001The time is now 5:05. Um, good evening and welcome to the December 16, 2025 policy and governance committee meeting. I am Dr. Felton Moss, committee chair and district 7 board member. It brings me great pleasure to welcome everyone to tonight's meeting. For those unable to observe now, the meeting is being recorded and can be assessed on the PGCPS YouTube channel for later viewing. Miss Johnson, will you please call the role? >> Dr. Moss >> present. >> Miss Olivo >> present. >> Miss Brown. >> Mr. Briggs >> present. >> Miss Walker. Mr. Jackson. There are three present. >> With the quorum present. The policy and governance committee will will come to order. The chair would like to uh will now move to adoption of the agenda. The chair would like to announce that agenda item 7.5
002was removed from the agenda to allow administration additional time to effectively revise the policy. If there are no objections, the committee shall adopt the December 6, 2025 meeting. >> No. >> As responded. >> Excuse me, Dr. Moss. Go for it. >> So actually that that was provided. I did send that policy in the 0105. You said se the the um item the agenda item 7.5 which is policy 0105. That's the one we that Cheryl Jackson was sent the link so she can come and talk about this policy. >> Okay. All right. So, Miss Robin. Oh, well, so that the policy the order changed because she wasn't sending so I moved her further up. >> Oh, so this actual numbers. Okay, I got it. Thank you. I apologize. >> Are we good? >> I think so.
003>> I think Okay, I see the change down at the bottom. It was just moved. It was moved around. There being no objections, the December 6, 2025 meeting agenda is adopted as amended. Approval of the minutes. Um, if there are no corrections, the November 11, 2020, 2025 meeting minutes shall be approved as distributed. Are there any corrections? Seeing that there are no corrections, the minutes are approved. We'll now move to public comments. Um, the chair recognizes the registered speaker for public comments. Um to our registered speaker, you are allotted three minutes to share your remarks. Speaking time may not be transferred to another individual. The board will not engage in dialogue during this portion of the meeting. Speakers are expected to refrain from using profanity or derogatory language. A warning will be issued once. Continued
004misconduct may result in the speaker being muted or removed from the meeting. To support a professional and courteous environment, speakers are encouraged to refer to individuals by their titles, such as chair, board member, superintendent, or principal rather than by name. Tonight, there is one public speaker this evening. There there is one public speaker this evening. Our speaker this evening is Chris Smith. Individuals speaking on policy 8100, board standing committees and focus work policy 0105, parent, family and community involvement engagement relates to restrictions on access to students curriculum um to students curriculum. There's also one written comment tonight. The written public comment has been uploaded to Diligent for public view at their convenience. At this time, I would like to extend the floor to M. uh to Chris Smith for public comment. So, it appears that
005Chris Smith is not in attendance. >> Okay. Um thank you for your participation, input for the individual who submitted the comment. We'll now have the legislative update. At this time, the chair recognizes vice chair um Olivo for the legislative update. >> Great. Thank you very much. I'm sorry. Just one moment while I pull this up. I'm sorry, Chair Moss. I am just having trouble pulling this up. I apologize. Um well, I will do this somewhat adlib if you don't mind and please add anything else that you um see fit. Um I was able to testify at the um Prince George's County delegation local bill hearing on December 1st. Um the board has shared positions on all of the pieces of local legislation um in front of our county delegation and we look forward to um
006to continuing that work and those relationships um throughout the session. >> Um thank you Vice Chair Levo for your engagement with the county council delegation. Um, I just want to add to that update a little bit. um the vice chair and um our lobbyists and Miss Welsh are now working on a weekly legislative update um that will go out to delegation members, community members, family um parents that will know what's happening um in Annapolis, but also what the board's engagement is around um the different um you know bills that we're taking positions on. So pretty excited about the work that's happening around that. Um and um I just want to say for the public space um the work that's been happening around school renaming um Delegate Healey has extended an opportunity to engage with PGCPS
007um around that to be able to work together on the bill. So just wanted to say those things as part of our legislative update tonight. Um thank you vice chair for for leading out on that. Uh Miss Welsh, do you have anything as regard to the legislative update? You're mute. >> No, I'm sorry. No, not at this time. >> All right. Thank you all. Um, now we'll move to item 7.0, proposed policies presentation. There are four items for discussion. Um, there will be two rounds per item. During the discussion, each round will be two and a half minutes. If a third round is required, a vote will be taken. Um we'll start tonight with policy 1700 um which is the disabilities advisory board. The chair recognizes Miss Welsh to provide an overview of policy 1700
008um disabilities advisory board. >> Good evening. Um so with policy 1700 um when we met last week uh or last week last month we had a conversation regarding um looking at other counties and seeing whether or not they have two advisory uh committees both the SESAC which is by law required and then an advisory uh council which is initiated by the board of education and so uh Miss Bowman actually did a survey of all the local school systems eleas across the state of Maryland and she's here and we also discussed at the last meeting about having her also come and discuss the role and function of CCAC. So she uh she did she has done a survey so she has results across the the state of what is happening in other counties as well as
009then um she's here prepared to provide a presentation and Mia I just sent her sent you her presentation so that you can actually post it. I think I'm able to share the screen. >> Oh, you can share now. Yep. Yes, I'm able to share. >> Thank you. >> All right. Good evening everyone. Thank you for the opportunity to present to you today. Excuse me. Let me get my screen about our special education citizens advisory committee. And so I'm just going to walk you through um some of the pieces as it relates to our special education citizens advisory committee. So let me try to share again. Thank you for your patience. All right, I think we're good to go. So again, thank you uh policy and governance committee for the opportunity to present to you um
010this evening about our special education citizens advisory board. Thanks for all you do to lead our Prince George's County public school system. Um, our objectives outcomes for today is just to provide you with an overview of our special education citizens advisory committee and then to share with you the survey data results related to local school systems special education committees across our state. So, just to let everyone know that the Individuals with Disability Education Act does require each state to establish and operate an advisory panel for special education. So, this is written right into the regulations of our federal in individuals with disability education act. This panel in the state of Maryland is called our special education state advisory committee. Also, under federal law, students with disabilities and their families must comprise at least 50% of
011the committee's membership. And the purpose of the state committee is really to advise the state really looking at performance indicators, compliance indicators where we may have gaps and unmet needs. They also support the development of reports or corrective action plans that need that may need to take place based on trend data. They also um help to respond to plans related to our federal monitoring and implementation of policies and procedures. And I have provided you the two regulations both at the federal level and the code of Maryland regulations that govern the establishment of CCAC. I've also um given you a link to the Maryland State Department of Education. There's a technical assistance bulletin that was developed to really help um our stakeholders across the state really understand the purpose of CCAC and so is developed as
012an FAQ. So it is uh provided there as a reference. The other thing that's important in the state of Maryland as part of our code of Maryland regulations. So IDEIDA requires that we have a state special education advisory committee but in the state of Maryland also requires that we have a local special education citizens advisory committee for every local education agency in the state. So we are required to establish the special education citizens advisory committee in each jurisdiction. Um each year there is an allocation of funding um roughly $2,500 that is provided to each local school system to support activities with their local CCAC and depending on how federal funds are provided to the state and that aotment that amount could shift but the last several years has been roughly $2,500. We have to work
013with our CCAC board to develop the budget on how those funds will be used and have a plan in place to implement the activities as outlined. That plan is monitored by the state. So we have to submit a plan to make sure the activities are allowed based on the federal grant funds and then we do a midyear and an endofear report. We also um work with our local CCAC to really um provide and advise um the local special education leadership team on concerns that may um play out in the community. Um sometimes we co-host town hall meetings and really collaborate to foster positive changes in the delivery of special education programs and services um in our district. They have a website where they provide um information about CCAC is right on our special education landing
014page. So parents can directly um link to the CCAC site from our website as well as their website links to our website as well. Um our CCAC works to really provide meaningful input on issues related to the provision of services or free and appropriate education for our students. They also actively collect parent concerns input. They may do surveys, focus groups, town hall meetings, etc. to really um advise Prince George's County Public Schools on what we're hearing in the field and what changes that we may need to make. Um some of the other things that they do is they participate in the evaluation of our special education services. So an example that I can give you is just yesterday we had our special education special education staffing committee. the CCAT chair is a standing member of
