[B. Presentation of Proposed New Board Policy 04-0024-000 Evaluation and Selection of School Library Materials, Kimberly H. Neal, Esq., General Counsel and Dr. Martha Barwick, Supervisor of Innovation in Learning ]

YOU'RE WELCOME. PLEASURE. MIKE. YEAH I HEARD YEAH, I SAW IT. YEAH. OKAY. ALRIGHTY. WE'RE GOING TO MOVE ON TO. DECISION ITEM B, AND WE HAVE A WHOLE BUNCH OF POLICY POLICY INTRODUCTIONS ON THE AGENDA TONIGHT. SO THERE'S NOTHING THAT'S BEING VOTED ON. LET ME SEE. WE HAVE ONE, TWO THREE, FOUR, FIVE. WE HAVE SIX POLICIES THAT ARE BEING INTRODUCED. SO LET'S TRY TO KEEP IT MOVING ALONG. AND THESE ARE ALL GOING TO BE OPEN FOR 30 DAYS. SO WE DON'T HAVE TO ASK EVERY QUESTION AND SOLVE EVERY PROBLEM TONIGHT. ALL RIGHT, MISS KIMBERLY. WAIT, ARE YOU FIRST OKAY. ITEM B PRESENTATION ON NEW BOARD POLICY 04-002 FOR EVALUATION AND SELECTION OF SCHOOL LIBRARY MATERIALS. WELCOME. KIMBERLY NEAL, GENERAL COUNSEL, AND MARTHA BARWICK, SUPERVISOR OF INNOVATION AND LEARNING. WELCOME. OKAY. THANK YOU. GOOD EVENING. SO THIS THE POLICY THAT WE ARE GOING TO TALK ABOUT THIS EVENING ACTUALLY WAS FIRST PRESENTED AT THE DECEMBER 14TH, I THINK IT WAS BOARD MEETING. I'M SORRY, DECEMBER 10TH, OPEN MEETING OF THE BOARD OF EDUCATION AND DID GO OUT FOR PUBLIC COMMENT FOR 30 DAYS. AND THEN SINCE THEN WE DID RECEIVE SOME PUBLIC COMMENT. AND SO DOCTOR BARWICK AND HER TEAM AND ALSO THE BOOK REVIEW COMMITTEE HAVE SPENT SOME TIME DIGESTING THOSE COMMENTS AND MAKING SOME CHANGES. SO THE PRESENTATION WE'RE GOING TO HAVE THIS EVENING ACTUALLY WOULD INCLUDE THESE WOULD BE SUBSTANTIVE CHANGES. SO THAT'S THE REASON WHY DOCTOR POINTON REFERRED TO THE FACT THAT THIS WOULD NEED TO GO BACK OUT FOR 30 DAYS OF PUBLIC COMMENT, BECAUSE WE AREN'T ABLE TO VOTE WHEN THERE'S SUBSTANTIVE CHANGES THAT ARE BEING SUGGESTED. BUT AGAIN, THIS WAS A LOT OF THE COMMENTS AS WELL, I DO WANT TO SAY THAT WERE RECEIVED ACTUALLY HAD TO DO WITH THE LIBRARY REVIEW PROCEDURE, WHICH YOU ALL WILL RECALL, WAS CREATED MUCH BEFORE THIS PARTICULAR POLICY. AT THE TIME, THERE WAS NO LEGAL REQUIREMENT FOR A POLICY, BUT THEN LAST YEAR THE LEGISLATURE DID. THERE WAS A HOUSE BILL THAT DID REQUIRE A POLICY, AND THAT HAS BEEN CODIFIED IN STATUTE AT THIS POINT IN THE EDUCATION ARTICLE. SO HARFORD COUNTY PUBLIC SCHOOLS DOES NEED TO ACTUALLY HAVE A POLICY THAT SPEAKS TO THESE ISSUES. AND I WILL LET DEFER TO DOCTOR BARWICK TO KIND OF GO THROUGH. SHE THE TWO ITEMS THAT YOU CAN LOOK AT ONLINE THAT WERE SHARED WITH ALL OF YOU PREVIOUSLY. THERE'S ACTUALLY A COMPARISON BECAUSE IT WAS THERE WERE SO MANY POTENTIAL CHANGES TO THIS POLICY AFTER PUBLIC COMMENT THAT THE RED LINE WAS REALLY DIFFICULT TO READ. AND SO SHE PUT TOGETHER A COMPARISON TO SHOW CHANGES FROM THE DECEMBER 2024 VERSION TO THE MARCH 2025 VERSION, WHICH SHE CAN WALK THROUGH WITH YOU. GOOD EVENING.

AS YOU REFERENCE THE TWO DRAFTS ON THE COMPARISON CHART, I'LL WALK THROUGH THE CHANGES THAT THAT ARE BEING PROPOSED. WE'VE REVIEWED THE COMMENTS THAT WERE SHARED AFTER THE DECEMBER 10TH MEETING, AGAIN WITH THE LIBRARY PLANNING WORKGROUP, AND YOU'LL REMEMBER THAT THE LIBRARY PLANNING WORKGROUP WAS A GROUP OF COMMITTEE, COMMUNITY AND EDUCATORS FROM OUR DISTRICT, A GROUP OF TEN THAT WORKED THROUGHOUT LAST YEAR TO DRAFT AND FINALIZE THE PROCEDURE. AS YOU REFERENCED THE POLICY OR AS I REVIEWED THE FEEDBACK, THERE WERE SOME PIECES THAT I WANTED TO BRING TO THE LIBRARY PLANNING WORKGROUP. AND THEN WE BRING THEM BEFORE YOU TODAY. AND THAT WAS TO STRENGTHEN A FOCUS ON AGE APPROPRIATE MATERIALS, PROFESSIONAL REVIEW SOURCES AS TO AS WELL AS TO FURTHER DEFINE THE RECONSIDERATION PROCESS. SO AS YOU REFERENCE POLICY, THE POLICY PURPOSE STATEMENT, YOU WILL FIND THE HIGHLIGHTED STATEMENT HAS BEEN ADDED. AND IT DOES REFERENCE THOSE PIECES THAT WE ARE ESTABLISHING A FRAMEWORK FOR THE SELECTION, EVALUATION AND RECONSIDERATION OF LIBRARY MATERIALS THAT ENSURES AGE APPROPRIATE, PROFESSIONALLY REVIEWED RESOURCES SUPPORTING BOTH CURRICULAR AND STUDENT INTERESTS. IN REFERENCE TO THE POLICY STATEMENT B1. JUST A WORDING STATEMENT TO ALIGN OUR WORDING OF THE POLICY WITH THE PROCEDURE, AS WELL AS THE FREEDOM TO READ ACT. POLICY STATEMENT TWO IS ALSO REWORDED.

THE STATEMENT MAINTAINED JUST STATES THAT HTTPS MAINTAINS ITS COMMITMENT TO THE SUCCESS AND ACHIEVEMENT OF EACH STUDENT, AND THAT LIBRARY PROGRAMS SUPPORT THAT POLICY. STATEMENT THREE AND

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FOUR WERE THERE WERE NO CHANGES THERE. THEY WERE JUST MOVED FROM FOUR AND 5 TO 3 AND FOUR. THEY BOTH ADDRESSED THAT. WE ARE WRITING THIS POLICY IN ACCORDANCE WITH STATE LAW AND REGULATION, AS WELL AS ANY OTHER RELEVANT FEDERAL AND STATE LAWS AND REGULATIONS, AND THEN POLICY STATEMENT FOUR SPEAKS TO THE SCHOOL LIBRARY MEDIA SPECIALIST DELEGATED WITH RESPONSIBILITY TO REVIEW, EVALUATE AND SELECT MATERIALS TO DEVELOP THOSE SCHOOL COLLECTIONS, LIBRARY COLLECTIONS UTILIZING THE GUIDANCE FOUND IN THE POLICY AND THE PROCEDURE. THE NEXT STATEMENT WAS DELETED. WE FOUND THAT IT WAS A RE-EMPHASIS OF STUDENTS HAVING ACCESS TO LIBRARY MATERIALS, AND WE FELT LIKE THAT WAS ADDRESSED IN STATEMENT ONE. STATEMENT FIVE.

THE ORIGINAL DRAFT INCLUDED A NUMBER OF BULLETED POINTS. REWORDED THIS TO BE A PARAGRAPH WITH AGAIN THE EMPHASIS ON AGE APPROPRIATE MATERIALS, SUPPORTING CURRICULAR NEEDS, AS WELL AS CURRENCY AND ACCURACY OF INFORMATION BEING A CONSIDERATION OF ALL LIBRARY MATERIALS. PROFESSIONAL REVIEWS AGAIN REFERENCED BALANCE OF PERSPECTIVES, INCORPORATING VARIOUS FORMATS AND WITH CONSIDERATION TO ACCESSIBILITY. AND THEN OF COURSE, THE SUPPORT AND DEVELOPMENT OF CRITICAL THINKING AND PROBLEM SOLVING SKILLS THROUGH LIBRARY MATERIALS. STATEMENT NUMBER SIX WAS AN ADDED STATEMENT, AGAIN HIGHLIGHTING THAT THERE ARE TWO KEY ELEMENTS TO THE SELECTION AND EVALUATION OF LIBRARY MATERIALS. FAVORABLE REVIEWS FROM ESTABLISHED PROFESSIONAL SOURCES AND GRADE LEVEL OR AGE APPROPRIATENESS. WE ALSO MENTIONED IN THE STATEMENT THAT WE CONSIDER THE LITTER THE EDUCATIONAL, LITERARY AND ARTISTIC MERIT OF THE COMPLETE WORK. STATEMENT SEVEN WAS ALSO ADDED IN REFERENCE TO FEEDBACK CONCERNING THE HANDLING OF GIFTS AND DONATIONS. AND THEN WE WERE. WE REVISITED THE STATEMENT ON THE RECONSIDERATION COMMITTEE TO ADD MUCH MORE DETAIL AND TO ALIGN THOSE STATEMENTS WITH WHAT THE FREEDOM TO READ ACT REQUIRES PROVIDING A UNIFORM PROCESS, REASONABLE TIMELINES, REPRESENTATIVE COMMITTEE AND THE SOME OF THE MAIN PIECES OF WHAT THE RECONSIDERATION COMMITTEE CONSIDERS AS THEY ARE EXAMINING A BOOK THAT HAS BEEN FOUND TO BE OBJECTIONABLE, ALSO MENTIONS THE APPEALS PROCESS AND THAT WE WILL KEEP ALL RECONSIDERATION DOCUMENTS ON HC. ORG. IS THAT IT? THAT IS ALL. SO THERE IS AN UPDATED POLICY, AS DOCTOR BARWICK HAS JUST OUTLINED, THAT IS NOW BEING PRESENTED TO THE BOARD AND WOULD GO OUT FOR 30 DAYS OF PUBLIC COMMENT AS WELL.

AGAIN, BECAUSE IT'S SUBSTANTIVE CHANGES. A LOT OF THE CHANGES, I COULD ARGUE, ON THE ONE HAND MIGHT BE CLARIFYING STATEMENTS OR THINGS LIKE THAT. IT'S THINGS THAT WOULD ALREADY BE IN THE PROCEDURE WHICH WAS LINKED IN THE FIRST PLACE. BUT BECAUSE THERE'S SUCH A NUMBER OF THEM, IT DOES FEEL THAT THAT TURNS IT INTO A SUBSTANTIVE CHANGE OVERALL AND WOULD GO BACK OUT.

OKAY. ALL RIGHT. WE'LL OPEN IT UP FOR QUESTIONS OR COMMENTS. OKAY. POLICY NEEDS TO BE CLEAR.

THERE IS NO CLEAR DEFINITION OF AGE APPROPRIATENESS HERE. POLICY IS TO GUIDE PROCEDURES AND SET STANDARDS. SO THE STANDARD FOR NO SEXUALLY EXPLICIT LANGUAGE DRAWINGS OR OTHER DEPICTIONS OF SEX ACTS. THAT'S WHAT I GOT OUT OF THE COMMENTS THAT I REVIEWED THAT PEOPLE SAID, NO, NOT EVERYONE AGREES WITH THAT, BUT I THINK WE NEED TO HAVE AN OFFICIAL BOARD POSITION ON ON THAT. AND I THINK WE SHOULD PUT THAT LANGUAGE INTO THIS POLICY TO GO OUT FOR PUBLIC COMMENT AND LET EVERYONE WEIGH IN WITH THEIR POSITIONS. IF WE DON'T PUT IT ON THERE, WE CAN AMEND IT LATER, BUT THEN WE'LL HAVE TO GO OUT FOR PUBLIC COMMENT AGAIN, AND THAT MAY HAVE TO BE, BUT POLICY NEEDS TO BE CLEAR AND WE NEED TO SET THE STANDARD. WE'VE GOT A LOT OF PEOPLE CONCERNED. WE HAD WE HAD IT TONIGHT, PEOPLE WHO WANT TO HAVE THOSE KINDS OF BOOKS AND GET THEM MANY, MANY PLACES. THE SCHOOL DOES NOT HAVE TO SPONSOR. THOSE PARENTS WANT TO TRUST THAT WHEN THEIR KIDS GO TO SCHOOL, THEY DON'T HAVE TO WORRY ABOUT EVERY SINGLE MATERIAL THAT THEY'RE GOING TO GET TO, THAT THERE'S SOME PASSAGE IN THERE THAT THEY'RE GOING TO BE PUT IN AN AWKWARD POSITION, OR THE TEACHER IS GOING TO BE PUT IN AN AWKWARD POSITION OF HAVING TO EXPLAIN THAT TO A TWO YOUNG CHILD. AND SO I REALLY THINK THIS SCHOOL NEEDS TO SET THE STANDARD THAT WE DO NOT SUPPORT HAVING THAT EXPLICIT. IT'S NOT A JUDGMENT CRITERIA. IT'S A IT'S A

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CRITERIA. SO IT'S MY UNDERSTANDING THAT WAS A RECOMMENDATION FROM MISS KOCHER AND THAT WAS BASED ON COMMUNITY INPUT. IS THERE A REASON WHY THAT WASN'T INCLUDED IN THIS DRAFT? IN THIS VERSION, THE LIBRARY WORKGROUP WORKED TO DEFINE MUCH OF THAT IN THE PROCEDURE, AND THEN FELT AS IF INAPPROPRIATE MATERIALS WERE IF SOMEONE FOUND OR FOUND A BOOK OR SOME SORT OF LIBRARY MATERIAL TO BE INAPPROPRIATE IN THE LIBRARY. TYPICALLY A BOOK THAT THAT PROCESS BY WHICH WE'RE WORKING THROUGH INTO THE RECONSIDERATION COMMITTEE WOULD ADDRESS THAT.

