>> HERE WE GO. WELCOME, [1. Opening Items] [00:00:04] EVERYBODY TO THE BOARD WORK SESSION. TUESDAY, NOVEMBER 19TH, SIX O'CLOCK PLUS 25 SECONDS. GREAT TO HAVE ALL OF YOU HERE. WE ARE OFFICIALLY OPEN. WE HAVE THE WHOLE BOARD HERE, WHICH IS WONDERFUL, AND WE ALSO HAVE A MEMBER-ELECT SITTING IN OUR AUDIENCE. WELCOME, AND WELCOME STAFF. LET'S BEGIN WITH THE PLEDGE OF ALLEGIANCE. >> >> THANK YOU VERY MUCH. WE HAVE SOME REALLY GREAT UPDATES HERE AND ONE INDIVIDUAL ACTION ITEM TONIGHT, BUT ALL ON OUR AGENDA, AND NEED A MOTION FROM SOMEBODY ON THE BOARD TO APPROVE THE AGENDA. >> I MOVE THAT WE APPROVE THE AGENDA FOR TONIGHT. >> DO WE HAVE A SECOND? >> SECOND. >> ALL IN FAVOR? >> AYE. >> WE HAVE AN AGENDA. WHICH MEANS WE CAN GO TO THE INDIVIDUAL ACTION ITEMS, [2.01 Revised FY26 Capital Improvement Program (CIP)] AND I THINK THAT'S MR. MENGEL. >> YES. MR. MENGEL WILL WILL BE PRESENTING THIS EVENING. THIS IS IN ADDITION TO OUR AGENDA, WHICH IS THE REVISED CAPITAL IMPROVEMENT PROGRAM. THE BOARD APPROVED THE CIP IN SEPTEMBER. MR. MENGEL HAS BEEN WORKING WITH THE INNER AGENCY ON SCHOOL CONSTRUCTION, THE IAC. THEY KNOW THAT THERE IS A BUILD PROJECT THAT WE HAVE ON THE HORIZON. AFTER WORKING WITH THEM AND LOOKING AT THE CIP, THEY SUGGESTED SOME REVISIONS. MR. MENGEL IS HERE TO SHARE THOSE REVISIONS TONIGHT FOR THE BOARD'S CONSIDERATION AND APPROVAL, AND THEN THEY WILL GO TO THE COUNTY COMMISSIONERS ON TUESDAY OF NEXT WEEK, RIGHT BEFORE THANKSGIVING FOR THEIR APPROVAL AS WELL. MR. MENGEL. >> GOOD EVENING. PRESIDENT BARTON, MEMBERS OF THE BOARD, DOCTOR SIMMONS, AND IT JUST KIND OF HIT ME A SECOND AGO. THAT'S PROBABLY THE LAST TIME I'LL BE ADDRESSING THE BOARD THAT WAY. >> OH, MY GOD. >> RICK, THANK YOU FOR YOUR GUIDANCE AND YOUR LEADERSHIP OVER THE PAST COUPLE OF YEARS. MUCH APPRECIATED. >> YOU'RE WELCOME. THANK YOU. >> WE'LL SEE YOU AROUND I'M SURE. >> YEAH. I'M NOT GOING TOO FAR AWAY. >> WHAT I HAVE FOR YOU IS THE UPDATED THE REVISED FY 26 CIP. AS DR. SIMMONS ALLUDED TO, IT IS BECAUSE OF THE NEW SCHOOL BUILD THAT WE'RE EMBARKING ON. A LOT OF CHANGES HAD TO COME ABOUT. WHEN I PRESENTED TO YOU BACK IN SEPTEMBER, THERE WAS A LOT OF TALK ABOUT THE BUILD. IT'S AMAZING HOW FAST TO MUCH THINGS CAN CHANGE VERY DRASTICALLY. I AM TOTALLY IMMERSED IN THIS BUILD, AND AS A RESULT OF IT, I'M LEARNING AN AWFUL LOT. MY LEARNING CURVE IS STRAIGHT UP. IT'S EVERY DAY IS A TOTAL ADVENTURE ON HOW TO PLAN AND HOW TO FIGURE THIS WHOLE THING OUT. WHAT YOU'RE GOING TO SEE ON THE ADJUSTMENTS FROM SEPTEMBER'S TO NOW ARE PRIMARILY BECAUSE OF THE BUILD. THERE IS ONE EXCEPTION. OUR NUMBER 1 PRIORITY, THE FIRST LINE, THERE'S THE DENTON ELEMENTARY SCHOOL HVAC CHILLER SYSTEM. WE'VE BEEN HAVING SOME PERY CONVERSATIONS WITH SOME VENDORS AND SOME SUPPLIERS, AND WE'RE STARTING TO HEAR THAT THE $400,000 THAT WE HAD ESTIMATED FOR THAT PROJECT IS PROBABLY GOING TO BE A LITTLE TOO LOW. WE'VE UPPED THE 500,000. THAT'S WHAT WE'RE SAYING THAT THEY EXPECTED TO COME IN. NOW WE SIT HAVE TO GO THROUGH A BID PROCESS AND SEE HOW THAT ALL WORKS, BUT I FEEL MORE COMFORTABLE. ACTUALLY OUGHT 400 MIGHT HAVE BEEN A LITTLE LOW UNTIL WE START TALKING TO SOME OF THE MORE EXPERTS IN THE FIELD, THEY'RE SAYING MAY WANT TO GO UP A LITTLE BIT. WE'RE GOING TO TAKE ADVANTAGE OF THIS OPPORTUNITY TO BUMP THAT A LITTLE BIT. LINES 2 AND 3 ARE VERY SIMILAR TO KNOWLEDGE WHAT THEY WERE BACK IN SEPTEMBER, EXCEPT THEY CALLED SOMETHING DIFFERENT. LINES 2 AND 3 BACK SEPTEMBER CALLED THE NEW BUILD FEASIBILITY STUDY AND THE NEW BUILD ESPC STUDY. I HAD BUDGETED FOR $100,000 FOR EACH STUDY. WHEN TALKING TO THE IC ON FRIDAY AND I GOT A HUGE TIP FROM THE IUC AS TO WHAT WE CAN DO WITH SOME OF OUR FUNDING AND HOW WE CAN WORK OF FUNDING. IT'S NOT GOING TO BE CALLED THE FEASIBILITY STUDY OF ESPC STUDY, IT'S GOING TO BE CALLED EARLY PLANNING AND DESIGN. IF YOU NOTICED THE DOLLAR AMOUNT FOR THOSE TWO LINES HAVE GONE UP DRAMATICALLY. NOT NECESSARILY SAYING THAT THESE ESPCS AND FEASIBILITY STUDY TO COST THAT MUCH. THE IC JUST LIKE GROUP THINGS IN BIGGER BUCKETS. THEY'RE CALLED EARLY PLANNING AND DESIGN. WHAT DOES THAT ALL COMPASS? $65,000 IS GOING TO GO TOWARDS A COMPANY THAT I'M GOING TO BE CONTRACTING WITH. IT'S A CONSULTANT. IT'S CALLED EDUCATION FACILITIES PLANNING, LLC. I DON'T KNOW IF YOU GUYS ARE AWARE OR KNOW DR. LEVER. HE USED TO BE THE EXECUTIVE DIRECTOR OF THE IC TWO DIRECTORS AGO, [00:05:01] PROBABLY ABOUT 10 YEARS AGO, MAYBE 10, 12 YEARS AGO. VERY WELL VERSED IN ICS PRINCIPALS AND THE WAY THEY DO THINGS. EVEN WITH ALL THE CHANGES OF THE PAST TWO DIRECTORS HAVE COME IN AND DONE, HE HAS STAYED ON TOP OF WHAT'S GOING ON INSIDE THE IC AND HE HAS A VERY GOOD BUSINESS WITH OTHER SCHOOL DISTRICTS HELPING THEM BUILD THEIR NEW SCHOOLS. HE'S ACTUALLY WORKING ON KENT COUNTY'S MIDDLE SCHOOL RIGHT NOW. VERY INVOLVED WITH THAT. $65,000 GOES TO HIS COMPANY TO DO THE ESPCS PORTION OF THIS BUILD. THEN THERE'S GOING TO BE AN ARCHITECTURAL ENGINEERING SERVICE THAT WE HAVE TO SOLICIT OUT APPROXIMATELY $4,000 PER SOLICITATION. I WENT WITH THREE JUST BECAUSE WE DO THREE, WHEN WE DO BIDS, WE DO OUR QUOTES, WE LOOK TO TRY AND LOOK FOR THREES, AND SO $12,000 THERE IS WHAT I'M THINKING. THE FEASIBILITY STUDIES IS GOING TO BE ABOUT $90,000. WHERE DID I GET THAT NUMBER FROM? DR. LEVER JUST GOT DONE DOING THE MIDDLE SCHOOL AT KENT COUNTY. ABOUT 18 MONTHS AGO, THAT BILL WAS $86,000. I FIGURED IN THE LAST 18 MONTHS, PRICE IS BY GOING UP A LITTLE BIT. I FEEL SAFE SAYING THAT 90,000 IS WHERE THE FEASIBILITY STUDIES GOING TO STAND. THE CONSULTANTS ARE ALSO GOING TO BE INVOLVED POSSIBLY IN FUTURE CIP DEVELOPMENTS PER THE BUILD. WHAT I HAVE HERE FOR YOU AND WHAT I'VE BEEN GIVEN TO YOU FOR THE LAST SEVERAL YEARS IS JUST LINE ITEMS BECAUSE OUR PROJECTS WE STILL A LOT OF MONEY, $3, $4, OR $5 MILLION. PRETTY MUCH ALL ENCOMPASSING ONE PROJECT LIKE A ROOF. I DON'T KNOW FOR CERTAIN, BUT I'M SURE THE IC IS GOING TO WANT TO SEE SOME OF THESE BUCKETS POURED OUT AND BROKEN UP INTO MORE DETAIL DOWN THE ROAD. I DON'T KNOW WHAT THAT'S GOING TO LOOK LIKE IN TERMS OF WHAT CIP REPORT WILL BE PER YEAR. BUT DR. LEVER AND HIS COMPANY ARE GOING TO BE AVAILABLE TO ME TO HELP PUT THAT TOGETHER TO MEET THE IC STANDARDS. I'M SURE THEY'RE GOING TO BE LOOKING FOR. THE OTHER THING THAT THEY WILL BE DOING, ALSO IS THEY'LL BE REVIEWING AND DESIGNING THE OTHER DOCUMENTS SUBMITTED BY THE ARCHITECT AND THE ENGINEERING FIRM. THIS WILL INCLUDE SCHEMATIC DESIGNS, DESIGN DEVELOPMENT, CONSTRUCTION DOCUMENTS. THEY'LL ACTUALLY BE VERY INVOLVED IN THE BID SOLICITATION FOR A GENERAL CONTRACTOR, AS WELL AS SOME OTHER A&E DOCUMENTS. ALL THAT PUT TOGETHER, IT'S CALLED EARLY PLAN DESIGN, WHEREAS TWO MONTHS AGO, WE JUST CALLED IT SEPARATE STUDIES. IT'S GOING TO BE ABOUT $190,000. I WAS PRETTY CLOSE TO MY ESTIMATE TWO MONTHS AGO IS WHERE WE'RE AT NOW. NOW, IF YOU GO OVER, YOU LOOK AT THE ACTUAL CIP, THE REVISED HERE, YOU'LL SEE THAT THE NUMBERS ARE 2.75 MILLION FOR THIS FISCAL YEAR, ANOTHER 2.75 MILLION FOR NEXT FISCAL YEAR. WHAT I LEARNED WAS THAT THE IC HAS A MINIMUM ALLOTMENT FOR CAROLINA COUNTY EACH YEAR ANNUALLY FOR $2.75 MILLION WORTH OF PROJECTS. WHETHER I USE IT OR NOT, IT'S THERE. IF I DON'T USE IT ALL, IT GETS ROLLED OVER TO NEXT YEAR. THE WAY THE SESSION IS OF THIS PROJECT IS TWO YEARS OF PLANNING AND DESIGN, TWO YEARS OF A BUILD, AND SIX MONTHS TO EIGHT MONTHS OF A MOVEMENT PROCESS. ALL THIS MONEY EVENTUALLY IS GOING TO ROLL DOWN INTO THE ACTUAL BUILD ITSELF. I'M ESTIMATING ABOUT $200,000 FOR THE EARLY PLANNING AND DESIGN, BUT I'M GOING TO GET $2.75, SO I HAVE 2.5 LEFT. THAT'S GOING TO ROLL INTO NEXT YEAR. THEN ALL THAT WILL BE ABOUT $5 MILLION. WHATEVER I DON'T USE FOR THAT, WE'LL GET ROLLED INTO THE ACTUAL BUILD ITSELF. IT'S NICE TO GIVE US FISCAL FLEXIBILITY BECAUSE I CAN TAKE THAT FUNDING AND I CAN PULL IT OUT. IF I HAVE ANOTHER EMERGENCY, LET'S SAY ANOTHER CHILLER GOES DOWN ANOTHER SCHOOL NEXT YEAR THAT WE DIDN'T SEE, AND WE NEED ANOTHER HALF MILLION DOLLARS. I CAN PULL MONEY OUT OF THAT RIGHT THEN AND THERE AND SLIDE TOWARDS THAT PROJECT WITHOUT REALLY IMPACTING THE BUILD'S FUNDING. WE'RE GOING TO GET FUNDED FOR THE BILL REGARDLESS. IT JUST GIVES US A LITTLE MORE FLEXIBILITY. SOMETHING I DID NOT KNOW FOR YEAR. [OVERLAPPING] THAT'S HOW I'M THINKING ABOUT IT. >> GOOD THING. >> IT'S A DIFFERENT PROCESS THAN WHAT WAS UTILIZED WHEN GREENSBOROUGH WAS BUILT. WHEN GREENSBOROUGH WAS BUILT AND SCHOOLS PRIOR TO THE NEW PROCESS THAT WE'RE WORKING THROUGH? I DON'T KNOW THE OFFICIAL NAME OR THE PROCESS, BUT IT WAS ALWAYS NICKNAMED BY ALL SUPERINTENDENTS AND FACILITIES PEOPLE ACROSS THE STATE AS THE BEGAFA? SOME OF YOU WHO WERE HERE, PROBABLY REMEMBER, YOU WOULD HAVE YOUR FACILITIES PERSON, YOUR SUPERINTENDENT, AND THEY WOULD GO STAND IN FRONT OF THE GOVERNOR, THE BOARD OF PUBLIC WORKS, DIRECTOR AND FORGET COMPTROLLER. YOU'D GO AND BASICALLY ARGUE WHY YOUR REQUEST IS MORE IMPORTANT THAN EVERYBODY ELSE IS IN THE ROOM? THEY WOULD ONLY BE A FUND SO MANY. YOU WOULD WAIT TO FIND OUT IF YOU GOT PICKED OR NOT. THEY NOW GO TO A FORMULA BASED ALLOCATION? IT MAKES SENSE ABOUT SENSE FOR US TO MAXIMIZE THAT FORMULA? IN THE FIRST YEARS IN THE FRONT YEARS. WE ALREADY HAVE THAT KITTY BUILDING UP TOWARDS THAT PROJECT. WE ALREADY HAVE THAT MUCH ALLOTTED TOWARDS, SO THE IAC HAS LESS DEFINED. IN 28, WHEN WE GO SHOVELS AND GROUND. [00:10:01] IF ALL GOES ACCORDING TO THE PLAN, BUT THEY HAVE LESS MONEY TO FIND, 5 MILLION LESS THAT DEFINED AT THAT POINT IN TIME. THAT'S WHERE THEY'RE THINKING AND WHY THE STRUCTURE IS IN PLACE? >> CORRECT. WE GET DOWN TO OUT OF THE EARLY PLANNING DESIGN, WE ACTUALLY GET INTO THE NUTS AND BOLTS OF THE BUILD, AND YOU'LL SEE ON LINES 4 AND 5, FY 28 AND FY 29, SOME VERY LARGE NUMBERS THERE. IT'S BEEN ESTIMATED THAT THIS BUILD IS GOING TO BE ABOUT $86 MILLION. THAT'S THE WHOLE ENCOMPASSING INCLUSIVE PROJECT FROM EARLY PLANNING DESIGN THAT WE'RE AT RIGHT NOW TO BIND THE FURNITURE, THE COMPUTERS, AND MOVE AND EVERYTHING INTO THE BUILDING AND GET IT ALL SET UP AND READY TO GO. WE CAN BASICALLY TURN THE KEY AND MOVE IN THE NEXT DAY. IT'S A BIG NUMBER. I SPLIT THAT IN HALF, 43 MILLION EACH YEAR. THE SPLIT WE'RE HOPING IT REMAINS AT ABOUT AN 8911 SPLIT, SO 89% OF THE COST WILL BE TAKEN CARE OF BY THE STATE, 11% WILL BE TAKEN CARE OF BY LOCAL COUNTY. THE STATE IS ACTUALLY, IC IS LOOKING AT THE SQUARE FOOTAGE RIGHT NOW AT 126,000 SQUARE FEET, WHICH IS VERY SIMILAR TO WHERE IT'S AT NOW FOR 900 STUDENTS. YES, I'M FULLY AWARE OF THE DEVELOPMENTS THAT COULD BE OCCURRING HERE IN DENTON OVER THE NEXT 4-5 YEARS. THAT'LL BE THE FIGHT LITERALLY TO SAY, LOOK, WE KNOW WE HAVE THIS DEVELOP THAT'S GOING TO GIVE US ANOTHER 400 KIDS, AND THIS DEVELOPS TO GIVE 100 KIDS. THIS BUILDING IS GOING TO BE OBSOLETE THE FIRST YEAR IF IT STAYS THE SAME. WE HAVE TO KIND OF WORK THROUGH THAT. THAT'S WHERE WE'RE GOING WITH THAT. JUST TO LET YOU KNOW THE CONSTRUCTION COST PER SQUARE FOOT FOR NEXT YEAR, $416 PER SQUARE FOOT. WE ARE ESTIMATING THAT TO BE FOR FY 30, WHEN WE FINISHED THE PROJECT TO BE AROUND $486 PER SQUARE FOOT. I THINK THAT'S LOW BECAUSE IF YOU RECALL WITH SOME OF THE FMP REPORTS THAT I'VE BEEN GIVING YOU GUYS THE PAST COUPLE OF YEARS, WE TOOK A HUGE JUMP IN EXPENSES FROM LAST YEAR TO THIS YEAR WITH THE CONSTRUCTION COST. WHO KNOWS WHERE THAT'S GOING TO GO IN FOUR MORE YEARS. MAYBE 486, MAYBE A LITTLE LOW. THEN THE LAST THING, YOU NOTICE, THIS IS AGAIN, A PLACEHOLDER. I'VE MOVED DOWN THE GES ADDITIONAL RELICABLE, THE EARNING COTTAGES FROM FY 27 DOWN TO ABOUT FY 29. AGAIN, IF WE GET TO A JAM, WE NEED THAT. WE HAVE THIS EXTRA FUNDS THAT WE CAN USE TO PULL THAT AROUND. I WON'T KNOW REALLY WHERE WE'RE AT WITH THAT UNTIL WE GET OUR ENROLLMENT TRENDS LATER IN MAY. WE START DIGESTING THAT A LITTLE BIT AND SEEING WHERE THE TREND IS GOING TO BE. THE TREND DOES APPEAR TO BE STILL GROWING, BUT NOT AT THE EXCESSIVE RATE THAT HAS GROWN IN THE LAST 3-4 YEARS. DEFINITELY BEEN A HUGE SPIKE IN THE LAST COUPLE OF YEARS AND IT'S WE CALL IT A FLATTENING OUT. IT'S STILL GOING TOE TO RISE, BUT AT A MUCH LESSER RATE THAN WHAT IT HAS BEEN. WE MAY BE OKAY WITHOUT HAVING TO GET THE LEARNING COTTAGES. BUT AGAIN, IT'S JUST A PLACEHOLDER. I WOULD RATHER GET TROUBLE AND TAKE A LOT OF HEAT FOR IT UP FRONT AND BE TRANSPARENT WITH EVERYBODY. THEN HAVE TO BE DECEITFUL AND HIDING IT, AND THEN ALL OF A SUDDEN, GUESS WHAT WE NEED TO DO NEXT YEAR. I KNOW I'LL TAKE A LOT OF HEAT IF THAT HAPPENS. THAT'S WHERE THAT IS AT RIGHT NOW. THAT IS ALL I HAVE. AGAIN, I'M SEEKING YOUR APPROVAL FOR THE ACCEPTANCE AND APPROVAL OF THE FY 26 CIP REVISION. ARE THERE ANY QUESTIONS? >> WITH THE THE FUNDING. AS WE HAVE IT. THE FUNDING IS FOR SURE. DO YOU DON'T HAVE TO WORRY ABOUT IT BEING