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>> it is five o'clock. I'm going to call to order the april 24th,

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2024 board of education of cecil county work session. We have all board members and our student board member in attendance.

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we have a quorum. Ms. Rogers, will you please lead us in the pledge of allegiance.

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first on the agenda, we have the blueprint for maryland's future update. Dr. Lawson.

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>> thank you, ms. Holly. Just a few things before I turn it over to dr. Hammer and buckley.

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we are in the second year of the blueprint implementation.

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we've known for a few years now that there's a lot of pieces to it.

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I think on the surface, most people will agree on things like improved pay for our teachers,

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expanded pre-k for four-year-olds, more college opportunities for our high school students.

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there's a cost associated with that, and I think that has certainly probably caused some sticker shock around the state.

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I will give credit to the interim state superintendent.

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she has been very aggressive, I'd say, in the last two months. She has assembled a work group of eight county superintendents, of which I'm one,

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as well as representatives from the aib, rachel hise, brit kirwan,

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and ike leggett, as well as carey wright, the interim superintendent herself.

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they've really had an open ear to some of the challenges that we're facing,

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and I'm optimistic that they are in a position where they understand that for this to be successful for the next five,

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10, 15 years, there may be opportunities along the way to take a step back

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and tweak the way the implementation was thought it would be back in 2021,

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'22 when the legislation passed. We have a presentation for you this evening.

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encourage you to ask questions along the way. We'll go through pillar by pillar where we

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think we are and where some of the challenges are. Feel free to have as much of a discussion about this as a presentation.

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with that, dr. Hammer. >> thank you, dr. Lawson. Good evening, everyone. Thank you.

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we literally a year ago in march were together and made

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a copy of this exact presentation to present this for you today.

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I can see us doing the same thing year after year, just giving you updates as the changes are being made to the blueprint.

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our goal today is that we're going to just give you some of those updates, as dr. Lawson shared with you.

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just a little bit of history on blueprint. As you know, this really is education reform.

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the goal of this is to really have an impact that is comprehensive in terms of changing

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what education looks like in the state of maryland to make it a world class education system in the nation.

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the recommendations for blueprint were made by the commission on

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innovation and excellence in education known as the kirwan commission that was chaired by brit kirwan.

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the legislation was passed in 2021. Updates have been made year after year to the blueprint,

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as dr. Lawson mentioned. As we're putting it into implementation,

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things may not be working as it was planned in the legislation. Those adjustments are being made as we go.

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those adjustments really are timelines and some of the language. Funding needs to be attached to this.

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this is a very expensive proposition to make this comprehensive change in the state of maryland,

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with over 3.1 billion over 10 years in the state of maryland.

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as you know, it is monitored at the state level by the accountability & implementation board,

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which is pillar 5. Just a little history lesson before we get started with our updates in cecil county.

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to get started, just as an overview, as you know, there are five pillars.

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pillar 1 is early childhood education. Our goal is that we're going to go

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through each one of these in a little more detail with you. I have some of our staff here with us today to answer

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any specific questions that you may have. Pillar 2, high quality and diverse teachers and leaders.

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you'll hear a little more about that, as well as our college and career readiness, pillar 3.

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pillar 4 are supports for students. Finally, the foundation really talks about

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the minimum adequate funding at the 75% level,

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which in terms of a timeline has been pushed another year.

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one thing of note is that there are many valued services and programs that are not a part of the blueprint.

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you can see several of them that are listed here, including making sure class sizes stay at

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a reasonably appropriate level to meet student needs. You can see safety and security are not included in the blueprint.

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neither are arts and music programs, world languages, extracurricular and athletics.

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technology is limited in terms of its inclusion, as well as employee benefits.

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the funds are flowing, but not necessarily to these very valued programs and services that are

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very much a holistic part of the educational program that we want to develop for our students.

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that's something that's important to know.

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>> real quick. Sorry. >> go ahead. >> have you had any discussion as to why class size,

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being one of them that I would think really important, was never added or discussed?

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has there been any conversation about that? >> not directly. I think the thinking is that really it's been

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said in many locals that they expect class sizes to go up.

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these are some of the unintended consequences, I think, that have happened.

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what we do know is that english learners, students with disabilities, compensatory education,

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college classes, pre-k, the workforce issues, apprenticeships, there are certain things that

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are absolutely being addressed and funded. This is what has me so concerned about the 75/25 split, is that the 25,

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I don't think as we move through this in the out years that the 25% is going to be enough because the 25% has to cover all of these.

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I worry that as we move through this, the 75/25, the math isn't correct.

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but again, I do think whether it's the state department, msde, or aib,

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aib is the accountability implementation board, I think they're in a position to pay attention to that and to listen.

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we will see. Take for instance, employee benefits. We know about the charge to have first year teachers at $60,000 a year by july 1 of 2026.

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nobody brought up the fact that what comes with that are increase in fixed charges.

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our fixed charges are upwards of probably close to 20%. As the salaries go up,

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so do the fixed charges, but there's no funding coming in just for the fixed charges.

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well, where is that money supposed to come from? From the foundation money.

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that's what I'm saying, this limited pot. Dual enrollment, dr. Buckley and dr. Hammer will talk about that in a minute.

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we know that dual enrollment funds have been cut almost in half, but yet we're going to be expected to deliver

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dual enrollment opportunities for our seniors going into next year. Frankly, the revenue is just not there.

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time after time, what we're seeing is that the revenue is not there to cover the things that the community is used to.

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the community is accustomed to having sports and these opportunities,

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whether it's world language, whether it's music, and there is no specific callout for that funding in the blueprint.

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I do think that's something that's going to have legislative attention in the coming years,

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as well as from the state and the aib.

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>> to get started, and again, please stop us with any questions.

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thank you, mr. Fernando. Under the leadership of dr. Johnson, pillar 1 is early childhood education,

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and this provides expansion opportunities for pre k of students ages 3 and 4.

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it also provides opportunities for public and private partnerships with the school system in private schools.

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there's also an increased number of early childhood qualified educators,

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not only teachers but also paraprofessionals who have certain credentialing to make sure that they

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have the skills and understanding to meet our youngest learners. Finally, a scaling impact and increase in the number of jd centers.

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we're going to show you next just where we are in terms of our implementation in cecil county.

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to start in 2022-23 school year, you can see the number of early childhood students we had,

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we had over 700 early childhood students,

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and four year olds were qualifying for a pre k program who were 185% of the federal poverty line.

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those students were qualified for the program. We also have three year old half day programs across the district then and

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only five judy centers at the time in 2022-23 school year.

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we had one private provider that provided 30 seats. That private provider is mount aviate academy.

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go ahead, miss dixon. >> does ccps pay mount aviate?

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>> ccps does pay mount aviate to have those seats there.

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23-24 school year, you can see the increase in students are slowly starting to creep up in our early childhood programming.

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four year olds at 300% of the federal poverty line. The three year old program is still half day program,

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but we've increased, we've doubled our judy centers in cecil county, and we're really seeing a tremendous impact of that birth to

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age five programming to support those families and students.

