[B. Decision on Proposed Revisions to Board Policy 20-0038-000 Public Information Act Requests, Lauren R. Driver, Esq., Deputy General Counsel • Proposed Revised Board Policy 20-0038-000 entitled Public Information Act Requests • Current Board Policy 20-0038-000 entitled Public Information Act Requests]

DECISION ON PROPOSED REVISIONS OF BOARD POLICY 200038 PUBLIC INFORMATION ACT REQUEST.

WELCOME, MISS LAUREN DRIVER, DEPUTY GENERAL COUNSEL FOR YOUR PRESENTATION THIS EVENING. THANK YOU. MEMBERS OF THE BOARD, I INTEND TO BE BRIEF THIS EVENING. IT'S NOT A CONTROVERSIAL TOPIC.

HOPEFULLY, WE ARE HERE. SURE ABOUT THAT? JUST ABOUT EVERYTHING IS. I KNOW I SHOULDN'T HAVE SAID THAT. I APOLOGIZE. WE ARE HERE TO DISCUSS, PROPOSED CHANGES TO THE MPIA POLICY, MAINLY BECAUSE OUR EXISTING POLICY IS 14 YEARS OUT OF DATE. AND TEN OF THOSE YEARS, THE LAW DIDN'T REFLECT WHAT WE SAID IT REFLECTED. SO THE ORIGINAL MPIA LAW WAS HOUSED IN THE STATE GOVERNMENT ARTICLE THAT WAS REPEALED IN 2017. SO THE MAIN FUNCTION OF THE POLICY CHANGE WAS TO REFLECT THE CORRECT LAW, WHERE IT IS NOW HOUSED IN TITLE FOUR OF THE GENERAL PROVISION ARTICLE OF THE MARYLAND ANNOTATED CODE. THE SECOND PURPOSE OF THE POLICY SHIFT IS TO ESSENTIALLY MOVE THE REAL MEAT OF HOW WE ADDRESS EMPIRE'S, HOW WE RESPOND TO THEM INTO A PROCEDURE WHICH IS, VERY, ALMOST VERBATIM, BUT HIGHLY REFLECTIVE OF THE MARYLAND ATTORNEY GENERAL'S MANUAL ON HOW TO ADDRESS, MPIA REQUESTS. SO WE PUT THE WHY IN THE POLICY. AND THAT'S BECAUSE THE LAW SAYS WE HAVE TO. AND THEN THE HOW IS IN OUR PROCEDURE AND OUR CURRENT POLICY WITH ITS AMENDMENTS, REFLECTS OR REFERS TO RATHER THAT GENERAL ARTICLE IN TITLE FOUR, THE ATTORNEY GENERAL'S MANUAL AND OUR INTERNAL PROCEDURE, THIS WAS ORIGINALLY PRESENTED TO THE BOARD. AT THE JUNE 24TH MEETING. IT WENT OUT FOR PUBLIC COMMENT. WE DID RECEIVE ONE PUBLIC COMMENT. THEN WE DID HAVE THREE SMALL GROUPS WITH THE BOARD MEMBERS. I BELIEVE WE ADDRESSED THE PUBLIC COMMENT AND ANY ADDITIONAL QUESTIONS THAT YOU ALL MAY HAVE HAD. NO SUBSTANTIVE CHANGES WERE MADE TO THE PROPOSED POLICY, AND I'M HERE TONIGHT TO ASK FOR A VOTE TO APPROVE AND PASS THE POLICY. AND JUST ONE ADDITIONAL TIDBIT FOR THE COMMUNITY MEMBERS AND THE BOARD MEMBERS, THE POLICY OR THE PROCEDURE, RATHER, DOES INDICATE THAT HAVE A NEW EMAIL ADDRESS CALLED MPIA AT KPBS.ORG, JUST BECAUSE WE WOULD LIKE TO TRY AND STREAMLINE THE RECEIPT, AND RESPONSE PROCESS FOR THESE MPIA. SO WE ENCOURAGE EVERYONE THAT IS, SEEKING PUBLIC INFORMATION TO UTILIZE THAT EMAIL ADDRESS. AND THEN IT CAN GET TO WHERE IT NEEDS TO GO A LITTLE BIT QUICKER. ALL RIGHT. THANK YOU VERY MUCH. AT THIS TIME WE'LL OPEN IT UP FOR BOARD MEMBER QUESTIONS OR COMMENTS. THIS IS CAROL BRUCE. I'D LIKE TO THANK THE POLICY OFFICE AND MISS DRIVER AND MISS NEIL. WE HAVE A LOT OF POLICIES OUT THERE THAT ARE OLD. AND I APPRECIATE YOUR TIRELESS WORK IN GETTING THESE UPDATES. THANK YOU. ANYTHING ELSE I JUST WANTED TO ASK IS THE EMAIL ADDRESS THAT IS CHANGING. SOME ARE LISTED ON THE DOCUMENT BECAUSE I DIDN'T SEE IT. IT'S NOT A CHANGE, IT'S JUST A NEW EMAIL ADDRESS, TYPICALLY OR I GUESS IN THE PAST, MPI REQUESTS

[01:45:03]

WERE RECEIVED ESSENTIALLY BY ANY DEPARTMENT. THEY WERE FIELDED BY THE OFFICE OF GENERAL COUNSEL, AND THEN DISSEMINATED FROM OUR OFFICE. BUT WE DIDN'T HAVE A MAIN CENTRAL REPOSITORY. THE EMAIL ADDRESS IS IN THE PROCEDURE THAT IS POSTED ON THE WEBSITE, IT IS NOT REFLECTED IN THE POLICY. OKAY. I JUST WANTED TO SAY THAT I LIKE HOW THE, THE POLICY INCLUDES A LINK TO THE PROCEDURE. SO I APPRECIATE THAT. YOU'RE WELCOME. OKAY. IF THERE'S NO OTHER QUESTIONS OR COMMENTS, I'LL ENTERTAIN A MOTION AND A SECOND TO APPROVE BOARD POLICY. 200038 PUBLIC INFORMATION REQUESTS. I SO MOVE. SECOND, THANK YOU. THERE'S A MOTION AND A SECOND. ALL IN FAVOR, PLEASE SAY YES. YES YES YES YES. ANY OPPOSED? PLEASE SAY NO. THANK YOU. MOTION PASSES. POLICY IS

[C. Decision on Proposed Revisions to Board Policy 02-0036-000 Dress Code, Dr. Aaron Poynton, Board President • Proposed revised policy entitled 02-0036-000 Dress Code • Current 02-0036-000 Dress Code policy]

UPDATED. THANK YOU VERY MUCH. OKAY. WE'RE GOING TO MOVE ON TO ANOTHER OLD POLICY. WE'RE GOING TO MOVE ON TO ITEM C DECISION ON PROPOSED REVISIONS TO BOARD POLICY 02-0036. DRESS CODE. THIS POLICY WAS LAST UPDATED A COUPLE DECADES AGO, I THINK, BUT THE BOARD HAS RECEIVED IT, HAS HAD AMPLE TIME TO REVIEW IT. WE RECEIVED VERY FEW PUBLIC COMMENT ON THIS. I THINK, WHICH THE BOARD HAS ALSO RECEIVED. SO AT THIS POINT, WE'LL OPEN IT UP FOR QUESTIONS OR COMMENTS FROM THE BOARD. I HAVE A COMMENT. YEP SO MORAL QUESTION ACTUALLY. WELL QUESTION AND COMMENT. SO WHO, WAS IN CHARGE OF, OF THIS UPDATING THE POLICY FOR THE BOARD. MISS RIDGEWAY HERE. HI.

GOOD EVENING. YES, YES. THANK YOU. WOULD YOU JUST LIKE TO TALK ABOUT THE PROCESS THAT BROUGHT THIS TO, TO WHERE IT IS? YES, THANK YOU, AND THANK YOU, MR. SEWELL. I, ON BEHALF OF THE BOARD, WENT TO THE WORK THAT THE EQUITY COMMITTEE HAD BEEN COMPLETING OVER THE LAST FEW YEARS ABOUT OUR STUDENT DRESS CODE AND UPDATING THE STUDENT HANDBOOK THAT WORK INVOLVED VARIOUS STAKEHOLDERS AND INVOLVED ALL OF THE SCHOOLS. IT IS THE CURRENT INFORMATION THAT'S IN THE HANDBOOK. ALTHOUGH A COUPLE ITEMS HAVE BEEN UPDATED BASED ON FEEDBACK AND BASED ON EXPERIENCE OF THE SCHOOLS AND OF THE EQUITY COMMITTEE. IN TRYING TO, EXPLAIN THIS POLICY SO IT IS ALMOST VERBATIM, THERE ARE A COUPLE MINOR CHANGES, THE MAIN WORK OF THAT GROUP BACK WHEN IT FIRST STARTED WAS TO REMOVE ALL GENDER, RELATED, VERBS AND, AND ARTICLES OF CLOTHING AND THINGS LIKE THAT, AND TO MAKE SURE THAT THE POLICY COULD BE APPLIED TO ALL STUDENTS EQUALLY. AND, THEN I CRAFTED IT FROM THE HANDBOOK LANGUAGE AND PUT IT IN THE POLICY FORMAT. AND THE BOARD HAS RECEIVED IT. FROM MY UNDERSTANDING, NO CHANGES HAVE BEEN MADE TO THAT DRAFT AFTER IT'S BEEN THROUGH THE POLICY COMMITTEE AND THAT IT'S BEEN THROUGH THE BOARD. THANK YOU FOR THAT, SO YEAH, I REVIEWED, THE PROPOSED POLICY AND I COMPARED IT TO THE PARENT STUDENT HANDBOOK. I NOTICED THAT THE LANGUAGE WAS VERBATIM, EXCEPT FOR FOUR WORDS, WHICH WAS OR WHICH THE ADDITION OF, BELLY BUTTON AND NAVEL, WHICH I THOUGHT WAS AN INTERESTING, ADDITION, FIRST OFF, I THOUGHT I THOUGHT THE BELLY BUTTON NAVEL WERE THE SAME THING, BUT, YOU KNOW, BEYOND THAT, IT THE IN THE HANDBOOK, IT ALREADY, GIVES THE HANDBOOK, IT ALREADY STATES THAT, STUDENTS ARE TO HAVE BASICALLY A SHIRT THAT COVERS THEIR BODY, YOU KNOW, LIKE THE WHOLE THE WHOLE TORSO, SO, I THOUGHT IT WAS JUST A LITTLE REDUNDANT TO ADD THAT LANGUAGE.

YES THAT I WAS GOING TO SAY, DOCTOR STANTON, CAN SPEAK TO THAT LANGUAGE, AS THAT WAS FROM THE WORK FROM HER COMMITTEE. HI. THIS IS PAULA STANTON, SUPERVISOR OF EQUITY AND CULTURAL PROFICIENCY. SO THE REASON FOR THAT LANGUAGE, AND YES, I DO BELIEVE BELLY BUTTON AND NAVEL ARE THE SAME, BUT THE REASON FOR THAT LANGUAGE WAS BECAUSE THERE WERE SOME STAKEHOLDERS. I BELIEVE IT WAS COMMUNITY STAKEHOLDERS WHO FELT LIKE SOME OF OUR STUDENTS DIDN'T NECESSARILY USE THE LANGUAGE OF MIDRIFF AND DIDN'T WANT TO LEAVE ANYTHING UP TO INTERPRETATION.

