[1. Closed Session Approval - 10:00 a.m.]
[00:00:12]
WELCOME TO THE JANUARY NICE 2025 FOR BUSINESS MEETING IS OUR FIRST MEETING OF THE CALENDAR YEAR.
AND AFTER A THREE DAY SNOWSTORM BREAK.
WELCOME TO MY BOARD, COLLEAGUES, AND WELCOME TO M.C.P.S.
WE HAVE SOME LITTLE ONES JOINING US TODAY.
THOSE IN THE ROOM AND ONLINE OKAY.
SO LET'S FIRST ALL STAND FOR THE PLEDGE OF ALLEGIANCE.
I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS.
ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
NOW I WILL DO THE ROLL CALL TO RECOGNIZE FOUR MEMBERS TO ESTABLISH THAT WE HAVE A QUORUM.
I'M GOING TO START FROM THIS SIDE FOR NEARLY SUVARNA STUDENT MEMBER OF THE BOARD, HOPING ALL THE STUDENTS ENJOYED THEIR THREE AND A HALF DAY, EXTRA LONG WEEKEND.
NATALIE ZIMMERMAN, DISTRICT TWO.
WHEN I START THIS, I'M CARLA SYLVESTER, SCHOOL BOARD MEMBER AT LARGE.
WEDNESDAY IS GRACE RIVERA OPEN REPRESENTING DISTRICT ONE.
GOOD AFTERNOON. HAPPY NEW YEAR.
[2. Opening of Meeting - 2:00 p.m.]
GOOD AFTERNOON, LAURA STEWART.AND I'M REPRESENTING DISTRICT FOUR.
NOW, BEFORE WE GO TO THE AGENDA HERE, I WANT TO, GIVE A SHOUT OUT TO ALL OUR STAFF WHO HAVE BEEN WORKING IN THE PAST FEW DAYS, AT THE FOOD DISTRIBUTION SITE.
SITES WE HAVE 18 AND THEN MORE THE, WEDNESDAY.
AND ALSO TO ALL OUR EMERGENCY, STAFF WHO ACTUALLY WORKED THROUGH THE NIGHT LAST NIGHT IN THIS COLD WEATHER SO THAT WE CAN OPEN SCHOOL TODAY.
SO CAN YOU JOIN ME IN GIVING ALL OF THEM A ROUND OF APPLAUSE? SO NOW WE ARE GOING TO BEGIN THE MEETING WITH THE APPROVAL OF THE AGENDA.
ALL IN FAVOR? THAT'S UNANIMOUS.
SO, AS WE MEET TODAY TO, SERVICES ARE BEING HELD FOR JIMMY CARTER, THE 39TH PRESIDENT OF THE UNITED STATES.
FOLLOWING HIS PASSING LAST MONTH.
NOW, YOU MIGHT NOT KNOW, BUT PRESIDENT CARTER BEGAN HIS POLITICAL CAREER AS A MEMBER OF THE BOARD OF EDUCATION OF SUMTER COUNTY, GEORGIA, AND DEVOTED SIGNIFICANT TIME TO EDUCATION ISSUES.
AND HE ONCE SAID, I REMAIN CONVINCED THAT EDUCATION IS ONE OF THE NOBLEST ENTERPRISES A PERSON OR A SOCIETY CAN UNDERTAKE.
SO PLEASE JOIN ME IN HONORING PRESIDENT CARTER WITH A MOMENT OF SILENCE.
WE ARE GOING TO MOVE TO, THROUGH OUR AGENDA.
THIS NEXT ONE IS DOCTOR TAYLOR.
DO WE HAVE APPOINTMENTS TODAY? THANK YOU, MADAM PRESIDENT.
I HAVE TWO, RECOMMENDED APPOINTMENTS FOR THE BOARD'S CONSIDERATION TODAY.
WHEN I CALL YOUR NAME, IF YOU COULD PLEASE STAND BY, I SAY SOME WONDERFUL THINGS ABOUT YOU AND, THE BOARD REVIEWS FOR YOUR APPOINTMENT CONSIDERATION.
FIRST UP IS MRS. JULIE A MORRIS FOR THE POSITION OF DIRECTOR AND THE DEPARTMENT OF PLANNING, DESIGN AND CONSTRUCTION AND THE OFFICE OF FACILITY MANAGEMENT AND OPERATIONS.
MRS. MORRIS HAS BEEN EMPLOYED WITH MONTGOMERY COUNTY PUBLIC SCHOOLS FOR 15 YEARS AS A PLANNER, AND MOST RECENTLY AS A FACILITIES MANAGER, IN THE OFFICE OF DISTRICT OPERATIONS.
MISS MORRIS, LOOKS FORWARD TO COLLABORATION WITH INTERNAL AND EXTERNAL STAKEHOLDERS IN THE DIVISION'S CURRENT AND UPCOMING PLANNING STUDIES, DESIGN AND CONSTRUCTION OF NEW FACILITIES.
[00:05:02]
I SECOND THE MOTION.ALL IN FAVOR? THAT'S UNANIMOUS.
OUR NEXT AND, FINAL, PERSON BEING RECOMMENDED FOR APPOINTMENT THIS EVENING IS MRS. BROOKS P KEMP FOR THE POSITION OF PRINCIPAL OF BRADLEY HILLS ELEMENTARY SCHOOL.
JOINING HER TODAY ARE A WHOLE CREW OF PEOPLE,
[3. Human Resources and Development - 2:01 p.m.]
LED BY HER HUSBAND, ROB, HER CHILDREN, BOBBY AND JOSIE, AS WELL AS SOME OF HER ADMINISTRATIVE COLLEAGUES, MR. CHRIS NARDI, DOCTOR STACY SMITH AND DOCTOR JENNIFER WEBSTER.MRS. KEMP HAS BEEN EMPLOYED WITH MCPS FOR 23 YEARS AS A TEACHER, RESOURCE TEACHER, TEAM LEADER, CONTENT SPECIALIST, ASSISTANT SCHOOL ADMINISTRATOR, AND MOST RECENTLY AS AN ASSISTANT PRINCIPAL AT BELLS MILL ELEMENTARY SCHOOL.
SHE IS EXCITED TO RETURN TO THE WALT WHITMAN CLUSTER, AND WILL BE DEDICATED TO SERVING THE STUDENTS, STAFF, AND CAREGIVERS IN A NURTURING ENVIRONMENT THAT PROMOTES SOCIAL, EMOTIONAL WELL-BEING AND ACADEMIC EXCELLENCE FOR ALL.
SHOUT OUTS TO HER PARENTS, TARA AND JOSEPH PALMEIRO AND THE, THOMAS POWELL MIDDLE SCHOOL RUNNING GROUP WHO ARE WATCHING ONLINE.
ALL IN FAVOR? THAT'S UNANIMOUS.
WE ALSO HAVE SOME SPECIAL RECOGNITIONS TODAY.
I HAVE, TWO, RESOLUTIONS THAT I'D LIKE FOR THE BOARD'S CONSIDERATION.
AND I'M GOING TO BE READING, A TRUNCATED VERSION OF, BOTH RESOLUTIONS FOR THE BOARD'S CONSIDERATION.
THE FIRST ONE IS A RESOLUTION, RECOGNIZING TEEN DATING VIOLENCE AWARENESS AND PREVENTION MONTH.
AND, IT GOES, TO THIS MEASURE.
WHEREAS THE NATIONAL RESOURCE CENTER ON DOMESTIC VIOLENCE HAS DESIGNATED THE MONTH OF FEBRUARY 2025 AS TEEN DATING VIOLENCE AWARENESS AND PREVENTION MONTH TO RAISE COMMUNITY AWARENESS ABOUT TEEN DATING VIOLENCE.
AND WHEREAS, TEEN DATING VIOLENCE IS ALSO CALLED, DATING VIOLENCE IS AN ADVERSE CHILDHOOD EXPERIENCE THAT AFFECTS MILLIONS OF YOUNG PEOPLE IN THE UNITED STATES AND IS PREVENTABLE.
RESOURCES ARE AVAILABLE FOR TEENS, FAMILIES, SCHOOLS, AND COMMUNITIES.
AND THEREFORE, BE IT RESOLVED THAT THE MONTGOMERY COUNTY BOARD OF EDUCATION AND THE SUPERINTENDENT OF SCHOOLS HEREBY PROCLAIM THE MONTH OF FEBRUARY 2025 AS TEEN DATING VIOLENCE AWARENESS AND PREVENTION MONTH AND SUPPORT THE CHOOSE RESPECT MONTGOMERY RESPECT FEST TO BE HELD ON APRIL 6TH, 2025, THROUGH CONTINUED EDUCATION IN HEALTH CLASSES AND PROMOTION OF PUBLIC SERVICE ANNOUNCEMENTS.
[4. Recognitions - 2:10 p.m.]
AT A PUBLIC SERVICE ANNOUNCEMENT CONTEST, MONTGOMERY COUNTY PUBLIC SCHOOLS CONTINUES TO WORK TOWARDS ENDING TEEN DATING VIOLENCE BY EMPOWERING YOUNG PEOPLE TO DEVELOP HEALTHIER RELATIONSHIPS, ASSIST STUDENTS AND FAMILIES IN ACCESS INFORMATION AND RESOURCES, AND ENGAGE IN DISCUSSIONS WITH FAMILY MEMBERS AND PEERS TO PROMOTE AWARENESS AND PREVENTION OF TEEN DATING VIOLENCE.MAY I HAVE A MOTION? MOVE. APPROVAL.
ALL IN FAVOR? UNANIMOUS. THANK YOU.
MY, SECOND AND LAST, RECOMMENDED, RESOLUTION RECOGNIZES NATIONAL SCHOOL COUNSELING WEEK, AND I'LL READ A TRUNCATED VERSION OF THIS, RESOLUTION AS WELL.
WHEREAS NATIONAL SCHOOL COUNSELING WEEK IN 2025, WITH THE THEME SCHOOL COUNSELING HELPING STUDENTS THRIVE, WILL BE CELEBRATED FEBRUARY 3RD THROUGH THE SEVENTH, 2025 TO FOCUS PUBLIC ATTENTION ON THE UNIQUE CONTRIBUTION PROFESSIONAL SCHOOL COUNSELORS MAKE IN HELPING STUDENTS ACHIEVE ACADEMIC AND SOCIAL EMOTIONAL SUCCESS.
PLAN FOR CAREER AND BECOME READY FOR COLLEGE.
AND WHEREAS, NATIONAL SCHOOL COUNSELING WEEK HIGHLIGHTS THE TREMENDOUS IMPACT THAT PROFESSIONAL SCHOOL COUNSELORS HAVE IN HELPING STUDENTS ACHIEVE SUCCESS IN SCHOOL AND ENCOURAGE STUDENTS TO PURSUE CHALLENGING ACADEMIC COURSES TO PREPARE THEM FOR COLLEGE AND CAREERS.
THEREFORE, BE IT RESOLVED THAT THE MONTGOMERY COUNTY BOARD OF EDUCATION AND THE SUPERINTENDENT OF SCHOOLS HEREBY PROCLAIM FEBRUARY 3RD THROUGH THE SEVENTH, 2025 AS NATIONAL SCHOOL COUNSELING WEEK IN MONTGOMERY COUNTY PUBLIC SCHOOLS AND RECOMMEND THE OBSERVANCE IN ALL OF OUR SCHOOL COMMUNITIES.
ALL IN FAVOR? THAT'S UNANIMOUS.
OUR NEXT ITEM IS PUBLIC COMMENTS.
[00:10:01]
WE SEE SO MANY LITTLE ONES IN OUR FORUM TODAY.AND, BEFORE WE START THAT, I HAVE A CERTAIN STANDARD PRETTY LONG PASSAGE TO READ, SO PLEASE BEAR WITH ME.
PUBLIC COMMENTS IS ONE OF OUR OPPORTUNITIES TO HEAR THE VIEWS AND RECEIVED ADVICE OF COMMUNITY MEMBERS.
BOARD MEMBERS WILL TAKE YOUR COMMENTS INTO CONSIDER ATION, BUT IT IS NOT OUR PRACTICE TO TAKE ACTION AT THIS TIME ON ISSUES THAT ARE RAISED WE IN COLOR.
WE ENCOURAGE PUBLIC INPUT ON POLICY, PROGRAM AND PRACTICES.
THIS IS NOT THE PROPER AVENUE TO ADDRESS SPECIFIC STUDENT OR EMPLOYEE MATTERS, SO WE ENCOURAGE EVERYONE TO UTILIZE EXISTING AVENUES OF RED DRESS FOR COMPLAINTS.
THIS IS A PUBLIC MEETING AND WE EXPECT A CONTACT OF ALL SPEAKERS AND MEMBERS OF THE AUDIENCE TO BE WITHIN THE BOUNDS OF PROPER ETIQUETTE.
INAPPROPRIATE PERSONAL REMARKS, RUDE RETORTS, OR OTHER SUCH BEHAVIOR IS OUT OF WATER AND WILL NOT BE TOLERATED.
THOSE WHO DEMONSTRATE DISRUPTED OR DISRESPECTFUL BEHAVIOR, DOING PUBLIC COMMENTS MAY BE ASKED TO LEAVE THE ROOM.
PLEASE CHECK OUR WEBSITE FOR INFORMATION ABOUT UPCOMING BOARD MEETINGS, HEARINGS AND WORK SESSIONS, INCLUDING ANY CHANGES TO
[5. Public Comments - 2:15 p.m.]
OUR MEETINGS. START TIME.SO TODAY WE HAVE 14 PEOPLE SIGN UP TO PROVIDE IN-PERSON TESTIMONY.
EACH SPEAKER WILL RECEIVE TWO MINUTES FOR COMMENT.
WHEN YOUR NAME IS CALLED, PLEASE APPROACH TO TABLE.
SPEAK CLEARLY AND DIRECTLY INTO THE MICROPHONE.
30S. PRIOR TO THE EXPIRATION OF OUR SPEAKERS TIME, A YELLOW LIGHT WILL GO ON ACCOMPANIED BY A BEEP, A RED LIGHT, AND A BUZZER SIGNAL THAT YOUR TIME HAS EXPIRED.
PLEASE PUSH THE FLAT BUTTON BELOW THE MICROPHONE TO TURN IT ON AND BEGIN SPEAKING.
PUSH THE SAME BUTTON ONCE MORE AT A SOUND OF BUZZER TO TURN IT OFF.
WE ALSO HAVE THREE PEOPLE SIGN UP TO PROVIDE AUDIO AND VIDEO TESTIMONY.
WE WILL PLAY THESE SUBMISSIONS ONCE THE IN-PERSON TESTIMONIES HAVE CONCLUDED.
COPIES OF THE TESTIMONIES CAN BE FOUND ON BOARD DOCS WHERE THEY ARE POSTED WITH THE OTHER MATERIALS FOR THIS MEETING.
SO I'M GOING TO INVITE THE FIRST SIX SPEAKERS TO COME TO THE FRONT, AND THEY ARE A NEW VA MALU AMANDO GWEN DE GOMEZ, LAUREN Q DIA, JENNIFER BRACK, BILL VICTORIA HILL, AND AARON BERGER.
PLEASE PROCEED TO THE TABLE AND.
IS PHIL HILL IN THE HOUSE? ALOHA.
GOOD AFTERNOON, DOCTOR TAYLOR.
MEMBERS OF THE BOARD AND MY FELLOW STUDENTS.
MY NAME IS AND YUVAL MALU, AND I AM A JUNIOR AT MONTGOMERY BLAIR HIGH SCHOOL.
IN OCTOBER 2023, THE MONTGOMERY COUNTY POLICE DEPARTMENT IDENTIFY THE STUDENT RESPONSIBLE FOR SENDING BOMB THREATS TO PAINT BRANCH HIGH SCHOOL.
EARLIER THAT YEAR, MONTGOMERY BLAIR HIGH SCHOOL HAD EXPERIENCED THREE BOMB THREATS IN A SINGLE MONTH IN SEPTEMBER 2024, AND POLICE WERE DISPATCHED AT WALT WHITMAN HIGH SCHOOL DUE TO A BOMB THREAT IN THE SPRING OF 2024, WHEN HIGH SCHOOL WAS PUT INTO SHELTER IN PLACE MODE AND EINSTEIN HIGH SCHOOLS ADMINISTRATION EVACUATED STUDENTS WHILE POLICE SEARCHED THE AREA.
IT WASN'T UNTIL THE FALL OF 2024 THAT M.C.P.S DECIDED TO IMPLEMENT THE IT POLICY, AND ALTHOUGH THIS POLICY WAS AN IMPORTANT STEP IN THE RIGHT DIRECTION FROM A STUDENTS PERSPECTIVE, THIS ID POLICY IS STILL NOT ENOUGH.
DEPENDING ON THE SCHOOL, IDS MAY BE CHECKED EVERY DAY, OR THE POLICY MAY BE IGNORED ALTOGETHER.
WHILE THE IDEA OF AN ID POLICY IS GREAT IN THEORY, ITS IMPLEMENTATION IS INEFFECTIVE BECAUSE THERE'S LITTLE MOTIVATION FOR STUDENTS TO CONSISTENTLY WEAR THEIR IDS WITHOUT AN INCENTIVE.
YES, YOU MAY EXPLAIN THAT THE ID POLICY IS FOR SAFETY, BUT SIMPLY TELLING STUDENTS THAT'S FOR THEIR OWN GOOD, FROM MY OWN PERSPECTIVE, IS NOT ENOUGH TO MAKE THEM WANT TO WEAR IT.
IN ADDITION TO ID SERVING AS A SAFETY MEASURE, I WANT TO PROPOSE A SECONDARY FUNCTION TO THEM, WHICH WILL INCENTIVIZE STUDENTS TO WEAR THEM REGULARLY.
I BLAIR, WE ALREADY SCANNED THE BARCODES ON OUR IDS TO PRINT PASSES OR CHECKOUT BOOKS.
[00:15:02]
IF M.C.P.S COULD BUILD ON THE SYSTEM AND EXPAND IT TO ALL HIGH SCHOOLS IN THE COUNTY BY CREATING A CHECKOUT SYSTEM CONTAINING FREE HYGIENE PRODUCTS, NARCAN, AND SCHOOL SUPPLIES WITH THE SYSTEM, STUDENTS WOULD HAVE AN ADDITIONAL REASON TO ENSURE THEY HAVE THEIR IDEAS WITH THEM.THIS WOULD ALLOW STUDENTS TO DISCREETLY ACCESS PRODUCTS THEY NEED TO THREAT TO TREAT DRUG OVERDOSES AND HYGIENE ISSUES, WHILE ALSO MOTIVATING STUDENTS TO WEAR THEIR IDS CONSISTENTLY AND ENCOURAGE OTHERS TO DO THE SAME.
IS AMANDA HERE? NO. SO THEN, IS, LAUREN? YEAH.
HELLO. MY NAME IS LAUREN KILDEE.
MY DAUGHTER IS A STUDENT AT SEVEN LOCKS ELEMENTARY SCHOOL.
LAST MONTH, A THIRD GRADER WITH A DOCUMENTED RECORD OF ASSAULTING GIRLS IN HIS GRADE THREATENED TO BRING A GUN TO SCHOOL IN HIS BACKPACK AND KILL EVERYONE.
I'VE BEEN SHOCKED AT THE LACK OF RESPONSE FROM M.C.P.S AND SAW THAT HAPPEN.
I GRADUATED FROM VIRGINIA TECH, AND I'VE SEEN FIRSTHAND WHAT ONE DERANGED PERSON CAN DO TO A COMMUNITY.
THANKS TO RESTORATIVE JUSTICE PRACTICES, THE STUDENT RECEIVED NO CONSEQUENCES FOR HIS THREAT.
HE COULD BRING A GUN TO SCHOOL AND STILL NOT BE EXPELLED OR EVEN REMOVED FROM THE CLASSROOM.
EVEN IF THE STUDENT COULD NOT GET HIS HANDS ON A GUN.
I'M SURE THERE ARE ITEMS LIKE KNIVES IN HIS HOME THAT COULD BE WEAPONIZED.
YET OUR SCHOOL IS REFUSING TO PERFORM EVEN A SEARCH OF HIS BACKPACK GOING FORWARD.
IT'S BAD ENOUGH THAT M.C.P.S HOLDS DISRUPTIVE KIDS AS ACCOUNTABLE AS HOLLYWOOD IN THE 1950S.
OUR GIRLS ARE BEING FORCED TO ACCEPT FAKE APOLOGIES AND RATIONALIZE THE BEHAVIOR OF THE PERSON WHO ASSAULTED THEM.
I SHOULD NOT HAVE TO TELL MY DAUGHTER TO TIPTOE AROUND A BOY IN HER CLASS IN ORDER TO STAY SAFE.
IF YOU'RE GOING TO REMOVE CONSEQUENCES FOR THREATS OF VIOLENCE AND FORCE MY DAUGHTER TO BE IN CLASS WITH KIDS WHO MAKE THESE TYPES OF THREATS, THEN I IMPLORE YOU TO SPEND OUR TAX DOLLARS ON SAFETY MEASURES THAT WILL KEEP HER SAFE.
I KNOW YOU ARE AWARE OF THE SECURITY GAPS.
MRS. HILL HAS BROUGHT THEM TO YOUR ATTENTION REPEATEDLY.
I'M HERE TO REITERATE HER DEMAND FOR THE ABILITY TO CALL 911 MANDATED INFRASTRUCTURE SECURITY ASSESSMENTS, SECURITY BUTTONS AND SCHOOL RESOURCE OFFICERS, WHILE YOUNGER CHILDREN ARE LESS LIKELY TO ENGAGE IN CRIMINAL BEHAVIOR.
ELEMENTARY SCHOOLS STILL FACE THE POSSIBILITY OF EXTERNAL THREATS, SUCH AS INTRUDERS OR TARGETED VIOLENCE.
THE PRESENCE OF AN SRO IN ELEMENTARY SCHOOLS WOULD ENSURE A RAPID RESPONSE TO ANY POTENTIAL DANGER.
WHAT I RATHER HAVE AN EXTRA TEACHER AND SMALLER CLASS SIZES.
SURE, IN A PERFECT WORLD I WOULD.
BUT OUR WORLD IS FAR FROM PERFECT.
AND THE REALITY IS YOU CAN'T TEACH THAT KIDS.
YOU'VE CHOSEN TO SEND THE MESSAGE THAT THESE KIDS CAN DO AND SAY ANYTHING AND GET AWAY WITH IT.
AT LEAST HAVE THE INTEGRITY AND HONOR TO PROTECT THE REST OF THE STUDENTS WHO ARE BEING FORCED TO SIT IN CLASSROOMS NEXT TO THE PERSON THAT ASSAULTED THEM.
PERHAPS IN THE MEANTIME, YOU CAN INVITE THESE VIOLENT CHILDREN TO COME SIT IN YOUR OFFICES FOR A DAY WHILE YOU WORK.
MAKE SURE NO ONE CHECKS THEIR BAGS ON THE WAY IN VIA YOUR SECURITY OFFICERS, AND LEAVE YOUR CELL PHONE AT THE DOOR.
THEN YOU'LL HAVE THE EXPERIENCE THAT OUR TEACHERS AND CHILDREN HAVE EVERY DAY.
YOU WORK FOR US, AND THESE POLICIES HAVE DONE NOTHING BUT MAKE SCHOOLS MORE DANGEROUS.
AND THANK YOU FOR THE OPPORTUNITY TO SPEAK.
ACCORDING TO EVERYTOWN FOR GUN SAFETY, IN 2024, THERE WERE AT LEAST 205 INCIDENTS OF GUNFIRE ON US SCHOOL GROUNDS IN THE K THROUGH 12 SCHOOL SHOOTING DATABASE REPORTS THAT ABOUT 20% OF THOSE SCHOOL SHOOTINGS LAST YEAR HAPPENED AT ELEMENTARY SCHOOLS.
GIVEN THESE STATISTICS, IT'S IRRATIONAL TO THINK THAT A SCHOOL SHOOTING COULDN'T HAPPEN HERE IN MONTGOMERY COUNTY OR THAT IT WON'T HAPPEN.
AND I KNOW YOU CAN'T CHANGE THE CULTURE OF GUNS IN THIS COUNTRY.
BUT YOU DO HAVE THE POWER TO MAKE A DIFFERENCE, AND YOU CAN ALLOCATE RESOURCES FOR SOME VERY SIMPLE SAFETY MEASURES.
IN PARTICULAR, WE NEED AN APPROPRIATE CRISIS COMMUNICATION SYSTEM WITH EMERGENCY ALERT BUTTONS AVAILABLE TO ELEMENTARY SCHOOL TEACHERS AND ADMINISTRATORS.
CURRENTLY, THERE ARE MANY ELEMENTARY SCHOOLS IN OUR DISTRICT THAT HAVE NO CELL SERVICE IN LARGE SECTIONS OF THEIR BUILDINGS.
AND THIS LEAVES TEACHERS WITHOUT THE ABILITY TO CALL 911 FROM THEIR CELL PHONES.
IN THE EVENT THAT THERE IS AN EMERGENCY, WHEN THEY OFTEN HAVE LESS ACCESS TO LANDLINES IF THEY'RE LUCKY ENOUGH TO EVEN HAVE LANDLINES IN THEIR CLASSROOM.
BUT MONTGOMERY COUNTY IS LUCKY TO HAVE EXPERTS ON HAND, SUCH AS THE DISTRICT CHIEF OF SECURITY AND COMPLIANCE AND THE DIRECTOR OF THE OFFICE OF SYSTEMWIDE SAFETY AND EMERGENCY MANAGEMENT.
THEY CAN PROVIDE GUIDANCE ON WHICH CRISIS COMMUNICATIONS TOOLS WOULD BE THE MOST COST EFFECTIVE AND BENEFICIAL, GIVEN THE LIMITED CELLULAR CAPABILITIES.
ON BEHALF OF SO MANY CONCERNED PARENTS, I ASK THAT YOU ALLOCATE THE NECESSARY RESOURCES TO BE ABLE TO HAVE THESE CRISIS COMMUNICATION SYSTEMS IN PLACE, WHICH WOULD INCLUDE EMERGENCY ALERT BUTTONS.
AND THIS MIGHT BE JUST AN INITIAL STEP TO SOLVING A LARGER PROBLEM ABOUT SECURITY IN OUR SCHOOLS, BUT IT REALLY COULD MEAN EVERYTHING.
[00:20:02]
NEXT.I'D LIKE TO WELCOME NEW BOARD MEMBERS STEWART, MONTOYA AND ZIMMERMAN.
I HAVE TESTIFIED MULTIPLE TIMES ON THE LACK OF ESSENTIAL SECURITY MEASURES IN OUR ELEMENTARY SCHOOLS, INCLUDING THE ABILITY TO CALL FOR HELP DURING AN EMERGENCY.
TODAY, YOU HAVE HEARD TESTIMONY ABOUT THE INCIDENT AT SEVEN LOCKS ELEMENTARY, WHERE A STUDENT THREATENED TO BRING A GUN AND SHOOT EVERYONE IN THE SCHOOL.
THE ONLY THING WORSE THAN THE LACK OF ACTION TAKEN BY THE SEVEN LOCKS PRINCIPAL AND THEIR DIRECTOR, IS THAT SEVEN LOCKS IS DEFENSELESS.
SHOULD THIS STUDENT OR ANY OTHER STUDENT CHOOSE TO MAKE GOOD ON THEIR THREAT? THERE ARE BOARD MEMBERS WHO DO NOT BELIEVE WHAT I SAY ABOUT ELEMENTARY SCHOOL SECURITY.
WHEN THEY INQUIRE ABOUT THE VERACITY OF MY TESTIMONY, THEY ARE TOLD HALF TRUTHS OR OUTRIGHT LIES.
I'M HERE TODAY TO BEG YOU NOT TO TAKE MY WORD OR ANYONE ELSE'S ON ANYTHING SECURITY RELATED.
AND PLEASE GO SEE FOR YOURSELF.
YOU CAN BEGIN AT SEVEN LOCKS ELEMENTARY.
THERE YOU WILL FIND THERE IS NO CELL PHONE RECEPTION THROUGHOUT THE SCHOOL AND THERE ARE NO EMERGENCY CALL BUTTONS.
CAMERAS ARE UNMONITORED AND ARE NOT CONNECTED TO THE POLICE.
THERE ARE NO ALARMS ON THE DOORS.
SURE, THE CLASSROOM DOORS LOCK, BUT THERE IS A LARGE SECTION OF PARTICLEBOARD RIGHT NEXT TO THEM THAT A PERSON CAN KICK IN AND CRAWL RIGHT THROUGH.
AND NO ONE KNOWS THESE VULNERABILITIES BETTER THAN CURRENT AND FORMER STUDENTS.
THEN TALK TO MONTGOMERY COUNTY POLICE.
THEY'LL TELL YOU THAT THEIR RADIOS DON'T WORK IN ELEMENTARY SCHOOLS EITHER, AND THEY ARE BEGGING TO WORK WITH M.C.P.S.
AFTER YOU DISCOVER THE TRUTH FOR YOURSELF, PLEASE DIRECT YOUR OFFICE OF SYSTEMWIDE SAFETY AND EMERGENCY MANAGEMENT TO CONDUCT STANDARDIZED SCHOOL SECURITY ASSESSMENTS.
BEGINNING AT SEVEN LOCKS AND COVERING ALL 136 ELEMENTARY SCHOOLS, INCLUDING SCHOOLS LIKE BURKE GROVE THAT HAS NO CELL RECEPTION AND ONLY ONE LANDLINE FOR 12 CLASSROOMS AT THE END OF A HALLWAY.
EVERYTHING I'VE BROUGHT TO LIGHT OVER THE LAST YEAR HAS BEEN IGNORED.
I AM LOOKING TO UNION MEMBERS, SOME WHO HAVE CHILDREN IN M.C.P.S.
WITH HOPE THAT YOU'LL WORK WITH ME AND OTHER CONCERNED PARENTS TO SAVE OUR MOST VULNERABLE STUDENTS LIVES.
AS AN M.C.P.S PARENT, I'M HERE TODAY TO ASK THAT MORE FUNDING AND RESOURCES BE ALLOCATED TOWARDS SAFETY AND SECURITY IMPROVEMENTS WITHIN M.C.P.S.
I IMPLORE YOU TO LISTEN TO THE EXPERTS WITHIN YOUR LEADERSHIP COMMUNITY, SUCH AS CHIEF JONES AND DIRECTOR MICHELLE AS BEFORE, AS WELL AS THE PARENTS AND THE COMMUNITY WHO ARE BRINGING SUCH MUCH NEEDED ATTENTION TO THE TOPIC OF SCHOOL SAFETY.
SAFETY SHOULDN'T BE A TOPIC THAT MEMBERS LIKE MYSELF AND THE COMMUNITY SHOULD HAVE TO RAISE WITH YOU.
SAFETY AND WELL-BEING OF ALL STUDENTS AND STAFF MEMBERS WITHIN M.C.P.S SHOULD BE, WITHOUT A DOUBT, YOUR NUMBER ONE AND ABSOLUTE HIGHEST PRIORITY EACH AND EVERY DAY.
WHEN LIFE THREATENING RISKS PRESENT ITSELF, YOU MUST TAKE ACTION, FOR EXAMPLE, AND NOT TO BE TRAUMATIC.
THE TRAGIC EVENTS OF 9/11 CHANGED OUR COUNTRY FOREVER.
IN THE AFTERMATH OF THE DESTRUCTION AND MOURNING, THERE WAS AN INTENSE PERIOD OF REFLECTION, ASSESSMENT AND EVALUATION OF OUR SAFETY AND SECURITY MEASURES NATIONWIDE IN THE MONTHS THAT FOLLOWED.
AIR TRAVEL CONCERT GOING PROFESSIONAL SPORTING EVENTS AND MORE.
SECURITY HAS INCREASED ALMOST EVERYWHERE, EVEN AT MEETINGS JUST LIKE THIS ONE, AN ELABORATE SCREENING PROCESSES HAVE BEEN IMPLEMENTED IN MANY AREAS TO PREVENT MORE ATTACKS AND ANY FURTHER LOSS OF LIFE.
A RISK WAS IDENTIFIED, SO SAFETY MEASURES CHANGED WHEN THE THREAT OF COVID 19 EMERGED IN CASE NUMBERS BEGAN TO RISE.
BUT WHEN YOU EVENTUALLY ALLOWED THEM TO REOPEN, YOU DID SO WITH REQUIRING MASKING, DISTANCING AND TESTING PROTOCOLS.
AGAIN, A RISK WAS IDENTIFIED AND THEN YOU MADE THE APPROPRIATE, APPROPRIATE CHANGES TO SAFETY MEASURES WHEN THE WEATHER DROPS.
SALT IS SPRAYED, PARKING LOTS ARE PLOWED, AND SCHOOL IS CLOSED OR DELAYED.
THEN WHY? AS AN EPIDEMIC OF SCHOOL SHOOTINGS THAT'S RUNNING RAMPANT ACROSS OUR COUNTRY, OUR SAFETY MEASURES WITHIN M.C.P.S.
YOU CAN SEND US YOUR TESTIMONY.
ON DECEMBER 18TH AT SEVEN LOCKS ELEMENTARY, MY DAUGHTER, A THIRD GRADER, WAS SAT BESIDE A STUDENT WHEN HE THREATENED TO BRING A GUN IN HIS BAG AND SHOOT EVERYONE IN THE SCHOOL.
THIS STUDENT HAS A DOCUMENTED HISTORY OF VIOLENCE TOWARDS HIS PEERS.
YET IT TOOK UNTIL THE FOLLOWING EVENING FOR A MESSAGE TO BE SENT BY A PRINCIPAL THAT ONLY WENT TO PARENTS IN THE CLASS.
THAT MESSAGE DOWNPLAYED THE THREAT, CALLING IT AN INAPPROPRIATE COMMENT.
MY DAUGHTER SAID, THAT'S NOT AN INAPPROPRIATE COMMENT.
AN INAPPROPRIATE COMMENT IS SAYING SOMEONE LOOKS ODD.
HOW IS IT THAT AN EIGHT YEAR OLD CAN HAVE A CLEARER SENSE OF WHAT CONSTITUTES A DANGER THAN ELEMENTARY SCHOOL PRINCIPAL? THE FOLLOWING DAY, THE SAME
[00:25:01]
STUDENT WAS ALLOWED TO GO ON A FIELD TRIP.NO CONSEQUENCES. NO SAFETY CHECKS.
DESPITE PARENTS CONCERNS REQUESTING SIMPLE ACTIONS LIKE CHECKING THE STUDENT'S BACK FOR WEAPONS, NOTHING HAS BEEN DONE.
HOW WOULD ANY OF US FEEL IF SOMEONE CAME INTO THIS ROOM TODAY AND MADE THE SAME THREATS? WILL WE JUST LET THEM BACK IN TOMORROW WITHOUT TAKING ANY PRECAUTIONS? THE SAME STUDENT LAST YEAR PHYSICALLY ASSAULTED MY DAUGHTER TWICE WHEN HE MADE A DECLARATION FOR VIOLENCE.
MY DAUGHTER DISPLAYED MORE BRAVERY.
HER PRINCIPAL IS SHOWN STATING WHAT YOU SAID IS NOT OKAY.
IT'S AGAINST THE WHOLE WORLD'S RULES.
MY DAUGHTER WAS INSTRUCTED TO GO INTO THE HALLWAY WITH HER BULLY UNSUPERVISED GROWTH AND THREATENED HER.
POLICE OFFICERS HAVE WARNED ME THAT SHE WILL NOW BE TARGETED BY HIM FOR FURTHER VIOLENCE.
YET, WHEN I ASKED THE PRINCIPAL TO MOVE THIS STUDENT OUT OF MY DAUGHTER'S CLASS OR AT LEAST CONDUCT A BIKE SEARCH, I WAS TOLD THE SAFETY PLAN WOULD NOT INVOLVE ANY CLASS CHANGES OR SEARCHES.
HOW MUCH MORE DANGER DOES MY DAUGHTER HAVE TO FACE BEFORE M.C.P.S ACTS? HOW FAR DOES A STUDENT NEED TO GO BEFORE SOMETHING IS DONE? MY DAUGHTER LOVED GOING TO SCHOOL.
NOW SHE'S AFRAID SHE FEELS ABANDONED BY THE VERY PEOPLE ENTRUSTED TO PROTECT HER.
THE LACK OF ACTION AND CONSEQUENCES HAS CREATED AN ENVIRONMENT WHERE BULLIES ARE EMBOLDENED AND VICTIMS ARE LEFT TO FEND FOR THEMSELVES.
CHILDREN ARE TAUGHT THERE ARE NO CONSEQUENCES FOR VIOLENT BEHAVIOR.
IF THIS CULTURE CONTINUES, I FEAR IT WILL LEAD TO A BREAKDOWN IN TRUST AND SAFETY AND ENCOURAGE VIGILANTE JUSTICE.
I'M ASKING YOU TO TAKE REAL, IMMEDIATE ACTION TO KEEP MY DAUGHTER AND ALL STUDENTS SAFE.
I'M GOING TO CALL THE NEXT SIX SPEAKERS, TO COME TO THE FRONT.
MELINDA, JUST SIT FOR ESTHER WELLS.
ALLISON WILLIAMS, ADEQUATE LIAR.
I SORT OF ENJOY WATCHING HER SCHOOL.
MY NAME IS PATRICIA SA, AND I'M A PARENT OF A SECOND GRADE STUDENT AT HARRIET TUBMAN ELEMENTARY SCHOOL IN GAITHERSBURG.
AND THE PRESIDENT OF OUR TUBMAN TIGERS PTA.
I'M HERE TODAY TO SPEAK ON BEHALF OF THE PARENTS, STAFF, AND COMMUNITY MEMBERS WHO ARE GROWING INCREASINGLY CONCERNED ABOUT THE SAFETY OF OUR CHILDREN, PARTICULARLY WHEN IT COMES TO THE LACK OF PROPER FENCING AROUND THE SCHOOL GROUNDS.
SINCE OPENING IN AUGUST 2022, WE HAVE SEEN NUMEROUS TROUBLING INCIDENTS THAT HIGHLIGHT THE URGENT NEED FOR A SECURE ENVIRONMENT.
THE EXPOSED BLACKTOP PLAYGROUND AND TURF FIELD HAVE ALL BECOME AREAS OF CONCERN.
THE GENERAL LACK OF SECURITY DURING RECESS AND THE FREE MOVEMENT OF PEOPLE ACROSS THE SCHOOL GROUNDS WHILE CHILDREN ARE PLAYING HAS LEFT MANY OF US FEELING ANXIOUS.
THERE HAVE BEEN REPORTS OF OPEN DRUG USE AND ADULT RELATIONS AFTER DARK, CREATING UNSAFE ENVIRONMENT FOR STUDENTS AND STAFF.
ADDITIONALLY, WE HAVE HAD MULTIPLE OCCURRENCES OF COMMUNITY MEMBERS, BOTH WITH AND WITHOUT PETS, WALKING ACROSS CAMPUS WHILE STUDENTS ARE OUTSIDE.
THESE INDIVIDUALS HAVE REFUSED TO LEAVE SCHOOL BY THE STAFF.
THERE ARE SIMPLY UNACCEPTABLE.
IT'S NOT AN ENVIRONMENT THAT SUPPORTS EFFECTIVE LEARNING OR THE PEACE OF MIND THAT PARENTS DESERVE.
EARLIER IN 2024, WE WERE TOLD THAT FENCING HAD BEEN APPROVED AND WOULD BE INSTALLED SOON.
YET HERE WE ARE WITH NO FENCING IN PLACE.
THE LACK OF PROGRESS HAS ONLY INCREASED THE FRUSTRATION AND ANXIETY THE PARENTS ARE FEELING.
WE'VE BEEN TOLD THAT THERE ARE ONGOING DISCUSSIONS BETWEEN M.C.P.S AND THE CITY OF GAITHERSBURG REGARDING THE TURF FIELD, BUT WE ARE STILL WAITING FOR ACTION.
WHAT WE ARE ASKING FOR IS SIMPLE.
WE NEED THE ENTIRE PLAY AREA ENCLOSED.
THIS INCLUDES THE PLAYGROUND, THE BLACKTOP, AND THE TURF FIELD.
WE DO NOT WANT JUST A SMALL AND ADEQUATE BARRIER THAT LEAVES OUR CHILDREN VULNERABLE TO THE SAME PROBLEMS WE'VE BEEN EXPERIENCING.
IF YOU LOOK AT THE FENCING OF NEARBY SCHOOLS OF GAITHERSBURG ELEMENTARY, YOU'LL SEE EXAMPLES OF SAFETY MEASURES THAT SHOULD HAVE BEEN IN PLACE AT HARRIET TUBMAN.
WE DESERVE AND ARE ASKING FOR A SOLUTION THAT ENSURES THE SAME LEVEL OF SAFETY FOR OUR CHILDREN.
I'M THE PARENT OF A FIRST GRADER AT TUBMAN ELEMENTARY, AS WELL AS THE VICE PRESIDENT OF THE TUBMAN TIGERS PTA.
I'M HERE TO SPEAK ON BEHALF OF THE TUBMAN COMMUNITY ABOUT THE FENCING AROUND THE SCHOOL.
THERE IS NO FENCE ENCLOSING THE AREA THAT OUR CHILDREN PLAY ON, WHICH INCLUDES A PLAYGROUND, A BLACKTOP AREA, AND A TURF FIELD WHICH IS FOR SHARED USE WITH THE CITY OF GAITHERSBURG.
A SMALL SIGN FROM THE CITY OF GAITHERSBURG STATES THAT THE TURF FIELD IS RESTRICTED TO SCHOOL USE DURING THE HOURS OF 8 A.M.
TO 5 P.M., THE PRESENT FENCING PROPOSAL BY MCPS OFFICE OF FACILITIES MANAGEMENT IS INSUFFICIENT.
IT PROPOSES TO ENCLOSE ONLY THE PLAYGROUND AND THE BLACKTOP AREA IN A FOUR FOOT HIGH FENCE, AND REQUIRES GATES
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TO ACCESS THE TURF FIELD.TUBMAN STUDENTS PLAY ON THIS TURF FIELD DURING RECESS, GYM CLASS, FIELD DAY, AND FOR BEFORE AND AFTER SCHOOL ACTIVITIES.
WE FEEL STRONGLY THAT A PLACING A FENCE BETWEEN THE BLACKTOP PLAYGROUND AREA AND THE TURF FIELD WILL RESTRICT ITS USE RATHER THAN ENCOURAGE IT.
ALSO, IF THE STUDENTS DO CONTINUE TO HAVE ACCESS TO THE TURF FIELD DURING SCHOOL HOURS, THE LACK OF A FENCE AROUND THE TURF FIELD LEAVES US AN ALMOST THE SAME SITUATION, WITH COMMUNITY MEMBERS ACCESSING THE FIELD WHEN USE SHOULD BE RESTRICTED TO THE SCHOOL.
NOT ONLY DO STUDENTS USE THE TURF FIELD FOR RECREATION, BUILDING CODE REQUIRES ACCESS TO THE TURF FIELD IN THE EVENT OF AN EMERGENCY SITUATION.
WHILE GATES CAN CERTAINLY BE OPENED, WILL ALL STAFF WHO NEED TO OPEN THESE GATES HAVE THE KEY OR THE CODE AVAILABLE IN THE EVENT OF AN EMERGENCY? WE IN THE TUBMAN COMMUNITY FEEL THAT STRONGLY THAT A BETTER CHOICE WOULD BE TO PUT A HIGHER FENCE AND CLOSING THE PLAYGROUND, BLACKTOP AND TURF FIELD TO CONTINUE TO ALLOW STUDENTS OPEN ACCESS TO THIS GREAT RECREATIONAL FACILITY.
WE UNDERSTAND THERE ARE DISCUSSIONS THAT NEED TO TAKE PLACE WITH THE CITY OF GAITHERSBURG BECAUSE OF THE SHARED USE AGREEMENT OF THE TURF FIELD, AS THIS IS NOW THE MIDDLE OF THE THIRD YEAR OF INSTRUCTION AT HARRIET TUBMAN ELEMENTARY.
WE RECOMMEND THESE DISCUSSIONS NEED TO TAKE PLACE IMMEDIATELY, SO THAT A SENSIBLE AND SAFE FENCING SOLUTION CAN BE PUT IN PLACE AT OUR SCHOOL AS SOON AS POSSIBLE.
THANK YOU FOR YOUR CONSIDERATION.
BOARD PRESIDENT YANG, BOARD MEMBERS, SUPERINTENDENT TAYLOR, STAFF AND COMMUNITY MEMBERS.
MY NAME IS ESTHER WELLS, AND I'M THE PROUD MOM OF TWO M.C.P.S STUDENTS.
I REVIEWED THE SUPERINTENDENT'S PROPOSED FY 2026 OPERATING BUDGET AND NEED TO SHARE THE FOLLOWING TRANSPARENCY.
PLEASE PROVIDE THE COMMUNITY WITH HOW MUCH THE MAINTENANCE OF EFFORT OR MOU FOR FY 2026 AND TREND ANALYSIS OF MOU OVER THE LAST THREE YEARS. THIS WILL.
THIS WILL HELP COMMUNITY MEMBERS DIGEST THE BIG ASK OF $3.61 BILLION.
ANY INCREMENTAL STATE REVENUE FUNDING SHOULD BE OFFSET TO LOCAL REVENUE FUNDING, AS THE PROPOSED BUDGET IS REQUESTING $285 MILLION, OR 13.4% INCREASE YEAR OVER YEAR.
CAN M.C.P.S SHARE ITS PLAN TO RECRUIT AND HIRE 688 FTES AT $46.7 MILLION? IN RECENT YEARS, THERE HAS BEEN A CONSISTENT THEME OF REQUESTING AN OPERATIONAL WORKFORCE OF FTE EES THAT DID NOT MATERIALIZE.
PLEASE REVISE THE BUDGET BEFORE FOR TENTATIVE APPROVAL.
TO ONLY ASK TAXPAYERS TO FUND MCPS OPERATIONS AT LEVELS THAT ARE ACHIEVABLE, AND PLEASE REDUCE THE LEVEL OF TRANSFERS OUT OF INSTRUCTIONAL SALARIES.
WHILE WE ARE ALWAYS WORKING TO IMPROVE THE BUDGET FORMULATION, WE REMAIN LASER FOCUSED ON WHAT THE TAXPAYER IS GETTING FOR THEIR MONEY.
ACCORDING TO BETHESDA TODAY, LITERACY SHOWS THAT THE NUMBER OF KINDERGARTNERS THAT REACHED THE BENCHMARK DECREASED OVERALL FROM ALMOST 50% IN FALL 2023 TO 47% IN FALL 2024.
THE PRESENTATION WILL ALSO SHOW THAT FOR MATH PROFICIENCY, KINDERGARTNERS SHOWED A SIGNIFICANT DROP IN THE NUMBER OF MEETING THE BENCHMARKS FOR MAP.
WHAT IS M.C.P.S PLANNING TO DO TO ADDRESS SOME OF THE DECLINES IN KINDERGARTEN SCORES? SUMMER ENRICHMENT PROGRAMS WHILE SUMMER ENRICHMENT PROGRAMS BE BY INVITATION ONLY OR MADE AVAILABLE TO ALL OF ELEMENTARY SCHOOL AND MIDDLE SCHOOL GENERAL EDUCATION STUDENTS.
WHAT IS THE PLAN FOR INCOMING KINDERGARTEN STUDENTS TO HAVE ACCESS TO SUMMER SCHOOL, EVEN IF IT'S OUT OF FEE ACCESSIBILITY? DELAYED RELEASE OF SPECIAL EDUCATION STAFFING PLAN.
PLEASE ENSURE IT'S RELEASED AT THE SAME TIME AS THE BUDGET.
HI. THANK YOU FOR HEARING US TODAY.
I REPRESENT KINDERGARTEN TEACHERS WHO ARE STRONGLY SUGGESTING THAT SELF-SELECTED CENTERS, SOCIAL EMOTIONAL LEARNING TIME BE REINSTATED TO THE SCHEDULE AND MEET A REQUIREMENT FOR KINDERGARTEN CLASSES.
HONESTLY, PLAY SHOULD BE A PART OF, GRADES K TO 12 TO ENHANCE LEARNING.
ONCE CHILDREN STOP LIKING SCHOOL.
IT IS HARD TO GET THEM TO LIKE IT AGAIN, AND ONCE THEY DO NOT LIKE SCHOOL, THEIR LEARNING RATE IS ADVERSELY AFFECTED.
HOW DO WE TEACH CHILDREN TO LOVE LEARNING IN SCHOOL? WELL, NUMBER ONE IS RELATIONSHIPS.
CONNECTIONS BETWEEN TEACHERS AND STUDENTS AND STUDENTS AS STUDENTS.
BUT EFFECTIVE LEARNING IS WHEN STUDENTS ARE DOING WHAT THEY WANT TO BE DOING, AND IT IS THE SAME AS WHAT THEIR TEACHERS WANT THEM TO BE DOING.
CHILDREN THRIVE WHEN THEY ARE ABLE TO EXPERIENCE WONDER, CURIOSITY, AND JOY AND LEARNING HANDS ON LEARNING, DISCOVERY BASED LEARNING AND PLAY BASED LEARNING PROVIDE VENUES FOR CHILDREN TO BE IMMERSED IN WONDER, CURIOSITY AND JOY.
THE NEW K LA CURRICULUM IS A TWO HOUR HOPE OF READING LESSON, WITH TWO TABLE WORK BREAKS AND MAYBE 15 MINUTES OF HANDS ON LEARNING WITH LETTER TILES.
IT'S NOT DEVELOPMENTALLY APPROPRIATE TO EXPECT ANY CHILD TO SIT IN ONE PLACE AND SUSTAIN ATTENTION FOR SUCH A LONG PERIOD OF TIME.
NEEDLESS TO SAY, THIS CURRICULUM DOES LITTLE TO PROMOTE WONDER, CURIOSITY, AND JOY.
BUT PLAY IS THE COMMON LANGUAGE OF CHILDREN.
CHILDREN, MASTER RELATIONSHIPS, CREATIVE THINKING, CRITICAL
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THINKING, CONFLICT RESOLUTION, SHARING, TAKING TURNS, HOW TO WORK TOGETHER AS A TEAM.BUT PLAY ALSO HAS DEEP CONNECTIONS TO ACADEMICS.
RESEARCH DEMONSTRATES THAT LINKS BETWEEN PLAY AND ACQUISITION OF ACADEMIC SKILLS DEEPEN CONTENT KNOWLEDGE IN THE DOMAINS OF MATH, READING, SCIENCE AND COMPUTER TECHNOLOGY.
SCIENCE RESEARCH EXPLAINS THAT WHEN YOU PLAY, CERTAIN PARTS OF THE BRAIN ARE ACTIVATED, CHEMICALS ARE RELEASED, AND THEY FOCUS ON MEMORY AND ATTENTION.
SO WHY HAVE WE REMOVED SUCH AN IMPORTANT AND POWERFUL PIECE OF A CHILD'S LEARNING SEEKING EQUITY? WE DO DRIVE CHILDREN TO LEARN TO READ EARLIER, BUT THIS DEPRIVE THEM OF SOCIAL EMOTIONAL LEARNING.
AND IS THAT EQUITABLE TO FOSTER CHILDREN'S READING SKILLS AND ABILITY TO WORK WITH OTHERS? LET'S REINSTATE JOY BY ALLOWING SELF-SELECTED CENTERS TO COME BACK. THANK YOU.
DID I SAY YOUR NAME CORRECTLY? I I THE RIGHT. OKAY.
THANK YOU, BOARD MEMBERS, FOR BEING GIVEN THE OPPORTUNITY TO SPEAK TODAY.
EVERY DAY IN OUR CLASSROOMS, I SEE TEACHERS DOING THEIR BEST TO REACH EVERY STUDENT, ADAPTING LESSONS FOR DIFFERENT LEARNING STYLES AND PROVIDING EXTRA SUPPORT WHERE NEEDED, AND TRYING TO CHALLENGE THOSE WHO ARE READY FOR MORE.
BUT THE REALITY IS, OUR EDUCATORS ARE STRETCHED THIN, AND SOME STUDENTS, ESPECIALLY THOSE WITH LEARNING DIFFERENCES OR THOSE JUST LEARNING ENGLISH, AREN'T GETTING ALL THE SUPPORT THEY COULD BE.
TECHNOLOGY HAS TRANSFORMED HOW WE TEACH AND LEARN, AND NEW DIGITAL TOOLS OFFER A REAL CHANCE TO HELP BOTH OUR STUDENTS AND TEACHERS THRIVE.
THINK OF A STUDENT STRUGGLING WITH READING COMPREHENSION WHO COULD GET INSTANT HELP BREAKING DOWN COMPLEX TEXTS, OR A TEACHER WHO COULD QUICKLY GENERATE PRACTICE PROBLEMS TAILORED TO EACH STUDENT'S LEVEL.
THESE AREN'T FAR OFF POSSIBILITIES.
SCHOOLS ARE ALREADY USING THESE TOOLS SUCCESSFULLY TO GIVE STUDENTS MORE PERSONALIZED ATTENTION AND SUPPORT.
WHAT WE NEED NOW IS YOUR SUPPORT TO BRING THESE LEARNING TOOLS TO ALL OUR STUDENTS IN A THOUGHTFUL WAY, WITH PROPER TRAINING FOR OUR TEACHERS AND CLEAR GUIDELINES TO PROTECT STUDENT PRIVACY AND ENSURE EQUAL ACCESS.
WE CAN GIVE EVERY CHILD IN MONTGOMERY COUNTY THE PERSONALIZED SUPPORT THEY NEED TO SUCCEED.
MEMBERS OF THE BOARD OF EDUCATION AND A SPECIAL WELCOME TO THE NEWER FACES ON THE BOARD.
I USE THEY THEM PRONOUNS, AND I AM A PROUD ALUM AS A GRADUATE FROM WOOTEN.
I'VE ALWAYS VALUED THE EDUCATION I RECEIVED, BUT IT'S IMPORTANT TO ACKNOWLEDGE THAT NOT ALL STUDENTS HAVE ACCESS TO THE SAME RESOURCES OR OPPORTUNITIES.
LOOKING AT THE SCHOOL PROFILES AND DATA DASHBOARD, I FOUND MAJOR DISCREPANCIES THAT WERE SERIOUS CONCERNS ABOUT EQUITY ACROSS OUR SCHOOLS.
SPECIFICALLY, AFTER USING GIS TO DISPLAY SCHOOL DATA GEOGRAPHICALLY, I'VE BEEN ABLE TO SEE THE LARGE EXTENT TO WHICH STUDENTS GEOGRAPHY IMPACTS THEIR OPPORTUNITY.
I'VE COMPILED ALL OF THE INFORMATION INTO A DOCUMENT, WHICH I ENCOURAGE YOU TO TAKE A LOOK AT WITH THE LINK OR QR CODE.
I'D LOVE TO EXPLAIN IT IN MORE DETAIL, BUT I ONLY HAVE TWO MINUTES.
AS THE BOARD BEGINS TO UNDERTAKE THE BOUNDARY STUDY, I URGE YOU TO PROCEED WITH CAUTION.
WHILE BOUNDARY ADJUSTMENTS SHOULD PROMOTE DIVERSITY, THEY MUST ALSO ADDRESS RESOURCE DISPARITIES IN MEANINGFUL WAYS.
DIVERSITY ALONE WILL NOT ELIMINATE THE ACHIEVEMENT GAP IF SYSTEMIC INEQUITIES PERSIST.
