSMENT.
[LAUGHTER] BUT IT LOOKS AT THINGS.
THERE'S A PART THAT'S ACTUALLY ASKING THE CHILD QUESTIONS FOR THEM TO ANSWER, AND IT'S LIKE YOUR BASIC CONCEPT THINGS.
THEN THERE'S ALSO A PIECE THAT IS MORE OBSERVATIONAL.
HOW IS THE CHILD INTERACTING WITH PEERS AND DIFFERENT THINGS LIKE THAT?
>> OKAY. BUT I'M NOT SURE IF I'VE MISSED THE DOCKET.
IT'S NOT SAYING THEY HAVE TO KNOW CERTAIN INFORMATION.
I'VE HEARD, AND I HAVE NO IDEA THAT IF A CHILD DOESN'T KNOW HOW TO COUNT OR KNOW THE ALPHABET, YOU'RE NOT GOING TO LET HIM IN KINDERGARTEN.
>> I DIDN'T THINK IT WAS. I THOUGHT THAT WAS ABSURD, WHICH WOULD LEAD TO MY NEXT QUESTION, WHAT DO YOU DO FOR A STUDENT WHO IS NOT READY FOR KINDERGARTEN?
>> GREAT. WE WOULD PUT ADDITIONAL SUPPORTS IN PLACE WHEN THEY ARE IN KINDERGARTEN SO THAT WE'RE HITTING THOSE NEEDS.
SPECIFICALLY, WE CAN USE THE STUDENT SUPPORT TEAM AND DIFFERENT THINGS TO MAKE SURE THAT WE HAVE A GOOD PROGRAM IN PLACE FOR THE CHILD.
>> THINK OF IT AS A PRE-ASSESSMENT.
WHEN I GREW UP, YOUR BIRTHDAY IS HERE, GO TO SCHOOL, LEARN.
AS THAT IS SHOWN, THAT BY DOING ALL OF THIS HAS IT REALLY IMPROVED?
>> I WOULD SAY YES. LOOKING AT OUR HISTORY FOR KRA SPECIFICALLY, WE WERE AT A POINT WHERE WE WERE MAKING A LOT OF PROGRESS AND THEN PRIOR TO COVID, WE WERE ABLE TO JUMP UP IN THE RANKINGS, AND I'M PRETTY SURE IN THE NEAR FUTURE, YOU GUYS WILL HAVE MY KRA PRESENTATION FOR RESULTS COMING.
I CAN REALLY LOOK AT THAT, BUT THE OTHER THING I WANTED TO NOTE TOO, IS THAT MSD IS WORKING ON FIGURING OUT WHAT COMPONENTS OF THE EARLY LEARNING ASSESSMENT, AS WELL AS THE KRA ARE GOOD PREDICTORS TO FUTURE MCAT SCORING.
>> I THINK ONE OF THE THINGS THAT THEY'VE NOTICED, DONNA, IT'S ANECDOTALLY, WE'VE ALL SEEN IT.
A LOT OF THE THINGS THAT SOME OF US WHEN WE WERE LITTLE WOULD HAVE BEEN ENGAGED IN, WHETHER IT WAS GOING TO SUNDAY SCHOOL, WHETHER IT WAS GOING TO HERE IN THIS COMMUNITY EVENT WITH OTHER KIDS OR EVEN JUST FAMILY IN GENERAL, GETTING TOGETHER WITH COUSINS AND EVERYTHING ELSE, SOME OF THOSE SOCIAL THINGS THAT YOU JUST PICK UP OR GOING TO A DAYCARE CENTER OR EVEN HOME DAYCARE PROVIDER, THOSE THINGS HAVE DROPPED OFF.
KIDS DON'T GET THAT EXPOSURE AT THE EARLY AGE ANYMORE OR THE OPPORTUNITIES ARE NOT THERE.
PART OF THE PREMISES OF BLUEPRINT WITH PRE-K3 AND EXPANDING PRE-K4 IS TO TRY TO PROVIDE THOSE OPPORTUNITIES FOR THE FAMILIES WHO HAVEN'T HAD THOSE AND EVEN FOR ALL SO WHEN THEY DO WALK INTO KINDERGARTEN THERE IS THAT MORE LEVEL PLAYING FIELD.
LIZ IS RIGHT, OUR KRA DATA HAS SHOWN, AND IT'S BECAUSE OF THE IMPETUS THAT WE'VE PUT ON PRE-K AND THE EFFORTS DONE THERE BY THE LEADERSHIP OF THE TEACHERS, BY THE SUPPORT STAFF, ALL IN PRE-K, WE REALLY HAVE SEEN A BIG JUMP IN OUR KRA SCORES AND OUR KIDS ENTERING KINDERGARTEN READY TO LEARN, AND WE SERVE A LOT OF KIDS.
>> I LOVE THAT PHRASE, READY TO LEARN.
I THINK I LIKE THAT MORE THAN I LIKE THIS READY FOR KINDERGARTEN THING BECAUSE IT DOES ENCOMPASS MORE OF WHAT YOU'RE TALKING ABOUT.
>> WE SPENT A LOT OF TIME MAKING SURE THAT WHAT WE'RE DOING IN PRE-K4 IS DEVELOPMENTALLY APPROPRIATE.
WE'RE SPENDING A LOT OF TIME PLAYING WHILE WE'RE LEARNING TO COUNT, AS WELL AS COLORS AND ALL THOSE THINGS.
THE AMOUNT OF STUFF A PRE-K TEACHER CAN PUT INTO ONE CONCEPT AND THE KIDS COME OUT WITH THOSE SKILLS IS AMAZING AND THEY'RE JUST THERE SOAKING IT IN.
MOST IMPORTANTLY, PRE-K IS SUPER SPECIAL BECAUSE IT IS THAT BEGINNING TO SCHOOL AND WE TRULY HAVE TO MAKE SURE KIDS LIKE SCHOOL AND THEY FALL IN LOVE WITH SCHOOL BECAUSE THAT'S GOING TO START THERE.
>> [OVERLAPPING] BUT HAVING FUN IS IMPORTANT.
I THINK THESE SHOULD BE EASIER.
WHY DO WE WANT MORE PRIVATE PROVIDER? THEY'RE DOING THE SAME THING, CORRECT?
>> SAME THING. WHY? AS LONG AS WE HAVE ENOUGH.
>> WE'RE JUST EXPANDING ACCESS IN THE EYES OF BLUEPRINT.
THEY REALLY HAVEN'T IDENTIFIED THE PURPOSE BEHIND IT.
>> [OVERLAPPING] BECAUSE THAT'S A THEM THING.
>> YES. GIVING PARENTS MORE OPTIONS TO CHOOSE FROM.
>> FROM A BOARD'S PERSPECTIVE TO KEEP IN MIND, IF THEY WERE TO TURN TO US AND SAY, NO, YOU WILL, WE DON'T HAVE THE REAL ESTATE TO DO IT IF THEY WILL REQUIRE US TO DO IT WITHOUT PARTNERING.
>> THERE ARE PEOPLE WHO HAVE BEEN IN THAT BUSINESS SO TO SPEAK.
[01:25:02]
I WOULD IMAGINE THAT THE PEOPLE PAST OUR STATUTE ARE TRYING TO BE SENSITIVE TO PEOPLE WHO ARE IN THAT BUSINESS, NOT PUT OUT OF BUSINESS BY GOVERNMENT COMING IN AND SAYING, YOU STARTED THE TIRE SHOP, BUT NOW THE STATE IS GOING TO PROVIDE A TIRE SHOP.WE DON'T NEED YOU ANYMORE. IN THIS CASE, IT'S CHILDREN'S SHOP. TIRE OF A CAR.
>> [OVERLAPPING] THEY NEED THE INSTRUCTIONAL AGE WHICH WHAT YOU'RE TEACHING.
WE'RE PAYING FOR THEM TO GET THE CREDENTIALS AND WE'RE GIVING THEM A STIPEND.
>> THEN THAT'S IT? YOU'RE NOT GOING TO PAY THEM ANYMORE EVEN THOUGH THEY HAD TO GET MORE EDUCATION AND MORE QUALIFIED, WE'RE STILL AT THE SAME PAY SCALE?
>> THAT WOULD GO INTO WHEN THE SALARIES AND THINGS ARE NEGOTIATED WOULD PROBABLY BE THE BEST WAY.
>> BUT AT THIS POINT IT'S STILL CONSIDERED THE SAME.
>> NOW, AT THIS POINT, DONNA, I'D HAVE TO GET BACK TO YOU ON THAT ONE WITHOUT HAVING THE PAY SCALE IN FRONT OF ME.
TYPICALLY, WHEN YOU GET MORE CREDENTIALING, [OVERLAPPING] YEAH, YOUR PAY GOES UP BUT I DON'T KNOW BY HOW MUCH.
WE'RE EXPECTING MORE FROM YOU.
>> ARE WE GOING TO GIVE YOU MORE?
>> I JUST HAVE ONE AREA TO ASK ABOUT. DID YOU HAVE ONE?.
>> YOU ALMOST HIT ON IT FOR ME, SO SORRY, I HAVE TO ASK ANYWAY.
THE PRIVATE DAYCARE AND HEAD-START, PEOPLE LIKE THAT AND IT SOUNDS THAT THEIR REQUIREMENTS FOR THEIR STAFF IS GOING TO GO UP.
OUR CONCERN, I THINK IT COULD BE RE-OPENED.
I DON'T KNOW. I DIDN'T HEAR THE TRUST.
WHEN YOU LOOK AT THE PAY SCALES, THE TEACHERS YOU'RE GOING TO GET, HOW ARE THOSE PRIVATE DAYCARE AND HEAD-START GOING TO KEEP UP WITH THOSE PAY SCALES WITHOUT GOING OUT OF BUSINESS? IF THEY GO OUT OF BUSINESS, IF HEAD-START WENT AWAY, HOW'S THE SCHOOL SYSTEM GOING TO HANDLE THAT? I DON'T KNOW. I'M NOT ASKING YOU TO HAVE AN ANSWER TO THAT NECESSARILY.
I'M POSING IT AS THAT'S A LITTLE SCARY.
>> I KNOW I SPEAK TO THAT AND THE FULL DESCRIPTION IS ONE OF THE CHALLENGES AND BARRIERS TO OVERCOME, BUT I CAN TELL YOU WITH WORKING WITH MY COMMITTEE MEMBERS, HAVING REPRESENTATIVES FROM HEAD-START ON THERE, THAT'S THE FIRST THING THEY SAY JUST BECAUSE OF EVERYTHING THAT GOES INTO IT.
THAT'S DEFINITELY ONE OF THE MAJOR CONCERNS WITH THEM.
>> THERE'S REALLY NO ANSWER YET.
>> IN ORDER TO BE ACCREDITED, YOU HAVE TO HAVE THAT STAFF THAT'S CERTIFIED AS WELL, SO EVERYTHING'S HAND-IN-HAND.
>> GREAT. HAVE THEM HAVE THESE LEVEL OF QUALIFICATIONS.
