[D. Presentation on Harford County Public Schools Academic Performance 2022-2023, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, Mr. Andrew Renzulli, Director of Curriculum, Instruction, and Assessment, Mr. Phil Snyder, Supervisor of Accountability, Mr. Andy Wachter, Assistant Supervisor of Accountability, Ms. Kristine Scarry, Supervisor of English/Language Arts, Ms. Joanne McCord, Supervisor of Mathematics, Ms. Erin Lange, Supervisor of Social Sciences, Ms. Diane Engelman, Supervisor of Science 2022-23 HCPS Academic Performance Presentation]

ALRIGHT PRESENTATION OF HARFORD COUNTY PUBLIC SCHOOLS, ACADEMIC PERFORMANCE 2022 AND 2023. I LIKE TO WELCOME UP MS HEATHER COOPER, EXECUTIVE DIRECTOR OF CURRICULUM, INSTRUCTION AND ASSESSMENT AND WHOEVER ELSE SHE'S BRINGING WITH HER. EVERYBODY ELSE. CHECK IT OUT.

WELCOME COME UP. IF ONCE EVERYONE SEE IF YOU COULD PLEASE INTRODUCE EVERYONE AS WELL.

ABSOLUTELY, OF COURSE. ALL RIGHT . GOOD EVENING BOARD PRESIDENT POYNTON, VICE PRESIDENT HAN BOARD MEMBERS, SUPERINTENDENT BOLSON. WE ARE HERE THIS EVENING TO SHARE STATE ACADEMIC PERFORMANCE DATA FROM THE 22 23 SCHOOL YEAR. SO OUR SUPERVISOR OF ACCOUNTABILITY MR PHILIP SNYDER WILL BE LEADING THIS PRESENTATION. I'M JOINING US THIS EVENING AS WELL. WE HAVE TWO OF OUR PRINCIPLES. WE HAVE MRS TERRA DEDO PRINCIPLE OF BAKERSFIELD ELEMENTARY SCHOOL.

AND NEXT TO HER IS MRS REGINA JONES, PRINCIPAL OF ABERDEEN MIDDLE SCHOOL, AND THEY WILL HAVE A CHANCE TO SHARE SOME OF THE STRATEGIES THAT THEY HAVE USED OVER THE PAST YEAR TO REALLY ENHANCE STUDENT PERFORMANCE, WHICH YOU'LL SEE IN THE DATA, MR SNYDER. THEY ARE GOING TO BE THE STAR OF THE SHOW, SO WE'RE GOING TO SAVE THE BEST FOR LAST. SO YOU HAVE TO BEAR WITH ME FOR A FEW SLIDES HERE AS WE TALK ABOUT OUR DATA, SO THANK YOU FOR HAVING US HERE THIS EVENING. WE ARE GOING TO LOOK BACK ON THE 22 23 SCHOOL YEAR. WHICH WE REALLY JUST RECEIVED OUR DATA IN FOR OUR CAP PROGRAM, WHICH IS OUR MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM . SO WHAT YOU SEE HERE LISTED IS ARE ALL OF OUR STATE ASSESSMENTS THAT ARE BROKEN DOWN BY CONTENT AND GRADE LEVEL. YOU SEE THAT WE HAVE SOME NEW ONES THERE. FOR EXAMPLE, SOCIAL STUDIES. GRADE EIGHT IS A NEW ASSESSMENT. IN FACT, WE WON'T HAVE THE RESULTS UNTIL NOVEMBER. WE HAVE FOUR ASSESSMENT AT THE HIGH SCHOOL LEVEL, AND I JUST WANT TO POINT OUT THEY ARE ASTERISK THERE. E L A MATH. ELECCIONES WERE ENGLISH LANGUAGE ARTS LITERACY. MATH ASSESSMENT AT THE HIGH SCHOOL LEVEL LIFE SCIENCE AND GOVERNMENT. THOSE FOUR STATE ASSESSMENTS WERE NOT REQUIRED FOR STUDENTS WERE NOT REQUIRED TO PASS THE ASSESSMENT. THEY ONLY NEEDED TO TAKE THAT. UM, THAT WILL CHANGE FOR THIS YEAR FOR LIFE, SCIENCE MEANS AND GOVERNMENT STUDENTS WILL NOW HAVE A PART OF THEIR STATE ASSESSMENT AS PART OF THEIR FINAL COURSE GRADE. SO THAT IS NEW, BUT THE OTHER ONES FOR L. A IN ALGEBRA WANTED TO HIGH SCHOOL LEVEL REMAIN PARTICIPATION ONLY NOT PASSING. ALL RIGHT. SO LET'S TALK ABOUT A LITTLE BIT ABOUT OUR RESULTS, SO WE'RE GOING TO BE FOCUSING MAINLY ON STATE ASSESSMENTS TONIGHT AND JUST KEEP IN MIND IN THE GRAND SCHEME OF THINGS. THAT IS JUST A PORTION OF OUR TESTING PROGRAM. WE HAVE A NUMBER OF LOCAL ASSESSMENTS. UM SOME THAT WE MANDATE FROM THE DISTRICT SOME THAT WE RIGHT FROM THE DISTRICT . BUT WE ALSO OF COURSE, HAVE TEACHER ASSESSMENTS AND THOSE, OF COURSE, ARE THE MOST IMPORTANT ONES. THAT TEACHERS GET TO SEE AND HAVE IMMEDIATE FEEDBACK FOR THEIR STUDENTS, AND THEY COMPLETELY CAN CHANGE INSTRUCTION. YOU MAY BE FAMILIAR WITH THE PURPOSE OF STATE ASSESSMENT. IT'S NOT NECESSARILY TO MONITOR STUDENT GROWTH, BUT IT IS TO MEASURE PERFORMANCE OF SCHOOLS AND TO HAVE SOME COMPARISONS ACROSS THE ENTIRE STATE. SO WHILE WE ARE PLEASED GENERALLY WITH THE RESULTS, YOU'RE GOING TO SEE HER BEFORE YOU AND YOU'RE GOING TO HEAR FROM TWO OF OUR DISTINGUISHED PRINCIPALS WHO HAVE SHOWN A LOT OF GROWTH. UM THIS IS AGAIN IT'S JUST A LITTLE BIT OF A PICTURE IN THE BIG PUZZLE OF THE ASSESSMENT WORLD. THE NEXT COUPLE OF SIDES ARE FROM THE STATE DEPARTMENT. THE STATE DEPARTMENT OF EDUCATION SHARED THE SLIDES AT THEIR AUGUST BOARD MEETING, AND THIS REPRESENTS ENGLISH LANGUAGE ARTS FOR GRADES THREE THROUGH EIGHT. AND IF YOU COMBINE GRADES THREE THROUGH EIGHT. THIS IS LOOKING AT THE PROFICIENCY, SO WE'RE GOING TO TALK A LOT ABOUT GROWTH AND A LOT ABOUT PROFICIENCY. UM SO

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GROWTH JUST MEANS THAT WE'VE WENT UP IN POINTS FROM ONE ASSESSMENT FROM LAST YEAR TO THIS YEAR IF WE TALK ABOUT PROFICIENCY THAT STUDENTS WHO ARE PROFICIENT OR ADVANCED AND MEET THAT CUT SCORE, SO WE'RE PLEASED TO SAY THAT OUT OF 24 JURISDICTIONS OR L E. A S, WHICH ARE LOCAL EDUCATION AGENCIES WERE RANKED SEVENTH. IF WE TALK ABOUT GROWTH, AND AGAIN, THAT'S MOVING OUR STUDENTS FORWARD. WE ARE PLEASED THEM FROM THE 21 22 SCHOOL YEAR TO LAST YEAR. WE ARE IN SECOND PLACE. RIGHT THERE. YOU CAN SEE WHERE WE'RE LOCATED NEXT TO OUR BELOW COVER COUNTY.

ONE MORE CELEBRATION FROM THE STATE DEPARTMENT FOR MATH GRADE THROUGH EIGHTH. WE WERE RANKED SIX OF GRADES THREE THROUGH EIGHT AND THEN AGAIN IS ON GROWTH FROM LAST SCHOOL YEAR OR TWO SCHOOL YEARS TO THE LAST SCHOOL YEAR. WE WANT TO BREAK DOWN BECAUSE WHEN WE LOOK AT OUR SCORES, WE KNOW THIS IS A NEW ASSESSMENT. WE'RE IN A YEAR OR TWO FOR L, A AND FOR MATHEMATICS, SO WE WANT TO CONSTANTLY SAY, WHERE IS THE SHIFT MOVING AND ARE? HOW ARE WE DOING IN CONJUNCTION TO OUR PIERS? SO BY GRADE LEVEL, YOU CAN SEE THE PLACE THERE. FOR EXAMPLE. GRADE 3 21 22 SCHOOL YEAR WE WERE RANKED EIGHTH. OUT OF 24 JURISDICTIONS, AND IT IS HIGHLIGHTED IN YELLOW BECAUSE WE MOVED THAT UP TO SIXTH PLACE. UM AND SO FORTH IS SO ON. YOU CAN SEE AVERAGE DRINK THERE. IF WE JUST TAKE THE AVERAGE OF THOSE WE WERE ABOUT IN 10TH PLACE OVERALL, INCLUDING THE HIGH SCHOOL LEVEL AND MOVE THAT TO ABOUT NINTH PLACE. THAT'S A LITTLE BIT BETTER THAN NINTH PLACE, SO THAT IS SOME GREAT PROGRESS THERE. AS FAR AS MATH.

IT'S A LITTLE TRICKIER, ESPECIALLY WHEN WE GET TO THE MIDDLE SCHOOL LEVEL. YOU'RE GOING TO FIND OUT SOME OF OUR COUNTERPARTS DO NOT OFFER HIGH SCHOOL COURSES IN MIDDLE SCHOOL WHERE AS WE DO UM, SO WE HAVE TO ELIMINATE 7TH AND 8TH GRADE THERE, BUT GENERALLY WE'RE HOLDING ABOUT NINTH PLACE ACROSS ALL PLACES THERE. SOME OTHER CELEBRATIONS. YOU'RE GOING TO SEE OUR BIGGEST GAINS WERE IN E L, A AT MIDDLE SCHOOL GRADES, 67 AND EIGHT. IN FACT, GRADE SIX WAS THE SECOND HIGHEST INCREASE AT 10.8. FOLLOWED BY ABOUT 7.5% IN GRADE SEVEN AND SEVEN AND 2/10 FOR GRADE EIGHT. WE ALSO DID HAVE SOME CREASES ON THE MATH ASSESSMENTS FOR ALGEBRA ONE AND ALGEBRA TWO. AND THEN THIS IS OUR COUNTY RESULTS FROM LAST SCHOOL YEAR. WE'RE GONNA START WITH L A AND DIVING INTO OUR DOUBLES ASSESSMENT AND DOUBLES IS A READING COMPREHENSION ASSESSMENT PROGRAM. WHAT'S REALLY FOUNDATIONAL PROGRAM OR ASSESSMENT GIVEN TO OUR LITTLE ONES IN GRADES K. EVERYBODY IN KINDERGARTEN TAKES THIS ASSESSMENT AND WE REALLY WANT STUDENTS TO MASTER THESE SKILLS WITH PHONICS AND FUNNY MICK AWARENESS. SO I HAVE DATA HERE FROM THE LAST SCHOOL YEAR. 21 22 SCHOOL YEAR WHERE WE ENDED THE YEAR ABOUT 20% OF OUR STUDENTS AT RISK. UM AND WE DON'T WANT TO HAVE ANY OF OUR STUDENTS AT RISK. WE CUT THAT NUMBER IN HALF TO 10.1% WHICH WAS A GREAT MOVE. WE STILL HAVE THIS 10% THAT ARE NOW FIRST GRADE STUDENTS AND THOSE FIRST GRADE STUDENTS ARE WORKING VERY CLOSELY WITH THEIR TEACHERS TO GET WHATEVER INTERVENTION SERVICES THAT THEY MAY NEED. BUT WE WANT TO CONTINUE BRINGING THAT NUMBER DOWN BECAUSE THIS RESEARCH SAYS IF WE DON'T CATCH THEM IN KINDERGARTEN, IT GETS HARDER TO CATCH THEM IN FIRST GRADE, AND WE CAN SEE THAT SO THAT IS THE GOAL THAT ARE MANY OF OUR SCHOOLS. ARE WORKING WITH THIS IS A SLIDE SHOWS THE PERCENT PROFICIENT OR ADVANCED THAT KINDERGARTEN ON OUR DOUBLES PER ASSESSMENT. UM SOMETIMES IF WE SAY OKAY, WE GO UP FROM TWO THIRDS TO 78% WHAT DOES IT REALLY MEAN? SO WE'RE GOING TO HAVE A GRAPHIC FOR A LOT OF THESE SLIDES. THAT MEANS 360 ADDITIONAL CHILDREN. BECAME PROFICIENT OR ADVANCED ON THIS ASSESSMENT FROM TWO YEARS AGO TO LAST YEAR, AND THAT'S A BIG CELEBRATION, AND WE WANT TO CONTINUE TO PUSH THAT NUMBER INTO WORK EVEN HARDER TO GET CLOSER TO 100. WE HAVE A LOT OF CELEBRATIONS. SO YOU'RE GOING TO SEE SOME SLIDES HERE. THESE SCHOOLS AND KINDERGARTEN ON THE DEVIL'S ASSESSMENT. THEY HAD AT LEAST 30% GROWTH FROM THE BEGINNING OF THE YEAR TO THE END OF YEAR, OR THEY HAD TO LEAST 85% OF THEIR STUDENTS PROFICIENT BY THE END OF THE SCHOOL YEAR.

SO OUT OF 33 ELEMENTARY SCHOOLS , YOU SEE A NUMBER HERE, AND THAT IS WELL WELL, REPRESENTATION FROM ACROSS OUR COUNTY. WE'RE GOING TO MOVE INTO GRADE ONE. AND AGAIN AT THE SPRING, 21 22. WE HAD ABOUT 18% OF THE STUDENTS AT RISK, AND THAT WAS CUT DOWN TO 11. SO SOME MOVEMENT THERE. AND IF WE LOOK AT THE PROFICIENCY YOU CAN SEE AN ADDITIONAL 615 STUDENTS MOVING INTO THAT PROFICIENCY RANGE. WE'RE GOING TO NOW LOOK AT OUR STATE ASSESSMENTS AND THE STATE ASSESSMENTS AS YOU SEE ON THIS SLIDE ARE FOR GRADES THREE THROUGH EIGHT AND AT THE HIGH SCHOOL THAT'S IN ENGLISH, TOO, WHICH IS A GREAT 10 ASSESSMENT. I WANT TO SHOW YOU A CASE.

