[B. Decision on Schematic Design for the New Combination Harford Academy and Elementary School Project, Ms. Cathy Bendis, Assistant Superintendent for Operations, Ms. Patti Jo Beard, Executive Director of Facilities Management, Mr. Chris Morton, Supervisor of Planning and Construction, Ms. Missy Valentino, Facilities Planner, Mr. Kieran Wilmes, AIA, LEED AP BD+C, and Ms. Kerry Porter Hill, LEED AP, consultants of Grimm + Parker Architects]

I'M GOING TO MOVE ON TO NEW BUSINESS ACTION ITEM B DECISION ON SCHEMATIC DESIGN FOR NEW COMBINATION HARTFORD ACADEMY AND ELEMENTARY SCHOOL PROJECT. I'D LIKE TO WELCOME MISS KATHY BENDIS, AND I'LL HAVE YOU INTRODUCE YOUR ENTIRE TEAM SINCE YOU BROUGHT THEM ALL THIS EVENING. WELCOME. GREAT. THANK YOU SO MUCH. GOOD EVENING, PRESIDENT BOYNTON, VICE PRESIDENT HAHN, SUPERINTENDENT OLSEN AND FELLOW BOARD MEMBERS. I AM KATHY BENDIS, ASSISTANT SUPERINTENDENT FOR OPERATIONS. WITH ME THIS EVENING FROM THE HCP'S TEAM IS MR. RANDY GUYER, PRINCIPAL FOR HARTFORD ACADEMY. MISS JENNIFER DROMGOOLE, PRINCIPAL FOR NORRISVILLE ELEMENTARY SCHOOL. MR. CHRISTOPHER MORTON, SUPERVISOR OF PLANNING AND CONSTRUCTION.

MISS MISSY VALENTINO, FACILITIES PLANNER. AND BEHIND ME IS MISS PATTY JO BEARD, EXECUTIVE DIRECTOR FOR FACILITIES MANAGEMENT FROM THE GRIMM AND PARKER ARCHITECT TEAM. MR. KIERAN WILMES AND MISS CARRIE HILL AND THEY WILL BE PRESENTING THIS EVENING. JUST WANT TO GIVE A BRIEF PROJECT HISTORY. IN JUNE OF 2023, THE BOARD APPROVED THE EDUCATIONAL SPECIFICATIONS FOR

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THE NEW SCHOOL. IN FEBRUARY OF 2024, THE BOARD APPROVED THE NEW SITE NEAR THE EVERMORE COMMUNITY ON ROUTE 543. IN SEPTEMBER OF 2024, THE BOARD APPROVED THE DESIGN CONTRACT WITH GRIMM AND PARKER ARCHITECTS TO DEVELOP THE DESIGN FOR THE NEW SITE, AND SINCE THEN THE TEAM HAS BEEN WORKING VERY CLOSELY WITH ALL STAKEHOLDERS TO REFINE THE DESIGN. THE PURPOSE OF TONIGHT'S PRESENTATION IS TO PRESENT THE SCHEMATIC DESIGN, WHICH SETS THE DIRECTION FOR THE FULL DESIGN.

MR. WILLIS AND MISS HILL WILL WALK THROUGH THE OVERALL SPATIAL LAYOUT, REVIEWING THE KEY DESIGN ELEMENTS AND THE PROJECT SCOPE. MR. GEIER AND MISS DRUMGOOLE WILL SHARE THEIR PERSPECTIVE AND INSIGHTS AS VALUABLE MEMBERS OF THE TEAM, AND THE REST OF THE TEAM WILL BE HERE TO ANSWER AND ADDRESS ANY QUESTIONS. AT THE CONCLUSION OF THE PRESENTATION, WE WILL BE ASKING FOR THE BOARD'S APPROVAL TO SUBMIT THE DESIGN TO THE STATE, AND WITH THAT, I WILL TURN IT OVER TO MISS HILL AND MR. WILLIS. THANK YOU, MISS BENDER. CAN YOU GUYS HEAR ME? OKAY, GREAT. ALL RIGHT, WELL, THANK YOU AGAIN FOR HAVING US THIS EVENING. IT'S GREAT TO BE WITH YOU ALL AGAIN. AS MISS BENNETT SAID, WE'VE MADE A LOT OF PROGRESS SINCE WE WERE LAST IN PRESENTING TO THIS BOARD AT THE END OF THE CONCEPT PHASE. SO WE'RE NOW REALLY AT THE CONCLUSION OF SCHEMATIC DESIGN.

WE'VE HAD A CHANCE TO TAKE A DEEP DIVE ONTO THE NEW SITE, GOT SOME MORE INFORMATION FROM OUR DUE DILIGENCE WORK ON THE SITE. MORE WORK WITH THE EDUCATIONAL SPECIFICATIONS AND REALLY GETTING OUR HANDS DIRTY, AS IT WERE. GETTING CONCEPTS UP TO SPEED ON THE NEW ON THE NEW PROPERTIES. WE'VE GOT SOME GREAT UPDATES TO SHARE WITH YOU TODAY AND HAPPY TO TAKE ANY QUESTIONS AS WE WRAP UP. OUR AGENDA IS GOING TO BE BRIEF. WE'RE GOING TO START LIKE WE DID LAST TIME, WITH A REMINDER OF THE GUIDING PRINCIPLES THAT ARE HELPING TO SHAPE OUR DECISION MAKING FOR THE PROJECT. WE'LL GIVE YOU A BRIEF UPDATE ON WHERE WE STAND ON THE OVERALL PROJECT SCHEDULE.

THEN WE'LL GET INTO THE ACTUAL DESIGN UPDATES ON BOTH THE SITE ITSELF, THE SITE PLAN, AND THEN WITHIN THE BUILDING PLAN ITSELF. AND WE'RE STARTING TO DEVELOP SOME OF THE EXTERIOR CHARACTER AND IMAGERY FOR THE BUILDING, TOO. AND THEN AT THE END, WE'LL BE LOOKING FOR THE RECOMMENDATION AND APPROVAL, HOPEFULLY STARTING WITH THE GUIDING PRINCIPLES. THESE ARE VERY IMPORTANT AT THE AT THE BEGINNING OF OUR DESIGN PROCESS TO WORKSHOP WITH ALL THE STAKEHOLDERS INVOLVED, AND THEN ALSO TO CODIFY AND KIND OF LITERALLY CARRY WITH US AS WE GO FROM MEETING TO MEETING AND DECISION TO DECISION, JUST SOME OF THE TO TOUCH ON SOME OF THE MAIN POINTS. WE WANT TO MAKE SURE THAT THE NEW COMBINED SCHOOL, THE ELEMENTARY SCHOOL AND HARTFORD ACADEMY ARE WHERE A SCHOOL WHERE EVERY SPACE IS A LEARNING SPACE. THAT'S NOT JUST EVERY CLASSROOM, THAT'S LITERALLY EVERY SPACE IN THE BUILDING, WHETHER IT'S CIRCULATION SPACE, WHETHER IT'S THE FOUND SPACES, THE CONNECTIVE TISSUE THAT BRING THESE SPACES TOGETHER, WE WANT TO MAKE SURE THAT ALL SPACES WITHIN THE BUILDING HAVE A ROLE TO PLAY IN THE EDUCATION OF THE CHILDREN, SO THAT LEARNING REALLY DOES TRULY HAPPEN EVERYWHERE. THAT ENCOURAGES INDEPENDENCE, OF COURSE. AND THEN ONE OF THE MAJOR AND UNIQUE ELEMENTS OF THE SCHOOL IS TO INTEGRATE THE MODEL SCHOOL PROGRAM INTO THIS COMBINED SCHOOL PROGRAM. WE WANT TO MAKE SURE THAT WE'RE PROVIDING SPACES WHERE THE STUDENTS BELONG SO THAT THERE'S A SHARED EXPERIENCE. THE SCHOOLS OBVIOUSLY HAVE THEIR OWN INDIVIDUAL OPERATIONS AND FUNCTIONS, BUT THERE'S A REALLY WONDERFUL SHARED COMPONENT IN THE EDUCATIONAL SPECIFICATION THAT'S REALLY HELPED TO CENTRALIZE AND ORGANIZE OUR BUILDING PLANS AS THEY'VE AS THEY'VE EVOLVED ON THE SITE. ONE OF THE SOME OF THE MAIN THEMES THAT WE'RE TRYING TO INCLUDE FOR ALL STUDENTS IS MAKE SURE THAT WE HAVE PLACES FOR INCLUSION BETWEEN THE PROGRAMS. WE WANT TO MAKE SURE THAT EVERY STUDENT HAS A SENSE OF A STRONG SENSE OF DIGNITY, AND THAT EQUITY IS A HIGH PRIORITY AS WELL, AND THAT UNIVERSAL ACCESS, PARTICULARLY FOR THE HARTFORD ACADEMY STUDENTS, IS FIRST AND FOREMOST. AND THAT'S INFORMED A LOT OF OUR THINKING ABOUT HOW TO WORK THE SITE VERTICALLY SO THAT, AGAIN, THAT ACCESS IS UNIFORM. THE QUALITY AND ENVIRONMENT IS ABSOLUTELY CRITICAL. WE WANT TO MAKE SURE THAT THIS BEAUTIFUL NEW SITE THAT'S BEEN OBTAINED BY THE BOARD HAS A LOT GOING FOR IT. IT'S A REAL JEWEL IN THE COMMUNITY, AND WE WANT TO MAKE SURE THAT WE'RE MAINTAINING THAT CONNECTION TO NATURE, THAT ALL LEARNING SPACES HAVE ACCESS TO VIEWS OF THE OUTDOORS AND NATURAL DAYLIGHTING THAT ENHANCES JUST OUR OVERALL WELL-BEING. IN ADDITION TO OUR PERFORMANCE IN SCHOOLS, BOTH AS TEACHERS AND AS STUDENTS, WE WANT TO MAKE SURE THAT THE SPACES HAVE THE STUDENTS, HAVE SPACES THAT MAKE THEM FEEL LIKE THEY MATTER, THAT ARE INSPIRING AND ENERGETIC, AND THAT REALLY PROMOTES WHOLE, WHOLE CHILD WELLNESS. AND THEN ZOOMING OUT AT A BROADER SCALE, MAKING SURE THAT THE SCHOOL TAKES AN ACTIVE ROLE IN THE COMMUNITY. WE KNOW THAT THE EXISTING HARTFORD ACADEMY HAS A VERY ROBUST PARENT AND COMMUNITY SUPPORT SYSTEM, AND WE KNOW THAT THE NEW ELEMENTARY SCHOOL WILL AS WELL.

WE WANT TO MAKE SURE THAT THIS NEW BUILDING SUPPORTS THAT AND ANNOUNCES ITSELF IN THE COMMUNITY. WE ALSO UNDERSTAND THAT IT'S AN IMPORTANT BUILDING FOR RECRUITMENT AND RETENTION FOR HC. S, SO THAT YOU HAVE THE VERY BEST AND YOU'RE ABLE TO RECRUIT AND RETAIN THE VERY BEST EDUCATORS IN THE STATE AND IN THE COUNTY. SO THIS BUILDING IS TRYING TO DO ALL THESE THINGS, AND WE WANT TO MAKE SURE THAT ALL OF OUR DECISION MAKING SUPPORTS THESE GOALS AND GUIDELINES. AS WE PROCEED. OKAY. SO ZOOMING OUT A LITTLE BIT, LOOKING AT THE OVERALL SCHEDULE, WE ARE AT THE END OF THAT FIRST BLUE BLOCK, THAT SCHEMATIC DESIGN. SO WE'VE HAD A

[01:15:03]

TREMENDOUS AMOUNT OF STAKEHOLDER FEEDBACK. AS MISS BENDIS MENTIONED, A LOT OF WE'VE STARTED THE COMMUNITY FEEDBACK GROUP AS WELL. WE HAVE SOME MEETINGS COMING UP WITH THE COMMUNITY IN PARTICULAR AS PART OF THE PERMITTING PROCESS AS WELL. AND WE'RE STARTING TO GET SOME INITIAL INFORMATION RELATIVE TO THE BUDGET. THE NEXT PHASE THAT WE'RE GOING TO PROCEED INTO IN THE START OF 2025 IS CALLED DESIGN DEVELOPMENT. THAT'S WHERE WE TAKE A MUCH MORE DEEP A DEEP DIVE AND MORE FOCUSED DIVE INTO EACH AND EVERY INDIVIDUAL SPACE IN THE PROGRAM. WE MEET AGAIN WITH THE STAKEHOLDERS ROOM BY ROOM, SPACE BY SPACE, DEPARTMENT BY DEPARTMENT, WITH CURRICULUM HEADS, WITH EDUCATORS THAT WILL BE IN THIS BUILDING TO MAKE SURE THAT WE'VE GOT ALL THE LAYOUTS CORRECT. THE SPATIAL ADJACENCY IS RIGHT ON EVEN THE FURNITURES, THE FIXTURES, THE EQUIPMENT AND SOME OF THE TECHNOLOGY INFRASTRUCTURE WITH OUR CONSULTANTS, CONSULTING ENGINEERS. AND THAT'S A 2 OR 3 DAY SESSION THAT WE'VE GOT SET UP IN MARCH TO DO ON SITE WITH THE EDUCATORS. SO WE'RE LOOKING FORWARD TO THAT. AND AGAIN, WE'LL HAVE A COST ESTIMATE UPDATE AT THE END OF THAT PHASE, WHICH WILL WRAP UP LATER THIS SPRING. WE'LL THEN MOVE INTO CONSTRUCTION DOCUMENTS THAT WILL TAKE US TOWARDS THE END OF CALENDAR YEAR 25, AND THEN WE'LL START THE BIDDING PROCESS AND GET READY FOR CONSTRUCTION IN 26. OKAY, SO THIS IS KIND OF A BIRD'S EYE VIEW. AERIAL VIEW OF OUR SITE PLAN ON YOUR NEW PROPERTY OUT ON ROUTE 543. SO NORTH IS ROUGHLY UP A LITTLE BIT TO THE TO THE UPPER UPPER LEFT.

SO WE'VE GOT JUST TO ORIENT YOU I'M GOING TO POINT I'M SORRY MR. I'M GOING TO POINT BEHIND YOU A LITTLE BIT ON THE SCREEN IF THAT'S OKAY. THE NORTH FOUNTAIN ROAD IS TO THE BOTTOM OF THE PAGE HERE, ROUTE 543. AND THEN I WAS AS WAS MENTIONED, WE HAVE EVERMORE BOULEVARD, WHICH IS OUR CONNECTOR ROAD. A LOT OF OUR THINKING HAS HAD TO DO WITH THE WHAT THE SITE IS TELLING US ABOUT. IT'S SORT OF IT'S, IT'S CONSTRAINTS AND IT'S OPPORTUNITIES AS WELL. IT'S ABOUT A 45 ACRE SITE IN TOTAL. AND KUDOS AGAIN TO THE BOARD FOR FINDING, FOR LOCATING AND PURCHASING A PROPERTY THAT DID HAVE THE WATER AND SEWER, THE UTILITIES THERE. THAT'S GOT US OFF TO A GREAT START WITH MAKING SURE THIS BUILDING HAS A HAS A PLACE TO LAND AND WILL BE PROPERLY SUPPORTED WITH INFRASTRUCTURE. ONE OF THE SOME OF THE NATURAL FEATURES IN THE SITE THAT WE HAVE TO CONSIDER, YOU CAN SEE IN BLUE HERE, WE'VE GOT SORT OF A STREAM AND WETLAND BUFFER THAT WE HAVE TO CONTEND WITH. SO THAT'S HELPING TO INFORM OUR SANDBOX, IF YOU WILL, SORT OF OUR BUILDABLE, OPTIMAL BUILDABLE AREA. WE WANT TO MINIMIZE THE AMOUNT OF EARTHWORK AND RETAINING WALLS AND OTHER THINGS LIKE THAT THAT ARE GOING TO THAT WOULD TAKE A LOT OF COST. SO WE'RE TRYING TO POSITION THE BUILDING BOTH HORIZONTALLY AND VERTICALLY, SO THAT WE'RE TAKING ADVANTAGE OF THE NATURAL GRADES OF THE SITE, WHICH ARE SIGNIFICANT. THERE'S ABOUT 50 TO 60FT OF VERTICAL GRADE DROP FROM THE HIGH POINT IN THE SITE TO THE NORTH AT THE TOP OF THE PAGE DOWN TOWARDS FOUNTAIN ROAD, FOUNTAIN GREEN ROAD. SO WE'RE REALLY TRYING TO AGAIN MITIGATE THAT GRADE CHANGE WITH OUR DESIGN. WE'RE LOOKING VERY CLOSELY AT SAFETY AND CIRCULATION. WE KNOW THAT THAT'S KEY TO SITE SAFETY AND SECURITY BOTH. SO WE'RE MAKING OUR MAIN POINTS OF ENTRANCE OFF OF EVERMORE BOULEVARD. AND WE'RE WE'RE AVOIDING 543. IT'S A IT'S A HIGHER THOROUGHFARE THAT'S RUN BY STATE HIGHWAY HAS A LOT OF OTHER COMPLEXITY TO IT. SO THAT'S LEADING US TO COME OFF OF EVERMORE BOULEVARD WITH OUR ENTRY POINTS. WE'VE GOT. BECAUSE OF THE COMPLEX NATURE OF THE PROGRAM, WE'RE TRYING TO SEPARATE AND BIFURCATE THE CIRCULATION PATTERNS FOR BOTH SCHOOL BUSSES THAT COME IN IN THE MORNING AND AFTERNOON, AS WELL AS STAFF AND VISITOR PARKING. SO THE ELEMENTARY SCHOOL PARKING AND BUSSES ARE POSITIONED TO THE SOUTH OF THE SITE, TOWARDS FOUNTAIN GREEN ROAD AND THEN THE HARTFORD ACADEMY SIDE IS MORE TOWARDS THE NORTH, WHICH HAS A MORE ROBUST SCHOOL BUS NEEDS WITH A LINEAR CANOPY FOR KIND OF A DIGNIFIED AND WEATHER PROTECTED DROP OFF SEQUENCE, AS WELL AS ROBUST STAFF PARKING FOR ALL THEIR STAFF, VOLUNTEERS AND FOLKS THAT HELP RUN THEIR PROGRAMS AT THE NORTH, FAR NORTH NORTH END OF THE SITE IS YOU'LL SEE SOME ATHLETIC AND RECREATION FIELDS WHICH ARE PART OF THE PROGRAM. WE'RE HOPING TO POSITION THAT TO THE NORTH TO GET CLOSER TO THE COMMUNITY, SO THAT CAN BE AN AMENITY FOR THE NEIGHBORS AS WELL AS THE SCHOOL. AND THEN IN THE FRONT OF THE BUILDING ALONG HERE ON THE WEST SIDE OF THE PROPERTY, IS THE VISITOR PARKING AND DROP OFF. THAT WILL BE SORT OF THE MAIN FRONT DOOR OF THE SCHOOL. THE MAIN ENTRANCE FOR BOTH PROGRAMS COMING IN, AND THE SCHOOL IS ORGANIZED AROUND SOME CENTRAL COURTYARD SPACES FOR OUTDOOR LEARNING AND PLAY. THERE'S A PRETTY ROBUST SERIES OF OUTDOOR PLAY, OUTDOOR RECREATION AND LEARNING SPACES THAT ARE PART OF THE ED SPEC. THOSE REALLY WANT TO BE AS CLOSE AND PROXIMATE TO THE BUILDING AS POSSIBLE AGAIN, FOR SAFETY, SECURITY AND CONVENIENCE AND ACCESSIBILITY. SO OUR TEAMS WORKED REALLY HARD WITH THE STAKEHOLDERS TO SORT OF RIGHT SIZE AND PROPERLY POSITION THOSE AS CLOSE AS WE CAN TO THE BUILDING INSIDE THE ACCESS ROAD THAT CIRCUMNAVIGATES THE SITE TO PROVIDE ACCESS FOR DELIVERIES AND SERVICE VEHICLES AND THINGS LIKE THAT. ALL THOSE RECREATION SPACES, AGAIN, ARE AS CLOSE AS THEY CAN BE TO THE BUILDING, WITH THE EXCEPTION OF THE COMMUNITY BASED RECREATION FIELD ON THE OTHER SIDE OF THE PARKING AREA. SO WE'RE PLEASED WITH THE WAY THAT THE PROCESS HAS GONE, FOR SURE. BUT WITH THE OUTCOME

[01:20:04]

OF THE SCHEMATIC DESIGN BEING ABLE TO FIT WHAT WE CONSIDER A VERY, AGAIN, ROBUST PROGRAM ONTO A SITE THAT HAS CERTAINLY SOME CONSTRAINTS AND CHALLENGES, BUT HAS BEEN REALLY AMENABLE TO THE PROGRAM. I'M GOING TO TURN IT OVER TO CARRIE TO TALK YOU THROUGH THE BUILDING PLANS NOW.

