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[00:00:05]

IN THIS. WE CALL THE MEETING TO ORDER AT 8:31 A.M..

[1.01 Call Meeting to Order/Members Present 8:30 a.m.]

LET US STAND FOR THE PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

CAN WE GET A MOTION TO OPEN THE MEETING? YEAH.

THANK YOU. THANK YOU. WE NEED A MOTION, PLEASE, TO OFFICIALLY OPEN OUR MEETING.

I'LL MAKE A MOTION WE OPEN THE MEETING. I'LL SECOND.

IT'S BEEN PROPERLY SECONDED. ALL IN FAVOR? AYE.

OPPOSED? SO CARRIED. THANK YOU VERY MUCH. THANK YOU.

AND WE NEED THE APPROVAL OF OUR AGENDA, WHICH WE RECEIVED YESTERDAY.

[1.03 Approval of Agenda]

I'LL MAKE A MOTION TO APPROVE OUR AGENDA FOR TODAY'S MEETING.

I'LL SECOND. ALL IN FAVOR? AYE. SO CARRIED. THANK YOU VERY MUCH.

OUR FIRST ITEM IS THE CONTRACT RENEWAL WITH LEXIA CORE5.

[2.01 Contract Renewal: Lexia Core5]

YES, MA'AM. AND WE HAVE MISS KATIE ALLIS FOR THAT FOR TODAY.

IT'S AN ACTION ITEM FOR THE BOARD AND I'LL PASS TO HER.

OKAY. YEAH. GOOD MORNING. GOOD MORNING. GOOD MORNING.

WE HAVE ALREADY UTILIZED LEXIA CORE5 AS A TIER TWO AND TIER THREE SUPPLEMENTAL RESOURCE FOR THE LAST TWO YEARS.

WE VERY INTENTIONALLY AT THE START OF THIS CONTRACT, MADE IT FOR ONLY TWO YEARS SO THAT WE COULD REALLY DECIDE IF WE WANTED IT AGAIN, WE DIDN'T WANT TO GET OURSELVES INTO A LONG TERM CONTRACT WITHOUT HAVING DATA.

WE'VE BEEN VERY SATISFIED WITH THE SERVICE THAT THEY HAVE PROVIDED AND THE CURRICULAR RESOURCES THAT THEY HAVE PROVIDED, AND THE PROGRESS THAT OUR STUDENTS HAVE MADE WITHIN THE PLATFORM AND WITH THE SMALL GROUP RESOURCES THAT IT PROVIDES.

WE'RE PLANNING ON EXPANDING ITS USAGE NEXT YEAR FOR STUDENTS WHO ARE ON OR ABOVE GRADE LEVEL FOR MORE DIFFERENTIATED COMPREHENSION INSTRUCTION IN SMALL GROUP.

THIS IS IN ALIGNMENT WITH THE SCIENCE OF READING, AND IT'S ALSO IN ALIGNMENT WITH LETTERS TRAINING THAT HAS BEEN RECEIVED BY CAROLINE COUNTY TEACHERS. LEXIA IS THE CREATOR OF LETRS. SO THAT IS IN DIRECT ALIGNMENT WITH THE TRAINING THAT THEY HAVE RECEIVED.

IT IS A SOLE SOURCE CONTRACT. SO WE DID NOT HAVE ANY BIDS FOR THIS AS LEXIA IS THE ONLY PROVIDER OF FOUR FIVE.

AND SO I'M SEEKING APPROVAL TO APPROVE THIS RESOURCE TO RENEW THIS RESOURCE.

IT IS GOING TO BE FUNDED THROUGH CLSD GRANT FUNDS.

THAT IS THE READING GRANT THAT WE RECEIVED WITH A FOUR-YEAR GRANT THROUGH MSDE.

SO IT HAS ZERO LOCAL IMPACT. I WILL RENEW IT FOR TWO YEARS.

AND SO I WILL IN TWO YEARS DECIDE IF WE HAVE ANOTHER FUNDING SOURCE AND IF I WILL READ IT AGAIN.

THANK YOU. ANY QUESTIONS FROM THE BOARD CONCERNING LEXIA? I THINK IT'S KIND OF PROVEN ITSELF. WE'VE SEEN SOME SIGNIFICANT IMPROVEMENTS.

SO, BOARD MEMBERS, CAN I PLEASE HAVE A MOTION THAT WE ADOPT THE LEXIA CORE5? SURE, I CAN MAKE A MOTION THAT WE APPROVE TO RENEW LEXIA CORE5.

SECOND. IT'S BEEN MOVED AND SECONDED THAT WE APPROVE.

LEXIA 45, CORE5 FOR TWO-YEAR CONTRACT. ALL IN FAVOR? AYE. OPPOSED? SO CARRIED. THANK YOU. THANK YOU.

THANK YOU ALL VERY MUCH. MISS FISHER AND THE BOARD MEMBERS THANK YOU.

WE'LL MOVE ON TO DISCUSSION ITEMS, SPECIAL EDUCATION.

[3.01 Special Education Staffing Plan]

YES, SO WE HAVE MISS MCDONALD WITH US THIS MORNING, AS IS OUR TYPICAL RHYTHM FOR OUR BOARD OF EDUCATION IN JUNE.

