Dec 04, 2023 Board Meeting

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GOOD AT THIS TIME. I ASK EVERYONE TO PLEASE MEET YOUR DEVICE TO AVOID INTERRUPTIONS UNTIL CALLED UPON. I CALL TO ORDER THIS BOARD BUSINESS MEETING OF THE BOARD OF EDUCATION OF HARFORD COUNTY ON DECEMBER 4TH 2023 AT SIX PM THIS BUSINESS MEETING WILL BE CONDUCTED IN A HYBRID FASHION. ISRAEL ISRAEL OH, PLEASE TAKE THE ROLL CALL. MS ALVARO'S PRESENT. MISS BRUCE HERE. COKER. YOU. DOCTOR MILLER PRESENT MISS PERRY HERE. DEBORAH OVA HERE, MR SEWELL. MISS STRAUSS HERE. VICE PRESIDENT HAN PRESENT. PRESIDENT POINT IN HERE. SUPERINTENDENT WILSON THE ROLL CALL. THANK YOU. WELL, THE SECURITY REPRESENTATIVE, PLEASE READ TONIGHT'S RULES OF ORDER. GOOD EVENING. I'M DJ RAVAGE REGIONAL COORDINATOR FOR THE OPPOSITE SAFETY AND SECURITY. THANK YOU FOR ATTENDING TONIGHT'S BOARD OF EDUCATION BUSINESS MEETING AND KEEPING WITH THE BUSINESS PURPOSE OF THE MEETING. I WOULD LIKE TO SHARE UPDATED PRACTICES WILL BE ENFORCED THIS EVENING AND FOR ALL FUTURE BOARD MEETINGS. DURING THE BUSINESS MEETING, ALL ATTENDEES ARE REMINDED TO CONDUCT THEMSELVES IN A RESPECTFUL MANNER.

GRANDSTANDING WHICH INCLUDES APPLAUSE, AUDIBLE COMMENTARY, EXCESSIVE GESTURES, STANDING OVATIONS AND SIMILAR DISTRACTING BEHAVIORS IS NOT PERMITTED. LIKEWISE THREATENING WORDS, GESTURES OR BEHAVIORS ARE NOT PERMITTED. SHOULD BE ATTENDEE ENGAGE IN ONE OF THE PROHIBITED BEHAVIORS, THUS DETRACTING FROM THE BUSINESS PURPOSE OF THIS MEETING. THE ATTENDEE WILL RECEIVE A WARNING TO IMMEDIATELY CEASE TO PROHIBITED BEHAVIOR IF THE ATTENDEE DOES NOT CEASE TO PROHIBITED BEHAVIOR ATTENDEE WILL BE ESCORTED FROM THE BUSINESS LEADING BY SECURITY. WE ASK THAT ALL MEMBERS OF THE AUDIENCE REFRAIN FROM APPROACHING THE DAY IS FOR ANY REASON DURING THE BOARD MEETING. WE APPRECIATE YOUR RESPECTFUL ATTENDANCE AND PARTICIPATION AND LOOK FORWARD TO A PRODUCTIVE MEETING. THANK YOU. THANK YOU. BOARD MEMBERS. YOU HAVE THE AGENDA BEFORE YOU DO I HAVE A MOTION TO ADOPT THE AGENDA. THIS IS MELISSA AND I MOVE THAT WE END UP THE AGENDA. THANK YOU. IS THERE A SECOND? ASSIST DIANA I SECOND THANK YOU, MS ALVAREZ.

ALL IN FAVOR. PLEASE SAY YES. YES, YES. ANY OPPOSED. PLEASE SAY NO. THANK YOU. THE MOTION PASSES. MISS HAN, PLEASE LEAD US IN THE PLEDGE OF ALLEGIANCE. PUBLIC EDUCATION. WHATEVER YOU CAN JUSTICE WRONG. THANK YOU. PLEASE READ, UH, TONIGHT'S PROCESS. THE FOLLOWING PROCESS WILL BE USED THIS EVENING. BOARD MEMBERS AND STAFF WILL MEET THEIR DEVICE UNTIL CALLED UPON BOARD MEMBERS. PLEASE HOLD ANY COMMENTS OR QUESTIONS UNTIL THE END OF EACH PRESENTATION.

FOLLOWING THE PRESENTATION, DR POINTING WILL CALL ON EACH BOARD MEMBER FOR COMMENTS AND QUESTIONS. BOARD MEMBERS AND STAFF MEMBERS SHOULD RESTATE THEIR NAMES BEFORE SPEAKING, DOCTOR BALSAMO RESPOND TO QUESTIONS OR CALLING THE APPROPRIATE STAFF MEMBER TO DO

[Board Member Comments]

THANK YOU. WELCOME EVERYONE. THANK YOU FOR TAKING THE TIME TO ATTEND THIS MEETING AND FOR YOUR INTEREST IN PUBLIC EDUCATION WOULD LIKE TO KICK OFF MY COMMENTS BY RECOGNIZING OLD POST ROAD ELEMENTARY SCHOOL IS THE NOVEMBER FAMILY FRIENDLY SCHOOL. THIS MONTH, WE HAD NINE SCHOOLS THAT WERE NOMINATED AND OVER 1700 VOTES THAT WERE CAST SO BIG CONGRATS TO OLD POST. I ALSO WANT TO HIGHLIGHT THE ATHLETIC SUCCESSES OF OUR STUDENT ATHLETES AND COACHES. WE HAD THREE TEAMS THAT BROUGHT HOME STATE CHAMPIONSHIPS THAT WAS HAVING A GRACE GIRL SOCCER, HARFORD TECH BOYS SOCCER AND THE FOST AND CHEERLEADING SQUAD. HARFORD TECH GIRLS CROSS COUNTRY FINISHED SECOND IN THE STATE MEET BOSTON GOLF TEAM FINISHED THIRD IN THE STATE TOURNAMENT AND INDIVIDUALLY JACK DYER FROM C. MILTON WRIGHT FINISHED THIRD IN THE GULF STATE TOURNAMENT AND CASEY DAY FROM HARFORD TECH FINISHED FOURTH. SO THANK YOU TO THOSE TEAMS AND ATHLETES FROM MAKING HARFORD COUNTY PROUD. NOW FOR A FEW REMINDERS. I DON'T NEXT BOARD MEETING. WE WILL HAVE A HEARING AND BE VOTING ON THE FINAL CALENDAR COMMITTEE PROPOSAL FOR THE 2024 25 SCHOOL YEAR, THERE WERE OVER 21,000 RESPONSES TO THIS CALENDAR SURVEY. I BELIEVE THAT'S THE MOST WE'VE EVER RECEIVED. THE CELEBRATION OF EXCELLENCE AND EDUCATION APPLICATIONS ARE OPEN AND THIS YEAR IN ADDITION TO TEACHER OF THE YEAR, STAFF AND OTHER POSITIONS WILL BE HONORED.

SO PLEASE MAKE SURE TO SUBMIT YOUR RECOMMENDATIONS. AND AS ALWAYS, MAKE SURE TO FOLLOW US

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COLLABORATE ON STRATEGIES FOR GOAL ATTAINMENT AND MAINTAIN A CLEAR COMMITMENT TO THE STAFFING AND DEVELOPMENTAL REQUIREMENTS THAT ARE NEEDED FOR SUCCESS. MY HOPE IS THAT EVERYONE PARENTS, GUARDIANS, TEACHERS ADMINISTRATION AND THE LIKE. TAKE THE TIME TO REVIEW THAT POLICY AND PROVIDE FEEDBACK. TOGETHER WE ALL HAVE A RESPONSIBILITY TO EMPOWER EACH STUDENT TO ACHIEVE ACADEMIC EXCELLENCE AND TO INSPIRE AND PREPARE STUDENTS TO ACHIEVE SUCCESS IN COLLEGE AND CAREER. THANK YOU. THANK YOU, MR SEWELL. GOOD EVENING, EVERYONE. SO THIS, UH, BETWEEN THIS BOARD MEETING LAST BOARD MEETING I HAD THE OPPORTUNITY TO VISIT BOSTON HIGH SCHOOL IN MY DISTRICT, AND, UM. YOU KNOW, WALKED AROUND WITH THE PRINCIPAL AND LOOKED AT THINGS THAT WERE GOING ON IN THE SCHOOL AND HIS VISION FOR THE SCHOOL AND HE HAD A REALLY GOOD IDEA THAT I DON'T WE SHOULD TAKE A LOOK AT FOR THE CAPITAL SIDE OF THINGS, WHICH IS TO ADD KIND OF A LINE ITEM FOR FURNITURE IN THAT SCHOOL, WHICH IS GOING ITS 45TH YEAR. ALMOST ALL THE FURNITURE IS ORIGINAL. UM AND IT'S SERVED ITS PURPOSE. AND I WOULD REALLY BE GREAT TO UPDATE THAT. BUT HE WAS THINKING A LITTLE MORE BROADLY AND SUGGESTED THAT WE SHOULD PROBABLY HAVE A LINE ITEM FOR FURNITURE REPLENISHMENT JUST FOR THE WHOLE SCHOOL SYSTEM SINCE WE HAVE, UH, SO MANY AGED SCHOOLS, UM, SO THAT'S SOMETHING TO TAKE A LOOK AT AND THEN WITH HIS HIS VISION FOR THE SCHOOL OF TO BUILD OUT A FEW THINGS, POSSIBLY HAVING MAYBE A BUSINESS AND ENTREPRENEURSHIP. UH, SIGNATURE PROGRAM AND ALSO MAYBE A FABRICATION SIGNATURE PROGRAM.

PRETTY EXCITED FOR THAT. UM SO, UM, ALSO TOURED THE AREA, WHICH IS BEING CONVERTED. THE OLD. ONE OF THE OLD METAL SHOPS HAS BEEN CONVERTED TO A CULINARY ARTS AREA. SO UM, SOME GOOD THINGS GOING ON FHS. I ALSO WANT TO CONGRATULATE OLD POST ROAD FOR BEING FOR THEIR AH AH AWARD AS THE FAMILY FRIENDLY SCHOOL. AND ALSO BETWEEN THIS MEETING IN THE LAST MEETING, I ATTENDED THE CT.

THAT'S THE CAREER IN TECHNOLOGY EDUCATION, UH, COMMITTEE MEETING AND WE HAVE SOME REALLY GREAT THINGS HAPPENING IN THE SCHOOL SYSTEM WITH REGARDS TO C T E AND JUST WANT TO JUST HIGHLIGHT REAL QUICK THAT WE HAVE WELL OVER 80 APPRENTICES NOW OR I SHOULD SAY 80 STUDENTS IN APPRENTICESHIP PROGRAMS. SO VERY PROUD OF HOW THAT'S BEING BUILT OUT. APPARENTLY WE'RE NOW FIFTH IN THE STATE. YOU KNOW WHERE THE EIGHTH LARGEST DISTRICT BUT WE'RE FIT IN THE STATE FOR THIS PROGRAM, SO REALLY PROUD OF WHAT THEY'RE DOING THERE. THANK YOU. INCLUDING THE CLOTH SEATS IN THE AUDITORIUM, WHERE THE ORIGINAL FAST AND I DIDN'T MENTION THAT BUT LOVE TO REPLACE THAT, AND THE STAGE STAGE IS PRETTY ORIGINAL. THANK YOU, MR BOBROVA. EVENING EVERYONE HOPE YOU GUYS HAD A NICE BREAK, JUST SOME UPDATES ABOUT WHAT'S BEEN GOING ON SINCE THE LAST MEETING. UM ON NOVEMBER 18TH. I WAS ABLE TO ATTEND THE MARYLAND ASSOCIATION OF STUDENT COUNCIL MEETING OF OTHERWISE KNOWN AS MSC AT MONTGOMERY COUNTY, AND IT WAS A FALL LEADERSHIP CONFERENCE. I WAS ABLE TO RECONNECT WITH SOME OF MY OTHER STUDENT BOARD MEMBERS ACROSS THE STATE AND ATTEND MULTIPLE INFORMATIONAL WORKSHOPS LED BY STUDENTS. SO IT WAS MY FIRST TIME GOING. THEY

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SPECIFICALLY THE STUDENT LED, UH, LISTENING SESSION AND I HOPE STUDENTS WILL HAVE A BETTER UNDERSTANDING ABOUT THE LISTENING SESSIONS AND WHAT THEY CAN PREPARE FOR IT. AND I HOPE TO SEE MORE STUDENTS OUT THERE. SO THANK YOU. THANK YOU, MISS PERRY. GOOD EVENING, EVERYONE. I HOPE YOU HAVE A NICE THANKSGIVING. IT'S ALWAYS NICE TO BE AROUND FAMILY AND FRIENDS.

I ATTENDED THE FAMILY FROM FRIENDLY SCHOOL. ALSO THIS WAS THE SECOND TIME THE PRINCIPAL WON THAT EVENT, SO HE'S DOING A GREAT JOB THERE AT OLD POST ROAD. I SPENT A LOT OF TIME EATING AND SHOPPING ON BLACK FRIDAY AND CYBER MONDAY. ALSO, LIKE MOST OF US BUT ON SUNDAY I ATTENDED ON SUNDAY, DECEMBER 3RD I ATTENDED THE FUNERAL OF FORMER SECRETARY GEORGE OWENS OF THE MARYLAND VETERANS AFFAIRS. HE WAS A GOOD FRIEND AND MENTOR TO ME. ALONG WITH HIS FAMILY AND FRIENDS. SEVERAL LAWMAKERS FROM THE HOUSE AND THE SENATE WERE ALSO IN ATTENDANCE.

REPRESENTATIVE STENY HOYER, GOVERNOR HOGAN GOVERNOR EARLY MEMBERS OF THE MARYLAND DELEGATES AND SENATORS. IT WAS LIKE THEY WERE HAVING A REUNION. IT WAS A REAL CELEBRATION OF LIFE BY HIS FRIENDS AND COLLEAGUES. THAT MADE ME THINK ABOUT WHAT THE STAFF EDUCATORS DO HERE HCPS. THEY ARE WORKING TO ENSURE OUR STUDENTS AND STAFF SUCCEED. THANK YOU. DR MILLER.

SO NOT TO SOUND LIKE A BROKEN RECORD. UM MR WOULDN'T THE PRINCIPAL AT OLD POST ROAD HAS JUST DONE A PHENOMENAL JOB AT THAT SCHOOL AND TO SEE THOSE KIDS SO HAPPY AND EXCITED WHEN THE SCHOOL WON THE FAMILY FRIENDLY AWARD AGAIN FOR THE SECOND TIME WAS AMAZING, ALTHOUGH WE DID PICK THE COLDEST DAY OF THE YEAR SO FAR. TO HAVE THAT CELEBRATION OUTSIDE WITH ALL THE KIDS, BUT IT WAS STILL A LOT OF FUN. I WANTED TO MENTION THE COMMUNITY SCHOOL ADVISORY COMMITTEE. THEY BRING COMMUNITY PARTNERS IN TO WORK WITH THE SCHOOL DISTRICT, AND I MET PEOPLE FROM MANY DIFFERENT THINGS. THEY FEATURED THE PARTNERS FROM MOUNTAIN CHRISTIAN CHURCH. YOU DID A LOT OF WORK WITH GETTING SCHOOL SUPPLIES INTO THE SCHOOLS AT THE BEGINNING OF THE YEAR FOR STUDENTS THAT COULDN'T AFFORD THEM. AND I MEAN, WHEN ALL YOUR FRIENDS ARE COMING TO SCHOOL WITH NEW BACKPACKS AND NEW SUPPLIES. HOW MUCH DOES IT MEAN TO YOU TO HAVE THAT ALSO, YOU KNOW, THEY HAVE THE NEW NOTEBOOKS AND THE NEW PENCILS AND THE NEW PENS. SO IT WAS PRETTY AMAZING TO SEE THEM AND TO HAVE THEM TALK ABOUT THE WORK THAT THEY'RE DOING IN THE COMMUNITY SCHOOL ADVISORY COMMITTEE DID AN AWESOME JOB WITH THE PROGRAM THAT THEY OFFERED. AND THEN THE CULINARY STUDENTS FROM EDGEWOOD HIGH SCHOOL ACTUALLY MADE PIES AND SO EVERY ONE OF OUR COMMUNITY PARTNERS GOT TO PICK UP A PIE AND TAKE IT HOME WITH THEM IS JUST A LITTLE THANKS FOR WHAT THEY'VE DONE FOR THE SCHOOL SYSTEM. SO THAT WAS A PRETTY AMAZING EVENT. AND I'M GONNA GO OUTSIDE THE SCHOOL SYSTEM JUST A LITTLE BIT. BECAUSE I HAD AN OPPORTUNITY TO WORK WITH HARTFORD FAMILY HOUSE AND TO DO A PROGRAM FOR THEM AND HOW TO CELEBRATE THE HOLIDAYS WITHOUT BREAKING THE BANK. SOMETHING YOU MIGHT ALSO ENJOY DOING. IT WAS PRETTY AMAZING TO WORK WITH THE FAMILIES THERE THAT ARE JUST GETTING ON THEIR FEET AND GETTING BACK INTO A NORMAL LIFESTYLE AND TO BE ABLE TO UM, I WORK WITH THEM IN DOING THINGS THAT ARE IMPORTANT, YOU KNOW, TALKING ABOUT THE TIME WITH YOUR FAMILY, OF COURSE FOR ONE OF THEM. THIS IS THE TIME WITHOUT THEIR FAMILY WAS GOOD, TOO. SO MAYBE WE'LL JUST TALK THAT WAY AND THEN ALSO THEY HAD THEIR BIG ANNUAL FUNDRAISER BOOTS AND BOW TIES THIS PAST WEEKEND, WHICH WAS ALSO PRETTY AMAZING EVENT. AND THEN TODAY I GOT TO ATTEND THE MADE LEGISLATIVE COMMITTEE AND MAYBE IS MARYLAND ASSOCIATION OF BOARDS OF EDUCATION FOR THOSE WHO DON'T KNOW. BUT THE WORK THAT THEY'RE DOING TO GET LEGISLATION PASSED TO HELP IN IMPLEMENTING THE BLUEPRINT, BECAUSE, AS WE ALL KNOW, THE BLUEPRINT HAS A LOT OF UNFUNDED MANDATES IN IT, AND SO LOOKING AT WAYS THAT WE CAN MAKE THAT WORK, SO THOSE ARE THE THINGS THAT I'VE BEEN DOING, BUT THANK YOU. THANK YOU, MS COOPER. WELCOME. AND THANKS EVERYONE FOR BEING HERE OR FOR LISTENING IN I HOPE EVERYONE HAD AN ENJOYABLE AND HEALTHY THANKSGIVING. I'M USUALLY THE ONE THAT THROWS OUT SOME SERIOUS THINGS. BUT FIRST, THE PLEASURE I HAD ON SUNDAY WAS

[00:15:01]

BECAUSE WE DON'T HAVE THE FUNDING TO REALLY IMPLEMENT THOSE, AND A LOT OF THOSE COSTS WERE NOT ACCURATELY CHARACTERIZED IN THE BEGINNING. AND SO SOME OF THE TIMELINES IN THE MANDATES ARE BEING RE LOOKED NOW, BUT MORE NEEDS TO BE DONE. THERE'S A HANDOUT. UM JUST A ONE PAGER BACK THERE ON THE TABLE CASE YOU'RE WONDERING. IT'S A LIST OF ALL THE DISTRICTS IN HARFORD COUNTY. THE LEGISLATORS CONTACT INFORMATION. AND SOME IDEAS ON WHAT WE NEED TO TELL OUR LEGISLATORS AS FAR AS GETTING COMMUNITY INPUT. WE NEED A GROUNDSWELL OF COMMUNITY INPUT. TO LET THE LEGISLATORS KNOW HOW YOU FEEL. AND SO ALL THE CONTACT INFORMATION IS JUST ONE PAGE. GRAB ONE. SHARE IT WITH YOUR FRIENDS. WHATEVER. UM YOU KNOW IF WE CAN GET A GROUNDSWELL OF SUPPORT, AND THEY LEGISLATORS NO WHAT THE PEOPLE WANT, THEN HOPEFULLY THEY'LL ACT ACCORDINGLY. UM OKAY, AND IT'S ALWAYS WE AS PARENTS TO SUPPORT THEIR KIDS IN BEING IN SCHOOL AND LEARNING AND TREATING EVERYONE WITH RESPECT. THANK YOU. THANK YOU, MISS BRUCE. YES I WON'T REPEAT MUCH OF WHAT WAS SAID ALREADY BECAUSE WE'RE ON THE OTHER END THIS TIME. BUT I DID WANT TO SAY THAT. I HAVE BEEN. REQUESTED TO BE THE CHAIR OF THE MAYB AWARDS COMMITTEE.

