[00:00:01]
>> ALL RIGHT, IN THE CLOSED SESSION,
[1. Opening Items]
WE DID HAVE ALL FIVE MEMBERS, MITCHELL WAYNE, WHO WAS THERE, BUT SHE WAS UNABLE TO STAY FOR THE OPEN SESSION TODAY.SO WE HAD ALL FIVE, WE ARE STILL FOUR, SO WE STILL HAVE QUORUM.
SO WE'RE CONVENED AND LET'S START WITH THE PLEDGE OF ALLEGIANCE.
>> THANK YOU. ALL RIGHT, MOVING RIGHT ALONG.
DO WE HAVE A MOTION TO APPROVE OUR AGENDA?
>> THE AGENDA IS APPROVED, AND WE'LL MOVE NOW INTO THE CONSENT AGENDA. DR. WILLEM.
[2. Consent Agenda]
>> THANK YOU, MR. CARLTON, DR. SIMMONS, MEMBERS OF THE BOARD.
TONIGHT FOR THE PERSONNEL AGENDA, WE HAVE ONE LEAVE OF ABSENCE, FIVE RESIGNATIONS, ONE RETIREMENT.
[NOISE] ON THE ADDENDUM, WE HAVE ADDITIONAL RESIGNATION.
>> BOARD, ANY QUESTIONS? HEARING NONE. WE HAVE A MOTION TO APPROVE THE CONSENT AGENDA.
>> MOTION CARRIES. THANK YOU, SIR. DR. WILLOUGHBY. [LAUGHTER]
>> TAKE MY PLACE AT TRIVIA. [LAUGHTER]
>> IT'LL BE GOOD STAND-IN, I'LL BE HONEST.
[LAUGHTER] IT'D BE A GOOD STAND-IN.
>> I KNOW. THEY PROBABLY [INAUDIBLE].
>> I'VE SEEN THEM THERE, MY TEAM BEAT THEM ANYWAY.
[LAUGHTER] THAT WAS IN THE OLD DAY.
WAS THE MONDAY PUB TRIVIA. ALL RIGHT.
[3.01 Community Eligibility Provision]
FIRST UP IS COMMUNITY ELIGIBILITY PROVISION.>> YEAH, SO THIS EVENING, BOARD MEMBERS, WE HAVE THREE ITEMS ON THE AGENDA FOR A WORK SESSION.
FIRST IS THE COMMUNITY ELIGIBILITY PROVISION, WHICH MS. BREWSTER IS HERE AND MR. MANGO AS OUR DIRECTOR, AND ALSO HAVE EXPERIENCE WITH COMMUNITY ELIGIBILITY PROVISION.
CAROLINE COUNTY PUBLIC SCHOOLS THIS YEAR MEETS ELIGIBILITY FOR COMMUNITY ELIGIBILITY PROVISION, WHICH I WANT TO MAKE SURE THAT MS. BREWSTER FULLY EXPLAINS TO THE BOARD.
THIS IS STEP 1 IN THE PROCESS.
ONCE THE BOARD HAS A BETTER UNDERSTANDING OF AND ASK ANY QUESTIONS, OUR INTENTION WILL BE TO COME TO THE BOARD AT THE MAY MEETING TO ASK FOR APPROVAL FOR THE BOARD TO SEEK AND SUBMIT OUR APPLICATION FOR THIS PROGRAM GOING FORWARD.
THAT IS THE INTENT FOR THAT BEING FIRST AND SETTING THE STAGE FOR WHAT THIS IS JUST SO WE FULLY UNDERSTAND SO WE KNOW WHAT THE REQUESTS WILL BE WHEN IT COMES TO YOU.
>> THANKS A LOT. COMMUNITY ELIGIBILITY PROVISION, WHICH MEANS UNIVERSAL MEALS, BREAKFAST AND LUNCH.
WE ALREADY HAVE THE UNIVERSAL MEALS FOR BREAKFAST.
WE HAVE FOR THE LAST SIX YEARS AND THAT'S STUDENT MARYLAND MEALS FOR ACHIEVEMENT.
COMMUNITY ELIGIBILITY PROVISIONS THROUGH THE USDA, THEY'VE BASICALLY IT'S THROUGH OUR DIRECT CERTIFICATION, NOT NECESSARILY A FREE AND REDUCED RATE.
DIRECT CERTIFICATION IS THOSE CHILDREN THAT ALREADY WE KNOW ARE FREE THROUGH THE STATE.
THAT COMES DOWN TO US. THEY DO NOT HAVE FILL OUT AN APPLICATION.
IN THE PAST, WE ALWAYS THOUGHT ABOUT 1,900-2,000 DIRECTLY CERTIFIED STUDENTS, THIS YEAR WE HAD 3,300 DIRECTLY CERTIFIED STUDENTS.
THEY DID PUT MEDICARE INTO THAT FACTOR, SO THE FACTOR THAT WE HAVE IN HERE IS MEDICARE FREE STUDENTS, BUT NOT MEDICARE REDUCED STUDENTS.
>> YES, MEDICAID IS [OVERLAPPING] [BACKGROUND].
>> MEDICARE IS FOR THE MATURE.
OKAY. YES. ALL RIGHT, IT'S BEEN A LONG DAY. [LAUGHTER]
>> WELL, SEE, YOU'RE A GOOD STUDENT.
THEY SENT OVER TALKING POINTS FOR IT.
BASICALLY, IT'S A WIN-WIN FOR US.
RIGHT NOW WE'RE IN THE REARS FROM THEIR STUDENTS FOR $5,500 FOR ALL THE SCHOOLS.
IT'S HARD TO GET PEOPLE TO PAY WHEN PEOPLE FAIL THEIR APPLICATIONS, SOME OF THEM MISS IT BY $50.
I THINK THE REPORT JUST CAME OUT THAT CAROLINE COUNTY WAS 42% IN THE POVERTY LEVEL.
[00:05:06]
WE WERE THE THIRD HIGHEST IN THE STATE WITH POVERTY.I DID NOT BRING IT TO THE BOARD PRIOR.
FEDERALSBURG HAS BEEN ABLE TO HAVE THAT FOR THE LAST COUPLE OF YEARS.
I CHOSE NOT TO BECAUSE IT WOULD NOT HAVE GONE INTO THE MIDDLE SCHOOLS AND THE HIGH SCHOOL, AND THEN THE OTHER ELEMENTARY SCHOOLS WOULD HAVE BEEN, WELL, WHY NOT US? WE HAD A 72% FORMS THERE.
CONSTANTLY WE HAVE 72% PARTICIPATION.
THE KIDS THAT NEED IT, WERE TAKING IT.
BUT NOW WE CAN DO THE WHOLE DISTRICT, I THINK CHANGES THAT FOR US.
WE ALL KNOW IF THE KIDS HAVE MEALS, THEY'RE GOING TO EAT HEALTHIER WITH US.
THEY'RE GOING TO GROW THEIR GRAY BRAIN MATTER.
THEN WE WILL SEE AN INCREASE PROBABLY ABOUT 8-9% BECAUSE THAT'S REALLY ALL THAT WE SAW DURING THE PANDEMIC.
WE HAVE THE HIGHEST PARTICIPATION IN THE STATE IN BREAKFAST AND LUNCH, SUPPER, AND SUMMER MEALS. BECAUSE WE DO IT RIGHT.
I MEAN, OUR KIDS EAT REALLY WELL.
WE PROMOTE OUR PROGRAM REALLY WELL.
WE HAVE SPA WATER FOR GOODNESS SAKE.
[LAUGHTER] WE HAVE A REALLY HIGH PARTICIPATION.
HE'S THE GUY WHO HAD IT WHEN HE WAS IN DELAWARE, SO HE UNDERSTANDS IT REALLY WELL AS FAR AS THE FINANCIAL.
YOU KNOW I WAS GOING TO PUT YOU ON THE SPOT.
>> WE RAN THE NUMBERS AND THE NUMBERS THAT WE HAD IN OCTOBER, WE WERE ONLY AT 85%.
YOU HAVE TO FACTOR IN THE NUMBER OF DIRECT TIMES THAT BY 1.6 AND DO SOME OTHER STUFF.
>> YEAH, CAN YOU MAKE THAT MAKE SENSE TO THE NON OBSERVER FOLKS?
>> HE CAN. ANYWAY, THE NUMBERS THAT THEY PULL IS FROM APRIL 1, NOT ANOTHER OCTOBER 31ST.
OCTOBER 31ST ARE REALLY IMPORTANT DATE FOR US.
THAT'S WHERE WE PULL OUR FORMS AND THAT'S WHAT THE ACADEMIC SIDE USES FOR THEIR [INAUDIBLE].
>> THE MONEY THAT WE GET IN THE BUDGET FROM THE GENERAL ASSEMBLY FOR COMPENSATORY IS THE WAY IT SHOWS UP IN THE BUDGET. IT'S FREE AND REDUCED MEALS.
THAT NUMBER IS SET BASED OFF OF OCTOBER 31.
SO IT'S A SUPER IMPORTANT DATE, AS BETH SAID.
FOR TROY, WHO'S NEW, SEPTEMBER 30 IS VERY IMPORTANT FOR OVERALL STUDENT COUNT.
OCTOBER 31, MONTH LATER IS REALLY IMPORTANT FOR THOSE SPECIAL POPULATIONS, SPECIAL EDUCATION, FREE AND REDUCED MEALS.
THOSE COUNTS COMING IN, THEY'RE SUPER IMPORTANT BECAUSE THAT'S WHAT KICKS INTO YOUR FUNDING.
THEN THESE COUNTS ARE BASED OFF APRIL SO THEY'RE RANDOM AGAIN, NOT TO AFFECT OUR BUDGET, IT DOES HELP US IN THIS REGARD.
>> THE NUMBER IS ACTUALLY HIGHER, WHICH IS GOOD THAN THE OCTOBER TABLE. BILL.
>> YEAH, SO IT'S A GOOD THING TO TAKE IT LATER IN SCHOOL YEAR THAN OBVIOUSLY AT THE BEGINNING BECAUSE MORE KIDS TRANSFER IN AND WE'VE LEARNED MORE KIDS HAVE BROUGHT BY FOR DIRECT CERTIFICATION.
SOME OF THE OTHER FACTORS THAT KICK IN ARE LIKE THE HOMELESS, THE FOSTER STUDENTS, THEY JUST START COMING OUT LOWER LATER IN THE YEAR AND THEN WHAT THEY DO INITIALLY IN THE VERY BEGINNING.
IT'S ADVANTAGEOUS FOR US TO BE ABLE TO DO THIS PROGRAM, TO BE ABLE TO TAKE APRIL 1ST NUMBERS VERSUS OCTOBER 31ST NUMBERS.
THE APRIL 1ST NUMBERS REPRESENT OUR DIRECT CERTIFICATION COUNT WAS 3,121 STUDENTS, AND WHAT YOU DO IS, I'M JUST GOING TO WALK YOU THROUGH THE FORMULA.
IT'S PRETTY SIMPLE, BUT I HAVE A HARD TIME GETTING BETTER TO UNDERSTAND IT.
YOU DIVIDE IT BY THE ENROLLMENT.
THE ENROLLMENT ON APRIL 1ST WAS 5,643 STUDENTS, THAT CAME UP THROUGH A PERCENTAGE OF 0.5531, 55%, ROUGHLY.
THE USDA PUTS IN A MULTIPLYING FACTOR 1.6.
I DON'T KNOW WHY IT'S 1.6, AND NOT 1.8, 1.4, IT'S JUST 1.6, IT'S WHAT THEY SAY SO WE FOLLOW.
WHEN YOU MULTIPLY THAT INTO IT, IT COMES OUT TO YOUR PERCENTAGE OF 0.8849, ROUNDED UP TO 88 1/2%.
WHAT PART OF THAT MULTIPLIER DOES ALSO PICKS UP THAT REDUCED STUDENT CATEGORY, SO THAT IS TUCKED INTO THAT 1.6.
AGAIN, I DON'T KNOW WHY THE 1.6.
I DON'T KNOW IF IT HAS ANY DIFFERENCE, BUT IT IS DESIGNED TO PICK UP THE REDUCED STUDENT.
NEW TO ME COMING FROM DELAWARE TO MARYLAND IS MARYLAND IS DOING A DIRECT CERTAIN MEDICAID-FREE CATEGORY OF STUDENTS.
THESE ARE STUDENTS THAT MAY NOT NECESSARILY BE ON TRACK CERTIFICATION, BUT ARE ON MEDICAID OR RECEIVING MEDICAID-TYPE BENEFITS SO THEY'VE LUMPED THEM INTO IT ALSO.
IT'S A BIG REASON ACTUALLY WHY THE ENROLLMENT NUMBER FOR THE DIRECT CERTIFICATION HAS GONE UP SO MUCH BECAUSE THERE WAS SOMETHING THAT WAS TRYING TO SPEARHEAD IN DELAWARE TRYING TO GET DOWN, I THINK THAT'S JUST HAPPENED LAST YEAR AS WELL.
