Meeting of the Baltimore County Board of Education - November 18, 2025

001Good afternoon. This is Chairwoman Jane Lter. I call to order the meeting of the Board of Education of Baltimore County for Tuesday, November 18th, 2025. This evening's board of education meeting is being broadcast through the BCPS online live meeting broadcast and on BCPS TV Xfinity channel 1073 and Verizon Fios channel 34 in order to efficiently conduct this meeting. All voting items this evening will be done by roll call vote. May I have a motion to go into close session as permitted by the open meetings act as found in annotated code of Maryland general provisions article sections 3-305 B1 and B7 to discuss the appointment employment assignment promotion discipline demotion compensation removal resignation or performance evaluation of appointees employees or officials over whom it has jurisdiction or any other personnel matter that affects one or more

002specific individuals and consult with counsel to obtain legal advice. So move Stlesby. Thank you. Is there a second? Second. Harvey. Thank you. May I have a roll call vote, please? Miss Pumphrey? Yes. Mr. Young? Yes. Miss Dominowski. Miss Hen? Yes. Miss Fong? Yes. Miss Harvey? Yes. Mr. Aomebe? Yes. Miss Dlesuski? Yes. Dr. Seavoy? Yes. Mr. McMillian. Miss Lter. Yes. Thank you. Thank you. Good evening. This is Chairwoman Jane Lter. I now call to order the meeting of the board of education of Baltimore County for Tuesday, November 18th, 2025. I invite you to recite the pledge of allegiance to the flag to be led by Miss Foresight on Gambbe. We will then have a moment of silence in recognition of those who have served education in Baltimore County. To the flag of the United States of

003America and to the stands one nation indivisible and justice for all. Thank you. Tonight's board of education meeting is being broadcast through the BCPS online live meeting broadcast and on BCPS Exfinity channel 1073 and Verizon Fios channel 34. In order to efficiently conduct this meeting, all voting items this evening will be done by roll call vote. The first item on the agenda is the consideration of the November 18th agenda. Dr. Grim, are there any additions or changes to tonight's agenda? I am unaware of any additions or changes to tonight's agenda. Thank you, Mr. Manowski. Yes. Um, I move to remove the information item K2, notification of boundary administrative review, from agenda item K, and insert it after um, I'm sorry, insert it below agenda heading J as a new business agenda item K1 and rename

004information items K to L and then so forth. So, the board up committee updates would become M and announcements would become N. Okay. Is there a second to Miss Dominowski's motion? Second, hen. Thank you. Any discussion? Miss Dominowski, do you want to speak to your motion? I just um I believe this is the first administrative review that we've had. I I mean, I could be wrong and I I didn't see anything listed on our website with it. So, I just wanted to kind of go over it as with the public to so they can understand what the difference between this administrative review is as opposed to a a boundary study. Okay, thank you. Any other discussion? Let me just check teams. Um, Miss Hen. Yes, thank you, Madam Chair. Um, also, this has not been

005presented to the board for discussion. So, in addition to presenting it to the public for the first time, this will be the first time it's presented to the board. So, I agree with Miss Dominowski. Um, I believe an open discussion would be in everyone's best interest, which is why I'm supporting this motion. Thank you. Thank you, Miss Pumphrey. Um, just a question if anybody can answer. Is there a reason why it was put under information specifically and not open for comment? Um, as far as agenda planning goes, not that I know. I do believe we have done one of these last spring. Um, but we can still certainly I don't. Okay. May I have a roll call vote, please? Miss Gover. Miss Pumprey. Yes. Mr. Young. Yes. Miss Dominowski. Yes. Miss Hen. Yes. Miss Fong.

006Yes. Miss Harvey. Yes. Miss Ambbe. Yes. Miss Dleski. Yes. Dr. Seavoy. Yes. Mr. McMillian. Yes. Miss Licter. Yes. Thank you. Yeah. Motion passes. Thank you. The revised agenda is approved. Um earlier this evening the board met in close session pursuant to the open meetings act for the following reasons to discuss the appointment employment assignment promotion discipline demotion compensation removal resignation or performance evaluation of appointees employees or officials over whom it has jurisdiction or any other personnel matter that affect one or more specific individuals and consult with counsel to obtain legal advice. The close session summary and the open session information summary can be found on board docs under this board meeting agenda date. The next item on the agenda is personnel matters and for that I call on Mr. McCall. Good evening. Good evening, Chair

007Licter, Vice Chair Harvey, Superintendent Dr. Rogers, and members of the board. Like the board's consent for the following personnel matters. Tonight, we have retirements, resignations, educator, lensure appointments. Thank you. Do I have a motion to approve the personnel matters as presented in exhibits D1 through D3? [snorts] So move Young. Thank you. Do I have a second? Second, Seavoy. Thank you. Any discussion? May I have a roll call vote, please? Miss Palmrey, yes. Mr. Young, yes. Miss Dominowski, yes. Miss Hen, yes. Miss Fong, yes. Miss Framp, yes. Thank you, Miss Harvey. Yes. Miss Ambbe, yes. Miss Dleski, yes. Dr. Seavoy, yes. Mr. McMillian, yes. Miss Lter, yes. Thank you. Our next item is public comment. This is one of the opportunities the board provides. Thank you, Mr. McCall. The board provides to hear the views and

008receive the advice of community members. If not selected to address the board, members of the public may submit their comments to the board members via email at boebcps.org. The Baltimore County public department, the Baltimore County Police Department's Homeland Security Unit and Office of School Safety has recommended safety and security protocols, which are posted in the boardroom and available in board docs and on the board's participation by the public website. While we encourage public input on policies, programs, and practices within the purview of this board in this school system, this is not the proper forum to address specific student or employee matters or to comment on matters that do not relate to public education in Baltimore County. Inappropriate personal remarks or other behavior such as language that promotes violence against a BCPS employee or that disrupts

009or interferes with the conduct of this meeting are out of order and will not be tolerated. Persons who otherwise disrupt or disturb this meeting will not be allowed to continue their remarks and will be escorted from the meeting. Please observe the three-minute clock which will let you know when your time is up. The microphone will be turned off at the end of your time or prior to that time at the discretion of the board chair. It's the practice of this board to allow elected officials to provide their comments to the board. First to speak is delegate Cheryl Pastor. Delegate pastor. Um can try star six delegate pesture. Are you able to hear me now? Yes, we are. Thank you. Good evening. Thank you. It always helps when you take the mute. Um, that does help.

010Okay. I want to I want to thank you for allowing me this time. It's my understanding that you are tonight talking about this Northwest CTE programs. I I looked at um or know about the slides. Some of the slides tonight you will be seeing slides and the slides I think will take you back to the last couple of years when the planning started. But I need you to understand that long before any of what you will see happen, the late Arnold Potler, who was a Baltimore County public school teacher, uh, who had this as his vision, sort of gathered me up, mustered um, my mouth and energy, and we began a long trek that goes almost two decades of talking to county executives and superintendants trying to have this happen because we knew that in

011the Northwest there was a a vacuum in terms of what we were giving our students in terms of career technology programs. We looked around the county. We knew that every time we had an idea, the idea was fostered somewhere else but not in the Northwest. Finally, finally, several years ago, we were able to pull together people from colleges, businesses, uh, parents, community, and start to fashion what we thought would be good programs, solid programs to promote the beautiful children who live in the Northwest Corridor. We have heard so many things about what is in the south, what is on the east side. Some wonderful programs that have just highlighted our young people and given them such room and opportunities for growth and still here we are in the northwest without our CTE programs. Few years

012ago, the board even took a look at what we had done after so many years. Uh the programs were uh given to the departments who laid out what the costs were going to be uh what kinds of materials and and uh places to to hold them uh would be suitable for what we want. When we talk about wanting wonderful things for our children, we mean all of our children. Dr. Haristston first said all means all and it still carries. And yet here we are going into and those wonderful programs that this board and I want to thank the board members for what you've done, but that this board has already uh agreed to found a place and we're still not paying the kind of attention that should now be paid to the children really in

013the Northwest and giving them some of these extra opportunities that are going to help them to grow. So, I'm saying without equivocation, thank you board for the work you have done so far. But now it is time to put the Northwest CTE programs in the forefront to make sure they happen and not let another thing, not another program anywhere else in this system usurp that energy, those votes and the need of what we need for the Northwest students. Yes, I do dare use the word equity. This is the time. Now is the time. I'm looking forward and thank you for this presentation tonight. I'm looking forward to making Arnold Potler, God rest his soul and his family, happy and knowing that finally his dream, the dream of so many will finally happen. No interruptions, no

014wait until next year, wait until the following year. that we are going to do that now for the children in the northwest corridor of Baltimore County. Thank you for the time. Have a good evening everyone. Know that I will be following. I do watch board meetings. I do watch committee meetings. I will be following. Thank you. Thank you. Our next category is school system affiliated. And our speaker is Beth Jarrett from the PTA Council of Baltimore County and I believe she is virtual. Hello. Can you hear me? Yes. Good evening. Good evening, Chair Licter, Vice Chair Harvey, Board of Education members, and Superintendent Dr. Rogers. My name is Beth Jarrett, and I'm here from the PTA to introduce the resolution passed by the PTA Council of Baltimore County and also Free State PTA regarding the

