TENTATIVE, SUBJECT TO CHANGE
MEETING OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY, MARYLAND
OPEN SESSION
Tuesday, March 28, 2006 5:45 P.M.-Closed Session, 7:30 P.M.-Open Session Educational Support Services Building
I. PLEDGE OF ALLEGIANCE
II. SILENT MEDITATION IN REMEMBRANCE
III. AGENDA Consideration of the agenda for March 28, 2006
IV. MINUTES Consideration of the Open and Closed Session Minutes of Exhibit A February 28, 2006; and the Public Hearing Minutes on the Windsor Mill Middle School Boundaries of March 15, 2006
V. ADVISORY AND STAKEHOLDER GROUPS
VI. SPECIAL ORDER OF BUSINESS – “Kids Helping Hopkins” (Mr. Hayden) Presentation
VII. SUPERINTENDENT’S REPORT
VIII. RECOGNITION OF ADVISORY COUNCIL APPOINTMENT (Dr. Peccia) FROM MARCH 14, 2006
IX. OLD BUSINESS A. Consideration of Proposed Boundaries for Windsor Mill (Dr. Rodriguez) Middle School Exhibit B
X. REPORTS A. Report on Proposed Board Meeting Schedule for 2006-2007 (Mr. Grzymski) Exhibit C B. Report on Secondary Reading/English Language Arts (Ms. McMahon) Instruction Exhibit D Board of Education March 28, 2006 Open Session Agenda Page 2
XI. NEW BUSINESS A. Consideration of consent to the following personnel (Dr. Peccia) matters: 1. Retirements Exhibit E 2. Resignations Exhibit F 3. Leaves of Absence Exhibit G 4. Advisory Council Appointments Exhibit H
B. Consideration of consent to the following contract awards: (Mr. Gay/Mr. Sines) Exhibit I 1. 403(b) Provider 2. Automated External Defibrillators 3. Ellin Keene Reading Residency at Lansdowne Elementary 4. Resolution for Financing of Vehicles 5. Secondary Science Curriculum Textbooks 6. Language Placement Tests 7. Video Editing Server Upgrade 8. Contract Modification: Construction Management Services Contract for Windsor Mill Middle School 9. Contract Modification: Construction Contract 9-D (Flooring) for Woodholme Elementary School 10. Contract Modification: Construction Contract 10-C (Lockers) for Woodholme Elementary School 11. Design and Build Video Surveillance and Electronic Card Access Control Systems for Various Facilities 12. Kitchen Exhaust Hood Replacement for Dundalk Middle School, Parkville Middle School, and Golden Ring Middle School 13. Construction Contract: Kenwood High School Addition and Technology Wing Renovation 14. Chiller Replacement for Milbrook Elementary School 15. Design Build Services for Window and Exterior Door Replacement for Stemmers Run Middle School 16. BGE Contract for Utility Upgrade – Kenwood High School Addition and Technology Wing Renovation
C. Legislative Update (Dr. Peccia) Exhibit J Board of Education March 28, 2006 Open Session Agenda Page 3
XII. INFORMATION
A. Office of Third Party Billing Annual Report 2004-2005 Exhibit K
XIII. ANNOUNCEMENTS
A. Public Comment on Proposed Changes to Policy 5250 – Graduation Requirements (second reading)
B. General Public Comment
Next Board Meeting Tuesday, April 25, 2006 7:30 PM Greenwood Exhibit A TENTATIVE MINUTES BOARD OF EDUCATION OF BALTIMORE COUNTY, MARYLAND Tuesday, February 28, 2006
The Board of Education of Baltimore County, Maryland, met in open session at 4:55 p.m. at Greenwood. President Thomas G. Grzymski and the following Board members were present: Mr. Luis E. Borunda, Ms. Frances A. S. Harris, Mr. Rodger C. Janssen, Ms. Ramona N. Johnson, Mr. Joseph J. Pallozzi, Ms. Joy Shillman, and Miss Gabrielle Wyatt. In addition, Dr. Joe A. Hairston, Superintendent of Schools, and staff members were present.
President Grzymski reminded Board members of community functions and Board of Education events scheduled in March and April.
Mr. Pallozzi moved that the student member be permitted to participate in closed session collective bargaining discussions. The motion was seconded by Ms. Harris and unanimously approved by the Board.
Pursuant to the Annotated Code of Maryland, State Government Article, §10-508(a)(1), (a)(7), and (a)(9) and upon motion of Mr. Janssen, seconded by Mr. Pallozzi, the Board commenced its closed session at 5:03 p.m.
CLOSED SESSION MINUTES
The Board of Education of Baltimore County, Maryland, met in closed session at 5:03 p.m. at Greenwood. President Thomas G. Grzymski and the following Board members were present: Mr. Luis E. Borunda, Ms. Frances A.S. Harris, Mr. Rodger C. Janssen, Ms. Ramona N. Johnson, Mr. Joseph J. Pallozzi, Ms. Joy Shillman, and Miss Gabrielle Wyatt. In addition, Dr. Christine M. Johns, Deputy Superintendent, Curriculum and Instruction, and the following staff members were present: J. Robert Haines, Esq., Deputy Superintendent, Business Services; Ms. Rita Fromm, Chief of Staff; Margaret-Ann Howie, Esq., Legal Counsel to the Superintendent; J. Stephen Cowles, Esq., Staff Attorney; Dr. Donald Peccia, Assistant Superintendent of Human Resources and Government Relations; Ms. Kendra Johnson, Assistant to the Assistant Superintendent, Central Area; Mr. William Lawrence, Assistant Superintendent, Northeast Area; Dr. H. Scott Gehring, Assistant Superintendent, Northwest Area; Ms. Jean E. Satterfield, Assistant Superintendent, Southeast Area; Dr. Manuel B. Rodriguez, Assistant Superintendent, Southwest Area; Dr. Alpheus Arrington, Director, Teacher Personnel; Mr. Daniel Capozzi, Staff Relations Manager; and Ms. Brenda Stiffler, Administrative Assistant to the Board.
Mr. Capozzi provided Board members an update on the negotiations with specific collective bargaining units.
Mr. Capozzi exited the room at 5:07 p.m.
Dr. Peccia reviewed with Board members personnel matters to be considered on the evening’s agenda.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 2
CLOSED SESSION MINUTES (cont)
Dr. Peccia and Dr. Arrington exited the room at 5:10 p.m.
Margaret-Ann Howie, Esq., Legal Counsel to the Superintendent, discussed the appointment of counsel for the Board.
At 5:38 p.m., Mr. Pallozzi moved the Board adjourn for a brief dinner recess. The motion was seconded by Ms. Shillman and approved by the Board.
OPEN SESSION MINUTES
The Board of Education of Baltimore County, Maryland, reconvened in open session at 7:33 p.m. at Greenwood. President Thomas G. Grzymski and the following Board members were present: Mr. Luis E. Borunda, Ms. Frances A.S. Harris, Mr. John Hayden, III, Mr. Rodger C. Janssen, Ms. Ramona N. Johnson, Mr. Joseph J. Pallozzi, Ms. Joy Shillman, and Miss Gabrielle Wyatt. In addition, Dr. Joe A. Hairston, Superintendent of Schools, and staff members were present.
PLEDGE OF ALLEGIANCE
The open session commenced with the Pledge of Allegiance to the Flag, which was led by Philip Bradshaw, Kenneth Bartee, Miles Brooks, Robert Brown, and Ghassan Shah from Boy Scout Troop 846, followed by a period of silent meditation for those who have served education in the Baltimore County Public Schools.
MINUTES
Hearing no additions or corrections to the Open and Closed Session Minutes of January 24, 2006, Mr. Grzymski declared the minutes approved as presented on the website.
Mr. Grzymski informed the audience of the sessions in which Board members had participated earlier in the afternoon.
ADVISORY AND STAKEHOLDER COMMENTS
Ms. Jennifer Oswald, Baltimore County Student Council President and member of the Superintendent’s Student Council Advisory Group, reported on the council’s annual lobbying trip to Annapolis.
Ms. Phyllis Cook, a representative of the Advisory Committee for Alternative Programs, reported on her experience with the Event Start Family Literacy Program.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 3
ADVISORY AND STAKEHOLDER COMMENTS (cont)
Ms. Meg O’Hare, Coordinator of the Area Educational Advisory Councils, asked that high standards be maintained for the average student.
Mr. Stephen Crum, a Southeast Area Educational Advisory Council representative, expressed concern over the performance assessment scores. He stated that curriculum and instruction needs to be challenging for all students.
Ms. Maggie Kennedy, Chair of the Baltimore County Education Coalition, reported on the February 9 meeting with Dr. Christine Johns, Deputy Superintendent of Curriculum and Instruction, and ask the Board to support its instructional commitment for middle and high schools.
Ms. Karen Yarn, Chair of the Citizens Advisory Committee for Gifted and Talented Education, reported on the committee’s February 8 meeting and provided an overview of the latest developments in the Gifted and Talented program.
Dr. Ella White-Campbell, Chair of the Minority Achievement Advisory Group, commended the Board on the results of Schott Foundation report finding that Baltimore County Public Schools possessed the highest graduation rate of African-American males of any large school system in the country.
Ms. Cheryl Bost, President of the Teachers Association of Baltimore County, reported on pension legislation status.
SUPERINTENDENT’S REPORT
Dr. Hairston acknowledged that Baltimore County Public Schools has the highest graduation rate for African-American males of any large school district or system in the country, as reported by the Schott Foundation for Public Education.
Dr. Hairston reported that Christian Science Monitor wants to write an article highlighting Baltimore County Public Schools. Dr. Hairston also noted that his school visits with Student Board Member Gabrielle Wyatt has attracted the attention of American School Board Journal. An article on their joint visits will be available in the May issue.
Dr. Hairston recognized Ms. Tricia Lane, a Dundalk Middle School art teacher, who coordinates the Artistic Owls Junior Optimist Club, and the club’s contributions to the community.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 4
RECOGNITION OF ADMINISTRATIVE APPOINTMENTS
Dr. Donald Peccia, Assistant Superintendent of Human Resources and Government Relations, recognized the administrative appointments made at the February 14, 2006 Board meeting:
NAME FROM TO
RORRIE K. FORTIER Teacher/Resource Specialist, Instructional Technology (Effective February 15, 2006) Office of Instructional Office of Instructional Technology Technology
PAMELA S. MERRIFIED Teacher/Dance Pupil Personnel Worker (Effective February 15, 2006) Southwest Academy Student Support Services
SAMUEL A. WYNKOOP Teacher/Science Assistant Principal (Effective February 15, 2006) Sparrows Point High School Sparrows Point High School
RECOGNITION OF ADVISORY COUNCIL APPOINTMENTS
Dr. Peccia recognized the Area Educational Advisory Council appointments made at the February 14, 2006 Board meeting:
• Ms. Barbara Martin Northeast Area Educational Advisory Council (appointment) • Mr. Robert Lesnevich Southwest Area Educational Advisory Council (appointment) • Mr. Robert Berkshire Southeast Area Educational Advisory Council (reappointment)
REPORTS
The Board received the following reports:
A. Report on Proposed Boundaries for Windsor Mill Middle School – Dr. Manuel Rodriguez, Area Assistant Superintendent, Southwest Area, reviewed the charge of the Boundary Committee, the composition of the committee, results of the community forum, the committee’s recommendations, projection and enrollment data, and the Superintendent’s recommendation. Dr. Rodriguez explained the school is expected to relieve the overcrowding at Southwest Academy, Old Court Middle School, and Deer Park Middle Magnet School.
Ms. Shillman asked whether there would be any relief for Pikesville Middle School. Ms. Pamela Carter, Specialist, Boundaries and Enrollment, noted that no students will be leaving Pikesville Middle School to attend Windsor Mill Middle School.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 5 REPORTS (cont)
Mr. Arnold entered the room at 8:10 p.m.
Mr. Janssen requested a report showing the projected number of students that would have attended the various middle schools that would be impacted by the three different scenarios.
Mr. Grzymski announced that a public hearing would be held on Wednesday, March 15 at Woodlawn High School beginning at 7:00 p.m.
B. Report of the Board of Education Ad Hoc Calendar Committee – Mr. Borunda, Chair of the Board’s Ad Hoc Calendar Committee, summarized the purpose of the committee including reviewing best practices regarding holidays and how various school systems in the country address religious observances, and current law and its constraints in closing public schools for religious observances. Mr. Borunda stated the committee believes it has provided some resolutions for consideration by the Superintendent.
Mr. Arnold suggested adding all Christmas and Easter to the calendar.
Mr. Hayden expressed concern over the report; specifically that testing should not be scheduled around religious holidays.
Mr. Pallozzi recommended modifying the report and adding the suggestions and concerns expressed by Board members. Mr. Grzymski asked Mr. Borunda to make the appropriate changes for consideration by the Superintendent.
PERSONNEL MATTERS
On motion of Mr. Janssen, seconded by Ms. Harris, the Board approved the personnel matters as presented on Exhibits D, E, F, and G. (Copies of the exhibits are attached to the formal minutes.)
BUILDING AND CONTRACT AWARDS
The Building and Contracts Committee, represented by Ms. Shillman, recommended approval of items 1-3 (Exhibit H). Mr. Richard Gay, Purchasing Manager, noted two adjustments to item #2: term of contract should be for six months and funding source should be Title I School Improvement Grant. Board of Education February 28, 2006 Open and Closed Session Minutes Page 6
BUILDING AND CONTRACT AWARDS (cont)
The Board approved items 1 and 2. Mr. Arnold abstained from voting on item 2 (8-favor, 1- abstained). 1. JNI-741-06 Summer Science Institute for Elementary Teachers 2. JNI-737-06 Tutoring Program – Woodlawn Middle School
The Board approved item 3. Mr. Hayden abstained from voting and Ms. Shillman opposed this item (7-favor, 1-opposed, 1-abstained,).
3. MBU-589-06 Window Air Conditioners
LEGISLATION UPDATE
Dr. Donald Peccia, Assistant Superintendent of Human Resources and Government Relations, reviewed key pieces of legislation under consideration by the General Assembly that affect the school system.
Mr. Janssen inquired about the criteria used to determine which bills come before the Board.
On motion of Mr. Hayden, seconded by Mr. Arnold, the Board voted to support the following legislation:
• HB133 – Education – Maryland Infants and Toddlers Program-Grants – Funding. • HB178 – Income Tax – State and County Income Tax Credit for New Teachers. • SB432 – Primary and Secondary Education – School Facilities-Aging Schools Program – Grant Calculation.
OFFICE OF TRANSPORTATION BUS FACILITY PROPOSAL
Mr. Don Dent, Executive Director of Planning and Support Operations, and Ms. Linda Fitchett, Director of Transportation, summarized the opportunity for the Office of Transportation to improve its facilities and gain additional bus lots and parking.
The proposal is to exchange the Weber Avenue (Hopkins Creek Bus Facility/18 acres) and Crossroads (vacant 11 acre site) properties with the Baltimore County Government to obtain additional bus facilities at the following locations:
Capacity • Crossroads and Route 43 50 • Paper Mill Senior Center 40 • Mace Avenue – Essex Precinct 11 40 • Hereford Ambulance Services 40 • Arbutus (Baltimore County Library and 70 BCPS Bus Facility to be built) Board of Education February 28, 2006 Open and Closed Session Minutes Page 7
OFFICE OF TRANSPORTATION BUS FACILITY PROPOSAL (cont)
As a result of the exchange, Baltimore County Government will provide BCPS with up-to- date bus lots and facilities for drivers and mechanics in four areas of Baltimore County.
Ms. Shillman expressed concern over the northwest and southwest bus driver vacancies.
Mr. Janssen asked whether BCPS has to build any structures on these lots. Mr. Dent responded the county government will construct buildings on the lots per the school system’s specifications. Mr. Janssen inquired about wash bay facilities. Mr. Dent responded there are environmental constraints caused by washing buses.
Mr. Grzymski inquired about the “Mace Avenue” site. Ms. Fitchett stated that the proposed bus facility was not located on Mace Avenue, but next to the Essex Police Station on Marlyn Avenue.
Mr. Borunda inquired about the need for a bus lot in the northeast area. Ms. Fitchett stated the increase in buses and positions are reflective upon the transition to full-day kindergarten, No Child Left Behind requirements, and other program changes and additions.
Mr. Arnold moved to approve the Bus Facility Proposal as presented on Exhibit J. Mr. Pallozzi seconded the motion. Ms. Shillman and Ms. Johnson abstained from voting and Mr. Janssen opposed the proposal. The motion passed (7-favor, 1-opposed, 2-abstained).
INFORMATION
The Board received the following as information:
A. Northeast Area Educational Advisory Council Meeting Minutes of February 1, 2006
ANNOUNCEMENTS
Mr. Grzymski made the following announcements:
The Central Area Educational Advisory Council will host its next meeting on Wednesday, March 8, 2006, at Hereford Middle School beginning at 7:30 p.m.
The next regularly scheduled meeting of the Board of Education of Baltimore County will be held on Tuesday, March 14, 2006, at Greenwood. The meeting will begin with an open session at approximately 5:00 p.m. The Board will then adjourn to meet in closed session, which will be followed by a brief dinner recess. The open session will reconvene at approximately 7:30 p.m. The public is welcome at all open sessions. The Board will host the Baltimore County Commission on Disabilities for dinner on March 14, 2006, from 6:00 p.m. to 7:30 p.m.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 8
ANNOUNCEMENTS (cont)
• The Board of Education of Baltimore County will hold a public hearing on the proposed boundaries for Windsor Mill Middle School on Wednesday, March 15, 2006, at Woodlawn High School beginning at approximately 7:00 p.m. Sign-up for the public to comment begins at 6:00 p.m. the day of the hearing. Each speaker will be allotted three minutes to present his/her topic to the Board.
Mr. Grzymski reminded speakers to refrain from discussing any matters that might come before the Board in the form of an appeal, as well as any personnel matters.
PUBLIC COMMENT ON PROPOSED POLICY 3126
No one from the public signed up to speak on this policy.
PUBLIC COMMENT ON PROPOSED POLICY 3127
No one from the public signed up to speak on this policy.
PUBLIC COMMENT ON PROPOSED POLICY 5230
No one from the public signed up to speak on this policy.
GENERAL PUBLIC COMMENT
Ms. Suzanne Demallie thanked the Board for placing $400,000 in the proposed budget for classroom sound enhancement systems.
Ms. Kathy Fox, PTA President for Chapel Hill Elementary School, expressed concern regarding overcrowding of that school. She asked the Board to consider redistricting.
Ms. Trish Bisaha voiced her concern about overcrowding at Chapel Hill Elementary School. She urged the Board to consider redistricting.
Mr. Muhammad Jameel asked the Board to place two Muslim holidays on the school calendar.
Mr. Kent Smith, Treasurer of Chapel Hill Elementary School, expressed concern about overcrowding. Mr. Smith suggested that the Board and county government must consider purchasing more land in the northeast area for new schools.
Ms. Naima Shoukat expressed concern that the Muslim community’s comments are not being addressed. She asked the Board to place two Muslim holidays on the school calendar.
Board of Education February 28, 2006 Open and Closed Session Minutes Page 9
GENERAL PUBLIC COMMENT (cont)
Mr. Talaal Pharoan asked that Muslims be recognized by adding their two holidays to the school calendar.
Ms. Dimah Mahmoud asked the Board to grant students off for the two Muslim holidays.
Ms. Sadaf Alam asked the Board to grant two Muslim religious holidays to the school calendar.
Dr. Bash Pharoan asked the Board for “equal treatment” with the Jewish holidays by adding two Muslim holidays to the school calendar.
ADJOURNMENT
At 9:27 p.m., Mr. Arnold moved to adjourn the open session. The motion was seconded by Mr. Pallozzi and approved by the Board.
Respectfully submitted,
______Joe A. Hairston Secretary-Treasurer bls
REPORT OF THE BOARD OF EDUCATION OF BALTIMORE COUNTY’S PUBLIC HEARING ON THE PROPOSED BOUNDARIES FOR WINDSOR MILL MIDDLE SCHOOL
Wednesday, March 15, 2006 Woodlawn High School
The public hearing was called to order at 7:03 p.m. President Thomas G. Grzymski. The following Board members were in attendance: Mr. Donald L. Arnold, Ms. Frances A. S. Harris, Dr. Warren C. Hayman, Mr. Rodger C. Janssen, Ms. JoAnn C. Murphy, Mr. Joseph J. Pallozzi, and Miss Gabrielle Wyatt.
Dr. Manuel Rodriguez, Assistant Superintendent for the Southwest Area, reviewed the boundary process to date.
Board members, Ms. Johnson and Mr. Hayden entered at 7:05 p.m.
The following citizens addressed the Board:
1. Mr. Sam Macer, President of Woodlawn Middle School PTA – Commented on the boundary process and Policy 1280. He stated that Woodlawn Middle School supports scenario C as recommended to the Board. Mr. Macer noted this scenario will modify Woodlawn Middle School’s boundary to allow four elementary schools to be 100% feeder schools. He stated that Southwest Academy Middle School boundary will also serve four elementary schools as 100% feeder schools.
2. Parent waived her right to speak.
3. Parent waived her right to speak.
4. Mr. Steve Whisler, President of the Westview Park Improvement & Civic Association – Urged the Board to reject all proposals related to Windsor Middle School boundaries. He expressed disappointment on the process to draw these boundaries. Mr. Whisler was concerned that his association and others received no invitation to participate in the boundary process. Mr. Whisler stated there appears to be very little or no consideration of current and/or future residential zoning and land development.
Mr. Whisler was also disappointed that the committee relied on current enrollment data and not on the number of children residing in the boundary areas. He believes those leading the process could have considered long-term strategic issues. Mr. Whisler stated there has been no information on how any boundary change would affect teachers, special educators, programs, and operating budgets of the affected schools.
5. Ms. Zakia Gaylord, Parent – Gave her time to Mr. Whisler.
6. Parent did not speak Report of the Public Hearing Page 2 Windsor Mill Middle School
7. Ms. Emily Wolfson – Stated that while some groups are happy, there will always be a group that is dissatisfied. She has been involved in four boundary-changes processes and believes the boundary process is fair and reasonable as can be developed.
Mr. Grzymski announced that the Board of Education of Baltimore County would vote on the proposed boundaries on March 28, 2006. President Grzymski urged the audience to contact the Board office so that additional comments could be forwarded to Board members.
The hearing was concluded at 7:18 p.m.
Respectfully submitted,
______Joe A. Hairston Board Secretary-Treasurer
/bls
Exhibit B
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: BOUNDARY FOR WINDSOR MILL MIDDLE SCHOOL
ORIGINATOR: Dr. Manual Rodriguez, Area Assistant Superintendent, Southwest
PERSON(S): Office of Strategic Planning
RECOMMENDATION
That the Board of Education approve the boundary recommendation for Windsor Mill Middle School made by the Boundary Study Committee.
*****
Nature of the Issue: Windsor Mill Middle School will open in August 2006. Windsor Mill Middle School was built to relieve the overcrowding at Southwest Academy, Old Court Middle School and Deer Park Middle Magnet School. To determine which students would attend this new school, a Boundary Study Committee was formed and public input was sought to determine the geographic boundaries of Windsor Mill Middle School.
History of the Issue: In accordance with Board of Education Policy 1280, a Boundary Study Committee was formed. The committee included parents, community leaders, teachers, principals, and resource personnel from the Office of Strategic Planning and the Office of Communications. This committee started meeting in early November and continued through mid February. During the course of their deliberations, they were presented information from the Office of Strategic Planning. After three months of work, the committee settled on three potential boundary scenarios. These scenarios were presented at a public forum on January 18, 2006. The approximately 182 participants at the public meeting were given an overview of the process, saw and received information about the three proposed boundaries, and then worked in small groups to share their perceptions about the proposed boundaries. Some of the small groups reached consensus regarding the
1 boundary they preferred. The Office of Strategic Planning tabulated the input from the public meeting and shared the findings with the Boundary Study Committee. The committee made a recommendation that was shared with the Superintendent and his staff on 2/13/06. The decision of the Superintendent was to endorse Scenario C. This was the scenario recommended by the Boundary Study Committee and the majority of the participants at the public forum.
The Board of Education will held a public hearing on March 15, 2006 at Woodlawn High School. The final decision of the Board of Education is slated to occur this evening.
Appendix I – Community Forum Boundary Options Packet Appendix II – Community Forum Results
2 Windsor Mill Middle School Boundary Recommendation
Prepared by: Windsor Mill Middle School Boundary Study Committee Southwest Area Office Office of Strategic Planning March 28, 2006 Windsor Mill Middle School Boundary Study Committee Participants
Community Representatives: Co-Chairperson: Administrators: Dr. Ella White Campbell Lisa Sampson (Asst. to Dr. Rodriguez) Delvin Burton (DPMS) Emily Wolfson Irra (Lynette) Woodley (OCMS) Faculty Representatives: Wanda Frazier (PMS) PTA Representatives: Arlene Moore (DPMS) Donyall Dickey (SAMS) Joyce Burwell (DPMS) Judy Monk (OCMS) Bryan O’Connor (SMS) Donya Douglas (OCMS) Iris Woods (PMS) Ada (Vanessa) Brisbon (WMS) Karen Wais (PMS) Silean Eaves (SAMS) Gerald Judd (SAMS) Eric Christian (SMS) System Representatives: Kelly Boyls (SMS) James Sargent (WMS) Chris Brocato (OSP) Anne Winslow (WMS) Pam Carter (OSP) Additional Attendees: Don Dent (P&S Operations) Area Education Advisory Principals: Manuel Rodriguez (Area Asst Super.) Committee: Susan Wilken (Asst. to Dr. Rodriguez) Penelope Martin (DPMS) Sharon Loving (SW) Charles Herndon (Communications) Ilene Swirnow (PMS) Sam Macer (SW) Ghassan Shah (OSP) Maria Hopewell (SAMS) Sue Katz (NW) Sharon Robbing (SMS) Abby Beytin (NW) Brian Scriven (WMS) Boundary Change Process/ Timelines • November 2, 2005 Southwest Academy Meeting 1 • November 16, 2005 Southwest Academy Meeting 2 • December 7, 2005 Southwest Academy Meeting 3 • December 21, 2005 Southwest Academy Meeting 4 • January 18, 2006 Woodlawn HS Community Forum • February 1, 2006 Southwest Academy Meeting 5 • February 28, 2006 Greenwood Recommendation The Committee’s Goals
• To establish a boundary committee consisting of parents, PTA’s, BCPS administrators and neighborhoods impacted by the construction of new attendance boundaries at the Windsor Mill Middle School (MS) including: • Deer Park MS, Old Court MS • Woodlawn MS, Southwest Academy MS, • Sudbrook Magnet MS and Pikesville MS • To make recommendations to the SW Area Assistant Superintendent of Schools of the best boundary change options that are consistent with the boundary change process outlined in Board Policy #1280 Windsor Mill Middle School and Surrounding Schools Windsor Mill MS Scenarios
• The Committee developed four scenarios (A, B, C, and D) • Each scenarios focused on establishing 100% elementary school feeders, where possible • Three (3 ) scenarios (A, B, and C) were presented at the Community Forum • Scenario D was a modification of scenario C that attempted to provide additional relief for Pikesville MS. Upon consideration, the committee felt that D was too disruptive to established neighborhoods and did not sufficiently relieve Pikesville MS to be a viable scenario The Community Forum –
• 182 persons signed-in • Many of these took part in 22 small group sessions • Please see appendix for detailed individual and small group survey results Recommendation
• The Windsor Mill Boundary Change Committee unanimously proposed Scenario C as their final recommendation to Dr. Manuel Rodriguez at the February 1, 2006 final committee meeting Scenario C • Establishes a boundary for Windsor Mill MS with Dogwood ES and Winfield ES as 100% feeder schools • Modifies Southwest Academy MS boundary to allow Chadwick ES, Edmondson Heights, Johnnycake ES, and Woodbridge ES to be 100% feeder schools • Modifies Woodlawn MS boundary to allow Featherbed Lane ES, Hebbville ES, Powhatan, and Woodmoor ES as 100% feeder schools • Removes satellite boundaries from Old Court MS, allowing one contiguous boundary • All involved middle schools are anticipated to be under capacity given likely distribution of students and anticipated student/parent choices Windsor Mill Boundary Map Rationale Support Scenario C
• Overwhelming choice of Community Forum participants • Improves feeder patterns, allowing for improved communication between elementary and middle schools, and smoother transition for 5th graders entering middle school • Establishing a single contiguous attendance boundary by eliminating satellite boundaries for Old Court MS • All involved schools are expected to be under capacity NEXT STEPS
• Board of Education holds Public Hearing at Woodlawn High School on March 15, 2006 • Board of Education makes a final decision on March 28, 2006
Windsor Mill Middle School Boundary Study Committee Materials Appendix
Baltimore County Public Schools Community Boundary Process and Timeline for Windsor Mill MS
Meeting 1 Meeting 2 Meeting 3 Meeting 4 Public Forum Meeting 5 Recommendation to November 2, 2005 November 16, 2005 December 7, 2005 December 21, 2005 January 18, 2006 February 1, 2006 5:30 – 7:30 pm 5:30 – 7:30 pm 5:30 – 7:30 pm 5:30 – 7:30 pm Time T.B.A. 6:00 – 7:00 pm Superintendent’s Southwest Academy Southwest Academy Southwest Academy Southwest Academy Location T.B.A. Southwest Academy Staff MS Library MS Library MS Library MS Library MS Library (Private Meeting) Snow Date Snow Date Snow Date Snow Date December 14, 2005 January 4, 2006 January 19, 2006 February 2, 2006 • Dinner until 6:00 • Dinner until 6:00 Recommendation to
pm pm Board • Introduction of • Select Recorder February 28, 2006 Members • Data Analysis (Tentative) • Introduction of • “No Brainers” 7:30 pm Process • Encapsulation • Dinner until 6:00 • Dinner until 6:00 • Arrival of • Select Scenario pm pm Committee and to be ESS Building • Timeline Counts • Criteria for • Positive and • Develop and • Develop and Round Table Recommended to Decision Making Negative Evaluate Evaluate Group the Board of Board Hearing • History Elements of Scenarios Scenarios Facilitators Education 10+ Days Prior to Decision • Data Overview Scenarios • Sub-Group • Select viable • Arrival of public • Critique of March 15, 2006 (Tentative) • Decision Making Meetings scenarios for and Assignment Community Time/Location Schools Considered Criteria on BCPS public forum to Round Table Boundary T.B.A Enrollments Website • Sub-Group Groups Process Projections • Sub-Group Meetings • Welcome Board Decision
Capacities Meetings • Explanation of March 28, 2006 (Tentative) Geography Process 7:30 pm Demographics • Presentation of ESS Building Development Data • Break to Round • Formation of Table Groups Forum and • Round Table Publicity Sub - Groups complete Groups Individual • ID Candidates Surveys for Recorder and • Round Table Sub-Group Groups complete Chairs Group Surveys • Select Chairs • Tally and post • Email/Phone preliminary Lists results of Round Table Group Consensus
Prepared by the Baltimore County Public Schools Office of Strategic Planning, July 2005
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, November, 2 5:30-7:30 p.m.
