[1. Opening Items]
[00:00:13]
>> WELCOME EVERYBODY TO THE TUESDAY, SEPTEMBER 19TH, 2023, CAROLINA COUNTY BOARD OF EDUCATION WORK SESSION.
WELCOME EVERYONE BECAUSE WE HAVE A LOT OF SMILING FACES AND PLENTY OF PEOPLE AT HOME.
WE'LL CALL THE MEETING TO ORDER.
WE HAVE A FOR ALL FIVE MEMBERS HERE, SO CERTAINLY A QUORUM.
LET'S BEGIN WITH THE PLEDGE OF ALLEGIANCE.
WE DO HAVE AN AGENDA FOR TONIGHT.
CAN I HAVE A MOTION FROM THE BOARD TO APPROVE THE AGENDA?
>> THE AGENDA IS APPROVED AND WE CAN MOVE IT RIGHT INTO OUR DISCUSSION ITEM,
[2.01 Spring 2023 MCAP Results]
THE SPRING 2023 MCAP RESULTS.>> GOOD EVENING MEMBERS OF THE BOARD AND WELCOME.
I WANT TO THANK OUR STAFF FOR BEING HERE THIS EVENING.
WHEN WE ORIGINALLY WERE SETTING THE BOARD TOPICS IN AUGUST FOR OUR PAGE FOR THE COURSE OF THE YEAR TONIGHT'S AGENDA HAD ONE ITEM ON IT WHICH WAS THE RECRUITING.
YOU ON OUR RECRUITING SCHEDULE AND HIRING AND TALKING ABOUT DIVERSIFYING OUR WORKFORCE.
WE'RE JUST STILL A TOPIC FOR TONIGHT HOWEVER RIGHT AFTER WE HAD OUR MEETING AND SET THE TOPICS, THE MCAP DATA WAS RELEASED BY THE STATE ABOUT A MONTH AND A HALF EARLIER THAN TYPICAL WHICH IS EXCITING IT CAME OUT EARLIER.
AS WE'VE HAD TIME TO DIG THROUGH IT AT A DEEPER LEVEL, FELT IT WAS IMPORTANT FOR THE BOARD TO SEE WHERE WE WERE AT WITH OUR STATE TESTING DATA AND FOR THE TEAM TO HAVE TIME TO DISCUSS WHAT WE'RE LOOKING AT, WHAT SOME TRENDS WERE AND THERE'S SOME ACTUALLY PRETTY INTERESTING AHAZ AND EXCITING THINGS LOOKING FORWARD TO THIS SCHOOL YEAR WE WANTED TO GO THROUGH TONIGHT.
AS WE GO THROUGH BOTH OF OUR ITEMS ON THE AGENDA WE INVITE QUESTIONS, INVITE DISCUSSION AS WE'RE KIND OF DIGGING THROUGH AND WORKING THROUGH THIS.
THIS IS MULLIGAN WILL LEAD THE PRESENTATION THROUGH THE MCAP DATA.
THE SUPERVISORS WITH THE BE APPROPRIATE DATA ARE HERE TONIGHT TO OFFER SOME INSIGHT AS WELL AND ANSWER ANY QUESTIONS AS WE'VE WORKED THROUGH.
WE'RE EXCITED TO WALK THROUGH IT WITH YOU GUYS.
WITH THAT, MELISSA WILL GO AHEAD AND QUEUE UP AND THERE IS A PRINTED COPY FOR THE BOARD IN YOUR PACKET I BELIEVE.
IS THEIR RITUAL OR NOT? THERE'S NOT.
>> GOT A VISIBLE PAPER THERE. THAT'S GOOD.
>> IT'S OKAY. YOU CAN FOLLOW ALONG.
>> GOOD EVENING. WHEN I PULLED TOGETHER DR. SYMONS ASKED ME TO PULL TOGETHER THE DATA, I WANT IT TO GIVE YOU CAROLINE COUNTY COMPARED TO HOW WE STAND UP TO THE STATE, HOW WE STAND RELATIVE TO OUR NEIGHBORS, AND THEN HOW WE STAND TO OURSELVES.
HOW WOULD WE COMPARE IT TO OURSELVES, SO THAT'S WHAT I'VE TRIED TO CAPTURE HERE.
BEFORE WE GET STARTED I WILL MENTION THAT SCIENCE IS LIGHTER THAN MATH AND READING AND SOCIAL STUDIES IS NOT HERE.
IT IS LACK OF ACCESS AT THIS POINT.
I HOPE TO BE ABLE TO BRING BACK SCIENCE AND SOCIAL STUDIES DATA, ESPECIALLY THE HIGH SCHOOL RESULTS BECAUSE OF THAT IMPACT WOULD END OF COURSE EXAMS. I THINK THAT'S IMPORTANT DATA.
WITH OUR SCIENCE DATA, THIS SLIDE SHOWS YOU THE STATE RANKING FROM LOWEST TO HIGHEST.
YOU WILL NOTICE THAT CAROLINE COUNTY IS THAT MEDIUM SHADE OF BLUE.
WE ARE THE STATE AVERAGES AT 34.5 PERCENT AND CAROLINA'S AT 34.4 PERCENT PROFICIENCY.
WE ARE DOING WE'RE RIGHT ON PAR WITH THE STATE IN GRADE 5 SCIENCE WHICH IS WONDERFUL NEWS.
IF YOU LOOK AT AS COMPARED TO OUR NEIGHBORS, I ESPECIALLY LOOK AT YOUR TEST OR DIRECTLY TO OUR SOUTH, THAT THEIR ECONOMIC STATUS TEND TO BE SIMILAR TO OURS SO WE'RE DOING WELL RELATIVE TO THE SHORE.
WE'RE DOING CERTAINLY WELL RELATIVE TO THE STATE AND RATE FIVE SITES.
[00:05:04]
GRADE 8 SCIENCE.AGAIN, LITTLE LOWER THAN THIS STATE HERE, THE STATE AVERAGE IS 26.4 PERCENT OUR AVERAGE IS 22.1 BUT NOT SO CRAZY FAR OFF AND WE'RE RIGHT IN THE MIDDLE OF THE PACK THERE WITH THAT MEDIUM SHADE OF BLUE.
THIS IS SPRING '22 TO SPRING '23.
LOOKING AT MISSION, SEE RATES IN GRADE 5 SCIENCE COMPARED TO LAST YEAR, COMPARED TO THIS YEAR AND GRADE 8 SCIENCE LAST YEAR COMPARED TO THE PREVIOUS YEAR.
I WILL SAY, AND THIS MIGHT BE SOMETHING FOR THE SUPERVISORS TO WEIGH IN AS WE MOVE THROUGH.
THERE ARE BUBBLES OF COHORTS OF STUDENTS THAT SHOW MORE STRUGGLE.
SO THAT THE PROFICIENCY LEVEL, SOMETIMES IT'S APPLES TO ORANGES BECAUSE IT'S NOT THE SAME GROUP OF STUDENTS THAT YOU'RE COMPARING.
YOU'LL WANT TO KEEP THAT IN MIND AS WE ARE LOOKING THROUGH THIS DATA.
>> THE STUDENTS IN GRADE 8 LAST YEAR MAY HAVE HAD LESS OF THAT CURRICULUM EXPOSURE TO CURRICULUM BECAUSE OF COVID AND CLOSURES AND WHATNOT THAN THE PREVIOUS COHORT.
IT'S MORE PREVALENT IN READING AND MATH.
>> I MEAN, I JUST GOES BACK HERE TO A DIFFERENT GROUP OF STUDENTS.
>> IT DOESN'T MEAN WE DON'T WANT TO NOT SAY IT AND MAKE ASSUMPTIONS.
>> I MEAN, [OVERLAPPING] THIS EIGHTH GRADE IS IN NINTH GRADE NOW.
>> YES. BUT WE DON'T WANT TO MAKE ASSUMPTIONS THAT FOLKS LOOKING STRAIGHT DATA ACROSS THE BOARD AND DON'T SEE THE CONNECTION OR THE DISCONNECT.
[OVERLAPPING] FOR THE PEOPLE WATCHING AT HOME AS WELL AS THE PEOPLE HERE, I WANT TO MAKE SURE EVERYBODY HAS THE SAME LEVEL PLAYING FIELD OF UNDERSTANDING THE DATA THAT WE'RE LOOKING AT.
>> JUST TO USE THIS AS AN EXAMPLE OF WHAT YOU'RE SAYING ABOUT COVID, THESE EIGHTH GRADE STUDENTS WERE EITHER IN WHAT, FIFTH OR SIXTH GRADE, WHEN THEY WERE VIRTUALLY LEARNING VERSUS THE FIFTH GRADE STUDENTS THAT WERE IN SECOND OR THIRD, SO THEIR DAILY CURRICULUM HAD A LOT LESS SCIENCE IN IT THAT THEY MISSED OUT ON BACK IN THOSE YOUNGER GRADES VERSUS THESE EIGHTH STUDENTS THAT HAD A LARGER AMOUNT OF SCIENCE THAT THEY REALLY MISSED THAT BASIC LEARNING OF.
>> YES, IT'S ONE OF THOSE VARIABLES THAT IT'S HARD TO QUANTIFY BUT IT IS ABSOLUTELY A VARIABLE THEY ALREADY LOST.
>> [OVERLAPPING] YES, TO ADDRESS THAT, THIS GROUP OF KIDS THAT TOOK THE TEST LAST YEAR WORKING WITH THE KIDS THAT WERE BOTH IN FIFTH GRADE WHEN WE SHUT, WE DIDN'T TEACH ANY SCIENCE WHEN WE CLOSED, THAT WAS ONE OF THE CONTENTS THAT WE SAID NO BECAUSE THE KIDS ONLY HAD A CERTAIN AMOUNT OF TIME TO LEARN, SO SCIENCE WAS THE CONTENT AND SOCIAL STUDIES THAT WE SAID, NO, WE'RE NOT GOING TO PUSH THAT ON THEM, SO THOSE KIDDOS DID HAVE A LOT OF LOSS OF SCIENCE LEARNING.
THE OTHER THING WITH THE GROUP OF KIDS LAST YEAR IS OUR ML POPULATION, SUFFERED THE MOST ORDINARY DURING COPULATION.
I'M SORRY, IT USED TO BE EL NOW THEY'RE ML SO THE LANGUAGE LEARNERS AND MULTI-LANGUAGE LEARNERS NEEDS TO BE AN EL.
>> YOU HAVEN'T GOTTEN YOUR CHEAT SHEET YET.
>> THEY ARE ONES ZERO OF THOSE STUDENTS IN OUR EIGHTH GRADE POPULATION LAST YEAR PASSED THE TEST.
IT HAS MULTIPLE REASONS AND LAYERS, NO EXCUSE AT ALL, BUT THERE ARE MULTIPLE LAYERS WHY THEY DID NOT LACK OF ACCESS, NO TEACHING, AND THEN OTHER THINGS IN THE MIDDLE SCHOOL ENVIRONMENT AS WELL.
WE KNOW THAT'S A WEAKNESS FOR US THIS YEAR THAT OUR PLANS ARE PUT IN PLACE TO MAKE THAT A BOND THAT WE'RE LOOKING AT FOR NEXT YEAR AS WE'RE MOVING THROUGH.
BUT DEFINITELY THAT IS ONE OF OUR POPULATIONS THAT WHEN YOU WERE TALKING POPULATION COWORK, A LOT OF THEM IN EIGHTH GRADE LAST YEAR AND NONE OF THEM PASSED WHICH TOOK A BIG DIFFERENCE.
>> WHERE ARE WE PLANNING TO CATCH THESE KIDS UP SOMEHOW, OR WE HAVE A GOAL TO SHOOT FOR?
>> WHEN THEY MOVE INTO THE NINTH GRADE, THEY'RE IN BIO.
IN BIO WE TAKE A PRE-ASSESSMENT THAT IS TO ASSESS WHAT THEY LEARNED PRIOR TO BIOLOGY, SO THEN THOSE TEACHERS WHO ARE USING THAT TO TRY TO SEE IF THEY TOOK OVER AS MUCH AS POSSIBLE.
ALL OF OUR SCIENCE TEAM ALSO TAKE A COURSE FROM MEETUP OR ML TO SCIENCE, TO SEE WHAT DO WE NEED TO DO FOR THEM, AND WE'RE ALSO PILOTING A CURRICULUM IN BIO WHICH IS AN OPEN SCIENCE WHICH IS PHENOMENON, WHICH IS ALSO GOING TO HELP THEM A LITTLE BIT AS WELL.
>> THE NEXT BOARD WORK SESSION WHERE WE'RE TALKING ABOUT DATA,
[00:10:01]
WE'RE LOOKING AT DIAGNOSTIC DATA.I HOPE TO TALK A LITTLE BIT ABOUT PRE-ASSESSMENT AND HOW WE'RE USING THAT FOR SMALL GROUP INSTRUCTION TO ADDRESS THOSE ON THE GAPS.
I THINK KNOW THIS, JUST FOR CLARIFICATION MAYBE EVEN FOR THE PEOPLE WHO ARE WATCHING AT HOME, SO 34.4% OF GRADE 5, THAT MEANS 34.4% ARE PROFESSIONED AND THAT MEANS THAT, 66% OR SO ARE NOT.
>> WELL, WITH IT, AT THE END OF THE PRESENTATION, WE'RE GOING TO TALK SOMETHING ABOUT THE STATE IS REFERENCING OF FRAUD LESS CUSP, STUDENT'S OF EPIC CUSP.
WE HAVE A LOT OF STUDENTS ON THE CUSP.
WE'LL TALK ABOUT THAT. [OVERLAPPING]
>> WHEN YOU SHOWED THE STATE DATA.
IT'S NOT LIKE WE'RE AT THIS LEVEL AND ARREST OF THE STATE IS HITTING HOME RUNS.
>> YES, THE HIGHEST PERFORMING IN THE STATE FOR GRADE 5 WAS 54.1.
>> THEY ONCE SAID EDUCATORS GET TOGETHER FOR THIS AND WEIGH AND LOOK AT THE ASSESSMENT AND DO SCORING.
I ACTUALLY HAVE BEEN PART OF THAT RANGE FINDING FOR THIS AND SO THEY SET LEVELS.
THE LEVEL RIGHT NOW CURRENTLY FOR THREE OR FOUR IS A 750 FOR SCIENCE ANYWAY.
THE KIDS HAD TO GET A 750 OR ABOVE TO BE PROFICIENT AND THERE'S LIKE A CUT POINT BEFORE.
SORRY, FOR THREE WHICH IS 750 AND THEN IT GOES A LITTLE BIT HIGHER FOR THE FOURTH.
WE DIDN'T HAVE A LOT OF FOURS, DIDN'T EXPECT TO HAVE A TON OF FOURS.
I DON'T THINK THERE WERE ANY FOURS IN THE STATE FOR GRADING [OVERLAPPING] A LOT ABOUT THE ASSESSMENT.
>> THE STATE IS EXAMINING CUT SCORES IN ALL ASSESSMENT AREAS.
THEY JUST RELEASED A STUDY THIS WEEK.
WE'RE WAITING TO SEE WHAT THE IMPACT WILL BE.
BUT THEY JUST RELEASED A STUDY THIS WEEK THAT THEY ARE LOOKING AT CUT SCORES OF ALL PARK OR MCAP ASSESSMENTS AND THEY'RE AN OUTSIDE PARTY HAS BEEN CUT SCORES PROBABLY TOO HIGH.
THEY'RE ASKING THEM TO RECONSIDER A LOWER CUT SCORE OF 725.
I DON'T KNOW WHAT THE DIFFERENCE BETWEEN 725 AND 730 REALLY IS OR 740, BUT THEY'RE SAYING THEN LOOKING AT WHERE STUDENTS ARE PERFORMING, AND EQUATING THAT THE COLLEGE AND CAREER READINESS.
AT LEAST AT THE UPPER GRADE LEVELS ASSESSMENTS, A 725 IS INDICATIVE OF COLLEGE AND CAREER READINESS.
THE 750, THEY'RE LEAVING A LOT OF KIDS OUT WHO ARE ACTUALLY PERFORMING, AT THE COLLEGE AND CAREER READY LEVEL.
BUT THEY'RE PROBABLY NEED TO REASSESS AND LOWER THAT THRESHOLD.
STATE HAS TO ADOPT THAT DECISION BUT THE RESEARCH DID COME OUT AND THEY PRESENTED IT TO THE STATE WORK, AND WE WILL WAIT TO SEE WHAT DIRECTION THEY MOVE.
>> NO, THEY PAID FOR THE STUDYING THOUGH, SO I'M HOPING THEY DO.
[OVERLAPPING] THE STATE BOARD WILL NEED TO MAKE THAT DECISION.
>> IF SOMEBODY SAYS 75, STATE BOARD CAN CHANGE IT.
>> YES. THEY HAVE THE AUTHORITY TO MAKE THAT CHANGE. SORRY, REAL QUICK.
>> JUST ONE LAST THING ON MATH.
IF I GAVE YOU GET AMY JUST TO DRAW OUT BECAUSE I DON'T WANT TO LEAVE.
MCAP ASSESSMENT FOR GRADE 8, COVERS EVERYTHING GRADE 6, 7, 8.
YOU MENTIONED NINTH GRADE IS BIO, 6, 7, 8.
WHAT ARE YOUR SCIENCE TOPIC AREAS IT'S COVERING JUST FOR EVERYBODY'S LEVEL OF UNDERSTANDING BECAUSE IT'S A LOT DEEPER?
>> SURE. SIXTH GRADE IS GOING TO BE EARNED IN ENVIRONMENTAL AND THAT IS OUR WEAKEST AREA WHEN WE LOOK AT THE SCORES AS OUR WEAKEST AREA, AND THAT'S WHAT THEY'RE TAUGHT IN SIXTH GRADE.
SEVENTH GRADE IS LIGHT, WHICH IS A BIO, AND THEN BE GREAT IN PHYSICAL SCIENCE, THEN CHEMISTRY.
IF YOU LOOK AT THE LEVELS THAT ARE LOW, THE ASSESSMENT HAPPENS IN EARLY MARCH.
OUR KIDS WHO ARE LOW IN PHYSICS, WHICH IS THE LAST UNIT TAUGHT, WHICH IS TAUGHT AFTER THE ASSESSMENT, AND WHAT THEY TAUGHT IN SIXTH GRADE.
WE NEED TO LOOK AT WHAT WE'RE DOING IN THAT MIDDLE SCHOOL BAND, OF HOW WE CAN MAKE THEM MORE EFFECTIVE THROUGHOUT ALL THREE YEARS, BUT A THREE-YEAR SPAN FOR A KID THAT'S IN THOSE MIDDLE SCHOOL YEARS IS A LONG HARD TIME FOR THEM TO REMEMBER THINGS ANYMORE.
THE THIRD GRADE, FOURTH GRADE, FIFTH GRADE, IS ALSO THE SAME THING FOR FIFTH GRADE ASSESSMENTS CREATES 345 OF THEIR ASSESSMENT THAT GRADE.
>> PHYSICS IS EIGHTH GRADE, AND THE PHYSICS FOR EIGHTH GRADE.
>> SORRY, THOSE DYNAMICS DO NOT GIVE ME A LOT OF CONFIDENCE THAN THE VALUE OF THE SCORES?
>> WELL, SOCIAL STUDIES IT'S ONE ASSESSMENT IN EIGHTH GRADE, SO THERE'S NO LONGITUDINAL DATA TO SHOW YOU THAT.
THERE IS NO LONGITUDINAL LIGAMENT HERE AND THERE'S PERIODS. [LAUGHTER]
[00:15:03]
>> AS YOU SAY I WAS GOING TO ANSWER UNTIL THE AMOUNT OF KIDS IN THAT GRADE MAKE DIFFERENCE BETWEEN STATEWIDE CAN COMPARE NOTES TO PG AND THE REST.
>> NOT SO MUCH IN TERMS OF PERCENT PROFICIENT, BUT IT'S ALSO WHY WHEN WE DO LOOK AT COMPARATIVE DATA AND I APPRECIATE MELISSA PAUL AND THIS OUT.
WE DO TRY TO LOOK AT WHO ARE MOST LIKE US, NOT JUST POVERTY LEVEL, BUT SIZE-WISE ALSO MATTERS.
OUR GO-TO IS TEND TO BE DORCHESTER, SOMERSET.
WHAT COME AND GO HAS A LOT OF POVERTY LEVELS LIKE US? BUT THEY'RE FOUR TIMES THE SIZE OF US? THEY'RE NOT A GREAT COMPARISON FOR THAT PIECE BUT, SIZE CAN MATTER WHEN YOU'RE ALSO TALKING ABOUT RESOURCES.
>> ELSE I WAS THINKING YOU CAN'T COMPARE US TO HOWARD.
I DON'T EVEN [LAUGHTER] WANT TO LOOK AT THAT DATA.
>> THAT'S THE WORKBOOK. [OVERLAPPING]
>> TO ME, I COULD CARE LESS ABOUT ALL THAT.
I WOULD JUST WOULD LIKE, WHAT'S AROUND US AND WHO WE'RE GOING TO COMPARE IT TO BE HONEST WITH.
BECAUSE THE REST OF THAT STUFF TO ME IS JUST.
>> [INAUDIBLE] AND MIDDLE SCHOOL WHAT HOWARD'S DOING, STARTING AN ISSUE WITH OUR PILOTS IN SIXTH GRADE? HOPES TO GET CLOSER TO [INAUDIBLE] WITH OUR RESEARCHES.
>> ITS NOTHING. THERE'S NOTHING WRONG WITH LOOK AND SEE WHAT THEY'RE DOING. YES.
>> WHEN WE SAY WE'RE MIRRORING AND LET'S SAY IT LOOK LIKE.
>> ITS OUR CONCERN, YEAH. IT'S A CURRICULUM, IT IS A PHENOMENON BASED WHERE IT IS OPEN RESOURCE, IT IS EMBEDDED BY OTHER BIG NAMES, RICE UNIVERSITY OF SOUTHERN CALIFORNIA.
IT IS A CURRICULUM THAT IS, THE CHILD DIES INTO REAL LIFE PRACTICES AND THEY CAN LEARN THROUGH THAT.
ONE OF THE SIX GRADE MODELS ARE DOING RIGHT NOW IS LIGHT.
KIDS ARE BUILDING A BOX THAT HAS MIRRORS IN IT AND THEY'RE DOING DIFFERENT ACTIVITIES WITH THE MIRROR.
WHY DOES THE MIRROR? WHY IS THE ROOM DARK? WHY DOES THE LIGHT NOT SHINE THROUGH? IT'S MORE OF THE APPLICATION OF LEARNING AND NOT REGURGITATION.
WE'RE MOVING THEM MORE TOWARDS THE PHENOMENON BASED IN STORYLINES, SIMILAR TO WHAT HIGH SCHOOL IS DOING IN HOPES THAT'S GOING TO HELP WITH THE RESOURCES OF WHAT THEY NEED TO HAVE.
MOVING ON TO MATH. SO THIS FIRST GRAPH IS OUT OF STATE OF MARYLAND.
CAROLINA IS AT 19% PROFICIENCY.
WE ARE SIX POINTS BELOW THE STATE AVERAGE OF 25%.
THIS IS GRADES THREE THROUGH EIGHT AVERAGED TOGETHER AND YOU CAN SEE OUR NEIGHBOR TO THE SOUTH DORCHESTER IS AT 14 AND SOME [INAUDIBLE] IS AT 12.
THIS SLIDE SHOWS THE GROWTH IN MATH IN GRADES THREE TO EIGHT.
WE HAD 0.6 TENTHS OF A PERCENTAGE GROWTH COMPARED TO TWO-AND-A-HALF PERCENTAGE POINT GROWTH BY THE STATE.
SO OUR GROWTH WAS FATTER RELATIVE TO THE REST OF THE STATE IN GREECE.
IN ALGEBRA ONE, OUR PROFICIENCY LEVEL WAS AT 11%.
YOU CAN SEE OUR NEIGHBOR, DORCHESTER IS AT SEVEN.
SOMERSET IS 811, ISN'T NECESSARILY SHOUTING FROM THE ROOFTOPS.
CELEBRATION. HOWEVER, WE WERE AT THE BOTTOM LAST YEAR AND WE'RE NOT, WE'VE MOVED UP FROM GRAY TO LIGHT BLUE, WHICH IN MY THAT'S CELEBRATION.