015our special education staffing committee and so we went through a process of looking at different services um looking at considerations of changing some service delivery models as an example um and so she is an active participant of that um committee any type of crossf functional committees that we have in our district we usually always have a representative that's part of any type of district-wide committees particularly if it's focused on students with disab disabilities or students um in general. So when we had our transportation task force for example, we had a member of CCAC that was part of that. They also take a look at our monitoring results each year um as part of our comprehensive monitoring that we have with the state as well as our local district monitoring that we do. We provide those
016results with them. They give us feedback and input as it relates to those results and places that we may want to focus on. They also again participate in the development of our CCA grant. They also assist with formulating plans as it relates to performance and compliance of students with disabilities. So one of the activities that was taken last year is we held five town hall meetings in collaboration with CCAC. Based on those town hall meetings, we solicited feedback directly from families and community members about how we can improve special education in our district. when those town hall meetings concluded each time a report was generated or notes from the meeting and then a comprehensive report was sent to the board of education as well as the superintendent with recommendations that we are currently implementing in
017our district based on CCA's uh feedback. They also look and help us with our parent involvement survey. That is data that is taken both from our local IEP survey data as well as our state parent involvement survey to help identify content that we may want to focus on for the next school year. So they are right there with us planning that content. We do not do that without them. And then we do submit a year-end report. I have linked the 2425 report that we do provide to Maryland State Department of Education each year. Um when we think about just the membership, it is an inclusive membership process. So there's not a formal application process to be a member of CCAC. Attending the meetings automatically qualifies you to be a member. When it comes to actually
018being a member of the board, you have to have attended at least three CCAC meetings in a given year um before you can run for the CECAC board. Um they support outreach with social media, digital platforms to really get the word out about CCAC. Um they also are active on Twitter and Facebook groups to really um again solicit input from the community and ask people to join us. Um we have community involvement. So we have for example the me the ARC is one of our members of CCAC that does meet with us um throughout the year. Um they also are able um to provide information about what they're doing in their various organization and agencies to really help our parents. We also work to integrate them as it relates to distributing flyers and information about
019CCAC. So one side usually has information about our parent support center, the other side has information about CCAC. Um we also provide that information and share that during IEP meetings. And then again, they just word of mouth advocacy um is the best uh place to get people to the meeting um to really be able to share what we're doing um with CCAC and supporting our district. Um CCAC also is engaged in increasing stakeholder awareness. So they attend a variety of community events that may be hosted by various organizations across our district. Parents Place is one of those um community partners that CCAC does partner with to really help um our parents understand the IEP process. They also again do those priorities each year, what they're going to focus on and some of the focus change
020year to year depending on what's happening in our community within our schools, what trends data that we have to really look at. Um they also collaborate with our department of special leadership. So during the summer, we typically have several different meetings to plan for the school year. Um there's also an executive board meeting that's helped um to really help plan for the school year. And then there's also weekly monthly communication as needed uh with our CCAC board as needed to plan for our events, um conferences, etc. Our meetings are typically held the fourth Tuesday of the month with the exception of November. We do not meet um in December or during the summer. I've provided you a hyperlink just so that you can have kind of a four-year trend data of what we've talked about
021at our meetings and what those topics are. Again, our parents really drive the focus topics based on their needs and what they feel like they need to learn more about or know more about. Um this year for example we had two town we have one town hall meeting that we did um hold and we have another one that's upcoming again that was parentled around making sure that we continue those town hall meetings um uh this year. There's a variety of topics everything from assist of technology um the IEP process um and other topics that we focus on. Um this is our SECAC executive board for the 2526 school year. They're listed here. And then the next set of data that I wanted to share with you is I did survey um our districts. We have
02223 local education agencies in our state. I did hear back from 17 of them. I did send reminders for the other ones that I did not hear back from. And you can see the two questions that I asked them. The first question was, does your district currently maintain a special education citizens advisory committee as required by the Code of Maryland regulations? The second question I asked the districts was, "Does your district have any um additional board of education appointed special education advisory committees beyond CCA?" So you can see on this slide from Anna Rondo through Harford um everyone said yes to the first question and no to the second question. If we move to the next slide, this is Howard through Wakamico. Um, everyone said yes to the first question and then no to the
023second question. And the districts that I did not hear back from was Alageney County, Baltimore City, Dorchester County, Talbert County, Washington County, and Wchester County are the districts that I did not hear back from. So, thank you for the opportunity to share the information. And now I will pause for any questions or comments. Are there any questions from the com um from the committee for Miss Bowman? Um, vice chair. >> Thank you, Dr. Moth. Um, thank you, Miss Bowman, for this. Um, that was a really comprehensive presentation. Um, and I I really appreciate the additional information. Um, I haven't been able to attend, um, a SECAC meeting because I am one of the board leaison to the DIAB committee. Um and lately at least they've been happening on the same night which um I find
024unfortunate and I know that is pulling you and your team in in opposite directions as well. Um so the survey results were particularly interesting to me. Um, and I I realize there are a few outstanding um, LEAs that haven't responded, but um, I think it's pretty safe to say that we're either the only one or one of very few um, LEAs in the in the state of Maryland that has um, an additional um, you know, board advisory board that that handles you know any sort of issues around special education. I wanted to ask your thoughts on um the issues that that DAB um that are under the purview of DIAB. In your opinion, could those be handled um under the work of CCAC or do you feel that they really need to be a separate
025advisory group? The way that I would answer that is that some of the issu some of the three areas of de of the DAP committee has surfaced under CCAC. So one of the big pieces that I can tell you about that we've talked about is accessibility of buildings. That is something that has come up. So we have reviewed that over the years with CCAC in terms of when we have buildings that are not accessible, what is the process that we followed. Um, I will tell you that based on um, input from CCAC many years ago, it did help inform our process that we currently use um, around how do we look at buildings, how do we make sure that we have an accessessible um, process in place. And so some of the shifts that we've
026made just with our own practices have been because we've heard feedback from CCAC. So that's one example where I do believe there is some overlap. Um I I will also share with you that there were recommendations that came from the DIIB DIIB committee as well as CCAC related to hiring dedicated aids for example and making them permanent employees. So there is definitely overlap in the discussion of what's happening in the DAP committee as well as CCAC. And so I would say that over the years many of those issues have been addressed or discussed with CCAC and so there is definitely some some overlap in those discussions. >> Thank you. I appreciate that. That's all for me. >> Thank you. It looks like there are no questions from other committee members. I do have um just
027a couple of questions for you. Um Miss Bowman. Thank you for doing the the research around this. Um, by law, you know, it doesn't look like CCAC reports to the board um or essentially advises the board. Uh, I know you didn't ask districts this question, but wondering if you have any working knowledge as to whether or not CCAC presents regularly and issues a set of recommendations to the board or do or does their work only um, you know, lie with the administration. >> So, I would say it's a mixed bag just from my own personal knowledge. I do know that there are districts that at the conclusion of each year that CCAC does present to the board of education to their local board of educations what was addressed, what was worked on and a final
028report that is submitted to the board of education. We've not done that in Prince George's County with the exception of last year. There was a report that was issued to the board of education from our CCAT committee. >> Um, no, that's that's super helpful. And just for you know my clarification the makeup of CCAC is there representation across each board members district presently on CCAC? >> We would have to research that from the membership to see where those um parents, guardians and community stakeholders are coming from to see if there's a representation for each district. >> Gotcha. Um, so if the board at any point, you know, decided to make CCAC be an advisory to the board, >> um, that would be inclusive of folks across >> um, yeah, ju that's just just my initial