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YOU'RE NOT FAMILIAR WITH WHAT THE ASSESSMENT LOOKS LIKE. IT'S VERY DIFFERENT THAN PROBABLY THE ASSESSMENTS THAT YOU AND I TOOK WE MIGHT HAVE EVEN LITTLE SCANTRON BUBBLES THAT WE HAD A BUBBLE IN THOSE NO LONGER EXISTS . THIS IS ALL ONLINE STUDENTS YOU CAN SEE HERE HAVE TWO PASSAGES THAT THEY HAVE TO READ . SOMETIMES THE PASSAGE OR THE, UM THE OTHER TEXTS, MAYBE A VIDEO. IT COULD BE SOMETHING MULTIMEDIA CAN BE A POLITICAL CARTOON. BUT THERE'S GOING TO BE AT LEAST TWO PASSAGES, AND THEY NEED TO WRITE AN ESSAY. SO THIS IS THE FOURTH GRADE ITEM. UM AND IF YOU LOOK AT THAT ITEM WITHOUT SEEING THE GRADE FOUR, YOU MIGHT SAY, THAT'S AN THAT'S AN ORDER ITEM. BUT THIS IS WHAT 11 RELEASED ITEM THAT IS VERY SIMILAR TO WHAT STUDENTS WILL SEE. THIS, OF COURSE, IS A RELEASED ITEM, NOT AN ACTUAL TEST ITEM. AND WE'LL CONTINUE TO LOOK AT RELEASED ITEMS AT OTHER GRADE LEVELS. SO HERE'S WHERE WE ARE FOR CAPITAL A FOR GRADES THREE THROUGH FIVE COMBINED AGAIN, THIS IS PERFECT, SENT PROFICIENT OR ADVANCED. AND SO WE HAD AN INCREASE FROM ABOUT 52 TO 55% WHICH IS GETTING ABOUT 315 MORE STUDENTS INTO THAT PROFICIENT OR ADVANCED COLUMN. HISTORICALLY WE WANT TO TAKE A LOOK AT HOW HAVE WE DONE ON STATE ASSESSMENTS OVER TIME? SO WELL, IT'S SOMEWHAT CAUTIOUSLY THAT WE HAVE TO COMPARE TO PARK I CAN SAY THAT THE L ASSESSMENT IS MORE PARK LIKE AND SOME OF YOU MAY SAY WHAT IS PARK. THOSE WERE THE STATE'S ASSESSMENT PRIOR TO RM CAP ASSESSMENTS. AND THEY WERE GIVEN IN THE 17 16 17 . WE HAVE ABOUT THREE YEARS OF DATA, BUT THEY REALLY STARTED IN AROUND 2013 14 AS A PILOT TEST.

OF COURSE, WE HAVE A GAP THERE WITH COVID THAT WE DID NOT HAVE ANY STATE TESTS THAT WERE ADMINISTERED AND SO WHERE WE ARE NOW, OR THERE'S TWO YEARS WITH THE NEW ASSESSMENT, AND WE ARE STILL LEARNING ABOUT THE NEW ASSESSMENT AND LEARNING THE DATA THAT COMES BACK AND THAT DATA HAS ALL BEEN SHARED WITH OUR SCHOOLS. AND THEIR TEACHERS TO WORK ON IMPROVING THEIR STUDENTS. UM SO WE WANT TO COMPEL YOU TO SEE THE COMPARISON BETWEEN THE PARK ASSESSMENTS IN M CAP. WE ALWAYS GENERALLY LIKE TO SEE HOW DO ARE ARE ARE BARRED AND BLUE COMPARED TO OUR PEERS.

AND SO WE HAVE AN ARRENDEL COUNTY, BALTIMORE COUNTY THAT IS BALTIMORE COUNTY, NOT BALTIMORE CITY, CECIL, FREDERICK HOWARD AND MONTGOMERY COUNTY. AND THEN WE HAVE AN ORANGE LINE GOING THROUGH THERE WITH THE STATE PERFORMANCE AT 46.2. SO THAT'S JUST A SNAPSHOT OF SOME OF OUR COUNTIES AROUND US THAT WE LIKE TO COMPARE OURSELVES TO AGAINST PERFORMANCE. ONE THING THAT WE LOOK VERY CLOSELY IS HOW ARE WE DOING WITH CLOSING OUR ACHIEVEMENT GAPS? AND THIS SLIDE REPRESENTS THE BLUE BAR IS US. SO THAT'S HARTFORD. THAT NUMBER IN PARENTHESES INDICATES HOW MANY STUDENTS TOOK THAT ASSESSMENT. AND THEN YOU SEE A YELLOW TICK IN THE MIDDLE OF THE BLUE BAR. SOMEWHERE AND THAT IS WHERE THIS DATE PERFORMANCE LIES , SO WE CONSTANTLY WANT TO KEEP PUSHING OURSELVES BEYOND THE STATE. BUT SHOULD WE HAVE ANY GAPS? THEN WE WANT TO TAKE A LOOK AT THOSE AND WE WANT TO LOOK AT THE END SIZE. FOR EXAMPLE. YOU SEE THERE WE HAVE ONE STUDENT GROUP WITH 12 STUDENTS IN IT. SO, OF COURSE, IF YOU HAVE ONE OR TWO STUDENTS, NOT MAKING PROFICIENCY THAT'S GOING TO CHANGE THAT PERCENTAGE PRETTY DRAMATICALLY. BUT OUR OUR SCHOOLS HAVE THIS DATA. THEY HAVE A COUPLE OF DASHBOARDS THAT THEY'RE USING, AND THEY'RE ANALYZING ALL OF THEIR STUDENT GROUP DATA. AND AGAIN CELEBRATIONS ON CAP FOR L. A THREE THROUGH FIVE. THEY HAD AT LEAST 15% POINTS OF GROWTH, OR THEY HAD AT LEAST 70% OF THEIR STUDENTS PROFICIENT SO UM, WE HAD 23 SCHOOLS HERE, WHICH IS A GREAT REPRESENTATION IN OUR ELEMENTARY SCHOOLS. WE'RE GOING TO MOVE TO THE MIDDLE SCHOOL. SO HERE IS AN ITEM THAT YOU WOULD PROBABLY THINK WOULD BE ON THE SCIENCE ASSESSMENT. BUT THIS IS ACTUALLY IN THE L. A ASSESSMENT AGAIN. THERE'S TWO PASSAGES THAT THEY NEED TO READ, AND THEN YOU CAN SEE WHERE THEY HAVE TO SELECT THE STATEMENT IN BUBBLE AND IF IT COMES FROM ONE PASSAGE OR ANOTHER PASSAGE OR IT COMES FROM BOTH PASSAGES, SO THERE'S A LOT OF SYNTHESIZING OF TEXT. AN ADDITIONAL COMPREHENSION SKILLS THAT STUDENTS NEED TO DO. AND THIS IS A RELEASED ITEM FROM GRADE EIGHT. YOU CAN SEE THERE WHERE STUDENTS HAVE TO DROP IN DRAG. THOSE BLUE WORDS THERE THOSE STATEMENTS INTO THE CORRECT PARAGRAPH, SO THEY'RE LOOKING AT ORDER AND THE PURPOSE THERE AND, UM YOU ALWAYS HAVE MORE CHOICES, AND THEN ONLY THREE THERE, SO IT'S FOUR CHOICES, AND ONLY THREE OF THEM ARE CORRECT IN THE CORRECT ORDER. SO LOOKING AT OUR MIDDLE SCHOOL PERFORMANCE AGAIN, AS YOU SAW EARLIER ON ONE OF OUR FIRST SLIDES, WE DID HAVE THE LARGEST GAIN AT MIDDLE SCHOOL E L A. SO WE WENT FROM ABOUT 45.5% TO 54% PROFICIENT. WE'RE NOT GOING TO REST THERE. WE'RE GOING TO KEEP WORKING ON GETTING ADDITIONAL STUDENTS, BUT THAT IS 625 ADDITIONAL STUDENTS. AND OUR PERFORMANCE COMPARED TO THE PREVIOUS PARK. AND COMPARED TO OTHER JURISDICTIONS AND THE

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STATE OF MARYLAND AT 47 AND 4/10 PERCENT. AND WE'LL CLOSE OUT THE MIDDLE SCHOOL DATA LOOKING AT OUR STUDENT GROUPS THERE. SCHOOLS ARE VERY MUCH DISSECTING. AND WE ARE PLEASED TO HAVE SIX SCHOOLS. ABERDEEN MIDDLE LIFTED UP THERE. FOR MISS JONES, AND THEY HAD A LEAST 15% GROWTH. OR THEY HAD A PROFICIENCY RATE OF BELIEF. 70% AND AT THE HIGH SCHOOL LEVEL FOR L A. WE'RE GOING TO LOOK AT GRADE 10 AGAIN. THE TEXT IS GETTING MORE COMPLICATED. AND WHAT THE STUDENT NEEDS TO DO IS COMPLETELY SUPPORT THERE. RIGHT THERE S A THEN THEN JUSTIFY IT AND USED EVIDENCE FROM BOTH PASSAGES TO SUPPORT THEIR CLAIM. AND AGAIN, AS I SAID EARLIER, THE ENGLISH ASSESSMENT IS NOT REQUIRED FOR STUDENTS TO PASS. THE ASSESSMENT. WE DON'T KNOW WHEN THE STATE DEPARTMENT WILL MAKE THAT CHANGE, BUT IT HAS BEEN PARTICIPATION ONLY WHERE STUDENTS JUST NEED TO TAKE THE TEST. UM SO WE'RE AT ABOUT 59.1. A LITTLE BIT OVER 57 YEAR PRIOR . AND OUR HISTORICAL TREND. ON WELL, A GRADE 10. AND COMPARED TO OUR COUNTERPARTS. AND WE'RE HAPPY WHEN WE SURPASSED THE STATE AND WE ALWAYS TAKE PAUSE WHEN WE DON'T TO SEE WHAT ELSE CAN WE DO TO MOVE THE STUDENTS FORWARD? AND WE HAD TWO SCHOOLS THAT HE HAD THE LEAST 10% GROWTH OR THEY HAD A PROFICIENCY RATE OF AT LEAST 70. WHICH IS HIGH PROFICIENCY RATE. KUDOS TO HARFORD TECH. THEIR PROFICIENCY RATE WAS ACTUALLY 88% WHICH IS, I BELIEVE, THE HIGHEST EVER WE HAVE SEEN ON A STATE ASSESSMENT. ALRIGHT, WE'RE GOING TO SHIFT GEARS TO MATHEMATICS. AGAIN, GRADES THREE. THROUGH EIGHT AND AT THE HIGH SCHOOL LEVEL WE TEST IN ALGEBRA ONE. THIS IS A GREAT THREE ASSESSMENT AND WHEN YOU SEE HERE, THE FIRST THING THAT JUMPS OUT TO ME IS, OF COURSE, THE AMOUNT OF READING AND BACK THEN WHEN WE HAD OUR SCANTRON TESTS, YOU KNOW WE HAD ONE CORRECT RESPONSE. IN THIS CASE, STUDENTS HAVE TO SELECT TWO CORRECT ANSWERS, SO THERE'S A LOT OF MATHEMATICS THAT IT'S GOING ON HERE. AND NOT JUST THE COMPUTATION. BUT THERE IS REASONING SKILLS AND MODELING SKILLS, AND THAT'S WHAT STUDENTS ARE ASSESSED. AND AS THEY AGE THAT REASONING AND THAT MODELING GETS A LITTLE MORE CHALLENGING FOR THEM. HERE IS 1/5 GRADE ITEM , SO THE STUDENTS ARE ASKED TO SOLVE A PROBLEM. THE STUDENT IN THIS CASE SOLVED THE PROBLEM, AND THEY HAVE TO JUSTIFY WHETHER THAT STUDENTS SOLVE THE PROBLEM CORRECTLY OR IF THEIR CLAIM IS INCORRECT AND PROVIDE EVIDENCE FOR THAT, SO IT'S NOT JUST SOLVING. MATHEMATICAL PROBLEMS, BUT A LOT OF IT IS JUSTIFYING THEIR CLAIMS. SO IN GRADES THREE THROUGH FIVE. WE WERE AT ABOUT 35% AND MOVE THAT TO 40, WHICH IS ABOUT 465 STUDENTS. WHAT I WANTED YOU TO PAY ATTENTION TO IS THAT STICKY NOTE THERE ON THE SIDE? WHERE WE HAVE 27.2% OF OUR STUDENTS WHO SCORED WITHIN 10 POINTS, SO THE SCORES RANGE FROM 6 15 TO 8 50. AND SO WE'RE LOOKING AT STUDENTS WHO SCORED A 7 40 BECAUSE IT'S 7 50 IS WHAT STUDENTS NEED TO MEET THE PROFICIENCY CUT. UM SO 7 42 7 50 . WE HAVE 27.2% OF OUR STUDENTS AND WE KNOW JUST A LITTLE ADDITIONAL SUPPORT. WE HAVE THE DATA BACK ON THESE STUDENTS, AND THEY MOVE TO THE NEXT GRADE LEVEL, OF COURSE. AND SO THAT DATA FOLLOWS THAT TEACHER AND THEY CAN SEE WHAT OTHER SKILLS THAT THOSE STUDENTS NEED TO BECOME SUCCESSFUL. SO WHILE WE HAVE THE PARK COMPARISON, THERE HAVE BEEN A NUMBER OF CHANGES ON THE M CAP MATH ASSESSMENTS. SOME OF THESE CHANGES CAME DOWN. FOR EXAMPLE, IN 2022 STUDENTS WEREN'T ABLE TO GO BACK TO THEIR PREVIOUS ITEM, AND THAT WAS THE LAST MINUTE CHANGE THE FIRST YEAR OF THE TEST. WHAT CHANGED IN 2023 IS THAT ASSESSMENT FOR MATH IS COMPUTER ADAPTIVE. SO IF I GET A QUESTION, CORRECT AND I GET ANOTHER QUESTION, CORRECT. I'M GOING TO BE PRESENTED WITH A MORE CHALLENGING ITEM. AND IF I KEEP GETTING THEM CORRECT, MY ITEMS ARE GOING TO GET A LITTLE MORE DIFFICULT AND VICE VERSA. IF I MISSED AN ITEM, I'M GOING TO GET A LITTLE BIT EASIER OF AN ITEM. AND SO THAT STARTED IN 20. THREE SCHOOL YEARS, THE LAST SCHOOL YEAR. UM SOME OTHER CHANGES ARE ON THE SCORING OF THE ASSESSMENT IS VERY DIFFERENT THAN THE PARK. SOME OF THE COMPLEX ITEMS AND THE MORE COMPLEX ITEMS IN THE PAST MAY HAVE BEEN WAITED THREE OR FOUR POINTS OR EVEN MORE, AND SOME OF THOSE ITEMS ARE NOW WORTH ONLY ONE POINT. SO WE SEE THE

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DIFFICULTY THERE BECAUSE IF YOU WERE TO COMPARE TO OUR PARK ASSESSMENTS OF SCORES, THE COURT SCORES THERE. DON'T LOOK SIMILAR LIKE THEY DO FOR L. A. SO THE MATH ASSESSMENTS FOR AM CAP, I WOULD SAY ARE VERY DIFFERENT THAN THE PARK. THE ITEM TYPES. UM, JUST THE ITEMS THEMSELVES ARE SIMILAR. BUT THERE'S JUST A LOGISTICS INTO THE SCORING THAT, UM GIVES US A LOT OF PAUSE AND WE'RE GOING TO CONTINUE TO STUDY THE DATA AND TO DO EVERYTHING WE CAN TO MOVE STUDENTS FORWARD. WE WANT TO CONTINUE TO PUSH THOSE NUMBERS UP SO THE STATE THE STATE PROFICIENCY RATE WAS A THIRD AND WE WERE AT 40.3. AND THEN THERE ARE COUNTERPARTS. AGAIN OUR STUDENT GROUP COMPARISON TO THE STATE. AND THESE SCHOOLS, WE STILL HAD A NUMBER OF SCHOOLS THAT HAD AT LEAST 15 POINTS OF GROWTH. FROM ONE YEAR TO THE OTHER OR THEY OR THEY HAD A 70% PROFICIENCY RATE.