BUT THE BOOKS ARE THERE NOW. SO THAT PROCESS DIDN'T WORK BEFORE. SO NOBODY'S CHALLENGED IT, THOUGH, RIGHT? I MEAN, WE'RE JUST AGE APPROPRIATE, THOUGH. IS THAT BECAUSE I HAVEN'T SEEN A PROPOSED STATE LIKE IT? ARE YOU LOOKING FOR SOMETHING THAT SPECIFICALLY SAYS IT IS PROHIBITED? BECAUSE I THINK MAYBE THAT'S THE LANGUAGE THAT WAS. WELL, I THINK SHE'S DRAWING THE LINE SAYING PORNOGRAPHY IS INDECENT OR WHATEVER. THE LANGUAGE THAT YOU PUT IN THERE IS. ALSO LET THE RECORD SHOW THAT LAUREN HAS JOINED THE CALL. SHE WAS ABSENT EARLIER. MISS STRAUSS IS ONLINE. AND BY THE WAY, SHE WAS IN HEAVILY INVOLVED WITH THE FIRST ONE, SO MAYBE SHE COULD CHIME IN ON THIS. POINT. I'D LIKE TO ADD TO TERRY TERRY'S COMMENTS. YOU KNOW, LAST WORKING GROUP MEETING. WE, YOU KNOW, DOCTOR MUELLER GAVE US A KIND OF A RUNDOWN OF SOME OF THE BILLS THAT ARE BEING PRESENTED TO THE LEGISLATORS. AND ONE OF THE AREAS THAT SOME OF THE LEGISLATORS WERE CONCERNED WITH WERE ASSOCIATED WITH INAPPROPRIATE MATERIALS. GETTING INTO OUR SCHOOL LIBRARY SYSTEM. AND THERE WAS THE WMAP'S POSITION THAT THAT WOULD BE HANDLED AT THE LOCAL LEVEL SO THAT THE BOARD, YOU KNOW, THE LOCAL BOARD SHOULD HANDLE OUR VIEWS ON, YOU KNOW, HOW WHAT WE WANT IN OUR LIBRARIES. AND, YOU KNOW, I THINK THAT I, I SPEAK FOR MYSELF AND TERRY, I BELIEVE, YOU KNOW, THAT WE DO NOT WANT ANY EXPLICIT SEXUAL INFORMATION IN OUR SCHOOLS. AND I THINK IT SHOULD BE VERY CLEARLY STATED IN THE POLICY. SO I JUST WANTED TO GO ON RECORD SAYING THAT, AND I DID I DID PROVIDE COMMENTS. THEY PROBABLY THEY MAY HAVE GOTTEN LOST BECAUSE THEY DIDN'T GO THROUGH THE PUBLIC COMMENT PROCESS. I SENT THEM DIRECTLY.

SO I RESENT THEM TODAY. SO I HOPE YOU'LL TAKE A LOOK AT THEM. SOME OF THEM I NOTICED THAT THEY WEREN'T LOOKED AT BECAUSE SOME OF IT WAS LIKE, I MEAN, THERE'S JUST MISS NUMBERING, YOU KNOW, AND I'M LIKE, WELL, WHY WOULDN'T THAT HAVE BEEN INCORPORATED? SO IF YOU COULD TAKE A LOOK AT THEM, I WOULD APPRECIATE IT. DOCTOR MUELLER, IS THERE ANYTHING LIKELY TO PASS AT THE STATE LEVEL ON THIS OR NO. NO, NO OKAY. AND WE MIGHT BE ABLE TO LEVERAGE WHAT IS IN THOSE BILLS TO, YOU KNOW, TO, TO LOOK AT WHAT WE MIGHT WANT TO INCORPORATE IN OUR, IN OUR POLICY. AND WE I RECOGNIZE THAT YOU SENT YOUR COMMENTS AND THE LIBRARY WORKGROUP, WHEN WE MET A WEEK AND A HALF AGO, DID HAVE A CHANCE TO GO THROUGH THEM. I WENT THROUGH EACH ONE AND ONLY HESITATED IN PROVIDING A RESPONSE BECAUSE I KNEW TONIGHT WAS ABOUT THE POLICY. SO I LOOK FORWARD TO MEETING SO THAT WE COULD REVIEW THOSE COMMENTS TOGETHER. AND I THINK, YOU KNOW, TERRY AND I TALKED A LITTLE BIT ABOUT SOME THINGS, LIKE ASSOCIATED WITH THINGS THAT, YOU KNOW, WITH THE PORNOGRAPHY, PORNOGRAPHIC MATERIALS THAT THAT SHOULD PROBABLY GO IN THE POLICY AND NOT IN THE PROCEDURE, WHICH COULD BE ADOPTED WITHOUT BOARD PURVIEW. SO SOME OF THAT STUFF, I BELIEVE, SHOULD BE PULLED OUT INTO THE POLICY AREA THAT, YOU KNOW, BECAUSE THAT IS BOARD. YOU KNOW, THAT'S A BOARD DOCUMENT. AND ACCORDING TO WHAT I UNDERSTAND FROM THE WORKING GROUP SESSION, THAT WAS THE POSITION OF MAYB THAT IT WOULD BE A BOARD, A LOCAL BOARD. I WILL SAY IT'S QUITE CONFUSING. YOU'VE GOT ALL THESE OVERLAPPING THINGS HAPPENING AT ONCE. RIGHT? SO WE JUST SPENT ALL OF LAST YEAR GOING THROUGH THIS WHOLE PROCESS, AND THEN THE STATE DECIDED TO PASS A LAW. AND SO NOW WE'RE CREATING A POLICY WHICH WOULD REALLY PROBABLY BE A PROCEDURE, BUT WE HAVE TO HAVE IT AS A POLICY TO BE IN COMPLIANCE WITH STATE LAW. OH, AND BY THE WAY, THE SUPREME COURT ALSO JUST PICKED UP THE MONTGOMERY COUNTY CASE, WHICH WILL PROBABLY BE ADJUDICATED SOMETIME THIS YEAR. SO THAT'S ALL GOING TO CHANGE AS WELL. SO, YOU KNOW, I CAN SEE WHY EVERYBODY IS KIND OF CONFUSED ON THIS. SO YOU KNOW, WHAT HAPPENS IF WE JUST TABLE THIS UNTIL AFTER THE SUPREME COURT CASE. AND WE JUST ROLL WITH WHAT WE HAVE NOW WITH WHAT WE PUT IN PLACE LAST YEAR. SO I DON'T THINK THAT WE HAVE A TIMELINE ON

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THAT, BUT I DON'T THINK THAT THAT'S NECESSARILY A PROBLEM. LIKE AS YOU ALL WERE JUST TALKING, I, I LIKE TO WORDSMITH. I WAS JUST TRYING TO SEE WHAT WE COULD ADD INTO THE POLICY PURPOSE. LIKE THE SENTENCE BEFORE THE HIGHLIGHT, ADDING IN AND TO ENSURE THAT INAPPROPRIATE MATERIALS BE EXCLUDED. AND THEN I WAS LOOKING ABOUT AT THE VERY END OF PARAGRAPH FIVE IN THE POLICY STATEMENT, TO SAY SOMETHING TO THE EFFECT OF COLLECTIONS WILL SPECIFICALLY INCLUDE PORNOGRAPHIC MATERIALS TO THE FULLEST EXTENT OF THE LAW. BUT WE'D HAVE TO DEFINE PORNOGRAPHIC MATERIALS. WE HAVE TO. SO WE WOULD HAVE TO ADD BACK IN SOME DEFINITIONS. IF, YOU KNOW, IF WE WANT TO MAKE A STATEMENT LIKE THAT OF WHAT WE DEFINITELY DO NOT EXPECT TO HAVE IN OUR SCHOOL LIBRARIES, THEN I DON'T THINK WE CAN DO THAT SITTING HERE TONIGHT. I MEAN, I CAN TRY AND WE MIGHT BE HERE A REALLY LONG TIME, BUT I DO THINK WE'D HAVE TO ADD BACK IN DEFINITIONS. AND THE DEFINITIONS NEED TO LINE UP WITH WHAT THE LAW SAYS AND WHICH I HAVE GIVEN LEGAL LEGAL BRIEFINGS TO THE COMMITTEES THAT HAVE BEEN INTIMATELY INVOLVED IN THIS OVER A NUMBER OF MONTHS. I'VE ACTUALLY GONE BACK THREE TIMES, I THINK. AND INTERESTINGLY, IN THE THREE TIMES THAT I'VE GONE, THERE'S ALREADY BEEN CHANGES TO THE LAW EACH AND EVERY SINGLE TIME. AND I'VE GIVEN UPDATES AS TO WHAT THAT IS. BUT BECAUSE THERE'S SO MANY DIFFERENT CASES, YOU KNOW, DATING BACK FROM EVEN LIKE THE 1950S THAT ARE STILL ACTUALLY RELEVANT, THAT SPEAK TO THE AGE APPROPRIATENESS PIECE. AND, AND THERE'S A DIFFERENCE, TOO, BETWEEN WHEN YOU'RE TALKING ABOUT WHAT'S IN A SCHOOL LIBRARY, WHICH IS ACCESS, GENERAL ACCESS THAT STUDENTS HAVE, AND THAT STUDENTS DO HAVE CERTAIN RIGHTS TO BE ABLE TO, YOU KNOW, EXPAND THEIR MIND AND LIKE, BE ABLE TO HAVE ACCESS TO DIFFERENT TYPES OF BOOKS VERSUS CURRICULUM, WHERE IT'S A LOT MORE, YOU KNOW, CAPPED DOWN LIKE THERE'S A LOT MORE CONTROL THAT A SCHOOL SYSTEM CAN HAVE OVER ONES LIKE VOLUNTARY. RIGHT. AND SO WE'VE HAD TO SO BUT THE MONTGOMERY CASE IS ACTUALLY CURRICULUM. RIGHT. CORRECT. OKAY. SO STANDARD WOULD APPLY. IT ISN'T ACTUALLY THE SAME STANDARD. NO. BUT I MEAN WHAT'S IN CURRICULUM VERSUS THE LIBRARY. WHAT IS APPROPRIATE FOR THE SCHOOLS TO PROVIDE. AND SPONSOR BEING NON PORNOGRAPHIC. SO I THINK WHAT TERRY IS SAYING IS SHE THINKS PORNOGRAPHIC SHOULD BE IN THERE. BUT YEAH, I THINK WE HAVE TO DEFINE IT. SO THERE'S SOME LEGAL TERMS LIKE PRURIENT INTEREST FOR EXAMPLE IS A PHRASE THAT'S USED IN SOME OF THE LEGAL CASES THAT WE'VE TALKED ABOUT IN THESE IN. AND SO BECAUSE YOU MIGHT HAVE AN ANATOMY BOOK, FOR EXAMPLE, AND I DON'T THINK THAT YOU'RE CALLING AN ANATOMY BOOK PORNOGRAPHIC PORNOGRAPHY, MISS COKER. SO YEAH, BUT WHAT I'M SAYING IS THAT DEPENDING ON HOW IT'S DEFINED, IT COULD BE. RIGHT. AND SO THAT'S, THAT'S WHERE WE WOULD HAVE TO HAVE TO REALLY HAVE A GOOD DEFINITION. IS THERE A LEGAL DEFINITION FOR IT? AND WHAT ABOUT THE MILLER TEST.

WOULD THAT APPLY HERE. IT WOULD TO AN EXTENT. SO THERE'S MORE THAN JUST THAT TEST. MILLER TEST DOESN'T REFER TO ANYTHING LIKE THAT. IT JUST SAYS SOMETHING ABOUT AGE APPROPRIATE. IT DOESN'T TO ME. I DIDN'T SEE A DEFINITION IN IT. I THOUGHT I GAVE SOME EXAMPLES. MILLER TEST IS APPLICABLE FROM A LEGAL STANDARD, BUT IT IS. IT'S ONE ONE TEST THAT THAT IS APPLICABLE. THERE'S ALSO SOME STATE BOARD DECISIONS THAT WERE EVEN AS RECENT AS LAST MONTH THAT ARE THINGS THAT THAT WE'VE CONSIDERED AND THAT WE'VE PRESENTED TO THE LIBRARY WORK GROUP. SO I WOULD NEVER RECOMMEND BASING, YOU KNOW, OUR POLICY OR OUR PROCEDURE ON, YOU KNOW, ONE PARTICULAR TEST OR ANYTHING. IT IS IT'S REALLY A CULMINATION. AND I THINK A FEW OF YOU WERE ACTUALLY I PRESENTED AT THE CONFERENCE ON THIS AS WELL, ALONGSIDE FREDERICK COUNTY'S GENERAL COUNSEL. AND SOME OF YOU WERE IN THAT SESSION, TOO. SO THERE'S A LOT TO IT. AND IT IS EVER CHANGING. I MEAN, DO YOU I DON'T EXPECT TO PUT YOU ON THE SPOT AND LIKE CRAFT IT HERE, BUT DO YOU THINK YOU COULD WRITE SOMETHING THAT ADDRESSES THIS IN A WAY THAT MAKES SENSE AND CAN BE BASED ON SOME OBJECTIVE STANDARD? I MEAN, I WANT TO SAY, YES, WE'VE BEEN TRYING. I DO WANT TO SAY THAT LIKE ESPECIALLY AND I HAVE TO GIVE DOCTOR BARAK THE CREDIT BECAUSE REALLY SHE HAS TAKEN THIS AND TAKEN EVERYTHING SO SERIOUSLY. AND I REALLY HOPE THAT I UNDERSTAND WHERE THE PUBLIC IS COMING FROM. I HAVE A CHILD MYSELF AND I REALLY DO UNDERSTAND THE CONCERN WITH CERTAIN BOOKS AND THE CONCERN WITH WHAT THIS POLICY SAYS OR WHAT IT DOESN'T SAY AND HOW IT'S GOING TO BE INTERPRETED. SO I WE TRULY DO GET THAT AND WE'LL CONTINUE. I MEAN, WE CAN CONTINUE TO WORK ON IT. SO I LIKE TO GET IT RIGHT. I LIKE I LIKE TO HAVE THE RIGHT WORDS AND TO FIGURE OUT THE BEST WAY. UNFORTUNATELY, THE PUBLIC COMMENT THAT WAS RECEIVED, IT WAS IT WAS ALL VERY SIMILAR. AND IT REALLY HAS BEEN THAT IT HAS BEEN ADDRESSED IN THIS IN THIS VERSION. WELL, CAN YOU READ WHAT'S IN THERE RIGHT NOW THAT WHERE, WHERE IT'S WHERE YOU'RE SAYING IT'S ADDRESSED BECAUSE IT. YES. WHAT IS THE PURPOSE.

BECAUSE IT'S THIS IS TALKING ABOUT, YOU KNOW, ACCESS TO APPROPRIATE MATERIALS AND TECHNOLOGIES TO SUPPORT THE INSTRUCTIONAL PROGRAMS OF THE LOCAL SCHOOL SYSTEM. THAT'S THAT'S ACTUALLY REITERATED IN A COUPLE OF PLACES. THE SENTENCE THAT WAS ADDED IN THIS POLICY IS

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ESTABLISHES FRAMEWORKS FOR THE SELECTION, EVALUATION, AND RECONSIDERATION OF LIBRARY MATERIALS THAT ENSURE AGE APPROPRIATE, PROFESSIONALLY REVIEWED RESOURCES SUPPORTING BOTH THE CURRICULAR NEEDS AND STUDENT NEEDS. AND SOME OF THOSE ARE DEFINED AGAIN WITHIN THE PROCEDURE AS WELL, WHICH IS LINKED. THERE'S. I MEAN, ACTUALLY, I THINK ALL OF IT I DO THINK IT'S CLEAR AND I DO THINK THAT THIS IS SAYING MAKING SURE THAT WE HAVE THE RIGHT ACCESS TO THE RIGHT RESOURCES. AND THEN WHEN YOU GO TO THE PROCEDURE AND YOU SEE THE EXTENT TO WHICH THAT COMMITTEE IS GOING TO GO THROUGH, YOU KNOW, TO REVIEW AND TO TAKE VERY SERIOUSLY CONCERNS WITH ANY BOOKS THAT ARE ALREADY THERE. BUT THEN THIS IS THIS IS ALSO ABOUT THEN WHAT EVEN GETS IN TO BEGIN WITH. OKAY. MISS STRAUSS WAS THE BOARD LIAISON ON THE ON THE FIRST ONE. SO I'D LIKE TO GET HER OPINION SINCE SHE'S BEEN ON ON THIS THE LONGEST. MISS STRAUSS, ARE YOU STILL THERE? YEAH. THANK YOU. AND I WAS GOING TO CHIME IN, BUT YOU YOU ALL HAVE COLLECTIVELY REALLY ALREADY HIT THE POINTS I WAS GOING TO MAKE. YOU KNOW, WE I WON'T SAY WE DID IT BACKWARDS, BUT OUR REAL FOCUS IN THE BEGINNING WAS PUTTING A PROCEDURE IN PLACE. AND THAT'S WHAT WE'VE REALLY BEEN TRYING TO HONE IN TO. RIGHT? IS, IS THERE A PROCEDURE WHEN A WHEN A PARENT WANTS TO CHALLENGE A BOOK THAT MAKES SENSE? WE'VE RECEIVED A LOT OF FEEDBACK. WE HAVE A BOOK GOING THROUGH. AND SO WE'RE TRYING TO TWEAK THAT PROCESS. AND THE POLICY THEN IS BASICALLY JUST TO SAY, HEY, WE HAVE A PROCEDURE. BUT MISS COOPER IS VERY RIGHT. IF WE AS A BOARD WANT TO MAKE A STRONGER STATEMENT, THIS IS THIS IS THE TIME, TIME TO DO THAT IN REGARDS TO SEXUAL, SEXUAL MATERIAL. AND I'M SUPPORTIVE OF THAT. YOU KNOW, WE CAN MAKE A VERY CLEAR STATEMENT OF WHAT WE BELIEVE SHOULD BE IN OUR LIBRARIES. BUT AGAIN, THE REAL FOCUS WAS ON THE PROCEDURE TO MAKE SURE WE HAVE A PROCESS TO MAKE SURE IT RUNS SMOOTH AND TO GIVE PARENTS THAT OPPORTUNITY. BUT I THINK WE HAVE TIME TO GET THIS POLICY RIGHT. YES, MA'AM. AS I LOOK AT THE PROCEDURE AND THE POLICY, IT'S LIKE, WHAT CAME FIRST, THE CHICKEN OR THE EGG? I MEAN, THE PROCEDURE, CLEARLY, YOU KNOW, STATES WHAT AN EXPLICIT NUDITY REFERENCED TO SEXUAL ACTIVITY.