029thinking here. I'm, you know, not ready to make that recommendation fully. Um, but can you talk a little bit around what does this do for staffing for you? um because trying to staff two committees and provide data all of that. Talk a little bit about what impact that's having on staffing for you. >> Yeah, it has been challenging this this year is a great example um because the meetings were held at the same time. So unfortunately I was not able to attend. So my designate who I always have an al you know you always have to have a backup uh Mr. Dr. Keith Blackton, one of my directors did attend DIAB, but it it did it was a challenge because some of the data requests that we are doing for DIAB, we're also doing for
030CCAT. So, again, it is some overlap. Some of the information is similar, some of it is different. Um, but it is difficult to be able to fully participate in both committees um and have staff available to do both of those committees. I like, you know, again, as the associate superintendent, I think it's important to be to both, but unfortunately, it's just difficult and challenging on the schedule to be able to attend both um when there's an overlap in conflict. >> Thank you, Miss Fulman, um for front um for responding. Seeing that there are no other questions from committee members, Miss Powman, thank you for your presentation. Um I I do want to see if if board members want to discuss the policy anymore. We are voting for revision approval. So this is first consideration. So
031um this is an opportunity to make any comments to the administration around what you may if you want to see any revisions to the to the policy where it is now. Miss Welsh, you want to say something? Oh, well I the only thing I was uh based on your questions that you asked, I was wondering um if in fact CCA couldn't have some of the clearly you're already addressing some of the same functions that the the DIAB um the people in the DAB group are also addressing. But the but the what your concern is in terms of not having a board member sit on that on the CCAC as well as reporting. I'm I'm just wondering if we could do we could do a policy but it would be the CCAC that we're at talking
032about and the role of the board member being on that on the CCAC um and functioning in similar capacity as to advise the school system also the board members and the superintendent on changes that might need to happen in special ed things like that and sort of it would be add a little extra to maybe see it sounds like you already do some of that um Miss Bowman, but that you could add a little bit more uh to me the what the concerns are related to the DIAB. It's just just a question I'm throwing out. Great question. Um I'd go as far as to say I might want to see some language to see what this could potentially look like. I'd also like um our board reps to go back to the disabilities advisory issues
033advisory board um and potentially talk about and give us some feedback around what would be the implications of a consolidated measure. I do think there are some concerns around having two entities, but I also want to make sure we have representation across the uh the nine board member districts um as well as um a board member and um a report, you know, reporting back to the board rather than CCAC, you know, being out here just with an administrative focus. Um, you know, I would like to to I'm wondering if our, you know, if our if our representatives are willing to go back and have a conversation with the disabilities advisories issues board, disabilities issues advisory board, um, about what we've learned tonight and and potentially what a consolidation could look like, um, so that we
034could respect the work that the disabilities issues advisory board does and honor that but also be hyper aware of the fact that you know one of the concerns I've got from the disabilities issues advisory board is they make data requests and there are no you know there are a number of things that are happening but maybe a consolidated effort could get us there vice chair Lebo >> yeah thanks Dr. Moss and thanks um Miss Welsh also for your comments. I I do agree that um and I'm I'm not sure what the proper, you know, motion might be if it would be to put this on hold um or to table it for a bit so that we can go back to the disabilities issues advisory board and really talk about the possibility of um of
035you know incorporating I don't merging maybe isn't the right word but the work that they're doing and their membership into CCAC to really have one comprehensive place, one comprehensive board or body that is looking at all of these issues. It sounds like it would help um our staff um Miss Bowman's shop for sure to to have one focus. Um, and I'm really interested if that would actually strengthen our overall work here and and would love to to get the opinions and thoughts of both our current SECAC members and our current DIAB members on that possibility. Um you could we could just um you know move it along uh for revision approval um and take that into Miss Welsh could take that meet with them included and bring it back at our next committee meeting. Isn't
036that correct, Miss Welsh? >> I could do that. Yes. >> Yep. So we would just move it along. Um vice chair of the board Briggs. Great. Thank you so much. Um Miss Bowman, I had a question. We had a a former board member that came to our most recent board of education um meeting and talked about how there are some issues with transportation and students that have special education needs or disabilities. Um and one of the the recommendations that I made to her having a deep awareness of DAB and CCAC is that I'm not sure if this is happening. So the really the question is framing whether you can answer this or not. um are when DAB and CCAC have discussions about various priorities that the district cares about, are they integrating that feedback with
037different department? So, let's say that if they're talking about um disability rights and accessibility, are they having conversations with transportation about how we make our buildings more accessible? I know we have ADA and we have like the requirements that we have from the federal government around Americans with disabilities, but just curious to know if like any of that's being integrated across offices if you're coordinating any of that and what that looks like. >> Yes, so I do help coordinate. So last night is a great example. Um we have a subcommittee that from from DIAB that looks at um new school construction and accessibility of buildings. So last night at our subcommittee meeting, I invited Jason Washington, who's our associate superintendent of supporting programs to give them an overview of the capital improvement program. And then
038I also had my instructional specialist for physical therapy, uh Dr. Josyn Newell also come on to talk about our accessibility of buildings process that we follow. So depending on what their request is, we do um I know that they met with our division of human resources, our former chief, Dr. Bowwin. So depending on what their questions are both on the CCAC side and the DIIB side, we have brought in um department heads to come in and have those discussions and then our in our collaborative meetings, we then go back. So for example, special ed has a collaborative department of special ed and transportation meeting. We meet monthly. So the concern that was addressed at the board we go back we talk about it as a team to make sure that is there any gaps that
039we have identified based on this you know public speaker or based on feedback we get any recommendations that we have gotten you know over the last few years or several years from CCAC that come out we definitely share those with our uh prospective departments or offices so that they are aware of the concerns and the recommendations and then we look to have an action plan and a path forward to address those concerns. >> Okay. So, and just I I know that my time is up, but great timing by the way. Um, but it sounds like you're saying this is systematized in some way. So, it's not just like if disperate issues come up, you have to coordinate that. You all are having kind of a process where you meet regularly and you have these discussions.
040>> Yes. So, I can I mean, we have several collaborative meetings with different departments. I'm happy to share that. But we, you know, meet with our division of HR monthly. We meet with our budget office. We meet with our transportation. We have a long range planning meeting which involves people accounting uh supporting services the area office. So there's a lot of crossf functional work that we're doing um from the department of special ed as we outreach to other departments and offices because as we know special ed touches our whole you know district across multiple offices and departments but there's a lot of cross functional work being done. >> Okay. Okay. Thank you so much for that. >> Very you got everything answered. I did and that that was really helpful. So, thank you for that
041thoughtful response, Miss Bowman. >> Um, so we're gonna um at this time um we're going to vote to recommend policy 1700, the disabilities issues advisory board to the policy sponsor for revision approval. Um this will include an opportunity to engage with the disabilities issues advisory board um around what this could potentially look like and perhaps at our next meeting um Miss Welsh will come back with some draft language based on that engagement with Vice Chair Olivo and I believe board member Brown who is also the um board member for the disabilities issues um advisory board. Um thank you again Miss Bowman for working on this tonight. yet another night you've got to come out uh from your normal routine. So, we appreciate your leadership um around this. Um so, at this time, the question is,
042shall the committee recommend policy 1700 disabilities issues advisory board to the policy sponsor for revision approval? Miss Johnson, please take the role. >> Dr. Moss. >> Um I >> Miss Olivo, >> I. >> Mr. Briggs, >> I There's three in the affirmative. >> Um policy 1700, the disabilities issues advisory board will be recommended to the policy sponsor for revision approval. Um Miss Bowman, enjoy your night. Um now we'll move to 7.2 unless she has another item. We we took care of everything with her, right? >> All right. Policy 7.2. Um I mean item 7.2. Policy 0105, parent, family, and community involvement. The chair recognizes Miss Welsh to provide an overview of policy 0105, parent, family, and community involvement. And I believe we have the best uh in the world with us, Dr. Sheila Jackson tonight.