[00:10:03]
IT MUST BE A NATIONAL TREND TO GATHER THESE OTHER TYPE OF STUDENTS IN.WHAT IT IS THAT COMES OUT TO 88.5%, WHAT DOES THAT MEAN? IT MEANS THAT SHE GETS THE HIGHEST FREE REIMBURSED RATE WHICH IS 430,415, SOMETHING LIKE THAT PER MEAL.
SHE GETS THAT TIMES ALL THOSE STUDENTS AT 88%.
WE TAKE 5,600 STUDENTS CALLED THAT WAY, 88% OF THEM WE GET AUTOMATICALLY THAT MONEY BACK.
SHE WILL ONLY GET THE PAID REIMBURSED RATE, WHICH IS LIKE 48 CENTS.
SHE STILL HAS TO PAY A LITTLE BIT TO COVER THE MEAL COST OF THAT PARTICULAR PAY CLASS BY THE STUDENT, BUT SHE'S GETTING SO MUCH ON THE OTHER END.
SHE'S GETTING 88% OF THAT ALL COMING INTO HER SO IT DOES OPEN UP THE DOORS A LITTLE BIT FOR HER REVENUE STREAMS. SHE'LL BE RECEIVING MORE MONEY, WHICH MEANS SHE HAS TO SPEND MORE MONEY WHICH IS A GOOD THING BECAUSE IT ADDS TO THE IMPROVEMENTS OF THE PROGRAM, ADDS TO THE IMPROVEMENTS OF CERTAIN EXTRACURRICULAR PROGRAMS SHE DOES IN THE SUMMERTIME OR IN THE EVENING OR AT WEEKEND BACKPACKS THAT'S ALL FINE IF IT COMES OUT OF THE DEPARTMENT THAT IS FUELED BY THE CEP.
I'LL BE HONEST WHEN I WAS IN TALBOT COUNTY, WHEN CEP FIRST CAME OUT I WAS NOT A BIG PROPONENT OF IT AND I THINK PART OF THE PROBLEM WAS THAT THERE WASN'T A LOT OF INFORMATION.
IT WAS PRESENTED TO US FROM THE STATE LEVEL THAT, HEY, YOU GOT TO DO THIS AND WE HAD A LOT OF PUSHBACKS FROM OUR DIRECTOR OF FINANCES BECAUSE THEY WEREN'T REALLY SURE.
ARE WE GOING TO LOSE MONEY OFF OF THIS? SO THEY PILOTED IN A COUPLE OF DIFFERENT COUNTIES, AND THOSE COUNTIES DID VERY WELL.
THEN I WENT TO DELAWARE AND JUMPED INTO IT AT FIRST AND IT WAS AWESOME.
IT REALLY WAS A GAME CHANGER IN TERMS OF HOW YOU CAN RUN YOUR NUTRITION SERVICES PROGRAMS. IT TAKES A LOT OF THAT DAILY ADMINISTRATION AND PAPERWORK OUT OF HER HANDS BECAUSE AS CEP YOU DON'T HAVE TO DO ALL THESE REPORTS.
I THINK WHAT SHE WAS GETTING AT WITH THE FEDERALS BURKE IS SOME DISTRICTS ARE APPREHENSIVE TO DO A COUPLE OF SCHOOLS AT A TIME AND THEN LEAVE THE OTHER SCHOOLS OUT BECAUSE BOARDS OF EDUCATION HAVE A HARD TIME THINKING WELL, THESE ARE OUR POOR AND LOW-INCOME SCHOOLS AND PARENTS IF THEY HAD THE ABILITY TO TRY AND MOVE THE KIDS OUT BECAUSE OF THAT DESIGNATION.
THE BEST APPROACH TO IT IS EITHER TAKE IT ALL OR DON'T DO IT AT ALL.
EVERYBODY IS COVERED, NO ONE KNOWS WHO'S FREE, NO ONE KNOWS WHO'S REDUCED, NO ONE KNOWS WHO IS PAID.
EVERY CHILD COMES THROUGH A LINE GETS A MEAL.
>> IT TAKES OUT THE STIGMA FOR THE CHILDREN.
MAKES IT EASIER FOR MY LADIES.
[BACKGROUND] IT'S FOR FOUR YEARS.
ONCE YOU SIGN ON, IT'S A FOUR-YEAR DEAL WE CAN SIGN ON.
THERE ARE THIRD YEAR TO GO ANOTHER FOUR YEARS.
IF IT'S WORKING OUT WELL FOR US OR WE CAN OPT OUT THOSE FOUR YEARS TO COME OUT, BUT THEY'LL TAKE THESE NUMBERS THAT WE HAVE CURRENTLY AND TAKE THOSE THROUGH ALL FOUR YEARS.
I KNOW A LOT OF WHAT THE ISSUE WAS, IN THE BEGINNING, WAS HOW DO YOU COMBAT GET THEIR NUMBERS?
>> WITH SO MUCH BEING DONE BY DIRECT CERTIFICATION NOW, IN THE EARLY DAYS IT WAS ALL PAPER FORM.
>> I'M SORRY. IF THE PARENTS DIDN'T FILL THE FORM OUT, THE STUDENT DIDN'T GET IT?
>> [OVERLAPPING] IF THIS WILL GET RID OF IT FOR EVERYBODY, BUT WITH DIRECT CERTIFICATION, IT ELIMINATES IT FOR US 3,000 PLUS KIDS THAT NEEDED THAT ASPECT BECAUSE IF THEY'RE ALREADY IN CERTAIN PROGRAMS OR CERTAIN BENEFITS ARE AUTOMATICALLY ENROLLED IN THIS WHICH WAS A BIG PART OF EARLY MEDICAID.
IF YOU GUYS RECALL LOOKING AT AARON, IT'S PROBABLY FEBRUARISH WHEN THE FIRST TIME THE BUDGET NUMBERS GOT RAN FROM THE STATE GENERAL ASSEMBLY, AND EVERYBODY STARTED PANICKING AT HOW MUCH COMPENSATORY MED WAS COSTING ACROSS THE LIKE GENERAL ASSEMBLY IS GOING TO BE A LOT MORE THAN ON THEIR ORIGINALLY FALL IT WAS BECAUSE THIS YEAR THEY WERE ADDING MEDICAID DIRECT SERVE.
THAT REALLY INCREASED EVERYBODY'S [INAUDIBLE] AND I WILL ARGUE THAT WE REALLY WERE UNDER-REPRESENTING THAT MEDICAID.
FOR CAROLINE, I'LL SAY SURELY I BELIEVE IN HER BECAUSE WE ALL KNOW OUR ECONOMIC LANDSCAPE.
BUT THAT'S WHAT HAPPENED AT THE STATE LEVEL BECAUSE THAT NUMBER INCREASES SO MUCH, I DON'T PERCEIVE US, WE THOUGHT ABOUT IT QUITE A BIT.
[00:15:01]
I DON'T FORESEE OUR NUMBERS OF FOREIGN KIDS, FREE REGION MEALS KIDS CHANGING DIRECT CERTIFICATION CHANGING ANY TIME SOON IN OUR MED GROUP.BUT THE DIRECT SERVE HAS BEEN FANTASTIC WITHOUT HAVING ANY REFORMS. WE DON'T WANT TO HAVE LANGUAGE BARRIERS WITH THE FORMS BECAUSE THEY ARE AVAILABLE IN VERY LIMITED WITH OTHER LANGUAGES.
WE DON'T RUN INTO THE PIECE OF FOLKS GOING I DON'T WANT THE GOVERNMENT TO KNOW MY BLAH, BLAH, BLAH THEY DON'T FILL IN SO IT DOES REALLY HELP ELIMINATE THAT WITH THIS.
I'LL BE HONEST WITH THAT SCHEME AS WELL, COVID PROVED WE CAN DO THIS.
WE CAN FEED ALL KIDS THE PROGRAM ENDED, THAT WAS FEEDING ALL KIDS THROUGH COVID.
THIS GETS US BACK TO WHERE OUR KIDS WERE DURING THAT TIME PERIOD AND GETS EVERYBODY THAT EQUAL OPPORTUNITY.
>> WITH THE EXTRA FUNDS CAN WE VIOLATE KITCHEN EQUIPMENT THAT'S NEEDED TO BE REPLACED AND SUDDENLY THERE WAS NOT LIMITED TO CERTAIN THING OR SOMETHING?
>> THE ONE THING I CAN'T DO IS CONSTRUCTION WITH THAT FUNDING LIKE I COULDN'T PUT UP A WAREHOUSE.
>> IT'S ALL PART OF THE FOOD SERVICES ENTERPRISE BUDGET.
>> WE STARTED THAT ALREADY, PUTTING THE NEW LINES IN AND LOOKING AT OUR 40-YEAR-OLD REFRIGERATORS THAT ARE STILL RUNNING.
>>THAT'S WHAT I WAS THINKING AND UPGRADES.
>> WE TOOK OUT 1965 WALK IN THE REFRIGERATOR.
I WAS LIKE, OH, THAT'S WHEN I WAS BORN. [LAUGHTER].
>> YOU PAY YOUR EMPLOYEES THROUGH YOUR BUDGET, CORRECT?
>> YES, MY EMPLOYEES, MY RETIREES COME THROUGH MY BUDGET.
THEY WERE WHATEVER OUR SUPPORT SERVICES ARE.
LIKE I COULDN'T JUST THROW THEM A BONUS.
>> WE'VE BEEN IN BLACK FOR A LONG TIME.
>> WHEN OTHERS WERE STRUGGLING THOSE YEARS WE WEREN'T BECAUSE OUR PATIENT PARTICIPATION WAS SO HIGH.
>> THAT'S WHAT I ALWAYS SAY. I CALL MY GUY AT THE STATE AND I SAID, OKAY, SO HE PEAKS, HE'S BEEN TRYING TO GET ME FOR YEARS AND I SAID, "OKAY, BRUCE WHAT'S IT LOOK LIKE?" HE GOES WITH THAT NUMBER AND WITH YOUR PARTICIPATION BECAUSE IT'S A NO BRAINER SO I FEEL REALLY CONFIDENT THAT THE FINANCIAL PIECE WILL BE FINE.
THE KIDS WILL BE HAPPY. I'M NOT KNOCKING ON DOORS ASKING FOR, BUT $120 YOU OWE ME FOR NOT PAYING FOR YOUR KID ALL YEAR.
YOU KNOW WE NEVER DENIED CHILD THROUGH IT.
LIKE IF THEY COME THROUGH, WE NEVER DENY THEM.
>> WHEN YOU HAVE YOUR [INAUDIBLE].
>> [LAUGHTER] IT WILL BE BLUE CATFISH MA'AM [LAUGHTER].
>> I WORKED AT MARYLAND BY THE WAY [INAUDIBLE].
>> ARE YOU GOING TO SPEAK NOW?
>> BLUE CATFISH FOR EVERYBODY.
>> WILL THEY TASTE LIKE CRAB CAKE?
>> OH, YOU KNOW WHAT? IT CAN TASTE LIKE A CRAB CAKE.
I CAN TELL YOU THAT [LAUGHTER].
WE'RE GETTING THAT RECIPE DOWN.
>> ANY OTHER QUESTIONS FOR BETH?
>> THE BILL? THIS WILL COME TO THE BOARD AT THE MAIN MEETING FOR APPROVAL FOR US TO SEEK THE APPLICATION.
WE DO HAVE TO APPLY. WE THINK WE HAVE A GREAT CHANCE.
>> BUT WE HAVE TO GO THROUGH THE PROCESS.
>> THAT WHAT'S NICE ABOUT THAT, THERE'S FLEXIBILITY BUILT INTO THAT.
LET'S SAY CAROLINE COUNTY DOES HAVE A RENAISSANCE SOME OF THESE FOUR HOSPITALS AND MOVE IN.
THAT'S GOING TO IMPACT THE NUMBER OF DIRECT SERVE, IT'S GOING TO GO DOWN SO THE MATHEMATICS WILL CHANGE.
IF SHE SEES THAT, SHE CAN SAY, EVEN AFTER YEAR 2, I WANT TO RESTART AGAIN AND GO THROUGH THE PROCESS.
AND IT TAKES AT THAT POINT LIKE ABOUT TWO MONTHS, GO THROUGH THE PROCESS, AND THEN FREE UP FOR ANOTHER FOUR YEARS JUST TO MAINTAIN THIS GOOD PROGRAM FOR AS LONG AS YOU POSSIBLY CAN.
I AGREE WITH THE BOARD. I DON'T SEE THAT HAPPENING.
I HOPE IT DOES, BUT I JUST DON'T SEE IT HAPPENING.
THIS GOOD PROGRAM IS GOING TO BE ABLE TO SUPPORT CAROLINE COUNTY STUDENTS FOR A LONG TIME.
>> CAN I ADD TWO THINGS ONE IS APRIL 27TH IS A COMMUNITY DINNER AT LAKE GROVE ELEMENTARY SCHOOL. PLEASE COME.
WE DID OUR ONES IN GREENSBORO LAST MONTH.