SO JUST WANTED TO TOUCH ON ONE THING. THE ORIENTATION OF THE PLANS ON THE SITE PLAN.

TYPICALLY WE ORIENT THOSE WITH NORTH POINTING TOWARDS THE TOP OF THE PAGE, AND WE DON'T DO THAT WITH FLOOR PLANS. FLOOR PLANS. WE ORIENT THEM SO THAT THE FRONT DOOR OF THE BUILDING IS ORIENTED TOWARDS THE BOTTOM OF THE PAGE. SO ON THIS SITE, WHEN WE DO ORIENT THE FRONT DOOR TOWARDS THE BOTTOM OF THE PAGE, NORTH IS NOT TO THE TO THE TOP OF THE PAGE. IT IS ACTUALLY ROTATED ABOUT 90 DEGREES. SO THAT'S WHY IF YOU LOOK ON THE SITE PLAN, THE BUILDING IS ORIENTED VERTICALLY. AND IN THIS CASE, WHEN WE START TO LOOK AT THE FLOOR PLANS, THEY'RE ORIENTED HORIZONTALLY BASICALLY. SO JUST TO SORT OF TOUCH ON THAT BRIEFLY AND TO TALK A LITTLE BIT ABOUT THE ORGANIZATION OF THE PLAN ITSELF, THE BUILDING IS BASICALLY ORGANIZED AROUND A CENTER. THERE IS THE FRONT DOOR, WHICH IS REPRESENTED BY THAT LARGE BLUE ARROW. YOU COME INTO THE CENTER PORTION OF THE BUILDING, WHICH IS SHARED, AND PUBLIC SPACES THAT ARE ORIENTED AROUND A CENTRAL COURTYARD. AND THEN THE ELEMENTARY SCHOOL AREA IS OFF TO THE RIGHT OR TO THE SOUTH. AND HARTFORD ACADEMY, THE PUBLIC DAY SCHOOL, IS OFF TO THE LEFT OR TO THE NORTH OF THE CENTRAL COURTYARD, AND THE MODEL SCHOOL IS EXCUSE ME, JUST LOCATED. SEE IF I CAN GET IT TO SHOW. LOCATED JUST NEXT TO THE FRONT DOOR HERE. SO JUST TO TOUCH A LITTLE BIT MORE INTO THE DIFFERENT SPACES WITHIN IT, SOME OF THE PUBLIC SPACES IN THE CENTRAL CORE, WE HAVE ADMIN AREAS AND THE HEALTH SUITES ALONG WITH STUDENT SERVICES ALONG THIS FRONT BAR RIGHT AS YOU COME IN. AND THEN MEDIA CENTER IS HERE IN THE IN THE CENTRAL CORE AS YOU COME IN WITH THE GYMNASIUM, ELEMENTARY SCHOOL, GYMNASIUM, DINING, PUBLIC DAY SCHOOL, GYMNASIUM, AND THEN RELATED SERVICES AND ART ARE ALL IN THAT CENTRAL ARE. IN THE ELEMENTARY SCHOOL ON THE FIRST FLOOR WE HAVE EARLY LEARNER THROUGH FIRST GRADE CLASSROOMS AND A ASSOCIATED ACCESSORY SPACES ON THE FIRST FLOOR HERE. AND THEN AS YOU MOVE UP TO THE SECOND FLOOR, YOU HAVE SECOND GRADE THROUGH FIFTH GRADE, PLUS ACCESSORY SPACES FOR THE ELEMENTARY SCHOOL. ONE OTHER QUICK THING, AS I JUST SPOKE BRIEFLY ABOUT COMING IN THE MAIN ENTRANCE DURING THIS IS THE MAIN ENTRANCE DURING THE MAJORITY OF THE PORTION OF THE OF THE SCHOOL DAY. THERE ARE TWO OTHER TIMES WHERE THEY DO USE DIFFERENT ENTRANCES INTO THE BUILDING DURING ARRIVAL AND DISMISSAL.

DURING ARRIVAL, THE ELEMENTARY SCHOOL STUDENTS WILL BE COMING IN AND OFF THE BUSSES AND WILL BE COMING IN THE SOUTH SIDE OF THE BUILDING HERE, AND THAT'S AT THE END OF THE DAY. THEY WILL BE DISMISSING OUT HERE TO THE BUS LOOP AS WELL. AND THEN AGAIN DURING ARRIVAL, HARTFORD ACADEMY WILL COME. THE PUBLIC DAY. SCHOOL WILL COME FROM THE BUS BUS AREA HERE IN THROUGH THE ENTRANCES TO THE DIFFERENT CLUSTERS. SO AND THEN AT THE END OF THE DAY, THEY WILL BE DISMISSING THROUGH THEIR EXCEPT FOR ARRIVAL AND DISMISSAL, THOSE DOORS WILL BE LOCKED IN. ALL ENTRANCES WILL BECOME COMING IN THROUGH THE SECURED VESTIBULE DURING THE MAJORITY OF THE DAY.

SO JUST SORT OF GO THROUGH THAT. AND THEN ON THE SECOND FLOOR, LIKE I MENTIONED JUST BRIEFLY, THE SECOND FLOOR IS PRIMARILY THE SECOND THROUGH FIFTH GRADE CLASSROOMS AND ASSOCIATED ACCESSORY SPACES FOR THE ELEMENTARY SCHOOL. WE ALSO WANTED TO SORT OF TOUCH ON SOME OF THE DESIGN THEMES THAT WE'RE INCORPORATING INTO THE BUILDING DURING SCHEMATIC DESIGN, AND A LOT OF THESE ARE GOING TO BE FAMILIAR, BECAUSE WE'RE TAKING SOME OF THOSE IDEAS FROM THE GUIDING PRINCIPLES THAT WE DEVELOPED DURING FROM FEASIBILITY STUDY ON, AND REALLY TRYING TO INCORPORATE THEM INTO THE BUILDING. SO THIS IDEA OF INCLUSION, DIGNITY AND EQUITY AND THE IDEA THAT WE HAVE SEPARATE CO-LOCATED PROGRAMS THAT ARE IN THE BUILDING THAT MAINTAIN, BASICALLY ALLOW STUDENTS TO MAINTAIN THEIR DIGNITY AND THEY ENCOURAGE INCLUSION. BUT INCLUSION ON THE STUDENTS TERMS WHEN POSSIBLE. SO THAT WAS ONE OF THE KEY THINGS THAT WE'RE TRYING TO INCLUDE AND INCORPORATE INTO THE INTO THE PLANS FOR THE BUILDING, SOME OF THE PLACES WHERE WE'RE TRYING TO MAKE THAT HAPPEN. DINING, THE DINING. OOPS, SORRY, I PRESSED

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THE WRONG BUTTON. WHAT HAPPENED? YEAH. DINING HAS BASICALLY THEY'RE CO-LOCATED DINING ROOMS WHICH ALLOW FOR A SHARED DINING EXPERIENCES ON THE STUDENT'S TERM OWN TERMS. WE ALSO HAVE MEDIA CENTER. THERE ARE SPACES THAT ARE SHARED AND SPACES THAT THEY CAN USE JUST FOR WITH STUDENTS FROM THEIR OWN OWN SCHOOLS AND ALSO THERE IS AN AREA IN THE COURTYARD FOR SHARED ART EXPERIENCES. THERE ARE CO-LOCATED. THERE ARE CLASSROOMS, ART CLASSROOMS. SORRY FOR BOTH THE ELEMENTARY SCHOOL AND THE PUBLIC DAY SCHOOL, BUT THERE'S AN EXTERIOR SPACE IN THAT CENTRAL COURTYARD THAT ALLOWS FOR OUTDOOR LEARNING AND SHARED EXPERIENCE. THE NEXT THING THAT WAS REALLY IMPORTANT THAT WE'RE TRYING TO WORK INTO THE BUILDING IS THIS IDEA OF CONNECTIONS TO NATURE AND DAYLIGHTING. ALL THE CLASSROOMS FOR THE PUBLIC DAY SCHOOL AND THE ELEMENTARY SCHOOL HAVE ACCESS TO NATURAL DAYLIGHT. THIS IS EITHER THROUGH WINDOWS THAT OPEN ON THE PERIMETER OF THE BUILDING, LOOKING OUT INTO THE SITE, OR LOOK INTO THOSE CENTRAL COURTYARDS. SO THEY'RE ALSO PROVIDING DAYLIGHTING TO ALL THE SPACES. THE COURTYARDS ALSO GIVE AN OPPORTUNITY FOR FOLKS TO BE ABLE TO PARTICIPATE IN OUTDOOR ACTIVITIES IN A SECURE OUTDOOR SPACE. SO THEY'RE THEY'RE OUTSIDE, BUT THEY'RE ALSO ENCLOSED AND SECURE. THE MODEL SCHOOL WE'VE TALKED A LITTLE BIT ABOUT WE ONE OF THE THINGS THAT WE ARE WORKING ON DOING IS INTEGRATING THE MODEL SCHOOL INTO THE BUILDING AS A WHOLE. WE TALKED A LITTLE BIT ABOUT THE FACT THAT THE MODEL SCHOOL IS LOCATED RIGHT AT THE FRONT ENTRANCE. IT HAS ITS OWN ENTRANCE OFF OF THE SECURED VESTIBULE. SO YOU CAN GET COME INTO THAT VESTIBULE AND GET BUZZED INTO THE MODEL SCHOOL, DIRECTLY INTO THEIR SPACE. THEY IT ALSO HAS OBSERVATION ROOMS THAT ARE SCATTERED THROUGHOUT THE BUILDING. IN THE ELEMENTARY SCHOOL, THEY ARE SCATTERED WITHIN THE ACADEMIC CLUSTERS, AND THEY ARE THERE SO THAT THEY CAN BE USED FOR OBSERVATION.

WHEN STUDENTS FROM THE MODEL SCHOOL ARE THERE, OR IF THEY'RE NOT BEING USED BY THE MODEL SCHOOL, THEY CAN BE USED FOR SMALL GROUP PULL OUT AND COLLABORATION SPACES FOR THE ELEMENTARY SCHOOL. SO KIND OF MULTIPLE USE FOR THOSE SPACES. AND THEN ALSO IN THE PUBLIC DAY SCHOOL WE HAVE THE OBSERVATION CLASSROOMS AS WELL. BUT THESE OBSERVATION OBSERVATION SPACES, WE'RE TRYING TO FOCUS AT THE TRANSITIONS INTO THOSE SPACES SO THAT WE CAN HAVE OBSERVATION HAPPENING. BUT IT'S HAPPENING WITH MINIMUM DISRUPTION TO THE ACTIVITIES THAT ARE HAPPENING WITHIN THE ACADEMIC CLUSTERS WITHIN THE PUBLIC DAY SCHOOL. THE OTHER ONE OF THE OTHER THINGS AS WELL, THAT WE WANTED TO TALK ABOUT, AND THAT KIERAN MENTIONED IN THE GUIDING PRINCIPLES WE'RE TRYING TO MAKE AND DEVELOP SPACES WITHIN THE BUILDING THAT MAKE SCHOOLS MAKE THE STUDENTS FEEL LIKE THEY MATTER. AND THIS IS REALLY LOOKING AT THE DEVELOPMENT OF THE ACADEMIC CLUSTERS OR LEARNING NEIGHBORHOODS WITHIN BOTH THE PUBLIC DAY SCHOOL AND THE ELEMENTARY SCHOOL. AND THESE ARE SMALLER SCALE SPACES, CLUSTERS, CLASSROOM AND GRADE LEVEL CLUSTERS. OOPS. I'M HAVING TROUBLE WITH MY BUTTONS TODAY. SORRY. YOU KNOW, GRADES WITHIN THE ELEMENTARY SCHOOL THAT YOU BRINGS DOWN THE SCALE. SO THE STUDENTS HAVE A PLACE WHERE THEY FEEL SAFE. THAT IS THEIR HOME WITHIN THE BUILDING. WE'RE ALSO TRYING TO LOOK AT WITH EVEN WITHIN THOSE ACADEMIC CLUSTERS AND SPACES, THAT THERE'S A VARIETY OF DIFFERENT TYPES OF LEARNING SPACES WITHIN THESE AREAS, WHETHER IT BE WITHIN THE CLASSROOM ITSELF OR WITHIN SOME SMALL GROUP PULLOUT AREAS, SO THAT THEY'RE DIFFERENT, THEY'RE SPACES THAT ADDRESS DIFFERENT KINDS OF LEARNING THAT STUDENTS HAVE. AND THEN THERE ARE ALSO THE IDEA THAT WITHIN EACH OF THESE, BOTH, BOTH SIDES, THERE ARE GOING TO TRY AND HAVE ELEMENTS WITHIN THE BUILDINGS THAT ARE COMMON SO THAT AS YOU MOVE THROUGHOUT THE BUILDING, YOU MAY SEE AN ELEMENT. IF YOU'RE A HARTFORD ACADEMY STUDENT, THE AN ELEMENT THAT IS IN YOUR AREA. AND THEN YOU MAY GO INTO THE ELEMENTARY SCHOOL AND YOU'LL SEE SOMETHING IN COMMON, SO YOU'LL REALIZE THAT YOU'RE NOT. YOU MAY BE VISITING ANOTHER CLASSROOM, BUT THERE'S SOMETHING ABOUT THAT CLASSROOM THAT REMINDS YOU OF YOUR OWN CLASSROOM AND MAKES YOU FEEL AT HOME. SO JUST THAT IDEA OF INTEGRATING EVERYTHING TOGETHER, HAVING THESE COMMON ELEMENTS THAT THAT HELP PEOPLE FEEL COMFORTABLE AND, AND FEEL AS A COMMUNITY. AND ONE OF THE LAST THING WE WANTED TO SORT OF TOUCH ON WAS THIS IDEA IS THAT THERE IS A THE SCHOOL SERVES AS A VERY STRONG SOURCE OF PARENT AND COMMUNITY SUPPORT WITHIN THE BUILDING ITSELF. THERE WE HAVE TWO INDOOR GYMNASIUMS THAT ARE

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GOING TO BE AVAILABLE FOR COMMUNITY USE, BOTH IN HARTFORD ACADEMY, THE HARTFORD ACADEMY SIDE HERE, AND THE ELEMENTARY SCHOOL SIDE THERE. THERE ARE ALSO, LIKE KAREN TALKED ABOUT, SEVERAL OUTDOOR PLAY AREAS THAT ARE INTEGRATED WITHIN THAT RING ROAD. THOSE ARE GOING TO BE AVAILABLE FOR COMMUNITY USE. AND THEN WITHIN THIS GENERAL CENTRAL PUBLIC SHARED AREA, THE BUILDING IS GOING TO BE DESIGNED SO THAT WE THAT CENTRAL ZONE CAN BE SET UP TO BE USED BY THE COMMUNITY, OR SPACES WITHIN THAT ZONE CAN BE USED AFTER HOURS, AND THAT THEY WILL BE SEPARATED FROM THE ACADEMIC WINGS SO THAT YOU CAN USE THOSE CENTRAL PUBLIC SHARED SPACES SECURELY. AFTER HOURS.

AND THEN ALSO WE ALSO WANTED TO TOUCH A LITTLE BIT ON THE EXTERIOR OF THE BUILDING. THESE ARE THE ELEVATIONS. AND JUST TAKING A QUICK LOOK AT WHAT WE'RE WE'RE GOING TO BE LOOKING AT TRYING TO. OOPS. SHE'S TRYING TO HAVE MATERIALS THAT ARE IN CHARACTER WITH THE WITH THE AREA AROUND THEM, BUT ALSO PROVIDE A SENSE OF WAYFINDING AND EMPHASIS TO THE ENTRANCES. SO USE A LITTLE BIT OF COLOR, MAYBE TO HELP GIVE THE ENTRANCE TO THE BUILDING. THIS IS THE ELEVATION THAT FACES EVERMORE BOULEVARD, AND THAT'S THE MAIN ENTRANCE. SO YOU SORT OF HIGHLIGHT THAT AND LET PEOPLE IT HELPS WITH COLOR AND FORM TO HELP PEOPLE UNDERSTAND THAT THAT IS THE MAIN ENTRANCE TO THE BUILDING ITSELF. AND THEN ALSO LIKE I JUST MENTIONED AS WELL, LOOKING AT MATERIALS THAT ARE CONDUCIVE TO A SCHOOL, BUT ALSO INTEGRATE IT WITH THE SURROUNDING COMMUNITY.