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that scaling has been really quite influential. Again, we still only have one private provider who has

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come forth because the credentialing for that programming it's challenging and many people don't want to engage in it.

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>> why do we have a private providers there no room for those other 30 seats with us.

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>> it's part of the law. The law requires us to. >> I think, particularly some of the bigger counties,

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is that the school systems aren't equipped to deal with all the four year olds from a pure space perspective.

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I would say in cecil county, we have some challenges as it relates to space,

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building capacity, not as bad as some of these other systems. They're talking about having to add actually

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bricks and mortar to accommodate four year olds. As the bill was being drafted,

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the thinking was that we would rely on private partnerships, and what's happened now is that this has become in practice

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is that because the standards and the rigor of the program implementation is so high,

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a lot of the private partners don't want to touch it because

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they can't pay their people a certain amount of money because it's too costly.

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across the state, everybody is struggling to have enough private providers.

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>> cecil county has been described as a childcare desert by some,

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to have these qualified programs, and there's an excels qualification that you have to go through all of these standards.

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there's specific standards that you have to go through to be a childcare provider to have credentialing that includes space,

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number, student teacher ratio, training that you're required to have. Doctor johnson, I'm missing anything else?

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>> curriculum and instruction and assessment. >> curriculum and instruction and assessment that are all part of this excels qualifications.

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>> do your teachers in the private provider schools have to have certain credentials?

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>> I believe so. >> more so than just a daycare? >> yes.

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>> that's part of the cost. >> that's what's been turning all,

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many of the private providers. I'm sorry. >> step in. >> say that again. >> can you talk a little bit about head start and how that may influence this?

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>> you got [inaudible]

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>> our head start students and the seats they have right now, the struggle is the headstart program doesn't meet

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the maryland excels criteria for a level 5.

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because keep in mind, a private provider is offering a public school seat,

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so these students are public school students, they're just receiving the service that a private provider.

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one of the issues has been the federal legislation that protects headstart

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has kept those programs from meeting the excels criteria.

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that's an ongoing priority to try to get that corrected to make sure they have a chance to on board to the program,

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but right now they don't work together.

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>> what you'll see moving into next school year, we anticipate a lot of the same as what we've had in the past, with less expansion.

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we are looking to have an additional duty center, at least one more additional duty center that would qualify,

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but still only one provider, private provider is what we're forecasting for next school year.

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>> we've already been told that we will not receive funding for tier 2 students next year.

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mind you, tier 1, tier 2, tier. Tier 1 typically are students from poverty,

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and we are now going to include students with disabilities and english learners.

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those students will all be considered tier 1, and so they will have a seat in a four year old program.

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tier 2 and tier 3, this current year we're in,

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we did receive some funding for tier 2. Next year we're being told we won't,

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so that if we want to provide services to tier 2 next year,

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we are going to have to do that from the foundation money. Yet again, another example of not having the money,

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so it's going to have to come from the foundation cost. The board's position, we'd be interested in some feedback.

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right now, about three quarters of our students are tier 1. The other students that are in our current program are either tier 2 or tier 3,

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and it's all income based. I guess we could hold out hope and hope that

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some funding does start to follow these students. I think as we move into preparing for fy 26,

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there is going to be what's called a sliding scale where we will have the opportunity to start charging tuition for some tier 2 and tier 3 students.

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dr. Johnson and miss olpa on your toes back there, if I'm wrong.

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the state is looking at hiring a third party vendor to do the income qualifications,

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as well as tuition collection. Schools are not in the business right now of going to a family and saying,

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you haven't paid us your hundred $80 this week, your child can't come starting monday.

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that's nothing we've ever done. But right now the state is looking at picking up

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a third party to do it statewide to handle that for. To summarize this, we have concerns moving into next school year that

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there isn't funding to support any tier 2 and tier 3 students.

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I would not be surprised as we move into next year to see our pre k numbers go down to some extent.

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>> is there a formula already for the charging of the tier 2, or is that something to steel tbd?

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>> it is articulated the sliding scale, dr. Johnson. >> the overall recommendation right now is 3-7% of the family's adjusted income,

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and that's based on their federal poverty line percentage. For families that are 301% to 600%,

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that's that 3-7% range, and then families that more than 600% of the federal poverty line would pay tuition.

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>> the 300% is 300% of the poverty line for a family of four,

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which is $31,000 so that a family can make up to

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$90,000 for a family of four and they come as a tier 1 for pre k. Families that make more than that,

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a percentage of their income comes to the school system to cover, so you follow me on this?

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you can see how dicy it would get for the lead secretary asking,

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well, how much does your family make and then taking 3%. Well, now you have to pay,

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it puts us in the bill collection business, and again, something we are not equipped to do.

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>> do we have seats for those tier 2 and tier 3, if we.

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>> yes, we could make it happen [inaudible]

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>> do we have teachers for those? >> as we continue with expansion,

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that does remain a priority for us as recruiting early for those early childhood settings,

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both pre k3 and pre k4 settings, both of which need to expand.

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I would say getting teachers will be a challenge because across the state,

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every one across the state will be recruiting for more early childhood teachers.

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>> good question. Thank you. >> that's a nice segue into pillar 2.

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where in pillar 2, we're going to focus and talk about high-quality and diverse teachers and leaders.

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out of pillar 2, in comes the increase to the starting salary for teachers at $60,000,

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and that is effective july 1, 2026, so fy27, we have to be at that $60,000 mark.

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we have successfully negotiated with our teacher association so that we should hit that mark on july 1,

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2026, so that should not be an issue. The next piece to that is the career ladder and incentive focusing on teacher leaders.

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I'm going to talk a little bit more about that on a graphic on the next slide where we get into what the career ladder is going to look like.

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that all has to be negotiated. We'll sit down with the association, we'll work through exactly how we're going to structure

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those levels that are spelled out on the career ladder. Overall, it's about raising expectations for teacher preparation and induction.

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based upon the conversation that we just had about early childhood educators and the scarcity that exists there,

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we're faced along with every other lea in the state of trying to find

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teachers at a time when colleges of education have a dwindling enrollment.

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so not only across the state of maryland, we are an import state for our teachers.

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primarily, we import our teachers into the state of maryland because we don't produce enough,

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but other universities throughout the country are also dwindling enrollments in their education programs.

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so at a time when we're trying to raise up the level of expectations and diversify our workforce,

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there's a decrease in those going into education, which is why we've got to grow our own programs and

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various other initiatives to develop and grow teachers here in cecil county.

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this next graphic, it's a little busy.

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this comes straight out of the blueprint. You'll note at the bottom,

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those first three levels there, that has to be negotiated and submitted by july 1 of this year,

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so we'll be sitting down and negotiating with the teacher association, and basically,

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what those first three levels are going to spell out, when you sign a contract and you come to work with us,

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you are a certified teacher, so you're going to be level 1. Where we have to then negotiate is,

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what does pursuing a master's or pursuing nbc,

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national board certification, or pursuing 30 credits of approved credits in a course of study, what does that mean?

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does that mean I take a class or I enroll in the program, whatever that looks like? They would then advance to level 2.

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then once they have completed either their master's or course of study or an nbc,

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the nbc only would advance to level 3.