FOR THE NEXT COMING YEAR, SO I'M GOING TO BE WORKING WITH THEM AS WELL AS BEING ON THE MAIN EQUITY COMMITTEE. THANK YOU, MS ALVAREZ. THANK YOU. AND GOOD EVENING, EVERYBODY. THANK YOU FOR YOUR INTEREST IN PUBLIC EDUCATION. IT'S THE FOUNDATION OF OUR FUTURE. I HOPE EVERYBODY HAD A JOYOUS THANKSGIVING. THERE IS MUCH TO BE THANKFUL FOR. UM I WANTED TO OPEN MY COMMENTS ABOUT OLD POST ROAD BUT EVERYBODY ELSE ALREADY SAID THAT, BUT I DO WANT TO SAY THAT FAMILIES ARE SO ESSENTIAL, SO IT'S GREAT THAT HCPS AND OUR SCHOOLS MAKE THIS EFFORT, UM TO BE FAMILY FRIENDLY BECAUSE WITHOUT THE FAMILIES AND PARENTS NONE OF OUR STUDENTS WOULD BE HERE. SO, UM. AS I MENTIONED PREVIOUSLY, UM WE'RE HEADED INTO THE LEGISLATIVE SESSION AND I KNOW THAT TERRY BROUGHT THAT UP AS WELL. AND I THINK IT'S IMPORTANT THAT WE LET OUR LEGISLATORS KNOW THAT THEY NEED TO SUPPORT OUR EDUCATORS AND HER PARENTS. UM WE NEED TO LET LEGISLATORS WHOLE BOAT THE SCHOOLS AND THE PARENTS ACCOUNTABLE FOR THE EDUCATION OF OUR FUTURE. IT'S VERY IMPORTANT.

UM NO. THAT WAS ONE OF THE BEHAVIORAL ISSUES SHE HAS ON THE, UM THE BULLET THAT SHEET

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IT'S NOT FACT. IT IS USUALLY A THEORY OR HYPOTHESIS THAT HAS BEEN SHOWN TO HAVE SOME EVIDENCE FOR BEING BALLAD. THE LEVEL OF VALIDITY VARIES BASED ON THE CREDIBILITY OR LIMITATIONS OF THE SCIENTIFIC TEST METHOD USED TO VALIDATE IT. WE MUST ENSURE WE DO NOT DISCOUNT THE MATHEMATICAL EVIDENCE THAT SHOULD CAUSE QUESTION AND SUPPORT OF PRODUCT THEORY OR PHILOSOPHY. MANY HIGHLY POLITICAL TOPICS ARE REPORTED AS SCIENTIFICALLY EVIDENT. BUT ARE IN FACT HIGHLY EXPERIMENTAL. WITH EVIDENCE THAT SOMETIMES CAN BE NEARLY 5050. WITH DATA OBTAINED FROM EXPERIMENTS WITH A HIGH DEGREE OF BIAS. THIS IS NOT TO SAY THAT FACTS DO NOT EXIST.

BUT THERE ARE FAR LESS FACTS. IN OUR CULTURE BELIEFS. AND I'M CONCERNED THAT OUR YOUTH IS NOT BEING TAUGHT HOW TO RATIONALLY QUESTION WHAT IS UNCERTAIN FACT TRUTH AND TO DETERMINE THE LEVEL OF ACCEPTABLE UNCERTAINTY. THIS BRINGS ME TO A POLICY THAT HAS BEEN UP FOR RENEWAL.

CONTROVERSIAL ISSUES. SO LET ME MAKE SOME STATEMENTS ABOUT THIS POLICY THAT CONCERNED ME AND MANY CONSTITUENTS. THIS POLICY WAS WRITTEN AND APPROVED IN MAY OF 2002. IN THE POLICY AT STAGE.

THE TEACHER HAS THE RIGHT TO EXPRESS PERSONAL VIEWS REGARDING CONTROVERSIAL ISSUES. IT GOES ON TO SAY THAT THE TEACHER MAY ALSO EXPRESSED HIS OR HER VIEWS TO GENERATE ADDITIONAL THOUGHT AND DISCUSSION. THIS POLICY IS AGAINST STANDARDS OF TEACHING THAT DATE BACK TO MY EDUCATION AND PRIOR TEACHERS SHOULD NEVER PROVIDE THEIR OPINION FOR TWO OBVIOUS REASONS. ONE STUDENTS CAN USE THIS IN ASSIGNMENTS TO WIN FAVOR FROM THE TEACHER AND PROSPECTS OF GETTING A BETTER GRADE TWO STUDENTS MAY ALIGN THEIR OPINION WITH THE TEACHER WHO THEY MAY RESPECT. AND VIEW AS AN AUTHORITY FIGURE. NEITHER OF THESE RISKS PROVIDE THE NECESSARY SKILLS THAT OUR STUDENTS WILL NEED TO NAVIGATE THE HIGHLY BIASED INFORMATION IN OUR SOCIETY THAT COUNTS MANY SCIENTIFICALLY EVIDENT STUDIES AS FACT, IN THE CONTROVERSIAL LANDSCAPE THAT WE EXIST. WE HAVE BEEN ALLOWED ALLOWING THIS TO SERVICE TO OUR STUDENTS AND POLICY. I DON'T KNOW THAT THEY ACTUALLY PROVIDE OPINION BECAUSE I HAVE TALKED TO UM, LEADERSHIP AND THEY ARE. INSTRUCTED NOT TO DO SO. BUT OUR POLICY ALLOWS THEM AND THIS DISSERVICE TO THE STUDENTS HAS BEEN IN PLACE SINCE 2002. WE NEED TO GET BACK TO TEACHING CRITICAL THOUGHT AND HOW TO PERSONALLY IDENTIFIED BIAS. THROUGH RESEARCH AND DISCERNMENT. NO ONE ATTEMPTS ARE BEING MADE TO MANIPULATE OUR THOUGHTS AND GAIN SAVIOR FAVOR. AND HOW TO MATHEMATICALLY. EXCEPT DECISIONS. THANK YOU.

THANK YOU, MISS HAN. GOOD EVENING COMMUNITY MEMBERS AND THANK YOU SO MUCH FOR COMING. I HOPE EVERYONE HAD A WONDERFUL THANKSGIVING. I WOULD ALSO LIKE TO EXTEND MY CONGRATULATIONS TO THE FAMILY FRIENDLY AWARD WINNING SCHOOL POST ROAD. TO OUR HCPS TEACHERS AND STAFF. PLEASE BE SURE TO CHECK YOUR EMAIL AND WITH INFORMATION ABOUT THE UPCOMING LISTENING SESSION FOR STAFF, ONLY WE WANT TO HEAR FROM YOU THE GOOD THE BAD, THE UGLY AND EVERYTHING IN BETWEEN.

PLEASE KNOW THAT WE WILL HAVE COMMENT CARDS AVAILABLE FOR YOU TO FILL OUT IF YOU WISH TO REMAIN ANONYMOUS, BUT WOULD STILL LIKE TO VOICE YOUR CONCERNS OR MAKE COMMENTS. UM, ALSO, I WOULD BE WILLING TO MEET WITH YOU AND CONFIDENCE SO THAT YOU CAN VOICE YOUR CONCERNS FREELY IF YOU HAD UM, ANY FEAR FROM CONSEQUENCES OR REPERCUSSIONS? UM YOU CAN REACH ME THROUGH MY FACEBOOK PAGE, MY BOARD FACEBOOK PAGE OR FROM MY PHONE NUMBER, WHICH IS 4438190091. YOU ARE IMPORTANT AND WHILE I MAY NOT BE ABLE TO FIX THINGS, I DO WANT TO HEAR YOUR CONCERNS, AND I WOULD LOVE TO WORK WITH YOU TO MAKE HCPS AN AMAZING PLACE TO WORK. AND FOR EVERYONE IN THE SYSTEM AND FOR THE BEST SCHOOL IN THE STATE. UM I WOULD ALSO LIKE TO SPEAK ON THE AGENDA. AND ITEMS THAT ARE BROUGHT BEFORE THE BOARD TO VOTE ON. THANK YOU SO MUCH TO THE STAFF THAT IS ALWAYS BOMBARDED WITH QUESTIONS AND THAT DO THEIR BEST TO ANSWER THEM. THAT BEING SAID IN THE PAST, IT SEEMS THAT INFORMATION THAT THE BOARD WAS PROVIDED WAS SUFFICIENT AND THEY

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SECOND PIECE IS JUST A P BACK ON SOME OF THE COMMENTS ABOUT THE BLUEPRINT AND THE LEGISLATORS.

WE DID ALSO, I WANTED TO THANK ALL OF THE HARFORD COUNTY LEGISLATIVE DELEGATION, THE SENATORS AND THE DELEGATES THIS WEEK MISS HAN AND DR MUELLER AND I, AS WELL AS THE STAFF HERE HAD A VERY PRODUCTIVE MEETING TO TALK ABOUT SOME OF THE CHALLENGES THAT ARE UPCOMING WITH BLUEPRINT AND SOME OF THE LEGISLATIVE CHANGES THAT THEY MAY OR I THINK OR IN A GOOD POSITION. TO PUT FORTH THIS LEGISLATIVE SESSION, WHICH WILL START IN JANUARY. UH I WANT TO ADDRESS TWO KEY ISSUES THAT ARE PERTINENT TO THE TRADITION. VERY RESPONSIBILITY OF THE BOARD.

FIRSTLY LAST WEEK, MISS HAN EXPRESSED HER FRUSTRATION OVER NOT RECEIVING REQUESTED CURRICULA IN A TIMELY MANNER. I SOUGHT LEGAL OPINION ON THIS ON WHAT WAS THE BOARD'S PURVIEW OVER THE CURRICULUM. AND I WANT TO THANK MS NEAL FOR HER THOROUGH ANALYSIS. UM WHY I HEARD ANALYSIS GOT INTO A LOT OF LEGAL STUFF LIKE AND COMPLEXITIES LIKE WHAT IS THE DEFINITION OF CURRICULUM AND DISTINGUISHING IT FROM INSTRUCTIONAL MATERIALS. CERTAIN ASPECTS WERE VERY CLEAR. FOR EXAMPLE, THE BOARD'S AUTHORITY DOESN'T EXTEND TO ALTERING.

CURRICULA THAT WAS ALREADY PUT IN PLACE BEFORE THIS BOARD. MORE CRITICALLY. IT'S A FUNDAMENTAL TO THE BOARDS DUTY AS MANDATED BY LAW TO HAVE ULTIMATE APPROVAL AUTHORITY OVER THE CURRICULUM RECOMMENDED BY THE SUPERINTENDENT. CONTRASTING WITH PREVIOUS BOARDS ARE BOARD TAKES A MORE ACTIVE ROLE IN OVERSIGHT. AS SEEN FREQUENTLY WITH OUR ENGAGEMENTS IN THE COMMUNITY AND THE SCHOOLS. HOWEVER, CURRICULUM . DEVELOPMENT AND IMPLEMENTATION REQUIRES SUBSTANTIAL EXPERTISE TIME AND ATTENTION. THEREFORE, THE BOARD RELIES ON THE ADMINISTRATION AND THE RELEVANT STAFF FOR THIS. CONSEQUENTLY THE BOARD HAS VARIOUS COMMITTEES SUCH AS THE GENERAL CURRICULUM COMMITTEE, WHICH INCLUDES BOARD MEMBERS, AND THE BOARD CAN OBSERVE IN THIS THEREFORE, I BELIEVE A COLLABORATIVE APPROACH INVOLVING THE BOARD. THE ADMINISTRATION AND SUBJECT MATTER. EXPERTS IS ESSENTIAL FOR IMPLEMENTING HIGH QUALITY CURRICULUM. THE ADMINISTRATION HAS ASSURED US THAT ANY CURRICULUM PROPOSED FOR A VOTE WILL BE MADE AVAILABLE FOR THE BOARD REVIEW WELL BEFORE THE VOTE TAKES PLACE, AND THAT BOARD MEMBERS ARE WELCOME TO PARTICIPATE IN THE DEVELOPMENT OF THE CURRICULUM THROUGH THE CURRICULUM COMMITTEE. THE SECOND KEY ISSUE IS THE BOARD'S APPROVAL OF POLICY AT THE LAST MEETING, A DRAFT POLICY ON FIDELITY IN STUDENT ACHIEVEMENT WAS PRESENTED FOR PUBLIC COMMENT. THE SUBSTANCE OF THE DRAFT POLICY IS TO ENSURE ACCOUNTABILITY, TRANSPARENCY. PARENT TEACHER PARTICIPATION AND A FOCUS ON THE SCHOOL SYSTEM'S CORE MISSION. UNIQUELY THIS POLICY ORIGINATED FROM THE BOARD , CONTRASTING WITH THE TRADITIONAL APPROACH, WHERE POLICIES HAVE BEEN PROPOSED BY THE ADMINISTRATION AND WERE BROUGHT TO THE BOARD FOR APPROVAL. THIS IS AN AVENUE FOR POLICY CONSIDERATION THAT THE BOARD MAY USE MOVING FORWARD. REGARDING SOME OF THE COMMENTS ON THE DEVELOPMENT OF THIS POLICY. I AGREE THAT THE FEEDBACK FROM ALL STAKEHOLDERS

[00:30:04]

HOWEVER IN LIEU OF THIS, THEIR ABSENCE FROM THE CHARTER DOES NOT PRECLUDE THEM FROM THEIR PRESENCE OR PARTICIPATION. TYPICALLY THE POLICY REVIEW COMMITTEE ATTRACTS MORE PARTICIPANTS THAN THE MINIMUM HAS REQUIRED. PASSPORTS HAVE INTRODUCED FEW POLICIES EXCEPT FOR MINOR CHANGES, OR THOSE MANDATED BY LAW. MANY OF OUR POLICIES ARE SCANT OR OUTDATED AND NEED REVISING IN THE COMING MONTHS, YOU'LL SEE NEW POLICIES UP FOR PUBLIC COMMENT, SUCH AS THOSE ON CELL PHONE USAGE, DRESS CODE AND CONTROVERSIAL ISSUES. WE VALUE EVERYONE'S INPUT ON THESE PALACES AND ENCOURAGE YOU TO SHARE YOUR THOUGHTS WITH THE BOARD. WE LOOK FORWARD TO

[Public Comments]

THANK YOU. SO WE'RE GONNA MOVE ON TO PUBLIC COMMENTS. IN PERSON. SPEAKERS WILL BE CALLED BY THE BOARD SECRETARY. ALL SPEAKERS WILL RECEIVE THREE MINUTES TO SPEAK AND FIVE MINUTES OF THE INDIVIDUALS REPRESENTING A GROUP SPEAKERS MAY BE INTERRUPTED AND MAY BE GIVEN NOTICE WHEN THEY HAVE 30 SECONDS LEFT. WIN WIN. SPEAKERS HAVE REACHED A 3 TO 5 MINUTE MARK, THEIR TIME WILL EXPIRE. MR ROLAND. HOW MANY SPEAKERS DO WE HAVE? AND HOW MANY ARE VIRTUAL THIS EVENING? WE HAVE NINE IN PERSON AND ONE VIRTUAL. OKAY THANK YOU. YOU CAN BEGIN WITH IN PERSON. SPEAKERS, PLEASE. OUR FIRST SPEAKER THIS EVENING IS DAVID BAUER. GOOD EVENING. I'M DAVID BAUER. AND THIS EVENING I'LL BEGIN WITH THE PROPOSED POLICY TITLED FIDELITY AND STUDENT ACHIEVEMENT. AT THE LAST BOARD MEETING REQUESTED THAT YOU MAKE IT CLEAR WHAT PROBLEM THIS POLICY IS MEANT TO ADDRESSED. AND WHAT CONCRETE CHANGES. YOU EXPECT THIS POLICY TO DELIVER.

THE DISCUSSION OF THE LAST MEETING DID NOT MAKE THINGS CLEAR. FOR EXAMPLE, ONE BOARD MEMBER, SAID QUOTE. I DON'T THINK THERE'S ANYTHING IN HERE. WE AREN'T DOING ALREADY QUOTE.

BUT THEN DR PLANKTON SAID THAT HE BELIEVES THE PROPOSED POLICY DOES REQUIRE THINGS NOT PART OF CURRENT PRACTICE. SO THIS POLICY IS AMBIGUOUS ENOUGH THAT TWO DIFFERENT BOARD MEMBERS WHO BOTH SUPPORT THE POLICY INTERPRETED IT VERY DIFFERENTLY. NOT JUST DETAILS, BUT THE WHOLE PURPOSE.

FURTHERMORE IT DOESN'T BIG US ENOUGH THAT DR POYNTON PROJECTED UPON IT A REQUIREMENT FOR PARENT TEACHER CONFERENCES. WHICH YOU SAID WAS IMPLIED, BELONG THE BULLET POINTS. LET ME BE VERY CLEAR IF YOU BELIEVE ANY LANGUAGE IN THE PROPOSED POLICY REQUIRES PARENT TEACHER CONFERENCES. YOU SHOULD NOT BE INTERPRETING POLICY, LET ALONE WRITING IT. THAT BRINGS ME TO THE WAY FORWARD. THE WAY FORWARD ON THIS POLICY IS TO DISCARD THE PROPOSAL DISCARDED ENTIRELY.

THEN HAVE A GROUP WITH THE PROPER EXPERIENCE IN POLICY AND IN OUR SCHOOL DISTRICT, WRITE A NEW VERSION FROM SCRATCH. AT THE LAST MEETING. IT WAS NOTED THAT THIS POLICY WASN'T MADE IN THE USUAL WAY. IT SHOWS VERY MUCH, NOT IN A GOOD WAY. THIS IS AN IMPORTANT POLICY. GET IT RIGHT.

NOW. ATTENTION TOPIC. PARAPHRASING FROM THE PROPOSAL, QUOTE. OPERATIONAL DECISIONS SUCH AS SCHOOL CALENDARS SHALL BE GUIDED BY THE PRIORITY OF A STUDENT ACHIEVEMENT AS SET FORTH IN THIS POLICY. QUOTE. FOR TWO YEARS NOW. THE ADMINISTRATION HAS MADE IT CLEAR THAT SUPPORTING ACADEMIC ACHIEVEMENT MEANS STARTING THE SCHOOL YEAR EARLIER. I WOULD ARGUE THAT IF THIS PROPOSED POLICY WAS IN EFFECT TODAY, POST LABOR DAY START TO THE SCHOOL YEAR WE'D BE IN VIOLATION OF IT. IS THAT YOUR INTENT? IN THE SECTION ON POLICY IN THE BOARD HANDBOOK. IT NEVER SAYS THE WORD RIGHTS POLICY. IT SAYS YOU ESTABLISH AND ADOPT POLICY. THE CHURCH ER OF THE

[00:35:04]

THANK YOU ALL. OUR NEXT SPEAKER IS JACOB BENNETT. PLEASE TAKE THE NAME OF YOUR GROUP AND YOU WILL RECEIVE FIVE MINUTES. YOU'RE IN SO MANY GROUPS. CAN YOU STATE WHICH GROUP? JACOB BENNETT, HARFORD COUNTY COUNCIL. HELLO BOARD AND DR BOLSON. TONIGHT YOU WILL HEAR A PRESENTATION ON DYSLEXIA. I'M VERY HAPPY. THIS PRESENTATION IS HAPPENING. ONE IN FIVE STUDENTS HAVE DYSLEXIA 48% OF THOSE INCARCERATED ARE IDENTIFIED AS DYSLEXIC. IF WE'RE GOING TO CLOSE THE RACIAL ACHIEVEMENT GAP IF WE'RE GOING TO CLOSE THE SCHOOL TO PRISON PIPELINE IF WE'RE GOING TO EQUIP ALL CHILDREN WITH THE SKILLS NEEDED IN ORDER TO LIVE A LIFE FULL OF FINANCIAL AND PERSONAL FREEDOM, WE NEED TO KNOW THE SIGNS OF DYSLEXIA AND HOW TO TEACH OUR DYSLEXIC CHILDREN. I WANT TO SPEAK WITH YOU ABOUT ONE PARTICULAR SLIDE IN TONIGHT'S DYSLEXIA PRESENTATION THAT I FOUND PROBLEMATIC. I HAVE ALREADY EMAILED EACH OF YOU ABOUT THIS SLIDE IN QUESTION. IT HAS TO DO WITH HOW WE ASSESS OUR CHILDREN IN KINDERGARTEN AND FIRST GRADE. THIS IS RELEVANT TO BOTH ME AS A KINDERGARTEN TEACHER IN THE DISTRICT AND AS A LEGISLATOR, AS THIS WORK IS INFORMED BY THE 2019 READY TO READ ACT. THIS LAW REQUIRES THAT ALL KINDERGARTEN STUDENTS WITHOUT I E. P S OR SCREENED FOR LEARNING DIFFERENT DIFFICULTIES THREE TIMES THROUGHOUT THE YEAR. I THINK IT SHOULD BE ON THE RECORD THAT LAST YEAR OVER 1600 OF OUR 2700 HCPS KINDERGARTEN STUDENTS WERE NOT SCREENED ALL THREE TIMES THROUGHOUT THE YEAR.

