Younger Brother in 5 Grade and a Sister in Kindergarten at Athotton Elementary

September 24, 2019

Dear Members of the Board of Education,

Thank you very much for allowing me to speak tonight. think it is very important that you hear a student's perspective on redistricting. My name is Bert Roberts IV and I live in Polygon 16, which is part of the Dickinson neighborhood in Kings Contrivance. I attend Hammond MS, and I have a younger brother in 5 grade and a sister in Kindergarten at Athotton elementary.

My sister in kindergarten is up for being redistricted to Guilfbrd elementary from Atholton elementary. I am opposed to this for many reasons. My sister has been around the Atholton community her whole life. She is so comfortable going to Kindergarten because she has been around this place so many times for school activities like reading picnics, chess club, fun runs, and lunches with her brothers. It is really cool knowing that she might have the same teachers as my brother and I. It was also cool how exdted the teachers got, knowing they were going to get another Roberts kid, her Kindergarten teacher is the same teacher I had for first grade! If she has to start over at a new school next year, it will be a school she has never been around, and she will probably be really nervous.

I am also asking that you please keep Polygons 13, 14, 15, which are also located in the Dickinson Community, going to Hammond Middle School instead of the currently proposed redistricting to Lake Elkhorn Middle School. All of the kids that I know from Atholton elementary school would be redistricted to another middle school, and some of them I wouldn't even see in high school. My friends that live in Macgills common would go to Atholton high school, instead of Hammond high. I want our whole community of Dickinson and Macgills to stay together at Hammond Middle and Hammond HS.

My brother is in 5 grade and going to go to Hammond MS with me next year. With this redistricting plan, he would go to his new school for 6 grade knowing only about 5 people from Atholton ES. He would have to make completely new friends and it would be harder to keep contact with his old friends. I know how hard it is going to school only knowing about half the people, but can only imagine how scary it would be only knowing 5 people.

One of the reasons that we love living in Columbia is for the trails. Behind our house is one of the Columbia trails. We are abte to walk and bike to Atholton elementary using these trails. Our next door neighbor occasionally walks to school and we have biked to school on bike to school day. If we go to Guilford, there would be no such possibility of walking or hiking to friends' houses, because it is separated by commercial space and large roads

I hope you will consider my testimony and keep our polygon(s) 16 (1016, 1014) attending Atholton ES . Equally as important is to keep our neighborhoods of Dickinson ( Polygons 13, 14, 15) and MacGills Common (Polygons 57, 1057, 2017) attending Hammond Middle and Hammond HS.

Thank you.

Bert Roberts IV Blue Sea Drive Polygon 16 Hi, My name is Jordan Solomon. 1 Uve in polygon 129. I am 8 years old and go to school in third grade at PointersRun Elementaiy School.

I like my school because it's a big school and there are lote of people m my grade. So, at the begimung of the year when I go into my class, there are always a couple people I know so I can go in comfortably. But there is still always a chance to make new ffiends. Because there are 6 classes of each grade, I am always going to meet new fiiends every year.

I know I have one ofAe biggest grades in the school, of 150 students (that comes up a lot in the cafetesria!) and I feel that it is a nice amount of kids. Not too crowded! I like that it is close by because I don't have to take long bus ride. It is also good that it is close by becauseit isn't far for soccerpractice or play dates.

But, I understand that you will decide where I go to school. And I know I have to go to the school you decide.

I asked my parents to let me speak here because I wanted to give you some information Aat mighthelp you make a gooddecision.

I know you encourage walk and bike to school day throughout the county. My fiiends and I like to walk lots of days. I just walked to school last Friday. If you move my school, my fiiends and I in polygon 129 will not be able to walk or bike to school, because its too far and unsafe.

Ifyou changemy school, it will also changemy soccerteam becausethe leagueplaces us by school. Right now I practice at ClarkvUle Middle School, right across the street fi-om PointersRun. Almost all the kids on my team go to Pointers Run. If I go to Swansfield, I will play on a teamthat will likely practice at SwansfieldElementary.

I really like math, it's my favorite subject in school. So I thought I could make this into a math problem. My soccer practice is on Mondays and Wednesdays at 6:00. I used a map app on my mom's phoneto look up how long it takes me to get to PointersRun and how long it will take to get to a new soccer practice at Swansfield.

I wiU tell you it takes sue minutes to drive to pres and 14 minutes to drive to swansfield. That's 12 minutes round trip to Pomters Run and 28 minutes round trip to Swansfield. That's almost a halfhour! Thatmeans I have less time for homework, dinner withmy family, for other after school activities, or to ride my bike andplay outside.

I am askingthat you keep me and my neighborhoodfiiends, in polygon 129, at a school dose to my house.

Thank you for listening and thank you for working so hard.

JordanSolomon, Polygon 129 Good Evening Chairperson Ellis, Superintendent Martirano and the members of the Board. My Name is Alex Horn, I live in Columbia, MD, and it is an honor to say that I am a sophomore at Wilde Lake High School. Wilde Lake is an amazing school, we have over 50 clubs and honor societies, an amazing fine arts program, and the most AP classes of any high school in Howard County. Wilde Lake has an amazing group of diverse students from various different backgrounds, which studies show creates a better learning environment for every student.

For those reasons, I fully support redistricting Howard County schools with desegregation, integration, and equity in mind, and I therefore fully support Dr. Martirano's plan. This Board has a once in a lifetime opportunity to continue the efforts started by leaders in the 50s to desegregate our schools. I strongly encourage this board to vote in favor for Dr. Martirano's plan because every student, no matter of race or class, has the right to a full and equitable education, and that simply isn't happening right now. We are segregating our students into race and class and giving schools with lower socioeconomic status with less resources. This county has the duty as the third most wealthy county in the nation and the best school district possibly in the world to not just support every student but to lead in the quest for diversity, equity, and inclusion.

In Wilde Lake we have a new initiative called Ghana, which means no one left behind, and if I have to follow that so does the county. So in the spirit of diversity I will share a teaching and wisdom from my Muslim neighbors and siblings. God made us into different tribes so we may get to know each other. Thank you.

Polygon 1268 Dear SuperintendentMartirano andElected Members ofthe BOB ofHoward County,

My name is ChristopherBardini and I live in Polygon 1011. As a highschool

student/member ofthe graduating class of 2022, I am appalled by the superintendent's reckless

proposal for redistricting for the 2020-2021 school year. The current proposal moves an

absolutely ridiculous number of students out ofmy school, Atholton, and also River Hill High

School, both of which are under the 110% capacity mark while the high school that is the most

overcrowded (Howard High) is not being suggested to be affected nearly as much. This is just

one example ofthe inabilityof (his planto effectively addressovercrowding, another of which beingthe almost equalproposed exchange of students between Lake Elkhom andHammond

Middle Schools. In fact, some ofthe proposed moves go against the recommendations of Policy

6010, which states in the Commimity Stability section that a consideration when attendance area

adjustments are being proposed is the 'Trequency with which any one student is reassigned, maldng every attempt to not move a studentmore thanonce at any school level or the same studentmore fi-equentlythan once every five years." Polygons 117, 118, 120, 123, 126, 127, 296,

1, 117, 1, 120, 1, 123, and 1^296 (which currently attend Atholtam High School) were redistricted from Lime Kiln Middle Schoolto Clarksville Middle Schoolnot even two years ago in the last round ofredistrictingand with that, students in the graduatingclass of2023 (rising sophomores) living in thosepolygons would thereforebe redistrictedonce againunder the five year time frame.

It is quite clear that this plan was created with a complete disregard for the students' well-beingand from an adolescent'sperspective, I haveto saythat I findit very difficult to tmst you all as the superintendentand Board of Education to be makingdecisions for us students after this. Also, mental health was clearly not considered when drafting this proposal. High school is a hard enough time without the prospect ofredistricting, adding in the fact that you could be forced to move schools in the middle of such a difBcult time would only be adding to a teenager's stress levels. As a member ofthe class of2022, 1 was especially appalledto hearthat there was even the slightest consideration of moving rising juniois. There have been countless staidies saying that junior year is the most cridcal year of high school, and moving students duringthis time would affectfactors suchas GPAstability andteacher recommendations.

Delving even further, I stand behind the Mt. Hebron High School PTSA's Statement on

Redisteicting (whichI am sure youhave already seen, but have attached), explainingthat "Once a studentbegins at a highschool in ninth grade, that student shouldnever be moved from that schoolby the HowardCounty Public School System". High schoolredistricting shouldonly even be consideredif there is a new school slatedto be open, such asHigh School 13. On thatnote, anyredisti-icting at the High Schoollevel shouldbe delayeduntil 2022when the boundarieshave been set for the new school, or else you will be dealing with the same process again in just over two years.

In conclusion. High school students should not be redistricted once they enter ninth grade. The only instance where anymoves for this level should be proposed is if, and only if, a newhigh school is being opened. I, andmany others believe that it is extremely unwiseto be considering such large moves when the new high school is coming in just a few short years. As a student, I hope I canspeak on behalf of every child enrolled m a HowardCounty Public School that we arenot just pawnsor polygons that you canmove aroundas you please in your game of redistrictmg. Thank you for your time. From: 9th Graders from Polygon 127 Speaker: Harleen Green, current 9th grader at Atholton High School

Dear Board of Education Members,

I am Joined here today by some of my fellow 9th grade classmates from polygon 127, who all have the same request and can be seen standing during my testimony. Before we get into our specific request, we just want to state for the record that our families in polygon 127are not opposed to the superintendent's plan to move students EN MASSE from Atholton to River Hill High school. We do not want to move as a single polygon by ourselves. We are in favor of only moving with the masses to River Hill with all other proposed polygons, so our middle schoolers can keep with their larger feed.

We are here specifically to address our unique situation with the current 9th graders of our polygon. All of us started at Lime Kiln in 2016 and moved in 2018 to Clarksville Middle. We Just started our freshman year at Atholton (2019) and are proposed to move to River Hill HS in 2020. If you're keeping track, that would be 4 different schools in 4 years for our particular group. One of the considerations stated in your policy 6010 for School attendance areas is, "Frequency with which any one student Is reassigned, making every attempt to not move a student more than once at any school level or the same student more frequently than once every five years. " Our particular cohort was redistricted as recently as just over a year ago in the fall of 2018, only to move to high school the next year. Moving us again In the Fall of 2020 would mean our small group of students would be redistricted twice over three years and have moved schools all three of those years.

We are here to request that the Board of Education please consider giving us the option of completing high school in our current school and not move us again. It was just 15 of us that moved from Clemens Crossing Elementary to Lime Klln in our 6th grade year and that was a huge adjustment for us coming fromelementary to middle school. After just two years at Lime Kiln, just as we were beginning to get to know kids that had come into LKMS with larger feeds, we were moved again to Clarksville Middle. Please keep in mind that those kids that shifted along with us to Clarksville Middle already knew many others at that school as they belonged to a larger feed of kids from Pointers Run and we were the only group that moved from Clemens to Lime Kiln and then to Clarksville, so we were relatively alone again. 8th grade was a huge adjustment for all of us and because it was our first and last year at Clarksville Middle, we were just in 'survivor' mode and looking to finish that year before moving on to HS. All the while we were thinking that this would be our last change in schools and that the next four years would give us the opportunity to throw down roots, build friendships, and build our high school academic careers without any disruptions or the stress of moving schools. However, considering Dr. Martirano's current recommended plan, that may no longer be the case.

High school is the most important phase of school for any student. It is the only time when students are focusing to prepare for college or their next big step into adulthood. Thus, it is extremely important that students be provided with a stable environment that is supportive of their academic and social needs. Given the rigor and admissions standards of many colleges it is critical that high school students are able to connect and be a part of their community both academically and socially and build those important relationships that will help support them throughout their high school career.

Many of us in our freshman year at Atholton have already joined several sports and clubs which have helped plant our roots in the Raider Nation. As a result, we have already established many of the core relationships we need, which we can cultivate throughout our HS tenure. Now that we feel we are home, moving us to our fourth new school in four years would not only trigger the stressors from the past three years, but would rip us yet again from the relationships we have just begun to build and leave us feeling isolated and lonely once again. The impact of changing schools has taken a toll on us already both academically, socially, and emotionally. With mental health concerns on the rise, we would hope that is something that would be of concern to you as decision makers.

Thus, in closing, we request that you please give our AHS class of 2023 from polygon 127 (12 rising sophomores) the option to stay and finish our high school career at our current school - Atholton High School. We understand that this may mean that our families would have to provide transportation and we are willing to comply if given the option. We implore you to please consider the impact of moving us to a 4th new school in four years and the impact that would have on our group socially, as well as on our health and grades.

Thank you for taking our request Into consideration.

Sincerely, 9 Graders from Polygon 127

Kyle Brown 10731 Judy Lane, Columbia MD 21044 I/, /L£^

7140 Long View Road, Columbia MD 21044 (^. LV^-e-e^T-

Teagen Rausch 7181 Rivers Edge Road, Columbia MD 21044

Owen Scarborough 7005 Long View Road, Columbia MD 21044 (5>we^ ^c.<^^»^

Trevor Tiffany m. . /i^ 1. ^CC-. 10702 Judy Lane, Columbia MD 21044

Angelina Zhou 7108 Rivers Edge Road, Columbia MD 21044 i^v^KjiLv^o. ?^Uri-l 9/24/2019

Dear BOB members: I am David Wen. I am from Polygon 64. 1 strongly oppose the superintendent's plan to move kids m our neighborhood fiom Pointers Run elementary school to Swansfield elementary school for the following three reasons. First, Swansfield elementary school is the fiirthest school compared to Pomters Run, Clarksville elementary, and Clemens Crossing elementary school. Every year, we have walk or bike to school day. If the plan is approved, not only will we not be able to walk or bike due to the long distance, there is no walkable trail, heavy traffic exists, but also it is impossible for kids m Polygons 2174, 1174, and 2135 to walk or bike to school as well. Second, both Swansfield elementary school and Clarksville elementary school are under capacity. It does not make sense to move us to Swaasfield elementary school and move students in Swansfield elementary school to Clarksville elementary school. This uimecessary move will not only increase transportation cost and time on the bus, but it will also make the current heavy traffic on Cedar lane even worse. This year, I heard many programs and teachers are critically impacted due to budget constramts. I do not understand why the superintendent wants to spend so much money to implement an uimecessaiy redistrictmg plan. I hope you could explain to me the logic. Third, the superintendent wants to use redistricting to reduce tree and reduced meal (that is, FARM) rate for some schools and promote integration. Since majority students on FARM are black, the superintendent's plan is actually redistricting black students, which is unconstitutional. On June 28, 2007, The United States Supreme Court declared public school systems cannot seekto achieve or mamtam integration through measures that take e3q)licit account of a student's race. In summary, the superintendent's plan does more harm than good for all of us. Our future is in your hands. Please disapprove the plan. Thank you for your time and consideration. My name is Connor Hawthorne. I live in Polygon 129. I am a 7th grader at Clarksville Middle School. I attended Pointers Run Elementary school for 6 years. You will hear from many families tonight talking about our neighborhood in Pointers Run. They will tell you how our community is centered around our nearby schools. It is true. Here is my story.

I am the oldest of 5 children. Like every family, transportation to school, Scouts, soccer, baseball, and everything else is a challenge. I have 3 siblings who currently attend Pointers Run Elementary

I don't like to get up in the morning to go to school. Sometimes I run late. Sometimes I miss the bus. When I missed my Elementary school bus, I could get on my bike and ride to school before the bell rang. On those days when I rode my bike home, I could even beat the bus home. We are that close to school.

There aren't enough driving adults in our family to get all of us to every extracurricular activity. We make family choices and take turns when choosing what we do. I like to read a lot. In 5th grade, I wanted to participate in Battle of the Books. Our team met before school at Pointers Run. My parents could not drive me to every meeting, but because I could ride my bike to school, I got to participate. If I did not attend our close by school, I would not have had this experience.

My story is not unique. Kids miss busses. When they miss busses, they miss school. They have to find another way to get there. Many communities are close enough to walk and ride our bikes to school. It helps kids to do activities like Battle of the Books. Don't separate us from our school. I want my siblings to have the same experiences that I have had. Thank you. My name is Mackenzie Garrison. I am a fifth grader at Pointers Run ES. I am asking you to keep communities together!

I love Pointers Run. I am a bus-rider, but I live close enough to walk to school. I live one mile away - a 30 minute walk. Walking with friends and family is a fun way to start my day AND it helps me focus at school because after that walk - I'm good and tired\ ©

With the redistricting, elementary kids in our neighborhood won't walk anymore - it's too far and streets are too busy. It will take an hour and a half to walk to the new school! The plan takes away our chance to be healthy and spend time walking together!

The plan also affects after-school activities. I am proud to say I am a girl scout! {if you need cookies, let me know! ©)I've been in my troop for six years. I started as a Daisy in Kindergarten. My troop is family. But the redistricting tears apart many troops like ours. It moves thousands of kids - and will split up many after-school activities, clubs, sports, and swim teams.

My school has been "my home" since before I could talk. Mom brought me in the stroller to my older brother's field days and class parties. When it was my turn to start kindergarten, I was excited to get the same great teacher he had!

Although my younger brother only just started kindergarten, he has been in the school since he was a baby, too! And now HE has that SAME awesome kindergarten teacher! I'd love for him to have more of the same teachers we had!

Our school is our family - our home away from home! I'm sad that your plan moves us [and so many others!) AWAY from our homes!

Have you ever heard the phrase "it takes a village to raise a child"? Well my SCHOOLis my VILLAGE! It's still a BIG part of my big BROTHER'S village. And it's ALREADY a part of my LITTLE brother's village!

Please don't tear apart OUR village! Don't tear apart OTHERS' villages! This plan is tearing communities apart!