Meeting #1
Dinner and Conversation 5:30 p.m.
Welcome and Introductions Dr. Manuel Rodriguez, Area Assistant Superintendent Don Dent, Executive Director, Planning and Support Operations 6:00 p.m.
Team-Building Activity Ghassan Shah, Planning Administrator, Strategic Planning 6:10 p.m.
Introduction of Process and Board Policy Susan Wilken, Co-Chair 6:30 p.m.
Review of Criteria and Data Christopher Brocato, Data Analyst Pamela Carter, Specialist, Boundaries 6:45 p.m.
Sub-Committee Introduction/Publicity & Community Forum Gerald Judd, Co-Chair 7:15 p.m.
Next Steps Susan Wilken, Co-Chair 7:25 p.m.
Adjourn 7:30 p.m.
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, November 2, 2005 5:30-7:30 p.m.
Meeting #1 – Minutes (Submitted by Deborah S. Phelps, Principal, Windsor Mill Middle School)
Dinner and Conversation - 5:30 to 6:00 PM
Welcome and Introductions – 6:00 PM Dr. Manuel Rodriguez, Area Assistant Superintendent Don Dent, Executive Director, Planning and Support Operations
Dr. Manuel Rodriguez, Area Assistant Superintendent, SW began the meeting at 6:00PM, welcoming all those in attendance to the first meeting of the boundary process for Windsor Mill Middle School. Sharing a few words about the importance of working together with the principal as we continuously make headway for increased student achievement in the Southwest, introductions were made by Dr. Rodrigues of the following individuals: • Deborah Phelps, Principal of Windsor Mill Middle School • Susan Wilken, Assistant to the Area Assistant Superintendent, SW • Mr. Gerald Judd, Co-chair of the WMMS Boundary Committee • Don. Dent, Executive Director of Planning and Support Operations Don. Dent extended a thank you to all that agreed to participate on the boundary committee and an explanation of the excitement and the importance of the meeting and the process. Don Dent provided a brief summary of his responsibilities as well as the responsibilities of the offices he oversees, especially the Office of Strategic Planning. He then introduced the individuals from that office. They are as follows: o Ghassan Shah, Planning Administrator o Pam Carter, Specialist, Boundaries/Enrollment o Chris Brocato, Planning Analyst
Reiterating the importance of the committee and the boundary process, Dr. Rodriguez asked for each committee member to introduce themselves and provide a few words about their accomplishments. Those in attendance were as follows: • Sam Macer, Area Education Advisory Committee • Gerald Judd, Southwest Academy and Co-Chair of the WMMS Boundary Committee • Wanda Frazier, Assistant Principal – Pikesville MS • Byron O’Connor , Assistant Principal - Sudbrook Middle Magnet School • Delvin Burton, Assistant Principal - Deer Park Middle Magnet School • Emily Wolfson, Community Representative (Parent whose children attended multi schools within the school system.) • Representative for Dr. Ella White Campbell, Community Representative (Dr. Campbell was unable to attend due to a previous scheduled meeting.) • Karen Wais, Pikesville Middle School • Vanessa Brisbon, Assistant Principal - Woodlawn Middle School • James Sargant, Teacher – Woodlawn Middle School • Judy Monk, Old Court Middle School • Arlene Moore, Deer Park Middle Magnet School • Lynette Woodley, Principal - Old Court Middle School • Kelly Boyle, Parent – Sudbrook Middle Magnet School • Iris Woods, Pikesville Middle School • Joyce Burwell, PTA President - Deer Park Middle Magnet School • Donyall Dickey, Assistant Principal - SWA • Silean Eaves, Teacher – SWA (Also lives in the school community.) • Sharon Loving – Area Education Advisory Council • Charles Herndon, BCPS - Office of Communication
Those that were invited but not in attendance were as follows: • Donya Douglas, Old Court Middle School • Jennifer Liesner, Sudbrook Middle Magnet School • Abby Beytin, Area Education Advisory Council • Sue Katz, Area Education Advisory Council • Barry Schiefler, Community Representative
Team-Building Activity – began at 6:12PM Ghassan Shah, Planning Administrator, Strategic Planning
Each table was provided with a folder that had a “fish” on the front of it with a puzzle inside that needed to be solved by each team. Upon solving the puzzle, the team discovered that the puzzle was a “fish” design. Each piece of the puzzle was comprised of the following traits, one trait per piece - sense of humor, reliable, supportive, resourceful, loyalty, knowledge, positive attitude and team player. Puzzle pieces that were not utilized contained the traits that are obsolete as a team forms to work on a project, the boundary process. The traits that were not needed were lazy, bossy and a negative attitude.
Ghassan Shan, Planning Administrator, Office of Strategic Planning, summarized the teambuilding activity reflecting the +’s and –‘s of each trait and how they will be utilized within the process. As we work together as a team the recommendation that will be made will be presented to the BCPS Board of Education without alteration.
Introduction of Process and Board Policy – began at 6:22PM Susan Wilken, Co-Chair and Assistant to the Area Assistant Superintendent, SW
Checking to make sure that all committee members obtained a binder when entering, Mrs. Susan Wilken, Co-chair and Assistant to the Area Assistant Superintendent, SW discussed Policy 1280. A video was shown that was designed by the Office of Strategic planning, providing an overview of the boundary process. Mrs. Wilken reiterated that is was the responsibility of the boundary committee to work collaboratively with each other, sharing thoughts and ideas in order to provide a recommendation concerning where the boundary should be for WMMS.
Mrs. Wilken recommended that everyone read Policy 1280 in order to have a clear understanding of the policy. Ms. Sharon Loving questioned as to why Ms. Phelps was the recorder for the process, due to the fact that it states in the policy that the recorder will be either a volunteer from the committee or voted upon by the committee. At the next meeting it will go to a vote or a volunteer who would like to be the recorder.
Review of Criteria and Data – began at 6:35PM Christopher Brocato, Data Analyst
Mr. Chris Brocato stated that he “protects the numbers” when it comes to the boundary process. He walked the committee through a slide show titled, “The BCPS Office of Strategic Planning.” The slide show provided an overview of the individuals who work in the Office of Strategic Planning and their responsibilities. He discussed the following: • The opening of Woodholme ES • What We (the Office of Strategic Planning) Do – provide data for the school system and individual schools o Align their work with the Blueprint for Progress (copies will be needed for the next meeting) o Cutting edge in technology o Seamless operation – stay in the background and provide the support to the committee o Look at demographics of the school o To create a school that is like the neighborhood o Enrollment projections o Want the boundaries that has been created to last • Demographics – inside and outside the boundaries • BCPS is a system of choice – magnet school, Title I option schools • Projections – shoots for an accuracy within 1% • BCPS Historical Enrollments was shared – we are a county that is growing in some areas and declining in other areas • When setting boundaries we analysis grades 1-12 ratio in order to see where the enrollments are moving • Historical Births – only county that uses birth dates of children • Moving grades 5-6 and 7-8 • Yield Factors – BCPS has the history of the developments that are occurring and the analysis of each • Factors Impacting Projections o Full day kindergarten – mandate by state law by 2007 o Policies and Programs • Review of Historical Accuracy • Grade level Accuracy • Administrative Area Projections • Enrollment and Capacity – driven by formula • Geographic Information System –explains where the concentration of student are within the county or full day k programs • Boundaries – redistrict schools to o Open a new school o Alleviate overcrowding • Capital Projects – where we need to look for schools in the future
Pamela Carter, Specialist, Boundaries Ms. Pam Carter, Specialist, Boundaries, explained section 2 of the Boundary Committee Study binder, the SW and NW Area Summary “Area at a Glance,” which is provided to the Area Assistant Superintendents. The relocatables do not count against capacity. It is justified to the state that it will alleviate overcrowding both in the NW and SW areas of BCPS. Our system embraces all students, helping them succeed to their greatest extent possible.
BCPS Middle School over and under capacity – 2005-2006 for middle schools. At the next meeting, Ms. Carter will provide maps to the committee which will illustrate the students within the boundaries of every middle school within the system.
It was stated by Chris Brocato, that the information in the binders are a work in progress, working documents, and to please don’t share with media. The numbers that the committee looked at this evening need to be kept confidential until they are presented to the Board of Education next week.
Sub-Committee Introduction/Publicity & Community Forum – began at 7:12PM Gerald Judd, Co-Chair and Representative from Southwest Academy
Mr. Gerald Judd shared with the boundary committee that at the next meeting we will sub divide into two sub- committees. The two sub-committees are as follows: • Community Forum (Co-Chairs – Ms. Pam Carter and Mr. Gerald Judd) The responsibility of this sub-committee will be to invite the community into view what the WMMS Boundary Committee has done thus far and to allow them to make suggestions. An explanation as to how the forum works and a sample copy of the agenda for the evening was reviewed.
Ms. Carter explained the fliers that have been developed by the other schools that have been newly opened utilizing this process.
• Publicity committee (Mrs. Susan Wilken and Mr. Charles Herndon) The responsibility of this sub-committee will be to develop a flier/brochure to publicize the opening of the new school.
Next Steps- began at 7:20PM Susan Wilken, Co-Chair and Assistant to the Area Assistant Superintendent, SW
The next steps for the WMMS Boundary Committee at the next meeting will be to: • Ask for a volunteer or nominate and vote for a recorder for the committee • Members of the WMMS Boundary Committee will select one of the sub- committees to work on
Prior to the adjournment of the meeting it was asked by Ms. Sharon Loving, Area Education Advisory Committee member the following questions - Why are there so many individuals on this committee from the northwest area when WMMS is a southwest school? Will this impact Catonsville MS or other SW middle schools?
Mr. Shah stated that during the next meeting this will be addressed, it was promised that the meeting would adjourn within the designated time that was specified on the agenda.
Adjourn
The WMMS Boundary Meeting #1 was adjourned by Mrs. Susan Wilken adjourned at 7:35PM. The next meeting is scheduled for November 16, 2005 starting at 5:30 with dinner and scheduled to be over by 7:30pm. It will be held at SW Academy in the library.
The following bulleted items need to be addressed prior to the next meeting: • Develop a distribution list for the Boundary committee • Send a thank you to the committee for their attendance last night and a reminder for the next meeting. • Pam Carter will provide maps for the group at the next meeting (middle schools) • Chris – please send photos to me for my story board • Bring copies of the Blueprint for Progress • Bring BCPS bags for the committee members • Add Debbie Phelps to the list of committee members and provide her with a name tag
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, November 16, 2005 5:30-7:30 p.m.
Meeting #2
Dinner and Conversation 5:30 p.m.
Committee Sign-Up Committees Meet/Elect Chairpersons 6:00 p.m.
Office of Strategic Planning Presentation 6:30 p.m.
Questions/Clarifications 7:30 p.m.
Adjourn 7:45 p.m.
Next Steps: Determine Initial Boundary Options Next Meeting: December 7, 2005
Minutes-Meeting #2
Windsor Mill Middle School Boundary Change Study Committee Meeting
Wednesday, November 16, 2005 5:30 pm – 7:30 pm Southwest Academy Middle School
Chair: Susan Wilken, Facilitator: Ghassan Shah, Facilitator, Pamela Carter
Attendees: Dr. Manuel Rodriguez, Area Assistant Superintendent, Susan Wilken, Assistant to Area Assistant Superintendent, Don Dent, Executive Director, Planning and Support Operations, Ghassan Shah, Planning Administrator, Pamela Carter, Boundary/Enrollment Specialist, Christopher Brocato, Data Analyst, Charles Herndon, Communications Specialist, Penelope Martin, Principal, Maria Hopewell, Principal, Sharon Robbins, Principal, Brian Scriven, Principal, Irra (Lynette) Woodley, Administrator Principle, Delvin Burton, Administrator Assistant Principal, Wanda Frazier, Administrator Assistant Principal, Donyall Dickey, Administrator Assistant Principal, Bryan O’Connor, Administrator Assistant Principal, Ada (Vanessa) Brisbon, Administrator Assistant Principal, Arlene Moore, Faculty Member, Judy Monk, Faulty Member, Iris Woods, Faculty Member, Silean Eaves, Faculty Member, Eric Christian, Faculty Member, James Sargent, Faculty Member, Joyce Burwell, PTA President, Donya Douglas, PTA President, Karen Wais, PTA President, Gerald Judd, PTA Vice-President, Kelly Boyle, PTA President, Sharon Loving, SW Committee Member, Sam Macer, SW Committee Member, Sue Katz, NW Committee Member, Dr. Ella White Campbell, Emily Wolfson, Community Member, Maurice Bowden, SW Community Member
5:30 pm - Dinner & Conversation
6:00 pm - Meeting called to order by Susan Wilken
Committee Sign-up, Committees Meet/Elect Chairpersons
First order of business was to get the group divided into the two sub-committees they would like to serve on; either Publicity or Community Forum. Ghassan Shah facilitated the work of the Publicity sub-committee and Pamela Carter facilitated the work of the Community Forum sub- committee.
Discussion at Public Relations table – Susan will write this
Discussion at Public Relations table
Pamela Carter explained what to expect to happen at the Community Forum:
• There would be a wide range of ideas coming from the public • The Board of Educations’ criteria are based on their official policy – 1280 • People would be assigned table numbers • Each gets a copy of the individual questionnaire that was developed by the Community Forum sub-committee prior to the Community Forum • They rate and rank the criteria they want the Board of Education to look at as being the most/ least important. • They achieve this by using a ranking system. Pam offered an example; “Is demographic diversity important and give a ranking on how important you think it is.” • The committee was asked to peruse a sample questionnaire that was used in a prior boundary change study to give them some ideas of how to make up their own. • The group evaluates all the criteria and rankings and from this develops a set of summary criteria. • Once the group develops the summary criteria the data (Summary Questionnaire) is sent to DeJong, a consulting company specializing in data analysis. • The Boundary Study Committee and the Board of Education will receive the summary report compiled by Dejong to assist them in making their decisions based on which criteria were identified as being the most important. • The Individual and Group questionnaires will be developed at the next meeting.
Examples of what issues may be of concern were presented. This included an explanation of the presence of satellite schools districts, how they came about and whether or not they should be eliminated, and whether or not to have exclusive feeder schools.
The question was raised if there would be grandfathering. The response was NO, except at the senior high school level.
Another question was raised as to how to get representatives from the community to attend the Community Forum. The response is that the Publicity sub-committee coordinates advertising it.
Pamela asked the group to read Section 1, pages 7-9 of Board Policy 1280 which discusses the guidelines used by the Board to establish a boundary for a new school. She directed the committee’s attention to one of the criteria in the policy that is most important to the Board in determining boundary lines as an example. It is based on the percentage of Full-Time Equivalent Enrollment. Is the standard of 90% of capacity to determine if a school is overcrowded an appropriate consideration for a boundary change?
The question was asked if the children who are moved will still have access to programs they currently have, e.g. Magnet, ESOL, tutoring for children who have a hard time keeping up, etc. The response was that access to programs would not diminish due to a move.
Another question/concern came up. “Will all the good teachers (highly qualified) of current schools be transferred to the new school.” Chris Brocato responded by saying that the Department of Human Resources handles the distribution of teachers based on qualifications. Dr. Rodriguez responded that, “the system intends to provide highly qualified teachers for all students.”
A suggestion was made that a good explanation of capacity numbers, relocatables, etc. be given.
Another question, “How is the questionnaire relevant to the school being built?”
Pam explained how the Group Questionnaire will be used. It attempts to help the group arrive at a concensus as to what they think are the most important criteria the Board should use in deciding the boundaries and in determining a preferred boundary option in the small-group setting of the Community Forum.
6:37 pm Break to reset tables
Office of Strategic Planning Presentation
6:48 pm Susan brought to the floor the question if January 18, 2005 is a good date for the Public Forum. One committee raised the concern that it was not. Chris Brocato gave reasons why the dates on the Timeline were developed. One reason is that sufficient time needs to be allowed for the whole Boundary Change process to take place. Susan took a vote and the unanimous decision was to keeping the date of January 18, 2005.
Susan next gave results of decisions of the Publicity sub-committee. Primarily, they decided on the venues they thought would be the best for disseminating information about the upcoming Public Forum to a wide variety of people in the community.
Pam gave a summary of items discussed by the Community Forum sub-committee and stated how they are to use the maps, the sample questionnaires, and the Board Policy 1280 to formulate their own versions of questionnaires to be used at the upcoming Community Forum.
Chris showed a map of Baltimore County and a map showing middle school boundaries. He explained why satellites came into being, citing population density resulting from a rapid increase in housing development causing overcrowding in some schools. Next he showed a map of students that was color-coded to illustrate ethnic density in Baltimore County.
Pam explained maps and charts in Section 4 of the workbook and explained the relationships of certain demographics and how this data is used to help determine the best scenarios for the boundary change. She also demonstrated how the demographic information from the maps provided the rationale for requesting money from the State to build Windsor Mill Middle School.
There was a request for a map of ‘Scenario A’ showing street names. Pamela responded that she would have them for next meeting, along with a detailed analysis of the effects of proposed sceanrio A on all affected schools.
There was a vote taken as to where the Community Forum should be held. Someone thought it should be held at Deer Park Middle and someone also suggested Woodlawn High School. There was a unanimous decision for Woodlawn High School.
7:30 pm Meeting adjourned by Susan Wilken.
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, December 7, 2005 5:30-7:30 p.m. Meeting #3
Dinner and Conversation 5:30 p.m.
Committee Meetings 6:00 p.m.
Publicity Committee Choose Flyer Decide what schools will receive flyers Formulate short message for school newsletters With Charles Herndon compose press release Decide which community papers will be involved
Forum Committee Review individual and group questionnaires Finalize both sets of questions Review “Tell us about yourself” Brief Committee Reports 6:40 p.m.
Presentation of Boundary Options B & C Chris Brocato, Data Analyst Pam Carter, Specialist, Boundaries 7:00 p.m. Summary/Next Steps 7:15 p.m.
Adjorn 7:30 p.m.
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, December 7, 2005 5:30-7:30 p.m.
Meeting #3
Dinner and Conversation -5:30 PM The meeting was called to order by Susan Wilken, Assistant to the Area Assistant Superintendent at 6:00 PM. Greetings were extended to everyone, encouraging the committee to continue eating dinner enabling them to use this as a working meeting.
Committee Meetings - 6:00 PM At approximately 6:10 PM the boundary committee divided into to the two committees; the Publicity Committee and the Forum Committee
Publicity Committee (See attachment ‘A’ minutes from the committee) The Publicity Committee was charged with the following tasks: • To select a flyer to be distributed • To decide what schools will receive flyers • To formulate a short message for school newsletters • To decide which community papers will be involved
Forum Committee The Forum Committee was charged with the following tasks: • To review individual and group questionnaires • To finalize both sets of questions • To review “Tell us About Yourself”
Brief Committee Reports - 6:40 PM At approximately 6:50 PM the boundary committee reconvened as a total committee with both groups reporting out. The following was decided:
Publicity Committee The Publicity Committee members spent the majority of their time evaluating the two fliers (flyer A and flyer B) presented by Charles Herndon to the group. With much discussion it was agreed upon by the committee to combine the information from the two in order to create a new flyer, changing the fonts, designs and layout. (See attached minutes.)
Forum Committee The Forum Committee members spent a large portion of their time discussing the content of the individual and group questionnaires. Changes and /or terminology that were made included, but were not limited to, the following: racial diversity, relocatable classrooms and adding feeder patterns to WMMS.
In order to allow individuals to make any pertinent comments, a comments section will be added to the questionnaire. Changes/modifications will be made to the questionnaire and the entire committee will receive a copy.
Presentation of Boundary Options B & C The boundary committee reconvened as a total group at approximately 7:05 PM, when Pam Carter, Specialist Boundaries and Chris Brocato, Data Analyst explained boundary options B & C. Each scenario provides an idea of the enrollment, the residency and the choice factor for each. All scenarios provide the positives, the negatives and the summary of each scenario. They are as follows:
Option Positives Negatives Summary A • Dogwood Elementary and Winfield • Numbers of BCPS students residing • Enrollment projections indicate Elementary would be 100% feeders to within Woodlawn Middle and that even with the addition of the Windsor Mill Middle. Pikesville Middle boundaries and, Windsor Mill Middle School • All schools would be operating within therefore, eligible to attend these seats, the entire cluster, capacity given the students likely to schools would still exceed capacity. including Sudbrook and attend with current choice patterns • Number of BCPS students residning Windsor Mill will have an continuing. within Woodlawn Middle and enrollment 92.4% of capacity by Pikesville Middle boundaries and, 2010. Without Windsor Mill, therefore, eligible to attend these the collective enrolment of the schools would be close to their schools is anticipated to be capacity. 101.4% of capacity. • Woodlawn Middle School and Southwest Academy would each have one feeder elementary school sending a small number of children to a different districted middle school. B • Dogwood Elementary and Winfield • Numbers of BCPS students residning • Enrollment projections indicate (This scenario is Elementary would be 100% feeders to within Woodlawn Middle and that even with the addition of the better than option Windsor Mill Middle School. Pikesville Middle boundaries and, Windsor Mill Middle School A due to the fact • All schools would be operating within therefore, eligible to attend these seats, the entire cluster, that there are capacity given the students likely to schools would still exceed capacity. including Sudbrook and more positives.) attend with current choice patterns • Numbers of BCPS students residing Windsor Mill will have continuing. within Deer Park Middle and Old enrollment 91.45% of capacity • Woodlawn Middle School and Court Middle boundaries and, by 2010. Without Windsor Mill, Southwest Academy would each serve therefore, eligible to attend these the collective enrollment of the four elementary schools that would be schools would be close to their schools is anticipated to be 100% feeders to Woodlawn and SWA. capacity. 101.14% of capacity. C • Dogwood Elementary and Winfield • Numbers of BCPS students residing • Enrollment projections indicate (This scenario Elementary would be 100% feeders of within Woodlawn Middle and that even with the addition of the follows the same Windsor Mill Middle. Pikesville Middle boundaries and, Windsor Mill Middle School boundary as the • All schools would be operating within therefore, eligible to attend these seats, the entire cluster, high school. capacity given the students likely to schools would still exceed capacity. including Sudbrook and Maintain the attend with current choice patterns Windsor Mill will have an integrity of all of continuing. enrollment 91.45% of capacity the elementary • Woodlawn Middle School and by 2010. Without Windsor Mill, school going to Southwest Academy would each serve the collective enrollment of the the middle four elementary schools that would be schools is anticipated to be school.) 100% feeders to Woodlawn and SWA. 101.41% of capacity. • All satellite boundary areas for involved schools are eliminated. Each school has a single boundary.
The primary focus is to relieve overcrowding in the immediate cluster areas as well as to get a handle on the students who feed into the middle schools from the elementary schools. BCPS is trying to accomplish a 100% feeder pattern.
With the state rate capacity at Windsor Mill Middle School being 715, the goal is to provide a cushion which would provide room to absorb the two developments that are currently being built, planning to open when/soon after the school opens. The new school would be a feature to possibly pull from the application process to Sudbrook which would allow them to absorb other students from other schools.
Question from the committee Will there be an increase in request to transfer into WMMS? The students from Tugsbury and Fairbrook attend Dogwood Elementary School and Featherbed Lane Elementary School. Specific developments and townhouse complexes were put into Dogwood Elementary School and Featherbed Lane Elementary School. They were districted to Winfield Elementary School but really went to Featherbed Lane Elementary School.
Do we have a response for our community that would allow students who live next door to each other to attend the same school? This was decided by keeping the entire apartment/townhouse complex together even if they are on the same streets. Keeping the neighborhoods together often divides complexes.
A reminder was stated to the committee that all scenarios are working documents. Do not photo copy and/or provide documentation to friends. The board of education members will see all of the options.
Summary/Next Steps 7:15 PM In summarization the next steps for the December 21, 2005 meeting will be: • To review and discuss the three boundary change options presented to the committee for study. • To listen to a presentation from Pam Carter on option D • To train everyone to be a group facilitator for the upcoming public forum. • To “pull together” any loose ends before the Public Forum.
Question from the committee Is there a question from any one from the committee for other options? What do the scenarios look like with an overlay of all the scenarios? This will be responded to at the December 21 meeting.
Adjourn The meeting was adjourned at 7:30 PM.
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, December 21, 2005 5:30-7:30 p.m.
Meeting #4
Dinner and Conversation 5:30 p.m.
Review of Scenarios 6:00 p.m.
Facilitator Training for Public Forum 6:30 p.m.
Pull Together Any Loose Ends 7:30 p.m.
Minutes-Meeting #4 (Submitted by Deborah S. Phelps, Principal – Windsor Mill Middle School) Windsor Mill Middle School Boundary Study Committee Meeting v Wednesday, December 21, 2005 5:30 pm – 7:30 pm Southwest Academy Middle School
Chairperson: Lisa Sampson, Acting Assistant to the Area Assistant Superintendent of Schools, SW
Facilitators: Pamela Carter, Specialist, Boundaries, Office of Strategic Planning; Ghassan Shah, Planning Administrator, Office of Strategic Planning and Christopher Brocato, Data Analyst, Office of Strategic Planning
Attendees: Judy Monk, Faculty Member, Donya Douglas, PTA President, Ilene Swirnow, Principal, Wanda Frazier, Assistant Principal, Iris Woods, Faculty Member, Karen Wais, PTA President, Maria Hopewell, Principal, Donyall Dickey, Assistant Principal, Silean Evans, Faculty Member, Gerald Judd, PTA Vice President, Bryan O’Connor, Assistant Principal, Kelly Boyle, PTA President, Brian Scriven, Principal, Ada Brisbon, Assistant Principal, Sharon Loving, SW Committee Member, Sam Macer, SW Committee Member, Sue Katz, NW Committee Member, Emily Wolfson, Community Member, Don Dent, Executive Director, PSO, Dr. Manuel Rodriguez, Area Assistant Superintendent of Schools, SW, Lisa Sampson, Acting Assistant to the Area Assistant Superintendent of Schools, SW and Deborah S. Phelps, Principal, Windsor Mill Middle School
Dinner and Conversation - 5:30 PM - Dr. Rodriguez, Area Assistant Superintendent of Schools, SW The meeting was called to order by Dr. Manuel Rodriguez, Area Assistant Superintendent of Schools, SW, at 5:45PM. He announced that the WMMS Boundary Committee would have a new chairperson due to the reassignment of Susan Wilken, who is currently serving in the capacity of principal at Featherbed Lane Elementary School. Lisa Sampson, Acting Assistant to the Area Assistant Superintendent of Schools, SW was introduced and she shared with the group a little about herself and her profession.
Ms. Sampson extended a thank you to the group for their attendance at the meeting and the agenda items were reviewed by the group. She then introduced Pam Cater, Specialist, Boundaries who proceeded with the agenda items.
