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Approval of Sherry Levy from Social Studies Teacher at Centennial High School to Assistant Principal at Reservoir High School. Second. We have a motion by Dr. Altwerger with a second by Dr. Siddiqui, Mr. Lacey. Yes, it's so corner. Yes, Mrs. Giles. Yes, Dr. Altwerger. Yes, Mrs. French. Yes, Dr. Siddiqui. Motion passes 6-0. Congratulations.

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And for the Board's information, the following transfer will be made effective July 18th. Nell DeSims, the Assistant Principal at Reservoir High School, too.

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a system principal at Long Beach High School.

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And that concludes personnel.

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Thank you very much.

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And congratulations on your promotions.

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And a special hello to CJ.

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CJ was one of our outstanding basketball players at Howard High

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and a graduate with my son in 2014.

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So welcome.

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It's good to see you.

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Okay.

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Going on to the consent agenda, restricted staff personnel,

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bids and contracts, operating budget financial report,

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school construction, monthly report, legal fees,

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Please monthly report and the meaning, meaning, meeting minutes.

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That's okay.

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Are we holding?

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Yes.

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If you need, if you want to.

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You can ask me to pull.

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Yeah, I'd like to, I'll just have some questions about bits and contracts and the operating budget financial report.

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Okay, I'll move approval of the consent agenda.

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The approval of the consent agenda restricted, items A, D, E, and F.

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Second.

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I have a motion by Mrs. Jowles with a second by Mr. Conner for items A, D, E, and F of the consent agenda restricted, Mr. Lacey.

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I just, I ask a question about something I can't, and I did, you submitted a request to have information regarding non-public placements.

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I believe we sent an email with the information.

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I didn't look at it.

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Yeah, okay, well, should I, and I'm wondering, I think that answers your question if you could take a look at it.

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I wanted the public to know that it's not.

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Where is it?

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It's going to come up.

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Okay.

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Sorry.

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That's okay.

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So Mr. Conner.

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Mr. Conner?

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Yes.

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Mrs. Giles.

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Yes.

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Dr. Altwerker.

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Yes.

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Mrs. French.

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I would like to assure that when you brought up, you brought up F as well.

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Then yes.

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Dr. Sadegi.

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Yes.

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Motion passes 6-0.

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Thank you.

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Dr. Oliver, Mr. Pindell, ready for you, I believe?

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I have a question.

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I'm sorry, go ahead.

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Mr. French, F. What are you referencing here?

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No, she just want to make sure we included those to be approved and they may be discussed.

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Let's go to the desk now.

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That, yeah, to be pulled, to be pulled?

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Yes, I know, I move them to be approved.

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Oh, I'm sorry.

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Okay, so do you want to hold it out?

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Well, yes, I would like it pulled.

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Okay. Point of order, we're pulling F on the consent agenda.

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We can amend it.

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I thought I gave you a notice.

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Well, B, so Mrs. Charles, you'll amend your motion.

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I'll amend my motion to include A, D, and E.

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To approve A, D, and E, consent agenda, yes.

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Okay, so Mr. Connor, are you seconding that?

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Yes, I will second it.

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Okay.

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Okay, so the motion is to approve the consent agenda restricted items A, D&E, Mr. Lacey.

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Yes.

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It's so conner.

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Yes, this is Giles.

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Yes.

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Dr. Altwerger.

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Yes, this is French.

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Yes.

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Dr. Sidiqi.

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Yes.

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Motion passes 6-0.

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Okay, now we're ready for you, Mr. Pindal.

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You know, I'm thinking that I really should have spoken to the secondary language

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to George's person rather than knew about my questions concerning their reading

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software, PS11, PS12, PS13.

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And I guess my question has to do with whether, first of all, whether there was

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teacher input into deciding on these programs for the new ones, which is, I think,

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Achieve 3000 has a new software solution called Empower 3000.

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I guess my question is what has been used in any other county?

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Did we look on it at any data on its effectiveness?

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Well, not to cut you off.

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Well, first of all, these are continuations of the existing programs, and my understanding is that we've actually had very good success with them.

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And that's why we want to continue with the program.

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Yeah, Doug, Dr. Walker?

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No.

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That's one of them, no?

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There are achieved 3,000, the Hutton-Mifflin program, read 180, and then foundational reading software, system 44.

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So, I'm going to speak to the success that we've had with these programs, Dr. Walker.

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That's absolutely accurate, those are programs that were sustaining that are in place in our middle schools with the system 44 and read 180 and

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achieve 3,000 in place in our high schools.

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There are reading intervention piece, which works in components with other things that we do around literacy, of course.

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But they've been having tremendous success, we've been very, very confident with their work and we'd be happy to look at the data to so you do have some data to show that yes, and we actually just had a performance review with this

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galactic team around the system 44 and we won 80 day the last week looked at the student success over the course of the year.

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I wonder if you could share that we'd be happy to.

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Okay, thank you, that's all.

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The best I've observed that and gone to the training before and I've watched, observed it in the schools is highly, highly effective, especially system 44 is very, very good and correct me if I'm wrong, but especially with those children who are very far behind in reading for various reasons and it's been very effective.

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I kind of costly, so I thought we make sure that they've had some success before we renew the contract.

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Okay, do you want to move approval?

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Well, one second, Mrs. Delacey, I wanted to make sure that you could, the non-public placement is in bids and contracts, do you want to go ahead and ask them?

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Okay. Thank you. I could, you know, let me flip on to my pages.

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You know, I flipped through. I read it online page two.

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Yeah. I was looking at the information on the early, the 7 million. How much? That was over 7 million.

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and that we're spending on private placement.

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I wanted to know the couple things.

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I wanted to know the breakdown versus

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an ethnic group, race and ethnicity.

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And I also want to know, looking at the amounts,

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the totals, I want to know how many children are in each school.

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So if you can, and I think that that was just not for me,

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But I think it's also something that, yeah, that public should know.

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Okay, and we have that information, that's.

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Okay, could you share that with us, please?

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Do you want to move?

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Yeah, the amount that we spend is, could you just tell the public how much we're spending?

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$7.3 million, okay, and there are how many schools on here?

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24 schools, okay, and I'm looking at one school costs $106,002 per student cost, and then I'm

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in at others, you know, what is it, rich school,

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all these short havin' $155,200, $808 a year,

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I'm lookin' at others, $89,900,

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and so can you tell me how many kids

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are in each of these schools, please?

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I can, thank you, and I want to know

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the ethnicity and cultural group behind it, please.

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You want me to just read each school?

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Yes, yes, I can.

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Okay, could we just get a total,

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Ms. Alicia, and then a breakdown demographically and then we can provide this in a Friday memo.

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No, because I really think that-

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I think, well, I want to know how many kids that we, I really think the public should know.

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That's important to me, I think that there are always conversations that we have,

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Ellen, about how much money we are spending on special education.

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And there are lots of conversations that go inconsistently about private placement.

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And I think that the public should know truly that we have how many, 192 students actually

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start in off next school year, we're anticipating we're going to be starting with 162.

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We always end up by the end of the school year with give or take getting close to 200.

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So we'll start with the athlete's goal.

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Yeah, I mean, I do believe it's important.

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I understand.

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Wait, hold on, hold on.

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Do you have all that information that your fingertips, Mrs. Hitchell?

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I do.

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Oh.

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And with all due respect, just give me a chance to ask a question.

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And please let her answer.

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Can I just want to raise one question?

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I'm sorry.

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But there may be instances where there may be only one or two children,

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and there may be a further one?

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That's fine.

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No, I'm saying there may be a FERPA violation in revealing what could

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reveal who that child is in terms of making it public.

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So I just, I think that's something we need to be aware of.

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That's why we can't report certain numbers and breakdowns for certain

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classifications of students because FERPA does not.

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We have an attorney here.

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We do not.

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I'm just concerned.

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I'm concerned and I understand that so you can tell me if they're the call.

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Yeah.

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I know we can share it in the aggregate, but let's get confirmation to ensure that we're not in violation.

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Okay, I don't want to be in violation, but I want to know, for example, do we have been addicting, do we have more than one student there?

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We have a very small number there.

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More than just one.

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Two.

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Two.

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Okay.

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I want to know, and that's $106,000 a year, and I just want to know at the Shore Haven, do we have more than one student there?

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Which is $155,000.

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No, basically.

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Okay.

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And so some of the schools, what's the largest amount that we have in any one school?

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and which one?

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Lynnwood.

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Okay, and that's $51,000 a year.

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How many students do we have there?

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25.

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Okay.

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So I'm just saying that we're spending, you know,

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and that's not to say that it's not a good thing

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to support kids because we want to make sure

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that we're doing that but it's not

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as if we're not spending money.

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That's correct.

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All right.

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Also, if you can send, you did send me that information and we can get that information.

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I would like to have it because I want the public, because it's not a conversation that

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we have and it's not something that people know and I think that it should be something that,

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if it's appropriate that people are aware of and thank you very much.

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Thank you.

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You're welcome.

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Okay.

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Thank you.

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Any other questions for either one?

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Okay.

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Thank you very much.

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So the operating budget financial report, somebody pulled that.

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Dr. All order.

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Good afternoon.

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Can I have a couple of questions I need clarification about?

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Certainly.

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Starting first with the fixed charges, it says that we, it doesn't say exactly what percentage,

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or at least I couldn't tell what percentage has already been used, but we do have a 17

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$18 million balance at this point remaining in the budget at May 31st.

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On page B2, it does actually give the total budget the year-to-date actual through May 31st.

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And then the remaining balance of the $17 million, $32,337, showing the budget

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is 89.29 percent?

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Oh, it says say 89.

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It includes the percentage in the report.

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Okay.

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So my question is, given that the fixed charges was our problem in the upcoming budget,

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we had running a deficit in the fixed charges, was this, how much of this $17 million,

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dollars, do you project in the month from May 31 to June 30, we will still have that

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can be credited toward our deficit in fixed chart, the projected deficit and fixed

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charges for the 2017 budget?

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So there, I think you're mixing up two different things.

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What we have in FY17 is a cut of 39.5 million from the requested budget for fixed charges in FY17.

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Fixed charges at budget, funds, social security payments, which are the FICA charges with every payroll. It funds pension payments to the state for pension again. These occur with each pay cycle and the health charges. So the amount that the operating budget, the general fund, funds to the health fund. Those are the charges.

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is what if you follow in each of the monthly reports,

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fixed charges are reduced each month,

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really on each pay period with those related salaries

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that attribute to those charges.

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So we're exactly where we should be based upon having

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11 months, or I think we probably had three pays left

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in fiscal year, FY 16.

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At the end of FY16, the fixed charges will be zero at the end of the year.

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There's generally a small balance left each year in fixed charges because you're budgeting based on projected salaries.

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And if we haven't had salary vacancies, we're going to have some fight us savings.

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Generally, we sweep any leftover funding from fixed charges to the health and dental fund at the end of each year.

239
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Right, and we're projecting to have a couple hundred thousand dollars that will be able to sweep to the health fund from fixed charges.

240
00:16:39,500 --> 00:16:39,580
Yes.

241
00:16:39,940 --> 00:16:45,960
So you're saying these numbers are as of period ending, 531.

242
00:16:46,620 --> 00:16:51,600
The new, the end of the fiscal cycle is July, is June 30th.

243
00:16:51,600 --> 00:16:51,760
Yes.

244
00:16:52,280 --> 00:16:57,060
So in one month, you're saying we're going to use this almost this entire $17 million.

245
00:16:57,860 --> 00:16:58,440
We will.

246
00:17:00,960 --> 00:17:08,880
It follows and I don't have the pay dates impact the timing.

247
00:17:09,100 --> 00:17:13,780
So some months, in this may be the case here, I'm guessing it is looking at the dollar

248
00:17:13,780 --> 00:17:17,560
road, I'm guessing there are three pay cycles that are impacting this.

249
00:17:17,560 --> 00:17:23,940
So we have three pay periods of fixed charges that have yet to be recorded in FY16.

250
00:17:25,560 --> 00:17:32,060
So when they are recorded with those pay dates having occurred in June,

251
00:17:32,200 --> 00:17:38,000
two of them in June, and then the largest, the last pay period in June occurred the beginning of the month,

252
00:17:38,140 --> 00:17:45,020
but I think 13 of the 14 days occurred in, or no, nine of the 10 pay days occurred in June.

253
00:17:45,020 --> 00:17:50,600
the pay date occurs in July, but they're charged to June, so that will be used.

254
00:17:51,100 --> 00:17:58,100
So it has nothing to do with the new budget, the same with every category here.

255
00:17:58,260 --> 00:18:06,500
All of these budgets will, at the end of June, will be working through the rest of this month

256
00:18:06,500 --> 00:18:12,780
and into really the end of the summer, closing the books, finalizing the books

257
00:18:12,780 --> 00:18:17,900
for the external audit and reconciling.

258
00:18:18,240 --> 00:18:27,340
That audit statement, again, it comes to the board every year in the fall, after the audits concluded and the audit committee's prohibited.

259
00:18:27,560 --> 00:18:34,380
That, one of the schedules in the annual audit shows the budget to actual and

260
00:18:34,380 --> 00:18:42,520
it shows basically takes what's happened here, shows it through June 30, shows that any remaining balance by any category.

261
00:18:43,300 --> 00:18:48,080
And if you look at every year, any balance in fixed charges is swept to the health

262
00:18:48,080 --> 00:18:50,480
fund, so it's always fixed charges ends at a zero.

263
00:18:51,220 --> 00:18:58,140
And in the narrative, it says, management will pre-fund the health and dental fund with any remaining

264
00:18:58,140 --> 00:18:59,980
funds in fixed charges.

265
00:19:00,220 --> 00:19:03,240
So I was, I guess, my only budget was $200,000.

266
00:19:03,340 --> 00:19:10,000
Do we hope to have, because that is a, you know, an area of concern in the 2017 budget.

267
00:19:10,000 --> 00:19:16,560
So when I saw the 17 million, I was hoping that a good chunk of that can go to pre-fund

268
00:19:16,560 --> 00:19:20,920
the health and dental so that we're a little bit less in the hole.

269
00:19:21,640 --> 00:19:26,360
So, okay, if you don't think that's going to happen, so that's really what I'm asking.

270
00:19:26,520 --> 00:19:31,660
And then I had the same kind of question for Special Ed because it's showing 12 million.

271
00:19:31,800 --> 00:19:37,660
And that's another area that I've been very concerned about because, you know, if anyone's

272
00:19:37,660 --> 00:19:43,780
been following the discussion in past meetings, I was concerned that we have an increase

273
00:19:43,780 --> 00:19:49,240
in special ed projected increase in special ed students and we don't have an increase

274
00:19:49,240 --> 00:19:54,980
in staff. So I was hoping that some of that 12 million that still in special ed could

275
00:19:54,980 --> 00:20:03,040
pre-fund the special ed category for this coming year and that perhaps we can do more

276
00:20:03,040 --> 00:20:08,080
to, you know, to keep the ratios lower.

277
00:20:08,680 --> 00:20:10,600
Same thing with the class size.

278
00:20:10,920 --> 00:20:14,300
We acted on the class size before we knew

279
00:20:14,300 --> 00:20:17,100
if we had any money left for pre-funding.

280
00:20:18,540 --> 00:20:19,660
And so-

281
00:20:19,660 --> 00:20:20,000
So-

282
00:20:20,000 --> 00:20:23,400
When looking at the balance and special education,

283
00:20:24,500 --> 00:20:26,600
most of that is in salaries and wages.

284
00:20:27,080 --> 00:20:31,120
And again, the salaries and wages in that category is at about 85%.

285
00:20:31,120 --> 00:20:42,760
When you look at the salaries and wages for all of the categories, they're really running 82 to 86% through May 31.

286
00:20:43,040 --> 00:20:49,420
And again, that's the cash basis at that point, so we have three pay periods to be recorded in FY16.

287
00:20:50,300 --> 00:20:56,680
So most of that will be used up, there will be some balance.

288
00:20:56,680 --> 00:21:16,040
The staff do look at, and we work with performance managers to project any possible remaining balances and categories and identify if there are opportunities to pre-fund items that are included in the FY17 budget.

289
00:21:16,940 --> 00:21:22,400
The priorities put on identifying those obviously that impact the classroom first.

290
00:21:22,400 --> 00:21:27,820
First, so we've been working with staff to make sure we take advantage of any of those opportunities we have.

291
00:21:28,000 --> 00:21:39,480
Can you remind me, Bev, if we have, if in preparing the 2017 budget, we presumed or predicted any balances.

292
00:21:41,730 --> 00:21:45,820
We did not fund the FY 17.

293
00:21:45,820 --> 00:21:46,920
17, did we?

294
00:21:46,920 --> 00:22:07,460
17 utilized fund balance, so any remaining, I think we used 3 million, I want to say, of fund balance, so I think we left a little over a million in unassigned fund balance, which is a very, very small amount.

295
00:22:07,460 --> 00:22:19,420
Now, any unused expenditures funding in FY 16 will fall to fund balance.

296
00:22:19,740 --> 00:22:26,820
So that would be then available as a revenue source for FY 18's budget.

297
00:22:27,240 --> 00:22:27,380
Okay.

298
00:22:28,220 --> 00:22:31,000
All right, well, thank you very much, that's all I want to know.

299
00:22:35,350 --> 00:22:38,110
Mrs. France, were you pulled the meeting minutes?

300
00:22:38,110 --> 00:22:52,760
The meeting minutes of 7-7-16 are excellent, and I believe that they would help us as we proceed in our duties during the month of July.

301
00:22:53,300 --> 00:23:05,060
And therefore, I move that these close meeting minutes be adopted today, but remain unsealed until July 28, 2016.

302
00:23:05,060 --> 00:23:06,740
16. Can I? Is that me?

303
00:23:07,020 --> 00:23:08,480
Oh. Okay.

304
00:23:09,280 --> 00:23:10,300
Discussion, Mr. Dough?

305
00:23:10,600 --> 00:23:13,640
I wondered if you would accept a friendly amendment to that.

306
00:23:14,260 --> 00:23:20,720
Last year when we had this particular topic, the minutes remained available

307
00:23:20,720 --> 00:23:22,480
until the end of the process.

308
00:23:23,020 --> 00:23:26,600
Isn't that the end of the process on July 27th?

309
00:23:26,620 --> 00:23:27,460
Yes, maybe that's what you mean.

310
00:23:27,460 --> 00:23:28,380
Okay, so that's good.

311
00:23:28,620 --> 00:23:32,160
Okay, I'm sorry. I was forgetting when the last date was because we needed to

312
00:23:32,160 --> 00:23:37,360
I'm saying close a business 27th, I said 28th to give Kathy that sounds good.

313
00:23:38,120 --> 00:23:39,540
Okay, so who made the second?

314
00:23:39,820 --> 00:23:40,360
Do we have a second?

315
00:23:40,480 --> 00:23:41,020
Dr. Citi?

316
00:23:42,680 --> 00:23:48,280
So we have a motion by Mrs. Franch with a second by Dr. Citiqi to approve the closed meeting

317
00:23:48,280 --> 00:23:56,340
minutes and to keep them unsealed until the end of the process, which she said, July 28th.

318
00:23:56,340 --> 00:23:57,840
So it's July 28th, right?

319
00:23:58,860 --> 00:23:59,280
Mr. Lacey.

320
00:24:00,080 --> 00:24:00,520
Thank you.

321
00:24:01,300 --> 00:24:02,120
Mr. Conner.

322
00:24:02,240 --> 00:24:02,400
Yes.

323
00:24:02,680 --> 00:24:03,160
Mrs. Giles.

324
00:24:03,400 --> 00:24:03,520
Yes.

325
00:24:03,720 --> 00:24:04,240
Dr. Altwer.

326
00:24:04,540 --> 00:24:07,580
I was not present at the meeting, so I'm not sure I should vote.

327
00:24:07,980 --> 00:24:08,500
Yes, you can.

328
00:24:08,520 --> 00:24:08,780
You can.

329
00:24:09,380 --> 00:24:10,220
Okay, then, yes.

330
00:24:10,600 --> 00:24:10,720
Okay.

331
00:24:10,780 --> 00:24:11,420
Mrs. Frantz.

332
00:24:11,460 --> 00:24:11,580
Yes.

333
00:24:11,920 --> 00:24:12,520
Dr. Sadiqi.

334
00:24:12,700 --> 00:24:12,900
Yes.

335
00:24:13,180 --> 00:24:14,360
Motion passes 6-0.

336
00:24:15,660 --> 00:24:21,140
And now, I'll move approval of consent agenda restricted items B and C.

337
00:24:21,620 --> 00:24:22,060
Second.

338
00:24:23,000 --> 00:24:28,020
For the motion by Mrs. Giles and a second by Dr. Sadiqi for items B and C.

339
00:24:28,020 --> 00:24:28,840
miss the way, see?

340
00:24:29,120 --> 00:24:29,440
Yes.

341
00:24:29,880 --> 00:24:30,800
Miss O'Connor?

342
00:24:30,960 --> 00:24:31,100
Yes.

343
00:24:31,320 --> 00:24:31,840
Mrs. Giles?

344
00:24:32,140 --> 00:24:32,300
Yes.

345
00:24:32,560 --> 00:24:33,160
Dr. Altberger?

346
00:24:33,420 --> 00:24:33,580
Yes.

347
00:24:33,800 --> 00:24:34,240
Mrs. French?

348
00:24:34,520 --> 00:24:34,620
Yes.

349
00:24:34,800 --> 00:24:35,440
Dr. Siddiqui?

350
00:24:35,600 --> 00:24:35,740
Yes.

351
00:24:36,160 --> 00:24:37,400
Motion passes 6-0.

352
00:24:39,590 --> 00:24:40,010
Okay.

353
00:24:40,910 --> 00:24:42,850
Going on to the consent agenda.

354
00:24:44,190 --> 00:24:51,450
I'll move approval of the consent agenda consisting of donations and meeting minutes of 6-23-16.

355
00:24:51,830 --> 00:24:52,110
Second.

356
00:24:52,970 --> 00:24:55,890
Motion by Dr. Siddiqui and a second by Mrs. Giles.

357
00:24:56,090 --> 00:24:56,570
Mr. Lacey?

358
00:24:59,140 --> 00:24:59,660
Yes.

359
00:24:59,660 --> 00:24:59,800
Yes.

360
00:25:00,000 --> 00:25:00,940
It's so conner.

361
00:25:01,020 --> 00:25:01,140
Yes.

362
00:25:01,440 --> 00:25:02,040
Mrs. Giles.

363
00:25:02,200 --> 00:25:02,340
Yes.

364
00:25:02,640 --> 00:25:02,780
Yes.

365
00:25:03,060 --> 00:25:03,680
Dr. Altwater.

366
00:25:03,940 --> 00:25:04,140
Yes.

367
00:25:04,460 --> 00:25:04,880
Mrs. French.

368
00:25:04,900 --> 00:25:05,200
Yes.

369
00:25:05,420 --> 00:25:06,040
Dr. Sadegi.

370
00:25:06,220 --> 00:25:06,440
Yes.

371
00:25:06,680 --> 00:25:07,860
I should pass a six-year-old.

372
00:25:11,460 --> 00:25:12,060
Okay. Great.

373
00:25:12,980 --> 00:25:13,900
Administrative agenda.

374
00:25:14,600 --> 00:25:16,240
Policy 90, 90.

375
00:25:16,360 --> 00:25:17,660
Wellness through Nutrition and Visual.

376
00:25:17,840 --> 00:25:18,820
Physical activity.

377
00:25:19,520 --> 00:25:20,080
Annual report.

378
00:25:20,380 --> 00:25:20,980
Mr. Eastham.

379
00:25:46,620 --> 00:25:47,380
Good afternoon.

380
00:25:47,800 --> 00:25:48,840
My name is Frank Eastham.

381
00:25:48,940 --> 00:25:51,560
Executive Director of School Improvement and Administration.

382
00:25:52,260 --> 00:25:57,800
And I am going to be presenting the annual update on policy 90.

383
00:26:00,620 --> 00:26:06,360
Policy 90-90 wellness through nutrition and physical activity is placed a greater focus on nutrition and

384
00:26:06,960 --> 00:26:15,160
physical activity in our schools and community in order to foster a safe and healthy learning environment for all students and is aligned with vision 2018

385
00:26:16,180 --> 00:26:16,760
outcomes

386
00:26:18,240 --> 00:26:19,300
Thank you, Shane

387
00:26:22,080 --> 00:26:30,110
In accordance with this policy, HCPSS has adjusted programs and practices to align with recent research in the areas of health wellness and

388
00:26:30,110 --> 00:26:33,010
and to student achievement.

389
00:26:33,450 --> 00:26:35,970
New opportunities for staff to positively impact

390
00:26:35,970 --> 00:26:37,430
their own wellness have been created,

391
00:26:37,750 --> 00:26:40,230
both at the school and the county level.

392
00:26:42,350 --> 00:26:45,970
Policy 90-90 includes the following components

393
00:26:45,970 --> 00:26:48,710
related to health and nutrition education,

394
00:26:49,030 --> 00:26:50,470
physical education and activity,

395
00:26:51,130 --> 00:26:54,070
nutrition services, school-based wellness teams,

396
00:26:54,350 --> 00:26:57,970
staff health and wellness and family and community involvement.

397
00:27:02,800 --> 00:27:04,580
The focus on professional development

398
00:27:04,580 --> 00:27:09,900
and classroom instruction is on the skills students need to make healthy choices, analyzing

399
00:27:09,900 --> 00:27:16,500
influences, assessing valid and reliable information, communication, decision-making, goal

400
00:27:16,500 --> 00:27:22,980
setting, and advocacy. By focusing on skill-based standards, students acquire knowledge and skills

401
00:27:22,980 --> 00:27:28,300
needed to make healthy nutritional choices throughout their lives. The March Health Education

402
00:27:28,300 --> 00:27:33,300
Retreat for the Health Education teachers was led by a national consultant who focused on supporting

403
00:27:33,300 --> 00:27:35,740
in skilled-based national health education standards.

404
00:27:38,710 --> 00:27:40,950
HCPSS strives to provide all students

405
00:27:40,950 --> 00:27:43,290
with the recommended 60 minutes of physical activity

406
00:27:43,290 --> 00:27:46,050
throughout the day by implementing the five components

407
00:27:46,050 --> 00:27:48,670
of comprehensive school physical activity program.

