>> ACCORDING TO THOSE PRESENT AS WELL AS TO THOSE WHO ARE JOINING US VIRTUALLY.
[1.01 Call Meeting to Order/Members Present 8:30 a.m.]
[00:00:04]
WE'LL BEGIN WITH OUR PLEDGE ALLEGIANCE TO THE FLAG.WE WILL ASK FOR APPROVAL OF THE AGENDA.
>> I'LL MAKE A MOTION WE APPROVE TODAY'S AGENDA.
>> PROPERLY MOVED AND SECONDED THAT OUR AGENDA BE FOLLOWED AS IT IS BEFORE US. ALL IN FAVOR.
>> ALL OPPOSE. CARRIE. WE WILL BEGIN WITH GROW YOUR OWN UPDATE, DOCTOR.
[2.01 Grow Your Own Update]
>> IS DR. WILLOUGHBY THIS MORNING.
>> DR. WILLOUGHBY, WE WILL BE TAKING THE LEAD ONES SUPPORTED BY MR. ERIC COOK, AND FORMER IS HERE AS WELL. YES.
>> YES. GO ON, DR. WILLOUGHBY.
>> GROW YOUR OWN IS OVERLAPPING, ESPECIALLY IN THE AREA OF APPRENTICESHIP.
THAT'S WHAT WE'LL SEE AS WE WALK THROUGH.
BUT YOU CAN SEE THE SUBTITLE IS JUST AN OVERVIEW OF HOW WE INVEST IN A DEVELOPER STAFF.
WE THINK GROW YOUR OWN, WE THINK, WE'RE GROWING OUR OWN TEACHERS.
THERE'S A LITTLE BIT OF A BROADER DEFINITION OF THAT.
IT COULD BE GROWING OUR OWN STAFF THAT NEEDS CERTAIN CERTIFICATIONS, GROWING OUR OWN STAFF THAT NEED TO GO INTO SPECIALIZED POSITIONS, AND WE'LL TALK ABOUT THAT THAT'S COMING IN THE FUTURE.
IT'S A BIG ALL ENCOMPASSING TOPIC.
I'VE GOT THIS THING, SO THERE WE GO.
IS LIKE, WHY IS IT MOVING? HERE WE GO. LIKE I SAID, TEACHER LICENSURE IS THE ONE THAT I THINK GETS A LOT OF THE ATTENTION.
THAT WAS THE FOCUS OF WE'LL SEE OF SOME GRANT FUNDING AND THINGS LIKE THAT.
BUT THEN ALSO LICENSURE AND SPECIAL AREAS.
WHAT DO I MEAN BY THAT? WELL, SCHOOL PSYCHOLOGISTS, SPEECH LANGUAGE PATHOLOGISTS.
EVEN DOWN THE LINE, ADMINISTRATORS.
AS WE HAVE FOLKS THAT ARE PURSUING THAT ADMINISTRATIVE LICENSURE, THEN ALLOWING STAFF TO MEET AND RENEW NEW CREDENTIALING REQUIREMENTS.
THE EXAMPLE I'LL GIVE TO THIS ONE IS LIKE THE CDA AND PRE-K. ALL OF OUR PRE-K FOLKS EITHER HAVE TO HAVE INSTRUCTIONAL ASSISTANTS, EITHER HAVE TO HAVE A CDA OR AN ASSOCIATE'S DEGREE BY 2027.
THIS PROGRAM IS ALLOWING US TO HELP WITH MEETING THAT.
I GUESS I'M ONE SLIDE AHEAD OF MYSELF HERE. THAT'S OKAY.
BUT THAT'S THERE WE GO. WITH MARYLAND LEADS, GOING BACK JUST A LITTLE BIT.
THIS WAS HOW CCPS REALLY GOT INTRODUCED TO THE WORLD OF GREER.
WE HAD FOUR STRATEGIES THAT WE WROTE TO IN MARYLAND LEADS, AND THE GROW YOUR OWN STRATEGY INCLUDED TUITION SUPPORT, STIPENDS FOR WHEN FOLKS GOT DONE CERTAIN PROGRAMMING AND THE ABILITY TO COVER FEES, BOOKS, AND THINGS LIKE THAT AT COLLEGES.
NOW WE WERE PARTNERED WITH CSP COLLEGE, BUT THEY DID EXPAND THAT TO ALLOW US TO SPEND THOSE FUNDS ON OTHER HIGHER ED INSTITUTIONS.
WE WERE ABLE TO SUPPORT OUR TAM STUDENTS.
IF YOU WERE A TAM STUDENT AND YOU GRADUATED IN THAT TIME PERIOD, WE WERE ABLE TO SUPPORT THEM $10,000 EACH YEAR TOWARDS THEIR HIGHER ED.
AND WE DID HAVE I'LL GO AHEAD.
>> TEACHER ACADEMY OF MARYLAND. I'M SORRY.
>> I ASK A QUESTION SINCE YOU BROUGHT IT UP, IS LEADS AN ACRONYM, OR IS THAT JUST THE NAME OF THE?
>> I THINK IT WAS JUST THE NAME OF THE GRANT.
>> MARYLAND LEADS WAS THE NAME OF THE GRANT MONEY THAT THE STATE OF MARYLAND USED MSDE USED IT WAS FEDERAL COVID MONEY.
THEY CREATED THEIR OWN SEVEN STRATEGIES THAT DISTRICTS COULD TAP INTO OF THOSE TO GET THE GRANT FUNDS AND DOCTOR WILD NEED FOUR OF IN THE ONE OF WHICH WAS GROW YOUR OWN.
>> WE WERE ABLE TO SUPPORT, LIKE I SAID, OUR HIGH SCHOOL STUDENTS ALSO ARE SUPPORT STAFF.
WE PUT OUT A SURVEY TO SUPPORT STAFF.
HEY, WHO HAS A DEGREE THAT IS UNFINISHED? YOU'VE STARTED, BUT YOU JUST NEVER FINISHED IT. CAN WE HELP YOU FINISH IT? WHO DOESN'T HAVE A DEGREE BUT WOULD BE INTERESTED IN STARTING ONE? HOW CAN WE GET YOU AND WE STARTED THOSE FOLKS OUT WITH CHESPEAK COLLEGE? WE'VE HAD SOME FOLKS THAT HAD BACHELOR'S DEGREES.
WELL, HOW CAN WE BRIDGE THE GAP FROM A BACHELOR'S DEGREE TO TEACHER LICENSURE OR TEACHER CERTIFICATION? WE DID ENGAGE WITH CHESPEAK COLLEGE FOR PROGRAMMING TO SUPPORT OUR PRE-K STAFF WITH THAT NEW CDA.
THOSE SIX FOLKS CAME BEFORE YOU LAST YEAR FOR RECOGNITION AND THAT INAUGURAL GROUP.
[00:05:05]
THERE IS ANOTHER GROUP HAPPENING NOW.THEN SOME PILOT PROGRAMS FOR HIRING SCHOOL PSYCHOLOGIST INTERNS AND SPEECH PATHOLOGY CLINICAL FELLOWS.
TWO DIFFERENT NAMES, BUT BASICALLY THE SAME THING.
THEY'RE AT THE END OF THEIR PROGRAM TO WHERE THEY'RE GOING OUT AND BASICALLY DOING THEIR PRACTICUMS AND THEIR INTERNSHIPS, AND THEY NEED SUPERVISION.
WHAT CCPS DID AND LEADS HELP SUPPORT IS WE PAID THOSE FOLKS STEP ONE ON THE PAY SCALE. WE PAID THEM.
WE DIDN'T DISCOUNT IT BECAUSE YOU'RE NOT FULLY LICENSED YET.
IN EXCHANGE FOR A YEAR OF SERVICE AT THE END, WE PROVIDED THE SUPERVISION FOR THEM.
IT BECAME A NICE MODEL FOR US AND ONE THAT WE HOPE TO BE ABLE TO CONTINUE.
>> DO THEY HAVE YEAR LONG INTERNSHIP?
>> YEAH. LEADS, OF COURSE, ENDED SEPTEMBER 30, 2025.
GROW YOUR OWN HAS BEEN A FOCUS.
WE HAD HAD SOME SUCCESS WITH IT.
WE HAD A NUMBER OF FOLKS WHO HAD BECOME TEACHERS AND I THINK HALF A DOZEN OF OUR SUPPORT STAFF THAT HAD ACTUALLY BECOME TEACHERS AND JOIN YOUR TEACHING RANK.
NOW WHAT DOES IT LOOK LIKE? WE DON'T HAVE THAT GRANT FUNDING ANYMORE.
HOW DO WE AS A DISTRICT, WE REALLY TRIED TO TAILOR THIS WITH THE IDEA THAT WE WERE ALSO RENEGOTIATING THAT SUPPORT CONTRACT.
HOW DO WE DO ALL THIS TOGETHER TO SUPPORT SOMETHING THAT WAS PREVIOUSLY GRANT FUNDED USING OUR EXISTING FUNDING, BUT ALSO FIND NEW OPPORTUNITIES FOR FOLKS TO CONTINUE ON.
ONE OF THE FIRST THINGS WE STARTED DOING WAS GOING TO OUR HIGHER ED PARTNERS AND TRYING TO SEE WHAT IT WAS WE COULD DO AND WHO WAS WILLING TO COME TO THE TABLE.
AS WE GET TO TALKING ABOUT THE APPRENTICESHIP AT THE END, YOU'LL SEE THIS ALL IT DOES FLOW, THAT'S SOMETHING WE WERE TRYING TO DO, AND THEN THE STATE WAS ABLE TO HAVE SOMETHING TO HELP US WITH IT.
UNIVERSITY OF PHOENIX IS ONE OF OUR PARTNERS, AND THEY APPROACHED US WITH WHAT'S CALLED THE TAPCAP PROGRAM, WHICH IS TUITION CAPPING.
THEY CAP TUITION AT $5,000 A YEAR.
IF YOU'RE A CCPS EMPLOYEE AND YOU'RE WORKING ON A BACHELOR'S DEGREE, YOU CAN TAKE EIGHT CLASSES OR 24 CREDITS AT THAT $5,000 A YEAR.
THAT MEANS THAT THAT PERSON, STARTING IF THEY START FROM ZERO, COULD POTENTIALLY GET A BACHELOR'S DEGREE IN FIVE YEARS FOR THE FULL COST OF $25,000.
WE SIGNED ON TO THAT AGREEMENT.
MORELAND UNIVERSITY HAS A PATH TO LICENSURE.
THEIR PATH IS ONE YEAR AND ACTUALLY IT'S ABOUT NINE MONTHS TO BE VERY HONEST WITH YOU, OFFERED ONLINE.
IF THE LICENSURE IS GOING TO BE IN SPECIAL EDUCATION OR ELEMENTARY ED, THEY DO REQUIRE A MASTER'S DEGREE, BUT THEY HAVE A ONE YEAR MAT THAT THEY WILL PUT THAT THROUGH.
THEY CAME TO THE TABLE AT A LOW COST HIGH QUALITY PROGRAM THAT WE'RE ABLE TO DO.WE EXPANDED OUR DIRECT BILLING PROGRAMS. I THINK WE ARE UP TO ABOUT 16 DIRECT BILLING PROGRAMS. THAT'S WHERE THE COLLEGE WILL BILL CCPS UPFRONT, INSTEAD OF TUITION HAVING TO BE A REIMBURSEMENT WHERE THE PERSON IS OUT THE MONEY UPFRONT.
AS THOSE CONTINUE TO COME, WE HAVE DONE THAT.
UMES HAS A TEACHER RESIDENCY GRANT THROUGH THE NATIONAL CENTER FOR TEACHER RESIDENCIES.
THIS HAS BEEN AN INTERESTING VENTURE THUS FAR.
UMES IS AT THE TABLE AND CCPS IS AT THE TABLE.
NCTR IS TRYING TO PUSH A LITTLE BIT ON BOTH THE SCHOOL SYSTEM, BUT ALSO ON THE UNIVERSITY TO SAY, WHAT DOES THIS LOOK LIKE? HOW DO WE GET FOLKS IN? HOW DO YOU GET THE WORKING PROFESSIONAL THAT'S WORKING AT DENTON ELEMENTARY SCHOOL? TO BE ABLE TO MATRICULATE THROUGH PRINCESS ANNE.
WHAT DOES THAT LOOK LIKE? HOW DO YOU HAVE TO CHANGE HOW YOU OFFER CLASSES AND THINGS LIKE THAT? JUST LAST MONTH, MR. HOWE, KIRK HOWE, AND ANNA HOWE, IN MY OFFICE, WHO'S OUR COORDINATOR, PROFESSIONAL LEARNING AND STAFF DEVELOPMENT, DID TWO FULL DAYS DOWN AT UMES, ON SITE WITH NCTR.
THIS IS THE FIRST YEAR OF THAT GRANT, SO IT'S A PLANNING PART, AND THEN GOING IN THE ACTION AFTER THAT.
AGAIN, JUST TRYING TO EXPAND OUR PARTNERSHIPS IN A MORE FORMAL WAY.
THEN OUR REGISTERED TEACHER APPRENTICESHIP WITH MSDE, WHICH ERIC WILL TALK ABOUT HERE IN JUST A LITTLE BIT.
THIS WAS SOMETHING THAT WE ALREADY HAD A YOUTH APPRENTICESHIP.
IF A STUDENT WAS GOING THROUGH OUR TAM PROGRAM, WE GOT AN APPROVED THE YEAR BEFORE FOR A YOUTH APPRENTICESHIP,
[00:10:01]
THEY COULD COME ON AS A ELEMENTARY MLIA OR AN ELEMENTARY INSTRUCTIONAL ASSISTANT IN GENERAL, WHETHER KINDERGARTEN OR PRE-K, AND WE HAD AN APPRENTICESHIP APPROVED FOR THEM.IN TALKING AND BEING A LITTLE BIT OF THERE IN THE RIGHT PLACE AT THE RIGHT TIME FOUND OUT THERE WERE SOME DISCUSSIONS HAPPENING WITH MSDE AND DEPARTMENT OF LABOR ABOUT REALLY EXPANDING THIS.
WE'RE ABLE TO COME ABOARD AND WE'LL WALK THROUGH THAT JUST A LITTLE BIT.
>> NO, THE [INAUDIBLE] YOU SAID FOR FIVE YEARS, THEY COULD DO THEY COULD GET THEIR BACHELORS.
ARE WE PUSHING ANY OF OUR TAM STUDENTS INTO THAT, OR WAS IT?
>> WELL, THAT'S NOT TAM. THAT'S FOR ANYBODY.
WHAT WE ARE DOING RIGHT NOW, WE HAVE SEVERAL SUPPORT STAFF THAT ARE IN THAT PROGRAM THAT ARE TAKING ADVANTAGE OF THAT.
IT ALSO WORKS FOR MASTER'S DEGREES.
IT'S $5,000. IT'S THREE CLASSES. FIVE CLASSES.
I'M SORRY, FIVE CLASSES, MASTERS, $5,000, THREE CLASSES OF THE DOCTORATE.
[INAUDIBLE] BUT IT WAS NICE AND WE WERE ONE OF THE FIRST DISTRICTS ON THE SHORE TO DO THAT AND THEY'VE REALLY EXPANDED NOW TO MORE DISTRICTS ON SHORE TO BE ABLE TO DO THAT.
>> NICE THING WITH TUITION CAPPING.
NOT ONLY IS IT GREAT FOR OUR EMPLOYEES, REALLY HELPS US WITH BUDGETING.
BECAUSE WE KNOW WHAT THE CAP IS.
WE KNOW WHEN PEOPLE GET IN WHERE IT'S GOING.
