[00:00:07]
>> [BACKGROUND] GREETING EVERYBODY.
[1. Opening Items]
THIS IS THE TUESDAY MAY 16TH 2023 BOARD WORK SESSION.LAST WEEK I WAS OUT OF THE COUNT.
THIS WEEK I HAVE TESTED NEGATIVE AND I'M ALL GOOD.
SO I'M GLAD TO SEE ALL OF YOU.
WE HAVE FOUR OF OUR MEMBERS PRESENT WE'RE GOING TO HAVE MR. PLUTSCHAK BY ZOOM FOR PART OF THE MEETING.
I DON'T KNOW IF HE'S AVAILABLE JUST YET.
LET'S GET A MOTION TO OPEN A MEETING, PLEASE.
>> WE'LL TAKE THAT AS YES, TROY.
ALL RIGHT LET'S HAVE OUR PLEDGE OF ALLEGIANCE.
>> ALL RIGHT, THANK YOU, EVERYONE.
WE NEED TO HAVE A MOTION TO APPROVE OUR AGENDA.
>> ALL IN FAVOR TO APPROVE THE AGENDA.
[LAUGHTER] YEAH. I KNOW THAT FEELING.
OKAY, SO MOVING INTO ACTION ITEMS.
[2.01 Amendment to the Negotiated Agreement between Caroline County Public Schools and the Caroline County Educators’ Association (Teachers).]
I THINK WE HAVE SOMETHING VERY WONDERFUL TO TALK ABOUT THIS EVENING.I'LL TURN IT OVER TO DR. SIMMONS AND DR. WILLOUGHBY ALMOST TOOK AWAY.
>> YEAH, I'M GOING TO DEFER TO DR. WILLOUGHBY FOR THIS ONE.
>> PRESENT PARTY MEMBERS OF THE BOARD, DR. SIMMONS.
TONIGHT WE HAVE REPRESENTATIVES OF CAROLINE COUNTY EDUCATORS ASSOCIATION WITH US.
AMY BAUMAN WHO IS THE PRESIDENT, AMY WHITMAN, WHO WAS THE MEMBER OF THE NEGOTIATING TEAM [INAUDIBLE].
AND JENN MANGUM WAS ALSO A MEMBER OF THE NEGOTIATING TEAM.
WE ARE HAPPY TO BRING TO YOU THIS EVENING A RATIFIED TABLE AGREEMENT.
WE CAME TO A TABLE AGREEMENT ON THE 27TH OF APRIL.
IT WENT OUT FOR RATIFICATION FOR CCEA MEMBERS AND WAS RATIFIED LAST WEDNESDAY ON THE 10TH OF MAY.
AND SO WITH YOUR APPROVAL, WE ARE PREPARED TO SIGN IT AND GO AHEAD AND PUT IT ON FORCE THIS EVENING.
I WILL JUST SAY THAT AMY, OF COURSE, SPEAK UP.
WE HAD A VERY GOOD WORKING RELATIONSHIP THIS YEAR.
IT WAS A VERY COLLABORATIVE PROCESS.
CERTAINLY, WE DON'T ALWAYS SEE EYE TO EYE BUT WE PUSH EACH OTHER A LITTLE BIT, BUT IT WAS DONE IN A WAY THAT REALLY WAS COLLABORATIVE.
I'LL SAY MORE DEMOCRATIC, MORE VOICES AT THE TABLE THAT WERE HEARD THROUGHOUT THE PROCESS.
AND SO WE'RE HAPPY TO HAVE AN AGREEMENT AND HAPPY [INAUDIBLE] TONIGHT.
>> IT DEFINITELY WAS DIFFERENT.
KIND OF THE WHOLE ONE FAMILY TYPE OF THING.
IT DEFINITELY WAS THE FEEL BECAUSE BEFORE IT WAS HOW MUCH I FEEL LIKE THE TAKEAWAY, TAKEAWAY, TAKEAWAY AND WE DIDN'T SEE IT THAT MUCH.
AND THEN ALSO EVERYBODY WAS ABLE TO TALK.
IT JUST WAS MORE COLLABORATIVE AND LESS STRESSFUL.
IT WAS DEFINITELY LESS STRESSFUL.
IT WAS MORE WORKING TOGETHER THAN WE'RE ON THESE OPPOSITE OF SIDES. WHICH [INAUDIBLE].
AND IT FELT LIKE IF ANYBODY HAD A QUESTION, WE ALL FELT COMFORTABLE ASKING A QUESTION.
IT DIDN'T JUST HAVE TO BE [INAUDIBLE].
IT WAS NICE. IT WAS VERY NICE.
[LAUGHTER] AND ALSO [INAUDIBLE] AND I WERE TALKING BEFORE WE CAME IN.
WE HAD JUST BEEN HEARING VERY POSITIVE FEEDBACK [INAUDIBLE] AND A LOT OF PEOPLE ARE VERY HAPPY.
THE ONLY THING [INAUDIBLE] SOME PEOPLE HAVE A COUPLE OF QUESTIONS THAT WE'VE BEEN ABLE TO SEND THEM [INAUDIBLE] WAY OR TERESA DOES A LITTLE BIT BETTER AT ANSWERING THOSE MORE DETAILED QUESTIONS.
BUT WE HAVEN'T HAD ANY COMPLAINTS.
[00:05:03]
[INAUDIBLE] IT'S NICE. WE'RE GETTING EMAILS, LIKE THANK YOU SO MUCH. THANKS FOR YOUR HARD WORK.THIS IS GREAT. WE'RE GETTING THAT TYPE OF FEEDBACK, SO THAT WAS WONDERFUL.
[INAUDIBLE] THANK YOU. THANKS EVERYBODY FOR THAT. I APPRECIATE THAT.
>> I JUST WANT TO SAY THAT I APPRECIATE THE HARD WORK THAT CCEA, AS WELL AS ROB, DR. WILLOUGHBY AND YOUR TEAM HAVE PUT IN TO CHANGE THE WAY THAT WE NEGOTIATE TO WORK TOGETHER.
WE REALLY ARE WORKING TOWARDS THE SAME THING AND WE HAVE DIFFERENT LENSES AT DIFFERENT TIMES.
BUT, ULTIMATELY, IT'S THE SAME GOAL AND I APPRECIATE THAT COMING THROUGH IN THE HARD WORK THAT EVERYBODY PUT IN THIS YEAR TO MAKE IT HAPPEN.
WHEN WE SIGNED THE AGREEMENT TONIGHT, SOME SMALL THINGS FOR FOLKS IN THE ROOM AND FOLKS WHEN THEY SEE IT.
WE'RE ACTUALLY WITHIN A CALENDAR YEAR.
WITHIN ONE CALENDAR YEAR, WE WILL HAVE RAISED TEACHER SALARIES NINE-AND-A-HALF PERCENT, AND WE WILL HAVE RAISED SUPPORT SALARY 11.5 PERCENT WITHIN ONE CALENDAR YEAR AND THAT DOESN'T COME EASY, THAT COMES FROM THE HARD WORK AND DEDICATION ON BOTH SIDES.
IT'S REALLY DO WHAT WE CAN TO SUPPORT STAFF. I APPRECIATE IT.
I APPRECIATE THE RELATIONSHIP, AMY, THAT YOU AND I HAVE BEEN ABLE TO DEVELOP AND CREATE AND LOOKING FORWARD TO FUTURE YEARS AS WE CONTINUE TO REFINE AND BUILD.
SITTING IN FRONT OF US FOR NEXT YEAR IS THE REVISION OF THE SCALE, WHICH WILL BE TOUGH AS WELL.
BUT I KNOW WE WILL BE ABLE TO FIND THE BEST OPTION FOR ALL OF OUR FOLKS. BECAUSE WE DID IT THIS YEAR.
>> I THINK WITH US ALREADY HAVING THIS WORK IN RELATIONSHIP YOU'RE ABLE TO HAVE THIS YEAR.
IT'S MORE, YOU HAVE MORE AND MORE POSITIVE FEEL GOING INTO BECAUSE IT IS GOING TO BE A LOT OF WORK.
BUT I FEEL LIKE WE WORKED WELL TOGETHER, ALL OF US, AND I THINK WE CAN DO THAT AGAIN.
>> IT'S ALSO [INAUDIBLE] HERE AND COMPARE IT TO A YEAR AGO.
>> JUST AS A COUNTY, I FEEL LIKE WE'RE IN A DIFFERENT PLACE NOW.
>> JUST FOUND [INAUDIBLE] FROM YOU.
>> NO, I JUST FEEL LIKE WE'VE ALL GROWN AND I FEEL LIKE THE COUNTY IS KIND OF MOVING AND SHIFTING TO WHAT EVERYONE WOULD LIKE TO SEE IT TO BE.
>> YEAH, AND JUST FOR THE PEOPLE WATCHING AT HOME, CERTAINLY WITHIN THE CAPABILITIES OF THE SCHOOL SYSTEM'S BUDGET.
WE'RE NOT DESTROYING OUR BUDGET.
WE'RE ABLE TO DO THE THINGS THAT WE'RE SUPPOSED TO DO AND SO [INAUDIBLE] FISCAL YEAR'S RANGE.
>> YEAH. I WAS JUST GOING TO SAY, VERY THANKFUL TO THE COUNTY COMMISSIONER.
>> THANK YOU FOR THAT. YOU'RE ABSOLUTELY RIGHT.
>> THEY DID. THAT WAS VERY IMPRESSIVE AND I REALLY APPRECIATE BECAUSE RIGHT AWAY I WAS LIKE, I'VE GOT GREAT NEWS. GIVE ME A CALL.
[LAUGHTER] BUT BEING A PART OF THAT.
IT WASN'T LIKE OH, WE HAVE TO WAIT TILL WE HAVE THE TABLE.
HE WAS EXCITED TO LET US KNOW ABOUT THAT, SO THAT WAS EXCITING.
BECAUSE YOU FELT MORE PART OF THE WHOLE PROCESS.
LIKE WE WERE WORKING ON ONE, NOT THESE TWO SEPARATE.
I FEEL LIKE [INAUDIBLE] PEGGY'S BEEN ON THIS FOR AWHILE AND I HAD AND IT JUST SEEMED AGAINST EACH OTHER AND IT DIDN'T IT DIDN'T FEEL THAT WAY THIS TIME.
>> IT WAS, SO THANK YOU, EVERYONE.
>> THAT'S THE WAY IT SHOULD BE.
>> WE WENT IN BOTH BEFORE WE EVEN STARTED AND THAT'S WHAT WE WANTED.
>> YOU'RE FINE. YOU'RE FINE, MRS. BAUMAN. [LAUGHTER]
>> [INAUDIBLE] BUT THAT WAS SOMETHING WE DISCUSSED WE STARTED NEGOTIATIONS.
THAT'S SOMETHING THAT I WANTED TO BE DIFFERENT SINCE THIS IS MY FIRST YEAR I WAS THE CCEA PRESIDENT.
>> WELL DONE. UNLESS THERE'S OTHER COMMENTS, I THINK WE NEED A MOTION FROM THE BOARD, CORRECT?
>> I MAKE A MOTION WE APPROVE. WHAT DO YOU WANT ME TO DO WITH THIS?
>> THE AMENDMENT TO THE NEGOTIATED AGREEMENT.
>> APPROVE THE AMENDMENT TO NEGOTIATE IT WITH THE PRESIDENT
>> THANK YOU VERY MUCH. DO WE HAVE A SECOND?
>> SO THIS IS THE TIME WHERE ROBERT'S RULES OF ORDER.
DO WE HAVE ANY FURTHER DISCUSSION?
[00:10:01]
I SEE TROY HAS GOT HIS THUMB UP ALREADY.GOOD. ANY FURTHER DISCUSSION? ANYBODY QUESTIONS, COMMENTS?
>> ABSOLUTELY GREAT. THANK YOU FOR THOSE COMMENTS. IT MEANS A LOT.
>> I KNOW YOU MEAN [INAUDIBLE]. MUCH APPRECIATE IT.
ALL RIGHT, LET'S CALL THE VOTE.
THANK YOU VERY MUCH, EVERYONE. IT'S PERFECT.
>> WE NEED TO DO THE OBLIGATORY SIGNING DOCUMENTS WHICH OF COURSE STANDING TO GRAB PICTURES.
IS THERE A BETTER PLACE IN THE TABLE HERE? WOULD YOU PREFER US ALL STANDING TOGETHER?
>> ALONG HERE WILL BE GOOD [NOISE] YOU ALL NOW, WE HAVE TWO COPIES UP HERE.
YOU, [BACKGROUND] PSYCHOLOGICALLY.
>> I APPRECIATE THAT, MICHELLE, AFTER SIGNING AUTHORITY POSTCARDS THIS YEAR, HE'S GOT PRETTY SLOPPY. [LAUGHTER] [BACKGROUND]
>> YOU'D HAVE TO WORK ON OTHER THINGS.
>> YES. VERY MUCH SO AND WORK ON ANOTHER THINGS [BACKGROUND]
>> ROBIN, I'M CIRCLING HERE CONTROLLING REBASE STARTED.
>> CONGRATULATIONS, THERE IS A COPY FOR YOU.
>> THERE'S OUR OFFICIAL COPY, I'LL MAKE SURE RACHEL KEEPS IT.
I COULD JUST [INAUDIBLE] [LAUGHTER] [BACKGROUND]
>> YOU DEFINITELY. I WAS COMPLAINING EARLIER, IT'S COLD IN HERE.
THAT'S WONDERFUL. NOT ENOUGH GOOD WORDS TO SAY.
>> THAT'S EXCITING PART OF THE EVENING, I BELIEVE.
OH COME ON, THERE'S EDUCATIONAL FACILITIES MASTER PLAN.
>> OH IT'S REALLY SUPER IMPORTANT THING THAT WE HAVE COMING UP IT'S ON 15TH.
NOW, WE'LL MOVE TO OUR NEXT ACTION ITEM,
[2.02 Educational Facilities Master Plan]
WHICH IS THE EDUCATIONAL FACILITIES MASTER PLAN.>> GOOD EVENING, PRESIDENT OF BOARD, MEMBERS OF THE BOARD AND DR. SIMMONS, I COME BEFORE YOU TO DISCUSS THE SEEK APPROVAL OF THE 2023 EDUCATIONAL FACILITIES MASTER PLAN AND COMPLETE WITH ENROLLMENT PROJECTIONS.
BEFORE WE GET STARTED, IF YOU MAY HAVE NOTICED IN YOUR DOCUMENT THAT WAS SENT OUT, BUT SINCE ALL DRAFT WATERMARKS, THE REASON WHY IS BECAUSE THIS IS TECHNICALLY NIGHT FORMALIZED DOCUMENT YET THIS IS ONE OF THE FIRST PARTS OF THE PROCEDURE THAT HAS TO GO THROUGH IT, THEN IT'LL GO TO THE COUNTY BEFORE IT GOES TO STATE.
WHEN YOU GET APPROVAL FROM THE COUNTY THEN THE DRAFT WATERMARK COME OFF AND BECOME AN OFFICIAL DOCUMENT THAT GOES TO THE STATE FOR THEIR FINAL APPROVAL SO THAT YOU KNOW WHY IT'S DRAFTED.
IT THAT BEING SAID, IT IS 94 PAGES LONG.
VERY GOOD READING FOR YOU GUYS.
>> YOU GUYS ARE TOO GOOD. I JUST WANTED TO LET YOU KNOW, WE APPRECIATE IT.
>> NO PROBLEM. I PROBABLY SHOULD GIVE THIS TO YOU LIKE A WEEK IN ADVANCE, NOT THREE DAYS IN ADVANCE.
>> I'M JUST READY FOR BILL TO START ON PAGE ONE, THE CAROLINE KENNEDY [LAUGHTER] WAS HOW MUCH TIME DO WE HAVE TONIGHT?
>> HOW MANY PAGES DID YOU SAY? 90?
>> I HAVE NO PROBLEM WITH THAT PAGES ISN'T HERE YET, SO WE'RE GOOD TO GO [LAUGHTER] I'LL EXPLAIN THAT WHEN I GET THERE.
[00:15:02]
THE EMP PROVIDES THE FOUNDATION FOR LONG-RANGE FACILITIES PLANNING.IT AIDS IN THE DEVELOPMENT OF THE ANNUAL CAPITAL IMPROVEMENT PROGRAM, WHICH IS KNOWN AS THE CIP, AND IT IS REQUIRED DOCUMENT OF THE MARYLAND DEPARTMENT OF PLANNING.
THE EFMP MUST BE CONSISTENT WITH THE ADOPTED CAROLINE COUNTY 2023 COMPREHENSIVE PLAN.
THAT'S ON PAGE 25 OF YOUR DOCUMENT.
IF YOU WANT TO FILE THROUGH, I'LL BE CALLING OUT SOME DIFFERENT PAGES.
YOU GUYS WANT TO FILE THROUGH AT THE TIME.
A CONSISTENCY LETTER FROM THE COUNTY'S PLANNING DIRECTOR WILL ACCOMPANY THE COUNTY'S 2023 COMPREHENSIVE PLAN AND THAT'S REALLY ALL WE'RE WAITING FOR IT TO MAKE THIS DOCUMENT OFFICIAL.
ONCE I HAVE THAT IT BECOMES OFFICIAL, WE'LL SEND IT UP.
YOU WILL FIND THAT ACTUALLY THE VERY LAST PAGE, 94, RIGHT NOW IT'S THE PLACEHOLDER.
ONCE THE LETTER COMES IN, WE WILL SLIP IT IN THERE AND THEY'LL BE OFFICIAL.
IN LONG-RANGE PLANNING, THERE ARE THREE SYSTEMATIC FACTORS THAT ARE USED.
ONE IS AT THE COUNTY LEVEL, COMMUNITY ANALYSIS, COMMUNITY ANALYSIS OF NEIGHBORHOODS, AVAILABLE HOUSING, POPULATION TRENDS AND SOME ASPECTS THAT MANY OF US DON'T CONSIDER LIKE WATER, SEWER PLANTS, TRANSPORTATION PLANS, AND WHAT PATTERNS ARE TAKEN INTO ACCOUNT.
