[D. Decision on Proposed, Revised, Renamed Board Policy 0022-000 Student Behavior Intervention - Use of Physical Restraint and Exclusion, Ms. Stephanie Swisher, Coordinator Special Education, Mr. Joe Harbert, Director of Health and Wellness, and Lauren R. Driver, Esq., Deputy General Counsel]

AS WELL. THANK YOU. OKAY, MOVING ON TO ITEM D ACTION ITEM DECISION ON PROPOSED REVISION RENAMING BOARD POLICY 22-000. STUDENT BEHAVIOR INTERVENTION. USE OF PHYSICAL RESTRAINT AND EXCLUSION, I'D LIKE TO WELCOME MISS STEPHANIE SWISHER, COORDINATOR OF SPECIAL EDUCATION , JOE HARBOR, DIRECTOR OF HEALTH AND WELLNESS. AND LAUREN DRIVER, DEPUTY GENERAL COUNSEL. WELCOME.

GOOD EVENING, BOARD MEMBERS, I'M DOCTOR COURTNEY SAID. MY NAME IS LAUREN DRIVER. I AM DEPUTY

[01:10:06]

GENERAL COUNSEL. I'M HERE MOSTLY TO INTRODUCE THE PEOPLE ON EITHER SIDE OF ME, THEY ARE HERE TO PRESENT AGAIN THE, STUDENT BEHAVIOR INTERVENTION, USE OF PHYSICAL RESTRAINT AND EXCLUSION POLICY. THIS POLICY WAS INITIALLY PRESENTED TO THE BOARD ON MAY 20TH OF 2024. IT THEN WENT OUT FOR 30 DAYS OF PUBLIC COMMENT, THREE PUBLIC COMMENTS WERE RECEIVED AND CONSIDERED, AND IN CONSIDERING THOSE PUBLIC COMMENTS, THE LIMITED CHANGES THAT YOU ALL SEE IN THE NEW REVISED PROPOSED POLICY, WERE IMPLEMENTED AND THOSE CHANGES, AS YOU CAN SEE, WERE MINOR AND NON SUBSTANTIVE IN NATURE. DON'T CHANGE THE SPIRIT OF THE POLICY IN ANY WAY, AND AT THIS POINT, WE WOULD REQUEST A MOTION AND A VOTE TO APPROVE THE POLICY AS IT HAS BEEN RECENTLY AMENDED. IF THERE ARE ANY QUESTIONS, MISS SWISHER AND MR. HARBOR ARE HERE TO ANSWER THEM FOR YOU. THANK YOU. OPEN UP TO QUESTIONS. AT THIS TIME. YOU HAVE A QUESTION. WHAT ARE THE APPROVED TECHNIQUES, AND IS THERE A REFERENCE FOR THOSE? SURE. SO THOSE ARE LISTED ON THE MSBA WEBSITE. I'D BE HAPPY TO GET THOSE FOR YOU. OKAY AND THIS POLICY IS FROM 2004. AND SO WE'RE JUST UPDATING IT. YES IT WAS LAST UPDATED IN 2004. SO TO ME IT IS AN UPDATE. AND TO ADDRESS THAT POINT, MISS COVERED THE LAW CHANGED IN 2022, THE MARYLAND GENERAL ASSEMBLY REVISED MOVED SECLUSION FROM THE ABILITY OF THE SCHOOLS TO WHEN REACTING TO STUDENTS. AND THEN IN 2023 MSD PUT OUT GUIDANCE AND ADDITIONAL ASSISTANCE AND INFORMATION FOR THE SCHOOLS TO APPLY. SO, AS YOU NOTED, IT'S BEEN 20 YEARS SINCE OUR POLICY WAS AMENDED, AND AS MISS ALVAREZ SAID EARLIER, SOME OF THESE THINGS ARE NEEDING IMMEDIATE ATTENTION, THIS POLICY IN PARTICULAR, WE HAVE TRAININGS IN PLACE AS EARLY AS THIS COMING WEEK AND ADDITIONAL TRAININGS, LEADING UP INTO THE NEXT SCHOOL YEAR TO ENSURE THAT OUR ADMINISTRATION AND OUR TEACHERS KNOW HOW BEST TO ADDRESS THE STUDENTS IN NEED AND TECHNIQUES NECESSARY TO KEEP OUR STUDENTS SAFE. AND OUR SCHOOL BUILDINGS, WHICH IS WHY WE REALLY HOPE THAT THIS CAN BE PASSED AND START IMPLEMENTING FOR OUR STUDENTS AND OUR SCHOOLS AS SOON AS POSSIBLE. SOUNDS GOOD. THERE WAS A COMMUNITY MEMBER COMMENT ABOUT BEING UNCLEAR IN SOME OF THE WORDS, BUT I THINK REFERRING TO THE MSD STANDARDS COVERS THAT BECAUSE THOSE COULD CHANGE. SO YOU ALWAYS WANT TO BE IN COMPLIANCE WITH THE STANDARDS. SO IT'S IT SOUNDS GOOD. THANK YOU. THANK YOU. IF THERE'S NO FURTHER QUESTIONS OR COMMENTS, I'LL REQUEST A MOTION AND A SECOND TO APPROVE THE PROPOSED POLICY. 22-000 STUDENT BEHAVIOR INTERVENTION. USE OF PHYSICAL RESTRAINT AND EXCLUSION. MISS TERRY SO MOVED RYAN I SECOND. ALL IN FAVOR, PLEASE SAY YES. YES YES. IF THERE ARE ANY

[E. Decision on Social Science Curriculum Updates, Ms. Erin Lange, Supervisor of Science, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, and Mr. Andrew Renzulli, Director of Curriculum, Instruction, and Assessment ]

OPPOSED, PLEASE SAY NO. THANK YOU. THE MOTION PASSES. OKAY. MOVING ON TO ITEM E. DECISION ON SOCIAL SCIENCE CURRICULUM UPDATES. I'D LIKE TO WELCOME MISS ERIN LANG, SUPERVISOR OF SCIENCE. MISS HEATHER KUTCHER, WHO'S JOINING US REMOTELY. EXECUTIVE DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT. AND MR. ANDREW RENZULLI, ARE YOU HERE VIRTUAL AS WELL? DIRECTOR OF CURRICULUM INSTRUCTION AND ASSESSMENT. WELCOME. THANK YOU. WE HAVE THREE REQUESTS BEFORE YOU. THE MORE THIS EVENING. THE FIRST IS AP AFRICAN AMERICAN STUDIES REQUEST FOR REGULAR STATUS AP AFRICAN AMERICAN STUDIES IS A COLLEGE BOARD COURSE. IT IS AN EVIDENCE BASED INTRODUCTION TO AFRICAN AMERICAN STUDIES. SO IT IS A COMBINATION OF HISTORY, HUMANITIES, ARTS, LITERATURE, POLITICAL SCIENCE, GEOGRAPHY AND SCIENCE. IT IS EXPLORING THE VITAL CONTRIBUTIONS OF AFRICAN AMERICANS, AND IT WAS DESIGNED FROM INPUT BY OVER 100 COLLEGE FACULTY THROUGH SMALL GROUP DISCUSSIONS, THROUGH FOCUS GROUPS AND SURVEYS, AND ANALYSIS OF COLLEGE SYLLABI. ADDITIONALLY 355 COLLEGES OR UNIVERSITIES HAVE CURRENTLY SIGNED UP TO OFFER COLLEGE CREDIT. AS OF MARCH 15TH OF 2024. IN THE SCHOOL YEAR, 2324, HE PILOTED THIS IN YEAR TWO OF THE COLLEGE BOARD PILOT IN THE YEAR ONE OF COLLEGE SPORTS PILOT, THEY HAD 60 SCHOOLS PARTICIPATE. THEY ASKED FOR 100 SCHOOLS IN YEAR TWO, AND THEY RECEIVED OVER 600 APPLICATIONS. HE PILOTED IN THREE OF OUR SCHOOLS. THOSE SCHOOLS ARE BEL AIR ELEMENT OR BEL AIR HIGH SCHOOL, ABERDEEN HIGH SCHOOL AND JOPPATOWNE HIGH SCHOOL. WE RECEIVED OVERWHELMINGLY POSITIVE FEEDBACK FROM BOTH OUR STUDENTS AND OUR STAFF, AND NEXT YEAR WE HAVE ASKED, FOR EIGHT SCHOOLS, HAVE SIGNED UP TO RUN THIS COURSE. IF IT IS APPROVED BY THE BOARD. YOU

[01:15:05]

CAN SEE ON YOUR SCREEN, THE COURSE INFORMATION, IT IS A HIGH SCHOOL ELECTIVE FOR AP CREDIT, IT IS A WEIGHTED COURSE AND IT IS A YEAR LONG COURSE. AND YOU CAN SEE THE COURSE DESCRIPTION ON YOUR SCREEN. WE ARE REQUESTING REGULAR STATUS TO ALIGN TO COLLEGE BOARD'S REGULAR STATUS, WHICH THEY WILL BE UPDATING FOR NEXT SCHOOL YEAR. THE ONLY POTENTIAL COST ASSOCIATED WITH THIS PARTICULAR COURSE IS IF WE WOULD LIKE TO SEND INDIVIDUAL TEACHERS ON AN AS NEEDED BASIS TO AP, C, WHICH IS THE AP SUMMER INSTITUTE THAT'S OFFERED BY COLLEGE BOARD TO TRAIN TEACHERS TO TEACH THIS COURSE. AND THERE ARE NO ADDITIONAL TECHNOLOGY NEEDS. AND SO THE REQUEST FOR THIS FIRST ONE, WHICH WE WILL BE VOTING ON AT THE END OF ALL THREE OF THESE REQUESTS, IS THAT AP AFRICAN AMERICAN STUDIES BE APPROVED FOR REGULAR STATUS? WOULD YOU LIKE ME TO PAUSE FOR QUESTIONS NOW OR CONTINUE ON? COMMENT FROM SOMEBODY WHO'S ATTENDING VIRTUALLY. AND THEY SAID THEY'RE HAVING TROUBLE HEARING YOU. IF YOU COULD PUT THE MIC CLOSER.

YES, MA'AM. I THINK THAT'S THE FIRST TIME I'VE EVER BEEN TOLD THAT I GOTTA USE MY BIG OLD TEACHER VOICE. I APPRECIATE IT. OPEN IT UP AT THE END. OKAY THE NEXT REQUEST IS FOR WOMEN AND PERSPECTIVE, WHICH IS A REQUEST FOR REGULAR STATUS. THIS IS A RATHER UNIQUE REQUEST. WOMEN IN PERSPECTIVE IS CURRENTLY IN OUR COURSE CATALOG AS A RELA ELECTIVE. SO IT IS A READING ENGLISH LANGUAGE ARTS ELECTIVE AT THE HIGH SCHOOL LEVEL. IT WAS CREATED IN 2006 BY MILTON WRIGHT TEACHER, ALONG WITH A TEAM IN THE ENGLISH OFFICE, AND IN JANUARY OF 24 WAS DECIDED TO SHIFT WITH, AS IT IS AFFECTIONATELY KNOWN, WOMEN IN PERSPECTIVE FROM A RELAY COURSE TO A SOCIAL SCIENCE COURSE, BECAUSE THE COURSE CONTENT MORE CLOSELY ALIGNS TO THE SOCIAL SCIENCE STANDARDS THAN IT DOES TO THE REALIST STANDARDS. MUCH LIKE AP AFRICAN AMERICAN STUDIES, THIS IS AN INTERDISCIPLINARY COURSE THAT LOOKS AT THE LIVED EXPERIENCES OF WOMEN THROUGH MULTIPLE LENSES. HISTORICAL SOCIOLOGICAL, ECONOMIC, CULTURAL, AND CURRENTLY THIS ELECTIVE IS OFFERED IN THE COURSE CATALOG FOR ALL OF OUR SCHOOLS, BUT IS RUN IN TWO OF OUR SCHOOLS. WE HAVE PULLED OUR STUDENTS AND OUR STAFF, JUST BY MAKING IT AVAILABLE IN THE COURSE CATALOG, FOR NEXT SCHOOL YEAR, IF STUDENTS WOULD LIKE TO SIGN UP FOR IT. AND WE DID RECEIVE SOME BROAD INTEREST TO ADD THIS COURSE AT A THIRD SCHOOL UNDER THE SOCIAL SCIENCE ELECTIVE. AND SO THIS PARTICULAR COURSE, MUCH LIKE AP AFRICAN AMERICAN STUDIES, IS AN ELECTIVE COURSE. IT IS NOT A WEIGHTED COURSE. HOWEVER, IT IS HOME GROWN. AND SO IT IS AN ON LEVEL COURSE, IT IS A YEAR LONG COURSE. AND YOU CAN SEE THE COURSE DESCRIPTION ON YOUR SCREEN. IT IS FOR THE REQUEST IS FOR REGULAR STATUS IN THE SOCIAL SCIENCES. SO THE REQUEST IS REALLY TO MOVE IT FROM RELA INTO SOCIAL SCIENCES FOR SCHOOL YEAR 2425. AND THERE IS NO ADDITIONAL COST BEYOND WHAT IS ALREADY BEEN SPENT TO SHIFT THIS CURRICULUM FROM RELA INTO THE SOCIAL SCIENCES. AND SO THIS REQUEST IS TO MOVE THIS AS A SOCIAL SCIENCE COURSE FOR REGULAR STATUS FOR THE FOLLOWING SCHOOL YEAR AND SCHOOL YEAR, 2425. AND FINALLY, SOCIAL SCIENCE SIX HUMAN GEOGRAPHY. THIS IS A REQUEST FOR REGULAR STATUS TO ALIGN A NEW CURRICULUM TO THE NEW FRAMEWORK THAT WAS GIVEN TO US BY THE STATE. OH, THAT'S SOME TINY WRITING. SO THE NEW FRAMEWORK WAS GIVEN TO US BY THE STATE. IT WAS APPROVED BY THE STATE BOARD OF ED IN JANUARY OF 2024, AND IT IS A TWO YEAR HUMAN GEOGRAPHY COURSE. SO THIS WILL BE A SIXTH AND SEVENTH GRADE COURSE. THE FIRST HALF AND SIX. AND THAT'S WHAT'S COMING BEFORE YOU TODAY. AND THEN THE SECOND HALF OF THAT COURSE WILL BE DEVELOPED. THE PLAN IS NEXT SCHOOL YEAR FOR IMPLEMENTATION AND SCHOOL YEAR 2526. THIS TWO YEAR HUMAN GEOGRAPHY COURSE IS INQUIRY BASED. SO IT'S BASED AROUND COMPELLING QUESTIONS IN WHICH THERE'S NO RIGHT OR WRONG ANSWER, IN WHICH STUDENTS HAVE AN OPPORTUNITY TO CONSIDER THROUGH MULTIPLE PERSPECTIVES, INFORMATION THAT FOCUSES ON THESE BIG GEOGRAPHIC, ENDURING UNDERSTANDINGS OF MOVEMENT, HUMAN SYSTEMS, HUMAN INTERACTION WITH THE ENVIRONMENT AND PLACE AND REGION. IT IS A CASE STUDY APPROACH, WHICH MEANS THAT IT TAKES CASE STUDIES THROUGHOUT HISTORY TO TEACH THE CONTENT IN EACH OF THE UNITS, THE CURRICULUM WRITING PROCESS. WE HAD A TEAM OF TEACHERS THAT WROTE DURING THIS SCHOOL YEAR TO REVISE OUR CURRICULUM, TO ALIGN TO THE NEW FRAMEWORK, AS IS REQUIRED BY MSD. THAT TEAM IS COMPRISED OF CURRENT SIXTH AND SEVENTH GRADE MIDDLE SCHOOL TEACHERS, ALONG WITH SOME HIGH SCHOOL TEACHERS AND A MEDIA CENTER SPECIALIST. THERE WILL BE A SECONDARY TEAM THAT'S GOING TO WORK THIS SUMMER TO PROVIDE ADDITIONAL PERSPECTIVES AND DO ADDITIONAL REVISIONS TO ENSURE THAT THE PRODUCT THAT WE PUT BEFORE OUR TEACHERS IN THE FALL IS OF THE UTMOST QUALITY. WE HAVE A PLAN IN PLACE TO SUPPORT OUR TEACHERS IN SCHOOL YEAR 2324 AND IN 2425. SO THIS PAST SCHOOL YEAR, KNOWING THAT THIS WAS COMING, WE'VE BEEN PROVIDING PROFESSIONAL DEVELOPMENT TO ALL

[01:20:01]