THAT MAKES LOT OF SENSE, BUT IF THEY CAN'T MATCH THOSE PAY LEVELS, THEY'RE NOT GOING TO BE ABLE TO COMPETE AND IF THEY CAN'T COMPETE AND THEY GO AWAY, WHAT DOES THAT MEAN FOR CAROLINE COUNTY PUBLIC SCHOOLS? CERTAINLY MEANS SOMETHING FOR THOSE PRIVATE BUSINESSES, CONCERNED ABOUT THAT.
>> IF A PRIVATE BUSINESS RAISES THEIRS, THEY PASS THE COST ON TO THE CONSUMER.
>> THAT MEANS THAT THE FAMILY OUT THERE THAT HAD TWO WAGE-EARNERS, THEY'RE GOING TO HAVE TO GET A SECOND JOB [LAUGHTER] TO PAY THE DAYCARE.
>> IF THEY WANTED TO GO PRIVATE.
>> I CAN PROBABLY TALK FOR HOURS ON THE PUBLIC VERSUS PRIVATE, BUT THE OTHER THING TO KEEP IN MIND TOO IS THOSE PRIVATE PROVIDERS WOULD HAVE THAT SAME INCOME CRITERIA.
AS LONG AS THAT FAMILY HITS THAT TIER 1, THEN THEY WOULD BE ABLE TO GET THAT PIECE COVERED.
>> THE CHILD COMES TO YOU FROM, ITS NOT IN PRE-K OR IS IN PRE-K WITH A PROVIDER, IT'S NOT A BLUEPRINT PROVIDER.
WHEN DOES YOUR ASSESSMENTS START AS FAR AS KINDERGARTEN READINESS OR IS THAT BASICALLY WHEN THEY SHOW UP HERE IN THE FIRST DAY OF SCHOOL AND HOW'S THAT?
>> HOW DOES THAT LOOK DIFFERENT FOR THAT KID?
>> YES. ONE OF THE WAYS THAT THEY CARRY LOOKS AT THE DATA AND THEY SPLIT IT OUT AS THEY LOOK AT PRIOR CARE, SO THAT'S GOING TO TAKE INTO CONSIDERATION KIDS THAT DIDN'T HAVE ANY SCHOOLING PRIOR TO AND THAT'S JUST ONE OF THE OTHER DATA FACTS THAT COME IN.
>> THE PEOPLE GET TO PICK IF THEY WANT PRIVATE OR PUBLIC.
>> SO FAR. [OVERLAPPING] BUT WHAT, DO WE HAVE MORE QUESTIONS TO [INAUDIBLE].
>> THESE ARE ALL GREAT QUESTIONS.
>> I'M SURE THAT YOU WOULD LET US COME BACK.
>> DO WE SEE THE NUMBER DECLINING AS FAR AS THOSE WHO HAVE HAD NO PRE-SCHOOLING?
>> I WOULD HAVE TO GET BACK TO YOU ON THAT ONE [OVERLAPPING]
>> YOU DON'T HAVE TO. I WAS JUST WONDERING, [OVERLAPPING] I GUESS REALLY THERE'S PROBABLY A PRETTY GOOD NUMBER OF
[01:30:04]
[NOISE] THREE YEAR-OLDS WHO ARE GOING TO NONE BLUEPRINT DAY CARE, SO THEY'LL BE COMING IN AS CHILDREN WHO ARE IDENTIFIED AS NOT HAVING ANY PRE-SCHOOLING.>> I WOULD HOPE THOSE NUMBERS ARE DECLINING.
>> ARE WE TURNING ANY KIDS AWAY OR WE HAVE ENOUGH ROOM FOR ALL.
>> AT THIS POINT IN TIME FOR PRE-K4 WE'RE ABLE TO SERVE EVERYONE THAT HAS APPLIED AND WAS ELIGIBLE FOR IT.
PRE-K3 IS DIFFERENT BECAUSE IT IS INCLUSIVE SPECIAL EDUCATION PROGRAM, SO WE'VE GOT MORE CRITERIA BECAUSE OF THE SIZE OF THE CLASSROOM AND HOW MANY KIDS WE CAN HAVE RATIO WISE.
>> ONE OTHER ONE THAT'S SOMETHING MADE ME THINK OF PRE-K3 OR 4, IS THAT LEGALLY MANDATED OR IS IT OPTIONAL?
>> IT'S STILL CONSIDERED OPTIONAL.
>> YOU COULD SHOW UP AT SCHOOL [NOISE], I'M READY TO START KINDERGARTEN AND STILL GET IN.
>> IF YOU MISS THEN YOU CAN GO NOW.
>> MAYBE GO RIGHT TO SECOND GRADE, I'M SO SHARP.
>> BUT YOU HAVE TO BE EMOTIONALLY READY.
>> THE ONLY THING I HAD AND THIS, MAYBE JUST ME BEING A LOW.
IT'S AN OBJECTIVE 2, OBJECTIVE 4. IS THERE A THREE?
>> YES, THAT WILL BE SHARED THAT THAT PARTICULAR OBJECTIVE 3 IS AN OBJECTIVE THAT MSDE HAS TO ADDRESS THIS ITERATION.
THE NEXT TIME WE WRITE THE BLUEPRINT, THERE WILL BE MORE FOR US TO DO.
IN REFLECTION, THIS IS JUST ADDRESSING THE FIRST TWO YEARS, OF PLAN THAT'S LONGER THAN THAT.
YOU'LL SEE IT MOVING FORWARD IN THE NEXT, ONCE THEY GET THERE BACK TOGETHER. [LAUGHTER]
>> LOOKS LIKE IT'S A LOT TO TAKE IN.
>> THEN YOU MADE ME WRITE MY QUESTIONS THEN.
[OVERLAPPING] I'M TRYING NOT TO MISS ANYTHING.
>> OTHER BOARD MEMBERS ON FILLER [INAUDIBLE].
>> I DO, FOR FILLER TWO AND I KNOW ROB IS NEW IN THIS POSITION AND ALL.
WE HAD HAD SO MUCH CONVERSATION IN CAROLINE COUNTY ABOUT DIVERSITY AMONG THEIR PROFESSIONAL STAFF AND IS ROB ON DO YOU KNOW?
>> WELL, IF ANYONE CAN ANSWER, HE WAS SAYING WE LOOKED AT WHERE WE ARE NOW, AS WELL AS WHERE WE ARE PLANNING TO GO.
WHAT CAN YOU TELL US ABOUT WHERE WE ARE NOW AND I LOOK AT SEVERAL OF OUR NEIGHBORING COUNTIES LAST SEPTEMBER HIRED A MUCH MORE DIVERSE GROUP OF TEACHERS THAN WE DID AND HOW ARE WE LOOKING AT THAT?
>> WHERE WE ARE RIGHT NOW, AND I'M GOING TO PULL FROM THE CHART THAT'S COMPLETED IN THE BLUEPRINT UNDER TEACHER DIVERSITY PROJECTIONS.
WITHIN THERE, AS A SCHOOL SYSTEM, IN 21, 22, WE HAD 476 TOTAL TEACHERS, 80% WERE FEMALE, 20% MALE, 4% WERE AFRICAN-AMERICAN, 3% HISPANIC, LATINO, AND 92% WHITE AND THERE'S LESS THAN 1% OF OTHERS.
OUR STUDENT POPULATION MAKEUP AT THE TIME WAS 14% AFRICAN-AMERICAN, 19% HISPANIC LATINO, AND 57% OF WHITE AND 9%, TWO OR MORE RACES WHERE WE ARE THIS YEAR, WHEN THE DATA WAS REPORTED, STILL THE SAME GENDER 80, 20.
IN TERMS OF AFRICAN-AMERICAN, 5%, SO UP 1%.
HISPANIC, LATINO IS STILL AT 3% AND WHITE AT 91% AND WE HAVE, MS. WILLIAM, I KNOW YOU'RE AWARE WE TALKED ABOUT IT TRYING TO CHANGE SOME RECRUITMENT PATTERNS THIS YEAR FOR WHERE WE'RE GOING TO RECRUIT TEACHERS AND TRYING TO WORK THAT ANGLE.
WE HAVE ALSO BEEN WORKING WITH SOME OF THE OTHER GROUPS WITHIN MSDE, I KNOW DR. WILLOUGHBY HAS BEEN AS WELL.
MSDE IS REALLY TRYING TO TARGET A MORE DIVERSE TEACHING CORE AS WELL, SO WE'RE TRYING TO WORK WITH MSDE ON THAT EFFORT AS WELL AND WE'RE TRYING TO CHANGE SOME OF OUR APPROACHES, NOT JUST TO WHERE WE'RE GOING, BUT HOW WE'RE RECRUITING AS WELL AND WE'RE CONTINUING TO WORK WITH GROW YOUR OWN AS THE BOARD INCREASE THE SCHOLARSHIP LAST YEAR AS WELL TO INCREASE AND ADD ANOTHER SCHOLARSHIP.
[01:35:02]
THERE'S MORE WORK WE NEED TO DO TO TRY TO CLOSE THE GAPS BETWEEN OUR STUDENT POPULATION AND THE POPULATION OF OUR TEACHING STAFF.>> I WAS [NOISE] JUST THINKING THAT MAYBE AS A CROSSOVER WITH THE CAREER COLLEGE READINESS THAT WE MIGHT EVEN AT THE MIDDLE SCHOOL LEVEL START TO LOOK AT THIS OR HEAR, HERE ARE KIDS, I WANT TO TEACH MATH AND START FEEDING INTO THAT POPULATION TO BE A PART OF THE HOMEGROWN OR THE TEACHER ACADEMY, WHATEVER IT MAYBE.
>> WHEN STUDENTS DO THE EIGHTH GRADE TOURS, THEY DON'T ONLY TOUR THE CTC, BUT THEY ALSO GO TO THE HOME SCHOOLS, THE COMPREHENSIVE HIGH SCHOOLS.
THEY HAVE THE ABILITY TO SEE THE CTE PROGRAMS WITHIN THE COMPREHENSIVE HIGH SCHOOLS.
THEY GET INTRODUCTION TO THE TEACHER ACADEMY PROGRAMMING AT BOTH KERNEL AND NORTH CAROLINA.
>> DO WE SEE OUR NUMBERS INCREASING WITH THE DIFFERENT MINORITY POPULATIONS.
>> I'M NOT SURE OFF THE TOP OF MY HEAD.
>> JUST CURIOUS BECAUSE I THINK THAT MIGHT HAVE TO BE WHERE OUR POLL IS.
>> BECAUSE OUR SURROUNDING COLLEGES ARE A LOT OF THE LARGER COUNTIES WITH BIGGER PAYCHECKS WILL GRAB THOSE.
IF WE PUT A SPECIAL EFFORT AND HOLDING ON TO SOME WHO WE HAVE, THAT MIGHT HELP US OUT.
>> OUR SUCCESS RATE WITH GROWING OUR OWN HAS BEEN MUCH BETTER THAN OUR SUCCESS RATE OF RECRUITING FROM MORE URBAN AREAS.
>> MIDDLE SCHOOL IDEA EVEN BETTER.
>> THE TAM GRADUATING GROUP FROM NORTH RIGHT BEHIND YOU, I'M SORRY.
>> THE GROUP THEYE WERE 16 THAN JUST TESTED FOR PARAGRAPH AND 50 AND THEN JUST TESTED ONE'S GOING TO MAKE IT UP AND MANAGE SHE WAS OUT.