IT'S IN HERE. SO I'M TRYING TO FIGURE OUT IF YOU WANT TO PUT THAT IN THE POLICY. WELL, IF YOU LOOK AT THAT THE EXPLICIT SEXUAL ACTIVITY IS PROHIBITED UP TO GRADE EIGHT. AFTER GRADE NINE, THAT LANGUAGE CHANGES A LITTLE BIT. I JUST THINK WE NEED TO BE CLEAR IN THE POLICY. WELL, WELL, I GUESS WHAT YOU'RE SAYING IS, HEY, KINDERGARTEN WOULD BE DIFFERENT FROM NINE THROUGH 12.

WELL, YEAH, BECAUSE IT ADDS MORE STUFF. BUT SO I THINK I THINK I UNDERSTAND WHAT YOU'RE WHAT BOTH OF YOU ARE SAYING. I THINK THAT WHAT WE WOULD NEED TO TRY TO DO IS USING THE LAW AND SOME OF THE CONCERNS WITH SO PERVASIVELY VULGAR. THAT'S ANOTHER STATEMENT IN THE LAW THAT BASICALLY SEXUAL CONTENT ALONE IS NOT GOING TO BE A DISQUALIFIER UNDER THAT STANDARD. YOU HAVE TO LOOK AT THE AT THE WORK AS A WHOLE, THOSE KINDS OF THINGS. AND SO MAYBE THIS BOARD, IF WE'RE IF THIS BOARD IS WANTING TO ATTEMPT A DEFINITION THAT'S ACTUALLY NOT EXPRESSLY DEFINED IN THE LAW AT THIS POINT. SO IF WE WANT TO TRY TO GET TO THAT, IT'S FROM CASES THAT ARE OLDER THAN I AM. AND IT HASN'T BEEN DEFINED IN ALL THOSE YEARS. BUT WE CAN YOU KNOW, MAYBE THAT'S WHAT YOU'RE ASKING FOR, YOUR DEFINITION. I DON'T AGREE WITH THE STATEMENT THAT SAYS YOU'RE GOING TO JUST EVALUATE THE WORK AS A WHOLE, NOT ISOLATED PASSAGES. IT'S EXACTLY THE PASSAGES THAT SOME PARENTS ARE CONCERNED ABOUT. I REALIZE SOME ARE NOT, BUT MANY ARE. WE'VE HEARD IT IN THE COMMUNITY, SO I THINK WE HAVE TO ADDRESS IT. I THINK IN ADDITION TO THE LEGAL ANALYSIS, WE WOULD NEED MORE INPUT FROM MEDIA SPECIALISTS, WHICH I KNOW WE'VE WE KEEP ASKING OF THEM. BUT AS YOU HEARD IN PUBLIC COMMENT BY ONE, YOU KNOW THAT THEY GO THROUGH SUCH EXTENSIVE TRAINING TO UNDERSTAND WHAT'S APPROPRIATE AND WHAT'S NOT APPROPRIATE IN SCHOOL LIBRARIES. AND I DON'T HAVE THAT TRAINING, YOU KNOW, AND I DON'T THINK ANYONE ON THIS BOARD DOES EITHER. AND SO WE HAVE TO GET THEIR INPUT AS WELL. BUT WE'VE BEEN TRYING. ALL RIGHT. LET'S GET ANY MORE FEEDBACK FROM BOARD MEMBERS THAT HAVEN'T SPOKEN YET. OKAY. IF THERE'S NO OTHER OPINIONS, I'M GOING TO SAY, LET'S PAUSE ON PUTTING THIS OUT FOR PUBLIC COMMENT UNTIL WE CAN ADDRESS SOME OF THESE ISSUES AND THEN TALK ABOUT THEM IN SMALL GROUP. OKAY. AND I WOULD ACTUALLY LOVE IT IF ANYONE WANTED TO GIVE LIKE A, ALMOST LIKE A MARKUP, YOU KNOW, GIVE, GIVE SOME VERY

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SPECIFIC, NOT JUST A GENERAL CONCERN BECAUSE I, I TRULY WE'VE, WE'VE BEEN WORKING TO ADDRESS THOSE. WE'VE COME A LONG WAY. WE APPRECIATE ALL THE HARD WORK THAT WENT INTO IT. BUT THERE'S JUST THAT'S NO REFLECTION. YOU KNOW, I WANT TO MAKE SURE THAT'S RECOGNIZED.

THERE'S NO REFLECTION ON THE WORK THAT'S BEEN PUT INTO IT. JUST THERE'S SOME STILL SOME

[C. Presentation of Harford County Public Schools Academic Performance: Maryland Report Card 2023-24, Ms. Heather Kutcher, Assistant Superintendent of Curriculum and Instruction, Mr. Andrew Renzulli, Director of Curriculum and Instruction, Mr. Philip Snyder, Supervisor of Accountability, and Mr. Andy Wachter, Assistant Supervisor of Accountability ]

LINGERING ISSUES. AND I ALSO BELIEVE THE SENTIMENT OF THE COMMUNITY IS PROBABLY WITH MISS COKER ON THIS ONE. SO. OKAY. THANK YOU VERY MUCH. THANK YOU. THANK YOU. ALL RIGHT. WE'RE GOING TO MOVE ON TO ITEM C, PRESENTATION OF HARFORD COUNTY PUBLIC SCHOOLS. ACADEMIC PERFORMANCE MARYLAND REPORT CARD 2324. MISS HEATHER KUTCHER, ASSISTANT SUPERINTENDENT OF CURRICULUM AND INSTRUCTION. AND PLEASE WELCOME THE TEAM THAT YOU BROUGHT WITH YOU THIS EVENING.

THANK YOU. GOOD EVENING. I'M JOINED THIS EVENING BY MR. ANDREW RENZULLI, OUR DIRECTOR OF CURRICULUM AND INSTRUCTION. MR. PHILIP SNYDER, OUR SUPERVISOR OF ACCOUNTABILITY. AND MR. ANDREW WACHTER, OUR ASSISTANT SUPERVISOR OF ACCOUNTABILITY. SO, AS USUAL, WE ARE HERE BEFORE YOU THIS EVENING TO SHARE SOME INFORMATION AROUND BOARD OF EDUCATION. GOAL NUMBER ONE, PREPARING EVERY STUDENT FOR SUCCESS IN POST-SECONDARY EDUCATION AND CAREER. SO THIS EVENING, MR. SNYDER WILL FIRST CLARIFY THE STATE ACCOUNTABILITY MODEL, INCLUDING THE ACADEMIC AND NONACADEMIC MEASURES USED BY THE STATE TO CALCULATE A FINAL STAR RATING FOR EVERY SCHOOL IN THE STATE. HE AND MR. WACHTER AND MR. RENZULLI WILL THEN PROVIDE GREATER DETAIL ABOUT HOW HARFORD COUNTY PUBLIC SCHOOLS PERFORMED IN THE SPECIFIC AREAS UNDER EACH CATEGORY OF MEASUREMENT, AND PROVIDE COMPARISONS TO SIMILAR DISTRICTS WITHIN THE STATE. MR. SNYDER.

GOOD EVENING, BOARD MEMBERS. SO WE'RE PLEASED TO SHARE OUR RESULTS FROM THE 2324 REPORT CARD FROM THE STATE DEPARTMENT OF EDUCATION. JUST A REMINDER TO YOU AND SOME UPDATES HERE REGARDING THE FRAMEWORK. THIS IS ALL CRAFTED IN MANY DIFFERENT LEGISLATIVE TOPICS AND MEASURES, INCLUDING WHAT IS REQUIRED FROM OUR FEDERAL GOVERNMENT AS WELL. SO THIS FRAMEWORK WAS PUT TOGETHER FOR THE FIRST TIME DURING THE 1718 SCHOOL YEAR. THERE HAS BEEN A TASK FORCE.

COMPRISED APPROXIMATELY ABOUT 20 PEOPLE ACROSS THE STATE TO LOOK AT WHAT'S WORKING, WHAT'S NOT WORKING WITH THE FRAMEWORK. WE DON'T HAVE A LOT OF DETAILS OTHER THAN THE FACT THEY ARE HOPING TO RELEASE IT ON THE 2627 SCHOOL YEAR. FROM WHAT I HEAR, I'M HEARING, THERE SHOULD NOT BE SIGNIFICANT CHANGES TO THE FRAMEWORKS, BUT JUST SOME SOME MINOR TWEAKS. AS A REMINDER, FOR THE TWO YEARS THAT WE WERE UNDER THE PANDEMIC, THE ACCOUNTABILITY MODEL WAS PAUSED FOR THOSE YEARS. WE ARE GOING TO LOOK AT THE ACADEMIC, AND MR. WALKER WILL TALK YOU THROUGH THE NONACADEMIC MEASURES. AND AS A RESULT OF THIS, EACH OF OUR SCHOOLS ARE RANKED FROM 1 TO 5 STARS. AND THAT'S BASED UPON THE OVERALL PERCENTAGE OF POINTS EARNED. AND AS A REMINDER TO OUR PUBLIC, OUR SCHOOL SYSTEM AND ANY INDIVIDUAL SCHOOL CAN BE LOOKED AT THE RESULTS ALL THE WAY BACK TO OUR 2018 SCHOOL YEAR, WHEN THIS FIRST WAS ENACTED AT MD REPORT CARD.ORG.

SO THESE ARE THE ACADEMIC MEASURES WHICH ACCOUNT FOR 65% OF THE TOTAL 100 POINTS INCLUDE ACADEMIC ACHIEVEMENT, PROGRESS, THE ENGLISH LANGUAGE PROFICIENCY FOR A MULTILINGUAL STUDENTS, GRADUATION RATES AT THE HIGH SCHOOL, AND READINESS FOR POST-SECONDARY SUCCESS AT THE HIGH SCHOOL. MR. WALKER WILL SHARE THE NONACADEMIC MEASURES, WHICH INCLUDE CHRONIC ABSENTEEISM. THERE'S AN ANNUAL SURVEY FOR STUDENTS AND EDUCATORS, AND ALSO ACCESS TO A WELL-ROUNDED CURRICULUM. SO I WANT TO NOTE HERE WE'RE GOING TO START WITH ACADEMIC MEASURES.

AGAIN. THESE ARE COMPRISED OF 65% OF THE TOTAL 100 POINTS POSSIBLE. AND WHAT WE HAVE HERE ARE THREE YEARS OF DATA FROM 2022 TO 20 23 TO 2024. AND SO OUR GREEN BAR IS WHERE WE'RE FOCUSING ON LAST SCHOOL YEAR. AS YOU CAN SEE, THERE IS AN INCREASE AT EACH OF THE LEVELS THERE. I DO WANT TO POINT OUT THE TOTAL NUMBER OF POINTS IS GOING TO BE SHOWN ON THE Y AXIS.

SO IN THIS CASE IT WOULD BE 20 POINTS POSSIBLE. HOWEVER, IN ORDER FOR ANYBODY TO EARN ALL 2420 POINTS POSSIBLE, EVERY STUDENT WOULD NEED TO EARN THE DISTINGUISHED, WHICH IS THE PERFORMANCE LEVEL OF FOUR ON THE ELA AND THE MATH TEST. AND WHILE WE WOULD LOVE TO HAVE EVERY SINGLE STUDENT EARN THAT DISTINGUISHED MARK, THAT'S PROBABLY HIGHLY LIKELY NOT GOING TO OCCUR. SO YOU CAN SEE THAT IT'S ALMOST IMPOSSIBLE TO REACH THE MAXIMUM NUMBER OF POINTS.

AND I JUST WANT TO POINT THAT OUT THAT EACH OF THESE SLIDES, YOU'RE GOING TO SEE THE MAXIMUM NUMBER OF POINTS THERE ON THE LEFT HAND SIDE WITH THE Y AXIS. SO IT'S BASED UPON MCAT PROFICIENCY ON ELA AND MATHEMATICS ONLY. BUT EVERYBODY GETS A PERFORMANCE LEVEL FROM 1 TO 4, FROM BEGINNING LEARNER ALL THE WAY TO THE DISTINGUISHED LEARNER. AND THAT AVERAGE IS COMPUTED FOR EVERY SCHOOL. AND THAT'S A FACTOR INTO THE POINTS AS WELL. WE ALWAYS LIKE TO LOOK

[02:10:05]

TO SEE HOW WE DO COMPARED TO OUR OUR COUNTERPARTS. AND WE GENERALLY BEEN USING ANNE ARUNDEL, BALTIMORE COUNTY, CECIL, FREDERICK, HOWARD AND MONTGOMERY. SO YOU CAN SEE WE'RE ABOUT IN THE MIDDLE OF THE PACK THERE AT 52% OF THE POSSIBLE POINTS WERE EARNED. SO AGAIN, THAT'S POSSIBLE POINTS EARNED, NOT PROFICIENCY ON THE ASSESSMENT. SO I JUST WANT TO MAKE SURE THAT WE'RE WE'RE CLEAR ON THAT. ACADEMIC PROGRESS IS ONLY MEASURED AT THE ELEMENTARY AND MIDDLE SCHOOL LEVEL. AT THE HIGH SCHOOL LEVEL, STUDENTS IN MATH DO NOT TAKE AN ALGEBRA ONE TEST AND THEN A GEOMETRY OR AN ALGEBRA TWO. FOR THE MOST PART, THERE ARE NO TWO ENGLISH STATE TESTS, SO THEREFORE THERE IS NO GROWTH MEASURE AT THE HIGH SCHOOL. IT'S ONLY ELEMENTARY AND MIDDLE, AND THE PRIMARILY TARGET HERE IS THAT GROWTH PIECE. HOW ARE STUDENTS? SKILL SCORE IS CHANGING BASED UPON THEIR PERFORMANCE ONE YEAR TO THE FOLLOWING YEAR. AND SO THIS WOULD START IN GRADES FOUR BASED UPON THEIR GRADE THREE TEST AND CONTINUE TO THE MIDDLE SCHOOL AT GRADE EIGHT. SO AGAIN A LITTLE SLIGHT INCREASE HERE. 35 POINTS POSSIBLE IS THE MAXIMUM. WE HAVE EARNED 22 POINTS AT THE ELEMENTARY AND 20 POINTS POSSIBLE AT THE MIDDLE SCHOOL LEVEL. A LITTLE SMALL PERCENTAGE IN HERE AS WELL IS THE MARYLAND, THE MSA ASSESSMENT, THE MARYLAND INTEGRATED SCIENCE ASSESSMENT WITH OUR FIFTH GRADERS AT THE ELEMENTARY LEVEL, AND ALSO OUR FIFTH GRADERS PASSING THEIR CORE CONTENTS COURSES ON THEIR REPORT CARD. AND SO THAT'S A SMALL PIECE AS WELL. AT THE MIDDLE SCHOOL LEVEL, IT ALSO MEASURES THE MSA ASSESSMENT, THE SOCIAL STUDIES GRADE EIGHT ASSESSMENT, AND ALSO OUR EIGHTH GRADERS PASSING THEIR CORE COURSES DURING THE SCHOOL YEAR. SO TOTAL POINTS POSSIBLE WOULD BE 35. HERE IS OUR ACCOUNTING COMPARISON. SO WE'RE AT 62%. AND HOWARD IS THE ONLY ONE THAT RANKED US BY TWO POINTS. THE ENGLISH LANGUAGE PROFICIENCY ASSESSMENT IS A RIGOROUS ASSESSMENT. IT MEASURES STUDENTS WHO ARE MULTILINGUAL AND IT LOOKS AT ARE THEY MAKING GROWTH? ARE THEY MEETING THEIR TARGETS.