SO WE'RE LOOKING AT BRICK, WE'RE LOOKING AT POTENTIALLY SOME TYPE OF STONE. AND ALSO, YOU KNOW, MAYBE USING A LITTLE BIT OF COLOR TO HELP EMPHASIZE KEY, KEY LOCATIONS OF THE BUILDING ITSELF. AND SO AT THIS TIME, I WANTED TO TURN IT OVER TO RANDY AND JENNIFER FOR ANY COMMENTS FOR. THAT. SO CAN I LET ME GO FOR IT? YOU CAN GO AHEAD. OKAY. NUMBER ONE, SHOULD WE ARM WRESTLED EARLIER I ONE. SO THIS IS A VERY EXCITING PROJECT. WE STARTED THIS PLANNING PROCESS IN 20 2122. DURING THE 20 2122 SCHOOL YEAR. AND I BELIEVE MOST OF THE BOARD MEMBERS HAVE BEEN OUT TO VISIT HARTFORD ACADEMY AND SPOKEN DIRECTLY WITH ME AND SEVERAL OF OUR TEACHERS. AND ONE OF THE THINGS THAT A REOCCURRING THEME THAT WE'RE VERY QUICK TO SHARE IS THAT WE'RE IF YOU KNOW OUR COMMUNITY, WE'RE VERY PROUD OF OUR COMMUNITY, BUT WE'RE VERY PROTECTIVE OF OUR COMMUNITY. AND SO AS THIS IS GOING TO BE A SHARED BUILDING WITH THE ELEMENTARY SCHOOL, WE WANTED TO BE CERTAIN THAT THIS NEW SCHOOL ALLOWS FOR INCLUSIVE OPPORTUNITIES FOR BOTH SIDES, BUT NOT AT THE SORT OF DETRIMENT OF EITHER SIDES LEARNING, AND SPECIFICALLY FOR THE HARTFORD ACADEMY STUDENT SIDE, YOU KNOW, IN THE HISTORY OF OUR GREAT COUNTY, WE'VE NEVER HAD A SCHOOL THAT WAS SPECIFICALLY DESIGNED FOR CHILDREN WITH SEVERE AND PROFOUND DISABILITIES. AND SO IT'S INCREDIBLY NECESSARY AND INCREDIBLY IMPORTANT TO MOVE FORWARD WITH THIS. AND I CAN TELL YOU THROUGH MANY, MANY CONVERSATIONS WITH THE FOLKS ALONG THESE TABLES THAT WE'VE HAD VERY INSPIRING, VERY HEARTFELT, VERY RAW AND REAL CONVERSATIONS. AND I COMPLETELY TRUST THE INDIVIDUALS THAT ARE SITTING BEFORE YOU TODAY TO ENSURE THAT WE PROVIDE A SCHOOL THAT IS GOING TO OFFER THE SPECIAL EDUCATION PUBLIC. DAY SIDE, THE, THE INTEGRITY, THE PRIVACY, BUT THE INCLUSIVE OPPORTUNITIES FOR EDUCATION WHILE COMBINING INTEGRATION WITH THE ELEMENTARY SIDE WHERE IT FITS. AND SO I COULDN'T BE MORE PROUD WITH WHAT THE WORK THAT WE'VE DONE. MY STRONG POINT IS TALKING. IT'S NOT DESIGNING. AND SO LOOKING AT WHAT THE ARCHITECTS COME UP WITH IS INCREDIBLE. AND I WOULD ALSO SAY THAT I AM JUST A ONE VOICE OF OUR SCHOOL COMMUNITY. WE'VE HAD 50 OR 60 MEETINGS OVER THE LAST THREE YEARS IN WHICH JUST ABOUT EVERY DEPARTMENT OF HARTFORD ACADEMY AND FROM P TO THE KITCHEN PHASE TO ART TO

[01:35:04]

CLASSROOMS, PRE-K TO THE HIGH SCHOOL, THEY'VE HAD THEIR VOICES HEARD AND THEY'VE SHARED WHAT THEY BELIEVE IS GOING TO BE NECESSARY AND JUST SORT OF INNOVATIVE FOR OUR OUR SIDE OF THE HOUSE. AND SO JUST VERY PROUD AND VERY EXCITED AND CAN'T WAIT TILL THE SHOVELS, SHOVELS GET IN THE DIRT. THAT'S MY WORDS. GO, GO FOR IT. YOU CAN TELL THAT THIS IS A VERY UNIQUE AND SPECIAL SCHOOL. IT IS AN ELEMENTARY SCHOOL, A PUBLIC DAY SCHOOL AND A MODEL SCHOOL ALL KIND OF ROLLED INTO ONE. SO NATURALLY THAT MEANT A LOT OF VOICES IN THE PROCESS. SO AS RANDY MENTIONED FROM TEACHERS, EVERY ALMOST EVERY TEACHER AND SUPPORT STAFF IN HIS BUILDING WERE BROUGHT IN TO SHARE IDEAS. RANDY, ME, DIRECTORS, SUPERVISORS, CONSULTANTS, YOU NAME IT, WE WERE ALL BROUGHT IN AND GRIMM AND PARKER ASKED FOR OUR THOUGHTS, OUR CONCERNS, OUR IDEAS BEFORE ANY OF THIS EVEN STARTED. AND THEN THEY CAME UP WITH A DESIGN. AND SINCE THEN WE HAVE HAD MANY, MANY MEETINGS WHERE THEY PRESENT LITTLE BITS OF THE DESIGN TO US. THEY ASKED FOR OUR FEEDBACK AND WE GIVE IT TO THEM. AND THEN THEY WE MEET AGAIN AND THEY SHOW US HOW THEY WERE ABLE TO INCORPORATE SOME OF OUR FEEDBACK IF THEY WERE ABLE TO. SO THIS IS TRULY BEEN A COLLABORATIVE PROCESS. IT'S BEEN VERY INTERESTING TO BE PART OF. AND I, I WILL ECHO WHAT RANDY SAID. I 100% TRUST THEM. AND I'M VERY EXCITED TO SEE HOW THIS SCHOOL TURNS OUT. AND I HOPE TO BE AROUND WHEN THE SHOVEL HITS THE DIRT. RIGHT, RANDY? YES. YES, MA'AM. I JUST WANT TO ADD THAT THEY HAVE GIVEN UP A TREMENDOUS AMOUNT OF TIME IN ADDITION TO RUNNING THEIR SCHOOLS, WHICH ARE ALL GREAT, AND WE REALLY APPRECIATE THEM AND THEIR TIME AND EFFORT AND HONESTY, BECAUSE IT DOES TAKE PEOPLE COMING TO THE TABLE AND BEING WILLING TO SPEAK THE TRUTH AND WHAT THEY THINK THAT WE COULDN'T DO IT. RIGHT. WELL, WITH THAT, THE SUPERINTENDENT WOULD LIKE TO RECOMMEND THAT THE BOARD APPROVE THE SCHEMATIC DESIGN FOR THE NEW COMBINATION.

HARTFORD ACADEMY AND ELEMENTARY SCHOOL FOR SUBMISSION TO THE STATE. GREAT. THANK YOU. WE'LL OPEN IT UP FOR QUESTIONS OR COMMENTS FROM THE BOARD. I JUST WANT TO THANK YOU FOR YOUR PRESENTATION. IT IT LOOKS LIKE A GREAT DESIGN. I'VE SEEN THE EVOLUTION AND YOU GUYS ARE DOING A WONDERFUL JOB. YES. THANK YOU VERY MUCH. APPRECIATE ALL YOUR HARD WORK. I DO HAVE ONE QUESTION. IS ANYBODY CONCERNED ABOUT THE CAPACITY LIMIT? IT SEEMS LIKE OUR SPECIAL ED NEED IS GROWING IN THE COUNTY. AND YOU KNOW, IT TAKES YEARS OBVIOUSLY, FOR THINGS TO GET DONE. WE HAVE 150 HALF ACADEMY STUDENTS. IS THERE ANY THOUGHTS ON THAT? I THINK DID YOU WANT TO TAKE THAT? I CAN TALK A LITTLE BIT. WE ARE WE HAVE ADDED A FEW CLASSROOMS TO THE BUILDING. WE ARE LIMITED IN WHAT WE CAN AND CAN'T DO. WE CAN'T DESIGN AND BUILD A GIANT BUILDING THAT'S NOT BEING USED AND OCCUPIED, BUT WE ARE ADDING CAPACITY. WE ALSO ARE LOOKING AT SPECIALIZED SPACES FOR THAT THEY DON'T CURRENTLY HAVE IN THE BUILDING AS WELL AS STORAGE. SO FROM THAT PERSPECTIVE, THAT'S BEEN KIND OF OUR GUIDELINE. I'LL LET MR. GUYER SPEAK. I KNOW THAT HE'S SEEN A LOT OF CHANGES IN THE COMMUNITY AND SPEAK TO HIS THOUGHTS. YEAH, I THINK I THINK THAT WE ARE TRYING OUR BEST TO ENSURE THAT THIS DOES ALLOW FOR GROWTH BECAUSE OF THE DRAMATIC, I'D SAY, DRAMATIC INCREASE OVER THE LAST 5 TO 7 YEARS RELATED TO SPECIAL EDUCATION. AND SO I THINK THAT IN WORKING WITH THE REQUIREMENTS AND REGULATIONS SET FORTH BY MSD, THAT WE ARE SORT OF TRYING TO PUSH THE LIMIT ON SEEING HOW HOW MANY ADDITIONAL CLASSROOMS WE CAN GET TO ALLOW FOR THAT GROWTH. AND WHERE ARE YOU AT NOW, LIKE 110 120? SO WE HAVE ABOUT 124 SCHOOL BASED STUDENTS RIGHT NOW. OKAY. SO IT DOES HAVE SOME ROOM FOR GROWTH BUILT IN. YEAH OKAY. THANKS A LOT. APPRECIATE IT. SURE. SO FOR ME AT THIS POINT THE ONLY QUESTION I REALLY HAVE IS ARE YOU HAPPY WITH THIS RANDY. WELL, I'D LIKE THREE FLOORS. NO. YEAH. I COULDN'T BE MORE PROUD AND HAPPY WITH WITH WHAT WE'RE DOING AND THE WORK THAT WE ARE, WE'VE UNDERTAKEN. AND AGAIN, I'M ONE SMALL VOICE FOR AN INCREDIBLE SCHOOL COMMUNITY FILLED WITH THE MOST STRONGEST OF PARENTS AND THE MOST DEDICATED OF STAFF. AND I KNOW THAT JEN WILL SHARE THE SAME THING ABOUT HER ELEMENTARY SIDE AS ANY PRINCIPAL WOULD, BUT I'M SPEAKING SPECIFICALLY FOR HARTFORD ACADEMY, AND I KNOW

[01:40:04]

THAT I BELIEVE IN THE FUTURE WE'RE GOING TO CONTINUE TO SOLICIT INPUT FROM VARIOUS STAKEHOLDERS, FROM OUR FAMILIES TO OUR SCHOOL BASED STAFF. AS WE GET A LITTLE FURTHER ALONG IN THE PHASE. SO YES, I AM I AM HAPPY WITH THE SCHOOL AND I WISH WE COULD MOVE IN TOMORROW. SO DO WE. YEAH. ANYONE ELSE? I WAS GOING TO ASK YOU THE SAME QUESTION. SO THANK YOU GUYS FOR ALL YOUR HARD WORK AND DEDICATION. I KNOW THIS WAS A TASK AND EXCITING SO CAN'T WAIT TO SEE THE FINAL PRODUCT. WE'RE BREAKING GROUND IN EARLY 2026, SO I DON'T KNOW WHERE YOU THINK YOU'RE GOING. IT'S RIGHT AROUND THE CORNER. YEAH. LET'S TAKE A MOTION IN A SECOND, PLEASE. DO YOU WANT TO MAKE A MOTION THAT WE FOLLOW THE SUPERINTENDENT'S RECOMMENDATION AND APPROVE THE DESIGN FOR THE NEW COMBINATION? HARTFORD ACADEMY AND ELEMENTARY SCHOOL. THIS IS WADE, I SECOND THAT. THANK YOU. ALL IN FAVOR, PLEASE SAY YES. YES, YES, YES. IS THERE ANY OPPOSED? PLEASE SAY NO. THANK YOU. THE MOTION PASSES AND GOOD LUCK. THANK YOU ALL SO MUCH. THANK YOU. THANK YOU FOR YOUR HARD WORK. THANK YOU. I THINK SOME OF YOU CAN ACTUALLY STAY. WE'RE GOING TO MOVE ON TO

[C. Decision on FY 2026 Capital Improvement Program, Ms. Cathy Bendis, 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]

DOWNSIZING. YOU'RE GOING TO DOWNSIZE. OKAY. THEN MOVE ON TO ACTION ITEM C DECISION ON 2026 CAPITAL IMPROVEMENT PROGRAM. I'D LIKE TO WELCOME AGAIN MISS KATHY BENDIS, ASSISTANT SUPERINTENDENT FOR OPERATIONS. MISS PATTY JO BEARD, EXECUTIVE DIRECTOR OF FACILITIES MANAGEMENT. MR. CHRIS MORTON, SUPERVISOR OF PLANNING AND CONSTRUCTION. AND AGAIN, MISS MISSY VALENTINO, FACILITIES PLANNER. WELCOME BACK. THANK YOU ALL. GOOD EVENING AGAIN. WE ARE BRINGING FORWARD OUR RECOMMENDATION FROM THE SUPERINTENDENT FOR APPROVAL FOR THE CAPITAL IMPROVEMENT PLAN FOR FY 26, FOR PROJECTS THAT QUALIFY FOR LOCAL ONLY FUNDING. THE BOARD PREVIOUSLY HAD APPROVED THE STATE QUALIFYING PROJECTS IN THE FALL. AND JUST AS A REMINDER, THIS IS THE CAPITAL LOCAL FUNDING REQUEST. AND I JUST WANT TO MENTION THAT AGAIN, THE COUNTY FUNDS THESE PROJECTS, AND MISSY WILL GO INTO THIS A LITTLE FURTHER DETAIL THROUGH BONDS OR PAYGO, WHICH IS NOT THE SAME SOURCE AS THE OPERATING BUDGET. I THINK THAT'S IMPORTANT TO POINT OUT. THE RECOMMENDATIONS ARE BEING PRESENTED IN THE PRIORITY ORDER, BASED ON MEETINGS WITH STAKEHOLDERS FROM OUR PREVIOUS NEEDS WERE STATED AND ALIGNED WITH THE SCORING USED IN THE PAST SEVERAL YEARS AS IT WAS PRESENTED TO HARFORD COUNTY GOVERNMENT. SO AGAIN, THE SCORING THIS YEAR DID HAVE AN EMPHASIS ON SAFETY AND YOU'LL SEE THAT REFLECTED ONCE AGAIN.

WE DID PRESENT THIS PREVIOUSLY ON DECEMBER 2ND AT THAT MEETING, AND THIS EVENING WE WILL BE REQUESTING APPROVAL TO MOVE FORWARD. AND WITH THAT I WILL TURN IT OVER TO MISS VALENTINO.

ACTUALLY, THIS THIS PART OF THE MEETING IS FOCUSED ON YOU GUYS AND DISCUSSION. WE HAVE PRESENTED THIS. WE DID SUBMIT OUR STATE REQUEST AND THOSE FINAL DECISIONS WILL BE MADE AFTER THE GOVERNOR RELEASES HIS FULL BUDGET. BUT WHEN WE LOOK AT THE LOCAL ONLY, WE DID PRIORITIZE SAFETY IN OUR SCORING THIS YEAR. WE MADE SURE THAT WE GAVE IT ITS OWN CATEGORY AND THEN ALSO LEVEL OF NEED. ANYTHING THAT WAS CONSIDERED SAFETY AND SECURITY WAS AUTOMATICALLY GROUPED IN THAT TOP LEVEL OF NEED. AND THEN YOU CAN SEE WHEN THAT COMES UP, THEN IT'S PRIORITIZED ACCORDING TO THE SCORE WITHIN THAT GROUP, THAT LEVEL OF NEED. SO IT AUTOMATICALLY BRINGS THEM UP TO THE TOP, EVEN IF IT WILL NOT GET A HIGHER SCORE ON THAT TOTAL SCORING, IT STILL ALLOWS US TO BRING THEM UP. AND THAT'S THE CASE WITH OTHER PROJECTS AS WELL. ANYTHING THAT WE CONSIDER CRITICAL NEED WOULD AUTOMATICALLY BUBBLE UP TO THE TOP. WITH THAT. THIS IS THE LIST OF THOSE CRITICAL NEEDS WITH SAFETY AND SECURITY AT THE TOP.

AND THEN THE NEXT SLIDE HAS THAT POTENTIALLY CRITICAL LEVEL OF NEED, WHICH ARE MORE LIKE 2 TO 3 YEARS, THAT WE COULD SEE AN ISSUE. AND THEN WE HAVE THE NECESSARY ITEMS. AND THEN AND WE WILL ANSWER WHATEVER QUESTIONS YOU HAVE ABOUT EACH ONE OF THESE. I'M JUST NOT READING OFF THE SLIDE. AND THEN THAT RECOMMENDED LEVEL OF ITEMS. SO WITH THAT I'M KIND OF GOING TO TURN IT OVER TO YOU GUYS TO DISCUSS A LITTLE BIT AND ASK QUESTIONS. IF PUT FORWARD THIS WAY, RIGHT NOW WE HAVE THE TOTAL AMOUNT, INCLUDING WHAT WE'VE ALREADY SUBMITTED TO THE STATE TO PROVIDE THAT INFORMATION. SO THERE'S NO CHANGES IN WHAT WAS PRESENTED AT THE LAST. NO.

CORRECT. OKAY. SO THIS IS JUST A FINAL QUESTIONS AND DECISION. YES. ALL RIGHT. THANK YOU. OKAY.

WE'LL OPEN IT UP FOR ANY OTHER QUESTIONS THEN. WHEN WE PRESENT THIS FOR A LOCAL BUDGET REQUEST

[01:45:06]

YOU'RE PRESENTING ALL FOUR GROUPS THE FOUR, THE THREE, THE TWO AND THE ONE. CORRECT. AND WE PROVIDE THEM THAT SCORING. SO THEY SEE THAT AND HOW MUCH HOW FAR DOWN DO THEY GO IN TERMS OF, YOU KNOW, WHAT THEY FUND? USUALLY IT DEPENDS ON A GIVEN YEAR. AND AS KATHY TALKED ABOUT, WE HAVE BOND FUNDING. THAT'S SOMETHING THAT HAS A 15 YEAR CYCLE. TYPICALLY YOU CAN'T USE THAT FUNDING ON ANYTHING WITH A SHORTER LIFE CYCLE. SO THINGS LIKE OUR BUSSES AND THINGS LIKE THAT CANNOT BE FUNDED THROUGH BOND FUNDING. AND THAT COMES FROM THE PAYGO FUNDING, WHICH IS KIND OF LIKE CASH. THAT'S WHAT WE CONSIDER REVENUE THAT THEY HAVE. SO THAT'S KIND OF HOW WE DETERMINE THE DIFFERENCE. SO IT DEPENDS ON THE COUNTY AS TO WHAT THEIR BUDGET LOOKS LIKE AS TO HOW FAR DOWN. NOW THIS IS A LEVEL TWO AND MAY NOT EVEN BE AN ISSUE. BUT THE SWIMMING POOL RENOVATIONS IS THAT ALL THREE POOLS THAT NEED RENOVATIONS, OR ONLY ONE OF THEM OR SO WE ACTUALLY HAD A CONSULTANT EVALUATE OUR POOLS. I DON'T KNOW IF YOU REMEMBER A FEW YEARS BACK WE HAD A LOT OF ISSUES WITH OUR POOLS. SOME WERE CLOSED FOR A BIT, SO WE HAD A THIRD PARTY CONSULTANT COME IN AND TAKE A LOOK AT ALL OF THE SWIMMING POOLS, AND THEY RATED THE CRITERIA FROM THE HIGHEST TO THE SECOND, THIRD THEY WENT THROUGH AND RANKED THEM. AND WHAT WE NEEDED TO DO RIGHT AWAY. THIS IS THAT HIGHEST LEVEL. SO WE HAVE A BACKUP DATA. THAT WOULD BE ANOTHER YEAR FOR THE SECOND LEVEL, THIRD LEVEL TO KIND OF BREAK IT OUT. SO WE'RE ADDRESSING THE MAJOR ISSUES FIRST. THAT'S THE RESULTS OF THIS. AND IT WOULD BE AT ALL LOCATIONS OKAY. THAT'S THANK YOU. WITHIN THE EACH LEVEL OF NEED THE LOCAL PRIORITY LIKE 1 TO 13 LOOKING AT LEVEL OF NEED FOR. SO THAT WAS BASED ON THE POINTS CORRECT FROM THE ABOVE THING. AND COULD YOU SAY A LITTLE BIT ABOUT THE TEXTBOOKS BEING INCLUDED IN THE CAPITAL BUDGET? I SAW YOU REACH IN. SO. THERE'S SEVERAL THINGS THAT ARE IN THE CAPITAL BUDGET THAT WE'VE HAD CONVERSATIONS ABOUT OVER THE YEARS THAT REALLY SHOULD BE THINGS IN THE OPERATING BUDGET.