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so why only the nbc? The national board certification has a certification process and the state has

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committed to paying $10,000 for every teacher that earns the nbc status.

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currently, right now, we have teachers that have a master's, they have an advanced professional certificate,

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they have a master's plus 30, a master's plus 60, and for each level of that,

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they receive an addendum to their salary. For example, if I have my master's degree,

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I receive an additional $1,975 currently. If I have my doctorate degree, I receive 5,425.

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with the implementation of the blueprint, they set a standard of $10,000 for national board-certificated teacher.

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you'll see on the next slide here an uptick in the number of people that we have pursuing that.

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you can, go ahead. >> does that mean that the master's and the doctorate

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isn't giving them anything extra, just the board-certified? >> correct, and that's spelled out in the blueprint.

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right now, we have negotiated those rates for the master's, the master's 30, the master's 60, and the doctorate,

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so that would be up to us to sit down and negotiate what that would look like. But by law, we're compelled to give $10,000 for a nationally board-certificated teacher.

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then as they earn renewals, they would earn an additional 8,000 for the first,

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7,000 for the second, 6,000 for the third. Further, if they work in a high-poverty school or a school improvement,

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a school identified as a school of improvement status, they would receive an additional 7,000.

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for example, we will have two teachers next year that will have their base salary plus

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$17,000 because they're nationally board certified and they're working in a school improvement that's been identified.

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automatically, they will get that because of that certification. If they have a master's or master's plus 30,

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they would also receive that addendum as well. There's a lot of caveats buried within here,

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where we'll sit down again and we'll negotiate this with the association to work through that.

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we have to have those first three levels done this year, and then we'll advance forward from

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there into level 4 where we get into the lead teachers, distinguished teachers, and so forth.

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then there's also a leadership track there that would kick over on a license principle and distinguished principles.

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again, they would have to have an nbc in order to qualify in advance beyond as we go forward.

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but that's eight years out where that has to be fully implemented.

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>> how much does it cost to get nationally board certified?

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>> I'm going to forward to mr. Zimmerman, 2,000. >> two thousand. >> does the school system pay for that? >> $2000

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>> do we pay for that? >> we pay a third of that.

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correct. We pay a third of that. Advance. Yeah.

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>> dr. Buckley and maybe, mr. Zimmerman, can you speak to how the pay stipends for national board-certified teachers are covered?

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is it local money? Is it state money? What's the breakdown? >> the way that it's funded,

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it's about a 50/50 split. When a teacher is going to receive $10,000,

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the state will cover approximately 5,000 of that up to the 10,000.

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we can negotiate more than that, but the state would only cover that 50% of it up to the 5,000 threshold.

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the 8,000 for the first renewal, again, they would cover half of that, is that correct?

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they would cover half of that. If it's $8,000 that we negotiate,

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the state would pay 4,000, so we would be on the hook for the balance of that.

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on this slide, what you'll notice is this year, in fy24,

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we had 29 teachers that received that $10,000 stipend,

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so $290,000 of which half we paid for through our funds,

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through the state funds and local funding, and then the other half of that came directly as

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a pay go from the state to support that, and so that's the uniqueness that's there.

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again, you can see on this slide, prior to the blueprint,

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we had a practice where we would have two participants each year because we felt that we could support them,

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and once they earned their nbc, they would receive a stipend of $2,000.

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that was prior to the blueprint. Since the '22-'23 school year,

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we had the 29 teachers, we had none that we're working in low-performing schools,

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and then next year as we get into next year, we have 32 teachers,

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so that's $320,000 plus the two teachers that are going to be working at a low-performing school, an additional $14,000.

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right now, we have 79 teachers that are in the pipeline to become national board certified.

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that's $790,000, of which we'll be responsible for paying half. Approximately.

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>> this is a probably a good time to point out, and we've all heard it, particularly from county leadership that says,

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the blueprint is funded. When we pay local share,

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that that's enough for the blueprint. I would argue that's probably not untrue.

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but what it's doing is it's paying for the blueprint, it's not paying for anything else that we saw in those three or four slides ago.

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when we come to you on may 8th with a recommendation, not for a vote,

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but with just a model that we think will make ends meet,

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you will see the cuts will not be coming from those areas that are protected through the blueprint.

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>> but it's really [overlapping]. >> that is just fundamental to keep an eye on. >> it's really not paying for the blueprint if it's only 50%.

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>> special ed is woefully short, I would argue el has plenty of money,

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comp-ed is somewhere in the middle, dual enrollment is a mess,

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so it's hit and miss. >> so to your point, ms. Holly, those 79 teachers,

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you're looking at approximately $800,000, half of which is 400,000, that's going to have to come out of, I would assume,

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our foundational programming, so that would come from our foundation program, which, again, the earlier slide that we had,

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those pieces there where it's taking away from the other components that make our system go, if you will.

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>> can I ask what the threshold is for the low-performing schools? What is that? How many schools fall into that category, low-performing schools?

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>> right now it's just one. >> [overlapping] next year one. >> okay. >> right now, we just have one that's identified as next year.

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>> for next year. >> yes, the state does identify and they give us

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some flexibility to self-identify certain schools. >> correct. There's specific criteria around that the state uses to identify.

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>> the state defined low-performing school as one or two stars for two out of three years.

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that's why we're on the merit, yes.

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>> pillar 3. >> moving on to pillar 3. This pillar is chaired by dr. Foy,

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and this is college & career readiness. Some of the things you're going to see in pillar 3 are the importance in the goal,

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which is having all students meet college and career readiness standards by 10th grade.

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we also wanted to make sure to get to that that all of our curriculum resources and assessments are completely aligned to get to that metric.

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post college and career readiness, pathways and support pathways for students who

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do meet the mark and students who do not meet the mark to make sure that we're supporting all students through this process

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in their secondary education specifically high school. Then finally, the goal,

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long term, I believe it's in 2030, wes is that we have 45% of our students

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engaged in a youth apprenticeship program within the community.

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big goals and dreams, so we're going to show you right now just where we are in terms of process of that.

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how do you identify a student as college and career ready? >> dr. Hammer, what was that percentage?

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>> forty-five percent in youth apprenticeship programs by 2030, I believe.

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>> do we have enough businesses? >> we're working on it.

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>> in cecil county to do that? >> that's a problem, 45% is almost 500 students and

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currently we're probably closer to 25 students.

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that's a big, big lift, and again, across the state, it's a concern.

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>> for a student to be deemed college and career-ready, there is a new college and career readiness standard that will be utilized by the state.

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this was recently passed by the maryland state board of education. You see two options here.

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option 1 is at the top. If a student will be considered college and career-ready,

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if they achieve a grade point, average of 3.0 or higher that is unweighted.

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as for and, they also have to have math mastery,

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which means they have to have an a, b, or c in algebra or they have to have a proficient or above score on the algebra mcap.

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that's one path for ccr. The other option is that they score proficient or above on ela 10,

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mcap 10, or the algebra 1 math. The first option brings in gpa and grades,

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the second option does not, it's straight assessment scores. Those are the two pathways for students to be identified as ccr.

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with that comes funding. Let's show you where we are and where we have been.