YOU MAY NOT KNOW THAT THIS WAS JUST UPDATED RECENTLY, THAT THERE IS A THREE TOWNS IN NORTH COUNTY THAT ARE INVOLVED IN 18 MONTH SEWER EXPANSION PROJECTS THAT WILL BEGIN TO 2023, '24, '25, AND I BELIEVE THEY'RE MARYDEL, TEMPLEVILLE, AND HENDERSON.
THESE ARE THINGS THAT THE COUNTY TAKES INTO ACCOUNT ONE FOR WORKING WITH OUR EMFP AS WELL.
I WILL ALSO GO AND TELL YOU THAT THE COMMUNITY NOW SECTION THAT'S IN YOUR BOOK, STARTING ON PAGE 33 IS NOT UP TO DATE DUE TO THE CENSUS HAS NOT BEEN UPDATED WITH US FROM THE COUNTY ACCOUNT YET.
I HAD A CONVERSATION MR. RYAN THIS MORNING ABOUT IT AND HE WAS TELLING ME THAT IT'S NOT THE COUNTY, IT'S THERE CERTAIN TOWNS IN THE COUNTY THAT HAVE NOT DELIVERED THEIR CENSUS DATA TO THE COUNTY, SO COUNTY CANNOT TREAT ANYTHING TO GIVE TO US.
IT'S EMBARRASSING BECAUSE I DID COME TO YOU LAST YEAR.
IT SAID THAT WE WERE SAME SITUATION THAT I WOULD HAVE THOSE NUMBERS FOR YOU THIS YEAR AND I'M SORRY, I'LL HAVE TO PUSH OFF ANOTHER YEAR, HOPEFULLY.
>> I KNOW, HOPEFULLY WE'LL HAVE IT FOR YOU NEXT.
I'M EXCITED TO SEE YOU IS BECAUSE THE DATA IS CAN BE VERY REVEALING.
I BELIEVE. WHAT WE'RE WORKING OFF OF IS MANY YEARS OLD.
THE SECOND SYSTEMATIC FACTOR IS AT THE STATE LEVEL, AND IT'S DETAILED DISCUSSIONS THAT ARE TAKING PLACE BETWEEN THE INTERAGENCY COMMISSION FOR SCHOOL CONSTRUCTION, WHICH IS THE ISC, AND AROUND DEPARTMENT OF PLANNING.
THEY HOLD HIM REGARDING THE SCHOOL RATED CAPACITY, WHICH IS ON PAGE 38, SYSTEM-WIDE SCHOOL FACILITIES INVENTORY OF BUILDING A PROPERTY LAYOUTS, WHICH ARE YOUR FLOOR PLANS BASICALLY ON PAGE 48, [NOISE] PROJECTED FULL-TIME EQUIVALENT ENROLLMENT BY SCHOOL ON PAGE 85, AND SCHOOL FACILITY UTILIZATION PERCENTAGES ON PAGE 86.
THEY GET TO GO AND THEY TALK ABOUT THOSE FOUR CATEGORIES AND IT BASICALLY COME IN AND THEY DIVIDE EVERYBODY'S WISH-LIST UP INTO TWO CATEGORIES.
IT'S BASICALLY WHAT IS THE NEED, WHAT IS THE PRIORITY.
THERE ISN'T A SCHOOL COUNTY SYSTEM IN THE STATE THAT I BELIEVE WOULD NOT SAY, [NOISE] WELL, I'D LOVE TO HAVE ALL THESE SCHOOLS [BACKGROUND] HOWEVER, THAT'S NOT A PRIORITY AND IT'S NOT A NEED, SO THEY HAVE TO DECIDE THAT AND THEN FROM THERE, IT TRICKLES DOWN TO SOME COMMON QUESTIONS OF ARE THEY GOING TO APPROVE A BUILD OR THEY'RE GOING TO APPROVE AN EXPANSION? OR ARE THEY JUST GOING TO SAY NO, NEITHER.
THE PROJECT'S NOT GOING TO HAPPEN NEXT YEAR.
THOSE ARE THE STEPS, HOW THEY GO THROUGH DISCUSSIONS AND THEN LAST, THIS SYSTEMATIC FACTOR HAPPENS HERE AT THE LEA LEVEL AT THE SCHOOL LEVEL, IT'S REALLY STUDENT ENROLLMENT.
STUDENT ENROLLMENT AND PACKS OR FELT FROM THE HISTORICAL SCHOOL SYSTEM ENROLLMENTS ON PAGE 62 THE INFLUENCES OF PRIVATE AND/OR HOMESCHOOLING WHICH IS ON PAGE 81 AND 82.
IF YOU GOT A CHANCE THAT THIS INTERESTING THE TREND HAS OCCURRED THERE A LITTLE BIT.
I'LL BE FOLLOWING THAT OVER THE NEXT YEARS. I'M EXCITED.
THAT'S WHAT I'M HOPING TO GET THE NEW 2020 DATA.
THE SEE WHAT THAT NUMBER REALLY IS AT RIGHT NOW.
THEN AGAIN, THE LAST THING IS THAT THERE'S THE FULL-TIME EQUIVALENTS ENROLLMENT PROJECTIONS, WHICH ON PAGE 65.
I'M GOING TO STOP RIGHT THERE BECAUSE I THINK I'LL GIVE YOU ABOUT 40 PAGES WORTH OF DATA AND GRIDS AND ONLY IF YOU HAD TIME TO LOOK AT THEM, IF YOU WANTED TO TALK ABOUT IF YOU'VE GOT ANY QUESTIONS, I'D BE WILLING TO STOP AND ENTERTAIN THOSE QUESTIONS NOW BEFORE WE GET TOO FAR ALONG.
>> ONE PAGE THAT YOU DIDN'T SHOW, AND THAT WAS A PAGE THAT HAD TO DO WITH THE BUILDING PERMITS AND ACCOUNTING.
IF YOU NOTICED THAT WHERE WE WERE AT LAST YEAR IS VERY CLOSE TO WHERE WE WERE IN 2008, '09 AT THE HEIGHT OF THAT BUILDING BOOM.
>> WE'RE LIKE IN THE '90S THIS YEAR AND IT WAS LIKE 100.
AT THAT POINT IN TIME, THAT'S JUST A TREND THAT I NOTICED WHERE IT HAD SLOWED WAY DOWN AND THEN NOW IT'S RAMPED.
>> YEAH. I THINK THAT'S SOMETHING THAT ONCE THE COUNTY GETS UPDATED CENSUS DATA,
[00:20:03]
YOU'LL SEE THAT YOU'VE ZEROED DOWN, DRILLING DOWN A LITTLE BIT DEEPER AS TO WHAT IT REALLY IS AND SEE THOSE NUMBERS A LITTLE MORE ACCURATE.I AGREE. I THINK WITH THE INTEREST RATES DROPPING ALMOST ZERO TWO YEARS AGO, HOW'S THE EXPLOSIONS GOING ON, [OVERLAPPING] THAT'LL BE INTERESTING TO SEE WHAT THAT NUMBER IS.
>> I KNOW THE ECONOMIC DEVELOPMENT ADVISORY BOARD HAD THE COMICS SYMPOSIUM AT NORTH CAROLINE HIGH SCHOOL RIGHT BEFORE EASTER BREAK.
ONE OF THE SPEAKERS THEY HAD WAS ANNIE [INAUDIBLE] SUE, STATE ECONOMIST WHO DOES FORECASTING AND WAS INTERESTING DRILLING DOWN TO CAROLINE COUNTY SPECIFIC DATA PLUS LOOKING AT THE STATE.
WE PROBABLY ARE AT THE HEIGHT, WE'RE STARTING TO COME DOWN OF THAT CONSTRUCTION BOOM.
PERMITS ARE STARTING TO SLOW DOWN FOR NEW BUILDS.
JUST ANECDOTALLY, THIS IS WHAT YOU DO SOMETIMES I DON'T KNOW WHY IT CHECK IT, BUT YOU START LOOKING AT HOUSING INVENTORIES IN THE VARIOUS TOWNS.
IN THE INVENTORIES ARE WAY DOWN.
THEY'RE EITHER WAY DOWN WHERE PEOPLE ARE NOT SELLING AND YOU'RE STARTING TO SEE AT LEAST I'M NOTICING IN A LOT OF THE TOWN'S THE HOMES FOR SALE HAS DEFINITELY DROPPED.
THE PARCELS FOR SALE HAVE INCREASED BUT THEY'RE NOT MOVING.
I KNOW THEY SAID ONE OF THE FORECASTING THINGS THEY TALKED ABOUT WAS THE COMMERCIAL REAL ESTATE SIDE PROBABLY GOING TO BE WHAT HOLDS SOME OF OUR CONSTRUCTION PIECE, BUT THAT THE RESIDENTIAL BUILDING IS THAT FIVE OR SIX PERCENT INTEREST RATE WHEREVER IS DOWN IS REALLY GOING TO START CLAMPING DOWN ON FOLKS GOING OUT AND BUILDING.
BUT IT IS INTERESTING TO SEE THAT PARALLEL TO 2008.
>> SO MANY OTHER WAYS IT FEELS LIKE 2008 RIGHT NOW WITH SOME OF THAT.
>> SO AS I MENTIONED, OBVIOUSLY, THE 2020 CENSUS DATA IS NOT AVAILABLE TO US.
I'D LIKE JUST TO GO BACK AND REVIEW WHERE WE WERE WITH THE 2010 DATA AND THEN MOST OF US BEING CAROLINE COUNTY RESIDENTS IN THIS ROOM I THINK WE'RE ALL GOING TO BE, LET'S SAY THAT WE KNOW DIFFERENTLY.
IN 2010 WHICH WAS 13 YEARS AGO, WE HAD VERY LIMITED GROWTH IN NORTH COUNTY.
WE HAD MINIMAL GROWTH IN CENTRAL PART OF THE COUNTY AND WE HAD VERY LITTLE TO FLAT GROWTH IN THE SOUTHERN PART OF THE COUNTY.
FAST-FORWARD 13 YEARS TO NOW I THINK WE CAN ALL AGREE THAT IT'S A LITTLE BIT OF A DIFFERENT STORY.
THE ILLUSTRATED PROJECTED FULL-TIME EQUIVALENTS, ROMANS BY SCHOOLS ON 85 AND SCHOOL FACILITY UTILIZATION ON 86 ALSO REFLECT THIS.
WE'RE DEFINITELY SEEING FURTHER INCREASED GROWTH IN NORTH COUNTY.
WE'RE SEEING AVERAGE GROWTH IN THE CENTRAL PART OF THE COUNTY.
AGAIN, CONTINUED FLAT TO MINIMAL GROWTH AND SOUTHERN COUNTY.
THAT'S NOTHING NEW TO US AND THAT'S WHAT I TOTALLY EXPECTED NEW DATA TO REFLECT WHEN WE GET IT.
AS OF DECEMBER OF 2020, WE HAD UPDATED AGGREGATE CAROLINE COUNTY JURISDICTION DATA FOR HISTORICAL AND PROJECTED CAROLINE COUNTY POPULATION.
FROM 2020-2025, IT WAS A 1.1 INCREASE.
FROM 2025-2030, THEY'RE PROJECTING A 1.18 INCREASE.
THEN FROM 2030-2035 A 1.19% INCREASE.
OVERALL LOW AND SLOW GROWTH RATE IN CAROLINE COUNTY.
BUT I'LL ALSO REMIND YOU THAT 2020 CAROLINE COUNTY DID HAVE THE HIGHEST PROJECTED GROWTH RATE IN THE UPPER MID SHORE, WHICH INCLUDE CECIL, [INAUDIBLE] I FIND IT INTERESTING THAT AGAIN, I THINK THE NEW DATA WILL REFLECT.
AT THAT POINT ANDREW MIGHT TAKE THE LEAD ON THAT A LITTLE BIT.
AGAIN, WE'LL HAVE TO WAIT AND SEE WHAT THAT DATA SUGGESTS.
>> INTERESTING MR. BENGAL, THE GROWTH PROJECTIONS AND EVEN LOOKING AT THE CHART FOR 85 AND 86 COMPLETELY MATCHES THE 2010 COMPREHENSIVE PLAN WHERE THE COUNTIES REVISING NOW.
>> BUT GROWTH HAPPENED EXACTLY WHERE THEY WANTED IT TO.
GROWTH DID NOT HAPPEN EXACTLY WHERE THEY DIDN'T WANT IT TO.
WITH THE AMOUNT OF LAND AND AGB RESERVATION AROUND AND SAY THE SOUTHERN END IN PARTICULAR.
WHAT WE'RE SEEING IN THE PROJECTION IS IF THE BOARD IS LOOKING AT LIKE PAGE 86, FOR ME, THE PERCENTAGES MAKES SENSE MORE THAN THE ROLL NUMBERS.
YOU SEE A VERY STABLE GROWTH FOR THE MOST PART.
IN SOUTHERN END YOU SEE A GROWTH A LITTLE BIT IN THE MIDDLE.
THERE'S A BUBBLE IN THE MIDDLE OF THE KENNEDY RIGHT NOW AND IT IS BUBBLE WE'RE SEEING MOVE FROM LOCKERMAN GOING TO NORTH AND THEN IT FLATTENS OUT A LITTLE BIT.
BUT YOU SEE GREENSBORO JUST EVEN WITH A BRAND NEW BUILDINGS.
REMEMBER, WE'VE TALKED ABOUT THIS LAST YEAR.
EVEN WITH A BRAND NEW BUILDING BECAUSE YOU BUILD IT BASED OFF OF WHAT THE PAST IS AT THE TIME.
[00:25:01]
GREENSBORO CONTINUES TO BE THE SCHOOL THAT'S GOING TO CONTINUE TO GROW WHEN OUTPACED THE STATE READING CAPACITY FOR OUR NEWEST BUILDING.>> NORTHEAST FROM GREENSBORO TO [INAUDIBLE]
>> IT HASN'T. YEAH. BUT WE'RE DEFINITELY SEEING THE GROWTH MORE THAN POPULATION GROWTH IN THAT AREA.
>> FOR ELEMENTARY SCHOOL, PARTICIPATED WE STAY VERY FAST.
IT IS GOING TO INCREASE BY A LOT.
>> SO WE JUST READ IT, THE STATE RATE OF COMPRESSION.
>> SO WE'RE WAITING FOR THE APPROVE.
FOR SOME WE WERE GOING OFF NUMBERS THAT WERE PROVIDED TO US BY THE CONSTRUCTION COMPANY.
WHEN WE READ IT WITH THE NEW INFORMATION, IT LOOKS LIKE WE ARE PROPOSED CIGARETTE CAPACITANCE CAN BE 975 INSTEAD OF 888.
THAT'S NOT GOING TO LOOK AS BAD.
>> THANK YOU. [LAUGHTER] THAT'S SOME GOOD BREATHING ROOM.
>> WHAT IS OUR CAPACITY BUILDING?
>> THAT'S VERY HELPFUL BECAUSE IT RELIEVES [OVERLAPPING] MOST OF OUR BUMPS AT ALL BUILDINGS, IF WE'RE LOOKING 10 YEARS OUT, MAKES IT MORE PALATABLE.
>> THAT COULD CHANGE IF THEY LOOK AND THEY SAY I DID SOMETHING WRONG, THEN THEY MIGHT SAY [INAUDIBLE].
>> YOU MENTIONED THAT MOORE COUNTY WATER AND SEWER.
>> WHAT WAS THE CONTEXT FOR THAT CONTRACT?
>> THAT WAS JUST BASICALLY OTHER THINGS ARE GOING ON IN THE COUNTY THAT PEOPLE MAY NOT REALLY KNOW ABOUT THAT DO HAVE AN IMPACT ON OUR EFMP.
>> THAT'S JUST A COMPLIANCE THAT THEY ARE PUTTING IN.
>> GOLD FOR ON SOME OF THOSE OTHER AREAS.
THEY WERE ON A MORATORIUM OF MELBOURNE FORMAT BECAUSE OF THE TAX SITUATION AND THAT GOES BACK TO 2008, 9, 10 AND I THINK IT WAS 2011 WERE IN AGREEMENT WAS REACHED AND MDE BASICALLY SIGNED OFF AND WHAT THEY'RE DOING AND HERE IT IS 12 YEARS LATER.
PROGRESS TAKES TIME, BUT IT WILL REALLY OPEN THINGS UP POTENTIALLY.
>> START ADDING THE INFRASTRUCTURE LIKE THAT.
IT'S A BUILDING AND THEY WILL COME MENTALITY.
>> PICKERING BETWEEN THE DIFFERENT MUNICIPALITIES OR AREAS THEY WERE IN DISAGREEMENT ABOUT WHAT TO DO AND THEY FINALLY CAME TOGETHER UNDER THAT NORTH COUNTY WATER AND SEWER ISN'T A VERY SIGNIFICANT STEP FOR CAROLINE COUNTY AT THE TIME, I THOUGHT.
HERE WE GO AND 12 YEARS LATER OKAY MAYBE FINALLY.
>> SOMETIMES, IT JUST TAKES A LITTLE TIME, DOESN'T IT?
>> YES, SO IT'D BE THE AGREEMENT WE FIND A LITTLE WHILE AGO.
YAP, WE'RE GOING TO SIGN THAT IT'S GOING TO TAKE 12 YEARS TO HAPPEN BE HAPPY WITH THAT.
IT'S JUST PEOPLE WHO LIVE THERE, LANDOWNERS WHO WANT TO PUT AN ADDITION ON THEIR HOUSE, AND DIFFICULT AND THAT WILL REALLY CHANGE THE NUMBERS.
>> THANK YOU. I JUST WANTED TO MAKE IT [OVERLAPPING].
>> YEAH, NOW JUST GIVE ME AN EXAMPLE OF WHAT'S HAPPENING UP THERE.
I CAME BACK. THAT'S PART ONE OF THIS PRESENTATION, THAT'S THE EMFP.
DO YOU HAVE ANY QUESTIONS REGARDING THAT? SAYS A LOT OF GOOD NARRATIVES IN THERE.
IF YOU WANT TO GO AND READ THEM. SIMS DOMAIN, HE ENJOYS READING THIS REPORT MORE THAN THE OTHER ONES I PERSONALLY LIKE TO SEE.
>> IT REALLY IS INTERESTING TO SEE WHERE THE GROWTH IS IN THE COUNTY.
>> HOW IT'S GOING TO IMPACT US
>> IT DOES HELP YOU UNDERSTAND WHERE THINGS ARE GOING.