SECRETARY I GUESS COMING OUR NEW SECRETARY, [OVERLAPPING] KEVIN ALEX.
[00:20:03]
THEY ALWAYS HAVE SOME NO KID HUNGRY FOLKS COME IN AND JULIE FLETCHER, WHO'S THE NEW SUPERVISOR FOR MSD SCHOOL NUTRITION, WILL BE THERE AS WELL.IT'S GREAT TO SEE THE KIDS IN ACTION.
BRING YOUR FAMILIES, BRING YOUR FRIENDS. NOT ALL YOUR FRIENDS.
[LAUGHTER] JUST SAYING SO MUCH, BUT WE WILL BE SERVING BLUE CATFISH AND CHICKEN. JUST SO YOU KNOW.
>> WE DIDN'T DO ANYTHING TO SIGN UP FOR THAT.
>> YOU JUST HAVE TO CALL DEBBIE, I BET TO RACHEL AND I.
>> ACTUALLY LOVED RACHEL. IF YOU'RE GOING TO GO.
[LAUGHTER] THEN RACHEL WILL DO IT.
>> YEAH. PARKS AND REC IS TAKEN THE RESERVATIONS YET THAT'S SO SHARP, PETER. [OVERLAPPING]
>> SAY INDICTED CRIMINAL MIDDLE NATIONAL HONOR SOCIETY. [OVERLAPPING]
>> FOR SUMMER MEALS, USDA HAS MADE A WAIVER FOR RURAL AREAS WHERE WE DON'T HAVE TO BE, IT CAN BE NON CONGREGANT MEALS NOW.
THAT MEANS THAT, WHAT WE DID DURING THE PANDEMIC, WE WENT DOOR TO DOOR TO SOME OF THOSE OTHER OUTLINE HOUSES THAT COULDN'T GET TO A FOOD CENTER.
WE'LL BE ABLE TO TAKE FOOD OUT.
IF WE SAY A CHILD WALKING DOWN THE STREET WE CAN ACTUALLY STOP AND GIVE THEM A MEAL.
WHEREAS BEFORE THEY'D HAVE TO SIT WITH US AND EAT THE MEAL.
THAT'S HUGE FOR US BECAUSE WE'RE DESIGNATE ALL RURAL IN USDA ON THE MAP.
>> THANK YOU. THANKS FOR HAVING US.
>> NEXT UP. WE'RE DOING SOME MATH HERE A MINUTE AGO.
[3.02 Elementary Math Update]
>> WE'RE HAVING THE MATH CALCULATED.
>> IT'S LIKE WE HAVE AN UPDATE ALSO FROM SOMEONE, MELISSA MULLIGAN.
RISE FROM INSTRUCTION FOR K12 MATH, GIVING YOU AN UPDATE ON OUR K25 MATH CURRICULUM.
I KNOW MELISSA WILL GO INTO IT, BUT AS YOU MAY RECALL, ON JULY WE APPROVED A NEW MATH CURRICULUM FOR ELEMENTARY.
AT THAT POINT IN TIME, WE HAVE PILOTED IN SELECT CLASSROOMS LAST YEAR AND DECISION WAS MADE TO MOVE FORWARD WITH IT.
SMALLER UNITS HERE TO KIND OF GIVE AN UPDATE ON WHERE WE ARE AND OUR IMPLEMENTATION IN YEAR ONE.
MY GUIDING DOCUMENT RIGHT NOW IS OUR STRATEGIC PLAN.
THIS ONE TO FOCUS ON GOLD ONE, OBJECTIVE ONE, AND AN ENGAGING CURRICULUM FOR ALL COURSES.
WHAT WE ADOPTED IN ELEMENTARY IS THE ILLUSTRATIVE MATHEMATICS CURRICULUM.
K TO FIVE WAS THE LAST PIECE OF IT TO COME IN.
IT'S A PROBLEM-BASED CURRICULUM, WHICH MEANS THAT IT'S SET UNDER THE PREMISE THAT ALL STUDENTS CAN LEARN THROUGH EXPERIENCING MATHEMATICS.
THAT THEY ONLY BE GIVEN THE CHANCE TO TRY.
IT'S AN OPEN EDUCATIONAL RESOURCE, MEANING THAT DIFFERENT VENDORS CAN ACCESS THAT CURRICULUM AND OFFER IT TO SCHOOLS.
FOR K TO FIVE, WE PURCHASED THE PROGRAM THROUGH KENDALL HUNT, AND THAT GIVES TEACHERS A DIGITAL LESSON PLAN.
IT GIVES THEM A GOOGLE SLIDE SHOWS WE'VE PURCHASED A TEACHER PLANNING MATERIALS AND MANIPULATIVES AND SOME SUPPLEMENTAL MATERIALS THAT GO WITH THAT CURRICULUM.
IN MIDDLE SCHOOL, WE ARE USING A PROGRAM THAT THEY SAY IT'S STRONGLY INSPIRED.
THEY USE THE IM PROGRAM TOO, IT'S THROUGH THE DESMOS PLATFORM.
IT'S ACTUALLY EMBEDDED IN OUR MATH ASSESSMENTS OR STATE ASSESSMENTS.
THAT DESMOS COMPANY ALSO BUILT A CURRICULUM TO GO WITH IT.
THE DESMOS ACTIVITIES THAT ARE NOT ALIGNED TO CURRICULUM ARE HIGH SCHOOL TEACHERS ARE USING TOO.
THAT DESMOS CALCULATE OUR KIDS ARE GETTING EXPERIENCE WITH THAT INTERACTIVITY STARTING IN SIXTH GRADE.
WITH THE OER HAS BEEN SOME WONDERFUL, SOME VERY GOOD QUALITY PROFESSIONAL LEARNING.
[00:25:02]
THEN THAT RESOURCE HUB.I THINK WHAT'S VERY POWERFUL ABOUT THAT, THEY HAVE LOGGERS AND CERTIFIED INSTRUCTORS.
THEY WRITE NEWSLETTERS, THEY PUT OUT ARTICLES.
THEY'RE GREAT FOR COACHING TEACHERS.
SINCE WE HAVE A K-8 PROGRAM NOW, OUR SIXTH GRADE TEACHERS CAN TALK TO OUR FIFTH GRADE TEACHERS.
THEY'RE USING THE SAME INSTRUCTIONAL ROUTINES COMING UP.
THERE'S LOTS OF FREE WEBINARS.
THERE'S A LOT OF RESOURCES OUT THERE THAT WE DON'T HAVE TO PAY FOR PROFESSIONAL DEVELOPMENT-WISE.
THAT MAKE THE IMPLEMENTATION OF THE CURRICULUM RICH FOR TEACHERS AND HELPFUL FOR OUR COACHES AS WELL.
THE OVERARCHING DESIGN OF THIS, WE INVITE THE STUDENTS TO THE MATH.
THEY STUDY THE MATH, AND THEN THEY CONSOLIDATE AND THEY APPLY THE MATH THAT THEY'VE LEARNED.
AT THE UNIT LEVEL THERE'S THE THE FIRST LESSON IN A UNIT EXPLORES AN IDEA.
THEN THERE'S SOME INSTRUCTIONAL LESSONS WHERE THE TEACHER WILL ACTUALLY SHOW THE STUDENTS HOW TO DO THE MATHEMATICS AFTER THEY'VE EXPLORED A LITTLE BIT AND THEN THERE'S A CULMINATING LESS THAN THAT PULLS ALL THE IDEAS TOGETHER.
THAT ON A MUCH SMALLER SCALE HAPPENS WITHIN THE LESSON.
YOU INVITE THE STUDENTS TO THE MATH WITH A WARM-UP.
THERE ARE SOME INSTRUCTIONAL ROUTINES THAT ARE THREADED THROUGHOUT THE CURRICULUM, K-12.
THEN WITHIN THE ACTIVITY, THE STUDENTS WILL ENGAGE IN AN EXPLORATION.
THEY'LL DO A LITTLE, THE TEACHER WILL CONSOLIDATE THE LEARNING, AND THEN THEY'LL GO BACK AND DO IT AGAIN.
THEN AT THE END OF THE LESSON, THEY PULL IT ALL TOGETHER AND WHAT IS CALLED A SYNTHESIS.
THEN THE COOL DOWN IS LIKE AN EXIT TICKET.
>> LIKE AN EXIT TICKET. IT'S A SMALL ASSESSMENT.
I MIGHT ASK YOU, WE'VE DONE SOME EXPLORING TOGETHER.
YOU'VE WORKED INDEPENDENTLY, YOU'VE WORKED WITH YOUR PARTNER AND THEN AT THE END OF THE LESSON, I'M GOING TO GIVE YOU A QUESTION THAT YOU DO INDEPENDENTLY AND I'M GOING TO COLLECT THAT AS A TEACHER.
AND I'M GOING TO KNOW HOW WELL IT'S STUCK.
THEN I WOULD USE THAT DATA THE FOLLOWING DAY TO PLAN MY NEXT LEVEL OF INSTRUCTION.
THERE ARE A LOT OF DESIGN PRINCIPLES THAT THEY'VE USED WITH IM.
I CHOSE THESE FOUR BECAUSE I FEEL THESE ARE THE MOST IMPORTANT TO ME AS FAR AS GUIDING OUR STRATEGIC GOAL AND MAKING SURE THAT WE HAVE A EQUITABLE ACCESS FOR ALL STUDENTS.
IT'S THAT FIRST ONE IS THAT BELIEF THAT EVERY STUDENT CAN LEARN AND THAT I NEED TO ALLOW EVERY STUDENT THE OPPORTUNITY FOR A LITTLE PRODUCTIVE STRUGGLE AND LETTING THEM LEARN THROUGH THE MATHEMATICS FOR THEMSELVES.
THAT PREMISE THAT I LEARNED BY DOING, NOT BY WATCHING SOMEONE ELSE DO FOR ME OR HEARING SOMEONE TELL ME WHAT TO DO.
>> THEY'RE GOING THAT NOW. AREN'T THEY? THEY'RE DOING MATH.
THEY'RE NOT JUST SITTING THERE FOR HOWEVER LONG JUST LISTENING.
>> I'VE NEVER SEEN IT WHERE THEY SAY BUSINESS, I CAN DO IT ANYMORE.
IT'S LIKE THIS IS HOW YOU DO IT.
LET'S DO IT. THAT'S NOT A HUGE CHANGE REALLY.
>> THIS IS VERY MUCH FACILITATING LEARNING AS OPPOSED TO DIRECTING LEARNING.
FOR EXAMPLE INSTEAD OF, LET'S DO THE FIRST PROBLEM TOGETHER, I'LL SHOW YOU HOW TO DO IT AND THEN YOU'LL DO IT BY YOURSELF.
I'M GOING TO LET YOU TRY THIS.
I'M GOING TO SHOW YOU A SIMPLER PROBLEM, AND I'M GOING TO LET YOU STRUGGLE WITH THIS PROBLEM A LITTLE BIT ON YOUR OWN TO SEE HOW WELL YOU CAN DO INDEPENDENTLY.
IT'S A LITTLE MORE RELEASE TO THE STUDENT WHERE THE STUDENT IS OWNING THE LEARNING VERSUS THE TEACHER OWNING THE LEARNING AND TELLING THE STUDENTS HOW TO DO IT.
>> [INAUDIBLE] THAT'S WHY THERE'S TEACHERS.
THAT'S WHY THEY'RE IN ELEMENTARY SCHOOL.
BUT TO JUST SAY, OKAY, TRY IT [NOISE] WITHOUT ANY INSTRUCTION.
>> THAT'S NOT WHAT I'M SAYING.
THEY SCAFFOLD THE LEARNING IN A WAY THAT GUIDES THE STUDENTS TO WHAT THEY WANT THEM TO LEARN.
FOR EXAMPLE IN KINDERGARTEN, THEY WERE LEARNING THAT A PRISM HAS TO HAVE EDGES AND IT CAN'T HAVE CURVED SIDES.
THE KIDS BUILT SHAPES WITH POPSICLE STICKS AND CLAY.
THEN THEY NOTICED THAT NONE OF THEM BUILT A CYLINDER.
[00:30:06]
THEY DISCOVERED ON THEIR OWN THAT STRAIGHT EDGES CAN ONLY BUILD PRISMS AND THAT I NEED A CIRCLE OR A SPHERE TO BUILD A BALL OR A CYLINDER.THESE ARE KINDERGARTEN. THEY CAN ARTICULATE IT.
I NEED EIGHT STRAIGHT SIDES AND I NEED EIGHT POINTS TO MAKE A CUBE LIKE IT'S AMAZING.
IT'S GUIDED, THEY'RE NOT LORD OF THE FLIES.
THEY'RE NOT OUT THERE RUNNING WILD.
IT'S FAIR, IT'S GUIDED, STRUCTURED.
THE OTHER THING IT IS IF YOU GO LOOK BACK AT THAT PREVIOUS SLIDE, THAT LAST ACTIVITY LEVEL, THE LAUNCH IS THE PART WHERE THEY'RE EXPLORING.