REALLOCATED, OR? >> THE SURE IS THE FUNDING FORMULA ALLOCATION. THE 2.75. THAT'S SURE. THE 43? NO. BECAUSE IT'S FORMULA BASED ALLOCATION RIGHT NOW. THE FIRST PART OF THE PLAN, ONE AND TWO, I'M SURE OF THREE, I'M FAIRLY SURE OF BECAUSE THE IAC HAS BEEN FLAT FUNDED THE LAST FEW YEARS. WE ALL KNOW WHAT'S LOOMING IN ANNAPOLIS. >> FAVORABLE COMMENTS THAT IUC AWARE OF THIS PROJECT. THEY WANT TO SEE THIS THROUGH. THEY REALIZE THAT EVERYBODY'S GOT IN THE SAME BODY WE ARE, BUT THEY ARE GIVING CAROLINA COUNTY THE ATTENTION THAT YOU DESERVE. THAT'S GOING TO BE IN A COUPLE OF YEARS WHEN WE GET TO THESE BIGGER NUMBER OF YEARS. I DON'T KNOW, BUT AS OF RIGHT NOW, VOCALLY, THEY'RE TELLING ME WE'RE COMMITTED TO YOU. >> WHAT WE WILL SEE IF APPROVAL GOES THROUGH, WHEN WE GET TO THAT POINT, WE WILL START MOVING INTO THE NEXT PHASE WHERE WE'LL HAVE DR. LIVERS COMPANY, HIS GROUP WORK THROUGH AND START DOING THEIR PRELIMINARY WORK ON THE ED SPEC STUDY. ED SPEC IS THE FIRST PIECE, WHICH IS BASICALLY COLLECTING ALL THE INFORMATION THAT SAYS WHAT YOU NEED IN A MODERN MIDDLE SCHOOL. [00:15:02] MIDDLE SCHOOL BEING BUILT IN 2028, WHAT SHOULD IT LOOK LIKE? WHAT ARE THE STANDARDS THAT IT SHOULD BE BUILT AROUND AND THEY BUILD OUT THIS BIG DOCUMENT THAT'S PROBABLY ABOUT THIS STICK. I'LL TALK ABOUT THE LIGHTING AND THE CLASSROOM SIZE AND ALL THOSE THINGS. AFTER THAT, THEY DO THE FEASIBILITY STUDY, WHICH THE FEASIBILITY STUDY IS THE VERY IMPORTANT STUDY FOR US THAT TALKS ABOUT, CAN THE EXISTING SITE BE RENOVATED TO MAKE THAT MODERN MIDDLE SCHOOL WORK THERE WITH ALL THE MODERN NEEDS WE NEED FOR INGRESS, EGRESS, AND OTHER THINGS, AND IF NOT, PART OF THAT FEASIBILITY STUDY IS WHAT IS AVAILABLE LANDWISE IN THE COUNTY THAT WOULD BE AN IDEAL LOCATION? THEY MAY GIVE A COUPLE. BUT THEY WILL GO THROUGH THAT PIECE. THE FEASIBILITY HAS TO BE DONE BEFORE WE CAN LOCK IN ON A LOCATION. >> OF WHERE THAT BUILD AND WHETHER IT'S RENTAL OR A BRAND NEW BUILD AND THAT WOULD BE THE NEXT PHASE, BUT THE ED SPECS WOULD START THEIR PROCESS IN DECEMBER WITH DOING THEIR STUDY PIECE, AND THE FEASIBILITY WOULD TAKE PLACE ALSO OVER THIS SPRING. THEY WOULD BE WORKING ON THOSE TWO DOCUMENTS TO TRY TO GET THINGS TOGETHER. >> WE'RE HITTING THE GROUND ON THAT. >> YES. THE IC AGAIN, THEY GAVE US A FAVORABLE PIECE AND IT WAS LIKE, WE WANT YOU TO EDIT THIS BECAUSE WE WANT TO HIT IT FRONT AND SO WE THOUGHT WE HAVE ANOTHER ABOUT SIX MONTHS AND THEY WERE LIKE, WE THINK WE CAN. LET'S LACE UP AND DR. LEVER AND HIS TEAM WOULD BE ON SITE AND LITERALLY WE COME BACK FROM THANKSGIVING BREAK AND HE'S THERE ONE MORNING WATCHING ALL THE BUSES ARRIVE BECAUSE HE WANTS TO SEE HOW TRAFFIC PATTERNS ARE FIRST. THEY'RE READY TO START [LAUGHTER]. >> THAT'S LIKE HOME SERVICES. >> LET'S GET THERE ABOUT 6:45. >> THEN THE END OF THE DAY TOO. >> I DID HAVE THE OPPORTUNITY TO WORK WITH HIM ON SOME OF THE KENT COUNTY WORK AND HE'S GREAT. >> YES. >> TOOK ME A SECOND TO REMEMBER WHO [OVERLAPPING]. >> I'VE WORKED IN THE PAST IN PREVIOUS COUNTIES. HE'S A GOOD GUY. >> HE HELPED US WITH GREENSBOROUGH. HE'S HELPED US WITH COLONEL HIGH BACK IN THE DAY. HE HELPED WITH THAT. HE WAS ACTUALLY AT THE OR WHATEVER IT WAS CALLED THEN. HE WAS WITH THE HB SCHOOL CONSTRUCTION PROGRAM VERY GOOD AND THOROUGH INDIVIDUAL. >> YES. >> THAT'S GOOD NEWS, IT'S SO SOON. >> HE WANT TO START NOVEMBER 1ST AND I WAS LIKE. >> WE'VE GOT APPROVALS, WE'VE GOT TO GET THROUGH. WE CAN'T GO THAT QUICK. >> CAN WE PUSH IT BACK IN THREE MONTHS. >> AGAIN, IT'S NO GUARANTEE IN FY20 WE HAVE A SHOVEL ON THE GROUND ANYWHERE. BUT THIS IS WHERE IT STARTS. >> IF YOU GET TO 28 AND THAT GETS DELAYED, AT WHAT POINT OR IS THERE A POINT AND I DON'T EXPECT YOU TO KNOW THE ANSWER, IS RHETORICAL QUESTION. IF THAT KEEPS GETTING PUSHED OUT, AT SOME POINT, THE PRELIMINARY WORK BEGINS TO GET DATED THAT THAT MONEY WOULD HAVE BEEN WASTED SO WHOEVER IS DECIDING THROUGH THEIR PROCESS TO KEEP PUSHING IT OUT, THEY'RE RISKING HAVING TO DO THAT WORK ALL OVER AGAIN. >> CORRECT. >> YES. >> THEY WON'T KEEP KICKING THAT CAN DOWN THE ROAD TOO FAR. THEY CAN PUSH OUT A YEAR. I'VE SEEN THAT HAPPEN WITH OTHER CONSTRUCTION PROJECTS, WE DON'T HAVE THE MONEY FOR THIS YEAR. WE BETTER DO IT NEXT YEAR. CERTAINLY NOT MORE THAN TWO YEARS OUT CONCLUDING THE PRELIMINARY REPORT HAS TO BE DONE AGAIN OR AT LEAST SOME OF IT. IT LOOKS LIKE THERE'S GOING TO BE A NEW SCHOOL. >> AT SOME POINT. >> HOLD MY BREATH. [OVERLAPPING] >> VERY GOOD. THERE'S NO OTHERS QUESTIONS, COMMENTS. WE NEED A MOTION TO APPROVE. >> I JUST WANT TO THANK BILL FOR FINDING THAT EXTRA MONEY THAT WE DIDN'T HAVE. >> IT WAS A GREAT SURPRISE [OVERLAPPING]. >> GIVE ME ALL YOUR MONEY. YOU DON'T GIVE UP FREE STUFF. >> IS THAT A MOTION? >> THAT'D BE A MOTION. [LAUGHTER]. >> MOTION TO ACCEPT A SECOND. >> SECOND. >> NO FURTHER DISCUSSION SO ALL IN FAVOR. >> AYE. >> GREAT APPROVAL. >> THANK YOU VERY MUCH. >> THANK YOU. >> THANKS FOR JOINING US TONIGHT FOR THAT. >> THANK YOU. [3.01 Pillar 3 & 5 Update] >> NOW WE HAVE SOME UPDATES FOR A BLUEPRINT, PILLAR 3 AND 5. >> YES. WE'RE GOING TO CONTINUE OUR WORK WITH THE BOARD. WE COULDN'T LET MR. BARTON GET OUT OF HERE WITHOUT HAVING ANOTHER BLUEPRINT UPDATE. >> MAKES ME VERY HAPPY BECAUSE THEY'VE BEEN REALLY EXCELLENT. >> THERE'S BEEN A LOT OF GREAT WORK DOING, SO AS DR. DOWN'S TEAM IS ASSEMBLING. TONIGHT, WE'VE ALREADY GIVEN THE BOARD UPDATE ON PILLAR 1 AND PILLAR 2, I BELIEVE. TONIGHT WE'RE GOING TO UPDATE ON PILLAR 3 AND 5. PILLAR 3 IS THE CCR PILLAR, COLLEGE AND CAREER READINESS. IT IS ALSO THE PILLAR THAT'S NOT HIGH SCHOOL CCR. [00:20:04] WE STARTED PRE KK RIGHT ON UP, SO WE'VE GOT OUR LITERACY TEAM WITH US, OUR MATHEMATICS TEAM TONIGHT, OUR CCR PILLAR. WE'VE GOT EVERYBODY HERE TONIGHT AND THEN AFTER THEY WOW YOU WITH WHAT THE GREAT WORK WE'VE BEEN DOING THERE AND WHAT'S COMING ON THE HORIZON, I WILL BORE YOU WITH PILLAR 5, WHICH IS THE ACCOUNTABILITY PILLAR AND WE'LL CLOSE OUT ON THAT TONIGHT. SO I'M GOING TO PASS TO DOCTOR DENNIS AND LET HER GET US STARTED. >> GOOD EVENING PRESIDENT BARTON, DR. SIMMONS AND BOARD. THIS PRESENTATION WILL GIVE YOU AN UPDATE OF WHAT WE'RE DOING WITH PILLAR 3. WE ARE SUPER PROUD THAT OUR BLUEPRINT WAS APPROVED, AND WE WERE RECOGNIZED FOR A LOT OF INNOVATIVE WORK THAT WE WERE DOING BECAUSE WE TRULY DID TAKE THE SPIRIT OF BLUEPRINT AND SAY, LOOK AT WHAT WE'RE DOING AND REALLY DO A DEEP DIVE AND SEE HOW WE DO THINGS DIFFERENTLY. RATHER THAN JUST TRY TO RETROFIT OR COPY PASTE AND SAY, WELL, IT'S ALREADY HAPPENING. WE REALLY DID DO SOME REFLECTION. ONE OF THE FIRST THINGS I'D LIKE TO SHARE IS THAT WE WANT TO MAKE SURE THAT IT'S EVIDENT THAT OUR BLUEPRINT WORK IS NOT SOMETHING IN ADDITION TO THAT IT'S INTERWOVEN AND EMBEDDED IN THE WORK THAT WE ALREADY HAVE BEEN DOING AS IT RELATES TO STUDENT OUTCOMES. IF YOU LOOK AT THE VISUAL HERE THAT WE'VE BEEN USING THIS VISUAL FOR A COUPLE OF YEARS NOW, IT SHOWS THE ALIGNMENT TO THE BLUEPRINT FOCUS AREAS AND THE PILLARS WITH OUR STRATEGIC PLAN. NOT PICTURED HERE, THEY ALSO FIT WITH DR. SIMMONS GOALS. CONSISTENTLY REFLECTING ON WHAT THE SUPERINTENDENT GOALS ARE, THE GUIDING PRINCIPLES THAT WERE PROVIDED A COUPLE OF YEARS AGO, I THINK THEY WERE EIGHT AND THEN STRATEGIC PLAN THAT THE COUNTY IS CONSISTENTLY USING AS OUR FRAMEWORK FOR STUDENT OUTCOMES AND SUCCESS. THIS VISUAL CONTINUES TO BE ELEVATED AS WE MAKE SURE THAT EVERYTHING IS CONNECTED. AGAIN, WE TALKED ABOUT THIS LAST YEAR. WE'RE NOT SAYING BLUEPRINT, IS THE CAROLINA COUNTY WAY, AND IT'S HOW WE'RE MAKING THINGS WORK WHEN IT COMES TO ALL THE PILLARS OF THE BLUEPRINT. THE OTHER THING THAT I WANTED TO SHARE IS THAT WHEN WE'RE LOOKING AT PILLAR 3, WE'RE TALKING ABOUT THIS GROUP HERE, WE'VE GOT DOCTOR RONEN BOSCH, WHO'S OUR MAS SUPERVISOR. WE HAVE MISS HASSAN, WHO IS OUR ELA SECONDARY SUPERVISOR. SHE'S OTHER DUTIES AS ASSIGNED, BUT I'M NOT GOING TO GET IT ALL THAT RIGHT NOW. SAME THING WITH MISS KATIE ALICE FISHER, SHE'S ELEMENTARY SUPERVISOR FOR ELA, AND THEN WE HAVE MISS MCCORMICK, WHO IS OUR DIRECTOR OF COLLEGE AND CAREER READINESS. WE ALL HAVE OTHER DUTIES ASSIGNED, BUT WE MAKE IT WORK AND IT HELPS US PROVIDE AN OPPORTUNITY TO HAVE A WHOLE LENS SO THAT WE CAN START DIPPING INTO OTHER AREAS THAT HELP MAKE THINGS MEANINGFUL. WHEN WE STARTED LOOKING AT PILLAR 3, IT WAS REALLY ABOUT DELIVERY OF INSTRUCTION AND PROVIDING SUPPORTS FOR KIDS TO BE ABLE TO BE SUCCESSFUL COLLEGE AND CAREER AND WE WANTED TO MAKE SURE THAT OUR DISTRICT FOCUS, WHICH WE GENERATED A YEAR AND A HALF AGO, ALSO TIES TO THE TEACHER EVALUATION SYSTEM. TEACHERS ARE EVALUATED THROUGH CERTAIN SET OF STANDARDS, AND IN ORDER TO MAKE SURE THAT OUR WORK IS ALL GOING IN THE RIGHT DIRECTION IN ONE DIRECTION, WE ALSO HAVE A DISTRICT FOCUS THAT INCORPORATES COMPONENTS OF PILLAR 3 TO A TEACHER STANDARD. THE TWO FOCUS AREAS ARE MAKING SURE THAT A POSTED LEARNING TARGET IS IN A CLASSROOM AND IT'S ALIGNED TO THE ACTIVITIES THAT ARE HAPPENING IN THE CLASSROOM. THE OTHER ONE IS THAT TEACHERS ARE MONITORING STUDENTS TO ENSURE THAT THEY'RE ON TASK AND ENGAGE IN THE ACTIVITY. AS YOU HEAR THEM TALKING THIS EVENING, THOSE ARE THE TWO AREAS THAT WE CAPTURE IN THE WORK THAT WE'VE BEEN DOING AS WELL. WE MIGHT CHANGE THE FOCUS, BUT OVER TIME, WE'VE RECOGNIZED IT STILL IS SOMETHING WE WANT TO WORK ON AND CONTINUE TO GROW AND ELEVATE AND CONTINUE TO GET BETTER AT AS WE MOVE FORWARD AND TEACHERS SEE THAT IT'S TIED TO THEIR STANDARDS OF SUCCESS, THEY SEE THE VALUE IN THE MEANING OF IT. IT DOES DRILL DOWN FROM CENTRAL OFFICE FOCUS TO THE TEACHER CLASSROOM FOCUS. AGAIN, DR. SIMMONS HAS SHARED THAT IN THE PAST, THAT THE MOST IMPORTANT PLACE IN THE COUNTY IS A CLASSROOM. WE'VE CREATED THAT ARTICULATION AND ALIGNMENT TO WHAT THAT SHOULD LOOK LIKE AS AN EVIDENCE BASED PRACTICE. I'LL INTRODUCE MISS MCCORMICK. SHE HAS THE FIRST PART OF COLLEGE AND CAREER READINESS AND WHAT WE'RE DOING AROUND THAT WORK. >> GOOD EVENING, PRESIDENT BARTON AND AGAIN, I WANT TO JUST ECHO MR. MENGEL WORDS, THANK YOU FOR YOUR LEADERSHIP OVER THE YEARS VERY MUCH. YOU WILL BE MISSED. GOOD EVENING TO DR. SIMMONS AND BOARD MEMBERS AS WELL. TONIGHT, WE'RE GOING TO DISCUSS COLLEGE AND CAREER READINESS. OUR GOAL IS TO PROVIDE EQUITABLE, STRUCTURED PATHWAYS THAT ARE PREPARING EVERY CAROLINA COUNTY PUBLIC SCHOOL STUDENT FOR SUCCESS POST HIGH SCHOOL. [00:25:05] WHAT HAVE WE BEEN WORKING ON TO ACCOMPLISH THIS GOAL? WELL, WE'VE BEEN EXPANDING OUR ACCESS AND TRULY BUILDING OUT OUR COLLEGE AND CAREER PATHWAYS. WE'VE BEEN STRENGTHENING LEADERSHIP AND COLLABORATION WITH PARTNERS. WE'VE BEEN ENHANCING OUR CAREER COACHING WITH STUDENT SUPPORTS AND TRULY ALIGNING OUR CTE PROGRAMS AND APPRENTICESHIP PROGRAMS WITH INDUSTRY NEEDS. TO DIVE JUST A LITTLE BIT DEEPER FOR OUR DUAL ENROLLMENT AND AP PATHWAY DEVELOPMENTS, SO OUR ADVANCED LEARNING. OUR AP PATHWAYS WE'VE EXPANDED THIS YEAR WE ARE NOW OFFERING AP PRE CALCULUS. THANK YOU TO DR. VAN BACH FOR THAT. THAT IS AN ADDITIONAL COURSE. ONE THING THAT HAS TRULY HAPPENED THIS YEAR IS WE CREATED AN AP IMPLEMENTATION TEAM. THAT TEAM CONSISTS OF ADMINISTRATORS FROM BOTH HIGH SCHOOLS, SCHOOL COUNSELORS, SUPERVISORS, AS WELL AS AP TEACHERS. WITH THAT THAT TEAM IS BUILDING OUT OUR PATHWAY. WE ARE GOING TO GO WITH THE AP MARYLAND OPTION. WHAT THAT MEANS IS STUDENTS IF THEY ARE TO CHOOSE AND COMPLETE THE AP PATHWAY, THEY WOULD NEED TO TAKE FIVE AP CLASSES. THEY WOULD NEED TO TAKE TWO IN EACH OF AN AREA. THEY COULD TAKE TWO ENGLISH, TWO SPANISH, AND THEN ANOTHER OR TWO ART, TWO SOCIAL STUDIES AND ONE ENGLISH, FIVE TOTAL, BUT TWO FROM TWO DIFFERENT CONTENT AREAS. IN ORDER TO BE A COMPLETER OF THAT PATHWAY, STUDENTS WOULD NEED TO EARN A THREE OR HIGHER ON AT LEAST THREE OF THE AP EXAMS AND A GRADE OF C OR HIGHER IN ALL FIVE AP COURSES. MORE TO COME WITH THAT, THAT HAS NOT BEEN ROLLED OUT YET. THAT IS THE MARYLAND OPTION SO THAT IS WHAT WE HAVE TO DO. HOWEVER, WE HAVE NOT PUT THAT INTO ACTION YET. WE HAVE ANOTHER IMPLEMENTATION TEAM MEETING IN EARLY DECEMBER. WITH DUAL ENROLLMENT, WE ARE INCREASING OUR DUAL CREDIT COURSES WITH CHESAPEAKE COLLEGE, MEANING STUDENTS CAN TAKE A COURSE AT CHESAPEAKE COLLEGE AND ALSO EARN HIGH SCHOOL CREDIT FOR IT. THANK YOU TO ALL THE CONTENT SUPERVISORS WHO WORKED INCREDIBLY HARD LAST YEAR TO REVIEW STANDARDS DOCUMENTS AND COURSE OUTLINES FROM CHESAPEAKE COLLEGE TO SEE WHAT ACTUALLY DID ALIGN WITH WHAT WE TEACH IN CAROLINA COUNTY. WE WERE ABLE TO EXPAND THAT. WE HAVE ADDED SOME SUPPORTS FOR STUDENTS. I DO A WEEKLY EMAIL TO EVERY DUAL ENROLLMENT STUDENT, ASKING THEM TO COMPLETE A GOOGLE FORM, SELF REPORTING THEIR GRADE, SELF REPORTING THEIR COLLEGE ATTENDANCE, AND WITH AN OPPORTUNITY TO PROVIDE WHAT DO THEY NEED? THAT GOES OUT EVERY FRIDAY, EVERY MONDAY, I SEND THE SCHOOL COUNSELORS