Committee Reports - Instructions for Facilitating Small Groups - Pam Carter, Specialist, Boundaries
Questionnaires
Individual Questionnaire - The process for the completion of the individual and group questionnaires was reviewed with the boundary committee by Pam Carter, Specialist, Boundaries. She explained the following: The participants will be presented a randomly numbered name tag and they are encouraged to join the table with the number corresponding to the numbers on their name tags. After the presentation of the Boundary Options Packets, individuals will be working in small groups. They are each allowed enough time to rate the importance and rank the order of criteria to consider when making boundary change recommendations. Individuals will also have the opportunity to rank the strategies most often used to provide short-term relief of school overcrowding and to indicate the major factor that determines their school choice. Each person will be able to select the boundary change scenario preferred. It is also requested that each individual complete the attendance profile and evaluation form in the packet. (Allow about ten-fifteen minutes for participants to complete this task.)
Group Questionnaires The facilitator will then poll the group on their individual responses to each criterion in 1, 2, and 3 and attempt to get the group to arrive at a consensus, marking the appropriate response to each. The facilitator should not try to force consensus. If consensus can’t be reached, the facilitator should leave that criterion blank and move on to the next. This gives the individuals the opportunity to express their opinion.
For item number 5, the preferred boundary change scenario, the facilitator should proceed as follows: • Ask each person around the table how they responded. If they all favored the same scenario, record the total on the group questionnaire and circle the appropriate scenario on the Facilitator’s Summary Sheet. • If group members did not unanimously support one scenario, ask those with differing points of view to explain their responses, using their written comments as a guide. Based on the group discussion, try to come to consensus on one preferred scenario as the group responses. • If the group remains divided on the preferred scenario, record the number of group members preferring each scenario on the group response form. Record the split vote on the facilitator’s summary sheet as well, circling the scenario that received the greatest number of votes. If there was a tie, record the number of responses favoring each scenario. • If a person wants to comment about something that is not on the questionnaire, encourage them to write their comments or questions in the space provided on the individual questionnaire. • If there is a question or a problem you can’t handle, signal one of the roving group facilitators for assistance. • Encourage participation in the discussion. Avoid one person’s domination and encourage all participants to share their opinions. (This process should take approximately one hour.)
Each section gives the individuals the opportunity to write brief responses.
Results Tally Group facilitators at the front will have a master chart on a transparency to record the preferred scenario for each group. To report your tally, proceed as follows: • Have one group member deliver the Facilitator’s Summary Sheet to the group facilitators at the front so that your group’s preference can be recorded on the Result Tally transparency. • The Facilitators’ Summary Sheet should be returned to the group facilitator when this has been accomplished.
All questionnaires are collected, placed into the envelope and returned to Pam Carter, Specialist, and Boundaries. Invite participants who would like to receive a written copy of the Community Forum results to provide their mailing information or email address on the form provided in the envelope. Results will be back within two weeks with a summary of how the questionnaire was completed.
The feedback from the results is important from the community in order for the parents, teachers, and administrators to be able to review and discuss the pros and cons, which will allow them to do what is best for the students. The report back from the questionnaire provides the committee with information that we want in order to provide information to the superintendent.
Review of Scenarios - 6:00 PM - Pam Carter, Specialist, Boundaries All scenarios, including the fourth option, were reviewed and presented. It is the responsibility of the boundary committee to decide how many options will appear on the questionnaire.
Questions & Answers-The changes proposed for the group and individual questionnaires were:
1. Updating the date to January 18, 2006 2. Having the directions in the items of the individual and group questionnaires mirror the column heading reminders (most/least), where applicable. 3. Including Woodlawn in the list of cluster schools included in the second criteria under questions 1 and 2 on both questionnaires
Scenarios A, B & C Scenarios "A", "B", and "C" handouts included positives, negatives, and summary points and all group members received them at previous meetings. Copies of the three color-coded scenario handouts will also be provided to each facilitator in the envelope, should community forum participants be interested in how each individual school's boundary would be affected by each scenario.
Scenario D-Impacts Pikesville Options Positives Negatives Summary D Dogwood Elementary and Winfield Numbers of BCPS students Enrollment projections Elementary would be 100% feeders residing within Woodlawn Middle indicate that even with the to Windsor Mill Middle and Pikesville Middle boundaries addition of Windsor Mill and therefore eligible to attend Middle School seats, the entire All schools would be operating these schools would still exceed cluster, including Sudbrook within capacity given the students capacity. and Windsor Mill will have an likely to attend with current choice enrollment 91.45% of capacity patterns continuing. They are recommended for by 2010. Without Windsor redistricting from Pikesville Mill, the collective enrollment Woodlawn Middle School and Middle to Old Court Middle of the schools is anticipated to Southwest Academy would serve continues to split Woodholme be 101.14% of capacity. four elementary schools that would Elementary between two middle be 100. schools, Pikesville and Old Court. The area recommended for redistricting from Pikesville to Old All satellite boundary areas for Court serves a small number of involved schools are eliminated. students who will attend Pikesville Each school has a single boundary.
Pikesville Middle receives a little more enrollment relief and loses several areas of potential development of Old Court Middle, which will have more available space.
After the review of scenarios A, B, and C and the presentation of scenario D discussion occurred within the committee in reference to the options. Is scenario D a viable option to be offered with the other options? Comments in response to the above questions were as follows: • This scenario seems futurist and the other scenarios are not. • We are able to offer a better program to the students at WMMS because of the building of the school. • The principal at Pikesville Middle School thanked the Office of Strategic Planning but stated that if it will only impact fourteen (14) students this option is not worthwhile to present as an option. It was the hope that the fourth option would provide further assistance but it doesn’t show much leeway.
The motion was made by Judy Monk, faculty member from Old Court Middle School to proceed with the voting at this time; it was seconded by Kelly Boyle PTA President from Sudbrook Middle Magnet School.
It was voted upon by the committee with the count as follows. . Scenario A – 6 votes Scenario B - 12 votes Scenario C - 19 votes Scenario D – 0 votes
It is important for the audience at the community forum to know that small changes will make a large impact at times. It is a guidance discovery. They will show what the boundary looks like now and then show each of the options (scenarios). There is enough difference that it is good to have three options.
A request was made to see the overlay of the various boundaries. Pam Carter, Specialist, Boundaries shared those with the group. Pam showed and shared the elementary schools overview with middle school overlay. And then elementary, middle and high school to show the feeding pattern and the separation of the student body into the various high schools.
Ghassan Shah, Planning Administrator reiterated how well Pam Carter will do as the facilitator of the discussion.
Facilitator Training for Public Forum – 6:30PM - Pam Carter, Specialist, Boundaries Since the majority the facilitator training for the public forum was discussed at the beginning of the meeting the handout, Instructions for Facilitating Small Groups, (a pink handout) recaptured the procedure for the committee. But during the review of the public forum the following comments were reiterated: • People will randomly be given a number when they enter the public forum asked t sit at the table with that number on it. The purpose of this is to group people who represent diverse communities. • The best possible solution for this boundary process and working collaboratively with a variety of individuals, not neighbors, will help do exactly that. • An introduction needs to be made by Dr. Rodriguez, Area Assistant Superintendent of Schools, SW and/or Deborah Phelps, Principal of Windsor Mill Middle School. • Building consensus within a group is very important, that is one of our goals of the process. • During the forum participants need to understand the importance of expressing their thoughts/making comments/recommendation in the designated area on the questionnaire. Everything is sent to the BCPS Board of Education and will be under consideration from those members. • The board will hold a community input session to talk or share the information that is provided to them. The written comments are important for the individuals who want to have their voice heard.
Pull Together Any Loose Ends -7:30PM After thanking everyone for their assistance and help in the process, the meeting was adjourned at 7:10PM by Ghassan Shah, Planning Administrator, Office of Strategic Planning
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Wednesday, January 18, 2006
PUBLIC FORUM
Auditorium – Welcome and Introductions Dr. Manuel Rodriguez, Area Assistant Superintendent, Southwest 7:00 p.m.
Overview of Committee Activities 7:10 p.m.
Overview of Evening Activities 7:15 p.m.
Presentation of Boundary Options 7:20 p.m.
Cafeteria – Individual Rating of Options Small Group Discussion Group Rating of Options* 7:50 p.m.
Thank you for your participation in this community activity.
*Group leaders will turn in all completed forms to front table. Community members are free to leave or stay to watch the tabulations.
Windsor Mill Middle School Boundary Study
Community Forum Individual & Group Results
January 18, 2006
The results contained within reflect answers recorded on individual and group survey scantron form responses. Scantron forms that were marked improperly (e.g. incomplete marks, missing marks), may result in different numbers of answers for different questions.
Written comments are verbatim from forms, except for comments that may have contained profanity or disparaging remarks against individuals.
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Baltimore County Public Schools
Windsor Mill Middle School Boundary Study Community Forum Results January 18, 2006
1. Please review and rate in terms of importance the following criteria to be considered when developing new school boundaries. The order in which the criteria are listed reflects the order in which they appear in Board of Education Policy 1280. Rate each criterion using a scale of 1 (Very Important), 2 (Important), 3 (Somewhat Important), or 4 (Not Important).
1 (Very 3 (Somewhat 4 (Not Total 2 (Important) No Answer Criteria (Count) Important) Important) Important) Responses IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP Ensure appropriate use of available school capacity to meet the needs of children. 110 6 16 14 2 1 2 2 4 6 134 23 Provide relief for overcrowded schools within the Windsor Mill are cluster (SW Academy, Old Court, Deer Park, Pikesville, Woodlawn, 91 13 30 5 7 0 1 0 5 5 134 23 Sudbrook). Consider removing satellite (disconnected) service areas from school in the cluster. 21 4 42 7 36 4 24 1 13 6 135 22
Maximize the number of students who can walk to school. 22 1 25 1 39 5 39 8 10 7 135 22
Minimize the transport time/distance of students who require bus transportation. 31 3 41 3 40 7 16 2 7 7 135 22
Maintain the integrity of neighborhoods and communities. 60 7 40 6 17 3 6 1 10 5 133 22
Improve elementary to middle school feeder patterns. 57 5 39 8 20 2 12 1 8 6 136 22
Minimize the use of relocatable classrooms as a long-term relief strategy for overcrowding. 67 8 43 8 14 0 1 0 9 8 134 22
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
1 (Very 3 (Somewhat 4 (Not Total 2 (Important) No Answer Important) Important) Important) Responses Criteria (Percentage) IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP
Ensure appropriate use of available school capacity to meet the needs of children. 83% 61% 12% 4% 2% 9% 2% 0% 3% 26% 102% 100%
Provide relief for overcrowded schools within the Windsor Mill are cluster (SW Academy, Old Court, Deer Park, Pikesville, Woodlawn, 68% 56% 23% 22% 5% 0% 1% 0% 4% 22% 101% 100% Sudbrook).
Consider removing satellite (disconnected) service areas from school in the cluster. 16% 18% 32% 32% 27% 18% 18% 5% 9% 27% 102% 100%
Maximize the number of students who can walk to school. 17% 5% 19% 5% 29% 22% 29% 36% 8% 32% 102% 100%
Minimize the transport time/distance of students who require bus transportation. 23% 14% 31% 14% 30% 32% 12% 9% 5% 32% 101% 101%
Maintain the integrity of neighborhoods and communities. 45% 32% 30% 27% 13% 14% 5% 5% 8% 23% 101% 101%
Improve elementary to middle school feeder patterns. 43% 23% 29% 36% 15% 9% 9% 5% 6% 27% 102% 100%
Minimize the use of relocatable classrooms as a long-term relief strategy for overcrowding. 50% 36% 32% 27% 11% 0% 1% 9% 7% 36% 101% 99% *Please note that not all percentages add up to 100% due to rounding of numbers.
Individual Comments: Considering the location of Windsor Mill Middle, there are very few kids who will be able to walk to the school. Normally lest crowded schools are more manageable for the administration. No need for trailers and other distractions that occur when the school is overcrowded. How many years is considered “long-term”? Any decisions made should benefit the needs of children. Secondly, overcrowding benefits no one! It is very important to me to relieve overcrowded schools. Currently as a fifth grade student at dogwood Elem. School, it is necessary to use trailers to accommodate these students. Very concerned about the overcrowding of classrooms. Learning is not effective the more children that are in classrooms. Improving feeder patterns would enable my child to attend a better, more modern school. It does not matter that he could walk to school.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
The scenario of the boundaries that you west are still not accommodating to students. They still are limited to where your child can attend. Woodlawn middle stats are not up to par and I would like for my child to attend a school that is not in our boundaries. (no options are available) I believe that the starting capacity for the new school is too low and does nothing to relieve older schools. The portable classrooms are unsafe and ill equipped for learning i.e. extreme weather conditions. Southwest Academy is the most overcrowded school, using 10 portable classrooms. This hinders student learning and progress. Overcrowding conditions should be alleviated! Maintenance of communities and neighborhoods with 100% feeder patterns are most important for transitioning to middle school. This is already a stressful time for students. Also important are issues of overcrowding. But trailers if necessary should be used to maintain integrity form one school to next….elementary to middle. I feel it is important for children to attend schools close to where they live. Commute time should be kept to a minimum. Meeting the needs of each child should be of utmost importance. Providing relief of over-crowdedness helps teachers focus on each child. I believe the middle schools are over-crowded and this prohibits the children from learning correctly and effectively. All of these items are important because it affects the students’ education by providing efficient and effective resources. I’m most affected by overcrowding at SW Academy. My children are enrolled there. Please bring the children into the main building. 1 – I feel very very strongly about because I think the system has not designed well and need to re-focus on our children’s education. This school needs a magnet program. I feel that overcrowding the classrooms bring more attention for kids to fight or having arguments in the classroom instead of learning. Improving the elementary schools will help the children feel more comfortable being in middle school the following year. Instead of having 2 schools feeding into the new Middle School, give all students the chance to apply and not be forced to go to a low performing school. Allow students based on grades. They use this method to get into magnet schools. It is important to have students at the new school who are interested in learning. To ensure the appropriate use of school capacity and meet the needs of children by relieving overcrowding and changing the feeder patterns and relieving overcrowding at the cluster. Maintaining the integrity of neighborhood and communities has to be a priority in every society, so we need to plan very well why or how to build a new school. If you are building a new school, the school should be large enough to accommodate students zoned to that school and those projected to be zoned to that school based on new home developments projected. Minimal use of portables should be done. Important is the amount of time on the bus, not necessarily the distance, no more than 30-45 minutes of travel. It’s important to maintain the integrity of the community and minimize transit time for kids provided that test scores and other measures of the quality of education are not negatively impacted. Quality of education for kids should be the primary driver for establishing boundaries. The children are the most important so that they may learn in a safe and productive environment. Maintain classroom sizes at a maximum 20 students. Allow only two schools to feed to the middle school. There needs to be a new high school in the area to alleviate overcrowding. It is extremely important for students to have an adequate teacher student ratio if overcrowding was non existent or very minimal. Should include communities that are close to the school. Please include Hebbville Elem. The important thing is improving these Middle Schools’ test scores. The most important component is your rationale for not including Woodmoor Elementary School in the Boundary Scenario. Academic achievement and racial stability in schools.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Schools are currently overcrowded. Neighborhood integrity is important because of the community involvement and keeping less traffic with students in the area. It is important that the school not be overcrowded. The use of modulars is unsafe in my opinion. The students not in walking distance is not very important to me because I have seen many children driven to school within ½ mile from home. The ratio of teacher/students is most important to me. Residential growth is outpaced by school development. Creativity is OK, but long term solutions, i.e. build more schools is extremely important. Students/Teacher Ratio 3-N/A 4-Maximizing the number of walking students is a recipe for disaster for other students and the community effected. 6-As a parent, I pay extra for my neighborhood to strive for a better educational environment. This will help the children learn better. Smaller classrooms teachers will be able to do more one on one. Logic, tempered by the fact that my child does not want to change schools, currently in the 7th grade. To maximize the communities that have single family homes vs. apartments in surrounding areas. I am excited for this new middle school, so that schools (classrooms) won’t be so overcrowded so that students can learn. My child is located less than 1 mile to Deer Park MS and is zoned for Old Court, which is more than 3 miles away. It is important to keep her surrounded by those students who possess the same integrity as her which impacts high school. Relief for overcrowded schools & minimization of relocatables is #1 in my mind. Start building a new MS today. Overcrowded schools is a serious issue in the cluster and the building in the area is increasing. There should be a population for each school for no more than 1,000 students. Question what is the county considering long-term relief strategy for overcrowding. It appears we need to be considering the construction of another new school. Most county school students ride the bus because there are no sidewalks. Old Court is already over-crowded. Give relief so the classes will be smaller. I think it is very important to consider relieving the over-crowding in Old Court MS. Address disparity of school with very low test/achievement scores; smaller class sizes. Educate children in classrooms, not portables. Consider amount of “open space” inside the Urban Rural Demarcation Line and its assigned zoning density (i.e. DR-3.5, DR-5.5, etc.) to forecast how much development (and # of potential students) will occur. [Build-Out Scenario] Reduction of class size would maximize learning time and school resources. Hebbville Efficiency and appropriateness go hand-in-hand when insuring that schools maintain capacity to meet the needs of students. We must minimize the use of relocatables because they are inconvenient, unsafe, and difficult to secure and an added expense due to their stand-alone design and structure. Most provide enough attention to improving overall results. Integrity of communities is paramount to tax base. No sidewalks anyway. I would prefer if we at Hebbville had a decision on if our kids could go to the new school. There is only one mile to the new school, where it would be at least 1.5 miles to WMS. Please consider students of Hebbville. There is less than 1 mile from my home to Windsor Mill MS.
Group Comments: There were no group comments for this question.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
2. Please rank the criteria to be considered when developing new school boundaries in order of preference from 1 to 8, with 1 being the most important and 8 being the least important. Please use each number only once. Total 1 2 3 4 5 6 7 8 No Answer Criteria (Count) Responses IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP Ensure appropriate use of available school capacity to 56 4 39 6 13 3 8 1 4 0 5 0 3 0 2 0 5 8 135 22 meet the needs of children. Provide relief for overcrowded schools within the Windsor Mill are cluster (SW Academy, Old Court, Deer 67 9 32 6 12 0 7 0 4 0 4 0 1 0 2 0 6 7 135 22 Park, Pikesville, Woodlawn, Sudbrook). Consider removing satellite (disconnected) service areas 9 1 16 0 24 2 21 1 14 2 22 4 13 1 11 2 8 9 138 22 from school in the cluster.
Maximize the number of students who can walk to 9 0 8 1 12 1 13 1 8 0 7 1 25 3 47 7 8 8 137 22 school.
Minimize the transport time/distance of students who 11 0 12 0 15 1 18 2 21 2 15 2 25 4 10 2 7 9 134 22 require bus transportation.
Maintain the integrity of neighborhoods and 25 1 22 1 17 2 22 2 17 2 14 2 6 3 4 0 7 9 134 22 communities.
Improve elementary to middle school feeder patterns. 21 0 18 4 21 1 25 3 12 2 10 1 10 1 11 1 6 9 134 22
Minimize the use of relocatable classrooms as a long-term relief strategy for 24 1 24 1 19 2 8 2 15 5 12 3 13 0 14 1 7 8 136 23 overcrowding.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Criteria 1 2 3 4 5 6 7 8 No Answer Total Responses (Percentage) IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP Ensure appropriate use of available school capacity to meet the 42% 18% 29% 27% 10% 14% 6% 5% 3% 0% 4% 0% 2% 0% 2% 0% 4% 36% 102% 100% needs of children. Provide relief for overcrowded schools within the Windsor Mill are cluster (SW 50% 41% 24% 27% 9% 0% 5% 0% 3% 0% 3% 0% 1% 0% 2% 0% 5% 32% 102% 100% Academy, Old Court, Deer Park, Pikesville, Woodlawn, Sudbrook). Consider removing satellite (disconnected) service areas from 7% 5% 12% 0% 17% 9% 15% 5% 10% 9% 16% 18% 9% 5% 8% 9% 6% 41% 100% 101% school in the cluster. Maximize the number of students who can 7% 0% 6% 5% 9% 5% 10% 5% 6% 0% 5% 5% 19% 14% 35% 32% 6% 36% 103% 102% walk to school. Minimize the transport time/distance of students who require 8% 0% 9% 0% 11% 5% 13% 9% 16% 9% 11% 9% 19% 18% 8% 9% 5% 41% 100% 100% bus transportation.
Maintain the integrity of neighborhoods and 19% 5% 17% 5% 13% 9% 17% 9% 13% 9% 11% 9% 5% 14% 3% 0% 5% 41% 103% 101% communities.
Improve elementary to middle school feeder 16% 0% 14% 18% 16% 5% 19% 14% 9% 9% 8% 5% 8% 5% 8% 5% 5% 41% 103% 102% patterns.
Minimize the use of relocatable classrooms as a long-term relief 18% 4% 18% 4% 14% 9% 6% 9% 11% 22% 9% 13% 10% 0% 11% 4% 5% 35% 102% 100% strategy for overcrowding. *Please note that not all percentages add up to 100% due to rounding of numbers.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Individual Comments: The Board needs to project the growth of development better to ensure the schools don’t become overcrowded or need capacity within 2-3 years. By providing relief to prior existing schools, will class sizes exceed the norm of 24 students? If so, more homogenous population should be considered. I notice there are no sidewalks leading along Windsor Mill to the school. Will sidewalks be built for those students who have to walk? Windsor Mill Road is a very busy road. Thank you. Capacity too low for new middle school. Relocatable classrooms are not suitable for learning. Overcrowded schools should be the first issue addressed. Southwest is overcrowded and under funded. I had hoped a new school would help the problem. The new school of 715 students doesn’t address the problem of over 1,000 in Southwest. Again, maintenance of neighborhoods and 100% feeder patterns are the most important. In order to maintain the integrity of the school and the students, you have to utilize all resources effectively. 1 Most – I feel very strongly about these. These are all good points. I would say the same. I say still to it. 4 Least – because if we max at this point it will be a long walk. I misconceived this. If the answers are not rate, 1 will not rank, with 1 being for each. All ranks as a 1 except maximizing the number of students who can walk. As a homeowner, my children are not zoned for either Dogwood or Windsor Mill MS. Renters and public assistant recipients are zoned for both, directly across the street from the homeowners. Please include Hebbville Elementary, Barkley Woods Community. Consider Woodmoor Elementary School. [2] This will help children focus more. I’m all for smaller classes, reduce classroom size. Satellite schools do not continuous involvement with other students from elementary and high school. WE chose a specific neighborhood to live in to provide continuity in the importance of education and parent involvement. Building patterns have not been taken into account. You have to commission a study today or you will never “fix” this problem. “Planning” is designed to provide relief. How can you ever keep your best teachers and administrators if you don’t address this concern immediately? Why don’t we hold developers accountable for allotting dollars for new schools when they develop new communities if the communities are larger than a certain size? I think that if you relieve the overcrowding in all schools it would increase productivity of the students because they would have a smaller classroom setting while relieving the instructors and administrators of trying to deal with other situations not pertaining to learning. Hebbville I still have a problem with Hebbville not being able to make a choice when we are closer than the other feeder schools. Consider Hebbville having a chance to attend because we are much closer to Windsor Mill MS and this would certainly be much better for her socially.
Group Comments: Majority vote, not consensus.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
3. Baltimore County Public Schools must occasionally use strategies that are not ideal, but necessary to manage a short-term (2-3 year) overcrowding situation in a school. Please rank the following strategies from 1 through 6, with 1 being your most preferred to 6 being your least preferred. Please use each number only once.
Total 1 2 3 4 5 6 No Answer Criteria (Count) Responses IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP
Use relocatable classrooms 34 4 15 1 23 2 15 3 16 1 18 2 5 9 126 22
Annexing of grades or programs to the closes facilities with available space 18 2 36 4 32 4 19 1 6 1 9 1 8 9 128 22
Annexing of neighborhoods to closest facilities with available space 26 1 22 3 26 5 24 2 14 2 4 0 12 9 128 22
Exploring non-traditional settings, such as middle schools or commercial buildings, acknowledging that such 13 3 17 2 25 0 21 2 31 6 20 0 6 9 133 22 facilities may lack such amenities as fields, gymnasiums, and libraries
Creative scheduling options such as am/pm shifts or year-round schooling 27 4 13 2 24 3 13 1 19 1 27 1 7 10 130 22
Increasing class size 16 1 10 0 10 1 10 1 17 1 56 7 8 11 127 22
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
1 2 3 4 5 6 No Answer Total Responses Criteria (Percentage) IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP IND GRP
Use relocatable classrooms 27% 18% 12% 5% 18% 9% 12% 14% 13% 5% 14% 9% 4% 41% 100% 101%
Annexing of grades or programs to the closes facilities with available space 14% 9% 28% 18% 25% 18% 15% 5% 5% 5% 7% 5% 6% 41% 100% 101%
Annexing of neighborhoods to closest facilities with available space 20% 5% 17% 14% 20% 23% 19% 9% 11% 9% 3% 0% 9% 41% 99% 101%
Exploring non-traditional settings, such as middle schools or commercial buildings, acknowledging that such 10% 14% 13% 9% 19% 0% 16% 9% 23% 0% 15% 27% 5% 41% 101% 100% facilities may lack such amenities as fields, gymnasiums, and libraries
Creative scheduling options such as am/pm shifts or year-round schooling 21% 18% 10% 9% 18% 14% 10% 5% 15% 5% 21% 5% 5% 45% 100% 101%
Increasing class size 13% 5% 8% 0% 8% 5% 8% 5% 13% 5% 44% 32% 6% 50% 100% 102%
*Please note that not all percentages add up to 100% due to rounding of numbers.
Individual Comments: The Board should consider building larger schools to meet the capacity need. Work with developer to set aside monies to help build schools to meet the needs of the community. Can an eighth grader handle a split schedule? I have been in a system where am/pm strategies were in place and rotated every new school term, and we still got good grades. Interested in smaller classroom size.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
If a school is overcrowded, consider other buildings – a library can be made anywhere, they can play outside. What’s more important is to house proper learning atmosphere and space so our kids can excel. A temporary relocatable classroom would solve problems for short term. Need to look statistically at specific area and projected enrollments to build or add on to existing school to relieve future overcrowding. Do not increase class size. Smaller class size, easier to manage and teachers can teach. If using relocatable classrooms ensures there is an increase in teachers commensurate with students and classrooms added. Bottom line is that EVERY school should be providing a quality education so that boundaries wouldn’t be as much of a concern. Year round schooling option only. – maybe Please include Hebbville Elementary, Barkley Woods Community. Increasing classroom size is not a benefit, it is overbearing on the teachers. None of these options are acceptable! None except relocatables. Things to consider: many students may have siblings also in the school so it would be very inconvenient for siblings to attend different schools. Also, shifts do not take into account parent schedules. I actually dislike the idea of the am/pm shift as much as the idea of increasing class size. I don’t believe many 7th and 8th graders (ages 11-14) could handle such responsibility. I actually believe it would increase truancy because parents would less likely be able to monitor or guarantee their child’s attendance. Hebbville If I choose for my child to attend a certain MS then that is where I want her.
Group Comments: There were no group comments for this question.
Additional Strategies you would like to suggest. Why not annex the Grade 8 participants to another facility (local high school) using an SLC format? This would serve as an introduction to the student. Allow the high school to use an am/pm shift. Dig deeper and come up with better options. Look at boundaries where existing schools are below capacity and adjust accordingly. 1-Teaching parents to home school 2-Providing vouchers to help supplement parent costs for private schools 3-Distance learning for certain subjects, programs, or kids with exceptional aptitudes. Please include Hebbville Elementary, Barkley Woods Community. Possible building of another school. Be proactive and begin building another school now. Require builders to donate money towards schools. Build school large enough for the community needs. Offer school vouchers to parents so they can send kids to parochial schools.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
4. If you could choose for your middle school student to attend, which of the following would most appeal to you? Please rank the 3 options below that best address your strongest concern. Please mark only 3 choices.
