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Good afternoon, and welcome to the Board of Education meeting of Wednesday, or Thursday, March 26, 2026. The public has been invited to attend board meetings through several telecommunication platforms, those of Verizon 42, Comcast 95, and via live stream online. In alignment with board policy, an individual group organization intending an open session of the board may not engage in any conduct, including visual demonstrations, such as the waving of placards, signs, or banners that disrupts the session.

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where that interferes with rights of others to attend and observe the session.

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The board will have a hard stop at 630 for dinner.

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Please stand for the pledge.

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I pledge allegiance to the flag of the United States of America and

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to the Republic for which it stands one nation under God,

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indivisible with liberty and justice for all.

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Ms. Harrison, please do the roll call.

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Ms. Ricks.

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President.

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Dr. Ten.

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President.

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Ms. Watts.

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Let's present Mr. Alistair, Ms. McCoy, Ms. Shambley, Ms. Mosley, Ms. Mallow,

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I am confirming a quorum.

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Thank you. We will now move on to the approval of the agenda,

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Mr. Barnes, do you have any changes?

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Chair Mallow, there are no changes.

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Can I please have a motion to approve the agenda?

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Yes.

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Second.

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Dr. Tannen?

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Yes.

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Ms. Riggs?

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Yes.

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Ms. Watts?

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Yes, Mr. Alistair?

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Yes.

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Ms. McHoy?

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Yes.

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Ms. Chambley?

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Yes.

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Ms. Mallow?

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Yes.

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Motion carries 70.

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We will now move on to public forum.

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Public forum is the opportunity for members of the public to provide their views to the school

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board and the comments are not met to be the viewpoints of the school board, the superintendent

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or school system.

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At this time, if participants have any materials to be provided to the board, please give it to the Security Officer and staff will ensure it's distributed to board members.

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In accordance with Board Policy 2040, the public forum may not be used to address individual personnel issues.

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Complaints identifying individual students, matters that are on appeal, topics for which the board schedules formal public hearings or advertising or solicitation for products and or services.

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The board expects that speakers deliver their comments with the decorum and respect appropriate

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to the conduct of the public's business.

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Given that board meetings are broadcasted and streamed, comments should be appropriate

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for all ages and all potential audience members.

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In accordance with policy 1000, the board encourages participants of public form to refrain from

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using language that is indecent, profane, or threatening.

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Please be advised, however, that the public comment may contain themes, language, or behavior

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that viewers find objectionable and may not be suitable for younger viewers.

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Speakers will have three minutes to present their topic.

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At the end of three minutes, an end buzzer will alert that time is up and the microphone

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will automatically turn off.

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Please email your full testimony to boe at hcpss.org.

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First up is Liam Hartner, Javier Hernandez, and Jalen Vielslick.

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And please correct me if I got any of those names wrong.

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And

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for your mic to be on, just make sure that the green light is on.

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Good afternoon.

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My name is Liam Hartner.

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I'm here with some of my fellow members to represent Howard County FFA in Agri Science

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Academy.

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We're here to share how agriculture education and FFA impact and benefit students, schools

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and the local community.

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I joined FFA in the fall of my junior year when I started at the Agri Science Academy

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at ARL.

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Agriculture has always been the most important part of my life from showing livestock,

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breeding

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being involved in the Howard County 4-H program.

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Over the past year and a half in the Ag Academy at an FFA,

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I've competed in competitions, shared my knowledge of animal agriculture and

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plant science with the local elementary schools, built a network of friends and

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industry professionals, and developed my leadership skills.

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Some of my achievements include placing first place at the state FFA

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livestock evaluation contest and presenting on the national stage at the national convention.

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One of our many programs, agriculture awareness days, a collaboration with

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the Howard County Farm Bureau and Howard County Public Schools.

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This event allows our FFA chapter to foster teamwork between FFA members and stakeholders,

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and seventh grade students are educated about the farm-to-table process.

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We're here today to ask for your continued support and going our amazing program in the classroom,

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supporting our various agriculture outreach programs and our many trips to engage with other members looking toward the same goal.

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The agriculture industry is deep with opportunities,

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meeting the needs of all our students as imperative as they have interests in animal and veterinary science,

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as well as plant environmental science.

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Thank you so much for your time.

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Good afternoon.

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My name is Jill and Bellasek,

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and I am an 11th grade student, a first year ARL student,

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and I'm currently serving as a second vice president

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of our FFA chapter.

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I am also a seventh generational farmer,

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and I'm here to share how agriculture, education,

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and FFA programs benefit students, schools,

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and our local community.

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I chose to join the academy because of my passion

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for agriculture and my background in farming.

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Being a part of this program has allowed me to expand

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my knowledge and places like animal science and genetics, including working with companies

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like trends of the genetics. Through FFA and agriculture education, I've developed

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leadership, teamwork, and problem solving skills that go beyond the classroom. Our program

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makes a strong impact on the community through events like trunk or treat, the Lisbon Parade

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and Dane andapolis, and I'm currently preparing for the livestock evaluation contest at the

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State Convention in June. This helps me build critical thinking and decision making skills

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that I'll use in my future career.

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I'm hoping to go to college in the Midwest

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and join a collegiate livestock judging team

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and I plan to spend the rest of my life in agriculture

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as it has been such a big part of my life.

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We ask for your continued support

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of agriculture education,

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supporting agriculture as an investment in the future.

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Thank you for your time.

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Good afternoon, my name is Javier Hernandez

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and I'm a second year member

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of the Howard County Future,

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Formers of America and the Agriculture Academy.

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Through FFA, I've gained experience in areas

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such as plant science and agricultural technology. More importantly, I have built leadership and

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communication skills that will carry on to my careers and my everyday life.

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For me, these

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opportunities have gone far beyond the classroom. I am a second place in a regional speaking competition

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where I analyze research and talked about consolidation in the meatpacking industry and its impact on

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the economy. I also completed an apprenticeship through North Carolina agricultural and technical

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state university where I studied cross-priced elasticity within the beef corner soybean value chain.

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FFA has also allowed me to make a direct impact with my community.

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We created and shared cars with another school to help young students be motivated with the transition in the middle school.

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Also, I work with my classmates to construct a garden contributing to the space that supports both education and the environment.

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Every project we take on, every project FFA takes on helps us develop skills while gathering,

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giving back to the community. I ask that you continue to support agricultural

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education so more students can have these opportunities.

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Thank you. Next up,

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next up is policy bright who will be followed by Mahogany Hut

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Butler.

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Chair Mallow, Superintendent Barnes and members of the board. When I attended

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high school in the 1900s our English curriculum was pretty standard.

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Catcher in the Rye 1984 Brave New World, a separate piece to Kill a Mockingbird, some

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Shakespeare.

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We read books by mainly if not exclusively white authors.

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Literature could have given us any, literature that could give us any views into the lives

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of people who did not share our lived experiences was not taught.

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Even the history we studies was white-washed and devoid of any information about who first

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occupied the state where I was raised.

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So avoidant was the state to the topic of indigenous people, a lake in the recreational

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area of Minneapolis was named after a Southern Civil War era senator who had

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never even been to Minnesota. As an adult I've made up for lost ground by

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spending a good amount of time reading just about anything and everything I can

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get my hands on as you are aware.

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I was very happy to have my sons assigned books

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by diverse authors. Persepolis by Margin Satrapi a graphic novel about her life

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in Iran. Farewell to Manzanar about the author's life and an internment

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Camp during World War II, books that have been added to the curriculum since my sons

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graduated that provide other, our students with some more great perspectives include

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Just Mercy, The Other Westmore, and The Hate You Give to Name a Few.

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Our students will one day leave Howard County and venture into the greater world.

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Reading these books and studying our world from multiple perspectives will help them understand

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the many different lives that populate our country and world.

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As Clay Cain author of Burn Down Masters House put it, these stories are not divisive, they

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They are clarifying.

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They force us to reckon with who we are and where we come from.

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They threaten the comforting myths of equality and fairness many would prefer to believe.

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Perhaps, just perhaps, the real fear isn't black and brown people knowing their history.

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Its young white children being inspired.

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The possibility that they might see themselves not in the oppressors but in the rebels, the

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freedom fighters, the ones who dared to demand a better, more just world.

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That's why this novel is for everyone.

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A story not confined to race or ancestry, but rooted in universal struggle.

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Diverse curriculum benefits our entire community.

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It helps us understand the world through multiple perspectives.

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It's not to be feared but embraced.

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As we approach budget season, please do not allow narrow-minded people to bull you into eliminating

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it.

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And one more thing.

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Build the mill.

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Next

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up is Mahogany Hut Butler, who will be followed by Julie Miller online.

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Good afternoon. My name is Mahogany Hut Butler. I am the proud president of the PTSA at Lake

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Elkhorn Middle School. And I also went to school in the 1900s. I am here to celebrate our wonderful

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school, our staff, and our kids, and our community. And I'm also here to ask for continued support.

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With very limited assistance, we have been able to fully repair at least one of our water

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fountains, and our kids have come back and said this is the coldest water ever.

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We have replaced the stage curtains, we have beautiful signage throughout the building

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and outside.

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We also have alumni posters highlighting former like Elkorn Middle School students who are

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now college athletes, and we also showcase student artwork throughout our hallway.

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Our wonderful staff, specifically our custodial staff, is working really hard to keep our

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building clean for staff and students, specifically Ms. Yume Owens and Mr. Moses Oce.

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and we also have a fantastic representative of like Elkhore Middle School through Ms.

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Shante Owens Young who just received the Middle School Counselor of the Year.

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So also with the support, one of the things I want to be clear about is our kids,

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our parents and our staff can't clean what is broken.

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Again, so we are asking for regular maintenance and regular upkeep of our building.

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35 out of the 35 classrooms with tiles have cracked missing tiles or stained.

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Our gym floor is uneven and peeling, and 37 classrooms with 37 classrooms have peeling paint and damaged walls.

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Again, we can't clean what is broken.

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That also goes to furniture, ceilings, basic needs.

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Again, celebrating our school, we just had a fantastic Black History Month celebration

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where poems, step team, band, orchestra, history, and proclamation happen, also a wax

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museum of students who were fantastic, it was just amazing.

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We also had a night of excellence where we celebrated our National History Day participants

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and the kids were presenting to students, other students, staff, and their families on what their projects were.

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We also provided, our school provided dinner and the kids were just celebrated, which is great.

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With the National History Day, I just want to say this is the second year that Lake Elkhorn Middle School has placed in the counties for

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national history day and we also just our LEMS debate team just won their debate and thank you very

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much. Thank you.

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Next up is Julie Miller online. Please go ahead. Thank you. My name is Julie Miller.

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I'm the parent of two students at Cradle Rock Elementary. They're in kindergarten and second grade

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and I also serve as the Secretary of Cradle Rock's PTA. Thank you to the members of the board for

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your time this evening. I'm here today to share my experience at Criterock and how much

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it changed in the short amount of time. Two years ago after my son's first year of kindergarten,

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I felt disconnected and disenchanted with our school. When I heard about the experiences,

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families were having other schools, it felt like we were missing out, attending a school that lacked

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communication and opportunities for engagement. Our unkempt school grounds didn't create a place

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that we could feel pride in. I'm sharing a campus with Lake Elkorn Middle School also meant

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Chaotic dismissal experience where students from kindergarten through eighth grade were intermixed it was less than ideal you could say I lacked the warm

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My family even considered moving to another area to get away from the school. The idea of what we thought would be our forever home and leaving it was really unsettling, especially with a two and a half percent interest rate.

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when the new principal is understandably incredibly busy.

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He listened, he validated my concerns,

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and he promised that I would start to see changes.

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He told me that he might be small,

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and they might take time, but they would add up

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to a very different school experience.

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And two years later, already, I can tell you, he was right,

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more headed in the right direction.

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Brick by Brick, Mr. Notary, and the Criterok team

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are building a school community that I am proud to be part of.

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I see it in the cleaner grounds that welcome students every day.

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Thank you to HCPSS grounds for your support there.

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Fresh paint gives students pride in their building.

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Improved communication puts parents at ease.

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An intentional and frequent programming

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led by our community school's leadership connects families.

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We're seeing better response in teacher recognition.

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We got 100 responses this year,

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posted 29 last year.

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And we're seeing families stepping up in a huge way

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that PTA never saw before.

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And our Zillow listing rating is going up, which means our,

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the reputation is impacting our house values, which everyone thinks about.

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It's been incredible to watch.

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But there's one thing that's missing from our campus community.

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And that's a new sign.

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We share our campus with like Elkhorn and Krillerock.

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So if you're heading west, you see one school name.

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If you're heading east, you see the other.

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At a school campus that already lacks a strong physical facade,

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a clear, modern side would make a dramatic difference.

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It would help build pride among students and families and clearly identify both schools.

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It's time to update the sign of Criterok Elementary in Lake Elkorn Middle School.

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This small but meaningful step would continue to build morale, community, and

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pride in the school that for too long has felt forgotten.

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Thank you so much for your time.

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Thank you.

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Next step is Karen Beaterman.

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Good evening, members of the board, Superintendent Barnes.

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I'm doing this kind of on the fly, didn't know there would be a spot.

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But I'm Karen B. Darman with the Donloggan Middle School PTA.

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Both the Donloggan Middle School and Oakland Middle School are scheduled for

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a renovation for 701 student enrollment.

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However, I notice that Donloggan Middle School has 12,000 square feet less than

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Oakland Middle School, why?

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Why were 1500 square feet of general classroom space for

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for Don Lagan, cut between the schematic and the design development.

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Why does Oakland Mills Middle School have 15 more, 1500 more square feet in their general classroom space than they do?

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This is not equitable.

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You have pulled contingency funds three times for

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Oakland Mills Middle and including more in this capital budget cycle.

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Meanwhile, you continue to cut DMS every chance you get.

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But, just like I had to fight back to save our addition.

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This is after the belt to learn the buckle.

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This is getting, it's really getting old.

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If you look at the bar chart that I've included consistently, Dunluggin has less square footage

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than Oakley Mill's middle by significant margin for the majority of the classrooms.

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So my solution is if you look at the exterior walls, if you pull them back just a few feet,

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I know that's not free, but if you pull them back a few feet, you could get more square footage in all the classrooms.

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As you know, the school is going to have to last to another 50 years because we are broke in the county.

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DMS is the most overcrowded middle school in Howard County, and 51 new homes are being built on Grey Rock Road.

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Yes, they are, they are barely districted, but I know they're coming back that's already been in the discussion.

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Switching gears, I did reach out to IAC for a few things, including portapoddies that I want you to know on record that the portapoddies at Centennial High School were the only school with portapoddies is not in their FCI score.

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So, I asked Dan Loubley and he graciously took my call and I appreciate that, Dan.

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When you do your assessments this spring, summer, when you do your assessments to please include port-a-potty points, and I can't even believe I have to say that in your score, so that can be reflected.

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I also want to let you know that there are feminine hygiene bills out, SB 427 that requires feminine hygiene dispensers and all women's bathrooms.

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And then there's another bill on the floor, HB541, about stacking feminine hygiene dispensers.

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How can you be in compliance?

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Because I called Bobby's porta-potties, you cannot bolt feminine hygiene dispenser to a porta-pottie.

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And why did our porta-potties go from four to two?

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There are only two porta-potties right now, Centennial City, and they're used to be four.

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Can you please look into that?

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Thank you very much.

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Thank you, Dr. Chen, for being an absolute-

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That concludes public forum.

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We will now move on to the student representative report from Oakland Mills High School.

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Please come forward.

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Can one of our staff members give Ms. McKenna a microphone?

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Sorry, Ms. Grant, I remember the first name, not the second name.

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Please go ahead.

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Good afternoon, Board of Education members and superintendent bars.

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Hi, I'm McKenna, I'm the senior class president.

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Good afternoon, my name is Shelter, I am the sophomore class president.

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I'm Liz, I'm the first vice president.

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And I'm Jake Favaro, I'm our executive board president.

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We are also here, joined with two of our assistant principals, Miss Bond and Miss Proctor,

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our SGA advisor, Miss Florida, and our principal, Mr. Williams.

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Thank you for the invitation to present, we have lots to highlight from this year to share.

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Okay, Okamil's continues to be a place where we are challenged and supported academically.

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Our Deca chapter and business classes continued with their coffee shop brewed awakening

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and expanded to after school service.

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Their annual soft skills seminar for sophomores and juniors developed students networking skills

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with mock interviews, shark take pitches and other professional training.

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At the International Career Development Conference Qualifiers, seniors Taj Verma placed first

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This place in business finance and Camille Scott took first for a career development project.

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Sophomore Dallas Peerman placed second in business administration management.

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Our DECA chapter also won gold in the membership campaign by doubling their members.

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Our Robotics Club continues into its third year and receives second place for the Innovae Award.

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They worked with Howard and Wildlife and helped start a Guildford Park team.

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We are also home to the only high power and certified rocketry club in the country.

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Currently on track to break their altitude record of 5,000 feet the first weekend after spring break.

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Our Science Olympiad team completed at Princeton and placed six overall in our region.

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They placed top three in 15 different regional events.

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We also introduced new members this year into our 11 organizations.

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These groups completed service hours both in and outside of school and contribute to our great sense of community care.

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Of note, our scholar leadership program is hosting a prom dress sale to offer $20 dresses

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and open to anyone.

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And our alpha achievers recently attended the Harambe conference, the M.O.K. junior

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breakfast, and welcome 36 new ink ductees.

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This Friday, the journalism and your book classes are going to the University of Maryland

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College Park to take part in a state wide meaning of school publications.

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They were engaged in workshops and seminars, and here from guest speakers from the field of journalism.

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Outside of the classroom, we've also accomplished a lot.

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Our SGA had an extremely successful and active year.

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We kicked off the year with an enthusiastic homecoming celebration, including hallway decorations, a pep rally, the football game, and the wonderful dance.

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Our fourth annual winter parade was a huge success, incorporating the largest number of parade participants and spectators yet.

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But we followed this with the holiday hangout in the cafeteria, reclubs an organization's hosted crafts, a bake sale,

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base painting, book giveaways, and a pizza dinner sponsored by our PTSA.

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This new December tradition is quickly becoming a beloved one.

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Our SGA officers were active at the state level this year.

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We sent a delegation of students to the Maryland Association of Student Council's fall leadership conference at Northwest High School in Montgomery County.

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Senior McKenna-Gran and sophomore Rose Kamaloo led a workshop on communication and students voted on legislation.

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Our second Maryland Association of Student Council's participation was very recently.

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We were joined with delegations from Wild Lake and Long Beach High School to take our largest group to date 40 students to the annual convention in Ocean City.

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At this conference, we joined over a thousand other student leaders from around the state to engage in leadership development and networking.

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While there, the Howard County delegation received top awards.

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Our advisor, Ms. Florida, won, was named the Maryland Association of Student Council's Advisor of the Year.

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Ms. Lindsay Miller from Longreach received the Unsung Hero Award, and an ensemble of performers from OM,

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one first place in the talent show, reprising a song from our spring musical.

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During the month of February, we hosted our Black History Month assembly with the theme

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legacy and legacy's emotion, which exhibited a living museum celebrating Black History and

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all they contribute to society.

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Directed by very own Amaya as we had performances by our performing arts groups, the Divine Nine,

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Black Student Union and African Student Association Club.

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Our food pantry continues strong settling records again this year with the support of our staff

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leadership team and the cadets of our JOROTC program, our Food Pantry Serve close to 100 families

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per month. This year to date, we have served almost 900 families over 4,000 people to date.

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Care for our environment was also a theme this year. Our Youth Climate Institute hosted a

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plant and pull event, multiple active action projects, and are currently planning an environmental

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a mental friendly science project.

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The OEM Eco-Munity held over 10 campus events and

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cleanups targeting our stadium and sports fields.

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Our final arts department continued to shine this year.

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They hosted another concert for kids in December in partnership with the WBAL Kids Campaign.

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Our theater department put on a fall play as well.

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Trap and a spring musical, Cinderella, and also participated in the ITS Theater and Howard County Theater festivals.

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I will be performing at the Maryland Music Educators or Association Conference, various

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musicians perform at Savage Mill recently, and our guitar student, Ensemble Shred Heads,

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perform at several school assemblies, amazing us all, and we'll be hosting the Shred Fest

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this coming year.

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Most recently, our choir program led by our claim director, Dr. Coleman, went to New York

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to perform at Carnegie Hall.

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Our active minds chapter hosted an open mic style event that encouraged students to share a positive video message

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before midterms and has been working in our school to support and improve student mental health.

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And we've also been happy to enjoy many visits from finals for freedom this year.

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This year, our model UN has gone to four conferences across the county for debates.

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members, A.M. and Desta, one best position paper, and Iola Yahaya, best position paper,

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and honorable mention, and Kora Wood, one of verbal commendation.

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Two of our major programs, Welcome Home, and Why Not Me, continue their efforts this year.

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We hosted three Welcome Home events, which connect staff, members, and students, and meaningful

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conversations to build understanding and community.

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Our Why Not Me program had over 50 participants, pairing upper-classmen ambassadors with under-classmen

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to work on study skills and improve their sense of belonging and access to upper level classes.

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No surprises here, but our sports teams also had a great year.

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Our football and both girls and boys basketball programs had winning seasons and went to the county championships.

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The boys soccer team had the furthest playoff run in seven years, finishing as the regional runner up.

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Our wrestling team went to states led by Raul Rodriguez, two time state finalists in Orlando, Castilian.

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who won six place at states.

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We also had four wrestlers win as county champions.

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At counties, our girls team led by Joey and Alexa and

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Hadaya, one first, second and third place.

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Hadaya and Joey went on to win first and third at regionals as well.

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Our varsity cheer placed second at counties and went to regionals for

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the fifth time in a row.

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Our boys and girls track team also dominate both indoor teams,

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one counties and regionals where relay team set county records.

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At the new balance nationals, our girls 4 by 200 team broke a county record and placed 9th in the nation.

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Sophomore Payton Buchanan placed 21st nationally with her 400 meter time.

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It is evident that both academically and extracurriculars, we are excelling.

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Part of what makes OM the community that it is, however, is the way we care for each other and stand together.

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This year, our SGA both spread-headed and collaborated on several efficacy projects that united our community, both in school and at large, around common goals. We recently hosted a voter registration drive and collaboration with Miss Kenning from the Department of Student, Family, and Community Partnership, and new voters.org. Despite our disappointment that we were unable to secure our renovations, we are proud about how our community acted and came together. We organized multiple protests including

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a student walk out involving over 1,000 participants and dozens of members of our community came and testified.

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What that showed us is that this isn't just about a new building.

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It's about the environment we learn in and safety of our community.

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Students, teachers, and staff that create a true home for each other.

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We're proud of how our community came together.

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But moments like this remind us how important it is that student voices are not only heard but acted on.

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That's something we'll continue to advocate for moving forward.

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Earlier this month, we collaborated with the leadership of our SCOPE, a SCOPE-ON-AS-LATINOS

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club, to plan an anti-ice walk-out to unify around our community and stand together,

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declaring that all of our students are welcome, important members of our school.

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In preparation for this demonstration, SGA hosted an advocacy workshop alongside a SCOPE-ON-AS-LATINOS.

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At this workshop, we taught students how to advocate for any issue they are passionate about

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00:31:23,440 --> 00:31:28,200
to various levels of leadership, including how to sign up to give testimony here at a board meeting

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00:31:28,200 --> 00:31:32,100
at county council meetings and how to contact state and federal legislators.

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00:31:33,300 --> 00:31:37,180
In conclusion, OM is pretty great, in my opinion.

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Our community is filled with incredible people who really care about those close to them.

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Thank you for the opportunity to speak with you today.

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00:31:45,020 --> 00:31:46,720
It's an honor to represent our school here.

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00:31:46,720 --> 00:31:47,680
So,

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normally we would have your cluster rep, which is Ms. Mosley, be the one to speak

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and address you, but said she's not here, I will speak on her behalf, and then also

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let the superintendent speak.

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And what I'm going to say is the one thing you didn't talk about is your own leadership.

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You have all demonstrated to this audience to anyone listening how true leaders are born,

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forged made and and show themselves and you have shown to be true and upright. We are so

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impressed and I can tell you there were a lot of jaws drop and in the back behind you people

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that don't know you they were like they did what so kudos to you well done be proud of where you

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are and what you've done because we are

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00:32:53,710 --> 00:32:58,110
yet I'm certainly proud of you and every every time you don't

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I don't know this, but my first day on the job in Howard County a long time ago, not back in the 1900s but it feels like that.

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I spent at Oklahoma Mills High School as a math coordinator running our professional learning.

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And so I always have a special affinity for your building in that way because it marks my beginning of my tenure here.

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And you know, when I go to the cons for kids where I was there with Mr. Williams just a week or two ago walking around,

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It's just all the things you describe are evidence.

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It feels like family, feels like home.

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I know it's home for you.

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But you make everybody that walks in feel that way.

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Students always greet me, bring me in, provide feedback, staff always, fiercely.

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00:33:38,090 --> 00:33:41,970
I mean, nobody, well, it's probably every school says this, but your staff love you a great deal

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00:33:41,970 --> 00:33:46,610
and show it by helping making sure you're prepared for the next step.

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00:33:46,810 --> 00:33:52,170
So I'm just grateful that you've had the chance to show everybody what I know and get to see

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When I'm there, just how impressive your school is and the people in it are the most impressive things.

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00:33:58,930 --> 00:34:00,590
So, thanks for sharing and appreciate you all.

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Thank you, you can return to your seats or depart if you so choose.

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Next up is our student board member report, please go ahead, Mr. Alistair.

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00:34:16,940 --> 00:34:21,420
Hello everyone, my name is Aaron Alistair and this year I serve as Howard County student board member.

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Now I'm going to start with my remarks on the student presentation because I don't want to miss them heading out.