043So, welcome Dr. Jackson. Miss Welsh, I'll I'll turn it over to you and Dr. Jackson. >> Thank you. Um, so we are fortunate to have Dr. Jackson here with us this evening and she the superintendent and the executive cabinet have been working on revisions to that policy. This policy was actually um had been revised pretty substantially back in 2023 and so um they have now relooked at it and have made definite changes to it. So I'm going to let uh Dr. Jackson go over the revisions to the policy. >> Thank you, Mrs. Welsh. Good evening everyone. Um I just want to share with you all the policy was very well done. Uh actually one of the things that we know Dr. Joseph has a strength in is writing policy and um so he at first
044it said oh I think we need to redo it and then the deeper we got into it uh a lot of things that the thought was oh it's not included it it actually is. this policy has a strong research base uh which was one of the things that I thought was very important. Um and so I'll just share I'll walk you through some of the changes. The first one is the title. Uh we say parent, family and community involvement. It's been changed to engagement and that's truly because the research has asked us all to move from the word involvement which really means us doing something to families where engagement is really an example or the metaphor for do being able to work with parents. And so um our exec cabinet and our my team you
045know really pull the research just to say let's make this recommendation that we as a system embrace uh that that updated language about working together. So we call it parent family and community engagement instead of involvement. Um, and then as we go went through the policy, we wanted to make sure that we changed that word involvement to engagement as much as possible. Again, because it means we are committed to working together to building those partnerships that can really help us meet the goals that are outlined in this policy. So, you know, from the very beginning in the policy statement where it talks about the board acknowledges that students have their best chance, you know, for success when we've really worked hard to build those partnerships, build uh an environment where we engage families. And engaging
046is really about getting families input, listening to them, allowing them or supporting them in sharing their funds of knowledge so that our system is even better informed. And so, um, Mrs. Welsh probably has all the track changes, uh, available, but that that is really where we went with this policy. We just wanted to make sure it's aligned to research and supporting best practices um that we want to see in the field of family engagement but as well as in our district. So um our policy is about um you know making sure that we inform our public and our staff about you know what the research is saying but also talking about how we're going to hold each other accountable. So, um, we went through the policy and just, uh, beyond the name change, but really
047looking at, um, how do we make sure that every aspect that we could think of that is a policy statement could be incorporated because coming right with this is an update of the administrative procedure. uh as you know this policy is about seven pages long and we we all said you know that's kind of long for a policy but then as we worked through it we saw that you know a lot of the things that are stated in this policy really are important statements to have out in front of families and staff. So we talk about parents rights and responsibilities. We link we didn't link in but we talked about the code of conduct that Prince George's County developed to guide um parent and sta parent and family behaviors towards staff just to so then
048we can maintain that safe environment. But we also talk about from the staff side what is it that staff must commit to do to make sure that all families feel welcomed, seen and heard in everything that we are engaging them in. And so, um, again, so many of the strategies were already here, uh, and we just wanted to make sure that this policy is something that reflects the best of Prince George's County Public Schools thinking. So, um, I I think you all had a chance to read through it uh, ahead of time, but let me just pause and see if there are any questions. >> Um, committee members, are there any questions? I want to make sure I defer to you all before. Yes. Go ahead. Vice chair the board breaks. >> No, there there
049are no questions, just a statement which is that I I love the sentiment that you're sharing around engagement versus involvement because I do think it's an important word shift, right? Culture shift that we have. Um and that I think the piece that I would say >> for um it to be updated in the policy, I saw a number of places where it still kind of says involvement. Um be the one request is that we have those and I know Miss Welsh is track tracking those changes. So, thanks so much for that. >> Thank you, uh, Mr. Briggs. Uh, as a matter of fact, as I read through it, probably about the 10th time, I said, "Oh, man, that word is still there." So, we will definitely make sure that we update it to reflect the
050language that we want to see. >> Um, one, I appreciate the work on this. Um, as as Vice Chair Briggs has laid out, um, think it's noble work. I I'm curious around what stakeholder engagement has looked like in this revision. Um has had have you all engaged with the parent community advisory council um to get any feedback on the latest revisions that you all have made to it? >> So before I took it to staff and exec cabinet, I went to PCA first. Okay. And y'all know I love my PCA team because I am a member of that team and they let me know that they're the ones who kind of wrote this the first time. So, we wanted to honor their work and make sure that we did not um alter or change um
051their beliefs. Uh but from from that first meeting with them, they were basically what why are you going to change it? And I let them know that we really wanted to make it more up to-date with the language. uh what the research says, but the hard work they put into it. The last time it was revised, we as a staff did committed to not change that. So, I'm hoping that they'll be happy with the few changes that we made. >> Yeah. I I think my question was, have they seen it since you all made those changes? >> No, they have not. We wanted to Yeah. Yeah. And and I will apologize for that myself. I will share with you all that. Um, I'm uh I'm waiting for the phone call right now. Another grandbaby's coming.
052And so the last month and a half I've been been a little distracted. However, >> you have every reason to be distracted. More grandb babies, more PGCPS. >> One of the things that is important to me is this conversation so that I can take it back immediately to them at our next meeting to talk about, you know, that it's come before this committee. Um, I know that I thought I think I saw a written testimony that came in uh that might have been reviewed already. Um, but it talks about adding language about volunteerism and all of that. And as a staff and as PAC members, we think that should go in the administrative procedure because that seems to get a little deeper into the weeds than what we want the policy to do. >> But
053again, we'll take your guidance as well. We want to know make sure that's aligned to what our community needs. >> Gotcha. Um I think um if there are no other questions from committee members, one, thank you Dr. Jackson for your hard work on this. Um we know you have a legacy of parent engagement. You already got us changing language um of parent engagement um in the district and in the state. So we appreciate your leadership on this. When we vote on this tonight, just for the general public, this will be advanced back to the um policy sponsor for revision approval. As we did with the disabilities issues advisory board, um it may be a good next step to go to PCAT and if there are any other recommendations, Miss Welsh, you can bring them back
054before we vote to send it out for public comment. Um so those are the next steps. So committee members, when we vote tonight, we'll be sending it back to Miss Welsh and team. they can collect some of that feedback from PAC um before we then vote to send it out for public comment. Miss Welsh, do you want to say anything else before I take the vote? >> No, but I think at the PCA meeting in January is be prior to the committee meeting. So, that'll work out fine though. The um because usually I do present policies and we can spend I'll let um the chair know that we need to spend a little bit more time just to look through this and then get any other comments. >> Yes, ma'am. Appreciate you. Um, so Dr.