AND THE TEST WE USE IS THE WIDA CONSORTIUM TEST CALLED WIDA ACCESS. AND THAT IS GIVEN TO THOSE STUDENTS WHO ARE OBVIOUSLY LEARNING TO SPEAK ENGLISH. WE'VE HAD A NUMBER OF STUDENTS, I THINK, YOU KNOW, ABOUT THE IMPACTS THAT WE'VE HAD, A NUMBER OF STUDENTS THAT CLASSIFIED AS ENGLISH LANGUAGE PROFICIENCY. AND SO THERE IS OUR PERFORMANCE AT THE ELEMENTARY LEVEL, THE MIDDLE SCHOOL LEVEL, AND THE HIGH SCHOOL LEVEL. AND IF WE AGAIN COMPARE THEM TO OUR SURROUNDING COUNTIES, WE'RE PRETTY MUCH VERY SIMILAR TO MOST OF THE COUNTIES LISTED ON THIS SLIDE. AND AGAIN, THAT'S THE TOTAL PERCENTAGE OF POINTS EARNED. FOR GRADUATION RATE.

THIS IS MEASURED OBVIOUSLY AT THE HIGH SCHOOL LEVEL. THE POINTS ARE CALCULATED. THERE'S A HIGHER WEIGHT ON THE FOUR YEAR RATE. WE WANT OUR STUDENTS TO GRADUATE IN FOUR YEARS OR LESS.

HOWEVER, IF STUDENTS NEED AN ADDITIONAL YEAR, THEY ARE GIVEN SOME POINTS TO AS FAR AS THAT AS WELL. AND SO OUR GRADUATION RATE, NOT TO BE CONFUSED WITH THE NEXT SLIDE, WAS 90.8%. THAT WAS OUR HIGHEST RATE EVER SINCE 2011. FOR THE GRADUATION RATE, IT IS ALWAYS LAGGED BY ONE YEAR.

SO WHEN YOU SEE THE 2024 GREEN BAR, THAT REFERS TO THE CLASS OF 2023, WE DID HAVE SOME GREAT NEWS. THAT ALSO CAME IN JUST ABOUT A WEEK OR TWO AGO. OUR FOUR YEAR RATE FOR THE CLASS OF 2024 IS EVEN HIGHER. IT'S AT 91.6%. SO WE'RE CONTINUING TO SEE THAT INCREASE. AND AT A 15 POINTS WE EARNED 13.7. AND AGAIN THIS IS THE TOTAL PERCENTAGE OF POINTS EARNED. SO IT'S A COMBINATION OF THE FOUR YEAR RATE AND THE FIVE YEAR RATE AT 91.3 COMPARED TO OUR COUNTERPARTS ACROSS THE STATE. READINESS FOR A POST POST-SECONDARY SUCCESS MEASURES STUDENTS AT THE HIGH SCHOOL LEVEL. SO THERE'S TWO TWO SIDES TO THIS METRIC. ONE IS OUR STUDENTS ON TRACK BY THE END OF GRADE NINE, AND THAT'S COUNTED AS AT LEAST FOUR CREDITS IN THE CORE AREAS OR WORLD LANGUAGES. AND IF THEY ARE ON TRACK, STUDENTS SCHOOLS WILL GET THOSE POINTS FOR THOSE STUDENTS WHO ARE ON TRACK. IF THEY DON'T, THEY DO NOT GET A POINT FOR THAT. BUT IT ALSO LOOKS AT EARNING CREDIT FOR COMPLETION OF A WELL-ROUNDED CURRICULUM. AND THERE'S LOTS OF DIFFERENT WAYS A STUDENT COULD MEET THOSE. WE SORT OF ALIGN SOME OF THESE METRICS TO OUR NORTH STAR GRADUATE OUTCOMES. WE WANT OUR STUDENTS WHO ARE TAKING AP AND IB COURSES TO TAKE THE EXAM AND TO SCORE PROFICIENCY, AS THAT CAN GIVE THEM CREDIT OR TO REACH A CERTAIN CUT SCORE ON THE SAT. SO YOU CAN SEE ALL OF THE OPTIONS THERE. YOU DO NOT GET BONUS POINTS IF A STUDENT MEETS MORE THAN ONE OF THESE, IT'S JUST A YES OR NO. DOES THE

[02:15:01]

STUDENT MEET AT LEAST ONE OF THESE METRICS? AND SO AT A TEN POINTS POSSIBLE, WE'RE VERY SIMILAR TO PREVIOUS YEARS, ACTUALLY WENT UP A 10TH OF A POINT TO 8.3. AND OUR COUNTY COMPARISON, WE HAVE OUR HIGHEST COUNTY THERE IS AT 87% WERE AT 83%. IN OUR LOWEST COUNTY THEY'RE AT 77. SO AGAIN THAT'S PERCENTAGE OF POINTS EARNED FOR OUR COUNTIES. ALL RIGHT. AT THIS POINT WE'RE GOING TO TURN IT OVER TO MR. WALKER WHO'S GOING TO TALK TO YOU THROUGH NONACADEMIC, WHICH ARE MEASURED 35% OF OUR METRICS. ALL RIGHT. SO WE'RE GOING TO START WITH THE CHRONIC ABSENTEEISM. AND THE REPORT CARD LOOKS AT THAT BASED OFF OF POINTS EARNED BY THE PERCENT OF STUDENTS IN EACH SCHOOL WHO ARE NOT CHRONICALLY ABSENT. AND THAT IS MISSING AT LEAST 10% OR MORE OF DAYS WHEN THEY'RE WHEN THEY'RE ENROLLED. AND THAT FOR STUDENTS THAT FOR EVERY SCHOOL. THAT'S IF THE STUDENT HAS BEEN THERE TEN OR MORE DAYS, THEY COUNT TOWARDS THIS METRIC. ON THE LEFT HAND SIDE, YOU SEE THE CHART THAT'S BEEN REFLECTED IN A LOT OF THE OTHER SLIDES. AND YOU CAN SEE IN THE 2022 SCHOOL YEAR, IT SEEMS A LOT HIGHER THAN THE 2023 SCHOOL YEAR. AND THAT'S BECAUSE WE ARE STILL RECOVERING FROM THE PANDEMIC AT THAT TIME. SO THE STATE CHANGED THE WAY THEY CALCULATED THIS MEASURE JUST FOR THAT ONE YEAR. AND THEN IN 2023, THEY CAME BACK TO THE ORIGINAL WAY IT WAS DONE IN PREVIOUS YEARS, AND IT'S CONTINUED INTO LAST YEAR. SO AS YOU CAN SEE, THE PERCENT OF STUDENTS WHO ARE NOT CHRONICALLY ABSENT HAS IMPROVED. AND DOWN THE LOWER RIGHT HAND CORNER, YOU CAN SEE THE PERCENT OF STUDENTS CHRONICALLY ABSENT. IT'S ANOTHER WAY WE LOOK AT THIS IN THE DISTRICT, AND YOU CAN SEE THAT THOSE NUMBERS HAVE IMPROVED OVER THE LAST TWO YEARS. WE ALSO LOOK AT THE CLIMATE SURVEY, WHICH IS ACTUALLY WE'RE IN THE MIDDLE OF THE WINDOW RIGHT NOW. IT'S GIVEN EVERY YEAR TO STUDENTS GRADE FIVE THROUGH 11. AND EDUCATORS, THE EDUCATOR POINTS ARE THREE TOTAL POSSIBLE POINTS. AND THE EDUCATOR POINTS ARE THREE. AND THE STUDENT POINTS ARE A POSSIBLE SEVEN. SO THEY WEIGHT THE STUDENT RESPONSES HIGHER THAN THE EDUCATOR RESPONSES. WE ALSO HAVE THE ACCESS TO WELL-ROUNDED CURRICULUM. THIS IS BROKEN DOWN BY LEVEL, SO IT'S DIFFERENT FOR EVERY LEVEL. AT THE ELEMENTARY SCHOOL LEVEL, IT'S PERCENT OF FIFTH GRADERS ENROLLED IN SCIENCE, SOCIAL SCIENCE, FINE ARTS, AND PHYSICAL EDUCATION. AT THE MIDDLE SCHOOL LEVEL, IT'S THE PERCENT OF EIGHTH GRADE STUDENTS ENROLLED IN FINE ARTS, PHYSICAL EDUCATION, HEALTH, AND PROJECT LEAD THE WAY COURSES, WHICH ARE OUR ENGINEERING COURSES, WHICH ARE OFFERED IN SIXTH, SEVENTH, AND EIGHTH GRADE. AND AT THE HIGH SCHOOL LEVEL, IT'S A PERCENT OF GRADUATES ENROLLED IN AN AP IB COURSE COMPLETE A CT CONCENTRATOR OR ARE DULY ENROLLED. THOSE ARE THE THREE MAIN METRICS FOR THE NONACADEMIC MEASURES, WHICH MAKES UP 35% OF THE REPORT CARD. AS YOU CAN SEE HERE, COMPARED TO OTHER DISTRICTS, WE'RE AT 67%, WHICH IS COMPARABLE TO THE UPPER TIER OF SCHOOL DISTRICTS. AND THEN FINALLY, THIS IS A BREAKDOWN BY LEVEL OF THE TOTAL POINTS EARNED, THE PERCENT OF THAT TOTAL POINTS EARNED FOR EVERY LEVEL, AND THEN STUDENT GROUPS, OUR SCHOOLS HAVE ACCESS TO DASHBOARDS THAT WE'VE CREATED FOR THEM TO BE ABLE TO LOOK AT THIS DATA, BREAK IT DOWN BY METRIC, BREAK IT DOWN BY STUDENT GROUP TO INFORM DECISIONS AT THE SCHOOL LEVEL ON HOW TO IMPROVE ALL OF THE METRICS THAT WE ARE LOOKING TO IMPROVE. AND NOW I'M GOING TO HAND IT OFF TO MR. RENZULLI, WHO'S GOING TO TALK ABOUT THE STAR RATINGS. THANK YOU, MR. WALKER. SCHOOL PERFORMANCE RELATIVE TO THE MARYLAND ACCOUNTABILITY MODEL THAT WAS JUST SHARED, ULTIMATELY RESULTS IN THE ASSIGNING OF STARS TO EACH OF OUR SCHOOLS.

THIS SLIDE SHOWS THE NUMBER OF HARFORD COUNTY SCHOOLS BY STAR RATING FROM 2022 TO 2024. THE HORIZONTAL AXIS INDICATES THE NUMBER OF STARS IN EACH COLORED BAR REFLECTS THE YEAR. THE NUMBER IS DIRECTLY ABOVE EACH BAR, REFLECT THE NUMBER OF SCHOOLS ASSOCIATED WITH EACH STAR RATING, KNOWING THAT IN 2024, 68.5% OF OUR SCHOOLS EARNED A 4 OR 5 STAR RATING, WHICH IS UP FROM 59% IN 2023. FOR COMPARISON'S SAKE, IN 2024, YOU WILL NOTE THAT 41% OF ALL MARYLAND SCHOOLS EARNED A 4 OR 5 STAR RATING. THIS GRAPH HIGHLIGHTS OUR PERFORMANCE IN 2024 RELATIVE TO OTHER MARYLAND SCHOOL DISTRICTS. AGAIN, THESE DISTRICTS ARE THOSE THAT WE COMMONLY SHARE FOR COMPARISON PURPOSES, AGAIN, AT 69%, HARFORD COUNTY PUBLIC SCHOOLS RANKS AMONG THE TOP PERFORMERS IN THE PERCENTAGE OF SCHOOLS ACHIEVING FOUR AND FIVE STAR RATINGS.

HERE, WE'RE CELEBRATING TEN OF OUR SCHOOLS THAT INCREASE THEIR STAR RATINGS THIS PAST YEAR.

THIS INCLUDES TWO SCHOOLS DESIGNATED AS TITLE ONE AND COMMUNITY SCHOOLS THAT INCLUDES HALLS CROSSROADS ELEMENTARY AND RIVERSIDE ELEMENTARY, BOTH OF WHICH INCREASED FROM THREE STARS

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TO FOUR, AND ONE ADDITIONAL COMMUNITY SCHOOL, JOPPATOWNE HIGH SCHOOL, WHICH INCREASED FROM TWO STARS TO THREE STARS. ALSO SHOWING GROWTH ARE CHURCH CREEK ELEMENTARY, MEADOWVALE ELEMENTARY, AND MIDDLE SCHOOLS, ALL OF WHICH INCREASED FROM THREE STARS TO FOUR. THE SEVEN SCHOOLS LISTED HERE REPRESENT THOSE THAT EARNED ALL FIVE STARS FROM THE ACCOUNTABILITY SYSTEM, WHICH REQUIRES AGAIN EARNING AT LEAST 75% OF THE TOTAL POSSIBLE POINTS. THIS INCLUDES BEL AIR ELEMENTARY, WHICH INCREASED FROM 4 TO 5 STARS, CHURCHVILLE ELEMENTARY AGAIN EARNING FIVE STARS. BOTH ELEMENTARY EMMERTON ELEMENTARY AND JARRETTSVILLE ELEMENTARY SCHOOLS EARNED FIVE STARS, DEMONSTRATING AN INCREASE FROM 4 TO 5 STARS. NORTHVILLE ELEMENTARY SCHOOL, AGAIN EARNING FIVE STARS. YOUTH'S BENEFIT ELEMENTARY EARNED FIVE STARS, ALSO UP FROM 4 TO 5. AND LAST BUT NOT LEAST, HARFORD TECHNICAL HIGH SCHOOL, AGAIN EARNING FIVE STARS. THESE FIVE STAR SCHOOLS, AS WELL AS THOSE LISTED IN THE PREVIOUS SLIDE DEMONSTRATING GROWTH, ARE TO BE CONGRATULATED AND CELEBRATED FOR THEIR ACCOMPLISHMENTS, THEIR GAINS AND ONGOING SUCCESSES REFLECT THE HARD WORK OF ALL EDUCATORS, STUDENTS, PARENTS AND STAFF, AS WELL AS THE EFFECTIVENESS OF PROFESSIONAL LEARNING, CURRICULUM AND INSTRUCTIONAL PROGRAMS, AND RELATED SCHOOL SUPPORT SYSTEMS. WE CELEBRATE THE PROGRESS OF THESE SCHOOLS, AS WELL AS THE PROGRESS AND WORK OF ALL OF OUR ELEMENTARY, MIDDLE, AND HIGH SCHOOLS, EACH OF WHICH IS COMMITTED TO ONGOING GROWTH AND EXCELLENCE FOR ALL. SO THE STATE HAS NOT RELEASED STAR RATINGS UNTIL DECEMBER OF THE SCHOOL YEAR, FOLLOWING THE ONE THAT WAS MEASURED. SO THEREFORE, SCHOOLS DO MORE HEAVILY RELY ON ANALYSIS OF ONGOING DATA SOURCES, SUCH AS THE ONES THAT WE HAVE BEEN SHARING WITH YOU THROUGHOUT THIS YEAR AND WILL CONTINUE TO BRING TO YOU THROUGHOUT THE SPRING.