SO WE INCLUDED BELLY BUTTON AND NAVEL SO THAT YOU COVERED ALL BASES. OKAY. YEAH. I MEAN, I CAN

[01:50:06]

UNDERSTAND THAT, THE, I THINK BELLY BUTTON IS DEFINITELY CLEAR TO PEOPLE. LIKE, I THINK EVERYBODY KNOWS WHAT A BELLY BUTTON IS, YOU KNOW, AND MAYBE THIS IS JUST A NITPICK ON MY PART, BUT, YOU KNOW, JUST FOR CONCISENESS, DO WE NEED TO HAVE NAVEL IN THERE? CAN WE JUST TAKE THAT OUT, SURE. BECAUSE I DON'T THINK HARDLY ANYBODY KNOWS WHAT NAVEL IS. OR ANY OTHER BODY PARTS. ANYONE WANTS TO DISCUSS THAT BODY PARTS. BUT I SINCE THAT IS ALL INCLUDED IN THE HANDBOOK AND THE PREVIOUS POLICY JUST SAYS, I MEAN, I CAN READ IT TO YOU. IT'S ONE PARAGRAPH LONG.

STUDENTS HAVE THE RESPONSIBILITY TO CHOOSE THEIR ATTIRE AND TO ARRANGE THEIR PERSONAL APPEARANCE IN A MANNER THAT IS SAFE, HEALTHY AND OFFENSIVE, AND NOT DISRUPTIVE TO THE EDUCATIONAL PROCESS. THE STUDENT DRESS CODE IS INTENDED TO CREATE A AND PRESERVE A POSITIVE CLIMATE FOR TEACHING AND LEARNING, REDUCE THE POSSIBILITY OF DISCIPLINE PROBLEMS, AND PRESERVE SCHOOL ORDER AND SAFETY. THE SUPERINTENDENT OF SCHOOLS IS DIRECTED TO DEVELOP REGULATIONS AND PROCEDURES TO IMPLEMENT THIS POLICY. THE SCHOOL ADMINISTRATION SHALL HAVE THE AUTHORITY TO MAKE ALL DECISIONS REQUIRED TO ENFORCE THIS POLICY. THEN IT GOES ON WITH A VERY SHORT SECTION ABOUT SCHOOL UNIFORMS AND ANNUAL REVIEWS, WHICH IS REALLY FUNNY.

THE BOARD OF EDUCATION, WILL REVIEW THIS ANNUALLY, WHICH, THEY HAVEN'T DONE AS LONG AS I'VE BEEN ON THE BOARD. SO, MY QUESTION IS, WHY DO WE NEED TO CHANGE THAT IF THE REST OF IT'S PUT IN THE, HANDBOOK ALREADY? WHY CAN'T WE JUST REAFFIRM THIS? I'D LIKE TO HAVE, MAKE A STATEMENT OF CONCERNING THAT, THE SOME OF THE HANDBOOK, LIKE THE STUDENT HANDBOOK INFORMATION IS, LIKE, EMBEDDED IN INFORMATION THAT PARENTS GET. AND NOT BEING A PARENT, LIKE, LIKE THEY DID IN THE PREVIOUS POLICY. IF THEY COULD PROVIDE AT LEAST A LINK WHERE WE HAVE ACCESS TO THE HANDBOOK AND WE DON'T HAVE TO GO HUNTING FOR ANOTHER DOCUMENT, I THINK THAT I COULD BE ON BOARD WITH THAT, BUT I THINK THAT THIS PROVIDES, DETAIL THAT MAY NOT BE, READILY AVAILABLE TO SOME PEOPLE WITHOUT DIGGING IN ANOTHER AREA TO LOOK FOR IT. SO IF WE COULD ADD A LINK, I COULD BE ON BOARD WITH THAT. BUT YOU KNOW, I LIKE THE DETAIL BECAUSE I'M NOT A PARENT AND I DON'T GET IT. GET THE DETAIL. SO, THAT'S THAT THEY GET IT. AND JUST PLAYING DEVIL'S ADVOCATE HERE, IF YOU'RE NOT A PARENT AND YOU DON'T HAVE A CHILD IN THE SCHOOL SYSTEM, WHAT DIFFERENCE DOES IT MAKE IF YOU'VE GOT THAT? IF YOU'D LIKE ACCESS TO THAT INFORMATION? OKAY. SO JUST FOR YOU, I MEAN, JUST FOR ME, BUT I THINK TRANSPARENCY IN THE CONNECT WITH THE PUBLIC, I THINK THAT THERE ARE PEOPLE THAT ARE INTERESTED IN THIS. BESIDES, I MEAN, I DON'T I DON'T HAVE A PROBLEM WITH HAVING A LINK. THAT'S NOT MY ISSUE AT ALL, BUT THIS REALLY COVERS EVERYTHING. AND THE PROBLEM WITH MAKING IT A POLICY, UNLESS WE ARE GOING TO ACTUALLY REVIEW IT ANNUALLY, YOU KNOW, MAYBE THE NEW STYLE IS LETTING YOUR, LEFT BREAST SHOW, YOU KNO, IT'S EASIER TO UPDATE THE HANDBOOK THAN IT IS TO CHANGE THE POLICY. AND LIKE I SAID, I COULD BE ON BOARD WITH THAT AS LONG AS EVERYBODY HAS ACCESS TO THE HANDBOOK AS WELL. SO IF WE PUT A LINK IN AND AS THE, AS THE HANDBOOK GETS UPDATED, IT LINKS TO THE NEW INFORMATION THAT WOULD BE I WOULD BE OKAY WITH WITH THAT. BUT I, I THINK THAT, THAT THE COMMUNITY HAS A RIGHT TO, YOU KNOW, WHAT THE PROCEDURES ARE AND THE POLICIES ARE AS WELL. AND AND, YOU KNOW, GRANDPARENTS ARE INTERESTED, YOU KNOW, THERE'S OTHER PEOPLE INTERESTED BESIDES JUST THE PARENTS. I'M INTERESTED. I'M A GRANDPARENT. I DON'T HAVE, YOU KNOW, I'M THAT'S WHY I'M ON THIS BOARD BECAUSE I'M INTERESTED IN OUR FUTURE GENERATION AND THE CHILDREN THAT WE'RE EDUCATING TODAY. SO I DON'T LIKE I SAID, I DON'T HAVE A PROBLEM WITH PUTTING A LINK IN. I DON'T I WAS JUST CURIOUS BECAUSE YOU DON'T HAVE ANY GRANDCHILDREN HERE, THOUGH, DO YOU? NO, BUT I HAVE A CHILD WHO WENT THROUGH THIS THROUGH HIGH SCHOOL SYSTEM, SO I HAVE ENOUGH INFORMATION TO KNOW THAT I WANTED TO BE ON THIS BOARD. OH, I WASN'T SAYING THAT. YES, MA'AM. CAN I CAN I JUST ADD A QUESTION? WHAT'S IN THE HANDBOOK? BECAUSE THIS POLICY DOESN'T ADDRESS ANYTHING THAT WOULD, YOU KNOW, REQUIRE ANY DISCIPLINARY ACTION OR ANYTHING LIKE THAT. SO IN THE HANDBOOK, PARENTS ARE REQUIRED TO SIGN THE POLICY. IS THAT CORRECT? YOU MEAN THE HANDBOOK IN THE

[01:55:01]

HANDBOOK. YEAH. THAT'S EVERY PARENT IS TO SIGN IT. SO THE PARENTS RESPONSIBLE FOR THEIR CHILD AND THE CHILD'S DRESS. SO WHAT DOES THIS DO FOR THAT. IT DOESN'T ADDRESS IT. BUT POLICIES DON'T TYPICALLY ADDRESS THAT LEVEL OF DETAIL. THAT USUALLY IS UP TO THE ADMINISTRATION TO COME UP WITH A PROCEDURE OR A PROCESS. YEAH I UNDERSTAND SO WHAT WHAT ARE WE SAYING. THIS POLICY, WHAT IS IT THEN FOR. SO THIS SO JUST SO WE'RE ALL KEEPING SCORE HERE. SO THE OLD POLICY WHICH WAS VERY SIMPLE ONE PARAGRAPH BASICALLY LAST AFFIRMED IN 2005, IN THE MEANTIME. SO THAT BASICALLY HAS GONE STALE, RIGHT. NO ONE'S LOOKED AT IT. NO ONE'S UPDATED IT. AND BUT WHAT HAS BEEN CHANGING WHAT THE ADMINISTRATION HAS BEEN UPDATING HAS BEEN THE HANDBOOK. OKAY. SO THE HANDBOOK THAT THE STUDENTS GET IS THE MOST UP TO DATE ONE. BUT THE POLICY NEVER CHANGED. ALL WE'RE DOING HERE IS WE'RE SAYING THAT THE POLICY IS NOW GOING TO MATCH OTHER THAN THE BELLY BUTTON, WHAT'S IN THE HANDBOOK. BUT I THINK IT WILL MATCH HERE AT THE END OF THE DAY. WELL, IT DOESN'T SAY ANYTHING ABOUT THE BELLY BUTTON HERE, BUT I THINK IT WAS REAFFIRMED. IT WAS FIRST SET UP AND REAFFIRMED IN MARCH 2005. WHY CAN'T WE JUST REAFFIRM IT IF IT'S NOT GOING TO BE ANYTHING ADDITIONAL? JUST REAFFIRM. YEAH. SO I THINK THE QUESTION IS WHERE DOES THIS BELONG? DOES THIS BELONG AS A POLICY OR DOES IT NOT BELONG AS A POLICY? THERE IS AN ARGUMENT THAT SAYS, WHICH I THINK IS WHAT DOCTOR MILLER MIGHT BE BRINGING UP HERE.

THERE'S AN ARGUMENT THAT SAYS WE DON'T NEED A POLICY ON THIS BECAUSE IT'S IN THE HANDBOOK. IF WE DO CHOOSE TO HAVE A POLICY ON IT, MEANING THAT WE THINK THAT THIS IS AN IMPORTANT ENOUGH ISSUE FOR THE SCHOOL SYSTEM, WHICH I DO BELIEVE, BECAUSE I'VE HEARD A LOT ABOUT DRESS CODE FROM ALL ACROSS THE BOARD. AND I DO THINK IT SHOULD BE IN A POLICY WHERE BOARD HAS MORE CONTROL OVER IT AND MORE SAY IN IT THAN SIMPLY SOMETHING THAT IS, YOU KNOW, A PROCEDURE OR IN THE HANDBOOK. BUT WHAT THIS DOES, BASICALLY THIS ACTION, IF WE WERE TO DO IT, WOULD JUST MAKE SURE THAT THE HANDBOOK AND THE POLICY HAVE THE SAME EXACT LANGUAGE. SO EVERYONE'S ON THE SAME PAGE, BUT IT WOULD ELEVATE DRESS CODE TO A BOARD LEVEL ISSUE WHERE CURRENTLY, YOU KNOW, IT'S NOT REALLY BECAUSE THE POLICY IS SO OUT OF DATE THAT WE'VE BEEN USING THE HANDBOOK.