015hazards of synthetic turf. I'll send the resolution to you shortly after the meeting, but I'll summarize it now. First, synthetic turf poses significant heat and health risks. Temperatures on these fields can exceed 160 degrees even on mild days. Children are far more vulnerable to heat stress than adults. Natural grass, by contrast, stays dramatically cooler and offers health benefits, including improved immune function and reduced inflammation and asthma. Second, synthetic turf exposes children to toxic chemicals. Most synthetic turf uses infill made from recycled tires which contain hundreds of carcinogenic and toxic substances. Kids can absorb these chemicals through their skin by breathing them in or through accidental ingestion. These toxins accumulate in the body over time. Synthetic turf also contains POS forever chemicals which are linked to cancer, fertility issues, liver damage, and developmental harm. Third, injury

016rates are significantly higher on synthetic turf. Studies show a 56% higher rate of non-cont injuries, including a 68% higher rate of ankle injuries. PCL tears are nearly nearly three times more common. Professional athletes overwhelmingly prefer natural grass because synthetic turf causes more fatigue, soreness, and injury. Fourth, synthetic turf creates massive waste that cannot be recycled. Each field contains roughly 440,000 pounds of material and lasts only 8 to 10 years. There are no functioning recycling facilities in the US. These fields end up dumped, buried, or placed in landfills, creating long-term environmental hazards for our community. Synthetic turf contributes to microlastic pollution. International studies are showing that 12 to 15% of microplastics and waterways come specifically from synthetic turf. These microplastics harm wildlife and threaten food sustainability. For these reasons, we asked the board to take three

017actions. Number one, place a moratorum on installing new synthetic turf fields and replace existing ones with natural grass when they reach their end of life. Number two, post warning signs at all current synthetic turf fields about heat and chemical hazards. Number three, support natural grass as the safer, healthier, and more sustainable option for our children and our school system. Thank you for your time and for considering this urgent issue. I appreciate your commitment to student health and safety. Thank you. Just want to pause for a second before our next speaker. Okay, I'll just That's not working. But mine is working. Yours is working. No. Okay. Our next speaker um our next category are unions. And our next speaker is Miss Kelly Olds from Tabco. Good evening, Chair Licter, Vice Chair Harvey, Dr. Rogers, and members

018of the board. Thank you for the opportunity to speak tonight. I appreciate the attention being given to the concerns surrounding pay. I would particularly like to thank those working in payroll, benefits, IT, HR, the customer service center, and staff relations. I know that they have been working and struggling to ensure that the problems that are occurring are being addressed quickly. Some of the concerns that have been addressed over the past week have been 403b contributions that were withheld from pay but not deposited into accounts. That seems to be corrected. I believe that our union reports um are now correct. We believe that dues have now been turned on for all of our members. Um the last of those corrections should occur on the next pay. Though there are still some concerns with individual pay and

019deductions not being withheld correctly, this number continues to get smaller. There is still great concern around the format and lack of clarity around the pay slip itself. Please understand that when I say this, I don't mean the aesthetics. Regular salary is lumped together in a way that makes it difficult for members to know what their paycheck what is in their paycheck as it includes additions to salary that have previously been listed separately such as responsibility factor and national board certification salary enhancements. In addition, when members are paid, additional money for things like staff development um is listed separately, but it doesn't say what it when it is for. Um and there doesn't seem to be a space in Oracle to find that out or even what dates. This means that members have to reach out

020to payroll to get this information, which takes up more of payroll's already busy time. What exactly I'm being paid for is a need and should be clear and easy to understand. I look forward to continued collaboration with the school system to address these concerns and work to ensure that we are proactively working to prevent new glitches and solve errors as quickly, fairly, and transparently as possible. Thank you. Thank you. [applause] Our next category, [applause] our next category is individual citizens or students. And our first speaker is Michoff. Good evening. I'm going to talk about solutions tonight to some problems that I've been trying to bring to your attention. Um, first solution that is very important is communication. Parents, staff, administrators need to know what the special education process is. And I can tell you there

021are a lot of administrators in this county that do not. It's also not available on individual school websites. I should be able to go on the school website and find out who the IEP chair is. Which assistant principal or administrator is handling 504s? Who do I go to to ask for a meeting? Is there a process to ask for a meeting? Is there a process to ask for assessments? My child is struggling. How many months should go by before I can get a meeting? Incidentally, if I ask for an IEP meeting and my child does not have an IEP, 30 days is the limit that a parent should get a meeting date. And I can tell you there's a lot of my clients who started out as my clients because they didn't get a meeting

022date for months, not 30 days. That information should be available on every school website. So, I can simply go and say to the IEP chair, I need an IEP meeting. If my child has an IEP, I definitely should know. And if I change schools, I shouldn't have to hunt for that information. And I can tell you again that is something that is happening right now in second quarter of the school year because I've had clients change schools and they've had to hunt. The administrator should know that process and if there's a question know who to go to to get information. The parent should knows that information as well. You're welcome. Thank you. Our next speaker is Kashana Banks. Good evening. Um, sorry, can you hear me? Yes. Good evening, Chair Licter, Vice Chair Harvey, Superintendent

023Rogers, and members of the board. My name is Kishana Banks and I speak tonight as a Baltimore County uh community member, a BCPS graduate, class of 97, a BCPS parent with students enrolled and as a BCPS employee. Um not in that capacity officially, but these are the roles that I have. Um, I have experienced uh BCPS from multiple multiple perspectives and I care deeply about its stability and moreover its integrity. Although this has um been previously addressed more specifically by President Olds, I'm here to address a systemwide concern related to the transition to the new Oracle payroll system. Since this roll out, there have been reoccurring payroll inaccuracies that affect pretext, deductions, taxes, holding, and application of negotiated increases. These concerns relate to the operations of the payroll system, not to any individual employee or

024specific personal personnel matter. Um, for example, during this transition, I personally experienced significant discrepancies in my paycheck. And I share this only to put a face to an issue that others have also reported at the systemwide level, not to address my specific personnel matter. Additionally, under the new system, employees are no longer able to view payups in advance, which adds uncertainty and anxiety on payday. I want to focus on education, on teaching and supporting students. And I also want my children's teachers to be focusing on education and not their compensation. Payroll accuracy is a non-negotiable for any school system and any school system employee. I respectfully ask the board to prioritize systemwide improvements to payroll pro processes to ensure transparent communication and implement safeguards that support employees across BCPS and ultimately students. Thank you for

025your time. Thank you. You're welcome. [applause] And next our next speaker is Caroline Stein. Thank you. Good evening. Good evening, members of the board and Dr. Rogers. I've been a speech therapist for 20 years. Before that, I worked for 20 years as a healthc care administrator and an operations and compliance consultant. I share this so that you know that I understand staffing and compliance. Speech therapists have carried high case loads over the past two years since contracts were cancelled in August of 24. I started last school year with 92 students and currently have about 70. About a third of my case load is nonverbal. Seeing 70 students twice a week is not mathematically possible without large groups. And in large groups, students don't make progress. We don't do much articulation and speech work anymore. Instead,

026we're trying to teach students to use and understand language which is essential for for students to make academic progress. Your therapists are not staffed approp appropriately and the district is not in compliance with the services that you're required to provide per COMAR because students are not always being seen. Therapists are stressed out, burnt out, and planning to leave. It's just not sustainable. The current matrix managed structure is confusing for staff and it's too flat. There are only two lead SLP positions for 120 odd therapists and new staff are not receiving the training they need to assess and treat students or determine eligibility. Some SLPs don't even come from a school background. Some students who do not qualify end up with IEPs. One solution would be to pilot a speech therapy team. um with an experienced

027SLP, some virtual SLPs, and a new type of worker called an SLP assistant. So, training eligibility and monitoring can actually be done, and we can leverage those deep skills over multiple workers. Staffing allocations are being determined by people who do not understand speech therapy and need to be resigned to include documentation and meeting time. The current hybrid system of in-person and virtual is creating inequity and resentment. These issues extend well beyond speech therapy and into special ed. Non-verbal autistic students are being placed into GenEd K from OG4 essentially as a form of rationing services. Since there's no program kindergarten, these students are struggling. Teachers are overwhelmed and daily incidents of hitting, biting, and kicking are not being documented because everyone feels it's just part of their job. Overall, the biggest problem that we face is

028autocracy and fear. Staff are not being asked for input in a top-down system. People keep quiet about problems rather than risk the consequences of bringing it up. I have a lot more solutions, but I only have three minutes tonight. I'm asking you to create a workg group of experienced staff members and maybe consultants to bring forward some realistic and sustainable changes for the sake. Thank you. [applause] Thank you. Our next speaker is Yete Ormo Poli. And I apologize. I know I can. Can you tell me what your name is? Or thank you. You're welcome. Good evening. Good evening everyone. Good evening, Dr. Rogers. Good evening, Chair Ler, Vice Chair Arvy, and members of the board. My name again is Yetinor Moyer and this will be my first time joining the board of education meeting. I

029am a single parent whose two children went through the IEP program at Lville Laboratory. Through that journey, I have seen firsthand the transformative power of the programs and the resources that the board of education provides. I've been privileged to work alongside wonderful teachers, speech therapist, and staff who have provided my children with the support they needed to grow and succeed. Today, both of my children have successfully transitioned out of the IEP program and are now on 504 plans, which ensure that any barriers to their learning and success are removed. I have seen their tremendous growth, and I know what a difference these programs make. It is for this reason that I stand here tonight advocating for students like those in the program at Loafville Laboratory. Many of these children have faced extraordinary challenges such as

030being marginalized out of their home schools, experiencing trauma or living in residential programs like the Saint um Vent Villa. They these students deserve access to a high quality program where they can feel safe, loved and supported and also empowered to thrive and to succeed. The Ludavville LabCr program has grown steadily currently serving 28 students with more students anticipated. Teachers are planning across multiple grade levels, also managing complex case loads and working extended hours in and out of school to ensure student safety, connection and academic growth. Pared educators we know are invaluable, but they can never replace the place at a certified teacher whose skills and expertise are critical to the SCES program quality, the safety of our students and its long-term success. I respectfully ask this evening that the board reinstates the fourth teacher or