ANY INFORMATION THAT IS IN THERE SO THAT THEY FOLLOW UP WITH THE STUDENTS AS NEEDED. FUTURE PLANS FOR DUAL ENROLLMENT, WE'RE LOOKING, IS THERE AN OPPORTUNITY FOR ANY OF OUR MASTER'S LEVEL TEACHERS IN CONTENT TO TEACH DUAL ENROLLMENT COURSES AT OUR OWN SCHOOL? CHESAPEAKE COLLEGES THEY CONTINUE TO HAVE THEIR ASYNCHRONOUS COURSES. THEY ARE LOOKING AT POTENTIALLY SOME HYBRID COURSES AS OPPOSED TO ALL IN PERSON. THE DATA DOES SHOW THAT OUR STUDENTS DO JUST AS WELL IN ASYNCHRONOUS AS IN PERSON. HOWEVER, WE THINK THAT THAT INTERACTION IS IMPORTANT. SO WE ARE LOOKING AT WHAT THAT COULD LOOK LIKE FOR HAVING SOME OF OUR TEACHERS TEACH FOR CHESAPEAKE. EXPANDING ACCESS TO COLLEGE AND CAREER PATHWAYS. WE HAVE TAKEN A TIERED APPROACH TO OUR CAREER COACHING FOR GRADE 6 -12. HONESTLY, I WAS JUST TELLING DR. DOWNS ON OUR WAY IN TO THE MEETING TONIGHT, PILLAR 3 THROUGH THE AIB, THE ACCOUNTABILITY IMPLEMENTATION BOARD HAD A PILLAR 3 MEETING TODAY, AND CAROLINA COUNTY WAS ACTUALLY SHOUTED OUT. I KNOW. I'VE BEEN VERY VOCAL IN WHAT WE IN A POSITIVE WAY. >> IT'S A GOOD THING. >> I'VE BEEN VERY VOCAL ABOUT THE POSITIVE THINGS HAPPENING AROUND OUR CAREER COACHING. I'M ON LOTS OF WORK GROUPS. I'M ON THE CAREER COACHING METRIC WORK GROUP, [00:30:03] ONE OF ONLY ABOUT SIX IN THE STATE AND WITH THAT, THEY LIKE SOME OF THE THINGS THAT WE'RE HEARING OR THAT THEY'RE HEARING AND THEY'RE PASSING THAT ALONG. THE TIERED APPROACH IS DEFINITELY ONE OF THAT, WHICH REALLY TIES INTO ALL OF THE WORK THAT WE HAVE DONE AS AN INSTRUCTIONAL TEAM AROUND MTSS AND OUR TIERED SYSTEMS OF SUPPORT THROUGH THAT. WITH THAT, OUR TIER 1 IS WHAT'S FOR ALL STUDENTS. OUR TIER 2 IS JUST MORE INDIVIDUALIZED SMALL GROUP BASED ON THE DATA THAT WE COLLECT IN TIER 1, AND OUR CAREER COACHES ARE DOING A PHENOMENAL JOB. WE HAVE A REFERRAL FORM SO THAT ANYBODY IN THE SCHOOL SYSTEM CAN COMPLETE THIS FORM AND REFER A STUDENT FOR CAREER COACHING. WE'VE INCREASED OUR PARTNERSHIPS. YOU SEE MANY LISTED THERE, BUT THEY GO ON AND ON. WE'VE ADDED ADDITIONAL JUNIOR ACHIEVEMENT OPPORTUNITIES THIS YEAR. MY BIGGEST EXPANSION TO OUR COLLEGE AND CAREER PATHWAYS IS I WAS ABLE TO USE YEAR END FUNDS THAT WERE REMAINING TO PURCHASE A CAREER VAN AND SO THAT IS A PICTURE OF THE LATEST CCPS WELL, I DON'T KNOW IF IT'S THE LATEST, BUT. >> IT IS THE LATEST. >> THE LATEST CCPS VEHICLE. WE CAN HOLD 10 STUDENTS AND HAVE THE OPPORTUNITY TO TAKE THEM ON NUMEROUS DIFFERENT OPPORTUNITIES. IT ELIMINATES THE NEED TO HAVE A BUS FOR JUST A SMALL NUMBER OF STUDENTS AS WELL AS THE COST TO THE BUS AND YOU CAN'T GET A BUS BEFORE 9:30 AND SO FORTH. A LOT OF CONSTRAINTS THERE SO THIS VAN IS GOING TO DO AMAZING THINGS TO BE ABLE TO TAKE STUDENTS ON BUSINESS TRIPS, BUSINESS TOURS, COLLEGE VISITS. WE'VE TALKED ABOUT APPRENTICEHIP VISITS AND LOTS OF OPPORTUNITIES THERE. >> I SAW IT IN THE PARKING LOT. >> YES. >> WHO'S DRIVING IT? >> LINDSEY. >> I'VE BEEN TRAINED. I'VE BEEN DRUG TESTED. YES. ALL OF MY CAREER TEAM IS ALL GOING TO BE ABLE TO DRIVE. >> I'M CONFIDENT IN YOUR ABILITY. >> THANK YOU. >> DENNIS AND NURSE PRACTITIONERS CAN DRIVE OUR MOBILE UNIT. >> NO, IT'S SUPER EASY. IT'S NO DIFFERENT THAN DRIVING A TRUCK. >> SHE LET ME GET INSIDE. [LAUGHTER]. >> I'LL TAKE YOU OFF FOR A RIDE. [LAUGHTER] I HAD AS MANY ADULTS AS I WANT [LAUGHTER] THAT WE HAVE TO LIMIT. >> YOU'VE TALKED ABOUT THIS BEFORE, BUT CONNECTING STUDENTS WITH CAREER COACHING, WHO'S THE CAREER COACH? >> GREAT QUESTION. [OVERLAPPING] [LAUGHTER] WE'VE EXPANDED OUR TEAM AS WELL SO WE DO HAVE TWO CAREER COACHES THROUGH THE BLUEPRINT FUNDING. >> I THINK IT'S UNDER CCR. >> FOR CAREER COACHING, THOUGH, IT IS WITH THE WORKFORCE INVESTMENT BOARD AND CHESAPEAKE COLLEGE. THE THREE ENTITIES COME TOGETHER IN AN MOU. THROUGH THAT MOU, CCPS WAS THE ONES THAT WERE HIRING THE EMPLOYEES. WE HAVE ONE COACH THAT SERVES SIXTH THROUGH EIGHTH GRADE AT BOTH MIDDLE SCHOOLS. WE HAVE ONE COACH THAT SERVES 9-12 AT THE HIGH SCHOOLS. CORRECT. >> CORRECT. WE HAVE EXPANDED THROUGH USE OF PERKINS FUNDS AND HIRED A WORK BASED LEARNING NAVIGATOR, WHICH I MAY EVEN BE ON THE NEXT SLIDE, TO BE HONEST WITH YOU. THE WORK BASED LEARN I'LL SKIP THERE, BUT THE WORK BASED LEARNING NAVIGATOR. HER ROLE IS TRULY TOO, WE'RE CURRENTLY WORKING ON MARKETING, WORKING WITH SANDY BERRY SO THAT WE HAVE SOME INFORMATION AND MY WORDS ARE, GO POUND THE STREET AND REALLY GET OUT THERE AND MEET BUSINESSES AND MEET POTENTIAL PARTNERS TO DO EVERYTHING FROM CLASSROOM VISITS, GUEST SPEAKING, VIRTUAL OPPORTUNITIES, TOURS OF THEIR PLACE OF BUSINESS, INTERVIEW OPPORTUNITIES, ALL SORTS OF THINGS ALL THE WAY TO THE APPRENTICESHIP. SO ALL THE WAY ON THE WORK BASED LEARNING CONTINUUM. SO SHE'S IN ADDITION TO OUR TEAM THIS YEAR AS WELL. WITH THE CTE ASPECT WHICH IS ANOTHER CCR PATHWAY, WE ARE USING QUARTERLY LIGHT CAST DATA THAT WE RECEIVED FROM THE WORKFORCE INVESTMENT BOARD TO REALLY MAKE SURE THAT WE ARE ALIGNING OUR PROGRAMS TO THE NEEDS AND ENSURING THAT EACH OF OUR PROGRAMS TO THE MOST POSSIBLE TO BE WELL, LET ME SAY THIS. [00:35:04] WE ARE HOPING THAT ALL OF OUR PROGRAMS WILL EVENTUALLY HAVE AN INDUSTRY RECOGNIZED CREDENTIAL. THEY DO NOT NOW, WE ARE HOPING. MSTE IS ROLLING OUT NEW PROGRAMS OF STUDY FOR CTE. THEY ARE GOING TO BE WORKING ON A FLEX MODEL. SO, THAT IS MORE TO COME ON THAT, BUT THAT WILL HAVE OPPORTUNITIES FOR STUDENTS TO TAKE A COUPLE OF CTE CLASSES AND THEN HAVE OFF RAMPS TO DO DUAL ENROLLMENT OR AP CLASSES THAT MIGHT ALIGN TO OR TO TAKE A COUPLE OF CLASSES AND THEN DO AN APPRENTICESHIP BUT STILL BE CONSIDERED A CTE COMPLETER. AND WE'RE WORKING WITH DEPARTMENT OF LABOR TO CONTINUE TO GROW OUR OPPORTUNITIES FOR APPRENTICESHIP. YOU'VE SEEN, I'M SURE, IN THE NEWS THAT'S COME OUT THROUGH SANDY AND THE COMMUNICATION THAT WE'VE ADDED A FEW APPRENTICES THIS YEAR AND CONTINUE TO WORK WITH LABOR TO INCREASE THOSE AS WELL. >> I THINK THAT PICTURE WAS IN THE NEWSPAPER. >> THAT WAS ONE NEWS? [OVERLAPPING] YES. AND THEN I'M GOING TO, I BELIEVE UNLESS ARE WE TAKING QUESTIONS NOW. >> YEAH, WE PROBABLY SHOULD. SOMEBODY HAVE ANY QUESTIONS FOR MS. MCCORMAN? >> EXPLAIN TO THE AP PATHWAY PIECE TO ME A LITTLE BIT MORE. SO IT IS A PATHWAY FOR STUDENTS WHO ARE GOING TO PUSH INTO AP COURSEWORK. AND IS THERE ANY BENEFIT TO US LIKE ENCOURAGING STUDENTS TO DO THAT? WHAT HAPPENS? >> SO BY BLUEPRINT, BY THE LAW, STUDENTS ARE TO CHOOSE WHAT POST CCR PATHWAY THEY WANT TO COMPLETE. >> SO CCR COMES AT THE END OF 10TH GRADE? >> CORRECT. THEIR CHOICES ARE TO CHOOSE DUAL ENROLLMENT OR EARLY COLLEGE WHICH ULTIMATELY DOWN THE ROAD WOULD BE THEM COMING OUT WITH AN AA DEGREE, CHOOSING AN AP PATHWAY, CHOOSING CTE AS A PATHWAY OR APPRENTICESHIP. SO ALL STUDENTS ARE TO BE CHOOSING THAT. THE CAREER COACHES THROUGH THEIR WORK WILL EVENTUALLY BE THE ONES TO GUIDE STUDENTS TO THEIR CHOICES AND THEN ONCE THEY MAKE THEIR CHOICE, WHAT IS THE BEST FOR THEM. I WANT TO SAY, ALL OF THIS IS IN CONJUNCTION WITH OUR SCHOOL COUNSELORS. BUT ONCE THEY MAKE THE CHOICE OF WHAT PATHWAY THEY WANT BASED ON WHAT CAREER THEY MIGHT WANT OR WHAT THEIR POST HIGH SCHOOL PLANS ARE, THEY WOULD LINE THAT LINE IT UP. DOES THAT HELP? >> YEAH. >> ANY OTHER QUESTIONS? >> WILL THE BOARD EVER SEE THE SUCCESS RATE OF THE COLLEGE CLASSES AND THE AP CLASSES AS FAR AS. >> ABSOLUTELY. WE CAN GET THAT. >> I CAN ABSOLUTELY SHARE THAT. >> AND CHESAPEAKE SHARED AT THE MEETING I WAS AT WITH THEM IN OCTOBER, THAT THEY WERE SEEING A HIGHER RATE OF SUCCESS AND DUAL ENROLLMENT STUDENTS ACROSS THE MIDSORE THAN THEY ARE IN THE TRADITIONAL STUDENTS. AND THAT DUAL ENROLLMENT NOT ONLY IS IT GREAT FOR THEM FOR THEIR ENROLLMENT, AND IT IS, BUT THAT OUR STUDENTS WERE OUT PERFORMING AS A WHOLE. THAT'S EVERYBODY IN THE MIDSHORE. THEY DIDN'T GO CAROLINE OR TAL BUT NOT YOU OR HERE. BUT THE HIGH SCHOOL STUDENTS ARE REALLY KNOCKING IT OUT OF THE PARK AT THE COLLEGE. SO YEAH, WE CAN DEFINITELY GET THAT AND SHARE. >> AND WE DID THIS YEAR PUT SOME THINGS IN PLACE TO ENSURE THAT PROBABLY THE RIGHT STUDENTS ARE IN DUAL ENROLLMENT. WE MADE SOME ADJUSTMENTS AND SAID CAROLINA COUNTY PUBLIC SCHOOLS WOULD PAY FOR TWO DUAL ENROLLMENT COURSES PER SEMESTER FOR STUDENTS THAT ARE DEEMED COLLEGE AND CAREER READY. AND SO THERE IS THAT THRESHOLD. THEY COULD TAKE IF A STUDENT HAD THE CHESAPEAKE COLLEGE CRITERIA, THEY COULD STILL GO TO DUAL ENROLLMENT, BUT IT WOULD BE ON THE FAMILY TO PAY. SO I THINK THE STUDENTS THAT ARE GOING. WE DID HAVE SOME STUDENTS WHO SELF PAID AND WENT AND ARE BEING SUCCESSFUL. WE DON'T HAVE THIS SEMESTER'S DATA. BUT THAT HELPED. WE ALSO PUT IN SOME REGULATIONS WHERE IF THEY CHOSE TO DROP AFTER THE DROP DATE AND CAROLINA COUNTY PUBLIC SCHOOLS HAD PAID FOR IT, THEY WERE REIMBURSING US 50%. WE'RE UPPING THAT FOR NEXT YEAR. IT WAS A LITTLE LATE TO SAY, YOU HAVE TO PAY THE WHOLE THING BACK, BUT WE WILL CONTINUE TO BECAUSE WE ARE PROVIDING THOSE SUPPORTS. MY FRIDAY EMAIL THAT THEY RECEIVED HAS LINKS TO CHESAPEAKE COLLEGE TUTORING. THEY ARE SEEING THOSE SUPPORTS ON A WEEKLY BASIS. >> I HAVE A COUPLE OF THINGS. ONE, HOW'S THE ENROLLMENT AT THE TWO HIGH SCHOOLS COMPARED, I GUESS, LIKE NORTH HIGH IS A MUCH LARGER SCHOOL. SO ARE THERE MORE? >> FOR DUAL ENROLLMENT, DO YOU MEAN? [00:40:01] >> YES. >> IT'S COMPARABLE. SO I BELIEVE IT'S ABOUT THAT ONE THIRD, TWO THIRDS. IT'S COMPARABLE. >> THAT'S GOOD. AND MY SECOND QUESTION, YOU TALKED ABOUT THE SELF REPORT THAT GOES OUT ON FRIDAYS? >> CORRECT. >> AND GETS SENT TO THE GUIDANCE COUNSELORS. >> CORRECT. >> ARE YOU SEEING GOOD PERCENTAGES OF THE STUDENTS SUBMITTING THEIR REPORTS AND THE FOLLOW UP AFTERWARDS WITH THE COUNSELORS? >> SO YES, I AM. I DO BELIEVE THAT SOME OF THOSE STUDENTS WHO ARE NOT COMPLETING THE FORM ARE PROBABLY THE ONES THAT WE NEED TO BE PUSHING A LITTLE BIT. THOSE THAT ARE COMPLETING IT ARE BEING INCREDIBLY HONEST. LET ME TELL YOU THAT. I DID NOT GO TO ANY CLASSES THIS WEEK, BUT I'M PASSING, MS. MCCORMAN. [LAUGHTER] OR I NEED ASSISTANCE. THEY'RE BEING VERY HONEST ON THE FORM, THOSE THAT ARE COMPLETING IT. I THINK THE NEXT STEP FOR NEXT SEMESTER IS FOR THAT OPPORTUNITY TO SAY, OKAY, MAKING NUMBERS. WE HAVE 100 STUDENTS. I REALLY DO NEED TO BE GETTING 100 RESPONSES EVERY WEEK. AND IF I'M NOT GETTING THOSE RESPONSES, THE COUNSELORS NEED TO BE REACHING OUT TO THOSE STUDENTS AS WELL. >> JUST CURIOUS ABOUT THE FOLLOW UP BECAUSE THAT'S A LOT TO GET TO. >> IT IS. HONESTLY, I PROBABLY GET 85 RESPONSES A WEEK WHICH IS A GOOD PERCENT AND OF THAT FROM SELF REPORT, THERE'S ABOUT FOUR TO FOLLOW UP WITH EACH WEEK. OVER BOTH HIGH SCHOOLS SIX COUNSELORS. SO IT'S NOT A HEAVY LIFT AT THAT ASPECT. AND WE DO GET CHESAPEAKE THIS YEAR, THEY SENT US MID TERM CHECK IN GRADES. SO WE HAD THE OPPORTUNITY TO CHECK IN WITH STUDENTS THEN. NEXT SEMESTER, THEY'RE ACTUALLY GOING TO DO A FOUR WEEK AND THEN A MID CHECK. SO ADDITIONAL OPPORTUNITIES FOR SUPPORT. >> CHESAPEAKE HAS REALLY CHANGED THEIR PROGRAM IN THEIR STUDENT SERVICES DIVISION OR STUDENT SUPPORT DIVISION, IS WHAT THEY CALL IT. TO REALLY SUPPORT THE DUAL ENROLLMENT STUDENT. I MEAN, IT HAS BEEN A COMPLETE SHIFT ON THEIR END BECAUSE IT USED TO BE US CARRYING THE WATER ON EVERYTHING. AND THEY REALLY HAVE BEEN UPPING THEIR GAME ON SUPPORT TO MAKE SURE THE KIDS ARE SUCCESSFUL AS WELL THERE. >> GREAT. >> GOOD EVENING, PRESIDENT MARTIN. CONGRATULATIONS. >> THANK YOU. >> THANKS FOR YOUR LAST WORK SESSION. I'M SURE YOU'LL BE GLAD TO HAVE SOME EVENINGS. >> MAYBE. [LAUGHTER] >> THANK YOU, DR. SIMMONS AND MEMBERS OF THE BOARD. I'M HERE TO TALK ABOUT ALL THE THINGS WE'RE DOING IN MATH TO SUPPORT BLUEPRINT TILLER 3. OF COURSE, OUR GOAL IS TO ENSURE ALL STUDENTS PRE K THREE ARE ON TRACK FOR COLLEGE AND CAREER READINESS AND MATHEMATICS. SOME OF THE STRATEGIES THAT WE ARE FOCUSED ON THIS YEAR ARE ONGOING ASSESSMENT PROGRAM PROFESSIONAL DEVELOPMENT. YOU MAY HEAR TEACHERS REFER TO THIS AS OGA PD. I TALK A LITTLE BIT ABOUT THAT. PROFESSIONAL LEARNING COMMUNITIES WHICH ARE FOCUSED ON MAKING INFORMED INSTRUCTIONAL DECISIONS BASED ON STUDENT DATA. LEARNING WALKS, THESE ARE WALKS THAT I DO WITH THE MATH COACHES AT EACH SCHOOL AND WE GIVE TEACHERS NON EVALUATIVE FEEDBACK SO THAT THEY CAN ADJUST SOME PRACTICES. COMMON ASSESSMENTS WHICH ARE HAPPENING IN MATHEMATICS, KINDERGARTEN THROUGH 12TH GRADE. TO STRENGTHEN TIER 1 AND TIER 2 INSTRUCTION, I KNOW THAT YOU GUYS ARE WELL AWARE OF THE TIER 1 INSTRUCTION IS OUR CORE INSTRUCTION AND TIER 2 IS TYPICALLY OUR SMALL GROUP INSTRUCTION TO SUPPORT STUDENTS THAT ARE STRUGGLING WITH TIER 1. SO WHAT IS OGAP? OGAP IS A FORMATIVE ASSESSMENT SYSTEM WITH LEARNING PROGRESSIONS. IT TEACHES OUR TEACHERS HOW STUDENTS LEARN ADDITIVE REASONING, MULTIPLICATIVE REASONING, FRACTIONS, AND PROPORTIONAL REASONING. THOSE FOUR AREAS COVER 80% OF THE STANDARDS IN THE COMMON CORE