IN THEIR BUILDING. MOVING TO MIDDLE SCHOOL. THIS IS 1/7 GRADE ITEM WHERE WE HAVE A GRAPH THERE AND THEN STUDENTS NEED TO AGAIN. USE THE GRAPH JUSTIFY YOUR RESPONSE. UM, AND COME UP WITH THE CORRECT ANSWER. MIDDLE SCHOOL DOESN'T GET TO BE A LITTLE MORE COMPLEX WHEN WE HAVE TO TAKE AWAY STUDENTS AND WE LOOK AT STUDENTS IN GRADE SEVEN. WE HAVE A SPLIT, SO STUDENTS MAY EITHER GO ON TO GRADE SEVEN MATH OR THEY MAY TAKE ALGEBRA ONE IN EIGHTH GRADE. THEY COULD TAKE ALGEBRA ONE OR THEY COULD TAKE GEOMETRY. UM SO FOR THIS SLIDE HERE, THIS IS LOOKING AT STUDENTS WHO DID NOT TAKE A HIGH SCHOOL COURSE IN MIDDLE SCHOOL THAT WAS RESULTS WILL BE REFLECTED IN THE ALGEBRA ONE RESULTS. SO WE HAVE PULLED OUT HERE ALL GRADE SIX. WE'LL TAKE THE GRADE SIX ASSESSMENT. BUT SOME OF THE SEVENTH GRADERS IN THE EIGHTH GRADERS WILL NOT BE IN THIS DATA HERE. SO YOU SEE WHERE IT ABOUT 15% PROFICIENT ACROSS AND YOU'RE GOING TO SEE WHERE THE STATE EVOLVES THERE. BUT 23% OF OUR STUDENTS ARE WITHIN THAT 10 POINT BAND OF BECOMING PROFICIENT. SO YOU CAN SEE HOW WE COMPARE TO THE PARK ASSESSMENTS THE PREVIOUS YEAR AGAIN. SOME DIFFERENT SCORING. WAS IN PLACE BACK THEN. AND COMPARED TO OUR ELIA'S, IT IS DIFFICULT TO MAKE SOME COMPARISONS. FOR ONE, FOR EXAMPLE, FREDERICK DOES NOT OFFER ALGEBRA ONE OR GEOMETRY AND THEIR MIDDLE SCHOOLS IN A RONDO OFFERS ALGEBRA ONE. SOME OF THE COUNTIES MAY HAVE UM. MORE RIGOROUS OF, UM. ENROLLMENT CRITERIA FOR STUDENTS TAKING ALGEBRA ONE OR GEOMETRY IN THE MIDDLE SCHOOL. UM WE TRIED TO HAVE DATA TO SHARE WITH THAT. WE MAKE RECOMMENDATIONS, BUT ULTIMATELY THE SCORE DECIDES IN CONJUNCTION WITH PARENTS. ON WHETHER OR NOT STUDENTS ARE READY FOR ALGEBRA ONE OR GEOMETRY AT THE MIDDLE SCHOOL LEVEL. IN COMPARISON TO THE STATE. AGAIN THIS IS STUDENTS IN GRADES SIX THROUGH EIGHT. MINUS ANY STUDENT WHO TOOK ALGEBRA ONE OR GEOMETRY AT THE MIDDLE SCHOOL LEVEL. AND IN CASE YOU WANT TO BRUSH UP ON YOUR ALGEBRA SCHOOLS . HERE IS A PRACTICE PROBLEM FOR YOU TO PRACTICE. WE CAN PUT A TIME AROUND AND GIVE YOU SOME TIME. BUT WE WON'T DO THAT TONIGHT. UM YOU'RE HAPPY FOR THAT. HERE. THEY HAVE TO SOLVE A SYSTEM OF EQUATIONS. AND THEN THEY AGAIN HAVE TO USE WORK. AND YOU EXPLAIN THEIR ANSWER, SO NOT ONLY IS IT SOLVING THE PROBLEM, IT'S AGAIN USING THE MODELING AND THE REASONS SKILLS TO SUPPORT THEIR RESPONSE. ALGEBRA ONE. SO THIS IS COMBINED NOW FOR MIDDLE SCHOOLS AND FOR HIGH SCHOOL STUDENTS. WE WERE AT ABOUT 14% PROFICIENCY AND ALMOST 18. AGAIN. WE HAVE 28% WHICH IS STILL A LARGE CHUNK WITHIN 10 POINTS OF PASSING. BUT WE DIDN'T MOVE ABOUT 145 ADDITIONAL STUDENTS. AND INTERESTING DATA. I WANTED YOU TO SEE. HOW DID WE DO BY GRADE LEVEL, SO A STUDENT COULD TAKE ALGEBRA FROM ANYWHERE FROM GRADE SEVEN? SOMETIMES WE HAVE JUNIORS WHO MAY NEED TO REPEAT ALGEBRA ONE, BUT WE PUT THIS THROUGH GRADE 10. SO 47% OF OUR SEVENTH GRADERS PASSED THE ALGEBRA ONE ASSESSMENT. AND IF WE WERE GOING BACK INTO GO BACK TO PARK DAYS, THAT PERCENT WAS ABOUT 86 87% SO YOU CAN SEE THERE THE RIGOROUS ASSESSMENT THAT IS NOW JUST A LITTLE BIT MORE RIGOROUS. UM BECAUSE WE HAVE A DISPARITY THERE IN OUR PAST RATE A GRADE SEVEN AND THEN OUR STUDENTS AGE YOU'RE GOING TO SEE THOSE NUMBERS DROP A LITTLE BIT MORE. OF COURSE, OUR GRADE SEVEN. THEY'RE VERY GIFTED IN MATH, AND SO THERE OBVIOUSLY ENROLLED IN ALGEBRA ONE. UM IT BECOMES QUITE A CHALLENGE TO GET THE STUDENTS TO PASS THE

[01:35:05]

ASSESSMENT. THE ORDER THEY GET, BUT WE ARE TAKING THAT CHALLENGE AND WE'RE TRYING TO DO SOME INTERVENTIONS FOR THOSE STUDENTS AS WELL. AND SO YOU CAN SEE WHERE WE WERE COMPLETELY COMPARED TO THE PARK ASSESSMENTS ON ALGEBRA ONE. AND NOT, THIS IS NOT UNIQUE TO WAS. YOU CAN SEE THE STATE AVERAGE THERE AT ABOUT 17% TO. THEN AGAIN COMPARISON TO THE STATE WITH OUR STUDENT GROUPS. THREE SCHOOLS TO LEAST 10% GROWTH WHERE THEY HAD 80% 70% PROFICIENCY. AND SO THESE ARE THESE THREE SCHOOLS LISTED HERE. ALRIGHT SOCIAL SCIENCES. WE'RE MOVING ON TO CONTENT NUMBER THREE. SO, AS I SAID EARLIER, THE GREAT AID ASSESSMENT IS NEAR. WE WILL GET THOSE RESULTS IN NOVEMBER, SO WE'RE GOING TO FOCUS ON AMERICAN GOVERNMENT. WHICH IS OUR GRADE NINE ASSESSMENT. HERE IS AN EXAMPLE OF A RELEASED ITEM. IT LOOKS A LITTLE BIT LIKE MATH.

MATH IS EVERYWHERE TO UNIVERSAL LANGUAGE, BUT WE ALSO WANT TO INCLUDE, UM PARTS OF THE GOVERNMENT IN THERE, SO THEY HAVE TO USE THE BAR GRAPH TO ANALYZE THEIR SO THERE WAS A DECLINE. I DO NOT HAVE THE NUMBER FROM THE STATE DEPARTMENT YET. THAT'S NOT AN OFFICIALLY RELEASED. UM I DO KNOW IT HAS DROPPED. THAT'S ALL WE KNOW AT THIS POINT, BUT WE WERE AT 63% AND WE WENT TO 48% AGAIN. THIS IS ONE OF THE ASSESSMENTS STUDENTS HAD TO AT THE HIGH SCHOOL LEVEL ONLY TAKE IT. BUT NOW THIS ASSESSMENT WILL BECOME 20% OF THEIR OVERALL GRADE STARTING THIS YEAR. IT WILL BE FOR THE AMERICAN GOVERNMENT AND FURTHER BIOLOGY ASSESSMENT. SO HOPEFULLY WE'RE GOING TO SEE THOSE NUMBERS CONTINUE TO HER TO GO BACK UP IN THE RIGHT DIRECTION. HARFORD TECHNICAL HAD A PROFICIENCY RATE OF LEAST 70. AND OUR SCIENCE. WE DO HAVE FEDERAL MANDATES THAT WE HAVE TO ISSUE WAS SCIENCE A TEST AT EACH LEVEL. SO AT THE MIDDLE SCHOOL, MARYLAND HAS CHOSEN GRADE FIVE. AND IT IS THE TESTAMENT THAT REALLY COVERS STANDARDS ACROSS GRADES THREE THROUGH FIVE AGAIN . STUDENTS HERE IF YOU SEE THE TABS HAVE THREE DIFFERENT CHOICES OF DIFFERENT ARTICLES OR MULTIMEDIA. UM PASSAGES OR VIDEOS TO LOOK AT AND THEN TO RESPOND. THERE WAS AN INCREASE IN GRADE 54 POINTS FOR THE STATES, WHEREAS WE WENT UP SEVEN POINTS FROM 33.5 TO 40.4. AND WE HAVE SOME SCHOOLS HERE THAT HAD AT LEAST 15% GROWTH OR PROFICIENCY RATE OF 70. AT THE MIDDLE SCHOOL LEVEL ARE IN GRADE EIGHT ASSESSMENT AGAIN. UM JUST ANOTHER ITEM HYPE HERE. THIS ONE STUDENTS HAVE TO CHOOSE THE APPROPRIATE DROP DOWN MENUS THERE TO RESPOND, USING TWO PASSAGES THERE. AND THERE WAS A DECLINE ACROSS THE STATES AND THAT MIRRORED WE MARRIED THAT AS WELL. UM FROM 35 TO 26 FOR THE STATE AND THEN 43 TO 33 FOR US.

AN EXAMPLE OF LIFE SCIENCE. SO THIS IS OUR BIOLOGY ASSESSMENT THAT THEY CALLS IT LS MISA FOR LIFE SCIENCE VISA. BUT HERE IS A GREAT NINE ITEMS. AND WE MADE MAINLY RELATIVELY FLAT FROM LAST YEAR. WE CAN DO NOT HAVE THE OFFICIAL RESULTS FROM MARYLAND YET. OKAY SO NOW YOU'RE READY FOR THE EXCITING RIGHT. WE HAD A LOT OF DATA TO GO THROUGH. UM WE'RE EXCITED TO HAVE BIGGER FIELD AND ABERDEEN MIDDLE HERE TO REPRESENT NOT ONLY THE ABERDEEN COMMUNITY, BUT A LOT OF THEIR FANFARE IS BACK THERE IN THE AUDIENCE, AND A LOT OF THEIR HARD WORK IS ALSO THEIR HARD WORK. SO WE CELEBRATE THEM AND I KNOW THEY'RE THEY'RE HERE TO SUPPORT THE TEAM, SO I'M GOING TO TURN IT OVER TO TEAR THE DOUGH. IT IS THE BAKERSFIELD AT ELEMENTARY AND SHE HAD THE LARGEST GROWTH. E L. A IN GRADE THREE OF ANY SCHOOLS OF ALL OF OUR SCHOOLS. AND MISS JONES AT ABERDEEN MIDDLE, HAD THE LARGEST GROWTH IN THE L. A. IN GRADE SIX. OUT OF ALL OF OUR MIDDLE SCHOOLS. SO WHO WHO? GO MISS BRUCE? ALRIGHT MR DOE TO START. WE'RE JUST KIND OF WANTED TO SHOW OUR GROWTH AND OBVIOUSLY WE ALSO WERE FOCUSED ON THE SPECIFIC AFRICAN AMERICAN STUDENTS AND THE GROWTH WE HAD GRADES THREE AND FIVE. FOR AFRICAN AMERICAN STUDENTS. WE OBVIOUSLY SAW THE GROWTH GRADE FOUR. WE STILL HAVE SOME WORK TO DO. BUT OVERALL, WE WERE VERY HAPPY WITH THE PROGRESS WE MADE WITH STUDENTS IN BOTH L A AND MATH. AND I JUST WANT TO DO, I GUESS, SHARE SOME OF THE THINGS THAT WE HAVE BEEN DOING TO HELP MAKE THAT HAPPEN. SO IN THE

[01:40:02]

SCHOOL, WE USE ONGOING FORMATIVE ASSESSMENT DURING INSTRUCTION TO GUIDE BOTH WHOLE GROUP AND SMALL GROUP LESSONS. WE REALLY HAVE HAD A BIG FOCUS ON THE SMALL GROUP INSTRUCTION AND FEEL THAT YOU KNOW, WHEN YOU'RE IN THAT SMALL GROUP, YOU'RE MAKING THE MOST IMPACT. WITH STUDENTS, SO OUR TEACHERS SPECIALISTS AS WELL AS THE ELT REGULARLY MEET WITH OUR TEACHERS TO REVIEW DATA AND HELP MAKE THOSE INSTRUCTIONAL DECISIONS IN THE CLASSROOM AS WELL AS OUR TEACHERS HAVE THE OPPORTUNITY TO PLAN AND CO TEACH WITH OUR TEACHERS SPECIALIST REGULARLY. WE ALSO ARE USING INFORMAL PHONICS AND READING INVENTORIES IN GREAT CATER TO DETERMINE WHERE THE KIDS ARE.

AND THEN AGAIN, MAKE SURE THAT OUR SMALL GROUP INSTRUCTION IS REALLY ADDRESSING THOSE PHONICS DEFICITS SO THAT WE'RE GETTING KIDS TO READ FIRST, AND THEN THEY WORK ON THE COMPREHENSION BUT MAKING SURE THAT THE KIDS ARE ABLE TO ATTACK THE TEXT THAT THEY'RE GIVEN. AND GRADES THREE THROUGH FIVE. WE HAVE REALLY FOCUSED ON THE IMPLEMENTATION OF THE COMMON LIT RESOURCES IN THE CLASSROOM AS A WAY TO PROVIDE READING MATERIALS, BUT ALSO INFORMAL ASSESSMENTS. THAT'S GIVING US THE DATA TO MAKE DECISIONS. INSTRUCTIONAL DECISIONS IN THE CLASSROOM AND THE COMMON LIT IS REALLY THEY ARE M CAP LIKE ACTIVITIES SO IT IS HELPING THE TEACHERS DESIGN INSTRUCTION SO THAT THE STUDENTS ARE PREPARED. AND THEN THROUGHOUT OUR BUILDING, ONGOING PROFESSIONAL DEVELOPMENT AND WE USE TEACHERS AS OUR PRESENTERS, SO OUR GOAL IS TO BUILD THE KNOWLEDGE BASE OF OUR TEACHERS SO THEN THAT THEY ARE WORKING AND TEACHING OTHERS IN THE SCHOOL AND WE'RE DEVELOPING THE LEADERS WITHIN OUR BUILDINGS. AND A BIG FOCUS. OUR LAST FEW YEARS HAS BEEN ON COMMUNICATION WITH OUR FAMILIES, AND WITH THAT WE MAKE SURE TO REGULARLY CONTACT FAMILIES WITH PROGRESS, AND WE HAVE DEVELOPED A SCHEDULE THAT'S BEEN BUILT IN TO OUR CALENDAR WHERE WE GIVE TEACHERS TIME TO MAKE THE CONTACT WITH FAMILIES, WHETHER IT BE A PHONE CALL, INDEED. MOUSE SOME TYPE OF MESSAGE. BUT JUST LETTING FAMILIES KNOW WHAT IS GOING ON AND SO THAT THEY ARE AWARE OF WHAT WE ARE DOING IN THE SCHOOL TO SUPPORT THE STUDENTS. THEN.