WE ARE ONE OF TWO DISTRICTS ACROSS THE STATE TO FAIL TO ASSESS ALL STUDENTS THREE TIMES.

RETURNING TO THE SIDE AND QUESTION, HOWEVER, THIS SLIDE OUTLINES HOW WE AS A DISTRICT OR DETERMINING WHICH CHILDREN ARE IN NEED OF INTERVENTION OR ENRICHMENT AND READING THIS SLIDE OUTLINES HOW WE WHILE WE MAY BE USING DOUBLES FOR OUR STUDENTS, WHICH IS A HIGH QUALITY AND TIME EFFICIENT ASSESSMENT, WE ARE ULTIMATELY USING THE FN P BENCHMARK ASSESSMENT DATA TO DETERMINE WHO IS RECEIVING EXTRA SERVICES. IT SAYS. FOR INSTANCE, IF A CHILD SCORES IN THE YELLOW ON DOUBLES AND THE TEACHER HAS CONCERNS ABOUT THE CHILD'S ACADEMIC PERFORMANCE TO ASSESS THE CHILD WITH THE FN P BENCHMARK ASSESSMENT AND THEN ONLY IF THE CHILD SCORES TWO LEVELS BELOW GRADE LEVEL EXPECTATIONS ON THIS ASSESSMENT, ARE THEY TO RECEIVE AN APPROPRIATE INTERVENTION. SO WHAT IS BAD ABOUT THE FN P. BENCHMARK ASSESSMENT? I WILL QUICKLY QUOTE FOR YOU THE 2023 STUDY I SENT TO YOU ALL BACK IN SEPTEMBER. INFORMAL READING INVENTORIES, SUCH AS BENCHMARK ASSESSMENT SYSTEM TYPICALLY INVOLVE A SERIES OF LEVEL TEXTS IN WHICH STUDENTS READ THE ENTIRE PASSAGE ALOUD AND ANSWER READING COMPREHENSIVE QUESTIONS.

TEACHERS DETERMINE THE STUDENT'S INDEPENDENT READING LEVEL BASED ON ACCOMMODATION OF READING, ACCURACY, FLUENCY, READING AND READING COMPREHENSION. UTILITY, AND THIS ASSESSMENT IS LIMITED TO THE POTENTIAL FOR HIGH RATES OF ADMINISTRATOR AIR. LACK OF TECHNICAL ADEQUACY. LACK OF BY LACK OF BIAS ANALYSIS, TIME INTENSIVE ADMINISTRATION AND LARGER MEASUREMENT ERROR DUE TO THE LACK OF TEXT EQUIVALENTS ACROSS FORMS. THE STUDY WENT ON TO COMPARE ORAL READING FLUENCY, WHICH IS WHAT IS WITHIN DOUBLES TO F AND P OUT OF THE TOTAL COST THAT IT TOOK TO ADMINISTER THE SCREENERS IN THE FALL. IT WAS A TOTAL OF $19.78 PER ONE STUDENT IN USING ORAL READING FLUENCY.

THE BENCHMARK ASSESSMENT SYSTEM COST $64.40 PER ONE STUDENT. FOR INFORMAL READING INVENTORIES LIKE BENCHMARK ASSESSMENT SYSTEMS OR RESULTS ALIGNED WITH PRIOR RESEARCH, SUGGESTING THAT INFORMAL READING INVENTORIES INCREASED MIS CLASSIFICATION AS A SCREENER. THEREFORE THE BENCHMARK ASSESSMENT SYSTEM SHOULD NOT BE USED AS A SCREENER TO DETERMINE WHO NEEDS INTERVENTIONS. AND IT DOESN TO THE STUDY I'VE ALREADY SHARED WITH DR BOLSON. ABOUT HOW UM SAN FRANCISCO UNIFIED SCHOOL DISTRICT HAS REMOVED F AND P AS AN ASSESSMENT IN THEIR DISTRICT AFTER REALIZING THEY HAD A 56% ACCURACY RATE AT PREDICTING WHETHER OR NOT A CHILD WOULD PASS THEIR END OF THIRD GRADE READING ASSESSMENT. THE ACCURACY RATE DROPPED TO 42% WHEN YOU LOOK AT AFRICAN AMERICAN AND PACIFIC ISLANDER CHILDREN. THE FN P ASSESSMENT COSTS US THREE TIMES AS MUCH PER CHILD COMPARED TO ORAL READING FLUENCY ASSESSMENTS. IT TAKES UP HOURS AND DAYS AND INSTRUCTIONAL TIME AND THIS IS ACCURATE AS THE COIN FLIP IN DETERMINING WHETHER OR NOT A CHILD NEEDS SERVICES BEING EVEN LESS ACCURATE FOR OUR CHILDREN OF COLOR. I HAVE MADE MEMBERS OF THE NAME MEMBERS OF THE BOARD HAVE ASKED ME WHY NOT DO DOUBLES AND F M P I'M GONNA USE AN, UH, HYPOTHETICAL TO TRY AND PAINT A PICTURE OF WHY, INCLUDING F MP IN OUR ASSESSMENT REPERTOIRE IS NOT GOOD. IMAGINE YOU GO TO A DOCTOR. AND THEY SAY YOU'RE MRI SCAN IS SHOWING THAT YOU ARE FILLED WITH TUMORS. HOWEVER WHEN I SHOOK MY MAGIC EIGHT BALL, IT SAID, YOU ARE NOT SICK. WE'RE GOING TO MONITOR THIS FOR THE NEXT FEW MONTHS TO SEE WHAT IS TRUE. WOULD YOU WANT YOUR DOCTOR TO PART? WOULDN'T YOU WANT YOUR DOCTOR TO PRIORITIZE THE INFORMATION FROM THE M R I AND NOT THEIR MAGIC EIGHT BALL. THIS ISSUE IN OUR DISTRICT IS THAT WE HAVE BIG F

[00:40:02]

SHE WAS HOMELESS. BLESSED BY THE KINDNESS OF FRIENDS FOR FOUR MONTHS, SHE STAYED WHERE SHE COULD UNTIL SHE COULD FIND ANOTHER SOLUTION. IN JULY OF THAT YEAR WITH ASSISTANCE FROM HER PARENTS, SHE SECURED A HOME. BUT LIFE IS STILL NOT WITHOUT ITS CHALLENGES. SHE DRIVES A 20 YEAR OLD CAR. HER HOME NEEDS REPAIRS THAT CANNOT BE AFFORDED AND FRUGALITY IS STILL IN NECESSITY. SHE IS NOW 67 YEARS OLD. HAS 17 YEARS IN THE SYSTEM AND STILL LIVES PAYCHECK TO PAYCHECK. SHE HASN'T GONE ON A VACATION AND OVER 13 YEARS. RETIREMENT IS OUT OF THE QUESTION AS IT IS NOT FINANCIALLY VIABLE. THIS OR SIMILAR STORY COULD BE TOLD BY ANY OF OUR SYSTEMICALLY UNDERPAID SPS. IT IS NOT FICTION. IT IS BEING TOLD TO MAKE A POINT. IT IS A TRUE STORY. AND THE PERSON THAT LIVED. THIS STORY IS ME. THE SPS OF HARFORD COUNTY DESERVE A LIVING WAGE. THANK YOU. OUR NEXT SPEAKER IS SUSIE SCOTT. PLEASE STATE THE NAME OF YOUR GROUP AND YOU'LL RECEIVE FIVE MINUTES. THE NEXT SPEAKER IS CHARLIE HICKS.

GOOD EVENING AND THANK YOU FOR GIVING ME A FEW MINUTES OF YOUR TIME. AND MY NAME IS CHUCK HICKS. I'M A 66 YEAR RESIDENT OF HARFORD COUNTY HAVE TWO GRANDCHILDREN AND ONE GREAT GRANDCHILD ENROLLED IN THE SYSTEM WITH FIVE MORE OR MORE THAN THAT TO FOLLOW. I BELONG TO ST MARK'S PARISH AND PFOSTEN AND THE THOUGHTS THAT I WILL SHARE WITH. YOU ARE SOLIDLY FORMED BY MY 91, PLUS YEARS AS A CATHOLIC PARENT SEEKING ALWAYS THE TRUTH. I SUSPECT EVERYBODY KNOWS THAT PARALLEL. I WANTED TO SAY THIS. I'M GLAD I HEARD FAMILY FRIENDLY, SPOKEN SO MUCH TONIGHT ABOUT THE SCHOOL SYSTEM BECAUSE THAT'S WHAT I WANT TO TALK ABOUT. I KNOW THAT EVERYBODY HERE KNOWS THAT PARENTS ARE THE FIRST TEACHERS OF THEIR CHILDREN. AND THAT MEANS FROM BIRTH TO 18 IN OUR STATE. WHICH IS ONE SIDE OF THE ISSUE. BUT ACCORDING TO YOUR HANDBOOK, THE BOARD HAS GENERAL CONTROL. OF EDUCATIONAL MATTERS IN THE COUNTY. PARENTS. EDUCATIONAL

[00:45:03]

AND HIS PARENTS BOARD MEETINGS TO BE SO MUCH LESS CONTENTIOUS AND VERY LIKELY, MUCH MORE PRODUCTIVE. AND THANKS AND, UH I'M NOT GONNA BE HERE IN THE 18TH. I DON'T THINK SO. BLESSED CHRISTMAS TO ALL OF YOU. THANK YOU. OUR NEXT SPEAKER IS WILLIAM MARTINO.

GOOD EVENING. THE GREAT PHILOSOPHER ONCE SAID A FALSE IDEA OR BELIEF SYSTEM WILL ALWAYS EXPOSE ITSELF IS FALSE. IF IT ENGAGES IN CONTRADICTORY REASONING. FOR EXAMPLE, LET'S LOOK AT THE BELIEF THAT ALL TRUTH IS RELATIVE. ALL REPRESENTS EVERYTHING.

EVERYTHING IS AN ABSOLUTE SO PUT THAT PHRASE IN ITS PROPER CONTEXT. IT'S ABSOLUTELY TRUE THAT THERE'S NO ABSOLUTE TRUTH. HOPEFULLY EVERYBODY PICKED UP ON THE CONTRADICTORY, SELF DEFEATING STATEMENT THAT IS FALSE. THE STATE THAT IT'S ABSOLUTELY TRUE. THERE'S ABSOLUTE TRUTH. WOULD BE A TRUE STATEMENT ACCORDING TO THE LAW OF NON CONTRADICTION. SO WHAT ABOUT DIVERSITY AND EQUITY THAT HAS INFILTRATED OUR CULTURE AND EDUCATIONAL SYSTEM? DIVERSITY SHOULD ADOPT ELEMENTS OF OTHER CULTURES THAT PURSUE EXCELLENCE AND ENHANCE OUR EXISTING CULTURE . HOWEVER EQUITY TRIES TO FORCE ALL STUDENTS TO BE THE SAME. SO EQUITY CANCELS OUT DIVERSITY AND NEGATES ITSELF. THERE'S THE CONTRADICTION. I WAS REFERRING TO. THERE IS NO CONTRADICTION AND TEACHING ACADEMICS. SO LET'S FOCUS ON THAT. WE SHOULD ENCOURAGE THE GIFTS THAT EACH CHILD WAS BLESSED WITH AND LET THAT THOROUGHBRED RUN. CHILDREN HAVE AN INCREDIBLE ABILITY TO LEARN IF ENCOURAGED TO DO SO. HISTORY HISTORY CONSISTENTLY SHOWS IF WE RAISE EXPECTATIONS, STUDENTS WILL RISE TO MEET THEM, BUT IF WE LOWER EXPECTATIONS, THEY WILL MEET THOSE BENJAMIN RUSH, SIGNER OF THE DECLARATION OF INDEPENDENCE, GRADUATED FROM PRINCETON AT THE AGE OF 14.

THOMAS JEFFERSON WAS NINE WHEN HE MASTERED LATIN GREEK FRENCH. IN ADDITION TO HIS NATIVE TONGUE, HE ATTENDED WILLIAM AND MARY AT 16. WILLIAM LIVINGSTONE. SION. YOUR OF THE CONSTITUTION WAS A MISSIONARY OF 14 AND GRADUATED AT THE TOP OF HIS CLASS FROM YALE AT 18. JOHN MERRITT WAS 13 WHEN HE BECAME THE FIRST BLACK MISSIONARY TO SUCCESSFULLY EVANGELIZED THE NATIVE AMERICANS. AT 11 MARIA MITCHELL CALCULATED THE NEXT SOLAR ECLIPSE AND WAS 17 WHEN SHE HEADED UP HER OWN ACADEMY ON ASTRONOMY AND SCIENCE. THESE WERE THE DOOGIE HOWSER AND SHELDON COOPER'S OVER THEIR DAY. THIS IS WHAT CREATED GREAT PROSPERITY IN OUR NATION. SADLY,

[00:50:03]

OUR NEXT SPEAKER IS NO NEED SOCA. I AM SO DISAPPOINTED THIS BOARD'S DECISION TO NOT REINSTATE THE NAME OF TWO SCHOOLS THAT WERE CHANGED. JOHN ARCHER AND WILLIAM PACA. BOTH WERE FOUNDING FATHERS FROM THIS AREA, AND ONE WAS A SIGNER OF THE DECLARATION OF INDEPENDENCE.

IF I MAY QUOTE HISTORY IS NOT THERE FOR YOU TO LIKE OR DISLIKE. IT IS THERE FOR YOU TO LEARN FROM AND IF IT OFFENDS YOU , IT'S EVEN BETTER BECAUSE THEN YOU ARE LESS LIKELY TO REPEAT IT. IT'S NOT YOURS TO ERASE. IT BELONGS TO ALL OF US. THIS ADMINISTRATION AND BOARD HAVE ALREADY RACED OUR EARLY AMERICAN HISTORY IN HIGH SCHOOL WITH THE EXPLANATION THAT THE STUDENTS WILL GET THAT HISTORY AND MIDDLE SCHOOL I'M SORRY AS A PROUD AMERICAN. I BELIEVE THAT IN HIGH SCHOOL, THE STUDENTS SHOULD DELVE MORE DEEPLY INTO OUR EARLY HISTORY. THE PREVIOUS BOARD THOUGHT THAT IT WAS APPROPRIATE TO SPEND TIME TO ERASE THIS PART OF OUR LOCAL HISTORY. WHY DOES THIS BOARD THINK IT'S NOT IMPORTANT TO REINSTATE THIS HISTORY? WHEN MANY OF OUR COMMUNITY MEMBERS FEEL STRONGLY ABOUT THE ISSUE. WE ARE NOT PERFECT. NO ONE IS AND NO COUNTRY IS BUT WE LEARN FROM OUR MISTAKES AND TRY TO DO BETTER. WE ARE THE BEST COUNTRY ON THIS PLANET. D E I DIVERSITY, EQUITY AND INCLUSION IS UNDERMINING OUR COUNTRY AND OUR SCHOOL DISTRICT.

A LARGE MAJORITY OF VOTERS SAY THAT PUBLIC SCHOOLS SHOULD FOCUS ON READING, MATH WRITING AND HISTORY. ALL OF HISTORY, NOT THE PARTS THAT THIS ADMINISTRATION FINDS OFFENSIVE. THE NATION IN OUR DISTRICT HAS SEEN A DECLINE IN ACADEMIC ACHIEVEMENT. CULTURAL DEBATES ABOUT GENDER IDEOLOGY, CURRICULUM CONTENT AND PORNOGRAPHIC BOOKS IN OUR SCHOOLS, UPSET PARENTS WHO JUST WANT TO SEE THEIR STUDENTS ACHIEVE IN THE BASICS. AGREE MEANS THAT EVERYBODY HAS THE SAME OUTCOME. IS THIS WHAT WE WANT FOR OUR CHILDREN? I DON'T THINK SO. NOT EVERYONE IS GOING TO BE A ROCKET SCIENTIST. NOR IS EVERYONE GOING TO BE A CAR MECHANIC, AND THAT'S OKAY. BOTH ARE NOBLE PROFESSIONS AND I RESPECTED CAREERS IN OUR COMMUNITY. ALL THE RIGHTS AND GENDER IDEOLOGY ISSUES BROUGHT UP IN THE CLASSROOMS FOCUS MORE ON DIVIDING STUDENTS RATHER THAN BRINGING THEM TOGETHER. VOTERS POLLED STATED THAT SPENDING MORE CLASSROOM TIME AND SOCIAL EMOTIONAL LEARNING IT'S NOT A GOOD USE OF IT. EDUCATIONAL TIME . LET'S GET BACK TO BASICS. OUR NEXT SPEAKER IS KATHLEEN COREY. HELLO MY NAME IS KATHLEEN COREY AND HER MOM DID TO DYSLEXIC CHILDREN IN HARTFORD COUNTY PUBLIC SCHOOLS. I'M A CERTIFIED STRUCTURED LITERACY, DYSLEXIA INTERVENTIONIST CERTIFIED BY THE CENTER FOR EFFECTIVE READING INSTRUCTION, AN AFFILIATE OF THE INTERNATIONAL DYSLEXIA ASSOCIATION. I'M CERTIFIED IN DR BAUMAN'S ORTON GILLINGHAM PLUS AND I'M WORKING ON A MASTER'S OF SCIENCE AND LITERACY WITH THE DYSLEXIA ENDORSEMENT. PART OF MY ROLE AS AN INTERVENTIONIST IS TO EDUCATE, COLLABORATE ADVOCATE AND MAKE SURE DR BOWMAN'S WORK CONTINUES TO REACH AS MANY PEOPLE AS POSSIBLE. ONE OF THE BEST WAYS TO HELP DYSLEXIC CHILDREN LEARN TO READ AS EARLY IDENTIFICATION AND EARLY EVIDENCE BASED INTERVENTIONS. IN 2019, THE READY TO READ ACT BECAME LAW REQUIRED THAT ALL KINDERGARTEN STUDENTS BE SCREENED FOR READING DIFFICULTIES TO HELP IDENTIFY AT RISK READERS. ON THE MARYLAND PUBLIC SCHOOLS WEBSITE READY TO READ ACT ANNUAL DATA FOR THE 2022 2023 SCHOOL YEARS POSTED 23 COUNTIES AND BALTIMORE CITY. HARFORD COUNTY WAS ONE OF TWO THAT DID NOT FOLLOW THE LAW AND DID NOT SCREEN ALL KINDERGARTNERS THREE TIMES DURING THE YEAR. AT THE BEGINNING OF THE YEAR. HARFORD COUNTY SCREEN 97% OF KINDERGARTNERS BUT THEN ONLY SCREEN 56% OF KINDERGARTNERS FOR THE MIDDLE OF THE YEAR. BY THE END OF THE YEAR, ONLY 40% OF KINDERGARTNERS WERE SCREENED. THE MARYLAND STATE DEPARTMENT OF EDUCATION CREATED A MANUAL EXPLAINING THE SCREENING PROCEDURES IN GREAT DETAIL. WE DON'T SCREEN EFFECTIVELY, WE CAN

[00:55:01]

THE SYSTEM IS NOT COMPLIANT IF USED AS A SCREENER, A DIAGNOSTIC TOOL OR FOR PROGRESS MONITORING YET HARTFORD COUNTY IS USING IT ANYWAYS. IT'S A SUBJECT SUBJECTIVE MEASURE AND PROVIDES LIMITED MATERIALS FOR EACH READING LEVEL. COMMON CORE RECOMMENDS THE USE OF OBJECTIVE MATERIALS TO EVALUATE TEXT COMPLEXITY. DUE TO THE LACK OF TRANSPARENCY ABOUT ITS FORMULA.