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00:34:26,160 --> 00:34:27,900
Oh, they're saying, all right.

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00:34:28,800 --> 00:34:31,180
Firstly, I wanted to thank the Oakland Mills team

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for coming here today.

447
00:34:32,460 --> 00:34:34,340
I really appreciate all your feedback.

448
00:34:34,860 --> 00:34:36,500
And I enjoyed hearing about your honor

449
00:34:36,500 --> 00:34:38,100
sighties, your musical performances,

450
00:34:38,640 --> 00:34:41,040
your science Olympiad wins, and your winter parade.

451
00:34:41,220 --> 00:34:43,360
I did not appreciate hearing about your sports wins.

452
00:34:43,740 --> 00:34:46,200
That is not something I take joy in.

453
00:34:47,160 --> 00:34:48,900
So thank you so much for taking your time

454
00:34:48,900 --> 00:34:51,480
to come present to the board and to come share your advocacy.

455
00:34:51,760 --> 00:34:52,260
Thank you guys.

456
00:34:53,420 --> 00:34:55,980
Yesterday was an extremely important day here

457
00:34:55,980 --> 00:34:57,300
and Howard County for student government.

458
00:34:58,020 --> 00:35:00,260
Yesterday, representatives from 20 middle schools

459
00:35:00,660 --> 00:35:03,320
and 13 high schools gathered at Well Lake High School

460
00:35:03,320 --> 00:35:05,220
to choose the final two candidates

461
00:35:05,220 --> 00:35:07,460
for the next student member of the Board of Education.

462
00:35:08,140 --> 00:35:10,600
So I wanna congratulate Fineless Gavin Falcone

463
00:35:10,600 --> 00:35:11,740
from Long Beach High School

464
00:35:11,740 --> 00:35:13,640
and Mark Lee from River Hill High School

465
00:35:13,640 --> 00:35:15,560
for their advocacy and wish them luck

466
00:35:15,560 --> 00:35:17,160
in their campaigns in the next few months.

467
00:35:18,040 --> 00:35:21,280
Last night, I also attended HCASC's March General Assembly

468
00:35:21,280 --> 00:35:23,740
and there we discussed a possible HCASC budget

469
00:35:23,740 --> 00:35:28,340
with ideas ranging from Gerald Sheebus thing as something that we were collectively talking about

470
00:35:28,340 --> 00:35:33,860
to graduation courts for seniors who are graduating from age cask. We also began the process of

471
00:35:33,860 --> 00:35:38,600
gathering feedback for our midterm and final review process, policy review process, and it was

472
00:35:38,600 --> 00:35:43,500
interesting to hear the middle schoolers talking about finals in midterms compared to the high schoolers

473
00:35:43,500 --> 00:35:47,860
and that kind of difference between their opinions. So yeah, that's it for me. Thank you, everyone.

474
00:35:51,050 --> 00:35:53,230
Next up is the Superintendents report.

475
00:35:54,450 --> 00:35:55,830
Good afternoon board members.

476
00:35:56,110 --> 00:35:58,750
You know, we are in the season of celebration last night.

477
00:35:58,990 --> 00:36:02,790
The pleasure of joining two of our board members at the celebration of excellence,

478
00:36:03,610 --> 00:36:08,170
sponsored by the Council of Elders who celebrated 700 of our

479
00:36:08,170 --> 00:36:13,570
excellent seniors who have earned GPA of at least 3.0, many earning

480
00:36:13,570 --> 00:36:16,790
over a 4.0 in that celebration.

481
00:36:16,790 --> 00:36:22,110
our partnership with the Council of Elders is important to our district as we continue to seek

482
00:36:22,910 --> 00:36:27,070
opportunities to lift up and celebrate our Black and African-American students

483
00:36:28,270 --> 00:36:32,610
for their work in the classroom and in the community. And we'll continue with this scene.

484
00:36:32,630 --> 00:36:36,570
It was our really, it's the unofficial kickoff to senior celebration season. So I'm getting excited.

485
00:36:37,110 --> 00:36:38,550
We'll talk about graduations in a minute.

486
00:36:41,170 --> 00:36:43,670
Let's kick off the celebration season here this evening

487
00:36:43,670 --> 00:36:46,370
by introducing a new member of our professional family.

488
00:36:46,470 --> 00:36:51,130
I'd like to ask Kristen Erickson to please stand and be recognized.

489
00:36:51,350 --> 00:36:54,910
Kristen is our new director of specialized special education programs.

490
00:36:55,570 --> 00:36:58,550
And she's joined this evening by her children, John and Kaylee.

491
00:36:59,110 --> 00:37:02,210
Please join me in welcoming Kristen in this new role.

492
00:37:08,200 --> 00:37:09,120
That's how we do it, Kristen.

493
00:37:09,240 --> 00:37:10,700
We feel the house to recognize you.

494
00:37:10,760 --> 00:37:11,600
Thank you for being here.

495
00:37:11,700 --> 00:37:13,740
We look forward to celebrating your success and

496
00:37:13,740 --> 00:37:16,880
I look forward to getting to know you better as we move through these next weeks and months.

497
00:37:16,880 --> 00:37:21,840
On this evening, we're also celebrating two of our school counselors who were recognized

498
00:37:21,840 --> 00:37:26,000
recently by the Maryland School Counselor Association or MSCA.

499
00:37:26,660 --> 00:37:29,700
We'll start with Reservoir High School's Stephanie Thurman.

500
00:37:29,860 --> 00:37:31,720
Stephanie, would you please stand to be recognized?

501
00:37:41,260 --> 00:37:46,460
Stephanie was recognized as our school system's 2025 school counselor of the year, and she was

502
00:37:46,460 --> 00:37:52,500
just named the 2026 Maryland Council of the Year and MSCA's high school counselor of the

503
00:37:52,500 --> 00:37:52,720
year.

504
00:37:52,720 --> 00:37:58,000
Stephanie has been with our county for over 21 years and this recognition is a well-deserved

505
00:37:58,000 --> 00:38:02,560
honor to celebrate her dedication to the counseling profession and the community she serves.

506
00:38:03,840 --> 00:38:08,940
Those Stephanie's inspirational leadership and data-driven through her inspirational leadership

507
00:38:08,940 --> 00:38:13,080
and data-driven focus, she and her department have been able to identify and eliminate so

508
00:38:13,080 --> 00:38:16,480
many barriers for our students to support their success.

509
00:38:17,100 --> 00:38:22,580
Joining Stephanie this evening is her administrator and principal Reservoir High School from

510
00:38:22,580 --> 00:38:24,720
from Resort High School, Dr. Cream Short Ridge.

511
00:38:24,800 --> 00:38:26,900
Let's give Stephanie one big round of applause.

512
00:38:36,190 --> 00:38:37,130
The hits keep coming.

513
00:38:37,250 --> 00:38:38,630
In addition to celebrating Stephanie,

514
00:38:39,190 --> 00:38:41,170
I'd ask that Lake Elkhorn Middle School,

515
00:38:41,390 --> 00:38:44,530
Shanteo and his young, to please stand, to be recognized.

516
00:38:49,840 --> 00:38:53,160
Shanteo was recently selected as SCA's

517
00:38:53,160 --> 00:38:57,040
2026 Middle School Council of the Year for the State of Maryland.

518
00:38:57,720 --> 00:39:01,280
She is dedicated to ensuring every child has a safe harbor,

519
00:39:01,500 --> 00:39:04,160
helping her students to navigate challenges

520
00:39:04,160 --> 00:39:06,500
and thrive socially and academically.

521
00:39:07,340 --> 00:39:10,940
Her authenticity and then pathic nature allows students

522
00:39:10,940 --> 00:39:13,900
to connect and receive the supports they need

523
00:39:13,900 --> 00:39:15,180
to be successful.

524
00:39:16,040 --> 00:39:19,260
Joining Shante this evening is one of our administrators

525
00:39:19,260 --> 00:39:21,440
at Lake Elkhorn Middle School Assistant Principal

526
00:39:21,440 --> 00:39:22,080
Katina Evans.

527
00:39:22,740 --> 00:39:25,240
Let's give Shante a big, well-deserved round of applause.

528
00:39:34,340 --> 00:39:36,680
You know, I say often that if students aren't available

529
00:39:36,680 --> 00:39:38,540
to learn, they can't learn.

530
00:39:38,960 --> 00:39:41,560
And both of these counselors go above and beyond

531
00:39:41,560 --> 00:39:44,500
and do everything they can, including reaching out to me

532
00:39:44,500 --> 00:39:45,700
when they want to talk about things.

533
00:39:46,300 --> 00:39:47,920
So I appreciate the partnership,

534
00:39:48,220 --> 00:39:50,200
and the time we've spent problem solving

535
00:39:50,200 --> 00:39:51,620
and listening together.

536
00:39:52,580 --> 00:39:55,460
Moving on, this is, we're going to celebrate this person.

537
00:39:55,480 --> 00:39:58,180
He's unable to attend, but is worthy of our celebration.

538
00:39:58,840 --> 00:40:00,480
Beth Rosas is a fifth grade teacher

539
00:40:00,480 --> 00:40:01,820
at Running Brook Elementary School,

540
00:40:01,940 --> 00:40:04,160
and she has been named Maryland's 2026

541
00:40:04,160 --> 00:40:06,840
Elementary Social Studies Teacher of the Year

542
00:40:06,840 --> 00:40:09,280
by the Maryland Council for Social Studies.

543
00:40:09,280 --> 00:40:13,960
Beth is nationally board certified, has been teaching in Howard County for 20 years.

544
00:40:14,420 --> 00:40:18,620
She is driven by an innovative spirit and passion for social studies, which helps to

545
00:40:18,620 --> 00:40:21,860
make the content accessible, meaningful, and engaging for all of her students.

546
00:40:22,480 --> 00:40:27,940
In addition to being a dedicated social studies curriculum writer, she's a member of a cadre

547
00:40:27,940 --> 00:40:30,840
of mentors that support the simulated congressional hearings.

548
00:40:31,420 --> 00:40:34,920
Beth has played an integral role in uplifting and supporting fifth grade teachers across the

549
00:40:34,920 --> 00:40:35,220
county.

550
00:40:35,220 --> 00:40:41,000
Let's, she's not here, but let's make sure she can hear us in celebrating Beth for this amazing honor.

551
00:40:45,490 --> 00:40:49,510
Moving on, as many of you know, we took pictures with our counselors in this person.

552
00:40:49,530 --> 00:40:51,270
I want to recognize Jennifer Van Kirk.

553
00:40:52,090 --> 00:40:57,750
Jennifer, Jen is stepping away in her role as executive director for the Bright Mines Foundation

554
00:40:57,750 --> 00:40:59,970
after five years of exemplary service.

555
00:41:00,150 --> 00:41:01,550
Give her a round of applause and I'll move.

556
00:41:07,770 --> 00:41:12,510
Jen, I'm super grateful for your devotion into supporting our staff,

557
00:41:12,510 --> 00:41:15,290
staff, our students and families during your tenure.

558
00:41:15,950 --> 00:41:19,970
I just want to share a few of the ways that Bright Mind has impacted our total community

559
00:41:19,970 --> 00:41:21,870
under the exceptional leadership.

560
00:41:22,490 --> 00:41:29,630
To date, Bright Mind has provided more than $270,000 in grants to over 200 educators since

561
00:41:29,630 --> 00:41:33,930
the grant program was conceived in 2009.

562
00:41:35,270 --> 00:41:42,250
They've distributed over 93,000 books to children in Howard County to emphasize and strengthen

563
00:41:42,250 --> 00:41:48,070
in early childhood literacy and invested in more than $700,000 in classroom technology

564
00:41:48,070 --> 00:41:53,530
and tools for students. This past year alone, 33 students received scholarships worth

565
00:41:53,530 --> 00:41:59,890
a little over $65,000. Gen is also a strength and community engagement event. It's also

566
00:41:59,890 --> 00:42:03,670
strength and community engagement events that foster greater awareness in the community

567
00:42:03,670 --> 00:42:09,150
about our school systems needs. And this awareness is critical so that we can encourage sponsors

568
00:42:09,150 --> 00:42:14,570
and donor to address targeted needs and help to eliminate opportunity gaps that are faced

569
00:42:14,570 --> 00:42:19,490
by our students and educators. As she embarks on the next adventure, I know on behalf of our

570
00:42:19,490 --> 00:42:26,150
community and our board, when I say thank you, Jen, for your hard work in advocacy. The Bright

571
00:42:26,150 --> 00:42:30,310
Minds Board of Director is launched to search for the new executive director who will have very

572
00:42:30,310 --> 00:42:36,050
large shoes to fill, so we will stay tuned for the announcement. I want to thank you again and thank

573
00:42:36,050 --> 00:42:37,770
the MIP board members are here to support you.

574
00:42:38,230 --> 00:42:39,090
Let's give her a round of applause.

575
00:42:45,420 --> 00:42:48,880
Appreciate everyone's patience as these remarks are lengthy.

576
00:42:49,500 --> 00:42:51,600
A common email that keeps appearing in my inbox

577
00:42:51,600 --> 00:42:54,520
the past few weeks is a request for us to announce this year's

578
00:42:54,520 --> 00:42:56,340
high school graduation dates and times.

579
00:42:56,960 --> 00:42:59,900
And I suspect board members are receiving similar inquiries

580
00:42:59,900 --> 00:43:02,260
and I know that so is the county executive.

581
00:43:02,840 --> 00:43:05,380
I understand the frustration the families and staff feel

582
00:43:05,380 --> 00:43:08,640
and attempting to plan time off from work, travel arrangements

583
00:43:08,640 --> 00:43:13,640
for families, celebrations, and everything else that goes into this important day of celebration.

584
00:43:14,380 --> 00:43:20,200
And while we're really fortunate, we're exceptionally fortunate to have a local venue like Maryweather Post-Pervilian

585
00:43:20,200 --> 00:43:28,440
that allows us to have graduation ceremonies to be held under cover, protection from weather and provide shade on sunny and high-temperature days,

586
00:43:29,260 --> 00:43:37,060
ceremonies at Maryweather also allow schools to accommodate a very large number of guests without having to limit a participation.

587
00:43:37,700 --> 00:43:41,540
We also are able to stream our ceremonies live online, so family that are out of state

588
00:43:41,540 --> 00:43:42,740
or out of country can watch.

589
00:43:43,240 --> 00:43:47,100
Downside is their concert venue that generates a great deal of revenue.

590
00:43:47,680 --> 00:43:52,560
And so they tell us each and every year that they can expect, that we can expect to hear

591
00:43:52,560 --> 00:43:55,240
from them with a final decision somewhere in mid-April.

592
00:43:55,560 --> 00:44:01,900
But I'm pleased to announce that earlier today our team was able to finalize the Times

593
00:44:01,900 --> 00:44:07,080
dates location or times and dates for each school and we'll be communicating that information

594
00:44:07,080 --> 00:44:13,200
if tomorrow if not if not tomorrow early next week we're just making sure all the information

595
00:44:13,200 --> 00:44:18,220
is in a format that our families can benefit from so thank you to the team and I'm looking

596
00:44:18,220 --> 00:44:23,480
forward to having a sore neck from smiling so hard when shaking hands with our 4,000

597
00:44:23,480 --> 00:44:28,900
or so seniors wrapping up board members I want to I want to conclude by uplifting and celebrating

598
00:44:28,900 --> 00:44:34,420
some exceptional news, some surprising news that we received today.

599
00:44:35,500 --> 00:44:38,960
Earlier today, County Executive Calvin Ball announced to the press conference

600
00:44:38,960 --> 00:44:46,540
that he is fully funding the Board of Education's requested capital budget at $98 million.

601
00:44:48,140 --> 00:44:50,460
Yeah, that's definitely worth it.

602
00:44:54,360 --> 00:44:59,460
I'm so very appreciative for this unprecedented

603
00:45:00,000 --> 00:45:05,440
This commitment in our school buildings and capital needs. This commitment by county executive

604
00:45:05,440 --> 00:45:11,920
ball will result in critical upgrades, renovations and repairs that will benefit so many communities

605
00:45:11,920 --> 00:45:17,300
across our county. Through this extraordinary investment, students and families and

606
00:45:17,300 --> 00:45:21,260
local mills, Stevens-Farris, Thunder Hill, all of U.S. states, all of a city, valley,

607
00:45:21,380 --> 00:45:28,680
mead, and Mount Eberin will benefit from significant renovations and additions. Major HVAC projects

608
00:45:28,680 --> 00:45:32,080
will serve communities and McGill's common Dickinson carriage hills,

609
00:45:32,560 --> 00:45:34,380
Jefferson Hills, Kendall Ridge and Longreach.

610
00:45:35,120 --> 00:45:37,160
Students and families in autumn overlook,

611
00:45:37,360 --> 00:45:38,800
Worthington Fields, Hampton Hills,

612
00:45:39,040 --> 00:45:42,540
Hillchester, Locust Park, and Phelps Luck will benefit

613
00:45:42,540 --> 00:45:45,680
from extensive upgrades to their community buildings.

614
00:45:46,380 --> 00:45:47,680
At a new elementary school,

615
00:45:48,000 --> 00:45:50,520
we'll serve communities in Savage, North Laurel,

616
00:45:50,640 --> 00:45:52,280
Jessup, and South Eastern Columbia,

617
00:45:52,760 --> 00:45:56,880
a space that has experience explosive growth in recent time.

618
00:45:56,880 --> 00:46:02,880
As you can see this impact, the impact of this investment is more than significant.

619
00:46:03,300 --> 00:46:08,740
It is monumental, and it touches just about every corner of this school system.

620
00:46:09,780 --> 00:46:13,740
It also builds on a strong upward trajectory of support.

621
00:46:14,180 --> 00:46:22,780
Just last year this time, Dr. Ball invested $67 million, and prior to that, it was $61 million, and 52 before that.

622
00:46:22,780 --> 00:46:38,700
And so you can see an investment of 98 million surpasses all prior years and positions our school system to make meaningful progress on critical capital gains or keep capital needs across our county and takes a big bite out of our deferred maintenance list.

623
00:46:39,400 --> 00:46:47,240
I want to commend our Board of Education for your hard work and the difficult decisions that you faced and made throughout the process.

624
00:46:47,240 --> 00:46:55,060
Yes, there are so many additional projects that we even though we got 98 million that we wish we could have been funded because they are absolutely necessary.

625
00:46:55,580 --> 00:47:08,520
And my hope is that we can bounce off of this historic investment and accelerate timeline, the accelerated timelines for the projects that can now be included will provide so much added relief and provide some opportunities for those things that have been deferred.

626
00:47:08,520 --> 00:47:13,760
Thank you to our operations team led by our Chief Operating Officer Cornel Brown, Dan

627
00:47:13,760 --> 00:47:18,520
Loubly, our Executive Director of Capital Planning and Construction for their leadership and

628
00:47:18,520 --> 00:47:23,820
making sure that voices in front of the community were a priority throughout the process.

629
00:47:24,380 --> 00:47:28,380
Appreciate the information you were providing to the board in a timely process.

630
00:47:29,200 --> 00:47:35,480
The operating capital budget processes each year bring anxiety because difficult decisions

631
00:47:35,480 --> 00:47:36,680
who must be made each year.

632
00:47:37,460 --> 00:47:39,720
Yet Howard County stands out across the state

633
00:47:39,720 --> 00:47:41,080
for its collaborative approach.

634
00:47:41,420 --> 00:47:43,140
We bring together elected officials,

635
00:47:44,060 --> 00:47:45,540
our community members, our families,

636
00:47:45,680 --> 00:47:47,960
our educators, our board, in-unison,

637
00:47:48,340 --> 00:47:49,960
together on behalf of our children.

638
00:47:50,560 --> 00:47:52,380
It's a process that I deeply value,

639
00:47:52,820 --> 00:47:55,660
and I hope continues for years to come.

640
00:47:56,340 --> 00:47:58,480
And in this year, thanks to Calvin Ball,

641
00:47:58,900 --> 00:48:00,960
our county executive, it's paid off.

642
00:48:02,760 --> 00:48:07,080
So, I just want to say today is a day that we should celebrate together.

643
00:48:07,900 --> 00:48:12,980
This was worked on together, and it's certainly tremendous news for our school system.

644
00:48:13,460 --> 00:48:14,440
This concludes my report.

645
00:48:24,170 --> 00:48:28,550
I'm going to wait until the room clears before we call the next speaker.

646
00:48:30,450 --> 00:48:35,470
But it will be our appointment for H. Kasa.

647
00:49:15,820 --> 00:49:30,500
Since the commotion has mostly cleared with our gas leaving the room, we are now moving on to the Howard County Association of Supervisors and Administrators, our HCASA union.

648
00:49:30,800 --> 00:49:31,480
Please go ahead.

649
00:49:33,000 --> 00:49:38,620
Good afternoon members of the Board of Education, Superintendent Barnes, my name is Karim Shortridge.

650
00:49:38,620 --> 00:49:44,180
I'm here speaking tonight on behalf of the Howard County Association of Supervisors and Administrators,

651
00:49:44,520 --> 00:49:49,120
H. Kasa, the principals, assist the principals, directors, coordinators, and

652
00:49:49,120 --> 00:49:55,000
other system leaders who work every day to ensure that the students of Howard County Public School

653
00:49:55,000 --> 00:50:00,860
system receive the educational experience that puts their academic success and well-being first.

654
00:50:00,860 --> 00:50:09,340
First, tonight we come to you with both pride in our work and deep concern about the future

655
00:50:09,340 --> 00:50:11,280
of leadership in our school system.

656
00:50:12,400 --> 00:50:19,920
Harvard County is facing a growing crisis, one that will have direct and lasting impact

657
00:50:19,920 --> 00:50:22,220
on students if not addressed.

658
00:50:22,220 --> 00:50:31,040
This crisis is the declining stability, sustainability, and pipeline of school leadership.

659
00:50:33,250 --> 00:50:38,730
So let me be clear from the start, great schools begin with great leaders.

660
00:50:39,710 --> 00:50:45,530
Decades of educational research consistently and unequivocally tell us that

661
00:50:45,530 --> 00:50:51,670
school leadership is second only to classroom instruction and its impact on student learning.

662
00:50:51,670 --> 00:50:58,650
principles and assistive principles do far more than manage buildings. They set

663
00:50:58,650 --> 00:51:05,130
instructional vision, support teachers, ensure safe learning environments, manage

664
00:51:05,130 --> 00:51:13,470
complex student needs, and build the culture that allow students to thrive. When

665
00:51:13,470 --> 00:51:19,310
leadership is strong and stable, schools thrive. When leadership is stretched

666
00:51:19,310 --> 00:51:27,330
then undervalued or consistently turning over, students feel the consequences first.

667
00:51:28,370 --> 00:51:36,230
Through disruptive instruction, teacher burnout, we can school culture and lower academic

668
00:51:36,230 --> 00:51:37,030
performance.

669
00:51:38,570 --> 00:51:44,590
This is why the issue we bring forth tonight is not simply a staffing issue.

670
00:51:45,090 --> 00:51:46,750
It is a student issue.

671
00:51:46,750 --> 00:51:52,430
It is an instructional issue, and it is a system stability issue.

672
00:51:53,390 --> 00:51:59,110
Recently, the Howard County Association of Supervisors and Administrators conducted a job

673
00:51:59,110 --> 00:52:05,450
satisfaction survey of administrators and supervisors across Howard County public school system.

674
00:52:06,760 --> 00:52:10,230
The results should concern all of us.

675
00:52:10,230 --> 00:52:18,950
Overall, morale among administrators was reported to be 2.1 to 2.8 out of 5, indicating

676
00:52:18,950 --> 00:52:24,890
widespread dissatisfaction and a significant decline from previous years.

677
00:52:27,040 --> 00:52:36,020
Administrators reported feeling professionally undervalued, physically and emotionally exhausted,

678
00:52:36,020 --> 00:52:42,740
it and increasingly disconnected from decision-making at the system level.

679
00:52:43,500 --> 00:52:48,780
Many described a culture of people by day, paperwork by night.

680
00:52:49,240 --> 00:52:56,240
Will leaders spend their days managing student needs, safety issues, crisis situations, only

681
00:52:56,240 --> 00:53:01,420
to spend their evenings and weekends trying to keep up with administrative demands.

682
00:53:01,420 --> 00:53:09,740
High school administrators reported working 15-hour days, covering multiple events each

683
00:53:09,740 --> 00:53:14,880
week in addition to full instructional leadership responsibilities.

684
00:53:16,540 --> 00:53:21,820
Middle school administrators demonstrated, described situations where a single assistant

685
00:53:21,820 --> 00:53:26,560
principal is responsible for the discipline and safety needs of an entire building.

686
00:53:26,560 --> 00:53:31,800
an expectation that many describe as unsustainable.

687
00:53:33,120 --> 00:53:37,900
Elementary and middle school leaders report growing concerns about special education supports,

688
00:53:38,700 --> 00:53:45,360
student behavior needs, and safety challenges, including incidents of physical

689
00:53:45,360 --> 00:53:49,920
aggression that often occur without adequate staffing or resources.

690
00:53:51,140 --> 00:53:55,740
Central office staff and non-certificated supervisors express frustration.

691
00:53:55,740 --> 00:54:04,420
of top-down culture, reduced staff, and resources, and deteriorating working conditions.

692
00:54:05,780 --> 00:54:09,200
These realities are not theoretical.

693
00:54:10,400 --> 00:54:13,740
They are happening every day in our school system.

694
00:54:14,760 --> 00:54:20,300
And they are pushing many talented leaders to ask an increasingly difficult question.

695
00:54:21,120 --> 00:54:23,220
Is this work sustainable?

696
00:54:24,980 --> 00:54:30,720
Compounding these challenges is the growing issue of compensation inequality.