AND MATH. WE OBVIOUSLY DO A SIMILAR APPROACH. BUT WE LOOK AT , UM, A COMBINATION OF PAPER PENCIL AS WELL AS ONLINE TOOLS, AND WE'RE DOING SOME FLIPPED MATH LESSONS, WHICH ALLOWS US TO START THE DAY WITH THE SMALL GROUP INSTRUCTION BASED ON WHAT THEY DID THE DAY BEFORE. AND SO WE'VE KIND OF ADJUSTED OUR APPROACH AND MANY CLASSROOMS SO THAT WE'RE ABLE TO GIVE THE TEACHERS TIME TO PLAN INSTRUCTION FROM YESTERDAY'S LESSON FOR TOMORROW, SO THAT THEY'RE NOT ON THE FLY, AND THEY'RE ABLE TO REALLY GET MATERIALS THAT ARE WORKING FOR THE KIDS AGAIN. WE ALSO OFFER OFFER THE PLANNING AND CO TEACHING WITH OUR SPECIALISTS SO THAT THEY HAVE THE MODEL IN THE CLASSROOM. WE ALSO DEVELOPED COMMUNICATION TASK FOCUSED ON RELEVANT MASS SKILLS. SO WHAT ARE THEY WORKING ON? BUT THAT ARE LIKE M CAP LIKE TASK WHERE STUDENTS ARE ASKED TO COMMUNICATE THEIR UNDERSTANDING , USING CONTENT VOCABULARY BEING ABLE TO MODEL AND REASON USING RUBRICS THAT WE DEVELOP AS A STAFF, AND IT IS AN ONGOING AH LEARNING PROCESS. SO WE JUST MET WITH OUR TEACHERS TODAY AND WENT THROUGH. THE DIFFERENT TASKS THAT WILL BE USED THROUGHOUT THE YEAR AND KIND OF DEVELOPED WHAT THE EXAMPLE OF RESPONSES WOULD LOOK LIKE TO HELP. THE TEACHERS KIND OF MODEL WITH THEIR INSTRUCTION IS GOING TO LOOK LIKE TO SUPPORT AGAIN. WE ALSO DO THE ONGOING PROFESSIONAL DEVELOPMENT WHERE OUR TEACHERS ARE PRESENTERS AND THEY ARE OUR LEADERS, AND THEY ARE THE CONTENT EXPERTS AND WE CONTINUE TO DO THE COMMUNICATION WITH OUR FAMILIES. AND HAVE REALLY WORKED TO DEVELOP A PLAN THIS YEAR TO EVEN INCREASE THAT. HI, EVERYONE. PLEASE PARDON MY VOICE. TODAY I'LL TRY TO DO MY BEST. I'M A LITTLE UNDER THE WEATHER, BUT I COULDN'T MISS THIS OPPORTUNITY TO CELEBRATE MY PEOPLE. SO I'M VERY PROUD OF THE WORK THAT WE'VE DONE. IF YOU LOOK AT THIS SLIDE IN FRONT OF YOU, ALL OF OUR STUDENTS HAVE INCREASED IN L A. AND THAT IS A HUGE ACCOMPLISHMENT NOT ONLY FOR ME AS A PRINCIPLE, BUT ALSO FOR OUR STUDENTS, BUT ALSO FOR THE PEOPLE THAT ARE BEHIND ME WHO ARE SUPPORTING ME IN THAT ENDEAVOR AND TRYING TO HELP OUR STUDENTS INCREASE THEIR SCORES.

AND ACHIEVE HIGHER ACADEMICS. FOR US, WE KNOW THAT IT CAN'T HAPPEN ALONE AND ONE OF THE KEYS THAT WE TALKED ABOUT A LOT ARE OUR KEYS TO SUCCESS, AND THEY MAY SOUND SIMPLE TO A LOT OF PEOPLE. BUT THE BOTTOM LINE IS BEING KIND TO ONE ANOTHER AS WE'RE LEARNING, SHOWING GRACE AS WE OVERCOME SOME CHALLENGES WITH OUR TESTING WITH OUR ACADEMIC PERFORMANCES AND THE THINGS THAT STUDENTS ARE DEALING WITH ON A DAY TO DAY BASIS AND HOW IMPORTANT IT IS TO EXPLORE

[01:45:02]

PERSPECTIVES AND BE CURIOUS AND ASK QUESTIONS. AND WE SAY THAT TO OUR STUDENTS AS WELL AS TO OUR STAFF AS WELL AS TO OUR SCHOOL COMMUNITY, BECAUSE IT'S IMPORTANT FOR US TO ASK QUESTIONS IN ORDER FOR US TO GROW TOGETHER, AND THAT TAKES ALL OF US AND SO ONE OF THE THINGS THAT I REALLY WANTED TO HIGHLIGHT. TODAY IS NOT ONLY OUR STUDENT ACHIEVEMENT, BUT ALSO THE ACHIEVEMENT THAT WE HAVE DUE TO THE PEOPLE THAT WORK WITH US IN OUR BUILDING. AND THOSE ARE SPECIALISTS AND THEY ARE HERE TONIGHT. UM DR BRIDGET BELL, WHO IS OUR TEACHER, SPECIALIST FOR SCHOOL PERFORMANCE AND ACHIEVEMENT. OUR LITERACY SPECIALIST BRITTANY BOOKER, OUR INSTRUCTIONAL COACHES THAT ARE NOW FULL TIME. THANK YOU. NICOLE MCCLURG AND LAURA NAP AS WELL AS OUR INSTRUCTIONAL ASSESSMENT AND DATA SPECIALISTS. WE CALL HER AND I ADD THAT'S KELLY HUGHES.

AND THESE PEOPLE ARE INTEGRAL IN OUR SUCCESS, MUCH LIKE WHAT TARA SHARED WITH THE STRATEGIES THAT WE'RE USING. IT'S NICE TO HEAR AT BAKERSFIELD. WHO'S OUR FEEDER SYSTEM? YOU KNOW, FEEDER SCHOOL THAT THEY'RE COMING WITH VERY MUCH THE SAME SKILLS AND SUPPORT FOR STAFF AND PROFESSIONAL DEVELOPMENT THAT WE DO HAVE AT THE MIDDLE SCHOOL, SO WE HOPE TO CONTINUE THAT WE LOOK FORWARD TO SEEING THEIR STUDENTS AND OUR BUILDING. UM FOR US. THE BIG FOCUS IS THAT OVERALL PICTURE OF WHAT ARE OUR GOALS? WHAT ARE THE PIECES THAT WE NEED TO LOOK AT? UM AND THAT HAS TO DO WITH OUR SPA TEAM. AND THAT'S THAT IDEA OF GETTING STUDENTS INTO SCHOOL BECAUSE WITH THEY'RE NOT IN SCHOOL, WE CAN'T CHANGE. WE CAN'T LEARN, SO IT'S IMPORTANT FOR THAT. IT'S ALSO THE IDEA OF PROVIDING PROFESSIONAL LEARNING FOR OUR STAFF MEMBERS AND THEN SUPPORTING STUDENTS WHEN THEY ARE IN SCHOOL, AND THEY NEED THAT LITTLE EXTRA SUPPORT. FOR OUR LITERACY SPECIALIST HAVING OUR UNITS OF STUDY PROGRAM AT THE MIDDLE SCHOOL HAS MADE A HUGE DIFFERENCE. TO BE ABLE TO SMALL, SMALL GROUP WORK THAT TERROR WAS MENTIONING AT THE ELEMENTARY LEVEL IS STILL HAPPENING IN THE MIDDLE SCHOOL. THERE'S MORE ARTICULATION THERE, SO WE WERE ABLE TO GO AND VISIT THE ELEMENTARY SCHOOLS AND SEE HOW IT WORKED IN THEIR BUILDINGS AND THEN BE ABLE TO USE THAT IN THE MIDDLE SCHOOL LEVEL. AND WHAT WORKS BEST FOR US. BUILDING THAT CAPACITY FOR TEACHERS FOR SOME OF OUR TEACHERS WERE WORKING WITH A LOT OF NON TENURED TEACHERS. AND SO IT'S IMPORTANT FOR US TO BE ABLE TO HAVE THESE SPECIALISTS IN PLACE TO BE ABLE TO SUPPORT THEM SO THAT THEY FEEL CONFIDENT THAT THEY KNOW HOW TO ANALYZE THE DATA, WITH THE HELP OF KELLY HUGHES, LOOKING AT CLASSROOM INSTRUCTION AND INDIVIDUAL DATA FOR TEACHERS BEING ABLE TO PULL THAT FOR THEM SO THAT THEY CAN MAKE MORE INFORMED DECISION ABOUT WHAT'S GONNA WORK BEST FOR THE STUDENTS THAT THEY HAVE IN FRONT OF THEM, AND WE KNOW IN EACH CLASSROOM THAT'S GOING TO BE DIFFERENT FOR EACH STUDENT. EACH GRADE LEVEL AND SO IT'S REALLY INDIVIDUALIZED. AND THE IDEA THAT WE HAVE OUR INSTRUCTIONAL COACHES PRESENT THAT ARE GOING TO HELP MENTOR OUR NEW HIRES. WE'VE GROWN A LOT OF OUR OWN, WHICH ARE REALLY EXCITED ABOUT HEARING FROM TAM.

TODAY IS EXCITING. I WOULD LIKE TO HIRE HIM JUST BIT DIBS. I DON'T KNOW IF THAT COUNTS, BUT BEING HAVING TWO PEOPLE ON STAFF THAT ARE NOT EVALUATIVE AND BEING ABLE TO SAY TO OUR TEACHERS BE RISK TAKERS. TRY STRATEGIES THAT MAYBE YOU HAVEN'T TRIED BEFORE. GO VISIT CLASSROOMS. LET ME CO TEACH WITH YOU LET ME MODEL WITH YOU AND SEE WHO THE BEST ARE OUT. THEIR AND OUR VETERAN TEACHERS ARE HERE IN THE AUDIENCE. THEY'RE A LITTLE SHY, BUT THEY'RE PART OF THAT PROCESS. THEY'RE THE EXPERTS AND SO TO BE ABLE TO CAPITALIZE FOR OUR NEWER TEACHERS ARE NEW HIRES WHO MAY NOT HAVE THAT EXPERIENCE BEING ABLE TO HAVE THOSE REGULAR CHECK INS WITH THEM. THOSE PROFESSIONAL LEARNING COMMUNITIES IS MEANS EVERYTHING TO US AND TO OUR TO OUR SUCCESS OF OUR STUDENTS. WHEN WE TALK ABOUT OUR FOUR KEYS TO SUCCESS, REALLY? LIKE I SAID, THAT OVERARCHING IDEA OF WE REACHED 90% ATTENDANCE RATE FOR OUR STUDENTS. THAT'S A HUGE FEAT THAT SETS US UP FOR SUCCESS FOR DUAL ENROLLMENT FOR FREE COLLEGE FOR A LOT OF OUR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED. THAT IS A DEAL BREAKER FOR THEM.

THEY NEED TO BE HERE AND WE NEED TO BE ABLE TO SUPPORT THEM WHILE THEY ARE HERE. AND WE KNOW THAT LITERACY IS IMPORTANT. IT'S ESSENTIAL. WHETHER YOU CAN READ AND WRITE IS GOING TO DETERMINE WHAT YOU'RE ABLE TO DO IN THE FUTURE. AND SO WE KNOW THAT WE HAVE TO INVEST OUR TIME AND OUR SPECIALISTS AND OUR SUPPORT FOR OUR STAFF IN ORDER TO HELP STUDENTS ACHIEVE THAT GOAL, ONE OF THE PIECES THAT WE LOOKED AT IN TERMS OF COMMON ASSESSMENTS WAS OUR READING INVENTORY. I KNOW TARA MENTIONED THAT AS WELL. AND OUR MATH INVENTORY AND WE STARTED WORKING WITH OUR TEACHERS ABOUT GOAL SETTING FOR STUDENTS AND HAVING OUR STUDENTS ADVOCATE FOR THEMSELVES. WHAT ARE THEIR NEEDS? HOW ARE THEY SETTING? CALLS FOR THEMSELVES. WHERE ARE THEY IN THEIR PROGRESS FOR GROWTH BECAUSE SOME STUDENTS WILL START AT A DIFFERENT PLACE THAN OTHERS, SO GROWTH FOR THEM MAY BE MORE DIFFICULT FOR STUDENTS WHO ARE BELOW PROFICIENCY. BUT GETTING THEM TO PROFICIENT IS A PRETTY HUGE DEAL. AND SO WE CELEBRATE THAT EVERY CHANCE THAT WE GET. WE DO THAT WITHIN OUR CLASSROOM SETTING WITHIN OUR SCHOOL SETTING AND WITHIN OUR COMMUNITY , AND JUST LIKE WE LEARNED FROM OUR ELEMENTARY PARTNERS IS WE'RE DOING TUESDAY. NEWSDAY'S I DIDN'T EVEN TELL TARA THAT YET, BUT WE STOLE IT FROM MARKERS ARE INSTRUCTIONAL COACH WORKED WITH HER TEACHERS. SO TALKING ABOUT OUT THE FACT THAT THESE ARE THE CELEBRATIONS THAT WE SHOULD HAVE EACH DAY WITH OUR FAMILIES. WHAT ARE SOME QUESTIONS THAT YOU CAN ASK YOUR STUDENTS AT THE END OF THE DAY? HOW DID YOU DO ON THE R? I AND M I LET'S TALK ABOUT THAT. WHAT DOES IT MEAN? LET'S LOOK AT OUR SCORES TOGETHER AND BEING ABLE TO PROVIDE PARENTS WITH THAT OPPORTUNITY TO HAVE

[01:50:01]

THOSE CONVERSATIONS STARTERS WITH THEIR STUDENTS. SO IT'S NOT JUST THE TALKING HEADS AT SCHOOL. THEY'RE SAYING IT. IT'S NOW MY PARENTS AT HOME THAT ARE SAYING IT TOO, AND THAT'S JUST AS IMPORTANT, BUT NOT ONLY THAT, LIKE I ECOTERRORISM TERMS OF RM CAPS SCORES THAT WE NEED. WE NEED. TO PRACTICE WITH THE TEST EXAMPLES THAT WE HAVE THEY NEED TO KNOW WHAT THEY'RE UP AGAINST.