BUT THE COUNTY ASKS US TO KEEP THEM IN THE CAPITAL, TEXTBOOKS BEING ONE OF THEM. THIS IS FOR THE LARGER. CHANGEOVER, NOT LIKE THERE'S OTHER POCKETS OF MONEY THAT HAPPENS FOR. BUT THIS IS LIKE WHEN YOU'RE GOING TO SWITCH TO A NEW MATH SERIES OR A NEW READING SERIES, OR THAT'S WHAT THAT THOSE DOLLARS ARE ALMOST LIKE SUPPLEMENTAL. IF YOU, YOU KNOW, FROM THE CAPITAL SIDE TO SUPPORT THAT, IT'S A LONG TERM INVESTMENT. IT'S GOT TO BE BOUGHT ALL AT ONCE AND THEN AFFECTS MULTIPLE GRADES, PROBABLY. AND CORRECT. THAT'S MY UNDERSTANDING. I THOUGHT IT MEANT THE TEXTBOOKS HAD TO LAST FOR 30 YEARS. SO JUST 15? NO, I'M JUST KIDDING. THEY'RE NOT BONDABLE. AND THE VEHICLES AND EQUIPMENT, WE HAD TALKED ABOUT THAT A LITTLE BIT ABOUT WHETHER THERE WAS LEASING ALTERNATIVES OR THINGS LIKE THAT. SO I KNOW THAT'S SOMETHING THAT'S BEING EXPLORED, BUT THAT IS NOT AT A POINT WHERE IT WOULD BE READY TO BE BROUGHT FORWARD FOR A RECOMMENDATION TO SWITCH OVER TO THAT, THERE'S GOING TO BE SOME FURTHER CONVERSATION THAT WOULD NEED TO BE HAD THAT WOULD POTENTIALLY IMPACT THE OPERATING BUDGET. SO AT THIS POINT, THIS IS WHY THIS WOULD BE PRESENTED IN THE CAPITAL. ALL RIGHT. AND COULD YOU SAY A LITTLE BIT ABOUT THE IN THE NEED LEVEL TWO NECESSARY? THE CENTRAL OFFICE MODIFICATIONS AND BUILDING ENVELOPE IMPROVEMENTS. IS THAT A SCHOOL BUILDINGS OR WHICH WHICH WHICH ONE? I'M SORRY. THE NECESSARY LEVEL OF TWO ON SLIDE SEVEN THERE'S BUILDING ENVELOPE IMPROVEMENTS AND THEN THERE'S CENTRAL OFFICE SPACE MODIFICATIONS. SO THE CENTRAL OFFICE SPACE MODIFICATIONS. I WAS TASKED LAST YEAR TO KIND OF LOOK AT MULTIPLE SPACES WITHIN THE ADMIN BUILDING, BECAUSE WHEN THE ADMIN BUILDING WAS BUILT, IT WAS PRIOR TO COVID, IT WAS PRIOR TO TEAMS MEETINGS. AND, YOU KNOW, THE PRIVACY CONCERNS THAT WE HAVE NOW THAT WE DIDN'T HAVE. THEN DOCTOR POLSON ASKED ME TO JUST MOVE FORWARD WITH THE MODIFICATIONS ON THE CURRICULUM INSTRUCTION, BECAUSE THAT WAS THE MORE CRITICAL AREA OF THE BUILDING. YOU KNOW, FOR THOSE PRIVACY AND THOSE AREAS AND PUT A BUDGET TOGETHER. I WAS I WAS THE PM FOR THE ADMIN BUILDING, THE CURRICULUM INSTRUCTION FLOOR. I ALWAYS REFER TO IT AS THE BOWLING ALLEY, BECAUSE IT'S JUST YOU CAN SEE FROM ONE END OF THE BUILDING TO THE OTHER END OF THE BUILDING. AND IT WAS ALL DONE WITH CUBICLE FURNITURE. SO

[01:50:01]

IT'S VERY OPEN. YOU KNOW, THERE'S DIFFERENT HEIGHTS OF THE PARTITIONS. SO THAT WAS SOMETHING THAT WE BUDGETED AND PUT FORWARD AS A REQUEST. YOU'RE NOT GETTING DOWN TO LEVEL TWO ANYWAY. DEBORAH JUDGE HAS HER HAND UP. I'M LOOKING FOR OH I'M LOOKING SHE'S VIRTUAL. WE WENT OVER. I'M VIRTUAL. THANK YOU. I JUST WANTED TO PROVIDE A LITTLE BIT MORE CONTEXT ON THE TEXTBOOK CONVERSATION THAT MR. MORTON WAS TALKING ABOUT. WE HAVE NOT REGULARLY RECEIVED CAPITAL FUNDING FOR OUR TEXTBOOKS, AND THERE REALLY IS NOT SUFFICIENT FUNDING IN THE OPERATING BUDGET FOR OUR NEED OF TEXTBOOKS. SO WE HAVE HAD TO RELY ON THAT CAPITAL FUNDING AS IT'S COME FOR A VARIETY OF NEEDS, NOT NECESSARILY LONG TERM INVESTMENTS IN TEXTBOOKS. SO WE HAVE AT TIMES WE HAVE HAD DIFFERENT GRANT OPPORTUNITIES WHERE WE'VE BEEN ABLE TO PURCHASE TEXTBOOKS. WE HAVE USED THE OPERATING AT TIMES, AND THEN WE'VE HAD TO UTILIZE THE CAPITAL, AND WE JUST TOOK THAT BALANCE DOWN TO ZERO LAST YEAR WITH A NEEDS THAT WE HAD LAST YEAR FOR TEXTBOOKS. SO WE REALLY DO NOT HAVE SUFFICIENT FUNDING IN ANY OF OUR BUDGETS FOR OUR TEXTBOOK NEEDS. SO I JUST WANTED TO CLARIFY THAT. THANK YOU, THANK YOU. DO YOU HAVE A QUESTION ABOUT THE FUNDING WHEN IT'S APPROVED AND WE WON'T GET ALL OF IT OBVIOUSLY. BUT AND WE ALLOCATE THE FUNDS TO THE PRIORITY ITEMS NEXT YEAR. DO WE LIKE START WITH A CLEAN SLATE OR DO WE START WITH THE THINGS THAT HAVEN'T BEEN FUNDED? SO WHAT HAPPENS TO THE THINGS THAT WE'RE NOT ABLE TO FUND THIS YEAR. SO THERE'S A COUPLE THINGS THAT WE HAVE DONE. SO ONE OF THE THINGS AFTER THE FIRST YEAR, WE ALWAYS LOOKED AT OUR CAPITAL BALANCES ON THE LARGE CAPITAL PROJECTS AND KIND OF LOOK TO SEE. AND WE'VE BEEN FORTUNATE THAT, YOU KNOW, WE'VE MANAGED OUR PROJECTS WELL ENOUGH THAT THERE'S SOME MONIES LEFT. AT THE END OF EACH DAY WHEN YOU'RE BUILDING A BUDGET, YOU GOT TO, YOU KNOW, AND THEN WE PRESENT THOSE PRIORITIES TO THE, TO THE BOARD.

AND THAT'S HOW SOME THINGS, YOU KNOW, WE'RE ABLE TO GET IF WE'RE NOT FUNDED THROUGH THE LOCAL BUDGET. SO THAT'S THAT'S ONE WAY. THE OTHER WAY IS WE THEN SIT BACK DOWN WITH EVERY SINGLE BUDGET MANAGER. WE START IN THE SPRING AND WE GO THROUGH AND WE ASK, ARE THESE STILL PRIORITIES? ARE THESE STILL THINGS? IF ANYTHING CHANGED AND ANYTHING ADJUSTED, THE ANSWER IS NO. YES, THEY WOULD BE RE ASKED FOR IN THE FOLLOWING YEAR. SOMETIMES THERE'S ADJUSTMENTS, SOMETIMES, ESPECIALLY IN MAJOR HVAC, SOMETIMES SOMETHING THAT SEEMED LIKE IT WOULD LAST A LITTLE BIT LONGER IS ABOUT THE NOT, YOU KNOW, AND THEN THAT MAY COME UP AND SOMETHING MIGHT SHIFT DOWN, YOU KNOW WHAT I MEAN? THAT'S JUST AN EXAMPLE. SO WHEN IF WHEN IT'S REASSESSED, DOES IT COME BACK IN FRONT OF THE BOARD OR DOES IT. OKAY. THANK YOU. THAT'S THE START OF US ON THE NEXT BUDGET CYCLE. WE BEGIN WITH DISCUSSIONS WITH THE BUDGET MANAGERS, LETTING THEM KNOW WHAT WAS OR WAS OR WASN'T FUNDED. AND, YOU KNOW, ESTABLISHING THE PRIORITIES TO PRESENT TO THE BOARD. OKAY. THANK YOU. YEAH. VEHICLES WILL PROBABLY BE A GOOD EXAMPLE OF THAT. SO MANY, MANY YEARS AGO, THEY WERE PROBABLY A, YOU KNOW, NEED SCORE ONE. AND AS THE YEARS HAVE GONE ON, THAT'S WHY THEY'VE NOW MOVED INTO A FOUR. SO. I HAVE A QUESTION WHEN THIS GOES TO THE LOCAL, DO THEY PROVIDE FUNDING BASED ON THE CATEGORY THAT WE'VE GIVEN OR DO THEY PROVIDE FUNDING LIKE FOR LEVELS ONE THEY'LL GIVE A CERTAIN AMOUNT OR DO THEY? ARE WE BOUND BY EACH CATEGORY, EACH THING. SO THE CAPITAL IS FUNDED BY LINE ITEM. IT'S SPECIFICALLY LIST THE PROJECT THAT IT'S FUNDING. SO IN THEIR BUDGETS WHO MAKES THAT DECISION AT THE COUNTY LEVEL. THE COUNTY EXECUTIVE AND THE COUNTY COUNCIL ULTIMATELY DECIDE ON WHAT'S FUNDED AND FOR TRUE TRANSPARENCY. OKAY, SO FIVE YEARS AGO, THE COUNTY CAME AND WANTED SMALLER CATEGORIES, NOT AS MANY CATEGORIES. WE DO HAVE THE ABILITY TO ADJUST WITHIN SOME OF THE CATEGORIES WITHOUT GOING BACK TO THE COUNCIL. NOW. I DEBORAH, WE STAY ON LINE ITEMS AND WE EVEN CREATE LIKE WITHIN THAT WE MAY WE GET FUNDED FOR BLUEPRINT SOME MONIES FOR PORTABLES AND SOME FOR SOME

[01:55:02]

PRE-K EXPANSION FOR SOME CLASSROOMS. WE ASKED FOR $1 MILLION, BUT LET'S SAY 400 FOR THE PORTABLES AND 600 FOR WE CAN CREATE BREAK THEM DOWN INTERNALLY SO THAT WE CAN MANAGE THOSE POTS OF MONEY. AT THE END OF THE DAY, IF THERE'S ANYTHING LEFT, WE WOULD COME BACK. I WOULD GO BACK TO, YOU KNOW, PJ. THE KATHY CORNELL, AND THEN THAT WOULD BE, YOU KNOW, A BOARD DECISION ULTIMATELY. SO THERE IS SOME FLEXIBILITY WITHIN THOSE LARGER POCKETS. BUT IT'S NOT A LOT OF FLEXIBILITY. I DON'T YOU KNOW, FLEXIBILITY ISN'T IT STILL HAS TO COME BACK TO THE BOARD BEFORE THE MONEY IS MOVED. SO IT'S JUST ANYTHING THAT MOVES BETWEEN THE MAJOR CATEGORIES HAS TO GO BACK TO THE COUNTY COUNCIL FOR APPROVAL. ONE MORE QUICK, ONE ON NEED. LEVEL TWO WELL NEED LEVEL THREE. YOU SAID THESE ARE ISSUES IN 2 OR 3 YEARS ON NEED LEVEL TWO THINGS LIKE THE SEPTIC FACILITY, CODE UPGRADES, DOMESTIC WATER AND BACKFLOW PREVENTION. ON SLIDE SEVEN. DOES THAT MEAN THAT THOSE ARE ISSUES IN MORE THAN 2 OR 3 YEARS? IN OTHER WORDS, THE CODE THING? THAT'S NOT SOMETHING THAT'S GOING TO BITE US RIGHT NOW. IT'S IN A COUPLE OF YEARS. SO IT'S GO AHEAD. I'LL LET YOU TALK. I WAS JUST GOING TO GIVE YOU AN EXAMPLE OF LIKE THE SEPTIC. WE DO NOT HAVE ANY SYSTEMS THAT HAVE FAILED, BUT WE DO HAVE SOME PROJECTS. I'M GOING TO USE YOUTH BENEFIT FOR EXAMPLE, THAT WE NEED SOME REPAIR ON SOME OF THE SWITCHING INFRASTRUCTURE FOR THE DRAIN FIELDS. SO IT'S NOT OUT OF COMPLIANCE. IT'S NOT FAILED, BUT IT IS A NEED THAT WE NEED TO ADDRESS. OKAY. THANK YOU. I HAVE A QUESTION FOR THE PFAS REMEDIATION. ISN'T THAT A GRANT OR IS THAT GOING TO BE GRANT FUNDED OR BECAUSE I SO WE ARE AWARE OF SOME FEDERAL DOLLARS THAT WILL BE OPENING UP IN THE NEAR FUTURE THAT IS ADMINISTERED THROUGH MDE, MARYLAND DEPARTMENT OF THE ENVIRONMENT. THERE IS SPECIFIC REQUIREMENTS OF WHAT TYPE PROJECTS WOULD BE FUNDED.

SO WE ARE CONTINUING WITH THE TASK FORCE TO LOOK AT THE DIFFERENT POTS. THAT'S THE ONE THAT WE DO KNOW OF, BUT WE MEET MONTHLY AND WE'RE CONTINUING THE DIALOG ABOUT WHICH POTS ARE AVAILABLE AND WHAT THEY CAN BE USED FOR. THANK YOU. THERE ARE CERTAIN PARAMETERS AS WELL, THE PRIORITY FUNDING AREA BEING ONE OF THE MAIN PARAMETERS AND BEING IN THE COUNTY'S MASTER MASTER WATER SEWER PLAN. IN ORDER TO QUALIFY FOR A WAIVER, WE WOULD HAVE TO BE WITHIN THE COUNTY'S MASTER SEWER PLAN. SO TO DATE, IT WOULD APPEAR THAT THE SCHOOLS THAT ARE EXPERIENCING THOSE HIGHER LEVELS WOULD PROBABLY NOT QUALIFY, AT LEAST FROM WHAT WE'VE BEEN TOLD. AT THIS POINT, WE'RE WAITING FOR CLARIFICATION ON HOW THAT FUNDING IS GOING TO BE ALLOCATED. YES, THAT DISCUSSION WAS HAD AT THE LAST TASK FORCE MEETING THAT THIS IS OUR UNDERSTANDING AND THAT WOULD PUT US, PUT US IN OR OUT AS A POTENTIAL PROJECT. BUT WE CONTINUE TO HAVE CONVERSATIONS ABOUT OTHER SOURCES. AND I'M SURE AS THIS CONTINUES TO GROW, BECAUSE WE'RE NOT THE ONLY COUNTY EXPERIENCING THIS WITH THEIR SCHOOLS, THAT IT WILL BE LOOKED AT, MAYBE THROUGH A DIFFERENT LENS. I SAY I'M SURE, I'M NOT SURE, BUT I WOULD BE HOPEFUL AND WE DON'T WANT TO COUNT ON BEING ABLE TO UTILIZE ONE OF THESE POTS OF MONEY OR GRANTS OR LOANS, WHICH IS WHY WE ARE ALSO BUILDING IT INTO THE REQUEST FOR CAPITAL. ABSOLUTELY. THANK YOU. I APPRECIATE THAT EXPLANATION. WE'RE WE'RE NOT GOING TO MEET THIS FIRST ROUND OF GRANTS. THERE'S JUST NO ABILITY TO GET THE WAIVERS AND TO HAVE THEM AMEND THE MASTER WATER SEWER PLAN, EVEN IF THEY WANTED TO, BECAUSE IT'S DUE BY THE END OF JANUARY. KIND OF MADE THAT CLEAR AT THE LAST TASK FORCE. NOW THERE'S ANOTHER OPPORTUNITY NEXT YEAR, AND WE'RE GOING TO TRY AND POSITION OURSELVES FOR THAT. BUT THAT'S THAT'S WHERE IT'S AT. AND WE DID SUBMIT THE WAIVER REQUEST SINCE THEY'RE NOT IN THE PRIORITY FUNDING AREA. SO WE ALREADY HAVE THAT SUBMITTED TO MARYLAND DEPARTMENT OF ENVIRONMENT. FANTASTIC. THANK YOU. UNDER THE CAPACITY RELOCATE TABLES.

BAKERFIELD ELEMENTARY. WHAT SCHOOLS ARE IN THAT. DO YOU KNOW. SO WE DO HAVE BAKERSFIELD ACTUALLY UNDER THE BLUEPRINT. WE PUT THOSE THERE. LAST YEAR WE HAD PORTABLES UNDER RELOCATE TABLES AND THEY WERE FUNDED UNDER BLUEPRINT. SO WE PUT THOSE THERE BECAUSE THOSE SCHOOLS HAVE THE PRE-K ALL DAY PROGRAMS AND THEY HAVE THE CAPACITY NEEDS. SO TO MEET BLUEPRINT AND KEEP THOSE PROGRAMS, AND WITH THE ANTICIPATED GROWTH IN THE BAKERSFIELD AREA, THEY ARE IN

[02:00:02]

THERE. AND WE DO LIST. THANK YOU. IT'S TWO OF BAKERSFIELD, TWO AT RIVERSIDE AND TWO AT GEORGE DE LISBOA. AND THEN WE HAVE THE TWO WITH GEORGE DE LA TORRE AT RIVERSIDE AND TWO AT BAKERSFIELD. BAKERSFIELD. YES. OKAY. THANK YOU. YOU'RE WELCOME. OKAY. IF THERE'S NOTHING ELSE, I'LL ACCEPT A MOTION AND A SECOND, PLEASE, TO APPROVE THE 2025. I'M SORRY. 2026 CAPITAL IMPROVEMENT PROGRAM. I SO MOVED. SECOND. THANK YOU. ALL IN FAVOR, PLEASE SAY YES. YES YES, YES.