697
00:54:32,020 --> 00:54:36,160
Many administrators report that highly experienced teachers of national board

698
00:54:36,160 --> 00:54:41,340
certifications often earn more than the administrators who supervise them.

699
00:54:42,480 --> 00:54:49,140
Using MPIA district salary data, HCASA analyze the tax salaries for teachers,

700
00:54:49,140 --> 00:54:53,420
Assisted Principles and Supervisors.

701
00:54:54,060 --> 00:55:00,260
What the data showed confirms with many educators already recognize.

702
00:55:01,120 --> 00:55:07,840
There's a significant salary overlap between experienced teachers and some administrators.

703
00:55:08,740 --> 00:55:17,320
In some cases, teachers with national board certifications earn as much or more than the administrators who supervise them.

704
00:55:17,320 --> 00:55:26,120
This data is especially worrisome considering that teachers work 10 months out of the year and administrators work 12.

705
00:55:27,200 --> 00:55:37,780
That means an educator, teacher, considering leadership roles are being asked to increase their work year by 20%

706
00:55:37,780 --> 00:55:50,780
We'll also take it on dramatically expanded responsibilities crisis management staffing shortages compliance requirements community relations and instructional leadership

707
00:55:51,780 --> 00:55:55,760
This is what researchers call salary compression

708
00:55:56,780 --> 00:56:02,880
So let me be clear teachers deserve to be well compensated

709
00:56:02,880 --> 00:56:08,060
I'm going to say that again, teachers deserve to be well-compensated.

710
00:56:08,560 --> 00:56:13,840
The improvements and the teacher compensation under Blueprint for Maryland's future is

711
00:56:13,840 --> 00:56:22,970
meaningful progress for our profession, but we must also recognize the unintended consequences.

712
00:56:23,890 --> 00:56:28,950
One of the financial workload and stress realities of administration significantly outweigh the

713
00:56:28,950 --> 00:56:36,790
benefit fewer outstanding educators, teachers, choose to pursue leadership.

714
00:56:38,860 --> 00:56:39,940
And when responsibilities

715
00:56:39,940 --> 00:56:47,620
grow faster than compensation, interest in leadership roles declines sharply. The data

716
00:56:47,620 --> 00:56:56,500
reflect this reality. Within the next four years, about 20% of the current HCOS administrators

717
00:56:56,500 --> 00:56:58,820
will be eligible to retire.

718
00:56:59,820 --> 00:57:05,060
At the same time, the applicant pipeline has dramatically declined.

719
00:57:06,200 --> 00:57:11,000
Qualified principal applicants dropped from 75 to 28 in a two year period.

720
00:57:12,000 --> 00:57:19,220
Qualified assistant principal applicants fell from 192 to 74 over the same time.

721
00:57:19,220 --> 00:57:26,240
And as of late October, there were only 17 qualified principal applicants system-wide.

722
00:57:27,760 --> 00:57:29,240
This is not a fluctuation.

723
00:57:30,260 --> 00:57:36,240
This is a collapse, and the leadership pipeline occurring at the same time, retirement

724
00:57:37,260 --> 00:57:39,320
eligibility is accelerating.

725
00:57:41,060 --> 00:57:44,760
If this trend continues, the consequences will be significant.

726
00:57:44,760 --> 00:57:52,640
But if we fail to address this imbalance, we risk weakening the very leadership pipeline

727
00:57:53,720 --> 00:57:55,460
that our schools depend on.

728
00:57:55,900 --> 00:58:02,840
In addition to compensation concerns, administrators report feeling limited autonomy and decisions

729
00:58:02,840 --> 00:58:09,560
that directly impact their schools from staffing allocations and staffing decisions made without

730
00:58:09,560 --> 00:58:10,180
their input.

731
00:58:10,180 --> 00:58:17,880
to professional learning requirements that may not align with the specific needs of their students.

732
00:58:20,620 --> 00:58:22,640
School leaders want to lead.

733
00:58:23,610 --> 00:58:25,060
School leaders want to innovate.

734
00:58:25,820 --> 00:58:30,760
They want to respond to the unique needs of their communities.

735
00:58:31,630 --> 00:58:39,280
But too often they feel constrained by systems that do not fully recognize the complexity of

736
00:58:39,280 --> 00:58:42,280
of the work happening inside school buildings.

737
00:58:44,280 --> 00:58:46,700
Let me emphasize something very important tonight.

738
00:58:47,580 --> 00:58:50,060
The administrators of Howard County Public School System

739
00:58:50,060 --> 00:58:53,620
remain deeply committed to our students.

740
00:58:54,340 --> 00:58:58,100
Every day, principals, assistant principals show up early,

741
00:58:58,660 --> 00:59:01,180
they stay late, they attend evening events,

742
00:59:01,720 --> 00:59:05,220
support families in crisis, manage safety issues,

743
00:59:05,220 --> 00:59:09,960
coaches, coach, teachers, and advocate for students.

744
00:59:10,400 --> 00:59:14,240
They do this work because they believe in public education,

745
00:59:15,360 --> 00:59:19,360
and they also believe in the children of this community.

746
00:59:20,180 --> 00:59:24,040
But dedication alone cannot sustain a system.

747
00:59:25,100 --> 00:59:29,200
With an intentional action, we risk losing the very leaders

748
00:59:29,200 --> 00:59:32,240
who hold our schools together.

749
00:59:32,240 --> 00:59:40,030
and when experience leaders leave, the consequences ripple outward.

750
00:59:41,590 --> 00:59:47,890
Teacher turnover increases, instructional consistency suffers, school culture,

751
00:59:48,290 --> 00:59:53,970
weekends, and students ultimately lose the stability they need to be successful.

752
00:59:54,810 --> 00:59:59,970
How it county has long been recognized as one of the permits.

753
01:00:00,000 --> 01:00:29,840
Chair, school, systems, and the nation. Maintaining that recommendation requires more than excellent teachers and strong curricula. It requires a strong, supported, and sustainable leadership core. Each cost of stands ready to work collaboratively with the Board of Education and the superintendent to address these challenges. We believe the solution can be found through a

754
01:00:29,840 --> 01:00:34,140
addressing compensation structures that discourage leadership advancement.

755
01:00:35,760 --> 01:00:40,820
Evaluating administrative workload in staffing models, strengthening support for

756
01:00:40,820 --> 01:00:43,340
student behavior, and special education needs.

757
01:00:43,900 --> 01:00:50,340
Ensuring school leaders have meaningful input into decisions that affect their buildings.

758
01:00:51,920 --> 01:00:56,100
Rebuilding trust in communication between system leaders and school-based administrators.

759
01:00:56,100 --> 01:01:06,620
Our goal is not criticism. Our goal is partnership because the success of our

760
01:01:06,620 --> 01:01:13,920
administrators teachers and central office staff are all interconnected and at

761
01:01:13,920 --> 01:01:20,320
the center of all this always are our students. Howard County students

762
01:01:20,320 --> 01:01:26,060
deserve schools that are stable, safe and led by leaders who have the

763
01:01:26,060 --> 01:01:31,940
time, resources, and support necessary to focus on what matters.

764
01:01:34,780 --> 01:01:38,320
Instruction, relationships, and student success.

765
01:01:39,820 --> 01:01:45,160
So tonight, we ask the board to recognize the urgency of this moment.

766
01:01:46,100 --> 01:01:48,640
A leadership crisis does not happen overnight.

767
01:01:48,640 --> 01:01:57,580
It develops slowly through burnout, attrition, and a shrinking pipeline of future leaders.

768
01:01:58,480 --> 01:02:06,240
But if we act together, if we act now, we can protect the leadership strength that has

769
01:02:06,240 --> 01:02:09,680
long been a cornerstone of this school system.

770
01:02:10,860 --> 01:02:19,140
Howard County has always prided itself on doing what is best for our students, addressing

771
01:02:19,140 --> 01:02:24,580
the sustainability of school leadership as part of that responsibility.

772
01:02:25,840 --> 01:02:31,460
HCAS is committed to being part of the solution and we look forward to working with you to

773
01:02:31,460 --> 01:02:38,300
ensure that our schools remain places where both students, educators, teachers can thrive.

774
01:02:39,460 --> 01:02:44,480
Thank you for your time, and thank you for your continued commitment to the students of Howard County.

775
01:02:57,680 --> 01:03:03,020
We have at least one hand up, so we have about a minute and a half to take questions.

776
01:03:03,280 --> 01:03:04,320
Please go ahead, Dr. Chen.

777
01:03:05,580 --> 01:03:08,480
First of all, thank you, thank you for showing us the data.

778
01:03:09,240 --> 01:03:14,100
I think the pipe is very visual, see how the challenge of issue coming.

779
01:03:14,400 --> 01:03:16,080
And the board definitely have a discussion.

780
01:03:16,080 --> 01:03:19,300
and we, because of the blueprint, they increase in the teacher

781
01:03:19,300 --> 01:03:23,380
commensation, National Board of Certified and the incentive

782
01:03:23,380 --> 01:03:25,580
to the Title I School instruction.

783
01:03:26,360 --> 01:03:28,940
And in the budget, we try to prioritize the classroom.

784
01:03:29,660 --> 01:03:33,540
And the budget reality, we may not cover everything.

785
01:03:33,740 --> 01:03:35,220
I think you've got very high light issue.

786
01:03:35,820 --> 01:03:37,080
It's the unintended consequence.

787
01:03:37,700 --> 01:03:43,260
And I do have a question about two issues tied to the principal

788
01:03:43,260 --> 01:03:51,760
side, you know, in the budget we talk about adding AP, a system principle, and also talk

789
01:03:51,760 --> 01:04:01,760
about adding school culture and safety assistance. From organization perspective, we want

790
01:04:01,760 --> 01:04:06,900
to hear your feedback because the budget will come in back, we may have some very difficult

791
01:04:07,460 --> 01:04:11,560
decision. I think the feedback can help us understand where we are.

792
01:04:13,620 --> 01:04:20,400
So I definitely appreciate the recognition of needing to increase assistive principles

793
01:04:20,400 --> 01:04:28,040
and also security assistance, both, and let's kind of talk about them separately, assistive

794
01:04:28,040 --> 01:04:33,520
principles are instructional leaders, assistive principles are typically training to be

795
01:04:33,520 --> 01:04:34,260
principles, right?

796
01:04:34,260 --> 01:04:42,480
And so their jobs, their job description are really focused on instruction while our security

797
01:04:42,480 --> 01:04:50,580
assistance are ones that really support the, the, the, the climate of a building and ensuring

798
01:04:50,580 --> 01:04:54,720
that our building isn't already a place for learning. So both of those are very critical.

799
01:04:55,140 --> 01:04:59,160
And I'm going to have to stop us there because time is expired.

800
01:04:59,160 --> 01:05:06,060
I know at least another board member had a question, so I'm going to ask the perhaps you

801
01:05:06,060 --> 01:05:15,020
send it to Dr. Shortridge, and if I'm not mistaken, it's K-A-R-E-N, underscore K-A-R-I-M.

802
01:05:15,180 --> 01:05:15,420
I am.

803
01:05:15,640 --> 01:05:16,620
I'm underscore Shortridge.

804
01:05:16,640 --> 01:05:17,460
I'll let you say it then.

805
01:05:19,580 --> 01:05:23,320
I am underscore Shortridge at H-D-P-S.

806
01:05:23,480 --> 01:05:25,680
Or you can look for him at Reservoir High School.

807
01:05:25,680 --> 01:05:32,380
I do want to take ten more seconds and recognize many of the folks that you brought with you.

808
01:05:32,760 --> 01:05:36,140
I see a great deal of administrators in the room.

809
01:05:36,780 --> 01:05:44,560
Could they all please stand up and be recognized for coming to school every day and working so hard?

810
01:05:50,780 --> 01:05:53,360
We appreciate that you're with us day in and day out.

811
01:05:55,350 --> 01:06:06,250
This concludes our appointment, and again, we will wait for the hub hub to clear the room.

812
01:06:38,500 --> 01:06:41,160
Next up is the personnel agenda.

813
01:06:41,480 --> 01:06:44,780
Do I have a motion to approve the personnel agenda?

814
01:06:47,570 --> 01:06:48,130
So moved.

815
01:06:50,580 --> 01:06:50,980
Second.

816
01:06:51,680 --> 01:06:52,120
Thank you.

817
01:06:52,720 --> 01:06:53,640
Dr. Chen?

818
01:06:54,160 --> 01:06:54,340
Yes.

819
01:06:54,640 --> 01:06:55,220
Ms. Ricks?

820
01:06:55,500 --> 01:06:55,720
Yes.

821
01:06:56,060 --> 01:06:56,460
Ms. Watts?

822
01:06:56,960 --> 01:06:57,100
Yes.

823
01:06:57,440 --> 01:06:57,960
Ms. McCoy?

824
01:06:58,380 --> 01:06:58,800
Epstein.

825
01:06:59,220 --> 01:06:59,880
Ms. Ambley?

826
01:06:59,880 --> 01:07:00,700
Yes.

827
01:07:01,060 --> 01:07:01,700
Ms. Mallow.

828
01:07:02,120 --> 01:07:02,240
Yes.

829
01:07:02,660 --> 01:07:03,880
Motion carries 501.

830
01:07:05,500 --> 01:07:05,740
Okay.

831
01:07:05,880 --> 01:07:08,820
Next up is the consent agenda restricted, Ms. Watts?

832
01:07:09,800 --> 01:07:20,180
I'd like to poll 6C and just ask the superintendent if the Dunmoggan Middle School Renovation

833
01:07:20,180 --> 01:07:25,560
Edition project needs to be voted on today, because we have a full answer to all of our questions

834
01:07:25,560 --> 01:07:26,180
that we've sent in.

835
01:07:26,620 --> 01:07:33,120
Yeah, so I spoke to Mr. Brown, he said not today, but we'll work to get those questions answered as soon as possible

836
01:07:33,960 --> 01:07:39,140
so that we can get a vote because you know delays cost time money. So we'll get those answers.

837
01:07:39,480 --> 01:07:45,060
So, Terminal, I'd like to pull that and maybe put it on the agenda for next time so that we can have all the

838
01:07:45,740 --> 01:07:49,020
answers before that. Okay, so

839
01:07:49,020 --> 01:08:00,740
So please move item 6c to the consent agenda restricted for the next board meeting, which

840
01:08:00,740 --> 01:08:01,780
will be April.

841
01:08:02,820 --> 01:08:03,360
Give me a second.

842
01:08:06,120 --> 01:08:07,100
Someone else knows it.

843
01:08:07,200 --> 01:08:07,800
You can feel free to.

844
01:08:07,840 --> 01:08:08,440
Chair Mello.

845
01:08:08,840 --> 01:08:08,940
Yes.

846
01:08:09,120 --> 01:08:14,660
Can I make suggestions that maybe don't specify the date because we may have a closed meeting?

847
01:08:15,180 --> 01:08:39,940
Okay, so with hopefully to have all questions answered so that board members can feel comfortable with the report, do I have a motion to approve the consent agenda restricted items, donations, bids in contracts, and meeting minutes for March 9th, 2026.

848
01:08:41,100 --> 01:08:41,880
So moved.

849
01:08:42,040 --> 01:08:42,580
So moved.

850
01:08:44,000 --> 01:08:44,560
Second.

851
01:08:45,140 --> 01:08:45,920
Thank you.

852
01:08:47,660 --> 01:08:48,500
Dr. Chen.

853
01:08:48,940 --> 01:08:49,080
Yes.

854
01:08:49,700 --> 01:08:50,420
Miss Ricks.

855
01:08:50,660 --> 01:08:50,860
Yes.

856
01:08:51,220 --> 01:08:51,620
Ms. Watts.

857
01:08:51,940 --> 01:08:52,080
Yes.

858
01:08:52,360 --> 01:08:52,900
Ms. McCoy.

859
01:08:53,080 --> 01:08:53,360
Yes.

860
01:08:53,640 --> 01:08:54,300
Ms. Shambley.

861
01:08:54,640 --> 01:08:55,200
Yes.

862
01:08:55,520 --> 01:08:56,020
Ms. Mallow.

863
01:08:56,300 --> 01:08:56,580
Yes.

864
01:08:56,920 --> 01:08:58,240
Motion carries 6-0.

865
01:08:58,960 --> 01:08:59,240
Okay.

866
01:08:59,460 --> 01:09:03,120
Next item is the consent agenda.

867
01:09:04,820 --> 01:09:07,940
Just trying to make sure we don't have anything to be pulled.

868
01:09:08,100 --> 01:09:09,080
I see no hands.

869
01:09:09,080 --> 01:09:12,220
Can I have a motion to approve the consent agenda?

870
01:09:13,600 --> 01:09:14,560
So moved.

871
01:09:15,260 --> 01:09:15,820
Second.

872
01:09:17,900 --> 01:09:18,640
Dr. Chen?

873
01:09:19,120 --> 01:09:19,280
Yes.

874
01:09:19,700 --> 01:09:20,520
Ms. Ricks?

875
01:09:20,820 --> 01:09:21,040
Yes.

876
01:09:21,300 --> 01:09:21,740
Ms. Watts?

877
01:09:22,140 --> 01:09:22,280
Yes.

878
01:09:22,640 --> 01:09:23,380
Mr. Alistair?

879
01:09:24,100 --> 01:09:24,660
Yes.

880
01:09:24,920 --> 01:09:25,560
Ms. McCoy?

881
01:09:25,800 --> 01:09:26,180
I'm staying.

882
01:09:27,800 --> 01:09:28,880
Ms. Shambley?

883
01:09:29,160 --> 01:09:29,720
Yes.

884
01:09:30,680 --> 01:09:31,560
Ms. Mallow?

885
01:09:31,900 --> 01:09:32,220
Yes.

886
01:09:32,760 --> 01:09:34,860
Motion carries 601.

887
01:09:35,800 --> 01:09:36,320
Thank you.

888
01:09:36,440 --> 01:09:37,980
We will now move on to proclamations.

889
01:09:37,980 --> 01:09:42,840
Can I have a motion to approve the proclamations for school library month,

890
01:09:43,600 --> 01:09:48,400
national volunteers and partnership recognition, Arab-American heritage month,

891
01:09:48,760 --> 01:09:51,060
and month of the military child?

892
01:09:51,580 --> 01:09:52,940
So moved.

893
01:09:53,260 --> 01:09:53,460
Second.

894
01:09:55,690 --> 01:09:56,230
Dr. Ten.

895
01:09:56,670 --> 01:09:56,850
Yes.

896
01:09:57,150 --> 01:09:57,690
Ms. Ricks.

897
01:09:57,910 --> 01:09:58,090
Yes.

898
01:09:58,450 --> 01:09:58,850
Ms. Watts.

899
01:09:59,450 --> 01:09:59,650
Yes.

900
01:09:59,910 --> 01:10:00,650
Mr. Alistair.

901
01:10:00,810 --> 01:10:01,050
Yes.

902
01:10:01,430 --> 01:10:01,970
Ms. McCoy.

903
01:10:02,210 --> 01:10:02,410
Yes.

904
01:10:02,730 --> 01:10:03,410
Ms. Shambley.

905
01:10:03,590 --> 01:10:04,170
Yes.

906
01:10:04,490 --> 01:10:05,010
Ms. Mallow.

907
01:10:05,010 --> 01:10:05,050
No.

908
01:10:05,390 --> 01:10:05,770
Yes.

909
01:10:06,070 --> 01:10:06,650
Motion carries.

910
01:10:06,910 --> 01:10:07,370
7-0.

911
01:10:08,210 --> 01:10:10,070
Next up is our administrative agenda.

912
01:10:10,870 --> 01:10:14,710
We will begin with legislative reports report.

913
01:10:16,080 --> 01:10:25,270
I believe there are a number of items being pulled for discussion, so I will recognize the

914
01:10:25,270 --> 01:10:31,350
first hand that goes up that has questions about discussion if

915
01:10:34,520 --> 01:10:36,460
there is one.

916
01:10:36,460 --> 01:10:40,260
It's me but I'm let me find my oh my questions

917
01:10:41,000 --> 01:10:47,580
Okay, um, well then if would you like to wait happy happily? I just need to okay with regards to

918
01:10:48,060 --> 01:10:52,260
HP 0575 which I believe is

919
01:10:52,760 --> 01:10:53,240
regarding

920
01:10:54,800 --> 01:10:57,960
I can't remember the title is looking can you help me with the title?

921
01:10:58,280 --> 01:11:01,740
I'm Danielle looking legislative and legal affairs officer in the office of the general council

922
01:11:01,740 --> 01:11:08,500
the bill you're referring to is HP 575, student attendance, excused absences for civic engagement.

923
01:11:11,820 --> 01:11:20,300
Can you please share why the committee recommended not supporting it?

924
01:11:21,000 --> 01:11:26,200
The recommendation of a pose on this bill is simply rooted in the fact that it is a policy mandate.

925
01:11:26,200 --> 01:11:37,660
So typically, as a village-led platform, the board opposes policy mandates because they are something that the board prefers to do locally with input from families, students, staff, the community.

926
01:11:39,420 --> 01:11:39,980
Thank you.

927
01:11:40,840 --> 01:11:48,400
On this particular item, I wanted it pulled for separate vote as I intend to support it.

928
01:11:48,400 --> 01:11:55,280
But I would prefer to support with amendments if that were the opportunity.

929
01:11:56,060 --> 01:11:58,080
In the meantime, please go ahead and Ms. Watts.

930
01:11:59,200 --> 01:12:06,220
I had a question about HB0837 and in I sent my question and you kind of responded

931
01:12:06,220 --> 01:12:11,860
but I was hoping you could kind of expand upon your answer to help me understand this better.

932
01:12:11,860 --> 01:12:19,740
So, the recommendation is for students to receive their physical 12 months in advance of the start of school,

933
01:12:20,260 --> 01:12:22,940
if I'm understanding this right, or the start of the sport.

934
01:12:24,380 --> 01:12:28,600
And it seems like it's harder to meet the 90-day requirement if that is the case.

935
01:12:29,100 --> 01:12:36,360
So, the current requirements for student athlete physical examinations related to the length of time

936
01:12:36,360 --> 01:12:40,560
is that a physical examination form must be dated within 12 months of the start of the

937
01:12:40,560 --> 01:12:41,680
trials for that sport.

938
01:12:42,460 --> 01:12:49,560
So this gives greater flexibility than what was in the bill in terms of 90 days before

939
01:12:50,040 --> 01:12:52,820
the start of the school

940
01:12:54,830 --> 01:12:55,650
year, the school year.

941
01:12:55,790 --> 01:12:56,170
Yes, sorry.

942
01:12:56,750 --> 01:13:02,030
So I gave the example of if we started September 1, went back 90 days, that's June 1, whereas

943
01:13:02,030 --> 01:13:07,510
now a student could get it in May, June, and it still be valid for that entire school year.

944
01:13:08,470 --> 01:13:14,170
And I think maybe I didn't understand it's 12 months at the start of the tryout of it.

945
01:13:14,370 --> 01:13:18,890
Okay. Okay. All right. I understand now. Okay. I have one more. I have another one.

946
01:13:26,040 --> 01:13:27,080
Maybe I

947
01:13:33,450 --> 01:13:44,330
can confirm that HB1054 can be a subsection of our current policy, the AI policy.

948
01:13:45,050 --> 01:13:51,630
Can it be a subsection of what we currently have for like academic dishonesty or does this need to be a standalone policy?

949
01:13:51,990 --> 01:13:53,430
Let's see, what number again?

950
01:13:55,210 --> 01:13:55,770
HB1057.

951
01:13:59,040 --> 01:14:01,420
575, I thought you said 5-4 at first.

952
01:14:01,700 --> 01:14:02,080
5-7.

953
01:14:02,680 --> 01:14:13,900
So the way that the language in that bill reads, it says honor before 120 days from the date that the department releases the guidance required under subsection A1 of the section.

954
01:14:13,900 --> 01:14:16,520
and each local school system shall have

955
01:14:16,520 --> 01:14:19,100
an artificial intelligence policy aligned with the guidance.

956
01:14:20,420 --> 01:14:23,240
So our comment there was that it either needs to be

957
01:14:23,240 --> 01:14:26,880
a very specific section that is dedicated to AI

958
01:14:26,880 --> 01:14:28,140
or its own policy.

959
01:14:28,320 --> 01:14:29,840
So it can be like a standard of what we,

960
01:14:30,400 --> 01:14:33,420
just as like one of the standards that we currently have

961
01:14:33,420 --> 01:14:34,140
for our policy.

962
01:14:35,480 --> 01:14:36,000
Are you saying yes?

963
01:14:36,100 --> 01:14:36,560
Yes, okay.

964
01:14:37,260 --> 01:14:40,260
Okay, one more, another question I had.

965
01:14:43,200 --> 01:14:50,960
HB-1205, yes, it felt like this was an unfunded mandate and you know I was

966
01:14:50,960 --> 01:14:53,740
on legislative committee was like trying to like always decline something

967
01:14:53,740 --> 01:14:56,720
and with amendments and that feels like that's what's happening here is that

968
01:14:56,720 --> 01:14:59,860
we're trying to like maybe decline something but keep

969
01:15:00,000 --> 01:15:29,380
Very, very small portion of this bill and it feels like it's something that maybe we should just not support. That's certainly an option. The recommendation was to support with amendment. And the amendment would be to remove any and all requirements within this bill that required us to increase the minimum wage to $25. And leaving, which is different from prior iterations we've seen of this bill, this bill had a study in it where they were going to actually require MSTE to go and look at each school system to estimate.

970
01:15:29,380 --> 01:15:34,000
like accurately asked me what it would cost for school systems to do this and also where

971
01:15:34,600 --> 01:15:40,120
what the increase in the student per pupil would need to be in order to fund that increase.