Even KIDS know that human beings NEED strong communities!

I also want to say I think the plan is bad for mental health. Our school has community circles every day to help kids get to know each other better. But your plan is doing the opposite and pulling everyone apart!

Why don't we come up with ideas that bring schools TOGETHER to HELP each other? Maybe parents and PTA's can work together - like share money so that the schools that need more money can have more?

Why don't all schools just work together like one big team?!!? My fifth grade class is organizing monthly donations to a local school to fill their pantry. I can't wait to be a part of it! Why don't we come up with more ideas like that to bring communities TOGETHER and take care of each other?

Before I go, I'd just like to say one more thing: I think kids are under a lot of pressure these days. School can be tough! But we work hard and we make it work and have lots of FUN - BECAUSE we are with our friends and neighbors! We are happy because of our communities. Because we have our villages to help us!

Strong communities make everyone better!

Please don't break apart my community! Please don't break apart my village! Thank you for listening!

Mackenzie Garrison Polygon 129 Good evening. My name is Allison Levine and I live in Polygon 1064. I am in third grade and go to Pointers Run Elementary School. I have been at Pointers Run since kindergarten. Pointers Run is my neighborhood school. I have made so many friends at Pointers Run. My friends are from all different cultures. I see my friends at the pool and when we go bike riding together.

If they move me to a different school, then I won't be able to walk to school or do bike-to-school day. It does not make sense to move me to a different school. All it does is make the bus ride longer and on a main road. The bus ride to get to Pointers Run is really short.

I want to stay at Pointers Run because that is the school that my neighborhood friends go to. Pointers Run is special because we have Pointers PRIDE. If I go to a school far away, I will not be able to do my after-school activities. I love Pointers Run. Sophia Leshchyshyn Polygon 1133 BOE Testimony on Redislricting, Zone 2 Sept 24, 2019

My name is Sophia Leshchyshyn, and I am m Polygon 1133.

Members of the Board of Education:

I am a junior at Atholton High School, and I am involved in Theater and Art there. Although my polygon is not set to be redistricted in the Superintendent's Plan, I wUl stiU be affected by the huge change that my high school wiU undergo. Atholton High School is faring a turnover of 42% in this plan. 42% of my friends and dassmates wUl be gone from my school. 42% of students in our Theater department will be gone, and in Art too. It wUl be a completely different school, and we wUl need to rebuild all of our extracurricular programs from the ground up. Yes, new students wiU come m place of the ones who leave. I welcome all the new students, both from Hammond High Sdiool and from Oakland MUls High School, and I am sure my remaining dassmates will welcome them too.

But I am worried about the distances that the new students wUl have to travel. None of these students wiU be able to walk home from school, as they would have to cross highways. And as you know, we have no after-school buses. I am worried that many of these new students won't be able to join in extracurricular activities at our school, because their parents might not be available to come pick them up. I am also worried that their parents won't get involved in our Boosters organizations and PTSA, because it will be a far drive for them. Both the school and the students wffl lose out. Extracurricular acdvities are so important in high school. They are essential for strong college applications. Involvement in these acdvities helps students feel like they're a part of the school community. Most importantly, these activides ennch us, teach us, and open doors to new experiences. So if you proceed with this redistricting plan, I hope you wUl find ways to help new students to get mvolved at Atholton, and at other high schools, by supplying after-sdiool buses. Most of aU, though, I hope you can find a way to lessen the turnover at Atholton High School. 42% turnover is really very high (it's 610 students!), and no one wants to lose so many friends and dassmates aU at once. Thank you for the opportunity to speak here tonight.

My name is Wenbo Li and my wife's name is Xiaoshi Wang. We are from polygon 1129. We oppose superintendent's proposal basedon the following three reasons. First, it is well-known that Howard County's public education system is very successful in this country. The data complier Niche has ranked HoCo public school system as top 3% best school district andtop 5% most diverse school district in American. Therefore, we should bevery carefiilto changethis wimiing system andhear the voice fromthe whole community. However, the superintendent's proposal is not well communicated. For example, Asian takes 19% population m Howard County. However, AAC committee, which should represent the community diversity to give recommendation to the superintendent, did not contain any Asians. Meanwhile, our county council haspushed an affordable housing project m River Hill Community (Robinson Overlook affordable housmg inthe attached map). The diversity brought by this new development would animportant asset to the River Hill Community. Regretfully, the superintendent's proposal moved this affordable housing to Swansfield. Second, one ofthe mainpurposes ofthis proposal is to help FARM students. A bigchallenge of them is that they need extra help for better educational development. Therefore, the free lunch candirectly help them. The fundingof Title I program candu-ectly help them. Someprograms special to FARM students such as the AST tutoring program organized by Chinese American Parents Association (CAPA) can directly help them. In contrast, bussing them to a different school is not a way to direcfly help them. Meanwhile, busing students in this proposal will cost around 2. 7 million dollars for the extra transportation. If we hadthese moneys, why not we use the money to fund FARM students in a direct way? Third, &om all the data andresearch, it is still under debate if averaging FARM rates of all public schools by bussingFARM students aroundis a useful wayto helpthem. Nobodycan promise that FARM students are able to improve their academic performance under superintendent's redistricting proposal. I don't think it is wortfato do anexperiment on our kids without a certain evidence ofreaching expected endpoint. Please carefully consider ifwe really want to go for this uncertainty, at the price of sacrificing thousands ofkids' sleep time, at the price oftearing off community andneighborhood that our kids are really needed to thrive, and at the price of generating new holes ofHC school budget, especially wejust cut HCPSS teachers and teaching assistants due to budget shortage. In summary, the superintendent's proposal is not a well-prepared one. Please carefully consider any potential impact before making any decision. You are counted by Howard County residences who voted you. Kids are not polygons. School redistricting is not simply resetting school boundaries, this task involves moving people, our kids, and thousands offamilies behind these kids, from one school to another. We hope the BOE committee hear our voice and continue the success ofHoCo public school system that we are all very proud of. Thank you. Sv/l IS

Current Redistricting "i Proposal

Robinson Overlook Pointers Run £S AffordableHousing

*^ Howard County Board of Education Public Hearing September 2019

Testimony of Marilyn Zigmund Luke 8810 Sandrope Court Columbia, MD 21046 Polygon 16 (Based on the Current Re-Districting Map) MZLuke@comcast. net My name is Marilyn Zigmund Luke and I appreciate the opportunity to offer my perspectives on the current proposal for redistricting the Howard County Public School System (HCPSS). I have been a resident of Howard County for 18 years and I have spent the majority of this time living in the King's Contrivance community. I live in Polygon 16 on the Howard County's Redistricting Map.

I am proud to be the Mother of a young son, and through our family's experiences, I appreciate the impori:ance of building individual confidence through safe school environments that are filled with positive and supportive teachers that help customize learning based on eachstudent's individual abilities and needs.

Many schools that are at or over-capacity are commonplace within Howard County. Particularly at the Elementary School level, our school structures are being supplemented by temporary units - whether they are called "trailers, " "portables" or' learning cottages" - that should never have been intended as a long-term solution for student placement. These units have cramped space, unreliable heating and cooling sources, odors, and are separate spaces from the overall school environment. In fact, students must leave these units to exit the classroom despite any weather elements such as rain, cold, snow or wind simply to use a restroom. To say that I was shocked that my son and other students in Howard County were going to school in these conditions in 2019 would be an understatement.

I am most concerned with the inadequate safety these structures provide as in this past year we had real-life experiences where modified or full school "lock-downs" were mandated but the teachers and students in these temporary units were unaware of the events as they were occurring within the school. In my opinion, these temporary structures are "sitting ducks" for anyschool emergency, particularly threats from the community such as active shooters and other events.

Howard County has been touted as one of the best school systems in the U.S., by the HCPSS Superintendent himself in a variety of press interviews, in media publications such as U. S. New and Worid Reports, and through a variety ofwebsites and other sources. However, despite these accolades, many students and their teachers remain in these temporary structures. Compare these temporary school dassrooms to other County Offices and the County's Professional Executive Suites and you will better understand my frustratton with the lack of urgency and action to remediate these conditions within the Howard County school system.

I reviewed the redistricting proposals and am concerned and dismayed that the Board has opted for moving thousands of students across a variety of schools and from their hometowns rather than focusing available financial and administrative resources on a comprehensive and direct plan for first improving the infrastructure in our local schools through capital investments, constmction and expansion to make room for the students in the neighborhoods where they and their families live. The Board frequently discusses capital projects, but in more than over five years, I have yet to see any action directed at renovating our school or others to accommodate the existing and future students who

1 of 2 need it for their primary years. In fact, the renovations at Hammond High School have been slated for action - and then delayed - and are currently the subject of continued concern as delays have been recently discussed.

Redistricting every few years has become confusing and chaotic. The time and money spent on generating proposals, holding public hearings, hiring consultants, obtaining community input - then revising the proposals, redistricting the maps and re-engaging working families who cannot keep pace with the multitude of changes and public options should have been and can be avoided if the proper steps are taken now to build-up, improve and expand our hometown schools.

Governor Hogan recently announced an initiative1 to make available funding for capital investments in our public schools. Most notably, Governor Hogan announced that in January, he will "introduce landmark legislation to provide $2 billion in additional new dedicated funding to assist counties with school construction" that "will fulfill neariy every single local construction request in the entire state. " This is a monumental opportunity and the time is now for the Board to work in tandem with Governor Hogan and the Maryland Legislature for real-life, practical solutions to build-up our schools for safe environments that are conducive to learning.

I encourage the Board to begin plans for addressing students' needs and school capacities by immediately taking steps to work with architects, seeking construction bids, and making concrete plans for investing in our neighborhood schools. I encourage the Board to table its redistricting proposal and instead direct immediate attention and financial resources on making capital investments to build out and renovate the schools that are already in place to serve the students within our communities.

As families, we have invested in our children, our homes, our schools, and our communities. I encourage the Board to start making plans for construction - rather than deconstruction - of our schools and communities through the current redistricting proposals.

I thank you for the opportunity to offer my perspectives and I would be happy to take any questions.

1 Refer to the webpage: httos://oovemor. marvland. aov/2019/08/17/maco-closing-address-aoyemor- hoaan-calls-for-action-on-violent-crime-wams-of-Qatherina-storm-on-education-fundina/ for more information.

2of2 My name is Robert Luke and am a resident of Columbia, Maryland. I have lived in Howard County for 18 years, and specifically in the King's Contrivance community for 16 of those years. I am an active member of the King's Contrivance Board and have served the County as a volunteer in several programs offered through the Department of Parks and Recreations. I have devoted my professional career in business and finance, as I hold a master's degree in Finance from the University of Baltimore. I attended the University of Pittsburgh and hold a Bachelor of Science degree in Political Science, with a minor in Accounting.

I have reviewed the Board's June 2019 and the recently-revised redistricting proposals. I currently reside in polygon #16, and I appreciate the opportunity to provide my perspectives in this important matter, drawing on my educational and professional experiences, my roles within this community, and my most important responsibility as a Fatherwhose son is currently enrolled in the public-school system. I chose to make my home in Columbia because of the diversity and progressive educational programs offered and I understand and support the need to ensure availability of educational opportunities for all students.

Redistricting, when historically performed, was done to create financial efficiencies and maximize the dollars available and used for students' needs to ensure academic success. Redistricting directly affects individual students and their families who feel a sense of security in their school environment that becomes, or in some cases serves as, a child s primary home (e.g., those in home-transition, homeless, foster or custody situations, etc. ). Life-long relationships are formed with ftiends, teachers, and other families as these learning years make up the foundations on which our children will build their academic and professional endeavors in future years.

Howard County has been touted as having some of the best schools in the Nation, when compared to national averages. The financial resources are not unlimited and fiscal responsibility and financial stewardship must be keystones of any plans to serve the Howard County student population.

I am here today to raise a serious concern with the methodology on which the Board's current approach and proposal is based. The Board's proposal relies heavily on Free and Reduced Meals ("FARM") data to redistribute and reassign students throughout our hometowns to balance school populations, racial compositions, and school - rather than student - performance. This is a highly concerning approach and I offer - perhaps even negligent as a fiduciary of taxpayer dollars - as it has been widely publicized that the FARM program is fraught with fraud. In Year 2019, the General Accounting Office released a report that states "... high improper payment rates may suggest schools may be inherently vulnerable to fraud."

It is also true that most FARM applications go unverified (i. e., not subject to documentation or audit). In fact, less than 3% of the applications received are ever reviewed. I was shocked to uncover this data point, particularly when other federal and state programs such as Medicare, Medicaid, the Children's Health Insurance Program (CHIP) and other federally-funded programs require proof of eligibility to receive benefits.

Eligibilityfor FARM is more that ensuring chiMren have a well-balanced breakfast and lunch. FARM eligibility opens access for many other benefits such as (reduced SAT fees, County programs, technology benefits, etc). I, too, want to ensure that children in need receive proper nutrih'onal support. However, the FARM program has been criticized - and acknowledged by the U.S. Department ofAgriculture (need cite) - as an open-access program for anyone who submits the application. The FARM data are jn no way reliable metrics, and are not representative of, nor should be used as, a poverty indicator within Howard County. The Board needs to revisit a better way to measure the poverty rate in Howard County, and specific student in need, before proceeding any further with the redistricting plan.

I would also encourage the Board to use the electoral process and ballot initiatives to seek approval of and consensus among taxpayers before conducting school redistricting processes based on efforts to promote equality poliaes until more work through better research and real-life assessments can be performed. Taxpayers should have the ability to vote on new Board policy proposals such as the idea of spreading equity across the school system based on racial composition data and income criteria. In addition, existing State programs and the Governor's goals and proposals for the educational system across the State must be considered as part of a cohesive and comprehensive approach.

I appreciate the opportunity to offer my perspectives, research, and opinions and I stand ready to assist the Board in the future as we work together to make our community and our schools safe, productive, and sustainabte places for our families to live, work, and enjoy our communities. ARCHITECTS September 24, 2019

Members ofthe Howard County Board of Education,

I havelived on Blue SeaDrive forthe last 15 years (located in polygon 16). I am the principal of Roberts Architects an architecture firm located in Columbia. I have 12 and 10 year old sons, and a 5 yearold daughter. I am strongly opposedof the current redistricting plan: Specificallythe relocation ofpolygon 16, 1016, and 1014 fi-om the Dickinson community:

1) Wewant to go to school withthe DicUnson community. KEEPDICKINSON TOGETHER! 2) Right now, the Dickinson community is divided between Atholton Elementary and Hammond Elementary. In the current proposal Polygon 16, 1016, and 1014 will be redistricted from Atholton Elementary to Guilford Bementaiy. 3) GuilfordElementary School is not part ofthe King's Contrivance Village in whichwe live. Ifredistricted, my 5 year old daughter, Marie, will have to change elementary schools to one in which we have no relationship. 4) We arecompleted separated from Guilford Elementary by commercial areason Guilford Road and SnowdenRiver Parkway (no children live in Polygon 2048 and 2050). I respectively ask that you drive what would be the bus route. 5) Wewould prefer to stay with Atholton Elementary School and the current relationships thatwe havedeveloped withfiiends, teachers, school staff, school programs, etc. 6) If our polygons haveto be relocated, we propose that wemove to Hammond Bementaiy - the other current school that Dickinson students attend. KEEP DICKINSON TOGETHER! 7) Ifredistricted, the current plan also separates us from the remainderof the Atholton Elementary School Students, with regardto Middle School. The current plan sends every Atholton studentto LakeElkhom Middle, with the excq)tion ofour few streets. 8) My 12year old son, Bert, would lose every childhoodfriend from elementary school. 9) My 10year old son, John, goes into 6algrade next year. Hewould be one of5 students from the Dickinson community to go to Haamond Middle School. Please keep us with the remainder of our Dickinson Community. KEEP DICKINSON TOGETHBR.