>> AND I DON'T MEAN THIS GLIBLY ABOUT WHAT THE OTHER PEOPLE ARE DOING.
ONWARD CONCERN WAS GOING ON HERE IN THIS COUNTY.
>> SO THIS GRAPH SHOWS YOU OUR SPRING '22 COMPARE TO OUR SPRING OF '23 IN GRADES 3, 4, 5 THROUGH ALGEBRA ONE.
MAP 3, WE'VE HAD SOME GOOD GROWTH IN FOUR GREAT GROWTH IN ALGEBRA ONE AND WE HAVE THAT SLIP OFF IN THAT MATH AID AND AMY TALKED A LOT ABOUT THAT COHORT THAT PARTICULAR COHORT OF STUDENTS STRUGGLE.
THEY MISS SOME CRITICAL CONTENT.
[00:20:03]
>> IF I CAN SPEAK TO THIS AS WELL.
SO MATH, WE HAVE MORE STUDENTS IN GRADES EIGHT TAKING ALGEBRA.
SO IT MAY BE A LITTLE BIT NATURAL THAT THAT NUMBER COMES DOWN BECAUSE THAT POPULATION OF EIGHTH GRADERS.
WERE ALSO PUTTING SOME THINGS IN PLACE IN THE MIDDLE SCHOOL FOR INTERVENTIONS FOR STUDENTS TO GET THEM MORE READY FOR ALGEBRA.
>> SIMPLICITY JUST TO MAKE SURE, NIKKI, AND MAKE SURE WE'RE CLEAR.
MATH EIGHTH GRADERS WHO ARE TAKING ALGEBRA ONE OR IN THE OUTER OR ONE DATA, AS WELL AS THE HIGH-SCHOOL KIDS TAKING OUTER OR ONE.
EIGHTH GRADERS WHO ARE NOT OUTER OR ONE IS MAPPING AND ALGEBRA ONE IS FOR A SELECT GROUP OF KIDS, THE MIDDLE SCHOOL, WHO DEMONSTRATE ACHIEVEMENT IN SEVENTH GRADE.
>> WHICH STANDS FOR HIGH SCHOOL.
>> THEY ACCELERATED, SO THEY PULLED THEM OUT OF THAT.
>> SO THOSE TESTED STUDENTS IN THAT EIGHT, THAT GROUP IS NOT AS LARGE AS THE GROUP THAT'S TESTED IN THAT IN MATH 7.
MATH 7 IS EVERY SEVENTH GRADER, WHERE MATH 8 IS EVERY EIGHTH GRADER MINUS THOSE STUDENTS WHO ARE TAKING ALGEBRA LAUNCH THE 60 YEARS IF YOU'RE MISSING YOUR TOP STUDENTS WHO WOULD SCORE AT A PROFICIENT LEVEL.
SO THAT EXPLAINS WHY MATH 8 DROPS DOWN.
ONE YEAR TO THE NEXT BUT OVERALL.
>> WE ALSO ARE LOOKING AT OUR STUDENTS IN ALGEBRA THAT ARE ON THAT COST.
SO STUDENTS THAT ARE SCORING 740-750, THAT COULD BE THAT THEY DIDN'T ANSWER ONE PROBLEM OR THEY DIDN'T SHOW ENOUGH WORK ON ONE PROBLEM.
SO EVEN IF I LOOKED AT THAT DATA, THE NUMBER OF STUDENTS THAT MISSED IT BY TEN POINTS WAS 96 STUDENTS, SO 15% OF THE POPULATION.
AND THEN IF YOU LOOK AT THE 725-750, THAT'S YOUR KIND OF YELLOW STUDENTS AS WE LOOK IN PERFORMANCE MATTERS, THAT ISN'T EVEN BIGGER GROUPS.
SO THINGS THAT WE CAN PUT IN PLACE, SMALL GROUP INSTRUCTION TO YOUR INTERVENTIONS CAN REALLY PUSH THOSE STUDENTS.
>> AND I HAVE AN EXPLANATION OF WHAT THAT COST PER BOOKS LIKE.
>> THEY'RE THERE, BUT THEY'RE JUST NEEDED A LITTLE YELLOW.
>> YOU'LL HEAR THAT THINKING, TROY, I KNOW WHEN ELA AS WELL AND READING THE NUMBER OF KIDS AND WE'VE HAD A LOT OF CONVERSATIONS ABOUT THAT SINCE THE DATA CAME OUT EVEN PRIOR TO.
BUT THEN WHEN THE DATA CAME OUT, IT JUST MAKES YOU SCREAM A LITTLE BIT.
BECAUSE YOU'RE ONE WRITTEN QUESTION AWAY FROM ANSWERING THE QUESTION. JUST ANSWERING QUESTIONS.
NOT EVEN FULLY JUST TRYING TO QUESTION FROM PASSING YOU'RE ONE MATH QUESTION AWAY FROM SHOWING YOUR WORK, YOU'RE TWO SELECTED RESPONSES, AWAY FROM JUST TAKING IT SERIOUS.
YOU ARE ONE DAY OF A SCHOOL TAKING IT SERIOUS, ONE TEST DAY AND MAKING IT SOMETHING IMPORTANT AWAY FROM HAVING 96 MORE KIDS PASS THE MATH TEST.
AND THOSE ARE SUCH SMALL THINGS, BUT WE HAD SO MANY KIDS SO CLOSE THAT THAT'S THE PART WHERE YOU FIND YOURSELF TALKING TO YOURSELF AND YOU'RE JUST LIKE RIGHT THERE IN A TOTALLY DIFFERENT STORY AND ALL THE DATA.
>> NOW THAT DATA IN HERE TO THE JEWS, LIKE REALLY KIDS OVER, OR IS THAT SOMETHING WE COULD GET THEM MAYBE NEXT TIME THE SHOW.
>> SAME THING WITH THE DEFINITION OF PROFICIENCY.
>> IF IT WAS 725, WE'D HAVE A 77% PASS RATE?
>> I WOULD SAY JUST AN ASIDE ART, THE CULTURE AROUND TESTING IS SHIFTING.
>> IN OUR HARDWORKING TEACHERS AND STUDENTS.
>> WE HAVE TO REMEMBER DURING COVID, THAT WE HAD WAIVERS SO IT WAS REALLY UNFAIR TO PUT A LOT OF PRESSURE ON THE KIDS TO PASS THESE ASSESSMENTS BECAUSE THEY WEREN'T PREPARED BECAUSE OF THE CLOSURES.
SO NOW WE ARE COMPLETELY RECOVERING FROM THAT.
THE CULTURE AROUND THE ASSESSMENTS, THE THINGS THAT WE'RE DOING WITH UNIT ASSESSMENTS, WE'RE REALLY PREPARING TEACHERS AND STUDENTS TO TALK ABOUT DATA AND FOR THEM TO SET GOALS FOR THEMSELVES AS WELL.
>> JUST REMEMBER ON THE PERSON THAT [INAUDIBLE] SO YOU DON'T HAVE TO DO WHAT.
I THINK WE TESTIMONY I HAVE TEST SCORES ARE IMPORTANT, BUT THEY ARE NOT THE END-ALL BE-ALL. WE'RE GETTING BETTER.
[00:25:04]
>> BECAUSE ALL THAT TESTING, WE COULD ACTUALLY BE TEACHING THEM TO HELP THEM GET THAT ONE MORE QUESTION RIGHT.
>> I JUST WONDER IF WE DON T TEST HOW DID THESE PEOPLE GET DATA THAT THEY CAN GO BACK, ANALYZE AND WORK WITH.
>> I SAID THAT YOU'RE READY FOR YOU FOR NEXT TIME.
BUT AGAIN SORRY. THESE GUYS HAVE DONE A PHENOMENAL WITH EVERYBODY SITTING HERE.
MR. MARK SHADOW IS NOT HERE BECAUSE WE [INAUDIBLE] TO TALK ABOUT TONIGHT.
BUT EVERYBODY SITTING HERE HAS DONE A PHENOMENAL LIFT WITH OUR DATA SYSTEMS OVERALL.
AND EVEN SOME FOLKS WHO WERE NOT HERE TO LITERALLY REVAMP THE WAY THAT WE HAVE BEEN USING POWER, SCHOOL PERFORMANCE MATTERS, OTHER NATIVE TOOLS TO MAKE THEM MEANINGFUL, TO ENGAGE AND FIND BETTER WAYS FOR TEACHERS TO USE THEM, BETTER WAYS FOR THEMSELVES TO USE THEM WOULD NOT DRIVE THEMSELVES CRAZY FROM DOING ALL THIS BY HAND.
BUT THEY HAVE DONE A PHENOMENAL LIFT AND A REALLY SHORT PERIOD OF TIME TO PUT YOURSELF IN THIS POSITION.
>> I LIKE HEARING YOU SAY STUDENTS ON MULTIPLE SETTING BECAUSE THEY HAVE TO TAKE OWNERSHIP?
>> AND THERE'S PLENTY OF RESEARCH TO SUPPORT THAT.
>> AND THEY TAKE THE OWNERSHIP KNOWING, I NEED TO DO MUCH MORE TO PROVE THAN IT BECOMES MORE PERSONAL.
>> I DISLIKE THAT PART WHERE THEY SAID [INAUDIBLE], BE AWARE, IT'S NOT A TEST.
>> YOU'RE GOING TO LOVE THE NEXT ONE.
>> SO THIS IS CAROLINA, COMPARE TO THE STATE IN MATH. AGAIN, 3-8.
AND I KNOW THAT'S GOING TO FLIP FLOP AND I DO WANT TO POINT OUT SOMETHING TO YOU.
NOTICE THE SCALES ON THE LEFT, THEY ARE NOT CONSISTENT SO THIS IS 40% IS THE TOP HERE THIS IS 50%.
I KNOW YOU'RE COMPARING OURSELVES FOR OURSELVES, BUT WE WANT TO STAY ON PACE WITH THE REST OF THE WORLD.
IT'S A GLOBAL SOCIETY THAT WE LIVE IN.
SO IT'S IMPORTANT THAT WE DO COMPARE OURSELVES TO OUR NEIGHBORS JUST TO BE SURE THAT WE'RE NOT DOING OUR STUDENTS AS DISSERVICE.
BUT I DID WANT TO POINT OUT THAT AS A MATHEMATICIAN, THAT'S ONLY CARE.
HERE WE ARE COMPARED TO THE EASTERN SHORE.
SO THIS IS ALGEBRA ONE IN BLOCK, THE STATE IS BLACK, CAROLINA IS IN GREEN.
I DON'T WANT TO BELABOR THESE FOR TOO LONG, I DON'T HAVE THESE FOR LAST YEAR, BUT WE WILL HAVE THESE FOR THE NEXT ITERATION.
I THINK IT HELPS US TO FIND OUT WHERE WE WANT TO CLOSE THE GAP BETWEEN OURSELVES AND THE STATE THAT KEEPS OUR SCHOOLS OUT OF HOT WATER AND MAKE SURE THAT WE'RE DOING THE BEST JOB FOR OUR STUDENTS.
AND THAT BAR FOR THE STATE IS MOVING.
YEAH. YOU HAVE TO SHOW PREMIUMS AND [INAUDIBLE].
>> ALL THE EASTERN SHORES COUNTRIES.
>> EASTERN SHORE IN AFRICA COUNTRIES.
>> THERE JUST IN HERE FOR REFERENCE, SO WE HAVE SOMETHING TO COMPARE OURSELVES TO.
>> AS MS. MULLIGAN FLIPPING THROUGH THE BORDER TO KEEP IN MIND AS WELL, WE IMPLEMENTED A NEW MATH CURRICULUM IN ELEMENTARY LAST YEAR.
LAST YEAR WAS THE FIRST YEAR OF MUTATION AND WE'VE MADE SOME REFINEMENTS AS WELL WORKING THROUGH IT.
FIRST YEAR YOU FIGURE IT OUT, THEN YOU START GETTING BETTER WITH IT.
WE EXPECT TO START SEEING SOME MORE GAINS FROM THAT AS WELL THIS YEAR IN OUR ELEMENTARY TEST DATA.
>> THIS IS WHERE I THINK THE DATA, IT GETS A LITTLE MORE INTERESTING.
THIS IS OUR ELEMENTARY DATA, FROM 22-23, AND IT'S DIS-AGGREGATED BY SUBGROUPS.
TAKE A LOOK AT OUR STUDENTS WITH DISABILITIES THAT OUR STUDENTS WITH DISABILITIES HAVE ACCESS TO THE CURRICULUM.
THAT'S WHAT THAT SLIDE TELLS ME.
WE HAD OUR TWO OR MORE RACES POPULATION HAD A NICE GAIN AS WELL AS OUR ECONOMICALLY DISADVANTAGED.
[00:30:05]
IT'LL SPED IT ALSO HIGHLIGHTS NEED TO LOOK AT SUPPORTING OUR ENGLISH LEARNERS.THAT DATA IS RATHER FLAT AND OUR BLACK OR AFRICAN-AMERICAN STUDENT POPULATION HAD A SLIGHT DECLINE.
>> WE DO HAVE OUR ML TUTORS AND TEACHERS PUSHING INTO MATH CLASSES.
NOW, THE PREVIOUS FOCUS HAS BEEN MORE ON ENGLISH LANGUAGE ARTS.
THEY ALSO ATTENDED SOME MATH PROFESSIONAL DEVELOPMENTS, SOME OF THE EL COORDINATORS THE SUMMER.
>> THIS IS GRADE SIX THROUGH EIGHT.
IF A SUBGROUP IS NOT ALL SUBGROUPS ARE ON EVERY ONE OF THESE SLIDES THEY HAD PERCENTAGE EFFICIENCY RATES LESS THAN 5%, SO THEY WERE EXCLUDED FROM THE REPORT.
THAT IS FOR THE REREAD, THIS ONE, RACHEL, THE HISPANIC AND LATINO IS NOT 5%.
>> YEAH, THAT'S NOT, THEY ARE BIGGER THAN FIVE.
AGAIN, OUR AFRICAN-AMERICAN POPULATION IN TWO OR MORE RACES HAD A NICE GAIN IN PROFICIENCY.
NICE GAIN FROM OUR BLACK AND AFRICAN-AMERICAN STUDENTS ARE ECONOMICALLY DISADVANTAGED, TWO OR MORE RACES, AS WELL AS THE WHITE POPULATION.
CAROLINE IS AT 45% PROFICIENCY COMPARED TO THE STATE EFFICIENCY OF 54 PERCENT.
THIS IS THE GROWTH WITHIN ELA IN GRADES 3-8.
WE'VE ENDED UP IN THAT MIDDLE CATEGORY WITH THE 1.3 PERCENTAGE POINT GAIN COMPARED TO THE 2.9 STATE-LEVEL GAIN.
ELA RESULTS LAST YEAR COMPARED TO THIS YEAR.
WE SAW GROWTH JUST ABOUT EVERYWHERE.
SIXTH GRADE HAD A NICE LITTLE BUMP.
THIS DATA COMPARES CAROLINE TO MARYLAND.
THEN WE'VE GOT INTO A COMPARISON OF ELA TO THE EASTERN SHORE NIGHT AND CAROLINE IS CATCHING UP WITH THE STATE IN ELA 3.
>> IN GRADE 3, WE ARE SEEING AGAIN AND WE'RE ATTRIBUTING THAT MOST OF THOSE STUDENTS WHO HAVE HAD ALL OF THE CHANGES THAT WE MADE IN ACCORDANCE TO THE SCIENCE OF READING.
THOSE ARE THE STUDENTS THAT FROM KINDERGARTEN WAS STILL A LITTLE WALKING IN THEM NUT BY ENLARGE NORMAL, THE LAST COUPLE OF YEARS OF EARLY CHILDHOOD EDUCATION AND THEY ARE THE ONES THAT SINCE KINDERGARTEN, EVEN WISH I HAD ALL OF THESE NEW IMPLEMENTATION FOR THIS.
IN A MOMENT IT NEW CURRICULUM, SO WE'LL SEE IF THERE'S AN IMPLEMENTATION DIP THAT WE USUALLY CALL THE FIRST-YEAR DOCUMENTING ANYTHING WITH FIGURING IT OUT.
BUT NOW WE ADD A CONSISTENT CURRICULUM BECAUSE THE YEAR PRIOR TO THIS, WE ADOPTED THIS ORIGINAL INDICATOR 2, THIS YEAR WE ADOPTED THE 3-5.
WE'LL NOW HAVE CONSISTENT CURRICULUM FROM 3-5, SO ALL AGAIN IN ALIGNMENT WITH BEST PRACTICES AND RESEARCH.
WE SHOULD CONTINUE TO SEE THAT GROWTH FROM THE BOTTOM-UP, BECAUSE THERE'S A STUDENTS WHO'VE HAD THAT FOR THE LONGEST.
>> 3-5 IS GOING TO BE SCIENCE, AS IT WAS.
>> [OVERLAPPING] ACTUALLY FOR THE STUDENTS, IT MIGHT BE EASIER ADAPTATION THAN FOR THE TEACHERS WHO HAVE TO GET USED TO TEACHING THE NEW CURRICULUM?
>> YES. THESE STUDENTS WILL HAVE THESE EVIDENCE-BASED PRACTICES FOR QUITE A WHILE.
NOW OUR STUDENTS IN 4.5 DID HAVE MORE HICCUPS BECAUSE OF SHUTDOWNS IN KM1 MASS LEARNING OR PHONEMIC AWARENESS.
>> ON A COMPUTER. THEY ARE STUDENTS THAT WE'RE STILL CONTINUING TO
[00:35:03]
SEE THOSE STRUGGLES WITH JUST BECAUSE OF THE NATURE OF HOW THEY LEARN, EVEN THOUGH WE STILL HAD A FOCUS ON MATH AND SCIENCE OR MATH AND READING DURING THE SHUTDOWNS, DOING IT BEHIND THE SCREEN AND BEHIND THE MASK.WE'VE ALSO REVAMPED FOUNDATIONAL SKILLS AND HAVE NEW CURRICULUM 3-5 WITH FOUNDATIONS LEVEL 3 AND GRADE 3, WHICH PIGGYBACKS ON OUR EXISTING PHONICS CURRICULUM IN K12.
THEN WE ADDED WORD ANALYSIS COMPONENT TO GRADE 4 AND 5.
WE'VE ADOPTED ALL NEW AND IN ALIGNMENT, BUT ALSO ADDING LETTERS TRAINING FOR OUR TEACHERS.
THEY WILL HAVE THE TOOLBOX TO KNOW HOW TO USE THESE NEW TOOLS.
>> STUDENTS WHO ARE LEAVING FIFTH GRADE, MOVING INTO MIDDLE SCHOOL AS YOU CAN SEE, WE'RE MAKING A LOT OF PROGRESS THERE.
WE ARE ALSO TRAINING TEACHERS BEGINNING THIS YEAR ON THE SCIENCE OF READING.
ALL ELA TEACHERS AND ELA CO-TEACHERS ARE RECEIVING A FULL-YEAR TRAINING, SO THAT THEY ARE ALSO BETTER ABLE TO MEET THE NEEDS OF STUDENTS IN SMALL GROUPS.
BUT THAT WE'RE ALSO CARRYING ON THE WORK THAT HAS BEEN HAPPENING.
I THINK IT'S EXTREMELY IMPORTANT THAT OUR EDUCATORS FEEL SUPPORTED IN THE WORK THAT THEY'RE DOING WITH KIDS TOO.
I THINK THAT WE ARE SHOWING THAT OVER TIME STUDENTS ARE DEMONSTRATING GROWTH FROM YOUR YEAR.
>> A LOT OF DYNAMICS THAN A LOT OF VARIABLES.
I HEARD THAT I SAID EARLIER, BUT TREMENDOUS AMOUNT OF VARIABLES.
YOU HAVE TO PLUG AWAY AT EACH ONE OF THEM TO THE BEST OF YOUR ABILITY, WHETHER IT'S CURRICULUM OR THE DYNAMICS OF THAT INDIVIDUAL, CHILD OR THAT GROUP.
THEN YOU HAVE THE WHOLE SITUATION OF AS THEY PROGRESS ALONG.
HOW GOOD THOSE EIGHTH GRADERS, HOW GOOD THE STUDENTS ARE THEY ACTUALLY, THAN WHEN THEY MOVE ONTO THE NEXT SEGMENT OF THEIR SCHOOL CAREER.
EACH CLASS COULD BE BETTER THAN THE ONE BEFORE OR WORSE THAN THE ONE BEFORE WITH JUST SO MANY [OVERLAPPING] DYNAMIC HERE.
THEY HAVE THE WHOLE COVID THING WOULD BE LIKE THROWING A BEATEN UP INTO IT.
>> WE'RE THROWING EVERYTHING THAT WE'VE GOT AT IT. THE KITCHEN SINK.
WE'RE ALSO TRYING TO [LAUGHTER] NOT OVERWHELMING STRESS OUR TEACHERS BECAUSE WE VERY MUCH WANT TO TAKE CARE OF THEM AND SUPPORT THEM AND NOT JUST THROW NEW THINGS AT THEM.
WE'RE TRYING TO DO THIS IN A STAGED APPROACH THAT'S APPROPRIATE.
THE END OF '20, SCHOOL YEAR 2021.
>> BASICALLY A YEAR AND A HALF.
>> [OVERLAPPING] TWO-AND-A-HALF
>> IN 2021,ONE SCHOOL YEAR, '21, '22 ANOTHER SCHOOL YEAR.
LAST YEAR WAS THE LAST COMPLETELY NORMAL.
OUR DAYS WERE STAGGERED AND SHORTER AND BEHIND THAT.
>> YEAH, A LOT OF TIME [OVERLAPPING].
>> MARCH 13. IT WAS YEAH. [OVERLAPPING]
>> YOU'RE RIGHT. SECOND SEMESTER [OVERLAPPING]
>> SO THEN YOU MARCH 13TH, 2021.
>> FRIDAY, THE 13TH, YES [LAUGHTER].
WHAT ANYBODY IN SCHOOL SECOND HALF?
>> SECOND HALF WE HAD [INAUDIBLE] DAY [OVERLAPPING] ONLY IF THEY WANTED TO AND WE HAD THE DISTANCE LEARNING ROOMS IN THE GYMS.
>> THEN '21, '22 MASS AND HYBRID [OVERLAPPING] SOME.
>> AUGUST OF '21 IS WHEN WE HAD OUR STUDENTS JUST MAKE THE DECISION ABOUT OUT FOR EXTENDED PERIODS OF TIME, [OVERLAPPING] FOR THE WHOLE FIRST SEMESTER IN UNTIL ABOUT FEBRUARY OR MARCH OF THAT SCHOOL YEAR.
>> LAST YEAR WAS THE FIRST NORMAL SCHOOL YEAR.
>> TWENTY TWO, TWENTY THREE [OVERLAPPING].
>> WAS THE FIRST FORMAL NORMAL.
>> WAS THE FIRST FULL NORMAL YEAR?
>> WE WERE TRYING TO FIGURE OUT WHEN THE KIDS WILL, I'M NOT SAYING USING THAT EXCUSE BECAUSE IT'S THE REALITY.
WHEN CAN WE SAY IT WON'T AFFECT KIDS.
IT'S GOING TO BE A LOT LONG [INAUDIBLE]
[00:40:01]
>> AFTER THE FOURTH GRADERS GRADUATE.
>> OUR FIRST GRADERS NOW HAVE HAD NORMAL SCHOOL. [OVERLAPPING]
>> THAT'S WHEN YOUR KINDERGARTENERS ARE GOING HOME OR YOUR FOURTH GRADERS NOW.
>> THERE WAS A STUDY THAT WAS DONE WHEN HURRICANE KATRINA CAME THROUGH.
THERE WAS A STUDY THAT WAS DONE ABOUT THE IMPACT OF THAT EVENT ON STUDENT LEARNING LOSS.
IT TOOK OVER A YEAR FOR THEM TO RECOVER FROM STUDENTS BEING OUT ONE SEMESTER.
SO IF YOU THINK ABOUT THE FACT THAT WE HAD INTERRUPTED INSTRUCTION FOR TWO, [OVERLAPPING] HOW MANY YEARS WOULD IT TAKE IF IT TOOK HURRICANE KATRINA? THE ONLY REASON WHY THEY KNOW HOW LONG IT TOOK WAS BECAUSE OF THE REST OF THE COUNTRY KEPT GOING.