THAT IS A LINE ITEM THAT HISTORICALLY HAS BEEN HARD TO JUDGE, DEPENDING ON HOW MANY COURSES SOMEBODY'S GOING TO TAKE IN A GIVEN YEAR AND TRYING TO GUESS.
IT'S HELPED US ON THAT FRONT AS WELL.
IT'S A WIN ON BOTH SIDES OR WIN WIN ON BOTH SIDES OF THE SYSTEM FOR THAT.
>> FROM A BUDGETARY STANDPOINT [NOISE] WE CAP OUR TUITION REIMBURSEMENT AT THE SALISBURY UNIVERSITY GRADUATE CREDIT TUITION.
IF YOU WERE TO TAKE WHAT'S IN THE TEACHER CONTRACT, WHICH IS 12 CREDITS A YEAR IS WHAT WE ALLOW AT THE SALISBURY UNIVERSITY RATE PLUS $125 A CLASS IN FEES.
CALL IT $500 BECAUSE 12 CREDITS IS FOUR CLASSES.
THIS ACTUALLY COMES IN A LITTLE BIT LESS THAN WHAT WE ARE CONTRACTUALLY ALREADY ON THE HOOK FOR, IF YOU THINK ABOUT IT IN THAT SENSE.
AS WE'VE DONE THIS, WHAT DOES THIS LOOK LIKE? WELL, FIRST THING IN THE CCA ESP AGREEMENT, WE TOOK THE TUITION REIMBURSEMENT PIECE FROM $1,500 TO $2,500.
WE ALREADY HAVE A LINE ITEM IN THE BUDGET FOR TUITION REIMBURSEMENT.
TYPICALLY, IT IS NOT ALL USED.
THEY CAN USE THAT FOR TUITION.
THEY CAN USE THAT FOR CREDENTIALING, THEY CAN USE THAT FOR LICENSING, THEY CAN USE THAT FOR WHATEVER THEY NEED IN THEIR WORLD TO KEEP UP THEIR PROFESSIONAL LICENSES AND CREDENTIALS AND CERTIFICATIONS.
WE WROTE INTO THAT SAME ESP AGREEMENT, A FORMALIZED TO GROW YOUR OWN PROGRAM.
WE LEFT IT BROAD, AND WHAT IT SAYS IS THAT IF YOU ENROLL IN AN APPROVED PROGRAM THROUGH CCPS, WE WILL GO BEYOND THE $2,500.
WHAT THAT HAS LOOKED LIKE IS, IF YOU'RE ENROLLING IN A PROGRAM THAT WE'VE NEGOTIATED TUITION CAPS AND THINGS LIKE THAT.
UNIVERSITY OF PHOENIX OR MORELAND RIGHT NOW, OTHER SCHOOLS WE'RE TALKING TO.
THEN WE'LL TREAT YOU, EVEN THOUGH YOU'RE IN THE SUPPORT CONTRACT, WE'LL TREAT YOU LIKE A TEACHER.
THAT 12 CREDITS PLUS FEES, WHICH ACTUALLY ALLOWS THE TAPCAP TO BE UNDER THAT AMOUNT OF MONEY.
THAT'S WHAT THAT LOOKS LIKE, TO BE ABLE TO GET DONE.
ON THE JOB TRAINING, SCHEDULING, AND FLEXIBILITY.
IT WAS NOT THAT LONG AGO, AND THIS IS NOT JUST A CCPS THING, SO I'M NOT GOING TO BEAT UP ON US, BUT IT WAS THE PRACTICE AROUND THE WAY.
YOU'D HAVE A SUPPORT STAFF MEMBER WHO HAD A DREAM OF BECOMING A TEACHER, DID THE COURSEWORK TO BECOME A TEACHER.
IT GOT TIME TO DO STUDENT TEACHING OR TEACHER INTERNSHIP.
WE SAID, CONGRATULATIONS ON GETTING HERE.
NOW I'M GOING TO NEED YOUR RESIGNATION.
BECAUSE YOU COULDN'T STUDENT TEACH WHILE DOING YOUR DAY JOB.
I GET IT EVEN 10 OR SO YEARS AGO, IS 15 MAYBE YEARS AGO. THAT FELT WEIRD.
WHEN YOU WERE LIKE, I'M CELEBRATING YOU. I'M SUPPORTING YOU.
YOU'RE GOING TO COME BACK TOMORROW AND BE IN THIS BUILDING WITH THAT TEACHER THAT YOU WORK WITH EVERY SINGLE DAY,
[00:15:01]
BUT I NEED YOU TO RESIGN. WE DON'T DO THAT ANYMORE.WE STRATEGICALLY PLACE FOLKS WHERE THEY NEED TO BE.
IF THAT MEANS A MID YEAR, WE HAVE TO CHANGE, YOU'VE BEEN WORKING IN SECOND GRADE, BUT NOW YOU'RE GOING TO GO WORK IN FOURTH GRADE BECAUSE YOU NEED AN UPPER ELEMENTARY EXPERIENCE.
WE FLIP THAT AND WE DO THAT AND WE WORK WITH FOLKS.
WE WORK WITH SALISBURY, USED TO BE THAT YOU DID HALF OF YOUR STUDENT TEACHING AT GREENSBROUGH, HALF AT DENTON.
WE FOUND OUT IN WORKING WITH THEM AND TRYING TO SUPPORT STAFF IN THIS WAY, IT CAN ALL BE DONE IN ONE SCHOOL AS LONG AS IT'S IN DIFFERENT GRADE LEVELS.
WE WERE UP FOR IT. IF WE HAD TO TELL A STAFF MEMBER, LOOK, YOU'RE HERE TILL JANUARY AND THEN YOU GO TO DENTON AFTER THAT, BUT THAT JUST MEANS YOU ALWAYS HAVE TO HAVE AN EVEN NUMBER BECAUSE YOU'VE ALWAYS GOT TO BE A SWITCH.
BUT NOW WE'RE ABLE TO DO IT DIFFERENTLY.
FLEXIBILITY. ALLOWING SOME OF THOSE OBSERVATION HOURS AND THINGS LIKE THAT.
I'M A PRE-KIA, BUT MY PROGRAMS REQUIRE ME TO GET OBSERVATION HOURS IN THIRD GRADE.
WELL, THEN HOW CAN WE DO THAT DURING THE DAY SO THAT YOU'RE NOT HAVING TO TAKE DAYS OFF? OR HOW DO WE JUST PUT IT IN THE SYSTEM AS A REASSIGNMENT? WE'LL EAT THE COSTS OF THE SUBSTITUTE, GO TODAY, GET YOUR SEVEN HOURS OF OBSERVATION.
ALL THINGS THAT SOUNDS THAT WOULD BE WHAT YOU WOULD DO, BUT WASN'T THE PRACTICE PRIOR TO.
YOU'RE STARTING TO SEE THAT BECOME MORE UNIVERSAL.
AN EARLY HIGHER OPPORTUNITY MIGHT BE SOMEONE WHO LET'S SAY THEY ARE IN STUDENT TEACHING, AND WE KNOW THEY'RE GOING TO GRADUATE IN DECEMBER.
WE GO AHEAD AND WE HIRE THEM ON AS A TEACHER.
THEY'RE IN A PROGRAM, WE SEE THEY'RE IN A PROGRAM, WE KNOW THEY'RE IN A PROGRAM, WE KNOW THE END IS COMING, BUT MAYBE YOU'RE A DECEMBER GRAD.
WELL I'M GOING TO FILL THE SPOT WITH YOU NOW.
EVEN FROM AUGUST TO DECEMBER, I UNDERSTAND YOU'RE A NON CERTIFIED TEACHER, BUT WE KNOW IT'S COMING.
WE'RE NOT GOING TO MAKE YOU WAIT OR WAIT THE WHOLE YEAR.
THAT'S WHERE AVAILABLE. I MEAN, THERE HAS TO BE A VACANCY AND THINGS LIKE THAT, BUT WHERE WE CAN.
THEN STATEWIDE GRANT OPPORTUNITIES.
MARYLAND HAS A GROW YOUR OWN GRANT THAT WE'RE LOOKING AT RIGHT NOW AS THE DISTRICT TO APPLY FOR TO OFFSET SOME COSTS.
THERE ARE INDIVIDUAL GRANTS AS WELL THAT THE INDIVIDUAL CAN GET TO HELP BRIDGE THAT GAP TO BECOME A TEACHER.
>> RESULTS SO FAR, WE HAVE NINE CURRENT TEACHERS THAT ARE A PRODUCT OF OUR OWN YOUR OWN EFFORT.
WE HAVE SIX MORE THAT SUPPORT STAFF THAT ARE WITHIN 18 MONTHS OF GRADUATION.
FOR A SMALL DISTRICT, WE'VE DONE REALLY WELL WITH THIS.
WE HIRED FOUR SCHOOL PSYCHOLOGIST INTERNS IN 23/24.
TWO DID LEAVE, BUT THAT WAS BECAUSE THEY WENT TO OTHER DISTRICTS ACROSS THE BRIDGE WHERE THEY LIVED, CAN'T FAULT YOU FOR THAT.
BUT WE DO HAVE TWO OF OUR FOUR STILL EMPLOYED.
SIX OF OUR STAFF, LIKE EARN THE CDA IN 23/24, EIGHT ADDITIONAL STAFF ARE IN THE CURRENT COHORT, BECAUSE AGAIN, THAT MANDATE TAKES EFFECT FOR NEXT SCHOOL YEAR.
WE'RE SUPPORTING THEM WITH BOOKS, MATERIALS, TUITION, COST OF THE EXAM, THE HAVE BCPR CERTIFIED.
IT'S A LIFT, BUT THEY'RE TAKING US UP ON IT SO THAT WE CAN MAKE SURE THAT OUR STAFF ARE READY TO GO.
>> DO WE ASK AT THE END OF THEIR GRADUATION, AND THEY RECEIVED SUPPORT FROM CAROLINE? DO WE ASK SOMEWHERE THAT THEY STAY WITH US FOR TWO YEARS OR?
>> IT'S ONE YEAR IT'S IN THERE.
>> IF YOU'RE IN THE GROW YOUR OWN PROGRAM, IT'S ONE YEAR FOR EVERY YEAR THAT WE SUPPORT YOU? WHAT ARE OUR NEXT STEPS? WE'RE GOING TO TALK JUST A LITTLE BIT.
WE'VE GOT SOME SLIDES AFTER THIS ABOUT THE MARYLAND REGISTERED TEACHER APPRENTICESHIP AND I'LL LET ERIC TALK THROUGH THAT A LITTLE BIT.
BUT WE WANT TO BUILD THAT OUT. IT'S US IN WASHINGTON COUNTY.
THEY'VE CREATED A GOVERNANCE COUNCIL.
I THINK ERIC HAD HIS FIRST MEETING YESTERDAY.
ERIC IS REPRESENTING THE BOARD ON THAT GOVERNANCE COUNCIL, AND STEPH VERY, WHO IS THE TAM INSTRUCTOR AT COLONEL HIGH IS REPRESENTING THE UNION BECAUSE YOU HAVE TO HAVE MEMBERSHIP.
>> I THOUGHT HE SAID STEPH. [BACKGROUND] EITHER THE NAME OR THE MONEY.
>> ALTHOUGH HE MIGHT GET SOME THINGS DONE IF HE WAS THERE.
BUT NO, STEPHAN ERIC HAD THERE FOR MEETING YESTERDAY.
WE WANT TO EXPAND SOME OPPORTUNITIES FOR SCHOOL PSYCHOLOGIST AND SPEECH PATHOLOGY LICENSE.
THESE ARE TWO AREAS THAT ARE VERY,
[00:20:01]
VERY DIFFICULT TO HIRE FOR.IF YOU'RE GOING IN THE SPEECH PATHOLOGY, WE ARE COMPETING WITH MEDICAL ESTABLISHMENTS.
YOU CAN COME WORK FOR THE BOARD OF ED OR YOU CAN GO WORK FOR HETH SOUTH AND WHERE ARE YOU GOING TO MAKE MORE MONEY AND THINGS LIKE THAT? HOW DO WE GET FOLKS IN? THAT IS ONE THAT I WILL SAY, WE DIDN'T HIRE ANY CLINICAL FELLOWS.
AND WE'RE TRYING TO GET INTO THOSE SCHOOLS TO SAY, LISTEN, LET US SUPERVISE YOUR PEOPLE.
TOWSON HAS JUST AGREED TO PLACE INTERNS ON THE EASTERN SHORE AND THEY'VE NOT TYPICALLY DONE THAT.
SO WE'RE TRYING TO AND A LOT OF THAT IS THROUGH THE SPECIAL ED CONSORTIUM THAT IS THE WE'RE PART OF.
BUT WE WANT TO CONTINUE THAT WITH SCHOOL PSYCHOLOGIST INTERNS AND SPEECH PATHOLOGY, CLINICAL FELLOWS.
WE WANT TO BUILD OUT THAT TEACHER RESIDENCY PROGRAM WITH THE UMS AND THE SUPPORT FROM NCTR SAID, WE'RE IN YEAR ONE OF THAT PLANNING GRAM.
THEN WE WANT TO LOOK AT EXPANDING OUR AGREEMENTS WITH OTHER INSTITUTES OF HIGHER EDUCATION.
I'VE TOLD YOU BEFORE, I'LL PARTNER WITH ANYBODY.
IF THEY'RE WILLING TO COME TO THE TABLE AND THEY'RE WILLING TO BE FLEXIBLE, WE'LL PARTNER WITH ANYBODY.
WE HAVE HAD SOME INSTITUTIONS THAT WE'VE HAD TO SAY, SORRY.
THIS DOESN'T SEEM LIKE YOU'RE BRINGING ANYTHING TO US AND THINGS LIKE THAT.
BUT WE WILL EXPAND OUR AGREEMENTS.
TOWSON AGAIN, AS MOU, WE'VE JUST SIGNED ON FOR, AND THERE'S OTHERS THAT ARE CONTINUING TO COME.
THEN WE WANT TO LOOK DOWN THE LINE AT LEADERSHIP CAPACITY AND ADMINISTRATOR LICENSURE.
MSDE DID JUST CHANGE ADMINISTRATOR LICENSURE.
IT IS NOW ONE LICENSE CALLED ADMINISTRATOR INSTEAD OF ADMINISTRATOR 1, ADMINISTRATOR 2.
HOW DO WE BUILD SORT OF THAT BENCH UP A LITTLE BIT? THERE'S A LOT OF FOCUS WITH THE CAREER LADDER OF BUILDING UP TEACHERS, BUT SOMEBODY'S GOT TO BE THE PRINCIPAL OF THE SCHOOL.
HOW DO WE MAKE SURE THAT WE ARE BUILDING THAT BENCH AS WELL? NOW WE'LL WALK INTO THE MARYLAND REGISTERED TEACHER APPRENTICESHIP THROUGH MSD.
ERIC, I'LL DRIVE YOU IF YOU WANT.
>> WE CAN GO TO THE NEXT SLIDE.
>> THANK YOU SO MUCH FOR THE TIME TODAY.
THANK YOU FOR DRIVING THE CAR. DR. WILLOUGHBY.
ALL OF THE THINGS THAT ROB WAS JUST TALKING ABOUT, THIS REGISTERED TEACHER APPRENTICESHIP TAKES TO ANOTHER LEVEL.
PROBABLY ONE OF THE MOST EXCITING THINGS IS THERE IS A LITTLE BIT OF ADMINISTRATIVE BURDEN WITH MANAGING AN APPRENTICESHIP, PARTICULARLY ONE THAT THEY'RE LOOKING TO ROLL OUT TO THE ENTIRE STATE.