BUT NINE PASS AND ONE OF THEM IS A YOUNG HISPANIC STUDENT.
SHE IS DOING EITHER CAREER INTERNSHIP OR SOMETHING THROUGH GREENSBORO.
BUT ACTUALLY TALKED WITH HER THE OTHER DAY ABOUT, HEY, THIS IS SOMETHING WHERE YOU'RE ALREADY CERTIFIED IF YOU'RE GOING TO SCHOOL FOR TEACHING AT CHESAPEAKE, YOU COULD ALSO WORK AT GREENSBORO AS AN AI TO YOUR CLASSES.
I DO KNOW IN THE NORTH GROUP OF CAMP STUDENTS THAT ARE GRADUATING THIS YEAR, IT WAS PROBABLY A LITTLE BIT LARGER PERCENTAGE OF HISPANIC STUDENTS.
I'M I HAVEN'T DONE THE GROUP FROM KERNEL.
THEY HAVE THAT CLASS THIS SEMESTER.
I'LL TEST THEM OUT SOMETIME IN EARLY MAY.
BUT I DO KNOW THE NORTH GROUP IS A LITTLE BIT MORE PREDOMINANTLY HISPANIC THAN THE NORTH POPULATION IS, BUT IT'S DEFINITELY A LITTLE BIT MORE DIVERSE IN A PREVIOUS EVENT.
>> OTHER COLOR TO QUESTIONS, COMMENTS? I JUST HAVE A COUPLE.
>> NO, I THINK THAT WAS [OVERLAPPING].
>> ONE'S RELATED TO WHAT MICHELLE WAS SAYING JUST THE OBJECTIVE 1, THE COMMENT ABOUT ELIMINATING, ELIMINATE NO, ENSURE FAIRNESS, AND ELIMINATE BIAS.
ABSOLUTELY RIGHT THING TO HAVE THERE.
WHAT IT COMES DOWN TO WAS, SO WHAT ARE YOU GOING TO DO ABOUT IT? THAT'S THE CHALLENGE.
SUGGESTIONS FROM MICHELLE FOR MAKING ANY OR ALL BRAINSTORM AND COME UP WITH THOSE THINGS.
YOU CAN'T JUST DO WHAT YOU'VE ALREADY DONE.
IT'S A GREAT THING TO HAVE IN THERE, BUT A YEAR FROM NOW OR WHATEVER THE UPDATES ARE, THERE'S GOT TO BE RESULTS.
THERE'S THAT AND THEN A QUESTION THAT MIGHT JUST INDICATE MY LACK OF UNDERSTANDING. PREFACE IT WITH THAT.
THE NATIONAL BOARD CERTIFICATION, IF I'M A TEACHER OUT THERE, MAYBE A RELATIVELY NEW TEACHER AND I'M GOING AFTER MY MASTER'S DEGREE AND THAT WAS MY PLAN AND THEN ALL OF A SUDDEN COMES ALONG BLUEPRINT, THAT'S NOT GOOD ENOUGH ANYMORE.
I'M HALFWAY TO MY MASTER'S OR MAYBE REALLY CLOSE TO MASTER.
I WOULD FEEL IF IT WAS ME, I FEEL BETRAYED BY THE SYSTEM.
AM I NAIVE ABOUT THAT OR WHAT'S YOUR COMMENTS ABOUT THAT? IT'S NOT THAT WE'VE BETRAYED HIM.
>> NO, I WOULD SAY IT DEPENDS ON YOUR CAREER GOALS.
THIS IS WHERE THE SHIFT IS COME IN BLUEPRINT.
I'D SAY IT'S THE SHIFTING CAREER GOALS.
IF YOUR CAREER GOALS ARE INTO AN AREA THAT WILL REQUIRE A MASTER'S ADMINISTRATION READING SPECIALIST.
>> [BACKGROUND] SAID IT'S NO DIFFERENT THEN.
[01:40:02]
>> YEAH. THEN YOU'LL GO THERE FOR THAT.
IF YOUR CAREER GOALS ARE NOT CONTINGENT UPON GETTING A MASTER'S DEGREE, THEN THE [OVERLAPPING] NATIONAL BOARD CERTIFICATION IS THE PREFERENCE.
IT'S A MORE REFLECTIVE PROGRAM FOR EDUCATORS THAT MOST MASTERS PROGRAMS AND THE NBC IS WHAT THE BLUEPRINT HAS TETHERED THE CAREER LADDER TO.
THERE'S THE OPPORTUNITY FOR ADVANCEMENT IS ONE THING TO CONSIDER AND THAT'S WHERE THE MASTERS COMES IN.
BUT THE OPPORTUNITY FOR PAYING GREECE, IT'S TETHERED TO NBC.
>> PRIOR TO BLUEPRINT, IF YOU WERE A PICK THE GRADE LEVEL TEACHER.
>> SIXTH GRADE. PERFECT. YOU WOULD GO AFTER YOUR MASTER'S DEGREE. AM I CORRECT?
>> YES. YOU'D GO AFTER MANAGEMENT'S GREED TO MAINTAIN YOUR PAY SCALE ADVANCEMENT?
>> WHAT IF YOU ALWAYS WANTED TO BE A SIXTH GRADE TEACHER FOR THE [OVERLAPPING] [BACKGROUND] OR ABC?
>> BUT NOW THEY'VE CHANGED THAT NOW TO MAINTAIN THAT.
>> THAT'S WHY I WAS SAYING SOMEBODY WHO STARTED THE MASTERS BEFORE BLUEPRINT WORKED.
WHO MIGHT HAVE JUST STARTED THEIR MASTERS OR WHATEVER? OR MAYBE THEY FINISHED IT AND THEY SAID, OOPS, NOT GOOD ENOUGH ANYMORE.
NOW I HAVE TO HAVE THIS TO KEEP MY WELL, IT'S STILL GOOD ENOUGH YET THEY'RE STILL CERTIFIED.
THERE WILL BE A DUAL TRACK FROM WHAT WE'RE HEARING, THE INITIAL CONVERSATION WAS EVERYBODY WOULD BE REQUIRED TO JUMP TO THE CAREER LADDER, KNOW, WE'RE SUPPOSED TO INCENTIVIZE PEOPLE TO GO TO THE CAREER LADDER.
WE LITERALLY COULD BE RUNNING COOL, HANG IN THERE WITH US FOR THE NEXT COUPLE OF YEARS.
WHERE WE'RE NEGOTIATING DUAL-PAY FOR A MASSIVE SCALE YEAH, PLUS AN NBC SCALE AT THE SAME TIME.
>> IF YOU DON'T GET NBC, YOU WILL HAVE TO GET A MASTER'S.
>> THAT'S GOOD. HOPEFULLY THE TEACHERS OUT THERE [BACKGROUND]
>> ONE WAY OR THE OTHER. [OVERLAPPING]
>> GOOD. THAT'S A GREAT ANSWER.
>> HOPEFULLY THE TEACHERS CAN CLARIFIES FOR THEM.
>> IF EVERYBODY IS GOOD WITH IT, WILL GO TO COLOR THREE QUESTIONS, COMMENTS.
>> OKAY. [LAUGHTER] THAT ONE DOESN'T SOUND GOOD.
>> TO GO FIRST BECAUSE YOU MIGHT ASK SOME BIG QUESTIONS, SO WE DON'T HAVE TO.
>> OKAY. IT'S JUST LIKE THERE'S A LOT IN MY MIND POINT.
BECAUSE I LOVE THE CONCEPT OF COLLEGE AND CAREER READINESS. I DO.
THE WHOLE TIME I TAUGHT, I AM LIKE, COLLEGE IS NOT THE END-ALL-BE-ALL, DO-ALL AND I LOVED THE FACT THAT THIS RECOGNIZES IT.
BUT THE WAY IT'S BEING RECOGNIZED, MY OPINION LEAVES SOMETHING TO BE DESIRED.
I HAVE A BIG ISSUE WITH YOU WANT THEM TO BE READY AT THE END OF THE 10TH GRADE.
I'M LIKE, I JUST I CAN'T WRAP MY BROWN TO RUN IT.
I KEEP SAYING THAT WHAT'S THE PURPOSE OF STAYING IN SCHOOL AFTER 10TH GRADE IF YOU'RE READY?
>> TO COMPLETE ONE OF THESE PATHWAYS.
>> YOU HAVE TO CHOOSE A PATHWAY.
>> YES. YOU WILL HAVE TO CHOOSE THE PATHWAY.
>> AGAIN THIS IS ME, I HAVE AN ISSUE WITH IT.
15, 16 YEARS OLD WORK TELLING HIM DECIDE WHAT YOU WANT TO DO.
WE ARE THINKING THAT WE'RE HEARING GUIDANCE, THAT YOU CAN BE IN MULTIPLE PATHWAYS.
YOU COULD STILL BE TAKING AP CLASSES AND SOME CCE CLASSES.
YOU MIGHT NOT AND THAT'S WHERE, TO BE HONEST, THERE IS SOME UNCLEAR OUT THERE BECAUSE THEN THAT IS NOT A WHOLE LOT DIFFERENT THAN WHAT WE'RE CURRENTLY DO.
BECAUSE RIGHT NOW YOU CAN TAKE DUAL ENROLLMENT AND AP.
YOU DON'T COME OUT WITH AN AA DEGREE AND YOU DON'T COME OUT WITH 60 CREDITS, BUT YOU ARE TAKING A SMATTERING OF EVERYTHING TO TEST THE WATERS.
>> THE BLUEPRINT DOES SAY A PATHWAY.
>> I GET THAT. BUT I'M NOT GOING TO SAY I AGREE WITH THAT.
BECAUSE ONE OF THE BIG THINGS WHEN I WAS IN THE SCHOOLS
[01:45:03]
TALKING TO STUDENTS THEY WERE LIKE, "I'M 16 YEARS OLD.I DON'T KNOW WHAT I WANT TO DO.".
"LOOK, I'M 65 AND I STILL DON'T KNOW WHAT I WANT TO DO WHEN I GROW UP. I'M STILL WAITING TO GROW UP.
>> I DON'T MEAN TO CUT YOU OFF. I THINK ALSO THE PORTION OF CAREER EXPLORATION BEING AMPED UP IN BEGINNING IN MIDDLE SCHOOL IN 6TH GRADE THAT THE HOPE IS WE ARE GUIDING STUDENTS ALONG THE WAY, 6TH GRADE, 7TH GRADE, 8TH GRADE, 9TH GRADE.
THEN THEY ALL CCR [NOISE] BY THE END OF 10TH GRADE AND THEY HAVE A CLEAR UNDERSTANDING OF EVERY OPTION THAT IS OUT THERE AND MULTIPLE AVENUES.
>> THIS WILL LET THEM EXPERIMENT A LITTLE MORE?
>> YES. WILL WE BE GROWING CCTC, HAVING MORE CLASSES AND MORE OPPORTUNITIES FOR NON-COLLEGE STUDENTS BECAUSE CCTC, I WISH WE HAD WHEN I WAS GROWING UP AND YOU KNOW I'VE SAID THAT ALL THE TIME.
THAT ESPECIALLY I HATE TO SAY THIS, BUT WE JUST SAID HOW ECONOMICALLY DISADVANTAGED THIS COUNTY IS.