WE DIDN'T EVEN HAVE THAT OPPORTUNITY.
SO IT'S AN INTERESTING PERSPECTIVE TO SAY WHAT HAPPENED IN KATRINA IF IT TOOK THEM OVER A YEAR TO RECUPERATE FROM THAT IMPACT, WHAT WOULD FIVE SEMESTERS BE?
>>BUT I GUESS THAT WASN'T REALLY WELL.
I WAS LOOKING AT IT AT WHAT KIDS COMING IN?
>> KINDERGARTEN. OUR KINDERGARTNERS, OUR FIRST GRADERS THIS YEAR WILL BE THE FIRST COHORT OF CHILDREN THAT HAD A COMPLETELY NORMAL START TO THEIR EDUCATIONAL CAREER.
>> SO REALLY BASICALLY ALONE IN ONE YEAR.
>> FROM HERE ON OUT, WE'RE GOING TO KEEP HAVING CHILDREN THAT WE ARE TRYING TO [LAUGHTER] [OVERLAPPING].
>> FOR 11 YEARS, 11 MORE YEARS, THOSE CHILDREN HAVE BEEN ADVERSELY AFFECTED.
>>TO ADD ONTO THAT, THE WAY THAT THE IMPACT IT LOOKS DIFFERENT IN EACH CHILD.
IT LOOKS DIFFERENT IN EACH CONTENT AREA.
IT'S LIKE YOU'RE DOING A PROP LIKE SCHOOL TEAMS THAT SIT AND TALK ABOUT DATA.
THEY'RE TALKING ABOUT VARIABLES THAT WHEN WE WERE IN THE CLASSROOM WE NEVER HAD TO REALLY CONSIDER YOUR.
I FORGOT THAT WAS THE YEAR THAT THIS CHILD HAD TO DO X.
IT'S LIKE A CONSTANT ACTION RESEARCH PROJECT.
I THINK THAT'S WHY THE INDIVIDUALIZED LEARNING PLANS ARE GOING TO BE SO FOR OUR STUDENTS BECAUSE WE CAN'T USE ONE APPROACH TO ADDRESS ALL POPULATIONS.
>> I THINK THAT WHEN WE'RE TALKING ABOUT MULTI-TIERED SYSTEM OF SUPPORTS, WE'RE USING STUDENT DATA TO MAKE DECISIONS AND THAT'S WHY IT'S IMPORTANT TO HAVE THE DATA THAT YOU MENTIONED AS WELL.
TO BE ABLE TO SEE WHERE STUDENTS AT PRESENT LEVELS, TO SEE WHERE THEY ARE.
THERE'S GOING TO BE A COHORT OF KIDS WHO, THE EXCEPTION OF THOSE STUDENTS THAT STARTED KINDERGARTEN THIS PAST YEAR.
WE'RE GOING TO HAVE TO CONTINUE TO USE DATA BECAUSE WE DON'T KNOW WHO IS IMPACTED AND TO WHAT DEGREE.
MULTI-TIERED OR INTEGRATED SYSTEM OF SUPPORTS ARE GOING TO BE THE WAY FOR US TO BE ABLE TO CATCH KIDS UP.
BECAUSE EVEN THOUGH THE LEARNING LOSS IS SIGNIFICANT AND REAL, WE WANT TO CONTINUE TO WORK TO GET THEM WHERE THEY NEED TO BE EACH YEAR, WE CAN SPIRAL INSTRUCTION WHERE WE CAN OFFER INTERVENTIONS THAT TARGET THEIR GAPS.
WE CAN GET THEM TO GET CAUGHT UP OR AT LEAST ON LEVEL.
SO THERE'S LIKE THREE THINGS HAPPENING. [OVERLAPPING]
>> NEVER SAID THAT IS NOT IMPORTANT.
I NEVER SAID TESTING IS NOT IMPORTANT.
THE AMOUNT OF TESTING IS WHERE I HAVEN'T [OVERLAPPING].
>> THAT'S WHERE WE LEAD INTO PRIORITIES AND WE FOCUS ON WHAT THE TYPE OF TESTING THAT WE'RE DOING AND ARE WE USING THAT DATA? IF WE RE NOT USING IT, YOU'RE CORRECT.
WE ARE NOT USING IT TO HAVE EXPOSED IMPACT.
THAT'S WHAT THE TEAM HAS BEEN DOING WITH PERFORMANCE MATTERS AND POWER SCHOOL AND COMMON ASSESSMENTS.
TO BE ABLE TO USE THAT DATA TO MAKE REALLY GOOD INFORMED DECISIONS AND GET TO KNOW THE WHOLE CHILD.
YOU'RE ALSO INCLUDING SOCIAL EMOTIONAL.
KIDS HAVE BEEN IMPACTED SOCIALLY, EMOTIONALLY, SO WE'RE WRAPPING AROUND USING THAT.
THOSE ARE ALSO ASSESSMENTS AS WELL.
SO IT HELPS US TO BE ABLE TO MAKE DECISIONS.
WE DON'T WANT US TO TEST FOR THE SAKE OF TESTING, WANT TO USE WHAT WE HAVE TO MAKE REALLY INFORMED DECISIONS ON WHAT STUDENTS NEED TO BE SUCCESSFUL.
>> I DIDN'T WANT TO ADD JUST WHAT YOUR COMMENT [INAUDIBLE] MADE, I THINK OF IS THAT WHEN WE LOOK AT THIS ENDCAP DATA, IT'S AUTOPSY DATA.
THERE'S NOTHING WE CAN DO ABOUT IT, BUT IT DOES VALIDATE OR IT PUTS OUR LENS ON WHERE IT TELLS US WHERE DO WE NEED TO PAY ATTENTION AND THIS IS WHERE I PAID ATTENTION.
I THINK I DON'T DISAGREE THAT EXCESSIVE TESTING IS A BURDEN TO KIDS ENTER SCHOOL.
BUT WHEN THE STUDENTS WANT TO HAVE A PART IN IT,
[00:45:03]
IT'S VALIDATING TO THEM.MY EFFORTS, MY HARD WORK PAID OFF AND HERE'S THE EVIDENCE THAT MY EFFORTS PAID OFF AND THAT TRICKLES DOWN TO THE CLASSROOM TEACHER, TO THE PRINCIPAL, TO EVERYONE WHO HAS A PART IN SCHOOL, CHILD'S ACHIEVEMENT.
WE'VE GOT TO TAKE ONE WITH THE OTHER.
MOVING ON. WE TALKED ABOUT THESE ARE THE ES9 COMPARISONS.
>> WHILE MELISSA IS FLIPPING THROUGH.
AGAIN, REMINDER FROM THE BOARD, WE DO TEND TO TRY TO LOOK AT THOSE COMPARISON.
COUNTIES, AGAIN FOR US, DORCHESTER, SOMERSET OR TWO THAT WE TEND TO LOOK AT.
JUST BECAUSE OF THE SAME SOCIOECONOMIC STATUS, MOSTLY ACROSS THE COUNTY.
POVERTY DOES PLAY AN IMPACT PERIOD.
STUDY AFTER STUDY, HE TALKS ABOUT THE IMPACT OF POVERTY ON LEARNING.
IT'S NOT AN EXCUSE, IT'S SOMETHING WE HAVE TO WORK WITH, WORK THROUGH AND STRENGTHEN OUR KIDS, BUT IT DOES HAVE AN IMPACT THAT WE HAVE TO WALK THROUGH.
>> IT'S IMPORTANT ALSO TO LOOK AT THE COUNTIES THAT ARE MAYBE NOT AS POVERTY STRICKEN AS WE AREN'T FOR SURE WHY.
BECAUSE IN SOME OF THE DATA, WE ARE TOUCHING.
>> THEY ARE. SO YES, WE ARE DEALING WITH POVERTY AT A DIFFERENT LEVEL, BUT IT DOESN'T MEAN THEY'RE STUDENTS.
>> GREAT POINT MS. [INAUDIBLE]
>> USED TO BE AT THE HEAD OF THE PACK WE WILL BE THERE AGAIN.
>> HERE'S THE DISAGGREGATED DATA FOR GRADES THREE TO FIVE ELA.
DID YOU HAVE SOME ADDITIONAL TEACHERS OR PART OF LETTERS TRAINING?
>> NOT YET MLL AND STUDENTS OR TEACHERS OF SPECIAL POPULATIONS ARE GOING TO BEGIN LETTERS TRAINING THIS YEAR.
THE SUPERVISORS IN THOSE DEPARTMENTS ARE SPEARHEADING THAT.
MY TEACHERS ARE NEARING THE END OF THAT LONG JOURNEY.
>> BUT IT IS DEFINITELY BEEN AS MANY HOURS AS THEY'VE PUT IN THE BY LARGE TALK ABOUT HOW BENEFICIAL IT HAS BEEN AND HOW THEY'VE LEARNED SO MUCH MORE THAN THEY EVER ANTICIPATED LEARNING FROM PROFESSIONAL DEVELOPMENT, BUT THAT IT WAS VERY WORTHWHILE.
>> HOPEFULLY THAT WOULD IMPACT THAT STUDENTS WITH DISABILITIES AND ENGLISH LEARNER.
>> I DO KNOW THE ENGLISH LEARNER, AGAIN NOT THAT SUPERVISOR, BUT I DO KNOW THAT THEY ARE MAKING CHANGES TO DELIVERING DIFFERENT LANGUAGE ACQUISITION CURRICULUM THIS YEAR.
BECAUSE WE ALL KNOW THAT THAT IS EVEN BELOW THE FOUNDATION OF PHONEMIC AWARENESS.
ACQUIRING THE ENGLISH LANGUAGE HAS TO HAPPEN SIMULTANEOUSLY WITH LEARNING LITERACY.
THEY'RE TAKING THE NECESSARY STEPS TO BOOST THAT IN THAT DEPARTMENT.
>> WE'RE SIX THROUGH EIGHT MINUS GAINS ACROSS THE BOARD.
>> I WILL JUST SAY THAT ADDING THE LAYER OF TIER 2 OR SMALL GROUP THIS YEAR AND ALSO PROVIDING TEACHERS WITH THE TRAINING AND THE TOOLS THEY NEED TO MEET THE NEED OF DIVERSE STUDENT POPULATIONS WILL CONTINUE TO MAKE A DIFFERENCE.
WE STARTED LAST YEAR IN THE SECOND SEMESTER, AND I THINK YOU CAN ALREADY SEE THAT THERE IS A FOCUS ON EVERY CHILD AND MAKING GAINS IN EVERY POPULATION OR SUBGROUP.
>> YOU JUST GAVE ME SOMETHING THAT I'VE WRAPPED THIS IN THE LAST MONTH.
SOMETHING THAT WE'VE CHANGED, WHICH FOR THIS YEAR I'M NOW OVERSEEING AND MANAGING MTSS FOR READING.
IT'S BACK INTO [OVERLAPPING] MTSS, MULTI-TIERED SYSTEMS OF SUPPORT READING INTERVENTIONS AT THE ELEMENTARY LEVEL.
AT PREVIOUSLY, STUDENTS WITH SPECIAL POPULATIONS DURING THAT TIER 2 INSTRUCTIONAL TIME WERE OFTEN PULLED TO RECEIVE THEIR OTHER SERVICES, WHETHER IT BE ML OR SPECIAL EDUCATION SERVICES.
THEY WERE NO LONGER GETTING WHAT IS SUPPOSED TO BE TRUE MTSS, WHICH IS TIER 1 THEN PLUS TIER 2, THEN TIER-3 LIKE A LAYER CAKE.
[00:50:01]
INSTEAD, WE WERE GIVING TIER 2 OR TIER 3.THEY WERE ONE IN LIEU OF THE OTHER INSTEAD OF IN ADDITION TO THE OTHER.
THIS YEAR, WORKING COMPLETELY REVAMPING ON HOW WE IDENTIFY STUDENTS FOR TIER 3 USING TIER 3 AS A TRUE TIER 3 INSTEAD OF USING IT, FRANKLY MORE AS A TIER 2.
BECAUSE WE HAD TO CHOOSE ONE OR THE OTHER BECAUSE OF TIME, THAT'S ALWAYS THE TRICK IN EDUCATION IS MANUFACTURING TIME.
WE'VE CHANGED HOW WE IDENTIFY THEM, AND WE'VE CHANGED SOME DELIVERY MODELS AS FAR AS WHEN THEY CAN RECEIVE THAT INTERVENTION SERVICE SO THAT THEY WILL NOT BE MISSING TIER 2.
EVERY STUDENT WILL BE WITH A GENERAL EDUCATION TEACHER DURING TIER 2 TIME.
TIER 3 WILL BE IN ADDITION, IT WILL NO LONGER BE TAKEN OUT OF THAT TIME TO RECEIVE A TIER 3 SERVICE.
WE DO BELIEVE THAT WE WILL SEE GAINS, ESPECIALLY IN OUR POPULIST SPECIAL POPULATION GROUPS.
BECAUSE OF THAT ADDITION OF CORE PLUS MORE PLUS MORE INSTEAD OF JUST CORE PLUS A WHOLE LOT MORE WITHOUT ANYTHING IN THE MIDDLE.
>> OUT OF CURIOSITY WHEN WITHIN THE DAY WILL YOU GET TO YOUR GROUP?
EVERY ELEMENTARY SCHOOL THROUGH A VARIETY OF DIFFERENT FUNDING, WHETHER IT'D BE TITLE 1 FUNDING, TSI FUNDING, IT DEPENDS ON THE SCHOOL IS GOING TO OFFER BEFORE AND/OR AFTER SCHOOL INTERVENTIONS, WITH THAT MONEY.
THERE WAS A LOT OF SUCCESS LAST SPRING WITH THE HIGH-INTENSITY TUTORING THAT HAPPENED, THAT I WAS NOT DIRECTLY PART OF THAT GRANT.
HOWEVER, WE DID SEE A LOT OF MOVES IN DATA WITH THE STUDENTS THAT PARTICIPATED IN THAT.
EVERY SCHOOL, IT'LL LOOK A LITTLE BIT DIFFERENT ACCORDING TO HOW MUCH FUNDING THEY HAVE AVAILABLE, THE STAFFING THAT THEY HAVE AVAILABLE.
SOME SCHOOLS MAY OFFER IT BEFORE AND AFTER SCHOOL.
SOME SCHOOLS MAY JUST OFFER BEFORE SCHOOL, SOME MAY JUST OFFER, IT'S GOING TO VARY.
AT FEDERALSBURG IN GREENSBORO, THE EXISTING AFTER-SCHOOL PROGRAMS, WHICH INCLUDE BUSING, WE'RE GOING TO UTILIZE THAT TIME WHERE STUDENTS ARE ALREADY STAYING.
SCHOOLS. DENTIN ORIGINALLY IMPRESSED IN WHERE THERE'S TRANSPORTATION WE ALL KNOW IS A RUNAWAY TRAIN WHEN IT COMES TO COST.
BUT WHAT WILL BE GIVEN THE OPTION TO PARENTS IS IF YOU CAN PROVIDE TRANSPORTATION.
NOW, THE CAVEAT TO THAT IS THAT IF THEY CANNOT PROVIDE TRANSPORTATION, THE OTHER OPTION IS THAT THREE DAYS A WEEK, THEY'RE TAKEN OUT OF SOCIAL STUDIES OR SCIENCE TIME WITH PARENT PERMISSION TO RECEIVE THEIR TIER 3 INTERVENTION.
THEY WILL HAVE TWO DAYS A WEEK OF SCIENCE EXERCISE TIME AND THREE DAYS A WEEK THAT THEY WOULD BE IN TIER 3 INTERVENTION.
BUT WE WOULD REVISIT THIS DATA ON A MONTHLY BASIS.
NOW, WE HAVE IN OUR NEGOTIATED AGREEMENT, THE ABILITY TO MEET WITH TEACHERS ONCE A MONTH.
DURING ONE OF THOSE PLANNING TIMES WE'LL COME BACK WITH THE DATA AND MAKE MOVES.
PREVIOUSLY WE'VE HAD STUDENTS THAT I CALLED LIKERS BECAUSE IT'S LIKE ONCE THEY'RE IN A TIER 3, THEY STAY IN A TIER 3.
IT'S BECAUSE WE WEREN'T HAVING THOSE BUILT-IN TIMES TO TALK ABOUT THEIR DATA.
NOW ONCE A MONTH WE'LL MEET AND LOOK AT THE DATA.
WHO CAN COME OUT OF TIER 3, WHO CAN JUST BE IN TIER 2, WHO CAN COME OUT OF TIER 2 AND ONLY NEEDS ENRICHMENT NOW INSTEAD.
THOSE WILL BE MONTHLY CONVERSATIONS OF IN AND OUT.
>> BUT ALSO HAVE THE OPPORTUNITY TO GO BACK IN [OVERLAPPING].
>> IT'S FLUENT, IN AND OUT EVERY MONTH, EVERY 30 DAYS, WE WILL BE COMING WITH PROGRESS MONITORING DATA TO MAKE DECISIONS BEST FOR STUDENTS.
>> WHEN YOU TALK ABOUT THE EXTENDED DAY, HOW EXTENDED IS THAT? HOW MUCH EXTRA TIME?
>> IT WOULD BE FROM 3:45-4:30.
INTEGRITY TO THE INTERVENTION PROGRAMS REQUIRE THREE DAYS A WEEK FOR 45 MINUTES PER.
>> PROBABLY MORE FOCUSED TIME, LESS DISTRACTION, THOUGH.
>> YES. IT'S ALL SMALL GROUP ACCORDING TO WHATEVER EACH PROGRAM HAS FIDELITY PARAMETERS.
THAT GOES DOWN TO GROUP SIZE, HOW MUCH TIME, ALL OF THAT.
OUR INTENT IS TO FOLLOW ALL OF THE PROGRAMS WITH INTEGRITY SO THAT WE GET THE RESULTS THAT THEY SAY WE ARE GOING TO GET.
THERE IS SUCH THING AS TOO MUCH.
WE FOUND OUT THAT WE WERE ACTUALLY DOING TOO MUCH FOR THE CHILD'S BRAIN.
I'M GIVING THEM A TIER 3 EVERY SINGLE DAY IS ACTUALLY COUNTERPRODUCTIVE.
HAVING IT THREE DAYS A WEEK IS ACTUALLY HOW A BRAIN DEVELOPS.
>> THAT WILL BE UP TO INDIVIDUAL SCHOOLS AND REALLY STAFFING.
WHAT THEY DECIDE AS THE STAFF, THEY'RE WILLING AND ABLE AND ALL OF THAT.
IT MAY BE IN SOME BUILDINGS, IT MIGHT NOT BE.
I'M GIVING PRINCIPLES FREE REIGN WITH THEIR STAFF TO MAKE THOSE DECISIONS THAT WORK BEST FOR THEIR SCHOOL.
>> I BET FRONT OF THE CHALLENGE SOMETIMES, [LAUGHTER].
SOME OF THEM ALSO TALKED ABOUT BECAUSE WE OFTEN HAVE FRIDAY OR MONDAYS OFF JUST IN THE SCHOOL CALENDAR, MAKING IT A TUESDAY TO THURSDAY.
>> THAT'S READING HOW ABOUT MATH.
[00:55:08]
>> BEFORE SCHOOL OR AFTER-SCHOOL TUTORING.
WE ALSO HAVE MATH WORKSHOP TIME BUILT INTO THE MATH BLOCK DURING ELEMENTARY.
THERE'S A HALF AN HOUR [INAUDIBLE]. MATH INTERVENTIONS ARE DEFINITELY SUPER FLUID IN MOST AREAS BECAUSE THEY ARE USUALLY BASED ON CONCEPTS.
WE ALSO WORK REALLY HARD TO PROVIDE INTERVENTIONS WITHIN THE SERIES OF THE SEQUENCE OF WHAT THEY'RE LEARNING.
IT'S A LITTLE DIFFERENT THAN READING.
THEN AT THE HIGH SCHOOL LEVEL, AND AT THE MIDDLE LEVEL IS THEY'RE OFTEN SCHEDULED FOR THAT.
RIGHT NOW, THE MATH INTERVENTION IS HAPPENING DURING FOCUS TIME AND MIDDLE SCHOOL LEVEL.
THEN AT THE HIGH SCHOOL LEVEL THAT IS BY A COURSE.
I'M SORRY, I DON'T THINK THAT.
>> GREAT. ENGLISH 10 [OVERLAPPING].
>> IT IS THE HEART OF A TEACHER. EVERY TIME.
>> VERY STRONG [OVERLAPPING] IN THE SECOND SEMESTER.
>> VERY STRONG SECOND SEMESTER PERFORMANCE, WHICH WAS INCREDIBLE.
>> YES. SECOND SEMESTER, IT WAS BEAUTIFUL.
>> THIS IS WHAT WE WANT, ALL OUR DATA [LAUGHTER].
WHAT THEY TAUGHT THAT THEY FIND THE COST WAS BEING THE LINK BETWEEN GOING FROM ONE PROFICIENCY LEVEL TO THE NEXT.
THE STATE LOOKED AT MATH AND ELA.
YOU CAN SEE IN MATH 5, 50% OF THE STUDENTS WERE AT PERFORMANCE LEVEL 2.
IF THOSE 50%, HALF THEN MOVED INTO PERFORMANCE LEVEL 3, WE WOULD HAVE VERY DIFFERENT STATE DATA.
ELA, GRADE 8, ALMOST 40% OF STUDENTS WERE AT LEVEL 2.
THESE ARE TWO STUDENTS WITH THE ONE SCORED A 745 AND ONE SCORED A 756.
THIS IS THE DIFFERENCE BETWEEN EARNING ONE MORE POINT.
>> THAT'S AMAZING, SO IN BASEBALL, THAT'S THE DIFFERENCE BETWEEN BATTING 280 AND 300.
IT'S ONE HIT A WEEK, AND $10 MILLION OF SALES.
>> MR. BARTON, I'LL POINT OUT TEST ITEM 2, THERE WAS A WRITTEN QUESTION.
THE FIRST STUDENT SAID, "I'M NOT READY TO ANSWER." THE SECOND STUDENT LITERALLY WROTE SOMETHING, ATTEMPTED IT.
WAS IN THE BALLPARK OF A CORRECT ANSWER.
I'M NOT GOING TO SAY IT WAS A GREAT ANSWER, BUT IT WAS IN THE BALLPARK, THEY ATTEMPTED IT AND THEY WERE NOT OFF-TOPIC.
>> THE EXACT QUESTION IS A TWO-POINT QUESTION, SO THEY DIDN'T EVEN GET IT RIGHT?
>> THIS IS GETTING THE STUDENTS TO THE NEW TEST-TAKING SKILLS.
THEY'RE DIFFERENT FROM WHAT I LEARNED IN SCHOOL.
IT'S, DON'T LEAVE ANYTHING BLANK, PUT SOMETHING DOWN IN YOUR ANSWER.
THESE ARE ADAPTIVE TESTS FOR MATH ANYWAY, AND THERE COULD BE SCORED WITH AI, DON'T LEAVE ANYTHING BLANK.
HERE'S A MATH EXAMPLE OF THE SAME THING.
IN THIS EXAMPLE, QUESTION NUMBER 2 IS ONLY WORTH ONE POINT, BUT THIS IS THE DIFFERENCE BETWEEN ONE POINT DIFFERENCE.
[01:00:07]
>> FOR MATH IT CAN BE THEM SHOWING THEIR WORK.
THE DIFFERENCE BETWEEN DOUBLE PARTNERSHIP.
>> THEY CAN DRAW PICTURES TO SHOW.
I GET THERE ARE NON-LANGUAGE, PEOPLE WHO ARE BETTER WITH DRAWING THEIR THINKING.
THEY CAN DRAW A PICTURE AND THAT'S IN THIS SCORING AREA, THAT CAN BE CONSIDERED IN THE SCORES CONSIDERATIONS.
GETTING THIS MESSAGE OUT TO TEACHERS AND THEN TEACHERS GETTING THAT MESSAGE TO THEIR STUDENTS IS SOMETHING PROPER.
>> IT TAKE STUDENTS AN OPPORTUNITY TO ALSO HAVE NOT JUST THE WHOLE LOVED ONE, THEY BELIEVE IT WILL BE HELPFUL.