FONTES AND PANEL IS NOT IN COMMON CORE RECOMMENDATIONS. FINALLY FONTAS IMPANEL THEMSELVES STATE PROGRAMS SUCH AS BENCHMARK ASSESSMENT SYSTEM AND LEVEL LITERACY INTERVENTION ARE NOT SPECIFICALLY DESIGNED FOR STUDENTS WITH AUTISM, DYSLEXIA OR OTHER LEARNING DISABILITIES. HARFORD COUNTY TRULY WANTS TO EMBRACE STRUCTURE LITERACY THEY NEED TO STOP USING THIS BALANCED LITERACY PROGRAM. IMPROVEMENTS HAVE BEEN MADE, BUT THERE'S STILL A WAY TO GO. I'M GRATEFUL THAT MY SEVERELY DYSLEXIC CHILDREN HAVE LEARNED TO READ, BUT THERE ARE SO MANY OTHER STUDENTS IN THIS COUNTY THAT NEED THE SAME AS THEM. WE NEED TO DO BETTER FOR DYSLEXIC KIDS, AND THAT STARTS WITH IDENTIFYING THEM AS SOON AS POSSIBLE. WE NEED TO FOLLOW THE LAWS FOLLOW THE GUIDELINES, USE BEST PRACTICES AND TEACH ALL OF OUR STUDENTS HOW TO READ. THANK YOU. OUR NEXT SPEAKER IS CHRISTINA KENOSHA. YES, WE DO NEED GOD BACK IN OUR SCHOOLS. THE FIRST STEP IN THAT HAPPENING IS THAT TRUTH BE FREELY ALLOWED TO BE TAUGHT AND SPOKEN IN OUR SCHOOLS. AFTER ALL, WE ARE ONE NATION UNDER GOD. THANK YOU FOR VOLUNTEERING TO BE THE OVERSEERS OF OUR CHILDREN'S CURRICULUM. YOU HAVEN'T UNDERTAKEN A GREAT AND GRAVE RESPONSIBILITY. AND WE AS PARENTS PRAY THAT YOU'RE REPRESENTING OUR INTERESTS IN THE CARE OF OUR CHILDREN. WE HAVE FOR SEVERAL YEARS NOW BEEN SOUNDING THE ALARM REGARDING THEIR CURRICULUM. AS OF NOW, OUR CHILDREN ARE CONTINUING TO BE EXPOSED TO SEXUALLY EXPLICIT BOOKS CURRICULUM THAT TEACHES THE CHILDREN HOW TO HAVE SEX CURRICULUM THAT TEACHES LIES ABOUT BEING ABLE TO SWITCH GENDER AND ALSO PORNOGRAPHIC BOOKS. WHY IS THIS STILL HAPPENING? UNDER YOUR AUTHORITY. THE INNOCENCE OF OUR CHILDREN IS BEING STOLEN. I THANK THE LORD THAT MY GRANDDAUGHTER GRANDCHILDREN ARE BEING HOMESCHOOLED. BUT THERE ARE MANY PARENTS WHO FINANCIALLY CANNOT FREE THEIR CHILDREN FROM ALL OF THIS, SO THEY HAVE THE SAME CONCERNS, ESPECIALLY BECAUSE MY GRANDCHILDREN ARE PROTECTED. I HAVE A RESPONSIBILITY TO CONTINUE FIGHTING FOR THOSE CHILDREN. YOU'RE ABUSING OUR CHILDREN BY HOLDING THEM HOSTAGE TO LIES, SEXUAL HARASSMENT AND SEXUALIZATION NORMALIZING OF SEX AT AN AGE WHEN IT IS NOT NORMAL FOR A CHILD TO BE EXPOSED TO OR ENGAGING IN SEXUAL ACTIVITY OF ANY KIND, MAKES OUR CHILDREN VULNERABLE TO SEXUAL ABUSE. SOMEONE EXPRESSED. THEIR PARENTS ARE TRYING TO TAKE CONTROL. YES, THEY ARE. IT IS ACTUALLY THE SOLE RESPONSIBILITY OF THE PARENTS TO TEACH THEIR CHILDREN, MORALS AND VALUES AND TO PROTECT THEM FROM ALL HARM AND EVIL. PARENTS MUST SPEAK OUT. THE CHILDREN BELONG TO THE PARENTS, NOT THE STATE. EPHESIANS 58 THROUGH 11 FOR YOU WERE ONCE DARKNESS. BUT NOW YOU ARE LIKE IN THE LORD LIVE AS CHILDREN OF LIGHT FOR THE FRUIT OF THE LIGHT, CONSISTENT, ALL GOODNESS, RIGHTEOUSNESS AND TRUTH AND FIND OUT WHAT PLEASES THE LORD. DO NOT PARTICIPATE IN THE USELESS DEEDS OF DARKNESS, BUT INSTEAD EVEN EXPOSE THEM MATTHEW 2529 TO THOSE WHO USE WELL WHAT THEY'RE GIVEN AND THEY WILL HAVE AN ABUNDANCE BUT FROM THOSE WHO DO NOTHING, EVEN WITH LITTLE THEY HAVE WILL BE TAKEN AWAY. IT HAS BEEN SAID THAT COMMITTEES ARE NOT ALLOWING THE BOARD ACCESS TO THE CURRICULUM. DO NOT THE COMMITTEE'S ANSWER TO THE BOARD AND NOT THE OTHER WAY AROUND. IF THE COMMITTEE'S REFUSED TO COOPERATE, THEY MUST BE DISBANDED AND THEIR RECORDS TURNED OVER TO THE BOARD YOU AS THE BOARD ARE RESPONSIBLE FOR THE CURRICULUM, AND YOU HAVE THE AUTHORITY. WE AS PARENTS EXPECT THAT YOU WOULD USE THAT AUTHORITY AND PROACTIVELY PROTECT OUR CHILDREN'S INNOCENCE . MAY GOD GIVE YOU THE STRENGTH AND COURAGE TO DO SO. PRESIDENT POINT AND THAT'S ALL THE IMPRISONED SPEAKERS THIS EVENING. THANK YOU, UM MS LATER. IS THERE ANY VIRTUAL SPEAKERS? YES WE HAVE ONE INDIVIDUAL WAITING FOR VIRTUAL COMMENT. I WILL ADMIT THEM AT THIS TIME. I APOLOGIZE IN ADVANCE FOR MY VOICE. AND IT LOOKS LIKE WE JUST LOST THEM. PRESIDENT POINT DO YOU MIND WAITING ABOUT 30 SECONDS TO SEE IF THEY CALL BACK IN? SURE, LET'S JUST GIVE A SECOND TO SEE IF THEY CAN RECONNECT. THANK YOU. I HAD JUST ADMITTED THEM. AND THEN IT SHOWED THAT THEY WERE LEAVING THE MEETING. SO HOPEFULLY THAT WILL CALL RIGHT BACK IN.

[01:00:18]

NUMBER ENDING IN 1674. CAN YOU HEAR ME? YEAH HELLO. MY NAME IS PATRICK GRANT. YOU CAN PROCEED WITH YOUR PUBLIC COMMENT. MR GRANT? YES. UM YES. SO UM, I JUST WANTED TO, UM, SHERIFF.

SOME CONCERNS ABOUT MY EXPERIENCE WITH MY DAUGHTER AND SPECIAL ED AND I'M YOU KNOW, I'M NOT GOING TO USE ANY NAMES OR ANYTHING LIKE THAT. UM BUT DO YOU WANT TO GIVE A LITTLE BIT OF INSIGHT INTO, UM WHAT WE WOULD CONSIDER A REALLY BAD EXPERIENCE THAT WE'VE HAD. UM MY DAUGHTER IS AN 11 YEAR OLD STUDENT WHO WAS RECENTLY TRANSITIONS FROM YOUTH'S BENEFIT TO ANOTHER SPECIAL EDUCATION SCHOOL. AND YOU KNOW, I'M CONFIDENT THAT HER NEW SCHOOL IS BETTER EQUIPPED TO HANDLE HER NEED. UM BUT GETTING THERE WITH EXTREMELY MET THE AND VERY DISRUPTIVE TO OUR FAMILY.

UM. ALONG THE WAY, SHE WAS SUSPENDED A NUMBER OF TIMES FOR ALLEGED DISRUPTIVE BEHAVIORS THE LIKES OF WHICH WE'VE NEVER REALLY, YOU KNOW, SEEN ANYTHING CLOSE TO HER ON THE HITTING THAT WAY OUTSIDE OF SCHOOL, ANYWHERE. UM THERE WERE TWO VERY CONCERNING EVENTS. THERE WAS ONE SUSPENSION, WHERE IT WAS ALLEGED THAT SHE HAD REMOVED THEIR CLOTHES. AND WHEN SHE CAME HOME SHE HAD WHAT WHAT LOOKED LIKE RESTRAINT MARKS OR POSSIBLY EVEN WITH MARKS ON HER LEG. AND I SENT AN EMAIL TO THE ASSISTANT PRINCIPAL, UM, WHO HAD SENT ME THE SUSPENSION PAPERWORK? KIND OF, YOU KNOW, ENQUIRING DUTY, BUT SEE THIS OR REPORTED AND MY EMAIL WAS IGNORED AND THEN ON ANOTHER OCCASION, UM I WAS ACTUALLY CALLED TO COME TO SCHOOL WHERE I SAW WHAT WAS ACTUALLY THE MOST HORRIFYING THING I'VE EVER SEEN IN MY LIFE. WAS MY DAUGHTER, UM, SITTING IN A IN AN OFFICE ON A COLD TILE FLOOR WITH HER PANTS AND UNDERGARMENTS AROUND HER ANKLES.

AND SHE HAD A 19 YEAR OLD MALE. ONE ON ONE IS ASSIGNED TO HER. I E P WHO IS ACTUALLY SEATED AND REALLY CLOSE PROXIMITY TO HER, ALMOST LIKE A GUARD WATCHING HER , EVEN THOUGH THERE WAS, UM I THINK ABOUT THREE OR FOUR OTHER ADULT FEMALE STAFF PRESENT AND I HAD TO ASK FOR HIM TO BE REMOVED IN THAT SITUATION. UM ULTIMATELY , EDEN WAS REMOVED FROM YOUTH'S BENEFIT IN JANUARY LAST YEAR, UM FOR ABOUT A MONTH. SHE SHE HAD NO PUBLIC SCORE WAS LITERALLY MY KITCHEN TABLE OR HER MOM'S KITCHEN TABLE. AND THEN SHE WAS PUT BACK IN FOR TWO HOURS A DAY. AND UM, AND YOU KNOW IN THE BUILDING AND THEN HAD AN HOUR OF , UM, HUMAN HOSPITAL ONLINE, BUT SHE BASICALLY MISSED, YOU KNOW THE MAJORITY OF AN ENTIRE SCHOOL YEAR. AND YOU KNOW, BOTH ME AND HER MOTHER LOST, YOU KNOW, CLICK THE HALF OF OUR EXPECTED INCOME FOR THE YEAR BECAUSE OF HER BEING OUT OF SCHOOL. AND WE STILL DON'T HAVE ANY ANSWERS AS TO EXACTLY WHAT HAPPENED, YOU KNOW, AND WHAT CAUSED THE BEHAVIOR AND NOW BOTH THE PRINCIPLE OF THE ASSISTANT PRINCIPAL OF MOVED ON THE THREE MINUTE MARK. THANK YOU. THANK YOU. NO. NO OTHER SPEAKERS MS LATER. CORRECT. THANK YOU, DR QUENTIN. THANK YOU. MOVING ON TO OLD BUSINESS. WE HAVE NO NEW OLD NO OLD BUSINESS TO TAKE CARE OF

[Recognition - Resolution for Service on the Ethics Panel of the Harford County Board of Education]

WHEREAS DR DENNIS GALA DAY VOLUNTEERED HIS TIME IN SERVICE AS A MEMBER OF THE BOARD ETHICS

[01:05:03]

WELL ON BEHALF OF THE BOARD. UM THANK YOU VERY MUCH FOR YOUR VOLUNTEER SERVICE. UM I RESPECTFULLY ASK FOR A MOTION AND A SECOND TO ENTER THIS RESOLUTION ON THE RECORD FOR DR DENNIS GALA DAY. THIS IS CAROL MILLER AND MOVED TO ENTER THAT ON THE RECORD FOR DR HALLIDAY.

THANK YOU. IS THERE A SECOND? MELISSA AND I SECOND THE MOTION. THANK YOU ALL IN FAVOR. PLEASE SAY YES. YES ANY OPPOSED? PLEASE SAY NO. THANK YOU. THE MOTION PASSES AND CONGRATULATIONS AND

[A. Consent Agenda]

MISS HAN, COULD YOU PLEASE READ THE ITEMS ON THIS EVENING'S AGENDA? NUMBER ONE CONTRACT AWARD CONSULTING AND TECHNICAL SERVICES NUMBER, TWO CONTRACT AWARD. PUBLIC ADDRESS SYSTEMS NUMBER THREE MINUTES OF THE PREVIOUS BOARD MEETINGS, OCTOBER 16TH 2023 AND OCTOBER 23RD 2023.

THANK YOU. BOARD MEMBERS. MAY I HAVE A MOTION IN A SECOND TO APPROVE THE YES, I RESPECTFULLY REQUEST THAT WE, UM MOVE. I DON'T A ONE TO THE REGULAR AGENDA. OKAY? PULLING OFF ITEM, ONE CONTRACT AWARD CONSULTING AND TECHNICAL SERVICES. OKAY DO WE OPEN IT UP FOR DISCUSSION? SO YOU WOULD LIKE TO DO YOU HAVE QUESTIONS OR COMMENTS ON THAT? I JUST HAVE A COMMENT, AND I WOULD LIKE, UH UM WHAT DO YOU CALL IT WHEN EVERYBODY VOTES INDIVIDUALLY? MY COMMENT AGENDA.

WELCOME BRO. CLOT. UM FOR SO, UM , SO MY COMMENT ON THIS PARTICULAR CONTRACT AWARD IS, UM I'M CONCERNED ABOUT THE VAGUENESS OF THE COUNT OF ITS CONTENTS, AND, UM THE BLACK OF CEILING. ONE ITS EXPENDITURE. RIGHT. UM SO I WILL NOT BE SUPPORTING THIS. CONTRACT, UM, AWARD. OKAY SO WE'RE GOING TO DO A CONSENT AGENDA WITH ITEMS TWO AND THREE. WE'RE GOING TO PULL SOMEONE CONTRACT AWARD OFF. FOR AH, I'M SORRY. DO YOU? ARE YOU REQUESTING DISCUSSION? OR YOU JUST REQUESTING A ROLL CALL VOTE. THE WORLD COLVILLE UNLESS OTHERS HAVE DISCUSSION. OKAY I MEAN, BASICALLY SAID MY PIECE, SO OKAY. ALL RIGHT. THANK YOU. SO THERE. ARE THERE ANY OTHER MOTIONS OR SECOND FOR DISCUSSION ON THE ISSUE? NO ONE ELSE HAS DISCUSSION ON THE ISSUE. OKAY? YES, MA'AM. MOVE THAT WE MOVE THAT WE ACCEPT THE CONSENT AGENDA ITEMS TWO AND THREE FIVE SECONDS. OKAY THANK YOU, UM ALL IN FAVOR. PLEASE SAY YES. YES ANY OPPOSED? PLEASE SAY NO. OKAY

[A.1. Contract Award: Consulting and Technical Services]

COKER. YES. DOCTOR MILLER? YES. MISS PERRY? YES. MS. EVER RIVER? YES. MR SEWELL? YES. MISS STRAUSS? YES. VICE PRESIDENT HAN . PRESIDENT CLINTON. YES PASSIVE. THANK YOU. MOTION

[01:10:08]

[B. Presentation on Addressing the Needs of Students with Dyslexia, Ms. Colleen Sasdelli, Director of Special Education]

WE ALSO ARE GOING TO DESCRIBE THE SCREENING. THE INTERVENING AND THE PROGRESS MONITORING OF STUDENTS WHO ARE AT RISK FOR READING DIFFICULT DIFFICULTIES, AND THAT IS IN DIRECT DIRECTLY RELATED TO THE READY TO READ ACTIVE 2019. WE ALSO WILL DISCUSS SOME INSTRUCTIONAL PRACTICES THAT WE HAVE IN PLACE TO ADDRESS WEAKNESSES ASSOCIATED WITH DYSLEXIA AND SHARE SOME SPECIFIC INFORMATION ABOUT THE STRUCTURED LITERACY INTERVENTIONS THAT WE USE THROUGHOUT THE COUNTY. UM TO GET US STARTED AGAIN. I SHARED THE COMPLEXITY OF DYSLEXIA. SO WHAT WE WANTED TO START WITH WAS JUST THAT DEFINITION OF DYSLEXIA, AND THIS IS A DEFINITION THAT IS TAKEN DIRECTLY FROM THE INTERNATIONAL DYSLEXIA ASSOCIATION. UM AND YOU KNOW, JUST SOME KEY POINTS TO THIS DEFINITION OF DYSLEXIA. DYSLEXIA IS A SPECIFIC LEARNING DISABILITY. IT'S NEURO BIOLOGICAL IN ORIGIN. UM, AND IT'S CHARACTERIZED BY DIFFICULTIES WITH THAT ACCURATE OR FLUENT WORD RECOGNITION, POOR SPELLING AND DECODING ABILITIES.

SO THOSE ARE WHERE WE GENERALLY SEE WEAKNESSES WHEN WE ARE LOOKING AT STUDENTS WHO MAY FIT THAT PROFILE, OR MAYBE IDENTIFIED WITH DYSLEXIA. WE ALSO KNOW THAT DYSLEXIA. THESE DIFFICULTIES ARE TYPICALLY RESULT FROM DEFICITS IN THE PHONE, A LOGICAL COMPONENT OF LANGUAGE. YOU HEAR A LOT OF TALK ABOUT PHONOLOGICAL AWARENESS PHONOLOGICAL PROCESSING WHEN WE'RE TALKING ABOUT DYSLEXIA, BUT THERE ARE OTHER COMPONENTS OF PSYCHOLOGICAL PROCESSING.

[01:15:07]

SCREENING INTERVIEWING AND PROGRESS MONITORING, AND YOU'VE ALREADY HEARD ABOUT THE READY TO READ ACT FROM 2019. IT'S THE SENATE BILL 734 IT SETS THAT PUTS FORTH GUIDELINES FOR US IN THE SCHOOL SYSTEMS FOR SCREENING THE INTERVENTIONS AND SUPPORTING OUR STUDENTS WHO HAVE READING DIFFICULTIES. UM WE ARE CHARGED WITH FINDING A SCREEN OR TO USE WITHIN OUR COUNTY AND WE'RE SUPPOSED TO BE INTERVENING AND BASED ON THOSE RESULTS, SO WHEN WE'RE LOOKING AT OUR KINDERGARTEN NURSE, WE'RE LOOKING TO SEE OKAY. WE WANT TO BEGINNING, MIDDLE AND END OF YEAR SCREENER FOR THE KINDERGARTEN. WE WANT 1ST, 2ND AND 3RD GRADE STUDENTS TO BE SCREENED BASED ON IF THEY HAVE BEEN ALREADY SIGNALED AS HAVING A READING DIFFICULTY. AND BASED ON THESE RESULTS WERE CHARGED WITH DOING SUPPLEMENTAL READING INSTRUCTION, AND THAT NEEDS TO BE THE EVIDENCE BASED READING INSTRUCTION. AND THROUGH THAT WE'RE ALSO GOING TO BE PROGRESS MONITORING ALL OF THE STUDENTS THAT ARE AT RISK FOR READING. OUR SCREENING. WHAT WE'VE GONE WITH IS THE DYNAMIC INDICATORS FOR BASIC EARLY LITERACY SKILLS. WHAT WE CALL DEVILS AND THE DEVIL SCREENER HAS DIFFERENT COMPONENTS IN IT. IT'S A QUICK SCREENER WITH SUB TESTS THAT ARE RELATED TO FOUNDATIONAL READING SKILLS AND SO THROUGH THIS ARE KINDERGARTENERS. THEY'RE GOING TO BE GIVEN THIS FIRST FOR THE LETTER NAMING FOODIE MIX SEGMENTATION NONSENSE WORD FLUENCY. WORTH READING FLUENCY. THOSE ARE GOING TO GIVE US THOSE CORE AND IDEA OF IF THE STUDENT MAY STRUGGLE OR HAVE SOME READING DIFFICULTIES. ORAL READING FLUENCY IS INTRODUCED IN THAT EARLY FIRST GRADE, AND THEN THE MAZE THAT'S COMPREHENSION IS FOR SECOND GRADE THROUGH THESE.