972
01:15:40,660 --> 01:15:46,260
So we were saying leave that study so we can see what that picture is and really truly get an

973
01:15:46,260 --> 01:15:51,980
account of it across not only for us but across the state and then remove everything else that is

974
01:15:51,980 --> 01:15:58,120
a requirement within the bill. Okay. All right. Thank you. Termella, if it's okay with you,

975
01:15:58,120 --> 01:16:01,420
I'm okay putting back in. Hold on.

976
01:16:15,790 --> 01:16:20,450
Sorry. My screen moved. Okay, you're okay putting back in.

977
01:16:21,050 --> 01:16:38,150
HB 1205. Okay. HB 1057. Okay. HB 0837. Okay. And I think that's all. Okay.

978
01:16:38,150 --> 01:16:42,010
Okay. So, Ms. Rex.

979
01:16:44,220 --> 01:16:53,360
Thanks. So I had a question about HP 1074. That was one we didn't have a position. Are we discussing that or we just not discussing that?

980
01:16:53,900 --> 01:17:00,320
You are welcome to ask or discuss absent a discussion. It will convert to no position. Okay.

981
01:17:00,320 --> 01:17:10,180
So I was just curious about that one, the part that I was interested in understanding

982
01:17:10,180 --> 01:17:18,200
was the part where it's saying that it would have to, like, the reasoning for dismissing

983
01:17:18,200 --> 01:17:24,240
a board member would have to be public and that it's currently, or currently an ethics

984
01:17:24,240 --> 01:17:29,440
panel complaint is treated as confidentialness of board authorizes its release.

985
01:17:29,440 --> 01:17:37,120
I'm just curious if that, if the concern is that something would be shared that we shouldn't share,

986
01:17:37,340 --> 01:17:43,020
or that we would be required to share something that might be like, I don't know, legally a problem

987
01:17:43,020 --> 01:17:46,480
or something like that. I wasn't completely clear what.

988
01:17:48,640 --> 01:17:54,160
So initially, what's more to understand is that the bill sets up a new grounds for removal

989
01:17:54,920 --> 01:17:58,980
of a board member by the ethics commission based on a recommendation. That's not currently in

990
01:17:58,980 --> 01:18:13,480
regulation so when we say that the current regulations make those confidential that's not something so it's not something you already consider when we talk about what's confidential under ethics regulation, so it would be a new grounds removal that then could be made public.

991
01:18:15,280 --> 01:18:25,540
Okay, so I don't know, I'm trying to find the words, but it seemed like something that it was saying that something would have to be made public, is that not the case?

992
01:18:25,540 --> 01:18:31,120
No, that is the case under the bill that those recommendations would have to be made public

993
01:18:32,080 --> 01:18:37,200
If this were to pass. Okay, so is I guess the

994
01:18:38,020 --> 01:18:42,840
The concern I mean there's several things in here and I mean some of it's like what what is a relative that you know

995
01:18:43,420 --> 01:18:46,480
You're considering as far as somebody who might be benefiting

996
01:18:47,240 --> 01:18:53,900
Which you know whatever that's fine, but that I don't know is there something then that that is kind of the hold up

997
01:18:53,900 --> 01:19:00,680
that we're like, is it just that, I'm not sure what I mean by hold up.

998
01:19:00,940 --> 01:19:06,580
So we didn't have, you guys didn't have a position, the committee didn't have a position.

999
01:19:07,220 --> 01:19:11,340
I mean is it just that we didn't feel strongly or there was something they were concerned about?

1000
01:19:11,880 --> 01:19:13,800
No, I don't think it was that they were concerned about it.

1001
01:19:13,860 --> 01:19:17,320
It was just they wanted to have the full discussion of the board of what was in that bill

1002
01:19:17,320 --> 01:19:19,640
and whether or not you guys wanted a position on the bill.

1003
01:19:20,120 --> 01:19:23,520
We didn't have a staff recommendation as that's a board governance bill.

1004
01:19:23,520 --> 01:19:24,180
And I

1005
01:19:26,300 --> 01:19:33,520
don't know if anybody else wanted to comment on that or we just don't feel real strongly

1006
01:19:33,520 --> 01:19:33,920
either way.

1007
01:19:34,240 --> 01:19:42,400
But if there's not a concern that having to make public something that previously we would

1008
01:19:42,400 --> 01:19:52,980
or we would choose to make public or not, that's not a concern as far as legal issues.

1009
01:19:56,240 --> 01:19:56,660
Ms. Watts.

1010
01:19:56,660 --> 01:20:02,990
So I don't have a concern about that to your in-laws, it makes sense.

1011
01:20:04,150 --> 01:20:07,450
So I'm okay with supporting that as a position for the board.

1012
01:20:09,350 --> 01:20:16,410
The one I did when I opposed was Hoco 1526, I think that's overreach, so I'd like to

1013
01:20:16,410 --> 01:20:16,850
oppose that.

1014
01:20:18,250 --> 01:20:18,810
And that's all I had.

1015
01:20:22,000 --> 01:20:22,440
Okay.

1016
01:20:24,950 --> 01:20:30,330
Seemed no more hands, then, can I have a motion to approve the board's legislative committee

1017
01:20:30,330 --> 01:20:31,170
recommendations?

1018
01:20:31,170 --> 01:20:43,190
exclusive of HB0575, HB0962, HB1074, and HOCO 1526.

1019
01:20:45,380 --> 01:20:45,960
Sure.

1020
01:20:47,680 --> 01:20:49,840
And we did have a cell moved, and I'll second it.

1021
01:20:50,340 --> 01:21:00,800
But that was HB575, HB0962, HB1074,

1022
01:21:02,220 --> 01:21:04,340
and HOCO 1526.

1023
01:21:07,440 --> 01:21:08,640
Ms. Watts, your hand is up.

1024
01:21:15,180 --> 01:21:18,020
Would it help to have the names? Okay,

1025
01:21:21,220 --> 01:21:21,420
yes.

1026
01:21:28,960 --> 01:21:33,180
That is on page 13. Public Campaign Financing for Board of Education.

1027
01:21:38,160 --> 01:21:40,920
Okay, I think we are ready to call the vote on that.

1028
01:21:40,920 --> 01:21:50,420
Okay, just for clarification, you said 0, 5, 7, 5, 0, 9, 6, 2, 1, 0, 7, 4,

1029
01:21:51,240 --> 01:21:53,160
Hoco 15-26.

1030
01:21:54,340 --> 01:21:55,000
Okay, thank you.

1031
01:21:57,010 --> 01:21:59,750
And I have the motion by Ms. Chambley and a second by Ms. Mallow.

1032
01:22:00,710 --> 01:22:01,330
Dr. Chen.

1033
01:22:02,190 --> 01:22:02,370
Yes.

1034
01:22:03,470 --> 01:22:04,350
Ms. Ricks.

1035
01:22:05,190 --> 01:22:05,990
Ms. Watts.

1036
01:22:06,250 --> 01:22:06,370
Yes.

1037
01:22:07,030 --> 01:22:07,830
Mr. Alistair.

1038
01:22:08,070 --> 01:22:08,410
Yes.

1039
01:22:08,770 --> 01:22:09,290
Ms. McCoy.

1040
01:22:09,550 --> 01:22:09,770
Yes.

1041
01:22:10,050 --> 01:22:10,710
Ms. Chambley.

1042
01:22:11,030 --> 01:22:11,550
Yes.

1043
01:22:11,550 --> 01:22:12,350
Ms. Mallow.

1044
01:22:12,630 --> 01:22:12,770
Yes.

1045
01:22:13,110 --> 01:22:13,810
Motion carries.

1046
01:22:14,110 --> 01:22:14,590
7-0.

1047
01:22:15,270 --> 01:22:15,770
Thank you.

1048
01:22:16,590 --> 01:22:23,470
Do I have a motion to move all items marked as, quote, four-board discussion to no position

1049
01:22:23,470 --> 01:22:25,850
unless otherwise specifically voted on?

1050
01:22:33,790 --> 01:22:34,230
So moved.

1051
01:22:38,870 --> 01:22:39,690
Dr. Chen.

1052
01:22:42,040 --> 01:22:47,240
Basically, if so, we're going to vote on each of those individual bills.

1053
01:22:47,880 --> 01:23:01,240
But if it was in, if it was in, marked in the packet as for discussion and no, it's

1054
01:23:01,240 --> 01:23:01,820
a formality.

1055
01:23:02,140 --> 01:23:05,240
It's going to go to no position regardless.

1056
01:23:07,060 --> 01:23:12,280
Because if it doesn't have a position in, if it was for discussion then it doesn't have

1057
01:23:12,280 --> 01:23:21,300
recommended position for the board that we just voted on. So it would remain as for discussion

1058
01:23:21,990 --> 01:23:30,240
which means no position. So I was trying to have a be a formality of it goes to no position.

1059
01:23:31,960 --> 01:23:42,460
Okay. Motion fails. So do I have, I'm actually, do you want to go and just watch your hand

1060
01:23:42,460 --> 01:23:51,180
us up? Please, go ahead. I moved to support HB0962. This is the campaign finance.

1061
01:23:51,960 --> 01:23:52,140
Second.

1062
01:24:00,270 --> 01:24:00,830
Dr. Chen?

1063
01:24:06,900 --> 01:24:08,020
No, this is no position.

1064
01:24:11,220 --> 01:24:14,260
I'm sorry. Did you say support HB0962?

1065
01:24:14,260 --> 01:24:23,740
to correct. She did. Okay. But it's okay. No position. Okay. So to support no decision.

1066
01:24:23,980 --> 01:24:35,780
Got it. No, no, no. Yes. Okay. Thank you. Just support. Okay. Miss Rick's. Yes.

1067
01:24:44,240 --> 01:24:44,240
Miss

1068
01:24:44,240 --> 01:24:51,640
Ms. Mallow. Yes. Motion carries 7-0. Ms. Watts, you still have the floor. I moved to support

1069
01:24:53,940 --> 01:24:59,380
HB1074. This is the in-laws. I'm sorry, could you say it again? What it is?

1070
01:25:02,160 --> 01:25:03,500
HB1074. No, I meant

1071
01:25:03,500 --> 01:25:09,740
what you said after that. Oh, it's in-laws about in-laws. The public ethic laws? Ethics. I heard

1072
01:25:09,740 --> 01:25:14,440
in-laws and I'm like was

1073
01:25:19,050 --> 01:25:26,800
there a second I don't believe there's been a

1074
01:25:26,800 --> 01:25:32,800
second unless Miss Shamley did you second that no but I'm happy to second

1075
01:25:32,800 --> 01:25:37,820
it I'll second it I didn't want to talk over anyone okay

1076
01:25:39,140 --> 01:25:46,110
Dr. Chen sorry can you repeat a motion again yes move that the board support

1077
01:25:46,110 --> 01:25:55,790
Board HB-107-4, Public Ethics Law, Participation, Restrictions and Requirements for Local Government and School Boards.

1078
01:25:56,630 --> 01:25:57,230
Yes.

1079
01:25:57,850 --> 01:25:58,530
Ms. Ricks?

1080
01:25:58,870 --> 01:25:59,050
Yes.

1081
01:25:59,390 --> 01:25:59,790
Ms. Watts?

1082
01:26:00,250 --> 01:26:00,450
Yes.

1083
01:26:01,090 --> 01:26:01,910
Mr. Alistair?

1084
01:26:02,290 --> 01:26:02,630
Yes.

1085
01:26:02,910 --> 01:26:03,490
Ms. McCoy?

1086
01:26:03,910 --> 01:26:04,170
Yes.

1087
01:26:04,390 --> 01:26:05,110
Ms. Shambley?

1088
01:26:12,960 --> 01:26:13,560
Yes.

1089
01:26:14,200 --> 01:26:14,820
Ms. Mallow?

1090
01:26:15,140 --> 01:26:15,440
Yes.

1091
01:26:15,760 --> 01:26:17,160
Motion carries, 7-0.

1092
01:26:18,860 --> 01:26:19,640
Ms. Watts?

1093
01:26:19,640 --> 01:26:23,740
I move to oppose HOCO 1526.

1094
01:26:25,950 --> 01:26:27,870
Could you please identify what it is?

1095
01:26:27,970 --> 01:26:28,650
Inspector General.

1096
01:26:35,060 --> 01:26:35,380
Second.

1097
01:26:38,960 --> 01:26:39,440
Dr. Chen.

1098
01:26:39,900 --> 01:26:40,320
Epstein.

1099
01:26:40,980 --> 01:26:42,040
Ms. Ricks.

1100
01:26:42,740 --> 01:26:43,040
Yes.

1101
01:26:43,980 --> 01:26:44,840
Ms. Watts.

1102
01:26:45,420 --> 01:26:45,600
Yes.

1103
01:26:46,340 --> 01:26:47,060
Mr. Alistair.

1104
01:26:47,540 --> 01:26:48,000
Epstein.

1105
01:26:49,180 --> 01:26:50,320
Ms. McCoy.

1106
01:26:50,900 --> 01:26:51,600
Yes.

1107
01:26:52,700 --> 01:26:53,720
Ms. Chambley.

1108
01:26:54,340 --> 01:26:54,740
Yes.

1109
01:26:55,500 --> 01:26:56,140
Ms. Mallow.

1110
01:26:56,480 --> 01:26:56,660
Yes.

1111
01:26:56,660 --> 01:26:58,720
Yes. Motion carries 5-0-2.

1112
01:27:00,140 --> 01:27:00,540
Thank you.

1113
01:27:02,860 --> 01:27:06,440
I assume that is the remainder of your, okay.

1114
01:27:07,960 --> 01:27:13,320
I move to oppose HV-0575,

1115
01:27:21,890 --> 01:27:23,030
and I

1116
01:27:25,560 --> 01:27:27,560
don't have the name of it because I didn't draw that down.

1117
01:27:27,700 --> 01:27:34,940
But this is the same thing that the civic engagement, the civic engagement, this is the same position the committee took.

1118
01:27:36,140 --> 01:27:50,100
Dr. Chen, Ms. Ricks, Ms. Watts, Ms. Alistair, Ms. McCoy, Ms. Shambley, Ms. Mallow, no.

1119
01:27:51,960 --> 01:27:53,320
Motion carries five, too.

1120
01:27:54,500 --> 01:27:54,900
Thank you all.

1121
01:27:55,020 --> 01:27:57,740
This concludes our legislative report.

1122
01:27:57,980 --> 01:28:01,020
We will now move on to the next agenda item.

1123
01:28:01,020 --> 01:28:05,800
which is five four-year adjusted cohort graduation

1124
01:28:05,800 --> 01:28:09,160
and drop out rates and annual trends report.

1125
01:28:12,610 --> 01:28:15,090
We welcome to the table a

1126
01:28:17,870 --> 01:28:20,090
group of distinguished educators.

1127
01:28:41,990 --> 01:28:44,410
Good evening, Chair Mallow, members of the Board of Education,

1128
01:28:44,710 --> 01:28:46,230
Superintendent Barnes and Dr. Turner Little.

1129
01:28:46,830 --> 01:28:48,950
I'm Dr. Jeffrey Fink, Director of High Schools

1130
01:28:48,950 --> 01:28:50,910
and I'm joined this evening by Dan Rosarag,

1131
01:28:51,430 --> 01:28:54,010
Director of Strategic Initiatives and Dr. Keisha Logan,

1132
01:28:54,670 --> 01:28:57,430
Executive Director, Director Curriculum Instruction and Assessment.

1133
01:28:58,550 --> 01:29:10,170
This presentation provides a brief overview of the graduation outcomes included in the board report along with several of these strategies currently in place to support students in successfully completing high school.

1134
01:29:11,170 --> 01:29:19,390
Overall, more than 90% of Howard County public school system students graduate within four years and the systems drop out rate remains below 5%.

1135
01:29:19,390 --> 01:29:24,970
At the same time, the data shows disparities in graduation outcomes among several student groups.

1136
01:29:24,970 --> 01:29:30,190
This evening we will provide a brief overview of the data, offer some context for the class

1137
01:29:30,190 --> 01:29:34,570
of 2025 and highlight several school-based and system-level supports designed to help

1138
01:29:34,570 --> 01:29:36,990
ensure students remain on track for graduation.

1139
01:29:38,010 --> 01:29:42,030
I will begin with a comparison of how our county's graduation outcomes with the state and

1140
01:29:42,030 --> 01:29:44,370
several nearby school systems.

1141
01:29:51,610 --> 01:29:54,850
It's important to understand the context for the class of 2025.

1142
01:29:54,850 --> 01:29:58,030
This group began 9th grade during the 2021

1143
01:30:00,000 --> 01:30:29,680
The year 2022 school year, which was the first year students returned to school buildings following COVID-related closures. As a result, many students were transitioning back to in-person learning during the start of their high school experience. State assessment requirements also varied across cohorts during this time. The class of 2021 was not required to participate in state assessments for graduation. For classes of 2022 through 2024, assessments required were reduced to English 10.

1144
01:30:29,680 --> 01:30:33,600
1, Algebra 1, and the Maryland Integrated Science Assessment or MISA.

1145
01:30:35,040 --> 01:30:39,720
In addition, students in the class of 2025 were the first cohort required to meet updated

1146
01:30:39,720 --> 01:30:40,720
graduation requirements.

1147
01:30:41,320 --> 01:30:47,040
The total number of credits increased from 21 to 22, and the mathematics requirement increased

1148
01:30:47,040 --> 01:30:50,920
to four credits with two courses required beyond geometry.

1149
01:30:52,340 --> 01:30:57,900
For students pursuing the program choice for world language, the two required credits must

1150
01:30:57,900 --> 01:30:59,360
plus also now be in the same language.

1151
01:30:59,720 --> 01:31:03,920
And this context is important as we review graduation outcomes for this cohort.

1152
01:31:08,980 --> 01:31:16,400
So for the 4,747 students who entered high school in the 2021-2020 school year as the

1153
01:31:16,400 --> 01:31:25,160
class of 25, 91.3% graduated within four years, which was down from 93.54% for the class of 2024.

1154
01:31:25,160 --> 01:31:31,220
The dropout rate increased to 4.95% compared with 3.6% the prior year.

1155
01:31:32,080 --> 01:31:37,560
Overall, these trend lines show a steady decline in the four-year graduation rates since 2021 and

1156
01:31:37,560 --> 01:31:40,560
a corresponding rise in dropout rates over the same period.

1157
01:31:45,440 --> 01:31:52,040
So this slide shows how the class of 2025 compares with the state and nearby school systems on four-year

1158
01:31:52,040 --> 01:31:54,500
adjusted cohort graduation and dropout rates.

1159
01:31:54,500 --> 01:32:02,500
For graduation, Howard County posted a rate of 91.3%, which is above the state average of 86.44%.

1160
01:32:03,120 --> 01:32:10,500
Among the surrounding districts that are shown here, Howard County had the second highest graduation rate following Frederick County at 94.05%.

1161
01:32:11,620 --> 01:32:19,540
For dropout rates, Howard County public school system was at 4.95%, which is lower than the state average of 9.87%.

1162
01:32:19,540 --> 01:32:24,640
Howard County also had the second lowest dropout rate among those shown here, again following

1163
01:32:24,640 --> 01:32:26,420
Frederick County at 3.4%.

1164
01:32:27,100 --> 01:32:30,860
Together these comparisons show that while Howard County maintains a relatively high

1165
01:32:30,860 --> 01:32:35,420
graduation rate and a relatively low dropout rate, we do remain focused on eliminating disparities

1166
01:32:35,420 --> 01:32:40,640
and ensuring all students receive the supports needed to stay engaged and successfully complete

1167
01:32:40,640 --> 01:32:40,980
high school.

1168
01:32:45,800 --> 01:32:51,720
Among racial ethnic groups, Hispanic Latino students had the lowest graduation rate and

1169
01:32:51,720 --> 01:32:54,200
highest drop-out rate for all years.

1170
01:32:54,940 --> 01:32:57,180
Can you move the microphone closer to your mouth?

1171
01:32:57,780 --> 01:32:58,600
Sure, sorry about that.

1172
01:32:58,900 --> 01:32:59,240
Thank you.

1173
01:33:00,080 --> 01:33:01,600
Compared to the prior school year,

1174
01:33:01,840 --> 01:33:06,140
the class of 2025 graduation rate for Hispanic Latino students

1175
01:33:06,140 --> 01:33:08,340
decreased by eight percentage points,

1176
01:33:08,880 --> 01:33:11,540
and the drop-out rate increased by eight percentage points.

1177
01:33:12,120 --> 01:33:14,100
Over half of the students who dropped out

1178
01:33:14,100 --> 01:33:18,060
in the class of 2025 were Hispanic Latino students.

1179
01:33:18,800 --> 01:33:30,120
Decreases in graduation rate for the class of 2025 compared to the class of 2024 were observed for all racial ethnic groups except for Asian and white students.

1180
01:33:30,760 --> 01:33:43,520
Asian, Black African American and white students drop out rates remained within 1% in 2025 compared to 2024 for all other racial ethnic groups drop out rates increased.

1181
01:33:43,520 --> 01:33:52,820
Next, Dan, can you back your slide up wanted to see double advanced and we didn't get to look at that chart while you were talking about it just so folks can breathe it in.

1182
01:34:11,860 --> 01:34:24,920
This slide shows graduation trends from 2021 to 2025 by receipt of services, which include students who are economically disadvantaged, have limited English proficiency and who have IEPs.

1183
01:34:24,920 --> 01:34:33,180
Students with limited English proficiency had the highest drop-out rate and lowest graduation rate of any student group in 2025.

1184
01:34:33,880 --> 01:34:38,620
Limited English proficiency status is determined at the end of the year.

1185
01:34:39,200 --> 01:34:48,300
Multilingual learners who reached English proficiency by the end of the school year in 2025 were no longer categorized as limited English proficiency.

1186
01:34:48,300 --> 01:34:54,960
and the 2025 graduation class had a higher than average exit rate of students from the English

1187
01:34:54,960 --> 01:35:00,120
language development program. In addition, the dropout rate for students with limited

1188
01:35:00,120 --> 01:35:08,540
English proficiency increased by 18 percentage points from 2024 to 2025. The graduation

1189
01:35:08,540 --> 01:35:15,260
rate for students categorized as economically disadvantaged or having an IEP also decreased

1190
01:35:15,260 --> 01:35:28,260
in 2025 when compared to 2024, but it should be noted that the definition of economically disadvantaged expanded in 2023 to include students receiving Medicaid.

1191
01:35:29,080 --> 01:35:40,680
Howard County continues to see strong overall graduation outcomes, more than 90 out of every 100 students graduate within four years, and our annual dropout rate remains below 5%.

1192
01:35:40,680 --> 01:35:45,640
We will not be a great school system, however, until we are great for all students.

1193
01:35:46,320 --> 01:35:51,620
And we are continuing to revise and utilize existing structures while also identifying

1194
01:35:51,620 --> 01:35:55,220
new initiatives to ensure that all students graduate high school.

1195
01:35:58,910 --> 01:36:04,110
At the school level, high schools use student support teams to regularly monitor student

1196
01:36:04,110 --> 01:36:05,550
progress toward graduation.

1197
01:36:06,170 --> 01:36:11,790
These teams review key indicators such as attendance, course performance, and credit attainment.

1198
01:36:11,790 --> 01:36:17,830
When students begin to fall behind, the teams coordinate appropriate academic and behavioral interventions.

1199
01:36:18,370 --> 01:36:22,570
This process allows schools to monitor cohort progress and

1200
01:36:22,570 --> 01:36:27,430
develop targeted support plans for students who may fall or are behind in credits.

1201
01:36:32,070 --> 01:36:39,810
Starting in August 2025, our district began strengthening the multi-tiered system of supports or MTSS.

1202
01:36:40,330 --> 01:36:44,490
A framework required by the Maryland State Department of Education or MSEE.

1203
01:36:44,490 --> 01:36:50,550
MTSS is a school wide approach designed to provide high quality instruction and specialized

1204
01:36:50,550 --> 01:36:54,190
support based on each student's unique needs.

1205
01:36:54,850 --> 01:37:00,490
By establishing shared expectations and using data to drive decisions, we ensure that every

1206
01:37:00,490 --> 01:37:05,770
student receives strong tier 1 or core instruction in every classroom.

1207
01:37:06,910 --> 01:37:13,710
For those who need more help, MTSS provides clear pathways to tier 2, where students receive

1208
01:37:13,710 --> 01:37:18,810
leave targeted interventions and supports in small groups, and for those students who

1209
01:37:18,810 --> 01:37:24,930
need additional targeted intensive interventions, those are available in Tier 3.

1210
01:37:25,730 --> 01:37:31,310
This consistent system-wide response ensures that barriers to learning are identified and

1211
01:37:31,310 --> 01:37:36,910
addressed early with a goal of directing improving graduation rates by being more consistently

1212
01:37:36,910 --> 01:37:38,950
responsive to student needs.

1213
01:37:38,950 --> 01:37:40,070
Given

1214
01:37:43,880 --> 01:37:48,420
the increase in mathematics credit requirements, schools are paying particularly close

1215
01:37:48,420 --> 01:37:49,880
attention to math performance.

1216
01:37:51,140 --> 01:37:55,320
Through collaborative planning and school improvement processes, schools regularly review

1217
01:37:55,320 --> 01:37:59,000
math data and provide targeted supports where needed.

1218
01:37:59,600 --> 01:38:04,920
These supports may include co-taught classes, intervention sections that are built into the

1219
01:38:04,920 --> 01:38:09,640
schedule, and summer programming to help students remain on track for graduation.

1220
01:38:09,640 --> 01:38:10,820
The

1221
01:38:14,050 --> 01:38:23,350
data also showed disparities in graduation outcomes for Hispanic Latino and Black and African American students compared to the system average.