IT IS A GOOD EXERCISE AND TREND ANALYSIS, LOOKING BACK, LOOKING NOW, LOOKING FUTURE.
>> AS A BOARD WHEN WE WRESTLE WITH.
>> IN THE COMING YEARS RENOVATION OF WHAT SCHOOL, WHAT FACILITY, WHAT TIME FRAME THAT YEAH.
THIS LAYS THE FOUNDATION FOR THAT.
SO WHEN WE FINALLY WHEN WE GET TO THOSE CONVERSATIONS FROM CYD AND ALL THOSE THINGS THAT TIES BACK TO HERE.
>> WELL, IF THERE'S NO QUESTIONS, LET'S PIVOT FROM THE EMFD TO THE ENROLLMENT PROJECTIONS AND REACH REALLY NEED TO GET THIS RIGHT ABOUT THIS FORM HERE.
>> WE'RE GOING TO TALK ABOUT THE COPIES OF ALL THAT.
WE'RE TALKING ABOUT, BASICALLY ONE LINE.
SO YOU CAN HAVE AN EMFP WITHOUT THE ENROLLMENT PROJECTIONS, SO THE PROCESS IS ANNUALLY.
THE COUNTYWIDE ENROLLMENT PROJECTIONS CALCULATION IS
[00:30:01]
REQUIRED TO BE PAIRED BY THE MARYLAND DEPARTMENT OF PLANNING.THEN IT GETS APPROVED BY THE BOARD OF EDUCATION, THEN IT GETS FORMALLY SUBMITTED BACK TO THE MARYLAND DEPARTMENT OF PLANNING FOR FINAL APPROVAL.
THE CALCULATIONS ARE VERY COMPREHENSIVE AND METICULOUS.
CALCULATIONS ARE DERIVED BY USING SEVEN DIFFERENT PAGES FROM AN EXCEL DRIVEN CHARTS AND SPREADSHEETS WITH PERCENTAGES EXTENDING OUT FIVE DECIMAL PLACES, THAT WOULD BE 100 THOUSANDS OF STUDENTS.
START LOOKING AT THAT. OF COURSE, IF YOU LOOK AT THE ENTIRE STATE SO IT'S A LOT, THEN THE CALCULATIONS ARE ENTERED INTO MULTIPLE SHEETS FILLED WITH THE EXCEL FORMULAS TO DETERMINE ACCURATE ENROLLMENT PROJECTIONS.
KNOWN DEPARTMENT OF PLANNING PROVIDES 10 YEARS OF FUTURE ENROLLMENT PROJECTIONS BASED ON STATEWIDE DATA AND DEMOGRAPHICS THAT ARE AVAILABLE TO THEM AT THAT TIME.
CCPS MUST VERIFY THAT OUR BASELINE ENROLLMENT PROJECTION NUMBERS ARE WITHIN 5% OF WHAT MARYLAND DEPARTMENT OF PLANNING HAS.
PAGE 92 IS THE COPY OF THE LETTER THAT WE RECEIVED BACK FROM MARYLAND DEPARTMENT OF PLANNING UPON US SUBMITTING THOSE PERCENTAGES AND I'M VERY HAPPY TO REPORT THAT CCPS IS WITHIN THE 5% RANGE OF THE CALCULATION, EXCEPT THAT WE ARE BETWEEN NEGATIVE 0.5% AND 0.9% SO WE ARE WELL, WITHIN THAT PERCENTAGE, AND THE MDP HAD SIGNED OFF ON IT AND WE'RE GOOD TO GO.
BASICALLY, WHAT DID WE LEARN FROM ALL THIS REALLY COMES TO THIS WHOLE EMPCOMES DOWN TO ONE PAGE, AS I SAID, BASIC PAGE 85.
WHAT WE'RE SEEING IS THAT OVER THE NEXT 10 YEARS, WE'RE GOING TO SEE A STEADY INCREASE OF UP TO APPROXIMATELY 250 ADDITIONAL ELEMENTARY SCHOOL STUDENTS.
WE'RE LOOKING TO SEE AN INCREASE OF APPROXIMATELY 90 MIDDLE-SCHOOL STUDENTS AND THEN WE'RE GOING TO SEE INCREASES IN A HIGH SCHOOL STUDENT POPULATION LEVELS AND THEY'RE PEEKING OUT ACTUALLY NEXT YEAR AND FY15, TWO PROJECTED POPULATIONS OF 1,782 AND 1777, RESPECTIVELY.
>> WAIT CAN YOU REPEAT THOSE NUMBERS AGAIN
>> THEN 1777. THAT'S FOR BOTH HIGH SCHOOLS.
>> THAT WILL PROBABLY BE THE MOST FOR HIGH SCHOOL THEN.
>> YES, WE'RE PEAKING, WE'RE GETTING READY TO PEAK.
>> WHICH WE'LL BE LOOKING AT THAT BUBBLE HAVING COME FROM LOCKER.
>> THE GOOD NEWS IS IS THAT THERE'S NOT ANOTHER BUBBLE COMING BEHIND IT RIGHT NOW.
>> BUT FOR A BURGER. AFTER THAT, THE HIGH-SCHOOL POPULATION ARE PROJECTED TO DECREASE.
NEARLY 170 STUDENTS OVER THE NEXT FIVE YEARS.
FOLLOWING FY28, THE HIGH-SCHOOL POPULATIONS ARE PROJECTED TO CONTINUE DECREASE SLOWLY, OR BE FLAT THROUGH FY32.
THERE'S TWO NOTES I WANT TO TALK ABOUT.
I WOULD SAY THE ENROLLMENT PROJECTIONS FROM MDP DO NOT INCLUDE PRE-K ENROLLMENT.
EXPECT TO SEE A SPIKE IN THE KINDERGARTEN STUDENTS WITHIN THE NEXT TWO OR THREE YEARS AS A RESULT OF THE COVID ERA.
THAT IS NOT THAT THEY DID NOT GIVE US AS PART OF THE PERCENTAGE THAT WE HAVE TO MATCH UP AGAINST.
ONCE IT HAPPENS, IT MIGHT GET A LITTLE PICKLE TRYING TO MATCH UP THESE NUMBERS UP.
THE OTHER NOTE IS IN THE SPIRIT OF BLUEPRINT.
THERE'S A LOT OF UNKNOWN IMPACTS WITH THE BLUEPRINTS GOALS OF CREATING EDUCATIONAL OPPORTUNITIES FOR HIGH SCHOOL STUDENTS TO ATTEND COMMUNITY COLLEGES, ESPECIALLY FOR JUNIORS AND SENIORS AND WHAT IMPACTS MY SHOP IS WITH OPERATIONS AS WELL AS FACILITIES MANAGEMENT IS IT'S VERY POSSIBLE YOU COULD HAVE A HIGH-SCHOOL AT 1,200 STUDENTS ENROLLED, BUT THERE MAY ONLY BE 900 STUDENTS IN THAT BUILDING ALL DAY LONG.
SO WHAT DOES THAT MEAN? HOW DO WE MANAGE THAT? DO WE SHUT DOWN CERTAIN PARTS OF THE HALLWAYS? OUR CLASSES SMALLER OR LARGER? THERE'S A LOT OF THINGS I'M NOT EVEN GOING TO TOUCH OUT WITH ANYMORE, THE TEN-FOOT POLE.
BUT THESE ARE THINGS THAT I THINK ABOUT WHAT IF THAT COMES TRUE? YEAH, THE SCHOOL WILL BE ENROLLED FOR 1,200 BUT, ARE REALLY GOING TO HAVE THAT MANY KIDS IN THE BUILDING ANY PARTICULAR DAY, SO WHAT DOES THAT ALL LOOK LIKE? THERE'S A LOT OF STUFF TO HASH OUT WITH THAT WHOLE THOUGHT PROCESS SO THAT'LL BE INTERESTING TO SEE HOW BLUEPRINT MERGES INTO DEPARTMENT OF PLANNING NUMBERS.
I SAID EARLIER THAT I SEE AND DEPARTMENT PLANNING MEET AND THEY DO HAVE DETAILED DISCUSSIONS.
I THINK YOU MIGHT HAVE TO THROW MSDE INTO THE DISCUSSION A LITTLE BIT SO THEY CAN SAY HERE, HERE'S WHAT WE'RE SEEING WITH COLLEGE TUITION.
I COULD BE TOTALLY WRONG, BUT IT'S JUST FROM WHAT I HEAR.
THAT'S WHAT I'M THINKING. BEFORE I CLOSE OUT, I WANT TO THANK JOSH RYAN.
HE WAS THE MASTERMIND BEHIND ALL OF THE REQUIRED SPREADSHEETS TO ACCURATELY DEVELOP THESE NUMBERS IS MORE THAN A NOTION.
SEVERAL SPREADSHEETS AS SCHOOL WORK AND WORK THEM TO GET ONE NUMBER AND THEN THROW THAT INTO ANOTHER SPREADSHEET AND THEN IT BLOWS UP.
THEN YOU GOT TO SIT THERE AND WORK AT WORK IT TO GET ANOTHER NUMBER AND THEN EVENTUALLY CHUG ALONG AND BANG, THERE IT IS.
[00:35:04]
WE HAVE THIS SO I JUST WANT TO THANK YOU.ANOTHER GREAT JOB. I KNOW YOU LEARNED IN THE LAST YEAR AND YOU DID PRETTY GOOD THIS YEAR.
THIS THE GUY WHO DOES 90 PERCENT OF ITS TIME DOING MANAGING MOST OF THIS STUFF.
HE'S WORKING TO WORK AT NIGHT AND I CALL THEM IN AT 09:00 IN MORNING.
SAY I NEED TWO NUMBERS FROM YOU AND HE'S LIKE, I JUST GOT IN AT 04:00.
OTHER THAN THAT, THANK YOU FOR YOUR TIME.
I WILL ENTERTAIN ANY QUESTIONS THAT YOU MAY HAVE REGARDING THIS.
>> MARK ASKED ME NOT TO ASK QUESTIONS TONIGHT.
IT'S A TREMENDOUS AMOUNT OF WORK THAT GOES INTO IT BOTH IN MARYLAND DEPARTMENT OF PLANNING FROM OUR FOLKS TO TRY TO GET AS ACCURATE AS WE CAN.
THE ONE THING THAT'S NOT BAKED INTO THE FORMULA AND THEY CAN'T MAKE IN PERFECTLY ARE THE POLITICAL IMPACTS THAT CAN HAPPEN WITH OUR EL STUDENTS.
THOSE THINGS YOU JUST CAN'T PROJECT OUT 10 YEARS SO THESE ARE AS GOOD AS THEY CAN BE BASED OFF THE VARIABLES THAT ARE AS MENTAL ILLNESS COULD MEAN.
>> WHAT ARE YOU DOING EVERY YEAR?
>> SO THERE ARE THOSE ADJUSTMENTS THAT CAN HAPPEN THAT DO HAVE AN IMPACT QUICKLY, POTENTIALLY MIGHT SEE SOMETHING IN THE FALL OFF SOME CHANGES THAT HAPPENED VERY RECENTLY.
THOSE ARE THE THINGS THAT THEY JUST CAN'T PROJECT, SO THEY'RE ACCURATE WITHOUT ONE CAVEAT OF THE OTHER THINGS THAT CAN HAPPEN WITHIN POLITICS.
>> I WANT TO ACKNOWLEDGE THAT WHILE IT JUST SEEMS THERE STANDARD THING, PAGE 92 THE LETTER FROM THE MARYLAND DEPARTMENT OF PLANNING AND ACKNOWLEDGES THAT YOU SUBMITTED AND MET THE INFORMATION NEEDED WITHIN THEIR REQUIREMENTS, WITHIN THEIR STANDARDS, WITHIN THEIR TIMEFRAME AND IT JUST SOUNDS LIKE OH YEAH, THAT'S JUST A FORM LETTER THAT THEY JUST DUPLICATE OVER AND OVER AND MAYBE IT'S BOILERPLATE TO SOME DEGREE, BUT YOU'VE GOT THIS DONE AND IT COULD JUST AS EASILY BE A LETTER SAYING YOU'RE TARDY.
WHY ISN'T THIS DONE ON TIME? I DON'T WANT TO TAKE THAT FOR GRANTED AND I THINK THAT'S A [OVERLAPPING].
>> THAT'S A GOOD TEAM WE PUT TOGETHER TO PUT THIS REPORT TOGETHER.
I THINK LAST YEAR WAS 102, WHERE WE LOST EIGHT PAGES BUT DOWN TO 94, AND EVEN NEXT YEAR I'LL GET IT UNDER 80.
>> WELL, YOU ARE NOT ACCOUNTING FIVE OR SIX PAGES [INAUDIBLE].
>> RIGHT. IT'S A SIMPLE IF WE KNOW.
>> WELL DONE WE ARE DOING GREAT
>> THANK YOU. I GUESS IF THERE'S NO MORE QUESTIONS, I'LL ASK YOUR APPROVAL FOR THE EFMP SO WE COULD SUBMIT IT TO THE COUNTY AND GET UP TO STAY.
>> DID WANT ENTERTAIN A MOTION.
>> I'LL MAKE A MOTION TO APPROVE THE EFMP FOR SUBMITTER L TO THE STATE.
>> ANY DISCUSSION? HEARING NONE. ALL IN FAVOR?
>> [OVERLAPPING] THIS TIME. [APPLAUSE]
>> THANK YOU. MRS. FRANCO, YOU ARE GOOD TO GO NOW.
OKAY. YOU'RE SIGNED AND SEALED YOU CAN DELIVER.
>> THANK YOU SO MUCH. COUNTY COMMISSIONERS.
>> WE HAVE SOME EXCELLENT DISCUSSION ITEMS ON THIS AGENDA TONIGHT THE GIFTED AND TALENTED UPDATE. MRS. SPARKLE WELL.
[3.01 Gifted & Talented Update]
>> [LAUGHTER] GOOD EVENING, PRESIDENT MARTIN, BOARD MEMBERS AND DR. SIMMONS.
TONIGHT I'M GOING TO GIVE AN UPDATE ON GIFTED AND TALENTED.
MICHELLE WHILLY RETIRED LAST YEAR, SO WE ADDED JESSICA ANDRES AT GES AND RIGIDLY, TINA FARABOUGH IS AT FEDERAL SPARK IN PRESTON AND KATIE TRIBBITT, IS AT [INAUDIBLE].
GIFTED AND TALENTED HAS GUIDELINES THAT WE FOLLOW IN COMAR.
THIS LINK WORKS, BUT I WENT AHEAD AND MADE A COPY BECAUSE THE SECOND LINK THAT IS IN HERE LATER IN THE PRESENTATION, MSD HAS BEEN WORKING ON MY WEBSITES, SO THAT LINK WAS NOT WORKING THIS WEEK.
BUT THIS IS COMAR 13A.04.07 THAT GUIDES EVERYTHING THAT WE HAVE TO DO RELATED TO IDENTIFICATION,
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WHICH I'LL GET INTO ON THE NEXT SLIDE.THE PROGRAMS AND SERVICES AND HOW WE'RE MONITORED.
BUT THE TWO BOOKS THAT ARE ON THIS SLIDE, I WANTED TO SHARE.
THIS IS PART OF THE WILLIAM AND MARY GIFTED AND TALENTED UNITS THAT ARE PART OF OUR CURRICULUM.
THESE ARE STUDENTS THAT THROUGHOUT THE YEAR, HAVE WORKED ON ASSIGNMENTS OUT OF THOSE UNITS AND IF I'M REMEMBERING CORRECTLY, THIS UNIT, THEY WERE DOING A DEBATE AND THEY WERE TAKING SIDES DURING THE CIVIL WAR AND THE STUDENTS, FROM MY UNDERSTANDING, DID A WONDERFUL JOB WRITING THEIR ARGUMENTS AND THEY'RE WORKING AS TEAMS AND THE TOP PICTURE, WRITING DOWN THEIR POINTS AND THE DISCUSSION PIECES THAT THEY WANTED TO BRING ABOUT IN THEIR ROOMMATES.
BUT THEY HAVE BEEN DOING A LOT OF DIFFERENT ACTIVITIES AND AS I SAID LAST YEAR WHEN I PRESENTED, WE ARE TRYING TO BRING A LOT MORE SOCIAL STUDIES AND SCIENCE INTO GT SO I HAVE A LOT OF PICTURES IN HERE THAT REFLECT WHAT THEY HAVE BEEN DOING WITH THOSE CURRICULUM UNITS.
THE MONITORING AND REPORTING REQUIREMENTS.
EVERY SEPTEMBER, WE HAVE TO REPORT OUR LOCAL ESSA CONSOLIDATED STRATEGIC PLAN AND I HAVE TO WRITE GOALS AND OBJECTIVES THAT ARE RELATED TO HOW WE'RE GOING TO CONTINUE OUR PROGRAM AS IS OR MAKE IMPROVEMENTS.
I'M OF THE MINDSET THAT THERE'S ALWAYS TWEAKING AND IMPROVING THAT CAN BE DONE AND I WANT US TO HAVE THE BEST QUALITY GT PROGRAM FOR OUR STUDENTS.
WE HAVE BEEN WORKING ON IMPROVING THE IDENTIFICATION OF GIFTED AND TALENTED STUDENTS.
I TALKED ABOUT LAST YEAR CHANGING OUR IDENTIFICATION PROCESS, THE SCREENER THAT WE USE FROM THE NNAT TO COGAT AND WE HAVE BEEN SCREENING THE SPRING.
WE SCREEN ALL OF OUR SECOND GRADERS, SO THAT WE CAN IDENTIFY THEM FOR THIRD GRADE.
I'VE ALSO BEEN WORKING FOR THE PAST COUPLE OF YEARS AT TRYING TO INCREASE THE NUMBER OF GT STUDENTS THAT ARE IDENTIFIED SO THAT THOSE NUMBERS REFLECT THE DIVERSITY AND THE BUILDINGS.
YOU'LL SEE LATER IN THE PRESENTATION THAT I'M HAPPY TO REPORT THAT OUR NUMBERS ARE INCREASING AND I DO HAVE SOME NUMBERS THAT I CAN SHARE WITH YOU WITH REGARDS TO UNDERREPRESENTED POPULATION.
WE DO NOT HAVE ANY SCHOOLS THAT ARE EXEMPT FROM BEING IDENTIFIED.