THE TEACHER GIVES THEM SOMETHING TO EXPLORE AND THEN GIVES THEM WORK TIME.
THAT'S ALONG A CERTAIN PATH AND THEN PULLS IT TOGETHER IN A SYNTHESIS AND MAKES A TEACHING POINT.
THEY'RE WORKING MAYBE FOR TWO OR THREE MINUTES ON THEIR OWN TO DISCOVER THIS THING BEFORE THE TEACHER COMES IN AND RESCUES THEM WITH THE ANSWER AND HOW TO DO THE MATHEMATICS.
IT'S NOT 90 MINUTES OF FREE FALL.
THE PROGRESSIONS ARE HELPING THE STUDENTS CONNECT FROM ONE GRADE LEVEL TO THE NEXT.
THEN IT'S SAID, SO GOING BACK TO THAT INTERCONNECTION, THEY'RE BUILDING A CONCEPT, BUT THEN THEY ALSO DO PROCEDURAL STUFF THEY PRACTICE THEIR MATH FACTS.
THEN THEY APPLY IT TO SOMETHING REAL-WORLD.
THE PROBLEMS ARE WITH OR WITHOUT REAL-WORLD CONTEXT.
THIS IS AN EXAMPLE OF A ROUTINE.
I MIGHT LET YOU STRUGGLE WITH THIS, FOR I WOULD ASK YOU TO STRUGGLE WITH THIS FOR 30 SECONDS AS A TEACHER.
THEN I WOULD ASK YOU IF YOU'RE ABLE TO SHARE WHAT YOU NOTICE AND WHAT YOU WONDER.
I MIGHT ASK YOU TO TURN AND TALK TO A PARTNER. WHAT DO YOU NOTICE? WHAT DO YOU WONDER? ANYONE WANTS TO SHARE [OVERLAPPING] WHAT THEY NOTICE OR WHAT THEY WONDER?
>> A COPY OF SOMEBODY ELSE'S PAPER.
>> NO. [LAUGHTER] I WONDER WHAT?
[LAUGHTER] WHAT GRADE IS THIS?
>> I WONDER WHY THERE ARE NO CIRCLES UNDER STEP 3.
>> WHAT DO YOU NOTICE ABOUT THE PATTERN?
>> GROUPS OF THREE AND I SEE THAT IT'S INCREASING EACH STEP, THEREFORE, I'M NOTICING STEP THREE PROBABLY SHOULD HAVE THREE ROWS.
>> YOU'D HAVE THIS DIALOGUE WITH YOUR STUDENTS.
WHETHER THEY NOTICE, WHETHER THEY WONDER.
YOU WOULD TIE THIS PIECE TO A PATTERN, AND THEN THIS WOULD BE HOW THE LESSON WOULD START AND THEY WOULD LAUNCH INTO AN ACTIVITY AND PROGRESSIVELY BUILD AND I THINK THIS ACTUALLY BUILT TO PROBABLY THE DISTRIBUTED PROPERTY, BUT IT WAS SCAFFOLDED IN A WAY THROUGH DISCUSSION AND INTERACTION WITH THE TEACHER.
THIS IS A QUOTE FROM A TEACHER.
I ASKED THEM, I DID NOT COLLECT EMAIL ADDRESSES.
IF THEY CHOSE TO GIVE ME THEIR NAME, THAT WAS FINE.
THEY DID APPRECIATE THAT THE THE ROUTINES BUILD THROUGHOUT THE CURRICULUM.
NOTICE SOME WONDER AS A ROUTINE THAT'S SET, THAT'LL HAPPEN FOR YEARS.
[NOISE] ONE OF THE CHALLENGES THAT TEACHERS HAVE HAD THAT THEY SPOKE ABOUT IS THAT THE STUDENTS DIDN'T HAVE THIS CURRICULUM BEFORE.
THEY'RE HAVING TO TEACH THEM THESE ROUTINES.
PACING HAS BEEN ONE OF THE STRUGGLES FOR THIS YEAR, WHICH WE ANTICIPATE IT.
BUT HOPEFULLY, NEXT YEAR, THE ROUTINES WILL BE UNDER THE KIDS' BELTS AND THINGS WILL GO MORE SMOOTHLY AS FAR AS TEACHING THE KIDS THE EXPECTATIONS FOR THE CLASSROOMS I GUESS.
>> MY QUESTION [NOISE] IS HOW LONG DO YOU PLAN TO USE THIS? BECAUSE QUITE OFTEN AND IT'S NOT JUST HERE, WON'T BLAME ANYBODY, GET A WHOLE NEW CURRICULUM GIVE IT A YEAR OR TWO.
IT DOESN'T PRODUCE MAGIC AND THEN YOU SWITCH IT.
YOU PUT THE TEACHERS THROUGH ALL THAT, YOU PUT THE STUDENTS THROUGH ALL THAT AND THIS PERSON, THEY HIT IT.
[00:35:02]
IT TAKES TIME AND YOU NEED TO GIVE IT TIME.>> I'LL TAKE THIS MOSTLY [OVERLAPPING] BECAUSE WE HAD THE SAME CONVERSATION.
WE TALKED ABOUT THE READING PROGRAM, WE'VE MADE THAT CHANGE AND WE TALKED ABOUT IT IN JULY, AND WE APPROVED THIS CURRICULUM.
WE'VE GOT TO GET OFF THE CYCLE OF CHANGING CURRICULA EVERY FEW YEARS.
WE ARE IN A RAPID CHANGE OF CURRICULUM RIGHT NOW BECAUSE WE HAVE OUR IN THIS COUNTY, WE CAN NEVER AFFORD TO DO LARGE-SCALE CURRICULUM CHANGE AT ONE TIME.
WE'VE GOT A WINDFALL, THE COVID MONEY COMING IN.
WE'RE TRYING TO DO AT ALL WHILE WE HAVE THAT MONEY BECAUSE WE KNOW IT'S GOING TO BE A WHILE BEFORE WE CAN AGAIN, WE TYPICALLY DO A GRADE LEVEL AT A TIME.
YOU'RE RIGHT. WE START ONE GRADE LEVEL AND AS WE GET UP, BY THE TIME WE GET THEM ALL IN, WE'RE CHANGING OUR SHOES AGAIN.
WE NEVER GIVE TIME AND WE HAVE THIS INITIATIVE FATIGUE, THIS CONSTANT SHIFT.
THAT IS A BIG REASON WHY WE PUT THE EFFORT INTO PILOTING THIS BEFORE WE JUMPED.
HOW WE PUT THE EFFORT INTO PILOTING AND THE SCIENCE OF READING CURRICULUM WE PUT IN PLACE IN ELEMENTARY BEFORE WE JUMPED.
I PUT THE EFFORT INTO PILOTING THE DRAWING A BLANK ON THE NEW ELA CURRICULUM WE PUT IN [OVERLAPPING].
>> WONDERS, IN MY PERSPECTIVE.
>> THANK YOU. MY PERSPECTIVES.
WE'VE TRIED TO PILOT ALL OF THOSE.
BEFORE LEAVING, ROB PILOTED AND MR. MARK HAD IMPLEMENTED AS MR. BLACKWELL BE CHANGED POSITIONS, BUT WE ARE TRYING TO BREAK THAT CYCLE.
ONE IS NOT PHYSICALLY SMART, BUT YOU NEVER SEE THE OUTCOMES BECAUSE IF WE TRULY WANT TO SEE CHANGE, I DON'T CARE WHICH CHANGE THEORY YOU LOOK AT, MINIMUM 3-5.
MINIMUM 3-5 BEFORE YOU START SEEING CHANGE.
[OVERLAPPING] IF WE TRULY LOOK AT BLUEPRINT, AS A BLUEPRINT ROLLS OUT, NOT TO TAKE US ON THAT, THE FIRST PLACES WE'RE GOING TO SEE IMPLEMENTATION OF BLUEPRINT IS IN THE EARLIEST GRADES.
A LOT OF THIS IS AT THE EARLIEST GRADES.
YOU WON'T SEE THE IMPACT OF WHAT HAPPENS THERE UNTIL BLUEPRINTS FINALLY FULLY BEING IMPLEMENTED AS THOSE KIDS WHO ARE GOING INTO PRE-K THROUGH PRE-K EXPANSION, FINALLY, GET THROUGH 12TH GRADE THAT WILL BE HELD TO THE STANDARD OF GETTING HIGH SCORES THEY'RE LIKE, NOW.
I GET THAT. BUT TRULY TO SEE THE IMPACT OF EVERY ONE OF THOSE THINGS WILL TAKE THAT MUCH TIME FOR THIS TO TAKE HOLD AND SEE THE IMPACT WE'LL GET BETTER EVERY YEAR, BUT WE'VE GOT TO GIVE IT AT LEAST FIVE.
>> THE IMPACT OF THAT PILOTING REALLY DOES.
WE STOPPED A PILOT IN READING [OVERLAPPING] OR AN ELA BECAUSE TEACHER SAID THIS IS AWFUL, WE DON'T LIKE IT. WE DON'T WANT IT.
WELL, THEN WHY ARE WE GOING TO CONTINUE IT FOR THE REST OF THIS YEAR? WE REALLY TAKE THE TEACHER INPUT INTO PRACTICE IN SAYING WHETHER IT IS SOMETHING THAT WE WANT TO MOVE FORWARD AND WHICH DOES MANY THINGS.
OBVIOUSLY, WE'RE ALWAYS LOOKING AT STUDENTS AND STUDENT ACHIEVEMENT.
BUT IT ALSO GIVES US THAT TEACHER BUY IN PEACE WHEN THEY HAVE, THEY KNOW THAT WHAT THEY ARE SAYING IS MAKING A DIFFERENCE.
BECAUSE IT IS GOING TO BE HERE FOR THE LONG TERM.
>> YEAH, WE'VE GOT THAT. [OVERLAPPING]
>> TO BE HONEST, I THINK THIS IS MY 13TH YEAR IN THIS ROLE, 12TH OR 13TH YEAR. I'VE LOST COUNT.
>> BUT WE'VE NEVER HAD AN ELEMENTARY MATH CURRICULUM, BUT WE'VE CREATED OUR OWN, AND WE ARE REQUIRED TO HAVE AN EVIDENCE-BASED CURRICULUM.
THIS DOES THINGS THAT WE CAN'T DO OURSELVES, LIKE THE PROFESSIONAL DEVELOPMENT SUPPORT AND SOME OF THE OTHER PIECES THAT ARE WITH US, SO I'M NOT CHANGING.
>> BUT NO, [LAUGHTER] I DON'T HAVE A PROBLEM WITH THIS.
>> I HAVE A PROBLEM WITH THE CONSTANT CHANGE.
YOU'RE THROWING OUT THE BABY WITH THE BATH WATER.
>> WELL, I DIDN'T HAVE A BABY OR A BATH.
[OVERLAPPING] I DO OF COURSE. I DON'T DISAGREE.
>> I THINK IT'S A GOOD QUESTION BECAUSE KEEP IN MIND WHENEVER WE BRING A CURRICULUM ADOPTION TO YOU, A GOOD FIRST QUESTION IS PROBABLY HOW LONG HAS IT BEEN SINCE WE CHANGED, AND IF WE'RE CHANGING BEFORE A GOOD IMPLEMENTATION PERIOD, WHAT'S THE WHY?
>> IF IT'S JUST BECAUSE, WE CHANGED BY [INAUDIBLE]
>> YOU'RE ON MULTIPLE. [LAUGHTER]
>> IT'S A LIFETIME [INAUDIBLE] [OVERLAPPING]
>> WE'RE HERE THEN WE SHOULD KNOW WHERE WE'RE AT.
>> WE SHOULDN'T BE CHANGING IN READING CURRICULUM OR MATH CURRICULUM ON ONE OF MY TIME.
>> I STILL SAY WE NEED TO CHANGE [INAUDIBLE].
>> WELL, I WAS IN A CLASSROOM TODAY.
>> THEY WERE WORKING ON MONEY.
>> BECAUSE I KNOW IT SOUNDS BASIC, BUT THAT'S JUST ME.
IF YOU DON'T HAVE THAT BASIC SKILL-
>> MS. PHILLIPS [OVERLAPPING].
[00:40:02]
>> IN SECOND GRADE THEY WERE RAMPING UP THEIR UNIT ON MONEY [LAUGHTER]
>> GET THE NEXT [OVERLAPPING] I ASKED TEACHERS, IS IT EASIER OR IS IT HARDER TO PLAN? IT'S TAKING THEM EITHER, THE MIDDLE GRAPHIC IS HOW MUCH TIME DO YOU SPEND COMPARED TO LAST YEAR? THE LIGHT GREEN IS ABOUT THE SAME AND THE DARK GREEN IS LESS TIME.
ABOUT 80% OF TEACHERS ARE EITHER THE SAME OR THEY'RE SPENDING LESS TIME.
WHAT THEY WERE SURPRISED AT IS THAT THEY'RE SPENDING THEIR TIME DIFFERENTLY.