031assign an educ an additional qualified teacher teacher and to explore establishing a second program in the central region to meet the needs of our growing student population. Please be reminded that prosperity will judge each of us for the choices we make today. Your own child may not need these programs, but imagine a cousin, a niece, a nephew, or even a grandchild, and also a friend's child. Will they have access to the support they need to succeed? Every child deserves the opportunity to learn, to grow, and to reach their full potential regardless of the challenges they face. Please remember that the decisions we make today not just are not just about policy. They are about morality. are valued as essential and where every student has. Thank you very much. Thank you. [applause] Our next speaker is

032Edward Perez. Good evening everyone. Good evening, Superintendent Rogers, Chair Licter, Vice Chair Harvey, and members of the board. My name is Edwin Perez, and tonight I'm here as a community member and educator who feels it's important to protect children, their safety, and their emotional well-being. We are living through a rapidly shifting landscape regarding immigration enforcement. In just the last few months of 2025, we have seen a distinct change in tone and tactics. We are seeing reports from across the country that traditional safe zones around schools are being tested. We are seeing enforcement actions moving closer to drop off lines. This everchanging landscape is not just a headline for our local students and families. It is a daily paralyzing fear. When a child fears that their parents might not be there, they cannot focus on school

033or their learning. This fear can potentially impact their overall education, mental health, and learning outcomes. I'm asking the board today to move from a position of compliance to a position of proactive planning beyond the existing guidance. We cannot wait for an incident to occur to then decide how we will handle it. We do not need to reinvent the wheel. We simply need to look at the districts that are currently on the front lines of this and adopt their best practices. We can achieve this by implementing rapid response protocols where an immediate change of communication in collaboration with existing community partners like Capsi and Kit Latino the Baltimore goes into effect to warn families so they can make safe arrangements. We can also proactively educate staff by providing a level of specificity on immigration guidance and

034advocacy in our educators professional development. BCPS has shown it can be a leader in equity and that it has been firm in support of the needs of immigrant students. But in this new climate, equity means protection. I'm asking the board to continue to be proactive and review current policies and protocols to strengthen existing protections. In closing, we need clear reassurance for our students and family that says we have a plan. We are watching and you are safe here. Let's plan ahead so our students don't have to live in fear. Thank you. [applause] Thank you. Next is public comment on board policy 1260 school volunteers and our first speaker is Dr. Feron. Can I do nine minutes for all? You do three for each of them but you base it there. There are no other speakers

035signed up. All right. Thank you again for the opportunity. I have a timer with me right here. Policy 1260 um talks about meaningful engagement and I really like the word uh however I don't see a definition of it. So one person [snorts] can interpret uh meaningful engagement in one way and the other uh would not. Um one thing about engagement is my observation that you don't really answer my emails and many of my Facebook friends that I don't know they do complain of the same thing. And I think it is one thing to make a policy about meaningful engagement, but then if the board and the school system do not practice it, then the act the adjective of such disparity between policy and action is not going to be a good one for the school

036system. So I encourage you that to communicate with us. Line number 17 talks about application. Um I have been volunteering in the school system for 25 years since Dr. Burgerer was the superintendent. I applied for almost any position uh to be from inside and I have been kept out and I'm not really truly sorry uh from my end. It doesn't really scratch my ego. But here you have a citizen triple boarded practicing physician dedicated for educational system for no financial benefit or any benefit except advocating a better school system. and I have been shut out each time including the last superintendent uh advisory group. So I would really would like you to consider that policy 4102 line 8 at nine and nine talks about sexual harassment. Excuse me one second. Okay, you're finished with comments

037for for 1260, correct? Yes, I minutes. The next policy is 4102 and that sexual harassment. So, it talks about sexual harassment. However, it doesn't really talk about other harassments. So, sexual harassment is only one kind. I have been harassed in this place, ejected out one time. I have been called on the police department one time long time ago just for exercising free speech. And I see quite a bit difference between the policy and the application. In another line, the policy talks about the definition of substantially disrupts the school. The definition is not really there in the policy. So my concern is it's an elastic word that can be abused and misused against a well-meaning teacher or a volunteer like myself. As far as sexual harassment is, the policy does not cover sexual harassment done outside.

038So for me, if an employee committed sexual harassment outside, it is vital for the school system to do something important about it and not to not really do anything about it because the person who do it outside can do it inside. I think I finished five minutes. I have one minute more on the second policy. Line 19 to 37 talks about definitions. Four definitions. The first one is about boardowned, controlled or leased property and other things. Dr. Dr. Front, are you on policy 4102 or did you just move to 8320 sexual harassment? Okay. Yeah. Oh, I'm sorry. I I'm done with this. Okay. Um and the final policy is 8320, which is final action by the board. Line number seven and nine talks about will follow legal regulatory regularity and parliamentary standards. Um to me

039that's a legal word. I basically ask you to consider translating it for people who are not lawyers. Line 13 talks about final action of the board shall be taken at a public meeting the minutes with which is uh done. So on that I really beg you [clears throat] to be more transparent and I heard board members I heard Miss Harvey most recently talks about the future board would be more transparent. Um I think it needs to be clear. Transparency is important. I have no knowledge what you discuss in close session. But I can tell by listening to you for 20 25 years that not everything is being discussed inside is completely related to payroll and personnel. So transparency would be important really for us that are watching you and I hope that the next board

040next month and forward would be truly transparent in any of the actions. I also noticed that I have time a little bit. Uh I noticed that in your discussions that you have restriction on board members in relation to any topic. It could be a policy, it could be budget, could be anything else. And I am really uncomfortable with that. I realized that when public speakers come here sometime they take longer time than they should. But for you to restrict each board member for two or three minutes and not really allow them the full freedom to discuss, to express, to ask questions, I think that's really fundamentally wrong. Um my memory goes back to the budget committee where discussions were a little bit more intense and it led to the cancellation of the budget committee. So

041I I like you to consider that the two minutes is inadequate for you and that you will be um prolonging it for a better discussion. Last is about removing a vote. I think you need to define that uh in that policy line. Thank you. It's less than nine minutes. Madame, the next item on the agenda is action taken in close session. And for that, I call on Mr. Burns. Good evening, Chair Licer, Vice Chair Harvey, Dr. Rogers, members of the board. This evening in uh closed session, uh you uh considered and took action on two appeals, HA26-004 and HA26-006. This would be an appropriate time for the board to approve those actions. Thank you. May I have a motion to approve the actions taken in close session on hearing examiner cases HA26-4 and HA26-6 and

042authorize Miss Gover to sign for those board members not physically present. So move Stleski. Thank you. May I have a second? Second, Young. Thank you. Any discussion? May I have a roll call vote, please? Miss Pumprey, yes. Mr. Young, yes. Miss Dominowski, yes. Miss Hen, yes. Miss Framong, yes. Miss Harvey, yes. Mr. Aomebe, yes. Miss Dowleski, yes. Dr. Seavoy, yes. Mr. McMillian, yes. Miss Lter, yes. Thank you. The next item on the agenda is new business report on board policies. This is the first reader for these policies and for that I call Miss Christina Pumphrey, chair of the policy review committee. Thank you. Members of the board, the policy review committee asks that the board accept this report of the committee's recommendation of the proposed changes to the following board policies. Board policy 1260, school

043volunteers, board policy 4102, sexual harassment, and board policy 8320, final action by the board. These policies are presented to you on tonight's agenda as exhibits G1 through G3. Thank you, Miss Pumphrey. Board members, are there any separations? Okay. May I have a motion to accept the recommend Oh, I'm sorry, Mr. Tleski. Um, I did have comments on each of them, so I don't know if you prefer to separate them, but so I'm sorry, Mr. Right. We can have discussion unless you wanted to vote on them separately. Okay. No, that's great. Thank you. Okay. So, may I have a motion to accept the recommendations of the board's policy review committee for policies 1260, 4102, and 8320? So moved, Harvey. No second is needed since recommendation comes from the committee. Is there any discussion? Miss Dleski. Okay.