Total 1 2 3 No Answer Criteria (Count) Responses IND GRP IND GRP IND GRP IND GRP IND GRP
The school with the highest standardizes test scores 78 11 21 1 16 1 18 9 133 22
The school with the lowest student teacher ratio 40 2 45 8 21 4 27 8 133 22
The school with the lowest level of disciplinary activity 29 2 18 0 27 4 60 16 134 22
The school with the academic program that best suits my child’s interests 51 2 22 4 17 3 44 13 134 22
The school that most of my child’s friends attend 4 0 6 0 20 1 104 21 134 22
The school closest to my home 15 0 15 1 19 2 88 19 137 22
The school with the greatest amount of economic diversity 11 0 9 1 12 0 102 21 134 22
The school with the greatest amount of demographic diversity 11 1 10 1 12 0 100 20 133 22
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Total 1 2 3 No Answer Criteria (Percentage) Responses IND GRP IND GRP IND GRP IND GRP IND GRP
The school with the highest standardizes test scores 59% 50% 16% 5% 12% 5% 14% 41% 101% 101%
The school with the lowest student teacher ratio 30% 9% 34% 36% 16% 18% 20% 36% 100% 99%
The school with the lowest level of disciplinary activity 22% 9% 14% 0% 20% 18% 45% 73% 101% 100%
The school with the academic program that best suits my child’s interests 38% 9% 17% 18% 13% 14% 33% 59% 101% 100%
The school that most of my child’s friends attend 3% 0% 5% 0% 15% 5% 78% 95% 101% 100%
The school closest to my home 11% 0% 11% 5% 14% 9% 66% 86% 102% 100%
The school with the greatest amount of economic diversity 8% 0% 7% 5% 9% 0% 77% 95% 101% 100%
The school with the greatest amount of demographic diversity 8% 5% 8% 5% 9% 0% 75% 90% 100% 100%
*Please note that not all percentages add up to 100% due to rounding of numbers.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
5. Please select the Windsor Mill cluster boundary change scenario that you prefer.
Count Percentage Boundary Scenario IND GRP IND GRP
Boundary Scenario “A” 15 0 11% 0%
Boundary Scenario “B” 9 1 7% 5%
Boundary Scenario “C” 70 10 53% 45%
No Answer 37 11 28% 50%
Total 131 22 99% 100%
*Please note that not all percentages add up to 100% due to rounding of numbers.
Is there anything else of importance that the district should consider during this redistricting process? As a teacher at an overcrowded school I found it hard to vote for either Scenario without appearing self serving. How will this redistricting affect the parameters for magnet school selection? There are boundary restrictions that affect student selection of schools! I would like to know why Featherbed ES is not on the list even though I live around the corner from Windsor Mill Middle. BCPS should make the boundaries the address, not the school. These scenarios won’t help Woodlawn Middle School at all!!! Overcrowding of Southwest Academy is not really addressed in any Scenario. Eliminating overcrowding should be the first concern. The capacity of the new school is too low. Maintaining feeder school boundaries from elementary to middle. Using natural boundaries as opposed to splitting neighborhoods. The district should consider building another middle school. None of the plans solve the relocatable problem. Building another middle school should be considered. We may need to consider building an additional middle school that would eliminate the relocatables. Control building housing. Build another Middle School. School consistency is key to a learning environment. 4 Elementary Schools and 1 Middle School consistently is a good situation. Meaning strong preference, of course I would feel strongly inclined because every parent wants the best education.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
No scenario appeals to me because Lynne Haven Dr. which I am a resident. Busing children to schools that are far away from their houses. The redistricting process should help schools perform better. This process assumes only that smaller classroom size will improve academic performance. This is not a correct assumption because some of the poorest performers in Middle Schools (i.e. Woodlawn, Southwest) are not as overcrowded as some of the other schools. Thus, I find this survey/process flawed. Please include Hebbville Elem. Barkley Woods Community. 6. Tamers Court. I did not choose any scenarios because they do not include Featherbed Elem. Choose another scenario; again Woodmoor Elementary is not on the list. Access from contiguous communities to middle school – pedestrian pathways over streams. Randallstown ES should have been included as one of the 100% feeder schools for Windsor Mill MS from the beginning, just like Dogwood ES and Winfield ES. Also, Randallstown ES is a neighborhood school to Windsor Mill MS because it is less than ¼ mile from this new school. Let all the Randallstown students feed into their new Windsor Mill MS. They’re just as close to the school as Winfield. Yeah, the Woodlawn capacity problem is not being addressed in any of the scenarios. Extending the boundary to include Lord Baltimore . Right below Rolling up to Lord Baltimore. My address is within a mile but is not included on your charts. I do not approve of any of the boundary scenarios. Homes currently being built. Scenario C had the most positive and beneficial, more schools vs. other scenarios. If you send children with excellent academics and values such as new town to a school such as old court with low test scores and back to new town high, you begin to degrade the upper schools as well. Build another school now – Student to teacher ratio – Economic diversity. I want my child to be able to attend a school with good standards. I don’t want my child to be forced to attend a school because of where we live. As a teacher in an overcrowded school, I did not find any of these scenarios to meet the needs of a) my school, b) my child, or c) my community. Impact on local after-school daycare in homes near existing school. Include in “eligible to attend” portions of data the number of students that could attend but instead currently are home schooled or are in parochial/private schools. In the matter of applying for magnet schools, some programs were designated for students applying from certain areas. How will Windsor Mill MS fit into this process? Hebbville ES students should be eligible to attend this new school. Otherwise, this is criminal! N/A Hebbville ES
Group Comments: 2 for C, 1 for none. Academic program-4, highest standardized test scores-3, student teacher ratio-7.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Tell us about yourself…
Note: The following demographic information is for analysis purposes only. This information was not discussed individually or in the small groups.
Your Age Which of the following best describes you? (Please mark only one)
Total Responses Your Age Total Responses Count % Describe Yourself Count % Under 18 1 1% I am a BCPS Student 1 1%
18-29 7 5% I am a BCPS Teacher 12 9% 30-39 48 36% I am a BCPS Administrator 1 1%
40-49 49 37% I am a BCPS Employee 10 8%
50-64 14 11% I am not an employee of BCPSS 90 68%
Over 65 4 3% Not Answered 19 14%
Not Answered 9 7% Total 133 101%
Total 132 100% *Please note that not all percentages add up to 100% due to rounding of numbers
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Which of the following best describes your middle school aged If you are the parent of a middle school-aged student, please tell us children? (Please mark only one box) where your child attends middle school.
Total Responses Total Responses Describe Your Children Your Child’s School Count % Count % My children attend BCPS 74% My child attends our districted BCPS 33% elementary/middle schools 99 school 43 My children attend private/parochial My child attends another BCPS school schools 8 6% as a student in a magnet program 14 11% My children will attend Baltimore My child attends another BCPS school County elementary/middle schools in the 7 5% as a special permission transfer student 4 3% future My child attends a private/parochial I am a concerned citizen with no 4 3% children in BCPS 8 6% school
Not Answered 11 8% Not Answered 64 50%
Total 133 99% Total 129 100%
*Please note that not all percentages add up to 100% due to rounding of numbers. My child attends Baltimore City Schools currently, but will attend Windsor Mill MS.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Which of the following best describes your residency? Please indicate the community where you live: Total Responses Describe Your Residency Count % Allenswood Rd. Area Randallwood Barkley Woods [2] Rockdale [2] I am a Baltimore County resident and 83% home owner 111 Catonsville [5] Rockfields Chadwick/Fairbrook Rutherford Green I am a Baltimore County resident who leases/rents a home or apartment 15 11% Courtleigh Manor Southwest Cross Winds Stevenswood [4] I am not a Baltimore County resident 1 1% Deer Park at Mayfield [2] Stonegate at Patapsco [2] Deer Run at Mayfield Timber Glen Not Answered 6 5% Edrich Manor Twelve Trees Franklintown [2] Westview Park [2] Total 133 100% Green’s Lane Area Windsor Mill [28] Gwynn Oak Winfield Hebbvillle [2] Woodbridge Valley [3] Are there any other methods of managing elementary school Howard County Woodlawn [14] enrollment that were not discussed this evening that you would Lockearn [2] Woodmoor like to recommend to BPS? Mayfield Woodstock [2] No. New Town I think the community and parents. Northwest Build more schools. Oakwood Village Overcrowding is not properly addressed. Owings Mills [2] Diversity is not properly addressed. Parkview Trails [3] Prior to building new developments, look more closely at Pikesville [3] existing communities and how the school enrollment is Pine Run affected. Putnam Green Control housing development. Randallstown [8] How to curtail students not zoned from taking space. Include the schools closest to the school. An accurate account of children that are home schooled or go to private school. Potential of school vouchers so parents of over-crowded schools can send kids to private school and alleviate over- crowding, re-districting, etc
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
The following aspects of the Community Forum were successful and The following aspects of the Community Forum could be improved. significant changes are not necessary. (Please list your suggestions in the comment box below)
Total Responses Total Responses Forum Successes Forum Improvements Count % Count %
Agenda 23 43% Agenda 10 8%
Organization/Structure 18 14% Organization/Structure 11 8%
Presentation of Options 18 11% Presentation of Options 19 14%
Group Work Sessions 32 11% Group Work Sessions 11 8%
Not Answered 70 20% Not Answered 81 61%
Total 161 99% Total 132 99%
*Please note that not all percentages add up to 100% due to rounding of numbers. *Please note that not all percentages add up to 100% due to rounding of numbers.
Comments/Suggestions for improving the Community Forum. The handout was confusing and cumbersome with all of the statistics. It was not clear what the differences were. Need maps with more street names so people can make more informed choices. Some members of the group discussion did not fully understand how to complete this questionnaire. Maybe have someone review directions before completion. Bias was shown for Scenarios B and C which would not alleviate overcrowding and add more students to Southwest. It would have been helpful to identify specific elementary schools. No representative from BCPS visited our table. Clearer maps where you can actually see names of roads. There was not time given after presentation for questions. The presentation of options was not presented well. I had to refer to the information packet several times after the meeting for clarification. Excellent idea to hold a Community Forum. I am very concerned about this issue because I am a resident, homeowner, and teacher in this community. The program tonight appealed to management of BCPS. It was our job to provide numbers based on your questions. The school, Hebbville, was not considered in the scenarios. Group work sessions were good. Suggest: Question & Answer please! “Many” Changes are necessary because I live in Windsor Mill but my child would be sent to Woodlawn Middle.
Community Forum Results February 8, 2006
Baltimore County Public Schools Windsor Mill Middle School Boundary Study
Large map worksheet. Street names or community names on the maps. Please include Hebbville Elementary Barkley Woods I suggest to the committee to improve all middle schools so that they are all the same. Air conditioning for all schools. Teacher/student ratio needs to be improved but it starts at the schools redoing (restructuring) the schools themselves. Allow open questions at the community forum More community buy-in of options Question & Answer Let the audience know ahead of time that they’re going to have to fill out a questionnaire. I thought that we were just coming to vote. The meeting took longer than I thought. Let us know in advance what the agenda (boundaries) are that we are going to consider so we will have time to figure it out. Too time consuming at this late hour of the night. Maybe a Friday night could be considered. Provide more detailed explanations. Agenda was not provided. Must find a way to present data to non-educators and achieve maximum comprehension. At forums attendees must feel free to ask questions at each juncture, rather after each presentation. Group work session was helpful & informative to allow people’s concerns or questions to be answered. Workgroups were helpful in considering questionnaire. They did not explain the boundary options packet very well including numbers and roads. Provide information before hand so we could research and make informed decisions. Presentation should be more involved, not glossed over. Better maps especially for folks living in boundary areas. Facilitators could have had numbers also. Better way of doing the groups tally. Visual with all boundaries over one. What about new development? The scenarios were confusing. Needs to be explained more clearly. The options were not presented clearly. The facilitators were GREAT. You did not allow questions… or adequately describe the data. Maps should be clearer, print of maps too small. Hebbville More time devoted to answering questions.
Community Forum Results February 8, 2006
Windsor Mill
Windsor Mill Middle School Boundary Study Committee J Southwest Academy Wednesday, February 1, 2006 6:00-7:00 p.m.
Meeting # 5
Results of Community Forum – Summary of Individual and Group Questionnaire Responses 6:00 p.m.
Committee Recommendation to Dr. Manuel Rodriguez 6:30 p.m.
Review of Next Steps
6:40 p.m.
Certificates of Appreciation 7:00 p.m.
Windsor Mill Middle School Community Forum Boundary Options Packet January 18, 2006 (Snow Date January 19, 2006)
Presented by the Windsor Mill Middle School Boundary Study Committee Co-Chairmen: Community Representatives Dr. Ella White Campbell Emily Wolfson
P.T.A. Representatives: Administrators: Joyce Burwell (Deer Park) Delvin Burton (Deer Park) Donya Douglas (Old Court) Irra (Lynette) Woodley (Old Court) Karen Wais (Pikesville) Wanda Frazier (Pikesville) Gerald Judd (SW Academy) Donyall Dickey (SW Academy) Kelly Boyle (Sudbrook) Bryan O’Connor (Sudbrook) Anne Winslow (Woodlawn) Ada (Vanessa) Brisbon (Woodlawn)
Faculty Representatives: System Representatives: Arlene Moore (Deer Park) Manuel Rodriguez (Area Asst. Superintendent) Judy Monk (Old Court) Susan Wilken & Lisa Sampson (Assistants to Dr. Rodriguez) Iris Woods (Pikesville) Ghassan Shah (Planning Administrator, OSP) Silean Eaves (SW Academy) Chris Brocato (Data Analyst, OSP) Eric Christian (Sudbrook) Pam Carter (Boundary Specialist, OSP) James Sargent (Woodlawn) Charlie Herndon (Communications Specialist, BCPS) Don Dent (Executive Director, Planning & Support Operations)
Area Education Advisory Committee: Additional Attendees: Sharon Loving (SW) Penelope Martin (Principal, Deer Park) Sam Macer (SW) Ilene Swirnow (Principal, Pikesville) Sue Katz (NW) Maria Hopewell (Principal, SW Academy) Abby Beytin (NW) Sharon Robbins (Principal, Sudbrook) Brian Scriven (Principal, Woodlawn)
Table of Contents
Page Item
1 Rationale for a new middle school bordering the NW and SW Administrative Areas 2 Windsor Mill Middle School Cluster Information 3 Cluster Information Summary 4 Windsor Mill Middle School One-Mile Radius Map 5 Southwest Academy Middle School Boundary and Middle School Student Distribution: 9/30/05 6 Southwest Academy Enrollment and Area BCPS Student Residency Data 7 Woodlawn Middle School Boundary and Middle School Student Distribution: 9/30/05 8 Woodlawn Middle School Enrollment and Area BCPS Student Residency Data 9 Deer Park Middle School Boundary and Middle School Student Distribution: 9/30/05 10 Deer Park Middle School Enrollment and Area BCPS Student Residency Data 11 Old Court Middle School Boundary and Middle school Student Distribution: 9/30/05 12 Old Court Middle School Enrollment and Area BCPS Student Residency Data 13 Pikesville Middle School Boundary and Middle School Student Distribution: 9/30/05 14 Pikesville Middle School Enrollment and Area BCPS Student residency Data 15 Sudbrook Magnet Middle School Enrollment (This school has no geographic boundary) 16-18 Windsor Mill Middle School Scenario “A” Boundaries of Cluster Schools and Anticipated Demographics 19-21 Windsor Mill Middle School Scenario “B” Boundaries of Cluster Schools and Anticipated Demographics 22-24 Windsor Mill Middle School Scenario “C” Boundaries of Cluster Schools and Anticipated Demographics 25 Glossary of Key Terms
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Windsor Mill Cluster School Information: 9/30/05 The Enrollment Picture The Residency Picture The Choice Factor Current Number % % % FTE Students Potential % % % In-Boundary Out-of-Bdy* In-Boundary Cluster Admin. State Rated FTE Over/Under Minority IEP F/R Living in +/- Minority IEP F/R Attending Attending to Other Schools Area Capacity '05 Enrollment Capacity Enrollment Students Lunch El. Boundary Capacity Enrollment Students Lunch El. This School This School BCPS Southwest Academy SW 1112 1115 3 94.80% 12.74% 51.57% 1271 159 93.94% 13.93% 50.43% 1090 25 181 Woodlawn Middle SW 1015 750 -265 98.93% 13.86% 69.33% 1054 39 98.00% 13.09% 62.99% 734 16 320 Deer Park Middle NW 1368 1348 -20 95.55% 10.83% 41.99% 1407 39 93.10% 10.16% 39.66% 1206 142 201 Old Court Middle NW 1124 1145 21 97.90% 15.28% 59.47% 1433 309 97.20% 13.04% 52.75% 1120 25 313 Pikesville Middle NW 1070 1039 -31 67.76% 11.26% 37.54% 1259 189 65.21% 10.00% 34.31% 995 44 264 5689 5397 -292 90.99% 12.79% 51.98% 6424 735 89.49% 12.04% 48.03% 5145 252 1279 The number of BCPS middle school students currently residing within the boundaries of the cluster schools exceeds their collective State Rated Capacity by 735 students. To serve the students currently residing in the above school boundaries and ensure enrollment within 90% of State Rated Capacity, we would require approximately 93 additional seats. Sudbrook Magnet Middle school provides 1060 additional seats, but the school serves students from within and from outside of the above cluster of schools. Over 300 students enrolled at Sudbrook for the 2005-06 school year reside outside of this cluster of schools. If Sudbrook's seats and students are added to the picture, this is what we find: Sudbrook Magnet Middle NW 1060 1033 -27 63.60% 3.00% 20.33% -1060 0 1033 0 With Sudbrook 2005-06 6749 6430 -611 101.59% 13.29% 55.37% 6424 410 89.49% 12.04% 48.03% 5145 1285 1279 Windsor Mill Middle SW 715 300 plus Sudbrook out-of-cluster students Total 2006-07 7464 6724 total students eligible to be served in 6749 available seats A State Rated Capacity of 7464 for schools in this cluster, including Sudbrook and Windsor Mill, could serve 6718 students and be at 90% of capacity The number of students currently enrolled within the cluster is already 6749.
Current Relocatable Relocatable Cluster Admin. State Rated Classrooms Seats Page 276 of the Baltimore County Master Plan 2010 states that, "considerable development is Schools Area Capacity '05 On Site On Site still envisioned for the Rolling Road and Windsor Mill Road corridors." In fact, new developments adjacent to the Windsor Mill Middle School site are currently under construction. In addition, the Southwest Academy SW 1112 10 250 above schools, plus adjacent Franklin and Catonsville Middle schools are utilizing instructional Woodlawn Middle SW 1015 4 100 strategies such as math come-back, reading come-back, and other programs focusing instruction Deer Park Middle NW 1368 1 25 on smaller-than-average instructional groups in order to improve student achievement, especially Old Court Middle NW 1124 2 50 in the areas of English and mathematics. Extra support staff, such as OT's, PT's social workers, psychologists, and mentors must also be housed and provided office, work, storage, and Pikesville Middle NW 1070 4 100 instructional space in existing buildings averaging 44 years of age. It is anticipated that the Sudbrook Magnet Middle* NW 1060 0 0 completion of Windsor Mill Middle school, coupled with strategic boundary adjustments, will help 525 Relocatables on cluster school sites us to distribute students, staff, support services, and instructional programs in a manner that will enhance student achievement.
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Summary: -The number of BCPS middle school students currently residing within the boundaries of the cluster schools exceeds their collective capacity by 735, despite the picture created by the enrollment data alone. -Enrollment projections indicate that even with the addition of the Windsor Mill Middle School seats, the entire cluster, including Sudbrook and Windsor Mill will have an enrollment 91.45% of capacity by 2010. Without Windsor Mill, the collective enrollment of the schools is anyicipated to be 101.14% of capacity.
Five-Year Enrollment Projections Developed in December, 2004 Capacity '05 2006 Total 2006 FTE 2007 Total 2007 FTE 2008 Total 2008 FTE 2009 Total 2009 FTE 2010 Total 2010 FTE FTE-Cap. '10 Southwest Academy SW 1112 1222 1222 1249 1249 1267 1267 1281 1281 1275 1275 163 Woodlawn Middle SW 1015 838 838 793 793 773 773 761 761 764 764 -251 Deer Park Middle NW 1368 1390 1390 1426 1426 1474 1474 1480 1480 1420 1420 52 Old Court Middle NW 1124 1168 1168 1106 1106 1149 1149 1216 1216 1269 1269 145 Pikesville Middle NW 1070 1032 1032 1035 1035 1045 1045 1061 1061 1078 1078 8 Sudbrook Magnet Middle NW 1060 1020 1020 1020 1020 1020 1020 1020 1020 1020 1020 -40 6749 6670 6670 6629 6629 6728 6728 6819 6819 6826 6826 77 Without Windsor Mill Windsor Mill Middle SW 715 7464 Schools would be at 91.45% of capacity in 2010 with Windsor Mill Middle -638 With Windsor Mill Without Windsor Mill Middle, schools in this cluster would be at 101.14% of capacity by 2010.
Current projections reflect the continuance of existing magnet choices, special permission transfers, and placement of special programs. The opening of a new school and the boundary adjustments for schools in the cluster may affect future applications to magnet programs, requests for special permission transfers and other school choice initiatives which affect enrollments.
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School Southwest Academy Capacity = 1112 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend Sex Race Grade Sex Race Grade Male 575 Am. Ind. 4 Male 666 Am. Ind. 4 Female 540 Asian 66 6 340 Female 605 Asian 87 6 402 Total 1115 Af. Am. 932 7 415 Total 1271 Af. Am. 1032 7 474 Caucasian 58 8 360 Caucasian 77 8 395 Hispanic 35 Total 1115 Hispanic 46 Total 1271 Multi-Racial 20 Multi-Racial 25 Total 1115 Total 1271
Minority % 94.80% +/- Capacity 3 Minority % 93.94% +/- Capacity 159
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year
School School Arbutus 1 Southwest Academy 1090 Catonsville 1 Sudbrook 85 Franklin 2 Arbutus 34 Lansdowne 2 Lansdowne 24 Old Court 5 Catonsville 21 Pikesville 1 Woodlawn 6 Woodlawn 12 Deer Park 3 24 Old Court 2 Ungeocoded 1 Cockeysville 2 25 Pikesville 2 Pine Grove 1 Dumbarton 1 1271
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School Woodlawn Middle School Capacity = 1015 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend Sex Race Grade Sex Race Grade Male 401 Am. Ind. 1 Male 539 Am. Ind. 3 Female 349 Asian 1 6 229 Female 515 Asian 7 6 327 Total 750 Af. Am. 714 7 251 Total 1054 Af. Am. 989 7 361 Caucasian 8 8 270 Caucasian 21 8 366 Hispanic 14 Total 750 Hispanic 19 Total 1054 Multi-Racial 12 Multi-Racial 15 Total 750 Total 1054
Minority % 98.93% +/- Capacity -265 Minority % 98.01% +/- Capacity 39
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year School School Woodlawn 734 Deer Park 1 Sudbrook 102 Franklin 2 Dumbarton 57 Middle River 1 Ridgely 49 Old Court 4 Cockeysville 22 Pikesville 1 Lansdowne 18 Southwest Academy 6 Deer Park 16 15 Southwest Academy 12 Ungeocoded 1 Loch Raven Academy 10 16 Catonsville 8 Arbutus 7 Old Court 6 Pine Grove 4 Franklin 2 Hereford 2 General John Stricker 2 Pikesville, Perry Hall, Golden Ring 3 1054
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School Deer Park Middle Magnet School Capacity = 1368 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend Sex Race Grade Sex Race Grade Male 671 Am. Ind. 6 Male 698 Am. Ind. 6 Female 677 Asian 25 6 406 Female 709 Asian 39 6 441 Total 1348 Af. Am. 1202 7 461 Total 1407 Af. Am. 1195 7 470 Caucasian 60 8 481 Caucasian 97 8 496 Hispanic 23 Total 1348 Hispanic 30 Total 1407 Multi-Racial 32 Multi-Racial 40 Total 1348 Total 1407
Minority % 95.55% +/- Capacity -20 Minority % 93.11% +/- Capacity 39
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year
School School Arbutus 2 Deer Park 1206 Franklin 17 Sudbrook 172 Old Court 89 Franklin 13 Pikesville 9 Pikesville 6 Southwest Academy 3 Old Court 2 Sparrows Point 1 Cockeysville 2 Stemmers Run 1 Woodlawn 1 Woodlawn 16 Ridgely 1 138 Hereford 1 Un-Geocoded 4 Pine Grove 1 142 Perry Hall 1 Arbutus 1 1407
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School Old Court Middle Capacity = 1124 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend Sex Race Grade Sex Race Grade Male 622 Am. Ind. 6 Male 749 Am. Ind. 6 Female 523 Asian 12 6 357 Female 684 Asian 19 6 464 Total 1145 Af. Am. 1080 7 416 Total 1433 Af. Am. 1339 7 531 Caucasian 24 8 372 Caucasian 40 8 438 Hispanic 8 Total 1145 Hispanic 12 Total 1433 Multi-Racial 15 Multi-Racial 17 Total 1145 Total 1433
Minority % 97.90% +/- Capacity 21 Minority % 97.21% +/- Capacity 309
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year
School School Deer Park Middle 2 Old Court 1120 Franklin Middle 4 Sudbrook 179 Pikesville Middle 11 Deer Park 89 Southwest Academy 2 Pikesville 18 Woodlawn Middle 6 Franklin 10 25 SW Academy 5 Woodlawn 4 Catonsville 2 Ridgely 1 Cockeysville 1 Dumbarton 1 Loch Raven Academy 3 1433
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School Pikesville Middle School Capacity = 1070 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend Sex Race Grade Sex Race Grade Male 557 Am. Ind. 5 Male 654 Am. Ind. 6 Female 482 Asian 34 6 332 Female 605 Asian 51 6 403 Total 1039 Af. Am. 617 7 329 Total 1259 Af. Am. 694 7 402 Caucasian 335 8 378 Caucasian 438 8 454 Hispanic 23 Total 1039 Hispanic 36 Total 1259 Multi-Racial 25 Multi-Racial 34 Total 1039 Total 1259
Minority % 67.76% +/- Capacity -31 Minority % 65.21% +/- Capacity 189
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year
School School Arbutus 1 Pikesville 995 Deer Park 6 Sudbrook 195 Franklin 8 Dumbarton 36 Loch Raven Academy 1 Old Court 11 Old Court 18 Deer Park 9 Pine Grove 1 Franklin 5 Southwest Academy 2 Southwest Academy 1 Woodlawn Middle 1 Woodlawn 1 38 Ridgely 1 Un-geocoded 6 Cockeysville 1 44 Holabird 1 Lansdowne 1 Golden Ring 1 Stemmers Run 1 1259
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School Sudbrook Magnet Middle School Capacity = 1060 Student Enrollment as of 9/30/05 Sort of students resident in boundary, eligible to attend NONE Sex Race Grade Sex Race Grade Male 442 Am. Ind. 3 Male Am. Ind. Female 591 Asian 51 6 377 Female Asian 6 Total 1033 Af. Am. 540 7 331 Total 0 Af. Am. 7 Caucasian 376 8 325 Caucasian 8 Hispanic 34 Total 1033 Hispanic Total 0 Multi-Racial 29 Multi-Racial Total 1033 Total 0
Minority % 63.60% +/- Capacity -27 Minority % #DIV/0! +/- Capacity -1060
Out-of -boundary students Middle Schools attended by resident students, 2005-2006 school year School Arbutus 75 School NONE (No Boundary) Catonsville 52 Deer Park 172 Dumbarton 1 Dundalk 1 Franklin 162 Lansdowne 1 Loch Raven Academy 1 Middle River Middle 1 Old Court Middle 179 Perry Hall Middle 1 Pikesville Middle 195 Pine Grove Middle 1 Southwest Academy 85 Stemmers Run Middle 1 Woodlawn Middle 102 Ungeocoded 3 1033
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What if proposed boundary scenario "A" was in effect this year?
Hypothetical enrollments assume that students are Hypothetical enrollments assume that all students currently attending districted schools or would residing in each new boundary would attend their relocate to their new districted schools. Those districted school and that no out-of-boundary attending out-of-area schools by choice or for special students would be enrolled. programs (magnet, special education centers) would continue to do so. Current out-of-boundary attending remain.
The Enrollment Picture The Residency Picture The Choice Factor Current Hypothetical Hypothetical % % % FTE Students Potential % % % In-Boundary Out-of-Cluster In-Boundary Cluster Admin. State Rated FTE Over/Under Minority IEP F/R Living in +/- Minority IEP F/R Attending Attending to Other Schools Area Capacity '05 Enrollment Capacity Enrollment Students Lunch El. Boundary Capacity Enrollment Students Lunch El. This School This School BCPS** Southwest Academy SW 1112 910 -202 94.84% 13.30% 52.64% 1034 -78 93.42% 14.51% 52.03% 894 6 140 Woodlawn Middle SW 1015 858 -157 98.37% 13.40% 65.73% 1152 137 98.09% 12.93% 61.28% 735 3 417 Deer Park Middle NW 1368 1206 -162 95.27% 11.11% 43.37% 1366 -2 93.34% 10.03% 40.19% 1175 24 191 Old Court Middle NW 1124 932 -192 97.42% 13.84% 53.90% 1094 -30 96.61% 12.16% 49.18% 828 4 272 Pikesville Middle NW 1070 1039 -31 67.76% 11.26% 37.54% 1259 189 65.21% 10.00% 34.31% 995 44 264 Sudbrook Magnet Middle NW 1060 1033 -27 63.60% 3.00% 20.33% 736 297 0 Windsor Mill Middle SW 715 453 -262 96.69% 15.23% 60.71% 518 -197 96.72% 14.67% 56.18% 453 0 65 7464 6431 -1033 87.71% 11.59% 47.75% 6423 19 90.57% 12.38% 48.86% 5816 378 1349
A State Rated Capacity of 7464 for schools in this cluster, including Sudbrook and Windsor Mill, could serve 6718 students and be at 90% of capacity. The number of students currently enrolled in BCPS residing within the cluster is 6423. With 297 students attending Sudbrook from OUTSIDE this cluster, the total students currently eligible to attend would be 6720 with Scenario "A" in place this year. The cluster would be at 90.03% of capacity.