MRS. MCDONALD WILL BE BRINGING THE SPECIAL ED STAFFING PLAN FOR THE BOARD'S APPROVAL BECAUSE IT'S A LITTLE BIT MEATIER.

WE HAVE USUALLY DONE THE MAY WORK SESSION AS A BREAKDOWN OF STAFFING PLAN.

SO YOU KNOW WHAT'S IN IT, BUT THEN YOU ALSO HAVE TIME TO REVIEW PRIOR TO THE JUNE BOARD MEETING AND ASKING FOR YOUR APPROVAL.

SO WITH THAT, MRS. MCDONALD WILL KIND OF WALK THROUGH OUR SPECIAL ED STAFFING PLAN AND SOME REALLY GOOD INFORMATION ABOUT WHERE WE ARE.

SURE. GOOD MORNING, DR. SIMMONS, PRESIDENT WAYMAN, MEMBERS OF THE BOARD.

AND I WAS JUST THINKING YOU WERE SITTING NEXT TO ME LAST YEAR AT THE LAST WORK SESSION ABOUT LEXIA.

[LAUGHTER]. I WAS LIKE, IS THIS DEJA VU OR IS THIS HAPPENING? YEAH. IT'S OKAY. SO THANK YOU FOR HAVING ME THIS MORNING.

I DO LIKE TO JUST GIVE YOU SOME UPDATES ON HOW THINGS ARE GOING IN SPECIAL EDUCATION.

AND I WANTED TO START BY HIGHLIGHTING THE LAST THURSDAY'S EVENT.

WE HAD OUR 9TH ANNUAL STAFF APPRECIATION EVENT, AND WE HAD A LOT OF REALLY WONDERFUL NOMINATIONS FROM FAMILIES.

WE HAD BUS DRIVERS, BUS ASSISTANTS. WE HAD A LITERACY COACH WHO WAS NOMINATED.

WE ALSO HAD A PEER, A PRE-K STUDENT AT FEDERALSBURG, WHO WAS NOMINATED BY A FAMILY FOR HOW INCLUSIVE AND CARING SHE WAS.

WE HAVE SOME REALLY CUTE PICTURES OF THEM. WE HAD CATERING FROM THE CULINARY CENTER, IT WAS DELICIOUS.

[00:05:06]

AND WE HAD SOME REALLY GENEROUS DONATIONS FROM THE AMERICAN LEGION, WALMART, PATTI'S PETALS DONATED FLOWERS FOR US.

SHOREBIRDS DONATED GAME TICKETS. SO IT WAS JUST.

THIS CAN BE A STRESSFUL JOB, BUT THIS IS LIKE THE HIGHLIGHT OF MY YEAR, SO IT WAS REALLY FUN.

AND WE HAD A REALLY AMAZING BACKDROP, NO THANKS TO ME.

THAT IS ALL OUR FAMILY SUPPORT COORDINATOR. SHE IS THE EVENT PLANNER.

SHE GIVES ME A VISION AND I JUST HELP HER FIND A WAY TO BRING IT TO LIFE.

SO THE AMERICAN LEGION ACTUALLY DONATED $1,000 TO US.

SO WE WERE ABLE TO REALLY GIVE SOME NICE GIFTS TO THE STAFF.

SO IT WAS A WONDERFUL EVENT. DO I HAVE TO PUT DOWN OR IS IT? DOES IT NOT WORK? I DON'T KNOW IF IT'S. OH, OKAY.

IF IT'S NOT WORKING THEN I'LL GO DOWN HERE. OKAY.

IT'S PROBABLY I TRY TO DO THINGS THAT ARE GOING WELL MUCH LIKE DR.

SIMMONS DOES IN OUR MEETINGS. SO I START WITH WHAT'S GOING WELL AND I TRY TO ALIGN IT TO STAFFING BECAUSE THAT'S THE ONLY WAY THAT WE CAN DO THINGS WELL IS WITH ROBUST STAFFING. SO I HAVE SOME OF THOSE THINGS HERE.

WE HAVE BEEN WORKING REALLY HARD WITH THE CONTENT SUPERVISORS TO STRENGTHEN NOT JUST SPECIALLY DESIGNED INSTRUCTION FOR STUDENTS WITH DISABILITIES, BUT ALSO CORE INSTRUCTION, REALLY BEEFING UP THAT TIER ONE THAT ALL STUDENTS GET.

WE HAVE HAD A LOT OF DIFFERENT PROFESSIONAL DEVELOPMENT OPPORTUNITIES OVER THE SUMMER AND THEN CONTINUE THROUGH THE SCHOOL YEAR.

AND WE'VE TRIED REALLY HARD TO INCLUDE SPECIAL EDUCATION TEACHERS IN CONTENT TRAINING SO THAT THEY KNOW THE CURRICULUM THAT THEY'RE TEACHING TO STUDENTS AND NOT JUST HOW TO ADAPT THE CURRICULUM. THEY HAVE TO KNOW HOW TO TEACH IT.

WE HAVE, AGAIN, A LOT OF COLLABORATION ACROSS DEPARTMENTS.