1222
01:38:24,370 --> 01:38:31,530
Schools address this through several structures that focus on early identification and support.

1223
01:38:31,530 --> 01:38:38,550
Student support teams regularly review attendance, course performance, and credit attainment

1224
01:38:38,550 --> 01:38:42,870
to identify students who may be falling behind in credits toward graduation.

1225
01:38:43,610 --> 01:38:49,130
When students are identified as needing additional support, schools coordinate targeted

1226
01:38:49,130 --> 01:38:50,570
academic interventions.

1227
01:38:51,170 --> 01:38:56,570
These may include tutoring, intervention sections, and credit recovery options.

1228
01:38:56,570 --> 01:39:07,610
At this system level, the continued implementation of MTSS is strengthening Tier 1 instruction while ensuring students have access to additional supports when needed.

1229
01:39:08,510 --> 01:39:16,990
The overall goal is to identify needs early and to provide timely supports so students can remain on track for graduation.

1230
01:39:20,560 --> 01:39:26,700
And several targeted strategies are also in place to support our multilingual learners, our MLs.

1231
01:39:26,700 --> 01:39:34,780
Beginning in the 2026-2027 school year, each high school will have at least one full-time

1232
01:39:34,780 --> 01:39:37,100
English-language development teacher assigned.

1233
01:39:37,840 --> 01:39:42,680
As funding allows, we'll continue working to reduce caseloads for these teachers.

1234
01:39:43,480 --> 01:39:48,500
The English-language development office will also continue using Title III grant funding

1235
01:39:48,500 --> 01:39:53,760
to support scholarships that allow students to access evening and summer courses through

1236
01:39:53,760 --> 01:39:54,920
innovative pathways.

1237
01:39:54,920 --> 01:39:57,520
And finally, professional learning.

1238
01:39:57,900 --> 01:40:02,720
Professional learning across the system continues to include strategies for supporting

1239
01:40:02,720 --> 01:40:09,500
our multilingual learners through strong tier 1 instruction and appropriate differentiation.

1240
01:40:12,940 --> 01:40:19,240
For students with individualized education programs or IEPs, graduation planning is

1241
01:40:19,240 --> 01:40:24,360
individualized and focused on balancing intervention and graduation requirements.

1242
01:40:24,360 --> 01:40:31,200
IEP teams work with students and families to identify pathways that may include additional

1243
01:40:31,200 --> 01:40:38,420
support courses, summer school, credit recovery, or extended five or six year completion timelines

1244
01:40:38,420 --> 01:40:39,700
when appropriate.

1245
01:40:40,570 --> 01:40:45,680
The Department of Special Education has also invested in additional planning time and professional

1246
01:40:45,680 --> 01:40:51,120
learning for co-teachers to strengthen instruction in general education classrooms.

1247
01:40:51,120 --> 01:40:58,160
programs. Transition teachers and career readiness advisors also support students in identifying

1248
01:40:58,160 --> 01:41:01,300
pathways aligned with their post-graduation plans.

1249
01:41:03,960 --> 01:41:06,400
And finally, there were also changes

1250
01:41:06,400 --> 01:41:13,700
to credit recovery opportunities in 2025. Due to the expiration of recovery funding, seniors

1251
01:41:13,700 --> 01:41:17,900
were limited to recovering one credit through the Innovative Pathways summer program.

1252
01:41:17,900 --> 01:41:27,160
This reduction may have contributed to the lower graduation rate for the class of 2025 compared to the class of 2024.

1253
01:41:28,120 --> 01:41:35,100
Moving forward, staff plan to allow seniors to recover up to two credits through this program.

1254
01:41:36,600 --> 01:41:46,080
The system will allow review, the system will also review current credit recovery opportunities including innovative pathways to evaluate participation,

1255
01:41:46,080 --> 01:41:53,560
accreditation, credit attainment, and graduation outcomes, and determine how to strengthen these opportunities within available resources.

1256
01:41:54,760 --> 01:41:59,880
This concludes our presentation at this time we have staff available to answer any questions that you may have.

1257
01:42:02,090 --> 01:42:04,230
And we will have questions, so.

1258
01:42:04,810 --> 01:42:06,690
We are going to begin with Ms. McGoy.

1259
01:42:09,230 --> 01:42:11,530
First of all, thank you for the report.

1260
01:42:14,310 --> 01:42:17,750
It's like the more things change, the more they stay the same.

1261
01:42:17,750 --> 01:42:41,270
and my concern is that pretty much everything that I saw about helping to address the issue it's about fixing students and not so much about helping teachers in their beliefs and attitudes and I say it all the time we I think we just heard from the administrators talking about relationships.

1262
01:42:42,010 --> 01:42:50,270
And so that is a big piece of it and so if you've got teachers who don't recognize that

1263
01:42:50,270 --> 01:42:56,030
their attitude and belief may be impacting the way that they engage with the student,

1264
01:42:56,290 --> 01:43:01,290
it doesn't matter a lot about all the things we're trying to do to fix the student.

1265
01:43:01,950 --> 01:43:10,370
So we can, you know, address it around the edges but we're not really addressing the primary issue

1266
01:43:10,370 --> 01:43:16,390
which is, do these teachers believe that these students are worth their time are capable

1267
01:43:16,390 --> 01:43:23,130
of doing the work, and teachers have a lot on their plate, so I know that it's hard,

1268
01:43:23,410 --> 01:43:28,190
but I don't see anything that is addressing that fundamental piece.

1269
01:43:29,110 --> 01:43:33,050
And so my question is, is it somewhere in the process down the road?

1270
01:43:33,050 --> 01:43:39,470
because it seems like we're, you know, we're trying to fix it with blinders.

1271
01:43:40,490 --> 01:43:45,710
That's such a great point, Ms. McCoy, and that would certainly be embedded in our professional

1272
01:43:45,710 --> 01:43:46,290
learning.

1273
01:43:46,810 --> 01:43:54,810
You're also going to see the us addressing mindset as we continue to implement our MTSS.

1274
01:43:55,410 --> 01:44:01,750
That is at the core of helping teachers to understand how they are implementing strong

1275
01:44:01,750 --> 01:44:06,150
wrong tier one instruction and collecting data about how students are doing.

1276
01:44:06,970 --> 01:44:12,130
And so that over time, they're giving students what they need during tier one and

1277
01:44:12,130 --> 01:44:21,170
not rushing to provide students with interventions, keeping students within the classroom to provide them the supports that they need through tier one instruction.

1278
01:44:22,650 --> 01:44:30,590
And addressing through professional learning with MTSS will really help us to be able to help teachers to extend those mindsets.

1279
01:44:30,590 --> 01:44:32,490
and that culturally responsive instruction.

1280
01:44:32,830 --> 01:44:36,490
So in professional learning with MTSS is where that will be addressed.

1281
01:44:36,810 --> 01:44:37,850
It's such an important point.

1282
01:44:39,030 --> 01:44:44,010
And I just want to make it clear, I'm not talking about teachers giving students a pass

1283
01:44:44,010 --> 01:44:46,730
because you know, you don't expect more of them.

1284
01:44:46,810 --> 01:44:48,290
So it's like, guys, okay, in that lane.

1285
01:44:48,530 --> 01:44:54,430
That's just, that's like, what is it, the soft bigotry of the expectations.

1286
01:44:54,970 --> 01:44:55,050
Right.

1287
01:44:55,390 --> 01:44:56,030
Okay. Thank you.

1288
01:44:56,250 --> 01:44:56,350
Yep.

1289
01:44:57,870 --> 01:44:59,230
Next up is Dr. Chen.

1290
01:45:00,020 --> 01:45:21,040
Thank you. I think a question about the further slides talked about the graduation over years. I just occurred so what's the typical graduation before COVID? It's a 90, 94, 95. Do we have the data before COVID? Oh, prior to COVID. Yeah, probably.

1291
01:45:29,060 --> 01:45:36,180
I mean, we can pull that data and I'll get it to you. Okay. Yeah. I think I assume it's probably a little bit higher that anyway.

1292
01:45:36,180 --> 01:45:43,560
From the slide seems to mention about it's a very multiple factor impact graduation.

1293
01:45:44,640 --> 01:45:48,800
And the requirements is gathered, you know, adjustment seems more strict.

1294
01:45:49,520 --> 01:45:52,460
And the COVID impact still lingering there.

1295
01:45:52,820 --> 01:45:59,080
So that's why we see some of the graduation seems not as to be that we want.

1296
01:45:59,080 --> 01:46:13,480
So one question, tied to the multilingual or LEP, what I hear is the students initially

1297
01:46:13,480 --> 01:46:18,980
in the multilingual, then they overcome the proficiency, how they move out.

1298
01:46:19,720 --> 01:46:24,440
So the data is kind of skewed, so is that true?

1299
01:46:24,680 --> 01:46:25,400
That's what I hear.

1300
01:46:25,400 --> 01:46:32,240
So when I look at it as a channel by services, our EP, the percentages of drop of

1301
01:46:32,240 --> 01:46:36,540
pre-significant, is that data has some security issue.

1302
01:46:37,280 --> 01:46:40,500
I don't know if you understand, you know, initially the students that we have a

1303
01:46:40,500 --> 01:46:45,820
poor student, they, some of the students that they, English become proficient,

1304
01:46:46,200 --> 01:46:46,840
they move out.

1305
01:46:47,100 --> 01:46:51,880
Then what's left is relatively, you know, still not a proficient.

1306
01:46:51,880 --> 01:46:58,820
So the data set is main not to reflect the host do them body essentially, it's kind of skewed, so I don't know if that's true.

1307
01:46:59,360 --> 01:47:03,100
That's right, it's a sample size large enough to drag down the large population.

1308
01:47:03,360 --> 01:47:09,140
I noticed it made a comment to Miss Watts about students receiving language services.

1309
01:47:09,800 --> 01:47:16,940
I was wondering if a 37% rate, current rate of graduation, which is precipitous drop.

1310
01:47:16,940 --> 01:47:22,940
I was wondering why, for sure, would that be enough to pull down the overall population?

1311
01:47:23,400 --> 01:47:25,220
So is that what you're talking about?

1312
01:47:25,480 --> 01:47:25,900
Yeah, yeah.

1313
01:47:27,920 --> 01:47:35,880
And that's something that we can dig a little bit more deeply into just who are the students that comprise that those numbers?

1314
01:47:37,900 --> 01:47:38,420
Yeah.

1315
01:47:38,420 --> 01:47:45,200
Yeah, I think I hear some side story, you know, some are still once they overcome that they're actually doing very well.

1316
01:47:45,360 --> 01:47:47,020
They are much better.

1317
01:47:47,240 --> 01:47:47,600
That's true.

1318
01:47:47,660 --> 01:47:49,220
You know, not just average, they are doing better.

1319
01:47:49,360 --> 01:47:55,080
But anyway, I think it's in one data point, but in the data, there's a very diverse, right?

1320
01:47:55,320 --> 01:47:59,860
The population behind, you know, even Asian America, there's a lot of people struggling.

1321
01:48:00,360 --> 01:48:05,220
And even African-American, there's an immigrant population and people born here.

1322
01:48:05,220 --> 01:48:08,200
I might have the data, I don't know how we will flag that,

1323
01:48:08,420 --> 01:48:11,240
but we're always lamping to one data.

1324
01:48:11,660 --> 01:48:14,400
But it's actually the needs in each data point

1325
01:48:14,400 --> 01:48:16,380
is very diverse, essentially.

1326
01:48:16,580 --> 01:48:16,940
Absolutely.

1327
01:48:17,640 --> 01:48:17,880
Thank you.

1328
01:48:19,200 --> 01:48:20,500
Next up is Ms. Rex.

1329
01:48:22,340 --> 01:48:24,640
Thank you guys for being here and answering our questions.

1330
01:48:26,540 --> 01:48:29,560
So the class of 22 always takes out to me.

1331
01:48:29,600 --> 01:48:30,740
My daughter was in that class.

1332
01:48:30,960 --> 01:48:34,880
And looking and being aware of some of the things

1333
01:48:34,880 --> 01:48:39,760
that they didn't have to do because it was COVID and so they weren't able to do all these things.

1334
01:48:40,520 --> 01:48:45,880
It just kind of seems like it was a little bit of a natural experiment and I'm curious if you're

1335
01:48:45,880 --> 01:48:53,940
where, if the state or if anybody is looking into kind of what has been, what has happened since then,

1336
01:48:54,020 --> 01:48:58,860
like what are those students up to? So obviously there's some students that, you know, if some of the

1337
01:48:58,860 --> 01:49:02,340
requirements have been there, they, you know, they were on the margins, they might have not

1338
01:49:02,340 --> 01:49:08,100
of graduated on time or might not have graduated at all, but then did. So I'm just curious if

1339
01:49:08,100 --> 01:49:13,880
you're aware of if anybody is looking into what kind of has been the result of some of

1340
01:49:13,880 --> 01:49:17,800
those requirements. Obviously, I'm not looking to make requirements less. We want to have people

1341
01:49:17,800 --> 01:49:23,800
prepared well for what comes next, but I'm just curious if there was anything that has been looked

1342
01:49:23,800 --> 01:49:25,480
with that with that group.

1343
01:49:27,140 --> 01:49:29,080
I mean, all good questions.

1344
01:49:30,060 --> 01:49:32,520
So Caroline Walker, Chief Equity,

1345
01:49:32,640 --> 01:49:33,060
I have to look.

1346
01:49:33,260 --> 01:49:33,360
Yeah.

1347
01:49:33,780 --> 01:49:35,660
No, today, I can't believe I'll say that.

1348
01:49:36,500 --> 01:49:38,620
So today, from that point of view,

1349
01:49:38,660 --> 01:49:39,720
the state's also looking at it

1350
01:49:39,720 --> 01:49:43,380
because they did see the state trend of decline in this year.

1351
01:49:43,800 --> 01:49:46,440
So they are talking about whether or not some of it was,

1352
01:49:47,240 --> 01:49:49,920
because we did have higher graduation rates during COVID.

1353
01:49:50,420 --> 01:49:52,080
And that was a statewide trend.

1354
01:49:52,080 --> 01:49:55,500
and it is likely to be different things that we did.

1355
01:49:55,840 --> 01:49:58,680
For example, in our system we didn't have midterms

1356
01:49:58,680 --> 01:50:00,660
and finals which may have had some impact.

1357
01:50:01,160 --> 01:50:03,300
We also asked teachers to use grace when possible

1358
01:50:03,300 --> 01:50:04,820
so that may have had some impact

1359
01:50:04,820 --> 01:50:06,240
and that was a statewide trend.

1360
01:50:06,760 --> 01:50:08,320
They are also trying to think about it

1361
01:50:08,320 --> 01:50:10,640
as the team talked about the things that were added

1362
01:50:10,640 --> 01:50:13,380
since then to see if that is part of the reason

1363
01:50:13,380 --> 01:50:14,760
that it is looking a little different.

1364
01:50:16,900 --> 01:50:18,760
Certainly the services and supports

1365
01:50:18,760 --> 01:50:20,540
we put in place in COVID were different.

1366
01:50:21,080 --> 01:50:25,640
And we do need to think about what it is that we can do that replicates some of those

1367
01:50:25,640 --> 01:50:26,040
pieces.

1368
01:50:26,820 --> 01:50:29,340
And we've had some of those conversations at the state level as well.

1369
01:50:30,020 --> 01:50:31,080
Thank you appreciate that.

1370
01:50:31,240 --> 01:50:36,240
I know there was watching might are and appears there was definitely things that were pulling

1371
01:50:36,240 --> 01:50:40,620
them down and some things that were pulling them up so I'm glad to hear that they're looking

1372
01:50:40,620 --> 01:50:41,660
at that as well.

1373
01:50:41,820 --> 01:50:42,460
So thank you.

1374
01:50:44,530 --> 01:50:45,530
Next up is Watts.

1375
01:50:47,330 --> 01:50:50,190
I think I have like two just very, very quick things.

1376
01:50:51,710 --> 01:50:54,490
I feel like if we overlaid this data with career and college readiness,

1377
01:50:54,590 --> 01:50:56,530
we would start to see the exact same thing.

1378
01:50:56,850 --> 01:51:00,550
And so, this is one of the reasons why I asked for like our five focus areas

1379
01:51:00,550 --> 01:51:02,410
to pull away from graduation, right?

1380
01:51:02,530 --> 01:51:03,670
Because it's too late.

1381
01:51:04,310 --> 01:51:08,490
But the time we get the graduation data, like they are out in the world doing, you know, stuff.

1382
01:51:08,630 --> 01:51:11,670
And so I was, you know, I've been advocating for this look at ninth grade.

1383
01:51:11,930 --> 01:51:12,710
All right, like a ninth grade.

1384
01:51:12,710 --> 01:51:16,630
look at 10th grade was happening like then where we can make these adjustments and I think

1385
01:51:16,630 --> 01:51:21,590
my ask is the timing in which we bring this report is it something that would be more

1386
01:51:21,590 --> 01:51:24,750
beneficial for us to bring with career and college readiness and talk to super tenant

1387
01:51:24,750 --> 01:51:29,810
and Dr. Turner a little about this because it feels like if we had that data together then

1388
01:51:29,810 --> 01:51:35,850
we could kind of have maybe a more robust conversation about this is what we're doing in high school

1389
01:51:35,850 --> 01:51:41,010
9th grade whatever and this is where we're going yeah I'm going to give you this question

1390
01:51:41,010 --> 01:51:43,570
and I'll probably ask the same thing for math after this.

1391
01:51:43,970 --> 01:51:46,370
You talked about the MTSS support.

1392
01:51:47,130 --> 01:51:50,470
And my question always is, does our schedule support

1393
01:51:51,030 --> 01:51:53,710
the ability for us to put these supports in place, right?

1394
01:51:54,130 --> 01:51:56,470
I know that sometimes the even tier two intervention

1395
01:51:56,470 --> 01:51:58,730
is not necessarily has to happen outside the classroom.

1396
01:51:58,730 --> 01:52:00,550
It can still happen within small groups within the class.

1397
01:52:00,910 --> 01:52:02,510
And so I do ask this question about,

1398
01:52:03,330 --> 01:52:05,430
are our schedules built in a way in which

1399
01:52:05,430 --> 01:52:07,450
that we can actually put in these supports in place?

1400
01:52:08,410 --> 01:52:14,010
That is a part of our plan for implementation for an effective MTSS.

1401
01:52:14,310 --> 01:52:23,590
Currently, system wide, we do not have all of our structures in place and having schedules to be able to do that is a big part of it.

1402
01:52:23,970 --> 01:52:33,250
So we're starting by examining our elementary and middle school schedules to be able to ensure that there is time for tier two and

1403
01:52:33,250 --> 01:52:36,490
tier three supports built into the day for our students.

1404
01:52:36,490 --> 01:52:39,250
We're examining what our schedules currently look like.

1405
01:52:39,510 --> 01:52:47,930
We're working with our school leaders to be able to see if there are, because there are some schools that have some things in place and are making it happen.

1406
01:52:48,610 --> 01:52:52,550
And certainly, tiered supports are happening in schools.

1407
01:52:52,550 --> 01:53:01,450
We think that there are ways that we could be doing that in a consistent and coherent manner across the district, and that's what we're working to implement.

1408
01:53:01,870 --> 01:53:05,470
And so we are working on that, that is a part of the plan for implementation.

1409
01:53:06,490 --> 01:53:09,850
I'm so grateful for that question because this is the root of it.

1410
01:53:09,970 --> 01:53:13,790
Like, our response to the question, what do we do when students don't aren't learning?

1411
01:53:14,450 --> 01:53:18,370
As intended, it has to be systematic, it has to be evidence-based.

1412
01:53:18,850 --> 01:53:24,010
And it can't be after school lunch recess, it has to be built into the, it has to be part of the plan.

1413
01:53:24,450 --> 01:53:26,870
So I appreciate the question, I'm grateful for the answer.

1414
01:53:27,350 --> 01:53:34,590
And there are districts all over the country that have figured out in schools all over the country to figure out how to make that work.

1415
01:53:34,590 --> 01:53:37,310
And many of those districts look just like our districts.

1416
01:53:37,590 --> 01:53:43,010
So it won't be because we can't do it or it's just we have to, we have to do it.

1417
01:53:43,250 --> 01:53:45,870
It's required, it's necessary.

1418
01:53:46,870 --> 01:53:51,570
And I'm glad we're getting a better answer to that question because it just felt like

1419
01:53:51,570 --> 01:53:54,470
catches catch can prior to this effort.

1420
01:53:54,630 --> 01:53:55,050
So thank you.

1421
01:53:56,710 --> 01:54:00,510
And I'm happy to hear that it's going to be a systematic approach because I do feel like

1422
01:54:00,510 --> 01:54:08,010
like Howard County often has allowed a lot of flexibility that sometimes does not translate

1423
01:54:08,010 --> 01:54:12,510
down into meeting students' needs, so I'm glad that we're looking at that as well.

1424
01:54:12,850 --> 01:54:13,290
That's all I have.

1425
01:54:13,310 --> 01:54:13,550
Thank you.

1426
01:54:16,360 --> 01:54:17,360
I guess next up is me.

1427
01:54:19,060 --> 01:54:21,120
So I have, I think, four questions.

1428
01:54:22,200 --> 01:54:31,480
The first one is have we looked at what the graduation rate would have been if there wasn't

1429
01:54:31,480 --> 01:54:35,620
that second math credit required for this last cohort?

1430
01:54:39,920 --> 01:54:41,520
We haven't yet, but we can.

1431
01:54:41,840 --> 01:54:44,520
It's actually something that we can look at.

1432
01:54:45,280 --> 01:54:47,840
It's not an easy request, however,

1433
01:54:48,080 --> 01:54:50,420
because it actually gets average in the DPA.

1434
01:54:50,660 --> 01:54:52,240
There's no system and synergy

1435
01:54:52,240 --> 01:54:54,800
that catches the fourth math necessarily that way.

1436
01:54:55,100 --> 01:54:57,320
So we'd have to think about how to best do that.

1437
01:54:57,880 --> 01:54:58,840
But it is possible.

1438
01:54:59,160 --> 01:55:01,020
We'll get to that and think through it.

1439
01:55:01,020 --> 01:55:10,160
Could it be extrapolated backwards of these are the students that didn't graduate and we

1440
01:55:10,160 --> 01:55:20,100
looked at that grouping and found that 16% of them didn't get that final math credit.

1441
01:55:21,380 --> 01:55:26,440
It's highly unlikely to be a large percentage of students that way that would be in the

1442
01:55:26,440 --> 01:55:26,920
dropout.

1443
01:55:26,920 --> 01:55:31,340
What is probably hidden the most from this is that there are five year graduates.

1444
01:55:32,460 --> 01:55:36,820
And so we're looking at a four year graduation rate and there are probably many students

1445
01:55:36,820 --> 01:55:38,960
who actually graduate in a five year pathway.

1446
01:55:39,580 --> 01:55:43,220
So I don't know that the dropout would be the way to get it, your question.

1447
01:55:43,840 --> 01:55:47,260
But I do hear your question and I think we could think about how to best do it.

1448
01:55:47,760 --> 01:55:48,000
Okay.

1449
01:55:48,400 --> 01:55:48,900
Appreciate that.

1450
01:55:49,260 --> 01:55:56,680
And then I guess the equivalent question is, have we looked at how would graduation

1451
01:55:56,680 --> 01:56:06,500
rates have been expected to be different if we had had the second summer school credit available to students.

1452
01:56:07,020 --> 01:56:11,640
We can certainly look at the number of students who participated in it and then extrapolate from there.

1453
01:56:14,590 --> 01:56:19,190
So we can do some analysis and try to figure out what a better picture would be.

1454
01:56:20,110 --> 01:56:23,870
And fundamentally there are still things that didn't go as well as they should have for students.

1455
01:56:23,870 --> 01:56:29,390
So we also need to rethink what our programming pieces are to what Dr. Logan has talked

1456
01:56:29,390 --> 01:56:30,710
about, what Ms. McCoy mentioned.

1457
01:56:31,190 --> 01:56:34,470
There is additional work that has to happen here in equity ways.

1458
01:56:36,150 --> 01:56:41,830
As Dr. Chen left it out, we were very concerned about our ML students and very concerned about

1459
01:56:41,830 --> 01:56:47,370
other students that really emerged as having needs that were much greater than we were addressing.

1460
01:56:48,130 --> 01:56:53,290
And so there is still some equity work that needs to happen beyond there, but we do think

1461
01:56:53,290 --> 01:56:54,310
we can do that analysis?

1462
01:56:56,390 --> 01:57:00,330
Okay. Because of your answer, it actually added one quick question.

1463
01:57:02,810 --> 01:57:10,330
When we look at, say, page six of graduation rates on the top and drop out rates in the bottom,

1464
01:57:11,010 --> 01:57:18,890
those numbers don't necessarily align. For example, has an IEP at a 67% graduation rate,

1465
01:57:18,890 --> 01:57:24,650
but only a 3% dropout rate. That's a pretty big gap that doesn't add up to 100.

1466
01:57:28,210 --> 01:57:35,770
Can we, in the future, also have a five-year graduation rate presented as part of this report?

1467
01:57:36,630 --> 01:57:41,730
And are there other reasons for the discrepancies?

1468
01:57:41,730 --> 01:57:50,930
I'm like seeing 83 and 9 in for economic disadvantage and those again don't add up to close to 100.

1469
01:57:51,130 --> 01:57:53,830
We absolutely should share with you the five-year graduation rate.

1470
01:57:53,830 --> 01:57:59,690
It's not with the state reports on but I think it would be useful for you to look at and we can share some of that because you're right.

1471
01:57:59,910 --> 01:58:02,770
There are places that that's true and it has a lot to do with what you're describing.