WE WERE LOOKING AT DOING THIS AS A AS A COUNTY JUST OURSELVES, AND THEN I STUMBLED INTO CONNECTING WITH JASON KEYES, AND THEY ARE TAKING ALL OF THE ADMINISTRATIVE BURDEN FOR THE PROGRAM.
IT JUST WAS OFFICIALLY YESTERDAY AT THE MEETING, THE THEY ARE OFFICIALLY WRITTEN IN AS THE CHAIRPERSON FOR THE JOINT APPRENTICESHIP TRAINING COMMITTEE, WILL AND THEY'RE HIRING A STAFF WHO'S GOING TO DO ALL OF THE ADMINISTRATIVE BURDEN.
WHEN YOU SEE THE SPONSOR AT THE TOP, THE SPONSOR IS THE M. S. DEPARTMENT OF EDUCATION.
WE AS THE EMPLOYER ON THE BOTTOM LEFT, KIND OF RETAIN ALL OF OUR NORMAL PRACTICES, ALL OF OUR NORMAL EXPECTATIONS, AND WE'RE EMBEDDING THE PROGRAM INTO THIS AND FITTING IT IN.
THEN THE RELATED INSTRUCTION PROVIDERS, THERE'S GOING TO BE A SLIDE COMING UP IN TWO MORE SLIDES, I BELIEVE.
ROB WAS TALKING ABOUT, WE'RE GOING TO SOME HIGHER AND SAYING, WHAT CAN YOU DO FOR US? THE STICK AND CARROT THAT WE CARRY IS NOWHERE AS BIG AS THE STICK AND CARROT AT MSDE CAN CARRY, SAYING, WHAT HAPPENS WHEN ALL 24 SCHOOL SYSTEMS COME ON BOARD FOR THIS, AND WE'RE LOOKING AT A SIGNIFICANT NUMBER OF TEACHERS THAT WE CAN FUTURE TEACHERS THAT WE CAN BRING TO YOUR PROGRAM, AND YOU'LL SEE THAT ON A LATER SLIDE.
THERE ARE MULTIPLE DIFFERENT ON RAMPS FOR THIS.
THE WAY IT'S SET UP IS TO BE LOOSE AND FLEXIBLE.
YOU HAVE YOUR HIGH SCHOOL STUDENTS THERE THAT WOULD JUST GRADUATE HIGH SCHOOL AND YOU DECIDE YOU WANT TO GET INTO EDUCATION.
YOU CAN COME ON AS AN IA AND THEN SLOWLY WORK YOUR WAY UP.
IF YOU COMPLETE THE TAM PROGRAM WHILE YOU'RE IN HIGH SCHOOL, YOU'RE GOING TO START A LITTLE BIT HIGHER BECAUSE YOU HAVE SOME OF THAT EXPERIENCE AND BACKGROUND.
WE CAN GO RIGHT TO THE POWER PROFESSIONALS THAT ARE ALREADY IN THE SCHOOL SYSTEM.
YOU CAN HAVE SOMEONE THAT COMES IN WITH AN ASSOCIATE'S DEGREE.
THERE'S MULTIPLE ON RAMPS AND OFF RAMPS.
YOU CAN SEE ON THE RIGHT IF YOU COME IN FROM HIGH SCHOOL WITH NO PREVIOUS EXPERIENCE, YOU'RE STILL GOING TO END WITH YOUR BACHELOR'S DEGREE, SO IT'S GOING TO TAKE YOU THE FOUR YEARS.
IF YOU COME IN WITH TAM OR A PARAPROFESSIONAL THAT HAD SOME EXPERIENCE ALREADY, WE CAN NARROW DOWN THE LENGTH OF TIME THAT IT'LL TAKE YOU TO COMPLETE WITH YOUR BACHELOR'S DEGREE AND A LICENSE AT THE END.
NEXT SLIDE. THIS IS THE MOST EXCITING PART OF THIS.
[00:25:02]
IF YOU LOOK ON THAT TOP SLIDE, WHERE WE WERE SAYING, WE WANT TO BE ABLE TO HAVE YOU WORK AND GET PAID.THIS IS SAYING THAT ON THE JOB TRAINING THAT YOU ARE ALREADY DOING, WE WANT TO GET YOU UP TO 45 BACHELOR'S CREDITS.
WE WANT TO TAKE A FOUR YEAR DEGREE.
WE WANT TO CUT IT DOWN TO THREE YEARS, AND WE WANT TO PAY YOU WHILE YOU'RE IN THAT WHOLE TIME.
THAT IS THAT 45 CREDITS IS LITERALLY THE CORE MAR MAXIMUM.
AND AND JASON KEYES AND THE TEAM AT MSD IS GOING AROUND TO HIGHER ED AND SAYING, WHAT WILL YOU DO FOR THIS? IF THEY DON'T WANT TO PLAY BALL, HE MOVES ON TO THE NEXT HIGHER ED.
RIGHT NOW, THEY HAVE THREE REGIONS SET UP EACH WITH A COMMUNITY COLLEGE AND A FOUR YEAR UNIVERSITY.
YOU'RE NOT LOCKED INTO THE REGION, SO THERE'S A WESTERN CENTRAL AND EASTERN.
BUT WHATEVER ONE WORKS THE BEST FOR YOUR NEEDS, YOU CAN GO TO THAT UNIVERSITY, AND THERE'S VARIOUS BENEFITS.
ONE OF THEM HAS A FULL BACHELOR'S DEGREE ONLINE, SO THAT HELPS WITH TRANSPORTATION THAT HAVING TO GO IN PERSON.
SOME OF THEM OFFER A VARYING AMOUNT OF THOSE CREDITS RIGHT NOW, SO THAT'S SOMETHING THAT THEY'RE CONTINUING TO BUILD OUT.
THE OTHER PIECE IS THE GOAL OF THIS IS FOR THE APPRENTICE TO GET THEIR BACHELOR'S DEGREE, EARN THEIR TEACHING LICENSE AT ZERO COST.
NOT REIMBURSEMENT, WE'RE GOING TO COVER SOME OF YOUR CREDITS AT ZERO COST.
THIS IS REALLY JUST A HUGE, HUGE OPPORTUNITY.
AS DR. LOGAN SAID, WE HAD THAT FIRST MEETING YESTERDAY 4-5.
WE'RE STILL IN SOME BIGGER PIECES WORKING OUT A LITTLE BIT OF THE PROCESS, BUT THE GOAL IS TO HAVE PEOPLE ENROLLED BEFORE SEPTEMBER OF NEXT YEAR.
I'M TALKING TO HIGHER ED AND I'M SAYING JUST IN MY OFFICE AND I'M SAYING, HEY, LET'S GET TOGETHER.
LET'S MAKE A PROGRAM. LET'S HAVE AN AGREEMENT. LET'S DO THIS.
WHAT YOU SEE IN THAT FIRST COUPLE OF BULLETS IS WHAT IS ALREADY IN COMER.
IT WASN'T JUST PUT IN COMER FOR APPRENTICESHIP.
IT HAS BEEN IN COMER FOR YEARS.
ALL OF OUR MARYLAND SCHOOLS FOR YEARS HAVE HAD THE ABILITY TO SAY, LET'S PLAY BALL.
LET ME GIVE YOU UP TO 45 CREDITS, BUT NO ONE'S DONE IT.
THEY'VE ALWAYS BEEN AUTHORIZED.
THIS ISN'T A NEW AUTHORIZATION.
WHEN DR. KEYS NOW COMES FORWARD AND SAYS, THIS WHAT YOU'RE ALLOWED TO DO? DO YOU WANT TO BE PART OF THIS OR NOT? OUR PARTNER IN OUR REGION IS SALISBURY UNIVERSITY.
WHEN I SAW THAT, I WAS LIKE, OH, BECAUSE WE HAVE AGREEMENTS, BUT THERE'S NOT BEEN A LOT OF FLEXIBILITY.
OUT OF 45 THEY'RE AUTHORIZED TO GIVE.
>> THEY WERE WILLING TO GO UP TO 41.
BUT CURRENTLY I THINK THEY WERE 31 OR 30.
>> WHEN WE SAY, LIKE FOLKS ARE SIGNING ON AND REALLY DOING IT, THEY ARE BECAUSE THEY SEE THE VALUE IN IT.
IT WAS JUST INTERESTING, THOUGH, THAT WASN'T NEW AUTHORIZATION.
IT'S JUST WHAT GETS YOU TO THE TABLE TO DO WHAT YOU'VE ALWAYS BEEN ALLOWED TO DO.
>> THERE'S DEFINITELY THERE'S GOING TO BE MORE TO COME AS THIS AS WE KIND OF WORK THROUGH THE PROCESS OF WHAT THAT LOOKS LIKE AND A LITTLE BIT OF THOSE INTERNAL THINGS.
WE'RE GOING TO BE THE JOINT APPRENTICSHIP TRAINING COMMITTEE THAT WE HAD YESTERDAY IS GOING TO BE MEETING FAIRLY REGULARLY OVER THE NEXT PROBABLY SIX MONTHS JUST TO GET ALL OF THOSE THINGS UP OFF THE GROUND.
THE OTHER EXCITING PIECE IS, MSD HAD TO PUT OUT AN RFP FOR LIKE A TECHNICAL ASSISTANCE PARTNER, AND THEY GOT THE NATIONAL CENTER FOR GROW YOUR OWN, AND DAVID DONALDSON IS THE LEAD OF THAT.
WHAT'S SUPER EXCITING ABOUT THAT IS HE CREATED THE FIRST REGISTERED TEACHER APPRENTICESHIP WHEN HE WAS PART OF THE TENNESSEE DEPARTMENT OF EDUCATION AND THEN ONCE THEY CREATED THEIR OWN, HE BRANCHED OFF AND THEN CREATED THIS NATIONAL GROW YOUR OWN.
HE WORKS WITH STATES ALL AROUND THE COUNTRY DEVELOPING THIS AND WORKING THROUGH SOME OF THE LOGISTICS.
HAVING THEM ON THERE TO HELP GUIDE SOME OF THOSE THAT NUANCE AND DIFFERENT PIECES, I'M IS GOING TO BE A GREAT PARTNER.
> AS YOU CAN SEE, THERE'S A LOT OF THINGS GOING ON AS WE TRY TO SUPPORT OUR STAFF WITH WHAT THEIR CAREER GOALS ARE, AND WE'RE DOING THAT WITHIN OUR EXISTING BUDGET.
WE'VE JUST FOUND WAYS TO DO THAT WITHIN OUR EXISTING BUDGET WITHOUT HAVING TO INCREASE THAT.
PART OF THAT, LIKE I SAID, IS ON HIGHER ED FOR THE PARTNERSHIPS AND THINGS LIKE THAT.
THIS HAS BEEN A FANTASTIC PROGRAM US FAR AND WE'VE
[00:30:01]
GOT I KNOW I'VE MET WITH AT LEAST FOUR FOLKS WHO ARE LIKE GETTING READY TO THEY'RE LIKE, I WANT TO GET STARTED, AND I'M LIKE, MAYBE YOU WANT TO JUST WAIT, WHEN I EXPLAINED TO THEM OF THE IDEA, THEY'RE LIKE, WHAT ABSOLUTELY.WE HAVE GREAT FOLKS. WE HAVE GREAT STAFF. YOU KNOW THAT.
THE IDEA THAT WE'VE GOT STAFF THAT HAVE THE STREAM TO BECOME A TEACHER AND WE CAN STAND BEHIND THEM AND SUPPORT THEM THE WHOLE WAY THROUGH AND MULTIPLE WAYS TO GET THAT DONE. ANY QUESTIONS?
>> IT IS. IT'S THE GOOD PART OF HR.
>> I DO WANT TO JUST JUST SHARE DR. WILLOUGHBY IS GOING TO HAVE TO BREAK OFF HERE IN A LITTLE BIT TOO AS WE TRANSITION BEFORE WE TRANSITION TO THE NEXT PRESENTATION.
A BIG PART THAT DR. WULDY AND MR. COOK HAD BROUGHT TO THIS IS JUST A NEW LENS OF LOOKING AT THINGS.
BEING IN THE RIGHT PLACE AT THE RIGHT TIME AND ASKING THE RIGHT QUESTIONS IN THE RIGHT MANNER, HAS REALLY POSITIONED US WELL, NOT ONLY WITH TRANSITIONING OUT OF LEADS, BUT I CAN'T SPEAK ENOUGH ABOUT THE APPRENTICESHIP COMPONENT.
THIS WAS SOMETHING THAT LALLY MR. COOK STARTED PUSHING LAST YEAR OF HOW DO WE BUILD OUR OWN? ASKING THE RIGHT QUESTIONS OF THE RIGHT PEOPLE, PUT HIM IN THE RIGHT SPACE IN FRONT OF MSDD AT THE RIGHT TIME THAT US AND WASHINGTON COUNTY WERE SELECTED TO BE PART OF THE FIRST GROUP.
THE DECISION CAME VERY QUICKLY.
IT WAS LIKE, HOW INTERESTED ARE YOU? I HAVE A MEETING AT THE STATE WITHIN THE NEXT COUPLE OF WEEKS.
WOULD YOU BE INTERESTED IF IT'S A GO? AND THEN ALL OF A SUDDEN, THE STATE DECIDED, YES, IT'S A GO AND WE WERE RIGHT THERE.
ALSO BEING PART OF THE RIGHT CONVERSATIONS AND MR. HOWE WAS A BIG PART OF THIS WITH OUR PARTNERSHIP WITH UMS, BUILDING OFF THE MANNING THE SHORE INITIATIVE, AND THE UNIVERSITY HIGH SCHOOL PROGRAM.
PUT US IN THE RIGHT SPACE AT THE RIGHT TIME FOR THE NATIONAL TEACHER APE OR TEACHER RESIDENCY PROGRAM AND THAT GRANT.
THE SELECTING US TO WORK WITH UMBS TO BUILD THAT PIPELINE AS WELL.
JUST HAVE A LOT OF GOOD ENERGY COMING AT THE RIGHT TIME TO HELP US FILL SOME OF THE VOIDS THAT WE SEE ON THE HORIZON WITH THE NUMBER OF TEACHERS COMING OUT OF COLLEGES AND A GREAT WAY TO SUPPORT OUR OWN PEOPLE EITHER WORKING FOR US OR PEOPLE IN OUR COMMUNITY WANT TO TEACH, BUT CAN'T HOP IN THE CAR AND DEDICATE TIME TO DRIVING TO THE COLLEGE CAMPUSES AND SITTING THERE FOR A LONG TIME TO GET THEIR DEGREES.
LOVE THE INGENUITY IN THIS AND THE WAY THAT WE'RE ALSO BRIDGING OTHER PEOPLE'S FUNDS TO MAKE IT HAPPEN. I'D BE REMISS.
YOU CANNOT CREATE AN APPRENTICESHIP WITHOUT THE SUPPORT AND BUY IN OF YOUR COLLECTIVE BARGAINING PARTNERS.
>> CCEA THROUGH THE YOU APPRENTICESHIP THAT WE DID LAST YEAR, THROUGH THIS, WHEN WE'VE CALLED THEM AND SAID, HEY, WE'VE GOT AN OPPORTUNITY.
THEY HAVE BEEN FANTASTIC PARTNERS AND SIGNED ON AND BEEN PART OF WHAT WE'RE DOING.
JUST BECAUSE YOU'RE AN APPRENTICE, DOESN'T MEAN YOU'RE NOT UNDER THE COLLECTIVE BARGAINING AGREEMENT.
WE HAVE OBLIGATIONS THERE, BUT THEY HAVE A SEAT AT THE TABLE AS WELL, AND THEY'VE BEEN GREAT PARTNERS AS WELL.