THE CONTINUUM OF PROGRAMS AND SERVICES, AGAIN, WE'VE BEEN TWEAKING THAT TO INCLUDE MORE THAN JUST ENGLISH LANGUAGE ARTS.
WE WANT OUR STUDENTS TO BE EXCITED ABOUT BEING IN THE GT PROGRAM AND I KNOW A LOT OF PARENTS IN THE PAST HAD SAID THEIR STUDENTS DIDN'T WANT TO JUST GO INTO AN ENRICHMENT CLASS AND READ BOOKS AND TALK ABOUT IT, SO WE'VE REALLY BEEN TRYING TO GET SOME HANDS ON ACTIVITIES AND THE WILLIAM AND MARY UNITS HAVE BEEN WONDERFUL ADDITION.
THEN DATA IN FORM GOAL'S TARGET STRATEGIES AND TIMELINES.
IN OUR LOCAL CONSOLIDATED PLAN, I HAVE TO INCLUDE GOALS, I HAVE TO HAVE TARGETS, AND I HAVE TO COLLECT DATA, SOME OF WHICH I'LL SHARE WITH YOU TONIGHT.
JUST TO REVIEW OUR IDENTIFICATION PROCESS FOR ALL GRADES, TEACHERS COLLECT DATA AND STUDENT ARTIFACTS.
THEY MONITOR STUDENTS WHO ARE DEMONSTRATING GIFTED CHARACTERISTICS.
WE USE THE HOPE TEACHER RATING SCALE, WHICH IS SOMETHING THAT WAS FROM PROJECT HOPE, WHICH IS ABOUT LOOKING AT THE OPTIMISTIC DEVELOPMENT OF PERFORMANCE AND TALENT SO TEACHERS ARE GIVEN THE SCALE FOR ALL STUDENTS, AND THAT IS PART OF WHAT IS TAKEN INTO CONSIDERATION.
IN ADDITION TO ASSESSMENTS, IF YOU LOOK AT THE UNIVERSAL SCREENING AND GRADES TWO THROUGH FIVE, WE USE I-READY MATH AND ELA DATA, BUT WE ARE REQUIRED TO USE A COGNITIVE ASSESSMENT, WHICH IS WHERE THE COGAT COMES IN AND WE USE MCAP SCORES AS WELL FOR GRADES 3 THROUGH 5.
I DO HAVE PARENTS THAT WILL REACH OUT IF THEIR CHILD DID NOT QUALIFY WHEN THEY WERE SCREENED IN SECOND OR THIRD GRADE AND THEY WILL ASK IF WE CAN SCREEN THEIR CHILD AGAIN AND I ACTUALLY HAVE A FEW IN MIDDLE SCHOOL THAT WE'RE GOING TO BE PREPARING TO SCREEN.
[00:45:03]
SIXTH THROUGH EIGHTH GRADE, AGAIN, THE I-READY MATH AND ELA DATA, MCAP SCORES, WE USE HOPE TEACHER RATING SCALES.THEN IF YOU REMEMBER IN PREVIOUS PRESENTATIONS, AND THAT'S WHERE THE SECOND HANDOUT THAT YOU HAVE, WHICH IS THE MODEL OF GIFTED AND TALENTED EDUCATION, THOSE ARE THE [NOISE] GUIDELINES THAT MSD PROVIDES THAT GO ALONG WITH THE COMAR REQUIREMENTS.
WHEN STUDENTS GET TO SIXTH THROUGH EIGHTH GRADE AND PARTICULARLY INTO HIGH SCHOOL, IT'S MORE ABOUT INTERESTS, THEY'RE INTERESTS DRIVEN.
THEY MAY CHOOSE TO TAKE CTE COURSES.
THEY MIGHT WANT TO GO INTO ENGINEERING.
THEY MAY TAKE COLLEGE CLASSES, AP CLASSES.
IN A SIXTH THROUGH EIGHTH GRADE, WE'RE TRYING TO GET THEM PREPARED.
A LOT OF OUR STUDENTS ARE STARTING TO GET MORE INTO PERFORMING ARTS, BAND, COURSE, DRAWING AND THEN AGAIN IN HIGH SCHOOL, IT'S VERY INTEREST DRIVEN, SO THE CLASSES THAT THEY TAKE, THEY'RE ABLE TO SELECT BASED ON THE COURSE CATALOG AND ANY DUAL ENROLLMENT CLASSES.
THIS IS ONE OF OUR SCIENCE UNITS AND THIS IS FOURTH GRADE CLASSES.
I BELIEVE, IF I'M REMEMBERING CORRECTLY THAT IS FEDERAL SPARK ELEMENTARY SCHOOL STUDENTS AND THIS WAS A FUN PROJECT TO WATCH THEM WORK ON.
THEY WERE LEARNING HOW TO BUILD A BRIDGE AND MRS. FARABOUGH TOOK THE TIME TO SHOW THEM PICTURES FROM A BRIDGE, LIKE THEY WERE TALKING ABOUT TRUSSES.
SHE HAD PICTURES UP CLOSE THAT STUDENTS WERE LOOKING AT THE DESIGN OF THE BRIDGES AND THEY HAD A DISCUSSION.
THEY WATCHED SHORT CLIPS AND VIDEOS ON WORKERS THAT WERE ACTUALLY WORKING ON SITE.
STUDENTS WERE GIVEN STROLLS, THEY HAD STRING, THEY HAD TAPE, AND THEY HAD TO USE THOSE MATERIALS TO CONSTRUCT THE BRIDGE.
I WAS TRYING TO GIVE YOU SOME OF THE CLOSE-UP PICTURES SO YOU CAN REALLY SEE THE DETAIL THAT THEY PUT INTO IT BUT THEY WERE VERY ENGAGED AND I'VE WORKED WITH A COUPLE OF THE GROUPS ASKING THEM QUESTIONS AND WE WOULD GO BACK AND LOOK AT THE PICTURES AND TALK ABOUT WELL, WHAT DID MRS. FARABOUGH SAY ABOUT WHAT WAS IMPORTANT ABOUT THE STRENGTH OR THE WEIGHT GOING ON THE BRIDGE.
THERE WAS A LOT OF THOUGHT AND DISCUSSION THAT TOOK PLACE PRIOR TO THE STUDENTS GETTING TO THIS POINT OF THEIR PROJECT.
IT DID TAKE ABOUT TWO WEEKS AND CLASS TO FINISH.
BUT THEY WERE VERY PROUD AND YOU CAN SEE ALMOST A COMPLETED BRIDGE ON THE BOTTOM LEFT CORNER.
THE STUDENTS WERE INTO IT, THEY REALLY DID A NICE JOB AND IT WAS A LOT OF FUN TO SEE THEM SO ENGAGED AND HAVING THOSE DISCUSSIONS AND EVEN IF THEY DIDN'T AGREE ABOUT HOW TO GO ABOUT IT, THEY WORKED THROUGH IT.
THERE WAS A LITTLE BIT OF DISCOURSE, WHICH IS A GOOD [INAUDIBLE].
I'M VERY PLEASED WITH HOW THESE UNITS ARE BEING INCORPORATED.
>> WHEN THEY CRASH CLASSIFICATION OF LIFE.
NOT THAT THEY'RE NECESSARILY GOING TO GO BUILD THE BRIDGE, BUT THEY'RE GOING TO CROSS ONE.
WHEN THEY GO ACROSS A BAY BRIDGE OR DOVER BRIDGE OR WHATEVER, THEY'RE GOING TO CONNECT IN SOME WAY.
THEY MIGHT SAY, I KNOW HOW THEY BUILD THESE, DON'T CROSS IT.
[LAUGHTER] MORE LIKELY, THEY'RE GOING TO REALLY CONNECT TO OH, I UNDERSTAND ALL THAT.
>> YES. THEY DID HAVE OBJECTS THAT THEY WOULD PUT ONE THERE BRIDGE TO MAKE SURE THAT IT COULD SUSTAIN THE WEIGHT AND IT WAS INTERESTING.
THERE WASN'T ONE BRIDGE THAT WAS LIKE ANY OTHER IN THAT CLASSROOM.
THEY ALL HAD DIFFERENT IDEAS AND DIFFERENT WAYS TO GO ABOUT IT SO IT WAS VERY NEAT TO LOOK AT AND WATCH THEM PUT TOGETHER.
THIS IS OUR FIFTH GRADE THINKING LIKE A SCIENTIST UNIT AND THEY WERE BUILDING.
FIFTH GRADE DOES READ HIDDEN FIGURES AND THEY READ THAT AND THEN THEY WERE WORKING ON MOON LANDING APPARATUS.
THAT WAS THE PROJECT AFTER THEY HAD READ HIDDEN FIGURES.
I HAD OTHER PICTURES BUT THEY WEREN'T AS CLOSE UP, SO IT WAS A LITTLE BIT HARDER TO SEE WHERE THEY [NOISE] HAD BUILT A PROSTHETIC HAND OUT OF STRAWS AND CUPS.
THEY JUST HAVE BEEN VERY CREATIVE AND THE TEACHERS HAVE BEEN GREAT AT PICKING AND
[00:50:03]
CHOOSING THE UNITS AND THE LESSONS AND THE UNITS THAT ARE REALLY ENGAGING FOR STUDENTS.LIKE I SAID, IT HAS BEEN A LOT OF FUN TO WATCH THE PROJECTS TAKE PLACE AND TAKES SHAPE.
>> SUCH A GREAT STORY WOULD HAVE GOOD CONNECTIONS.
>> IT IS AND I LOVE THAT IT REFLECTS DIVERSITY. OUR FOCUS FOR THIS YEAR, STARTING LAST MAY, IF YOU REMEMBER, I HAD SHARED THAT AT THE MAY 22 STATE BRIEFING FOR GIFTED AND TALENTED, THE STATE HAD DECIDED TO START FOCUSING ON IMPROVING THE IDENTIFICATION OF GT STUDENTS, ESPECIALLY THOSE FROM HISTORICALLY UNDERREPRESENTED GROUPS.
ENGLISH LEARNERS, FARM STUDENTS AND OTHER MINORITIES.
WELL, WE WERE AHEAD OF THE GAME BECAUSE I HAD BEEN LOOKING AT THAT, AND THE TEACHERS AND I, WERE CONCERNED ABOUT OUR DIVERSITY NUMBERS SINCE 2020.
WE ALSO HAVE BEEN CONTINUING TO FOCUS ON THOSE GOALS AND TARGETS IN OUR LOCAL CONSOLIDATED PLAN, SO IF YOU GO TO, I THINK THE NEXT ONE, IS ANOTHER STUDENTS AT WORK.
HERE'S SOCIAL STUDIES, AND IF ANYBODY WENT TO DENTON ELEMENTARY SCHOOL'S ACADEMIC NIGHT, RGT STUDENTS AT DENTON HAD THEIR PROJECTS ON THE STAGE THAT EVENING.
I WENT AND WAS ABLE TO SEE THE FINISHED PRODUCTS.
THEY PUT A LOT OF TIME AND EFFORT INTO IT.
THIS WAS FOCUSED ON THE HOUSE DIVIDED ON CIVIL WAR AND STUDENTS HAD DISPLAY BOARDS.
I THINK ONE OF THEM WAS ABOUT NAT TURNER AND THEN IT WAS TRYING TO HAVE REPLICAS OF THE WAR FIELD, THE FIELD THAT THEY WOULD BATTLE ON, AND JUST DIFFERENT THINGS ABOUT THAT TIME PERIOD.
LOOKING AHEAD, WE'RE GOING TO CONTINUE, AS I SAID, REVIEWING OUR IDENTIFICATION PROCESS, THE SCREENING TOOLS THAT WE'RE USING, INSTRUCTIONAL PROGRAMMING.
RIGHT NOW, I'M VERY HAPPY, LIKE I SAID, WITH OUR HALF UNITS, BUT GT UNITS FROM WILLIAM AND MARY, THEY ARE FITTING IN VERY WELL AND I THINK THE LESSONS ARE VERY ENGAGING.
WE'RE GOING TO CONTINUE LOOKING AT STEM AND STEAM ACTIVITIES.
MORE HANDS-ON ACTIVITIES FOCUSING ON OTHER CONTENTS SUCH AS SCIENCE AND SOCIAL STUDIES.
INCREASING INTERESTS IN SCIENCE AMONG THE DIVERSE LEARNERS.
UNITS LIKE THINKING LIKE AN INVENTOR, THINKING LIKE AN ENGINEER, AND THINKING LIKE A SCIENTIST WHICH I SHOWED YOU PICTURES OF THOSE ACTIVITIES.
WE PURCHASED COGAT, WHICH WAS DIFFERENT THAN THE NAT, WHICH WE HAVE USED PRIOR TO THIS YEAR.
I WANTED TO SHARE A FEW SPECIFIC REASONS WHY I CHOSE COGAT.
ACCORDING TO THE RESEARCH, I DID A LOT OF RESEARCH BEFORE I DECIDED TO GO WITH COGAT, AND DO SOMETHING A LITTLE BIT DIFFERENT.
THE DATA FOR COGAT SHOWS THAT AS FAR AS DIVERSITY, BECAUSE IT'S NONVERBAL, SO THE LANGUAGE LOAD IS LOWER, SO STUDENTS THAT ARE ENGLISH LEARNERS ARE NOT GOING TO STRUGGLE TAKING IT.
THERE'S A LOT OF PICTURES, BUT IT IS CAPTURING ABILITY.
IT'S LEVELING THE PLAYING FIELD.
THEY HAVE TESTING ACCOMMODATIONS, THERE'S NO TIME LIMIT, SO EVEN STUDENTS THAT ARE TWICE EXCEPTIONAL, WHICH WOULD BE STUDENTS FROM SPECIAL ED OR 504, WOULD STILL HAVE THEIR ACCOMMODATIONS.
THERE WOULD BE OPPORTUNITY FOR REPRESENTATION OF ALL STUDENTS.
ONE OF THE THINGS THAT I REALLY LIKED ABOUT COGAT, IS THAT ALL STUDENTS WERE REPRESENTED WHEN THEY DID THE DEVELOPMENT OF THE TEST.
WHEN THEY LOOKED AT THE TESTS IN NORM DATA, IT WAS BASED ON WAS IT FAIR, WAS IT UNBIASED? OUT OF ALL OF THE TESTS THAT I LOOKED AT AS A COGNITIVE ABILITY TEST FOR OUR GIFTED AND TALENTED STUDENTS WERE WANTING TO EMBRACE DIVERSITY, WE WANT TO MAKE SURE WE'RE INCLUDING OUR TWICE EXCEPTIONAL STUDENTS.
THE TEST ITEMS WITH RESPECT TO CULTURE AND GENDER DIFFERENCES AND ABILITY.
THIS WAS LIKE THE BETTER TEST OUT
[00:55:03]
OF ALL OF THE ONES THAT I THINK WE HAVE GIVEN THE KIDS BEFORE, AND ONE GROUP DOES NOT HAVE AN ADVANTAGE OVER ANOTHER.I'M HOPING AT THE END OF THIS YEAR, ONCE WE SCORE ALL OF THE TESTS FROM THE SECOND GRADE SCREENING THAT WE'LL SEE THAT WE HAVE INCREASED DIVERSITY.
MY GOAL IN OUR ESSA PLAN WAS TO INCREASE BY 3 TO 5 PERCENT, WHICH MAY NOT SEEM LIKE A LOT, BUT THE STATE EXPECTS 10 PERCENT OF OUR POPULATIONS IN THE DISTRICT OVERALL AND AT EACH SCHOOL TO BE GT.
I FELT THAT 3 TO 5 PERCENT GROWTH WAS A FAIR AMOUNT.
ONE OTHER THING I WANT TO ADD, THANKS TO YOU SANDY BERRIES COOPERATION THIS YEAR, MY GT TEACHERS STARTED NEWSLETTERS, BUT THEY ARE USING S'MORES AND THOSE GO HOME TO THE PARENTS MONTHLY.
IT'S BEEN A GREAT WAY OF COMMUNICATING WITH OUR FAMILIES BECAUSE I FEEL LIKE SOMETIMES PARENTS GET A SNAPSHOT OF WHAT THEIR KIDS ARE DOING IN SCHOOL.
EVERY MONTH, A NEWSLETTER GOES HOME FROM EACH SCHOOL, FROM EACH TEACHER, AND THEY INCLUDE PICTURES OF WHAT'S GOING ON AND JUST A BRIEF DESCRIPTION FOR EACH GRADE LEVELS.
WE PLAN ON CONTINUING THAT AS WELL TO KEEP OUR PARENTS INFORMED.
THE NUMBERS ARE BASED ON GRADES THREE THROUGH FIVE BECAUSE WHEN MSDE CAPTURES OUR GIFTED AND TALENTED NUMBERS, THEY'RE ONLY LOOKING AT WHAT GRADE LEVELS WE PROVIDE GT SERVICES.
I DID NOT INCLUDE HIGH SCHOOL, BUT I DID GO THROUGH MIDDLE SCHOOL.
THE REASON I DIDN'T INCLUDE HIGH SCHOOL IS BECAUSE IN HIGH SCHOOL, BASICALLY THEY'RE CHOOSING WHAT THE CLASSES THEY'RE TAKING, SO I FEEL LIKE FROM THIRD THROUGH EIGHTH GRADE GIVES US A BETTER PICTURE OF HOW OUR POPULATION IS GROWING.
BUT I DO HAVE THE HIGH SCHOOL NUMBERS FOR YOU IF YOU WANT TO KNOW WHAT THOSE ARE.
>> JUST LOOKING AT THAT REFERRED?
>> IS THERE A RESULT OF THE COGAT TESTING?
>> NOT YET. I'M EXCITED TO SEE WHAT HAPPENS, BUT WE HAD 2020, 2021 SCHOOL YEAR.
OUR NUMBERS WERE LOWER AND TINA AND I, SHE HAS FEDERALS BERGEN PRESTON HAVE A LOT OF CONVERSATIONS ABOUT WHAT DO WE NEED TO DO DIFFERENTLY TO CAPTURE OUR STUDENTS AT FEDERALS BERGEN.
THERE HAD BEEN A LOT OF CHANGES WE ARE GOING THROUGH, ADMINISTRATIVE CHANGES.
COVID BELIEVE YOU KNOW, YOU REMEMBER THAT 2020, 2021, WE CAME BACK IN MASS, WE WERE HYBRID.