AND THAT HAS REALLY STARTED FROM THE DISTRICT LEVEL, LEADERSHIP AND SUPPORT OF BRINGING EVERYBODY TOGETHER.

A LOT OF CONVERSATIONS WITH BUILDING ADMINISTRATORS.

AND THEN OF COURSE, ONE OF THE BIG FOCUS AREAS FOR US IS ENHANCING FAMILY ENGAGEMENT.

AND I COULDN'T DO THAT WITHOUT OUR FAMILY SUPPORT COORDINATOR.

SHE REALLY PLANS A LOT OF WONDERFUL TRAINING EVENTS BASED ON WHAT FAMILIES NEED.

AND IT'S EVIDENT THAT THEY SHOW UP AND WE FEED THEM WHEN WE CAN AND GIVE THEM WHAT THEY NEED.

SO THOSE ARE SOME REALLY BIG HIGHLIGHTS FOR US.

AND THEN AGAIN, NEXT STEPS, THINGS THAT WE CAN KEEP BUILDING ON.

WE'RE STILL REALLY FOCUSING ON INCREASING GRADUATION RATES AND DECREASING DROPOUT RATES FOR STUDENTS WITH DISABILITIES.

IT HAS BEEN SOMETHING IN OUR ANNUAL REPORT CARD DATA REALLY SINCE COVID THAT WE'RE TRYING TO COME BACK FROM.

AND AGAIN, STILL WORKING ON IMPROVING ACHIEVEMENT FOR NOT JUST GRADE LEVEL STANDARDS, BUT FOR SOME OF OUR STUDENTS WHO ARE PARTICIPATING IN THE ALTERNATE FRAMEWORK.

SO THEY'RE TAKING A DIFFERENT ASSESSMENT THAN OTHER STUDENTS.

AND CONTINUING TO HAVE TEACHERS KNOW HOW TO IMPLEMENT THOSE EVIDENCE BASED LITERACY AND MATH PRACTICES.

WE HAVE DONE A LOT OF PROFESSIONAL LEARNING ON SPECIALLY DESIGNED INSTRUCTION.

WE'VE ALSO PARTNERED WITH MARYLAND COALITION OF INCLUSIVE EDUCATION THIS YEAR.

THEY'VE DONE SOME PROFESSIONAL LEARNING ON CO-TEACHING AND HOW TO MAKE IT WORK WITH HECTIC SCHEDULES.

AND SOME OF OUR SPECIAL EDUCATION TEACHERS HAVE FOUR CO-TEACHERS.

SO HOW DO YOU PLAN WITH THEM EVERY WEEK? SO REALLY TRYING TO GET CREATIVE WITH THAT.

THEY HAVE SUPPORTED US WITH SOME OF OUR STUDENTS WITH MORE COMPLEX NEEDS AND SUPPORTING STAFF WITH MAKING SOME PLANS TO SUPPORT THEM IN THE CLASSROOM.

AND MY GOAL IS TO REALLY PROVIDE SOME ADDITIONAL PROFESSIONAL DEVELOPMENT IN SOCIAL, EMOTIONAL AND BEHAVIOR SUPPORTS.

IT'S DEFINITELY BEEN SOMETHING THAT WE HAVE STARTED THIS YEAR AND NOT JUST WITH SPECIAL EDUCATION, BUT JUST IN GENERAL THAT'S A NEED FOR US. BUT REALLY WORKING ON BUILDING STAFF CAPACITY FOR THAT.

AND THEN OF COURSE, YOU COULDN'T BE SPECIAL EDUCATION WITHOUT COMPLIANCE.

SO WE DO HAVE A LOT OF [LAUGHTER] INTERNAL SYSTEMS TO MONITOR THOSE THINGS.

WE ARE ACTUALLY THIS WEEK IS OUR COMPREHENSIVE MONITORING VISIT FROM THE STATE.

THEY'RE COMING TOMORROW. SO STAY TUNED ON HOW WE GET RATED ON THAT.

AND AGAIN, FOLLOWING THE INTEGRATED TIERED SYSTEMS OF SUPPORT FRAMEWORK AND JUST REALLY FOCUSING ON STUDENT CENTERED IEPS AND NOT JUST WRITING A GOOD ONE, BUT IMPLEMENTING THE GOOD, THE WELL WRITTEN ONE TOO.

[00:10:07]

SO WHEN I DEVELOPED THIS YEAR'S STAFFING PLAN, I LOOKED AT LAST YEAR'S.

SO ONE OF ONE OF THE MOST IMPORTANT ROLES OF OUR SCHOOL SYSTEM IS SCHOOL PSYCHOLOGISTS.

WE'VE BEEN WORKING REALLY HARD TO RECRUIT THEM AND RETAIN THEM.

THERE WAS A YEAR WHERE WE WERE ABLE TO HAVE FOUR INTERNS AND IT WAS AMAZING.

WE HAD TEN SCHOOL PSYCHOLOGISTS AT ONE TIME AND IT WAS JUST A BEAUTIFUL THING.