I JUST WANT TO MAKE SURE. THAT'S ACKNOWLEDGED.
>> ONE THING I JUST WANT TO ADD WITH THAT ON THAT JOINT APPRENTICEHIP TRAINING COMMITTEE THAT WE WERE YESTERDAY, I BY DESIGN, THERE'S EQUAL VOTING BETWEEN ADMINISTRATION AND THE UNION.
CAROLINE HAS TWO VOTES, ONE FOR ME FROM THE ADMIN SIDE, ONE FROM THE TEACHERS UNION SIDE, FROM STAFF, WASHINGTON COUNTY HAS TWO VOTES, AND THEN MSE HAS ONE VOTE.
WE ARE TWO FIFTHS OF THE VOTE NOW.
WE'RE DEFINITELY REPRESENTED AT THE TABLE FOR SURE.
>> JUST A LITTLE SIDE NOTE, THE TEACHER RESIDENCY PROGRAM THAT'S AT UM ES THAT MR. HOWE AND MRS. HOWE ORGANIZED AND FACILITATED.
THAT IS ONE OF OUR EFFORTS TO RECRUIT REPRESENTED POPULATION.
THEY'RE AT HBCU, AND THEY ARE REALLY INTERESTED IN CAPITALIZING ON THOSE POPULATIONS THAT WE NEED TO SEE REPRESENTED IN THE SCHOOLS.
>> MRS. HOWE. DO WE JUMP TO THE NEXT.
>> OH, I'M SORRY. NO, YOU'RE GOOD.
THAT'S MY REPORT ON. YES, PLEASE GO AHEAD.
[2.02 Community Schools Update]
>> IS ONE THAT WE DISCUSSED WITH THE BOARD EARLIER IN DOING AND THAT IS AN UPDATE ON OUR COMMUNITY SCHOOLS WORK AND WHERE WE ARE NOW THAT ALL OF OUR SCHOOLS QUALIFY AS COMMUNITY SCHOOLS.
TAKING THE LEAD ON THIS PRESENTATION WILL BE MISS NICOLE FISHER, OUR SUPERVISOR WHO'S RESPONSIBLE FOR OUR COMMUNITY SCHOOLS WORK, AND SHE HAS SOME OTHERS WITH HER TODAY.
I'M SURE IT WILL BE REALLY INTERESTING FORM PRESENTATION.
[00:35:02]
THANK YOU, MISS FISHER, FOR BEING HERE.I MUST SAY, I AM VERY EXCITED TO HAVE AN OPPORTUNITY TO HAVE THIS CONVERSATION WITH YOU ALL.
WE'VE TALKED ABOUT COMMUNITY SCHOOLS IN THE PAST.
I HOPE THAT THIS IS THE FIRST OF MULTIPLE OPPORTUNITIES BECAUSE WE DO ENGAGE OUTSIDE OF THESE MEETINGS, BUT I THINK IT'S ALSO IMPORTANT THAT WE'RE HAVING THE INPUT AND THE UNDERSTANDING FROM OUR BOARD.
I'M EXCITED LIKE I SAID, TO SHARE THIS INFORMATION AND FOR US TO HAVE GREAT CONVERSATION.
LET ME MAKE SURE I'M GOING IN THE RIGHT DIRECTION.
I DON'T KNOW IF ANYONE HAD A CHANCE TO LOOK AT THE COMMUNITY SCHOOL VIDEO OR BE ABLE TO CLICK ON THAT.
WHERE STUDENTS HAVE ALL THE RESOURCES THEY NEED A SCHOOL WHERE CARING QUALIFIED EDUCATORS INSPIRE THEM TO BE, WINNERS, INNOVATORS, PIONEERS, A SCHOOL WHERE STUDENTS ARE SUPPORTED TO BECOME ANYTHING THEY CAN DREAM.
WHERE CHILDREN LEARN READING AND MATH, BUT ALSO, A FOREIGN LANGUAGE, ADVANCED SCIENCE, WHERE STUDENTS CAN TRAIN FOR TECHNICAL JOBS, LEARN ENGLISH OR RECEIVE TAILORED SPECIAL AND THEIR PARENTS AND OTHER PEOPLE IN THE NEIGHBORHOOD CAN TOO, A SCHOOL THAT INSPIRES A LOVE OF LEARNING, RATHER THAN EMPHASIZING ROAD BERIZATION.
IMAGINE A SCHOOL THAT MEANS NOT JUST THE ACADEMIC NEEDS OF CHILDREN, BUT ALSO THEIR HEALTH AND WELLNESS WHERE STUDENTS CAN GET GLASSES, SEE A NURSE OR GET HELP WITH EMOTIONAL ISSUES AROUND THE CLOCK.
THEY'RE ALWAYS READY AND ABLE TO LEARN.
THAT SCHOOL IS A HUB IN THE NEIGHBORHOOD, WHERE COMMUNITY MEMBERS CAN GET THOSE GLASSES OR SEE THAT EARTH TOO.
IMAGINE A SCHOOL THAT PROVIDES POSITIVE DISCIPLINE AND SOCIAL EMOTIONAL SUPPORTS, INSTEAD OF SUSPENSIONS AND HARSH PUNISHMENTS, SO THAT STUDENTS GROW AND CONTRIBUTE TO THE SCHOOL COMMUNITY AND BEYOND A SCHOOL WHERE STAFF, PARENTS, STUDENTS, BUSINESS LEADERS AND COMMUNITY LEADERS COME TOGETHER TO SUPPORT STUDENT SUCCESS.
YOU DON'T HAVE TO IMAGINE THESE SCHOOLS EXIST AND THEY SUCCEED.
THERE ARE MORE THAN 5,000 COMMUNITY SCHOOLS AROUND AMERICA SUCCEEDED TODAY.
FROM LOS ANGELES TO BALTIMORE, FROM ORLANDO TO MINNEAPOLIS.
TROUGHOUT CINCINNATI PUBLIC SCHOOLS IN THE COMMONWEALTH OF KENTUCKY.
A LOT OF AMERICAN SCHOOLS ARE STRUGGLING NOWADAYS.
BY BUILDING COMMUNITY SCHOOLS, NEIGHBORHOOD BY NEIGHBORHOOD, WE CAN ENSURE THAT EVERY STUDENT IN THE COUNTRY RECEIVES A HIGH QUALITY PUBLIC EDUCATION AND A MANAGERS CODE.
THESE SCHOOLS CAN EXIST IN COMMUNITY TOO.
LEARN HOW IS IN NEA.ORG/COMMUNITYSCHOOLS.
>> I REALLY REALLY LIKE THIS PARTICULAR VIDEO, BUT I'M GOING TO TURN THIS NOW TO HAVE THAT QUESTION.
DID IT ALSO RESONATE FOR YOU THAT THERE ARE A LOT OF THINGS THAT THEY TALK ABOUT WITH COMMUNITY SCHOOLS THAT WE'VE BEEN DOING? I GOT, SO EXCITED AND PROUD WHEN WE'VE HAD THE CONVERSATIONS ABOUT THE FACT THAT THE COMMUNITY HERE IN CAROLINE HAS RECOGNIZED THAT THERE HAVE BEEN NEEDS AND HAS WORKED TOGETHER COLLECTIVELY FOR A LONG TIME.
NOW, ARE WE GRATEFUL THAT THE STATE HAS ALSO ADOPTED A STRATEGY THAT NOW PROVIDES EXTRA SUPPORT FOR US TO CONTINUE TO DEEPEN THE WORK? I THINK THE ANSWER TO THAT'S DEFINITELY YES.
WITH THAT SAID, AS WE TAKE A LOOK, COMMUNITY SCHOOLS ARE ABOUT THAT POSITIVE EQUITABLE OUTCOME THAT WE WANT FOR OUR STUDENTS.
WE HAVE LONG STRIVE TO MAKE SURE THAT THE PHYSICAL AND MENTAL HEALTH NEEDS OF OUR STUDENTS ARE BEING ADDRESSED AS WELL AS THEIR ACADEMIC AND EXTRACURRICULAR.
THE HUB PORTION IS SOMETHING THAT I THINK WE ALREADY HAD A LOT OF THINGS IN PLACE SO THAT WE WERE MEETING NEEDS OF OUR SCHOOL STAFF, STUDENTS AND THE COMMUNITY.
BUT AGAIN, WITH THIS EMPHASIS ON THE COMMUNITY SCHOOL STRATEGY, WE ARE LOOKING AT TRYING TO FIGURE OUT WHAT ARE ADDITIONAL THINGS WE CAN DO TO REALLY FILL THOSE GAPS.
IT'S BROADENING FROM JUST OUR SCHOOL INTERNALLY TO HOW ARE WE LIFTING THE ENTIRE FAMILY STRUCTURE IN COMMUNITY AS WELL.
I THINK THE THING THAT REALLY DRAWS ME AND I AM SO GRATEFUL TO DO THE WORK WITH THE COMMUNITY SCHOOL PIECE IS THAT ASSET BASED APPROACH.
SOMETIMES IT CAN BE EASY TO LOOK AT ALL OF THE THINGS THAT WE NEED, BUT THERE'S ALWAYS BEEN THIS EMPHASIS ON WHAT ARE THE STRENGTHS THAT OUR COMMUNITY BRINGS? WHAT ARE THE STRENGTHS THAT ARE ALSO DRAWN FROM WHAT OUR FAMILIES CAN SHARE WITH US ABOUT
[00:40:02]
WHAT THEY NEED OR HOW BEST TO EVEN WORK WITH THEIR STUDENTS? AGAIN, THERE'S QUITE A FEW BENEFITS TO BEING A COMMUNITY SCHOOL, THAT TARGETED ASSISTANCE, LOOKING AT OUR UNIQUE CHALLENGES OR NEEDS BECAUSE EVERY SCHOOL IS SO DIFFERENT.WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT WHEN WE GET INTO WHAT THEY DO IN YEAR ONE, WHEN THEY DO THEIR NEEDS ASSESSMENT.
ALSO PROVIDING SUPPORT FOR INITIATIVES.
TAKING A LOOK AT WHAT HAS BEEN WORKING, WHAT WE NEED TO DO OF AND WHAT PROGRAMS WILL HELP US BUILD THAT TO BETTER CAPACITY.
THEN ULTIMATELY, AS WE LOOK TO BE EQUITABLE AND PROVIDE SUPPORT, WE ARE STILL EDUCATIONAL INSTITUTION.
AGAIN, WE'RE LOOKING TO ENHANCE THOSE EDUCATIONAL OUTCOMES.
WE DO KNOW THAT WE NEED TO PROVIDE SOME WELLNESS SUPPORTS.
WE NEED TO EXPOSE OUR STUDENTS TO OTHER THINGS AND DO THE ENRICHMENTS THAT WE'RE GOING TO SHOW YOU ABOUT, BUT IT'S ALSO SO THAT WE CAN GRADUATE STUDENTS WHO ARE ABLE TO BE PRODUCTIVE IN SOCIETY AND HERE BACK WITH OUR COMMUNITY.
TAKING A LOOK AT THAT, I THINK YOU ALL ARE AWARE.
BUT JUST TO MAKE SURE WE'RE STARTING AT A LEVEL PLACE HERE, IN THAT FIRST YEAR, THE STATE OF MARYLAND DOES PROVIDE ANY DESIGNATED SCHOOL WITH A PERSONNEL GRANT.
WE RECOGNIZE THAT THERE ARE GREAT THINGS HAPPENING IN SCHOOLS, BUT IT DOES REQUIRE THAT WE HIRE AND I THINK THAT'S VERY PIVOTAL, A COMMUNITY SCHOOL COORDINATOR.
THROUGHOUT THE STATE, THAT DOES GO BY MULTIPLE NAMES.
THEY HAVE COMMUNITY SCHOOL MANAGERS.
YOU MIGHT HEAR THEM SAY COMMUNITY SCHOOL LIAISONS.
BUT AGAIN, IT'S THAT PERSON WHO IS LOOKING AT BEING THE FEET OF THE WORK AND MAKING THE CONNECTIONS THROUGHOUT THE COMMUNITY BECAUSE OUR ADMINISTRATORS AND STAFF IN THE BUILDINGS ALREADY DOING THE REALLY BIG JOB OF TRYING TO MAKE SURE THEY'RE RUNNING THE BUILDING.
THEY ALSO HAVE THAT OBLIGATION TO MAKE SURE THEY'RE UNDERSTANDING THE COMMUNITY SCHOOL STRATEGY.
BUT THIS WAY, WE HOPE THAT WE'RE FOSTERING THAT DEEP RELATIONSHIP WITH ADMINISTRATION AND WITH THE COORDINATOR SO THAT THEY ARE ALL IN SYNC, AND THEN I'M ALSO THERE TO TRY AND MAKE SURE I'M HELPING SUPPORT THE SCHOOLS AND THE COORDINATORS AS WE MOVE THROUGH THE PROCESS.
THEN ONCE THOSE POSITIONS ARE FILLED, THIS BLEW MY MIND BECAUSE I'VE SAT IN A POSITION OF NOT NECESSARILY BEING NAIVE.
BUT DON'T ALL SCHOOLS HAVE ALL.
WHEN YOU SIT IN STATE MEETINGS AND YOU FIND OUT THAT THINGS I'VE TAKEN FOR GRANTED AREN'T HAPPENING EVERYWHERE.
IT'S LIKE HOW DO YOU FUNCTION WITHOUT MEETING THOSE BASIC NEEDS OF OUR STUDENTS AND FAMILIES.
AGAIN, BIG PLUG, RIGHT FOR CAROLINE SEEING AND BEING PROACTIVE WITH THAT.BUT ONE OF THE PIECES THAT IS ALSO REQUIRED WITH THE PERSONNEL GRANT IS THAT WE TAKE A LOOK AT FILLING THE HEALTHCARE PROVIDER.
IF YOU'RE ALREADY DOING THAT, IT'S REALLY ALLOWED OUR DISTRICT TO EXPAND WELLNESS SERVICES TO OUR STUDENTS AND FAMILIES.
ONCE THOSE POSITIONS ARE FILLED IN THAT FIRST YEAR, OUR SCHOOLS ARE ABLE TO TAKE A LOOK AT SOME OF THE THINGS THAT THEY'VE BEEN WANTING TO PUT IN PLACE BECAUSE IT'S A LITTLE MORE BROAD.
BUT THEN ONCE YOU GET INTO YEAR 2 AND YOU'VE DONE YOUR NEEDS ASSESSMENT, LIKE I SAID, WHICH WE'LL TALK ABOUT, SCHOOLS ARE AWARDED A PER PUPIL GRANT.
WHEN WE GET INTO SOME OF THOSE TECHNICALITIES, DR. SIMMONS, AS I'M STILL LEARNING SOME OF THOSE PIECES, I LOVE LISTENING TO HIM AS WE TALK ABOUT THE FINANCE PIECE AND ALL THE CALCULATIONS AND SO FORTH.
BUT IN THAT FIRST YEAR, IT IS CALCULATED USING A WEIGHTED STUDENT FORMULA AND THEN IT REALLY HELPS US TO START HONING IN ON, WHAT DID YOU DISCOVER WHEN YOU DID YOUR NEEDS ASSESSMENT? WHAT IS UNIQUE ABOUT YOUR SCHOOL? WHAT IS THE DATA TELLING US SO THAT SCHOOLS CAN START TO PUT TOGETHER A PLAN TO EXPAND THE PROGRESS WE'RE ALREADY WORKING ON THROUGH OUR SCHOOL IMPROVEMENT PROCESS.
THIS IS WHERE WE REALLY START TALKING ABOUT ALIGNING OUR NEEDS WITH OUR RESOURCES.