I urge the Board to consider my concerns in this testimony - spedficatly to leave polygon 16, 1016, and 1014 intact and attending schools with the remainder ofthe Dickenson community

Sincerely,

Bert C. Roberts ffl 8850 Blue Sea Drive Columbia, MD 21046 (polygon 16) 8630M Gullfoid Road, Suite 143, Columbia, MD 21046 410. 971. 6809 BCR®RobertsArchitects. com www. RobertsArohltects. com Lada Onyshkeyych Polygon 1133 BOE Testimony on Redistricting Sept 24, 2019

Members of the Board of Education:

Our polygon, #1133, is districted to Biyant Woods Elementary, Wilde Lake Middle School, and Atholton High School. We are not slated to be redistricted in the Superintendent's plan, and for this I am grateful, as we have loved each of these schools and been heavily mvolved in all of them. Yet we wUl stiU be greatly affected by the huge changes around us. I feel that the Superintendent's plan has flaws and is too far-reaching. I am also sad that thousands of students' lives may be disrupted as a consequence of poor housing decisions made by elected offidak at the county level. I am most concerned about Atholton High School, because it is faced with a 42% turnover (see attached chart) - a change more than twice as high as most other high schools (except River HUl). Even the most crowded high schools, like Howard and Centennial, are looking at changes of only 16-17%. 42% is really a lot (610 students!), so if you choose to proceed with this redistrictmg, I hope you wiU find ways to lessen that turnover. While we welcome the new students we would receive from Hammond and Oakland MUls High Schools, we don't want to lose so many of the families that are already part of Atholton. With this redistricting, I worry that extracurricular activities wiU suffer as new students at greater distances may be unable to find ways to get home in the absence of after-school buses. Extracurriculars are so unportant m high school - for student enrichment, college applications, and a sense of belonging to the school. I am also concerned that parent involvement in Boosters organizations may decline because of the greater distances - and parent mvolvement is always a significant factor in the success of our schools. One way to lessen the 42% turnover at Atholton would be to leave polygons 2133, 3133 and 4133 (see attached map) at our school. There are only 97 students listed for those 3 polygons, and since we are slated to lose 610 students but receive only 471, there would room for those 97 students to stay. FARMs rates at these polygons are 30%, 50% and 50% respectively, so in terms of adjusting SES levels at Atholton, it would make sense to leave these polygons where they are. WUde Lake High School is a wonderful school and would surely welcome the families in these polygons, but we want to keep as many Atholton families as we can. This adjustment would at least reduce the turnover at Atholton to about 35% - sriU higher than most other schools, but better than 42%. Turning now to the elementary school level, our neighborhood along Sunny Spring in Hawthom would be split in half by the Superintendent's plan, with Polygon 5133 going to Clemens Crossing, and 1133 to Bryant Woods (see map). Our street. Bright Plume, would be divided at about % and %, which seems absurd. Two half-empty buses going in two direcdons would now be required, when a single bus always did the job, thus doublmg transportation costs unnecessarily. Please send both polygons together either to Biyant Woods or to Clemens Crossing. They are both good schools. But it is always better to keep neighborhoods together, as well as to minimize transportation costs. Thank you for listening. HighSchool Turnover in Superintendent'sProposed Redistricting Plan 2019 Turnover # Sending ff Receiving Capacity (using higher # (source: p. 17 (source: p. 17 (source: p. 14 sending or High School Supt Plan) Sup't Plan) Supt Plan) rece'wingj. Atholton 610 471 1460 Centennial 231 85 1360 Glenelg 259 1420 Hammond 215 119 1220 18% Howard 233 1420 16% Long Reach 311 233 1488 21% Mamotts Ridge 57 313 1615 19% Mt Hebron 167 1400 12% Oakland Mills 256 257 1400 18% Reservoir 96 1551 River Hill 478 741 1488 50% Wilde Lake 197 373 1424 26%

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/.^ LO / %1^0 S,133 Pubh" S'J'1**^ Si*. K»i .J Use this app to locate your address'wlthin. the county, nnd your planning polygoiy'numfer," and view adoptedattendance a'teas, . t -^ 1,133 a This is school locator. iFor Bus 1,132 Stop information cliqk l?ere: 2,132 http://wvnv.infofinderi.com/ifl/?cid=HCPaOASIJVW Instructions 5,M3 '?a 1. Begintyping your address (or polygon,.' \^fl number)in the searchbox on the top6^ the '^ screen. Select from automatically generated address (or polygon) options In the drop- . ^- 2.131 down box.

° If your address Is not found, contact -, '-^. ^f 4,131 the Office of School Planning for help: email 1 T**II imi . 1<-|LJLU^O 1-** . «~~-1^ mil- a*4Aronir~-oia. Baltimore County Government, VHA, Esri, HERE, G< ^5fe3 9^<^ ^1^' ^^ 0.2ml

u- hcpss-ols.maps. arcgis. com/apps/webappviewer/lndex.html7id3 06528401636a4a48blet681c66a61a07 My name is Jsmifer McQueeney and I am firom polygon 1146.

Wby are wemoving so quickly to forceredistricting fiarnext schoolyear; continuously agreeingto disagree with each proposal and yet we have anoliierredistrictmg proposal around the comer after school 13 is built? Clearly with so many valid and unsettling concerns &om our students. Delegates and parents, Howard County Public School System (HCPSS) is not prepared for this massive adjustment physically, financialty, and socially to occur next year. Who is actually benefiting from proposed County Resolution 112 (CR1 12) andthe cunent "Integration Plan"?Wliat is the plan tm assistingthe community with liiis massive change? The quick turnaround feels Uke a political gain and not a long term gain, wiA strategic implementation providing change our students and parents canmanage and true equity our students can embrace.

If we were in a casual conversation and I asked what "equity^' means to you, would we have similar definitions? Have our Board Membeis, our Superintendent and our County CouncU askedthis question to Ae parents and students, throughout the counly, along with those who are affected by Ifaeirproposal? An example of how I define equity woiild be, "all the Board Members who sit be6»re us today Should be able toto go to the bank having the same income, and credit score and walk out with a loan containing the same tenns, no matter what fheir sex, race, religion, income or zip code is. Is tins the same equity you plan to show my daughters, the exchange student we are hosting, and my neighbor s chfldren who dun t look like mine?"

The terminology used in CR1 12 and that in the Superintendents proposed "Integration Plan" do speak to each other; however, CR112 states the County Councils support of HCPSS implementing a lawful multi- searIntegration plan , whilethe Superintendente plan emphasizes completion within the 2020-2021 school year. Dr. Martirano's quick turn around in the cuirent plan is also contradictory to an interview he gave to the Howard County Times on October 3, 2017, where he states in reference to (he redistricting in die 2018- 19 school year, "tfae county would have to redistrict again in 2022 when Hi^i School 13 opens. I don't want to put die county flirough two redistrictmg processes . Yet, here we sit, looking at the second redistricting plan tonight andpreparing to discuss a driid one whenhigh school 13 opens. I am baffled by the way our children are being moved around like a siiell game. The question still remains what will die redistrictmg maps look like when high schools 13 and 14 are buUt? What will happen to Ihe funding and resources for the schools who lose students andhow many times wiU diese students be moved?

As Delegate Tem Hill, representing Baltimore and Howard Counties in District 12, stated during her oral testimony during Ac public hearings regarding HCPSS redistricting on September 17, 2019, "Previous Howard County Council's, not school boards, councils, have allowed our communities ... one offlie most diverse counties in the state. .. to become ghettoized in many ways, where we allow commumties to be bmlt that don't have a diversily of incomes and that creates the problem that unfortunately the school system is asked to deal with. The previous Howard County Council's neglect is not for the school system to mmiage, forour parents to fund, nor shouldour studentsbe askedto carry tfaisburden each day they goto school.

This elected Boardof Education and Dr. Martirano did not create the lack of diversity within communities; however, by forcing small groups of students into dififerent schools, flris Boaid will make students feel isolated, especialfy high school students who have litfle time to adjust. These students andtheir neighbor s did not grow up liuough the feeder schools oftheir new peers, just as my dau^rters wffl fiice in liiis new plan.

The County Executives office through the CR112 claims the "compoimding socioeconomic ineqaalities" we are facing is due to no enough "housing types" and"afGardable housii^" available throu^iout Howard County' Werely onour elected County Executive's officeto ensure allregulations arebeing adhered to forAe weU- being of the public. So why are the neighboihoods within our school district not zoned for affoidable housing to support whatthe County Council should be fixingnow? Who permitted the zoning for these homesdecades ago and continue todsyt Wasand is there anoption forbmlders to move aroundor buy out ofthe restrictions ofproviding afiibidable housing like Ac nine out often villages in Columbia? Accoidiag to anapproved amendment in 1965 to the Zomng Regulations ofHoward County Creating the ZoningClassification of New Town District, die development of communities within Columbia must meet various stipulations including, "encourage civic responsibility tfarou^i the develoinnent of well planned neigfaboihoods in which the inhabitants can develop a sense of personal relationship wiA their communities"4. Additionalfy, JimRouse's 51-page booklet titled, "Columbia,A New Townfor Howwd County", provided to officials of Howard County in 1964 repeatedly emphasizes the foundation ofthe communities smroundmg the elementaiy schools in each of the 10 villages string together and all amenities andthe elementary schoolsbeing within walking distance. Theneighboihoods diat attend the feederelementary schools for River HiU are certainly not all withinwalking distance, nor is the viUage center andthere is no public transportation supportmg these areas. Periiig)s our focus should beon what we can fix now inp-eparation for redistricting aflerhigh school 13 is bultto alsosupport our students this school year. BusIransportation is a problem acrossvarious counties in Maryland according to a Baltimore Sun article on September 19, 2019, including Howard County . I thought my daughters were exaggerating, when they saidthe seats are fffled when Ae bus gets to them, studmts haveno choicebut to squatin the isle or female students, my daughters, arebeing askedto sit on otherfemale student laps by Ae biis driver. After speaking with the manager of Transportation on Monday, September 23, 2019, heconfinned over crowdmg on buseshappens atthe beginnmg ofeveiy schoolyear andthey are aware of this issue. He added, a bus count report is requested witfrin the first two weeks of schoolfrom every school to levelout the mnnber of students on each bus, making the buses compliant with their policies. However, for our bus this "leveling out" wUl not occur until Wednesday, September 24, 2019. WhenI askeddie manager, "so doesthis mean my daughters will still be sittingon eachothers laps andin the isle tUl then?". Us response was, "yes, I'm afraid so". This is unacceptable, unsafe and clearly shows a lack of respect for the students weU-being! We are already short on bus drivers across Ae state, what areyou going to do to fix fliis for the 2020 - 2021 school year andmoving beyond? IhavebeenaresidentofHoward Countyfor 17years, 15of which are in Ae house I ciurently residelocated in Columbia. My dau^tters haveattended Rumiing Brook Elementaiy, WildeLake Middle, both the old and the new schools md now WUde Lake High School (WLHS). These schools have been defined as havinglimited learners, lowtest scores, too many low income famUies, andother labels givenby Ae many people, including ourleaders andothers living outside ofour commiuuty As aaacdve pinentin ourschools through sports, music, clubs and a volunteer for sports in the county, I've had the privilege to meet some ofdie most incredibly kind, humble, brilliant, andtalented students in my communily. I seethese students asleaders, entrepreneurs, specialistin medicine, and experts overseeing your investments. Itis uirfortunate for anyone who chooses not to take Ae time to meet the incredible students and fimilies that I call my commumty. Through sports andmusic, I'vehad the opportunity torecognize thatnot all schoolsm HCPSSare equal in the physical resources available to our students. Is the BOB counting on the fanrilies it is moving &om schools whichhave accessto many resources to schoolswith limited resources to be okaywith this. Does theBOB anticipate parents to investin their new school the same as their true community schooland what if they don't? Effectively, my proposal isto delay redistrictmg untU high school 13 isbuilt, atwhich point the Boaid of Educationand tiie Superintendent can propose redisb-icting only the high school students that would benefit fiom the shorter commute. In any decision the Board of Educatim and the Superintendent make for die 2020-2021 school year, I propose allowing all current highschool students to remain andgraduate fixantheir cunent high school. References

1. County Council of Howard County, Maryland, Resolution No. 112-2019; Page 2, lines 22, 23, 25, and 26. httDs://aoDs. howardcountvmd. aov/olis/GetFile. asox?id=25521 2. The Baltimore Sun, Howard County Times, Martirano's plan would slow redistricSng; httDS://www.baltimoresun.com/marvland/howard/columbia/Dh-ho-cf-martirano- redistrictina-recommendations-20171005-storv. html 3. The Baltimore Sun, Bus driver shortage leaves some Maryland students squatting in the aisles and sitting on each others' laps; httDS://www. baltimoresun. com/education/bs-md-bus-driver-shortaae-20190919- siev6a4sane5xnwnzou5oc6b4-storv. html 4. Approved Amendment in 1965 to the Zoning Regulations of Howard County Creating the Zoning Classification of New Town District; Page 2; httDS://www.columbiaassociation.ora/wD-content/uDloads/2016/03/7488.Ddf 5. Columbia, A New Town for Howard County; httDS://issuu. com/columbiaarchives/docs/columbia a new town 6. Delegate Terri Hill, representing Baltimore and Howard Counties in District 12, oral testimony during the public hearingsregarding HCPSS redistricting on September 17, 2019; httDS://www. voutube. com/watah?v=FrOGTJB9CLw&fbciid=lwAR2aDi9avYlvHVaDiOEHxa TU-zazFMhOdTE3C10cwQ6KUcDZPhbFMvZR-so fully support equity, butthe current redistricting plan is u'asteful, short-sighted, and counter productive. And I strongly oppose it.

The other day I had a conversation with my son, who is a second grader. He was very frustrated that his favorite class, technology, was cut in half, because, in his words, "Howard County doesn't have enough money". He went on to say that technology is important for kids to get good jobs such as scientists or astronauts.

I agree with him 100%. Technology, or more broadly STEM education, is extremely important for our students to get ready for tomorrow's job market. Ir fact, even today, thousands ofpeople are going back to school to learn technology everyday, just so that they can make a better living.

To me, it is very troubling that our superintendent isw'lU'mg to spend millions more each yearjust to bus kids around while at the same time sacrifice their technology education.

This plan will not increase equity. To the contrary, it will fiirther disadvantage our FARM students. Some families may have the resources to make up for the lost opportunity in technology education at school, but howabout our FARM students? Some parents will payfor coding classes and personal computers, but how about ojr FARM students? Some students can turn to their parents if they have questions or need hiilp, but how about our FARM students?

They will have to turn to our school system and to our communities. And we have a responsibility to help. If you truly care about education for our students, if you truly want opportunities for our disadvantaged students, if you truly want to help to break the cycle of poverty, if you are smarter than my second grader, which I believe you are, please reject this redistricting plan, please invest in our children's future, plisase not only restore but also enhance their technology education. Most importantly, please put our students before politics. September 23, 2019

Dear Board of Education,

Columbia wasfounded byJames Rouse, a real estate developer in 1967. "It began with the idea that a city could enhance its residents' quality of life. Columbia was intended to not only eliminate the inconveniences of the subdivision design, but also eliminate racial, religious and class segregation. The original plan would have hadall the children of a neighborhood attend the same school, melding neighborhoods into a community and ensuring that all of Columbia's children get the same high-quality education". Thewhole essence of Columbia living lies in its original plan to keepfamilies together within the same neighborhoods. However, all ofthis goes out the door with the proposed School Redistricting Plan. The Superintendent's Plan violates Section IV. B of Policy 6010; "school attendance areas should promote a sense of community in both the geographicplace (e. g., neighborhoodor place in which a student lives) andthe promotion of a student from each school level through the consideration of: keepingstrong feeds from one school levelto the next." The planfails to keep"contiguous communities or neighborhoods" together throughout various portions of Howard County and in our community in particular.

I live in Polygon 16which is a part ofthe redistricting plan from Atholton ESto Guilford ES. I oppose the proposed plan for the following reasons: 1. Theplan proposesto divideour small Dickinsoncommunity intoTHREE (3) Elementary Schools(Atholton, Guilford and Hammond)!This is one of manyexamples of how this plan violates Section IV. B of Policy 6010 and destroys the fundamental idea of what Columbia was originally built for. 2. The plan proposes to move 40 kids out of Atholton ESand move 70 into Atholton ESwhich is already at capacity! How is this addressing the overcrowding issue? 3. Polygons 16, 1016 and 1014 are a part ofthe Dickinson neighborhood of Kings Contrivance Villagewith approximately40 ES children. This will create an islandas Dickinsonis already divided into 2 ES- Atholton and Hammond. Our40 children will bethe onlyones going to Guilford ES. 4. Polygons16, 1016and 1014are notgeographically connected to Guilford ES.Figure 1 very vividly illustrates that we are separated by industrial spaces and major roads (Guilford Road (commercial area). Broken LandParkway, Snowden River Parkway). The polygons2028 and 2050are 100%commercial areawith NOchildren livingthere. Thereare no safepathways to bike or walk to school. WhatI propose asan alternative to the current plan: 1. I propose that Polygons 16, 1016 and 1014 are kept in Dickinson community by choosing one ofthe 2 ES- Atholton or Hammond. Hammod EShas 95% capacity andwould be able to take our Polygons in. 2. Polygons 16, 1016 and 1014 are currently districted for Hammond MS; therefore, by districting our Polygons to Hammond ESwould keep families with elementary and middle school children in the same building! 3. Ifyou must redistrict our Polygons 16, 1016 and 1014, please allow the children going into 5 grade in 2020 to finish their school! 4. Polygons 13, 14, 15 are adjacentto our Poiygonsand represent a large and important part of our Dickinson community. With the current proposed plan Polygons 13, 14, 15 will be going to Lake Elkhorn MS while our Polygons 16, 1016 and 1014 will remain at Hammond MS.With that our 5thgrade children (only 4 children!!!) from the entire neighborhood of Dickinson will be going to Hammond Middle School. They will not be going to Middle School with any of their friends from the community. We propose to keep Polygons 13, 14, 15 districted for Hammond MS instead of the currently proposed Lake Elkhorn MS in an effort to keep Dickinson together! oppose the current redistricting to Guilford ESand would like our schools to stay with our Dickinson Neighborhoodat Atholton Elementary. However, if redistricting must occur, I propose an alternate solution to send Polygon 16, 1016 and 1014 to Hammond ESto keep our Dickinson community together in support ofthe BOEPolicy 6010 for CommunityStability. We want TWO Elementary Schools We want ONE Middle School KEEP DICKINSONTOGETHER Figure 2

My thoughts on the entire plan of Howard County school redistrictine:

. This proposal does not beginto properly addressthe overcrowding issueat manyschools . The proposal does not factor into it HS13 and the thousands of children who will need to be redistricted AGAIN in a couple of years . It does little that actually impacts the socioeconomic / FARM distribution that the entire movement of 7400 children is predicated on! $400,000of taxpayer money was used to puttogether feasibility study that was ignored. How many items on the budget list could have been paid for with this amount? . The newdefinition of "segregation" (<40%white) means it's mathematically impossible to desegregateall HoCoschools - we don't haveenough white people in the countyto dothat! . The Superintendent's planviolates HCPSSPoliqf 6010, fails to support the StrategicCall to Action (SCTA), and does not reflect the public's priorities of maintaining community stability, consistent school feeds, and minimizingtransportation times. Residentsfrom acrossthe county, including our village, participated in the July community input sessions to in order to have their voices heard. . I agree that addressingthe capacity and socioeconomic clustering issues needs to be addressed; however, it should not be addressed by redistricting, it should be addressed bygoing after the root causes of the issues . Never should the school system and in extension the neighborhoods, be the scapegoat for glaring oversight in the Zoning Department! Movingchildren out oftheir neighborhoodfar away passed highwaysand commercial land makes no sensel The improvements are only marginal and will not bring the results you hope for! The root cause is not addressed! <- We are back at it in a short time! Performingschools are in largea result ofstable neighborhoodsworking in unison, strong attractive programs and proper funding! The problem of socioeconomicclustering isn't a problem caused by poorly drawn boundaries, its one caused by the lack of affordable housine evenly distributed across the county^ Stopallowing developers to build without providingfor adequateschool capacityand affordable housing. The socioeconomic imbalance should be addressed by requiring developers to include affordablehousing as part oftheir developments, and by putting affordable housingin areas of the county that as little or none. Why aren't we expanding schools to increase capacity? The overcapacity issue needs to be addressed by expandingthe capacityof existingschools. Why aren't we building new schools where there has been a lot of new development. We need to charge the developers the correct amount to coverthe need for the expanded capacity and new schools, and don't usethat money for other projects. Redlstrictine Is a temporary fix that puts us In a cycle to repeat. When families buy homes in neighborhoodswhere they like the schools,the number ofstudents attendingthe school increases until the school is over capacity. Then the county conducts a redistricting to bring the number of students within capacity. Then other families buy homes in neighborhoods where they like the schools, then the school attendance increases again until the school is over capacity. Then onceagain, the county does a redistrictingto bringthe numberof students within capacity. ^ 1.020 1. 011

asn 20

2, 022 i.aoe ,

a 24 Figure 1 Don't divide - Unite & Expand

MS 1 HS1 MS 1

+ othej" Feeds + other Feeds \7 Hammond \7 Hammond ES1

Capacity: .»- Capacity; FARM%: FARM%: ^

Figure 2

Sincerely,

Ksenia Mueller 8829 Blue Sea Drive Columbia, MD 21046 Polygon 16 (o ^IAQW^ Mle^

Dear BOE Keep Dickinson Together I would like to Start by thankingyou for this dialog. I appreciateall yourwork and effort. Being a straight shooter - tonight real people speak honestly, ..truthfully and whatyou hear might be uncomfortable, but I suggest you listen carefully.