SO THAT'S UP FOR THE BOARD TO DECIDE THROUGH A VOTE. OKAY EXCUSE ME AARON. YEAH, BUT WHAT IS OUT OF DATE IN THE POLICY. THE POLICY SAYS THE STUDENTS HAVE THE RESPONSIBILITY TO CHOOSE THEIR ATTIRE, TO ARRANGE THEIR PERSONAL APPEARANCE IN A MANNER THAT'S SAFE, HEALTHY AND INOFFENSIVE, NOT DISRUPTIVE TO THE EDUCATIONAL PROCESS. THE STUDENT DRESS CODE IS INTENDED TO CREATE AND PRESERVE A POSITIVE CLIMATE FOR TEACHING AND LEARNING. WHAT ABOUT IT THAT IS OUT OF DATE? I'M NOT SEEING IT. SO IT'S THAT IS ALL, I THINK, STILL RELEVANT. AND ACTUALLY THE LANGUAGE IS PROBABLY THE SAME. THAT'S STILL IN THE POLICY, BUT AGAIN, WHAT THIS DOES. SO WE HAVE THE OPTION OF EITHER REAFFIRMING THE POLICY AND JUST SIMPLY LINKING IT TO THE, THE, THE STUDENT HANDBOOK, THAT'S CERTAINLY AN OPTION WE CAN TAKE. THE DIFFERENCE IS THEN THAT IT BECOMES NOT A BOARD LEVEL ISSUE BOARD POLICY SHOULD REFLECT THINGS THAT ARE IMPORTANT TO THE BOARD THAT WE THINK ARE SORT OF, YOU KNOW, SYSTEMIC THAT NEED TO BE ENFORCED ACROSS AT THE BOARD LEVEL TO THE ENTIRE SCHOOL SYSTEM. AND SO BASED ON THE FEEDBACK THAT WE HEARD FROM STUDENT LISTENING SESSIONS, FROM EDUCATOR LISTENING SESSIONS, DRESS CODE WAS BECOMING A MAJOR PROBLEM. SO WE DECIDED TO PUT BASICALLY WHAT WAS IN THE STUDENT HANDBOOK INTO A POLICY TO MAKE IT A SORT OF BOARD LEVEL ISSUE. THE SUBSTANCE ITSELF WON'T CHANGE. THE QUESTION IS REALLY, DOES THIS NEED TO RESIDE AT THE STUDENT HANDBOOK LEVEL OR IT'S NOT A BOARD ISSUE, OR IS THIS IMPORTANT ENOUGH TO BE AN OR BOARD ISSUE WHERE THE BOARD WANTS TO SOLIDIFY WHAT'S IN THERE CURRENTLY AT THE POLICY LEVEL AND HAVE MORE CONTROL OVER IT MOVING FORWARD? POLICY DOES MAKE IT A BOARD LEVEL ISSUE. THE THIS IS ALREADY A BOARD LEVEL ISSUE AT A VERY AT A VERY HIGH LEVEL. SO FOR EXAMPLE, I WON'T USE YOUR, YOUR, YOUR, YOUR EXAMPLE OF THE LEFT. YEAH THAT'S RIGHT. BUT BUT IF THERE IF THERE IS A CHANGE THAT WANTS TO BE MADE TO SAY THE HANDBOOK RIGHT NOW, IT WOULD NOT COME TO THE BOARD. SO IF THE ADMINISTRATION, FOR EXAMPLE, WANTED TO SAY THAT WE WANT THAT THAT'S AN ACCEPTABLE NEW PRACTICE AND WE'RE COOL WITH THAT, THE BOARD WOULD HAVE NO SAY OVER IT. CONVERSELY IF IT'S SOLIDIFIED IN A POLICY, IT WOULD COME BACK TO THE BOARD, WHICH ALSO THE OTHER DIFFERENCE AS WELL IS IF IT IS A POLICY, THE PUBLIC HAS MORE SAY IN IT. SO IN ORDER TO CHANGE ANYTHING THAT'S IN A POLICY, IT WOULD COME BACK TO THE DAIS AND THE COMMUNITY WOULD HAVE 30 DAYS TO OPINE AS TO WHETHER OR NOT THEY WANTED TO SEE THE LEFT BREAST OR WHATEVER IT IS. I DON'T KNOW, WHATEVER IS IN THESE DAYS. SO BUT I MEAN, THIS OBVIOUSLY SAYS THAT WE'RE CREATING AND RETAINING A POSITIVE CLIMATE FOR TEACHING AND LEARNING, WHICH THAT WOULDN'T BE. I MEAN, THIS THIS

[02:00:03]

REALLY COVERS IT ALL. I AGREE WITH YOU, BUT YOU KNOW, IT'S SUBJECT. NO, I AGREE WITH YOU.

BUT YOU KNOW, EVERYTHING IS SUBJECTIVE. SO SOMEONE MAY DISAGREE WITH YOU. I MEAN, THE THRESHOLD QUESTION HERE IS DOES THIS NEED TO BE AT BOARD LEVEL, ISSUE? I MEAN, IT DOES. YEAH.

IT'S MY OPINION THAT IT DOES BASED ON THE FEEDBACK THAT WE'VE GOTTEN. BUT WE DON'T COVER THE GUYS THAT HAVE THEIR PANTS BELOW THEIR UNDERWEAR. THAT'S NOT I MEAN, THAT'S NOT IN THE NEW ONE EITHER, IS IT? YOU MEAN LIKE BAGGY PANTS? YEAH. WHERE THERE WHERE I MEAN, DO YOU WANT TO ADD IT? I MEAN, THAT WOULD BE PROBABLY NON-SUBSTANTIVE. YOU KNOW, THAT'S THAT'S ALREADY COVERED IN THIS BECAUSE TO ME, THAT'S NOT PRESERVING A POSITIVE CLIMATE FOR TEACHING. AND LEARNING. IT STILL SAYS THAT IN THIS OTHER POLICY, YES, IT DOES THE FIRST PARAGRAPH, IT STILL SAYS THE STUDENT DRESS CODE IS INTENDED TO CREATE. SO THE ONLY THING THAT'S DIFFERENT IS THIS MATCHES WHAT THE STUDENT HANDBOOK SAYS. THIS DOES NOT SAY THAT. I MEAN, DO YOU NOT SAY THAT YOU HAVE TO REAFFIRM THIS EVERY YOU KNOW, REVISIT THIS EVERY YEAR? EITHER THAT PART IS REMOVED. THIS JUST REFLECTS WHAT OUR HANDBOOK STATES, AND, AND ALSO WE HAVE WE HAVE INCLUDED THE POLICY LANGUAGE ECHOES THE WORK OF THE EQUITY COMMITTEE AND THE STUDENT HANDBOOK. SO ARE WE TYING THIS TO A COMMITTEE? I DON'T KNOW HOW IT RELATES TO COMMITTEE. MAYBE IF, DOCTOR STANTON OR. WHAT'S THAT? I DON'T SEE THAT IN THE POLICY, BUT I DON'T SEE THAT IN THE ACTUAL POLICY. DO YOU SEE? WHERE'S THAT IN THE POLICY? AUGUST 1224. THE PROPOSED POLICY REVISION IS SIMILAR TO THE LANGUAGE PROVIDED UPDATE, AS THE POLICY LANGUAGE ECHOES THE WORK OF THE EQUITY COMMITTEE. WHERE IS THAT ON THE DISCUSSION ON THE FIRST? THAT'S NOT IN THE ACTUAL POLICY, THOUG.

DISCUSSION IT'S. WELL, AS I BELIEVE YOU SAY, THIS FILE, DID YOU CLICK ON THE POLICY FROM THE AGENDA? IT'S THE INFORMATIONAL REPORT. OH, SHE'S IN THE INFORMATIONAL REPORT, BUT IT'S NOT IN THE POLICIES. WHAT I'M SAYING. WELL IT IS NOT IN THE POLICY. THAT'S RIGHT. I'M SORRY.

DOCTOR STANTON, CAN YOU REPEAT THAT? I COULDN'T HEAR YOU. OR WHO WAS IT? I WAS JUST SAYING IT IS NOT. IT IS NOT IN THE POLICY, THE WORK CAN THE WORK CAME ABOUT BECAUSE A LOT OF COMPLAINTS ABOUT OUR DRESS CODE POLICY BEING NOT INCLUSIVE AND, YOU KNOW, HAVING A LOT OF LANGUAGE IN IT THAT REFERRED TO PARTICULAR GROUPS. AND SO THAT WORK WAS ABOUT REMOVING THAT LANGUAGE. SO THAT'S MORE OF THE HISTORICS ABOUT HOW THIS CAME TO FRUITION. BUT IT DOESN'T. IT'S IN THE INFORMATIONAL BRIEF, BUT NOT IN THE POLICY. LOOK AT THE END OF THE DAY HERE, WHAT WE'RE TALKING ABOUT IS THE SAME THING. I MEAN, IT'S EXACTLY WHAT IS IN THE HANDBOOK, WHICH I THINK IS SUFFICIENT, ALTHOUGH I PROBABLY, YOU KNOW, IF THERE'S OTHER THINGS THAT WANT TO BE ADDED IN HERE, YOU'RE WELCOME TO ADD IT. AND THE QUESTION IS, DOES THIS NEED TO BE SOLIDIFIED AT THE BOARD LEVEL. YOU KNOW, MY OPINION IS YES AS WELL BECAUSE ANY CHANGES WOULD ALSO REQUIRE PUBLIC COMMENT, HAVING SAID THA, YOU KNOW, ARE THERE ANY OTHER QUESTIONS OR COMMENTS? YEAH.

REGARDING IN SECTION E WHERE IT TALKS ABOUT LIGHTWEIGHT JACKETS, I WAS JUST WONDERING IF YOU COULD EXPLAIN TO ME HOW THAT IS BECOMING AN ISSUE. JUST WHEN IT GOES TO FINE OUTERWEAR, BECAUSE IN SCHOOLS LIKE HARFORD TECH, THE CLIMATE'S CONSTANTLY CHANGING. IT'S IMPORTANT FOR THE STUDENTS TO LAYER IN. A LOT OF THEM HAVE DONE THIS THROUGH THE LIGHTWEIGHT JACKETS, BEING ABLE TO TAKE IT ON AND OFF. SO I WAS JUST CURIOUS AS TO THE REASONING WHY IT'S PROHIBITED. ANY, FEEDBACK ON THAT ONE? MISS RIDGEWAY? OR ANYBODY THAT WORKED ON THE ON SOMEBODY HAD TO HAVE HAD THAT IN THEIR REQUESTED A LIGHTWEIGHT JACKETS AN ISSUE I BELIEVE LIGHTWEIGHT JACKETS WAS ALREADY IN THE POLICY THAT WE STARTED WITH. AND IT WAS JUST A CARRYOVER. BUT I THINK THE TO YOUR POINT, IT SAYS THAT PRINCIPALS HAVE THE DISCRETION IN THE SECOND PART OF IT. YEAH IF BASED ON IF IT'S COLD, OKAY, OVERRIDES. YES OKAY. THANK YOU. YOU'RE WELCOME. SECONDLY I WANT TO EAT. YEAH I MEAN I DON'T I DON'T THINK IT'S, YOU KNOW, ALL INCLUSIVE. I THINK IT'S REALLY MORE TOWARDS THE OUTER GARMENTS. I MEAN, WE REALLY SHOULD JUST SAY JACKETS. NOT EVEN LIGHTWEIGHT. I MEAN, PEOPLE WEAR LIGHTWEIGHT JACKETS INSIDE ALL THE TIME, SO I WOULD BE FINE JUST STRIKING THAT AND JUST KEEPING JACKETS THERE. I THINK THAT'S MORE OF AN ACCURATE REPRESENTATION OF WHAT THEY WERE STRIVING FOR. AND THEN STILL GIVE THE PRINCIPALS DISCRETION.