OF OUR TEACHERS IN GENERAL, AS WELL AS TO OUR DEPARTMENT CHAIRS DURING OUR LEADERSHIP HUDDLE TIME THIS SUMMER WILL BE OFFERING DROP IN VIRTUAL SESSIONS AND CONTENT BASED RESOURCE RECOMMENDATIONS TO BUILD TEACHER CAPACITY TO TEACH THIS NEW COURSE. AND THEN IN 2425, WE WILL BE PROVIDING PROFESSIONAL DEVELOPMENT DURING LAUNCH WEEK. DURING EARLY DISMISSALS AND THROUGH THE OFFICE HOURS THAT MY CURRICULUM SPECIALISTS HOSTS, WE WILL ADDITIONALLY BE ASKING OUR TEACHERS TO PROVIDE US WITH CONSTANT FEEDBACK TO ADJUST OUR CURRICULUM AS NEEDED TO ENSURE THAT THE PRODUCT IS ONE THAT WE CAN REALLY USE TO SERVE ALL OF OUR TEACHERS. AND THEN DURING THAT IMPLEMENTATION IN 24, 25, IF IT SEEKS OR IF IT GETS BOARD APPROVAL, WE WILL BE DOING REGULAR ANNOUNCED AND UNANNOUNCED WALKTHROUGHS, AS WELL AS OUR OBSERVATION CYCLES THAT WE ALWAYS DO IN PARTNERSHIP WITH OUR PRINCIPALS. WE WILL ALSO BE DOING SURVEYS AND ASKING OUR TEACHERS TO GIVE US SOME STUDENT PRODUCT ARTIFACTS SO THAT WE CAN EVALUATE THE EFFICACY OF THE IMPLEMENTATION. AND SO THIS FINAL COURSE REQUEST, IT IS A MIDDLE SCHOOL COURSE. IT IS REQUIRED FOR ALL SIXTH GRADE STUDENTS AND THEY WILL BE RECEIVING ONE MIDDLE SCHOOL CREDIT. AND IT WOULD BE REPLACING THE CURRENT SOCIAL SCIENCE COURSE. IT WOULD BE EFFECTIVE IN SCHOOL YEAR 25 THROUGH 2425. IF APPROVED, AND THERE IS NO ADDITIONAL COST BEYOND WHAT IS ALREADY BEEN SPENT IN SOUTHERN STIPEND MONEY TO DEVELOP THIS CURRICULUM. WHO GOT TO THE END? SO THE REQUEST IS FOR THAT REGULAR STATUS FOR, HUMAN GEOGRAPHY SIX COURSE TO ALIGN TO THE MSD FRAMEWORK AS REQUIRED BY STATE LAW AND AT THIS TIME, I BELIEVE I'LL TAKE QUESTIONS. THANK YOU, THANK YOU. OPEN UP FOR QUESTIONS OR COMMENTS FROM THE BOARD. SO, YOU SAID THAT THIS COURSE IS BASED ON CASE STUDIES. HOW ARE THE CASE STUDIES SELECTED? GREAT QUESTION. SO WHEN THE FRAMEWORK WAS DEVELOPED, IT WAS BY A TEAM OF TEACHERS, SUPERVISORS, PROFESSIONALS IN GEOGRAPHY AS WELL AS PROFESSIONALS AT THE COLLEGE LEVEL. AND THEY SELECTED THE CASE STUDIES TO ENSURE A BROAD RANGE OF CONTENT WAS TAUGHT. SO THEY SURVEYED ALL OF THE SOCIAL SCIENCE FRAMEWORKS THAT ARE CURRENTLY IN PLACE TO IDENTIFY WHERE THE HOLES WERE. AND BASED ON THAT AND THE NEEDS OF THE CURRICULUM, AS IT WERE, THE FRAMEWORK, AS IT WERE, THEY SELECTED THE CASE STUDIES THAT THEY BELIEVED SERVED BEST FOR THOSE DUAL PURPOSES OF TEACHING, THE ENDURING UNDERSTANDINGS AND ESSENTIAL QUESTIONS, BUT ALSO TO FILL SOME GAPS WHERE CONTENT HADN'T BEEN COVERED BY THE PREVIOUS FRAMEWORKS. I COULD GIVE YOU AN EXAMPLE. SOUTH AMERICAN HISTORY IS SOMETHING THAT IS NOT TIED IN ANY OF THE OTHER FRAMEWORKS. AND SO THAT WAS A PRIORITY TO ENSURE THAT LATIN AMERICAN HISTORY WAS PART OF THIS NEW FRAMEWORK. AND ONCE THE CURRICULUM IS, DEVELOPED, DOES IT HAVE TO GO THROUGH AN APPROVAL PROCESS WITH THE STATE TO MAKE SURE THAT IT IS ALIGNED WITH THE WITH THE FRAMEWORK, THE STATE? BY AUDIT, BY RANDOM AUDIT CAN ASK TO SEE OUR CURRICULUM, BUT THEY DON'T THERE'S NO SUBMISSION PROCESS TO GET APPROVAL FROM THE STATE. LIKE SOME LIKE WE WE'VE NAMED IT DIFFERENTLY THAN THE STATE NAMES IT. AND THE ALIGNMENT TO SOME OF THE THINGS IN THE FRAMEWORK WERE DIFFICULT TO REALLY DRAW. WELL THE ESSENTIAL QUESTIONS, THE ENDURING UNDERSTANDINGS AND THE INDICATORS AND OBJECTIVES FROM THE FRAMEWORKS ARE VERBATIM IN OUR CURRICULUM. THE ONLY DIFFERENCE IS THAT WE POSE THE OBJECTIVES AND INDICATORS AS QUESTIONS RATHER THAN STATEMENTS TO HELP SUPPORT OUR TEACHERS IN THAT INQUIRY PROCESS. SO THEY ARE VERY TIGHTLY ALIGNED.

ANY OTHER QUESTIONS OR COMMENTS FOR BOARD MEMBERS? I DO SO THANK YOU SO MUCH FOR SPENDING TIME WITH ME AND WALKING THROUGH. I'D LIKE YOU TO SPEAK TO BECAUSE I THOUGHT THERE WAS A SLIDE DECK, BUT CAN YOU TALK ABOUT WHAT IS BEING REMOVED IN REGARDS TO WHAT IS BEING TAUGHT NOW THAT WE WON'T TEACH MOVING FORWARD AND WHAT'S BEING ADDED? YES. SO I WAS ASKED TO CONSOLIDATE THE RATHER LENGTHY SLIDE DECK. IT IS AVAILABLE FOR PUBLIC CONSUMPTION ON THE BOARD DOCUMENTS THAT ARE BEFORE YOU. AND SO THERE ARE SLIDES WITHIN THE PRESENTATION THAT WAS SUBMITTED TO THE BOARD OF WHAT IS ADDED AND WHAT IS BEING REMOVED. SO IN TERMS OF WHAT'S BEING REMOVED, VERY LITTLE. HONESTLY, THERE'S SOME BYZANTINE HISTORY THAT'S BEING REMOVED, SOME MIDDLE, MIDDLE AGES, HISTORY THAT'S BEING REMOVED. SOME OF IT IS SHIFTING FOCUS IN THAT INSTEAD OF A HISTORICAL LENS, IT'S THROUGH THE LENS OF HUMAN GEOGRAPHY. SO THE WAYS IN WHICH HUMANS INTERACT WITH THEIR ENVIRONMENT, SO, FOR EXAMPLE, ANCIENT GREECE, ANCIENT ROME, ANCIENT EGYPT ARE STILL BEING TAUGHT, BUT IT'S THROUGH THE LENS OF HOW DID THOSE ANCIENT CIVILIZATIONS DEVELOP UNIQUELY? BECAUSE OF THE GEOGRAPHY IN WHICH THEY WERE DEVELOPED, IN TERMS OF WHAT'S BEING ADDED, THERE ARE FOUR CORE SUBJECTS OR FOUR TOPICS THAT ARE BEING ADDED TO THE SIXTH GRADE

[01:25:05]

CURRICULUM. THAT IS BEFORE YOU TONIGHT, AND THOSE SLIDES, THERE'S ONE FOR SIX AND ONE FOR SEVEN ARE AVAILABLE IN THOSE PRESENTATIONS, AND IN REGARDS TO THE WOMEN'S COURSE, I THINK THERE'S SOME WORK THAT'S STILL BEING DONE. IT'S NOT QUITE COMPLETE. CORRECT YES, THAT IS CORRECT. OUR CURRICULUM WRITERS, THE INITIAL TEAMS, SO FOR BOTH SIXTH GRADE AND WOMEN IN PERSPECTIVE HAD UNTIL JUNE 30TH TO COMPLETE THEIR WORK. AND THEN FROM THERE, THOSE SECONDARY TEAMS THAT I MENTIONED ARE GOING TO GO IN AND DO THAT SECOND LOOK AT IT. SO IT IS STILL A WORK IN PROGRESS AND ALWAYS HONESTLY A WORK IN PROGRESS. THAT'S THE BEAUTY OF HAVING A DYNAMIC, CMS, A CURRICULUM MANAGEMENT SYSTEM LIKE CANVAS THAT WE CAN ALWAYS BE ADDING IT, SHIFTING IT, MAKING ADJUSTMENTS AS WE GET FEEDBACK FROM TEACHERS AND FROM OUR STAKEHOLDERS. THANK YOU. I BUNCH OF QUESTIONS. SO WHAT WOULD YOU SAY ARE THE MAIN DIFFERENCES BETWEEN THE NEW SIXTH GRADE CURRICULUM AND THE CURRENT ONE, THE NEW SIX IS A HUMAN GEOGRAPHY FOCUS. OUR OLD SIX IS A MODERN GEOGRAPHY COURSE. AND WHAT THAT MEANS IS THAT IT'S PHYSICAL GEOGRAPHY, HUMAN GEOGRAPHY, A STUDY OF CULTURE, AND SO THERE'S A LOT OF ALIGNMENT. IT IS JUST THAT WE'VE ELEVATED THE STUDY OF HUMAN GEOGRAPHY. THAT'S NOT TO SAY THAT WE'RE NOT TEACHING PHYSICAL GEOGRAPHY. WE CANNOT HAVE A STUDY OF HUMAN GEOGRAPHY WITHOUT UNDERSTANDING THE PHYSICAL GEOGRAPHY IN WHICH HUMANS INTERACT WITH THEIR ENVIRONMENT TO GROW THE CIVILIZATIONS, AND SO THE BIG DIFFERENCE IS, IN A VERY BROAD SENSE, IS THAT FOCUS ON HUMAN GEOGRAPHY AND TIGHTENING THE INQUIRY LENS THROUGH WHICH WE'RE TEACHING IT. THE OLD CURRICULUM IS BASED ON A 20 YEAR OLD FRAMEWORK. AND SO THAT WAS PRIOR TO THE ADOPTION OF THE NEW STATE STANDARDS, WHICH INCLUDES THAT 6.0 STANDARD, WHICH IS THE INQUIRY DESIGN AND SOME SKILLS AND PROCESSES, AND SO IT'S REALLY TIGHTENING THE INQUIRY ARC IN PARTICULAR TO, TO CONTENT IT, IT'S REALLY ABOUT SHIFTING THE FOCUS FROM AN HISTORICAL STUDY IN SEVENTH GRADE TO A HUMAN GEOGRAPHY STUDY, BECAUSE OUR CURRENT SEVENTH GRADE GEOGRAPHY OR I'M SORRY, OUR CURRENT SEVENTH GRADE CURRICULUM IS AN ANCIENT WORLD HISTORY STUDY. OKAY. DID YOU ADD A LOT OF NEW RESOURCES AND DIFFERENT MATERIALS THAT THE TEACHERS COULD ACCESS THROUGH CANVAS TO USE IN THEIR CLASSES? OH, YES. AS I SAID, IT'S BEEN 20 YEARS SINCE THAT CURRICULUM WAS UPDATED, SO A LOT OF NEW, ARE IN THERE, ESPECIALLY BECAUSE WE DON'T HAVE A SPECIFIC TEXTBOOK THAT WE'RE USING. SO WE RELY ON ALL FREE PUBLIC RESOURCES IN OUR CURRICULUM. OKAY. SO THE CURRENT SIXTH GRADE CURRICULUM AND PROBABLY SEVENTH GRADE TWO IS FROM LIKE 2004, BASICALLY 20 YEARS. YOU'RE SAYING? YES THAT'S AMAZING. OKAY, YOU KNOW, I DID NOT SEE THE AREAS OF FOUNDATIONAL GEOGRAPHY, IN THERE, I DID NOT SEE THEM MENTIONED IN THE FRAMEWORKS FOR GRADE 1 TO 5. AND THAT'S ONE OF THE CHALLENGES OF HAVING TO MAKE A CURRICULUM DECISION WITHOUT HAVING SEEN THE CURRENT CURRICULUM ON THE CURRENT SIXTH GRADE CURRICULUM. I THINK IT'S ONLY FOR THE FRAMEWORK, EXCUSE ME, THE FRAMEWORK THAT'S ON YOUR WEBSITE, AS YOU WERE TALKING ABOUT CAROL, IS THREE PAGES IN CANVAS. IT'S MULTIPLE PAGES. IT'S GOT LISTS OF MATERIALS AND QUESTIONS AND SO FORTH. THE CURRENT FRAMEWORK OR THE NEW FRAMEWORK FOR SIX, THE CURRENT FRAMEWORK THAT I SAW ON JUST GOING TO HPC. ORG UNDER YOUR DEPARTMENT, UNDER SIXTH GRADE.

SO THAT'S NOT THE FRAMEWORK THAT IS AN INFOGRAPHIC THAT I MADE THAT IS A SUMMARY OF WHAT IS CURRENTLY IN THE CURRICULUM. AND IN ALL HONESTY, THAT IS A BROAD OVERVIEW. WE CREATED THOSE DOCUMENTS AT THE BEGINNING OF THIS SCHOOL YEAR, AND WE KNEW THIS NEW FRAMEWORK WAS COMING.

AND SO THOSE PARTICULAR DOCUMENTS ARE REALLY A PLACEHOLDER BECAUSE WE KNEW THE FRAMEWORKS WERE COMING. RIGHT. AND THAT'S WHAT I'M SAYING ONLINE. IT'S NOT THE CURRICULUM.

IT'S A ROUGH OUTLINE. YOUR WHAT DID YOU CALL IT INFOGRAPHIC. YEAH, YEAH. THAT'S YEAH. THAT'S I CAN SEE THAT, YOU KNOW I KNOW WE HAVE TO, UTILIZE THE MSD STANDARDS, BUT I SEE THAT AS A MINIMUM. WE STILL NEED TO TEACH THE BASICS OF GEOGRAPHY, YOU KNOW, THE TOPICS YOU ADDED IN THE FRAMEWORK? WELL, GLOBALIZATION, I GUESS, WAS ALREADY THERE, BUT SOCIAL INSTITUTIONS, IT SOUNDS MORE LIKE A SOCIOLOGY COURSE, THERE'S A LOT OF ACTIVISM IN THERE, THERE'S A LOT OF SOCIAL JUSTICE TYPE THINGS, THE TOPICS, THE DISCUSSION TOPICS, THE ASSIGNMENTS ARE REALLY RELEVANT TO SELECTED HISTORY, SOCIOLOGY AND POLITICAL ACTIVISM RATHER THAN GEOGRAPHY. I DID NOT SEE A BALANCED PERSPECTIVE ON THESE TOPICS, AS SEVERAL SPEAKERS SAID, I'D LIKE WHAT YOU SAID ABOUT WE WANT TO MAKE SURE KIDS KNOW HOW TO THINK, AND THAT MEANS WE NEED TO TEACH THEM, NOT LEAD THEM IN WHAT TO THINK, AND MAKE SURE THAT ALL PERSPECTIVES ARE REPRESENTED. I DID NOT SEE THAT WHEN I WAS LOOKING AT THE CURRICULUM. I DID NOT SEE A

[01:30:05]

BALANCED PERSPECTIVE, AND THERE WERE SOME INDEPENDENT TEACHER REVIEWS ON THE VARIOUS SOURCES.

AND THESE ARE THE TEACHER REVIEWS, NOT MINE FOCUSES ON IDEOLOGY RATHER THAN KNOWLEDGE HEAVY LEFTIST POLITICAL BIAS. THERE IS MORE OPINION THAN FACT. THAT REMINDS ME OF READING A PAGE OUT OF A SOVIET PLAYBOOK. THE PROPAGANDA INVOLVED IS VERY HEAVY FOR KIDS. IT SHOULD ONLY HAVE STRAIGHTFORWARD FACTS. ALL ADULTS READING THIS HAVE HAD THE PRIVILEGE TO FORM OUR OWN OPINIONS. I WANT OUR KIDS TO BE ABLE TO DO THE SAME. THERE IS A FAIRLY SEVERE PROGRESSIVE AGENDA AT WORK HERE. WE WANT OUR CHILDREN TO LEARN HOW TO THINK, NOT WHAT TO THINK. ONE EXAMPLE IS THE CONCEPT THAT HUMANS CAUSE CLIMATE CHANGE, OF WHICH THERE ARE TEN DAYS LESSONS ON THAT. IT ALSO APPEARS IN GRADE ONE THAT I COULD SEE GRADE THREE, GRADE SIX, UNIT ONE AND TWO IN THE SCIENCE CURRICULA. IT'S MENTIONED, INCLUDING EARTH SCIENCE, AND IT'S IN THE MSD NEXT GENERATION SCIENCE STANDARDS. STARTING IN KINDERGARTEN. SO THERE'S NO NEED FOR ALL THAT REDUNDANCY, AND CERTAINLY NOT A POLITICAL VICE AND ACADEMIC FOCUS. SO I WOULD LIKE TO SEE THIS CURRICULUM REWORKED TO ADD BACK IN MORE BASIC GEOGRAPHY KNOWLEDGE TOPICS AND TO REMOVE THE BIASED IDEOLOGY AND PROGRESSIVE AGENDA THEMES AND MATERIALS AS SEEN IN THE TOPICS OF SOCIAL INSTITUTIONS, SOCIAL JUSTICE, ACTIVISM, CLIMATE CHANGE AND GLOBALIZATION, THEN THAT'S MY INPUT. THANK YOU, THANK YOU. ANY OTHER QUESTIONS OR COMMENTS, I ALSO SHARED SOME OF THE SAME CONCERNS THAT TERRY SAW, GOING THROUGH THE CURRICULUM, I WAS QUITE CONCERNED WITH SOME OF THE THINGS AND SOME OF THE LINKS, SOME OF THE RESOURCES THAT WERE PROVIDED, SO I ALSO CONCUR WITH THE REWORKING OF THIS CURRICULUM AND ALSO THE FRAMEWORK. THERE WERE FOUR TOPICS THERE THE GLOBALIZATION, SOCIAL JUSTICE, SOCIAL INSTITUTIONS, I'M SORRY, SOCIAL INSTITUTIONS AND CULTURE THAT WERE NOT IN THE MSD FRAMEWORK. SO I WAS HAVING A HARD TIME TYING THE FRAMEWORK. BUT THAT'S ANOTHER TOPIC, RIGHT? THAT'S THE NEXT TOPIC. OR IS THAT IN THIS ONE TOO, ARE YOU REFERRING TO THE DOCUMENTS, THE FRAMEWORK? YEAH. NO, IT'S THE FRAME. THE FRAMEWORK WAS PROVIDED AS, CONTEXT. YES. FOR THE CREATION OF THE CURRICULUM.