Current Relocatable Relocatable Cluster Admin. State Rated Classrooms Seats Schools Area Capacity '05 On Site On Site Southwest Academy SW 1112 10 250 Woodlawn Middle SW 1015 4 100 Deer Park Middle NW 1368 1 25 Old Court Middle NW 1124 2 50 Pikesville Middle NW 1070 4 100 Sudbrook Magnet Middle* NW 1060 0 0 525 Relocatables on cluster school sites
Positives: Negatives: - Dogwood Elementary and Winfield Elementary - Numbers of BCPS students residing within Woodlawn Middle and would be 100% feeders to Windsor Mill Middle. Pikesville Middle boundaries and therefore eligible to attend these schools would still exceed capacity
- All schools would be operating within capacity - Numbers of BCPS students residing within Deer Park Middle and given the students likely to attend with current Old Court Middle boundaries and therefore eligible to attend these choice patterns continuing schools would be close to their capacity
- Woodlawn Middle Middle and Southwest Academy would each have one feeder elementary school sending a small number of children to a different districted middle school.
Summary: -Enrollment projections indicate that even with the addition of the Windsor Mill Middle School seats, the entire cluster, including Sudbrook and Windsor Mill will have an enrollment 91.45% of capacity by 2010. Without Windsor Mill, the collective enrollment of the schools is anticipated to be 101.14% of capacity.
Five-Year Enrollment Projections Developed in December, 2004 Capacity '05 2006 Total 2006 FTE 2007 Total 2007 FTE 2008 Total 2008 FTE 2009 Total 2009 FTE 2010 Total 2010 FTE FTE-Cap. '10 Southwest Academy SW 1112 1222 1222 1249 1249 1267 1267 1281 1281 1275 1275 163 Woodlawn Middle SW 1015 838 838 793 793 773 773 761 761 764 764 -251 Deer Park Middle NW 1368 1390 1390 1426 1426 1474 1474 1480 1480 1420 1420 52 Old Court Middle NW 1124 1168 1168 1106 1106 1149 1149 1216 1216 1269 1269 145 Pikesville Middle NW 1070 1032 1032 1035 1035 1045 1045 1061 1061 1078 1078 8 Sudbrook Magnet Middle NW 1060 1020 1020 1020 1020 1020 1020 1020 1020 1020 1020 -40 6749 6670 6670 6629 6629 6728 6728 6819 6819 6826 6826 77 Without Windsor Mill Windsor Mill Middle SW 715 7464 Schools would be at 91.45% of capacity in 2010 with Windsor Mill Middle -638 With Windsor Mill Without Windsor Mill Middle, schools in this cluster would be at 101.14% of capacity by 2010.
Current projections reflect the continuance of existing magnet choices, special permission transfers, and placement of special programs. The opening of a new school and the boundary adjustments for schools in the cluster may affect future applications to magnet programs, requests for special permission transfers and other school choice initiatives which affect enrollments.
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What if proposed boundary scenario "B" was in effect this year?
Hypothetical enrollments assume that students are Hypothetical enrollments assume that all students currently attending districted schools or would residing in each new boundary would attend their relocate to their new districted schools. Those districted school and that no out-of-boundary attending out-of-area schools by choice or for special students would be enrolled. programs (magnet, special education centers) would continue to do so. Current out-of-boundary attending remain.
The Enrollment Picture The Residency Picture The Choice Factor Current Hypothetical Hypothetical % % % FTE Students Potential % % % In-Boundary Out-of-Cluster In-Boundary Cluster Admin. State Rated FTE Over/Under Minority IEP F/R Living in +/- Minority IEP F/R Attending Attending to Other Schools Area Capacity '05 Enrollment Capacity Enrollment Students Lunch El. Boundary Capacity Enrollment Students Lunch El. This School This School BCPS** Southwest Academy SW 1112 929 -183 94.71% 13.38% 52.92% 1053 -59 93.35% 14.62% 52.33% 896 6 140 Woodlawn Middle SW 1015 855 -160 98.59% 13.38% 66.08% 1143 128 98.25% 12.77% 61.24% 722 3 417 Deer Park Middle NW 1368 1206 -162 95.27% 11.11% 43.37% 1366 -2 93.34% 10.03% 40.19% 1175 24 191 Old Court Middle NW 1124 932 -192 97.42% 13.84% 53.90% 1094 -30 96.61% 12.16% 49.18% 828 4 272 Pikesville Middle NW 1070 1023 -47 68.04% 11.47% 37.35% 1249 179 64.93% 10.01% 34.02% 986 44 264 Sudbrook Magnet Middle NW 1060 1033 -27 63.60% 3.00% 20.33% 736 297 0 Windsor Mill Middle SW 715 453 -262 96.69% 15.23% 60.71% 518 -197 96.72% 14.67% 56.18% 453 0 65 7464 6431 -1033 87.76% 11.63% 47.81% 6423 19 90.53% 12.38% 48.86% 5796 378 1349
A State Rated Capacity of 7464 for schools in this cluster, including Sudbrook and Windsor Mill, could serve 6718 students and be at 90% of capacity. The number of students currently enrolled in BCPS residing within the cluster is 6423. With 297 students attending Sudbrook from OUTSIDE this cluster, the total students currently eligible to attend would be 6720 with Scenario "B" in place this year. The cluster would be at 90.03% of capacity.
Current Relocatable Relocatable Cluster Admin. State Rated Classrooms Seats Schools Area Capacity '05 On Site On Site Southwest Academy SW 1112 10 250 Woodlawn Middle SW 1015 4 100 Deer Park Middle NW 1368 1 25 Old Court Middle NW 1124 2 50 Pikesville Middle NW 1070 4 100 Sudbrook Magnet Middle* NW 1060 0 0 525 Relocatables on cluster school sites
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Positives: Negatives: - Dogwood Elementary and Winfield Elementary - Numbers of BCPS students residing within Woodlawn Middle and would be 100% feeders to Windsor Mill Middle. Pikesville Middle boundaries and therefore eligible to attend these schools would still exceed capacity
- All schools would be operating within capacity - Numbers of BCPS students residing within Deer Park Middle and given the students likely to attend with current Old Court Middle boundaries and therefore eligible to attend these choice patterns continuing schools would be close to their capacity
- Woodlawn Middle Middle and Southwest Academy would each serve four elementary schools that would be 100% feeders to Woodlawn and SW Acad.
Summary: -Enrollment projections indicate that even with the addition of the Windsor Mill Middle School seats, the entire cluster, including Sudbrook and Windsor Mill will have an enrollment 91.45% of capacity by 2010. Without Windsor Mill, the collective enrollment of the schools is anticipated to be 101.14% of capacity.
Five-Year Enrollment Projections Developed in December, 2004 Capacity '05 2006 Total 2006 FTE 2007 Total 2007 FTE 2008 Total 2008 FTE 2009 Total 2009 FTE 2010 Total 2010 FTE FTE-Cap. '10 Southwest Academy SW 1112 1222 1222 1249 1249 1267 1267 1281 1281 1275 1275 163 Woodlawn Middle SW 1015 838 838 793 793 773 773 761 761 764 764 -251 Deer Park Middle NW 1368 1390 1390 1426 1426 1474 1474 1480 1480 1420 1420 52 Old Court Middle NW 1124 1168 1168 1106 1106 1149 1149 1216 1216 1269 1269 145 Pikesville Middle NW 1070 1032 1032 1035 1035 1045 1045 1061 1061 1078 1078 8 Sudbrook Magnet Middle NW 1060 1020 1020 1020 1020 1020 1020 1020 1020 1020 1020 -40 6749 6670 6670 6629 6629 6728 6728 6819 6819 6826 6826 77 Without Windsor Mill Windsor Mill Middle SW 715 7464 Schools would be at 91.45% of capacity in 2010 with Windsor Mill Middle -638 With Windsor Mill Without Windsor Mill Middle, schools in this cluster would be at 101.14% of capacity by 2010.
Current projections reflect the continuance of existing magnet choices, special permission transfers, and placement of special programs. The opening of a new school and the boundary adjustments for schools in the cluster may affect future applications to magnet programs, requests for special permission transfers and other school choice initiatives which affect enrollments.
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What if proposed boundary scenario "C" was in effect this year?
Hypothetical enrollments assume that students are Hypothetical enrollments assume that all students currently attending districted schools or would residing in each new boundary would attend their relocate to their new districted schools. Those districted school and that no out-of-boundary attending out-of-area schools by choice or for special students would be enrolled. programs (magnet, special education centers) would continue to do so. Current out-of-boundary attending remain.
The Enrollment Picture The Residency Picture The Choice Factor Current Hypothetical Hypothetical % % % FTE Students Potential % % % In-Boundary Out-of-Cluster In-Boundary Cluster Admin. State Rated FTE Over/Under Minority IEP F/R Living in +/- Minority IEP F/R Attending Attending to Other Schools Area Capacity '05 Enrollment Capacity Enrollment Students Lunch El. Boundary Capacity Enrollment Students Lunch El. This School This School BCPS** Southwest Academy SW 1112 926 -186 94.71% 13.38% 52.92% 1053 -59 93.35% 14.62% 52.33% 896 6 140 Woodlawn Middle SW 1015 852 -163 98.59% 13.38% 66.08% 1143 128 98.25% 12.77% 61.24% 722 3 417 Deer Park Middle NW 1368 1178 -190 95.57% 11.50% 43.20% 1335 -33 93.56% 10.33% 39.74% 1119 24 216 Old Court Middle NW 1124 915 -209 97.26% 13.83% 54.67% 1065 -59 96.43% 12.95% 49.86% 801 4 264 Pikesville Middle NW 1070 1020 -50 68.04% 11.47% 37.35% 1249 179 65.39% 9.99% 34.20% 986 44 247 Sudbrook Magnet Middle NW 1060 1033 -27 63.60% 3.00% 20.33% 736 297 0 Windsor Mill Middle SW 715 507 -208 96.25% 14.79% 58.97% 578 -137 96.36% 13.49% 54.15% 504 0 74 7464 6431 -1033 87.72% 11.62% 47.65% 6423 19 90.56% 12.36% 48.59% 5764 378 1358
A State Rated Capacity of 7464 for schools in this cluster, including Sudbrook and Windsor Mill, could serve 6718 students and be at 90% of capacity. The number of students currently enrolled in BCPS residing within the cluster is 6423. With 297 students attending Sudbrook from OUTSIDE this cluster, the total students currently eligible to attend would be 6720 with Scenario "C" in place this year. The cluster would be at 90.03% of capacity.
Current Relocatable Relocatable Cluster Admin. State Rated Classrooms Seats Schools Area Capacity '05 On Site On Site Southwest Academy SW 1112 10 250 Woodlawn Middle SW 1015 4 100 Deer Park Middle NW 1368 1 25 Old Court Middle NW 1124 2 50 Pikesville Middle NW 1070 4 100 Sudbrook Magnet Middle* NW 1060 0 0 525 Relocatables on cluster school sites
Positives: Negatives: - Dogwood Elementary and Winfield Elementary - Numbers of BCPS students residing within Woodlawn Middle and would be 100% feeders to Windsor Mill Middle. Pikesville Middle boundaries and therefore eligible to attend these schools would still exceed capacity
- All schools would be operating within capacity given the students likely to attend with current choice patterns continuing
- Woodlawn Middle Middle and Southwest Academy would each serve four elementary schools that would be 100% feeders to Woodlawn and SW Acad.
- All satellite boundary areas for involved schools are eliminated. Each school has a single boundary.
Summary: -Enrollment projections indicate that even with the addition of the Windsor Mill Middle School seats, the entire cluster, including Sudbrook and Windsor Mill will have an enrollment 91.45% of capacity by 2010. Without Windsor Mill, the collective enrollment of the schools is anticipated to be 101.14% of capacity.
Five-Year Enrollment Projections Developed in December, 2004 Capacity '05 2006 Total 2006 FTE 2007 Total 2007 FTE 2008 Total 2008 FTE 2009 Total 2009 FTE 2010 Total 2010 FTE FTE-Cap. '10 Southwest Academy SW 1112 1222 1222 1249 1249 1267 1267 1281 1281 1275 1275 163 Woodlawn Middle SW 1015 838 838 793 793 773 773 761 761 764 764 -251 Deer Park Middle NW 1368 1390 1390 1426 1426 1474 1474 1480 1480 1420 1420 52 Old Court Middle NW 1124 1168 1168 1106 1106 1149 1149 1216 1216 1269 1269 145 Pikesville Middle NW 1070 1032 1032 1035 1035 1045 1045 1061 1061 1078 1078 8 Sudbrook Magnet Middle NW 1060 1020 1020 1020 1020 1020 1020 1020 1020 1020 1020 -40 6749 6670 6670 6629 6629 6728 6728 6819 6819 6826 6826 77 Without Windsor Mill Windsor Mill Middle SW 715 7464 Schools would be at 91.45% of capacity in 2010 with Windsor Mill Middle -638 With Windsor Mill Without Windsor Mill Middle, schools in this cluster would be at 101.14% of capacity by 2010.
Current projections reflect the continuance of existing magnet choices, special permission transfers, and placement of special programs. The opening of a new school and the boundary adjustments for schools in the cluster may affect future applications to magnet programs, requests for special permission transfers and other school choice initiatives which affect enrollments.
24 25
Glossary of Key Terms boundary- The perimeter of the geographic area assigned to one school
capacity- The number of students to be served by a school, based on the State Rated Capacity formula adopted by the MSDE (Number of regular classrooms X 25 seats X 85%) + (Number of special education classrooms X 10 X 100%). The capacity reflects space available in the building proper, including modular additions, It does not include relocatable classrooms
enrollment- The total number of students enrolled in a school (head count)
projection- The number of students anticipated to be enrolled in a school in the future, based on past enrollments, current enrollment, and anticipated trends within the school district
satellite- A portion of a school boundary not contiguous to the boundary proper. This may consist of neighborhood or development districted to the closest school with available space at the time that the development was built, or a portion of an old school district accommodated by another school after the original school closed
Windsor Mill Cluster- Schools adjacent to the new Windsor Mill Middle school site or in close proximity that have been included in this boundary study, including Southwest Academy, Woodlawn Middle, Deer Park Middle, Old Court Middle, Pikesville Middle, and Sudbrook Magnet Middle
Exhibit C
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Thomas G. Grzymski, President Joe A. Hairston, Secretary-Treasurer
SUBJECT: PROPOSED SCHEDULE OF BOARD MEETINGS, 2006-2007
ORIGINATOR: Brenda Stiffler, Administrative Assistant to the Board of Education
RESOURCE PERSON(S): Brenda Stiffler, Administrative Assistant to the Board of Education
RECOMMENDATION
That the Board of Education approves the proposed Schedule of Board Meetings for 2006-2007
* * * * *
The proposed Schedule of Board Meetings is attached for introduction to the Board. Approval of the schedule is planned for the April 25, 2006 Board meeting
Appendix I – Proposed Schedule of Board Meetings Board of Education of Baltimore County 6901 Charles Street James R. Sasiadek, President Towson, MD 21204
March 28, 2006
TO: Members of the Board of Education
FROM: Thomas G. Grzymski, President Joe A. Hairston, Secretary-Treasurer
RE: Proposed Schedule of Board Meetings, 2006-2007
Please note a deviation from the normal scheduling of Board meetings on the 2nd and 4th Tuesdays during the months of September and December. During these two months, meetings have been scheduled on the 1st and 3rd Tuesdays to avoid having only one meeting in December.
Since the NFUSSD Conference is being held October 8-11, 2006, the Board meetings are scheduled for the 1st and 4th Tuesdays for that month only.
The following dates for Board of Education meetings for 2006-2007 are proposed for your consideration:
July 11 Approved April 2005
August 22 Approved April 2005
September 6(W) and 19 September 4 – Labor Day September 12 – Primary Election Day September 28-30 – CUBE Conference
October 3 and 24 October 2 – Yom Kippur October 4-6 – MABE Conference October 8-11 – NFUSSD Conference
November 8 (W) and 21 November 7 – Election Day November 8-10 – T+L2 Conference November 13 – High School Honors Concert November 23 & 24 – Thanksgiving Holiday
2 Members of the Board of Education – Page 2
December 5 and 19 December 24-31 – Christmas/Winter Break
January 9 and 23 January 1 & 2 – Schools & Offices Closed January 15 – Martin Luther King, Jr. Birthday Observance
February 13 and 27 February 19 – President’s Day
March 13 and 27
April 24 April 6-13 – Easter/Spring Break April 13-17 – NSBA Conference
May 8 and 22 May 2 – CTE Recognition Dinner May 8 or 15 – TABCO/BCPS Retirement/Recognition Dinner May 28 – Memorial Day May 30-31 – Commencement Exercises
June 12 June 1-6 – Commencement Exercises
July 10 July 4 – Independence Day
August 14
3 Exhibit D BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: A FRAMEWORK FOR SECONDARY READING/ENGLISH LANGUAGE ARTS INSTRUCTION
ORIGINATOR: Christine M. Johns, Deputy Superintendent, Curriculum and Instruction
RESOURCE PERSON(S): Kathleen McMahon, Acting Assistant Superintendent Jane Lichter, Coordinator, Elementary Reading/Language Arts Elaine Berry, Coordinator, Secondary English and Reading Michele Murphy, Supervisor, Secondary English and Reading
INFORMATION
The Board of Education will receive information outlining the Baltimore County Public Schools program of secondary reading/English language arts.
****
Attachment I – Executive Summary Attachment II – A Framework for Secondary Reading/English Language Arts Instruction
1 Attachment I
BCPS Framework for Secondary Reading/English/Language Arts Instruction Executive Summary
Under Dr. Hairston’s leadership, BCPS has maintained a focus on consistent improvement of the reading instructional program over the course of the last six years, beginning that process with the elementary grades. During the 2000-2001 school year, a core elementary reading program was identified for purchase to establish consistency in availability and use of research-based materials throughout all 104 elementary sites. Guided by a strong collaborative effort between schools and central office personnel, the ensuing school years provided opportunities for an annual deepening understanding of reading instruction and best practices to assist elementary students in mastering core reading skills.
Secondary reading personnel were added to the Office of Secondary English and Reading during the 2003-2004 school year, and the purchase of grade 6 core reading materials occurred during the 2004-2005 school year. Schools and secondary reading personnel continue to refine the program to best meet the reading instructional needs of middle and high school students.
The proposed framework outlines the secondary reading and English/language arts instructional program. The framework will be implemented during the 2006-2007 school year and ensures that all students in grade 6 receive reading instruction and students in grades 6 through 12 receive language arts/English instruction which focuses on grammar, mechanics, usage, and composing.
In addition, an accelerated reading and writing intervention program will be used with students in grades 6-10 who demonstrate delays in reading and/or writing. Students will be identified for placement in the acceleration program based on MSA data, performance on reading and writing assessments, and program placement tests. On-going progress monitoring assessments will be used to assure that the instructional support plan is effectively increasing students’ reading and writing achievement.
2 The framework also includes extensive professional development in the areas of reading and writing for secondary administrators, special educators, and reading, English/language arts and ELL teachers.
3 Baltimore County Public Schools
A Framework for Secondary Reading/English/ Language Arts Instruction
Meeting of the Board of Education of Baltimore County March 28, 2006 Reading Next: 15 Key Elements of Effective Adolescent Literacy Programs
– Direct, explicit comprehension instruction – Effective instructional principles embedded in content – Motivation and self-directed learning – Text-based collaborative learning – Strategic tutoring – Diverse texts – Intensive writing Reading Next: 15 Key Elements of Effective Adolescent Literacy Programs – A technology component – Ongoing formative assessments of students – Extended time for literacy instruction – Professional development – Ongoing summative assessment of students – Teacher teams – Leadership – A comprehensive and coordinated literacy program http://www.all4ed.org/publications/ReadingNext/ReadingNext.pdf Framework for Middle School Reading/ English/Language Arts: Current Program
1. All grade 6 students will receive 1 period of reading and 1 period of English/language arts instruction.
2. All grade 6 GT students will receive 1 period of compacted reading and 1 period of GT English/language arts instruction. Framework for Middle School Reading/ English/Language Arts: Current Program
3. All grades 7 and 8 students will receive 1 period of English/language arts instruction.
4. All grades 7 and 8 GT students will receive 1 period of GT English/language arts instruction. Framework for Middle School Reading/ English/Language Arts
5. All grades 6, 7, and 8 students will be assessed at the beginning of the year to determine strengths and needs in the area of written language.
6. The results of the assessment will be used to determine the written language instructional focus for students. Framework for Middle School Reading/ English/Language Arts: Targeted Audience
7. Identified grades 6, 7, and 8 students will be assessed to determine if an accelerated reading/English/language arts program is warranted.
8. Students will be recommended for a program designed to meet their assessed instructional needs. Framework for Middle School Reading/ English/Language Arts
9. On-going assessments will be used to progress monitor students’ achievement in reading/English/language arts.
10. Additional middle school reading support positions will be distributed. Professional Development for Middle School Reading/English/Language Arts
Professional development opportunities on: – the components of effective reading/ English/language arts instruction – implementing a core and/or acceleration program will be provided for middle school principals, assistant principals, teachers, ELL teachers, and special educators. Professional Development for Middle School Reading/English/Language Arts
Professional development will be provided for content area teachers on the incorporation of:
– reading strategies – written language – vocabulary into daily instruction. Framework for High School Reading/ English/Language Arts: Current Program 1. All grades 9-12 students will take English. AVID strategies will be incorporated into all English courses.
2. All grades 9 and 10 English students will be assessed at the beginning of each school year to determine strengths/needs relative to the English Core Learning Goals. Framework for High School Reading/ English/Language Arts: Targeted Audience
3. All students enrolled in grades 8 and 9 reading will be assessed to determine if continued reading instruction is warranted. If needed, students will be placed in an accelerated reading/English/language arts class. Framework for High School Reading/ English/Language Arts: Targeted Audience
4. Any other grades 8 and 9 students, not enrolled in reading, but scoring basic to mid-proficient on MSA, will be assessed to determine if an accelerated reading/ English/language arts class is needed. Framework for High School Reading/ English/Language Arts: Targeted Audience
5. Identify high school courses designed to meet the specific reading/English/ language arts needs of students.
6. Provide consistent availability of research -based courses across the district. Framework for High School Reading/ English/Language Arts
7. Incorporate regular benchmark assessments to track students’ achievement in reading and English. Adjust the program as necessary.
8. Identify a BCPS English/Reading Leadership Team to review the progress of this initiative and make recommendations quarterly. Framework for High School Reading/ English/Language Arts
9. Distribute the additional high school reading positions included in the FY07 Proposed Budget. Professional Development for High School
Ongoing professional development will be provided for administrators, reading specialists and teachers, English teachers, ELL teachers, and special educators. Topics will include:
• The components of effective literacy instruction. • Implementing an acceleration program. • The content of the English Core Learning Goals, specifically, reading, writing, and language usage instruction. Professional Development for High School
On-going professional development will be provided for content area teachers on:
• Incorporating AVID strategies and reading, writing, and language usage in the content areas.
• Strengthening the content vocabulary of students. Current planning includes . . .
• Refining the implementation of the current grade 6 core reading program.
• Identifying research-based materials designed to accelerate reading/English/ language arts achievement.
• Emphasizing the structure of the written language program. Current planning includes . . .
• Selecting assessments to identify students’ needs and monitor students’ progress.
• Organizing professional development.
• Meeting with schools to assess students and plan the program. • Providing support for students who did not pass the English HSA. Exhibit E BALTIMORE COUNTY PUBLIC SCHOOLS TOWSON, MARYLAND 21204
March 28, 2006
RETIREMENTS
YRS. OF EFFECTIVE NAME POSITION SCHOOL/OFFICE SERVICE DATE
Margaret Bagwell Guidance Counselor Woodbridge Elem. 30.0 7-01-06
Joseph Barley Teacher Kenwood High 30.0 7-01-06
Beth Bugnaski Lib. Sci. Media Loch Raven Tech. Acad. 30.0 7-01-06
Cynthia Carmichael Teacher Pine Grove Middle 31.0 7-01-06
Susan Connolly Teacher Sparks Elementary 32.5 7-01-06
J. Paul Cridler Teacher Logan Elementary 30.0 7-01-06
Susan Daneker Teacher Loch Raven High 24.6 7-01-06
Lynn Gershman Teacher Timber Grove Elem. 16.0 7-01-06
Elizabeth Grauer Teacher Bridge Center 19.0 7-01-06
Janet Green Teacher Oliver Beach Elem. 27.8 7-01-06
Sieglinda Habersham Teacher Chatsworth School 28.2 7-01-06
Mark Hatkoff Teacher Dulaney High 25.0 7-01-06
James Jenkins Teacher Southwest Academy 7.0 7-01-06
Jeannette Katzen Teacher Carver Ctr Arts/Tech 23.3 7-01-06
Sharalyn Luciani Lib. Sci. Media Holabird Middle 31.5 7-01-06
Ellinor Myers Teacher Dumbarton Middle 34.0 7-01-06
Raymond Reinhardt Teacher Patapsco High 36.0 7-01-06
Vivian Romanowski Teacher Dundalk Elementary 31.9 7-01-06
Craig Saxon Teacher Dulaney High 30.0 7-01-06
Peggy Shouse Lib. Sci. Media Middleborough Elem. 32.0 7-01-06
Sandra Stout Teacher Middlesex Elementary 39.0 7-01-06
Retirements 2 March 28, 2006
YRS. OF EFFECTIVE NAME POSITION SCHOOL/OFFICE SERVICE DATE
Maryann Strader Teacher Cockeysville Middle 30.2 7-01-06
Judy Sutter Lib. Sci. Media Prettyboy Elementary 16.0 7-01-06
Hartley Sydnor Teacher Pinewood Elementary 29.4 7-01-06
Pamela Taylor Teacher Perry Hall High 17.0 7-01-06
Dorothy Thornton* Secretary I Greenwood/ESS 30.1 5-01-06
Iris Washington-Cooper Teacher Western School Tech. 14.0 7-01-06
*Member of Balto. County Retirement System (BCERS)
As of 3/3/06
Exhibit F
BALTIMORE COUNTY PUBLIC SCHOOLS TOWSON, MARYLAND 21204
March 28, 2006
RESIGNATIONS
ELEMENTARY – 11 SECONDARY – 37
Chadwick Elementary School Catonsville Middle School Loren Toni, 06/30/06, 2.5 yrs. Elisa V. Torres, 03/14/06, 7.0 mos. Speech Language Pathologist Spanish
Featherbed Lane Elementary School Franklin Middle School Jeannine M. Scheible, 06/30/06, 1.0 yr. Carmen I. Diaz, 03/24/06, 2.7 yrs. Art Spanish
Gunpowder Elementary School General John Stricker Middle School Jamie C. Geraci, 06/30/06, 4.0 yrs. Cynthia S. Casey, 06/30/06, 1.0 yr. Special Education Autism
Milbrook Elementary School Golden Ring Middle School Alice J. Press, 03/27/06, 1.1 yr. DeLois McIver-Johnson, 03/03/06, 2.6 yrs. Instructional Support Teacher Mathematics
Powhatan Elementary School Hereford High School Maria-Luiza Schwartz, 06/30/06, 2.0 yrs. Megan E. Gavin, 06/30/06, 2.0 yrs. Music - Vocal English
Riverview Elementary School Kenwood High School Heather L. Caufman, 06/30/06, 3.0 yrs. Lisa A. Braccio, 04/28/06, 10.8 yrs. Grade 4 Special Education
Hope Clossey, 06/30/06, 6.0 yrs. Lauren K. Foster, 06/30/06, 1.0 yr. Special Education Mathematics
Caroline M. Denk, 06/30/06, 3.0 yrs. Emma L. Goff, 03/31/06, 5.7 yrs. Grade 4 Science
Seneca Elementary School Travis L. Robinson, 06/30/06, 1.0 yr. Angela M. Bradley, 06/30/06, 4.0 yrs. Mathematics Grade 4 Lansdowne High School Seven Oaks Elementary School Lora M. Jackson, 06/30/06, 5.0 yrs. Jennifer J. Martin, 06/30/06, 7.0 yrs. Business Education Special Education Michael S. Krug, 02/24/06, 4.6 yrs. Woodbridge Elementary School Special Education Anna Marie Karbley, 06/30/06, 1.0 yr. Kindergarten
Resignations 3 March 28, 2006
Middle River Middle School Ridgely Middle School William J. Jarrett, 03/10/06, 7.0 mos. Virginia A. Miller, 06/30/06, 11.0 yrs. Physical Education Art
Ricci S. Koenig, 06/30/06, 6.0 yrs. Barbara M. Wright, 03/07/06, 3.7 yrs. Social Studies Social Studies
Parkville High School Rosedale Center John F. Ginthner, 06/30/06, 1.0 yr. Jennifer K. McGuire, 06/30/06, 9.0 yrs. English English
Jennifer M. Jeffrey, 06/30/06, 1.0 yr. Southwest Academy Science Kelly Anne Long, 06/30/06, 1.0 yr. Music – Instrumental Ruth E. Rollins, 06/30/06, 1.0 yr. English Wendy D. Stephens, 06/30/06, 1.0 yr. English Kristin K. Vanderford, 06/30/06, 1.0 yr. Science Sparrows Point High School Sherri B. Mahar, 06/30/06, 1.0 yr. Patapsco High School English Kimberly D. Cristal, 06/30/06, 2.0 yrs. Social Studies Towson High School Laura K. Leizear, 02/28/06, 4.6 yrs. Perry Hall High School Social Studies Kimberly A. Cocoros, 06/30/06, 2.0 yrs. Mathematics Woodlawn High School Dawnnette A. Bobb, 06/30/06, 5.0 yrs. Perry Hall Middle School Physical Education Marie Y. Fernelis, 06/30/06, 1.0 yr. Spanish Isaac Shedrick, 03/24/06, 3.7 yrs. Special Education Pine Grove Middle Leslie D. Golomb, 06/30/06, 1.0 yr. Woodlawn Middle School Special Education Meredythe G. Anderson, 06/30/06, 4.0 yrs. English Keith W. Howard, 06/30/06, 3.5 yrs. Science Telisha V. LeFloria-Kambira, 03/10/06, 6.0 mos. Mathematics Sean T. O’Connor, 06/30/06, 6.0 yrs. Spanish
Randallstown High School Robert A. Holland, 06/30/06, 2.6 yrs. Technology Education
Louisa E. Leuchs, 06/30/06, 1.0 yr. English
Amber J. Wagner, 06/30/06, 2.0 yrs. Mathematics
Resignations 3 March 28, 2006
SEPARATIONS FROM LEAVE – 8
Kerrianne T. Bender, granted Child Rearing Leave, 05/27/04 – 05/27/06, resigned 02/28/06, 9.6 yrs. Kathleen M. Comber, granted Child Rearing Leave, 08/08/04 – 06/30/06, resigned 06/30/06, 8.0 yrs. Lisa M. Herman, granted Child Rearing Leave, 07/17/04 – 06/30/06, resigned 06/30/06, 7.0 yrs. Rebecca W. Kutz, granted Unusual or Imperative Leave, 07/01/05 – 06/30/06, resigned 02/20/06, 6.6 yrs. Dawn A. Marshall, granted Unusual or Imperative Leave, 07/01/05 – 06/30/06, resigned 06/30/06, 15.0 yrs. Alison M. Merani, granted Child Rearing Leave, 04/09/04 – 04/09/06, resigned 04/08/06, 9.8 yrs. Danielle J. Spigler, granted Unusual or Imperative Leave, 07/01/05 – 06/30/06, resigned 03/05/06, 7.6 yrs. Stephanie K. Sutton, granted Child Rearing Leave, 07/24/04 – 06/30/06, resigned 02/28/06, 5.6 yrs.