055Jackson, we're gonna take this vote, but I think you should go check on the grandbaby. Um, we're excited about it. >> All right. We appreciate your leadership. >> Thank you all so much. And happy holidays. And I want you all to know how much I personally have been here a long time. 32 years in the system, a mother who's raised four kids through the system, actually married to Prince George's County. We met in college. But you all truly are very professional, a very deeply grounded board, and I just really appreciate coming before you and talking and listening to your guidance and your wisdom. So, thank you all. >> Thank you, Dr. Jackson. >> Send us grand baby pictures. >> I will. >> Yes, ma'am. All right. The um at this time the committee will the
056question is shall the committee uh recommend policy 0105 parent family and community involvement to the policy sponsor for revision approval. Then there's no discussion. Miss uh Johnson will take a roll call vote. >> Dr. Moss >> I. >> Miss Olivo >> I. >> Mr. Briggs >> I. There are three in the affirmative. >> With three in the affirmative, policy 0015 0105, parent, family, and community involvement will be recommended to the policy sponsor for revision approval. Um, thank you y'all. Have uh Dr. Jackson, have a great night. Um, and the next policy is immigration enforcement activity. Um, it's related HB122. Um and the chair recognizes Miss Welsh to provide an overview um of the immigration enforcement um activity policy. Um I just want to name on the onset of this as we go into this conversation
057tonight um I just want to publicly thank um the the work um that Vice Chair Levo has been doing with uh Casa and Miss Welsh um to really get this policy where we need it to be. I'm sure there'll be more recommendations tonight, but I just want to make sure I just, you know, celebrate the work that's happening and going into this policy work. So, Miss Welsh, have at it. Okay. U mayor, would you please post it so we can go through it? >> Thank you. So um last at the last meeting uh one of your comments was that you wanted a more um rigorous language in the um policy statement as and especially as it related because of the resolution that you had done previously. The board had had passed previously where there was
058a stronger language in that area. So I did go back to that to the resolution and be uh and take that and and add the extra two paragraphs. Um the and B is about um being the board wholeheartedly champions its commitment to creating a safe, affirming and welcoming environment for all PGPS students, staff, family and providing safe and nondisruptive learning environments for all students. And then the second uh policy statement was that the board is unwavering in its commitment to creating a safe and inclusive supportive environment where all students, staff and family families can uh process, grieve, share, reflect, learn and take meaningful action together. PGPS strongly encourages and prioritizes engagement with students to explore challenging, controversial, or emotionally charged topics in a manner that is both safe and constructive. And those two pieces really
059uh were part of what came out of the resolution. So I added that in to sort of beef this up. And then um many of the other changes as you see actually are coming from recommendations from CASSA. Um so I did have OGC look at the recommendations to um just get their thoughts because because of the fact that the policy itself is driven by the law and that we did receive guidance from the attorney general saying this is well we actually got a model policy from them about what our polic what should be in our policy. So in wanting to ensure that we are in alignment with the law but at the same time looking to see what we could possibly um provide from Cass's recommendations. I incorporated numerous things that they had provided. Now
060some of the things that are not in the in the policy though would be the next step will be developing an administrative procedure and some of the things are definitely more specific. So they would be more appropriate to be sitting in an administrative procedure. So that's that's a reason why uh those things are not sitting here. But the ones that I did add um was um first of all um there's a in the cast of recommendation they do talk about standby guardianship. And so I did add a def definition for that as well as um some language about it. But just so we're clear about what standby guardianship is. It is a person who's appointed by um by a parent of a child to take care of the child if the parent dies or becomes
061mentally incapacitated, becomes deabilitated by a illness or injury or is subject to an adverse immigration action. So our our immigrant parents do have the opportunity to to uh do the paperwork and everything. And there is it's actually in the law. There's there's a law to it as well as actual legal form they have to complete um that they would complete and have that in place just in case something were to happen and they were taken from the country but the the their children were still here so that they could ensure that they did have someone that they wanted there to take care of their children and then um I did add um so there was language in Cassa that talked about the fact that this it's important that our staff and our volunteers ers are
062made aware of the fact that our immigrant students have a right to an education. And although as simplistic as that might sound, you know, you think, well, of course they have a right to an education. But the reality is, I'm certain that there are people out there that think, oh, well, because they're they are they're from an immigrant family. No, they don't have a right to an education here. And so that that in itself, it's sort of like a principle. It's really important that everyone working in our school system, whether you're volunteered or you're being paid, that you have a clear understanding that these students absolutely have a right to be in our schools and a right to an education. And then um we the you had all you had also discussed at the last
063last time was that to coming up with a communication plan um so that we could provide information to the community uh about immigration enforcement activities if they come if we're aware of them. they're occurring in the PGC schools or even in the community. And so, um, although I didn't put any specifics because again, I think that would be something that should be laid out in the administrative procedure, but I did say the superintendent shall develop a communication plan that addresses informing the community about immigration enforcement activities occurring uh, in a PGPS school. And then I said that the superintendent shall make resources available to parents such as but not limited to um and then the items that I did list and this again comes from Cassa is information about the right of immigrant students to
064receive an education including academic support for multilingual learners and special education services for families with disabilities. and then information about students educational record protections because um just because a agent comes in and says I want these records the that students records are protected under FURPA which is federal law so that's an important thing to be aware of and then information about legal and mental health resources um which is important person the legals definitely but even mental health because can I can't imagine how stressful it has to be for a family an immigrant family to have to deal with all these things, you know, outside of bringing up your children, you just all these issues in terms of their safety as well as your own safety and then information about family safety plans, including parental designation
065and consent um um to the beginning of standby guardianship. So, we want to make sure that those things are available to our immigrant families so that they can they can access this. This is also there is I and I wish I can't seem to remember where where I pulled it off the website, but there is a government agency that does provide this, but since schools are sort of like um the most friendly government agency that is right out there because your kids are going to school. So, it's an easy fast way to get that information. So, these are resources that absolutely need to be made available to our uh to the parents of our uh im immigrant students. And then um there's a small language changes throughout the document. For example, um let me see
066if the ICE agents demand immediate access to private spaces in the school. Um uh this is to let the p people that if they come in contact let's say as teacher or something and they're telling they want them that that the teacher's responsibility is to immediately direct the individual to the principal or the design that the principal has identified and the principal themselves would then be responsible for saying to the saying to the ICE agent first of all you can't go beyond this space or do you have a judicial warrant if not then you we are not you know honoring what you are requesting those types of things as well as the principal is supposed to when they do are in receipt of a warrant, they're supposed to ensure that they um share that information
067immediately with the person that the superintendent has designated, which I'm assuming will probably be general counsel so that they can review it to see if it's an actual official judicial warrant or if it's something that might be called a warrant, but it could be an administrative warrant which doesn't have the same level of authority. And then the next thing is um adding some um specific information so that when if an ice agent comes that we had identifying details about the ice agent and I did include more specific information that Cassad recommended so that the people know exactly this is the kind of information you want to get about this ICE agent and then if you proceed further and actually I'm just talking away me and not even giving you direction of where to go. So
068that was the I just said that you're doing good. And then if you scroll down a little bit further um and then I did add uh two paragraphs. One is the student does the superintendent design shall to the extent allowable by furpa notify the affected students parents of any immigration enforcement activity concerning their child including any request for information related to immigration enforcement. Contact an interview. Again this comes from CASSA. And then if there is a reason to suspect that a student or staff member has been taken into custody as a result of immigration enforcement activity, the superintendent designate shall notify the person's um emergency contact immediately upon notification. So that what language is included and then if you scroll down to the next page, um the superintendent design shall maintain a contact list of