AS YOU TAKE A LOOK, WHEN YOU'RE UTILIZING THE FUNDS, WE HAVE TO ALWAYS ALSO MAKE SURE WE ARE LOOKING AT WHAT THE WRAP AROUND SERVICES ARE THAT ARE DESCRIBED IN THE BLUEPRINT AND I WILL SHARE THOSE IN JUST A SLIDE OR SO.
WE HAVE TO LOOK AT WHAT THE SCHOOL'S ASSET AND NEEDS ASSESSMENT IS SAYING VERY SPECIFICALLY TO THAT SCHOOL.
BECAUSE THERE ARE THINGS THAT WE WANT TO DO ACROSS THE DISTRICT, BUT THIS IS ALSO FUNDS THAT IS REALLY TARGETED TOWARDS WHAT IS YOUR SCHOOL NEED TO HELP YOUR SCHOOL DO WHAT IT NEEDS TO DO.
THEN WHEN WE LOOK AT THE IMPLEMENTATION PLAN, WE ARE BUILDING OFF THAT ASSET AND NEEDS ASSESSMENT SO THAT THEY CAN MAKE REALLY TARGETED GOALS TO HELP THEM REACH THOSE NEEDS.
[00:45:05]
I'LL JUST TAKE A SECOND THERE AND SHOW A LIST OF SOME OF THE WRAP AROUND SERVICES.AGAIN, WE HAVE BEEN DOING SOME WORK AND THERE WAS A LOT OF LEARNING LAST YEAR BECAUSE WE'VE HAD COMMUNITY SCHOOLS SINCE THE SECOND YEAR 21 WITH FEDERALS BURG.
THEY WERE A COMMUNITY SCHOOL FOR A YEAR OR TWO AND THEN GREENSBROUGH CAME ON BOARD.
AGAIN, THERE WAS NOT A LOT OF GUIDANCE AT THAT POINT BECAUSE THERE WAS A LOT OF MOVEMENT AT MSDE.
EVERYONE WAS TRYING TO UNDERSTAND THE LEGISLATION.
COLONEL MIDDLE CAME ON BOARD WITH US IN 23, 24 AND WE GOT OUR THIRD COMMUNITY SCHOOL.
LAST YEAR, HOWEVER, WE HAD FIVE ADDITIONAL SCHOOLS JOIN US.
IT WAS A BIG LEARNING AND BEING ABLE TO DO A LOT MORE FOCUS ON WORKING WITH ALL OF THE EIGHT SCHOOLS AT THAT POINT ALLOWED US TO REALLY DIG INTO THE NEEDS ASSESSMENT AND I HAD A BIG LEARNING ALSO WITH THAT BY HELPING FIVE SCHOOLS AT ONCE.
WE REALLY WENT INTO THE WRAP AROUND SERVICE PORTION, BUT AT THIS POINT, MSDE IS STILL REFINING, EVEN THE DEFINITION OF WHAT DIFFERENT THINGS ARE.
I WILL SAY IT'S BEEN VERY BENEFICIAL ON MY BEHALF TO VOLUNTEER AND BE PART OF DIFFERENT WORK GROUPS THAT THEY HAVE AT MSDE AS THEY'RE WORKING TO REFINE THIS AND BRING MORE CLARITY TO ALL OF THE WORK THAT'S HAPPENING ON COMMUNITY SPOT.
I SAY THAT BECAUSE JUST LAST WEEK, WE WERE WORKING ON TIGHTENING DEFINITIONS ABOUT SOME OF THESE WRAP AROUND SERVICES.
WHAT ACTUALLY FALLS INTO THE DIFFERENT CATEGORIES BECAUSE SOME ARE REALLY CLEAR.
BUT SOME STILL HAVE A LOT OF GREAT AREA.
WE RELY A LOT ON CONTACTING THEM IF WE HAVE QUESTIONS.
>> WHEN THE NEEDS ASSESSMENTS AT EACH SCHOOL ARE BEING DONE.
I KNOW IT MAY BE HARDER AT SOME LEVELS THAN OTHERS, BUT HOW MUCH STUDENT INVOLVEMENT IS THERE IN THAT ASSESSMENT?
>> THIS IS SO EQUITY FOCUS THAT IT REALLY DOES EMPHASIZE TALKING WITH ALL YOUR STAKEHOLDERS.
STUDENTS ARE A STAKEHOLDER GROUP.
WHEN WE TALK ABOUT THE NEEDS ASSESSMENT AND THE IMPLEMENTATION PLAN, I'M GOING TO ASK CHARLENE TO JUST SHARE THE PROCESS THEY WENT THROUGH.
BECAUSE LAST YEAR, I'M GOING TO START BACKWARDS, WITH OUR COMMUNITY PARTNERS, WE HAD IN THE SPRINGTIME A PARTNER NETWORK MEETING.
WE VERY INTENTIONALLY UTILIZE THAT TO GET FEEDBACK AND INPUT AT THAT TIME TO HELP US WITH ALL THE SCHOOLS INPUT FROM PARTNERS.
BUT AT THE SCHOOL LEVEL, THEY HAVE STAKEHOLDER MEETINGS WITH THEIR STAFF.
THEY HAVE STAKEHOLDER MEETINGS WITH PARENTS AND ALSO WITH STUDENT GROUPS.
>> JUST ANOTHER QUESTION AND I APOLOGIZE IF I'M GETTING AHEAD OF YOU, BUT LOOKING THE ASSET AND NEEDS ASSESSMENT, LIKE THE REPORT OUT OR THE DOCUMENT OR WHAT YOU FOUND.
DOES THAT LIVE SOMEWHERE OR HOW DO WHAT DO WE DO WITH THAT INFORMATION AND IF YOU LIKE I SAID, IF YOU GUYS ARE GOING TO GET INTO IT, I APOLOGIZE FOR JUMPING AHEAD, BUT TO WHAT MICHELLE ASKED, LIKE WHERE WHERE DOES THAT LIVE OR WHERE?
>> ACTUALLY, ON OUR SITE UNDER COMMUNITY SCHOOL, THERE IS A LINK AND WE HAVE A INFOGRAPHIC THAT IS A SUMMARY.
OF ALL OF THE SCHOOLS WHERE THEY DO PULL AND HIGHLIGHT INFORMATION THAT WAS SHARED BY OUR DIFFERENT STAKEHOLDER GROUPS.
THEN IT ALSO LOOKS AT WHAT ARE SOME OF OUR PRIORITIES THAT COME FROM THAT INFORMATION.
IT GIVES A NICE OVERVIEW OF JUST THE DEMOGRAPHICS OF THE SCHOOL AND SOME OF THE ADDITIONAL DATA.
>> WHEN IT COMES TO LIKE THE SCHOOL AND THE SCHOOL BASED HEALTH CENTERS AND LIKE IF WE HAVE A STUDENT, IT COMES IN FOR WHATEVER.
YOU SAID, LIKE ABOUT BILLING AND STUFF LIKE THAT.
DOES THIS SCHOOL SYSTEM HANDLES THAT OR HOW IS THAT ALL WHAT'S THE RESPONSIBILITY OF THE SCHOOL SYSTEM FOR ANY OF THAT?
>> SCHOOL SYSTEM IS THE HANDLE ANY OF THE BILLING FOR STUDENTS WITH ATTENDING WELLNESS CENTERS OR PARENTS.
CHOP TANK COMMUNITY HEALTH HANDLES ALL OF THAT AS PART OF THE SCHOOL BASED HEALTH CENTER.
THEY HAVE FUNDS, AS WELL AS INSURANCE.
STUDENTS HAVE INSURANCE AND THOSE THINGS THAT CAN BE BILLED AS WELL.
BUT ALL OF THAT'S COVERED THROUGH ACTUALLY CHOP BANK.
WE JUST PROVIDE THE SPACE AND ACCESS TO THEM.
WE HELP PROVIDE FUNDING FOR THEM TO BE THERE FOR STAFFING AND EXTENDING THEIR SERVICES.
PART OF IT WITH CHOP TANK AND MISS PARKS FEEL FREE TO JUMP IN AS WELL.
IT'S OFF SPEED SEAT RIGHT HERE FOR YOU ON THIS QUESTION A LITTLE BIT.
BUT IT IS ONE OF THOSE WHERE CHOP TANK HAD GRANTS THAT THEY RECEIVED FOR MANY YEARS THAT BROUGHT THEM TO US.
[00:50:03]
COMMUNITY SCHOOLS FUNDING HAS HELPED BRIDGE THE GAP FROM WHERE THEIR INITIAL FUNDING RESIDED FOR US TO BE ABLE TO GET THEM THERE MORE DAYS.BUT WE DON'T CARRY OF THE BUILDING RESPONSIBILITY. [OVERLAPPING]
>> I WAS WONDERING WHO TAKES CARE OF, I MEAN, IF A PERSON HAS INSURANCE AND GO LIKE TAKES CARE OF ALL THAT PAPERWORK THAT HAS TO BE INVOLVED WITH.
>> I MEAN KEEPING ACCOUNTABILITY OF WHO PAYS THEIR BILL AND ALL THAT.
CHOP TANK IS A FEDERALLY QUALIFIED HEALTH CENTER.
THEY'RE A HEALTHCARE ORGANIZATION JUST LIKE ANY OTHERS THAT YOU MIGHT GO AND RECEIVE CARE AT.
THEY ALL INSURANCE TYPES AND THEN ALSO A SLIDING FEE PROGRAM.
IF THERE'S SOMEONE WHO DOESN'T HAVE INSURANCE, THEY'RE ELIGIBLE FOR THAT FUNDING, BUT NONE OF THE BILLING NO THE CO-PAYS GET COLLECTED AT SCHOOL, NO THE BILLING HAPPENS AT THE SCHOOL.
IT HAPPENS AFTER THE APPOINTMENT.
IT'S A TRANSPARENT PROCESS, SO PARENTS UNDERSTAND IT BEFORE THEY USE IT.
>> THAT MAKES SENSE. PART OF THE REASON I WAS ASKING WAS AND THIS IS NOT PART OF THIS, BUT IT'S LIKE I KNOW WITH LIKE WITH THE BLUEPRINT AND PRE-K AND STUFF, YOU HAVE THAT WHERE YOU KNOW, AS FAR AS IF WE WERE TO EVER HAVE TO DO BILLING FOR THAT, IS THIS AN AREA WHERE WE ALREADY HAVE EXPERIENCE OR NO.
YOU KNOW WHAT I MEAN BECAUSE IT IS VERY SIMILAR.
>> THE TOUGH PART IN THIS, THE ONLY PLACE AND I WILL I'LL BE CAUTIOUS HOW I ANSWER ONLY BECAUSE I HAVE JUST ENOUGH KNOWLEDGE TO BE DANGEROUS.
THE ONLY PLACE WHERE WE BILL THAT HAS ANY BIT OF SEMBLANCE TO THE PRIVATE PRE-K PIECE IN BLUEPRINT IS WE BILL MEDICAID FOR CERTAIN STUDENTS WHO HAVE IEPS FOR CERTAIN SERVICES. BUT IT'S REALLY LIMITED.
THAT IS LITERALLY OUR ONLY EXPERIENCE OF BILLING ANYTHING IN THAT RANGE WHICH MORE SIMILAR AS FAR AS THE SCOPE OF.
WHAT THAT TRIES TO DO AS FAR AS THE BILL FOR PRE-K TO WHAT THEY DO IT AT CHOP TANK TO GIVE SERVICES TO STUDENTS.
>> THANKFULLY, WE DON'T DO THAT.
IF WE DID WE WOULD HAVE THAT EXPERIENCE.
>> THAT'S WHAT THE FORTUNE PIECE WOULD BE THAT. YOU'RE RIGHT.
>> YES. THAT ANSWERED MY QUESTION.
>> I RECOGNIZE THERE ARE TWO PARTS TO YOUR QUESTION, BUT I ALSO APPRECIATE THAT YOU ASKED THAT BECAUSE ONE OF THE THINGS THAT WAS PART OF THAT BIG LEARNING THAT WE'RE CONTINUING TO MOVE FORWARD WITH IS THAT IMPORTANCE OF THE PARTNERSHIP PIECE.
>> AGAIN, WE ARE IN THE BUSINESS OF EDUCATION.
THERE ARE THINGS THAT OUR STUDENTS NEED, TO HELP THEM TO COME INTO THE CLASSROOM AND BE AS WHOLE AS POSSIBLE.
WELLNESS BEING A BIG PART OF THAT, WE LEAVE THE EXPERTS AND OUR PARTNERS TO THE PART THAT THEY DO, AND WE WANT TO MAKE SURE THAT WE'RE BUILDING THAT RELATIONSHIP WHERE WE CAN PROVIDE THAT SUPPORT AND RESOURCE SO THAT WE CAN DO THE EDUCATING THAT WE WANT TO MAKE SURE WE'RE DOING EFFECTIVELY.
AGAIN, I APPRECIATE YOU ASKING THAT BECAUSE THAT HAS BEEN A BIG LEARNING.
THE OTHER PART OF THAT LEARNING, IF WE'RE SAYING IN THAT SAME VEIN, IS I'M GRATEFUL THAT THERE HAVE BEEN GRANTS IN THE PAST THAT PROVIDED SERVICES.
BUT WHAT THIS HAS REALLY ALLOWED US TO DO, AND THIS IS SOMETHING THAT I DIDN'T UNDERSTAND UNTIL MOVING ALL AROUND THE DISTRICT IS HOW DIFFERENT IT WAS IN EVERY SCHOOL.
YES, IT WAS GREAT THAT WE HAD IT IN EVERY SCHOOL.
BUT WHAT'S EVEN BETTER AND IS FANTASTIC IS THAT WE'VE BEEN BUILDING OUT CAPACITY NOW, SO THAT EVERYBODY IS HAVING A FULL WEEK OF THE EXTENDED SERVICES.
WE'RE WORKING ON WHAT THAT LOOKS LIKE AFTER SCHOOL WITH THE PROGRAMS THAT WE DO.
>> DO YOU FIND WITH THIS PROGRAM, LET'S SAY IT'S BEEN EXPANDED BECAUSE WE STARTED WITH ONE SCHOOL.
LIKE YOU SAID, AT FIRST WHEN YOU WERE WALKING TO SCHOOLS IT LOOK DIFFERENT, DO YOU FIND WITH THE EXPANSION OF THIS PROGRAM, IT STARTS TO LOOK MORE SIMILAR AND MORE CONSISTENT THROUGHOUT THE SCHOOLS OR IS THAT NOT REALLY THE WAY THEY SAY IT BECAUSE THEY MAY HAVE DIFFERENT NEEDS IN DIFFERENT SCHOOLS AND THAT MORE TAILORS TO THE SCHOOLS NEEDS AT SCHOOLS VERSUS BEING.
>> WHAT I'D SHARE WITH THAT IS THAT A HARD PART IS TO REALLY RECOGNIZE AND UNDERSTAND THE UNIQUENESS OF EVERY SCHOOL.
BUT THEN THERE ARE CERTAIN BASIC UNIVERSAL THINGS THAT WE AS A DISTRICT WANT FOR ALL OF OUR STUDENTS.
I DO BELIEVE THAT'S WHY FOUNDATIONALLY WITH THE BLUEPRINT, THEY REQUIRED THAT THERE BE THE COORDINATOR BECAUSE THERE IS A LOT INVOLVED IN NAVIGATING ALL OF THESE RELATIONSHIPS AND PARTNERSHIPS AND PROGRAMS. BUT THAT'S ALSO WHY THEY WERE VERY SPECIFIC ABOUT THE HEALTH COMPONENT.