ARE THERE ANY OPPOSED? PLEASE SAY NO. THANK YOU. THE MOTION PASSES. THANK YOU. THANK YOU SO

[D. Decision on Proposed 2025 - 2026 Harford County Public Schools Calendar, Ms. Jillian Lader, Manager of Communications and Dr. Peter Carpenter, Director of Organizational Development and Continuous Learning]

MUCH. THANK YOU. GOOD LUCK. OKAY. WE'RE GOING TO MOVE ON TO THE LAST ACTION ITEM FOR THIS EVENING. WE'RE GOING TO MOVE ON TO ITEM D WHICH IS DECISION ON THE PROPOSED 2025 2026 HARFORD COUNTY PUBLIC SCHOOLS CALENDAR. I'D LIKE TO WELCOME MISS JILLIAN, LATER MANAGER OF COMMUNICATIONS AND DOCTOR PETER CARPENTER, DIRECTOR OF ORGANIZATIONAL DEVELOPMENT AND CONTINUOUS LEARNING. WELCOME, MR. CHAIRMAN. OKAY. GOOD EVENING, PRESIDENT PUTIN. VICE PRESIDENT ON BOARD MEMBERS AND SUPERINTENDENT PAULSON, I AM GOING TO OH, IT'S ALREADY UP BECAUSE JEREMY'S AMAZING. HE'S THAT GOOD. ALL RIGHT, SO WE ARE HERE BEFORE YOU THIS EVENING FOLLOWING TWO SEPARATE TWO SEPARATE CALENDAR COMMITTEE MEETINGS. AND OF COURSE, THE INITIAL PRESENTATION IN SEPTEMBER. SO LET ME GET US THERE. SO WE STARTED THIS CONVERSATION IN SEPTEMBER WITH THE CALENDAR COMMITTEE. SEPTEMBER 23RD. WE CAME HERE WITH TWO VERSIONS OF THE CALENDAR THAT STARTED PRIOR TO LABOR DAY. AND THEN OF COURSE, IN SEPTEMBER AFTER THAT LABOR DAY BENCHMARK THAT WENT OUT TO THE PUBLIC FOR A SURVEY. THAT DATA WAS COLLECTED FOR 60 DAYS. AND THEN WE MET AGAIN WITH THE CALENDAR COMMITTEE MEETING, WHO REVIEWED THE RESULTS OF THAT SURVEY, TAKING THE COMMITTEE'S OVERALL CONSENSUS INTO CONSIDERATION. AND NOW WE'RE BACK BEFORE YOU TONIGHT FOR A FINAL VOTE ON THE CALENDAR. PER THE BOARD POLICY. SO I'M GOING TO SEE IF THIS WILL LET ME CLICK ON THIS. OVER. I SEE IT, BUT YOU DON'T. SO ESSENTIALLY JUST THE CALENDAR SURVEY RESULTS. OH JEREMY THANK YOU. THE CALENDAR SURVEY RESULTS ARE ON HC.ORG FOR ANYONE TO REVIEW. AND YOU CAN SEE THAT THE GENERAL CONSENSUS AMONG STAFF MEMBERS WAS A SLIGHT PREFERENCE FOR A START BEFORE LABOR DAY, WHICH WE DID ANTICIPATE, AND THEN THE NUMBER OF PARENTS AND STUDENTS WITH THE PREFERENCE OF STARTING AFTER LABOR DAY. SO THE CALENDAR COMMITTEE DID WANT TO TAKE THOSE SURVEY RESULTS INTO CONSIDERATION, AND SO DID BASE OUR CONVERSATIONS ON THAT. AFTER LABOR DAY START. SO I WILL COME BACK TO THE POWERPOINT. THANK YOU. OKAY, SO I DID PUT A COPY OF THE CALENDAR THAT WENT OUT IN THE SURVEY. I'M GOING TO FLIP THROUGH THAT PRETTY QUICKLY BECAUSE THAT'S MORE JUST FOR REFERENCE IF WE NEED TO GO BACK TO THAT. SO THE CALENDAR COMMITTEE SPOKE AT LENGTH THE SECOND TIME USING THAT INFORMATION, STARTING THAT DAY AFTER LABOR DAY ON SEPTEMBER 2ND, HAVING THAT PROFESSIONAL DEVELOPMENT AT THE BEGINNING OF THE YEAR, AS IS TYPICAL, TO ENSURE STAFF ARE PREPARED AND READY, THEN YOU'LL SEE EARLY DISMISSALS ARE STILL ON THE CALENDAR THROUGHOUT AT LEAST ONE EACH MONTH. AND THEN THERE WERE CONVERSATIONS AROUND ENSURING PROFESSIONAL DEVELOPMENT AND THE VALUE OF THAT BEING ABLE TO BE UTILIZED BY STAFF AT THE BEGINNING OF THE YEAR. SO YOU'LL SEE THAT PROFESSIONAL DEVELOPMENT AROUND THE MSA DAY ON OCTOBER 17TH AND THEN CONTINUING THAT INTO MONDAY THE 20TH. AND THEN IN NOVEMBER, YOU'LL SEE TWO BACK TO BACK. THERE WAS A LOT OF CONVERSATION ABOUT HOW WE COULD SUPPORT PARENT TEACHER CONFERENCES AT THE ELEMENTARY SCHOOL LEVEL TO SUPPORT THE STAFF AND MAKING SURE THAT CAN HAPPEN, AS WELL AS THE FAMILIES. SO THAT'S WHY YOU SEE THOSE TWO DAYS TOGETHER THERE. AND THEN THE OTHER CHANGES THAT YOU WILL SEE AT THE IN THIS CALENDAR. I'M GOING TO SHOW YOU THE NEXT SLIDE IS THIS SAME CALENDAR, BUT WITH ONE CHANGE TO IT. BECAUSE IN OUR CONVERSATIONS, WE DID REALIZE THAT WE MUST BE CLOSE TO STUDENTS ON THE MONDAY AFTER EASTER, PER COMBER. SO THAT'S IN MARYLAND LAW. SO YOU'LL SEE, THIS IS THE SAME CALENDAR THAT THE CALENDAR COMMITTEE IS PRESENTING FOR YOUR REVIEW. WITH THE ADDITION OF A CLOSURE ON APRIL 6TH, WHICH DOES DOES MOVE OUR LAST DAY FOR THE MAJORITY OF STUDENTS TO FRIDAY, JUNE 12TH INSTEAD OF THURSDAY, JUNE 11TH. PRE-K ALWAYS ENDS THOSE TWO DAYS BEFORE THE LAST DAY. SO THAT'S THAT PURPLE JUNE 10TH. AND THEN OF COURSE, WE HAVE ONE PROFESSIONAL DEVELOPMENT DAY FOR

[02:05:05]

STAFF FOLLOWING THE LAST DAY FOR STUDENTS. NOW WE DO SEE THAT THAT'S A MONDAY. BUT WE DO ANTICIPATE THAT WE WILL HAVE A AT LEAST 1 OR 2 INCLEMENT WEATHER DAYS, WHICH YOU WILL SEE NOTED IN THE BLUE, BUT WITHOUT ANY INCLEMENT WEATHER DAYS. THE LAST DAY FOR STUDENTS WOULD BE FRIDAY, JUNE 12TH. IF ALL INCLEMENT WEATHER DAYS ARE UTILIZED, IT WOULD BE TUESDAY, JUNE 23RD. SO WITH THAT, I WILL HAND IT BACK TO THE BOARD FOR ANY QUESTIONS, DISCUSSION AND HOPEFULLY THAT FINAL VOTE THIS EVENING. ALL RIGHT. GREAT. THANK YOU. WE'LL OPEN IT UP FOR BOARD MEMBERS. QUESTIONS AND COMMENTS. JUST ONE POINT OF CLARIFICATION ON THE ON THE END DATE. SO THERE WAS AN ANNOUNCEMENT THAT WAS PUT OUT RECENTLY ABOUT NOT DOING THE VIRTUAL INCLEMENT WEATHER DAYS.

THAT WAS FOR THIS YEAR. IT'S STILL POTENTIALLY COULD BE ON THE TABLE FOR NEXT YEAR, JUST SO THAT THERE'S NO CONFUSION OVER WHAT THAT ANNOUNCEMENT WAS. CORRECT? YEAH. I MEAN, I THINK THIS WAS A GREAT CALENDAR AND A GREAT PROCESS. SO I THINK IT'S LARGELY READY TO GO. I THINK THERE WERE SOME MINOR TWEAKS THAT WERE BROUGHT TO ME. IS THAT DO YOU HAVE THE MINOR TWEAK PREPARED IN A, IN A CALENDAR? I CAN, IF THERE ARE MOTIONS TO BE MADE SO THAT THERE WAS INTEREST EXPRESSED, THERE'S NO MOTION MADE, BUT WE'LL DISCUSS IT AND THEN SEE IF THERE'S GOING TO BE A MOTION MADE. BUT GO GO AHEAD. WELL, I WOULD LIKE TO MAKE A MOTION TO CHANGE THE PROFESSIONAL DEVELOPMENT DAY FROM OCTOBER. 20TH TO OCTOBER THE 10TH, AND FROM, I'M SORRY, FROM NOVEMBER. YOU MEAN NOVEMBER 11TH? YES. TO MOVE IT FROM OCTOBER THE 20TH TO NOVEMBER THE 11TH. ERIN'S CONFUSING ME HERE. HOLD ON. AND THEN FROM NOVEMBER 6TH TO NOVEMBER 10TH. OKAY, SO THROW UP THE FINAL SLIDE, WHICH EVERYONE SHOULD HAVE GOTTEN THROUGH EMAIL. RIGHT. YOU YOU HAVE ONE THAT SAYS WITH BOARD MEMBER MOTION. YES. ALL RIGHT. PUT THAT ONE OUT. WHAT WAS JUST SHARED WAS SLIGHTLY DIFFERENT FROM THAT I THINK. YEAH. OKAY. SO THIS IS WHAT WAS BROUGHT AS A POTENTIAL MOTION EARLIER TODAY. RIGHT. AND THE MAIN THING THAT HAPPENED HERE WAS NOW NOVEMBER 11TH, WHICH WAS A HALF DAY, IS A FULL DAY. RIGHT. BUT IF YOU LOOK AT THIS, THERE'S A LITTLE BIT OF AN ISSUE THERE BECAUSE STUDENTS ARE OUT OF SCHOOL. THE SIXTH, THE SEVENTH, THE EIGHTH, THE NINTH, THEY COME BACK ONE DAY FOR THE 10TH AND THEN THEY'RE OFF AGAIN ON THE 11TH. RIGHT? SO I THINK SO WHAT WAS INCLUDED IN YOUR MOTION WAS MOVING THE SIXTH TO THE TO THE 10TH, WHICH JUST MEANS THAT IT'S ALL CONTINUOUS DAYS OFF. RATHER THAN HAVING STUDENTS COME BACK FOR ONE DAY BEFORE GOING INTO THE VETERANS DAY HOLIDAY. RIGHT. SO WHAT THAT WOULD EFFECTIVELY DO IS YOU SPLIT CONFERENCE DAYS. SO CONFERENCES ARE NOW ON THE SEVENTH AND THE 10TH. AND IT'S MY UNDERSTANDING WITH SOME PREVIOUS CONVERSATIONS THAT THAT'S NOT AN ISSUE. IT SHOULDN'T BE. DID YOU WANT ME TO ONE OF THE ONE OF THE QUARTER. WHEN DOES THE QUARTER END.

BECAUSE IT THAT'S THE 11TH. THE FIRST QUARTER ENDS ON THE SEVENTH. THE LAST ONE. SO IT WOULD ADD ONE MORE DAY BECAUSE THE SIXTH WOULD GO BACK TO THAT QUARTER. SO. RIGHT. YEAH. YEAH.

THAT WOULD BE THE ONLY IMPLICATION. SO I DON'T THINK IT'S RIGHT TO SAY I MEAN, YOU'LL ALSO PROBABLY HAVE A HIGH DEGREE OF, YOU KNOW, IF YOU PUT THAT MANY DAYS OFF WITH ONE DAY GOING BACK TO SCHOOL, YOU'RE GOING TO HAVE A LOT OF PEOPLE THAT TAKE LONG WEEKENDS AND JUST DON'T COME BACK FROM THE MONDAY. SO THE CHANGE THEN IS GOING TO BE THAT WE WOULD BE CLOSED ON VETERANS DAY VERSUS AN EARLY DISMISSAL, WHICH WAS ORIGINALLY PROPOSED IN THE CALENDAR, THAT THE CALENDAR COMMITTEE AND EVERYBODY PUT FORWARD. YES, EXACTLY. YEAH, THAT WOULD BE THE MOTION. BUT I WOULD I WOULD ASK FOR THE MOTION TO ALSO BE AMENDED, WHICH I THINK THAT YOU SAID, WHICH IS TO MOVE THE SIX TO THE 10TH, AND THEN WE DON'T HAVE A MOTION ON THE FLOOR YET, DO WE. MADE A MOTION. WELL, SHE TECHNICALLY MADE A MOTION, BUT IT WASN'T SECOND. SO NO, NO, WE'RE IN CONVERSATION. RIGHT. YEAH, BUT IT WASN'T SECOND FOR IT TO GET INTO DISCUSSION I UNDERSTAND. SO NOW THIS IS LAUREN I SECOND. ALL RIGHT. BUT SO NOW REPEAT THE MOTION. THE MOTION WAS TO MOVE OCTOBER 20TH OVER TO NOVEMBER THE 11TH TO HAVE A FULL DAY OFF FOR VETERANS DAY. THAT WOULD BE THE 20TH IS A PROFESSIONAL DEVELOPMENT DAY. SO YOU WANT TO DO A PROFESSIONAL DEVELOPMENT DAY ON NOVEMBER 11TH? WELL, THE SIXTH IS A PROFESSIONAL DEVELOPMENT DAY. SO TAKING THE SIXTH, IT'S AN OPTIONAL PROFESSIONAL DEVELOPMENT DAY. THE 20TH WAS A

[02:10:01]

PROFESSIONAL DEVELOPMENT DAY, BUT IT WAS AN OPTION FOR THE TEACHERS TO DO WHATEVER PROFESSIONAL DEVELOPMENT THEY FELT APPROPRIATE. I CAN SIMPLIFY THIS, THIS CALENDAR, WHICH YOU HAVE UP HERE NOW IS IN COMPLIANCE WITH ALL LAWS. EVERYTHING THAT WAS AGREED UPON, CORRECT? OKAY. SO THIS IS THE MOTION THAT SHE WAS GOING TO MAKE. MY ONLY CHANGE TO THIS CALENDAR UP HERE IS MOVE 6 TO 10. AND THEN OCTOBER 20TH. SO WHICH ONE ARE WE. THAT'S WE'RE ON THIS ONE UP HERE ISN'T IT OCTOBER 20TH. NO NO NO SORRY. GO TO THE LAST ONE. GO TO THE LAST LINE. I DON'T THINK SO. SORRY. I PULLED THIS ONE UP TO HELP ILLUSTRATE THAT THE 20TH IS A PROFESSIONAL DEVELOPMENT DAY. IF YOU IF YOU ARE SAYING MOVE THAT TO NOVEMBER 11TH, NOVEMBER 11TH IS JUST AN EARLY DISMISSAL ON THERE. SO THEN YOU ARE CLOSING SCHOOLS ENTIRELY TO STUDENTS ON NOVEMBER 11TH AND HAVING PROFESSIONAL DEVELOPMENT FOR TEACHERS. AND YOU ARE MOVING NOVEMBER 6TH TO THE 10TH. SO THEN YOU HAVE NOVEMBER 7TH, 10TH AND 11TH, ALL PROFESSIONAL DEVELOPMENT THREE DAYS. 11TH IS VETERAN'S DAY, AND THE WAY IT'S PRESENTED IS IT'S A THE 11TH IS A HOLIDAY, NOT A PROFESSIONAL DEVELOPMENT. THAT'S ON THE NEXT ON THE LAST ONE. IT HAS IT AS A HOLIDAY. RIGHT. BUT THIS IS THE ONE WHERE YOU GO TO THE FINAL SLIDE OVER THE HOLIDAY AND THEN VETERANS DAY, THE ONE THEY SWITCHED VETERAN HOLIDAY AND HALF DAY ON OCTOBER 2ND. IS THAT WHAT YOU MEANT TO DO. YES. BECAUSE THEY, THEY MADE A THEY THIS WAS THE MOTION THAT I TOLD THEM AHEAD OF TIME THAT WE WERE GOING TO MAKE. SO THE 20TH IS MOVED TO THE DAY OFF ON THE 11TH. ACTUALLY THE 20TH WAS A PD. I KNOW, BUT I DON'T KNOW WHERE THEY MOVED IT TO ON OR THEY MOVED IT BACK TO APRIL 6TH. RIGHT? RIGHT. SO THEY JUST GAVE US OFF ON THE 11TH INSTEAD. SO WHAT WE NEED TO DO THEN AT THIS POINT IS MOVE NOVEMBER THE 6TH TO THE 10TH. AS A PROFESSIONAL DEVELOPMENT DAY. THAT'S THE ONLY. AND THEN MOVE THE HOLIDAY THAT'S ON NOVEMBER 11TH RIGHT NOW. NO, BECAUSE THEY ALREADY ADDED THE DAY INTO THE CALENDAR BECAUSE IT WAS A MOTION THAT WAS THIS CALENDAR ALREADY HAS THE MOTION THAT YOU WANTED TO BRING FORWARD BAKED INTO IT. YES. SO IF YOU IF YOU LOOK AT THIS CALENDAR AND JUST MOVE, MAKE TEN PURPLE AND MAKE SIX WHITE, THAT'S THE ONLY OTHER CHANGE. BUT HANG ON. SURE. SIX AND SEVEN ARE IS THAT THE CONFERENCE? YES.

YES. THE WAS THE STATE I'M SORRY. NO NO NO MSA CONFERENCE IS OCTOBER 17TH OKAY. ALL RIGHT.

SO THE SIXTH, NOVEMBER 6TH AND SEVENTH, THERE'S NO REAL LIKE IRONCLAD REASON WHY WE PICKED SIX AND SEVEN PARENT TEACHER CONFERENCES EARLY ENOUGH IN NOVEMBER. CLOSE TO THE SPLIT SPLITTING IT ON 710. BASICALLY DURING DURING THE CALENDAR COMMITTEE THEY WERE WE WERE DISCUSSING HOW THEY JUST WANTED IT A DAY OFF AFTER. SO MOVING THE SIXTH TO THE 10TH, THEY'RE STILL GOING TO HAVE THE DAY OFF AFTER AT THIS POINT. SO LET'S SAY WE JUST GET RID OF THE SIXTH AND SEVENTH IS NOT LET'S JUST SAY THEY'RE IN SCHOOL DAYS AND THEN JUST HAVE THE 10TH AND 11TH OFF. DID YOU SAY THAT THOSE ARE OPTIONAL, THAT THE SIXTH AND SEVENTH WAS, DID YOU SAY THAT THEY WERE OPTIONAL? THOSE WERE BASED ON INPUT THAT WE NEEDED TO ADD THE CONFERENCE DAYS BACK INTO THE CALENDAR. SO BASICALLY THEY NEEDED TWO DAYS FOR CONFERENCES. SO WE WERE MOVING.

THEY ASKED FOR THEM TO BE CONSECUTIVE OR TO HAVE THE DAY OFF AFTER THEY WERE COMPLETED.

SO THAT'S WHY WE DID IT THAT WAY. BUT SINCE THERE WERE SEVERAL PEOPLE AND COMMUNITY MEMBERS THAT WOULD LIKE TO HAVE OFF ON ACTUALLY THE WHOLE DAY FOR VETERANS DAY, WE MOVED.

THAT'S WHY THE MOTION WAS TO MOVE THE SIXTH TO THE 10TH. THAT WAY. IT WAS STILL AN OPTIONAL PROFESSIONAL DEVELOPMENT DAY, AND THEY COULD TAKE THE DAY OFF, OR THEY COULD HAVE CONFERENCES, YOU KNOW, IF THEY NEEDED TO, BECAUSE HIGH SCHOOL AND MIDDLE SCHOOL DON'T HAVE TO HAVE CONFERENCES. I JUST WANT TO MAKE SURE I UNDERSTAND THIS, THAT YOU TOOK AWAY THE JEWISH HOLIDAY AND MADE THAT A HALF DAY AND MADE NOVEMBER 11TH A FULL DAY. NO, WE NEVER HAD THE JEWISH HOLIDAY.

YES, WE'VE ALWAYS HAD. OCTOBER 2ND WAS A CLOSURE. OCTOBER 2ND WAS A CLOSURE. YOU ASKED FOR THAT TO BE CHANGED TO AN EARLY DISMISSAL IN ANTICIPATION OF THIS CONVERSATION. AND YOU TOOK AWAY DIWALI. SO YOU TOOK BOTH OF THOSE AWAY. YOU TOOK AWAY THE HINDU HOLIDAY AND YOU TOOK AWAY THE JEWISH HOLIDAY. DIWALI WAS NEVER ON OUR CALENDAR. YES. SO THE COMMITTEE SPOKE AT LENGTH ABOUT THAT, AND THE 20TH WAS BEING WAS BEING UTILIZED AS PROFESSIONAL DEVELOPMENT. THAT JUST SO HAPPENS TO FALL ON THAT DIWALI HOLIDAY AS WELL, SO THAT STUDENTS WOULD HAVE THAT TIME OFF. OKAY. WELL, I MEAN, THERE'S A GOOD CALENDAR IN FRONT OF US, BUT WE I SINCE THERE'S ONE CALENDAR, WE'RE GOING TO VOTE ON ANY AMENDMENTS. FIRST JUST AS A POTENTIAL APPLICATION. SURE. GO BACK TO WHAT YOU SAID AT THE BEGINNING ABOUT THE DAY FOLLOWING EASTER. WHAT DAY WAS WAS THAT APRIL 6TH, APRIL 6TH. AND IT HAS TO BE CLOSED JUST FOR STUDENTS. CORRECT? OKAY. SO IT

[02:15:01]

CAN BE OKAY. UNDERSTOOD. THANK YOU. WHAT ABOUT THIS? SO TAKE TAKE THE SIXTH AND THE SEVENTH.