WHAT WE'RE LOOKING FOR IS THOSE WARNING SIGNS, AND THAT'S WHAT THIS REALLY IS. IT'S TO GIVE US AN IDEA OF STUDENTS WHO MAY BE AT RISK. FOR HAVING ME DIFFICULTIES OR AND OR DYSLEXIA.

SO UM, WITHIN HARFORD COUNTY, BRANCHING RULES WERE DEVELOPED AND WHAT THAT IS, IS WE LOOK AT DEVIL'S WITH THE DEVIL SCORES ARE AND YOU'LL SEE THAT BASED ON THE COLORS, YELLOW AND RED INDICATED THEIR WEAKNESSES. THERE ARE AREAS OF NEEDS FOR OUR STUDENTS. SO UM EDUCATORS AND THEIR READING LITERACY LEADERS IN THEIR BUILDING WOULD COME TOGETHER AND THEY REVIEW THE DEVIL'S RESULTS. AND THEY THINK ABOUT OKAY. WHAT IS IT THAT WE NEED TO DO FOR THIS STUDENT? HOW ARE WE GOING TO INTERVENE? DO WE NEED NEED TO INTERVENE, AND THAT'S WHERE THE BRANCH TEAM COMES INTO PLAY. AND THROUGH THAT WE ARE LOOKING AT ARE INTEGRATED, TIERED SYSTEM OF SUPPORT, WHICH IS SO IMPORTANT FOR ALL OF OUR READERS IN HARFORD COUNTY. WE HAVE THAT POOR READING PROGRAM THAT'S FOR OUR TIER ONE STUDENTS. THAT'S ALL STUDENTS. THAT'S THAT GREAT INSTRUCTION THAT THEY SHOULD BE GIVEN IN THEIR GENERAL EDUCATION SETTING, AND THEN WE GO INTO TIER TWO AND TIER THREE. IT'S SIMILAR TO WHERE THE COLORS WERE BASED ON THE PREVIOUS SLIDE WITH DEVILS, YOU CAN SEE THAT THE TIER TWO SUPPLEMENTAL INSTRUCTION THAT'S GOING TO BE, UM, REALLY HITTING INTO THOSE SKILLS FOR STUDENTS WHO NEED MORE OF A SMALL GROUP. THEY'RE STILL GOING TO HAVE THAT THAT YEAR ONE THAT CORE INSTRUCTION, BUT THEY HAVE SOME WEAKNESSES THAT NEED TO BE ADDRESSED. AND SO THAT'S NOT TIER TWO. IT'S NOT AS INTENSIVE AS TIER 32 OR THREE IS FIRST INTO OUR SIGNIFICANTLY STRUGGLING AND, UM, AND THAT'S WHERE THAT INTENSITY PIECE COMES INTO PLAY. SO BASED ON THAT, UM THE SCHOOLS ARE CHARGED WITH LOOKING AT WHERE THE PROGRESSES AND DETERMINING IF STUDENTS NEED TO CONTINUE IN THE INTERVENTION IF THERE'S ANOTHER SUPPLEMENTAL INSTRUCTION THAT THEY SHOULD GO TO UM, AND MAKE OTHER INSTRUCTIONS DECISIONS AND DETERMINE IF THERE POTENTIALLY IS A NEED FOR FURTHER ASSESSMENTS. AND THAT'S WHERE SOMETIMES OUR STUDENTS WHO REACHED THAT TIER THREE INSTRUCTION AND ARE NOT RESPONDING OR ANYBODY SUSPECTS THAT THERE MAY BE A DISABILITY THAT WOULD REQUIRE SPECIAL EDUCATION SERVICES, WHICH MAYBE DYSLEXIA, UM AND IT MAY BE ANOTHER SPECIFIC LEARNING

[01:20:02]

SO WHILE WE OFTEN HEAR THAT DYSLEXIC LEARNERS HAVE WEAKNESSES AND PHONE A LOGICAL AWARENESS, WE ALSO KNOW THAT SOMETIMES THERE ARE OTHER WEAKNESSES THAT MAY COME UP, ESPECIALLY WITHIN THOSE COGNITIVE PROCESSES THAT MAY BE INDICATORS OF DYSLEXIA AS WELL.

RAPID AUTOMATIC NAMING IS OFTEN AN INDICATOR AS WELL AS DIFFERENT AREAS WITH PROCESSING,

[01:25:06]

STRUCTURED LITERACY IS BASED IN THE SCIENCE OF READING, WHICH RECOGNIZES THAT STUDENTS LEARN BEST TO READ WORDS ACCURATELY AND EFFICIENTLY WHEN THEY ARE TAUGHT THE SKILLS VERY EXPLICITLY. AND THIS IS TRUE FOR ALL STUDENTS. BUT IT'S ESPECIALLY TRUE FOR STUDENTS WITH DYSLEXIA WHO NEED A STRUCTURED LITERACY APPROACH WITH EVEN MORE INTENSITY. SOME ADDITIONAL KEY FEATURES OF DESTRUCTION. THE STRUCTURE OF LITERACY APPROACH IS THAT IT WOULD BE SYSTEMATIC AND THAT IS THAT IT CONSISTS OF PRESCRIBED ORDER OF SKILLS AND THAT IT'S IN A PREDICTABLE, VERY CONSISTENT FORMAT TO EACH LESSON. CUMULATIVE WOULD BE THAT IT STARTS OFF WITH THE MOST BASIC SKILLS IN EACH SKILL BUILDS ON THE NEXT. GRADUALLY AS WE GO, WE TALKED ABOUT THE IMPORTANCE OF IT BEING EXPLICIT. DIAGNOSTIC IS THAT THE TEACHER WOULD USE SKILLS TO OBSERVE THE STUDENT AND USE INFORMAL ASSESSMENT THROUGHOUT THE LESSON TO DETERMINE AND EVALUATE WHAT STUDENTS ARE ABLE TO DO WELL AND WHAT THEY STILL NEED TO LEARN TO DO SO THAT THEY CAN MAKE VERY TO THE MINUTE TO THE SECOND DECISIONS ABOUT HOW BEST TO INTERVENE THROUGHOUT THAT LESSON. IT IS INTENSIVE AND THAT AS WE SAID, WITH STUDENTS WHO ARE DYSLEXIC, THEY NEED IT WITH MORE TIME, SO THIS WOULD BE IN ADDITION TO ANY OF THAT CORE INSTRUCTION, SO THEY JUST NEED MORE TIME AND EFFORT PUT INTO THOSE LESSONS. MULTISENSORY IS THAT WE WOULD HAVE A SIMULTANEOUS USE OF TWO OR MORE OF THE SENSES. SO WHEN STUDENTS ARE LOOKING AT WORDS, OBVIOUSLY THEY'RE SEEING THE WORDS. THEY'RE READING IT HEARING IT READ. THEY MIGHT BE TRACING ALL AT THE SAME TIME, AND IT'S THE SIMULTANEOUS USE OF THESE TECHNIQUES THAT MAKE IT THAT MULTI SENSORY APPROACH THAT REALLY HELPS IT WORK FOR THE DYSLEXIC. AND THEN, OF COURSE, USING THESE TOOLS AND ALL THESE STRATEGIES AND THEN APPLYING THAT TO VERY PURPOSEFUL READING AND WRITING. NOW WE KNOW THAT READING LEARNING TO READ THEY WANT TO. WE WANT TO TEACH THEM TO READ AND THEN TO SPELL OR WE CALL IT ENCODING, AND IT'S LIKE TWO SIDES TO A COIN. SO HERE'S ONE SIDE OF THE COIN WOULD BE THE DECODING AND WE WOULD TEACH VERY EXPLICIT PHONICS SKILLS. THIS IS JUST A BROAD LOOK AT WHAT IT MIGHT LOOK LIKE OVER TIME. SO WITH THE VERY BASIC SKILLS BEING LETTER, SOUND CORRESPONDENCE KNOWLEDGE AND THEN BLENDING THOSE SOUNDS TOGETHER TO CREATE WORDS. UM AND THEN AGAIN, PUTTING THEM TOGETHER IN CHUNKS OR DIFFERENT TYPES THAT THEY CAN BE CATEGORIZED INTO THE SIX SYLLABLE TYPES AND THEN PUTTING THOSE TOGETHER TO MAKE LARGER WORDS SO MULTISYLLABIC WORDS AND TEACHING CHILDREN HOW TO USE THOSE SKILLS AND STRATEGIES TO BREAK UP THOSE WORDS TO DECODE THEM. WE ALSO RECOGNIZE THAT NOT ALL WORDS FOLLOW THE RULES FOLLOW THE PHONETIC PATTERNS THAT ARE THERE. SO IRREGULAR WORDS ARE ALSO USED OR LEARNED USING MULTISENSORY TECHNIQUES AND REPETITION TO HELP STUDENTS BECOME VERY AUTOMATIC, IDENTIFYING THOSE WORDS AS WELL.

WE HAVE ACCESS AND WE USE DECODE HERBAL TEXT, WHICH IS A VERY CONTROLLED TYPE OF TEXT, WHERE IT REALLY ZEROS IN ON THE SKILLS THAT THE STUDENT IS LEARNING SO THAT THEY CAN LEARN THE SKILLS IN ISOLATION AND THEN APPLY THEM TO A TEXT. AND THEN, OF COURSE, REPETITION LOTS AND LOTS OF OPPORTUNITY TO PRACTICE USING THESE SKILLS OVER AND OVER SO THAT THEY BECOME VERY, VERY FLUENT AND AUTOMATIC IN THERE READING. EARLIER YOU HEARD THAT MENTIONED THAT PHONOLOGICAL AWARENESS IS A HALLMARK OF DIFFICULTY. FOR MANY OF OUR DYSLEXIC STUDENTS, AND THIS IS JUST BASICALLY A BRIEF OVERVIEW OF WHAT THAT MIGHT LOOK LIKE IN MEAN AND SO STUDENTS NEED TO LEARN HOW TO DISCRIMINATE BETWEEN WORDS AND HOW TO KNOW WHEN WORDS RHYME WHEN THEY SOUND ALIKE. THE BLENDING OF SOUNDS TOGETHER IS PART OF THAT, WITH THE READING TO SEGMENTING IS ESPECIALLY IMPORTANT WHEN IT COMES TO THE SPELLING PROCESS OR ENCODING AND THEN THE ABILITY TO HEAR THE SOUNDS AND BEING ABLE TO CHANGE THEM UP. MANIPULATE THEM TO CHANGE THE WORD CREATE NEW WORDS. ALL OF THESE SKILLS ARE VERY IMPORTANT. UM YOU KNOW THIS PHONOLOGICAL AWARENESS IF

[01:30:02]

FOUNDATIONS IS A TIER TWO INTERVENTION THAT WE USE IN GRADES K 22 FOUNDATION UTILIZES A STRUCTURED LITERACY APPROACH GROUNDED IN THE SCIENCE OF READING. THIS PROGRAMS RESEARCH BASED APPROACH PRESENT CAREFULLY STRUCTURED INSTRUCTION IN READING. SPELLING HANDWRITING USING ENGAGING MULTISENSORY TECHNIQUES. YOU'LL SEE THAT FOUNDATIONS TEACHES PHONOLOGICAL AWARENESS, PRINT AWARENESS, PHONICS AND DECODING THOSE WORD. ATTACK SKILLS VOCABULARY DEVELOPMENT FLUENCY COMPREHENSION, AND IT ALSO ADDRESSES WRITING SKILLS AND, UM, CONVENTIONS. YOU WILL SEE, WE'VE BEEN PROVIDING TRAINING TO OUR STAFF SINCE 2010. UM ALL OF OUR ELEMENTARY SCHOOLS HAVE GENERAL EDUCATORS AND SPECIAL EDUCATORS TRAIN ALONG WITH READING SPECIALISTS AND THE LITERACY LEADERS. AT THIS TIME, WE HAVE APPROXIMATELY 800 STUDENTS RECEIVING INSTRUCTION IN FOUNDATIONS IN THOSE PRIMARY GRADES. THEN WE HAVE WILSON READING SYSTEMS. IT'S A TIER THREE STRUCTURED LITERACY PROGRAM THAT IS BASED ALSO IN THOSE PRINCIPLES OF ORTON, BELLINGHAM STUDENTS IN THE TIER THREE INTERVENTION REQUIRE MORE INTENSIVE STRUCTURED LITERACY INSTRUCTION DUE TO THE LANGUAGE BASED LEARNING DISABILITIES SUCH AS DYSLEXIA. YOU WILL SEE THAT WILSON WILL ALSO TEACH DECODING MORPHOLOGY. THE STUDY OF WARD ELEMENTS ENCODING, WHICH IS THE SPELLING ORTHO GRAPHIC MAPPING, WE ADDRESS HIGH FREQUENCY WORD INSTRUCTION WORKING ON ORAL READING, FLUENCY, VOCABULARY AND COMPREHENSION. WE'VE BEEN PROVIDING TRAINING WITH WILSON. READING SYSTEMS TENDS TO 1006. CURRENTLY ALL OF OUR ELEMENTARY SCHOOLS HAVE SPECIAL EDUCATORS AND OR READING SPECIALISTS TRAINED OUR LITERACY LEADERS. WE ALSO HAVE EIGHT MIDDLE SCHOOL THAT HAVE SPECIAL EDUCATORS, TRAIN AND LANGUAGE ART TEACHERS.

WE CURRENTLY HAVE APPROXIMATELY 75 STUDENTS RECEIVING WILSON READING SYSTEM AND 11 STUDENTS IN THE MIDDLE SCHOOL. WE ALSO USE FRAN BAUMAN'S O G PLUS IS A TIER TWO AND TIER THREE INTERVENTION IN GRADES K AND UP. O G. PLUS IS A SYSTEMATIC, MULTISENSORY STRUCTURED APPROACH TO TEACHING LITERACY. AS A STRUCTURED LITERACY PROGRAM. O G PLUS ALSO COMBINES DIRECT INSTRUCTION IN PHONOLOGICAL AWARENESS AND READING FLUENCY. IT ALSO TEACHES ORTHO GRAPHIC MAPPING, DECODING, UM, INSTRUCTION WITH OUR IRREGULAR WORDS AND ALSO FOCUSING ON SPELLING AND THAT WORLD READING FLUENCY. AS TO DATE WE HAVE SINCE 2020 WE HAVE 182 CERTIFICATED STAFF THAT HAVE BEEN TRAINED IN O G. PLUS ALL OF OUR ELEMENTARY SCHOOLS HAVE SPECIAL EDUCATORS, READING SPECIALISTS OR LITERACY LEADERS AND READING INTERVENTIONIST TRAIN. ALL OF OUR MIDDLE SCHOOLS HAVE SPECIAL EDUCATORS TRAINED ALONG WITH LANGUAGE ARTS TEACHERS, AND CURRENTLY WE HAVE FOUR HIGH SCHOOLS THAT HAVE SPECIAL EDUCATORS TRAINED CURRENTLY, UM WE HAVE APPROXIMATELY 273 ELEMENTARY SCHOOL STUDENTS THAT ARE RECEIVING INSTRUCTION IN O G PLUS. 14 AT THE MIDDLE SCHOOL AND SIX AT THE HIGH SCHOOL LEVEL. SO JUST TO SUM UP WE KNOW AS WE'VE SHARED. THERE IS A LARGE BODY OF EVIDENCE AND

[01:35:04]

THAT WAS WHEN WE KNEW THAT THERE WAS A PROBLEM UP UNTIL THAT POINT. SHE WAS A HAPPY WE HAD NO IDEA. UM THEY GET A CALL FROM THE TEACHER AND I'M AMERICAN CERN BECAUSE SHE IS DOING HER HER LESSON AND SHE CAN'T READ. AND SHE'S CRYING IN CLASS, AND THAT WAS AN EYE OPENING EXPERIENCE AS A PARENT TO KNOW THAT THERE IS SOMETHING WRONG WITH YOUR CHILD AND NO ONE AT SCHOOL KNOWS WHAT TO DO. UM SO WE WENT. WE STARTED OUR JOURNEY AND WE FINALLY BY FOURTH GRADE AND WITH THE HELP OF SOME OF THE LADIES SITTING HERE THIS EVENING, WE GOT HER THE RIGHT SUPPORTS AND INSTRUCTION IN PLACE THROUGH SPECIAL EDUCATION. AND YOU KNOW THE PROGRAMS THAT THE AND THE TEACHER TRAINING, UM , THAT WE'VE HIGHLIGHTED FOR YOU THIS EVENING WERE ABSOLUTELY CRITICAL NOT ONLY FOR OUR DYSLEXIC CHILDREN, BUT ALSO FOR THE FACT THAT OUR KIDS SPENT ABOUT 90% OF THEIR TIME IN GENERAL EDUCATION AND THOSE SKILLS, PRACTICES AND TECHNIQUES THAT WE HIGHLIGHTED TONIGHT ARE ABSOLUTELY ESSENTIAL NOT ONLY FOR OUR KIDS BUT FOR EVERY CHILD IN THAT CLASSROOM. UM SO NOW WE ARE IN 2023 AND AS WE'VE ALREADY TOUCHED ON THAT BODY OF SCIENTIFIC KNOWLEDGE, AND WE HAVE PROVEN METHODS TO TEACH READING, THERE SHOULD BE NO CHILD LEFT BEHIND. WHEN TIER ONE CORE INSTRUCTION IS ALIGNED TO THAT SCIENCE OF READING ARE DYSLEXIC KIDS WILL HAVE THE ABILITY TO ACT TO ACCESS OUR GENERAL EDUCATION WITH THEIR PEERS AND THEN BE IDENTIFIED TO ACCESS THE SPECIAL EDUCATION RESOURCES WHEN NEEDED AS A COLLEEN, HIGHLIGHTED BY THE BY THE VARIOUS PATHS THAT THEY CAN GET THERE. AND I CAN. SAY THAT BEING A TRAILBLAZER IS PRETTY PRETTY LONELY ROAD AND WE HAVE OFTEN BEEN ONE OF THE ONLY PEOPLE IN THE ROOM TO UNDERSTAND OUR CHILD STRUGGLES. AND I REALLY COMMEND OUR SPECIAL EDUCATION TEAM SITTING HERE WITH ME TONIGHT WITH FOR THEIR WILLINGNESS TO LISTEN TO LEARN AND TO BE A PARTNER WITH ME ON THIS JOURNEY. UM AND WE HAVE AS WE HAVE ADVOCATED FOR THE NEEDS OF OUR OUR DYSLEXIC, KIDDO. THEY HAVE TAKEN WHAT THEY'VE LEARNED WITH OUR SPECIFIC EXPERIENCE.

AND I'M SORRY I LOST MY THOUGHT ARE SPECIFIC EXPERIENCE AND HAVE APPLIED THAT TO EVERY CHILD THAT HAS WALKED THROUGH THEIR DOORS. SO I AM GRATEFUL THAT THE STRIDES HAVE BEEN MADE TO PUT THAT WEEK TO FILL MODEL TO BED. AND IT IS MY HOPE THAT HCPS AS A WHOLE CONTINUES TO LOOK AT THE SUCCESS THAT WE HAVE HAD WITH OUR DYSLEXIC READERS AND INTEGRATING STRUCTURED LITERACY IN THE CLASSROOMS TO PURSUE THE COMPLEMENTARY TIER ONE PROGRAMS AND TRAININGS THAT WILL FURTHER THOSE STRUCTURED LITERACY IN OUR COMMON IN OUR CORE CURRICULUM.

AND IT'S NOT BY EXCEPTION OR CHANCE, SO I WOULD LIKE TO THANK YOU FOR YOUR TIME AND ATTENTION TODAY AND I LOOK FORWARD TO FUTURE COLLABORATION. THANK YOU. GREAT THANK YOU. EXCELLENT PRESENTATION, SO WE'LL OPEN IT UP FOR REPORT MEMBERS, QUESTIONS OR COMMENTS AND WE'LL START WITH MR HOUSE. THANK YOU SO MUCH FOR BEING HERE. UM AND FOR WHAT YOU DO, I DO HAVE A QUESTION ABOUT THE SCREENING THREE TIMES A YEAR IN KINDERGARTEN. ARE WE DOING THAT? SO UM, THERE HAS BEEN.