OUR STUDENTS HAVE TO BE OKAY, PHYSICALLY, MENTALLY, AND WELL BEING WISE TO BE ABLE TO TRULY GET THE EDUCATION WE'RE TRYING TO IMPART.
[00:55:01]
BUT OTHER THINGS ARE GOING TO LOOK DIFFERENT.>> JUST LIKE THE NEEDS OF THE STATE, THERE ARE CERTAIN THINGS THAT YES, EVERYBODY NEEDS TO BE, EVERY WHATEVER NEEDS.
BUT THEN YOU GET DOWN TO THE FACT THAT EACH INDIVIDUAL PLACE MAY HAVE SPECIFIC NEEDS THAT YOU'RE NOT SO RIGID WITH THAT.
IT'S GOT TO BE A ONE SIZE FITS ALL, IT'S TAILORING THE NEEDS OF EACH INDIVIDUAL PLACE.
>> I WOULD SAY, I THINK THAT'S A BIG DRIVER FOR WHY THE GENERAL ASSEMBLY MADE A SHIFT LAST YEAR TO ALLOW DISTRICTS LIKE US, WHERE ALL OF OUR SCHOOLS OR COMMUNITY SCHOOLS, WE ONLY HAD NINE THAT SOME MONEY CAN BE USED AT THE DISTRICT LEVEL, BECAUSE THERE ARE SOME NEEDS THAT ALL NINE OF OUR SCHOOLS WILL HAVE, AND IF THEY DIDN'T CHANGE IT, WE WOULD HAVE TO HAVE NINE INDIVIDUAL CONTRACTS THAT EACH SCHOOL AND EACH COORDINATOR WOULD HAVE TO COORDINATE WITH AN ENTITY THAT WE WOULDN'T BE ABLE TO TAKE OFF THE TOP AND HANDLE IT DISTRICT WIDE.
BECAUSE THERE ARE SOME THINGS LIKE SCHOOL BASED HEALTH CENTERS.
THAT'S A DISTRICT WIDE PIECE, AND THERE'S OTHER COMPONENTS THAT SHOULD BE HANDLED THAT WAY.
IT MAKES SENSE ADMINISTRATIVELY, IT MAKES SENSE IN TERMS OF BUDGETING.
BUT I APPRECIATE THAT THEY MADE THAT RECOGNITION AS WELL, AND OUR SCHOOLS ARE UNIQUE. I'M NOT SAYING THEY'RE NOT.
BUT CAROLINE COUNTY DOES HAVE SOME UNIQUENESS AS A COUNTY ITSELF, THAT EVERYBODY HAS SOME UNIVERSAL NEEDS.
NO, I AM GLAD THEY MADE THAT CHANGE LAST YEAR, EVERYBODY ADVOCATED FOR.
>> I JUST CLICKED ON THE LINK FROM THE WEBSITE TO BE ABLE TO REVIEW THE NEEDS ASSESSMENT DATA.
THANK YOU FOR SHARING THAT THAT LIVED THERE.
IF I CAN GET MY E-MAIL TO WORK, I'LL SHARE IT WITH THE GROUP BECAUSE IT MIGHT BE HELPFUL FOR YOU TO GO BACK AND TAKE A LOOK AT SOME OF WHAT THEY PULLED FROM THE SCHOOLS.
>> AT THIS POINT, I'M GOING TO GO AHEAD AND SHOW A LITTLE BIT OF SLIDES AHEAD.
BUT I AM GOING TO ASK MISS SHARON SANDERS, WHO'S OUR COMMUNITY SCHOOL COORDINATOR WITH COLONEL RICHARDSON MIDDLE SCHOOL TO TALK A LITTLE BIT ABOUT WHAT THE PROCESS IS LIKE.
BECAUSE AS WE SHARED IN YEAR 1, EACH SCHOOL IS REQUIRED, EVERY SCHOOL IN THE STATE IS DESIGNATED.
THEY ARE REQUIRED TO COMPLETE THE ASSET AND NEEDS ASSESSMENT.
AGAIN, IT REALLY DOES HELP US DIG DOWN INTO WHAT YOUR SCHOOL SPECIFICALLY NEEDS.
IT ALSO REALLY HELPS GATHER THE DIVERSE STAKEHOLDER TOGETHER TO GO ON THAT SCAVENGER HUNT OF WHAT IS IT REALLY ABOUT OUR SCHOOL.
WHAT IS THE DATA TELLING US? IT ALSO HELPS WITH BUILDING THOSE RELATIONSHIPS AS YOU'RE GETTING TO LEARN MORE ABOUT YOUR SCHOOL.
THESE ARE THE COMPONENTS OF THE ASSET AND NEEDS ASSESSMENT.
BUT, MISS SANDERS, IF YOU DON'T MIND, JUST TELLING THEM A LITTLE BIT ABOUT WHAT IT'S LIKE AS YOU HAD TO GO THROUGH THAT WHOLE YEAR.
>> FOR YEAR 1, IT WAS A ASSETS AND NEEDS ASSESSMENT THAT WE DID FOR OUR SCHOOL COLONEL RICHARDSON MIDDLE SCHOOL.
LIKE SHE SAID, IT'S MORE ABOUT INVESTIGATING.
WHAT I DID IS WE YOU WERE REQUIRED TO DO FOCUS GROUPS.
THAT WAS WHERE I GOT THE MOST OF MY INFORMATION FROM BECAUSE PARENTS CAME IN AND ONE GROUP THEN WE DID ONE WITH TEACHERS, THEN WE DID ONE WITH TEACHERS AND STAFF.
THEN WE DID ONE WITH THE PARENTS. THAT'S THE THREE.
WE HAD THOSE FOCUS GROUPS AND CATCH STORIES, CAME IN AND DID THOSE INDIVIDUALLY FOR US.
WE WERE ABLE TO CONTRACT HE TO DO THOSE, AND WE HAD THE DATA FROM THAT, WE DID A REPORT FROM THAT TO SEE WHAT IS IT THAT OUR PARENTS STUDENTS, EVERYONE IS SAYING THAT THEY NEED COLONEL RICHARDSON MIDDLE SCHOOL TO BE A BETTER SCHOOL FOR EVERYONE.
WE TAKE THAT INFORMATION AFTER THE FOCUS GROUPS, AND THEN WE DID SOME SURVEYS.
THE SURVEYS AREN'T DONE FROM THE PARENTS PERSPECTIVE.
WE DIDN'T GET A LOT OF FEEDBACK.
ALL OF THE STUDENTS DID IT AND MOST OF THE STAFF DID IT.
WE TAKE ALL THE THINGS THAT WE HAVE COLLECTED AND THEN WE COME UP WITH THE REPORT THAT WE DO FOR OUR NEEDS ASSESSMENT.
WE HOLD DOWN ON WHAT ARE THE TOP THINGS THAT OUR STUDENTS, OR FAMILIES ARE SAYING, WE NEED AT COLONEL RICHARDSON.
THEN WE TRY TO PUT THAT INTO THE SECOND YEAR, WHICH IS THE IMPLEMENTATION PLAN.
THAT'S THE PHASE I'M IN RIGHT NOW.
BUT YOU TAKE WHAT YOU GET FROM THE NEEDS ASSESSMENT, YOU PUT IN YOUR IMPLEMENTATION PLAN, AND THEN YOU PLAN IT OUT FOR THREE YEARS.
WE MEET WITH THE STAKEHOLDERS ONCE A MONTH TO SEE HOW WE'RE GOING TO PLAN THESE ACTIVITIES OUT FOR THE THREE YEARS, AND OF COURSE, FUNDING IS PART OF IT, BUT THAT'S ONLY A SMALL PART.
IN THE FIRST YEAR, I WAS OUT INTO THE FIELD A LOT, TRYING JUST TALK TO BUSINESSES.
BECAUSE IT'S ABOUT BEING SUSTAINABLE TOO, BECAUSE SOMETIMES FUNDING GO AWAY.
IT'S HERE TODAY AND MAYBE GONE 5-10 YEARS.
HOW CAN WE MAKE THIS WORK THAT WE'RE DOING SUSTAINABLE? BUILDING RELATIONSHIPS IS KEY BECAUSE IF WE CAN GET RELATIONSHIPS OF PARENTS AND EVEN STAFF, IT JUST MAKES IT WORK SO MUCH EASIER TO TRY TO GET THOSE GOOD OUTCOMES FOR OUR STUDENTS.
[01:00:05]
THAT'S WHERE I'M AT NOW IN THE IMPLEMENTATION PLAN HERE AT COLONEL RICHARDSON MIDDLE SCHOOL.>> THAT'S A LOT TO UNPACK, BUT IT'S GREAT TO HEAR FROM OUR STAFF BECAUSE AGAIN, EVEN WITH OUR COMMUNITY SCHOOL COORDINATORS, WE HAVE FOLKS THAT ARE ALL ALONG THE CONTINUUM WITH REGARDS TO THEIR BACKGROUND AND THEIR SKILLS AND THEIR KNOWLEDGE, AND THERE IS REALLY NO HARDCORE JOB DESCRIPTION FOR THIS ONE.
AS THE STATE. IT'S ALL OVER THE PLACE.
THEY HAVE FOLKS THAT COME WITH TEACHER BACKGROUNDS, SOCIAL WORK BACKGROUNDS, BUILDING EXPERIENCE.
MISS SANDERS, THANKFULLY, ALSO HAD SOME EXPERIENCE WORKING WITH JUDY CENTERS, WHICH IS VERY MUCH IN ALIGNMENT WITH THIS WORK.
AGAIN, YEAR 1 IS A WONDERFUL OPPORTUNITY AS THE BUILDING CAPACITY.
IT REALLY DOES REQUIRE THAT FULL YEAR TO GO THROUGH ALL OF THAT WORK.
AS WE SHOW HERE, ONE OF THE COMPONENTS IS THAT ASSET MAP AND A PARTNERSHIP INVENTORY.
IT REALLY, AS SHE SAID, TAKES PEOPLE OUT INTO THE FIELD TO UNDERSTAND WHAT ARE ALL THE ASSETS AROUND US, WHO ARE OUR PARTNERS THAT WORK WITH US IN THE SCHOOL, WHO ARE SOME OF THE PARTNERS THAT ARE COMMUNITY PARTNERS.
THAT'S GOING TO BE IMPORTANT INFORMATION BECAUSE ONCE WE IDENTIFY WHAT OUR GOALS ARE, WE NEED TO START BUILDING STRONGER PARTNERSHIPS.
THE STEERING COMMITTEE, I WANT TO JUST PAUSE AND POINT THAT OUT, IT IS A VERY IMPORTANT PIECE OF THIS WORK, BECAUSE IT SHOULD NOT JUST BE ANYTHING IN SILOS, IT SHOULD BE THE FACT THAT WE ARE GETTING THE INPUT FROM A BROAD GROUP OF FOLKS.
WE'RE LOOKING AT THE QUANTITATIVE DATA, WE'RE LOOKING AT OUR MATH SCORES, READING SCORES.
ALL OF OUR INSTRUCTIONAL PIECES ARE EXTREMELY VITAL.
BUT ALSO WE'RE LOOKING AT WITH THAT FEEDBACK FROM OUR SCHOOL COMMUNITY, WHAT IS THE PERSPECTIVE OF OUR PARENTS? WHAT DO THEY NEED HELP WITH AS THEY'RE UNDERSTANDING HOW SCHOOL WORKS FOR THEIR STUDENT? BUT ALSO, THE UNIQUE THING ABOUT THE COMMUNITY SCHOOL STRATEGY.
WHAT ELSE ARE WE HEARING FROM OUR FAMILY THAT THEY NEED? I JUST STOPPED WITH THAT RIGHT THERE.
WHAT ELSE DO THEY NEED? BECAUSE IF WE NEED TO DO SOME REFERRING AND CONNECT THEM SO THAT THEY HAVE RESOURCES, WHETHER IT'S GED PREP, WHETHER IT IS HIGHER ED THINGS, WHETHER IT S CONNECTING THEM FOR TRANSPORTATION.
WHAT DO WE NEED TO DO TO HELP THE FAMILY? THEN AS WE LOOK AT THAT AND WE REVIEW OUR ASSETS AND NEEDS ASSESSMENT INFO, WE DO SUMMARIZE BECAUSE THAT IS A REQUIREMENT, AND WE WILL UPDATE THAT SUMMARY EVERY YEAR BECAUSE WE NEED TO CONSTANTLY GO BACK AND TAKE A LOOK AT OUR SCHOOL DATA.
AS WE GOT INTO YEAR 2 THAT MISS SANDERS JUST COMPLETED LAST YEAR, YOU REALLY BRIDGE THAT GAP AS YOU CREATE YOUR IMPLEMENTATION PLAN, AND YOU REALLY DO LOOK AT WHAT STRATEGIES ARE GOING IN PLACE, AND SHE BUILT OUT GOALS FOR WHAT HER SCHOOL SAW AS THEIR VERY UNIQUE NEEDS, AND THEY PICKED THE TOP THREE THINGS AND WORKED ON THEIR SMART GOALS FOR GETTING THAT DONE.
NOW, THROUGH THAT WORK, WE HAVE A RATIONALE FOR WHAT WE'RE DOING.
WE HAVE PARTNERS THAT WE'VE IDENTIFIED THAT WILL HELP US GET THERE, AND THEN WE ARE EVALUATING HOW WELL WE ARE DOING WITH THE ACTION STEPS.
SHE IS NOW IN HER YEAR 3 AND THE WORK OF GOING BEYOND, WHERE YOU'RE IMPLEMENTING THE GOALS, AND IT'S A CYCLE THAT'S GOING TO REPEAT BECAUSE WE'RE GOING TO MONITOR EVALUATE, AND LIKE I SAD REPEAT BECAUSE YOU HAVE THE ABILITY TO FINE TUNE AND MAKE ADJUSTMENTS AS YOU MOVE ALONG.
ARE THERE ANY QUESTIONS AT ALL ABOUT LIKE THOSE THREE VERY UNIQUE PHASES?
>> I JUST LIKE TO ASK WITHOUT NAMING THE SCHOOL.
CAN YOU JUST GIVE AN EXAMPLE OF A UNIQUE SOMETHING THAT YOU FOUND.
>> IT'S INTERESTING THAT YOU SAY THAT, AND IT ALSO TIES WITH WHAT DOCTOR SIMMONS SHARED BECAUSE THERE ARE A LOT OF THINGS THAT ARE ACTUALLY IN COMMON.
THERE ARE THINGS THAT COULD BE UNIQUE BASED ON I WOULD FIND MORE SO THE LEVEL OF THE SCHOOL.
THERE'S A LOT THAT'S HAPPENING IN NORTH CAROLINA HIGH SCHOOL JOINED US THIS YEAR.
LAST YEAR, WE JUST HAD COLONEL, BUT IT'S EVEN JUST UNIQUE IN WHAT EACH LEVEL OF STUDENT MEANS. DOES THAT MAKE SENSE? BECAUSE A LOT OF THE COMMONALITY WAS ENGAGEMENT, MAKING SURE WE'RE INCREASING THAT ENGAGEMENT FROM PARENTS, BUT ALSO FROM OUR STUDENTS AND STAFF AND REALLY TRYING TO HEAR THAT VOICE OF THOSE FOLKS.
BEHAVIORAL HEALTH AND WELLNESS CONTINUED TO BE SOMETHING THAT EVERYBODY TALKED ABOUT MEETING AN EXPANSION OF, BUT ALSO OUT OF SCHOOL TIME AND ENRICHMENT.