WE STILL HAVE SIX ALLOCATED. WE ARE BRINGING ON A SCHOOL PSYCHOLOGIST INTERN NEXT YEAR FROM NEW YORK, SO WE'RE REALLY EXCITED TO HAVE HER. AND WE DO STILL HAVE ONE OF OUR INTERNS FROM A FEW YEARS AGO.

SHE IS STILL WORKING FOR US FULL TIME AS A DISTRICT EMPLOYEE, AND SHE BOUGHT A HOUSE HERE, SO I DON'T THINK SHE'S GOING ANYWHERE. SO WE TRY TO GET THEM AND THEN WE TRY TO KEEP THEM.

I STILL HAVE TWO COORDINATORS OF SPECIAL EDUCATION AND THAT WAS, WE HIRED PEGGY LAST YEAR.

SO WE HAD TO FOCUS ON ONE LESS ELEMENTARY ONE WAS SECONDARY.

THAT'S MY PLAN TO CONTINUE THIS YEAR. THE ROLES OF THE SPECIAL EDUCATION TEACHER SPECIALIST, THOSE KIND OF CHANGE EVERY YEAR BASED ON THE NEEDS OF THE DISTRICT.

ONE YEAR WE'VE HAD THEM DO ASSESSMENTS IN EACH BUILDING.

THIS YEAR WE TRIED TO HAVE ONE TEACHER SPECIALIST FOCUSED ON DOING INITIAL EVALUATIONS.

IT WAS REALLY HELPFUL FOR CONSISTENCY WITH WRITING THE REPORTS AND HAVING CONSISTENT INFORMATION REVIEWED AT IEP MEETINGS.

THAT WAS REALLY HELPFUL. WE ALSO PILOTED A MODEL WHERE THE TEACHER SPECIALISTS AND THE COORDINATORS WERE THE IEP CHAIRS FOR MEETINGS AND BUILDINGS.

I, IT WAS THE FIRST YEAR OF PILOTING AND IMPLEMENTATION, SO WE ARE STILL TRYING TO WORK OUT SOME OF THE KINKS THERE, BUT WE DO HAVE A SYSTEM IN PLACE FOR THAT. AND IT'S SOMETHING THAT WE MIGHT MAKE A FEW TWEAKS THIS YEAR, BUT IT HAS DEFINITELY HELPED WITH SCHOOL ADMINISTRATORS NOT BEING AN IEP MEETINGS ALL DAY.

BUT OF COURSE, GETTING INTO A MEETING IF THEY NEED TO BE, AND BEING AVAILABLE IF A QUESTION COMES UP THAT MAYBE A SPECIALIST CAN'T ANSWER.

AS FAR AS CASELOAD PROJECTIONS AND ADJUSTMENTS, WE HAVE A TRACKING SHEET THAT WE USE EVERY YEAR TO AS BEST AS WE CAN PROJECT WHO'S COMING UP IN EACH GRADE. PRE-K IS THE HARDEST JUST BECAUSE WE DON'T ALWAYS KNOW WHO'S COMING UNTIL THEY'RE HERE.

BUT I DO LOOK AT THAT FOR EACH BUILDING. AND I LOOK AT THE, NOT JUST THE STAFFING RATIOS, BUT ALSO THE NEEDS OF THE STUDENTS, BECAUSE SOME CASELOADS OF TEN ARE VERY DIFFERENT THAN LIKE A CASELOAD OF FIVE.

AND THESE MIGHT BE DIFFERENT. I AM TRYING TO DO A STAFFING, LIKE A COMPLEXITY FORMULA THAT DR.

SIMMONS SHARED FROM FREDERICK COUNTY PUBLIC SCHOOLS.

I TRIED IT WITH ONE SCHOOL AND I AM ON THE, I'M ON THE MARK WITH STAFFING, SO I FEEL PRETTY GOOD ABOUT THAT.

BUT IT'S SOMETHING THAT I WANT TO KEEP TRYING JUST BECAUSE I WANT TO MAKE SURE THAT CASELOADS ARE EQUITABLE ACROSS DISTRICTS.

AND IF SOMETHING NEEDED TO CHANGE, I WOULD, YOU KNOW, OF COURSE, TALK TO DR.

WILLOUGHBY AND DR. SIMMONS ABOUT SHIFTING. SO IF I COULD JUST ADD TO WHERE ERICA IS LOOKING AT.

WHAT WE HAVE FOUND IS IN THE BLUEPRINT WORLD IN THE MINIMUM SCHOOL FUNDING REALM, ONE OF THE THINGS THAT THE STATE IS ASKING US TO LOOK AT ARE STAFFING RATIOS.

MOST SYSTEMS OF OUR SIZE AND SMALLER. IT DOESN'T WORK THE SAME WAY THAT MEDIUM SIZE AND LARGE DISTRICTS CAN.

THEY CAN LOOK AT A PURE RATIO WHEN YOU HAVE 10,000 TEACHERS AND GO, OKAY, IF I REDUCE ONE IN A, ONE OVERALL IN THE WHOLE COUNTY, CLASS SIZES GO UP BY ONE TENTH ABOVE.

IT WORKS WELL IN A BIG SYSTEM. SO WE'RE TRYING TO NAVIGATE THROUGH.