THAT IS THE LARGEST HURDLE THAT WE NEED TO OVERCOME WITH MANY OF OUR YOUNG PEOPLE RISK MENTAL BELIEVING THAT THEY ARE EQUAL.
>> HOW MANY? I THINK YOU SAID IT, WHAT WAS THE PERCENTAGE THAT WE HAVE?
>> WE CAN PUT THAT TOGETHER FOR YOU.
>> NIKI DID IT FOR MATH, YEAH SO WE KNOW THAT.
>> RIGHT, RIGHT NOW I GET THAT.
>> YEAH, WE LOOKED AND IT'S ONE OF THE ONES THAT WE LOOKED AT THE EIGHTH GRADE ALGEBRA 1.
I THINK THERE MAY HAVE ONLY BEEN TWO STUDENTS THAT WEREN'T WITHIN 10 POINTS FOR PASSING THE ALGEBRA 1 TEST OF EVERY KID WHO TOOK OUT HER ONE AND EIGHTH GRADE OUT OF THREE CLASS LEVELS OF ALGEBRA 1, WHICH IS INCREDIBLE.
AND OUR PASS RATE WAS NOT 97%, IT WAS 50S I THINK, BUT THAT MANY THAT CLOSE WITHIN LESS THAN 10 POINTS, WHICH IS JUST THAT.
>> OUR PASS RATES FOR MIDDLE SCHOOL ALGEBRA HAD BEEN 100%.
>> DO YOU THINK THAT TESTING ANXIETY OR TESTING APATHY ENTERS THE PICTURE HERE?
THESE ARE LONG ASSESSMENT PHASE.
>> THAT WAS A FAULT AND IT'S FORMING OUT OF THE MOUTH OF BABIES, IT'S LIKE OUT OF THE MOUTH OF KIDS, YOU GET REALLY INTERESTING THINGS.
>> THE INITIAL THOUGHT PROCESS 5, 6 YEARS AGO WAS, WE CAN'T HAVE THE KIDS SIT FOR A LONG DURATION TEST, SO IT WAS LIKE OKAY, SO WE WON'T DO THAT.
BUT INSTEAD, WE'LL DO DEATH BY 1,000 CUTS, AND THEN YOU START GETTING THE KIDS, AT LEAST I'LL SAY FOR MIDDLE SCHOOLERS MAYBE WITH AN EXPERIENCE I HAVE.
WHERE THEY'RE LIKE, I'M STILL WORKING ON THIS, WHAT BLANK TEST. WOULD YOU PICK THE TEST? THEY'RE WORKING ON, BUT THEY'RE GOING TO STAY FOUR OF US STILL ON THE SAME TEST.
WE'LL GO DO THIS FOR 30 MINUTES OR 45 MINUTES OR SO.
>> MIDDLE SCHOOL HAVING FOUR STRONG A'S IN A ROW WHERE THEY ARE ABLE, I ONLY ONE, WE NEED YOU TO GET FIVE.
>> THERE'S GOT TO BE A BETTER WAY TO GET THIS DAY.
>> IT IS A TREMENDOUS [BACKGROUND].
IS IT BECAUSE OF THE GOOSE TO THE STATE FOR US TO GET THIS THING?
>> YEAH, THAT'S SO RIDICULOUS.
>> YEAH, THEY'D BEEN PROMISING THIS FOR LIKE 15 YEARS. [LAUGHTER]
>> WRITING OR WRITTEN EXPRESSION ON AVERAGE, THAT TAKES TIME JUST FOR THINGS TO DO THAT AT THE STATE LEVEL, AND THEN ARRANGE BINDING OCCURS, AND SO THERE'S LOTS OF DIFFERENT LAYERS TO FOUR.
>> IT'S MORE THAN JUST PUTTING A SCAN DRAWN IN AND THEN DRAWING A TRIANGLE.
>> YES, AND PART OF IT THEY GET INTO US, EVERY TIME THEY MAKE CHANGES TO THE TEST, THEY HAVE TO GO BACK AND REDO RANGE FINDING, SO THEN THEY SPEND MORE TIME IN THIS ITERATION OF EM CAP IS PROBABLY UNITS, MAYBE ITS THIRD YEAR.
>> JUST SEEMS LIKE THEY'RE ALWAYS CATCHING UP.
>> YEAH, AND AS SOON AS THEY CHANGE IT, THEY GOT TO GO BACK AND REDO ALL OVER IT, EVERY BIT OF IT AGAIN.
>> WHEN YOU DO THAT, THEN YOU HAVE TO REDO WHAT WE'RE TEACHING
[01:05:01]
TO WHAT WE READ AND YOU CAN'T GET AHEAD. THERE'S NO WAY TO GET AHEAD.>> YOU'RE PLAYING CAT AND MOUSE.
>> THERE ARE SOME STATES THAT CAN GET THE ANSWERS BACK A WHOLE LOT FASTER I'LL JUST SAY THAT.
THERE ARE SOME STATES THAT GET RESULTS BACK VERY QUICKLY, I'M SURE TECHNOLOGY EXISTS, I DON'T UNDERSTAND CHATGPT OR GP, WHATEVER IT IS, BUT I'M SURE THERE'S TECH THAT COULD DO A WHOLE LOT OF STUFF, I'M SURE THEY CAN SQUARE IT A WHOLE LOT FASTER AND GET IT BACK.
WE JUST HAVEN'T EMBRACED THAT IN MARYLAND AS A STATE, YET TO DO IT.
BECAUSE IT WOULD HELP TO GET IT SOONER.
>> YOU WON'T NEED TO UNDERSTAND IT BECAUSE THE ARTIFICIAL INTELLIGENCE VERSION OF YOU WILL UNDERSTAND IT.
>> IF THEY COULD GET IT BACK IN THE AMOUNT OF TIME THAT IT WAS MEANINGFUL TO THEM.
>> YEAH, BECAUSE NOW I DON'T NEED THAT RESULTS.
>> THIS IS EARLIER THAN WE HAVE IT AT WORK, A QUARTER OF THE WAY, SO I DON'T THINK THE SCHOOL YEAR BEFORE WE HAVE THE DATA AND CHANGES ARE MADE FOR SCHOOL YEARS, SUMMER, SPRING IS AT MY PRIOR SCHOOLING YEAR.
EVERYTHING HAS ALREADY BEEN LAID OUT, PURCHASE EVERYTHING ACCORDING TO BUDGET TIMELINE FOR 1/2 SO WE GET IT, THERE'S REALLY NOTHING WE CAN DO ABOUT IT.
NOTHING BUT WE'RE LATE, I CAN'T CHANGE IT NOW.
I'M NOT ANTI-TAX AT ALL, BUT I DO THINK IT IS WORTH SAYING THAT THE HIGHEST PERFORMING DISTRICT IN THE STATE STILL ONLY HAVE A SUCCESS RATE OF FEWER THAN 1/2 OF THEIR CHILDREN.
WE'RE TALKING ABOUT THE VERY HIGHEST IN THE STATE, 43% OF THEIR CHILDREN ARE PASSING THESE ASSESSMENTS.
>> HERE'S WHY I'M LIKE, IF WE'RE MOVING UP, THAT'S WHAT MATTERS.
BECAUSE SOME OF THESE NUMBERS THAT THE STATES COMING UP WITH, I'M NOT BLAMING ANYBODY BUT THIS IS UNREALISTIC.
>> I CAN'T IMAGINE THAT OF ALL THE CHILDREN IN MARYLAND TO GO ON TO BE SUCCESSFUL ADULTS AND INDIVIDUALS, AND THE VAST MAJORITY OF THEM ARE NOT COMING FROM DISTRICTS THAT HAVE A HIGH SUCCESS RATE.
I DON'T KNOW HOW MUCH STOCK IS, WHAT I'M SAYING, IF THE HIGHEST WE GET IS 43% OF VARIANCE IN MARYLAND.
>> I'M HOPEFUL, WE'LL SEE WITH THE CHANGE OF LEADERSHIP, BECAUSE THE CURRENT SUPERINTENDENT IS THE ONE WHO ASKED FOR THE STUDY TO BE DONE, BUT THE STUDY REALLY WASN'T INTERESTING FOR YOU.
IF A STUDY CAN BE AN INTERESTING READ, IT'S LIKE 115-120 PAGES, BUT IT REALLY WAS BECAUSE IT TALKED A LOT ABOUT TALKING TO COLLEGES, SEEING THESE ARE THE KIDS WHO HAVE COME IN AND BEEN SUCCESSFUL IN THEIR FIRST YEAR, WHAT WERE THEIR SCORES LIKE? WHAT WERE THEIR GPAS LIKE? BECAUSE THEY'RE TALKING ABOUT THE POSSIBILITY OF GPA BEING SOMETHING FOR COLLEGE CAREER READY, WHICH CCR WILL IMPACT US FOR FUNDING THROUGH BLUEPRINT.
CCR WILL IMPACT KID'S ACCESS TO DUAL ENROLLMENT CTE PROGRAMS, ALL OF THOSE THINGS EVENTUALLY THROUGH BLUEPRINT.
AND THAT'S WHERE THEY'RE SEEING THAT THE 725 CUT SCORE IS A MUCH MORE ACCURATE REPRESENTATION.
THEN IF WE THROW GPA IN WITH IT, YOU'RE SEEING A MUCH MORE ACCURATE REPRESENTATION, BUT THOSE TWO COMBINED AND IT'S ALSO ELIMINATING A LOT OF THE BIASES THAT EXIST IN STANDARDIZED TESTING FOR CERTAIN SUBGROUPS IN CERTAIN POPULATIONS, THAT HISTORICALLY DO NOT PERFORM AT THE SAME LEVELS BECAUSE OF ISSUES WITHIN THE TESTING ITSELF.
AGAIN, IT REALLY WASN'T INTERESTING GREED AGAIN, DON'T GO HOME AND READ IT TONIGHT WHOEVER'S OUT THERE WATCHING US.
IT'LL PUT YOU TO SLEEP PROBABLY, THERE IT IS IN A NUTSHELL.
>> I'LL SAY THE EXECUTIVE SUMMARY, IT'S A LOT QUICKER TO READ.
[OVERLAPPING] [LAUGHTER] BUT IF WE CAN LEVERAGE THIS NEED TO CONSIDER THOSE PIECES THAT ARE IN IT.
IN ALL REALITY, THEY WERE THE ONES THAT ASKED FOR.
IF WE CAN LEVERAGE THEM TO CONSIDER IT.
THERE IS A LEADERSHIP CHANGE THAT'S COMING AT SOME POINT.
IF WE CAN LEVERAGE IT WHILE MR. SCHROEDER IS STILL THERE OR WITH A CHANGE IN LEADERSHIP COMING IN TO KEEPING IT AT THE FOREFRONT.
IT WOULD BE A SHAME FOR THAT TO GET LOST IN THE SHUFFLE.
>> BECAUSE IT'S TRUE. IT'S WHAT WE'RE ALL SEEING KATIE'S POINT IN EXACTLY.
WHEN WE'RE EXCITED OVER DISTRICTS BEING IN FIRST PLACE WITH 45% OR 30%.
>> WE'RE CELEBRATING [NOISE] THEIR KIDS AREN'T TCR.
WELL, WHO DETERMINES ITS CCR WHEN WE'VE GOT AN OUTSIDE PERSON WHO DID NOT CREATE THESE CUT SCORES, LOOKING AT THIS OBJECTIVELY AND SAYING, WE SETTLED TOO HIGH.
IT DOESN'T MEAN THE STANDARD IS TOO LOW.
THEY LOOK AT STANDARDS TOO, THERE'S A GREAT SECTION ON STANDARDS.
THEY LOOKED AT THE STANDARDS THEY DO MATCH WITH THE COLLEGES.
WE'RE ASKING FOR SEAN SAID, [LAUGHTER]
[01:10:01]
THEY'RE JUST SAYING THE CUT SCORES TOO HIGH.YOU REALLY NEED TO RECONSIDER.
I HOPE THEY DO BECAUSE IT MAKES A LOT OF DIFFERENCE TO OUR KIDS, TO OUR TEACHERS AND OUR STAFF.
>> WORK ON GETTING THE RESULTS BACK.
>> WE JUST NEED TO KEEP SHAKING THE TREE.
>> IF YOU GIVE ME THE RESULTS FROM SIX MONTHS AGO AND I THINK EVERYBODY IN THIS ROOM WILL BE LIKE WHATEVER.
REALLY, HONESTLY PERFECT WORLD, THEY CAN GET HIM BACK THAT SAME YEAR THEY TOOK IT, WITH THE SAME GROUP THEY TOOK IT.
IT WOULD BE MORE MEANINGFUL WHERE THEY COULD TALK ABOUT THE TEST.
>> I IMAGINE TAKING A A TEST AS ADULT AND NOT GETTING RESULTS BACK BEFORE MONTHS.
>> SOME OF YOU TOOK IT IN APRIL AND I SHOULD GET THEIR SCORE REPORTS JUST CAME BACK.
>> I'M AN ADULT AND I DON'T KNOW ABOUT FAIRLY INTELLIGENT BUT INTELLIGENT ENOUGH.
[LAUGHTER] I'D BE LIKE WHATEVER.
IF YOU'RE TELLING ME I'M TAKING THE TEST THAT I'M NOT GOING TO SEE YOU.
I WOULD REALLY BE LIKE WHATEVER.
>> WELL, I THINK WHAT IF I JUST SHOW MY AGE, WHAT HAPPENED TO ME BEFORE IS THAT THAT WAS THE COMPLAINT THAT WE WANT THIS DATA BACK MORE QUICKLY.
WE JUST STARTED TESTING, AND WE TEST BACK TO MARCH.
>> LET'S TOOK PHYSICS AND TEACH. [LAUGHTER]
>> AGAIN, YOU'RE NOT GETTING IT BACK REALLY SOONER.
>> IT DOESN'T. IN THE WINDOW [OVERLAPPING].
>> LONGER, BUT IT DIDN'T IMPACT RESULTS.
>> I'LL JUST SAY ONE OF THE VARIABLES THAT WE, IN THAT ALGEBRA ONE DATA IS THAT WE MOVE THE TEXT FROM THE SCHOOLS WE'RE TESTING AT THE VERY BEGINNING OF THE WINDOW.
I ADVOCATED STRONGLY FOR IT TO BE PUSHED TO THE END OF THE WINNING WINDOW, SO THEY'VE GOT TWO MORE UNITS OF STUDYING.
>> HE STILL CAN'T FINISH THE QUESTION.
>> HE STILL CAN'T FINISH THAT. THERE'S TOO MANY STANDARDS.
[OVERLAPPING] OF COURSE IT'S NOT RIGHT BECAUSE THEY ACTUALLY HAD THE BIG LESSONS IN WHAT THEY WERE REASSESSING.
>> THAT YOU TAKE YOUR DRIVER'S LICENSE TEST, WILL LET YOU KNOW IN SIX MONTHS.
>> YOU HAVEN'T LEARNED THAT PARALLEL PARK YET.
>> THAT'S RIGHT. [LAUGHTER] I'LL TAKE HIM, BUT YOU HAVE TO ATTEND THE CLASS.
I KNOW IT'S RIDICULOUS COMPARISON WITH MODERN TECHNOLOGY AND I UNDERSTAND THAT THERE'S NOT A RIGHT OR WRONG SITUATION WITH SOMETHING QUESTIONING IN DETECTING OBJECT.
NOW, WE'VE GOT ON THE BABY GETTING IT SOONER.
THIS TIME IS A STATEMENT OF WHAT THE TREND IS GOING TO BE.
I STILL THINK THE BASEBALL COMPARISON, BECAUSE WE'RE OUT OF TIME FOR A BASEBALL BAT OR THAT'S A GREAT RESULT.
WELL, NOT HERE, BECAUSE IT'S NOT THE SAME THING.
>> NO, I THOUGHT YOU MEANT THE ONE THAT YOU'RE GOING TO GET $10 MILLION.
>> IT DOESN'T HAPPEN IN EDUCATION.
>> I WAS LIKE [LAUGHTER] THAT STARTING 400, I'M OKAY WITH IT.
>> IN THAT CASE, BATTING 400 WOULD BE RECORD-SETTING.
IT'S JUST RIDICULOUS THAT, COME ON.
>> THESE TESTS ARE LIKE SWING AT THE BALL, WATCHING IT ON TV.
SOMEBODY HITS THE BALL, YOU SEE I'M HEADED AND THE TV GOES OUT MORE MATCHS.
>> WHAT A CLIFF HANGER. [LAUGHTER]
>> I THINK IT WOULD BE A LITTLE DEMORALIZING, THAT YOU'RE GOING TO GET MOST OF THAT TEST WRONG.
WHEN I TALKED ABOUT [OVERLAPPING] APATHY.
>> I'M EXHAUSTED. I REALLY DON'T CARE ABOUT THAT.
I'M JUST GOING TO GO AHEAD AND GO THROUGH THE MOTIONS, THEY'RE GOING TO MAKE ME DO IT AND THAT'S GOING TO AFFECT THE RESULTS.
>> HOW MANY QUESTIONS ARE THERE?
>> TWELVE PERCENT OF NORMAL BASE LINE [OVERLAPPING] LIKE THAT IS 26 POINTS.
>> EACH OF THE ENGLISH SECTIONS ARE 75 MINUTES, AND THERE ARE GIVEN SEVERAL READING PASSAGES AND QUESTIONS FOR EACH PASSAGE AND READ [OVERLAPPING] TIGHT PORTIONS. ABSOLUTELY.
>> AS A TEACHER GIVING THOSE TESTS, IT'S BRUTAL.
>> YOU STANDPOINT WHAT ARE YOU DOING?
>> YOU PRACTICE THE WHOLE TIME.
>> AND YOU CAN ALSO LOOK AT THE QUESTIONS, BUT [OVERLAPPING].
>> CAN YOU CAN HELP ANYONE? [LAUGHTER].
>> YOU GOT TO GET A BLANK FACE AND FOR 90 MINUTES OF QUIET IS BRUTAL FOR A TEACHER.
IT'S LIKE AT THE END I'M IMMOVABLE.
>> NOT TO JUST KEEP THE FULL LABOR IN HERE WE HAVE AN ANXIOUS GENTLEMAN WAITING.
>> ONE OTHER THING, SOMEBODY THEY'RE BROUGHT BY ADDING TO CURRICULUM, VERY GOOD POINT.
BECAUSE EVERY TIME HE DID SOMETHING, WE'D GO, WHAT'S GOING AWAY? THE ANSWER IS NOTHING.
[01:15:01]
IT JUST GETS TO A POINT, IT'S JUST NOT REALISTIC.>> WE'LL TRY. DO THE BEST AND ALL TEACHERS ARE GOING TO DO THE BEST THEY CAN.
BUT IT'S GOT TO BE, LIKE YOU SAID, NOT BE REALISTIC.
>> THE PERSPECTIVE OF TEST-TAKING ALSO, WITH THE REDUCTION OF VALUE OF SAT TESTING ENROLLMENTS IN COLLEGE, IT'S BECOMING OPTIONAL.
I USED TO THINK THAT THE POINT OF TOO MUCH TESTING MY GOSH, BUT IT'S GOOD FOR KIDS.
I USED TO THINK GOOD FOR STUDENTS TO BECOME GOOD TEST-TAKERS BECAUSE THEN THEY'D GO IN THERE AND ACE AND SAT, SO TO SPEAK, DO BETTER AND GET A BETTER PLACEMENT IN COLLEGE.
WELL, THAT'S NOT SO IMPORTANT ANYMORE.
THEN YOU GO TO COLLEGE, AND THAT'S WHY I MENTIONED TEST ANXIETY.
ANY OF US WHO'VE BEEN IN A ROOM WITH PEOPLE TAKE A TEST, THE BRIGHTEST STUDENT IN THE ROOM, MIGHT NOT DO SO WELL BECAUSE THEY'RE SO ANXIOUS, DIDN'T SLEEP WELL, OR THEY JUST DON'T DO WELL.
THE MORE TESTS YOU EXPERIENCED AND HAVE YOU MIGHT DO BETTER.
WELL, TESTING IS GOING AWAY AND YOU GET OVER IT.
I DON'T WANT MAYBE [OVERLAPPING] AWFUL LOT OF EFFORT TOOK THEM OUT OF THERE WITH A 40%, IF YOU REALLY DID GREAT.
OVERALL, THE 40% PASSING 60% IS NOT, SO SOMETHING BROKEN THERE.
I'M NOT EVEN SURE HOW IMPORTANT IT IS.
I GET IT THAT YOU NEED TO ACCESS, I GET IT, THIS SEEMS LIKE THERE'S NOT UP TO THAT OR MARKS INSTEAD OF TWO.
TV GOES BLANK AND THEN YOU'LL FIND OUT LATER, OR SIX MONTHS [OVERLAPPING] TO FIND OUT HOW YOU'RE DOING.
BIG DEAL, WHO RUN. YOU ALL KNOW THAT BETTER THAN I DO.
I AM DOING A GREAT JOB BECAUSE THIS BEST WE CAN. MUCH APPRECIATE IT.
>> ANY OTHER QUESTIONS FOR OUR VERY DISTINGUISHED PANEL? [LAUGHTER]
>> YOU CAN ALWAYS GO HOME AND HAVE A GREAT EVENING AND WATCHED THE BALL GAME.
>> YOU ARE NUMBER HATER, BUT WE [OVERLAPPING].
>> WE CAN JUST TURN THE TV OFF THOUGH.
HAPPILY DOING SO SEE WHAT HAPPENED.
>> I ALREADY SAID, I WISH I COULD HAVE A 300.
LIKE GET MISSED SEVEN OUT OF 10 AND CAN STILL GET PAID ALL THAT MONEY.
BECAUSE I'M PRETTY SURE I'D BE OUT OF A JOB UNLESS YOU'RE A MEDIOLOGIST.
BUT IF YOU THINK ABOUT IT, IT'S JUST CRAZY.
YOU'RE WELCOME TO STAY FOR DR. WILLOUGHBY IS VERY RIVETING.
>> I KNOW IT'S GOING TO BE A PINCH TURN OR TELL. [OVERLAPPING]
>> I'M SURE YOU'VE HAD A VERY LONG DAY.
>> THEY'LL BE WATCHING IT AT HOME THOUGH, LIVE STREAM ON THE WAY. YES. [OVERLAPPING]
>> WE'VE MISSED IT. [LAUGHTER].
>> THANK YOU. [OVERLAPPING] THANK YOU GUYS. [LAUGHTER]
>> NO, YOU CAN'T GO OUT THE DOOR.
>> I THOUGHT MICHELLE WAS JUST INVITING SALTED DAIRY QUEEN, I THOUGHT THAT FOR A WHILE. [LAUGHTER]
>> WHAT SHE SAID, WHAT'S THAT GREEN GAS IS PROBABLY SOMETHING DISTRACTFUL THERE.
>> NEXT JOB IS RECRUITING, REVIEW AND REFLECTION.
[2.02 Recruiting Review and Reflection]
I LIKE YOUR QUESTION PEEP ON THAT.>> REFLECTION IS THE IMPORTANT PART?
>> IT IS THE IMPORTANT PART. PRESENT PART MEMBERS OF THE BOARD, DR.
SENTENCE, I'M GOING TO WALK-THROUGH, RIGHT HERE.
NOW WE'RE GOING TO WALK THROUGH, WHAT OTHERWISE WOULD BE WALKING IT WILL READ IT CALLS THE WAY.
JUST A FEW DATA POINTS AND SOME THOUGHTS.
AS YOU GUYS KNOW, LAST YEAR WAS MY FIRST YEAR IN THIS ROLE.
LAST YEAR WHEN IT CAME TO MANY THINGS, BUT RECRUITING BEING ONE OF THEM, WE WENT THROUGH WHAT HAD BEEN OUR TYPICAL PROCEDURES AND WE DID A LOT OF OBSERVATIONS AND WE DID SOME REFLECTING IN THE MOMENT.
I'LL WALK THROUGH SOME OF THAT AS WE GO.
WE DO HAVE SOME CHANGES ON THE HORIZON FOR THIS YEAR AND ARE INTERESTED IN YOUR FEEDBACK AS WELL.