HOWEVER, THE STATE ACCOUNTABILITY MODEL HELPS SIGNAL TO SCHOOLS AND THE COMMUNITY WHAT DEFINES SUCCESS IN THE EYES OF THE STATE, AND IS AN IMPORTANT PART OF COMMUNICATING TO THE LARGER PUBLIC THE SUCCESS OF ANY GIVEN SCHOOL BASED ON THE STATE CALCULATIONS, SCHOOL LEADERSHIP TEAMS, INCLUDING THEIR SCHOOL PERFORMANCE AND ACHIEVEMENT TEAMS, USE MARYLAND REPORT CARD DATA TO EVALUATE THEIR AREAS OF GROWTH AND NEED FOR THEIR INDIVIDUAL BUILDING, AND TO REFINE THEIR YEARLY SPA PLANS AND COMPARE THEIR FALL, WINTER AND SPRING GROWTH AGAINST THE RATINGS FROM THE PREVIOUS YEAR. AS MR. WACHTER SHARED, EACH SCHOOL ALSO HAS A DASHBOARD WITH DATA DISAGGREGATED BY STUDENT GROUPS AND CAN REFLECT IN MANY DIFFERENT WAYS ON THEIR DATA. AS MR. SNYDER ALREADY SHARED THE REPORT CARD FOR EACH AND EVERY SCHOOL ACROSS THE ENTIRE STATE CAN BE ACCESSED AT THIS LINK THAT YOU CAN SEE RIGHT ON THIS SLIDE. AND AT THIS TIME, WE'RE HAPPY TO TAKE ANY QUESTIONS ABOUT THIS PRESENTATION AND THIS DATA. GREAT. THANKS. WE'LL OPEN IT UP FOR QUESTIONS OR COMMENTS FROM THE BOARD. THANK YOU FOR THE PRESENTATION. I JUST KIND OF HAVE ONE QUESTION. SO THE SCHOOLS THAT HAVE ADVANCED AND HAVE PERFORMED WELL, WHAT WOULD HAVE BEEN THE TAKEAWAYS THAT WE COULD USE IN OUR OTHER SCHOOL SYSTEMS. HAVE WE HAVE WE ANALYZED, YOU KNOW, WHAT'S WORKING AND MAYBE YOU COULD HIGHLIGHT SOME OF THEM, SOME OF THOSE THINGS. SO I WILL SAY WITH METRICS THAT ARE WEIGHTED THE MOST WHEN WE DO THE MATH, WE'RE LOOKING AT TWO AREAS CHRONIC ABSENTEEISM AND ACADEMIC PROGRESS OR STUDENT GROWTH. ON MCAP THAT WOULD APPLY. CHRONIC ABSENTEEISM, OF COURSE, WOULD APPLY AT ALL LEVELS. BUT THE GROWTH, AS I INDICATED, IT'S ELEMENTARY AND MIDDLE, AND THE SCHOOLS THAT ARE GROWING ARE TRYING TO CHALLENGE TACKLE THE CHALLENGE OF CHRONIC ABSENTEEISM. AND ONE EXAMPLE THAT MR. RENZULLI POINTED OUT WAS HALLS CROSSROADS. AND WITH A NEW PRINCIPAL THERE RECENTLY, I KNOW THAT THEY IN THAT COMMUNITY HAVE WORKED WITH THAT COMMUNITY TO SHOW THE IMPORTANCE OF PARENTS AND FAMILIES, TO HAVE STUDENTS IN SCHOOL. SO I WOULD SAY THAT IS A BIG TAKEAWAY. AND MANY AND MANY I KNOW ALL OF OUR SCHOOLS ARE TRYING TO TACKLE CHRONIC ABSENTEEISM. WE'RE SHOWING PROGRESS, AS YOU SAW IN THE DATA, BUT WE ARE NOT REALLY WHERE WE WERE PRE-PANDEMIC. AND SO MATHEMATICALLY, IF YOU CAN GET SCHOOLS OR STUDENTS TO SCHOOL AND WORK ON THOSE MEASURES, THEN THE LEARNING, YOU KNOW IS GOING TO COME FOR THE MOST PART. OF THE STUDENTS, LIKE, SO WOULD LIKE TUTORING, YOU KNOW, ANYTHING LIKE THAT HAS ANYTHING ALONG THOSE LINES HELPED IN, IN STUDENTS PERFORMING BETTER, OR IS IT JUST TRYING TO CREATE A BETTER ENVIRONMENT TO GET THEM THERE? LIKE, WHAT ARE WE DOING TO BREAK THROUGH THE ABSENTEEISM? I THINK IT'S GOING TO BE UNIQUE FOR EVERY SCHOOL THAT, YOU KNOW, DEPENDING ON THE CHALLENGES OF THE SCHOOL. SOME OF OUR SCHOOLS HAVE A LOT OF STUDENTS WHO WALK TO SCHOOL, AND I KNOW IN SOME CASES WHEN IT RAINED, STUDENTS WERE APPREHENSIVE. AND THE AND

[02:25:01]

THIS IS AN ELEMENTARY SCHOOL, PARENTS MAY BE APPREHENSIVE TO TAKE HIM OUT IN THE RAIN. AND SO THERE ARE THINGS, BUT THERE ARE SO MANY DIFFERENT UNIQUE CIRCUMSTANCES FOR EACH SCHOOL. I DON'T WANT TO, YOU KNOW, JUST GIVE ONE BLANKET ANSWER TO THAT. BUT BUT OUR SCHOOLS ARE REALLY LOOKING AT THE DATA. I THINK YOU CAN ALSO CREDIT OUR CURRICULUM AND INSTRUCTIONAL PROGRAMS, WHERE WE HAVE OUR TEACHERS WORKING VERY HARD TO ANALYZE DATA ON A VERY REGULAR BASIS, TO RESPOND IN THE NEAR TERM TO STUDENT NEEDS, AND THEN IDENTIFY INTENSIVE INTERVENTIONS AND REMEDIATIONS THAT MIGHT BE NEEDED FOR STUDENTS. AND THAT'S A CREDIT TO THE SCHOOL PERFORMANCE AND ACHIEVEMENT PROCESS THAT WE HAVE IN PLACE THAT MR. KUTCHER SHARED A COUPLE OF MOMENTS AGO, AND MISS SACKS SHARED A SEVERAL MONTHS AGO. IT'S THAT INTENSIVE, DELIBERATE, ONGOING PROCESS THAT YIELDS THE GROWTH THAT WE'RE SEEING. THESE ANALYTICAL MODELS THAT ARE MAYBE USED AT SOME OF THOSE SCHOOLS, LIKE ARE LIKE LESSONS LEARNED AND, YOU KNOW, BEST OF BREED KIND OF TRAINING BETWEEN AND COMMUNICATION BETWEEN THE SCHOOLS IS, IS THERE, YOU KNOW, AN EFFORT TO, TO DO THAT KIND OF CROSS CROSS COMMUNICATION WITH THE SCHOOLS THAT ARE THERE ARE FORMAL STRUCTURES WHERE MRS. SACKS IS PART OF THAT. I KNOW SHE'S SITTING IN THE BACK WHERE THERE'S CENTRAL OFFICE FOLKS, AS WELL AS PRINCIPALS OF SCHOOLS WHO DO COME TOGETHER AND SHARE THEIR PRACTICES. THEY SUBMIT THEIR PLANS, THEIR SPOT PLANS. THOSE ARE SHARED ACROSS OUR ENTIRE OFFICE, ACROSS EDUCATION SERVICES. PEOPLE HAVE ACCESS TO THOSE SO THAT THEY CAN SEE THE DIFFERENT THINGS THAT SCHOOLS ARE TRYING, AND ALSO LOOK AT THE DATA AND SEE, YOU KNOW, THREE TIMES PER YEAR. THERE'S A FORMAL INTERVAL WINDOW WHERE SCHOOLS CAN LOOK ACROSS THAT DATA, AND THOSE TEAMS CAN COME TOGETHER AND TALK ABOUT WHAT THEY TRIED, THE RETURN ON THAT INVESTMENT THAT THEY SAW, THE GROWTH THAT THEY'VE SEEN AND THE ADJUSTMENTS THAT THEY NEED TO MAKE. SO THERE ARE MANY FORMAL STRUCTURES, AS WELL AS THE INFORMAL RELATIONSHIPS THAT PRINCIPALS HAVE AND CERTAINLY SHARE PRACTICES AND VISIT WITH ONE ANOTHER. THANK YOU. IT'S GOOD TO HEAR. DO YOU SEE THAT THERE'S A COMMON DENOMINATOR, WHETHER THAT BE POPULATION, DEMOGRAPHIC OR PARENT INVOLVEMENT WITH THE SCHOOLS THAT ARE RECEIVING FIVES. AND LIKE IN THE CASE OF POPULATION, DOES THESE LIKE FORMULAS THAT ARE CALCULATING THESE DEMOGRAPHICS OR THESE LOGISTICS ACCOUNT FOR THE POPULATIONS IN THE SCHOOLS? BECAUSE WITH MORE STUDENTS, THERE'S MORE ACCOUNTABILITY IN THE SENSE OF LIKE ABSENTEEISM. YOU KNOW, AT ABERDEEN HIGH SCHOOL, WE HAVE A LOT OF STUDENTS COMPARED TO MAYBE LIKE A SMALLER ELEMENTARY SCHOOL. SO THE MORE STUDENTS WE HAVE MEANS THAT THERE'S MORE CHANCE FOR LARGER ABSENTEEISM. SO THE STATE DOES NOT TAKE THAT INTO CONSIDERATION AT ALL. THE ONLY CONSIDERATION TAKEN TO IN PLACE WOULD BE WHEN WE DISAGGREGATE THE DATA BY STUDENT GROUPS. THERE NEEDS TO BE AT LEAST TEN STUDENTS IN THAT STUDENT GROUP, WHICH MANY OF OUR SMALL ELEMENTARY SCHOOLS, THEY DON'T HAVE A WHOLE LOT OF DIFFERENT STUDENT GROUPS IN THEIR POPULATION BECAUSE MAYBE THEY'RE VERY SMALL. SO BUT OTHER THAN THAT, THE METRICS ARE CALCULATED THE SAME REGARDLESS OF SIZE.

SURE. HI. SO I'M LOOKING AT SLIDE 17 AND I KNOW THIS IS THE ACCESS TO WELL-ROUNDED CURRICULUM. AND I KNOW THE NUMBERS HAVE ONLY GONE DOWN SLIGHTLY AT THE ELEMENTARY AND HIGH LEVEL I GET IT. IT'S LIKE, YOU KNOW, 7.9 COMPARED TO 8.1 AND THAT. BUT AT THE HIGH SCHOOL LEVEL, WITH US NOW PAYING FOR THE DUAL ENROLLMENT AND STUFF LIKE THAT, WHY ARE WE GOING DOWN? SO THAT'S A GREAT QUESTION AND I CAN'T ANSWER THAT REALLY. WE'RE NOT GOING DOWN THE, THE QUESTION THAT IS PERPLEXING TO US IS HOW THE STATE, HOW WE SEND THE STATE DATA TO THE STATE EVERY YEAR, THE STATE SENDS US A FILES AND WE DON'T GET A COMPLETE SUMMARY OF THE FILES UNTIL DECEMBER. AND SO AT THAT POINT, WE DON'T WE CAN'T DO ANY VALIDATIONS, BECAUSE IF WE FIND AN ERROR IN ANY DATA TO THE STATE, THE STATE SAYS IT'S TOO LATE TO CHANGE ANYTHING. SO WE DO HAVE SOME DATA MASSAGING TO DO, AND WE HAVE AN INTERNAL REVIEW COMMITTEE NOW TO LOOKING AT SPECIFICALLY HOW WE CAN WORK CLOSER WITH THE STATE. WE ALSO HAVE SOME SUGGESTIONS TO THE STATE THAT MIGHT HELP US IN THE PROCESS AS TO HAVING SOME ERROR CORRECTION REPORTS. SO I WANT TO SAY THE HIGH SCHOOL IS REALLY KIND OF MISLEADING, BECAUSE IF WE ACTUALLY HAD THE COMPLETE, MOST ACCURATE, UP TO DATE DATA THAT WE ARE AWARE OF, THAT NUMBER SHOULD BE HIGHER. SO BECAUSE IT JUST SEEMS ODD TO ME TO SEE A STEADY DECLINE, AND THIS IS A THIS IS A CHALLENGE ACROSS MANY OF OUR SCHOOL SYSTEMS. WHEN YOU LOOK AT OTHER COUNTIES WHO GENERALLY OUTPERFORM US AND THEIR METRICS, THEY'RE LOWER THAN OURS. SO IT'S NOT SOMETHING UNIQUE TO US. IT IS A CHALLENGE FOR THE DATA SUBMISSIONS BECAUSE THEY ARE SO COMPLEX, ESPECIALLY AROUND THE CTE METRIC. SO WE'RE WORKING ON IT. WE'RE GOING TO HAVE CLEANER DATA. THANK YOU. HOPEFULLY. BUT THERE ARE OTHER METRICS WHERE HIGH SCHOOL SEEMS TO BE LOWER THAN ELEMENTARY AND MIDDLE AND

[02:30:05]

CHRONIC ABSENTEEISM IS A LOT HIGHER IN HIGH SCHOOL. IT SEEMS LIKE. AND THOSE NUMBERS ARE JUST AVERAGE ACROSS THE WHOLE SCHOOL SYSTEM. RIGHT. SO THERE WOULD BE ERROR BARS CORRECT AROUND THOSE IF YOU WANTED TO REALLY KNOW, YOU KNOW, THE PICTURE ACROSS THE SCHOOLS. RIGHT. AND AS I SAID EARLIER, YOU KNOW, OUR OUR HIGH SCHOOL WE HAVE WHEN YOU LOOK AT THIS SLIDE HERE IN PARTICULAR THE SEVEN POINTS THAT WERE EARNED AT THE HIGH SCHOOL WAS INFLATED BECAUSE THERE WAS A LOWER STANDARD AT THE STATE LEVEL, WHERE IN 2023 THEY WENT BACK TO THE PRE-PANDEMIC STANDARD. SO IT'S MUCH MORE RIGOROUS. AS AN EXAMPLE, TO GET 15 POINTS, YOU WOULD HAVE TO HAVE A CHRONIC ABSENTEEISM RATE OF 4% OR LESS AT A SCHOOL. AND I DON'T BELIEVE WE HAVE ANY SCHOOLS THAT HAVE 4% OR LESS AT THIS POINT. VACATIONS, HOSPITALIZATIONS, DOCTOR'S NOTES. NONE OF THOSE MATTER. IT IS ALL REGARDLESS OF REASON. AND DOES IT MATTER WHETHER YOU WERE CHRONICALLY ABSENT JUST 10 OR 11 DAYS OR, YOU KNOW, 20? IT DOESN'T. YEAH. AS LONG AS YOU EXCEED MOST OF OUR STUDENTS OR THEIR 180 DAYS ONCE YOU HIT DAY 18, THEY'RE IN THEY'RE, YOU KNOW, THEY'RE THERE FOR THE ENTIRE YEAR. THERE'S NO MAKING THEM CHRONICALLY ABSENT. SO THEY'RE GOING TO GET DINGED. SO WHAT A LOT OF AND THIS HAS INVOLVED THE WORK OF OUR PUPIL PERSONNEL, WORKERS AND OTHER ADMINISTRATORS AND OTHER TEACHERS AND EDUCATORS, WHOEVER THEY THEY WORK ON THAT THEY TRY TO MAKE SURE THAT THE STUDENTS WHO ARE VERY CLOSE TO HITTING THAT THRESHOLD WITH CHRONIC ABSENTEEISM AND MAKE SURE THAT THEY DON'T HIT THAT DAY 18, BECAUSE AT THAT POINT, THEN THEY ARE. THANKS. YOU'RE WELCOME. ANYTHING ELSE? I'LL JUST SAY THESE IMPROVEMENTS ARE A HUGE TESTAMENT TO OUR SCHOOL SYSTEM, WHICH ARE THE EDUCATORS, THE STAFF, THE COMMUNITY, THE PARENTS, EVERYONE THAT'S INVOLVED. WE'VE REALLY COME A LONG WAY. IT'S IMPRESSIVE TO SEE THESE INCREASES, BUT THE DOWNSIDE OF SUCCESS IS NOW WE'VE GOT A TARGET ON OUR BACK. THESE FIVE STARS CAN'T GO DOWN AND IT LOOKS LIKE WE'RE IN SECOND PLACE. ONLY FREDERICK'S BEATING US OUT OF THE TOP, OUT OF OUR PEER GROUP. SO NOW WE KNOW WHAT THE TARGET IS. NEXT YEAR WE WANT TO BE NUMBER ONE WE'RE WORKING ON. THANK YOU. HE STEPPED OUT.