No offense Dr Martlrano - as with any presentation, statistic or recommendation, we can poke holes in it until there is nothing left. I take a leap of faith here and say "Thosespeaking tonight have been down the same road as I. First was disbelieve, then outrage and anger, then listening, reasoningand possibly trying to see the good." I don't think I haveto give you a lesson in history, but I do It anyway, If we are honest, this is more a Columbia redistricting than anything else. Columbia is not random -The design ByJames Rouse called for 10 self-contained villages following the neighborhood concept that all children of a neighborhood attend the same school, melding neighborhoodsinto a community to ensure all children get same high quality education. Columbia wasby design "color-bllnd" Kings Contrivances is my village and Dickinson is my neighborhood. Dickenson Example: Proposed 3ES-2MS-1HS (Particularly polygons 16, 1015,1016) - no connection to proposed ES, commercial park, no walking WE WANT OUR POLYGONSto go to 1 ES-1 MS- 1 HS When you take Columbia's blueprint into account and look at additionalfeeds into our MS and HS (the entire life cycle) <- YOUR Redistricting GOALSARE ALREADY MET. AS more as you peel the onion, it does not make sense! I can't help thinking that this redistricting is directly connected to the budget and the 50% cut we just saw. I believe the real issue here is FUNDING. Speaking of money the 400K for a study telling you what you already knew - and now don't act upon, could have easily paid for 2 items of the capital Improvement budget list. DON'Tmake our children the scapegoatfor shortcomings In zoning, budgetingand funding! 11 I have seen a glimpse of hope last Thursdaywhen you voted 7 to 0 for putting Hammond High andTalbott Springs backonto the budget againstall odds.

IF any good came out of this whole deal, it is "That more than ever before, communities are united and strong" - usethis force to get the budget we need. LEADTHE WAY! 11 Higher funds for those in higher need to level the playing field! I have not heard a single parent saying please take my child out of this school and move it to another, all they are asking for is equal equipment and facilities.

The more you allow the school system to rely on parent support, becausethat is what It comes down to, the more we get awayfrom a real solution. Why does this country allow education to be at the bottom of the totem pole? We might as well home school, because we already spent most of our after work time running/fundingschool programs.

y Don't be afraid of us??? You are not alone - use this momentum to unite and bark up the right tree - let's get that extra 1% from the state budget you said is needed to plug the budget hole and finally finish what was benched for 10 years. At the same time, let's keep things real - $361 per sqft to build a school!!??? <- crazy Speaking of crazy - Here is a thought... select companies that are vested in the schools because their children go there. They wilt not shortchange you!

Keep Dickinson together Good Evening.

My name is Jonathan Sokamon and I flve in Polygon 129. I have two children in Pointers Run Elementaty School, and two more In queue.

I've come to talk to you about my being a member of a community school. My family moved backto Howard County In 2015 because of the respected and diverse schools. In the years we have been back, we have met so many wonderful feunilies in our community; people from all over the gkibe, from many religions, different lifestyles and different beliefs. We meet them at the bus stop, on the trails, at the shopfang center, sports... just about everywhere we go.

It is so great to be at a restaurant, a workshop, or even at the beach, and have our chVdren say, "Hey that's so-and-so from schooir It is also great when we are able to piudcipate in their friends cultural events.

But, iTs not Just about (fteirftiends. My wife and I have made so many friends through the school. And these friends are ahrays around to lend a hand. Whether it is helping us out alter having a baby, or just when I'm out of town for work, our school community is always by our sMe, and we theirs,

Part of being in a community means being involved. When I am not traveBng for work, my schedule allows me an hourhere orthere to volunteer at my communityschool. \A/hether It Issupporting good fitness in theWalking Wednesdayinitiative pr assistingthe teachers in the dassroom, I enjoy spendingtime in the schoolwith my kids and their dassinates. Ifs really awesome to see the students smile and hear them whisper "HI" as we pass in the halhway.

A school volunteer affects so many: Administration is happy parents are iiwolved; Insttuctors have help so they canlocus on teaching;students shine when their parents are in the building;and parentsget to be a partof the commune, while getting to know their chBdren's dassmates, instructors and staff.

Pointers Runis a SKminute drivefrom my house. I canvolunteer an hourof my daywithout disrupting my vrork responsiWUes. I enjoyvolunteering in TSchnology,especially for pnmarygrades. Ifyou've neverbeen in a classroom with 20 Kindeigarteners nying to log in to computers, it is quite a sight. These kids beuely knowtheir lettere, let atone the keyboard layout. The first few weeks of technology are simply about the students signing on! When I mlunteer for Technology, not only do I help the student become tess frustrated and more confident, the Instructor is able to locus on their lessons whBe I assist the students.

Ifwe are redistrictedto a schooloutside ofour community, it would makeit difficult, if notimpossible, for me, and many others, to volunteer.

I am happy to be Invoh/ed in the school on an ad hoc basis. It brings me so much joy to see the kids smile and team, and ITS great to see my own kids beaming with pride when I come in. I've gotten to know the front office staffand manyteachers over the lastthree years, and hopeto continue my communityelementary school volunteering for another decade.

I urge youto opposethe Superindantsplan. I encourageyou to makeonly urgent redistrictlng changesthis year, and only when all other opdons have been exhausted, and to establish a three year evaluafion plan for redistricting that faHs in line with the opening of High School#13.

Thank you for your time today, and your hard wori< all year long.

Submitted September, 24, 2019, Jonattian Solonwn, Polygon 129 Jeratd D. Krasnick 6057 Shepherd Square Columbia, MD 21044

Polygon(f 1204(Districted schoolIs Wilde Lake, however, mythree childrenattend Atholton underthe JROTCProgram)

Howard County School Redlstrlctine Testimony

First, the Howard County Council is spewing lies, and dangerous, disgusting political rhetoric saying that there is segregation in Howard County. Segregation, as it relates to racial, ethnic, and gender division, is something that is enforced. Segregation in Howard County does not exist. People moved where they wanted to move. If the Howard County Council wants to blame anybody for the high concentration of FARM'S, blame yourselves. Over the past twenty years, you're the ones that approved all the affordable housing, and the huge amount of apartment clusters in Columbia. So now that you created the problem, you want to start blaming wealthy people? Thafs sick and twisted, and frankly, quite disgusting. Someone responded to me, and asked If I have ever heard of defacto segregation.... ! said yeah, if s called "people move where they want."

Furthermore, the Pastor at Celebration Church, the one that County Executive Ball is buddies with, and the one that Superintendent Martirano has consulted with, has publicly stated "those wealthy families need to suffer," and said "we need some of that white cream to mix with our black Intelligence. " Are you kidding me? That is inappropriate, insulting, and disturbing on so many levels. Ball and Martirano should be fired for not calling this buffoon out on this, and continuing to fraternize with him. If a white person said anything like that, do you thinkthey would be employed the following day?

You want to move nearly halfof the Atholton High School population to River Hill? More crazinessl You might as well get a new name for the school. You are obliterating our school! Interestingly, two years ago when you were redistricting you set up AACs all over, and the AAC for Atholton came up with a plan that had 20-30 kids leaving Atholton, and when you looked at the flow of students from other high schools, and the bus routes, it made total sense. So what do you do, you cancel the process, start it up again two years later, get rid of all the AACs (basically getting rid of any competing plan, and of all the common sense in the process), let Martirano have his own AAC, and we're left with this? Moving 7,400 students all over hell's creation?

Regarding Martirano's wreckless, unsubstantiated social experiment, please take note:

Schools are not high performing. Schools are not low performing. People are. The reason children experience low or high academicsuccess has to do with how they're being raised. Plain & simple. My wifeteaches at a Title I school, and all three of my kids went to a Title I school. We are good friends with about 20-25 families whose kids went to the same school. All my kids, including our friends' kids, all excelled. The kids who came from the lower socloeconomlc groups, most, but not all, did poorly. The kids from the lower socioeconomlc group that excelled, were mostly Asian. Asian parents normally & consistently buck the trend. -. do you know why? Because they are hyper-involved. That is the key to academic success, not bussing kids to wealthier neighborhoods. Martlrano has no interest in solving the problem, he's using smoke & mirrors to mask the problem, too bad we have a few school board members that are blind to It. JohnsonPolygon 25

Don't let Polygon 25 go solo! Under Dr. Martirano's plan for OUT school district, Polygon 25 would do a solo act and leave its current elementary and middle schools for an elementary and middle school that are twice and seven times the distance away respecdvely. What do I mean when I say "solo act"? I mean that our polygon is the only one leaving our elementary school andthe only one leaving our middle school. Changes need to benefit someone and I'm here tonight to explain why this change doesn't benefit anyone and doesn't make sense.

This summer, the school board conducted surveys to find out what residents wanted out of this redistricting process. The top answerswere to maintain reasonable distancesto schools, andto maintain community continuity. In lay terms this means people want to go to the school that's close, they don't wanttheir neighborhoodschopped up into different school areas and they don't wanttheir kids upset becausethey got pulled uito a new school when aUtheir friends are staying.

Under Dr. Martiiano'splan, the main priorities are to redistribute students m overcrowded schools to underpopulatedschools, to even out the FARMs families to promote equity andto think ahead to the opening of High School 13 to avoid double moves. Moving Polygon 25 fails in all of these ways.

Firsdy, moving Polygon 25 doesn't help overcrowding.We're currently districted for Bolhnan

Bridge Elementary and PatuxentValley Middle, neither of whichare overcrowded. The schoolswe are being moved to under this plan are Guilford Elementary and Thomas Viaduct Middle. Guilford is underpopulated, but Thomas Viaduct is not. I wiU concede that it makes sense to pull kids from somewhere nearby into Guilford, but pulling from Bollman makes no sense. There are polygons from

Hammond ES, Talbott Spring ES, Atholton ES and Cradlerock ES that are all within a mUe of Gmlford school. Nowlet's talk aboutTalbott Springs for a minute. I'm not trying to throw Talbott kids under the Johnson Polygon 25 bus, but I do want to pouit out that TUbott Springs is overpopulated to the tune of 125% and

desperately needs reUef. Never mind the fact that their school update/rebuild has been put on hold because of this redistricting nonsense. Their attendance area is also made of three disconnectedislands.

Whatwould make sense is to adjust the boundariesto relieve the crowdingat an overpopulated school like Ulbott Springs and also fiU the seats at an underpopulated school, like Giulford. Two schools with one polygon as it were.

Secondly, moving Polygon 25 doesn't help FARMs numbers. Bolknan (where Polygon 25 is currendy districted) is a Tide 1 school, but so is Gmlford. The FARMs demographics of Polygon 25 are about40% at the elementary level, so moving Polygon 25 wouldn't change any FARMs numbers at

GuUford. Likewise, at Patuxent VaUey (where Polygon 25 is currendy districted) has a FARMs level of

37% andThomas Viaduct has a FARMSlevel of 41%. Polygon 25 has a FARMSrate of 50% at the middle school level. This would mean pulling uPolygon 25 from Patuxent Valley to Thomas Viaduct would actually inaease inequity by raisingThomas ^laduct's FAElMslevel (which is already pretty high). It doesn't make sense. It doesn't benefit anyone.

Thirdly, moving Polygon 25 doesn't help transportation. Polygon 25 is approximately 1 mUe from both Bollman Bridge andPatuxent Valley, a 3 minute bus/carride, or if your kid oversleeps, a 20 minute walk. Under Dr. Martirano's plan, Polygon 25 kids wouldbe busedto an elementary school that is two miles away, and more troubling, a middle school that is nearly seven miles away. Did you know that there are six middle schools doser to Polygon 25 than Thomas ^aduct? In ascending order by distancePatuxent Valley (1 mile), Murray Hill (4.2 miles), Lake Elkhom (4.8 miles), Hammond

Middle (5 miles) Oakland MUls (5. 5 mUes) and Mayfield Woods (5. 7 mUes) are aU closer to Polygon

25 than ThomasViaduct (6. 7 miles). We live on the Route 1 corridor so seven miles is a significant Johnson Polygon 25 drivii^ distance, upwardsof 30 minutes in msh hour traffic, whichis when a middle school buswould be driving to school in the morning. This kind of distance makes participating in after school acdvities an impossibility for most of our kids because someone has to pick them up instead of being able to walk home. And I don't need to remind you of the traffic fiasco that happened a week and a half ago when 1-95 was shut down for seven horns. What happens to the buses of students who are trying to get home when there's anotherfreeway shutdown and Route 1 turns into a parking lot? There were many

(on Google Baaps at one point I counted seven) car accidents that day that were caused by the freeway shutdown. It raises the risk of kids getting into car accidents when they spend that kind of time on a bus on a busy road everyday. A busy road that has no median, just a double yellow Une and a SOmph speedlimit.

And let's talk about transportation finances. Some estimates say that our district would need to double or triple the bus budget to allow for aU this extra busing. Where is that money going to come from? We already lost 80 para-educators this year because of budget shortfalls. I don't think we can throw a few more bodies out the door to account for the extra $40 to $80 million it's gomg to cost in buses. And let's also consider the cost to our environment in the form of diesel fumes.

This kind of distance also creates a lot of problems for the residents of Polygon 25. Many of my friends and neighbors in Polygon 25 work set schedules and can't take the 30 minutes to drive their kids to school if they miss the bus and there's no viable option for taking a municipal bus. This puts pressures on working parents who have a difficult choice: do they drive their child to school and risk getting filed for being late or do they let their child stay home unnecessarily

Fourth, moving Polygon 25 doesn't help maintain community contiiiuity. In Dr. Martirano's plan, Polygon 25 and only Polygon 25 is being moved out of Bollman Bridge and Patuxent Valley. Johnson Polygon 25

Under the new plan, Polygon 25 would be surrounded on three sides by BoUman/PVMS polygons: On the East, South andWest. The only polygon touchmg Polygon 25 that is districted for Guilford contains the Taco Bell, Dunkin' Donuts andRoyal Farms. It also contains a forest populated by deer and squirrels, but not smdents. Polygon 25 is made up of two smaU neighborhoods (about 30 homes each) and a stretch of Guilfoid Rd, whichis a busy road without sidewalks. We have 30 kids spread over 6 elementary grades and 20 kids spread over 3 middle school grades in those 3 geographically disjointed segments of our polygon. You can imagme how hard it is for our kids to make friends outside of their own streets unless they make these friends at school. By moving polygon 25 solo, these students will not know anyone at all in their new schools aside from the few neighbor kids they know who may or may not be in their grade or dasses.

Lasdy, moving Polygon 25 does not help with preventing double moves related to High School

13. One of Dr. Martirano's highest priorities was to look ahead to High School 13's opening and avoid double moves, but moving Polygon 25 nowwUl result in a double move, plain and simple. High

School 13 is beingbuilt in our area andwhen that school opens there will necessarilybe a boundary

change to fill the sew school with students. Polygon 25 is in the Red Zone of Dr. Martirano's power point that he releasedthis summer, meaning our polygon wiU almost certainly be redistricted to High

School 13 in 2023. In fact, Polygon 25 is the only polygon within that red zone that is under

consideration for redistricting this time around. Why are we so special?

I wiU say that in the current plan, Polygon 25 hasn'tbeen moved away from Hammond, which I

suppose looks like a single move on paper, but isn't in reality. That token favor to Polygon 25 is

meaningless. By the time High School 13 is built, those Hammond students will have all graduated.