THERE IS DIFFERENT INTERPRETATION OF THAT LAW. SO CURRENTLY HARFORD COUNTY IS SCREENING INITIALLY ARE ALL STUDENTS COMING INTO KINDERGARTEN. THOSE STUDENTS WHO ARE ADVANCED OR PROFICIENT ON THAT SCREENING ARE NOT SCREENED SUBSEQUENTLY THE REST OF THE REMAINDER OF THE YEAR. WE HAVE OPENED UP DISCUSSION. YOU KNOW, WE KNOW THAT THAT TOPIC HAS

[01:40:03]

HEAVY LIFT, RIGHT? NO DOUBT YOU DON'T HAVE THE PERSONALITY WOULD LIKE TO IMPLEMENT WHAT? WHAT YOU'D LIKE TO BUILD HERE IN THE SCHOOL SYSTEM, BUT I JUST WANTED TO TAKE A LOOK HERE AND THANKS, LAUREN. FOR WHAT? YOU ASKED IF I WAS GOING TO ASK THAT SPECIFICALLY, UM BUT I WANT TO GET BACK TO UM. AND SOME OF THESE LOCATIONS. YEAH MENTION THAT, UM LIKE IN THE WILSON READING PROGRAM. WE HAVE 75 ELEMENTARY STUDENTS AND THEN ONLY 11 MIDDLE SCHOOL. WHY IS THAT? WHY? WHY? WHY IS THAT DECREASE? HERE INTERVENING EARLY AND CATCHING OUR STUDENTS UP SO THAT THEY CAN MOVE FORWARD AND THEY NO LONGER NEED THAT INTENSE INSTRUCTION. YES SO THEY'RE GRADUATING OUT OF THE PROGRAM. OKAY SO THEY MAY BE CAUGHT UP TO THE OTHER STUDENTS AND CAN BE JUST IN THE GENERAL. WE CONSIDER THAT GENERAL EDUCATION CLASSES OR WHAT MAY BE THE CASE FOR.

THEY ALSO MADE WE MAY FIND ANOTHER INTERVENTION THAT MAY WORK. BETTER FOR THEM AND THEN ALSO OUR NUMBERS ARE BASED ON WHAT WAS REPORTED TO US SO YEAH, WE KNOW THAT THEIR APPROXIMATE, RIGHT? YES YES, SURE. THAT WOULD BE THE BIGGEST REASON THAT WE WOULD HOPE TO SEE A DROP AS WE MOVE FROM ELEMENTARY TO MIDDLE TO HIGH NUMBERS DROP AND THEN THE SAME THING, I GUESS FOR THE ORTON GILLINGHAM PLUS, YEAH. OKAY? UM. DO YOU FEEL LIKE YOU HAVE ALL ALL THE RESOURCES LIKE ALL THE DIFFERENT PROGRAMS TO REACH ALL THE STUDENTS? DO YOU FEEL LIKE YOU HAVE WHAT FOLIC ARSENAL WHICH WHICH COULD WHAT'S OUT THERE THAT YOU WOULD LIKE TO HAVE A QUESTION? ARE THERE OTHER? I MEAN, WE SEE LIKE WILSON AND YOGI. THERE'S THE BIG NAMES, BUT ARE THERE OTHER IS THERE ANYTHING ELSE OUT THERE THAT YOU WOULD LIKE TO HAVE? WE CAN INVEST IN IT. WE'VE HAD INCREDIBLE SUCCESS WITH THE O G. PLUS ME. WE'VE HAD SUCCESS WITH EACH OF THE PROGRAMS, BUT I THINK JUST FROM YOU CAN SEE FROM THE TRAINING. YOU KNOW THE INTENSIVE TRAINING IN THE LAST YOU KNOW +22 TO 3 YEARS, UM, THERE WILL ARE ALWAYS ALWAYS EVALUATING PROGRAMS WERE ALWAYS LOOKING INTO OTHER OTHER PROGRAMS THAT WE MAY BE ABLE TO BRING IN, UM IT'S HARD TO ANSWER THAT. DO WE HAVE ENOUGH? YOU KNOW, UH UM IT'S NOT LIKE ONE THING. THEY'RE LIKE, WELL, I REALLY WISH WE COULD HAVE THAT IF WE HAD THE MONEY, BUT THERE'S NOTHING LIKE THAT REALLY G O G O G WAS PROBABLY ARE ONE. YEAH BUT WE'VE YOU KNOW, BEEN ABLE TO, UM , PARTNER WITH, UM, UM FRIEND ALMONDS. ORGANIZATION TO GET THAT TRAINING TO OUR TEACHERS. AND I JUST WANT TO SAY FROM THE YOU KNOW. PART OF SEVERAL OF OUR NEEDS ARE MOST SIGNIFICANT NEEDS, I THINK ARE WITHIN THE AREA OF STAFFING. WE HAVE A SHARED THAT WE HAVE MISS THATCHER AND, UM, IN THIS CARPENTER THERE, YOU KNOW, BETH WORKS IN THEIR SECONDARY TEAM, BUT SHE IS ONE OF FOR TEACHERS SPECIALISTS FOR OUR ENTIRE MIDDLE AND HIGH SCHOOL AND THEN ON THE ELEMENTARY SIDE, CHRISTINA IS ONE OF THREE TEACHERS SPECIALISTS THAT SUPPORT IN OUR ELEMENTARY PROGRAMS, ONE OF OUR VISIONS AND OUR DESIRE IS TO REALLY BE ABLE TO GET, UM YOU KNOW, FACE TO FACE AND SHE DID CHEAT WITH OUR TEACHERS WHO ARE INTERVENTION IMPLEMENTING THESE INTERVENTIONS TO DO COACHING AND MODELING AND MAKE SURE YOU KNOW SURE FIDELITY OF THOSE, UM THOSE INTERVENTIONS , SO WE'VE REALLY WORKED VERY INTENTIONALLY OVER THE LAST COUPLE OF YEARS TO BRING IN OUR INSTRUCTIONAL COACHES AND TO REALLY PARTNER WITH READING SPECIALISTS IN READING INTERVENTIONS, SO THAT WE'RE ALL SUPPORTING TO THE BEST OF OUR ABILITY FROM THAT SAME LENS. UM BUT ONE OF OUR DREAMS AND OUR VISIONS AND OUR REQUESTS FOR EVEN FOR THE COMING YEAR IS TO STRENGTHEN OUR TEACHERS SPECIALISTS SO THAT WE CAN BE MORE EFFECTIVE AT TRAINING AND REALLY GROWING OUR TEACHERS WHO ARE DELIVERING THESE INTERVENTIONS. UM AND REALLY, YOU KNOW, SUPPORTING THEM, AND THAT SPEAKS TO RETENTION AND YOU KNOW OF OUR TEACHERS AND THAT WHOLE PICTURE, BUT IF WE'RE IF WE'RE IDENTIFYING IN NEED THAT IS ONE OF OUR MOST SIGNIFICANT

[01:45:03]

UM SO STAFFING CHANGES TO BODY CHANGES, BUT THE FACILITY REALLY DOESN'T CHANGE MUCH. UNLESS WE MAKE THOSE SPACES. WE CREATE THOSE SPACES. WE HAVE THE INDIVIDUALIZED INSTRUCTION. SO HOW MUCH DOES THAT PLAN A ROLE IN? WHAT YOU'RE TRYING TO DO IS FIRST HAVING THOSE SPACES I FEEL THAT THE SCHOOLS WILL FIND A PLACE. THAT'S WHAT OUR STUDENTS THAT DO HAVE I PS THAT DRIVES THEIR INSTRUCTION AND WHERE THAT INSTRUCTION SHOULD TAKE PLACE, AND WHAT THAT WOULD LOOK LIKE.

UM SO WE ARE VERY CREATIVE. MAGNOLIA ELEMENTARY COMES TO MIND. UM, AND THEY ARE IN THE LITTLE NOOKS AND CRANNIES THAT THEY'RE DELIVERING THE INSTRUCTION, BUT IT'S AMAZING THAT WHEN WE DO SERIOUS STUDENTS AND THINKING OF WILLIAM S. JAMES THAT I WAS ABLE TO SEE A SMALL GROUP, UM THE STUDENTS WERE ATTENTIVE. UM IT JUST WORKS BECAUSE OF HOW THEY HAD IT SET UP. OF COURSE, WE WOULD LOVE FOR EVERY BUILDING TO HAVE A ROOM THAT COULD BE FOR INTERVENTIONS.

BUT WE KNOW THAT THAT'S JUST NOT THE REALITY. THANK YOU VERY MUCH APPRECIATED. THANK YOU, MISS ABAROA. QUESTIONS THANK YOU FOR YOUR TIME. THANK YOU, MR PERRY. I DON'T HAVE ANY QUESTIONS.

THANK YOU ONE SO WE ALL HEARD COUNCILMAN BENNETT. I AM NOT A READING SPECIALIST. THAT IS NOT MY AREA OF EXPERTISE. I HAD NEVER PARTICULARLY HEARD OF F AND P OR FONTAS AND PENELAS THAT CORRECT CAN YOU TELL ME MORE ABOUT THIS? WHY WE'RE USING THIS IF IT IS SO HIGHLY INACCURATE IS WHAT HE'S TELLING US. SO THE FRONT ISN'T CANAL IS JUST ONE TOOL THAT OUR TEACHERS CAN USE WHEN THEY NEED ADDITIONAL INFORMATION. THE DOUBLES IS THAT THAT INITIAL SCREENER THE DOUBLES IS WHAT WE USE TO AS THAT FIRST STEP IN IDENTIFYING WHERE THERE MAY BE WEAKNESSES.

AND THEN WHEN A TEACHER HAS THE NEED FOR ADDITIONAL INFORMATION, THEY MAY GO TO THE FONT IS SIMPLE IN AL, UM, WHICH IS A IS A RUNNER RUNNING RECORD. UM BUT THEY DO HAVE A WIDE VARIETY OF OTHER TOOLS TO CHOOSE FROM TO, UM AND THEN WE ALSO THROUGH THE OFFICE OF SPECIAL EDUCATION HAVE OTHER ASSESSMENTS THAT WE HAVE EMBEDDED ON TO HELP OUR TEACHERS DEVELOPED THERE THE DIFFERENT COMPONENTS OF THE I E P AND HELPED IDENTIFY PRESENT LEVELS OF PERFORMANCE. UM SO YOU KNOW THAT THAT PURPOSE IS THERE FOR FANTASY AND CANAL? UM IT IS A RUNNING RECORD. UM YOU KNOW, TEACHERS SIT WITH THE STUDENT. LISTEN TO THAT STUDENT READ. UM BUT THERE ARE MANY OTHER ASSESSMENT TOOLS THAT FOR DIFFERENT PURPOSES THAT CAN BE UTILIZED AS WELL. SO I GET THAT.

YEAH BUT MY QUESTION IS, IF IT'S REALLY ONLY 42% ACCURATE, LIKE HE'S SAYING IT'S ONLY 42% ACCURATE. WHY ARE WE PAYING TO USE THAT ASSESSMENT? I'M JUST SORRY. THAT'S OKAY. I DON'T KNOW THAT I HAVE THAT THAT ANSWER. IT'S UM IT'S BEEN A TOOL THAT THAT WE'VE UTILIZED IN THE COUNTY FOR SEVERAL YEARS. UM YEAH. I DON'T KNOW THAT. I HAVE THAT ANSWER. YEAH AND I'M NOT TRYING TO BE, BUT I MEAN, IF HE'S RAISING A RED FLAG LIKE THAT, AND HE'S WORKING WITH THIS PROGRAM, THEN I GUESS I WOULD LIKE TO SEE A STUDY. MORE OF THIS IS REALLY A COST EFFECTIVE THING TO DO. AND I'M GOING TO ASK YOU IF YOU WOULD DO THAT FOR ME. AND I WILL WORK WORKING WITH WITH MISS KERCHER AND THE REAL OFFICE AS WELL. AND WE'VE HAD CONVERSATIONS ABOUT PARTNERING TO TRY TO RESOLVE SOME OF THE QUESTIONS THAT HAVE COME UP IN RELATION TO THIS, SO WE WILL. I WILL ADD THAT TO THAT. AND I BELIEVE HOW THERE IS ON THE CALL AND LISTENING, SO I'M OKAY.

SURE, SHE'S SHE'S LISTENING TO THEIR THAT'S OBVIOUS, LIKE, OKAY, WHERE ARE THEY? ALL RIGHT.

THANK YOU SO MUCH. I REALLY DO APPRECIATE THAT. AND I WOULD APPRECIATE YOU GETTING BACK TO ME ALSO. THANK YOU. ABSOLUTELY. THANK YOU, MISS COAT. WORKING. WHAT DRIVES THE COST EFFECTIVENESS OF THE VARIOUS TOOLS. IS IT THE TIME THAT'S REQUIRED TO DO IT OR THE RECORD KEEPING OR WHAT? WHAT IS THAT? TALK ABOUT THE FROM OUR INTERVENTION STANDPOINT. UM OFTENTIMES IT'S THE TRAINING. UM WHEN WE'RE TALKING ABOUT THE DIFFERENT PROGRAMS, SO AND I,

[01:50:04]

UM YOU KNOW, QUICK ASSESSMENTS, YOU KNOW, BUT ANYTIME WE'RE SITTING WITH A STUDENT, AND WE'RE ASSESSING A STUDENT, THERE ARE SO MANY FACTORS THAT MAY COME INTO PLAY. YOU KNOW, IN THAT MOMENT IN TIME THAT STUDENT DEMONSTRATES YOU KNOW THESE SKILLS, BUT WHAT OUR TEAMS ARE REALLY CHARGED WITHIN OUR TEACHERS ARE CHARGED WITH IS REALLY LOOKING AT A FULL BODY OF EVIDENCE OF FULL BODY OF DATA AND REALLY MAKING INSTRUCTIONAL DECISIONS BASED ON THAT, AND LADIES. ANYTHING ELSE FROM. NO, EXCEPT JUST ONE ASSESSMENT THAT WE DO USE. YOU HEARD OUR SPEAKER EARLIER MENTIONED ORAL READING FLUENCY, AND THAT IS AN ASSESSMENT THAT WE DO USE WIDELY AND OUR INTERVENTION PROGRAM AND THAT'S WHERE A STUDENT DOES A ONE MINUTE READ, AND THEY ARE JUDGED. AND YOU KNOW THE CORRECT WORDS PER MINUTE. SO THAT BASICALLY JUDGES THE ACCURACY AND FLUENCY OF THEIR READING. OKAY THANK YOU. UM THE STUDENTS THAT YOU LISTEN EACH, UM LEVEL OF EDUCATION THAT ARE RECEIVING AN INTERVENTION OF ONE TYPE OR ANOTHER IS THAT ALWAYS ONE ON ONE OUTSIDE THE REGULAR CLASSROOM IN A SPECIAL SPACE, UM , YOU MIGHT FIND IN FOUNDATIONS THEIR WHOLE CLASSROOMS WITH THE GENERAL EDUCATOR AND OR CO TAUGHT WITH A SPECIAL INDICATOR WHEN YOU MOVE TO THE TIER TWO OR TIER TWO AND TIER THREE, WITH WILSON AND O G, YOU'RE GOING TO FIND THAT THOSE ARE SMALL GROUPS LED O G. WE KEEP OUR GROUPS AT THREE. THREE STUDENTS TO A CERTIFICATED STAFF. MOST THEN YOU MIGHT HAVE 4 TO 5 STUDENTS WITH ONE CERTIFICATED STAFF.

OKAY. THANK YOU. THANK YOU. GOOD JOB. THANK YOU, MISS BRUCE. YES, I JUST WANT TO APPLAUD WHERE? HCPSS UM IN 1970. I WAS HAPPENED TO BE AT THE EDUCATION CENTER IN THE U. S. ARMY. AND. ARMY SAW IT WAS A PRIVATE WHATEVER CAME TO THE ORDINANCE TO THE SCHOOL BECAUSE EDUCATION CENTER BECAUSE HE WAS HAVING PROBLEMS WITH HIM, AND WE HAD A TEACHER. THERE WE HAD. WELL IT WAS NICE BECAUSE YOU COULD USE FAMILY MEMBERS WHO HAD BEEN EDUCATED AND THEY GAVE HIM A TEST AND IT WAS DYSLEXIA, AND SHE WAS ABLE TO HELP HIM WITH THAT ASSESSMENT. SO I KNOW WHERE YOU ARE GOING WITH THEM AT THAT YOUNG AGE, AND I WOULD JUST HOPE THAT WE WOULD BE ABLE TO CATCH MORE STUDENTS AND HELP THEM BEFORE THEY GET TO THE PLACE WHERE THERE OUT OF SCHOOL, MAYBE ANY ARMY OR OUT IN THE WORKPLACE AND STILL HAVING DIFFICULTY, SO THANK YOU. THANK YOU MYSELF FIRST. YES SO THANK YOU. THIS IS VERY IMPORTANT WORK . AS AS MR SOLL POINTED OUT THERE ARE YOU KNOW AS THE I THINK. SOMEBODY IN PUBLIC COMMENT TALKED ABOUT STATISTICS OF, UM OF A PEOPLE THAT ARE AFFECTED BY DYSLEXIA. AND THAT'S YOU KNOW WHAT'S KNOWN, SO THERE'S PROBABLY A LOT OF UNKNOWNS AS WELL. SO AND I, BUT I ALSO, YOU KNOW, WANNA, UM REQUEST THAT YOU TAKE INTO CONSIDERATION THE PUBLIC COMMENTS THAT WERE SHARED TONIGHT AND DR MUELLER, UM, MADE EMPHASIS TO YOU KNOW TO ADDRESS THOSE COMMENTS AS WELL. UM AND NOW I HAVE SOME QUESTIONS. UM SLIDE SIX. I JUST WANT TO MAKE SURE THAT I UNDERSTAND THE BRANCHING RULES THAT THIS SLIDE INDICATES SO COLUMN ONE. HIS, UM, THE DEVILS. ASSESSMENT TOOL. I DON'T KNOW IF YOU EXPLICITLY SAID, BUT I'M ASSUMING RED IS THEY'RE BELOW READING AND YELLOW IS THIRD IN THE SO AND THEN SOME RISK SO YELLOW. THEY HAVE ONE OR MORE COMPONENTS OF READING THAT THEY'RE STRUGGLING WITH. SO ON DOUBLES, WHICH HAS THE DECIDE BEFORE IT. OKAY GREAT. YEAH YEAH , IT'S ONE OR MORE. RED IS SIGNIFICANTLY BLUFF. OKAY AND THEN BLUE IS ADVANCED. I WOULD ASSUME SO THAT THE SCALE GOES FROM YEAH. OKAY SO, UM, IN THE BRANCHING RULES, UM IS IT? HCPS IS PATH. TO FILTER OUT PEOPLE

[01:55:12]

WHY NOT JUST BASED. THE INTERVENTION ON THE DOUBLES AND ASSUME THAT THE CHILD NEEDS THE STUDENT NEEDS INTERVENTION? ONE NOT SO ITS FIRST STUDENTS IN RED WOULD RECEIVE AN INTERVENTION.

OKAY YES. SO, YEAH. SO THERE WOULD NOT BE ANY STUDENTS IN RED WHO WOULD FILTER OUT? NO OKAY.

