Work Session Date: January 7, 2025
Board Members Present: Guessford, Beachley, Burkett, Murray, Evans, McCusker, Zentmeyer
Student Representative: Wong
Board Members Absent: none
Agenda Item / Topic #1
2025-2026 High School Program of Studies
Presenter(s)
Dr. Gary Willow, Associate Superintendent for Curriculum & Instruction; Dr. Heath Wilcox, Executive Director of Secondary Education; and Adam Parry, Supervisor of Career Technology Education
Summary
Dr. Willow explained the process and reasons for the annual updates to the high school program of studies. Dr. Wilcox then reviewed the high school graduation requirements. Students take courses to meet the requirements and must have acquired credits for at least one "completer," such as a CTE completer. Each high school offers different completer options. Dr. Wilcox then reviewed the requirements that would designate a student to be "College and Career Ready" (CCR) by the end of 10th grade. Details for all of this information can be reviewed by accessing the slides. Schools are required to provide support to remediate students who have not demonstrated "CCR," and some programs are available primarily for students who are CCR by the end of their tenth grade year. Dr. Willow then reviewed some new pathways designated by the Maryland State Department of Education, including new "AP" - Advanced Placement - Pathway. CTE Supervisor Adam Parry reviewed new CTE pathways that will offer new avenues for students to explore career paths in a new flex model. The middle school program of studies is currently in process and will be shared at a future meeting.
See the slides HERE from the presentation for detailed information regarding the summary above.
Board Member Comments /Questions
Daphne Wang asked about how the budget deficit and cuts to the Blueprint could affect the CTE programs. Dr. Willow noted that WCPS is not expecting cuts within the CTE area.
Darryl Evans asked if Financial Literacy counts as a math credit. Dr. Willow said that it does. It can either be taken as one of the required math courses or as an elective.
Agenda Item / Topic #2
InnovateED Learning Center Update
Presenter(s): Dr. Jennifer Webster, Associate Superintendent for Administration & Leadership
Summary
Dr. Webster provided the board with a detailed update about the InnovateEd Learning Center, also called the ILC which is housed at the former Antietam Academy building. It brings together various programs that were at different locations. The behavioral support program provided through Antietam Academy is now part of the group of programs provided at the ILC. Its new name is "SupportED." Students who attend SupportED are placed there through a process who have demonstrated the need for an alternative placement. Other programs at the ILC include "ElectED" for students who apply to attend, "ConnectED" for students who attend the virtual program now available for grades 6-12 that was formerly called "ABLE," and "ExtendED" for students who attend classes after the traditional schools day that was formerly called "Twilight" and "Evening High." All of these programs are now under the administration of Dr. Rachel Kane-Kirkpatrick. The changes enable the system to achieve proficiencies by providing them all in one building and under one administrator. It also provides families with one school and one team to work with when they are looking for an alternative to the traditional secondary experience for their students. Dr. Webster then went into more details about each of these programs. To view the slides, you can click here: https://go.boarddocs.com/mabe/wcps/Board.nsf/files/DCKP2K625EEC/$file/COMBOInnovatEDLearningCenter(ILC)Updates1-7-25.pdf
Board Member Comments /Questions
NOTE: The notes below are not a word to word transcription from the meeting but rather a summary of the main ideas.
Beachley asked is students in the virtual program have to reapply each year or if they roll over. Dr. Webster noted that they "roll over."
Zentmeyer asked about the Hub Bus to the ILC. Could students who are on the waitlist for ILC go to the center until there are openings in the virtual program? Dr. Webster shared that the students could apply to attend the "SupportED" program at space is available in ConnectED. Zentmeyer asked how parents or students would know that, and Dr. Webster said that the school counselors and administrators know of these options and are communicating it to parents and students who have questions about alternative placements.
McCusker asked what the maximum capacity for students is at the SupportED program. Dr. Webster noted that this is flexible and is based on staffing.
McCusker - So how many seats are available?
Evans - what is the overall capacity of Antietam Academy?
McCusker - Is 60 the maximum? Is it 120? Behavior was a major concern in the election cycle...
Dr. Webster shared that as the need arises, the goal is to provide the support. The ILC program is specific to secondary. Next month, Dr. Gayman will share with the board how SHHS has addressed students' needs at the comprehensive high school.
Evans - What's the state rated capacity of Antietam Academy?
Proulx - I anticipated the question. It's 200 students and is based on classroom space. However, students who are in ConnectED are learning from teachers who are teaching from classrooms at the site, so that number is reduced by the number of classrooms currently used by these teachers. ConnectED students do, at times, come into the classroom for certain needs.
Evans - Can you walk me through the application process for students with a behavioral referral from that time to the time of enrollment?