AND ACTUALLY THAT'S AN IN-SCHOOL DAY. AND THEN NOVEMBER 6TH AND SEVENTH, JUST SO WE CAN MAKE SURE WE'RE ALL LOOKING AT THE SAME EXACTLY SIXTH AND SEVENTH IN SCHOOL, BUT THEN MAKE TEN 11TH AND 12TH AS THE OR THE 10TH AND THE 12TH BE THE PD DAYS. I SO I MEAN BUT SURE. DOES IT REALLY MAKE A DIFFERENCE? THE SEVENTH IS THE END OF THE QUARTER. OH, YOU WOULD JUST HAVE TO EXTEND THE QUARTER. ONE QUARTER WOULD BE ANOTHER DAY LIKE WELL WHAT'S THE WHAT'S THE LOGIC BEHIND THAT TO. WELL RIGHT NOW WE'RE LOOKING AT. SO STUDENTS WOULD STILL BE THE SAME. STUDENTS WOULD STILL HAVE FIVE DAYS OFF OR NO NO ONE TWO, THREE, FOUR, FIVE, SIX DAYS OFF IN A ROW. SO OF WHICH TWO WOULD BE A WEEKEND. SO YOU'RE JUST SIX ONE HALF DOZEN THE OTHER I DON'T. YEAH, BUT BUT WHAT ABOUT WHO WANTS TO COME TO A CONFERENCE ON FRIDAY NIGHT? DO YOU THINK WE'LL HAVE HIGHER PARTICIPATION RATE IF WE DO IT ON A SUNDAY, MONDAY AND WEDNESDAY? MAY I SPEAK? MAY I SPEAK TO THAT? I APOLOGIZE FOR IF I'M INTRUDING. ONE OF THE REASONS WHY WE BUILT IT THE WAY THAT WE DID IS BECAUSE WE HAVE DONE ELEMENTARY PARENT TEACHER CONFERENCES MANY DIFFERENT WAYS. PART OF THE REASON WHY WE PROVIDE TIME IN THE EVENING FOR FAMILIES TO BE ABLE TO INTERACT WITH TEACHERS IS BECAUSE THAT'S THE ONLY TIME SOME FAMILIES CAN INTERACT WITH TEACHERS. AND SO THE WAY THAT WE WANTED TO DO THIS, AND THE REASON WE PUT IT ON THE SIXTH AND SEVENTH WAS BECAUSE WE COULD ACTUALLY DO A FULL DAY OF CONFERENCES ON THE SIXTH, WHICH MEANS TEACHERS COULD BEGIN AT 8 OR 830 AND RUN THEIR EVENING UNTIL 730, WHICH MEANS THE NEXT DAY THEY COULD HAVE A PLANNING DAY. THAT'S THE WHOLE REASON WE DID IT. IT'S FINISHED IN ONE DAY IF WE LOOP IT AROUND. SO IF WE MAKE THE 10TH PINK AND THE SIXTH PINK, THEN WHAT WE'RE GOING TO BE ESSENTIALLY ASKING HOPEFULLY WOULD BE FOR TEACHERS TO BE ABLE TO DO THEIR EVENING CONFERENCES ON ANOTHER DAY, NOT ON THE SEVENTH. SO THE SEVENTH WOULD BE A FULL CONFERENCE DAY, 8 TO 330. BUT THEY'RE GOING TO HAVE TO PICK ANOTHER DATE WHERE THEY'RE STAYING AFTER TO DO THEIR EVENING CONFERENCES. THAT MAKES IT A LITTLE BIT MORE COMPLEX. SO THAT'S THE REASON WHY WE DID SIX AND SEVEN BACK TO BACK. THE OTHER REQUEST WAS MADE THAT WE GIVE RELIEF TO TEACHERS AFTER A FULL DAY OF CONFERENCES. WHEN YOU SPEAK TO 25 TO 30 PARENTS IN ONE DAY, IT IS VERY, VERY EXHAUSTING. AND TO COME BACK, TO HAVE TO EITHER LEARN YOURSELF OR TO COME BACK AND TEACH THE NEXT DAY IS VERY DIFFICULT. I CAN SPEAK FROM EXPERIENCE, NOT JUST AS A TEACHER BUT AS A PRINCIPAL. IT WAS A TOUGH CALL TO MAKE, SO I UNDERSTAND THE 710 KIND OF RATIONALE THAT MAKES SENSE TO ME, BUT SIX AND SEVEN ALSO MAKES SENSE. THE OTHER THING I WOULD LIKE TO MENTION IS WHEN WE LOOP THINGS AROUND, WE HAVE TO LOOK AT CONTINUOUS INSTRUCTIONAL DAYS FOR STUDENTS AND FOR TEACHERS. SO WHEN YOU BUILD A SEVEN, TEN, 11 KIND OF BUILD, THAT'S FOUR DAYS FOR KIDS, THEN THREE DAYS FOR KIDS, THEN YOU GET A FULL WEEK AND THEN IT'S TWO AND A HALF DAYS. SO JUST THINKING ABOUT THAT ON THE PART OF A TEACHER AND WHAT THEY'RE HAVING TO DO TO GO BACK AND FORTH. YEAH, THAT'S JUST SOMETHING TO CONSIDER AS WELL. GREAT INSIGHT.

THANK YOU. WHAT ABOUT 1011 FOR THE CONFERENCE DAYS AND TEN I'M SORRY, 11 COULD BE A DAY OFF FOR STUDENTS. 11TH IS NOT A NEGOTIATED DAY OFF. OKAY. RIGHT. BUT IT IS A FEDERAL STATE BANK HOLIDAY. RIGHT. SO PRESUMABLY LARGEST EMPLOYER IN THE COUNTY APG THOSE PARENTS WOULD HAVE OFF. RIGHT. SO COULD YOU DO YOU KNOW IF YOU HAD CONFERENCES ON THE 11TH AND EDUCATORS IN THE SCHOOL SYSTEM WAS OPEN? RIGHT. BUT STUDENTS DIDN'T HAVE TO GO IN, YOU KNOW, WOULD 1011 MAKE MORE SENSE NOVEMBER FOR CONFERENCES? SO THEN THAT TAKES YOU BACK TO CONVERSATIONS THAT YOU'VE HAD ABOUT PROVIDING THAT TIME OFF FOR STAFF WHO ARE VETERANS. SO IT'S JUST A PREFERENCE OF THE BOARD IN THAT CASE, WHETHER YOU'RE DOING THE EARLY DISMISSAL SO THAT THEY ALSO GET THAT TIME TO CELEBRATE OUTSIDE OF SCHOOL. I MEAN, COULD THEY COULD THEY STILL COULD A VETERAN WHO'S AN EMPLOYEE STILL TAKE OFF THAT DAY? OR IS THAT FROWNED UPON? BECAUSE IT'S CONFERENCE DAY. YEAH. BUT YOU HAVE THE PERSON WHO'S A VETERAN. BUT VETERAN'S OBSERVANCES THAT DAY, YOU KNOW, FOR A LOT OF PEOPLE, I MEAN, JUST BECAUSE YOU'RE NOT A VETERAN, YOU COULD BE THE SPOUSE OF A VETERAN OR SOMEBODY IN YOUR PARTICIPATING IN A PROGRAM THEY HAVE A LOT OF.

PROGRAMS. DIANE'S GOT A DIANE MAC. OH, DIANE, WOULD YOU LIKE TO CHIME IN? YES. GOOD EVENING.

AND THANK YOU, PETER, FOR EXPLAINING THAT ELEMENTARY PERSPECTIVE. THE OTHER PIECE THAT I WANTED TO JUST HIGHLIGHT WAS OUR SCHOOLS ARE USED. OUR SCHOOL, YOU KNOW, WE WANT TO

[02:20:04]

HAVE THE OPPORTUNITY TO BRING OUR PARENTS IN. AND I JUST LIKE SOMEONE WAS TALKING ABOUT THE CELEBRATIONS, I HESITATE TO TRY TO BRING FAMILIES IN ON A HOLIDAY THAT, YOU KNOW, WE WANT TO BE ABLE TO CELEBRATE OUR VETERANS. AND SO IT JUST MAY BE COUNTERINTUITIVE TO DO IT THAT WAY. OKAY, OKAY. THANK YOU. ALL RIGHT. SO THEN LET'S PUT THE PIECES TOGETHER. WHERE ARE WE HERE. SO WE'RE EITHER AT SIX SEVEN OR WE'RE AT 1012 OR WE'RE AT 610. THOSE ARE KIND OF THE OPTIONS TO BALANCE THINGS. IT COULD BE TEN, 12, SIX, SIX AND 12 SIX. BUT THEN YOU CREATE THE SAME WHAT'S OKAY. DON'T GET PEOPLE SIDETRACKED HERE. I WILL SAY THE CALENDAR COMMITTEE DISCUSSED THIS FOR TWO HOURS IN THE SECOND CONVERSATION BECAUSE YOU COULD YOU COULD MIX AND MATCH ANY WHICH WAY. BUT UTILIZING THE INFORMATION THEY HAD, UTILIZING THE PEOPLE WHO WERE IN THAT ROOM. WE HAVE PARENTS, WE HAVE COMMUNITY MEMBERS, WE HAVE STAFF MEMBERS.

WE HAVE MISS PASOK WITH US. WE HAVE ADMINISTRATORS, WE HAVE BOARD MEMBERS. SO I WOULD ASK YOU TO CONSIDER WHAT HAS BEEN PRESENTED WITH ALL OF THAT DATA, ALL THAT INFORMATION WITH THE SIXTH AND THE SEVENTH, KNOWING THAT YOU CAN ALWAYS MOVE. WE COULD MOVE EVERY SINGLE ONE OF THESE DATES. BUT MY HOPE IS THAT WE TAKE INTO CONSIDERATION ALL THE TIME THAT HAS ALREADY BEEN PUT INTO THAT CONVERSATION. YEAH. I MEAN, MY, MY, I THINK THE ONLY HOPE WOULD BE I'M WORRIED ABOUT HIGH ABSENTEE RATES ON THE 10TH, BUT MY ONLY HOPE WOULD BE A LOT OF PEOPLE WOULDN'T BE TAKING LONG WEEKENDS THAT WEEKEND BECAUSE TWO WEEKS LATER IS THANKSGIVING CORRECT? RIGHT. SO. AND CORRECT. DOCTOR POINTING THAT ALSO WAS BUILT. SLIDE SIX WAS BUILT WITH THE UNDERSTANDING THAT THE 11TH WAS AN EARLY DISMISSAL, NOT A FULL CLOSURE. SO TECHNICALLY, IN THE EYES OF MSD, THAT'S A FULL WEEK. YEAH. YEAH I MEAN I AM SUPPORTIVE OF THE 11TH, ESPECIALLY IN THIS COMMUNITY BEING OFF. SO LET'S JUST GO BACK THEN TO THE ORIGINAL MOTION THAT MISS HAHN WAS GOING TO MAKE. WE CAN VOTE ON THAT AS AN AMENDMENT. THERE'S A MOTION AND A SECOND. CAN YOU RESTATE THE MOTION SINCE WITHOUT THE CHANGE ON 610? SINCE 610? YEAH. WITHOUT THE CHANGE. SO YOUR MOTION IS GOING TO REFLECT THIS CALENDAR. THE FINAL CALENDAR UP HERE, THE LAST ONE. THE THIRD ONE. SO THE MOTION THE MOTION YOU'RE GOING TO MAKE IS ON IS REFLECTING THIS CALENDAR HERE. WHICH IS WHICH CALENDAR I JUST I SORRY I APOLOGIZE FOR CUTTING YOU OFF, BUT I WANT TO MAKE SURE THAT I'M VERY CLEAR. THIS IS NOT THIS DOES NOT ONLY INCLUDE THIS ONE MOTION. THIS HAS OTHER EDITS THAT MISS HAHN PROVIDED AHEAD OF TIME IN ANTICIPATION OF ADDITIONAL CONVERSATION. WHAT ARE WHAT ARE THEY? SO OCTOBER 2ND WAS PREVIOUSLY A CLOSURE OKAY. AND ON THIS VERSION IT IS AN EARLY DISMISSAL. OKAY. APRIL 6TH IS PROFESSIONAL DEVELOPMENT ON ON APRIL 6TH AND NOT A CLOSURE OKAY. AND THAT'S THE WEEK FOLLOWING EASTER, EASTER SPRING BREAK BASICALLY, WHICH IS WELL, WE FINALLY GOT A CALL FOR SPRING BREAK AS WELL. CORRECT.

WE MUST BE CLOSED TO STUDENTS APRIL 6TH. OKAY. AND THIS IS SO THE WAY THAT I CAPTURED WHAT YOU SAID EARLIER WAS NOVEMBER 6TH. PROFESSIONAL DEVELOPMENT WOULD BE MOVED TO NOVEMBER 10TH. AND THAT'S WHAT YOU WERE MOVING THEN. SO I DID NOT HEAR ANOTHER MOTION. THAT WAS THE ONLY ONE THAT WAS INITIALLY MADE. CONVERSATION HAS MORPHED. YEAH. OKAY. YES. I WANT TO MAKE SURE I'M ON THE SAME PAGE WITH YOU. NO, NO. MOVING 6 TO 10 WAS MY IDEA, BUT JUST SPRUNG THAT ONE ON ME. I'M LIKE, I'M GOING TO BACK OFF THAT BECAUSE, I MEAN, IT LOOKED LIKE A BIG RED FLAG, BUT YEAH. AND WAITING TO HEAR WHAT THE NEXT ONE IS. SO THEN I WOULD LIKE TO AMEND THE MOTION TO. MOVE THE PROFESSIONAL DEVELOPMENT DAY FROM THE 20TH OF OCTOBER TO APRIL 6TH, AND MAKE NOVEMBER THE 11TH, THE FULL DAY OFF, AND OCTOBER THE 2ND THE HALF DAY. THAT IS REFLECTED IN THIS CALENDAR. OKAY, GREAT. SO HAVE APRIL 6TH IS THE PD DAY. IT HAS TO BE A HOLIDAY. NO, IT DOESN'T HAVE TO BE CLOSED TO STUDENTS. IT IS. IT IS CURRENTLY IN THE MOTION OKAY. REFLECTED AS A PD DAY ONE OF CLARIFICATION. SURE. SHOULD WE ACTUALLY START WITH THE OTHER CALENDAR. BECAUSE THAT'S THE ONE THAT WE GENERALLY ACCEPT. AND THEN JUST MAKE A COUPLE CHANGES TO THAT ONE.

THAT'S ALL WE DID. NO. YOU MEAN AS FAR AS MOTIONS. NO. WE WOULD DO ANY AMENDMENTS BEFORE AND THEN VOTE ON THE CALENDAR. RIGHT. UNLESS YOU WANT IT TO JUST GO, UNLESS WE WANTED TO

[02:25:04]

JUST GO STRAIGHT TO VOTING ON THE MODIFIED CALENDAR. NO. YEAH. TYPICALLY YOU WOULD DO IT. I THINK WE SHOULD BE THE CALENDAR THAT YOU'RE PRESENTING. ARE WE THE ONE THAT HAS WITH IT? IS THAT CORRECT? SO ONE PERSON AT A TIME. SO CAN WE CAN WE PLACE THE OTHER CALENDAR UP THEN I GUESS SO. SO THIS IS THE CALENDAR THAT WE ARE PRESENTING AS THE CALENDAR COMMITTEE'S PROPOSAL FOR APPROVAL AND A VOTE. SO CAN WE CAN WE MAKE AMENDMENTS TO THIS AMENDMENT, MAKE A MOTION ON THIS CALENDAR, ON THIS VERSION? I THINK THAT'S WHAT JUST HAPPENED. OKAY. YES OR NO. YES.

YES. SO SLIDE EIGHT ILLUSTRATES THE AMENDMENTS THAT MELISSA JUST MADE, THE MOTIONS THAT SHE JUST MADE, BECAUSE WE HAD THE INFORMATION AHEAD OF TIME AND THOUGHT IT MIGHT HELP TO BE ABLE TO SEE WHAT SHE WAS SAYING. SO SLIDE EIGHT IS SLIDE SIX EVERYTHING. BUT OCTOBER 2ND IS NO LONGER A CLOSURE. IT IS AN EARLY DISMISSAL. THAT CLOSURE IS NOW ON NOVEMBER 11TH, WHICH WAS AN EARLY DISMISSAL. SO ESSENTIALLY THOSE TWO WERE FLIP FLOPPED. ARE THERE ADVANTAGES TO HAVING VETERAN'S DAY A HALF DAY SO THAT WE CAN DO VETERAN'S DAY CELEBRATIONS, PATRIOT PROGRAM ACTIVITIES, THAT TYPE OF THING IN SCHOOL FOR THE BEGINNING OF THE DAY, AND THEN LET YOU KNOW THOSE WHO ARE VETERANS OR WANT TO PARTICIPATE IN LARGER VETERAN'S DAY EVENTS. YOU HAVE THEM BE ABLE TO DO THAT THROUGH THE SECOND HALF OF THE DAY. I DON'T KNOW, IS THERE A VALUE TO THAT? WE HAVE DONE THAT IN THE PAST. WHERE ARE WE THIS YEAR? I CAN'T REMEMBER THIS YEAR. WE HAD IT OFF THE CLOSURE. WE HAD IT OFF THIS YEAR. AND I WILL JUST SPEAK FROM A DOD CONTRACTOR AND IS A PART OF ABERDEEN, RIGHT, THAT THE PREFERENCE IS TO HAVE THE WHOLE DAY OFF. SCHOOLS CAN DO THEIR VETERAN'S DAY CELEBRATION ON OTHER DAYS CLOSE TO IT. BUT I KNOW THAT THE PARADES IN HAVRE DE GRACE, A LOT OF THAT STUFF TAKES PLACE IN THE MORNING. SO AS A VOICE FOR THAT COMMUNITY, THE PREFERENCE IS TO HAVE THE FULL DAY OFF. YEAH. AND I BELIEVE THE MAYOR DID ALSO EXPRESS HIS SUPPORT FOR BEING OFF THAT DAY SO HE CAN GET MORE PEOPLE AT THE PARADE. SO JUST TO FYI, SO BUT THIS WOULD BE A PRECEDENT SETTING BECAUSE WE HAVE HAD THE JEWISH HOLIDAYS OFF FOR YEARS. I MEAN, LIKE WHEN I WAS IN SCHOOL, WE HAD JEWISH HOLIDAYS OFF, CORRECT? CORRECT.

SO WE WOULD BE TAKING THAT AWAY FROM THE JEWISH COMMUNITY. CORRECT. WHICH DAYS ARE THOSE? ARE YOU SPEAKING ABOUT OCTOBER, OCTOBER 2ND AND SEPTEMBER 23RD AS WELL ARE BOTH HALF DAYS, AND WHAT PROPORTION OF STUDENTS WOULD THAT AFFECT? YOU HAD SOME STATS ON THAT. IT'S HARD TO SAY, BUT IT'S A VERY SMALL FRACTION OF A PERCENT OF 2% OR SOMETHING. SOMETHING LIKE THAT. YEAH.