I ENCOURAGE THE BOARD TO ENSURE THAT THIS PROCESS DOES NOT BECOME A BAND-AID SOLUTION, BUT RATHER PART OF A LARGER STRATEGY TO DISMANTLE STRUCTURAL RACISM IN OUR SCHOOLS.
ULTIMATELY, IF M.C.P.S SERIOUS ABOUT ADDRESSING RACISM IN SCHOOLS, IT MUST COLLABORATE WITH THE COUNTY COUNCIL TO TACKLE HOUSING SEGREGATION.
THE CONNECTION BETWEEN HOUSING AND EDUCATION IS UNDENIABLE, WHERE STUDENTS LIVE LARGELY DETERMINES THE RESOURCES THEY CAN ACCESS.
BUT BREAKING THE CYCLE REQUIRES BOLD ACTION POLICIES THAT PROMOTE AFFORDABLE HOUSING, EQUITABLE SCHOOL FUNDING, AND INCLUSIVE ZONING POLICIES.
THE LEGACY OF SEGREGATION IS NOT JUST HISTORY.
IT'S A LIVING REALITY THAT AFFECTS STUDENTS TODAY.
BY ADDRESSING THESE ISSUES HEAD ON.
M.C.P.S HAS THE OPPORTUNITY TO LEAD THE WAY IN CREATING A TRULY EQUITABLE EDUCATION SYSTEM, ONE THAT GIVES EVERY STUDENT, REGARDLESS OF THEIR RACE OR ZIP CODE, AN EQUAL CHANCE TO SUCCEED. THANK YOU.
WE, WE ARE GOING TO PLAY SOME, VIRTUAL, TESTIMONY.
SO CAN WE ROLL MR. STERLING HIGH'S TESTIMONY? OH, ARE YOU HERE IN PERSON? WONDERFUL. MRS. STERLING, HI.
GOOD AFTERNOON, PRESIDENT YANG.
DOCTOR TAYLOR AND MEMBERS OF THE BOARD.
I'M HERE AS AN MVA PARENT NOW WITH TWO BLP STUDENTS AND AS AN ADVOCATE FOR STUDENTS AND TEACHERS WHO NEED ACCESS TO PUBLIC VIRTUAL SCHOOL IN MONTGOMERY COUNTY.
I'M DEEPLY CONCERNED THAT A BUDGET CLAIMING TO BE ZERO BASED AND FOCUSED ON MEETING STUDENTS BASIC NEEDS DOES NOT INCLUDE A VIRTUAL SCHOOL WITH MORE THAN 300 MILLION IN ADDITIONAL FUNDING REQUESTED, INCLUDING 2 MILLION FOR A PROGRAM WITH THE SAME FLAWS AS HOW.
HOW WAS THERE NO ROOM TO ENSURE EVERY CHILD HAS ACCESS TO A SCHOOL,
[00:40:03]
NOT JUST COURSEWORK, BUT A SCHOOL THAT BENEFITS THE ENTIRE SYSTEM AND WILL NOT BE DISMISSED ON A WHIM? YOU ALREADY HAVE THE PER PUPIL ALLOCATION TO MAKE THIS HAPPEN.LEVERAGING THEM WILL SATISFY THE NEED AND ATTRACT MORE STUDENTS AND MORE FUNDING IN FUTURE YEARS.
ONE OF YOUR LEGISLATIVE PRIORITIES IS ADVOCATING FOR A STATEWIDE VIRTUAL SCHOOL, BUT WE KNOW FROM OUR OWN ADVOCACY THAT IS NOT REALISTIC.
THE STATE LACKS THE AUTHORITY, FUNDING AND THE APPETITE TO CREATE ONE.
HOWEVER, MARYLAND LAW ALREADY ALLOWS LOCAL DISTRICTS TO ESTABLISH VIRTUAL SCHOOLS ALONE OR IN CONSORTIUM, FUNDED BY THE SAME PER PUPIL ALLOCATIONS AS ANY OTHER SCHOOL.
THE POWER TO ACT IS IN YOUR HANDS, NOT ANNAPOLIS AND IN THIS BUDGET PROPOSAL.
M.C.P.S. IS LEAVING KIDS BEHIND.
MCPS IS ALREADY USING VIRTUAL LEARNING IN FOR ENRICHMENT, FOR ADVANCEMENT, BUT NOT FOR BASELINE ACCESS TO REFERENCE DOCTOR TAYLOR'S POPCORN ANALOGY.
THERE ARE STUDENTS WHO CAN'T EVEN GET INTO THE POPCORN BAG WITHOUT A VIRTUAL SCHOOL. DON'T THEY MATTER TO KIDS WHO CAN'T ATTEND BRICK AND MORTAR SCHOOLS BECAUSE OF MEDICAL LEARNING OR CIRCUMSTANTIAL BARRIERS, OR LEFT BEHIND ISOLATED AND UNDERSERVED? THEY JUMP THROUGH HOOPS TO GET SCRAPS.
KIDS, ESPECIALLY YOUNG ONES, NEED MORE THAN PIECEMEAL SCHEDULES.
THEY NEED FULL TIME TEACHERS WHO KNOW THEM, ADMINISTRATORS WHO SUPPORT THEM IN A COMMUNITY WHERE THEY CAN COLLABORATE AND GROW.
SEGREGATING KIDS INTO FRAGMENTED PROGRAMS IS NOT EQUITY.
WE'VE DONE IT AND WE'VE DONE IT WELL.
IF THIS BUDGET IS TRULY ABOUT FILLING GAPS AND MEETING NEEDS.
THE ABSENCE OF A VIRTUAL SCHOOL IS A FATAL OVERSIGHT.
LET'S NOT MISS THE CHANCE TO DO WHAT'S RIGHT.
BY ESTABLISHING A SYNCHRONOUS VIRTUAL SCHOOL.
WE CAN ONCE AGAIN ENSURE THAT EVERY CHILD HAS ACCESS TO THE EDUCATION THAT THEY NEED TO THRIVE.
WE HAVE ONE LAST IN-PERSON TESTIMONY FROM MR. ARMANDO GRANDI GOMES.
CAN YOU PUSH THE BUTTON THERE? IS THAT A YES? YOU HEAR ME NOW? YES. OKAY. THANK YOU.
SO, HELLO TO THE NEW MEMBERS OF THE BOARD OF EDUCATION AND ALL OF YOU THAT I'VE SEEN BEFORE.
AND, DOCTOR TAYLOR, THANK YOU. IT'S A PLEASURE TO BE HERE.
MY NAME IS ARMANDO GRANDI GOMES.
AS A MEMBER OF THIS COMMUNITY, I'M ALSO REPRESENTING BCE BLACK COALITION FOR EDUCATIONAL EXCELLENCE, WHICH I NOTICED DOESN'T SEEM TO MAKE IT ON YOUR RADAR SCREEN TOO MUCH OR SEEMS TO GET EQUAL TREATMENT WHEN IT COMES TO GIVING TESTIMONY.
BUT I STILL WANT TO TALK ABOUT SOME THINGS THAT WE KNOW ABOUT.
I FIND IT VERY, VERY INTERESTING AND VERY DISCONCERTING WHEN WE COME HERE AND WE'RE HAVING ISSUES THAT HAVE BEEN GOING ON, ESPECIALLY WITH THE ISSUE OF WOOTEN THAT IS NOW GOING NATIONWIDE.
THAT SHOULD NOT ONLY BE A SLAP IN THE FACE, BUT THIS IS NOT NEW.
THE TIMELINE WE KNOW IS NOT NEW.
IT'S NOT NEW TO MANY OF YOU THAT HAVE BEEN ON THE BOARD.
IT'S NOT NEW TO SOME OF YOU THAT HAVE BEEN AROUND FOR A WHILE, BUT IT SEEMS TO BE ALL OF A SUDDEN A SHOCKING AND OR.
I REMEMBER THE LAST TIME I WAS PRESENT WITH YOU, ONE OF YOUR BOARD MEMBERS WAS BOTH BROUGHT UP ON ATTENTION OF ANOTHER ISSUE THAT WAS DISCONCERTING WHEN IT CAME TO ISSUE OF PEOPLE THAT HAPPENED TO LOOK LIKE ME, BLACK PEOPLE, AND IT WAS NOOSES OR RACIAL PREJUDICE OR WHAT HAVE YOU, THE WORD AND I'M NOT GOING TO SAY THE N-WORD.
I WAS GOING TO SAY IT TODAY, BUT I'M NOT GOING TO SAY IT BECAUSE WE ALL KNOW WHAT THAT WORD IS.
IT'S A PEJORATIVE THAT SEEMS TO BE VERY COMFORTABLY USED AT ROOT IN HIGH SCHOOL AND PROBABLY MANY OTHER SCHOOLS WITHIN OUR DISTRICT.
BUT I DON'T SEE ANY OF YOU OUTSIDE OF MYSELF THAT SEEM TO HAVE A PROBLEM WITH IT.
IT SEEMS TO BE BUSINESS AS USUAL.
NOW, I ASSURE YOU, IF IT WAS ANOTHER SIDE OF ME, BECAUSE I ALSO HAPPEN TO BE JEWISH AND HISPANIC AS WELL.
SO IF IT WAS ONE OF OUR OTHER GROUPS OF PEOPLE, IF WE ARE PART OF THE AP, I LIKE MY LIKE MY STEPFATHER IS.
WOULD THAT BE AN ISSUE OF RACIAL PREJUDICE WERE USED? THIS SHOULD NOT BE COMFORTABLE.
AND ALSO I WANT TO BRING OUT SOME MATERIALS TO YOUR ATTENTION.
WHEN WE HAD OUR SMALL, REPRESENTATIVE LAST MONTH HAD A MEETING, THERE WERE HARDLY ANY BLACK FACES OR HARDLY ANY HISPANIC FACES.
DO YOU MEAN TO TELL ME THAT THEY'RE NOT A PART OF THIS EQUATION? AND THIS THIS DISCUSSION? WHY WE CAN'T FIND ANYBODY OUTSIDE OF CAUCASIAN STUDENTS, ASIAN STUDENTS OR INDIAN IDENTIFYING STUDENTS? I DON'T BELIEVE THAT WE NEED TO DO BETTER.
AND I ENCOURAGE YOU TO DO BETTER THANK YOU.
CAN THE STAFF PLAY THE THREE VIDEO TESTIMONY? WE'LL GO FIRST TO ANDREA MACDONALD.
MEMBERS OF THE SCHOOL BOARD, ADMINISTRATORS AND COMMUNITY MEMBERS.
AND I'M HERE TO ADVOCATE FOR A VISION THAT WILL EMPOWER EVERY STUDENT IN OUR DISTRICT.
A VISION FOR A VIRTUAL SCHOOL THAT SERVES ALL STUDENTS, NOT JUST THOSE WHO ARE MEDICALLY FRAGILE, BUT EVERY STUDENT WHO CAN BENEFIT FROM THE FLEXIBILITY AND OPPORTUNITIES THAT ONLINE LEARNING OFFERS AS WE CONTINUE TO ADAPT TO THE EVOLVING EDUCATIONAL LANDSCAPE.
WE MUST RECOGNIZE THAT ONE SIZE DOES NOT FIT ALL STUDENTS LEARNING DIVERSE WAYS,
[00:45:01]
AND MANY MAY FIND A TRADITIONAL CLASSROOM ENVIRONMENT CHALLENGING FOR A VARIETY OF REASONS, WHETHER DUE TO HEALTH CONCERNS, SCHEDULING CONFLICTS, FAMILY SITUATIONS, OR SIMPLY A PREFERENCE FOR A DIFFERENT LEARNING MODEL, A VIRTUAL SCHOOL CAN PROVIDE THE PERSONALIZED, FLEXIBLE EDUCATION THAT SOME STUDENTS DESPERATELY NEED TO THRIVE.FRONTING A VIRTUAL SCHOOL IS NOT ABOUT REPLACING OUR BRICK AND MORTAR CLASSROOMS. IT'S ABOUT OFFERING CHOICE.
IT'S ABOUT PROVIDING AN ALTERNATIVE PATHWAY FOR STUDENTS WHO NEED A DIFFERENT WAY TO ENGAGE WITH THEIR STUDIES.
THIS MODEL CAN HELP REDUCE DROPOUT RATES, IMPROVE STUDENT SATISFACTION, AND SUPPORT DIVERSE LEARNING NEEDS FROM STUDENTS WHO NEED MORE TIME.
TO THOSE WHO NEED A MORE RIGOROUS CHALLENGE.
MOREOVER, A WELL-FUNDED VIRTUAL SCHOOL CAN BE AN INVALUABLE RESOURCE TO THE DISTRICT, EXPANDING OUR CAPACITY TO REACH STUDENTS WHO MIGHT OTHERWISE FALL THROUGH THE CRACKS.
IT CAN BE A MODEL OF INCLUSIVITY AND INNOVATION THAT REFLECTS THE FUTURE OF EDUCATION, NOT JUST FOR THOSE WITH SPECIFIC NEEDS, BUT FOR ALL STUDENTS WHO WILL BENEFIT FROM A MORE FLEXIBLE, SELF-PACED AND TAILORED APPROACH.
INVESTING IN THIS VIRTUAL LEARNING MODEL IS AN INVESTMENT IN EQUITY.
IT'S ABOUT GIVING EVERY STUDENT THE OPPORTUNITY TO SUCCEED, REGARDLESS OF THEIR INDIVIDUAL CIRCUMSTANCES.
I URGE YOU TO CONSIDER THE POTENTIAL IMPACT OF THIS INITIATIVE, NOT JUST ON TODAY'S LEARNERS, BUT ON THE FUTURE OF OUR ENTIRE SCHOOL COMMUNITY.
THANK YOU FOR YOUR TIME AND CONSIDERATION.
ALL RIGHT, LET'S MOVE TO KIMBER K.
DOCTOR TAYLOR, PRESIDENT YANG, AND MEMBERS OF THE BOARD OF EDUCATION.
MY NAME IS KIMBER KANE, KINDERGARTEN TEACHER AND THE MONTGOMERY COUNTY EDUCATION ASSOCIATION TREASURER.
BEFORE THE WINTER BREAK, SUPERINTENDENT TAYLOR LAID OUT A BOLD BUDGET THAT CALLED FOR, AMONG OTHER THINGS, MUCH NEEDED INVESTMENTS IN EDUCATOR RECRUITMENT AND RETENTION, SPECIAL EDUCATION, AND EMERGENT MULTILINGUAL LEARNING.
AFTER TWO DECADES OF TEACHING IN MONTGOMERY COUNTY PUBLIC SCHOOLS, I'VE WITNESSED HOW ATTEMPTS TO MINIMIZE INVESTMENT IN SPECIAL EDUCATION AFFECT ALL STUDENTS AT THE ELEMENTARY SCHOOL LEVEL.
THIS YEAR, ACROSS THE COUNTY, WE SEE MANY KINDERGARTNERS ARE MAKING PROGRESS, BUT SOME ARE STILL DEMONSTRATING THE IMPACT OF MISPLACED SPECIAL EDUCATION STUDENTS THAT WE DISCUSSED IN THE FALL.
MOST AFFECTED ARE OUR MULTILINGUAL LEARNERS.
OUR STUDENTS WHO ENTERED KINDERGARTEN WITH IEPS, STUDENTS WITHOUT PRE-K EXPERIENCE, AND STUDENTS DEMONSTRATING LEARNING OR SOCIAL EMOTIONAL DIFFICULTIES.
MANY OF THESE STUDENTS WOULD BENEFIT EMOTIONALLY AND THEREBY ACADEMICALLY, FROM SELF-SELECTED CENTERS THAT WERE REMOVED FROM THE INSTRUCTIONAL GUIDELINES FOR KINDERGARTEN.
TO ACCOMMODATE THE TWO HOUR DAILY REQUIREMENTS FOR SCALE FOR LANGUAGE ARTS, TEACHERS AND STUDENTS ARE STRUGGLING UNDER THE ALMOST NONSTOP MANDATED ASSESSMENTS.
WE NEED MORE SPECIAL EDUCATORS AND PARA EDUCATORS IN SCHOOLS TO TACKLE THESE HUGE WORKLOADS AND HELP STUDENTS LEARN AND FEEL SEEN, HEARD AND SUPPORTED.
AS ANY EARLY CHILDHOOD EXPERT WILL TELL YOU, ASSEMBLING THE BUILDING BLOCKS TO HELP OUR STUDENTS SUCCEED ACADEMICALLY AND TO SUCCESSFULLY NAVIGATE LIFE WITH OTHER HUMANS IS MOST EFFECTIVE AND EFFICIENT.
WHEN CHILDREN ARE YOUNG, WITH THE ADEQUATE LEVELS OF CARING ADULT GUIDANCE.
SO THEY START MIDDLE SCHOOL WITH A SOLID FOUNDATION.
THIS BUDGET INVESTS IN THE ADDITION OF SPECIAL EDUCATION EXPERTS, BOTH TEACHERS AND PARA EDUCATORS, TO CLASSROOMS WHERE THERE ARE NONE OR NOT ENOUGH.
WE NEED YOUR HELP TO TURN THIS BOLD PROPOSED BUDGET INTO A BOLD REALITY FOR MONTGOMERY COUNTY STUDENTS.
I'M PRESIDENT OF THE JOHN F KENNEDY HIGH SCHOOL PTSA.
I'M A MEMBER OF THE LEADERSHIP COUNCIL FOR THE BLACK COALITION FOR EXCELLENCE IN EDUCATION, AND I'M THE VICE CHAIR OF THE MTC, PTA SAFETY AND CLIMATE COMMITTEE.
THE NEW YORK TIMES RECENTLY PUBLISHED AN ARTICLE THAT, EXPLORED AND REPORTED HOW THERE'S A RISING PROBLEM OF FIGHTS IN SECONDARY SCHOOLS ACROSS THE US.
FUELED BY SOCIAL MEDIA AND CELL PHONES, THESE FIGHTS ARE HAVE INCREASED BOTH IN NUMBER AND SEVERITY.
IN NEIGHBORING PRINCE WILLIAM COUNTY, A STUDENT WAS JUMPED AFTER BY SEVERAL STUDENTS AT PATRIOT HIGH SCHOOL, ACCORDING TO LOCAL MEDIA REPORTS, AND THIS ASSAULT WAS DOCUMENTED ON VIDEO AND DISTRIBUTED THROUGH SOCIAL MEDIA AND CELL PHONE MESSAGING PLATFORMS. BRINGING IT HOME HERE TO M.C.P.S.
BY SEARCHING ON SOCIAL MEDIA, I WAS ABLE TO FIND A NUMBER OF ACTIVE AND INACTIVE SCHOOL BASED, FIGHT ACCOUNTS FOR NUMEROUS MCPS MIDDLE AND HIGH SCHOOLS.
THE EXISTENCE OF THESE ACCOUNTS IS NOT NEW, AND SOME ACTUALLY DATE BACK TO 2019.
THIS BEHAVIOR MAKES STUDENTS SCARED TO COME TO SCHOOL AND PARENTS RELUCTANT TO ENTRUST M.C.P.S WITH THE SAFETY AND WELL-BEING OF THEIR CHILDREN.
JUST RECENTLY, AT MY DAUGHTER'S MIDDLE SCHOOL, ODESSA SHANNON, IN FACT, WE HAD A STUDENT ATTACK ANOTHER STUDENT WITH PEPPER SPRAY.
THIS SITUATION BRINGS UP SEVERAL THINGS THAT M.C.P.S NEEDS TO ADDRESS.
[00:50:01]
ONE, YOU DON'T HAVE ENOUGH SAFETY AND SECURITY STAFF TO DEAL WITH THIS BEHAVIOR.WHILE I'M GRATEFUL THAT DOCTOR TAYLOR IS RECOMMENDING AN INCREASE IN SECURITY ASSISTANCE FOR NEXT YEAR'S BUDGET.
THOSE POSITIONS AREN'T GUARANTEED TO SURVIVE THE APPROVAL PROCESS, AND WE CAN'T STOP THERE.
TWO, WE NEED A TEAM AND A DEPARTMENT OF SYSTEMWIDE SAFETY AND EMERGENCY MANAGEMENT TO MONITOR DIGITAL THREATS.
THESE INDIVIDUALS SHOULD ALSO BE IN A POSITION TO LIAISE WITH TECHNOLOGY PLATFORMS SUCH AS META AND SNAPCHAT TO QUICKLY FLAG AND TAKE DOWN CONCERNING POSTS THAT CAN INFLAME OR SPREAD CONFLICT IN OUR SCHOOLS.
THREE YOUR DIGITAL CITIZENSHIP CURRICULUM NEEDS AN OVERHAUL.
WE NEED SOMETHING THAT'S EFFECTIVE AND RELEVANT TO STUDENTS.
MAKING THEM CLICK THROUGH CAN MODULES ON CANVAS WON'T CUT IT.
AS M.C.P.S GOES THROUGH ITS SAFETY AND SECURITY UPDATE AT THE BOARD TODAY.
I HOPE THAT PLANS AND INTERVENTIONS TO DISRUPT THIS CONCERNING TREND ARE AT THE FOREFRONT FOR THE SCHOOL SYSTEM.
WE NEED TO PRIORITIZE THE SAFETY AND WELL-BEING OF OUR STUDENTS AND STAFF WITH ACTIONS AND NOT JUST WORDS. THANK YOU.
THAT CONCLUDES TODAY'S PUBLIC COMMENT.
THE NEXT BOARD BUSINESS MEETING WILL BE ON TUESDAY, FEBRUARY 4TH.
SIGN UPS FOR PUBLIC COMMENT WILL OPEN ON TUESDAY, JANUARY 28TH AT 6 P.M..
IN ADDITION TO THE ONLINE SIGN UPS FOR PUBLIC COMMENT, WE ALLOW FOR IN-PERSON, SAME DAY SIGN UPS WHEN SPACE ALLOWS.
UNALLOCATED SLOTS MAY BE FILLED ON A FIRST COME, FIRST SERVE BASIS ON THE DAY OF THE MEETING IN ORDER TO SIGN UP IN PERSON.
PLEASE ARRIVE AT LEAST 15 TO 20 MINUTES BEFORE THE START OF THE OPEN SESSION AND SIGN THE FORM IN PERSON.
SIGN UP WILL CLOSE 15 MINUTES BEFORE PUBLIC COMMENT BEGINS OR WHEN ALL SLOTS ARE FILLED.
AND NOW GOING TO TURN TO MY COLLEAGUES TO SEE IF THERE ARE ANY COMMENTS AND QUESTIONS.
I'M GOING TO START FROM MY RIGHT HAND SIDE.
WE HEARD SEVERAL THINGS TODAY THAT RAISED A CONCERN.
AND I'D LIKE SOMEBODY TO TALK ABOUT THE FENCING AROUND HARRIET TUBMAN, BECAUSE I THOUGHT THAT ISSUE HAD BEEN TAKEN CARE OF.
I DON'T KNOW IF ANYONE CAN SPEAK TO THAT RIGHT NOW, BUT THAT'S IMPORTANT.
OH, THEY CAN. COME ON. COME ON.
IF YOU COULD TELL US THE STAFF, THE ONLY THE STAFF.
FIRST INTRODUCE YOURSELF. SURE.
NON-MORMON, DEPUTY CHIEF OF FACILITIES, FOR M.C.P.S.
THE FENCE, AT HARRIET TUBMAN, AROUND THE PLAYGROUNDS IS BEING INSTALLED CURRENTLY.
I WE, ON FROM THE PUBLIC COMMENTS, WE HEARD THE QUESTION ABOUT THE HEIGHT OF THE FENCE.
THE FOUR FOOT FENCE AROUND PLAYGROUNDS IS THE STANDARD.
WE USUALLY USE HIGHER FENCE WHEN WE ARE AT THE PROPERTY LINE, OR WE HAVE TO PUT SOME KIND OF A BARRIER BETWEEN EXISTING, YOU KNOW, NEIGHBOR NEIGHBORHOOD, NEIGHBORING PROPERTIES BETWEEN AND, OUR SCHOOLS.
SO THE FENCING IS GOING ON RIGHT NOW.
THERE WAS ANOTHER COMMENT ABOUT THE, THE GATES.
THOSE ARE ACTUALLY REQUIRED BY CODE BECAUSE THERE IS PUBLIC, RIGHT OF WAY THAT LEADS FROM THE SCHOOL.
OUT OF THOSE FENCED AREAS INTO PUBLIC RIGHT OF WAYS AND PART OF CODE, WE DO HAVE TO PROVIDE, EXIT GATES.
THOSE ARE GOING TO BE, YOU KNOW, EQUIPPED WITH EXIT DEVICES THAT ALLOWS PEOPLE IN CASE OF AN EMERGENCY TO BE ABLE TO GET OUT.
SO THAT'S THE UPDATE ON, HARRIET TUBMAN.
I ALSO HEARD THE SECURITY CONCERNS RAISED TODAY, AND, ACTUALLY OFFENDED THAT SOMEBODY WOULD THINK THAT WE DID NOT TAKE THAT SERIOUSLY.
SECURITY IS OUR HIGHEST PRIORITY IN THIS SYSTEM, AND IT DIDN'T TAKE NEW BOARD MEMBERS COMING ON TO REFLECT THAT, BECAUSE I PERSONALLY HAVE A GRANDSON IN M.C.P.S.
AND SO, YES, I AM ON BOARD WITH THE IDEA THAT SECURITY IS ONE OF OUR HIGHEST CONCERNS.
I ALSO WANT TO SAY THAT WE'VE BEEN DEALING WITH THE ISSUE OF ACCESS TO CELL PHONE SERVICE IN OUR BUILDINGS NOW FOR SOME YEARS, AND I THOUGHT WE HAD BEEN WORKING WITH VERIZON TO TRY TO ADDRESS THAT ISSUE.
AND FOR SOME REASON, THEY DON'T SEEM TO BE ABLE TO HELP VERY MUCH.
AND OUR BUILDINGS, SOME OF THEM ARE OLD, BUT WE WERE WORKING ON THAT, AND I DON'T KNOW IF ANYBODY CAN SPEAK TO THAT, BUT IT WAS ALSO A CONCERN, AS YOU KNOW, AT MCGRUDER, WITH HAVING ACCESS WITH THE POLICE, HAVING ACCESS TO BEING ABLE TO TALK TO EACH OTHER INSIDE OUR BUILDINGS.
THANK YOU, MISTER, MISS MONTOYA.
[00:55:02]
THANK YOU.I JUST WANT TO THANK EVERYONE FOR COMING TODAY, ESPECIALLY OUR STUDENTS, OUR PARENTS AND CAREGIVERS.
MANY OF YOU TOOK OFF WORK OR TIME WHEN WE'VE ALREADY HAD SUCH A CHALLENGING WEEK. SO I WANT TO SAY THANK YOU.
AND TO ALL OF OUR STAFF THAT ARE HERE AS WELL.
I ALSO WANT TO ADDRESS THE SAFETY AND SECURITY, JUST IN THE SENSE THAT I DO HEAR YOU.
I AM A PARENT. MY KIDS GO TO SCHOOLS.
THESE ARE THINGS I WORRY ABOUT AS WELL.
I DON'T IN ANY WAY THINK THAT ANY OF MY COLLEAGUES SITTING AT THIS TABLE DON'T CARE ABOUT THAT.
IT IS SOMETHING THAT I KNOW EVERYONE HAS AT THE FOREFRONT OF THEIR MIND, INCLUDING RACIST INCIDENTS.
I DON'T HAVE TO BE A NEW BOARD MEMBER TO KNOW THAT THESE THINGS ARE HAPPENING OR TO CARE ABOUT THEM.
I ABSOLUTELY CARE THAT THERE'S RACISM IN OUR SCHOOLS.
AND I KNOW WITHOUT SPEAKING FOR THEM THAT ALL OF MY COLLEAGUES DO AS WELL.
SO I JUST WANT TO BE VERY CLEAR THAT THESE ARE THINGS THAT WE'RE THINKING ABOUT.
THESE ARE THINGS THAT ARE IMPORTANT TO US IRRESPECTIVE OF HOW IT MAY SEEM OR HOW ANYONE ACTUALLY MAY FEEL, WHICH I DO UNDERSTAND.
BUT THESE ISSUES ARE AT THE FORE MR.. SURE.
I WANT TO THINK, THE PARENTS FROM SEVEN LOTS TO COME OUT TO TALK ABOUT SOME OF THEIR ISSUES.
I DO APPRECIATE, THAT THERE'S A LOT OF ASS THERE.
AND WE DO HAVE A VERY TIGHT BUDGET.
SO I WOULD LIKE TO, DO SOME ANALYSIS OR ASK THE SYSTEM TO SEE, WHERE, THERE COULD BE IMPROVEMENTS.
SO THAT'S SOMETHING I WOULD LIKE TO FOLLOW UP WITH IN THE FUTURE.
AND ALSO, I WANT TO REITERATE, WHAT MISS MONTEL, YOU JUST SAID WE DO TAKE RACISM VERY SERIOUSLY, AND THERE IS NO, INSTANCE WHERE I THINK THAT WORD IS APPROPRIATE IN ANY WAY.
SO I WANTED TO, I THINK EVERYONE HERE WOULD PROBABLY AGREE WITH ME. SO, ALSO, I WANTED TO, TALK, TO MENTION THE CONCERN FROM THE KINDERGARTEN TEACHER ABOUT, PLAY BASED LEARNING, AND THE SELECT THE CENTERS.
I KNOW THAT THERE IS, RESEARCH OUT THERE THAT PLAY BASED LEARNING IS, VERY EFFECTIVE, ESPECIALLY IN KINDERGARTEN.
I DON'T KNOW, MAYBE THERE'S OTHER, WAYS THAT'S BEING IMPLEMENTED INSTEAD OF THE CENTERS, BUT THAT'S SOMETHING I'D LIKE TO FOLLOW UP WITH, IN THE FUTURE BECAUSE WE NEED TO FOLLOW THE RESEARCH.
I'M GOING TO GO TO MY LEFT, MISS RIVERA OFFICE.
I WOULD LIKE TO REVISIT THE HARRIET TUBMAN, CONCERNS AS THE PERSON WHO DID THE WALK THROUGH, HARRIET TUBMAN.
WHEN I DID THE WALK THROUGH QUITE A WHILE AGO, IT WAS ONE OF THE FIRST THINGS THAT I DID AS A BOARD MEMBER.
THE CONCERNS WERE FOR FOR THERE TO BE A GATE PUT UP.
BUT CAN YOU JUST EXPLAIN A LITTLE BIT MORE ABOUT THE OTHER CONCERNS ABOUT ACCESS DURING THE SCHOOL TIME AND THE FENCING? HOW TALL IS IT? BECAUSE THEY THERE WERE TWO SUGGESTIONS BACK IN THE DAY WHEN I DID THE WALK THROUGH.
AND ONE OF THEM WAS TO HAVE A MUCH HIGHER FENCE.
SO I DON'T KNOW WHICH ONE IS BEING CURRENTLY PUT IN TWO.
WHEN I DID THE WALK THROUGH, I ACTUALLY SAW COMMUNITY MEMBERS WALKING THROUGH THE FIELDS OF THE ELEMENTARY SCHOOL, WHICH IS WHEN WHEN THE REASON WHY I REMEMBER IT IS SO CLEARLY OF THE URGENCY OF PUTTING THAT UP.
AND HOW IS THAT GOING TO BE HANDLE AND AND THREE FOR THE BLACKTOP AT THE ACCESS DURING THE DAY.
OUR KIDS ARE GOING TO BE ABLE TO HAVE FULL ACCESS TO IT.
AND HOW IS IT BEING WORKED OUT THEN AFTER SCHOOL HOURS? YEAH.
SO I CAN PROVIDE THE DETAILS TO YOU AFTER I, GET THE AND MORE, FURTHER DETAILS FROM THE BUILDING OPERATIONS, BECAUSE AS FAR AS THE GATES ARE CONCERNED, AGAIN, YOU KNOW, THOSE NEED TO BE PUT IN PLACE BECAUSE OF THE CODE REQUIREMENT.
WE HAVE CHECKED WITH OUR, ARCHITECT OF RECORD, AND THAT'S WHAT THEIR RECOMMENDATION WAS AS FAR AND, AS FAR AS THE FENCE AROUND THE PLAYGROUNDS, THOSE ARE, ARE BEING, INSTALLED.
WE ARE ALSO TALKING TO THE CITY OF GAITHERSBURG REGARDING THE FENCE THAT THAT WAS BEING REQUESTED AROUND THE FIELD.
NOW, THE FIELD IS NOT OUR PROPERTY, SO IT HAS TO BE SOMETHING THAT WE COORDINATE WITH, WITH THE CITY OF GAITHERSBURG.
AND WE HAVE STARTED THAT COMMUNICATION AND THE ACCESS THEN DURING THE DAY TO THE FACT THAT IT'S NOT GOING TO BE AN ISSUE.
MISTER SAVANNAH? YES. THANK YOU.
I JUST WANTED TO THANK ALL THE STUDENTS FOR COMING OUT AND SHARING THEIR CONCERNS.
YOU KNOW, WE ALWAYS APPRECIATE HEARING FROM THE STUDENTS.
[01:00:03]
IN REGARDS TO THE BOARD OF ED MEETING WITH STUDENT LEADERS, YOU KNOW, WE ENCOURAGE ALL STUDENTS FROM ALL BACKGROUNDS TO REACH OUT.THESE OPPORTUNITIES ARE OPEN TO EVERYONE.
WE WERE LUCKY ENOUGH TO HAVE AN INCREDIBLY DIVERSE SET OF STUDENTS AT THAT BOARD MEETING.
THAT MEETING IS LIVE, ON YOUTUBE RIGHT NOW.
SO IF YOU WANT TO GO CHECK, IT'S 12 1224 ON BOARD OF EDUCATION MEETING WITH STUDENT LEADERS.
BUT AGAIN, THERE'S A LOT MORE OPPORTUNITIES FOR STUDENTS, TO BE ABLE TO ENGAGE WITH M.C.P.S STAFF TO, TO HAVE THEIR VOICE HEARD.
SO I, I REALLY DO ENCOURAGE ANY STUDENTS WHO ARE INTERESTED FROM ANY BACKGROUNDS AGAIN, TO REACH OUT BECAUSE, MY, MY EMAIL IS LIVE, LIVE ON THE WEBSITE.
AND AGAIN, THESE OPPORTUNITIES ARE OPEN TO EVERYONE.
I ALSO WANT TO THANK EVERYONE FROM THE COMMUNITY FOR COMING OUT, SPEAKING BEFORE US TODAY.
IT'S A REALLY IMPORTANT PART OF THE WORK THAT WE DO IS TO HEAR FROM EVERYONE.
I ALSO WANT TO THANK MY COLLEAGUES BEFORE ME, BECAUSE THEY ASKED AND SHARED A LOT OF SENTIMENTS THAT I WAS HOPING TO ECHO.
SO IN THE INTEREST OF TIME, I I'M GOING TO SAY THAT THANK YOU FOR, SHARING.
I SHARE A LOT OF THE CONCERNS WITH THE COMMUNITY.
AND I LOOK FORWARD TO HEARING MORE FROM EVERYONE ELSE, MISS SYLVESTER.
THANK YOU FOR EVERYONE THAT CAME TO PROVIDE YOUR TESTIMONY TODAY.
I WILL BE FOLLOWING UP ON YOUR CONCERNS DURING OUR SAFETY AND SECURITY PRESENTATION.
WITH THAT, WE ARE GOING TO MOVE INTO OUR NEXT AGENDA ITEM, WHICH IS THE TENTATIVE, ACTION ON POLICY. GAR.
OH, DID I, I SKIPPED THE WHOLE SECTION.
OKAY, LET'S GO BACK TO CONSENT.
SO, WE ARE GOING TO DO OUR CONSENT ITEMS, CONSENT ITEMS. THIS MONTH WE HAVE, INCLUDED, THE HUMAN, A MONTHLY HUMAN RESOURCES AND DEVELOPMENT REPORT.
AND IT'S GONE TO WHERE IT'S GOING TO STAY FROM NOW FORWARD.
I WANT TO ASK MY COLLEAGUES, ARE THERE ANY ITEMS YOU WOULD LIKE TO PULL? MISS SYLVESTER 612. 612.
ANYTHING ANYONE ELSE? I WOULD LIKE TO PULL 6.2.
CAN I HAVE MOVED THE REST IN BLOCKS? SO MOVED I SECOND.
OKAY, SO ALL IN FAVOR, RAISE YOUR HAND.
I HAVE QUESTIONS ABOUT, TWO OF THE ITEMS IN THIS, AREA, AND I'M GOING TO ONE OF THEM IS STRATEGIC IMPLEMENTATION OF ABSENTEE IS, I WONDER, STAN, I WANT TO UNDERSTAND EXACTLY WHAT DOES THIS ITEM, WHAT DOES THIS CONTRACT,
[6. Consent Items - 3:15 p.m.]
WHAT IT GIVE US.WHAT WOULD HE PROVIDE? GREETINGS.
DOCTOR TAYLOR, PRESIDENT YANG, VICE PRESIDENT OVEN AND MEMBERS OF THE BOARD.
I'M DAMON MONTELEONE, ASSOCIATE SUPERINTENDENT IN THE OFFICE OF WELL-BEING AND CITY SERVICES.
AND WITHIN OUR OFFICE, WE HAVE THE OFFICE OF INTERNATIONAL ADMISSIONS AND AN ENROLLMENT.
THIS IS THE OTHER ONE. ATTENDED SERVICES.
SO THIS IS ACTUALLY WORKS WITH OUR COMMUNITY SCHOOLS, AS WELL AS OUR OFFICE OF PUPIL PERSONNEL AND ATTENDANT SERVICES.
SO THIS IS FOR ATTENDANCE WORKS.
THIS IS SOMETHING THAT IS COMING FROM THE COMMUNITY SCHOOLS BUDGET, WHICH IS NOT PART OF OUR BASE BUDGET, BUT FROM FROM THE STATE.
AND ATTENDANCE WORKS IS A NATIONAL LEADER IN ADDRESSING CHRONIC ABSENTEEISM
[6.2 Expenditure Authorization to Enter into Contracts of $25,000 or More]
AND PROMOTING EQUAL OPPORTUNITIES TO LEARN AND ADVANCE, REALLY PARENT AND STUDENT CENTERED PRACTICES.THEY'RE KNOWN NATIONALLY AS AS A LEADER IN RESEARCH BASED ACTIVITIES.
AND SO WHAT WE WERE ABLE TO DO IS WORK WITH THEM AND PILOT SCHOOLS WITHIN THE COMMUNITY SCHOOLS PROGRAM.
SO WE STARTED WITH A NUMBER OF SCHOOLS LAST YEAR.
AND IT REALLY WAS A, AN OPPORTUNITY FOR OUR PRINCIPALS AND OUR PUPIL PERSONNEL WORKERS AND OUR COUNSELORS.
[01:05:01]
AND EVERYBODY WHO PROVIDES WRAPAROUND SERVICES, OUR, OUR PARENT COMMUNITY COORDINATORS TO WORK WITH ATTENDANCE, WORKS ALONG WITH THE CEO DIRECTORS TO IDENTIFY STRATEGIES, RIGHT TO COMMUNICATE WITH PARENTS, TO CREATE A SENSE OF BELONGING FOR STUDENTS IN SCHOOLS.SO THEY SEE THEMSELVES AND THEY FEEL VALUED IN SCHOOL TO PROMOTE EDUCATION FOR PARENTS AROUND WHY IT IS SO IMPORTANT FOR STUDENTS TO ATTEND SCHOOL, CERTAINLY IN THE FIRST FEW YEARS, FOR THAT BEING ABLE TO READ, BY THIRD GRADE AND THEN READ, TO REALLY UNDERSTAND COMPLEX TEXTS, BEYOND JUST LEARNING TO READ, WRITE BY, BY FIFTH GRADE.
SO PROVIDING INFORMATION ON THAT.
AND SO WHEN WE LOOKED AT OUR, OUR DATA IN OUR CHRONICLE, IN OUR SCHOOLS, IN OUR COMMUNITY SCHOOLS, WHAT WE FOUND LAST YEAR, LAST YEAR WAS OUR FIRST YEAR REALLY PUSHING OUT A COMPREHENSIVE PROGRAM TO REDUCE CHRONIC ABSENTEEISM.
AND WHILE WE DID SEE SOME GAINS, DISTRICT JUST ABOUT 3% DISTRICTWIDE AND A DECREASE IN CHRONIC ABSENTEEISM, WE SAW WITHIN OUR COMMUNITY SCHOOLS THAT PARTICIPATED IN THIS PROGRAM, 6.2% REDUCTION IN CHRONIC ABSENTEEISM IN THOSE SCHOOLS.
SO BEYOND THAT, WE'VE TAKEN SOME OF THEIR BEST PRACTICES.
WE'VE EXPANDED THEM ACROSS THE DISTRICT.
THEY'RE NOT SOMETHING THAT ARE THAT CAN ONLY BE USED RIGHT, JUST JUST FOR THE SCHOOLS THAT THEY'RE SERVING.
AND SO WE STARTED AS A DISTRICT WITH, IN 22, 23 SCHOOL YEAR, LIKE MANY SCHOOLS AROUND THE NATION, IN THE STATE, AT A 26% CHRONIC ABSENTEEISM RATE, WE ENDED LAST SCHOOL YEAR AT 23.1.
AND CURRENTLY WE JUST PULLED THE DATA.
WE'RE JUST A HAIR OVER 20%, SO WE ARE SEEING GAINS RIGHT NOW IN REDUCING CHRONIC ABSENTEEISM DISTRICTWIDE IN ADDITION TO THOSE COMMUNITY SCHOOLS THAT PARTICIPATED.
SO THIS IS, A GRAND BASICALLY, YES, TO WORK WITH COMMUNITY SCHOOL, WHICH ARE ELEMENTARY SCHOOLS TO REDUCE CHRONIC ABSENTEEISM.
DOCTOR TAYLOR YEAH, THANKS, DOC.
AND I THINK THE BOARD IS LOOKING FOR, A LITTLE BIT MORE INFORMATION, AND YOU CAN JUST USE AN EXAMPLE OF LIKE ONE STRATEGY THAT, THEY USE IN EXCHANGE FOR, THE MONEY.
SO IT'S KIND OF LIKE, WHAT ARE THEY GETTING FOR THIS EXPENDITURE? AND A COUPLE OF THE STRATEGIES THAT THAT YOU'RE USING WITH THIS PROGRAM. SURE.
SO I THINK FIRST AND FOREMOST, THROUGH THROUGH ATTENDANCE WORKS.
IT'S ABOUT BRINGING IN PARENTS AND UNDERSTANDING FROM THEIR PERSPECTIVE SOME OF THE CHALLENGES THEY MAY FACE.
AND AS YOU SAID, AT THE ELEMENTARY LEVEL, WE DO HAVE A COUPLE OF MIDDLE SCHOOLS, RIGHT, THAT WERE INVOLVED AS WELL.
BUT WE KNOW THAT AT THE ELEMENTARY LEVEL, IT'S NOT QUITE LIKE HIGH SCHOOL WHERE STUDENTS ARE MAKING DECISIONS AT THE HIGH SCHOOL LEVEL.
SO FOR, AT THE ELEMENTARY LEVEL, IT'S MEETING WITH PARENTS AND UNDERSTANDING ALL OF THE CHALLENGES THEY MAY FACE WITH THOSE ARE LANGUAGE BARRIERS OR CULTURAL BARRIERS OR JUST WRAPAROUND SERVICE BARRIERS. RIGHT.
IS THERE RENT INSECURITY? ARE WE ARE THERE ISSUES WITH, PERHAPS WINTER CLOTHING? SO GETTING THAT VOICE DATA FROM THE PARENTS, BRINGING THEM IN, HAVING THE PARENTS BE PART OF THE SOLUTIONS.
AND THIS FITS WELL WITH OUR COMMUNITY SCHOOL MODEL THAT EVERY EVERY COMMUNITY SCHOOL HAS A STEERING TEAM OF PARENTS AND STUDENTS THAT HELPS DEVELOP THEIR OVERALL COMMUNITY SCHOOLS PLAN AND HOW THOSE FUNDS WILL BE USED.
SO THAT IS ONE THING, RIGHT? TRAINING ALL OF OUR STAFF ON MEETING WITH PARENTS AND BRINGING THE PARENTS IN AND UTILIZING REALLY THE INFORMATION THAT THEY'RE SHARING WITH US.
SOMETHING ELSE IS ABOUT CONSTANT AND CONSISTENT COMMUNICATION, RIGHT? SO COMMUNICATION TO THE ENTIRE COMMUNITY, ABOUT WHY ATTENDANCE IS IMPORTANT, ABOUT WHO YOU CAN CONTACT IF YOU NEED SUPPORT WITH ATTENDANCE, BUT THEN ALSO INTERVENING AND SPEAKING WITH PARENTS AND REACHING OUT TO PARENTS IN REAL TIME.
WHEN WE SEE, WHEN WE SEE STUDENTS WHO ARE HITTING CERTAIN THRESHOLDS RIGHT ON THEIR WAY TO BEING CHRONICALLY ABSENT.
SO THESE ARE A COUPLE OF THE STRATEGIES THAT THAT THEY'VE SHARED THAT HAVE PROVEN VERY BENEFICIAL. THANK YOU.
I ALSO WOULD LIKE TO HAVE A QUESTION ABOUT 50005.1 JUDY CENTER.
THIS IS A LONG LIST OF OF WHAT'S FOR THE JUDY CENTER.
AND SOME OF THEM ARE OUT OF STATE.
HOW DO THEY PROVIDE SERVICES TO PROMOTE CHILDREN'S READINESS FOR SCHOOL? GOOD AFTERNOON.
MICHELLE OWENS, DIRECTOR FOR THE DIVISION OF EARLY CHILDHOOD AND TITLE ONE PROGRAMS AND RECOVERY FUNDS.
SO OUR JUDY CENTERS, HAVE TO REACH OUT TO A NUMBER OF VENDORS IN ORDER TO IMPLEMENT THEIR SERVICES.
THEY SERVE CHILDREN, ACTUALLY, FROM BIRTH UNTIL FIVE YEARS OLD OR JUST BEFORE THEY ENTER KINDERGARTEN.
AND TO DO SO, WE NEED TO DO OUTREACH TO A NUMBER OF VENDORS, INCLUDING, THOSE WHO SUPPORT OUR FIELD TRIPS FOR TRANSPORTATION.
WE ALSO REACH OUT TO VENDORS WHO SUPPORT
[01:10:01]
OTHER ASPECTS OF OUR JUDY CENTER PROGRAM.DO YOU NEED A LITTLE BIT MORE? YEAH.
I WAS LIKE, GIVE ME AN EXAMPLE.
THERE ARE SOME COMPANIES IN CALIFORNIA.
WHAT WHAT DO THEY DO FOR US? DID THAT LIST GET UPDATED? I KNOW YEAH, IT'S MISS YEAH IT DID GO AFTER IT DID IT, DID IT IT DOES.
SO I'M NOT AWARE OF THE COMPANY IN CALIFORNIA.
WE HAVE SOME IN COLORADO. COLORADO. OKAY.
OKAY, SO THIS ONE IS A VERY UNIQUE ONE.
IT'S ACTUALLY WITH, I BELIEVE THE.
AND WHILE YOU'RE, WHILE YOU'RE LOOKING AT THAT, I'LL GIVE YOU A GOOD EXAMPLE OF ONE, WEGMANS FOOD MARKETS INCORPORATED, AND IT'S NOTING ROCHESTER, NEW YORK.
WELL, THAT'S ACTUALLY WHERE THE CORPORATE HEADQUARTERS OF WEGMANS IS NOT OUR LOCAL WEGMANS.
OKAY. OR THE FUTURE WEGMANS ON ROCKVILLE PIKE.
AND YEAH, THE THE OTHER ONE, I BELIEVE, IS WITH, THE NATIONAL AQUARIUM.
SO THE NATIONAL AQUARIUM DOES NOT ALLOW FOOD TO BE BROUGHT IN TO ITS FACILITY WHEN WE TAKE OUR YOUNGSTERS THERE, INSTEAD, WE HAVE TO ORDER LUNCHES.
AND THE PLACE WHERE WE ORDERED THE LUNCHES FROM, WHICH IS THROUGH THE NATIONAL AQUARIUM, IS CATERED AND THEIR HEADQUARTERS IS ALSO IN DENVER, COLORADO.
OKAY. SO SO ALL OF THEM HAS SOME CONNECTIONS TO THE TO THE PROGRAM.
THE ADDRESS MIGHT BE THE ADDRESS LISTED AS THEIR HEADQUARTERS.
WITHIN THE 6.2, ARE THERE ANY ITEMS BOARD MEMBERS WOULD LIKE TO ASK? THANK YOU SO MUCH.
I HAVE A QUESTION ABOUT, BID RFP NUMBER 120 AND 1.1, WHICH IS THE LOCAL, ACCURATE AND TRANSFORMATIONAL LEARNING BY NATIONAL COMPANY THAT IS NETWORK INCORPORATED.
AND MY QUESTION IS, IS WHAT IS THE DELIVERABLE? I KNOW THIS IS A COMPANY PERHAPS INCORPORATED OR I SORRY, A NONPROFIT INCORPORATED OUT OF CALIFORNIA.
GOOD AFTERNOON, NIKKI HAZEL, ASSOCIATE SUPERINTENDENT AND CURRICULUM.
SO, THAT, THEY DO PROVIDE PROFESSIONAL LEARNING FOR OUR OUR TEACHERS, OUR, ELD TEACHER, ENGLISH LANGUAGE DEVELOPMENT TEACHERS.
OKAY, CAN YOU JUST GIVE ME A LITTLE BIT MORE OF WHAT DOES THAT LOOK LIKE? ARE THESE ONLINE MODULES, ARE THEY COMING OUT FOR TRAININGS? ARE WE DOING WORKSHOPS OR HOW DOES THAT I WILL GET YOU MORE INFORMATION.
IN THE PAST WE HAVE DONE IN-PERSON, TRAINING FOR OUR ELD TEACHERS, TO PROVIDE INSTRUCTION ON HOW TO, MEET THE NEEDS OF OUR ENGLISH LEARNERS.
AND JUST TO MAKE SURE THAT THE, LEARNING IS MORE ACCESSIBLE TO THEM.
BUT I WILL GET YOU MORE INFORMATION ON SPECIFICALLY WHAT THE TRAINING IS ABOUT FOR OUR TEACHERS.
BECAUSE I DID TAKE AN OPPORTUNITY TO REVIEW THE, VENDOR AND SOME OF THEIR OFFERINGS, AND I JUST NEED TO UNDERSTAND BETTER HOW THIS FITS IN WITH THE NEEDS OF OUR STUDENTS AND FAMILIES.
BECAUSE THAT'S NOT VERY CLEAR TO ME AT THIS TIME.
SO THESE WILL BE PRETTY QUICK.
FIRST OF ALL, I JUST WANT TO POINT OUT, THAT 6.5 REPLACES THE HVAC AT MANOK AC.
AND THIS IS ACTUALLY REALLY GOOD NEWS BECAUSE IT WAS FIRST AND A FLY 2019 APPROPRIATION.
AND SO WE ARE NOW ON A FLIGHT 25.
AND IT IS, I BELIEVE, A $6 MILLION PROJECT.
AND WE HAVE, I BELIEVE, OTHERS WE ALSO HAVE BACKLOG ON.
AND SO THESE ARE THE KIND OF THINGS I KNOW THAT WE WANT TO WORK ON IN OUR CIP COMING UP.
AND I DON'T KNOW IF YOU HAVE ANYTHING, SINCE YOU'RE AT THE TABLE, IF YOU WANT TO TALK ABOUT ANY OTHER, HVAC PROJECTS THAT ARE LARGE LIKE THIS, THAT WE CAN EXPECT.
YEAH, THERE WERE ADDITIONAL HVAC PROJECTS REQUESTED IN OUR, CIP REQUEST THAT WAS JUST APPROVED BY THE BOARD BACK IN NOVEMBER.
[01:15:01]
I UNFORTUNATELY, I DIDN'T BRING MY NOTES, SO I CAN PROVIDE THAT LIST TO YOU.WE ARE ALSO, WE DID DISCUSS DURING, THE, THE CIP REVIEW THAT WE'RE GOING TO BE REASSESSING OUR SCHOOLS.
SO THAT WOULD ALSO INFORM OUR FUTURE PROJECTS.
SO WHEN WE HAVE OUR, FULL CIP ASK, NEXT YEAR,
[6.5 Award of Contract—Monocacy Elementary School Heating, Ventilation, and Air Conditioning Replacement Project]
THEN WE'RE GOING TO BE INTRODUCING ADDITIONAL SCHOOLS FOR THE AC REPLACEMENT.WELL, I KNOW THIS WAS LONG OVERDUE.
AND THE MAINTENANCE PEOPLE HAVE BEEN WORKING REALLY HARD AT THAT SCHOOL TO KEEP, THAT HVAC GOING.
AND SO THAT BRINGS ME TO, CAN I GO TO THE NEXT.
6.6, WHICH IS THE EASTERN MIDDLE SCHOOL, DESIGN.
AND AGAIN, THAT ONE HAS BEEN ON THE BOOKS FOR A VERY LONG TIME.
AND I KNOW THAT WE ARE LOOKING TO, REFRESH OUR FACILITIES CONDITION INDEX TO HELP INFORM US, FOR THE NEXT PROJECTS AFTER EASTERN.
AND SO, I JUST THOUGHT, I'D BRING UP THAT, THAT WILL BE, COMING UP SOON.
AND I DIDN'T KNOW IF YOU HAD, A TIMELINE WHEN WE'RE GOING TO START THE REFRESH OF THE FACILITY CONDITIONS INDEX.
BECAUSE WE DO HAVE THAT RFP OUT ON THE STREETS RIGHT NOW.
WE'RE EXPECTING TO GET THOSE PROPOSALS BACK NEXT WEEK, AND WE WILL BRING THE RECOMMENDED VENDOR TO HELP US REFRESH THOSE NUMBERS, IN FEBRUARY.
AND SO THAT BRINGS ME TO THE LAST POINT.
AND THIS IS REALLY A PERSONAL PRIVILEGE, 6.7 WE WERE ABLE TO, SAY THAT WOODLAND IS READY TO OPEN, FOR THE PUBLIC, WHICH IS VERY EXCITING.
AND THAT IS SOMETHING THAT I'VE PERSONALLY WORKED ON FOR OVER TEN YEARS.
AND I KNOW THE COMMUNITY IS VERY EXCITED TO FINALLY HAVE THAT DONE.
AND I JUST WANT TO CONGRATULATE M.C.P.S FOR
[6.6 Architectural Appointment—Eastern Middle School Major Capital Project]
I KNOW THAT WAS A A LONG ROAD TO GET THAT PROJECT DONE.JUST TO PIGGYBACK ON THAT, WE BOTH DID THE THE THE SITE VISIT.
AND I WANT TO THANK THE STAFF AND EVERYONE INVOLVED FOR MAKING SUCH A BEAUTIFUL BUILDING FOR OUR STAFF AND STUDENTS AND COMMUNITY.
YES, THAT WE CAN GO TO YOUR 6.12.
IF WE COULD GET THE BUDGET, OFFICE, MR. RILEY, MAYBE TO COME TALK ABOUT THE FISCAL REPORT.
THAT IS, ON THE AGENDA FOR THIS MONTH.
AS THE CHAIR OF THE FISCAL MANAGEMENT COMMITTEE, WHAT DO WE NEED TO KNOW? ON, THE STATE OF OUR BUDGET AS OF NOVEMBER 30TH, 2024, HIGH LEVEL.