ANY ISSUES WITH THAT. ALL RIGHT. SO STRIKE LIGHTWEIGHT. ANY OTHER CHANGES, WITH HATS IS THE MAIN REASON FOR THAT IS JUST TO, YOU KNOW, AVOID STUDENTS COVERING THEIR APPEARANCE FOR SAFETY

[02:05:01]

MEASURES. IS THAT LIKE THE MAIN REASONING BEHIND HATS, OR IS THERE SOMETHING ELSE? BECAUSE IN THE SENSE OF LIKE A BEANIE WHERE IT'S ONLY COVERING THE TOP OF YOUR HEAD, I DON'T SEE THAT AS A FULL ISSUE, BUT, YOU KNOW, I'M JUST WONDERING IF THERE'S ANOTHER REASONING BEHIND THAT, ASIDE FROM, YOU KNOW, COVERING YOUR FEATURES. I'M JUST GOING TO THROW THIS OUT THERE. I'VE HEARD THAT THERE'S BEEN A LOT OF CHEATING GOING ON FROM PEOPLE THAT WERE AT EARPHONES. OH, LIKE HAVING THE OKAY. THAT'S. YEAH, THAT MAKES SENSE THEN. THANK YO. BE SERIOUS ABOUT THE BAGGY PANTS. DO YOU WANT TO I DON'T CARE. IT TALKS ABOUT THE BUTTOCKS COVERING THAT. SO I BELIEVE IT DOES. OKAY. SO IT'S DRESSED. YEAH I THINK ALL RIGHT, ALL RIGHT. SO I, I THINK YOU GUYS HAVE DONE GREAT WORK WITH THIS. I'M HAPPY WITH WHERE IT IS. I DO THINK IT SHOULD BE A BOARD LEVEL ISSUE. SO IF THERE'S NO OTHER QUESTIONS OR COMMENTS, WE'LL TAKE IT TO A VOTE. IF IT DOESN'T PASS, WE CAN LOOK AT DOING SOMETHING DIFFERENT. SO THIS IS MELISSA AND I MOVE THAT WE APPROVE THE NEW DRESS CODE POLICY. THIS IS LAUREN I SECOND OKAY. THANK YOU. MISS ROLLO.

PLEASE TAKE A ROLL CALL. VOTE GALBREATH. YES MISS. BRUCE? YES MISS COKER. YES DOCTOR. MILLER.

YES MISS. BOUZOUKI. YES MISS PERRY YES, MR. SEWELL YES, MISS STRAUSS, YES, VICE PRESIDENT HA.

YES. PRESIDENT. BOYNTON. YES. THIS MOTION PASSES. THANK YOU. THE MOTION PASSES. THANK YOU,

[D. Presentation of the Concept Analysis for the Combination Harford Academy and New Elementary School Project, Mr. Cornell Brown, Assistant Superintendent for Operations, Mr. Chris Morton, Supervisor of Planning and Construction, Ms. Missy Valentino, Facilities Planner, Ms. Kerry Porter Hill, Associate Principal Grimm+Parker, and Ms. Laura Smyles,Senior Associate Grimm+Parker]

EVERYONE, FOR WORKING ON THAT, OKAY, SO WE'RE GOING TO MOVE ON TO ITEM D, PRESENTATION OF THE ON THE CONCEPT ANALYSIS FOR THE COMBINATION OF HARTFORD ACADEMY AND THE NEW ELEMENTARY SCHOOL PROJECT. I'D LIKE TO WELCOME FOR HIS FINAL PRESENTATION HERE IN HARTFORD COUNTY. MR. CORNELL BROWN, ASSISTANT SUPERINTENDENT FOR OPERATIONS. MR. CHRIS MORTON, SUPERVISOR OF PLANNING AND CONSTRUCTION. MISS MISSY VALENTINO, FACILITIES PLANNER, CARRIE PORTER HILL, ASSOCIATE PRINCIPAL, GRIMM AND PARKER AND LAURA. MISS LAURA SMILES, SENIOR ASSOCIATE, GRIMM AND PARKER, FOR YOUR PRESENTATION. WELCOME. WELL, THAT'S A MOUTHFUL YOU GOT TO DO WITH ME TONIGHT. WELCOME BACK. WE NEED AN ARMY TO BUILD A BUILDING. GOOD EVENING, BOARD PRESIDENT AND MEMBERS OF THE BOARD, SUPERINTENDENT BOSTON. CORNELL BROWN, ASSISTANT SUPERINTENDENT FOR OPERATIONS WITH HARTFORD COUNTY PUBLIC SCHOOLS, BEFORE WE GET STARTED, I JUST WANT TO THANK THE BOARD AND MISS ROLLO FOR NOT PUTTING US ON THE AGENDA AT THE VERY LAST END. SO IT WAS. HEY SO TODAY I'M JUST APPRECIATIVE THAT WE'RE HERE NOW. AND I WOULD LIKE TO ADVOCATE THAT, YOU CONTINUE TO, TREAT MY SUCCESSOR THE SAME AND MOVE THEM UP THE LIST OR HER UP THE LIST ALONG WITH THE TEAM HERE, BECAUSE I KNOW THEY WOULD APPRECIATE, PRESENTING EARLIER, SO. SO THANK YOU. SO I JUST WANTED TO GET THAT OUT, YOU KNO, MY LAST PRESENTATION. ALRIGHT SO, WE'RE HERE TO DISCUSS THE HARTFORD ACADEMY PROJECT, AS YOU ARE AWARE, WE'VE BEEN WORKING WITH THE STATE AND LOCAL GOVERNMENT TO SECURE THE NEW SITE, APRIL, THE BOARD APPROVED THE CONTRACT FOR GLENN AND PARKER TO TAKE A LOOK AT THE SITE, THEN REEVALUATE, THE SITE AND THE PROGRAM, THEY COMPLETED THAT ANALYSIS, AND WE'RE HERE, THIS EVENING, FOR INFORMATIONAL PRESENTATION TO THE BOARD TO KEEP YOU INFORMED, AND THEN TO ANSWER ANY QUESTIONS THAT YOU HAVE. AND WE'LL CONTINUE ON WITH THE PROCESS TO GO THROUGH, AND WE'LL TALK ABOUT THAT AS WE MOVE FORWARD. BUT I JUST WOULD LIKE TO QUICKLY JUST PASS IT OVER TO OUR GLENN PARKER, PARTNERS, AND THEY'LL JUST GO THROUGH THE PRESENTATION AND AT THE END OR AT ANY TIME YOU HAVE ANY QUESTIONS, RAISE YOUR HAND AND WE'LL BE ABLE TO RESPOND. SO WITH THAT. I'M TALKING TO MY. GOOD EVENING. IT'S OUR PLEASURE TO BE HERE TO, REVIEW HARTFORD ACADEMY FOR YOU, WE WANTED TO.

TECHNICAL DIFFICULTIES HERE. APOLOGIES. NO PROBLEM. TAKE YOUR TIME. WE HAVE UNTIL 3 A.M. NO,

[02:10:01]

NO. I'M SO EXCITED THAT IT CAME BACK ON. WITHOUT YOU. TRY AGAIN. NO ALL RIGHT. ALL RIGHT. I'LL CLOSE OUT AND COME BACK IN. HERE, PUT IT UP THERE AND HAVE . THERE WE GO. THERE WE GO. OKAY.

ALL RIGHT, SO WE WANTED TO FIRST JUST DO A REVIEW. IT BRIEF REVIEW OF THE AGENDA, OF WHAT WE'RE GOING TO TALK ABOUT TONIGHT, WE'RE GOING TO START OUT WITH SOME BACKGROUND INFORMATION, AND THEN TOUCH ON GUIDING PRINCIPLES FOR THE PROJECT AND THEN GO THROUGH THE FEEDBACK REPORT FROM VARIOUS STAKEHOLDERS, FOLLOW UP WITH A QUICK PROJECT SCHEDULE UPDATE, AND THEN GET A LITTLE MORE GRANULE WITH THE NEXT COUPLE STEPS THAT ARE GOING TO HAPPEN ON THE PROJECT. SO JUST TO, DO A LITTLE BIT OF BACKGROUND, THE FEASIBILITY STUDY FOR HARTFORD ACADEMY WAS COMPLETED IN 2022, THAT WAS, FOR THE PROJECT WHEN IT WAS LOCATED AT THE CAMPUS HILL SITE, DURING THAT FEASIBILITY STUDY, IT WAS DETERMINED THAT THAT SITE, WAS NOT, USABLE FOR IN TERMS OF PUBLIC UTILITIES FOR SUPPORTING THE PROJECT IN THE BUILDING. SO IT WAS DETERMINED THAT A NEW SITE WAS NEEDED IN ORDER TO MOVE FORWARD. SO, A SEARCH FOR A NEW SITE WAS BEGUN. AND AS THAT SEARCH, TOOK PLACE, THE ED SPEC FOR THE PROJECT WAS DEVELOPED, PLANNING TEAM AND AN EXTENSIVE GROUP OF STAKEHOLDERS GOT TOGETHER, IN A SERIES OF MEETINGS AND, PRODUCED THE ED SPEC, WHICH WAS APPROVED BY THE BOARD IN 2023 AND BY THE STATE IN 2024, AND THEN WHILE THAT WAS BEING WORKED THROUGH AND APPROVED, A NEW SITE WAS LOCATED, AND THAT WAS AT, THE 301 NORTH FOUNTAIN GREEN ROAD AT THE CORNER OF NORTH FOUNTAIN GREEN. AND ALBEMARLE BOULEVARD. AND THAT WAS ACQUIRED IN 2024. SO AFTER THE, THIS ADDITIONAL INFORMATION WAS GATHERED, THE DESIGN TEAM TOOK THAT INFORMATION AND, TOOK THE APPROVED OPTION FROM THE ORIGINAL FEASIBILITY STUDY AND ADJUSTED IT AND MASSAGED IT AND WORKED. IT WORKED ON IT RELATIVE TO THE NEW REQUIREMENTS OF THE NEW ED SPEC. AS WELL AS THE UNIQUE CONDITIONS OF THIS NEW SITE. SO UPDATED THAT AND CAME UP WITH TWO DIFFERENT CONCEPT OPTIONS, WHICH ARE THE EDGE CONCEPT AND THE LINK CONCEPT, WHICH WE'RE GOING TO TAKE A LOOK AT IN MORE DETAIL LATER ON IN THIS PRESENTATION. ONCE WE, CREATED THOSE OPTIONS, WE ALSO IT WAS REALLY IMPORTANT TO GET FEEDBACK, AND SO WE TOOK THE OPTIONS AND GOT FEEDBACK FROM A VARIETY OF STAKEHOLDERS, FROM EDUCATORS, INCLUDING ELEMENTARY SCHOOL PRINCIPALS AND EDUCATORS FROM HARTFORD ACADEMY, INFORMATION FROM FOLKS AT CPS FACILITIES PLANNING AND CONSTRUCTION, THE EXECUTIVE LEADERSHIP TEAM. SO WE GOT FEEDBACK FROM ALL OF THOSE FOLK.