STATE STANDARDS. THIS PROFESSIONAL DEVELOPMENT HAPPENS OVER MULTIPLE DAYS DURING THE SCHOOL YEAR IN EACH OF THOSE AREAS. AND IT TEACHES THE TEACHERS NOT ONLY HOW THE STUDENTS LEARN THE MATHEMATICS, BUT ALSO HOW THEY CAN RESPOND TO THEM BASED ON THE STUDENT DATA. SO WITH THAT PROFESSIONAL DEVELOPMENT, WE HAVE AN ONGOING RELATIONSHIP WITH THE PROFESSIONAL DEVELOPER THAT COMES TO THE DISTRICT TO PROVIDE THAT IN PERSON TRAINING AND THEN WE ALSO USE WHAT WE HAVE LEARNED IN OGAP TO ANALYZE STUDENT DATA DURING OUR PLC MEETINGS. [00:45:01] SO WE'VE TRAINED K TO FIVE TEACHERS IN ADDITIVE AND MULTIPLICATIVE REASONING. WE'VE TRAINED TEACHERS IN GRADES THREE THROUGH SIX AND FRACTION REASONING, AND WE'VE TRAINED ALMOST ALL THE MIDDLE SCHOOL TEACHERS IN PROPORTIONALITY. IT'S REALLY EXCITING TO SIT WITH THE TEACHERS IN THESE OGAP TRAININGS BECAUSE THERE'S SO MANY AH HA AND WOW MOMENTS THAT HAPPEN AS THEY ARE LEARNING HOW THEIR KIDS LEARN THE CONTENT AND DIFFERENT STRATEGIES AND WAYS TO TEACH THEM. SO IT'S VERY INTERESTING TO SIT WITH TEACHERS AND MY MATH COACHES WHO ARE BRILLIANT AND SOMETIMES IT'S A LITTLE INTIMIDATING. BUT WE LEARN A LOT AND OUR TEACHERS REALLY WALK AWAY FROM THIS PD A LOT OF THEM SAYING IT'S THE BEST MATH PD THAT THEY'VE EVER ATTENDED AND THEN HAVE ACTIONABLE STRATEGIES THAT THEY CAN GO RIGHT BACK INTO THE CLASSROOM AND IMPLEMENT. IT'S ALSO REALLY, I SAY IT'S INTIMIDATING, BUT IT IS PLANET FITNESS AND THAT YOU CAN TAKE RISKS AND YOU CAN LEARN AND THERE'S NO JUDGMENT. BUT IT'S FUN TO WATCH OUR COACHES LEARN RIGHT ALONGSIDE THE TEACHERS AND HOW TO SUPPORT THEM. SO WE'RE GOING TO CONTINUE WITH THE COHORTS. THIS SPRING INTO SUMMER, WE WILL DO ANOTHER TRAINING. SO I WAS ABLE TO GO TO VERMONT LAST SUMMER AND SPEND A WEEK. IT FLOODED AND I LEARNED HOW TO DRIVE THROUGH FLOODS AND IT WAS A VERY EXCITING ADVENTURE. [LAUGHTER] I SURVIVED. BUT I'M NOW TRAINED IN ADDITIVE SO I CAN PROVIDE THAT PROFESSIONAL DEVELOPMENT TO THE TEACHERS. THIS FALL, I WAS ABLE TO SEND KIMMY WILLIS, WHO IS OUR MATH COACH AT COLONEL MIDDLE TO PROPORTIONAL, SO NOW SHE CAN PROVIDE THAT TRAINING. SO TWO OF THE FOUR WE CAN DO IN HOUSE. SO WE'LL CONTINUE TO GET TRAINED AND CONTINUE TO TRAIN OUR TEACHERS. SO THIS SPILLED RIGHT OVER INTO ANOTHER INITIATIVE THAT WE WANTED TO DO WITH OUR TEACHERS WHICH WAS PLCS. AND SO THESE HAPPEN IN A VARIETY OF WAYS AT THE ELEMENTARY SCHOOLS, MIDDLE SCHOOLS, AND WE ARE ALSO DOING THIS AT THE HIGH SCHOOL. AS YOU KNOW AT EACH BUILDING, WE HAVE A MATH COACH. SO THE MATH COACHES HAVE BEEN WITH ME AND SOME OF THE TEACHERS AT THE OGAP TRAININGS, AND THEY'VE LEARNED THE PROCESS OF ANALYZING STUDENT DATA. SO WHAT HAPPENS, KIDS GET A COLD ITEM. SO IT'S LIKE WE CALL IT A COLD READ IN ENGLISH. >> I MENTIONED IT BEFORE, IT'S NEVER BEEN TALKED TO. >> SO THEY GET THAT ITEM. IT COULD BE USED AS A PRE ASSESSMENT, SO WE'RE GETTING READY TO START A UNIT. I WANT TO SEE WHAT YOU KNOW ABOUT FRACTIONS. IT COULD BE USED AS A POST ASSESSMENT LIKE AN EXIT TICKET. WE'VE JUST FINISHED THESE LESSONS, I WANT TO SEE WHAT YOU CAN DO ON YOUR OWN. THEY GIVE THE STUDENTS THE ITEM, ALL THE TEACHERS COLLECT THE WORK, THEN THEY BRING THE ITEM, THEY DON'T CHECK IT, IT'S NOT FOR A GRADE, IT'S ALL ABOUT INSTRUCTION. SO THEY COME TO THE MEETING AND THEY SORT THE WORK BASED ON THE LEARNING PROGRESSIONS THAT OGAP HAS PROVIDED US. SO SOME OF THESE STUDENTS ARE AT A NON PROPORTIONAL LEVEL. IF WE'RE TALKING ABOUT PROPORTIONAL REASONING, ALL THE WAY UP, TRANSITIONAL LEVEL TO PROPORTIONAL REASONING. AND THERE'S EXAMPLES ON THE PROGRESSION, SO TEACHERS CAN LOOK AT EXAMPLES AND FIGURE OUT THEN, SO I'VE GOT THIS GROUP HERE, WHAT AM I GOING TO DO WITH THEM TO HELP MOVE THEM UP THE PROGRESSION TO MAKE SURE THAT THEY UNDERSTAND THE CONTENT? SO AS YOU CAN SEE THESE PICTURES, THESE ARE EXAMPLES OF SOME PLCS AT DENTON ELEMENTARY, AND YOU CAN REALLY SEE THE TEACHERS ANALYZING THE DATA, MAKING A PLAN. THIS TURNS INTO ORGANIC PROFESSIONAL DEVELOPMENT BECAUSE THE TEACHERS ARE THEN DISCUSSING WITH EACH OTHER. HOW DID YOU TEACH THAT? WELL, I DID A NUMBER LINE. HOW DID YOU MODEL THAT, WELL I MADE A NUMBER BEAD, THOSE TYPES OF THINGS. SO IT'S REALLY FUN TO WATCH THESE THINGS HAPPEN IN REAL TIME AND THEN AS SOON AS THE PLC IS OVER, THE TEACHERS GOING BACK INTO THE CLASSROOM THE NEXT DAY AND IMPLEMENTING THOSE STRATEGIES. SO ANOTHER THING THAT WE ARE FOCUSING ON IS OUR LEARNING WALKS. ALL OF US DO LEARNING WALKS IN VARIOUS CLASSROOMS. I GO WITH MY COACHES, SO THIS IS PROFESSIONAL DEVELOPMENT FOR THEM AS WELL AS FOR THE TEACHERS. SO OUR LEARNING WALKS ARE FOCUSED ON CURRICULUM, INSTRUCTION AND ASSESSMENT. AND THESE ARE NON EVALUATIVE. SO THIS IS NOT AN OBSERVATION, IT'S NOT AN INFORMAL, IT'S NOT A FORMAL OBSERVATION. LET ME WALK THROUGH THE CLASSROOM FOR 10 MINUTES. LET'S SEE HOW THESE THINGS ARE GOING THAT WE'VE PUT IN PLACE AND LET ME GIVE YOU SOME WRITTEN FEEDBACK SO THAT YOU CAN THEN TAKE ACTION. AND IF THERE IS A CONCERN OR AN OPPORTUNITY FOR GROWTH, [00:50:03] THEN THE COACH IS THERE AS WELL, SO THE COACH CAN FOLLOW UP WITH THE TEACHER. >> I HAVE A LITTLE PIECE HERE DR. VONMAH. >> SURE. >> REMEMBER WE TALKED ABOUT THE DISTRICT'S FOCUS. WHAT THAT LOOKED LIKE IN THE TWO TS AREAS? THE LOOK FORCE THAT DR VON DAMASH IS REFERRING TO EMBED THAT. SO WE'RE BASICALLY ADDING SOME VALUE TO THAT BECAUSE THE TEACHERS SEE THAT IT'S CONNECTED TO THEIR OWN EVALUATION SYSTEM AND THE STANDARDS THAT THEY ARE TO BE TEACHING TO FOR THEMSELVES. AND WHAT DR. VONMAH IS REFERRING TO IS HER CONTENT LOOK FOR A TOOL THAT SHE USES. EVERY CONTENT HAS A LOOK FOR TOOL AND THEY ARE VERY SIMILAR IN THE PROCESS OF INSTRUCTION TO WHAT THEY'RE LOOKING FOR. SO IT'S AN OPPORTUNITY ALSO FOR US TO ALL CALIBRATE, AND SO THAT WE'RE LOOKING AT A DISTRICT FOCUS WITH THE CONTENT AS THE FRAMEWORK. SO THE WORK THAT SHE'S DOING AROUND IT IS CONTENT AND ALSO INSTRUCTIONAL FOCUS AS WELL. >> IT ALSO INFORMS US, COACHES AND SUPERVISORS OF WHAT WE NEED TO PROVIDE MORE PROFESSIONAL DEVELOPMENT ON. SO IF THERE'S STRATEGIES OR TEACHING OPPORTUNITIES, THEN WE CAN TAKE THAT BACK AND MAKE A PLAN FOR THE TEACHERS. >> SOME INSTRUCTIONAL ADJUSTMENTS THAT WE'VE MADE ARE PRE-ALGEBRA INTO ALGEBRA COURSES. SO STUDENTS THAT WEREN'T QUITE READY FOR ALGEBRA 1 COMING INTO HIGH SCHOOL, WE PUT THEM IN A PRE-ALGEBRA COURSE AND THEN THOSE SAME STUDENTS GO RIGHT INTO ALGEBRA. IT IS LIKE A YEAR-LONG ALGEBRA COURSE WHERE WE SLOW THINGS DOWN A LITTLE BIT AND PROVIDE THE SUPPORT THAT ARE NEEDED FOR THOSE STUDENTS. WE ALSO HAVE TIER 3 INTERVENTIONS MATH 180 FOR STUDENTS. IT'S AVAILABLE GRADES 5 TROUGH 9. DO THE MATH BRIDGES AND OG MATH FOR ELEMENTARY STUDENTS. AND THEN OF COURSE, OUR TIER 2 IS A FOCUS ON PROGRESS MONITORING AND RETEACHING A LOT OF THAT COMES OUT OF THOSE PLCS. WE WANT TO FOCUS ON DATA-DRIVEN INSTRUCTION. WE ALSO USE OUR COMMON UNIT ASSESSMENTS. KINDERGARTEN, ALL THE WAY UP TO HIGH SCHOOL, EVERY UNIT, THERE'S AN ASSESSMENT. WE CAN ALSO USE THAT DATA TO MAKE INSTRUCTIONAL DECISIONS ABOUT WHAT WE MAY NEED TO RETEACH. OBSERVATIONAL ASSESSMENTS AND PERFORMANCE MATTERS FOR KINDERGARTEN THROUGH SECOND GRADE. I WAS ABLE TO SHARE A LOT OF THAT DATA WITH DR. SIMMONS TODAY. THIS IS VERY SPECIFIC DATA TO STUDENTS IN KINDERGARTEN AND THROUGH SECOND GRADE ON OUR STANDARDS AND WHAT THE STUDENTS CAN DO. SO TONS OF DATA, LOTS OF OPPORTUNITIES. TEACHERS MEET TO ADJUST THAT INSTRUCTION, AND THEN THEY CAN ALSO USE THEIR FORMATIVE ASSESSMENT DATA LIKE THEIR COOLDOWNS, THEIR EXIT TICKETS TO ADJUST AS WELL. THOSE ARE JUST SOME EXAMPLES OF TIER 2. YOU CAN SEE THE PICTURE ALL THE WAY TO THE RIGHT AS A HIGH SCHOOL TEACHER, THAT'S A CALCULUS CLASSROOM. THE PICTURE IN THE MIDDLE IS A MIDDLE SCHOOL TEACHER, THAT IS A SIXTH GRADE CLASSROOM, AND THE PICTURE CLOSEST TO ME AS OF OUR LITTLE KINDERGARTEN FRIENDS. >> WHAT I'D LIKE TO SHARE QUICKLY AROUND THE WORK THAT THIS TEAM HAS BEEN DOING WHEN WE THINK ABOUT THE TIER 1, 2, AND 3 INSTRUCTION, WE WANT TO MAKE SURE THAT IT'S CLEAR THAT FIRST OF ALL, ALL THE INTERVENTIONS ARE ALIGNED AND THEY FIT AND THEY CONNECT. BUT STUDENTS WHO NEED TIER 3, THEY NEED THAT HIGHEST LEVEL OF TARGETED INTERVENTIONS. THEY'RE NOT BEING PULLED OUT OF TIER 1 OR TIER 2 OF THE POOR CLASSES. THIS IS IN ADDITION TO. SO YOU WANT TO GET THE VISUAL OF CORE PLUS MORE, PLUS MORE. A STUDENT WHO NEEDS TIER 3 IS GETTING ALL THREE, A STUDENT WHO'S GETTING TWO NEEDS TWO, AND IT'S ALL DATA SPECIFIC. SO YOU'LL SEE THAT TREND HAPPENING WITH ALL OF OUR CLASSES ACTUALLY WITH ALL OF OUR CONTENTS. THERE ARE ADDITIONALLY OPPORTUNITIES FOR TIER 2 WITH ALSO THE OTHER CONTENTS. WITH REGARDS TO MATH AND THE LA, WE NEED TO BE VERY HYPER-SPECIFIC WITH BUT WE'RE EMBEDDING A LOT OF THAT INTERVENTION THAT TIER 2 WORKS WITH ALL CONTENTS. THAT TOOK A LOT OF INTENTIONALITY, A LOT OF WORK WITH OUR TEAM, AND COLLABORATING WITH SPECIAL EDUCATION WITH MLS. BECAUSE WE DON'T HAVE ANY MORE TIME THAN WE DO TWO YEARS AGO, OR 10, 15, 20 YEARS AGO. WE HAVE TO BE VERY STRATEGIC ABOUT OUR TIME. SO THIS TEAM WORKED EXTREMELY HARD TO BE ABLE TO MAKE SURE THAT IT ALL FIT INTO THE SCHOOL DAY AND NO ONE WAS MISSING ANYTHING [00:55:01] SPECIFICALLY AS IT RELATES TO TIER CORE INSTRUCTION, TIER 2, OR TIER 3 INSTRUCTION. JUST WANT TO WANT TO BRING THAT HOME BECAUSE THAT'S A BIG LIFT WHEN YOU HAVE A TEAM THAT DOES THAT AND YOU HAVE TO GET PEOPLE TO COME ALONG WITH YOU BECAUSE WHEN YOU HEAR THIS HAPPENING WITH MISS HESEN AND DOCTOR VONDA BASCH, THOSE THINGS DON'T TYPICALLY HAPPEN IN SECONDARY MIDDLE SCHOOL AND HIGH SCHOOL. THAT HAS TO BE VERY STRATEGIC AND IT'S VERY NUANCED. AND SO THE FACT THAT IT'S HAPPENING HERE AND IT TRULY ISN'T HAPPENING ANYWHERE ELSE TRULY, IT'S PRETTY EXCITING TO THINK ABOUT WHAT THIS TEAM HAS ACCOMPLISHED AS WELL. >> I HAVE TO HAND IT TO MY COACHES AND MY MATH TEACHERS. THEY REALLY HAVE EMBRACED PLCS AND LOOKING AT STUDENT DATA AND MAKING THAT PLC REALLY BENEFICIAL TO THEM SO THAT WHEN THEY LEAVE, THEY HAVE A PLAN FOR OUR KIDS. I DIDN'T PUT THIS IN HERE, BUT A BIG FOCUS ALSO IS ON FLUENCY AND I KNOW THAT'S A POPULAR TOPIC, BUT THAT IS A HUGE FOCUS FOR US THIS YEAR. ONE OF MY GOALS IS THAT EVERY THIRD GRADER LEAVES THIRD GRADE KNOWING THEIR MULTIPLICATION FACTS BECAUSE THOSE FACTS MAKE A HUGE IMPACT LATER ON WHEN STUDENTS ARE STRUGGLING FINDING GREATEST COMMON FACTOR OR LEAST COMMON MULTIPLE, THEY NEED TO BE ABLE TO HAVE THOSE FOUNDATIONAL SKILLS. SO THE TEACHERS ARE WORKING REALLY HARD ON ALL OF THIS AND THE COACHES AS WELL. ANY QUESTIONS FOR ME. >> SO WE'RE SEEING THAT OUR TIER 3 NUMBERS ARE I THINK OVER TIME, IT MAY NOT HAPPEN LIKE THAT. BUT OUR TIER 3 NUMBERS ARE GOING TO BE DECREASING. >> YES. I'M FOLLOWING ON THEIR COATTAILS. YES, IT WORK FOR ALL. THAT IS THE GOAL, DEFINITELY. MATH, TYPICALLY WITH THE SCIENCE OF READING, THERE'S BEEN LOTS OF GRANT FUNDING AND LOTS OF MONEY ATTACHED TO TIERED INSTRUCTION. WITH MATH, I THINK MATH, IT'S GOING TO BE OUR TIME NEXT. AND THAT'S NOTHING KNOCKING EVERYONE OF THIS TABLE. IT'S A FEDERAL AT THE STATE LEVEL. SO I THINK NOW IT'S THE MATH TIME. OGAP A LOT OF PEOPLE EQUATE THAT TO THE SCIENCE OF READING, BECAUSE IT'S ABOUT HOW KIDS LEARN MATH. SO I'VE BEEN VERY FORTUNATE. OGAP IS A STATE INITIATIVE, BUT IF I TALK TO MY COUNTERPARTS IN THE STATE, THEY DON'T HAVE AS MUCH INVESTMENT I WOULD SAY, AS WE'VE HAD. I'VE BEEN ABLE TO TRAIN QUITE A FEW TEACHERS AND SO I'M VERY FORTUNATE. WE ARE ALSO VERY FORTUNATE TO HAVE COACHES AT EVERY BUILDING BECAUSE THAT IS NOT THE CASE ACROSS THE STATE. SO I FEEL LIKE THIS YEAR'S MY BASELINE DATA FOR TIER 3, SO TALK TO ME NEXT YEAR. >> I THINK JUST GRADUALLY, THAT'S GOING TO HAPPEN. >> I THINK SO TOO. >> AND IF YOU'VE BEEN INVESTING IN TRAINING AND PROFESSIONAL LEARNING INSTEAD OF ANOTHER PRODUCT. IN FACT, IF YOU LISTENED TO WHAT MR. MCCORMICK IS TALKING ABOUT WITH CALDER AND CAREER COUNSELING. WE'RE NOT PUTTING HIM ON A PROGRAM. THERE'S PEOPLE TALKING WITH THEM. THEY'RE GETTING FEEDBACK, WE'RE INVESTING IN THAT PROFESSIONAL LEARNING AND OUR STAFF AND OUR TEACHERS, RATHER THAN CONTINUING TO BUY PROGRAMS THAT PUTS MORE DISTANCE BETWEEN THE STUDENT AND THE EDUCATOR. SO THAT IS ALSO WHAT THIS TEAM HAS ALL DONE WHEN IT COMES TO THINKING STRATEGICALLY, WE'RE NOT BUYING MORE STUFF, WE'RE INVESTING IN OUR PEOPLE AND INVESTING IN THEIR PROFESSIONAL LEARNING. >> I'LL CONNECT TO DR. VONMAH'S POINT THAT SHE FEELS IT'S MATHS TIME, IT IS. SO AS THE BOARD IS AWARE OF THE STATE PASSED A LITERACY POLICY BACK IN OCTOBER. THERE'S A MATH ONE COMING AFTER THE FIRST OF THE YEAR. THERE WILL BE A MATH POLICY BEING INTRODUCED. THAT'LL BE THERE AND THE HOPE IS THAT BECAUSE EVERYBODY KEEPS SAYING THE SCIENCE OF MATH. THERE ISN'T A SCIENCE OF MATH LIKE SCIENCE OF