IT'S DIFFICULT. THIS IS NOT EASY . AND FOR STUDENTS THAT HAVE DIFFICULTY READING EXCUSE ME.

READING PERFORMING WELL ON MATH IS GOING TO BE DIFFICULT BECAUSE YOU SAW THE PROBLEMS THAT MR SNYDER SHARED ON THE BOARD. SO WE REALLY FOCUS ON OUR PLC TIMES ABOUT LOOKING AT THOSE PUBLIC RELEASE SAMPLES BEING ABLE TO BREAK DOWN HOW TO TAKE THE TEST , HOW TO MOVE THOSE DROP DOWN MENUS. HOW YOU'RE GOING TO SCORE MAXIMUM POINTS EVEN IF YOU DON'T KNOW WHAT THE ANSWER IS, TO AT LEAST RESTATE A QUESTION AND THEN PROVIDE SOME SUPPORT FROM THE TEXT THAT YOU HAVE IN FRONT OF YOU. AND THOSE ARE THE THINGS THAT WE DO EACH AND EVERY DAY WITH OUR STUDENTS TO BUILD THEIR CONFIDENCE. BUILD THEIR, UM YOU KNOW, PERSEVERANCE THROUGH SOME REALLY DIFFICULT CHALLENGES, AND WE HAVE THE STAFF TO BE ABLE TO SUPPORT AND DO THAT, AND THEY SHOW THEM GRACE EACH DAY BECAUSE WE KNOW THAT ALL OF US NEED TO GROW TOGETHER IN ORDER TO BE SUCCESSFUL, AND WE LOOK FORWARD TO THE FUTURE AND HOW MUCH MORE WE CAN ACHIEVE. HERE AT ABERDEEN MIDDLE. DO YOU SEE WHY I THINK THE BEST FOR LAST. SO JUST TO GIVE YOU OUR LAST FINAL SLIDE HERE, THERE IS AN ASSESSMENT CALENDAR AND WE POST THAT EVERY YEAR ON THE CPS DOT ORG. THE STATE ASSESSMENTS RESULTS FROM ACROSS THE STATE SO OTHER ALLEYWAYS OR R L E. A OR THE STATE OF MARYLAND RESULTS WILL BE POSTED AROUND SEPTEMBER 26TH , ACCORDING TO THE STATE DEPARTMENT THAT WILL BE ON MD.

REPORT CARD. .COM. EXCUSE ME. THAT IS NOT THE STAR RATING THAT YOU MAY BE USED TO THAT WILL BE COMING CLOSER TO DECEMBER. BUT THERE ARE RESOURCES FOR STUDENTS AND WE PUSH THAT WEBSITE OUT AT SUPPORT DOT MD ASSESSMENTS .COM. UM, AND THAT WHERE YOU CAN SEE SOME RELEASED ITEMS AND TAKE A PRACTICE TESTS IF YOU CAN'T SLEEP TONIGHT, AND YOU WANT TO TAKE THE ALGEBRA TWO ASSESSMENT, GO RIGHT AHEAD. MORE POWER TO YOU WITH THAT. THANK YOU TO OUR TWO VISITORS HERE THAT I JUST DID A PHENOMENAL JOB AND ENDURING DOING A PHENOMENAL WORK . WE COULD HAVE HAD ALMOST EVERY PRINCIPLE UP HERE, BUT WE WANTED TO SPOTLIGHT THESE TWO FOR SOME OF THEIR HUGE GROWTH. SO THIS GOES WITHOUT SAYING THAT ALL OF US ARE IN THIS TOGETHER FROM THE SUPPORT SIDE TURNING INSTRUCTIONAL SIDE. UM, WE, YOU KNOW, WE'RE PROUD OF THE ACCOMPLISHMENTS WE MADE, AND WE STILL HAVE MORE WORK TO DO SO WITH THAT I'M GOING TO CLOSE THE PRESENTATION TO SEE IF YOU HAVE ANY QUESTIONS. THANK YOU VERY MUCH APPRECIATED AND HARD TO FOLLOW YOUR ENERGY, BUT WE'LL TRY LIKE TO OPEN IT UP FOR QUESTIONS OR COMMENTS. AND BOARD MEMBER. OF COURSE I'M GONNA COMMENT BECAUSE THESE ARE MY TWO SCOOPS. AND I JUST I'VE BEEN TO BOTH OF THE SCHOOLS. UM AND I I'M JUST SO PROUD OF THE PROGRESS THAT YOU'VE MADE AND THE SUPPORT THAT THIS BOARD HAS BEEN ABLE TO GIVE YOU IN TERMS OF BOOKS THAT YOU NEEDED EARLY ON AND ALL SUMMERS JONES, I'VE BEEN THERE FOR YOUR INTRAMURAL SPORTS. AND SEEING ALL YOUR ENTHUSIASM MINUTES ALWAYS THERE WHEN WE WON OUR FIRST GOT ON THIS BOARD. EVERYBODY'S SAYING WHAT'S WRONG WITH THE ABERDEEN MIDDLE AND I KEPT LOOKING AROUND AND I WENT THERE. AND YOU KNOW THE ONE THING THAT I CAN TRULY SAY. THAT ALL SCHOOLS NEED NOT JUST THESE TWO SCHOOLS IS PARENTAL INVOLVEMENT. WHEN WHEN I LOOKED WHEN I LOOKED AT THIS BRIEFING. RELATIVE OF MINE CALLED ME AND TALKED ABOUT FREDERICK. AND HOW THE FAMILIES GO DOOR TO DOOR AND FREDERICK AND WORK ON FAMILIES TO MAKE SURE THE STUDENTS HAVE EVERYTHING. AND THAT'S WHY THE SCORES. IT'S PARENTAL INVOLVEMENT AND THAT AND THAT'S WHAT I WANT TO SAY TO ALL OF THE TEACHERS AND STAFF THAT WE KNOW THAT PARENTS ARE THE BEDROCK OF WHAT YOU DO. AND I APPRECIATE EVERYTHING YOU LADIES DOING AND GOD BLESS YOU. THANK YOU ANYONE ELSE? YES I WOULD. HEY GREAT PRESENTATION. I APPRECIATE THE ENERGY AND ENTHUSIASM. IT'S GREAT TO KNOW OUR KIDS HAVE SUCH ENTHUSIASTIC LEADERS THERE. UM I'M JUST WONDERING KIND OF WHAT HAPPENS WHEN A GROUP SAY IS NOT PROFICIENT. IS THERE A RELATIONSHIP BETWEEN THEM PASSING TO THE NEXT GRADE? BECAUSE IT SEEMS LIKE IT'S A ROLLING EFFECT. YOU SAW HOW MAYBE SOME GRADES HAD DIFFERENT RESULTS THAN OTHERS, LIKE THE LAST COUPLE SLIDES ON THE EIGHTH GRADE. NOT MUCH IMPROVEMENT THERE. UM PERHAPS SOME BASICS LEADING UP TO THAT. UM SO IN OTHER WORDS, THE M CAP TEST IS AT THE ULTIMATE MEASURE. WHAT ABOUT, YOU KNOW, PASSING TO THE NEXT GRADE BEING DETERMINED WHO IS KNOWLEDGEABLE ENOUGH TO PASS? SO I THINK IF I UNDERSTAND YOUR QUESTION, WE DO NOT USE THE CAP ASSESSMENTS TO MAKE A FINAL DETERMINATION WHETHER OR NOT IF YOU FAIL THE ASSESSMENT, YOU'RE NOT GOING TO GET PASSED TO THE NEXT GRADE LEVEL. IS THAT YOUR QUESTION? NOT PROFESSIONAL. THERE'S A GROUP OF KIDS THAT ARE

[01:55:03]

NOT HOW IS THAT INFORMATION USED TWO. DOES THAT FACTOR IN AT ALL ? OR IS IT RELATED TO WHEN THEY'RE FAILING IN SCHOOL? ALSO WELL, EXACTLY, AND WE KNOW THAT WHEN WE GET THE ESTATE ASSESSMENT RESULTS, KIDS ARE GONE. SO WE GET THE RESULTS LATE IN THE SUMMER, AND WE HAD THEM AUGUST KIDS WERE GONE. BUT THAT INFORMATION YOU KNOW, GOES TO THE NEXT TEACHER. CERTAINLY THEY CAN DO INTERVENTIONS FROM THERE , SO THAT'S WHY WE RELY NOT ON THE STATE ASSESSMENT, BUT OUR LOCAL ASSESSMENTS. WHAT'S HAPPENING DONE? YOU KNOW, WITH OUR COUNTY ASSESSMENTS AND MORE IMPORTANTLY, WHAT THE TEACHER IS DOING AT THAT TIME, UM WE CAN'T WAIT FOR THE STATUS, YOU KNOW.

STATE ASSESSMENT RESULTS TO INTERVENE WITH STUDENTS. IT'S THE TEACHER RESULTS. OKAY. THANK YOU. YEAH, I UNDERSTAND THAT. ALL RIGHT. THANK YOU. SO I'D LIKE TO ASK BECAUSE YOU MENTIONED BEFORE ABOUT THE STUDENTS. STUDENTS KNOW THE TESTS DON'T COUNT CORRECT AT THE HIGH SCHOOL LEVEL. UM I THINK PERHAPS A SECRET GOT OUT ABOUT THE GOVERNMENT ASSESSMENT. UM BECAUSE WE DID SEE OUR LARGEST DECLINE WHERE UM, IN PREVIOUS YEARS, YOU KNOW, WE WERE INCREASING THERE FOR A WHILE OR MAY REMAIN RELATIVELY THE SAME. BUT THE SECRET IS OUT NOW THAT GOVERNMENT AND BIOLOGY WILL COUNT AS 20% OF YOUR FINAL GRADE. SO WE HAVE SENT THAT MESSAGE. UM AND HOPEFULLY ALL THE STUDENTS ARE GOING TO WORK AFTER HARDEN. SO YOU THINK THAT THAT WILL MAKE A SIGNIFICANT DIFFERENCE IN HOW THEY SCORE? UNDERSTAND A SO AND AT THE YOUNGER GRADES. IT'S JUST THEY'RE NOT AWARE OF IT. WE'RE NOT GOING TO TELL HIM. OKAY AND I'M NOT SAYING THAT YOU SHOULD. I'M JUST I WANTED TO KIND OF EMPHASIZE THAT BECAUSE I THINK A LOT OF STUDENTS WHEN THEY KNOW THAT IT'S NOT GOING TO COUNT BACK WHEN IT USED TO BE THE SCANTRON. I USED TO GET PATTERNS IN THE BUBBLES. YOU KNOW, THEY DESIGNS OUT OF THEM AND STUFF.

AND SO IT'S A LITTLE MORE DIFFICULT ON THESE TESTS, BUT IT'S PRETTY EASY TO CLICK THROUGH. WELL, UM SO WE'RE GONNA GO A STEP FURTHER, SO ACTUALLY HAD AN IDEA. WE ACTUALLY HAVE DATA ON HOW MUCH TIME STUDENTS SPEND ON THE TEST AND A WHAT PERCENT OF THE ITEMS DO THEY ANSWER. SO WE POSTED THAT DATA FOR ALL OF OUR TEACHERS TO ACCESS AND THEY CAN NOW GO ON AND SEE THAT, UM, MAYBE A LITTLE. MR. DOE ONLY SPENT 20 MINUTES ON 100 AND 60 MINUTE TEST. AND IF SHE ANSWERED ONLY 50% OF THE ITEMS, THAT NOW IS A CONVERSATION WE CAN HAVE WITH HER TO SAY. WHY DID YOU RUSH TO THE TEST AND THEN NOT EVEN FINISH IT SO YEAH. I APPRECIATE THAT. I SHOULD HAVE KNOWN YOU ALREADY DID THAT. WE TRY TO STAY ONE HEAVEN ONE STEP AHEAD OF OUR STUDENTS ONCE. THANK YOU SO MUCH. I APPRECIATE IT. IT'S NOT JUST A GREAT JOB. VERY EXCITED TO SEE THOSE IMPROVEMENTS. WE STILL HAVE WORK TO DO, OBVIOUSLY , BUT THOSE ARE GREAT STRIDES AND GREAT IMPROVEMENT. SO CONGRATULATIONS TO EVERYONE. NOT JUST YOU GUYS THAT ARE HERE.

EVERYONE AT HOME, EVERYBODY THAT PUT IN ALL THE WORK TO HELP THOSE STUDENTS CATCH UP. AND UM, I'M LOOKING FORWARD TO NEXT YEAR'S THANK YOU. ANYONE ELSE? PIGMENTS ALVAREZ HAVING VIRTUAL HANCOCK OH YES, MHM. MISS ALVAREZ. HI ERIN. YEAH I JUST, UM THANK YOU SO MUCH FOR THE PRESENTATION. UM YOU GUYS ARE DOING AN AMAZING JOB, AND WE CERTAINLY LOOKS LIKE IT LOOKS LIKE WE'RE HEADED IN THE RIGHT DIRECTION. UM WITH THE IMPROVEMENTS IN THE SCORES, AND I MENTIONED THIS IN THE SMALL GROUP THAT I WOULD LIKE TO SEE ANALYSIS AND ANALYSIS ON. UM HOW WE'RE DOING ACROSS THE COHORT, UM, YOU KNOW, TRACKING STUDENTS PROGRESS, AND I THINK THIS GETS INTO A LITTLE BIT WITH WITNESS COKER WAS ALLUDING AT YOU KNOW HOW WELL OUR STUDENTS IMPROVING , UM, YOU KNOW, FOR PASSING THEM FORWARD. ARE WE PUTTING SUPPORTS IN PLACE? TO GET THEIR PROFICIENCY IS UP. ARE THEY GETTING THE SUPPORT THAT THEY NEED TO MAKE IMPROVEMENTS IN THEIR EDUCATION? AND A GRADUATE GRADUATE, UM, GRADUATE WITH. BUT YOU KNOW, PROFICIENCY IS TO, UM PERFORM IN LIFE. SO THAT'S UM I WOULD LIKE TO SEE THAT ANALYSIS AT SOME POINT. THANK YOU. THANK YOU, MS ALVAREZ. ANY WHAT OTHER COMMENTS OR QUESTIONS? DR PAULSON. THANK YOU. SO FIRST OF ALL, THANK YOU GUYS. THIS WAS A LOT AND I'VE ALREADY THANK YOU, MR JONES AND MR ITO FOR THE WORK THERE SO, INTERESTINGLY IN ABERDEEN BAKERSFIELD HAD THE HIGHEST THIRD GRADE GROWTH, WHICH IS THE FIRST YEAR WE HAVE THE STATE TESTS IN ENGLISH. ABERDEEN MIDDLE HAD THE HIGHEST SIXTH GRADE GROWTH AND EVERYTHING HIGH SCHOOL HAD THE HIGHEST 10TH GRADE GROWTH. SO IT

[02:00:04]

WAS KIND OF AN ABERDEEN THING IN TERMS OF GROWTH AND THE L A THIS YEAR. SO UM, APPRECIATION TO ALL OF THEM AND THE WORK AT THE HIGH SCHOOL ALSO I GUESS HOW I WOULD SUMMARIZE THIS FOR THE ENTIRE COMMUNITY FOR THE BOARD TO HERE. I'M EXCITED, AND I'M VERY PLEASED BY THE PROGRESS. I'M EXCITED ABOUT THE MOMENTUM BECAUSE THE ARROWS OF NEARLY ALL SHIFTED IN THE RIGHT DIRECTION.