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the fy23 and fy24 school years,

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we were using a previous ccr standard that was based on 2019 data,

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and that is because of covid impact. We have been using that standard for

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multiple years and you can see the dollar value that attaches to that. We had certain number of students that met that standard,

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and there is a dollar value that comes with each one of those students that met that standard that equals $737,000.

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as we have moved into next school year, we're still using the previous standard,

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but it's now based on the 2023 post covid data.

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you can see the significant decline in the ccr numbers that we

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have and the money that we have coming in to support those ccr students.

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what we see moving forward and beyond,

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it's going to be almost like a two-year lagging situation on our hands where data

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is going to come in from one year and we're going to have to use it to calculate the number of students.

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it would be from the past looking to fund students moving forward.

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we're trying to estimate the funding,

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we think moving forward, the funding is going to be pretty similar to what it looked like back in

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the fy23 and fy24 school years because the new expectations for ccr qualifications will be used.

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we believe that's going to be very helpful to us moving forward. I want to share what our participation looks like right now as

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a part of some of our pathway work, advanced placement courses. You can see how it has steadily increased from the '22,

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'23 school year to this current school year. The number of students and the number of courses those students have taken.

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dual enrollment is another area you can see that is slowly starting to increase,

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and then the career and technical education certifications that our students are earning at this point.

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it's in progress for this year because those assessments are happening as we speak.

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moving forward, you see we're in an upward trajectory here. However, we're going to have less money next year,

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half as much money to be able to support these initiatives.

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any questions about pillar 3?

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>> less money, but if we have to reduce the number of courses offered because of funding as well.

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>> that's a fundamental decision. If you honor all the requests,

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you're going to need to grab probably $300,000-400,000 additionally out of,

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once again, the foundation money. There's only so much foundation money to make this work.

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doctor foy has put together a model that I don't want to use necessarily the word restrict,

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but does provide some criteria for students to take courses.

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we know we have a certain amount of money that we can operate with. This is an area being discussed with

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the interim superintendents work group on the blueprint. We've made very clear, the local superintendents,

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that this is an issue for all of us because this is just a bad year because they're counting the number of

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students who are college and career-ready. Our funding has basically been cut in half.

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but we're going to apply, and this is the tricky part. We know the number of students are going to spike when we

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start using the 3.0 gpa minimum, you're going to see more kids,

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but that pot of money is staying the same. It's something we're really going to have to work hard to get through fy25.

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everything we're being told is that fy26 will be more favorable in this pillar.

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but yeah, it's going to take some creative work. Keep in mind that that money is intended to go for student certification exams,

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ap exams, as well as dual enrollment. >> do you know what enrollment looks like or anticipated for '24, '25?

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>> dual enrollment or overall enrollment? >> for apc and for dual because I've heard some kids talking about maybe not doing

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dual enrollment because of concerns about funding not be available to and they'd have to put more out of pocket.

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>> that's for sure. Doctor. >> as it stands now for high school students because they are in the scheduling process,

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we've had counselors reach out to students. Our numbers this year compared to last year,

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they are a little down just from the requests. There has been conversation probably at the school level in

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reference to dual enrollment and those things from experience. Our final number, what we have for request comes in in two weeks,

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actually, which report back to me the number of requests for dual enrollment.

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I'll have that final number in two weeks. >> dr. Foy, when they're going to their counselor to sign up for their classes,

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what are we telling them that's available for dual enrollment now? Is it less than what was before?

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>> we provide them four options. Last year, we had schools

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who had dual enrollment courses taught on the main campus at the high school,

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and I mean last year, meaning this current year, we also allowed students to take courses at cecil college remotely,

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and we covered the price of that. Next year, seeing the crunch that we're in,

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what we've shared with schools is that we will be able to support and cover those that are in house who meet a certain criteria,

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and we've laid that out to schools, mainly looking at students who are in poverty as being part of that criteria.

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but it's looking at the four options we have available, english 101.

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we also have available statistics, environmental science, and sociology are the offerings kids get for dual enrollment.

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however, if they choose to take other courses outside of the home school,

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that would be, of course, their parents' responsibility to cover.

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>> if a kid asked the question like, how much of this will be covered? They're not able to give them a real answer right now,

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like a short thing answer. >> once the final numbers come in, we could see.

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>> has it been like that all the time, though, because if 1,000 kids signed up, we wouldn't be able to support it, right?

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>> this year is unique in the sense that everybody is uncertain about the funding.

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I'll say it now, I was going to probably wait till a little later. This is what worries me most about the blueprint right now is that

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there is just some built-in structural inequities. It's not the kind of inequity that we're used to talking about,

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this inequity is really based on where you live. If you live in some counties who are robustly funding their public school system,

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their students are simply getting more opportunities. That simple.

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you have to question, what's the fairness in that?

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that if your student, let's just say baltimore county or carroll county, they get x.

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but because we live in a county that doesn't necessarily invest in the way other counties do,

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our students are limited in dual enrollment. Our four-year-olds are limited.

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can they come to school? You just go right down the list. I understand about being frugal and

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certain financial principles and all those kind of things. But try telling that to a 13-year old.

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what you end up with is a child who is simply not getting the same level of opportunities as a child who lives 26 miles down in 95.

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it's just that simple. We can rationalize that it's right or it's wrong or it's this or that,

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but what I'm saying is just the cold hard facts. I really truly worry about that.

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>> pillar 4 is chaired by mr. Raj,

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our director of student services and safety. Pillar 4, what you're going to see is concentration of poverty schools.

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you may have seen that flying through our budget reports. This is restricted funds that are coming to

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our school system that are to be used for a specific purpose, and these are in targeted schools so we'll go through some of

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the qualifications for concentration of poverty in a moment. These are, as I've said,

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targeted supports for historically underserved students and also supports for erels and our students with disabilities.

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this is what is supposed to be investing in in this pillar. The first piece is concentration of poverty.

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we're going to show you some of the qualifications for concentration of poverty first. There is a concentration of poverty personnel funding that first comes in,

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and that essentially pays for what's called a community school advisor in each school that's identified as well as a school nurse.

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those two positions are restricted positions that are coming in with state money.

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the qualifications for it. You can see right here, starting at fy '23,

388
00:39:09,720 --> 00:39:13,320
any school that was 65% over of the farms rate would qualify for the concentration of poverty.

389
00:39:17,850 --> 00:39:21,060
fy '24, this year, if you're at 60 or above, you're qualifying, so we've added a couple more, you'll see in a moment.

390
00:39:24,015 --> 00:39:26,610
next year, which is the final year, any school that's 55% or above the farm's rate will be

391
00:39:30,870 --> 00:39:30,870
considered a concentration of poverty school and receive the personnel funding, okay?

392
00:39:35,925 --> 00:39:35,925
there's another pot of money that comes in as well that's all required and restricted.

393
00:39:40,980 --> 00:39:44,730
this is the same phenomenon. This started in fy '24, that if you had 70% of your schools at the free and reduced rate,

394
00:39:49,065 --> 00:39:51,540
you received some a little bit of additional funding, which is called the per pupil funding.