044So for um I'll start with policy 1260. Thank you. Okay. So, I know that there was feedback about defining meaningful engagement. So, that might be something helpful that we do. And then um in response to those in the public that have expressed concern about not getting a response from emails, um it might be worthwhile to add to that specific section that um emails will be replied to by an appropriate staff member, which is our protocol. Thank you, Miss Pumprey. I understand the concern about emails. However, I'm not sure it fits under this volunteers. I my understanding about response to emails was in general and not specifically to volunteerism unless please correct me if I'm if I misheard that. Miss, do you want to respond or um I mean that's right. I mean, of course, this

045is specifically with school volunteers. So, um but I just wanted to respond to Okay. that public sentiment. Thank you. Is there any further discussion? Let me just check teams real fast. Okay. May I have a roll call vote, please? Miss Palrey, yes. Mr. Young, yes. Miss Dominowski, yes. Miss Hen, yes. Miss Fong, yes. Miss Harvey, yes. Miss Abe, yes. Mr. Stleski. Um, abstain. Dr. Seavoy. Yes. Mr. McMillian. Yes. Miss Lictor. Yes. Thank you. Thank you. The next item on the agenda is consideration of the virtual and clement weather day plan for 2025 to 2026. And for that, I call in Dr. Rogers. Thank you. Good evening, Chair Licer, Vice Chair Harvey, and members of the board. I am pleased to present to you a presentation on the virtual inclement weather day plan for 2526. If

046we could post the PowerPoint, please. As you know, BCPS has uh engaged in with the community regarding virtual inclement weather day plans uh since 2021. Uh there are really two choices when it comes to virtual inclement weather day plans. Originally this was governed by the state of Maryland. Um after legislative session that moved uh forward where MSDE is no longer providing guidance. Uh there are state directions that local board of educations have to implement. The two choices are to either lengthen the school year as a result of inclement weather days or imp implement virtual inclement weather days. Uh on this slide you see our uh web page that's found on the BCPS website with our instruction and information for families as well as our plan for the 2425 school year and our approved plan from

047the state of Maryland. The annotated code of Maryland uh now requires the following. Um in order to move forward with virtual inclement weather day plans, local school system has to have used all of the days that are incorporated in the calendar for school closures first. Uh which has always been the plan in BCPS even before the requirement that there are a minimum of four hours of synchronous instruction for all students. attendance is taken, that we maintain access to instructions and supports for our students, that virtual days cannot negatively impact student grades. There should be opportunities for missed work, that the virtual plan will be posted on the website and that we present the plan at a publicly accessible local school system board meeting. As you know, we sent a survey to team BCPS um to

048request their input. On the next two slides or this slide and the next slide are the results of the survey. We had more than 6,500 responses on the survey. Uh in the question about whether or not uh to we should extend the school year beyond the days that are built into the calendar, we have three days built into our school calendar. The overwhelming response was no. 74% of respondents said no with 17% saying yes, we can extend and 9% were neutral on the question of extending the school year. We also asked our um stakeholders whether or not they wanted BCPS to transition to virtual days after 3 days or not. Um overwhelming response was 68% agreed with transitioning to virtual virtual inclement weather days after using the three traditional school days. Um 25% said no,

04968% said yes, 7% were neutral. Overall, traditional snow days continue to be valued by our students, staff, and families. This has been the case since 2021. Staff, students, and parents do not want the school year to extend beyond the scheduled last day of school. staff, students, and parents are in favor of transitioning to virtual inclement weather days after the traditional days have been used. Um, this slide here shows you our plan that is for this current school year. Um, posted on our, this is not this current school year, this is last school year, 2425. Um, posted on our uh website. We have three days built into the calendar. After those three days, if we have a fourth day of inclement weather, we would transition to virtual learning and we operate on a 2-hour delay schedule.

050Um, this is a recommendation for the 20 uh 26 27th school year. Um, we have had the same plan in place since school year 2122. We have since 2122 all of those years we have only used one virtual day of instruction and the recommendation based on the stakeholders is to remain consistent with the plan that we have had in place. Open it up for any questions that you might have. Miss Dominowski. Uh yes I have a couple questions. The first one is um with the new, you know, a lotment with our laptops and Chromebooks to our students, we don't necessarily have a one-on-one ratio with our students anymore. How are we going to implement a virtual school day? So, the youngest uh learners, I believe preK through two are the students who do not have

051a onetoone ratio. Uh prior to this we had um you know uh stakeholders families had raised concerns with accessing um technology during the day and so uh schools came up with creative responses uh for families. Some families could certainly use their own devices. We also sent home paper and pencil um with access to instruction during the day. And so we would implement a model [music] uh similar to that. I I haven't seen my child bring home a a Chromebook or one day this year. So, when are they supposed to know whether to bring them home or not? You're saying that that only K through two have access have one don't have a one-on-one ratio. Yes. But usually like in past years, our kids have brought them home every day and now they're not bringing them

052home every day, which is great. I'm not complaining about that. But um if they're not bringing them home every day, how are they going to know when to bring them home for a potential virtual school day? So, we would make announcements like we did the one virtual day that we had this past year in advance. We receive um very specific weather reports. And so, in advance, not only did we send out messages to our schools for them to message, but we also sent it out uh from the county and we shared with our media counterparts. And so, uh the school system would take responsibility for that in advance. And if the kids aren't in school the day before that happens to get their school to get their Chromebook. That is why the um state now

053the law is requiring that students are not adversely impacted um as a result of work missed on a uh inclement weather day. Well, grade-wise they wouldn't be. But if they lost the the knowledge of that that day, wouldn't they be adversely affected? It would be the same as if a student missed a day due to illness or a medical appointment or something that our teachers um would have the responsibility to work with those students so that they would uh catch up on any missed work. Okay. Thank you. And then my last question is when when was the survey taken that this the slides on four and five were from? When was that data taken from? What year? October. No, recently October. Um I someone could uh look up the date of when that survey closed.

054We sent out the uh inclement weather survey to all of our families a few weeks ago. A few weeks ago. Yes. Okay. Thank you. Other questions or comments. Just check teams. Um we have Miss Hen and from Punk. Miss Hen. Thank you, Madam Chair. Um my question concerns the virtual learning days used for inclement weather. Um I see on the slides that we are planning to use a delayed schedule or a delayed opening of two hours. Um Dr. Rogers, can you explain the rationale um behind that if we are using virtual learning, the need for a delayed opening? Thank you. Yes. Um teachers will need time to transition their plans from face-toface instruction to virtual learning. It is also a part of the requirement in the law that there is time built in for that.

055For us, when we started with the 2-hour delay schedule, that was as a result of feedback that we had received from our stakeholders, something that families are familiar with. Uh there is already a schedule established and it provides the time that is necessary uh both in the law and practic [music] practically speaking uh for teachers to plan for that transition. Okay. Um but Miss Dominoski just asked about the paperbased um lessons that are provided the day before if they if teachers are planning the day before for that. Are we saying they're teachers are not planning for online lessons and they need additional time at the start of the day to plan those? Um because if they're sending home materials the day before when they've already prepared those lessons in advance and have had that time.

056Um certainly there are opportunities in some spaces where where they will have that. The law requires that there is time that is built into that virtual inclement weather day uh for a teacher prep time. And so that is part of compliance with the law and it is um as I indicated previously uh a practice that we have adopted since 2122 so that our families could accurately plan um for time to log on for students that will be uh logging on. It's also important to note um that even uh when we were actually in the uh pandemic uh that there was a mixed delivery uh system provided and for some families particularly children who went to child care and things of that nature um that we have been in the practice of providing uh paper packets

057uh for students and families who needed those. Thank you. And how many hours will that leave in the day for synchronous instruction? Four hours. Um that is a requirement. So okay I know that that's the minimum required. Are you saying that that is what our plan includes four hours? Our plan has include four hours of synchronous instruction. Okay. Thank you. Thank you Miss Shampon. Thank you. Um my question is about the number of days. Um so I see that it's days 1 through three. It's a traditional inclement weather days and then the survey was done asking I guess about the difference between um the transition of virtual after 3 days. Can you give us some background or rationale why it's 3 days? Did we have the opportunity to look at doing maybe one or two

058days or is there some requirement to do three days? Why did we choose the three days if it's not a requirement and what's that rationale? Thank you. Thank you for that. So, um when we started this in 2122, our uh families, we had a more extensive survey. Our families um indicated that they really valued traditional snow days. Uh the question from the beginning for us as a school system was whether or not um what we should do beyond the days that are built into the calendar. Um, now the law requires for all 24 school systems that you have to use the days that are built into your school calendar first for inclement weather and then you can transition to virtual. So the three days is coming from the fact that we've already put it into

059our calendar. So if we chose moving forward then on future calendars to do less than three days that is something that we could do. Yes. But I would have to confirm. I believe the state of Maryland has a minimum number of days. It is either two days or three days. So if it is two days, yes, um the calendar could be built with two days. Thank you. You're welcome, Mr. McMillian. My question is on the two-hour delay, the virtual delay, will the teachers that want to have access to the school building to come in and do their lessons from their classroom? It all depends on the weather. If it is um one of those weather situations where offices are open but schools are closed, then our buildings they would have access. If it is severe

060so severe that offices are closed as well, no one would have access into the building. Okay. Okay. Thank you. Okay. May I have a motion to approve the virtual and clement weather day plan for 2025 2026? So move seavoi. Okay. Okay. All right. May I let's try again. May I have a motion to approve the virtual and clement weather day plan for 2627? So move stles. Thank you. May I have a second? Second. Seavoy. Any further discussion? May I have a roll call vote, please? Miss Pumprey? Yes. Mr. Young? Yes. Miss Dominowski? No. Miss Hem? Yes. Miss Fong? Yes. Miss Harvey? Yes. Mumbbe? Yes. Miss Stleski? Yes. Dr. Seavoy? Yes. Mr. McMillian? Yes. Miss Lter? Yes. Thank you. Next item on the agenda on the agenda on the agenda is the report on multilingual learners.