EXCEPT FOR LIKE. THAT SOCIAL STUDIES THING, WHICH WE THINK WE'RE GOING TO SEE SOME SEE THAT TURN AROUND THIS YEAR. UM, BUT WHILE I'M EXCITED ABOUT THIS GROWTH UM I CAN'T AFFORD TO BE SATISFIED NOR CAN ANY OF OUR STAFF AND I THINK THEY'LL UNDERSTAND THAT WITHOUT NEEDING TO BE SAID THAT UM MORE NEEDS TO HAPPEN. UM I SEE IN THESE RESULTS, EVIDENCE OF THE IMMENSE AMOUNT OF WORK THAT'S GONE INTO LANGUAGE ARTS. AND I'LL BE THE FIRST TO TELL THE BOARD THAT UM . MY COMMENTS TO THE LEADERSHIP FOR THE LAST FEW YEARS HAS BEEN LANGUAGE ARTS, LANGUAGE, ARTS, LANGUAGE, LANGUAGE ARTS AND WE KNOW MATH HAS BEEN SLIPPING AROUND THE STATE, AND IT'S SOMETHING THAT I MEAN, MY BELIEF IS PARTICULARLY IF YOU LOOK AT THE QUESTIONS THAT ARE HERE FOR THE MATH ASSESSMENT, YOU CAN'T BE SUCCESSFUL IN MATH IF YOU CAN'T READ FIRST. AND THAT'S WHERE THAT'S WHY THE ENERGY HAS BEEN. IT DOESN'T MEAN WE DON'T CARE AS MUCH ABOUT MATH, BECAUSE, FRANKLY IN THIS COMMUNITY IN HIS CURRENT ECONOMY THE JOBS, EVERYONE NEED THAT ARE AVAILABLE AND THAT WE NEED THE MOST. IS ON THE MATH AND SCIENCE STEM SIDE AND SO, BUT THE LANGUAGE IS SUCH AN IMPORTANT FOUNDATION AND WE'VE INVESTED A LOT OF ENERGY IN THAT. I DON'T WANT TO SWITCH DIRECTION. WE HAVE TO CONTINUE IN LANGUAGE ARTS, BUT I THINK WE'VE SEEN A LOT. IT'S HELPFUL NOW THAT WE'VE HAD A TEST FOR A COUPLE OF YEARS. BECAUSE BEING IN ESSENTIALLY A THREE YEAR TRANSITION BECAUSE THE LAST YEAR WE GAVE THE ASSESSMENT, YOU KNOW IT WAS SUPPOSED TO BE YOU KNOW, WE WERE SWITCHING TO A NEW TEST. NEW TESTS COULD BE READY. IT'S BEEN, YOU KNOW, DESPITE THE PANDEMIC, BECAUSE THIS TRANSITION WE'VE HAD IN TESTS IN THE STATE WAS TO SOME DEGREE. JUST THE NATURAL THING THAT WAS GOING TO CURRENT ESTATE BECAUSE WE WERE PLANNING FOR A NEW TEST, BUT IT DIDN'T GET FAR ENOUGH ALONG SO NOW THAT WE'RE BACK IN A PLACE WHERE WE COMPARE DATA, BUT ONE OF THE CAUTION WITH THIS TEST SCORES MATTER. BUT I WOULD ARGUE THAT WHAT MOST PEOPLE REALLY CARE ABOUT. THEY WANT TO SEE GOOD TEST SCORES. BUT THEY WANT TO KNOW WHAT ACHIEVEMENT LOOKS LIKE THEY WANT TO KNOW WHAT IT IS TO BE SUCCESSFUL IN LIFE. SUCCESSFUL, SUCCESSFUL CAREER. AND THE CONVERSATION THIS BOARD IS WE NEED TO KEEP PUSHING TODAY. THAT'S HOW WERE MEASURED. UM BUT I THINK WE HAVE A GOOD BALANCE IN THIS COMMUNITY THAT WE DON'T DO WHAT WE DO JUST FOR TEST SCORES. AND WE HAVE A LOT OF REALLY GOOD THINGS GOING ON FOR OUR STUDENTS WHO SHOW SUCCESS AND SO MANY DIFFERENT WAYS, AND SO BEEN INTERESTED. TO ENGAGE IN CONVERSATIONS. I KNOW ONE OF THE THINGS THAT THIS BOARD WOULD BE INTERESTED IN DOING IS LOOKING AT A STUDENT ACHIEVEMENT POLICY, WHICH I THINK, UM WOULD BE A GREAT STEP FOR THIS BOARD. BUT I DO WANT TO MAKE SURE WE DEFINE STUDENT ACHIEVEMENT. BECAUSE IF IT'S ONLY DEFINED BY TESTS, I DON'T THINK THAT'S ENOUGH OF A PICTURE OF OUR STUDENTS. UM AND SO LET'S TALK ABOUT WHAT SUCCESS MEANS IN THIS COMMUNITY. TO SERVE HARFORD COUNTY TO SERVE OUR STUDENTS AND, UM I BELIEVE. LIKE I SAID, WE HAVE GREAT MOMENTUM WE NEED TO BUILD ON IT. I'M SO THANKFUL FOR OUR EVERY TEACHER IN OUR CLASSROOM, BUT THEN EVERYONE WHO HELPS MAKE THEM SUCCESSFUL. AND SO I JUST WANTED TO SAY THANK YOU FOR THAT. THERE'S A TON OF OTHER THINGS WE COULD SAY ABOUT THIS, BUT THE TEAM'S BEEN TALKING A LONG TIME. SO I'LL STOP THERE. THANK YOU GUYS. JUST GET CLUED BY SAYING I JUST WANT TO ECHO EVERYTHING THAT'S BEEN SAID SO FAR. I THINK WE'VE MADE A LOT OF IMPROVEMENT. BUT AS YOU GUYS HAVE KNOWN FROM OUR STATEMENTS, YOU KNOW WE HAVE A TREMENDOUS OPPORTUNITY. NOW, LOOK, WE LIVED THROUGH ONCE IN 100 YEAR PANDEMIC, RIGHT. WE SAW TWO YEARS WHERE THERE WERE NO TEST SCORES THOSE SAME TWO YEARS THERE WAS LIMITED INSTRUCTION, RIGHT? WHAT WAS THAT CAT? CHAIR. OKAY SORRY. UM ANYWAY, IT'S A GREAT OPPORTUNITY FOR US TO BE ABLE TO IMPROVE ACADEMIC ACHIEVEMENT ACROSS THE BOARD, WHICH IS WE GET MEASURED BY TEST SCORES. RIGHT? SO THAT'S THE EASY ONE. BUT IT IS BROADER THAN THAT. AND SO YOU KNOW, THAT WOULD BE A REAL PRIORITY FROM THIS FROM THIS BOARD. I WOULD JUST LIKE TO SEE SOME FOLLOW UP ON THE COHORT QUESTION. I THINK THAT THAT'S SOMETHING WORTH LOOKING AT, YOU KNOW, LIKE, FOR EXAMPLE, BAKERSFIELD IF YOU TAKE A LOOK AT THE DIFFERENCE BETWEEN GRADE THREE AND GRADE FOUR, THERE WAS AN ORDER OF MAGNITUDE DIFFERENCE IN THE IN THE TEST SCORES, SO I'D LIKE TO UNDERSTAND THE NOISE IN THERE A LITTLE BIT MORE. WAS IT A TEACHER THING? WAS IT JUST THAT THAT YOU KNOW? WAS IT UNIQUE TO JUST THOSE? UH, YOU KNOW, COHORT OF STUDENTS. UM SO, UH, YOU'VE

[02:05:06]

DONE VERY WELL. WE'VE GOT A LOT OF WORK TO DO. THE FINAL THING I'D LIKE TO DO IS THERE'S SOME PEOPLE STANDING IN THE BACK IF YOU'RE FROM IF YOU'RE A TEACHER, OR IF YOU'RE FROM ABERDEEN OR FROM BAKERSFIELD, CAN YOU STAND UP? I'M GONNA EMBARRASS YOU FOR A SECOND. COME ON, STAND UP.

THANK YOU. ALL YOUR HARD WORK. THANK YOU. ALL RIGHT. MOVING ON. SO NEXT

[E. Presentation on Proposed Revisions to Board Policy 20-0036-000 Aligning Enrollment with Capacity, Mr. Cornell Brown, Assistant Superintendent for Operations, Ms. Patti Jo Beard, Executive Director of Facilities Management, Mr. Chris Morton, Supervisor of Planning and Construction, and Ms. Missy Valentino, Facilities Planner]

ITEM IS PRESENTATIONAL PROPOSED REVISION TO BOARD POLICY 20-003600 ALIGNING. ENROLLMENT IN COMPACT CAPACITY. WELCOME. WELCOME, MR BROWN. YES GOOD EVENING, PRESIDENT POYNTON VICE PRESIDENT HAN MEMBERS OF THE BOARD SUPERINTENDENT BALLSTON CORNELL BROWN. I'M THE ASSISTANT SUPERINTENDENT FOR OPERATIONS. I'M JOINING ME, AS IS MISS VALENTINO. SHE'S OUR FACILITIES PLANNER. I MEAN, WE'RE HERE TO SEE EVENING TO PRESENT TO YOU, UM, PROPOSED. RECOMMENDATIONS TO MAKE SOME AMENDMENTS TO POLICY NUMBER 20-0036. MALIGNING ENROLLMENT WITH CAPACITY. UM WHEN WE MOVE FORWARD WITH OUR BALANCING ENROLLMENT INITIATIVE THE BOARD DIRECTED THE SUPERINTENDENT TO TAKE A LOOK AT OUR UM. POLICY TO SEE IF THERE'S SOME THINGS WE CAN DO TO BECOME MORE EFFICIENT AS WE LOOK AT ALIGNING OUR ENROLLMENT IN OUR CAPACITY. I'M AN ENDURING SO WE SEE THAT WE HAVE TO POLICIES THAT, UM, YOU KNOW, DEAL WITH STUDENT ENROLLMENT AND BUILDING CAPACITY. AND WE'RE HERE TODAY TO PRESENT TO YOU. SOME RECOMMENDATIONS TO MAKE SOME ADJUSTMENTS IN THOSE TWO POLICIES. BEFORE I GO FORWARD. I WAS REMINDED BY OUR YOU KNOW, GENERAL COUNSEL THAT THIS WILL BE OUT FOR 30 DAY REVIEW. UM SO WE'LL GET A CHANCE TO GET SOME FEEDBACK FROM THE COMMUNITY ON YOU KNOW WHAT WE'RE DISCUSSING IN WHAT'S BEING PRESENTED. SO WITH THAT, UM, AGAIN WHAT THE BOARD DID WHEN THEY MOVED FORWARD WITHOUT BALANCING ENROLLMENT. WAS THERE WERE LIKE, UM, FOR COMPONENTS TO THE BALANCING ENROLLMENT EFFORT THAT THEY APPROVED WHERE THEY WERE ADDRESSING MIDDLE SCHOOL CAPACITY, ELEMENTARY SCHOOL CAPACITY AND FUTURE GROWTH. UM, BUT THEN THERE'S THIS POLICY AND PROCEDURE PIECE THAT HAS A LOT TO DO WITH HOW WE LOOK AT BOUNCING ENROLLMENT. SO WHAT WE PRESENTED TO THE BOARD WE HAVE OUR TWO EXISTING POLICIES, 20 DANCES 0036 AND 20-0. UM, FOR ONE. AND OUR. RECOMMENDATION IS PRETTY MUCH TO KIND OF COMBINE THE TWO BECAUSE WE SEE THAT FOR TRANSPARENCY SAKE. THERE'S SOME , UM YOU KNOW, CONFUSING AND MISALIGNMENT BECAUSE WE HAVE A POLICY THAT PRETTY MUCH SETS THE , UM THE PROTOCOLS TO ALIGN ENROLLMENT, BUT THEN WE ALSO HAVE A POLICY. THAT LOOKS AT THE METHOD THAT IS USED TO A LINE OF , UM TO ALIGN ENROLLMENT AND CAPACITY. SO WHAT WE'RE RECOMMENDING IS THAT WE DELETE THE POLICY THAT, UM YOU KNOW, JUST OUTLINES THE PROTOCOL FOR MAKING ADJUSTMENTS TO THE BOUNDARIES. AND THEN JUST FOLD THAT UP INTO THE ONE POLICY TO ALIGN THE CAPACITY. UM WITH THE ENROLLMENT BECAUSE THAT IS A METHOD IN ORDER TO DO THAT, UM, SO OUR RECOMMENDATION IS TO COMBINE SOME LANGUAGE, THEN TO DELETE THE. THE POLICY 20 DAD, 0 41. UM AND THEN WE HAVE ADDITIONAL RECOMMENDATION TO INCLUDE UM SOME DEMOGRAPHIC DATA THAT THE ADMINISTRATION WILL USE TO, YOU KNOW, MAKE US DECISION. BEFORE THE RECOMMENDATIONS THAT WILL GO TO THE BOARD. AND LASTLY , WE HAVE SOME, UM, CHANGES IN THE POLICY THAT WE'RE ALLOWED THE ADMINISTRATION TO MAKE MINOR ADJUSTMENTS. UM, YOU KNOW, DUE TO SOME CRITERIA THAT WE HAVE LISTED SO THAT'S LIKE A HIGH LEVEL SUMMARY AND I JUST, YOU KNOW, TAKE SOME TIME TO GO THROUGH. YOU KNOW THOSE POINTS. SO IN THE, UM. AND THE AMENDED RECOMMENDATIONS AND YOUR SEE ON PAGE ONE OF THE ALIGNMENT AND ENROLLMENT, UM, WITH CAPACITY POLICY THAT THERE'S JUST A WORD

[02:10:07]

CHANGE THAT WE'RE RECOMMENDING BECAUSE INITIALLY IN THE POLICY SAYS THE BOARD MAY MAKE THE CHANGE. NOW WITH WHAT WE'RE RECOMMENDED. IT WILL BE THE BOARD AND THE SUPERINTENDENT THAT WILL BE ABLE TO YOU KNOW, MAKE A CHANGE TO ALIGN ENROLLMENT WITH CAPACITY. WHEN YOU MOVE ON TO SECTION THREE UNDER METHODS TO ALIGN CAPACITY WITH ENROLLMENT AS I HAD MENTIONED. UM RECOMMENDATION HERE IS TO TAKE THE WORDING FROM THE ONE POLICY AND ROLL IT UNDER SECTION THREE BECAUSE. ADJUSTMENT OF THE SCHOOL ATTENDANCE. BOUNDARY LINES IS A METHOD TO ALIGN CAPACITY WITH ENROLLMENT, SO IT WOULD BE MISS BEING RECOMMENDED THAT THAT BE ADDED TO SECTION THREE AS THE 10TH METHOD OF THE 11TH THAT YOU SEE BEFORE YOU WHERE WE COULD USE RELOOK RELOCATED BALLS TO A DEAL WITH THE ENROLLMENT. WE CAN LOOK AT THE PLACEMENT OF STUDENTS AND PROGRAMS. UM WE CAN LOOK AT THE TIMING AND BELL SCHEDULES, WE CAN BUILD A NEW SCHOOL. WE CAN ALSO MAKE ADJUSTMENTS IN THE ATTENDANCE. BOUNDARY LINES IN ORDER TO ALIGN THE ENROLLMENT WITH THE CAPACITY. UM, SO THROUGHOUT WHEN YOU START LOOKING AT SECTION THREE ITEM 10, YOU SEE THAT THAT LANGUAGE WAS PULLED FROM THE OTHER POLICY AND EMBEDDED HERE.