BUT THANK YOU TO THE SUPERINTENDENT AS WELL FOR HIS LEADERSHIP. AND THERE'S NOTHING

[D. Presentation of Proposed New Board Policy: Telehealth, Mr. Bernard Hennigan, Assistant Superintendent for Student Support Services and Ms. Pamela Smith, Homeless Liaison ]

ELSE. THANK YOU VERY MUCH. THANK YOU. ALRIGHT. SO THEN WE'RE GOING TO MOVE ON TO TELEHEALTH ITEM D. PRESENTATION OF PROPOSED NEW BOARD POLICY TELEHEALTH. MR. BERNARD HENNIGAN SUPER ASSISTANT SUPERINTENDENT FOR STUDENT SUPPORT SERVICES, AND MISS PAMELA SMITH, HOMELESS LIAISON.

WELCOME FOR YOUR PRESENTATION. OR IS IT JUST YOU? SHE CAN COME JOIN ME AFTER THIS. OKAY. ALL RIGHT. EITHER WAY. ALL RIGHT. GOOD EVENING. EVENING, PRESIDENT. BOYNTON. VICE PRESIDENT HAHN, DOCTOR OLSON AND FELLOW BOARD MEMBERS HERE TONIGHT TO PRESENT THE POLICY.

STUDENT HEALTH, STUDENT TELEHEALTH ACCESS. THIS SHOULD BE VERY QUICK AND STRAIGHTFORWARD, AS THERE WILL BE A SUBSEQUENT PROCEDURE WHICH REALLY WILL SPELL OUT HOW WE'RE GOING TO OPERATIONALIZE THIS. SO THIS POLICY IS TO BRING US INTO COMPLIANCE WITH HOUSE BILL 522 PUBLIC SCHOOLS TELEHEALTH APPOINTMENTS, WHICH MANDATES THAT SCHOOL SYSTEMS ACROSS THE STATE NEED TO ALLOW FOR STUDENTS TO ACCESS TELEHEALTH APPOINTMENTS WITH HEALTH PROVIDERS. IT COULD BE PHYSICAL HEALTH OR MENTAL HEALTH, BUT IT DOES GIVE US A LOT OF LATITUDE IN HOW WE DO THAT. THIS IS ONLY FOR MIDDLE AND HIGH SCHOOL STUDENTS, SO IT'S NOT FOR THE ELEMENTARY LEVEL. AGAIN, THERE WILL BE A PROCEDURE THAT WE WILL PUT IN PLACE THAT REALLY WILL SPELL OUT HOW WE'RE GOING TO OPERATIONALIZE THIS, AND WE ARE MANDATED BY THE POLICY TO CREATE THE POLICY TO PUBLICIZE IT TO PARENTS, TO OUR STUDENT HANDBOOK, TO INFORM OUR STUDENTS AND STAFF OF THIS AS WELL. AND IN ADDITION TO THAT, THE SCHOOL PERSONNEL WILL BE OBVIOUSLY INFORMED AT THEIR BUILDING HOW THIS WILL BE CARRIED OUT. SO THE POLICY IS PRETTY STRAIGHTFORWARD AS YOU SEE. WE ALSO NEED TO INCLUDE A FEW FACTORS. ONE IS PARENT AND SCHOOL INITIATED APPOINTMENTS. SO THIS WOULD BE FOR IF PARENTS CALL US AND SAY CAN MY CHILD SEE THEIR OPHTHALMOLOGIST VIRTUALLY? OR IT COULD BE US WITH OUR CURRENT SCHOOL BASED MENTAL HEALTH PRACTITIONERS ALLOWING THEM TO SEE THE STUDENT VIRTUALLY RATHER THAN IN PERSON. WE NEED TO PROVIDE CLARITY OF EXPECTATIONS TO THE PARENTS OF CONFIDENTIALITY, TO HAVE AN INFORMED CONSENT FROM PARENTS, AND TO MAKE SURE THAT WE HAVE A SPACE ALLOTTED FOR THE CHILD, AS WELL AS EXPECTATIONS FOR TECHNOLOGY. AND AGAIN, WE HAVE A LOT OF LATITUDE WITH HOW WE'RE

[02:35:02]

GOING TO CARRY THIS OUT. AND SO THERE'S BEEN MANY TECHNICAL ASSISTANCE MEETINGS AROUND THE STATE OF ALL THE DIFFERENT STUDENT SUPPORT SERVICES LEADERS DISCUSSING HOW WE'RE GOING TO DO THIS WITH THE STATE DEPARTMENT. AND FORTUNATELY, THEY HAVE NOT BEEN RESTRICTIVE ON HOW WE CARRY THIS OUT, JUST THAT WE FOLLOW THE VERY LIMITED PARAMETERS OF THE LAW. THAT'S PRETTY MUCH ALL I HAVE. OKAY, THANKS. WE'LL OPEN UP FOR QUESTIONS. I JUST HAVE A, I GUESS, A QUESTION AND THEN A COMMENT. SO THERE'S GOING TO BE AN ACCOMPANYING PROCEDURE. SO THAT SOUNDS FUTURE. SO WE DO WE ARE WE PRESENT. DO WE HAVE A PROCEDURE. YES. SO TODAY ACTUALLY WAS OUR SECOND MEETING OF MYSELF AND OTHER LEADERS IN MY DEPARTMENT WHERE WE HAVE THE PROCEDURE ABOUT 80% OF THE WAY NAILED DOWN. SO WE'RE GOING TO THEN SHARE THAT WITH PRINCIPALS TO GET THEIR FEEDBACK ON HOW, IF THEY FEEL IT'S GOING TO BE HOW IT SHOULD BE OPERATIONALIZED, THEN WE'RE GOING TO SHARE THAT WITH MISS NEAL AS WELL AS MR. MR. MOORE AND WITH TECHNOLOGY TO MAKE SURE THAT IT COMPLIES WITH WITH THEIR FEELINGS AS WELL. SO I THINK WE ALL WANT TO SEE THAT BEFORE THIS COMES UP FOR A VOTE.

WILL THAT TIMELINE WORK WHERE YOU HAVE SOMETHING TO SHOW. SO YOU WANT THE PROCEDURE BEFORE THE POLICY? I THINK THE I THINK THE BOARD WOULD WANT TO SEE TO VOTE ON THE POLICY. THE BOARD WOULD WANT TO SEE THE ACCOMPANYING PROCEDURE THAT GOES WITH IT, OR AT LEAST A DRAFT. I MEAN, THE WE'RE DOING THIS BECAUSE WE HAVE TO BE COMPLIANT WITH THE LAW, RIGHT? BUT THE POLICY JUST BASICALLY SAYS WE'RE IN COMPLIANCE WITH THE LAW. LOOK AT THE PROCEDURE. RIGHT. THAT WAS GOING TO BE MY NEXT REQUEST WAS THAT WE PUT A LINK. AND LIKE WE'VE DONE WITH A LOT OF OUR OTHER POLICIES, WE PUT A LINK INTO THE PROCEDURE SO THAT IF SOMEONE IS LOOKING AT THE POLICY, THEY WILL HAVE THE ADDITIONAL INFORMATION THAT GOES ALONG WITH IT AND THE PROCEDURE ASPECTS. WOULD THIS POLICY COME BACK TO THE BOARD? SO IT WOULD GO OUT. IT WOULD BE PUBLIC COMMENT FOR 30 DAYS. SO THEN PROBABLY ACTUALLY THE APRIL 14TH MEETING, IT WOULD BE RIPE FOR A VOTE AT THAT POINT. AND THE ONLY CONCERN HERE IS THAT WE DO HAVE TO HAVE THE POLICY NO LATER THAN JULY 1ST. SO WE DEFINITELY DON'T WANT THIS ONE TO LINGER FOR TOO, TOO LONG. BUT I, I WILL HAVE A DRAFT THAT SHOULD BE FAIRLY FINALIZED BY THEN. SO I CAN SHARE THAT WITH THE BOARD AND WHATEVER. THAT'S FINE. WE ONLY HAVE ONE BOARD MEETING IN APRIL, SO THAT WOULD BE THE ONE THAT'S THE RIGHT DATE. I'LL ACTUALLY BE HERE FOR A DIFFERENT PRESENTATION SO WE CAN HAVE THE DISCUSSION AT THAT TIME AS WELL. OKAY. BUT QUESTION IT DOESN'T CLEARLY SAY IN HERE IT CAN BE A PARENT INITIATED APPOINTMENT OR THERE MUST BE A WRITTEN PARENT INFORMED CONSENT BEFORE A STAFF MEMBER CAN DO A MENTAL HEALTH APPOINTMENT. AND I THINK THAT NEEDS TO BE IN HERE. SO JUST TO BE CLEAR, IT'S NOT AGAIN, IT'S NOT AN APPOINTMENT WITH A STAFF MEMBER. IT'S AN APPOINTMENT WITH THEIR DOCTOR. AND WE ARE IN THE PROCEDURE THAT WE ARE DRAFTING. THE PARENT HAS TO REQUEST THE APPOINTMENT FOR THE ADMINISTRATOR AND SIGN THE INFORMED CONSENT. SO IT'S THE PARENT TELLING US, CAN I SEE MY NEUROLOGIST? CAN MY CHILD SEE THE NEUROLOGIST ON THIS DATE AND TIME. AND I'M SIGNING THE CONSENT FOR THAT TO HAPPEN? YEAH. AND THERE WAS ONE OTHER THING I HEARD THE WAY MR. HENNIGAN SAID IT, AND I THOUGHT IT MIGHT RAISE QUESTIONS BECAUSE OUR SCHOOL BASED MENTAL HEALTH PRACTITIONERS, EVERY ONE OF OUR SCHOOLS HAS OUTSIDE MENTAL HEALTH PRACTITIONERS WHO WE PROVIDE ACCESS TO THE SCHOOL BECAUSE ACCESS TO MENTAL HEALTH HAS BEEN. AND THAT'S SOMETHING THAT MR. HENNIGAN HAD IN PLACE PRIOR TO MY ARRIVAL IN 2018. AND THAT'S ACTUALLY ONE OF THE THINGS WE'VE BEEN RECOGNIZED FOR AROUND THE COUNTRY, BECAUSE IT'S A REALLY UNUSUAL THING. BUT IN EVERY CASE, STUDENTS ARE NOT ABLE TO ACCESS THOSE MENTAL HEALTH PRACTITIONERS WITHOUT THEIR PARENTS ENGAGEMENT BECAUSE THOSE DO REQUIRE ESSENTIALLY BECAUSE THEY ALL WORK ON INSURANCE AND THOSE SORTS OF THINGS. SO THERE'S NO CIRCUMSTANCE WHERE A SCHOOL EMPLOYEE IS EXPOSING A STUDENT TO MENTAL HEALTH SERVICES WITHOUT THE PARENTS BEING INVOLVED. THAT'S GOOD. SO THAT'S I MEAN, ABSOLUTELY, YEAH, IT WASN'T REALLY SAID LIKE THAT, BUT THAT IS A GIVEN. AND THAT BE CLARIFIED IN HERE. YEAH. WE ACTUALLY HAD THE DISCUSSION TODAY ABOUT EVEN GOING DOWN THAT ROAD WITH THE SCHOOL BASED MENTAL HEALTH PROVIDERS, BECAUSE AND I DON'T WANT TO GET TOO DEEP IN THE WEEDS OF THIS, I KNOW WITH TIME. BUT, YOU KNOW, PART OF THE POLICY CALLS FOR CHECKING IN ON THE CHILD AFTER THE APPOINTMENT. SO LET'S JUST SAY THE CHILD HAS A MENTAL HEALTH APPOINTMENT AND IS NOT DOING WELL FOLLOWING IT. WE ARE GOING TO MANDATE THAT THE PARENT IS A PART OF THAT MEETING. SO THE PARENT HAS TO COME IN PERSON AND SIT WITH THE CHILD. IF IT'S A NEUROLOGIST APPOINTMENT, THEY'RE GOING TO WANT TO SIT IN THE ROOM OR COME AND SIT IN THE OFFICE WHILE THE CHILD HAS, BECAUSE WHAT WE DON'T WANT TO DO IS HAVE OUR SCHOOL COUNSELORS SITTING THERE WAITING FOR THIS APPOINTMENT TO END, AND THEN THE CHILD COMES OUT AND THEN THEY HAVE TO CHECK THEM. IT'S A LOT OF WORK ON OUR STAFF, SO WE ARE MANDATING THAT EVERY SINGLE ONE OF THESE APPOINTMENTS, THE

[02:40:01]

PARENT IS EITHER PRESENT VIRTUALLY SO THE PARENT CAN BE AT WORK, NEUROLOGIST AT THEIR APPOINTMENT, CHILD AT THE SCHOOL, OR THE PARENT COMES TO THE SCHOOL, SITS IN THE ROOM AND ATTENDS THE APPOINTMENT AS WELL. SO NOT ONLY WILL THEY BE DOING THE CONSENT, WILL THAT BE THE SAME IF THEY'RE OVER 18? YES. BECAUSE AGAIN, IT'S WE'RE NOT WORRIED ABOUT THE LEGALITY.

WE'RE WORRIED ABOUT OUR STAFF HAVING TO CHECK IN WITH THE CHILD AFTER AND BEING AVAILABLE.