AND THEN WE ALSO GOT FEEDBACK FROM STATE AGENCIES. MSDE AND THE IAC, ALL WITH THE GOAL OF GATHERING EVERYTHING INTO A REPORT, GETTING INFORMATION ON, YOU KNOW, PEOPLE'S COMMENTS AND FEEDBACK ON IT AND BRINGING IT TO YOU FOR APPROVAL TODAY. SO THAT'S SORT OF BACKGROUND ON WHERE WE COME FROM TO TODAY, WE ALSO WANTED TO TOUCH ON SOME OF THE GUIDING PRINCIPLES FOR THE PROJECT. THESE WERE, IDEAS AND GOALS THAT WERE DEVELOPED DURING THE FEASIBILITY STUDY THAT ARE REALLY CRITICAL, WE FELT WERE REALLY CRITICAL FOR THE SUCCESS OF THE PROJECT. AND WERE SOMETHING THAT WE WANTED TO TOUCH ON NOW, BUT WE ALSO WANTED TO CONTINUE TO TOUCH ON AS WE MOVE THROUGH THE PROJECT, BECAUSE THEY'RE REALLY A WAY TO KIND OF GAUGE AND MAKE SURE THAT WE'RE STILL ON THE RIGHT TRACK AND STILL WORKING TOWARDS THE GOALS THAT WERE SO CRITICAL FOR THIS PROJECT. SO, THERE ARE A COUPLE OF DIFFERENT GUIDING PRINCIPLES, ONES LIKE SPACES WHERE STUDENTS BELONG. THIS IS, YOU KNOW, THINGS LIKE INCLUSION AND EQUITY AND INCLUSION ON THE TERMS OF THE STUDENTS THEMSELVES SO THAT THEY CAN BE SUCCESSFUL. INCLUDING IN WORKING AND WITH THEIR WITH THEIR PEERS IN A WAY THAT'S SUCCESSFUL FOR EVERYONE. SO, JUST A LITTLE REVIEW OF GUIDING PRINCIPLES THROUGH THE PROJECT. AND THEN, WE FIGURED WE WOULD DIVE IN TO EACH OF THE CONCEPTS AND A LITTLE BIT MORE DETAIL, AND I'LL PASS IT ON TO YOU. SURE. SO, WE'VE TALKED ABOUT THESE A LITTLE BIT WITH EVERYONE. SO I DON'T NEED A MICROPHONE. I'M THE LOUDEST

[02:15:05]

PERSON. YEAH WE HAVE THESE TWO CONCEPTS. ONE IS EDGE AND ONE IS LINK. AND WHAT? THAT NAME. IT'S A CUTE LITTLE NAME. WHAT IT REALLY REFERS TO AS THE GREEN AREA IN THE MIDDLE. SO IF YOU'RE LOOKING AT BOTH OF THESE OPTIONS HERE, THE BLUE IS THE HARTFORD ACADEMY SIDE. THE DARKER GREEN IS WHAT WE CALL THE SHARED SPACE. AND THE ELEMENTARY THE YELLOW IS THE ELEMENTARY SIDE.

AND THE WAY THE PROGRAM WAS ORIGINALLY ENVISIONED IS THAT THIS GREEN SPACE WOULD HAVE KIND OF AN IDENTITY OF ITS OWN. WHERE ARE WE HOSTING THAT INCLUSION? WHAT ARE WHAT IS THE SHARED EXPERIENCE REALLY LOOK LIKE FOR THESE STUDENTS? AND THAT'S WHERE THESE CONCEPTS GET THEIR NAME.

SO, YOU KNOW, THE FIRST ONE, EDGE EDGE ONE IS REALLY BASED ON A LARGE COURTYARD. ALL OF THOSE SHARED SPACES KIND OF COME TOGETHER TO PHYSICALLY DIVIDE, DESIGN A LARGE COURTYARD A LOT OF DAYLIGHT INTO THE BUILDING, A LOT OF VISIBILITY, AND THEN OVER ON THE LEFT SIDE, THAT PROGRAM IS ACTUALLY SITUATED TO BECOME THE HEART OF THE BUILDING. SO YOU WOULD ACTUALLY WALK THROUGH THE MEDIA CENTER. THAT'S WHERE INCLUSION WOULD HAPPEN. SO HAVING A LITTLE, YOU KNOW, KIND OF SMALLER INTERVENTIONS, ONE HAS A LARGER COURTYARD AND THE LAKE SIDE HAS SMALLER COURTYARDS THAT ARE MAYBE A LITTLE LESS OVERWHELMING. AND WE'LL GET INTO KIND OF FEEDBACK ON THESE CONCEPTS FROM EACH STAKEHOLDER GROUP. SO LIKE CARRIE SAID, OUR JOB IS TO SORT OF ASK THE RIGHT QUESTIONS TO THE RIGHT PEOPLE AND THEN REPACKAGE THAT IN A WAY TO COME BACK IN A WAY THAT YOU GUYS CAN UNDERSTAND AND MAKE DECISIONS BASED ON. SO WE JUST ORGANIZE THEM BY EACH GROUP THAT WE WENT THROUGH. SO THE FIRST WOULD BE THE ELT, AND WE'VE STARTED REALLY AT THE BEGINNING EXACTLY LIKE WE DID WITH YOU GUYS, WHICH ARE THESE GUIDING PRINCIPLES OF THE HIGHEST PRIORITY FOR YOU. YOU KNOW, THIS IS 2024. WE FIRST WROTE THESE IN MID 2022. SO, WE'RE JUST MAKING SURE THAT WE'RE STILL HITTING BALL. WHAT ARE WE REALLY FOCUSED ON. AND THE ONES THAT ARE KIND OF VAGUELY OUTLINED IN YELLOW, THERE ARE THE ONES THAT ROSE TO THE TOP, EVERY SPACE IS A LEARNING SPACE. THIS IS A DIRECT QUOTE FROM DOCTOR MIKE THATCHER WAY BACK IN 2022 WHEN HE SAID, YOU KNOW, EVERY SPACE IS A LEARNING SPACE. I'M TALKING CUSTODIAL BACK OF HOUSE. EVERY SPACE IS A LEARNING SPACE, ESPECIALLY FOR THESE CORPORATE ACADEMY STUDENTS. IT'S GREAT TO KNOW THAT THAT'S STILL STARTING TO RESONATE WITH EVERYBODY. ANOTHER ONE IS THE INTEGRATION OF THE LAB SCHOOL AND OBSERVATION. YOU KNOW, BACK IN 2022, WE DIDN'T EVEN KNOW WHAT THAT LOOKED LIKE. WE DIDN'T KNOW HOW THAT WAS GOING TO WORK IN THIS BUILDING. AND NOW AS WE STARTED TO REALLY DEFINE IT, WE CAN REALLY SEE HOW IT STARTED GOING TO ENRICH THE STUDENTS FROM THE HARTFORD ACADEMY SIDE AND THE ELEMENTARY SIDE. AND OF COURSE, YOUR STRATEGIC VISION FOR THE COUNTY AS WELL. SO IT'S REALLY STARTING TO BE ENHANCEMENT TO THE BUILDING, AND WE'RE EXCITED ABOUT THAT, GO AHEAD. SO WE ALSO ASKED, WHAT ARE THE ASPECTS THAT ARE MOST SUCCESSFUL. SO WE'RE SORT OF LOOKING AT THESE, YOU KNOW, SIDE TO SIDE, A LOT OF GOOD FEEDBACK HERE. BUT MOSTLY EVERYBODY WAS SAYING THAT THE INCLUSION OF THE CO-LOCATED PROGRAMS, CO-LOCATED IS WHAT, YOU KNOW, WE TYPICALLY ARE FOCUSING ON AND THE LANGUAGE THAT WE USE TO SAY, PROGRAMS THAT ARE TECHNICALLY ONE FOR THE ELEMENTARY SCHOOL SIDE AND ONE FOR THE HARTFORD ACADEMY SIDE, BUT THEY'RE PHYSICALLY LOCATED NEXT TO EACH OTHER SO THAT THEY CAN HAVE MORE OPPORTUNITIES FOR INCLUSION. INSTEAD OF HAVING TO GO ALL THE WAY ACROSS THE SCHOOL, THEY CAN BE CO-LOCATED, AND SO BOTH OF THESE SCHEMES WERE DOING A GOOD JOB THERE. WE ALSO PAYS TO BE CRITICAL. SO WE'RE ASKING, YOU KNOW WHAT WHAT THINGS COULD USE IMPROVEMENT. YOU KNOW, WE'RE GOING TO HAVE TO GO INTO THE NEXT PHASE AND BE ABLE TO LOOK AT WHAT CAN WE IMPROVE UPON IF WE CHOSE ONE OF THESE SCHEMES, AND WE DID HAVE SOME, SOME GOOD INFORMATION THERE, PARTICULARLY AROUND SITE CIRCULATION. THIS IS NOT SOMETHING THAT WE'VE TOTALLY FIGURED OUT YET. THE CONCEPT PHASE IN GENERAL DOESN'T MATTER WHAT PROJECT YOU'RE WORKING ON, IT'S REALLY NOT MEANT FOR IN-DEPTH PROBLEM SOLVING. IT'S WHAT YOU KIND OF THROWING ALL THE PIECES ONTO THE BOARD, MAKING SURE THEY FIT AND THEN TAKING THAT INFORMATION TO THE NEXT PHASE. THAT'S EXACTLY WHAT WE DID HERE. SO WE'RE LOOKING TO TAKE ANOTHER SWING AT THAT IN THE NEXT PHASE NO MATTER THE SCHEME, SO THE NEXT KIND OF GROUP THAT WE TALKED TO IS THE HARTFORD ACADEMY AND THE ELEMENTARY SCHOOL STAFF. SO NOT ONLY DID RANDY, THE PRINCIPAL OF HARTFORD ACADEMY, TAKE THIS, YOU KNOW, KIND OF AND GIVE US FEEDBACK IN PERSON. BUT HE ALSO TOOK THIS BACK TO HIS ADMIN AND REALLY TOOK A DEEP DIVE INTO TO THE TWO SCHEMES TO GIVE US A BETTER VERSION OF FEEDBACK FOR THAT. SO HERE'S SOME OF THE SMALL, YOU KNOW, KIND OF QUICK HITS OF THEIR FEEDBACK, IN THE EDGE VERSION, WE'RE CALLING THEM ADVANTAGES AND OPPORTUNITIES FOR IMPROVEMENT. BECAUSE AGAIN, NONE OF THIS IS FINAL. THEY CAN ALL TAKE ANOTHER LOOK. SO ADVANTAGES ON THE ON THE EDGE SIDE WOULD BE THE PLAY SPACE IN THE COURTYARD. THEY LOVE THOSE BIG THE BIG COURTYARD IN THE MIDDLE. THEY ALSO LOVE THE PROXIMITY OF THE PLAY SPACES. YOU KNOW, NEARBY TO THE CLASSROOMS. REALLY EASY FOR THEIR STUDENTS TO BE ABLE TO SPILL OUT THERE AND COME BACK INTO THE LEARNING ENVIRONMENT.