395
00:39:53,565 --> 00:39:55,680
it's an additional pot of money that goes specifically to those extremely high poverty schools.

396
00:39:58,785 --> 00:40:00,975
so fy '25, it drops down to 65%,

397
00:40:03,390 --> 00:40:05,610
so that's what we're planning for for next year. It drops in 26 to 60%,

398
00:40:08,250 --> 00:40:10,290
and then it by '27, any school that's 55% or above is going to get this per

399
00:40:13,500 --> 00:40:16,620
pupil additional funding to support wrap around services and other things in those schools.

400
00:40:20,295 --> 00:40:20,295
so you may be curious to see how things have shaken out in cecil county.

401
00:40:25,005 --> 00:40:27,660
so using that criteria that you saw, there are four schools in fy '22-'23 school year, we received restricted,

402
00:40:32,835 --> 00:40:32,835
$1.1 million that came in for concentration of poverty to put that csa,

403
00:40:38,850 --> 00:40:41,730
as well as a school nurse in those four schools. Okay? This current school year,

404
00:40:44,235 --> 00:40:44,235
you can see the dollar value that came in from the state for the restricted funds,

405
00:40:48,240 --> 00:40:51,345
and it's the same schools, okay? Next year, what we are anticipating.

406
00:40:54,225 --> 00:40:57,720
you can see it's going to be a 2.7 amount of money that's coming in, not for class sizes,

407
00:40:58,830 --> 00:41:01,620
not for athletics, but for specific purposes, and it's for the csa and the school nurse.

408
00:41:04,455 --> 00:41:08,160
we have three schools that are going to qualify because of their poverty rate for the per pupil funding,

409
00:41:11,520 --> 00:41:13,515
and you can see the chunk of money that's coming in to those three schools for those wrap around services.

410
00:41:17,325 --> 00:41:17,325
you'll see gilpin manor over here started as a per pupil school,

411
00:41:22,380 --> 00:41:24,390
but then the state took it away this year, but they're going to be back next year in the per pupil.

412
00:41:27,570 --> 00:41:31,380
>> when you look at our state revenue in the budget reports, it will show that we have a $1.7 million increase in funding.

413
00:41:36,570 --> 00:41:39,330
right away, a typical person goes to the place, well, we can get more teachers with that.

414
00:41:41,460 --> 00:41:43,065
we can bring back middle school sports. We can do a whole hodgepodge of things.

415
00:41:45,495 --> 00:41:49,170
no, it has to be spent on concentration of poverty. It can only be spent on community school advisors in those nine schools and their nurse,

416
00:41:54,735 --> 00:41:54,735
and then some wrap around services just in those schools.

417
00:41:59,280 --> 00:42:01,995
that's just one of the more common things I see that's not fully understood by so many people.

418
00:42:05,235 --> 00:42:08,250
we did not get a lot of extra money from the state this year, but one point- miss hope,

419
00:42:09,945 --> 00:42:09,945
do you know off the top of your head, what's our state revenue increase year over year?

420
00:42:14,055 --> 00:42:16,470
well, 4 million total. >> probably not, but I can look it up for you.

421
00:42:18,720 --> 00:42:18,720
>> but the bottom line is it's in the neighborhood of 3.5- four million.

422
00:42:23,775 --> 00:42:23,775
but 1.7 goes to those nine schools for just those reasons.

423
00:42:29,570 --> 00:42:32,310
>> you said nurse and then what was the other one? [overlapping]. >> community school advisor?

424
00:42:33,675 --> 00:42:37,260
>> oh, silly. Okay. >> then some wrap around services which are tutoring, and those kind of things so this is so central.

425
00:42:40,950 --> 00:42:44,355
last year, we received $18 million. Today, I still see people on social media saying,

426
00:42:48,585 --> 00:42:50,565
well, they didn't buy any new teachers with that. Well, of course, we didn't because every single line is accounted for for something else.

427
00:42:55,365 --> 00:42:58,605
>> quick question for the wrap around services so if we have the extra money and say we have wrap around services like tutoring,

428
00:43:02,190 --> 00:43:05,970
that would be we could actually pay for a tutor to be in that school? I know we have tutors currently. [overlapping].

429
00:43:08,540 --> 00:43:10,970
>> yeah. There's a needs assessment that has to take place. Schools would determine how they're going to be utilizing those funds.

430
00:43:13,970 --> 00:43:16,490
it can be for health care services, support, access to resources in the community,

431
00:43:19,880 --> 00:43:22,595
consultation, things like that. There's specific guidelines that came out from the state

432
00:43:25,400 --> 00:43:28,730
recently that they hadn't had in the past so there's going to be some more oversight from the state about the requirements of

433
00:43:31,550 --> 00:43:34,795
concentration of poverty that we will be in line with, for sure. >> well, will it be able to be used towards paris then?

434
00:43:38,175 --> 00:43:40,740
>> no. No. It's it's not for personnel. It's for wrap around services really. The personnel are [overlapping].

435
00:43:43,590 --> 00:43:44,910
>> even though they wrap around the kid [overlapping] >> wrap around services means wrap around the traditional school day;

436
00:43:48,360 --> 00:43:51,900
before, after, outside the typical content; math, science, english, social studies.

437
00:43:53,190 --> 00:43:56,490
the wrap around services. >> if I can say something real quick to that, too, I think from what I'm hearing,

438
00:43:58,005 --> 00:43:58,005
this pillar is one of the one thing that a lot of people are confused about,

439
00:44:02,085 --> 00:44:05,460
and they really don't pay attention enough to this. I don't know if that's because it's not been socialized enough or people just aren't paying attention,

440
00:44:07,620 --> 00:44:07,620
but this might help people to really understand that those services are restricted.

441
00:44:15,200 --> 00:44:17,895
people are merging things together, and I think this is really important to get that information out going

442
00:44:21,090 --> 00:44:24,630
forward about these schools and criteria for them and so forth. >> I agree. I think that it's bonked into one number.

443
00:44:27,165 --> 00:44:27,615
>> yes. >> you see an increase of one number and you automatically think, well,

444
00:44:31,365 --> 00:44:31,365
there's more money, and it's really not unrestricted.

445
00:44:35,430 --> 00:44:38,625
>> another great example of that is prek at judy center, we've received considerable increases in prek, judy center.

446
00:44:43,095 --> 00:44:46,785
it's not doing a darn thing for class sizes at elkton high school, rising sun, northeast middle,

447
00:44:48,555 --> 00:44:51,920
not doing a darn thing for those class sizes. >> the total state increase is 1.3 million.

448
00:44:56,040 --> 00:44:58,155
that's because some things went up. Like concentration of poverty went up 1.7 million,

449
00:45:00,720 --> 00:45:00,720
but foundation went down 1.5 million so when you take all the pluses and minuses,

450
00:45:05,325 --> 00:45:08,925
the total increase from the state is 1.3 million at this time, for what we know for fy '25.

451
00:45:12,640 --> 00:45:12,640
>> that was over the 18 million from last year?

452
00:45:16,685 --> 00:45:20,345
>> this is just comparing this year going into next year, so from fy24-fy25,

453
00:45:23,060 --> 00:45:25,670
it's a 1.3 million dollar increase. >> but I think the answer to question is yes.