YES ALRIGHT. UM, YEAH, WE WOULD BE MEETING THEIR NEEDS. OKAY? AND NOW UM HMM. I DON'T HAVE ANYBODY IMMEDIATELY ATTACHED TO ME THAT SUFFERS FROM DYSLEXIA THAT I KNOW OF. UM BUT I, YOU KNOW. YOU DON'T WANNA CAMPAIGN TRAIL DID RUN INTO SOME PARENTS THAT HAD STUDENTS THAT HAD DYSLEXIA. UM AND WE'RE VERY ACTIVE IN ENSURING THAT THIRD CHILD WAS SUCCESSFUL. UM THE ONE PARENT SHARED WITH ME THAT THERE ARE SOME TOOLS, PHYSICAL TOOLS. UM THAT SHE PURCHASED FOR HER CHILD AND SET TO SCHOOL FOR USE IN HER EDUCATION. UM AND I WAS WONDERING IF WE HAVE PHYSICAL TOOLS. I MEAN, I THINK YOU KNOW WHAT YOU'RE DOING IS GREAT. YOU KNOW THAT THAT THE INSTRUCTIONAL IS DEFINITELY, YOU KNOW PART OF PART OF IT, BUT SHE HAD PHYSICAL TOOLS THAT USED AND I WOULD DO YOU MEAN BY PHYSICAL TOOLS. SO SHE SAID, IT WAS BASICALLY AND FROM, AND I'M NOT AN EXPERT, BUT BUT BASICALLY, UM THE THERE ARE SOME TOOLS THAT HELP WITH CONTRAST, UM, THAT YOU CAN PLACE OVER THE, UM, THE TEXT THAT HELPS HELPS STUDENTS TO DIFFERENTIATE BETWEEN THE WHITE BACKGROUND AND THE TEXT. UM SO AND SO IT'S BASICALLY LIKE A FILTER A COLORED FILTER THAT, UM, SHE SPENT SHE SAID, LIKE IT WAS A FEW $100 OR SOMETHING, OR $100 FOR THE FOR THE MECHANISM, AND, UM, SHE WAS ASKED TO LEAVE IT BEHIND. UM AND I JUST, YOU KNOW, WONDERING, DO WE HAVE ANY OF THESE THINGS AND WHAT THEY BE USEFUL? I'LL TAKE THAT QUESTION. SINCE IT'S COMING FROM A PARENT'S PERSPECTIVE, THERE WAS THERE WAS A LOT OF MISINFORMATION OUT THERE AS MUCH AS THERE IS FACTUAL INFORMATION OUT THERE AND PROVEN SCIENTIFIC INFORMATION OUT THERE SO SOMETIMES PARENTS CAN KIND OF LET US STRAY DYSLEXIA IS NOT A VISUAL PROBLEM. THERE ARE CHILDREN, YOU MIGHT HAVE COMMINGLING PROBLEMS WITH VISUAL ACUITY THAT COULD IMPACT THEIR ABILITY TO READ PHYSICAL WORDS ON THE PAGE. BUT IN GENERAL DYSLEXIA IS NOR NEUROBIOLOGICAL SO CHANGING THE CONTRAST WHILE IT MAY BE A QUALITATIVE TOOL THAT YOU COULD USE FOR COMFORT OR READABILITY OR SCREEN STAMINA . UM IT IS NOT AN INTERVENTION. IT IS NOT HELP A CHILD LEARN HOW TO READ AND YOU HAVE TO PHYSICALLY REWIRE THE PATHWAYS FOR THAT CHILD TO RECEIVE THE INTERVENTION EFFECTIVELY, SO COLORED OVERLAYS AND THOSE KIND OF THINGS ARE VERY PERSONAL TO THE CHILD AND COULD BE USEFUL FROM A JUST FROM A STAMINA AND I STRAINED PERSPECTIVE. BUT THEY ARE NOT A DYSLEXIA TOOL AND IS NOT. IT IS NOT MEANT TO BE TREATING DYSLEXIA. UM AND REALLY WHAT WE WANT TO SEE IN THE CLASSROOM OR MORE AUDIOBOOKS ACCESS TO THOSE KIND OF THINGS TO BUILD BACKGROUND KNOWLEDGE AND ENRICHING VOCABULARY. UM THOSE ARE THE THOSE ARE THE ITEMS THAT FROM A BUDGETARY STANDPOINT, WE WOULD LOVE TO SEE SO LIKE MY DAUGHTER WOULD HAVE, UM, FOR INSTANCE, A PAID SUBSCRIPTION TO LEARNING ALLY WHERE YOU HAVE HUMAN NARRATED BOOKS. THERE'S A LOT OF TIMES ARE ASSISTIVE TECHNOLOGY IS INTEGRATED. SO THOSE ARE THE THINGS THAT WE WOULD BE LEAVING BEHIND AS A PERMANENT PHYSICAL ADAPTATION OR ACCOMMODATION THAT THESE THAT OUR STUDENTS NEED. WE TALKED A LOT ABOUT INTERVENTION. BUT WE DIDN'T TALK ABOUT ACCOMMODATIONS LIKE COLLEEN SAID . THIS IS A COMPLEX TOPIC IN ORDER FOR HER CHILD TO BE SUCCESSFUL IN THE GENERAL EDUCATION SYSTEM. THEY NEED THOSE ACCOMMODATIONS JUST AS

[02:00:02]

THANK YOU, MISS HAN. HI THANK YOU. SO MUCH FOR YOUR PRESENTATION AND ALL OF YOUR HARD WORK. I APPRECIATE THAT. UM, I ALSO HAVE A QUESTION ABOUT THE SLIDE NUMBER SIX THAT MS ALVAREZ BROUGHT UP UM AND IT'S ON THIS CHART. IT SAYS, UM, IF A STUDENT DOESN'T TEST WELL, USING THE DOUBLES ASSESSMENT, THEN THEY MOVE ON TO TESTING WITH THE FONTANA. SOME PANEL BENCHMARK ASSESSMENT. UM IS IT TRUE THAT THEY'RE READY TO READ ACTS SPECIFICALLY STATES THAT THAT SHOULDN'T BE USED IN ASSESSING STUDENTS. MY KNOWLEDGE THERE, READY TO READ ACT IS NOT DESIGNATE THAT CERTAIN ASSESSMENTS DOESN'T DESIGNATE THE SPECIFIC PROGRAM. IT JUST SAYS THAT THEY HAVE TO BE EVIDENCE BASED PROGRAMS IN ORDER TO ASSESS IN PROGRESS MONITOR, ACCORDING TO HOW THE WALL WAS WRITTEN. OKAY I HAVEN'T HAD THE OPPORTUNITY TO READ IT, BUT SOMEBODY MENTIONED IT. SO THAT'S WHY I WAS ASKING WAS JUST ASKING FOR CLARIFICATION. UM IF STUDENTS SCORE WELL. UM ON AND IF THEY DON'T SCORE WELL ON DEVIL'S, BUT THEN THEY SCORE WELL ON THE F AND P DO THEY? UM ARE THEY THEN CONSIDERED NO LONGER AT RISK, OR THEY MONITORED. WHAT DOES THAT PROCESS LOOK LIKE? BELIEVE THAT THEY WOULD BE MONITORED. BUT STILL IF THEY'RE FOLLOWING IN THE RED, AND THAT THEY WOULD BE PUT INTO, UH, SUPPLEMENTAL INSTRUCTION. SO EVIDENCE BASED. I WOULD ALSO EXPECT THAT FOR YELLOW I MEAN, THAT WOULD BE EITHER WAY, EVEN IF THEY TEST BETTER WITH F AND P I WOULD THINK THAT THAT TEACHERS YES, BECAUSE THE DEVILS ARE SHOWING US THOSE SPECIFIC FOUNDATIONAL SKILLS THAT THEY NEED THAT THE STUDENTS NEED. UM AND THAT'S WHY THEY WOULD BE AT RISK. AND SO WE WOULD WANT TO ACT ON THAT.

THAT'S ONE OF THE THINGS THAT WE WANT TO DO AS EARLY AS POSSIBLE. FOR THAT WIRING. AND ONTO THE ANY STUDENTS WHO ARE IN THE YELLOW AND THE RED ARE REASSESSED IN THE NEXT INTERIM FOR THE SCHOOL YEAR. SO KINDERGARTEN ALL STUDENTS ARE ASSESSED, BUT WE DO. THE STUDENTS IN GREEN AND BLUE AREN'T REASSESSED, BUT THEY ARE MONITORED THROUGH CLASSROOM BASED, THEY MAY BE PULLED BACK INTO BE REASSESSED. BUT ANY STUDENT THAT COMES UP IN THAT RED OR YELLOW RANGE THEY ARE REASSESSED AGAIN. UM, SO IF THERE WERE OTHER INFORMATION THAT WERE GATHERED, AND YOU KNOW, AN INTERVENTION WAS SELECTED, AND THEN THAT STUDENT WERE REASSESSED AND THAT WE WEREN'T SEEING THAT GROWTH, THEN THAT INTERVENTION WOULD BE REEVALUATED AND POSSIBLY CHANGED AT THAT AT THAT NEXT INTERVAL OR BEFORE WHEN, AS THE TEACHER COLLECTS THAT INFORMATION SO THAT PLACEMENT AND INTERVENTION IS EVOLVING AND, YOU KNOW, EVER CHANGING DEPENDING ON THE DATA THAT THAT STUDENTS ARE THE TEACHERS ARE COLLECTING AND STUDENTS ARE DEMONSTRATING THE STUDENTS AND THE RED AND YELLOW, THEIR ASSESSED THREE TIMES A YEAR VERSUS THE OTHER STUDENTS IN GREEN AND BLUE. YES THEY ARE ASSESSED UNTIL THEY ARE SHOWN THAT THEY ARE MEETING THOSE GRADE LEVEL STANDARDS ON ON THE DEVILS. AND UM ARE ALL STUDENTS.

I DON'T KNOW IF YOU KNOW THE ANSWER OF US ARE ALL STUDENTS BEING TAUGHT USING PHONICS OR JUST THOSE ASSESSED AS LIKE HIGH RISK. ALL STUDENTS ARE BEING TAUGHT WITH PHONICS THAT, UM THROUGH BOTH THE CORE INSTRUCTION. AND THEN THROUGH OUR SUPPLEMENTAL INSTRUCTION.

THANK YOU. THANK YOU. I WANT TO ECHO. THE THANKS OF THIS BOARD HAS ALREADY GIVEN YOU BEING A TEACHER EDUCATOR IS CHALLENGING. BUT BEING A SPECIAL EDUCATOR IS EVEN MORE CHALLENGING AND YOU ARE LITERALLY CHANGING THE COURSE. CHILDREN'S LIVES EVERY SINGLE DAY. THAT WILL HAVE A MULTI GENERATIONAL IMPACT ON THEM AND THEIR FAMILIES. SO THANK YOU. UM I HAVE A QUESTION FOR OUR SPECIAL GUEST. THANK YOU FOR COMING. BY THE WAY. YOU WERE FANTASTIC. WE'RE HIRING, I THINK TRIED TRIED. OKAY GREAT. UM YOU KNOW WHAT? WHAT WE DO GET MY KIDS THROUGH HIGH SCHOOL. OKAY ALRIGHT, COUPLE MORE YEARS, RIGHT? UM YOU KNOW WHAT? WHAT WE DO IN THE SCHOOL SYSTEM WORKS SO

[02:05:04]

WELL, YOUR PASSION AND PARTICIPATION IS A HUGE ASSET TO THE COMMUNITY IN THE SCHOOL SYSTEM. SO THANK YOU. I ENCOURAGE YOU TO STAY INVOLVED. SO I THINK THE ONLY FOLLOW UP THE WE HAVE IS THE EFFICACY OF THE F AND P. IF YOU CAN FOLLOW UP WITH THE BOARD ON THAT, AND THEN YOU KNOW IF THERE ARE DEFICIENCIES IN IT, MAYBE DO A LITTLE BIT OF RESEARCH AS TO HOW OTHER FOLKS ARE, YOU KNOW, TRYING TO IMPROVE THAT, OR MAYBE SOME OTHER TACTICS. SO THANK YOU

[C. Decision on FY 2025 Local 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]

SHE'S OUR EXECUTIVE DIRECTOR OF FACILITIES, CHRISTOPHER MOORE, AND HE'S OUR SUPERVISOR OF PLANNING CONSTRUCTION, AND MISSY VALENTINO, OFFICE FACILITIES PLANNER. AND WE'RE HERE TO GIVE OUR FINAL PRESENTATION FOR OUR FY 25 CAPITAL IMPROVEMENT PLAN. WE FIRST CAME BEFORE THE BOARD ON THE 24TH OF AUGUST. SO THIS IS ACTUALLY OUR SIX PRESENTATION ON THIS ITEM. AND TONIGHT WE'RE ASKING FOR THE BOARD TO MAKE A DECISION. WE'VE BEEN IN FRONT OF THE BOARD AND WE OBTAINED SECURED THE BOARD'S APPROVAL FOR THE STATE ELIGIBLE, UM, PROJECTS THAT WE DID SUBMIT TO THE STATE AND FULL CONSIDERATION. AND NOW THIS EVENING, WE'RE ASKING THE BOARD TO MAKE A DECISION ON THE CAPITAL PLAN THAT WE WILL SUBMIT. TO OUR COUNTY GOVERNMENT ALONG WITH HER OPERATING BUDGET,

[02:10:05]

THE BIRD WAS ABLE TO APPROVE OUR STATE'S SUBMISSION. SO EVERYTHING HERE TONIGHT IS ACTUALLY IN ADDITION TO THIS, AND I JUST WANT TO MAKE THAT CLEAR AS WE GO THROUGH THIS PROCESS. UM WE'VE TALKED A LITTLE BIT ABOUT HOW WE'RE PRIORITIZING NEEDS AND HOW EACH ONE OF THE NEEDS THAT ARE DONE, IFIED OR THEN SCORED AND PRIORITIZE. THEY'RE SORTED BY THAT LEVEL OF NEED THE HIGHEST NEEDS AT THE TOP AND THE BOTTOM AND THEN WITHIN EACH ONE OF THOSE LEVEL OF NEED THEIR SORT OF FROM THE HIGHEST SCORE TO THE LOWEST SCORE. UM WITH THAT WE HAVE FOUR DIFFERENT LEVELS THAT LEVEL OF, UH CURRENTLY CRITICAL. NEED LEVEL SCORE FOUR. UM AND THEN WE GO ON TO THAT LEVEL OF NEEDS FOR THREE POTENTIALLY CRITICAL ITEMS. UM AND THEN YOU GO INTO THE LEVEL TWO. WHICH IS SOMETHING THAT'S NECESSARY TO FOR THE OPERATIONS AND DAILY OPERATIONS OVER SCHOOLS. AND THEN FINALLY, THE RECOMMENDED THINGS THAT ARE RECOMMENDED FOR GENERAL REPLACEMENT PURPOSES. UM SO. WITH THAT ALL TOGETHER. WE HAVE LEVEL FOUR, CURRENTLY CRITICAL LEVEL THREE. THE POTENTIALLY CRITICAL AND NECESSARY RECOMMEND IT FOR A FULL TOTAL OF 49,000,400. AND $96,500 AS THE LOOK FULL LOCAL REQUEST AMOUNT WITH THAT KIND OF OPEN A LOT MORE FOR QUESTIONS AND ANSWERS FIRST, AND THEN WE CAN GO INTO THE NEXT PHASE. AH! YOU WOULD HAVE STOPPED HERE FOR QUESTION AND ANSWER. OKAY JUST OPEN IT UP. THAT'S FINE. ANYONE HAS ANY SPECIFIC ABOUT ANY PROJECTS? WE CAN GO AHEAD AND DISCUSS JUST OPEN THE FLOOR FOR QUESTIONS OR COMMENTS AT THIS TIME. ALL RIGHT, JUST A QUICK REMINDER ON THE SECURITY MEASURES. THAT'S THE LEVEL OF THREE ENOUGH OR CAN YOU REMIND ME WHY THAT IS SO THE SECURITY UM, WE CAN TALK ABOUT A FEW DIFFERENT WAYS THAT THE SCORING PROCESS GOES THROUGH, BUT WE'VE BEEN ABLE TO RECEIVE SOME STATE FUNDING FOR THAT CATEGORY. SO WE'VE BEEN ABLE TO COMPLETE SOME OF THOSE PROJECTS. THE MORE CRITICAL PROJECTS ARE INJURY SYSTEMS AND THINGS LIKE THAT THROUGH OUR STATE FUNDING, SO IT'S NOT AS HIGH AS THE NEED FUNDING WISE AS THE OTHERS BECAUSE WE HAVE HAD ANOTHER SOURCE OF FUNDING FOR THOSE ITEMS. THANK YOU. THANK YOU ANY OTHER QUESTIONS UP TO THIS POINT BEFORE WE MOVE ON? ALL RIGHT. THANK YOU CAN CONTROL THE AMOUNT IN 2024. IS THIS A BIG CHANGE? OR WE KIND OF HAVE. I DON'T KNOW. IF THE POP UP WE CAN OKAY.

WE CAN FIND THAT OUT FOR YOU. WE CAN, YOU KNOW TOMORROW WE CAN FORWARD LAST YEAR, SO, UM, BUT I JUST DON'T HAVE THE NUMBER RIGHT GUESS WITH THAT. DOES IT SEEM LIKE IT'S IN OTHER WORDS, THIS IS GOING TO BE LIKE A HUGE SURPRISES IS A BIG, YOU KNOW. DIFFERENT. FOR THIS YEAR FROM PREVIOUS YEARS, OR IS IT PRETTY? WELL THERE ARE THINGS THAT INCREASED COST WISE INDIVIDUALLY WHEN WE WENT THROUGH. UM WE KNOW THAT COST OF LIVING IS INCREASING, WHICH IS IMPACTING MULTIPLE SECTORS. UM SO THAT WE HAVE SEEN IN ALL OF OUR BUDGETS. THIS YEAR, WE HAD TO INCREASE EVEN THOUGH PREVIOUSLY THEY MAY STAY THE SAME GOING ACROSS THE BOARD. UM BUT IT'S 100,000 HERE, 100,000 THERE. THERE'S TYPES OF ADDITIONS TO THE BUDGET, SO I DON'T HAVE THAT SPECIFIC NUMBER.

I'M SORRY. I CAN'T REMEMBER WORDS INFORMATION. ALRIGHT WE'RE JUST SEEING IF WE CAN FIND IT UP HERE, OKAY? ANY OTHER QUESTIONS OR COMMENTS? OKAY, WE'LL OPEN IT BACK UP AGAIN AT THE END SO YOU CAN CONTINUE. THAT'S WHERE WE ARE FOR THE DECISIONS. OKAY I'M SORRY. I THOUGHT THERE WERE A FEW MORE SLIDES. NO, WE'LL GO INTO THE NEXT PRESENTATION. AND IF ANYONE, I MEAN, WE'VE MOST OF THE PRESENTATION THE SLIDES HERE WE'VE DISCUSSED NUMEROUS TIMES SO JUST PROVIDE THE CHANCE FOR MORE QUESTIONS ON THEIR SLIDES. THAT'S ALL. HAVE A COUPLE OF MINUTES FOR THE BOARD MEMBERS TO JUST LOOK OVER IT AND SUPERINTENDENT HERE IS ALSO LOOKING TO SEE IF HE CAN ANSWER THAT QUESTION. FOUND. BUT IT DOESN'T HAVE EXACT NUMBERS. SO THAT. FY 23. THE REQUEST WAS A LITTLE OVER $30 MILLION FY 20 FOR THE REQUEST. I WAS LOOKING AT ABOUT $38 MILLION, SO IT WAS

[02:15:04]

MOVED IN THE BOARD APPROVED THE LOCAL FY 25 CAPITAL IMPROVEMENT PROGRAM BUDGET REQUEST. AS PRESENTED. THANK YOU. IS THERE A 2ND 2ND? OKAY THANK YOU. SO THERE'S A MOTION IN A SECOND TO APPROVE THE BUDGET REQUEST AS PRESENTED ALL IN FAVOR. PLEASE SAY YES. YES, YES. ANY OPPOSED.

PLEASE SAY NO. THANK YOU. MOTION PASSES. AND I THINK YOU'RE UP NEXT AS WELL. YES.

[D. Presentation on 2023 Enrollment Projections, 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]

[02:20:01]

LOOKING AT THE NUMBER OF STUDENTS THAT WE'RE GOING TO HOME SCHOOLING AND THINGS LIKE THAT, SO THAT WE CAN KIND OF ANALYZE THAT DATA. UM THEN WE ALSO HAVE DEVELOPMENT DATA. WE HAVE OUR COUNTY'S ANNUAL GROWTH REPORT. WE UTILIZE THE DATA FROM THAT I DO PARTICIPATE IN THE DEVELOPMENT ADVISORY COMMITTEE. UM WE HAVE CONVERSATIONS ARE TRYING TO HAVE MORE CONVERSATIONS WITH OUR LOCAL TOWN PLANNING DEPARTMENTS. AND THEN I WILL ALSO REACH OUT TO SALES REPRESENTATIVES FIND OUT HOW THEY'RE DOING AND WHERE WE ARE WITH THE SALES OF DEVELOPMENTS AS THEY ARE UNDERWAY. UM IF THEY HAVE, YOU KNOW A THIRD SOLD AND MOVED IN, AND WE KNOW ABOUT A THIRD OF THE STUDENTS ARE THERE FROM THAT DEVELOPMENT. UM WE ALSO TAKE A LOOK AT OUR PRIOR YEARS. PROJECTIONS THIS IS MORE LESSONS LEARNED LOOKING BACK. WHAT WAS RIGHT WENT WRONG. I FEEL WE ALWAYS HAVE HER A ABILITY TO APPROVE AND THE ONLY WAY TO DO THAT IS TO LOOK BACK AND SEE WHAT WE DID WRONG IN THE PAST. SO I THAT'S PROBABLY ONE OF THE FIRST THINGS I LOOK AT EACH YEAR. UM, WHEN WE'RE MOVING FORWARD THIS IS A SNAPSHOT OF ONE OF MY WORKSHEETS. UM, THIS IS JUST ALL OF THE DATA IN ONE PLACE. UM WHEN I STARTED HERE, WE HAD DATA IN MULTIPLE WORKBOOKS AND MULTIPLE PAGES AND IT WAS REALLY HARD TO SEE WHAT WAS GOING ON AT ONE SCHOOL, SO I KIND OF PUT TOGETHER THESE WORKBOOKS FOR MYSELF TO FEED THE DATA IN AND KIND OF LOOK AT THE TRENDS. SO AT THE TOP, YOU HAVE THE TABLES. YOU CAN SEE THOSE 35 AND SEVEN YEAR PROJECTIONS AND THEN WE ALSO HAVE THE GRADE BY GRADE, AND THOSE ARE BASED ON THE CALCULATIONS OF THOSE SUCCESSION RATIOS. UM THEN WE HAVE THE DEVELOPMENT DATA IN THAT AREA AND THE POTENTIAL STUDENT YIELD THAT'S PULLED FROM THE GROWTH REPORT AND WE CAN GET AN IDEA OF THE POTENTIAL, UM, YELLED THAT THAT WILL HAVE FOR US FOR EACH LEVEL OF SCHOOLING.