SO WE'RE NOT APPROVING THE FRAMEWORK. IT WAS JUST A SUPPLEMENTAL MSD SHOULD BE REWORKED ALSO. YEAH. THAT'S WHY THERE WERE THREE THAT THERE WERE FOUR EXHIBITS. YEAH. BUT THERE BUT THERE WAS ONLY THREE ITEMS. THEY HAD THEIR OWN FRAMEWORK, WHICH IS AN ADAPTATION OF MSD.

SO CAN YOU SPEAK TO THE NAME CHANGE FROM SOCIAL STUDIES TO SOCIAL SCIENCES? IT SEEMS LIKE THAT WAS OUR COUNTY DECISION. NOT NECESSARILY IN MSD. IN ALL HONESTY, THAT WAS ACTUALLY DONE DURING THE YEAR I WAS HIRED. SO I DON'T KNOW THE HISTORY BEHIND THE DECISION, BUT THAT SHIFTED HAPPENED IN 2021 WHEN I WAS HIRED. I WOULD LIKE TO SEE US GO BACK TO SOCIAL STUDIES AND LESS ON SOCIOLOGY. OKAY, IF THERE'S NO OTHER QUESTIONS OR COMMENTS, I'LL ACCEPT A MOTION AND A SECOND TO APPROVE THE SOCIAL SCIENCE CURRICULUM UPDATES. ARE WE VOTING ON THEM AS A BLOCK OR ARE WE VOTING ON THEM INDIVIDUALLY? IT'S A BLOCK. SOCIAL SCIENCE CURRICULUM UPDATES. CAN I REQUEST THAT WE VOTE ON THEM SEPARATELY? YOU CAN MAKE A MOTION TO DO SO. I MOVE THAT WE VOTE ON THIS SOCIAL STUDIES CURRICULUM UPDATES INDIVIDUALLY. IS THERE A SECOND? I SECOND THE MOTION. ALL IN FAVOR? ACTUALLY IT'S A ROLL CALL . WE'RE JUST VOTING TO VOTE INDIVIDUALLY. MISS ALVAREZ YES, MISS BRUCE. YES MISS COKER? YES DOCTOR. MILLER. YES MISS PERRY? YES, MR. SEWELL? YES MISS STRAUSS. YES VICE PRESIDENT. HAHN. YES PRESIDENT. BOYNTON.

YES. THIS MOTION PASSES. OKAY. SO LET'S START WITH. GIVE ME ONE SECOND, PLEASE, FOR ADVANCED PLACEMENT. YEAH OKAY. WE'RE GOING TO GO IN ORDER HERE. SO WE'RE GOING TO START WITH ADVANCED PLACEMENT AFRICAN AMERICAN STUDIES. AP ROLL CALL. VOTE SO I'D LIKE TO MOVE SECOND I'D LIKE TO MOVE THAT WE APPROVE THE ADVANCED PLACEMENT AFRICAN AMERICAN STUDIES FOR REGULAR STATUS. I SECOND THE MOTION. THANK YOU. ROLL CALL DISCUSSION, MOTION HAS BEEN MADE. WELL YOU CAN DISCUSS. SURE. I'M JUST SAYING MOTION'S BEEN MADE, AND WE'RE ABOUT TO VOTE TO GO FOR IT. OKAY, YOU KNOW, WE NEED AN AFRICAN AMERICAN AP COURSE, BUT I ASKED YOU TO CONSIDER THIS, IS NOT IT, WHEN I FIRST HEARD ABOUT THIS COURSE, IT WAS PRESENTED VERY ROSY LIGHT. MY FIRST

[01:35:05]

THOUGHT WAS, I COULD TAKE THIS. I WISH I COULD TAKE THIS COURSE. IT'S A GREAT COURSE. IT SOUNDS GREAT. HOWEVER, AGAIN, WHEN YOU GET INTO THE DETAILS OF THE CURRICULUM, I WAS VERY DISAPPOINTED. THE TOPICS ARE HEAVILY POLITICAL ORIENTED AND PERPETUATE THE MESSAGE OF OPPRESSED VERSUS OPPRESSOR AND EXPAND BEYOND THE COURSE. TITLE AND HISTORY YEARS TO INCLUDE INTERLOCKING SYSTEMS OF OPPRESSION AND SOCIAL CATEGORIES OF CLASS AND OTHER AREAS. I DIDN'T FIND POSITIVE MESSAGES THAT WEREN'T OVERWHELMED BY THE NEGATIVE MESSAGES, AND SO I THINK WE'RE MISSING AN OPPORTUNITY TO PRESENT POSITIVE MESSAGES OF UNITY AND GREAT AMERICAN CONTRIBUTIONS. THERE'S TOO HEAVY A BALANCE, ON THE NEGATIVE MESSAGES. THE MESSAGES THAT RACIAL DISCRIMINATION HAS BEEN AND IS ILLEGAL AND THE PROGRESS SEEN ARE NOT SEEN HERE.

RATHER, THE MESSAGE SEEMS TO BE THAT ACTIVISM IS NECESSARY TO CONTINUE AND PERPETUATES THE PERCEPTION OF VICTIMHOOD AND DEROGATORY ATTITUDES TOWARD THE POLICE. THERE ARE SO MANY ASSIGNMENTS AND PICTURES OF POLICE CONFLICTS, HUMAN RIGHTS, CONFLICTS, SOCIAL JUSTICE CONFLICTS, PEOPLE AGAINST THE POLICE. INSTEAD OF THE FOCUS ON GREAT PEOPLE IN HISTORY, WHICH I WAS HOPING TO SEE. SO I THINK THIS COURSE NEEDS WORK. AND WHAT I WOULD LIKE TO DO IS GET WITH, GET A COMMITTEE WITH OTHER SCHOOL DISTRICTS. I KNOW THREE OTHER STATES ALSO REJECTED THIS.

LET'S GET WITH THE AP BOARD AND IMPROVE THIS COURSE. LET'S MAKE IT MORE BALANCED. I THINK THAT WOULD BE RIGHT FOR HARFORD COUNTY. OUR COMMUNITY IS DIVERSE AND VALUABLE FOR THIS. THIS MAKES IT EVEN MORE CRITICAL THAT WE WORK HARD TO KEEP BIAS AND POLITICAL AGENDAS OUT OF OUR SCHOOLS. MY INPUT? THANK YOU. SINCE WE'RE NOW VOTING INDIVIDUALLY INSTEAD OF A BLOCK, I'LL ALLOW, BRIEF COMMENTS OR QUESTIONS REGARDING EACH INDIVIDUAL ITEM UP FOR VOTE. SO, IF MY UNDERSTANDING IS CORRECT, THIS FRAMEWORK IS GIVEN TO US BY THE COLLEGE BOARD, AND IF WE DON'T APPROVE THIS, THEN WE HAVE NO AP AFRICAN AMERICAN STUDIES. IT'S NOT A MATTER THAT WE CAN GO IN THERE AND CHANGE CERTAIN SECTIONS OF IT. THAT'S CORRECT. WE ACTUALLY HAVE TO SUBMIT. EACH TEACHER THAT RUNS THIS COURSE HAS TO SUBMIT THEIR SYLLABUS TO COLLEGE BOARD FOR APPROVAL TO PROVE THAT THEY ARE ALIGNED TO THEIR FRAMEWORK. SO RIGHT NOW IT'S THIS OR NOTHING. YES. ALL RIGHT. THANK YOU. I WOULD SAY THOUGH THAT IT HAS BEEN CHANGED SEVERAL TIMES BASED ON FEEDBACK FROM OTHER SCHOOL DISTRICTS. I THINK OUT OF THE GATE, THE OLDER VERSION WAS, NOT PASSED BY MANY ENTIRE STATES AND SCHOOL DISTRICTS, AND SO THEY WERE OPEN TO FEEDBACK AND SUGGESTIONS WHERE THEY MODIFIED IT. IS THAT RIGHT? THAT'S CORRECT. DURING THEIR TWO YEAR PILOT, STARTING WITH 60 SCHOOLS AND NOW UPWARDS OF OVER 100, THEY HAVE BEEN GATHERING CONSTANT FEEDBACK AND MAKING THOSE ADJUSTMENTS. OKAY SO I THINK THAT WAS MISS COKER'S RECOMMENDATION, RIGHT? RIGHT INCLUDE A BROADER RANGE OF AFRICAN-AMERICAN CONTRIBUTIONS AND LEADERS, INCLUDE MORE BALANCED RESOURCES, THINGS LIKE THAT. YOU DON'T HAVE TO CHANGE THE WHOLE COURSE, JUST THE FOCUS, IF YOU WILL, ON THE MESSAGE. BUT UNFORTUNATELY, BECAUSE THIS IS AN OUR CURRICULUM, WE CAN'T MAKE ANY CHANGES TO THIS CURRICULUM. RIGHT? SO THAT'S WHY WITH THE COLLEGE BOARD. BUT IT'S ON PILOT NOW RIGHT? NO. YES WELL IT WAS ON PILOT WITHIN THE COUNTY.

RIGHT. NOT NOT, NATIONWIDE IT ACTUALLY IS IN A PILOT. SO YEAR ONE WAS IN SCHOOL YEAR 22, 23.

YEAR TWO OF THEIR PILOT WAS IN SCHOOL YEAR 2324, WHICH IS WHY WE HAVE A PILOT THIS YEAR BECAUSE COLLEGE BOARD IS IN PILOT. SO SCHOOL YEAR I THOUGHT THAT HAD ENDED WELL. WE'RE HEADING INTO THE SCHOOL YEAR WHEN IT ENDS. SO IN SCHOOL YEAR 2425, IT WILL BE A FULL STATUS FOR COLLEGE BOARD. AND THAT'S WHY WE'RE BRINGING IT TO THE BOARD FOR THAT REGULAR STATUS FOR US. THANK YOU. YES, I SHARE SOME OF MISS COBRA'S CONCERN, AND I DON'T APPROACH THIS DECISION LIGHTLY. I WILL TELL YOU, I STRUGGLE WITH THE AP PRE-COLLEGE INDUSTRY AS A WHOLE, RIGHT. IT'S EXPENSIVE. IT'S CRAMMING A LOT OF MATERIAL INTO A SHORT TIME FOR STUDENTS. TOP COLLEGES OFTEN OFTEN IGNORE AP SCORES, AND THEY STILL REQUIRE STUDENTS TO TAKE THESE PLACEMENT TESTS, I SPENT A LOT OF TIME REVIEWING THIS CURRICULUM. I THINK THERE'S A LOT OF GOOD, SOLID EDUCATIONAL COMPONENTS, BUT I'M STRUGGLING OVER THE DIVISIVENESS THAT SOME OF THIS CONTENT COULD CAUSE. THE OTHER CONCERNS I HAVE IS I DON'T KNOW THAT IT REFLECTS THE MOST RECENT SCHOLARLY THINKING. SOME OF THE REFERENCE MATERIALS CONCERNING. THERE'S REFERENCES TO THE WORKS OF ANGELA DAVIS, WHO IS A SELF-AVOWED MARXIST WHO WAS A ONE TIME ON THE FBI'S MOST WANTED LIST. SHE RAN FOR VICE PRESIDENT OF THE US COMMUNIST PARTY. I DON'T SUPPORT THE CONTENT THAT SEEMS TO HAVE VILLAINIZED LAW ENFORCEMENT. I THINK IT DOES CAPTURE HARDSHIPS AND STRUGGLES, BUT I DON'T THINK IT ACCURATELY OR ADEQUATELY CAPTURES THE PROGRESS OF THIS COUNTRY. IS MADE. SO MY DECISION TONIGHT IS SURROUNDED ON MY BELIEF THAT THIS PORTION OF THIS CONTENT THAT PITS AMERICANS AGAINST AMERICA. ANY OTHER QUESTIONS OR COMMENTS? CAROL

[01:40:01]

BRUCE, YOU KNOW, I'VE STRUGGLED WITH WHAT I HEAR AND WHAT IS ACTUALLY, YOU KNOW, HAPPENING.

AS A MOTHER OF A STUDENT WHO WAS TAKING A BLACK HISTORY COURSE IN GERMANY, AND MY DAUGHTER CAME HOME AND SHE SAID, I DON'T WANT TO TAKE I DON'T WANT, I WANT TO DROP THIS CLASS. AND I ASKED HER WHY? AND SHE SAID, BECAUSE ALL THEY DO IS JUST TALK ABOUT ONE RACE AGAINST ANOTHER, SO I WENT, I MADE AN APPOINTMENT WITH THE TEACHER TO COME IN AND OBSERVE, AND I SAT DOWN AND I OBSERVED STUDENTS JUST WERE NOT EVEN INTERESTED IN WHAT HE WAS SAYING . SO I ASKED HIM AT THE END OF THE CLASS, DID HE HAVE COURSE OBJECTIVES AND DID HE HAVE THE TEACHING SYLLABUS? AND HE SAID HE WAS A MATH TEACHER THAT THEY BROUGHT IN TO TEACH THE CLASS. SO I WENT AND I SAT DOWN AND I MET WITH THE PRINCIPAL AND I ASKED THE PRINCIPAL, I SAID, YOU KNOW, THERE ARE A LOT OF EDUCATED SPOUSES THAT ARE HERE THAT PROBABLY COULD TEACH THE CLASS BETTER THAN THIS INDIVIDUAL. AND I SAID, YOU'RE DOING AN INJUSTICE TO THE STUDENTS BY HAVING THIS CLASS, HAVING THIS TEACHER TEACH THE CLASS. SO WHAT I'M SAYING IS, WHILE I HEAR WHAT'S IN THE SYLLABUS AND WHAT'S IN THE CURRICULUM, IT IS UP TO THE TEACHERS TO TEACH THE COURSE.

IT'S UP TO THE PARENTS TO MAKE SURE THE TEACHERS ARE TEACHING WHAT IS APPROPRIATE. WE CAN SIT HERE AS A BOARD AND SAY WHAT WE WOULD LIKE TO SEE, BUT IF IT'S NOT CONVEYED BY THE TEACHERS, AREN'T WE MISSING THE BOAT? WE NEED TO HAVE A COURSE THAT DOES MEET THIS REQUIREMENT SO THAT THE STUDENTS WHO GRADUATE CAN GET THE CREDIT. MAYBE THERE'S SOME TWEAKING THAT NEEDS TO BE DONE, BUT FOR US TO KEEP SAYING WE DON'T WANT IT BECAUSE IT'S POLITICAL, BECAUSE IT'S I THINK THAT'S UNFAIR. AND I THINK THAT IT'S SHORTSIGHTED AND IT'S PITTING AFRICAN AMERICANS AGAINST NON-AFRICAN AMERICANS BECAUSE WE WANT TO SPEAK UP, TO SAY WE WANT HISTORY TAUGHT.

THANK YOU. THANK YOU. ANY OTHER QUESTIONS OR COMMENTS ON THIS ITEM? I JUST WANT TO CONCUR WITH TERRY AND LAUREN, WHERE I DO THINK THAT WE NEED TO TEACH AFRICAN AMERICAN HISTORY, BUT I DON'T FEEL LIKE THIS IS THE PROPER WAY TO DO IT. USING THIS CURRICULUM, THERE'S VERY CONCERNING LINKS, DATA, INFORMATION INCLUDED IN THIS THAT I DON'T THINK ALIGNS WITH WHAT SHOULD WE SHOULD BE TEACHING, INCLUDING THE VILLAINIZATION OF POLICE OFFICERS AND MANY OTHER THINGS, SO I AGREE WITH LAUREN AND TERRY AS WELL. I WOULD LIKE TO JUST MAKE A STATEMENT THAT, I HOPE THAT WE CAN BRING THIS COURSE AND THAT THE COLLEGE BOARD'S WOULD CONTINUE TO WORK ON IT AND ADDRESS SOME OF THE CONCERNS. I THINK THAT THE CONCERNS THAT HAVE BEEN MENTIONED ARE LEGITIMATE CONCERNS. AND, YOU KNOW, WITH WITH TIME, HOPEFULLY THE BOARDS WILL CONTINUE THEIR WORK AND PROVIDE A COURSE THAT IS PROVIDING SOME POSITIVE MESSAGES, AND NOT JUST THE NEGATIVE ASPECTS OF WHAT THE STRUGGLE AND THE STRUGGLES THAT THAT HAVE BEEN THROUGH AND THE ACCOMPLISHMENTS THAT HAVE BEEN MADE, IN THE IN, IN AFRICAN AMERICAN HISTORY. CALL THE POLICE, MISS ALVAREZ. OH, SORRY. I THOUGHT WE WERE DONE. NO, I JUST WANT TO SAY ONE MORE THING. AP COURSES. AND IT'S BEEN PROVEN THAT EVEN OVER DUAL ENROLLMENT, AP STUDENTS DO BETTER IN COLLEGE THAN THOSE WHO DON'T HAVE AP COURSES. AND MANY OF THE STUDENTS AT MY UNDERSTANDING, IF I'M WRONG, PLEASE CORRECT ME. THAT TOOK THIS COURSE IN OUR SCHOOLS WERE THE AFRICAN AMERICAN STUDENTS. THERE WERE OTHER STUDENTS THAT TOOK THE COURSE ALSO. SO WE ARE TAKING AWAY AN OPPORTUNITY TO PUT THEM IN A COURSE THAT WILL HELP THEM TO DO BETTER IN COLLEGE, WORK IN THE FUTURE, AND THAT'S THE ONLY THING I WANTED TO ADD. DO WE HAVE THOSE STATISTICS OF THOSE STUDENTS THAT PASSED THE COURSE, THE AP TEST? WE WILL NOT UNTIL AP EXAM SCORES USUALLY COME OUT IN EARLY JULY. SORRY, DOCTOR MUELLER, WERE THERE ANY OTHER QUESTIONS OR COMMENTS BEFORE WE MOVE INTO A VOTE? I SUPPORT THIS CURRICULUM 100. WE'LL CALL THOSE . ALL RIGHT. MISS ALVAREZ. NO, MISS BRUCE. YES, MISS. KOCHER? NO DOCTOR MUELLER. YES, MISS.