BUT BEFORE, MR. RILEY SPEAKS, I DO WANT TO POINT OUT SOMETHING ABSOLUTELY CRITICAL AND JOYFUL IS THAT THIS IS NOT A NEGATIVE NUMBER IN THIS REPORT ANYMORE.
AND WE ARE VERY THRILLED BY THAT. AND, MR. RILEY CAN, ILLUMINATE SOME OF THE DETAILS THAT HAVE HELPED LEAD TO THAT. YES.
KNOW YOU POINTED OUT SOME, SOME MEASURES THAT WE'VE TAKEN TO, CORRECT THE COURSE.
SO I WANTED TO MAKE SURE THAT WE TOOK SOME TIME TO,
[6.7 Acceptance of Woodlin Elementary School Major Capital Project]
HIGHLIGHT THAT TODAY. YES. GOOD AFTERNOON.BOARD MEMBERS, ROD RILEY, DEPUTY CHIEF OF FINANCE.
AT A HIGH LEVEL, THIS IS THE MONTHLY FINANCIAL REPORT THAT WE PRESENT EVERY MONTH.
TO GIVE YOU THE FINANCIAL STATUS OF WHERE WE'RE AT.
SO AS, AS, DOCTOR TAYLOR MENTIONED, WE ARE, OUT OF THE RED.
AND SLOWLY BUT SURELY, WE'RE WE'RE TRYING TO BUILD UP THAT THAT NUMBER ON PAGE TWO OR UNASSIGNED FUND BALANCE.
SOME OF THE WAYS THAT WE'RE DOING IT IS THAT WE ARE, TASKING, DEPARTMENTS AND DIVISIONS TO NOT SPEND OVER BUDGET.
YOU WOULD THINK THAT WOULD BE A, YOU KNOW, AN EASY ACCOMPLISHMENT.
BUT IT'S NOT BECAUSE SOME IN SOME CASES, FOR YEARS WE HAVE,
[6.12 Monthly Financial Report]
BEEN SPENDING OVER BUDGET BECAUSE WE HAD THE LUXURY OF HAVING A FUND BALANCE.SO, AT THE END OF THE YEAR, SOME OF THAT OVERAGE, COVERED THOSE NEGATIVES.
BUT NOW WE ARE TASKING EVERYBODY WITH LOOKING AT YOUR BUDGET LINE BY LINE.
FOR FY 26, WE WENT INTO OUR ZERO BASED BUDGETING.
SO ALONG THOSE THOSE SAME LINES, WE'RE LOOKING AT EVERY LINE ITEM.
AND EVERYBODY IN THE THE SYSTEM IS DOING THAT.
WE ALSO LOOKING AT HIRING AND OUR HLAA AND OUR, BECAUSE WE'RE, WE'RE GETTING SPECIAL APPROVAL BECAUSE WE'RE LOOKING TO SEE IF THERE'S A DEFINITE DIRE NEED TO, TO MAKE THAT HIRE IN THIS YEAR, BECAUSE AS YOU CAN SEE, WE ARE VERY TIGHT ACLS, HIGHER LEVEL ASSIGNMENTS.
SO WHEN SOMEBODY, RETIRES OR LEAVES THE SYSTEM, OFTENTIMES WILL HAVE A HIGHER LEVEL ASSIGNMENT TO AND I THINK YOU GUYS HAVE SEEN THESE AS WELL TOO, BECAUSE IT'S, IF IT'S A LONG TERM HLAA, WE NEED YOUR WE'RE LOOKING FOR APPROVAL FROM THE BOARD.
BUT THOSE ARE SOME OF THE AREAS AS WELL AS THE INDIVIDUAL LINE ITEMS THROUGHOUT THE SYSTEM.
OKAY. THANK YOU, DOCTOR TAYLOR.
ANYTHING YOU WANTED TO HIGHLIGHT YOURSELF? JUST VERY EXCITED THAT IT'S WORKING
[01:20:03]
AND THAT WE'RE MOVING IN THE RIGHT DIRECTION.AND I HAVE TO GIVE HIGH PRAISE TO THE CENTRAL SERVICES TEAM, AND, TO OUR SCHOOL FISCAL MANAGERS WHO REALLY HAVE TAKEN IT VERY SERIOUSLY.
THE BOARD AND THE FISCAL MANAGEMENT COMMITTEE HAVE GIVEN US SOME CLEAR GUIDANCE AND SOME DIRECTION.
AND, I'M JUST GLAD THAT WE'RE FOLLOWING THROUGH WITH SOME INTERNAL CONTROLS THAT, THAT HAVE TAKEN ROOT AND HAVE FOUND SOME MEANING.
AND IT SETS A CLEAR PATH FOR THE COURSE THAT WE NEED TO STAY AHEAD.
ONE OF THE CHANGES WE ARE DOING TO WHEN ONCE WE IDENTIFY SAVINGS OR THE, THE SYSTEM LEADERS, ONCE THEY IDENTIFY SAVINGS, WE'RE ACTUALLY PUTTING THEM SEGREGATING, PUTTING IN A SEPARATE ACCOUNT TO ADDRESS ANY, SHORTAGES OR THROUGHOUT THE YEAR.
WE'VE NEVER REALLY DONE THAT BEFORE. THANK YOU.
THAT'S ALL THE ITEMS FOR DISCUSSION.
MAYOR HAT, MAY I HAVE A MOTION TO MOVE THEM IN? BLOCK. SO MOVED.
SECOND, ALL IN FAVOR, RAISE YOUR HAND.
THAT'S UNANIMOUS WITH THOSE PRESENT.
NOW, WE HAVE SPENT ALL THIS MONEY.
LET'S MOVE ON TO OUR POLICY ITEMS. ALL RIGHT, SO, THE NEXT IS, POLICY GAP.
NOW M.C.P.S HAS FACED SIGNIFICANT CHALLENGES IN WORKPLACE CULTURE ENVIRONMENT OVER THE PAST FEW YEARS, UNDERSCORING THE URGENT NEED FOR TRANSFORMATIVE ACTION.
THE BOARD IS RESOLUTE IN ITS COMMITMENT TO CULTIVATING A WORKFORCE THAT'S HIGHLY EFFECTIVE, DEEPLY ENGAGED AND FULLY SUPPORTED.
WE HAVE TWO PRIORITY FOR THE 2425 SCHOOL YEAR.
FIRST, THE BOARD WILL HOLD ME ACCOUNTABLE FOR ESTABLISHING A SAFE, INCLUSIVE AND WELCOMING ENVIRONMENT WHERE EVERY STUDENT AND STAFF MEMBER EXPERIENCE BOTH PHYSICAL SAFETY AND EMOTIONAL WELL-BEING.
SECOND, THE BOARD WILL SUPPORT A SYSTEM TO FORTIFY THE EDUCATOR PIPELINE BY ADVANCING THE GROW YOUR OWN INITIATIVES, DRIVING INNOVATIVE RECRUITMENT AND RETENTION STRATEGIES, AND ENSURING EQUITY IN STAFFING DECISIONS.
THESE PRIORITIES REPRESENT A COLLECTIVE PLEDGE TO BUILD A STRONGER, MORE RESILIENT FUTURE FOR OUR SCHOOLS AND OUR COMMUNITY NOW TOGETHER.
CONSISTENT WITH THESE PRIORITIES, THE BOY IS ALSO WORKING TO REVIEW AND AMAM
[7. Action on Board Policies - 3:25 p.m.]
A POLICY GAP A POSITIVE WORK ENVIRONMENT IN A SELF RENEWING ORGANIZATION OR AS IT WOULD BE NAME UNDER THE PROPOSED AMENDMENTS, WORKFORCE EXCELLENCE TO SUPPORT THE REASONS I JUST NAMED ABOVE.SO AS THE THE POLICY MANAGEMENT COMMITTEE REVIEWED DRAFT AMENDMENTS TO THIS BOARD POLICY AT ITS MEETING ON NOVEMBER 14TH.
THAT'S WHAT HAPPENED ON NOVEMBER 14TH.
SO NOW, AS THE CHAIR OF THE COMMITTEE, I RECOMMEND THAT THE DRAFT AMENDMENTS TO THIS POLICY BE APPROVED BY THE FULL BORE AND FOR TENTATIVE ACTION AND SENT OUT FOR PUBLIC COMMENT.
NOW, I WANT TO HEAR ESPECIALLY THINK FORMAL BOARD MEMBER REBECCA SMALL, DROWZEE AND SHEBRA EVANS FOR THEIR WORK ON THIS POLICY.
NOW WITH THAT, I WOULD LIKE TO PASS THE MIC TO DOCTOR TAYLOR, AND, STAFF'S HERE TO WALK US THROUGH.
THE COMMITTEE RECOMMENDED, DRAFT AMENDMENTS.
GOOD AFTERNOON, PRESIDENT YANG, VICE PRESIDENT RIVERA, AND MEMBERS OF THE BOARD AND SUPERINTENDENT TAYLOR.
FIRST OF ALL, I'M A LEGAL DIRECTOR IN THE OFFICE OF GENERAL COUNSEL WITH ME AS SALLY DAVIS.
AND, OF COURSE, WE ALSO HAVE THE CHIEF OF POLICE ID, WHO WILL LEAD OFF THE PRESENTATION.
SO OUR ASSIGNMENT FROM THE BOARD POLICY MANAGEMENT COMMITTEE WAS TO RE-ENVISION THE FIRST OF ALL THE ORIGINAL.
MISS DAVIS, COULD YOU HIT YOUR MIC, PLEASE? THANKS. THOUGHT I DID. SORRY.
OUR ASSIGNMENT FROM THE BOARD WAS TO RE-ENVISION GA.
AND FIRST OFF, YOU, LIKELY AGREE THAT THE TITLE WAS A MOUTHFUL.
AND OUR READ OF THE 2005 POLICY, THAT IT WAS DIFFUSE.
IT NEEDED A CLEARER FOCUS TO ACHIEVE THOUGHTFUL, STRATEGIC AND CONTINUOUS PROFESSIONAL GROWTH PROCESSES FOR M.C.P.S EMPLOYEES
[01:25:02]
AND SO, BASED ON OUR REVIEW OF GA, THE WRITING GROUP RECOMMENDED KEEPING ITS ORIGINAL COMMITMENT TO PROFESSIONAL GROWTH.THE BUILDING OUT WHAT THAT SHOULD LOOK LIKE.
AND SO, LET'S GO TO THE NEXT SLIDE.
THE BOARD'S STATED PURPOSE IS TO PREPARE ALL STUDENTS TO THRIVE.
AND WE THINK, G, I SHOULD RECOGNIZE THAT ALL M.C.P.S EMPLOYEES ARE ESSENTIAL FOR MAKING THIS HAPPEN, WHETHER THEY ARE DIRECTLY ENGAGED WITH STUDENTS IN THE CLASSROOM AND OTHER SCHOOL PLACES, OR AMONG THE MANY EMPLOYEES WHOSE CONTRIBUTIONS ARE MORE INDIRECT, WHO KEEP THE SCHOOLS RUNNING AND RUNNING WELL.
WE'RE ALL MINDFUL TODAY ABOUT GETTING OUR SCHOOLS OPEN WHEN THERE WERE MILES OF SIDEWALKS TO BE PLOWED.
SO WHO SUPPORT OUR FAMILIES, WHO KEEP US IN COMPLIANCE WITH VARIOUS REQUIREMENTS AND WHO KEEP THE RESOURCES FLOWING TO SUPPORT THE WORK.
SO OUR FIRST OBJECTIVE FOR POLICY GA WAS TO EMPHASIZE WORKFORCE EXCELLENCE, EXCELLENCE AS A REQUISITE FOR STUDENT SUCCESS AND SIMULTANEOUSLY TO RECOGNIZE ALL EMPLOYEES PLAY SOME IMPORTANT ROLE IN STUDENT SUCCESSES.
SECONDLY, WE WANTED GA TO SEE THE LIFE CYCLE OF AN EMPLOYEE AS CONTINUOUS, FROM RECRUITING AND ONBOARDING TO KEEPING EMPLOYEES SKILLS SHARP, AND TO LOOKING AHEAD TO THE MANY WAYS EMPLOYEES MOVE INTO GREATER AREAS OF RESPONSIBILITY AND LEADERSHIP.
IT ALSO SUPPORTS EMPLOYEES WHO ARE STRUGGLING TO INTERVENE EFFECTIVELY WHEN PERFORMANCE IMPROVEMENT IS NEEDED.
I'LL TURN TO MISS KEY AND CAN WE HAVE THE NEXT SLIDE, PLEASE? GOOD AFTERNOON, PRESIDENT YANG, VICE PRESIDENT REBECCA OVEN, DOCTOR TAYLOR AND MEMBERS OF THE BOARD.
WE KNOW WE ARE A STUDENT CENTERED ORGANIZATION, BUT SOMETHING WE STRUGGLE WITH IS CONSISTENTLY RECOGNIZING AND SUPPORTING HOW ALL EMPLOYEES CONTRIBUTE TO THE MISSION.
WE ALSO KNOW THAT THE PROFESSIONAL GROWTH SYSTEM IS EXPERIENCED DIFFERENTLY ACROSS ALL OF OUR EMPLOYEES.
SOME EMPLOYEES ONLY THINK OF PROFESSIONAL GROWTH SYSTEM AS A SIGN THAT SOMETHING HAS GONE WRONG.
PERFORMANCE IS NOT MEETING EXPECTATIONS.
WHILE THIS IS ONE FUNCTION OF PROFESSIONAL GROWTH, IT IS ONLY ONE OF SEVERAL.
AND LET'S BE CLEAR IF THE TWO OTHER COMPONENTS OF PROFESSIONAL GROWTH ARE WORKING AND AN EMPLOYEE NEVER, NEVER, NEVER, EVER NEEDS TO EXPERIENCE IT AS A SIGN THAT SOMETHING HAS GONE WRONG.
A TRULY SYSTEMATIC APPROACH TO PROFESSIONAL GROWTH IS MUCH MORE THAN THAT.
IT IS AS MUCH ABOUT ONBOARDING AND SKILL DEVELOPMENT FOR AN EMPLOYEE'S CURRENT POSITION AS IT IS FOR ENCOURAGING EMPLOYEES TO THINK AHEAD TO WHERE THEIR CAREERS IN M.C.P.S MIGHT TAKE THEM.
A TRULY RESILIENT ORGANIZATION DRAWS OUT AND RETAINS TALENT, NURTURES EMPLOYEES TO RESPOND IMAGINATIVELY TO UNFAMILIAR OR CHALLENGING SITUATIONS, TO PERSEVERE AND TO COLLABORATE.
WHEN WE GROW OUR OWN, WE RETURN THE INVESTMENT WE MAKE IN OUR EMPLOYEES MANY TIMES OVER.
OUR WRITING GROUP PUT THESE ISSUES BEFORE FOCUS GROUPS, AND HERE'S WHAT KEPT COMING UP.
OUR PROFESSIONAL GROWTH SYSTEMS SHOULD LIVE OUT OUR VALUES OF BEING ANTI-RACIST, SUPPORTIVE, RESPONSIVE, COLLABORATIVE.
BUT WHAT DOES THAT MEAN? AND SO WE PUSHED THE DISCUSSION TO ASK WHAT MAKES A PROFESSIONAL GROWTH SYSTEM ANTI-RACIST, SUPPORTIVE, RESPONSIVE AND COLLABORATIVE? AND THIS IS WHERE WE THINK WE'VE IMPROVED THIS DRAFT OVER THE PREVIOUS VERSION.
IF WE REALLY WANT TO SEE THE VALUES LIVED OUT IN OUR WORKPLACES, WE NEED TO ARTICULATE GUIDING PRINCIPLES AND STRATEGIES FOR A PROFESSIONAL GROWTH SYSTEM THAT GETS US TO THE VALUES THAT WE HOLD.
WE KNOW THAT AN EMPLOYEE'S IMMEDIATE SUPERVISOR HAS A BIGGER DAY TO DAY ROLE, AND GETTING THE BEST FROM EVERY DAY EMPLOYEE ACTIONS FOR CULTIVATING WORK ENVIRONMENTS THAT INSPIRE US ALL TOWARDS EXCELLENCE.
AND SO THE IMPLEMENTATION STRATEGIES OF THIS POLICY ON OUR ROUTINE SUPPORT LEARNING FOCUSED SUPERVISION AND COMPREHENSIVE PROFESSIONAL LEARNING TO RAISE AWARENESS OF IDENTIFIABLE PATTERNS OF IMPLICIT BIAS IN THE EVALUATION PROCESSES AND DISRUPT SUCH CONDUCT WITHIN M.C.P.S.
[01:30:04]
WE ALSO KNOW THAT THE INDIVIDUAL PROFESSIONAL LEARNING PLANS ARE MORE ROUTINE FOR LICENSED EMPLOYEES THAN LEARNING PLANS ARE FOR OTHER EMPLOYEES.FOR LICENSED EMPLOYEES, LEARNING PLANS ARE EVEN REQUIRED IN STATE REGULATIONS, BUT EMPLOYEES IN ALL SPHERES OF M.C.P.S NEED TO BE ENCOURAGED TO DEVELOP PROFESSIONAL INTERESTS, DEVELOP NEW COMPETENCIES AND SEEK LEADERSHIP OPPORTUNITIES.
AND THIS JUST THIS ISN'T JUST HOW WE LIVE OUT.
OUR COMMITMENT TO EQUITY IS HOW WE BUILD A RESILIENT ORGANIZATION.
I'LL TURN IT BACK TO MISTAKES.
SO IN SHORT, HERE'S WHAT YOU'LL SEE IN THE REVISED DRAFT, A NEW TITLE THAT WE THINK CAPTURES WHAT WE WANT FOR M.C.P.S.
A CLEAR EMPHASIS ON STUDENTS AS THE CENTER OF OUR WORK.
A CLEAR ARTICULATION OF OUR VALUES WITH RESPECT TO PROFESSIONAL GROWTH SYSTEM AND A PROFESSIONAL GROWTH STRUCTURE WITH THREE CONNECTED SPHERES ONBOARDING, TRAINING, AND KEEPING EMPLOYEE SKILLS SHARP FOR THE JOBS THEY HAVE NOW.
CAREER ADVANCEMENT TO DRAW OUT PROFESSIONAL INTERESTS AND LEADERSHIP.
AND YES, SHOULD WE NEED IT, A STRUCTURE THAT FAIRLY AND EFFECTIVELY RESPONDS WHEN EMPLOYEE PERFORMANCE FALLS SHORT.
THE NEW DRAFT HAS A CLEAR STATEMENT THAT SUPERVISORS ARE FOREFRONT IN EMPLOYEES DAILY LIVES, WHERE EMPLOYEES AND SUPERVISORS ALIKE SHARE RESPONSIBLE FOR WORKFORCE EXCELLENCE.
SO WE HAVE TWO RECOMMENDATIONS TODAY.
CAN WE MOVE FORWARD ON THE SLIDE, PLEASE? OKAY.
WE WOULD LIKE TO REVISE AND RETITLE GA TO EMPHASIZE A SYSTEMIC APPROACH TO WORKFORCE EXCELLENCE.
AND WE WOULD LIKE TO TAKE TENTATIVE ACTION TO SEND IT OUT FOR PUBLIC COMMENT.
I'M HAPPY TO TAKE YOU THROUGH THE DRAFT AND HIGHLIGHT.
BUT OTHERWISE, WE'RE READY FOR YOUR DISCUSSION.
DOES ANY BOARD MEMBER LEAVE US TO GO THROUGH THE HIGHLIGHTS OR WE CAN GO PROCEED TO YOUR QUESTIONS AND COMMENTS.
OKAY I'M GOING TO START FROM THE START.
YEAH I WAS REMEMBERING, THE CLIMATE SURVEY, THE LAST CLIMATE SURVEY.
AND IN IT, IT SHARED THAT STAFF WANT TO GET MORE FEEDBACK ON THEIR PERFORMANCE.
SO I JUST WANTED TO MAKE SURE THAT THIS POLICY CAPTURES THAT SPIRIT, THAT FEEDBACK THAT WE'VE GOTTEN FROM OUR STAFF DIRECTLY IN THE CLIMATE SURVEY.
I JUST WANTED YOU TO SPEAK TO THAT.
I CAN POINT OUT ONE MORE TIME IN 1991, MICROPHONE.
I DON'T KNOW WHAT IT IS TODAY.
OKAY, IF I CAN TAKE YOU TO PAGE THREE.
SO THIS IS WHERE WE WANT TO FOCUS ON THIS, POINT NUMBER ONE IN THE SUB POINTS THAT FOLLOW THAT, IT IS A SHARED RESPONSIBILITY AMONG LEADERS AND PROVIDING THE.
I'LL JUMP DOWN TO 90 AND 91, PROVIDING LEARNING FOCUSED SUPERVISION THAT INCLUDES ROUTINE SUPPORT AND ONGOING FEEDBACK FROM STAFF.
AND THEN, 98, 99 AND 100 EVALUATE EMPLOYEES AND PROVIDE ACTIONABLE FEEDBACK IN A TIMELY MANNER, CONSISTENT WITH ESTABLISHED TIMELINES AND REQUIRED CORE CONFIDENCE.
THIS THAT'S AN ELABORATE STRUCTURE OF TIMELINES AS EMPLOYEES ARE NEW AND MOVE THROUGH, THOSE VARIOUS LEVELS.
AND I WOULDN'T BEGIN TO PUSH IT FURTHER THAN WHAT I KNOW THERE.
BUT JUST TO POINT OUT THAT THAT'S WHAT THAT ONE D IS HIGHLIGHTING, THERE IS A PROCESS.
WE JUST NEED TO RAISE IT UP AND SAY THIS, THIS PROCESS IS EXTREMELY IMPORTANT THAT EMPLOYEES DO WANT THAT ACTIONABLE FEEDBACK, REGULAR LEARNING, SUPPORTED FEEDBACK THAT WE MOVE FORWARD.
GREAT. THANK YOU, MISS RIVERA.
ON THAT SAME PAGE, IN LINES 101 THROUGH 104, WHICH REALLY E WHICH IS, IS CREATE AND IMPLEMENT COMPREHENSIVE, CULTURALLY RESPONSIVE PROFESSIONAL LEARNING TO PROMOTE AWARENESS OF POTENTIAL SOURCES.
IT ALL SOUNDS REALLY, REALLY GREAT.
I'M JUST TRYING TO UNDERSTAND HOW THAT'S GOING TO BE ACCOMPLISHED.
I'M GOING TO BEGIN THAT, AND THEN I'M GOING TO TURN IT OVER TO APRIL.
ALL SUPERVISORS HAVE BEEN THROUGH A LOT OF TRAINING RECENTLY TO FOCUS ON THESE KINDS OF PROCESSES.
[01:35:03]
I THINK PUTTING IT IN A PROCESS IN THE POLICY SAYS, KEEP DOING IT.SO I DON'T KNOW IF APRIL, YOU HAVE ANYTHING YOU WANT TO ADD TO SOME OF THE TRAINING THAT WE'VE ALL EXPERIENCED? I YES, I THINK IT IS IMPORTANT THAT IT IS IN THERE AND WE VALUE BEING CULTURALLY RESPONSIVE.
AND I THINK THAT IS IMPORTANT IN EVERY ASPECT OF OUR JOBS AND WITH OUR EMPLOYEES, I THINK IS GREAT.
AND I'M JUST WONDERING HOW WE'RE GOING TO EVALUATE THAT.
THAT'S ACTUALLY WORKING WITH OUR EMPLOYEES.
LIKE, IS THERE BECAUSE, YOU KNOW, WHEN YOU GO TO, THE FEEDBACK THAT, SYLVESTER WAS TALKING ABOUT OF OUR EMPLOYEES, I'M JUST WONDERING THEN HOW YOU'RE GOING TO EVALUATE SOME OF THESE ITEMS TO ENSURE THAT IT ACTUALLY IS WELL RECEIVED OR THAT THE EMPLOYEES MIGHT SAY THAT ACTUALLY, THIS NEEDS TO BE, YOU KNOW, THERE NEEDS TO BE A LITTLE BIT MORE MEAT ON THERE.
SO THIS IS SO I'M JUST WONDERING IF THAT NEEDS TO.
THE EXCITING PART ABOUT THIS IS THE NEW HCM SYSTEM WILL HAVE EVALUATIONS AS PART OF THE SYSTEM.
AND SO WE'LL BE ABLE TO PULL REPORTS AND LOOK AT DATA POINTS THAT WILL EITHER VERIFY THAT WE ARE DOING THE WORK OR CONFIRM THAT WE AREN'T.
AND WE NEED TO BE ELEVATING THE WORK.
TO TO SPEAK, DIRECTLY TO YOUR QUESTION AND USING CULTURAL COMPETENCY AS A, AS A GOOD EXAMPLE, AND BEING SOMETHING THAT WE SHOULD EVALUATE THERE, THERE ARE ACTUALLY STATES THAT REQUIRE CULTURAL COMPETENCY AND AN UP AND AN EMPLOYEE APPRAISAL SYSTEM.
AND SOME BEST PRACTICE INVOLVES HAVING, PORTFOLIOS WHERE, EDUCATORS OR STAFF MEMBERS CAN SHOWCASE EITHER LESSONS OR ACTIVITIES OR THINGS THAT THEY'VE BEEN INVOLVED IN THAT DEMONSTRATE THEIR CULTURAL COMPETENCY BEYOND JUST TRAINING, HOW THEY'RE REALLY APPLYING CULTURAL COMPETENCY IN THEIR WORK.
AND, THIS REALLY PROVIDES AN OPPORTUNITY, TO, TO SHOWCASE THAT AS, AS A POINT OF PRIDE AS WELL AS A POINT FOR SOMETHING TO BE IN OUR APPRAISAL SYSTEM.
MYSELF, I JUST WANT TO THANK YOU FOR YOUR WORK ON THIS.
AS A MEMBER OF THE POLICY COMMITTEE.
I KNOW WE SPENT A LOT OF TIME ON THIS, AND I JUST HAVE TWO THOUGHTS.
SKILL DEVELOPMENT HAS ALWAYS BEEN IN OUR ON OUR AGENDA.
BUT WHAT I'M GLAD TO SEE AND WHAT I WANT TO POINT OUT IS LINES 131 THROUGH 144 WHERE WE TALK ABOUT WHAT'S WHAT'S HAPPENING IF THE STAFF ARE NOT MEETING THE STANDARDS BECAUSE THAT'S BEEN A QUESTION THAT I'VE BEEN RAISING FOR EVER.
AND IT WAS NEVER ACTUALLY IN THE OTHER POLICY.
SO I'M GLAD TO SEE THAT IN THERE.
I'M ALSO GLAD TO SEE THAT YOU'VE MENTIONED THE EMPLOYEES WHO INDIRECTLY IMPACT STUDENTS, BECAUSE THAT'S ONE OF THE THINGS THAT I'VE ALWAYS KNOWN THAT THEY DID IN BOSTON.
IT DIDN'T MATTER WHO YOU WERE, YOU HAD THE EXACT SAME TRAINING ON THE MISSION AND THE GOALS SO THAT EVERYONE WAS GOING ON THE SAME TRAIN TO NEW YORK.
THANK YOU FOR YOUR WORK ON THIS, MISS METOYER.
THANK YOU. I ALSO JUST WANTED TO THANK ALL OF YOU.
I KNOW THAT ALL OF OUR POLICIES TAKE A LOT OF WORK, BUT ESPECIALLY SOMETHING LIKE THIS WHERE YOU'RE TRYING TO MEET THE NEEDS OF SO MANY DIFFERENT STAFF MEMBERS WHO DO SO MANY DIFFERENT THINGS ACROSS THE DISTRICT.
AND ALL OF THE THOROUGHNESS AND INPUT THAT YOU HAD TO GATHER AND KIND OF TRY TO FIND SOMETHING THAT FITS EVERYONE'S NEEDS.
SO THANK YOU SO MUCH. I REALLY APPRECIATE IT.
AND FOR OUR POLICY COMMITTEE AND OUR OTHER BOARD MEMBERS FROM PRIOR YEARS WHO HAVE DONE THE WORK TO GET THIS UP AND GOING TO THANK YOU, MR. SHAW.
I WAS WONDERING IF I DIDN'T SEE IT IN HERE.
ARE THERE EXIT INTERVIEWS? THAT ARE DONE? BECAUSE THAT COULD ALSO GIVE US A VIEW INTO HOW TO IMPROVE OUR, WORK CONDITIONS.
AN EXIT INTERVIEW IS PROVIDED THROUGH THE OFFICE OF STRATEGIC INITIATIVES.
THEY COLLECT THAT DATA, BUT THEN WHENEVER WE HAVE EXECUTIVE STAFF, I DO PERSONAL EXIT INTERVIEWS.
SO I UNDERSTAND BETTER THE REASON FOR CHOOSING TO GO SOMEWHERE ELSE OR WHAT OBSTACLES THEY MAY HAVE FACED DOING THEIR JOB.
IS THERE A REASON WHY IT'S NOT IN THIS POLICY? IS IT JUST IN ANOTHER POLICY? I DON'T KNOW THAT THIS POLICY REALLY SPEAKS TO EXIT INTERVIEW.
ALL RIGHT. SEE? NO OTHER LIGHTS.
CAN THE STAFF MEMBER READ A RESOURCE FOR BOARD ACTIONS? THANK YOU.
RESOLVED, THAT THE BOARD OF EDUCATION TAKE TENTATIVE ACTION ON COMMITTEE RECOMMENDED DRAFT BOARD POLICY.
[01:40:02]
A POSITIVE WORK ENVIRONMENT, AND A SELF RENEWING ORGANIZATION.AND BE IT FURTHER RESOLVED, THAT COMMITTEE RECOMMENDED DRAFT BOARD POLICY, A POSITIVE WORK ENVIRONMENT IN A SELF RENEWING ORGANIZATION.
BE SENT OUT FOR PUBLIC COMMENT.
OKAY, I DON'T THINK THIS TAKES A VOTE.
IT WILL JUST GO UP FOR THE PUBLIC COMMENT.
THANK YOU SO MUCH FOR YOUR WORK.
WE DO HAVE TO TAKE A VOTE. YEAH.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
AND JUST A REMINDER TO THE PUBLIC, USUALLY THE OPEN COMMENT PERIOD IS 45 DAYS.
SO THAT, YOU WILL BE ON OUR WEBSITE.
SO WE LOVE TO HEAR FROM EVERYONE.
THE COMMENT PERIOD IS 21 DAYS.
21 IS THERE A STOP? YEAH. AND THE.
ALL RIGHT, SO, WE ARE GOING TO MOVE INTO OUR, DATA TALKS AND FIRST WILL BE HAVING OUR FOR 2024 LITERACY DATA AND PROGRESS UPDATE.
I WILL INVITE THE STAFF TO COME TO THE FRONT, AND I'M GOING TO PASS THE MIC TO DOCTOR TAYLOR.
TODAY WE WILL FOCUS AND CONTINUE OUR DISCUSSION ON LITERACY, WITH OUR FALL 2024 EARLY LITERACY DATA HIGHLIGHTING NOTABLE PROGRESS IN GRADE TWO AND PROVIDING A STRATEGIC UPDATE ON THE RETURN ON INVESTMENT OF FOUR TARGETED INTERVENTIONS AND DATA INFORMED STRATEGIES.
THIS UPDATE HIGHLIGHTS THE HOW THE DISTRICT IS WORKING TO IMPROVE OUR LITERACY OUTCOMES FOR STUDENTS BY ENSURING ALIGNMENT WITH THE SCIENCE OF READING, RESEARCH, IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIALS, PROFESSIONAL LEARNING AND ACCOUNTABILITY MODELS.
YOU'LL SEE SOME REALLY EXCITING AND POSITIVE, CHANGES FOR OUR, OUR EARLY GRADES IN ELEMENTARY SCHOOL.
AND YOU'LL ALSO SEE, SOME PERSISTENT ACHIEVEMENT GAPS THAT WE ARE WORKING TO REDUCE.
WE ARE REALLY EXCITED ABOUT BRINGING THIS UPDATE AS THIS IS, REALLY ENCOURAGING NEWS ABOUT OUR FUTURE MOVING FORWARD AT THIS TIME.
I'LL TURN IT OVER TO OUR CHIEF ACADEMIC OFFICER, DOCTOR PEGGY PUGH.
AND TEAM, TO LEAD US THROUGH THIS CONVERSATION.
THANK YOU. AND GOOD AFTERNOON.
WE ARE EXCITED TO SHARE WITH YOU,
[8. Item of Discussion - 3:45 p.m.]
IN RESPONSE TO YOUR REQUEST ABOUT IS IT WORKING? YOU KNOW, WE INVESTED A LOT OF FUNDING IN EARLY LITERACY.AND WE WANT TO KNOW, IS THAT INVESTMENT PAYING OFF? AND SO WE'RE HAPPY TO BRING TO YOU SOME RESULTS IN OUR K ONE AND TWO TODAY.
AS YOU KNOW, LITERACY IS THE FOUNDATION OF ALL FUTURE LEARNING.
AND IT'S CRITICAL THAT WE GET IT RIGHT EARLY.
ALL OF OUR, ELEMENTARY SCHOOLS HAVE MOVED TO USING THE CORE KNOWLEDGE LANGUAGE ARTS CURRICULUM, WHICH IS NEW, AND IT'S A HUGE LIFT AND A HUGE THANK YOU TO ALL OF OUR TEACHERS AND OUR LEADERS WHO ARE WORKING TO IMPLEMENT IT SO THAT STUDENTS IN ALL SCHOOLS, REGARDLESS OF WHERE THEY ARE, HAVE ACCESS TO A HIGH QUALITY CURRICULUM.
OUR TEACHERS WERE TRAINED THROUGH THIS SUMMER, AND OUR, ADMINISTRATORS ALSO WERE TRAINED, AND MANY OF US ATTENDED THE TRAINING ALONGSIDE OF OUR TEACHERS SO THAT WE COULD TRULY DO A GOOD JOB IN SUPPORTING.
WE ARE WORKING TOGETHER ACROSS OFFICES, AND HAVING TEAMS OF CONTENT EXPERTS GO OUT TO EACH OF THE SCHOOLS, AND TO COACH AND TO GIVE ONGOING FEEDBACK, BECAUSE WE KNOW ONE TIME SUMMER LEARNING ISN'T GOING TO BE ENOUGH TO HELP IMPLEMENT A BRAND NEW CURRICULUM.
WE ALSO, JUST A REMINDER, THE DATA THAT WE'RE GOING TO BE SHARING WITH YOU TODAY IS THE DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS.
IF YOU HEAR US SAY DEVILS, THAT'S WHAT THAT REFERS TO.
AND THAT'S THE MEASURE THAT WE WANT TO MAKE SURE THAT WE'RE USING SO THAT TEACHERS CAN SEE WHAT THEIR STUDENTS KNOW AND STILL DON'T KNOW IN ORDER TO PLAN INSTRUCTION IN A REALLY ONGOING WAY.
AS THEY USE THAT DATA, WHAT OUR GOAL IS, IS TO SHOW STEADY IMPROVEMENT, BOTH THROUGH THE EARLY INVESTMENTS THAT THE BOARD HAS MADE OVER THE PAST FEW YEARS.
AND THEN WE'RE HOPING BY THE END OF THIS YEAR TO BEGIN TO DEMONSTRATE, IMPROVEMENT IN OUR LITERACY SCORES IN ALL OF THE ELEMENTARY SCHOOLS BASED ON THE IMPLEMENTATION OF OUR NEW CURRICULUM.
AND NOW I'LL TURN IT OVER TO MICHAEL BROWN, WHO IS OUR SUPERVISOR OF ELEMENTARY LITERACY.
GOOD AFTERNOON, PRESIDENT YANG AND VICE PRESIDENT RIVERA.
AND, MY NAME IS AGAIN, LIKE BROWN, AN ELEMENTARY ENGLISH LANGUAGE ARTS SUPERVISOR.
SO THREE YEARS AGO, WE BEGAN TO SHIFT THE WAY THAT WE TEACH READING ACROSS OUR ELEMENTARY SCHOOLS.
WE STARTED IN A PILOT IN NINE SCHOOL FOCUSING ON GRADES K TO TWO.
THE PILOT FOCUS ON REALLY EXPLICIT, FOUNDATIONAL SKILLS INSTRUCTION, WHICH IS ONE OF THE KEY COMPONENTS OF AN EFFECTIVE READING INSTRUCTION.
[01:45:03]
THE PILOT DURING THAT TIME, IT SERVES AS INTENDED PURPOSE.AND AS A RESULT, DURING THE 2223 SCHOOL YEAR, WE IMPLEMENTED REALLY GREAT READING, WHICH IS A FOUNDATIONAL SKILLS PROGRAM ACROSS ALL ELEMENTARY SCHOOLS, WITH, AGAIN, A CONTINUED FOCUS ON GRADES K TO TWO.
DURING THE SAME YEAR, WE ALSO IMPLEMENTED DEPLOYED A DYNAMIC INDICATOR, BASIC EARLY LITERACY SKILLS.
THIS LAST ONE I'M GOING TO SAY IT I PROMISE, ASSESSMENT AS WELL, SO THAT TEACHERS COULD BE ABLE TO MONITOR EFFECTIVE READING INSTRUCTION AND DETERMINE THE PROGRESS STUDENTS WERE MAKING.
WE ALSO PROVIDED PROFESSIONAL LEARNING ON THE COMPONENTS OF READING AGAIN, SO THE TEACHERS CONTINUE TO BUILD THEIR SKILLS AND KNOWLEDGE AROUND WHAT IS EFFECTIVE INSTRUCTION AND WHAT DOES THAT LOOK LIKE AND HOW CHILDREN LEARN TO READ.
THE FOLLOWING YEAR, DURING OUR 2324 SCHOOL YEAR, WE CONTINUED WITH REALLY GREAT READING, AGAIN ACROSS ALL OF THE ELEMENTARY SCHOOLS AND CONTINUED TO PROVIDE PROFESSIONAL LEARNING FOR OUR TEACHERS.
BECAUSE WE'VE HEARD EARLIER THAT ONE AND DONE IS NOT ENOUGH.
AND SO WE WANTED TO ENSURE THAT THEY HAD THAT ONGOING AND PROFESSIONAL LEARNING TO SUPPORT THEIR KNOWLEDGE AND CAPACITY IN BEING ABLE TO DELIVER EFFECTIVE LITERACY INSTRUCTION.
WE ALSO INCREASE THE EMPHASIS ON MONITORING THAT READING PROGRESS IN THE EARLY GRADES, NOT JUST ONLY USING OUR AUDIBLES ASSESSMENT FOR THE THREE TIMES A YEAR IN WHICH IT'S ADMINISTERED, BUT ALSO UTILIZING THE PROGRESS MONITORING COMPONENT TO CONTINUE TO CHECK IN ON HOW STUDENTS ARE DOING.
THIS SCHOOL YEAR, WE WERE ABLE TO EXPAND BEYOND FOUNDATIONAL SKILLS AND REALLY MOVE TOWARDS OUR LANGUAGE COMPREHENSION, WHICH IS ANOTHER CRITICAL ASPECT OF LEARNING TO READ.
AND WE DID THIS BY ADOPTING A KNOWLEDGE BUILDING CURRICULUM TO SUPPORT THE IMPLEMENTATION.
ALL TEACHERS WERE TRAINED ON THE NEW CURRICULUM, AS DOCTOR PUGH MENTIONED, AS WELL AS ADMINISTRATORS AND TEACHER LEADERS.
WE ALSO INCREASED THE ACCOUNTABILITY.
AND SO WE EXPANDED BEYOND K TO TWO, BUT ALSO UTILIZING THE ASSESSMENT FOR STUDENTS IN GRADES 3 TO 5, SO THAT WE CAN CONTINUE TO GAIN ADDITIONAL INFORMATION AROUND THOSE EXPLICIT SKILLS AND AREAS OF GROWTH FOR OUR STUDENTS IN 3 TO 5 AND FINALLY TO AND IN TRUE COLLABORATIVE FASHION, IN PARTNERSHIP, WE WORK CLOSELY WITH THE OFFICE OF SCHOOL SUPPORT AND IMPROVEMENT, TO PROVIDE THAT DIRECT ALIGNED SUPPORT OF SCHOOLS THROUGH A SCHOOL SUPPORT TEAM MODEL, WHICH WE'RE GOING TO EXPAND INTO THE UPCOMING SCHOOL YEAR.
AND SO TODAY I WANTED TO SHARE THE IMPACT OF THESE CHANGES OVER THE PAST THREE YEARS, AS REFLECTED IN OUR TABLES DATA.
THE ALIGNMENT TO THE NEW MARYLAND COMPREHENSIVE LITERACY POLICY AND OUR CURRENT LITERACY FIELD TEST PROJECT ONE MORE TIME.
AS A REFRESHER, WE DO ADMINISTER THE TABLES THREE TIMES A YEAR.
THEY TAKE IT AGAIN IN THE WINTER, AND THEN ONE FINAL TIME IN THE SPRING.
AND THAT'S AGAIN FOR ALL STUDENTS IN K TO TWO, AND THEN FOR SELECTED STUDENTS AND K TO THREE.
OUR ULTIMATE GOAL IS TO HAVE STUDENTS REACH THAT GRADE LEVEL PROFICIENCY BY THE END OF THE YEAR, AND OR DEMONSTRATE AT LEAST ONE YEAR'S WORTH OF GROWTH.
TO START, WE'RE GOING TO TAKE A LOOK AT OUR OVERALL K TO TWO DATA TO ORIENT YOU TO THE SLIDES.
YOU'LL SEE THE GRADE LEVELS AS WELL AS THE NUMBER OF STUDENTS THAT WERE ASSESSED AND THE PERCENTAGE OF STUDENTS DEMONSTRATING AT OR ABOVE PROFICIENCY.
ONE THING TO NOTE IS THAT THESE ARE NOT COHORTS OF STUDENTS.
SO THESE ARE DIFFERENT STUDENTS FROM THAT FALL TO TO FALL, 22, 23, 23, 24 SCHOOL YEAR AND THEN FALL 24 OR 25 THE CURRENT SCHOOL YEAR.
AND SO THE BLUE BAR THAT REPRESENTS LAST FALL, AND THEN THE GREEN BAR THAT REPRESENTS, THIS FALL FOR THIS SCHOOL YEAR, WE CAN GO TO NEXT SLIDE.
IN GRADES ONE AND TWO WE SEE A HIGHER PERCENTAGE OF STUDENTS THAT ARE DEMONSTRATING AT OR ABOVE PROFICIENCY.
THERE IS EXPECTED VARIABILITY IN KINDERGARTEN.
BECAUSE AGAIN, SOME OF OUR KINDERGARTEN STUDENTS, NOT ALL OF THEM ARE ENROLLED IN PRE-K.
THERE'S A VARIETY OF DIFFERENT EXPERIENCES FOR OUR KINDERGARTEN STUDENTS.
AND SO SIMILAR HERE, YOU SEE, TO OUR SECOND GRADE, SIMILAR TO FIRST GRADE FROM STUDENTS ARE DEMONSTRATING A HIGHER PERCENTAGE OF PROFICIENCY FROM STUDENTS SECOND GRADE STUDENTS LAST YEAR THAN THEY ARE TO THIS YEAR.
SO NOW WE'RE GOING TO TAKE A DEEPER LOOK AT COHORTS.
SO THE SAME GROUP OF STUDENTS SO THIS IS OUR CURRENT GRADE TWO STUDENTS WHO LOOKING AT THEM FROM KINDERGARTEN, THEIR FIRST GRADE YEAR AND THEN NOW THEIR CURRENT SECOND GRADE.
SO THIS GROUP OF ALMOST 9000 STUDENTS EXPERIENCED TWO FULL YEARS OF THE SHIFTS THAT WE MADE IN READING INSTRUCTION, FOCUSING ON FOUNDATIONAL SKILLS THROUGH THE USE OF REALLY GREAT READING, AS WELL AS A DEVIL'S ASSESSMENT FROM THE FALL OF THEIR KINDERGARTEN YEAR TO THE FALL OF THEIR GRADE TWO YEAR, THE PERCENTAGE OF STUDENTS AT OR ABOVE THE BENCHMARK INCREASED FROM YEAR TO YEAR.
SO HOW DID WE GET THERE? OVER THE PAST TWO YEARS, WE INVESTED APPROXIMATELY $1.84 MILLION IN LITERACY PROGRAMS THAT IMPACTED THIS COHORT
[01:50:03]
OF GRADE TWO STUDENTS.BASED ON THE CHANGES TO THE ASSESSMENTS, AS WELL AS A FOUNDATIONAL SKILLS PROGRAM AS A RESULT.
SO YOU CAN SEE HERE THE PERCENTAGE OF SECOND GRADE STUDENTS MEETING THE READING BENCHMARK INCREASED BY 18 PERCENTAGE POINTS, WHICH IS CONSIDERED A SIGNIFICANT IMPROVEMENT.
THIS 18 PERCENTAGE POINT GAINS MEANS THAT NEARLY 1600 ADDITIONAL SECOND GRADERS ARE READING AT GRADE LEVEL, COMPARED TO TWO YEARS AGO.
THESE GAINS REPRESENT REAL PROGRESS IN HELPING STUDENTS DEVELOP THE FOUNDATIONAL SKILLS.
WHEN WE LOOK AT THE COST TO ACHIEVE EACH PERCENTAGE POINT IN PROFICIENCY, IT'S ABOUT $102,000 ACROSS THE ENTIRE GROUP OF STUDENTS, BECAUSE WE KNOW THAT HELPING STUDENTS MEET THOSE GRADE LEVEL BENCHMARKS IS IN SECOND GRADE IS CRITICAL BECAUSE IT SETS THEM UP FOR READING PROFICIENTLY IN THIRD GRADE AND BEYOND.
WE ARE PROUD OF THIS IMPROVEMENT, BUT TO RECOGNIZE THAT THERE'S STILL MORE WORK THAT NEEDS TO BE DONE, AND WE WILL CONTINUE TO MONITOR THESE INVESTMENTS TO ENSURE THEY PROVIDE THE BEST VALUE FOR OUR STUDENTS.
WE ALSO SEE THE GAINS ACROSS OUR RACIAL AND SERVICE GROUPS, INCLUDING OUR BLACK AND AFRICAN-AMERICAN STUDENTS, AND WITH THE HIGHEST GAINS FOR HISPANIC LATINO STUDENTS.
AND WE ALSO SEE A HIGH PERCENTAGE INCREASE FOR OUR EMERGING MULTILINGUAL LEARNERS AS WELL.
AGAIN, THE SAME GROUP OF STUDENTS, THEIR KINDERGARTEN YEAR, THEIR FIRST GRADE YEAR AND THEIR SECOND GRADE YEAR.
WE HAVE NOT YET FOR EVERY DOLLAR SPENT, WE'VE ACHIEVED MEASURABLE IMPROVEMENTS IN READING PROFICIENCY, POSITIVELY IMPACTING THOUSANDS OF STUDENTS.
THIS REPRESENTS A MEANINGFUL RETURN ON OUR INVESTMENT.
LOOKING AHEAD, WE KNOW THAT AGAIN, THERE'S STILL A LOT OF WORK FOR US.
AND WE CONTINUE WITH OUR FOUNDATIONAL SKILLS AND BEGIN TO ENHANCE OUR READING INSTRUCTION BY BUILDING KNOWLEDGE IN SUPPORT OF LANGUAGE COMPREHENSION, WHICH IS ESSENTIAL FOR DEVELOPING SKILLED READERS.
THIS IS ALSO SUPPORTED AGAIN, AND WE'VE HEARD EARLIER AROUND THE IMPLEMENTATION OF OUR NEW ELEMENTARY ELA CURRICULUM.
IN OCTOBER, THE STATE OF MARYLAND ADOPTED A NEW COMPREHENSIVE PRE-K TO THREE POLICY.
THE POLICY FOCUSES ON FOUR CRITICAL STANDARDS SUPPORT FOR OUR TEACHERS, WHICH INCLUDES THAT ONGOING PROFESSIONAL LEARNING AND LITERACY, AND EFFECTIVE LITERACY INSTRUCTION, READING INSTRUCTION, ASSESSMENT, AND INTERVENTION THROUGH A MULTI-TIERED SYSTEM OF SUPPORTS THE FRAMEWORK AND ALSO UTILIZING IMPLEMENTING A HIGH QUALITY INSTRUCTIONAL MATERIALS.
PARENT AND GUARDIAN NOTIFICATION CREATING A MEANINGFUL PARTNERSHIP WITH OUR FAMILIES AND OUR COMMUNITIES.
A PROCESS FOR DEMONSTRATING READINESS FOR PROMOTION, INCLUDING ADEQUATE, READING PROFICIENCY AND PROVIDING THAT INTENSIVE READING INTERVENTION AS NEEDED.
I WILL NOW TURN IT OVER TO MORAN TO SHARE AN UPDATE ON THE K TO THREE POLICY.
IT SHOULD BE K TO THREE POLICY, AND THE CONNECTIONS TO THE STEPS THAT WE'VE TAKEN, AND THAT WE WILL CONTINUE TO TAKE TO IMPROVE OUR LITERACY OUTCOMES FOR OUR STUDENTS.
I GUESS WE'RE STILL IN. AFTERNOON.
GOOD AFTERNOON, PRESIDENT YANG.
VICE PRESIDENT RIVERA, OVEN AND A WARM WELCOME TO OUR, NEW BOARD MEMBERS.
MY NAME IS PETER MORAN. I'M THE CHIEF OF SCHOOLS.
VERY HAPPY TO BE HERE WITH YOU, THIS AFTERNOON.
SO, AS MENTIONED, MONITORING AND ACCOUNTABILITY WILL BE KEY.
AND I DO WANT TO, AS WE TALKED ABOUT, CROSS OFFICE COLLABORATION, I ALSO WANT TO JUST TO, RECOGNIZE THE COLLABORATION THAT WE'VE ALSO HAD WITH THE BLACK AND BROWN COALITION THROUGHOUT THIS PROCESS WITH THE FIELD TEST.
IT HAS BEEN, EXTREMELY BENEFICIAL IN, ENHANCING THIS WORK.
THE FIELD TEST, SUPPORTED THE FULL SYSTEM ALIGNMENT TO THE MISD LITERACY POLICY THAT MISS BROWN JUST, TALKED ABOUT.
PART OF THAT POLICY PER, COMMANDER, IS THAT EACH, PRE-K, THROUGH GRADE THREE STUDENT WHO EXHIBITS DIFFICULTIES IN READING, SHALL RECEIVE SUPPLEMENTAL INSTRUCTION ALIGNED TO THEIR IDENTIFIED NEEDS THROUGH THE MTS OR THE MULTI-TIERED SYSTEM OF SUPPORT.
HISTORICALLY, MCPS EDUCATORS ARE VERY USED TO USING THIS SYSTEM TO DOCUMENT AND PLAN FOR BEHAVIOR INTERVENTIONS, AND WE ARE NOW REQUIRING ALL ACADEMIC INTERVENTIONS TO BE DOCUMENTED AND MONITORED THROUGH THIS FIELD TEST.
THE FIVE SCHOOLS, HELPED US TO IDENTIFY BARRIERS TO SUCCESSFUL IMPLEMENTATION, IDENTIFY OPPORTUNITIES FOR ENHANCED PARENT ENGAGEMENT AND PARTNERSHIP USING THE SYSTEM, AND LEVERAGING THE SYNERGY MTS PLATFORM FOR STREAMLINE TRACKING AND SUPPORT.
THROUGH THIS IMPLEMENTATION, WE ARE COLLABORATING WITH THE TEAM AND THE OFFICE OF STRATEGIC INITIATIVES ON A FEW DELIVERABLES THAT WILL INCLUDE MONTHLY DATA CHARTS AND PROGRESS REPORTS SENT TO FAMILIES, SYNERGY
[01:55:01]
GENERATED PARENT REPORTS SHOWING STUDENT PROGRESS.EACH SCHOOL IN THE FIELD TESTS.
AND THIS GOES BACK TO, A CONVERSATION THAT WE HAD HAD WITH MISS WOLFF THAT A PREVIOUS MEETING, EACH SCHOOL IN THE FIELD TEST WAS FOUND TO HAVE SOLID PROCESSES IN PLACE FOR THE FOLLOWING, EVALUATING DATA AS A TEAM TO DETERMINE NEEDS AND PLACE STUDENTS IN INTERVENTIONS, SCHEDULING INTERVENTION GROUPS, COMMUNICATING WITH CAREGIVERS ABOUT ENTRY AND EXIT INTO INTERVENTIONS.
AT THE CONCLUSION OF THE THE THE FIELD TESTS WERE A COMPONENT OF THE FIELD TEST WAS A COMMUNITY MEETING WAS HELD WITH EACH SCHOOL, WITH CAREGIVERS OF STUDENTS RECEIVING INTERVENTIONS.
ADDITIONALLY, CAREGIVERS WERE SURVEYED TO PROVIDE ADDITIONAL INFORMATION IF THEY COULD NOT ATTEND.
JUST A COUPLE OF, RESULTS FROM THAT SURVEY THAT I WANTED TO HIGHLIGHT.
70% REPORTED THAT THEY KNEW HOW THEIR CHILD WAS DOING AND READING 30% HAD SOME IDEA OR NO IDEA HOW THEIR CHILD WAS DOING READING.
AT THE FIELD TEST SCORES, 59% OF THE CAREGIVERS REPORTED TO RECEIVE FREQUENT EMAILS ABOUT PROGRESS, 61% REPORTED TO HAVE CONFERENCES ABOUT INTERVENTION PROGRESS.
AS A RESULT OF THE SURVEYS AND CONVERSATIONS WITH FAMILIES, IT'S CLEAR THAT WE NEED TO CONTINUE TO ENHANCE FAMILY COMMUNICATION.
PART OF THAT WILL BE ENSURING CLARITY IN MESSAGING AND USABILITY OF TOOLS LIKE DEVILS THROUGH THE PARENT VIEW REPORTS AND ALIGN PARENT COMMUNICATION WITH MTS REPORTING.
I DO WANT TO JUST HIGHLIGHT FROM THE DATA THAT MISS BROWN WAS SHARING.
AN ANALYSIS OF THE QUARTER ONE DATA, DEMONSTRATES A CORRELATION BETWEEN THE, EFFICIENT AND EFFECTIVE USE OF THE INTERVENTION SYSTEM AND GAINS THAT WERE SEEN AT SPECIFIC SCHOOLS.
SO ESSENTIALLY, SCHOOLS THAT ARE, IMPLEMENTING WITH FIDELITY, AND MONITORING THESE INTERVENTIONS UTILIZING THE SYSTEM, FOLLOWING UP WITH PARENTS, WE ARE SEEING A, GROWTH SIMILAR TO HOW THE COHORT, GROWTH WAS SHARED STUDENTS FROM THE SPRING TO FALL AT SCHOOLS THAT HAD OVER 100, PLANS, ENTERED.
JUST WANT TO HIGHLIGHT GERMANTOWN ELEMENTARY SCHOOL HAD A 32% INCREASE IN THEIR PERFORMANCE.
THAT'S A TWO COMPOSITE, PERFORMANCE ON DEVILS.
GALWAY, A 27% INCREASE, IN OUR PAIN BRANCH CLUSTER, SUMMIT HALL HAD A 22% INCREASE.
STRAWBERRY NOLES HAD A 21% INCREASE.
AND BROAD ACRES, WHO IS A FIELD TEST SCHOOL, HAD AN 18%, INCREASE.
OUR GOALS MOVING FORWARD IS TO INCREASE CONSISTENCY WITH MTS STRUCTURES AND UTILIZE IT EFFECTIVELY TO DEVELOP AND IMPLEMENT STUDENT INTERVENTIONS.