AND ALSO BUILDING PROXIMITY TO FOUNTAIN. REALLY LIKED THIS SORT OF PRESENCE THAT THE BUILDING HAD FOR FOLKS DRIVING BY. THE VISIBILITY OF THE PROGRAM, OPPORTUNITIES FOR IMPROVEMENT WOULD BE DINING LOCATION. IT'S REALLY HARD TO SEE HERE ON THE SCREEN, BUT ONE OF THE DINING ROOMS, THEY THEY SHARE THE KITCHEN TO THEIR TWO SEPARATE DINING ROOMS ENVISIONED RIGHT NOW, BUT THEY SHARE THE KITCHEN FOR EFFICIENCIES. GOOD. GOOD NEWS. BUT ONE OF THE DINING ROOMS IS LOCATED ON THE COURTYARD, AND THAT WAS INTENDED TO CREATE A SAFE, KIND OF BARRIER SPACE TO HAVE OUTDOOR DINING AND NOT HAVE THAT PROBLEM WITH ELOPEMENT THAT IS SO PREVALENT IN THAT COMMUNITY, BUT THEY WERE SORT OF NERVOUS THAT MAYBE THE ACCESS TO THAT WOULD NOT BE AS GOOD. SO SOMETHING THAT WE COULD TAKE A LOOK AT IN THE NEXT PHASE. EXACTLY. THE

[02:20:04]

KIND OF FEEDBACK WE'RE LOOKING FOR, OVER ON THE LINK SIDE, ADVANTAGES WOULD BE SEPARATION OF PROGRAMS. ONE OF THE REALLY INTERESTING THING ABOUT PUTTING MORE PROGRAM IN THE CENTER IS THAT YOU HAVE A LOT OF BACK WAYS OF CIRCULATION. ONE OF THE PRIMARY CONCERNS BETWEEN THE ELEMENTARY SCHOOL FOLKS AND THE HARTFORD ACADEMY OF FOLKS IS MAINTAINING A LINE OF CIRCULATION TO ALL SPACES. NOW, I DON'T KNOW IF YOU GUYS HAVE GOTTEN TO VISIT HARTFORD ACADEMY, BUT THOSE STUDENTS ARE ROUTINELY IN CRISIS, AND THEY NEED A MOMENT TO THEMSELVES TO COLLECT THEMSELVES AND HAVE A DIFFERENT KIND OF EDUCATIONAL PLAN WITH THEIR TRAINED TEAM.

AND WE DON'T WANT THAT TO INTERRUPT EITHER THE HARTFORD ACADEMY SIDE OR THE ELEMENTARY SCHOOL SIDE. SO WHAT THAT MEANS IS WE NEED A REDUNDANT CIRCULATION PATH TO JUST PROCEED RIGHT AS NORMAL AND EVERYTHING KEEPS GOING EXACTLY THE WAY IT DOES AT HARTFORD ACADEMY. THE LINK SCHEME HAS A TON OF OPPORTUNITIES FOR THAT JUST BECAUSE OF THE WAY THE BUILDINGS PIECES ARE PUT TOGETHER. ADVANTAGES. ALSO, THEY NOTICED IN THE DINING LOCATION THAT THIS IS A PLACE THAT COULD BE LOCATED WITH A DOOR AND, YOU KNOW, REALLY BE KIND OF WELL CONTAINED. OPPORTUNITIES FOR IMPROVEMENT WOULD BE KIND OF MOVING IT CLOSER TO FOUNTAIN.

THIS ONE'S MOVED A LITTLE BIT FURTHER AWAY, AND ALSO THOSE PLAY SPACES AND EXTERIOR ACCESS, JUST A LITTLE MORE PREFERRED IN THE EDGE SCHEME. SO IN ADDITION TO TALKING TO YOU GUYS ABOUT IT, WE'RE PRETTY CRITICAL OF OUR OWN STUFF. YOU ONLY CAN YOU KNOW MORE YOU DRAW IT, THE MORE YOU LEARN. SO OUR DESIGN TEAM ALSO TOOK AN OPPORTUNITY TO LOOK FOR SOME FEEDBACK, STARTING WITH THE SITE. SO EVERYTHING IS AROUND THE BUILDING BEFORE WE GO INSIDE, FROM THE EDGE SIDE ADVANTAGES WOULD BE THAT THE HARTFORD ACADEMY SIDE IS CLOSER TO THE LARGE PLAY FIELDS. SO STARTING FROM THE NORTH SIDE OF THE SITE DOWN TO NORTH FOUNTAIN, THE WHERE THE PLAY SPACES ARE GOING TO NEED TO GO FROM A STORMWATER MANAGEMENT STANDPOINT, FROM A GRADING STANDPOINT, THOSE BIG PLAY SPACES ARE PROBABLY GOING TO GO UP NEAR THE COMMUNITY. SO THAT MEANS IF THE HARTFORD ACADEMY SIDE IS UP AT THE NORTH, THEN THEY'RE GOING TO BE CLOSER. BUT IT MEANS THAT IF THE ELEMENTARY SCHOOL SIDE IS AT THE AT THE NORTH SITE, THEN THEY'RE GOING TO BE CLOSER TO THOSE PLAY SPACES. IT IS HIGHLY UNLIKELY THAT WE'RE GOING TO BE ABLE TO ACHIEVE BOTH OF THOSE THINGS. SO IT MEANS THAT WE NEED TO KEEP OUR EYES OPEN ABOUT IT AND MITIGATE IT IN EITHER WAY. SO THAT WAS AN ADVANTAGE AND A DISADVANTAGE FOR EITHER SCHEME.

AND IT'S SOMETHING WE JUST NEED TO BE LOOKING OUT FOR, IN TERMS OF OPPORTUNITIES FOR IMPROVEMENT, FOR EDGE, DEFINITELY FOR FROM A SITE STANDPOINT WOULD BE, YOU KNOW, FINDING A SAFE WAY FOR THOSE ELEMENTARY SCHOOL KIDS TO GET OVER TO THE LARGER PLAY FIELDS.

YOU KNOW, LITTLE LEGS, LOTS OF TRAVEL TIME AND ALSO EXTENSIVE RETAINING WALLS REQUIRED.

THERE'S A LOT OF VISIBILITY THERE, A LOT OF REASON FROM A SAFETY AND SECURITY STANDPOINT THAT YOU'RE NOT GOING TO GET BETTER THAN THAT. THAT IS REALLY WHAT WE GO FOR. BUT GOING ON TO THE OTHER SIDE, MULTIPLE SMALLER CIRCUITS WITH SMALLER COURTYARDS CAN BE A LITTLE LESS OVERWHELMING FROM A SENSORY STANDPOINT, CAN BE MUCH MORE ENJOYABLE FROM A, FROM, YOU KNOW, KIND OF AN EXPERIENTIAL STANDPOINT. SO THOSE ARE REALLY THINGS THAT WE'RE GOING TO HAVE TO START TO PRIORITIZE AND MAKE SOME DECISIONS ON IN THE NEXT PHASE, YOU CAN GO AHEAD. OKAY.

GREAT YEAH. SO WE ALSO WANTED TO JUST TOUCH DO LIKE A 30,000 FOOT VIEW OF THE SCHEDULE. JUST LOOKING AT SO LOOKING AT THAT RIGHT NOW WE'RE COMING TO THE END OF THE CONCEPT PHASE, AND THEN SCHEMATIC DESIGN WOULD COME AFTER THAT, STARTING AT THE BEGINNING OF SEPTEMBER, WHICH WOULD TAKE US THROUGH TO, NOVEMBER OR DECEMBER OF THIS YEAR, WHERE WE WOULD MOVE INTO DESIGN DEVELOPMENT, THAT WOULD BE, END OF THIS YEAR THROUGH AROUND MAY OF NEXT YEAR. AND THEN FOLLOWING THAT, WE WOULD BE CONSTRUCTION DOCUMENTS, WHICH WOULD TAKE US THROUGH, OCTOBER OF NEXT YEAR. AND, AT WHICH POINT WE WOULD GO INTO BIDDING, AND THAT WOULD BE OCTOBER THROUGH THE BIDDING AND PROCUREMENT. OCTOBER THROUGH, JANUARY, END OF JANUARY OR FEBRUARY OF 26, AND THEN, NOTICE TO PROCEED AND CONSTRUCTION STARTING FEBRUARY, MARCH, WITH,

[02:25:02]

FOR TWO YEARS, WITH THE BUILDING OPENING IN 2028. SO THAT'S JUST THE BROAD BRUSH OF THE SCHEDULE, AND THEN TO TAKE ANOTHER SORT OF MORE IN-DEPTH, GRANULAR LOOK AT THE NEXT, THE IMMEDIATE NEXT STEPS, THE NEXT STEP WOULD BE, BRINGING THE ARCHITECTURAL AND ENGINEERING DESIGN SERVICES, THE SCOPE AND PROPOSAL, TO THE NEXT BOARD MEETING IN SEPTEMBER, AT WHICH POINT WE WOULD PROCEED WITH SCHEMATIC DESIGN. WE WOULD BE INCORPORATING A LOT OF THE STAKEHOLDER FEEDBACK THAT LAURA WENT THROUGH JUST JUST NOW AND ALSO BRINGING IN SOME COST DATA. SO HAVING A COST ESTIMATE DONE, EVALUATING THOSE, THE CONCEPTS. BECAUSE AGAIN, WE'VE GOT SOME PRETTY HIGH TICKET ITEMS, POTENTIALLY GRADING AND RETAINING WALLS. WE WANT TO GET A GOOD HANDLE ON THAT FOR THE COST PERSPECTIVE, AND THEN WE WOULD BE EVALUATING THOSE SCHEMATIC CONCEPTS FOR, A RECOMMENDATION. AND WE WOULD BE TAKING THAT RECOMMENDATION, AT THE END OF SCHEMATIC DESIGN, BRINGING IT BACK TO YOU FOR, FOR BOARD APPROVAL. SO, AND THAT'S, THAT'S REALLY IT. YEAH. SO WITH THAT, WE CAN OPEN UP FOR QUESTIONS. BUT THE SUPERINTENDENT RECOMMENDS THAT THE BOARD OF EDUCATION ACCEPT THIS INFORMATIONAL REPORT AND PRESENTATION OF THE CONCEPTS DEVELOPED FOR THE HARTFORD ACADEMY SCHOOL, ON THE NEW SITE LOCATED AT NORTH FOUNTAIN GREEN ROAD, AS WAS STATED WHAT WILL HAPPEN IS THE TEAM WILL CONTINUE TO WORK TO DEVELOP THE CONCEPT AND TO SCHEMATIC DESIGNS, AND THEY WILL COME BACK IN FRONT OF YOU WITHOUT ME. I'M SAD TO SAY, TO PRESENT, I CAN STILL COME RIGHT. AND THEN TO, SEEK THE BOARD'S APPROVAL FOR SDS AS WE MOVE FORWARD WITH THE, YOU KNOW, DEVELOPMENT OF THE PROJECT, AS WE GO TOWARDS, YOU KNOW, CONSTRUCTION DOCUMENTS. AND IF I COULD ADD JUST REAL QUICK. SO SINCE THE TIME OF PUTTING THIS TOGETHER, WE ACTUALLY, YOU KNOW, IF YOU LOOK AT THE DISCUSSION AND THE BOARD REPORT ON APRIL 15TH, THE BOARD ESSENTIALLY KIND OF RESTARTED THE FEASIBILITY STUDY. IF YOU WILL, TO DO ALL THE EVALUATION OF THE NEW SITE THAT WAS SUBMITTED TO THE STATE. AND WE RECEIVED APPROVAL, SITE PLAN, APPROVAL OF THE NEW SITE FROM THE STATE ON AUGUST 6TH, WE'VE HAD APPROVAL OF THE SPECS, AND WE HAVE ALL THE DEEDS AND EVERYTHING EXECUTED AND SIGNED TO US IN OUR POSSESSION, AND NOW, WITH THIS, WE'RE ABLE TO, FINALIZE, YOU KNOW, GET A FINAL FEE PROPOSAL FOR FULL DESIGN, WHICH WE PLAN ON BRINGING BACK TO THE BOARD SEPTEMBER 9TH WITH BOARD APPROVAL THAT WE WOULD, YOU KNOW, ROLL UP OUR AND GET GOING. AND THEN THE NEXT THING YOU'D SEE US, LIKE CORNELL SAID, IS WE BRING BACK ALL THE SCHEMATIC DESIGN FOR BOARD APPROVAL. I JUST WANT TO GIVE A REAL QUICK, QUICK MINUTES. SADLY, WITHOUT ME, SADLY WITHOUT CORNELL. BUT WE COULD GO TO HOWARD COUNTY. THAT'S, HELPFUL. PUT IT IN PERSPECTIVE. THANK YOU. AND YOU'RE WELCOME TO COME BACK AND SIT IN THE AUDIENCE AND GOOD PUBLIC COMMENT, IF YOU LIKE, BUT WE'LL LIMIT YOU TO THREE MINUTES, SO WE'LL OPEN IT UP FOR BOARD MEMBER QUESTIONS OR COMMENTS. YOU SURE WE CAN'T CONVINCE YOU, MR. BROWN? NO, TO COME BACK. COME BACK? WELL, WHAT'S FUNNY I'VE EVER GOTTEN OUT FOR THREE MINUTES. SO I WANT TO SAY THAT THE BUILDING LOOKS LOOKS NICE. THE, YOU KNOW, ESTHETICALLY, IT'S VERY NICE. AND THE, AND I APPRECIATE THE EFFORT THAT WENT INTO THE BRIEFING. I FIND THE BRIEFING A LITTLE, DESIGN AND CONSTRUCTION CENTRIC, AND THAT WAS PROBABLY THE INTENTION, BECAUSE THAT'S KIND OF WHAT YOUR GROUP REPRESENTS, BUT I WANTED TO SPEAK A LITTLE BIT TO. SLIDE SEVEN THAT TALKS ABOUT THE MODEL SCHOOL AND OBSERVATION, INCLUSION, EQUITY. AND SOME OF THE THINGS THAT MAY HAVE, MAY HAVE, CONTRIBUTED TO HOW YOU'RE DESIGNING THE BUILDING. SO WHEN YOU SAY MODEL SCHOOL IS WAS THERE ANOTHER SCHOOL OR SOME CONCEPT THAT YOU GOT FROM SOMEPLACE ELSE THAT BROUGHT INTO THE THIS DESIGN? I'LL RESPOND TO THAT. SO THAT'S ONE THAT WAS AN ELEMENT THAT WE PUT IN. IT'S IF YOU'VE BEEN TO WERE YOU ON THE VISIT TO ROY WILLIAMS FOR THE MODEL SCHOOL PROGRAM THAT WE'RE RUNNING THERE? BECAUSE I KNOW WE HAD A WE HAD A BOARD VISIT. I DON'T REMEMBER WHO. WHEN I WENT TO ROY WILLIAMS, FOR ONE OF THE WALKTHROUGHS WITH THAT, ONE OF GRATUITY, THE ONE THAT HAD. NO, THERE WAS THERE WAS A GRATITUDE, BUT THERE WAS. YEAH. SO, I CAN'T REMEMBER WHICH BOARD MEMBERS WENT, SO I APOLOGIZE. SO WE HAVE AND IN FACT, WE'RE INTENDING TO PRESENT MORE ON THIS IN THE SEPTEMBER BOARD MEETING. BUT WHEN WE TALK ABOUT MODEL SCHOOL, IT'S NOT LIKE A, A PRE DRAWN MODEL. WHAT WE'RE TALKING ABOUT IS IF YOU SAW IN THERE ORIGINALLY THAT THE MENTION OF LABORATORY SCHOOLS KIND OF