[01:45:02]

PERRY? YES, MR. SEWELL? YES, MISS STRAUSS, NO. VICE PRESIDENT . HAHN. NO. PRESIDENT. BOYNTON.

NO OKAY. THIS MOTION FAILS. MOVING ON. TO MOVE TO WOMEN IN PERSPECTIVE, WE'LL OPEN UP FOR QUESTIONS OR COMMENTS FROM THE BOARD. I'LL START. THIS ONE'S STILL UNDER DEVELOPMENT. YES. SO I THINK ONE OF THE ISSUES FROM THE BOARD WAS THEY HAVE NOT SEEN THE FULL CURRICULUM. IS THAT RIGHT? THAT'S CORRECT. OKAY I HAD SOME ISSUES WITH THE CURRICULUM THAT I SAW. I FELT LIKE, MUCH OF THE CURRICULUM CLARIFIED, POLITICAL FIGURES, THAT WERE, THAT WERE, THAT ARE VERY, DIVISIVE AND, ARE ISSUES THAT, YOU KNOW, OUR COMMUNITY IS DIVIDED AGAINST AND ALSO HARM, VERY BEAUTY OF THE NATURE OF OUR FEMININITY, FEMININITY AND, SO I HAVE A LOT OF CONCERNS ABOUT THE WOMEN IN PERSPECTIVE, COURSEWORK . COULD YOU GIVE ME AN EXAMPLE OF WHAT YOU MEAN BY THAT? WELL, I LISTENED TO THE VIDEO, BY MARGARET SANGER, WHO IS A KNOWN EUGENICIST, AND SHE WAS PRAISED AS AN ICON FOR WOMEN'S RIGHTS, AND SHE WAS A EUGENICIST. SHE WAS PART OF THE EUGENICIST, MOVEMENT. AND I DON'T THINK THAT SHE SHOULD BE SOMEBODY WHO IS GLORIFIED, WHEN, YOU KNOW, SHE WAS CONNECTED WITH THAT AS A, AS A WOMAN THAT IS, YOU KNOW, SUPPORTIVE OF, YOU KNOW, OF FEMININE RIGHTS. I MEAN, AND THAT WAS JUST ONE PERSON THAT WAS LISTED, AND YOU KNOW, THAT'S WHY I ASKED EARLIER, HOW DO YOU CHOOSE, YOUR CASE STUDIES, YOU KNOW, HOW DO YOU SELECT THE PEOPLE, I KNOW, YOU KNOW, WHEN I WENT TO SCHOOL, WE PRETTY MUCH WE HAD A LIBRARY AND WE GOT TO PICK WHO WE WANTED TO, YOU KNOW, CHOOSE AS OUR, ROLE MODELS. SO SO, I THOUGHT IT WAS AN INTERESTING LIST, ESPECIALLY WHEN I SAW HER NAME ON IT. THERE ISN'T NECESSARILY A LIST IN THE CURRICULUM. WE ACTUALLY TRY VERY HARD TO ALLOW STUDENTS AS MUCH CHOICE AS POSSIBLE, AND IT IS AN INQUIRY BASED CURRICULUM, SO IT REQUIRES STUDENTS TO LOOK THROUGH MULTIPLE PERSPECTIVES AT HISTORICAL FIGURES AND PEOPLE LIKE THAT, BUT I DO I APPRECIATE YOUR POINT. THANK YOU. BUT BUT BUT CAN'T WE? MARGARET SANGER I LEARNED ABOUT MARGARET SANGER WHEN I WAS IN SCHOOL, AND IT WAS BECAUSE OF HER EFFORTS WITH BIRTH CONTROL. AND, YOU KNOW, THAT'S WHAT I LEARNED. I KNOW THAT MY GRANDMOTHER, WHO WAS A GRADUATE OF HOWARD UNIVERSITY, TOOK MY MOTHER TO BALTIMORE TO GET A DIAPHRAGM. THAT'S A PERSONAL STORY. AND NOW THEY WANT TO TAKE AWAY BIRTH CONTROL ON THE OTHER SIDE OF THE SPECTRUM. AND AS I THINK IT'S A WOMAN'S RIGHT TO CHOOSE, LET ME ASK YOU, WHEN DO YOU THINK THE CURRICULUM WILL BE FINISHED? THE INITIAL CURRICULUM WRITERS DUE DATE IS JUNE 30TH. THAT'S THE END OF OUR FISCAL YEAR. AND THEN THAT SECONDARY TEAM WOULD BE STARTING IN JULY. SO WE HAVE A BOARD MEETING ON JULY 15TH. COULD IT BE PRESENTED TO THE BOARD BY THEN? DO YOU THINK? YES. OKAY. I'M GOING TO REQUEST A MOTION AND A SECOND TO TABLE WOMEN IN PERSPECTIVE UNTIL JULY 15TH. I MOVED TO TABLE THE WOMEN IN PERSPECTIVE. THIS IS LAUREN.

I SECOND, ALL IN FAVOR, PLEASE SAY YES. YES YES YES. ANY OPPOSED? PLEASE SAY NO. NO NO NO . MISS ALVAREZ, ROLL CALL. VOTE, PLEASE. OR SORRY. MISS ALVAREZ. YEAH. MISS ALVAREZ, ROLL CALL.

VOTE. MISS TABLE, THAT'S GREAT. YOUR ROLL CALL. VOTE TO TABLE. IT WAS NOT CLEAR WITH THE VIRTUAL ATTENDEES. MISS ALVAREZ, MOTION TO TABLE. THE TABLE TO JULY 15TH. YES MISS BRUCE, NO.

MISS COKER. YES DOCTOR. MUELLER. NO. MISS PERRY. NO. MR. SEWELL. NO MISS STRAUSS. YES, VICE PRESIDENT. HAHN. YES. PRESIDENT. BOYNTON. YES THIS MOTION PASSES. THANK YOU. SO IF THE BOARD HAS ANY INPUT ON THIS WHILE IT'S BEING FINALIZED, WE'LL SEND IT TO YOU OVER THE NEXT COUPLE OF

[01:50:01]

WEEKS. I APPRECIATE IT. THANK YOU. OKAY, SO MOVING ON TO THE FINAL ITEM, SOCIAL SCIENCE SIX QUESTIONS OR COMMENTS I THINK WS BEFORE WE DISCUSSED THAT TO SOME DEGREE ALREADY. IT'S ALL THE SAME BASIC KIND OF COMMENTS THAT IT'S VERY, IT'S A IT'S A CLEAR BIAS INSTEAD OF AS, AS A SCHOOL SYSTEM. IT'S OUR JOB TO PRESENT NEUTRAL INFORMATION AND ALLOW STUDENTS TO, MAKE THEIR OWN DECISIONS. WE SHOULDN'T BE PROVIDING BIASED INFORMATION. SO AGAIN, I HAVE THE SAME CONCERNS WITH THIS CURRICULUM THAT WE HAD WITH THE OTHER CURRICULUMS THAT ARE ON THE AGENDA FOR THIS EVENING. SO IF WE DON'T APPROVE THE CURRICULUM FOR GRADES SIX, THEN WE'RE GOING TO BE OUT OF COMPLIANCE WITH MSDE THAT IS CORRECT. YES. AND WHAT DOES THAT MEAN IN THE SHORT TERM? IT MEANS THAT THE FUNDS THAT WE HAVE SPENT ON SEVEN STIPENDS WOULD BE WASTED. WE SPENT A YEAR WRITING THIS CURRICULUM. AND THEN, OF COURSE, YOU KNOW, IT PUTS US AT RISK FOR LOSING 10% OF OUR STATE FUNDING OFF THE TOP AND THEN FURTHER LOSS OF FUNDING DEPENDING ON HOW THE STATE ACTS.

THANK YOU. I THINK WE NEED TO GIVE A LIST OF INPUT FOR LIKE REQUESTING MORE BALANCED RESOURCES, THINGS LIKE THAT, HOW WE COULD CLEAN IT UP A LITTLE BIT AND FINALIZE IT TO GET IT GOOD TO GO. SO YOU HAVE ANDREW. ANDREW RENZULLI WANTS TO SPEAK. YES. I THINK I FOUND IT I'M SORRY. BOARD I'M COMING TO YOU VIRTUALLY CONNECTIVITY ISSUE TO SOME OF THE CONSEQUENCES THAT MRS. LANG POINTED OUT. I'D LIKE TO POINT OUT THAT. THESE MK. WHILE THAT IS NECESSARILY ASSESS CONTENT THAT IS TAUGHT IN GRADE SIX, IT DOES CERTAINLY ASSESS THE SKILLS AND THE PROCESSES IN THE INQUIRY ORIENTED APPROACHES TO THE TEACHING AND LEARNING PROCESS THAT IS ASSESSED. SO AN ARGUMENT COULD BE MADE THAT WHAT STUDENTS EXPERIENCE IN GRADE SIX SUPPORTS THEIR LEARNING AND THEIR DEVELOPMENT IN GRADE SEVEN, WHICH IN TURN SUPPORTS THEIR LEARNING AND DEVELOPMENT IN GRADE EIGHT, WHICH IS CONTENT AND SKILL THAT DOES KNOWING THE PRIORITY THAT THE BOARD AND US IN CURRICULUM AND INSTRUCTION AND ASSESSMENT HAS ON THE IMPORTANCE OF ACHIEVEMENT. THE POINT THAT IF THE BOARD CHOSE TO NOT APPROVE THIS CURRICULUM, THEN WE HAVE A WRITTEN AND AN IMPLEMENTED CURRICULUM THAT IS NOT IN ALIGNMENT WITH THE ASSESSED CURRICULUM, AND THAT UNTO ITSELF WOULD PRESENT SOME VERY, VERY SIGNIFICANT CHALLENGES FOR US IN THIS DIVISION. SO I THOUGHT I WOULD JUST SHARE THAT FOR SOME ADDITIONAL CONTEXT AND BACKGROUND WITH REGARD TO YOUR DECISION. THANK YOU. THANK YOU. BUT IF SOMETHING IS NOT APPROVED BY THE BOARD, BUT IF SOMETHING IS NOT APPROVED, IT'S NOT A PERM. WE NEED EVERYBODY, PLEASE.

IT'S NOT A TERMINAL DECISION NECESSARILY. IT CAN BE BROUGHT BACK UP BY THE BOARD, BY, ANY MEMBER WHO VOTES A PARTICULAR WAY, AND SO, THERE, THERE IS A RECOURSE OTHER THAN BEING OUT OF COMPLIANCE. IF IT'S VOTED ON AT A FUTURE MEETING, HOW LONG DO YOU NEED TO GET IT PREPARED FOR USE FOR THIS NEXT YEAR? SO WHAT I'M SAYING IS THEY DON'T VOTE ON IT UNTIL, LET'S SAY, AUGUST, BECAUSE THEY DON'T HAVE ENOUGH INFORMATION IN THE JULY MEETING. IF THEY DON'T VOTE ON IT TILL AUGUST, WILL WE STILL BE ABLE TO IMPLEMENT IT? IT WOULD BE CHALLENGING, IT DEPENDS ON HOW MUCH OF AN ADJUSTMENT WE HAVE TO MAKE, YOU KNOW, OBVIOUSLY WE NEED TO BE IN ALIGNMENT WITH THE FRAMEWORK, WHICH IS WHY THE ESSENTIAL QUESTIONS, ENDURING UNDERSTANDINGS AND INDICATORS AND OBJECTIVES FROM THE FRAMEWORK ARE EMBEDDED VERBATIM IN OUR CURRICULUM AND CANVAS, AND ALL OF OUR RESOURCES THEN ARE ALIGNED TO THAT, SO THE AMOUNT OF ADJUSTMENT WOULD REALLY DEPEND ON ENSURING THAT IT IS STILL TIGHTLY IN COMPLIANCE WITH THE FRAMEWORKS, WE HAVE OUR ROLLOUT PLAN IN PLACE, AND ANY ADJUSTMENTS WE CAN CERTAINLY DISCUSS MAKING, BUT WE WOULD NEED TO ENSURE THAT WE CAN HAVE THAT READY TO ROLL OUT. WE HAVE SNEAK PEEK.

MEETINGS, OFFERED TO OUR TEACHERS STARTING IN LATE JULY. AND SO THOSE WOULD HAVE TO BE POSTPONED IF THIS IS NOT APPROVED BEFORE THEN, WHICH BACKS UP OUR ABILITY TO SUPPORT OR DELAYS OUR ABILITY TO SUPPORT OUR TEACHERS AND IMPLEMENTING THIS NEW CURRICULUM IN THE FALL.

THANK YOU. SO MY INTENT WOULD BE FOR ANY CURRICULUM THAT DOESN'T PASS FOR THE BOARD TO WORK WITH THE STAFF AND THE ADMINISTRATION TO GET IT TO A POINT WHERE IT COULD BE BROUGHT BACK UP AND IT

[01:55:05]