THEY'RE GOING DEEPER INTO THE STANDARDS BECAUSE THE TEACHER PART THAT THEY WOULD HAVE SPENT TIME CREATING IS ALREADY DONE.
NOW THEY CAN LOOK AT STUDENT DATA.
THEY'RE SPENDING THEIR TIME DIFFERENTLY.
THEN, THE GUIDE IS EASY TO FOLLOW, 75% SAID YES, AND 22% SAID MAYBE, AND WITH THE DIFFERENCE THERE SAID NO.
THEN THAT'S A QUOTE FROM A TEACHER.
ONCE YOU FIGURE OUT THE DESIGN OF THE CURRICULUM, PLANNING IS EASY PART [LAUGHTER]
>> I LIKE THAT ALMOST 22% AREN'T SURE PROCEDURE TO FOLLOW IT OUT [LAUGHTER]
I MADE IT ANONYMOUS AND THAT THEY WOULD GIVE ME CANDID FEEDBACK.
THEN THAT'S ANOTHER QUOTE FROM A TEACHER.
I FEEL LIKE WHAT NEEDS TO BE TAUGHT IS TAUGHT.
ONE OF THE THINGS I HEAR FROM THAT, AND THAT'S AN EXAMPLE OF BALANCING RIGOR.
THEN THIS IS FROM THE TEACHER PLANNING MATERIALS I TOOK AN EXCERPT THAT INSTEAD OF TYING THE NEW MATH, THE AREA MODEL TO THE STANDARD ALGORITHM, SO THAT IT LOOKS MORE LIKE WHAT TRADITIONAL MATH CLASSROOM MIGHT LOOK LIKE.
THE GRAY BOXES ARE SOMETHING I SAID ABOUT 72,000 TIMES IN PD.
THE GRAY BOXES REFERRED TO A GRAY BOX THAT'S IN THE TEACHER'S GUIDE THAT EXPLAINS WHY YOU'RE DOING WHAT YOU'RE DOING.
TEACHERS WE'RE SKIPPING OVER THAT AND THEY WEREN'T GETTING THE GIST OF WHAT THEY WERE DOING.
ONCE THEY STARTED READING THE GRAY BOXES, THINGS STARTED MAKING A LOT MORE SENSE TO THEM.
>> THEN ONE EXAMPLE,123 TIMES 23.
YOU HAVE THE NINE AND THEN THE 60 OVER THERE, AND THEN THE FREE COUNTRY OVER THERE.
THEY LEARNED THE PLACEMENT, AND IS THERE AT SOME POINT THAT THEY CAN JUST DO IT THE OLD WAY WHERE YOU JUST PUT THE [INAUDIBLE]
>> I WOULD SAY THE MIDDLE ONE IS THE OLD WAY.
OR YOU MEAN WHERE IT WOULD BE TRUNCATED? [OVERLAPPING]
>> WHAT ENDS UP HAPPENING, THE KIDS SEE IT WITH THE AREA MODEL, THE ONE THAT'S ALL THE WAY TO THE LEFT.
THEN WE SHOWED THEM THIS AN EXPANDED FORM AND THEY COME TO THEIR OWN UNDERSTANDING OF A STANDARD ALGORITHM.
THEY'LL COME TO IT WITHOUT A TEACHER HAVING TO GIVE THEM THAT WROTE.
PUT DOWN THE THREE CARRY THE ONE, THEY DON'T HAVE TO GO THROUGH THAT BECAUSE THEY UNDERSTAND PLACE VALUE.
FOR SOME STUDENTS, LEARNING THAT ROPE, MECHANICAL WAY OF DOING LONG DIVISION OR MULTIPLICATION IS FINE.
BUT FOR STUDENTS WITH DISABILITIES THAT HAVE SHORT-TERM MEMORY CHALLENGES, ONE MORE THING TO REMEMBER IS NOT EASY.
>> I CAN SEE HOW IT'D BE GOOD FOR SOME STUDENTS, BUT I COULD SEE HOW IT CAN BE COMPLICATED FOR OTHERS.
>> THAT WOULD BE A TRANSITION.
EVENTUALLY YOU WOULD TRANSITION TO SOMETHING THAT WOULD BE SHORTER.
>> THIS IS A QUOTE FROM A TEACHER.
ONE OF THE NICE THINGS, 50% OF THE MCAP ASSESSMENT IS REASONING AND MODELING.
THIS MIGHT BE A WAY TO ASSESS WHETHER OR NOT THE STUDENT UNDERSTOOD THAT STANDARD ALGORITHM.
YOU'LL NOTICE THAT THEY DON'T HAVE ALL THE INTERIM STEPS IN THIS ONE.
YOU WOULD COMPARE THESE TWO STUDENTS WORK AND THEN MAKE A CLAIM, WHO DO YOU AGREE WITH?
[00:45:03]
THEN EXPLAIN YOUR RATIONALE FOR WHICH STUDENT HAD THE CORRECT ANSWER.IT'S MORE THAN JUST FIND THE ANSWER.
IT'S FIND THE ERROR IN SOMEONE ELSE'S CALCULATIONS, WHICH REQUIRES A HIGHER LEVEL OF COGNITIVE DEMAND.
>> HE REALLY FINDING OUT THEY KNOW IT.
>> IT SHOWS YOU ABOUT IMPORTANT DECIMALS.
>> AND THAT WOULD BE WHY YOU WRITE IT DOWN.
>> [OVERLAPPING] I THINK IT'S PHYSICAL EXAMPLE WHEN PEOPLE LEARNED THAT [LAUGHTER].
THIS ONE DOESN'T COST AS MUCH.
>> THEN THE NEXT SLIDE, AND THIS IS PROBABLY DIFFICULT FOR YOU TO SEE THE STUDENT WORK, BUT THIS IS FROM ONE OF OUR 3RD GRADE TEACHERS.
SHE EMAILED ME SEVERAL TIMES THROUGH THE YEAR, WHEN THE KIDS WOULD HAVE AN AHA.
BUT THE WORK ON THE RIGHT IS FROM AN EL STUDENT WHO WAS SO EXCITED.
IF YOU CAN SEE ABOVE THE SMILEY FACE.
YOU CAN SEE TWO VERY DIFFERENT APPROACHES TO THE SAME PROBLEM.
THEY'RE MINIMAL, BUT THEY GIVE THE STUDENTS AN ENTRY POINT.
YOU SEE TWO VERY DIFFERENT APPROACHES TO SOLVING IT.
THE STUDENT ON THE RIGHT IS AN EL STUDENT AND SHE WAS SUPER PROUD BECAUSE SHE DID THIS ON HER OWN.
I HAVEN'T HAD ANY NORMAL [NOISE].
I HAVEN'T HAD ANY UNHAPPY TIERS YET THIS YEAR.
FEEDBACK FROM TEACHERS IS PREDOMINANTLY VERY POSITIVE.
ONE OF THE THINGS THAT COMES WITH THAT THE PROFESSIONAL DEVELOPMENT TEAM INSTRUCTOR AT THE WASHINGTON MATH HAS PUT TOGETHER AS A REFLECTION TOOL.
THERE ARE THREE LAYERS TO THAT TOOL.
THE SCHOOL OR DISTRICT, THE TEAM AND THEN THE CLASSROOM IMPLEMENTATION LEVEL.
THEY CALL IT SCHOOL, BUT MANY OF THE ACTIONS, BECAUSE WE ARE A SMALL DISTRICT LOOK LIKE WHAT, WE DO IT OUR DISTRICT LEVEL, AND FOR PLANNING PROFESSIONAL DEVELOPMENT.
MUCH OF WHAT'S IN THE GUIDANCE IN SECTION A HAS LED MY WORK AND MY CHOOSING PROFESSIONAL DEVELOPMENT SESSIONS FOR TEACHERS.
SECTION C IS WHAT I USED TO GO THROUGH AND DO SOME CLASSROOM WALKTHROUGHS.
JUST NON-EVALUATIVE, I WENT WITH A TEACHER SPECIALISTS FOCUSED ON HOW TEACHERS WERE USING THE CURRICULUM RESOURCES, HOW THEY WERE FACILITATING THE LESSONS AND THEN WHAT THE BEHAVIORS WERE FOR THE STUDENTS.
THE TOP ROW ARE OUR DESCRIPTIONS OF THE TEACHER BEHAVIORS AND THEN THE BOTTOM ROW ARE DESCRIPTIONS OF STUDENT BEHAVIORS.
I SHOULD SAY, TEACHER PRACTICES.
ABOUT 80% OF OUR TEACHERS THAT I SURVEYED RATED THEMSELVES BETWEEN EXPERIMENTING AND IMPLEMENTING.
I WOULD SAY MY WALKTHROUGHS CONFIRMED THAT.
THAT'S ABOUT WHERE I PUT TEACHERS.
THERE WERE 12 DIFFERENT INDICATORS.
NOT EVERYONE'S IMPLEMENTING IT, EVERYONE, BUT WE DEFINITELY HAD A GOOD RANGE WITH A LOT OF EXPERIMENTING AND IMPLEMENTING.
EVERYONE IS DOING THEIR BEST TO DO IT.
I'D SAY OUR STUDENT LEARNING BEHAVIORS ARE STILL AT THE RECEIVING END BETWEEN RECEIVING AND REACTING, ALTHOUGH I HAVE HAD SOME REALLY WONDERFUL EXPERIENCES WALKING IN CLASSROOMS AND THAT GIVES YOU GOOSEBUMPS.
THE KIDS ENGAGED IN LEARNING TASKS THAT ARE IN THEIR DISCUSSIONS OR THEY'RE JUST OFF THE CHARTS
[00:50:02]
WHEN THE CURRICULUM HAS DONE REALLY WELL.TEACHERS ARE REPORTING THAT THE CURRICULUM IT'S CHALLENGING.
WE HAVE HIGH EXPECTATIONS FOR OUR STUDENTS.
SOME OF THE SUCCESSES THIS YEAR THAT THEY ARE DEFINITELY TEACHERS ARE IMPLEMENTING IT WITH INTEGRITY.
THEY'RE DOING THEIR BEST TO DO IT AS IT'S WRITTEN.
THEY'VE MADE SOME CHANGES, OF COURSE, FOR EXAMPLE, OUR KINDERGARTEN TEACHERS REALLY ARE FANS OF THE CENTERS.
WE'VE HAD SOME NEGOTIATIONS ABOUT CENTERS, BUT WE'RE WORKING THOSE THINGS OUT.
THEY ARE TALKING TO ONE ANOTHER AGAIN, WHICH HAS BEEN SO REFRESHING FOR US AFTER TRYING TO TEACH THEM FROM A SCREEN.
WHEN YOU SEE IT HAPPEN, IT JUST IT GIVES YOU GOOSEBUMPS.
THE OTHER THING THAT'S REALLY SUCCESSFUL.
ONE OF THE THINGS THAT I REALLY LOVE ABOUT THE CURRICULUM IS THAT IT CALLS OUT INDEPENDENT WORK TIME, PARTNER WORK TIME, RUBE WORK TIME, BUT IT CALLS OUT INDEPENDENT WORK TIME.
I'M SEEING SOME TEACHERS JUST LETTING KIDS WORK AND PRACTICE THE MATH.
I ALSO PUT THAT ON THE CHALLENGE SIDE, ALLOWING INDEPENDENT WORK.
TEACHERS TAUGHT TO A BLANK SCREEN FOR A YEAR AND THEN THEY TAUGHT THAT HYBRID THING.
SO THEY'RE USED TO FILLING THE AIR, AND IT REQUIRES A LITTLE BIT OF A RESET TO LET THE KIDS WORK INDEPENDENTLY, BECAUSE SOMETIMES THE KIDS ARE WAITING THE TEACHERS OUT.
THEY'RE WAITING TO PUT ANYTHING ON PAPER UNTIL THE TEACHER GIVES THEM THE QUEUE THAT IT'S OKAY TO WRITE THAT DOWN.
IT'S A LEARNING CONTINUUM FOR THE TEACHERS.
SOME OF THE CHALLENGES HAVE BEEN THAT PRODUCTIVE STRUGGLE, ALLOWING IT ON ONE HAND AND THEN WAITING IT OUT ON THE BEHALF OF THE KIDS, BECAUSE THE KIDS ARE, THEY HAVE GOOD WAIT TIME TOO.
PASTING HAS BEEN A BIT OF A STRUGGLE.
THE TEACHERS, SOMETIMES THEY'RE OVER TEACHING A LITTLE BIT BECAUSE IT IS A PROBLEM-BASED CURRICULUM.
THEY'RE USED TO EXPLAINING THINGS, HOW TO SCAFFOLD LESSONS WITHOUT GIVING AWAY THE LEARNING.
THAT'S SOMETHING THAT WE WILL SUPPORT TEACHERS WITH IMPROFESSIONAL DEVELOPMENT.
PROBABLY OUR BIGGEST CHALLENGE THIS YEAR IS THAT MIDDLE CIRCLE OF THAT IMPLEMENTATION, THE TEAM TIME.
WE HAVE VERY LIMITED COLLABORATION TIME WITH TEACHERS.