408
00:27:49,290 --> 00:27:52,850
They include physical education, physical activity

409
00:27:52,850 --> 00:27:55,090
during the school day, physical activity

410
00:27:55,090 --> 00:27:57,670
after the school day, staff involvement

411
00:27:57,670 --> 00:28:00,190
and family and community involvement.

412
00:28:01,050 --> 00:28:03,550
Students can accumulate the recommended amount

413
00:28:03,550 --> 00:28:05,210
on a physical activity during the school day

414
00:28:05,210 --> 00:28:07,450
through formal PE classes and recess,

415
00:28:07,930 --> 00:28:09,550
as well as through physical activities

416
00:28:09,550 --> 00:28:10,830
during instructional times.

417
00:28:12,490 --> 00:28:15,030
HCPSS has utilized a fitness grant assessment tool

418
00:28:15,030 --> 00:28:15,850
for many years.

419
00:28:16,090 --> 00:28:18,210
This last year, teachers reviewed guidelines

420
00:28:18,210 --> 00:28:20,530
and best practices for using the tool

421
00:28:20,530 --> 00:28:22,630
to focus on how to be active for 60 minutes

422
00:28:23,050 --> 00:28:24,750
by developing a yearly plan,

423
00:28:25,130 --> 00:28:27,510
which includes goal setting, quality instruction,

424
00:28:27,870 --> 00:28:29,790
and ongoing formal assessments.

425
00:28:30,930 --> 00:28:32,990
Many schools have had some very successful

426
00:28:32,990 --> 00:28:37,690
wellness committee, activities that support the goals of 60 minutes of physical activity daily.

427
00:28:38,130 --> 00:28:45,030
For example, Northfield Elementary conducted several wellness events which include student staff and the community throughout the year.

428
00:28:45,590 --> 00:28:51,770
They implemented a plan to train staff on how to utilize a variety of brain bit break resources.

429
00:28:52,430 --> 00:28:57,770
A brain break is a short mental break that is taken during regular intervals during classroom instruction.

430
00:28:57,770 --> 00:29:04,990
Brain Bakes are usually limited to five minutes and work best when they are incorporated with physical activity.

431
00:29:07,330 --> 00:29:12,230
The Food Nutrition Service website continues to serve as a resource to schools and the community.

432
00:29:12,650 --> 00:29:18,560
The website includes Nutrislyce, a 21st century communication and marketing tool for school nutrition programs

433
00:29:18,770 --> 00:29:24,390
with one stop shopping for menus, nutritional information for parents and students.

434
00:29:24,390 --> 00:29:33,090
Nutri-Slices has also assisted food nutrition services with providing allergens and nutritional information to school nurses and parents.

435
00:29:34,110 --> 00:29:39,290
The breakfast in the classroom has expanded from 13 to 15 schools this past school year.

436
00:29:39,830 --> 00:29:45,650
And compared to last school year, the breakfast average daily participation has increased 31% and

437
00:29:45,650 --> 00:29:52,290
that's a goal we've been working on for several years because we struggled with that several years ago within the state.

438
00:29:52,290 --> 00:29:55,890
The Ashton Dietitian Program was also implemented.

439
00:29:56,370 --> 00:29:59,970
This program provides staff the opportunity to obtain advice on very-

440
00:30:00,000 --> 00:30:29,700
Various topics such as high blood pressure, diabetes, weight loss, healthy snacks, lifestyle changes, fat diets, exercise, pre-diabetes, weight loss, surgery, organic and non-organic foods, kidney transplant, and hyper and hypoglycemia. Food and nutrition services also continues to offer more menu items that represent a greater variety of options. Mr. Ralph conducted five

441
00:30:29,700 --> 00:30:34,900
I have taste test at Marriott's Ridge High School, Howard High School, River Hill High School,

442
00:30:35,400 --> 00:30:40,480
Mountain View Middle School, and Ellicott Mills Middle School, and the student feedback gathered

443
00:30:40,480 --> 00:30:44,540
through these food tastings and formed the development of the food meals program.

444
00:30:45,640 --> 00:30:51,720
New hot items on the breakfast menu were added to increase protein content, and through

445
00:30:51,720 --> 00:30:56,340
a grant from Horizon, fresh fruit and vegetable salad bars were implemented at Bowman Bridge,

446
00:30:56,340 --> 00:31:01,440
college, Laurel Woods, and Tauwitz Springs Elementary schools to allow staff and students

447
00:31:01,440 --> 00:31:05,360
the option of selecting additional fresh fruits and vegetables.

448
00:31:05,960 --> 00:31:08,940
We have a video of the grand opening to show you.

449
00:31:25,210 --> 00:31:30,330
Three schools chosen to participate in a grand provided by the Rising Foundation.

450
00:31:30,970 --> 00:31:36,370
And this is actually the first phase of that grand is a fresh fruit and salad bar and today

451
00:31:36,370 --> 00:31:38,490
of our opening day and we're at that bar.

452
00:31:38,490 --> 00:31:45,610
Actually, the real goal is to encourage students, particularly the younger students to eat healthy

453
00:31:45,610 --> 00:31:53,190
or healthier, but we are going over and beyond the minimum to encourage them to eat more

454
00:31:53,190 --> 00:32:00,730
fast food and vegetables because if you can, what I would say incalcate good habits in terms

455
00:32:00,730 --> 00:32:06,770
of eating healthy at younger ages, those good habits will persist as kids go right to the high school.

456
00:32:06,770 --> 00:32:13,490
We have a salad bar. We used to have it just in little squares and you know, could take one thing.

457
00:32:13,870 --> 00:32:18,750
I like it now because it could be bigger now.

458
00:32:19,150 --> 00:32:22,950
So they all went through and was so excited and taking lots of different things.

459
00:32:23,150 --> 00:32:27,150
Even I saw kids trying to spin it, some things that they might never have seen or tried before.

460
00:32:28,050 --> 00:32:30,870
And then when we just asked for anybody who wants to come for seconds,

461
00:32:31,330 --> 00:32:33,950
we had another whole line. So it's been a huge success.

462
00:32:33,950 --> 00:32:40,550
I got apples, carrots, grapes, it was all good.

463
00:32:41,110 --> 00:32:44,370
I went to visit Laurel Woods last week to watch them.

464
00:32:44,490 --> 00:32:46,390
They had already started last week.

465
00:32:46,490 --> 00:32:48,870
We kind of had a staggering opening for all three schools.

466
00:32:49,410 --> 00:32:52,230
We've learned a lot, but I might get to learn from those administrators

467
00:32:52,230 --> 00:32:54,130
and how to implement this.

468
00:32:54,790 --> 00:33:00,230
We were able to meet with our staff, especially our lunch monitor staff,

469
00:33:00,890 --> 00:33:03,170
to talk about how to best implement this.

470
00:33:03,170 --> 00:33:07,510
We have been getting nothing but extremely extraordinary

471
00:33:07,510 --> 00:33:08,150
processes.

472
00:33:08,850 --> 00:33:09,610
It's really going well.

473
00:33:10,070 --> 00:33:13,090
As a matter of fact, we have seen participation in our

474
00:33:13,090 --> 00:33:16,730
overall media program improve as a result of this.

475
00:33:17,150 --> 00:33:18,630
So it's really going well so far.

476
00:33:19,310 --> 00:33:21,770
Before I had the salad bar, I would eat junk.

477
00:33:25,590 --> 00:33:27,510
Now you junk and salad bar.

478
00:33:30,480 --> 00:33:31,400
There you go.

479
00:33:31,620 --> 00:33:34,780
I'd like to take this opportunity to acknowledge our

480
00:33:34,780 --> 00:33:38,900
Chief Accountability Officer, Ms. Chesney and Mr. Ralph for their work.

481
00:33:39,520 --> 00:33:42,880
Tremendous work on this initiative really has proven to be successful.

482
00:33:43,060 --> 00:33:49,060
And we're looking forward to expanding it as we study the impact for our school lunch program.

483
00:33:50,380 --> 00:33:54,640
For the 2015-16 school year, we partnered with the Howard County Health Departments,

484
00:33:54,640 --> 00:33:59,100
Healthy Howard Program to provide training which was available to all schools.

485
00:33:59,620 --> 00:34:03,060
These trainings focused on impact of wellness, on academic achievement,

486
00:34:03,060 --> 00:34:07,860
effective school wellness teams and transforming policy into action.

487
00:34:08,420 --> 00:34:14,140
As part of the training sessions, a sustainability roundtable was conducted in February, where

488
00:34:14,140 --> 00:34:15,480
17 schools attended.

489
00:34:15,920 --> 00:34:20,700
This event provided schools the opportunity to share and receive information about effective

490
00:34:20,700 --> 00:34:25,920
wellness initiatives and resources in an effort to strengthen the school-based wellness teams.

491
00:34:26,700 --> 00:34:32,200
In May, the schools came together for a sustainability resource fair where schools shared

492
00:34:32,200 --> 00:34:36,340
required successes, current practices, barriers, and lessons learned.

493
00:34:37,260 --> 00:34:42,960
Some of the wellness activities implemented in the schools include a chopped competition featuring healthy ingredients,

494
00:34:43,660 --> 00:34:48,740
exercise breaks during instruction, eat a rainbow, which is an incentive program for

495
00:34:48,740 --> 00:34:54,340
our kindergarten students to eat fruits and vegetables, our family fit nights, and

496
00:34:54,340 --> 00:34:59,060
the green apple day of service, an event to harvest the green garden to prepare it for

497
00:34:59,060 --> 00:35:03,980
upcoming school year clean up the school grounds and to do additional project on the school grounds

498
00:35:03,980 --> 00:35:06,700
and also our girls on the run competitions.

499
00:35:09,720 --> 00:35:11,740
Working with our families and communities

500
00:35:11,740 --> 00:35:16,920
is also an important component of the wellness policy. In collaboration with the Maryland Youth

501
00:35:16,920 --> 00:35:21,340
Cricket Association, the physical education teacher at Bonnie Branch Middle School implemented

502
00:35:21,340 --> 00:35:26,460
the first after school cricket club in Howard County. These students were a part of the Washington

503
00:35:26,460 --> 00:35:30,860
in Middle School Cricut League, which is the first middle school Cricut League in the country.

504
00:35:32,060 --> 00:35:37,780
Bowman Bridge Middle School students had a very successful season and came in first in the league.

505
00:35:38,280 --> 00:35:44,140
There are plans to expand this club to other schools in Howard County during the 2016-17 school year.

506
00:35:44,160 --> 00:35:46,120
Not only were they first, they were undefeated.

507
00:35:46,600 --> 00:35:47,100
There you go.

508
00:35:49,420 --> 00:35:57,680
Cedar Lane partnered with the Special Olympics to provide students, parents and community members with an opportunity to participate in their challenge day event.

509
00:35:57,680 --> 00:36:08,560
The day began with the parade of student athletes followed by students participating in physical activity events as they traveled through a variety of stations throughout the school.

510
00:36:09,120 --> 00:36:17,520
During the upcoming school year, staff have plans to work with engineering students in the ARL to elaborate on the development and functioning of the stations.

511
00:36:18,360 --> 00:36:25,120
The commit to be fit employee wellness program worked with fit to order to bring health and wellness to staff and

512
00:36:25,120 --> 00:36:29,020
families who attend and students who attend Howard County Public School System.

513
00:36:29,500 --> 00:36:33,640
Fit Family Night is a new program that began in January 2016.

514
00:36:34,380 --> 00:36:37,260
It's a two hour event that encourages healthy living.

515
00:36:37,860 --> 00:36:40,600
Parents and students exercise side by side.

516
00:36:41,120 --> 00:36:49,940
Children enjoy nutritious snacking and a dance party while parents learn key lunch box strategies to pack wholesome and tasty lunches their children rule love.

517
00:36:50,600 --> 00:36:54,760
Exercising include yoga, karate, zumba, and boot camp.

518
00:36:56,640 --> 00:37:01,600
The vision of the employee wellness program is centered on the premise that when we feel our best,

519
00:37:01,980 --> 00:37:06,420
we can do our best and serve as role models for the lives we touch.

520
00:37:07,060 --> 00:37:16,580
Some examples of recent commit to be fit activities include the second annual HCPSS 5K run walk that was held in October 2015.

521
00:37:16,580 --> 00:37:21,640
2015, the fifth annual health and wellness expo, which was held in May, and

522
00:37:21,640 --> 00:37:27,960
included keynote speaker, Mim Senth, who shared how mindfulness is being used in

523
00:37:27,960 --> 00:37:32,280
educational environments in an effort to manage stress proactively.

524
00:37:33,000 --> 00:37:38,760
Also expanded program offerings include Virginia Pulse Health Activity Program,

525
00:37:39,180 --> 00:37:42,960
onsite fitness classes, monthly commit to be fit presentations,

526
00:37:42,960 --> 00:37:46,400
operations, wait watchers, and walking Wednesdays.

527
00:37:47,420 --> 00:37:57,620
In implementing the wellness policy, schools have partnered with many community organizations to encourage healthy habits related to nutrition and physical activity.

528
00:37:58,780 --> 00:38:07,460
To enhance support for schools with the implementation of policy 9090, resources for effective wellness teams will continue to be provided to all schools.

529
00:38:07,460 --> 00:38:15,360
Regular monitoring of vending machines in high schools will continue in order to ensure compliance with policy 90-90 standards.

530
00:38:15,760 --> 00:38:22,640
A comprehensive list of activities implemented by wellness teams in the schools will be shared with the Howard County School Health Council.

531
00:38:23,420 --> 00:38:33,180
The Food Nutrition Services Office will continue their efforts to receive input from all stakeholders regarding the menu options available for students in the breakfast and lunch programs.

532
00:38:33,180 --> 00:38:38,820
programs, and they will implement strategies to increase participation in the meal program

533
00:38:38,820 --> 00:38:43,360
for all students, but especially for our students who are eligible for our free and reduced

534
00:38:43,360 --> 00:38:44,500
meal program.

535
00:38:45,780 --> 00:38:50,400
At this time, if you have any questions, I will attempt to answer them.

536
00:38:56,040 --> 00:39:00,000
Mrs. French, I just wanted to ask about days of taste.

537
00:39:00,480 --> 00:39:07,520
I attended a few years ago, one in which the students were very enthusiastic and

538
00:39:07,520 --> 00:39:13,680
So, my question is, how many schools is that presented in?

539
00:39:14,240 --> 00:39:20,700
Is it still just a limited number and is it limited to just one grade level?

540
00:39:21,500 --> 00:39:24,000
Let me ask Ms. Rangos if she knows that answer.

541
00:39:31,240 --> 00:39:31,700
Hello.

542
00:39:33,400 --> 00:39:35,340
It was great to watch their faces.

543
00:39:38,440 --> 00:39:43,660
And then they try and go, oh, they're surprised, they're shocked, they pulled it in.

544
00:39:43,780 --> 00:39:46,320
Hi, I'm Linda Rango's coordinator of health and physical education.

545
00:39:46,960 --> 00:39:48,420
I can answer part of your question.

546
00:39:48,540 --> 00:39:51,120
It does support the fourth grade health education curriculum.

547
00:39:51,340 --> 00:39:54,380
So when they do come into the school, we want it to be an alignment with the curriculum.

548
00:39:55,020 --> 00:39:57,560
I do know there have been challenges with getting volunteers.

549
00:39:58,300 --> 00:39:59,240
It's a huge challenge.

550
00:39:59,320 --> 00:40:01,040
You mean with chef volunteers?

551
00:40:01,420 --> 00:40:01,660
That?

552
00:40:01,660 --> 00:40:06,320
And people have come in, there are always teams of volunteers in the community that would come.

553
00:40:06,420 --> 00:40:15,880
So I know that's been a struggle the last few years, so I can reach out and get some data about how many schools actually were impacted this past school year, but it is a wonderful program.

554
00:40:16,080 --> 00:40:24,700
So it's not restricted right now because of finances, it's because of maybe those funds did not come out of school system budget.

555
00:40:25,060 --> 00:40:26,980
We did not pay for that program.

556
00:40:26,980 --> 00:40:27,060
Yeah.

557
00:40:27,340 --> 00:40:27,700
Amazing.

558
00:40:30,550 --> 00:40:34,390
Well, the chefs that I observed were absolutely wonderful.

559
00:40:35,510 --> 00:40:36,270
Thank you.

560
00:40:37,750 --> 00:40:38,510
Dr. Altwater.

561
00:40:41,960 --> 00:40:42,240
Okay.

562
00:40:42,940 --> 00:40:48,320
I know that we've made huge strides in the food and nutrition area in the meals, and I

563
00:40:48,320 --> 00:40:49,060
think that's great.

564
00:40:49,300 --> 00:40:53,720
I have a couple questions about our food service.

565
00:40:54,040 --> 00:40:54,280
Okay.

566
00:40:54,520 --> 00:40:55,220
We see Mr. Ralph.

567
00:40:57,580 --> 00:40:57,920
Uh-huh.

568
00:41:05,370 --> 00:41:05,970
Good afternoon.

569
00:41:05,970 --> 00:41:17,970
I'm thrilled that we're going to have this tool where people can rate the food that the parents can for the young ones and then the students can too, so I'm looking forward to seeing that.

570
00:41:19,390 --> 00:41:34,090
I was wondering a couple of things. One is, is there any attempt to do local sourcing of fruits and vegetables and meats and do we have contracts with local farms?

571
00:41:34,090 --> 00:41:42,310
Yes, we do source from local vendors to take all our fresh fruit and ready tables are

572
00:41:42,310 --> 00:41:43,270
sourced locally.

573
00:41:43,670 --> 00:41:49,410
And when they say locally, according to Merlin State Department of Education, within

574
00:41:49,410 --> 00:41:55,210
Merlin, we are trying to narrow that, say, to how it can keep our its environments.

575
00:41:55,470 --> 00:42:00,150
But we do have all our fresh fruit and ready tables grown in Merlin.

576
00:42:00,150 --> 00:42:01,910
In the matter of fact, if you were to look at a venue,

577
00:42:02,170 --> 00:42:03,690
you would never see something like pineapples.

578
00:42:03,870 --> 00:42:04,810
And there's a reason for that.

579
00:42:05,330 --> 00:42:07,710
All the pineapples in the United States are important.

580
00:42:08,130 --> 00:42:09,610
So you cannot put pineapples in the hands.

581
00:42:09,690 --> 00:42:10,890
Most of them, right?

582
00:42:11,170 --> 00:42:13,250
And so everything we have in that menu,

583
00:42:13,410 --> 00:42:15,290
they're professional food and vegetables are local.

584
00:42:15,890 --> 00:42:16,370
That's great.

585
00:42:16,930 --> 00:42:17,090
OK.

586
00:42:18,630 --> 00:42:19,990
Is there any attempt?

587
00:42:20,350 --> 00:42:22,050
I think I've asked this before, and I

588
00:42:22,050 --> 00:42:23,870
think I don't remember what the answer was.

589
00:42:24,010 --> 00:42:27,470
But I know that we have so many different ethnic groups

590
00:42:27,470 --> 00:42:28,650
in our community.

591
00:42:28,650 --> 00:42:37,630
and a lot of children who are used to foods from their own ethnic background and then kids in general love food, you know, ethnic food.

592
00:42:38,190 --> 00:42:49,150
So I was wondering if we could possibly consider expanding our menu to include some foods like Papusas, for instance,

593
00:42:49,150 --> 00:42:50,090
from El Salvador,

594
00:42:52,130 --> 00:43:02,950
yeah, Salvadoran, it's a Salvadoran dish where we have huge Indian community and I know, what do you think?

595
00:43:03,790 --> 00:43:15,070
That's something we can show you look at because we are quite conscious of the diversity in our country and that's something we are conscious of and we're going to look at.

596
00:43:15,070 --> 00:43:20,390
Now, we can't guarantee it is going to be in the menu every single day, but maybe once

597
00:43:20,390 --> 00:43:25,490
a month, we can put a treat out there, whether it's an Asian dish or a Chinese item or

598
00:43:25,490 --> 00:43:26,230
something like that.

599
00:43:26,330 --> 00:43:28,450
But that's something we can surely think about.

600
00:43:28,850 --> 00:43:34,130
Yeah, because we have so many people in our community who know how to cook those foods

601
00:43:34,130 --> 00:43:37,670
and could give us direction.

602
00:43:41,830 --> 00:43:52,650
So how much of our food for lunch is pre-packaged food or processed kind of food and how much

603
00:43:52,650 --> 00:43:54,970
is is made in the kitchen?

604
00:43:55,370 --> 00:43:58,210
How much is cooked in the kitchen versus packaged?

605
00:43:59,030 --> 00:44:02,730
Because I'm just wondering if we could.

606
00:44:02,730 --> 00:44:09,690
most of our lunches, all our lunches are hot lunches, but we resource what you call

607
00:44:11,010 --> 00:44:16,330
items or commodities. They call it commodities. It's kind of pre-packaged, but they are cooked

608
00:44:16,330 --> 00:44:21,670
all warm, you know, made kitchens and then satellite it back into the cool.

609
00:44:21,670 --> 00:44:24,230
But they're not made in our kitchens.

610
00:44:24,910 --> 00:44:31,370
Some items are cooked from scratch, but our facilities here in Howard County,

611
00:44:31,370 --> 00:44:38,250
It's like on like Montgomery County where they have a huge kitchen facility and all the stuff they do is scratch cooking

612
00:44:38,250 --> 00:44:44,510
We do not have facilities so elaborate that we can do scratch cooking in our schools. Oh, we don't

613
00:44:46,510 --> 00:44:52,930
So Montgomery County, they do but we don't Montgomery County has a billion probably twice the size of this

614
00:44:52,930 --> 00:44:56,590
That's here really do all the cooking and from scratch

615
00:44:57,870 --> 00:44:59,970
Okay, I'm just wondering if we

616
00:45:00,000 --> 00:45:18,600
We could kind of have as an initiative over a period of time doing more and more cooking in our own facilities rather than using packaged foods that are often high in sodium. They might not be, you know, the healthiest food.

617
00:45:18,600 --> 00:45:19,240
I am sodium.

618
00:45:19,560 --> 00:45:24,080
Well, I am really correct you, we are not high in sodium because we have to, by law,

619
00:45:24,540 --> 00:45:28,120
follow the strict guidelines in terms of sodium and all these other nutrients.

620
00:45:28,340 --> 00:45:34,660
As a matter of fact, the law has even got more stringent for fiscal year 70, whereby nothing

621
00:45:35,280 --> 00:45:38,060
over 200 milligrams of sodium cannot be in the menu.

622
00:45:38,380 --> 00:45:42,720
So sodium is highly controlled even in terms of whether something is packaged or not.

623
00:45:45,040 --> 00:45:45,300
Okay.

624
00:45:45,300 --> 00:45:53,340
Okay. Our kitchen staff, the kitchen staffs, do we have chefs in our kitchen? Or are they...

625
00:45:54,160 --> 00:45:54,620
No.

626
00:45:54,740 --> 00:45:55,220
What are they?

627
00:45:56,180 --> 00:45:56,700
We have what we call...

628
00:45:56,700 --> 00:45:57,520
We work in our kitchen.

629
00:45:57,700 --> 00:46:02,940
We have what we call cafet. Every school out there has got what we call a cafeteria manager.

630
00:46:03,760 --> 00:46:06,660
And then on the then there are cafeteria assistants.

631
00:46:07,460 --> 00:46:08,370
So we have no chefs.

632
00:46:08,920 --> 00:46:11,240
We don't really have like say executive chefs.

633
00:46:11,360 --> 00:46:11,500
Hmm.

634
00:46:13,660 --> 00:46:22,320
We have a nutritionist, we have a nutritionist who determines the main dietitian and a dietitian and a lot of expertise.

635
00:46:22,500 --> 00:46:25,860
Yes. Okay. All right. Thank you very much.

636
00:46:28,450 --> 00:46:30,490
Thank you

637
00:46:35,800 --> 00:46:48,120
for your report. I just, I don't have any specific questions, but I just wanted to give thanks for everything that this program and this policy is doing.

638
00:46:48,120 --> 00:46:57,980
And everyone's participation, I think, you know, one of the best things that the board did was, you know, hire a dietician and then put this policy in place.

639
00:46:58,360 --> 00:47:11,180
All the fantastic things Mr. Ralph is doing, the taste testings, I would like to see the taste testings expanded to more of our, get more of our student voice, get more of our high school students involved.

640
00:47:11,180 --> 00:47:15,880
do some of the, you know, ethnic selections.

641
00:47:16,080 --> 00:47:18,080
Make sure that we're accommodating our

642
00:47:19,040 --> 00:47:22,680
Jewish community, the Islamic community,

643
00:47:22,960 --> 00:47:25,720
in terms of their dietary choices.

644
00:47:26,580 --> 00:47:29,200
And the school-based wellness teams,

645
00:47:29,200 --> 00:47:31,960
because we really can't get this off the ground

646
00:47:31,960 --> 00:47:33,900
unless we have teacher, staff,

647
00:47:34,300 --> 00:47:36,540
and administrators on board.

648
00:47:36,540 --> 00:47:46,560
I really like the changes in the breakfast program and it's just come along really well

649
00:47:46,560 --> 00:47:47,320
and I'm really pleased.

650
00:47:47,960 --> 00:47:49,000
So thank you for everything.

651
00:47:49,100 --> 00:47:50,260
Thank you.

652
00:47:50,880 --> 00:47:51,700
Good job.

653
00:47:52,380 --> 00:47:52,800
Yeah, good.

654
00:47:53,860 --> 00:48:00,300
I just, one of the things you talked about is increasing the modeling of these fresh foods

655
00:48:00,300 --> 00:48:05,140
and good nutrition, especially for our children who have subsidized lunches.

656
00:48:05,140 --> 00:48:20,320
Could you just point out, again, the fact that we expanded the lunch program throughout the summer in terms of making meals, hot meals available to children from essentially two to 18 across the county at key centers.

657
00:48:20,580 --> 00:48:28,920
I just want to highlight that was a tremendous effort and I think it's made a difference this summer to the health and wellness of the whole community.

658
00:48:28,920 --> 00:48:49,520
We have lunch centers and Mr. Elf has more information about this, but in several different communities that are intentionally located where our students who would likely need those lunches live, and can walk to the schools and they are hot lunches each and every day.