READING. BUT NIKKI'S RIGHT, OGAP IS THE PATHWAY. WE'VE BEEN ABLE TO TAKE ADVANTAGE OF FUNDS. WE'VE BEEN ABLE TO TAKE ADVANTAGE OF LEADERS WHO ARE SAYING, HEY, WE NEED TO DO THIS. I TRUSTING, FOLKS, WHEN THEY COME IN LIKE, THIS IS THE PATH, YES, YOU'RE RIGHT, NIKKI, IT IS. LET'S GO FOR IT. NO DIFFERENT THAN WE DID WITH SCIENCE OF READING WITH KATIE THAT IS GETTING US ON THE FRONT OF THE WAVE AS THINGS ARE COMING AND HOPEFULLY IS POSITIONING OUR COUNTY IN A GREAT SPOT BY US HAVING FORWARD-THINKING INDIVIDUALS SEEING THIS COMING AND TRYING TO GET AHEAD OF DOING IT RIGHT FOR KIDS. SO IT IS COMING. I THINK IN JANUARY, IT'LL BE RELEASED FOR FEEDBACK AND HOPEFULLY, [01:00:02] THEN MONEY COMES WITH IT TO HELP ON THE NATIONAL FUND FRONT. >> EXACTLY. >> BECAUSE THERE HASN'T BEEN THE LEVEL OF RESEARCH AT THE NATIONAL LEVEL FOR THE TEACHING OF MATHEMATICS LIKE IT HAS BEEN FOR READING. >> THE PD THAT YOU'RE DOING WITH THE MATH TEACHERS SOUNDS LIKE IT'S GOING TO WORK BECAUSE WE'RE WORKING TOGETHER TO GET THAT FOR ME TO ACTUALLY TAKE BACK AND PUT IN ACTION. >> YEAH I LOOK A COLLABORATIVE. >> ABSOLUTELY. THAT MAKES A BIG DIFFERENCE. >> THANK YOU. >> THANK YOU. >> SPEAKING OF FOUNDATIONAL READING AND FOUNDATIONAL MATH AND SKILLS. PRESIDENT BARTON, IT'S BEEN A PLEASURE AND HONOR PRESENTING TO YOU OVER THE YEARS, PARTICULARLY WHEN WE'RE TALKING ABOUT READING OUTCOMES AND WRITING OUTCOMES FOR YOUNG PEOPLE. AND SO THANK YOU FOR YOUR SERVICE AND TIME. WE APPRECIATE YOU. DR. SIMMONS AND OTHER MEMBERS OF THE BOARD, WE'RE GOING TO BE PRESENTING TOGETHER, KELLY FISHER AND I ARE A TEAM OF TWO FOR K 12 READING AND ENGLISH LANGUAGE ARTS. AND SO KELLY YOU START WITH THE FIRST GOAL THERE. >> SO FIRST GOAL IS TO ENSURE THAT ALL STUDENTS ARE PROFICIENT IN READING BY THE END OF THIRD GRADE. >> SIMILAR TO MATH? WHERE WE HAVE SET A GOAL FOR THIRD GRADE, AND THAT ALIGNS ALSO WITH THE STATE POLICY. AND THEN ALSO WHAT MISS MCCORMICK TALKED ABOUT EARLIER, ANOTHER GOAL IS TO ENSURE ALL STUDENTS ARE ON TRACK FOR COLLEGE AND CAREER READINESS IN ENGLISH BECAUSE WE KNOW THAT ENGLISH IS ONE OF THE MAIN FACTORS IN CCR. >> OUR STRATEGIES ARE TO PLAN REGULAR LEARNING WALKS IN CONJUNCTION WITH MATHEMATICS AND ALSO THE OTHER SUBJECT AREAS, FOCUSED ON NON EVALUATIVE FEEDBACK TO GIVE COMMON ASSESSMENTS TO INFORM INSTRUCTION, HOLD DATA MEETINGS TO MONITOR PROGRESS AND PROVIDE TARGETED SUPPORT. STRENGTHEN TIER 1 AND TIER 2 READING AND ELA INSTRUCTION, PROVIDE TIER 3 READING INTERVENTIONS AS PART AS THE MULTI-TIERED SYSTEMS OF SUPPORT FOR MTSS, AND THEN ALSO COLLABORATE WITH OUR SPECIAL EDUCATION AND OUR MULTILINGUAL LEARN DEPARTMENTS. WE COLLABORATE I FEEL LIKE NEARLY DAILY. >> YES. IT'S IMPORTANT THAT WE'RE ALL COMMUNICATING AND YOU'LL NOTICE A COMMON THREAD FROM WHAT DOCTOR VONDA BASCH ALSO SHARED ABOUT K 12 MATHEMATICS, AND THAT IS BECAUSE WE ARE MOVING FORWARD TOGETHER IN THE BLUEPRINT. >> SO SOME KEY EFFORTS THAT WE HAVE BEEN REALLY FOCUSING ON IS OUR LOOK FORS. WE HAVE BEST PRACTICES IN READING AND FOUNDATIONAL SKILLS THAT ALIGN WITH THE SCIENCE OF READING, OUR TIER 1 STANDARDS ALIGNMENT AND EMPHASIS ON A COACHING CYCLE, AND THEN ALSO TIER 2 CONSISTENCY TO ADDRESS READING AND LANGUAGE GAPS EARLY AND INTENTIONALLY. WE REVAMPED, AS DR. DOWN SAID, OUR MTSS PROCESS AT THE ELEMENTARY LEVEL SO THAT ALL OF OUR STUDENTS WHO NEED TIER 2 SUPPORT ARE RECEIVING TARGETED VERY FOCUSED TIER 2 SUPPORT WITH ALIGNED PROGRAMMING IS NO LONGER A LARGE MENU. TEACHERS HAVE A VERY SPECIFIC RESOURCE. THEY HAVE A VERY SPECIFIC TARGET SKILL. WE SCREEN STUDENTS RIGHT DOWN TO THE EXACT PHONICS DEFICIT AND PROVIDE THAT INSTRUCTION WITHIN THE CONTINUUM, SO IT'S NO LONGER WE THINK THAT THEY'RE REALLY STRUGGLING WITH DECODING, WELL DECODING CAN BE, I DON'T KNOW MY LETTER NAMES AND SOUNDS ALL THE WAY TO MULTI SLAVIC WORDS. SO NOW WE KNOW EXACTLY WHERE THEY'RE FALLING ON THAT CONTINUUM AND WE'RE PROVIDING THAT SUPPORT. AND THEN IN TIER 2, BECAUSE STUDENTS MOVE TO DIFFERENT TEACHERS, TEACHERS ARE NO LONGER PLANNING FOR THE GAMUT, THEY'RE PLANNING FOR A VERY SELECT GROUP THAT THEY HAVE. TEACHERS INSTEAD OF PLANNING FOR THE STUDENTS WHO ARE WELL BELOW GRADE LEVEL ALL THE WAY UP TO ABOVE GRADE LEVEL. THEY HAVE A SELECT NUMBER OF STUDENTS THAT COME TO THEM DURING A SPECIFIC TIME AND THEY'RE ONLY PLANNING FOR THOSE STUDENTS. THEY MOST LIKELY ARE NOT EVEN STUDENTS IN THEIR CLASSROOM, BUT THEY WOULD BE STUDENTS WITHIN THE GRADE THAT COME TO THEM. SO IT'S BEEN A CROWD-PLEASER FOR BOTH TEACHERS AND OBVIOUSLY VERY BENEFICIAL TO OUR STUDENTS. >> IN THE SECONDARY PROGRAM, WE ARE ALSO TARGETING TIER 1 STANDARDS ALIGNMENT, AND MAKING SURE THAT WHEN WE ARE HITTING A LEARNING STANDARD, THAT THAT IS PART OF A COACHING CYCLE FOR PROFESSIONAL LEARNING THAT'S JOB EMBEDDED FOR OUR TEACHERS. IF YOU RECALL, WE HAVE TRAINED SO MANY PEOPLE ELEMENTARY AND SECONDARY IN THE SCIENCE OF READING AND [01:05:04] NOW IT'S TIME TO APPLY IT BECAUSE IF YOU DON'T USE IT, YOU LOSE IT AND IT'S CONNECTING THAT WORK TO THE WORK OF THE DAILY LESSONS THAT WE'RE PROVIDING TO OUR STUDENTS. ALSO IN SECONDARY, OUR TIER 2 IS BETTER MATCHED TO THE NEEDS OF THE STUDENTS BECAUSE WE ARE LOOKING AT EARLY AND ONGOING INTERVENTIONS. BUT ALSO A RELEASE WHICH HAS BEEN MY GREATEST PLEASURE THIS YEAR IS YOU HAD MENTIONED EARLIER, MS. WAYMAN THAT OUR ASSUMPTION MIGHT BE THAT THE TIER 3 NUMBERS WOULD BEGIN TO DECREASE OVER TIME AND I'M ALREADY I'M ALREADY SEEING THAT IN OUR SECONDARY PROGRAM. IT'S THE GOAL. IT'S THE GOAL AND WE'RE GOING TO HAVE READERS FOR SURE. >> FUN FACT, I JUST HAVE TO THIS IN THERE. THE FOCUS MIGHT BE THIS ENGAGING INSTRUCTION AND THEN INSTRUCTION THAT'S USING DATA TO PROVIDE KIDS WHAT THEY NEED. ONE OF THE WONDERFUL ANOTHER CONSEQUENCE OF THIS IS THAT STUDENTS BEHAVIORS HAVE MITIGATED SIGNIFICANTLY IN THE CLASSROOM AND IN OTHER AREAS OF THE BUILDING BECAUSE I FEEL AND I DON'T HAVE DATA YET, BUT IF YOU HAVE ENGAGING INSTRUCTION AND KIDS ARE INVOLVED AND THEY FEEL LIKE YOU'RE BEING MET WHERE THEY ARE, BEHAVIORS TEND TO FADE OFF AND THEY FEEL LIKE THEY'RE PART OF. >> STUDENTS ARE ABLE TO ACCESS THE LEARNING AND THAT IS MORE TYPICALLY A STUDENT WHO IS THEN ENGAGED. I WILL SAY TO YOU THAT THIS IMAGE IS OF COACHES AND A TEACHER. THESE ARE SECONDARY FOLKS AT A PROFESSIONAL DEVELOPMENT. AND NOTICE THAT LITERACY LEGACY, IT'S ABOUT TIME. THIS IS THE MAIN PUSH FOR SECONDARY THIS YEAR, AND I HAVE TO JUST SAY OUR TEACHERS AND OUR COACHES AT THE SECONDARY LEVEL ARE DOING THINGS THAT AREN'T HAPPENING OTHER PLACES. AND THEY ARE INCREDIBLE PROFESSIONALS WHO HAVE TAKEN DATA AND THE ANALYSIS OF DATA, EVEN AS READING AN ENGLISH FOLKS AT HEART TO TO TEST BECAUSE THEY WANT ALL STUDENTS TO HAVE BETTER OUTCOMES, WHATEVER THE MIGHT BE. >> SOME KEY TO PROFESSIONAL DEVELOPMENT. >> YES. CONTINUING WITH SOME PROFESSIONAL EFFORTS, AS WE KNOW, WE DID THAT HUGE LIFT, TOOK A COUPLE OF YEARS OFF MY LIFE [LAUGHTER] OF IMPLEMENTING LETTERS VOLUME 1 COUNTY WIDE FOR ALL OF OUR K-2 TEACHERS AND OUR READING TEACHERS IN 3-5. THE SECOND PORTION OF THAT IS LETTERS VOLUME 2, THAT WAS NOT WIDELY IMPLEMENTED AT THE TIME THAT WE IMPLEMENTED VOLUME 1, SO WE'RE DOING VOLUME TWO AND SMALLER CHUNKS, IF YOU WILL. WE'RE OFFERING IT EVERY SUMMER AS A COHORT, AND IN ORDER TO BE MORE FISCALLY SUSTAINABLE, I'VE HAD OUR READING COACHES AT THE ELEMENTARY LEVEL TRAINED AS TRAINERS, SO WE WILL NO LONGER HAVE TO CONTRACT WITH LETTERS, WHICH IS EXTREMELY EXPENSIVE. INSTEAD, WE'LL HAVE EMBEDDED FACILITATORS. ALL I'LL HAVE TO PURCHASE ARE THE ANNUAL LICENSES, WHICH ARE NOT COST PROHIBITIVE, SO EVERY SUMMER, WE WILL PROVIDE THAT OPPORTUNITY FOR OUR TEACHERS. THIS PAST SUMMER, I HAD A SPECIFIC AMOUNT OF MONEY LEFT IN A GRANT TO PURCHASE A SPECIFIC NUMBER OF LICENSES, AND I COULD HAVE PROBABLY PURCHASED DOUBLE. THE TEACHERS THAT I HAD WHO WANTED TO DO IT OVER THEIR SUMMER. REALLY, IT SHOCKED ME. I WAS LIKE, "WOW, THIS IS AMAZING. THEY WANT TO DO THIS DURING THE SUMMER." SO I ORDERED MORE FOR THIS COMING SUMMER AND I'LL HAVE MORE PEOPLE AS FACILITATORS TO OFFER THAT TRAINING. ALSO IN TIER 2, WE ARE IMPLEMENTING LEXIA CORE 5, WHICH IS THE ELEMENTARY VERSION OF LEXIA POWER UP SECONDARY WITH RENEE. WE HAVE VERTICAL ALIGNMENT IN OUR PROGRAMMING AS WELL. LEXIA CORE 5, WE HAVE SITE LICENSES FOR ALL FIVE ELEMENTARY SCHOOLS. IT WAS MORE COST-EFFECTIVE TO BUY SITE LICENSES VERSUS INDIVIDUAL LICENSES, AND SO EVERY STUDENT IS PLACED, AND WE FOUND IT TO BE EXTREMELY ACCURATE IN IN ALIGNMENT WITH WHERE WE HAVE PLACED STUDENTS WITH MANUAL QUICK PHONIC SCREENING. ALL STUDENTS HAVE A GOAL WITH WHAT THEY SHOULD COMPLETE WEEKLY. NOW SOME STUDENTS, IF THEY'RE CLOSER TO OR ABOVE GRADE LEVEL, THEY HAVE A MUCH SMALLER GOAL, SO THEY GET ON IT LESS. WE'RE BEING VERY INTENTIONAL WITH OUR SCREEN TIME WITH OUR ELEMENTARY STUDENTS. EVERY STUDENT IS JUST NOT ON IT FOR 30 MINUTES TWICE A WEEK. IF THE STUDENTS NEED MORE, THEY GET MORE, BUT IF THEY NEED LESS, THEY'RE ON IT LESS. THAT'S ONE OF MY OWN LITTLE AXIS TO GRIND WITH YOUNG PEOPLE AND SCREEN TIME. WE WANT TO MAKE SURE THAT WHATEVER THEY ARE ON IS VERY INTENTIONAL AND HAS A PURPOSE. THERE ARE ALSO SMALL GROUP LESSONS THAT GO WITH CORE 5 AND I DID NOT PUT [01:10:05] THAT ON THE THE BACKS OF OUR TEACHERS, INSTEAD, BECAUSE THEY ALREADY HAVE TIER 2 PROGRAMMING TO IMPLEMENT, OUR READING INTERVENTION TEACHERS AND OUR SCHOOL-BASED READING SPECIALISTS ARE THE ONES THAT ARE MONITORING THAT DATA, AND PUSHING INTO CLASSROOMS OR PULLING STUDENTS OUT TO PROVIDE ANOTHER SUPPLEMENT OF TIER 2 INSTRUCTION IF CORE 5 FLAGS THEM THAT THEY NEED IT. WE HAVE A DOUBLE LAYER OF TIER 2 HAPPENING NOW. TO PIGGYBACK OFF OF WHAT YOU ASKED, MS. WAYMAN, AS FAR AS OUR NUMBERS, CURRENTLY IN TIER 2, WE HAVE 38% OF OUR STUDENTS, NOW WE'RE IMPLEMENTING OUR INTERVENTION OR WE'RE TRACKING OUR INTERVENTIONS AND PERFORMANCE MATTERS. WITH THE CLICK OF A BUTTON, I CAN PULL UP AT ANY TIME, HOW MANY STUDENTS WE HAVE IN ANY PROGRAM OR ANY TIER. OUR HEIGHT OF TIER 2 LAST YEAR WAS 68%. WE'RE SEEING A DRASTIC REDUCTION. OUR TIER 3 NUMBERS LAST YEAR, WE WENT DOWN, IF YOU REMEMBER TO ZERO, BECAUSE I RIPPED OFF THE BAND AID. WE HAVE WAY TOO MANY STUDENTS IN TIER 3. WE'RE STOPPING AT ALL, AND WE'RE GOING BACK TO ZERO. LAST YEAR WE WERE AROUND 3% AT THE END OF THE YEAR. NOW WE'RE AT ABOUT 626, I BELIEVE IT WAS. I'M VERY COMFORTABLE WITH THAT NUMBER. THE TRIANGLE FOR TIERED INSTRUCTION SAYS YOU SHOULD BE UNDER 10. WE'RE WELL UNDER. LAST YEAR WE WERE LOOKING MORE LIKE AN APPLE BECAUSE OF ALL THE KIDS WE HAD IN TIER 2 AND NOW WE'RE MASSAGING THAT CLOSER TO AN ACTUAL TRIANGLE, SO WE'RE MOVING IN THE RIGHT DIRECTION WITH OUR NUMBERS. >> IN SECONDARY, WE HAVE LEXIA POWER UP FOR TIER 2, AND THIS IS INTENTIONAL IN THAT IT IS ONLY DELIVERED TO STUDENTS WHO ARE IN ESSENTIAL SECTIONS. THESE ARE STUDENTS WHO WE HAVE USED DATA TO DETERMINE HAVE FOUNDATIONAL READING SKILL NEEDS AND WRITING SKILL NEEDS. THEY GET EXPLICIT INSTRUCTION WEEKLY AND WOULD STUDY GRAMMAR AND READING COMPREHENSION, WHICH ARE ALL ALSO PART OF THE TIER 1. THEY'RE GETTING TIER 1 AND THEN TIER 2. IN TIER 3. WE ALSO OFFER, AND THIS IS AN IMAGE OF THE SUMMERS TRAINING ON ORTON-GILLINGHAM APPROACH, OG+ BY MC, AND TEACHERS K-12 ARE CERTAINLY ENGAGING IN NOT JUST WHAT WE WOULD SAY, ONE ON ONE OR SMALL GROUP INSTRUCTION, BUT THEY'RE ALSO USING A MULTI-SENSORY APPROACH, AND THIS IS WHAT YOU'RE SEEING IN THIS IMAGE AS THE ARM TAPPING. >> I LOVE THAT TRICK. [LAUGHTER] >> IT'S JUST ONE OF MY FAVORITE IMAGES, AND THEY ALLOW ME TO TAKE THE PICTURES, THOUGH. BUT WE DO HAVE IN THE SECONDARY WORLD, THE SAME INTERVENTIONS THAT ARE AVAILABLE IN ELEMENTARY. OUR GOAL IS TO EXIT STUDENTS ONCE THEY ARE READY, AND WE NOW, AS OF TODAY, HAVE 5% OF OUR SECONDARY STUDENTS ARE IN TIER 3 INTERVENTION. >> THAT'S GREAT. THAT'S FOR MIDDLE AND HIGH SCHOOL. THAT'S VERY GOOD. >> THAT'S WITH A LOT OF INTENTIONAL PLANNING, EXPLICIT INSTRUCTION AND USE OF DATA TO MAKE DECISIONS. >> DOES THE LEXIA POWER UP, I WON'T SAY TEST, BUT YOU REALLY TEST THE KIDS DOWN TO THE NUMBER SO YOU CAN KNOW WHERE THEY ARE? >> THERE'S A PLACE, AND IT'S ONGOING. IT'S ASSESSMENT WITHOUT ASSESSMENT, IF THAT MAKES ANY SENSE. IT'S A BLENDED MODEL. SO THERE IS SOME COMPUTER-BASED. THE MOST IMPORTANT PART IS THE TEACHER EXPLICIT INSTRUCTION FOR SMALL GROUPS OR INDIVIDUALS AND THEN SKILL BUILDERS THAT ARE INDEPENDENTLY COMPLETED BY STUDENTS THAT ARE NOT COMPUTER BASED. >> IT'S NOT JUST COMPUTER? >> NO. AS YOU CAN TELL, WE ARE VERY COMMITTED TO TEACHERS TEACHING STUDENTS. >> THERE'S NO COMPUTER THAT WILL FIX A CHILD. >> NO. >> TEACHING MAKES THE DIFFERENCE. >> THAT'S THE CONNECTION. >> PERSONAL. >> ABSOLUTELY. VERY CORRECT. LIKE KATIE ALSO MENTIONED, THE LESSONS IN LEXIA POWER UP ARE