DIRECTORS ARE, CURRENTLY ENGAGING WITH PRINCIPALS IN MONITORING AND ACCOUNTABILITY DISCUSSIONS PER OUR STANDARD SUPERVISORY, PROTOCOL.
AND WE'RE GOING TO CONTINUE TO WORK TO SUPPORT PRINCIPALS WITH OBSERVING INTERVENTIONS AND PROVIDING FEEDBACK TO ENSURE INSTRUCTIONAL STRATEGIES ARE BEING DELIVERED.
I'D BE REMISS IF I ALSO JUST DIDN'T ACKNOWLEDGE, THE COMMITMENT AND, EFFORTS, HARD WORK OF OUR TEACHERS TO, BE CONSTANTLY IMPLEMENTING THIS DATA, RECONSTRUCTING THESE INTERVENTION PLANS, MEETING WITH PARENTS TO SHARE THE PROGRESS.
THEY ARE THEY ARE DOING AN OUTSTANDING JOB, AND WE'RE CERTAINLY BEGINNING TO SEE, RESULTS FROM, FROM, INTERVENTION SYSTEMS LIKE THIS BEING IMPLEMENTED ACROSS ALL OF OUR SCHOOLS.
ONE OTHER JUST KEY PIECE THAT I WANTED TO SHARE IN TERMS OF A OF OF A PIECE OF DATA IS AT A PREVIOUS MEETING, WE TALKED ABOUT THE PERCENT OF STUDENTS THAT WERE IMPLEMENTING INTERVENTION DATA.
WE ARE NOW AT 100% OF OUR ELEMENTARY SCHOOLS THAT ARE THAT ARE PUTTING INTERVENTION DATA INTO THE SYSTEM.
THERE IS CERTAINLY MORE WORK TO DO, BUT WE ARE NOW AT A PLACE WHERE ALL SCHOOLS ARE USUALLY UTILIZING MTS FOR ACADEMIC INTERVENTIONS, NOT JUST BEHAVIOR INTERVENTION. SO I'LL TURN IT BACK TO DOCTOR PUGH IF NEXT SLIDE, PLEASE.
I THINK MONTGOMERY COUNTY PUBLIC SCHOOLS HAS MADE LITERACY A PRIMARY FOCUS FOR A VERY LONG TIME.
WE'RE PLEASED TO BE ABLE TO SAY THAT YOUR INVESTMENTS ARE PAYING OFF FOR OUR STUDENTS AND OUR FAMILIES.
WE'RE ALSO HAPPY THAT WE HAVE PARTS OF THE MARYLAND STATE LITERACY POLICY REALLY ALREADY IN PLACE.
AND FOR US, IT'LL BE SOME WORK TO PUT IT TOGETHER WITH OUR, ASSOCIATIONS AND PARTNERS TO BE ABLE TO REALLY REFINE HOW WE DO THE IMPLEMENTATION HERE.
BUT WE'RE EXCITED TO BRING THIS DATA TO YOU, AND WE OPEN IT UP FOR YOUR DISCUSSION.
I'M GOING TO OPEN IT UP FOR BOARD MEMBERS.
I'M GOING TO START FROM THIS SIDE OF THE TABLE.
MISS MONTOYA, WELL, FIRST, THANK YOU GUYS FOR BEING HERE TODAY.
I KNOW THESE KINDS OF THINGS ARE NOT EASY TO GET OFF THE GROUND.
I HAPPEN TO HAVE TWO ELEMENTARY SCHOOL STUDENTS, ONE WHO'S A THIRD GRADER WHO WAS IN THE PILOT PROGRAM AT THEIR SCHOOL, AND SO I'M VERY FAMILIAR WITH DOUBLES, AND WE ABSOLUTELY WERE POURING THROUGH DATA PRINCIPALS COFFEES EVERY TIME.
AND SEEING THAT GROWTH, WHICH IS ALWAYS EXCITING TO SEE.
I ALSO HAVE A CHILD WHO'S A LITTLE BIT OLDER WHO DID NOT RECEIVE THIS, CURRICULUM
[02:00:01]
AND THIS WAY OF LEARNING LITERACY.AND SO I'VE LIVED THROUGH BOTH.
AND I THINK IT'S GREAT THAT THIS IS WHAT WE'RE DOING.
AND WE HAVE EASY WAYS FOR PARENTS TO SEE THAT GROWTH.
I THINK ONE OF THE QUESTIONS I HAVE IS, AS PARENTS, HOW CAN WE SUPPORT OUR CHILDREN? MAYBE THEY'RE NOT GETTING FLAGGED BECAUSE THEY'RE NOT FAR BELOW GRADE LEVEL, BUT WE CAN SEE AT HOME THAT MAYBE THEY COULD USE SOME SUPPORT OR WHATNOT.
AND UNDERSTANDING THAT THERE'S SO MUCH NEED IN OUR SYSTEM, WHAT ARE WE DOING OR WHAT ARE WE WORKING ON TO HELP PARENTS, NOT JUST TO RECEIVE THE PROGRESS AND TO KNOW WHERE THEIR CHILD IS AT, BUT TO THEN AT HOME? HERE ARE SOME CONCRETE THINGS THAT I CAN TRY TO DO.
SO WE HAVE A VARIETY OF RESOURCES TO BE ABLE TO SUPPORT FAMILIES AT HOME.
THE FIRST PIECE IS PART OF THE DIMPLES HOME CONNECT REPORT.
IT DOES HAVE SUGGESTED ACTIVITIES THAT CAN BE DONE AT HOME, AND THERE'S ALSO LINKS TO THE WEBSITE THAT HAS THOSE ACTIVITIES AS WELL.
ONE REALLY EXCITING PIECE OF OUR CURRICULUM IS THAT THERE IS A PARENT HUB THAT HAS ADDITIONAL RESOURCES.
FAMILIES CAN HAVE ACCESS TO THE TEXT THAT STUDENTS ARE READING TO CONTINUE TO REINFORCE THAT AT HOME.
WHEN APPROPRIATE, THE ACTIVITY PAGES FROM THE STUDENTS ACTIVITY BOOKS CAN GO HOME SO THE PARENTS CAN GET A GLIMPSE INTO WHAT THE STUDENTS ARE LEARNING.
THERE ALSO, PARENT LETTERS AT THE BEGINNING OF EACH UNIT THAT WE EXPECT TEACHERS TO SHARE.
SO AGAIN, THAT'S, FAMILIES CAN SEE, AND HAVE SOME EXAMPLES OF WHAT STUDENTS ARE DOING IN THE CLASSROOM AS WELL.
AND ARE THOSE RESOURCES AVAILABLE IN LANGUAGES OTHER THAN ENGLISH.
SO THEY ARE AVAILABLE IN ENGLISH AND SPANISH? WE ARE CONTINUING TO GET THE LETTERS TRANSLATED ACROSS ALL LANGUAGES.
WE HAVE THEM ALREADY, TRANSLATED IN PRE-K AND WE'RE WORKING TO BUILD UP.
THERE ARE A LOT OF LETTERS BECAUSE OF THE NUMBER OF UNITS AND THE NUMBER OF GRADE LEVELS.
BUT IT'S SOMETHING THAT WE'RE PUTTING IN PLACE TO ENSURE THE WEBSITE, AMPLIFY PARENT RESOURCE HUB THAT'S ALSO AVAILABLE IN ENGLISH AND IN SPANISH.
OKAY. AND I'M VERY FAMILIAR WITH THE LETTERS.
WE GET THOSE AS WELL. AND THEY'RE ALL HELPFUL.
IT HELPS TO BE ABLE TO HAVE CONVERSATIONS WITH MY KIDS DURING THE WEEK.
I AM CONCERNED, ONE THAT MCPS IS HAVING TO TRANSLATE ALL OF THESE LETTERS AND THAT THE COMPANY HAS NOT PROVIDED THIS IN THE VERY MULTILINGUAL ENVIRONMENT THAT WE ALL LIVE IN HERE IN THIS COUNTRY.
THAT WAS SOMETHING THAT WE, THAT WE LOOKED INTO.
BUT THE TIMELINE FOR THEM TO BE ABLE TO TRANSLATE VERSUS THIS TIMELINE THAT WE WOULD BE ABLE TO WE WOULD BE ABLE TO DO IT FASTER.
AND SO THAT'S SOMETHING THAT WE TOOK ON. OKAY.
AND THANK YOU FOR THAT WORK AS WELL. YEAH. MISS WOLFF YES. I ALSO WANT TO THANK YOU FOR YOUR WORK ON THIS.
I HAVE A QUESTION ABOUT IMPLEMENTATION.
I THINK YOU SAID THAT, YOU COULD SEE GREAT IMPROVEMENT WHERE THERE WAS FIDELITY OF IMPLEMENTATION.
AM I CORRECT ABOUT THAT? OKAY.
WELL, WHAT I WANT TO KNOW IS, ARE YOU ABLE TO IDENTIFY THOSE SCHOOLS THAT NEED SUPPORT WITH THIS BECAUSE THEIR DATA IS NOT SHOWING THE KIND OF IMPROVEMENT THAT WE WOULD EXPECT TO SEE.
AND IF SO, WHAT? WHAT EXACTLY ARE YOU DOING? SO, ABSOLUTELY.
AND ONE OF THE THINGS WE JUST CONDUCTED OUR QUARTER, ONE ANALYSIS OF, OF ALL OF OUR DATA AND COMPARED, THAT SAME CORRELATION TO SCHOOLS THAT ARE NOT SEEING THAT THAT LEVEL OF IMPROVEMENT OR GROWTH IN READING.
SOME OF IT IS RELATED TO OR IT COULD BE CONNECTED TO THE INTERVENTION SYSTEM NOT BEING IMPLEMENTED PROPERLY.
DIRECTORS HAVE GONE OUT TO THOSE SCHOOLS, HAD CONVERSATIONS WITH PRINCIPALS.
AND ONE OF THE THINGS THAT I'M REALLY EXCITED THAT WE'RE DOING IS WE'RE WE'RE NETWORKING SCHOOLS.
AND WE HAD TALKED ABOUT THIS PREVIOUSLY AT ANOTHER MEETING IS SCHOOLS THAT ARE IMPLEMENTING THINGS WITH FIDELITY.
THEM COMING TOGETHER, THOSE PRINCIPLES OF SCHOOLS THAT MAY NOT BE IMPLEMENTING THEM IN THE SAME WAY TO SPREAD BEST PRACTICES SO THAT, WE'RE BUILDING THOSE NETWORKS SO THAT WE CAN, YOU KNOW, HAVE SOME SOCIAL ACCOUNTABILITY STRUCTURE SO THAT PEOPLE CAN SEE GREAT WORK THAT'S HAPPENING IN ONE SCHOOL AND JUST DUPLICATED, MAYBE EVEN JUST RIGHT ACROSS THE STREET.
I GUESS I'M JUST TRYING TO FIGURE OUT IF HOW LONG WE GIVE A SCHOOL, HOW MUCH TIME WE'RE GOING TO ALLOW A SCHOOL TO CONTINUE TO NOT MAKE IMPROVEMENT.
AND IF AND WHAT HAPPENS, BUT WHAT DO WE EXPECT TO HAPPEN IF THEY DON'T MAKE IMPROVEMENT? WHAT'S GOING TO HAPPEN? WELL, I MEAN, FOR FOR STARTERS, I DON'T KNOW IF YOU'RE GOING TO CHIME IN, BUT BUT BECAUSE WE HAVE A LOT OF MONEY GOING INTO THIS YEAR.
SO I WANT TO I WANT TO MAKE SURE THAT ONE THING THAT I'M CLEAR ON IS SO WE'RE NOT THIS IS NOT, WE'RE NOT THIS IS NOT A CHOICE.
FIRST OF ALL, IN TERMS OF IF WE'RE DOING THIS OR WE'RE NOT DOING THIS, WHICH IS WHY WE'RE WE'VE GOTTEN TO 100% OF OUR SCHOOLS IN THE IMPLEMENTATION PHASE.
AS WE'VE GONE INTO THE IMPLEMENTATION PHASE, WE'RE LEARNING, YOU KNOW, A LOT.
AND THAT WAS THE PURPOSE OF THE FIELD TEST, WAS TO LEARN A LOT OF THE STRATEGIES THAT WORK BEST.
BUT WHAT WE'RE DOING IS AND I THINK IT'S ALSO AN INDICATION OF, OF THE FUTURE WORK THAT IS TO COME IS ALREADY STARTING TO BUILD THE, BUILDING BLOCKS OF CROSS-FUNCTIONAL TEAMS TO GO INTO SCHOOLS AND BEGIN TO WORK WITH SCHOOLS THAT ARE NOT DEMONSTRATING THAT PROGRESS, SO THAT YOU HAVE A LITERACY
[02:05:02]
PERSON COACH WORKING SIDE BY SIDE WITH SOMEONE IN CURRICULUM, SOMEONE IN SPECIAL EDUCATION TO GO OUT AND BEGIN TO DO THAT WORK.AND WE HAVE SEEN RETURNS ON THAT PRELIMINARY WORK THAT, YOU KNOW, WE'RE HOPEFUL PENDING THE BUDGET WILL BE MORE STRUCTURED AS WE MOVE FORWARD IN THE FUTURE.
SO THAT IS SOMETHING THAT WE'RE DOING AND HAVE BEEN DOING ACTUALLY SINCE THE THE BEGINNING OF THE SCHOOL YEAR.
I THINK I'D LIKE TO JUST HAVE A, A MEETING WITH YOU TO, TO LOOK AT THOSE SCHOOLS IN PARTICULAR THAT ARE NOT MAKING THE KIND OF PROGRESS THAT WE WANT TO MAKE, BECAUSE, AS I SAY, WE'RE PUTTING A LOT OF MONEY INTO THIS.
SO YOU WANT TO SEE SOME THINGS, SOME KIND OF MOVEMENT.
I'M GOING TO COME TO THIS SIDE AND, GO FROM MISSES A MOMENT.
I'M REALLY GLAD TO SEE THESE GAINS AND IMPROVEMENTS IN FOUNDATIONAL LITERACY IS SOMETHING THAT'S REALLY CLOSE TO MY HEART, AND I CAN SPEAK TO HOW ESSENTIAL THIS WORK IS.
IN THE PRESENTATION, I NOTICED THAT OUR FIRM STUDENTS WERE NOT DISAGGREGATED.
AND THEN WHEN WE LOOK AT THE RAW DATA, OUR FARM STUDENTS, ARE STILL FAR BEHIND IN ACHIEVEMENT.
SO WHAT SPECIFIC IS BEING IMPLEMENTED TO HELP SUPPORT OUR FARM STUDENTS AND THEIR READING DEVELOPMENT? SO OUR FARM STUDENTS FALL INTO SOME OF THE OTHER CATEGORIES OR SO WE DIDN'T DISAGGREGATED PULL THEM OUT SEPARATELY BECAUSE THEY ARE EMBEDDED.
WHEN WE'RE LOOKING POTENTIALLY AT OUR SPECIAL EDUCATION ACROSS RACIAL GROUPS AS WELL AS OUR EMERGING MULTILINGUAL LEARNERS.
IT'S ALSO THE TEACHERS STATE THAT'S NO LONGER DATA THAT WE'RE SHOWING AS WELL.
SO TEACHERS DON'T HAVE ACCESS TO THAT, THAT, THAT LABEL.
AND SO WHAT WE ARE DOING IS ENSURING THAT THERE'S EFFECTIVE INSTRUCTION ACROSS THE CLASSROOM, ACROSS ALL OF OUR SCHOOLS.
AND IT GOES BACK TO SPEAKING TO A DOCTOR.
MORAN MENTIONED HOW WE ARE ENGAGING WITH SCHOOLS, THE WORK THAT WE'RE DOING WITH A READING SPECIALIST TO ENSURE THAT, OUR TEACHERS HAVE THE SKILLS AND THE KNOWLEDGE AND CAPACITY TO BE ABLE TO DO AND USING THAT DATA TO BE RESPONSIVE AND MAKE THOSE DIFFERENTIATED CHANGES AS PART OF INSTRUCTION.
SO NOT NECESSARILY SOMETHING THAT'S CALLED OUT SPECIFICALLY FOR OUR, FARM STUDENTS THAT ARE SITTING IN INDIVIDUAL CLASSROOMS. BUT THE OVERALL EFFECTIVENESS OF THE WORK WE DO WORK CLOSELY WITH OUR, OUR TITLE ONE PARTNERS TO MAKE SURE THAT OUR TITLE ONE SCHOOLS HAVE THE SUPPORT, THAT THEY ALSO HAVE, SPECIALISTS THAT ARE ASSIGNED TO THOSE SCHOOLS TO WORK WITH THOSE READING SPECIALISTS, AGAIN, TO ENSURE THAT THE TEACHERS HAVE THE SKILLS AND THE KNOWLEDGE AND THE CAPACITY TO DO.
YEAH, I UNDERSTAND YOUR POINT.
I JUST DON'T WANT THIS TO BECOME A TREND THAT WE ARE SEEING OVER TIME. ABSOLUTELY.
AND RELATED TO WHAT YOU WERE JUST SAYING, I THINK IT WOULD ALSO BE REALLY USEFUL FOR LOOKING AT THOSE BIG DATA SHEETS IF WE'RE ABLE TO PULL OUT OUR TITLE ONE AND FOCUS SCHOOLS, OR AT LEAST HAVE THEM MARKED, OR IF WE'RE ABLE TO PUT THEM ALL TOGETHER SO WE CAN SEE HOW OUR TITLE ONE SCHOOLS ARE PERFORMING, HOW OUR FOCUS SCHOOLS ARE PERFORMING AS A WHOLE.
ALSO AS DOUBLE TESTING IS NOW, COMING UP.
I'M SO SORRY TO ANY EDUCATORS THAT JUST LOST DAYS AND TRYING TO GET THAT DONE.
SO I'M, I'M LOOKING FORWARD TO SEE WHAT GROWS THAT OUR STUDENTS ARE MAKING.
BUT I'M ALSO WONDERING, HOW ARE WE GUARANTEEING THAT WE HAVE APPROPRIATE TIME TO GET THAT TESTING DONE? IT.
ALTHOUGH THE TESTS ARE THEORETICALLY SHORT, IT'S NOT AS SHORT AS WE MIGHT THINK.
HOW ARE WE WORKING WITH, THE WAY THAT WE, YOU KNOW, PUT OUR CURRICULUM GUIDELINES OUT AND OUR COUNTY PACING GUIDELINES, HOW ARE WE MAKING SURE THAT WE HAVE ENOUGH TIME FOR ALL THE THINGS THAT HAVE TO GET DONE THERE? THAT'S NOT YOUR QUESTION.
SO WE DO HAVE THE TESTING DAYS AS PART OF OUR PACING CALENDAR.
SO TEACHERS ARE TRYING TO FIGURE OUT WHEN THEY ARE BUILT INTO THE PACING GUIDE.
WE ARE MAKING SOME DECISIONS BECAUSE WE KNOW THAT WE LOST THREE DAYS THIS WEEK BECAUSE DON'T WORRY, IT'S A SNOW DAY HAPPENED FOR YOU.
AND SO, YOU KNOW, WE ARE MAKING SOME DECISIONS AROUND THE EXTENSION AGAIN, YOU KNOW, COMING BACK ON A THURSDAY AND FRIDAY, NO ONE WANTS TO JUMP RIGHT BACK INTO TESTING.
LAST WEEK, SAME THING WE LOST, YOU KNOW, TWO DAYS LIKE COMING OFF OF THE BREAK.
AND SO WE ARE LOOKING AT MAKING SOME ADJUSTMENTS, POTENTIALLY EXTENDING THE WINDOW.
SO THAT THEY MIGHT HAVE MORE TIME BECAUSE WE WANT MEANINGFUL DATA.
AND SO WE WANT TO BE ABLE TO PROVIDE THE TIME FOR THAT, TO COLLECT THAT MEANINGFUL DATA.
THOSE PAUSING POINTS AND TESTING DAYS, YOU KNOW, PAUSING POINTS OFTENTIMES ARE USED FOR OTHER THINGS.
SO TO HAVE THAT TESTING SPACE IS REALLY ESSENTIAL.
I WANT TO MAKE SURE THAT WE DON'T LOSE ANY. ABSOLUTELY.
THE LAST THING I WANT TO ASK IS ABOUT LETTERS TRAINING.
IT IS EXTREMELY DIFFICULT TO GET INTO THAT.
SO I'M WONDERING, LIKE, DO WE KNOW WHAT PERCENTAGE OF OUR EDUCATORS HAVE TAKEN IT? HOW ARE WE PLANNING TO EXPAND IT? BECAUSE I SEE IT IN, YOU KNOW, IN OUR, OUR ROADMAP.
BUT, YOU KNOW, IT'S A GREAT TRAINING.
I WANT TO MAKE SURE A LOT OF PEOPLE DON'T HAVE ACCESS TO IT.
SO THAT IS A, A PHENOMENAL QUESTION.
AND IT'S VERY DIFFICULT TO GET INTO LETTERS, LANGUAGE ESSENTIALS FOR TEACHERS OF READING AND SPELLING.
IT'S A COMPREHENSIVE TRAINING.
IT'S AND IT IT TAKES A LOT OF TIME. AND SO WE'VE REALLY ONLY HAD THE CAPACITY TO OFFER IT OPTIONAL.
BECAUSE AGAIN, IT'S, IT'S ALSO VERY EXPENSIVE.
THERE'S NOT ONLY PAYING FOR THE TRAINING, BUT THERE'S ALSO PAYING FOR THE COMPENSATION FOR TEACHERS IF THEY TAKE IT OUTSIDE OF THE DUTY DAY, FINDING SUBSTITUTES AND THINGS LIKE THAT.
SO WE HAVE ABOUT 1500 ELEMENTARY EDUCATORS THAT HAVE COMPLETED LETTERS,
[02:10:03]
WHICH DOESN'T SOUND LIKE A LOT, BUT IT IS A HUGE INVESTMENT TO BE ABLE TO PROVIDE LETTERS TRAINING TO SO MANY TEACHERS, BOTH, VOLUME ONE AS WELL AS VOLUME TWO.IT ACCOUNTS FOR EIGHT TOTAL DAYS OF PROFESSIONAL LEARNING.
WE ARE CONTINUING, YOU KNOW, AGAIN, BUDGET PENDING TO BE ABLE TO CONTINUE TO OPERATE.
UNFORTUNATELY, WE'RE ONLY AT A PLACE WHERE WE CAN OFFER IT AS AN OPTION AGAIN, BECAUSE OF, YOU KNOW, THE BUDGET AROUND IT, THE STATE, THEY HAVE ROLLED OUT PROFESSIONAL LEARNING, DESIGNED TO DO ESSENTIALLY THE SAME THING.
AND SO WE AND THAT'S OPENED UP.
SO WE SEND THAT OUT TO TEACHERS.
IT'S UP IN OUR NEWSLETTER AND OUR UPDATES, FOR TEACHERS TO BE ABLE TO TAKE ADVANTAGE OF IT.
I JUST RECEIVED THE REPORT TODAY WITH A LIST OF TEACHERS FROM M.C.P.S THAT HAVE ENROLLED IN THE TRAINING.
SO THAT'S SOMETHING THAT WE'RE HOPING IT'S A LITTLE BIT EASIER TO ACCESS.
IT DOESN'T COST US ANYTHING ON OUR PART.
AND SO WE'RE GOING TO CONTINUE TO PUSH THAT.
I THINK IT WOULD ALSO BE, YOU KNOW, IF WE THINK ABOUT OUR READING SPECIALISTS IN THEIR ROLE, IT COULD BE A REALLY CREATIVE WAY TO HELP, MAYBE ADD SOME ACCESS TO THAT.
WHILE IT'S NOT THE OFFICIAL TRAINING, THAT MAYBE THAT'S SOMETHING WE COULD EXPLORE AS WELL.
AND, WE'VE WORKED REALLY HARD TO MAKE SURE THAT ALL OF OUR READING SPECIALISTS ARE LETTERED STRING.
OKAY, MISS SYLVESTER, I HAVE A LOT OF QUESTIONS.
AND THIS IS WHY I APPRECIATE BRIEFINGS.
BECAUSE I CAN PROCESS THE INFORMATION BEFORE I GET HERE.
SOME REALLY JUST ANSWERS TO THIS.
THIS GRADE LEVEL TWO GETS DEPLOYED AND MAP.
IS THERE ANOTHER TEST OR JUST THOSE TWO CATER TO.
WE JUST ADMINISTER DEVIL'S I'M SORRY AND CATER TO IT'S EDIBLES.
THAT'S THE ONLY LITERACY. YEAH.
THAT'S THE ONLY LITERACY THAT ONLY EXTERNAL LITERACY ASSESSMENT.
OKAY. WHAT ARE THE 3 TO 5 3 TO 5 CONTINUOUS TO USE MAP.
MAP. OKAY. IT'S, IS STABLES USEFUL TO TEACHERS IN TERMS OF INSTRUCTION? SO, I THINK I REMEMBER CORRECTLY, YOU DO AN ASSESSMENT AT THE BEGINNING OF THE SCHOOL YEAR, AND THEN THERE'S A FALL ASSESSMENT.
SO THEY WE ADMINISTER EDIBLES THREE TIMES A YEAR IN THE FALL, WINTER AND SPRING.
AND TEACHERS, THE DATA IS EXTREMELY USEFUL BETWEEN EACH ADMINISTRATION.
SO BETWEEN THE FALL AND THE WINTER THERE'S PROGRESS MONITORING TO DETERMINE LOOKING AT SPECIFIC SKILLS TO SEE HOW STUDENTS ARE RESPONDING TO THE INSTRUCTION.
THE ONE THAT YOU REPRESENTING TODAY IS WAS ADMINISTERED WHEN IT WAS ADMINISTERED THIS FALL, SEPTEMBER, SEPTEMBER, OCTOBER.
THE WINDOW IT'S A FEW DAYS INTO THE SCHOOL YEAR AND IT CLOSES AROUND THE END OF SEPTEMBER, EARLY OCTOBER.
SO IF I'M A TEACHER, WHAT DO I DO WITH THIS DATA THAT I JUST RECEIVED? MY CLASSROOM AND THEIR DOUBLES.
SO THEY ANALYZE THE DATA AND IT CAN TELL THE SPECIFIC SKILLS AND AREAS IN WHICH STUDENTS NEED ADDITIONAL SUPPORT.
AND SO, YOU KNOW, IF I'M A SECOND GRADE STUDENT AND IT'S PRIMARILY AROUND THE WORD RECOGNITION, THE FOUNDATIONAL SKILLS PIECE.
SO I CAN LOOK AT THE DATA AND SEE, I MEAN, DOWN TO LIKE LETTER SOUNDS, THAT SKILL THAT STUDENTS KNOW, IF THEY'RE ABLE TO READ FLUENTLY, IT TELLS THEM THAT.
AND THEN I TAKE THAT AND I PUT, IF IT'S STUDENTS ARE DEMONSTRATING SIGNIFICANT NEEDS, THAT'S HOW THEY WORK TO IDENTIFY AN INTERVENTION THAT THE STUDENT MAY NEED.
AND THEN THE INTERVENTION WOULD TARGET THE SPECIFIC SKILLS THAT ARE SHOWING ARE NEED ON THE ASSESSMENT.
AND THEN THERE WAS A PROGRESS MONITORING COMPONENT.
SO AS STUDENTS ARE ENGAGING IN INSTRUCTION TEACHERS CAN CONTINUE.
THERE'S PIECES OF THE DEPLOY ASSESSMENT THAT THEY CAN CONTINUE TO ADMINISTER BASED ON THE GUIDANCE THAT WE PROVIDE TO SEE.
ARE YOU LEARNING WHAT I'M TEACHING DOCTOR MORAN? WHEN DO TEACHERS GET TO DO THIS AND WHAT SUPPORT DO THEY GET ON AND ACCOUNTABILITY? HOW DO WE KNOW THAT THEY ARE UTILIZING UTILIZING THIS DATA TO MODIFY INTERVENTIONS OR INSTRUCTION.
SO THAT WOULD THAT WOULD TAKE PLACE DURING WHAT.
BUT SOME SCHOOLS CALL COLLABORATIVE PLANNING.
OTHER SCHOOLS CALL CURRICULUM STUDY WHERE THEY ENGAGE AND LOOK AT THAT DATA TO PLAN FOR, YOU KNOW, SPECIFIC INDIVIDUAL STUDENTS.
IT ALSO WOULD BE A COMPONENT OF THE INTERVENTION PIECE OF PLANNING FOR INTERVENTIONS.
SO, THAT WOULD TAKE PLACE DURING, YOU KNOW, MONTHLY OR EVEN SOMETIMES WEEKLY DATA CHATS, DEPENDING UPON THE SCHOOL AND THE LEVEL OF, OF NEEDS.
SO K THROUGH FIVE, REALLY PRE-K THROUGH FIVE EACH HAS THAT, THAT STRUCTURE BUILT INTO THEIR MASTER SCHEDULE, WHERE ALL THOSE TEACHERS COME TOGETHER WITH THE SUPPORT OF A OF A READING SPECIALIST, SOMETIMES A STAFF DEVELOPMENT TEACHER, TO SUPPORT WITH THE FACILITATION OF THAT, PROVIDE THEM WITH THE DATA ON THE FRONT END.
SO THEY'RE NOT TRYING TO ORGANIZE, YOU KNOW, ALL OF THAT DATA TO HAVE THOSE MEANINGFUL CONVERSATIONS.
I HAVE MORE QUESTIONS, BUT I'LL WAIT.
THANK YOU. ACTUALLY, THANK YOU FOR ASKING THIS QUESTION.
SO I NOW I HAVE LESS QUESTIONS, BUT I DO HAVE I WANT TO I WANT TO FOLLOW UP ON MY COLLEAGUE'S, COMMENT FROM, MRS. WOLFF ABOUT HOW WE MONITOR PROGRESS.
[02:15:03]
SO FROM LOOKING AT THE DATA, IT LOOKS GREAT, EVEN WITH THE FOREIGN STUDENTS, BECAUSE I'M LOOKING FROM 2023, IT WAS IN THE I THINK WITH 38%.I'M JUST LOOKING AT SECOND GRADERS.
SO THAT IS GREAT PROGRESS RIGHT.
BUT I WANT US TO GOING BACK TO MISS ZIMMERMAN DISAGGREGATED DATA.
LIKE I JUST WANT TO HAVE A TRUE PICTURE OF, OF, YOU KNOW, OF WHERE THOSE, WHERE THAT PROGRESS HAPPENED AND WHERE IT DIDN'T HAPPEN.
AND HOW ARE WE GOING TO SUPPORT IT. SO IF I'M LOOKING AND I THINK LAST TIME YOU GUYS WERE HERE, I USE THE EXAMPLE OF CASEY'S WORK, ELEMENTARY SCHOOL, BECAUSE IT WAS VERY LOW FOR SOME OF THE.
SO FOR SOME OF THE KIDDOS, RIGHT.
SO I'M LOOKING NOW THAT THERE'S BEEN AN INCREASE, HUGE INCREASE IN FACT IN SOME OF THE GROUPS.
BUT I'M CONCERNED ABOUT A BLACK STUDENTS, BECAUSE I'M SEEING THAT IN SOME INSTANCES WE HAVE LOST SOME OF THAT, ADVANCEMENT THAT WE MADE IN READING FOR THEM.
AND I'M TRYING TO UNDERSTAND WHY, IN A SENSE, AND HOW WE CAN REMEDY THAT AND HOW WE AS A SYSTEM ARE MONITORING THAT TO MAKE SURE THAT WE'RE NOT LOSING GROUND ON READING, BUT WE SHOULD BE MOVING RIGHT THE OTHER WAY. SO IT'S CAN YOU HELP ME OUT? YEAH, I APPRECIATE THE QUESTION BECAUSE IT IS MULTILAYERED AND IT IS COMPLEX AS WE'RE TRYING TO BREAK IT DOWN.
ONE OF THE PIECES THAT HAPPENS FIRST FOR US IS THAT WE GET TOGETHER WITH THE VENDOR, AND THE VENDOR PRESENTS OUR COMPARISONS TO THE NATION AND OUR COMPARISONS TO OURSELVES OVER THE YEARS THAT WE HAVE USED DEVIL'S.
SO EACH YEAR WE'VE BEEN PLEASED TO SEE MORE STUDENTS AT OR ABOVE GRADE LEVEL AND FEWER STUDENTS AT BELOW AND WELL BELOW.
SO THEY DO THAT BY THE BIG WHOLE STUDENT GROUP.
AND THEN SOMETHING THAT WE JUST DID, WAS IT OKAY? I'M A LITTLE LOST ON TIME, BUT IT WAS BEFORE CHRISTMAS THAT WE GOT TOGETHER.
THE OFFICES TO ACTUALLY LOOK AT THE DATA FROM A VARIETY OF ASSESSMENTS.
SO WE HAVE THE DEVIL'S ASSESSMENT, WHICH IS VERY USEFUL TO A TEACHER WHO CAN GO RIGHT IN, TEACH THE SKILL, REASSESS AND SEE THAT THERE.
SO IT'S IT'S ADAPTIVE AND IT'S MOVING ON.
WE'RE USING THAT SAME DATA AT A HIGH LEVEL TO SAY, DO OUR TEACHERS AND STAFF HAVE EVERYTHING THAT THEY NEED TO BE ABLE TO ADDRESS THE NEEDS THAT STUDENTS HAVE? AND THEN THAT LEADS TO THE STUDENT SUPPORT TEAMS, WHERE WE'RE WORKING INDIVIDUALLY WITH SCHOOLS ON WHAT THEY HAVE CHOSEN AS THEIR GOAL TO SUPPORT WHERE THEY MIGHT NEED.
YOUR POINT IN THE MONITORING IS THAT THE REASONS WHY STUDENTS OR SCHOOLS ARE NOT PERFORMING IN THE WAY THAT WE THINK THEY MIGHT, OUR VAST.
THERE'S A VARIETY OF REASONS EVERYWHERE FROM, BRAND NEW, BRAND NEW AND NOT NOT ALWAYS NEW, BUT BRAND NEW TEACHERS.
SOMETIMES, YOU KNOW, IT IS AN ISSUE WHERE THEY'RE LEARNING A NEW CURRICULUM AND LEARNING A NEW SCHOOL AND LEARNING CLASSROOM MANAGEMENT.
SO THEY NEED A LITTLE BIT MORE SUPPORT AND SUPPORT FROM THEIR PEERS.
IT MAY BE THAT IT IS, LANGUAGE.
IF IF WE SAW EVEN OUR, OUR LANGUAGE LEARNERS, THEY ARE MAKING GREAT PROGRESS BECAUSE THEY'RE EARLY IN THEIR CAREER, RIGHT? THEY'RE LEARNING THEIR SECOND LANGUAGE.
AND WE'RE SEEING THOSE, GAPS ACTUALLY CLOSE BECAUSE THEY'RE THEY'RE LEARNING IT AT A, AT AN EARLY AGE.
SO THE SYSTEM IS THAT WE LOOK AT IT AS A, AS A LARGER SYSTEM.
WE LOOK AT IT AS A CROSS OFFICE GROUP BY SCHOOL AND BY, CLUSTER.
AND THEN THE INDIVIDUAL WORK THAT HAPPENS IN THE SCHOOLS.
SO PROGRESS MONITORING HAPPENS IN A VARIETY OF PLACES AND SPACES.
AND I HOPE THAT GIVES YOU A LITTLE BIT OF CONTEXT TO SEE THE PATTERN OF HOW YOU KNOW, IT DOES.
BUT I'M STILL I STILL KIND OF NEED A LITTLE CLARITY THEN, ON THE FACT THAT, YOU KNOW, WE'RE WE'RE MOVING IN THE RIGHT DIRECTION, BUT THEN WE'RE, WE'RE IN SOME INSTANCES WHERE NOT WE'RE KIND OF MOVING A LITTLE BIT BACKWARDS.
SO THAT MEANS IT'S WORKING, BUT THEN IT'S NOT WORKING FOR SOME KIDS.
AND SO I JUST WANT TO SEE HOW WE EVALUATE THAT AND MAKE THOSE CONNECTIONS.
AND WE GIVE THE SUPPORT TO THESE INDIVIDUAL SCHOOLS BECAUSE I'M SURE YOU MONITORING.
IF YOU HAD A SCHOOL THAT THE KIDS WERE PERFORMING AT AT 60%, AND NOW THEY'RE ONLY PERFORMING AT A 45%, THEN, RIGHT? AND EVERYBODY ELSE IS GETTING BETTER THAN WHAT IS IT THE DISCONNECT THAT WE NEED TO WORK ON.
SO LET'S I'D, I'D LOVE TO JUST GIVE A SPECIFIC EXAMPLE, BECAUSE THIS IS ONE WE ACTUALLY JUST HAD A CONVERSATION ABOUT, AND IT IS ABOUT, LITTLE BENNETT ELEMENTARY SCHOOL.
SO LITTLE BENNETT ELEMENTARY SCHOOL HAS THE,
[02:20:02]
MOST SIGNIFICANT GROWTH FOR BLACK AND AFRICAN-AMERICAN STUDENTS IN THE ENTIRE SYSTEM.FOR ELEMENTARY SCHOOL STUDENTS, K THROUGH 12, I MEAN, K THROUGH 12, K THROUGH TWO.
AND SO I, I'M A BIG BELIEVER THAT IF YOU CAN DO IT AT ONE SCHOOL, YOU CAN DO IT AT ALL SCHOOLS.
SO FINDING OUT SPECIFICALLY WORKING WITH THAT PRINCIPAL, THAT TEAM AROUND WHAT IT IS THAT THEY DID TO GET THAT LEVEL OF GROWTH FROM SPRING TO FALL, ONE OF THE THINGS THAT WE'RE FINDING OUT IS PUTTING RACE IN, HAVING CONVERSATIONS ABOUT WHAT WE'RE WHAT WE'RE TALKING ABOUT RIGHT NOW, ABOUT HOW WE'RE TEACHING BLACK STUDENTS WHAT WHAT INTERVENTIONS ARE WORKING ACROSS A GRADE LEVEL AND PUTTING RACE ON THE TABLE WITHIN THE CURRICULUM.
STUDY THE COLLABORATIVE PLANNING PROCESS TO REALLY HAVE THOSE CONVERSATIONS IN TERMS OF THE PLANNING FOR HOW WE'RE TEACHING STUDENTS, YOU KNOW, BASED OFF OF OF RACE AND WHAT IT IS THAT THEY NEED CULTURALLY, BUT ALSO JUST BASED OFF OF THE INDIVIDUAL NEEDS OF A CHILD.
AND I THINK THAT'S THE POWER OF CURRICULUM.
YOU KNOW, CURRICULUM STUDY IS YOU CAN GET TO THE PLACE WHERE YOU'RE TALKING ABOUT INDIVIDUAL STUDENTS, NOT NECESSARILY THE PACKAGE CURRICULUM SO MUCH, BUT TEACHERS SHARING WHAT THEY'RE DOING AND WHAT HAS WORKED WITH INDIVIDUAL STUDENTS AND THEN APPLYING THAT ACROSS A GRADE LEVEL.
SO AGAIN, I THINK IT'S ABOUT FINDING WHERE WHERE WE'RE SEEING SIGNIFICANT PROGRESS AND THEN JUST DUPLICATING THOSE THINGS THAT WE'VE THAT HAVE BEEN PROVEN TO WORK.
AND JUST A QUICK ADD, IT SPEAKS TO THE WORK THAT, YOU KNOW, THAT WAS ELEVATED IN THE EQUITY AUDIT. RIGHT.
AS A SYSTEM, WE NEED TO ENSURE THAT WE HAVE CULTURALLY RESPONSIVE PRACTICES AND UTILIZING IT IN THE CLASSROOM.
AND SO THERE ARE PLACES WHERE, YOU KNOW, TEACHERS NEED SUPPORT WITH THAT.
LEADERS NEED SUPPORT WITH THAT.
AND THAT'S SOMETHING THAT'S ONGOING.
WE'RE ALL SO THAT'S THE OTHER PIECE OF OUR CURRICULUM, RIGHT? OUR CURRICULUM IS CULTURALLY RESPONSIVE, BUT THAT'S PROMOTING ENGAGEMENT.
AND SO THE GOAL IDEALLY IS TO BE ABLE TO SEE THE GAINS JUST COMING OUT OF THE CURRICULUM, BUT THEN ALSO CONTINUING TO BE RESPONSIVE TO WHAT WAS, YOU KNOW, WHAT WAS ELEVATED IN THE AUDIT.
THANK YOU. I HAVE, SOME QUESTIONS.
FIRST OF ALL, I WANT TO, SAY THANK YOU.
THESE GRAPHS ARE REALLY EASY TO READ.
WOW. IS REALLY, WONDERFUL. NOW, AS WE ARE LOOKING AT THE GREAT GAMES THAT SECOND GRADERS MADE, AND ALSO LOOK AT THE, THE GRAPH FOR KINDERGARTEN, WHICH ONE OF OUR, PUBLIC COMMENTS, REFERRED TO A SLIDE.
SO MY QUESTIONS, ONE WHAT THE OTHER EXACT THING YOU CONTRIBUTE TO THE SECOND GRADERS SCALE THAT YOU CAN PINPOINT, AND WHAT DO YOU CONTRIBUTE TO THE SLIDE TIP OF OUR KINDERGARTEN NURSE PERFORMANCE? SO I THINK WHAT WE COULD CONTRIBUTE TO OUR SECOND GRADE IS EXPLICIT FOUNDATIONAL SKILLS INSTRUCTION.
THAT COHORT OF STUDENTS THAT YOU'RE SEEING, THEY RECEIVED IT FOR TWO YEARS IN KINDERGARTEN, IN FIRST GRADE.
AND NOW GETTING SOME MORE OF IT IS IN THEIR SECOND GRADE HERE.
SO I THINK THAT'S A HUGE FACTOR IN THE INCREASE.
KINDERGARTEN IS A LITTLE TRICKY, RIGHT.
BECAUSE THAT'S KINDERGARTEN FALL DATA.
SO THOSE STUDENTS WERE IN SCHOOL. SOME OF THEM MAYBE A COUPLE OF WEEKS BEFORE THEY WERE ASSESSED.
AND, YOU KNOW, THERE'S AGAIN, A VARIETY OF EXPERIENCES FOR OUR PRE-K STUDENTS.
AND SO WE HAVE STUDENTS THAT ARE AND M.C.P.S PRE-K, WE'RE ALSO ROLLING OUT NEW CURRICULUM WITH PRE-K.
BUT THEN WE HAVE STUDENTS THAT ARE IN PRIVATE CARE.
SO THE KINDERGARTEN, IT'S A LITTLE BIT DIFFERENT BECAUSE THEY'RE THEIR EXPERIENCE EXPERIENCES IN PRE-K.
AND SO WE CAN'T REALLY LOOK AT THE KINDERGARTEN IN THAT WAY BECAUSE THEY DON'T HAVE A HISTORY OF RECEIVING EXPLICIT INSTRUCTION IN MCP AS A WHOLE. OKAY.
SO IT IS OUR CHANGE OF OUR PRACTICE AND INVESTMENT IN THE, INSTRUCTION. OKAY.
THEN I WANT TO ASK, THIS DATA IS FOR DOUBLES, RIGHT.
BUT WE HAVE INVESTED IN THE CORE KNOWLEDGE LANGUAGE R, WHICH IS ASSESSMENT REACHED CURRICULUM.
IT COMES WITH A LOT OF ASSESSMENT, TEACHERS AND SCHOOL DISTRICTS LOOKING AT THOSE DATA SETS AND HOW THE STAT INFORM YOUR PRACTICE.
SO THAT'S ANOTHER GREAT QUESTION.
WE ACTUALLY, WITH THE READING SPECIALISTS WENT THROUGH THE CURRICULUM ASSESSMENTS TODAY. AND HOW TO LOOK AT THAT DATA TO BE ABLE TO INFORM INSTRUCTION.
AND SO LOOKING INTO HOW STUDENTS ARE DOING FROM UNIT TO UNIT OR DOMAIN TO DOMAIN, CONSIDERING THE PRACTICES, THE CONTENT THAT WAS LEARNED, THE STRATEGIES TO THEN BE ABLE TO MAKE INFORMED DECISIONS.
SO WHEN WE'RE LOOKING AT STUDENTS, FOR EXAMPLE, WHO ARE DEMONSTRATING THAT THEY'RE DOING VERY WELL ON THOSE KNOWLEDGE ASSESSMENTS, YOU KNOW, TEACHERS COULD SORT OF MAKE SOME SHIFTS INSTEAD OF WHEN THEY'RE ENGAGING IN THOSE WHOLE GROUP LESSONS.
THEY CAN HAVE THE STUDENTS READ AND RESPOND TO THINGS INDIVIDUALLY AND BE ABLE TO UTILIZE SMALLER GROUPS TO BE ABLE TO PROVIDE TARGETED INSTRUCTION.
AND SO WE WENT THROUGH A PROCESS WITH OUR, READING SPECIALIST THIS AFTERNOON ON A PROTOCOL THAT THEY CAN USE TO ANALYZE THE DATA,
[02:25:01]
AND THEN DIFFERENT STEPS THAT THEY COULD TAKE TO BE ABLE TO SUPPORT THEIR TEACHERS DIRECTLY WITH THEIR PRACTICE.SO DIVORCE HAPPENS HOW MANY TIMES A YEAR, THREE TIMES A YEAR, FALL, WINTER AND SPRING.
RIGHT. BUT THE ONGOING CURRICULUM ASSESSMENT HAPPENS EVERY DAY, RIGHT? SO LIKE NOT EVERY DAY LIKE ONGOING ALL THE TIME.
THAT'S ONE DAY A TEACHER IN THE CLASSROOM.
I THINK SOMETIMES SAY WE INVEST GREATLY IN A CURRICULUM AND WE PROVIDE TEACHER SUPPORT AND THEN WE SHOULD SEE IMPROVEMENT.
BUT I THINK IN THE MIDDLE THERE IS A BIG AREA OF IMPLEMENTATION.
SO AND THEN THE ONGOING, REALIGNMENTS OF OUR PRACTICES, ADDRESSING THE NEEDS IN THE STUDENTS.
SO I'M GLAD TO HEAR THAT WE ARE LOOKING AT OUR CURRICULUM BUILD IN ASSESSMENTS.
OKAY, THEN ONE LAST QUESTION ABOUT THIS.
THEN I WILL GO FOR MY COLLEAGUES QUESTIONS IS.
DEVOS OR EVEN THE BILL IN CURRICULUM ASSESSMENTS, ASSESSMENTS FOR PROGRESS MONITORING.
WHAT ARE WE DOING FOR ACCOUNTABILITY MONITORING? WHAT ASSESSMENT DO WE USE FOR ACCOUNTABILITY PURPOSES.
SO WE USE THE SAME ASSESSMENTS FOR OUR ACCOUNTABILITY.
WE CAN UTILIZE OUR DEPLOYED ASSESSMENT.
AND WE LOOK AT IT SYSTEM WIDE, FOR ACCOUNTABILITY BOTH IN THE UTILIZATION, NOT JUST IN THE BENCHMARKING BEGINNING, MIDDLE AND END OF THE YEAR, BUT ALSO THE PROGRESS MONITORING.
WE CAN SEE WHICH SCHOOLS ARE PROGRESS, MONITORING STUDENTS, HOW OFTEN THEY'RE BEING PROGRESS MONITORED AND WHICH STUDENTS ARE BEING PROGRESS MONITOR TO BE ABLE TO AGAIN PARTNER WITH OUR OFFICE SCHOOL SUPPORT AND IMPROVEMENT TO INCREASE THE ACCOUNTABILITY IN THE PLACES WHERE IT NEEDS TO BE.
WE ALSO HAVE ACCESS TO THE KLA ASSESSMENTS AS WELL.
AND SO WE CAN SEE HOW STUDENTS BY SCHOOL, BY CLASS, BY GRADE LEVEL ACROSS THE DISTRICT ARE PERFORMING ON THOSE ASSESSMENTS AS WELL.
SO WE CAN USE THE SAME ASSESSMENTS TO SERVE BUILT PURPOSES.
SO HERE IS A LITTLE BIT PUZZLING TO ME, AND I, I AM GLAD TO HEAR THIS ACCOUNTABILITY.
SO IF WE LOOK AT, MARYLAND STATE ONE DAY RATE OUR SCHOOLS, THEY RATE IT BASED ON MATH, WHICH OUR GRADE THREE STUDENTS TAKE, GRADE FIVE STUDENTS TAKE CAPTURE FOR READING.
AND IN YOUR BUDGET PRESENTATION, YOU MENTIONED THAT IN 20, 35 OR MORE, FOUR OR MORE.
ARE WE EVER GOING TO TALK ABOUT THOSE DATA? BECAUSE THAT'S WHAT HAVE WE HOLDING OURSELF ACCOUNTABLE FOR.
AND THAT'S HOW THE WHOLE WORLD, LOOK AT OUR SCHOOLS.
SO I'M JUST GOING TO START REALLY, ON IT.
SO THE WHAT MCAT MEASURE, IT'S AROUND STANDARDS, RIGHT? IT'S OUR LITERACY STANDARDS.
STUDENTS ARE READING AND RESPONDING TO TEXTS.
I'M NOT GOING TO GET ON A SOAP BOX ABOUT THE ASSESSMENT BECAUSE IT IS ASSESSMENT THAT'S USED TO MEASURE, YOU KNOW, SCHOOLS AND DISTRICTS.
THE CHALLENGE WITH AN M CAP ASSESSMENT IS THAT THE CONTENT OF IT IS AGNOSTIC.
SO IT'S NOT NECESSARILY TIED TO THE CONTENT THAT THAT STUDENTS ARE LEARNING.
AND THAT'S THE WAY THAT STUDENTS DEMONSTRATE COMPREHENSION.
RIGHT? IT'S THEY UTILIZE THEIR BACKGROUND KNOWLEDGE ABOUT POPULARITY.
THEY'RE IMMERSED AND ENGAGED IN THE CONTENT.
THEY READ A PASSAGE AND THEY'RE MUCH MORE ABLE TO TO DEMONSTRATE THEIR COMPREHENSION AND UNDERSTANDING.
THAT BEING SAID, OUR OUR CURRICULUM, IT IS IT DOES HAVE STANDARDS, RIGHT? SO THE LEARNING IS EMBEDDED IN THE STANDARDS.
AND SO AGAIN, PART OF WHAT WE'RE DOING IS HOW DO WE LOOK AT THE KLA ASSESSMENTS, HOW DO WE LOOK AT THE CONTENT AS WELL AS THE SKILLS THAT STUDENTS ARE EXPECTED TO KNOW AND BE ABLE TO DO, TO GIVE US A GLIMPSE POTENTIALLY INTO, WELL, IF I'M PRESENTED WITH A LITERACY ASSESSMENT, THAT AND I HAVE TO READ AND BE ABLE TO RESPOND TO IT, HOW MAY I POTENTIALLY SHOW UP? SO NOT NECESSARILY TEACHING TO THE STANDARDS, BECAUSE THAT'S NOT HOW WE TEACH READING.
BUT HOW DO I USE THAT DATA TO THEN THINK ABOUT WHAT CHANGE IN PRACTICE, HOW DO I CONTINUE TO MONITOR? WHAT ARE THE POTENTIAL FACTORS THAT STUDENTS MAY, BE DEMONSTRATING AREAS OF NEEDS TO THEN THINK ABOUT, WELL, WHAT OTHER PREPAREDNESS CAN I DO FOR THE STATE ASSESSMENT? BECAUSE WE KNOW THAT IT'S IT'S THERE'S A HEAVY WEIGHT AROUND THE STATE ASSESSMENT. YEAH.
I, I HEAR YOU AND I AGREE, IF WE TEACH OUR STUDENTS SOLIDLY AND THEY GAIN SKILLS, THEY SHOULD PERFORM WELL.
AND NO MATTER WHAT SKILL IS, BY THE SAME TOKEN, MATT AND MATT ARE MAP.
THEY'RE NOT ALIGNED WITH OUR WHATEVER HAPPENING IN OUR CLASSROOM EVERY SINGLE DAY, RIGHT? THAT'S NOT WHAT WE TEACH IN OUR CLASSROOM.
ARE BEING ASSESSED IN THOSE, WHICH WE USE.
WE JUST DIDN'T DISCUSS IT TODAY,
[02:30:01]
BUT THIS IS WHAT WE USED TO EVALUATE, FOURTH AND SIXTH GRADE.BUT HOWEVER, AS A SYSTEM, I DO THINK IT'S IMPORTANT FOR US TO LOOK AT ALIGNMENT, OF WHAT WE TEACH AND WHAT WE ARE BEING EVALUATED AT.
I THINK IT'S AN IMPORTANT THING FOR US TO LOOK AT.
MISS SILVESTER, DO YOU HAVE FURTHER MORE OF QUESTIONS IN THE STORE? YOU GUYS HAD SO MANY GREAT QUESTIONS.
SO, YOU MENTIONED A LITTLE BIT, AND I WOULD LOVE TO SEE, HAVE THAT AS A CASE STUDY AND HAVE YOU COME BACK AND REVIEW, WHAT YOU FOUND WORKED WELL THERE.
AND ALSO, I WOULD LOVE FOR FAMILIES TO BE ENGAGED AS WELL, BECAUSE THEY MIGHT HAVE OTHER INSIGHTS, FROM THE HOME PERSPECTIVE AND NOT JUST, IN THE CLASSROOM, BECAUSE THEY, YOU KNOW, AS YOU KNOW, FAMILIES WANT THAT ENGAGEMENT ANYWAY.
SO BE A GOOD WAY TO, CIRCLE HALF A FULL CIRCLE THERE.
AND THE OTHER IS, THE CROSS DEPARTMENT TOOL TEAMS. THAT WILL BE IT SOUNDS LIKE YOU'RE ALREADY WORKING ON SETTING THAT UP FOR DEPLOYMENT.
I PRESUME THERE WILL BE A PILOT OF SOME SORT.
IS THAT THE CASE? SO I WOULD SAY THAT WE THAT WELL, I DON'T WE WE'RE TRYING TO GET AWAY FROM, FROM PILOT.
WE GOT WE GOT A LOT OF PLANES IN THE AIR. RIGHT.
SO WE, I WOULD SAY THAT WE HAVE THE, WE ARE BUILDING THE FOUNDATION FOR THE CROSS-FUNCTIONAL TEAMS RIGHT NOW.
THEY ARE ALREADY DEPLOYED TO ABOUT, 20 SCHOOLS THAT WERE WORKING COLLABORATIVELY WITH THEIR PRINCIPALS.
A COUPLE OF THOSE SCHOOLS WERE NAMED AROUND THE, THE GROWTH.
SO, WE'RE WE'RE BUILDING THE INFRASTRUCTURE TO BE PREPARED SO THAT COME JULY 1ST, YOU KNOW, THAT WE ARE READY TO, DO THAT WORK, IN A VERY COLLABORATIVE WAY WITH OUR SCHOOLS.
SO I'M HAVING A HARD PICTURE MYSELF.
I HAVE A HARD TIME MYSELF PICTURING EXACTLY WHAT THAT LOOKS LIKE AND HOW IT WORKS IN THE SCHOOL.
AND I THINK, I HEARD THAT FROM A COUPLE OF COLLEAGUES.
I WOULD LOVE TO HAVE, AGAIN, A PRESENTATION AT SOME POINT SHOWING US ACTUALLY HOW THAT WORKS IN THE SCHOOL.