Dr. Webster reviewed the process that includes students with 10 day suspensions who may be placed at SupportED or ConnectED. In terms of students being referred for alternative placement, meetings are held each Wednesday to review the recommendation. Parents are involved in the process and must give their approval for the placement to be changed under this process. The process can be completed within a week - given the recommendation is completed by a Friday, the meeting occurs on the following Wednesday and the decision made by the next day (Thursday).
Evans - Can you explain how that happens from the school level with a disruptive student, like from Smithsburg Middle?
Dr. Webster explained how the school staff would be considering the needs of the student who is out of class and disruptive. The school level team brings the student to the ILC team for discussion. The ILC team makes suggestions for strategies to try at the home school, and then the team can bring that back in four weeks. If, however, the strategies are not working, the school can bring the student back to the team in two weeks.
Evans - Behavior and discipline are a pressing concern. Last year, there were almost 20,000 behavior referrals written. What do the referrals look like? What I am hearing from community members is that while the 60 students getting help is good, there's need for more capacity. "The numbers don't seem to add up to me." Evans noted that he doesn't think much disciplinary action is happening, and that while Mr. Gayman has been able to do things at SHHS to provide alternative settings within the general education, the system is not doing enought to address the kids causing disruption. Rather, they seem to be students who need alternative placement due to severe anxiety of students. Evans is thinking that we need to fill the ILC program with 200 more students and if we did that, then 90% of the discipline programs would be taken care of "overnight."
Dr. Webster appreciates the question and conversation. Since Covid, we have a larger number of students who need alternative programs. When we looked at the way Antietam Academy was serving students pre-Covid, the district had already begun to review the safety concerns about the way the learning environment was functioning. At that time, there was a pause in the enrollment so that the district could address these concerns and also bring the program into alignment with requirements of the Maryland State Department of Education. Since then, the district has been providing more staff at the home schools to address the need for alternative supports for students there. The district is working on adapting to the growing needs of students, include what is available beyond the school day.
Evans - "My biggest concern is that it seems that we are being so lenient on these kids who are disrupting the general learning environment that the students who want to be there, who are great students who enjoy being in school, we are almost ruining the experience for them."
Murray - Expressed her thanks for the staff helping the 360 students who are enrolled in these programs. She noted that staff is constantly looking at ways to improve behavior support in the schools, so the ILC is not the only set of programs available.
McCusker - I have children and I think the problem is that there are no more consequences anymore. Second, I love the fact that we have something for 6-12 grade...but what can we do for 3-5 grade? What is being done for that age group?
Dr. Webster - the Pre-K-2 is the most impacted group, and for the last 4 years, the district has been trying various different responses and programs to address the needs. Staff is currently working on the next iteration of the plan...we have kids coming into school with undiagnosed special education needs and mental health issues that are outside the bounds of anything seen prior. Due to capacity issues, we have had to keep students in the general ed classrooms with support. We also don't have many nonpublic options. These students have need well beyond behavior support.
Burkett - Burkett has heard that students are afraid to use the bathrooms. He wants to know what the average length of stay at Antietam is and how many students return to the program after having been returned to their home schools (i.e. how is success measured).
Dr. Kane-Kirkpatrick came to the table to answer and provide additional information to the board. She noted that typically, our goal is for students to stay for 90 days or less. Over 70% of the students do return to their home schools within that time, but students do stay beyond that, and sometimes students do come back. Many of the students apply to come back to the ElectED program because they prefer the program once they completed the SupportEd.
Dr. Kane-Kirpatrick shared that about 116 seats are available given the middle and high school staff and the space available.
Guessford asked when the preK-2 programs could be explained. Dr. Webster said in March or April.
Guessford - Are we required to wait a week? Dr. Webster noted that it doesn't have to take a week to 10 days, but it depends on the investigation and the specifics of the situation.
Evans - At the Wednesday intake review meetings, what is asked of the principals?
Dr. Webster responded that it's usually the assistant principal or another staff. Sometimes the school staff is looking for ideas and it's a collaborative conversation. They are not required to do any specific thing, and the process is not an onerous one.
Evans is concerned that there are no review meetings every week. He wonders if principals are so busy that they cannot do the work necessary to get the students reviewed.
McCusker asked a clarification regarding parent permission. Do parents have to agree?
Dr. Webster - If the student's placement is related to a discipline issue that warrants a suspension, then the parents do not have to agree. If the placement is a recommendation for an alternative placement based on the need for behavior support, the answer is yes (i.e. parents have to agree to the change of placement).
McCusker - Have students been denied entrance at the review meetings?
Dr. Webster - Yes, but if we have that conversation and the student needs support, then the review process continues.
This year, we've held 9 review meetings, and of the 9, 4 students were immediately admitted. McCusker noted that this seems to be cumbersome. Dr. Webster shared that if a student's placement is related to an immediate safety concern, the change in placement will move immediately.
McCusker - Do you speak with the teachers or only with the principals?
Dr. Webster - Sometimes teachers come to share at the review meetings, but the assistant principal shares the data and comments to represent the teacher's voice.