IT'S ALL FINE AND DANDY TO SAY TO GO TO COLLEGE, BUT ACTUALLY HAVING THE MONEY TO DO IT IS A REAL ISSUE.
>> WHICH IS ONE OF THE BENEFITS OF BEING ABLE TO EARN YOUR AA DEGREE WHILE YOU'RE IN HIGH SCHOOL.
>> IF THAT'S WHAT YOU WANT TO DO, EXACTLY.
>> [OVERLAPPING] IF THAT'S ACTUALLY WANT TO DO, CORRECT.
>> BUT IN SOME CASES, A LOT OF THESE STUDENTS NEED THE HANDS-ON AND THE LEARNING THAT.
>> I THINK YOU'RE RIGHT ON THAT DONNA.
AS COURTNEY POINTED OUT, WE ALREADY HAVE A LOT OF KIDS COMPLETING A CTE PROGRAM THEN CHANGING THE DEFINITION OF WHAT IT MEANS TO BE CAREER READY WITH HAVING THE INDUSTRY CREDENTIAL.
WE'VE GOT SOME WAYS TO GO ON THAT.
BUT WE HAVE A LOT OF KIDS WHO TAKE ADVANTAGE OF THOSE OPPORTUNITIES.
I THINK WE'LL HAVE TO LOOK AT HOW WE REFINE OUR PROGRAMS. I KNOW ONE OF THE THINGS THAT WE'VE BEEN HEARING THROUGH MSD IS WHEN WE TALK ABOUT INDUSTRY CREDENTIALS, DO OUR PROGRAMS MATCH THE NEED OF THE COMMUNITY FOR THE INDUSTRY CREDENTIALS THAT KIDS NEED TO GO GET A JOB RIGHT NOW IN AREAS WHERE WE NEED THEM.
THAT'S A DIFFERENT LENS THAN WE'VE [NOISE] HISTORICALLY LOOKED AT OUR CTE PROGRAMMING AT CCTC AND THOSE AT TRADITIONAL HIGH SCHOOLS.
I THINK IT'S SOMETHING AS A COUNTY WE'LL HAVE TO WRESTLE WITH AS THIS COMES OUT OF AND TO ANYBODY WATCHING AT HOME DOESN'T MISREAD THIS.
DOES THE ECONOMY IN CAROLINE COUNTY REQUIRE TWO, FOUR CLASSES WORTH OF COSMETOLOGIST GRADUATING EVERY YEAR OR IS THERE AN INDUSTRY NEED THAT'S NOT BEING FILLED IN ANOTHER PROGRAM THAT WE COULD BE OFFERING OR SHOULD BE OFFERING TO MEET THE NEEDS OF THE FOLKS WHO ARE HIRING TODAY AND WILL BE FOR THE NEXT FIVE YEARS? THAT'S JUST SOMETHING AS A BOARD, AS A SCHOOL SYSTEM, AS CTE FOLKS THAT WE'LL HAVE TO WRESTLE WITH THAT PIECE AND I THINK THAT'S WHERE THIS IS GOING TO TAKE US.
IT MIGHT LEAD TO MORE PROGRAMMING, PROBABLY MORE DIVERSE PROGRAMMING TO BE ABLE TO MEET THOSE NEEDS AS WELL.
>> I THINK WE SHOULD LOOK AT IT LIKE WE'VE RAMPED UP THE INTENSITY AND THE FOCUS OF WHAT KIDS WILL HAVE WHEN THEY GRADUATE HIGH SCHOOL AND OFFER THOSE DIFFERENT AVENUES LIKE STUDENTS NOT INTERESTED IN GOING TO COLLEGE.
THERE'S GOING TO BE MORE ROBUST OPPORTUNITIES FOR THEM IN CONJUNCTION WITH MORE TARGETED CAREER COLLEGE COUNSELING.
I THINK THAT'S THE RELATIONSHIP THAT THEY'RE WORKING ON.
I CAN SEE THAT FLUSHING OUT, SO THEY'RE RAMPING UP, THEY'RE BRINGING DOWN THE COLLEGE AND CAREER READY IN THE 10TH GRADE.
YET THEY'RE PROVIDING ALL THIS COLLEGE AND CAREER COUNSELING STARTING IN 6TH GRADE SO YOU CAN BE A LITTLE BIT MORE FOCUSED AND LASER-FOCUSED IN ON THAT WILL RUN AN EDUCATION AT THOSE MIDDLE SCHOOL AND HIGH SCHOOL LEVELS TO START GETTING THEM COMFORTABLE WITH DIRECTIONS THEY MIGHT TAKE WITH THOSE SUPPORTS.
>> I WAS GOING TO SAY IN CONCEPT, IN THEORY, I LOVE IT. [OVERLAPPING]
>> THE CONCEPT IS GREAT. YOU ARE CORRECT.
>> THE IMPLEMENTATION. THEN THIS IS A TWO PRONG QUESTION.
YOU TOLD ME WHAT IT TAKES FOR SOMEBODY TO BE ON TRACK AND I AGREE.
BUT WHAT IS THE DEFINITION OF CAREER AND COLLEGE READINESS AT THE END OF 10TH GRADE. HOW DO YOU KNOW?
>> IT IS A SCORE ON THE ENGLISH 10 ASSESSMENT OR THE MATH.
EXACTLY, AND I DID LIST EARLIER.
>> GREAT. THERE WERE FOUR MATH?
[01:50:01]
>> FOR NOW, BUT STAY TUNED BECAUSE MSDE IS TAKING A LOOK AT THOSE ASSESSMENTS AND HAVING AN EMPIRICAL STUDY DONE ON THE MCAP DATA TO SEE ARE THERE OTHER ASSESSMENTS OUT THERE?
>> THIS IS NOT THE [INAUDIBLE]
>> [OVERLAPPING] I UNDERSTAND THAT, BUT ARE THERE OTHER ASSESSMENTS OUT THERE, OR IS THIS THE CORRECT SCORE, ETC? STAY TUNED. BUT FOR NOW IT'S ENGLISH 10 AND FOUR DIFFERENT MATH OPPORTUNITIES.
>> THEN AGAIN, I THINK OUR KIDS SHOULD KNOWS HOW TO COUNT CHANGE ALSO WHEN YOU'RE GOING TO TALK ABOUT MATH, THE BASICS.
[NOISE] IS THIS GOING TO CHANGE GRADUATION REQUIREMENTS?
>> THERE WILL BE SOME POLICY CHANGES NEEDED THROUGH THE COURSE OF THIS.
WHEN YOU SAY GRADUATION REQUIREMENTS PER SE, I SEE YOU'RE LOOKING AT LIKE NUMBER OF CREDITS AND SO FORTH?
>> RIGHT. LIKE YOU NEED ENGLISH 10, 11, 12.
>> CORRECT. WHAT WE WILL BE LOOKING TO DO, BECAUSE THE GRADUATION CREDIT REQUIREMENTS OTHER THAN FINANCE, I BELIEVE, ARE ALL STATE REGULATIONS SO IT WOULD HAVE TO BE [INAUDIBLE] THAT'S CHANGED IN ORDER FOR US TO CHANGE THEM.
BUT WITH THAT, WHAT WE CAN DO IS WORK WITH CHESAPEAKE COLLEGE TO SEE WHAT DUAL ENROLLMENT COURSES CAN WE OFFER DUAL CREDIT? WE DO THAT ON SOME COURSES, BUT NOT ALL COURSES.
WE'VE ALREADY STARTED THAT DISCUSSION AROUND.
THAT REALLY IS TAKING A LOOK AT SYLLABI OF CHESAPEAKE COLLEGE TO KNOW THAT IT MEETS THE MARYLAND STANDARDS AND FRAMEWORKS, AND DOING THOSE CROSSWALKS TO SEE IF WE TRULY CAN CALL WORLD HISTORY AT CHESAPEAKE WORLD HISTORY HERE.
>> THEN I GUESS WE'LL LOOK TO THE AP DIPLOMA PROGRAM.
YOU'VE GOT TO BE TAKING A FOREIGN LANGUAGE.
I JUST WANT TO GET THIS IN MY HEAD.
YOU CAN HAVE A VERY INTELLIGENT PERSON WHO THINKS A FOREIGN LANGUAGE SO THEY SHOULD NOT TAKE THE AP DIPLOMA PROGRAM BECAUSE TO ME THAT'S CRAZY.
>> CORRECT. I'M GOING TO AND I DON'T KNOW IF I SHOULD.
BUT I'M GOING TO SAY FOR RIGHT NOW, THERE IS NOTHING TO CERTIFY A STUDENT THAT THEY HAVE COMPLETED A CCR PATHWAY.
I BELIEVE THAT WE WILL CONTINUE TO OFFER AP COURSES JUST LIKE DUAL ENROLLMENT COURSES, THAT YOU MIGHT NOT GET TO 60 CREDITS.
YOU MIGHT NOT GET TO ALL FIVE OF THOSE AP CLASSES.
WE WILL HAVE A PLAN IN PLACE TO HELP YOU GET THERE.
>> IS THERE ANY BENEFIT OF TAKING THAT PATHWAY?
>> THE AP DIPLOMA IS VERY SIMILAR TO IF YOU'RE FAMILIAR OR HAVE HEARD OF IB PROGRAMS. WHAT IT IS DOING IS TAKING THE RIGOR OF JUST TAKING INDIVIDUAL AP CLASSES TO BUMP IT TO THE RIGOR OF THE INTERNATIONAL BACCALAUREATE.
>> LIKE IN NEW YORK, THEY HAVE LEVELS OF A DIPLOMA.
>> IT'S LIKE ABOVE AND BEYOND THE REGIONS KIND OF THING.
>> THEN I GUESS MY OTHER QUESTION IS, YOU DIDN'T CALL THEM COACHES, BUT YOU SAID READING IN MATH THEY HAVE?
>> WASN'T THEIR ORIGINAL INTENT FOR THE COACHES TO BE IN INTERVENTION WITH THE STUDENTS?
>> WE ALSO HAVE READING AND MATH INTERVENTION TEACHERS, SO THAT'S ANOTHER POSITION.
THE RESOURCE TEACHERS AND THE COACHES.
THEIR RESPONSIBILITY IS TWO-FOLD WORKING NOT ONLY TO SUPPORT THE TEACHERS, BUT ALSO TO WORK WITH SMALL GROUPS OF STUDENTS.
HOWEVER, WE DO HAVE READING AND MATH INTERVENTION TEACHERS THAT PROVIDE THAT TIER 3 INTERVENTION FOR THE NEEDIEST.
>> AS THE CAREER LADDER GETS FULLY REALIZED, IT'S THE BEST WAY TO PUT IT, IT IS LIKELY EVERYBODY'S INTERPRETATION SEEMS TO BE THAT AS THE CAREER LADDER GETS FULLY IMPLEMENTED, IN ESSENCE, A COACH WILL BECOME,
[01:55:02]
I'M FORGETTING WHICH TERM IN THE CAREER LADDER?>> THANK YOU, DISTINGUISHED TEACHER, OR DISTINGUISHED SUPER, THERE'S ANOTHER TIER ABOUT THAT.