[02:30:04]

CHANGED THE LANGUAGE ON THAT. SO AS THE TEAM, WE'VE SWITCHED FROM CALLING IT A LABORATORY SCHOOL TO A MODEL SCHOOL. BUT WHAT THAT REFLECTS IS A SCHOOL DESIGNED IN ADDITION TO WORKING WITH THE STUDENTS FROM ACADEMY AND THE STUDENTS FOR THE ELEMENTARY SCHOOL, ALSO TO HELP US, PREPARE TEACHERS FOR THE WORK. SO WHAT'S HAPPENING AT ROY WILLIAMS RIGHT NOW IS THE PARTNERSHIP WITH TOWSON UNIVERSITY TO FOCUS ON PREPARING TEACHERS. IT'S PART OF OUR, TALENT PATHWAYS, AND THAT ACTUALLY IS WHERE I'M GOING. AND I DON'T KNOW IF WE HAVE THE RIGHT PANEL HERE TO ANSWER THESE QUESTIONS. SO, LIKE, I WASN'T THINKING IN TERMS OF MODEL AND IN THE TERMS OF AN ARCHITECTURAL MODEL, BUT IN TERMS OF THE MODEL THAT ADDRESSES THE, THE, DISABILITIES, THE, THE LEARNING UNIQUENESS OF THE INDIVIDUALS THAT ARE GOING TO BE GOING TO THAT SCHOOL, YOU KNOW, WHAT MODALITIES HAVE WE LOOKED AT, AND EMBRACED TO BRING INTO THE DESIGN AND WHAT METRICS ARE WE PUTTING IN PLACE TO ENSURE THAT WE CAN, MAKE SURE THAT THOSE UNIQUE INDIVIDUALS ARE GETTING THE LEARNING ADAPTED TO WHAT THEY NEED, SO, YOU KNOW, THAT THAT'S KIND OF WHAT I'M GETTING AT, YOU KNOW, DO WE HAVE SOMETHING THAT ACTUALLY DOCUMENTS THE MODALITIES THAT THIS SCHOOL IS GOING TO BE ABLE TO INCLUDE, YOU KNOW, I KNOW WE HAVE A HUGE AUTISM, YOU KNOW, POPULATION, YOU KNOW, LIKE, WHAT WHAT KIND OF UNIQUENESS ARE WE GOING TO BE ABLE TO, SO THE, THE DESIGN OF THE, THE DESIGN OF THE SCHOOL WITH REGARD TO THE STUDENTS, THAT WOULD BE SERVING, I MEAN, WE HAVE THE POPULATION AT HARFORD ACADEMY THAT I THINK WAS DRIVING THAT IN ADDITION TO I MEAN, THERE'S THE ELEMENTARY SIDE, WHICH IS A MORE TRADITIONAL, BUT THEN THE HARFORD ACADEMY, SO, SO BY MODALITIES, I, I SENSE THAT YOU'RE TALKING ABOUT EITHER THE DISABILITIES OR STUDENTS ADDRESS OR THE, YOU KNOW, THE LEARNING CHALLENGES, THE DEMOGRAPHICS OF THE RIGHT DISABILITY. SO THAT'S NOT THE PREMISE OF THE MODEL SCHOOL IS TO PROVIDE AN ENVIRONMENT WHERE WE'RE ABLE TO DEMONSTRATE EFFECTIVE TEACHING, PARTICULARLY FOR THE POPULATION WE'RE ADDRESSING, AND WE SEE IT WORKING IN BOTH THE ELEMENTARY SIDE AND THE HARFORD ACADEMY SIDE, WITH THE IDEA OF THAT BEING A MODEL PLACE TO PREPARE TEACHERS TO WORK IN THAT SETTING. YOU KNOW, AFTER THEY FINISHED THEIR THEIR PROGRAMS. AND SO WHAT WAS DESIGNED INTO THE SCHOOL WAS ELEMENTS THAT WOULD ALLOW CLASSES TO OCCUR. THERE FOR THE COLLEGE STUDENTS WHO ARE IN THIS PROGRAM FOR OBSERVATION. FOR SO IT'S DESIGNED A LITTLE BIT TO ACCOMMODATE THE COLLEGE LEARNERS WHO WOULD BE THERE ALSO. BUT OTHER ELEMENTS OF THE PREMISE OF THE MODEL SCHOOL WOULD ALSO BE TO ENSURE FOR EXAMPLE, THAT WE'RE ABLE TO BRING TEACHERS FROM OTHER PLACES WHO MAYBE AREN'T SPECIAL EDUCATION TEACHERS TO COME AND OBSERVE. SO IT CAN BE A WAY TO STRENGTHEN THE SKILLS OF ALL OF OUR PROFESSIONAL STAFF. AS NEEDED.

YOU KNOW, I HAVE A VISION WHERE EVERY STUDENT TEACHER IN HARFORD COUNTY, REGARDLESS OF WHAT SUBJECT AREA THEY'RE TEACHING IN, SPENDS SOME TIME THERE, WHETHER IT'S A FEW DAYS OR A WEEK. BUT THEY HAVE AN EXPERIENCE THAT INCLUDES THAT GROUP OF STUDENTS JUST TO EXPAND THEIR AWARENESS OF WHO THEY'D BE DEALING WITH. SO THERE'S A LOT OF HOPES FOR THIS SCHOOL IN TERMS OF IT BEING BECOMING A TRAINING CENTER, IN ADDITION TO SERVING THOSE STUDENTS, BECAUSE THE TEACHER SHORTAGE IS MOST ACUTE IN THE SPECIAL EDUCATION REALM. AND SO WE SEE THIS AS A AS A IS AN ASSET THAT WOULD ALLOW US TO STRENGTHEN OUR PREPARATION OF SPECIAL EDUCATION TEACHERS HERE IN THE DISTRICT. PERFECT THANK YOU. THANK YOU SO. ON YOUR QUESTION, WE HAVE OUR EDUCATION SPECIFICATIONS THAT GET INTO THE PROGRAM REQUIREMENTS, WE ARE NOW AT A CONCEPT PHASE OF THE TEAM WILL MOVE FORWARD WITH, SCHEMATIC DESIGN AND DESIGN DEVELOPMENT.