Dr. Sovine thanked the board for the questions and shared upcoming reports for work sessions that will further the discussion.
Dr. Kane-Kirpatrick summarized by noting that when students are struggling and need rehabilitation, they have very high needs that require a lot of resources and time, particularly those who are coming out of traumatized environments and detention facilities. The state rated capacity, therefore, is not the appropriate way to consider the numbers.
Daphne Wang shared that the topic of the behavior is a nuanced issue. When we look at how to "fix" a behavior problem, shoving them into a different placement is not the right answer. It's not like removing rotten apples from the good bunch. That is a very presumptive and very one sided way of looking at things. We need to talk about mental health and school safety and other topics that are overlooked.....we need to look at how we can make the students who don't want to come to school want to come to school.
Burkett agrees with Daphne and appreciated the comments.
Agenda Item / Topic #3
Board Operating Norms and Communication Processes
Presenter(s): Dr. April Zentmeyer,Board of Education President, Dr. David Sovine, Superintendent, Ms. Ilissa Ramm, Chief Legal Counsel
Summary
The Board norms are revised annually. Dr. Zentmeyer noted that the number one thing is to do things in the best interest of students. Ms. Ramm shared that the norms are the Boards and she is there to not the changes. The conversation first went to a discussion of "Number 14" that tries to set up the process by which board members visit schools. Mr. Evans shared that whatever he's done in the last four years hasn't seemed to be the right thing. Dr. Sovine agreed that professional courtesy is needed because the reality is, that when a principal hears from a board member, that principal will try to clear the schedule to be accessible. A notification of the superintendent is appropriate as is appropriate notice to the school principal so that schedule adjustments can be made. Ms. Murray shared that when she's emailed principals and cc'ed Dr. Sovine, the process has worked. Ms. Ramm asked for clarification. Dr. Zentmeyer noted that she would not want to be turned away from a school because the Superintendent hasn't approved it. Dr. Sovine noted that the superintendent does not currently have to approve that, so he will be sure to clarify that with principals.
Daphne Wong suggested a change to add "ALL" students to point 1. Her reason is to clarify that so that this board and future boards are reminded that we are to represent and make decisions in the best interest in all students - of all races, genders, sexuality, etc. Guessford shared that he didn't think that it was important to add "all" to the sentence. Daphne does believe that it is needed. Ms. Ramm offered a suggestion to add the word "each" in front of student to further signify that. Mr. Guessford doesn't want to add something that doesn't need to be added. Dr. Zentmeyer noted that since most of the heads are nodding, they will opt to not add the word "all." Burkett further supported that the addition of the word is not necessary. Ms. Ramm will update the wording to be school counselor, not guidance counselors and will add the phrase "or designee" to the section about the board president responding to all emails.
The Board of Education will conduct a review of its Operating Norms and Communication Processes to determine if changes need to be made to either document. See the document HERE.
Board Member Comments /Questions
Evans - Asked for clarification around "B.8" - does that happen? Ms. Ramm said that it is part of the chart at the bottom of the closed session minutes.
Evans feels that much of what is included appears to be fluff or not necessary.
Agenda Item / Topic #4
Presentation of Single Audit Report
Presenter(s): Jeffrey Proulx, Chief Operating Officer; Eric Sisler, Executive Director of Finance; and Adam Pelc, Supervisor of Accounting, will present the Single Audit Report.
Summary
This is the second report from the audit process and specifically deals with some of the federal funding.
For the details, see the PDF of the slides:
https://go.boarddocs.com/mabe/wcps/Board.nsf/files/DCJTW4794765/$file/COMBO(FINAL)PresentationofSingleAudit01-07-25.pdf
Board Member Comments /Questions
None
Agenda Item / Topic #5
Core Values, Legislative Initiatives, and Watch List Items for the 2025 Maryland Legislative Session
Presenter(s): Dr. April Zentmeyer, President of the Board; and Ilissa Ramm, Chief Legal Counsel
Summary
Ms. Ramm has reviewed the document since its first consideration. Her recommended changes are in blue in the document.
See the draft document under discussion HERE.
Board Member Comments /Questions
Evans shared his concern in the core values that the document includes mention of local and state funding. He noted that the way its worded, he feels that the priorities are asking for the board to have local control but not to provide that same priority of local control to the county government. "We asking them to mandate certain things at the local level but at the same time we're saying we want local control." He noted that the board wants to be able to decide how to spend allocated funds, but the spirit of the wording seems to ask the legislature to require more local spending. Ms. Ramm explained how that has been considered in the past, that is that the board of education should have the say regarding how the funding provided to the school board be spent. After much additional discussion with additional board members weighing in, including consideration of removing the words "Maintenance of Effort" and the use of the word local, the group agreed to revise the document. Ms. Ramm will further tweak the language, given the discussion, and bring it back to the board at the January business meeting.