THAT REALLY CAME THROUGH, WOULD YOU NOT SAY IN THE VOICES OF OUR STUDENTS AND OUR KIDS? JUST THE FACT THAT THERE'S A BIG WIDE WORLD HERE.
WHAT ARE WE EXPOSING OUR STUDENTS TO? BUT AGAIN, TRANSPORTATION, LANGUAGE SUPPORT.
THOSE THINGS ALSO WERE IN THERE,
[01:05:02]
AND THEY ALSO DRIVE ALL OF THE OTHER BIG INDICATORS THAT WE FOUND WERE COMMON ACROSS THE DISTRICT.>> I WOULD CONNECT IN IT FOR A UNIQUENESS, WHICH REALLY IS BY GEOGRAPHY, THOUGH IT IMPACTS SOUTHERN END.
THE OPPORTUNITY THAT WE HAD TO SUPPORT CHESAPEAKE COLLEGE'S INITIATIVE OF THE MOBILE WELDING TRAILER COMING TO FEDERALS BURG, WAS A GOOD PARTNERSHIP, NOT ONLY WITH US, THE CHESAPEAKE COLLEGE, WITH THE JUDY CENTER, BUT ALSO THEIR AREA EMPLOYERS IN FEDERALS BURG AREA WHO NEEDED WELDERS.
WHERE THAT OPPORTUNITY MADE MORE SENSE TO DO IT IN FEDERALS BURG, THAN SAY GREENSBROUGH.
>> THAT CAME UP PART OF YOUR ASSESSMENT NEEDS.
>> YEAH. BECAUSE YOU'VE GOT PARENTS WHO NEED EMPLOYMENT BY OR TO A LOT OF THINGS.
>> BUT ALSO WE CONTINUE TO DO MORE OF THIS WORK.
THAT'S WHY WE WANT TO KEEP REVISITING.
BECAUSE I THINK ONE OF THE PIECES THAT'S GOING TO JUST GROW IS WHAT ARE WE ABLE TO DO TO SUPPORT OUR FAMILIES. BECAUSE WE DO.
WE WANT THEM TO ALSO SEE THE SCHOOL AS THE HUB AND NOT JUST FOR HOW WE ARE HELPING YOU UNDERSTAND MATH STRATEGIES BECAUSE THAT CAME UP A LOT.
WHERE A LOT OF FAMILIES AND EVEN STUDENTS ARE LIKE, WE NEED MORE HELP UNDERSTANDING THAT.
IT'S GREAT THAT WE'RE ABLE TO PUT RESOURCES TO THAT.
BUT ALSO, WHAT DO YOU NEED PARENT AND CAN WE HOST THAT AT SCHOOL SO IT MAKE YOU FEEL LIKE SCHOOL IS ALSO THE PLACE WHERE YOU'RE GETTING.
NOT TO POINT TO MISS BARTS AGAIN.
BUT AGAIN, AS WE LOOK AT WHAT'S HAPPENING AFTER SCHOOL, OUR FAMILIES ARE ABLE TO COME IN AND GET THOSE HEALTH AND WELLNESS SERVICES AND WE WANT TO MAKE SURE THEY ALL KNOW THAT AND ARE TAKING EVEN MORE ADVANTAGE OF IT.
BUT IT'S ALREADY REALLY WELL USED IN SOME OF THE SITES.
WE DID WANT TO JUST SHARE SOME HIGHLIGHTS BECAUSE A LOT IS HAPPENING THROUGHOUT THE DISTRICT AND WITH OUR COMMUNITY SCHOOL COORDINATORS AS WE SHARED BEFORE, THIS IS ONE OF AND IT IS THE ONLY REQUIRED POSITION THAT WE HAVE BECAUSE WE ALREADY DID HAVE HEALTH PRACTITIONERS THROUGHOUT OUR SCHOOLS.
IT'S IMPORTANT TO UNDERSTAND WHAT THE ROLES AND RESPONSIBILITIES ARE BECAUSE A LOT OF IT IS OTHER DUTIES AS ASSIGNED AND IT'S BROAD.
BUT REALLY WORKING ALONGSIDE THE SCHOOL ADMINISTRATOR AND CONDUCTING THAT DATA COLLECTION AND ANALYSIS.
LIKE I SAID, WE'RE ON A CONTINUUM OF SKILL AND UNDERSTANDING.
WE REALLY ARE DOING A LOT MORE THAN WE STARTED LAST YEAR WITH HAVING OUR DISTRICT MEETINGS EVERY MONTH, WHICH ARE REALLY GOING OVER, WHERE ARE WE WITH OUR DATA? WHAT IS IT SHOWING US? WHAT DO WE NEED TO BE DOING NEXT? MORE IMPORTANTLY, WHAT DO WE NOT UNDERSTAND ABOUT THE WAY SOMETHING WORKS IN OUR EDUCATIONAL SYSTEM? BECAUSE THERE'S A LOT OF THINGS WE FIND THAT WE MAY KNOW.
BUT ONCE YOU HAVE TO GET INTO THE DEEPER LEVEL OF UNDERSTANDING HOW IT WORKS, THAT'S BEEN IMPORTANT AND THAT'S ALSO WHERE IT COMES OUT TO HOW ARE YOU CONNECTING WITH YOUR PARTNERS.
PARTNERS, OR ALSO THE DEPARTMENTS.
UNDERSTANDING MORE ABOUT WHAT'S HAPPENING IN TITLE 1.
SPEND A LOT OF TIME TALKING WITH DR. WILLOUGHBY, BECAUSE AS WE ARE DOING THINGS WE'RE WANTING TO MAKE SURE WE'RE ALSO FOLLOWING OUR POLICIES AND SO FORTH.
AGAIN, THEY'RE OUT CONNECTING WITH STAKEHOLDERS, THEY'RE LEADING THE STEERING COMMITTEES.
THEY'RE COMPLETING THE ASSET AND NEEDS ASSESSMENT IMPLEMENTATION PLANS, AND LIKE I SAID, REPEAT.
THIS IS A NICE LITTLE PICTURE THAT WE HAD BECAUSE AGAIN, WE'RE TRYING TO MAKE SURE WE'RE ALSO GETTING OUT INTO THE COMMUNITY AND SHARING INFORMATION ABOUT COMMUNITY SCHOOL BECAUSE WE WANT FOLKS TO UNDERSTAND THAT IT'S A STRATEGY.
THE DIFFERENCE WITH A STRATEGY IS THE FACT THAT IT'S GROWING, EVOLVING.
IT'S NOT A SPECIFIC PROGRAM THAT YOU HAVE SPECIFIC TO DOS.
IT REALLY DOES TAKE THE INPUT OF ALL OF THE FOLKS FROM OUR BOARD ALL THE WAY DOWN TO OUR YOUNGEST THAT CAN SHARE WHAT THEIR NEED IS.
THIS IS JUST OUR COORDINATORS, AND AS WE SAID, WE ARE FORTUNATE THAT EVERY SCHOOL NOW HAS THE COMMUNITY SCHOOL DESIGNATION.
ONE OF THE THINGS WE WANTED TO SHOW WAS THE DIFFERENT THINGS THAT ARE HAPPENING IN OUR SCHOOLS.
ENGAGE IN PARENTS AND ACADEMICS.
AS WE SHOW HERE WITH FEDERALS BURG, THEY BROUGHT IN FOR THEIR MATH NIGHT.
ALSO SOME ENGAGING ACTIVITIES FOR THE STUDENTS.
AGAIN, WE WANT FOLKS TO UNDERSTAND HOW TO DO THE ACADEMIC PIECES.
BUT HOW DO WE ALSO ADD THAT EXTRA LITTLE POP IN VIZ FOR THE KIDS SO THAT THEY'RE EXCITED ABOUT THE LASER ASPECT THAT IS ALL GEARED TOWARDS HELPING YOU UNDERSTAND THE MATH COMPONENT? YOU KNOW WHAT I MEAN, IT'S LIKE SPARKING THEIR ATTENTION AND DRAWING THEM IN.
[01:10:03]
WE THOUGHT IT WAS IMPORTANT TO RECOGNIZE THAT WHEN WE HAVE JUDY CENTERS, THERE'S A LINKAGE IN COLLABORATION THAT WE'RE CONSTANTLY DOING AS WE DO THE WORK WITH THEM. GREENSBROUGH.>> ASHLEY WAS SUPPOSED TO BE WITH US TODAY, BUT THEY HAVE AMAZING THINGS GOING ON [OVERLAPPING] UP THERE THIS MORNING SO SHE STAYED BACK TO FILM TODAY SHOW.
>> TODAY IS FILMING DAY FOR THE TODAY SHOW.
>> VERY COOL BECAUSE AGAIN, WHAT THIS JUST EMPHASIZES, THERE ARE REALLY AWESOME THINGS HAPPENING THROUGHOUT OUR DISTRICT, AND THIS IS NOT NEW JUST BECAUSE OF THE FUNDS, BUT WE'RE DEFINITELY GRATEFUL TO HAVE THE ADDITIONAL FUNDS TO DO MORE THINGS.
BUT SOME OF THE PROGRAMMING, SOME OF THE PARTNERSHIPS [NOISE] WITH AARONS PLACE, SOME OF THE RECREATIONAL PIECES THAT WE'RE ABLE TO BRING TO OUR STUDENTS, AND THEN RISE GIRL, IT'S LIKE AN SEL GROUP.
EXPANDING OPPORTUNITIES FOR OUR KIDS TO HAVE ALL OF THESE THINGS GOING ON.
WITH PRESTON ELEMENTARY, WE WERE LOOKING AT THE FACT THAT A LOT OF OUR SCHOOLS HAD REALLY AMAZING TURNOUT.
I AM GOING TO POINT TO MISS SANDERS TO JUST GIVE SOME FEEDBACK QUALITATIVE DATA THAT SHE GOT BECAUSE THE NUMBER OF PARTNERS THAT WE'VE HAD HAS GROWN THAT ARE COMING OUT TO OUR SCHOOLS.
THE NUMBER OF CLUBS, WE'RE LOOKING AT WHAT ARE SOME NEW AND ENGAGING IN DIFFERENT WAYS TO REACH KIDS WITH SOME OF THE LEARNING SO THAT IT'S PACKAGED IN A LITTLE DIFFERENT WAY.
KIDS ARE GETTING EXCITED ABOUT MATH CLUB BECAUSE OF THE FUN GAMES THEY'RE DOING AND THEY'RE LEARNING.
MEANS LIKE WE TRICKING YOU'RE LEARNING.
THEY'RE INVESTING A LOT IN MAKING SURE THAT THEIR STAFF CAN BECOME LIKE A MODEL SCHOOL FOR SOME OF THAT WORK.
BUT MISS SANDERS, WOULD YOU MIND JUST SHARING BECAUSE THERE WAS A LOT OF POSITIVE FEEDBACK FROM PARTNERS ABOUT BACK TO SCHOOL NIGHT AND A DIFFERENT RESOURCE. OPPORTUNITY.
>> YES. THEY LOVE HAVING BACK TO SCHOOL NIGHT, THE FOOD TRUCKS, THE RESOURCES.
IT WAS LIKE A BIG PARTY, REALLY. THEY CAME IN.
WE DID THINGS WITH THE TEACHERS, THEY WENT IN AND MEET THE TEACHERS AT SCHEDULE.
HAD A BINGO CARD WHERE THEY HAD TO GO AROUND TO DIFFERENT TABLES AND GET THE SIGNATURE, WE HAD BOOK BAG, GIVEAWAYS.
BUT IT WAS JUST A REALLY GOOD TIME.
AT A LOT OF PEOPLE SIGNED UP FOR THE PUBLIC LIBRARY TO GET MEMBERSHIPS.
IT WAS JUST A WONDERFUL OCCASION AND IT WAS WELL ATTENDED, AND THEY REALLY ENJOYED IT.
>> BACK TO SCHOOL NIGHT WAS JUST LIKE ONE EXAMPLE OF WAYS THAT WE'RE TRYING TO MAKE SURE WE'RE HAVING OUR PARTNERS BE IN OUR BUILDINGS MORE.
WITH RIDGELY ELEMENTARY, WE DID HIGHLIGHT BACK TO SCHOOL NIGHT, BUT ALSO WHEN THEY HAVE THEIR MATH NIGHT, THEIR STORY NIGHT.
WHEN WE ARE DOING THINGS WITH UNITY FAIRS AND NORTH CAROLINA HIGH SCHOOL HAD AN AMAZING COMMUNITY PROGRAM JUST A COUPLE OF WEEKS AGO.
MANY PARTNERS ARE OUT AND ARE LEAVING US REALLY POSITIVE FEEDBACK.
WE WANT THAT FEEDBACK FROM THEM BECAUSE WE WANT THEM TO FEEL LIKE THEY'RE ALSO WELCOME HERE, AND WE ARE EXPOSING OUR FAMILIES TO THE DIFFERENT RESOURCES THAT ARE IN OUR COMMUNITY.
AGAIN, HIGHLIGHTING THE DIFFERENT PARTNERS THAT WE'RE THERE BECAUSE INCREASING ENGAGEMENT IS ONE OF THE GOALS THAT COLONEL MIDDLE HAS.
BUT ALSO WE WANTED TO SHOW SOMETHING THAT WE'VE BEEN DOING WITH OUR MIDDLE SCHOOL PROGRAMS. WE HAD PARTNERED WITH MINARIS, WHO COMES IN AND THEY'RE DOING GROUP WORK DURING THE LUNCH HOUR.
BUT ALSO WE'VE DONE OUR SEL NIGHT AND THAT'S ACTUALLY AN EXTENSION OF SOME OF THE WORK WE DID THIS SUMMER.
OUR STUDENTS SAYING THAT THEY REALLY ENJOYED THOSE ACTIVITIES.
WE ALSO HAD FAMILIES OUT AND THEY JOINED US AFTER THE KIDS DID THEIR EXPERIENCE.
BUT ONE OF THE THINGS I WOULD SAY, AND I THINK YOU'D AGREE WITH MISS SANDERS IS THAT THE STUDENTS WILLINGLY AND HAPPILY DID THE ACTIVITIES WE HAD IN PLACE FOR THEM, AND THEY WERE WONDERFUL WITH THAT.
BUT THEN ALSO THEIR REQUEST FOR SOME OF JUST BASIC THINGS LIKE GYM TIME.
THAT REALLY DOES SHOW THEY WANTED TO STAY AFTER SCHOOL.
THEY ENJOY THE ACTIVITIES THAT MINAYS PUT IN PLACE, BUT THEY ALSO REALLY THRIVED.
YOU KNOW WHAT I MEAN BY JUST HAVING TIME TO BE KIDS AND GO DOWN AND HAVE FUN TO HAVE FUN TOGETHER.
THEN THEIR FAMILIES COMING IN AND HEARING REALLY GOOD THINGS ABOUT HOPING SKILLS AND GREAT WAYS TO KEEP YOURSELF CENTERED AND REGULATED.
WE HAD REALLY GREAT DISCUSSION.
THOSE ARE THE TYPES OF THINGS THAT WE WANT TO MAKE SURE WE CONTINUE.
WITH LOCKERMAN, AND YOU ALSO TALKED ABOUT SOME OF THE UNIQUENESS.
ONE OF THE BEAUTIES IS AS WE DO THE WORK AND LOOK AT THE DATA, ONE OF THE PIECES BEING TRYING TO DO MORE WITH POSITIVE BEHAVIOR AND EMPHASIZING THAT END.
LOCKERMAN REALLY TOOK A REALLY TARGETED LOOK AT HOW TO HELP ADDRESS.