AND THEN AT THE BOTTOM, YOU'LL SEE THIS DIFFERENT TRENDS THERE FOR THE 357 YEAR IN GRADE BY GRADE, AND THEN THAT RED LINE AT THE TOP IS THAT SCHOOL CAPACITY. ON THE RIGHT. I DO KEEP TRACK OF THE HISTORIC DATA. YOU CAN SEE WHAT THE OVERALL TRENDS ARE THIS WAY. IF WE'RE SEEING THIS SIGNIFICANT INCREASE OR SIGNIFICANT DECREASE, OR IF IT'S RELATIVELY FLAT, WE CAN KEEP AN EYE ON THAT. AND THEN YOU HAVE THAT GREAT BY GREAT ENROLLMENT AGAIN. THAT'S IN THERE. UM SAY YOU CAN SEE IF YOU HAVE A SMALLER 12TH GRADE CLASS GRADUATING THAN AN AVERAGE 12TH GRADE CLASS OR LARGER, NINTH GRADE CLASS COMING IN AND HELPS YOU LOOK AT THAT DATA AND REALLY ANALYZE WHY, AND ASK THOSE QUESTIONS. UM SO. WELL DEVELOPMENT DATA IS NOT DIRECTLY USED TO CALCULATE ALRIGHT ENROLLMENT PROJECTIONS. IT IS USED WHEN ANALYZING THEM SO LOW IT IS TAKEN INTO CONSIDERATION. UM MOST POPULATIONS DO NOT HAVE THAT STRAIGHT LINE 357 YEAR GROWTH. YOU DON'T SEE THAT IN TYPICAL POPULATIONS THE GRADE BY GRADE BECAUSE IT'S SO MUCH BASED ON AVERAGES OVER TIME. IT'S HARD TO SAY THAT THAT'S GOING TO CONTINUE AT THAT RATE. IT DOESN'T ACCOUNT FOR ANY GROWTH WITHIN WITH THAT DEVELOPMENT. UM I ALWAYS SAY. TYPICALLY THE ANSWER IS SOMEWHERE IN BETWEEN, AND THAT'S KIND OF WHERE WE GO WITH THESE PROJECTIONS, DEPENDING ON WE HAVE SOME SCHOOLS, THE 35 AND SEVEN YEAR WILL SHOW ONE OUT. 287. THAT'S HIGHLY UNLIKELY WITHIN THE NEXT SEVEN YEARS. THAT'S A LOT OF STUDENTS TO COME. UM SO WE KIND OF HAVE TO LOOK AT REALITY AND WHAT COULD COULD TAKE PLACE AND THAT'S WHERE THAT DEVELOPMENT

[02:25:06]

UM, THE BALANCING ENROLLMENT PROCESS DID MOVE STUDENTS INTO THE FASTER IN SCHOOL DISTRICT, WHICH HAS RAISED THE ENROLLMENT IN THE BOSTON AREA. WE HAVE LEVELED OUT THAT ENROLLMENT IN THE BEL AIR AREA. AND AGAIN, THAT'S SOMETHING WE'LL CONTINUE TO WATCH AS WE MOVE FORWARD. SO MONITORING CAPACITY CONCERNS. UM FIRST WE HAVE TO LOOK AT ST RATED CAPACITY VERSUS ACTUAL SPACE FOR PROGRAMS. UM. THE STATE HAS A STATE RATED CAPACITY CALCULATION BASED ON CLASSROOMS, THE NUMBER OF CLASSROOMS YOU HAVE IN THE SCHOOL. UM, BUT WE EVERY YEAR EVERY TWO YEARS.

THREE YEARS NOW, UM, WE'RE BUILDING NEW SCHOOLS AND WE SIT DOWN AND WE GO THROUGH AN EDUCATION SPECIFICATION PROCESS AND DURING THAT PROCESS WE ARE DEFINING SPACES FOR TODAY'S EDUCATION ARE OLDER BUILDINGS DO NOT HAVE THEIR SPACES BUILT IN, UM THERE'S SUPPORT SPACES. THOSE PULLOUT SPACES YOU HEARD EARLIER THERE. THEY ARE VERY RESOURCEFUL IN THE SCHOOLS. THEY ARE USING EVERY NOOK AND CRANNY FOR THEIR SPACES. THERE'S SPACES ARE NOT DESIGNED INTO THOSE OLDER BUILDINGS. IT IS HALLWAY AND CLASSROOMS ALONG EACH SIDE WITH RESTROOMS. WE ARE WORKING AS WE MOVE FORWARD TO DESIGN THOSE IN AND WE HAVE BEEN WORKING WITH HER SPECIAL EDUCATION DEPARTMENT , SOME OTHERS TO GO OUT BACK AND TRY TO MODIFY AND CREATE SOME OF THOSE SPACES. UM SOME CASES IT'S MORE DIFFICULT THAN OTHERS. BUT YOU WILL SEE THOSE BUILT IN. UM SO WHEN WE TALK ABOUT STAY RATED CAPACITY AND ACTUAL SPACE FOR PROGRAMS, SOMETIMES THEY'RE TWO DIFFERENT THINGS, AND IT MIGHT NOT LOOK THE SAME. UM SO THAT'S SOMETHING TO KEEP IN MIND WHEN WE'RE LOOKING AT THAT WE ARE LOOKING AT ADDING PRE K PROGRAMS , OTHER SPECIAL EDUCATION PROGRAMS, CTE PROGRAMS, THINGS LIKE THAT. I'LL TAKE SPACE ANY TYPE OF SUPPORT SERVICES. A LOT OF TIMES. THERE'S CONFIDENTIALITY. YOU NEED CLOSED DOORS. SPACES. UM YOU KNOW WHERE OTHERS AREN'T LISTENING IN, BUT WE'RE STILL SEEING MOST OF THE ISSUES IN THE DEVELOPMENT ENVELOPE. CURRENTLY THAT'S STARTING TO CONTINUE DOWN ALONG THE ROUTE 40 CORRIDOR. WE'RE SEEING A LOT OF DEVELOPMENT IN THAT AREA. UM WE ARE CONTINUOUSLY MONITORING DEVELOPMENT THROUGHOUT THE COUNTY. UM THESE HERE ARE SOME OF THEM ARE RECENT ONES THAT WE'VE BEEN MONITORING. OF COURSE . ONE OF THE MOST RECENT IS THE HARFORD MALL DEVELOPMENT. YOU KNOW THAT WE'VE HEARD A LOT

[02:30:04]

UM WELL THE SECONDARY SCHOOLS MAY HAVE SPACE OR CAPACITY. THAT ELEMENTARY SCHOOL IS ALREADY AT 90% AND THERE'S A LOT OF STUDENTS, UM, SLATED FOR THAT SCHOOL AT THIS TIME. UM WHAT.

NEXT MAP. IT REALLY SHOWS IS THAT WE HAVE BAKERSFIELD ELEMENTARY SCHOOL. UM AND THEN YOU CAN SEE THE ORANGE DEVELOPMENT AT THE TOP THERE IN THAT AREA, AND THEN WE HAVE HAVE A DEGREES, WHICH HAS THAT SIGNIFICANT AMOUNT OF DEVELOPMENT. BOTH OF THOSE ARE MUNICIPALITIES THAT HAVE AN ADEQUATE PUBLIC FACILITY ORDINANCE THAT STATES THAT UM, THEY CAN CONTINUE TO BUILD IF THAT SCHOOL AND THE SURROUNDING SCHOOLS OR ADJACENT SCHOOLS ARE UNDER THE THRESHOLD OF 110% CAPACITY. THAT MEANS THAT BOTH OF THOSE JURISDICTIONS RIGHT NOW ARE UTILIZING ROY WILLIAMS ELEMENTARY CAPACITY IN THEIR DECISION MAKING PROCESS AS THEY MOVE FORWARD. UM SO IT'S SOMETHING THAT WE HAVE TO WATCH, BECAUSE EVEN WITH REDISTRICTING IF YOU HAVE BOTH SIDES BUILDING IT'S DEFINITELY CONCERNED THAT WE'RE GOING TO HAVE TO CONTINUE TO WATCH IN THAT AREA. THAT'S IT. SO WITH THAT, WITH THAT THE RECOMMENDATION IS FOR THE BOARD TO ACCEPT THE SUPERINTENDENT'S INFORMATIONAL REPORT. AND WE'RE HERE TO ANSWER ANY QUESTIONS THAT THE BOARD HAS. GREAT WELL, ACTUALLY, I'LL KICK OFF THE FIRST QUESTION. I'LL CHANGE IT UP A LITTLE BIT, SO I'M CONCERNED ABOUT SLIDE 11. A COUPLE OF REASONS SO TAKE THE WETLAND GOLF COURSE. FOR EXAMPLE , I MEAN, GROWTH IS GOING TO HAPPEN, RIGHT? UM BUT WE'RE TALKING ABOUT A SCHOOL THAT'S ALREADY AT OR NEAR CAPACITY AND THE GOLF COURSE ALONE IS GOING TO PUT 10. 10 NEW CLASSROOMS IN A FULL SCHOOL, RIGHT? IT IS, UM, THAT HAS NOT OFFICIALLY BEEN APPROVED. THAT'S THROUGH COMMUNICATION COLLABORATION WITH THE TOWN THAT THEY WERE. WE WERE TALKING ABOUT THAT SPECIFIC DEVELOPMENT. THE OTHERS THERE HAVE BEEN APPROVED, BUT THAT THEN ANOTHER TWO AT THE FROM THE PRESERVE OF RIGHT UM AND YOU MENTIONED THAT YOU GO OUT AND YOU SPEAK TO DIFFERENT SALES REPS IS THAT BECAUSE YOU'RE NOT GETTING THE INFORMATION FROM THE TOWNS AND THE IN ONCE IT GOES THROUGH THEIR ADVISORIES AND IS APPROVED UM. IT'S PRETTY MUCH GOES DARK. IN FACT, EVEN SOME OF THESE HERE THAT ARE APPROVED TIMELINE WISE, YOU CAN'T GET A CLEAR TIMELINE. UM, IT'S MARKET DRIVEN. BECAUSE THEY'RE NOT GOING TO BUILD OUT THE NEXT PHASE. IF IT'S NOT, YOU KNOW THEY'RE NOT SELLING THE CURRENT PHASE SO THAT COULD BE DRAWN OUT BASED ON MARKET CONDITIONS. GETTING ANSWERS CAN BE REALLY DIFFICULT. UM. YOU KNOW, TIMELINE WHEN YOU'RE TRYING TO BUILD THIS INTO YOUR PROJECTIONS THAT THAT MAKES IT EVEN MORE DIFFICULT BECAUSE YOU CAN'T JUST ADD THAT MANY STUDENTS INTO YOUR PROJECTION, SAYING, WELL, THEY'RE GOING TO BE THERE THIS YEAR. UM, BECAUSE THEY MAY OR MAY NOT BE EITHER THAT YEAR.

YEAH, THERE'S A LOT OF UNCERTAINTY, ESPECIALLY WHEN IT COMES TO BUILDING AND I GET THAT ONE OF THE THINGS I'M WORKING ON IS TRYING TO IMPROVE THESE OR INTRA GOVERNMENT COMMUNICATION ON THESE TOPICS. WE'VE HAD BOARD MEMBERS PARTICIPATE IN THE ADEQUATE PUBLIC FACILITIES MEETINGS. WE'VE HAD MEETINGS THAT WE'VE HOSTED HERE WITH THE COUNTY COUNCIL AND COUNTY EXECUTIVE AND WE SENT A LETTER FOR RECENTLY FOR THE COUNTY COUNCIL WILL TAKE A LOOK AT IMPACT FEES, WHICH HAVE REMAINED REALLY STAGNANT IN THE 2009 DESPITE THE FACT THAT WE'VE HAD SIGNIFICANTLY INCREASES IN THE COST OF BUILDING SO THESE ARE ALL THINGS THAT WE'RE WORKING ON ADDITIONAL BE MEETING WITH THE MAYOR OF ABERDEEN SOON TALK ABOUT HOW WE CAN GET MORE OF THIS INFORMATION TO HELP US WITH THEIR PLANNING, SO DEFINITELY A LOT OF GROWTH, WHICH WHICH IS GOOD, BUT WE'VE GOT TO MAKE SURE THAT WE'RE PREPARED FOR IT SO AND THE CONVERSATIONS THAT WE'VE BEEN HAVING IS THE NEED TO SECURE ADDITIONAL PROPERTY FOR FUTURE SCHOOL DEVELOPMENT. SO WITH HARTFORD ACADEMY. WE'RE LOOKING AT SOME 600 SEATS TO HELP US BALANCE ENROLLMENT. BUT LOOKING OUT 510 DON'T KNOW WHEN EXACTLY. IT'S GOING TO HIT. THERE WILL BE A NEED FOR SOME ADDITIONAL DEVELOPMENT. UM AND, UM, YOU KNOW, WE'RE JUST HOPEFUL THAT WE CAN WORK WITH COUNTY GOVERNMENT TO, YOU KNOW, FIND SOME PROPERTY AND THE ABERDEEN HABIT GRACE AREA FOR THAT DEVELOPMENT. THANK YOU COULD JUST ADD BACK TO A POINT IN THE OTHER, MRS PALETTE EASE. THEY WORK WITH US. I DON'T WANT TO PAY THE BAD PICTURE, BUT THEY'RE LIKE THEY GOT THEY WEAR ONE HAT,

[02:35:05]

IT'S NOT THAT THEY'RE NOT COOPERATIVE. IT'S JUST UNDERSTOOD IT THAT WAY. BUT DEFINITELY AGAIN. YEAH, AND I THINK A LOT OF THIS YOU DIDN'T HAVE A LOT OF NEW STARTS OVER COVID AND YOU KNOW THERE WERE SUPPLY CHAIN ISSUES RIGHT. THOSE KINGS GET WORKED OUT OF THE SYSTEM. YOU'RE STARTING TO SEE ALL THIS BUILDING NOW, SO THANK YOU. WE'LL OPEN THE FLOOR FOR ANY ADDITIONAL QUESTIONS OR COMMENTS. QUESTION SLIDE SIX. HE SAID. THAT WAS YOUR DATA WORK BOOK. AND SO IS THEIR LATTES BEHIND THAT. THAT'S A ROLLER. YOU HAVE ONE OF THOSE FOR EVERY SCHOOL EVERY AREA. THIS HERE IS ME COMPARING MY PROJECTIONS TO THE ACTUAL ENROLLMENT DATA. SO EVERY YEAR WHEN, UM, I GET THIS SEPTEMBER 30TH AND MOMENT DATA. THE FIRST THING I DO IS, OF COURSE, LOOK TO SEE HOW OFTEN WAS PRIOR YEAR. UM FOR MY PROJECTION, SO WHAT I DO IS I TRIED TO TAKE A LOOK AND ANALYZE BECAUSE DO BREAK IT OUT BY SCHOOL. BUT IF I SEE TRENDS AND ERRORS, IT'S THEN HOW CAN I GO BACK AND CORRECT THAT? SO THAT DOESN'T HAPPEN AGAIN. THAT'S KIND OF WHAT I WORKED TOWARDS. SO YES, I DO HAVE IT BY SCHOOL. UM OKAY, THANKS. I'M SORRY. I WAS REFERRING JUST LIKE 33. I'M SORRY. I THOUGHT YOU SAID SIX. I DID SAY SOMETHING, OKAY? YEAH.

SO THIS HERE IS DATA. THAT WE HAVE. I HAVE THIS DATA FOR EACH AND EVERY SCHOOL, UM, GRADE.

GOING BACK MANY YEARS LOT FURTHER THAN THIS AND WHEN AH! GOES THROUGH AND STARTS TO PULL THE AGGREGATE DATA TOGETHER REVIEW. WE SIT DOWN AND WE LOOK AT IT IF THERE'S ANY OUTLIERS WE WILL ARRANGE WE MEET WITH, UH EXECUTIVE DIRECTORS OF THE SECONDARY AND ELEMENTARY AD, AND WE KIND OF TALKED TO THEM AND THEIR REACH OUT AND TALK TO THE PRINCIPLES OF THOSE SCHOOLS BECAUSE THEY CAN SEE THINGS GOING ON. NO THINGS THAT WE DON'T NECESSARILY SO THAT IS SOMETHING WE DO EVERY YEAR IF THERE IS ANY TYPE OF QUESTIONS THAT ARE RAISED TO US THAT WE WANT TO GO FURTHER BEFORE WE FINALIZE OUR PROJECTIONS. OKAY, REAL QUICK LIKE AN ART OF SCIENCES. IT IS, YEAH. ON SITE 11 ARE THESE NUMBERS OF STUDENTS. THAT YOU PREDICT WILL BE SO THESE ARE CALCULATIONS BASED ON THE TYPE OF DEVELOPMENT PROPOSED FOR THOSE AREAS. UM, AND IT IS OUT OF THE COUNTY'S GROWTH REPORT. THEY DEVELOPED THOSE, UM, NUMBERS TO KIND OF GO BACK AND CALCULATE UNITS OR NUMBER OF STUDENTS OR THAT WOULD BE THE ESTIMATED NUMBER OF STUDENTS. OKAY, ALRIGHT. ALL RIGHT. THANK YOU. THANK YOU. ARE THERE ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD MEMBERS? OKAY THANK YOU. THANK YOU. OKAY MOVING ON TO THE FINAL ITEM FOR

[E. Superintendent's Report]

UM. DR ROCKLAND WHITE HELPS COORDINATE OUR COMMUNITY SCHOOLS AND THE NATURE OF OUR SCHOOLS WHO ARE DEEMED COMMUNITY SCHOOLS. MUSICALS UH, SPECIALISTS WHO. ESSENTIALLY ENGAGES WITH BUSINESS MEMBERS AND OTHER FOLKS WHO WANT TO SUPPORT THE SCHOOLLUNTEERING ANR ACTIVITIES. AND SO THEY HAD A GATHERING ON THURSDAY EVENING, WHICH WAS REALLY IMPRESSIVE TO SEE THE ARRAY OF PEOPLE BECAUSE ACTUALLY, ONE OF THE MOST INTERESTING TO ME ABOUT IT WAS HOW MANY PEOPLE I'VE NEVER MET. THESE WERE ALL PEOPLE FROM THE NEIGHBORHOODS AND COMMUNITIES WHO WORKED WITH THE SCHOOLS. AND, UM, IT'S REALLY IT WAS REALLY A PRETTY AMAZING ARRAY OF FOLKS WHO THEY ASSEMBLED THERE. SO THAT WAS FANTASTIC TO SEE. TWO OTHER QUICK THINGS FRIDAY NIGHT. IN ADDITION TO I HEARD OTHERS SAY THEY ATTENDED THE BEL AIR PARADE THIS WEEKEND. I HAD A CHANCE I WAS INVITED TO BE IN THE HABIT OF GRACE PARADE FOR THE LIGHTING OF THEIR CHRISTMAS TREE IN DOWNTOWN HOWARD GRACE HAD A LOT OF FUN, AND THERE WERE NUMBER OF THE HABIT RACE STUDENTS REPRESENTED THERE. AND I GUESS I WILL CLOSE MY SUPER TENDER REPORT WITH A REMINDER TO

[02:40:02]