OKAY, IN A SMALLER SYSTEM WORLD, HOW DO THOSE MODELS WORK WHEN YOU APPLY THEM IN A PLACE WHERE YOU HAVE 40 SPECIAL EDUCATION TEACHERS OR SO ACROSS AN ENTIRE DISTRICT? OR WHERE YOU HAVE X NUMBER OF IEAS OR X NUMBER OF SCHOOL SITES.

WHAT IS THE RIGHT RATIO? SO WE'RE TRYING TO PLAY WITH SOME OF THE COMPLEXITY FORMULAS THAT MEDIUM SIZED DISTRICTS ARE USING.

AGAIN NO, NOT MANY SMALL DISTRICTS ARE USING THEM EVEN ACROSS THE COUNTRY.

TO JUST TRY TO FIGURE OUT AS A WAY THAT MAY HELP US WITH MINIMUM SCHOOL FUNDING WHEN IT KICKS IN IN TWO YEARS.

BUT ALSO, JUST AS A WAY TO KIND OF SPOT CHECK, ARE WE ON THE RIGHT PAGE WITH OUR STAFFING BECAUSE WE'RE ALWAYS TRYING TO FIND THE RIGHT BALANCE. AND A LOT OF IT IS IT'S AN ART AND A SCIENCE AND A SMALL SYSTEM.

YOU'RE GOING TO HAVE THAT KIND OF GUT CHECK PLUS WHAT THE DATA TELLS YOU.

AND WE'RE TRYING TO FIGURE OUT, IS THERE A DATA-BASED WAY TO LOOK AT IT, NOT JUST WITH THE KIND OF THE GUT.

[00:15:06]

SERVICE HOURS THEY HAVE, ARE THEY INSIDE THE CLASSROOM OR ARE THEY OUTSIDE? DO THEY ARE THEY IN A READING OR MATH INTERVENTION? BECAUSE THAT IS A STAFFING NEED, WHETHER IT IS A COACH OR AN INTERVENTIONIST OR A SPECIAL ED TEACHER WHO DOES IT.

DO THEY HAVE A BEHAVIOR INTERVENTION PLAN? BECAUSE THAT JUST NATURALLY REQUIRES SOME EXTRA ADULT SUPPORT.

THINGS LIKE THAT. SO IT'S BEEN HELPFUL TO LOOK AT IT THAT WAY, BUT IT ALSO HAS HELPED ME TO KIND OF KNOW THAT THE WAY WE'VE BEEN DOING IT HAS HELPED US BEING A SMALLER DISTRICT. AND THEN RELATED SERVICES, I'M STILL FIGHTING THE FIGHT OF SLPS AND FINDING THEM AND BRINGING THEM HERE.

I DID GO TO ASHA, WHICH IS THE NATIONAL SPEECH CONFERENCE.

THIS IS NOVEMBER, IT WAS GOOD. IT WAS. THERE WERE A LOT OF CURRENT PRACTICING SLPS.

I DID TALK TO A COUPLE FROM DELAWARE WHO, I TOLD THEM HOW CLOSE MARYLAND WAS TO DELAWARE.

SO I GOT THEIR NAMES. WE DID INTERVIEW A CLINICAL FELLOW, A POTENTIAL CLINICAL FELLOW WHO'S GRADUATING THIS YEAR.

WE'RE WORKING ON BRINGING HER DOWN TO HAVE A TOUR.

SHE MET DR. WILLOUGHBY AT ONE OF THEIR JOB FAIRS, AND TALKED ABOUT HOW MUCH SHE REMEMBERED CAROLINE JUST BECAUSE OF THE PERSONALIZED CONVERSATION, SO. AND THEN OTHER RELATED SERVICES, YOU KNOW, WE'RE STILL PARTNERING WITH THE CONSORTIUM FOR OCCUPATIONAL THERAPISTS, PHYSICAL THERAPISTS, THOSE KIND OF THINGS ARE DONE THROUGH THAT.

AND WE HAVE DIFFERENT WAYS OF, YOU KNOW, ASSIGNING CERTAIN RELATED SERVICE PROVIDERS TO EACH DISTRICT.

SO THAT'S WHAT I HAVE FOR KIND OF WHAT I LOOKED AT.

AND YOU'LL SEE ON THE LAST PAGE OF THE STAFFING PLAN WHEN YOU HAVE TIME TO LOOK AT IT, THAT I HAVEN'T CHANGED ANY NUMBERS ON HERE FOR NEXT YEAR. SO I DON'T ANTICIPATE AN INCREASE OR DECREASE.

SOME OF THE THINGS THAT I'VE HIGHLIGHTED ARE JUST FIGURING OUT DIFFERENT FUNDING SOURCES.

WE HAVE HAD SOME DISCRETIONARY GRANTS THROUGH THE STATE FOR SPECIAL EDUCATION.

AND THEY'VE KIND OF CHANGED THE STRUCTURE OF HOW THEY GIVE US THAT FUNDING.

AND THERE'S MUCH LESS THAN THERE USED TO BE. SO TRYING TO GET CREATIVE WITH, WORKING WITH OTHER SUPERVISORS HERE TO SEE IF LIKE A CERTAIN POSITION COULD FIT INTO THEIR CATEGORY IN THEIR GRANT CATEGORY.