AND THEN, WHAT'S THE TAKE AWAYS ON, ON THE ONES THAT WORKED WELL, SO WE CAN REALLY HIGHLIGHT AND TRY TO, MULTIPLY THAT THROUGH THE SYSTEM.
IT, IT AT A VERY BASIC LEVEL, I CAN SEE THAT CURRENTLY WE'RE WORKING HARD TO MAKE THIS WORK BECAUSE WE SEE THE VALUE IN IT.
SO LIKE I HAVE I HAVE ONE MALAIKA I DON'T HAVE 15 MORE LIKE US.
SO IT'S A IT'S A MATTER OF MAKING SURE THAT WE HAVE PEOPLE THAT CAN REALLY FULLY DEDICATE THEIR SELVES TO A CLUSTER MODEL TO PROVIDE THAT ONGOING, CONSISTENT SUPPORT AND NOT, A NUMBERS GAME.
SO IN THE VERY RUDIMENTARY, IT'S ABOUT GETTING ENOUGH PEOPLE TO BE WHO HAVE EXPERTISE IN BOTH SPECIAL EDUCATION, ENGLISH LANGUAGE DEVELOPMENT, CONTENT AND THEN, THAT THEY CAN WORK TOGETHER AS A TEAM VERY, VERY CONSISTENTLY.
THEY'RE TRYING VERY HARD TO WORK TOGETHER AS A TEAM.
BUT WE HAVE THE SAME TEAM MEMBER IN MANY OF THOSE AREAS.
SO, THAT THAT WOULD BE THE ALIGNMENT.
BUT OF COURSE, MORE TO COME ON HOW THAT'S TO WORK.
I'M I'M I LOOK FORWARD TO LEARNING MORE.
MISS MURTAUGH, AND JUST VERY BRIEFLY, I JUST WANTED TO EMPHASIZE THE POINT THAT MISS YANG MADE ABOUT THE VARIOUS ASSESSMENTS.
IT'S ALSO JUST REALLY CONFUSING FOR FAMILIES.
I DON'T KNOW WHAT I'M SUPPOSED TO LOOK AT. WHAT AM I? I AM I SUPPOSED TO CARE? AM I NOT SUPPOSED TO CARE? MY HOPE WOULD BE THAT FOR ALL OF OUR KIDS THAT WHEN THEY'RE GOING TO SCHOOL AT WHATEVER GRADE LEVEL THEY'RE IN, THAT THEY'RE GAINING THE SKILL SETS THEY NEED SO THAT IT SHOULDN'T MATTER IF THE CONTENT OF THE ASSESSMENT IS IN ALIGNMENT WITH WHATEVER CURRICULUM WE'VE CHOSEN FOR THAT PARTICULAR GRADE AND CONTENT.
I UNDERSTAND THAT'S VERY OVERSIMPLIFIED.
BUT I DO APPRECIATE ALL THE WORK THAT YOU'RE DOING. THANK YOU.
I DO TRY TO SIMPLIFY IT IN MY HEAD THIS WAY, BECAUSE WE DO HAVE MULTIPLE DATA POINTS AND THEY ALL HAVE DIFFERENT METRICS AND VALUES.
IF OUR GOAL IS THAT WE HAVE OUTCOMES ON OUR SAT ASSESSMENTS, EACH OF THE OTHER THINGS ARE JUST INDICATORS ALONG THE WAY OF OUR PROGRESS TOWARDS THAT.
SO WE CAN TAKE MAP AND GET SOME INFORMATION FROM THAT.
BECAUSE IT IS CORRELATED TO THE MCAT, THE STATE ASSESSMENT, WE CAN TAKE THESE SMALL, PIECES OF INFORMATION THAT WE'RE GETTING IN THE CURRICULUM WHERE THE STUDENTS ARE TAKING, QUICK FORMATIVE ASSESSMENTS TO SAY HOW WE'RE DOING, ALONG THE WAY.
SO THOSE ARE IN MY HEAD, IN ORDER TO SIMPLIFY IT, STATE ASSESSMENTS OF PRIORITY.
ALL OF THESE OTHER PIECES ARE ADDITIONAL PIECES OF INFORMATION,
[02:35:02]
SOME IN THE DEVIL'S, WHICH THE TEACHER CAN USE IMMEDIATELY TO ADJUST INSTRUCTION, SOME WHICH GIVE US AN INDICATOR AS A DISTRICT OF AREAS THAT, ALL SCHOOLS MAY NEED SUPPORT IF THAT HELPS, BUT ARE WE SEEING THAT IN PROGRESS? I GUESS IS WHAT SEE AGAIN, AS I AS A PARENT, I GET RIGHT I GET ALL THESE HOME AND I'M JUST WONDERING ON THE WHOLE OR EVEN SCHOOL TO SCHOOL OR DEMOGRAPHIC BY DEMOGRAPHIC, ARE WE SEEING WHAT YOU'RE HOPING IS HAPPENING THAT THESE SMALLER, NOT SMALLER ASSESSMENTS, THESE OTHER ASSESSMENTS ARE TRANSLATING INTO PROGRESS ON THE STATEWIDE ASSESSMENT? AND I'M NOT SURE IF I FEEL THAT WE ARE SEEING THAT.I WOULD SAY AT THIS POINT, TWO THINGS.
ONE, CATER TO WHEN YOU'RE TEACHING FOUNDATIONAL LITERACY SKILLS, THERE IS NOT A STATE ASSESSMENT ON FOUNDATIONAL LITERACY SKILLS.
AS SOON AS YOU SWITCH INTO GRADE THREE, THOSE ARE READING STANDARDS THAT THE CHILD IS ABLE TO READ AND RESPOND.
SO THERE ISN'T A WAY TO SEE A MATCH BETWEEN THE K TO TWO AND THE STATE.
IN THE OTHER AREAS, I WOULD SAY WE ABSOLUTELY HAVE WORK TO DO, BECAUSE SOME OF THESE ARE NEW IN TERMS OF THE CLA ASSESSMENTS, TO DETERMINE WHETHER OR NOT WE SEE PROGRESS ALONG THE WAY.
THE THING TO THINK OF IS THE STATE ASSESSMENT IS A ONE POINT IN TIME ASSESSMENT.
EACH OF THESE ASSESSMENTS OVER TIME, COLLECTIVELY, SHOULD GIVE US A SENSE OF HOW A STUDENT IS DOING, BUT EACH ONE INDIVIDUALLY PROBABLY WON'T CORRELATE TO A STATE ASSESSMENT.
OKAY, I KNOW, AND I AGREE, I LIKE THAT WE'RE LOOKING AT THE PROGRESS AND THE GROWTH, AND I AGREE THAT THE END CAP IS ONE POINT IN TIME, BUT UNFORTUNATELY, THAT ONE POINT IN TIME IS WHAT EVERYONE FOCUSES ON.
AND I THINK I CAN ANSWER YOUR QUESTION A LITTLE BIT MORE DIRECTLY.
IF YOU COULD GO BACK A FEW SLIDES TO, THE YEAR BY YEAR COMPARISON, SEE IF WE CAN GO BACK A COUPLE SLIDES, WHOEVER'S THE MAGICAL PERSON CONTROLLING SLIDES.
AND YOU TAKE A LOOK AT ACTUALLY, LET'S GET ONE MORE BACK BEFORE THAT.
AND IF YOU LOOK AT THE CURRENT, SECOND GRADE STUDENTS, THEY WERE THE PREVIOUS YEAR'S FIRST GRADE STUDENTS.
AND THE YEAR BEFORE THAT, THEY'RE KINDERGARTEN.
SO NEXT YEAR, WE'LL TAKE A LOOK AT THIS GROUP'S SECOND GRADE MCAT PERFORM ANCE.
AND THAT WOULD BE A WONDERFUL MEASURE OF HOW THEY'RE GROWING.
AND WE WOULD WE WOULD EXPECT THERE TO BE A CERTAIN LEVEL OF PROFICIENCY, BUT THEIR TRAJECTORY IS GOING IN THE RIGHT DIRECTION.
THAT THAT CHANGE IS WHAT WE WOULD HOPE TO SEE.
WE WOULD BE VERY, VERY CONCERNED IF THE TRAJECTORY WAS GOING IN A DIFFERENT DIRECTION.
OR IF THERE WAS, AN IRREGULAR YEAR OR SOMETHING ALONG THOSE LINES, THOSE THINGS WOULD BE CONCERNING.
BUT THE EXCITEMENT ABOUT SOME OF THESE, THESE DATA, ARE REFLECTIVE OF THE FACT THAT OUR EARLY GRADES ARE SHOWING THE KIND OF PROMISE THAT WE WOULD HOPE THAT IT WOULD TRANSLATE TO IN THE MCAT FOR NEXT YEAR.
AND AS WE LOOK AT THIS YEAR'S KINDERGARTNERS, WE'RE REALLY THREE ACADEMIC YEARS AWAY FROM SEEING HOW THEIR MCAT PERFORMANCES.
BUT THE FUTURE LOOKS BRIGHT, RIGHT? AND I DID NOTICE THAT TRAJECTORY.
AND EVEN IN RANDOMLY JUST SELECTING RANDOM SCHOOLS TO SEE, WELL, LAST YEAR THEIR SECOND GRADERS DID THIS WAY.
AND THIS YEAR THERE ARE THIRD GRADERS, WHICH MAY NOT BE EXACTLY EQUIVALENT BUT GIVES US A BALLPARK.
SO I DO RECOGNIZE THAT, AND I APPRECIATE THE GROWTH THAT ALL OF OUR STAFF ARE PUTTING INTO MAKING SURE OUR STUDENTS ARE PROGRESSING.
AND LET'S, SHORT ON TIME, BUT I'M GOING TO MISS SYLVESTER FOR THE LAST QUESTION. YEAH, JUST REAL QUICKLY.
THE PILOT THAT YOU SPOKE ABOUT, I WOULD IN MY HEAD, IT WAS ALL ABOUT COMMUNICATING WITH PARENTS, ABOUT KIDS SCORES AND SO FORTH.
BUT I ALSO HEARD A STRONG COMPONENT OF APPLYING THE MULTI-TIERED SYSTEMS OF SUPPORT.
IT WAS BOTH BOTH THE COMMUNICATION WITH FAMILIES AND THE SCHOOLS IMPLEMENTATION OF THE MULTI-TIERED SYSTEM OF SUPPORT, WHICH MEANS APPLYING THE RIGHT INTERVENTION TO THE STUDENT, BOTH ACADEMIC AND BEHAVIORAL, SOCIAL, EMOTIONAL, BECAUSE I'VE HEARD THAT TERM ALSO USED IN, YOU KNOW, IN THE MORE THE SOCIAL EMOTIONAL CONTEXT AS WELL.
SO I'LL JUST START WITH AN OVERVIEW.
YES. WE ORIGINALLY STARTED WITH OUR LITERACY PILOT FOCUSING ON, COMMUNITY ENGAGEMENT AND OUR, OUR INVOLVEMENT OF FAMILIES.
AND HOW COULD WE DO THAT BETTER UNDERSTANDING WE WEREN'T REACHING THE FAMILIES THAT WE NEEDED TO REACH ALL OF THEM.
AND THE LITERACY POLICY DROPPED AND WE SHIFTED AT THAT TIME AS A GROUP.
THE TEAM DECIDED, LET'S LOOK AT WHAT WE DO HAVE IN PLACE TO ACCOMPLISH THIS LITERACY POLICY, WHICH IS WHERE THE MULTI-TIERED SYSTEM OF SUPPORT COMES IN AND WHY THE RENEWED EMPHASIS ON USING A SYSTEM THE TEACHERS ARE ALREADY FAMILIAR WITH TO NOW USE FOR AT THE ACADEMIC DATA AS WELL AS THE BEHAVIOR. SO FOR THE JUST THE ELEVATOR SPEECH WHAT IS A MULTI TIER.
IT'S JUST THAT JUST PICKING THE RIGHT INTERVENTION THAT THE KID NEEDS AT THIS TIME.
OH I'M GOING TO LET'S JUST REAL REAL BIG HIGH LEVEL.
[02:40:02]
IT'S JUST THE THREE LEVELS OF SUPPORT THAT'S PROVIDED.SO IT'S THAT TIER ONE, THAT INSTRUCTION THAT EVERYONE RECEIVES AT CORE GRADE LEVEL INSTRUCTION.
AND THEN THERE'S THE TIER TWO AND THE TIER THREE WHERE IT'S A SUPPLEMENTAL OR MORE INTENSIVE, INTERVENTION OR SUPPORT A STUDENT NEEDS.
AND SO IT'S BEING ABLE TO UTILIZE YOUR DATA TO IDENTIFY, YOU KNOW, OR THERE'S A STUDENT JUST, THE ONLY TIER ONE, DO THEY NEED A TIER TWO OR A TIER THREE AND DOCUMENTING THAT.
SO PROVIDING A SPACE FOR THAT TO ADMINISTER TO DELIVER THE APPROPRIATE INTERVENTION AND THEN DOCUMENTING THAT THE INTERVENTION IS TAKING PLACE.
SO THAT YOU CAN TRACK PROGRESS AND SEE IS THE INTERVENTION WORKING, OR DO WE NEED TO DO SOME RECONSIDERATION AROUND IT? BUT THERE'S ALSO SOME BEHAVIORAL INTERVENTIONS THAT ARE THERE.
MY FOCUS IS JUST ON THE ACADEMIC THE LITERACY PIECE.
BUT THERE IS A COMPONENT WHERE THEY ARE, DOCUMENTING BEHAVIORAL INTERVENTIONS THAT'S BEING PUT IN PLACE.
AND THERE'S A STUDENT DASHBOARD THAT ALLOWS YOU TO SEE ALL THE BIG PICTURE OF EVERYTHING THAT'S HAPPENING TO A CHILD. YES, YES, YES.
AND JUST JUST TO CLOSE OUT, I JUST WANT TO THANK YOU FOR THIS.
THIS IS GREAT NEWS AND THIS IS THE DIRECTION THAT WE WANT TO BE GOING IN.
OF COURSE, WE WANT TO SEE IT FASTER AND, THROUGHOUT THE SCHOOL A WHOLE SYSTEM.
GREAT NEWS. THANK YOU FOR YOUR HARD WORK.
AND I WOULD ALSO LIKE TO SAY THANK YOU FOR THE SLIDE SEVEN THAT TIED OUR ACADEMIC RETURN.
ON INVESTMENT, THE DOLLAR AMOUNT TO THE INCREASE IN OUR STUDENT ACHIEVEMENT.
WE HAVE BEEN AT THIS, FOR ALMOST THREE HOURS, I BELIEVE I WOULD LIKE TO CALL FOR A SHORT RECESS OF FIVE MINUTES BEFORE WE DIVE INTO THE MATH DATA. OKAY.
CONTINUE WITH OUR MATH DATA DISCUSSION.
LET ME TAKE A SCAN OF THE ROOM TO MAKE SURE WE HAVE THE PEOPLE WE NEED HERE.
ALL RIGHT, DOCTOR TAYLOR, PART TWO OF MARCHING THROUGH THE BOARD'S, ACADEMIC GOALS.
NOW WE GET TO TALK ABOUT MATHEMATICS PERFORMANCE.
AND WE'RE GOING TO DO THAT THROUGH THE LENS OF OUR FALL 2024, MEASURES OF ACADEMIC PROGRESS OR MAP, DATA AND, AT THIS TIME, I WANT TO PASS THINGS OVER TO OUR CHIEF ACADEMIC OFFICER, PEGGY PUGH, AND TEAM TO, WALK US THROUGH AND INTRODUCE, TODAY'S PRESENTATION.
AND SO TO START OFF WITH IS THE DIFFERENCE BETWEEN WHAT YOU JUST HEARD IN LITERACY AND WHAT YOU'LL HEAR COMING UP IS THAT THIS IS K TO 12.
SO WE'RE GOING TO GIVE YOU ALL OF THE INFORMATION THAT YOU NEED.
AND IT'S FOCUSED AROUND THE MEASURES OF ACADEMIC PROGRESS ASSESSMENT IN MATHEMATICS.
THAT'S GIVEN IN ALL GRADES FROM KINDERGARTEN THROUGH GRADE EIGHT.
AND IT ALSO INCLUDES ALGEBRA AND UNFORTUNATELY NEXT SLIDE PLEASE.
WHAT YOU'LL SEE IS THAT THE OVERALL DATA REMAIN FLAT YEAR TO YEAR COMPARED TO LAST YEAR.
WE'RE NOT SEEING THE PROGRESS WE'D HOPED FOR ACROSS THE BOARD, BUT AND WHAT STANDS OUT MOST THIS YEAR IS THIS YEAR'S KINDERGARTNERS STARTING EVEN FURTHER BEHIND, WITH FEWER STUDENTS COMING IN ENTERING KINDERGARTEN, AT THE PROFICIENT LEVEL COMPARED TO PREVIOUS YEARS, IT IS SOMETHING THAT WE'LL NEED TO PAY CLOSE ATTENTION TO, BECAUSE THOSE EARLY SKILLS ARE SO IMPORTANT FOR LONG TERM SUCCESS.
[9. Item of Discussion - 4:25 p.m.]
IN THE SEQUENTIAL NATURE OF MATHEMATICS, THERE ARE SOME BRIGHT SPOTS THAT WE WILL HIGHLIGHT TODAY ACROSS OUR DISTRICT, WE'RE SEEING PROMISING GROWTH IN SPECIFIC GRADE LEVELS IN SCHOOLS THAT HAVE INSTRUCTIONAL MATH COACHES.THIS SHOWS US THAT WHEN WE PROVIDE TARGETED SUPPORT, IT CAN MAKE A REAL DIFFERENCE FOR OUR STUDENTS AND FOR OUR TEACHERS.
AS WE MOVE FORWARD, WE NEED TO DIG DEEPER INTO WHY SOME AREAS ARE MAKING PROGRESS AND OTHERS AREN'T, AND LOOK AT WAYS TO EXPAND WHAT'S WORKING.
LIKE THOSE INSTRUCTIONAL COACHING PROGRAMS SUPPORTING OUR YOUNGEST LEARNERS AND ENSURING EVERY STUDENT HAS WHAT THEY NEED TO SUCCEED WILL CONTINUE TO BE KEY PRIORITIES THROUGHOUT THIS YEAR.
TO GET US STARTED, I'LL TURN THE PRESENTATION OVER TO CARLA BRITT, WHO IS NOT SHEILA TODAY.
ONE TOOL M.C.P.S USES TO MONITOR MATHEMATICS ACADEMIC PROGRESS IS THE MAP TESTING FOR ALL STUDENTS IN GRADES K THROUGH EIGHT.
THESE ASSESSMENTS ADMINISTERED 2 TO 3 TIMES ANNUALLY, MEASURE GROWTH IN MATHEMATICS, AND ARE USED ALONGSIDE CLASSROOM AND CURRICULUM DATA TO GUIDE INSTRUCTIONAL ADJUSTMENTS.
THEY ARE ALSO CORRELATED WITH THE MARYLAND COMPREHENSIVE ASSESSMENT PROGRAM MCAT SCORES.
THIS DATA SHOWN DELVES INTO FALL ELEMENTARY MATH PERFORMANCE BY RACE, PROVIDING A BREAKDOWN OF MATH SCORES FOR KINDERGARTEN AND GRADE THREE STUDENTS.
THE DATA REVEAL PERSISTENT DISPARITIES ACROSS RACIAL GROUPS, UNDERSCORING THE NEED FOR EQUITY FOCUSED INTERVENTIONS.
[02:45:02]
I WILL NOW TURN THE PRESENTATION OVER TO JENNIFER WOZNIAK, CO SUPERVISOR OF SECONDARY MATHEMATICS, TO BRIEFLY HIGHLIGHT FALL DATA FOR SECONDARY MATHEMATICS.THE DATA HERE SHOWS ALL GRADE SIX MATH PERFORMANCE BY RACE, HIGHLIGHTING BOTH AREAS OF PROGRESS AND THE ONGOING CHALLENGE OF ACHIEVING EQUITY AND STUDENT OUTCOMES.
THESE DATA FOCUS ON FALL ALGEBRA ONE MATH PERFORMANCE BY RACE AND LEVEL.
ON THE LEFT WE SEE MIDDLE SCHOOL AND ON THE RIGHT HIGH SCHOOL.
THIS PRESENTS TREND SHOWING IMPROVEMENT AND DISPARITIES.
THIS SLIDE ALSO EMPHASIZES THE NEED TO INCREASE SUPPORT TO HIGH SCHOOL ALGEBRA ONE.
I'D LIKE TO INTRODUCE TO YOU ONE OF OUR AMAZING CENTRALLY ASSIGNED ELEMENTARY INSTRUCTIONAL MATH COACHES, KYLIE.
SHE WILL SHARE ABOUT HER MULTI YEAR PARTNERSHIP WITH ONE OF HER SCHOOLS AND THEIR JOINT SUCCESS.
I WOULD LIKE TO BEGIN BY THANKING THE BOARD OF EDUCATION FOR FUNDING THE INSTRUCTIONAL MATH COACH POSITION.
I AM ONE OF EIGHT CENTRALLY ASSIGNED ELEMENTARY MATH COACHES WHO DIRECTLY WORK WITH TEACHERS IN THEIR GRADE LEVEL TEAM STRUCTURE IN 35 ELEMENTARY SCHOOLS EACH YEAR, INSTRUCTIONAL MATH COACHES WORK DIRECTLY WITH EACH SCHOOL PRINCIPAL TO IDENTIFY THE GRADE LEVEL TEAM.
WE WILL PROVIDE REAL TIME JOB EMBEDDED PROFESSIONAL LEARNING TOO.
I'M EXCITED TO BRIEFLY HIGHLIGHT MY WORK WITH BOTH THE FIRST GRADE AND SECOND GRADE TEAMS AT STRAWBERRY ELEMENTARY, NOR, EXCUSE ME AT STRAWBERRY KNOLL ELEMENTARY SCHOOL.
LAST YEAR I COACHED THE GRADE ONE TEAM, AND THIS YEAR I WAS ABLE TO LOOP WITH THE SAME STUDENT COHORT AND FOLLOW THEM TO SECOND GRADE.
WE ARE FINDING THE STUDENT COHORT EXPERIENCE ALLOWS US TO CONTINUE TO RAISE THE BAR FOR PLANNING AND INSTRUCTION, WHILE ALSO ALLOWING US TO TRACK STUDENT PROGRESS OVER TIME WITH THE SAME GROUP OF STUDENTS.
YOU WILL NOTICE ON THE SLIDE THE PRESENTED PERCENTAGE OF STRAWBERRY ALL STUDENTS MEETING PROFICIENCY IN MAP AS FIRST GRADERS LAST FALL IN BLUE AND NEXT TO IT IN GREEN.
WE SEE THE PERCENTAGE OF THESE SAME STUDENTS MEETING PROFICIENCY THIS FALL AS SECOND GRADERS.
WE CELEBRATE THIS SUCCESS WITH BOTH THE FIRST AND SECOND GRADE TEAMS OF TEACHERS, BECAUSE WE RECOGNIZE THAT EVERY STUDENT DESERVES HIGH QUALITY INSTRUCTION EVERY YEAR, AND OUR TEACHERS DESERVE HIGH QUALITY, REAL TIME PROFESSIONAL SUPPORT TO ACCOMPLISH THIS.
AND WHEN BOTH ARE IN PLACE, CONSISTENTLY PLANNING AND INSTRUCTION IMPROVE, WHICH IN TURN HELPS IMPROVE STUDENT ACHIEVEMENT.
WHILE THIS IS JUST ONE SCHOOL EXAMPLE AND ONE DATA POINT, WE ARE SEEING A CLEAR RETURN ON THIS INVESTMENT.
WE ALSO HAVE CENTRALLY ASSIGNED INSTRUCTIONAL MATH COACHES SUPPORTING IDENTIFIED MIDDLE SCHOOLS.
I WILL NOW TURN THE PRESENTATION OVER TO PATTY SWIFT, ONE OF THE SECONDARY MATH INSTRUCTIONAL COACHES.
SHE WILL SPEAK ABOUT HER SUCCESSFUL PARTNERSHIP WITH MATH TEACHERS AT DOCTOR MARTIN LUTHER KING JUNIOR MIDDLE SCHOOL.
GOOD AFTERNOON, SUPERINTENDENT TAYLOR AND MEMBERS OF THE BOARD OF EDUCATION.
I AM ONE OF FOUR MIDDLE SCHOOL INSTRUCTIONAL MATH COACHES.
AS A TEAM OF COACHES, WE SUPPORT 15 SCHOOLS AND WE PRIMARILY SUPPORT TEACHERS THAT ARE TEACHING MATH.
SIXTH, MATH SEVEN AND MATH EIGHT WITH THEIR PLANNING, INSTRUCTION AND DATA MONITORING.
WHILE PROFICIENCY IS ONE WAY TO EXAMINE RETURN ON INVESTMENT.
WE MUST ACKNOWLEDGE THAT MANY OF OUR STUDENTS NEED TO MAKE MORE THAN A TYPICAL YEAR'S GROWTH TO MEET THAT BENCHMARK.
I'D LIKE TO HIGHLIGHT HOW THE SECONDARY INSTRUCTIONAL MATH COACHES ARE USING GROWTH PERCENTILES TO INDICATE STUDENT PROGRESS TOWARDS PROFICIENCY.
WHEN LOOKING AT THE MAP M GROWTH PERCENTILES, WE SEE THAT DOCTOR MARTIN LUTHER KING JUNIOR MIDDLE SCHOOL IS MAKING GAINS AS A RESULT OF THE WORK WITH THE INSTRUCTIONAL MATH COACH.
FOR CLARITY, A STUDENT WITH A GROWTH PERCENTILE OF 50 IS STAYING ON PACE WITH THEIR PEERS.
WE CAN SEE THAT OUR GRADE EIGHT BLACK OR AFRICAN-AMERICAN STUDENTS ARE IN THE 72ND PERCENTILE, MEANING THEY ARE GROWING FASTER THAN THEIR PEERS.
THIS GROWTH IS ESSENTIAL FOR STUDENTS TO MOVE TOWARDS PROFICIENCY.
I WOULD ATTRIBUTE THESE GAINS TO THE CONDITIONS THAT HAVE BEEN ESTABLISHED IN COLLABORATION WITH THE MATH TEAM AND THE SCHOOL ADMINISTRATION, LED BY PRINCIPAL MISS BRANDI OVERTON AND CONTENT SPECIALIST MISS VALERIE CABINET AT MLK JUNIOR MIDDLE SCHOOL.
TEACHERS COME TO PLANNING WITH AN OPENNESS FOR THE CURRICULUM IMPLEMENTATION, COACHING.
THESE CONDITIONS AND TEACHER MINDSET HAVE ALLOWED US TO RESTRUCTURE THE PLANNING PROCESS WHERE TEACHERS NOW LOOK AT THE COOL DOWN, WHICH IS AN EXIT TICKET, AND THE LESSON SYNTHESIS, WHICH IS WHERE TEACHERS ENSURE THAT STUDENTS UNDERSTAND THE CONCEPTUAL PART OF THE LESSON.
NEXT, THE TEACHERS CHOOSE THE ACTIVITY THAT BEST ALIGNS TO HOW STUDENTS WILL BE ASSESSED AT THE END OF THE LESSON.
THE TEACHERS THEN DISCUSS WHAT SCAFFOLDS ARE EMERGENT,
[02:50:03]
MULTILINGUAL LEARNERS AND STUDENTS RECEIVING SPECIAL EDUCATION SERVICES WILL NEED DURING THE LESSON AND THROUGHOUT THE UNIT IN ORDER TO BE SUCCESSFUL ON THE END OF UNIT ASSESSMENTS AND DISTRICT ASSESSMENTS.TEACHERS THEN REVIEW THE MATH LANGUAGE ROUTINE.
THEIR SUGGESTION FOR THE LESSON, AS WAS REFERENCED IN PREVIOUS BOARD OF EDUCATION MEETINGS.
MATH LANGUAGE ROUTINES PROVIDE STUDENTS AN OPPORTUNITY FOR STUDENT DISCOURSE USING THEIR NATIVE LANGUAGE.
WE PRACTICE A ROUTINE DURING THAT PLANNING SESSION.
WE TALK ABOUT WHAT STUDENTS NEED FOR THE LANGUAGE ROUTINE, AND WE ALSO DISCUSS THE TEACHER'S COMFORT LEVEL WITH IMPLEMENTING THE ROUTINE WITHIN THE CLASSROOM.
THESE CONVERSATIONS HAVE LED TO EITHER ME MODELING THE ROUTINE WITHIN THEIR CLASS PERIOD, OR CO-TEACHING THE ROUTINE WITH THE TEACHER.
FINALLY, THE TEACHERS DISCUSS NEXT STEPS.
IF STUDENTS ARE NOT SUCCESSFUL IN THE COOL DOWN PRIOR TO INSTRUCTION, SO THAT TEACHERS ARE PREPARED TO IMPLEMENT ANY ADJUSTMENTS TO THEIR LESSONS, COLLABORATIVE PLANNING TIME IS ALSO PROTECTED FROM EMERGENCY CLASS COVERAGE WHEN I'M IN THE BUILDING TO SUPPORT THEM.
THIS GIVES THE TEACHERS THAT MUCH NEEDED TIME IN ORDER TO STUDY THE CURRICULUM IN PREPARATION FOR EFFECTIVE FIRST INSTRUCTION.
I WILL NOW TURN THE PRESENTATION BACK OVER TO CARLA BRITT.
THEY'RE AWESOME AREN'T THEY? DOCTOR TAYLOR TALKED A LOT ABOUT AT THE BUDGET PRESENTATION ABOUT THE BROCCOLI.
I SEE OUR INSTRUCTIONAL COACHES AS THE FARMERS WHO MAKE SURE THAT OUR BROCCOLI IS AN EXCELLENT CROP.
THE TWO SCHOOLS HIGHLIGHTED TODAY DEMONSTRATED SUCCESS THROUGH FOLLOWING THE CYCLE SHOWN ON THIS SLIDE WITH YOUR FUNDING AND SUPPORT.
THE MATH DEPARTMENT HAS BEEN ABLE TO PROVIDE SOME DEDICATED, EXPERT MATH STAFFING THAT ELEMENTARY WOULD OTHERWISE NOT HAVE HAD.
THIS IS IN CONTRAST TO THE ELEMENTARY READING SPECIALIST ALLOCATION AVAILABLE AT EVERY ELEMENTARY SCHOOL.
IN ORDER FOR THIS CYCLE TO OCCUR, SCHOOLS MUST ESTABLISH THE CONDITIONS AND EXPECTATIONS FOR CONSISTENT CURRICULUM STUDY THROUGH PLANNING IMPLEMENTATION OF THOSE PLANS INCLUSIVE OF CURRICULAR ROUTINES AND STRATEGIES, AND PROGRESS MONITORING TO MAKE ADJUSTMENTS DURING INSTRUCTION AND FOR FUTURE LESSONS.
THIS WAS THE EXPLICIT FOCUS OF LAST SUMMER'S PROFESSIONAL LEARNING FOR ALL ELEMENTARY SCHOOLS, AND OUR TEAM HAS BEEN SUPPORTING SCHOOLS WITH THIS SHIFT ALL YEAR.
HISTORICALLY, ANY SUPPORT PROVIDED WAS LIMITED TO JUST PLANNING, AND MANY YEARS OF DATA SHOW THAT'S INSUFFICIENT.
THE DATA SHOW IT'S EQUALLY CRUCIAL TO ENSURE THE PERSON SUPPORTING TEACHERS AS THEY FOLLOW THIS CYCLE IS AGAIN A CONTENT EXPERT.
THE INSTRUCTIONAL MATH COACH BRINGS EXPERTISE TO SUPPORT TEACHERS AND UNDERSTANDING THE COMPLEXITIES OF THE MATH, AS WELL AS DIFFERENTIATING AND SCAFFOLDING LESSONS WHILE MAINTAINING, MAINTAINING RIGOR AND PACING DURING INSTRUCTION.
INSTRUCTIONAL MATH COACHES ARE ABLE TO MODEL AND CO-TEACH INSTRUCTIONAL ROUTINES TO IMPLEMENT THEM WITH FIDELITY, AND GIVE TEAMS SPECIFIC FEEDBACK IN REAL TIME TO IMPROVE EFFECTIVE, INDEPENDENT INSTRUCTION.
FINALLY, THROUGH DATA ANALYSIS, THE INSTRUCTIONAL MATH COACH CAN GUIDE TEACHERS THROUGH MAKING INTEGRAL INSTRUCTIONAL DECISIONS.
RELATED TO THE FOLLOWING DAY'S LESSON.
ULTIMATELY, THE GOAL OF ANY JOB EMBEDDED PROFESSIONAL LEARNING IS TO CHANGE PRACTICES AND IN THIS INSTANCE, RELEASE THE TEACHERS TO BE ABLE TO PLAN COLLABORATIVELY AND TEACH EFFECTIVELY AND INDEPENDENTLY, MAKING SURE THE PLAN, CONTENT AND STRATEGIES ARE CARRIED OUT PROPERLY IS JUST AS IMPORTANT AS THE PLANNING ITSELF.
WHEN WE ESTABLISH AND MAINTAIN EFFECTIVE CENTRAL SERVICES AND SCHOOL BASED PARTNERSHIPS, WE CREATE THE CONDITIONS FOR OUR TEACHERS AND STUDENTS TO THRIVE.
THE CENTRAL OFFICE GUIDANCE AND OVERSIGHT ENSURES THAT THE INTEGRITY OF THE POSITION AND THE SUPPORT IS MAINTAINED.
ENSURING TEACHERS ARE SECURE WITH THE MATH CONTENT IS ESSENTIAL.
JENNIFER LAU'S NET WILL NOW SHARE WITH YOU SOME MSD UPDATES THAT WILL IMPACT BOTH ELEMENTARY AND SECONDARY MATH.
AS WE REVIEW FIRST QUARTER DATA, REFLECT ON THE IMPACT THE COACHES HAVE HAD ON STUDENT ACHIEVEMENT AND DETERMINE HOW TO FOSTER AND CONTINUE IMPROVED MATH ACHIEVEMENT.
IT'S IMPORTANT TO KEEP IN MIND THAT THE MARYLAND STATE OF DEPARTMENT OF EDUCATION
[02:55:01]
IS EVALUATING WHAT IT MEANS TO BE COLLEGE AND CAREER READY.MSD IS MAKING SIGNIFICANT CHANGES TO THE SECONDARY MATH COURSE SEQUENCING IN THE COMING YEARS, RATHER THAN OFFERING THREE DISTINCT COURSES ALGEBRA ONE, GEOMETRY AND ALGEBRA TWO.
MARYLAND PUBLIC SCHOOLS WILL TRANSITION TO AN INTEGRATED MATH COURSE SEQUENCE, INTEGRATED MATH ALGEBRA ONE, AND THEN INTEGRATED ALGEBRA TWO THROUGH THIS SHIFT.
IT WILL BE IMPERATIVE TO CONTINUE DIRECT SUPPORT TO TEACHERS FROM COACHES AND SPECIALISTS AS THEY UNPACK THE NEW STANDARDS FROM MSD AND STUDY A NEW CURRICULUM.
CURRENTLY, MSD IS DETERMINING THE MAJOR CONTENT FOR EACH GRADE LEVEL AND COURSE NEXT YEAR.
THE MARYLAND STATE DEPARTMENT OF EDUCATION WILL COMMUNICATE AND BEGIN PROFESSIONAL LEARNING ON THE REVISED PRE-K THROUGH INTEGRATED ALGEBRA STANDARDS IN 2026 2027.
IMPLEMENTATION FOR PRE-K THROUGH EIGHT STANDARDS WILL BE ROLLED OUT IN THE FOLLOWING YEAR.
INTEGRATED ALGEBRA ONE WILL BEGIN AND WILL BE FOLLOWED BY THE INTEGRATED ALGEBRA TWO FOR THE SCHOOL YEAR 2028 2029.
THIS PROCESS OF PROVIDING SCHOOLS WITH ONGOING SUPPORT AND CONTENT EXPERTISE FROM CENTRALLY SUPERVISED MATH POSITIONS, SUCH AS INSTRUCTIONAL MATH COACHES AND SPECIALISTS, WILL BE ESSENTIAL TO ENSURING A SMOOTH TRANSITION TO CORE SEQUENCING CHANGES AND THE CONTINUED SUCCESS OF OUR STUDENTS HERE IN M.C.P.S.
I'LL NOW TURN IT OVER TO DOCTOR PEGGY PUGH.
I THINK IN, CLOSING OUR PORTION OF THE PRESENTATION AND GETTING READY TO TURN BACK TO YOU IN FOR DISCUSSION, IT'S IMPORTANT TO KNOW THAT THERE IS A LOT OF WORK THAT NEEDS TO HAPPEN IN MATHEMATICS.
AND I THINK THAT WHAT WE HAVE SEEN IS TYPICALLY WHEN YOU HAVE A NEW STANDARD OR SET OF STANDARDS THAT IT SCHOOLS AND SYSTEMS DON'T DO GREAT ON IT, BUT OVER TIME THEY LEARN THE INS AND OUTS OF THE CONTENT, LEARN THE INS AND OUTS OF THE ASSESSMENT, AND YOU SEE THINGS START TO IMPROVE.
WHAT WE HAVE NOT SEEN IN MARYLAND IS IMPROVEMENT, YEAR OVER YEAR.
AND SO IT'S IMPORTANT TO KNOW THAT THE THE STATE IS LOOKING AT THOSE STANDARDS AND REALLY, INSTEAD OF HAVING MULTIPLE STANDARDS ASSESSED IN MULTIPLE YEARS WITH LACK OF CLARITY ABOUT WHEN STUDENTS SOLIDLY HAVE TO KNOW IT, HOPEFULLY WHAT GETS DEVELOPED IS MUCH MORE CLEAN, MUCH MORE CLEAR.
AND WE'RE ABLE TO HELP OUR TEACHERS UNDERSTAND EXACTLY WHAT HOW STUDENTS WILL BE MEASURED FOR THEIR UNDERSTANDING.
AND WITH THAT, WE'LL TURN IT BACK TO YOU FOR DISCUSSION.
I'M GOING TO TURN TO MY COLLEAGUE TO SEE EVERYONE HAS QUESTIONS OR COMMENT.
LET'S RESTRICT TO TWO QUESTIONS.
I'M GOING TO START FROM THE SIDE.
THANK YOU. I JUST HAVE ONE QUESTION TO START.
CAN WE GO BACK TO THE MLK SLIDE FOR A SECOND? I THINK IT WAS A COUPLE SLIDES BACK AS SLIDE EIGHT.
BUT SO SO WHEN WE'RE LOOKING AT THIS, THIS, GROWTH PERCENTILE EVALUATION, WE'RE MAGNET STUDENTS.
THIS AGGREGATED FROM THIS DATA OR IS THIS THE ENTIRE SCHOOL, INCLUDING MAGNET STUDENTS AS WELL? NO, THE MAGNET STUDENTS WERE NOT DISAGGREGATED OUT OF THIS DATA.
SO AS WE'RE LOOKING AT OUR MATH PROFICIENCY, YOU KNOW, EITHER DECLINING OR BEING KIND OF STAGNANT ACROSS GRADE LEVELS AS OUR KIDS ARE GETTING OLDER.
I WANT TO, LIKE, ASK A LITTLE BIT MORE ABOUT, WHAT WE'RE DOING WITH MATH AND HOW WE'RE LOOKING AT THE DATA.
I'M GOING TO, FOR THE SAKE OF THE PUBLIC, EXPLAIN A LITTLE BIT.
I'M NOT TRYING TO TALK AT YOU.
I KNOW YOU, I KNOW, YOU KNOW, SO. RIGHT.
ACTUALLY, EACH JUNCTURE THAT WE'RE LOOKING AT, RIGHT, THAT, WITH NWA, THAT THEIR THEIR TESTS.
THEY EACH CHANGE LIKE FOR KINDERGARTEN, RIGHT.
THAT THEY'RE BEING TESTED ON PRE-K TO THREE SKILLS.
AND ACTUALLY THAT TEST IS RED TO STUDENTS.
THAT MAP TEST IS READ TO THEM.
THEN IT CHANGES IN THIRD GRADE AND THEY'RE BEING TESTED ON LIKE SECOND THROUGH SIXTH GRADE SKILLS.
SO AT EACH JUNCTURE THAT WE'RE LOOKING AT, WE'RE LOOKING AT KIDS CHANGING AT THE ENTIRE ASSESSMENT, RIGHT? THAT IT'S NOT JUST, MATH IS NOT THE SAME ACROSS FROM K TO 12.
MY QUESTION IS, HAVE WE CONSIDERED LOOKING AT, CHANGES IN DATA FROM KINDERGARTEN TO SECOND GRADE WITHIN THE SAME TEST? AND ARE WE SEEING IMPROVEMENT? THEY'RE SAME WITH LIKE THIRD GRADE, YOU KNOW, LIKE LOOK AT THIRD GRADE AND FIFTH GRADE, THAT'S THE SAME TEST THEY'RE TAKING.
HAVE A CONSIDERED LOOKING AT IT THAT WAY TO SEE IF WE'RE SEEING IMPROVEMENTS ACROSS EACH TASK AS WE'RE CHANGING BETWEEN EACH TIME.
I WONDER IF WE'RE JUST SPINNING OUR WHEELS.
WE'RE LOOKING AT DIFFERENT THINGS FOR COMPARING APPLES AND ORANGES.
SO I'LL SPEAK TO PARTICULARLY THE SLIDE ON MLK.
[03:00:03]
SO WHEN WE LOOKED AT THE DATA FOR MLK, PATTY WORKED CLOSELY WITH THE MATH TEAM LAST YEAR.AND SO WHAT WE DID IS WE LOOKED AT THE COHORT OF STUDENTS, FROM SEVENTH GRADE INTO EIGHTH GRADE BECAUSE IT WOULD BE THE SAME MATH TEST.
AND THE STUDENTS, MORE STUDENTS WERE PROFICIENT FROM THE SAME SET OF COHORT OF STUDENTS FROM SEVEN TO EIGHTH GRADE.
AND SO WE'RE LIKE, THAT'S WONDERFUL.
THAT HELPS TO UNDERSTAND, YOU KNOW, THE KIDS ARE GROWING AND DOING BETTER.
AND WE ALSO JUST DECIDED, WELL, WHAT DOES IT LOOK LIKE WHEN WE LOOK AT ONE YEAR EIGHTH GRADERS TO THE NEXT YEAR, EIGHTH GRADERS? AND WE ALSO NOTICED GROWTH THERE.
AND SO THAT'S ONE OF THE THINGS THAT WE WERE LOOKING AT WHEN WE WERE LOOKING AT SOME OF THIS MATH GROWTH FOR MLK.
AND I THINK PATTY SPOKE REALLY WONDERFULLY ABOUT THE CONDITIONS AND THE EXPECTATIONS THE PRINCIPAL SET UP IN ORDER TO ALLOW FOR PATTY TO COACH THE TEACHERS ON A REGULAR BASIS.
THERE'S NO HEY, THERE'S A SUB OUT.
CAN YOU COME IN, COVER THIS CLASS? IT'S THIS IS CURRICULUM STUDY.
IT'S IMPORTANT WE'RE DEDICATED TO THIS.
AND THIS IS THE OUTCOME OF THAT DEDICATION AND SUPPORT.
SO IT SOUNDS LIKE THIS IS SOMETHING THAT MAYBE WE ARE SEEING IMPROVEMENTS ACROSS THAT.
SO MAYBE IT'S SOMETHING WE SHOULD LOOK AT AS A WHOLE.
THAT IF WE'RE IF WE'RE SEEING IF WE'RE NOT SEEING IMPROVEMENT, MAYBE WHERE CAN WE FIND THAT IMPROVEMENT TO HELP US BETTER UNDERSTAND, WHAT WE NEED TO DO? SO SPEAKING OF THAT, WHAT DO WE NEED TO DO? WHAT DO YOU ALL BELIEVE IS IS THE BARRIER THAT'S MAKING IT DIFFICULT FOR US TO SEE GREATER IMPROVEMENT IN OUR OUR MATH PROFICIENCY FOR STUDENTS? WELL, AT THE ELEMENTARY LEVEL, MANY SCHOOLS HAVE MAY FEEL LIKE THEY'VE HAD THE MATH CURRICULUM FOR FIVE YEARS.
AND NOW THEY'RE BEING ASKED TO LEARN A NEW ELA CURRICULUM AS WELL.
AND SO OUR ELEMENTARY TEACHERS ARE NOW BEING ASKED TO BECOME CONTENT EXPERTS.
AND YOU HEARD THAT PHRASE AT LEAST FIVE TIMES, AS WE WERE PRESENTING.
AND SO, AGAIN, HAVING OUR MATH LEADERS, IN THE BUILDING IS ONE TOOL, BUT WE KNOW AT THE ELEMENTARY LEVEL, OVER 60% OF OUR NAMED MATH LEADERS ARE DUAL ROLE, SERVE DUAL ROLES.
THEY'RE ACTUALLY THE STAFF DEVELOPMENT TEACHER AS WELL.
AND SO WHEN WE LOOK AT HAVING OUR INSTRUCTIONAL MATH COACH THERE, AGAIN, THEY BLOCK OUT THE NOISE.
THEY ARE THERE IN IN IN TEAM PLANNING CONSISTENTLY AND FOLLOWING UP WITH INSTRUCTION AS WELL.
THAT'S WHERE WE'VE SEEN THAT NEEDLE MOVE IS, AGAIN, WE FIND THAT TEACHERS ARE ABLE TO AGREE AND FIND COMMON UNDERSTANDING IN PLANNING, BUT THEN IT TAKES MORE TIME TO SEE THOSE THOSE AGREEMENTS TRANSITION INTO INSTRUCTION.
AND SO BY HAVING OUR INSTRUCTIONAL MATH COACHES IN CLASSROOMS, SEEING INSTRUCTION HAPPEN IN REAL TIME, MODELING IN REAL TIME WITH THEM BUILDING THAT JOB EMBEDDED PROFESSIONAL PARTNER, NOT SOMEONE JUST SAYING DO IT THIS WAY, BUT LET'S TALK ABOUT THIS.
HOW DO WE MAKE THIS WORK FOR THE CHILDREN THAT ARE IN MY ROOM AT THIS TIME, ON THIS DAY, THAT THAT'S REALLY SHOWING SUCCESS.
AND SO NOW THAT WE'VE SEEN THAT, CAN WE HAVE THOSE CONDITIONS AND EXPECTATIONS FOR AGREED UPON CURRICULUM STUDY TIME, THE FREQUENCY WHERE THAT WE NOT ONLY HAVE THE GRADE LEVEL TEAM, OUR TEAM THERE, BUT WE ALSO HAVE THOSE STAFF MEMBERS SUPPORTING SPECIAL EDUCATION, OUR EML STUDENTS AS WELL, THAT ARE PART OF THAT CONVERSATION AS WELL, SO THAT WE WE SEE THAT THESE ARE INTEGRAL PIECES TO IMPROVING OUR CRAFT AND IMPROVING THE OUTCOMES FOR OUR STUDENTS.
SO I FEEL LIKE THAT THAT SPOKE TO WHERE WE'RE SEEING SUCCESS, I, I DON'T FEEL LIKE I'VE HEARD LIKE WHERE DO WE THINK THE BARRIERS MIGHT BE? WELL, AND BECAUSE OF THIS, BECAUSE WE ARE IN OUR SECOND YEAR AFTER OUR FIRST YEAR WITH THIS IMPLEMENTATION, WE SAW SUCH GOOD RETURN ON THIS INVESTMENT THAT WE ACTUALLY PLANNED OUR ENTIRE SUMMER LEARNING FOR SCHOOLS AROUND THIS MODEL.
AND SO AGAIN, SHIFTING THAT, LOOKING AT CURRICULUM STUDY AND INSTRUCTION ALONG WITH DATA MONITORING, THAT IT CAN'T BE THAT THAT MATH LEADER IS ONLY AT PLANNING THAT WE HAVE TO SEE THEM FOCUSING IN ON MAYBE THE TOP TWO GRADE LEVELS IN THAT, IN THAT BUILDING THAT NEED THAT MOST SUPPORT.
AND IDENTIFYING THOSE 2 OR 3 GRADE LEVELS SO THAT THAT MATH LEADER OR THE COACH, IF THEY'RE ASSIGNED, CAN FOLLOW UP WITH INSTRUCTION AS WELL.
SO AGAIN, WE'RE SEEING THAT THIS IS A MODEL THAT IS SHOWING IMPROVEMENT.
AND I'LL JUST ADD TO TO TO ADDRESS THE BARRIERS.
WHAT WHAT THE PART OF IT ABOUT THE WORK THAT THEY'RE DOING.
ONE OF THE BIGGEST BARRIERS IS UNDERSTANDING AND KNOWLEDGE OF THE ACTUAL CONTENT.
WHAT DOES THIS STANDARD MEAN? WHAT DOES IT ASSESS? HOW IS IT BEING MEASURED? WELL, WHEN, YOU KNOW, DOING THIS WORK, SOMETIMES WE FIND THAT WE'RE NOT EVEN GIVING STUDENTS ACCESS TO A FULL GRADE LEVEL
[03:05:01]
CONTENT QUESTION, OR WE'RE GIVING IT TO THEM.BUT GIVING SO MANY SCAFFOLDS THAT WE'RE NOT BUILDING THEM TOWARDS INDEPENDENCE, TO BE ABLE TO MEET THAT MATH SKILL OR STANDARDS.
SO AT THE ELEMENTARY LEVEL, LOTS OF TIMES, BECAUSE ELEMENTARY TEACHERS ARE GENERALISTS AND WE ARE ASKING THEM TO KNOW DEEP LEVEL OF CONTENT, THE MATH CONTENT IS, IS HOW THE TEAM IS ACTUALLY SUPPORTING THEM IN LOOKING AT, AT THE DATA.
SO I WOULD SAY CONTENT KNOWLEDGE IS SOMETIMES A BARRIER.
UNDERSTANDING OF THE STANDARDS IS SOMETIMES A BARRIER AT THAT LEVEL IF YOU WANT TO TALK.
YEAH, I THINK AT TIMES THE BARRIER COMES IN, THE OPPORTUNITY FOR UNIT PLANNING AND CURRICULUM STUDY.
AND SO PATTY TALKED ABOUT, THE TEACHERS CHOOSING THE BEST ACTIVITIES.
THEY'RE GOING TO SUPPORT STUDENTS ATTAINING WHAT THEY NEED IN ORDER TO ANSWER THE EXIT TICKET AT THE END OF THE DAY.
AND SOMETIMES WHEN WE DON'T GIVE TEACHERS THE OPPORTUNITY TO REALLY STUDY THE CURRICULUM, THEY DON'T SEE THAT THEY AREN'T ALWAYS ABLE TO SEE THE BIG PICTURE.
AND SO THOSE LITTLE DECISIONS THAT THEY MAKE EVERY SINGLE DAY SOMETIMES TAKE YOU A LITTLE FURTHER OFF OF WHERE YOU NEED TO GO.
AND SO SOMETIMES IT'S ABOUT PROTECTED PLANNING TIME.
IT'S ABOUT THE PRINCIPAL, PARTNERSHIP WITH US AROUND.
THERE'S A MATH COACH IN THE BUILDING.
IS THERE A WAY TO, YOU KNOW, NOT HAVE THEM DO, COVERAGE AROUND THE BUILDING OR, WHAT'S THE EXPECTATION FOR PLANNING IN THE BUILDING AND HAVING A REALLY GREAT PARTNERSHIP WITH THEM? ALL RIGHT.
I'M GOING TO MOVE ON FROM HERE, MISS SYLVESTER.
THE LAST TIME YOU PRESENTED ON MATH DATA, I THINK I ASKED THE SAME QUESTION.
WHAT ARE WE GOING TO DO DIFFERENTLY? TO HAVE A DIFFERENT OUTCOME? AND I BELIEVE THE ANSWER WAS TO CONTINUE TO DO PROFESSIONAL DEVELOPMENT, AS I'M HEARING TODAY.
AND I'M HAPPY TO HEAR YOU'RE HAVING SUCCESS WITH THE MATH COACHES, BUT THERE'S ONLY HOW MANY IN THE WHOLE SYSTEM IS SIX, EIGHT, SOMETHING LIKE THAT.
SO WHAT'S OUR STRATEGY TO REACH? WE CAN'T WE JUST CAN'T, YOU KNOW, WE CAN'T WAIT FOR, 12 PEOPLE TO GET THROUGH THE ENTIRE, SCHOOL SYSTEM.
SO WHAT'S WHAT ARE WE GOING TO DO? TO DO WHAT WE HAVE TO DO TO REACH MORE TEACHERS SO THAT THEY CAN HAVE, YOU KNOW, AS YOU SAID, THAT THE SUPPORT AND CONTENT KNOWLEDGE INCREASE THAT THEY NEED AND CURRICULUM TIME AND PLANNING SO THAT, WE CAN SEE SOME OF THE OUTCOMES THAT YOU HAVE, PRESENTED TODAY.
AND, THEY'LL, THEY'LL OPINE ON SOME OF THE MORE SPECIFIC STRATEGIES, AND WHILE THEY'RE KIND OF COLLECTING THEIR THOUGHTS AROUND THAT, I WILL SAY THAT, WE DO HAVE SOME EXPANSION OF MATH COACHES IN, THE BUDGET PROPOSAL.
THAT'S BEFORE THE BOARD FOR CONSIDERATION INTO CROSS-FUNCTIONAL TEAMS WHERE THEY'LL WORK WITH LITERACY SPECIALIST SCHOOL LEADERSHIP.
AS WELL AS OTHER DOMAINS TO MEET THE NEEDS OF A SPECIFIC CLUSTER AND TO TO REARRANGE THEIR WORK ON A CLUSTER BASIS AND REALLY HYPER FOCUS SO THAT THEY HAVE A SET OF TEACHERS THAT ARE KNOWN TO THEM, THAT ARE THEIR TEACHERS.
AND, EVERY TEACHER ACROSS THE, THE DISTRICT IS ACCOUNTED FOR IN THAT MODEL AND WILL EXPAND TO HAVE ENOUGH TO COVER THAT, BUT TO APPROACH IT FROM MORE OF A CLUSTER BASIS.
BUT WE WE SEE GREAT EFFICACY IN THE WORK THAT, THE COACHES ARE DOING RIGHT NOW.
AND SEE AN OPPORTUNITY TO EXPAND THAT AND TO HAVE A FOCUS THAT IS CLUSTER BASED AND UTILIZING OUR CROSS-FUNCTIONAL TEAM APPROACH IN THE FUTURE.
BUT THEY ALSO HAVE OTHER SPECIFIC STRATEGIES.
AND I'LL TELL YOU ALL ABOUT IT AND I'LL JUST ADD ANOTHER LARGE DISTRICT STRATEGY IS CLEAR.
FOCUS ON WHAT THE OUTCOME IS THAT YOU'RE MEASURING AND VALUING, MAKING SURE WE HAVE ASSESSMENT LITERACY, RIGHT, SO THAT PEOPLE UNDERSTAND THE POINT OF EACH OF THESE ASSESSMENTS THAT WE'RE GIVING AND WHAT THEY CAN GET FROM THEM.
THE OTHER PIECE IS THE ALIGNMENT OF PROFESSIONAL LEARNING.
PROFESSIONAL LEARNING SHOULD INCLUDE CONTENT.
AND CONTENT NEEDS TO BE A PART OF.
SO THERE'S AN OPPORTUNITY MOVING FORWARD IN LOOKING AT HOW WE'RE DELIVERING PROFESSIONAL DEVELOPMENT, BY INCLUDING CONTENT AS PART OF THAT PROFESSIONAL DEVELOPMENT AT THE APPROPRIATE GRADE LEVEL.