1472
01:58:02,770 --> 01:58:29,750
Right, speaking of what we report on to the state, do I recall that the state sometime in the 20 teams changed how we define dropout to the point where if we don't know what's happened to the student, even if they've moved halfway across the country or to even another country, we have to count them as students.

1473
01:58:29,750 --> 01:58:35,190
Yes, you'll see it's a very limited basis of who's not part of the count.

1474
01:58:35,370 --> 01:58:38,510
It's in the report, there's some text that describes how limited it is.

1475
01:58:38,830 --> 01:58:42,850
It's a very, very small group that starts with us that we cannot trace their location.

1476
01:58:43,590 --> 01:58:45,450
It really, we have to trace everyone's location.

1477
01:58:47,410 --> 01:58:57,430
So, we actually are doing, so you're saying that this is pretty accurate in terms of that it's only a small population who we can't trace.

1478
01:58:58,710 --> 01:59:05,950
I'm saying that it is more restrictive than it had been in agreement with you and from

1479
01:59:05,950 --> 01:59:09,750
a philosophical stand, I think it's a good practice for us to try to find where all

1480
01:59:09,750 --> 01:59:15,670
of our young people are and it is probably reducing rates across the state because it

1481
01:59:15,670 --> 01:59:16,430
was more restrictive.

1482
01:59:19,870 --> 01:59:28,190
Okay. So we don't think, because it's across the state, we don't think there's an added

1483
01:59:28,810 --> 01:59:31,770
inaccuracy, a large inaccuracy in the data.

1484
01:59:34,220 --> 01:59:36,580
There is an accuracy in the data, but it's

1485
01:59:36,580 --> 01:59:42,740
consistent in accuracy. How about that? Okay. I can accept that. And then my last question

1486
01:59:42,740 --> 01:59:54,640
is have we done back mapping, my timer's going off, have we done back mapping for linking

1487
01:59:54,640 --> 01:59:59,960
a lowering graduation rate and how it's

1488
02:00:00,000 --> 02:00:31,050
It's individually tied to students with chronic attendance issues and if we've looked at that, have we then looked at to see where it started? We have not recently, we have in the past in what may be a least surprising headline students who start to not come to school are much more likely to not be in school by the time they come to the end of senior year.

1489
02:00:31,050 --> 02:00:34,430
and it starts in any grade and it's not just here, it's nationally.

1490
02:00:35,770 --> 02:00:39,210
So it is really important to continue to have good habits of coming to school

1491
02:00:39,210 --> 02:00:42,110
because you are much more likely to make it to graduation if you do.

1492
02:00:43,430 --> 02:00:46,890
I guess one of the reasons I'm asking is if we,

1493
02:00:47,370 --> 02:00:49,890
other than the obvious, if you're not in school, you're not learning,

1494
02:00:50,490 --> 02:00:55,170
but have we seen any specific trends like seventh grade

1495
02:00:55,910 --> 02:00:59,070
we're seeing, okay, if they start missing, even more

1496
02:00:59,070 --> 02:01:05,410
at that point, that that's where we need to reach out to the families in a different

1497
02:01:05,410 --> 02:01:11,150
directed sort of way towards improving attendance and saying, hey, what your kids doing today

1498
02:01:11,150 --> 02:01:15,390
is going to affect them more than likely in high school.

1499
02:01:16,050 --> 02:01:21,410
I don't remember if our data said anything, but nationally, it's actually predicted from

1500
02:01:21,410 --> 02:01:22,290
the very start of school.

1501
02:01:23,750 --> 02:01:28,810
So national literature says that coming to school is important from the very get and

1502
02:01:28,810 --> 02:01:34,410
And students who regularly have good habits and of attendance in kindergarten are more likely to graduate than students who do not.

1503
02:01:35,050 --> 02:01:50,010
And when students have more flexibility and independence in high school, and they're making more of those choices themselves, and it starts to demonstrate itself more, that's even more clear indicator, it has a stronger correlation with what happens in the future.

1504
02:01:50,010 --> 02:01:56,610
Yeah, and what I hear Ms. Mallow leading us toward is a space that I think is a really important space to be on.

1505
02:01:57,310 --> 02:02:02,190
How explicitly are we being with families and sharing that trend data?

1506
02:02:03,450 --> 02:02:09,930
And, you know, I think it's okay to, it's not alarmism, it's just, it's just hey, this is some data you may not know.

1507
02:02:10,050 --> 02:02:19,890
You may not understand that it really works against you if you're not getting your kid up and get in the school or if it's like just I think that's the thing that

1508
02:02:19,890 --> 02:02:25,430
And I'd want to talk to Mr. Bassett's team with our team to think through.

1509
02:02:26,050 --> 02:02:30,670
I know that it happens in schools when we make those calls through conversation.

1510
02:02:30,670 --> 02:02:33,110
I just don't know how consistently and widespread.

1511
02:02:33,570 --> 02:02:35,150
I certainly don't say it enough.

1512
02:02:35,910 --> 02:02:38,130
And so that's really good feedback.

1513
02:02:38,310 --> 02:02:38,890
I appreciate that.

1514
02:02:39,690 --> 02:02:40,170
Thank you.

1515
02:02:41,550 --> 02:02:43,150
Are there any further questions?

1516
02:02:43,390 --> 02:02:44,510
I see no other hands.

1517
02:02:46,840 --> 02:02:50,480
Thank you for your time and expertise in bringing this to us tonight.

1518
02:02:50,480 --> 02:02:56,340
We now move on to the Middle School Mathematics Report,

1519
02:02:59,880 --> 02:03:04,030
and we will be joined by

1520
02:03:04,870 --> 02:03:09,870
Ms. Jenny Novak, John Ray, and John San Giovanni. Oh, and Mr. Larner.

1521
02:03:13,140 --> 02:03:13,820
I thought it

1522
02:03:13,820 --> 02:03:14,500
was the J team.

1523
02:03:16,990 --> 02:03:21,140
We're J cubed, but sorry to disappoint.

1524
02:03:24,870 --> 02:03:27,470
You are allowed to adjust the chair if you find that it

1525
02:03:27,470 --> 02:03:31,710
is has you very close to the ground.

1526
02:03:34,640 --> 02:03:40,300
Luckily, the camera is at an angle where it is not as dramatic on the camera as it is

1527
02:03:40,300 --> 02:03:41,660
for those of us here on the dice.

1528
02:03:46,100 --> 02:03:50,320
Good evening, Board Chair Mallow, Board Vice Chair Rick, members of the Board of Education,

1529
02:03:50,880 --> 02:03:54,040
Superintendent Barnes, and Deputy Superintendent Turner Little.

1530
02:03:54,620 --> 02:03:58,460
My name is Jenny Novak, I'm the Director of Curriculum Instruction and Assessment, and

1531
02:03:58,460 --> 02:04:02,500
I'm joined this evening by John Ray, Coordinator of Secondary Mathematics and David Larner, Executive

1532
02:04:02,500 --> 02:04:06,940
Director of Elementary Schools. This evening we will provide an update on the ongoing

1533
02:04:06,940 --> 02:04:11,320
work in the middle school mathematics focus area highlighting district and school level

1534
02:04:11,320 --> 02:04:16,020
progress and outlining next steps to address disproportionality in this in the data.

1535
02:04:16,760 --> 02:04:21,240
This work directly supports our goals of increasing mathematics proficiency and ensuring students

1536
02:04:21,240 --> 02:04:26,380
are on track for college and career readiness. Over the past two years our district support team has

1537
02:04:26,380 --> 02:04:32,000
taken a disciplined approach analyzing data trends identifying high impact instructional strategies

1538
02:04:32,000 --> 02:04:35,800
and aligning professional learning and school improvement efforts to those strategies.

1539
02:04:36,300 --> 02:04:41,080
We will share efforts that this team has supported in the areas of school improvement and district level supports.

1540
02:04:43,520 --> 02:04:52,540
In Appendix A of this report, you will find detailed tables and graphs showing data from the spring 2025 Maryland Comprehensive Assessment Program or M-CAP.

1541
02:04:53,140 --> 02:04:57,980
When we look at our M-CAP data over time, we do see some encouraging signs.

1542
02:04:57,980 --> 02:05:03,100
across most grades, proficiency rates have increased steadily from school year 2022 through

1543
02:05:03,100 --> 02:05:04,180
school year 2025.

1544
02:05:04,820 --> 02:05:09,780
At this point, between 43% and 58% of our students are meeting proficiency depending

1545
02:05:09,780 --> 02:05:10,620
on the grade level.

1546
02:05:11,220 --> 02:05:16,180
In middle school, grades six through eights have demonstrated steady upward trends reflecting

1547
02:05:16,180 --> 02:05:21,580
the impact of increasingly consistent instructional practices, implementation of high-quality instructional

1548
02:05:21,580 --> 02:05:25,080
materials, and coordinated systemic professional learning efforts.

1549
02:05:25,080 --> 02:05:27,980
While these gains are important, they are still modest.

1550
02:05:28,680 --> 02:05:32,320
They are not yet where we want to be in terms of ensuring that all students are consistently

1551
02:05:32,320 --> 02:05:33,780
meaning grade level expectations.

1552
02:05:35,520 --> 02:05:41,180
To address these challenges, schools implemented one of the three key strategies aligned with

1553
02:05:41,180 --> 02:05:43,540
our pre-K-12 comprehensive mathematics plan.

1554
02:05:44,900 --> 02:05:49,820
First, building student agency and self-efficacy, helping students see themselves as capable

1555
02:05:49,820 --> 02:05:59,100
mathematics mathematicians. Second, strengthening MTSS, ensuring that tier one instruction is strong, and that tier two and tier three supports are timely and effective.

1556
02:05:59,580 --> 02:06:05,720
Or three, improving formative and summative assessment practices so that feedback is meaningful and instruction is responsive.

1557
02:06:06,660 --> 02:06:17,120
This year, the majority of schools selected strategy two as their focus, reflecting a system-wide recognition that strengthening core instruction and intervention systems is essential for improving outcomes.

1558
02:06:17,120 --> 02:06:21,380
It should also be noted that administrators have been provided with ongoing professional

1559
02:06:21,380 --> 02:06:26,400
learning to support implementation of the selected key strategy during their administrator

1560
02:06:26,400 --> 02:06:28,960
curriculum and instruction or ACI meetings.

1561
02:06:29,960 --> 02:06:32,700
There are several strengths in our system that we want to build on.

1562
02:06:33,340 --> 02:06:38,320
First, differentiation in middle school mathematics classrooms is widely present, observed to date

1563
02:06:38,320 --> 02:06:39,840
in 98% of classrooms.

1564
02:06:40,400 --> 02:06:44,280
Teachers are using visual supports, multiple representations, and strategic grouping

1565
02:06:44,280 --> 02:06:47,380
being among others to support access to grade level content.

1566
02:06:48,140 --> 02:06:51,260
Second, middle school mathematics classroom environments are strong.

1567
02:06:51,840 --> 02:06:55,140
Students report that their teachers care about their success, and

1568
02:06:55,140 --> 02:06:56,900
most students believe they can learn mathematics.

1569
02:06:57,380 --> 02:06:59,120
That belief is a critical foundation.

1570
02:07:00,100 --> 02:07:04,440
Third, teachers are consistently engaging in strong formative practices,

1571
02:07:04,440 --> 02:07:08,080
such as monitoring student thinking and prompting students to explain their reasoning.

1572
02:07:08,900 --> 02:07:12,900
These are not small things, these are the core instructional moves to support learning.

1573
02:07:12,900 --> 02:07:15,980
And the opportunity now is to deepen and extend these practices.

1574
02:07:16,600 --> 02:07:21,380
I'm going to turn it over to John Ray who's going to share more details about some actions we've taken in strategy one.

1575
02:07:21,840 --> 02:07:22,340
Thank you.

1576
02:07:22,940 --> 02:07:27,180
Under strategy one, our focus has been on strengthening student agency and

1577
02:07:27,180 --> 02:07:32,280
self-efficacy by connecting research, student voice, and instructional practice.

1578
02:07:32,960 --> 02:07:40,500
We are in year two of a partnership with West Ed and illustrative mathematics to better understand what drives student engagement,

1579
02:07:40,500 --> 02:07:43,080
management, persistence, and success in mathematics.

1580
02:07:43,900 --> 02:07:48,740
We have elevated student voice through surveys that provide real time insight into student

1581
02:07:48,740 --> 02:07:52,060
confidence, sense of belonging, and classroom experiences.

1582
02:07:52,980 --> 02:07:58,580
In using that data, we launched inquiry cycles and math labs where teachers collaboratively plan,

1583
02:07:58,900 --> 02:08:04,320
observe, and refine instruction, specifically strengthening discourse, reasoning, and

1584
02:08:04,320 --> 02:08:05,660
student ownership of learning.

1585
02:08:06,460 --> 02:08:16,480
We plan to scale this work across schools through coaching and targeted professional learning to ensure more consistent, high impact classroom experiences for all students.

1586
02:08:18,400 --> 02:08:24,680
Students in eight middle schools complete math disposition surveys at the beginning, middle and end of the school year.

1587
02:08:25,040 --> 02:08:33,280
These surveys help us sample and measure growth in students' confidence, math identity, perceptions of usefulness,

1588
02:08:33,280 --> 02:08:37,900
and perceived expectations from others, including their teachers.

1589
02:08:38,120 --> 02:08:43,900
And you may have seen the detailed data in Appendix C on pages 26 to 28 of the report.

1590
02:08:46,540 --> 02:08:52,200
Complementary student practical measure survey items have been used to examine specific classroom experiences,

1591
02:08:52,660 --> 02:08:58,640
including participation in small groups, whole class discussion and explanation of reasoning,

1592
02:08:58,640 --> 02:09:05,200
Listening to and questioning peers and student perseverance when encountering challenging

1593
02:09:05,200 --> 02:09:11,440
math tasks, collectively these tools provide insight into both students' beliefs about

1594
02:09:11,440 --> 02:09:17,040
mathematics and the instructional conditions shaping those beliefs, while the foundations

1595
02:09:17,040 --> 02:09:20,520
are strong there are clear areas where we need to improve.

1596
02:09:21,460 --> 02:09:24,160
Student discourse is not yet where it needs to be.

1597
02:09:24,160 --> 02:09:32,520
Only about half of students report regularly explaining their reasoning and less than a third report questioning their peers.

1598
02:09:33,400 --> 02:09:37,980
Whole class participation is also significantly lower than small group participation.

1599
02:09:38,800 --> 02:09:44,160
In addition, some students do not strongly identify themselves as math people.

1600
02:09:44,940 --> 02:09:50,580
They see math as important, but not necessarily as something they own or feel confident in.

1601
02:09:50,580 --> 02:09:56,760
And we also see differences by course level, advanced middle school math courses tend to

1602
02:09:56,760 --> 02:10:03,300
include more discourse and multiple strategies while on level and intervention classes have

1603
02:10:03,300 --> 02:10:08,260
higher levels of teacher-directed instruction with fewer opportunities for deep thinking.

1604
02:10:08,860 --> 02:10:10,940
This is a critical equity issue.

1605
02:10:11,600 --> 02:10:18,100
All students, not just those in advanced courses, must experience rigorous, engaging mathematics.

1606
02:10:19,580 --> 02:10:25,780
And despite these challenges, the data also reflect a strong foundation to build from moving forward.

1607
02:10:26,420 --> 02:10:29,560
Most students report that they feel supported in their classrooms.

1608
02:10:30,180 --> 02:10:34,380
Believe they can learn mathematics and are willing to persist through challenging work.

1609
02:10:34,940 --> 02:10:37,480
We also see positive classroom experiences.

1610
02:10:38,120 --> 02:10:44,400
Students are comfortable, sharing in small groups, engaging with multiple strategies and learning from their peers.

1611
02:10:45,120 --> 02:10:49,680
Importantly, teachers are beginning to see the impact of this work with increased student

1612
02:10:49,680 --> 02:10:54,900
participation, stronger explanations, and improved classroom culture emerging through

1613
02:10:54,900 --> 02:11:00,820
coaching cycles. At the same time, the data highlighted a couple or key opportunity.

1614
02:11:01,700 --> 02:11:06,020
Student-to-student discourse remains limited, particularly in whole class settings and gaps

1615
02:11:06,020 --> 02:11:11,980
in confidence and math identity persist, especially for students with IEPs and multilingual

1616
02:11:11,980 --> 02:11:15,880
learners in on grade level and intervention course settings.

1617
02:11:16,760 --> 02:11:21,740
This reinforces where we need to focus next to ensure all students experience mathematics

1618
02:11:21,740 --> 02:11:26,940
as engaging, rigorous, and empowering, and now I'm going to turn it over to Mr. Larner.

1619
02:11:27,400 --> 02:11:27,700
Thank you.

1620
02:11:28,260 --> 02:11:33,620
As a reminder, the second strategy is the implementation of MTSS for instruction intervention.

1621
02:11:34,320 --> 02:11:37,980
As you can see on the screen, several actions for the strategy.

1622
02:11:37,980 --> 02:11:43,260
We want to highlight a few of them, the ongoing professional learning to strengthen MTSS implementation

1623
02:11:43,260 --> 02:11:47,500
and in Tier 1, 2, and 3 supports was provided throughout the course of the year.

1624
02:11:48,160 --> 02:11:54,220
And a self-assessment tool to look at Tier 1 differentiation was developed and implemented

1625
02:11:54,220 --> 02:11:55,040
across schools.

1626
02:11:57,590 --> 02:12:03,010
In terms of evidence of implementation, the collaborative math and classroom visits, which I'll talk

1627
02:12:03,010 --> 02:12:09,550
about in this and the next strategy, happen by staff members in the Secondary Math Office

1628
02:12:09,550 --> 02:12:11,650
the data here is very impressive.

1629
02:12:12,070 --> 02:12:16,990
Evidence of differentiated in 98% of middle school classrooms visited to date, reflecting

1630
02:12:16,990 --> 02:12:19,670
strong implementation of tier one instructional practices.

1631
02:12:20,350 --> 02:12:23,930
And then you can take a look at the next bullet in content learning environment and process

1632
02:12:23,930 --> 02:12:29,350
over 50% of those classrooms had differentiation in those areas.

1633
02:12:29,930 --> 02:12:34,790
One opportunity to expand differentiation is by product, meaning the choices that students

1634
02:12:34,790 --> 02:12:36,490
have to demonstrate their understanding.

1635
02:12:36,490 --> 02:12:40,150
So only about a third of the classrooms show that, so that's an area for possible growth.

1636
02:12:42,720 --> 02:12:49,560
Again, the strategy three was effective formative and summative assessment and meaningful feedback through it.

1637
02:12:49,920 --> 02:12:56,420
Again, you can see the actions on the screen, a couple that I want to highlight.

1638
02:12:56,900 --> 02:13:02,320
The using of the benchmark and unit level assessment data to provide timely standards aligned to evidence of student learning.

1639
02:13:02,320 --> 02:13:05,680
and the piloting of the Comprehensive Benchmark

1640
02:13:05,680 --> 02:13:06,860
and Central Reporting System,

1641
02:13:07,020 --> 02:13:08,780
which strengthens the coherence, transparency,

1642
02:13:09,120 --> 02:13:10,320
and data-informed decision-making.

1643
02:13:11,640 --> 02:13:13,600
Again, the classroom observations

1644
02:13:13,600 --> 02:13:16,020
which I mentioned earlier showed several things,

1645
02:13:16,540 --> 02:13:19,160
including opportunities for students to share strategies

1646
02:13:19,660 --> 02:13:21,120
in most classrooms observed,

1647
02:13:21,400 --> 02:13:23,340
supporting collective sense-making and understanding,

1648
02:13:23,800 --> 02:13:25,980
and again, an opportunity to deepen practice,

1649
02:13:26,560 --> 02:13:27,760
more open-ended questions,

1650
02:13:28,000 --> 02:13:29,880
looking for teachers to use more open-ended questions,

1651
02:13:30,200 --> 02:13:31,520
and strategic use of student work

1652
02:13:31,520 --> 02:13:34,600
to build that conceptual understanding and student agency.

1653
02:13:37,550 --> 02:13:41,630
And this is where our professional learning and coaching will continue to help us move forward.

1654
02:13:42,450 --> 02:13:46,410
HCPSS is committed to ensuring that all students achieve success in mathematics.

1655
02:13:47,070 --> 02:13:51,730
Staff will continue to implement HCPSS's Pre-K-12 Comprehensive Mathematics Plan,

1656
02:13:52,410 --> 02:13:54,570
support school improvement and district math goals,

1657
02:13:55,090 --> 02:13:57,530
conduct collaborative mathematics classroom visits,

1658
02:13:58,410 --> 02:14:00,790
provide targeted professional learning and quote coaching,

1659
02:14:00,790 --> 02:14:04,110
and Strength and Benchmark and Unit Assessment Systems.

1660
02:14:04,590 --> 02:14:06,590
And as we move forward, our next steps

1661
02:14:06,590 --> 02:14:10,150
as a team continue to be refining school improvement strategies

1662
02:14:10,150 --> 02:14:14,230
for school year 2627, refining support for on-level

1663
02:14:14,230 --> 02:14:17,790
and interventions, examining the alignment

1664
02:14:17,790 --> 02:14:19,930
between grading practices, benchmark performance,

1665
02:14:20,150 --> 02:14:21,730
and also local and state assessments.

1666
02:14:22,230 --> 02:14:23,910
We recognize that our student performance

1667
02:14:23,910 --> 02:14:26,250
is not yet where we aspire for it to be.

1668
02:14:26,670 --> 02:14:29,070
However, we remain fully committed

1669
02:14:29,070 --> 02:14:31,710
to leveraging research-based practices and resources

1670
02:14:31,710 --> 02:14:35,130
to better meet student needs and improve our outcomes.

1671
02:14:36,670 --> 02:14:38,870
And finally, as we close, we do want to thank

1672
02:14:38,870 --> 02:14:41,230
the dedicated members of our district support teams

1673
02:14:41,230 --> 02:14:43,030
middle school mathematics focus team.

1674
02:14:43,510 --> 02:14:45,050
Their commitment has been essential

1675
02:14:45,050 --> 02:14:46,730
to our continued growth and improvement.

1676
02:14:47,390 --> 02:14:49,450
They are also here with us this evening

1677
02:14:49,450 --> 02:14:50,850
if you have additional questions.

1678
02:14:51,110 --> 02:14:53,130
So thank you, Board, for the opportunity to share

1679
02:14:53,130 --> 02:14:54,610
this important work with you.

1680
02:14:54,790 --> 02:14:56,410
And we welcome any questions you may have.

1681
02:14:58,860 --> 02:14:59,960
and it's going to be sn...

1682
02:15:00,000 --> 02:15:27,560
I'm surprised there are questions. So let's begin with Ms. McGoy. Okay, thank you for the report. And this is definitely an area that I am very interested in. And one of the things that I want to ask is, when we talk about, I was just looking up, how does the U.S. compare with other countries in the way that we teach math?

1683
02:15:27,560 --> 02:15:36,280
And are we actually teaching math in a way that is the most effective way?

1684
02:15:36,500 --> 02:15:41,080
I recognize that other countries have things where they, you know, they pick certain groups

1685
02:15:41,080 --> 02:15:44,680
of students who, you know, so they, of course, their scores are going to look great.

1686
02:15:45,220 --> 02:15:52,680
But I can't, I don't know if that's the case for all the countries in the developed countries.

1687
02:15:52,680 --> 02:16:02,520
So, you know, I'm not a fan of all the recent, the trial and arrow ways that we do things

1688
02:16:02,520 --> 02:16:06,960
and like somebody writes a paper that, oh, let's try this and our kids are guinea pigs.

1689
02:16:07,040 --> 02:16:13,640
But the question is, are we really teaching math, especially at the elementary school level

1690
02:16:13,640 --> 02:16:22,060
and the San Giovanni, because that's where the gap starts, our children, you know, and

1691
02:16:22,060 --> 02:16:29,760
in the eyes of the public, where people gleefully say, I'm not good math, but they would never

1692
02:16:29,760 --> 02:16:34,420
say that about reading, except for people like me who struggle with math, with reading.

1693
02:16:34,420 --> 02:16:44,480
But are we really doing, are we doing what MSDE is telling us to do because we have to,

1694
02:16:44,820 --> 02:16:51,500
or are we doing the absolute best that we can to get our children to grasp math?

1695
02:16:52,140 --> 02:16:54,380
We can always do better.

1696
02:16:55,020 --> 02:16:55,960
We've never arrived.

1697
02:16:56,200 --> 02:16:57,160
We will never arrive.

1698
02:16:57,400 --> 02:17:01,260
And that's an attitude and a belief that we have because we are always trying to improve.

1699
02:17:01,260 --> 02:17:05,640
back to your original question with the research.

1700
02:17:06,040 --> 02:17:14,000
I think internationally it's going to really depend on comparing how instruction is implemented

1701
02:17:14,000 --> 02:17:17,660
with also how it's being measured and what tool is being measured.

1702
02:17:17,800 --> 02:17:28,720
So there's a lot of measures ranging from OECD assessments to nationally NAEP and then at

1703
02:17:28,720 --> 02:17:36,400
the state level MCAP, and also using assessments like PSAT and SAT, and then Advanced Placement Exam.

1704
02:17:36,620 --> 02:17:37,160
So that depends.

1705
02:17:38,440 --> 02:17:42,420
In Howard County and Mathematics, and I'm speaking for Mr. San Giovanni also,

1706
02:17:42,620 --> 02:17:48,680
we never ask mathematics teachers to implement anything that is not researched affirmed.

1707
02:17:49,300 --> 02:17:55,060
And so having both of us served on the National Council of Teachers of Mathematics, Board of Directors,

1708
02:17:55,820 --> 02:18:15,120
We are deeply involved in that research, and involved in keeping up with that research, and I would say that our teaching practices are aligned with the last probably 20 to 30 years of research that's been synthesized by organizations like the National Council of Teachers of Mathematics and others.