SO I'VE DEFINITELY BEEN HAVING CONVERSATIONS WITH JILL HIGNUTT AND DR.

VONDENBOSCH ABOUT HOW TO GET CREATIVE, BUT I THINK WE HAVE A PLAN.

SO I DON'T ANTICIPATE LOSING ANYONE. DO YOU GUYS HAVE ANY QUESTIONS FOR ME? FOR THE SPECIAL EDUCATION TEACHERS SPECIALIST.

YOU, IS THAT THE NUMBER THAT YOU WANT TO HAVE? YES, AND IT'S THE CURRENT NUMBER I HAVE RIGHT NOW.

SO NOT EVERY SCHOOL HAS ONE CURRENTLY. CORRECT, YES.

SO WHAT WE TRY TO DO IS HAVE A TEACHER, WE LOOK AT THE NUMBER OF STUDENTS WITH DISABILITIES IN EACH BUILDING.

AND SO ONE TEACHER HAD ONE TEACHER SPECIALIST HAS LIKE A SMALLER BUILDING AND THEN A LARGER BUILDING.

SO WE TRY TO DISTRIBUTE IT. THEY ALSO FILL IN IF THERE'S A VACANCY, LIKE IF THERE'S A TEACHING VACANCY BECAUSE THEY ARE CERTIFIED TEACHERS.

BUT WE FOR IEP CHAIR STRUCTURE THIS YEAR TO MAKE SURE EVERY BUILDING IS COVERED OUR TWO COORDINATORS ALSO EACH HAVE A BUILDING.

SO MISS JOHNSON HAS DENTON ELEMENTARY SCHOOL.

MISS WHITMAN HAS NORTH CAROLINE. AND THEN WE'VE BEEN ABLE TO SPREAD IT OUT WITH THE OTHER SPECIALISTS.

ANOTHER RANDOM. SORRY, I WORKED IN SPECIAL ED AT ONE POINT AT EASTON HIGH SCHOOL.

THAT'S ACTUALLY HOW I MET SPIKER. WE WERE IN CLASSROOMS NEXT TO EACH OTHER, SO I.

AND THEN I WORKED AT BENEDICTINE, SO I'M INTERESTED IN THIS.

DID THE KIDS HERE IN THIS COUNTY GET TO. ARE THEY INCLUSIVE LIKE, DO THEY GO TO OTHER CLASSROOMS WITH OTHER KIDS AND DO THEY HAVE THE ADAPTIVE EQUIPMENT IN THEIR MAIN CLASSROOMS? OR LIKE IF THEY GO TO GYM, ARE THERE ADAPTIVE, IS THERE ADAPTIVE EQUIPMENT FOR THEM TO LIKE PARTICIPATE IN GYM AND STUFF LIKE THAT IF THEY'RE ABLE TO? YEAH, SO, AND THAT'S SOMETHING THAT I'VE REALLY BEEN FOCUSING ON IS MORE, YOU KNOW, FOLLOWING MORE OF THAT INCLUSIVE PRACTICE.

AND IT'S REALLY HELPFUL WHEN I HAVE THE SUPPORT OF THE OTHER CONTENT SUPERVISORS TO, YOU KNOW, BE ABLE TO SAY, I REALLY WANT THEM TO GO TO PE.

AND WE DO HAVE LIKE A UNIFIED PE CLASS IN THE HIGH SCHOOLS FOR GENERAL EDUCATION PEERS TO BE ENROLLED IN THAT CLASS AND WORK WITH OUR STUDENTS. BUT WE ALSO HAVE STUDENTS WHO GO TO REGULAR CLASSES, YEAH.

[00:20:01]

IT DEPENDS ON THEIR SERVICE HOURS AND THEIR NEEDS, OF COURSE.

WE DO HAVE A PE TEACHER WHO'S OUR ADOPTED PE SPECIALIST, WHICH IS PRETTY UNIQUE TO CAROLINE OR TO MARYLAND.

THERE AREN'T THAT MANY ADAPTIVE PE SPECIALISTS.

SO HE DOES HAVE CLASSES AT NORTH CAROLINE THAT HE TEACHES, BUT HE ALSO GOES AROUND TO EACH SCHOOL AND HE COACHES THE PE TEACHERS ON HOW TO MAKE SURE THAT THE STUDENTS ARE ACCESSING PE, SO YEAH.

AND PART OF THE WORK THAT WE'VE DONE WITH MARYLAND COALITION OF INCLUSIVE EDUCATION IS IF WE HAVE A STUDENT WHO HAS SOME MAYBE COMPLEX BEHAVIORAL NEEDS OR FUNCTIONAL COMMUNICATION NEEDS, THEY WORK WITH US TO CREATE LEARNER PLANS SO WE CAN KEEP THEM WITH THEIR PEERS.

SO THAT'S, YEAH, IT'S DEFINITELY A PRIORITY OF MINE TO KEEP BUILDING ON.

SO. AND LAST QUESTION, WHAT IS THE POPULATION OF SPECIAL EDUCATION KIDS THAT WE HAVE IN THE COUNTY? SO WE CURRENTLY HAVE. SO FUNNY YOU ASK. I KNOW THE EXACT NUMBER.