069legal services providers who provide legal immigration representation at no cost to all students who request it. Um the list shall include but not limited to the organization's name, contact number, email address, office address, and then PGCPS resources including non-school entities operating on PGCPS properties or with PGS resources shall not be used for immigration enforcement activities. And although that's that's sort of, you know, self-evident in a way, I think uh Cassa asked for that language to be there to make sure it's very clear that we would never move in that type of direction. So I these are the things I have pulled from um from all the Cassa information and um again now this will go through a formal um OGC review to really double check against any of the legalities but at this point I
070think they're pretty comfortable with adding these things. But I did see this um this email from Shannon Wil which I just as the meeting was starting and so I have not had an opportunity at all to read any of her recommendations and I don't know uh um um board member Alivo if you've had an opportunity to look at any of those recommendations. >> Yeah, I'll turn it over to vice chair at this time. Go ahead, Vice Chair Leo. >> Great. Thanks. Um I just want to also reiterate um Dr. from's thanks um to Robin for you for your really really thoughtful work on this um and you know taking this to um the the office of general counsel and um and really you know making sure that we have the best wording possible um and
071of course to CASA um for their work and recommendations as well. Um I think it doesn't have to be said that this is um an extremely um kind of fraught situation um that is also changing and evolving it feels like almost every day. Um, and so I was able to share this draft policy with CASA and they did make several um, recommendations which I um, which I appreciate and you know there there may be potentially ongoing recommendations as well as as as we move through this process as we're learning quite frankly what other jurisdictions um, are facing and how they are responding. And so, um, what I would like to do, if this sounds okay to Dr. Moss is um verbally share the additional changes that we'd like to make, but also Robin, I will
072send you these via email, so you don't have to catch and type right now in the in the policy, but if I could verbally share them so they're on record and then I will email them to you so that you can get those um into the document before it moves to the next step. Does that sound like a good plan? >> Yep, that sounds very good. Perfect. Um so the first um first recommendation is to um change immigration um and custom enforcement or any reference to ICE to change those to immigration enforcement agents throughout the policy. Um and this is because the federal government is now using other agencies beyond immigration and customment enforcement to conduct immigration enforcement. And so if we use the term immigration enforcement agents, we're able to capture that kind of
073larger um >> larger pool. Then um in section four where we talk about standards um we we discuss um sharing you know the the legal resources and right now it's indicating um no cost but what I'd like to do is recommend adding in um so that it reads no no and low cost because that would um you know just not limit it to just free resources. um but also potentially, you know, some of the the lowerc cost resources that are out there as well. Um also in section 4 standards, um I'd like to add that the superintendent or an alternative design is responsible for providing the PGCPS workforce with training on the district's student protections policy. and that that would include training on culturally responsive engagement of immigrant students and their families. And then finally,
074um, and this this does come, um, straight from experience that unfortunately other school systems across the country, I think specifically, um, in Chicago have experienced as um, immigration enforcement agents have been doing work um, perhaps very adjacent to schools or to school um, school-owned property. Um, we'd like to also add to standards um, section 4 that a school will enact a soft lockdown when immigration enforcement agents are confirmed to be present within a school zone and that the superintendent shall, and again, I'm emailing all this to you, Robin. I know I'm reading fast. The superintendent design shall designate an on-site staff member to confirm the sighting to um initiate and conclude the soft lockdown and immediately communicate the situation to students emergency contact. Um, other school districts have, I understand, implemented this, um, and it
075has been helpful to them to respond in real time. Um, such as, just as an example, tear gas drifting onto playgrounds, um, caregivers being separated in a, you know, drop off or pickup um, loop, um, you know, adjacent perhaps to the school. And um I'd like to see um see those protocols also um you know included in this policy. That is one that I am curious if you would say it really should be more in the administrative procedure than the policy. Um but I would like to move it forward um here and if there is a thought that it should be in the administrative procedure we can address that um at a later stage. And that's all I have. Thank you. >> So I I where I would I certainly I think this could be
076in the policy, but I think that where it comes down to is what is meant by a soft lockdown and how would that look and that's what I think would have to be in incorporated into the administrative procedure. >> Yeah. Um we would need to develop um for for the last one um the board policy would need to require that the superintendent does it um and then the administrative procedure will need to qualify what a soft lockdown means. So we would need to say the superintendent shall develop a process um for the fourth one. Um but thank you so much um Vice Chair Lebo for your work on this again. Um, Vice Chair Briggs, I don't know if you had your hand up a few minutes ago or if you wanted to jump in this
077or not, but I want to make sure I um extend some time here. >> Thank you for that. Um, I don't actually was going to speak on Shannon Wilk as well. So, I'm glad that her input well CASA's input um more specifically is in here and the work that they're leading um which is led by Shannon Wilk. >> Okay. Okay. So, what we will do now is we will do um we will um recommend this to the policy sponsor for revision approval. Um much like we've done with the other two policies tonight. Seems to be a little bit more work needs to be done on them before they move out to public comment. Um and then these will come back to us as the vice chair as vice chair Olivo um mentioned earlier. So, the
078question is shall the committee recommend policy has no number yet. um immigration enforcement activity to the policy sponsor for revision approval. Miss Johnson, will you take a roll call vote, please? >> Dr. Moss, >> I. >> Miss Olivo, >> I. >> Mr. Briggs, >> I >> There are three in the affirmative. >> Um the policy moves to the policy revision sponsor for approval. Um okay, we'll move to 7.4. four. Um, Miss Welsh, do we have the athletics office here tonight or >> we do not, but I did um meet with um I spoke with uh Carleta as well as Charlie Diggs who is the sort of the head of it as well as the um director of secondary programs. uh and we met and actually discussed um so the revisions that you see in this
079policy and after talking with them we felt that this that making these revisions in the um intercolastic athletic uh policy would make the most sense versus putting it anything into the transfer policy and then this will also be incorporated into the administrative procedure. Um, but we actually ended up making some major changes to the policy and I'm going to share with share with you what they are and then certainly if you feel differently we can certainly change it back. That's fine. But after speaking with them, um, they I they felt that these were important changes to make to the policy. So, >> well, I appreciate you all working on this. Um, I know we we brought this up. my good friends at Wise High School had lots of challenges last year and so um I
080I can't wait for you all to publicly talk about what you all have been working on. So could um please move forward with your presentation. >> Okay. Thank you. Um so one of the things first of all this is this is um so if you think about this policy the policy originally was about intercal athletic athletics and extracurricular activities and it was really focused very specifically on um academic eligibility and now we've expanded it to um to include residential eligibility because that's really what what what we're talking about. But the just to give you a little history in this policy that um at one point there was a whole conversation about well I guess this means that we will also make sure that students have a GPA of of a minimum GPA of 2.0 um
081to even be in an extracurricular activity. And so there was all this conversation about this and then the the committee asked for some uh uh principles to come and talk about this and how it impacted for extracurricular activities. And the principles were very adamant that it was not they did not feel that it was right to put put a GPA requirement on the extracurricular activities like the different clubs and stuff because they felt strongly that some sometimes the clubs are what gets kids to come to school because they have a real interest in certain activities and stuff that they're heavily involved in. And since there's no MSS, PSSA, whatever it is, rules about what you must have in terms of academic eligibility, the idea of even if you have a student who's not doing that
082well, may by getting them engaged and involved in in an act like in I don't know just some club that they really really like or you know, they develop some friendships there and things like that, there's a greater chance you're going to get the student to come to school. So that's when the committee decided, no, we we're not going to put any academic eligibility into the into this for extracurricular activities and the only thing we'll do is put language in basically making sure the kids have access to extracurricular activities and that they um that we encourage participation in extracurricular activities. But because the policy is so heavily laden in what is the eligibility requirements, the recommendation of uh the athletic um uh department and everything was that we actually take the whole extracurricular activity piece
083out of it which I I did agree and but said to them I'm going to though ask the question though if in fact the the committee would like to have a separate policy that actually talks about extracurricular activities which could definitely be a possibility but the purpose of that would be very different than what the purpose of the extra what the um intercolastic athletic policy is. So the so then by doing that and taking extracurricular activities of course that takes the second policy statement out which was just about extracurricular activities as well as uh guidelines to develop strategies to encourage students to participate as repurpose. Well that would not be the case for extracurricular activities and then that definition was taken out. So then the the language um that was added first we did we