It's these middle school students and late elementary school students who will feel the effects of a Johnson Polygon 25 "double move. " Unless changes are made, they wffibe yanked out of their current schools next year andthen againwhen the highschool opens three years later. For example, there are sueseventh graders in Polygon 25who attend Patuxent VaUey Middle. UnderDr. Martirano's pkn, they wiU attend ThomasViaduct Middle Schoolfor eighthgrade, then go rightback to Hammond HSwith their

Patuxent VaUey friends for two years. But then High School 13 wm open andthey wR be redistricted again. It doesn't make sense.What would make senseis for anypolygons in the red zone-the ones that wiU Ukely be affected by High School 13's opening-be excluded entirely from this year's boundary adjustment. Being redistricted twice in a row is dismptive andtotally unnecessary. Let's cross that bridge and redistrict whenwe come to it.

Possiblythe most ridiculous thingabout this simation is the factthat there areonly 30 elementary kids and 20 middle school kids in Polygon 25 bemg moved. It's such a smaU number of studentsbeing moved alone and it makessuch a tinybit of difference in the populaUon, it'snot reaUy worth it. But to the kids involved, it rearranges their entire world, all for a couple of percentage points on a spreadsheet.

Please consider thelives you areaffecting withthese changes. Remember, being an adult who gets shuffledaround at work is annoying,but not earth-shattering. For students, their entireworld revolves around school: their friends, their activities, their life.

Respectfully,

Kirsten Johnson

Resident of Polygon 25 Hello all, my name is Yan Wang. I live in the Village of River Hill, Polygon 64. First of all, I would like to thank the BOEfor givingthis opportunity to stand here to sharingmy family's thoughts on the proposed redistricting plan. I am a mother of two girls; Alivia is 5 and Alison is 2. As an immigrant and minority, I fully support diversity and good education for future generations. We do respect the BOE and superintendent and think that you are from a good place when developing the current proposal. However, after reviewing the current proposal, we have the following questions/concerns: 1) Quality of education, what are the key factors affecting quality of education and do you have data to support this plan. The current plan has overly simplified a complicated issue. It does not seem that there is enough evidence to support the claim that the current plan will help students, especiallythe ones who need special support. How confident are you that this plan will work? Hassimilar plan been implemented in other similar school districts, if so, were the outcomes positive?Those of us whowill be affected will like to see data and solid evidence to back up your claim and plan. Education should not be about politics and is definitely not a numbers game, our children's future is at stake. Students' welfare should be the priority and needs to be taken into real consideration. 2) About diversity, we see every color in our community and there are black, Asian, Indian, Mexican, and white kids in my daughter's class, so I am curious, what do you mean when you say our school/community is not diverse and how canthe current plan bring more diversity? If you are concerningthe economicstatus of the kids' families, busing kids over longer distance is not the right solution to bring equity. It only make the number appear better. Again, education is not politics and this is not the right place to deal with economic issues. Instead of putting more money into transportation based on the current plan, please make better use of the money and make some real impact on supporting the families in need. 3) Transparency. As a newvoting residence, I would like to request the board to have more transparency when developing redistricting plan. Werethe public's input collected/reviewed and reflected in the decision. Since you are targeting at diversity during this round of redistrirting, please share your thoughts on the diversity of the current AACcommittee. Isthe committee diverse enoughto well represent the majority of our county residence? 4) Community stability. Is the board aware of the potential impact of the current plan on community stability? Since this is a democratic country, we have rights to choose our own community and the schools within our community. Having a stable community is very important for kids' emotional wellbeing and the overall development of a county. If a plan is lack of committee support, it will not be a successful plan. Please keep an open mind and value the public's input. In the end, I urge you to revise the current proposal to keep our kids in the community schools. Thank you!

Yan Wang 9/24/2019 Wilde Lake High School PTSA Testimony for the Board of Education September 24, 2019

Good evening. My name is Linda Leslie and I live in polygon 1144. 1 am honored this evening to introduce the testimony of the Wilde Lake High School Parent Teacher Student Association. Our PTSA is dedicated to helping every student reach their fullest potential. At Wilde Lake we take that charge very seriously. We recognize that there are many paths to success and we are dedicated to supporting all of them.

At Wilde Lake, we pride ourselves in being the embodiment of Jim Rouse's vision for an inspired, concerned, and loving society. A society that will, paraphrasing him, dignify our students; find ways to develop their talent; put the fruits of their labor and intellect to effective use; that will achieve brotherhood; eliminate bigotry and intolerance; will care for the indigent, the delinquent, the sick; seek the truth and communicate it; respect differences among us.

At the Lake, we are proud of the role we play in positively influencing the lives of young people. And yet, across Howard County, many of our fellow citizens see our school as far less desirable than other schools. Regardless of the facts, they fear being redistricted to Wilde Lake. Board of Education member Sandra French's quotation in the Baltimore Sun twenty years ago is even truer today: "I think that a lot of times, people build up in their minds a rationale and nothing can dissuade them. Sometimes the facts just can't defeat word of mouth. The facts no longer become relevant."

I've heard many people say their intentions in opposing redistricting are not malicious and aren't aimed at our school community. I don't believe anyone has bad intentions. What do believe is that there are differences in how we understand the world to be. We must challenge these world views to build a better future for all our children.

Regardless of the outcomes of redistricting, Wilde Lake will be ready to continue our mission of equitably helping each child reach their potential. We ask that the Board of Education ensure that each county school similarly have in place and enforce supports and safeguards for all our students.

We also ask our fellow citizens to recognize that all our schools have the potential to provide excellent educations for your children. A school that has been incorrectly labeled by others as an inferior choice might just be the best choice for your child. I know it was for mine.

I've spoken with many Wilde Lake families about the potential impacts of redistricting. To a person, not one of them wanted to be redistricted out of the Lake. At the same time, they recognized that such a change might be required for the greater good of the students of Howard County.

As a PTSA we have wrestled with how to respond to redistricting. We are not a group to just say "No" - not my kids, not my community, not my school. Instead, we are choosing to say "Yes" - yes to ensuring small feeds don't exist across the county, yes to balancing impact on school communities, yes to equity for all our students, yes to redistricting the hearts and minds of Howard County. Thank you for listening to our voices. I am Cynthia Fikes from polygon 2137, an alum of Howard County Schools and a member of the WLHS PTSA, Like my Father, a Westinghouse Engineer, and Mom, a brilliant homemaker, I made a choice to move my family to Howard County for education. My message for you today is one of words and impacts.

Words matter. As I struggle to write this testimony, neighbors in Howard County are tearing each other to shreds over redistricting.

I opposed redistricting in 2017 without the site selection for HS 13, and worked with parents across the County to find positive solutions.

Based on that experience, I can say that most of us are simply parents concerned about the welfare our children and neighborhoods. Still, it saddens me to see the concept of "agree to disagree" being belittled and attacked by the trolls lurking among us. People are feverishly spewing doom, property value destruction, political malfeasance, disgusting stereotypes based in race and economics, learning ability, social engineering, moral superiority and irrational perceptions of the family values of others. Everyone is being damaged, as the loudest voices rise up to attack on Facebook, Next Door, and Twitter proselytizing false ultimatums of Columbia vs. Howard County, Rich vs. Poor, and even Asian/White vs. Black/Latino.

When/How does it stop? Our children deserve better.

As we transition, we would implore the BOE to ensure all of our kids are protected and supported. Ugly attitudes and intolerance are impacting our National legacy.

What safeguards will be put in place to ensure the health, safety and well-being of all students? How will you look after the small feeds like Dunloggin? Will our children in Clary's Forest be ostracized by the children of angry homeowners? Will Principals implement and retain restorative justice, peer mediation and discipline or will they relinquish that duty to armed police officers? Precious children are being impacted. Poor kids, shy kids, awkward kids, even happy, well-adjusted kids. Please take great care with this transition.

One might think that the Wilde Lake PTSA would oppose the Superintendent's redistricting plan. We support the objectives of the plan giving our children less crowded schools, and the opportunity to learn beside people from all walks of life. The current plan is not a perfect fix. It is a start.

I will say, we are all nervous, as children learn whatthey live. What are the impacts of the awful stereotypes and verbal muggings happening among us? Clearly, our kids need to get to know each other, and as do we. To the BOE, Council and our State Delegation, please stop the growing chasm in Howard County.

School overcrowding must be improved. The concept of "neighborhood schools" has failed, as the separation of the classes expands thanks to trends in redistricting by the prior BOEs and over development by the prior Council.

Fair housing opportunities, transportation and adequate funding for new schools/renovations must be improved by the Council. Basic common sense would dictate that we do not throw nearly all of the affordable housing into Columbia and provide beautiful, new seats in schools elsewhere.

Lastly, as the State Delegation must approve the legislation to increase ourwoefully insufficient developer fees.

This is a team effort, and years from now we should not still be fighting over polygon placements.

Dr. M's plan moves the needle in the right direction.

If not now Howard County, then when?

Thank you for your consideration. Good evening. Thank you for your time. I'm Dan Hill and I am a special education teacher at Wilde Lake High School. I am in my second year at Wilde Lake, having previously taught for seven years at Harper's Choice Middle, and for a year prior to that at a Level 5 school in Anne Arundel County. It is my honor and privilege to serve the students of the Wilde Lake cluster. I am here to stand for my students and formally welcome any and all students who are districted to my school.

Sixty-five years ago, Brown vs. Board of Education held that separate schools for black and white students are inherently unequal. Separate schools for children based upon socio-economicstatus is merely anothertype of segregation. A growing body of research has produced a social science consensus that school integration- by race and by socioeconomic status-is good for children. From my personal experience, both as a student and as a teacher, I believe this to be true.

Diversity among students in education directly impacts their performance. Students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. This promotes creativity, as those with differing viewpoints are compelled to adjust, collaborate, and grow in order to generate solutions. Having culturally diverse classrooms is also an advantage because it affords our students opportunities to examine the contributions each group has made to the development and enrichment of our nation while concurrently developing empathy and perspective regarding those who are different.

Unfortunately there is an equally forceful societal consensus which has developed the conclusion that nothing can be done to achieve this level of integration - or, more to the point, it is too inconvenient to try. As a teacher, parent, and resident of Howard County I believe in Dr. Martirano's vision of equity.

As an educator in an extremely diverse school, I can tell you that we are prepared to do, and are already doing, what it takes to lift all students up. We therefore welcome the challenge and relish the opportunity to highlight the strengths of a school like Wilde Lake.

We're all scared of what we don't know, so let me enlighten you about our kids at Wilde Lake. Our kids are in AP classes, in GT classes, in Honors classes, our student athletes have won more than 150 county and regional championships, are earning scholarships to college, are involved in our award-winning music department, and our Jim Rouse theater is the envy of the entire county. We have supports and safety nets for all of our students, but particularly for those who come to us from socioeconomically challenging circumstances. One of the questions our PTSA has heard from families and staff is whether the students who are redistricted will be provided with the same or better support in the schools that are receiving them. We ask that the Board of Education ensure that regardless of where a student lands, they receive the support they need to reach their full potential, and that they are treated equitably. We are up to the challenge. Let us show our kids that we have the courage to rise above the divisiveness which is currently affecting every aspect of our lives, and fulfill the promise of equity.

Thank you for your time. My name is LisaM. Grayand I live in polygon 3143. Good evening andthank you for this opportunity to help represent the hopes and desires of the Wilde Lake High School community. I've been a resident of Howard County since I moved here with my daughter 10 years ago. I moved here because of our school system's reputation for providing all its students with a high quality, academically rigorous, and inclusively excellent education. As a proud parent and active Wilde Lake PTSA and Booster club member, I join my fellow PTSA leaders in testifying to howWilde Lake has helped the county earn this reputation. The Wilde Lake PTSA recognizes the urgent need for redistricting - especially in this moment of history for our county and state. To echo Linda Leslie in her opening, we are not a group to just say "No" - not my kids, not my community, not my school. We are choosing to say "Yes" to redistricting as one key method for achieving equity for all our students.

As the Board is well aware, the HCPSS Strategic Call to Action defines Equity as "providing the access, opportunities and supports needed to help students, families and staff reach their full potential by removing barriers to success that individuals face. It does not mean equal or giving everyone the same thing. " This definition is informing the Board's new Educational Equity Policy 1080 Committee of which I am a member. Our PTSA believes that an equity lens must be applied to the board's decision making process in redistricting. In addition to providing better socioeconomic integration and outcomes for our students, redistricting with an equity lens will also produce greater racial, gender, gender identity, sexual orientation, and religious integration. This supports our new state mandated, educational equity requirement which is driving Policy 1080.

Ultimately, we are trusting that the Board's final plan will be based on both/and, not either/or, decision making. At Wilde Lake, we know that there would be no winners. only losers in an either/or, zero sum game process and those losers would be all of our children. As the Rev. Dr. Martin Luther King, Jr. admonished us over 50 years ago, there is nothing more dangerous than "willful ignorance and conscientious stupidity". Please do not fall prey to those forces and unwittingly endanger the minds, bodies, spirits and futures of all our children.

Equality is ensuring that all our students have shoes. Equity is ensuring that all of our students have shoes that fit them, so they can stand and walk effectively and responsibly through our nation and the world. Therefore, we implore you as public servants to stay true to your own policies by having the moral courage to rise up and do the right thing. Redistrict so that our County can begin to provide a truly equitable education for our children now and in the future. Do this and rest assured that they and history will one day thank you for it.

-Respectfully submitted by Lisa M. Gray To members of the Howard County Board of Education, staff, fellow parents, teachers, and administrators, my name is Patricia Marshall, representing Wilde Lake High School as a member of the PTSA and proud parent of two Wildcats, one, a sophomore, and, the other, a 2019 graduate, now a freshman at the University of MD, College Park. I live in polygon 177.

You have an arduous task, but don't give in to the pressure of negativity surrounding this process. In addition to implementing a redistricting plan, it might be helpful to first redistrict our perspectives so that we get to the best solution for our children. All children have the same hopes and dreams as you do, and their education can build upon that in a positive way. Redistricting is necessary because it will begin to break down the barriers that divide us as a community. Moreover, adjusting perspectives will facilitate the process so that we move forward.

As my colleagues have pointed out, we are fortunate to experience Wilde Lake as a generous and diverse school community. As you know, it is part of a growing urban core, where education, commerce, retail, hospitality, theatre, and music intersect. There is afforded to us at Wilde Lake many opportunities that place us at the forefront of a renewed energy, where students will have availed to them job opportunities, internships, apprenticeships, and culture. I'm not here to sell Wilde Lake High School to those seeking to do business here. Merriweather District does a great job of selling our image. I do, however, feel the need to pitch to those whose harsh wordsand closed minds havetreated ourschool community with impunityand privilege. While we've become the envy of surrounding jurisdictions for our excellent schools and perceived unity, some have clouded that reputation with a lack of awareness, pot shots, dredged up data, and not so clever innuendos. To those,I say, while you wipe the mud off of your shoes on our welcome mat, remember it's hurtful and bad for furthering economic development in our county. People are watching what we do and listening to who we say we are. Over the years, we have had to hear neighbors, friends, parents of our children's friends tussle over the prospect of sending their kids to schools in our cluster. It's been the same tango between doubt and fear.. . doubt and fear. Many have caved to the negative, generalized misconceptions, misperceptions, and miscorrelations between a single measurement of test scores, conflating test scores with overall school performance and the individual dignity of every child, regardless of socioeconomic status. This thinking can stunt one's morality, because it leads you away from embracing your fellow human being. You begin to dig ditches that are hard to climb out of because the very person who can pull you out, is the person you've shunned or degraded.

I urge the Board to make decisions that will correct the deleterious effect of years of non-action by redistricting our schools to address, not only overcrowding and poverty, but to also address de-facto segregation, which has created an "us" versus "them" mentality in our county.

I'll leave you with these final thoughts... The opposite of love is not hate. The opposite of love is fear, and fear drives hate. I don't respond well to fear, because history has taught us that fear drives hateful responses and actions, many of which have been repeated of late in our county, the worst of which has sprouted around tonight's hearing. Education is the great equalizer. We need to educate not from a place of fear, but from a place of love.

Lastly, in the words of the great educator, Mary McLeod Bethune, "I leave you love. I leave you hope, I leave you the challenge of developing confidence in one another. I leave you a thirst for education. I leave you a respect for the use of power. I leave you faith. I leave you racial dignity. I leave you a desire to live harmoniously with your fellow men. I leave you finally, a responsibility to our young people."

Thank you very much. Testimony of Angela McMellen Brannigan, Resident of Polygon 64 Board of Education Meeting, September 24, 2019

I am a parent of a second grader and preschooler in polygon 64 and a member of the Pointers United group who spoke earlier.

When redistricting was first announced, the goal was reducing critical overcrowdings. Over the summer, community members participated in public meetings to discuss the proposals in the feasibility study. We were only allowed to comment on those suggestions. Yet the Superintendent's plan shifted the playing field. The priorities the community had identified in those meetings were replaced with the sole goal of redistributing FARMS by moving more than 20% of students.

Registration for this meeting had to be in person or by phone during work hours excluding people who cannot make calls during the workday. All public hearings are here, a location not accessible by public transportation excluding those without vehicles. During the last redistricting, a letter was sent to parents explaining the proposal. There has been no such outreach this time. It seems when the change is small input is desired, but with a major change public input is discouraged.

The superintendents plan reduces FARM percentages for the schools with the highest rates, but does not adequately address equity and fails to address the overcrowding that prompted redistricting.

Moving kids from their neighborhood schools cannot and will not make up for decades of development policy that concentrated affordable housing in small pockets, which in turn has concentrated FARMS students. The superintendent admits he is uncertain his plan will work to address the issues in HCPSS. He is right to feel uncertain. Research conducted has not shown an improvement for FARM students and a negative impact on non-FARM students under similar circumstances as those proposed by the superintendent. My children and all the kids in the HCPSS are too important to be test subjects in the superintendent's experiment.