WE CURRENTLY HAVE 613. WOW. THAT'S AGES 3 TO 21.

AND THEN WE ALSO HAVE OUR INFANTS AND TODDLERS PROGRAM.

SO TWO TEACHERS ARE INCLUDED IN THIS STAFFING BECAUSE THEY ARE OUR EARLY INTERVENTION TEACHERS.

AND WE HAVE ANYWHERE FROM 75 TO 100 BIRTH TO THREE YEAR OLD FAMILIES COMING THROUGH THE PROGRAM, SO. AND SO IT'S ABOUT 11%. I HAVE A PRESENTATION TOMORROW.

SO ALL THE NUMBERS, I COULD PROBABLY TELL YOU THE TOP THREE DISABLING CONDITIONS AND ALL OF THAT, BUT IT'S AROUND 11%. SO WE'RE SITTING NICELY, WE TRY REALLY HARD TO FOCUS ON NOT OVERIDENTIFYING, BUT ALSO PROVIDING SUPPORT WHEN IT'S NEEDED.

THANK YOU. I'D LOVE TO SEE THAT PRESENTATION. I DON'T KNOW IF YOU'RE ABLE TO SHARE IT. I JUST TOLD IT ON THE AGENDA.

I AM WORKING LIKE A COLLEGE STUDENT. I FEEL LIKE A LIKE AN ALL NIGHTER.

IT'S GOING TO BE FINE. YEAH, WE CAN DEFINITELY SHARE. I WILL ABSOLUTELY SHARE IT WITH YOU. YEAH, YEAH. YEAH, WE'LL DEFINITELY SHARE IT OUT. IT'S EVERYTHING IS FINE.

THAT IS SO FINE. [LAUGHTER]. SO FINE. IT'S NICE BECAUSE WE GET WHEN THE STATE COMES TOMORROW, WE GET TO SHARE LIKE OUR STORY. SO, YOU KNOW, WE HAVE A LOT OF GUIDANCE COMING FROM THE STATE AND LOTS OF REGULATIONS THAT WE NEED TO FOLLOW, BUT WE ARE ABLE TO SHOW THEM LIKE HOW UNIQUE WE ARE, AND THAT'S EXCITING TO ME.

SO THAT'S WHY I'M STAYING UP LATE BECAUSE I WANT TO MAKE SURE IT'S PERFECT. WELL THANK YOU. [LAUGHTER]. YES. I ALSO HAVE A COMMENT.

WHERE YOU? NOPE, I SAID THANK YOU. THANK YOU.

JUST CONGRATULATIONS ON LAST WEEKS. OH THANK YOU.

PROGRAM THAT YOU HAD. MAYOR. OH, NO. WAIT A MINUTE.

OH, I KNOW WHAT IT IS. IT'S RELATED TO, LIKE, THE INFANT CHILDHOOD PROGRAM.

IF IN THE COMMUNITY WE KNOW OF A SITUATION WHERE THERE COULD BE A WHERE THERE IS A NEED, I WOULD SAY, WHETHER IT BE DEVELOPMENTAL OR, YOU KNOW, PREEMIE, WHATEVER IT COULD BE.

WHAT'S THE PROCEDURE FOR CONTACTING YOU ABOUT THAT? GREAT QUESTION. SO YOU CAN THERE'S A SINGLE POINT OF ENTRY FOR EVERY COUNTY AND THAT IS LISA CARROLL.

SHE'S OUR DATA MANAGER. YOU COULD CALL HER, BUT THERE'S ALSO AN ONLINE REFERRAL FORM THAT FAMILIES CAN FILL OUT.

AND I AM HAPPY TO SEND YOU THAT. I'M HAPPY TO SEND IT TO ALL OF YOU BECAUSE PART OF OUR INITIATIVES IN THE EARLY INTERVENTION PROGRAM IS PUBLIC AWARENESS. SO, AND THE SCHOOL AGE SIDE, WE WORRY ABOUT OVERIDENTIFICATION, AND WE HAVE TO BE VERY CAREFUL ABOUT WHO WE IDENTIFY.

AND IS IT, YOU KNOW, LEGITIMATE REASON. AND EARLY INTERVENTION, THEY WANT YOU TO IDENTIFY AS MANY AS YOU CAN, BECAUSE EARLY INTERVENTION SHOWS THAT THERE MIGHT NOT BE AS MUCH OF A NEED AS THEY GET OLDER.

SO I'M HAPPY TO SHARE IT. I WOULD LOVE TO GET SOME MORE.

BECAUSE I CUDDLE BABIES AT THE HOSPITAL. YEAH.

AND I WANT TO DO THAT. I KNOW RIGHT. [LAUGHTER].

I KNOW WHEN THEY'RE REALLY, REALLY PREEMIES AND THEY'RE THERE FOR A WHILE, I OFTEN WONDER, YOU KNOW, AND. AND LOW BIRTH WEIGHT IS AN AUTOMATIC QUALIFIER.

ALSO BABIES WHO ARE EXPOSED TO CERTAIN SUBSTANCES IN UTERO ARE.