AUTOMATICALLY GENERATED FOR THE TEACHER IN TIER 2 SO THAT THEY HAVE A FULL LESSON TO DELIVER THAT IS ALIGNED WITH THE SKILL THAT, IT IDENTIFIES THE STUDENT NEEDS OR CANNOT COMPLETE AT AN INDEPENDENT AND INSTRUCTIONAL LEVEL. AND WE'RE SEEING A LOT OF PROGRESS THERE. IT'S A PILOT RIGHT NOW, AND I'LL COME BACK AND TALK TO YOU ABOUT THE PILOT AT A LATER DATE, SO WE'RE SEEING A LOT OF IMPROVEMENT. >> INSTRUCTIONAL ADJUSTMENTS, AND I ALLUDED TO ALL OF THIS EARLIER. I GOT AHEAD OF MYSELF, BUT I'M JUST SO EXCITED ABOUT IT. >> I KNOW. >> BUT TIER 3 INTERVENTIONS. WE HAVE DIFFERENT SCHEDULING OPTIONS NOW FOR STUDENTS AND FAMILIES. WE'VE BEEN ABLE BECAUSE WE DID EXPAND TRAINING THE SUMMER, [01:15:02] ESPECIALLY IN ORTON-GILLINGHAM, AND ALL SCHOOLS HAVE ACCESS TO FUNDING. WE ARE ABLE TO PROVIDE IF WE HAVE A TEACHER WHO CAN AND IS WILLING TO EITHER COME EARLY OR STAY AFTER SCHOOL AND THE STUDENT HAS TRANSPORTATION. WE'RE ABLE TO PROVIDE EITHER BEFORE OR AFTER SCHOOL, TIER 3 INTERVENTIONS. IN THE SCHOOLS THAT ALREADY HAVE TRANSPORTATION, WE'VE BEEN WORKING WITH THE AFTER SCHOOL PROGRAM TO ALSO USE THAT TRANSPORTATION IF THEY NEED TO STAY FOR INTERVENTIONS. PHONE CALLS ARE MADE TO PARENTS BY THE READING SPECIALIST AND SAYING YOUR CHILD HAS THIS NEED. THESE ARE YOUR OPTIONS, WHAT WORKS BEST FOR YOUR FAMILY. TIER 2 INTERVENTIONS, WE HAVE THAT ILS OR INSTRUCTIONAL LEVEL SUPPORT BLOCK FOR ALL K-5 STUDENTS WHO NEED TIER 2 SUPPORT. THIS IS ALSO THE OPPORTUNITY FOR ENRICHMENT. OUR STUDENTS THAT DO NOT NEED SUPPLEMENTAL INSTRUCTION, THEY ARE GIVEN ON OR ABOVE GRADE LEVEL INSTRUCTION, SO THAT'S THAT OPPORTUNITY TO PUSH THEM FURTHER. THAT'S ALSO SUPPORTED WITH DATA AND WHAT THEY NEED BASED ON COMMON ASSESSMENTS BASED ON IREADY DATA TO SEE TYPICALLY EVEN IF A STUDENT IS ABOVE GRADE LEVEL, THEY TYPICALLY DO HAVE A GAP SOMEWHERE THAT WE CAN STILL FILL OR PUSH THEM FURTHER. THAT'S THE OPPORTUNITY TO DO THAT. THIS YEAR, WE HAVE THE LARGEST NUMBER AND I ONLY HAVE LAST YEAR TO COMPARE IT TO, BUT WE HAVE THE LARGEST NUMBER OF STUDENTS WHO ARE STARTING IN ENRICHMENT. LAST YEAR, WE MAY HAVE HAD ONE CLASSROOM THAT HAD A COUPLE OF STUDENTS WHO NEEDED ENRICHMENT. NOW WE HAVE IN OUR LARGER SCHOOLS TWO CLASSROOMS THAT ARE OFFERING ENRICHMENT THAT ARE FULL. WE HAVE MORE STUDENTS STARTING THE YEAR IN THAT PLACE THAN WE HAD LAST YEAR, SO T'S VERY EXCITING TO SEE, AND TEACHERS DIDN'T QUITE REALIZE, THAT AS I'VE BEEN GOING TO THE MONTHLY DATA MEETINGS, I'VE ASKED THE COACHES TO PULL UP THE DATA SHEETS FROM THIS TIME LAST YEAR. I'M LIKE, "LOOK AT WHERE THESE KIDS STARTED LAST YEAR AND LOOK AT HOW YOU'RE STARTING TO THIS YEAR, AND THEY'RE LIKE, "HUH, YOU'RE RIGHT." [NOISE] YOU GET SO LOST IN THE DAY THAT YOU DON'T REALIZE THE PROGRESS. AND SO I THINK IT'S SO IMPORTANT BECAUSE IT'S THE TEACHERS DOING IT. THEY ARE THE ONES THAT ARE DOING IT EVERY DAY, BELIEVING IN THIS MODEL, CARRYING IT OUT, IMPLEMENTING IT AND REFUSING TO LET STUDENTS FAIL, AND THEY'RE PUSHING THE STUDENTS EVERY SINGLE DAY TO MEET THESE GOALS AND TO MOVE THROUGH THAT PHONICS CONTINUUM, SO IT'S ALL THEM. >> I WONDER WHERE IT'LL GO NEXT YEAR THIS TIME. >> NOWHERE TO GO WAY. YES. ABSOLUTELY. BECAUSE OF WHAT WE HAVE DONE IN TIER 2, WE'RE SEEING THE GROWTH IN STUDENTS. CAROLINE WAS RECOGNIZED AS HAVING THE STUDENTS WITH THE LARGEST DEFICIT WITH THE MOST GROWTH IN THE STATE. WE ARE NUMBER 1 IN THE STATE FOR K1 AND GRADE 3, ACCORDING TO OUR READY TO READ ACT DATA THAT WE SUBMITTED. WE DID WIN NUMBER GRADE 2, SO THAT'S THE GOAL FOR THE YEAR. WELL. EXACTLY. WE'RE GOING TO TAKE THEM ALL K-3, BUT IT'S WORKING. WE WERE RECOGNIZED. I DON'T WANT TO HIGHLIGHT THAT WHAT KATIE POINTED OUT. IT WAS OUR KIDS MAY START WITH A LARGER GAP, BUT WE'VE MADE THE MOST GAINS OF ANYBODY ELSE IN THE STATE WITHIN THE SCHOOL YEAR. WHILE WE MAY START HERE, IT'S THE WORK THAT'S HAPPENING IN THE CLASSROOM. IT'S LITERALLY CLOSING THAT AT A RATE FASTER THAN ANYBODY ELSE MISTAKE. FOR THREE OF THE FOUR GRADE LEVELS. >> THREE OF THE FIVE LEVELS. WE WERE IN THE MEETING AND PEOPLE WERE LIKE, "WHO'S HERE FROM CAROLINE?" >> THEY WANTED TO SEE WHERE IS THAT? >> IS THAT ALL THE WAY TO THE BEACH? [OVERLAPPING] THEY WERE ASKING ABOUT THAT. THEY'RE LIKE, WHAT ARE YOU DOING? IT'S LIKE THERE'S SECRET SAUCE TO IT. I CAN TELL YOU. BUT, IT'S WORKING. WE'RE VERY EXCITED ABOUT THE WORK THAT OUR TEACHERS ARE DOING AND THE VISION THEY'RE WILLING TO CARRY OUT. >> I'M EXCITED ABOUT THE RESULTS WITH THE SIGNS OF READING, AND I'M EXCITED ABOUT THE THE WORK BETWEEN THE TWO OF YOU WITH SECONDARY AND ELEMENTARY WORKING TOGETHER WITH THE LANGUAGE ARTS AND READING. IT'S AMAZING AND IT'S GOOD TO SEE. EVEN WITH YOU, DR. HANFORD. >> SORRY. WE'RE WORKING TOGETHER. >> I DON'T WANT TO LEAVE YOU OUT THERE. >> WELL, AND THIS IS ALSO AN IMAGE OF A SECONDARY TEACHER WHO IS WORKING WITH A STUDENT DURING A SMALL GROUP SESSION. AGAIN, I'VE MENTIONED SOME OF THESE THINGS, BUT SOME OF OUR INSTRUCTIONAL ADJUSTMENTS ALSO INCLUDE THE ESSENTIALS PILOT COURSE USING LEXIA POWER UP, AND THEN COMMON LIT TARGET LESSONS ARE USED IN OUR ELA COURSES. THAT'S SO THAT THE TIER 2 AND THE ACCESSIBILITY THAT KIDS HAVE TO THE LEARNING MATCHES THEIR NEEDS. TIER 3 INTERVENTIONS, OUR GOAL IS ALWAYS FOR THERE TO BE FIDELITY AND ENSURE THAT STUDENTS MAKE PROGRESS, AND THAT THEY PROGRESS DOWN TIERS, WITHOUT TIERS. [01:20:02] THEN DATA DRIVEN INSTRUCTION, WE ADMINISTER COMMON ASSESSMENTS OF THE ENGLISH STANDARDS AND PERFORMANCE MATTERS FOR GRADE 6 THROUGH 12, AND THEN TEACHERS MEET WITH THEIR LITERACY COACHES TO ADJUST INSTRUCTION BASED ON THE DATA AND WHAT IT SHOWS US. WE ARE VERY FORTUNATE TO HAVE A NUMBER OF LITERACY COACHES IN OUR SECONDARY SCHOOLS, AND IT WOULD BE VERY DIFFICULT FOR THIS LIFT TO OCCUR WITHOUT. THERE WE ARE CONNECTING OUR STENT PLAN. ARE THERE ANY QUESTIONS ABOUT K-12 READING OR ENGLISH? YOU HEAR CRITICISMS THAT PUBLIC SCHOOLS DON'T FOCUS ON THE CORE CONSTRUCTION, CORE EDUCATION. WHAT HAVE WE BEEN TALKING ABOUT? MATHEMATICS AND READING? PROFICIENT READING BY IN THE THIRD GRADE? ARE THOSE FOLKS PAYING ATTENTION? ARE THEY WATCHING? IT'S HAPPENING HERE, THE RIGHT FOCUS. >> RICK, I'LL CONNECT THAT ALSO TO WHAT WE HEAR IS WE DON'T VALUE EMPLOYMENT. WE DON'T VALUE THE TRADES. I STARTED WITH THAT TONIGHT? CORRECT. WE VALUE EMPLOYABILITY OF ALL OF OUR KIDS. COLLEGE IS A PATHWAY FOR SOME PEOPLE TO GET A PAYCHECK, BUT IT'S THE EMPLOYABILITY THAT MATTERS. >> WHEN YOU GO OFF INTO THE WORK WORLD, THERE'S JOBS YOU CAN DO IF YOU CAN'T READ, BUT NOT A LOT OF THEM. BASIC SIMPLE THINGS. SO CAREER READY. INCLUDES THESE BASIC SKILLS AND PEOPLE SAY, "WELL, I'LL NEVER USE THAT MATCH STUFF WHEN I GET OUT THERE IN THE REAL WORLD." WELL, YOU'D BE SURPRISED, WOULD YOU? >> I STILL HAVE SOME MIDDLE SCHOOLERS I'M TRYING TO CONVINCE. I'M GOING TO JUST RECORD [OVERLAPPING] >> PROBLEM SOLVING. MANY, MANY JOBS HAVE PROBLEM SOLVING, AND IT MIGHT NOT BE X+Y EQUALS, I DON'T KNOW WHAT. IT MIGHT NOT BE ALGEBRA, MIGHT NOT BE MATH, BUT PROBLEM SOLVING IS THE ABILITY TO THINK OUT ISSUES AND PROBLEMS. ISN'T THAT MATH? >> THAT'S PART OF THE CAREER COACH MATH. >> THE OPPORTUNITY IS TO CONNECT WHAT'S HAPPENING IN THE CLASSROOM TO CAREERS, AND I KNOW MSDE HAS A PUSH FOR THAT RIGHT NOW AS WELL. >> IT'S COMING. I GET IT. >> VERY MUCH, SO CONGRATULATIONS. IT HITS HOME AND WELL DONE. >> SOUNDED GREAT. >> THANK YOU. >> I THINK JIM NEWCOMBE WOULD BE HAPPY TO HEAR THAT. [LAUGHTER] [OVERLAPPING]. >> SUCH A GOOD POINT BECAUSE JIM RAISED RAISED AGAIN. >> ABSOLUTELY SOMETHING THAT THE BOARD HAD EMPHASIZE ON. >> WELL, WE NEVER STOP. >> THIS IS WHERE WE ARE NOW. >> IT'S CRITICAL. I MEAN, IT REALLY IS. >> IT MAKES A BIG DIFFERENCE IN THE AMOUNT OF TIME IT TAKES A KID TO DO THEIR HOMEWORK IF THEY CAN'T GET THEIR SIMPLE 4*3. IF IT TAKES FIVE MINUTES TO DO THAT PART OF THEIR PROBLEM, THEY ARE NOT GOING TO GET THEIR WHOLE [OVERLAPPING]. >> DOES TAKE A LOT OF TIME OUT [OVERLAPPING]. >> PARENTS HAVE BEEN REALLY SUPPORTIVE BECAUSE IT'S DEFINITELY HOMEWORK THAT'S MEANINGFUL AND THAT THEY CAN HELP WITH. THERE'S GAMES. >> I DO TOO. IT'S A CORE MEMORY. >> THANK YOU. >> THANK YOU. >> THANK YOU. >> THANK YOU. >> ANY OTHER QUESTIONS FOR OUR PILLAR 3 GROUP TONIGHT? >> I APPRECIATE THE PILLAR 3 GROUP BEING HERE. IN THE EVENING WHEN WE'RE SUPPOSED TO BE HERE IN THE MORNING AND THAT WAS TO ACCOMMODATE ME, REALLY, SO THANK Y'ALL FOR HAVING SUCH A LONG DAY. >> YES. >> NO. I'M EXCITED. I'LL JUST SAY THAT. I'M EXCITED. WE'LL BE EXCITED LISTENING TO YOUR PRESENTATION. I KNOW I'M EXCITED ABOUT THE BUILDING AND EVERYTHING TOO, BUT THE INSTRUCTION. >> BUILDING IS NOTHING WITHOUT THE GOOD STUFF THAT HAPPENED INSIDE. >> I HAVE THAT WRITTEN DOWN TO SAY I'M JUST EXCITED ABOUT IT. >> LIZZIE, JUST TO SHARE, PEOPLE ARE NOTICING WHAT'S HAPPENING WITH CAREER UNITS. LOTS OF LOCAL BUSINESSES ARE MAKING COMMENTS ABOUT NUMBER OF KIDS IN DUAL ENROLLMENT AND WISHING THEY HAD THAT SAME OPPORTUNITY. BEFORE THEY WENT TO COLLEGE, YOU'D BE ABLE TO BE A LITTLE MORE PREPARED AND MAYBE A LITTLE MORE FINANCIALLY, NOT WHERE THEY WANTED TO BE. PEOPLE ARE REALLY NOTICING. I HEAR A LOT. >> EXCELLENT. THANK YOU OVER THE LAST SIX MONTHS OR SO. >> THANK YOU. >> THANKS FOR THAT WORK. >> ABSOLUTELY. >> WE'RE GOING TO MOVE INTO PILLAR 5. [01:25:02] NO, IT'S NOT MISS TO BE EXCITED ABOUT IT. I'M SURE SHE WILL BE. SHE'LL BE EXCITED WHEN IT'S DONE. BUT IN ALL REALITY, AND THIS IS PART OF THE AND I WON'T DIG TOO MUCH INTO SOME OF THE EXTREME DETAILS TONIGHT BECAUSE WE WILL WHEN WE TALK BUDGET OVER THE NEXT SEVERAL MONTHS. CAROLINA COUNTY IS DOING A SOLID JOB WITH PILLAR 5, 2, 3, AND 4. WE ARE. WHEN WE HEAR PEOPLE TALK ABOUT BLUEPRINT. WE'RE NOT DOING BLUEPRINT, WE'RE DOING PRE K LIKE IT SHOULD BE DONE. WE'RE DOING RIGHT BY OUR STAFF WITH THE THINGS THAT HAPPEN TO FALL IN PILLAR 2. WE'RE DOING WHAT'S RIGHT BY KIDS FOR INSTRUCTION WITH ALL THE THINGS IN PILLAR 3 THAT WE SHOULD BE DOING. IN PILLAR 4 WITH SUPPORTING ALL OF OUR STUDENTS AND OUR SPECIAL POPULATIONS, WE'RE DOING WHAT WE SHOULD BE DOING WHAT'S RIGHT. I FIRMLY BELIEVE THAT WITHOUT BLUEPRINT, JUST ABOUT EVERY ONE OF THOSE THINGS WOULD HAVE BEEN ON OUR RADAR AND WE WOULD HAVE BEEN DOING. THE CAREER LADDER WE MIGHT NOT HAVE COME UP WITH. I'LL BE HONEST, THAT ONE MIGHT BE A BRIDGE TOO FAR ON OUR OWN TO COME UP WITH. BUT A LOT OF THE OTHER PIECES ARE THINGS THAT WE WERE ON THAT PATH FOR, WHICH IS WONDERFUL. IT'S ALSO WHY WE'VE BEEN STRATEGIC TO NOT GO OUT AND SCREAM FROM THE ROOFTOPS. BLUEPRINT, LET'S GET TOGETHER A GROUP AND TALK ABOUT BLUEPRINT BECAUSE IT HAS A FEEL TO IT, IT'S REALLY GOING TO HAVE A FEEL TO IT IN JANUARY IN ANNAPOLIS. BUT IT HAS A FEEL. THE FEEL IN THIS COUNTY, I FEEL IS BECAUSE OF PILLAR 5. THAT'S WHERE I DO WANT TO TALK A LITTLE BIT TONIGHT. LET'S YOU KNOW WHERE WE ARE WITH PILLAR 5. PILLAR 5 IS THE ACCOUNTABILITY PILLAR. THE BIGGEST PIECE OF THIS FOR CAROLINA COUNTY, THE BIGGEST SHIFT FOR US AND FOR BOTH COUNTIES IS THE FUNDING COMPONENT, AND IT IS THE FUNDING COMPONENT THAT'S TIED TO THE MINIMUM STUDENT FUNDING REQUIREMENT. A SET AMOUNT OF MONEY WITHIN THE FORMULA IS SUPPOSED TO GO TO THE SCHOOL LEVEL AND FOLLOW THE STUDENTS TO THE SCHOOL LEVEL. IT'S A GREAT THEORETICAL MODEL. THE IMPLEMENTATION PIECE IS THE CHALLENGE THAT EVERYBODY'S WORKING THROUGH. YOU'VE HEARD US TALK FOR YEARS ABOUT THE ADMINISTRATIVE BURDEN THAT'S GOING TO COME WITH TRYING TO SET THE SYSTEMS UP TO DO THIS. IT'S IT'S HERE. WE ARE AT THAT POINT OF WORKING THROUGH IT, SO OUR TIMELINES THAT WE'RE WORKING UNDER FOR THE MINIMUM STUDENT FUNDING, AGAIN, THAT'S THE PIECE I WANT TO DRAW IN AND TO SHOW YOU WHAT WE'RE DOING RIGHT NOW. OUR FISCAL YEAR OF THIS YEAR IS THE BASE YEAR. WHATEVER MONEY IS GOING TO THE STUDENTS OR GOING TO THE SCHOOL IS GOING TO THE SCHOOLS THE BASE YEAR. I AM NOT WORRIED ABOUT THE BASE YEAR. I WAS NOT WORRIED ABOUT THE BASE YEAR AT THE END OF 24 BEFORE WE JUMPED INTO 2025. SOMETHING HAS TO BE THE BASE YEAR. WE MADE A CONSCIOUS DECISION AS A SYSTEM THAT WE WERE WAITING UNTIL WE RECEIVED FIRM GUIDANCE FROM THE STATE FOR HOW TO SET UP OUR ACCOUNT STRUCTURES. WE'RE AT THE POINT, WE CAN NO LONGER WAIT FOR FIRM GUIDANCE BECAUSE WE GOT SOME LOOSE GUIDANCE, TWO VERSIONS OF IT. WE CAN'T WAIT FOR FIRM GUIDANCE. WE'RE USING THE LOOSE GUIDANCE AND WORKING WITH SOME ENTITIES TO GET THE STRUCTURE SET UP AND TO GO THERE. BY THE FY 26 BUDGET THAT I HAVE TO PRESENT TO YOU AND THAT THE BOARD WILL HAVE TO ADOPT, THAT THE COMMISSIONERS WILL HAVE TO APPROVE, WE WILL HAVE TO DEMONSTRATE THAT WE ARE DOING 50% BETTER THAN WE WERE WITH THE BASELINE YEAR FOR MONEY FOLLOWING TO THE SCHOOL, SO WE HAVE NINE SCHOOLS. IF 0/9 SCHOOLS ARE HITTING THAT THRESHOLD OF 75% CCTC DOESN'T COUNT AS A SCHOOL. WE