THEN CONSTRUCTION, DOCUMENTS AND WHEN TRANSITIONING FROM THE CONCEPT TO THE SDS AND THE DS, WE'LL START TO GET INTO MORE OF THE DESIGN OF THE BUILDING AND ADDRESSING THE NEEDS OF A SPECIAL ED STUDENTS AND WHAT WILL ACTUALLY BE HOW THE BUILDING WILL BE OUTFITTED. SO I DON'T KNOW IF I COULD TURN IT OVER TO LAURA TO ADDRESS THAT. IN ADDITION TO THE OBSERVATION, PEOPLE OF THE OBSERVATION CONCEPTS AND PORTION THAT DOCTOR OLSON IS SPEAKING TO, THERE'S THE PIECE THAT WILL, BE ADDRESSED THROUGH THE SCHEMATIC DESIGN AND THE DESIGN DEVELOPMENT TO ADDRESS THE NEEDS OF THE STUDENTS. YEAH, OF COURSE, I WANT TO SAY THANK YOU

[02:35:01]

TO THE HARTFORD ACADEMY STAFF, WHO WAS TREMENDOUSLY GRACIOUS WITH THEIR TIME AND EXPLAINING JUST HOW UNIQUE AND HOW EXPANSIVE THE NEEDS ARE OF THESE STUDENTS WHO ARE CURRENTLY BEING SERVED BY HARTFORD ACADEMY. SO, I MEAN, I THINK WE HAD CLOSE TO 50 MEETINGS WITH THEM, KIND OF REALLY TRYING TO UNDERSTAND EXACTLY WHAT WHAT WE CAN DO TO HELP THE ENVIRONMENT ENHANCE THEIR LEARNING OPPORTUNITIES. AND THAT'S TOTALLY DOCUMENTED IN ALL THE ASPECTS. SO I WOULD I WOULD DEFINITELY START THERE. THE OTHER HALF OF THAT IS, YOU KNOW, KIND OF COUPLED WITH THAT AS OUR FIRM REALLY DUG IN DEEPLY INTO RESEARCH, INTO HOW AN ENVIRONMENT CAN AFFECT CERTAINLY THOSE, YOU KNOW, WITH DIFFERENT, DIFFERENT NEURODIVERGENCE. WE'VE PUBLISHED A PAPER, A WHITE PAPER, IT'S CALLED DIFFERING MINDS CONSIDERING EDUCATING NEURODIVERSITY AND EDUCATION, AND WE COULD SHARE THAT WITH YOU GUYS, BUT IT'S REALLY BASED ON FOUR PRINCIPLES THAT WE HAVE FOUND KIND OF IN OUR RESEARCH, YOU KNOW, KIND OF GLOBALLY, BUT ALSO MORE LOCALLY, ACOUSTIC UNDERSTANDING. SO, YOU KNOW, MAKING SURE AN ENVIRONMENT IS ACOUSTICALLY SOUND TO BE ABLE TO YOU CAN HEAR ME AND I CAN HEAR YOU AND IT'S NOT TOO OVERSTIMULATING. THE NEXT WOULD BE VISUAL. SO KIND OF REALLY LIMITING THE AMOUNT OF COLORS AND KIND OF FOCUSING ATTENTION IN THAT WAY. CERTAINLY FOR OUR STUDENTS AT HARTFORD ACADEMY WHO HAVE LIMITED VISION, THAT'S A PARTICULAR OF IMPORTANCE, KINETIC AND TACTILE. SO THE WAY WE'RE USING KIND OF SENSE AND FEEL AND BEING ABLE TO ENCOURAGE MOVEMENT AROUND THE BUILDING AND HOW THAT CAN WORK INTO AN IEP AND THE LAST ONE WOULD BE BIOPHILIC. SO HOW DOES KIND OF EMULATING THE NATURAL ENVIRONMENT ACTUALLY KIND OF FOCUS ATTENTION AND CREATE A SUSTAINED ATTENTION IN THE STUDENT AND THE INTERESTING PART ABOUT THIS, WE'VE TALKED TO THE HARTFORD ACADEMY FOLKS AND THE ELEMENTARY SCHOOL FOLKS. THESE SORTS OF KIND OF DESIGN PRINCIPLES. IT'S NOT GOING TO MATTER IF IT'S THE HARTFORD ACADEMY'S OUT OF THE ELEMENTARY SCHOOL SIDE. IT'S GOING TO HELP ALL OF US. HONESTLY, BEING IN THE IN THE BUILDING, I DON'T KNOW IF YOU'VE EVER BEEN OVERSTIMULATED, BUT, YOU KNOW, I HAVE THREE KIDS AT HOME. I LIVE OVERSTIMULATED. SO I THINK THAT THAT IS SOMETHING THAT WE'RE LOOKING TO, FINALLY DESIGN THE BUILDING AND BE ABLE TO SHOW EXAMPLES AND BE ABLE TO REACT TO AND REALLY BE ABLE TO LOOK AT. RIGHT NOW, ALL WE'VE DONE IS DRAW CONCEPTS AND A FEASIBILITY STUDY AND WRITTEN AND SPEC, AND WE'RE REALLY LOOKING FORWARD TO GETTING IT IN THE NEXT PHASE SO WE CAN LOOK AND REACT TO SOMETHING KIND OF MORE CONCRETE THAN WE HAVE SO FAR. DOES THAT ANSWER YOUR QUESTION? I DON'T WANT TO. YEAH. KIND OF I MEAN, IT GIVES ME HOPE, BUT I GUESS I GUESS I WILL LEAVE WITH YOU, THAT THAT WHAT WE WHAT I WOULD LIKE TO SEE IS THAT, YOU KNOW, WE HAVE SOME ACTUAL METRICS SO THAT, YOU KNOW, ALL OF THIS EFFORT, WE CAN, YOU KNOW, MEASURE ITS EFFECTIVENESS ON BEING ABLE TO, BRING OUR UNIQUE STUDENTS TO A PLACE WHERE, THEY CAN HAVE A LIFE THAT'S FULL OF PURPOSE AND A FUTURE THAT WE COMPLETELY AGREE. THANK YOU. YEAH. THANK YOU. MISS KOCHER HAS HER HAND UP, YEAH. GREAT PRESENTATION. THANK YOU, I'M WONDERING WHEN YOU LOOK AT THE TWO CONCEPTS, EDGE AND LINK, AND YOU LOOK AT THE GUIDING PRINCIPLES YOU MENTIONED ELOPEMENT, SO SAFETY IS A CONSIDERATION, AND I'M WONDERING IF, LIKE, THE BEST ASPECTS OF EACH OF THESE COULD BE COMBINED, FOR EXAMPLE, IF ELOPEMENT IS MORE OF AN ISSUE OF THE FOR THE HARTFORD ACADEMY, THEN WOULD YOU WANT THE ELEMENTARY SCHOOL, PART TO BE NORTH AND CLOSER TO THE PLAY FIELDS AND HAVE MORE EXTERNAL ACCESS. BUT YET YOU LIKE THE LARGER, COURTYARD OF YOU, IF YOU WILL, ON THE IS IT THE EDGE, DESIGN. SO IS THERE AS YOU GO FORWARD. I'M JUST WONDERING, WILL YOU BE LOOKING AT ANYTHING LIKE THIS TO COMBINE THE BEST ASPECTS OF BOTH, OR IS IT JUST A VERSUS B? SO MISS COKER ABSOLUTELY. I MEAN THAT THAT'S ALL PART OF THE PROCESS. BUT, I ALSO EXPLAINED THAT THE REASON THAT WE HAVEN'T GOTTEN RID OF EITHER ONE OF THESE CONCEPTS IS BECAUSE WE'VE ONLY BEEN GIVEN THIS INFORMATION FOR A COUPLE OF MONTHS, AND THERE'S A 60 FOOT DIFFERENCE FROM THE NORTH TO THE SOUTH, FROM THE BACK OF THE EVERMORE, PROPERTY COMMUNITY TO FOUNTAIN GREEN ROAD. AND WHAT WE KNOW IS THAT, THROUGH ALL THESE MEETINGS THAT HARTFORD, THE HARTFORD ACADEMY PUBLIC DAY SCHOOL PORTION HAS TO BE ON GRADE. IT CAN'T BE ON TWO FLOORS. SO ONE OF THE THINGS THAT WE'LL BE VERY FOCUSED ON, ON, AND, AND LAURA KIND OF JOKE AT IT, BUT I TAKE IT VERY SERIOUS, IS WE'RE NOT GOING TO SPEND MONEY ON DIRT. WE'RE GOING TO SPEND MONEY ON PROGRAM. SO AT THE END OF THE DAY, IF IT MAKES MORE SENSE FOR THE BUILDING, TO BE GRADED IN SUCH A WAY TO SAVE US MONEY AND PUT IT BACK INTO PROGRAM, THAT WILL DICTATE WHERE THE HARTFORD DAY SCHOOL WILL SITUATE ON THE SITE. BUT BUT WE'RE GOING TO LEARN FROM ALL THESE, CONCEPTS AND DISCUSSION TO MAKE IT THE BEST FACILITY FOR ALL STUDENTS. SO IF SOUNDS GOOD. SO COST IS A VARIABLE. IF YOU'RE

[02:40:03]

REALLY LOOKING TO SEE WILL EVERYTHING ALL THE REQUIREMENTS OF THE PROGRAM FIT ON THIS SITE THE WAY WE NEED IT TO? AND THE ANSWER IS YES. WE'VE PROVEN IT WITH TWO DIFFERENT OPTIONS, AND THE NEXT STEP, IF YOU PICTURE EACH ONE OF THESE BLOCKS, IS LITERALLY BUILDING BLOCKS. THEY WILL BE MOVED AROUND AND YOU WILL SEE CHANGES AS WE GO. AND UNDER EACH ONE OF THOSE BLOCKS OR EVEN SMALLER BLOCKS THAT WILL BE MOVED AROUND AND ORIENTED, SO AS WE GET INTO THE DIFFERENT PHASES, I KNOW IT PROBABLY MEANS NOTHING TO GO THROUGH LIST THE NAME OF THE PHASES, BUT WE ACTUALLY GO INTO WHAT WE CALL LIKE A QUARTER SCALE MEETING WHERE WE BRING IN EVERYONE WE SAT DOWN WITH DURING THE 50TH SPEC MEETING AND AGAIN REVISIT ONLY THIS TIME WE ACTUALLY HAVE DRAWINGS ON THE TABLE AND SAY, DOES THIS MAKE SENSE? SO ALL OF THAT IS ALSO LOOKED AT IN DEPTH WITH ALL THE STAKEHOLDERS. AS WE MOVE FORWARD. SO OKAY. THANK YO. I JUST WANT TO SAY THANK YOU.

THAT WAS A GOOD PRESENTATION AND I'M REALLY EXCITED TO SEE LIKE THE FINAL OUTCOMES OF CAN'T WAIT TILL SEPTEMBER TO SEE THE UPDATED INFORMATION. THANK. YOU ANYTHING ELSE? YEAH I HAVE TWO QUICK QUESTIONS. ONE IS THE ELEMENTARY SCHOOL CAPACITY, DO WE HAVE A GOAL THERE OR WHEN WE'RE LOOKING AT DOES IT DIFFERENCE BETWEEN THE TWO OPTIONS THAT YOU HAVE IN FRONT OF US? THERE'S NO DIFFERENCE. BUT I'M GOING TO LET MISSY TALK ABOUT CAPACITY. THERE'S NO DIFFERENCE, I BELIEVE IT WAS RIGHT AROUND 600. YEAH. IT'S, BASICALLY FOUR CLASSES PER GRADE LEVEL. AND THEN IT WILL START PRE-K UP, AND THEN THE SCHOOL ALSO WILL HOST THE EARLY LEARNERS PROGRAM. EARLY INTERVENTION PROGRAM. OKAY. THANK YOU. AND THEN JUST BECAUSE I'M CURIOUS, NAMING THE ELEMENTARY SCHOOL, HOW DOES HOW DOES THAT WORK? THERE'S A BOARD PROCESS. THERE'S A THERE'S A THERE'S A SCHOOL NAMING PROCESS, A POLICY. OKAY, THAT, YOU KNOW, THAT HAS LIKE CORNELL BROWN TO YOU, THAT'S WELL, THAT'S YOU KNOW, WHAT I WAS GOING TO SAY? SORRY, SORRY, I DIDN'T HEAR YOU NAME IT AFTER YOU. NEVER MIND. NO NO NO NO NO NO NO NO, THAT'S AND THAT'S NOT ALLOWED POLICY, BACK AND FORTH. BACK TO YOU. SO I'M SURE I CAN FIND IT. OKAY.

ALL RIGHT. HADN'T BEEN A PART OF THAT PROCESS AND WAS CURIOUS HOW IT WORKS. YES ALL RIGHT. IF THERE'S NOTHING ELSE, THANK YOU VERY MUCH. KEEP UP THE GOOD WORK. THANK YOU, THANK YOU,

[E. Presentation of the FY2026 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 Planne]