Working through our communities is an effective way to promote and enact lasting change. Instead of leveraging the power of the communities in Howard County to address issues with our schools and equity, the current plan rips at the fabric of our communities. Juggling school age children and other commitments is not easy. As the adage goes, It takes a village to raise a child. In an era when many of us do not live close to extended family, the village is the friends and neighbors who surround us and help us out. In Howard County, it is the literal village we live in. The superintendent's plan frays the safety net we depend on and will make parenting school age children more challenging.

Parental engagement is a key factor determining student success, but the proposed plan AND the nonstop redistricting discourage parent engagement. I frankly am loathe to go above and beyond this year to support initiatives at my daughter's school. Why should I when I have no idea if she will be there next year?

The Superintendent and Board should engage in long term planning to address the needs of the schools with minimal disruptions to students. The goal should be to redistrict every 10 years or more and not every 2 years.

I propose that the board address critical overcrowding issues this year and wait until the opening of HS13 to do any major shift allowing for constructive discussion that will engage stakeholders beyond the school system. Schools cannot solve the problem alone and current students of HCPSS should not be forced to pay for development decisions made decade ago. BOE Boundary Review Testimony, Region 2 September 24, 2019 Daniel Newberger

My name is Daniel Newberger, I live in Polygon 64. Every morning my two daughters, ages nine and six, take a twelve minute bus ride with their neighborhood friends to a terrific Howard

County school, Pointers Run Elementary, where they are receiving an excellent education.

Under the superintendent's proposal, my daughters will take a twelve minute bus ride with their neighborhood friends to a different, equally terrific Howard County school, Swansfield

Elementary, where they will also receive an excellent education. I support the superintendent's proposal.

The research and evidence is clear - schools that are socially and economically and racially integrated produce better outcomes for all children. My neighbors in opposition are either ignoring the inequity that ails our schools, or are denying that desegregation is the proven best solution, or are simply choosing to prioritize their families' wants over the needs of all the county's children.

When you strip away the incorrect claims about desegregation from the opposition's narrative, you are left only with their preferences. They prefer their own opinions about desegregation's effectiveness over expert research. They prefer to stay at School A, and are okay with going to

School B, but absolutely refuse to go to School C, which coincidentally happens to be a Title 1 school. They prefer to prioritize their comfort and convenience and privilege over the basic needs of the county's poorest children. I'm sorry, but this can't be good enough. The stakes are

(DO high for the thousandsof kids across the county who are not getting whatthey need from our schools.

Page 1 of 2 BOE Boundary Review Testimony, Region 2 September 24, 2019 Daniel Newberger

I believe that we all have an obligation to look out for the best interests of all the county's children and not just our own. I believe the comprehensive research and analysis conducted by the most credible experts in the fields of education and sociology and public policy and economics that clearly demonstrates how socio-economically diverse schools help less-advantaged children close the achievement gap, while providing positive educational and social benefits to more privileged children. I believe in equity and socialjustice, even when it inconveniences my own family, and will alwayssupport those elected and appointed officials brave enough and principled enough to stand up and fightfor it. I refuse to let fear - fear of the unknown, fear of the other - overcome my ideals and my hopes for what this county can and should become. I am not afraid for my children's school bus to drive off in a different direction.

My neighbors are decent, sensible, good-hearted, comfortable people. They want you to reject the proposal for desegregation, or delay it for a number of years. I say, no. Our county's most vulnerable children cannot afford for you to stop or delay desegregation. Please remember that

sensible, comfortable people asking reformers to "just slow down" have been as big an impediment to progress and social justice throughout American history as the outright bigots

who say the quiet parts out loud.

The superintendent's proposal is clearly flawed in many details. Please fix the aspects that need fixing. But, please, don't back down from the worthy goal of reducing inequity by desegregating

our schools with concentrated poverty. Send our Pointers Run polygons to Swansfield.

- Page 2 of 2 - Pointers Run Testimony-Polygon 1064

Dear Board of Education Members:

As an educator in a neighboring county, I am against this plan for several reasons. One key reason has to do with the costs associated with it. I started my career as a special educator, and I was lucky enough to have a para-educator who was incredible with the kids. She built amazing relationships with all students and they knew she genuinely cared about them. The cost of a para-educator per year is approximately 27k while this plan's transportation costs alone is approximately 2. 76 million. To me it makes so much more sense to use this money to fund additional para-educator positions at lower performing schools in order to truly offer a support to students most in need. In addition, at a time when mental health is on everyone's mind with the increase in school shootings, using the additional funds to hire more guidance counselors and social workers at all schools would be much more value-added.

I also don't feel that "swapping" students from lower income students to higher income schools truly benefits the kids most in need. They need additional resources, smaller class sizes, and more community outreach opportunities. Under this plan, while they would attend schools with highertest scores, that doesn't actually help them as these schools often have less resources (specifically instructional technology) and larger class sizes, meaning it will be easierfor them to get lost in the shuffle. As someone who is a part of my school's leadership team, we have talked at length about closing the achievement gap. One of our key strategies is community outreach programs. Again, the problem with this plan is the communities will be divided, making community outreach for the students most in need of it more challenging. For the students in the Swansfield polygons slated to be sent to Clarksville Elementary, I truly believe this plan will put them at a disadvantage by moving them out of their community school. The following is a quote from former Secretary of EducationAme Duncan regarding the importance of community schools;

"Making every school a community school has to be our collective vision. This has to be the rule rather than the exception."

- Former U. S. Secretary of Education Arne Duncan, New York City, October 22, 2009

I would also argue based on my experience that less experiencedteachers is a detriment to students at schools with high FARMS populations. Howard county has such a stellar reputation that it can attract the best teachers in the state. I work with student-teachere and know that often their goal is to one-day get into Howard County. Saying that, I have no doubt that all Howard County schools have high-quality and dedicated educators. Inexperienced teachers offer many advantages as well including exciting new ideas, energy, and expertise in areas that are in the cutting edge in education. As a parent, I am against this plan simply because I wantto see my child to attend her community school. This past summer when I was looking to purchase a new home, a major selling point for me was the community schools and diversity in the neighborhood. I was very excited about the prospect of my kids being able to make friends in the neighborhood who they would be able to go to school with in elementary, middle and high school. My daughterdid immediately make friends as soon as we moved in, and I was excited that she would be able to know a few kids when she starts school. Unfortunately, those friends are in the Pointers Run polygon that would attend Pointers Run elementary, while my polygon would be sent to Swansfield elementary. I'm sure there are countless other stories in this community, and communities throughout Howard County, where neighborhoods are being broken up just like this. In regards to a solution, for the Pointers Run Polygons (64, 1064, 129, and 1129), me ideal would be to keep us at Pointers Run elementary. Thiswould keep our neighborhood united and allowour students to attend the closest possible elementary school. Since Pointers is over-crowded, a less- ideal but pragmatic solution would be to send us to our other neighborhood school, Clarksville Elementary. "Underthe superintendent's plan, students from Swansfieldare sentput of_their community to Clarksville, while we are being sent out of our community to Swansfield. Two of the Swansfieldpolygons being sentto Clarksville have a 0% FARMSrate, andwith the new Robinson overlook apartments, which includes low income housing, Polygon 64 will have a FARMS population (My polygon 1064 is two houses down from 64 without any street or geographic barriers). Therefore sending these four polygons to Clarksville Elementary, while keeping the Swansfield polygons at Swansfieldelementary would solve many ofthe problems I have mentioned. It would alleviate the over-crowding at Pointers, decreasethe transportation costs associatedwith the plan, and keep communities together, while at the same time helping to further Dr. Nt's goal of leadingwith equity in mind.

I appreciate your time and consideration.

Sincerely,

Aaron Jaffey Polygon 1064 My name is Sara Smith and I live in polygon 25. I have two daughters that attend Bollman Bridge Elementary School, and are currently districted to attend Patuxent Valley Middle School. In the proposed plan, polygon 25 would be redistric+ed to Guilford Elementary School and Thomas Viaduct Middle School. I oppose this plan for many reasons. Guilford Elementary is twice as far as Bollman Bridge is from our home. It does not make sense for our children to attend a school that is further away. The start time at Guilford is almost one hourlater. Thisdoes not workfor my family, and I'm sure it will be a tough change for many families who have their work schedules set. This isa lot of disruption for my family and my children. As it. is now'a11 of Bc>llman Bridge Elementary feeds into Patuxent Valley Middle. This is one of the reasons my husband and I decided to purchase our home. We were excited about the full feed, and that our children would be a part of such a strong school community. Ifthe plan goes through, and our ^ _r,e.n.go,. to Guilford Elementary, theywill losethe meaningful friendships they have made at Bollman Bridge. Then for middle school, only 4 out of 1 2 polygons from Guilford Elementaryfeed into Thomas Viaduct Middle. So my children will lose friends again, and have to start over, again. Where is their sense of a3mmunlty stability 90in9 +o be if they are being forced to go through these social changes multiple times? Ifthis proposal goes through, when my children go to high school, only 9 (out of24) polygons will go to Hammond High along with them, and some will probably go to the new high school. Thisis too much change foryoung people. w en loolrPatuxent Vailey. Ourpolygon is verYsma11' and those 5thgraders will probabiy not hav'e'very many friends move to Thomas Viaduct with them. The transition ^elementary to middle school isa bigone, and making" them go it alone will be very difficult for them. I have heard manycomplaints aboutbusses being late, and alsojust not showing up. I've heard HCPSS doeYno? have enough bus drivers. If you don't have enough reliable drivers now, how would you account for the extra busses this plan is going to require? It's going to cost a lot of extra money, that I'd rather see put back into the schools, in the form of more paraeducators and support staff. Guilford Elementary and Bollman Bridge Elementary have almost identical FARMS percentages. For the record, I do not believe it will help anyone to force children to change schools because of their socio-economic status. We should have the right to make well thought-out decisions about where we choose to live, and what schools our children will attend. I chose to live where I do because of the schools. I must also note that moving students for this reason does not apply with these two schools because the numbers are so close. Both Guitford and Bollman Bridge are under 54% FARMSalready, which is another reason moving polygon 25will not change anything in this aspect. I take an active role in the education of my children. I regularly volunteer at their current school. Showing my children that I value their school life is tremendously important to me. I am able to do this because the school iswithin my community, and convenient to get to. If my children attend schools that are farther away from our home, it will make it ver/ difficult for me to volunteer. A lot of working parents rely on the before and after school care that is held at the elementary schools. The programs fill up fast, and there are not a lot of spots available. If a parent from polygon 25 already has a spot at the Bollman Bridge before/after care, they will have to leave that, not knowing if there will be a spot at the Guilford aftercare. Ifstudents who are moved away from their neighborhood school have lEPs,how will the families who do not drive get to +henew schools formeetings? Whatwas a quickwalk, may turn into a long process with public transportation. Please don't make if difficult for parents to support their children with soecic needs. Some mightsay, Guilford Elementary, Bollman Bridge Elementary, what is the difference? But there is a difference. Boltman Bridge is OUR school. My kids began their school career at Boltman Bridge. We have school pride. We've gone to the Back to School Picnic every year. We've given Wendel the Beaver a high five. We've attended almost every school event with school and community friends. We've built a Rfe at that school, and my children are thriving. When I ask my children to tell me about school, they talk excitedly about how much fun they had in school with their friends. They don't even realize they are doing work because they are so happy to be with their friends, enjoying school together. Moving 38 students from Bollman Bridge will not help as much as it will hurt those 38 students to have to start over at a new school. Moving 23 students from Pa+uxentValley will not have as much positive impact as the negative repercussions that will stem from the move. I can assume that raising school test scores is thought to be desired outcome of these moves. I do not think this is a valid reason to make childrenchange schools. As a former elementary school teacher, I can say that the test scores do not make the school. I taught at a title 1 Elementary School in Howard County for 9 years. It did not have the best test scores. It did not have a very high school rating because of this. But I can tell you, firsthand, that the teachers and staff at that school cared very much about their students being successful, academically and emotionally. The strong friendships and the community that was formed at the school were vital to the

,u51Tnts' well-bein9-1 would have been proud to have my children attend thatschool even though'the ratingis not great. When I expressed concern about moving to a new school, I was told that every school in Howard County hasthe same quality environment. What is being done with this proposal is giving parents and community members the idea that thisis notso. Ifevery single school in HowardCounty has the same quality environment, why does anyone have to move? Students are not going to perform better after being ripped out of their neighborhood schools and sitting on school bosses for long periods of time to get to them. They will perform better when they have involvement from family, and from the quality teachers that are at EVERYSINGLE school in the county. Instead of all of the money spent on this proposal, and the added expenses that will occur because of it, you should be spending money on parent education and mentbring programs for struggling families. Let's spend money to educate all parents on how important is it to take an active role in their child's education from the beginning, instead of moving students to different schools, and expecting it to happen by osmosis. Let's spend money on giving schools with higher FARMS numbers MORE staff and resources. My husband and I did a great deal of research before buying our home. We chose to live here for two BIG reasons, and those are Bollman Bridge and Pa+uxent Valley. We heard wonderful things about the schools and the school community. The school community is outstanding. We are a part of it now,' and we do not want to lose what we have built. I seriously dread having to tell my sweet little girls that they are being moved awayfrom a school they love, and that they wont get to see their best friends everyday or give their former teachers high fives when they see them in the'hallway. They will be heartbroken, and I'm worried they will not love school like they do now. They LOVE school. They LOVE learning. A lot of the schools in ourarea continue to growin numbers. Shuffling kids around is very disruptive and won't be a long-term solution. There must be a better way. Instead of moving alt of these students, you should hire more teachers and s+affl SO many vital positions were cut recently. Bring them back. Give these kidswhat they really need. Not a long bus ride. Not going to school outside their community. They need positive interactions and interventions from more staff members at all schools. Instead of moving students, you should spend money to fix the environment in which they learn. I've heard that a few schools could really use a remodel, and it is being pushed back because of the money needed for this proposal. Hammond High needs a remodel. Fix that school. Students will perform better and have better attitudes toward learning if they are in a safe and secure environment. Talbo+t Springs needs an entire new building from what I have read. What are those students going to do for the long years it will take to have the money to build it again? They need a positive environment. This is much more important than them sitting on busses to get to a school that is not in their community. I grew up in Howard County. I went to Howard County Public Schools from K-12. I loved it so much, that I decided to settle down here with my young family. Before my girls were school aged, we researched schools, and chose an area to plant our roots. I had a dream that my children would grow up like I did, with consistency. I went to elementary, middle, and high will alt of the same friends going along with me. I felt safe and secure, and that helped me to become the successful adult I am today. My children need the security and the friendships they've made with other students, and the relationships they've built with their teachers. I feel like our roots are being ripped out from under us. I feel like everything we've worked SO hard to build for our children is being up heaved against our will. I think that this plan will make the test scores at every school look better on paper. But good test scores are not what makes a school great. What makesa school great is the quality teachers and staff that care about their students. What makes a school great is the strong sense of community that comes from attending the school in your neighborhood. The false sense of success that may come from the implementation of this plan would be celebrated by some, but I will not be fooled by these manipulated numbers. I know this plan will cause social and emotional problems for my children, which will also impact their education. It feels like my children are being used as pawns in a game that has a political agenda. In the proposal, you may see a bunch of facts in a report. To me, this is my family, my whole world. We are very content where we are districted now, and to take away our sense of security and community stability seems unnecessary. I hope that you consider my thoughts on this matter, and remember that what matters most here is all of our children. It matters that they are influenced and taught by quality educators, and that they have the opportunity to foster friendships that will allow them to become happy and healthy adults. HCPSS Board of Education:

Equity is providing the support needed to enable each student to reach their full potential. Whilethere has been a lot of analysis on how the superintendent's redistricting proposal affects school demographies,I find it disturbingthat there hasbeen little to no analysisevaluating howthis proposal will impact student performance. To provide insights Into this I looked at Howard County student performance for the Math 3 assessment and graphed the results in the figure below.

2019 Howard County Math 3 Assessment https://reportcard. msde. maryland. gov 75 0 FARM Students 0 0 c All Students nt

, 150 \-y II 4-1 E. »°

. 9 25

25 50 75 School FARM Percentage

The blue data set plots the proficiency ofjust the FARM students for each elementary school with a FARM percentage of at least 10%. This blue trendline shows that a school's FARM percentage has almost no impact on the proficiency rates of FARM students. Sending students to schools outside of their neighborhoods will not Improve their performance, and may reduce it as students would be spending more time on a bus each day. Therefore students should assigned to their neighborhood schools, including polygons 64, 1064, 129, and 1129, which should be assigned to either Pointer's Run or Clarksville Elementary, which are in the same village as these polygons.

Instead of spending extra money transporting students to schools outside of their neighborhoods, we should invest it in building new schools and renovating the existing ones that need it the most. We should invest in programs that tailor each student's education to better meet their individual needs. These would be more equitable solutions that I believe would have wide spread support. Equity should not divide communities - it should unite theml

Sincerely, ^

Eric Greenberg, Polygon 1064 Letter to the Board of Education The Families ofWaterford Park and Waterford Preserve Polygons 1269 and 269

My name is Amy Liu, live at 6165 Golden Bell Way, polygon 1269, directly across from Old Stockbridge Road where our beloved Bellows Spring Elementary School is located. We were one of the original neighborhoods to attend Bellows Spring Elementary School since its opening in 2003, making it our community school for 16 years.

I would like to thank the board for the opportunity to speak today on behalf of my child and my neighborhood, which includes polygons 1269 and 269. We are a very small tight knit community who stand together in opposition Dr. Martirano's proposed plan. Our small neighborhood includes 18 children who are slated to be redistricted to Waterloo Elementary School in 2020. Although Waterloo Elementary School is a highly recognized Blue Ribbon School, it is not our community school.