IT'S THE POLICY. DEPENDING WHICH WAY YOU GO WITH IT COULD BE A TON OF WORK ON OUR STAFF. SO WE'RE GOING TO BE AS CONSERVATIVE AS POSSIBLE. BASICALLY, THIS IS A PLACE WHERE WE NEED THE PARENTS TO BE ENGAGED WITH THAT. SO ABSOLUTELY, BECAUSE AS YOU CAN IMAGINE, IF A STUDENT HAS A CONVERSATION WITH A MENTAL HEALTH PROVIDER AND IT DOESN'T GO WELL AND THEY LEAVE REALLY CONCERNED ABOUT SOMETHING, YOU KNOW, THEN OUR FOLKS ARE IN A POSITION TO SAY, HOW DO I HELP THIS CHILD? WHAT DO I MEAN, DO THEY NOW HAVE TO PROBE INTO AND WE DON'T WANT THEM IN THE PLACE OF PROBING INTO WHAT HAPPENED BETWEEN THEM AND THEIR MENTAL HEALTH PROVIDERS. SO THAT'S WHY WE NEED THE PARENTS TO BE ESSENTIALLY PRESENT FOR ALL OF THIS. SO THAT'S VERY MUCH OUR INTEREST BECAUSE, I MEAN, SO THIS IS SOMETHING THAT IS, YOU KNOW, AND I THINK THE PROCEDURE WILL MAKE CLEAR THE PARENT ROLE IN THIS. BUT IN EVERY CASE, PARENTS ARE INVOLVED IN ANYTHING RELATED TO THIS WORK. AND SO OBVIOUSLY THE NURSES STATION OR WHEREVER WILL HAVE TO HAVE A PRIVATE PLACE WITH SOME REASONABLE EXPECTATION OF PRIVACY, WI-FI CONNECTION. ALL THIS WITH THE TACTICAL STUFF THAT PUT THIS IN PLACE, RIGHT? SO YEAH, AS I SAID, WE'RE GOING TO THE FURTHEST END OF THE SPECTRUM. WE CAN SAY THERE HAS TO BE ROOM, THERE HAS TO BE A SPACE FOR IT. THEY HAVE TO HAVE THEIR OWN TECHNOLOGY. THEY'RE NOT USING OUR TECHNOLOGY, ALL THOSE THINGS. SO THE ADMINISTRATOR MAY FIND WE DON'T HAVE A ROOM. I MEAN, SOME OF OUR SCHOOLS LITERALLY HAVE NO OPEN SPACE. SO THEY MAY SAY NO TO THE APPOINTMENT BECAUSE WE DON'T HAVE THE SPACE. SO IT'S NOT THAT WE HAVE TO ALLOW IT JUST BECAUSE THEY ASKED FOR IT. ALL THE THINGS THAT HAVE TO BE CONSIDERED HAVE TO BE AVAILABLE.

AND THEN WE'LL SAY, SURE, WE'VE GOT 15 MINUTES FOR YOU TO ASSUME FOR THAT APPOINTMENT. I THINK WE SHOULD DO OUR BEST TO TRY TO ACCOMMODATE IT AS MUCH AS POSSIBLE. I WOULD SAY ALL OF OUR SCHOOLS SHOULD HAVE IT. THAT'S MY OPINION. YOU KNOW, SO MANY MEDICAL APPOINTMENTS THESE DAYS, ESPECIALLY ROUTINE ONES, ARE DONE ON TELEHEALTH. IT'S HUGE. I HAVE NO ISSUES WITH IT. AS LONG AS THE PARENTS ARE INVOLVED. AND WE HAVE A PROCEDURE THAT RESPECTS PRIVACY, AND I WOULD SUSPECT THAT IT'S GOING TO HELP US WITH OUR ABSENTEEISM. DOCTOR'S APPOINTMENTS CAN TAKE FOREVER, AND THERE'S A LOT OF PARENTS WHO MIGHT HAVE THEIR KIDS OUT OF SCHOOL FOR A HALF A DAY, AND THEY JUST DON'T FEEL LIKE TAKING THEM BACK. THAT ACTUALLY HAPPENED TO ME TODAY, ALTHOUGH I DROPPED HER OFF FOR THE LAST TWO HOURS. SO BUT, YOU KNOW, TWO THIRDS OF THE DAY WAS GONE. AND A DOCTOR'S APPOINTMENT, RIGHT? YEAH, WE ABSOLUTELY WILL HAVE. ALL OF OUR SCHOOLS TRIED TO MAKE THIS ACCOMMODATION. I GUESS WHAT I'M JUST SAYING IS YOU COULD HAVE TEN STUDENTS ASKING FOR IT IN THE SAME HOUR, AND WE DON'T HAVE TEN ROOMS FOR THEM. YEAH, THAT MAKES SENSE. MAYBE JUST A GENERAL STATEMENT ADDED HERE THEN, BECAUSE I LIKED ALL THE ANSWERS ABOUT THE PARENTS ARE INVOLVED. SO THAT'S GREAT. AGAIN, JUST TRYING TO FORESEE SOME OF THE COMMUNITY REACTION TO A POLICY LIKE THIS. IT GETS HEADED OFF BY SAYING, OKAY, PARENTS, INITIATE THESE APPOINTMENTS ARE INVOLVED IN EVERY STEP OF THE WAY. SOME GENERAL STATEMENT IS FINE. I THINK I HAVE THE PROCEDURE IN FRONT OF ME. I THINK WHEN I SHARE IT, IT'S GOING TO QUELL MOST OR IF NOT ALL, OF YOUR FEARS ABOUT WHAT'S GOING TO BE INVOLVED. THE PARENT IS GOING TO HAVE TO ASK FOR IT, CONSENT TO IT, AND BE PRESENT. SO IT'S NOT THE LAW. I'M SURPRISED IT WASN'T IN THE LAW THAT WASN'T THAT THAT THE PARENTAL PIECE DIDN'T MAKE THE LAW. NO, IT DIDN'T. OKAY. DID NOT. THINK MY ASSERTION HAS BEEN HAS BEEN JUST WHAT YOU SAID, DOCTOR BOYNTON. THIS LAW WAS WRITTEN SO THAT STUDENTS DON'T HAVE TO MISS SCHOOL. NOT SO PARENTS DON'T HAVE TO BE INCONVENIENCED. SO WE CAN'T TAKE ON THE RESPONSIBILITY OF WORKING WITH THAT CHILD AFTER THE APPOINTMENT. BASED ON THE APPOINTMENT WENT, THAT HAS TO BE THEIR PARENT'S RESPONSIBILITY. AND THEN THEY CAN GO BACK TO CLASS. AND THE LAW DOES NOT MANDATE THAT WE HAVE TO HAVE SPACE IN THE SCHOOLS, BECAUSE YOU JUST STATED THAT, YOU KNOW, IF WE HAVE THE SPACE AND IF THIS DOES, THE LAW DOES NOT GIVE SCHOOLS THE LATITUDE TO BE ABLE TO APPROVE OR NOT APPROVE BASED ON SPACE AND PERSONNEL AND TIME AND ALL THOSE THINGS. BUT LET'S TAKE A LOOK AT THE PROCEDURE, I THINK, WHICH WILL HAVE A LOT MORE ANSWERS IF WE CAN GET THAT IN SMALL GROUPS. MIGHT I ADD ONE THING, JUST BECAUSE OF WHAT MISS COKER JUST SAID? AND SO THAT WE DON'T FIND OURSELVES ON APRIL 14TH HAVING TO KICK THIS BACK OUT FOR 30 DAYS OF PUBLIC COMMENT, I'M WONDERING IF WE COULD JUST ADD TO THE STATEMENT THE PURPOSE. IT SAYS THE PURPOSE OF THIS POLICY IS TO SET FORTH THE POSITION AND CRITERIA OF THE BOARD REGARDING STUDENT ACCESS TO TELEHEALTH APPOINTMENTS WHEN REQUESTED BY PARENTS. COULD WE ADD THAT OR PARENTS OR GUARDIANS IF WE ADDED IN WHEN REQUESTED BY PARENTS OR GUARDIANS? I THINK THAT THAT WAY IT'S ENSHRINED IN LAW. AND THEN IF WE STILL WANT TO PLAY WITH THE LANGUAGE, PERHAPS IT WON'T BE A SUBSTANTIVE CHANGE AT THAT POINT. SO ANY OBJECTIONS FROM THE BOARD? I WOULD JUST WORDSMITH IT A LITTLE BIT AND SAY WITH PARENT CONSENT, ONLY BECAUSE THE SCHOOL BASED MENTAL HEALTH PROVIDER MAY BE THE ONE TO REQUEST IT. WITH PARENTAL, THE PARENT WILL HAVE TO CONSENT TO IT. OKAY. WITH PARENTAL CONSENT. SO THAT CAN BE UPDATED AND THAT VERSION CAN BE POSTED.

AND I WILL GET THE PROCEDURE TO YOU AS SOON AS POSSIBLE. I BELIEVE I HAVE A MEETING I JUST

[E. Presentation of Proposed, Revised, and Renamed Board Policy 02-0006-000 Education of Homeless Students, Mr. Bernard Hennigan, Assistant Superintendent for Student Support Services and Ms. Pamela Smith, Homeless Liaison ]

[02:45:05]

SET TODAY WITH PRINCIPALS ON MARCH 28TH, AND THEIR INPUT IS IMPERATIVE BECAUSE THEY'RE GOING TO FIND THE 3 OR 4 THINGS I DIDN'T THINK OF. SO ALL RIGHT, THANK YOU. AND WE'LL CONTINUE ON WITH YOU. PRESENTATION ON PROPOSED, REVISED AND RENAMED BOARD POLICY 02-0006 EDUCATION OF HOMELESS STUDENTS. WELCOME. AND YOU MUST BE MISS PAMELA SMITH. THANK YOU. HOMELESS LIAISON. OKAY. GOOD EVENING, PRESIDENT POYNTON, VICE PRESIDENT HAHN, DOCTOR OLSON AND FELLOW BOARD MEMBERS, I COME BEFORE YOU THIS EVENING TO ADVOCATE FOR A CRITICAL AND NECESSARY CHANGE, THE RENAMING OF THE HOMELESS EDUCATION POLICY TO THE MCKINNEY-VENTO EDUCATION PROGRAM. THIS SHIFT IS NOT MERELY ABOUT SEMANTICS. IT IS ABOUT DIGNITY, CLARITY, AND ALIGNMENT WITH THE LAW THAT PROTECTS THE EDUCATIONAL RIGHTS OF CHILDREN AND YOUTH THAT EXPERIENCE HOMELESSNESS. THE TERM HOMELESS EDUCATION POLICY CAN CARRY A NEGATIVE STIGMA, POTENTIALLY DISCOURAGING FAMILIES AND STUDENTS SEEKING SUPPORT. IN CONTRAST, MCKINNEY-VENTO IS A WELL ESTABLISHED, FEDERALLY RECOGNIZED NAME THAT REFLECTS THE LEGAL PROTECTION AND SERVICES AVAILABLE TO ENSURE EDUCATIONAL STABILITY FOR THESE STUDENTS. BY ADOPTING THIS NAME, WE REINFORCE THE COMMITMENT TO PROVIDING EQUITABLE EDUCATIONAL OPPORTUNITIES WITHOUT LABELING STUDENTS BY THEIR CIRCUMSTANCES. RENAMING THE POLICY TO THE MCKINNEY-VENTO EDUCATION PROGRAM ALIGNS WITH THE NATIONAL STANDARDS, REDUCES STIGMA, AND ENSURES THAT SCHOOLS, FAMILIES AND COMMUNITIES CLEARLY UNDERSTAND THE PROGRAM'S PURPOSE. THIS CHANGE IS ABOUT ENSURING THAT EVERY STUDENT, NO MATTER THEIR HOUSING SITUATION, HAS ACCESS TO AN UNINTERRUPTED AND QUALITY EDUCATION, THEREFORE, ENSURING EDUCATIONAL STABILITY FOR CHILDREN AND YOUT. EXPERIENCING HOMELESSNESS REQUIRES POLICIES THAT ARE CLEAR, COMPREHENSIVE AND ALIGNED WITH BOTH FEDERAL AND STATE REGULATION. THE POLICY WAS UPDATED TO REFLECT CURRENT LEGAL STANDARDS, REINFORCE CRITICAL PROTECTIONS, AND ENHANCE THE SUPPORT SYSTEMS THAT HELP THESE STUDENTS SUCCEED. KEY UPDATES INCLUDE REDEFINING DEFINITIONS TO ALIGN WITH THE FEDERAL LAW AND CODE OF MARYLAND REGULATIONS. CLARIFYING THE RULE OF THE MCKINNEY-VENTO EDUCATION LIAISON, PROPERLY IDENTIFYING STUDENTS IMPACTED BY THESE POLICIES, AND REAFFIRMING THE RIGHTS THAT ENSURE CONTINUOUS ACCESS TO EDUCATION. AS OF TODAY, THERE ARE 465 STUDENTS EXPERIENCING HOMELESSNESS IN HARFORD COUNTY PUBLIC SCHOOLS.

UNDER THE MCKINNEY-VENTO HOMELESS ASSISTANCE ACT. A STUDENT IS CONSIDERED EXPERIENCING HOMELESSNESS IF THEY LACK A FIXED, REGULAR AND ADEQUATE NIGHTTIME RESIDENCE.

KEY POLICY UPDATES FIRST, ALIGNMENT WITH THE FEDERAL AND STATE LAW. UPDATE THE DEFINITIONS TO ALIGN WITH THE MCKINNEY-VENTO HOMELESS ASSISTANCE ACT AND CODE OF MARYLAND REGULATION TO SAFEGUARD CONSISTENCY AND COMPLIANCE. NEXT, CLARIFY TERMS SUCH AS CHILDREN AND YOUTH EXPERIENCING HOMELESSNESS, UNACCOMPANIED YOUTH, IDENTIFICATION OF NON-SCHOOL AGE STUDENTS, SCHOOL OF ORIGIN, PARENT AND GUARDIAN, AND DISPUTE RESOLUTION TO PROVIDE BETTER GUIDANCE FOR SCHOOLS AND FAMILIES. RECOGNIZE EVERY STUDENT SUCCEEDS ACT OF 2015, ALSO KNOWN AS ESA. REMOVED AWAITING FOSTER CARE PLACEMENT FROM THE DEFINITION OF HOMELESS CHILDREN AND YOUTH UNDER THE MCKINNEY-VENTO ACT. THIS CHANGE WENT INTO EFFECT ON DECEMBER 10TH, 2016. GUIDELINES OF THE EDUCATIONAL RIGHTS OF STUDENTS EXPERIENCING HOMELESSNESS.

IMMEDIATE ENROLLMENT WITHOUT TYPICAL DOCUMENTATION SUCH AS PROOF OF RESIDENCE, IMMUNIZATION RECORDS AND SCHOOL TRANSCRIPTS OR SCHOOL TRANSCRIPTS. THE RIGHT TO REMAIN IN A SCHOOL OF ORIGIN IF IN THE STUDENT'S BEST INTEREST WITH TRANSPORTATION PROVIDED, OR PARENTAL REIMBURSEMENT. EQUAL ACCESS TO ACADEMIC AND EXTRACURRICULAR ACTIVITIES, INCLUDING MEALS, DISPUTE RESOLUTION, COMPARABLE SERVICES, EARLY INTERVENTION PROGRAMS, AND SERVICES. AS DESCRIBED IN TITLE ONE, PART A RESPONSIBILITIES OF THE LEA TO ENSURE THE PROVISIONS OF THE MCKINNEY-VENTO ACT ARE FOLLOWED. IDENTIFY AND SUPPORT STUDENTS EXPERIENCING HOMELESSNESS.

FACILITATE IMMEDIATE ENROLLMENT AND ELIMINATE BARRIERS TO ATTENDANCE. APPOINT A LIAISON IN ACCORDANCE WITH THE MCKINNEY-VENTO ACT. COMAR 13, 80.050.09 AND ANY OTHER PERTINENT LAW OR REGULATIONS. GREAT. THANK YOU. I MISSED THE NUMBER. HOW MANY HOMELESS STUDENTS ARE IN HARFORD COUNTY? 165 AS OF THIS MORNING. THANK YOU. OPEN IT UP FOR BOARD MEMBER

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QUESTIONS OR COMMENTS. IF WHEN THE STUDENT IS EXPERIENCING HOMELESSNESS, HOW DO YOU KNOW WHICH SCHOOL THEY SHOULD BE ASSIGNED TO? IT DEPENDS ON WHERE THEY BECAME HOMELESS. THAT DETERMINES THE SCHOOL OF ORIGIN. SO IF A STUDENT IS ATTENDING ONE OF OUR SCHOOLS AND THEY BECAME HOMELESS IN THAT SCHOOL, THAT BECOMES THEIR SCHOOL OF ORIGIN. THEY HAVE A CHOICE BETWEEN THE SCHOOL OF ORIGIN AND THE SCHOOL OF RESIDENCY, WHERE THEY WHERE THEY MAY BE TEMPORARILY HOUSED.