454
00:45:28,190 --> 00:45:30,710
the $18 million from last year hasn't gone away. It's still there. But again, it's spoken for.

455
00:45:33,860 --> 00:45:33,860
the things it was there to cover are still there to be covered.

456
00:45:38,560 --> 00:45:38,560
>> this final slide in pillar 4 shows the support that

457
00:45:43,190 --> 00:45:46,880
we have provided for our multilingual learners as well as our students with disabilities, and there's not a whole lot of change that's happening here.

458
00:45:49,565 --> 00:45:52,370
we are still within the confines of the law. But you can see moving from the 22-23 school year to the 23-24,

459
00:45:58,520 --> 00:46:01,700
you can see that we added a multilingual csa, which is, we have a staff member who has been engaging

460
00:46:04,925 --> 00:46:08,435
our students and families who don't speak english. She's been out in the community and rocking it out there, I will tell you.

461
00:46:12,890 --> 00:46:16,145
we've also added some additional special education staff, and expanded slightly our el teachers.

462
00:46:19,010 --> 00:46:21,830
I will tell you the last check, I think we just got an email, dr. Lawson, we have 416 students who do not speak english fully.

463
00:46:25,880 --> 00:46:28,250
their english as a second language. We do need to show some expansion in this area for sure,

464
00:46:32,210 --> 00:46:35,165
but I will reinforce that we are within the confines of the law, but this does have to expand as the blueprint moves along.

465
00:46:39,320 --> 00:46:42,065
any questions about pillar 4? Mr. Rasch just walked in,

466
00:46:43,670 --> 00:46:44,840
so he can answer them for you. [laughter].

467
00:46:57,685 --> 00:47:01,580
>> [inaudible] . >> I'm going to repeat that on the microphone. Mr. Rasch explained that some of the wraparound support can be

468
00:47:04,190 --> 00:47:04,190
behavioral services as well that would be provided in terms of wraparound.

469
00:47:09,170 --> 00:47:09,170
>> which is helpful. That's helpful.

470
00:47:14,384 --> 00:47:18,380
>> [inaudible] >> then does that pull in the paris then? Does this behavior? >> they would not necessarily be mental health support.

471
00:47:20,870 --> 00:47:20,870
those are trained mental health practitioners is what we would need.

472
00:47:31,810 --> 00:47:31,810
>> pillar 5. With pillar 5,

473
00:47:37,865 --> 00:47:41,735
this is the dot the is cross the ts, make sure all the boxes are checked, and there's one little caveat in there,

474
00:47:43,460 --> 00:47:44,885
and I'll talk a little bit about that. It's the aib, the accountability and implementation board.

475
00:47:47,810 --> 00:47:51,275
it is our local plans that we develop and we submit each year, and that it's monitoring and

476
00:47:52,610 --> 00:47:54,975
technical assistance from the maryland state department of education. However, the one piece that's in here that's buried within

477
00:47:58,675 --> 00:47:58,675
is that accountability piece and that's the 75%.

478
00:48:03,225 --> 00:48:05,960
this is the piece that you'll look at the bottom there and you'll see the different funding categories that we have.

479
00:48:08,150 --> 00:48:10,400
if you remember back to when we were talking about our budget, each student gets a foundational program dollar amount.

480
00:48:13,385 --> 00:48:16,400
if they're compensatory education, they get compensatory, if they're el, special education,

481
00:48:18,470 --> 00:48:22,355
they get additional dollar amounts. With this accountability measure, what they're saying is 75% of the dollars that come in with

482
00:48:26,540 --> 00:48:26,540
that student must follow that student to specific schools,

483
00:48:31,115 --> 00:48:31,115
and therein lies the challenge because what you're left with then are foundational kids,

484
00:48:36,200 --> 00:48:39,620
students, and dollars that aren't as free flowing for them in schools where there is also need.

485
00:48:44,075 --> 00:48:47,600
24-25 next school year, the baseline for that is to be there.

486
00:48:51,320 --> 00:48:54,590
it's a no fault year, so we are not compelled to do that. 25-26, it's required currently.

487
00:48:58,565 --> 00:49:02,495
I know that during this past legislative session that recently wrapped up, there has been a great amount of discussion and

488
00:49:05,300 --> 00:49:08,090
debate and back and forth around this piece. I think doctor lawson spoke to that earlier when he said,

489
00:49:10,805 --> 00:49:14,000
it was just a number that was thrown out there and I don't know that folks fully understood the ramifications of the 75%.

490
00:49:18,050 --> 00:49:20,525
I think now as they've dug into it, a lot of that due to doctor lawson's leadership at the state level,

491
00:49:24,350 --> 00:49:27,995
we've seen the impact that that has. Leas across the state are really struggling with how do we make it

492
00:49:32,060 --> 00:49:32,060
work when these dollars for the compensatory education,

493
00:49:36,545 --> 00:49:39,500
el, special education, have to follow those students? They essentially become unrestricted dollars,

494
00:49:43,400 --> 00:49:46,970
and that's the challenge. That's something that we'll be monitoring, that's something we'll be working on as we move forward.

495
00:49:50,525 --> 00:49:53,120
but it's a no fault year next year. As of right now, it has to be implemented 25-26.

496
00:49:56,165 --> 00:49:59,000
we'll see what the next legislative session brings. Questions about pillar 5?

497
00:50:01,730 --> 00:50:04,280
>> I have one. >> yes. >> I'm going to make this very simple.

498
00:50:06,350 --> 00:50:06,350
if little susie comes in and she's a poor regular student,

499
00:50:12,390 --> 00:50:15,650
and she gets x amount of dollars. >> correct. >> from what I've understood in the past,

500
00:50:17,660 --> 00:50:17,660
that x amount of dollars doesn't necessarily stay with her, you would hope it does.

501
00:50:22,235 --> 00:50:25,810
does that money stay with her in her school? >> the local school systems have

502
00:50:28,370 --> 00:50:28,370
tremendous flexibility with how the money is dispersed across the county.

503
00:50:33,830 --> 00:50:36,365
we try to base it on student need, class size, needs of our students with disabilities.

504
00:50:40,595 --> 00:50:42,890
moving forward, once the 75, 25 split becomes in effect,

505
00:50:45,320 --> 00:50:48,755
that will now be predetermined for us. Probably the best way to put it.

506
00:50:51,310 --> 00:50:51,310
>> would it be safe to say it's really about those three put?

507
00:50:56,900 --> 00:50:57,605
>> yes. >> constitution of poverty, english learning and special ed. That's the money.

508
00:51:01,190 --> 00:51:04,505
>> there are four chunks. >> four here. >> the first is the foundation. Every child that walks in is a foundation student.

509
00:51:07,280 --> 00:51:09,500
the second is a student with disability. That student gets an extra chunk of funding that comes with that child.

510
00:51:12,830 --> 00:51:15,515
the third is students from poverty. That student gets an extra chunk of funding when they come in,

511
00:51:18,545 --> 00:51:20,450
and the fourth is english learner. You're non english speaking students, basically.