My family and I have lived on Golden Bell Way for 8 years now. Our decision to move to Howard County was based on ensuring an excellent and stable public school education for our children. We certainly found that at Bellows Spring Elementary School.

The proposed redistricting will have a significant impact on the many neighborhood children who will be forced to change elementary schools after developing meaningful and long-lasting relationships with friends, teachers, and school staff.

We all know that parent involvement is a key factor in a school's success. The Bellows Spring PTA has worked diligently over the last severl years to build a sense of community through its rich and culturally diverse programs, activities, and fundraising endeavors.

Our neighborhood alone houses 3 out of 5 currently elected executive PTA board members for Bellows Spring Elementary School, as well as additional chair members. This includes our current PTA president Mrs. Andrea Wilds, and current vice presidents, Mrs. Jessica Brady, and Mrs. Melissa Neally. Bellows Spring stands to lose all of its senior PTA leadership from these 2 polygons (269 and 1269). These women tirelessly volunteer countless hours of their time to make Bellows Spring what it is today. Removing these families from Bellows Spring Elementary School would drastically change and ultimately damage our PTA and make it difficult to provide support for our school.

The board is proposing to displace 7, 396 children, including my own, across our county without regard to the impact on our children's emotional well-being. Some in their very last year of elementary school, will be ripped away from their long-time friends due to this plan. More importantly, many children across our county will be separated from their neighborhoods and now need to endure a long bus commute, where they could previously walk to school. Board members, would that be acceptable for your children?

I have listened to passionate testimony from my peers and have read countless letters from concerned parents opposing this plan. One of which is me. We believe that our children deserve the best education that we can provide and believe that stability is the key to the foundation of their learning. It is time that this board stands up and listens to the overwhelming response from its constituents and does the right thing for our children and our community at large. Good evening: My name is Matthew Brenner. I am a resident ofHoward county with children in our county schools. I appreciate the difficult job the board must do. I myself campaigned for several of you after listening to your strong love for our school community. Tonight, I am here to speak againstDr. Martirano's proposal. I have testimony from my 6-year old daughter to share as well. My testimony is basedthe safety and well-being of our students. First, I will tell a story. Second, I will follow with facts.

1) Story a. The SI plan calls for parents in our polygon to increase our time in the car 400-500% every morning and every evening. Instead of a less than a mile, the proposal moves the children to more than 5 miles away. The route is unwalkable. b. The SI plan has its own goal, but it sacrifices safety. c. PUTTESTG children, parents, bus drivers, and after-school providers on the road for a collective thousands ofhours more each week in the morning and afternoon is not the answer.

2) Facts a. School Bus - Most children ride the bus to school. . CDC SAYS: Most bullying takes place in school, outside on school grounds, and on the school bus. . DEPARTMENT OF ED -> One-third ofU. S. students ages 12 through 18 reported being bullied . HALF OF THOSE said they were bullied on the school bus.* . Bus Drivers report - greater of bullymg than in school, 54% witness it, 40% ofbus drivers indicated that a student reported

' Bradshaw, C., T. Waasdorp. L. O'Brennan, andM. Gulemetova. 2011. Findings from the National EducationAssociation's Nationwide Study of Bullying: Teachers' andEducation Support Professionals' Perspectives. Washington, DC: National Education Association bullying to them within the past month; drivers feel like it is job to intervene while driving bus, want more training.2

b. Sleep - This proposal means earlierpickup andlonger days. Elementary school children need 9-12 hours of sleep3 . Sleep deprivation = not enough daily activity, increased weight gain, increased depression, and perform poorly in school4 . As a result, AAP has recommended delayed start times5 o BUT this plan means earlier pickups and longer school days. . Sleep deprived parents, drivers, teens creates hazards.

Conclusion -> The SI plan will harm our children. Please vote against this plan.

deLara,E. 2008. "Bullying andaggression onthe school bus: school busdrivers' observations and suggestions. " Journal of School Violence 7(3):48-70. 3 Please see https://www. cdc. eov/features/school-start-times/index. html f Ibid. 5 Pleasesee https://pediatrics.aappublications.ors/content/134/3/642. 9 v\ \ v^

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^) -9- Heather Dexter 6413 Saddle Drive Polygon 79

Good Evening my name is Heather Dexterand I live in Polygon 79.

I represent a number offamilies that make up one of the neighborhoods in Kendall Ridge, which is composed of polygons 79 and 1079. Ourarea is a great community, but I'm not sure that label captures all that it is. Yes, we live near each other. But more than that, we are a support network. Our location is a commonality among us, but we all come from different backgrounds, different family dynamics, and more. Our diverse residents come together as a tight-knit group out of love of our children, each other, and the common good. We rely on each other to get through the day and, in the end, provide the best that we can for our kids.

You'll note that I'm here representing Kendall Ridge's polygon 79, which is set to be redistricted to Oakland Mills HS. But you should also note that my good friend Rachel Andujar is here also representing Kendall Ridge, but polygon 1079-that is NOT set to be redistricted to OMHS. She's here fighting to keep her kids with mine, just as I'm fighting to keep my kids with hers.

According to the Mayo Clinic, a lack of a strong support network gives wayto loneliness and isolation, which impacts social, emotional, and physical well-being. Ifthis plans goes forward, we will be cutting our kids offfrom the support network that we and they have been cultivating since they were little kids. That goes both for children in polygons 79 and 1079.

We aren t asking to change the proposed plan because we prefer one school over another, because of socioeconomic issues, or the like. We are simply asking that the network we have built to support our kids, and that they have helped grow themselves, is there for them when they need it most.

I implore you to study the visuals I've provided, which showhow taking polygon 79 out of Long Reach HS with this plan impacts our neighborhood. It literally excises a part and treats it as something different than a clearly

This neighborhood is one that is extremely tight-knit-1'd even go so far as to say we consider ourselves more like family than friends. This, in part, has been encouraged by sheer geography.

Kendall Ridge is an enclave within Long Reach proper. It is a neighborhood of homes that is essentially boxed in by Snowden River Parkway to the north, Rt. 108 to the east, woods and Restaurant Park to the south, and woods/trails to the west. Please review Heather Dexter 6413 Saddle Drive Polygon 79

Visual 3 and Visual 4, which offers a satellite photo of our area that clearly demonstrates this.

With the proposed redistricting plan, about a third of our community (polygon 79) will be moved to Oakland Mills HS. The remainder (polygon 1079) will remain at Long Reach HS. The proposed redistricting plan literally cuts off neighbors from attending the same high school. These are the kids that have gone to school together since elementary school, riding on the same bus.

This plan creates a feed to Oakland Mills HS that is significantly below the 1 5% quota being 6. 3%, which means it is highly unlikely they will recognize anyone in their classes or the hallway. Polygon 79, at present, is projected to have only 10 students. As you can see from Visual 5, while, together, 79 and surrounding polygons set to be redistricted to Oakland Mills looks substantial on a map, the majority of it is made up of commercial real estate. For instance, polygon 45 is the Gateway Drive shopping area. Polygon 1045 is Dobbin Center. Polygon 3071 is a 55+ community. Ifyou take those out of the Oakland Mills Polygon Color you will see our polygon is an island and nowhere close to other Oakland Mills peers. If this plan moves ahead, students will be separated from % of the children they live with, play with, spend family time with, and have gone to school with since kindergarten.

In some cases, children of polygon 79 households will actually share a mailbox with children in polygon 1079 households, but yet will be going to a different high school.

We get it. There are many factors that need to be considered in making these decisions, and not all of them will net out to cater to everyone's preferences. But this is not about preference. It's aboutdaily life, our children, community, and support network.

Please consider these important points:

. Separating polygon 79 children from polygon 1079 children in high school removes them from trusted, long-time confidants at what many would agree is their most vulnerable time (peer pressure, puberty, etc.) The county even uses curriculum in the elementary schools to promote community and social skills with their peers. This redistricting plan does the complete opposite. . Polygon 79 children, if moved to Oakland Mills HS, will need to be picked up, extremely early to get to school on time when they could walk to Long Reach HS or, if going by vehicle, be there in 5 minutes as seen in Visual 7. In addition, it will take them at least half an hour to get home, impacting after-school time Heather Dexter 6413 Saddle Drive Polygon 79

(including homework time). The impact of inclement weather here also cannot be discounted. . Children in polygon 79 who want to participate in afler-school activities may no longer be able to if their only way to get home used to be walking home on the sidewalks or the provided Columbia association paths, as they could no longer do that if at Oakland Mills considering they would have to walk along major highways. . Likewise, parents of polygon 79 children who want to participate in after-school activities must now carry the extra burden of driving to/from school on Rouse Parkway during a busy time of day, adding potentially 45 minutes of travel to their day and pushing back dinner and after-school family time. It also impacts their ability to manage schedules of their other children, who may be at different schools like elementary that doesn't get out until 3:55pm. It should be noted that parents who live around Oakland Mills HS are very unlikely to carpool with Long Reach-area parents, given that a) the time it would add to their day and b) the fact that they have many more OMHS-local parents who they could partner up with to share transport duties.

In closure I suggest you take polygon 79 out of the redistricting plan and keep them at Long Reach High School. This will save the county money and prevent our children from having emotional distress entering a high school where they will walk the halls with complete strangers. Our community flourishes in and encourages diversity and differences. Please let us continue to do that together. HeatherDexter and RachelAndujar, Speakers 46 & 47, 9/24/19

VISUAL 1

CURRENT(SY 19-20) PROPOSED(SY 20-21) ^/"'yv.^ -s^ . ^^^ ^^ -?\;1: ^^\'f'_\'^\. ~ . ^ HowanlHS ^^^11r^^""'"""° -^ 'A ^\. <. ^\- '... \'<>. Z."^^^~^&r:v'>:T;--.-J- _<;'"1^. -".'^^ y^^^.('v^-tf*-. -^ - ^' ^^.'Ms '^ ^^r\'t^ i/'. ^s' -t " ' 'ft . ), '; ^

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VISUAL 2

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Kendall Ridge J' 4NFii''i.. -^1CFdff

Self-containedneighborhood within Long Reach.All students attending Long ReachHS SY 19-20.

Composedof polygons79 (planned redistricting to Oakland Mills HSin SY20-21) and 1079(to be kept at Long ReachHS). HeatherDexter and Rachel Andujar, Speakers 46 & 47, 9/24/19

MSUAL3

Snowden River Pkwy

Woods/Trails

Rt. 108

Woods/Trails/ Restaurant Park HeatherDexter and Rachel Andujar, Speakers 46 & 47,9/24/19

WSUAL4

Satellite view showing surrounding polygons designatedfor Oakland Mills HS in proposal

Red section is the small portion of KendallRidge being redistricted with the rest of polygon 79 HeatherDexter and Rachel Andujar, Speakers 46 & 47, 9/24/19

Redistricted to Oakland Mills HS VISUAL 5 SY 2020-2021 (student estimates)

10 HS students (Our OHS 0 HS Students neighborhood) Students (Over 55+ (Shopping, Community) Businesses) 11 HS students 0 HS Students (RestaurantPark; (Gateway physically Shopping/ separated from Businesses) our neighborhood) ;

32 HeatherDexter and Rachel Andujar, Speakers 46 & 47 9/24/19

VISUAL 6

New Proposal Removes New Proposal Redistricts 1/3 of 38.5% of HS Students in Homes in Our Neighborhood Kendall Ridge From Neighborhood Peers

Polygon 79 (Moving to OMHS): 92 houses Polygon 79 HS Students SY 20-21 Polygon 1079 (Stayingat LRHS):183 houses Polygon 1079 HS Students SY20-21 HeatherDexter and Rachel Andujar, Speakers 46 & 47, 9/24/19

IMPACT

VISUAL? . Lessstudent participation if they can't walk home.

Once-participating After-School Activities students now going home to empty house at school day close.

Z.4ri!w . Parents of students who ^O. AtandMtUft ^'HigtiScftwit. ..' can participate must factor in "25-40 minutes S>Long Reach. HlghSchool to pick-up kids/return home (delays dinner, homework). . "'. <-

. :!..... I. /w-w 6*t? Suinmer CttttxjWay . Parents less able to rely on s other parents to carpool home (parents closer to OaklandMills HSnot likely Home 0 to drop off in Kendall Ridge). CURRENT PROPOSED Traveltime to LongReach HS up to Traveltime to OaklandMills HSup to . Parents unable to balance 7 minutes at 5:00 pm 20 minutes at 5:00 pm pick-ups and activities when have children in HS and lower-level schools that are near home. Polygon 1079 - Rachel Andujar

Good evening. My name is Rachel Andujar and I live in Polygon 1079 in the awesome Columbia neighborhood of Kendall Ridge. My polygon is not being moved but my neighbors in polygon 79 are slated to be redistricted. Today, our neighborhood is already split between 3 elementary schools (Deep Run (1079, 79), Waterloo (3075, 75), and Jeffers Hill (71, 1071, 3071)). This is strange since our neighborhood is a self- contained enclave per Visual 2 by the busy roads of Snowden River Parkway, Route 108, and the woods. I remember my son meeting a young boy at the playground before kindergarten and asking, "Are you going to my school Deep Run?" "No, I'm going to Jeffers Hill. " My son was crushed and I was confused.

Our current school district already goes against the original plan of Columbia to have the families in the apartments, town homes, and single family homes all live and play and go to school together. And in our Kendall Ridge neighborhood, the original plan of Columbia works perfectly except for going to separate elementary schools.

But we at least go to middle and high school together currently. Unfortunately, with the Superintendent's new proposal per Visual 1 and 5, it is recommended that Polygon 79 and 3071 attend Oakland Mills High School instead of the current district of Long Reach High School. Polygon 3071 only includes the 55 and better retirement community which would obviously result in zero school age children. Therefore, there would only be 1 Polygon, Polygon 79, in our neighborhood that would attend Oakland Mills High School. Also, half of Polygon 79 are currently walkers to Long Reach High School. These estimated 10 children would not affect Oakland Mills High School is a drastic way but would detrimentally split up our tight knit neighborhood. This is the one and only potygon in our neighborhood that my kids would be able to attend elementary, middle, and high school together with per visual 3. Just Polygon 79 and 1079. Therefore, you most definitely should not go forward with the Superintendent's proposal to have Polygon 79 attend Oakland Mills High School.

If I needed to explain to my young son that his best neighborhood friends, who he scooters down the street to play with will no longer be going to high school with him after growing up with them from Kindergarten through 8th grade,.. well I really don't want to have to explain that. So keep Polygon 79 at Long Reach High School and keep Kendall Ridge together. Please consider how much this is impacting children and parents who are not being redistricted as well. Neighborhoods matter. One Kendall Ridge! Board of Education 1091 OCIarksville Pike Ellicott City, MD 21042

Dear BOE,

I agree that addressing the capacity and socioeconomic clustering issues needs to be addressed; however, it should not be addressed by redistricting, it should be addressed by addressing the root causes of the issues, and that is allowing developers to build without providing for adequate school capacity and affordable housing. The overcapacity issue needs to be addressed by expanding the capacity of existing schools (I've noticed many several schools top floor doesn't cover the whole footprint of the bottom floor. Why aren't we expanding the second floors to increase capacity?) and by building new schools where there has been a lot of new development. We need to charge the developers the correct amount to cover the need for the expanded capacity and new schools, and don't use that money for other projects.

Redistricting is a temporary fix that catches us in a do-loop. As families buy homes in neighborhoods where they like the schools, the number of students attending the school increases until the school is over capacity. Then the county conducts a redistricting to bring the number of students within capacity. Then other families buy homes in neighborhoods where they like the schools, then the school attendance increases again until the school is over capacity. Then once again, the county does a redistricting to bring the number of students within capacity. All of this is done at the expense of our kids. Neighborhoods are split, with friends having to go to different schools. Students are forced to leave the teachers and other friends they have come to know over the years they have attended their schools.

The problem ofsocioeconomic clustering isn't a problem caused by poorly drawn boundaries, its one caused by the lack of affordable housing evenly distributed across the county. FARM Participation students are clustered at several schools becausethey live in the neighborhood that feeds those schools, not because the boundaries are drawn to intentionally cluster them. If you want to see an equal distribution of FARM Participation students at schools throughout the county, distribute affordable housing throughout the county.

The socioeconomic imbalance needs to be addressed by requiring developers to include affordable housing as part of their developments, and by putting affordable housing in areas of the county that as little or none.

Forcing families to take on these burdens affixing these issues via redistricting, when it is the county and its developers that should be shouldering this responsibility, is like picking on the small guy because you don't want to fight the big guy.