WE STILL HAD STUDENTS THAT WERE NOT RETURNING FULL-TIME.
THEY HAVE THAT OPTION OF UNTIL I THINK IT WAS FEBRUARY OF 2021, TO LEARN VIRTUALLY.
IT WAS REALLY HARD TO SCREEN AND TEST ALL THOSE STUDENTS.
STUDENTS WHO CHOSE TO STAY HOME LONGER, WE ENDED UP NOT SCREENING UNTIL THEY WERE IN THIRD GRADE OF 2021, 2022.
I THINK THAT'S WHERE SOME OF THE FLUCTUATION IN NUMBERS CAME FROM.
I HAVE LET TINA BE THE GUINEA PIG, WHERE WE HAVE BEEN DIPPING INTO FIRST AND SECOND GRADE AND EVEN KINDERGARTEN AT FEDERALS BERGEN PRESTON BECAUSE THEY'RE SMALLER SCHOOLS, AND WE SAW THAT WE ARE MISSING KIDS, AND WE KNOW THAT.
DURING THE 2021, 2022 SCHOOL YEAR, WE WERE TRYING A FEW DIFFERENT THINGS, AND SO I THINK THAT HELPED GET OUR NUMBERS UP AT FEDERALS BERGEN PRESTON BECAUSE I WAS REALLY WORRIED THAT WE WERE NOT GOING TO MAKE THE 10 %.
JUST LOOKING AT WHERE THEY WERE, I WAS CONCERNED THAT THAT NUMBER WAS GOING TO GO DOWN AS OUR FIFTH GRADERS MOVED FROM FIFTH GRADE TO SIXTH GRADE THE NEXT YEAR BECAUSE THE NUMBERS WERE DEFINITELY SMALLER IN THIRD AND FOURTH GRADE.
THE MARYLAND MODEL OF GT EDUCATION IS THE LINK THAT MSDE HAS NOT WORKING, SO YOU HAVE THAT HANDOUT.
THE OTHER TWO ARE WORKING. ANY QUESTIONS?
[01:00:04]
>> I JUST HAVE A QUICK QUESTION.
THE LESSONS, THINK LIKE THE SCIENTISTS, THINK LIKE ENGINEERS.
>> THOSE ARE STRICTLY GT LESSONS.
>> THEY ARE. THEY ARE FROM THE WILLIAM AND MARY UNITS.
THEY HAVE A CENTER FOR GIFTED EDUCATION THERE.
I HAVE ACTUALLY ATTENDED WHEN I TAUGHT AT LOCKERMAN AND I WAS TEACHING HALF AS WE CALL IT THEN.
THEY HAVE PROFESSIONAL DEVELOPMENT FOR GIFTED AND TALENTED TEACHERS THERE.
A LOT OF THE GT RESOURCES COME OUT OF WILLIAM AND MARY.
THEY HAVE A REALLY GOOD PROGRAM.
>> THEY DO. I WAS JUST WONDERING AND YOU'D PROBABLY WOULDN'T BE THE ONE TO ANSWER THIS.
IF THERE'S LOTS OF HANDS-ON IN THE REGULAR OR SCIENCE CLASSES OR SOCIAL STUDIES OR WHATEVER, BECAUSE IF I HAD A CLASS LIKE THAT, I'D BE TICKLED TO DEATH [LAUGHTER] WHETHER I WAS IN GT OR NOT BECAUSE IT JUST SOUNDS SO FUN AS WELL AS THE LEARNING.
>> OUR SCIENCE IS MORE HANDS-ON AND SOCIAL STUDIES.
SOCIAL STUDIES IS BEEN IN A PENDULUM, AND I THINK WE'RE SWINGING BACK TWO MORE HANDS-ON AND WE'RE GETTING MORE TO THE HISTORICAL INVESTIGATIONS.
WE STARTED MOVING THAT DIRECTION THEN COVID HIT AND WE TOOK THIS BACKSEAT.
WE'RE BRINGING IN MORE OF THE INVESTIGATION PIECE BACK IN, BUT SCIENCE DEFINITELY IS.
BUT IT'S A DIFFERENT HANDS-ON WITH SCIENCE WHERE YOU HAVE THAT BALANCE OF, I JUST HAD A CONVERSATION WITH THE PARENT LAST NIGHT AND THEY WERE JUST SAYING HOW IT'S JUST DIFFERENT BECAUSE SOME OF THE STUFF IS DONE VIRTUALLY NOW THROUGH DIGITAL LABS.
WE STILL GET DIRTY HANDS, WE GET DIRTY WITH THOSE THINGS BUT THERE ARE OTHER OPTIONS THAT WE'LL DO HANDS-ON JUST THROUGH VIRTUAL LAB EXPERIENCE AS WELL.
>> THEN I HAD ONE OTHER QUESTION.
OF COURSE, IN BAND AND OPPORTUNITIES FOR JAZZ AND DANCE.
OF COURSE, HAVE WE LOOKED AT ANYTHING WITH DANCE YET? IS THAT IN THEIR PE, IN ANYWAY?
>> RIGHT NOW IT IS MINIMALLY IN PE.
DANCE IS AREA OF FINE ARTS THAT WE HAVE NOT FULLY EXPLORED.
THE HARD PART FOR US IS ACCOUNTING.
IS THERE ACTUALLY IS MSDE DANCE CERTIFICATION IN AN ORDER? YES, THERE IS. IT'S NOT PHYSIC.
I DON'T WANT TO PUT THIS. THERE ARE QUALITY DANCE INSTRUCTORS IN THE AREA THAT WOULD NOT MEET MSDE CERTIFICATION REQUIREMENTS TO TEACH DANCE.
MRS. HESTON AND I HAVE HAD CONVERSATIONS, ESPECIALLY THROUGH THIS BUDGET CYCLE OF TRYING TO FIGURE OUT AT HOW CAN WE THINK ABOUT ADDING THAT IN? AT WHAT LEVEL? RIGHT NOW, WE TRIED TO BRING IT IN AS A UNIT IN PHYSIC.
BUT STATE WOULD LOVE FOR US TO BE ABLE TO OFFER DANCE IN HIGH SCHOOL.
IT'S JUST HOW DO WE SKIN THAT CAT AND THEN HOW DO WE, NOT THAT WE'RE SKINNING CATS.
THAT'S ANATOMY FIZZ. BUT, HOW DO WE DO IT AS SOMETHING THAT PUTS THAT OPPORTUNITY FOR KIDS?
>> I CAN'T SAY, I BELIEVE I WAS THE ASSISTANT PRINCIPAL IN SUSAN MCCANDLESS WHERE I WAS THE PRINCIPAL.
WE DID HAVE A GROUP OF GIRLS THAT WANTED TO START A DANCE CLUB AND SO THAT IS A POSSIBILITY AFTER SCHOOL.
>> I WAS JUST THINKING ABOUT, WILL WE TALK ABOUT THE PERFORMING ARTS? [OVERLAPPING] WHAT DO YOU THINK?
>> MY QUESTION, YOU WOULD HAVE IT IN HIGH SCHOOL.
WOULD THERE BE ANY WAY TO GET IT INTO THE LOWER GRADES TO GET THEM INTERESTED? MAYBE NOT IN FULL.
>> WHERE THE BOARD LEFT TO LOOK AT IT IS HOW DO WE FUND AN ADDITIONAL SPECIALIST POSITION TO COVER MULTIPLE BUILDINGS? IN WHAT WAY DOES THE SCHEDULE WORK? BUT YES. THEORETICALLY IS GOING TO HOLD.
>> I WAS THINKING MORE, HOW ABANDONED COURSE MAYBE WAS WHEN I WAS IN SCHOOL WHERE YOU HAD THE FLOATING BAND TEACHER THAT WENT FROM SCHOOL TO SCHOOL.
>> THOSE ARE ALL THINGS THAT WILL HAVE TO CONSIDER AS WE LOOK TO TRY TO BUILD THAT BECAUSE IF YOU WANT TO ADD IT AT EVERY ELEMENTARY, MIDDLE, AND HIGH, THERE'S NINE [INAUDIBLE] ADD WOULD WORK.
IT'S HOW DO YOU BUILD THE STRUCTURE IN THAT YOU MIGHT BE ABLE TO.
>> I THOUGHT IT WAS JUST THAT WHEN YOU STARTED, WHEN YOU'RE ALL THE WAY IN HIGH SCHOOL IT MAYBE FOR A LOT OF THINGS.
>> ESPECIALLY FOR DANCE. I MEAN,
[01:05:01]
AS A FATHER OF DANCER.>> TO ALSO CONSIDER IF MSDE REQUIREMENTS VERIFICATION AND WE COULD ONLY PROBABLY OFFER IT AS A CLASS BECAUSE THE STUDENTS WOULDN'T GET ANY CREDIT FOR THE WORK THEY PUT IN. YOU KNOW WHAT I MEAN?
>> A LOT OF SCHOOLS OF OUR SIZE OR SYSTEMS OF OUR SIZE AND SMALLER ARE REALLY WRESTLING WITH HOW TO DO IT MORE THAN JUST A UNIT HERE OR A LESSON THERE BECAUSE IT'S STRUCTURAL PIECE AND A DORCHESTER ALSO BEEN ENGAGED IN CONVERSATIONS OF HOW DO YOU DO IT MEAN?
>> YOU'RE RIGHT. WE DO HAVE FOLKS IN COMMUNITY WITH GREAT JOB OF STUDENTS.
>> WE WERE ABLE TO PURCHASE THE PORTABLE DANCE FLOOR DONE IN FES LAST YEAR THROUGH COMMUNITY SCHOOLS.
YOU HAVE THE BEGINNING OF THE CLUBS.
YOU CAN TRAIN THE TEAMS FOR THE COMMUNITY, NOT NECESSARILY WHERE YOU HAVE TO HAVE A CERTIFIED TEACHER.
IT'S MORE THAN RIGHT AFTER SCHOOL PROGRAM.
>> JUST A THOUGHT. I'M SURE WE HAVE STUDENTS WHO ARE INTERESTED IN DANCE.
HOW ARE A LOT OF TEACHERS CERTIFIED FOR THAT? I'M LOOKING AT THE WHOLE PICTURE
>> IN MY UNDERSTANDING AND I MIGHT BE WRONG ON THIS ONE.
WHILE I WAS AT COLONEL [INAUDIBLE] AGO NOW, WE HAD A FIZET TEACHER WHO ACTUALLY WAS CERTIFIED IN DANCE ONLY BECAUSE THE PROGRAM THAT SHE WENT THROUGH, WHICH WAS A WHILE AGO FOR HER EVEN AT THAT TIME, IT WAS A DUAL CERTIFICATION FOR DANCE FROM FIZET AT FROSTBURG STATE COLLEGE AND THEN YOU'D PROBABLY WAS CALLED THEN, AND SHE WAS THE ONLY ONE IN THE BUILDING THAT WAS ACTUALLY CERTIFIED IN DANCE AND PROBABLY THE ONLY ONE IN THE COUNTY.
NOW THE WAY DANCES CONSIDERED UNDER FIVE MARKS.
DANCE IS NOT UNDER PHYSICAL EDUCATION AND HEALTH.
NOW WE INCORPORATE A UNIT THERE OR LESSONS THERE, BUT IT IS A FINE ART OFFERING WITH A SPECIALIZED CERTIFICATION NOW.
THEY'RE VERY FEW AND FAR BETWEEN.
>> I WOULD THINK THAT THE NATIONAL OR NOT.
>> BUT LIKE DRAMA, THAT'S NOT A SEPARATE CERTIFICATION.
YOU CAN STILL OFFER THOSE CLASSES.
>> DRAMA CAN BE DONE THROUGH AN ENGLISH CERTIFIED TEACHER.
>> THERE ARE CERTAIN CERTIFICATIONS THAT ARE JUST AS A SOCIAL STUDIES GUY, THEY JUST SEEM PECULIAR SCIENCE IS ANOTHER ONE OF THOSE.
PRETTY MUCH EVERY AREA OF SCIENCE HAS ITS OWN CERTIFICATION.
PHYSICS, CHEMISTRY, BIOLOGY, AND PHYSICAL SCIENCE.
NOT ALL SCIENCE TEACHERS ARE SCIENCE TEACHERS, NOT ALL HISTORY TEACHERS ARE HISTORY TEACHER, OR ENGLISH TEACHERS ARE ENGLISH TEACHERS.
SOME AREAS THEY JUST SPECIFY OUT PRETTY INTERESTING.
>> THE PRACTICES FOR SOCIAL STUDIES HAS, I THINK SIX.
I MEAN, YOU HAVE TO KNOW EVERYTHING BECAUSE THE WORLD'S HISTORY AND THEN IT GOES BACK.
>> I CAN SEE THE RATIONALE FOR THE CERTIFICATION FOR DANCE BECAUSE IT'S SO PHYSICAL.
>> THIS IS WHERE SOMEONE COULD GET INJURED AND THEN THE TRAINING MOVES WRONG.
BECAUSE IT IS DIFFERENT THAN JUST SAYING [OVERLAPPING].
THAT'S A SKILL THAT THEY WOULD HAVE CONFIDENCE.
THEY'LL HAVE THE REST OF THEIR LIVES, OR AT LEAST AS LONG AS I KEEP DANCING.
>> WHERE COULD THEY EVEN GET THAT CERTIFICATION?
I WOULDN'T EVEN KNOW WHAT COLLEGE [OVERLAPPING].
>> I KNOW SALISBURY HAS A MINOR IN DANCE.
I DON'T KNOW IF TOLSON HAS A MAJOR NOT IN IT BUT I KNOW THEY.
>> YEAH. [LAUGHTER] PEOPLE WOULD PAY ME NOT TO DANCE.
>> NO. I HOLD THAT PROUDLY. IF YOU DANCE I WILL.
JUST EXPLAIN A LITTLE MORE TO ME WHAT GIFTED AND TALENTED LOOKS LIKE AT A HIGH SCHOOL.
>> IF YOU LOOK AT THIS HANDOUT THAT SAYS MARYLAND MOTTO OF GIFTED AND TALENTED EDUCATION, IT IS A LITTLE BIT ON PAGE THREE AND ONE AT THE BACK OF PAGE FOUR, THEY TALK ABOUT WHAT THE PROGRAM AND SERVICES CAN LOOK LIKE, AS WELL AS APPROVED PROGRAMS. MSDE HAS DETERMINED THAT WHEN STUDENTS GET TO HIGH SCHOOL, BECAUSE THERE ARE SO MANY PARTS THAT THEY CAN TAKE.
[01:10:03]
THEY CAN TAKE AP COURSES, THEY CAN TAKE DUAL ENROLLMENT COURSES.THEY CAN GO INTO CTE COURSES, ENGINEERING.
SOME OF THE OTHER PROJECT LEAD THE WAY, BIOMED.
THEY CAN ALSO MAKE THE DECISION IN THAT THEIR TALENT LIES IN THE PERFORMING ARTS.
BECAUSE THERE ARE SO MANY DIFFERENT PATHS, IT REALLY IS DRIVEN BY STUDENT INTERESTS.
AT THE HIGH SCHOOL, THEY ARE EMBEDDED THROUGHOUT.
>> IT'S MORE LIKE YOU SAID, STUDENT-DRIVEN?
>> OKAY. THAT'S WHAT I THOUGHT BUT I WANTED TO MAKE SURE I GOT IT. THANK YOU.
>> THANK YOU. EXCELLENT REPORT.
>> ON TO SPECIAL EDUCATION STAFFING PLAN.
[3.02 Special Education Staffing Plan]
>>EXCELLENT. PRESIDENT AND DR. SIMMONS, MEMBERS OF THE BOARD, THANK YOU FOR HAVING ME THIS EVENING TO REVIEW THE PROPOSED SY2023-2024 SPECIAL EDUCATION STAFFING PLAN.
AS ALWAYS, WE LIKE TO RID OURSELVES AND PRACTICES IN OUR VISION OF BEING COLLABORATIVE TEAM OF A VARIETY OF STAKEHOLDERS THAT COME TOGETHER TO WORK TO MAKE SURE THAT OUR STUDENTS ARE DEVELOPING TO THEIR MAXIMUM POTENTIAL AND REALLY BEING A SCHOOL AND COMMUNITY LIGHTENS THAT WE'RE LOOKING TO DO THAT FOR POST-SECONDARY POSITIVE OUTCOMES.
TONIGHT I'M GOING TO WALK US THROUGH A LITTLE BIT AND THIS MIGHT LOOK FAMILIAR TO YOU LIKE LAST YEAR, BUT I PROMISED THE PRESENTATION IS SIGNIFICANTLY SHORTER.
POPULATIONS AND SERVICES IS GOING TO BE A DISCUSSION AS WELL AS WE'RE GOING TO DO A LITTLE BIT OF THE REVIEW THIS PAST YEAR.
I'M TALKING ABOUT SOME STRENGTHS AND NEEDS AND THEN REALLY GET TO THE MEAT OF THE CONVERSATION AROUND STAFFING FOR SPECIAL EDUCATION.
AS WE LOOK AT OUR STAFFING AND OUR PROGRAMMING FOR OUR STUDENTS WITH DISABILITIES, IT REALLY FALLS AROUND WHAT ARE THE SPECIFIC NEEDS OF THE PROGRAM ACROSS THE COUNTY.
CURRENTLY RIGHT NOW WE'RE SERVING 542 STUDENTS AS STUDENTS WITH DISABILITIES RECEIVING SERVICES THROUGH AN IEP AGES 3-21.
IT'S IMPORTANT TO TRACK AND LOOK AT THE DISABLING CONDITIONS, SO AS YOU WILL SEE THAT SPECIFIC LEARNING DISABILITY AS OUR NUMBER ONE PRIMARY DISABILITY ACROSS THE COUNTY, WITH A 23.6% OF OUR STUDENTS MAKING UP THAT POPULATION.
THAT'S VERY CLOSE WITH SPEECH AND LANGUAGE IMPAIRMENTS, WHICH YOU'LL SEE IS 23.1%.
THAT'S PRETTY CONSISTENT AND HAS REMAINED CONSISTENT THIS YEAR THROUGHOUT THE SCHOOL YEAR.