512
00:51:22,685 --> 00:51:25,910
there are four buckets, if you will. Every child gets something and then they get

513
00:51:28,280 --> 00:51:31,220
extra if they're part of an identified population. >> to simplify that question,

514
00:51:32,525 --> 00:51:34,775
the foundation is always there? >> everybody get foundation, it's probably [inaudible].

515
00:51:37,430 --> 00:51:41,150
>> it's the other three that we need to worry about moving, right? The other three? >> correct.

516
00:51:42,440 --> 00:51:42,440
>> but you could have a student who comes in who has all three of the bottom ones.

517
00:51:47,420 --> 00:51:51,230
>> you're correct. >> all of a sudden, that money goes to one school. >> 75% of that, yes.

518
00:51:52,760 --> 00:51:55,220
that's where we had run models earlier this year, and that was some of the consternation that we had

519
00:51:57,230 --> 00:52:00,020
earlier as we were going through the budgeting process and talking about the differences in like elementary schools,

520
00:52:05,375 --> 00:52:09,155
I think it was a model that we had up there with similar enrollment numbers, but different diverse populations and

521
00:52:12,110 --> 00:52:15,305
the dollars would have to go with one school versus the other school. >> the concept is right, really good,

522
00:52:18,185 --> 00:52:21,290
because obviously the school that has more of those kids have more needs and it's harder to educate so the more money should go to that school,

523
00:52:24,380 --> 00:52:27,140
but just the limited flexibility. You guys know better what school needs

524
00:52:29,420 --> 00:52:32,465
the more help than somebody in annapolis telling us that. >> correct. I brought this slide back up because these are those other components

525
00:52:38,180 --> 00:52:40,580
of the day-to-day make the school system go forward that have to come out of those foundational dollars.

526
00:52:45,020 --> 00:52:48,530
when that 75% rule hits those dollars that come with those students based upon their need,

527
00:52:53,615 --> 00:52:57,515
it leaves minimal dollars left that are unrestricted to dress the totality of what

528
00:53:00,140 --> 00:53:00,140
we have to do as a system to make it go forward.

529
00:53:06,180 --> 00:53:06,180
>> it basically leaves the foundation kids lacking for what they need.

530
00:53:11,140 --> 00:53:14,230
>> I don't know that it leaves them lacking what they need, but it certainly creates a challenge for us,

531
00:53:16,420 --> 00:53:18,160
and that's something that we've been talking about, I think, probably since october when we started having discussions around it.

532
00:53:21,295 --> 00:53:23,890
that would be understanding that that would be a challenge. >> that would be on top of instead of comment that you've made a lot.

533
00:53:28,585 --> 00:53:32,350
>> if it was on top of instead of. >> people have been pounding the drum for years

534
00:53:35,605 --> 00:53:39,430
about needier students getting more funding. It was never really I was always expected that it would be in addition to.

535
00:53:45,595 --> 00:53:48,280
now what we're finding is kind of instead of, and that's a lot of what we're seeing right now.

536
00:53:50,140 --> 00:53:53,350
>> if we had enough, then it would be okay if we had more going to these schools.

537
00:53:56,225 --> 00:53:59,020
>> that goes back to the inequity piece that I mentioned, when you receive money above local share,

538
00:54:01,900 --> 00:54:04,120
there's more flexibility with that money. Some of our counties that are funding their schools at a higher level,

539
00:54:08,710 --> 00:54:12,415
those students are benefiting in a number of different ways. >> doctor lawson, to your point, though,

540
00:54:14,410 --> 00:54:16,450
what would happen is that it will start being, these folks against those folks if you don't get.

541
00:54:21,660 --> 00:54:24,370
>> it's the natural thinking. Sure. >> that's what's happening now, two why are they getting more, but.

542
00:54:34,240 --> 00:54:37,795
>> you moved to a county that they're getting more. >> I was going to say it harkens back to what dr. Lawson said when we're talking about

543
00:54:40,540 --> 00:54:44,410
ccr and you've got students in different leas based upon funding that have greater opportunity to access a variety of courses and experience.

544
00:54:52,450 --> 00:54:54,985
>> it shouldn't be lost on everybody that our neighbor four miles to the east is new castle county.

545
00:54:58,930 --> 00:55:00,880
they have five school districts. Colonial red clay, brandy wine, christine and appoquinimink.

546
00:55:04,255 --> 00:55:07,165
four of those five in the last eight weeks, have passed referendum from their communities for a tax increase.

547
00:55:12,295 --> 00:55:15,040
the community has just yesterday in appoquinimink it came out and it won 7,500 to about 5,500.

548
00:55:18,505 --> 00:55:18,505
the community voted to increase taxes for additional funding for schools.

549
00:55:23,245 --> 00:55:23,245
and so we can die on the hill that will never spend more for schools.

550
00:55:29,830 --> 00:55:32,155
other counties aren't taking that approach. What happens is children in cecil county don't get the same benefits advantages,

551
00:55:37,675 --> 00:55:40,285
and that's particularly frustrating for an educator. >> I hate to say it, but it's already that way and it's only going to get worse.

552
00:55:43,135 --> 00:55:43,135
go to hartford county with your sports team and your kids walk into the school and say,

553
00:55:47,635 --> 00:55:50,860
oh, my gosh, this is so nice. They walk on the sports field and they say, wow, this is amazing.

554
00:55:52,405 --> 00:55:52,405
that's not including the classes that they get offered.

555
00:55:56,530 --> 00:55:59,125
my daughter went to university of maryland and she had roommates and friends from montgomery county, howard county,

556
00:56:03,010 --> 00:56:03,010
obviously, the counties around there and the the opportunities that they had,

557
00:56:07,750 --> 00:56:07,750
the ap classes that they were afforded that they could do.

558
00:56:11,880 --> 00:56:11,880
>> when you look at the total per pupil funding on that state on the list,

559
00:56:18,760 --> 00:56:20,260
and you see where we are, we're being asked to do the same exact thing as

560
00:56:23,110 --> 00:56:26,515
all these other counties with considerably less funding. I think that's really in a nutshell.

561
00:56:29,200 --> 00:56:31,120
>> diane, not to make it about sports, but we just played apo yesterday.

562
00:56:35,220 --> 00:56:37,615
we played and one, yep. You walk back on that field and it's like it was like a college field.

563
00:56:41,095 --> 00:56:41,095
I mean, they really have some it's apoqinmic it's in middletown.

564
00:56:45,415 --> 00:56:48,550
then we were at patterson mills last week, and again, another school that's it's like a college campus.

565
00:56:51,685 --> 00:56:55,180
one of their fields, and we won. >> that's enough. >> today, we play that

566
00:56:57,190 --> 00:57:00,690
>> that's enough. >> we won. >> do we want to move on?

567
00:57:03,070 --> 00:57:06,385
>> thank you to the board. >> as we close out our presentation, where we are and where we're going.

568
00:57:09,265 --> 00:57:09,265
march of 23, we had to submit to the aib the initial implementation,

569
00:57:14,710 --> 00:57:16,750
that was approved in june of 23. We did submit phase 2,

570
00:57:18,775 --> 00:57:18,775
part 1 response was submitted in march and next week.