>> WHERE THEY'RE SUPPOSED TO GET EARLIEST TIME.
>> LEAD TEACHER [INAUDIBLE] [OVERLAPPING].
>> THAT'S IT. IT'S LEAD AND DISTINGUISHED, SO THE CAREER LADDER WILL END UP BEING THE MODEL, LIKELY AT LEAST AS THEY'RE SAYING NOW.
>> I JUST HAVE ONE THAT MAY CONNECT A LITTLE BIT TO SOMETHING THAT DONNA BROUGHT UP.
THE NON-CCR STUDENT WILL HAVE AN INDIVIDUAL LEARNING PLAN DEVELOPED?
>> IS IT SAFE TO ASSUME THAT THAT STUDENT, I'LL TAKE FOR GRANTED, THAT CAN'T PASS GERMAN OR WHATEVER, IS GOING TO GET AN ILP THAT WILL HELP THEM TO MOVE THROUGH THAT?
>> TO HELP THEM MOVE THROUGH TO BCCR, CORRECT.
>> FOR RIGHT NOW, STATUS OF CCR DOES NOT STOP YOU FROM ENTERING ONE OF THESE THREE PATHWAYS AS IT IS.
IT SHOULD BE INTERESTING TO SEE HOW IT PLAYS OUT.
>> MY OWN COMMENT ON THIS ONE IS IT SEEMS TO ME LIKE ALL THE OTHER PILLARS FALL INTO THIS ONE.
THAT THIS IS THE ULTIMATE GOAL.
[OVERLAPPING] THIS IS WHERE YOU WANT YOUR KIDS TO END UP.
THAT THEY'RE DONE, THEY'RE READY.
[OVERLAPPING] THEY'RE PRIORITY TO GO.
I HAD A QUESTION ABOUT THE LANGUAGE TOO, WHICH IS AGAIN, FOR ME MUCH MORE FUNDAMENTAL QUESTION.
[NOISE] WHAT LANGUAGES DO WE GIVE THEM AN OPTION TO LEARN?
>> SPANISH AND FRENCH AT THIS CURRENT TIME.
>> SO YOU SAID GERMAN? [LAUGHTER] I'M THINKING CHINESE.
>> SHE SAID AT THIS TIME, SO SOMETHING ELSE IS COMING.
>> WELL, TRULY IF AT SOME POINT WE HAVE MORE STUDENTS ENTERING IN THIS PATHWAY AND MORE STUDENTS LOOKING TO COMPLETE AN AP PATHWAY, WE ARE GOING TO HAVE TO EXPAND OUR OFFERINGS.
[OVERLAPPING] IS IT GOING TO BE MANDARIN, IS IT GOING BE GERMAN? I DON'T KNOW THAT.
BUT WE ARE ALL GOING TO HAVE TO EXPAND OTHER AP COURSES.
WE'VE HAD CONVERSATIONS ABOUT PRE-AP COURSES AND AP SEMINAR COURSES.
A LOT OF BEHIND THE SCENES CONVERSATIONS ARE HAPPENING.
>> IT'S SEEMS LIKE COLLEGE STUDENT.
>> WHEN WOULD THEY START THE LANGUAGE?
>> THIRD GRADE AND I'M JUST KIDDING. [LAUGHTER]
>> YOU KNOW WHAT? NO REALITY. [OVERLAPPING]
>> ELEMENTARY PROGRAMS ARE REALLY SUCCESSFUL.
>> THEY SHOULD BE STARTING IT.
IF WE WANT, WITHIN EIGHTH GRADE, YOU CAN POTENTIALLY HAVE THE OPPORTUNITY TO TAKE SPANISH 1 CURRENTLY IN EIGHTH GRADE.
IS IT THAT WE NEED TO THINK ABOUT? YES, WE OFFER EXPLORATORY LANGUAGE IN THE MIDDLE SCHOOL RIGHT NOW.
BUT AGAIN, YOU CAN'T TAKE ANYTHING OUT, BUT HOW DO YOU RESTRUCTURE TO HAVE AN OPPORTUNITY FOR SOME OF THAT EXPLORATION IN YOUNGER GRADES.
>> THAT'S GOING TO NEED TO BE ADDRESSED WITH THE KUMAR STANDARDS.
BECAUSE RIGHT NOW WE'RE BOXED INTO WHAT THOSE EXPECTATIONS ARE.
I FEEL LIKE IN THIS WAY, MST HAS RECOGNIZED IT BECAUSE THEY'VE ASKED A FEW OF THE PILLARS, IF YOU SEE WHERE KUMAR NEEDS TO CHANGE PROVIDE US SOME INPUT.
THEY ARE UNDERSTANDING THAT THE WAY THE PILLAR 3 HAS BEEN STRUCTURED, WE'RE GOING TO HAVE TO REFLECT ON THE KUMAR STANDARDS, AND MAKE SOME ADJUSTMENTS ON MINUTES AND TIME IN CERTAIN AREAS.
>> THERE ALSO IS THE FEDERAL REQUIREMENT OF ESSA.
WE CANNOT FORGET ABOUT THAT EITHER BECAUSE THERE IS A REPORT CARD FOR EVERY SCHOOL AND THAT IS BASED ON REQUIREMENTS THAT WE HAVE TO MEET FOR ESSA.
>> GOOD JOB HANNAH. [OVERLAPPING]
>> [LAUGHTER] THANK YOU, I'M SORRY [LAUGHTER].
OF THAT, IT TELLS US IN ELEMENTARY SCHOOL AND IN MIDDLE SCHOOL, WHAT ARE SOME OF THE COURSES THAT ALL STUDENTS HAVE TO HAVE BEEN EXPOSED TO?
>> EXACTLY WELL ROUNDED EDUCATION AMONG LOTS OF OTHER REQUIREMENTS.
BUT THAT PLAYS INTO ALL OF THIS AS WELL.
ONE THING I DO WANT TO SAY IS WE DID GET, [NOISE] AND I MENTIONED HERE ON RTI,
[02:00:03]
RESEARCH TRIANGLE INSTITUTE AND THAT BEING A PARTNER THROUGH LEADS, LOOKING AT SCHEDULES.WE GAVE THEM EVERYTHING, WE GAVE THEM THE BLUEPRINT WE GAVE THEM OUR NEGOTIATED AGREEMENT.
WE GAVE THEM ESSA REQUIREMENTS.
WE GAVE THEM KUMAR DOCUMENTATION SO THAT THEY HAD EVERYTHING WHEN THEY'RE LOOKING AT HOW WE CAN DO SCHEDULES.
>> I DID HAVE ONE MORE COMMENT OR QUESTION ABOUT COLOR 3 AND I'M SORRY, WE'RE GOING ON TOO LONG, BUT YOU CAN TELL WE PAID ATTENTION.
I'M FASCINATED BY THE APPRENTICESHIPS.
CAN YOU GIVE ME AN EXAMPLE OR TWO OF WHAT ONE LOOKS LIKE?
>> [LAUGHTER] AIR COKE IS THE APPRENTICESHIP COORDINATOR FOR THE COUNTY, SO I WILL HAVE HIM ADDRESS THAT.
>> I FEEL THAT I WILL SAY ON LIKE EVERYONE'S BACK HERE.
I'M ACTUALLY GOING TO INTERJECT SOMETHING TOO.
ONE OF THE AWESOME THINGS ABOUT YOUTH APPRENTICESHIP IS, IT TAKES A CLASS OR A PROGRAM THAT WE DON'T OFFER, AND YOUTH APPRENTICESHIP PROVIDES A PATHWAY FOR A STUDENT TO DO THAT.
RIGHT NOW, I'LL GIVE YOU THE EXAMPLE OF THE TWO STUDENTS WHO WILL BOTH GRADUATE THIS YEAR AND HAVE COMPLETED THE APPRENTICESHIP.
ONE WORKS WITH THE LOCAL IT COMPANY KAREN'S BROTHER ASHLEY WHICH I DIDN'T EVEN KNOW UNTIL WAY LATER.
BUT HE DID CYBERSECURITY, IT MAINTENANCE FOR THEM.
THEN THE OTHER STUDENT RIGHT NOW IS WORKING AT AN EXCAVATION COMPANY, BUT DOING DIESEL MECHANIC WORK.
IN A NUTSHELL, WHAT YOUTH APPRENTICESHIP IS, IT'S ANOTHER CTE PROGRAM OF STUDY WHERE THERE ARE FOUR COURSES.
COURSES 1,2 AND 3 ARE THE EASIEST DESCRIBE ITS WORK-BASED LEARNING, 1,2 AND 3 OR 150 HOURS PER CREDITS LEFT OR 450 HOURS THAT IS EARN SITE PAID WITH A MENTOR AT THE JOB OUTSIDE OF THE BUILDING, THEY GO TO WORK.
THEY HAVE A MENTOR. ONE TO ONE COULD BE MORE, TWO TO ONE DEPENDING ON WHAT THE JOB IS.
THEN THE FOURTH COURSE IS CALLED RELATED INSTRUCTION.
THAT IS ALWAYS SPECIFIC TO THE JOB.
IN THIS CASE, CHRISTOPHER WHO WORKED WITH TYLER'S BROTHER UNRELATED, BUT SHE'S ABSOLUTELY SITTING HERE.
HE TOOK OUT ONE OF OUR COMPUTER SCIENCE CLASSES THROUGH PROJECT LEAD THE WAY, AND THEN COMPLETED THE THREE CLASSES OF WORK-BASED LEARNING.
RYAN IS WORKING AS THE DIESEL MECHANIC APPRENTICE.
HE DID ONE AND OUR AUTOMOTIVE CLASSES, HE ACTUALLY COMPLETED AUTOMOTIVE AS WELL BUT THEN CONTINUED.
IT CAN THAT RELATED INSTRUCTION PIECES, IS THE KEY PIECE THAT COULD BE OFFERED BY CAROLINE COUNTY, THAT COULD BE OFFERED BY CHESAPEAKE, THAT CAN BE OFFERED BY THE BUSINESS, THAT COULD BE ONLINE.
THAT'S REALLY BAD, THAT KEY PIECE HERE.
THAT'S THE MODEL OF YOUTH APPRENTICESHIP.
WHAT I WAS GOING TO ASK ANY OF THOSE PROGRAMS, LIKE I'LL USE ELECTRICAL RIGHT NOW BECAUSE THAT'LL BE A REALLY POPULAR PROGRAM.
FINGERS, TOES CROSSED THAT SHOULD BE A NO BRAINER, BUT LIVE WITH DIELECTRIC WILL HAVE THE PROPOSALS TO GO IN TO GET APPROVED FOR SCHOOL APPRENTICESHIP PIPELINE AT THE NEXT MEETING.
THEY OFFER THEIR RELATED INSTRUCTION THROUGH TWO SCHOOLS IN DELAWARE AND CHESAPEAKE.
NOW THE COOL THING ABOUT THIS SCREW APPRENTICESHIP PIPELINE IS THOSE STUDENTS WILL BE DOUBLED DIPPING.
THEY'LL BE EARNING HOURS FOR YOUTH APPRENTICESHIP AS A HIGH SCHOOL STUDENT.