WE ONLY HAD ABOUT FIVE HOURS THIS WHOLE YEAR WHERE WE COULD TALK TO TEACHERS AS A GROUP BECAUSE WE DIDN'T HAVE SCHOOL-BASED PLANNING TIME.
THERE'S CONDUCTOR STRUGGLING AND FREAK OUT STRUGGLING.
>> OH, YES, SO THERE'S DEFINITELY A DIFFERENCE.
>> YOU SEE THE FREE OUT STRUGGLING IS OKAY FOR THE TEACHER TO GO AND HELP HIS STUDENTS. CORRECT.
>> YEAH, AND WHAT'S REALLY NICE IN THE CURRICULUM, IT'LL GIVE YOU COMMON MISCONCEPTIONS.
IF I SEE AN ERROR ON YOUR PAPER, ONE I CAN ANTICIPATE WHAT MISTAKES THE KIDS ARE GOING TO MAKE.
THAT'LL GIVE ME LIKE A COACHING QUESTION TO PROMPT THE STUDENTS THINKING, HAVE YOU CONSIDERED USING YOUR ANCHOR CHART TO HELP YOU WITH THIS OR PUTTING THEM IN THE DIRECTION OF A RESOURCE OR HEY, LOOK AT NUMBER 1, THAT PROBLEM IS VERY SIMILAR TO THIS PROBLEM THAT WE'RE DOING NOW? REMEMBER WE LOOKED AT HOW THESE TWO PROBLEMS WERE SIMILAR.
IT GIVES THE TEACHERS SOME COACHING QUESTIONS, WHICH I THINK IS REALLY NICE BECAUSE THAT WAS DEFINITELY A POINT OF CONTENTION FOR TEACHERS, BUT I'M NOT ALLOWED TO HELP KIDS, NO, THAT'S NOT TRUE.
BUT YOU DON'T WANT TO GET THE LEARNING AWAY THE SAME.
I DON'T WANT TO TAKE YOUR PENCIL AWAY FROM YOU AND SHOW YOU HOW TO DO IT.
I WANT TO COACH YOU THROUGH THE MATH.
IT DOES HELP TEACHERS WITH THAT.
IN THAT WAY THEY'RE DEFINITELY ALLOWED TO HELP STUDENTS AND IT ACTUALLY SUPPORTS THEM IN THAT.
THEN THE SECOND OBJECTIVE THAT I JUST WANTED TO TOUCH ON WAS THE OBJECTIVE 2 WITH THE COMPREHENSIVE SYSTEM OF ASSESSMENTS, THAT SECOND OBJECTIVE FOR GOAL 1.
GO AHEAD RECHEL. WITHIN THE CURRICULUM, THERE ARE ASSESSMENT OPPORTUNITIES INTEGRATED IN THERE.
[00:55:06]
THEY HAVE PRE-UNIT PRACTICE PROBLEMS. WE USE THOSE FOR PRE-ASSESSMENT SINCE TEACHERS CAN ANTICIPATE BEFORE THEY START THE UNIT WHERE THE STUDENTS ARE GOING TO STRUGGLE AND THEY CAN BUILD IN SCAFFOLDING FOR THAT.IT LETS THEM WITHIN A LESSON ITSELF, IT'LL TELL THE TEACHER WHAT TARGET SKILLS THEIR STUDENTS NEED TO BE ABLE TO BE SUCCESSFUL IN THAT UNIT, EITHER WITHIN THAT GRADE LEVEL OR FROM PREVIOUS GRADE LEVELS.
IT LETS THE TEACHERS KNOW HOW TO SCAFFOLD.
DURING THE LESSON, THE CURRICULUM WILL GIVE THE TEACHER SUGGESTED QUESTIONS FOR HOW TO ELICIT ANSWERS FROM STUDENTS TO PROBE THEIR THINKING, TO GET THEM TO THE LEARNING THAT THEY WANT THEM TO DISCOVER.
IT'S LIKE A GUIDED, IT'S NOT FREE FALL.
THE COOLDOWNS, THOSE ARE THOSE END-OF-LESSON CHECKPOINTS WHERE THE TEACHER WOULD ASK THE STUDENTS ONE OR TWO QUESTIONS THAT THEY USE TO GAUGE WHAT NEEDS TO HAPPEN IN THE NEXT LESSON, AND THEN WITHIN THE LESSON THERE ARE ALSO PRACTICE PROBLEMS. THEN AFTER THE LEARNING, THEY HAVE SECTION CHECKPOINTS.
MOST OF THE GRADE LEVELS HAVE EIGHT OR NINE UNITS AND THEN WITHIN THAT UNIT THERE'S 2-3 SECTIONS, CHUNKS OF LEARNING.
HALFWAY THROUGH THEY'LL DO 2/3 OR 1/3,1/3,1/3, DEPENDING ON THE GRADE LEVEL, THEY'LL DO A CHECKPOINT.
THEY'LL DO WHAT WE WOULD CALL A QUIZ.
LET'S JUST CHECK FOR UNDERSTANDING FOR THIS CHUNK OF LEARNING.
THE TEACHERS CAN USE THOSE EITHER FORMATIVELY SO THEY CAN USE THEM TO PULL KIDS BACK AND SAY, I NEED TO RETEACH THIS OR THEY CAN ASSIGN A GRADE AND MOVE ON.
THOSE ARE ESPECIALLY IN THE YOUNGER GRADES.
THEY ARE OBSERVATIONAL CHECKLISTS, THINGS THAT I WOULD LOOK FOR IN THE STUDENTS.
FOR EXAMPLE, IN KINDERGARTEN, I'M GOING TO LOOK FOR HOW THE STUDENT IS COUNTING.
CAN THEY COUNT THAT ONE-TO-ONE CORRESPONDENCE? DID THEY JUST RECOGNIZE? CAN THEY SUBITIZE? CAN THEY SAY, OKAY, THAT'S FIVE.
THOSE MONITORING CHECKLISTS ARE BUILT-IN WITHIN THE LESSON AND THEN THERE ARE END OF UNIT ASSESSMENTS.
THE PLAN FOR NEXT YEAR WOULD BE TO PUT THOSE END-OF-UNIT ASSESSMENTS AND THOSE MONITORING SHEETS INTO PERFORMANCE MATTERS SO THAT WE HAVE SOME DISTRICT-WIDE DATA FOR PRINCIPLES TO BE ABLE TO COMPARE IMPLEMENTATION FROM SCHOOL TO SCHOOL.
WE ARE USING THOSE ASSESSMENTS NOW, WE ARE JUST NOT GATHERING THOSE DATA IN PERFORMANCE MATTERS YET. YOU GO BACK ONE.
I'VE PUT THIS IN HERE, I KNOW YOU GUYS ALREADY HEARD FROM MR. JULIUS ABOUT OUR MCAP OR OUR IREADY SCORES.
WHEN I LOOK AT HERE, THIS IS WINTER TO THE WINTER, I'M LOOKING AT THE PERCENTAGE OF GREEN.
I WANT MY GREEN TO BE GETTING BIGGER.
DEFINITELY, IN FOURTH AND FIFTH GRADE, I'M REALLY HAPPY WITH HOW MANY STUDENTS WE'VE MOVED FROM ONE YEAR TO THE NEXT, HOW MUCH GREATER THE PERCENTAGE IS IN GREEN.
YOU'LL SEE, ONE OF MY BIGGEST CONCERNS WAS THAT FIRST-GRADE COHORT THAT ARE NOW IN SECOND GRADE.
THAT SECOND-GRADE GROUP NOW IS VERY HEAVILY HIT BY COVID ENCLOSURE.
THEY'RE STILL STRUGGLING, BUT THEY'RE DEFINITELY ON OUR RADAR.
OUR KINDERGARTEN TEACHERS HAVE GIVEN ME SOME REALLY WONDERFUL FEEDBACK ABOUT THE PROGRAM AND I CAN SEE THAT IN THEIR DATA.
THAT MCAP PROFICIENCY THAT WAS BASED ON A LINKING STUDY THAT IREADY DID.
FOR EXAMPLE, 37% FOR THIRD GRADE, THAT WAS THE PERCENT OUR DISTRICT HAD PROFICIENT WITH OUR SPRING 21 DATA AND WE HAD 25% OF STUDENTS AT OR ABOVE GRADE LEVEL AT WINTER.
I ANTICIPATE, I KNOCK ON WOOD [NOISE], THAT WE WILL EXCEED THOSE NUMBERS IN OUR SPRING 23 ADMINISTRATION.
[01:00:01]
THEN THE NEXT SLIDE IS THE SAME DATA FOR MIDDLE SCHOOL.THAT'S ALL I HAVE FOR YOU. ANY OTHER QUESTIONS?
>> QUESTIONS, COMMENTS? SOMETHING YOU WERE SAYING ABOUT TEACHING TO THAT SCREENING AND ALL OF WHAT COVID DID NOT ONLY ON TEACHERS OF COURSE THERE'S STUDENTS.
BUT IT'S ALL THOSE LIMITATIONS TO THEM, THE EFFECTS OF IT.
FOR EVERYBODY COMING BACK NOW AND GETTING TO A PROGRAM LIKE THIS, IT HAS GOT TO BE A PLUS.
EVEN IF THEY SAID, I'VE GOT TO LEARN THIS WHOLE NEW THING BUT IT'S LIKE THE PROS AND CONS OF IT WHATEVER THEY MIGHT BE.
IT'S LIKE A CORNER TURN, A FRESH START THAT MOVE ON FROM THAT WRETCHED COVID EXPERIENCE.
HERE'S SOMETHING WE CAN REALLY EMBRACE, ESPECIALLY AS DONALD POINTED OUT SO WELL.
THEN DO THAT FOR ONE, I LIKED THE ASSESSMENT [OVERLAPPING].
>> WE CAN'T DO THAT. WE JUST DON'T HAVE THE MANPOWER TO DO THAT.
>> THEY HAVE THE ABILITY TO DO THAT, BUT JUST GIVE YOU THAT FEEDBACK.
>> ONE OF THE BEST THINGS ABOUT IT IS THAT IT LETS OUR TEACHERS FREE UP THEIR TIME TO PLAN FOR CLOSING THE LEARNING GAPS AND NOT HAVE TO PLAN THAT CORE INSTRUCTION BECAUSE THEIR PLATES ARE QUITE FULL.
THEY CAN NOT PLAN THIS LEVEL OF INSTRUCTION EVERY DAY AND PLAN FOR REMEDIATION AND INTERVENTION AND ASSESSMENT.
HOPEFULLY, TEACHERS FEEL THAT WAY TOO.
IT TAKES ONE THING OFF THEIR PLATE AND DOES IT WELL.
>> THANK YOU SO MUCH. [NOISE].
[3.03 FY24 Budget Summary]
>> OUR LAST ITEM FOR TONIGHT IS UPDATED BUDGET SUMMARY.
>> AT LEAST YOU DID TO FOLLOW UP.
>> AWARD-WINNING WRESTLER [LAUGHTER].
>> AARON WILL WALK US THROUGH THE UPDATES WHICH ARE HIGHLIGHTED IN YELLOW BASED OFF OF REFRESHED INFORMATION.
AS THE BOARD IS AWARE OF MR. BLUE JACKET, YOUR FIRST FORAY THROUGH THIS.
BUT I KNOW YOU'RE NOT NEW TO THE BUDGETING WORLD.
AS COST INFORMATION COMES IN, ADJUSTMENTS DO HAPPEN AND WE CONTINUE TO REFINE THAT AS NEW THINGS COME IN, AS CONTRACTS COMING UP FOR RENEWAL IN UPCOMING YEARS, OR WE GET ADDITIONAL INFORMATION LIKE THE FIRST ITEM, SOMETHING THAT CAME THROUGH LEGISLATION THAT WE WERE PLEASANTLY SURPRISED.
I'LL LET AARON WALK THROUGH EVERYTHING.
>> GOOD EVENING, PRESIDENT BARTON. MEMBERS OF THE BOARD.
YOU HAVE BEFORE YOU THE MOST RECENT VERSION OF THE BUDGET SUMMARY.
WE WERE HOPING THAT SINCE THE LEGISLATIVE SESSION HAD ENDED THAT WE WOULD HAVE UPDATED MOE AND STATE AID NUMBERS AT THIS POINT.
MSDE IS WAITING ON THOSE FIGURES TO BE APPROVED BY THE DEPARTMENT OF LEGISLATIVE SERVICES.
AS YOU KNOW, SEVERAL YEARS AGO, THERE WAS A MISCOMMUNICATION AND THEY RELEASED INCORRECT NUMBER.
NOW THEY'RE VERY CAUTIOUS NOT TO RELEASE THEM UNTIL THEY GET THE STAMP OF APPROVAL FROM DLS.
WE ARE BEING TOLD THAT HOPEFULLY, WE'LL HAVE NUMBERS AT THE END OF THE WEEK.
HOPEFULLY, BY THE TIME NEXT MONTH BOARD MEETING GETS HERE, WE WILL HAVE THE FINAL NUMBERS TO SHARE WITH YOU.