COULD PASS RECOGNIZED THAT THERE'S ISSUES THAT THE BOARD STILL HAS, I UNDERSTAND THAT DURING THE SUMMER WE ONLY MEET ONCE PER MONTH, AND THAT'S CHALLENGING. AND I KNOW THAT THERE'S CERTAIN WORK THAT NEEDS TO BE DONE BY A CERTAIN TIME IN ORDER TO IMPLEMENT THIS. BY SEPTEMBER. SO DEPENDING ON WHAT HAPPENS, I'M NOT OPPOSED TO HOLDING, INTERIM BOARD MEETINGS, INTERVENING IN BETWEEN THE MONTHLY BOARD MEETINGS IF WE HAVE TO GET TOGETHER JUST TO APPROVE CURRICULUM. MAYBE VIRTUALLY. YES. SIMILAR TO WHAT I DID, I HAVE A QUESTION. YES MA'AM. BUT HEATHER HEATHER KOCHER HAS HER HAND UP. SO SINCE Y'ALL CAN'T SEE THE HANDS, I'LL HELP. HEATHER, THANK YOU SO MUCH. AND I DO APOLOGIZE THAT ANDY AND I ARE ATTENDING A CONFERENCE, SO WE'RE NOT THERE IN PERSON, I DO APPRECIATE THE OPPORTUNITY TO GET THE FEEDBACK AND MAKE ADJUSTMENTS, I THINK IT'S IMPORTANT TO NOTE THAT THAT HIGH SCHOOLS HAVE SCHEDULED STUDENTS, FOR THESE COURSES, INCLUDING THE AP AFRICAN AMERICAN STUDIES, THERE IS INTEREST FROM OUR STUDENTS IN TAKING THESE COURSES. SO MAKING ADJUSTMENTS SOONER WILL HAVE LESS OF AN IMPACT ON SCHOOLS WHO WILL CERTAINLY BEAR THE BRUNT OF MAKING THOSE CHANGES. SO WE APPRECIATE THE OPPORTUNITY TO DO THIS SOONER. WITH YOUR FEEDBACK. THANK YOU. YEAH I UNDERSTAND TIME IS OF THE ESSENCE. AND I HAVE A QUESTION. YOU KNOW, I GUESS IT'S A MATTER OF PERCEPTION, PERSONAL PREFERENCE. YOU KNOW, IF WE HAVE MEMBERS OF THE BOARD WHO'VE ALREADY EXPRESSED THEIR OBJECTION TO CERTAIN THINGS, WE'RE NOT GOING TO ALL AGREE. SO WE'RE GOING TO DEADLOCK THE STAFF AND REALLY IN IMPLEMENTING SOMETHING. AND THEN HOW DO WE GET PAST THAT? BECAUSE WHAT SEEMS OBJECTIONABLE TO ME, LIKE MARGARET SANGER AND IT WAS TO DIANE, YOU KNOW, IT'S GOT TO BE A MEETING OF THE BOARD SOMEWHERE. AND WE'RE GOING TO BE CAUGHT IN THIS LOOP BECAUSE WHAT I'VE HEARD IS PEOPLE SAYING IT'S POLITICAL AND MAY NOT BE POLITICAL TO ME, OR IT MAY NOT BE POLITICAL TO SOME OTHER BOARD MEMBER. SO IF WE'RE GOING WITH PERSONAL PREFERENCE. AS OPPOSED TO THOSE PEOPLE WHO HAVE WHO STAFF WHOSE SPECIALTY IS DOING THIS? THANK YOU. ANY OTHER QUESTIONS OR COMMENTS? I JUST HAVE TO SAY IT'S MORE THAN PERSONAL PREFERENCE. I MEAN, I DID RESEARCH ON THE REVIEWERS OF THE SOURCES, I'VE READ YOU THOSE REVIEWS A LITTLE BIT AGO, A GOOD NUMBER OF THE RESOURCES ON GLOBALIZATION ARE WRITTEN BY POLITICAL ACTIVISTS, AND THERE'S NOT A BALANCE. AND SO IT'S IT COULD BE A MATTER OF ADDING MORE BALANCED RESOURCES, ADDING OTHER PERSPECTIVE. IN ADDITION AND IN THE PD, MAKING SURE THE TEACHERS KNOW TO PRESENT BOTH SIDES AND TO PRESENT A RANGE OF PERSPECTIVES, NOT JUST HEAVILY, YOU KNOW, ON ONE SIDE, WHEN ALL THE RESOURCES OR PREPONDERANCE OF THE RESOURCES ARE, RATED, SUCH AS THOSE REVIEWS I READ, YOU FOCUSED ON IDEOLOGY RATHER THAN KNOWLEDGE AND HEAVY LEFTIST POLITICAL BIAS. WHEN MOST OF THE RESOURCES AND ASSIGNMENTS AND DISCUSSIONS ARE ORIENTED THAT WAY. IT'S MORE WORK FOR THE TEACHERS, AND IT PUTS THE TEACHERS IN AN AWKWARD POSITION OF, HERE, I'VE GOT ALL THESE MATERIALS. OH MY GOSH, THEY'RE ALL ONE SIDED. EITHER THEY HAVE TO GO AND SEARCH ON THEIR OWN TO GET MORE, MORE WORK FOR THEM, OR THEY MAY HAVE TO REPRESENT SOMETHING THAT THEY DON'T BELIEVE BECAUSE THEY'RE JUST FOLLOWING WHAT'S IN THERE. AND IT'S VERY SUBJECTIVE AS EVERYONE HAS SAID, THE KEY IS TO PRESENT BOTH SIDES AND GET PEOPLE GET TEACH KIDS HOW TO THINK, NOT WHAT TO THINK. AND I CERTAINLY APPRECIATE THAT. I WOULD LOVE TO KNOW WHERE THOSE REVIEWS CAME FROM. I'M NOT FAMILIAR WITH THEM OR WHO YOU SPOKE WITH, YOU KNOW, AS I'VE MENTIONED TO MANY OF OUR ESTEEMED BOARD MEMBERS, WE ALWAYS APPROACH THE TEACHING OF SOCIAL SCIENCES THROUGH THE INQUIRY LENS, AND THEN WE EVALUATE ALL SOURCES THROUGH THE LENS OF SOURCING. SO WHERE DOES THE SOURCE COME FROM? AND THIS IS WHAT WE TEACH OUR STUDENTS TO DO. SOURCE IT. SO WHERE DOES THE SOURCE COME FROM AND WHAT DO WE KNOW ABOUT THAT SOURCE. WHAT DOES THAT TELL US ABOUT THE SOURCES BIAS WE CONTEXTUALIZE. SO WE SAY WHEN WHAT IS GOING ON AROUND THE CREATION OF THAT SOURCE. AND WHAT DOES THAT TELL US ABOUT THE SOURCES BIAS. WE DO A CLOSE READ ANALYSIS AND THAT MIGHT BE A TEXT OF AN IMAGE OF A SONG. ANY SOURCE. AND THEN WE CORROBORATE WHICH IS MOST IMPORTANT. SO WHAT OTHER INFORMATION DO WE NEED TO HAVE A MORE FULL PICTURE OF WHAT WE'RE STUDYING IN ORDER TO MAKE AN INFORMED DECISION FOR OURSELVES? AND SO MOST SOURCES HAVE SOME TYPE OF BIAS. AND THE IMPORTANT THING THAT WE TEACH OUR STUDENTS IS HOW TO EVALUATE THOSE SOURCES, IDENTIFY THE BIAS, AND BE ABLE TO EVALUATE WHAT THAT MEANS IN TERMS OF WHAT THAT

[02:00:01]

SOURCE IS TELLING US AND HOW TO CORROBORATE IT WITH ADDITIONAL INFORMATION TO REACH THOSE MULTIPLE PERSPECTIVES SO THAT THEY CAN COME UP WITH THEIR OWN CONCLUSION ABOUT HOW TO ANSWER THOSE ESSENTIAL QUESTIONS. ANOTHER ISSUE WAS, A LOT OF THE READINGS WERE TARGETED TO GRADES 9 TO 12, AND SOME OF THE INDEPENDENT REVIEWERS COMMENTED THAT THE ONLY WAY THE EXILES WERE CHANGED WAS BY LEAVING SOME SENTENCES OUT, AND THAT THIS WAS NOT ADEQUATE. SO THERE'S ALL KINDS OF THINGS, SOME MORE QUALITY CONTROL. I THINK THAT COULD BE DONE, FROM OUR HOME WRITTEN CURRICULUM FOR GRADE SIX. WELL, FROM THE RESOURCES FROM GRADE SIX. YEAH, THAT'S WHAT THAT WAS FROM OUR TEACHERS. YOU GOT THAT FROM OUR TEACHERS REVIEWS OF THE SOURCES ONLINE.

AND THAT'S EXTERNAL SOURCES EXTERNAL TO INDEPENDENT TEACHERS REVIEWING THE SOURCES. YES. AND THAT'S WHY WE HAVE THAT ADDITIONAL TEAM THAT'S GOING TO BE WORKING THIS SUMMER TO EVALUATE IT WITH FRESH EYES. SO WE HAD THAT INITIAL TEAM OF MIDDLE SCHOOL, HIGH SCHOOL TEACHERS, AS WELL AS MEDIA CENTER SPECIALISTS THAT WORKED TOGETHER TO DEVELOP THE INITIAL DRAFT AND THEN THAT SECONDARY TEAM IS GOING TO BE COMING IN TO DO AN ADDITIONAL LOOK AT IT.

ADDITIONALLY, MY CURRICULUM SPECIALIST AND I HAVE FINALIZED ON IT, BUT AS I MENTIONED, THAT'S THE WONDERFUL THING ABOUT HAVING CANVAS AS THAT DYNAMIC CURRICULUM MANAGEMENT SYSTEM, BECAUSE THERE'S ALWAYS GOING TO BE THINGS THAT WE HEAR FROM OUR TEACHERS OF THIS RESOURCE IS NOT AS ACCESSIBLE TO SOME OF MY LEARNERS. I NEED A LEVELED TEXT AND SO WE CAN BE RESPONSIVE TO THAT IN REAL TIME. BECAUSE OF THE DYNAMIC NATURE OF CANVAS. IF I MAY, I'D LIKE TO MAKE THE RECOMMENDATION THAT WE PUT OUR RECOMMENDATIONS AND THOUGHTS TOGETHER, BY THE END OF THIS WEEK AND GIVE A DEADLINE FOR AN EPISODE. IT'S NOT A MOTION TO RECOMMENDATION. OKAY. OKAY. ANY OTHER QUESTIONS OR COMMENTS? SHOULD THAT BE A MOTION? WELL, I WAS CLEAR TO THE NEXT MEETING AS WELL BECAUSE I HAVE A QUESTION ABOUT WE HAVE TO CALL A SPECIAL. I MEAN, THERE ARE JUST SOME THINGS YOU BROUGHT UP IN YOUR OPENING COMMENTS. I CAN'T VOTE FOR CURRICULUM THAT PUTS TERRORISM AS A AS A FORM OF ACTIVISM. THERE'S JUST FOR PROTEST AND IT DOESN'T VOTE ON THAT. SO THERE ARE THINGS I THINK I DON'T THINK THERE ARE MANY. AS I SAID, MY INTENTION IS FOR THE BOARD AND THE STAFF AND THE ADMINISTRATION. I DON'T THINK THAT NECESSARILY ANY OF THESE ARE INSURMOUNTABLE. I THINK THAT WE JUST NEED TO GET TOGETHER AND FIGURE OUT HOW WE'RE GOING TO MAKE IT WORK, AND WE'VE GOT A LITTLE BIT OF TIME TO DO THAT. SO WHETHER IT'S A MOTION TO, YOU KNOW, VOTE ON IT NOW. SO CAN I RECORD A BIT OR NOT? IT DOESN'T MAKE A DIFFERENCE BECAUSE IT'S LIKELY TO BE BROUGHT UP. YES, SIR. THANKS FOR WOMEN IN PERSPECTIVES AND FOR SOCIAL SCIENCES, WE HAVE AN EXISTING CURRICULUM. SO IF WE DON'T GET TO THE END OF THIS CONVERSATION, YOU KNOW, THE WORST CASE SCENARIO IS WE CAN GO BACK TO THOSE CURRICULUM AND USE THOSE, FOR AP AFRICAN AMERICAN STUDIES. WE HAVE MANY STUDENTS ENROLLED IN THAT CLASS WHO WILL NOW HAVE TO BE ENROLLED IN ANOTHER CLASS. SO I GUESS WE'D NEED GUIDANCE FROM THE BOARD.

AND. THE LIKELIHOOD THAT THE COLLEGE BOARD WILL MAKE THE EXTENSIVE CHANGES THAT THIS BOARD SEEMS TO BE SEEKING, BECAUSE VERY LOW, BECAUSE THEY'VE ALREADY GONE THROUGH A PROCESS OF VETTING AND MODIFYING AND SO THIS FEELS MORE LIKE NOT A DELAY SO MUCH AS AN OUTRIGHT NO. AND YOU HAVE STUDENTS IN THIS ROOM TONIGHT WHO ARE REGISTERED TO TAKE THAT CLASS NEXT YEAR. AND IF THEY'RE RISING SENIORS, THEY WILL NOT HAVE THAT OPPORTUNITY. AND SO I THINK WE WOULD NEED SOME CLARITY IF THERE'S ANY INTENTION TO REVISIT THAT VOTE, THAT'S FINE, BUT THE CHALLENGE AT THE SCHOOL LEVEL, WHEN YOU'RE REMOVING A COURSE LIKE AP AFRICAN AMERICAN STUDIES FROM CONSIDERATION, WE HAVE STUDENTS ALREADY SCHEDULED IN THAT. CORRECT? WE HAVE A COUNSELORS THAT'S A SINGLETON COURSE. IN MOST CASES, THE LIKELIHOOD OF BEING ABLE TO FIX THAT HOLE IN THE STUDENT'S SCHEDULE, THERE'S A TREMENDOUS AMOUNT OF WORK THAT COUNSELORS BECAUSE WE HAVE LOTS OF SINGLETON COURSES, AND FINDING THE RIGHT FIT FOR A STUDENT COULD BE VERY HARD. AND SO THE LONGER WE WAIT TO HAVE A CONVERSATION ABOUT, THAT MEANS OUR COUNSELORS DON'T HAVE TIME TO GET IN AND FIX THOSE STUDENT SCHEDULES. SO AGAIN, IF I GUESS WE WOULD NEED YOU TO LET US KNOW IF THERE'S NO INTENT TO REVISIT THAT THIS YEAR AND THAT WE WILL WE WON'T BE OFFERING ADVANCED PLACEMENT, AFRO-AMERICAN STUDIES , THEN, YOU KNOW, WE NEED TO KNOW THAT. AND I FIND THAT A REALLY CONCERNING OUTCOME. FRANKLY, I WILL ADD THAT THAT

[02:05:04]

ALSO PUTS PRESSURE ON PRINCIPALS BECAUSE IT ISN'T JUST THE STUDENTS WHO HAVE TO BE RESCHEDULED. I AM A FORMER MASTER SCHEDULER. AND TO PULL THIS COURSE OFF OF A TEACHER'S COURSE LOAD MEANS FILLING IT WITH SOMETHING ELSE, AND THAT MEANS RESCHEDULING EVERY SINGLE STUDENT IN THAT BUILDING TO FILL THAT TEACHER'S SPECIFIC CLASS THAT WAS FORMERLY APA. YOU'RE SPEAKING OF AP, BUT THE WOMEN IN SOCIAL SIX IS OUR CURRICULUM. SO WE YEAH, WE HAVE STUDENTS ENROLLED THERE. WE CAN USE THE PREVIOUS CURRICULUM, WHICH FRANKLY, IF YOU WERE TO REVIEW THAT, I'M SURE THERE WOULD BE MORE CONCERNING THINGS THAN THE ONE WE'RE PROPOSING. I UNDERSTAND. YEAH AND THAT'S THAT'S ANOTHER QUESTION. CAN I JUST SAY THIS BEGS THE, NEED FOR FUTURE PLANNING TO BRING THESE CURRICULUM DECISIONS TO US SOONER IN THE YEAR? WE SHOULDN'T BE UP AGAINST THIS IN JUNE AND JUST NOW FINDING OUT WE CAN CERTAINLY WORK ON THAT. SO THAT'S SOMETHING TO WORK ON. YOU KNOW, WE CAN CERTAINLY WORK ON THAT. BUT ONE OF THAT, ONE OF THE ISSUES THERE WILL BE CHANGING HOW MSD WORKS. AND WE'VE GIVEN MSD FEEDBACK BECAUSE THE FRAMEWORKS WE'RE LOOKING AT FOR THE SIXTH GRADE SOCIAL STUDIES COURSE, YOU KNOW, WE'RE MOVING AS QUICKLY AS WE CAN BASED ON WHAT WE GOT THOSE FRAMEWORKS IN THE TIMELINE THEY'VE GIVEN US. AND SO WE CAN TRY TO DO THAT, BUT WE'RE ALWAYS BALANCED BETWEEN HOW QUICKLY DO WE PUT SOMETHING TOGETHER AND THE QUALITY. HOW MUCH TIME ARE WE GIVEN, THE OTHER COURSES, LIKE THE LUNAR PERSPECTIVES. YES THAT, YOU KNOW, THAT'S MORE OF A LOCAL DECISION. WE CAN SPREAD THOSE OUT AND WE CAN MAKE IT A LONGER PROCESS, AGAIN, AFRICAN AMERICAN HISTORY, I THINK WE COULD HAVE DONE TO CHANGE THE TIME, THE SCHEDULE FOR THAT, SO SOME OF IT IS THAT WE'RE BACKED INTO IT BECAUSE WE'RE RELYING ON OTHERS, OTHER FRAMEWORKS AND THINGS TO COME OUT. SO I'M NOT SURE WE CAN DICTATE THE SCHEDULE COMPLETELY. BUT I AGREE WITH YOU EARLIER IS BETTER, OKAY. ANY OTHER QUESTIONS OR COMMENTS ON SOCIAL SECTION? STILL NEED TO VOTE. YOU TALKING ABOUT STILL TALKING ABOUT THE AGENCY? NO NO, WE'RE ON SOCIAL. SOCIAL SEX HAS NOT BEEN VOTED ON. ANY OTHER QUESTIONS OR COMMENTS ON SOCIAL? SIX IF WE VOTED TO APPROVE THE SIXTH GRADE SOCIAL STUDIES CURRICULUM, EVEN THOUGH THERE ARE SOME CONCERNS BY THE BOARD THAT IS NOT PRECLUDING MAKING THOSE CHANGES. CORRECT? THAT IS CORRECT. I WELCOME THE FEEDBACK. AND THERE WERE SEVERAL THINGS THAT WERE BROUGHT UP THIS EVENING THAT IT'S THE FIRST TIME I'M HEARING ABOUT IT, AND I WOULD LOVE TO HAVE SOME MORE CONVERSATIONS. I THINK THOSE OF YOU THAT HAVE MET WITH ME KNOW THAT I LOVE BRAGGING ON MY TEACHERS, AND I LOVE COLLABORATING WITH OUR STAKEHOLDERS, SO I WOULD LOVE TO DO THAT WITH YOU SO WE COULD STILL APPROVE IT AND STILL SATISFY THE OTHER BOARD MEMBERS WITH MAKING CHANGES BETWEEN NOW AND THE TIME THAT THE COURSE IS TAUGHT. THAT IS CORRECT, THEN I WOULD LIKE TO MAKE A MOTION THAT WE APPROVE THE SIXTH GRADE CURRICULUM. I SECOND A MOTION. THANK YOU. JUST JUST ONE COMMENT. BEFORE WE BRING THIS TO A VOTE, MY COMMENTS IN MY INTRODUCTORY, SECTION, WAS NOT BECAUSE I WAS WAITING FOR THIS MOMENT TO SAY IT. MANY OF THESE WERE BROUGHT TO ME, LAST MINUTE, OR I DISCOVERED THEM LAST MINUTE. AND, I UNDERSTAND THAT WE CAN VOTE FOR SOMETHING AND THEN SUBSEQUENTLY MAKE THE CHANGES, BUT MY PREFERENCE WOULD BE TO VOTE ON SOMETHING THAT IS FINAL OR NEAR-FINAL AND HAS ALL OF THE BOARD MEMBERS INPUT IN THERE, AND I CERTAINLY WON'T VOTE ON SOMETHING LIKE THE WOMEN IN PERSPECTIVE, WHICH IS IN DRAFT FORM. SO AT THIS POINT WE HAVE A MOTION AND A SECOND. SO ROLL CALL VOTE PLEASE. MISS ALVAREZ. NO, BEFORE WE VOTE, CAN YOU TELL ME WHAT THE DIFFERENCE IS IN MSDE GRADE SIX AND SEVEN SOCIAL STUDIES FRAMEWORK AND SOCIAL SCIENCE SIX THEY ARE THE SAME. AND THE MISS MSDE REFERS TO SOCIAL SCIENCES AS SOCIAL STUDIES. AND SO THEY ARE INTERCHANGEABLE. SO WE DON'T HAVE FOUR. WE ONLY HAD THREE. THAT'S CORRECT. THIS IS THE THIRD AND FINAL VOTE. AND SO AGAIN IT WAS A LITTLE BIT CONFUSING BECAUSE THERE WERE FOUR DIFFERENT EXHIBITS. BUT THE FRAMEWORK IS WHAT THE SOCIAL SIX IS BASED ON. SO IT'S ONE VOTE.