FIRST OF ALL, I WANT TO SAY TWO YEARS AGO, THERE WAS A DECISION MADE THAT I THINK THAT I'M VERY THANKFUL FOR SITTING IN MY CHAIR NOW AND THAT IS WE HAVE TRADITIONALLY ALWAYS BEEN A HUMAN RESOURCES OFFICE OF THREE.
WE'VE HAD A SECRETARIAL POSITION THAT FOR MANY OF YOU GUYS MIGHT REMEMBER TONY CUNNINGHAM AND MARK GODFREY.
WE HAD PENNY BRADLEY AND THEN WE HAD A SUPERVISOR.
TWO YEARS AGO, THERE WAS A DECISION MADE THAT OUT OF SOME OF OUR TITLE II FUNDS WHICH CAN BE USED TO SUPPORT RECRUITMENT AND RETENTION.
[01:20:05]
WE WOULD HIRE A RECRUITING AND HIRING SPECIALISTS AND WE DID THAT AND WE HAVE HIRED KIM PUMELL, SO SHE IS THE FOURTH MEMBER OF OUR HR TEAM.IF YOU'VE NOT MET KIM, AT SOME POINT, IF YOU'RE IN THE OFFICE STOP IN.
KIM HANDLES ALL OF OUR SETUPS OF INTERVIEWS, ALL OF OUR CANDIDATE RELATIONS AS THEY ARE GETTING READY.
SHE IS OUR LIAISON WITH SCHOOLS AND WITH THE UNIVERSITY.
SHE HANDLES ALL OF OUR BOOKING OF THE TRIPS AND THE RECRUITING AND SHE DOES A LOT OF THE RECRUITING HERSELF AND REALLY ANYTHING ELSE THAT WE ASK HER TO DO IT.
SHE HAS BEEN FANTASTIC TO WORK WITH AND SHE HAS BEEN A GREAT ADDITION TO THE HR TEAM OVER THE LAST TWO YEARS.
OUR RECRUITERS AND OUR RECRUITING TEAMS ARE TRADITIONALLY ADMINISTRATORS AND THAT IS ONE THING THAT YOU'LL SEE IF WE GOING TO MAKE SOME CHANGES TO THIS YEAR.
THERE HAVE BEEN SOME TEACHERS SPRINKLED IN HERE AND THERE.
I CAN'T GIVE YOU A LIABLE REASON WHO, WHY WHERE, BUT SOMETIMES THERE WERE TEACHERS SPRINKLED IN.
USUALLY BASED ON WHEN THEY REACHED OUT.
WE WOULD PUBLISH EVERY YEAR OF RECRUITING SCHEDULE, TYPICALLY WITH IN-PERSON EVENTS THAT WE'VE ATTENDED IN THE PAST.
WE WENT LAST YEAR, SO WE'RE GOING TO GO THIS YEAR SO WE'RE GOING TO GO NEXT YEAR AND WE JUST KIND OF GOT INTO THAT.
COVID GAVE US AN INTERESTING OPPORTUNITY AND THAT SOME EVENTS DIDN'T COME BACK AFTER COVID.
SOME EVENTS TOOK A COUPLE OF YEARS OFF AFTER COVID.
SOME OF IT SHIFTED MODALITY BECAUSE OF COVID.
WE'VE HAD TO DO SOME CHANGING ANYWAY.
WE USE TALENTED APPLICANT TRACKING AS A POWERSCHOOL PRODUCT, AND WE COLLECT INFORMATION FROM POTENTIAL CANDIDATES AT THE FAIR ITSELF.
WE HAVE LAPTOPS THAT ARE AVAILABLE AT OUR TABLE AND AS PEOPLE COME, THEY'RE ABLE TO ENTER THEIR INFORMATION IN.
TALENTED IS WHERE YOU WOULD APPLY FOR A JOB.
IF YOU GO ON OUR PORTAL, IT ALL GOES IN THROUGH TALENTED.
BUT IT DOES HAVE A CAREER FAIR SEGMENT TO IT, WHERE FOLKS CAN ENTER IN THEIR PERSPECTIVE INFORMATION.
IT GOES INTO A HOLDING PATTERN AND THEN WHEN THE FAIR IS OVER, WE CAN REACH BACK OUT TO THOSE FOLKS BECAUSE WE HAVE THEIR INFORMATION.
WE DO COME HOME AND THEN FOLLOW UP AND SCHEDULE INTERVIEWS AFTER IT'S OVER.
NEW EVENTS. HOW DO NEW EVENTS GET ON OUR SCHEDULE? WELL, WE GET SOMETHING IN THE MAIL THAT INVITES US TO THEM, TRADITIONALLY IS HOW IT HAS HAPPENED AND WE WEIGH COST AND BENEFIT AND WE TRY TO SEE IF IT'S SOMETHING THAT WE SHOULD ADD.
THIS IS AFTER A YEAR OF, LET'S GO THROUGH WHAT WE HAVE TRADITIONALLY DONE AND LET'S TAKE A LOOK AT WHAT WE'VE TRADITIONALLY DONE.
THIS IS THE IN THE NUTSHELL, HOW RECRUITING AND SMOKED AND CCDS FOR PROBABLY THE LAST 10 YEARS, I'LL SAY PROBABLY.
[NOISE] SO WHERE WE RECRUIT? THIS COMES DIRECTLY FROM LAST YEAR AND I'M A VISUAL LEARNER FOR COVERING SOCIAL STUDIES TEACHER SO YOU GET A MAP, I'M SORRY.
YOU CAN SEE THE LIST OVER TO THE RIGHT-HAND SIDE.
WHERE THERE IS AN ASTERISK, THAT IS AN HBCU BECAUSE WE DO WANT TO CALL THAT OUT AS WE TALK ABOUT DIVERSE RECRUITING.
YOU CAN SEE THAT WE TYPICALLY STAY WITHIN A RADIUS.
IT LOOKS, PENNSYLVANIA, MARYLAND, DELAWARE, VIRGINIA.
THE BOTTOM LEFT-HAND CORNER ARE WEST VIRGINIA STATE UNIVERSITY IN CHARLESTON, WEST VIRGINIA, WHICH IS AN HBCU TRADITION.
IT IS NOT CURRENTLY PREDOMINANTLY BLACK, BUT HISTORICALLY IT WAS AN HBCU.
I DIDN'T LEARN THAT LAST YEAR.
THAT JUST BECAUSE IT SAYS IT'S AN HBCU, DOESN'T MEAN THAT IT IS STILL CARRYING THAT WEIGHT.
BELOW THAT IS BLOOMFIELD STATE IN WEST VIRGINIA, JUST ON THE BORDER, AND THEN THAT THIRD STAR, THE LOWER PART OF VIRGINIA IS LIBERTY UNIVERSITY.
THOSE THREE STARS TOGETHER REPRESENTED AND EXPANSION OF OUR RADIUS LAST YEAR WHERE WE TRIED TO GO OUT AND WE TRIED TO REACH INTO SOME DIFFERENT SCHOOLS WE HADN'T VISITED IN THE PAST.
WE ACTUALLY TRIED TO EXPAND THAT A LITTLE FARTHER SOUTH, EVEN THAN THAT.
NORTH CAROLINA, THEIR SALARY FOR TEACHERS IS IN THE LOW 30S.
OUR THOUGHT WAS THAT IF YOU GO TO NORTH CAROLINA, YOU WOULD PAY.
IT DOESN'T LOOK THAT MUCH DIFFERENT FROM UP HERE.
THE ISSUE THAT WE RUN INTO IS TWOFOLD.
ONE, UNIVERSITY OF NORTH CAROLINA, WILMINGTON AT THE BEACH.
NO ONE'S LEAVING BECAUSE THEY'RE LIVING AT THE BEACH AND TWO,
[01:25:02]
NORTH CAROLINA KNOWS EXACTLY WHERE THEIR SALARY FALLS.BECAUSE THEY KNOW EXACTLY WHERE THEIR SALARY FALLS THEY DON'T INVITE OUTSIDERS TO THEIR FARES AND SO GETTING ACCESS TO THE COLLEGE CAMPUSES WAS VERY DIFFICULT.
>> WE DID. WE GOT APPROVAL TO GO TO TWO DIFFERENT CAMPUSES AND WE WEIGHED THAT.
NORTH CAROLINA A&T AS WELL AS I'M TRYING TO THINK WHAT THE SECOND ONE WAS AND THEY WERE GOING TO BE PART OF THAT TRIP THAT WENT.
BECAUSE THERE WERE ORGANIZED EVENTS ALREADY TAKING PLACE AT BLUE FIELD AND WEST VIRGINIA STATE, WE DID NOT MAKE THEM PART OF THE TRIP BECAUSE IT REALLY WOULD HAVE BEEN AN HOUR OR TWO HOURS ON CAMPUS TO HAVE TO DRIVE THAT MUCH FARTHER DOWN AND DIP DOWN.
PART OF THAT GOES WAY INTO THIS.
IT'S WHERE DO YOU WANT TO GO AND THEN WHERE CAN YOU GO LOGISTICALLY, DOESN'T MEAN WE CAN'T ADD THEM IN THE FUTURE.
BUT AS WE WERE TRYING TO MAKE THINGS HAPPEN, IT'S ALWAYS A RISK WHEN YOU DO THAT.
I EXPLAINED THIS TO SOMEONE THE OTHER DAY.
I'M PERSON THAT WALKS TO A CASINO AND LEAVES WITH THE SAME AMOUNT OF MONEY THAT WENT IN WITH BECAUSE I JUST CAN'T.
THERE'S RISK WHEN YOU'RE FUNDING A TRIP LIKE THAT.
IT'S GOING TO TAKE TWO OR THREE PEOPLE FOR A WEEK OUT OF THEIR JOB AND THEN WHAT'S THE QUESTION THAT'S GOING TO COME AT THE OTHER END? WELL, DID YOU HIRE ANYBODY? MAYBE, MAYBE NOT. MAYBE THAT FIRST YEAR IS ABOUT DEVELOPING RELATIONSHIPS WITH THE SCHOOL AND HAS THAT MANY OTHER.
WE DID, I WILL SAY WITH TWO OUT OF THREE OF THOSE SCHOOLS I MENTIONED, WE DEVELOP SOME REALLY GOOD RELATIONSHIPS AND WE WILL RETURN THIS YEAR IN A DIFFERENT CAPACITY.
ANY QUESTIONS ABOUT WHERE WE RECRUIT OR ANY?
>> THIS IS THE FIRST YEAR WE DIDN'T GET ANYBODY FROM PENNSYLVANIA?
>> YEAH. IT'S FIRST YEAR IN MEMORY THAT WE DIDN'T GET ANY ONE FROM PENNSYLVANIA.
AS YOU CAN SEE, WE WENT TO PERC, WHICH IS THE PITTSBURGH EDUCATIONAL RECRUITMENT CONSORTIUM.
WE WENT TO PENN STATE, WE WENT TO KUTZTOWN.
[OVERLAPPING] WE WENT TO DELAWARE VALLEY AND WE DID NOT.
TO A POINTS WHERE IN OUR DATA WITH TALENTED, WE HAVE VERY FEW PEOPLE THAT EVEN PUT THEIR INFORMATION IN TO BE PERSPECTIVE.
>> PENNSYLVANIA SEEN IT'S KIND OF A DOUBLE WHAMMY THAT MARYLAND IS SOMEWHAT.
THEY WERE ALWAYS A NET EXPORT NOT ONLY THEY SEEMED A LOT LESS PEOPLE GOING IN EDUCATION, BUT THE FOLKS WHO'VE HAD THOSE JOBS FOREVER IN PA WERE FINALLY RETIRING, SO THEY'RE HIRING THEIR OWN, BUT THEY'RE JUST SEEING SO FEWER PEOPLE GOING IN EDUCATION.
THERE ARE CERTAINLY OPPORTUNITIES TO EXPAND OUR RADIUS MORE.
BUT THAT IS WHERE WE WENT LAST YEAR.
>> COUNCIL SALARY COMPARED TO THE WEST VIRGINIA SPOTS THAT.
>> WELL, THAT WAS ONE OF THE THINGS THAT WHEN I WAS AT CHARLESTON, AT THAT CAREER FAIR, EVERY DISTRICT WAS GIVEN THE OPPORTUNITY TO STAND UP AND GIVE A COUPLE OF THINGS, HIGHLIGHT THREE THINGS ABOUT YOUR DISTRICT.
MY THREE THINGS WERE WELCOME TO THE FAMILY YOUR PROXIMITY.
YOU CAN GET ANYWHERE YOU WANT TO GO AND LIVE ANY LIFESTYLE YOU WANT TO LIVE, BUT YOU DON'T HAVE TO BRING ANY OF IT HOME IN YOUR BACKYARD AT NIGHT.
HALF THE TIME, OUR MID-YEAR SALARY INCREASE HAD JUST KICKED IN, AND SO OUR STARTING PAY WAS 51 AND WE KNEW WE WERE NEGOTIATING.
I SAID LOW 50S, IT WAS OUR STARTING PAY.
THE ONLY OTHER MARYLAND DISTRICT THAT WAS THERE WITH BALTIMORE COUNTY.
I SAID, BY THE WAY, YOUR LOW 50S WILL GO MUCH FARTHER WITH US THAN WITH ALL OF THEM.
>> THE HIGHEST-PAYING DISTRICT IN WEST VIRGINIA HAD GONE JUST A COUPLE BEFORE ME AND THEY WERE TOUTING A SALARY OF $41,000.
DID WE HIRE ANYBODY? NO, WE DID NOT.
BUT IT WAS A FANTASTIC CAREER FAIR BECAUSE THEY PUBLISHED THE RESUME AND CONTACT INFORMATION OF EVERY CANDIDATE THAT WAS PRESENT THAT DAY.
WHAT WE WERE ABLE TO DO WAS WE WERE ABLE TO LOOK AND GO, I NEED SOCIAL STUDIES TEACHERS AND HERE ARE MY SOCIAL STUDIES PEOPLE, AND GO FIND THEM AND HAVE CONVERSATIONS.
BUT WE HAD SOME CONVERSATIONS LEADING UP TO THAT WHERE THERE WERE SOME PERSPECTIVES THAT WERE CONSIDERING US.
IT'S ALSO A PRETTY BIG DECISION TO MOVE FROM AND THAT'S ABOUT EIGHT HOURS AWAY.
BUT YEAH, AND LIKE I SAID, NORTH CAROLINA SALARY IS EVEN LOWER THAN THAT IF WE CAN GET ACCESS,
[01:30:01]
AND 60,000 IS RIGHT AROUND THE CORNER SO SOMETHING TO THINK ABOUT.>> I WOULD JUST SAY THAT IT'S WORTH CONTINUING TO KNOCK ON THE NORTH CAROLINA DOOR, GET IN THERE.
THERE'S GOING TO BE PEOPLE WHO WILL WANT TO AND BUILDING THE RELATIONSHIPS PEOPLE WHO GUIDE THE STUDENTS, THEY'RE GOING TO KNOW ABOUT IT.
THEY'LL BE ABLE TO SAY SIMILAR LIFESTYLE IN TERMS OF GEOGRAPHY AND SO FORTH.
>> THAT'S WHAT WE'RE GOING TO DO.
>> IF THEY ARE USED TO NOT HAVING A LONG DRIVE TO THE OCEAN, IT'S NOT A LONG DRIVE TO THE OCEAN.
SOMEBODY ASKED ME ONE TIME, HOW WOULD YOU DESCRIBE THE RURAL CHARACTER OF THIS COUNTY, AND AT THE TIME I KNEW HOW MANY TRAFFIC LIGHTS WE HAD IN THIS COUNTY.
I'M COUNTING I DON'T KNOW IF I COUNTED THE ONES ON 404.
WHEN YOU THINK ABOUT THAT AND YOU COMPARE THAT TO BALTIMORE COUNTY WHAT LIFESTYLE YOU WANT, IF YOU WANT TRAFFIC LIGHTS, GO TO BALTIMORE COUNTY.
>> IT'S NOT EVEN POSSIBLE IN WARREN COUNTY.
NOT THAT FAR. DC, NEW YORK [OVERLAPPING].
>> THAT'S WHAT WE SAID. YOU'RE AN HOUR AND A HALF FROM THE BIG CITIES, YOU'RE HALF A DAY FROM NEW YORK CITY, AND AN HOUR FROM THE BEACH.
>> OUR PROXIMITY DOES PLAY INTO THAT, AND SO WE WILL CONTINUE TO EXPAND AND WE'LL CONTINUE TO TAKE THOSE AND WHAT I WOULD LIKE TO DO, AND YOU'LL SEE IN A COUPLE OF SLIDES, IS BUILT OFF OF WHAT OUR STAFF ALREADY HAVE THOSE RELATIONSHIPS AND DIP INTO THAT.
WE DO THAT BY EXPANDING OUR RECRUITING TEAM, AND OUR RECRUITERS AS WE GO FROM THERE.
>> WHEN WE'RE RECRUITING ARE THEY ONLY PREMATURE ARE WE ONLY LOOKING AT THE PEOPLE THAT ARE GRADUATING THAT YEAR, OR IS IT SOMETHING THAT WE SEE THE FOLLOWING YEAR TO BE ABLE JUST [OVERLAPPING].
>> IT DEPENDS ON WHO IS COMING TO THE EVENT.
>> AGAIN, I GO BACK IN CHARLESTON.
I HAVE THREE EMAIL ADDRESSES IN MY OFFICE BECAUSE THEY DIDN'T GRADUATE LAST YEAR.
A COUPLE OF WEEKS I'M GOING TO SEND AN HEY, JUST FOLLOW UP.
TO ME TO BE ABLE TO HAVE THAT CONNECTION WAS GOOD.
BUT IT REALLY DEPENDS, SOME SCHOOLS WILL ONLY BRING THEIR SENIORS.
IT DEPENDS ON WHAT YOU'RE GOING TO.
>> YOU'RE JUST THINKING ABOUT THAT WHERE YOU'RE TALKING ABOUT THE TEACHERS AND STUFF.
HAVE YOU EVER GONE TO NEW JERSEY?
>> NOT LAST YEAR, I DON'T KNOW THAT WE HAVE EVER GONE TO NEW JERSEY.
>> IT'S JUST SOMETHING TO THINK ABOUT.
>> I'M FROM JERSEY AND I LOVE IT, BUT I DIDN'T WANT TO LIVE THERE.
>> SERIOUSLY BECAUSE I CAN'T EVEN COMPREHEND THE TAXES AND WHAT IT COSTS TO LIVE THERE AND THAT'S NOT THAT FAR.
>> IT'S NOT. ABSOLUTELY. WHAT WE WOULD LIKE TO DO THIS YEAR IS WE WANT TO RECRUIT OUR OWN STAFF TO BECOME OUR RECRUITERS.
THERE ARE SOME FANTASTIC FOLKS IN OUR RANKS THAT HAVE GREAT STORIES TO TELL, SOME OF WHICH THEMSELVES WERE RECRUITED TO COME HERE.
THIS ISN'T HOME FOR THEM, BUT SOMEONE RECRUITED THEM.
IT MAY NOT HAVE EVEN BEEN SOMEONE IN CAROLINA WHO RECRUITED THEM.
SOMEONE IN THE NEIGHBORING COUNTY RECRUITED THEM AND THEN THEY GOT INTO CAROLINA THROUGHOUT THE WAY.
WE WANT TO CAST OUR NET WIDE, WE WANT TO INCLUDE OUR TEACHING STAFF IN THAT, WHICH IS NOT TRADITIONALLY BEEN DONE.
WE WANT TO BRING THEM ON BOARD AND WE WANT TO OFFER SOME TRAINING SESSIONS FOR OUR RECRUITERS.
IN THOSE TRAINING SESSIONS, WE'RE GOING TO COVER A VARIETY OF DIFFERENT TOPICS.
WHEN YOU GET THERE, THIS IS WHAT WE BRING WITH US, THIS IS HOW YOU SET IT UP, THIS IS HOW YOU USE THE CALENDAR SYSTEM BUT ALSO MAKING SURE THAT OUR RECRUITING TEAM KNOWS EXACTLY EVERY BENEFIT FOR WHY THEY WANT TO COME HERE.
SOMETIMES PEOPLE, WE GET INTO CONVERSATIONS AND THEY'RE LIKE, OH, I DIDN'T REALIZE YOU OFFERED AN EARLY SIGNING BONUS. WELL, YEAH.
IF YOU SIGN YOUR CONTRACT WITH US BY MAY 31ST, WE'LL GIVE YOU AN EXTRA $500.
THAT'S AN EARLY SIGN AND PEOPLE OH, I DIDN'T KNOW THAT OR THERE'S A CRITICAL NEEDS BONUS WHICH RIGHT NOW WE JUST DID THE CRITICAL NEEDS BONUS.
IT GETS PAID 930 IN THE 930 PAY.
THE LIST OF WHAT IS A CRITICAL NEEDS AREA NOW FROM MSDE IS
>> PRETTY MUCH. I THINK WE FOUND TWO EXCEPTIONS TO IT.
COMING IN FULLY CERTIFIED, THAT'S THE CAVEAT.
YOU HAVE TO COME IN FULLY CERTIFIED.
THERE'S AN OPPORTUNITY FOR SOME EXTRA FUNDS THAT FOLKS JUST MIGHT NOT KNOW AND MAKING SURE THAT THEY KNOW ALL THE DIFFERENT BENEFITS,
[01:35:04]
ALL THE DIFFERENT PIECES OF IT.TRYING TO EXPLAIN TO SOMEONE RIGHT OUT OF COLLEGE THAT IF YOU WORK FOR US FOR 15 YEARS, WE PAY 95% OF YOUR HEALTH INSURANCE IN RETIREMENT, THAT MIGHT NOT BE SOMETHING THAT A 22-YEAR-OLD IS THINKING ABOUT.
IT'S ALSO NOT SOMETHING THAT SOME OF OUR 10, 12, 15-YEAR TEACHERS EVEN REALIZE SOMETIMES.
WE HAVE THOSE CONVERSATIONS IN OUR OFFICE AND THEY GO, WELL, WHAT? YEAH, THAT'S WHY THIS IS IMPORTANT.
MAKING SURE THAT THAT STORY IS TOLD, THAT FOLKS KNOW IT SO THAT WHEN WE GO OUT WE CAN TELL OUR STORY.
YOU GUYS HAVE SEEN SOME OF THE REVIEW OF OUR STUDY WE DID LAST YEAR WITH WAGE AND COMPENSATION.
WE HAVE TO STOP TELLING OURSELVES WE'RE NOT, WE ARE COMPETITIVE.
>> BECAUSE WE JUST REVIEWED PRELIMINARY DATA THAT'S GOT TO GO TO THE STATE BECAUSE THEY DO A PUBLISHED REPORT EVERY YEAR STARTING SALARIES, ALL THOSE THINGS.
OUR STARTING SALARY IS EXTREMELY COMPETITIVE ON THE EASTERN SHORE AND THERE'S ONLY A FEW COUNTIES ON THE WESTERN SHORE THAT ARE MEETING IT RIGHT NOW.
WE'RE IN A GOOD SEAT WHICH IS GREAT.
>> I CAN GET WHY A 22-YEAR-OLD MIGHT NOT, BUT I THINK PEOPLE BECAUSE MOST COUNTIES DON'T OFFER THAT.
AM I CORRECT TO THE EXTENT THAT WE DO?
>> NOT TO THE EXTENT THAT WE DO.
>> LIKE TELLING MY AGE, A LOT OF MY FRIENDS GOING ON MEDICARE, SEEING WHAT THEY'VE HAD TO GO THROUGH AND DEFINE THE MEDICARE CARRIER AND THE SUPPLEMENT AND THEY'RE LOOKING AT ME, I'M LIKE.
>> I DIDN'T HAVE TO DO ANYTHING.
THEY'RE LIKE, HOW MUCH DOES IT COST? I'M LIKE NOTHING AND IT IS A HUGE BENEFIT.
>> THE OTHER PIECE IS CANDIDATE LOOK FOR US.
THIS IS GOING TO BE IMPORTANT.
WHAT IS THE CANDIDATE WE'RE LOOKING FOR IN CAROLINA COUNTY? WHAT ARE THE QUALITIES THAT WE'RE LOOKING FOR SOMEONE TO COME TO CAROLINA COUNTY? WE WANT TO MAKE SURE WE HAVE THAT TRAINING BECAUSE WE'RE GOING TO THEN PUT THESE RECRUITERS THAT WE RECRUIT ON THE TEAMS AND THOSE TEAMS ARE GOING TO STICK TOGETHER.