WE DID FORTUNATELY RECEIVE SOME EXTRA REVENUE THAT WE WEREN'T EXPECTING.
THEY ADDED $2 MILLION TO THE BUDGET STATEWIDE TO COVER THE COST OF A BLUEPRINT COORDINATOR.
THIS COMES TO $83,333 PER LEA.
WE'RE GETTING THAT ADDITIONAL REVENUE.
NOW, INTERESTINGLY ENOUGH, THIS IS AN UNFUNDED MANDATE FROM TWO YEARS AGO.
TWO YEARS AGO WE HAD TO HIRE A BLUEPRINT COORDINATOR.
AT THE TIME WE USED A CONSULTANT AND THEN IN THE CURRENT YEAR'S BUDGET, THAT'S A DUTY THAT GOT ROLLED INTO THE ASSISTANT SUPERINTENDENT SCROLL.
THIS IS ACTUALLY ADDITIONAL REVENUE FOR US BECAUSE WE ALREADY HAVE THIS BUILT INTO OUR BUDGET.
THEY'RE TWO YEARS BEHIND COMING UP WITH THE MONEY.
>> WHERE DOES THAT NUMBER COME FROM? [LAUGHTER]. DISTRIBUTORS SAID, YEAH SO THIS COUNTY GET $800,000.
>> THEY COULD HAVE, BUT THEY JUST ALLOCATED TWO MILLION AND DIVIDE IT BY 24.
[01:05:02]
>> ACTUALLY, I'M NOT SURE IF YOU AND MR. JACK WERE ON THE BOARD AT THE TIME.
BUT WHEN THE STATE PASSED A BILL A FEW YEARS BACK THAT INCLUDED ADDING MENTAL HEALTH COORDINATORS TO SCHOOL SYSTEMS IT WAS $83,333 IS WHAT THE DOLLAR AMOUNT WAS THAT EVERY SCHOOL SYSTEM [OVERLAPPING].
>> LITERALLY THEY DID THE SAME EXACT THING.
I THINK THEY JUST BROAD STROKE HERE AND HEY, THAT'S THEIR $2 MILLION AT IT AND THIS IS WHAT IT WILL BE FOR EACH.
>> BLUEPRINT COORDINATOR, MENTAL HEALTH COORDINATOR, IT'S THE SAME THING.
>> SCHOOL SAFETY I THINK WAS ONE TOO AT THE TIME.
>> LIKE I SAID, THEY'RE TWO YEARS BEHIND BECAUSE IT WAS AN UNFUNDED MANDATE TWO YEARS AGO.
>> WE WERE NOT EXPECTING IT, WE GOT WIND THAT IT HAD BEEN PROPOSED, BUT WE DIDN'T KNOW THAT.
AS ALWAYS, I'M GOING THROUGH THE BUDGET WITH A FINE TOOTH COMB, ALWAYS LOOKING FOR AREAS WHERE WE CAN IDENTIFY SAVINGS.
BECAUSE EVERY LITTLE BIT OF SAVINGS HELPS AND WE ACTUALLY HAVE AN APPLE COMPUTER.
THEY CALL IT A LEASE, IT WAS FINANCING THAT.
IT HAS BEEN PAID IN FULL AT THIS POINT IN TIME.
THIS LEASE PAYMENT OR FINANCING WAS USED TO PURCHASE STUDENT DEVICES, YOUR LAPTOPS, YOUR IPADS, WHICH IN NEXT YEAR'S BUDGET, ALL OF THE ANY ADDITIONAL DEVICES THAT WE PURCHASE ARE GOING TO COME OUT OF ART.
THIS IS MONEY THAT CAN AT THIS POINT IN TIME COME OUT OF THAT BUDGET AND BE REALLOCATED.
THE NEXT UP ARE THE COST TO MEET, THE $15 MINIMUM WAGE REQUIREMENT.
THIS IS SOMETHING THAT TAKES EFFECT JULY OR JANUARY 1ST, 2024.
ORIGINALLY, MINIMUM WAGE WAS SUPPOSED TO GO UP TO $14, BUT THEY'VE NOW ACCELERATED THIS AND IT IS GOING UP TO $15.
IF NO CHANGES WERE MADE VIA NEGOTIATIONS IT CURRENTLY IMPACTS THE FIRST THREE INCREMENTS ON LANE A OF OUR SUPPORT SERVICES HOURLY SCALE.
THEY ARE ALL UNDER THE $15 MINIMUM WAGE CURRENTLY.
THIS IS YOUR BUS ASSISTANTS, YOUR CAFETERIA WORKERS, HEALTH ROOM ASSISTANT.
IT'S ALSO SOME OF OUR PART-TIME SUBSTITUTES SUCH AS OUR NON-DEGREE TEACHER SUBS, SUBSTITUTE BUS ASSISTANTS, SUBSTITUTE CUSTODIANS, FOOD SERVICE, AND OUR PRE-K TUTORS.
THAT'S THE GROUP THAT IT IMPACTS.
I ESTIMATE THE COST TO BE AROUND $52,400.
THIS IS JUST AN ESTIMATE BECAUSE WITH NEGOTIATIONS, SOME OF THOSE GROUPS MAY RISE ABOVE THE $50, SO IT MAY NOT IMPACT AS MANY EMPLOYEES AS MY CURRENT ESTIMATE IS SHOWING.
ALSO THIS TIME A YEAR, AS I MENTIONED BEFORE, WE ALWAYS START TO RECEIVE COST OF DOING BUSINESS INCREASES.
THE ONES THAT CAME ACROSS MY DESK THE PAST COUPLE OF WEEKS AFTER THE LAST VERSION THAT YOU SAW ARE THE MID-SHORE SP ED CONSORTIUM RATE INCREASE, WE HAVE NO CONTROL OVER THIS.
THEY BASICALLY TELL US, HEY, THIS IS WHAT YOU HAVE TO PAY NEXT YEAR FOR THE SPECIAL ED CONSORTIUM.
>> WE'RE IN A CONSORTIUM WITH, IT'S US, TALBOT COUNTY, DORCHESTER COUNTY, AND QUEEN ANNE'S COUNTY.
CAN'T USE TO BE IN AND THEY'RE, NOT ANYMORE.
THERE ARE SOME SERVICES THAT WE HAVE TO PROVIDE FOR SPECIAL EDUCATION STUDENTS THAT IT'S NOT ADVANTAGEOUS FOR US TO TRY TO HIRE A ROOM OF PEOPLE BECAUSE THE SERVICES ARE VERY LIMITED, COULD BE A VISION TEACHER, OCCUPATIONAL THERAPISTS, PHYSICAL THERAPISTS.
WE BASICALLY WALK PURCHASED TOGETHER IN A CONSORTIUM.
THEY'RE HIRED ACTUALLY YOU TOLD THE COUNTY IS WHO THEY'RE HIRING THROUGH AS CONSORTIUM EMPLOYEES AND THEN THEY PROVIDE THOSE SERVICES.
THE CONSORTIUM PART OF THIS RATE INCREASES ALSO, THE CONSORTIUM IS TAKING ON TO THE RESPONSIBILITY OF BILINGUAL SERVICE PROVIDERS IN SOME OF THE AREAS.
RIGHT NOW, EACH COUNTY HAS TO EAT THE COST FOR BILINGUAL ASSESSMENTS, AND THEY CAN BE VERY PRICEY.
WE'RE BULK AGAIN, DOING ALL OF OUR MONEY TOGETHER TO TRY TO GET A CHEAPER OUT.
CHEAPER WAY OF DOING BUSINESS BY ALL OF US WORKING TOGETHER, SHARING THE BURDEN.
IT'S LIKE THE OT PT ENVISIONED.
IT IS NOT ONE YOU USE ALL THE TIME, BUT WHEN YOU DO IT'S COSTLY.
IF WE CAN ALLOCATE IN A BETTER WAY, IT CAN HELP US IN THAT REGARD.
THAT'S WHERE SOME OF THE RATE INCREASES ARE COMING ASSOCIATED WITH THAT AS WELL.
SPECIAL EDUCATION CONSORTIUM, I'LL BE HONEST, IT'S ONE OF THOSE THAT I'M GLAD THE FOUR COUNTIES STILL STICK TOGETHER TO DO IT.
BECAUSE AGAIN, IT'S ALSO A SHORTAGE OF THOSE STAFF IN THE MARKETPLACE.
WE'RE ALL NOT HAVING TO FIGHT OVER RESOURCES TO FIND SOMEBODY TO PROVIDE THOSE
[01:10:03]
ON A PART-TIME BASIS. IT DEFINITELY HELPS.>> WE ALSO RECEIVED THE RATE RENEWAL FOR OUR ALTERNATIVE PROGRAM, WHICH IS THE PATHWAYS PROGRAM SO THAT'S THE ACTUAL FALSE FOR NEXT YEAR, WE NEED TO INCREASE IT BY $6,100.
I WILL SAY THAT I'M HOPEFUL THE NEXT TIME YOU SEE THIS.
HOPEFULLY FINGERS CROSSED THAT THE HEALTH INSURANCE RATE INCREASE WILL GO DOWN.
OUR CONSULTANT, BOLTON DETERMINES WHAT OUR RATE INCREASE NEEDS TO BE FOR NEXT YEAR, AND THEY ALWAYS BUDGET CONSERVATIVELY TO BEGIN WITH SO I'M HOPING THAT THAT'LL DROP DOWN SO WE'LL HAVE SOME SAVINGS THERE ON THE NEXT VERSION THAT YOU SEE AND THAT ACTUAL FINAL NUMBER IS SUPPOSED TO COME IN NEXT WEEK, SO WE WILL HAVE THAT VERY SOON.
WITH ALL OF THESE CHANGES THAT WE'VE JUST DISCUSSED, THE INCREASE IN REVENUE, THE SAVINGS FROM THE APPLE COMPUTER THAT'S COMING OFF THE BOOKS.
THE $15 MINIMUM WAGE, THE COST OF DOING BUSINESS INCREASES.
INTERESTINGLY ENOUGH, WHEN YOU NET ALL OF THOSE, WE'RE ABLE TO ADD $6,994 TO THE PLACEHOLDER FOR A NEGOTIATED SALARY AND BENEFIT ENHANCEMENTS.
ALTHOUGH IT'S SMALL, WE WERE ABLE TO ADD SOMETHING TO IT.
HOPEFULLY, HEALTH INSURANCE WILL GO DOWN AND WE CAN ADD EVEN MORE TO THAT LINE ITEM.
BUT THAT IS WHERE WE CURRENTLY STAND AT THIS POINT IN TIME.
AS YOU KNOW, WE STILL HAVE A COUPLE OF MONTHS TO GO, SO PLENTY OF TIME, PLENTY OF THINGS CAN CHANGE BETWEEN NOW AND THEN.
I DON'T ANTICIPATE THAT THE REVENUE WILL CHANGE DRASTICALLY, BUT THERE COULD BE CHANGES TO THE COST OF DOING BUSINESS AND HOPEFULLY HEALTH INSURANCE WILL GO DOWN.
>> QUESTION ABOUT THE MINIMUM WAGE INCREASE REQUIREMENTS.
OBVIOUSLY, A MANDATE YOU GOT NO CHOICE.
YOU'D HAVE TO FIND THAT DOLLAR AMOUNT RIGHT THERE.
WHERE DID THAT MONEY COME FROM? YOU MEAN HOW DOES SHE ARRIVE AT HER ESTIMATE?
>> WELL NOT JUST THE ESTIMATE IT BUT YOU SAW THAT COMPITUDE HAVE A NUMBER THERE.
BUT THAT NUMBER WASN'T THERE LAST YEAR.
SOMETHING HAD TO BE REDUCED OR MAYBE YOU JUST TAKE IT OUT OF ADDITIONAL REVENUE.
>> THAT'S WHAT HAPPENED. IT CAME OUT OF ACTUALLY THAT ADDITIONAL REVENUE THAT WE ADDED.
>> ADD 833343 PLUS THE APPLE, LEASE COMING UP.
>> UP THERE IN THE REST OF THE WORLD, SOMEBODY WHO HAS TO DEAL WITH A MINIMUM WAGE INCREASE, A BUSINESS PERSON.
THEY HAVE ALL KINDS OF OPTIONS HERE.
THEY CAN RAISE THEIR PRICES, THEY CAN CUT SOME OF THEIR EMPLOYEES.
I MEAN THEY'RE GOING TO FIND A WAY TO GET THAT AND PEOPLE ARGUE THAT, WELL, THEY'RE NOT GOING TO HIRE MANY PEOPLE.
THIS IS GOING TO HURT BUSINESS, ETC.
I AGREE WITH THAT, BUT IT'S NOT MEANT TO BE A FALSE STATEMENT, IT ISN'T ALWAYS TRUE, BUT THAT'S WHAT HAPPENS.
BUT THERE'S ANOTHER WAY TO DO THAT.
MAYBE THE OWNER DOESN'T TAKE THE EUROPE VACATION THIS YEAR. THAT CAN BE TOO.