659
00:48:49,520 --> 00:48:52,460
There isn't forms that you need to complete.

660
00:48:53,140 --> 00:49:00,360
There's no documentation, the students who need the food can come to the school and get a hot one to each and every day.

661
00:49:00,800 --> 00:49:10,120
And I know that there are some of the nonprofit organizations in the county have come together in order to make sure that children can get access to those places.

662
00:49:10,120 --> 00:49:18,000
If it's a little bit too far to walk, or if there's an issue, certainly children that are participating in summer school programs have access to this.

663
00:49:18,000 --> 00:49:32,440
But the fact that the outreach has taken place to make sure that children across the county if they have need of this basic sustenance have a way of getting not only the basic, but something that is nutritious, warm and substantial.

664
00:49:38,320 --> 00:49:39,740
Yes, this is for Linda.

665
00:49:43,780 --> 00:49:50,500
You are our representative on the Howard County Wellness Council, Health Council.

666
00:49:51,100 --> 00:50:15,220
And I think this sort of will answer some of the things that some of the questions that you have, Dr. Cedigi, because I didn't make it to the annual meeting, but there are some changes that have been made on the Wellness Council to reflect a greater diversity of, can you just tell us a little bit about that?

667
00:50:17,880 --> 00:50:23,500
I have been on the school health council since 1992, and that has always been our goal.

668
00:50:23,940 --> 00:50:29,800
It continues to be our goal to have a diverse council that represents our stakeholders in

669
00:50:29,800 --> 00:50:30,380
Howard County.

670
00:50:31,100 --> 00:50:35,400
So we have had some success in the past year to try to increase.

671
00:50:36,520 --> 00:50:40,760
One thing we did is the meetings were always in the morning, we changed them to the evening

672
00:50:40,760 --> 00:50:43,020
to try to get community members to attend.

673
00:50:43,020 --> 00:50:46,900
And we got a different, we got different members to show up at night than we do during the day.

674
00:50:47,220 --> 00:50:51,720
During the day you get a lot of school system and health department people, it's part of their job.

675
00:50:51,720 --> 00:50:52,420
And at night you get the day-

676
00:50:52,420 --> 00:51:05,160
And also people who, parents who stay at home, and our work so, and we've, and I just, I'm sorry to cut you off, but just, and students, so can just tell us how that has changed.

677
00:51:05,600 --> 00:51:11,840
Well we had wonderful student representation today to hear the student voice related to wellness.

678
00:51:11,840 --> 00:51:15,020
Not just nutrition, but they came and talked about mental health.

679
00:51:15,620 --> 00:51:20,580
So we want to hear them represent the different components of wellness, including food and fitness.

680
00:51:21,180 --> 00:51:24,300
But that was a good change to be able to have the student voice.

681
00:51:24,700 --> 00:51:28,040
Because that's something that's been missing, because they never wanted to miss class during the day.

682
00:51:29,220 --> 00:51:32,440
So I don't know how they fit it into their schedule at night, but they managed to do it.

683
00:51:32,480 --> 00:51:36,400
And they were very, very important part of the work that we did this year.

684
00:51:36,620 --> 00:51:38,560
Good, so how many students were there?

685
00:51:38,560 --> 00:51:56,740
Well, we had one that was regular, and then when depending on the topic one month that we had a panel of six students from the different high schools that talked about mental health, and we want to continue to expand that student involvement because it was so successful in eye-opening for all of us on the school health council.

686
00:51:56,740 --> 00:51:57,720
I knew it would be.

687
00:51:58,400 --> 00:52:02,280
And just, Dr. Sadiqi, just to mention about the food tasting,

688
00:52:02,660 --> 00:52:07,180
I am not very knowledgeable of what they do in family and consumer science,

689
00:52:07,320 --> 00:52:11,360
but I knew Lori Collins did an amazing job of doing different programs

690
00:52:11,360 --> 00:52:11,920
and promoting.

691
00:52:11,920 --> 00:52:13,800
Last year it was focused on fruits and vegetables.

692
00:52:13,800 --> 00:52:17,940
This year was grains and unfortunately for us, she retired,

693
00:52:18,480 --> 00:52:20,280
but her good work will continue, I'm sure.

694
00:52:20,540 --> 00:52:24,080
But so there are different avenues that we use in Howard County schools

695
00:52:24,080 --> 00:52:26,160
to get kids, not just phase of taste.

696
00:52:26,160 --> 00:52:30,780
There's multiple ways to increase student participation in trying different foods.

697
00:52:31,520 --> 00:52:38,160
I just had a, there was a young lady I met over the weekend and she said, well, the board

698
00:52:38,160 --> 00:52:42,660
needs to improve the school meals and I'm like, well, you know, there are opportunities.

699
00:52:43,280 --> 00:52:47,120
I said, won't you have a small work on that, you know, because she was, she was from Wild

700
00:52:47,120 --> 00:52:47,380
Lake.

701
00:52:47,580 --> 00:52:51,360
So I didn't hear a Wild Lake mention, so maybe next year we can do a tasting at Wild Lake

702
00:52:51,360 --> 00:52:52,180
and get them involved.

703
00:52:52,180 --> 00:52:52,440
also.

704
00:52:52,980 --> 00:52:54,520
That our student member of the board.

705
00:52:54,720 --> 00:52:55,180
And our student.

706
00:52:55,660 --> 00:52:55,860
Sorry.

707
00:52:57,200 --> 00:52:57,940
He's from LA.

708
00:52:58,240 --> 00:52:59,720
Was that your question?

709
00:52:59,880 --> 00:53:00,400
No, no.

710
00:53:00,540 --> 00:53:03,940
Well, I did want to mention, I think I wanted to mention that.

711
00:53:04,080 --> 00:53:04,200
I did.

712
00:53:04,840 --> 00:53:05,260
Also.

713
00:53:06,920 --> 00:53:11,180
Well, I do want to say thanks to the Horizon Foundation for, you know, getting

714
00:53:11,180 --> 00:53:13,780
and cooperating with us with that grant.

715
00:53:14,480 --> 00:53:17,580
And I know Mr. Ralph is looking at more grant opportunities.

716
00:53:18,400 --> 00:53:22,160
I think one of the most important things for years and years and years we saw

717
00:53:22,160 --> 00:53:27,260
our participation rate in our school meals program drop, you know.

718
00:53:27,400 --> 00:53:30,660
So the fact that it's increasing steadily is just to make sure.

719
00:53:31,700 --> 00:53:35,620
And how long does the summer meal program go until do you know the dates?

720
00:53:43,360 --> 00:53:45,900
We have two components of the summer feed and program.

721
00:53:46,080 --> 00:53:51,400
There is a regular summer school, the majority of which ends next Friday.

722
00:53:52,020 --> 00:53:57,240
And then there's just a few high schools and open sites that go until July 29th.

723
00:53:58,540 --> 00:54:04,840
And as I'm here, I mean, I can take the opportunity to inform you based on trends that we

724
00:54:04,840 --> 00:54:06,160
are seeing so far.

725
00:54:06,440 --> 00:54:12,900
We are destined to serve at least 16% more lunches this summer than the last summer.

726
00:54:15,720 --> 00:54:17,000
Very good.

727
00:54:17,460 --> 00:54:20,900
It's a great service that the school system provides.

728
00:54:21,440 --> 00:54:21,700
Absolutely.

729
00:54:22,860 --> 00:54:24,200
Thank you very much.

730
00:54:24,860 --> 00:54:25,780
We appreciate that report.

731
00:54:25,780 --> 00:54:27,820
and all the work you do for us.

732
00:54:28,100 --> 00:54:32,100
Okay, so now we're going on to the school resource officer.

733
00:54:32,760 --> 00:54:36,000
Yep, and the memorandum of understanding.

734
00:54:53,480 --> 00:54:54,260
Welcome, Mr. Burnett.

735
00:54:54,660 --> 00:54:55,220
Good afternoon.

736
00:54:55,560 --> 00:54:55,900
Good afternoon.

737
00:54:56,180 --> 00:54:57,680
Good afternoon, Dr. Fouce.

738
00:54:58,200 --> 00:54:58,800
Good afternoon, chairs.

739
00:54:59,480 --> 00:55:00,300
My name is Kevin Burdett.

740
00:55:00,500 --> 00:55:01,920
I'm your coordinator of school security.

741
00:55:02,540 --> 00:55:05,600
I'm here today to talk about the school resource officer program.

742
00:55:06,180 --> 00:55:09,180
And I have to let you know in advance, I don't have a video.

743
00:55:11,040 --> 00:55:13,300
It's kind of an over-achievement.

744
00:55:16,180 --> 00:55:19,240
It's a program that I'm very proud of.

745
00:55:19,920 --> 00:55:23,000
Actually it was a part of starting the program back in 1996.

746
00:55:23,940 --> 00:55:26,360
Back then it was called the high school liaison program.

747
00:55:26,900 --> 00:55:30,820
We were two officers and one sergeant and I was that sergeant.

748
00:55:33,740 --> 00:55:39,460
We rotated between ten high schools and we did a good job and we were actually one of

749
00:55:39,460 --> 00:55:42,860
the first school systems in the state of Maryland to have police officers in our school.

750
00:55:43,260 --> 00:55:49,940
And if you think about it for a minute, 1996, we've been in the school for 20 years without any significant incidents.

751
00:55:50,540 --> 00:55:51,500
And I'm very proud of that.

752
00:55:52,820 --> 00:56:04,060
In 2001, the police department applied for a grant and we were allowed to get one full-time police officer in each high school and one alternative school.

753
00:56:04,060 --> 00:56:12,680
In 2011 we are able to expand to the middle school programs where we have three SROs assigned

754
00:56:12,680 --> 00:56:16,600
to six middle schools and at this time what they do is a split time between the schools.

755
00:56:19,960 --> 00:56:27,020
This program is consistent with vision 2018 as far as the safety of students, staff and

756
00:56:27,020 --> 00:56:29,200
all Howard County public school facilities.

757
00:56:32,220 --> 00:56:34,700
A little bit about the program overview.

758
00:56:35,720 --> 00:56:43,440
First and foremost, the SROs are police officers, and of course, they contribute to the overall safety of our schools.

759
00:56:43,980 --> 00:56:55,200
They also act as a junk faculty members, mentors, they co-teach in various classes and health and social studies, and they participate in selected after school programs.

760
00:56:56,360 --> 00:57:03,000
This gives the SROs the opportunity to develop positive relationships with students, families, school staff, community members.

761
00:57:03,000 --> 00:57:09,440
And at the same time, it gives the students the opportunity to reach out to SROs in a non-confrontational setting.

762
00:57:12,460 --> 00:57:17,780
Students are provided with necessary skills to resist peer pressure, as well as media pressures,

763
00:57:17,780 --> 00:57:26,660
become critical thinkers, problem solvers, and avoid making unhealthy choices like substance abuse and joining gangs.

764
00:57:29,890 --> 00:57:32,110
A little bit about the training that SROs receive.

765
00:57:32,110 --> 00:57:42,250
Of course, they received their normal training as police officers, which is a rigorous six months of academy that they go out to 12 weeks of field training.

766
00:57:42,970 --> 00:57:54,930
Some of the training specific to SROs are school-based policing, youth culture, students with disabilities, especially with autism, students in social media, and threat assessments.

767
00:57:57,300 --> 00:58:14,120
Again, SROs participate in structured after-school programs that promote positive student behaviors and they also provide instructions to school staff as it relates to human trafficking, gangs, child abuse, and emergency response.

768
00:58:14,640 --> 00:58:17,500
And all this is consistent with the Safe School Act of 2010.

769
00:58:21,210 --> 00:58:24,690
SROs, they teach students the role of law enforcement and society.

770
00:58:25,530 --> 00:58:33,090
They enforce laws, but at the same time, they coordinate with administrators on when and where to enforce laws.

771
00:58:33,450 --> 00:58:39,730
It's not always a situation that if a student conducts an act that rises to the level of being criminal,

772
00:58:40,530 --> 00:58:44,050
that penalty is going to necessarily result in the rest.

773
00:58:44,730 --> 00:58:50,150
The options are to allow the school to implement their administrative sanctions.

774
00:58:50,150 --> 00:58:59,510
And that way, that may in fact be more, let's say it's more, it's better than putting the person into the juvenile justice system.

775
00:59:00,430 --> 00:59:07,050
They also provide individual mentoring to students and they act as a resource to all the county government support systems.

776
00:59:09,060 --> 00:59:16,640
Some of the youth programs that these police officers participate in and they bring our students to is the Pledge Camp, which targets ninth graders.

777
00:59:16,640 --> 00:59:23,540
actually persons going, students going into the ninth grade, and that's a week long program.

778
00:59:23,880 --> 00:59:29,620
It's held at one of our schools, and it just influences children, students to take healthy choices.

779
00:59:30,220 --> 00:59:32,040
Can't bear track is one of my favorites.

780
00:59:32,880 --> 00:59:35,820
That's been around for a long time since the 70s.

781
00:59:36,280 --> 00:59:41,660
They actually take 75 middle school students out to Western Maryland, and they stay overnight.

782
00:59:42,380 --> 00:59:44,600
And trust me, there's no air condition now that it's time.

783
00:59:45,200 --> 00:59:47,400
We don't have to go to Western Maryland to see bears.

784
00:59:49,500 --> 00:59:50,420
Learn experience.

785
00:59:51,100 --> 00:59:59,960
We have the Explorer program, which is affiliated with the Boy Scouts of America, as well as the Police Youth Academy, which is for students who are interested.

786
01:00:00,000 --> 01:00:01,340
I'm interested in careers in law enforcement.

787
01:00:03,780 --> 01:00:06,460
Future development. The police department has

788
01:00:06,460 --> 01:00:11,540
applied for a grant to expand the middle school program by three officers. What this will do

789
01:00:11,540 --> 01:00:15,840
is allow the police officers that are, well, the schools that are involved now to have

790
01:00:15,840 --> 01:00:20,140
one full-time officer instead of having an officer to split time between the schools.

791
01:00:20,140 --> 01:00:24,000
And that's one of our biggest complaints that our SRO's not in the school. He's at the other

792
01:00:24,000 --> 01:00:26,160
school. Why can't we have an SRO here full-time?

793
01:00:30,110 --> 01:00:30,550
Questions?

794
01:00:36,790 --> 01:00:41,230
Ms. Philae, I appreciate it.

795
01:00:41,770 --> 01:00:54,590
First of all, I remember back in the day when we used to have the officers that now it's Lake Elkhorn, but I went around middle school for a long time, you know, in the 70s.

796
01:00:54,830 --> 01:01:02,170
And I remember having kids who went to the camp during the summer.

797
01:01:02,170 --> 01:01:09,990
I just appreciate it if you would just tell people your background in Howard County.

798
01:01:10,470 --> 01:01:16,330
My background, I retired police officer, I served for 25 years, I retired as deputy chief.

799
01:01:17,330 --> 01:01:19,830
I have a number of assignments leading up to that.

800
01:01:20,370 --> 01:01:26,210
It was detective, I was a police officer, I was in recruitment, it was a commander of internal affairs for five years.

801
01:01:27,030 --> 01:01:29,570
So I've been around Howard County for a long time.

802
01:01:29,570 --> 01:01:35,830
Then I got involved with the school system and enjoyed the staff that I work with here and I'll be here for a while

803
01:01:35,830 --> 01:01:37,870
Right up great job

804
01:01:39,410 --> 01:01:43,130
Did you have a right mr. Lacey or any of these board members a ticket?

805
01:01:49,290 --> 01:01:52,270
He's probably responsible for those those the

806
01:01:53,870 --> 01:01:55,350
Vehicles that take pictures

807
01:01:55,350 --> 01:01:59,570
There's no comment.

808
01:02:00,370 --> 01:02:03,350
Mrs. Frantino, that came after he joined us I think.

809
01:02:04,770 --> 01:02:11,050
I think I asked for this to be put on the agenda because we haven't had a report in

810
01:02:11,050 --> 01:02:18,170
a long time and when there was a great, well there is always a great concern about bullying

811
01:02:18,170 --> 01:02:25,270
but when Ken Olman was county executive, he pulled together a group of citizens.

812
01:02:25,270 --> 01:02:39,130
and I was a representative for the board, and we had talked about updating and revising the SRO memorandum of understanding between the police department and the board.

813
01:02:40,910 --> 01:02:45,850
And so it has that been done in the-

814
01:02:45,850 --> 01:02:48,930
The most recent revision is January 2015.

815
01:02:49,550 --> 01:02:50,390
Then it's been done.

816
01:02:50,610 --> 01:02:53,810
And that is until that's for five years, that's good for five years.

817
01:02:53,810 --> 01:03:01,190
that's great. I think this is an excellent program and for one thing it provides great

818
01:03:01,190 --> 01:03:08,070
piece of mind to everybody in our buildings if an emergency or if something comes up

819
01:03:08,070 --> 01:03:19,830
and they say what should I do? And I also think that having an SRO present daily provides a calming

820
01:03:19,830 --> 01:03:22,370
effect and an accessibility.

821
01:03:25,890 --> 01:03:29,810
I don't know what the right word, but it's it. But every

822
01:03:29,810 --> 01:03:35,010
time I've seen an officer, they've been accessible. They've been standing around the students

823
01:03:35,010 --> 01:03:41,530
joking, talking to them on an informal basis. There has not been any of this, you know,

824
01:03:41,530 --> 01:03:51,750
you. And so just a calming conversational tone while hanging over the railing, for example,

825
01:03:51,970 --> 01:04:00,270
you know, out in the hallway, it does really help students when they are thinking about

826
01:04:00,710 --> 01:04:10,530
choices that they make later on. And so one other issue that was big was gangs. So how

827
01:04:10,530 --> 01:04:23,230
How is it happening, how is it going on now, or what is the status right now, has it increased a lot, or is the, in other words, do the SROs keep any data?

828
01:04:23,430 --> 01:04:28,770
Do they report to the police about their findings, or what they're dealing with?

829
01:04:29,530 --> 01:04:33,250
How do they, how are they evaluated?

830
01:04:33,830 --> 01:04:43,030
Actually, one of the reasons this program was started was because we were starting to see an increase of lower level street, excuse me, community gangs.

831
01:04:44,190 --> 01:04:50,790
And actually, it's been state status quo, we have not seen an increase, they're staying about the same and I think that's a good thing.

832
01:04:51,110 --> 01:04:51,230
Yes.

833
01:04:52,910 --> 01:05:01,950
So I just like to add to your comment, the school system needs the police department to help keep us safe.

834
01:05:01,950 --> 01:05:10,810
But also the way times are now, the police department needs a school system because it gives them the opportunity to get and interact with people in a positive way.

835
01:05:14,560 --> 01:05:15,400
Thank you.

836
01:05:16,020 --> 01:05:16,500
Thank you.

837
01:05:17,100 --> 01:05:18,060
Dr. Altberger.

838
01:05:19,740 --> 01:05:24,360
Yeah, I feel good about our SRO program.

839
01:05:24,760 --> 01:05:34,020
I know a lot of other districts around the country have had some horrible incidents and we don't and

840
01:05:34,020 --> 01:05:38,780
do or haven't and I'm hoping and praying that we keep it that way.

841
01:05:39,760 --> 01:05:41,180
I do have a couple of questions.

842
01:05:41,680 --> 01:05:48,760
In terms of charging kids, do SROs actually,

843
01:05:49,200 --> 01:05:53,180
do they ever charge kids with some kind of-

844
01:05:53,180 --> 01:05:57,000
Yes, I do, SROs are police officers, however, it's a different time.

845
01:05:57,540 --> 01:06:01,980
Depending on the offense, for most minor offenses that student would be charged,

846
01:06:01,980 --> 01:06:17,380
First, basically the officer would process the paperwork, turn it in, the parent would pick the student up from the school, whereas if it was in the community and the same offense happened, that officer would more than likely take that student in the custody, and take them to the police station and proceed charges down there.

847
01:06:17,700 --> 01:06:24,980
So they don't do that, you don't take them down to the, to the majority of the time they do not, it is a very serious offense than they would.

848
01:06:24,980 --> 01:06:35,200
Do we keep data on how many children are charged in our school system for what crimes and in which schools?

849
01:06:35,740 --> 01:06:41,180
Yes, but we have to do a better job of that and that's actually going to be a requirement of the MSTE for the next year.

850
01:06:41,540 --> 01:06:50,260
Yeah, I think that's a very important piece of information that we need to have, maybe sometime next year we can get a report on that.

851
01:06:50,260 --> 01:07:17,140
Absolutely, and if I can just say related to that, the data that we do collect is not as clear as we would like it because the arrests are counted if the arrest occurs on school property, it may not be school related at all, it may be on a Saturday night in a student walking through the field and a police officer happens to see something going on that shouldn't be going on.

852
01:07:17,140 --> 01:07:19,560
So, and it isn't just with students, but it's adults.

853
01:07:20,000 --> 01:07:28,820
So, those arrests numbers are skewed a bit, as well as our sorrows also work events at

854
01:07:28,820 --> 01:07:30,720
Mary-Whether in other events in the county.

855
01:07:30,740 --> 01:07:31,340
Paraseros?

856
01:07:31,700 --> 01:07:32,760
Work at Mary-Whether?

857
01:07:33,520 --> 01:07:34,260
Other events.

858
01:07:34,480 --> 01:07:34,900
Over time.

859
01:07:35,060 --> 01:07:35,380
I'm on opportunities.

860
01:07:36,320 --> 01:07:36,860
Thank you.

861
01:07:37,460 --> 01:07:38,060
Congratulations.

862
01:07:38,880 --> 01:07:38,980
Yes.

863
01:07:39,220 --> 01:07:43,600
If they arrest a student, that particular arrest is counted on their ID numbers.

864
01:07:43,920 --> 01:07:45,720
So, that's what Mr. Burnett is talking about.

865
01:07:45,720 --> 01:07:50,120
So we need to be careful about how we track it and just differentiate all those things.

866
01:07:50,560 --> 01:07:53,600
But it would be, I think, very important for us to know.

867
01:07:56,340 --> 01:08:06,260
And I just hope that we're not charging kids for infractions that should be disciplinary in nature,

868
01:08:06,580 --> 01:08:12,840
and should be the purview of the administrators rather than getting them into the criminal justice system.

869
01:08:12,840 --> 01:08:19,720
I mean, getting a kid involved in the criminal justice system can have enormous

870
01:08:20,840 --> 01:08:26,040
effects on that child for a long, long time, sometimes forever.

871
01:08:27,600 --> 01:08:37,700
So I would really like a report on the charging situation and something on how we distinguish

872
01:08:37,700 --> 01:08:42,820
between infractions that should be dealt with administratively versus infractions

873
01:08:42,820 --> 01:08:47,900
actions that should be dealt with in terms of criminal justice system.

874
01:08:49,380 --> 01:08:53,360
But that makes my understanding of what is specifically in the MOU.

875
01:08:53,720 --> 01:08:57,280
Yeah, and it's anything that can be handled administratively.

876
01:08:57,340 --> 01:09:01,540
I'm certain that we are, I don't think any police officer wants to be arresting young children.

877
01:09:02,220 --> 01:09:06,300
And in so far as, again, we're getting into that, these are juveniles.

878
01:09:06,640 --> 01:09:11,680
And so their confidentiality falls under legal guidelines, what we can and cannot release.

879
01:09:11,680 --> 01:09:15,720
If there's one arrest, let's say I'm going to make up a high school, River Hill High School,

880
01:09:16,380 --> 01:09:21,020
and we release that in a report, it identifies that student, reaches their confidentiality,

881
01:09:21,160 --> 01:09:22,100
we would be violating law.

882
01:09:22,320 --> 01:09:23,480
Well, of course, we wouldn't want to do that.

883
01:09:23,780 --> 01:09:26,980
But we would, I think, as a board, we need to know what the situation is.

884
01:09:27,400 --> 01:09:27,460
Now, now.

885
01:09:27,460 --> 01:09:31,980
Board gets memos anytime there is a very serious situation that escalates to a police matter.

886
01:09:32,240 --> 01:09:32,500
Okay.

887
01:09:32,620 --> 01:09:34,900
But we're good about communicating that information out.

888
01:09:34,940 --> 01:09:35,620
No, you're right.

889
01:09:36,040 --> 01:09:36,800
I think we do get that.

890
01:09:36,800 --> 01:09:42,920
I'm just in terms of statistics on that information, I think we need that.

891
01:09:45,000 --> 01:09:54,540
The last question, I think I know the answer, but are the SROs carry loaded weapons?

892
01:09:55,060 --> 01:09:56,140
Yes, they're really soft.

893
01:09:57,680 --> 01:09:58,020
Right.

894
01:09:58,400 --> 01:10:04,240
And I feel very uncomfortable with that, having a loaded weapon in the school period.

895
01:10:04,240 --> 01:10:07,820
but I would prefer it to be a stun gun or something like that.

896
01:10:07,960 --> 01:10:09,660
They're not allowed to carry stun guns in school.

897
01:10:09,680 --> 01:10:09,800
I'm sorry?

898
01:10:10,080 --> 01:10:11,560
They don't carry stun guns in the schools.

899
01:10:12,400 --> 01:10:22,340
I'd prefer a stun gun versus a loaded weapon, but anyway, all in all, I think we do a like outstanding job in this county.

900
01:10:23,960 --> 01:10:31,220
Especially when you hear the nightmare is in other places and I just want to give a shout out to and I remember her name, but

901
01:10:31,220 --> 01:10:36,680
the, um, the, um, SRO at Wallet Lake High School.

902
01:10:37,320 --> 01:10:37,760
She's-

903
01:10:37,760 --> 01:10:38,780
Ref- Ref- Refray Shams?

904
01:10:39,380 --> 01:10:39,820
Yeah.

905
01:10:40,240 --> 01:10:40,740
She's-

906
01:10:40,740 --> 01:10:41,640
She went to Wallet Lake.

907
01:10:41,700 --> 01:10:42,260
She's wonderful.

908
01:10:42,600 --> 01:10:42,760
What?

909
01:10:42,960 --> 01:10:43,900
She graduated from Wallet Lake.

910
01:10:43,960 --> 01:10:44,080
Oh!

911
01:10:44,840 --> 01:10:45,280
Okay.

912
01:10:45,720 --> 01:10:48,660
Yeah, she's- I get- I hear good stuff about her.