061And for that I call on Dr. Almondorf and Miss Blottner and Dr. Mullenex. [snorts] Thank you. Good evening, Chair Licer, Vice Chair Harvey, Dr. Rogers, and other board of members. Uh we're excited to be here today to provide you an update on our multilingual learners and the achievement that they're making in Baltimore County Public Schools. Um, we are really excited to share the progress they're making academically, the increased level of engagement we are having with their families and the success of the decentralization of the programs. From here, I'll pass it over to Dr. Elundorf to begin our presentation. Thank you, Dr. Malex. Good evening. We'll start off by talking about enrollment. So, when um families send their multilingual child to one of our schools, we're certainly compelled to register them in our schools. You can

062see on this chart here that the enrollment of multilingual learners has increased steadily over the last four school years. Um overall we have seen an increase of about 3,000 multilingual learner students over the last four years and currently we have a little over 13,000 multilingual learners in Baltimore County Public Schools. I am going to now pass it over to Director Blner. Hey, good morning every good evening everyone. Um so when we talk about here bring it closer or a little closer. Can you hear me now? Let me see if I can. How about now? Okay. So, um, hello board members. Just wanted to continue to share information about the update for our multilingual learners. When we think about the process of our multilingual learners entering BCPS, we wanted to start with when how we welcome

063our families and our students into the county. Um we welcome them into the district at the welcome center primarily. Um and I just wanted to h bring your attention to um the the screen where you can see that when they come to us at the welcome center um we use a paper screener the wedish screener assessment to assess them. We also have heard from some of our families that they would like to be able to be assessed or participate in the intake process in different locations because we of course we have students in central parts of our um district as well as on the east side. And so we do work with our local libraries to be able to assess students at those libraries so they don't have to drive as far as to the

064welcome center in Caitensville. In addition to that, we know that our elementary schools do test. So, they are kindergarteners using a paper screener for our students. And then we also this year have and last year have begun to do some piloting of using the Wedish screener for in some of our schools. So about 18 schools have participated, elementary schools. And so that's something that we have been doing to really address the needs of our schools and our families. We also provide bilingual resources to our families and our students and that's available at the welcome center and some of our schools and some of our librarians are making sure that we have access to bilingual resources in our school libraries and we'll be working closely with that team to really look at how can we extend

065that. Um in addition to that we collaborate with other offices to make sure that we are aware of what the needs are. So that's presenting and providing training to our PPWs, our social workers, our teachers, our registar so they know how to accept our students in and support them. And then um last but not least is um just working with DRAA on our data. Take a moment to look at the data on the screen. And I wanted you to kind of get a sense of what has happened as far as the enrollment of our multilingual learners over the last couple years. And you can see that we've had a lot of students continue to come in at the elementary level. We have seen a slight decrease at the welcome center and we've also seen um

066a decrease at the high school level. And so those are some things that we've noticed. So if we can go to the next slide. So, one of the things as we talk about supports for our multilingual learners, we really have been very strategic about the way we're providing resources to schools. And that begins with looking at staffing. As you know, we have decentralized our ESOL centers. We had five high school ESOL centers and um four middle school centers. And so, as a result, our students are now receiving instruction in their home schools. and EL staffing is based on levels of proficiency in addition to we look at um title one schools and so that will inform how we're providing staffing to schools. So that's just something to keep in mind. You are well aware that

067we've done a lot of work over the course of this year to provide resources for our multilingual learners and ensuring that those resources are aligned to the grade level curriculum. So in K through 5 that is an alignment to um HMH into reading and for grades 6 through 12 again we just recently adopted those resources which is the Vista higher learning to ensure that we have the alignment to the ELA common core standards or the Maryland College and Career Readiness standards. And then in addition to that we are really focused on how can we support and make sure our parents are accessing all of the programs and opportunities in schools. And so that means language services. You've heard of talking points. That is a wonderful tool that provides a lot of opportunities for families and

068teachers to engage with each other. Teachers can um communicate in English. The families receive it in the target language. The families can communicate in Spanish or Russian or um Arabic and then they're able to receive messages in their home language. So it's really important for them. We have language line. We also have interpreters that are in place and our communication team has done a lot of work to ensure that the system level communication that goes out to our families is also available in the top five languages. So just to highlight some of the supports that are currently in place and some of the changes and upgrades that we've put in place for our students and families. Thank you, Miss Bner. Uh this table shows the percentage of ML students who have been able to exit

069the English language development program for each of the last two years. As you can see, the percentage of students exiting has increased from school year 23 to um 24 to school year 2425 with the highest percentage of exits in the middle school um level. This is based on students passing the WEDA assessment or getting a score of 4.5 on the WEDA assessment. You'll also notice in the um orange box there that we um exceed the average of uh students in the state of Maryland who are exiting from um the ELD program. Um so our numbers are looking pretty good even compared to the state. Okay. So just to add on some additional information about our language services and I'll be brief. You can see that with there are three main areas where we provide these

070language services talking points which I mentioned earlier. Um our interpreters many times they're supporting our special education meetings when we're having an IEP discussion or we're engaging child fine infants and toddlers. We need to make sure that our families fully understand what is being discussed and that's how our interpreters are involved as well as other required meetings and other meetings at schools like family events. We also have the language line and take a moment to look at the screen to see the amount of services that are being provided. Um our families are really using the talkingpoint resource. It's really opened the door when we've looked at data internally in our dashboards to see that some of our families are communicating with our teachers more than some of our teachers are communicating. They're almost level now

071when typically you'll see teachers sending information. It's really powerful and you can see that our schools are using our interpreters. for our parent conferences that are coming up. We've tried to be very strategic to make sure that our Spanish interpreters that are available are spread across our elementary schools so that they're able to access as many families as possible. Those that are not able to access or they have rare languages can also use a language line. So that's just kind of giving you an example of some of the work that has been done over the course of this year and last year. So, I've shared information with you about the curriculum resources that are in place and I just wanted to highlight a couple of things to go a little bit more in depth into

072what um Dr. Elundorf shared earlier. Um so, when we think about our elementary EL programs, again, staffing varies across schools because again, we're matching it based on the number of multilingual learners that are at the schools. And so the instructional models might be small group and they also could be co-eing. So those schools that have more um EL teachers are able to do more um co-eing. And we highly recommend that there is that collaboration that is happening across our schools because we know that as our EL or language development aligns to the grade level curriculum, we're going to get those greater levels of um performance from our students. In addition to that, I just wanted to elevate some of the hard work that our teachers and our principles have been doing in schools to see

073that 69% of our elementary schools have at least 10% or more of their MLS exiting the EL program speaks to the attention that is being paid to instruction. In addition to that, 84% of our elementary schools have at least 50% of their MLS meeting their language targets. There's always room for improvement, but this is really great to see the work that's happening. It happens with professional development. It happens with supports and the coaching from our principles. If we can go to the next slide. So, this slide just highlights for you information about our secondary EL program. Again, we've already talked about the fact that we have adopted new curriculum resources for our schools. This is just giving you an example of what instruction looks like at the secondary level. Most of our multilingual learners receiving

074instruction via EL courses. So those are in place and over time we've put them in place and made sure the curriculum resources have that alignment. In addition to that, some of our ELD teachers are able to provide support in a co-taught model in some of our math, science, social studies, and ELA classrooms at the secondary level. Um, and that would be in addition to supplemental to their EL courses. I wanted to also highlight for you that 10 of our middle schools have one or more EL teacher allocations. So just to kind of give you a sense of what's in place at the middle school level, that's especially important know that knowing that we have decentralized the ESOL centers. In addition to that, 17 of our high schools have one or more ELD teacher allocations. So

075again, you can see we've tried to look at the fact that there's that high academic load that happens at the secondary level and therefore those having those resources there are really important. Four of our middle schools have 35% or more of their MLS that are meeting their ELP targets. So that's again an area that we'll continue to work on, but we've seen a lot of progress as you saw earlier on the slide from Dr. Elundorf and five of our high schools have 10% or more of their MLS that are exiting the ELD program. So again, these are areas that we'll be focusing on making sure that the curriculum resources are being implemented with integrity so that we can see more students making progress, exiting the program so they can achieve at higher levels. We know

076that there is a correlation between their performance, their achievement, and their ability to perform at higher levels when they're learning English. So when we think about the needs of our multilingual learners, I wanted to elevate for you a specific group that we are paying close attention to. Um, as I said to a colleague earlier, the first thing that was needed in Baltimore County was to ensure that we had highquality resources in place for all students and that they were aligned to the grade level standard. We also now need to drill down and look at what are we doing to address specific challenges for certain groups. So when we think about our newcomers at the secondary level, we know that there are students that are missing credits and they're older. So what are we doing to

077make sure that they also have a a robust learning experience that is moving them forward? That's something that we've seen as a challenge. we have some of our students at the secondary level that have limited or interrupted education which means they're not necessarily performing at this middle or high school level. So that's something that we also need to address. Um and we also know from doing student focus groups last year and meeting with some of our students and doing surveys that there is that interest in accessing CTE and being able to go to school, learn English and work. So that's something that we really need to make sure we're looking at. Another challenge we've seen is chronic absenteeism. And when we drill down to find out what's happening, often it is because students are working

078or something's going on and then they're not in school. So those are some of the challenges that I think we we'll need to keep in mind as we look ahead. So if you can go to the next slide. As we um look ahead, some of the things that we'll be needing to think about are what are those multiple pathways that we can put in place for some of our students. Again, I'm not going to read through everything here for you, but we need to have a strategy for our students that are underredited and we know have interrupted education. What are we doing to make sure we're meeting their learning needs to prepare them for college or career? And so, those are some things we need to keep in mind. We need to look at the

079expanding the strategic access to CTE programs and what does that look like. So that's going to be something that we need to explore and to do that we'll be pulling together a workg group to really dig in. This that work group will include our principles, some counselors, central office and other school-based staff to really look at what are those strategies that we can put in place. We also will be visiting other districts to see what strategies they have in place to see what might be a fit for Baltimore County. So, this is just giving you a sense of some of the work that we see looking ahead. We need to make sure that we have a solid program for all students and then we need to drill down for our students who are older students

080at the middle and high school level. Thank you. Questions, comments, Mr. Young? Thank you for the presentation. Um, Miss Blotner, you you spoke of the next steps for um a secondary. Uh, you've laid out a couple of areas where you're going to focus on. Do you have a preliminary timeline drafted where you want to, you know, have those strategies laid out? Good question. We have recently under the leadership of Dr. Mullenax and Dr. Elundorf laid out a project plan. So, we're looking at um really putting that team to uh in place as soon as possible so that we can look at what strategies can be put in place potentially this year and into next year. So, we really want to make sure that we are um doing everything that we can as much as possible