Exhibit F-1
BALTIMORE COUNTY PUBLIC SCHOOLS TOWSON, MARYLAND 21204
March 28, 2006
RESIGNATIONS
ADDENDUM
ELEMENTARY – 1
Oakleigh Elementary School Ann L. Herback, 04/07/06, 7.0 mos. Grade 3
Exhibit G
BALTIMORE COUNTY PUBLIC SCHOOLS TOWSON, MARYLAND 21204
March 28, 2006
LEAVES
ACADEMIC LEAVE
DENISE S. BOSWORTH – (Reading) – Grange Elementary School Effective July 1, 2006, through June 30, 2007
CHILD REARING LEAVE
RACHEL DUFFY BOWERS – (Elementary) Rodgers Forge Elementary School Effective March 7, 2006, through March 7, 2008
ROBIN HAWLEY-BRILLANTE – (Language Arts) Pikesville Middle School Effective March 22, 2006, through March 22, 2008
TRACI CHAVIS – (Special Education) Stemmers Run Middle School Effective September 11, 2006, through June 30, 2008
ERICA MAH – (Social Studies) Formerly Arbutus Middle School Effective April 9, 2006, through April 9, 2008
ALICIA MATESA – (Science) Formerly Dulaney High School Effective May 29, 2006, through May 29, 2008
AMY STURTEVANT MORAN – (Elementary) Villa Cresta Elementary School Effective April 24, 2006, through April 24, 2008
PERSONAL LEAVE
SHERRI M. SHARP-CURRIE – (World Language) Western School of Technology & Environmental Science Effective July 1, 2006, through June 30, 2007
PERSONAL ILLNESS LEAVE
GENEVIEVE JAMES – (Bus Driver) Hopkins Creek Lot* Effective January 6, 2006, through June 30, 2006
*Non-member Maryland State Retirement System & Pension System
DOP: 3/29/2006 Exhibit H
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: ADVISORY COUNCIL MEMBER APPOINTMENT – SOUTHWEST AREA
ORIGINATOR: Dr. Manual Rodriguez, Area Assistant Superintendent, Southwest
RESOURCE PERSON (S): Lisa Orens, Chair, Southwest Area Educational Advisory Council
RECOMMENDATION
That Beverly Lindsey be appointed as a member to the Southwest Area Educational Advisory Council.
*****
Exhibit I
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
RE: RECOMMENDATIONS FOR AWARD OF CONTRACTS
ORIGINATOR: J. Robert Haines, Deputy Superintendent, Business Services
PERSON(S): Rick Gay, Manager, Office of Purchasing Michael Sines, Executive Director, Department of Physical Facilities
RECOMMENDATION
That the Board of Education approves the following contract recommendations.
*****
See the attached list of contract recommendations presented for consideration by the Board of Education of Baltimore County.
RLG/caj
Appendix I – Recommendations for Award of Contracts – Board Exhibit
Recommendations for Award of Contracts Board Exhibit – March 28, 2006
The following contract recommendations are presented for consideration by the Board of Education of Baltimore County.
1. Contract Assignment: 403(b) Provider Contract #: PCR-202-03
Term: 1 yr-10 mo. Extension: 2 yr Contract Ending Date: 12/31/09 (tentative) Estimated annual award value: NA Estimated total award value: NA
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
In accordance with Paragraph 8.7of the contract, the board must approve the assignment of this contract from Legg Mason Wood Walker, Inc., to Citigroup Global Markets, Inc. In November, 2002, the Board approved the award of contract to eleven 403(b) providers, one of which was Legg Mason Wood Walker, Inc. (LMWW), Baltimore, MD. LMWW has since been purchased by Citigroup Global Markets, Inc., New York, NY, who, effective February 21, 2006, became the 403(b) plan’s successor custodian to LMWW. All terms and conditions of the original contract with LMWW remain in effect. The employee participants pay any associated fees connected with a particular plan.
Recommendation:
Award of contract is assigned to:
Citigroup Global Markets, Inc New York, NY
Responsible school or office: Office of Payroll
Contact person: Ed Dieffenbach
Funding source: All monies are employee contributions.
2
2. Contract: Automated External Defibrillators Contract #: JNI-743-06 Baltimore County Government Multi-Agency Agreement
Term: 1 year Extension: 0 Contract Ending Date: 4/1/07 (tentative) Estimated annual award value: $675,960 Estimated total award value $675,960
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
Baltimore County Public Schools will piggyback off the Baltimore County Government Multi- agency Agreement with Cardiac Science, Inc., of Irvine, California, to provide a program of public access to automatic external defibrillators. This program is available to all departments of the county government, residents, and businesses.
The Automatic External Defibrillator (AED) program would place AEDs in all schools and offices. This access allows immediate access to a life-saving device in the event of a cardiac event. The contract includes a defibrillator, a security cabinet for each device, a maintenance contract, and the funds for training staff at all sites. Supplemental funding was provided by the county in FY06 for this program
Recommendation:
Recommendation of award to:
Cardiac Science, Inc. Irvine, CA
Responsible school or office: Office of Health Services
Contact person: Deborah Somereville
Funding source: Operating budget
3
3. Contract: Ellin Keene Reading Residency at Lansdowne Elementary Contract #: RGA-186-06
Term: 10 month Extension: 0 Contract Ending Date: 1/28/07 (tentative) Estimated annual award value: $ 18,000 Estimated total award value: $ 18,000
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
Lansdowne Elementary School will contract with Heinemann Publishers to sponsor a four-day residency with Ellin Keene, author of Mosaic of Thought. In the past, Lansdowne Elementary teachers have worked personally with Debbie Miller and Ellin Keene as part of the school’s staff development plan. As a result, students’ reading scores have increased, as well as student motivation and interest in self-selected reading. This has resulted in a culture of literacy within the school from PreK through fifth grade. Ellin Keene’s residency at Lansdowne Elementary School is tailored to meet the current needs of the teachers and the challenges of our student population.
Recommendation:
Recommendation of award of contract to:
Heinemann Publishing Company Portsmouth, NH
Responsible school or office: Title I Office
Contact person: Lisa Williams
Funding source: Title I
4
4. Contract: Resolution for Financing of Vehicles Contract #: JNI-736-06
Term: 1 year Extension: 0 Contract Ending Date: 3/28/07 (tentative) Estimated annual award value: NA Estimated total award value NA
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
Authorizes the Superintendent to make declarations of official intent on behalf of the Board for one year in the event BCPS wishes to make expenditures before it closes on a lease-purchase financing agreement. This authorization applies only to the purchase cost of vehicles that BCPS wishes to reimburse from future financing.
Recommendation:
Authorization approval for the Superintendent
Responsible school or office: Office of Accounting
Contact person: Patrick M. Fannon
Funding source: Operating budget
5
5. Contract: Secondary Science Curriculum Textbooks Contract #: RGA-187-06
Term: 5 year Extension: 0 Contract Ending Date: 3/28/11 (tentative) Estimated one-time award value: $250,000 Estimated annual award value: $ 20,000 Estimated total award value: $350,000
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
Purchase of the Holt Physical Science textbooks for the Concepts of Physical Science as Applied to Biology (COPS) program in high school science. In 2005-2006, this program was piloted in five high schools. In 2006-2007, the COPS program will be implemented in 22 high schools.
Holt Physical Science provides the best match to the BCPS COPS curriculum and to the core learning goal and indicators, which are closely aligned to state and national standards. The text incorporates technology, hands-on and alternate-teaching strategies, and differentiated suggestions for use with a wide range of student abilities.
Recommendation:
Recommendation of award of contract to:
Holt, Rinehart, and Winston Orlando, Fl
Responsible school or office: Office of Science PreK-12
Contact person: Hays B. Lantz, Director
Funding source: Operating budget
6
6. Contract: Language Placement Tests Contract #: RGA-188-06
Term: 5 year Extension: 3 year Contract Ending Date: 6/30/14 (tentative) Estimated annual award value: $ 40,000 Estimated total award value: $320,000
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA Description:
The request is being made to purchase additional Language! Placement Tests to assess students in grades 5-9. Approximately 2500 students have been tested using this pilot assessment. The results are yielding information regarding which students require additional skill development in phonemic awareness and phonics, word recognition and spelling, vocabulary, and comprehension. The data obtained from these assessments will help identify appropriate accelerated programs for students.
The Language! Placement Test is the assessment being used to provide information regarding students’ literacy skills. Though the tests are designed for placement into Language!, a comprehensive literacy curriculum, the placement test is comprised of three subtests that are taken from three established assessments: Test of Silent Word Reading, Degrees of Reading Power Reading Test, and Pearson Educations’ Spelling Inventory. Therefore, the use of the placement tests will provide BCPS with reliable and valid information about students’ strengths and needs in reading.
In order to locate instructional materials and strategies to improve reading skills in secondary students, select students in grade 9 are being assessed on three short subtests (fluency, spelling, comprehension). Students are identified based on the scores they received on the last administration of the Maryland State Assessment
Recommendation:
Recommendation of award of contract to:
Sopris West Longmont, CO
Responsible school or office: Language Arts—Reading Office
Contact person: Jane Lichter
Funding source: Operating budget
7
7. Contract: Video Editing Server Upgrade Contract #: JMI-636-06
Term: One-time purchase Extension: NA Contract Ending Date: NA Estimated annual award value: $19,746 Estimated total award value: $19,746
Bid issued: February 23, 2006 Pre-bid meeting date: NA Due date: March 9, 2006 No. of vendors issued to: 5 No. of no-bids received: 0 No. of bids received: 1
Description:
To upgrade one existing Avid LANShare video editing server for Baltimore County Public Schools’ Education Channel. Installation of all upgrade components is included.
Recommendation:
Award of contract is recommended to:
Digital Video Group, Inc. Chantilly, VA
Responsible school or office: Office of Communications, Education Channel
Contact person: Jeffrey Lifton
Funding source: Operating budget
8
8. Contract Modification: Construction Management Services Contract – Windsor Mill Middle School Contract #: JNI-747-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $1,833,511 Estimated modification amount: 38,288 Estimated total award value: $1,871,799
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
On March 9, 2004, the Board of Education granted approval for the Department of Physical Facilities to enter into negotiations with The Whiting-Turner Contracting Company to provide Construction Management Services for the construction of Windsor Mill Middle School. Following this approval, a fee of $1,833,511 was negotiated and approved at the May 11, 2004 meeting of the Board of Education for construction management of this project. It has become necessary to provide security in the Windsor Mill Middle School building at night, weekends, and holidays while construction activities are not occurring. This service will occur until all security systems are operational and accepted.
Recommendation:
Award of contract modification is recommended to:
The Whiting-Turner Contracting Company Towson, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
9
9. Contract Modification: Construction Contract 9-D (Flooring) – Woodholme Elementary School Contract #: JMI-637-04
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $125,275 Estimated modification amount: 45,785 Estimated total award value: $171,060
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
In order to properly install the vinyl tile throughout the school, the concrete floors need to be of a specified tolerance. To meet this tolerance, it was necessary for the flooring contractor to grind and patch floors. This total contract modification will be a net zero to BCPS because there will be a deduct contract modification to the 3-A (Concrete) and 4-A (Masonry) contracts.
Recommendation:
Award of contract modification is recommended to:
A & B Flooring, Inc. Churchville, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
10
10. Contract Modification: Construction Contract 10-C (Lockers) – Woodholme Elementary School Contract #: JMI-637-04
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $71,898 Estimated modification amount: 16,000 Estimated total award value: $87,898
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
The Educational Specifications state that the number of corridor lockers is to match the student state-rated capacity for this elementary school; however, the number to be installed on each floor is not specified. The principal has requested an additional 100 lockers on the second floor in order to match the projected second floor student enrollment for the 2006-2007 school year. This contract modification is to add 100 lockers on bases with end caps in various locations of the second floor corridor.
Recommendation:
Award of contract modification is recommended to:
Partition Plus, Inc. Forest Hill, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
11
11. Contract: Design and Build Video Surveillance and Electronic Card Access Control Systems – Various Facilities Contract #: JMI-631-06
Term: 1.5 years Extension: NA Contract Ending Date: 8/18/07 (tentative) Estimated annual award value: $3,217,090 Estimated modification award value: 243,900 Estimated total award value: $3,460,990
Bid issued: November 17, 2005 Pre-bid meeting date: December 8, 2005 Due date: February 17, 2006 No. of vendors issued to: 56 No. of bids received: 4 No. of no-bids received: 2
Description:
This project consists of the design/build of video surveillance and electronic card access control systems with associated software at specified sites.
Recommendation:
Award of contract is recommended to:
Ingersoll-Rand Integrated Systems Columbia, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
12
Contract: Design and Build Video Surveillance and Electronic Card Access Control Systems – Various Facilities Contract #: JMI-631-06
Bidders’ Names Action Ark Ingersoll- Electric Co., Systems, Rand Security Inc. S3 Integration Inc. Base Bid #1 - CCTV systems at 10 high schools $861,193 $817,240 $980,860 $974,415 Base Bid #2 - CCTV systems at 28 middle schools 2,030,524 2,006,282 2,432,330 2,368,220 Base Bid #3 - Card access systems at 21 middle schools 170,524 151,200 86,179 175,161 Base Bid #6 - Installation and integration of equipment/ software at the Pulaski central monitoring station 62,744 55,886 59,709 82,756 Alternate #9 - Integration of existing card access systems at 43 elementary schools 0.00 131,509 27,022 60,558 Alternate #10 - Install UPS in each IDF/MDF to provide back-up power and TVSS protection for camera power supplies 92,105 175,985 132,900 266,815 Total $3,217,090 $3,338,102 $3,719,000 $3,927,925
13
12. Contract: Kitchen Exhaust Hood Replacement – Dundalk Middle School, Parkville Middle School, and Golden Ring Middle School Contract #: PCR-229-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $365,980 Estimated modification amount: 36,598 Estimated total award value: $402,578
Bid issued: March 16, 2006 (revised) Pre-bid meeting date: March 9, 2006 Due date: March 22, 2006 (revised) No. of vendors issued to: 3 No. of bids received: 1 No. of no-bids received: 0
Description:
This project consists of replacing the existing kitchen exhaust hood system and installing new exhaust hoods with make-up air units to meet current standards.
Recommendation:
Award of contract is recommended to:
Chilmar Corporation, Inc. Baltimore, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
Bidders’ Names Chilmar Corporation, Inc. Item 1-Base Bid: Dundalk Middle School $112,800 Alternate No. 1.1 Add: Provide make-up air unit with tempered 12,480 air and all necessary gas piping Item 2-Base Bid: Parkville Middle School 105,800 Alternate No. 2.1 Add: Provide make-up air unit with tempered 18,800 air and all necessary gas piping Item 3-Base Bid: Golden Ring Middle School 97,800 Alternate No. 3.1 Add: Provide make-up air unit with tempered air and all necessary gas piping 18,300 Total: $365,980
14
13. Contract: Construction Contract - Kenwood High School Addition and Technology Wing Renovation Contract #: MWE-817-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $10,993,500 Estimated modification amount: 1,099,350 Estimated total award value: $12,092,850
Bid issued: February 16, 2006 Pre-bid meeting date: February 28, 2006 Due date: March 16, 2006 No. of vendors issued to: 21 No. of bids received: 2 No. of no-bids received: 4
Description:
This contract will include the construction of a 43,000 square foot addition along with the total renovation of the 16,000 square foot Technology wing. The project will be constructed in two phases in order to keep the entire school in operation during the project. Total project estimate(s): January 2003, $11,000,000; August 2005, $14,100,000; March 2006, $15,600,000.
Recommendation:
Award of contract is recommended to:
James W. Ancel, Inc. Towson, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
15
Contract: Construction Contract - Kenwood High School Addition and Technology Wing Renovation Contract #: MWE-817-06 Bidders Names James W. Mullan Ancel, Inc. Contracting Base Bid $10,671,000 $12,440,000 Alternate No. 1 – 2x2 ceiling grid and lights in corridors 23,000 90,000 Alternate No. 2 – Connection link between café. and tech wing 84,000 70,000 Alternate No. 3 – Concrete over entire courtyard 25,000 1,500 Alternate No. 4 – Cat 6 cable in lieu of Cat 5e 16,000 17,000 Alternate No. 5 – Infrastructure for LCD projectors in all classrooms 11,000 52,000 Alternate No. 6 – Warming oven in satellite café. 10,000 120,000 Alternate No. 7 – Construction pavilion 107,000 132,000 Alternate No. 8 – Food service equipment for satellite café. 43,000 47,000 Alternate No. 9 – Interior signage 3,500 4,000 Total $10,993,500 $12,973,500
16
14. Contract: Chiller Replacement – Milbrook Elementary School Contract #: MBU-571-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $169,657 Estimated modification award value: $16,965 Estimated total award value: $186,622
Bid issued: February 16, 2006 Pre-bid meeting date: February 23, 2006 Due date: March 14, 2006 No. of vendors issued to: 13 No. of bids received: 7 No. of no-bids received: 1
Description:
This project consists of the removal and replacement of the existing cooling tower, chiller, condenser water pump, and related valves, piping, and controls.
Recommendation:
Award of contract is recommended to: Dynastics, Inc. Baltimore, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Major Maintenance
Bidders’ Names Chasney & Co., Joseph M. Dynastics Inc. Inc. Hurley Company Zimmer, Inc. Base Bid $169,657 $188,145 $192,900 $203,000 Total $169,657 $188,145 $192,900 $203,000
T.A. Gorman Inc. J. F. Fischer, Inc. Denver-Elek, Inc. Base Bid $215,000 $218,486 $245,000 Total $215,000 $218,486 $245,000
17
15. Contract: Design Build Services for Window and Exterior Door Replacement – Stemmers Run Middle School Contract #: JMI-642-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $1,987,800 Estimated modification amount: $99,390 Estimated total award value: $2,087,190
Bid issued: March 2, 2006 Pre-bid meeting date: March 7, 2006 Due date: March 17, 2006 No. of vendors issued to: 5 No. of bids received: 2 No. of no-bids received: 0
Description:
This project consists of replacement of all windows at Stemmers Run Middle School except for the interior courtyard.
Recommendation:
Award of contract is recommended to:
RWC Contracting Corporation, Inc. Baltimore, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
Bidders’ Names RWC Contracting Corporation E. Pikounis Construction Co., Inc. Base Bid $1,987,800 $2,008,233
18
16. Contract: BGE Contract for Utility Upgrade - Kenwood High School Addition and Technology Wing Renovation Contract #: MWE-825-06
Term: NA Extension: NA Contract Ending Date: NA Estimated annual award value: $36,241 Estimated modification amount: NA Estimated total award value: NA
Bid issued: NA Pre-bid meeting date: NA Due date: NA No. of vendors issued to: NA No. of bids received: NA No. of no-bids received: NA
Description:
With the 43,000 square foot addition and major renovation to the existing Technology Wing, an upgrade to the existing electrical and gas services is required. Baltimore Gas & Electric Co., Inc. will provide and install a new electric service, transformer, and meter along with a new gas service and meter.
Recommendation:
Award of contract is recommended to:
Baltimore Gas & Electric Co., Inc. Baltimore, MD
Responsible school or office: Office of Engineering and Construction
Contact person: Richard H. Cassell, PE
Funding source: Capital Budget
19 Exhibit I-1
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: FY2006 CAPITAL BUDGET SUPPLEMENTAL APPROPRIATION
ORIGINATOR: J. Robert Haines, Deputy Superintendent, Business Services
RESOURCE PERSON(S): Barbara Burnopp, Chief Financial Officer
RECOMMENDATION
That the Board of Education members approve the FY 2006 capital budget supplemental appropriation of $4,727,000 for the partial renovation and construction of an addition at Kenwood High School. These funds are necessary due to projected increases in construction costs at this school.
Attachment I – Capital Budget Supplemental Appropriation
1
2
3 Exhibit J
BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: LEGISLATION UPDATE
ORIGINATOR: Dr. Donald A. Peccia Assistant Superintendent of Human Resources and Governmental Relations
RECOMMENDATION
* * * * *
That the Board of Education consider taking positions on Key School Legislation.
Attachment I – Key School Legislation Summary Attachment II – Senate and House Bills BALTIMORE COUNTY PUBLIC SCHOOLS KEY SCHOOL LEGISLATION March 28, 2006
UPDATES ON LEGISLATION PREVIOUSLY CONSIDERED
(*Status is as of 3/15/2006)
Full Funding of Bridge to Excellence (Thornton)
State aid to Baltimore County is estimated at $435.8 million (Includes student transportation and other state aid program not linked to adequacy)
Board of Education Position: Support
*Status: No change
Capital Budget
To date a total of $18.058 million state funds for construction has been allotted to BCPS.
A total of $210 million of the $280 million in available State funds have been allocated. An additional $70 million in available funds have not yet been allocated
Board of Education Position: Support
IAC Reports
The Superintendent has appealed to the Board of Public Works for additional funds. There have been two bills filed requiring the Governor to include up to $400 million for funding public school construction but have tied it to video lottery terminals.
BCPS needs to continue to stress to legislators the need to fund the full $400 million needed for public school construction
Board of Education Position: Support
*Status: No change
Pension Reform
To date there has been much discussion on reforming the pension system for teachers and state employees. The cost of full retroactivity, increasing the multiplier from 1.4% to 2% and phasing out the current methodology of funding the retirement system (corridor funding) for teachers is $314.5 million per year. Other state employees would add an additional $166.2 million to the cost. Some issues that need to be address are as follows:
1. Legislators intend to improve both teacher and state employee systems equally
2 2. State employees want no more than 4% employee contribution, up from 2%. Teachers are willing to pay more. 3. As per federal ruling, state must record cost of retiree health care for state employees as a liability (Estimated cost at $20 billion). 4. Concerns over Triple A bond rating.
Notes: 1. Pension is a retention issue. We need to not only recruit, but retain our experienced teachers. 2. Teachers are willing to increase their contribution to get the improvements. 3. Maryland is the third wealthiest state in the nation, but the retirement benefits are the lowest in the country.
Board of Education Position: Support
*Status: Pension Bills have been introduced (HB1430, SB1019, and SB1055)
HB133 - Education - Maryland Infants and Toddlers Program - Grants – Funding (Cross Filed with SB367) Repealing a limitation that grants provided under the Maryland Infants and Toddlers Program are subject to the availability of funds in the State budget; etc
Board of Education Position: Support
*Status: HB - Hearing on February 9, 2006 SB – Hearing on February 22, 2006
HB178 - Income Tax - State and County Income Tax Credit for New Teachers (Cross Filed with SB133) Allowing specified classroom teachers to claim an income tax credit in the amount of $1,200 if the individual meets specified requirements; providing that the tax credit may not be claimed unless the governing body of the county where the individual is employed as a classroom teacher has authorized the tax credit by law; providing for the crediting of the tax credit between the State income tax and county income tax; applying the Act to tax years after 2006; etc.
Board of Education Position: Support
*Status: HB - Hearing on February 23, 2006 SB – Hearing on March 21, 2006
3 HB1430 - State Retirement and Pension System - Administration – Simplification Requiring the Board of Trustees of the State Retirement and Pension System to reduce the retirement allowance of a member of the State Retirement and Pension System if the member does not make member contributions by a specified amount, including regular interest at the rate of 5%, compounded annually; authorizing members of the Employees’ Retirement System, the Teachers’ Retirement System, or the State Police Retirement System to purchase specified service credit; etc.
Recommended Board of Education Position: Informational Only
*Status: Hearing on March 2, 2006
SB1 - Registered Sexual Offenders - Supervision, Notification, and Penalties (Cross Filed with HB4) Authorizing the Maryland Parole Commission to administer extended sexual offender parole supervision; requiring a local law enforcement unit to provide a notice to a county superintendent of a change of address of a sexual offender within a specified time period; requiring a local law enforcement unit to provide a notice to a specified police department of a change of address of a sexual offender within a specified time period; etc.
Board of Education Position: Support
*Status: SB - Hearing on January 19, 2006 HB – Hearing on February 7, 2006
SB4 - Education - Geographic Cost of Education Index – Funding (Cross Filed with HB242) Requiring the State to provide certain grants to certain county boards of education to reflect regional differences in the cost of education that are due to factors outside the control of local jurisdictions
Board of Education Position: Support
*Status: SB - Hearing on February 1, 2006 HB – Hearing on March 2, 2006
SB432 - Primary and Secondary Education - School Facilities - Aging Schools Program - Grant Calculation (Cross Filed with HB705) Altering a requirement that the State distribute grants to county boards of education under the Aging Schools Program; providing for the calculation of the amount of grants to be distributed to county boards under the Program in specified fiscal years; etc.
Board of Education Position: Support
*Status: SB – Hearing on February 15, 2006 HB - Hearing on February 21, 2006 4 SB1019 - Employees’ and Teachers’ Pension Systems - Pension Benefit Enhancement Altering the formula used to calculate the normal service retirement allowances for individuals who are members of the Employees’ Pension System or the Teachers’ Pension System on or after July 1, 2006; providing for an alternate contributory pension selection for individuals who are members of the Employees’ Pension System or the Teachers’ Pension System on or after July 1, 2006; etc.
Recommended Board of Education Position: Informational Only
*Status: Hearing on March 16, 2006
NEW – SB1055 - Teachers' and Local Employees' Retirement Enhancement Act of 2006 Altering the formula used to calculate the normal service retirement allowances of members of the Teachers’ Retirement System subject to Selection C (Combination Formula), the Teachers’ Pension System, or the Employees’ Pension System who are employed by a local board of education on or after July 1, 2006; etc.