913
01:10:50,120 --> 01:10:52,260
Okay, so I need to ask-

914
01:10:52,260 --> 01:10:52,420
Oh.

915
01:10:52,420 --> 01:10:52,700
I'm sorry.

916
01:10:53,140 --> 01:10:53,660
Yes, she did.

917
01:10:53,880 --> 01:10:54,160
Go ahead.

918
01:10:55,320 --> 01:10:55,760
Yes.

919
01:10:58,770 --> 01:10:59,330
Thank you.

920
01:10:59,530 --> 01:11:03,530
Since we're giving shout outs, I'd like to give a shout out to the, um, the-

921
01:11:03,530 --> 01:11:10,130
person at Harper's Choice, because I, you know, see her, let's go to the shot there.

922
01:11:10,550 --> 01:11:16,510
I think that a lot of us are very concerned, first of all, I'd like to know, I don't know

923
01:11:16,510 --> 01:11:23,830
if you keep statistics on that or not, but the ethnicity of the children, the kids that

924
01:11:23,830 --> 01:11:33,130
are being arrested in our schools, because if we look at, you know, what's happening nationally

925
01:11:33,130 --> 01:11:41,070
and we'll see what's happening as far as disciplinary referrals as far as

926
01:11:42,550 --> 01:11:49,250
disciplinary actions. If we look at the suspension rates, I just think it's

927
01:11:49,250 --> 01:11:55,870
noteworthy to determine that we are, you know, whether you're driving or

928
01:11:55,870 --> 01:12:04,210
whatever that we have empirical data that shows us that there are certain people that are

929
01:12:04,210 --> 01:12:10,110
more likely to be suspended, arrested, I have a brother who served 18 years in prison.

930
01:12:11,750 --> 01:12:13,090
So I get that.

931
01:12:15,650 --> 01:12:18,270
I just wonder how many situations we have.

932
01:12:18,730 --> 01:12:25,310
I think people are concerned because you've seen incidences where the SROs are throwing

933
01:12:25,310 --> 01:12:31,990
the kids against the wall or being abused and I just want I think that we all want to make sure

934
01:12:31,990 --> 01:12:38,650
that none of that is happening and and especially in the county where we reside and we're responsible

935
01:12:38,650 --> 01:12:47,250
for the success you know the success of children so do you see any escalation or I've not seen any

936
01:12:47,250 --> 01:12:52,190
escalation no not at all and the trainings that the people are getting they're concerned they're

937
01:12:52,190 --> 01:12:59,810
They're dealing with understanding, they have an background in dealing with children from a variety of cultures.

938
01:13:00,290 --> 01:13:02,230
And yes, absolutely.

939
01:13:03,250 --> 01:13:09,490
And I'll say we work hard with our administrators to make sure that our SROs are not enforcing discipline.

940
01:13:09,770 --> 01:13:11,330
That's not the job of the SRO.

941
01:13:11,330 --> 01:13:11,670
Exactly.

942
01:13:12,170 --> 01:13:17,910
The SRO is there for the specific roles that Mr. Burnett talked about.

943
01:13:17,910 --> 01:13:23,530
And they're called to incidents only when they need to be.

944
01:13:23,930 --> 01:13:28,410
They're not out there patrolling looking for kids to misbehave and then deal with them.

945
01:13:28,750 --> 01:13:36,310
In fact, the SRO, if they see a student misbehaving, will call for an administrator to deal with a student rather than dealing with a student themselves.

946
01:13:37,050 --> 01:13:47,050
As well as our staff members, also, except in extreme danger situations would not have the purview to ask a SRO to become involved.

947
01:13:47,050 --> 01:13:48,550
that has to come through administration.

948
01:13:49,330 --> 01:13:49,610
Okay.

949
01:13:49,970 --> 01:13:53,050
And I just want to say that my brother's gelling was due.

950
01:13:53,390 --> 01:13:57,150
President was due to drugs and not anything violent.

951
01:13:57,870 --> 01:13:58,550
Thank you.

952
01:13:59,490 --> 01:13:59,550
Thank

953
01:14:02,980 --> 01:14:03,780
you.

954
01:14:04,100 --> 01:14:09,300
I saw on the agenda it said MoU, but I don't see the MoU with their documents.

955
01:14:10,840 --> 01:14:12,420
Was it supposed to be attached?

956
01:14:12,660 --> 01:14:14,020
We can provide that for you.

957
01:14:14,260 --> 01:14:14,620
Thank you.

958
01:14:14,920 --> 01:14:15,220
Okay.

959
01:14:15,360 --> 01:14:17,680
And thank you Mrs. French for bringing this report forward.

960
01:14:17,780 --> 01:14:18,120
I think it's.

961
01:14:21,800 --> 01:14:27,820
I think it's a really important service that we work with the county to provide.

962
01:14:29,160 --> 01:14:38,060
My question was that it's a great goal to be increasing the amount of at the middle

963
01:14:38,060 --> 01:14:44,400
school level, but is it enough to have just one at the high school level, especially when

964
01:14:44,400 --> 01:14:49,020
And you look at high schools like Howard that's approaching, you know, 1,400 students.

965
01:14:49,500 --> 01:14:54,520
Well, that's a staffing issue for the police department and there's always a cost associated

966
01:14:54,520 --> 01:14:54,900
with that.

967
01:14:54,900 --> 01:14:59,540
But we haven't had any issues with

968
01:15:00,000 --> 01:15:16,280
Only having one resource officer at the high school that have been able to handle all of the affairs there. Quite effective. Okay. And my second question, which not I just lost my thought was,

969
01:15:20,100 --> 01:15:32,540
I don't, I just lost my train of thought with, I guess I'm being similar to this little delicy today. Things, sounds going around, we're disturbing, and I lost my train of thought. But I'll, if I

970
01:15:32,540 --> 01:15:34,040
I think I'll look it back to you, thank you.

971
01:15:39,820 --> 01:15:41,640
Okay, I guess two things.

972
01:15:41,800 --> 01:15:47,300
One is that I wanted to applaud the expansion at the middle school level,

973
01:15:47,500 --> 01:15:51,040
because I think that one of the most valuable things happening through the program

974
01:15:51,040 --> 01:15:55,220
is the establishment of community relationships and the fact that students,

975
01:15:55,300 --> 01:15:59,560
see police officers as someone that they can connect with and

976
01:15:59,560 --> 01:16:05,240
speak with and recognize and feel that they actually are part of their community and

977
01:16:05,240 --> 01:16:08,140
not something isolated or disconnected.

978
01:16:09,320 --> 01:16:19,340
And so it's good to see that the administration is looking at providing the funds that will make it possible for the police department to expand that if you get a grant.

979
01:16:20,300 --> 01:16:25,220
I understand that everything has a monetary cost.

980
01:16:25,900 --> 01:16:35,100
The other is that, I think we really need to look positively at the fact that we have not seen the increase in

981
01:16:35,100 --> 01:16:49,860
and gang participation that one might expect, given the rapid urbanization of this area and the impact from neighboring counties who are experiencing big growth in these areas, which is very disturbing.

982
01:16:50,140 --> 01:17:05,000
So I think that we can point to the effectiveness of these programs in many ways as to helping control that and help students see that there are other pathways for them and that there are ways in which they can live a healthier.

983
01:17:05,000 --> 01:17:34,980
and safer life, and so I want to salute the officers who are serving in this way, and the collaboration that makes that possible, because it is a community issue, it is an exclusively a school issue, and that once there's a way that the police department can track the incidents in a way that more effectively denotes what's happening within the school day, and that school time frame.

984
01:17:34,980 --> 01:18:04,720
as opposed to things that are happening on school property or that relate to students that will be helpful in getting a sense of how this is working across the board because I do believe that these officers are better in policing in other aspects of their lives because they've had the exposure to the students and the interaction with them all along they have a way of establishing a rapport that's different and of noticing things and being attuned to what issues might develop because they've

985
01:18:04,720 --> 01:18:05,540
they've developed that.

986
01:18:05,800 --> 01:18:11,920
So I think it is a model we should be proud of and to thank the county government for

987
01:18:11,920 --> 01:18:16,100
understanding that this is a community thing that we all have to work together in order

988
01:18:16,100 --> 01:18:16,520
to manage.

989
01:18:16,840 --> 01:18:17,400
So thank you.

990
01:18:19,100 --> 01:18:19,840
Mrs. French?

991
01:18:20,560 --> 01:18:21,240
I'm sorry.

992
01:18:21,500 --> 01:18:28,240
We're not supposed to be talking a second time and I didn't forget this but oh dear, I'm

993
01:18:28,240 --> 01:18:28,500
sorry.

994
01:18:28,500 --> 01:18:30,500
I just

995
01:18:32,930 --> 01:18:38,150
want to thank you and extend my thanks to all of the SRO's because I have seen

996
01:18:38,150 --> 01:18:45,370
them work so effectively with students and we're doing shout-outs.

997
01:18:45,370 --> 01:18:50,830
I was at Reservoir High School, one of my cluster high schools this year, and the SRO

998
01:18:50,830 --> 01:18:56,650
with the PTA president and with a student presented on human trafficking.

999
01:18:56,650 --> 01:19:04,450
And it turned out that the woman who sat next to me was not from reservoir.

1000
01:19:04,690 --> 01:19:09,870
She had read it in the newspaper and she came all the way from the Waverly area

1001
01:19:09,870 --> 01:19:13,710
and drove down to hear the presentation.

1002
01:19:14,570 --> 01:19:21,210
And so there is a lot of community outreach in so many ways that we're not aware of

1003
01:19:21,210 --> 01:19:25,550
in passing on really vital information

1004
01:19:25,550 --> 01:19:30,130
because understanding the issues

1005
01:19:30,130 --> 01:19:32,070
and how we deal with these issues

1006
01:19:32,070 --> 01:19:36,070
is very important to be a solid supportive community.

1007
01:19:37,070 --> 01:19:38,970
So, thank you for your leadership.

1008
01:19:40,130 --> 01:19:42,170
Okay, but I'm gonna ask a silly question.

1009
01:19:42,930 --> 01:19:45,730
Did you or the SROs have anything to do

1010
01:19:45,730 --> 01:19:47,190
with all the bear sightings?

1011
01:19:47,650 --> 01:19:50,310
Mayfield Woods, Waverly Elementary,

1012
01:19:51,930 --> 01:19:56,870
I mean, that bear, and over July 4th, he was in Katen'sville.

1013
01:19:57,170 --> 01:20:01,410
He hasn't found an area yet, but there's a lot of these.

1014
01:20:01,630 --> 01:20:02,490
We know it's the same bear.

1015
01:20:02,490 --> 01:20:03,590
The bear got a lot of steps in.

1016
01:20:04,570 --> 01:20:12,450
So they were, so you monitor and you also recommended the lockdowns of the schools when the bear was nearby.

1017
01:20:12,830 --> 01:20:13,270
Yes, we did.

1018
01:20:13,710 --> 01:20:17,450
I'll tell you, it's important, human safety.

1019
01:20:17,450 --> 01:20:20,400
Thank you. Dr. Sadeeke?

1020
01:20:21,640 --> 01:20:23,280
Yeah, those bear tracks.

1021
01:20:23,680 --> 01:20:26,720
Bear tracks all the way from Western Maryland.

1022
01:20:27,380 --> 01:20:30,040
I did recall what I wanted to mention was

1023
01:20:30,560 --> 01:20:33,660
that not only the SRS player important role for our students,

1024
01:20:33,800 --> 01:20:35,200
but I think when the other important role

1025
01:20:35,200 --> 01:20:37,200
is working with our administrators

1026
01:20:37,200 --> 01:20:40,860
in terms of making sure our buildings are secure

1027
01:20:41,300 --> 01:20:46,260
that came out of our safety summit that we had in 2012, 2013.

1028
01:20:46,940 --> 01:20:47,640
Thank you.

1029
01:20:49,560 --> 01:20:53,460
Okay. I think that's everybody that has any more questions. Thank you. Very, very much.

1030
01:20:53,800 --> 01:20:56,760
Good job. Thank you. Very well done. Dr. Kuznet.

1031
01:20:56,760 --> 01:21:02,940
As we transition into the next report, I just want to give a shout out to one of our

1032
01:21:02,940 --> 01:21:06,740
Dunlog and rising ninth grader, former Dunlog and student who's soon going to be

1033
01:21:06,740 --> 01:21:10,480
about Hebron ninth grader. Ryan McClure, he's here tonight. He's working on his

1034
01:21:10,480 --> 01:21:14,540
equal scout. So congratulations. I hope you're learning a lot, Ryan. You look

1035
01:21:14,540 --> 01:21:15,380
So forward to ninth grade.

1036
01:21:15,800 --> 01:21:16,560
Where's Ryan?

1037
01:21:16,880 --> 01:21:17,000
I think.

1038
01:21:17,940 --> 01:21:18,340
Hello.

1039
01:21:18,560 --> 01:21:19,240
There he is.

1040
01:21:19,440 --> 01:21:19,640
Okay.

1041
01:21:24,190 --> 01:21:26,830
He's one of two students that joined us tonight with their Eagle Scout.

1042
01:21:26,830 --> 01:21:28,910
We had another student here, Max Kippenbach.

1043
01:21:29,190 --> 01:21:31,970
Actually, Max is not one of the Howard County Public School students.

1044
01:21:31,970 --> 01:21:36,410
He's a Mount St. Joe student, but he was here also working on his Eagle Scout.

1045
01:21:36,570 --> 01:21:38,430
So good luck to Max as well as Ryan.

1046
01:21:38,870 --> 01:21:39,590
This is a good meeting.

1047
01:21:40,170 --> 01:21:40,310
Yes.

1048
01:21:40,730 --> 01:21:41,070
Very good.

1049
01:21:41,870 --> 01:21:42,170
A discussion.

1050
01:21:42,630 --> 01:21:42,990
Okay.

1051
01:21:43,470 --> 01:21:45,930
Now we are on the school suspension report.

1052
01:21:49,080 --> 01:21:49,480
Welcome.

1053
01:21:49,480 --> 01:21:50,780
Thank you.

1054
01:21:53,760 --> 01:22:01,320
I'm still Frank Easton, Executive Director of School Improvement Administration, and I have some folks joining me for this for your report.

1055
01:22:01,820 --> 01:22:04,600
I'm Caroline Walker, I'm one of the curriculum directors.

1056
01:22:04,860 --> 01:22:07,080
If they were back to it right now, no, we wouldn't wish.

1057
01:22:07,480 --> 01:22:09,440
And Grace Chesney, Chief Accountability Officer.

1058
01:22:19,100 --> 01:22:24,920
What I'm going to do tonight is talk about what my role is, or our office's role is specific to suspension.

1059
01:22:25,580 --> 01:22:28,740
So we collect, analyze, and report data to stakeholders.

1060
01:22:29,160 --> 01:22:35,800
Those stakeholders include MSDE, Board of Education, administrators, teachers, parents,

1061
01:22:36,100 --> 01:22:37,500
students, and the community at large.

1062
01:22:38,120 --> 01:22:41,420
We provide data that are meaningful and actionable.

1063
01:22:41,920 --> 01:22:45,280
We provide data to stakeholders that are timely and accessible.

1064
01:22:46,420 --> 01:22:51,400
We provide tools and reports to stakeholders that are easier to find and easier to use.

1065
01:22:51,400 --> 01:22:55,440
and the reason why I use ease areas because they're getting better and better over time with feedback

1066
01:22:55,440 --> 01:22:56,340
from our stakeholders.

1067
01:22:59,140 --> 01:23:04,300
In addition to that, we also provide data coaching to leadership teams

1068
01:23:04,300 --> 01:23:10,500
and to teams within buildings. Annually, we provide a suspension report to the Board of Education

1069
01:23:10,500 --> 01:23:17,420
that includes trends and gaps. We also benchmark against the state and other LEAs in that document.

1070
01:23:18,240 --> 01:23:25,540
It's a 56 page document, about 15 pages of text and figures and another 40 pages worth

1071
01:23:25,540 --> 01:23:26,360
of tables.

1072
01:23:27,340 --> 01:23:30,620
Data are presented as tables and graphically.

1073
01:23:34,090 --> 01:23:39,650
In those reports, we disaggregate the data at the district level by elementary, middle

1074
01:23:39,650 --> 01:23:46,190
and high, by grade level, gender, race, ethnicity, student group, the number of incidents,

1075
01:23:49,230 --> 01:23:49,230
the

1076
01:23:49,230 --> 01:23:53,070
We also look at the number of suspension per individual students.

1077
01:23:53,350 --> 01:24:02,190
We look at infraction types and accommodation, meaning we also look at the data by level race ethnicity and gender.

1078
01:24:02,850 --> 01:24:05,290
So we do a variety of data points together.

1079
01:24:05,970 --> 01:24:10,410
In that particular report, we do not look at the data by school level.

1080
01:24:14,350 --> 01:24:19,090
In this slide, you can see that the out-of-school suspensions and

1081
01:24:19,090 --> 01:24:22,710
expulsions are decreasing at both the state and the district level.

1082
01:24:22,990 --> 01:24:29,930
You can also see that our suspension rate is about 2.5% compared to the district that's at 4%.

1083
01:24:29,930 --> 01:24:33,030
So about 1.5 percentage points less than the state.

1084
01:24:33,530 --> 01:24:43,170
When we look at all LEAs, which are 24 out-of-school suspension rates range from 1.5% to more than 14%.

1085
01:24:43,910 --> 01:24:48,150
We're in the bottom core tile, so we rank about sixth.

1086
01:24:52,220 --> 01:24:57,020
When we disaggregate by race ethnicity, we see that suspension rates decreased for

1087
01:24:57,020 --> 01:25:00,980
each of the student groups between 2012 and 2015.

1088
01:25:01,460 --> 01:25:16,380
We also see that the largest decrease occurred for African American students about a one percentage point decrease compared to Hispanics, which was a point one percentage point decrease in whites, which were a point six percentage point decrease.

1089
01:25:16,940 --> 01:25:24,500
But what's most noticeable in this figure is that African-American students are suspended at a higher rate than their non-African-American peers.

1090
01:25:28,470 --> 01:25:34,590
In this slide, we see that when we're looking at the data disaggregated by service group,

1091
01:25:35,230 --> 01:25:43,890
we also see that the rates decrease for each of the student groups between 2012 and 2015 with the exception of ELLs.

1092
01:25:43,950 --> 01:25:45,690
And I'll talk a little bit more about that in a minute.

1093
01:25:45,690 --> 01:25:53,350
We also see that the largest decreases in suspensions occurred for students receiving free or reduced price meals,

1094
01:25:53,730 --> 01:25:58,350
which was 1.6 percentage points, and for students receiving special education services.

1095
01:25:58,350 --> 01:26:01,590
And it was about a 1 percentage point decrease.

1096
01:26:02,470 --> 01:26:07,770
When we look at data, we often look at it by percents, but it's also very important to look at it by the end size.

1097
01:26:08,030 --> 01:26:10,310
Sometimes we have student groups that may be 10.

1098
01:26:10,510 --> 01:26:14,090
So if one student suspended, it looks like a 10% suspension rate.

1099
01:26:14,090 --> 01:26:24,610
So for ELLs, we actually had 28 students suspended in 2012 and 33 students suspended in 2015.

1100
01:26:25,070 --> 01:26:29,410
So it was a difference about a five students, but you can see that it did generate an increase.

1101
01:26:31,900 --> 01:26:36,980
In addition to reporting the number of students suspended, the number of infractions,

1102
01:26:37,180 --> 01:26:40,700
the number of times an individual student is suspended in our report.

1103
01:26:40,700 --> 01:26:44,640
We also report by the type of infraction, and we, again,

1104
01:26:44,920 --> 01:26:52,560
disaggregate that by race and ethnicity and by other data points as well.

1105
01:26:55,900 --> 01:27:00,780
Schools have access to, in addition to race, ethnicity, gender,

1106
01:27:02,880 --> 01:27:06,280
et cetera, they also can look at the data by referral type.

1107
01:27:06,580 --> 01:27:11,000
When they're doing their analysis, they can look at it by infraction type by location.

1108
01:27:11,000 --> 01:27:13,180
So where did it occur in the school building?

1109
01:27:13,700 --> 01:27:15,040
What time of day did it occur?

1110
01:27:15,280 --> 01:27:18,240
Did it occur during school hours or outside of school hours?

1111
01:27:18,800 --> 01:27:24,580
They can see what interventions were put in place and they also can see what consequences were put in place.

1112
01:27:28,460 --> 01:27:35,660
So one of the things that we have worked hard to standardize in the district is a data protocol that we use.

1113
01:27:36,060 --> 01:27:41,680
And it consists of four components, which are assess and analyze, completing a root cause analysis,

1114
01:27:41,680 --> 01:27:45,800
this, creating an action plan, and monitoring progress and outcomes.

1115
01:27:47,580 --> 01:27:51,860
So when we're looking at suspension data, whether we're looking at the district level or

1116
01:27:51,860 --> 01:27:56,640
the school level, we're looking at what is the current state, what are the gaps, what are

1117
01:27:56,640 --> 01:28:02,440
the trends, what's the desired state, when and where are behaviors occurring, who is referring

1118
01:28:02,440 --> 01:28:04,020
and who is being referred.

1119
01:28:04,300 --> 01:28:09,240
So when we look at when and where, is it in the hallways, is it in a particular classroom,

1120
01:28:09,240 --> 01:28:13,220
is it occurring after lunch, et cetera.

1121
01:28:13,720 --> 01:28:21,360
And who is referring, is it, create five teachers, is it's Mrs. X, and Mr. Y?

1122
01:28:21,920 --> 01:28:26,520
Is it substitutes, so where are these referrals being generated?

1123
01:28:27,080 --> 01:28:30,820
And then who is being referred, and it's not just by student group.

1124
01:28:31,000 --> 01:28:35,860
It could also be individual students, where individual students are being referred multiple times.

1125
01:28:38,190 --> 01:28:45,130
After we've identified who is being referred, where they're being referred, etc., we want

1126
01:28:45,130 --> 01:28:46,490
to really do a root cause analysis.

1127
01:28:46,650 --> 01:28:52,070
When we looked at the data earlier in the aggregate and we only have a 2.5 percentage suspension

1128
01:28:52,070 --> 01:28:53,890
rate, it looks like we're good to go.

1129
01:28:54,230 --> 01:28:58,890
It's really important to delve down into the data not just at the district level but also

1130
01:28:58,890 --> 01:28:59,710
at the school level.

1131
01:29:00,510 --> 01:29:07,310
So after we've reviewed the data and identified some particular areas of concern, then we

1132
01:29:07,310 --> 01:29:10,430
We want to understand why these behaviors are occurring.

1133
01:29:10,870 --> 01:29:13,070
Does it have to do with supervision?

1134
01:29:13,470 --> 01:29:18,190
Does it have to do with the structures in place, possibly your schedule, behavior management

1135
01:29:18,190 --> 01:29:19,610
and individual classrooms?

1136
01:29:19,870 --> 01:29:27,510
Does it have to do with mindsets, expectations, engagement in the classroom, the school or

1137
01:29:27,510 --> 01:29:30,950
classroom culture, or the skills and knowledge of the teachers?

1138
01:29:32,410 --> 01:29:38,590
When we look at action planning, what instructional and programmatic strategies will be implemented

1139
01:29:38,590 --> 01:29:43,550
to support what those root cause analysis showed us?

1140
01:29:43,990 --> 01:29:46,310
Will there be professional learning provided?

1141
01:29:46,750 --> 01:29:48,450
What structures will be modified?

1142
01:29:48,690 --> 01:29:52,170
So will we have additional staff in the hallway during transitions?

1143
01:29:52,710 --> 01:29:55,050
Maybe that will have an impact on suspensions.

1144
01:29:55,690 --> 01:29:59,850
what cultural shifts might need to occur, so will we do additional training.

1145
01:30:00,000 --> 01:30:13,940
On mine sets, et cetera, and expectations, engagement. What resources are required to implement effectively, so as far as professional development is concerned, et cetera.

1146
01:30:17,280 --> 01:30:29,940
Before you put an action plan in place, you also have to determine what data will be used to monitor that progress up front, and you also need to determine how often that data should be collected. And it's just not quantitative.

1147
01:30:29,940 --> 01:30:48,760
quantitative data, it's that qualitative data, it's observational, making sure staff are in the hallway, so we want to monitor that on a daily basis or what does that look like as far as an individual staff member who maybe needs additional support with behavioral management.

1148
01:30:49,920 --> 01:30:55,340
How often are we making sure that certain things are being put in place, etc.

1149
01:30:56,740 --> 01:31:03,680
And monitor processes and outcomes to understand whether or not the strategies were implemented

1150
01:31:03,680 --> 01:31:10,560
as intended, are there tools needed to monitor, for example, rubrics, et cetera, is meaningful

1151
01:31:10,560 --> 01:31:15,620
timeline for monitoring progress developed and is progress towards the goals and target

1152
01:31:15,620 --> 01:31:18,940
discussed, shared, and acted upon with stakeholders.

1153
01:31:19,300 --> 01:31:22,760
So it's not just something that we say we're going to do, we're going to have conversations

1154
01:31:22,760 --> 01:31:23,620
about that.

1155
01:31:23,620 --> 01:31:26,040
So it's that continuous cycle.

1156
01:31:28,740 --> 01:31:35,020
So next steps for our office as a whole, we'll continue to develop reports to meet the

1157
01:31:35,020 --> 01:31:38,980
needs of stakeholders and will work collaboratively with stakeholders and we have throughout when

1158
01:31:38,980 --> 01:31:44,660
we're developing reports and synergy, develop suspension dashboards and I'm going to show

1159
01:31:44,660 --> 01:31:48,900
you what those look like which will be available in late 2016.

1160
01:31:48,900 --> 01:31:54,800
In the fall of 2016, we're going to continue to provide data coaching at the school level.

1161
01:31:55,720 --> 01:32:00,800
And Eva Yu and I, Eva being the coordinator of research and evaluation are members of

1162
01:32:00,800 --> 01:32:03,100
the MSDE Disproportionality Work Group.

1163
01:32:03,460 --> 01:32:08,420
So we get to hear firsthand what's happening with taking place in other districts and how

1164
01:32:08,420 --> 01:32:10,180
reporting will take place in the future.