081budget neutral because we know we have to work within the context we're in to have strategies in place. So, that's something we'll be exploring and then bringing back to leadership. Thank you, Miss Harvey. Thank you, Madam Chair, and thank you for the information. Uh my question is around the 18 plus 18year-old plus students and those that are underredited. Is there a role that community schools are playing in this process or have is there a plan for community schools to have a role in maybe being a resource for this particular population of students? Great question. Thank you. Thank you, Miss Harvey. Yes, there is. Obviously, we have a lot of partnerships that we're going to be looking at. um CCBC um some of our job core um partners um and also CTE as well as the

082community schools. So looking at how we can utilize community school funds to leverage some of those partnerships. Thank you Miss Reang. Thank you. Um my first question is from Thank you for the information. My first question is from slide five where it talks about the exit trend data. So kudos on the increase across BCPS and the three different levels. Um what is required or what does that mean when a student is actually able to exit the ELD program? Okay, so a student exits the EL program when they meet the criteria of a 4.5 overall proficiency level on the WEDA assessment. So when a student meets that criteria that is when they would exit the program and we monitor that data because that's a very important data point to say are we growing the program because

083we're not exiting students or we growing the program because we're getting new students. So we always monitor that data point and the one from the state which is our ELP target indicators that means that students are progressing towards proficiency. Okay. And so thank you. And so um we've seen in previous uh board meetings data results from the testing with MISA and MCAP and while our multilingual learners are increasing it's not necessarily at the same rate and so um do we have any information about the supports that we're doing specifically as well to help our multilingual students with their standardized testing? And then another question would be for students who have exited, do we see a difference in their standardized testing between students who were previously considered to be part of the program versus students who

084have exited the program? I could speak to the fir the first part of that question with regards to the strategy that we're putting in place that that is the reason for the importance of aligning the curriculum we have with the standards. Um because once those curriculums are aligned then obviously we're setting students up for success. um on what's expected at each of those grade levels. As far as the data on how they compare if they've exited or not, I don't have that in my hands, but obviously we can get that data for you. And I can tell you from looking at the data, and again, we'll make sure we get you the exact data, that we do see a difference when the students exit the program, they have acquired that language, they're able to perform

085at higher levels, but we can be more specific and show you those who were in the program versus those who have exited within two years and those beyond. Other questions or comments? Miss Pumprey, thank you for the presentation. Um I'd like hearing about the progress as well as your plans for our challenges that we're facing. Um one of my questions is about the slide regarding the challenges and you mentioned chronic absenteeism and drop off dropout. Um you mentioned work as well as social concerns. So what would you say are some of those social concerns in addition to work? Miss Pumprey, if I could start that response. Um, thank you for raising that one because uh the challenges slide is one that we wanted to include uh because we've seen a difference this past year uh

086with where we were historically. Uh historically we've had some challenges particularly with multilingual learners. Um, and when we look at five-year cohorts of students and graduation rates, um, the way that we address students who drop out as a part of the cohort is you have, um, assistant principles, you have, uh, people personnel workers, counselors, teachers who engage in outreach, and typically [music] that is enough to bring a student back. What we saw that was different in the 2425 school year is uh no matter no matter the level of outreach and we even had outreach extending into the entire summer that included um executive directors. I went to all of our sites to meet with students is that there were some students that we simply could not recapture this year. Um some of them were able

087to speak to their family members um and we were able to speak to the students about why they were reluctant to return and they shared with us that the change in terms of um uh the safe zones in schools had an impact on their willingness to uh return to school. um while they know that there are certain actions that cannot happen on school grounds, they do have to travel to and from school and that is a real concern that we saw with our students this past year that was uh very different from previous years. I uh sat on the statewide uh committee with the state superintendent about this. We raised this several times um and uh we have seen the data across the state particularly in BCPS showing that um when we looked at our

088future cohorts we see smaller numbers of students and so we are trying uh very hard from the beginning to keep those students in school so that they are not dropping out because last year we saw a a spike in the number of students that dropped out and their unwillingness to return despite the services and the flexibility. We had daytime classes, evening classes, online um opportunities, but you had to come and take the assessment in uh person, and that was some of the feedback we received uh from the students. So, certainly, if you have uh something that you'd like to add, uh please do so, but I did want to make sure that we communicated that clearly to members of the board and the community at large. And I think our superintendent covered most of the

089topics. Um again, dropout has been that social concern and one of the things that we've been doing internally with our team is providing social emotional wellness learning for our families where for our students and we're focusing on the high school level for semester 1, middle school for semester 2, but that has been a challenge for our students. So it's the social emotional learning and then dropouts have been a a big concern. Thank you. One other question that I think I know the answer to the language line. Um, a person on the other end is a a human a real person. Correct. Real life person. Okay. Thank you, Mr. Young. On your challenges slide, you have the older, the 18 plus. What's the top end of that age range? Okay, so we're looking at what the

090law says between 18 and 21. These are the students that potentially could be enrolled in Baltimore County. I don't know if you want to add on to that. Um, Dr. Melanix. Okay. Okay. Miss Miss Stleski, thank you. Thank you for the presentation. Thank you for all the work that you do to um make the welcome center and the start of this process really, really solid. Um my only question is from slide um I think it's slide seven. Um in terms of the time it takes to score the 4.5 on the assessment, right? Is there a number of years or sort of an average time that from from start to passing that assessment? It varies. It depends on how students score when they first take the initial assessment. Um the goal is that between four and

091five years our students are exiting the program. Um maximum of six and so within that time our students should be moving along. We can give you average exit rates but just on in general thinking ahead it's about four years or so for students to move through the program. Okay. Thank you. And then um just a followup with the the 69% of the elementary schools with um the 10% exiting this past year. For the other 31% um is there anything specific that you guys have observed that you can address with strategies or any comments related to those other schools just to know how we can better support them. Thank you. So the WEDA assessment has four components. Listening, speaking, reading, and writing. When we don't see students moving towards exit, it's usually reading and writing. Hence

092the need for us to make sure we have that close alignment to the grade level ELA curriculum so that we can make sure that students are moving through those proficiency levels. Um, you should be aware that the WEDA assessment will be changing next year. So we need to get a sense of what that will look like. But if we have that tight alignment of EL, the English language development to ELA standards, then we're more than likely going to see students continue to exit at similar rates. And so that's really critical. So what we do to address it is it's professional development for teachers. It's helping our EL teachers understand the ELA standards so they understand they have their their common core companions that they need to understand so they can unpack the language of the

093standard and then it's also helping our content teachers understand what language should they be reinforcing. So it really needs to be a collaborative approach. So one of the things that we've been really focusing in on is co-eing professional development around that. I know that special education does that as well, but that's really important for multilingual learners as too. Thank you very much, Mr. McMillian. Real quickly, you mentioned in Mr. Dusky's answer that four or five years is the ideal or the goal, right? And then you mentioned six years, right? As a max, can some students time out of this? That's a great question. If a student does not meet the 4.5 cut score, they remain in the program. That's why we're paying close attention to what are we doing and how are students moving. We

094work with our teachers to analyze their data. We have um quarterly assessments that are in place at the secondary level and so and there are lots of formative assessments at the elementary level. So teachers need to monitor that because otherwise a student could stay in the program for a long time and that's been a concern I know in Baltimore County when you look at the data. Okay, thank you so much for that presentation and responses to all of our questions. And Dr. Molen, don't move because the next item on the agenda is the report on the Northwest Career and Technical Education Center. And for that, I call on Dr. Grim and Dr. Molenex. Good evening. Good evening, Chair Licter, Vice Chair Harvey, Superintendent Dr. Rogers, members of the board, uh Dr. Mullenex, and I are

095here this evening to give you an update on the Northwest uh regional career and technology education center. So, the purpose, as we know, uh for this center would be CTE programs. And this slide again defines what those programs are and how they support our students. Uh the region that we're speaking of includes Franklin, Milford Mill Academy, New Town, Owings Mills, Pikesville, and Randlestown high schools. And you can see that on the map provided just to give a quick timeline and I do want to acknowledge some of the comments that delegate pasture made earlier. Um, and that first bullet under Northwest Area Task Force, there was a community task force that uh was put together uh specifically to support uh the CTE center and the and the goals of um what what this might look like.