[01:15:06]
SOME OF THE THINGS WITH DISCIPLINE.THEY ACTUALLY DID DO A POSITION THAT IS REALLY TAKEN OFF THIS YEAR, AND WE'VE HEARD NOTHING BUT GOOD THINGS AND FEEDBACK, WHERE WE HAVE A MIDDLE SCHOOL TRANSITION SPECIALIST IN THAT TRANSITION BEING ABOUT HELPING KIDS AS THEY TRANSITION FROM ELEMENTARY TO MIDDLE AND REALLY WORK ON THEIR REGULATION.
WE DID WANT TO HIGHLIGHT THAT WE'RE ALREADY UP TO 230 POSITIVE REFERRALS.
WHICH IS A BIG DEAL AND WHICH IS A GREAT THING.
LIKE I SAID, SHE HAS BEEN ABLE TO REALLY MEDIATE SOME THINGS SO THAT IT HAS HELPED WITH A TARGETED FOCUS ON BRINGING DOWN SOME OF THE BEHAVIORS THAT WERE REALLY A CONCERN BEFORE.
BUT COMMUNITY SCHOOL DOLLARS IN LOOKING AT WHAT THEIR NEEDS WERE ALLOWED THEM TO MAKE A DECISION ABOUT A POSITION THAT'S GOING TO HELP MEET THAT NEED.
AGAIN, COLONEL HIGH NO LONGER IS ALONE WITH BEING THE ONLY HIGH SCHOOL, NORTH CAROLINA HAS JOINED THEM, AND WE'RE DOING A LOT ALSO THAT I'D POINT OUT WITH TRYING TO MAKE SURE ALL OF OUR COORDINATORS ARE IN COMMUNITIES OF PRACTICE.
THROUGH MSDE AND SOME OF THE OTHER STATE PARTNERS THAT DO THE COMMUNITY SCHOOL WORK.
WE RECOGNIZE THAT WITH JUST A SMALL NUMBER OF SCHOOLS IN THIS DISTRICT, WE WANT TO MAKE SURE EVERYONE IS ALSO ENGAGING IN LEARNING OUTSIDE OF THE DISTRICT AND HAVING CONVERSATIONS ABOUT WHAT'S HAPPENING IN OTHER PLACES SO THAT WE CAN TRY TO UTILIZE SOME OF THAT IF IT FITS AND HELPS US WITH OUR WORK.
I DON'T KNOW IF ANYONE GOT A CHANCE TO GO TO THE FALL FEST.
THAT OCCURRED AT NORTH CAROLINA.
THIS IS A GREAT EXAMPLE AS WE FINISH WITH SOME OF THE THINGS THAT HAVE BEEN GOING ON OF SOMETHING THAT ALREADY EXISTED BECAUSE THIS WAS YEAR THREE, BUT THEY'VE BEEN ABLE TO ENHANCE IT AND EXPAND IT AND GROW IT BY BEING ABLE TO UTILIZE SOME OF THE COMMUNITY SCHOOL RESOURCES.
JUST AS WE LOOK TO SUM UP A LITTLE BIT IN THIS SCHOOL YEAR ACROSS THE STATE, THERE'S OVER 700 COMMUNITY SCHOOLS NOW ACROSS THE STATE.
WE ARE NOW THREE YEARS STRONG WITH HAVING GOOD LEADERSHIP AT THE STATE LEVEL.
MR. DERICK ANDERSON AND MISS JENNY TORRES HAVE BEEN PROVIDING A LOT OF PROFESSIONAL DEVELOPMENT AND OPPORTUNITIES TO SUPPORT THE DISTRICTS.
WE ARE EXCITED THAT ALL OF OUR SCHOOLS ARE COMPREHENSIVE SCHOOLS AND EXCITED BY MEANS OF WE HAVE MONEY NOW TO DO THAT SCAVENGER HUNT.
WE HAVE RESOURCES THAT CAN COMPLEMENT THINGS THAT WE ARE ALREADY DOING THAT HAVE BEEN WORKING WELL, BUT THAT WE CAN NOW EXTEND FURTHER AND DO EVEN MORE TO SUPPORT OUR STUDENTS, FAMILY AND STAFF.
NORTH CAROLINA THIS YEAR WILL BE DOING THEIR NEEDS ASSESSMENT.
THE MAJORITY OF OUR SCHOOLS WILL BE IN IMPLEMENTATION PLAN AND GREENSBROUGH MIDDLE ACTUALLY SAY CORONEL MIDDLE ARE ACTUALLY IMPLEMENTING AND MONITORING THEIR GOALS.
AGAIN, JUST WANT TO SUMMARIZE THAT IT'S THE WHOLE CHILD APPROACH SO THAT EVERYTHING IS INTERTWINED SO THAT WE REALLY ARE TRYING TO MONITOR AND ENSURE THE SUCCESS AND WELL BEING OF ALL OF OUR STUDENTS.
IT'S HOLISTIC. WE WANT TO MAKE SURE WE ARE INCLUDING ALL OF THE VOICES, WHICH, LIKE I SAID, INCLUDES YOUR VOICES.
IF THERE'S EVER QUESTIONS, IF THERE'S EVER A SCHOOL OR A SITE YOU WANT TO GO OUT AND SEE, WE WELCOME IT.
WE'D LOVE TO HAVE YOU GO AND SEE SOME OF OUR PROGRAMMING AND SO FORTH.
THAT'S HAPPENING. US TAKING THAT LOOK AT HOW WE'RE TRANSFORMING THAT TRADITIONAL SCHOOL MODEL SO THAT WE REALLY ARE INFUSING THAT WE ARE A HUB IN A RESOURCE AND THAT SUCCESS IS GOING TO BE MORE POSSIBLE WHEN WE'RE ALL LISTENING TO WHAT ALL THE NEEDS ARE IN DOING OUR BEST TO NEEDS.
[LAUGHTER] THAT WAS A WHAT ADDITIONAL QUESTIONS DO YOU ALL HAVE? BECAUSE AGAIN, WE'RE STILL, WE'RE CONSTANTLY GOING BACK TO THAT WHOLE PLACE OF LOOKING FOR OUR FEEDBACK SO THAT WE CAN IMPROVE WHAT WE'RE DOING.
CONSTANTLY REACHING OUT, AND I'LL JUST SHARE AN EXAMPLE.
WE HAVE THE REPORTING TOOL THAT'S DUE IN AUGUST.
LAST YEAR, I WORKED ON THE TEAM THAT DEVELOPED THE REPORTING TOOL, BUT WE DIDN'T GET THAT UNTIL LIKE EARLY SPRING.
IT DOES THROW YOU FOR A BIT OF A CURVE WHEN YOU HAVE TO REPORT ON SOMETHING, BUT YOU DON'T GET THE METRIC UNTIL LATE INTO THE YEAR.
WE'VE DONE A LOT TO START RETOOLING HOW WE ARE LOOKING AT OUR DATA SO THAT WE CAN MAKE SURE, I MEAN THAT WE'RE CAPTURING IT, AND NOW WE'LL BE DOING QUARTERLY DATA CAPTURES.
[01:20:03]
NOW THAT WE HAVE THE TOOL.BUT IT ALSO CALLS ME TO REACH OUT TO SOME OF OUR PARTNERS AS WE WERE LOOKING AT HOW WE CALCULATE OUR NUMBERS, AND THAT'S WHERE THIS WORK, I THINK IS REALLY IMPORTANT.
IT'S US ALSO TALKING WITH PEOPLE.
THANK YOU, MISS PARTS, FOR GIVING SOME FEEDBACK AND PROVIDING INFO SO THAT NOW WE'RE NOT GUESTIMATING, BUT WE'RE WORKING IN A UNIFORM WAY, AND OUR PARTNERS KNOW WHAT WE NEED IN ADVANCE AS WE'RE HELPING OUR WHOLE GROUP UNDERSTAND THE MISSION OF THE COMMUNITY SCHOOL.
BUT AGAIN, THAT'S JUST ONE EXAMPLE.
>> I'M SURE WE WILL IS THERE A CERTAIN SECTION THAT I CAN GET E MAILS FOR THE COMMUNITY BECAUSE I ONLY HEAR FROM LIKE A COUPLE, A HANDFUL OF THEM.
IS THERE THAT HAVE JUST I'VE ALWAYS JUST MET THEM OUT IN PUBLIC AT DIFFERENT PLACES.
THERE'S THREE SCHOOLS IN PARTICULAR THAT REACH OUT TO HIS HOPE OFTEN, BUT I WOULD LIKE TO GET CONNECTED WITH MORE OF THE SCHOOLS.
I DON'T KNOW IF YOU WANT TO SEND ME A LINK OR IF I CAN I JUST GO BY SCHOOL, I DON'T KNOW.
WHATEVER WORKS EASIEST, I WOULD ON.
>> COMMUNICATION AND WE ACTUALLY HAVE OUR DISTRICT MEETING TOMORROW.
COMMUNICATION IS ONE OF THE THINGS THAT WE ARE WORKING ON AS WE'RE LOOKING AT, HOW DO WE SHARE MORE INFO ACROSS THE COUNTY? WE HAVE BEEN TALKING ABOUT THAT, BUT I WILL PROBABLY FOLLOW UP WITH YOU BECAUSE JUST GETTING AN UNDERSTANDING OF EVEN IF IT'S A BLUR OR IF THERE'S AN UPDATE THAT I CAN PROVIDE TO DR. SIMMONS.
WHEN HE DOES HIS LIKE WHAT IS AN EFFECTIVE WAY FOR US TO GIVE SOME HIGHLIGHTS.
>> I THINK CAN TELL ME IF I'M WRONG, STEPHANIE.
I THINK STEPHANIE WAS ASKING AS A COMMUNITY MEMBER.
MORE THAN AS A BOARD OF MEMBER.
>> YES. WE'RE ON THE HIGH SCHOOL SIDE, BUT MORE SO ON THIS SIDE OF THE COUNTY, JUST IN GENERAL, IT'S ALWAYS BEEN THAT WAY, BUT WE SERVED EVERYBODY.
>> WE CAN DEFINITELY CONNECT THE LIST OF THE COMMUNITY SCHOOLS COORDINATORS WITH YOU AS A COMMUNITY PARTNER IS WHAT COMMUNITY AGENTS.
>> I ALSO HAVE TO CONTINUE TO TALK BECAUSE AGAIN, I SAID, WE TALK WITH ALL OF OUR DEPARTMENTS AND SHE KNOWS BECAUSE I STOPPED IN HER DOOR.
FREQUENTLY. AS WE LOOK AT WHAT ARE GOOD STRATEGIES SO THAT WE'RE SENDING OUT, YOU KNOW, A GOOD CONSISTENT MESSAGE BECAUSE YOU AS A PARTNER.
IF THAT'S SOMETHING THAT'S COMING UP, WE HAVE OTHER PARTNERS THAT ARE ALSO GOING TO WANT TO KNOW.
I'M SUPPOSED TO BE READING A BOOK AT THE FEDERAL A LITTLE BIT A MEETING MY HUSBAND HAD TO BRING YOUR BOOKS.
>> I WOULD ALSO LIKE TO SAY OUR WORK WITH CAROLINE BETTER TOGETHER AND OTHER CONNECTIONS WITH THE COMMUNITY.
THIS IS SOMETHING THAT WE'RE TRYING TO INGRAIN WITH THAT.
ALSO THE COORDINATION THAT THE COMMUNITY COORDINATORS ARE DOING INTERNALLY.
FOR EXAMPLE, WE JUST HAD AN EVENT UP AT GREENSBROUGH THAT DIDN'T WASN'T JUST BASED FOR GREENSBROUGH, I WAS FOR ALL OF THE NORTH END SCHOOLS.
MANY OF OUR COMMUNITY DEPARTMENTS THERE.
THE COMMUNITY COORDINATORS WERE ALL THERE IN PARTNERSHIP WITH THE SCHOOL TO ADDRESS OUR ONGOING TARGET OF IMPROVING OVERALL STUDENT ATTENDANCE.
THOSE FAMILIES WERE SELECTED BECAUSE THEY'VE EITHER HAD CURRENT OR PAST ATTENDANCE CONCERNS.
YOU WOULD HAVE A FAMILY THAT HAS A CHILD WHO'S NOT IN SCHOOL, A CHILD AT GREENSBROUGH, CHILD AT LOCKERMAN, AND A CHILD AT NORTH CAROLINA, BUT THEY WERE ABLE TO COME TO ONE PLACE AND BE ABLE TO GET ACCESS TO ALL THOSE RESOURCES TOGETHER.
THAT CONTINUED COLLABORATION IS GROWING AND GETTING BETTER AND I KNOW THEY HAD THE SAME EVENT HAPPENING LATER THIS MONTH.
>> IT'S TOMORROW NIGHT AT COLONEL HIGH.
AGAIN, BUT AGAIN, LIKE I SAID, THIS HAS BEEN THE BEAUTY OF ALL OF OUR SCHOOLS NOW BEING ON BOARD AND US REALLY LEARNING AS WE ARE GOING AND TRYING TO REFINE AND IMPROVE THE WAY WE'RE DELIVERING THINGS.
LIKE I SAID, I APPRECIATE THAT FEEDBACK BECAUSE WE WILL BE TALKING ABOUT WHAT IS A GOOD WAY TO SHARE THAT COMMUNICATION INFORMATION WITH ALL OF OUR PARTNERS.
>> WE LOVE IT. THANK YOU FOR SCHOOLS. IT'S GREAT.
>> THE BOARD MEMBERS IS OUR LIST OF UPCOMING.
[3.01 Upcoming Meetings and Events]
>> MIGHT NEED A MINUTE TO PUT SOME THINGS ON MY PHONE.
[LAUGHTER] THAT'S THE ONLY CHALLENGE IS LIKE THIS LIST LIVES SOMEWHERE.
THEN I HAVE TO GO LIKE I NEED TO PUT SOME STUFF IN MY BAG.
>> IT'S NOT ON THE CALENDAR FOR ME, IT DOESN'T IT'S NOT.
>> WE DO NOW HAVE ALL OF THE CONCERTS.
>> THROUGH THE HOLIDAY BREAK. THEY'RE ALL THERE NOW.
A LOT OF THE SCHOOLS HAVE A DAYTIME AND A EVENING.
I WILL ENCOURAGE THE BOARD TO USE THE GOOGLE SHEET AS A WAY TO CHECK THAT IF THE BOARD
[01:25:01]
HAS CONTINUED THE GOAL OF TRYING TO HAVE SOMEONE PRESENT AT THE EVENTS SPREAD YOURSELVES OUT.DON'T EVERYBODY TRY TO GET TO EVERY ONE OF THEM.
I WILL WEAR YOU OUT COMPLETELY.
BUT DIVIDE AND CONQUER, IS THAT THE EASIEST ROUTE?
>> I'M OUT OF TOWN THE WHOLE WEEK.
[LAUGHTER] WE HAVE OUR THE NEXT BOARD MEETING IS DECEMBER 2ND.
IT'S HARD TO BELIEVE WE COME BACK FROM THANKSGIVING BREAK AND IT'S DECEMBER 1ST ALREADY.
>> THE BOARD IS NOW GOING TO GO INTO CLOSED SESSION?
>> WE NEED TO MAKE A MOTION. REGARD TO CLOSE SESSION.
>> I NEED TO READ THE PURPOSE FIRST.
WE'RE GOING INTO CLOSED SESSION TO DISCUSS PERSONNEL RELATED TO SUPERINTENDENT'S CONTRACT AND TO GET AN UPDATE ON POSSIBLE LITIGATION.
SECONDED THAT WE GO INTO CLOSED SESSION FAVOR?
>> OPPOSE? SO CARRIED AND WE'LL START WITH THE LITIGATION CONCERN.
* This transcript was compiled from uncorrected Closed Captioning.