[NOISE] THOSE WE NEED THOSE FIRST 450 HOURS AND AT LEAST THAT FIRST CREDIT, THAT IS THAT ADULT REGISTERED APPRENTICESHIP.
THAT'S THE GOLD STANDARD, IF YOU CAN LINE THAT UP WHICH IT DOES ALWAYS.
[NOISE] BUT AGAIN WE HAVE SOME BEEFING UP TO DO.
THERE'S OBVIOUS LOGISTICAL LEAD NOWADAYS, [NOISE] PARTICULARLY AGE RESTRICTIONS AND THAT'S WHAT I'M TRYING TO GET GUIDANCE ON, BUT KEEP IT IN DEAD WALL ON THAT.
BUT THAT'S GOING TO BE THE BIGGEST PART OF IT.
THAT WOULD BE SOME OF THOSE THINGS THAT WE TALKED ABOUT MATCHING TO THE NEEDS OF CAROLINE.
LETS LOOK AT WHAT THOSE BUSINESSES ARE TRYING TO GET THEM IN YOUTH APPRENTICESHIP.
>> THANK YOU. VERY CURIOUS ABOUT THAT.
EXCELLENT. MOVING ON TO PILLAR 4.
>> THAT'S AWESOME. [LAUGHTER] [NOISE] YOU SAID 45% OF STUDENTS EARNING INDUSTRY DA DA DA DA.
FORTY FIVE PERCENT OF WHAT, CCT STUDENTS, THE ENTIRE STUDENT BODY?
>> THE GOAL IS 45% OF GRADUATES.
FOR EACH YEAR THAT THERE'S A GRADUATING CLASS, 45% OF THOSE STUDENTS WILL EARN EITHER AN INDUSTRY CREDENTIAL AND A CTE PROGRAM OF STUDY OR COMPLETE YOUTH APPRENTICESHIP.
>> LET'S ASSUME WE HAD 75% OF THE STUDENTS WANTING TO GO TO COLLEGE.
>> UNLESS YOU HAVE THE COMPLETER [OVERLAPPING] OR WHETHER DOING ONE OF THE PATHWAYS THAT ARE
[02:05:01]
OR BOTH A CTE PATHWAYS WITHIN INDUSTRY CREDENTIAL THAT LEADS TO A PLTW PRACTICALLY THE WAY PROGRAM LEADS TO COLLEGE TYPICALLY.BUT THEY CAN GET THEIR CERTIFICATION THROUGH THAT AND STILL GO. YES.
>> PILLAR 4, QUESTIONS, COMMENTS, BOARD MEMBERS?
>> I JUST HAVE ONE COMMENT, NOT A QUESTION.
I WAS SURPRISED NOT TO HEAR THAT FOR ALL SEASONS, AS A PART OF SUPPORT.
>> ACTUALLY, I WILL EXPLAIN WHAT HAPPENED.
LAST YEAR, WHAT WE DECIDED TO DO WAS TAKE A LOOK AT ALL THE SERVICES THAT HAD BEEN PROVIDED IN THE COUNTY.
THEN IN TURN, WE BROUGHT ALL FOUR BECAUSE WE HAVE FOUR DIFFERENT AGENCIES THAT WORKED WITH US LAST YEAR.
WHAT WE DID WAS, KARA DID AN EXCELLENT JOB DURING THE PRESENTATION ON HOW MANY STUDENTS WE SERVE, WHAT OUR WAIT LIST LOOK LIKE, AND ANYTHING ELSE THAT THEY WOULD NEED THAT WAS A DATA POINT.
THEN WHAT WE DID WAS WE ASKED ALL OF THE DIFFERENT AGENCIES TO SUBMIT WHAT THEY COULD PROVIDE FOR US.
AFTER LOOKING AT THE PROPOSALS, WE FOUND THAT CORSICA RIVER AND CAROLINE BEHAVIORAL HEALTH, WERE GOING TO BE THE TWO NUMBER ONES' TO PROVIDE WHAT WE NEEDED HERE.
THEN CHOPTANK CAME AROUND AND SAID, LOOK, WE CAN BE A BACKUP, WE CAN SUPPORT WHEN YOU RUN INTO WAIT LIST, AND CHOPTANK IS JUST EXPONENTIALLY GROWN.
THEY REALLY HAVE WITH THE SUPPORTS THAT THEY HAVE FOR US.
>> PILLAR 3, REAL QUICK [INAUDIBLE] MY SECOND PAGE.
INDUSTRY RECOGNIZED IN HIGH-PAYING JOB.
COULD YOU EXPLAIN, LIKE DEFINE?
>> WELL, INDUSTRY RECOGNIZES THAT CREDENTIAL PIECE, SO THEY'RE ABLE TO EARN THE CREDENTIAL AND THE HIGH-PAYING JOBS REALLY LOOKS AT DIFFERENT COMPANIES AND INDUSTRIES PROVIDING A LIVABLE WAGE AND APPRENTICESHIP, AS WELL AS REALLY LOOKING AT PROVIDING A LIVABLE WAGE FOR OUR STUDENTS COMPLETING CTE PROGRAMS OF STUDY.
>> I THINK THEY OFFICIALLY DEFINED IT AS AN ENTRY-LEVEL WITH THAT IF FIRST YEAR WORK WITH THAT CREDENTIAL WILL BE GREATER THAN OR HIGHER THAN THE MEDIAN MARILYN IN COMMON.
I THINK IT ENDED UP BEING SOMETHING LIKE IF THAT JOB WOULD PAY OVER 60,000 AND THEN IT'S CONSIDERED [INAUDIBLE] I THINK THAT WAS THE NUMBER, I'D HAVE TO DOUBLE-CHECK.
>> WE ARE PRICING CCPS OUT? BECAUSE YOU'RE JUST SAYING THAT YOU WANT TO [OVERLAPPING].
>> I'LL LOOK AT THE NUMBER ON THAT ONE.
I'LL FOLLOW THAT [OVERLAPPING] [LAUGHTER].
>> WHAT PRICING IS THIS BECAUSE I THINK YOU'RE SAYING YOU WANT TO PAY THEM MORE THAN WE PAY?
>> WE'RE THE LARGEST EMPLOYER.
>> I DON'T KNOW IF IT'S AN OXYMORON, I HOPE IT'S IRONIC, BUT THERE'S SOMETHING [OVERLAPPING].
>> THOSE ARE BLUEPRINT WORD. [LAUGHTER].
>> BECAUSE WHAT I'M SAYING, YOU SEE, THERE IS [INAUDIBLE].
>> ANYTHING ELSE ON PILLAR 4? WE DID MOVE ON THAT. [LAUGHTER].
>> YOU GOT OBJECTIVE 2 AND OBJECTIVE 3.
TWO IS THE ENGLISH LEARNERS AND THREE IS STUDENTS WITH DISABILITY.
>> IS IT DOWN HERE? [LAUGHTER] YES.
>> WHAT HAPPENS WHEN THAT OVERLAPS? IT DOES OVERLAP SOMETIMES.
I REMEMBER NOW I KNOW I RETIRED THREE YEARS AGO, BUT I HAD ISSUES WHEN I WAS TRYING TO SAY, IT'S OVERLAPPING AND I'D GET PUSHED BACK BIG TIME.
>> YOU WOULD TREAT BOTH CONCERNS.
I MEAN, THE DISABILITY IS GOING TO COME FIRST BECAUSE OF IDEA AND THEY'RE GOING TO HAVE AN IEP, BUT YOU'RE ALSO GOING TO ADDRESS THE LANGUAGE BARRIER.
>> WELL, YOU WOULD HAVE THEM INCLUDED IN THE ENGLISH DEVELOPMENT CLASSES SO THAT THEY WOULD BE BUILDING THEIR ENGLISH, BUT AT THE SAME TIME YOU WOULD BE TREATING THROUGH INSTRUCTION WHERE THE DEFICIT AREA IS.
CHRISTAL OR CHRISTINE, DO YOU WANT TO ADD TO THAT?
>> WHEN WE SPEAK TO DETERMINING WHETHER IT'S A LANGUAGE CONCERN VERSUS THE DISABILITY, THERE WILL BE FACTORS THAT WE LOOK AT.
I KNOW PREDOMINANTLY WHEN WE DO HAVE STUDENTS THAT ARE ALREADY [INAUDIBLE] SUSPECTED DISABILITY, WE DO GO THROUGH AN EXTENSIVE PROCESS OF MOVING OUT AT A LANGUAGE CONCERN IN THAT PROCESS.
ONE OF THE THINGS THAT'S BEEN GREAT IS WE ACTUALLY HAVE A MULTILINGUAL SCHOOL PSYCHOLOGISTS WHO SPEAKS
[02:10:02]
FOUR DIFFERENT LANGUAGES AND SHE'S BEEN INSTRUMENTAL IN HELPING SUPPORT OUR TEAM.WE ALSO HAVE MULTILINGUAL SLP IN THE COMPANY THIS YEAR AND SHE'S DONE A LOT OF WORK TO SUPPORT SCHOOLS IN THEIR UNDERSTANDING OF LANGUAGE VAST DISABILITY OR WHERE THAT OVERLAP DOES OCCUR.
WE DO PROVIDE OPPORTUNITIES AND MAKING SURE THAT WE'RE ASSESSING OUR STUDENTS IN THEIR NATIVE LANGUAGE OR AS CLOSE TO AS POSSIBLE TO BE ABLE TO UNDERSTAND WHETHER IT IS A DISABILITY OR IS THAT LACK OF LANGUAGE OR THE EXPOSURE?
>> I THINK ANOTHER IMPORTANT PIECE IS THE COLLABORATION BETWEEN THE SPECIAL HEADTEACHER AND THE EL TEACHER.
WE HAVE BEEN ADAMANT THAT TO THOSE HAVE TO BE ABLE TO PROVIDE [OVERLAPPING].
>> THAT'S GOOD [INAUDIBLE] AND I THINK YOU KNOW WHAT IT FINALLY CAME [NOISE] FOR ME WAS WHEN THEY WERE HAVING ISSUES WITH MATH, BECAUSE MATH IS NOT A LANGUAGE PROBLEM.
WHEN THEY COULD GET THE CONCEPT ONE DAY AND THE NEXT DAY, THEY'RE LIKE, I'M LIKE, THERE'S AN ISSUE BEYOND THE LANGUAGE.
LIKE I SAID, BACK THEN, IT WAS PUSHED BACK SO AS LONG AS I KNOW THAT NOW WE'RE LOOKING AT IT, THAT'S A GOOD THING.
>> ABSOLUTELY. YOU HAVE TO UNDERSTAND THAT IT'S ALSO GOING TO DEPEND ON THE DISABLING CONDITION THAT YOU'RE LOOKING AT.
>> I MEAN, 50 MILLION THINGS YOU OUGHT TO CONSIDER.
BUT MATH DOES HAVE A LANGUAGE COMPONENT. IT DOES.
>> I CERTAINLY AGREE, BUT WHEN YOU KNOW THAT THEY'VE GOT IT, IT WAS EASIER FOR ME TO REALIZE THAT THAT POINT IT WENT BEYOND LANGUAGE.
BECAUSE LIKE I SAID, THERE'S A LOT OF THINGS, BUT I REALIZED THAT.
THEN YOU HAVE THE WHOLE WELLNESS TO THINK.