096My IPASS and also the Maryland blueprint both support uh CTE programs and specifically in my IPASS it notes that there is a lack of some CTE programs in the Northwest area. [snorts] In August of 2023, a school site analys analysis summary was completed and basically what that looked at is where this site would be best located. So all of the high schools in this region were examined as potential sites for a Northwest CTE center. So currently um as we know on the east side, Solers Point is attached to Dunduck High School. It was examined whether a CTE center could be uh supplemented on one of the existing high school sites and it was determined that that that wasn't the most optimal way to do this particular project. And ultimately um after the some of the

097educational specifications were initially developed um we brought to the board uh in January of 2024 the Campfield Early Learning Center site and it was approved by the board um for the new site for the Northwest Career and Technology Education Center. Um since then MSDE has provided their letter of support for some of these pathways and we've gotten conditional approval. Um, since then in really the the spring and the fall of of 2025, so this calendar year, we've been refining the educational specifications in alignment with budget and programmatic needs because some of the CTE programs in in the area are quite successful and there are some new opportunities that our staff and Dr. Mullenex will talk more about that. Um, we're we're interested in bringing additional opportunities to the area. On the other side of the

098slide, you just show see a very basic rendering of of what the site is and what a potential footprint may look like once the educational specifications are um completely identified. So, where we are in terms of the project phases, um the there was a preliminary project budget of $70 million identified or estimated in January of 2023 for this project and it represented cost based on the IA funding calculations at that time. They have since uh changed as they do each and every year. Um and we continue to rei revise the calculations based on um what the design and the programmatic needs would be. Uh to date the state has approved funding of uh $644,000 and the county has provided about $3.5 million in planning and design. So all current funding is dedicated for planning and

099early design. Additional funding will be needed to complete the design ultimately and obviously to move into the construction phases. The design phase not only includes the the general design the site um submitting the educational plans and specifications. It includes the site documentation, permitting and all the other steps that that lead us toward uh toward construction. And just at the bottom there, we included those three phases to remind everyone. Thank you. Um, when thinking about the programs that would go into the CTE program, one of the things we wanted to make sure is that we did not in interrupt any programs that were currently sitting in high schools that obviously are meeting with great success. So, we identified um, you'll notice the first two columns that are identifying some programs that already exist in Baltimore County

100public schools, but not in the high schools. We wouldn't be taking them out. They would be new. We are also looking at this as an opportunity to expand some of our opport um, our offerings. And two of the programs that I know have been of interest are barbering and masonry. They are not currently in Baltimore County. Um we are looking at um obviously those would be pending MSDE approval and the request, but they are two programs that other ELAs around us um have um investigated and worked on. So um my team is actually looking into those programs and what has gone into them, what will be required of them, if there's any lensures and timing and all that that goes into it. And that would be obviously another opportunity to expand this and offer some

101different things to the Northwest that are not available in any other area of our county right now. And that concludes our presentation and we're happy to take any questions. Okay, Miss Harvey, you want to get us started? Thank you, Madame Chair. I would like to uh go back to slide four. The funding that we have now you said is for early design. How much projected funding is needed to complete the design phase of this project? Do we know? Uh so I I don't have that right now. What I do know is that we have design funding that we can use into the next fiscal year. Um so we know right now we are we are solid on the on the design funding to continue to move the design forward. We we will need additional funding

102for design. I can't give you an exact amount at this time. Um that's going to be dependent on on some of the scope of the project. So that means we're anticipating that we'll be design phase for the next two years. So the design phase is typically between 18 months and two years. That that is that is correct. um once we we need to solidify um the educational specifications and the programmatic support. So when did we start design for this project? We started design um if you if you take a look at at the timeline on that particular slide um it was in late 2024 that we started the design. However, there have been some modifications based on the educational programming. Okay. So, we have funding to continue the design for this coming year. We don't

103know what's going to happen for the next year. We don't have projections. So, I'm assuming we also don't have projections for the construction phase or do we? That is that is correct. We do not at this point. We will as the design progresses. Miss Harvey. Um part of part of the challenge with this particular project um that that that we realized as we got into it as a standalone facility it is it will be unique for us in the school system. So, one of the one of the one of the things that we did um probably a little later than we should have, we pulled in some resources to assist us with how um a facility, a standalone facility like this would function and what some of the spaces would need to look like would

104need to look like to augment the program. For example, um the when the when the specifications were originally designed, we did not have a common space or a common area for the students. We did not have regular um some regular classrooms for the students that would provide flexibility if any of the programming if any of the CTE programming changed. They were all dedicated to a specific program. um by augmenting or or modifying that part of the design, we can be more flexible and stronger in our spend to have a more complete facility for the region. Thank you, Mr. Young. Dr. Grim, you mentioned that the IA formula has changed. Normally I guess they help or with them they basically kind of u give us the guidance of the size that a school can be with

105this one being I guess unique and different um how does that affect the the size that it's going to be? I know you mentioned some of the potential programs um and the challenges that that's going to I guess bring with it also. So thank you very much for that question Mr. Young. So what what the IA does in looking at their formula per student is is there is an allocation based on a cluster of schools. So in this case they will look at uh the high school seats that are available and the programs that are in the area and some additional adjacencies. They may include schools that are not specific to this region but are are next are are next to them depending on um the cluster that they're looking at. The IA also provides

106additional supports for CTE pathways. So when we talk about their funding formula changing um from year to year they can they can identify certain spaces and say if you build a facility it can have a room that's designated as X and it's it will be thousand square feet and we will provide the the the funding for that. Um, so we need to balance and maximize those dollars from the state along with with our county support. And we do know that the county support for this project, as in all of our projects, is is typically greater than what the state provides, but also the state has um based on their funding, they they have kind of limited the the size and scope of some of our Yes. They give they give us an approval for for

107a certain amount and a certain size. That is correct. Yes. Thank you. I have a question. I may have missed this. Is this intended as a half-day program? Like will kids come like like Solers? Go ahead. Go ahead. [laughter] Yes. Yes. It will be an AD um schedule just like Solers. Exactly. Like Solers. Thanks, Mr. McMillian. Dr. You might not be aware of this, but about three years ago, Solers looked at the barbering piece. They did actually. That's where the idea came from. It's from Dr. Settzer because we've included her in on the conversations around design and programming. So, there's a possibility that Solers might end up with a There is a possibility. Great. Thank you. Okay. U Miss Tleski, thank you. Just a quick question. in terms of like the budgetary times that we're

108in. I don't know how much of this is like the operating budget versus capital, but is there any impact in terms of this being a new project with the potential for funds to see this through? And I'm not sure if you have that answer, but thank you. So, so thank you, Miss Sloski. Where where we are u right now and and for the next several fiscal years, it is purely a capital project. It it obviously will have operating impact um as we as we open it as we um you know after we furnish it but when we staff it and um when we would need we'd need to open the facility. Yes, Miss Dinowski. Yes. First, um my dad thanks you for bringing masonry or suggesting he's no longer with us but he was he

109was a bread in the brick business and masonry masonry what I have to pick up their call but they're really hard to find right now. If you have a brick issue and you're trying to find a mason, good luck. They're they're few and far between around here. Um also, um when you say this is an AB situation as far as, you know, they'll go to their home school for their regular classes and then the CTE programs at this school will be connected to one specific school or is it every? It'll be and it would be the whole that geographic area. I think it was highlighted on the first slide. It's on the It's on the the slide after the title, Miss Dominowski. It's the five schools, the five high schools that are in that regional

110area. Just that regional area. Yes, ma'am. Okay. And I know uh it's hard to follow the data as far as Salor's Point is concerned. when you look at the um economically disadvantaged students that attend that particular school. But if you do look at uh Carver Eastern and Western, there's a much lower concentration of economically disadvantaged students there as opposed to the rest of our BCPS high schools. I think only Hford has a lower one than all of them. How are we addressing that equitably equitable issue when it comes to our magnet schools? Well, with regard to th this program, the students will come in from other high schools, and that's part of why you're saying about the data not attaching to because it attach to their home schools. Um, so it's an opportunity for students

111to apply. They can come in. Um, I think that that's a little bit different than the other three magnet schools, which are full school magnets um that offer all the academics as well as um as well as the um the magnet programs. Correct. But um will you maybe target that more because it's it it still is an application process and when we're trying to be equitable and and give those students from a lower income background more opportunities. I mean when you look at our just our magnet schools, we're not really meeting that challenge. So how are we going to meet it with this school? Well, and and I I'll jump in. I'm not sure if this will answer your question or not. I think one of the one of the the differences and and really

112the gamecher for for this center is the it supports the entire north northwest region and so it is a it is a um you know it is a like site of Sers Point. So Sers Point really supports the souththeast area. Um the other magnet schools that you've identified in addition to what Dr. Molen said um they draw from all over the county. Um so this school drawing from from those five specific schools in the in the Northwest really will be a community CTE center. So I think that could be one of the differences. Um and I hope that helps answer your question. It does very much so. Just a quick followup moving forward. Will the rest of our CTE schools and centers be built this way as opposed to having just a magnet school? I

113don't know the answer to that. So, we we don't um from a facilities uh standpoint, we we don't have any other uh plans in the future. This would be actually to balance out and provide that equity on the west side for what the east side already has. This has been a long-standing um request uh from the community in the west because they do not have a facility like this. Um so it would I would say even out for what the east side already has. Most of our CTE programs are integrated into existing schools. And one of the things that Dr. Mullen said earlier is that we we're not interested in in um from a facilities standpoint moving successful programs out of uh existing schools and and into a center or somewhere else. Thank you for

114that. Okay. All right. Thank you very much for that presentation and information. Dr. G, you might want to stay there for a sec. Um the next item is the added agenda item on the notification of boundary change administrative review and for that um I call Dr. Rogers to begin. Thank you. Good evening again Chair Licter, Vice Chair Harvey, members of the board. Um I will begin by providing an overview and Dr. Grim will go through the areas. I just want to call uh recalls everyone's attention to uh the revisions that were made to uh policy 1280 and subsequently superintendent rule 1280 November 4th, 2024 in which the administrative review process um was introduced. Uh the administrative review process is used where the school boundary changes are limited in scope and there are additional provisions uh

115which do include um internal staff use public information session and communication to families. The administrative review boundary change process that um is a part of today's packet. It has been proposed for schools uh 11 schools in particular in the central uh in four locations within the central area of Baltimore County. Uh the proposed changes provide for transportation efficiencies and they realign boundaries to avoid uh confusion. Um some of them have to do with communities that were partially built when the boundaries were first drawn. Um and currently there is one student that has potential impact of these affected schools. It's really about the efficiency for future use um in case um there are more children uh born or children that move into these homes that there is uh there are clear boundary lines and clear information