1709
02:18:15,120 --> 02:18:20,140
And our approach is, you know, it's balanced.

1710
02:18:20,540 --> 02:18:23,740
It's student focused and student centered and problem based.

1711
02:18:23,900 --> 02:18:28,720
And yet there are sometimes where explicit instruction is really, really important.

1712
02:18:29,420 --> 02:18:34,920
Where sometimes I need to model the thinking process that I as a teacher, as a mathematician,

1713
02:18:35,240 --> 02:18:38,980
might use to solve a problem and then engage in question and

1714
02:18:38,980 --> 02:18:42,980
answers with students and engage in opportunities to practice.

1715
02:18:42,980 --> 02:18:44,880
And that's what takes place in Howard County.

1716
02:18:45,140 --> 02:18:48,700
So the long answer, or the short answer is yes.

1717
02:18:49,000 --> 02:18:52,620
And that's kind of a long answer, but I think it does depend on what we're using to measure.

1718
02:18:52,780 --> 02:19:11,900
When you look at MCAP, and then you follow those students onto PSAT, and SAT, you see quite a different result in terms of even recovery after what the pandemic has done across the country and across the world, mathematically to students.

1719
02:19:11,900 --> 02:19:17,220
And my last question is, and thank you for your response, when it comes to our colleges

1720
02:19:17,220 --> 02:19:18,000
and universities.

1721
02:19:18,000 --> 02:19:22,420
We can't control the whole world, but we in Maryland, we can at least do something.

1722
02:19:22,960 --> 02:19:27,720
What are we doing to help our elementary school teachers be prepared?

1723
02:19:27,720 --> 02:19:32,920
Because people who go into elementary ed aren't necessarily lovers of math sometimes.

1724
02:19:32,920 --> 02:19:47,320
How do we do anything to encourage the preparation for our teachers before we have to try to fill in the gap in professional development where we don't have enough time?

1725
02:19:48,360 --> 02:19:49,760
Is anything being done there?

1726
02:19:49,760 --> 02:19:50,460
Mr. Sanjeevani.

1727
02:19:51,120 --> 02:19:51,260
Sorry.

1728
02:19:51,540 --> 02:19:51,860
Good evening.

1729
02:19:52,040 --> 02:19:53,880
John Sanjeevani, coordinator of Elementary Mathematics.

1730
02:19:54,180 --> 02:19:56,040
That's a wonderful question and it's right on point.

1731
02:19:56,400 --> 02:20:00,680
We continue to partner with higher ed and help give them guidance about our needs of our

1732
02:20:00,680 --> 02:20:01,000
teachers.

1733
02:20:01,600 --> 02:20:06,300
But there's a lot of work still to be done and to your point on the elementary side, there's

1734
02:20:06,300 --> 02:20:10,980
a lot of training that is invested in literacy and other aspects which are tremendously important.

1735
02:20:11,400 --> 02:20:15,880
But many of our teachers have had challenges historically with teaching mathematics because

1736
02:20:15,880 --> 02:20:17,520
of their own dispositions, right?

1737
02:20:17,520 --> 02:20:23,080
and also there's a lot to do in a day and that opportunity to know the

1738
02:20:23,080 --> 02:20:27,500
math well, to teach it well, can be compromised. So to answer your question, we

1739
02:20:27,500 --> 02:20:30,820
continue to work with higher ed. We don't guide their direction in policy, but we

1740
02:20:30,820 --> 02:20:35,320
try to give them as much input as possible to support our teachers. Thank you.

1741
02:20:36,160 --> 02:20:41,120
This is what's okay. I'm gonna try to get you out of here before dinner. I'll do

1742
02:20:41,120 --> 02:20:43,820
I do my best because I could talk math all day.

1743
02:20:46,080 --> 02:20:48,260
So I will say just kind of a complement.

1744
02:20:48,420 --> 02:20:49,580
The visitations are huge.

1745
02:20:49,880 --> 02:20:51,620
Like being able to go into the schools

1746
02:20:51,620 --> 02:20:52,860
and see what's happening.

1747
02:20:52,860 --> 02:20:56,440
And I know you guys have a very small but mighty team.

1748
02:20:56,440 --> 02:20:59,320
So it's really important that you can get into classrooms,

1749
02:20:59,640 --> 02:21:00,660
evaluate what's actually happening,

1750
02:21:00,660 --> 02:21:02,140
and then actually report that data back.

1751
02:21:02,160 --> 02:21:03,120
So thank you for that.

1752
02:21:05,100 --> 02:21:08,160
I just went to a webinar that was talking about research base.

1753
02:21:08,260 --> 02:21:10,820
I was saying like, you know, the research has been there

1754
02:21:10,820 --> 02:21:17,040
and has been steady for, you know, decades now about inquiry-based learning and as kind

1755
02:21:17,040 --> 02:21:21,080
of that first tier one instruction and that you do need direct instruction when you get

1756
02:21:21,080 --> 02:21:29,380
to other tier. So summary of what you said. And then I want to kind of, well, I'll bring

1757
02:21:29,380 --> 02:21:34,420
this up and hopefully this will be quick. So I've noticed the data showed a little bit

1758
02:21:34,420 --> 02:21:41,840
of a summer slide, maybe, that's what in the 25 to 26, or in 26, 25 data from last year

1759
02:21:41,840 --> 02:21:48,200
to this year, and showed the kind of a little bit decreasing of retention there.

1760
02:21:48,380 --> 02:21:48,640
On that.

1761
02:21:49,300 --> 02:21:50,640
Yes, in the math scores.

1762
02:21:50,820 --> 02:21:55,340
And so I was curious, because you did mention the math lab, and I brought this up before,

1763
02:21:55,940 --> 02:22:01,980
is there any interest in doing a summer math lab, so we've been talking about what we can

1764
02:22:01,980 --> 02:22:05,460
do to retain learning over the summer.

1765
02:22:05,800 --> 02:22:09,000
We've talked about what kind of academic programming we could have

1766
02:22:09,000 --> 02:22:14,320
as well as professional development that could occur over the summer.

1767
02:22:14,420 --> 02:22:18,840
And I feel like a math lab might be a good opportunity for us to kind of fill

1768
02:22:18,840 --> 02:22:24,640
that gap of academic summer slide, give our families a summer camp option

1769
02:22:24,640 --> 02:22:28,480
that is academically rigorous, provided by us, and give our teachers a place to learn

1770
02:22:29,030 --> 02:22:30,460
how to teach good math.

1771
02:22:30,460 --> 02:22:33,360
So I just say I bring that up as a question.

1772
02:22:33,960 --> 02:22:35,780
I think that's a wonderful idea.

1773
02:22:36,780 --> 02:22:39,420
For those that aren't familiar with math lab, math lab

1774
02:22:39,420 --> 02:22:46,300
is a process where a teacher is engaged in some pretty deep

1775
02:22:46,300 --> 02:22:50,080
planning with mathematics coaches and other content

1776
02:22:50,080 --> 02:22:52,360
experts around a particular lesson.

1777
02:22:52,580 --> 02:22:55,080
It's like a lesson study for those that are familiar with that.

1778
02:22:57,000 --> 02:23:01,640
And it's incredible in terms of what comes out of just that planning cycle.

1779
02:23:01,900 --> 02:23:04,920
And then they're teaching a lesson, sometimes multiple times.

1780
02:23:05,740 --> 02:23:11,420
And then analyzing the results from that lesson, including student voice feedback.

1781
02:23:11,640 --> 02:23:16,920
So including, it might, for the observers, look like a wonderful lesson and

1782
02:23:16,920 --> 02:23:18,280
people are paying themselves on the back.

1783
02:23:18,420 --> 02:23:20,160
That went just exactly the way we hoped.

1784
02:23:20,280 --> 02:23:23,660
And then you survey students and ask them, well, how did it go for you?

1785
02:23:23,660 --> 02:23:29,720
And some students might come back with feedback that says it was kind of okay, but not great.

1786
02:23:30,260 --> 02:23:35,060
We've been doing that and triangulating that data with not just the observation piece,

1787
02:23:35,660 --> 02:23:38,800
but also what students are saying in response to that lesson.

1788
02:23:39,140 --> 02:23:44,640
And we've been kind of baselining and then measuring that after the math lab.

1789
02:23:44,640 --> 02:23:46,040
And it's been incredible.

1790
02:23:46,200 --> 02:23:50,040
And we think that that process is definitely scalable in Howard County.

1791
02:23:50,040 --> 02:23:57,040
And I love the idea of also doing it over the summer because as you may have picked up the map data that's in the report is fall map data.

1792
02:23:57,140 --> 02:23:58,020
So what are we measuring?

1793
02:23:59,140 --> 02:24:00,220
That's our slide, right?

1794
02:24:00,460 --> 02:24:01,380
Yeah, right.

1795
02:24:02,040 --> 02:24:04,800
So how can we impact that?

1796
02:24:05,340 --> 02:24:14,920
Maybe through professional learning, like a math lab, you know, during our summer programs and opportunities that we have to engage with kids in various ways.

1797
02:24:33,320 --> 02:24:41,440
Yeah, so everybody has, I think, a very personal math story and it may have started as early

1798
02:24:41,440 --> 02:24:43,560
as you can remember back when you were in school.

1799
02:24:43,560 --> 02:24:46,780
and it may be a story that's continuing.

1800
02:24:47,200 --> 02:24:50,400
And as Mr. McCoy said, a lot of people,

1801
02:24:51,200 --> 02:24:52,460
particularly in this country,

1802
02:24:52,600 --> 02:24:55,120
still don't view themselves as math people,

1803
02:24:55,440 --> 02:25:01,880
or find it okay to say, I'm not a math person, right?

1804
02:25:02,160 --> 02:25:03,800
And you gotta think about the messaging

1805
02:25:03,800 --> 02:25:05,600
that that sends to our young people.

1806
02:25:06,440 --> 02:25:11,460
Everybody also has a very personal and unique math identity.

1807
02:25:12,140 --> 02:25:18,220
And a math identity is impacted by the way in which I view myself as a math learner.

1808
02:25:18,540 --> 02:25:24,460
It's also impacted by the way I perceive others view me as a math learner or a do-or-mathematics.

1809
02:25:24,600 --> 02:25:27,400
And sometimes that has to do with the way in which society views me.

1810
02:25:28,940 --> 02:25:32,740
And what's really important is that math identity in action,

1811
02:25:33,340 --> 02:25:38,580
whether it's when you're doing math in the real world or you're doing math in a classroom, is called agency.

1812
02:25:38,580 --> 02:25:56,860
And when we don't support student agency, in other words opportunities for students to reason and think mathematically and reflect and ask questions of each other and listen to each other and engage in mathematical discussions and do mathematics in math class in in the real world.

1813
02:25:56,860 --> 02:26:00,340
then what we're doing is we're in many ways

1814
02:26:02,080 --> 02:26:06,040
harming students identity and opportunities for agency.

1815
02:26:06,380 --> 02:26:09,880
And so what we're measuring is not just persistence,

1816
02:26:10,420 --> 02:26:13,640
perseverance, the usefulness of mathematics

1817
02:26:13,640 --> 02:26:16,740
and the way in which students view others as,

1818
02:26:17,440 --> 02:26:20,300
or in the way in which students think others view them as mathematics,

1819
02:26:20,520 --> 02:26:22,520
but we're also measuring that math identity.

1820
02:26:22,700 --> 02:26:25,460
Are we growing throughout the course of a school year?

1821
02:26:25,460 --> 02:26:30,340
Okay, so we've done that in eight middle schools and we've got some really compelling data.

1822
02:26:30,840 --> 02:26:35,500
And some of it hits some assumptions that I think that it really pushes on some assumptions

1823
02:26:35,500 --> 02:26:43,560
that I think we might have about some students and we're wrong sometimes when we analyze

1824
02:26:43,560 --> 02:26:44,180
that data.

1825
02:26:44,840 --> 02:26:46,940
And it's also impacting teacher practice.

1826
02:26:47,320 --> 02:26:47,680
Absolutely.

1827
02:26:49,220 --> 02:26:49,920
Thank you.

1828
02:26:51,300 --> 02:26:56,240
And go ahead, Dr. Chen, realizing that dinner is nearly upon us.

1829
02:26:56,680 --> 02:26:59,380
Very quick, you already mentioned about the mass identity.

1830
02:26:59,860 --> 02:27:04,620
I think that really culturally, we really need the camping for mass is cool.

1831
02:27:05,300 --> 02:27:08,540
We always like to sport is cool, but the mass is cool.

1832
02:27:08,960 --> 02:27:13,360
I think we need to do that. I think that enjoy the positive struggling.

1833
02:27:13,960 --> 02:27:16,400
Because the mass is sequential, you cannot skip that.

1834
02:27:16,940 --> 02:27:25,860
And then the effort of measure how much time you spend on the mask, you cannot saving be efficient, but the mask you've got to spend a time.

1835
02:27:26,200 --> 02:27:30,700
How much you spend, how much effort you're there and how much result coming out.

1836
02:27:31,560 --> 02:27:36,320
So I think it's a culture we need to work on that.

1837
02:27:36,520 --> 02:27:39,900
How can we empower them, the kids, do a self-discovery.

1838
02:27:40,320 --> 02:27:42,660
They should be way better than they think sometimes.

1839
02:27:43,160 --> 02:27:43,780
Thank you.

1840
02:27:43,780 --> 02:27:44,140
We love it.

1841
02:27:44,280 --> 02:27:44,540
Thank you.

1842
02:27:45,560 --> 02:27:47,480
That was the remainder of the questions.

1843
02:27:47,820 --> 02:27:50,860
Thank you so much for this presentation and for your work.

1844
02:27:51,040 --> 02:27:51,320
Thank you.

1845
02:27:51,380 --> 02:27:51,680
Thank you.

1846
02:27:51,960 --> 02:27:54,560
Bringing our students up further and further in mathematics.

1847
02:27:55,140 --> 02:27:57,340
This brings us to the dinner recess.

1848
02:27:57,680 --> 02:27:59,200
We will return at 7 p.m.

1849
02:27:59,620 --> 02:27:59,960
Thank you.

1850
02:28:06,810 --> 02:28:09,190
Welcome back to the evening session.

1851
02:28:10,430 --> 02:28:11,930
We will begin with public forum.

1852
02:28:15,690 --> 02:28:19,650
Public forum is the opportunity for members of the public to provide their views to the school

1853
02:28:19,650 --> 02:28:23,130
board and the comments are not met to be the viewpoints of the school board.

1854
02:28:23,130 --> 02:28:25,090
this is superintendent or the school system.

1855
02:28:25,690 --> 02:28:28,630
At this time, if participants have material to be provided

1856
02:28:28,630 --> 02:28:33,090
to the board, please email it to boe at htpss.org.

1857
02:28:33,710 --> 02:28:35,470
In accordance with board policy 2040,

1858
02:28:35,610 --> 02:28:38,550
the public forum may not be used to address individual

1859
02:28:38,550 --> 02:28:41,430
personal issues, complaints identifying individual students,

1860
02:28:41,630 --> 02:28:44,530
matters that are on appeal, topics for which the board schedules

1861
02:28:44,530 --> 02:28:47,090
formal public hearings or advertising or solicitation

1862
02:28:47,090 --> 02:28:48,330
for products and or services.

1863
02:28:49,070 --> 02:28:51,270
The board expects the speakers deliver their comments

1864
02:28:51,270 --> 02:28:54,430
with the decorum and respect appropriate to the conduct of the public's business.

1865
02:28:55,010 --> 02:28:57,750
Given that board meetings are broadcasted streamed and comments should be appropriate

1866
02:28:57,750 --> 02:29:01,110
for all potential audience members in accordance with policy 1000, the board encourages

1867
02:29:01,110 --> 02:29:04,990
participants of public form to refrain from using language that is indecent profane or threatening.

1868
02:29:05,530 --> 02:29:09,770
Please be advised, however, that the public comment may contain themes, language,

1869
02:29:10,030 --> 02:29:13,310
or behavior that viewers find objectionable may not be suitable for younger viewers.

1870
02:29:13,810 --> 02:29:17,690
Speakers will have three minutes to present their topic at the end of three minutes,

1871
02:29:17,690 --> 02:29:25,230
an end buzzer will alert that time is up and the autophone. The microphone will automatically

1872
02:29:25,230 --> 02:29:32,750
turn off. First up is Aaron Parker who is virtual and then our second person will be Brittany

1873
02:29:32,750 --> 02:29:38,090
Home Horn Wolf also virtual. Please go ahead Ms. Parker.

1874
02:29:39,470 --> 02:29:44,810
Good evening. My name is Aaron Parker. I'm here tonight to emphasize why the adoption of high-quality

1875
02:29:44,810 --> 02:29:49,370
instructional materials grounded in the science of reading is imperative for Howard County.

1876
02:29:50,290 --> 02:29:55,350
HQAM is a comprehensive core instructional resources that are aligned with college

1877
02:29:55,350 --> 02:29:59,770
and career readiness standards and evidence-based approaches aligned with the science of reading.

1878
02:30:00,370 --> 02:30:05,330
These materials are specifically designed to provide rigorous instruction by utilizing worthy

1879
02:30:05,330 --> 02:30:11,210
and complex texts, including novels, and tasks that foster critical thinking and deep knowledge building.

1880
02:30:12,210 --> 02:30:18,110
Key criteria for HQIM as outlined in the MSTE framework include affirming students' cultural

1881
02:30:18,110 --> 02:30:23,070
and linguistic backgrounds, providing equitable access for students with diverse learning means,

1882
02:30:23,070 --> 02:30:29,490
securing foundational skills, tackling great appropriate complex texts, pursuing a five-volume

1883
02:30:29,490 --> 02:30:35,210
of writing, following an evidence-based approach to teaching oral and written language, featuring

1884
02:30:35,210 --> 02:30:41,050
systematic, sequential, and explicit instruction in areas like phonology, morphology, and syntax,

1885
02:30:41,830 --> 02:30:46,290
providing explicit tools focused on enhancing an educator's pedagogical content knowledge,

1886
02:30:46,530 --> 02:30:50,670
and providing clear guidance for planning, differentiation, and responsive teaching.

1887
02:30:50,670 --> 02:30:57,070
The science of reading is not a fad or philosophy, it is a vast interdisciplinary body of research

1888
02:30:57,070 --> 02:31:01,970
that explains how proficient reading develops and how we can most effectively teach it.

1889
02:31:02,630 --> 02:31:06,910
To support our educators and students, we must provide them with materials that reflect

1890
02:31:06,910 --> 02:31:07,850
that evidence.

1891
02:31:08,270 --> 02:31:12,710
We must move beyond the balance literacy habits that exist in Howard County's homegrown

1892
02:31:12,710 --> 02:31:17,450
ELA curriculum for middle and high school, which leads to inconsistent quality and doesn't

1893
02:31:17,450 --> 02:31:18,610
align with the science of reading.

1894
02:31:19,650 --> 02:31:26,590
Evidence-based HQIM allow teachers to internalize the content and prepare to differentiate instruction

1895
02:31:26,590 --> 02:31:28,710
for the diverse needs of their students.

1896
02:31:29,230 --> 02:31:34,490
Research shows that when students are taught using high-quality ELA materials, they make significant

1897
02:31:34,490 --> 02:31:35,410
games and performance.

1898
02:31:36,110 --> 02:31:41,370
We want every teacher to be an expert in teaching reading and every child to receive instruction

1899
02:31:41,370 --> 02:31:44,670
that prepares them to read at proficient and advanced levels.

1900
02:31:44,670 --> 02:31:49,750
For the adolescent literacy curriculum to be truly evidence-based, it cannot assume

1901
02:31:49,750 --> 02:31:51,990
that all students have mastered foundational skills.

1902
02:31:52,550 --> 02:31:58,050
It must include explicit instruction in advanced-word study, specifically morphology and multicellabic

1903
02:31:58,050 --> 02:32:01,910
word-to-coding, to help students access complex grade-level texts.

1904
02:32:02,690 --> 02:32:07,790
Secondary instruction must also focus on syntactic awareness, robust vocabulary development,

1905
02:32:08,190 --> 02:32:10,890
and building deep background knowledge across all content areas.

1906
02:32:11,810 --> 02:32:17,930
By investing in a standardized, externally validated H-U-I-M's, and providing our teachers

1907
02:32:17,930 --> 02:32:21,890
with a professional learning to implement them with fidelity, we are choosing to fix

1908
02:32:21,890 --> 02:32:24,990
Tier 1 instruction and improve reading success for all.

1909
02:32:25,490 --> 02:32:29,730
I am honored to serve on the work group that will be looking at selection of H-U-I-M's

1910
02:32:29,730 --> 02:32:31,450
for pre-K through 8 curriculum.

1911
02:32:31,870 --> 02:32:35,230
Thank you for this opportunity and I look forward to providing our recommendations.

1912
02:32:36,010 --> 02:32:36,810
Thank you so much.

1913
02:32:37,990 --> 02:32:38,710
Thank you.

1914
02:32:38,710 --> 02:32:42,470
Next up is Brittany O'Horne Wolf, please go ahead.

1915
02:32:47,230 --> 02:32:52,630
Good evening everyone, my name is Brittany Horne and I am honored to speak with you tonight

1916
02:32:52,630 --> 02:32:55,750
as a current PTA president of Craterock Elementary School.

1917
02:32:56,130 --> 02:33:01,290
I'm also a proud parent to two children, one in second grade and one in third, who has

1918
02:33:01,290 --> 02:33:03,910
been a part of the Craterock family since pre-K.

1919
02:33:04,550 --> 02:33:09,370
I'm happy to share the remarkable experiences and improvements that I've seen firsthand and

1920
02:33:09,370 --> 02:33:11,550
and believe have made our school a truly wonderful place

1921
02:33:11,550 --> 02:33:12,590
for learning and growth.

1922
02:33:13,330 --> 02:33:15,250
First and foremost, I want to thank and shout out

1923
02:33:15,250 --> 02:33:16,550
the community's schools program

1924
02:33:16,550 --> 02:33:18,750
and our dedicated coordinator, Stephanie Doves.

1925
02:33:19,270 --> 02:33:20,630
Her efforts have provided our students

1926
02:33:20,630 --> 02:33:23,290
with remarkable opportunities to connect and grow.

1927
02:33:23,930 --> 02:33:26,390
Thanks to the program and Ms. Doves' hard work,

1928
02:33:26,710 --> 02:33:28,650
Quiderock has hosted several exciting events

1929
02:33:28,650 --> 02:33:30,570
and opportunities for our students and families,

1930
02:33:31,110 --> 02:33:34,530
including our first school dance since prior to COVID,

1931
02:33:35,290 --> 02:33:36,970
a back-to-school block party that was done

1932
02:33:36,970 --> 02:33:42,290
collaboration with like Outquars, Community Schools program, the PTAs and our community partners,

1933
02:33:42,810 --> 02:33:47,890
multiple free after school programs including gardening club, basketball, a philanthropy program,

1934
02:33:47,910 --> 02:33:52,830
and cheerleading just to name a few. And a monthly staff breakfast that we started doing this year,

1935
02:33:53,050 --> 02:33:57,590
so that is coordinated through Stephanie Dobs and hosted by parents and community partners,

1936
02:33:57,590 --> 02:34:02,790
just to celebrate our staff for all that they do. I would also like to commend our hardworking staff,

1937
02:34:02,790 --> 02:34:07,750
staff, our principal Dan Oteri and the dedicated administrative staff are always going above

1938
02:34:07,750 --> 02:34:13,550
and beyond for their roles. One of the highlights of our school year is the annual musical production.

1939
02:34:13,910 --> 02:34:18,810
It's a fantastic and free opportunity for fourth and fifth grade students to participate in.

1940
02:34:19,390 --> 02:34:24,170
This success is made possible through the dedication and hard work of our music director, Alyssa Lawrence,

1941
02:34:24,550 --> 02:34:29,670
along with the support of our staff and parent volunteers. Additionally, our school community garden

1942
02:34:29,670 --> 02:34:34,570
maintained by our family involvement contact Kathleen Miller has blossomed into a cherished resource

1943
02:34:35,090 --> 02:34:39,970
teaching students and families valuable gardening skills and providing fresh produce and enhancing the

1944
02:34:39,970 --> 02:34:45,450
beauty of our campus. Initiative like this truly demonstrate the spirit and collaboration and learning

1945
02:34:45,450 --> 02:34:50,990
that defines our school community. The duty center and our collaboration with the community school's

1946
02:34:50,990 --> 02:34:56,250
coordinator Cindy Drummond at Lake Elkhorn Middle School and their PTA president Mahogany Butler

1947
02:34:56,250 --> 02:35:01,290
have been pivotal in creating resources and a supportive network for all families,

1948
02:35:01,590 --> 02:35:04,810
allowing us to grow stronger together and to create a sense of community.

1949
02:35:05,810 --> 02:35:09,690
While school ratings and perceptions can sometimes overshadow the positive

1950
02:35:09,690 --> 02:35:14,550
aspects of our school, I do want to take this time just to shine a light on the incredible progress

1951
02:35:14,550 --> 02:35:16,990
and achievements at Craterock Elementary School.

1952
02:35:17,610 --> 02:35:21,230
We are a community of hard working families dedicated to the success

1953
02:35:21,230 --> 02:35:25,310
and development of our children which can obviously be shown.

1954
02:35:25,310 --> 02:35:31,210
Our school is a vibrant nurturing environment where students thrive and I'm so proud to be a part of the community.

1955
02:35:31,710 --> 02:35:32,370
Thank you for your time.

1956
02:35:33,290 --> 02:35:34,070
Thank you.

1957
02:35:34,510 --> 02:35:36,450
This concludes public forum.