ONE THING THAT I WOULD LIKE TO POINT OUT THAT'S IMPORTANT WHEN WE'RE LOOKING AT NUMBERS AND WHEN WE TALK ABOUT GRANT FUNDING A LITTLE BIT LATER ON IS AS OF OCTOBER 1ST, WHICH IS OUR CHILD COUNT, WE WERE ONLY SERVICING 519 STUDENTS, SO OUR FUNDING GOING INTO NEXT YEAR IS BASED ON THAT NUMBER, NOT THE NUMBER THAT WE'RE CURRENTLY SERVING SO THERE'S A 23 STUDENT DIFFERENCE WITH THAT.
ONE OF THE THINGS THAT WE DO AS A SPECIAL EDUCATION DEPARTMENT IS KEEP A VERY FOCUSED LENS OR NOT ONLY COUNTY TRENDS, BUT DRILLING DOWN INTO THE DATA SPECIFIC TO INDIVIDUAL BUILDINGS.
THAT ALLOWS US AS A DEPARTMENT TO DETERMINE WHAT TYPE OF PROFESSIONAL DEVELOPMENT, HOW DO WE ALIGN OUR PERSONNEL AND OUR RESOURCES WITHIN THE BUILDING.
YOU'LL SEE A COMPREHENSIVE OUTLOOK ON HOW OUR STUDENTS WITH DISABILITIES ARE THROUGHOUT THE SYSTEM, AND AS OF MAY 8, WE WERE SERVICING 542 STUDENTS, WHICH PUTS US AT A TOTAL POPULATION 9.6%, WHICH FALLS BELOW THE NATIONAL AVERAGE OR THE EXPECTED OUTCOME OF 10%.
I KNOW WE TALKED ABOUT THAT LAST YEAR IN MY PRESENTATION WHERE DOES THAT 10% COME FROM.
YOU'LL NOTICE IF YOU LOOK AT SOME OF THE BUILDINGS, SOME OF THEM ARE A LITTLE BIT HIGHER THAN THAT 10%, AND SOME OF THEM ARE LOWER THAN THAT 10%.
WHEN WE'RE LOOKING AT OUR NUMBERS, WE USE THOSE TO IDENTIFY IF WE NEED TO DO SOME SPECIFIC PROFESSIONAL DEVELOPMENT WITH GENERAL EDUCATION OR SPECIAL EDUCATION STAFF ON IDENTIFICATION, THE SPECIAL EDUCATION PROCESS, ELIGIBILITY AND THOSE TYPE OF THINGS.
OUR SERVICES FOR OUR STUDENTS AGES 3-21, AND I THINK IT'S IMPORTANT TO POINT OUT, WE DO SERVICE BIRTH THROUGH 21 WITH OUR INFANTS AND TODDLERS PROGRAM BEING PRE AGE THREE.
BUT WHEN WE'RE LOOKING AT OUR SCHOOL AGE STUDENTS, WE HAVE A CONTINUUM OF SERVICES BECAUSE WE KNOW THAT WE NEED TO MEET THE DIVERSE NEEDS OF OUR STUDENTS.
THOSE SERVICES LOOK LIKE ANYTHING FROM STUDENTS BEING SERVED IN THE GENERAL EDUCATION SETTING TO HAVING MORE RESTRICTIVE LRE,
[01:15:03]
LEAST RESTRICTIVE ENVIRONMENT, SO IF THEY NEED SOME MORE SPECIFIC TAILORED OUTSIDE SERVICES, THAT MIGHT HAPPEN IN OUR INTENSIVE SUPPORT SETTING.OR THERE ARE TIMES WHERE WE HAVE STUDENTS THAT HAVE SUCH SIGNIFICANT NEEDS.
WE AS A COUNTY, WE MAY NOT BE ABLE TO ADEQUATELY PROGRAM HERE AND AN IEP TEAM DETERMINES A PLACEMENT FOR THEM IN A PRIVATE SEPARATE DAYS SCHOOL OR PROGRAM.
IT'S ALSO IMPORTANT TO POINT OUT THAT THE PROVISION OF SERVICES ARE NOT ONLY FOR INSTRUCTION, LIKE CLASSROOM INSTRUCTION, BUT ALSO SPEAKS TO RELATED SERVICES SUCH AS SPECIALIZED TRANSPORTATION, SPEECH AND LANGUAGE AND THE LIST IS THERE FOR YOU TO SEE.
PROGRAMS IN CAROLINE COUNTY, AS I'VE SAID A MOMENT AGO, RANGE FROM OUR INFANTS AND TODDLERS PROGRAM, WHICH IS PART C, THEN BLEEDS INTO THE EARLY CHILDHOOD PROGRAM, PART B WITH THE PREK 3, PREK 4, AND THEN OUR SCHOOL AGED LOOKING AT A FIVE OR SIX TO 12TH GRADE, I SHOULD HAVE THAT AS SCHOOL AGED NOT 12TH BUT 18 PLUS.
I COMBINED GRADES AND SCHOOLING THAT, SO WE SERVICE OUR STUDENTS UNTIL THEY ARE 21 IF THEY WANT TO CONTINUE IN PROGRAMMING WITH US, WITH A MAJORITY OF OUR STUDENTS EXITING IN 12TH GRADE WITH A DIPLOMA.
YOU'LL SEE THERE'S INCLUSIVE PROGRAMMING THERE, SO THOSE ARE OUR STUDENTS THAT ARE IN THE GENERAL EDUCATION SETTING WITH THEIR NON-DISABLED PEERS.
WE DO ALSO HAVE OUR INTENSIVE SUPPORT PROGRAM FOR OUR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES, AND THOSE STUDENTS ARE TYPICALLY ACCESSING THE ALTERNATE CURRICULUM AND STANDARDS.
THEN WE ALSO HAVE STUDENTS RECEIVING SERVICES AND OUR THERAPEUTIC SUPPORT PROGRAM THE [INAUDIBLE] PROGRAM AND THOSE STUDENTS ARE STUDENTS THAT HAVE BEEN DEEMED ELIGIBLE FROM AN IEP TEAM TO REQUIRE MORE SPECIFIC SUPPORTS THROUGH THAT CONTRACTED PROGRAM.
WHEN WE'RE PROGRAMMING AND LOOKING AT THE SUPPORTS WE'RE PUTTING IN PLACE FOR OUR STUDENTS WITH DISABILITIES, WE REALLY FOCUS ON THAT COLLABORATIVE LENS WITH OUR FAMILIES BECAUSE WE KNOW THAT THAT CONNECTION WITH OUR FAMILIES IS ESSENTIAL AND THAT'S WHERE WE GET THE MOST GROWTH.
SOME OF THE AREAS THAT WE CONNECT WITH OUR FAMILIES ARE THROUGH OUR PARTNERS FOR SUCCESS, AS WELL AS OUR FAMILY SUPPORT COORDINATOR OR PRESCHOOL PARTNERS, AND THEN ONE OF THE THINGS THAT HAS REALLY FLOURISHED THIS YEAR HAS BEEN OUR SPECIAL EDUCATION CITIZENS ADVISORY COMMITTEE, OUR SECAC COMMITTEE, WHICH BRINGS GROUPS OF PARENTS AND EDUCATORS AND A VARIETY OF COMMUNITY MEMBERS TOGETHER TO DISCUSS AND LEARN ABOUT DIFFERENT POPULATIONS OF STUDENTS.
THE PRESIDENT OF THAT IS GALEN CARLISLE AND HE IS A PARENT OF A CHILD WITH A DISABILITY, AND SO HE DOES A WONDERFUL JOB FACILITATING THAT.
OUR COMMUNICATION WITH FAMILIES, WE DO THAT THROUGH A VARIETY OF WAYS SUCH AS OUR SECAC FLYER, WE ALSO SEND OUT NEWSLETTERS.
THEN WE ALSO HAVE THESE REALLY WONDERFUL PLAY DATES THAT ARE FAMILY SUPPORT COORDINATOR AND THINK HAS BEEN FACILITATING AS WELL AS PARENT TRAININGS THAT HAVE BEEN A HUGE HIT FOR OUR FAMILIES.
LOOKING BACK AT THE SCHOOL YEAR IN REVIEW, I CAN'T BELIEVE IT'S MAY ALREADY ALMOST JUNE SOMETIMES I THINK, WOW, THAT REALLY FLEW BY, AND THEN I THINK, OH MY GOSH, THAT WAS STILL THIS SCHOOL YEAR THAT THAT HAPPENED, SO MIXED FEELINGS ON THAT.
BUT SOME OF THE HIGHLIGHTS I WANTED TO POINT OUT IS OUR SECAC HOLIDAY EVENT.
WE'VE RETURNED TO HAVING THAT IN PERSON AND MS. WAYMAN DID STOP BY AND WE WERE HAPPY TO SEE HER VISIT, IN WHICH WE HAD A TOTAL OF 45 PARTICIPANTS, OVER 10 [NOISE] FAMILIES.
FAMILIES, IT WASN'T JUST MOM, AND DAD, AND KIDS.
IT WAS MOM, AND DAD, AND GRANDPA, AND THE NEIGHBOR, AND THE BABYSITTER, IT WAS ALL HANDS ON DECK.
WE HAD SANTA THERE, WE HAD PICTURES, BOOKS, PRIZES, AND SO MUCH MORE.
THE FAMILIES HAD AN OVERWHELMING POSITIVE RESPONSE IN THE FEEDBACK SURVEY WE PROVIDED THEM AND THEY HAD SO MUCH FUN.
THE NEXT IS GOING TO BE OUR BOWLING EVENTS THAT WE DO EVERY YEAR, AND THAT WAS FANTASTIC AS WELL.
WE HAD 53 PARTICIPANTS AND I'LL TELL YOU, SOME OF OUR STUDENTS COULD REALLY SHOW ME UP AND SOME OF THE OTHER ADULTS UP IN THEIR BOWLING SCALES.
BUT WE HAD THE 53 PARTICIPANTS IN MORE THAN 10 FAMILIES THAT PARTICIPATED IN THAT, AND THAT'S A HIGHLIGHT EVERY YEAR, I KNOW RIGHT AT THE BEGINNING OF THE YEAR, ARE YOU DOING BOWLING THIS YEAR? WHAT ARE WE DOING? WHAT'S THE DATE FOR THAT SO WE CAN PENCIL IT ON THE CALENDAR? OUR FAMILIES REALLY ENJOY THAT AS WELL.
THEN TO ROUND OUT OUR MOST RECENT EVENTS WAS OUR STAFF APPRECIATION CELEBRATION, AND MR. JONES WAS ABLE TO COME TO THAT, AND YOU ALL WERE ABLE TO SEE SOME OF THE FRUITS OF THAT WITH THE PERSONALIZED HANDMADE CUPS.
[01:20:01]
THANK YOU, ERICA, MCDONALD, MY INTERIM COORDINATOR, WE MADE.[INAUDIBLE] WE MIGHT HAVE A FUTURE IN SOME SIDE HUSTLE BUSINESS OF MAKING CUPS THERE [LAUGHTER] A LOT OF FUN, A LOT OF HARD WORK WITH THAT BUT PERSONALIZED TOUCH.
BUT REALLY WE WERE ABLE TO HIGHLIGHT, AND REALLY APPRECIATE 30 STAFF MEMBERS.
UNFORTUNATELY, NOT ALL OF THEM COULD ATTEND, BUT THEY DID GET THE FOLLOW-UP WITH THAT.
THOSE ARE ALL HEARTFELT PARENT NOMINATIONS THAT ARE COMING IN FOR THE STAFF AND IT'S A REALLY WONDERFUL NIGHT.
EVERYBODY'S CRYING, I'M CRYING.
ERICA, AND RACHEL CRIED READING THE NOMINATIONS.
IT'S JUST A REALLY WONDERFUL PART OF OUR PROGRAM, AND I WAS SO HAPPY TO HAVE IT BACK IN PERSON.
WE HAD CLOSE TO 100 PEOPLE ATTEND.
ONE OF THE THINGS I'LL SAY IS, NOT ONLY DID WE DO THE STAFF APPRECIATION CELEBRATION, BUT RIGHT BEFORE THE EVENT, WE HAD A RESOURCE FAIR FOR OUR FAMILIES WHERE WE HAD MENTAL HEALTH PROVIDERS, WE HAD DIFFERENT PUBLIC AGENCIES THAT WE COLLABORATE WITH, THEY'RE GIVING OUT INFORMATION AND RESOURCES TO OUR FAMILIES TO HELP SUPPORT THEM, SO IT WAS A GREAT EVENT.
ONE OF THE THINGS THAT WE'VE PUT A LOT OF EFFORT AND ENERGY TO WAS BUILDING OUR CAPACITY AND SUPPORTING NOT ONLY OUR NEW TEACHERS, BUT RETURNING OUR SEASONED TEACHERS THERE ARE A VARIETY OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES.
AS ALWAYS, WE DO OUR BACK TO SCHOOL OPENING DAY IN AUGUST, AND OUR THEME WAS MAKING A SPLASH.
IT WAS GREAT, I WAS REALLY EXCITED TO HAVE A WHISTLE, EVEN THOUGH I DIDN'T USE IT ONCE DURING THE WHOLE THING, [LAUGHTER] BUT THERE WERE SOME GREAT OPPORTUNITIES THERE.
THEN WE HAD OUR INTENSIVE SUPPORT ACADEMY WHERE WE BROUGHT IN OUR INTENSIVE SUPPORT TEACHERS, AS WELL AS OUR IAS FOR A WEEK LONG TRAINING TOGETHER.
VERY RARELY DO THEY ACTUALLY GET PLANNING, OR OPPORTUNITY TO COLLABORATE, AND WORK TOGETHER.
IN AUGUST WE DID THAT AND WE BROUGHT IN THE BCBA, A BOARD CERTIFIED BEHAVIOR ANALYST, TO REALLY LOOK AT AND WORK WITH THEM ABOUT BEING PROACTIVE IN SETTING UP THE CLASSROOMS FOR SUCCESS TO LOOK AT THE DIFFERENT NEEDS THAT THEIR STUDENTS HAVE.
TO CONTINUE WITH THE BCBA WE DID PRIOR TO THE SCHOOL YEAR OFFER OFFICE HOURS AND COACHING FOR NOT ONLY OUR SPECIAL ED TEACHERS, BUT OUR GENERAL EDUCATION TEACHERS AS WELL TO BE PROACTIVE IN DEVELOPING STRATEGIES TO SUPPORT OUR STUDENTS WITH BEHAVIOR PLANS BECAUSE WE KNEW THAT THAT WAS A HIGH AREA OF NEED.
WITH COVID HAPPENING AND SOME OF OUR STUDENTS BEING DYSREGULATED AND COMING FROM ENVIRONMENTS BACK INTO A SCHOOL SETTING, WE KNEW THAT WE WOULD HAVE TO PREPARE OUR TEACHERS WITH THE DIFFERENT BEHAVIORAL STRATEGIES, AND SUPPORTS FOR OUR STUDENTS TO BE SUCCESSFUL AND OUR STAFF TO BE SUCCESSFUL.
WE ALSO OFFER AN AFTER-SCHOOL WORKSHOPS FOR OUR NEW TEACHERS, BUT I WAS REALLY HAPPY TO SEE A LOT OF VETERAN TEACHERS COMING INTO THOSE AS WELL TO BRUSH UP ON THEIR SKILLS.
BUT ALSO, I CAN'T TELL YOU HOW PROUD AND APPRECIATIVE I AM OF SOME OF OUR VETERAN TEACHERS WRAPPING THEMSELVES AROUND OUR NEW TEACHERS, AND REALLY TAKING ON THAT MENTORSHIP ROLE.
THEY WILL COME TO THE NEW TEACHERS AFTER SCHOOL PD WITH THE NEW TEACHERS IN THEIR BUILDING, AND THEY WOULD WORK TOGETHER.
THEN, WE ALSO WORKED ON SOME TRANSITION FOCUS WORKSHOPS AFTER SCHOOL, WORKING ON TRANSITION PLAN, WRITING AN IEP PROGRESS.
WE ALSO HAVE MONTHLY SCHOOL-BASED IEP, PROFESSIONAL DEVELOPMENT THAT RANGE AND CHANGE MONTHLY, AS WELL AS BROUGHT ROCHELLE EISENBERG IN TO DO OUR PRESENTATION WITH IEP CHAIRS.
ALSO HAD STAFF TRAINING ON SPECIALLY DESIGNED INSTRUCTION AND LESSON PLANNING, WHICH WAS DRIVEN BY AND HIGHLIGHTING THE ACTUAL WORK THAT OUR TEACHERS ARE DOING.
ONE OF THE THINGS THAT WE FOUND TO BE MOST EFFECTIVE IN THE TRANSFER OF IMPLEMENTING SOME OF THE THINGS THROUGH PROFESSIONAL DEVELOPMENT IS HIGHLIGHTING, OR SPOTLIGHTING WHAT OUR TEACHERS ARE DOING, AND WHAT'S BEING SUCCESSFUL.
WE HAD SOME OF OUR TEACHERS WHO HAD EXEMPLAR DATA COLLECTION METHODS GET UP AND TALK ABOUT HOW THAT TRANSPIRED INTO HAVING SUCCESSFUL CO-PLANNING, OR ESPECIALLY DESIGNED INSTRUCTION.
WHAT WE'RE LESSON PLAN FORMATS OR HOW DID THEY GET THE BIGGEST BANG FOR THEIR BUCK, FOR MEETING THEIR STUDENTS NEEDS? THEN WE ALSO HAD GOALBOOK CHAMPION TRAINING.
GOALBOOK IS A STANDARDS BASED ALIGNED PLATFORM THAT HELPS SPECIAL EDUCATION TEACHERS CREATE, DEVELOP, AND IMPLEMENT IEP GOALS WITH INSTRUCTIONAL RESOURCES.
WE BROUGHT TOGETHER OUR CHAMPIONS, WHO WERE OUR STAFF THAT ACCESS THAT PLATFORM THE MOST.
WE HAD SOME TEACHERS THAT WERE BLOWING IT OUT OF THE WATER AND USED OVER 300 RESOURCES SO FAR.