YEAH THAT THAT'S WHAT I WANTED CLARIFICATION ON. THANK YOU VERY MUCH MISS ALVAREZ. I CAPTURE TO KNOW IS THAT CORRECT? THAT'S CORRECT. MISS BRUCE. YES MISS COKER NO, DOCTOR MUELLER. YES.

MISS PERRY? YES MR. SEWELL? YES, MISS. STRAUSS NO. VICE PRESIDENT . HAHN. NO. PRESIDENT. BOYNTON.

NO THIS MOTION FAILS. THANK YOU VERY MUCH, MR. WAYNE. THANK YOU. OKAY, SO WE'RE GOING TO MOVE ON TO A TEN MINUTE BREAK. EVERYONE. GOOD NIGHT. GUYS GOOD NIGHT GUYS. THANK YOU GUYS FOR

[F. Decision on 2024 Educational Facilities Master Plan and Comprehensive Maintenance Plan, Dr. Sean Bulson, Superintendent of Schools, 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]

COMING. OKAY. BYE WELCOME BACK. WE'RE GOING TO MOVE ON TO ITEM F . ACTION ITEM DECISION ON 2024.

[02:10:06]

EDUCATIONAL FACILITIES MASTER PLAN AND COMPREHENSIVE MAINTENANCE PLAN. I'D LIKE TO WELCOME MR. CORNELL BROWN, ASSISTANT SUPERINTENDENT FOR OPERATIONS. MISS PATTY JOE BEARD, EXECUTIVE DIRECTOR OF FACILITY MANAGEMENT. AND MR. CHRIS MORTON, SUPERVISOR OF PLANNING AND CONSTRUCTION. AND MISS MISSY VALENTINO, FACILITIES PLANNER. WELCOME GOOD EVENING, WE'RE HERE THIS EVENING TO, PRESENT AND ASK THE BOARD FOR YOUR APPROVAL OF OUR EDUCATIONAL FACILITIES MASTER PLAN AND OUR COMPREHENSIVE MAINTENANCE PLAN. EACH YEAR OF THE PUBLIC SCHOOL CONSTRUCTION PROGRAM ASKS OF LARS TO PREPARE THOSE TWO DOCUMENTS, OBTAIN THEIR BOARD'S APPROVAL, AND THEN TO SUBMIT THEM, TO THE STATE, SO WE HAVE, TONIGHT'S PRESENTATION, JUST REMINDING THE BOARD THAT INITIALLY WE, HAD A PRESENTATION SET FOR THE 10TH OF JUNE, THAT PRESENTATION DIDN'T TAKE PLACE, SO WE'RE KIND OF MERGING THE TWO DISCUSSIONS THIS EVENING, SO OUR SUPERINTENDENT'S GOING TO LEAD US OFF WITH THE FIRST PORTION, AND THEN I'LL FINISH UP AND WE CAN ANSWER ANY QUESTIONS. ALL RIGHT, SO I WANTED TO START WITH KIND OF A BIG PICTURE OVERVIEW OF OUR CHALLENGES WITH, WITH CAPITAL PLANNING AND CAPITAL BUDGET. SO WE HAVE 55 SCHOOLS.

IF WE WERE TO MAKE A REASONABLE, REASONABLE ASSUMPTION. AND ACCORDING TO MR. BROWN, IT'S, I THINK INDUSTRY RECOGNIZED STANDARD THAT A BUILDING SHOULD HAVE ABOUT AT LEAST A 50 YEAR OR ABOUT A 50 YEAR LIFE EXPECTANCY. I'VE TALKED ABOUT THIS MANY TIMES IN THE PAST. WE HAVE 55 SCHOOLS, SOME ARE COMBINED. SO YOU CAN YOU CAN COUNT THAT, COUNT THEM HOW YOU LIKE. BUT WE HAVE MORE THAN 55 BUILDINGS. BUT CURRENTLY WE ARE STARTING ONE NEW PROJECT EVERY TWO YEARS. AND IN SOME CASES IT'S TURNED INTO THREE YEARS. BUT WE'LL COME TO THAT IN A MINUTE. AND WE'RE NOT REBUILDING A SCHOOL. WE'RE NOT LIKE KNOCKING DOWN A STARTING FROM SCRATCH EVERY 50 YEARS, BECAUSE IN SOME CASES WE'RE DOING WHAT WE CALL LIMITED RENOVATIONS, WHICH WAS THE EXAMPLE OF JOPPATOWNE HIGH SCHOOL. AND I WOULDN'T EXPECT THE LIMITED RENOVATION THAT OCCURRED THERE TO HAVE A 50 YEAR LIFESPAN. WASN'T MEANT TO DO THAT. SO ONE PREMISE WE'D LIKE TO SUGGEST IS THAT WE NEED TO WORK TOWARD A SUSTAINABLE CAPITAL PLANNING PROCESS. WE NEED A DISTRICT WIDE STRATEGIC CAPITAL PLAN, AND THERE'S REALLY NO WAY AROUND THESE NUMBERS. IF WE HAVE MORE THAN 50 BUILDINGS, WE CAN'T CONTINUE TO BUILD ONE BUILDING EVERY TWO YEARS, BECAUSE IT'S 110 YEAR CYCLE. NO BUILDING CAN LAST THAT LONG. NOT WITHOUT NEEDING TREMENDOUS RENOVATION. SO THE OTHER BIG VARIABLE IN THIS IS WHAT WE CALL THE SYSTEMIC RENOVATIONS. AND THERE'S DIFFERENT TERMS FOR THIS, MISSY, WHY DON'T YOU RUN ME THROUGH THE DIFFERENT TERMS SINCE WE JUST REVIEWED THEM SO SYSTEMIC RENOVATION IS WHERE YOU'RE ACTUALLY GOING IN AND ADDRESSING CERTAIN SYSTEMS. THE HVAC SYSTEM, THE ROOF SYSTEM, THINGS LIKE THAT, WE HAVE WHAT WE CALL LIMITED RENOVATION. AND THAT'S WHERE YOU'RE GOING IN AND ADDRESSING SOME OF THE EDUCATIONAL, FACILITY NEEDS. AS WE KNOW, EDUCATION CHANGES OVER TIME AND SOMETIMES THE FACILITIES ARE DATED AND NEED UPDATING, MORE RECENTLY THAT'S BEEN WITH OUR TECHNOLOGY AND ELECTRICAL CONNECTIONS AND THINGS LIKE THAT IN OUR SCHOOLS THAT WE'RE TRYING TO UPGRADE AND UPDATE THOSE TO MAKE SURE THAT THE CLASSROOMS CAN, HANDLE THE CURRICULUM AND WHAT IS BEING TAUGHT TO THE STUDENTS, AND THEN WE HAVE THEY ALSO HAVE WHAT IS CALLED A FULL RENOVATION. THAT'S WHERE YOU GO IN AND BASICALLY DO THE WHOLE BUILDING AND UPGRADE THE WHOLE BUILDING. AND THEN WE HAVE NEW CONSTRUCTION, AND THAT'S BASICALLY WHAT IT SOUNDS LIKE. SO RIGHT NOW WE'RE DOING ONE OR THE OTHER, RIGHT? WE'RE DOING NEW CONSTRUCTION OR A LIMITED RENOVATION. AND WE'VE BEEN LUCKY THE LAST FEW YEARS TO START A COUPLE OF THESE SYSTEMS. RENOVATIONS WHERE WE'RE LOOKING AT ROOFS AND, YOU KNOW, HVAC, ELECTRICAL, THESE SORTS OF THINGS. BUT THAT HASN'T BEEN A CONSISTENT PRACTICE FOR US. EACH BUILDING, IF IT'S GOING TO SURVIVE 50 YEARS, NEEDS A SUBSTANTIAL SYSTEMIC RENOVATION SOMEWHERE IN THE MIDDLE OF THAT. SO WE'D SAY ABOUT THE 25 YEAR MARK. BUT I'VE ALREADY INDICATED WE'RE AT 110 YEAR CYCLE. I'VE I WAS IF YOU GO TO THE NEXT SLIDE THERE, MISSY, I WAS ACTUALLY I THINK WE I HAVE THE MATH WRONG IN THIS PAGE. IT SHOULD BE EACH YEAR WE SHOULD BE STARTING ONE NEW CONSTRUCTION PROJECT AND ONE SYSTEM RENOVATION, BECAUSE OVER

[02:15:06]

APPROXIMATELY WE'D BE ON MORE LIKE A 55 YEAR SCHEDULE. BUT IF WE WERE LOOKING AT AN INDUSTRY STANDARD OF APPROXIMATELY 50 YEARS FOR A BUILDING, IF WE'RE DOING A NEW IF WE'RE BUILDING A NEW BUILDING, STARTING TO BUILD A NEW BUILDING EACH YEAR AND STARTING A SYSTEM, SYSTEMS RENOVATION EACH YEAR, WE'D BE ON A SCHEDULE WHERE EACH SCHOOL WAS GETTING, YOU KNOW, 50 YEAR TURNAROUND WITH A MIDPOINT WHERE THEY'RE HAVING A SYSTEMS UPDATED. BUT OF COURSE, WE'RE NOWHERE NEAR THAT, THE CHALLENGES WE RUN INTO ARE THE STATE CERTAINLY DOESN'T FUND US FOR THAT SCHEDULE, THE STATE REALLY SUPPORTS THIS TWO YEAR THING. AND OCCASIONALLY OTHER MONEY HAS COME IN TO HELP US WITH THE SYSTEMIC RENOVATIONS, BUT NOT CONSISTENTLY. AND SO WE WE'VE AS A COUNTY, STUCK TO WHAT THE STATE FUNDS. BUT WE'VE BEEN VERY CLEAR THAT IT ISN'T ENOUGH.

AND YOU KNOW, WE I'VE INDICATED THIS IN THE PAST IN THIS STATE, WE HAVE SOME OF THE HIGHEST MAINTENANCE COSTS OF THE OTHER DISTRICTS. JUST BECAUSE OF THE AGE OF OUR BUILDINGS. THE FACT THAT WE'VE BEEN ON THIS 100 YEAR SCHEDULE, MANY OF OUR BUILDINGS ARE REALLY FALLING BEHIND. AND IF SOMEWHERE ALONG THE LINE, THIS BODY, OR SOME FUTURE ITERATION OF THIS BOARD OF EDUCATION DOESN'T HELP US WORK TOWARD A STRATEGIC CAPITAL PLAN, I WILL BE RUNNING INTO THAT PLACE WHERE WE REALLY HAVE BUILDINGS THAT ARE NOT SAFE FOR STUDENT LEARNING. SOME OTHER ISSUES, RISING COST. CLEARLY WE'RE WATCHING THE COST PER SQUARE FOOT GOING UP SIGNIFICANTLY. THIS OF COURSE, MAKES IT EVEN HARDER TO GET BACK ON A SCHEDULE. AND IN FACT, IF YOU LOOK AT WHAT'S HAPPENING IN THE COUNTY, IF YOU GO TO THE NEXT ONE, YOU SEE. OUR TRADITIONAL SCHEDULE HAS LOOKED SOMETHING LIKE THIS. IF YOU SEE THOSE EMPTY GREEN BOXES, THAT'S WHERE WE ORIGINALLY HAD THESE PROJECTS PLANNED. SO YOU HAVE THE HOMESTEAD WAKEFIELD REPLACEMENT THAT'S IN PROCESS. IT'S IN CONSTRUCTION NOW. THE COMBINATION HARTFORD ACADEMY AND ELEMENTARY SCHOOL, GOT PUSHED BACK A YEAR BECAUSE OF THE SITE SELECTION CHANGE, AND OLD POST ROAD GOT PUSHED BACK A YEAR BECAUSE THE OTHERS DID, AS DID BELLAIRE MIDDLE. AND THEN ANY PROJECT WE HAD BEYOND THAT. BUT THE CHALLENGE IS THAT THE CURRENT FUNDING LEVEL AND WHAT WE'RE ANTICIPATING IN TERMS OF NEW DOLLARS FOR CONSTRUCTION, IF WE'RE NOT RECOGNIZING THE INCREASED COSTS AND WE'RE STICKING IF WE PICK A ROUND NUMBER, WHICH IS WHAT I THINK IS IN THE COUNTY'S BUDGET, WE'RE NOT GOING TO BE ABLE TO FINISH THESE BUILDINGS IN TWO YEARS, SO SOME OF THESE BUILDINGS WILL BE TAKING THREE YEARS BASED ON THAT MONEY, AND THEN EVERYTHING'S GOING TO GET SHIFTED. SO WE GO TO ABOUT 150 YEAR PLAN AND YOU KNOW, FORTUNATELY IT'LL BE A WHILE BEFORE WE HAVE ANY STUDENTS IN 150 YEAR OLD SCHOOL. BUT AT THE CURRENT RATE, WE'RE GOING THAT'S WHERE WE'LL LAND. CURRENT FUNDING DOESN'T MEET THE SAFETY NEEDS. SO WE KNOW THIS FOR SURE. WE'RE NOT GETTING THOSE MAJOR SYSTEMS UPDATED IN A TIMELY FASHION. WE'RE CONSTANTLY DEALING WITH SYSTEMS FAILING, AND WE'RE YOU KNOW, BUBBLEGUM AND, YOU KNOW, CHICKEN WIRE PULLING THEM BACK TOGETHER. BUT IT'S, AND WE'VE BEEN FORTUNATE NOT TO MISS MORE DAYS OF SCHOOL, WE HAVE HAD A FEW INCIDENTS, FREQUENTLY WITH WATER, WHICH ISN'T ALWAYS US, BUT SOMETIMES WITH ELECTRICITY, AGAIN, NOT ALWAYS US, BUT SOMETIMES IT'S OUR SYSTEMS FAILING. AND, YOU KNOW, AS WE START MISSING DAYS, THAT'LL BE WHAT WE START TO EXPERIENCE FIRST, OF COURSE, YOU KNOW, AS THESE SYSTEMS GET OLDER AND LESS RELIABLE, IT'S MISS DAYS OF SCHOOL BECAUSE OUR BUILDINGS ARE GOING OFFLINE WHEN THINGS BREAK DOWN, BUT THE OTHER THING WE'RE CHALLENGING CHALLENGED WITH ON THE, SUSTAINABILITY SIDE, AND THIS IS ONE OF THE THINGS THAT BLUEPRINT IS DOING IS IT'S CHALLENGING THE CAPACITY IN OUR EXISTING BUILDINGS, I MEAN, I THINK THE MOST OBVIOUS EXAMPLE OF THAT IS PRE-K. YOU KNOW, WE HAVEN'T BEEN FUNDED TO, TO BUILD OUT THE CAPACITY WE NEED TO HOUSE ALL THE PRE-K AND THE ALTERNATE IS PROPOSED IN THE BLUEPRINT, ARE NOT PANNING OUT TO BE EFFECTIVELY, SERVING THE NEEDS OF OUR STUDENTS, BUT EVEN WITH OTHER THINGS COMING IN, LIKE THE JUDY CENTERS, AND, I MEAN, THESE ARE ALL GREAT PROGRAMS, IN ANY OF THE OTHER SUPPORTS COMING IN, IF, IF THEY REQUIRE SMALLER CLASS SIZES OR IF THEY REQUIRE OTHER SORT OF MEETING SPACES FOR COMMUNITY GROUPS OR THINGS LIKE THIS, THIS BASICALLY TAKES CAPACITY OUT OF OUR BUILDINGS. AND THEN OF COURSE, WE'VE ALSO TALKED A GREAT DEAL ABOUT SPECIAL EDUCATION. WE'RE ADDING A NEW SPECIAL EDUCATION PROGRAM EVERY YEAR. WE'RE LOOKING TO ADD

[02:20:06]

THREE AT LEAST THIS YEAR. AND WE ACTUALLY HAVE NUMBERS SAYING THAT WE MAY NEED TO DO SOMETHING SOMEWHERE ELSE. BUT EVERY TIME WE PUT A NEW SPECIAL EDUCATION PROGRAM CENTER IN ONE OF OUR SCHOOLS, IT EFFECTIVELY REDUCES THE CAPACITY OF THAT SCHOOL TO SERVE STUDENTS BECAUSE WE CAN ONLY SERVE A MUCH SMALLER NUMBER OF STUDENTS IN THOSE CENTERS. AND SO THESE ARE JUST SOME OF THE MAIN THINGS. AND I DON'T KNOW THAT THESE ARE NECESSARILY DEBATABLE ISSUES. RIGHT YOU KNOW, THE 50 YEAR CYCLE FOR BUILDINGS, I DON'T KNOW THAT, YOU KNOW, FROM A COMMON SENSE PERSPECTIVE THAT IT WOULD BE EASY TO SAY THAT'S NOT REASONABLE. I MEAN, MAYBE YOU COULD CHOOSE SOME NUMBER 40, 60, WHATEVER IT IS, BUT AT SOME POINT THESE THINGS NEED UPDATING , AND THERE'S NOTHING ABOUT OUR CURRENT SCHEDULE THAT ALLOWS US TO, TO, DELIVER THE QUALITY CAPACITY OF BUILDINGS, THE SAFETY THAT WE NEED IN OUR BUILDINGS. SO WHAT'S NEXT? WE'RE GOING TO GO THROUGH OUR PROCESS OF, WELL, THIS IS WHERE I GET TO. WHAT DID YOU GUYS DO? SORRY.