Recommended Board of Education Position: Informational Only
*Status: Hearing Scheduled for March 16, 2006
5 UNOFFICIAL COPY OF SENATE BILL 1055
K4 6lr2364 CF 6lr2284
______By: Senators McFadden, Astle, Britt, Brochin, Conway, Della, Dyson, Exum, Forehand, Frosh, Garagiola, Giannetti, Gladden, Green, Grosfeld, Hollinger, Jimeno, Jones, Kelley, Lawlah, Middleton, Pinsky, Ruben, Stone, and Teitelbaum Introduced and read first ti me: March 6, 2006 Assigned to: Rules ______
A BILL ENTITLED
1 AN ACT concerning
2 Teachers' and Local Employees' Retirement Enhancement Act of 2006
3 FOR the purpose of altering the formula used to calculate the normal service 4 retirement allowances of certain members of the Teachers' Retirement System, 5 the Teachers' Pension System, or the Employees' Pension System as of a certain 6 date; pro viding for an alternate contributory pension selection for certain 7 members of the Teachers' Retirement System, the Teachers' Pension System, 8 and the Employees' Pension System; providing for the member contribution rate 9 and benefits for certain members of the Teachers' Retirement System, the 10 Teachers' Pension System, and the Employees' Pension System under a certain 11 alternate contributory pension selection option; prohibiting the governing body 12 of a county from eliminating or reducing certain retirement benefits for 13 members of the Teachers' Retirement System or Teachers' Pension System; 14 requiring the State Retirement Agency to provide certain information to certain 15 participat ing governmental units; and generally relating to enhancements and 16 modifications to pension and retirement benefits for certain teachers and 17 employees of participating governmental units.
18 BY repealing and reenacting, with amendments, 19 Article - State Personnel and Pensions 20 Section 22 -401, 23 -212, 23 -217, 23 -401, and 31 -112 21 Annotated Code of Maryland 22 (2004 Replacement Volume and 2005 Supplement)
23 BY adding to 24 Article - State Personnel and Pensions 25 Section 23 -221 and 23 -222 26 Annotated Code of Maryland 27 (2004 Replacement Volume and 2005 Supplement) 2 UNOFFICIAL COPY OF SENATE BILL 1055
1 SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF 2 MARYLAND, That the Laws of Maryland read as follows:
3 Article - State Personnel and Pensions
4 22 -401.
5 (a) A member may retire with a normal service retirement allowance if:
6 (1) on or before the date of retirement, the member:
7 (i) has at least 30 years of eligibility service; or
8 (ii) is at least 60 years old; and
9 (2) the member completes and submits a written application to the 10 Board of Trustees stating the date when the member desires to retire.
11 (b) On retirement under this section, a member is entitled to receive a normal 12 service retirement allowance that equals [one fifty -fifth] 2% of the member's average 13 final compensation multiplied by the number of years of creditable service.
14 23 -212.
15 (a) Except as [provided in subsection (b) of] OTHERWISE PROVIDED IN this 16 section, a member's contribution rate is 5% of the part of the member's earnable 17 compensation that exceeds the taxable wage base for each year.
18 (b ) The contribution rate of a member who is subject to the contributory 19 pension benefit under Part II of this subtitle is 2% of the member's earnable 20 compensation.
21 (C) THE CONTRIBUTION RATE OF A MEMBER OF THE EMPLOYEES' PENSION 22 SYS TEM OR THE TEACHERS' PENSION SYSTEM WHO IS SUBJECT TO THE ALTERNATE 23 CONTRIBUTORY PENSION SELECTION UNDER PART III OF THIS SUBTITLE IS 5% OF 24 THE MEMBER'S EARNABLE COMPENSATION.
25 23 -217.
26 (a) Except as provided in subsection (b) of this section, this Part II of this 27 subtitle applies to an individual who is:
28 (1) a member of the Employees' Pension System or the Teachers' Pension 29 System; or
30 (2) a member of the Employe es' Retirement System or the Teachers' 31 Retirement System subject to Selection C (Combination Formula) as provided in § 32 22 -221 of this article.
33 (b) This Part II of this subtitle does not apply to an individual who is: 3 UNOFFICIAL CO PY OF SENATE BILL 1055
1 (1) an employee of:
2 (i) a participating governmental unit that has not elected the 3 contributory pension benefit for its employees under § 31 -116 of this article; or
4 (ii) a former participating gove rnmental unit, other than Frederick 5 County, that has withdrawn; [or]
6 (2) a member of the Employees' Pension System or Teachers' Pension 7 System who transferred from the Employees' Retirement System or Teachers' 8 Retirement System a fter April 1, 1998; OR
9 (3) A MEMBER OF THE EMPLOYEES' PENSION SYSTEM OR TEACHERS' 10 PENSION SYSTEM WHO IS SUBJECT TO THE ALTERNATE CONTRIBUTORY PENSION 11 SELECTION UNDER PART III OF THIS SUBTITLE.
12 23 -219. RESERVED.
13 23 -220. RESERVED.
14 PART III. ALTERNATE CONTRIBUTORY PENSION SELECTION.
15 23 -221.
16 THIS PART APPLIES TO AN INDIVIDUAL WHO IS:
17 (1) A MEMBER OF THE TEACHERS' PENSION SYSTEM ON OR AFTER JULY 18 1, 2006;
19 (2) A MEMBER O F THE TEACHERS' RETIREMENT SYSTEM SUBJECT TO 20 SELECTION C (COMBINATION FORMULA) AS PROVIDED IN § 22 -221 OF THIS ARTICLE 21 ON OR AFTER JULY 1, 2006; OR
22 (3) A MEMBER OF THE EMPLOYEES' PENSION SYSTEM WHO, ON OR 23 AFTER JULY 1, 2006, IS E MPLOYED BY A LOCAL BOARD OF EDUCATION THAT IS A 24 PARTICIPATING GOVERNMENTAL UNIT THAT HAS ELECTED THE CONTRIBUTORY 25 PENSION SELECTION FOR ITS EMPLOYEES UNDER § 31 -116 OF THIS ARTICLE.
26 23 -222.
27 A MEMBER WHO IS SUBJECT TO THIS PART SHALL:
28 (1) RECEIVE AN ALLOWANCE FOR ALL CREDITABLE SERVICE AS 29 FOLLOWS:
30 (I) FOR NORMAL SERVICE RETIREMENT AS PROVIDED IN § 31 23 -401(D) OF THIS TITLE;
32 (II) FOR EARLY SERVICE RETIREME NT AS PROVIDED IN § 23 -402 OF 33 THIS TITLE; 4 UNOFFICIAL COPY OF SENATE BILL 1055
1 (III) FOR ORDINARY DISABILITY RETIREMENT AS PROVIDED IN § 2 29 -108 OF THIS ARTICLE; AND
3 (IV) FOR ACCIDENTAL DISABILITY RETIREMENT AS PROVIDED IN § 4 29 -110 OF THIS ARTICLE;
5 (2) HAVE THE ALLOWANCE ADJUSTED AS PROVIDED IN TITLE 29, 6 SUBTITLE 4 OF THIS ARTICLE; AND
7 (3) MAKE THE MEMBER CONTRIBUTIONS AT THE RATE SPECIFIED IN § 8 23 -212(C) OF THIS SUBTITLE.
9 23 -40 1.
10 (a) A member may retire with a normal service retirement allowance if:
11 (1) the member completes and submits a written application to the 12 Board of Trustees stating the date when the member desires to retire; and
13 (2) on or before the date of retirement, the member:
14 (i) has at least 30 years of eligibility service;
15 (ii) has a combined total of at least 30 years of eligibility service 16 from the Employees' Pension System, the Teachers' Pension Sys tem, the Employees' 17 Retirement System, or the Teachers' Retirement System; or
18 (iii) has attained the age and the years of eligibility service as 19 follows: 20 Age Years of Eligibility Service 21 62 with 5 22 63 wit h 4 23 64 with 3 24 65 or more with 2
25 (b) Except as provided in [subsections (c) and (d)] SUBSECTIONS (C), (D), AND 26 (E) of this section, on retirement under this section, a member is entitled to receive a 27 normal serv ice retirement allowance that equals the number of years of the member's 28 creditable service multiplied by:
29 (1) 0.8% of the member's average final compensation that is not in excess 30 of the Social Security integration level; and
31 (2) 1.5% of the member's average final compensation that exceeds the 32 Social Security integration level.
33 (c) Except as provided in [subsection (d)] SUBSECTION (E) of this section, on 34 retirement under this section, a member who is subject to the contributory pension 5 UNOFFICIAL COPY OF SENATE BILL 1055
1 benefit under Subtitle 2, Part II of this title is entitled to receive a normal service 2 retirement allowance that eq uals the sum of:
3 (1) the number of years of the member's creditable service on or after 4 July 1, 1998 multiplied by 1.4% of the member's average final compensation; and
5 (2) the greater of:
6 (i) the number of years of the mem ber's creditable service on or 7 before June 30, 1998 multiplied by 1.2% of the member's average final compensation; 8 or
9 (ii) the number of years of the member's creditable service on or 10 before June 30, 1998 multiplied by:
11 1. 0.8% of the member's average final compensation that is 12 not in excess of the Social Security integration level; and
13 2. 1.5% of the member's average final compensation that 14 exceeds the Social Security integration level.
15 (d) A MEMBER WHO IS SUBJECT TO THE ALTERNATE CONTRIBUTORY 16 PENSION SELECTION UNDER SUBTITLE 2, PART III OF THIS TITLE IS ENTITLED TO 17 RECEIVE A NORMAL SERVICE RETIREMENT ALLOWANCE THAT EQUALS 2% OF THE 18 MEMBER'S AVERAGE FINAL COMPENSATION MULTIPLIED BY THE NUMBER OF YEARS 19 OF CREDITABLE SERVICE.
20 (E) (1) This subsection applies only to a member who has a combined total of 21 30 years of eligibility service as provided in subsection (a)(2)(i i) of this section.
22 (2) A member is entitled to receive a normal service retirement 23 allowance that equals:
24 (i) an allowance based on the creditable service the member 25 earned in the Employees' Pension System;
26 (ii) an allowance based on the creditable service the member 27 earned in the Employees' Retirement System;
28 (iii) an allowance based on the creditable service the member 29 earned in the Teachers' Pension System; plus
30 (iv) an allowance b ased on the creditable service the member 31 earned in the Teachers' Retirement System.
32 31 -112.
33 (a) Subject to subsection (b) of this section, an employee of a participating 34 governmental unit who is a member of one of the employees' systems is entitled to the 35 benefits to which State employees are entitled under that system. 6 UNOFFICIAL COPY OF SENATE BILL 1055
1 (b) (1) [An] EXCEPT AS PROVIDED IN SUBSECTION (C) OF THIS SECTION, AN 2 employee of a participating governmental unit that has elected to participate in the 3 contributory pension benefit option under § 31 -116 of this subtitle shall be subject to 4 Title 23, Subtitle 2, Part II of this article.
5 (2) An employee of a participating governm ental unit that has not 6 elected to participate in the contributory pension benefit option under § 31 -116 of this 7 subtitle is not subject to Title 23, Subtitle 2, Part II of this article.
8 (C) (1) AN EMPLOYEE OF A PARTICIPATING GOVERNMENT AL UNIT THAT 9 HAS ELECTED TO PARTICIPATE IN THE CONTRIBUTORY PENSION SYSTEM UNDER § 10 31 -116 OF THIS SUBTITLE SHALL BE SUBJECT TO TITLE 23, SUBTITLE 2, PART III OF 11 THIS ARTICLE, IF:
12 (I) THE EMPLOYEE IS AN EMPLOYEE OF A LOCAL BOARD OF 13 EDUCATION THAT IS A PARTICIPATING GOVERNMENTAL UNIT ON DECEMBER 31, 14 2006, AND THE EMPLOYEE ELECTS TO BE SUBJECT TO TITLE 23, SUBTITLE 2, PART II 15 OF THIS ARTICLE; OR
16 (II) THE EMPLOYEE BECOMES AN EMPLOYEE OF A LOCAL BOARD 17 OF EDUCATION THAT IS A PARTICIPATING GOVERNMENTAL UNIT ON OR AFTER 18 JANUARY 1, 2006.
19 (2) AN EMPLOYEE OF A PARTICIPATING GOVERNMENTAL UNIT THAT 20 HAS NOT ELECTED TO PARTICIPATE IN THE ALTERNATE CONTRIBUTORY PENSION 21 SELECTION UNDER § 31 -116 OF THIS SUBTITLE IS NOT SUBJECT TO TITLE 23, 22 SUBTITLE 2, PART III OF THIS ARTICLE.
23 SECTION 2. AND BE IT FURTHER ENACTED, That the governing body of a 24 county or Baltimore City that offers a supplemental retirement allowance or 25 supplemental retirement plan to members of the Teachers' Retirement System or 26 Teachers' Pension System may not eliminate or reduce any retirement benefits 27 provided as of January 1, 2006.
28 SECTION 3. AND BE IT FURTHER ENACTED, That the State Retirement 29 Agency shall inform the governing bodies of participating governmental units about 30 the elections that the members are entitled to make under this Act.
31 SECTION 4. AND BE IT FURTHER ENACTED, That this Act shall take e ffect 32 July 1, 2006. Exhibit K BALTIMORE COUNTY PUBLIC SCHOOLS
DATE: March 28, 2006
TO: BOARD OF EDUCATION
FROM: Dr. Joe A. Hairston, Superintendent
SUBJECT: OFFICE OF THIRD PARTY BILLING ANNUAL REPORT 2004- 2005
ORIGINATOR: J. Robert Haines, Deputy Superintendent, Business Services
RESOURCE PERSON(S): Barbara Burnopp, Executive Director for Fiscal Services Charles Tyler, Fiscal Supervisor, Third Party Billing
INFORMATION
The attached is an update on the Office of Third Party Billing for the 2004 –2005 school year. Information provided includes a historical overview, major accomplishments, revenues and expenses, training reports, and next steps for the Third Party Billing Program.
* * * * *
Attachment I – Third Party Billing Annual Report 2004-2005
Third Party Billing Executive Summary
The Third Party Billing Program commenced in the spring of 1992 as a collaborative effort between Baltimore County Public Schools (BCPS) and the Baltimore County Department of Health (BCDH). The Third Party Billing Program is a systemwide effort of BCPS designed to recover health care costs from Medicaid for health care services rendered to BCPS students.
Funds recovered from the Third Party Billing Program supplement existing program budgets by funding staff positions and supplies and equipment for several programs designed to enhance special education and health related services.
The Office of Third Party Billing provides school-based training sessions to all service providers annually, offers incentive programs for schools designed to maximize the recovery of funds, conducts self-monitoring of the program to minimize audit findings, coordinates state monitoring visits conducted by the state health department and the Maryland State Department of Education (MSDE), coordinates visits by external Medicaid auditors (OIG), and works collaboratively with other LEAs and MSDE on statewide issues that impact the Third Party Billing program.
Since 2000, the Medicaid program has undergone several changes at the federal and state levels. Since fiscal year 2004, BCPS has started to see a reduction in revenue. Detailed below are some of the factors that have caused a decrease in the revenue generated by the Third Party Billing Program:
1. Autism Waiver Day Habilitation is no longer billable after September 28, 2004.
2. Changes in the transportation regulations In October 2004, BCPS was informed that we can no longer bill for transportation on a day that a case management service was provided.
3. Case management consent The Third Party Billing Registration Form was amended to include the parental consent of the case manager. Each form must be signed and completed by the parent annually before BCPS can bill for case management services.
4. Shrinking base of students The Office of Third Party Billing realized a loss of 199 students due to students graduating and leaving the system and fewer elementary school students becoming Medicaid eligible.
In order to address the revenue reduction, the board requested 32.6 positions, a total of $1,883,000, in the operating budget for fiscal year 2007. The movement of these positions from the Third Party Billing budget to the operating budget will maintain the same level of services delivered to students.
2
Baltimore County Public Schools
Office of Third Party Billing
Annual Report
2004-2005 School Year
Report Composed by: Charles Tyler, Jr., Fiscal Supervisor Office of Third Party Billing December 2005
BALTIMORE COUNTY PUBLIC SCHOOLS
Division of Business Services Department of Fiscal Services
Office of Third Party Billing Charles Tyler, Jr., Fiscal Supervisor
Suzanne Belt Accountant
Kay Crofoot Administrative Secretary
Donna Dell Data Clerk
Debra Henninger Autism Waiver Facilitator
Amanda Killian Data Clerk
Jane Mullen Infants & Toddlers Administrative Secretary
Nadine Ruocco Data Clerk
Report prepared by: Office of Third Party Billing December 2005 OFFICE OF THIRD PARTY BILLING 2004-2005 ANNUAL REPORT
TABLE OF CONTENTS
I. HISTORICAL OVERVIEW...... 1
II. MAJOR ACCOMPLISHMENTS...... 2
III. SPECIAL EDUCATION MEDICAID POPULATION...... 2
IV. TRAINING SESSIONS...... 2
V. THIRD PARTY BILLING REVENUE...... 3
VI. INCENTIVE PROGRAMS ...... 3
VII. ACCOUNTABILITY ...... 4
VIII. INTERAGENCY MEDICAID MONITORING TEAM...... 4
IX. SELF-MONITORING OF PROCESSES...... 5
X. SCHOOL-BASED HEALTH CENTER BILLING...... 6
XI. AUTISM WAIVER PROGRAM ...... 6
XII. NEW BARRIERS TO INCREASING MEDICAID REVENUE...... 7
XIII. EXHIBITS ...... 9
Office of Third Party Billing Annual Report July 2004 – June 2005
I. Historical Overview
The Third Party Billing Program commenced in the spring of 1992 as a collaborative effort between Baltimore County Public Schools (BCPS) and the Baltimore County Department of Health (BCDH). The Third Party Billing Program is a systemwide effort of BCPS designed to recover health care costs from Medicaid for health care services rendered to BCPS students. Related services are provided and submitted for billing by speech/language pathologists, occupational therapists, physical therapists, audiologists, psychologists, nurses, and social workers. Transportation services provided to special education students were added as a billable service in 1999. As of June 1, 2005, there were 5,521 eligible special education students identified for third party billing in Baltimore County. These students constitute 39.44% of the special education population and 5.11% of the students attending BCPS.
Medicaid approved regulations for the billing of case management services in the 1993-94 school year. Case management data is submitted by special education teachers and speech/language pathologists who coordinate special education services for students. A portion of the case management funds is returned to each school participating in the program, based upon the number of case management encounter data forms submitted.
In 2002, the Maryland State Department of Education (MSDE) in conjunction with the Department of Health and Mental Hygiene (DHMH) developed and implemented the Autism Waiver program. The autism waiver program is specifically designed to assist the most severely autistic children in our society. In order for a child to qualify for the program, the parents must be willing to institutionalize their child if the program is not successful and must also declare the child as a family of one. The autism waiver had 900 slots statewide for the 2004-2005 school year; BCPS had 124 students on the autism waiver as of June 1, 2005.
Funds recovered from the Third Party Billing Program supplement existing program budgets by funding staff positions and supplies and equipment for several programs:
STAFF SUPPLIES & EQUIPMENT • 5 speech/language pathologists • speech/language therapy • 6 psychologists • psychology • 53 special education teachers • social work • 10 school social workers • occupational therapy • 3 pupil personnel workers • physical therapy • 21 instructional assistants • nursing services • 9 interpreters • school-based health centers • 23 health assistants
1 II. Major Accomplishments of the Office of Third Party Billing
• Held 119 school-based training sessions for 863 special education teachers and administrators • Revised and improved Third Party Billing Encounter Data Form to facilitate compliance with state and federal regulations • Conducted 2 training sessions for 164 Individualized Education Plan (IEP) chairpersons regarding case management procedures • Monitored all Encounter Data Forms received from schools in order to determine compliance of schools • Worked collaboratively with Office of Internal Audit in order to perform annual monitoring of third party billing encounters • Issued 126 Certificate of Achievement awards to schools • Updated case management, related services, and infants and toddlers training manuals • Provided all related services office heads with accountability reports detailing the number of forms submitted by provider • Updated Administrator’s Guide to Accessing Third Party Billing Funds
III. Special Education Medicaid Population
Presently, BCPS has 5,521 Medicaid-eligible special education children for whom encounter data forms are collected and claims submitted to Medicaid. This figure constitutes 39.44% of the children currently receiving special education services. Exhibit A denotes the number of BCPS students who are eligible for the Third Party Billing program by fiscal year. The decrease from the 2003-2004 school year was 199 students. The Office of Third Party Billing has developed a plan to modify internal procedures to assist in the Medicaid determination process. On a weekly schedule, the data in the student data tracking system is matched against the data in the third party billing system. The result is a report of students who are new to special education. This list is checked using the electronic verification system in order to determine Medicaid eligibility, schools are informed of the status of the student, and Encounter Data Forms are submitted for reimbursement. Exhibit B is the third party billing registration form that is sent home to the families of all special education students annually. Exhibit C charts the process for a third party billing registration form and parental consent.
IV. Training Sessions
In direct support of the Blueprint for Progress indicator 8.4 the Office of Third Party Billing provides an array of training sessions to BCPS employees. These sessions include related service provider training sessions, IEP chair training sessions, and school-based training sessions.
Related service provider training sessions are usually refresher meetings designed to communicate new information regarding billing procedures to continuing employees. Separate training sessions are held for related service providers who are new to BCPS. These training sessions are more intensive and are designed for employees who have a 2 varied knowledge of billing requirements and procedures. Each attendee receives a Related Service Training Manual, which is revised annually in order to ensure accurate information for school-based staff. Exhibit D is a chart of the percentage of Related Service Encounter Data Forms received by discipline. Exhibit E details the average amount of reimbursement by discipline, based upon the percentage of Encounter Data Forms submitted.
Training for all IEP chairs is completed annually in conjunction with the Office of Special Education. The sessions are designed to provide an overarching approach to the Third Party Billing Program. In addition, the sessions show the IEP chairs how to ensure accountability in the submission of Case Management Encounter Data Forms.
The Office of Third Party Billing also provides school-based training sessions, which allow the special education teachers and other service providers the opportunity to ask detailed questions in a small group setting. All meeting attendees receive a Case Management Training Manual, which is revised on an annual basis. Exhibit F delineates the training sessions provided during the 2004-2005 school year. Exhibit G details the percentage of case management services provided to students by type.
For the 2004-2005 school year, the Office of Third Party Billing provided its annual survey to all school-based training session participants. The results of the survey are attached as Exhibit H.
Based upon the various comments made by the participants in the training sessions, the Office of Third Party Billing implemented some changes including providing the survey to training participants no later than two weeks after the session and developing a list of common mistakes for those who are new to completing third party billing forms.
V. Third Party Billing Revenue
A graph of third party billing revenues is attached as Exhibit I. For fiscal year 2005, the Office of Third Party Billing generated a total of $7,592,403 in revenue. This figure is a substantial reduction from previous years. The reasons for the decrease in revenue are discussed in Section XIII, New Barriers to Increasing Medicaid Revenue.
VI. Incentive Programs
The Office of Third Party Billing has a strong incentive program in place in order to increase the potential reimbursement for services and to hold schools and offices accountable for the documentation of services.
One of the largest components of the incentive program is the return of a portion of the case management funds to each school. The principal, IEP chair, and case managers are given the opportunity to determine how the returned funds can be utilized to support, expand, and enhance special education and health-related services in schools. In order to ensure accountability with the memorandum of understanding between the MSDE and BCPS, all requests for funds through the incentive program must be approved by the principal, the Office of Third Party Billing, and the area assistant superintendents. A copy 3 of the Third Party Billing Action Plan, a form designed to capture all information and detail the approval process, is attached as Exhibit J. Third party billing funds are allocated based upon the percentage of the case management encounter data submitted. This process ensures equity in the distribution of funds based upon the number of special education Medicaid-eligible students at each school. Individual schools have received from $25 to $25,000 annually for their special education programs through this initiative.
The Certificate of Achievement is an additional incentive for schools. Commenced in 1996, the Office of Third Party Billing produces a Certificate of Achievement for each school that submits 95% or more of its potential case management encounter data. The awards are presented to principals, and many of these awards can be seen displayed in school lobbies and showcases. A chart delineating the number of schools that have received this award in the past eight years is attached as Exhibit K. To offset a decrease in the number of certificates awarded to schools, third party billing will be providing more reports to principals stressing the rewards of the program.
VII. Accountability
A major reason for the success of the Third Party Billing Program is accountability. To assist schools and related service office heads who are accountable for the submission of Encounter Data Forms, the Office of Third Party Billing sends accountability reports on a bimonthly basis. This report shows each case management Encounter Data Form submitted, the procedure code, date of service, and provider name. The school-based staff can use this report as a receipt to ensure that all data were received and to determine what data have not been submitted. Typically, the dissemination of this information leads to a large increase in the encounter data submitted to the Office of Third Party Billing.
The Office of Third Party Billing also produces reports on Encounter Data Forms for all related services office heads. This report allows the office head to monitor the staff at each school. In many instances, the submission of Encounter Data Forms can be linked directly to the caseloads of providers. The use of real-time data as a monitoring tool is an important factor in holding staff accountable for documenting services rendered to special education Medicaid-eligible students.
IX. Interagency Medicaid Monitoring Team
The Interagency Medicaid Monitoring Team (IMMT) was created by the MSDE and the DHMH as a result of the report issued by the Office of the Inspector General (OIG) of the United States on the State of Maryland. One of the major findings in the report stated that the MSDE and DHMH lacked proper oversight of the Medicaid program in the schools. The mission of the team is to review records annually of each school system to ensure compliance with the Federal and State regulations. The IMMT has reviewed BCPS records twice. The Office of Third Party Billing has worked collaboratively with several offices to make changes to enhance the Third Party Billing Program and to ensure compliance.
For fiscal year 2006, the following changes have been instituted for the Third Party Billing Program and school-based providers: 4
1. The Case Management Activity Detail Log has been revised for school-based providers to include their credentials. By detailing their credentials, providers who do not meet the minimum requirements to bill Medicaid should be eliminated from the process. A sample of the Case Management Activity Detail Log is attached as Exhibit L.
2. The Case Management Activity Detail Log has been placed on the third party billing website so that school-based staff can download the form and maintain the data electronically.
3. Logs used by speech language pathologists, occupational therapists, and physical therapists will be edited to include the signature of the provider on each page of the log.
The office heads of health, counseling, social work, and psychology will be developing a standardized form to be used by providers of their respective disciplines. The form will serve the purpose of a log to document that a service was provided to the student. The document will be required to meet the minimum billing standards as set forth by Medicaid.
X. Self-Monitoring of Processes
The Office of Third Party Billing has a very rigorous process for monitoring all encounter data that is received in the office. For example, all encounter data forms are reviewed for errors, and the erroneous forms are returned to providers for corrections. In addition, the computer database verifies the accuracy of the date of the service and verifies that the services are actually included in the IEP of the student.
Based upon the OIG audit, the MSDE has mandated that each local education agency set up a self-monitoring process and have it approved by the MSDE. The Office of Third Party Billing has worked collaboratively with the BCPS Office of Internal Audit and MSDE to develop a more comprehensive self-monitoring process.
The Office of Third Party Billing self-monitoring component is a collaborative effort with the Office of Internal Audit. Each year, the Office of Internal Audit determines the claims and students to be reviewed based upon findings in the IMMT report as well as the previous self-monitoring report. By using this methodology, it is easy to see if process improvements are being made.
In the 2004-2005 school year, the IMMT visited BCPS on April 13, 2005. The BCPS team that participated in the review consisted of members from the Department of Federal and State Programs, the Department of Fiscal Services, the Department of Human Resources, the Department of Planning and Support Operations, the Department of Student Support Services, and the Office of Internal Audit. The IMMT reviewed records for twenty (20) students that equated to 128 billable services. Most of the findings in the report were minor, and will be addressed by the Office of Third Party Billing through training efforts in the upcoming school year.
5 XI. School-Based Health Center Billing
The school-based health centers are designed to be used to keep students who may have some health related issues in school and functioning at a high level. The centers are typically used by students who may not receive health care due to a multitude of barriers, including the lack of health care coverage, parents without adequate transportation, as well as parents who may have to lose time from work in order to take the student to the doctor.
BCPS has been providing and billing for school-based health center services since 1995. BCPS bills private insurance companies and Medicaid annually for school-based health center services provided in the fourteen (14) sites. Exhibit M delineates the number of school-based health center visits by center during the 2004-2005 school year. Exhibit N details the funds generated by school-based health centers based upon the number of services provided to students. Since the billing process has been centralized, the revenue from the program has increased steadily with the exception of the 2004-2005 school year. The Office of Third Party Billing has determined that the decrease in reimbursement in that year can be attributed to insurance companies paying their bills after the close of the BCPS fiscal year.
XII. Medicaid Home and Community-Based Autism Waiver Program
The Medicaid Home and Community-based Autism Waiver Program is a medical assistance program that was developed as a joint effort between MSDE and DHMH in order to offer support at home and in the community to this extremely challenging population. Initially, this program offered services including day habilitation, intensive individual support services, respite care, environmental accessibility adaptations, family training, and residential habilitation. Eligibility for waiver services is determined by technical, financial, and medical criteria, and slots have been filled on a “first come, first served” basis. Originally begun with only 150 slots, the waiver program currently has over 900 participants statewide and there are no plans at this time for new slots to be added to the state cap. The slots only become available when a child reaches the age of 21, moves out of the state, or no longer meets eligibility requirements.