MULTILINGUAL FAMILIES, SOMETIMES STUDENTS COME HERE HIGH SCHOOL, WHICH IS A WHOLE DIFFERENT BALL GAME THAN WHEN THEY GET HERE IN ELEMENTARY SCHOOL.
SOMETIMES THEY ARE NOT EVEN LITERATE IN THEIR FIRST LANGUAGE.
SOMETIMES THEIR FAMILIES ARE NOT LITERATE IN THEIR FIRST LANGUAGE.
IT'S GREAT THAT WE HAVE THINGS THAT CAN TRANSLATE.
BUT DO WE TAKE THAT INTO ACCOUNT WHEN THE FAMILY IS NOT LITERATE?
>> WE HAVE SOMETHING FOR THEM.
>> WHEN YOU SAY HAVE SOMETHING FOR THEM [OVERLAPPING].
>> WE'RE GOING TO COMMUNICATE WITH THEM.
THE THING IS, IT WOULD BE NO DIFFERENT WHEN YOU SAY ILLITERATE, AND THEY CAN'T READ WHAT'S COMING THROUGH A TEXT.
WE'RE GOING TO HAVE ONE OF OUR INTERPRETERS THAT ARE GOING TO BE ABLE TO COMMUNICATE VERBALLY.
ABSOLUTELY. THEN WE ALSO HAVE LANGUAGE LINK, WHICH IS AN INTERPRETING SERVICE THAT CAN INTERPRET HOW MANY LANGUAGES [OVERLAPPING].
>> WHEN WE GET A HIGH SCHOOL STUDENT, WHAT ARE WE DOING? BECAUSE BACK THEN, AGAIN, IT'S THIS BACK THEN AND THEY KNOW THAT, THAT IS JUST LITERALLY LIKE, WELL, HERE'S YOUR MATH CLASS, HERE'S YOUR ENGLISH CLASS, HERE'S YOUR THIS CLASS WE'RE STILL TESTING THEM.
>> AT THE HIGH SCHOOL, WE HAVE STARTED IMPLEMENTING SHELTERED INSTRUCTION.
I'M VERY FORTUNATE THAT WE HAVE SOME VERY DEDICATED AND FAMILIES AND TEACHERS THAT ARE DOUBLE AND TRIPLE CERTIFIED.
WE ARE LOOKING AT THAT POPULATION, THAT THEIR ENGLISH IS REALLY LIMITED OR THEY HAVE NO ENGLISH, THEY STRUGGLE WITH THEIR NATIVE LANGUAGE.
WE'RE PUTTING THEM INTO SHELTERED INSTRUCTION CLASSES WHERE, FOR EXAMPLE, NORTH, THE MAJORITY OF OUR STUDENTS SPEAK SPANISH SO THEY ARE ABLE TO GET A LOT OF SCAFFOLDING BUILT IN WITHOUT LOWERING EXPECTATIONS AND STANDARDS.
NSTE REQUIRES US TO MAKE SURE THAT WE'RE TEACHING TO THE STANDARDS.
WE HAVE TO TEACH THE SAME CURRICULUM.
WE HAVE STUDENTS THAT HAVE BEEN TAKING ENGLISH 9 AND ENGLISH 10 FOLLOWING THAT MODEL AND THEY'RE ABLE TO GET AN ENGLISH CREDIT, BUT THE SCAFFOLDS ARE BUILT IN.
IT'S TAUGHT BY AN EL TEACHER WHO IS ALSO CERTIFIED IN ENGLISH.
THEY KNOW WHAT THOSE STANDARDS ARE, THEY PARTICIPATE IN PROFESSIONAL DEVELOPMENT WITH MRS. HESTON, OUR ELA SUPERVISOR.
WE'RE REALLY TRYING TO MEET THE NEEDS OF STUDENTS.
WE HAVE A PRE-ALGEBRA CLASS FOR ELS AT NORTH CAROLINE AS WELL.
BECAUSE AS YOU SAID, WHEN THEY COME INTO THE UNITED STATES, THERE HAS BEEN A GAP IN EDUCATION.
SO THE PRE-ALGEBRA CLASS ALLOWS THEM TO GET CAUGHT UP AS MUCH
[02:15:03]
AS WE CAN IN A SEMESTER ON SOME OF THOSE SKILLS THAT THEY ARE MISSING IN THAT.>> WE'RE TRYING TO DO SOME THINKING OUTSIDE OF THE BOX,.
>> ALSO, IN NORTH CAROLINE, THEY HAVE CREATED A EL MENTORING PROGRAM THAT WAS HIGHLIGHTED IN THE BLUEPRINT PLAN TOO, WHERE WE HAVE OUR ENGLISH LEARNER STUDENTS PAIRED WITH OTHER ENGLISH LEARNER STUDENTS THAT ARE VERY FAMILIAR WITH THE SCHOOL.
>> IT'S ALL ABOUT THAT SENSE OF BELONGING, WHICH WE'RE HOPING WILL HELP WITH THE CHRONIC ABSENTEEISM THAT SOME OF OUR STUDENTS AND THEN GO FOR IT.
>> JUST AS A SUCCESS STORY, ONE OF THE EL STUDENTS I TAUGHT IN EL AND ALSO IN ENGLISH JUST JOINED THE AIR FORCE.
>> THANK YOU FOR SHARING THAT.
>> ANYBODY ELSE? DO YOU HAVE MORE, DONNA?
>> I'M SORRY, I ACTUALLY GOT ONE.
YOU'RE TALKING SPECIAL EDUCATION, SO THE AVERAGE WAS 10 KIDS FOR THE CASELOAD.
>> IS THAT PER TEACHER AND ASSISTANT?
KARSA [PHONETIC] JUMP IN IF I'M INCORRECT ON THIS, WE ASSIGN OUR INSTRUCTIONAL ASSISTANTS BASED ON THE NEEDS OF STUDENTS.
THE NUMBERS OF STUDENTS FOR A CASELOAD GO TO A SPECIAL EDUCATION TEACHER.
>> I CAN POP IN AND I'LL SAY OUR HIGHEST CURRENT MEMBER ON CASELOAD RIGHT NOW IS 17 AND THAT'S AT NORTH CAROLINE.
>> IT'S HIGHER THAN WHAT I SAID.
>> YEAH. THAT JUST RECENTLY HAS INCREASED BECAUSE OF RIGHT NOW IS A VERY FRENZY A TIME FOR US AND THE SPECIAL EDUCATION FIELD.
WE INHERIT A LOT OF STUDENTS FROM NEIGHBORING COUNTIES.
RIGHT NOW THEY'RE A LITTLE BIT HIGHER.
WE ARE SHORT A TEACHER AT NORTH CAROLINE HIGH-SCHOOL.
HOWEVER, WE RECENTLY ACQUIRED ALONG FROM SUBSTITUTEES A CERTIFIED TEACHER THAT'S FILLING IN TO THAT POSITION TO HELP SUPPORT THE TEACHERS THERE.
TYPICALLY, IT'S ABOUT NINE AT THE ELEMENTARY SCHOOL LEVEL AND 13-14 AT THE SECONDARY LEVELS.
>> I GUESS, WHAT'S THE GOAL TO BE? HOW MANY KIDS PER TEACHER OR TEACHER SLASH ED OVER.
>> WE'VE ALWAYS WANTED TO STAY AROUND 10.
>> I THINK ONE OF THE THINGS THAT'S REALLY IMPORTANT TO POINT OUT WITH THAT TOO IS IT'S NOT ALWAYS THE NUMBER OF KIDS, BUT THE NEEDS OF THE STUDENTS.
>> [OVERLAPPING] THAT WAS GOING TO BE MY NEXT POINT
>> BECAUSE WE HAVE SOME STUDENTS THAT HAVE REALLY SIGNIFICANT NEEDS THAT REQUIRE A LOT MORE INTENSIVE PLANNING INSTRUCTION, AS WELL AS MIGHT HAVE [INAUDIBLE] AS SOME OF OUR OTHER STUDENTS.
WE REALLY TAKE THOSE INTO ACCOUNT AS WELL.
>> [OVERLAPPING] I WOULD ASSUME THOSE WOULD HAVE MORE INSTRUCTIONAL ASSISTANTS.
>> THEY HAVE A SMALLER CASELOAD VERSES HAVING A LARGER ONE.
>> BECAUSE PART OF THE PROBLEM WITH THE LARGE CASELOAD IS THE PAPERWORK, CORRECT?
>> IF YOU HAVE A LOT OF MEETINGS, ASSESSMENTS, IT CAN BE VERY CUMBERSOME.
>> BECOMES MORE OVERWHELMING THAN ACTUALLY TEACHING THE STUDENTS?
>> MY ONLY OTHER COMMENT ABOUT IS THE ATTENTION TO BEHAVIORAL AND MENTAL HEALTH AT A YOUNG AGE FOR ANYBODY IN THE SYSTEM IS SO IMPORTANT.
I JUST CAN'T SAY ENOUGH ABOUT IT.
AT WORK, WHAT I DO IN MY NON-PROFIT, WE DEAL WITH [INAUDIBLE].
SOONER YOU DEAL WITH THOSE ISSUES, THE BETTER.
BY THE WAY, SIDEBAR, MY COMMENTS ABOUT MANDARIN CHINESE ARE BECAUSE MY NON-PROFIT DOES A LOT OF WORK WITH PEOPLE IN THE CONTINENT OF ASIA AND A LOT OF DIFFERENT ASIAN LANGUAGES, BUT CERTAINLY, MANDARIN, CHINESE, AND OTHERS.
THAT REALLY HITS HOME. IT REALLY DOES.
ANYBODY WE CAN ENCOUNTER WHO KNOWS OTHER LANGUAGES REALLY HELPS THE NON-PROFIT ARCADES HAVE WORKED INTERNATIONALLY.
WHEN YOU SAID GERMANY, IT GOT ME EXCITED TO BE AN EMPLOYER TO NATIVE GERMAN AND CAN TRANSLATE ANYTHING THAT WE'RE DOING WITH GERMANY.
WE DO A LOT OF WORK WITH GERMANY.
NOT TO GET OFF ON THAT TANGENT, BUT IT'S JUST THAT THE NEEDS OF THE WORKPLACE IN THIS DAY AND AGE REQUIRES LANGUAGE.
>> I THINK WE'RE ON THE [INAUDIBLE].
I WISH THERE WERE 10. YOU CAN JUST KEEP GOING.
[OVERLAPPING] ANYTHING, QUESTIONS, COMMENTS ABOUT COLOR 5?
>> I'M GOOD. [LAUGHTER] I HAD TO CUT YOU SOME SLACK.
[OVERLAPPING] I DIDN'T SEE YOU LOOKING.
[02:20:02]
IT MUST HAVE BEEN A GOOD ONE. [LAUGHTER]>> [OVERLAPPING] MARK'S BEEN KICKING UNDER THE TABLE.
>> I HAVE ONE TOO, BUT YOU GO FIRST.
>> I DON'T KNOW IF THIS IS TRUE, I HOPE IT'S NOT, BUT IS THE SUCCESSFUL COMPLETION, AND APPROVAL OF OUR BLUEPRINT.