1165
01:32:12,580 --> 01:32:14,820
Having access to data is really important.

1166
01:32:15,280 --> 01:32:18,880
And if the data is not accessible, it's hard to make it actionable.

1167
01:32:20,480 --> 01:32:32,940
So we're in the process of developing these reports, or dashboards, in the upper right hand corner, the principals will be able to see what the top 10 discipline reasons are, and they'll also be able to see a count of those.

1168
01:32:33,640 --> 01:32:39,820
They'll be able to see trend data for in school and out of school suspensions, the number as well as the percent.

1169
01:32:41,040 --> 01:32:46,020
They'll be able to see trim data specific to the type of incidence, and

1170
01:32:46,020 --> 01:32:49,480
they'll be able to see it in a stack bar graph as far as the numbers are concerned.

1171
01:32:50,240 --> 01:32:53,420
And the bottom left hand corner, they can see the type of incidence.

1172
01:32:53,920 --> 01:33:00,540
And then the number in each year, and if they click on that number, it'll expand where they can see additional information.

1173
01:33:01,220 --> 01:33:06,040
And then in the right hand corner, the number of incidents where students are repeat offenders.

1174
01:33:06,040 --> 01:33:09,140
So, they've been suspended or referred multiple times.

1175
01:33:10,640 --> 01:33:17,780
This next dashboard, what it shows is the actions that took place, so was there a conference,

1176
01:33:18,120 --> 01:33:23,480
was there a suspension or a detention, and that is available on trend data too, and you

1177
01:33:23,480 --> 01:33:24,860
can drill down into that as well.

1178
01:33:25,740 --> 01:33:31,080
And the upper right hand corner, as far as severe actions, so Dr. Altberger asked about

1179
01:33:31,080 --> 01:33:39,080
So you'll be able to see the number of arrests, the number of expulsions out of school suspensions and in-school suspensions.

1180
01:33:39,680 --> 01:33:48,660
So the principal will be able to see at their level a director will be able to see at their level and district level administrators can see across the district.

1181
01:33:49,720 --> 01:33:57,320
In the bottom left-hand corner you can see the location where those incidents occurred and in the bottom right-hand corner you can see the time of day.

1182
01:33:57,320 --> 01:34:02,840
So these dashboards provide quick information to the principal to be able to see what's taking place.

1183
01:34:04,640 --> 01:34:07,260
The only thing that's slowing us down right now is resources.

1184
01:34:07,640 --> 01:34:10,500
It takes a great deal of time to put these in place.

1185
01:34:10,780 --> 01:34:13,060
We can pull that data and make sure that that data is accurate.

1186
01:34:13,360 --> 01:34:19,300
So our goal is late fall to have these available to administrators.

1187
01:34:21,260 --> 01:34:27,060
And now I'm passing this along to school administration and curriculum instruction

1188
01:34:29,820 --> 01:34:34,560
We know that monitoring the data is important and it guides the work that we do.

1189
01:34:35,220 --> 01:34:43,300
We also know managing the practices that occur in each and every one of our classrooms helps to support our efforts toward reducing suspensions.

1190
01:34:43,820 --> 01:34:51,900
But we know what the core of the issue is dealing with mindsets and making sure that our staff members in the building have a mindset that builds inclusive environments.

1191
01:34:51,900 --> 01:34:57,340
And school environments are built on trusting relationships between students and school staff.

1192
01:34:57,820 --> 01:35:03,560
Schools provide the instruction and support necessary to address the student's academic and behavioral needs.

1193
01:35:04,480 --> 01:35:10,160
School safety and academic success are created in strengthen when students are effectively engaged in their learning,

1194
01:35:10,620 --> 01:35:19,800
when positive relationships exist between students and school staff, when families, communities, and school staff work collaboratively to support positive student outcomes.

1195
01:35:19,800 --> 01:35:27,440
schools provide behavioral expectations for all members of the school community that are fair and

1196
01:35:27,440 --> 01:35:32,200
developmentally appropriate. Educators and other adults within the school teach students to

1197
01:35:32,200 --> 01:35:37,600
behave in ways that comply with policies and expectations outlined in the code of conduct and

1198
01:35:37,600 --> 01:35:43,400
that contribute academic achievement in school success. This is achieved by fostering, teaching,

1199
01:35:43,740 --> 01:35:49,140
and acknowledging positive behavior, focusing on preventing misbehavior before it occurs, and

1200
01:35:49,140 --> 01:35:55,660
And providing necessary supports and restoring relationships among all members of the school community when the need arises.

1201
01:35:58,070 --> 01:36:04,130
The student code of conduct serves as a disciplinary framework that supports behavior and discipline policies.

1202
01:36:04,770 --> 01:36:20,530
Student discipline regulations are progressive and reflect a disciplinary philosophy with the goals of fostering teaching and acknowledging positive behavior and are designed to keep students connected to school so that they can graduate college and career ready.

1203
01:36:21,230 --> 01:36:30,530
Schools use a continuum of consequences and responses and interventions to teach students appropriate behavior to correct any harm that results from misbehavior.

1204
01:36:31,190 --> 01:36:37,310
Removing schools from school through exclusionary and disciplinary measures are used only as a last resort.

1205
01:36:41,460 --> 01:36:47,880
To develop a systemic plan to address the number of suspensions and the disproportionality of suspensions among student groups,

1206
01:36:47,880 --> 01:36:55,220
time was provided for school-based staff this year to provide perspectives on reducing suspensions and suspension disparities.

1207
01:36:55,880 --> 01:37:04,220
This information along with the review of literature on effective discipline was incorporated into a plan that is going to be implemented next school year.

1208
01:37:07,730 --> 01:37:11,870
By amplifying student voice, which we've heard a lot about in the last couple months,

1209
01:37:12,130 --> 01:37:17,590
educators share decision-making power with students concerning all aspects of their education.

1210
01:37:17,590 --> 01:37:23,730
student, student voice represents more than just creating a space where students can be

1211
01:37:23,730 --> 01:37:29,470
heard, but also where we can learn from students and where we can lead with our students,

1212
01:37:29,930 --> 01:37:32,410
which is the highest level of shared leadership.

1213
01:37:33,530 --> 01:37:38,270
Student voice also provides students a way to make a difference on issues that impact schools

1214
01:37:38,710 --> 01:37:40,430
and the school communities.

1215
01:37:41,290 --> 01:37:47,030
Students identify policies and practices that will cultivate safe, inclusive, and empowering

1216
01:37:47,030 --> 01:37:52,570
school environments and they can really lead to school culture changes and help us to implement

1217
01:37:52,570 --> 01:37:55,650
the initiatives that we know that will make those changes.

1218
01:37:58,510 --> 01:38:00,270
While our suspension numbers are

1219
01:38:00,270 --> 01:38:06,010
declining, we recognize that because out of school suspensions negatively impact a student engagement

1220
01:38:06,460 --> 01:38:12,950
and achievement, even current rates are still too high. Equally important is that while the

1221
01:38:12,950 --> 01:38:18,330
suspension rate for African American students and Hispanic students, students receiving special education

1222
01:38:18,330 --> 01:38:27,450
education services and students coming from less affluent backgrounds have declined significantly in recent years these students are still more likely to be suspended than their peers.

1223
01:38:28,330 --> 01:38:36,630
The risk that students from these groups are less likely to experience various measures of academic success increases our urgency for action.

1224
01:38:37,290 --> 01:38:46,490
These targets focus our efforts on ending the cycle of over-disciplined disengagement and academic struggle for students in these particular student groups.

1225
01:38:47,450 --> 01:38:54,730
To reach these two objectives, we are focusing on expanding research-proven strategies for creating positive school environments.

1226
01:38:55,350 --> 01:39:04,170
Maintenance of a safe and nurturing learning environment and reduction of succensions are outcomes that are central to our school systems vision that every student is inspired to learn and empowered to excel.

1227
01:39:04,830 --> 01:39:08,930
Students simply can't uplive up to their academic potential if they're not engaged in the classroom.

1228
01:39:09,550 --> 01:39:15,030
Just as rigorous academic standards start in the primary grades in order to ensure that students graduate college and

1229
01:39:15,030 --> 01:39:19,910
career ready, so must we start early in developing trusting relationships, holding all students to

1230
01:39:19,910 --> 01:39:24,350
high standards of behavior and academics and investing in students in their academic and

1231
01:39:24,350 --> 01:39:26,610
educational success and that of their classmates.

1232
01:39:31,390 --> 01:39:37,810
In order to achieve the desired result of reducing suspensions, we must go beyond to the core of the issue,

1233
01:39:38,250 --> 01:39:40,570
creating positive learning climates for all students.

1234
01:39:41,670 --> 01:39:46,370
We are leveraging successful behavioral frameworks and implementing new ones that are showing

1235
01:39:46,370 --> 01:39:46,950
results.

1236
01:39:47,410 --> 01:39:51,010
The Gallup surveys and other qualitative and quantitative data have already helped us

1237
01:39:51,010 --> 01:39:54,650
to determine what aspects of school climates are nurturing and robust in which need further

1238
01:39:54,650 --> 01:39:59,290
attention, improving climates in an ongoing process, and data need to be collected and monitored

1239
01:39:59,290 --> 01:40:01,390
on a regular basis to ensure continuous improvement.

1240
01:40:02,290 --> 01:40:06,870
PBIS and restorative circles are two examples of behavioral frameworks that have been proven

1241
01:40:06,870 --> 01:40:09,590
been successful in increasing positive student behaviors

1242
01:40:10,010 --> 01:40:12,310
and helping the Howard County Public School system reduce

1243
01:40:12,310 --> 01:40:13,590
suspensions in recent years.

1244
01:40:14,230 --> 01:40:16,850
We're making sure that PBIS is implemented with fidelity

1245
01:40:16,850 --> 01:40:18,650
and consistency all schools.

1246
01:40:18,990 --> 01:40:21,250
We're expanding initiatives such as restorative circles

1247
01:40:21,250 --> 01:40:23,790
to additional schools where data suggests such practices

1248
01:40:23,790 --> 01:40:26,730
can produce a significant positive impact on school culture.

1249
01:40:30,460 --> 01:40:32,840
Analysis of school level data has already helped us

1250
01:40:32,840 --> 01:40:34,860
to identify schools, students, and staff members

1251
01:40:34,860 --> 01:40:36,440
who would benefit from more focused attention.

1252
01:40:37,020 --> 01:40:39,160
Schools are assisted in determining the best supports

1253
01:40:39,160 --> 01:40:55,000
efforts to target specific staff and student behaviors, targeted professional learning opportunities will continue to be offered at schools to support the creation of strong behavioral management teams and school administrators are connected to community resources to help develop more comprehensive safety next for their most at risk students.

1254
01:40:57,780 --> 01:41:07,920
We will continue to ensure that school staff have access to interventions and support services as well as adequate training and professional learning to administer discipline effectively and appropriately.

1255
01:41:07,920 --> 01:41:15,200
partnerships with community-based and local organizations will help ensure that school and staff and students have the supports that they need.

1256
01:41:19,060 --> 01:41:23,720
Consistent data, as Ms. Chasney shared, is crucial to plan success.

1257
01:41:24,140 --> 01:41:28,780
Not only do we track these behavioral outcomes, we may just ensure that they're consistently implemented.

1258
01:41:29,440 --> 01:41:32,780
It's the quality of the professional learning, it's what's happening in each of our classrooms.

1259
01:41:33,380 --> 01:41:39,460
This look at data in a qualitative and quantitative fashion is going to anchor our continuous improvement in this area.

1260
01:41:39,460 --> 01:41:40,320
At

1261
01:41:47,640 --> 01:41:51,840
this time, if you have any questions, we will answer them.

1262
01:41:52,200 --> 01:41:53,020
This is the lazy.

1263
01:41:55,640 --> 01:42:03,860
Now this is fantastic, really good job, because this is what is needed very much and it's

1264
01:42:03,860 --> 01:42:05,360
ongoing, continuous improvement.

1265
01:42:06,360 --> 01:42:14,680
I just had a phone call speaking with one of my friends who is a teacher and I think that

1266
01:42:14,680 --> 01:42:26,740
But in some schools there are so many problems that occur due to socioeconomics and other

1267
01:42:26,740 --> 01:42:34,980
factors, community factors, all kinds of other things that are just an example.

1268
01:42:35,500 --> 01:42:41,500
When I taught at one school for many, many years, and then I moved to another school.

1269
01:42:41,500 --> 01:42:47,240
So one school had large numbers of empowered children who had many, many, many, many needs.

1270
01:42:47,400 --> 01:42:51,440
They needed, you know, materials, supports from home.

1271
01:42:52,560 --> 01:42:54,920
They may not have had homes, they could have lived in.

1272
01:42:55,400 --> 01:43:01,040
Some of them I learned later lived in cars, sometimes they were homeless.

1273
01:43:01,720 --> 01:43:07,700
Then I went to another school where those kinds of problems

1274
01:43:09,750 --> 01:43:12,530
or concerns or life situations

1275
01:43:12,530 --> 01:43:19,470
were not as acute, and I found that in the school where there were a lot of situations

1276
01:43:19,470 --> 01:43:30,470
where the kids had extreme needs, the staff was just overwhelmed and in many cases burned

1277
01:43:30,470 --> 01:43:30,890
down.

1278
01:43:32,490 --> 01:43:38,950
And so the first and in fact had a nightmare that some kids that I taught said to me, you

1279
01:43:38,950 --> 01:43:41,810
You should have sent me to the office.

1280
01:43:42,070 --> 01:43:44,510
You were a terrible teacher, blah, blah, blah,

1281
01:43:44,630 --> 01:43:46,370
which is the worst thing anybody wants to think of.

1282
01:43:46,490 --> 01:43:48,930
It's putting so many of their years in education.

1283
01:43:50,070 --> 01:43:55,070
What do you do when you have such a strong concentration

1284
01:43:55,540 --> 01:43:57,830
of needs in one school?

1285
01:43:57,950 --> 01:44:00,010
And my friend said, well, just send them to the office

1286
01:44:00,010 --> 01:44:01,490
or nobody's helping us.

1287
01:44:02,010 --> 01:44:02,970
What are we doing?

1288
01:44:03,910 --> 01:44:06,330
We're so burnout, I want to quit.

1289
01:44:06,330 --> 01:44:17,010
But what do you do to help a staff when the concentrations of poverty in the particular school are so overwhelming?

1290
01:44:17,910 --> 01:44:22,490
And not just all the staff, what do you do?

1291
01:44:23,550 --> 01:44:34,410
I've taught in schools that are 90% plus farms, 75% plus farms, has to do with expectations, structures you have in place, and the type of instruction that's being provided.

1292
01:44:34,410 --> 01:44:40,330
There's only, we can't control what happens outside the school day, we can only control what's happening within the school day.

1293
01:44:40,670 --> 01:44:48,370
So to really look at that data and to understand why these referrals are taking place and what it is we can do to make those adjustments.

1294
01:44:48,950 --> 01:44:55,410
But I think that we can be very successful, but we have to look at that data and see what's under our control and make those changes.

1295
01:44:56,290 --> 01:44:59,830
And I think it does have to do with high expectations and structures and respect.

1296
01:45:00,000 --> 01:45:07,740
So as far as students are concerned, it's not just that you have the high expectations, it's that you're also supportive of them as well.

1297
01:45:09,280 --> 01:45:10,880
I do work, yes.

1298
01:45:11,160 --> 01:45:26,380
And I think the other thing is that not waiting for the behavior to occur, but actually making sure that you have structures in place that are able to identify our students, who we know come to school each and every day with a lot on their plate.

1299
01:45:26,380 --> 01:45:56,320
And so at many of our schools, you will see administrators and other staff members out in front of the school, even those who don't have aren't doing bus duty, just greeting the students at the door and checking them out and making sure that they're in a good place and if they're not in a good place, taking them to a resource that can provide some support for them right at the beginning of the day, I know that at the school where I was principal, the guidance counselors would be in the hallway, and at first when I asked them to be in the hallway in the morning,

1300
01:45:56,860 --> 01:46:01,100
They pushed back and said well we have so many students who want to see us in the morning and I said that's okay

1301
01:46:01,100 --> 01:46:02,700
You can divide up your department

1302
01:46:02,700 --> 01:46:08,320
But we want to make sure that all corners of the school were covered so that our students are assessed each and every morning

1303
01:46:08,840 --> 01:46:10,640
at schools with

1304
01:46:12,140 --> 01:46:15,460
Students who have high needs it's important. We look at the way we

1305
01:46:16,040 --> 01:46:22,400
Use the structures that we are comment that we commonly have in place and many schools teachers have duties at our school

1306
01:46:22,400 --> 01:46:39,000
I had a teacher with the strength of empathy, and I put her in the hallway outside of the cafeteria so that when students signed in late they could see her in the hallway before they got to their classroom and she would give them some encouragement.

1307
01:46:39,220 --> 01:46:49,080
I know you got here late, you look like you have a lot in your mind, there's anything you need to talk about before you get to class and she would actually just walk that hallway for the first 15 or 20 minutes in the morning.

1308
01:46:49,080 --> 01:46:54,160
And I think that our administrators are looking for opportunities like this to put measures

1309
01:46:54,160 --> 01:46:58,380
into place that are preventative so that we can impact students.

1310
01:46:59,360 --> 01:47:04,440
As Ms. Chesney said, we've also been working in the past several years to make sure that

1311
01:47:04,440 --> 01:47:10,140
our classrooms are engaging through our ESM initiative, through our Gallup strengths, where

1312
01:47:10,720 --> 01:47:16,120
monitoring students, and we're using that data to determine where our students are engaged

1313
01:47:16,120 --> 01:47:23,140
some areas that our students may not be engaged this past year, we expanded that to grow strong in the middle.

1314
01:47:23,940 --> 01:47:33,860
At every administrator meeting this year, we took at least an hour out of our day to make sure that we were focusing on strengths and

1315
01:47:33,860 --> 01:47:42,560
engagement, because we know more than anything that it is the mindset of our staff members, of the people who are working

1316
01:47:42,560 --> 01:47:47,780
interacting with our students and the instruction, the first instruction that they're receiving

1317
01:47:47,780 --> 01:47:51,780
in their classroom that's going to make a difference and it's going to keep the students

1318
01:47:51,780 --> 01:47:56,260
engaged in the learning and that's going to prevent the unwanted behavior that we're going

1319
01:47:56,260 --> 01:47:57,060
to see in the classrooms.

1320
01:47:57,800 --> 01:48:03,440
Well, I want to add something else because this is something that I've observed in the

1321
01:48:03,440 --> 01:48:11,680
last three years because I was, you know, I just wasn't there but since I've been volunteering

1322
01:48:11,680 --> 01:48:17,400
hearing in the schools, I see, in some cases you have staff members who are so toxic.

1323
01:48:20,140 --> 01:48:27,260
And I also see the same toxic staff members come back and sub in the schools.

1324
01:48:28,700 --> 01:48:32,160
Where is the evaluation process for substitutes?

1325
01:48:32,520 --> 01:48:42,740
And what do you do to affect the mindset of a person who can be a good person?

1326
01:48:42,740 --> 01:48:48,060
But they're entrenched in their thoughts or maybe burn out or anything else.

1327
01:48:48,400 --> 01:48:51,620
What do you do to affect that kind of change?

1328
01:48:52,140 --> 01:49:01,240
And what do you do to evaluate substitutes in a building who are impacting the mindset in a particular building?

1329
01:49:01,880 --> 01:49:05,660
So one of the things that Ms. Chesney talked about was when we do data analysis,

1330
01:49:05,700 --> 01:49:08,580
we look at where the infractions are occurring.

1331
01:49:08,760 --> 01:49:11,740
Where are the referrals coming from? Where is the misbehavior beginning?

1332
01:49:12,620 --> 01:49:24,540
And we are able to track that whether it happens to be a teacher who may need some professional learning and need support in order to deal more effectively with students or with substitutes.

1333
01:49:25,000 --> 01:49:32,520
And we have a lot of substitutes I can tell you who are outstanding who come to school each and every day and substituting as you know is not an easy job.

1334
01:49:32,940 --> 01:49:38,580
It's probably next to bus driver one of the most difficult jobs in our system.

1335
01:49:39,520 --> 01:50:05,620
However, not everybody has a temperament where they can be a substitute because the stress level is so high and you have to be able to build relationships with students on the dime at beginning at the very beginning of each day, and if we have substitutes who aren't working out, we have a process in place where we can put them on a do not use list and they're not used for a particular school.

1336
01:50:05,620 --> 01:50:10,400
There are some substitutes who are very good at one level, who are not good at another level.

1337
01:50:10,700 --> 01:50:16,500
And so administrators do have the ability to select the substitutes that they want in their building.

1338
01:50:21,080 --> 01:50:39,720
Mrs. Brent, many years ago, when you were principal of Oklahoma Mills, I attended a workshop you gave for the new teachers in which you talked about their mindset and how a lot of times they inadvertently set up students for disrespect.

1339
01:50:40,760 --> 01:50:49,380
which is a large behavior number suspension for suspensions.

1340
01:50:50,840 --> 01:50:52,320
And that's true.

1341
01:50:52,640 --> 01:50:55,560
A lot of us, as adults, think that we're fine.

1342
01:50:55,900 --> 01:50:59,100
We're not saying anything offensive when we actually are.

1343
01:51:00,480 --> 01:51:02,520
Did you want to comment on that before I asked my question?

1344
01:51:02,520 --> 01:51:06,640
Well, I would say power, the research shows us that when we look at misbehavior,

1345
01:51:06,640 --> 01:51:11,260
the power is, power struggles are probably the number one reasons that students misbehave.

1346
01:51:12,060 --> 01:51:16,520
And the workshop that you're talking about managing the dynamics of power, I'm actually

1347
01:51:16,520 --> 01:51:21,860
going to be facilitating with our pair of educators at the pair educator conference in

1348
01:51:21,860 --> 01:51:22,480
August.

1349
01:51:23,220 --> 01:51:29,960
And it's one of the most favorite activities that I do each year because, first of all, the

1350
01:51:29,960 --> 01:51:34,960
pair of educators kind of like substitutes as Mr. Lacey said are often put in situations

1351
01:51:34,960 --> 01:51:41,360
where they are put in charge of student and at the student's most challenging moments.

1352
01:51:42,080 --> 01:51:58,200
And we want to work with our staff members and our parent educators to ensure that they have the techniques in their toolbox to de-escalate students and to manage the dynamics of power so that they don't escalate the student, which could cause a referral.

1353
01:51:58,920 --> 01:52:01,860
And we know that suspensions do not just happen.

1354
01:52:01,860 --> 01:52:23,220
They begin with a behavior that often turns into a behavior, another behavior that causes a suspension and so it's really getting at the classroom level with instruction, academic behavior and social interaction among our students and our staff members that we have to continue to do that will impact this issue.

1355
01:52:24,470 --> 01:52:34,410
And yet our staff sincerely wants to do right, and a lot of it is just we don't know.

1356
01:52:35,070 --> 01:52:39,930
I mean, you opened my eyes to a few things that I was saying that I didn't realize, oh,

1357
01:52:41,410 --> 01:52:50,030
and so I keep believing in the good of people that we always want to do better, be better, and get along.

1358
01:52:50,750 --> 01:52:55,210
So thank you, I'm glad that's still going, that's ongoing.

1359
01:52:55,870 --> 01:53:03,210
The one question I have, or I have a few, but there's, it's a not numbered,

1360
01:53:03,250 --> 01:53:10,290
but the graph regarding suspension and expulsion rates by service group.

1361
01:53:11,430 --> 01:53:20,010
I wanted to ask about special ed, because I know that if a child is

1362
01:53:20,010 --> 01:53:25,050
with an IEP has a behavior that is suspendable.

1363
01:53:25,750 --> 01:53:32,990
Does not that go to the IEP committee first and does not that committee determine whether or

1364
01:53:32,990 --> 01:53:41,050
not it's a part of their disability before they, so I'm looking for Miss Fitzgerald

1365
01:53:41,050 --> 01:53:48,750
to give me a clarification with how are we counting, are these just suspensions

1366
01:53:48,750 --> 01:54:14,510
Students by students with IEPs or have they already been reviewed by the IEP team and so a student with an IEP does have protections, but they can be suspended for up to 10 days before the IEP meeting needs to convene to discuss whether it's what we call a manifestation of the student's disability, but they can be suspended for up to 10 days.

1367
01:54:14,510 --> 01:54:18,790
Just like any other student, we just need to make sure that we are providing a free,

1368
01:54:18,890 --> 01:54:23,130
we need to continue providing a free appropriate public education.

1369
01:54:24,070 --> 01:54:29,090
But they can be suspended for up to 10 days, just like any other student.

1370
01:54:29,830 --> 01:54:34,230
Okay, I didn't know that was the threshold.

1371
01:54:34,470 --> 01:54:42,450
I'd like to add that school, special education IEP teams, they don't wait until the student gets to

1372
01:54:42,450 --> 01:54:44,450
to that eight, ninth or 10th suspension.

1373
01:54:45,050 --> 01:54:48,050
They're having meetings to looking at reviewing the IP

1374
01:54:48,050 --> 01:54:50,750
to make sure that the appropriate supports are put in place

1375
01:54:51,490 --> 01:54:55,030
for the students and if the behavior, the cause of the

1376
01:54:55,030 --> 01:54:56,830
suspension was a manifestation,

1377
01:54:57,290 --> 01:54:59,710
they want to get to that behavior as quickly as possible.

1378
01:54:59,730 --> 01:55:00,770
And how the students, right?

1379
01:55:01,390 --> 01:55:03,530
Many times students that are being suspended

1380
01:55:03,530 --> 01:55:06,030
multiple times have behavior intervention plans

1381
01:55:06,030 --> 01:55:09,590
that the teams will be working together to revise

1382
01:55:09,590 --> 01:55:13,670
and look and see if they're, you know, they need to put, they need to put other things in place.

1383
01:55:14,230 --> 01:55:15,990
So that a student isn't.

1384
01:55:16,510 --> 01:55:22,950
If, if the child is suspended, we're still required to provide the services during the time the child is out of school.

1385
01:55:22,950 --> 01:55:23,810
After the 10 days.

1386
01:55:24,170 --> 01:55:25,330
After the 10th day.