In BCPS, there were 124 students participating in the waiver program as of June 2005. Many of the families of these students were able to receive services that were unavailable to them by any other means, and improved their quality of life significantly. In other cases, parents were able to spend time doing homework with their non-disabled children while the student with autism worked with a technician at home at the same time on life skills. Many families have benefited from the behavioral support and family training that has been provided through the autism waiver. The children on the waiver have also experienced, in many cases, improved behavior and support with IEP goals because the home programs are working in tandem with school programs for the overall developmental improvement of these children. Exhibit O details the autism waiver services provided by type during the 2004-2005 school year.
In March 2005, DHMH conducted an on-site review of the Medicaid Home and Community-Based Autism Waiver program and representatives from the Inspection of Care (IOC) team selected 7 BCPS students as part of the statewide review. The IOC team 6 reviewed folders, interviewed parents, and visited students in their homes, and residential and school programs. The exit interview and subsequent information revealed that BCPS is doing “an excellent job with large participant load,” that all records were “present, in good order, well purged, with all essentials present,” and that questionable issues are primarily not at the local level, but are being addressed by MSDE. Overall, the IOC team had praise for BCPS’ program, and suggestions made have begun to be implemented gradually.
The Office of Third Party Billing has been able to demonstrate that revenue can be generated through the autism waiver due to the manner in which it has been managed. In September 2004 BCPS was informed of a decision by MSDE to not allow billing for day habilitation. This decision has decreased revenues. It was determined that billing for this service was in direct violation of IDEA regulations, and the billing was discontinued. BCPS has approximately 20% of the 1,200 names on the autism waiver registry waiting list. Approximately 25 additional BCPS students will be added to the autism waiver beginning in July, 2006.
XIII. New Barriers to Increasing Medicaid Revenue
Since 2000, the Medicaid program has undergone a plethora of changes at the federal and state level. Specifically, there has been a concerted effort to decrease the amount of reimbursement paid to schools for services rendered to special needs students. Detailed below are some of the barriers to billing that have caused a significant decrease in the revenue generated by the Third Party Billing Program:
• Autism Waiver Day Habilitation no longer billable after September 28, 2004 o When MSDE and DHMH worked to get the Autism Waiver Medicaid Home and Community Based Program reauthorized for five years, they did not include day habilitation as a service since it was questioned at the federal level at an estimated one million dollars annually.
• Changes in the transportation regulations o MSDE informed LEAs in October 2004 at the medicaid coordinator annual meeting that we can no longer bill for transportation on a day that case management was provided, at an estimated net loss to BCPS of $500,000 annually.
• Case management consent o In April 2004, the IMMT review showed that the case management billing consent form that was in use by BCPS was faulty. Specifically, the name of the case manager was not recorded on the same page as the parent signature approving the case manager. As a direct result, the Office of Third Party Billing met with the Offices of Special Education and Legal Counsel in order to determine the appropriate change. For the 2004-2005 school year, the Third Party Billing Registration Form was amended to include the parental consent of the case manager. 83.12 % of the registration forms were returned during the 2004-2005 school year, thus resulting in a decrease in reimbursement to BCPS of approximately $800,000.
7 The action plan for the Office of Third Party Billing is to work with principals, IEP chairs, pupil personnel workers, and social workers to get the forms returned from families in a timely fashion in order to increase reimbursement.
• Transportation logs o BCPS does not currently maintain rider logs for special education students in regular schools. The rider log is a requirement in order to bill Medicaid. The intent of the log is to show that the student got on and off of the bus on the day that the student also received a related service at an estimate net loss to BCPS of $300,000 dollars annually.
The Office of Third Party Billing is working with the Office of Transportation to get a new Global Positioning System running on all special buses. This system will electronically log when the student gets on and off of the bus and will satisfy the requirement for maintaining logs.
• Shrinking base of students o The Office of Third Party Billing saw a loss of 199 students identified as being eligible for the program from the 2003-2004 school year to the 2004- 2005 school year (see Exhibit A). This loss is attributed to children graduating and leaving the system and fewer elementary school students becoming Medicaid eligible at an estimated net loss to BCPS of $700,000 dollars annually.
The Office of Third Party Billing plans to work with the Offices of Student Support Services, Special Education, Area Assistant Superintendents, and the Baltimore County Department of Health in order to have a new Medical Assistance awareness program for parents. This should increase the number of eligible students.
8
EXHIBITS
Kay New/04-05/Annual/Overview
9
Students Eligible for the Third Party Billing Program by School Year
6,000
5,720 5,509 5,521 5,000 4,884
4,348 4,000 3,836 3,597 Number of Eligible Students 3,172 3,000 2,955 2,710 2,806
2,155 1,920 2,000
1,000
- 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Exhibit A
BALTIMORE COUNTY PUBLIC SCHOOLS Joe A. Hairston, Superintendent 6901 Charles Street Towson, Maryland 21204-3711
Dear Parent/Guardian:
The Baltimore County Public Schools are pleased to provide special education services to your child. In order to maintain the highest quality of special education services, we are requesting your assistance. The Baltimore County Public Schools are able to bill Medical Assistance for some services that may be provided to your child. There is no cost to your family. This will not affect or change your Medical Assistance benefits, and will help the Baltimore County Public Schools to obtain funds for children with special needs.
PLEASE COMPLETE AND RETURN THIS FORM TO YOUR CHILD’S SCHOOL. THIS INFORMATION WILL REMAIN CONFIDENTIAL AND ONLY BE USED TO BILL MEDICAL ASSISTANCE FOR SERVICES PROVIDED TO YOUR CHILD.
We appreciate your cooperation. If you have any questions, please feel free to contact The Office of Third Party Billing at 410-887-4130 or your child’s school.
Sincerely,
Principal ------
Student Name:______Student Identification Number or Social Security: ______Student Date of Birth: ______School: ______
STUDENT MEDICAL ASSISTANCE NUMBER (MA#) ______- ______- ______
I give permission for my child to receive Case Management services and I approve of the Case Manager for my child.
______Case Manager
______Alternate Case Manager
______2nd Alternate Case Manager
______Signature of Parent/Guardian Date
ÖPlease return this form to your child’s school.
School Staff: Please forward all completed forms to the Office of Third Party Billing in Timonium.
Exhibit B 7/04
Process For A Baltimore County Public Schools Exhibit C Third Party Billing Registration Form and Parental Consent For Case Management Billing
Registration form sent to schools from Third Party Start Billing.
Registration form sent to parents of special education students.
Parent indicates child has NO Stop Medical Assistance.
YES Form held for 30 days and re-checked. Parent completes registration form; signs, dates, and returns form to school. Stop
Does the NO student have School sends form to Third an IEP? Party Billing.
School-based providers submit Encounter Data YES Forms.
Is the Medicaid NO
number active? Third Party Billing list of Medicaid eligible Special Education YES students who qualify for Case Management billing sent to schools of Student information is placed all students that into registration table in the submitted a signed, dated Third Party Billing system Staff uploads data registration form. with the date the registration for next school form is signed by the report. REVISED 1/6/06 parent/guardian.
Baltimore County Public Schools Percentage of Related Service Encounter Data Forms Received by Discipline 2004-2005 School Year
Audiology Counseling 0% 0% Occupational Therapy Social Work Nursing 11% 7% 4% Psychological 6%
Physical Therapy 3%
Speech Pathology 69%
Exhibit D Estimated Third Party Billing Reimbursement by Discipline 2004-2005 School Year, Based Upon the Percentage of Encounter Data Forms Submitted
0 7 ,6 $2,500,000 9 3 ,4 2 $
$2,000,000
$1,500,000 Estimated Funds Generated
$1,000,000 2
4 2 6 ,5 8 0 , 8 2 6 9 4 1 6 3 $ 7 7 , $ 6 0 ,2 2 7 $500,000 8 3 2 4 , 5 $ 8 1 1 0 0 6 $ 1 ,3 5 $ 7 , 1 4 $ $ $- A N O P P S S C u u c s h p o o r c y c u d s y e i u c s e ia n o in p h i l c c l s o g a o a h W e g t l l i o l P i y o g T o n n a r g ic h k a e th l a l r o T a l h p o e y g r y a p y
Discipline
Exhibit E BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Arbutus Middle Thea Golub Special Education Department Chairperson 8 October 18, 2004
Baltimore Highlands Elementary Barbara Shields Assistant Principal 7 October 8, 2004
Battle Grove Elementary Sabina Offley Assistant Principal 6 October 21, 2004
Battle Monument School Rosie Daddura Principal 13 October 25, 2004
Bedford Elementary Tracy Faddis-Robinson Assistant Principal 4 September 29, 2004
Berkshire Elementary Sharon Marquette Assistant Principal 5 September 8, 2004
Campfield Early Childhood Learning Lydia Blake Assistant Principal 13 August 24, 2004
Carney Elementary Mary Kriebel Assistant Principal 7 October 8, 2004
Carver Center for the Arts Allyson Haley Special Education Department Chairperson 5 August 24, 2004
Catonsville Middle Nicole Norris Assistant Principal 7 December 13, 2004
CCBC Monica Simonsen Teacher 2 September 27, 2004
Cedarmere Elementary Holly Shorr Special Educator 5 October 26, 2004
Chadwick Elementary Edna Dunn-Rogers Assistant Principal 3 September 3, 2004
Charlesmont Elementary Diane Shupe Assistant Principal 8 November 11, 2004
Chase Elementary Patricia Blair Assistant Principal 5 September 24, 2004
Church Lane Elementary Beth Abraham Assistant Principal 5 October 29, 2004
Cockeysville Middle Katie Schmitt IEP Chairperson 7 November 8, 2004
Colgate Elementary Joyce Cummings Assistant Principal 3 October 8, 2004
Revised06/02/05 1 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Cromwell Valley Elementary Darlene Morrison Assistant Principal 3 October 27, 2004
Deep Creek Elementary Sharon Mason Assistant Principal 4 August 31, 2004
Deep Creek Middle Carisa Bowman Special Education Department Chairperson 10 September 3, 2004
Deer Park Elementary Theresia Lafferman Assistant Principal 8 August 25, 2004
Deer Park Middle Magnet Kalisha Miller Special Education Department Chairperson 6 September 27, 2004
Dogwood Elementary Kimberly Mitchell Assistant Principal 4 December 7, 2005
Dundalk Elementary Meghan Nelson-Tracey Assistant Principal 8 August 31, 2004
Dundalk Middle Eric Depkin Special Education Department Chairperson 5 October 10, 2004
Eastern Technical High Diane Young Assistant Principal 3 October 25, 2004
Eastwood Center Marge Roberts IEP Chairperson 5 September 20, 2004
Edgemere Elementary Kim O'Connor Assistant Principal 5 September 20, 2004
Edmondson Heights Elementary Barbara Davis Assistant Principal 8 October 12, 2004
Elmwood Elementary Donna Bergin Assistant Principal 10 October 13, 2004
Fifth District Elementary Carol Quental Principal 2 September 7, 2004
Fort Garrison Elementary Arlene Bekman Assistant Principal 10 August 23, 2004
Fullerton Elementary Lynn Lavery Assistant Principal 3 October 6, 2004
General John Stricker Middle Barbara Victor Special Education Department Chairperson 13 October 19, 2004
Glenmar Elementary Kathleen Warren Assistant Principal 7 September 8, 2004
Revised06/02/05 2 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Glyndon Elementary Barbara Johnson Assistant Principal 4 November 8, 2004
Golden Ring Middle Ali Mahon IEP Chairperson 12 October 26, 2004
Grange Elementary April Seifert Assistant Principal 5 September 15, 2004
Gunpowder Elementary Christine Smith Principal 6 August 26, 2004
Halethorpe Elementary Gerry DePetris Assistant Principal 15 October 27, 2004
Halstead Academy Pamela Peters Assistant Principal 3 October 29, 2004
Hampton Elementary Sylvia Lemons Assistant Principal 3 October 19, 2004
Hawthorne Elementary Jacob Little Assistant Principal 9 November 16, 2004
Hebbville Elementary Dawn Marschall Assistant Principal 11 September 9, 2004
Hernwood Elementary Stephen Coco Assistant Principal 7 September 21, 2004
Home and Hospital Vicky Ciulla Principal 10 October 26, 2004
Holabird Middle Paul Satterfield IEP Chairperson 8 November 15, 2004
Jacksonville Elementary Nancy Aumiller Assistant Principal 10 October 27, 2004
Johnnycake Elementary Tiffany Livingstone Assistant Principal 4 September 15, 2004
Joppa View Elementary Michael Parker Assistant Principal 6 September 1, 2004
Kenwood High Karen Huggins Special Education Department Chairperson 16 November 9, 2004
Kingsville Elementary Susan Peterson Assistant Principal 5 August 31, 2004
Lansdowne Elementary Kim Shaw Special Education Department Chairperson 3 November 11, 2004
Revised06/02/05 3 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Lansdowne High David Stovenour IEP Chairperson 8 September 21, 2004
Lansdowne Middle Kara Boehl Special Education Department Chairperson 6 November 12, 2004
Loch Raven Academy Sally Bowers IEP Chairperson 9 September 13, 2004
Loch Raven High Patricia Dwyer Special Education Department Chairperson 6 November 16, 2004
Logan Elementary Sally Barbieri Assistant Principal 7 August 23, 2004
Lutherville Laboratory Elementary Kathleen Poff Principal 6 November 5, 2004
Mars Estates Elementary Harry Belsinger IEP Facilitator 8 August 27, 2004
Martin Blvd. Elementary Jill Bender Principal 7 November 23, 2004
McCormick Elementary Nellie Slater Assistant Principal 6 September 8, 2004
Middlesex Elementary Jeanne McGuire Assistant Principal 10 September 22, 2004
Middleborough Elementary Douglas Elmendorf Assistant Principal 7 November 4, 2004
Middle River Middle Mary Ann Knapp Special Education Department Chairperson 10 August 27, 2004
Milbrook Elementary Brian Cooper Assistant Principal 4 September 1, 2004
Milford Mill Academy Venice Williams IEP Chairperson 9 November 10, 2004
New Town Elementary Nashae Bennett Assistant Principal 6 August 25, 2004
New Town High Michellaine Fields Special Education Department Chairperson 3 September 17, 2004
Norwood Elementary Nancy Fox Assistant Principal 4 September 9, 2004
Old Court Middle Sandra DeMar Special Education Department Chairperson 10 October 20, 2004
Revised06/02/05 4 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Oliver Beach Elementary Charlene Behnke Assistant Principal 4 October 15, 2004
Orems Elementary Julia Olmedo Assistant Principal 6 August 30, 2004
Owings Mills Elementary Jennifer Bischer Assistant Principal 4 September 8, 2004
Owings Mills High Sharon Baylin Special Education Department Chairperson 8 September 13, 2004
Parkville High Allison Jefferson IEP Chairperson 15 September 22, 2004
Patapsco High Mary E. Harbach Special Education Department Chairperson 11 October 28, 2004
Perry Hall High Michael Bacon IEP Chairperson 9 November 3, 2004
Perry Hall Middle Robin Cooney IEP Chairperson 13 November 4, 2004
Pikesville Middle Kathleen Pelletier Special Education Department Chairperson 11 November 1, 2004
Pine Grove Elementary Jennifer Severson Assistant Principal 3 September 13, 2004
Pinewood Elementary Cheryl Jones Assistant Principal 6 September 27, 2004
Pleasant Plains Elementary John Lanahan Assistant Principal 6 September 3, 2004
Pot Spring Elementary Jane Martin Assistant Principal 5 September 17, 2004
Randallstown Elementary Benjamin Mertes Assistant Principal 5 September 13, 2004
Randallstown High Vickie Watts Special Education Department Chairperson 7 October 1, 2004
Red House Run Elementary Drue Whitney Assistant Principal 7 October 27, 2004
Riderwood Elementary Patricia Murphy Assistant Principal 6 September 1, 2004
Ridge Ruxton School Edmund Bennett Principal 27 September 7, 2004
Revised06/02/05 5 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Ridgely Middle Barbara Lopez IEP Chairperson 9 October 7, 2004
Rosedale Center School Linda MacLeod Special Education Department Chairperson 6 October 21, 2004
Sandalwood Elementary Barbara Lewis IEP Chairperson 6 September 7, 2004
Sandy Plains Elementary Wendy Cloughen Assistant Principal 9 September 10, 2004
Scotts Branch Elementary Wanda Shelton Assistant Principal 6 August 26, 2004
Seneca Elementary Brad Palmer Assistant Principal 4 September 20, 2004
Seventh District Elementary Hope Baier Assistant Principal 6 August 26, 2004
Shady Spring Elementary Nancy Kline Assistant Principal 6 September 2, 2004
Southwest Academy Denise Thomas Special Educator 10 September 13, 2004
Southwest Academy Denise Thomas Special Educator 4 October 25, 2004
Sparks Elementary Melissa Fanshaw Assistant Principal 6 September 24, 2004
Sparrows Point High Alvina Danna Special Education Department Chairperson 5 October 18, 2004
Sparrows Point Middle David Lige Special Education Department Chairperson 5 September 2, 2004
Stemmers Run Middle School Judi Grewell Special Education Department Chairperson 13 October 5, 2004
Summit Park Elementary Sharonda Gregory Assistant Principal 6 September 23, 2004
Timber Grove Elementary Stacy Durkovic Assistant Principal 5 October 13, 2004
Victory Villa Elementary Robin Gladstone Speech Language Pathologist 4 November 29, 2004
Warren Elementary Sue Eisenhart Principal 3 February 23, 2005
Revised06/02/05 6 Exhibit F BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING STAFF DEVELOPMENT TRAINING SESSIONS 2004-2005 School Year
Number of School Name Contact Person Title Staff Trained Date of Meeting
Wellwood International Elementary Adell Cothorne Assistant Principal 4 October 14, 2004
Westchester Elementary Karen Bevers Assistant Principal 6 September 27, 2004
Western School of Technology Karen Hickman IEP Chairperson 5 September 10, 2004
Westowne Elementary Patricia Vogel Assistant Principal 8 November 11, 2004
White Oak School Marcella Savage Assistant Principal 26 September 21, 2004
White Oak School Marcella Savage Assistant Principal 25 September 23, 2004
Winand Elementary Robin Rupprecht Assistant Principal 7 October 7, 2004
Winfield Elementary Marsha Brett Assistant Principal 9 October 13, 2004
Woodlawn High Nettie Jackson IEP Chairperson 9 September 13, 2004
Woodlawn Middle Alice Jones Special Education Department Chairperson 14 August 11, 2004
Woodmoor Elementary Janis Wasser IEP Chairperson 6 October 28, 2004
Total Staff Trained 875
Revised06/02/05 7 Exhibit F
Baltimore County Public Schools Case Management Services Provided to Students by Type 2004-2005 school year
Program Intake Assessment - Annual Program Intake Assessment - 11% Initial 0%
Monthly Ongoing IEP Case Management 89%
Exhibit G Exhibit H BALTIMORE COUNTY PUBLIC SCHOOLS THIRD PARTY BILLING School Based Training Session Evaluation SUMMARY 2004-2005
YES NO 1) Was this training session beneficial to you? If not, how could it be 525 1 improved?
2) Has the training session clarified your Third Party Billing 519 5 responsibilities? If not, what is still confusing?
3) Have you gained additional knowledge about Third Party Billing as a 520 5 result of this session?
4) Was the presenter knowledgeable about the subject? 519
5) Did the presenter answer all of your questions? If not, please list your 512 7 questions.
6) Do you feel that the Case Management Training Manual is user friendly and will serve as a resource to you? If not, how can it be 517 2 improved?
Overall, how would you rate this training session? (please check one of the boxes)
Excellent 433 Good 84 Average 8 No Rating 5 Total surveys 530
COMMENTS & SUGGESTIONS (SUMMARY):
• Thanks for getting us off to a good start. (5) • Nice job as usual. • The school-based training sessions are undoubtedly a lot of work for the staff of Third Party Billing but very worthwhile. Thank you! • It would be very helpful to have the entire process online via internet. Hopefully, within the very near future. • Mr. Tyler handled the meeting in a professional manner. He patiently answered all questions. Teachers found the session helpful. The manual is comprehensive. (5) • First of all, it is always nice when Charles comes to visit. As a Speech and Language Pathologist (SLP), I thought I understood all there was to know about Third Party Billing and the recent changes. Our small group of Q & A clarified several items for me. I now understand the different items that there are to select from for case management. I am pleased that Charles is supporting the SLP’s request for assistance with paying for our licenses. • The presenter is extremely knowledgeable and professional. (32) Kaynew/04-05/case management/survey//Summary04 Exhibit H
• Not enough “turn around time” given to us as case managers to get the “forms” out to parents and returned! • Charles did a great job. He is very informative and his sense of humor only adds to his success. (10) • All the staff in the Third Party Billing Office is so nice and helpful when you call with a question! ( 6) • My questions were clearly answered and Charles was very knowledgeable about the Third Party Billing process. (12) • The training was beneficial. It was important to receive the updated changes in person and be able to ask questions and have them answered/clarified immediately. (85) • So helpful and straightforward. (3) • The manual is clear and informative. • There should be a separate training session for people who have never been responsible for Third Party Billing. (5) • We as teachers do not need more things to do as far as paperwork. Too time consuming! DO NOT LIKE IT! ( 3) • I knew very little about this before the training. I feel well equipped to speak intelligently about it now. You also presented it in a very user-friendly manner. Thank you! (9) • Thank you for all your help and thanks to your staff. We are trying to remember everything. • Charles always gives good information to clarify our confusion. He also told us some things that we hadn’t heard, like keeping confidential copies if a student leaves the county. • My whole department felt very positive about the time spent on the training. • The presentation was extremely helpful, well paced, to the point and answered all our questions. Thanks for your continuing support. (10) • We needed more time. • I liked the freebies! • This session was critical to our need for updated information on new protocols. (15) • This was my first introduction to Third Party Billing so everything was beneficial. Mr. Tyler was an amazing reference. He had everything in his head. • Necessary information, well presented. Charles was extremely through and knowledgeable. • Charles did an outstanding job of presenting rather boring subject matter in a humorous non-threatening way. He is very knowledgeable about Third Party Billing and the case management process. (4) • My case managers received invaluable information that will enable them to become more proficient with their Third Party Billing responsibilities. • As always, the delightful presenter was informative. He answered all our questions and he was brief – also an asset! (10) • Thanks Charles! (2) • Thanks for the blue pens!! They always come in handy. • Please do a training session for all special education folks during the week before students arrive. That way questions can be addressed before forms are filled out incorrectly and have to be re-done. • I felt very confident after the training due to the fact that the presenter was so knowledgeable about the subject. • Good and to the point. • Charles knows what he is talking about. • Great job! (5)
Kaynew/04-05/case management/survey//Summary04
Exhibit H
• The new requirements (time involved in encounters) license number, case management letter, etc. were made very clear. Accurate record-keeping was emphasized and possible monetary consequences (to the county) were made clear. (2) • My knowledge of Third Party Billing is spotty. The manual and information will assist me considerably. (5) • Charles always presents the information in a clear, concise fashion with humor to assist via e-mail or phone. • We enjoyed the treats! • I appreciate Mr. Tyler’s continued efforts to keep us informed and reduce duplicated paperwork as much as possible. • New requirements for listing alternate case manager are not entirely clear to me. • The summary of the meeting is very helpful. • Thanks for your continued support and assistance. (32) • As the administrator working in special education, I learned a great deal about what is required for Third Party Billing. It will help me provide support for the faculty doing the forms. • These meetings are beneficial to us since it give us the opportunity to clarify procedures in relation to Third Party Billing. (3) • Third Party Billing has been significantly changed with the addition of billing services by time spent. Charles does an excellent joy every year of explaining all changes in billing and helping us understand why every item is so important. (15) • The training was very helpful because we were able to ask our school-specific questions. • Charles always give the reasons and sympathy for procedures, changes, etc. in Third Party Billing. He gives great directions in a relaxed, calming manner. It’s great to have somebody remove stress!! We love his treats too! (2) • I like when I call the office and there is someone “live” who can answer and clarify questions. • Just give me my names, I’ll fill it out! This just seems to be a little extra written work. • Due to all of the changes made during the summer; I think it would be beneficial for all schools to have the training. Charles answered questions specific to our school and the teacher’s questions were answered. (2) • I need a contact person in case I have any further questions. • Excellent Job!( 15) • The training provided an excellent opportunity for follow-up questions to be answered and provided. A purpose for why we must do certain things. This you can only get in face-to- face meetings. (7) • A minor thought – sometimes when you’re presenting a new concept or requirement, you move ahead a little too fast/ before I fully understand what you are saying. Overall, a very good job! • Thanks! (25) • Prior to the new procedures beginning, training should have been conducted.
Kaynew/04-05/case management/survey//Summary04 Baltimore County Public Schools Office of Third Party Billing Funds Generated by Program by School Year
$4,500,000 $3,987,589 $4,117,757 $3,894,291
$4,000,000 $3,850,793 $3,682,035 $3,537,125 $3,437,486
$3,500,000 $3,362,985 $3,026,868
$3,000,000 $2,915,884 $2,778,620 $2,655,914
$2,500,000 Funds Generated
$2,000,000 $1,616,798 $1,681,810 $1,595,341 $1,572,829
$1,500,000 $1,347,457 $1,183,097 $935,928 $1,000,000 $299,999 $500,000 $239,526
$- $- $- $- 2000 2001 2002 2003 2004 2005 Fiscal Year Related Services Case Management Transportation Autism Waiver
Exhibit I ACTION PLAN FOR USE OF THIRD PARTY BILLING CASE MANAGEMENT FUNDS
SCHOOL NAME: ______SCHOOL #:______
Goal # Indicator # Strategy # Items or Contractual Employee Requested Budget Amount Requested ______• If additional space is required, please attach additional sheets • If requesting a contractual employee, see Step IC for cost calculation
TOTAL AMOUNT REQUESTED ______
Please describe, in narrative form, how the items and/or contractual employee position requested will be used to support, expand, and enhance special education and/or health related services in schools. ______
______Approved Returned ______Print Principal’s Name Executive Director of Schools Date
______Approved Returned ______Principal’s Signature Date Office of Third Party Billing Date
Exhibit J Number of Schools Receiving the Third Party Billing Certificate of Achievement 160 140 135 146 120 125 127 113 126 100 89 97 number of 80 certificates issued 60 40 20 0 1997- 1998- 1999- 2000- 2001- 2002- 2003- 2004- 1998 1999 2000 2001 2002 2003 2004 2005 school year
Exhibit K BALTIMORE COUNTY PUBLIC SCHOOLS OFFICE OF THIRD PARTY BILLING Case Management Activity Detail Log
Student ID# Student Name School Name Outcome Date Statement Comments Case Manager Credentials
Outcome Statements A. Meeting with child regarding progress. B. Written note sent home to parent/guardian regarding child's progress. C. Telephone call to parent/guardian regarding child's progress. D. Email contact with Parent/Guardian. E. Consulted with team members-progress/follow-up note sent home with child to parent/guardian. F. Meeting held with parent/guardian with child present regarding progress. G. Other: This statement must indicate the following: parent/guardian contacted, nature of contact, and any follow-up action. The case manager must be the person making the contact.
PLACE IN STUDENT’S PERMANENT RECORD AT THE CLOSE OF THE SCHOOL YEAR, OR WHEN THE STUDENT TRANSFERS TO ANOTHER BCPS SCHOOL. Exhibit L School-Based Health Center Visits 2004-2005 school year Bridge Center, 43 Chesapeake High, 338 Woodlaw n High, 506
Deep Creek Middle, 492 Winfield Elementary, 371
Glenmar Elementary, 165 Riverview Elementary, 464
Haw thorne Elementary, 310
Middlesex Elementary, 274 Kenw ood High School, 432
Martin Blvd Elementary, 179
Mars Estates Elementary, 372
Lansdow ne High, 635 Lansdow ne Middle, 771
Exhibit M
Funds Generated by S BHC 2004-2005 school year
$10,000
$9,000 $9,359
$8,000
$7,000 $6,823 $6,196 $7,176 $6,000 $5,592 $6,487 $6,031 funds $5,000 $5,809 $5,908 $4,000 $4,458 $5,276 $4,190 $3,000 $2,863 $1,819 $2,000
$1,000
$0 Bridge Center Bridge Glenmar Elem. Glenmar Chesapeake High Kenwood High Deep CreekDeep Middle Hawthorne Elem. Lansdowne High Lansdowne Middle Middlesex Elem. Winfield Elem. Martin Blvd. Elem. Mars Estates Elem.
site Riverview Elem. Woodlawn High Woodlawn
Exhibit N BaltimoreAutism County Waiver Public Service Schools P rovided Autism Waiver Services Provided by Type 2004-2005 School Year Periodic Autism Waiver Assessment 16%
Initial Autism Waiver Assessment Monthly Ongoing Autism Waiver 0% Case Management Initial Autism Waiver Assessment Periodic Autism Waiver Assessment
Monthly Ongoing Autism Waiver Case Management 84%
Exhibit O