JUST HAVE THE COMPREHENSIVE SCHOOLS. YES. IT DOESN'T HAVE A SCHOOL NUMBER, SO THEREFORE WE'RE NINE SCHOOLS IN A TECH CENTER. IF WE HAVE ZERO SCHOOLS MEETING THE 75% FUNDING THRESHOLD, WHICH WE VERY WELL MAY. IF WE HAVE ZERO, THEN I HAVE TO SHOW THAT FIVE SCHOOLS IT'S HAPPENING IN THE FY 26 BUDGET THAT YOU'LL PROVE, THEN BY THE FY 27, I HAVE TO SHOW YOU THAT WE'RE AT 100%, EVERYBODY'S MEETING. THE CHALLENGE THAT'S GOING TO COME IS TRYING TO SET UP THE ADMINISTRATIVE SYSTEM TO DETERMINE HOW THE MONEY GETS ALLOCATED BECAUSE THE GUIDANCE AND THE RULES WERE NOT FIRM, AND A LOT OF SYSTEMS ARE WORKING THROUGH AND DETERMINING WHAT THAT MAY LOOK LIKE. THE BUCKETS OF MONEY, AND I TEND TO THINK OF THE FUNDING FORMULA IN TERMS OF BUCKETS. THE MONEY IS SET UP THE CATEGORIES THAT WE HAVE TO TRACK THIS WAY OR THE FOUNDATION FORMULA, WHICH IS, IN ESSENCE, IF YOU HAD NO SPECIAL EDUCATION STUDENTS, NO STUDENTS IN POVERTY, NO ML STUDENTS, NO STRUGGLING LEARNERS, NO PRE K KIDS. THIS IS THE AMOUNT OF MONEY IT WOULD TAKE TO RUN A SCHOOL SYSTEM. THAT'S YOUR FOUNDATION MONEY. THAT IS NOT WHAT THE FOUNDATION MONEY EQUATES TO. BUT THAT'S WHAT IT PURPORTS TO BE. WE'RE SUPPOSED TO SHOW 75% OF THAT, 75% OF COP ED, WHICH IS OUR FREE AND REDUCED MEALS MONEY. [01:30:01] FOR KIDS LIVING IN POVERTY, 75% OF OUR SPECIAL EDUCATION MONEY, 75% OF OUR MULTILINGUAL LEARNER MONEY, 75% OF OUR CCR MONEY, [INAUDIBLE] INCUR READINESS MONEY, THAT THE MONEY, THE DUAL ENROLLMENT MONEY, 75% OF OUR TSI TARGETED SPECIALIZED INSTRUCTION. LITTLE GUY READING MONEY, EASY WAY TO THINK ABOUT IT, 75% OF EACH OF THOSE BUCKETS HAVE TO GO OUT TO THE SCHOOLS, 25% CAN BE HELD HERE. THAT'S THE PHILOSOPHICAL THE MODEL THAT THEY CREATED. LOTS OF STRUGGLES IN THE MODEL. WE'LL TALK ABOUT IT AS WE WORK THROUGH THE BUDGET DEVELOPMENT PIECE, BUT THERE'S THE MISALIGNMENT WITH BUCKETS, BUT WE HAVE TO BE ABLE TO SHOW THEM THE DATA WHERE THE MISALIGNMENT IS THAT HOPEFULLY THERE CAN BE SOME CHANGES TO MAKE IT WORK BETTER. WHAT ARE WE DOING RIGHT NOW TO DETERMINE WHERE OUR BASELINE IS, AND ALSO TO PUT US IN A POSITION THAT WE CAN MONITOR THIS IN THE FUTURE AND BE READY TO GO. WE HAVE NOT INCREASED STAFFING AT THIS POINT IN OUR FINANCE OFFICE. THAT IS LIKELY TO COME AS A BUDGETARY REQUEST. WE HAVE NOT YET. A BIG REASON WHY WE HAVE NOT IS BECAUSE THE AIB DID OFFER A GRANT OPPORTUNITY FOR SCHOOL SYSTEMS TO PARTNER WITH IN ESSENCE, A COUPLE OF DIFFERENT NATIONAL ENTITIES THAT HAVE EXPERTS THAT WORK IN SCHOOL FINANCE. WE RECEIVED A GRANT TO WORK WITH WESTED. WESTED IS A VERY WELL KNOWN ENTITY THAT DOES A LOT OF EDUCATION RESEARCH. THEY HAVE A FINANCE AND STRATEGIC PLANNING WING, THAT'S WHO WE'RE WORKING WITH. ACTUALLY, THERE ARE TWO PEOPLE WHO ARE THEIR PROJECT LEADS WERE IN DISTRICT YESTERDAY, AND SPENT THE AFTERNOON WITH US MEETING WITH OUR PILLAR TEAMS TO GET INFORMATION ABOUT HOW WE ALLOCATE RESOURCES NOW. THEY'RE GOING TO WORK THROUGH WITH US, DEVELOPING WHAT OUR APPLICATION RULES SHOULD BE FOR HOW WE ALLOCATE RESOURCES WITHIN THOSE BUCKETS. THEY'RE ALSO GOING TO HELP US WORK TO STRUCTURE IT IN A WAY SO WE SEE WHERE OUR DEFICIENCIES ARE AND THEN CAN MAKE A PLAN TO MAKE SURE FY 26 HITS THE MARK. WHAT THEY'RE ALSO GOING TO HELP US DO IS FIGURE OUT THE STAFFING BURDEN WE MAY HAVE TO BE ABLE TO PUT THIS IN PLACE WHEN THEIR SUPPORT IS GONE AND WE HAVE TO CARRY IT FORWARD. THEY HAVE BEEN ABSOLUTELY WONDERFUL TO WORK WITH. THEY HAVE DONE THE WORK, THE TWO PEOPLE WHO WE'RE WORKING WITH. ONE OF THEM HAS DONE THIS WORK IN TWO OTHER STATES, NO, SORRY, ONE OTHER STATE, BOTH AT A SCHOOL SYSTEM LEVEL AND A STATE LEVEL. ANOTHER INDIVIDUAL HAS DONE THE WORK IN A DIFFERENT STATE. WE HAVE PEOPLE WHO'VE DONE THE WORK. THEY KNOW WHAT THEY'RE LOOKING AT AND THEY'RE HELPING US THROUGH IT. THEY'VE BEEN WONDERFUL WORKING WITH JILL AND I AND MARA, TO LOOK AT WHAT STRATEGIES ARE THE BEST THAT WE CAN IMPLEMENT. THEY'RE ALSO WORKING WITH THREE OTHER SCHOOL SYSTEMS IN THE STATE. WE ARE THEIR SMALLEST. THE OTHER THREE THEY'RE WORKING WITH ARE LARGE JURISDICTIONS WHO HAVE ALREADY STARTED THIS PROCESS SOONER. THEY HAD LARGE FINANCE TEAMS, AND FRANKLY, THEY COULD RUN THE MODELING. THEIR LEVEL OF WORK WITH US IS A LITTLE BIT DIFFERENT, BUT THEY ALSO HAVE THE BENEFIT OF THREE LARGE SYSTEMS IN THE STATE WHO ARE TRYING TO MAKE THIS WORK. IT JUST GIVES THEM A DIFFERENT PERSPECTIVE IN WORKING WITH US. THEIR WORK WILL CONTINUE WITH US RATE ON UP UNTIL BUDGET GOES TO YOU GUYS. AT LEAST UNTIL APRIL WHEN I PRESENT MY FINAL BUDGET OR IT MAY GO ALL THE WAY UP TO JUNE. LIKE I SAID, THEY'VE BEEN A FANTASTIC PARTNER, SO WE HAVE EXPERT ASSISTANCE EXPERT HELP WHO'S COMING IN TO WORK WITH US TO TRY TO STRUCTURE THIS IN A WAY THAT IT CAN WORK. THEY ARE UNDERSTANDING SOME OF THE CHALLENGES WE ARE GOING TO FACE, BUT THEY ARE SEEING IT. BUT WE'VE GOT TO GIVE IT THE COLLEGE TRY TO SHOW IF IT CAN OR CANNOT WORK BEFORE WE CAN JUST START HOLLERING BECAUSE IT IS GOING TO BE PAINFUL, LET'S FACE IT, ANY CHANGE IS PAINFUL, AND I CAN HOLLER WITH THE BEST OF THEM BECAUSE IT'S GOING TO BE A LOT OF WORK. BUT WE'VE GOT TO GET THROUGH THE WORK BEFORE WE CAN TRULY SHOW IF THINGS NEED TO SHIFT. OUR PARTNERSHIP WITH WESTED IS GOING VERY WELL. I SAID, THEY'LL BE WITH US UNTIL THE LATE SPRING, IF NOT EARLY SUMMER. THE OTHER BIG SHIFT THAT WE'VE DONE, AND THE BOARD HAS SEEN THIS IN THE UPDATES THAT I SEND OUT, WE HAVE MOVED TO IMPLEMENT A POWER SCHOOL PRODUCT CALLED ALLOVUE. ALLOVUE IS A SOFTWARE FINANCE SOLUTION. EVERYTHING'S CALLED SOLUTIONS NOW. I WOULD HAVE CALLED IT SOFTWARE. IT'S CLOUD BASED. IT'S A SOLUTION THAT BASICALLY WORKS WITH SCHOOL DISTRICTS TO HELP US SET UP MODELING TO ALLOCATE OUR RESOURCES. THEY SET UP A BUDGET STRUCTURE THAT'S WITHIN THEIR FRAMEWORK THAT HELPS US WITH BUDGETING SO WE CAN MODEL AHEAD OF TIME OFF OF ESTIMATES THAT WE THINK WE'RE GOING TO GET FUNDING WISE. IT ALSO GIVES US THE ABILITY AS I'M CREATING THE BUDGET, WORKING WITH OUR BUDGET TEAM AND OUR STAFF THAT WE LITERALLY CAN EFFECTIVELY MODEL, [01:35:06] IF WE HAVE TO REDUCE X, WHAT IS THE IMPACT ON THE SCHOOL SYSTEM? IF WE WANT TO INCREASE HERE, WHAT'S THE IMPACT ON THE BUDGET? IT LETS US BREAK DOWN IN WAYS THAT WE'VE NOT BEEN ABLE TO DO OTHER THAN GOING TO SOMEBODY AND HAVE THEM CREATE A MASSIVE EXCEL SHEET AND HOPE THE FORMULA WAS CREATED IN IT WAS CORRECT. I HAVE A LOT OF FAITH IN DENTIST TO CREATE THE EXCEL SPREADSHEETS. BUT IT ALSO MEANS THAT WE GO TO DENTIST AND SAY, HEY, CAN YOU RUN A MODEL ON THIS AND THEN HE'S GOT TO RECREATE WHATEVER. THIS IS ALL WITHIN THE PLATFORM TO UTILIZE. THE OTHER PART OF THE AL VIEW PROCESS THAT WE ALSO REALLY LIKE IS IT GIVES ALL OF US WHO ARE NOT ACCOUNTANTS THE ABILITY TO MANAGE OUR FUNDS AND OUR GRANTS AND OUR SPEND IN A WAY THAT MAKES SENSE TO PEOPLE WHO ARE NOT ACCOUNTANTS. SOFTWARE THAT WE USE, OUR SOLUTION WE USE FOR OUR ACCOUNTING SYSTEMS CALLED E-FINANCE. IT'S WONDERFUL FOR PEOPLE WHO ARE USED TO DOING BILLING AND PEOPLE WHO ARE ACCOUNTANTS. IT IS TERRIBLE FOR PEOPLE WHO ARE USED TO THINKING ABOUT THEIR SPENDING IN THE WAY THAT WE DO WITH OUR HOME BUDGETING. I HAVE THIS MUCH MONEY. I CAN'T SPEND MORE THAN THIS, HOW DO WE TRACK IT? HOME BUDGETING DOESN'T HAVE ENCUMBRANCES. HOME BUDGETING DOESN'T HAVE POS AND WHAT ARE OUTSTANDING POS? THIS PUTS IT IN A WAY THAT JOE HOMEOWNER COULD UNDERSTAND EXACTLY WHAT OUR SPEND IS LIKE. THE NICE THING OF THIS ALSO IS THAT IT WILL ALLOW US TO START TRACKING THE MONEY GOING TO THE SCHOOLS IN A MUCH CLEANER WAY THAT ONCE WE SET THE RULES RIGHT WITH WESTED, WE PUT THE RULES IN THIS SOLUTION. THEN AS WE PURCHASE, AND AS WE SPEND, WE CAN START MOVING AND BEING ABLE TO TRACK TO KNOW EXACTLY WHERE WE ARE AND WHERE WE CAN FIT. THE NICE THING WITH ALLOVUE, IT ALSO FITS IN. IT'S A POWER SCHOOL PRODUCT. POWER SCHOOL IS WHO OWNS THE FINANCE. POWER SCHOOL IS WHO OWNS OUR HR SUITE. IN PAYROLL AND BENEFITS, IT ALL TALKS, SO WHEN WE'RE TALKING BUDGET, WE HAVE THE ABILITY TO LOOK AT BUDGET ON ACTUALS. WE'VE HAD THIS CONVERSATION WITH THE BOARD OVER THE YEARS, AND WE'RE BUDGETING FOR POSITIONS. DO WE USE AN AVERAGE SALARY OR DO WE USE ACTUALS? THIS ALLOWS US TO GET TO ACTUALS WHEN WE NEED TO IN A MUCH FASTER WAY, SO WE CAN TRULY LOOK AT WHAT IS THE ACTUAL DOLLAR AMOUNT OUT OF THE OPERATING BUDGET IN FY 26, IF EMPLOYEES WERE TO RECEIVE THIS PERCENTAGE OF AN INCREASE, OR IF THE INSURANCE IMPACT, IF THERE'S A CHANGE THAT ALWAYS IS, BUT IF THERE'S A CHANGE ON INSURANCE, WE CAN TRULY LOOK AT IT BASED ON A NUMBER OF PEOPLE WHO ARE CURRENTLY TAKING THE INSURANCE AT THAT LEVEL? THAT'S THE SPECIFICITY IT ALLOWS US TO GET TO. WE'RE PUTTING A SOLUTION IN PLACE TO HELP US MONITOR INPUT IN PLACE. THIS WAS NOT CRAZY, EXPENSIVE, BUDGETARY. IT WAS WELL WITHIN THE THRESHOLD. IT WAS LIKE $30,000. WELL WORTH IT. WELL WORTH IT FOR WHAT IT'S GOING TO ALLOW US TO DO. FOR THIS PIECE OF THE ADMINISTRATIVE BURDEN COMING FROM THE PILLAR 5 WORK, THIS ISN'T AS BAD. FRANKLY, IT'S SOMETHING THE SCHOOL SYSTEM COULD HAVE PROBABLY USED YEARS AGO. WE JUST DIDN'T KNOW IT EXISTED, SO THAT'S NOT THE BIG BURDEN. WESTED, THEIR SUPPORT IS A GRANT THROUGH THE AIB. THE AIB PAYS THEM DIRECTLY. NO BURDEN WHATSOEVER AT ALL. WHAT THEY COME UP WITH IS GOING TO BE THE BURDEN. THAT'S GOING TO BE THE TOUGH PART. IT'S THE SWEAT EQUITY THAT'S GOING IN. THEY'RE WILLING TO ROLL UP THE SLEEVES WITH US ON THE SWEAT EQUITY AND THEY WILL AS WE MOVE THROUGH THIS WORK. BUT AS THEY LEFT YESTERDAY, SOME OF OUR CONVERSATION LITERALLY WAS YOUR DISTRICT IS UTILIZING ALL THE RESOURCES YOU'RE GETTING FROM THE STATE TO DO GREAT THINGS. WHEN WE START PUTTING THEM IN THE BUCKETS, THAT'S WHERE THE PROBLEM IS REALLY GOING TO FALL. BECAUSE IN SOME BUCKETS IN THE MODEL, WE WILL BE OVER EXPENDING, AND OTHERS WE WILL BE UNDER. IN THEORY, WHAT WE'RE SUPPOSED TO DO IS TAKE FROM WHERE WE'RE OVER AND PUT THEM IN THE UNDER. A SCHOOL SYSTEM BUDGET IS NOT THAT CLEAN AND PURE, SO THAT'S WHERE THE RUB IS GOING TO GET. THERE'S GOING TO BE A LOT AND I'M TRYING TO PUT SOME THINGS TOGETHER FOR YOU FOR THE DECEMBER MEETING. MR. BARTON, YOU'RE WELCOME TO STAY IN ATTENDANCE IN THE IN THE CROWD AND HEAR IT. [OVERLAPPING] BUT THERE'S GOING TO BE A LOT OF CONVERSATION IN THE GENERAL ASSEMBLY. WE'RE HEARING A LOT AS THE SPENDING AND AFFORDABILITY COMMITTEE SHARED THAT THERE'S ABOUT TWO BILLION IN THE HOLE BEFORE THEY EVEN START ANYTHING IN ANNAPOLIS. THE BLUEPRINT IS FULLY FUNDED IN 26 AND 27. IT IS FULLY FUNDED. [01:40:02] IF THEY ROB THE BLUEPRINT ACCOUNT TO PAY FOR OTHER THINGS, THAT'S WHEN THINGS GET HARD. I'LL TRY TO OUTLINE SOME OF THAT IN DECEMBER FOR THE BOARD AS WE'RE MODELING SOME THINGS. BUT THERE ARE SOME REAL ASSUMPTIONS THAT IF THEY ROB THAT, WHERE IT WILL HURT US BECAUSE WHAT THEY GIVE US IN SOME CATEGORIES IS ALREADY UNDER BY ONE MILLION OR MORE AND SOME OF THE CATEGORIES FOR THINGS THAT DON'T HAVE TO GO TO THE STUDENT LEVEL. I'M ALREADY ROBBING FROM OTHER CATEGORIES TO MAKE UP WHAT THEY'RE NOT GIVING US IN SOME PLACES, AND WE KNOW OUR COMMISSIONERS DON'T HAVE THE ABILITY TO WRITE A CHECK TO GIVE US THE EXTRA. >> CONTACTING ANYONE. >> YES. YOU WILL. I WILL MAKE SURE YOU GUYS HAVE THAT DECEMBER MEETING MID I EXPECT TO BE VERY ACTIVE. DURING THE LEGISLATIVE SESSION. I THINK ALL OF US NEED TO WORK TOGETHER TO USE OUR VOICES OVER SOME OF THIS. AGAIN, BLUEPRINT IS FULLY FUNDED IN 26. IF THEY DON'T TOUCH ANYTHING, THE MONEY'S ALREADY SET ASIDE. NOW THEY'RE SHORT TWO BILLION. THEY GOT TO FIND IT FROM SOMEWHERE. THEY JUST NEED TO KEEP THEIR HANDS OFF THE BLUEPRINT FOR CAROLINA COUNTY TO CONTINUE WHAT WE'RE DOING. >> TO MAKE THINGS RIGHT THERE. WE SHOULDN'T HAVE TO PAY BECAUSE OF THEIR OVERSPENDING. >> ESSENTIALLY, I GUESS EACH SCHOOL IS GOING TO HAVE THEIR BUDGET. >> EACH SCHOOL WILL HAVE THEIR OWN ALLOCATION, YES. >> TEN SEPARATE BUDGET, I GUESS. >> THE BOARD WILL HAVE ONE BUDGET FOR THE COUNTY TO APPROVE, BUT WITHIN EACH BUDGET, WE'RE GOING TO HAVE TO DO A SUB-BUDGET BY THE SCHOOL. WHAT WE'RE THINKING IS, IT'LL BE A SUB BY A SCHOOL OF, HERE'S HOW MUCH THEY'RE GETTING AND HERE'S HOW CLOSE THEY ARE TO MEETING THEIR THRESHOLD. TO BE REALISTIC, WE'RE GOING TO HAVE TO KEEP IT. IF IT'S 75 THEY'RE SUPPOSED TO GET, IT'S GOING TO NEED TO BE RIGHT THERE BECAUSE THAT OTHER 25 IS WHAT'S GOING TO BE NEEDED TO RUN EVERYTHING ELSE DISTRICT WIDE. WE'RE NOT GOING TO GET TO THE POINT OF COUNTING LIGHT BULBS. WE'RE NOT. BUT WE ARE GOING TO GET TO THE POINT OF, WHEN WE BUY TEXTBOOKS OR LAPTOPS OR WE'RE GOING TO SEND THOSE OUT BY SCHOOL LEVEL, WE'RE ACTUALLY GOING TO HAVE TO BECAUSE WE CAN NO LONGER ABSORB IT HERE. WE'RE GOING TO HAVE TO LOOK AT SOME THINGS OF AND I DON'T WANT ANYBODY TO MISS HERE. [LAUGHTER] ATHLETICS WILL ALWAYS BE. ATHLETICS IS GOING TO