1387
01:55:25,810 --> 01:55:28,970
All right, okay, thank you for that clarification.

1388
01:55:30,110 --> 01:55:38,590
The other, our printout is not very clear and my iPad keeps blanking out on me.

1389
01:55:38,590 --> 01:55:47,490
So there was, there was a graph where you showed the times of the day with the most

1390
01:55:47,490 --> 01:55:49,890
in number of incidents.

1391
01:55:50,350 --> 01:55:56,650
And by far, the largest number of incidents happened between 6 p.m.

1392
01:55:57,210 --> 01:56:03,350
And I can't read it, whether it's, but it's after school.

1393
01:56:04,570 --> 01:56:13,330
So, how does that affect our suspensions, the pale green line at the bottom, it's?

1394
01:56:14,810 --> 01:56:21,750
This is an example of dashboards that will be provided in the late fall, so this is just sample data.

1395
01:56:22,030 --> 01:56:23,870
This is not actual data.

1396
01:56:24,190 --> 01:56:30,270
Actual data will be provided at the end of November, but it will be great for

1397
01:56:30,270 --> 01:56:33,790
administrators and to be able to use this.

1398
01:56:35,070 --> 01:56:37,910
All right, if that alters my thinking.

1399
01:56:38,070 --> 01:56:38,430
There you go.

1400
01:56:39,390 --> 01:56:42,170
I'm, I missed that clarification earlier.

1401
01:56:43,230 --> 01:56:46,950
All right, will I have access to this dashboard?

1402
01:56:47,350 --> 01:56:48,830
Or will only administrators?

1403
01:56:49,570 --> 01:56:51,650
I think only administrators, but we can do screen shots

1404
01:56:51,650 --> 01:56:53,670
and show you things at the district level.

1405
01:56:53,950 --> 01:56:56,710
But isn't it cool how data visualization makes you look at things

1406
01:56:56,710 --> 01:56:58,770
differently than just looking at data and tables?

1407
01:56:58,770 --> 01:57:10,370
Absolutely. Or words. So on the left, were a list of, I believe, behaviors? On the left, bottom, hand, and

1408
01:57:10,370 --> 01:57:18,630
where? Where are these incidents? No wonder the numbers didn't add up to 1208. I understand. Okay.

1409
01:57:18,630 --> 01:57:18,710
Okay.

1410
01:57:20,850 --> 01:57:28,830
So, what do you, where do most of the incidents occur now if this is not accurate?

1411
01:57:29,030 --> 01:57:31,430
This is just a screenshot or a?

1412
01:57:32,490 --> 01:57:38,630
I haven't actually, we did not aggregate locations. So, what we did, I shared the kind

1413
01:57:38,630 --> 01:57:46,330
of data that we can't, that we've shared at the level by gender, by race ethnicity, et cetera.

1414
01:57:46,330 --> 01:57:50,990
we did not capture and report out the location at the school level, they can do that.

1415
01:57:51,330 --> 01:57:57,410
And our PBS teams do look at that kind of data at the school level.

1416
01:57:57,950 --> 01:58:02,550
The times of day, the location in the building, where they're occurring.

1417
01:58:02,930 --> 01:58:08,510
If they're occurring on particular days, the day before a break, for instance.

1418
01:58:09,150 --> 01:58:15,490
So that guides the actions that the behavior support teams take at the school to determine

1419
01:58:15,490 --> 01:58:17,370
and what needs to be put in place.

1420
01:58:18,270 --> 01:58:23,450
Okay, and some of it, we created ourselves with the construction of the building.

1421
01:58:23,830 --> 01:58:31,830
Like at Mount Hebron and at Glennell, there were always, or there had been hallways that were so tight,

1422
01:58:32,430 --> 01:58:41,890
where the mainstream of the students would have to go by to get to the major stairwell, and through renovations,

1423
01:58:41,890 --> 01:58:49,670
We've eliminated those areas because there were just so many student behavior problems there just because of the overcrowding.

1424
01:58:49,770 --> 01:58:58,850
That's a great example of the kind of analysis that the PBIS teams do in the schools to determine if they need to adjust traffic patterns in some of our schools.

1425
01:58:58,850 --> 01:59:11,490
There'll be hallways that you can only walk one way and then another whole way that you can only walk the other way in order to prevent those kind of opportunities for students to bump into one another and to have conflict related to that.

1426
01:59:12,650 --> 01:59:13,930
Thank you.

1427
01:59:15,250 --> 01:59:16,010
Thank you.

1428
01:59:20,480 --> 01:59:27,220
Thank you for the report, and I wanted to thank Dr. Fouce, Ms. Chessney, Mrs. Wise, because

1429
01:59:27,220 --> 01:59:33,800
this is a plan, and this is an HCPSS systemic plan for reducing suspension.

1430
01:59:34,840 --> 01:59:40,580
I mean, the board has gotten data before, we've talked about it, we've talked about it with

1431
01:59:40,580 --> 01:59:46,360
community groups, the Council of Elders. We've never really had a really good systemic

1432
01:59:46,360 --> 01:59:52,840
plan that really addresses not only at the school level, but at the system level. I really

1433
01:59:53,500 --> 01:59:59,880
like the ideas and outcome to the strategies that really focus on professional development.

1434
02:00:00,530 --> 02:00:29,950
Or implementation of customized plans for students if necessary. So I think, you know, we look at this data and say, oh, yeah, that's great. We're trending downward. But there's that 2.5% that if we don't get that 2.5% we're not going to make it to goal one of vision 2018. So I think this is a great plan. I like, I really like the dashboard. I think that's going to be great for the schools to use.

1435
02:00:32,370 --> 02:00:40,250
You know, you walk a fine line in terms of information and reporting, but one of the questions

1436
02:00:40,250 --> 02:00:45,590
that always comes back from community groups and in parents is, you know, what data can

1437
02:00:45,590 --> 02:00:51,390
I see or what information can I see, so Ms. Chessney, can you expand on that in terms of

1438
02:00:51,390 --> 02:00:56,050
So access is limited as far as your role is concerned.

1439
02:00:57,930 --> 02:01:03,490
So if you taught an individual student, you'd be able to see data on that individual student,

1440
02:01:03,590 --> 02:01:05,430
but you wouldn't be able to see it across the school.

1441
02:01:05,850 --> 02:01:08,090
Administrators can see data across the school.

1442
02:01:09,030 --> 02:01:10,490
Aggregate data can be shared.

1443
02:01:10,950 --> 02:01:15,490
So we also look at not sharing data below and in size of 10.

1444
02:01:15,490 --> 02:01:19,850
So if we're reporting out at the school level, they might have to look at that

1445
02:01:19,850 --> 02:01:24,590
that below an end to be able to address some of the issues that are taking place,

1446
02:01:24,690 --> 02:01:28,710
but we don't publicly report out in sizes that are less than 10.

1447
02:01:30,650 --> 02:01:34,950
And that's all based on FERPA laws and the laws.

1448
02:01:35,330 --> 02:01:40,390
But permissioning to different data sets is based on what your role is in your building.

1449
02:01:43,040 --> 02:01:43,200
Right.

1450
02:01:44,000 --> 02:01:45,160
Needs to know basis.

1451
02:01:45,600 --> 02:01:47,020
Education will write to that.

1452
02:01:47,300 --> 02:01:47,400
Right.

1453
02:01:47,400 --> 02:01:56,680
Yeah, I just wanted to make that clear for parents, because we always get asked, you know, why I want to see the data for my school or my son's class or things like that.

1454
02:01:58,020 --> 02:01:58,140
Okay.

1455
02:01:58,660 --> 02:02:00,180
Thank you very much.

1456
02:02:00,600 --> 02:02:17,380
I just wanted to echo some of the things we're hearing from others, but mostly it's about the proactive approach, both in looking at what the sources are, what the conditions are, that lead to these actions in order to affect change before the explosion.

1457
02:02:17,380 --> 02:02:22,660
happens. And I think that's the only way in which a strategy is going to be successful

1458
02:02:22,660 --> 02:02:28,340
because looking at it after the fact and trying to go someplace doesn't work but being

1459
02:02:28,340 --> 02:02:35,020
able to put together teams who understand what to look for and supply teachers with the

1460
02:02:35,020 --> 02:02:43,080
skills or support staff or administrators with the skills to see something before it becomes

1461
02:02:43,080 --> 02:03:05,440
an issue to understand that we do have a broader responsibility than just, you know, maintaining that in the classroom we need to look at what's coming to us and being prepared to deal with this and understanding what we're sending children back to in order to help them also understand how they can control their own actions and how they can be part of the team.

1462
02:03:05,440 --> 02:03:13,740
So the strengths, mindset, and engagement strategies relate to staff and students as well.

1463
02:03:14,320 --> 02:03:19,420
And that is only that when we all come to that same place that we're going to have an effective piece.

1464
02:03:19,420 --> 02:03:21,240
And we've already seen it starting to work.

1465
02:03:21,660 --> 02:03:29,000
And I think the fact that we have very clear objectives here and that we have the tools that help us understand and manipulate really using information.

1466
02:03:29,420 --> 02:03:31,380
Sometimes we get lots of information.

1467
02:03:31,380 --> 02:03:40,040
But if people don't know what to do with it, or that the information itself doesn't lead to a supportive action, then it's just data.

1468
02:03:40,360 --> 02:03:44,800
And it doesn't have any role and we shouldn't be collecting it because it's not appropriate.

1469
02:03:45,400 --> 02:04:00,700
But I think everything we've seen here is Dr. Sidiqi said, if this is really a strategic plan to look at how these particular findings impact the ability of our students to be successful.

1470
02:04:00,700 --> 02:04:12,660
That doesn't just mean academically, it certainly is our main focus, but it's also to be effective in life and to be able to function as the people we all know that they can be.

1471
02:04:13,280 --> 02:04:27,840
So I'm very encouraged by the information here, and it's not just about reducing by one percentage point, though any drop, I like being sixth, which means we're the sixth lowest, I like that.

1472
02:04:27,840 --> 02:04:39,720
But it's really about what have we done in particular groups, and where high incidents were occurring where the same children were coming back through the cycle over and over.

1473
02:04:40,180 --> 02:04:44,740
It's really using the information in order to make effective, take effective action.

1474
02:04:45,300 --> 02:04:53,020
And that's empowering the students to take the responsibility but also empowering staff to be able to be proactive and positive too, so.

1475
02:04:53,540 --> 02:04:54,580
Thank you, Ms. House.

1476
02:04:54,580 --> 02:04:56,600
Thanks, it was still easy.

1477
02:04:58,580 --> 02:05:02,320
Yes, there were three things I wanted to talk about.

1478
02:05:02,480 --> 02:05:08,300
First of all, number one, I was really shocked by the suspension of kindergarten children.

1479
02:05:10,160 --> 02:05:13,840
You know, I mean, just when I was reading the report, talked about kids.

1480
02:05:14,340 --> 02:05:19,160
Suspending kids from kindergarten is pretty shocking to me.

1481
02:05:19,660 --> 02:05:24,240
I just wanted to mention that that is,

1482
02:05:24,240 --> 02:05:27,600
maybe it was in the, that they are being suspended.

1483
02:05:29,840 --> 02:05:35,080
Yeah, but nevertheless, just, you know, can the garden get, come on.

1484
02:05:36,240 --> 02:05:42,040
And I wanted to ask, we were skewered or have been skewered by various groups,

1485
02:05:42,740 --> 02:05:46,400
by not listing the suspensions by school.

1486
02:05:48,940 --> 02:05:52,840
Is that a problem as can you, you know, go ahead.

1487
02:05:52,840 --> 02:05:55,340
But we could provide it at the school level overall.

1488
02:05:55,660 --> 02:06:00,720
However, when we start to segregating the data, the incisors become so small that it

1489
02:06:01,340 --> 02:06:05,860
turns out to be pages and pages and pages of documents with NA on them.

1490
02:06:06,360 --> 02:06:11,460
So you saw that we have more than 40 pages of tables, and that is at the district level.

1491
02:06:11,700 --> 02:06:15,760
If you were to segregate that by the school level, you wouldn't have data to share.

1492
02:06:16,140 --> 02:06:19,520
Like I said, it would be NA, an asteris.

1493
02:06:19,520 --> 02:06:24,440
And they can share overall data, but we couldn't show it disaggregated.

1494
02:06:24,820 --> 02:06:31,540
So we can figure out how many suspensions overall we have in, say, Wild Lake versus Oklahoma's.

1495
02:06:31,640 --> 02:06:35,000
We could look at the number of incidents and the number of students that are suspended.

1496
02:06:35,360 --> 02:06:40,760
But then with the suspension rate was, but I wouldn't go deeper because of the incident.

1497
02:06:40,900 --> 02:06:44,960
Okay, the other thing that I noticed in the report was,

1498
02:06:46,340 --> 02:06:53,480
Now Montgomery County has three times the numbers of students that we have, but there's suspension.

1499
02:06:53,760 --> 02:06:59,440
See, I don't think six is so great, you know, being number six.

1500
02:06:59,860 --> 02:07:03,520
What I looked at Montgomery County, what in the heck are they doing?

1501
02:07:05,820 --> 02:07:09,400
They were strategic about reducing their suspensions, and I think that we are being strategic

1502
02:07:09,400 --> 02:07:14,900
about how we're reducing our suspensions as well, because they're just, and I haven't

1503
02:07:14,900 --> 02:07:20,760
I've heard Mike Ranson are lots of people complain about, you know, the discipline.

1504
02:07:23,110 --> 02:07:27,170
And the other thing that's important to do is a suspension is a suspension is a suspension.

1505
02:07:27,410 --> 02:07:29,170
What we want to do is change the other behaviors.

1506
02:07:29,370 --> 02:07:31,010
We don't want to not suspend kids.

1507
02:07:31,010 --> 02:07:34,970
What we want to do is address the behaviors as far as students and staff are concerned.

1508
02:07:36,710 --> 02:07:39,350
And in some systems, they just don't suspend.

1509
02:07:39,710 --> 02:07:43,650
However, some of those behaviors may still exist, so we want to make sure that we.

1510
02:07:44,050 --> 02:07:45,830
They often call it something else.

1511
02:07:45,830 --> 02:07:51,870
Yes, but I'm just saying that Montgomery County can't call it something less to that level.

1512
02:07:51,990 --> 02:07:56,450
Otherwise, it would be a cur- I mean, you know, they're at the lowest level of all.

1513
02:07:57,230 --> 02:08:01,630
And there would be a huge exodus of their staff and everybody else.

1514
02:08:02,090 --> 02:08:04,130
If- all right, I'm talking- all right.

1515
02:08:05,750 --> 02:08:06,830
Okay, thank you.

1516
02:08:08,170 --> 02:08:11,070
Just Dr. Altberger had a couple questions, but she had to leave.

1517
02:08:11,230 --> 02:08:14,090
And the interest of time, I'll go- going to email them to you, okay?

1518
02:08:14,090 --> 02:08:19,270
And she can present them as a board reported at a future meeting if she would like it known to the public or one of us can

1519
02:08:20,010 --> 02:08:22,230
Okay, thank you. Thank you very much

1520
02:08:24,320 --> 02:08:28,240
Okay, now we are on to the Board of Education school cluster assignments and

1521
02:08:29,180 --> 02:08:32,260
Then along with that right after that is the committee and community assignments

1522
02:08:35,140 --> 02:08:36,640
Well, it's D&E. Oh,

1523
02:08:40,020 --> 02:08:42,620
that's funny on this new one. It says the other way

1524
02:08:43,700 --> 02:08:48,600
Okay, are we miss a tank? So you going to what are we doing with that? How do you want to do it?

1525
02:08:49,300 --> 02:08:50,980
We're going to vote on it just as is.

1526
02:08:51,060 --> 02:08:52,120
We want to read them out loud.

1527
02:08:53,140 --> 02:08:55,360
Typically, the board just makes a motion and we vote.

1528
02:08:55,760 --> 02:08:56,060
Okay.

1529
02:08:56,160 --> 02:08:57,820
The board report is on board docs.

1530
02:08:59,180 --> 02:08:59,800
Very good.

1531
02:08:59,920 --> 02:09:02,220
Go ahead, Mrs. Jowls.

1532
02:09:02,840 --> 02:09:05,400
Oh, I'm sorry, Mrs. French had her button pressed.

1533
02:09:06,860 --> 02:09:07,980
The clusters are first.

1534
02:09:08,280 --> 02:09:12,260
I was just going to move that we adopt the clusters as presented.

1535
02:09:12,640 --> 02:09:13,060
Sorry.

1536
02:09:13,860 --> 02:09:14,320
Second.

1537
02:09:15,500 --> 02:09:18,580
We have a motion by Mrs. French with a second by Mrs.

1538
02:09:18,580 --> 02:09:19,700
Mr. Zokon or Mr. Lacey?

1539
02:09:20,320 --> 02:09:20,480
Yes.

1540
02:09:20,940 --> 02:09:21,960
Mr. Zokon or?

1541
02:09:22,240 --> 02:09:22,520
Yes.

1542
02:09:22,800 --> 02:09:23,360
Mrs. Giles?

1543
02:09:23,520 --> 02:09:23,640
Yes.

1544
02:09:23,940 --> 02:09:24,400
Mrs. French?

1545
02:09:24,880 --> 02:09:25,060
Yes.

1546
02:09:25,280 --> 02:09:25,980
Dr. Sadegi.

1547
02:09:27,020 --> 02:09:27,580
Yes.

1548
02:09:28,020 --> 02:09:29,480
Motion passes 5-0.

1549
02:09:29,960 --> 02:09:31,380
And that was the cluster assignment.

1550
02:09:31,420 --> 02:09:31,860
That's the cluster.

1551
02:09:31,860 --> 02:09:32,140
That's the cluster.

1552
02:09:32,460 --> 02:09:33,160
That's the cluster.

1553
02:09:36,010 --> 02:09:37,870
Next is the committee assignments.

1554
02:09:38,950 --> 02:09:39,610
Mrs. French?

1555
02:09:40,850 --> 02:09:48,230
I would move that we defer committee changes until December.

1556
02:09:49,070 --> 02:09:53,410
and continue with our existing committee assignments.

1557
02:09:55,970 --> 02:09:57,930
Does anyone like, want to second that?

1558
02:10:00,480 --> 02:10:01,440
I'll make a comment.

1559
02:10:02,480 --> 02:10:02,680
Okay.

1560
02:10:02,740 --> 02:10:03,660
Well, we have to second it.

1561
02:10:03,740 --> 02:10:04,980
So I'll have to be second for this.

1562
02:10:05,080 --> 02:10:05,620
I'll second.

1563
02:10:06,320 --> 02:10:06,560
Okay.

1564
02:10:07,380 --> 02:10:07,920
Part discussion.

1565
02:10:08,020 --> 02:10:08,340
Part discussion.

1566
02:10:08,520 --> 02:10:09,080
Dr. Saviki.

1567
02:10:10,320 --> 02:10:16,020
Well, I don't think it's necessary because I mean we've, this has happened before.

1568
02:10:16,200 --> 02:10:22,240
I mean when, when Mrs. O'Connor and Dr. O'Connor

1569
02:10:22,240 --> 02:10:28,720
or Alt-Werger came on the board, I mean we didn't do that at that time, we made our regular

1570
02:10:28,720 --> 02:10:33,460
changes at our regular time and then as new board members came on, we adjusted accordingly.

1571
02:10:34,740 --> 02:10:37,200
So I don't think it's necessary to do that at this point.

1572
02:10:37,720 --> 02:10:38,500
Thank you, Dr. Sardiki.

1573
02:10:38,500 --> 02:10:39,400
Mrs. Delasi?

1574
02:10:41,910 --> 02:10:48,410
So it reminds me of the Congress and the President with the Supreme Court appointee.

1575
02:10:48,630 --> 02:10:52,030
I just think we just carry on as we normally would.

1576
02:10:54,160 --> 02:10:56,540
Okay. Can I hear a new motion?

1577
02:10:58,040 --> 02:10:59,280
I mean, an act on the motion?

1578
02:10:59,500 --> 02:11:00,180
Well, then that's all right.

1579
02:11:00,280 --> 02:11:01,920
The motion, it doesn't exist.

1580
02:11:02,260 --> 02:11:03,100
It doesn't have a second.

1581
02:11:03,560 --> 02:11:04,400
Oh, she's seconded.

1582
02:11:04,400 --> 02:11:05,340
Oh, you seconded it.

1583
02:11:05,540 --> 02:11:05,900
Sorry.

1584
02:11:06,480 --> 02:11:07,480
We can go through that process.

1585
02:11:07,720 --> 02:11:07,780
Yes.

1586
02:11:08,040 --> 02:11:09,520
And then we can have another one if we want.

1587
02:11:09,920 --> 02:11:10,080
Sorry.

1588
02:11:10,180 --> 02:11:10,420
Go ahead.

1589
02:11:10,480 --> 02:11:11,040
So we're going to vote.

1590
02:11:11,400 --> 02:11:11,560
Yeah.

1591
02:11:12,500 --> 02:11:13,340
Are you going to withdraw?

1592
02:11:14,520 --> 02:11:15,120
We voting.

1593
02:11:15,600 --> 02:11:17,180
To make it easier, I'll withdraw.

1594
02:11:17,880 --> 02:11:18,000
Okay.

1595
02:11:18,940 --> 02:11:19,200
Okay.

1596
02:11:19,200 --> 02:11:24,220
I mean it's also that we accept and adopt the microphone.

1597
02:11:24,660 --> 02:11:26,000
Microphone in turn to the other way.

1598
02:11:26,780 --> 02:11:31,340
I'll make a motion that we adopt the Board of Education,

1599
02:11:31,620 --> 02:11:35,980
may have been BOE Committee and Community Assignments as on the list.

1600
02:11:37,080 --> 02:11:37,520
Second.

1601
02:11:39,000 --> 02:11:42,740
We have a motion by Ms. Charles and a second by Mrs. Zocona.

1602
02:11:43,080 --> 02:11:43,840
Is that correct?

1603
02:11:44,160 --> 02:11:44,300
Yes.

1604
02:11:44,820 --> 02:11:45,660
Okay, Mr. Lacey?

1605
02:11:45,980 --> 02:11:46,820
Wait a minute.

1606
02:11:46,820 --> 02:11:54,560
I will vote in opposition because we were all asked to request a committee that we wanted to be on.

1607
02:11:54,640 --> 02:11:59,880
Wait a minute, and my request was denied, and so I will be voting now.

1608
02:11:59,880 --> 02:12:00,720
Is that a point of order?

1609
02:12:01,620 --> 02:12:02,240
You won't pass.

1610
02:12:04,660 --> 02:12:09,700
Okay, ladies, I'm sorry, is that a point of order that you wanted to add?

1611
02:12:10,680 --> 02:12:12,380
I just made a statement, okay.

1612
02:12:12,440 --> 02:12:13,420
That's it.

1613
02:12:13,880 --> 02:12:14,480
That's fine.

1614
02:12:14,480 --> 02:12:16,980
Go ahead, so we have a motion.

1615
02:12:17,780 --> 02:12:18,440
We have a second.

1616
02:12:18,800 --> 02:12:19,400
No, we can vote.

1617
02:12:21,860 --> 02:12:26,390
All right, motion by Ms. Giles, second by Ms. Soconner.

1618
02:12:26,510 --> 02:12:26,990
Mr. Lacey.

1619
02:12:28,070 --> 02:12:28,490
Yes.

1620
02:12:29,010 --> 02:12:30,010
Ms. Soconner.

1621
02:12:30,450 --> 02:12:30,670
Yes.

1622
02:12:31,010 --> 02:12:31,570
Mrs. Giles.

1623
02:12:31,910 --> 02:12:32,070
Yes.

1624
02:12:32,670 --> 02:12:33,130
Mrs. French.

1625
02:12:33,350 --> 02:12:33,550
No.

1626
02:12:34,110 --> 02:12:34,850
Dr. Sadecki.

1627
02:12:35,150 --> 02:12:35,510
Yes.

1628
02:12:36,530 --> 02:12:38,630
Motion fails for one.

1629
02:12:40,350 --> 02:12:43,690
So we'll bring it back to the table, I mean, the next statement, correct?

1630
02:12:43,690 --> 02:12:47,190
All right, whenever the board wants us, wants me to bring it back.

1631
02:12:47,590 --> 02:12:48,410
Okay, thank you.

1632
02:12:48,850 --> 02:12:52,290
So next meeting, or the motion fails because we need five.

1633
02:12:52,290 --> 02:12:52,750
These five.

1634
02:12:55,790 --> 02:12:59,530
Because this is something the student board member can vote on, so we need five for it to pass.

1635
02:13:02,890 --> 02:13:07,730
Okay, so going on to the community campus overflow parking lot, lease agreement.

1636
02:13:09,570 --> 02:13:10,350
Mr. Guest.

1637
02:13:17,920 --> 02:13:23,620
Before we do this, I have to make a motion that we bring this issue off the table because

1638
02:13:23,620 --> 02:13:26,140
as we tabled it at the last meeting.

1639
02:13:26,260 --> 02:13:27,140
Ms. Lacey, can you stay?

1640
02:13:27,720 --> 02:13:29,160
Yes, I just need to do it.

1641
02:13:30,240 --> 02:13:32,940
But we need to vote on this to have a discussion.

1642
02:13:33,980 --> 02:13:35,180
Okay, so call the vote.

1643
02:13:35,520 --> 02:13:42,760
All right, so we have a motion by Mrs. Giles to bring the report off the table with a second by Dr. Siddiqui.

1644
02:13:43,720 --> 02:13:44,420
Ms. Siddiqui?

1645
02:13:46,040 --> 02:13:46,440
Yes.

1646
02:13:46,900 --> 02:13:47,620
Ms. Soconner?

1647
02:13:47,760 --> 02:13:47,940
Yes.

1648
02:13:48,220 --> 02:13:48,740
Ms. Giles?

1649
02:13:48,880 --> 02:13:49,060
Yes.

1650
02:13:49,480 --> 02:13:49,940
Mrs. French?

1651
02:13:50,140 --> 02:13:50,280
Yes.

1652
02:13:50,500 --> 02:13:51,160
Dr. Siddiqui?

1653
02:13:51,300 --> 02:13:51,420
Yes.

1654
02:13:51,700 --> 02:13:52,900
Motion passes 5-0.