084did I included language related to the primary residence so we know it's the home in which a student lives in for the majority of the time and a student may only have one primary residence to make sure that was very clear and then the language that they requested is that um if you go to scroll down Mia and you'll see it's all in red there's a keep keep yeah right there So they said um for so it first starts off with the academic eligibility and then it says intercolastic athletic residency eligibility. So the same primary residence used to determine where a student can enroll in a school in accordance with administrative procedure 511 which has to do with um registration in schools shall also be used to determine their eligibility to participate in high school
085athletics. A student shall be eligible to participate in athletics only at the school to which they are originally assigned. The superintendent design shall establish a process to verify the students residence for purposes of athletic eligibility. And the reason I had started to add some more specific language and they said they felt that that was something that they need to put into the administrative procedure where they would then have um language specific to like monitoring to make sure that um they meet the residency requirement, those types of things. um because I had added the verification process shall occur at the beginning of each sports season season for each student participating in the sport and um they were pretty adamant that they did not want to be confined to that statement. They would prefer to um to
086be able to add put put the specifics in the administrative procedure. And then the last piece is participation in intercolastic athletics is contingent upon the maintenance of sufficient residency documentation on file. Incomplete or unverifiable documentation shall render a student in ineligible until resolved. And I think um other than that those that those were the changes that were made and then the all the language related to the extracurricular activities at the very end were taken out. >> Yeah. Thank you, Miss Welsh, for your work on this. Um, I've got some comments. Uh, but I want to see if my colleagues have any comments. >> Vice Chair Briggs. >> Yeah, I just have one question. So, the piece around the residential um eligibility, I'm just curious if you've talked to that office about any unintended consequences. Could
087this create is it meant to create greater access or is it meant to funnel students and could it create a harder more difficult situation for students to navigate? I'm only asking that question because we just had a situation with um eligibility for a school um where a student was having a hard time getting the address and all those different things. And I'm just wondering if that would create more challenges. Have you had a conversation with the office about that? >> No, I haven't. But I'm I'm not sure I totally understand what you're saying. What can you sort of explain a little bit more? >> Yeah. So, what I'm saying is essentially if you have a student that is living in the community, they have to have an address that shows that they're eligible to go
088to the high school. Could this eligibility requirement is it I haven't read through the policy. So, I want to clarify there. So, I'm going to give you that context so that hopefully you can understand that you'll be adding that piece in there. Um but assuming that um right now there's a good degree of access that students have um based on how the policy was, would this be creating greater access? Is that the purpose of the the residential piece being added or is it going to create more difficulty for students? >> I >> what I'm not sure either. >> I'll jump in here. I'll jump in here. Okay. Um, Vice Chair Briggs, we've been working on this policy because midseason, um, as you just referenced another case, we'll see students who get disqualified. Right now, when
089it comes to intercolgic activities, this leadership task is with on the athletic directors at their schools to to to verify eligibility of a player. So, it's not necessarily other offsets that you're referencing. when it comes to intercolastic activities, eligibility is the responsibility of the athletic directors at those schools. >> Right. >> Yeah. Yeah. I get I get that piece and I I appreciate the context. Um what I'm saying is just will this create more access for students or will this create more barriers, unintended consequences. And maybe you don't have the answer to that right now, Mrs. Welsh, or is it >> But are you saying access to athletics? Yeah, I remember that asking >> remember you saying that they didn't want to use the GPA because it maybe the higher barrier for students. So I'm
090just kind of making the correlation to could the residential piece also create a higher barrier or is that even >> so so first of all the GPA piece that so that we are using that for extracurricular activities and the main reason is because there's language in the MSS PPAA rules that talk about um the the um being able to meet all the graduation requirements and everything um and to be able to play sports. The second piece is the residency residency and we don't have a choice in the matter that again is in the MSS MSS PPA R rules. So we have to meet that requirement no matter what. And if in fact it turns out that a school that a student is attending is playing in a school that they don't they're attending but that's
091not their residential school. uh that comes to light especially at any time during the game season and everything but if it does come to light it can disqualify the entire team it kicks it's everyone pays a price for something like that because the rule is you can only play on the team in which you have resident in the school that you have that you are a resident of so so I don't it's really I don't know that it is even a question of accessibility as much as it is just following the rules to play >> I see okay so this isn't changing anything significantly within the policy. >> No, it's always been in place. I think that what I I think and certainly Chair Moss, correct me if I'm wrong, I think this is trying
092to provide a little bit more clarity and a little bit more oomph to have our athletic directors and that them also to revise the the administrative procedures so that it's very clear they have the responsibility to ensure that they've checked out these residents, the residents of these students so that we're not put in a position like that where uh students and everyone one actually suffers in a situation like that if it comes to light. The other thing is if you're playing for a team that you're not a resident that takes your position takes away opportunity for another student who is actually a resident of that school that could have been playing on the team and maybe didn't make it because you made it instead. So, >> okay. So, it's not Okay. All right. Thank you
093so much, Mrs. Welsh. >> No. And I just want to uh thank you, Vice Chair Briggs, for your comments on this, Miss Welsh. Um, on B3, um, >> I I hear the administration, uh, not wanting this codified in board policy. Um, but I'm going to push back and ask that we do codify this in board policy. Um, >> um, it needs to be done. The verification process shall occur at the beginning of each season for each student participating in the sport. This gets this solves the issue that we've consistently run into with this not being done at the beginning of each sport. >> Okay, I'll put it back in. >> Yeah, we've just got to make sure what keeps happening with students athletic eligibility don't consistently keep happening and the best way to do that
094is put it in board policy. >> Okay. No, I agree. You're you're telling you're you're saying as a board this is what we want to see happen. >> Any other questions from anyone else? All right. Well, um we are going to vote to send this to the policy sponsor for revision approval. Um and Miss Johnson, will you take a roll call vote? >> Dr. Moss. >> Um I >> Miss Olivo >> I. >> Mr. Briggs. >> I >> There are three in the affirmative. Um awesome. Uh policy 5122 in scholastic and extracurricular activities will be recommended to the policy sponsor for revision approval. Um now what are we doing with 7.5? >> So the agenda was amended in the beginning so it was removed. >> Gotcha. Thought so. Um just making sure I'm clear. Y'all
095know I'll mess up something. Um so let's go to 8.0. 0. Um 8.1 and 8.2 are the two pol the items are up for consideration tonight. Um so the question is shall the committee released the policies under agenda items 8.1 and 8.2 for public comment. Any questions? Seeing that there are none, Miss Welsh, you got something. I'm sorry. I >> I'm sorry. I did want to I want to um so I I I want to share because I don't want you to later say what did she went in there and changed this policy and we didn't even know she changed it. So I wanted to let you know that in the prek to3 literacy uh policy prom promotion and retention. What I realized was, so I went back and I also looked at the administrative
096procedure and then I looked at the old policy and there's some generic statements as it relates to promotion and retention in general and the policy itself was only focused on only focused on literacy at this point. But because this was actually replacing and it's actually 5117 that I that I realized I probably should incorporate put some of that language back in there so that you have that language. So I did add um some language related to and again this is also related to what is in the administrative procedure because I wanted to make sure we were clear about what was happening. I did add into that po the policy that was not there before um uh language. Hold on one second. If you go to um the part that says promotion and retention decisions I
097this is on page five I think or page two I should say. Right there. Go back. Oh yeah. Right. Uh no keep going. I'm sorry. Keep you can keep going. Um, scroll further into the Yes. Uh, keep going. Keep going. It's under standards. >> Oh, the yearly thing >> where I have where um promotion and retention. >> Oh, okay. >> I think so. So it says the superintendent says he shall establish processes that utilize retention only as an intervention after MTSS which is uh defined over here in the definition section um which is multi- uh system of support. MTSS the framework for supporting and increasing academic behavioral and social emotional outcomes for all students um has been implemented in other interventions have been exhausted. The process shall include the following. So then um and there's
098not much but it's just enough to so that we can expand it. So we're talking about promotion and retention in general and says promotion and retention decisions for all grade levels as outlined in administrative procedure 5123.2 shall be guided by relevant state law and guidance and progress towards grade level standards and a student's path towards college and career readiness which are the main main things that drive promot promotion and retention decisions. And then parents and staff shall be included in the decision-making process for determining the promotion and retention of students. And then students with IEPs shall not be retained due to the need for additional special ed services or compensatory services. And any student with an IEP who is considered for retention shall be first referred to the IEP team to determine whether the student