HAVE TO FIT IN A DIFFERENT PART OF A BUDGET. BUT THAT IS PART OF THE 75 THAT WILL GO TO THE HIGH SCHOOLS. THAT THING IS SOMETHING THAT IS JUST A DIFFERENT WAY OF THINKING. THERE'S NOT A VALUE ADDED PIECE THAT BLUEPRINT THREW IN FOR HIGH SCHOOLS TO COVER ATHLETICS. BUT WHEN YOU GET AROUND TO ATHLETICS. THOSE ARE CERTAIN THINGS THAT HAPPEN IN SCHOOLS YOU DON'T GET RID OF. WE JUST HAVE TO FIGURE OUT HOW TO ACCOUNT FOR IT IN THE MODEL THEY'RE GIVING US THAT'S JUST REALLY DIFFERENT THAN THE WAY THEY'VE DONE IT BEFORE. >> CCTC IS NOT A SCHOOL. THEY WILL NOT HAVE A BUDGET. >> CORRECT. >> THEIR FUNDING IS GOING TO COME FROM THE HIGH SCHOOLS. >> THE WAY IT IS STRUCTURED, AND WE HAVE SOME FLEXIBILITY FOR US AND WE'LL WORK WITH WESTED TO FULLY FLUSH IT OUT. BUT IN ESSENCE, THE THINKING IS WE WOULD TREAT CCTC JUST LIKE WE DO NOW FOR BLOCK GRANT. THEIR MONEY COMES OFF OF WHAT WOULD GO TO THE HIGH SCHOOLS. YES. >> BECAUSE IT'S CONFUSING YOU HAVE A HIGH SCHOOL KID THAT MAYBE TAKES ENGLISH THEN THEY GO TO CCTC FOR THREE CLASS. >> YEAH. >> THAT'S JUST A DISASTER WHEN YOU THINK ABOUT IT. >> YOU WOULD NEED TO THINK ABOUT THREE QUARTERS OF THE KID FOR HALF OF THE YEAR, OR ONE HALF OF THREE QUARTERS. [LAUGHTER] [OVERLAPPING] BUT FOR THE KID WHO GOES YEAR LONG, DO THEY GET, TWO THIRDS OF THE FUNDING, THREE QUARTERS OF THE FUNDING? THAT'S THE STUFF THAT WE'RE GOING TO BE WORKING WITH WESTED TO FIGURE OUT, HOW DO YOU BREAK THAT DOWN? CAN THE HIGH SCHOOLS EVEN LIVE WHEN YOU PULL OUT? [OVERLAPPING] WHAT'S THAT? >> EACH KID HAS A DIFFERENT AMOUNT OF MONEY? >> YES. THAT ACTUALLY BRINGS UP AND I WON'T GET LOST IN THE SOLVE, SORRY, BECAUSE I KNOW YOU GUYS WANT TO GO HOME TO, I'M SURE. YES. [OVERLAPPING] EACH EACH KID IS WORTH A CERTAIN AMOUNT OF MONEY. THE LINCHPIN TO THE ENTIRE FORMULA IS THE FOUNDATION. >> THERE'S A BASE [OVERLAPPING] >> THE FOUNDATION IS THE BASE AND THE ML FUNDING MIGHT BE 102% OF THE FOUNDATION. [01:45:01] THE SPECIAL ED FUNDING MIGHT BE 98% OF THE FOUNDATION. THE COMP ED FUNDING MIGHT BE 96% OF THE FOUNDATION. [OVERLAPPING] IF IT'S 8,000 FOR FOUNDATION, AND THEY'RE SPECIAL ED, THEY GET 98% PLUS THE 8,000, BUT IF THEY'RE SPECIAL ED AND FREE AND REDUCED MEALS, THEY GET 98% OF THE 8,000 FOR BEING SPECIAL ED, THEN 96% IF THEY'RE FREE AND REDUCED MEALS. THEN IF THEY'RE EL ON TOP OF IT, THEY GET [OVERLAPPING] >> THAT'S FRUSTRATING. >> AND HOW IS THIS GOING TO AFFECT CTE? >> THAT'S THE HARD PART. YOU'RE RIGHT. IF IT'S AT THE HIGH SCHOOLS, THE FUNDING GOES TO THE HIGH SCHOOLS. >> IF THEY POSTPONE THE FUNDING IT'LL BE PULLED OFF THE HIGH SCHOOLS ALLOTMENT LIKE. >> THEY'RE GOING TO PULL THE FUNDING AWAY. >> THEY PULL AWAY THE FUNDING FOR POSTPONING, GET RID OF THE 75 25 PART OF THE DEAL. ACCOUNTING WOULD LIKELY SAY THAT THIS IS COST ACCOUNTING. IF YOU WERE IN THE BUSINESS OF PRODUCING SHOES, YOU WOULD COME UP WITH EVERY COST THAT IS REQUIRED IN YOUR BUSINESS TO CREATE A SHOE, INCLUDING THE PERSON WHO'S TAKING THE ORDERS, SOME PART OF THEIR SALARY IS GOING TOWARDS PRODUCTION OF THE SHOE, AND THE ELECTRICITY AND WATER THAT RUNS THROUGH THE PLANT OR WHATEVER, THAT'S COST ACCOUNTING. THAT'S EASIER THAN THIS. THIS IS REALLY COMPLICATED COST ACCOUNTING. I THINK EVEN ACCOUNTANTS WOULD GET THEIR EYES BLURRED OVER WITH THIS. I KNOW WE WILL BE ADVOCATING [OVERLAPPING]. >> A LOT OF MONEY SITTING BY THE DESK HAS NO CLUE BECAUSE WHAT HAPPENS IN THE SCHOOL PROBABLY BUILT THIS. >> WHEN YOU'RE COST ACCOUNTING TO FIND OUT HOW MUCH IT COSTS TO DO SHOES, THAT'S BASICALLY HOW MUCH DOES IT COST TO EDUCATE A STUDENT OVER THE WHOLE DISTRICT, NOT BREAKING IT DOWN. NOW YOU'RE LIKE, IF YOU HAVE 10 FACTORIES, IT'S WHICH FACTORY IS BUILDING THE SHOE. YOU'RE KEEPING TRACK OF WHICH FACTORY IS BUILDING THE SHOE FOR WHAT PRICE AND THAT'S WHERE IT GETS [OVERLAPPING] >> ATHLETICS ENHANCES EVERY STUDENT, WHETHER THEY'RE ON THE TEAM OR NOT, BECAUSE THEY GO TO THE GAMES AND WATCH THEM OR THEIR FRIENDS ARE PARTICIPATING, OR THEY TAKE PRIDE THAT THEIR TEAM WON THE CHAMPIONSHIP. YOU CAN TAKE SOME COST TO THAT AND ASSIGN IT TO EACH STUDENT, BUT THEORETICALLY, THAT'S PART OF IT. [LAUGHTER] >> THERE ARE JUST SOME REAL CHALLENGES THAT WE'LL HAVE TO WORK THROUGH. AT OUR DECEMBER MEETING, I WILL WORK TO HAVE THAT FIRST LEVEL OF WHAT THINGS ARE LOOKING LIKE. THE BIG TAKEAWAY, WE'RE WORKING HARD ON FIVE TO FIGURE OUT THE MINIMUM SCHOOL FUNDING. WE'LL LEAVE IT THERE. ON A POSITIVE NOTE, THE AIB WILL MEET THIS WEEK AND THEY ARE REVIEWING THE REMAINING SCHOOL SYSTEMS WHO HAVE QUESTION 23 OUTSTANDING, WHICH QUESTION 23 IS, HOW ARE YOU GOING TO DO THIS? OUR FIRST ANSWER AND ALMOST ALL SCHOOL SYSTEMS FIRST ANSWERS WERE NOT APPROVED. WE WERE ASKED TO DO A REWRITE. WE DID WITH WESTED'S HELP. I RECEIVED PRELIMINARY APPROVAL THAT IS HIGHLY LIKELY WE WILL BE APPROVED THURSDAY AT THEIR MEETING, SO ON THURSDAY, WE WILL TRULY HAVE HIT EVERY SINGLE CHECK BOX FOR THE PLAN FOR THE AIB TO HAVE MET ALL REQUIREMENTS, WHICH IS WONDERFUL, SO BELIEVE IT ON A POSITIVE THAT WE HAVE. >> THAT'S THE MEETING ON THURSDAY? >> FOR THE AIB. YES. THAT IS [OVERLAPPING] >> WHAT ABOUT THE OTHER AT THE END, IF IT COMES THROUGH? >> YEAH. WE'LL FIGURE IT OUT WHEN WE HAVE TO FIGURE IT OUT. BUT PILLARS ONE THROUGH FOUR, WE'RE ROCKING IT AND DOING FANTASTIC THINGS AND FIVE IS NOT GOING TO GET IN THE WAY OF IT. WE'LL FIGURE FIVE OUT. COMMON SENSE HAS GOT TO PREVAIL. WE'LL SEE. >> IT'S NOT SO COMMON. >> NO, MA'AM. THAT WAS THE LAST OF OUR PRESENTATIONS FOR THE EVENING. >> THANK YOU. THAT TAKES US TO UPCOMING MEETINGS AND EVENTS. [4. Upcoming Meetings/Events] THE NEXT MEETING IS DECEMBER 3, WHERE MRS. JOHNSON WILL BE INSTALLED. CONGRATULATIONS. ALSO CHRISSY BURTS WILL BE INSTALLED IN HER OWN TERM. CONGRATULATIONS TO YOU. TO THE VICTORS. YES. THERE ARE OTHER EVENTS COMING UP, LOTS OF THEM. FILL OUT THE SPREADSHEET SO THAT PEOPLE CAN BE AWARE OF YOUR PRESENCE. A LOT OF FUN THINGS. [BACKGROUND] I THINK THAT BRINGS US TO MEETING ADJOURNMENT. >> BEFORE WE ADJOURN, [OVERLAPPING]. >> I HEAR IT COMING. >> YEAH. [LAUGHTER] >> GOOD TRY THOUGH. >> YEAH, YOU JUST DIDN'T CALL FAST ENOUGH FOR IT. [LAUGHTER] [01:50:01] >> GET THE TISSUES. >> BEFORE WE ADJOURN, AND I'LL JUST BE BRIEF. RICK AND I WILL HAVE OTHER TIMES TO TALK. BUT I WANT TO THANK RICK FOR EVERYTHING HE'S DONE WITH MY TIME ON THE BOARD. I GOT TO KNOW RICK REALLY YEARS AGO. RICK WAS COUNTY ADMINISTRATOR WHEN COLONEL WAS BEING RENOVATED. SORRY. [LAUGHTER] HE STOPPED TO SMILE, SO I WAS LIKE, OKAY. I GOT TO MEET RICK A LITTLE BIT THEN AS THE PRINCIPAL OF THE BUILDING THAT WAS BEING RENOVATED THAT HE WAS HELPING FIGURE OUT HOW TO PAY FOR. RICK JUST HAD THAT ABILITY TO STRIKE YOU THEN, IS LIKE, HERE'S THIS PERSON THAT JUST HAS A PRESENCE. THIS LEADERSHIP FEEL THAT YOU'RE JUST LIKE, WHO'S THAT GUY? YOU COULD FEEL IT WHEN HE CAME IN. THEN I GOT TO KNOW RICK A LITTLE BIT MORE THROUGH THE YMCA BOARD HERE IN DENTON, BOTH OF US SERVED ON THE BOARD. RICK GRADUATED MOVED UP TO THEIR CORPORATE BOARD PRETTY QUICKLY AFTER I GOT ON THE OTHER ONE, SO WE GET TO SPEND A TREMENDOUS AMOUNT OF TIME TOGETHER. BUT I CAN TELL YOU MOVING INTO THIS ROLE. EVEN INTO THE INTERIM SEAT. RICK WAS A COUPLE OF MONTHS INTO HIS TERM. APRIL 1ST OF 2021 IS WHEN I OFFICIALLY TOOK OVER THE ROLE AS INTERIM SUIT, AND FROM DAY 1, RICK HAS BEEN EXTREMELY SUPPORTIVE, HELPFUL, HONEST. BUT I WILL TELL YOU MORE THAN ANYTHING ELSE, RICK HAS BEEN A MENTOR. RICK EXUDES LEADERSHIP. RICK UNDERSTANDS IT, RICK GETS IT. RICK HAS BEEN ABLE TO OFFER PERSPECTIVE TO ME. AS I'VE WORKED THROUGH THINGS AS A BRAND NEW SUPERINTENDENT, WHO THINKS YOU KNOW EVERYTHING AND YOU REALIZE BY DAY 2, YOU DON'T, WHO'S HELPED ME WORK THROUGH CHALLENGES THAT I WAS PROCESSING THROUGH IN THIS ROLE, AND HAS REALLY ALSO HELPED MENTOR FOR THINKING ABOUT MY OWN FUTURE AND THE FUTURE OF OTHERS. WE WOULDN'T BE WHERE WE ARE WITHOUT RICK'S LEADERSHIP. RICK STEPPED UP AS PRESIDENT OF THE BOARD AT A TIME WHEN IT WAS NEEDED. YOU HAVE LITERALLY MADE THE FOUNDATION FOR WHAT IT MEANS TO BE A PRESIDENT OF THIS BOARD. >> WOW. >> YOU'VE LAID OUT A VERY FIRM FOUNDATION FOR OUR MEMBERS FOR WHO WILL BE OUR NEW MEMBER IN DECEMBER. I MEAN, YOU'VE SET A HIGH BAR, AND I KNOW THAT'S GOING TO BE TOUGH FOR SOMEONE ELSE BECAUSE FOR TWO YEARS, THIS HAS BEEN MY EXPERIENCE FOR OUR CALLS ALMOST WEEKLY. SOMETIMES MORE THAN WEEKLY DEPENDING ON WHAT'S GOING ON IN THE COMMUNITY. BUT RICK, YOU'RE GOING TO BE MISSED. YOUR FRIENDSHIP IS NOT GOING TO MISSED BECAUSE I KNOW WE'LL STAY IN TOUCH. >> WE'LL STAY IN TOUCH. GOES FOR ALL OF YOU. >> YOUR IMPACT HAS BEEN PROFOUND ON THIS BOARD DURING YOUR TERM AND I APPRECIATE EVERYTHING YOU'VE DONE, AND THANK YOU FOR WHAT YOU'VE DONE FOR ME. >> WELL, YOU'RE WELCOME. IT'S BEEN A REMARKABLE HONOR. I DON'T EVEN HAVE THE RIGHT WORDS. PLEASURE. IT'S BEEN A JOY WORKING WITH ALL OF YOU. YOU'RE IN A GOOD POSITION TO MOVE FORWARD AS A BOARD, AS A TEAM. EVERY TIME THIS TEAM COMES FORWARD OR MEMBERS OF THIS TEAM TO SIT HERE, I DON'T SAY, MY GOSH, WHAT'S THIS? WE'RE GOING TO HEAR THE REAL STUFF AND THE PROGRESS THAT'S GOING ON. THIS IS A WONDERFUL SCHOOL SYSTEM. DEREK, YOU'VE DONE A GREAT JOB. IT'S JUST BEEN A JOY AND A PLEASURE AND SURE, A LOT OF WORK, AND IT'S HARD. I HAVE NO REGRETS. NEVER THOUGHT, WHY DID I? WELL, MAYBE I HAVE A FEW TIMES. [LAUGHTER] BUT, PEOPLE SAID, SHORTLY AFTER I FILED TO RUN IS WHEN COVID HIT. RIGHT AWAY, PEOPLE WERE SAYING, I BET YOU REGRET FILING IT. I SAID, NO, BECAUSE THIS IS WHAT I KNOW HOW TO DO. I'M REALLY NOT TRYING TO BE HUMBLE, BUT BAD TIMES IS WHAT I KNOW HOW TO LIVE THROUGH. GOOD TIMES, I DON'T KNOW IF I'M AS GOOD AT THAT. THAT'S SOMETIMES HARDER, BUT WE'VE HAD A VERY INTERESTING FOUR YEARS WITH WEARING MASK AND TRYING TO BREATHE AND TALK AND NOT FOG UP YOUR GLASSES WHILE YOU'RE WEARING THEM AND THE STUDENTS BEING MASKED, ALL OF THAT AND THE LEARNING LOSS AND GOING THROUGH THE CLOSURES AND THEN BRINGING ON A NEW SUPERINTENDENT. IT'S ALWAYS GOING TO BE CHALLENGING. YOU CAN PICK ANY TERM, IT'S GOING TO BE CHALLENGING, BUT I'M JUST PROUD TO HAVE WORKED FOR A GROUP LIKE THIS. WE HAVE A TREMENDOUS CREW. IT'S NO DOUBT THAT WE'RE NUMBER ONE ON THINGS, AND WE'RE RIGHT THERE IN THE TOP. NO DOUBT WHY. IT'S BECAUSE OF THE LEADERSHIP HERE AND THE CREW AND I FEEL LIKE I JUST WENT ALONG FOR THE RIDE AND DID WHAT I KNOW HOW TO DO. [01:55:06] IT'S JUST BEEN WONDERFUL. IT REALLY HAS. I'M GOING TO MISS ALL OF YOU. BUT I WON'T BE TOO FAR AWAY. I'LL BE KEPT INFORMED. [LAUGHTER] I'LL STAY INVOLVED IN WHATEVER WAY I CAN. PEOPLE SAY THIS SOMETIMES AND I MEAN THIS 100% WHEN I SAY IT. I SAID IT TO STEPHANIE LAST WEEK. DON'T LOSE MY NUMBER, CALL ME. IF THERE'S SOMETHING I CAN HELP YOU WITH, I WANT TO DO THAT. I DON'T WANT TO LOSE THAT OPPORTUNITY. TO HELP YOU IF THERE'S A QUESTION YOU HAVE OR ADVICE, OFF THE RECORD ON THE RECORD, DOESN'T MATTER. I STILL CARE ABOUT THIS PLACE AND ALL OF YOU AND THE STUDENTS. I REALIZED WHEN PATTY'S DAUGHTER GRADUATED IN 2023, IT WAS THE FIRST TIME SINCE 1991, THAT I DIDN'T HAVE A STEPDAUGHTER OR A SON IN THE SCHOOL SYSTEM. I THOUGHT, GOOD GRIEF, YOU'RE OLD. [LAUGHTER] THAT MANY YEARS, IT WAS THE FIRST TIME. BUT STILL HAVE A STEPDAUGHTER AS A TEACHER. I STILL FEEL IN EN-VOWED. I ALSO FEEL IT'S TIME FOR THE NEXT NEXT PERSON TO STEP UP AND THANK YOU, STEPHANIE FOR DOING THAT. THANK YOU, CHRIS FOR STEPPING ON THE BOARD AND ALL OF YOU FOR KEEPING ON GOING AND MICHELLE FOR TAKING THAT NEXT APPOINTMENT, WHEN YOU COULD HAVE SAID I'M DONE, WHEN YOU TOOK YOUR LAST, REAPPOINTMENT. [LAUGHTER] MARK, WE ALL ARE PULLING FOR YOU TO STAY HERE BECAUSE YOU GOT A GOOD TEAM. AGAIN, IT'S BEEN AN HONOR. >> SHOULD BE SOON. >> NOW WE CAN ADJOURN? >> THE BOARD GETS TO DECIDE THAT. I DON'T. [LAUGHTER] >> I DID SAY THIS A LITTLE BIT EARLIER. THANK YOU ALL FOR DOING THIS THIS EVENING BECAUSE WE HAVE SHIFTED TO A MORNING MODEL. BUT THE NON-PROFIT I WORKED FOR, WE HAD OUR QUARTERLY BOARD DIRECTORS MEETING TODAY AND IT'S WHEN THEY CONSIDERED THEIR BUDGET AND WE HAD A LOT OF VERY IMPORTANT THINGS ON THAT AGENDA, BUT THE BUDGET WAS THERE. IT WAS NOT CONTENTIOUS. IT WAS REALLY WONDERFUL. BUT I REALLY HAD TO BE THERE AND I DID NOT WANT TO MISS THIS MEETING. I'LL BE HERE FOR THE NEXT ONE BRIEFLY, THEN I'M JUST A SPECTATOR. [LAUGHTER] BUT I DIDN'T WANT TO MISS THE WHOLE MEETING, SO THANK YOU. [LAUGHTER] THANK YOU FOR EXTENDING YOUR DAY LIKE THIS. I APPRECIATE IT. WITH THAT I'LL ENTERTAIN A MOTION TO ADJOURN? DON'T DO IT. >> WE ADJOURN. >> THANK YOU. >> THANK YOU. >> YOU'RE WELCOME. >> VERY MUCH. >> DO WE HAVE A SECOND? >> SECOND. >> ALL IN FAVOR. >> AYE. >> WE ARE ADJOURNED. THANK YOU, EVERYONE. >> THANK YOU. >> THANK YOU, GUYS. * This transcript was compiled from uncorrected Closed Captioning.