THERE'S A THERE'S A MOTION ON THE TABLE. WE NEED TO MAKE SOME PROGRESS. SO UNLESS THERE'S ANY OTHER QUESTIONS ABOUT MISS HANS PARTICULAR MOTION TO AMEND, I WOULD LIKE TO HEAR IT AGAIN BECAUSE I DON'T QUITE UNDERSTAND IT. OKAY. LET'S DO WHICH CALENDAR IS IT? IS IT PERTAINING TO THIS ONE? NO. THIS ONE. YEAH. ILLUSTRATES THE AMENDMENTS THAT MISS HAHN JUST MADE. SO CAN I ASK ONE MORE QUESTION? SURE. IF WE DO THE PROFESSIONAL DEVELOPMENT DAY ON APRIL THE 6TH. I'M SORRY. YEAH, APRIL THE 6TH, THAT WAS ORIGINALLY WHAT WAS ON THE CALENDAR. YOU HAD THAT ON OCTOBER. YOU MOVED THE ONE FROM OCTOBER 20TH TO APRIL 6TH. I MEAN, THE ORIGINAL, LIKE THE ORIGINAL CALENDAR THAT THE BOARD PUT OUT, OCTOBER 20TH WASN'T ON THERE. YEAH. IT WAS NO, IT WAS NOT IN THE COMMITTEE. IT WAS NOT IN THE BOARD ONE. IT WAS IN THE COMMITTEE ONE.

CORRECT. SO THAT CORRECT THAT IT WASN'T A BOARD CALENDAR. IT WAS SEVERAL. PUT IT OUT FOR FEEDBACK FROM EVERYBODY BEFORE WE PUT IT OUT TO ANYBODY ELSE. SO I MEAN WE ASKED FOR FEEDBACK, WHATEVER YOU WANT TO CALL IT. IT WAS THE ONE THAT WAS YOUR IT WAS NOT THE ENTIRE BOARD THAT WAS IN AGREEMENT. OKAY. SO OCTOBER 6TH, IF THAT'S A PROFESSIONAL DEVELOPMENT DAY, APRIL 6TH. YES.

I'M SORRY. NO. YOU'RE OKAY. WE'RE ALL OVER THE PLACE. IT'S A LOT. SO IF THAT IS A PROFESSIONAL DEVELOPMENT DAY, THE TEACHERS HAVE TO REPORT TO WORK, CORRECT? THAT IS WHY WE MOVED IT TO OCTOBER 20TH. DURING THE CALENDAR COMMITTEE CONVERSATIONS, BECAUSE WE FELT LIKE THE PROFESSIONAL LEARNING THAT TEACHERS COULD ENGAGE IN IN OCTOBER AND NOVEMBER, WHEN THEY'RE FRESH, WILL PUSH, WILL PUSH THEM AND HAVE SOME MOMENTUM TO ACTUALLY APPLY WHAT THEY'VE LEARNED FOR THE REST OF THE YEAR AND THE REST OF THE RHYTHM OF THE CALENDAR FOR THE YEAR.

NOVEMBER, DECEMBER. HAVING A FULL WEEK OFF, THE TWO DAYS IN JANUARY, OR THAT THE MARTIN LUTHER KING PRESIDENT'S DAY. AND THEN YOU GET INTO SPRING BREAK AT THE END OF MARCH, PLUS MEMORIAL DAY AT THE END OF MAY. IT'S A GREAT RHYTHM OF INSTRUCTION AND TIME OFF,

[02:30:04]

INSTRUCTION AND TIME OFF. AND I WILL ALSO ADD THAT THIS IS THE FIRST CALENDAR I'VE SEEN, MAYBE IN MY TENURE, THAT WE HAVE ALL OF SPRING BREAK OFF. THAT IS NICE. AND SO THAT'S AN ADDED BONUS THAT WE ARE ALL NOT DOING ANYTHING. AND I MISS KUTSCHER'S OVER HERE. SHE CAN SPEAK TO IT TO HAVE TEACHERS IN WHILE STUDENTS ARE OUT FOR SPRING BREAK. FOR PROFESSIONAL LEARNING IS NOT CONDUCIVE TO GREAT LEARNING FOR TEACHERS, I PROMISE. IN THE 60S, AFTER EDUCATORS HAVE CORRECT NINE DAYS OFF SO THEY MAY WANT A DAY TO SORT OF RECOUP BEFORE THEY COME BACK. SO THAT'S NOT GOING TO BE A DAY THAT I WOULD IMAGINE WE WOULD SCHEDULE CURRICULUM PROFESSIONAL LEARNING. OKAY. ONE ADVANTAGE I SEE OF THIS CALENDAR IS THE QUARTERS ARE MORE EQUAL THAN THE PREVIOUS ONES. YOU'VE GOT A LITTLE SAY THAT AGAIN. I'M SORRY. ONE ADVANTAGE I SEE OF THIS CALENDAR IS THAT THE QUARTERS, THE FIRST THREE QUARTERS ARE MUCH MORE EQUAL THAN THE OTHER ONES WERE. WE LACKED A FEW DAYS IN THE FIRST QUARTER, I THINK IN THE LAST ONE, TWO DAYS YOU HAD TWO DAYS. YOU MEAN LAST YEAR OR THE FIRST CALENDAR? OH, YEAH. YEAH, IT LOOKS PRETTY BALANCED. IT LOOKS GOOD. WHICH PEOPLE SEEM TO LIKE, I THINK. YEAH. AND SO WITH WITH HER MODIFIED. PROPOSAL, THEN WE WOULD NOT NEED TO ADJUST THE END OF THE, THE QUARTER END WOULD STAY THE SAME. RIGHT. CORRECT. OKAY. ALL RIGHT. SO AGAIN THERE'S AN AMENDMENT ON THE TABLE. SO DO YOU UNDERSTAND THE AMENDMENT OR DO YOU WANT TO REPEAT IT AGAIN I WOULD LIKE TO OKAY. SO BUT BUT NO WAIT CAN WE CAN WE DO IT OFF OF THE. YEAH. SO THE AMENDMENT IS WHAT YEAR IS THIS CALENDAR HERE. YES. SO THIS HAS THE AMENDMENT BUILT INTO IT. CAN WE GO BACK TO THE ONE WHERE WE HAVE OFF APRIL 6TH. YEAH. SO WHAT ABOUT THIS MELISSA. CAN WE CAN WE WORK TOGETHER ON THIS. SO YOU WANT THE SECOND AND THE 11TH SWITCHED. ALL RIGHT. I MEAN THAT'S NOT MY PREFERRED BUT. ALL RIGHT. SECOND AND 11TH OF WHAT. GIVE US A MOMENT 2ND OF OCTOBER WITH THE 11TH OF NOVEMBER. SHE WANTS VETERAN'S DAY OFF AND SHE WANTS THE JEWISH HOLIDAY TO BE A HALF DAY FOR I DON'T KNOW THAT THAT WORKS FOR THEM, BUT THAT'S OKAY. IT WASN'T JUST ME. I MEAN, IT WAS IT WAS DISCUSSED AMONGST OTHER PEOPLE. BUT GO AHEAD. OH, WELL, YOU AND TERRY AND DIANE AND AARON, MAYBE, I DON'T KNOW.

WHICHEVER GROUP YOU HAVE. AND THEN WE COULD MOVE THE PROFESSIONAL EITHER LEAVE THE PROFESSIONAL DEVELOPMENT DAYS ON THE SIXTH AND THE SEVENTH, OR YOU SUGGESTED MOVING THE SIXTH TO THE 10TH. IS THAT CORRECT? IS THAT WHAT YOU WANTED? I JUST WANT TO UNDERSTAND WHAT YOU WANT. CAN I ASK YOU SOMETHING ABOUT THE SIXTH AND THE 10TH? I THINK THAT WAS THE SIXTH TO THE 10TH. YOU SAID THAT WASN'T A GOOD IDEA, AND YOU JUST GAVE ALL THOSE REASONS WHY, RIGHT? FOR EDUCATORS, FOR PARENT TEACHER CONFERENCES. SO I THINK THAT'S OFF THE TABLE. I DON'T THINK ANYBODY'S CALLING FOR THAT RIGHT NOW. SO OKAY. I JUST WANT TO UNDERSTAND. SO YOU WANT TO MOVE THE SECOND SWITCH THE SECOND AND THE 11TH SO THAT THE 2ND OF OCTOBER WOULD BE A HALF DAY AND THE 11TH OF NOVEMBER WOULD BE A FULL DAY OFF. SO THAT'S WHERE YOU'RE AT RIGHT NOW. IS THAT CORRECT? THAT WAS YES. THAT WAS ONE OF THE MOTIONS THAT WAS MADE. WHAT'S THE OTHER MOTION THAT SHE WANTS TO TAKE THE 6TH OF APRIL OFF THE TABLE AND PUT THAT AS THE PROFESSIONAL DEVELOPMENT DAY. AND MY SUGGESTION IS TO LEAVE THOSE JUST LEAVE THEM LIKE THEY ARE.

LEAVE OCTOBER 20TH AND LEAVE APRIL 6TH. EVEN THOUGH IT ADDS ONE DAY TO THE END OF THE YEAR.

YEAH. SO TURN. SO IN ESSENCE, TURN THE 6TH OF APRIL TO GREEN. CORRECT. MAKE THE OCTOBER 20TH.

SO LET ME RESET. TAKE SLIDE EIGHT OKAY. MOVE THE SIX. THE PURPLE THE PINK SIX OF APRIL TO THE 20TH OF OCTOBER. AND THEN MAKE THE 6TH OF APRIL GREEN. CORRECT. AND THEN ADD THE ONE DAY TO THE END. CORRECT. I THINK THAT IF WE'RE GOING TO DO THAT, THEN WE SHOULD DO THE 20TH ON THE SECOND AS THE STATE. THE MONTH OCTOBER, BECAUSE THAT WAY THE JEWISH HOLIDAY IS STILL OBSERVED WITH THE PD DAY. SO YOU'RE SAYING TAKE THE 6TH OF APRIL, WHICH IS PINK, MAKE THE 2ND OF OCTOBER PINK. YEAH. AND MAKE THE 6TH OF APRIL GREEN. ADD A DAY TO THE END OF THE CALENDAR. KEEP NOVEMBER AS IS. WHAT'S THE CURRENT LAST DAY HERE? THE 12TH. IT WAS 11TH OF JUNE OR THE 11TH OF JUNE. IT WAS THE 11TH OF JUNE WITH THE PD DAY ON FRIDAY THE 12TH. OKAY. SO

[02:35:05]

THAT RED BOX IS THE LAST DAY OF SCHOOL ON THE 11TH. THAT IS CORRECT. YEAH. I MEAN, I DON'T LIKE THAT JUST BECAUSE IT HAS EDUCATORS THEN COMING BACK ON MONDAY POTENTIALLY IF THERE'S NO INCLEMENT WEATHER DAYS LIKE WE'VE DONE IT BEFORE. SO BY DESIGN OR BECAUSE YOU HAD INCLEMENT WEATHER DAYS THAT PUSHED IT INTO BOTH. MR. MUSK YEAH. MR. PRESIDENT, POINT OF ORDER, I AM CONFUSED. OKAY. I DON'T KNOW WHICH CALENDAR I'M WORKING OFF OF AND I HAVE NO IDEA. OKAY. HOW WHEN THE COMMITTEE MET AND THE COMMITTEE IS PROPOSING THIS CALENDAR RIGHT HERE. CORRECT. AND THEN I GUESS IN SMALL GROUPS, THEY DISCUSSED THIS WITH BOARD MEMBER MOTION.

IS THAT CORRECT? HOW DID WE GET THE ONE WITH THE BOARD MEMBER MOTIONS? I, MELISSA, SUBMITTED HER INTEREST TO PUT A MOTION FORWARD. ACTUALLY, JERRY SAID IT IN OUR SMALL GROUP OR YEAH, IT HAD BEEN DISCUSSED. THERE WERE MULTIPLE PEOPLE THAT WANTED TO SEE VETERANS DAY OFF. SO I COMMUNICATED THAT WITH JILLIAN THAT THAT FROM THEY WANTED TO TAKE OCTOBER. WELL, WE WANTED TO TAKE OCTOBER 20TH INSTEAD OF HAVING THAT DAY AS A PROFESSIONAL DEVELOPMENT DAY. WE WANTED TO MAKE SURE THAT WE HAD NOVEMBER THE 11TH, WHICH IS VETERANS DAY, AS A FULL DAY OFF.

AND I DO AGREE WITH SWITCHING TO THE FULL DAY OFF ON APRIL THE 6TH, INSTEAD OF HAVING THAT AS A PROFESSIONAL DEVELOPMENT DAY. BUT FOR THE SAKE OF THIS, CAN WE WORK ON WHAT THE COMMITTEE PRESENTED AND YOU MAKE MOTIONS ON WHAT YOU WANT TO CHANGE, AND WE VOTE ON THOSE. THAT'S WHAT WE'RE DOING. SO IF YOU GO BACK TO THE PREVIOUS SLIDE, SO GO TO THE ONE THAT WAS I GUESS THAT SLIDE NUMBER SIX. RIGHT. IT'S THE ONE WITH THE PROPOSED ONE WITH THE EDITS. CORRECT. RIGHT.

THIS IS THE COMMITTEE'S COMMITTEE'S RECOMMENDATION. THE REASON IT SAYS WITH EDIT IS BECAUSE I HAD TO ADD APRIL 6TH AS A CLOSURE BECAUSE OF COMA. AND I MOVED THE LAST DAY ONE DATE. SO ESSENTIALLY THIS IS WHAT CAME OUT OF COMMITTEE MINUS THAT ONE OVERSIGHT. SO WE ARE WORKING OFF OF WHAT CAME OUT OF COMMITTEE. OKAY. SO CAN WE VOTE ON MAKE MOTIONS BASED ON THE CHANGES THAT THAT THAT ANYBODY WANTS TO MAKE. THAT'S WHAT WE'RE THAT'S WHAT WE'RE DOING OKAY. SO WE MOTION HAS BEEN MADE AND THERE'S BEEN A SECOND. AND SO THE MOTION IN THE SECOND IS BASICALLY TO HAVE THE 11TH OF NOVEMBER AS A FULL DAY OFF INSTEAD OF A HALF DAY, WHICH WAS THE MAIN ISSUE. AND THEN THE ASSOCIATED TWEAKS AROUND THAT WHICH IN THE CALENDAR THAT SAYS WITH BOARD MEMBER MOTION, WHICH IS THE NEXT SLIDE, I REALLY WANT TO WORK OFF THIS ONE BECAUSE THE OTHER ONE, I DON'T TRUST THE OTHER ONE. I MEAN, I DON'T UNDERSTAND THE OTHER ONE. THAT'S WHY THE MOTION NOW IS JUST TO CHANGE THE 11TH TO A PROFESSIONAL DEVELOPMENT DAY TO A CLOSURE, A CLOSURE TO A FULL DAY OFF. RIGHT. SO VETERANS DAY OFF, ISN'T THAT WHAT IT IS? NO, IT'S A HALF A DAY. EARLY DISMISSAL. NOVEMBER 11TH IS AN EARLY DISMISSAL OKAY. YOU WANT IT TO BE A FULL DAY OFF, CORRECT? CORRECT. ALL RIGHT. DO WE HAVE DO I MOVE I'LL SECOND THAT MOTION. SO LET'S DO THAT. IT'S ALREADY BEEN SECOND. SO HERE'S WHAT THERE'S BAGGAGE WITH THAT. RIGHT. THE 20TH. NO LET'S DO THIS ONE. WELL THAT'S NOT THAT'S NOT WHAT SHE I CAN'T STAY WITH IT I DON'T UNDERSTAND. LET'S JUST DO LET'S JUST DO THIS. LET'S RESTATE YOUR MOTION.

OKAY. AND THEN THERE WILL BE NO MORE CONVERSATION ON THAT BECAUSE TOO MANY PEOPLE ARE GETTING CONFUSED. WE WILL TAKE A VOTE ON YOUR. IT'S NOT YOU. I'M JUST SAYING, YOU KNOW, THE THING IS, THE REASON WHY WE HAVE TO DO IT TOGETHER IS BECAUSE YOU CAN'T JUST MAKE ONE CHANGE, BECAUSE THERE'S GOING TO BE IMPLICATIONS WHERE OTHER THINGS HAVE TO MOVE AROUND. SO YOU HAVE TO MAKE SURE AT THE END OF THE DAY THAT THE MATH ALL ADDS UP. SO HER MOTION HAS THE MATH ADDING UP. RIGHT.

THANK YOU. SO THAT WE DON'T WE'RE IN COMPLIANCE WITH ALL OF THE LAWS. WE'RE IN COMPLIANCE WITH THE BARGAINING UNITS. AND WE DON'T HAVE TO ADD ANY DAYS IF THE BOARD TRUSTS ME TO DO MY MATH AFTER THE FACT, IF IT IS EASIER TO GO THROUGH ONE BY ONE, I WILL BE KEEPING TRACK OF THE IMPLICATIONS OF. FOR EXAMPLE, IF YOU CLOSE NOVEMBER 11TH WITHOUT ANY OTHER MOTIONS BEING APPROVED, WE WOULD NEED TO ADD ONE DAY TO THE END OF THE SCHOOL YEAR. BECAUSE IT'S AN EARLY DISMISSAL. STUDENTS ARE IN IN SCHOOL. IF YOU CLOSE IT, YOU NOW ONLY HAVE 179 DAYS TOTAL. BUT I CAN KEEP TRACK OF THAT AND MAKE THOSE ADJUSTMENTS AT THE END. IF GOING ONE BY ONE IS EASIER FOR THE BOARD. YEAH, THERE'S A MOTION ON THE TABLE. SO REPEAT THE MOTION AND WE'LL TAKE A VOTE ON IT. CAN I ASK ONE QUESTION. YEAH. SO IF WE WERE TO MOVE THE 20TH BECAUSE I'M GOING TO AMEND MY MOTION AND I WANT TO CLARIFY WITH YOU, IF WE WERE TO MOVE OCTOBER THE 20TH AS A

[02:40:02]

PROFESSIONAL DEVELOPMENT DAY TO OCTOBER THE 2ND. SO THAT WAY THE FULL IT WAS THE FULL DAY OFF, RIGHT? FOR STUDENTS, RIGHT. FOR STUDENTS. WHAT WOULD BE I'M TRYING TO ACCOMMODATE LIKE THE DO YOU GET WHAT I'M, I'M I UNDERSTAND WHAT YOU'RE SAYING. SO I THINK WHAT YOU'RE SAYING IS LET ME SEE IF I'VE GOT THIS. IF WE TAKE THIS CALENDAR RIGHT HERE AND WE SAY WE LIKE THIS WITH A COUPLE OF TWEAKS, AND HERE ARE THE TWEAKS. WE'RE GOING TO MOVE THE 20TH OF OCTOBER PINK TO OCTOBER 2ND. PINK. DOES EVERYBODY UNDERSTAND THAT? SAY THAT ONE MORE TIME. YEAH. WE'RE GOING TO MOVE THE 20TH OF OCTOBER PINK TO THE 2ND OF OCTOBER. WE'RE GOING TO MAKE THAT PINK. THE 20TH IS GOING TO BE IN SCHOOL. CORRECT. THEN THE ONLY OTHER TWEAK WE'RE GOING TO MAKE IS WE'RE GOING TO TAKE THE GREEN TWO ON OCTOBER THE 2ND AND MAKE NOVEMBER 11TH GREEN. YEAH.

AND THAT'S IT. HAVE A WASH IN YOUR COUNT. SO YOU'RE PLAYING MUSICAL SQUARES. HERE I AM. AND THAT WOULD I THINK ACCOMPLISH WHAT YOU'RE ASKING. YEAH. THE 20TH OCTOBER 20TH. WHAT. THAT'S A HOLIDAY AM I CORRECT. YES. SO WE TAKE AWAY THE HOLIDAY THAT THEY'VE BEEN FIGHTING FOR YEARS.