SO I'LL EXPAND ON THAT A LITTLE MORE.
IN THE MONTH OF DECEMBER, WE PROVIDED PROFESSIONAL LEARNING FOR ALL SCHOOL BASED LEADERS, FOR SCHOOL BASED LEADERS.
SO A SCHOOL CAN INVITE THREE PEOPLE WITH THEM TO PROFESSIONAL LEARNING.
AND THE PROFESSIONAL LEARNING WAS SOLELY ON SECONDARY MATHEMATICS.
EVERYONE ENGAGED IN AN ALGEBRA ONE LESSON.
THEY EXPERIENCED A MATH LANGUAGE ROUTINE.
THEY UNDERSTOOD LIKE THE COMPONENTS OF A LESSON AND WHAT YOU SHOULD BE SEEING WHEN YOU GO IN THERE.
[03:10:02]
AND SO WHAT WE DID AS A SECONDARY MATH TEAM IS WE, WE WERE HOPING TO ALIGN OUR PROFESSIONAL LEARNING THAT WAS SCHEDULED FOR YESTERDAY WITH MATH LEADERS TO SAY YOU HAD PROFESSIONAL LEARNING WITH YOUR PRINCIPAL.NOW, HERE'S HOW WE'RE GOING TO SUPPORT YOU IN COACHING AND SEEING THAT THIS CHANGE HAPPENS.
AND SO THAT WE'RE NOT JUST ACCEPTING SOMETHING STAGNANT, BUT FROM THE SECONDARY MATH TEAM, WE PUSH IN SPECIALISTS WHERE THERE AREN'T COACHES TO SUPPORT THE MATH LEADER AND ENSURING THAT CHANGE HAPPENS.
WHAT IS YOUR SCHOOL IMPROVEMENT PLAN? WHAT ARE THE MICRO CHANGES THAT YOU'RE MAKING ALONG THE WAY THROUGHOUT THE SCHOOL YEAR TO GET TO THAT END GOAL OF YOUR SCHOOL IMPROVEMENT PLAN? AND SO I DON'T KNOW THAT WE'VE CONNECTED OUR WORK ALWAYS THE SAME WAY WITH THE SCHOOL IMPROVEMENT PLAN.
AND SO THAT'S BEEN ONE OF THE MAJOR PUSHES FOR OUR TEAM IS TO SAY, WHEN YOU GO IN THERE AS A SPECIALIST OR COACH, YOU SHOULD KNOW THEIR SCHOOL IMPROVEMENT PLAN.
WHAT IS THE CHANGE THAT THE CONTENT SPECIALIST IS MAKING? HOW CAN YOU SUPPORT THE CONTENT SPECIALIST TO HAVE COACHING CONVERSATIONS WITH A TEACHER WHO MAYBE ISN'T MAKING THE CHANGE ALONG THE WAY THROUGH THE THE PROFESSIONAL LEARNING THAT'S BEING PROVIDED? OKAY, YEAH, I'D LOVE TO LEARN MORE ABOUT THIS PROCESS.
IT JUST SEEMS SO HARD AND IT TAKES SO MUCH WORK ACROSS SUCH A LARGE SYSTEM AND, YOU KNOW, PUTTING MORE MONEY INTO IT, DOESN'T SIT WELL WITH ME.
I THINK YOU'VE SAID THIS BEFORE, RIGHT? WE ARE STILL LEARNING THIS CURRICULUM BECAUSE OF THE PANDEMIC.
WASN'T A FAIR SHOT TO SAY THAT.
WE'VE REALLY HAD IT FOR THIS LONG.
SO, FOR A FOLLOW UP CONVERSATION, I JUST I JUST REALLY WANT TO UNDERSTAND WHY IT'S IT'S BEEN SO HARD FOR THE SYSTEM TO REALLY BENEFIT FROM THIS CURRICULUM.
YES, MISS RIVERA, THIS THANK YOU.
SO, GOING BY THE EXAMPLE, DOCTOR, MY.
BY THE WAY, I LOVE THE MATH COACHES.
I SEEN THEM IN PRACTICE. I THINK THEY'RE GREAT.
BUT I DO HAVE A COUPLE OF QUESTIONS ON THE DOCTOR.
SO THAT THAT IS FROM 2022 TO TO 2022, SPRING OF 2023 TO 2024.
AND THEN THE LATEST DATA THAT WE HAVE FOR THE AND WCA THAT I HAVE HERE IS 2024 TO 2025.
SO IF I LOOK AT MARTIN LUTHER KING FOR THE SIXTH GRADERS FOR THIS YEAR, AM I WRONG THAT THERE'S BEEN A SIGNIFICANT DECREASE? SO WE LOOKED AT, WE WERE THINKING PATTY WORKED WITH THEM DURING THE 2023, 2024 SCHOOL YEAR.
AND SO WE WANTED TO KNOW HOW DID THEY END THE SCHOOL YEAR IN THE WAY IT LOOKS AT GROWTH.
YOU SHOULD LOOK AT GROWTH FROM ONE THE SAME ADMINISTRATION.
SO WE LOOKED AT THEM IN THE SPRING OF ONE YEAR AND THE SPRING AFTER.
PATTY HAD BEEN WORKING WITH THE TEACHERS AT MLK.
AND WHAT WE SEE IS THAT THEIR GROWTH PERCENTILE, NOT THEIR ACHIEVEMENT, BUT THEIR GROWTH PERCENTILE IS 66%.
AND SO I'LL GIVE YOU WHAT THAT MEANS IS THAT IF I SCORED 220, WHAT THEY DO IS THEY TAKE ALL THE KIDS WHO SCORED IN THAT SAME PERCENTAGE OR THAT SAME SCORE AND SAY, ALL RIGHT, IF 100 KIDS TOOK IT AND SCORED 220, LET'S LOOK AT 100 KIDS, THOSE SAME HUNDRED KIDS, AND SEE HOW THEY DID AND HOW MUCH GROWTH THEY MADE, AND SO ON AVERAGE, IF WE WERE TO PUT THOSE KIDS IN THAT, YOU KNOW, LINE THEM UP ONE THROUGH 100, THEY WERE AT 66 PERCENTILE.
AND SO THEY'RE GROWING FASTER THAN 65 OTHER STUDENTS IN THAT SAME TESTING RANK OF WHATEVER THEY STARTED WITH.
AND SO THAT'S WHAT WE'RE LOOKING AT HERE.
BECAUSE WHEN WE LOOK AT SOME OF THE ACHIEVEMENT WITH THE SCHOOLS WHERE THERE'S A COACH NEEDED, THERE'S A LOT OF NEED TO GET THE STUDENTS TO PROFICIENCY.
AND SO SOMETIMES WE LOOK AT GROWTH TO FIND CELEBRATIONS AND TO SEE THAT THE NEEDLE IS MOVING FOR THE STUDENTS, EVEN THOUGH WE AREN'T YET SEEING THE NEEDLE MOVE IT.
SO YOU'RE SAYING THAT FOR SINCE THEY JUST TOOK THE NEW SIXTH GRADERS, MLK JUST TOOK THE TEST THIS FALL, BUT THE NEXT TIME THEY TAKE THE TEST, WE SHOULD SEE A SIGNIFICANT INCREASE.
COMPARED TO THE NUMBERS OR EVEN MORE THAN WHAT WE'RE SEEING AS THE FINAL TEST TAKERS, 56TH GRADERS, JUST TO MAKE IT CLEAR.
OKAY, SO SO SO THEN THAT GOES TO THE POINT OF THE NEED OF MATH COACHES IN ELEMENTARY SCHOOL.
AND AND THIS IS MAYBE AN IF QUESTION, IF THESE KIDS WOULD HAVE HAD THAT KIND OF SUPPORT IN ELEMENTARY SCHOOL, THE KIDS WHO WENT INTO MLK, WHERE THEIR SCORES
[03:15:04]
BE BETTER TAKEN IN THIS FALL AND WE WILL SEE AN INCREASE, BUT THEN I LOOK AT THESE KIDS GO INTO SENECA VALLEY.SO THE KIDS IN EIGHTH GRADE AND AND ONE OF THE THINGS THAT I HAD AN ISSUE WITH IS ALTHOUGH THESE ARE THE GENERAL NUMBERS, I DON'T SEE THE EMAIL NUMBERS AND THE PHONE NUMBERS, WHICH ARE SIGNIFICANT TO ME BECAUSE THERE IS A SIGNIFICANT NUMBER OF KIDS WHO ARE EML AND THERE'S DIFFERENT LEVELS OF HTML.
SO I WAS LOOKING MAINLY LOOKING AT THE M4 AS WELL.
WHERE ARE THE KIDS WHO ARE ABOUT TO FINISH E-MAIL AND TRANSITION INTO REGULAR CLASSES AND TICKETS AND FORMS. SO IF WE LOOK AT EIGHTH GRADE, THOSE KIDS WILL GO INTO SENECA VALLEY HIGH SCHOOL, RIGHT? SO SENECA VALLEY, THIS THIS FALL, RIGHT.
HAD 400 PLUS KIDS WHO TOOK THE TEST AND MLK HAD 230.
SO HALF OF THEM CAME FROM MLK.
BUT I'M LOOKING AT THEIR SCORES FOR AT LEAST THE BLACK KIDS AND LATINO KIDS, AND ONLY 54% RIGHT.
WERE ABLE, TO SCORE IN THE IN THE MAPS.
AND FOR HISPANICS IT WAS ONLY 48%.
AND THEN IF WE LOOK AT EML, IT'S 18%.
AND THEN IEPS EVEN WORSE, IT'S LIKE 13%.
IF THE OTHER KIDS WHO ARE NOT PART OF THAT GROUP DID NOT HAVE THAT KIND OF SUPPORT, WHICH THEN GOES INTO US LOOKING INTO ADVOCATING FOR MATH COACHES, BECAUSE IF HALF THOSE KIDS HAD THAT SUPPORT RIGHT AT MLK IN EIGHTH GRADE, AND WE SAW THAT THEY WERE THAT THEY WERE PERFORMING A AT A 72%.
BUT THEN WE'RE LOOKING TO THE KIDS, YOU KNOW, WHO TOOK THE TEST.
I'M TRYING TO SEE WHY WAS SUCH A BIG DECREASE OF ALMOST 20, IN SOME CASES 25%.
SO WHEN WE LOOK AT THE EIGHTH GRADE STUDENTS AT CENTER AT MLK WHO ARE IN THIS, 73RD PERCENTILE FOR GROWTH RATE, THIS INCLUDES ALL EIGHTH GRADERS, WHETHER THEY'RE IN MATH EIGHT, WHETHER THEY'RE IN ALGEBRA ONE OR WHETHER THEY'RE IN GEOMETRY.
WHEN WE LOOK AT THE SENECA VALLEY, WHAT HIGH SCHOOLS WERE ASKED TO DO WAS ONLY TO ASSESS THIS ALGEBRA ONE STUDENTS GOTCHA.
AND SO WE'RE NOT REALLY LOOKING AT THE SAME, SAME GROUP OF STUDENTS.
AND SO I WOULD SAY THAT WOULD BE THE ONLY LOOKING AT PROBABLY THE KIDS WHO WERE IN MATH EIGHT IN THE PREVIOUS YEAR.
AND, WE KNOW OUR DATA TENDS TO NOT BE THE SAME FOR EVERY FOR STUDENTS IN THE DIFFERENT COURSES.
AND THEN THERE IS IS THERE A WAY FOR US THEN TO GET THAT DATA TO SEE HOW THOSE KIDS ARE DOING? I LIKE TO SEE THE KIDS WHO WERE IN THIS COHORT OF EIGHTH GRADERS, WHETHER THEY'RE TAKING ALGEBRA, WHERE THEY TAKE IN DIFFERENT MATH, AND SO ARE THEY DOING AS WELL AS WE EXPECTED, OR IS IT THAT WE NEED TO PUT MORE, YOU KNOW, MATH COACHES TO SUPPORT THE TRAJECTORY OF THOSE KIDS IN HIGH SCHOOL TO BE CONSISTENT WITH WHAT THEY HAD IN MIDDLE SCHOOL? THAT'S SO YOU GUYS ARE THE EXPERT.
SO THAT'S SOMETHING THAT WE CAN LOOK INTO.
I THINK ANOTHER THING AS I SIT HERE IS LOOKING AT AS OUR STUDENTS, GO FROM MIDDLE TO, FROM ELEMENTARY TO MIDDLE SCHOOL, AND THEY HAVE A COACH, IT'S A COACH SCHOOL AT ELEMENTARY.
AND THEN WHAT DOES THAT LOOK LIKE WHEN THEY ALSO HAVE A COACH SCHOOL IN THE MIDDLE SCHOOL, AND HOW THAT OVER TIME SUPPORTS STUDENTS.
SO THOSE ARE SOME DATA POINTS THAT WE CAN LOOK AT.
I ALSO WANTED THERE WAS SOMETHING ELSE THAT YOU SAID, BUT THE MLS DO THIS.
YES. HOW POORLY THEY'RE DOING.
AND AT EVERY LEVEL THEY WOULD BE INCLUDED JUST INTO WHATEVER DEMOGRAPHIC THEY ARE.
WE PULLED THIS, DATA THROUGH THE WTA WEBSITE, AND CURRENTLY WE I DON'T KNOW THAT WE ARE SHARING THAT LEVEL OF DATA WITH WTA THAT I WAS ABLE TO PULL, OTHER SUBGROUPS OF STUDENTS.
TO YOUR POINT, THOUGH, YOU'RE LOOKING AT TRYING TO FOLLOW THE SEQUENTIAL STORY OF OUR IMPACT.
AND I THINK IT'S REALLY RIGHT ON POINT WHEN YOU'RE LOOKING AT WE WANT TO MEASURE STUDENTS AGAINST THEMSELVES, FIRST OF ALL, AND THEN WE WANT TO KNOW WHAT THEY ACTUALLY HAD ACCESS TO, WHAT SUPPORTS THEY HAD ACCESS TO.
SO THESE INSTRUCTIONAL COACHES ARE WORKING WITH THE TEACHERS SO THAT THE TEACHERS NO LONGER NEED AN INSTRUCTIONAL COACH.
RIGHT. IT DOESN'T NEED TO BE THERE.
I WHOLE IDEA IS TO COACH THE PROCESS TO GIVE THE SUPPORT AND DEPENDING ON WHAT LEVEL OF SUPPORT IS NEEDED,
[03:20:02]
AND THEN TO MOVE TO ANOTHER GROUP.SO I THINK WE WILL HAVE TO TRACK WHERE THEY'RE ASSIGNED AND TO GET THE INFORMATION THAT YOU'RE ASKING FOR.
YOU KNOW, THE WE WANT TO PROVE WHAT IS WORKING FOR THESE STUDENTS AND WHAT WILL WORK FOR THESE STUDENTS IS OUR TEACHERS ALL HAVING SOLID UNDERSTANDING OF THE CONTENT, THE TIME TO PLAN TOGETHER AND COLLABORATE, THE TIME TO REACT AND RESPOND TO THE DATA THAT THEY SEE IN PLANNING WHAT'S NEXT.
AND I THINK THAT'S REALLY IMPORTANT BECAUSE HOW SAD WOULD IT BE THAT WE'RE MAKING SUCH A GREAT GAINS WITH HAVING, YOU KNOW, THESE COACHES AND THEN WHEN THEY GO TO HIGH SCHOOL, WE LOSE ALL THAT GROUND, RIGHT, THAT WE'RE SUPPOSED TO BE BUILDING ON.
AND I THINK I USE THIS EXAMPLE VERY QUICKLY.
WHEN I WAS WHEN I WAS ACTUALLY, IN ONE OF THE CLASSROOMS, I WENT TO THE WHEN THEY DID THE WHOLE, YOU KNOW, THEY WERE LIKE TEACHING THE TEACHERS PRETTY MUCH, YOU KNOW, AND AND THERE WAS ALL THIS, ALL ALL OF THESE ABOUT FRACTIONS AND THE WAY THEY DID IT, IT MAKES SO MUCH SENSE TO ME THAT I WISH SOMEBODY HAD TAUGHT ME THAT WAY.
WHEN I WAS IN SEVENTH GRADE, BECAUSE I WOULD HAVE GOTTEN IT.
SO IT MAKES SUCH A, YOU KNOW, SUCH A DIFFERENCE.
BUT I'M JUST MY CONCERN IS THAT BY THE TIME WE SPEND ALL THIS FUNDING AND SO ON, RIGHT, WE GET IT.
AND THEN THEY MOVE, THEY TRANSITION INTO HIGH SCHOOL AND THEN THERE'S NOTHING.
RIGHT. THANK YOU, MISS FARRELL.
MISS WOLFF, I THINK MY QUESTION HAS ALREADY BEEN ANSWERED, BUT I'M GETTING A LITTLE BRAIN DEAD, SO MAYBE NOT.
I THINK IT'S THE SAME AS AS MISS SYLVESTER'S QUESTION.
THE MATH COACHES ARE MAKING PROGRESS.
SO WHAT ARE WE GOING TO DO? AND I HEARD YOU SAY CROSS-FUNCTIONAL TEAMS, BUT I'M NOT EVEN SURE THAT I UNDERSTAND WHY THAT WOULD BE, WHY THAT WOULD WORK.
I CAN SEE HOW THAT WOULD WORK.
THAT WOULD WORK BECAUSE WE'RE ALL GIVING THE SAME INFORMATION TO THE TEACHERS, TO THE TO THE LEADERS OF THE BUILDING.
WE ALL UNDERSTAND THE CONTEXT, UNDERWOOD.
THEY'RE STUDYING SIXTH GRADE AND WORKING WITH SIXTH GRADE.
IF WE ARE ADDRESSING THE NEEDS OF THE STUDENTS, WE ARE ALL DOING THAT AS A TEAM.
THE SPECIAL IS GOING TO LEARN MATH, BUT THEY ALSO BRING AN EXPERTISE WITH THEM THAT SAYS, THIS STUDENT HAS AN IEP GOAL FOR MATHEMATICS, AND THEY'RE MISSING THIS PRELIMINARY SKILL.
AND SO I CAN WORK WITH THEM HERE ON ON THIS PRELIMINARY SKILL, THE ELD TEACHER WOULD WOULD KNOW THE LEVEL OF VML LANGUAGE TO KNOW WHAT ACCESSIBILITY TO BUILD INTO THE ROUTINE.
SO IT'S IT'S RATHER THAN EVERYBODY COMING IN SEPARATELY ONLY TEACHING WHAT THEY KNOW ABOUT ELD SUPPORT OR ONLY SPECIAL ED SUPPORT OR ONLY MATH SUPPORT.
THIS IS AN OPPORTUNITY FOR EVERYBODY TO LEARN WHAT EACH OTHER DOES AND ACTUALLY SYNTHESIZE IT SO THAT IT'S CLEAR.
AND CAN YOU IMAGINE BEING A SIXTH GRADE TEACHER HEARING FROM FIVE EXPERTS? YOU NEED TO HEAR THE SAME THING AND YOU NEED TO BE WORKING ON THE SAME THING.
I THINK OUR APPROACH, IT WILL MAKE IT TOGETHER A LITTLE BIT MORE UNIFIED WITH A VERY CLEAR END GOAL.
SO IN ADDITION TO THE FOUR MIDDLE SCHOOL MATH COACHES AT THE SECONDARY LEVEL, THERE ARE TWO INSTRUCTIONAL SPECIALIST AT THE MIDDLE SCHOOL LEVEL AND TWO INSTRUCTIONAL SPECIALISTS AT THE HIGH SCHOOL LEVEL.
AND SO WHAT THE SPECIALISTS DO IS THEY AREN'T.
A BIG DIFFERENCE IS THAT THE COACHES ARE ABLE TO SAY, EVERY TUESDAY, I AM AT MLK WITH THE MATH A-TEAM, AND WE ARE PLANNING AND WE ARE CURRICULUM STUDYING.
AND SO THE, SUPPORT AND COACHING IS WEEKLY, SOMETIMES BIWEEKLY.
AND SO THEY'RE ABLE TO KNOW THAT EVERY TUESDAY PATTY'S GOING TO BE THERE, WITHOUT A DOUBT.
FOR SOME OF OUR SCHOOLS THAT DON'T HAVE COACHES, A SPECIALIST COMES OUT MAYBE TO THEIR MONTHLY DEPARTMENT MEETING AND PROVIDES PROFESSIONAL LEARNING.
SOME OF OUR SPECIALISTS COME OUT AND PLAN MONTHLY OR WHEN THEY'RE WHEN THE PLC IS WHEN THE PLANNING TEAM IS COMING UP ON A UNIT, THEY MIGHT SAY, HEY, I'M GOING TO COME IN AND I'M GOING TO DO UNIT PLANNING WITH YOU, AND WE'RE GOING TO TALK ABOUT WHAT'S NECESSARY FOR KIDS TO GET OUT OF THE NEXT SIX WEEKS OF LEARNING.
AND SO THERE ARE COACHES AND THEY'RE BEING EFFECTIVE.
WE ALSO HAVE INSTRUCTIONAL MATH SPECIALIST WHO ARE SUPPORTING THE OTHER SCHOOLS WHO DON'T HAVE COACHES.
IT'S JUST THAT THEY'RE NOT ABLE TO CONSISTENTLY BE THERE EVERY TUESDAY.
AND IT'S A DIFFERENCE IN NOT EVERY SCHOOL NEEDS THE SAME LEVEL OF SUPPORT.
AND SO WE HAVE TO DETERMINE THESE ARE SCHOOLS THAT NEED INTENSE SUPPORT.
THESE ARE SCHOOLS THAT DON'T NEED AS MUCH INTENSE SUPPORT.
AND THEY WOULD GET THE SUPPORT OF A SPECIALIST.
AND IF I COULD ADD I HEAR WHAT YOU'RE SAYING, I'LL HAVE TO WAIT FOR THE RESULT BECAUSE I'M NOT I'M NOT EXACTLY SAYING THAT BECAUSE I THOUGHT THE MATH COACHES ALSO HAVE THE ABILITY
[03:25:03]
TO GO INTO THE CLASSROOM AND OBSERVE AND MODEL, AND I THINK THAT IS A KEY ELEMENT OF IT.SO BUT THERE IS ONE REQUEST THAT I HAVE THE, THE CHARTS BY SCHOOL THAT YOU GAVE OUT DON'T ALWAYS HAVE THE END IN IT.
IF SOMEBODY COULD SAY BECAUSE IT'S MISSING A LOT, IT HAS THE DATA, BUT IT DOESN'T HAVE THE END.
OKAY. MISS METOYER, THANK YOU.
THAT WAS ACTUALLY ONE OF MY REQUESTS AS WELL.
I THINK JUST THIS YEAR'S DATA DOESN'T HAVE THE END, BUT LAST YEAR'S DID, SO MAYBE IT JUST GOT GOT LEFT OFF.
WELL, ONE FIRST, THANK YOU FOR ALL THE WORK THAT YOU'RE DOING, ESPECIALLY WITH SUCH LOW LEVELS OF STAFFING.
I KNOW THAT THIS IS CHALLENGING, ESPECIALLY WITH THE NEW CURRICULA.
WELL, WE DON'T SEE THE GAINS THAT WE WANT.
I MEAN, AT LEAST LOOKING AT, YOU KNOW, GRADE SIX, WE DO SEE SOME SLIGHT GAINS.
SO HOPEFULLY WE SEE THAT PATH.
MY QUESTION IS, GIVEN HOW LITTLE STAFF THAT YOU HAVE AND THERE'S ONLY SO MANY HOURS IN THE DAY, WHAT'S HAPPENING WITH SCHOOLS WHERE MAYBE ON THE WHOLE, IT LOOKS LIKE EVERYTHING'S OKAY ISH OR IT'S NOT BAD.
BUT THEN WHEN YOU BREAK DOWN INTO DEMOGRAPHICS, THERE ARE STILL DEMOGRAPHICS THAT QUITE FRANKLY, YEAR AFTER YEAR, WE SEE THE SAME PATTERN OF NOT QUITE REACHING THE LEVELS OF PROFICIENCY THAT WE WOULD LIKE.
HOW, IF IN ANY WAY ARE WE ABLE TO ADDRESS THAT? AND THEN THE SECOND QUESTION IS SIMILAR TO WITH LITERACY, WHAT CAN WE DO AT HOME? BECAUSE I CAN SAY AS A PARENT, WHEN I'VE ASKED AND I'VE HEARD FROM MANY, MANY PARENTS, FROM PARENTS WHO HAVE RIDICULOUS NUMBERS OF DEGREES IN EDUCATION TO PARENTS WHO DON'T SPEAK ENGLISH.
THE HOMEWORK HELP JUST ISN'T HELPFUL.
SO WHAT CAN WE DO AT HOME? I WOULD IF WE COULD GO TO THE NEXT SLIDE, PLEASE.
ONE THING I'D LIKE TO ADDRESS IS WHEN WE'RE TALKING ABOUT BREAKING DOWN THE SUBGROUPS.
IF WE LOOK, WHEN WE HAD OUR SUMMER TRAINING WITH ALL ELEMENTARY SCHOOLS, WE HAD OUR, SCHOOL TEAMS THAT WERE REPRESENTED CHOOSE ONE AREA THAT THEY WERE GOING TO FOCUS ON.
SO AGAIN, THAT WAY THEY COULD SEE WHAT IS THEIR NEED.
MAYBE TWO GRADE LEVELS TO FOCUS IN ON.
SO AGAIN, TO YOUR POINT, THINKING AROUND WHERE IS THAT GROUP OF CHILDREN THAT WE NEED TO FOLLOW? FOR EXAMPLE, WE HAD FOR FLOWER HILL WAS HERE AND THEY SHARED HOW THEY FOCUSED ON THEIR GRADE FOUR, CLASS, OF STUDENTS.
AND SO LOOKING AT WHAT ARE THEY DOING IN PARTICULAR, IF IT'S A CURRICULUM STUDY, ARE WE HAVING THAT TIME TO MAKE SURE WE HAVE THAT MINIMUM OF 45 MINUTES TO REALLY DIVE INTO WHAT IS THE NO.
OF THE STANDARD, AND HOW DO OUR STUDENTS NEED TO SHOW THEY UNDERSTAND THAT? AND THEN HAVING THAT TIME TO LOOK AT BY THOSE DIFFERENT GROUPS, HOW ARE WE PERFORMING? WHAT ARE THE SHIFTS WE NEED TO MAKE IN INSTRUCTION SO THAT WE CAN BE SURE THAT OUR STUDENTS ARE ABLE TO DEMONSTRATE THEIR KNOWLEDGE IN MULTIPLE WAYS, SO THAT WE ARE NOT OVER SCAFFOLDING AS WELL.
SO WE WANT TO MAKE SURE THAT WE'RE DOING THAT.
NOW, TO YOUR POINT, AT HOME, AGAIN, WE KNOW THAT THERE ARE SOME MATERIALS THAT DO COME WITH OUR VENDOR THAT WE WANT TO MAKE SURE THAT PARENTS HAVE ACCESS TO AS WELL.
AND THEY'RE ALSO, ADDITIONAL RESOURCES THAT THE SCHOOLS HAVE THAT THEY MAY BE ABLE TO PROVIDE WITH PARTICULAR STUDENTS OR STUDENT GROUPS AS WELL.
BUT AGAIN, WE WANT TO MAKE SURE THAT MATH IS A HAPPY EVENT AT HOME AND NOT A POINT OF FRUSTRATION.
AND I THINK I WOULD JUST LIKE TO ENCOURAGE AND I CAN APPRECIATE IT.
EACH SCHOOL SENDS OUT INFORMATION DIFFERENTLY AND COMMUNICATES DIFFERENTLY AND WHATNOT.
BUT I THINK THAT THEN BECOMES ALSO PART OF THE CHALLENGE, RIGHT? IS BECAUSE THEN WE HEAR THINGS FROM DIFFERENT PEOPLE FROM DIFFERENT SCHOOLS.
AND SO MAYBE SIMILAR TO THE WAY WE HAVE THE RESOURCE, HAVE THEY MENTIONED ON LITERACY? IS THERE SOMETHING THERE WHERE PARENTS CAN KNOW WHERE IT IS IN INDEPENDENT OF THEIR SCHOOL? I CAN JUST SAY, YOU KNOW, THE CURRICULUM PROVIDED RESOURCES AND HELPFUL.
THEY'RE JUST NOT THAT HELPFUL, RIGHT? WE DIDN'T LEARN THIS MATH EITHER, JUST LIKE YOU GUYS DIDN'T.
SO OKAY, SO AT THE SECONDARY LEVEL, WE ALSO HAVE EXCEL, FROM MATH SIX THROUGH ALGEBRA TWO.
AND SO I EXCEL AT TIMES MAYBE SHOWS SOME SUPPORTS THAT MAY BE A LITTLE MORE TRADITIONAL THAT A PARENT IS ACCUSTOMED TO.
HOW THEY WOULD HAVE LEARNED MATHEMATICS.
AND SO I WOULD ALWAYS ENCOURAGE, IF THERE'S A PARENT OUT THERE WHO IS A MIDDLE SCHOOL MATH SIXTH THROUGH ALGEBRA TWO TO JUMP ON, I EXCEL AND I EXCEL GIVES VIDEOS.
IT GIVES SUPPORTS TO STUDENTS TO HELP THEM ALONG THE WAY.
AND SO I WOULD REALLY ELEVATE THE SUPPORT THAT I EXCEL CAN GIVE.
AND AROUND THE SCHOOLS, WHEN YOU DISAGGREGATE THEIR DATA AND DETERMINE THAT THERE MIGHT BE A SUBGROUP OF STUDENTS THAT NEED MORE SUPPORT IF THEY DON'T HAVE A COACH, THAT'S WHEN WE WOULD SEND A SPECIALIST OUT THERE AND THINK ABOUT WHAT DOES THE MATH LEADER IN THE BUILDING, WHAT CAPACITY
[03:30:03]
BUILDING DO THEY NEED? WHAT SUPPORTS DO THEY NEED TO HAVE CONVERSATIONS WITH THEIR TEACHERS TO SAY, YOU KNOW, WE'RE LOOKING AT OUR DATA AND HERE'S WHERE WE NOTICED THINGS.AND SO THAT'S PART OF THE ROLE OF A SPECIALIST IS TO HELP MATH LEADERS WITHIN THE MIDDLE SCHOOL AND THE HIGH SCHOOL HAVE THOSE CONVERSATIONS AND ELEVATE THAT DATA WITH THEIR DEPARTMENTS. RIGHT.
AND FOR THOSE THAT DON'T KNOW, I EXCEL IS AN ONLINE LEARNING PLATFORM.
IT'S ACTUALLY OUTFITTED FOR KINDERGARTEN THROUGH 12TH.
FOR CORE SUBJECTS YOU CAN ADD ON THINGS LIKE SPANISH ACTUALLY USE AT HOME FOR MY KIDS.
OKAY, SO, WE REALLY HAVEN'T TALKED ABOUT THIS KINDERGARTEN COHORT TOO MUCH.
SO WHAT WHAT'S YOUR PLAN? I MEAN, THIS IS A BIG CHANGE, AND IT'S, YOU KNOW, IT'S GOING TO BE, A PROJECT, RIGHT? SO ANYWAY, I WANT TO HEAR ABOUT YOUR PLANS BEFORE THE MATH TEAM JUMPS IN ABOUT THEIR PLANS, ABOUT WHAT TO DO FOR THIS KINDERGARTEN COHORT.
ONE OF THE OTHER STRATEGIES IS TO INCREASE THE ACCESS TO HIGH QUALITY PRE-K PROGRAMS THAT ARE IN ALIGNMENT TO WHAT WHAT WE'RE DOING, IN THE KINDERGARTEN PROGRAM.
SO IT'S OFTEN YOU DON'T KNOW WHO'S COMING TO YOU AS A, AS A SCHOOL SYSTEM WHEN THEY COME TO YOU.
AND THAT'S A NATURAL ENTRY POINT FOR SCHOOL.
THEY'RE STILL VERY YOUNG, VERY ADAPTABLE, VERY EAGER TO LEARN MANY OF THEM.
AND SO I ADVOCATE FOR AS MUCH, PRIOR CARE AS POSSIBLE WHERE THERE'S ACTIVITIES THAT ARE INVOLVING NUMERACY, EVEN LIFE ACTIVITIES.
AND I THINK WE USED SOME EXAMPLES LAST TIME MEASURING, COOKING, THOSE TYPES OF THINGS THAT THAT CAN HAPPEN IN A STRUCTURED WAY.
BUT FOR THE STUDENTS WHO HAVE COME TO US IN KINDERGARTEN, I'LL LET CARLA RESPOND.
IT'S FUNNY YOU SHOULD ASK THAT.
A GENTLEMAN WHO HAD SHARED OUT EARLIER, IN PUBLIC COMMENT WAS SHARING HOW, HE WAS STRESSED OUT ABOUT TRIGONOMETRY.
AND I SAID, WELL, IF YOU THINK TRIGONOMETRY IS CHALLENGING, TRY TEACHING KINDERGARTEN MATH.
AND I AND I SAY THAT IN JEST, BUT IN ALL SERIOUSNESS, AS WE LOOK AT WHEN WE IMPLEMENTED THE NEW CURRICULUM SEVERAL YEARS AGO, KINDERGARTEN PRIMARY TEACHERS WOULD OFTEN SAY, OH, WE CAN GO FASTER, WE CAN GO THROUGH THIS MUCH MORE QUICKLY.
AGAIN, UNDERSTANDING, DEEPLY UNDERSTANDING THE STANDARDS, DO THEY UNDERSTAND WHAT IS THE EXPECTATION WHEN WE'RE LOOKING AT THOSE PRIMARY AGE STUDENTS AND THE DEPTH OF UNDERSTANDING THEY NEED TO UNDERSTAND, IT'S NOT SIMPLY BEING ABLE TO COUNT 1 TO 10.
IT'S UNDERSTANDING WHAT DOES ONE MEAN? WHAT DOES IT REPRESENT? HOW CAN I LOOK AT THIS AND UNDERSTAND THESE ARE TWO OBJECTS.
AND IF I TAKE AWAY ONE, THERE'S ONE REMAINING.
SO THERE'S ALL OF THESE DIFFERENT COMPONENTS TO THIS.
AND TO GO BACK TO YOU, MISS MONTOYA.
WE ALSO HAVE ZURN, WHICH IS AN ONLINE FREE TUTORIAL.
FAMILIAR? I LOVE TO SEE THAT YOU'RE SMILING AND THAT'S GENUINE SMILING RIGHT.
BUT BUT TO YOUR POINT, IT'S NOT ENOUGH JUST TO PROVIDE THE PARENTS WITH RESOURCES.
WE ALSO HAVE OUR MATH LEADERS WHO ARE STAFFED IN THE SCHOOLS.
AGAIN, OFTEN MANY OF THEM ARE ALSO STAFF DEVELOPMENT TEACHERS.
BUT AS PART OF OUR MATH LEADER LEARNING, WHICH WE HAVE MOST EVERY MONTH, THROUGHOUT THE YEAR, WE ARE PROVIDING TRAINING AND PROFESSIONAL LEARNING TO LOOK AT A STANDARD OR A GROUP OF STANDARDS AS THEY PROGRESS.
FOR EXAMPLE, FROM K TO TWO, SO THAT THEY CAN UNDERSTAND.
THIS IS HOW THIS LEARNING PROGRESSES FROM KINDERGARTEN TO GRADE ONE TO GRADE TWO, SO THAT WHEN THEY ARE SUPPORTING THEIR TEAMS OF TEACHERS AT SCHOOL AND AT KINDERGARTEN, TEAM MAY BE SAYS, OH, WE CAN WE CAN MOVE THROUGH THIS, OUR KIDS CAN DO THIS ALREADY.
THEY HAVE THAT BACKGROUND KNOWLEDGE.
NOW TO ASK THOSE QUESTIONS OF WILL, CAN THEY SHOW IT IN THIS WAY? ARE THEY UNDERSTANDING THIS? LET'S REALLY DIG INTO THE STANDARD.
HAVE WE GOTTEN TO THAT DEPTH OF THE STANDARD FOR THE CHILDREN TO UNDERSTAND? THANK YOU.
NOW, I HAD ONE MORE FOR MY SECOND QUESTION.
OH, BECAUSE IT'S NOT TOO COMPLICATED, BUT, WHAT I MEAN, FROM THIS DATA, LIKE, WE CAN'T WAIT A WHOLE NOTHER YEAR, RIGHT? SO WHAT'S THE PRIORITY TODAY? I MEAN, WE ONLY HAVE SO MANY MATH COACHES.
IF YOU COULD QUICKLY LET ME KNOW WHAT IS WHAT'S THE BANG FOR OUR BUCK RIGHT NOW TO CHANGE SOME OF THESE TRENDS.
ENSURING THAT EVERY STUDENT IS SEEING HIGH QUALITY INSTRUCTIONAL MATERIALS EVERY SINGLE DAY IN CLASS, FROM PRE-K THROUGH ALGEBRA TWO, AND THAT THE PURCHASED, APPROVED BOARD OF ED CURRICULUM IS WHAT STUDENTS ARE SEEING BECAUSE THERE IS ALIGNMENT BETWEEN THE CURRICULUM.
OUR MCAT, AND COLLEGE AND CAREER READINESS.
THANK YOU AND SUPPORTING SCHOOLS SO THAT THEY CAN DEVELOP A MASTER SCHEDULE THAT ALLOWS FOR TEACHERS TO HAVE THAT TIME TO GO IN AND STUDY THIS.
[03:35:04]
AGAIN, THIS IS THIS IS A SCIENCE AND AN ART.IT'S NOT SIMPLY I LOVE CHILDREN, THEREFORE, BECAUSE I LOVE CHILDREN, I CAN TEACH THIS.
WE KNOW THAT, THAT OUR TEACHERS ARE VERY COMMITTED TO THIS.
FOR AN EXAMPLE, WE HAD, A TEACHER WHO WAS AT A SCHOOL, A COACH SUPPORTED SCHOOL THAT MOVED OUT OF THE STATE FOR OTHER REASONS AND EMAILED THEIR COACH THIS YEAR TO SAY, I SO MISS M.C.P.S.
AND THE COACH AND THE WAY WE LOOKED AT CURRICULUM STUDY AND UNPACK THIS.
AND I AM TEACHING MY TEAM HOW TO DO IT AS WELL.
SO WHEN WE PROVIDE THAT SUPPORT AND WE ARE THEY'RE NOT SIMPLY COMING INTO TOWN, BUT WE ARE BUILDING THESE RELATIONSHIPS.
THESE THESE TEACHERS SEE THAT.
THEY'LL SEE IT IN THEIR MATH LATER AT THEIR SCHOOL AS WELL.
IF WE CAN MAKE SURE THAT WE HONOR THOSE CONDITIONS AND WE SET THOSE EXPECTATIONS.
I JUST WANT TO SAY I APPRECIATE THE WORK THAT YOU GUYS HAVE BEEN DOING. THANK YOU SO MUCH.
THIS HAS BEEN A, VERY WELL INFORMED PRESENTATION.
KIND OF GOING BACK TO, TO TO ONE OF THE QUESTIONS I HAD ASKED EARLIER REGARDING THE AGGREGATION OF THE, OF THE DATA, BETWEEN THE MAGNET PROGRAMS. I'M LOOKING THROUGH THE REST OF THESE SCHOOLS, AND THERE'S A LOT MORE SCHOOLS WHERE I THINK THE DATA STILL IS NOT DISAGGREGATED BETWEEN THE MAGNET STUDENTS AND AND STUDENTS.
AND I'M CONCERNED THAT, YOU KNOW, THIS MIGHT BE USED AS A WAY TO, THAT THIS MIGHT NOT BE SHOWING THE TRUE FACTS OF THE DATA AND IS MAYBE COVERING UP SPACES THAT WE KNOW WE NEED TO WORK MORE.
AND WE CAN'T REALLY SEE THAT BECAUSE THIS DATA IS BEING COVERED WITH, YOU KNOW, MAGNET STUDENT DATA AS WELL.
I THINK WHEN YOU LOOK AT THE MLK DATA, WE DO SEE THAT AFRICAN-AMERICAN, BLACK, HISPANIC LATINOS ARE ABOVE THE 50TH PERCENTILE FOR GROWTH.
AND SO I THINK THAT THAT SPEAKS FOR THE STUDENTS IN, IN ALL OF THIS SCHOOL.
AND SO WE CAN GET BACK TO YOU AND LOOK AT SOME OF THE DATA.
BUT WE TEND TO KEEP SCHOOL DATA AT TIMES, AGGREGATE, WE WANT TO INCLUDE WHEN A SCHOOL HAS A MAGNET PROGRAM.
WE ALSO WANT TO INCLUDE THE DATA.
WHEN A SCHOOL HAS A SPECIAL EDUCATION PROGRAM AND NOT START SAYING, WELL, ONLY THESE STUDENTS ARE MY STUDENTS.
AND SO THAT'S WHY WHEN WE PRESENT SOME OF THIS DATA THAT WE DON'T DO THAT, I DO WANT TO ELEVATE THAT.
PATTY IS WORKING WITH GRADE EIGHT MATH.
OUR COACHES ARE WORKING WITH ON GRADE LEVEL STUDENTS.
AND SO MANY TIMES THE MAGNET STUDENTS AREN'T THE STUDENTS IN OUR ON GRADE LEVEL COURSES.
AND SO THE GROWTH THAT WE'RE SEEING, WHILE MAYBE A MAGNET SCHOOL IS, REPRESENTATIVE OF THE STUDENTS THERE, THAT'S THEIR HOME SCHOOL.
I THINK I THINK THAT, PRETTY CLEARLY ANSWERED MY QUESTION.
I APPRECIATE THAT, BUT, I THINK THERE LIKE, I, I UNDERSTAND THE CONCERN AROUND, YOU KNOW, NOT WANTING TO DIFFERENTIATE STUDENTS BASED ON, YOU KNOW, DISMISSING THIS IS NOT MY SENSE.
EVERYONE IN M.C.P.S IS OUR STUDENT.
BUT REALLY JUST MAKING SURE THAT WE'RE UNDERSTANDING WHERE WE NEED TO, YOU KNOW, KEEP MAKING PROGRESS AND KEEP WORKING FORWARD.
AND NOT JUST, YOU KNOW, LOOKING AT THE DATA AS A WHOLE AND THEN MISSING OUT, YOU KNOW, PIECES FROM THE BACK BECAUSE WE'RE NOT, YOU KNOW, REALLY DIGGING DEEP INTO THIS, THAT'S KIND OF MY GENERAL POINT. THAT'S ALL I HAVE TO SAY.
I HAVE, A QUESTION OR MORE OF A COMMENT. SO, IT'S WONDERFUL IS SHOWING THAT THE MASS CULTURE, THE INVESTMENT OF THE SYSTEM IS WORKING, RIGHT? IS CLEARLY DEMONSTRATED BY THE DATA OF THESE SCHOOLS.
HOWEVER, OUR SYSTEM ALSO HAVE OTHER, INVESTMENTS WE MADE ON SECONDARY LEVEL.
I BELIEVE EVERY SCHOOL HAVE A CONTENT SPECIALIST THAT ARE RELEASED FOR TWO PERIODS OF, OF THE DAY OR ONE PERIOD OF THE DAY.
THEY GET TWO THEY'RE RELEASED TWO PERIODS.
THIS JUST THE SAME AS ALL TEACHERS AND THEN THE ADDITIONAL ADDITIONAL PERIOD DATA.
SO THAT IS AN INVESTMENT, TWO YEARS OVER THIS MANY SCHOOLS.
WE ALSO HAVE INVESTMENT IN OUR STAFF DEVELOPMENT TEACHERS.
HOWEVER, WHEN WE TALK ABOUT THE WORK, I HARDLY WHETHER IN READING OR IN MATH, I HARDLY HEAR WHAT EFFORTS, WHAT RESULTS, FROM THESE INVESTMENTS WE HAVE MADE IN THE SYSTEM.
SO SOMETIMES I'M NOT CONVINCED PUTTING MORE PEOPLE, OR GIVING PEOPLE MORE FREE, PERIOD.
BECAUSE I HAVEN'T HEARD OF EVIDENCE THAT ACTUALLY WORK.
SO MAYBE IN THE FUTURE, IN OUR MATH OR LITERACY,
[03:40:01]
CONVERSATIONS, I CAN UNDERSTAND A BIT MORE OF, WHAT THEY DO.NOW, A SECOND THING IS, WE RENEW THE CURRICULUM.
WONDERFUL. EVERYONE IN AGREEMENT.
WE SHOULD RENEW THE CURRICULUM NOW.
I'M SURE THERE ARE MATH WALKTHROUGHS THAT HAPPEN IN OUR BUILDINGS.
BUT ARE WE REALLY LOOKING AT THE IMPLEMENT TATION OF THE INTEGRITY OF THE IMPLEMENTATION OF THE CURRICULUM? ARE THEY USING IT? ARE THEY USING IT WELL? ARE THEY GETTING BETTER? WHAT CAN THAT TELL US? WHO'S SUPPOSED TO DO THAT? I CAN'T SAY ALL THE MATH. COACHES OR A FEW OF YOUR SPECIALISTS ARE GOING TO DO AUDITS.
SO WHAT OTHER STAFF ARE WE INVOLVED IN THIS WORK? SO, I DON'T THINK MINE IS REALLY MEANT FOR QUESTION FOR YOU TO ANSWER.
MINE IS MEANT FOR A COMMON FOR US TO THINK ABOUT, WHAT EXISTING PEOPLE WILL USE AND HOW DO WE USE THESE EXISTING PEOPLE, FOR FUTURE DISCUSSION, GIVEN THAT WE'LL HAVE TIME CONSTRAINTS? ANOTHER THING IS, I WANT TO THANK YOU FOR IN THE DATA THAT EMILY A LEVELS, ENGLISH LANGUAGE PROFICIENCY LEVELS, ARE INCLUDED, SCHOOL BY SCHOOL.
I WILL REALLY APPRECIATE IF WE CAN HAVE THAT DATA.
ALSO ASSIST TO WHY SO THAT IT'S IT'S BETTER TO TO UNDERSTAND, THE GROUP AS A WHOLE.
IS IT AM I MISSING IT OR IS IT SOMEWHERE? SO THAT WOULD BE IN THE FIRST LINE OF EACH OF THE CHARTS.
ARE YOU SAYING OKAY, OKAY, OKAY, OKAY.
THANK YOU, THANK YOU THAT THAT WILL HELP.
ARE THERE ANY CLOSING COMMENTS? OH, OKAY. I JUST HAVE A QUESTION.
WHEN YOU READ THE THE SORT OF US NEWS, WE'RE NOT THE ONLY ONES STRUGGLING WITH MATH.
HAS ANYONE LOOKED AROUND TO SEE IF THERE'S ANY DISTRICT WITH SIMILAR DEMOGRAPHICS? IT'S HAVING SUCCESS AND IF SO, WHAT THEY'RE DOING? SO, WE'VE OPENED SOME CONVERSATIONS WITH OTHER DISTRICTS IN MONTGOMERY COUNTY, I MEAN, IN THE STATE OF MARYLAND, TO KIND OF SEE.
WELL, WHAT ARE YOU DOING? IT YOUR SCHOOLS AND DIFFERENT THINGS LIKE THAT.
WE ALSO ARE A PART OF A PARTNERSHIP WITH LEARNING FORWARD, IN WHICH WE, ARE A PART OF A COHORT OF MONTGOMERY COUNTY PUBLIC SCHOOLS, NASHVILLE AND PHILADELPHIA, AND WHERE WE TALK ABOUT CURRICULUM IMPLEMENTATION, WHERE WE LEARN THE OTHER BEST PRACTICES OF THE OTHER COUNTIES THAT ARE TRYING TO IMPLEMENT THE ILLUSTRATIVE MATH CURRICULUM.
LET PATTI ADD ANYTHING SHE WANTS TO THAT BECAUSE I THINK THAT'S BEEN PRETTY BENEFICIAL.
SO I'VE BEEN ALSO A PART OF THAT NETWORK.
THERE ARE THREE MONTGOMERY COUNTY PUBLIC SCHOOLS THAT ARE A PART OF THAT NETWORK IS NEILSTON MIDDLE SCHOOL, GAITHERSBURG MIDDLE SCHOOL, AND SHADY GROVE MIDDLE SCHOOL.
AND IT'S BEEN REALLY POWERFUL FOR THE TEACHERS IN THOSE BUILDINGS TO HAVE CONNECTIONS OUTSIDE OF MONTGOMERY COUNTY.
THEY'RE IMPLEMENTING THE CURRICULUM, TO ONE, RECOGNIZE THAT THEIR STRUGGLES ARE ALSO THE STRUGGLES OF OTHERS, BUT ALSO TO HEAR THE BEST PRACTICES THAT METRO NASHVILLE ARE COMING OUT WITH OR THE CITY OF PHILADELPHIA IS COMING UP WITH AS WELL.
I THANK YOU, BUT, I'M NOT ASKING ABOUT JUST BEST PRACTICES.
IS THERE ANY DISTRICT THAT YOU'RE AWARE OF THAT'S ACTUALLY HAVING SUCCESS? BECAUSE, I MEAN, THEIR BEST PRACTICES HERE IN MONTGOMERY COUNTY, THEIR BEST PRACTICES IN PHILADELPHIA, BUT THEIR NUMBERS ARE POOR.
I MEAN, YOU GO AND LOOK AT THE, NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS, AND YOU COULD TELL THEY'RE NOT DOING ANY BETTER.
I'M TRYING TO FIGURE OUT WHO'S DOING BETTER.
AND IF WE KNOW THAT, WHAT ARE THEY DOING? AND IF THERE'S NO ONE THAT YOU KNOW, THAT'S FINE.
SO, I FIRST STARTED WITH WE ARE WE HAVE REACHED OUT TO A COUPLE OF THE OTHER COUNTIES WHO HAVE BEEN SUCCESSFUL ON THEIR DATA TO HEAR A LITTLE BIT MORE ABOUT WHAT THEY'RE DOING, ABOUT THE CURRICULUM, ABOUT HOW THEY, DEPLOY SUPPORT TO SCHOOLS AND DIFFERENT THINGS LIKE THAT.
YOU'RE TALKING ABOUT THE COUNTIES HERE IN MARYLAND.
AND I WOULD SAY, YOU KNOW, HAD SIMILAR DEMOGRAPHICS SAYING, YOU KNOW, I'M LOOKING FOR SOMEBODY THAT HAS TO STAND UP FOR FACTS AND DEMOGRAPHICS. TAX HAS DONE QUITE AN IMPROVEMENT ON THEIR MATH AND READING.
AND I THINK FAIRFAX IS PRETTY COMPARABLE.
YEAH, FAIRFAX DOES SOMEWHAT. YEAH.
SO WE CAN LOOK AT THEIR BEST PRACTICES.
AND I THINK WE BROUGHT THIS ISSUE UP ALREADY, BUT LIKE A YEAR AGO.
[03:45:03]
BUT THEY DEFINITELY ARE.AND ALSO NOT JUST WITH THE GENERAL POPULATION BUT ALSO WITH AML AND AND SPECIAL EDUCATION.
SO THANK YOU EVERYONE FOR YOUR PRESENTATION ON THAT.
I THINK MY CHIEF OF STAFF'S KEEP SHOWING A MESSAGE.
WE'RE ONE HOUR BEHIND SCHEDULE. ALL RIGHT.
AND I WOULD LIKE TO MOVE ON NOW, TO OUR SAFETY AND SECURITY UPDATE.
WE ARE READY TO MOVE TO SAFETY AND SECURITY AS WE SWITCH GEARS, FROM THE BOARD'S ACADEMIC GOALS AND AGENDA TO, MAKING SURE THAT OUR SCHOOLS ARE SAFE, WELCOMING AND INCLUSIVE.
THIS COMMITMENT IS NOT JUST A STATEMENT.
IT IS OUR GUIDING PRINCIPLE THAT HELPS TO SHAPE OUR ACTIONS AND DECISIONS AS A SCHOOL SYSTEM.
THE COLLABORATIVE EFFORTS CREATED BY OUR TEAM TO COORDINATE SAFETY PLANS AND STRATEGIES THAT IMPACT INDIVIDUAL FACILITIES WITHIN THEIR COMMUNITIES, ARE CRUCIAL TO THE SUCCESS AND POSITIVE OUTCOMES OF EACH OF OUR SCHOOLS.
BY DEDICATING OUR ATTENTION TO SUCH, CRITICAL AREAS, WE AFFIRM OUR UNWAVERING COMMITMENT TO FOSTERING A SAFE ATMOSPHERE WHERE STUDENTS CAN LEARN AND THRIVE WITHOUT COMPROMISE.
I'M EXCITED TO WELCOME SEVERAL, FOLKS, TO THE TABLE.
I'M GOING TO INTRODUCE, NOT JUST MISTER MARCUS JONES, BUT THE MISS SHAUNA KAY HORNSBY.
TO LEAD, TODAY'S PRESENTATION AND TELL YOU ABOUT DETAILS, ON HOW WE ARE MOVING FORWARD AND SAFETY.
YOU'LL ALSO SEE TODAY THAT THIS IS A REFLECTION OF A COUPLE OF THINGS.
ONE, OUR MULTIFACETED VIEW OF, THE SAFETY NEEDS IN THE DISTRICT.
AND, AS WE MENTIONED AT THE START OF, MY TIME WITH YOU ON,
[10. Item of Discussion - 5:05 p.m.]
AS YOUR SUPERINTENDENT, THAT WE WOULD BE REVISITING THIS TOPIC MULTIPLE TIMES A YEAR.AND THIS IS THE SECOND TIME THAT WE HAD THE CHANCE TO DO THAT.
SO, MR. JONES, THANK YOU, DOCTOR TAYLOR, AND GOOD EVENING TO PRESIDENT YANG AND MEMBERS OF THE BOARD.
THANK YOU FOR THE OPPORTUNITY TO ENGAGE IN THE DIALOG TODAY ABOUT THE CRITICAL WORK OF ENSURING THAT OUR STAFF, STUDENTS AND FAMILIES ARE SAFE.
MONTGOMERY COUNTY PUBLIC SCHOOLS IS COMMITTED TO PROVIDING FOR THE SAFETY OF ALL PERSONS ON OUR MONTGOMERY COUNTY PUBLIC SCHOOLS PROPERTY, AND TO CREATING AND MAINTAINING SAFE, PEACEFUL SCHOOLS AND WORKPLACES WHERE STUDENTS AND STAFF CAN DO THEIR BEST WORK, ACHIEVE AND THRIVE.
IT IS ESSENTIAL TO UNDERSTAND THAT SAFETY AND SECURITY IS A MULTI DIMENSIONAL, IS MORTAL DIMENSIONAL, AND REQUIRES A LAYERED APPROACH, EFFECTIVE RESULTS WITH LESS INCIDENTS SHOWING WITH STAFF VISIBILITY ACROSS MANY OF OUR SCHOOLS HAVE PROVEN TO BE EFFECTIVE.
CONSISTENCY, I WOULD SAY, IS A KEY WORD AS WE WORK TOWARDS, DECREASING VARIANCE ACROSS OUR SCHOOLS TO INCREASE EFFECTIVENESS AND ADMINISTRATIONS THAT ARE LEADING FROM THE FRONT WITH CLEAR EXPECTATIONS AND PROVIDE, AS ARE MAKING THOSE A PRIORITY AND PRODUCING POSITIVE OUTCOMES.
IN BULLET THREE, WE'RE GOING TO THIS.