WE TOOK [NOISE] THE LEAD IN EACH BUILDING, AND BROUGHT THEM IN TO BE OUR CHAMPIONS, AND WE DEVELOPED DIFFERENT INSTRUCTIONAL STRATEGIES, AND SUPPORTS, AND ACTUALLY A SPECIALLY DESIGNED INSTRUCTION TOOLKIT WITH THEIR INPUT BECAUSE THEY ARE THE BOOTS ON THE GROUND AND THEY KNOW WHAT'S WORKING,
[01:25:05]
SO THAT WAS A REALLY SUCCESSFUL TRAINING.LOOKING FORWARD TO SOME OF THE THINGS COMING UP IN 2024, WE'RE LOOKING TO CONTINUE SOME OF OUR WORK WITH JOHN HOPKINS TECHNOLOGY EDUCATION CENTER TO SUPPORT OUR INFANTS AND TODDLERS PROGRAM AROUND ROUTINES BASED INTERVIEWS, WHICH IS A FAMILY-CENTERED APPROACH.
WE'RE ALSO CONTINUING TO BUILD THE CAPACITY OF OUR SPECIAL EDUCATION TEACHERS IN THE SCIENCE OF READING FOR LETTERS.
A MAJORITY OF OUR TEACHERS HAVE BEEN TRAINED IN ORTON GILLINGHAM PLUS, WHICH IS ALSO BASED IN THE SCIENCE OF READING.
IT'S A METHODOLOGY THAT IS VERY HANDS-ON TACTILE AND HAS A LOT OF RESEARCH TO BACK.
IT'S WORKED WITH STUDENTS WITH DYSLEXIA.
WE'RE GOING TO BE HAVING THEM IN ADDITION TO HAVING THAT OG PLUS TRAINING NOW THEY'RE GOING TO BE PARTICIPATING IN LETTERS.
WERE ALSO PUTTING TOGETHER SOCIAL EMOTIONAL TOOLKITS FOR OUR SCHOOL PSYCHOLOGISTS NEXT YEAR TO IMPLEMENT ACROSS THE COUNTY THAT ARE GRADE SPECIFIC BECAUSE ONE OF THE BIGGEST DEFICIT AREAS WE'RE SEEING RIGHT NOW WITH OUR STUDENTS IS SOCIAL SKILLS, AND BEHAVIORS.
UNTIL YOU DIRECTLY AND EXPLICITLY TEACH SOME OF THOSE SKILLS, WE'RE NOT GOING TO SEE A CHANGE IN SOME OF THE DISCIPLINE THINGS THAT WE'RE SEEING OR THE BEHAVIORS WE'RE SEEING.
WE'RE WORKING ON PUTTING TOGETHER SOME SUPPORTS FOR THAT.
WE'RE GOING TO CONTINUE OUR CONTRACT WITH OUR BCBA FOR PROFESSIONAL DEVELOPMENT, AND THEN THE TEACHERS PRAISE AND LOVE IXL FOR DATA COLLECTION, AND IMPLEMENTATION SO WE'RE GOING TO CONTINUE THAT AS WELL.
IN ORDER TO DEVELOP COLLABORATIVE CONNECTIONS FOR POSITIVE STUDENT OUTCOMES WE REALLY NEED TO LOOK AT STAFFING AND HOW TO ALIGN OUR RESOURCES TO ENSURE THAT OUR STUDENTS HAVE POSITIVE RESULTS.
AS FAR AS OUR CURRENT STAFFING, WE ARE FULLY STAFFED WITH SLPS AND SCHOOL PSYCHS FOR NEXT SCHOOL YEAR.
GOING INTO THE SCHOOL YEAR, NEXT YEAR WE WILL HAVE EIGHT FULL-TIME SCHOOL PSYCH PHYSICIANS AND WE WILL HAVE ONE OF WHICH IS GOING TO BE ALTERNATELY FUNDED NOT THROUGH THE STAFFING PLAN.
THEN WE HAVE FIVE FULL-TIME EQUIVALENTS FOR SLPS WITH SOME CONTRACTED WORK PUTTING TOGETHER SOME OF OUR AMAZINGLY WONDERFUL RETIRED SLPS WHO THEY JUST CAN'T GET ENOUGH OF US.
THEY KEEP COMING BACK FOR MORE.
WELL, I KEEP BRIBING THEM [LAUGHTER] FOR MORE IS REALLY WHAT IT IS.
ONE OF THE HIGHLIGHTS FOR NEXT YEAR THAT I'M REALLY EXCITED THAT THE SPECIAL ED DEPARTMENT IS GOING TO HAVE IS WE'RE BRINGING ON FOUR IN-PERSON SCHOOL PSYCHOLOGIST INTERNS.
THREE OF THEM FROM PENNSYLVANIA, ONE OF THEM FROM WITHIN MARYLAND.
THAT IS GOING TO BE AN ASTRONOMICAL ASSET TO OUR SYSTEM BECAUSE HOPEFULLY THAT'LL TRANSITION INTO FOUR IN-PERSON SCHOOL PSYCHS THE FOLLOWING YEAR.
BUT THROUGH THE MARYLAND LEADS GRANT AND TWIG IN THE COUNTY'S HARD WORK OF PUTTING IN SOME SUPPORTS.
WE HAVE THOSE FOUR IN-PERSON SCHOOL PSYCHS [OVERLAPPING].
>> THE PEOPLE PICKED ALL RIGHT?
>> WE DO. WE'VE INTERVIEWED THEM.
THEY HAVE ACCEPTED THEIR CONTRACTS. [OVERLAPPING].
>> SIGNED, SEALED, DELIVERED THESE FOUR. I PERSONALLY TAKEN ONE OR TWO OF THEM WITH THEIR PARENTS AROUND TO THE BUILDINGS AND ASSURED DAD, I SWEAR IT WILL BE OKAY IF YOUR DAUGHTER MOVES HERE FROM PENNSYLVANIA.
HE WAS SO NERVOUS, IT WAS REALLY CUTE.
>> THANK YOU MARYLAND FOR YOUR TIME [INAUDIBLE].
I'LL BE HONEST IN THE WORK THAT IS ANTHONY PUT IN AND THAT DR. [INAUDIBLE] PUT INTO THAT GRANT.
>> BECAUSE IT'S ALLOWING US TO DO IT TO RECRUIT THE PEOPLE.
>> IT IS BECAUSE ONE OF THE THINGS THAT CAME OUT OF THE MARYLAND [NOISE] GRANT IS WE'RE ABLE TO PAY THE SCHOOL PSYCHOLOGISTS A FIRST-YEAR TEACHER SALARY.
TYPICALLY FOR AN INTERNSHIP YOU DON'T GET PAID AT ALL OR THE HIGHEST PAID INTERNSHIP COMING OUT OF PENNSYLVANIA RIGHT NOW IS $18,000.
WE HAVE FOUR IN-PERSON SCHOOL PSYCHS.
I'LL TELL YOU WE HAD 11 PEOPLE APPLY BY WHEN IT WAS ALL SAID AND DONE.
RIGHT NOW WE HAVE HIRED TWO TEACHERS, LET'S JUST SAY HIRED FOR THE 2023, 2024 SCHOOL YEAR.
WE'VE HIRED TWO TEACHERS THAT HAVE ACCEPTED CONTRACTS, ONE PENDING OFFER.
THEN PROJECTED OPENINGS FOR NEXT YEAR IS GOING TO BE 10.
HOWEVER, WE HAVE SEVERAL IN THE PIPELINE FOR FILLING SOME OF THOSE OPEN POSITIONS THAT ARE CURRENTLY WORKING TOWARD CERTIFICATION OR WILL BE JOINING THE SPECIAL ED REALM WITH US.
WHAT I'LL HAVE TO SAY IS I WENT BACK AND I LOOKED AND I COMPARED IT TO THE STAFFING PLAN PRESENTATION THIS YEAR AND WE'RE RIGHT ON PAR WITH WHERE WE WERE LAST YEAR.
NOTHING OUT OF THE ORDINARY OR OUT OF THE BLUE.
[01:30:04]
STAFFING CHANGES.AS A RESULT OF SOME OF THE DRAFT DATA THAT WE'VE RECEIVED FROM MSDE RELATED TO OUR PERFORMANCE LAST YEAR AND LOOKING AT SOME OF THE NUMBERS ACROSS THE COUNTY, WE RECOGNIZE THAT RETENTION OF SPECIAL EDUCATION TEACHERS IS REALLY IMPORTANT.
WE RECOGNIZE THAT THE ROLE OF THE SPECIAL EDUCATION TEACHER TRULY NEEDS TO BE IN FRONT OF OUR STUDENTS, PROVIDING SPECIALLY DESIGNED INSTRUCTION AND HELPING THEM ACCESS THE GENERAL EDUCATION CURRICULUM.
ONE OF THE THINGS THAT WE FOUND THIS YEAR IS THAT WE WANT TO BASED ON THAT DATA AND BASED ON THE NEEDS OF THE PROGRAM THE STUDENTS, WE'RE LOOKING AT SHIFTING AND CHANGING OUR SPECIAL EDUCATION TEACHER SPECIALIST ROLES.
THEY WILL MAINTAIN THE TITLE AND STILL BE SPECIAL EDUCATION TEACHER SPECIALISTS.
BUT WHAT WE'RE LOOKING TO DO IS HAVE THEM HAVE MORE OF AN EDUCATIONAL DIAGNOSTIC LENS AND REMOVING ALL ASSESSMENTS FROM OUR SPECIAL EDUCATION TEACHERS.
OUR TEACHER SPECIALISTS WILL BE THE ONES DOING INITIALS AND RE-EVALUATIONS.
JUST TO GIVE YOU SOME NUMBERS AND I DIDN'T MAKE IT IN THERE BECAUSE I WANTED TO MAKE SURE YOU HEARD OFF THE PRESS NUMBERS.
LAST YEAR WE HAD 230 INITIALS ACROSS THE DISTRICT AND THEN WE ALSO HAD RE-EVALUATION-WISE, 116.
PROJECTED RE-EVALS FOR NEXT YEAR ARE 116.
CAN'T PROJECT INITIALS OBVIOUSLY BECAUSE THEY COME IN AS REFERRED.
BUT WE'RE LOOKING TO OFFLOAD SOME OF THAT REALLY HEAVY WORK ON OUR SPECIAL EDUCATION TEACHERS TO MINIMIZE THAT PAPERWORK COMPONENT AND ALSO GET THEM BACK IN FRONT OF OUR STUDENTS AND PROVIDING THAT INSTRUCTION.
WE ALSO FOUND THAT WE ARE TWO AMAZING COORDINATORS AND I HAVE TO REALLY GIVE A SHOUT OUT TO ERICA MCDONALD AND THEN RAQUEL JOHNSON AND MY COORDINATORS BECAUSE I COULDN'T HAVE GOTTEN THROUGH THIS YEAR AND DONE ALL OF THIS HARD WORK WITHOUT THEM.
THE COORDINATORS WE FOUND THIS YEAR THERE WAS A LOT OF OVERLAP BETWEEN THEM AND THE TEACHER SPECIALISTS.
WE WANT TO MAKE SURE THAT WE'RE APPROPRIATELY UTILIZING OUR RESOURCES AND GETTING THE BIGGEST OUTCOME FROM THAT.
ON THE LEFT-HAND SIDE YOU WILL SEE THE PROPOSED STAFFING FROM LAST YEAR'S PLAN AND ON THE RIGHT-HAND SIDE YOU WILL SEE THE PROPOSED STAFFING FROM THE RIGHT.
I AM NOT MAKING ANY REAL BIG STAFFING CHANGES OR RECOMMENDATIONS.
YOU WILL SEE THAT THE ONE THING THAT I AM LOOKING TO DO IS INCREASE SPECIAL EDUCATION SPED SECRETARY FROM 6.5 TO 6.8.
WHAT THAT TRANSLATES TO IS PRESTON ELEMENTARY RIGHT NOW HAS A THREE-DAY-A-WEEK SPECIAL EDUCATION SECRETARY.
BECAUSE OF THE REFERRALS AND THE NUMBER OF STUDENTS AND SOME OF THE INFLUX WE'RE SEEING THERE, THERE REALLY IS A NEED FOR FOUR DAYS A WEEK SO I'M LOOKING TO DO THAT.
HOWEVER, THAT WILL BE FUNDED THROUGH MEDICAL ASSISTANCE.
THAT WILL NOT HAVE ANY TYPE OF BUDGET IMPACT FOR WHAT IS BEING ALLOCATED FOR THE DISTRICT.
>> MISS [INAUDIBLE], IF YOU COULD HIGHLIGHT ALSO THE SPECIAL EDUCATION TEACHER SPECIALIST GOES FROM THREE TO FOUR.
>> YEAH, THANK YOU. SPECIAL EDUCATION TEACHER SPECIALIST YOU'LL NOTICE IT GOES THREE TO FOUR.
THAT IS BECAUSE WHAT WE ARE DOING IS WE HAVE TAKEN THAT MTSS TEACHER SPECIALIST AND NOW THEY ARE GOING TO BE A SPECIAL EDUCATION TEACHER SPECIALIST BECAUSE THE PURPOSE OF AND THE FUNDING SOURCE FOR THE MTSS TEACHER SPECIALIST REALLY LOOKS AT ELIGIBILITY AND IDENTIFICATION AND LOOKING AT ROOT CAUSES.
WHILE TEACHER SPECIALIST HAS FOUR ON THERE, WE'RE NOT ADDING A SPECIAL EDUCATION TEACHER SPECIALIST.
WE'VE JUST MOVED THAT MTSS TEACHER SPECIALIST INTO THAT GROUP BECAUSE THEY'RE GOING TO BE A COHORT TOGETHER.
THANK YOU DR. [INAUDIBLE] FOR POINTING THAT OUT.
>> THEN ESTIMATED FUNDING FOR NEXT SCHOOL YEAR, SO WE DID GET OUR ESTIMATED FUNDING TOTALS, AND AS I SAID AT THE BEGINNING OF THE PRESENTATION, THOSE NUMBERS ARE BASED ON OUR OCTOBER 1ST CHILD COUNT, SO 519 STUDENTS.
OUR LAFF ESTIMATED FUNDS, YOU'LL SEE THERE IS A ROUGHLY AROUND 1.5 MILLION AND THAT IS BROKEN DOWN BELOW INTO THE DIFFERENT AREAS OF WHICH WE HAVE TO WRITE GRANTS FOR.
YOU'LL NOTICE THAT WE ARE AND HAVE BEEN IDENTIFIED IN CCEIS, SO OUR COLLABORATIVE COMPREHENSIVE COORDINATED EARLY INTERVENTION SERVICES.
WHEN WE'RE IDENTIFIED AS HAVING A HIGHER ELEVATED NUMBER IN A CERTAIN AREA,
[01:35:06]
THEY MAKE US WITHHOLD FUNDS TO BE ABLE TO TREAT THAT AREA.THIS YEAR WE'VE BEEN IDENTIFIED AS OVER IDENTIFYING STUDENTS OF TWO OR MORE RACES AS OTHER HEALTH IMPAIRMENT.
>> OTHER HEALTH IMPAIRMENTS, SO OTHER HEALTH IMPAIRMENT MAY BE ATTENTION, SOMEBODY WHO HAS MEDICALLY DIAGNOSED ADHD.
>> DIABETES, THOSE TYPE OF AND THAT THEY REQUIRE SPECIALLY DESIGNED INSTRUCTION.
BECAUSE OUR NUMBERS ARE SO SMALL IN OUR COUNTY, ONE OR TWO STUDENTS CAN REALLY PUSH US OVER WHAT THEY CONSIDER, WITHOUT GETTING DOWN IN THE WEEDS ABOUT IT, THE RISK RATIO, WE HAVE TO LOOK AT THE PROPORTION OF THE NUMBERS THAT WE HAVE COMPARED TO THE GEN END POPULATION.
BUT BASICALLY, THE CRUX OF IT IS THEY WITHHOLD A CERTAIN AMOUNT OF FUNDING, AND THAT FUNDING CAN ONLY TREAT THE PROBLEM OR AREA THAT WAS IDENTIFIED.
>> THAT AMOUNT IS ABOUT 15% OF YOUR PASS-THROUGH FUNDS AND IS IT TAKEN FROM BOTH PASS-THROUGHS, WHETHER IT'S THE LITTLE GUYS OR THE BIG GUYS, YOU STILL HAVE TO ALLOCATE IT, AND THEN WHAT HAPPENS IS PERSON OR TEAM RIGHT NOW THEY'RE WORKING ON DETERMINING WHAT THE RACE IS AND THEN FORMULATE A PLAN?
>> WE HAVE TO DO, THE ROOT CAUSE ANALYSIS.
>> IT JUST DOESN'T SEEM LIKE A GOOD RULE.
>> [OVERLAPPING] IT JUST DOESN'T SEEM TO HAVE A GOOD RULE.
IF YOU GET AN INFLUX, LET'S SAY JUST ASSUMES WITH DIABETES, YOU CAN IGNORE IT, BUT YOU SHOULDN'T GET PENALIZED.
>> YOU ARE ABSOLUTELY RIGHT ON THE MARK.
>> THE PROBLEM THAT YOU RUN INTO IS LIKE, PERCY SHARED WITH YOU, OUR NUMBERS ARE LOW, SO YOU HAVE ONE CHILD, IT CAN NOT GIVE IN TO THAT SIGNIFICANT DISPROPORTIONALITY CATEGORY.
NOW, THE THING IS, IS WHEN WE'RE LOOKING AT THIS ROOT CAUSE ANALYSIS A LOT COMES OUT OF IT AND YOU FIND OUT THAT, YOU KNOW WHAT, MAYBE WE NEED TO WORK ON IDENTIFICATION AND ELIGIBILITY.
BECAUSE MAYBE OUR IEP TEAMS ARE BEING A LITTLE BIT MORE COMPASSIONATE, GO TO THE TABLE AND SAYING, YEAH, YOU KNOW WHAT, I THINK WE OUGHT TO GO AHEAD AND QUALIFY THE CHILD, AND MAINLY THEY ARE NOT REALLY MEETING THAT CRITERIA.
WE NEED TO BE MORE COGNIZANT OF THAT ELIGIBILITY CRITERIA AND ALL PIECES TO THAT PUZZLE WE LOOK AT.
THERE'S THAT PIECE, THERE'S ALSO YOU HAVE TO TAKE A LOOK AT WHAT WE'RE DOING PRIOR TO SPECIAL EDUCATION TOO.
BECAUSE YOU CAN PREVENT SOME OF THE STUDENTS THAT WOULD COME TO AN INITIAL ELIGIBILITY MEETING OR AN ASSESSMENT PLANNING MEETING.