WELL, TECHNICALLY, YOU KNOW, I WASN'T GOING TO BRING IT UP SINCE IT KEEPS COMING UP. SCHOOL SYSTEMS HAVE TO HAVE RELIGIOUS NEUTRALITY. SCHOOL SYSTEMS CANNOT PROMOTE OR HINDER ANY PARTICULAR RELIGION. ALL RIGHT. SO WE TECHNICALLY SHOULD NOT EVEN BE CALLING THESE BY DIWALI OR YOM KIPPUR OR WHATEVER DAYS OFF. AND THIS IS ACCORDING TO THE SUPREME COURT AND ACCORDING TO THE FOURTH CIRCUIT COURT, WHICH HAS JURISDICTION OVER MARYLAND, BECAUSE THERE WAS A BIG CASE ON THIS IN IN BALTIMORE COUNTY, DAYS OFF HAVE TO BE BASED ON DEMOGRAPHICS AND HAVE TO BE BASED ON OPERATIONAL NEEDS OF THE SCHOOL SYSTEM. AND THE BENCHMARK IS WHETHER OR NOT GIVING OFF THAT PARTICULAR HOLIDAY WILL LEAD TO HIGH DEGREES OF ABSENTEEISM. SO IT NEEDS TO REFLECT THE DEMOGRAPHICS OF THE COMMUNITY, WHICH IS WHY, FOR EXAMPLE, IN PENNSYLVANIA, YOU KNOW, RURAL PENNSYLVANIA, THEY HAVE OFF ON THE FIRST DAY OF HUNTING BECAUSE HUNTING SEASON, BECAUSE THEY KNOW IT WILL LEAD TO LARGE STUDENTS, LARGE NUMBER OF STUDENTS WHO DON'T SHOW UP. SO THIS IS WHY WE DON'T CALL IT CHRISTMAS BREAK. THIS IS WHY WE CALL IT, YOU KNOW, WINTER BREAK. OKAY. SO WE NEED TO BE NEUTRAL ACROSS THE BOARD. ALL RIGHT. AND UNLESS SOMEONE CAN DEMONSTRATE THAT BY GIVING OFF THAT BY GIVING STUDENTS AND EDUCATORS A DAY OFF, THAT IT'S GOING TO CAUSE AN OPERATIONAL DISRUPTION, WE ARE TECHNICALLY IN VIOLATION OF THE LAW. IT'S MY UNDERSTANDING. SO I WOULD ASK EVERYONE TO PLEASE THINK ABOUT IT AND FRAME IT IN THAT CONTEXT. IT WAS VERY DIFFICULT TO COME UP WITH THE NUMBER. AND LOOK, I THE COUNTY IS BECOMING MORE DIVERSE, I GET IT. BUT BASED ON THE LATEST CENSUS NUMBERS THAT I'VE SEEN, YOU KNOW, BOTH OF THESE REPRESENT A SMALL FRACTION OF A PERCENT NUMBER OF OUR STUDENTS.

SO I KNOW THAT'S THE WAY THAT WE'VE DONE IT, BUT I WOULD JUST CAUTION EVERYONE TO THINK ABOUT IT IN THE CONTEXT OF THE GUIDANCE THAT'S BEEN PROVIDED BY THE LAW THAT REQUIRES SCHOOL SYSTEMS TO HAVE RELIGIOUS NEUTRALITY. SO, SO, SO COMER GIVES OFF THE DAY AFTER EASTER, THOUGH FOR STUDENTS. HOW IS THAT RELIGIOUS NEUTRALITY? WELL, THAT GOES THAT GOES TO THE HERE. NO.

WELL YES A LITTLE BIT I MEAN THAT GOES TO THERE'S A FEW DIFFERENT CASES THAT YOU SHOULD LOOK AT, BUT THIS WAS ONE THAT WAS EITHER BALTIMORE CITY OR BALTIMORE COUNTY. AND, AND, AND THAT THIS WAS ACTUALLY THE ESSENCE OF THE CASE. AND IT WAS BECAUSE THERE WERE SO MANY STUDENTS THAT WOULD HAVE MISSED SCHOOL BECAUSE I THINK IT WAS LIKE THE EASTER HOLIDAY THAT THEY AND THEY WEREN'T ALLOWED TO CALL IT, YOU KNOW, GOOD FRIDAY OR WHATEVER IT WAS. SO THAT'S WHAT IT WAS. HOW HOW IS THE LAW WRITTEN IN COMBER? COMBER DOES LIST THE RELIGIOUS DATES FOR CERTAIN HOLIDAYS, BUT I MEAN FOR THE FOR APRIL 6TH. HOW DID THAT COME? WAS THAT THE DAY AFTER EASTER? THE DAY AFTER EASTER? SO. SO COMBER REFERS TO EASTER, CORRECT. DOES IT REFER TO EASTER? IT REFERS TO IT AS THE DAY OFF. THE DAY AFTER EASTER. RIGHT. THAT MUST BE THE WAY THEY REFER TO IT AS THE DATE. BUT BECAUSE THE JUSTIFICATION WAS THAT IT WOULD LEAD TO HIGH NUMBER OF STUDENTS, I DIDN'T WRITE THE LAW. I'M JUST TELLING YOU WHAT IT IS. WELL, NO, BUT YOU'RE SAYING I CAN'T. I CAN'T MENTION THE OTHER HOLIDAYS. BUT COMBER USED EASTER AS A BENCHMARK. I LOOKED UP TO ALI, AND IT'S ACTUALLY A WEEK LONG CELEBRATION IN THE HEIGHT OF THE DAY WAS THE 21ST OF OCTOBER. THEY JUST ASKED FOR ONE DAY OFF OUT OF THE WEEK, YOU KNOW. BUT YES, THEY DID. THEY ASKED FOR ONE DAY OFF OUT OF THE WEEK. YOM KIPPUR OR WHATEVER IT IS, IS TWO

[02:45:02]

DAYS TOO. WOULD WE BE ABOVE THE HALF DAYS IF WE GAVE THEM A HALF DAY ON THE 20TH? I DO NOT WANT TO SPEAK AS THOUGH I AM AN EXPERT WITH THE HOLIDAYS, SO I DO NOT KNOW IF THAT IS LIKE A SUNUP TO SUNDOWN TYPE HOLIDAY, AND I APOLOGIZE THAT I AM IGNORANT TO THAT. DO YOU HAVE A POLICY, THOUGH, THAT ALLOWS STUDENTS TO TAKE OFF ON HOLIDAYS THAT MAY NOT BE SYSTEM WIDE CELEBRATIONS, RIGHT? YES, AS FAR AS I KNOW, UNLESS SOMETHING'S CHANGED. OKAY, GREAT. OKAY.

THANK YOU. SO I, I LIKE WHERE WE'RE GOING WITH THIS. I REALLY LIKE WHERE WE'RE HEADED. SO CORRECT ME IF I'M WRONG HERE, BUT WE'RE WHERE WE'RE LANDING AT NOW IS TO TAKE AWAY THE PD DAY ON THE 20TH. THAT'S THE DAY IN SCHOOL. OCTOBER 20TH. OCTOBER 20TH. AND JUST MOVE THE PD TO THE SECOND. STILL OFF FOR THE STUDENTS. CORRECT. AND THEN MAKE VETERANS DAY A WHOLE DAY OFF. SO THAT WOULD ACTUALLY GIVE US A HALF A DAY. AND IF THEY WANTED, IF TO CELEBRATE TO HELP THEM WITH A HALF DAY OFF ON, SAY, THE 24TH OF FRIDAY, LIKE AN EARLY DISMISSAL ON THE 24TH, WOULD THAT HELP? 24TH OF OCTOBER. FRIDAY. YEAH. SO THAT, YOU KNOW, INTO THE WEEKEND MAYBE THAT WOULD HELP. BUT I WANTED TO ASK MOVING THAT PD DAY FROM OCTOBER 20TH TO OCTOBER 2ND IS THAT OKAY. DOES THAT IS THAT TOO EARLY IN THE SCHOOL YEAR TO DO THAT WHAT YOU WANTED TO ACCOMPLISH WITH THE PD? I DON'T THINK SO. I'M GETTING A NO FROM MISS KUTCHER, SO I THINK WE COULD MAKE IT WORK. OKAY. YEAH. SO WHAT ABOUT THE HALF DAY ON THAT FRIDAY? WOULD. AND DOES ANYBODY LOOK UP THAT THAT WEEK LONG CELEBRATION. WOULD THAT ANYBODY KNOW WHAT IF THAT WOULD BENEFIT. SO ALL I KNOW IS HALF DAYS ON FRIDAYS ARE VERY POPULAR. SO THAT'S THAT'S I THINK THAT MAKES SENSE. THAT'S THREE THAT MONTH. NO THAT'D BE THE 16TH WOULD BE A HALF DAY THE 24TH. AND THEN THE SECOND WOULD BE A FULL DAY. OKAY. AND THAT THAT DOES NOT ADD ANY DAYS TO THE END. RIGHT. OKAY. THIS WOULD BE 20. WOULD YOU BE OPEN TO AMENDING YOUR MOTION TO THAT? I WILL AMEND MY CAN YOU CAN YOU RESTATE YOUR MOTION WITH WADE'S INPUT? I WOULD LIKE TO AMEND MY MOTION TO MOVE THE PROFESSIONAL DEVELOPMENT DAY FROM OCTOBER THE 20TH TO OCTOBER THE 2ND. TO MOVE THE HALF DAY FROM THE SECOND TO THE 24TH, AND TO HAVE THE 11TH AS AN OFF DAY. ALL RIGHT. THE MOST IMPORTANT PERSON HERE IS YOU, BECAUSE YOU'RE GOING TO HAVE TO REDO THE CALENDAR. DOES THAT MAKE SENSE. SO I IF I COULD WORD IT THE OCTOBER 20TH PROFESSIONAL DEVELOPMENT IS MOVED TO OCTOBER 2ND. THE OCTOBER 2ND CLOSURE IS MOVED TO NOVEMBER 11TH. CORRECT. AN EARLY DISMISSAL IS PLACED ON OCTOBER 24TH. CORRECT. SO IT IS SLIDE SIX WITH THOSE AMENDMENTS, MISS HAN OKAY. YES. CORRECT. SO GOT IT. MR. SEWELL, DOES THAT SOUND WHAT YOU SAID? SOUNDS GREAT.

OKAY. I JUST WISH THAT THE HALF DAY ACTUALLY COULD FALL ON OCTOBER 31ST. LIKE. WHAT? I'LL TRY TO INTRODUCE. CAN WE SQUEEZE ANOTHER HALF DAY IN FOR I THINK I THINK WE'VE NOW. YOU COULD MAYBE ADD A HALF DAY, BUT I AM I, I JUST WANT TO MAKE SURE THAT I EXPRESS THAT WE DO HAVE A MEMBER OF THE MUSLIM COMMUNITY IN OUR CALENDAR COMMITTEE WHO NOTED OCTOBER 20TH WAS THE DAY, AND YOU MEANT, I'M SORRY. IT'S ACTUALLY THE 21ST. WE LOOKED IT UP. IT'S THE 21ST IS THE MAJOR DAY. OKAY? WE JUST WE JUST LOOKED IT UP. 17TH IS ACTUALLY PART OF IT. IT'S THE 17TH TO THE 23RD. RIGHT. SO THE 24TH BEING I THINK THAT'S JUST A HALF DAY ON A FRIDAY. I THINK THAT SHE WAS ALSO TRYING TO BE CONSIDERATE AND UTILIZE THE TIMING AND THE SPACING AND THE SETTING THINGS UP FOR THE SYSTEM AS A WHOLE AS WELL. BUT AGAIN, I DON'T WANT TO SAY THAT I'M AN EXPERT ON ON THESE HOLIDAYS AND SPEAK FOR THAT COMMUNITY, BUT IT. I'M WE CAN DO THE 24TH AS THE EARLY DISMISSAL AND WE CAN MOVE THAT 20TH IF THAT'S WHAT THE BOARD WANTS TO DO. I JUST I'M NOT QUITE AS CONFIDENT THAT THAT'S WHAT THE COMMUNITY WILL APPRECIATE WITH THE CELEBRATION OF THE HOLIDAY, BUT I'M HAPPY TO MOVE FORWARD. HOWEVER, THE BOARD BEST, SO WE HAVE A HALF DAY TO PLAY WITH. WE CAN PUT IT WHEREVER WE WANT. DO WE WANT IT ON THE 24TH OR THE 31ST? YOU CAN

[02:50:03]

PUT IT ON THE 31ST. I THINK THE 31ST MAKES MORE SENSE. SOME PARENTS DON'T LIKE IT. ACTUALLY, ON THE 31ST, LISTEN, YOU'RE NEVER GOING TO MAKE EVERYBODY HAPPY. ALL RIGHT? JUST PICK A DAY. THE 31ST SOUNDS GOOD TO ME OKAY. WHAT DO YOU GUYS THINK? SO THEN. SO NOW IT'S NOT WITH AMEND MY MOTION FOR THE 25TH TIME. IT'S SLIDE SIX. IT'S SLIDE SIX. BUT MOVE THE 24TH AS A HALF DAY TO THE 31ST AS A HALF DAY. EVERYTHING ELSE STAYS OKAY. SO IS THERE A SECOND ON THAT. NO I'LL SECOND. OH SECOND ON THE AMENDMENT. YEAH. SO THIS IS THE AMENDMENT THAT WAS JUST STATED TO VOTE ON THE AMENDMENT. YEAH. OKAY. MISS ROLLO, TAKE A ROLL CALL ON THE AMENDMENT THAT WAS JUST PROPOSED. MRS. ALVAREZ. YES, MISS BRUCE? NO. MISS COKER. YES, DOCTOR. MUELLER. YES. MISS.

PAZUKI? YES, MRS. PERRY. MR. SH. SHE VAPORIZED. MR. SEWELL. YES. MISS. STRAUSS. YES. VICE PRESIDENT. HAHN. YES. PRESIDENT. BOYNTON. YES. THIS MOTION PASSES. OKAY, SO THE AMENDMENT PASSES. SO UNLESS THERE'S ANY OTHER AMENDMENTS TO CONSIDER, I'LL OPEN UP THE FLOOR. THEN WE'LL TAKE A VOTE ON THE CALENDAR INTACT WITH THE AMENDMENT BUILT INTO IT. SO ARE THERE ANY OTHER CHANGES THAT ANY OTHER BOARD MEMBERS WANT TO PROPOSE? I THINK I FEEL LIKE WE'RE EXHAUSTED. I FEEL LIKE THAT WAS FUN. THANK YOU. OKAY. ALL RIGHT. THANK YOU. LET'S.

I'LL ACCEPT A MOTION AND A SECOND ON THE 2025 2026 CALENDAR WITH THE AMENDMENT. THE MOTION.

NO. THIS IS FOR THE THIS IS FOR THE FULL COUNT. THAT WAS JUST FOR THE AMENDMENT. OH, THIS IS THIS IS FOR THE FULL. NO OTHER CHANGES. FULL CALENDAR WITH THE AMENDMENT BUILT INTO IT. MISS ROLLO, PLEASE TAKE A ROLL CALL. MRS. ALVAREZ. YES, MISS. BRUCE? NO, MRS. COKER. YES. DOCTOR.

MUELLER. YES. MISS. PAZUKI. YES, MRS. PERRY. MR. SEWELL. YES. MISS. STRAUSS. YES, VICE PRESIDENT. HAHN. YES, PRESIDENT. BOYNTON. YES. THIS MOTION PASSES. OKAY. WE HAVE A CALENDAR. CONGRATULATIONS. THANK YOU. CAN YOU JUST MAKE SURE THAT THAT, YOU KNOW, WITHIN THE NEXT COUPLE OF DAYS, WE GET ALL THE COLORS CHANGED AND EVERYTHING. SO THANK YOU VERY MUCH TO YOU AND THE COMMITTEE. YOU GUYS DID A GREAT JOB. THANK YOU. I'M GOING TO CLOSE THAT TAB OKAY.

GOOD THING WE ONLY DO THAT ONCE A YEAR. ALL RIGHT LET'S MOVE ON THEN TO. SO WE'RE DONE WITH

[E. Presentation of Harford County Public Schools Academic Performance: Local Assessments, Ms. Heather Kutcher, Executive Director of Curriculum, Instruction, and Assessment, Mr. Phillip Snyder, Supervisor of Accountability]

ACTION ITEMS FOR THIS EVENING. SO WE'RE GOING TO MOVE ON TO ITEM E WHICH IS A PRESENTATION OF HARFORD COUNTY PUBLIC SCHOOLS ACADEMIC PERFORMANCE. LOCAL ASSESSMENTS. LIKE I'D LIKE TO WELCOME MISS HEATHER KOCHER, EXECUTIVE DIRECTOR OF CURRICULU, INSTRUCTION AND ASSESSMENT. AND MR. PHILIP SNYDER, SUPERVISOR OF ACCOUNTABILITY. WELCOME FOR YOUR PRESENTATIONS.

ALL RIGHT. GOOD EVENING, BOARD AND SUPERINTENDENT OLSEN, WE ARE HERE TONIGHT TO SHARE MORE STUDENT ACHIEVEMENT DATA RELATED TO BOARD GOAL ONE PREPARING EVERY STUDENT FOR SUCCESS IN POST-SECONDARY EDUCATION AND CAREER. THE LAST TWO TIMES THAT WE WERE HERE, WE FOCUSED ON OUR OLDEST LEARNERS SHARING DATA FROM ASSESSMENTS SUCH AS ADVANCED PLACEMENT AND SAT, AS WELL AS DATA FROM OUR CTE OFFICE. TONIGHT, WE TURN OUR FOCUS TO OUR YOUNGEST LEARNERS.

WE KNOW THAT SUCCESS IN THE EARLY YEARS IS ABSOLUTELY VITAL AND LAYS THE FOUNDATION FOR ACADEMIC KNOWLEDGE AND SKILLS NECESSARY FOR LATER LEARNING AND SUCCESS. WE HAVE MULTIPLE MONITORING TOOLS AND DIAGNOSTIC ASSESSMENTS DESIGNED TO CLARIFY HOW STUDENTS ARE PERFORMING IN READING AND MATHEMATICS IN THE EARLY GRADES. WE WILL GIVE SOME CONTEXT AND USAGE INFORMATION FOR THE LOCAL ASSESSMENTS LISTED ON THIS SLIDE, AS WELL AS STUDENT PERFORMANCE DATA. CAN YOU MOVE THE MIC A LITTLE CLOSER TO YOU JUST SO PEOPLE CAN HEAR YOU? THANK YOU. SURE THING. ALL RIGHT. SO WE'RE GOING TO START WITH THE STUDENT NUMERACY ASSESSMENT PROGRAM OR SNAP. THIS IS AN ASSESSMENT GIVEN TO ALL KINDERGARTEN STUDENTS IN THE FALL. AND IN THE SPRING IT IS GIVEN BY THE KINDERGARTEN TEACHER TO EACH OF HIS OR HER STUDENTS INDIVIDUALLY. AND IT ASSESSES STUDENTS ON VARIOUS MATH PROGRESSIONS, WHICH YOU'LL SEE ON THE NEXT TWO SLIDES. THE TEST, WHEN IT'S GIVEN IN THE FALL ALIGNS WITH PRE K STANDARDS. SO ESSENTIALLY THE FALL ADMINISTRATION LETS TEACHERS KNOW HOW READY THEIR STUDENTS ARE TO ASSESS KINDERGARTEN CURRICULUM. THE TEST IN THE SPRING ALIGNS TO KINDERGARTEN STANDARDS. SO IT

[02:55:03]