SORRY. YEAH. SO, BECAUSE WE HAVE, HARFORD ACADEMY, YOU KNOW, WAS DELAYED, WE HAVE TO DEFINITELY LOOK AT OUR CAPITAL, OUR CAPITAL PROGRAM TO MAKE ADJUSTMENTS IN OUR SCHEDULE, SO IN OUR COMPREHENSIVE MAINTENANCE PLAN, YOU KNOW, THOSE BOXES THAT ARE SHIFTING, WE'RE ASKING THE BOARD TO APPROVE THE EDUCATIONAL FACILITIES MASTER PLAN TO RECOGNIZE THAT SHIFT, BECAUSE THAT'S NOT WHAT WE HAD IN THE PLAN, LAST YEAR, SO ONCE YOU APPROVE THE EDUCATIONAL FACILITIES, MASTER PLAN, WE'LL GO AHEAD AND SUBMIT THAT TO THE STATE, AND THEN WE'LL USE THAT INFORMATION TO BUILD OUR CAPITAL PLAN, THAT WILL COME BACK TO YOU, THIS SUMMER, THE NEXT PRESENTATION WILL BE LAYING OUT WHAT OUR, CAPITAL PLAN AND STRATEGY WOULD BE, FOR NEXT YEAR. I GUESS WHAT I'D LIKE TO SUGGEST IS, RIGHT NOW, WE'VE WE'VE BEEN BUILDING A CAPITAL PLAN BASED ON WHAT WE ANTICIPATE FOR FUNDING THAT'S NOT SUSTAINABLE. SO BOARD THE CONVERSATIONS WE NEED TO HAVE. REVOLVE AROUND WHEN DO WE START ASKING FOR SUSTAINABLE FUNDING? BECAUSE THAT'S A CONVERSATION THAT NEEDS TO BE HAD IN THIS WHOLE COMMUNITY. WE WISH IT WERE DIFFERENT. WE WISH THERE WEREN'T SO MANY OTHER FINANCIAL PRESSURES ON THINGS, BUT, YOU KNOW, ASKING FOR ONE BUILDING EVERY TWO YEARS BECAUSE WE KNOW THAT'S ALL WE'RE GOING TO GET, KEEPS US IN THIS 110 YEAR CYCLE. AND SO STRATEGICALLY, ONE QUESTION FOR THIS BOARD IS SHOULD WE BE PREPARING A CAPITAL BUDGET ABOUT WHAT IS NEEDED VERSUS WHAT WE THINK WE MIGHT GET. AND SO THAT'S A CONVERSATION THAT THE BOARD NEEDS TO BE HAVING GOING FORWARD. SO YOU'RE GOING TO BE VOTING TONIGHT ON SOME PARTS OF THIS. THERE'LL BE MORE HAPPENING IN THE FALL. I'M GOING TO SKIP US DOWN TO SLIDE 13, LET'S SEE, I BET YOU GUYS SORT OF COVER THE OTHER STUFF. LET'S JUST TALK ABOUT WHERE WE ARE RIGHT NOW. SO THE STATE ASSESSES OUR BUILDINGS AND THEY GIVE US A RATING BASED ON THEIR ANALYSIS. 38 OF OUR BUILDINGS OF THE WHAT'S IT 52 THAT THEY'VE EVALUATED ARE EITHER VISIBLY NEED REPAIRS OR ON OR ARE UNRELIABLE AND UNCOMFORTABLE. THAT'S UNRELIABLE, UNCOMFORTABLE. 16, 13 OF OUR SCHOOLS. SO WE ALREADY HAVE 38 SCHOOLS THAT ARE IN THE WE NEED TO DO SOMETHING CATEGORY , BUT AT THE CURRENT RATE, WE'RE 76 YEARS OUT FROM HAVING THEM ADDRESSED. AGAIN, WE NEED A CONVERSATION THAT MAKES CAPITAL SUSTAINABLE SO THAT, YOU KNOW, VERY SOON WE'RE NOT RUNNING INTO A PLACE WHERE OUR STUDENTS ARE COMING TO THE BUILDINGS THAT WE DON'T FEEL ARE SAFE ENOUGH TO EDUCATE THEM IN. THIS IS ONE OF THOSE THINGS THAT THIS IS KIND OF A LEGACY SITUATION, RIGHT? SOME BOARD HAS TO MAKE THE DECISION TO TAKE THIS CONVERSATION ON, YOU KNOW, EVERY BOARD TURNS OVER A COUPLE OF YEARS, YOU CAN LEAVE IT TO THE NEXT BOARD. AND UNFORTUNATELY, THAT'S WHAT'S HAPPENED FOR QUITE

[02:25:01]

SOME TIME. AND THERE'S NEVER GOING TO BE A GOOD TIME. BUT THERE NEEDS TO BE A CONVERSATION ABOUT HOW WE CAN MAKE THIS MORE SUSTAINABLE. SO SO WITH THAT, I'M GOING TO TURN IT OVER TO THE TEAM HERE TO TAKE IT THROUGH THE DETAILS OF THE, EDUCATIONAL FACILITIES MASTER PLAN, THE COMPREHENSIVE MAINTENANCE PLAN. SO AGAIN, THE EDUCATIONAL FACILITIES MASTER PLAN IS A STATE REQUIREMENT, IT'S REALLY USED AS A PLANNING TOOL FOR US TO PLAN OUR CAPITAL PROGRAM, SO YOU'LL SEE IN THE DOCUMENT, VARIOUS COMPONENTS, THAT WE NEED TO, YOU KNOW, REALLY CONSIDER AS WE LAY OUT, YOU KNOW, OUR PLAN AND STRATEGY, AND THE CONTEXT THAT, DOCTOR BOSTON HAS JUST PROVIDED IS WE'VE BEEN SOMEWHAT HAMSTRUNG, LAYING OUT OUR CAPITAL PROGRAM TO MEET THE MARK, THE TARGET THAT OUR FISCAL AUTHORITIES HAVE BEEN GIVEN US $15 MILLION A YEAR FROM THE STATE AND RECENTLY 50 MILLION FROM OUR LOCAL GOVERNMENT. AND WITHIN THAT 50 MILLION, IT'S ALSO THE MONEY THAT WE WOULD NEED FOR OUR TECHNOLOGY, INFRASTRUCTURE AND BUSSES AND THINGS OF THAT SORT. AND BECAUSE OF THAT, WE HAVE THE PLAN THAT WE'VE BEEN PRESENTING, YOU KNOW, SINCE I'VE BEEN IN HARFORD COUNTY. SO WE'RE STILL IN GOING ON 16 YEARS FOR ME HERE, WORKING THROUGH THE SAME ORDER OF PRIORITIES THAT WE PRESENTED TO THE BOARD IN 2008 AND 2009. SO OLD POST WAS ON THAT PLAN WHEN I FIRST CAME ON BOARD WITH THE SCHOOL DISTRICT, SO WHEN YOU START LOOKING AT, YOU KNOW WHAT? WE'RE PLANNING HERE, WE'RE STILL NOT TO OLD POST, BUT THAT PROJECT WAS SUPPOSED TO HAVE BEEN COMPLETED AND I BELIEVE IN LIKE 2014. AND NOW WE'RE TEN YEARS LATER. AND THAT'S JUST BECAUSE OF, YOU KNOW, THE FISCAL REALITIES, SO THIS IS THE CURRENT, PLAN THAT'S IN OUR EDUCATIONAL FACILITIES. MASTER PLAN, FOR MAJOR CAPITAL PROJECTS. BUT THEN THERE ARE SOME OTHER NEEDS THAT WE HAVE TO INCLUDE IN THERE, THAT DEALS WITH OUR LIMITED RENOVATIONS IN OUR SYSTEMIC, PROGRAM, ROOF REPLACEMENT AND OUR HVAC SYSTEM REPLACEMENTS. AGAIN, NOT TO BE REDUNDANT, BUT, YOU KNOW, A ROOF LAST 20, 25 YEARS. SO WE SHOULD BE GETTING TO OUR ROOFING ON THAT, YOU KNOW, CYCLE AS IT STARTS, AS THEY START TO, YOU KNOW, REACHES, YOU KNOW, END OF LIFE. AND THE SAME THING FOR OUR HVAC PROGRAM, WHICH IS THE MOST AGGRESSIVE OF ALL OF OUR CAPITAL NEEDS, BECAUSE WE DO UNDERSTAND THE IMPACT THAT OUR MECHANICAL SYSTEMS HAVE ON, INDOOR AIR QUALITY. BUT, AS I MENTIONED IN OUR SMALL GROUP BOARD MEETINGS, THANKS TO THE BOARD AND TO THE COUNTY FOR ALLOWING US TO MOVE SOME FUND BALANCE SO THAT WE CAN START FOCUSING ON SOME OF OUR PLANNING NEEDS, WE WILL BE MOVING FORWARD TO DO SPACE ASSESSMENTS SO WE CAN HAVE A BETTER UNDERSTANDING OF HOW OUR BUILDINGS ARE CURRENTLY BEING USED, GIVEN THE DEMANDS OF BLUEPRINT, AND INCREASED ENROLLMENT, SO THERE ARE A NUMBER OF, YOU KNOW, SCOPE STUDIES THAT WE NEED TO, MOVE FORWARD WITH, GIVEN THE, THE, THE, THE SPIKES AND GROWTH THAT'S BEING PLANNED THROUGHOUT THE COUNTY, MOSTLY IN THE ABERDEEN HARBOR, GRACE AREA. SO THIS PLAN KIND OF CAPTURES WHAT THOSE NEEDS ARE. AND THAT'S WHY YOU'LL SEE, HAVE THE GRACE ELEMENTARY, BEING A SCHOOL THAT WE NEED TO TAKE A LOOK AT TO DETERMINE WHAT WE MIGHT WANT TO DO IN THE FUTURE AND HOW THAT WILL BE REFLECTED IN OUR CAPITAL BUDGET, SO OUR COMPREHENSIVE, MAINTENANCE PLAN IS THE, YOU KNOW, SISTER DOCUMENT, IF I COULD SAY THAT REALLY STARTS TO LAY OUT WHAT PATTY JO BEARD'S PROGRAM FOCUSES ON THE MAINTENANCE NEEDS, WITH THE BUILDING SYSTEMS. SO WE HAVE, HOW WE MAINTAIN FIXED THINGS WHEN THEY BREAK. AND THEN WE HAVE WHEN WE WILL REPLACE, BUILDING SYSTEMS WHEN THEY REACH THEIR, YOU KNOW, EXPECTED LIFE. SO WE HAVE TO PLAN FOR A DAY TO DAY MAINTENANCE REQUIREMENTS.

AND THAT'S WHAT WE HAVE IN OUR COMPREHENSIVE MAINTENANCE PLAN. AND THEN, OUR CAPITAL PROGRAM, OUR EDUCATIONAL FACILITIES, MASTER PLAN, THE TWO OF THOSE, WHEN COUPLED TOGETHER, HELP US TO BUILD OUR CIP, WHICH IS REALLY SUPPORTED BY THE FISCAL WILL OF OUR STATE AND LOCAL GOVERNMENT. I JUST WANT TO POINT OUT THAT OUR FUNDING. SO WHAT WE PUT IN THESE DOCUMENTS, DEPENDENT ON THE FUNDING WE RECEIVE. SO WE MAY HAVE SOMETHING LISTED HERE THAT WE WANT TO DO IN NEXT YEAR. IF WE DON'T RECEIVE THE FUNDING, IT JUST GETS DEFERRED A YEAR AND MOVED BACK. SO EACH YEAR THAT'S UPDATED IN THESE DOCUMENTS AND THESE CATEGORIES ALIGN WITH MUCH OF OUR BELOW THE LINE ITEMS THAT WE CALL BELOW THE LINE THAT LOCALLY ONLY FUNDED ITEMS THAT ARE CAPITAL. AND THEN THE OTHER STATE ITEMS AND THEY'RE ALL COMPETING FOR THAT SAME MAXIMUM

[02:30:06]

$50 MILLION IN FUNDING. SO WHETHER IT'S A MAINTENANCE ITEM OR IT'S THOSE LARGER SYSTEMIC RENOVATIONS, REPLACEMENT SCHOOLS, IT'S ALL COMPETING FOR THOSE SAME DOLLARS. SO WITH THAT, SUPERINTENDENTS RECOMMENDATION IS FOR THE BOARD TO APPROVE BOTH DOCUMENTS. AND WE CAN ANSWER THE QUESTIONS. LET'S OPEN IT UP FOR QUESTIONS OR COMMENTS. I JUST I THINK THERE WAS A LOT OF PAGES. SO I DON'T KNOW IF WE WERE GOING TO KEEP GOING THROUGH THEM. SO I JUST WANTED TO ASK, WHILE WE WERE CLOSE TO WHAT I HAD A QUESTION ABOUT, SO FOR IF WE GO BACK TO SLIDE 16, WHERE IT SAYS THE NEW COMBINATION, HARFORD ACADEMY AND ELEMENTARY SCHOOL, IS THAT CAPACITY, THE 900 CAPACITY? IS THAT THE OLD LOCATION OR THE NEW LOCATION? SO WE'RE MOVING FORWARD WITH THE BOARD APPROVED SPEC FOR, WHEN WE CAME FORWARD AND PRESENTED THE DIFFERENT SCENARIOS, WE ARE TAKING THAT INFORMATION AND FITTING IT TO THE NEW SITE, SO WE WILL BE BACK SHORTLY TO THE BOARD WITH, SOME DIFFERENT SCENARIOS AND A RECOMMENDATION ON HOW TO MOVE FORWARD WITH THAT. BUT, WE'RE TRYING TO FIT THE SAME THING WHETHER WE JUST LIKE BASICALLY. SO IT'S NOT GOING TO BE ANY LARGER BECAUSE WE HAVE MORE. NO, IT WILL NOT BE. WE'RE NOT MAKING IT ANY LARGER. IT'S A VERY LARGE BUILDING. OKAY. YEAH, IT'S THE LARGER THAN AND I HAVE TO ASK TO CLARIFYING QUESTION. YOU'RE NOT TALKING ABOUT THE EXISTING HARFORD ACADEMY BUILDING. THAT'S ONLY FOR THE SPECIAL ED. YOU'RE TALKING ABOUT WHAT WE'RE PROPOSING? YES. WHAT WE'RE PROPOSING. YES JUST BECAUSE WE'RE TALKING ABOUT HAVING THE ABILITY TO BUILD SCHOOLS AT SUCH A SLOW RATE, COULD WE ADD MORE CAPACITY TO THE SCHOOL TO KIND OF ACCOMMODATE THAT NEED IS WHAT BASICALLY MY QUESTION THAT'S COOL WOULD BE VERY DIFFICULT JUST BECAUSE OF THE MULTIPLE PROGRAMS THAT THE SCHOOL HAS. AND THEN THE COMMUNITY THAT IT SERVES AND THE LOCATION OF THE SCHOOL FIGURE, WE'RE GOING TO BE GOING THROUGH A REDISTRICTING PROCESS TO MOVE STUDENTS INTO THE BUILDING AND THE LOCATION. THERE'S ONLY SO FAR OUT YOU CAN REACH, AND REALLY, WHERE WE'RE SEEING MORE CAPACITY CONCERNS GROWING IN THE FUTURE IS THAT HAVRE DE GRACE AND ABERDEEN AREA . SO, THAT WOULD BE A LONG, LONG WAY TO TRANSITION. AND THE PROBLEM IS THE AREA IN BETWEEN IS KIND OF A VOID. THERE'S NOT A LOT OF RESIDENTIAL AREAS IN THERE, SO YOU'RE NOT PULLING A LOT OF STUDENTS FROM THAT AREA, WHICH MAKES IT DIFFICULT. AND ALSO THINK ABOUT THE SIZE OF OUR ELEMENTARY SCHOOLS, RED PUMP, IT, YOU KNOW, ABOUT THE SIZE WE'RE TALKING ABOUT HERE, BUT THEN YOU HAD YOUTH BENEFIT IN HOMESTEAD, WAKEFIELD, YOU KNOW, A THOUSAND ELEMENTARY SCHOOL. THAT'S HUGE ELEMENTARY SCHOOL. SO WE'RE NOT TRYING TO. YEAH.