116uh for all of our families and schools. And so with that, I will turn it over to Dr. Grim to speak through the uh the specific areas and answer any potential questions. Thank you, Dr. Rogers. So, um I'll briefly uh go through each of the areas. These are also to in an effort to to clean up a few issues that that we've identified over time. So, the first area would actually fix um a a parcel that is located in Carroll County that we thought was in Baltimore County. So, it would it would properly um remove that area that's been noted for several years um and could possibly confuse students that think that they could attend Baltimore County schools when they actually live in Baltimore in in Carroll County. Um area two, uh Blenheim Road, uh

117that is largely for transportation efficiencies, and the maps don't do this um specifically justice. There would be one student impacted. There are um it's a parcel of three residences and it is uh currently um uh for zone for Carol Manor. It would move to Jacksonville. If you could see the map a little bit more closely um the roadways and um and access to the properties support transport to uh Jacksonville and attendance at at Jacksonville. Area three is on Putty Hill Avenue. And for anybody that's been uh by the high by Parkville High and the the police station that's there on the corner, there are two parcels. Uh uh the police station is next to a church. Um if you take a look at at the the map under area three uh presently right now those

118uh two parcels are divided into two zones so that they are split between two separate elementary schools Villa Cresta and Oakley. Um what this proposed change would do is it would it would modify the pro the property boundaries to be in alignment with the parcels of land in the event that there's any future modifications. So right now as I said there's the police department on the one property and there's the church on the other property. And lastly um area number four uh it's labeled Lock Raven Boulevard. This is actually a parcel of um undeveloped land adjacent to 695 that just in our mapping is uh zoned to one current elementary and middle school. Um that is on the other side of 695. Um it doesn't make a whole lot of sense with the mapping. So

119our team just wants to clean that up. Um and again no students are impacted by that change. Thank you for that, Dr. Grim. Um, questions or comments, Mr. Dominowski? Yes. I just have um one question about the area number three. It says that for potential future residential development, are we aware of any potential residential? We we are not. Um what our what our team recognized as they were going through um the mapping and the school boundaries is that uh these two parcels of of land were were divided. Both were divided. And so depending on which part of the parcel you were located on, you'd be on one middle school and a different um elementary school. And so this is just an effort to align the existing parcels as defined by Baltimore County government with with

120the schools. Uh was there a a reason behind choosing um Villa Cresta to get the full parcel as opposed to um Oakley? So, um, I if you if you look, uh, very closely, there's actually part of the parcel that goes to Oakley and part of it goes to Villa Cresta. It's a little bit difficult to see on this map, but if you look at the recommended image, there's a piece of the property line. It's just below that because they aren't the two pictures are not equal. And Miss Dominos, I can show you more specifically if you you can. I I'm just confused because it looks like the potential for you know whatever that part that was split in half if there's going to be an apartment complex that would be where it goes and you're

121assigning that to Villa Cresta which is already over capacity. So if if you take a look if you take a look at the recommended image on the right the the dotted lines may be very helpful for you. So if you look at the blue section at the bottom, it is already it is currently zoned for Villa Cresta and it would and it would move to Oakley while the entire uh parcel to the to the right within the circle would would move to Villa Cresta. So right now it's it's moot because there are no plans for development and one is a one is a Baltimore County property. Um so we don't believe there would be any redevelopment there anytime soon anyway. But what it what it does is it helps um us and the county in

122terms of identifying those specific parcels if there is any change in the future. Um, I mean, I do understand what you're saying that it it's being split more evenly, but it's still giving a I know there's no plans to, but I I feel like we might be running ourselves into more trouble if we're dividing it this way as opposed to giving it to Oakley since they have I don't know. that that's just that would be my one concern is that the only potential to see a building or apartment complex is the part where we've given to Villa Cresto which is already overcrowded. That's all. Thank you. Other comments or questions just check the team. Um I don't think Miss Pong is there. Okay. All right. Um, thank you for that. You're welcome. The next item

123on the agenda is information which includes the financial report for the month ending September and we just went over it. The notification of the boundary change administrative review for the central area. my second. Okay. The next item on the agenda is board committee updates and agenda setting. The first item is the legislative and governmental relation committee's consideration of the 2026 legislative priorities and I will um talk us through that. So, I think it was about two weeks ago, the legislative and governmental committee had their first meeting to prepare for the 2026 legislative um session. And the first thing that we do is um draft our legislative priorities and then bring them to the board which we are here now. So um in board docs you will see the um our priorities or our draft priorities

124of supporting and maintaining and strengthening local board governance. We also support maintaining local autonomy and decision-making authority in developing curriculum assessments, grading policies and instructional programs. We also support legislation that provides flexibility to ELEAs in budget and regulatory decisions that doesn't reduce LEA's governance and budgetary authority or impose new unfunded mandates. Um and based on Miss Pumphrey's um suggestion at our last meeting, we also have to support legislation removing the 180day requirement for schools and instead provide flexibility to eleas to operate within an hourly requirement when constructing their school calendars. So um second. So, may I have a motion to approve the recommendation of the legislative and governmental relations committee's 2026 legislative priorities? So, move Pumprey. Thank you. A second is not needed as it comes from the committee. Is there any discussion? Okay. May

125I have a roll call vote, please? Miss Pumprey? Yes. Mr. Young? Yes. Miss Dominowski? Yes. Miss Hen? Yes. Miss Harvey, yes. Mr. Ambbe, yes. Miss Dleski, yes. Dr. Seavoy, yes. Mr. McMillian, yes. Miss Leicter, yes. Thank you. And before we move on, um I'd like to acknowledge Mr. Basmore in the back for his help as our staff um liaison for this committee and his work on it. So, thank you, Mr. McMillian. in the future with this committee, can you look at any legislation or the the potential for something coming to the legislators about our boundaries with the county council, the nine boundaries versus So, um, we put that on Mr. Beasmore's, um, radar. So, right now there is nothing written about it yet, but he that was one of the, um, things that we asked

126him to watch out to bring to us once something is created. And I'm curious about BCPS taking a stand on that. Is that something that that the system would get involved in whether promoting it or not promoting it? Uh or is that something BCPS would stay out of and let the politicians take care of? Well, I think and Mr. Beasmore, you can help me answer this maybe. Um, I think we need to wait till it is written or drafted by legislature and then he'll bring it to our committee and then we'll decide whether it's something we support or we don't support and that's we as a board. Well, he'll bring it to the committee first and then like we did tonight then we can bring it to the board to add as another priority. Yes.

127Won't take a stand on that, will they? You mean how to what to do in light of the new council districts? That's what you're told. Not that I know of. Mr. Mr. Basmer, do you have any Did I You can come up. I know you don't want to, but [laughter] you were trying as long as you could. Thank you, Mr. McMillan. [laughter] Good evening, everyone. Um, when we have legislation, uh, local legislation like that, we'll bring it back to our committee, our legislative committee. we'll discuss it and uh what we'll look at is if it's appropriate for the board to take a position on that bill or not. Um certainly individuals can take positions on, you know, on particular legislation, but um we'll have to see if it's appropriate because some of it may be

128statutory where the state legislature has complete authority over that decision and therefore it's in their per But BCPS wouldn't be behind the scenes contributing to that information of that, would they? I mean, that's two different entity or not entities, but two different Mr. McMillian, we have plenty of priorities to keep us busy. We will continue to watch what's happening in Annapolis. We are not weighing in on that. Thank you. You're welcome. Thank you. Thanks. Thank you, Mr. Basemore. Thank you. Um the next item is updates from the committee and we'll start with Miss Harvey and the audit committee. I'm sorry. Move on. Um we'll go to Mr. Young with buildings and contracts. Thank you. The next building and contracts committee meeting will be Monday, December 1st at 5:00 pm. Thank you, Miss Dlesky. Um curriculum

129committee. Yes. The next Oh, sorry. The next curriculum meeting is actually tomorrow at 4 o'clock. Please join us. And uh thank you and good night. Um Miss Okay. Somebody um reporting on equity committee. I know Miss from Mr. Young. Yes. You look at me. The the next equity committee meeting with the equity council will be this Thursday, November 20th at 5:30 p.m. The next equity committee meeting will be January 22nd, 2026 at 5:30 p.m. Thank you, Miss Pumphrey. the policy review committee. The next policy review committee meeting is December 8th. Um and I was absent from the prior meeting. I'm not sure if Ms. Harvey may have um a report for PRC for that meeting. Uh yes, thank you. So in our meeting, in our November meeting, we moved forward for first reader policy 4201,

130insuranceances and benefits, policy 5320, student organizations and clubs, policy 5470, wellness, and we uh have asked for staff to review uh provide additional review and recommendations for policy 8601, which is board member conduct, use of social media, and we postponed uh policy 1210 to uh wait for the update of policy 1200 which will be happening uh in May of 2026. We also will at some point after discussion with our committee chair uh present and discuss our measures of effectiveness. Thank you. and audit and the audit committee will be meeting on December 9th uh at 4:30 p.m. virtually. We invite uh everyone to attend. Thank you. Um are there any board members with an agenda item? Miss Pumprey, am I reading your lips? Are you I have something, but it's going to take me a second.

131So, if nobody else has anything, I'll have to wait till next time. Okay. Or you can email it to me. Um, I think we plan on Thursday or Okay, thank you. Um, okay. Second. The last item on the agenda is announcements. The board's next meeting will be held on Tuesday, December 2nd, 2025 at 6:30 p.m. Thank you everyone for joining us tonight. And the meeting is now adjourned.