NOW WHEN WE SIGN UP TO GO TO A RECRUITING EVENT, THE TEAM IS GOING TO SIGN UP.
WHAT DOES IT MEAN TO BE BALANCED? WELL, IT MEANS THAT YOU'VE GOT TEACHERS AND ADMINISTRATORS, YOU'VE GOT ELEMENTARY AND SECONDARY, YOU'VE GOT A MIX OF CONTENT AREAS OR A MIX OF JOB ROLES, AND THEY'RE BALANCED.
NOW THEY'RE GOING TO GO HAVING BEEN TRAINED AS A TEAM THAT WORKS TOGETHER THROUGHOUT THE RECRUITING SEASON.
DIFFERENT TEAMS MAY GO AND WE'VE HAD SITUATIONS WHERE WE'VE HAD THREE EVENTS ON THE SAME DAY AND THAT'S OKAY BUT NOW WE'RE DISPATCHING A TEAM OF FOLKS OUT.
WE'RE GOING TO BEGIN THE PROCESS.
THIS IS WHY, THE TRAINING AND THE BALANCING IS SO IMPORTANT, WHERE WE HAVE DISTRICT WIDE OPENINGS.
WE KNOW, FOR EXAMPLE, WE HAVE MULTIPLE OPENINGS IN SPECIAL EDUCATION.
WE HAVE MULTIPLE OPENINGS IN THIS COUNTY AND AREA.
WE WANT TO BE ABLE TO EMPOWER THE TEAM TO INTERVIEW AND HIRE ON THE SPOT.
WHERE THERE ARE DISTRICT WIDE OPENINGS.
NOT NECESSARILY FOR THIS SPECIFIC POSITION HERE, BUT WHERE WE KNOW WE CAN OFFER THIS PERSON AND OPEN CONTRACT.
YOU WORKED FOR CAROLINE COUNTY AND WE'LL BE IN TOUCH WITH YOU ABOUT WHAT YOUR ACTUAL TRUE ASSIGNMENT IS.
THE OTHER PIECE OF THAT IS SPECIALIZED POSITIONS.
FOR EXAMPLE, FOR LAST COUPLE OF YEARS WE'VE NEEDED COMPUTER SCIENCE TEACHERS.
RECRUITING TEAM. IF YOU FIND ONE TODAY, THEY MEET OUR CANDIDATE, LOOK FOR US.
YOU CAN SKIP THE PUT IT INTO THE CAREER FAIR, GIVE THEM THE APPLICATION.
LET'S HAVE A CONVERSATION AND IF THEY, MEET WHAT WE'RE DOING, LET'S DO THIS THING.
>> NOT A WARM BODY, BUT [OVERLAPPING].
>> I HATE THAT, SO WE'RE NOT DOING THAT.
BUT IT'S FEBRUARY YOU ARE IN PENN STATE.
WE KNOW WE NEED THIS PERSON AND THEY'RE STANDING ONE THAT CHECKS EVERY QUALITY THAT WE COULD ASK FOR.
DON'T WAIT TILL YOU COME HOME TO PASS OFF THEIR INFORMATION.
TO THEN SET UP AN INTERVIEW, TO THEN HAVE A COUPLE OF WEEKS FOR THE INTERVIEWER TO HAPPEN, TO THEN HAVE A DELIBERATION.
DOES THAT HAPPEN AT ALL? LET'S DO IT.
>> WHICH IS WHY WE'RE TRAINED AND WE'RE DEDICATED AND WE'RE DIVERSIFIED IN OUR TEAMS.
>> JUST FOR ONE EXAMPLE OF A CANDIDATE LOOKED FOR.
>> IF I WAS STILL SITTING IN MY PRINCIPAL SEAT, I WOULD SAY ONE OF MY BIGGEST ONES WOULD BE SOMEONE WHO IS COACHABLE.
SOMEONE WHO, YOU JUST GRADUATED FROM COLLEGE.
[01:40:04]
YOU'VE HAD A GREAT STUDENT TEACHING EXPERIENCE.WHEN YOU GET HERE THOUGH, DO YOU KNOW AT ALL.
OR ARE YOU ABLE TO SIT DOWN AND TAKE COACHING AND BE PART OF A TEAM THAT WOULD BE ONE OF MY BIGGEST WORKFORCE.
>> YOU CAN TELL NOT WITHIN THE FIRST FIVE MINUTES [OVERLAPPING].
>> I DON'T NEED FOR YOU TO KNOW IT ALL.
I JUST NEED TO GET TO BE WILLING TO LEARN IT.
>> HOW MANY PEOPLE ON THE TEAM?
>> I'M THINKING THREE TO FIVE.
WHAT I'M STILL TOSSING AROUND IS DID WE MAKE A TEAM THAT'S MAYBE FIVE TO SEVEN? WHEN AN EVENT COMES, SO SOMETIMES WHEN WE HAVE AN EVENT, THEY WILL SAY, YOU CAN ONLY BRING THREE PEOPLE.
OR YOU CAN BRING THREE PEOPLE WHAT EVERY PERSON AFTER THAT'S AN EXTRA $100 OR WHATEVER.
DO WE PUT TOGETHER A TEAM OF FIVE TO SEVEN AND THEN HAVE TO MASSAGE IT DOWN.
WE'RE STILL PLAYING WITH SOME OF THAT.
>> WHAT I MIGHT DO, PUT IT ON A SCHEDULE AND MAKE SURE THAT THEY'RE SCHEDULED AT THESE [INAUDIBLE]
>> BECAUSE WHAT YOU DON'T WANT TO DO IS SINCE YOU'RE ASSIGNING THE TEAM, YOU DON'T WANT TO HAVE IT BE THAT ONE PERSON'S SCHEDULE IS ALWAYS TAKEN THAT TEAM.
IF YOU HAVE A BIGGER TEAM THAT THEN YOU CAN NAIL DOWN, THEN WE CAN DO THAT.
>> HOW'S IT GOING TO WORK WITH THE TEACHERS.
AS FAR AS PULLING THEM OUT OF CLASS?
>> WE'RE GOING TO GIVE PROFESSIONAL IF AVERAGE AND WOOL WILL COVER, IT.
WON'T BE ANY TIME OFF OF THEM.
THEY'RE DOING ALSO [OVERLAPPING]
>> [INAUDIBLE] RECRUITMENT TRIPS IN THIS [INAUDIBLE] I GUESS PART OF RUSSIA SO TOO LARGE IN NUMBER? BECAUSE YOU DON'T WANT TO BE JUST STANDING AROUND.
BUT SOMETIMES IF IT'S GOING TO BE A LARGER EVENT, SOMETIMES YOU CAN HAVE.
BUT THREE IS TYPICALLY FALL THAT WE TWIST.
>> I SAID, THE F7 THAT YOU DON'T HAVE TO USE OFFSET.
>> MIGHT MEAN THREE HERE OR THERE.
ARE YOU LOOKING FOR DIVERSITY?
>> HISPANIC, AFRICAN-AMERICAN.
>> WHAT OUR FOCUS WILL BE THIS YEAR IS WE'RE GOING TO DRAW A HARD LINE IN THE SAND.
I TALKED ABOUT THIS LAST TIME WHEN I WAS WITH YOU.
WE'RE GOING TO ATTEND EDUCATION FARES.
WE'RE GOING TO GO TO THE FAIRS THAT ONLY THE EDUCATION MAJORS GO TO.
A LOT OF THESE, ESPECIALLY POST-COVID, HAVE BECOME COMMUNITY RESOURCE FAIRS.
MAYBE THEY STARTED AS HIRING FAIRS, BUT THEY'RE NOT THAT ANYMORE.
WE'RE GOING TO ASK THOSE QUESTIONS.
WHAT EXACTLY EVENT IS THIS BEFORE WE COMMIT TO GOING? WE'RE ONLY GOING TO GO TO EDUCATION FARES.
WE'RE GOING TO LOOK TO STRENGTHEN RELATIONSHIPS WITH LOCAL COLLEGES AND UNIVERSITIES THAT WE DON'T CURRENTLY VISIT.
WE DON'T HAVE A FARE, FOR EXAMPLE, AT COLLEGE PARK.
DOESN'T MEAN THAT THEY'RE NOT IMPORTANT.
WE DON'T HAVE MCDANIEL OR LOYOLA OR STEPHEN CENTERS, SOME OF THESE OTHER LOCAL COLLEGES.
WE WANT TO STRENGTHEN SOME OF THOSE RELATIONSHIPS.
>> IS THERE A REASON WHY WE NEVER HIT ON THEM?
>> THEY USED TO BE PART OF SOMETHING CALLED MERCK.
THERE USE TO BE PART OF A BIG MARYLAND EDUCATIONAL HIRING, A MASSIVE JOB FAIR. THEY WOULD ALL GO TO THAT.
>> BUT THEY DON'T DO THAT ANYMORE.
>> NOW WE'VE GOT TO THINK ABOUT THAT HIDDEN BUOY AT BUOY STATE, THOSE PLACES AS OPPOSED TO IMPORTED, THEY'D ALL GO TO ONE AND WE CAN JUST GO THERE.
>> [OVERLAPPING] IT WASN'T LONG BEFORE PROBABLY A YEAR OR TWO BEFORE COVID HIT.
IF A COLLEGE OR UNIVERSITY IS NOT HAVING AN EDUCATION FAIR, THEN WE WANT TO GO ON SITE AND WE WANT TO SCHEDULE A DAY WHERE WE CAN RECRUIT AND HIRE AND NOT JUST SIT OUTSIDE THE EDUCATION DEPARTMENT WITH A TABLE, BUT CAN WE HAVE ACCESS TO YOUR STUDENTS? THAT'S BUILDING RELATIONSHIPS BECAUSE I WILL TELL YOU IT'S COLD CALL AND EDUCATION DEPARTMENT AND SAY, CAN WE TALK TO YOUR STUDENTS? THEY'RE VERY PROTECTIVE, WHICH IS STRANGE.
THEY WANT THEM TO GET JOBS, BUT THEY'RE NOT REALLY WANT JUST ANYONE COME IN AND TALK WITH, YOU KNOW WHAT I MEAN? THEY'RE PROTECTED AND SO THAT'S WHERE THAT RELATIONSHIP BUILDING.
WE WANT TO LOOK AT PRELIMINARY VISITS WITH SOME OF OUR LOCAL SCHOOLS, SUMIFS FOR EXAMPLE.
LATER IN THE FALL, EARLY WINTER, LOOK AT OUR DECEMBER GRADS AND TO CREATE RELATIONSHIPS FOR MAY.
WE KNOW SALZBURG, HE'S GOT 136 EDUCATION GRANTS THIS YEAR.
THAT'S FANTASTIC. CAN WE GET ON CAMPUS AND GET TO THEM A LITTLE EARLIER? THEY HAVE A CAREER FAIR OR AN EDUCATION HERE SUMIFS DO TO GET TOGETHER. BUT IT'S NOT TILL APRIL.
BY THAT POINT, THEY'D BEEN HIRED BY THEIR STUDENT TEACHING.
CAN WE GET THERE A LITTLE EARLIER?
[01:45:01]
THEN UTILIZATION OF GROW YOUR OWN STRATEGIES.THIS IS IMPORTANT, THIS IS WHERE WE ARE ENCOURAGING OUR SUPPORT STAFF AND WALKING WITH THEM AS THEY BECOME TEACHERS AND EARN THEIR TEACHER CERTIFICATION.
ONE THING THAT ISN'T UP HERE THAT IS ALSO SOMETHING TO TAKE A LOOK AT AND LIBERTY UNIVERSITY WAS A GOOD EXAMPLE OF THIS.
JAMES MADISON IS ANOTHER ONE THAT IS AN EXAMPLE OF THIS.
THESE ARE SCHOOLS THAT ARE OUTSIDE OF MARYLAND BUT HAVE HIGH MARYLAND POPULATION.
WHEN THESE KIDS GRADUATE, HAS EIGHT KIDS, BUT WHEN THEY GRADUATE, IF THEY COME HOME, THEY'RE COMING BACK HERE.
GOING THERE TO MEET THEM THERE IS ALSO SOMETHING WE WANT TO TAKE A LOOK AT. GO ON.
>> THOUGHT. WHEN YOU TALK ABOUT THE PROTECTIVE SCHOOLS, WHICH I UNDERSTAND IF WE HAVE THEM ALONE THERE, [OVERLAPPING] MAYBE WE CAN JUST THROW THAT NAME OUT.
JACK JOHNSON GRADUATED FROM [OVERLAPPING]
>> LET'S ENGAGE THAT EMPLOYEE AND MAYBE THEY MAKE THE CALL TO THE COLLEGE.
NOT THAT THIS HAS BEEN A MOUNTAIN TO A WHOLE LOT.
WASHINGTON COLLEGE IS VERY SMALL COLLEGE, BUT IT'S WHERE I WENT TO SCHOOL.
LAST YEAR I WAS DRIVING HOME AND I GOT HOME.
I WAS ON FACEBOOK AND I SAW WHERE THEY WERE SHOUTING OUT THEIR SENIOR INTERNS, STUDENT TEACHERS.
I WENT, OH MY GOD, I NEED ONE OF THOSE.
I DID NOT HIRE THIS PERSON, BUT I REACHED OUT, I JUST HOLD EMAIL AND SAID, I SAW YOU HAVE INTERNS IN THIS, THIS, THIS AND THIS.
I'D LOVE TO BE ABLE TO COME UP AND TALK TO THEM.
I'M SURE THEY ARE JUST SO WELL PREPARED BECAUSE I KNOW HOW PREPARED I WAS [LAUGHTER] DR. O'CONNOR, TALLER.
LONG STORY SHORT, THE THURSDAY BEFORE TEACHER UNION CONFERENCE IN OCTOBER.
I'M GOING UP TO WASHINGTON COLLEGE TO TALK WITH THEIR SENIORS THIS YEAR ABOUT HOW TO GET HIRED.
I'M NOT GOING TO HIRE THOUGH. I'M TALKING ABOUT HOW TO GET HIRED.
>> MIGHT DROP IT. DOESN'T KNOW WHAT TO DO [LAUGHTER]
>> IF YOU WANT TO PUT YOUR EMAIL ON [OVERLAPPING] BUT I WOULDN'T HAVE BEEN INVITED TO THAT EVENT IN OCTOBER IF WE HADN'T REACHED OUT IN THIS SPRING.
GUESS WHAT? THEY'VE GOT TWO SECONDARY SCIENCE AND A MUSIC.
ALL THINGS THAT WE PROBABLY ARE GOING TO BE.
IT'S A GOOD THING AND THAT'S AN OCTOBER TOUCHPOINT. SMALL COLLEGE.
BUT WHERE WE HAVE OTHER STAFF THAT CAN DO THAT SAME EXACT THING CAN REALLY HELP WITH.
>> PROGRAM. FOR PEOPLE THAT ALREADY HAVE A BRAND, OR WANT TO GO BACK TO BE A TEACHER, THAT WOULD BE A PERFECT.
>> MANY TIMES THOSE FOLKS ARE ALREADY CONDITIONALLY HIRED, ESPECIALLY RIGHT NOW, THEY'RE ALREADY WORKING FOR SOMEONE UNDER CONDITIONAL ASSERT.
THE STUDENT PROFILE OF SOMEONE WHO JUST ON THEIR OWN THOSE INTO THAT, IS GOING AWAY.
THEN UNDER CONDITIONAL, THEY'RE GOING INTO THAT.
[OVERLAPPING] BUT IN GROW YOUR OWN FOUR AREAS OF FOCUS.
TEACHER ACADEMY OF MARYLAND, OUR OWN STUDENTS, OUR OWN CURRENT ESPS EDUCATIONAL SUPPORT PERSONNEL, AND OUR STUDENT TEACHERS.
I HAVE A LIST OF WHO WAS STUDENT TEACHING AND ARE BUILDING RIGHT NOW.
WE'RE MAKING OUR ROUNDS AS SCHOOL GET STARTED.
THEN OUR OWN SCHOLARSHIP RECIPIENTS.
WE KNOW THAT'S THE PURPOSE OF THAT PROGRAM.
IT IS WORKING FOR THOSE WHO COMPLETE THEIR DEGREE.
WHERE THEY COMPLETE THEIR DEGREE IT IS WORKING.
THEY'VE GONE BACK AND WE HAVE SEVERAL EXAMPLES OF THAT.
>> BECAUSE IT A GOOD PERCENTAGE, ROUGHLY.
>> I WOULD SAY MAYBE IT'S ABOUT 60-75.
>> WHAT WERE THE DURATION? THERE WERE SOME TOUGH YEARS EARLY WHEN THE BOARD FIRST IMPLEMENTED THAT WE WERE NOT SEEING AS THE COMPLETION RATE WAS GET THIS EARLY ON.
>> SOME CHANGE MAJORS. [OVERLAPPING]
>> THEY WANT TO BE A TEACHER, NOT PERMIT HIM.
>> WE DO HAVE SOME THAT WE LOSE THROUGHOUT THE WAY, BUT WE HAVE SOME COMING OUT THIS YEAR.
WE'RE GRADUATING. [OVERLAPPING]
>> FOR THESE FOLKS THAT ARE GROW YOUR OWN.
WE WANT TO SUPPORT THEM WITH COURSEWORK THAT IS NEEDED.
WE WANT TO COORDINATE WITH OUR INSTITUTIONS OF HIGHER EDUCATION.
[01:50:04]
WE HAD OVER THE SUMMER.UNIVERSITY OF MARYLAND SYSTEM GOT ALL OF THEIR COLLEGES TOGETHER AND HELD A SET OF VIRTUAL MEETINGS ON WHAT K12 NEEDED.
THEY DECIDED THAT IT WOULD BE A GOOD IDEA TO INVITE SOME K12 REPRESENTATIVES TO THAT MEETING, WHICH I THOUGHT WAS A FANTASTIC IDEA, SINCE IT WAS ABOUT WHAT WE NEEDED.
THEY INVITED MYSELF AND MR. GRAFTON AND FROM DORCHESTER AND ONE OTHER REPRESENTATIVES FROM ACROSS THE BRIDGE.
ONE OF THE THINGS WE TALKED TO OUR HIGHER HEAD PARTNERS ABOUT IS, WHERE WE HAVE EMPLOYEES RIGHT NOW WHO WILL TELL YOU, I'M WORKING FOR THE SCHOOL SYSTEM.
I LOVE WORKING FOR THE SCHOOL SYSTEM.
NO MARYLAND INSTITUTION OFFERS AN ONLINE PATHWAY TO TEACHER CERTIFICATION.
THEY ALREADY HAVE A BACHELOR'S DEGREE.
THEY GET A MASTERS OF ARTS IN TEACHING, AND THAT'S ONLINE.
BUT THESE FOLKS DON'T HAVE BACHELOR'S DEGREES.
THAT'S WHAT THEY'RE TRYING TO WORK TOWARDS.
WE SAID, YOU'RE PASSING THE TEACHER SHORTAGE REDUCTION ACT, YOU'RE PASSING THE BLUEPRINT.
WE ARE THE HALLMARK OF EDUCATION REFORM. WE DON'T HAVE THIS.
WE HAVE STARTED THE CONVERSATION WITH UNIVERSITY OF MARYLAND GLOBAL CAMPUS.
BECAUSE EVEN AS THE FLAGSHIP ONLINE COLLEGE OR UNIVERSITY OF MARYLAND, THEY OFFER NO ONLINE EDUCATION PROGRAM EXCEPT FOR MIT'S.
IT IS WITH THAT IN MIND THAT WE'RE HAVING THOSE CONVERSATIONS BECAUSE OUR INSTRUCTIONAL ASSISTANTS WORKING AT LOCKER IN MIDDLE SCHOOL ALL DAY LONG, LEVIN ON OUR KIDS DOING A FANTASTIC JOB.
CAN'T GO TO CLASS TUESDAY AND THURSDAY, 01:30-03:00.
WE HAVE TO HAVE THIS FLEXIBILITY.
WHAT WE'RE CURRENTLY DOING, THIS IS WHAT WE TOLD OUR HIGHER HEAD PARTNERS.
WE'RE SENDING THEM THE UNIVERSITY OF PHOENIX.
WE'RE SENDING ON THE GRAND CANYON UNIVERSITY, WE'RE SENDING THEM TO PLACES THAT DON'T HAVE MARILYN AND THE NAME BECAUSE YOU DON'T OFFER IT.
WE HAVE GOTTEN SOME RESPONSE TO TRY TO HELP WITH THAT.
WE WANT TO OFFER SUPPORT FROM OUR PERSONNEL THROUGH MENTORSHIP FOR OUR FOLKS THAT ARE IN THE COLLEGE PIPELINES WHERE I AM STUDENTS THAT WE SUPPORT THEM THROUGHOUT THE TIME THAT THEY'RE IN COLLEGE.
OUR SCHOLARSHIP RECIPIENTS, THINGS LIKE THAT.
>> WHAT DO YOU MEAN BY SUPPORT?
I THINK ODK IS THE TEACHER'S SORORITY THAT A LOT OF OUR TEACHERS ARE.
THEY DO THAT. THEY GIVE A SCHOLARSHIP.
WHEN THEY GIVE A SCHOLARSHIP, THEY ASSIGN ONE OF THEIR MEMBERS TO BE THAT PERSON'S GO TO, ALL FOUR YEARS THAT THEY'RE IN.
WE DO THAT WITH ONE OF OUR EMPLOYEES THAT EITHER HAS A CONNECTION TO THE COLLEGE OR MAYBE THE STUDENT TO BE THEIR MENTOR THROUGH THEIR EDUCATION PROGRAM.
>> DO WE HAVE ANY FINANCIAL SUPPORT FOR THE CLASSES?
NOW THAT ENDS SEPTEMBER 30, 2024.
ONCE THAT'S OVER THOUGH, THROUGH THE MARYLAND TEACHER REDUCTION ACT, THERE IS SOME FINANCIAL SUPPORT THAT THEY CAN APPLY FOR, BUT THERE WON'T BE A POOL OF MONEY THAT CAROLINE COUNTY HAS PER SAY.
FOR THAT, ONCE LEADS GOES AWAY, WHAT WERE YOU GOING TO TRY TO USE LEADS AS MUCH AS WE CAN. WHILE WE'VE GOT IT.
CONSIDERATIONS FOR THE STUDENT TEACHING PRACTICUM EXPERIENCE.
MARYLAND DOES WANT TO MOVE TOWARDS A PAID EXPERIENCE FOR THAT WHERE THEY CAN DO THAT.
BUT IF WE'VE GOT AN EMPLOYEE THAT'S DOING IT, IS THERE A WAY THAT THEY CAN KEEP THEIR JOB, AND STUDENT TEACH AT THE SAME TIME.
SOMETIMES WE ARE HIRING FOLKS AS CONDITIONALS.
MAYBE IN THE LAST YEAR WHERE THEY'RE NOT A CONDITIONAL.
THEY'RE GOING INTO A TEACHING POSITION.
THERE IN THE LAST YEAR OF THEIR BACHELOR'S DEGREE.
THERE ARE STUDENT TEACHING WHILE THEY'RE DOING IT.
THEN THE MINUTE THEY GRADUATE OR ASSIGNING THEM TO THAT TEACHER CONTRACT.
OR STUDENT TEACHING CAN BE SATISFIED THROUGH ONE YEAR OF SUCCESSFUL EXPERIENCE IF THEY'RE HIRED ON AS A CONDITIONAL TEACHER.
WE JUST NEED TO GET FLEXIBLE WITH HOW WE'RE DOING THAT.
THIS IS WHAT'S OUR IT PARTNERS.
AGAIN, I'VE EXPERIENCED FOR CREDIT, SOME OF THESE FOLKS HAVE WORKED IN OUR SCHOOLS FOR YEARS.
CAN THAT MEAN ANYTHING TOWARDS THEIR DEGREE?
>> WASN'T GLOBAL CAMPUS BACK YEARS AGO, BUT THEY DO THAT OR THEY DID IT THAT WAY.
>> PHOENIX IS GOING TOWARDS THAT.
THEY THEY DO IT A LITTLE BIT TOO.
IF YOU CAN GET IN THE RIGHT PROGRAM AND THINGS LIKE THAT.