BECAUSE OUR MTS MODEL IS STRONG ENOUGH THAT WE'RE PUTTING THE INTERVENTIONS IN PLACE BEFORE THERE IS A GAP THAT REQUIRES US TO TAKE A LOOK AT THAT STUDENT AS POSSIBLE STUDENT WITH DISABILITY.
>> THERE'S, THERE'S A LOT OF THINGS HERE, BUT YOU ARE ON THE MARK YOU ARE.
>> IT SOUNDS LIKE YOU'VE GOT THIS VERY THIN, YOU DON'T WANT TO LEAVE SOMEBODY OUT THAT NEEDS THE SERVICE.
>> IT IS A DELICATE BALANCE WITH THAT.
ACTUALLY, WE HAD OUR CCES ROOT CAUSE ANALYSIS TODAY MEETINGS, SO WE WORK AS A TEAM FOR THAT.
THEN WE GET DOWN TO OUR DISCRETIONARY GRANTS.
TWO YEARS AGO, INSTEAD OF ALLOCATING SPECIFIC AMOUNTS TO EACH AREA, WHAT THE STATE DID IS THEY SAID HERE'S YOUR LUMP SUM, YOU FIGURE OUT HOW YOU WANT TO SPEND IT, IN WHICH AREA, AND SO WE'RE GOING TO BE LOOKING AT FROM THAT AMOUNT OF MONEY, WHERE DOES OUR FOCUS LIE? THAT IS DRIVEN BY OUR REPORT CARD DATA AS WELL, AND THEN THE PLAQUE YOU'LL SEE THERE THE FUNDS AVAILABLE TO SUPPORT OUR LITTLE GUYS.
>> SOMETHING I DO WANT TO POINT OUT WITH PASS-THROUGH FUNDS BECAUSE THAT IS SUCH A LARGE AMOUNT OF MONEY THAT CARRIES SEVERAL SALARIES.
WE HAVE SIX TEACHERS AND I THINK SIX INSTRUCTIONAL ASSISTANTS IN THERE, SO THAT MAKES THE GOAL FOR THAT MONEY, AND THEN FROM THERE, DEPENDING ON WHAT KRISTA HAS OUTLINED THAT'S THE PLAN FOR SPECIAL EDUCATION FOR THE NEXT YEAR THEN WE ALLOCATE DIFFERENT AMOUNTS OF MONEY WITHIN DIFFERENT CATEGORIES.
>> I TRIED TO KEEP IT AS [LAUGHTER].
>> YOU DID A GOOD JOB GOING THROUGH SO MUCH INFORMATION AND HITTING THE HIGH POINTS, REALLY EXCELLENT JOB
>> THE BOARD WILL HAVE THE 4TH JUNE MEETING.
JUNE MEETING WILL BE A LONG ONE, I'LL PREP YOU NOW.
YOU GET REST OF NIGHT BEFORE BECAUSE WE'RE HOPING THAT HAVE A JUNE WORK SESSION.
AT THE JUNE MEETING, THIS HIGHLANDER WILL BE BRINGING THE ACTUAL SPECIALIZED STAFFING PLAN FOR APPROVAL AT NIGHT,
[01:40:02]
SO THAT IS A BIG PART OF WHY WE'VE ALWAYS DONE THIS AT THE MAY WORK SESSION.IF THERE ARE ANY QUESTIONS OR THINGS TO LOOK AT IT.
>> I'VE GOT A QUESTION BUT IT WON'T INTERFERE WITH ANYTHING THAT YOU HAVE.
>> ONE, NOT A QUESTION BUT ACCOMMODATION, I THINK THE PLAY DATES AND THE ACTIVITIES ARE SO CONSTANT.
>> THE FIRST THING I THOUGHT WHEN I ATTENDED THE ONE IS THAT WHILE THESE PARENTS DON'T HAVE TO FEEL LIKE THEY'RE ALONE, YOU KNOW THAT THERE ARE OTHERS WHO ARE DEALING WITH SIMILAR SITUATIONS, AND THEY WERE SO HAPPY.
AS YOU SAID, THERE WERE GRANDPARENTS, UNCLES, AND NEIGHBORS, AND A WHOLE LOT OF FOLKS THERE, AND IT WAS REALLY A JOY.
I THINK THE PD THAT YOU'RE OFFERING FOR GENERAL ED TEACHERS AS WELL AS YOUR SPECIAL ED IS GOOD BECAUSE IT'S JUST THE FACT THAT EVERYONE IS TALKING ABOUT DISCIPLINE BEING A PROBLEM NOT JUST CAROLINE COUNTY, LOTS OF PLACES, AND SO THE FACT THAT YOU'RE ALLOWING GENERAL ED TEACHERS TO BE A PART OF THIS IS GOOD.
IT'S GOOD BECAUSE THEY MAY BE ABLE TO BENEFIT FROM THEIR CLASSROOMS AS WELL.
I DO HAVE A QUESTION ABOUT THE INFANTS AND TODDLERS ENROLLMENT.
IT PROBABLY STANDS BECAUSE I'M A CUDDLER AT THE HOSPITAL.
WHEN I CUDDLE, IT WAS PRETTY MUCH BABIES THAT ARE SICK OR DRUG ADDICTED OR WHATEVER IT MIGHT BE.
>> HOW DO I SIGN UP FOR THAT? I FEEL LIKE I NEED TO DO THAT SOMETIMES. [LAUGHTER]
>> NOW, MY QUESTION IS, WHEN INFANTS ARE IN THE PROGRAM, ARE THEY ENROLLED BECAUSE THEIR PARENTS ASK FOR HELP, OR DO DOCTORS, AND MEDICAL FOLKS KNOW TO GIVE THE INFORMATION TO THE PARENTS OR DO THEY SEND INFORMATION TO COUNTIES?
>> ALL OF THE ABOVE. OUR RESPONSIBILITY, AS WELL AS THE MEDICAL PROVIDER'S RESPONSIBILITY IS TO IDENTIFY AND SHARE THAT INFORMATION.
TERRY MILLER, WHO'S ONE OF THE SECRETARIES, REGULARLY GETS PHONE CALLS FROM HOSPITALS " HEY, WE HAD A PRIMI BORN TODAY.
HERE'S SOME INFORMATION.'' WE'RE GOING TO SHARE THE INFORMATION FOR THE INFANTS AND TODDLERS PROGRAM WITH THE FAMILY, BUT WE WANT THEM ON YOUR RADAR SO THAT YOU CAN TRACK AND KEEP THAT.
PARENTS CONSISTENTLY REFER THEIR CHILD, I HAVE TO REMEMBER ITS CHILD AND INFANTS AND TODDLERS STUDENT AT SCHOOL AGE.
THEN WE'VE GOT DIFFERENT SERVICE PROVIDERS, SOME OF WHICH ARE OUTSIDE PROVIDERS THAT THE PARENTS TAKE THEIR STUDENTS TO SEE, AND THE PROVIDER IS LIKE, "HEY, MAYBE YOU SHOULD BE LOOKING AT THE SCHOOL SYSTEM FOR GETTING SOME SERVICES." A VARIETY OF DIFFERENT RESOURCES OR REFERRALS ARE COMING IN FOR INFANTS AND TODDLERS.
>> I HAVEN'T BEEN LYING TOO. [LAUGHTER]
>> IS GOING TO SAY, DEAR [INAUDIBLE], AUTOMATICALLY REFERS TO BABIES WHO ARE BORN EXPOSED IN UTERO OR UPPER, THE ONE THEY DO BLOOD SCREENING, UPPER, A REFERRAL FOR IT.
BUT OFTENTIMES WE DON'T SEE A DELAY WHEN THEY'RE TWO-MONTH-OLD BRAND, AND WE'RE WRITING FOR THOSE MILESTONES.
BUT SOMETIMES WE'LL KEEP THEM IN FRONT OF AND TRACK MILESTONES BECAUSE AS THEY GET OLDER, YOU MIGHT SEE SOME MORE BEHAVIORS OR SOME MORE DELAYS, SO IT'S NICE TO GET THEM FROM THE HOSPITAL BECAUSE WE LITERALLY CAN START AS SOON AS THEY GET HOME.
>> ERICA CAN ALSO SPEAK TOO BECAUSE I THINK YOU WERE HIRED RIGHT WHEN WE WENT THROUGH THE TRANSITION OF THE ONLINE REVOLT, OUR NUMBERS WAS DOUBLED.
IT REALLY WAS BECAUSE WE WERE REACHING OUT TO SO MANY MORE FAMILIES, BUT THAT'S WHEN WE INCREASE STAFF.
ALL THE YEARS I'VE BEEN HERE, WE'VE HAD ONE TEACHER IN INFANT TODDLER AND WE HAD TO GO TO TWO.
THAT ONE TEACHER WAS TAKING ON A LOT OF CHILDREN.
>> THEN I ACTUALLY HAD THE OPPORTUNITY TO MEET A COUPLE OF PARENTS, NOT TOO MANY, BUT A FEW.
I DON'T THINK ANY WERE CAROLINE.
>> I'LL TELL YOU WE GET PHONE CALLS FROM NON-CAROLINE PARENTS.
WE REFER THEM TO THE APPROPRIATE SCHOOL SYSTEM.
>> DOES THE HOSPITAL HAVE TO GET PERMISSION FROM THE PARENTS TO CALL YOU GUYS?
>> I'M NOT QUITE SURE, I WOULD HAVE TO GET ADDITIONAL INFORMATION.
I'M NOT QUITE SURE WHAT THE PROCESS THE HOSPITAL SPECIFICALLY DOES.
>> I THINK THAT TYPICALLY THE PARENT IS INVOLVED IN MAKING THAT DECISION.
BUT IF THERE IS A CONCERN FOR THE WELFARE OF THE CHILD, IT GOES RIGHT THROUGH DSS.
[01:45:01]
>> RIGHT, AND I CAN UNDERSTAND THAT, BUT JUST AUTOMATICALLY CALLING?
>> THEY HAVE TO COMPLETE THAT FORM.
THERE IS A FORM THAT HAS TO BE COMPLETED AND IT DOES HAVE ALL THE PARENT INFORMATION ON IT.
EVERYTHING IS THERE. IT'S AN EXCELLENT QUESTION.
THE REFERRALS COME THROUGH AND IT'S EITHER FROM A DOCTOR, FROM A PARENT.
>> ALL THAT INFORMATION IS ON THERE.
>> I WOULD THINK IT WOULD BE A COLLABORATIVE CONVERSATION BECAUSE SOME OF THE TIMES WHAT WE SEE HAPPEN IS WE'LL GET THE REFERRAL FROM THE HOSPITAL AND THE PARENTS ARE LIKE, YES, I'M INTERESTED IN SERVICES.
THEN THEY BRING THE BABY HOME AND WE CHECK IN WITH THEM TWO OR THREE WEEKS LATER AND THEY'RE LIKE, I KNOW WE SAID YES IN THE HOSPITAL FOR THIS, BUT WE CANNOT TAKE THIS ONE RIGHT NOW.
CAN WE REVISIT THIS AT A LATER TIME? I THINK THAT THERE IS THAT CONVERSATION WITH THE FAMILY.
>> I DO BELIEVE THOUGH, IF A DOCTOR HAD A CONCERN WITH THE WELFARE OF A CHILD AND THE PARENTS ARE SAYING NO, IT WOULD GO RIGHT TO DSS.
>> BUT THAT IS A DIFFERENT ISSUE THAN JUST SAYING.
>> YOU CAN'T JUST AUTOMATICALLY ASSUME IF THERE'S AN ISSUE THAT THE PARENT IS NOT GOING TO BE A GOOD PARENT.
>> NO OTHER QUESTIONS? THANK YOU.
WE'RE MOVING INTO OUR UPCOMING MEETINGS AND EVENTS.
[4. Upcoming Meetings/Events]
WE DON'T HAVE ANY. [LAUGHTER]>> ONLY BECAUSE THE END OF THE SCHOOL YEAR IS COMING IN 17 DAYS.
>> HOW MANY HOURS ARE 17 DAYS? QUITE A FEW THINGS COMING UP.
JUST A REMINDER TO PUT YOUR CHECKS AND X MARKS, I ACTUALLY HAD TO REMOVE ONE BECAUSE I REALIZED THAT HE'S GOING TO BE AWAY.
WHEN I SAID I WAS GOING TO BE DOING SOMETHING.
>> [OVERLAPPING] THAT FEELS BAD I'LL BE MISSING SEVERAL BECAUSE OF NOT BEING ABLE TO DRIVE.
BUT GRADUATIONS ARE DEFINITE FOR SURE.
I'M TRYING TO WORK WITH A COUPLE OF OTHER DEFINITE.
>> THE CRMS PLAY IS SIX O'CLOCK MAY 24TH.
IF YOU'RE GOING TO THE CRHS SENIOR AWARD, YOU CAN CHECK OUT THE PLAY FIRST.
IT'S ABOUT 35 MINUTES IN LENGTH REALLY.
THEN GO FROM THERE TO THE HIGH SCHOOL FOR THE AWARDS.
>> [OVERLAPPING] BECAUSE I HAVE TO GIVE AWARDS, SO I MAY AS WELL GO TO THE PLAYS.
>> BY 6:00 IN THE CAFETERIA KERNEL MIDDLE.
>> I THINK THAT ON THE 18TH IT IS POSSIBLE I'VE CHECKED BOTH. [NOISE]
>> MAY 18TH, TO GO IN ACADEMICS SHOW.
IT'S THE SPRING CONCERT AT THE HIGH-SCHOOL, ORIGINALLY.
>> THE ART AND ACADEMIC SHOW IS IN ESSENCE RUNNING ALL DAY.
BUT THEY WILL HAVE THE EVENING EVENT.
BUT DURING DAY, YOU CAN COME IN IT HAS THEIR AWARDS, THEY CAN AWARD.
YOU CAN GO DURING THE DAY IF YOU WANT TO, IF YOU CAN'T MAKE AT NIGHT.
>> PLAY STARTS AT 5:00, I THINK.
>> YEAH. YOU COULD START YOUR DAY MR. BARTON AT THE 9:35 ORIGINALLY DAYTIME SPRING CONCERT, THEN GO TO KERNEL.
[LAUGHTER] THEN GO BACK TO THAT.
>> IN MAY. YOU COULD BASICALLY HAVE SOMETHING ALMOST [OVERLAPPING]
>> IS NORTH CAROLINE HAD A [INAUDIBLE]
>> I KNOW, BUT IS THAT ROUTINE FOR THEM? I DON'T RECALL.
>> THEY WERE A COUPLE OF YEARS IN THERE, YEAH.
>> I THINK, AND THE LONG HEAVIER COVID AND THERE WASN'T, BUT IT'S BACK.
>> WHICH IS A GOOD THING. AWARDS NIGHT, BECAUSE THERE'S SO MANY STUDENTS NTHF.
THAT'S WHY THEY HAVE THE SCHOLARSHIP AWARD, CORRECT?
>> YES. SCHOLARSHIP ONE NIGHT, AWARDS NIGHT THE OTHER NIGHT.
>> DOES HE TAUGHT HIM. SORRY, FUN.
THE SENIORS AT EACH SCHOOL THEIR LAST DAY IS THE END OF NEXT WEEK?
>> YES. [BACKGROUND] A WEEK AND A HALF LEFT.
YOU'RE RIGHT. THAT IS COMING QUICK.
>> THIS MONTH REALLY HAS GONE.
>> THE LAST TIME YOU CHECKED KERNEL WAS AN EXTRA INNING.
>> KERNEL WAS AN EXTRA INNINGS, ACCORDING TO MR. LU CHECK. WELL, HANG ON.
I'VE GOT THREE MESSAGES IN THE LAST MINUTE [BACKGROUND] IT'S STILL TIED UP THE BOTTOM WITH THE 10TH.
>> [OVERLAPPING] TENNIS IS PLAYING TODAY.
>> RIGHT, BUT THEY ALSO WON SOMETHING.
>> YES. NORTH HIGH BOYS TENNIS WON THE FIRST BASE SIDE IN SCHOOL HISTORY.
>> REGIONALS, I GUESS? NO, DISTRICTS IS TODAY AND TOMORROW.
[01:50:03]
ANYBODY WHO WINS TODAY SHOULD GO TOMORROW TO PLAY FOR THE CHAMPIONSHIPS FROM BOTH.THAT'S THE INDIVIDUAL DISTRICTS.
>> TRACK AND FIELD IS COMING UP.
>> TRACK AND FIELD IS THIS WEEKEND.
I THINK MR. DOMINGO LEFT, I WOULD HAVE ASK THEM.
I THINK DISTRICT MIGHT BE THIS WEEKEND.
>> AGAIN, KERNEL IS IN THE BOTTOM OF THE 10TH TITLE. THEY'RE STILL GOING.
NORTH HIGH SOFTBALL IS STILL ALIVE AND PLAYS TOMORROW AGAINST QUEEN ANN'S AND KERNEL SOFTBALL STILL ALIVE AND PLAYS TOMORROW AGAINST NORTH DORCHESTER. BOTH OF THOSE ARE AWAY.
>> NORTH HIGH PLAYED TOWN ISLAND YESTERDAY?
>> HOW ABOUT THAT. IS IT NINE TO FIVE, I THINK IT WAS?
>> WHAT TIME IS IT? I TOLD HER I'LL PICK HER UP AND WE'LL GO TO QUEEN ANN'S TOMORROW.
>> TOMORROW THE GAME [OVERLAPPING].
>> I'LL CHEER OUR GIRLS [LAUGHTER]
>> THAT'S A GOOD QUESTION. I'LL LOOK IT UP BEFORE WE LEAVE.
>> IT'S EITHER FOUR OR FIVE, TYPICALLY FOR PLAYOFF TEAMS.
>> THOUGHT IT WAS BECAUSE WE HAVE A NEPHEW FROM KERNEL.
BUT WASN'T THAT HOW EVERYTHING COMES AROUND BECAUSE I WANT TO PARK SIDE WITHIN THE PLAYING.
>> WELL, THAT CONCLUDES OUR MEETING.
I JUST NEED A MOTION TO ADJOURN.
>> [OVERLAPPING] OKAY. I'LL SECOND IT.
* This transcript was compiled from uncorrected Closed Captioning.