[LAUGHTER] IS THERE ANY CONNECTION TO WHAT ACT FUNDING WILL BE?
>> IT CAN BE, THOUGH THIS YEAR IT IS JUST DO YOU SUBMIT ON TIMES.
THEY CAN WITHHOLD, 10-20%, I THINK ON THE STATE REP OF YOUR STATE MONEY, THEY CAN HOLD IT BACK UNTIL YOUR PLAN IS APPROVED.
[OVERLAPPING] YES, IT DEFINITELY WILL BE IN THE FUTURE.
>> I'M NOT SURPRISED, AND EVEN THOUGH I COULDN'T GET THAT WORD OUT.
[LAUGHTER] BUT THE LAST THING I WANT TO SAY IS I APPRECIATE ALL OF YOU BEING HERE TO JUST GIVE US INFORMATION AND RECEIVE OUR QUESTIONS AND COMMENTS AND ALL THAT BECAUSE IT'S REALLY BEEN FRUITFUL, AND FOR ME ADMITTING.
>> MY ONLY COMMENT ON PILLAR 5, WHICH WAS MENTIONED THROUGHOUT OTHER THINGS TOO, BUT JUST THE INVOLVEMENT OF THE CITIZENS ADVISORY COMMITTEE, IT'S SO IMPORTANT TO SAY THEY ARE INVOLVED AND THAT THEY KNOW THEY HAVE A ROLE AND YOU'RE UTILIZING THEM BUT YOU'RE UTILIZING OTHER PARENTAL AND AN IMPORTANT.
I CAN'T SAY IT BETTER THAN THE CHILD IS GIVEN THE AMOUNT OF EFFORT AND WORK IN PATIENTS WHO HAD [INAUDIBLE] WHAT A LOT OF WORK? MY KIDDING ASIDE BEFORE ABOUT THE MOST KNOWN THAT ANYTHING ELSE DO. I KNOW BETTER.
HERE, YOU RECOGNIZING THE OTHER PEOPLE ON YOUR TEAM, THAT WAS REALLY IMPORTANT AND HEARTFELT.
JUST SUPER IMPRESSED BY THE WORK YOU'RE DOING AND THAT'S IT.
THERE'S NO CHOICE BUT TO DO THIS, AND IF YOU'RE GOING TO DO THIS, DO IT WELL, AND YOU DOING IT WELL, I'LL APPRECIATE IT.
WE'LL LEAVE IT, TURN IT BACK TO ALL OF YOU THAT ANYTHING ELSE YOU WANT TO KNOW MORE ABOUT IT.
>> LITERALLY, THANK YOU FOR YOUR QUESTIONS AND FEEDBACK BECAUSE THAT'LL HELP US IF THERE'S ANY REFINEMENTS THAT WE NEED TO MAKE, AND THIS WILL GO OFF TO THE COMMUNITY FOR FURTHER FEEDBACK, AND IT LITERALLY IS ALMOST TO THE FINISH LINE, AND THE FEEDBACK FROM COMMUNITY WILL HELP US GET TO THAT POINT.
>> I WILL SHARE THAT THE DRAFT THAT IS BEING SHARED IS THE DRAFTS WE ARE WORKING ON, AND IT'S NOW WOULD BE BACK WHEN YOU WERE PROVIDED BY MSD AND AIB, IT'S MINIMAL, BUT THEY'RE WHAT YOU'RE LOOKING AT IT AS A DRAFT VERSION AND THE FINAL VERSION WILL BE SHARED ONCE WE SUBMIT.
>> THE SUMMARY SHEET HERE, BY THE WAY, IS REALLY GREAT.
I THINK YOU'RE TAKING IT FROM A 91-PAGE DOCUMENT, AND [OVERLAPPING]
>> YOU'LL SEE IMMEDIATE ACTION STEPS AND THIS IS JUST A SNAPSHOT.
ADDITIONALLY, WE ALSO LOOKED TO SEE WHERE ADMINISTRATORS AND SUPERVISORS ARE NARROWING OUR FOCUS OR BEING MINDFUL, AND THAT'S THE ONES THAT WE'RE LOOKING AT RIGHT NOW.
AGAIN, THIS IS HAPPENING IN STAGES.
EVERYBODY HAD TO DO A BASELINE, LIKE WHERE ARE WE NOW? WHAT DO WE PLAN TO DO? THE QUESTIONS PROMPT US TO TALK ABOUT WHAT WE CAN DO IN THE FUTURE.
I THINK THAT THE EXTENSIVE WORK WILL HAPPEN WHEN WE GET MORE GUIDANCE FROM MSE AND AIB, AND WE NEED TO START IMPLEMENTING THESE PIECES.
WE START GETTING A BASELINE TOGETHER TO START THEIR WORK, SO THIS WILL CONTINUE TO EVOLVE.
[LAUGHTER] THIS IS REALLY GOOD, I AGREE WITH YOU.
AS A MEANS OF POSSIBLY REACHING THE PUBLIC.
>> THIS IS GOING OUT TO THE PUBLIC AS WELL.
>> THIS DOCUMENT, THE TEMPLATES, THE DRAFT, AND THIS RECORDING.
>> I WAS THINKING BECAUSE PEOPLE PICK UP THINGS LIKE IN THE POST OFFICE ALL THE TIME, AND I WAS JUST THINKING IT, BUT THANK YOU.
>> VERSION OF THAT DOCUMENT, MAYBE NOT THE UNDER 91-PAGE, IT'LL BE LINKED THAT WAY, BUT A VERSION OF THAT IMAGE WILL PROBABLY BE GOING OUT ON THE APP AS WELL JUST PUSHING INFORMATION, HOW CAN WE CAN.
>> I DO APPRECIATE YOU GUYS HAVING A SENSE OF HUMOR WHEN I ASKED 50 MILLION QUESTIONS [LAUGHTER] BECAUSE I DO, I JUST TRY TO ASK QUESTIONS.
YOU BOTH ANSWER AND I APPRECIATE THAT. ALSO DON'T GIVE ME SLIDES.
>> WE'VE BEEN KEEPING TRACK, YOU ONLY UP TO 50 MILLION.
[02:25:01]
>> WELL, I DON'T THINK ONE TIME SHE SAID WE HAD A MEETING AND I DIDN'T ASK QUESTIONS AND I FREAKED HER OUT.
I SAID I DON'T WANT TO DO THAT AGAIN, [OVERLAPPING] [LAUGHTER] YOU GOT TO KEEP THE PERSON WHO PAID YOU ATHLETE.
[3. Upcoming Meetings/Events]
>> WE'LL MOVE THEM TO UPCOMING MEETINGS IN THAT, AND ONE THING THAT'S HERE, IS THE DISTRICT 36 OF THAT MONDAY, MARCH 13TH.
I DON'T KNOW HOW WIDE THAT, IT WENT TO BOARD MEMBERS AND MYSELF.
IF BOARD MEMBERS ARE INTERESTED IN ATTENDING THE EVENT, PLEASE LET RACHEL NOW, AND WE'LL GET THE RSVP, AND IT'S BEING PUT ON BY THE WHOLE LEGISLATORS FROM OUR DISTRICT IN ANNAPOLIS.
>> THAT'S AN INTERIM, YOU DON'T GET INVITED TO THOSE THINGS, SO I GUESS THAT'S ACTUALLY LESS OR THEY DIDN'T DO ANYTHING IN PERSON.
LESS GENERAL ASSEMBLY STOLEN, THEY WERE IN [OVERLAPPING]
>> BUT PEOPLE KNOW THIS BUT I GUESS IT WOULD BE MIXED BAG LAST YEAR, BUT IT WAS LIKE LEGISLATIVE RECEPTION.
>> IT'S MORE OF THE RECEPTION.
YOU NEED TO DO A TOUR OF THE STATE HOUSE AND THEN GO OBSERVE PART OF A SESSION OR WHATEVER.
>> I'VE BEEN TO A BUNCH OF THOSE AND IT IS AN OPPORTUNITY AROUND.
I DON'T KNOW IF ANY OF THE LEGISLATURES WILL BE THERE TO FIND OUR DELEGATION [OVERLAPPING] PROBABLY NOT, BUT IT'S A GOOD OPPORTUNITY TO INTERACT WITH WHOEVER MIGHT GO.
RACHEL, YOU PUT ME DOWN AS ATTENDING A PLAN TO GO.
I'LL PROBABLY SPEND ALL THEIR TIME ON AN APP, AND I'LL PRESENT THAT TOO.
[INAUDIBLE] MARKING HAS ALWAYS BEEN AND TELLING YOU TO PARK AT THE STADIUM.
>> I DID LEARN TODAY, I HAD TO BE HERE THIS MORNING.
I HEARD THERE'S A GARAGE THAT VERY RARELY ROLLS UP WITH WAR, WHICH IS I DON'T KNOW, [INAUDIBLE] BUT WHEN WE'RE READY TO CROSS REDOX GARAGE, THE GODS, BUT THEY WERE LIKE, OH, THAT ONE IS CHEAPER, AND I CHOSE WRONG, BUT THEY LITERALLY SAID IT ALMOST NEVER, AND IT'S LITERALLY WALKING THESE INTO EVERYTHING ELSE TOO. [OVERLAPPING].
>> WORKING ON AN APPLE PLAN, ALL SNEAKY LITTLE PARKING PLACES, AND A LONG TIME I WASN'T THERE.
ANY OTHER UPCOMING MEETINGS OR EVENTS, WE KNOW THE CHART TO LOOK AT AND KEEP IT UP-TO-DATE OR SO.
THERE IS A BLACK HISTORY MONTH EVENT TOMORROW, I THINK AT NORTH CAROLINA, IS THAT CORRECT? THERE'S A NATIONAL-LEVEL SPANISH HONOR SOCIETY INDUCTION [INAUDIBLE] TOMORROW, I THINK.
IS IT TOMORROW? [OVERLAPPING] IS IT NOT TOMORROW? MY KNEE IS PROBABLY MIXED UP.
>> WELL, THERE'S A LOT GOING ON AND I FEEL SORRY FOR RACHEL BECAUSE THEY ALWAYS HELP HER.
>> THERE'S SOMETHING THAT'S ALREADY 20 SECONDS, 6-7 SPANISH NATIONAL HONOR SOCIETY [OVERLAPPING]
>> THAT'S WHAT I FIGURED WHO IS NOT FINE, BUT MAYBE YOU'RE BOTH BOEHNER NORTH PATH.
>> MAYBE I'LL TRY DO THE OTHER ONE BECAUSE THE RIGHT PLANE OR WHERE IS THE OTHER ONE?
>> [OVERLAPPING] YOU HAD IT, RIGHT?
>> [OVERLAPPING] EVERYTHING IS SIX, SORRY.
>> [OVERLAPPING] SIX TO SEVEN.
>> THAT'S THIS NATIONAL SPANISH.
>> SPANISH NATIONAL HONOR SOCIETY.
>> THANK YOU FOR COVERING THAT, THAT'S GOOD.
IF WE HAVE NOTHING ELSE, I'LL ENTERTAIN A MOTION TO ADJOURN.
>> WE ARE ADJOURNED. THANK YOU, EVERYONE.
[OVERLAPPING]
* This transcript was compiled from uncorrected Closed Captioning.