1958
02:35:37,330 --> 02:35:50,770
Next up, we'll be appointments and I believe Mr. Schmidt is online and he will need the assistance of staff to advance the slides.

1959
02:35:51,830 --> 02:35:53,050
Please go ahead, Mr. Schmidt.

1960
02:35:54,470 --> 02:36:01,830
Thank you so much. And I appreciate the help of the tech support there. Let me know when it's

1961
02:36:01,830 --> 02:36:07,870
the presentation is up. So I may begin. It is up. Please go ahead. Beautiful.

1962
02:36:12,700 --> 02:36:13,700
Okay. Good evening.

1963
02:36:13,820 --> 02:36:18,600
I'm here to talk about the results of our annual job satisfaction survey, which we conduct every year.

1964
02:36:19,240 --> 02:36:23,920
I'm going to start talking about the survey itself and the movement of the results from this year

1965
02:36:23,920 --> 02:36:26,140
here, explicitly. Second slide.

1966
02:36:28,940 --> 02:36:31,560
The very first job satisfaction survey occurred back in

1967
02:36:31,560 --> 02:36:36,440
1980 and it was conducted by the University of Maryland. The current survey began in 2010

1968
02:36:36,440 --> 02:36:40,980
and the questions that we ask are held largely consistent over time so that we can track

1969
02:36:40,980 --> 02:36:45,940
responses. We sometimes include the items to the survey to capture current issues at the

1970
02:36:45,940 --> 02:36:51,900
time, for example, COVID, but not this year. The only difference this year is that we change

1971
02:36:51,900 --> 02:36:57,800
software platforms. We conduct the survey around the same time every year, either in late

1972
02:36:57,800 --> 02:37:03,340
January or early February and typically in combination with our local internal

1973
02:37:03,340 --> 02:37:08,160
union elections. All bargaining unit employees and not just

1974
02:37:08,160 --> 02:37:13,620
us paying members are eligible and are directly invited to participate using Secure, individualized

1975
02:37:13,620 --> 02:37:18,300
links and directly to email. We take the integrity and the security of the survey very seriously.

1976
02:37:18,300 --> 02:37:21,060
All the responses are anonymous and treated as confidential.

1977
02:37:21,880 --> 02:37:28,720
This year, we had 4,858 employees participate in the survey of slightly from last year, roughly 4%.

1978
02:37:29,100 --> 02:37:29,680
Next slide.

1979
02:37:32,440 --> 02:37:37,260
The results are publicly accessible on our website, H-C-E-A-N-E-A dot org.

1980
02:37:38,020 --> 02:37:44,740
The JSS was originally conceived as a way to inform employee transfer requests ahead of the April 1st deadline for voluntary transfers.

1981
02:37:45,620 --> 02:37:51,760
It has since expanded to gauge overall, excuse me, employee jobs, satisfaction, and confidence in the school system.

1982
02:37:52,780 --> 02:38:01,320
HCEA's elected building reps meet with their administrators individually to discuss the results, identify root causes, discuss opportunities for improvements as well.

1983
02:38:02,180 --> 02:38:06,000
HCEA reps often present their school's results to their worksite members at a meeting.

1984
02:38:07,260 --> 02:38:13,080
HCEA leaders and staff also meet with division of school leaders as well as an HR to discuss trends and support for schools.

1985
02:38:14,080 --> 02:38:20,420
Finally, the jobs satisfaction survey is essential to each CEA's mission, which is to elevate staff voice and their working conditions.

1986
02:38:21,120 --> 02:38:25,880
As a union, we believe that our core, that workplaces are made better when employees have a voice.

1987
02:38:26,680 --> 02:38:31,560
That's something not all employees and all occupations can say, and we don't take that for granted.

1988
02:38:32,560 --> 02:38:32,980
Next slide.

1989
02:38:34,980 --> 02:38:39,360
Here's what the dashboard currently looks like, and again, it's what you're going to find on our website.

1990
02:38:40,480 --> 02:38:47,200
You can actually break down things by system wide or have worksite comparisons between buildings.

1991
02:38:48,000 --> 02:38:52,760
Or generally just do a deep dive into the data per question from one building itself.

1992
02:38:54,360 --> 02:38:54,860
Next slide.

1993
02:38:56,560 --> 02:38:58,860
Now I'm going to show you the system wide results for this year.

1994
02:38:59,160 --> 02:39:01,380
I will not be presenting worksite specific data.

1995
02:39:01,800 --> 02:39:04,320
However, these results again are available on our dashboard.

1996
02:39:04,900 --> 02:39:08,580
And I'm happy to have a conversation offline or answer any questions tonight.

1997
02:39:08,580 --> 02:39:11,420
Next slide.

1998
02:39:13,080 --> 02:39:14,320
Let's start with morale.

1999
02:39:14,920 --> 02:39:17,400
This is the top-blind job satisfaction rating,

2000
02:39:17,540 --> 02:39:19,520
and it's also what defaults on our dashboard.

2001
02:39:20,320 --> 02:39:22,980
This year, morale is down slightly from last year.

2002
02:39:23,260 --> 02:39:28,340
68% of participants agree overall that morale at my work site is good.

2003
02:39:30,940 --> 02:39:31,380
Next slide.

2004
02:39:33,220 --> 02:39:35,560
Let's look a little closer by school level.

2005
02:39:36,040 --> 02:39:39,260
Both elementary and middle school saw slight declines in overall morale,

2006
02:39:39,260 --> 02:39:41,220
about high school saw a small increase.

2007
02:39:42,020 --> 02:39:44,360
And again, you can see that cross reference over time

2008
02:39:44,360 --> 02:39:46,300
on this slide, don't all look back to 2019.

2009
02:39:49,160 --> 02:39:49,580
Next slide.

2010
02:39:50,980 --> 02:39:52,440
When we look by bargaining unit,

2011
02:39:52,500 --> 02:39:55,560
morale is largely steady compared to last year.

2012
02:39:55,860 --> 02:39:58,760
You can see that it's only off depending upon

2013
02:39:58,760 --> 02:40:00,900
how you look at it between the certificated units

2014
02:40:00,900 --> 02:40:03,480
or ESP units by one to two percent.

2015
02:40:04,920 --> 02:40:05,660
Next slide.

2016
02:40:07,240 --> 02:40:09,560
One of the things that Mr. Barnes has emphasized

2017
02:40:09,560 --> 02:40:12,260
is the importance of staff voice.

2018
02:40:13,120 --> 02:40:15,560
What we see here in a question about open communication

2019
02:40:15,560 --> 02:40:18,060
speaks to that goal, and we see that staff feel

2020
02:40:18,060 --> 02:40:19,820
that there are worksites maintain a culture

2021
02:40:19,820 --> 02:40:21,440
of open communication and trust.

2022
02:40:22,260 --> 02:40:25,920
You can see that in a 69% bar for 2026.

2023
02:40:28,280 --> 02:40:28,760
Next slide.

2024
02:40:30,240 --> 02:40:32,680
Part of that trust is feeling that your administrator

2025
02:40:32,680 --> 02:40:35,340
will evaluate your work performance fairly,

2026
02:40:35,680 --> 02:40:37,040
and not based on favoritism.

2027
02:40:37,180 --> 02:40:39,580
Here again, we see 89% of staff are all

2028
02:40:39,580 --> 02:40:41,360
agreeing that they are fairly evaluated.

2029
02:40:44,130 --> 02:40:47,130
Excuse me, 86% this year compared to 89% last year.

2030
02:40:48,590 --> 02:40:53,590
We also see a very slight decrease in student misbehavior

2031
02:40:53,590 --> 02:40:54,750
that interferes with learning.

2032
02:40:55,430 --> 02:40:56,870
Let's dig into that a little bit more.

2033
02:40:57,250 --> 02:41:00,590
As you can see, there are 62% last year compared this year,

2034
02:41:00,670 --> 02:41:02,770
excuse me, compared to 65% last year.

2035
02:41:03,590 --> 02:41:04,090
Next slide.

2036
02:41:05,650 --> 02:41:07,790
When we look at the last three years by level,

2037
02:41:07,970 --> 02:41:10,670
what we see is that the decrease is being driven primarily

2038
02:41:10,670 --> 02:41:16,630
by secondary. Elemetry remains stubbornly high. So if you look just in that last column for

2039
02:41:16,630 --> 02:41:24,190
2026, you can see on that elementary school 69% feel that student misbehavior interferes with

2040
02:41:24,190 --> 02:41:29,030
learning at the elementary level middle school is 60 as well as high school was 60.

2041
02:41:31,240 --> 02:41:31,740
Next slide.

2042
02:41:33,960 --> 02:41:39,180
What we also see is continuing support for enforcing discipline. I want to note that this question

2043
02:41:39,180 --> 02:41:43,760
has nothing to do with the severity of the consequence, which teachers are often not

2044
02:41:43,760 --> 02:41:49,060
privy to, but having to do with the administrative support of teachers when a consequence is necessary.

2045
02:41:50,040 --> 02:41:53,460
So luckily, this number stayed pretty consistent from last year.

2046
02:41:54,420 --> 02:42:00,060
And you can see that even though there is a trend, it's very minimal over the past several

2047
02:42:00,060 --> 02:42:00,320
years.

2048
02:42:03,140 --> 02:42:03,680
Next slide.

2049
02:42:04,920 --> 02:42:08,720
Those incremental improvements align with the confidence in the new superintendent, which

2050
02:42:08,720 --> 02:42:10,700
which is the highest it has been since 2019,

2051
02:42:11,540 --> 02:42:13,940
or excuse me, last year was the highest it has been since 2019,

2052
02:42:14,300 --> 02:42:16,800
this year dipped a little bit down to 65%.

2053
02:42:19,640 --> 02:42:23,620
Next slide, confidence in the board is also an issue.

2054
02:42:24,100 --> 02:42:25,560
There's still progress to be made,

2055
02:42:25,720 --> 02:42:28,460
but we're encouraged to see it roughly

2056
02:42:28,460 --> 02:42:30,980
just off the kilter from last year,

2057
02:42:31,040 --> 02:42:32,900
certainly not as bad as it was in 2024.

2058
02:42:35,120 --> 02:42:35,840
Next slide.

2059
02:42:37,500 --> 02:42:40,720
We are currently in the first full year of a three-year agreement.

2060
02:42:41,380 --> 02:42:44,840
And what we see is an as-and-as-and-as-and-fruimment-staff thing that they are paid fairly.

2061
02:42:48,240 --> 02:42:53,380
The reliance on being able to know what you're bringing in because you're in a multi-year contract.

2062
02:42:53,720 --> 02:42:56,860
There's certainly much better than the year-to-year that we've dealing with in the past.

2063
02:42:58,300 --> 02:42:58,840
Next slide.

2064
02:42:59,800 --> 02:43:05,820
These results hold true for both units, improving nine points for sophisticated and six points for ESC.

2065
02:43:09,110 --> 02:43:16,550
Next slide, we also see a slight uptick, but overall negative outlook on support for students receiving special education services.

2066
02:43:18,610 --> 02:43:27,810
Next slide, when we break it down by level, elementary school is by far the lowest, though we are seeing improvements at the second or the level, which is something that we should celebrate.

2067
02:43:30,000 --> 02:43:36,860
Next slide, finally, we also see the client and staff reporting that their PD experiences are meaningful and worthwhile.

2068
02:43:36,860 --> 02:43:44,360
Let's break this down a little bit by level again, meaningful means it's relevant to their actual job and worthwhile means it's a good use of their time.

2069
02:43:45,040 --> 02:43:49,940
So you can see in this year we're at an all-time low of 34%.

2070
02:43:49,940 --> 02:44:00,080
And this is the first year that the system implemented the systemic PD on the portion of what used to be the wellness days.

2071
02:44:00,820 --> 02:44:06,100
Next slide. What we see is a downward trend across all levels and the lowest ratings

2072
02:44:06,100 --> 02:44:10,760
months among high schools. What we hear most often from staff about their professional

2073
02:44:10,760 --> 02:44:15,760
development experience is that they're quote one size fits all. And what the data shows

2074
02:44:15,760 --> 02:44:18,200
here is that that approach is not working very well.

2075
02:44:22,500 --> 02:44:22,940
Next slide.

2076
02:44:26,560 --> 02:44:28,340
That's it for the survey this year,

2077
02:44:28,420 --> 02:44:31,960
but I'm happy to take any questions or speak with anyone offline if there are questions about

2078
02:44:31,960 --> 02:44:36,300
individual work sites, or overall questions that you would like to discuss at this time.

2079
02:44:37,700 --> 02:44:45,920
Please go ahead Ms. Watts. Can you say for the scales? Can you explain how the scales are rated?

2080
02:44:46,180 --> 02:44:49,660
So it's like a yes-no? That's how you get a percentage of.

2081
02:44:50,940 --> 02:44:59,420
So the scales haven't changed. You have like a, you know, a agree, somewhat agree, disagree,

2082
02:44:59,420 --> 02:44:59,900
This

2083
02:45:02,460 --> 02:45:18,520
So, if I look at the data that talked about student behavior, for example, that was one that was, like, rolled down, is that what my, what my agreement between, like, somewhat agree or agree strongly. Okay. All right. Thank you.

2084
02:45:18,520 --> 02:45:19,320
Sure.

2085
02:45:23,260 --> 02:45:23,960
Ms. Rex.

2086
02:45:25,420 --> 02:45:26,040
Hi.

2087
02:45:26,220 --> 02:45:29,700
Thank you for bringing your report.

2088
02:45:30,680 --> 02:45:37,820
I would just curious if there was anything that really stood out to you this year or alarmed

2089
02:45:37,820 --> 02:45:40,160
or surprised you in this survey.

2090
02:45:41,920 --> 02:45:46,060
I think there's two things to highlight.

2091
02:45:46,880 --> 02:45:49,260
And I touched upon that a little bit in the presentation.

2092
02:45:49,260 --> 02:46:06,480
One is the PD. We continue to have some difficulty across the board with how especially the approach to PD from the school system is that kind of a one-size-fits-all approach, which we know doesn't work for students.

2093
02:46:07,180 --> 02:46:10,860
Yeah, we still try to use the same approach when it comes to adults.

2094
02:46:11,780 --> 02:46:22,940
And especially when, you know, regardless of level, when you have a variety of positions in the same room, receiving some of the same PD, it's going to sit differently per position.

2095
02:46:23,600 --> 02:46:28,300
You know, what one person can take it away from it is going to be a lot different than perhaps another position.

2096
02:46:29,220 --> 02:46:39,640
So we are working with not only the PD office, but I've already spoken with Mr. Barnes about some ideas of perhaps about how we can approach this from a curriculum standpoint.

2097
02:46:39,640 --> 02:46:46,160
instead of a systemic system-wide PD, so that it's not such a one-size-fits-all approach.

2098
02:46:47,360 --> 02:46:55,240
The other thing to highlight, I think, still is especially support with students with special needs.

2099
02:46:55,640 --> 02:47:02,260
And what I want to highlight here is it's not necessarily, you know, this is not a student-based problem,

2100
02:47:02,260 --> 02:47:09,140
per se, it's that we are consistently not set up for the type of students that we are seeing come

2101
02:47:09,140 --> 02:47:10,120
into the system.

2102
02:47:11,560 --> 02:47:18,700
You know, that's a multi-pronged problem regarding, you know, that includes, you know, regional

2103
02:47:18,700 --> 02:47:21,840
programs that include staffing levels, things of that nature.

2104
02:47:22,860 --> 02:47:29,260
But what I do want to uplift especially is the ongoing collaboration with Dr. Bronson

2105
02:47:29,260 --> 02:47:31,660
and D.S.C. and Dr. Webster as the CAO.

2106
02:47:32,160 --> 02:47:36,380
I don't think there's a week that goes by where I'm not talking to either one of them

2107
02:47:37,280 --> 02:47:51,420
in some way shape or form regarding either feedback on something or support that we're looking at at a particular school and more often than not, especially compared to years in the past,

2108
02:47:52,600 --> 02:47:58,840
if I'm on the phone with them, they're already aware of the issue that I'm bringing forward to them before I even open my mouth and tell them what school.

2109
02:47:59,500 --> 02:48:04,300
So I do have to highlight the importance of that, really, of that working relationship there.

2110
02:48:05,400 --> 02:48:06,300
Thanks, Mr. Schmidt.

2111
02:48:08,180 --> 02:48:09,360
Next up is Dr. Chen.

2112
02:48:10,360 --> 02:48:10,500
Yeah.

2113
02:48:10,700 --> 02:48:11,200
Thank you.

2114
02:48:11,340 --> 02:48:11,840
I think I'm going to share.

2115
02:48:12,000 --> 02:48:14,480
I think it's always good to look at the feedback.

2116
02:48:15,420 --> 02:48:17,260
I think it's so many years of collecting data.

2117
02:48:18,500 --> 02:48:19,740
In terms of the scale.

2118
02:48:20,040 --> 02:48:22,880
Besides the scale, do you collecting additional comments?

2119
02:48:23,900 --> 02:48:24,220
Yes.

2120
02:48:24,740 --> 02:48:26,220
So I'm sorry.

2121
02:48:26,360 --> 02:48:27,140
I didn't mean to cut you out.

2122
02:48:27,220 --> 02:48:29,200
Did you have anything else to extend on that question?

2123
02:48:29,320 --> 02:48:29,920
That's the first question.

2124
02:48:30,040 --> 02:48:30,100
Yeah.

2125
02:48:30,160 --> 02:48:30,800
You can answer that question.

2126
02:48:30,820 --> 02:48:30,960
Okay.

2127
02:48:30,960 --> 02:48:33,000
Okay, we do have comments.

2128
02:48:33,680 --> 02:48:37,400
The one thing unfortunately it took us a little bit more time this year to gather the

2129
02:48:37,400 --> 02:48:46,360
data as we changed platforms so that it was something where we used SurveyMonkey in the

2130
02:48:46,360 --> 02:48:46,680
past.

2131
02:48:46,980 --> 02:48:52,060
This one gets, we get a little bit more in what we have in the new platform to kind of drill

2132
02:48:52,060 --> 02:48:52,960
down into the data.

2133
02:48:53,500 --> 02:48:58,320
There are individualized comments that I touched upon just a hair in the presentation.

2134
02:48:58,320 --> 02:49:11,560
We are still tagulating those, but what we do with those is those are particularly brought to the building rep and then the building rep can have a conversation with the localized admin for that building about them.

2135
02:49:12,260 --> 02:49:28,080
What we try to do at first is remove identifiers or point honestly if it's a one off comment that is more say personality based than an actual issue at the school.

2136
02:49:29,360 --> 02:49:36,300
We don't fold that into the data and then what we do is with my between myself and staff at HCEA

2137
02:49:37,320 --> 02:49:44,800
Help the rep in ways to kind of use that data to inform any you know kind of growth or movement at the school moving forward.

2138
02:49:45,660 --> 02:49:53,080
The other thing that we have this year that's the hardest thing so far to kind of tabulate will probably the last thing that we have available is

2139
02:49:53,080 --> 02:49:55,860
is rating of particular administrators.

2140
02:49:57,540 --> 02:50:01,980
And so that is something also that between the comments,

2141
02:50:01,980 --> 02:50:03,300
we do not publicize.

2142
02:50:03,500 --> 02:50:06,300
We will use it if the school system asks for it,

2143
02:50:06,980 --> 02:50:09,760
especially division of schools and other leaders.

2144
02:50:10,600 --> 02:50:13,480
But yeah, those things are still forthcoming.

2145
02:50:13,620 --> 02:50:16,620
We hope to have those completed soon as we come back from break.

2146
02:50:17,680 --> 02:50:18,300
Okay, thank you.

2147
02:50:18,860 --> 02:50:22,140
I think you know, one thing that for the school boy

2148
02:50:22,140 --> 02:50:29,320
very interesting. It's pretty low. It's a feeling great, but I do in the three years and in the

2149
02:50:29,320 --> 02:50:36,920
board, I think it's not easy to make a lot of decision. I think every view of our board do a

2150
02:50:36,920 --> 02:50:45,440
pretty decent job, but I welcome any feedback, particularly how can we serve the students and the

2151
02:50:45,440 --> 02:50:50,180
teachers. So thank you. Sure, I think that'll be certainly something to drill down into,

2152
02:50:50,180 --> 02:50:56,080
once we have the comments especially related to that question and I'm happy to have those conversations.

2153
02:50:58,920 --> 02:51:05,400
Well with the signal of that timer that means that we thank you for your time Mr. Schmidt

2154
02:51:05,400 --> 02:51:11,480
time is expired and it was actually all of the questions we had for you also. So have a great

2155
02:51:11,480 --> 02:51:16,980
evening or thank you very much. Yes have a great evening. Appreciate it thank you guys thank

2156
02:51:16,980 --> 02:51:18,580
Thank you, she's for again, for the tech out.

2157
02:51:19,780 --> 02:51:23,220
And next, we will move on to the appointment for AFSCME.

2158
02:51:23,400 --> 02:51:26,720
I see Glenda Robertson is on with us, virtual.

2159
02:51:27,300 --> 02:51:29,860
So if you would like to go ahead, you can.

2160
02:51:35,270 --> 02:51:38,750
Yes, I'm just here to advocate for my members.

2161
02:51:39,030 --> 02:51:43,430
We're still hoping that the budget get funded

2162
02:51:44,130 --> 02:51:50,210
so that we can get our salaries increase

2163
02:51:50,210 --> 02:51:53,130
and the wages and everything for our members.

2164
02:51:53,450 --> 02:51:55,550
So we're just here just to, you know,

2165
02:51:55,810 --> 02:51:59,030
ask that the board members just, you know,

2166
02:51:59,970 --> 02:52:02,690
just look out for us and make sure that, you know,

2167
02:52:02,870 --> 02:52:04,810
at least the budget covers our salaries

2168
02:52:04,810 --> 02:52:06,550
and our increases for our members.

2169
02:52:06,970 --> 02:52:08,750
And that's pretty much it.

2170
02:52:10,310 --> 02:52:12,790
I don't see any questions from board members.

2171
02:52:13,110 --> 02:52:17,410
So thank you for taking the time to speak with us

2172
02:52:17,410 --> 02:52:27,090
And we really appreciate the work your folks do, and appreciate that you are out here requesting fair and honest wages for honest work.

2173
02:52:27,510 --> 02:52:27,730
Thank you.

2174
02:52:27,930 --> 02:52:29,190
Thank you so much.

2175
02:52:29,290 --> 02:52:29,690
Have a good night.

2176
02:52:30,930 --> 02:52:36,530
This concludes our appointments for the evening and takes us to board member reports.

2177
02:52:37,550 --> 02:52:39,090
First up, we'll be Dr. Chen.

2178
02:52:39,090 --> 02:52:43,050
Yeah, I think I just want to echo the superintendent

2179
02:52:43,050 --> 02:52:47,130
for our dementia about in his report about the capital budget.

2180
02:52:48,130 --> 02:52:50,970
I want to take this chance to thank you county government

2181
02:52:50,970 --> 02:52:54,270
and county executive board to fully supporting it.

2182
02:52:54,450 --> 02:52:55,690
I know it's a challenging time.

2183
02:52:55,910 --> 02:52:57,010
There's a lot of needs in the county.

2184
02:52:57,770 --> 02:53:02,170
But it's a time to prioritize our school infrastructure

2185
02:53:02,170 --> 02:53:05,630
and we hear from the middle school as well.

2186
02:53:05,790 --> 02:53:06,530
There's a lot of needs.

2187
02:53:06,530 --> 02:53:11,270
I think we also have Centennial and the Oklahoma high school waiting.

2188
02:53:11,650 --> 02:53:13,650
Hopefully we can address sooner is better.

2189
02:53:14,510 --> 02:53:16,730
And also the operating budget is a big unknown.

2190
02:53:17,350 --> 02:53:24,110
And we do have the needs just like a, I think, a principal just report.

2191
02:53:24,530 --> 02:53:30,690
Those positions, it's not just, you know, it's neat, really neat for the school system.

2192
02:53:31,070 --> 02:53:35,570
And also the media specialist and the science purification.

2193
02:53:35,570 --> 02:53:38,510
Okay, hopefully we can fully fund it as well.

2194
02:53:38,990 --> 02:53:40,090
And that's my big wish.

2195
02:53:40,270 --> 02:53:40,630
Thank you.

2196
02:53:41,790 --> 02:53:42,990
Please go ahead, Ms. Rex.

2197
02:53:44,170 --> 02:53:44,330
Thanks.

2198
02:53:45,670 --> 02:53:47,470
It's been a very busy time,

2199
02:53:47,470 --> 02:53:49,990
and I just wanted to thank all the folks

2200
02:53:49,990 --> 02:53:51,830
that put together the National History Day.

2201
02:53:52,030 --> 02:53:53,650
I go for Park on Saturday.

2202
02:53:53,850 --> 02:53:57,250
It was a wonderful time, and they took me around

2203
02:53:57,250 --> 02:53:59,310
and let me experience a bunch of it,

2204
02:53:59,310 --> 02:54:01,530
and also all those that were involved

2205
02:54:01,530 --> 02:54:04,950
with the Council of Elders event last night.

2206
02:54:05,570 --> 02:54:08,730
And then I just wanted to shout out three of my girls out, so we're honored.

2207
02:54:09,310 --> 02:54:13,570
Jada, Arianne, and Sydney, so that's all.

2208
02:54:13,850 --> 02:54:13,950
Thanks.

2209
02:54:17,620 --> 02:54:31,120
I see no other board reports, so I will simply end with thank you to the county executive for fully funding the board's capital budget.

2210
02:54:31,920 --> 02:54:37,520
And we look forward to robust funding for operating budget.

2211
02:54:38,420 --> 02:54:41,460
And with that, this meeting is adjourned.