099requires revisions to IEP. And that one is very specific to um the law around um um IEPs and special education students. And then the second one, the appeal process for parents who disagree with promotions and retention decisions shall be in accordance with administrative procedure 5123.2. And then a waiver option that schools may submit for students who have not met promotion requirements shall be provided in accordance to procedure 5123.2. So I really I did that only because I we by t by eliminating the other policy then we have nothing out there actually talking about promotion and retention and so I felt like uh I mean literacy even though this is says prek to three literacy impacts across all grade levels so I felt like it it would be okay to add that in. If not, then
100we can take it out and we can actually do a very specific policy for promotion and retention if you would prefer to do it that way. >> Uh, it's certainly the will of the committee. I don't think it's necessary. Um, it's the will of the committee, but um I'm wondering if E is should be a good cause exemption option that schools may submit. I the language from MSDE may be good cause exemption. Um, so I would just check that, Miss Welsh, with um, Dr. White's team instead of a waiver. I think the state may be calling it a good cause exemption. Um, which I think they might have a set of state standards that clarify what would be a good cause to exempt or wave a student from passage uh, or meeting certain standards. Um,
101but I I could be wrong, but I think that's what the state is calling it. But I understand your um your inclusion of this here. Okay. Um All right. Committee. Uh Miss Miss Johnson, will you call the role? >> Dr. Moss. >> I. >> Miss Olivo. >> I. >> Mr. Briggs. There are two in the affirmative. Did Mr. Briggs vote? >> Yeah. I >> So, there three in the affirmative. >> All right. All right. I appreciate you. Um All right. Next, we'll move to item nine, uh which is our last item for the night. And these are items that we just need to vote u for third consideration. First reader to the board. Um it's going to be policy 0014. Um policy 8103, policy 8265. Um this focused on um title nine rigs. Um this
102focus on participation in meetings electronically. This focuses on evaluating the superintendent of schools. Um the policies under agenda items 9.1 were submitted for public comment. Two public comments were received um for policy 8265 evaluating the superintendent of schools. One public comment were received for policy 014. The chair recognizes Miss Welsh to share the comments received. >> You're mute, Miss Welsh. >> Thank you. So with policy 8265 evaluating the superintendent um there was the comments uh were very specific to um being able to um um the concern over the fact that it's very specific actually the comments. So let me see they talk about they said um that there they think it's unclear on information about the superintendent's ad hoc committee specifically and then who comprises the committee are they board members only a mix of
103board members and external stakeholders or others how members are selected now granted that would not be that was not laid out in the policy to evaluate the superintendent because I think that is actually in 8100 which is about the ad hoc committee so that that does not necessarily um it does talk about board members and everything and answers those questions. Then the next thing it says um that while this policy describes evaluation artifacts, duties, indicators, and performance goals, it does not explain the committee's role in collecting or reviewing these items. So they're saying they would like to have more specific detail I guess in the process of how the committee is going to collect those items and evaluate and says right now the policy covers definitions and evaluation components but there's no procedural detail about
104the ad hoc committee and which would clarify accountability and transparency of the superintendent evaluation and then um they we have language that says um so there's no compliance metrics The policy does not evaluate the superintendent on idea ADA Comar corrective action state compli complaint findings legal compliance given the volume of findings against PGCPS this admission is alarming compliance must be an explicit evaluation criteria and then over reliance on self self- selected artifacts allowing the superintendent to present their own artifacts without regarding requiring independent data like MSD reports state complaints, due process, outcomes, and corrective action monitoring creates an incomplete and potentially biased evaluation. And it says, "No stakeholder feedback. Families, staff, students, and community partners are directly impacted by the superintendent's leadership. Yet, the evaluation process does not require any community input, surveys, or advisory
105reports. Then it says, "No accountability mechanisms. The policy does not specify what happens if performance goals are not met or the superintendent repeatedly fails to meet legal compliance requirements. Then again under lack of comp of transparency um it says the evaluation is fully uh confidential which prevents the public from understanding district-wide progress or areas needing improvement. At minimum an annual public summary should be required. And then the suggestion was add compliance indicators, require independent data sources, include community feedback, specify consequences for unmet goals, and then publish a public-f facing summary of progress. Um, so uh and then they say the policy fails to address whether the superintendent approves legal compliance, whether corrective actions are implemented. It just really sort of explains the other statements that were there. So I this put these and I think
106these are two different people but are saying very similar things but um I think that they are um concerned about the fact that um they want it more I think mainly more complianceoriented more you know what are the thing like what are the things you have to do as a superintendent and so are you doing these things but you think about you know all the factors um and of course I don't know the committee's been working on according Yeah, >> Vice Chair Briggs. >> Yeah. Um, Vice Briggs, you wanted to share I I can share what we've been working on on the committee. >> Yeah. No, go for it. >> Um, so, you know, the superintendent's um evaluation committee is comprised of board members. Um and we most recently codified um an instrument that we
107um measure the superintendent's impact on. For a long time the board has simply developed has responded to what was inside the superintendent's contract. Um now we have began to align the superintendent's evaluation to the district strategic plan and our strategic goals in a way where we can adequately measure the superintendent. that has not happened in years past. Um but typically this is an HR process and so for that reason um it may feel to the public that the process is not full. But I think some of the comments that have lended itself tonight are helpful for the superintendent um evaluation committee and I think we should send it over. But this policy um is really around directing and ensuring that that process does in fact happen. um it doesn't necessarily aim to detail um each
108function of the process, but I think some of the feedback that's listed in tonight's public comment, while not relevant to the design of this policy, could be very meaningful to the superintendent evaluation committee. Um and I think we could pass that information along the way. Um but we understand full well the need to codify a process. I mean, we've done that this year um to ensure that it's aligned to the district strategic plan so we can truly measure what matters and that's um improving outcomes for young people. The the other thing in terms of the transparency, so that that's a little that's a little sticky only from the standpoint of that he is an employee. So like my evaluation isn't spread all over the world for everyone to see. So, you know, I that that's
109that's very different. You know what I mean? Because he is an employee still of this, you know, the school system and of the board. So, >> right. And any corrective action plans would need to be discussed and that's an HR matter. Um, that is right. >> Typically one of the 14 reasons we go in close session. >> Exactly. So, >> covers all the public comments on that one. Did you cover the one on the other one? There's one more on policy 04, >> right? But it's not um where is this policy? Um let me see. Oh, this is this is you know what I'm trying to read this um way this lays out. This is um amendment student achievement goal general achievement goals off the mass stagnation. >> Min, >> this is still the superintendent's
110comments. Hold on. There is one, but there's hardly anything to that comment. If I Here it is. No, that's not it. Where is that one? Miss Johnson, in my um in my documentation here, when I try to click on the link to that public comment, uh I'm not able to access it. So, I just requested access again. Oh, here it is. I got it. It just says they asked the question, how clear is the pause the policy language? The person wrote, uh somewhat clear. Do you support the proposed policy? It says unsure, but then it doesn't say any explanation why. And then what concerns or suggestions do you have regard regarding the policy? Um, and it just says, and I think it was misspelled. It says GR O D family. So, I'm not sure what
111that meant. And then it says, "Thank you for your do you believe the policy adequately addresses the and it's cut off, but I'm guessing related to title of uh nine. Thank you for your input is what they wrote." And then the person wrote, I have read, acknowledge and agree to the above statement. So I I I'm guessing I mean we do often times get statements where people are also supporting the policy. So this is sort of there was nothing negative in the about the policy and and it was sort of um they're saying it's sort of clear and they but they're not clear if they support the policy. Of course, everybody don't have much choice in the policy because it is title nine. It's really pretty much driven by the law. Um, so I don't
112think there's anything we can do with this. >> No, I just reviewed the I finally got access to the public comment tracker. Um, and it's Yeah, it's just >> it's it's in support of So, I appreciate you, Miss um Miss Johnson. Will you please take a roll call vote um to recommend the policies under agenda items 9.1 through 9.3 to the full board for enactment? >> Dr. Moss >> I. >> Miss Olivo >> I >> Mr. Briggs >> I >> There are three in the affirmative. policies under agenda items 9.1 through 9.3 will be recommended to the full board for consideration and enactment. The chair informs the public that the next virtual policy and governance committee meeting will be on January 13, 2026. Please continue to check the Prince George's County Board of Education website
113for meeting information updates. Thank you all for great discussions and attendance. To our viewers, thank you for watching. There being no further business, the time is now 6:44. The December 16, 2025 Policy and Governance Committee meeting is adjourned. You have a great holidays. >> Thanks everyone. >> Happy holidays.