1655
02:13:52,900 --> 02:13:55,020
There we go. Okay, now you can go.

1656
02:13:55,260 --> 02:13:56,280
Now we can call Mr. Kiss.

1657
02:13:56,860 --> 02:13:57,420
Hello.

1658
02:13:59,480 --> 02:14:02,640
I'm here requesting your approval of this lease

1659
02:14:03,180 --> 02:14:05,720
with the library system to allow them to place

1660
02:14:05,720 --> 02:14:10,500
a modular building on the Elkridge Overflow campus parking lot.

1661
02:14:11,360 --> 02:14:14,480
I'm happy to report that since our last meeting,

1662
02:14:15,040 --> 02:14:17,260
that both schools have reached out to their communities

1663
02:14:17,260 --> 02:14:19,400
with communications regarding this matter.

1664
02:14:19,400 --> 02:14:31,880
And staff is verified an additional approximately 100 parking spaces of availability behind the middle school to accommodate additional parking needs for special events.

1665
02:14:32,890 --> 02:14:35,340
And at this time, I'd be happy to answer any questions.

1666
02:14:35,920 --> 02:14:37,820
I'd love to move that we accept it.

1667
02:14:38,040 --> 02:14:38,340
You can.

1668
02:14:40,740 --> 02:14:41,900
Tanya, discussion?

1669
02:14:42,480 --> 02:14:48,740
Yes, my discussion will be that I just wanted to make it clear to everybody that we have an amazing partnership with our wonderful

1670
02:14:48,740 --> 02:14:55,140
library system, the battle, the books, the spelling, the Rube Goldberg talent, all great stuff.

1671
02:14:55,280 --> 02:14:59,900
At the time that this action was presented to the board, we did not.

1672
02:15:00,000 --> 02:15:29,920
We have all the facts. We were simply not ready to make an informed decision. We didn't have the info about utilities. We didn't have emergency equipment access. Nothing. We base all of our decisions on what is best for our students. We put safety first and to suggest anything other than that was just inaccurate by anyone. I'm sorry, and I feel terrible that the public was misinformed, not by us, but the public was misinformed and that we were, it was irresponsible to suggest by anyone that we didn't wish to co-op

1673
02:15:29,920 --> 02:15:32,300
from with the library because of course we did.

1674
02:15:33,000 --> 02:15:37,680
We just needed all the facts first to make the absolute best conclusion.

1675
02:15:40,040 --> 02:15:41,000
Any other discussion?

1676
02:15:41,240 --> 02:15:41,540
Oh yeah.

1677
02:15:41,740 --> 02:15:41,860
Yeah.

1678
02:15:42,180 --> 02:15:42,880
My button press.

1679
02:15:43,420 --> 02:15:43,960
Mrs. French.

1680
02:15:44,840 --> 02:15:45,020
No.

1681
02:15:45,560 --> 02:15:47,400
It went back.

1682
02:15:47,800 --> 02:15:48,120
Sorry.

1683
02:15:48,480 --> 02:15:49,360
It says position again.

1684
02:15:49,580 --> 02:15:49,680
Sorry.

1685
02:15:50,360 --> 02:15:50,680
Go ahead.

1686
02:15:52,540 --> 02:15:52,980
Yes.

1687
02:15:53,140 --> 02:15:55,440
I absolutely agree that the library is a great partner.

1688
02:15:55,580 --> 02:15:56,700
We want to work with the community.

1689
02:15:57,460 --> 02:15:58,320
Two questions.

1690
02:15:58,320 --> 02:16:05,720
One is, I just wanted to clarify the reportables, correct, the reportables that you're using,

1691
02:16:06,200 --> 02:16:07,060
modular units.

1692
02:16:07,660 --> 02:16:10,740
It's going to be used for dropping off and picking up the set correct.

1693
02:16:11,380 --> 02:16:12,280
That's correct.

1694
02:16:12,740 --> 02:16:15,620
And the important thing that has a capacity limit of 21p.

1695
02:16:16,460 --> 02:16:16,680
Okay.

1696
02:16:17,340 --> 02:16:24,200
And then the other question I had was, is there anything in here in the event that we need

1697
02:16:24,200 --> 02:16:30,700
to make changes or if it's not working as we expected or if it's becomes an issue with

1698
02:16:30,700 --> 02:16:37,740
the parking or the school events and how do we come back? Is there something in the

1699
02:16:37,740 --> 02:16:46,800
MOU that would give us the ability to come back or the library I'm sure would be willing

1700
02:16:46,800 --> 02:16:50,580
to cooperate with any of the terms and conditions that we set forward.

1701
02:16:53,700 --> 02:16:59,080
But certainly, if you'd be more comfortable, we can take that and take it back to Leo

1702
02:16:59,080 --> 02:17:02,400
and have that added to it, just not a problem.

1703
02:17:02,660 --> 02:17:08,420
I don't want to delay this, but I just want to make sure that everything's in place

1704
02:17:08,420 --> 02:17:11,360
if we need to make any changes that opportunity is available.

1705
02:17:12,100 --> 02:17:16,600
And I would like to say that the libraries made it very clear that we will be in collaboration

1706
02:17:17,180 --> 02:17:18,160
throughout this time.

1707
02:17:18,740 --> 02:17:19,460
Very good.

1708
02:17:20,180 --> 02:17:25,880
I don't think I can honestly say that we had no doubts about the library and us working well together.

1709
02:17:26,660 --> 02:17:30,980
This is a matter of miscommunication from the onset that we were not even informed.

1710
02:17:30,980 --> 02:17:34,280
We didn't have all the knowledge that we needed, Mrs. French.

1711
02:17:35,180 --> 02:17:41,580
Well, I had, I have great faith in the library system.

1712
02:17:41,840 --> 02:17:47,380
In fact, I've met a lot of the librarians through simulated congressional hearings because

1713
02:17:47,380 --> 02:17:54,060
because they give their days with our fifth graders and they do a lot of other wonderful things.

1714
02:17:55,120 --> 02:18:00,800
The only part that really bothered me was the fact that the portable was already on our

1715
02:18:00,800 --> 02:18:03,760
property before we knew about it.

1716
02:18:04,360 --> 02:18:05,740
That bothered me.

1717
02:18:06,320 --> 02:18:13,240
And I don't know who did it or whether a construction guy with a trailer did it without anybody's

1718
02:18:13,240 --> 02:18:15,580
an knowledge, but that part bothered me.

1719
02:18:16,520 --> 02:18:22,020
The one question I have in the MOU was 9.1, quiet enjoyment.

1720
02:18:22,560 --> 02:18:26,320
I have not heard this term in a legal document.

1721
02:18:27,020 --> 02:18:28,920
Could you please explain that?

1722
02:18:29,280 --> 02:18:30,380
I am not a lawyer.

1723
02:18:33,940 --> 02:18:39,360
Okay, it says the board warrants quiet enjoyment of the least premises.

1724
02:18:39,360 --> 02:18:47,000
That doesn't mean that they have to be quiet on the parking lot, or must be a library legal term, but I'm not like it could be.

1725
02:18:48,140 --> 02:18:51,940
It was just different, sorry.

1726
02:18:54,140 --> 02:18:55,160
Mrs. Dahl.

1727
02:18:56,100 --> 02:19:06,920
Oh, no, I just support what's been said before, is that obviously our relationship with the library, the A-plus partnership is unique in the state.

1728
02:19:06,920 --> 02:19:14,860
And we collaborate, we support, and supplement one another, and it's a wonderful relationship.

1729
02:19:15,060 --> 02:19:20,960
And to be able to find a way to make this work over the time of the construction is terrific.

1730
02:19:21,280 --> 02:19:28,300
And as I understand it, lists have already been conveyed to the library of the possible dates where there could be concerns.

1731
02:19:28,300 --> 02:19:36,440
So that everyone is aware of where the rubber meets the road, so to speak in some of these.

1732
02:19:36,440 --> 02:19:47,360
and that everyone has already agreed, especially the PTA's, the administrators and library administration have all talked about this and have plans in place to make sure that it works.

1733
02:19:47,640 --> 02:19:54,820
So I think we're well positioned to make sure that the communities serve, the schools are served, and that everybody it's a win-win.

1734
02:19:55,940 --> 02:19:56,820
Mrs. Delaney?

1735
02:19:58,600 --> 02:20:04,600
Yes, and in case Phil Lloyd, who's part of our,

1736
02:20:07,820 --> 02:20:13,440
no, it was my southern accent, Phil Lloyd.

1737
02:20:13,820 --> 02:20:14,480
I know him well.

1738
02:20:14,660 --> 02:20:19,660
He was part of the best class ever next year, maybe.

1739
02:20:21,040 --> 02:20:27,960
He's the head librarian there, and in case he's watching, no, it's nothing to do with the

1740
02:20:27,960 --> 02:20:33,360
library at all, we just want to make sure that it's a safe environment.

1741
02:20:33,680 --> 02:20:38,320
I just, you know, there's a lot of traffic, there's a charge across the street.

1742
02:20:38,520 --> 02:20:43,540
I just want to make sure that we just want to make sure that what we're doing is for

1743
02:20:43,540 --> 02:20:52,860
the greater good of all the community and that it's going to work well with the after school activities and sports and for everything else.

1744
02:20:55,060 --> 02:20:56,160
Okay, thank you, Mrs. Elysee.

1745
02:20:56,760 --> 02:20:58,060
I think we're all set for the vote, Mrs. Hanks.

1746
02:20:58,060 --> 02:20:58,640
Okay.

1747
02:20:59,040 --> 02:21:04,820
We have a motion by Mrs. Giles and a second by Dr. Siddiqui to move approval of the lease agreement, Mr. Lacey.

1748
02:21:05,060 --> 02:21:05,220
Yes.

1749
02:21:06,300 --> 02:21:07,180
Mr. Conner.

1750
02:21:07,320 --> 02:21:07,460
Yes.

1751
02:21:07,700 --> 02:21:08,280
Mrs. Giles.

1752
02:21:08,440 --> 02:21:08,580
Yes.

1753
02:21:08,820 --> 02:21:09,240
Mrs. Pratch.

1754
02:21:09,380 --> 02:21:09,560
Yes.

1755
02:21:09,760 --> 02:21:10,440
Dr. Siddiqui.

1756
02:21:10,540 --> 02:21:10,680
Yes.

1757
02:21:10,920 --> 02:21:12,160
Motion passes 5-0.

1758
02:21:12,860 --> 02:21:13,340
Okay.

1759
02:21:13,660 --> 02:21:13,940
Thank you.

1760
02:21:14,100 --> 02:21:14,820
Mr. Giles.

1761
02:21:15,080 --> 02:21:19,040
Just like to acknowledge that the Chief Operating Officer from the Library is here, Angela Braid.

1762
02:21:19,460 --> 02:21:20,540
Thank you for attending tonight.

1763
02:21:21,100 --> 02:21:21,960
Thank you.

1764
02:21:22,240 --> 02:21:22,640
Hello.

1765
02:21:22,780 --> 02:21:23,380
Thank you.

1766
02:21:23,860 --> 02:21:24,920
Thank you, Dr. Fouce.

1767
02:21:25,340 --> 02:21:25,560
Okay.

1768
02:21:25,560 --> 02:21:30,000
Okay, Program Agenda Alternative Education Program Report.

1769
02:22:16,260 --> 02:22:17,280
Hi, Mrs. Padoozy.

1770
02:22:17,400 --> 02:22:17,920
Hi, good evening.

1771
02:22:18,080 --> 02:22:18,320
How are you?

1772
02:22:18,480 --> 02:22:19,200
Good, thank you.

1773
02:22:19,360 --> 02:22:19,500
Welcome.

1774
02:22:19,880 --> 02:22:20,020
Good.

1775
02:22:21,260 --> 02:22:23,160
As you said, my name is Jennifer Padoozy.

1776
02:22:23,280 --> 02:22:27,820
I'm the coordinator of Alternative Education and one of the programs that I oversee is our in-school

1777
02:22:27,820 --> 02:22:29,260
Alternative Education programs.

1778
02:22:29,680 --> 02:22:30,660
So I'm pleased to be here tonight.

1779
02:22:30,820 --> 02:22:31,120
Thank you.

1780
02:22:33,720 --> 02:22:38,180
As we know and it's no coincidence I'm sure that this is on the same agenda as many of the other things

1781
02:22:38,180 --> 02:22:38,720
this evening.

1782
02:22:38,720 --> 02:22:46,480
We here in Hard County have natural progression of supports for all students, which you heard in the last report from Mr. Eastham.

1783
02:22:47,020 --> 02:22:55,080
Those natural progressions can include everything from classroom management in our regular classes to our check-in check-out, PVIS.

1784
02:22:55,600 --> 02:22:59,140
There's a wide range in all of our schools that work for the majority of our students.

1785
02:22:59,980 --> 02:23:06,740
But there are a portion of our students that that just is not as enough, and as you talked before about that 2% that we really are focusing on.

1786
02:23:06,740 --> 02:23:12,300
When you look at alternative education, I'm really talking about that 2%, where it's just not enough.

1787
02:23:14,450 --> 02:23:18,770
And they discovered that obviously back in 1996, so there was a work group initiated.

1788
02:23:19,390 --> 02:23:25,010
It was called the Disruptive Youth Task Force, that the time Dr. Hickey was our superintendent, and he initiated this.

1789
02:23:25,310 --> 02:23:30,670
To really look at what is it that we need to do for this additional support that students are going to need?

1790
02:23:31,210 --> 02:23:35,390
At that time, three elementary schools piloted alternative education programs.

1791
02:23:35,390 --> 02:23:39,690
So that was in 1997, which is when I happened to come to Howard County from Baltimore County.

1792
02:23:40,370 --> 02:23:46,750
And at that time we were really looking at the needs of all students, but they decided to really focus on early childhood.

1793
02:23:47,370 --> 02:23:53,670
And at that time also appointed was a coordinator of alternative education, which was Dr. Craig Cummings, which many of you know.

1794
02:23:54,110 --> 02:23:59,110
And he remained in that position until three years ago when he retired and when I was appointed to this position.

1795
02:24:01,580 --> 02:24:12,080
The vision of alternative education, as you can see, is really that we help students improve their academic and behavioral skills so they can perform successfully in school and meet or exceed established performance standards.

1796
02:24:12,700 --> 02:24:15,280
If you look at that, it's no different than what we hope for any student.

1797
02:24:16,220 --> 02:24:22,420
We also help students develop the academic and interpersonal skills needed to participate responsibly in a diverse and changing world.

1798
02:24:22,820 --> 02:24:28,620
And as was stated earlier, I believe by Ms. Giles, Howard County has changed since 1997, quite a bit.

1799
02:24:28,620 --> 02:24:35,220
And our program really is to help our students and families move with those changes in a productive way.

1800
02:24:38,590 --> 02:24:42,710
So rather than read it to you, I've listed all of the schools that have the programs in place.

1801
02:24:42,710 --> 02:24:46,210
And when I see the programs, I want to be clear, as you saw in the suspension report.

1802
02:24:47,070 --> 02:24:50,690
This is another level of intervention, it's another level of support.

1803
02:24:51,130 --> 02:24:54,930
So I want to be clear that it is a portion of what students experience throughout their day.

1804
02:24:55,130 --> 02:24:57,130
So they are in regular classes with students.

1805
02:24:57,130 --> 02:25:01,250
They are operating in their day just as any other child would.

1806
02:25:01,750 --> 02:25:06,310
But what we identify in some of these schools is that there is a need for additional support above and beyond.

1807
02:25:06,770 --> 02:25:15,810
So these are the schools that you'll see at elementary, we have 14 schools that have alternative education staff, and that's a teacher and a paraprofessional.

1808
02:25:17,860 --> 02:25:26,980
We have 10 middle schools that we have alternative education programs in and we have eight of our high schools.

1809
02:25:31,060 --> 02:25:35,480
Once a school is identified as a school that is going to receive the support staff of

1810
02:25:35,480 --> 02:25:40,640
alternative education, it is the responsibility to submit to me and to their principal a program

1811
02:25:40,640 --> 02:25:45,540
plan. That program plan is very individualized based on the needs of the school. I know many

1812
02:25:45,540 --> 02:25:49,120
of you are looking at this picture. This is a Harper's Choice and these young ladies are

1813
02:25:49,120 --> 02:25:55,000
girls' group that received their CPR certification, so it was a very happy day for them. The schools

1814
02:25:55,000 --> 02:25:59,820
make the decision on really what the needs are. However, my office really takes a strong

1815
02:25:59,820 --> 02:26:03,960
responsibility takes a very seriously on what is expected to be in that plan.

1816
02:26:04,180 --> 02:26:05,520
So each school is given a template.

1817
02:26:06,120 --> 02:26:12,580
That template includes a plan of operation, entry and exit criteria, transition and

1818
02:26:12,580 --> 02:26:18,560
articulation, parent and community involvement, staff development, community resources,

1819
02:26:19,260 --> 02:26:24,260
and school-based problem solving teams make those decisions based on the demographics,

1820
02:26:24,360 --> 02:26:25,340
the needs, and their data.

1821
02:26:25,340 --> 02:26:32,420
So as I was listening to Ms. Chasney explain what's going to be available for us, it's wonderful news because our

1822
02:26:32,420 --> 02:26:36,560
programs really rely on that data to make the decisions and where we need to put the support.

1823
02:26:36,800 --> 02:26:40,700
So it's already been very helpful and we've been able to use what is available, but

1824
02:26:40,700 --> 02:26:43,280
it sounds like it's going to be even more direct, so we appreciate that.

1825
02:26:46,940 --> 02:26:49,000
Everybody asks how many students do we service?

1826
02:26:49,360 --> 02:26:53,880
On an average of about 700 students per year receiving direct alternative education supports.

1827
02:26:54,500 --> 02:26:57,320
I want to be clear though, our alternative education teachers and

1828
02:26:57,320 --> 02:26:59,940
and paraprofessionals, they're part of our student service teams in our schools.

1829
02:27:00,680 --> 02:27:02,600
So these are the students that are on the caseloads.

1830
02:27:03,020 --> 02:27:05,240
It doesn't mean that they're only servicing that number.

1831
02:27:05,480 --> 02:27:09,880
So we are looking at the one, two, three percent of the highest need students.

1832
02:27:10,100 --> 02:27:13,720
However, as we know, just like any of us who've been in the classrooms,

1833
02:27:14,280 --> 02:27:16,340
if the student has the need, we're all going to jump on board.

1834
02:27:16,580 --> 02:27:20,120
So there's many more students that receive the supports from these programs, but

1835
02:27:20,120 --> 02:27:21,140
those are the direct services.

1836
02:27:22,040 --> 02:27:26,140
And these are deep-run students who are doing a bullying prevention lesson for

1837
02:27:26,140 --> 02:27:28,040
for our second graders, so that is their activity.

1838
02:27:30,940 --> 02:27:36,160
Once a student is identified through the school-based student problem solving team to need the

1839
02:27:36,160 --> 02:27:40,800
supports, then it is expected that the alternative education and collaboration with the student

1840
02:27:40,800 --> 02:27:45,900
support team develops what we call an individual student plan, not to be mistaken with an

1841
02:27:45,900 --> 02:27:48,240
IEP, an individualized education plan.

1842
02:27:48,760 --> 02:27:54,060
Students who receive alternative education supports do not have IEPs, so there's not an overlap

1843
02:27:54,060 --> 02:28:00,020
of services. Students who are receiving services through my department, our students are really

1844
02:28:00,020 --> 02:28:03,860
demonstrating a high need in behavior, academic goals, not related to a disability.

1845
02:28:05,440 --> 02:28:11,100
So once these students are identified through the student, and it's SST or IT, I know you

1846
02:28:11,100 --> 02:28:15,200
hear a lot of the different terminologies, but through the student service problem-solving

1847
02:28:15,200 --> 02:28:21,140
team, then we develop these plans. These plans are quite intense intentionally.

1848
02:28:23,460 --> 02:28:24,020
They're

1849
02:28:24,020 --> 02:28:25,980
route of the problem as we talked about before.

1850
02:28:26,780 --> 02:28:28,000
This is a proactive approach.

1851
02:28:28,160 --> 02:28:31,220
We're not looking to react to what's happening.

1852
02:28:31,400 --> 02:28:33,200
We're trying to prevent it from happening anymore.

1853
02:28:33,620 --> 02:28:36,000
The students that were servicing what we have found

1854
02:28:36,000 --> 02:28:38,320
the common denominator is they've experienced trauma.

1855
02:28:38,740 --> 02:28:40,900
Some sort of crisis, something has happened in their life

1856
02:28:41,340 --> 02:28:43,320
that has really derailed them from being

1857
02:28:44,140 --> 02:28:45,720
independently able to manage school.

1858
02:28:46,260 --> 02:28:48,100
If we can get to the root of that problem

1859
02:28:48,580 --> 02:28:50,200
and we can help them overcome it,

1860
02:28:50,380 --> 02:28:51,840
then we know they're gonna be more successful

1861
02:28:51,840 --> 02:28:56,600
and have a much higher likelihood of being successful both in their school environment as well as in the community.

1862
02:28:57,240 --> 02:29:00,520
So it's not a magic wand, and it's a lot of trial and error.

1863
02:29:00,720 --> 02:29:04,700
But the plan is designed to identify what is the root of the concern, and

1864
02:29:04,700 --> 02:29:07,240
then really work with the staff on how we can help overcome that.

1865
02:29:08,080 --> 02:29:12,960
It's tricky, I'm not going to lie, that there's a reason that there is a need there,

1866
02:29:13,080 --> 02:29:17,800
and the needs that our students are experiencing, even if I guess I've been in the system 20 years now.

1867
02:29:17,800 --> 02:29:25,340
And the certainly increasing, the needs are increasing to a point where we have to really adjust our mindset and we're doing that.

1868
02:29:25,460 --> 02:29:29,060
And I'm very proud of the staff out there, and we can talk a little bit more about that in a little bit.

1869
02:29:29,200 --> 02:29:33,840
But the staff that is working in these programs are some of your most dedicated, devoted, creative,

1870
02:29:34,320 --> 02:29:36,440
above and beyond staff members you'll ever find.

1871
02:29:36,740 --> 02:29:40,120
And yes, there's a plan, but it goes much further than that plan.

1872
02:29:42,950 --> 02:29:46,650
Then what I expect of them is they have to provide to me an end-of-year report.

1873
02:29:46,650 --> 02:29:50,870
And that report, again, also quite extensive, and I'll explain to you what is in that.

1874
02:29:51,130 --> 02:29:54,450
But that is really so that I can also get a broad stroke of the overall school.

1875
02:29:54,850 --> 02:29:59,090
I'm out in the schools every day, every other day if something gets in the way.

1876
02:29:59,210 --> 02:29:59,970
But I'm really-

1877
02:30:00,000 --> 02:30:29,900
In those buildings and working with the staff and the principals and the kids and the families. And so I get to know the families really one-on-one. But sometimes then we can miss the bigger pictures. We talked earlier, Mr. Lisa, when you said, do we get the school reports? Can we analyze it by school? Because we know there's going to be trend data. This gives me my school trend data. Are we effective? Are we really doing what we need to do to meet the needs of the students on a broader scope, not necessarily individualized schools? So students, excuse me. So what this includes is for every student that we service.

1878
02:30:29,900 --> 02:30:32,480
They provide me what I call their bag data.

1879
02:30:32,840 --> 02:30:34,260
It's the behavior, attendance, and grades.

1880
02:30:35,380 --> 02:30:40,480
Then the alternative education teacher is expected to take that data, and

1881
02:30:40,480 --> 02:30:43,220
they provide me a written summary and a plan of improvement.

1882
02:30:43,680 --> 02:30:47,120
Even for most exemplary programs, there's always room for improvement and we know that.

1883
02:30:47,520 --> 02:30:51,420
So what I expect them to do is really look at what is gone well, what isn't going well,

1884
02:30:51,720 --> 02:30:55,960
what could we tweak, and when they provide that end of the year report, I meet with them all.

1885
02:30:55,960 --> 02:30:59,200
I meet with them regularly every month, I have professional development with them.

1886
02:30:59,520 --> 02:31:03,160
But I meet with them at the end of the year to look at the end of the year reports and

1887
02:31:03,160 --> 02:31:05,000
then equate that to the program plans.

1888
02:31:05,200 --> 02:31:08,620
Is that an alignment or do we need to adjust that program plan accordingly?

1889
02:31:09,000 --> 02:31:11,540
Because there's a different need in the school that may not have been there before.

1890
02:31:14,930 --> 02:31:20,530
Even our youngest students, so I should have said and I know I stated that we service elementary, middle and high.

1891
02:31:21,070 --> 02:31:23,230
We service students as youngest three years old now.

1892
02:31:23,470 --> 02:31:25,910
We have some of our pre-K programs and I want to be clear.

1893
02:31:25,910 --> 02:31:30,430
I think sometimes people are afraid and saying, well, the students being tagged, they're in all dead.

1894
02:31:30,850 --> 02:31:32,570
I want to be very careful with our semantics.

1895
02:31:33,010 --> 02:31:38,030
As I work with my staff, there is nobody who is in or out of an alternative education program.

1896
02:31:38,130 --> 02:31:40,110
This is a service we provide, it's a support.

1897
02:31:40,710 --> 02:31:45,930
So we don't label kids and say they're in or out, what we're saying is they receive and need these services.

1898
02:31:46,290 --> 02:31:51,230
So even our youngest students, unfortunately, as we know, they experience some traumatic events.

1899
02:31:51,230 --> 02:31:55,990
And especially our youngest one, sometimes can't communicate to us the impact that is had on them.

1900
02:31:56,410 --> 02:31:59,870
So we are servicing kids now, which has not always been the case as young as three.

1901
02:32:00,230 --> 02:32:02,410
And of course, we can service kids actual 21.

1902
02:32:02,930 --> 02:32:06,050
So the range of what we provide is quite different.

1903
02:32:06,150 --> 02:32:08,670
Which is why when I say to you that it's individualized by school,

1904
02:32:09,410 --> 02:32:12,970
of course, it makes sense that it has to be quite different for those different age groups.

1905
02:32:13,570 --> 02:32:16,990
But even at our youngest age, what we know is what is our end goal.

1906
02:32:17,350 --> 02:32:20,890
Our end goal is that our students do not have any barriers to them.