WE WANT TO TALK ABOUT, SOME OF THE THINGS THAT WE HAVE, BEGUN.
OVER THE COURSE OF, THIS, SCHOOL YEAR, THE MIDDLE SCHOOL CAMERA PROJECT IS AT THE TOP OF OUR LIST, AS WE HAVE.
98% OF THOSE, NEW CAMERAS HAVE BEEN, INSTALLED AT OUR AT OUR MIDDLE SCHOOLS.
WE'VE ONLY WE ARE, FOUR SCHOOLS FROM COMPLETING THAT PROJECT, WHICH SHOULD BE COMPLETED WITHIN THE NEXT WEEK OR TWO UPGRADED AND NEW CAMERAS ARE BEING INSTALLED IN THE NEXT FEW MONTHS THAT HAVE BEEN IDENTIFIED FROM A BACKLOG.
AS WELL AS OUR CURRENT REQUEST THAT SENSORS, INSTALLATIONS ARE SCHEDULED ARE BEING SCHEDULED AS WE TALK, AND ARE BEING SHARED WILL BE SHARED WITH OUR HIGH SCHOOL PRINCIPALS IN THE NEXT WEEK OR TWO.
AS WE TALK ABOUT OUR COMMUNITY ENGAGEMENT OFFICERS THAT ARE ASSIGNED TO OUR HIGH SCHOOL CLUSTERS, AND SUPPORT EACH RESPECTIVE CLUSTER, ALL OF OUR CEO POSITIONS ARE CURRENTLY FILLED EXCEPT THE ONE, AND THAT IS AT NORTHWEST HIGH SCHOOL.
I HAVE BEEN IN CONTACT WITH POLICE LEADERSHIP.
THEY EXPECT THAT POSITION TO BE FILLED THIS MONTH.
SO WE SHOULD BE GETTING NOTIFICATION OF THE OFFICER WHO WILL BE RESPONSIBLE
[03:50:04]
FOR, THE NORTH WEST HIGH SCHOOL CLUSTER.WE ARE ALSO CONDUCTING TRAINING, FOR ALL OF OUR SECURITY ASSISTANCE, OUR TRAINING TO INCLUDE OUR MANAGEMENT OF AGGRESSIVE BEHAVIORS FOR ALL OF OUR SECURITY ASSISTANCE, TO ADDRESS, TO ENHANCE, DE-ESCALATION, TO DEAL WITH CROWD CONTROL, AS WELL AS MANAGING PHYSICAL CONFRONTATION.
THIS IS ADDRESSES OF A MAJOR LIABILITY ISSUES FOR OUR DISTRICT, KNOWING THAT OUR FOLKS ARE ARE PROPERLY TRAINED IN THESE TECHNIQUES, THAT THAT TRAINING IS EXPECTED TO BE TO OCCUR WITHIN THE NEXT COUPLE OF MONTHS.
SO AS YOU KNOW, THERE THERE ARE LOTS OF BALLS BEING, ARE IN THE AIR IN WHICH WE ARE, WORKING TOWARDS, MANY ASPECTS OF OUR SAFE AND SECURITY PLAN.
BUT I ALSO WANTED TO KNOW THAT WE ALSO HAVE OUR PANIC BUTTON, CONSIDERATIONS.
I KNOW THERE'S BEEN A LOT OF CONVERSATION, A LOT OF CONSIDERATION ABOUT PANIC BUTTONS AS WE TALK ABOUT CELL PHONES, AT OUR SCHOOLS, AS WELL AS RADIO TRANSMISSIONS.
AND I JUST WANT TO HIGHLIGHT THAT, REAL QUICKLY, BECAUSE I HAVE NOTED THIS, JUST A FEW MONTHS AGO, WHEN I BEGAN IN MY SEAT THAT WE WOULD EXPLORE AN ALERT SYSTEM CRISIS ALERT SYSTEM THROUGHOUT OUR ENTIRE SYSTEM, WE HAVE BEEN SPEAKING AND WE ARE SPEAKING WITH SEVERAL VENDORS, TO TRY TO FIND THE BEST PRODUCT POSSIBLE THAT WE WOULD DEEM THAT WOULD BE, FEASIBLE, AND IT WILL BE PRODUCTIVE.
AND IN THE WORLD OF, SECURITY FOR ALL OF OUR SCHOOLS, FOR ALL OF OUR STAFF, THEY HAVE THE ACCESSIBILITY TO BE ABLE TO MAKE AN EMERGENCY NOTIFICATION.
I KNOW THERE'S BEEN LOTS OF DISCUSSION ABOUT CELL PHONE COVERAGE AT OUR, AT OUR SCHOOLS, WHETHER IT BE ANY LEVEL OF SCHOOL, IT'S ALWAYS A MATTER OF DISCUSSION.
I CAN TELL YOU IN MANY BUILDINGS THROUGHOUT MONTGOMERY COUNTY THAT ARE EVEN OUTSIDE OF SCHOOLS IN MY IN MY, ROLE AS THE CHIEF OF POLICE, WE FOUND THAT THERE'S BEEN POOR COMMUNICATION AND THERE'S BEEN POOR CELL PHONE COVERAGE.
AND YOU HAVE THREE MAJOR VENDORS, PRIMARILY VERIZON, AT&T AND T-MOBILE, AND ALL OF THEM WORK ON THEIR OWN SEPARATE SYSTEMS. JUST RECENTLY, I WAS AT MAGRUDER HIGH SCHOOL, WALKING THROUGH THE HALLS OF MCGRUDER WHERE I HAD, VERIZON PHONE THAT HAD NO CELL PHONE COVERAGE.
COVERAGE, WHICH MEANS THAT IF I NEEDED TO CONTACT 911, THAT CELL PHONE STILL ALLOWS YOU TO CALL 911.
I WAS STANDING NEXT TO THE SECURITY TEAM LEADER WHO HAS A T-MOBILE CELL PHONE.
HE HAD FIVE BARS. WHY? BECAUSE THERE'S A T-MOBILE CELLULAR TOWER RIGHT NEXT TO MAGRUDER HIGH SCHOOL.
SO THERE'S A LOT OF DYNAMICS THAT COME, WITH, INCREASING CELL PHONE COVERAGE.
THERE'S A LOT OF COSTS THAT COME WITH INCREASING CELL PHONE COVERAGE.
BUT THESE ARE THE THINGS THAT WE ARE EXAMINING.
WE ARE LOOKING AT, AS WE GO THROUGH AND DO ASSESSMENTS AT EACH OF OUR HIGH SCHOOL THAT WE WILL TALK ABOUT, A LITTLE BIT LATER IN THIS PRESENTATION.
AS WE HAVE BEEN WORKING WITH OUR HIGH SCHOOL PRINCIPALS, WILL BE WORKING WITH OUR MIDDLE SCHOOL PRINCIPALS AND WORKING WITH ALL OF OUR ELEMENTARY SCHOOL PRINCIPALS TO ADDRESS THOSE NEEDS THAT THEY HAVE WHEN IT COMES TO COMMUNICATION.
AS AS IT WAS NOTED EARLIER TODAY, I WILL ALSO BRIEFLY NOTE THAT ABOUT, COMMUNICATION WHEN IT COMES TO, RADIOS THAT WE HAVE IN OUR SCHOOLS.
I'VE BEEN IN NOT ONLY WORKING WITH OUR, OUR CURRENT RADIO SYSTEM THAT WE HAVE, BUT ALSO TALKING WITH, OUR OTHER PARTNERS SUCH AS MONTGOMERY COUNTY POLICE, AS WELL AS MONTGOMERY COUNTY GOVERNMENT, WITH THEIR COMMUNICATIONS, EMERGENCY COMMUNICATIONS, TO LOOK AT NEW TECHNOLOGY THAT WILL ASSIST US, FOR EMERGENCY NOTIFICATIONS FOR OUR SCHOOLS, THAT WE ALSO LOOK AT FOR POLICE COVERAGE, WHERE IT HAS BEEN A COMMON PRACTICE FOR US TO FOR THE POLICE DEPARTMENT TO ACTUALLY GO TO THE DIFFERENT SCHOOLS TO ACTUALLY, WORK ON PUTTING DIFFERENT TYPES OF TECHNOLOGY IN ORDER FOR BOOST, SIGNALING TO BE ABLE TO COMMUNICATE FOR THEIR CEOS AND RESPONDING OFFICERS FOR ANY COMMUNICATIONS.
WE ARE CURRENTLY CONTINUING TO DO SOME ASSESSMENTS
[03:55:01]
AND WORK ON SOME IMPROVEMENTS IN THOSE AREAS AS WELL.BUT AGAIN, THAT COMES WITH FUNDING.
BUT WE'RE ALSO SEEKING OTHER, FUNDING OPPORTUNITIES, SUCH AS GRANTS THAT MAY BE ABLE TO ASSIST US AND, IN IMPROVING IN THOSE SYSTEMS. SO AT THIS POINT, I WILL NOW TURN IT OVER TO MISS GRANT.
WE'RE GOING TO BE DISCUSSING SERIOUS INCIDENTS TODAY, AND I WANTED TO TAKE A MOMENT JUST TO MAKE SURE THAT WE ALL HAD A COMMON UNDERSTANDING, OF SOME OF THE LANGUAGE WE'RE GOING TO USE AND WHY WE PUT A GREATER FOCUS OR PRIORITY ON SERIOUS INCIDENTS OVER INCIDENTS.
SO I WANT TO START WITH HOW INCIDENTS ARE RECORDED OR HOW THEY'RE TRACKED.
SO STAFF ENTER INTO A SYSTEM THAT WE HAVE CALLED SYNERGY.
ANY BEHAVIOR THAT THEY THINK SHOULD BE NOTED OR ADDRESSED.
CAN WE GO TO THOSE NEXT SLIDE OKAY. NEXT SLIDE.
AND THOSE MAY INCLUDE LARGE LEVEL BEHAVIORS WHICH WE'LL TALK ABOUT IN A SECOND.
BUT THEY ALSO INCLUDE THINGS LIKE TARDINESS OR DRESS CODE.
IN FACT TOTALS ACCOUNT FOR 1 IN 7 OF ALL OF OUR INCIDENTS.
SO THEY'RE NOTED BECAUSE THEY NEED TO BE ADDRESSED, NOT NECESSARILY BECAUSE THEY HAVE A DIRECT IMPACT ON SAFETY AND SECURITY.
SO THERE WILL BE MANY, MANY INCI HOWEVER, SOME INCIDENTS ARE NOTED AS SERIOUS INCIDENTS.
SERIOUS INCIDENTS ACCORDING TO OUR M.C.P.S REGULATION, ARE ONES THAT INCLUDE A HIGH LEVEL OF RISK, HARM, THREAT TO STAFF OR STUDENTS, OR SERIOUSLY DISRUPT SCHOOL OPERATIONS.
IT COULD ALSO BE A CONCERN THAT COULD ESCALATE TO A COMMUNITY CONCERN OR COULD BE ELEVATED TO A LEGAL CONCERN OR A POLICE MATTER.
A GOOD RULE OF THUMB FOR ME IS I ALWAYS THINK ABOUT AS A PRINCIPAL, IF I HAVE TO CALL OUT FOR SUPPORT, THEN IT'S A SERIOUS INCIDENT.
SO THAT'S ONE WAY TO THINK ABOUT IT.
OTHER SERIOUS INCIDENTS INCLUDE WEAPONS.
THEY MAY INCLUDE SOME FIGHTS, BUT NOT ALL FIGHTS.
AND NON SERIOUS INCIDENTS INCLUDE THINGS EVEN SUCH AS ACADEMIC DISHONESTY.
SO WHEN WE'RE LOOKING AT IT WE'RE LOOKING AT A BROAD BROAD RANGE.
SO WHEN IT COMES TO MATTERS OF SAFETY AND SECURITY WE ARE GOING TO BE TALKING MAINLY ABOUT SERIOUS INCIDENTS TODAY.
I DO WANT TO SAY, IN CASE IT COMES UP AS A QUESTION, THAT TRENDS IN NON SERIOUS INCIDENTS REALLY ARE ALSO IMPORTANT.
FOR EXAMPLE, IF A SCHOOL HAS A HIGH INCIDENCE OF PARTIES WHEN STUDENTS ARE IN UNSTRUCTURED TIME, THAT COULD LEAD TO FURTHER SERIOUS INCIDENTS.
SO THEY DO MATTER. THEY ARE IMPORTANT.
BUT OVERALL IN SAFETY AND SECURITY, WE TALK ABOUT OUR SERIOUS INCIDENTS.
WHEN A SERIOUS INCIDENT OCCURS, A PRINCIPAL OR THEIR DESIGNEE MAKES ALL EXTERNAL CALLS FOR APPROPRIATE SUPPORT AND CONSULTATION.
ALL PRINCIPALS AND SCHOOL ADMIN RECEIVE TRAINING AND GUIDANCE ON INCIDENTS THAT ARE REQUIRED TO BE CALLED IN.
SO IN ADDITION TO THESE TRAININGS, THEY RECEIVE REGULAR UPDATES ABOUT WHAT INCIDENTS ARE REQUIRED, FOR EXAMPLE, HATE BIAS INCIDENTS, WHETHER WE MAY BELIEVE THEY'RE SERIOUS OR NOT SERIOUS AS LONG AS IT IS IN THAT CATEGORY, IT IS A REQUIRED CALL.
THE SERIOUS INCIDENT IS THEN DIRECTLY REPORTED TO THE OFFICE OF SCHOOL SUPPORT AND IMPROVEMENT, AND THEN IT IS RECORDED AND LOGGED IN THE SERIOUS INCIDENT MANAGEMENT SYSTEM, ALSO IN SYNERGY.
THAT INCIDENT GENERATES AN INCIDENT REPORT NUMBER AND IS TRACKED FOR FOLLOW UP AND SUPPORT MEASURES.
AND OVER THE LAST TWO YEARS, THAT IS A PARTICULAR INCIDENT AREA THAT WE'RE WORKING ON, RIGHT.
THE SECOND PART OF THAT, THE FOLLOW UP AND SUPPORT MEASURES THAT HAPPEN WITH THOSE INCIDENTS AS OF TODAY, I CAN SHARE WITH YOU THAT OF ANY OPEN, SERIOUS INCIDENTS, 78.6% OF THOSE INCIDENTS ARE CLOSED OUT, WHICH MEANS THAT THEY'VE RECEIVED THE APPROPRIATE FOLLOW UP AND THE APPROPRIATE RESPONSE.
ONE AREA THAT WE'RE WORKING ON IS INCIDENTS THAT MAY NOT RECEIVE, ARE NOT DONE BY STUDENTS.
SO IF AN INCIDENT IS NOT DONE BY A STUDENT AND DOESN'T REQUIRE A DISCIPLINE RESPONSE OR A PARENT OR A FOLLOW UP RESPONSE, FOR EXAMPLE, A MEDICAL EMERGENCY, SOMETIMES THOSE INCIDENTS ARE NOT CLOSED BACK OUT BECAUSE, THERE'S THERE'S NOTHING ATTACHED TO IT.
SO WE'RE WORKING ON HOW TO GO BACK AT NON STUDENT INCIDENTS TO MAKE SURE THAT THEY'RE CLOSED BACK UP NEXT SLIDE PLEASE.
SO HERE YOU HAVE A SNAPSHOT OF OUR SERIOUS INCIDENTS FOR THE CURRENT SCHOOL YEAR YEAR TO DATE AS COMPARED TO LAST YEAR'S INCIDENTS.
AND YOU CAN SEE THEY'RE FAIRLY SIMILAR
[04:00:03]
IN TERMS OF THE AMOUNT WHERE WE HAVE.SOME OF THE DIFFERENCE IS THAT THERE ARE LESS SERIOUS INCIDENTS THIS YEAR, AND IT'S NOT A BIG NUMBER.
BUT YOU CAN SEE LAST YEAR WE WERE RUNNING ABOUT 22% OF OUR INCIDENTS OF SERIOUS, AND THIS YEAR ABOUT 19.5% OF OUR INCIDENTS ARE SERIOUS.
AND WE'RE GOING TO TAKE A LITTLE BIT OF A DEEPER DIVE INTO THAT IN THE NEXT SLIDE.
SO AGAIN, SERIOUS INCIDENTS OR INCIDENTS IN GENERAL ARE MANY, MANY, MANY INCIDENTS.
AND WE'RE LOOKING RIGHT NOW AT THE TOP INCIDENTS THAT ARE REPORTED AS SERIOUS.
AND IF YOU FOLLOW THE CHART WITH ME, IN 2023.
IN TERMS OF KNIVES AND OTHER WEAPONS, WE HAD ABOUT 75 REPORTS AT THIS TIME THIS YEAR AND THIS YEAR, IT'S ABOUT SIMILAR TO ABOUT 71.
AND YOU'LL SEE THAT TREND HOLDS TRUE IN SEVERAL OF THESE CATEGORIES.
ONE THAT I'D LIKE TO NOTE IS, IN FIGHTING AN ATTACK ON OTHERS.
SO IN TERMS OF THE NUMBER OF SERIOUS FIGHTS NOW, IN TERMS OF THE NUMBER OF FIGHTS, BUT IN TERMS OF THE NUMBER OF SERIOUS FIGHTS, WE'RE SEEING A SLIGHT DECREASE IN THAT CATEGORY, A LITTLE BIT OF AN INCREASE IN OUR DRUGS AND CONTROLLED SUBSTANCES.
SO THOSE ARE AREAS THAT WE'RE MONITORING IN TERMS OF HOW WE'RE CONTINUING TO ADDRESS THEM.
SO IN ORDER TO CREATE THE CONDITIONS FOR A SAFE ENVIRONMENT, WE HAVE TO CONSIDER NOT JUST WHAT HAPPENS ONCE AN INCIDENT OCCURS.
THE POINT IS WE DON'T WANT INCIDENTS TO OCCUR.
SO THE MAJORITY OF WHAT WE FOCUS ON IS HOW TO CREATE PROACTIVE MEASURES TO ENSURE THAT THAT INCIDENTS DO NOT OCCUR.
AND ONE AREA THAT WE REALLY NEED TO WORK ON IS OUR EXPECTATIONS FOR OUR STUDENTS.
AND I THINK YOU'VE HEARD THAT AGAIN AND AGAIN AND AGAIN.
AND WE'VE WE'VE LOOKED AT THAT YEAR ON YEAR ON YEAR AND WHAT THAT LOOKS LIKE.
SO IN THE PAST WHEN WE'RE SHARING EXPECTATIONS WITH STUDENTS, SCHOOLS DO THAT IN A VARIETY OF WAYS.
THEY HOLD TOWN HALLS WITH STUDENTS AT THE START OF THE YEAR, AND AT EACH QUARTER THEY HAVE ADMIN VISITS TO THE CLASSROOM.
THERE ARE PSYCHOSOCIAL LESSONS WITH COUNSELORS, AND THIS YEAR, FOR THE FIRST TIME, IN ADDITION TO OUR CULTURE OF RESPECT, MODULES FOCUS ON BULLYING AND ON HATE BIAS, WHICH WE'VE DONE FOR THE LAST FOUR YEARS.
WE'VE ADDED IN A NEW MODEL MODULE FOCUSED ON STUDENTS RIGHTS AND RESPONSIBILITIES, AS WELL AS STUDENTS UNDERSTANDING OF THE CODE OF CONDUCT.
AND SO THIS YEAR, THAT IS THE FIRST TIME THAT HAS BEEN, SOMETHING THAT'S BEEN PRESENTED TO STUDENTS.
IT IS AUTOMATICALLY ON THEIR CANVAS PAGES.
EVERY SECONDARY STUDENTS HAVE ACCESS TO IT.
AND PRINCIPALS HAVE RECEIVED TRAINING ABOUT HOW TO IMPLEMENT THAT MODEL. MODULE.
AT THIS POINT IN THE YEAR, WE HAVE ABOUT 60% COMPLETION RATE ACROSS OUR SCHOOLS, WITH A HIGHER COMPLETION RATE IN MIDDLE SCHOOL THAN IN HIGH SCHOOL.
AND WE ARE WORKING WITH OUR DIRECTORS IN TERMS OF WORKING WITH SCHOOLS WITH LOW RESPONSE RATES ON HOW TO ENSURE THAT ALL STUDENTS COMPLETE THOSE MODULES.
AND, AS MUCH AS A MODULE IS NOT THE SIMPLE ANSWER FOR EXPECTATIONS, EXPECTATIONS SHOULD BE IN REAL TIME.
IT IS A STEP TOWARDS MAKING SURE THAT WE HAVE A UNIFORM MESSAGE FOR ALL OF OUR KIDDOS.
THE FINAL SLIDE THAT I'M GOING TO SHARE WITH YOU BEFORE I TURN IT OVER TO MISTER MONTAGLIANI IS A LITTLE BIT ABOUT SOME OF OUR DISCIPLINE DATA.
WE ARE GOING TO BE SPEAKING A LITTLE BIT MORE IN DEPTH ABOUT OUR DISCIPLINE DATA.
LATER ON AT THE END OF THIS MONTH.
SO WE'RE GOING TO ADDRESS THAT IN TERMS OF A DEEPER DEEP DIVE.
BUT I DID WANT TO MAKE A CONNECTION BACK TO SAFETY AND SECURITY.
SO IF YOU SEE THE CHART IN FRONT OF YOU, THESE ARE THE NUMBER OF SUSPENSIONS THAT HAVE BEEN ENACTED FOR OUR STUDENTS, THIS YEAR, YEAR TO DATE, COMPARED TO THE PRIOR YEAR AND THE PRIOR YEAR, YEAR TO DATE.
AND WHILE WE DO, FOLLOW MSD AND OUR GUIDELINES USING EXCLUSION AS THE LAST OPTION, I THINK IT IS REALLY IMPORTANT TO SHARE WITH OUR BOARD AND WITH OUR OUR AUDIENCE, OUR FAMILIES AND OUR COMMUNITIES THAT WE TAKE ISSUES OF SAFETY AND SECURITY SERIOUSLY.
WE WE TAKE ISSUES OF SAFETY AND SECURITY SERIOUSLY FOR ALL OF OUR KIDS.
AND WE DO COMMUNICATE THROUGH ALTERNATIVE PRACTICES, THROUGH TEACHING METHODS, WHAT THOSE ARE, BUT ALSO THERE ARE RESPONSES THAT MAY INCLUDE TEMPORARY SCHOOL REMOVAL.
AND IF YOU TAKE A LOOK AT THIS CHART COMPARED TO SERIOUS INCIDENTS, YOU'LL SEE A FAIR ALIGNMENT
[04:05:03]
TO THE AMOUNT OF INCIDENTS AND THE AMOUNT OF REMOVALS, BASED ON THOSE CATEGORIES.AT THIS TIME, I'M GOING TO TURN IT OVER TO MR. MONTELEONE TO TALK A LITTLE BIT MORE ABOUT THE SECURITY ASSESSMENT.
SO WE'VE HEARD A LITTLE BIT ABOUT, ABOUT, YOU KNOW, CREATING THE CONDITIONS, RIGHT.
THAT WOULD THAT WOULD PRECLUDE INCIDENTS FROM HAPPENING SUCH AS, YOU KNOW, IDENTIFICATION, IMPLEMENTATION ON THE VAPE SENSORS.
OR HAVING CONVERSATIONS ABOUT WEAPONS DETECTION SYSTEMS. WE'RE TALKING ABOUT SOME TECHNICAL RESPONSES, ENSURING THERE'S A DISTRICT WIDE, MESSAGE TO ALL STUDENTS RIGHT ACROSS ALL OF OUR SECONDARY SCHOOLS ABOUT WHAT OUR EXPECTATIONS ARE AND BEING VERY CLEAR TO THEM ON WHAT THE PROCESS IS FOR AN INVESTIGATION AND POSSIBLE DISCIPLINARY RESPONSE.
AT THE CORE OF ANY SAFE SCHOOL IS THE FUNDAMENTALS OF HOW A SECURITY TEAM AND AN ADMINISTRATIVE TEAM WORK TOGETHER.
SO YES, OUR TECHNICAL WORK IS IMPORTANT.
YES. THE NEW TECHNOLOGY THAT WE ARE PUTTING IN SCHOOLS, THE CAMERAS OF EIGHT SENSORS ARE ABSOLUTELY IMPORTANT.
BUT THE FUNDAMENTALS OF FOSTERING A SAFE, WELCOMING, INCLUSIVE ENVIRONMENT REALLY REST UPON PEOPLE.
WE'VE HEARD FROM OUR SUPERINTENDENT AND MANY OTHERS, RIGHT? WE ARE AN A PEOPLE BUSINESS.
AND SO THAT DOESN'T JUST INVOLVE YOUR, YOUR, YOUR ADMINISTRATION AND YOUR SECURITY TEAM.
IT ALSO INVOLVES YOUR TEACHERS AND STAFF.
IT INVOLVES YOUR STUDENTS, AND IT INVOLVES WORKING AND HAVING STRONG RELATIONSHIPS WITH YOUR PARENTS AND YOUR CAREGIVERS IN THE COMMUNITY.
IN ADDITION TO OUR PARTNERS IN HHS AND OTHER, PARTNER ORGANIZATIONS.
SO I THINK ANOTHER EXAMPLE, RIGHT AT PREVIOUSLY, THE BOARD HAS SEEN THE OFFICE OF OF SAFETY SECURITY IN EMERGENCY MANAGEMENT COME TO THE TABLE FOR A SAFETY AND SECURITY PRESENTATION.
SO YOU'RE SEEING SSI, YOU'RE SEEING THE OFFICE OF WELL-BEING STUDENT SERVICES, YOU'RE SEEING SECURITY.
AND WE ALSO HAVE A PRINCIPAL HERE OF THIS TODAY, BECAUSE WE HAVE REALLY DESIRE TO TAKE THIS OUT OF A SILOED APPROACH.
AND AS SOON AS CHIEF JONES CAME ON BOARD THIS SUMMER, WE TOOK IT UPON OURSELVES.
DOCTOR MORAN AND I AND OTHERS ON THE ASSOCIATE TEAM TO TO COME TOGETHER AND PROVIDE REALLY A COLLABORATIVE APPROACH TO THIS WORK.
HISTORICALLY IN M.C.P.S, IF YOU SPEAK WITH LONGTIME ADMINISTRATORS, THE ADMINISTRATIVE LEAN WOULD, IS OVER HERE.
AND PERHAPS THE SECURITY LEAN HAD BEEN OVER THERE.
AND WE'VE DONE A LOT OF WORK THIS YEAR.
AND A MANIFESTATION OF THAT COLLABORATION HAS BEEN OUR SECURITY ASSESSMENTS WITH THE NEW SUPERINTENDENT, WITH THE NEW CHIEF SECURITY COMING ON BOARD, WE TALK ABOUT WHAT IS THE LANDSCAPE OF SECURITY IN M.C.P.S.
AND WE DON'T KNOW UNLESS WE GO OUT TO EVERY SINGLE SCHOOL.
SECOND, IT WAS STARTING WITH THE HIGH SCHOOLS, AND THEN MOVING ON TO THE MIDDLE SCHOOL SECOND SEMESTER TO DO THAT ASSESSMENT. RIGHT.
SO, OVER THE COURSE OF THE FIRST SEMESTER, CHIEF JONES, MYSELF, MEMBERS OF DOCTOR MORAN'S TEAM, AND OTHERS HAVE BEEN VISITING EVERY SINGLE HIGH SCHOOL.
I THINK WE HAVE A FEW MORE TO GO, AND I COULD GET THOSE NUMBERS.
MAYBE ABOUT 5 OR 6 MORE TO GO.
SO WHAT WERE THE THE OBJECTIVE OF THIS, REALLY TO ASSESS THE CURRENT STATE AND THE SPECIFIC NEEDS THAT SCHOOLS HAVE. RIGHT.
THERE'S SOME NEEDS THAT ARE ALMOST UNIVERSAL ACROSS ALL SCHOOLS.
AND THERE ARE SOME NEEDS THAT ARE SPECIFIC TO SCHOOLS. RIGHT.
ARE YOU IN AN URBAN FOOTPRINT SUCH AS A BK, A RICHARD MONTGOMERY? ARE YOU IN A PLACE THAT LACKS, PERHAPS SOME RESOURCES AND TRANSPORTATION LINES? MAYBE POOLESVILLE, DAMASCUS PAINT BRANDS? WHAT ARE THE UNIQUE NEEDS? WHAT IS GOING ON IN THE ENVIRONMENT? WHAT TYPE OF ACTIVITY IS HAPPENING IN THE COMMUNITY? IS THAT COMING INTO YOUR SCHOOL BUILDING? RIGHT.
SO THERE ARE A LOT OF SPECIFIC NEEDS THAT THAT FOLKS HAVE.
AND WE ALSO WANT TO TAKE INTO CONSIDERATION, YOU KNOW, SOME OF THE CHANGES THAT WE'VE HAD IN THE IN OUR PRINCIPALS, WE'VE HAD A LOT OF NEW PRINCIPALS THAT HAVE COME ON BOARD.
I THINK, I DON'T WANT TO QUOTE THE NUMBERS INCORRECTLY, BUT ABOUT 70% OVER THE LAST FOUR YEARS ARE NEW TO THEIR POSITION, AND MANY OF THEM MAY HAVE COME INTO THE POSITION DURING THE PANDEMIC.
AND SO WE REALLY WANTED TO TURN BACK THE CLOCK AND LOOK AT SOME OF THOSE FUNDAMENTALS THAT WE WE HAD, WITH ADMINISTRATORS PRIOR.
SO AS WE'VE TALKED TO SCHOOLS, WE'RE REVIEWING THEIR THEIR SECURITY COVERAGE PLANS.
WHERE ARE YOUR SECURITY TEAM MEMBERS EACH AND EVERY DAY.
RIGHT. WHERE ARE THEY? PERIOD BY PERIOD. WHAT IS THE DUTY AND THE EXPECTATION THAT YOU HAVE INVOLVED? HOW HOW OFTEN ARE THEY CHECKING, BATHROOMS. RIGHT. DO THEY HAVE ACCESS TO CAMERAS? ARE WE STAGGERING THEIR BREAKS SO WE MAKE SURE THAT EVERYBODY IS ON THE FLOOR? ARE WE EXECUTING ALL OF OUR EMERGENCY PREPARATION PLANS? RIGHT. WHAT IS THE STATUS? DO YOU HAVE THE BASIC ARTIFACTS IN PLACE? HOW SPECIFIC ARE THESE? AND DO WE HAVE ACCOUNTABILITY AND MONITORING SYSTEMS IN PLACE TO MAKE SURE THAT THEY ARE ACTUALLY BEING EXECUTED RIGHT BY NOT ONLY THE ADMINISTRATIVE TEAM, EXCUSE ME, THE SECURITY TEAM, BUT THE ADMINISTRATORS AS WELL.
WE DID WHAT WE'VE BEEN DOING WALKABOUTS WITH, THE PRINCIPAL, KEY ADMINISTRATORS, SECURITY TEAM LEADERS AND OTHERS TO IDENTIFY HOTSPOTS
[04:10:04]
IN THE BUILDINGS, FACILITIES THAT MAY NEED TO BE, FACILITY REQUESTS THAT MAY NEED TO BE ELEVATED, TO LOOK AT CAMERA NEEDS, WHAT HAVE YOU.WE'VE TALKED ABOUT STAFF CAPACITY.
RIGHT. HOW NEW IS YOUR STAFF? WHAT TYPE OF TRAINING? THE STAFF NEED.
AND WE CAN SPEAK TO SOME OF THIS A LITTLE BIT LATER.
WHAT ABOUT THE PROFESSIONAL GROWTH SYSTEM? RIGHT.
IS EVERYBODY MEETING THEIR CORE COMPETENCIES? WE THEN AGREED IT TO NEXT STEPS.
WE SHARE A REPORT WITH EACH AND EVERY SCHOOL.
AND I THINK THIS THIS WEEK PUT A LITTLE BIT OF A DENT IN A COUPLE OF THOSE RESOURCES, BUT WE HOPE TO FINISH WITH THE HIGH SCHOOL VISITS, BY THE END OF THE FIRST SEMESTER AND THEN MOVE ON TO MIDDLE SCHOOL SECOND SEMESTER.
SO WE ALL HAVE HIT ALL SECONDARY SCHOOLS.
EACH IS GETTING A SUMMARY REPORT, AND WE WANT TO BUBBLE UP THESE REPORTS TO THE SUPERINTENDENT AND TO THE BOARD SO THAT WE CAN SHARE.
HERE IS WHAT THE LANDSCAPE LOOKS LIKE.
AND WE CAN GIVE SOME PERCENTAGES OF SCHOOLS THAT HAVE CERTAIN NEEDS VERSUS OTHER NEEDS.
SO IT'S BEEN A REALLY, REALLY BENEFICIAL PROCESS.
WE'VE HAD SOME SOME TRENDS AND TAKEAWAYS.
SO SOME OF THE BIG TRENDS WE'VE NOTICED SO FAR IS THAT IS THAT THERE IS SOME VARIABILITY, SCHOOL TO SCHOOL, BASED UPON THE CAPACITY OF THE SECURITY TEAM, THE ADMINISTRATORS IN THE BUILDING, HOW THEY ARE IMPLEMENTING THIS, HOW TIGHT FOLKS ARE ON THEIR SECURITY, HOW HOW CLOSELY THEY'RE MONITORING, YOU KNOW, DOORS AND CHECKING THOSE IDS.
WHAT IS THE PLAN FOR THE BATHROOMS? THINGS OF THIS NATURE.
ARE WE UTILIZING MENTAL HEALTH SUPPORTS THROUGH THE STUDENT WELL-BEING TEAM? WHEN STUDENTS ARE IDENTIFIED BASED ON A ROOT CAUSE, IT MAY HAVE BEEN AT THE ROOT OF OF ANY INCIDENT.
ADDITIONAL CAMERAS, WERE IDENTIFIED AS NEEDED.
BUT I KNOW THAT CHIEF JONES'S TEAM IS ALREADY HAS A LIST AND IS WORKING ON THAT.
THE ID IMPLEMENTATION HAS VARIED A BIT BY SCHOOLS.
WE HEARD A STUDENTS TESTIFY EARLIER ABOUT WAYS WHEN WE INCENTIVIZE STUDENTS TO WEAR IDS.
THERE ARE SOME SCHOOLS OUT THERE RIGHT NOW THAT ARE DOING JUST THAT.
AND AND WE CAN DIG INTO THAT TODAY LATER.
BUT WE WE CERTAINLY ARE GOING TO BE SHARING WITH YOU ALL SOME RECOMMENDATIONS ON HOW A COUPLE OF SCHOOLS ARE IMPLEMENTING THE ID PROCESS AND HOW WE COULD SCALE THAT UP DISTRICT WIDE.
THERE'S A BIT OF A VARIANCE AND EFFECTIVENESS, A BIT OF VARIANCE.
I'VE SAID THAT ABOUT THE CAPACITY EFFECTIVENESS OF CERTAIN TEAMS AND THEN A DISTRICT WIDE APPROACH TO PROFESSIONAL DEVELOPMENT FOR BOTH ADMINISTRATORS AND SECURITY STAFF IN THE SAME PLACE AT THE SAME TIME, HEARING THE SAME MESSAGES, WE UNIVERSALLY HEARD A REQUEST FROM SECURITY TEAM LEADERS ABOUT NOT IN PRINCIPALS ABOUT NOT HAVING ENOUGH TIME WITH THEIR SECURITY TEAMS BEFORE SCHOOL STARTS.
THEY COME BACK TWO DAYS BEFORE SCHOOL STARTS.
ONE OF THOSE DAYS IS TAKEN UP WITH WITH STATE REGULATIONS AND TRAINING THAT THAT MUST OCCUR EVERY SINGLE YEAR.
SO IN ORDER TO PROVIDE THE PROFESSIONAL DEVELOPMENT FOR THE SECURITY TEAM MEMBERS AND TO INVEST IN THEM, WE DON'T WANT TO HIRE THEM ON A FRIDAY AND DROP THEM INTO A 3000 STUDENT, BUILDING ON A MONDAY.
SO THOSE ARE SOME LARGE TRENDS AND TAKEAWAYS.
ONE OF THE SCHOOLS THAT WE VISITED WAS CLARKSBURG.
AND I'M GOING TO PASS THE MISS ANITA O'NEILL, WHO HAS DONE AN OUTSTANDING JOB IN, IN ADDRESSING SAFETY, SECURITY, SCHOOL ENVIRONMENT, REDUCING SUSPENSIONS, REALLY FROM A HOLISTIC APPROACH.
SO WE THOUGHT IT WOULD BE NICE TO HEAR FROM HER.
THANK YOU FOR ALLOWING ME TO PRESENT ABOUT OUR ONGOING INITIATIVES, THAT IMPACT SAFETY AND SECURITY AT CLARKSBURG HIGH SCHOOL.
TODAY, I'M GOING TO SHARE SOME OF OUR KEY ACTIONS FROM THIS YEAR AND SOME POSITIVE OUTCOMES THAT WE'RE EXPERIENCING.
BEFORE I DIVE INTO THE DETAILS ABOUT WHAT WE'RE DOING, I'D LIKE TO HIGHLIGHT THREE GUIDING PRINCIPLES FOR THE THE WORK THAT WE'RE DOING AT OUR SCHOOL.
AND I THINK, FIRST AND FOREMOST, RELATIONSHIPS ARE FOUNDATIONAL BUILDING AND FOSTERING POSITIVE RELATIONSHIP UPS WITHIN OUR COMMUNITY IS CENTRAL TO EVERYTHING WE DO.
ADDITIONALLY, POSITIVE BEHAVIOR INTERVENTION STRATEGIES THESE STRATEGIES NOT ONLY SUPPORT AN INDIVIDUAL STUDENT AND GROWTH, BUT ALSO SUPPORT OUR OVERALL WELL-BEING OF OUR COMMUNITY.
AND FINALLY, IT'S THE ALIGNMENT OF OUR RESOURCES AND EFFORTS WE ARE PRIORITIZING ALIGNING INITIATIVES WITH OUR DESIRED OUTCOMES WHILE REFINING OR ELIMINATING THOSE THINGS THAT DO NOT HAVE A POSITIVE IMPACT ON WHAT WE'RE TRYING TO ACHIEVE AT OUR SCHOOL.
CAN WE GO TO THE NEXT SLIDE? SORRY.
SO WHAT HAVE WE BEEN DOING SO FAR THIS YEAR.
SO AGAIN LIKE I SAID FOCUSING ON RELATIONSHIP BUILDING AND MENTORSHIP.
OUR STAFF IS ACTIVELY ENGAGING WITH OUR STUDENTS IN HALLWAYS AND OTHER UNSTRUCTURED SPACES, FOSTERING TRUST AND OPEN COMMUNICATION TO PREVENT POTENTIAL ISSUES BEFORE THEY ARISE.
WE'VE EXPANDED OUR MENTORSHIP PROGRAM, WHERE EVERY STAFF MEMBER IS PAIRED WITH A STUDENT, PROVIDING PERSONALIZED SUPPORT AND DEEPENING CONNECTIONS THROUGHOUT OUR SCHOOL COMMUNITY, WE'RE FOCUSING ON RESTORATIVE PRACTICES AND DATA DRIVEN DECISION MAKING.
WE ADDED TWO RESTORATIVE APPROACH COACHES THIS YEAR WHO ANALYZE STUDENT DATA AND HELP US IDENTIFY INTERVENTIONS AND STRATEGIES THAT ARE BEST SUITED FOR THOSE STUDENTS.
[04:15:01]
SO IT COULD BE CONNECTING WITH TRUSTED ADULTS, REFERRING THEM TO SERVICES, HOLDING MEETINGS WITH CAREGIVERS AS EXAMPLES.WE'RE ALSO, LOOKING AT FEATURES IN SYNERGY TO BE PROACTIVE AND COMMUNICATING THROUGH SOME OF THE ENHANCED TOOLS LIKE NOTES AND ENABLING STAFF TO DOCUMENT, CONCERNS AND SHARE THOSE WITH OTHER FOLKS SO THAT WE CAN ENSURE TIMELY SUPPORT.
WE'RE REALLY FOCUSING ON PROACTIVE MEASURES AND TIERED SUPPORT SYSTEMS. SO BEHAVIORAL EXPECTATIONS OF BEING BEING THE EXCUSE ME REINFORCE THROUGH ADVISORY PROGRAMS ALONGSIDE REGULAR STAFF TRAINING AND SCENARIO BASED EXERCISES TO MAINTAIN PREPAREDNESS.
YOU HEARD, A PREVIOUS SPEAKER TALK ABOUT HAVING SECURITY AND ADMIN TOGETHER.
WE HAVE REGULAR OSA MEETINGS, WHICH WERE EACH MONTH, AND WE GO THROUGH SCENARIOS, WE LOOK AT INCIDENTS.
WE, USE THE MATERIALS THAT ARE PROVIDED FROM CENTRAL OFFICE TO RUN OUR TRAININGS AND, OUR, STUDENT BEHAVIOR, WELLNESS TEAM, HAS AN IMPLEMENTED A TIERED INTERVENTION SYSTEM THAT ALLOWS US TO FOCUS ON PREVENTION, INCLUDING CONFLICT COACHING, AGAIN, MENTORSHIP AND SUBSTANCE COUNSELING.
WE REDESIGNED OUR ALL ONE PROGRAM, WHICH WE NOW CALL OUR ENHANCED INTERVENTION PROGRAM, AND THAT PROVIDES, FLEXIBLE SUPPORT TO STUDENTS.
THIS YEAR TO DATE, WE HAVE SERVED 71 STUDENTS THROUGH, THROUGH OUR ENHANCED INTERVENTION PROGRAM VERSUS LAST YEAR, FOR A WHOLE YEAR, IT WAS ABOUT 20 STUDENTS.
SO WE REALLY HAVE, UP THE IMPACT OF THAT PROGRAM.
WE'RE ALSO FOCUSING ON COMMUNITY PARTNERSHIPS AND ENGAGEMENT.
WE HAVE PARTNERSHIPS WITH ORGANIZATIONS LIKE THE CONFLICT RESOLUTION CENTER THAT PROVIDE STUDENTS WITH COACHING AND MEDIATION TO ADDRESS CONFLICTS CONSTRUCTIVELY.
OUR PARTNERS THAT PARTNERED IS IN OUR BUILDING EVERY THURSDAY ALL DAY, AND THEY RECEIVE REFERRALS FROM US, OR THEY SEE STUDENTS AND THEY'LL PULL THEM IN.
SO THAT'S BEEN VERY INSTRUMENTAL IN HELPING COACH OUR STUDENTS TO HAVE POSITIVE, SOCIAL INTERACTIONS WITH OTHERS.
WE COLLABORATE WITH BRIDGE TO WELLNESS AND STREET, THE OUTREACH NETWORK, TO OFFER ADDITIONAL SUPPORT FOR STUDENTS.
WE STRENGTHENED OUR ONE PAC MENTORSHIP PROGRAM THIS YEAR THROUGH A PARTNERSHIP WITH MENTOR MARYLAND IN DC.
SO GIVING US SOME ADVICE ON HOW TO EXPAND EFFECTIVELY AND, HAVE MORE IMPACT WITH OUR STUDENTS.
WE'VE BEGUN TO EXPAND OUR COMMUNITY OUTREACH INITIATIVES LIKE MEET AND EAT AT THE PLUM GAR COMMUNITY CENTER AND SOME PERSONALIZED PHONE CALLS TO CARE GIVERS TO INVITE THEM TO SCHOOL EVENTS, WHICH WE'VE SEEN AN ENHANCED COMMUNITY ENGAGEMENT.
WE'VE SEEN PARENTS COME TO OUR BUILDING THAT WE DIDN'T SEE BEFORE BECAUSE NOW THEY'VE CONNECTED WITH, ADULTS IN OUR BUILDING, AND THEY FEEL COMFORTABLE.
THEY HAVE A TRUSTED ADULT THEMSELVES.
WE HAD THE OPPORTUNITY, IN OCTOBER, NOVEMBER, TO SHARE, OUR WORK, DURING THE, MONTHLY MCPS PTA CLUSTER MEETING.
SO THAT WAS NICE TO BE ABLE TO HIGHLIGHT THAT WORK.
AND WE CONTINUE TO SEEK NEW PARTNERSHIPS AND ACTIVITIES THAT ARE ALIGNED WITH OUR STUDENTS INTEREST TO PROVIDE POSITIVE OUTLETS AND OPPORTUNITIES FOR THEM TO DEVELOP, LIFE SKILLS AND ALSO FEEL GOOD ABOUT THEMSELVES.
SO REAL QUICK, WHAT OF OUR WHAT ARE OUR, SIMPLE RESULTS? SO FAR THIS YEAR, WE HAVE SEEN A REDUCTION IN SUSPENSIONS.
OUR CURRENT SUSPENSION RATE IS LESS THAN 1%, AND WE'VE SEEN SIGNIFICANT DECREASES ACROSS ALL DEMOGRAPHICS, INCLUDING AFRICAN-AMERICAN, HISPANIC, AND STUDENTS WITH IEPS.
OUR STAFF IS REPORTING AN INCREASED SENSE OF SAFETY.
LAST YEAR, THAT MIDYEAR SURVEY RESULTED IN ONLY 46% OF OUR STAFF REPORTING AND FEELING EXTREMELY OR QUITE SAFE AT WORK AT THE END OF MARKING PERIOD ONE, THIS YEAR, THAT FIGURE IS 64%.
SO WE ARE SURVEYING WE CONTINUE TO MONITOR QUARTERLY.
WE CONDUCT WEEKLY STAFF CHECK INS TO ENSURE THAT WE'RE ADDRESSING ANY CONCERNS THAT POP UP.
AND WE'RE REALLY EAGER TO HEAR TO SEE THE RESULTS FOR THE DISTRICT.
SURVEY THAT WILL BE COMING IN THE SPRING.
AND WE HAVE AN INCREASED, A REPORTED INCREASED SENSE OF STUDENT BELONGING.
OUR MINORITY SCHOLARS PROGRAM STUDENTS, LEADERS COLLECTED DATA THIS FALL THAT SHOWS THAT 80% OF OUR 82% OF OUR STUDENTS REPORT HAVING A SENSE OF BELONGING AND A TRUSTED ADULT AT CLARKSBURG HIGH SCHOOL.
SO, AGAIN, I'M VERY PROUD OF THE WORK THAT, MY STAFF, MY ADMIN TEAM, MY SECURITY TEAM, ALL OF US WORKING TOGETHER.
AND WE REMAIN COMMITTED TO PRIORITIZING SAFETY, RELATIONSHIP UPS AND SUPPORT SYSTEMS THAT EMPOWER OUR STUDENTS AND STAFF.
THE RESULTS REFLECT THE COLLECTIVE EFFORTS OF OUR TEAM, OUR COMMUNITY PARTNERS, AND OUR SHARED VISION FOR A SAFER AND MORE CONNECTED SCHOOL ENVIRONMENT.
[04:20:02]
FOR LETTING ME SHARE AGAIN.I'M VERY PROUD OF THE WORK AT CL NEXT SLIDE.
SO I WOULD LIKE TO BASICALLY CLOSE BY NOTING THAT, YOU KNOW, I THINK THERE HAS BEEN SOME PROGRESS MADE.
CLEARLY WITH REALLY IDENTIFYING AND I REALLY DO APPRECIATE THE BOARD'S SUPPORT, ALONG WITH DOCTOR TAYLOR, ON REALLY IDENTIFYING THE NEED FOR SAFETY AND SECURITY AND MAKING THAT A PRIORITY FOR THIS SYSTEM.
WITHOUT YOUR SUPPORT, I CAN TELL YOU THAT IT WOULD MAKE IT MUCH MORE DIFFICULT FOR US TO REALLY ACCOMPLISH THIS TASK.
I THINK THE SENSE I GET FROM TALKING TO NOT ONLY OUR ADMINISTRATORS, BUT MANY OF OUR STAFF AS WELL AS OUR STUDENTS, THAT WE SEE THAT THERE HAS BEEN IMPROVEMENT.
ARE WE THERE YET? THE ANSWER IS ABSOLUTELY NOT.
THERE ARE LOTS OF BALLS THAT I, I OFTEN SAY ARE IN THERE.
WE'RE JUGGLING THAT ARE IN THE AIR.
BUT WE'RE COMMITTED TO, TO REALLY COMING UP WITH, SOLUTIONS THAT ARE GOING TO BE EFFECTIVE.
AND ONE OF THE THINGS THAT I'VE CLEARLY RECOGNIZED IN MY SHORT TENURE HERE AT M.C.P.S.
I SEE A LOT OF GREAT THINGS, SIMILARLY TO WHAT PRINCIPAL O'NEILL JUST NOTED.
AND, MR. MONTELEONE, JUST TO KNOW THAT, AS WELL AS THE NUMBERS THAT HAVE BEEN, THE DATA THAT HAS BEEN PLACED OUT ABOUT DECREASES, BUT I'VE SEEN A COMMITMENT ON STAFF TO REALLY TO MOVE FORWARD, TO BE A PART OF THE TEAM, TO JUST NOT BE LEFT UP TO THE SECURITY ASSISTANCE AT OUR SCHOOLS THAT CREATE THE SAFE ENVIRONMENT IS THAT EVERYBODY'S PLAYING A ROLE.
AND THE MORE WE SEE THAT FROM A LEADERSHIP PERSPECTIVE AND WE CONTINUE TO GROW UPON THAT, I THINK WE'RE ONLY GOING TO GET BETTER BECAUSE IT IS ABOUT PREVENTING INCIDENTS FROM OCCURRING.
IT'S NOT WAITING FOR SOMETHING TO HAPPEN.
WE REALLY NEED TO BE IN A PROACTIVE MODE GOING ALONG THE WAY.
I JUST WANTED TO GIVE A COUPLE OF UPDATES, PARTICULARLY AS I KNOW WE WE SPOKE ABOUT THIS AS WELL BEFORE WHEN WE TALKED ABOUT X READERS.
SIMILARLY, AT OUR ELEMENTARY SCHOOLS AND SOME OF THE OTHER SCHOOLS THAT NEED THOSE AS WELL AS WELL AS DOOR SENSORS TO PROVIDE THAT SENSE OF SECURITY, AND MANY OF OUR SCHOOLS THAT WE KNOW THAT PEOPLE WHO ARE COMING INTO OUR SCHOOLS WHO DON'T BELONG IN OUR SCHOOLS, THOSE THINGS HAPPEN SOMETIMES ON A DAILY BASIS.
AND OUR SECURITY TEAMS, OUR ADMINISTRATORS ARE AWARE OF THOSE INDIVIDUALS WHO BELONG IN OUR SCHOOLS.
AND I CAN TELL YOU, BY BY US GOING AROUND AND DOING THESE ASSESSMENTS AND WATCHING THE IDENTIFICATION SYSTEM WHERE IT DOES WORK, THOUGH IT AGAIN, THE BIG WORD OF THE DAY FOR ME, THAT I THINK THAT I CARRY WITH ME ON A DAILY BASIS THAT I DON'T SEE IS THE CONSISTENCY ACROSS THE BOARD.
AND THAT'S WHERE WE HAVE TO GET TO, FROM A STANDPOINT OF SAFETY AND SECURITY ACROSS MONTGOMERY COUNTY PUBLIC SCHOOLS, WE NEED A CONSISTENT SYSTEM THAT EVERYBODY UNDERSTANDS WHAT'S THE RULES OF ENGAGEMENT AND WHAT ARE THE RESOURCES THAT WE ALL HAVE, NO MATTER WHAT OUR ENVIRONMENT, NO MATTER WHAT? THE CULTURE IS AT OUR PARTICULAR SCHOOL, BUT THAT WE'RE ALL ON THE SAME PAGE.
AND, WE CAN NOW HAVE A DISCUSSION.
I'M GOING TO START A DISCUSSION FROM MY RIGHT HAND SIDE.
WITH, TIME CONSTRAINT THIS ROUND.
THESE, AT LEAST I'M GETTING FEEDBACK ABOUT THE ID PROGRAM AND HOW IT'S WORKING OR NOT WORKING.
AND, WHAT? I KNOW THERE'S BEEN SEVERAL MODELS USED.
AND HOW ARE YOU DETERMINING WHICH MODEL SEEMS TO BE WORKING? HOW ARE YOU GETTING THAT FEEDBACK? FROM THE FULL COMMUNITY.
SO I THINK ONE OF THE I MEAN, THERE THERE ARE SEVERAL MODELS, RIGHT? WE HAVE, WE'VE HAD WE'VE SEEN SOME SCHOOLS THAT REQUIRE STUDENTS TO WEAR THE LANYARD AROUND THEIR NECK.
AND TO BE ABLE TO SHOW IT, IMMEDIATELY WHEN THEY WALK INTO SCHOOL.
SOME SCHOOLS ARE NOT NECESSARILY CHECKING IT THE SAME WAY.
YOU CAN HAVE IT AROUND YOUR NECK, BUT YOU COULD ALSO HAVE IT ATTACHED TO YOUR BACKPACK.
AND AGAIN, THERE ARE SOME SCHOOLS THAT WE SEE WHERE STAFF IS ACTUALLY CHECKING MORE TIMES THAN NOT, VERSUS WHEN THE STUDENT IS NOT DISPLAYING IT, TO MAKE SURE THAT THEY ARE DISPLAYING IT.
WE ARE HAVING WE SEE SOME SCHOOLS WHERE THEY COME IN AND THEY DON'T HAVE THEIR IDS.
THERE IS A SYSTEM THAT'S BEEN DEVELOPED
[04:25:03]
THAT GIVES THEM THEIR REPLACEMENT ID FOR THE DAY, OR IF THEY LOST THEIR ID THERE IS A SYSTEM.BUT AGAIN, THERE'S NOT CONSISTENCY BECAUSE EACH SCHOOL IS DOING IT INDIVIDUALLY ACROSS THE BOARD.
SO WHAT WE'RE TRYING TO DO IS TO TAKE THESE WHAT WE'RE SEEING AND MAKE RECOMMENDATIONS THAT WE COME UP WITH A HOLISTIC APPROACH, OF A POSSIBLE POLICY PROCEDURE THAT WOULD BE BENEFICIAL FOR ALL SCHOOLS AND BASED ON SOME KIND OF RESULT.
BECAUSE IT'S NOT JUST TO DO IT BECAUSE WE JUST WANT TO SEE KIDS WEAR LANYARDS.
RIGHT? SO THERE SO HAS THERE BEEN LIKE LESS OUTSIDERS COMING IN THE SCHOOL HAS HELPED, YOU KNOW, SO HAVE SOME KIND OF A MEASUREMENT AS WELL AS YOU'RE PICKING THE.
IT IS AGAIN, MAKING SURE THOSE THAT BELONG IN THE SCHOOL BELONG IN THE SCHOOL.
I MEAN, WE ALSO SEE WHERE WE HAVE SOME STAFF MEMBERS WHO DON'T WEAR THEIR IDS. RIGHT.
SO AGAIN, WE YOU KNOW, MANY SCHOOLS KNOW WHO BELONG IN THEIR SCHOOLS.
BUT THEN YOU HAVE SOME SCHOOLS THAT ARE SO LARGE, RIGHT, THAT ARE SO LARGE, RIGHT, THAT IT DOES REQUIRE.
AND IT IS A CHANGE OF CULTURE, RIGHT? A CHANGE FOR INDIVIDUALS TO WEAR AN IDENTIFICATION CARD TO SHOW IT WHEN REQUESTED.
AND IT'S NOT JUST FOR THE FACT THAT WE'RE JUST SAYING WE WANT YOU TO HAVE IT, JUST TO WEAR IT.