WHEN YOU GO TO ITEM ARE UNDER 10 G. THERE IS A RECOMMENDATION TO CHANGE SOME OF THE WORDING THAT WOULD ALLOW THE SUPERINTENDENT TO MAKE A MINOR ADJUSTMENT. UM. ARE TO MAKE AN ADJUSTMENT IN ATTENDANCE AREA WHEN THERE'S AN IMPACT OF 10 OR LESS ESTIMATES. SO AND. THE WORDING THAT WERE TAKEN FROM THE POLICY THAT WE'RE GOING TO DELETE. THERE'S JUST ONE POINT THAT WE LIKE TO CHANGE UNDER THAT ITEM, AND THAT IS TO GIVE THE SUPERINTENDENT THE AUTHORITY TO MAKE MINOR ADJUSTMENTS WHEN THE ADJUSTMENT WILL IMPACT OF FEWER THAN 10 STUDENTS. SO WHEN YOU MOVE FORWARD AND THE POLICY ON THEIR ITEMS, SEE THE SUPERINTENDENT SHAL REVIEW AND CONSIDER THE FOLLOWING FACTORS SET FORTH AND RANDOM ORDER. AND DECIDING WHICH OF THE ABOVE METHOD OR METHODS SHOULD BE USED TO, YOU KNOW, RECOMMEND HOW WE ALIGN ENROLLMENT WITH CAPACITY. UM WE ARE RECOMMENDED THAT WE ADD AS A FACTOR TO BE CONSIDERED. DEMOGRAPHICS TO INCLUDE, BUT NOT LIMITED TO RACE AND SOCIAL ECONOMIC DATA. AND NO ITEM 15 ANY OTHER APPROPRIATE FACTORS AND DATA AS WE YOU KNOW, DO I EVALUATION? SO THERE'S JUST, UM JUST ADDING THIS AS A FACTOR SO THAT WE CAN ALIGN OUR POLICY HERE. WITH OUR EQUITY POLICY THAT WE HAVE IN THE SCHOOL DISTRICT. SO IN, UM WHEN WE DISCUSSED THIS WITH OUR UM, POLICY REVIEW COMMITTEE. THAT WAS A RECOMMENDATION THAT CAME FORWARD AND WE EMBEDDED THAT LANGUAGE. THEY'RE JUST SO THAT WE WOULD BE CONSISTENT WITH OTHER POLICY WE HAVE ON THAT. TOPIC. SO THE LAST CHANGE THAT WE HAVE. THE LAST RECOMMENDATION IS UNDER F. WHERE THE SUPERINTENDENT MAY MAKE MINOR ADJUSTMENTS TO AN ATTENDANCE AREA IMPACT IN LESS THAN 10 STUDENTS. UM AND THEY'RE WHAT WE FOUND OVER TIME IS THAT THERE ARE UM TECHNICAL ERRORS IN OUR, YOU KNOW, JS MATH MAPPING OR THERE COULD BE, UM, WITH THE PLANT GROWTH IN THE COUNTY WERE THERE MAKING ADJUSTMENTS AND A PARTICULAR PARCEL? UM OR, UM, YOU KNOW, UPGRADING ROADS THAT THERE'S AN IMPACT TO TRANSPORTATION AND THERE'S SOME OPERATIONAL EFFICIENCIES THAT ARE IMPACTED. WHEN YOU HAVE, YOU KNOW A NUMBER OF DIFFERENT THINGS TO INCLUDE NEW DEVELOPMENTS THAT ARE OCCURRING AND WHEN THOSE NEW DEVELOPMENTS MIGHT OCCUR WITHIN A PARTICULAR TENNIS AREA, IT COULD IMPACT HOW

[02:15:05]

BUSSES YOU KNOW, PICK STUDENTS UP TAKING THE SCHOOL AND THOSE TYPE OF THINGS. SO UM, WHAT WE ARE PROPOSING HERE? IS THAT UNDER THIS POLICY REVISED POLICY AMENDED POLICY THAT THE ADMINISTRATION WILL HAVE, UM SOME AUTHORITY TO MAKE SOME MINOR ADJUSTMENTS. AS LONG AS THOSE ADJUSTMENTS WEREN'T UM, YOU KNOW, LARGE AND SCALE AND WE'RE ONLY UNPACKING A FEW HOUSEHOLDS. UM AND I BELIEVE THAT IS THE EXTENT OF OUR MODIFICATIONS. UM AND WE'RE HERE TO ANSWER ANY QUESTIONS OR HAVING A DISCUSSION THAT THE BOARD WOULD LIKE TO HAVE. GREAT THANK YOU, MR BROWN QUESTIONS OR COMMENTS FROM THE BOARD. SO THIS WILL BE OUT FOR 30 DAYS AND THEN WE WILL REEVALUATE IT. I GUESS. MY ONLY COMMENT IS ON THE 10 STUDENTS MIGHT NEED FURTHER CLARIFICATION IS THAT 10 STUDENTS TOTALS FOR THE SCHOOL YEARS FOR THE BOUNDARY LINE WHEN WE'RE MAKING THE CHANGE IF THIS IMPACTING, UM YOU KNOW MORE THAN 10 STUDENTS WILL JUST HOLD OFF SOME OF HIS LAST WEEK. I THINK THAT'S LIKE SMALL AND SCALE WAS NOT A HUGE IMPACT. THEN WE COULD GO AHEAD AND JUST NOTIFY, YOU KNOW THOSE COUPLE OF FAMILIES. THOSE FEW HOUSEHOLDS THAT MIGHT BE IMPACTED BY THE CHANGE. THANK YOU. ANYTHING ELSE? THANK YOU VERY MUCH. MR PRESIDENT. WE HAVE TO VOTE ON ABOLISHING. YEAH THE POLICY AND THEN AND WE ACCEPTING THIS TO GO OUT TONIGHT. COME BACK, THERE WILL BE WILL BE ASKING FOR A DECISION BECAUSE THIS HAD THE SUPERINTENDENT'S RECOMMENDATIONS. SO I WAS JUST WONDERING, SO YOU'RE NOT GONNA DO THAT, OKAY? YEAH. AND THAT ACTUALLY IS WHEN, WHEN A WHEN A POLICY IS BEING ABSORBED INTO A NEW ONE. CAN THAT ALL BE IN ONE BOAT IN ACTION? I GUESS AT THAT TIME, IT WOULD BE TWO DIFFERENT ONES. OKAY, SO THAT WE WOULD HAVE ONE MOTION, THEN TO KILL THE EXISTING POLICY AND THEN ONE TO ADOPT THE NEW ONE. RIGHT, OKAY. BUT THEN THE QUESTION I WOULD HAVE IF WE DO CAN WE VOTE ON? ELIMINATING THE POLICY AND THEN THE VOTE WOULD BE TOO ACCEPT THE PROPOSAL. RIGHT? GOOD NIGHT TO DELETE. OKAY UM, BECAUSE THE PUBLIC HASN'T HAD THAT BECAUSE THAT'S TAKING AN ACTION ON THE ON THE POLICY.

THANK YOU. ALL RIGHT. THANK YOU. THANK YOU. AND SO WE HAVE ONE MORE POLICY. THIS IS LIKE EXCITING MY FIRST TIME, YOU KNOW, PRESENTING, YOU KNOW POLICY AMENDMENTS TO THE BOARD.

[F. Presentation on Proposed Revisions to Board Policy 20-0023-000 Energy and Resource Conservation, Mr. Cornell Brown, Assistant Superintendent for Operations, Ms. Patti Jo Beard, Executive Director of Facilities Management, Mr. Chris Morton, Supervisor of Planning and Construction, and Ms. Missy Valentino, Facilities Planner]

SO THE SECOND ONE. THE SECOND POLICY. UM WE HAVE VERY MOVING ON AN ITEM G OR OKAY. OKAY SO WE HAVE ANOTHER POLICY THAT YOU KNOW WE'RE PRESENTING THIS EVENING AND JOINING ME NOW WE HAVE MISS PATTY JO BEERS. SHE'S OUR EXECUTIVE DIRECTOR OF FACILITIES AND MISS BOBBY TOAST, AND SHE'S OUR RESOURCE CONSERVATION MANAGER. WELCOME. YES. SO THIS WAS A LITTLE EASIER. UM HOUSE BILL 6 30. UM WHICH DEALS WITH, UH, EDUCATION AND SCHOOLS AND HOW THEY, YOU KNOW, USE ENERGY. UH, THE POLICY , NOT THE POLICY. THE HOUSE BILL , UM, WAS PASSED. UM AT THE STATE LEVEL. MANDATING THAT SCHOOL DISTRICTS HAVE THEIR HAVE ENERGY MANAGEMENT POLICIES. OR A MAN THEIR POLICY TO PICK UP UM SOME KEY FACTORS THAT THEY HAD AND THE LEGISLATION SO WE ALREADY HAVE A POLICY IN PLACE. SO WHEN THE HOUSE HOUSE BILL WAS PASSED THAT MR HOLSTON CAME ON BOARD BECAUSE WE DIDN'T HAVE AS AN ENERGY MANAGER, UM WE DON'T HAVE ENERGY MANAGER ON BOARD UNTIL MR POSNER CAME ON BOARD EARLIER THIS YEAR, SHE SAT DOWN WITH US, AND WE TOOK A LOOK AT OUR EXISTING POLICY AND THE HOUSE BILL, AND WITHIN OUR, UM RECOMMENDATION. WE HAVE. SO UM, AMENDMENTS THAT WE LIKE TO, UM MOVE FORWARD WHERE WE WOULD ALIGN WITH WHAT THE HOUSE BILL IS ASKING. SO THERE ARE A COUPLE OF THINGS WHERE, UM, THE AMENDMENTS REFLECT THAT WE'RE GOING TO EXPLORE AND UTILIZE CREATIVE TRAUMA STRATEGIES TO SECURE SERVICES REQUIRED TO IMPLEMENT PLANNED ENERGY CONSERVATION PROGRAMS. AND THEN TO UTILIZE TECHNOLOGY. UM YOU

[02:20:01]

KNOW MORE TO MONITOR AND TO REPORT ON HOW WE'RE, UM NO, USING OUR ENERGY SPECIFICALLY IN THE HOUSE BILL. IT TALKS. IT SPEAKS TO THE USE OF ELECTRICITY AND HOW YOU REPORT OUT ON HOW YOU'RE CONSERVING ENERGY AND UTILIZING ENERGY IN YOUR SCHOOL FACILITIES. SO WE'VE BEEN LOOKING AT. UM ARE WE HAVE WORK ORDER SYSTEM SCHOOL, DUDE, AND IT HAS SOME, YOU KNOW VARIOUS FEATURES IN THERE THAT WE'RE EXPLORING THAT WILL BE ABLE TO PICK UP ON A LOT OF THE REPORTING. UM SO WHAT WE GAVE TO THE BOARD AND WHAT'S BEEN POSTED TO THE PUBLIC FOR REVIEW IS THE EXISTING POLICY AND WHAT WE'RE RECOMMENDING TO CHANGE IN THAT POLICY. OMINOUS, UM TO SIMPLE.

WHEN YOU LOOK AT THE PAGE ONE UNDER THE. UM SECTION TWO STATEMENT OF POLICY. YOU'LL SEE THAT WE JUST LITERALLY JUST TOOK OUT OF THE HOUSE HOUSE BILL, UM THE REQUIREMENTS AND WE LOOKED AT WHAT THEY HAVE IN THE HOUSE BILL AND WHAT WE HAVE IN OUR POLICY, AND THERE WERE ONLY A FEW THINGS THAT WE CURRENTLY DIDN'T COVER. SO WE EXPLICITLY JUST STATED, UM, EXACTLY WHAT THEY ASKED. WAS THAT WE WOULD EXPLORE CREATIVE PETRONAS STRATEGIES AND THAT WE WILL USE TECHNOLOGY IN ORDER TO REPORT OUT ON THE AMOUNT OF ELECTRICITY THAT WE USE IN OUR FORMS OF ENERGY SOURCES AND SUCH UM, WE DID ADD LANGUAGE. UM AND THIS CAME TO THE TABLE WHEN WE WENT BEFORE THE POLICY REVIEW COMMITTEE TO EDUCATE ALL STAKEHOLDERS AND BEST PRACTICE AROUND ENERGY CONSERVATION AND ENVIRONMENTAL STEWARDSHIP. SO THAT'S SOMETHING THAT CAME AS A RECOMMENDATION FROM THE POLICY REVIEW COMMITTEE. UM. AND THEN THERE'S JUST A MINOR, YOU KNOW, WORDSMITHING, UM, ITEM B. UM IT WAS JUST RECOMMENDED THAT WE STRIKE WHICH MORE FULLY IMPLEMENT THIS AND IT JUST HAPPENED AND YOU KNOW THAT WE WOULD IMPLEMENT PROCEDURES AND POLICIES. SO THAT'S PRETTY MUCH, UM YOU KNOW THE SUMMARY OF WHAT WE'RE RECOMMENDING HERE. AND AGAIN JUST TO TAKE WHAT HOUSE BILL 6 30 IS ASKING YOUR SCHOOL DISTRICTS AND INCLUDING THAT WITHIN OUR POLICY. THANK YOU. ANY QUESTIONS OR COMMENTS FROM THE BOARD MEMBERS. MR SILVER.

ARE THERE MEN? HOW SCHOOLS ARE THERE? SPECIFIC MILESTONES? UH, THINK REQUIREMENTS THAT WE NEED TO MEET AS FAR AS REAL ENERGY ADOPTION. NO SO WHAT WE'RE SUPPOSED TO DO IS TAKE A LOOK AT WHAT WE'RE DOING, AND THEN START TO PUT IN SYSTEMS IN PLACE AND START SETTING TARGETS. IT'S JUST INTERNALLY. YES WITH NO GUIDANCE FROM THE STATE AS FAR AS HOW MUCH THEY WHERE THEY WANT US TO BE IN ANY SPECIFIC TIME. SO THERE ARE OTHER REQUIREMENTS, BUT IT WASN'T THROUGH THE BILL.