1907
02:32:20,890 --> 02:32:25,330
that when they graduate, not if, when they graduate, that those doors are wide open.

1908
02:32:26,010 --> 02:32:30,330
And as Mr. Bernett said before, as soon as they get into that juvenile justice system,

1909
02:32:30,430 --> 02:32:31,530
some of those doors can close.

1910
02:32:32,470 --> 02:32:36,850
So our job, and one of our jobs, is to make sure that those doors remain open,

1911
02:32:37,330 --> 02:32:42,010
that their academic progress is monitored closely, and that they have the opportunity to graduate.

1912
02:32:42,350 --> 02:32:46,810
And I'm very pleased to let you know that this year, 46 of our seniors,

1913
02:32:47,310 --> 02:32:50,590
Excuse me, 39 of our 46 seniors graduated in May.

1914
02:32:51,150 --> 02:32:55,730
Five of our seniors will graduate in July if they successfully complete summer school.

1915
02:32:55,910 --> 02:32:58,330
And I promise you, I'm on them and watching them closely.

1916
02:32:59,010 --> 02:33:03,930
And so that means obviously that the numbers look very good as far as the end result.

1917
02:33:04,130 --> 02:33:07,390
When students get the services that they need, that is very focused and

1918
02:33:07,390 --> 02:33:08,770
direct, then they're more successful.

1919
02:33:09,150 --> 02:33:11,750
And the earlier we can do that for them, the better off they will be.

1920
02:33:15,220 --> 02:33:17,580
I've only been in this position for three years.

1921
02:33:17,580 --> 02:33:23,380
But I could tell you that in the three years I've been here, it is more evident that it ever was to me before

1922
02:33:23,380 --> 02:33:28,440
that the in-school alternative education programs are critical support for the students that need it.

1923
02:33:29,100 --> 02:33:33,640
And without those staff members out there, and who knows if they're watching, go enjoy your families.

1924
02:33:33,880 --> 02:33:36,440
But they know how much I support them.

1925
02:33:36,560 --> 02:33:38,480
They know that we're in the trenches together.

1926
02:33:38,660 --> 02:33:44,400
I've intentionally put my office at homewood so that I don't forget the needs of the students and staff that we service.

1927
02:33:44,400 --> 02:34:01,080
Because it's critical to me and it's critical to this community that they continue to get those supports and that we do so in a way that is responsible, respectful, and not be afraid to have the hard conversations about what our families need and make sure we're there at all walks in all situations to provide it for them.

1928
02:34:02,040 --> 02:34:04,580
So I appreciate your time and I'm happy to answer any questions you may have.

1929
02:34:08,180 --> 02:34:10,460
Thank you very much. Any questions? Mrs. Lacey?

1930
02:34:12,410 --> 02:34:14,070
I think you do on a super job.

1931
02:34:14,430 --> 02:34:14,750
Thank you.

1932
02:34:14,910 --> 02:34:21,470
I think you're a special head background and all the other administrative, all the other things that you bring to the table.

1933
02:34:22,110 --> 02:34:23,390
You've done a fantastic job.

1934
02:34:24,310 --> 02:34:34,590
I want to ask in looking at the qualifications of alternative ed staff.

1935
02:34:36,090 --> 02:34:43,990
Have you considered, and I brought this up to a couple of people earlier, a social worker

1936
02:34:43,990 --> 02:34:44,730
and an educator?

1937
02:34:45,470 --> 02:34:51,570
We have, in some of our schools, in two of our high schools at Resvoir and at Hammond,

1938
02:34:51,710 --> 02:34:57,850
we do have a social worker on site, 50%, and I say 50, could be give or take 48 to 52%

1939
02:34:58,310 --> 02:35:00,590
of our staff members do have a social work background.

1940
02:35:00,590 --> 02:35:04,650
So, back when Dr. Cummings originally was hiring people at that time,

1941
02:35:04,870 --> 02:35:09,030
majority of the staff that were hired were individuals that had social work background.

1942
02:35:10,570 --> 02:35:15,330
What we have found is that the educators that are put into the places

1943
02:35:15,330 --> 02:35:21,750
to be the alternative education teachers really do have the mindset of a service provider

1944
02:35:21,750 --> 02:35:25,050
such as social work, but we know that they also need additional training.

1945
02:35:25,210 --> 02:35:29,110
That there are some aspects to that that may be missed because that's not their certification or the degree.

1946
02:35:29,110 --> 02:35:35,390
which is why I have those monthly professional development meetings where we talk about what community agencies are available.

1947
02:35:35,590 --> 02:35:38,450
How do we reach out and make sure that we have food clothing housing for our kids?

1948
02:35:39,070 --> 02:35:41,570
How do we provide mental health support for our families and crisis?

1949
02:35:42,070 --> 02:35:46,830
So some of those social work aspects to what our students, we know that what they need,

1950
02:35:47,230 --> 02:35:50,690
we certainly do try to provide that through more the professional development side of things.

1951
02:35:52,880 --> 02:35:56,540
Because I know that the education piece is extremely important to bed.

1952
02:35:56,600 --> 02:36:05,900
We can't have James Lamont's, James Lamont's every and all of our buildings because he's got the education background and he has the social work background.

1953
02:36:06,040 --> 02:36:15,280
But I think that social work piece is so great that if we could have the co-teaching, the co-process of, because we've got a teacher in a pair.

1954
02:36:15,280 --> 02:36:24,340
I just wonder if we could ensure that we move toward the social work perspective and

1955
02:36:24,340 --> 02:36:27,860
the educator perspective in that dual role.

1956
02:36:28,520 --> 02:36:32,880
What are you doing to alleviate burnout?

1957
02:36:34,780 --> 02:36:39,600
That's why, as I said to you earlier, when I tell you how amazed I am at the staff,

1958
02:36:41,080 --> 02:36:43,880
there's a few things we talk about regularly.

1959
02:36:44,520 --> 02:36:47,760
It's a tough job, but it's also the most rewarding job.

1960
02:36:49,200 --> 02:36:52,480
The places that we will go for kids, whether we're going to

1961
02:36:53,960 --> 02:36:58,620
shelters to find, I could tell you the other day when one of our

1962
02:36:58,620 --> 02:37:01,420
family's houses was burning to the ground.

1963
02:37:02,320 --> 02:37:06,120
I and the two people who work with that student were the first ones there, but

1964
02:37:06,120 --> 02:37:09,100
honestly, I think at the same time as some of the emergency vehicles.

1965
02:37:09,700 --> 02:37:12,500
because there is such a devotion to the students.

1966
02:37:14,840 --> 02:37:19,460
We don't have high turnover in the three years that I've been there, only one person has left.

1967
02:37:20,340 --> 02:37:22,940
Part of that is we build each other up as much as we can.

1968
02:37:23,340 --> 02:37:27,520
Part of that, I hope they would tell you and I believe they would, is that they know I'm out there with them.

1969
02:37:28,080 --> 02:37:32,920
So they also know I'm out there with their principals, their principals doing incredible jobs supporting them.

1970
02:37:32,980 --> 02:37:33,980
They know it's a hard job.

1971
02:37:35,160 --> 02:37:37,920
We're not seeing the burnout rate within our staff.

1972
02:37:37,920 --> 02:37:43,640
However, that doesn't mean that we don't have a need for them to also have an opportunity to get their own supports.

1973
02:37:43,960 --> 02:37:46,080
And sometimes we do have to provide that for them.

1974
02:37:46,400 --> 02:37:51,060
When a student goes into crisis and we all have, we all know there's some terrible stories.

1975
02:37:52,180 --> 02:37:54,600
The staff members experience that crisis right there with them.

1976
02:37:54,760 --> 02:37:57,460
So we do access the employee assistance program, if need be.

1977
02:37:58,040 --> 02:38:03,260
We do make sure that if I need to be out there to be in their classes while they can have some time, that's what we do.

1978
02:38:04,180 --> 02:38:07,040
It's just critical that they know they have the supports in place.

1979
02:38:07,040 --> 02:38:10,420
But I appreciate you recognizing that because it is a tough role.

1980
02:38:11,680 --> 02:38:16,760
But I do believe really, really strongly that it is one of the most rewarding.

1981
02:38:17,140 --> 02:38:21,760
And when those kids come back and they have met those goals, and all odds are against them.

1982
02:38:22,740 --> 02:38:27,020
It'll take us another year or two and we'll have to regroup again, but it gets us through.

1983
02:38:27,400 --> 02:38:29,240
I appreciate your perspective, though, thank you.

1984
02:38:29,240 --> 02:38:29,720
Thank you.

1985
02:38:32,300 --> 02:38:33,620
Yeah, thank you for your report.

1986
02:38:33,960 --> 02:38:41,700
I think it brings this issue to the community, to the parents and the school system, and

1987
02:38:41,980 --> 02:38:49,020
I agree that the teachers and the paraprofessionals that are working with these families, it takes

1988
02:38:49,020 --> 02:38:57,320
a really special person, and you do become a family and work together to make a situation for

1989
02:38:57,320 --> 02:39:05,640
these kids better, but I think, you know, you really laid out a great plan, and the American,

1990
02:39:05,640 --> 02:39:08,980
I don't have it in front of me, but the American Academy of Pediatrics recently put out

1991
02:39:08,980 --> 02:39:13,700
something regarding, you know, toxic stress and children and the impact that it has on

1992
02:39:13,700 --> 02:39:19,100
them, and some of our kids, you know, live it every single day, and to have these resources

1993
02:39:19,100 --> 02:39:24,420
in place for them, and that you're continuing to look at improvements in ways to improve

1994
02:39:24,420 --> 02:39:24,960
the program.

1995
02:39:24,980 --> 02:39:26,160
I think it's great.

1996
02:39:26,420 --> 02:39:26,760
Thank you.

1997
02:39:26,760 --> 02:39:27,320
Thank you very much.

1998
02:39:27,640 --> 02:39:27,780
Appreciate it.

1999
02:39:33,000 --> 02:39:36,940
I want to reiterate the statements that have been made before.

2000
02:39:37,260 --> 02:39:43,020
It is about seeing things ahead of time, not waiting until something gets broken.

2001
02:39:43,800 --> 02:39:50,340
And about making those personal connections, we know that's true for every child, but especially children who have experienced crisis.

2002
02:39:50,580 --> 02:39:53,620
And return to that crisis sometimes every single day.

2003
02:39:53,620 --> 02:40:23,520
Okay, so the model that you've established here in the relationships that those teachers and staff members have built with these families is at the core of what educators do and we should all as a community be grateful for their dedication and the expertise that they bring and I do appreciate that the success means more when you've had to come farther and so in some ways they're very lucky because they're able to touch someone and truly

2004
02:40:23,520 --> 02:40:29,680
really be part of a life-changing experience and I think that's part of what shores people

2005
02:40:29,680 --> 02:40:34,880
up is that they know they actually can and have made a difference but we do need to make

2006
02:40:34,880 --> 02:40:39,900
sure that we appreciate that level of commitment because it's beyond some of us to be able

2007
02:40:39,900 --> 02:40:45,420
to provide that and so that we have and are blessed with people lucky enough to find that

2008
02:40:45,420 --> 02:40:47,620
strength we should be very grateful for.

2009
02:40:47,780 --> 02:40:48,220
So thank you.

2010
02:40:48,620 --> 02:40:48,900
Thank you.

2011
02:40:48,900 --> 02:40:49,940
I

2012
02:40:52,500 --> 02:41:13,800
remember a number of alternative ed staff behind the curtain at narrow weather, just in tears, just because the students they were mentoring made it and it was very obviously very impressive to me.

2013
02:41:13,800 --> 02:41:19,000
I wanted to ask you, you talked about mindset.

2014
02:41:20,060 --> 02:41:25,260
Can you elaborate more on mindset because you said you'd refer to it later?

2015
02:41:25,540 --> 02:41:26,620
Can you talk about that?

2016
02:41:27,000 --> 02:41:27,300
Absolutely.

2017
02:41:27,580 --> 02:41:32,580
I think one of the things that we have really found is a, and I say as a team, there's 70 plus

2018
02:41:32,580 --> 02:41:37,460
of us that get together and what we realize is that we can get very entrenched in the negative.

2019
02:41:37,960 --> 02:41:40,740
We can really dwell on everything.

2020
02:41:41,520 --> 02:41:45,580
Yeah, it's, you know, and we, we start our meetings with celebrations.

2021
02:41:45,920 --> 02:41:47,080
And I know that sounds hooking.

2022
02:41:47,180 --> 02:41:49,460
Anybody who knows me knows I'm not a real touchy-feely person.

2023
02:41:49,660 --> 02:41:53,940
But we have to because there are celebrations happening out in our buildings all the times.

2024
02:41:54,240 --> 02:41:57,060
And yes, we have to recognize the true needs of the students.

2025
02:41:57,180 --> 02:42:02,140
But if we flip that mindset to talk about how is it that they can overcome it?

2026
02:42:02,440 --> 02:42:05,760
Not how is it that we can help them ignore or avoid?

2027
02:42:05,900 --> 02:42:07,080
It's never going to be the reality.

2028
02:42:07,260 --> 02:42:09,240
So we've worked very hard on one.

2029
02:42:09,240 --> 02:42:14,300
Again, the semantics, as I said before, we're not in alternative education, we're receiving an alternative

2030
02:42:14,300 --> 02:42:15,480
education support.

2031
02:42:15,920 --> 02:42:19,380
Just like a support is a reading support, a mass support, this is behavioral and

2032
02:42:19,380 --> 02:42:20,120
academic support.

2033
02:42:20,580 --> 02:42:24,680
That mindset has shifted, I think, in the few years that I've been here, really shifted for

2034
02:42:24,680 --> 02:42:29,680
the staff to recognize that you're an interventionist, you're responsible for

2035
02:42:29,680 --> 02:42:33,320
identifying the root of the concern, root of the problem, and helping to figure it out.

2036
02:42:33,340 --> 02:42:36,960
But you're not doing it in isolation, you're doing it with the entire staff in that building.

2037
02:42:36,960 --> 02:42:40,320
everything, everybody that walks with that child has an impact on them.

2038
02:42:40,880 --> 02:42:44,980
So whereas the mindset used to be in isolation, we'd pull the students out and we'd work with

2039
02:42:44,980 --> 02:42:49,880
them independently and we'd say, well, the problem clearly is that you're hungry.

2040
02:42:50,080 --> 02:42:53,060
So I'm going to give you a granola bar, that's not the problem, the problem is much bigger

2041
02:42:53,060 --> 02:42:53,480
than that.

2042
02:42:53,940 --> 02:42:57,600
And then they go back into the environment and it's not fixed.

2043
02:42:57,840 --> 02:43:02,540
So the reality is what we're shifting is, the responsibility is on all of us, it's on you

2044
02:43:02,540 --> 02:43:05,320
as you know, you take that very seriously and it's on us and the schools.

2045
02:43:05,320 --> 02:43:13,600
But changing the mindset as being a practitioner, to figure out what it is that we need to do to find the full range of supports.

2046
02:43:13,880 --> 02:43:18,060
I also work with, obviously, the Department of do-vinyl services, Department of Social Services,

2047
02:43:18,440 --> 02:43:20,980
Howard Community College, Free State Job Corps.

2048
02:43:21,640 --> 02:43:25,640
All of that is so that we can provide all the supports a family may need.

2049
02:43:26,040 --> 02:43:30,440
So it's no longer about I as the alternative education, I'm going to fix them independently.

2050
02:43:30,780 --> 02:43:33,140
There's the burn out comes that Mr. Lacey was referring to.

2051
02:43:33,140 --> 02:43:37,520
When you realize that this is about bringing in everybody to support that student,

2052
02:43:37,920 --> 02:43:40,900
it's just a different mindset that I find to be working much better.

2053
02:43:41,140 --> 02:43:45,480
I also find it to be healthier for the family, the student, and certainly staff members working with them.

2054
02:43:46,340 --> 02:43:47,640
So that's what I was referring to.

2055
02:43:47,820 --> 02:43:49,640
Oh, that helps, thank you.

2056
02:43:50,460 --> 02:43:54,120
The other question I had was at Appendix Day.

2057
02:43:54,640 --> 02:43:58,260
Could you please elaborate on that attachment?

2058
02:43:58,900 --> 02:44:02,560
Absolutely, so this document has been developed and revamped

2059
02:44:02,560 --> 02:44:09,940
obviously as the state requirements have changed, but we use this as our exemplary document when we're looking at programs.

2060
02:44:10,220 --> 02:44:14,100
So as I told you before, I go out to every program and then I meet with them at the end of the year.

2061
02:44:14,320 --> 02:44:20,060
We use this document as kind of a check-in-mount system that I use with the administrators as well as the staff, so

2062
02:44:20,060 --> 02:44:24,560
that we look at this and say these are the components that we know are research-based, that we know, and again,

2063
02:44:24,840 --> 02:44:30,700
through the work of the task force years ago, and that we continue to review to look at that, that we know that these aspects

2064
02:44:30,700 --> 02:44:34,760
of the programs need to be in place for it really to be exemplary and working productively.

2065
02:44:35,920 --> 02:44:38,920
Not every program has it at all times and there's different reasons why.

2066
02:44:39,160 --> 02:44:42,300
It may be that the students that they have don't necessarily need the supports in here.

2067
02:44:42,520 --> 02:44:46,840
It may be that the administrative team has changed focus for a certain reason.

2068
02:44:47,160 --> 02:44:50,880
But we use this document to go out when we have those meetings to say what is in place,

2069
02:44:51,400 --> 02:44:52,720
what's working, what's not working.

2070
02:44:52,900 --> 02:44:54,460
So it really is a framework for us to use.

2071
02:44:54,760 --> 02:44:58,780
We don't use it as a check-off if you only have 80% of this and that's where you stand, not at all.

2072
02:44:58,780 --> 02:44:59,980
but it is used as a...

2073
02:45:00,000 --> 02:45:29,460
The framework for conversation and reflective tool for the alternative education staff as well as the administrative staff and student support team to really look at this regularly and say, are we there? Is this what we need to do? Otherwise, we get off kilter and we start working in isolation and we don't want that to happen. So this gives us the full range that is necessary. Okay. Do you? What I hear from some people is a complaint that people in the local schools do not want to

2074
02:45:29,460 --> 02:45:36,800
And deal with certain students who have issues and they just automatically want to have them go to Homewood.

2075
02:45:37,840 --> 02:45:42,780
So can you talk a little bit about how you deal with that or intervene or-

2076
02:45:42,780 --> 02:45:43,640
I'm happy to, whatever.

2077
02:45:44,360 --> 02:45:49,400
So one of my other responsibilities is I'm the chair for the Central Admissions Committee,

2078
02:45:49,520 --> 02:45:55,280
which is the committee that looks at any referrals to Homewood and considers that that's the right placement for them.

2079
02:45:55,900 --> 02:45:58,640
So well before we get to that place.

2080
02:45:58,640 --> 02:46:04,020
I am intimately involved in that referral, if you will, but also just the process.

2081
02:46:04,680 --> 02:46:07,760
The expectation is, there is a flow chart I could provide for the board.

2082
02:46:08,300 --> 02:46:11,860
It's a different part of the world than this one so I could certainly provide it.

2083
02:46:12,120 --> 02:46:17,220
But there is an expectation that the student problem solving team at the school base level,

2084
02:46:17,400 --> 02:46:21,340
if they have exceeded what they believe to be all of their supports in place at their school.

2085
02:46:21,700 --> 02:46:25,320
Whether they have alternative education supports or not, so the schools that don't have it,

2086
02:46:25,320 --> 02:46:30,160
We all know, still have students who have behaviors and or academic needs that need to be met.

2087
02:46:30,800 --> 02:46:36,580
So if at any point, a school feels that they have exhausted every possible resource that they have, whatever that may be.

2088
02:46:37,080 --> 02:46:38,240
And they feel that they need more.

2089
02:46:38,680 --> 02:46:42,960
The expectation is they reach out and contact me and they do, I promise you they do.

2090
02:46:43,500 --> 02:46:47,200
And my job then is between myself and the resource teacher, Lisa Bertucci.

2091
02:46:47,640 --> 02:46:52,340
We go out and observe that student multiple times, meet with the child, meet with the family.

2092
02:46:52,660 --> 02:46:54,540
We work with the student service teams.

2093
02:46:54,540 --> 02:46:58,580
We kind of go in as the check and balance to say, is there anything else that we could be doing?

2094
02:46:58,960 --> 02:47:01,860
Because, quite frankly, and I know you see the principle of homewood here,

2095
02:47:02,340 --> 02:47:05,900
quite frankly, we don't want ever to have a student have to leave their homeschool.

2096
02:47:06,120 --> 02:47:08,480
It's necessary sometimes, but we don't want that.

2097
02:47:08,880 --> 02:47:13,680
So we try very hard to make sure that we have put everything in place that we possibly can.

2098
02:47:14,240 --> 02:47:20,480
It isn't until I am done with that consultation, and when I say involved months before we get to

2099
02:47:20,480 --> 02:47:21,740
that place of making that referral.

2100
02:47:22,960 --> 02:47:24,920
Then if we have exhausted everything,

2101
02:47:25,080 --> 02:47:26,180
and based on my recommendations,

2102
02:47:26,300 --> 02:47:28,100
we still are just not meeting with success.

2103
02:47:28,460 --> 02:47:29,440
A student is still in crisis,

2104
02:47:29,900 --> 02:47:31,520
then we can get to the point of that referral,

2105
02:47:31,620 --> 02:47:32,540
and it comes to that team.

2106
02:47:33,440 --> 02:47:34,960
And I do want us to,

2107
02:47:36,080 --> 02:47:37,620
you know, you had made a statement about people feel like

2108
02:47:37,620 --> 02:47:38,800
there's some people out there

2109
02:47:38,800 --> 02:47:40,220
that don't want to deal with the kids.

2110
02:47:40,420 --> 02:47:41,460
And I've heard that as well.

2111
02:47:41,700 --> 02:47:45,880
So I have found, and again, in this role,

2112
02:47:46,160 --> 02:47:48,100
as prior as a principal, but now in this role.

2113
02:47:48,940 --> 02:47:52,960
Although I think sometimes that sounds like it and feels like it in the moment because

2114
02:47:52,960 --> 02:47:56,500
something happens and it's egregious and they've disrupted the school environment and people

2115
02:47:56,500 --> 02:48:01,340
are in reactive mode at that time, I think that sometimes can be perceived as that principle

2116
02:48:01,340 --> 02:48:02,020
wants them out.

2117
02:48:02,900 --> 02:48:07,620
And I do challenge us all to look back a little bit further because I can assure you that

2118
02:48:07,620 --> 02:48:12,460
long before that incident that administrator has been working with me and we have been trying

2119
02:48:12,460 --> 02:48:16,340
what we can do for that student, there becomes a breaking point, I understand that.

2120
02:48:16,340 --> 02:48:18,700
But the breaking point, I don't think is that they want them out.

2121
02:48:18,820 --> 02:48:21,080
I believe that strongly, although I know that's perception.

2122
02:48:21,540 --> 02:48:23,280
I don't believe our administrators want kids out.

2123
02:48:23,600 --> 02:48:29,500
What I see those administrators do for those students in the highest-need students on a daily basis.

2124
02:48:29,620 --> 02:48:30,100
It's unreal.

2125
02:48:30,400 --> 02:48:34,540
It is unreal, if, you know, I have a story for every principal after that I could probably tell you.

2126
02:48:34,980 --> 02:48:40,320
They don't want anybody to leave their building, but there are times and it does break their heart that they just can't.

2127
02:48:40,360 --> 02:48:44,160
It's at a point that there is nothing else they can do in a comprehensive setting.

2128
02:48:44,740 --> 02:48:46,260
And that's when we get to the place.

2129
02:48:46,540 --> 02:48:49,100
And Homeland is not a punitive place, as we know.

2130
02:48:49,440 --> 02:48:50,180
Homeland is a gift.

2131
02:48:50,700 --> 02:48:52,400
And if a child needs those supports,

2132
02:48:52,840 --> 02:48:55,300
then they absolutely should be given the gift

2133
02:48:55,300 --> 02:48:55,980
of going to Homeland.

2134
02:48:56,660 --> 02:48:59,040
But it is a long process, it is not a reactive.

2135
02:48:59,340 --> 02:49:02,720
And I certainly find the staff, look, on any given day

2136
02:49:02,720 --> 02:49:04,680
with my own children, could I say do I want them out?

2137
02:49:04,680 --> 02:49:06,720
Of course, I mean, that's the reality.

2138
02:49:07,300 --> 02:49:10,720
But the bottom line is you're never going to give up on them.

2139
02:49:10,940 --> 02:49:12,560
And I don't find administrators giving up.

2140
02:49:12,560 --> 02:49:17,960
I don't find teachers giving up, I just don't, I'm humbled by the work that's happening out in our buildings.

2141
02:49:19,960 --> 02:49:21,500
It's so wonderful to hear you.

2142
02:49:21,800 --> 02:49:22,380
Thank you.

2143
02:49:22,760 --> 02:49:23,100
You're welcome.

2144
02:49:23,400 --> 02:49:24,180
Thank you very much.

2145
02:49:24,340 --> 02:49:29,880
With that in mind, I want to acknowledge that Mrs. Maddox, Mrs. Tina Maddox is out there because there she is.

2146
02:49:30,520 --> 02:49:32,560
It is still one of the most engaged.

2147
02:49:32,900 --> 02:49:40,380
Yeah, we'll walk into the building and the teachers in that school are highly engaged.

2148
02:49:40,560 --> 02:49:44,720
The whole staff at that school is so highly engaged in the energy that you all put into the program.

2149
02:49:44,720 --> 02:49:47,340
I mean, our students, I just, we want to really thank you for.

2150
02:49:47,820 --> 02:49:51,060
We thank you, I'll make sure that they get that recognition, thank you.

2151
02:49:51,460 --> 02:49:53,140
You're welcome, thank you for all you do.

2152
02:49:53,380 --> 02:49:56,600
And we have the public form, but we don't have anybody officially signed up for that.

2153
02:49:56,740 --> 02:49:58,680
So, would anyone like to come forward for public form?

2154
02:49:59,760 --> 02:50:03,560
Okay, so we'll close that and we are officially adjourned, get home safely.

2155
02:50:05,360 --> 02:50:07,780
We could just make for 10 minutes for members.