THERE IS A PURPOSE TO THIS, BECAUSE WE'VE HAD INCIDENTS THAT PROVE THAT PEOPLE WHO SOMETIMES COME INTO OUR SCHOOLS BECAUSE SOMEBODY PUSHES A DOOR OPEN IN THE REAR OF THE SCHOOL AND ALLOWS SOMEONE WHO DOESN'T BELONG IN THE SCHOOL, WHO THEN GETS TO WALK THE HALLS BUT DOESN'T HAVE AN ID, RIGHT.
THOSE THOSE ARE THE THINGS THAT THESE ARE THE ONE TIME THAT THERE'S A MAJOR INCIDENT THAT CREATES THE HAVOC, AND THIS IS THE MESSAGE THAT WE WE MUST, WE MUST SEND.
SO PEOPLE UNDERSTAND THAT THERE IS A PURPOSE BEHIND WHY WE'RE DOING WHAT WE'RE DOING.
LISTEN, THANK YOU ALL FOR BEING HERE.
ALL OF THE WORK THAT YOU DO, ESPECIALLY PRINCIPAL O'NEILL.
I KNOW YOU'VE HAD A FULL DAY OF SCHOOL AND YOU'RE STILL HERE, SO I JUST REALLY APPRECIATE THAT.
AND THE EFFORTS THAT YOU'RE PUTTING IN AT YOUR OWN SCHOOL, I ACTUALLY HAVE TOO MANY QUESTIONS, SO I WILL LIKELY FOLLOW UP WITH SOME OF YOU AFTER THIS.
BUT THE QUESTION OVERARCHING THAT I HAVE IS THAT WE'RE HEARING A LOT ABOUT THE MIDDLE SCHOOLS AND THE HIGH SCHOOLS, WHETHER IT'S THE MODULES FOR BULLYING AND HATE, BIAS AND EXPECTATIONS OR SECURITY ASSESSMENTS THAN IN THE FIRST OR SECOND SEMESTER, I REALLY WANT TO ELEVATE THE FRUSTRATIONS OF ELEMENTARY SCHOOL PARENTS, AND I AM ONE.
AND I WILL SAY THAT I HEAR ACROSS THE BOARD FOR ALL THE YEARS THAT I'VE BEEN AN ELEMENTARY SCHOOL PARENT, NOW THAT OUR STUDENT POPULATIONS ARE FEEL SOMEWHAT NEGLECTED IN THIS AREA OF SAFETY AND SECURITY.
AND I UNDERSTAND WE HAVE SUCH CHALLENGES AT THE PERHAPS SECONDARY LEVEL, BUT IN MY EXPERIENCE, ONE OF THE WAYS THAT WE CAN CURB SOME OF THOSE AND WE TALK ABOUT BEING PROACTIVE AND PREVENTION, AND I'M ABSOLUTELY FOR THAT.
IF WE'RE NOT DOING ANYTHING FOR OUR ELEMENTARY SCHOOL FAMILIES, STUDENTS AND THEIR SCHOOLS, THEN WE'RE GOING TO CONTINUE TO SEE THESE INCIDENTS AT THE SECONDARY AND HIGH SCHOOL LEVEL.
SO IT'S TOO MUCH FOR YOU TO ANSWER, MAYBE A QUESTION RIGHT NOW, ESPECIALLY AT THIS HOUR OF THE DAY.
BUT I DO REALLY WANT TO STRONGLY EMPHASIZE WE HAD ALL OF THESE PARENTS SHOW UP, AND THIS IS NOT THE FIRST TIME THEY'VE SHOWN UP.
AND THEY ARE NOT THE ONLY PARENTS WITH THESE CONCERNS ON A SOMEWHAT DAILY BASIS.
AND I WOULD JUST, BRIEFLY JUST NOTE TO THAT, THAT IT IS NOT LOST UPON ME, NOT AT ALL THAT WE NEED SEPARATE ELEMENTARY SCHOOLS ANY DIFFERENT FROM THE STANDPOINT OF THE FOCUS.
IT'S A DIFFERENT KIND OF A FOCUS BECAUSE OF THE THE CULTURE, THE ENVIRONMENT, YOU MAY SAY.
BUT THE SECURITY, THAT NEEDS TO BE PUT IN PLACE.
AND SO WE HAVE A PLAN THAT WE WILL CONTINUOUSLY WORK WITH OUR ELEMENTARY SCHOOL PRINCIPALS AND IDENTIFYING MANY OF THEIR NEEDS OF HOW TO BEST ASSESS THAT.
THIS IS A PART OF THE ASSESSMENT IN WHICH WE SPEAK OF THAT WE NEED TO IDENTIFY.
BUT I'M NOT GOING TO JUST IMPOSE UPON MY BELIEFS.
I WANT TO HEAR FROM NOT ONLY THE PRINCIPALS, BUT FROM THE PTA IN THOSE COMMUNITIES TO BE ABLE TO EXPRESS TO US WHAT ARE THE NEEDS THAT THEY FEEL LIKE THEY NEED FOR THEIR KIDS.
SO ARE THERE ASSESSMENTS THEN? I GUESS BEING HAPPENING, THEY WILL BE HAPPENING.
AND UNLESS THEY ARE FOR ELEMENTARY SCHOOL, JUST REALLY QUICKLY THAT, SOME OF OUR ELEMENTARY SCHOOL PRINCIPALS ARE DOING A PHENOMENAL JOB IN TERMS OF LEADING THE WAY IN TERMS OF SHARING EXPECTATIONS WITH STUDENTS.
FARMLAND ELEMENTARY SCHOOL UNDER, PRINCIPAL LONGUS IS A REALLY GOOD EXAMPLE OF THIS IN TERMS OF BRINGING HER COMMUNITY IN
[04:30:01]
AND SHARING WITH STUDENTS ABOUT THOSE EXPECTATIONS IN A SERIES OF TOWN HALLS.AND WE ARE CULTIVATING EXAMPLES LIKE THAT AND CREATING A RESOURCE BANK FOR ELEMENTARY SCHOOLS TO BE ABLE TO USE SO THAT THEY CAN SHARE THOSE BEST PRACTICES.
ADDITIONALLY, WE'RE LOOKING AT WAYS TO MODIFY THE MODULES CREATED THIS YEAR.
REMEMBER, THIS IS OUR FIRST YEAR WITH THE CODE OF CONDUCT MODULES TO CREATE A MODULE THAT IS APPROPRIATE FOR GRADES 3 TO 5.
AND SO THOSE ARE THINGS THAT ARE COMING DOWN THE PIKE THAT WE CAN LOOK FORWARD TO.
ON THE EXPECTATION SIDE, FOR OUR ELEMENTARY SCHOOL STUDENTS.
WELL, WELL, I'M GLAD THAT RITA GOT TO GO BEFORE ME BECAUSE I WAS DEBATING BETWEEN TWO QUESTIONS. YES.
SO AT FIRST I WANT TO THANK PRINCIPAL O'NEILL FOR COMING IN.
IT WAS REALLY, HELPFUL TO HEAR WHAT'S GOING ON UP AT CLARKSBURG AND THAT YOU'RE HAVING SUCCESS.
MY QUESTION, OF COURSE, IS ALWAYS ABOUT THE DATA.
I JUST WANT TO UNDERSTAND WHAT I'M SEEING HERE, THE SERIOUS INCIDENT DATA.
I WANT TO KNOW, IS THIS AUGUST 23RD THROUGH DECEMBER 4TH? IS THAT IS THAT CORRELATING TO THE SUSPENSION DATA? SCHOOL YEAR 2324.
IN OTHER WORDS, THAT MIDDLE COLUMN UNDER THE SUSPENSION DATA IS THAT THE SAME TIME PERIOD ON THE AS ON THE NUMBER SEVEN SLIDE ABSOLUTELY DOWN TO THE DAY.
BUT MY QUESTION IS YOU GOT SERIOUS INCIDENTS OF 1662, BUT YOU'VE GOT SUSPENSIONS OF 870.
AM I READING THAT WRONG? NO, YOU'RE NOT READING IT INCORRECTLY.
THAT'S SO THAT'S A GOOD QUESTION.
SO FOR THIS YEAR AND WE'RE LOOKING AT THIS YEAR, YOU'D BE LOOKING AT THE 1488 NUMBER RATHER THAN THE PRIOR YEAR.
BUT WE ON ON SLIDE NUMBER NINE YOU ONLY HAVE 857.
BECAUSE NOT ALL SERIOUS INCIDENTS LEAD TO SUSPENSION.
SO SOME OF THOSE TRESSPASSING NUMBERS AT 26 THOSE ARE ALL STUDENTS.
THAT COULD BE THE PERSON FROM THE COMMUNITY THAT WANDERED ONTO THE FIELD DURING THE SCHOOL DAY.
THEY'RE NOT THE THING ABOUT SERIOUS INCIDENTS ARE THEY'RE NOT ALL INCIDENTS INVOLVING CHILDREN THAT TRESPASSING COULD BE A PARENT THAT WAS TRESPASSED AND NOT ALLOWED ON PROPERTY AND CAME ON TO PROPERTY, SO IT WOULDN'T CORRELATE TO A SUSPENSION BECAUSE WE WOULDN'T SUSPENDED PARENT.
SO IT'S NOT A 1 TO 1 MATCH IN TERMS OF EVEN THE FIGHTING THAT ALL OF THE FIGHTING, THOSE ARE NOT ALL CHILDREN, RIGHT.
THAT COULD BE TWO ADULTS WHO GOT IN A FIGHT IN THE PARKING LOT OVER A PARKING SPACE.
SO THEY'RE NOT GOING TO EVER MATCH PERFECTLY BECAUSE IT'S ALL INCIDENTS.
AND SO WE'VE GOT A COUPLE OTHER POINTS OF CONTEXT HERE THAT I WANT TO ADD.
AND THE LARGEST CATEGORY IS OTHER.
AND THAT INVOLVES A LOT OF MEDICAL INCIDENTS THAT OCCUR WHERE A STUDENT HAS A MEDICAL EMERGENCY OR AN ADULT IN THE BUILDING HAS A MEDICAL EMERGENCY.
AND IT'S VERY DISRUPTIVE TO LEARNING ENVIRONMENTS.
SO IT BECOMES ONE OF THESE SERIOUS INCIDENTS.
THIS IS A REALLY IMPORTANT DATA SLIDE BECAUSE WE ARE TALKING ABOUT 1%.
AS A MATTER OF FACT, WE'RE TALKING ABOUT LESS THAN 1% IN A LOT OF CONTEXT.
AND THAT'S A GREAT BENCHMARK FOR US BECAUSE AS WE LOOK FORWARD, WE SHOULD BE LOOKING TO SHAVE THIS 1% EVEN FURTHER DOWN.
AND THE FIRST COLUMN WE'VE HAD OVER 80 DAYS OF SCHOOL, AND THERE ARE OVER 200, AND TEN SCHOOLS IN THE DISTRICT ARE 212.
THAT'S 17,000 POSSIBLE, INTERACTIONS THAT THAT COULD BE, IF I'M DOING MY MATH CORRECTLY IN MY HEAD.
SO 17,000 POSSIBILITIES AND WE HAD 71 INCIDENTS OUT OF 17,000 POSSIBLE OPPORTUNITIES FOR THERE TO BE AN INCIDENT.
SO THAT'S ACTUALLY LESS THAN ONE HALF OF 1%.
AND WHEN YOU LOOK AT 1400 OR 1500, INCIDENTS THAT HAVE OCCURRED, AND LET'S ASSIGN THAT ROUGHLY TO OUR STUDENT BODY OF OVER 150,000 STUDENTS, THAT'S LESS THAN 1% OF OUR STUDENT POPULATION THAT'S BEING IMPACTED LESS THAN 1% OF THE TIME.
DOESN'T MEAN THAT WE DON'T HAVE WORK TO DO.
IT DOESN'T MEAN THAT THERE ISN'T PROGRESS TO MAKE.
I THINK IT'S REALLY EASY, WHEN THE MEDIA PAINTS THE PICTURE OF WHAT SCHOOLS ARE LIKE OR, AS SOMETHING EXCITING HAPPENS AND IT GETS REPORTED AT HOME AT THE DINNER TABLE, AND, IT RULES CONVERSATION FOR SEVERAL DAYS.
[04:35:01]
AND THEY'RE SERIOUS THINGS THAT HAPPEN IN SCHOOL.BUT IT'S NOT AN EVERY DAY, EVERY CLASSROOM, EVERY STUDENT EXPERIENCE THAT IT REALLY IS LIMITED TO A HANDFUL OF THINGS THAT WE TAKE VERY, VERY SERIOUSLY AND THAT WE TRY TO MEASURE THEM, AND PAY SIGNIFICANT ATTENTION TO THEM.
A LOT OF WORK TO DO, A LOT OF ROOM FOR IMPROVEMENT, LOT OF ROOM FOR IMPROVEMENT, PARTICULARLY IN THE ELEMENTARY SPACE, BECAUSE WE SPEND A DISPROPORTIONATE AMOUNT OF TIME FOCUSED ON SECONDARY SCHOOLS, BECAUSE A LOT OF THESE THINGS HAPPEN BY VOLUME AT THE SECONDARY SCHOOL.
BUT IT DOESN'T MEAN THAT THE THINGS THAT HAPPEN AT ELEMENTARY ARE ANY LESS SERIOUS.
BUT THIS IS AN ENCOURAGING SIGN AND SOMETHING THAT, YOU KNOW, WE WE DO NEED TO TAKE PRIDE IN THE FACT THAT THIS IS MOVING IN THE RIGHT DIRECTION, AND THAT THE NUMBERS ARE STILL RELATIVELY LOW FOR US TO MANAGE.
AND A PRETTY CONSISTENT AND FAIR WAY.
CAN I FINISH MY MY THING THEN? CAN CAN I GET SOME MORE INFORMATION? I JUST WANT YOU TO BACK OUT EVERYTHING THAT'S NOT A STUDENT, THAT'S HAVE AN INCIDENT THAT'S HAPPENED AT THE SCHOOL THAT RESULTED IN A I'M TRYING TO FIGURE OUT HOW MANY INCIDENTS THEY'VE BEEN, WHETHER THEY'RE REPEAT OFFENDERS AND WHAT THE DEMOGRAPHICS ARE.
SO I NEED THAT THINGS LIKE MEDICAL TAKEN OUT, THINGS THAT MIGHT HAVE HAPPENED AT THE AT THE METRO STATION AND CAME I'M TRYING TO GET A REAL PICTURE HERE.
WHAT WE'RE LOOKING AT AND WHO IT IS AND WHETHER THEY'RE REPEAT OFFENDERS AND THE DEMOGRAPHICS.
DO YOU UNDERSTAND WHAT I DO? I'M LOOKING FOR IT, I DO I THINK THAT'S SOMETHING WE'RE GOING TO HAVE TO FOLLOW UP ON.
I THINK ONE THING TO LOOK AT, YEAH, IS RECIDIVISM.
LIKE HOW MANY STUDENTS ARE REPEATING LIKE SERIOUS OFFENSES.
AND I CAN TELL YOU IT'S TYPICALLY ABOUT 20%.
BUT THAT'S DATA THAT WE CAN GET FOR YOU.
AND I THINK WE CAN TALK A LITTLE BIT MORE ABOUT THAT WHEN WE TALK ABOUT OUR SUSPENSIONS AND EXCLUSIONS.
I THINK THAT'LL BE A GOOD ONE TO KNOW.
THAT DISCIPLINE HAS BEEN ONE OF MY MAIN ISSUES, DISCIPLINE OF BLACK STUDENTS.
SO I WANT THAT DATA BROKEN DOWN.
AND I WANT TO KNOW I WANT TO TRY TO FIGURE OUT WHAT WE'RE ACTUALLY LOOKING AT.
ALL RIGHT, MISS RIVERA, OFFENSE.
SO WE'RE GOING TO TALK ABOUT SUSPENSIONS ANOTHER HALF LATER OR I BELIEVE WE HAVE A STRATEGIC PLANNING MEETING COMING UP, BUT WE CAN ADDRESS IT.
IF YOU HAVE A QUESTION, I'LL SAVE THOSE QUESTIONS FOR THEM, FOR THAT QUESTION FOR THEM, THEN I'LL DO THIS.
I REALLY WOULD LIKE TO HAVE A BETTER PICTURE OF WHERE THE INCIDENTS ARE HAPPENING, WHETHER IT IS HIGH SCHOOL, MIDDLE SCHOOL, OR ELEMENTARY SCHOOL.
JUST BECAUSE THERE'S A LOT OF ASSUMPTIONS BEING MADE OF WHERE THINGS ARE HAPPENING OR THINGS ARE HAPPENING MORE THAN OTHER PLACES.
SO FOR ME, THAT IS REALLY IMPORTANT. AND.
THE OTHER CATEGORY, I'LL TELL YOU WHY IT BOTHERS ME NOT TO HAVE A BREAKDOWN OF THAT, BECAUSE WE HAD ASKED IN THE PAST THAT WHEN WE HAVE, FOR EXAMPLE, WHEN WE USED NARCAN OR THERE IS A SUSPICIOUS OR WE THINKS AN OVERDOSE THAT THAT WOULD BE PUT IN AS A CATEGORY, RIGHT.
BECAUSE WE WANT TO MAKE SURE THAT WE HAVE A GRASP ON WHETHER WE ARE MAKING PROGRESS OR WE ARE GIVING THE RIGHT TOOLS OR THE RIGHT SUPPORT, SO THAT SO TO HAVE A THOUSAND, 1184 UNDER OTHER SERIOUS INCIDENTS, IT DOESN'T SIT WELL WITH ME.
AND I THINK MARK KNOWS WHY, BECAUSE THEN IT'S REALLY HARD FOR US TO.
AND I GUESS YOU CAN SAY TO ME, WELL, YOU KNOW, THERE WERE 8984 PEOPLE THAT CALLS TO AN EMERGENCY.
WELL, WAS IT BECAUSE IT WAS DRUG RELATED, OR WAS IT BECAUSE WE DIDN'T HAVE A NURSE IN THE SCHOOL, I MEAN, OR THE OTHER.
RIGHT. SO IF WE'RE GOING TO DO SERIOUS INCIDENT DATA, I WANT TO SEE A BREAKDOWN.
AND ONE OF THE AND THE OTHER SLIDE YOU GO INTO, THE SEXUAL HARASSMENT.
AND THAT IS NOT INCLUDED IN HERE.
AND I THINK THAT IS SOMETHING THAT NEEDS BECAUSE WE HEAR FROM THE PUBLIC, FROM PARENTS AND SO ON, BECAUSE WE SAID SERIOUS ABUSE BASED ON SEXUAL HARASSMENT, RACIAL OR REGIONAL ETHNIC BACKGROUND, BECAUSE WE ARE ONE OF THE MOST DIVERSE SCHOOL SYSTEMS IN THE COUNTRY.
I THINK THAT DATA NEEDS TO BE SHARED, AND WE NEED TO KNOW AND AGAIN, IF WE CAN BREAK IT DOWN BY, BY.
SO AND CAN YOU TELL ME WHAT'S SERIOUS FIGHT.
WHAT'S THE DEFINITION OF A SERIOUS FIGHT VERSUS A DEFINITION OF A SERIOUS FIGHT.
WHAT WHAT ARE THE COMPONENTS FOR THAT.
SO I WANTED TO I WAS TRYING TO KEEP TRACK OF SOME OF THE QUESTIONS THAT YOU ASKED.
SO THE FIRST WHERE THEY'RE HAPPENING.
MOST INCIDENTS ARE HAPPENING AT THE HIGH SCHOOL LEVEL.
SO 530 INCIDENTS, 481 FOR ELEMENTARY SCHOOL AND 423 FOR MIDDLE.
[04:40:01]
SO THERE'S SIMILAR, BUT FOR THE MOST PART MOST ARE HAPPENING AT HIGH SCHOOL.TO THE SECOND QUESTION THAT YOU ASKED ABOUT THE OTHER CATEGORY, WE CAN CERTAINLY PROVIDE THAT DATA FOR YOU.
I WANT YOU TO KNOW IT'S NOT LABELED IN THE SYSTEM AS OTHER.
SO IT MIGHT BE A LIST THAT IS 100 LONG.
WE CAN'T SHARE THAT ON ONE SLIDE.
SO WE JUST CHOOSE TO SHARE THE HIGHEST NUMBER.
BUT I WANT YOU TO KNOW THAT THEY EXIST.
THEY'RE JUST NOT AS COMMON AS THE ONES THAT YOU SEE ON THE SCREEN.
AND THEN TO THE THIRD QUESTION ABOUT, WHAT MAKES A FIGHT SERIOUS OR NOT? THIS ONE'S A LITTLE TRICKY, ONLY BECAUSE THERE ARE TWO THINGS TO THINK ABOUT.
THE FIRST ONE IS WHEN YOU PUT IN A FIGHT IN SYNERGY THAT RANGES FROM.
SOMEONE STEPPED ON MY TOE IN THE LUNCH LINE, RIGHT? I WAS PUSHING AND SHOVING OVER A TOILET INTO A RECESS.
THAT IS A THING THIS TIME OF YEAR, ALL THE WAY TO THERE IS A MASKED GROUP FIGHT IN THE CAFETERIA.
SO THOSE THINGS ARE VERY DIFFERENT, RIGHT? SOMEONE PULL MY PIGTAIL ALL THE WAY TO SOMETHING THAT IS TREMENDOUSLY SERIOUS.
AND ALL OF THOSE ARE CATEGORIZED AS FIGHT.
SO AGAIN, THE ONES THAT ARE SERIOUS, MEET A COUPLE OF RULES.
ONE, THE STATE DEFINITION OF SERIOUS BODILY INJURY, NOT OUR DEFINITION.
SO A FIGHT IS CONSIDERED SERIOUS IF THERE IS SERIOUS BODILY INJURY.
SECOND ONE IS IF THERE'S A DISRUPTION TO THE SCHOOL.
SO IF THERE'S A MASS DISRUPTION THAT CAN BE CONSIDERED SERIOUS.
SO A FIGHT IN A CLASSROOM WHERE THERE'S PUSHING AND SHOVING, MAYBE NOT SO MUCH SOMETHING IN THE MIDDLE OF THE CAFETERIA THAT CAUSES A DISRUPTION THAT DISRUPTS THE SCHOOL DAY. YES.
AND THEN THE THIRD ONE IS MY RULE OF THUMB IS, DID I HAVE TO CALL FOR OUTSIDE ASSISTANCE? DID THIS FIGHT REQUIRE ME TO CALL THE POLICE? DID THIS FIGHT REQUIRE ME TO CALL FOR OTHER ASSISTANCE? DID IT REQUIRE ME TO CALL MEDICAL, ETC.? AND THOSE ARE SERIOUS.
WE KNOW THAT THE NUMBER ONE INCIDENT IN SCHOOLS AND NOT JUST IN MARYLAND, NOT JUST IN MONTGOMERY COUNTY, BUT ACROSS THE NATION HAS BEEN FIGHTING.
IT'S IT'S IT'S GOING TO BE I THINK MISS RIBEIRO TESTIFIED ABOUT IT.
IT'S GOING TO BE STUDENTS NOT RESPONDING APPROPRIATELY WITH THEIR HANDS. RIGHT.
AND SO WE'RE VERY COGNIZANT OF WHAT THAT IS.
BUT TO BE SERIOUS, IT HAS TO INVOLVE ONE OF THOSE COMPONENTS.
OKAY. JUST A QUICK FOLLOW UP ON THAT.
IF THIS BODILY INJURY THAT IS NOT AT THAT MOMENT, BUT THAT THE SKIN REQUIRES LIKE A CONCUSSION LATER ON, WOULD THAT THEN BE RECORDED AS A SERIOUS INCIDENT? FIVE SO IT DEPENDS.
IT'S HARD TO SAY DEFINITIVELY LIKE ABSOLUTELY RIGHT IN THIS MOMENT.
SO THAT'S NOT SOMETHING THAT WE SEE.
BUT IF IT'S REPORTED LATER THAT SUCH AND SUCH HAD A CONCUSSION, THERE WAS MEDICAL ATTENTION, THEN WE WOULD CALL IT IN.
I THINK MISS VIERA OFTEN HAS MASTER TAKE THREE QUESTIONS INTO ONE QUESTION.
I SEE SHE HAS MASTER THAT. ALL RIGHT.
SYLVESTER, I'M TRYING TO FIGURE OUT HOW I CAN DO THAT.
SO YOU WILL COVER THE, STATE REPORT THAT WAS ATTACHED TO OUR PRESENTATION ABOUT DISPROPORTIONALITY WITH BLACK STUDENTS AT THE STRATEGIC PLANNING. YEAH.
SO THAT'S THAT'S THAT'S ANOTHER TOPIC ALTOGETHER.
AND A VERY IMPORTANT ONE. YES.
THAT I THINK IS IMPORTANT TO THE CONVERSATION, ESPECIALLY WHEN WE TALK ABOUT THE RESPONSES ROOT CAUSES.
SO I JUST WANT TO MAKE SURE THAT'S GOING TO BE COVERED.
STRATEGIC PLAN. SO I DON'T HAVE TO.
I MEAN MISS WOLFF IS THE CHAIR.
SO SHE HAS THE FINAL SAY ON THE AGENDA.
BUT I KNOW THAT DISCIPLINE IS VERY IMPORTANT TO HER.
IT'S A IT WAS A HUGE REPORT JUST TO KIND OF NOT TALK ABOUT IT TODAY.
MY QUESTION IS TO DOCTOR TAYLOR.
COULD YOU HELP US REMEMBER WHAT IS IN YOUR BUDGET TO ADDRESS SAFETY AND SECURITY? AS WE HAVE HEARD FROM BOTH TESTIMONY TODAY AND THE PRESENTATION, WE HAVE A COUPLE OF ENHANCEMENTS.
THE THE ONE THAT'S MOST SIGNIFICANT IS ADDITIONAL, FUNDS FOR, SAFETY AND SECURITY ASSISTANCE.
WE HAVE PROGRAMED IN THE PROPOSED BUDGET RIGHT NOW, 52 ADDITIONAL SECURITY ASSISTANCE, WHICH IS A BIG NUMBER.
BUT BUT CANDIDLY, IT'S ACTUALLY THE TIP OF THE ICEBERG.
IT'S SOMETHING THAT I HOPE WE INVEST IN FOR THE NEXT SEVERAL YEARS, NOT JUST IN THE NEXT YEAR'S BUDGET.
BUT THAT WE SEE ANOTHER 52 IN A SUBSEQUENT BUDGET AND ANOTHER 52 AFTER THAT, BECAUSE WE DO HAVE SOME NEEDS THAT ARE WIDESPREAD.
WHAT WE ARE LOOKING AT IS HOW TO ALLOCATE, THOSE POSITIONS OR REALLY ANY POSITION AND WHAT WE MIGHT LOOK AT AS A METRIC OR, WAY TO ALLOCATE THOSE POSITIONS.
AND ONE OF THE THINGS THAT WE ARE TALKING THE MOST ABOUT IS WHERE THERE ARE GEOGRAPHIC ADVANTAGES TO ALLOCATING A POSITION WHERE YOU HAVE ONE ELEMENTARY SCHOOL OR ONE MIDDLE SCHOOL THAT'S CLOSE TO OTHER SCHOOLS WHERE SOMEBODY COULD BE, ACCESSIBLE TO MULTIPLE SCHOOLS FROM ONE LOCATION.
WE ARE ALSO LOOKING AT CRITICAL INCIDENTS AND THINGS THAT HAPPEN WITH, SEVERITY AND THE FREQUENCY
[04:45:01]
IN WHICH THOSE THINGS ARE HAPPENING.WE DO HAVE SOME LARGER SCHOOLS AS WELL, AND MAKING SURE THAT SOME OF OUR LARGER SCHOOLS, ARE, ARE ALSO, HAVING SOME SUPPORT.
WE HAVE SOME SCHOOLS THAT ARE IN GEOGRAPHIC LOCATIONS WHERE THEY NEED ADDITIONAL SUPPORT BECAUSE OF WHERE THE SCHOOL IS LOCATED FOR THINGS LIKE TRAFFIC, WHERE THEY HAVE HIGH FOOT TRAFFIC, WHERE THEY HAVE HIGH, ACCESS FOR ADULTS COMING ON OR NEAR THE PROPERTY AT AN APPROPRIATE TIME SOMETIMES.
AND IT MAKES SENSE FOR US TO, TO HAVE, FOLKS THERE.
BUT, BUT WE DO WE DO KNOW THAT THERE IS A NEED.
AND THAT'S PROBABLY THE MOST SIGNIFICANT, I HAVE SAID THIS BEFORE, AND AND THIS IS NOT NEW TO THIS TEAM.
IS THAT BY US CHANGING OUR EXPECTATIONS AND BY US FOLLOWING UP ON OUR EXPECTATIONS, THESE ARE THINGS THAT WILL ALSO HAVE A REALLY SIGNIFICANT IMPACT ON SCHOOL SAFETY AND THE SAFETY ENVIRONMENT, THE EVALUATIONS THAT HAVE BEEN DONE TO DATE AND THE EVALUATIONS THAT ARE PLANNED.
THEY ARE MAKING CORRECTIONS IN REAL TIME TO THINGS THAT THEY SEE THAT ARE, NOT IMPROVING SAFETY OR THAT COULD BE IMPROVING SAFETY.
AND ALREADY WE'VE SEEN SOME OF THOSE NOTICEABLE CHANGES, WHICH REALLY DOES MAKE A DIFFERENCE.
LAST A LITTLE BIT THAT I'LL GET INTO.
WE DO NEED TO RETHINK HOW WE LOOK AT STUDENT CONDUCT.
AND AS PART OF, REORGANIZING OUR CENTRAL OFFICE, WE DO NEED TO THINK ABOUT, WHAT THAT LOOKS LIKE AND THE CONTINUITY OF EDUCATIONAL SERVICES THAT WE CAN OFFER TO OUR STUDENTS THAT ARE IN AN ALTERNATIVE PLACEMENT.
AND HOW WE CAN SERVE OUR STUDENTS BETTER, JUST IN GENERAL.
AND, AND HOW WE CAN HELP OUR ADMINISTRATORS BECOME BETTER STEWARDS OF STUDENT CONDUCT, THROUGH A MORE CONSISTENT APPROACH.
MR. JONES HAS MENTIONED THIS A NUMBER OF TIMES.
AND, IT'S IT'S KIND OF THE THING THAT HE AND I OBSERVE WHEN WE ARE AT A, AT A SCHOOL FACILITY IS THE CONSISTENCY FROM ONE BUILDING TO THE NEXT.
AND, TO THE EXTENT THAT WE CAN KIND OF LIMIT THAT VARIATION ON THE, THE THINGS THAT, OUR SAFETY CONCERNS AND WE CAN REALLY CELEBRATE THAT VARIATION WHEN, A SCHOOL IS DOING SOMETHING EXTRAORDINARY FROM AN ACADEMIC STANDPOINT, THAT'S REALLY WHERE OUR FOCUS NEEDS TO BE.
THANK YOU ALL FOR ALL OF YOUR HARD WORK AND FOR BEING HERE.
I KNOW WE'RE RUNNING A LITTLE BEHIND, SO I APPRECIATE YOU STAYING TO BE BE HERE WITH US.
SO, MR. B, YOU MENTIONED, LOOKING, YOU KNOW, OUR PIPELINE, WE'RE LOOKING AT OTHER MODULES AND THINGS, OTHER WAYS THAT WE CAN ENGAGE, SO I'M WONDERING WHAT ARE SOME OF OUR STUDENT FRIENDLY WAYS THAT WE PLAN TO COMMUNICATE OUR CODE OF CONDUCT, CODE OF CONDUCT AND EXPECTATIONS, FROM M.C.P.S THAT AREN'T JUST ON A CASE BY CASE BASIS OR INDIVIDUALLY.
ONE OF THE THINGS I WANTED TO SAY IS, YOU KNOW, TRADITIONALLY, IF YOU GUYS REMEMBER, AND MR. ZIMMERMAN, YOU MIGHT.
WHAT USED TO HAPPEN IS THE CODE OF CONDUCT IS TO GET PRINTED.
IT GETS SHIPPED OFF TO THE SCHOOLS.
IT'S A LOT OF PAPER. THEY WERE DISTRIBUTED.
AND THEN YOU WOULD SIGN THAT YOU RECEIVED IT OR SIGNED THAT.
YOU RECEIVED IT, REVIEWED IT WITH YOUR PARENTS. RIGHT.
AND IT DIDN'T REALLY TELL US MUCH.
AND GETTING THOSE FORMS BACK WERE HERE, THERE AND OTHERWISE.
SO EVEN THOUGH IT'S NOT A PERFECT SYSTEM, WE REALLY ARE PROUD OF BEING ABLE TO AT LEAST HAVE IT BE ON THE CANVAS PAGE AND HAVE IT AUTOMATED IN A WAY THAT WE KNOW, OKAY, WE'RE NOT AT 100% AT 60%.
WE'RE WORKING ON IT, BUT WE KNOW HOW MANY STUDENTS HAVE ACCESSED IT, WHO HAS ACCESS TO IT WHEN THEY'VE ACCESS IT.
AND IT DOES COME BACK UP AGAIN AND DISCIPLINE, BECAUSE WE CAN ALSO SAY THIS IS SOMETHING THAT YOU KNEW AND I CAN CERTIFY THAT YOU KNEW. RIGHT? I THINK IT'S A START.
WE TALKED ABOUT PILOTS A LITTLE BIT EARLIER TODAY, AND I WOULD I WOULD CALL IT THAT IN SPITE OF TOO MANY PLANES.
SO WE'VE DONE IT FOR THE FIRST TIME, AND WE'VE FOUND LOTS OF THINGS IN IT THAT WE WANT TO CHANGE.
AND THAT WORKED AND THAT DIDN'T WORK.
AND SO WE'RE LOOKING AT MAKING THAT FOR ELEMENTARY SCHOOLS.
HOWEVER, I WOULD NEVER PUT IT PAST THE LESSONS THAT WE HAVE WITH OUR SCHOOL ADMIN TEAMS IN TERMS OF OUR TOWN HALLS AND OUR COUNSELING LESSONS.
I THINK THOSE AT THE END OF THE DAY, WHILE UNIFORM EXPECTATIONS ARE GREAT AND I'M FOR THEM, I THINK THOSE AT THE END OF THE DAY WITH YOUR TRUSTED ADULT WITH A RELATIONSHIP PARTNER ARE GOING TO BE THE BEST BANG FOR YOUR BUCK.
AND THOSE GO BACK TO A COUPLE OF THINGS.
IT GOES BACK TO HOW WE TRAIN OUR PRINCIPALS, AND IT GOES BACK TO THE ACCOUNTABILITY MEASURES THAT WE HAVE WITH FOLLOWING UP. RIGHT.
IS THERE A WAY THAT WE KNOW THAT THOSE HAVE HAPPENED? WE CAN'T JUST GUESS BECAUSE WE SAW IT AT THIS SCHOOL OR THAT SCHOOL.
THERE'S GOT TO BE A WAY TO ENSURE THAT NOT ONLY DO WE TRAIN FOR THOSE THINGS THAT HAPPEN, BUT THEN WE FOLLOW UP.
[04:50:02]
IF THEY DON'T.AND SO I THINK THAT IT'S MORE ADAPTIVE THAN IT IS TECHNICAL.
AND I THINK BOTH OF THOSE THINGS ARE GOING TO BE IMPORTANT.
AND THEN ADDITIONALLY ADDITIONAL LAYER. RIGHT.
HOW DO WE GET THAT COMMUNICATED DOWN TO THE CLASSROOM LEVEL.
MY PRINCIPAL MAY NOT BE MY MOST TRUSTED ADULT.
IT MIGHT BE THE TEACHER THAT'S IN FRONT OF ME THAT I SEE EVERY DAY.
HOW DO WE ENSURE WE'RE MAKING SURE THAT EACH AND EVERY CLASSROOM TEACHER IS REINFORCING THOSE EXPECTATION MESSAGES TO EACH AND EVERY CHILD? SO I THINK THOSE ARE SOME OF THE THINGS THAT WE'RE GOING TO HAVE TO CONTINUOUSLY WORK ON.
THANK YOU. THANK YOU, MR. SAVANNAH.
FIRST OF ALL, I WANT TO THANK YOU GUYS FOR YOUR REPORT.
BUT, TO BE QUITE FRANK, LIKE, I'M REALLY DISAPPOINTED WITH THE LACK OF DATA AND MEASURABLES WHEN REFERENCING SOME OF THE THINGS THAT WE'RE TALKING ABOUT, LIKE WHAT WHAT TYPE OF DATA WAS COLLECTED IN ORDER TO ANALYZE THE SUCCESS IN THE ID POLICY FROM WHAT I'VE BEEN HEARING FROM STUDENTS ACROSS THE COUNTY, IT'S BEEN TERRIBLE.
AND IMPLEMENTATION ACROSS THE BOARD. RIGHT.
SO WHAT DOES THAT MEAN FOR HOW ARE WE GOING TO IMPROVE FROM THERE? AND FIGURE OUT OUR NEXT STEPS? OVER A YEAR AGO, WE HAD OUR LAST STUDENT MEMBER OF THE BOARD PUT UP A SAFETY RESOLUTION TALKING ABOUT ALL THE DIFFERENT THINGS THAT WE WANTED TO SEE AND EXPANSION OF THE STUDENT ID POLICIES THAT WOULDN'T, ADD SIGNIFICANT ENTRY DELAYS WHILE STILL, MAKING SURE THAT WE'RE BEING INTEGRAL ON STUDENT SAFETY.
WE'RE HAVING INCREASED TRAININGS FOR STUDENTS AND SECURITY STAFF.
WHAT WAS, PLAN ON, SCHOOL BASED ADMINISTRATION, ELEVATING THE MONITORING OF RESTROOMS AND IMPLEMENTING APPROPRIATE RESPONSE METHODS, AND THEN EVEN PAST THAT, WHAT WAS THE INCREASE AWARENESS, BEING DONE FOR STATE REPORTING CHANNELS FOR SAFETY CONCERNS AND TIPS, THE PUBLIC AWARENESS CAMPAIGN FOR, PROMOTING STUDENT SAFETY PRACTICES IN SCHOOLS, AND ALL THESE THINGS ARE THAT WERE LAID OUT MORE THAN A YEAR AGO THAT STILL HAVEN'T REALLY BEEN FOLLOWED UP OR ADDRESSED HERE.
AND IN THAT SAME VEIN, WE HEARD PUBLIC COMMENT TODAY TALKING ABOUT WHAT IS THE INTERACTION BETWEEN OUR SECURITY TEAM AND OUR DIGITAL TEAM, ABOUT THE FIGHT PAGES THAT ARE POSTING THOSE INCIDENTS.
DOES THAT HAVE ANY IMPLICATION ON IT BECOMING A SERIOUS INCIDENT NOW THAT, YOU KNOW, STUDENTS FROM ACROSS THE COUNTY ARE BEING ARE SEEING THIS INCIDENT AND IT'S BEING ELEVATED MORE AND MORE, BUT I'M JUST REALLY CONCERNED AT THE WAY, YOU KNOW, SOME OF THIS STUFF ISN'T BEING ADDRESSED WITH MEASURABLES.
WELL, WHAT I WOULD NOTE, AND THIS IS AROUND IS THAT THIS IS AGAIN A PART OF WHERE WHEN I TOOK OVER, IT IS ABOUT THE ASSESSMENT PIECE.
MUCH OF WHAT YOU'RE TALKING ABOUT NEEDS TO BE ASSESSED.
THE ID POLICY, WHICH JUST WENT COUNTY WIDE.
JUST REALLY IF YOU REALLY THINK ABOUT IT, IT'S JUST A COUPLE OF MONTHS AGO THAT EVERYBODY'S NOW DOING IT.
AND SO WHAT WE'RE FINDING IS BECAUSE OF THE VARIANCE OF THE DIFFERENT POLICIES, IT'S NOT GOING TO BE SUCCESSFUL.
IT'S HARD TO MEASURE BECAUSE REALLY EVERYBODY IS JUST GETTING ACCLIMATED.
THERE'S BEEN GRACE PERIODS GIVEN FOR THE STUDENTS TO EVEN DISPLAY THEM.
AND SO EACH SCHOOL IS DOING IT DIFFERENTLY.
SO WHEN WE LOOK AT IT FROM A SYSTEM WIDE APPROACH, THIS IS WHY WE'RE DOING THE ASSESSMENT, BECAUSE WE NEED TO COME BACK TO THE BOARD AND DOCTOR TAYLOR WITH OUR FINAL ASSESSMENT.
THAT SUGGESTS THAT THESE ARE THE BEST PRACTICES THAT WE THINK WOULD BE EFFECTIVE.
FOR EXAMPLE, WHEN STUDENTS COME TO SCHOOL TO MAKE ENTRY INTO THEIR SCHOOL IN A VERY EFFECTIVE AND EFFICIENT WAY. RIGHT.
THERE ARE SOME SCHOOLS THAT ARE USING SCANNERS.
THERE'S SOME SCHOOLS THAT ARE USING SCANNERS IN A WAY THAT THEY ARE PROVIDING TARDY SLIPS IN THE HALLWAYS BECAUSE THEY'RE MONITORING, WATCHING STUDENTS WALK THE HALLS WITHOUT PURPOSE, AND THEY'RE CHECKING THEIR IDS AND ACTUALLY REQUIRING SOME SCHOOLS HAVE THE, THEIR THE IDEA THAT NOW YOU HAVE TO GO PUT IT IN THE MACHINE AND ACTUALLY GET A TARDY SLIP TO GO BACK TO CLASS.
AND IT'S CAPPED AT CAPTURING THE NUMBER OF PARTIES THAT YOU ARE ACTUALLY, ACCUMULATING.
THAT REQUIRES NEXT STEPS TO DEAL WITH NOTIFICATION TO YOUR PARENTS THAT YOU'RE ACTUALLY NOT GOING TO CLASS.
SO THERE'S A WIDE VARIETY OF THINGS THAT ARE OCCURRING.
IT'S NOT IT'S NOT MOVING VERY FAST.
IT'S PART OF AGAIN, I UNDERSTAND THAT IT IT IS IT IS A PROCESS.
AND I THINK THIS IS WHERE WE HAD TO REALLY KIND OF SLOW THIS DOWN, YOU MIGHT SAY, IN ORDER TO REALLY GET A GOOD GRASP, KNOWING THAT WE'RE AS A SYSTEM.
SIMILARLY, LIKE WITH THE CELL PHONE POLICY, WHERE THERE'S NO CONSISTENT POLICY ACROSS THE BOARD, SOME SCHOOLS ARE DOING IT THIS WAY, SOME SCHOOLS ARE DOING IT THAT WAY.
AND SO I THIS IS WHY I LIVE ON THIS
[04:55:04]
THEME OF BOARD CONSISTENCY, BECAUSE I THINK THIS ONLY WOULD BENEFIT ALL STUDENTS WHEN WE PUT EVERYBODY INTO THE PILE.AND WE WE THEN DO THE MEASUREMENTS AND REALLY GET THE FEEDBACK FROM THE STUDENTS, AS YOU NOTED AND WE COME UP WITH THOSE PROCESSES.
I THINK THAT'S GOING TO BE VERY IMPORTANT FOR US TO GET THERE.
MR. SWAN, OR DO YOU HAVE A QUESTION? WELL, YEAH.
SO I MEAN, MY QUESTION WAS WAS BAKED INTO IT, BUT I MEAN, WHAT WHAT WHAT DATA WAS COLLECTED IN ORDER TO ANALYZE.
THERE HAVE BEEN NO DATA COLLECTED BECAUSE AGAIN, GOING BACK AND JUST AGAIN, I'M JUST MAKING THIS KNOWN ABOUT THE IDS BECAUSE WE'RE SO BRAND NEW INTO THIS.
THERE'S BEEN WE'RE STILL DOING ASSESSMENTS GOING TO HIGH SCHOOLS.
WE HAVEN'T COMPLETED THAT TASK YET.
SO WE'RE NOT COLLECTING DATA AS A PART OF OUR PROCESS.
WHAT WE'RE DOING IS WE'RE COLLECTING A BEST PRACTICES.
THEN ONCE WE CAN START COLLECTING BEST PRACTICES, WE CAN START GATHERING DATA ABOUT, FOR EXAMPLE, HOW MANY, HOW MANY SCHOOLS HAVE TO, ON A DAILY BASIS MAY HAVE TO REQUIRE THEIR STUDENTS TO ACTUALLY GET A REPLACEMENT ID, HOW MANY STUDENTS ARE ACTUALLY BEING LOCATED COMING THROUGH OUR SCHOOLS WHO HAVE NO ID? THOSE ARE SOME OF THE DATA SETS THAT WE NEED TO WE WE NEED TO COME UP WITH, BUT WE HAVE NOT GOTTEN THERE YET.
MY QUESTIONS WILL BE MY QUESTIONS WILL BE, FIRST OF ALL, WHEN I LOOK AT THE REPORT, I NOTICE, FIRST OF ALL, IT'S WONDERFUL WE'RE DOING THIS.
WE'RE NOT WAITING TILL THE END OF THE YEAR TO LOOK AT OUR SERIOUS INCIDENT DATA, THAT WE ARE DOING IT ALONG THE WAY.
THEN WE CAN ALIGNED OUR PRACTICES, PROVIDE SUPPORT WHERE IT'S NEEDED.
RIGHT. THESE STATUS, CAPTURE IS CAPTURED SO WE CAN HANDLE.
SO I THINK WE HAVE MAKE REALLY GOOD IMPROVEMENTS IN TERMS OF MONITORING AND HOPEFULLY THAT TRANSLATE TO OUR SUPPORT, PRACTICES ON THE GROUND.
WHEN I LOOK AT THE SERIOUS INCIDENT DATA, I ACTUALLY I LOOK AT IT FROM A DIFFERENT LENS.
I BELIEVE THAT THE MOST IMPORTANT ASPECT IS HOW WE RESPOND TO AND SUPPORT THE VICTIMS OF SERIOUS INCIDENTS. RIGHT.
SO I OFTEN FIND THAT THERE IS A GAPING HOLE IN OUR DISCUSSION THAT WE WE TALK.
I THINK IT'S IMPORTANT TO TALK ABOUT DISCIPLINARY ACTION, BUT ACTUALLY A LOT OF ME IS GOING TO HOW ARE WE SUPPORTING THE VICTIMS? WHO ARE THE IMPACTED POPULATION, WHO ARE THE STUDENTS WE SHOULD SUPPORT? HOW DO WE BETTER SUPPORT THEM AFTER A SERIOUS INCIDENT? RIGHT, BECAUSE THEY WERE IMPACTED.
SO IN THE FUTURE, I'M HOPING THAT'S, THAT'S SOMEWHERE WE CAN DO.
WE I AM VERY HAPPY TO SEE THIS.
A 27% DROP IN THE, FIGHTING AND ATTACK ON OTHERS CATEGORY.
CAN YOU NAME ONE THING THAT YOU DO, AN ACTION THAT YOU TAKE ACTUALLY, THAT, THAT'S HELPING THAT'S CONTRIBUTING TO THE DECREASE OF, SERIOUS FIGHTING? THERE'S BEEN A GREAT DEEP FOCUS ON TWO THINGS.
SO NOT JUST CONFLICT RESOLUTION, BUT ALSO ON SELF-REGULATION, WHICH WHICH CONTRIBUTES TO SOME OF WHAT YOU SEE AROUND FIGHTS AND ATTACKS.
AND I THINK A LOT OF THOSE THERAPEUTIC SUPPORTS THAT HAVE BEEN PUT IN PLACE, PARTICULARLY IN OUR HIGH SCHOOLS.
AND AGAIN, I'M GOING BACK TO MISS MONTOYA'S COMMENT WHERE ELEMENTARY SCHOOLS DON'T HAVE THE SAME LEVEL OF FOCUS.
YOU HEARD MISS O'NEIL TALK ABOUT CONFLICT RESOLUTION CENTERS OF MONTGOMERY COUNTY.
THERE ARE 15 OF OUR SCHOOLS, OUR BRIDGE TO WELLNESS PROGRAMS AT 19 OF OUR SCHOOLS ARE WELLNESS CENTERS, WHICH WE'RE PARTNERING WITH ON A REGULAR BASIS TO WORK WITH STUDENTS AROUND MANY OF THESE ISSUES, INCLUDING CONFLICT AND REGULATION.
OUR SOCIAL WORKERS WHO HAVE BEEN INTRODUCED IN THE LAST THREE YEARS, OF WHICH THERE ARE 44 OF THEM, PRIMARILY ASSIGNED TO OUR HIGH SCHOOLS AND THEN SECONDARILY ASSIGNED PART TIME TO OUR MIDDLE SCHOOLS.
SO ONCE AGAIN, THAT GAP IN ELEMENTARY SCHOOL THAT WE'VE ACKNOWLEDGED, BUT THOSE ARE HAVING A GREAT BIG DEAL OF IMPACT ON OUR STUDENTS HAVING SOMEWHERE TO GO, HAVING SOMEONE TO TALK TO, HAVING SOMEONE TO ENSURE THAT WHAT I'M FEELING RIGHT NOW DOESN'T COME OUT IN A WAY THAT IS VIOLENT, AND BEING ABLE TO ADDRESS THAT, NOT JUST AFTER WHICH WE GET TO THE AFTER, BUT SOME OF THE BEFORE.
AND I THINK THOSE ARE REALLY IMPACTFUL.
ONE OF THE THINGS I WOULD BRING FORWARD NEXT TIME IS THE OFFICE OF SHARED ACCOUNTABILITY.
THEY DID A REPORT ON, THE IMPACT OF THE SOCIAL WORKERS AND HOW PRINCIPALS HAVE SEEN THEIR IMPACT.
AND THOSE ARE SOME OF THE NUMBERS THAT YOU'LL SEE
[05:00:01]
IN TERMS OF THEIR SERVICING.I DO WANT TO SAY ONE OF THE THINGS THAT THEY DO DO, IS ADDRESS STUDENTS WHO HAVE BEEN SUSPENDED.
SO AS A BROADER PART OF THE WELL-BEING TEAM, ONE OF THE DATA METRICS THAT WE LOOK AT IN THIS OFFICE, BECAUSE WE LOOK AT SUSPENSIONS, WE ALSO LOOK AT HOW MANY OF OUR SOCIAL WORKERS WORK WITH STUDENTS WHO HAVE BEEN SUSPENDED.
AND SO THERE IS A KIND OF A CIRCLE BACK THAT HAPPENS.
SO THE SHORT ANSWER TO THAT WOULD BE SOME OF OUR THERAPEUTIC SUPPORTS AND SOME OF OUR SERVICES THAT ARE PROVIDED BY OUR EXTERNAL AGENCIES.
AND TO UNDERSTAND WHAT CONTRIBUTES TO THE DECREASE.
BUT IN THE SAME TOKEN, OUR SOCIAL WORKERS SUPPORT STUDENTS WHO, WHO WE HAVE A DISCIPLINARY ACTION.
I'M WONDERING WHAT THEY ARE DOING TO SUPPORT OUR STUDENTS WHO HAVE BEEN IMPACTED, A VICTIM OF, OF THESE THESE INCIDENTS.
I, I, I ALWAYS FEEL LIKE, SOMETHING IS MISSING IN OUR CONVERSATION.
RIGHT? SO, TODAY IS NOT TODAY, BUT I UNDERSTAND YOU HAVE A STRATEGIC PLANNING MEETING COMING UP AND THAT WE MIGHT BE ABLE TO COVER SOME OF THAT.
AND ALSO THIS IS A QUARTERLY CONVERSATION.
SO WE WILL BE HAVING THIS CONVERSATION AGAIN.
I THINK THE LAST THING THAT I WANTED TO SAY IS REALLY LIKE THE NEXT TIME WE COME BACK TO THIS, WHAT I'M REALLY LOOKING FOR IS WHAT ARE THE SPECIFIC THINGS THAT WE'RE GETTING OUT OF, NUMBER ONE, NOT JUST THAT THE PROGRAMS THAT WE PUT IN PLACE, LIKE, YOU KNOW, HOW WE'RE EXPANDING THE VAPE DETECTORS AND THE ID POLICY, BUT WHAT WHAT HAVE WE LEARNED FROM THE PILOTS, THE VAPE DETECTOR PILOT? WHAT DID WE LEARN FROM IT? BECAUSE THAT IS SUPPOSED TO BE OUR CHANCE TO, YOU KNOW, GET GATHERED DATA.
AND I UNDERSTAND, YOU KNOW, THERE'S BEEN, LIKE, DIFFERENCES IN TERMS OF HOW WE'VE BEEN GATHERING THAT DATA.
AND BUT THE SAME THING FOR THE ID POLICY WHEN WE IMPLEMENTED THAT ID POLICY PILOT, WHAT DID WE LEARN FROM THAT? WHAT WERE THE BEST PRACTICES AND THEN HOW ARE THOSE BEING APPLIED? BECAUSE I FEEL LIKE WE'RE KIND OF, YOU KNOW, PUTTING THE HORSE BEFORE THE CART RIGHT NOW, AND OR PUTTING THE CART BEFORE THE HORSE RIGHT NOW AND TRYING TO FIGURE OUT WHAT THE BEST PRACTICES ARE AFTER WE'VE ALREADY IMPLEMENTED IT.
WHEN I THOUGHT THAT WAS WHAT THE POINT OF THE PILOT WAS.
AND SO THAT'S KIND OF JUST BEEN MY GENERAL THING.
AND THEN AGAIN, THAT THAT KIND OF GOING BACK TO THE IDEA OF INTERACTION BETWEEN SECURITY AND OUR DIGITAL TEAM, I DON'T THINK THIS WAS TOUCHED ON BASICALLY AT ALL IN THIS PRESENTATION.
I UNDERSTAND THERE'S NOT TIME FOR IT TODAY, BUT IN THE FUTURE, THAT'S SOMETHING I WOULD WANT TO SAY.
I WOULD ONLY NOTE THAT WE WORK WITH OUR PARTNERS WITHIN CPD AND WHO HAS AN EXCELLENT DIGITAL, INFORMATIONAL TEAM.
WHEN WE HAVE THREATS, WE HAVE FIGHTS THAT OCCUR WITHIN THE COUNTY TO HELP US IDENTIFY INDIVIDUALS THAT ARE INVOLVED IN THIS.
SO THOUGH WE DON'T HAVE THAT PARTICULAR, WE DON'T HAVE THAT PARTICULAR RESOURCE IN-HOUSE, WE DO HAVE ACCESS TO THAT RESOURCE.
SO THANK YOU EVERYONE FOR THIS DISCUSSION.
I THINK WE CAN GO ON TWO MORE HOURS IF WE CAN.
ITEM 11 IS FOR INFORMATION ONLY.
EVERYTHING CAN BE ASSESSED IN BULLDOGS.
ITEM 12 IS BOARD OF EDUCATION ITEMS. CAN I HAVE A MOTION TO MOVE ITEM 12.1 THROUGH 12.4 IN BLOCKS.
I WOULD LIKE TO SECOND THE MOTION.
ALL IN FAVOR, RAISE YOUR HAND NOW.
ANY BOARD MEMBER HAVE NEW BUSINESS TO PULL FORWARD.
SO NUMBER 13 IS FOR INFORMATIONAL SUMMARY ONLY.
ANY ANY QUESTIONS? NO. OKAY, SO NUMBER 14.
MAY I HAVE A MOTION? I'LL HAPPILY MOVE THAT FORWARD, AND I WILL HAPPILY MOTION FOR A SECOND.
ALL IN FAVOR? MEETING IS ADJOURNED.
THANK YOU. EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.