AND SO IF THEY WERE PREVIOUS HARFORD COUNTY STUDENT, YOU WOULD HAVE THEIR SCHOOL RECORDS AND YOU WOULD KNOW. YES. BUT FOR A STUDENT THAT HAS NOT BEEN PREVIOUSLY ENROLLED IN SCHOOL, HOW DOES THAT WORK? OUR OUR PUPIL PERSONNEL WORKERS ARE RESPONSIBLE TO SIT WITH THE FAMILY OR THE UNACCOMPANIED YOUTH TO GO THROUGH AND DO THE REGISTRATION WITH THE MCKINNEY-VENTO PAPERWORK. THEY FIND OUT WHICH IS THE LAST SCHOOL OF ENROLLMENT AND HELP THE PARENT AND OR THE STUDENT OBTAIN THE RECORDS FROM THE PREVIOUS SCHOOL. SO THERE'S A CONVERSATION BETWEEN HARFORD COUNTY PUBLIC SCHOOL OR IF THEY BECAME HOMELESS IN BALTIMORE COUNTY OR ANOTHER DISTRICT. OKAY. AND YOU SAID THAT YOU WOULDN'T HAVE ANY RECORDS. SO IF THE IF THERE WAS, YOU KNOW, A DISCIPLINE PROBLEM OR, OR SOME OTHER WORSE PROBLEM IN THE STUDENT'S PAST RECORDS, HOW WOULD THAT BE HANDLED? GET THE RECORDS. BUT WE CANNOT DELAY ENROLLMENT BECAUSE RECORDS ARE NOT READILY AVAILABLE. WE HAVE TO, UNDER THE FEDERAL LAW, DO AN IMMEDIATE ENROLLMENT AND THEN HELP THE PARENT OR THE STUDENT OBTAIN THE RECORDS FROM THE PREVIOUS SCHOOLS. AND IF THE STUDENT WERE DEEMED TO HAVE A RISK FACTOR, SUCH AS A PREVIOUS CHARGE OR JUST SOMETHING BAD IN THEIR THEIR BACKGROUND, WOULD SWANN CREEK BE AN OPTION? IT WOULD BE OTHER OPTIONS THAT THAT WOULD BE A PART OF THE DISCUSSION OF PLACEMENT, MAKING SURE THAT WE DON'T VIOLATE THEIR FEDERAL RIGHTS. OKAY. THANK YOU. AND JUST TAKE IT ONE STEP FURTHER. SO OUR PEOPLE, PERSONNEL, WORKERS DO A GREAT JOB OF HAVING THAT BEST INTEREST DETERMINATION. SO FOR INSTANCE, IF IT'S A KINDERGARTNER THAT'S GOING TO BE ON THE BUS FOR THREE HOURS BECAUSE THEY WANT TO STAY AT THEIR LAST SCHOOL, NOT THEIR BEST INTEREST, A SENIOR WHO HAS TWO MONTHS OF SCHOOL LEFT AND IT'S GOING TO BE A TWO HOUR BUS RIDE, YOU KNOW, SO THEY WEIGH ALL THOSE OPTIONS TO DECIDE, IS IT THE SCHOOL WHERE YOU'RE CURRENTLY LIVING OR THE SCHOOL WHERE YOU USED TO GO? AND YOU KNOW, A LOT OF A LOT OF FACTORS PLAY INTO THAT, BUT THEY HAVE THOSE CONVERSATIONS TO BE ABLE TO MAKE THAT BEST INTEREST DETERMINATION. OKAY. AND IT'S JUST ONE LAST THING IT'S IMPORTANT TO NOTE, BECAUSE I THINK WHEN THE GENERAL COMMUNITY HEAR THE WORD HOMELESS, THEY THINK OF PEOPLE LITERALLY ON THE STREET. THE MAJORITY OF OUR FAMILIES DO HAVE A PLACE TO GO. IT MIGHT BE A MOTEL, IT MIGHT BE A FRIEND'S HOUSE, IT MIGHT BE A RELATIVE'S HOUSE. WE DO HAVE SOME FAMILIES FROM TIME TO TIME, SLEEPING IN CARS AND THINGS OF THAT NATURE, BUT FOR THE MOST PART, THEY'RE TEMPORARILY HOUSED SOMEWHERE. IT'S NOT THEIR OWN PLACE TO LIVE. BUT I JUST WANT TO GIVE A SHOUT OUT TO PAM. SHE DOES AN AMAZING JOB OF ACCESSING FEDERAL FUNDS AND LOCAL FUNDS TO PUT PEOPLE IN HOTELS FOR TEMPORARY TIME. THEY'LL CALL HER ON A FRIDAY NIGHT THAT THEY'RE GETTING EVICTED. SHE'LL GET THEM A PLACE TO STAY FOR A WEEK WHILE THEY FIGURE THINGS OUT. SO SHE HAS JUST DONE A PHENOMENAL JOB OF NOT LETTING OUR FAMILIES BE STUCK OUT ON THE STREET. OKAY. THANK YOU. THANK YOU. PAM, I HAVE A QUESTION. THE WHAT IS THE IMPACT WITH THE NO CHILD LEFT BEHIND ACT? AND THIS INDIVIDUAL, WE PROVIDE A LOT OF SERVICES FOR THE CHILDREN TO MAKE SURE THAT THEY ARE NOT LACKING IN ACADEMIC SERVICES, PROVIDE TUTORING, MENTAL HEALTH COUNSELING SERVICES, SUMMER PROGRAMS TO MAKE SURE THAT THERE IS NO LEARNING LOSS DURING THE SUMMER SUMMER CAMPS. I HAVE HAD STUDENTS THAT GO TO STEM CAMP OVER THE SUMMER, THEIR AFTER SCHOOL PROGRAMS IN TWO DIFFERENT LOCATIONS AT THE ESTUARY, AT THE ESTUARY, AS WELL AS THE DISCOVERY CENTER. SO THERE ARE MULTIPLE PROGRAMS THROUGH OUR FEDERAL DOLLARS THROUGH TITLE ONE, AS WELL AS THE MCKINNEY-VENTO FUNDS THAT WE ARE ABLE TO PROVIDE SERVICES. SO THERE WILL NOT BE ANY LEARNING GAPS TO MAKE SURE THAT THEY ARE PROVIDED WHATEVER SERVICE THEY NEED IN ORDER TO HAVE COMPARABLE SERVICES AS THEIR PEERS. AND PAM DOES DELIBERATE WORK WITH THE STUDENTS IN HIGH SCHOOL TO MAKE SURE THEY KNOW IF THEY'RE UNACCOMPANIED. THEY PRETTY MUCH GO TO COLLEGE FOR FREE BECAUSE THE GOVERNMENT IS LOOKING AT THEIR INCOME AND NOT THEIR PARENTS. AND IF THEY ARE NOT UNACCOMPANIED WITH THEIR PARENT BUT STILL HOMELESS WITH THEIR RIGHTS ARE THERE. SO WE HAVE A LOT OF STUDENTS GOING TO COLLEGE WHO PROBABLY ARE SITTING IN SCHOOL THINKING, I CAN'T GO TO COLLEGE. I HAVE THE MONEY FOR THIS. AND PAM EDUCATES THEM ON THE LAW AND THEN IS ABLE TO PROPEL THEM AND THEN TO GET THEM THE THINGS THEY NEED FOR THEIR DORM INTO YEAR ONE AND YEAR TWO AS WELL. SO THE MAKING SURE OUR STUDENTS KNOW WHAT THEIR RIGHTS ARE AND PARENTS IS VITAL. AND THAT'S A LARGE PART OF MISS SMITH'S ROLE. SO I HAVE ONE QUESTION CONCERNING STUDENTS THAT MAY HAVE ROTATIONAL ADDRESSES, LIKE HOW DO WE HANDLE TRANSPORTATION? IS THAT HANDLED BY YOUR ORGANIZATION? OR DO WE

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HAVE FLEXIBILITY IN BUSSING, LIKE IF THEY ARE MOVING FROM PLACE TO PLACE AND IT'S NOT A VERY STABLE SITUATION WITH WHERE THEY'RE, YOU KNOW, STAYING IS VERY IMPORTANT. THAT'S WHY IT'S VERY IMPORTANT THAT WE MAKE SURE WE KEEP THEM IN THE SCHOOL OF ORIGIN. AT LEAST THAT PORTION OF THEIR EDUCATION IS VERY STABLE. WE DO HAVE CHILDREN THAT MOVE THAT COUCH SURF AND MOVE FROM PLACE TO PLACE, AND WE KEEP UP WITH THEM SO THEY KNOW TO KEEP IN CONTACT WITH US. I HAVE RELATIONSHIPS WITH THE LOCAL HOTELS AND THE SHELTERS, SO THEY INFORM ME WHEN FAMILIES ARE MOVING FROM ONE PLACE TO ANOTHER. SO WE TRY AS MUCH AS WE POSSIBLY CAN TO MAKE SURE THAT THERE'S NO DISRUPTION IN THE TRANSPORTATION. WE DO PROVIDE BUS TRANSPORTATION AS WELL, AS SOME PARENTS MAY HAVE CARS AND SAY THEY WANT TO CONTINUE TO DRIVE, AND THEY ARE PROVIDED A REIMBURSEMENT FOR THAT TRANSPORTATION, AND THAT'S HANDLED BY YOUR ORGANIZATION.

YES. AND THE PUPIL PERSONNEL WORKERS, THEY MAKE SURE THAT TRANSPORTATION STAYS CONSISTENT AND THAT THERE'S NO LAPSE IN STUDENTS GETTING BACK AND FORTH TO SCHOOL. THANK YOU. AT SOME POINT IN THE FUTURE, COULD YOU JUST BY DISTRICT OR AREA, GIVE US INFORMATION ON WHERE THESE 465 ARE? YES, I HAVE THAT INFORMATION NOW IF YOU WOULD LIKE WE THERE ARE TO DATE IN THE PRE-K THROUGH FIFTH GRADE 201 STUDENTS MIDDLE SCHOOL SIX THROUGH EIGHT, 108 STUDENTS.

GRADES NINE THROUGH 12, 150 STUDENTS. AND UNDER BLUEPRINT, WE ARE REQUIRED TO SUPPORT OUR STUDENTS WHO ARE NOT SCHOOL AGE YET THROUGH OUR DUTY CENTER AND EARLY INTERVENTION PROGRAM SO THAT WE CAN PUSH THOSE PROGRAMS. CURRENTLY, WE HAVE SIX INVOLVED IN THAT PROGRAM. RIGHT NOW WE HAVE 30 STUDENTS IN SHELTERS, MEANING THAT THEY'RE EITHER IN A SHELTER WITHIN BALTIMORE CITY OR OTHER COUNTIES. HARFORD FAMILY HOUSE AND ANNA'S HOUSE. ALSO, WE HAVE 168 IN OUR HOTELS, WHETHER IT BE IN OUR EMERGENCY WEATHER SHELTER THROUGH OUR HARFORD COMMUNITY ACTION AGENCY AND THE LOCAL HOMELESS COALITION, AS WELL AS THE SUPPORT HE GIVES THEM. WE HAVE 252 STUDENTS WHO ARE LIVING IN A DOUBLED UP SITUATION, MEANING THAT THEY ARE LIVING WITH A RELATIVE OR FRIENDS DUE TO ECONOMIC HARDSHIP OR THE LOSS OF A HOME, AND 15 IN OTHER SITUATIONS, MEANING THAT THEY'RE EITHER IN A CAMPGROUND, IN A CAR, OR IN OTHER LOCATION. BUT WE TRY AS HARD AS WE CAN. WE HAVE A PARTNERSHIP WITH THE COMMUNITY ACTION AGENCY TO REFER THEM FOR SERVICES, TO GET THEM IN HOTELS, TO PREVENT THEM FROM BEING IN SITUATIONS WHERE WHERE THEY ARE IN INHABITABLE SITUATIONS, WHERE IT'S NOT SAFE FOR THEM TO BE. AND MISS BRUCE, MISS SMITH DOES A MONTHLY REPORT ON THE SCHOOLS AS WELL, SO WE COULD SEND YOU HOW MANY STUDENTS PER SCHOOL. OKAY. AND WE HAVE 15 UNACCOMPANIED YOUTH, MEANING THAT THEY ARE EXPERIENCING HOMELESSNESS, BUT NOT IN THE CARE OF A PARENT OR GUARDIAN AT THIS TIME. YOU CAN ADD THOSE NUMBERS TO IT. YES. I COULDN'T GET THEM DOWN. OH YEAH. WE'LL SEND THAT TO YOU. IF YOU COULD EMAIL THEM TO ME, I'LL SEND THEM TO THE WHOLE BOARD. OKAY. I CAN SEND THEM REPORTS. ANYTHING ELSE? I WAS A STUDENT DETERMINED HOMELESS. IS IT THROUGH SELF-REPORT IF NOT VIA THE GUARDIAN? YES. THEY CAN EITHER SELF-REPORT, THE PARENT CAN REPORT AND DISCLOSE THEIR CURRENT STATUS, OR WE GET THE INFORMATION THROUGH OUR LOCAL HOMELESS COALITION AND THE HARFORD COMMUNITY ACTION AGENCY.

THEY WILL COME IN FOR SERVICES AND FIND OUT IF THEY HAVE SCHOOL AGE CHILDREN OR CHILDREN WITHIN THAT CATEGORY OF JEWISH CENTER AGE, AND THEY WILL REFER THEM TO ME, AND THEN I WILL MAKE SURE THAT THEY ARE IDENTIFIED UNDER THAT STATUS. THE DEFINITION IS A LITTLE BIT DIFFERENT UNDER THE HOOD WITH THE COMMUNITY ACTION AGENCY, BUT AS LONG AS THEY MEET THE CRITERIA OF LACKING A FIXED, ADEQUATE RESIDENCE, THEY CAN MEET THAT CRITERIA UNDER THE MCKINNEY-VENTO LAW. AND IN ADDITION TO THAT, WE DO AN ANNUAL WELL. WE MISS SMITH DOES AN ANNUAL TRAINING FOR STAFF, SO ALL STAFF KNOW WHAT TO LOOK FOR, MOST IMPORTANTLY, WHAT TO LOOK FOR AND THEN SECONDLY, WHAT THEIR RIGHTS ARE ONCE THEY DETERMINE IT. SO STAFF MAY SAY CHILD TOLD ME THEY'RE GETTING EVICTED. P.W. GETS INVOLVED. LET ME TAKE IT FROM THERE. THANK YOU SO MUCH. SO MOST TEACHERS HAVE LIKE 2530 IN THEIR CLASSROOM. YOU'RE RESPONSIBLE FOR ALMOST 500. THANK YOU VERY MUCH. GOD BLESS YOU. IT'S AMAZING THE WORK THAT YOU'RE DOING. THANK YOU. THE WHOLE COMMUNITY APPRECIATES IT. SO PENDING NO MAJOR ISSUES, THIS SEEMS TO BE MOSTLY BRINGING US INTO COMPLIANCE WITH THE LAW.

[F. Presentation of Proposed, Revised, Renamed Board Policy 02-0039-000 Student Rights and Responsibilities- Searches of Students-Search and Seizure by School Personnel Retitled to Search and Seizure, Mr. Donoven Brooks , Supervisor of Safety and Security and Kimberly H. Neal, Esq., General Counsel ]

THIS WILL GO IN FRONT OF THE BOARD ON APRIL 14TH. I DON'T EXPECT ANY ISSUES. SO THANK YOU.

THANK YOU. WE'RE GOING TO MOVE ON TO ITEM F PRESENTATION OF PROPOSED REVISED POLICY 020039 STUDENT RIGHTS AND RESPONSIBILITIES. SEARCHES OF STUDENTS SEARCH AND SEIZURE BY

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