571
00:57:22,795 --> 00:57:24,580
that plan will be submitted. We've had mr. Zimmerman has been working closely with

572
00:57:27,400 --> 00:57:27,400
our representative to work through the final pieces of that plan.

573
00:57:33,715 --> 00:57:37,570
everybody has been contributing to that. It's ready. It's just under review, if you will, at this point in this time.

574
00:57:41,940 --> 00:57:45,910
the final slide is, as we move forward, we will put together one page updates for each pillar,

575
00:57:49,480 --> 00:57:52,660
similar to the presentation that dr. Lawson made at elkton high school, where everybody was turning in unison with

576
00:57:54,490 --> 00:57:54,490
their pillar pages to provide an idea of where we're at what we're doing.

577
00:57:59,635 --> 00:57:59,635
we will update the strategic plan to align with the blueprint,

578
00:58:03,720 --> 00:58:03,720
and then it will be submitted on a yearly annual basis.

579
00:58:07,735 --> 00:58:11,155
that ties into that governance piece of pillar 5. That, I believe,

580
00:58:13,390 --> 00:58:13,390
other than if you want more information about the blueprint, you can log in.

581
00:58:20,100 --> 00:58:20,100
>> if 2025 for the 75 25 things a no fault year when it's not a no fault year,

582
00:58:25,330 --> 00:58:27,385
what's the fine or what's what happens? >> I believe this state can withhold up to 25% of your state revenue.

583
00:58:32,880 --> 00:58:32,880
>> correct. That's massive.

584
00:58:38,790 --> 00:58:42,265
>> thinking about rebelling, are we? Yeah. >> wow, joe.

585
00:58:43,210 --> 00:58:43,210
>> we'd be rebelling up to $35 million or so. Thank you.

586
00:58:50,140 --> 00:58:53,260
>> thank you. Miss heath, do you have a motion?

587
00:58:56,260 --> 00:58:59,440
>> I do. I move that the board of education enter into closed session to discuss personnel matters as

588
00:59:01,570 --> 00:59:01,570
pursuant to maryland annotated code general provisions, article 3-305b1.

589
00:59:09,420 --> 00:59:12,445
>> is there a second. >> second. >> any discussion? All in favor?

590
00:59:15,370 --> 00:59:15,940
>> aye. >> any opposed? We are entering into closed session.

591
00:59:20,545 --> 00:59:20,545
thanks for being here, guys.

592
00:59:33,610 --> 00:59:37,315
at this time, I'm going to reconvene in open session, the april 24, 2024,

593
00:59:39,160 --> 00:59:39,160
board of education of cecil county work session.

594
00:59:46,680 --> 00:59:49,000
the adoption of the agenda, is there a motion to adopt the meeting agenda as presented?

595
01:00:00,840 --> 01:00:00,840
>> a motion to adopt the agenda as amended.

596
01:00:06,190 --> 01:00:09,175
>> as presented. >> yes presented. >> there's a motion. Is there a second?

597
01:00:11,635 --> 01:00:14,380
>> second.. >> any discussion? >> all in favor say aye.

598
01:00:16,030 --> 01:00:17,185
>> aye. >> any opposed? Motion carries.

599
01:00:20,035 --> 01:00:22,735
consent agenda. Would anyone like to remove any items from the consent agenda before there's a motion?

600
01:00:28,720 --> 01:00:28,720
hearing none. Is there a motion to adopt the consent agenda as presented?

601
01:00:36,220 --> 01:00:38,380
>> I move that the board of education of cecil county adopt the consent agenda as presented.

602
01:00:40,345 --> 01:00:42,115
>> is there a second? >> second. >> any discussion? All in favor?

603
01:00:44,980 --> 01:00:48,145
>> aye. >> any opposed? Motion carries. Incoming student member of the board.

604
01:00:52,050 --> 01:00:55,885
we need a motion from a board member, please. >> I move that the board of education of cecil county appoint

605
01:00:59,080 --> 01:00:59,080
jazelle griffin as a 2024 2025 student member of the board.

606
01:01:03,910 --> 01:01:06,295
>> is there a second. >> second. >> hearing a second. Any further discussion? All in favor?

607
01:01:11,020 --> 01:01:14,380
>> aye. >> any opposed? Motion carries. Congratulations to jazelle griffin.

608
01:01:17,590 --> 01:01:19,690
as the new 2024, 2025 student member of the board,

609
01:01:21,910 --> 01:01:21,910
she is from perryville high school.

610
01:01:26,100 --> 01:01:29,020
next, we have an intergovernmental bid, value carpet 1, dr. Lawson.

611
01:01:31,150 --> 01:01:33,220
>> thank you, ms. Holly. As the board can see, there are six flooring projects with four of them coming from an aging schools grant,

612
01:01:39,775 --> 01:01:42,670
and two, those being kenmore and perryville high, will come from our fy 25 operating funds.

613
01:01:46,255 --> 01:01:46,255
with that, I recommend that the board of education of cecil county approve a contract

614
01:01:50,560 --> 01:01:50,560
with value carpet one for a total amount of $110,828.

615
01:01:56,800 --> 01:02:00,250
>> you've heard the recommendation. Is there a motion? >> so moved.

616
01:02:01,720 --> 01:02:05,590
>> second. >> any further discussion? All in favor say aye?

617
01:02:07,420 --> 01:02:10,900
>> aye. Any opposed? Motion carries. Contract for utility equipment simulator, dr. Lawson.

618
01:02:14,305 --> 01:02:17,710
>> thank you, ms. Holly. I recommend that the board of education of cecil county approve a contract with cm labs for the purchase of software,

619
01:02:21,190 --> 01:02:23,530
equipment, installation, and training of a utility equipment simulator in the amount of $243,800.

620
01:02:28,775 --> 01:02:31,680
>> you've heard the recommendation. Is there a motion? >> so moved.

621
01:02:33,285 --> 01:02:36,180
>> second. >> any further discussion? >> all in favor? Any opposed?

622
01:02:39,375 --> 01:02:39,375
motion carries. Next step.

623
01:02:44,065 --> 01:02:47,245
I just want to briefly mention a press release that was issued by the county executive on april 23,

624
01:02:51,850 --> 01:02:51,850
accusing the superintendent of an ethics violation.

625
01:02:56,125 --> 01:02:59,605
we would ordinarily not comment on that matter except the county executives press release violated

626
01:03:02,650 --> 01:03:02,650
the confidentiality provision of the cecil county public schools ethics regulation gbcra,

627
01:03:09,490 --> 01:03:09,490
which is consistent with the state provisions and,19a05.

628
01:03:16,300 --> 01:03:16,300
ms. Hornburger's complaint has been forwarded to the ccps ethics panel,

629
01:03:21,040 --> 01:03:23,980
and pursuant to the confidentiality provisions, there will be no further comment by the board on the matter at this time.

630
01:03:30,090 --> 01:03:30,090
seeing we are at the end of the agenda.

631
01:03:34,105 --> 01:03:37,405
I want to thank everyone for their work, their long evening tonight and have a nice night. Meeting is adjourned.