INSIDE THE MIDDLE SCHOOL. SO THAT'S NOT WHERE WE'RE TRYING TO GO. SO THAT'S SIX 700 STUDENT SCHOOL IS WHERE, YOU KNOW, WE'RE FOCUSING OUR DESIGN EFFORTS AND THEN ON TOP OF THAT, YOU HAVE THE MODEL SCHOOL ON TOP OF THAT, YOU HAVE THE SPECIAL ED PROGRAM. SO YOU'RE LOOKING AT PRETTY, YOU KNOW, SIGNIFICANT NUMBER OF STUDENTS IN THAT BUILDING. WE'RE LOOKING AT THE TWO PROGRAMS. THANK YOU. WHAT'S THE AVERAGE AGE OF THE SCHOOL BUILDING IN OUR COUNTY APPROXIMATELY. DO YOU KNOW, I MEAN, ON THIS MAP TO COME BACK. AND IT'S MY UNDERSTANDING THAT A LOT OF THE CROWDING ISSUES ARE REALLY LOOKING AT THE LAST REPORT ARE REALLY MORE AROUND THE ELEMENTARY LEVEL THAN THE HIGH SCHOOL LEVEL. AND IT'S ALSO MY UNDERSTANDING THAT THAT IS IN PART BECAUSE WE WENT THROUGH LIKE A BUILDING SPURT MANY ADMINISTRATIONS AGO WITH, WITH HIGH SCHOOLS. RIGHT? SO WHERE WE SORT OF BUILT FOR THE ANTICIPATED CAPACITY RATHER THAN COUNTY DID BEFORE CORNELL. BUT DAWN, YOU KNOW, BC BEFORE CORNELL BUT DAWN, CHRIS, SO WHAT WERE THE DYNAMICS THAT THAT LED TO THAT DECISION? SO WITH BRAC, IT WAS THE IDEA WAS THAT THERE WOULD BE SOME GROWTH. SO IN ORDER TO PLAN FOR THAT EXPECTED GROWTH, THE SCHOOL BOARD AND THE LOCAL GOVERNMENT AGREED TO BUILD IN SOME ADDITIONAL CAPACITY, LIKE AT BEL AIR AND EDGEWOOD AND SCHOOLS LIKE THAT, SO THAT DIDN'T REALLY FULLY COME TO FRUITION THE WAY I THINK WE THOUGHT IT WAS GOING TO. INSTEAD, THE SITUATION THAT WE'RE IN NOW SEEMS TO BE THAT WE HAVE MORE YOUNGER FAMILIES MOVING IN. BUT AT THE ELEMENTARY SCHOOLS, TOO, AS DOCTOR BOHLSEN MENTIONED, WE'RE COMPETING FOR SPACE WITH SPECIAL ED PROGRAMS, AND WE HAVE THE OTHER WRAPAROUND SERVICES THAT ARE NOW IN OUR ELEMENTARY SCHOOLS. SO WE DON'T HAVE THE NUMBER OF SEATS, IN OUR ELEMENTARY SCHOOLS THAT WE HAVE IN OUR HIGH SCHOOLS, IN THE PROGRAMS ARE DIFFERENT. SO THAT'S WHY THERE'S MORE TENSION, WHEN YOU START LOOKING AT THE USE OF SPACE AND WE'VE LOOKED AT THESE THAT IS THAT WHEN YOU'RE LOOKING AT THE AGE OF THESE BUILDINGS, THEY WERE BUILT BASED ON A DIFFERENT PHILOSOPHY. SO YOU BUILD CLASSROOMS IN A HALLWAY AND THAT'S WHERE THE

[02:35:03]

STUDENTS WENT. AND THEN THEY WENT HOME. AND NOW WE HAVE A LOT OF OTHER WRAPAROUND SERVICES, COUNSELING, PULL OUT SERVICES THAT WASN'T ACCOUNTED FOR IN A LOT OF OUR OLDER BUILDINGS. SO WHEN YOU NEED A PLACE TO PULL STUDENTS OUT FOR SMALL GROUP, YOU NEED TO FIND A PLACE WHERE YOU KNOW YOU'RE NOT SITTING IN THE MIDDLE OF THE HALLWAY OR UNDER A STAIRWAY, SO A LOT OF TIMES THEY'RE USING UTILIZING CLASSROOM SPACE, OFFICE SPACES, JUST ANY NOOK AND CRANNY THEY CAN FIND IN THE OLDER BUILDINGS. IT'S HARDER TO FIND THAT SPACE. SO THAT ALSO IMPACTS THE CAPACITY, ON THE ELEMENTARY LEVEL. CAN I ASK ONE MORE QUESTION ABOUT HARFORD ACADEMY, WHEN I TOURED THE FACILITY, THEY THEIR HALLWAYS WERE LINED WITH EQUIPMENT THAT IS ABSOLUTELY ESSENTIAL TO THEIR FUNCTIONS, BUT ALSO, I WOULD ASSUME THAT THAT WOULD BE A RISK IN THE EVENT OF A FIRE OR AN EMERGENCY. IT DOES. THE NEW HARTFORD ACADEMY HAVE ENOUGH STORAGE FACILITIES BUILT INTO THE BUILDING TO BE ABLE TO ACCOMMODATE ALL OF THOSE MEDICALLY NECESSARY. THE EQUIPMENT. YEAH. SO, YOU'RE ABSOLUTELY RIGHT THAT THE FIRE MARSHAL'S OFFICE LOOKS AT THAT IN TERMS OF, YOU KNOW, BEING ABLE TO, YOU KNOW, ACCESS THOSE HALLWAYS, LEAVE AND ALL THAT. YOU CAN'T HAVE THINGS BLOCKING. BUT WHAT THEY WHAT THEY DID AT SOME OF THE OTHER MORE RECENT ROCK CREEK AND STUFF, THEY CREATE, LIKE PARKING SPACES OR PARKING AREAS WHERE THEY KIND OF CREATE IT WITH LIKE THE TOWEL OR THINGS LIKE THAT, SO THAT THOSE ITEMS ARE PLACED THERE FOR THEIR USE AND WHATEVER. AND THEN, YOU KNOW, OUTLINED AS THE ACCESS POINTS TO GET TO AND FROM AND OUT, YOU KNOW, SO IT NEEDS, YOU KNOW, THOSE SAFETY REQUIREMENTS.

BUT STILL ALLOW SPACE FOR THEIR APPARATUS. SO STUDENTS UTILIZE, YOU KNOW, SOMETIMES THREE PIECES OF EQUIPMENT THROUGHOUT A DAY, AND THEY NEED TO BE ABLE TO QUICKLY ACCESS AND MAKE THAT TRANSITION AND THEN HAVE A PLACE TO PUT THE OTHER PIECE OF EQUIPMENT. SO THE GOAL IS TO HAVE IT CLOSE TO THEIR CLASSROOMS SO THEY'RE NOT MISSING AN EDUCATIONAL TIME.

SOMEONE CAN RUN OUT, GRAB THE EQUIPMENT, THEY DO THE TRANSFER, AND THEN IT CAN BE MOVED OUT TO, A HALLWAY FOR STORAGE. THANK YOU . SO THE PLAN IS ONLY GOOD IF YOU GET THE FUNDING TO BE ABLE TO SUPPORT IT, RIGHT. SO IS THE THOUGHT THAT WE HAVE THIS PLAN AS REALLY A TOOL TO SHOW THAT WE'VE THOUGHT THROUGH SORT OF WHAT THE CHALLENGES ARE AND THEN THE BOARD AND THE COMMUNITY CAN GO LOBBY TO ALL OF OUR FUNDING PARTNERS TO SAY, LISTEN, WE'VE GOT AHEAD OF THIS. WE'RE NOT BEING REACTIVE. THIS IS WHERE WE NEED TO BE. WE EITHER DEAL WITH THIS PROBLEM NOW OR WE DEAL WITH IT LATER. IS THAT THE PHILOSOPHY BEHIND THIS? YEAH, THE PHILOSOPHY IS ALWAYS TO HAVE YOUR PLAYBOOK SAY, THIS IS WHAT WE NEED AND THE REASONS WHY. AND THEN TO ADVOCATE FOR THE RESOURCES IN ORDER TO IMPLEMENT. THANK YOU. BASICALLY THE IF YOU'RE FLAT FUNDING, YOU SAW THE COST INCREASE. OF COURSE, YOU'RE COMING TO A POINT AND WE'RE ACTUALLY GETTING THERE NOW WHERE, THE MONEY IS JUST NOT GOING AS FAR, WHICH IS WHERE DOCTOR WILSON WAS TALKING ABOUT HAVING TO GO OUT THREE YEARS FOR CONSTRUCTION FUNDING TO BE ABLE TO STAY UNDER THE PARAMETERS OF 50,000,015 MILLION, TO BE ABLE TO STAY UNDER THOSE PARAMETERS AND STILL MOVE THESE PROJECTS FORWARD. THE FUNDING REQUEST WILL GO OUT THREE YEARS. AND THOSE LIMITS ALSO PRECLUDE US FROM ASKING FOR TWO CONSTRUCTION OF THOSE LARGE STRUCTURES, WHICH IS WHY WE HAD TO PUSH OUR TIMELINE OUT, BECAUSE WE COULDN'T ASK FOR CONSTRUCTION FUNDING FOR HOMESTEAD WAKEFIELD.

I MEAN, FOR OXFORD AT THE SAME TIME AS FOR THE NEW SCHOOL. IS THAT LIMITATION CODIFIED SOMEWHERE OR WHERE IS THAT LIMITATION COMING FROM? THAT IS SO WE ARE 15 MILLION IS AN AVERAGE THAT WE GET FROM THE STATE BASED ON JUST HISTORY, THE 50 MILLION WAS THROUGH CONVERSATIONS WITH THE COUNTY AS TO HOW MUCH THAT THEY WOULD, I'VE HEARD THAT, LIKE, WE CAN ONLY BUILD ONE SCHOOL AT A TIME. THAT'S MORE OF A LIMITATION OF FUNDING, THOUGH, THAN IT IS LIKS AGO, THE COUNTY GOVERNMENT DID SAY WE'RE ONLY GOING TO FUND ONE SCHOOL AT A TIME. GOING TO FUND.

OKAY WELL. DEMONSTRATION. AND THIS IS A SECTION QUESTIONS OR COMMENTS FROM ANY OTHER BOARD MEMBERS I HAVE A QUESTION. CAROL BRUCE. WHEN WE APPROVED THE CONSENT AGENDA, IT WAS FUNDING FOR WOODEN FLOORS, REFINISHING AND REPAIR. AND I GUESS THE CONTRACTS. YES YES, I GUESS I'M WONDERING WHERE WHERE ARE THEY? WHAT ARE THESE SCHOOLS THAT YOU'RE GOING TO DO? YOU KNOW, YOU CAN GET TO ME LATER BECAUSE I'M WONDERING IS, IS REFINISHING WOOD AND A SCHOOL NEEDS A ROOF, YOU KNOW, IS THAT ARE WE LOOKING AT ALL THE INDICATORS WITH THAT KIND OF FUNDING? YEAH THAT THAT CONTRACT, THERE IS ONE SCHOOL OVER EDGEWOOD, I BELIEVE THAT'S THE SCHOOL WHERE WE HAVE A, A GYM FLOOR THAT NEEDS TO BE REPAIRED SO THAT CONTRACT IS BEING USED FOR THAT. AND WE HAVE

[02:40:07]

, FUNDING IN OUR BUDGET TO ADDRESS FLOORING REPAIR. SO THAT'S JUST ONE ITEM, YOU KNOW, OUT OF, YOU KNOW, OUR, OUR BUDGET FOR REPAIR, IT'S GYM FLOORS. THAT'S NOT THE FUNDING THAT WE RECEIVE FOR ROOFING REPAIR. I KNOW, BUT THE GYM FLOOR IS MAINLY WHAT YOU'RE USING IT FOR. AND THAT'S NOT WOOD FLOORS IN ANY OTHER AREA THAT THAT CONTRACT RIGHT NOW IS PLANNED FOR SOME GYM FLOOR REPAIRS. OKAY. THAT'S WHAT I WAITED ON. THANK YOU. OKAY. I THINK WE CAN COMBINE THESE INTO ONE MOTION IF THERE'S NO OTHER QUESTIONS OR COMMENTS. SO SO LET'S DO A MOTION. I'LL REQUEST A MOTION TO APPROVE THE 2024 EDUCATIONAL FACILITIES MASTER PLAN AND COMPREHENSIVE MAINTENANCE PLAN. THIS IS MELISSA AND I MOVED TO APPROVE THE EDUCATIONAL FACILITIES MASTER PLAN AND THE COMPREHENSIVE MAINTENANCE PLAN.

SORRY. THANK YOU. IS THERE A SECOND, MISS TERRY? I'LL SECOND. ALL IN FAVOR, PLEASE SAY YES.

YES, YES. ANY OPPOSED? PLEASE SAY NO. THANK YOU. MOTION PASSES. THANK YOU, THANK YOU.

[G. Presentation of Proposed Revisions to Board Policy 20-0038-000 Public Information Act Requests, Lauren R. Driver, Esq., Deputy General Counsel]

YOU GUYS HAVE A GREAT NIGHT. OKAY. MOVING ON TO ITEM G PRESENTATION ON PROPOSED REVISIONS TO BOARD POLICY 02-0036 DRESS CODE. I'D LIKE TO CALL ON DOCTOR PAULA STANTON, SUPERVISOR OF EQUITY CULTURAL PROFICIENCY. AND MISS KATIE RIDGEWAY. WE DON'T SEE HERE.

MUST BE VIRTUAL. YES. DIRECT. THANK YOU. HELLO, DIRECTOR OF STRATEGIC INITIATIVES FOR YOUR PRESENTATION. WELCOME. ALL RIGHT. THANK YOU VERY MUCH. GOOD EVENING. MY NAME IS KATIE RIDGEWAY, AND I AM THE DIRECTOR OF STRATEGIC INITIATIVES. I AM JOINING YOU THIS EVENING TO INTRODUCE THE PROPOSED DRESS CODE POLICY FOR BOARD CONSIDERATION. THIS REVISED POLICY COMES AT THE REQUEST OF PRESIDENT BOYNTON, WHO ASKED ADMINISTRATION TO UPDATE THE CURRENT DRESS CODE POLICY, WHICH WAS LAST AFFIRMED IN 2005, TO DEVELOP THIS NEW POLICY, WE DREW UPON THE EXTENSIVE WORK OF THE HCS EQUITY COMMITTEE REGARDING DRESS CODE LANGUAGE IN THE STUDENT HANDBOOK, THE EQUITY COMMITTEE ENGAGED STAKEHOLDERS TO DRAFT SIMILAR LANGUAGE, WHICH WE HAVE ADAPTED TO FIT THE INTENT OF BOARD POLICIES. SINCE THE POLICY LANGUAGE REFLECTS THE WORK OF THE EQUITY COMMITTEE, THE SCHOOLS ARE FAMILIAR WITH ITS INTENT AND REQUIREMENTS. THE PROPOSED REVISED POLICY WAS PRESENTED TO THE BOARD POLICY REVIEW COMMITTEE ON JUNE 12TH, 2024 AND IS PRESENTED TONIGHT IN THE SAME FORM. YOU HAVE IT BEFORE YOU. PAULA STANTON AND I ARE AVAILABLE FOR ANY QUESTIONS. THANK YOU VERY MUCH. DO YOU HAVE ANYTHING TO ADD SINCE YOU'RE HERE? NO, I'M JUST GOING TO ASK A QUESTION. OKAY. ALL RIGHT. THANK YOU, SO AT THIS TIME WE'LL OPEN IT UP FOR QUESTIONS OR COMMENTS. AND I'LL START BY SAYING THAT, THIS WAS, REQUESTED TO BE UPDATED ONE JUST SIMPLY BECAUSE OF ITS AGE, NEARLY 20 YEARS, I THINK. I MEAN, THE OLD ONE MENTIONED THINGS LIKE SCHOOL UNIFORMS, WHICH I DON'T EVEN THINK WE DO. AND, YOU KNOW, THERE'S ALSO BEEN SOME FEEDBACK FROM THE COMMUNITY COMING OUT OF COVID ABOUT, HOW STUDENTS ARE DRESSING. AND IT'S INAPPROPRIATE , MAYBE SLOPPY KIDS COMING TO SCHOOL IN PAJAMAS AND THOSE SORTS OF THINGS. AND SO WE WANTED TO ADDRESS SOME OF THAT IN THIS AS WELL. IT'S MY UNDERSTANDING THAT IT WENT THROUGH THE POLICY REVIEW COMMITTEE AND DID NOT HAVE ANY SUGGESTIONS, WHICH IS FAIRLY RARE. SO THERE SEEMS TO BE SOME CONSENSUS THAT THIS NEW POLICY STRIKES A BALANCE OF ALL THE DIFFERENT INTERESTS THAT WERE PRESENTED. AND AT THIS POINT, IT'S UP FOR BOARD COMMENT AND PUBLIC COMMENT FOR 30 DAYS. SO BOARD MEMBERS, YOU HAVE THE POLICY. ARE THERE ANY QUESTIONS OR COMMENTS I'D LIKE? I GUESS A COMMENT IS MUCH LIKE THE CELL PHONE POLICIES, YOU KNOW, WHAT'S OUR PLAN TO ROLL THIS OUT? HOW DO WE INFORM STUDENTS? HOW DO WE INFORM PARENTS ABOUT ABOUT THE CHANGES? I, I CAN ANSWER THAT ONE. I ACTUALLY THINK, YOU KNOW, WHAT YOU HAVE HERE IS PRETTY CONSISTENT WITH, WITH THE CELL PHONE POLICY. BUT I THINK IF YOU TRY TO PUT AN EQUALLY IF YOU TRY TO PUT AN EQUAL EMPHASIS ON THIS AS A CELL PHONES, THEY'LL BOTH NOT BE ROLLED OUT. WELL I REALLY THINK I MEAN, I WASN'T CONSULTED ON WHETHER WE SHOULD BE DOING THIS POLICY RIGHT NOW. I MEAN, ENFORCEMENT IS ALWAYS IS ALWAYS A CHALLENGE WE'RE DEALING WITH, WITH DIFFERENT STUDENTS. BUT AT THE SAME TIME, IF YOU REALLY WANT TO MOVE SOMETHING, WELL, YOU FOCUS ON ONE BIG THING AT A TIME. AND THIS BOARD MADE A COMMITMENT TO CELL PHONES. AND, YOU KNOW, I SUPPORT WHAT WE'RE DOING THERE. BUT IF WE'RE GOING TO START MESSAGING THAT DRESS CODE IS THE MOST IMPORTANT THING THIS YEAR. I DON'T THINK YOU'RE GOING TO SEE MUCH CHANGE.