IN THIS CASE, WHEN WE TALK ABOUT THE PEOPLE THAT THIS AFFECTS THAT'S A REALLY GOOD THING.
EVEN THOUGH IT'S NOT TONS MORE MONEY.
I JUST BELIEVE IT'S A REALLY GOOD THING THAT PEOPLE OF THAT PART OF THE WAGE SCALE THEY'RE BOTH EMPLOYED OR GETTING SOMETHING EXTRA.
JUST A LITTLE SOMETHING MORE THERE.
NOW GOING TO BE 15 INSTEAD OF THE LOWER FIGURE.
I'D SAY HALLELUJAH NOT, BUT IT'S GOING TO HELP THEM A RIDICULOUS AMOUNT, BUT IT'S NICE TO SEE THAT GET THAT FAR. IT'S ALONG TIME.
>> WE TRIED OUR BEST TO GET THERE LAST YEAR WE COLLAPSED LANE A INTO LANE B, ANTICIPATING THAT WE'RE GOING TO HAVE TO GET TO $14 FOR THIS BUDGET.
WE WERE THERE, BUT THEN WHEN THEY ACCELERATED, THAT TO 15.
>> I COULD CHANGE IT A LITTLE. [OVERLAPPING] [LAUGHTER] JUST FEEL THAT THIS IS THE EXACT REASON WHY PEOPLE SUPPORTED THAT INCREASE TO HELP PEOPLE IN THAT CATEGORY IN THIS SITUATION, THERE'S SOME PLACES WHERE MAYBE IT'S GOOD FOR OUR ECONOMY BUT I JUST THINK SOME REALLY GOOD THING FOR THOSE FOLKS. I WISH IT WAS MORE.
OTHER QUESTIONS, COMMENTS? [INAUDIBLE]
>> WE'LL CONTINUE TO LOOK AT ENROLLMENT NUMBERS BECAUSE I KNOW THE LAST ITEM ON THERE IS A POTENTIAL FOR AN ADDITIONAL ELEMENTARY POSITION.
WE'LL CONTINUE TO KEEP AN EYE ON ENROLLMENT TO SEE IF NEEDED AND WHERE.
WE DO HAVE THE EXTRA POSITION IN THERE FOR DENTON ELEMENTARY SCHOOL.
WE'RE CURRENTLY KEEPING AN EYE ON A COUPLE ENROLLMENT PIECES JUST TO HAVE A GOOD FIGURE,
[01:15:01]
SO WE FEEL COMFORTABLE GOING INTO THE NEXT SCHOOL YEAR.BUT WE'LL CONTINUE TO KEEP AN EYE ON THAT TO SEE IF WE NEED TO HOLD THAT POSITION.
>> ADDITIONS IT'S NOT EXTRAVAGANT YET.
>> HAPPY TO SEE THAT MATH TEACHER'S STANDING ABOVE.
>> WE'VE GOT CLASSROOM MEETS. WE'VE TALKED ABOUT IT BEFORE.
DEBT HAD A GOOD BALANCE BACK IN NUMBERS A LITTLE FASTER THAN ANTICIPATED, WHICH WAS GOOD, IT'S A GOOD PROBLEM TO HAVE.
BUT IT'S PROBLEM WE HAVE TO ADDRESS.
NORTH CAROLINA HIGH SCHOOL CONTINUES TO INCREASE ENROLLMENT AND THEY'RE PROBABLY GOING TO BE SITTING OVER 1,300 KIDS NEXT YEAR.
WE HAVE NOT INCREASED STAFFING TO GET TO THAT LEVEL, SO WE'VE GOT TO OFFSET THAT.
CURRENT ORCHARDS FARM HIGH SCHOOL ACTUALLY WENT DOWN.
SOCIAL STUDIES TEACHERS, TWO OF THEM OVER THE LAST PROBABLY THREE YEARS AGO AND FOUR YEARS AGO, I'M LOSING TRACK OF YEARS, BUT IT WAS, I THINK THEY LOST A TEACHER RIGHT BEFORE COVID AND THEN LOST ANOTHER ONE DURING THE COVID PERIOD.
IT'S A SMALL SCHOOL, BUT TO BE ABLE TO OFFER THE OFFERINGS.
THEY'VE GOT SOME HASHING FOR KERNEL, IT'S CLASSES OF 30 THAT WE NEED THE POSITION THERE.
PART-TIME CUSTODIAN AND WE'VE TALKED ABOUT BEFORE, THERE'S NOT CUSTODIAL SUPPORT AT THE CENTRAL OFFICE ANNEX, WHICH IS THE TECHNOLOGY BUILDING OR THE SSC.
THERE IS PART-TIME HERE, SO IT WILL BE EXPANDING THEIR PRIDE COVERAGE IN THOSE BUILDINGS.
MAINTENANCE WARMING WE'VE TALKED ABOUT BEFORE.
THIS IS A WORKING FOREMAN POSITION TO HELP WITH NOT ONLY THE WORK ORDERS AS THEY COME IN, BUT SOMEONE WHO ALSO CAN JUMP IN AND HELP.
AS THE BOARD SEES EVERY YEAR WHEN WE DO IT, I THINK IT'S THE EDUCATIONAL FACILITIES MASTER PLAN.
I WILL NOT USE THE INITIAL BLUE JACK EDUCATIONAL FACILITIES MASTER PLAN.
I BELIEVE THAT YOU ALL WILL GET IN JUNE. IT'S A GREAT READ.
BUT EVERY YEAR WHEN THEY THROW THE FORMULAS IN WE ARE SERIOUSLY UNDERSTAFFED AND OUR MAINTENANCE DEPARTMENT PROVIDES US AN OPPORTUNITY TO NOT ONLY PROVIDE THE FOREMAN THAT'S NEEDED, BUT ALSO AN EXTRA SET OF HANDS.
FOR THE WORK NEEDS TO BE DONE.
FIELD TRIP, DRIVER RATE INCREASE.
IT'S NEEDED TO ATTRACT DRIVERS FOR FIELD TRIPS.
E SIGNATURE WE'VE TALKED ABOUT BEFORE.
IT'S IN THE POWERSCHOOL UPGRADE THAT WE NEED TO CONTINUE ACCELERATOR AND USE THE POWERSCHOOL.
SCHOOLDUDE IS OUR MAINTENANCE SOFTWARE.
INTERESTING. BUT RIGHT NOW OUR PLATFORM THAT WE USE FOR ALL OF OUR WORK ORDERS IS INTERNAL.
IT'S ABOUT TO THE END OF ITS LIFE.
BUT MORE INTERESTINGLY, WORKS VERY WELL, BUT MORE INTERESTINGLY, WITH THE PROGRAM THAT THE STATE USES FOR ASSESSING ALL OF OUR FACILITIES, BECAUSE WE'RE NOT USING A MORE ROBUST PROGRAM, I'LL SAY.
WE ALREADY STARTED OUT AT A LOWER TIER POSSIBLE POINTS FOR OUR MAINTENANCE PROGRAM BECAUSE WE DON'T HAVE A SYSTEM THAT IS AS ROBUST FOR WORK ORDER TRACKING AND WORKFLOWS.
THAT'LL END UP GETTING US IN THE END.
AS WE GO FOR CAPITAL DOLLARS TO IMPROVE OUR FACILITIES IF WE DON'T BRING THAT UP TO SNUFF.
WEATHER SPOTTERS WE'VE TALKED ABOUT.
BUT JUST TO HIGHLIGHT AGAIN, LOW BUDGET ITEM, BUT THEY'RE NEW. THAT'S WHY THEY'RE HERE.
IT'S JUST WE HAVE PEOPLE WILL GO OUT, THOUGH PEOPLE MIGHT NOT AGREE WITH US.
WE HAVE PEOPLE GO OUT EVERY DAY AND CHECK THE ROADS NO MATTER WHAT THE WEATHER IS LIKE.
CARMEN MILLIGAN, BLESS HER, IS UP AT LIKE 4:00 AM EVERY MORNING GOING OUT AND CHECKING THE ROADS AND SHE'S STILL IN THE OFFICE FIVE OF THOSE DAYS.
BUT SHE'S ONE OF THE PEOPLE THAT'S OUT.
SHE'S ONE OF THE REMAINING TRANSCRIPTION SUPERVISORS THAT ACTUALLY GOES OUT EVERY DAY AND MOST DO NOT ANYMORE.
MOST ARE MOVING TO A MODEL WHERE THEY HAVE OTHER PEOPLE CHECKING WHEN LITERALLY SET UP SOMETHING.
SOMEBODY, WHEN THEY OPEN THEIR STEP OUTSIDE, IF THEY COULD SEE A CERTAIN THING FROM A DISTANCE, YOU'RE GOOD TO GO AND YOU PUT THEM AROUND THE COUNTY IN CERTAIN PLACES, THEN A CHANCE DOES THE SAME THING.
DENNIS GOES OUT AND DRIVES MANY MORNINGS ON NORTH END OF THE COUNTY FOR US AND WE HAVE SOME OTHERS THAT HELP.
THIS WOULD HELP US ON THAT REGARD.
BY THE WAY, THOSE GUYS HAVE ALWAYS DONE IT JUST TO DO IT.
IT'S NEVER BEEN ANYTHING FOR THEM.
TO PUT SOMETHING IN HERE AS A SMALL PLACE ORDER BUT ALSO TO KEEP THEM FROM HAVING TO GO OUT AND DRIVE.
MAKE THEIR JOB A LITTLE BIT EASIER ON THEM AND PROBABLY COVER MORE GROUND WITHOUT HAVING TO DO IT.
AGAIN, THE ELEMENTARY TEACHER POSITION, AS WE TALKED ABOUT THAT'S A FLOAT RIGHT NOW BASED ON ENROLLMENT IF WE NEED IT.
I'M HOPING WE DO [NOISE] BECAUSE IT MEANS ENROLLMENTS TRENDING UP AT MORE PLACES.
[NOISE] BUT IF NOT, THAT THEN WOULD ROLL BACK UP TO 30.
[01:20:04]
OUTSTANDING. WE'RE LOOKING AT UPCOMING MEETINGS [INAUDIBLE].
[4. Upcoming Meetings/Events]
>> I'M SURE I'M MISSING SOME THINGS.
>> THERE'S ALWAYS MORE FANS, RIGHT?
>> MAY 12 AND 19. I WAS JUST CHECKING FOR THAT TOO.
KERNEL HIGH PLAYS THIS WEEKEND.
>> WHAT'S THAT PRODUCTION AGAIN I FORGET?
>> YES. [OVERLAPPING]. [LAUGHTER]
>> WE JUST DON'T HAVE THE LOCATION.
>> YES. I DON'T THINK I HAVE THAT INFORMATION WHEN I GOT IT, BUT I'LL FIND OUT.
>> BOARD MEMBERS PLEASE CONTINUE TO HIT THE EXCEL SPREADSHEET.
>> YOU GUYS DO A GREAT JOB OF GETTING UP THE BUILDINGS, GETTING OUT TO PLACES WHICH IS AWESOME.
THAT WAY YOU'RE SPREADING AROUND AS BEST YOU CAN WHEN YOU DRIVE.
>> YEAH, IT DOES HELP TO HAVE THESE REMINDERS OF THAT CHART HELPS US A LOT, I THINK HELPS ME.
TONIGHT HERE AND BETH TALK ABOUT I SWITCHED WHERE I WAS GOING TO BE THERE, AND I GO WHERE THE FOOD IS.
>> WE CAN GET THE COMMUNITY DINNER AND THEN GO TO THE JUNIOR [OVERLAPPING].
>> ANYTHING ELSE? THERE ARE ALSO TWO OTHER NOTES THERE.
>> WE DO HAVE A CLOSED SESSION AROUND DUE ON APRIL 26TH.
OUR MAY MEETING IS BEING MOVED TO MAY 9TH.
THANK YOU VERY MUCH FOR [INAUDIBLE] ESPECIALLY IS GOING TO ZOOM IN.
THAT'S TO ACCOMMODATE MY SCHEDULE.
I'LL BE ABLE TO PARTICIPATE IN THAT.
THAT ALSO HELPED AARON BECAUSE SHE SAID BY OUR NEXT MEETING. [OVERLAPPING]
>> I'M MISSING AS I SAID BEFORE, I THINK IN OUR MEETING.
THAT'S DUE TO WORK AMENDMENT THAT I CANNOT AVOID, CANNOT CHANGE.
COULD BE IN BALTIMORE. I'M DOING SOMETHING RIGHT AT THAT MOMENT WHERE I CAN'T ZOOM IN OR I WAS IN A MEETING.
THANK YOU FOR BEING WILLING TO MOVE. ALL RIGHT.
NOTHING ELSE, I'LL ENTERTAIN A MOTION TO ADJOURN. I THOUGHT EVERYBODY WANTS TO. [LAUGHTER].
>> THANK YOU EVERYONE FOR THE PRESENTATIONS TONIGHT.
* This transcript was compiled from uncorrected Closed Captioning.