>> I WOULD IMAGINE THAT CONSIDERING UNIVERSITY OF MARYLAND SYSTEM CAME UP WITH THAT MEETING FOR THE SUMMER, THAT THEY WOULD DEFINITELY USE THE GLOBAL CAMPUS,
[01:55:02]
IN A MATTER OF TIME AS A AVENUE.>> THAT'S WHAT WE'VE ASKED. BUOY STATE, FOR EXAMPLE, HAS A FANTASTIC PROGRAM FOR CONDITIONALLY CERTIFIED TEACHERS.
THEY OVER 15 CREDITS OVER THE SUMMER.
IN YOUR UNIVERSITY SYSTEM OF MARYLAND, I'M NOT TRYING TO TELL YOU HOW TO ORGANIZE YOUR SYSTEM, BUT BUOY HAS THE CORNER ON THE CONDITIONALS.
CAN GLOBAL CAMPUS GET THE CORNER? YOU DON'T HAVE TO WORRY ABOUT DON'T DUPLICATE PROGRAMS. COME TO THE TABLE AND SAY WE GOT THIS.
THEN SOMEONE ELSE FOCUSES ON ANOTHER, WHATEVER THE CASE MAY BE.
BUT THERE'S ALREADY SOME PIECES THERE, BUT THIS IS THE BIG PIECE THAT'S MISSING, IS THE FLEXIBILITY WITH SCHEDULING.
AS WE'VE TALKED ABOUT EXPANDING OUR RADIUS.
WE TALKED ABOUT OUR TRIP LAST YEAR TO SOUTHERN VIRGINIA AND WEST VIRGINIA.
WE WANT TO TARGET THOSE MARYLAND, HIGH MARYLAND ENROLLMENT SCHOOLS AS WELL AS HBCUS WHERE WE CAN EXPAND THAT.
CONSIDER VISITS WHERE A CCPS EMPLOYEES IS AN ALUM, AND UTILIZE VIRTUAL HIRING EVENTS AS APPROPRIATE.
VIRTUAL HIRING EVENTS ARE NOT MY FAVORITE.
WHERE THAT MIGHT BE THE ONLY WAY IN, WE WILL CONSIDER USING THEM.
BUT I'M STILL A FAN OF THE FACE-TO-FACE, WHETHER IT'S FAIR OR IT'S AT AN INTERVIEW, THE FACE-TO-FACE IS STILL MY PREFERENCE.
AND THEN, FINALLY, WE'VE DONE A LOT OF RESEARCH ON WHAT ARE THE BEST PRACTICES FOR DIVERSIFYING YOUR STAFF AND DIVERSIFYING YOUR WORKFORCE? WHAT WE'RE FINDING ARE THINGS THAT WE'RE TRYING TO PUT IN PLACE.
AND SOME OF THESE THINGS WE HAVE IN PLACE ALREADY.
THIS WILL BE OUR FIRST YEAR FOR TRAINING RECRUITERS AND HAVING RECRUITING TEAMS. THAT'S BECAUSE IT'S A BEST PRACTICE.
IF YOU HAVE FOLKS THAT GO OUT THERE AND REALLY CAN BE ABLE TO TELL YOUR STORY, YOU CAN ATTRACT A LARGER GROUP OF FOLKS THAT WANT TO COME WORK FOR YOU, AND THAT IS ONE OF THE BEST PRACTICES THAT'S OUT THERE.
WHEN LEADS IS OVER, FINDING A WAY TO SUSTAIN AND GROW YOUR OWN OPPORTUNITIES IN CAROLINE COUNTY.
BECAUSE AS I SAID TWO WEEKS AGO, THESE FOLKS ALREADY WORK HERE.
THEY'RE IN OUR SCHOOLS EVERY DAY, THEY LOVE OUR KIDS.
HOW DO WE SUPPORT THEM AS WE WALK? YOU GUYS HAVE SEEN THE ENGAGEMENT SURVEY THAT WE TAKE EVERY YEAR.
ONE OF THE BIGGEST THINGS THAT KEEPS COMING UP IS I WANT TO KNOW HOW I CAN EVOLVE IN MY POSITION, OR I WANT TO KNOW HOW I CAN GROW IN MY POSITION AND SO BEING ABLE TO INVEST IN THAT.
>> IT HAS BEEN VERY BENEFICIAL FOR US.
THE ORIGINAL IDEA AROUND GROW YOUR OWN AND LEADS WAS REALLY GROWING INTO, WHICH IS ONE OF THE SCHOLARSHIP PROGRAM.
AND I APPRECIATE ROB'S LEADERSHIP, DR. WILLOUGHBY'S LEADERSHIP ON THIS WAS REALLY EXPANDING OUR GROW YOUR OWN NEEDS FUNDING THAT WE RECEIVED TO TURN IT INTO A WAY TO REALLY SUPPORT MORE OF OUR SUPPORT STAFF.
ORIGINALLY IT WAS KIDS, AND IT WAS GETTING OUR CHILD DEVELOPMENT ASSOCIATES CERTIFIED FOR BLUEPRINT FOR EARLY CHILDHOOD EDUCATION.
WE EXPANDED IT INTO GETTING OUR FOLKS INTO THE TEACHING POSITION.
CERTIFIED POSITIONS TO MOVE THEM IN ON A CONDITIONAL CERTIFICATE, WITH SEVERAL FOLKS WHO ARE TAKING ADVANTAGE OF THAT, WHICH IS AWESOME.
IT'S FANTASTIC. IT'S ON THE STATE'S DIME.
I'VE BEEN ASKED TO SUBMIT A LETTER ABOUT OUR SUCCESS RELATED TO THE MARYLAND LEADS GRANT PROGRAM, WHICH IT WILL GET DONE AND SUBMITTED PROBABLY WITHIN THE NEXT WEEK.
ONE OF THE PROGRAMS THAT I'M GOING TO HIGHLIGHT BECAUSE IT'S GOING TO THE GENERAL ASSEMBLY AND A REPORT ON GROW YOUR OWN OR ON THE LEADS PROGRAM IS OUR GROW YOUR OWN.
BECAUSE IN THE MARKET WE'RE IN, GROWING OUR OWN IS NOT ONLY GOOD FOR EMPLOYEES, BUT IT IS A SMART WAY TO BUILD OUT OUR SCHOOL SYSTEM.
FOLKS WHO WERE ALREADY COMMITTED HERE, WHO LIVE HERE, WHO KNOW OUR FAMILIES KNOW THIS WHERE WE'RE AT.
I HAPPEN TO REALLY HAVE A STRONG FEELING THAT THE GROW YOUR OWN IF WE CAN FIND A WAY TO FUND IT, NOT JUST LOCALLY, BUT REALLY THE STATE'S GOT TO HELP ON THIS ONE.
WE'VE GOT ENOUGH PIECES PULLING IN HER BUDGET FROM BLUEPRINT THAT'S GOING TO PRESENT OTHER CHALLENGES TO THE BOARD.
THAT IF WE CAN LEVERAGE STATE DOLLARS, GROW YOUR OWN CAN BE PROBABLY OUR MOST SUCCESSFUL APPROACH AT DIVERSIFYING OUR WORKFORCE AND DIVERSIFYING OUR WORKFORCE IN A WAY THAT FOLKS WHO AREN'T FROM HERE WHEN WE RECRUIT FROM OUTSIDE AND HAVE THEM COME IN SOMETIMES HAVE A LITTLE BIT OF AN ADJUSTMENT OF UNDERSTANDING DYNAMICS OF THE CULTURE IN WHICH WE LIVE.
[02:00:02]
SOMETIMES THAT WORKS, SOMETIMES IT REALLY DOESN'T.IT TRULY IS A GAMBLE WHEN WE'VE HAD CANDIDATES WHO ARE MORE DIVERSE COMING IN. WE'RE NOT URBAN.
YOU CAN GO TO IT, BUT YOU'RE NOT LIVING IT.
WE'VE HAD A HARD TIME TRYING TO RECRUIT FROM OUTSIDE.
BUT AGAIN, IF WE HAVE FOLKS INTERNALLY WHO LIVE HERE AND HAVE GROWN UP HERE, THEY CAN BE PART OF THE SOLUTION AND MAKING YOUR COMMUNITY STRONGER, BETTER AND DO IT RIGHT HERE.
SORRY, DOING A SOAPBOX ON THAT, BUT GROW YOUR OWN, I THINK, HAS ONE OF THE MOST PROFOUND IMPACTS ON WHAT WE CAN DO LOCALLY FOR DIVERSIFYING OUR TEACHER RANKS.
>> ANOTHER BEST PRACTICE, AND THIS IS WITH THE HELP OF MS. BARRY.
WE'VE REALLY TAKEN A HARD LOOK LAST YEAR AT OUR MARKETING MATERIALS, MAKING SURE THAT THEY TELL OUR STORY AND MAKING SURE THAT THEY END UP THEMSELVES ARE INCLUSIVE.
WE WENT TO A LOT OF FAIRS LAST YEAR.
WE CAME BACK WITH STUFF, AND WE JUST WALK INTO SANDY'S OFFICE AND WENT, "THIS IS WHAT OTHER DISTRICTS ARE DOING." AND SO TRYING TO REALLY OPEN HER EYES A LITTLE BIT AND I WOULD TELL YOU THAT OUR TABLES AT THE BEGINNING OF THE RECRUITING SEASON LAST YEAR LOOKED A LOT DIFFERENT THAN OUR TABLES AT THE END OF THE RECRUITING SEASON LAST YEAR.
AND THEN WE BROUGHT MORE MATERIALS OVER THE SUMMER TO MAKE SURE THAT THAT IS CONTINUING ON.
MULTIPLE MEASURES DURING INTERVIEWS.
THIS IS SOMETHING THAT CAME OUT.
THIS IS, FIRST OF ALL, IT'S A BEST PRACTICE FOR WORKPLACE DIVERSITY.
BUT SECONDLY, IT ALSO CAME OUT OF OUR WORK THROUGH LEADS THAT WITH TRACKS METHOD, WHICH LOOKED AT OUR NEW TEACHER INDUCTION PROGRAM.
BUT IN DOING THEIR NEW TEACHER INDUCTION PROGRAM, THEY ALSO LOOK AT OUR OVERALL HIRING, SORT OF TOOK A LITTLE OFF-RAMP THERE.
I HAVE A MEETING TOMORROW WITH THE GENTLEMAN THAT WAS PART OF THIS, BUT THEY WERE TALKING ABOUT BEST PRACTICES IN INTERVIEWS.
YOU'VE GOT THE INTERVIEW ITSELF, BUT IS THERE SOME SORT OF PERFORMANCE MEASURE? ARE YOU TAKING THEM ON A SCHOOL TOUR? ARE YOU ASKING THEM TO TEACH A MINI LESSON OR SOMETHING? IS THERE A DIFFERENT THAN JUST SITTING DOWN AND DOING THE INTERVIEW? WHAT WE HAVE TO BALANCE IS THAT WE ARE IN A TEACHER SHORTAGE.
AND IF WE HAVE A VERY ROBUST INTERVIEW PROCESS THAT HAS TWO OR THREE TOUCH POINTS, BY THE TIME WE CALL IT AND SCHEDULED THE SECOND TOUCH POINT THAT TEACHER'S BEEN HIRED BY ANOTHER COUNTY.
WE CAN HAVE A BEST PRACTICE INTERVIEW PROCESS THAT DOES ALL THESE THINGS.
BUT THAT DOESN'T NECESSARILY AT THE MOMENT FIT WITH THE REALITY WHERE OUR TALENT IS GOING.
AND SO ONE OF THE QUICK THINGS THAT WE'RE LOOKING AT IS WE DO CURRENTLY ASK OUR CANDIDATES FOR A WRITING SAMPLE.
AND WE SEND THAT OUT IN ADVANCE, AND WE COLLECT IT, AND WE SHARE WITH THE INTERVIEW TEAM.
IS THERE SOMETHING OTHER THAN A WRITING SAMPLE THAT WE CAN DO THAT IS A DIFFERENT MEASURE BECAUSE THE WRITING SAMPLE REALLY, IN 2023, SOMETHING THAT NEEDS TO BE SCOREABLE AT THE INTERVIEW TABLE.
OR CAN WE ASK THEM FOR A LESSON IDEA? OR TELL ME A TIME THAT YOU WERE IN FRONT OF KIDS IN A CLASSROOM AND SOMETHING WENT WELL.
CAN WE ASK THEM FOR SOMETHING DIFFERENT THAN THAT? AND WE'RE PUTTING TOGETHER A COMMITTEE TO LOOK AT OUR INTERVIEW QUESTIONS PERIOD.
BUT THAT'S BEEN A PART OF WHAT WE'RE DOING.
TEACHER RESIDENCY PROGRAMS. SO WE TALKED A LITTLE BIT TWO WEEKS AGO HOW A BACHELOR'S DEGREE IS THE ENTRY POINT FOR TEACHING BECAUSE WE CAN TAKE YOUR TRANSCRIPT, AND WE CAN SEND IT UP TO MSDE, AND THEY CAN TAKE A LOOK, AND THEY CAN GO, OKAY, YOU'VE GOT THIS, AND YOU'RE MISSING, THIS APPEARS YOUR PATH AND HERE YOU GO.
AND THAT ALL GOES AWAY IN 2025 BECAUSE MSDE, WHICH CHANGES THE CERTIFICATION, WILL NO LONGER DO TRANSCRIPT ANALYSIS.
HAS NOT BEEN TALKED ABOUT A LOT.
SO IF YOU AREN'T CERTIFIED, YOU HAVE TO GO INTO A RESIDENT TEACHER PROGRAM. THIS IS HUGE.
THEY DON'T HAVE ANY ON THE SHOULDER.
AND SO LOOKING AT WAYS THAT WE CAN EXPLORE WHAT A RESONANT TEACHER PROGRAM LOOKS LIKE.
SO THEY COME IN, THEY DON'T GET A CONDITIONAL CERTIFICATE, THEY GET A RESIDENT TEACHER CERTIFICATE, AN RTC.
THEY'RE ENROLLED IN THE PROGRAM WHILE THEY'RE WORKING FOR US, BEING SUPPORTED IS VERY DIFFERENT FROM HAVING A CONDITIONAL CERTIFICATION AND HAVING A PATH OF CLASSES YOU HAVE TO GO TO.
BUT THIS IS GOING TO CHANGE OUR REALITY.
AND SO TRYING TO GET OUT IN FRONT OF THAT BECAUSE RTC IS IN OF THEMSELVES ARE A BEST PRACTICE.
IT'S ALSO GOING TO BE A NECESSITY COME 2025. HOW DO WE DO THAT?
>> WHAT WAS THE RATIONALITY? DO YOU KNOW?
>> THIS WAS A CHANGE IN [INAUDIBLE] THAT WAS PASSED PRIOR TO COVID.
[02:05:02]
IT ALSO INCLUDES WITH IT THE IDEA THAT THE PEDAGOGY PRACTICES THAT WE ALL TOOK NO LONGER WILL BE GIVEN.IT WILL NOW BE A PORTFOLIO BASED ASSESSMENT, THE PPAT OR THE EDTPA, I BELIEVE I WAS GETTING MY LETTERS MIXED UP, BUT THEY WILL BE PERFORMANCE-BASED ASSESSMENTS, INCLUDING WITH THE IDEA THAT IF YOU COME FROM ANOTHER STATE, AND YOU DO NOT HAVE THE PERFORMANCE-BASED ASSESSMENT, YOU WILL NOT BE GIVEN A MARYLAND CERTIFICATION.
YOU WILL BE GIVEN WHATEVER THE NEW CONDITIONAL IS.
TAUGHT FOR 20 YEARS IN DELAWARE, BUT WE'RE NOT GOING TO FULLY CERTIFY YOU TO TAKE THIS PERFORMANCE-BASED.
IT WAS PUT ON HOLD DURING COVID.
IT WAS PUT ON HOLD AGAIN, I BELIEVE, WHEN MR. CHOUDHURY STARTED AS STATE SUPERINTENDENT, BUT IT IS NOW ON TRACK FOR 2025.
I FORGET WHAT THE ACRONYM STANDS FOR, BUT IT'S PSTEB.
>> PSTEB. THANK YOU FOR SAYING IT THAT WAY.
BECAUSE PSTEB HAS BEEN PUSHING IT, WHICH IS THE BOARD THAT OVERSEES TEACHER STANDARDS AND THEY'VE BEEN PUSHING THAT IT NEEDED TO GO FORWARD.
>> YES. THEY'RE IN THEIR MIND RAISING QUALIFICATIONS FOR ENTRY POINTS OF TEACHERS AT A TIME OF ABSOLUTE RECORD LOW OR PEOPLE GOING INTO THE PROFESSION.
[OVERLAPPING] IT'S A FULL YEAR OF RESIDENCY?
>> DO THEY SEE AN END TO THE SHORTAGE?
>> I DON'T THINK $60,000 A YEAR IS GOING TO CAUSE AN END TO THE SHORTAGE.
I DON'T THINK THAT DOLLAR AMOUNT IS GOING TO CAUSE AN END TO THE SHORTAGE.
>> THE REALITY IS THE MONEY IS ONLY JUST A SMALL PART OF IT.
>> IT'S WANTING TO BE A TEACHER.
>> IT'S A SMALL PART OF IT AFTER YOU'RE IN BUT TO A NEW TEACHER, SOME OF THEM ARE IN COLLEGE.
RIGHT, RIGHT, RIGHT. BUT I MEAN, MOST PEOPLE THAT GO INTO TEACHING DON'T DO IT FOR THE MONEY.
>> RIGHT. IT'S MORE OF A CALLING.
AND I DIDN'T SEE AN INSTANCE SHORTAGE AND SO I WAS WONDERING MAYBE IF I MISSING SOMETHING BECAUSE WHAT THEY'RE DOING IS INSANE.
>> IT'S GOING TO CHANGE HOW WE GO ABOUT WHAT WE DO.
>> IT'S GOING TO MAKE IT HARDER.
>> IT'S GOING TO MAKE IT HARDER. BUT THAT'S WHY WE'VE PREPARED FOR IT NOW.
>> I LOOK AT IT AND WOULDN'T GET THROUGH [INAUDIBLE].
>> BUT AT THE SAME TIME, [OVERLAPPING] YOU HAVE TO PREPARE FOR THE FUTURE, BUT YOU CAN'T WORRY ABOUT IT.
THERE MAY BE OPPORTUNITIES FOR US TO PARTNER WITH SOME NEIGHBORING COUNTIES, AND TO EXPLORE WHAT A TEACHER RESIDENCY PROGRAM MIGHT LOOK LIKE TO USE OUR NEW RELATIONSHIP THAT SEEMS TO BE COMING WITH GLOBAL CAMPUS TO SUPPORT US IN THAT.
MAYBE LEVERAGE SOME GRANT FUNDING IF WE CAN GET SOME GRANT FUNDING.
THERE'S SOME OPPORTUNITIES THAT WE CAN LOOK AT AND I'M GOING TO LOOK OUT BECAUSE WE NEED TO.
>> THAT WOULD GET REALLY TROOPS TEACHER.
>> WHICH I THINK YOU SHOULD GO TRY TO RECRUIT SOME PEOPLE.
>> CAN WE HAVE A LOT OF [INAUDIBLE] FEATURES THAT ARE IN COLLEGE? [OVERLAPPING]
>> WE DO AND THAT'S WHAT WE'RE USING LEADS TO SUPPORT THEM.
THEN WE NEED TO FIGURE OUT WHAT THAT LOOKS LIKE AFTER THAT.
>> WE'LL HAVE TO DO AN ANALYSIS OF HOW DIFFICULT IS IT TO ACCESS THE STATE FUNDING.
>> BUT, WE DON'T DO ANYTHING [INAUDIBLE]?
>> YOU HAVE TO GET A C, I THINK.
BUT WE HIRED I THINK THERE ARE FOUR TEACHERS IN OUR RANKS THIS YEAR THAT WERE CERTIFIED THAT LAST YEAR. I'M PROUD OF THAT.
>> I'M PROUD OF THAT. ARE THEY FULLY CERTIFIED? NO. BUT THEY HAVE THE BACHELOR'S DEGREE AND [OVERLAPPING] THEY'RE GOING TO WORK TOWARDS IT AND WE'RE GOING TO WORK WITH THEM.
I GET TO CONDITIONAL TEACHERS IN JUST A SECOND.
>> THEY MAY KNOW WHAT THEY'RE GETTING INTO.
>> WHICH MEANS THAT THEY HAVE A VERY HIGH STRENGTH.
>> THEY'VE BEEN AROUND THAT LONG.
>> ACTUALLY, I THINK THEY'RE ALL FROM HERE. THEY ALL ARE.
>> BUT WE'VE TALKED ABOUT THE GROW YOUR OWN.
THAT IS WHERE THE SALARY CAN MAKE A DIFFERENCE WITH THE PEOPLE WHO WANT TO BE A TEACHER.
EVEN IF THEY'RE NOT SURE, IF THEY'RE THINKING MAYBE A TEACHER, MAYBE THIS, GO AHEAD TO COLLEGE AND THEY GREW UP IN THIS COUNTY.
THEY LOOK AT THE OTHER SALARIES IN THIS COUNTY AND TEACHERS IN THIS COUNTY CURRENTLY ARE AMONG THE HIGHEST PAID PEOPLE YET HERE AND THERE DEFINITELY WILL BE A MULTIPLIER STATE COUPON.
AS WE GO FORWARD AND PURELY AN APP IN THE BLUEPRINT MONEY OCCURS AND
[02:10:04]
SO I AGREE THAT IT'S A CALLING AND MONEY ISN'T WHAT DRIVES THEM.BUT WHEN THEY GREW UP HERE, AND THEY LOOK AT WHAT THEIR PARENTS HOURS ARE THERE FOR THEIR FRIENDS OR THEIR PARENTS OR OTHER ADULTS THAT THEY KNOW, THAT HAS SOME APPEAL?
>> YES. THEN THE LAST BULLET, THERE IS SUPPORT FOR TEACHERS OF COLOR, AND THAT SHOWS UP AS A BEST PRACTICE TO BE ABLE TO HAVE STRATEGIC SUPPORT AND, I HATE TO SAY SUPPORT GROUP, BUT A GROUP OF COLLEAGUES.
I GOT A REQUEST JUST A COUPLE OF WEEKS AGO FROM OUR UNITS REPRESENTATIVE, MS. MILES, WHO HAD CCA, ASKING FOR TEACHER DEMOGRAPHIC INFORMATION.
THAT'S BECAUSE MACA WANTS TO START JUST THAT AND HAVING COHORTS OF FOLKS THAT THEY WALK WITH.
IT'S A PILOT AND SHE ASKED FOR THAT INFORMATION AND WE GLADLY GAVE IT TO HER AND I WANT TO EMAIL HER BACK, I SAID, "I WOULD BE VERY INTERESTED IN KNOWING WHAT'S YOUR RESPONSE.
DO PEOPLE FIND IT VALUABLE AND IS IT SOMETHING THAT WE CAN HELP SUPPORT? WE'LL WORK THROUGH THAT AS WE GO." THAT'S ONE OF THOSE THINGS THAT SINCE WE ARE ALL STRUGGLING WITH DIVERSITY HIRING, OUR NUMBER MIGHT NOT BE LARGE ENOUGH TO HAVE A GROUP OF OUR OWN, BUT IF A LARGER ENTITY IS BRINGING FOLKS TOGETHER FROM ACROSS A LARGER AREA, THAT MIGHT BE SOMETHING THAT WE CAN HELP SUPPORT.
I ASKED HER TO PLEASE KEEP US IN THE LOOP AS WE WENT FORWARD AND JUST GOES TO THAT RELATIONSHIP WHERE WE WANT TO MAKE SURE THAT WE'VE GOT A GOOD RELATIONSHIP BECAUSE THEY ARE PROVIDING SERVICES TO OUR TEACHERS THAT ARE THERE.
>> [INAUDIBLE] PROBABLY SAY THAT EVEN OUR SMALLER NUMBERS MIGHT BENEFIT FROM THEIR OPPOTUNITY TOO.
>> JUST BE THERE TO SUPPORT EACH OTHER.