AND SO HOSPITALS ARE REALLY GOOD ABOUT AUTOMATICALLY REFERRING BECAUSE.

I MENTIONED IT, BUT I DIDN'T KNOW IT WAS OUT OF THE HOSPITAL.

AND I WILL GIVE YOU A BROCHURE. YEAH, I'LL GIVE YOU A BROCHURE TO TAKE TO THE NURSES OFFICE TO MAKE SURE THEY KNOW.

YEAH. OKAY. YEAH. YEAH, SO I FEEL LIKE INFANTS AND TODDLERS IS SOMETHING THAT NOT EVERYBODY HEARS ABOUT BECAUSE WE ALWAYS, YOU KNOW, NATURALLY FOCUS ON MCAT SCORES AND, YOU KNOW, DATA IN THE SCHOOL.

[00:25:05]

BASED SIDE, BUT OUR INFANTS AND TODDLERS PROGRAM IS A WELL-OILED MACHINE.

THEY'RE AMAZING. SO YEAH, I'LL SHARE THAT TOO WITH YOU.

THANK YOU. THANK YOU. YOU'RE WELCOME. I THINK I HAD ONE MORE SLIDE.

I'M SORRY. AND THEN I'M DONE. NO. YOU'RE GOOD. I DID WANT TO JUST HIGHLIGHT SOME OF OUR STUDENTS DOING AMAZING THINGS, BUT IT'S BECAUSE OF OUR STAFF. AT THE BOTTOM LEFT, THE, THERE'S A PICTURE.

THIS IS FROM THIS PAST FRIDAY. SO WE HAVE A BEST BUDDIES CHAPTER AT NORTH CAROLINE HIGH SCHOOL.

AND COLONEL JUST STARTED. COLONEL HIGH JUST OPENED A CHAPTER.

AND SO WE INVITED EASTON HIGH SCHOOL TO COME ON FRIDAY AND WE HAD A WALK AND THERE WAS MUSIC AND CORNHOLE AND SOCCER AND HULA HOOPS, AND IT WAS JUST A TIME FOR ALL OF THE, ALL THE STUDENTS TO COME TOGETHER, IEPS OR NOT. AND IT WAS JUST, IT WAS VERY HEARTWARMING.

SO LAST WEEK WAS A GREAT WEEK. SO THANK YOU GUYS FOR LETTING ME TALK TODAY.

THANK YOU FOR THE PRESENTATION AND THE HARD WORK.

I KNOW IT'S A GREAT PRESENTATION, BUT I KNOW A LOT OF WORK WENT INTO NOT JUST THAT THE PRESENTATION, BUT ALL THE PLANNING TO MAKE SURE EVERY CHILD GETS THE NEED THAT IS THEIR INDIVIDUAL NEED, AND MAKING SURE THAT THEY HAVE THE RESOURCES THAT THEY ARE ENTITLED TO, BECAUSE THAT KEEPS US OUT OF TROUBLE.

BUT IT ALSO GUARANTEES THAT THEY ARE GETTING THE VERY BEST.

YEAH. THANK YOU. THANK YOU. SO AS I MENTIONED BEFORE, THIS WILL COME TO THE BOARD FOR APPROVAL AT THE JUNE MEETING.

[4.01 Upcoming Meetings and Events]

YOU GUYS DO HAVE A COPY OF THE SPECIAL ED STAFFING PLAN. IT'S ATTACHED IN THE DOCUMENT WE DRAFTED.

MRS. MACDONALD WILL BRING, AND WE'LL MAKE SURE WE FOLLOW UP WITH THE PRESENTATION THAT SHE'S GOING TO GIVE TOMORROW FOR THE STATE FOR YOU GUYS AS WELL.

BUT IF YOU HAVE ANY QUESTIONS IN THE MEANTIME, BETWEEN NOW AND THE NEXT MEETING, PLEASE FEEL FREE TO REACH OUT TO ME, MISS MACDONALD, OR WHATEVER ON THE STAFFING PLAN AND MAKE SURE IT'S READY FOR YOUR REVIEW AND POSSIBLE APPROVAL OF CHANGE.

AND OF COURSE, OUR UPCOMING MEETINGS AND EVENTS WE GET REGULARLY FROM DEREK AND FROM RACHEL AS WELL.

AND WE APPRECIATE THAT. AND WE NEED A MOTION TO GO INTO CLOSED SESSION.

[5.01 Closed Session]

FOR THE PURPOSE OF. YOU'RE RIGHT FOR THE PURPOSE TO.

WAIT A MINUTE. OKAY. YOU HAVE IT. TO CONDUCT COLLECTIVE BARGAINING NEGOTIATIONS OR CONSIDER MATTERS THAT RELATE TO THE NEGOTIATIONS WITH CAROLINE COUNTY EDUCATORS ASSOCIATION.

I MAKE A MOTION WE GO INTO CLOSED SESSION. I'LL SECOND.

ALL IN FAVOR? AYE. THANK YOU. SO IT CARRIES. HAVE A GREAT REST OF YOUR DAY.

* This transcript was compiled from uncorrected Closed Captioning.