EXCUSE ME, BRICK PACK, UM, WORKS WITH US. THROUGH BRICK PACK. WE HAVE A CONSULTANT THAT HELPS US PROCURE RENEWABLES AND OUR ENERGY ON THE MARKET, AND SO THEY'RE AWARE OF WHAT REQUIREMENTS WE HAVE THROUGH THE STATE AND HELPS US TO MEET THOSE GOALS. OKAY PRACTICES ARE UTILITY CONSORTIUM SO THROUGHOUT THE STATE WE HAVE SCHOOLS AND COUNTY GOVERNMENT THAT'S PART OF BUYING CONSORTIUM FOR UTILITIES. CREWS, INCLUDING THAT. SCHOOLS LIKE WHAT? WHAT GEOGRAPHY? IT'S THE BALTIMORE REGIONAL COUNCIL, OKAY? UM OKAY? SO THIS CONSULTANT THAT YOU HAVE. WHAT COMPANY? ARE THEY WITH LEX? OKAY. UM, AND THEN THEY HELP. US, I GUESS. CONTRACT FOR ENERGY SUPPLY. YES THE COMMODITIES AND ALSO THEN THERE'S SOME SPOT MARKET PURCHASES. AND THIS GOES BOY BEYOND MY EXPERTISE, AND THAT'S WHY WE HAVE THEM. BUT THE DIFFERENT BIND STRATEGIES OF BUYING SOME ON THE MARKET BUYING SOME FUTURES. IT'S GETTING BEYOND ME NOW WITH THOSE TYPE TERMS. YES THEY DO DO THAT FOR US. THERE ARE MONTHLY MEETINGS WHERE THEY GO OVER WHERE WE ARE IN THE SPANNED OR THE PURCHASING . AND THEN THE DIFFERENT MEMBERS VOTE ONE OF THE RECOMMENDATIONS.

SO, UH, WE DON'T IT LOOKS LIKE WE'RE GONNA HAVE TO SPEND MONEY. UH, YOU KNOW, DEFINITELY LIKE MONITORING EQUIPMENT THAT SOUNDS LIKE WE'RE GOING TO DO MORE AS FAR AS TECHNOLOGY GOES TO

[02:25:03]

UNDERSTAND OUR USAGE AT DIFFERENT FACILITIES THAT WE ACTUALLY DO HAVE THAT CAPABILITY . WE HAVE A MODULE WITH OUR SCHOOL. DUDE IT'S AN ENERGY TRACKING, SO WE HAD IT, BUT WE DIDN'T SPECIFICALLY HAVE THE LANGUAGE IN THE POLICY THAT THE BILL I WANTED TO SEE ACROSS ALL FACILITIES. WE HAVE THAT CAPABILITY ALREADY. I'M IMPRESSED. GREAT. UM SO THEN, LIKE THE OVERALL ADOPTION PROCUREMENT. FOR NO WONDER RESOURCES. WE DON'T REALLY QUITE KNOW WHAT THAT COST IS GOING TO BE. ONCE WE START BUILDING OUR TARGETS OR WHATEVER. THEN I GUESS WE'LL HAVE TO. FIGURE OUT HOW MUCH THAT'S GONNA COST. SO SO WE HAVE A STEP ONE. WE'VE BEEN WORKING AND WE'LL BE BACK IN FRONT OF THE BOARD LATER ON THIS FALL WITH RECOMMENDATIONS THROUGH THE SUPERINTENDENT, UM, FOR CONTRACT. WITH THE CONSULTANT TO HELP US WITNESS SO, UM. SO THAT WOULD BE FIRST, LIKE STEP ONE. THEN FROM THERE, WE CAN START TO DEVELOP STRATEGIES START TO LOOK AT THE DATA DO THE EVALUATION THEIR ANALYSIS AND THEN DETERMINE YOU KNOW WHERE WE CAN GO FROM THERE IN ORDER TO, YOU KNOW, MEET TARGETS AND SET TARGETS. I JUST HAVE AN EDIT. MHM FOR B. UM I THINK THAT IT NEEDS TO SAY THE SUPERINTENDENT WILL CONSULT WITH ENERGY MANAGEMENT COMMITTEES TO DEVELOP. RENEW AND RECOMMEND TO THE BOARD IMPLEMENTATION PROCEDURES AND POLICY BECAUSE THE BOARD HAS TO APPROVE ANYTHING THAT IS SO IF YOU JUST ADD IN THERE, UM AND RECOMMEND PROCEDURES. TO THE BOARD FOR IMPLEMENTATION. YOU COULD SAY IMPLEMENT PROCEDURES AND POLICY TO THE BOARD FOR IMPLEMENTATION. AND ADOPTION. WHAT I'M GOING TO ASK. WHAT I WOULD DO IS SEND YOU AN EMAIL. PERFECT CAN SO CAN PICK THAT UP. PERFECT. SO WE'RE I'M MAKING A NOTE HERE, OKAY? AND THEN WE'LL GET YOUR RECOMMENDATION CHANGES DON'T LIKE THAT CAN HAPPEN AND STILL HAVE THE VOTE NEXT WEEK OR WHATEVER. SO IF IT'S NOT NONSENSE NEXT MONTH. JUST FOR CLARITY THAT THIS IS ALSO GOING OUT FOR A 30 DAY PUBLIC NEXT MONTH. ANY OTHER QUESTIONS OR COMMENTS. OKAY I'LL JUST CONCLUDE BY SAYING I ACTUALLY JUST CAME FROM A BUDGET MEETING BEFORE THIS AND YOU WON'T BELIEVE HOW MUCH MONEY WE SPEND ENERGY. IT'S A LOT UM MATTER OF FACT, I THINK WE WERE OVER BUDGET SO MOVING FORWARD. YOU KNOW, WE'RE GONNA BE LOOKING FOR ALL SORTS OF NO AND MR SOUL AND MYSELF WITH BOTH IN GREEN ENERGY BUSINESSES, SO WE'RE VERY PASSIONATE ABOUT THIS SORT OF STUFF. SO THIS IS ONE THAT MIGHT GET A LOT OF EYEBALLS MOVING FORWARD. UM BOY, SUPPORTIVE OF THIS AND JUST PUT IT OUT FOR THE 30 DAYS. I WOULD SAY, THOUGH, THAT TO MAKE IT EASY FOR PEOPLE TO FIND TO PUT OUR LINK REFERENCE OR AT THE HOUSE. BILL 6 30 IS AN ADDENDUM TO THIS JUST SO THAT PEOPLE CAN SEE WHAT? WHAT? WHERE THIS IS BEING DERIVED FROM THANK YOU VERY MUCH. THANK YOU GUYS. MR BROWN,

[G. Presentation of FY 2025 Capital Improvement Program, Mr. Cornell Brown, Assistant Superintendent for Operations, Ms. Patti Jo Beard, Executive Director of Facilities Management, Mr. Chris Morton, Supervisor of Planning and Construction, and Ms. Missy Valentino, Facilities Planner]

YOU ARE ON DECK TONIGHT. ALL RIGHT. MOVING ON TO ITEM G, UH, PRESENTATION FOR 2025 CAPITAL IMPROVEMENT PLAN. UH, SORRY PROGRAM. AND JOINING US. WE HAVE MR CHRISTOPHER MORE IN OUR SUPERVISOR PLANNING CONSTRUCTION. TRYING TO BE VERY EFFICIENT HERE. UM SO WE CAME TO THE BOARD AT OUR MEETING IN AUGUST. TO PRESENT OUR CAPITAL IMPROVEMENT PROGRAM. UM YOU KNOW , AS PROMISED. WE'RE HERE AGAIN TODAY TO CONTINUE THAT DISCUSSION, AND OUR GOAL IS TO NEXT WEEK HAD THE BOARD APPROVE OUR CAPITAL BUDGET FOR SUBMISSION TO THE STATE. I TOLD HER THE FOURTH. OCTOBER THE FOURTH, SO I'M GONNA TURN IT OVER TO MISSY SO SHE CAN GO OVER THIS EVENING'S PRESENTATION, AND THEN YOU KNOW WE CAN ANSWER ANY QUESTIONS. I WILL BE BRIEF. I'M JUST GOING TO KIND OF SUMMARIZE WHAT WE DISCUSSED DURING OUR LAST MEETING. UM REALLY? I WANT TO GIVE THIS TIME TO YOU GUYS FOR QUESTIONS AND ANSWERS AND THINGS LIKE THAT, UM, REALLY? WE WENT THROUGH SOME OF THE UPDATES THAT ARE AT THE STATE LEVEL ADDRESS WITH OUR LOCAL CALL SHARE CHANGES. WE DISCUSSED A LITTLE BIT ABOUT THE STATE FACILITIES ASSESSMENT AND WHERE WE STAND WITH THAT WHEN COMPARED TO THE STATE, AND THEN WE DO HAVE A FEW FACILITIES THAT, UM ARE IN THAT HIGHER CATEGORY OF FUNCTIONS UNRELIABLE AND THEY ARE BUILT INTO OUR EDUCATIONAL

[02:30:05]

FACILITIES. MASTER PLAN UM AND. WE WILL BE WORKING TOWARDS ADDRESSING THEM AS WE MOVE FORWARD, AND THEN WE TALKED ABOUT SOME OF THE OTHER BUDGET IMPACTS THAT WE CAN EXPECT TO SEE THIS YEAR WITH BLUEPRINT HEALTHIEST SCHOOLS, UM AND SOME OF THOSE SHORT TERM AND LONG TERM SOLUTIONS TO ADDRESSING THOSE UM, I DID BREAK DOWN THE TIMELINE. I THINK THAT IT'S A LITTLE BIT EASIER TO SEE IT THIS WAY. I KNOW WE HAD IT ALL ON ONE SLIDE LAST TIME, AND I THINK THIS JUST BREAKS DOWN WHEN WE START THE SUBMISSION TIMELINE WHEN THEY STATE STARTS GETTING BACK TO US ABOUT HOW MUCH THEY ANTICIPATE ON FUNDING AND THEN WHEN THE FINAL APPROVALS ARE MADE IN JANUARY. OR THIS MISSION IS MADE JANUARY IS THE LOCAL REQUEST. AND THEN THE APPROVAL TIMELINE. SO I PULLED THOSE OUT BECAUSE THEY KIND OF OVERLAP, WHICH GETS A LITTLE CONFUSING.

UM BUT THE STATE DOES START WALKING THROUGH SOME OF THEIR APPROVALS. THEY TRIED TO GET THEIR 90% OUT BY MARCH, SO THAT PRETTY MUCH GIVES US AN IDEA OF WHERE WE STAND, UM, GOING FORWARD, AND THEN WE GET THAT APRIL COUNTY EXECUTIVE RELEASES HIS PROPOSED BUDGET. THAT KIND OF HELPS US MOVE INTO THE NEXT PHASE, SO THAT WHEN THAT FUNDING BECOMES AVAILABLE AS OF JULY, 1 WERE ABLE TO MOVE FORWARD WITH OUR PROJECTS, UM, AND WORK THROUGH THAT SHORT TIMELINE THAT WE HAVE FOR THAT TURNAROUND. NOTHING HAS CHANGED IN THIS SLIDE FROM THE LAST TIME WE HAVE HOMESTEAD WAKEFIELD. WE ARE REQUESTING THE REMAINDER OF THE LOCAL FUNDING FOR THAT. WE HAVE HARFORD TECHNICAL HIGH SCHOOL AGAIN AND WE ARE REQUESTING, UM , THE FUNDING FOR THAT ABERDEEN MIDDLE SCHOOL HBS RENOVATION AND THEN WE HAVE THAT NORTH HARFORD , UM HIGH SCHOOL ENERGY RECOVERY UNIT. THAT WAS OUR HEALTHY ADVERSE SCHOOLS REQUEST LAST YEAR. WE DID RECEIVE LOCAL FUNDING FOR THAT. SO THIS IS JUST A REQUEST FOR THAT STATE MATCH. UM AND THEN WE HAVE TWO PROJECTS AND PLANNING WHICH INCLUDE THE HARFORD ACADEMY, WHICH HOPEFULLY WE WILL GET THE GO AHEAD SOON TO MOVE FORWARD WITH THAT PROJECT AND THE SEA MOUNTAIN RIGHT HIGH SCHOOL LIMITED RENOVATION PROJECT. UM AND THEN WE ARE PUTTING FORWARD PROSPECT ELEMENTARY SCHOOL AS OUR HEALTHY SCHOOLS PROJECT. THAT WAS THE PRIORITY AT THE STATE LEVEL FOR HEALTHY SCHOOLS FUNDING, SO WE'RE HOPING WE HAVE A BETTER CHANCE OF HAVING THAT FUNDED AT THE STATE LEVEL. AND THIS IS THE TOTAL OF ALL THE REQUEST. AND THEN WE WILL BE COMING FORWARD FOR APPROVAL FOR SUBMISSION TO THE STATE. WE WILL ALSO BE REQUESTING OUR COUNTY EXECUTIVE TO PROVIDE US WITH A LETTER OF SUPPORT FOR THESE PROJECTS BEFORE WE CAN SUBMIT THEM TO THE STATE FOR THE LOCAL MATCH. WHAT'S THAT? I WILL OPEN IT UP. THANK YOU. ANY QUESTIONS OR COMMENTS FROM THE BOARD. I THINK NONE AT THIS TIME, BUT WILL THIS BE? THIS IS UP FOR A VOTE NEXT WEEK, SO WE'RE THERE'LL BE ANY OTHER INFORMATION PROVIDED IN SMALL GROUP SESSION OR ANY OTHER DOCUMENTS? OR IS THIS EVERYTHING? THIS IS EVERYTHING I MEAN, BASICALLY GO THROUGH AND SHOW THE AMOUNTS AGAIN AND THAT'S WHAT WILL BE PUT FORWARD , UM TO THE STATE FOREVER REQUEST. WE WILL ALSO BE REQUESTING THE COUNTY EXECUTIVE FOR HIS SUPPORT AT THAT TIME, ANYTHING CHANGES AT THAT LEVEL. IT WILL COME BACK TO THE BOARD BEFORE IT SUBMITTED. HEY, THANK YOU. QUESTION. YES SO, LOOKING AT THIS TIMELINE, YOU KNOW, WE ALREADY KIND OF KNOW THIS, BUT, UM HOST OF WAKEFIELD IS THE LAST NEW BUILD. THAT'S ON THIS. YOU KNOW, THERE'S NO NEW BUILD FOR STARTING FISCAL YEAR 2026 CORRECT. SO WE'RE LOSING A YEAR? YES, BUILDS. YES. CORPORATE KANE WAS SUPPOSED TO BE THERE. THEY GOT BUMPED. SO HOMESTEAD WAKEFIELD WAS THE LATER YEAR AND THEN HARPER ACADEMY HAS BEEN DELAYED THE OR SO INSTEAD OF OUR . TWO YEAR CYCLE WE ARE RIGHT NOW AT THE THREE YEAR CYCLE WE HAVE MOVED UP SOME OF OUR LIMITED RENOVATION. SO HARFORD TECHNICAL HIGH SCHOOL WHEN THE FUNDING CAME AVAILABLE THROUGH THE BILL TO LEARN ACT, WE WERE ABLE TO MOVE THAT UP AND MOVE THAT FORWARD AND NOW WE'RE LOOKING AT SEA MOUNTAIN RIGHT SO WE CAN ADDRESS SOME OF THESE LARGER SYSTEMIC NEEDS BUT ALSO ADDRESSED SOME OF THE EDUCATIONAL DEFICIENCIES WITHIN THE BUILDINGS THEMSELVES. WHAT'S THE RENOVATION HAPPENING AT C.