>> I'VE HAD SOME CONVERSATIONS WITH DORCHESTER COUNTY SEPARATELY FROM WHAT ROB WAS ENGAGED IN WITH MS. MILES JUST ABOUT SOME OF THE PROGRAMMING THAT THEY'RE WORKING TO ESTABLISH WITH UMIES, AROUND THE SAME PIECES OF SUPPORTING TEACHERS OF COLOR AND SUPPORTING THOSE WHO ASPIRE TO GO INTO EDUCATION.
THERE'S SOME REALLY INTERESTING PROGRAMMING, THEY STARTED EVEN WITH SOME HIGH SCHOOL KIDS THAT WE'RE EXPLORING AND SEE HOW WE CAN PARTNER WITH THAT.
RECRUITING IS MORE THAN JUST GO INTO THE EVENT, SETTING UP THE TABLE AND I WANT TO TELL THAT STORY A LITTLE BIT BECAUSE RECRUITING IS ENCOURAGING THAT IA THAT'S IN YOUR CLASSROOM TO FOLLOW THE DREAM THAT THEY HAD.
RECRUITING IS TALKING TO YOUR NEIGHBOR WHO REALLY DOES NOT LOVING WHAT THEY'RE DOING BECAUSE THEY DON'T HAVE A PASSION FOR IT, BUT THEY NEVER TOOK AN EDUCATION CLASS.
WELL, DO YOU WANT TO HAVE THAT CONVERSATION? WE CAN HAVE THAT CONVERSATION, AND THERE'S NOTHING WRONG WITH THAT.
THERE'S NOTHING WRONG WITH COMING IN WITH OUR CONDITIONAL CERTIFICATION.
WE'RE GOING TO WALK WITH YOU AND I WILL SAY THAT IS PROBABLY A CHANGE.
TEN YEARS AGO, YOU WOULD PUT SOMEONE ON A CONDITIONAL CERTIFICATION AND YOU'D GET THE THING BACK FROM THE STATE AND YOU'D SAY, "HERE'S YOUR CERTIFICATE, HERE'S YOUR PATH, YOU'VE GOT TWO YEARS." YOU CAN'T DO THAT NOW.
WE'RE GOING TO SIT DOWN WITH FOLKS AND WE GOT TO SAY, "HERE'S INSTITUTIONS WE'VE HAD REALLY GOOD SUCCESS WITH.
HERE'S AN INSTITUTION THAT HAS A PROGRAM THAT CAN GET YOU THIS QUICKLY," OR WHATEVER THE CASE, WE NEED TO WALK WITH FOLKS.
OUR INTERNAL THEME WE JOKE IN THE HR DEPARTMENT IS CUSTOMER SERVICE BECAUSE WE'RE PROBABLY THE ONLY DEPARTMENT IN THE SCHOOL SYSTEM THAT OUR CUSTOMERS, NOT THE STUDENT GETS THE EMPLOYEE.
WE WANT TO BE OUT MORE AND DOING THAT AND THAT'S ONE WAY TO DO THAT.
I KNOW WHEN I WAS HERE TWO WEEKS AGO, THERE WERE STILL I'M STILL HIRING PEOPLE, BUT I WAS REALLY HURT PEOPLE THEN.
JUST TO SHARE WITH YOU BECAUSE I KNOW THERE WERE SOME QUESTIONS TO DATE IN THIS HIRING SEASON WE'VE HIRED 62 TEACHERS.
WE SAW TWO WEEKS AGO, WE ADDED A BUNCH OF POSITIONS, SO WE'RE USUALLY AT AROUND 45 IS OUR NORMAL TURNOVER.
WHEN YOU REALLY LOOK AT WHAT THE POSITIONS WE ADDED, THAT'S THERE.
THAT MAKES SENSE AND WE'VE TALKED ABOUT THAT ON THE SLIDES BEFORE, TWO WEEKS AGO.
ALL THE 62, 16 ARE CONDITIONAL, ALL THE 16, THREE JUST NEED A PRACTICE TEST.
REMEMBER, CONDITIONAL IS YOU HAVEN'T MET EVERY THING.
IT DOESN'T MEAN YOU HAVEN'T MET ANYTHING, IT JUST MEANS YOU'RE MISSING SOMETHING.
THE THREE JUST NEED TO TEST, THE REST NEED A MIX OF COURSEWORK OF THE CONDITIONALS FOR SPECIAL ED 3PRE-K TO SOCIAL STUDIES.
WE'VE GOT TO SOCIAL STUDIES PEOPLE HERE BECAUSE I JUST KEEP SAYING WHEN I WAS TEACHING, IF I HAD A BAD DAY AND I'M MUMBLED UNDER MY BREATH, BUT I REALLY HAD A BAD DAY,
[02:15:02]
EIGHT PEOPLE LINED UP OUTSIDE COLONEL HIGH TO TAKE MY JOB.[LAUGHTER] [OVERLAPPING] YOU'D NEVER HEARD OF A SHORTAGE OF SOCIAL STUDIES TEACHERS.
THEY'RE CLOSE. THEY'RE VERY CLOSE TO BEING NOT CONDITIONAL, BUT THAT IS THE REALITY.
WITH THE 16 NEW CONDITIONAL THERE ARE 15 EXISTING CONDITIONALS THAT ARE IN OUR TEACHING RANK, SO A TOTAL OF 31.
THERE ARE CONDITIONAL TEACHERS ARE SIX-AND-A-HALF PERCENT OF OUR TEACHING.
I KNOW WE LISTENED TO IT A LOT, WE HEAR A LOT ABOUT IT.
WE'RE REALLY NOT IN A BAD SPOT WHEN IT COMES TO CONDITIONALLY CERTIFIED TEACHERS.
WE'RE REALLY NOT AND WE'RE WALKING BESIDE ALL OF THEM TO MAKE SURE THAT THEY ARE NOT CONDITIONAL FOR LONG, FOR AS LONG AS IT TASTES.
WITH THAT, I'VE DONE A LOT OF TALKING, BUT I'M OPEN TO SUGGESTIONS.
I DON'T HAVE A MAGIC A MAGIC BULLET, BUT WE'RE CERTAINLY GOING TO TRY EVERYTHING.
>> THANK YOU. YOU'RE SEEING THE PROBLEM [INAUDIBLE] START MIGHT NOT BE THE END-ALL BE-ALL BUT IT'S A STARTING SOMEWHERE WHERE WE CAN BRANCH OFF AND [INAUDIBLE].
>> YOU ARE NOT DOING THAT DEFINITION OF INSANITY THING.
>> I TRY NOT TO DO THAT. I REALLY DO.
>> IT'S OBVIOUS YOU PUT A LOT INTO JUST EVEN CHANGING THE PICTURE OF HR, AND YOU'RE SINCERITY ABOUT RECRUITING, BUILDING TEACHER CAPACITY.
>> THIS GOES WAY BACK TO WHEN I STARTED TEACHING [LAUGHTER] [INAUDIBLE] BECAUSE I KNOW WE'RE TITLED ONE.
DO TITLE 1 TEACHERS STILL GET, BECAUSE OF BEING TEACHING IN POVERTY LOCATED SCHOOLS, DO THEY STILL GET A REDUCTION OF THEIR STUDENT DEBT?
>> IN CAROLINE COUNTY ALL OF OUR ELEMENTARY SCHOOLS OR TITLE 1.
WHAT THE FEDERAL GOVERNMENT DOES THOUGH, IS IT RECOGNIZES THAT YOU CAN'T BECOME A SECONDARY STUDENT WITHOUT GOING THROUGH THE ELEMENTARY LIKE SO.
YES ALL OF OUR SCHOOLS QUALIFIED.
>> THE REASON WHY I SAY THAT, THAT'S ANOTHER PLUS.
>> I WOULD JUST TELL YOU THAT THE FEDERAL GOVERNMENT IN THE LAST TWO WEEKS HAS GONE TO E-SIGNATURE FOR THE VERIFICATION OF THE STUDENT LOAN FORGIVENESS BECAUSE MY EMAIL IS BLOWN UP.
THEY USED TO BE THAT I WOULD GET A COUPLE HERE AND THERE.
BUT I'VE PROBABLY SIGNED 12 OR 15 FROM OUR STAFF WHERE THEY'VE APPLIED FOR IT IN THE LAST TWO WEEKS BECAUSE IT'S COMING NOW ELECTRONICALLY.
>> THAT HELPED ME TREMENDOUSLY.
IF THAT'S SOMETHING THAT WE CAN STILL PUT OUT AS A PLUG THAT WE'LL TEACH WITHIN OUR ELEMENTARY SCHOOLS AND WITHIN OUR SYSTEM.
YOU ARE NOT GOING TO GET YOU DEBT PAID BUT YOU WILL GET A REDUCTION EVERY YEAR.
>> IT'S $5,000 IS WHAT YOU GET AFTER FIVE YEARS.
IF YOU ARE IN WHAT, AND THIS IS WHERE I DON'T KNOW THAT STUDENT LOAN PROGRAM HAS EXPANDED THE CRITICAL NEEDS QUITE TO WHERE MARYLAND HAS YET.
BUT IF YOU WERE IN USE BE SPANISH OR SCIENCE OR SPECIAL EDUCATION, THAT WASN'T $5,000 BUT $17,500 THAT YOU COULD GET FORGIVEN.
YOU HAVE TO DO FIVE YEARS OF SERVICE.
THEY SEND YOU A LETTER THAT SAYS NO PAYMENTS JUST STOPPED OR WE'RE RECALCULATING EVERYTHING.
THEY VERIFY IT, THEY TAKE IT OFF, THEY SEND YOU NEW THIS IS YOUR NEW PAYMENT.
YOU GO FROM THERE. WHAT WE'D HAVE FOLKS THAT ARE TAKING ADVANTAGE OF THAT YET, BECAUSE ALL OF OUR ELEMENTARY SCHOOLS ARE TITLE 1, ALL OF OUR EMPLOYEES ARE ABLE TO ACCESS THAT FORGIVENESS PROGRAM.
>> THAT'S ANOTHER CONTROL SYMBOL.
>> YOU MENTIONED THAT YOU HAVE HIRED TEACHER 62 TEACHERS?
>> DO YOU KNOW HOW MANY OF THEM ARE BRAND NEW TEACHERS AND HOW MANY CAME FROM [OVERLAPPING]
>> I THINK YOU HAD THAT. I HAD THAT LAST TIME. GIVE ME A SECOND.
>> BUT I CAN FIND IT REAL QUICK.
>> SOMEONE TOLD ME THAT [INAUDIBLE].
>> I THINK IT WAS ABOUT A THIRD BECAUSE WE HAVE THE NUMBER OF FOLKS THAT CAME FROM INDUSTRY.
[02:20:02]
MAN, I WENT REALLY LATE IN THE AGENDA LAST TIME.I MADE SOMEBODY MAD APPARENTLY.
>> IT WAS JUST YOU, THEY HAD A FULL TEAM [LAUGHTER].
ABOUT ONE IN FIVE WAS FROM COLLEGE.
>> BETTER BRING RACHEL [INAUDIBLE] [OVERLAPPING] [LAUGHTER].
>> I KNOW YOU SAID IT LAST TIME I JUST COULDN'T REMEMBER THE NUMBER.
>> ABOUT ONE IN FIVE WAS IN COLLEGE LAST YEAR.
ABOUT HALF WERE TEACHING LAST YEAR.
THEY JUST CAME FROM ANOTHER COUNTY OR STATE.
>> CAN I SAY SOMETHING? I JUST TAUGHT WHEN YOUR COMMENT ABOUT HOW FAR-REACHING RECRUITMENT REALLY IS, MY THOUGHT WAS HOW IT REALLY STARTS WITH US SETTING AN EXAMPLE AND CREATING A WORK ENVIRONMENT THAT PEOPLE WANT TO SHOW UP AND WORK IN WHERE IT STARTS AND THEN BRANCHES OUT INTO ALL THESE OTHER AREAS.
[INAUDIBLE] AS FAR AS HOLDING EACH OTHER ACCOUNTABLE AND JUST CREATING THAT WORKPLACE THAT PEOPLE WANT TO SHOW UP AND WANT TO TELL THEIR FRIENDS ABOUT.
HOPEFULLY WE CAN BRANCH OUT FROM THERE.
>> 100% AGREE? WHEN YOU HAVE DATA THAT WE NOW HAVE THAT SHOWS WHERE WE START WITH SALARY AND [INAUDIBLE] NO ONE'S COMING HERE FOR A HUGE SALARY BUMP.
BUT NO ONE'S LEAVING HERE FOR A HUGE SALARY BUMP.
WE WANT TO BE THE DISTRICT THAT PEOPLE WANT TO WORK FOR, AND THAT IS HUGE.
WHEN I'M ON THE PHONE AND I'M MAKING THOSE OFFERS.
LOOK, THIS YEAR I'VE HEARD AT ALL.
I DIDN'T HAVE MANY PEOPLE DECLINE OUR OFFER.
I WOULD SAY THAT. I THINK I HAD THREE PEOPLE THAT I OFFERED A TEACHING JOB TO THAT DIDN'T ACCEPT. THAT'S OKAY.
>> I HAD A CONVERSATION WITH ONE THAT DIDN'T ACCEPT AND HER DECISION POINT, SHE PRINTED OUT BOTH COUNTY'S SCHOOL CALENDAR, AND SHE LOOKED TO SEE HOW MANY SHE HAD ALL THE CHRISTMAS.
BECAUSE IT'S NOT SALARY AND IT'S NOT BENEFITS WE'RE IN S MAC.
>> I DON'T KNOW. [OVERLAPPING]
>> WE REALLY ARE TO THE POINTS WHERE SOMETIMES IT'S THE THINGS YOU DON'T EVEN THINK ABOUT OR WHAT MAKES THE DECISION.
NO ONE'S SITTING HERE WHEN YOU PASS A CALENDAR FOR NEXT YEAR GOING THIS AS A RECRUITING TOOL.
THAT'S NOT THE PURPOSE OF IT. YOU KNOW WHAT I MEAN?
>> I'LL TELL YOU THAT AFTER THIS.
>> [LAUGHTER] I'M JUST CURIOUS.
>> I DO WANT TO HAVE GOOD MARKS.
I APPRECIATE YOU BRINGING THAT UP BECAUSE WE WANT TO WORK REALLY HARD AT THAT.
CULTURE AND CLIMATE MARK, THEY ABSOLUTELY DO.
WE TALKED ABOUT THIS WITH ANS AND THE PRINCIPALS.
BUT IT'S THE NATURE OF THE POSITION YOU'RE IN.
WHEN YOU'RE IN A LEADERSHIP ROLE, YOU DON'T GET A BAD DAY IN THE COMMUNITY, YOU DON'T.
YOU DON'T GET A BAD DAY AT THE BATTLEFIELD, YOU DON'T GET A BAD DAY AT WALMART, YOU DON'T GET A BAD DAY BECAUSE YOU'RE ALWAYS THE FACE OF WHETHER IT'S ME, WHETHER IT'S A PRINCIPLE, WHETHER IT'S ROBIN HR.
AS BOARD MEMBERS WERE ALWAYS THE FACE OF WHERE WE ARE IN EVERY TOUCH POINT WITH SOMEONE IS AN OPPORTUNITY FOR RECRUITMENT TO EITHER ATTRACT OR PUSH AWAY.
IT'S US TRYING TO KEEP THAT IN MIND.
AGAIN, WE'VE TALKED ABOUT THIS AT ANS AS WELL, THAT WE SET THE TONE AND WE SET THE TONE WITH THE STAFF, WE SET THE TONE WITH PARENTS, WE SET THE TONE WITH ANYBODY WHO'S LOOKING.
IF THEY WANT TO COME HERE OR NOT.
IT'S WHAT BUZZ DO YOU GENERATE ABOUT THE WORK YOU'RE DOING.
WHAT BUZZ DO YOU GENERATE ABOUT WHAT YOU'RE TRYING TO LEAD AND YOU'RE BUILDING AND WHAT YOU'RE TRYING TO LEAD WITH YOUR KIDS.
THAT'S WHAT EXCITES PEOPLE BECAUSE IT'S NOT THE MONEY.
[INAUDIBLE] MENTIONED THAT EARLIER SHE'S RIGHT.
IT'S NOT THE MONEY, IF ROB SAID WE'RE COMPETITIVE, BUT WHAT MAKES US DIFFERENT TO GET PEOPLE TO WANT TO BE HERE,
[02:25:04]
WHERE WE WANT THEM TO BE HAPPY TEACHING HERE AND WORKING ON.NOT THAT EVERY DAY MAKES YOU HAPPY, BUT WHAT MAKES US ONE CUT ABOVE SOMEONE ELSE? THANKS FOR RAISING THAT POINT.
>> THANK YOU. IF THERE ARE THINGS, YOU ARE GOING TO PROFESSIONAL DEVELOPMENT OPPORTUNITIES, WE MADE CONFERENCES AND THINGS LIKE THAT.
IF THERE ARE THINGS THAT ARE BROUGHT UP, PLEASE, I DON'T HAVE ALL THE ANSWERS, I DON'T PRETEND TO HAVE ALL THE ANSWERS, BUT WE'RE GOING TO TRY SOME THINGS.
WE'RE GOING TO DO WHAT RESEARCH SAYS IS THE BEST.
BUT PLEASE BE PART OF THE CONVERSATION AND IF YOU EVER WANT TO GO RECRUIT, [LAUGHTER] JUST LET ME KNOW.
WE'LL GET YOU TRAINED AND WE'LL GET TO YOU ON A TEAM TO GO TELL THE STORY AND BRING PEOPLE IN.
BUT IT REALLY IS ABOUT RELATIONSHIPS AND THAT'S WHERE WE ARE.
>> I THINK THAT THEY TREND OF TEACHER SHORTAGE COULD CONTINUE NOT YET.
WHO KNOWS WHERE IT'S GOING TO BE IN FIVE YEARS OR TWO YEARS.
THIS HAS BEEN AND CONTINUES TO BE A TREND OR IS THAT GOING TO REVERSE OR MORE? YOUNG PEOPLE ARE GOING TO GO TO COLLEGE AND MAJOR IN EDUCATION.
HARD TO FORECAST SO WHAT YOU HAVE TO PREPARE FOR [OVERLAPPING] THAT CPK.
THE TRIAL WOULD BE HOW MANY FRESHMEN WHO ARE MAJORING IN EDUCATION. THANK YOU. EXCELLENT.
>> HAVE YOU EVER HAD SHORTAGE SPAN.
>> I THINK THERE'S A COUPLE OF THINGS GOING ON THOUGH THAT I DON'T KNOW IF I'VE EVER HAPPENED BEFORE.
WE HAVE A SHORTAGE. WE'VE HAD SHORTAGES.
BUT AT THE SAME TIME WE'RE HAVING A SHORTAGE.
IF WE HAD A SHORTAGE AND I HIRED 45 PEOPLE, OR I HIRED 62 BECAUSE THE BLUEPRINT IS ASKING US TO EXPAND.
OUR PRE-K 3 EXPANSION GRANT GOT APPROVED, BUT IT WAS APPROVED AFTER JULY 15.
GUESS WHAT JULY 15 IS? I CAN'T HIRE A TENURED TEACHER FROM ANY OTHER COUNTY IN MARYLAND TO NEW POSITIONS.
>> IT IS. IT'S THE TRADE DEADLINE.
ENROLLMENT CALLS US TO HIRE ADDITIONAL PRE-K. WE'RE EXPANDING AT THE SAME TIME THAT THERE IS A SHORT, I DON'T KNOW THAT THAT'S BEEN THE NORM BEFORE THEN.
NOW WE'RE GOING TO EXPAND AND THERE'S A SHORTAGE IN TWO YEARS, WE'RE GOING TO MAKE IT HARDER TO GET ON THE PLAYING FIELD.
THE PERFECT STORM A LITTLE BIT.
I THING THAT I DON'T KNOW THAT THE SHORTAGE IS WORSE THAN IT HAS BEEN IN THE PAST.
I THINK THERE ARE CIRCUMSTANCES THAT PLAY [OVERLAPPING]
>> THERE'S SOME [OVERLAPPING].
>> THERE'S SOME COLLEGE ENROLLMENT CIRCUMSTANCES THAT WERE VERY REAL.
THIS YEAR'S GRADUATES WERE THE KIDS WHO WOULD HAVE STARTED COLLEGE.
THAT FIRST COVID YEAR, WHICH DID LEAD TO DECREASE COLLEGE ENROLLMENT.
WE'RE SITTING ONE ABOUT YEAR THREE OF PUBLIC ED BEING THE NATIONAL PINATA WHEN IT COMES TO POLITICS.
>> THEN THREE YEARS OF THAT DOES NOT PLAY WELL WITH CONVINCING PEOPLE TO GET INTO IT.
I KNOW I SHARED WITH THE BOARD OF THIS WEEKEND THE UPDATE THAT WAS VERY POSITIVE AT THE ECONOMIC DEVELOPMENT MEETING THIS PAST WEEK ABOUT HIRING STARTING TO COME BACK AND LOCAL BUSINESSES, WHICH IS GREAT.
BUT THIS IS THE FIRST TIME THEY'VE TALKED ABOUT STARTING TO SEE MORE APPLICANTS AND THEN WE STARTED SEEING SOME SUPPORT ROLES.
BUT IT IS JUST THIS MONTH BECAUSE LABOR MARKET, BECAUSE [INAUDIBLE] HAS BEEN DOWN EVERYWHERE IN THE LOW 60S, 62% AND FOR THE LAST YEAR.
I THINK THAT CONTRIBUTES TO JUST THERE'S THIS FOLKS NOT GETTING IN SOME REASON.
BUT WE'VE HIRED A LOT OF SUPPORTS THAT IN THE LAST FOUR WEEKS.
LOCAL, OUR GRADUATES, SOME OF THEM VERY RECENT GRADUATES WHO COME IN THE DOOR AND SAY, CAN YOU HELP ME FIND A PROGRAM BECAUSE THIS IS WHAT I WANT TO DO.
YES. LET'S GO. WE'RE GOING TO WALK WITH THEM AND IT MIGHT NOT BE A TRADITIONAL FOUR-YEAR TRACK.
WE ARE GOING TO WALK WITH THEM BECAUSE THAT'S FROM THE GET-GO, THAT'S WHAT THEY WANT TO DO.
TO ME, THAT'S THE BASKET TO REALLY INVEST IN.
>> WE HAVE REMAINING UPCOMING MEETINGS AND EVENTS ARE NEXT MEETING
[3. Upcoming Meetings/Events]
[02:30:02]
OF THIS BOARD IS NOT OUR NORMAL [OVERLAPPING] TAKE BECAUSE OF THE WEB CONFERENCE WITH THE FOLLOWING WEEK.THEN OUR WORK SESSION WILL BE THE WEEK AFTER THAT.
>> YES. I'M GOING TO BE IN CALIFORNIA.
>> I WON'T BE ABLE [LAUGHTER] [OVERLAPPING] TO TAKE A ROCKET AND MAYBE GET HEARING THEM GO BACK, BUT I'LL FEEL A BE AT THAT MEETING.
MAYBE THAT'S THE WORK THAT ZOOM IN BUT THAT'S MAYBE NOT EVEN POSSIBLE. SOMEBODY WHO LAUGHED IT.
>> YEAH. TWO-WEEK TURNAROUND TOOK ME TO THE MAIN.
WHAT OTHER THINGS DO WE HAVE THAT I'M NOT MENTIONING EVENTS MEETINGS WE HAVE THE [OVERLAPPING] THERE KEEP UP-TO-DATE WITH HIS BEST AS POSSIBLE.
>> BUT I'LL BE THERE INTERMITTENTLY WITH MONEY'S NOT STAY OUT TILL [INAUDIBLE].
>> I NOTICED ON ONE OF THE THINGS THEY TALKED ABOUT SOMETHING THAT WAS GOING ON A FRIDAY NIGHT.
I THINK THEY'D CUT AND PASTE BLACK [OVERLAPPING] [LAUGHTER] FRIDAY NIGHT.
THIS THING ENDS ON WEDNESDAY [LAUGHTER] THEN WE GOING TO BE THERE.
WE'LL DO WELL-ATTENDED. WHEN I SAW THAT I SAID, I'M NOT THE ONLY ORDER MAINTENANCE DATE.
[LAUGHTER] UNLESS THERE'S ANYTHING ELSE WE ARE AT THE POINT FOR ADJOURNMENT.
ANYONE WANTS TO MAKE THAT MOTION PLEASE.
>> WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.