Finally, I know that addressing these important issues at their root cause will not happen in the short term. However, I implore you not to make matters worse by splitting my neighborhood (Dickinson) any more than it is already split. (See "Current State" Option 1 in below Graphic)

Polygons 16, 1016, 1014 are part of the Dickinson Community of Kings Contrivance and represent approximately 40 children. The Dickinson community is already split between Hammond ES and Atholton ES. The current proposal would further splinter or community and isolate a hand full of kids by sending them to a third elementary school. If you must move those kids from Atholton ES, I suggest moving them to Hammond ES, whichwould put all of Dickinson's children in the same elementary school. Hammond ES has 95% capacity and would have room to absorb the children from Polygons 16, 1016, 1014, and still be within its capacity limits. Also, Polygons 16, 1016, 1014 are districted for Hammond MS and thus going to Hammond ESwould keep families with children in middle and elementary school on the sams campus. fSee Option 2 in below Graphic) I also implore you to keep Polygons 13, 14, 15, which are also located in the Dickinson Community districted for Hammond Middle school instead of the currently proposed redistricting to Lake Elkhom Middle School. This would keep our Dickinson community all at one middle school, and as mentioned above, would keep families with children in middle and elementary school on the same campus. (See Option 2 in below Graphic) These recommendations would also simplify the school feeder system by having all the Dickinson children go from Hammond ES to Hammond MS to Hammond HS. This would also meet the Superintendent's goal of balancing school capacity and having FARM participation around 22. 5%. It would also continue the great diversity that already exists in the Dickinson community. (See Following Chart)

Demographics Atholton ES Hammond ES Hammond MS i Hammond HS

White 50. 7% 37. 1% 44. 6% 25. 2% Black 21. 7% 29.4% 26.4% 42. 3% Hispanic/Latino 9. 8% 11. 9% 7. 9% 16% Asian 8. 9% 13. 2% 12. 1% 9. 9% Two or more races 8. 7% 8% 8. 6% 6. 3%

Other . 2% . . 4% 4% . 3%

Low Income 16% 23. 5% 17. 3% 36. 1%

Math 61. 6% 51.7% 55.6% 47. 2% English 57. 8% 51.8% 66. 7% 58. 7%

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Sincerely, Gordon T. Alston, (Polygon 16) My name is Beth Stolte. I am the parent of a 6th and 4th grader, the younger of which has an IEP for speech and langudge impairment. I am testifying as an individual. I live in polygon 48. This plan would change the middle and high school my children were to attend. Both are further away but "rated" higher.

I don't like to hearthat this or that school is rated lower or their test scores aren't as good. Our ESGuilford hadteacher of the year last year and is still rated 5/10 by Greatschools. org. It's bogus. In 15 years at myjob at NASAGoddard no one has ever asked me or judged me by the high school I graduated from. But you know all that.

You knowwhy FARMS and Title 1 exists. You knowthat a full belly is better for learning. You know that Title 1 provides resources for students and families to deal with the issues they face, build resilience and break the cycle of poverty and trauma.

Hero's something you don't know. I was homeless from the age of 2. 5-5. And things weren't great before or even after. I have 2 sisters that experienced that with me. We all are still suffering the effects of that experience. One was born into it and spent most of her first 14 months living in a motel with other transient families. I remember a lot of it. Living in a car, cops coming to the motel door looking for my dad, washing up in public restrooms. But even if I didn't, it aftected us. Things like food insecurity and poverty and housinginstability have adverse effects on a child's developing brain. Permanently. Those changes interfere with executive functioning, regulating emotions and can cause behavior and learning difficulties. There's a great TEDTalk about this by Dr. Nadine Burke-Harris. It's only about 15 minutes long. It's worth watching.

I knowfirst handwhat some ofthe struggles of FARMsstudents are andthe struggles Title 1 schools must be facingwhen so many of kids from that background are clustered there. These kidscan succeed with the right help. But I don'tthink any amount of money can help the kids at school that is 60% or more students from that background.

I understand why moving kids out of those schools will benefit them. I also understand why more affluent parents are weary of their kids moving to those schools. My son goes to Lake Elkhorn. It's rough. I get it.

We're moving in the spring. We have to make the same choice you all do, just on a smaller scale. Do we stick with the middle school in the hopes it gets better? Already my charming extroverted 6th grader is withdrawing. He spends the rest of lunch in the library instead of playing outside - very out of character for him. My youngest has been having friendship issues for over a year at his school. Am I a jerk to be worried about my upper middle class kids?

That being said, if you can move kids with minimal impact to their bus route, do it. Say 2 minutes for ES,4 for middle and 6 for high school. Pick a number and stick with it. Is 2 minutes more for ES really that much? No, ifs not. Everyone will be better for it. If current lines are drawn to purposely create clusters of FARMS students, correct those as well. If you do this, do it for the right reasons. Don't do this to fudge the numbers. Do this because you can better serve kids that need extra help in a school that doesn't have so many kids that need extra help. Continue to send that money to those schools to help those kids.

This has been such an ugly process. I don't envy your position. But redistricting needs to happen now. There are schools that are dangerously over capacity and those students need relief. The FARMs students in the county need relief as well.

Thank you for your time. Let's talk about school rankings. I'm going to pick on Greatschools. org because they are the one I eec the most and what I see referenced in real estate listings. Great Schools ranks schools basedon a summary ofratings in thefollowing categories: test scores, student progress (aka growth) or academic progress (depending on whatthe states themselves measure), college readiness, advancedcourses, equity(low income, discipline,attendance included here). What's not included- anythingabout howteachers feel about the school, howinvolved isthe administration, howactive the PTA/PTSAis (notice I didn'tsay how much moneythe PTA/PTSA raises), variety of elective course offerings, variety of clubs, sports and other after school activities. These things are a better indicator ofthe kind of experience a student will have at a given school. Most ofthe GreatSchools measures are more an indication of parenting styles and learning styles of individual families and children vs the capabilities of the school. If a parent supports their child's educationthen the ratingof the school based on those indicators shouldn't matter. That child will be supported no matter what school they attend. Forexample, my children's elementary school is ranked 5/10according to Greatschools. org. Average. What this doesn't tell you is that a member ofthe administration has either been at every one of my child's IEPmeeting or expressed condolences at not beingable to attend. It doesn'tinclude how cooperative the PTA and staff are with one another. Orshow how many teachers at the school are involved in off hours, non-paid extra-curricular activities with students. TheGreat Schools ratingdoesn't includethat this 5/10school hadthe teacher of the yearlast year! Theexperience a student andfamily has at a schoolcannot bemeasured by a simple ranking and averaging oftest scores. A student could have a great experience at a low rankedschool or a badexperience at a highranked school. School rankings and average test scores are not an indicatorof the kind of experience a student will have at a school. Period. 5/10 does not describe the experience we have had because each person's experience is unique.

The demographics of a school are also not an indicator ofthe type ofexperience a student will have at school. Everyone benefits from beingsurrounded bya diverse group of people - especiallychildren. It's important to bearound peoplethat are like you AND people that are not like you. The information on the HCPSSschool profile is no better an indicator of an individual student's school experience than Greatschools. org.

Educational Gerrymandering is rampant here. It appears, as someone not involved in the area attendance adjustment committee, that the charge was to start with the current attendance areas and change them based on capacity and demographics. I'm sure it was a difficult task. But startingwith alreadydistressingly gerrymandered attendance areas mayhave been a bad call. I've included a few examples here: Guilford

Boltman uuniiaii ^ Crossini ES Bridg?ES . *.

mmontt MS corest' * Ridg?ES MS- patuxent .^.. '. fv :. '*>".. Valley MS

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Here we have a few examples of strange hour glass shaped attendance areas. No changefrom current to proposed.

iHolllllold

. Wa»«rt» ES ' Station ES

;stvJ6l is 'Laii? S^ Why is polygon 97 a weird island between 1 St Johns and Northfield but districted to Centennial? ^ Again, no change from current to proposed.

cont&r lane E ® ."

NortN 1 ES I -'_ < Veteranl 5

ThundGi Hill ES 6-m . ^:yf^'s'. Hpre's a strange border between Lake c'^vt*s* Elkhorn and Oakland Mills Middle Schools. While I appreciate the effort to balance the amount of FARMsstudents this strange cut out going to OMMS, that is geographically closer to LEMS, is suspect.

Broo ES Hid ES >-.> Talbott Springsattendance area is three groupings of polygons that are arranged kind of north and south with the school in Talbott the northern most section. Students in the Springs ES southern section have to drive through the attendance areas ofCradlerock and Stevens »> I f".. * Forest to get to their school. They have Ll drive in and out oftheir own school's Stevens attendance area. From the southern most Forest ES IkA:- area to the school is a 4 mile drive. About .Y . '. 10-12 minutes. 10-12 minutes for ESaged tl- kids. TShas RECCand preK aswell. 3 years 1^~ old. That southern area is closer to Guilford ES and Althoton ES to the south and west. Those kids have to drive right by Cradlerock ES, Stevens Forest ESto get to Talbott Springs. ^ES I do understand that the map is just part of the story. But you have to understand how that looks and feels to folks in those areas. Also it's concerning that redistricting is being done with no current BOE members living in districts 2 or 3. 2 and 3 havethe most gerrymandered attendance areas. I understand that many schools need capacity relief before the 2020 election when we will elect 5 members by district but it's concerning and both the BOE and public should be aware of it. I encourage BOE members to take steps speak to members of those communities and visit those neighborhoods.

A better charge would have been for the committee and school system to start over. Tell the community that the attendance areas are a mess and have to be redone completely. That would render any school rankings or demographic information sheets worthless. No past data will matter becausethe future will be completely different. All schoolswould get a fresh start. The county would get a fresh start.

The desegregation of our schools is important. It should be done intentionally and with care not to break up neighborhoodsor dramatically increase transportation time. Those were the two of the highest ranked concerns from the community. It should be done with care to not add a burden to students with disabilities.

Another important part of desegregatingthe schools is desegregatingthe county. Development in the areas of Wilde Lake, Owen Brown and Oakland Mills have only segregated the county more. I would implore any members of the county council that are listening to stop allowing so called "affordable" or "moderate income housing unit" development in these areas. True equity is opening up the entire county for all families of all income levels.

The capacity problem must be solved now. There are 8 ESthat are above 110%capacity according the 2019 Feasability study. 3 MS and and 5 HS.

Observe who has the means, the time, the transportation, the information needed to be here to testify about this redistricting process. Look around and see who is not here. Seek those members of the community out. Login (/accounts/logln?redirectto=%2Fspeakers%2Fshow%3Fld%3D

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Nadine Burke Harris

Nadlne Burke Harris reveals a IIWe-understood, yet universal factor in childhood that can profoundly impact adult-onset disease.

"We get to be part of shaping and creating our nation's response to the single largest public health threat we are facing today. " - Nadine Burke Harris

ABOUT NADINE

Jamaican-Americanpediatrteian Nadine Burke Harris innovatively sludies adverse chifdhood experiences as a risk factor for adult diseases such as heart disease and cancer. She is founder ^* . and CEO of Center for Youth Weltness, an initiative seeking to create a clinical model that recognizes and effectively treats toxic stress in children, and practices at the California Pacific Medical Center Bayview Child Health Center, where she was the founding physician. Her work pushes the health establishment to reexamine its relationship to social risk factors, and -

INTRIGUED?HERE'S MORE... Stress Doctor

Q&A with Nadine Ham's - Why You Should Care about the Hidden Effects of Toxic Stress Websita (httn:/fbtoo. tedmBd. mmno=64in fl]l!p://www. centerforvouthwellness. org)

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Facebook The chronic stress Off povertv: Toxic to childrenJhtto://shfiverceDoiljoradhe-diranJc-stcess-Qf- ^http^/wvyw. f^cebpok. Qem/pages/Nadine- Dovertv-toxte-to-cbifd re n-nad ine-burke-harrisA Burke-Harris/130829233678191 > Harris, N B. The Shriver Report. 2014 January.

Nadine's work is featured in Paul Tough's New York Times Bestseller, How Children Succeed Share {fyttp^/www.paultough^coni^h$-f3o<^sîQyv-cl]fîfBj]-suiêe^ Tough, P. Random House. 2013.

Tha Interrelation of Adverse Childhood Experiences within an At-Risk Pediatrte SamBte ](hBp://wwwtandfonline. com/doi/abs/10. 1080/19361521. 2013. 811459*. VM)yhRa_utiA)l Burke, N J., et al. Journal of Child & Adolescent Trauma. 2013;6.3, 217-229.

120 Tweet Ttie irnpact of acjversp childhood experiences on an urban pediatric population. J(http^Ayww.ncbi.nlm.nih.gov/pubmed/21652073]t Burke, N J., et al. Child Abuse Negl. 2011 June;6,408-13.

Nadine^urke Harris gets to theJieart of toxic stress. IlltD://www. sfgat8. com/visionanfafth8U8ar/article/Dr-Nadine-Burke-Hams-qets-to-the-heart-of- 308Z82a. php»Dhoto-7529273l -ee, S. SF Gate. 15 February 2015.

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How childhood trauma affects health across a lifetime Nadine Burke Harris (Aalks/show?ld=293oefil TEDMED2014

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Format: Abstract . Full text links

SchPsvcholQ. 2018 Mar;33(1):137-146. doi: 10. 1037/spq0000256. The association between adverse childhood experience (ACE) and school success in elementary school children. BlodgettC1. LaniganJD2. Author information 1 Department of Human Development, Washington State University Spokane. 2 Department of Human Development, Washington State University Vancouver.

Abstract We explored the feasibility of using school personnel as reporters to examine the relationship between the level of adverse childhood experiences (ACEs) exposure in a nonclinical sample of public elementary schoolchildren and academic risk. We selected a random sample of 2, 101 children from kindergarten through 6th grade classroom rosters at 10 elementary schools. Students were 50% male, 78% White, and 55% free and reduced meal program participants. School personnel reported their factual knowledge of 10 ACEs and academic risk in a database controlled by the schools. Data were de-identified prior to analysis. A high prevalence ofACEs exposure was reported (44%), with 13% of students experiencing 3 or more ACEs. Binary logistic regression analyses revealed a dose-response effect between the number of ACEs and risk of poor school attendance, behavioral issues, and failure to meet grade-level standards in mathematics, reading, or writing. Using elementary school personnel reports of child ACE exposure minimized family burden and potential intrusion while producing prevalence estimates consistent with those of caregiver 'port from the National Survey of Children's Health. Results suggest that nderstanding and responding to a child's ACE profile might be an important rategy for improving the academic trajectory of at-risk children. (PsyclNFO atabase Record.

WO: 29629790 DOI: 10. 1037/spq0000256 idexed for MEDLINE]

leSH terms

nkOut more resources Georgia State University ScholarWorks

Public Health 'Iheses School of Public Hf-ilth

5-12-2017 The Association Betw^een Adverse Childhood Experiences andEducational Outcomes Among CHildren Ages 6-17

NaeshiaMcDowell

Followthis and additionalworks at: https://,sclK)]arworks. gsu.ei1u/iph these.s

Recommended Citation McDowell,Naesliia, "The Association Between Adverse Childhood Experiences and Educational Outcomes Among Children Ages 6-17. " Thesis, Geoigia State University, 2017. https:/ /scliolarworks.gsu.edu/iph_theses/528

ThisTliesiii isbrought to you for freeand open acceasby the School of Public Health atScholarWorka ^> Georgia StateUniver. tity. It liasbeen accepted for inclusion in Public Health Tlieses by ail authorized administrator ofScholariAforks @>Georgia Stale University. Formore information, please contact

. it llol, i)'W"l|i .. (l. t^MI. Oltl) ABSTRACT

The AssociationBetween Adverse Childhood Experiences and Educational Outcomes Among Children Ages 6-17 By

Naeshia McDowell

April 14, 2017

INTRODUCTION: Adverse Childhood Experiences or ACEs have been at the forefront of conversations regarding early childhood and youth development in recent years. The term adversechildhood experience refers to potentially traumatic events thatoccur during childhood which can have negative, lasting effects on health and wellbeing (Child Trends Research Brief. 2016).Adverse childhoodexperiences arenot reserved to anindividual's physical health. ACEs also have psychological implications, and can affect an individual's learning capacity and behavior (Burke, Hellman, Scott, Weems, and Can-ion, 2011). Emerging research links adverse childhood experiences to poor learning outcomes andbehavioral challenges in children (Burke Hellman, Scott, Weems, and Carrion, 2011).

AIM: This study will look attwo educational outcomes, 'caringabout doing well in school' and 'doingall requiredhomework', to determine howACEs affect those outcomes. Thegoal isto understandwhat particular aspects ofthe educational process aredisrupted when a childfaces an adverse experience.

METHODS: Data were obtained from the 2011-2012 National Survey of Children's Health (NSCH). The stiidysample included 65, 593 children between theages of 6 and 17years of age. Descriptive characteristics andadverse childhood experiences were reported by parents who served as proxy respondents for selected children. Parents also reported on two educational outcomes 'child cares to do well in school' and 'child does all required homework'. Prevalence estimates werecollected fordescriptive characteristics andadverse childhood experiences. Multiple lopstic regressionmodels wereused to determine theweighted adjusted and unadjusted oddsratios for theassociation between exposure to adversechildhood experiences andthe two educational outcomes 'caring to do well in school' and 'does all required homework'.

RESULTS: The results suggest significant associations between exposure to adverse childhood experiences and a decreased likelihood of 'caring to do well in school' and 'doing all required homework' in bothmales and females. Malechildren exposedto two(OR=0. 52, CI:0. 18-0.45), three (OR=0. 28, CI: 0. 1 8-0. 45), and four or more ACEs (OR=0. 26, d: 0. 1 8-0. 38) were less likely to care about doing well in school when compared to males exposed to zero ACEs after adjustments for confounding. Females exposed to two (OR=0. 57, CI: 0. 34-0. 97) and four or more (OR=0.22, Cl: 0. 12-0.39) ACEswere less likelyto care aboutdoing well in schoolwhen compared to female children exposed to zero ACEs after adjustments for confounding. Male children exposed to one ACE (OR-0.66, CI: 0.47-0.93), two ACEs (OR=0.45, CI: 0.30-0.65), three ACEs (OR=0. 37, CI: 0. 23-0. 58), and four or more ACEs (OR=0. 21, CI: 0. 14-0. 31) were less likely to do all required homework when compared to males exposed to zero ACEs after adjustments for confounding. Females exposed to two ACEs (OR=0. 39, CI: 0. 23-0. 65), three ACEs (OR=0. 18, CI: 0. 10-0. 34), and four or more ACEs (OR=0. 12, CI: 0.07-0.22) were less likely to do all required homework when compared to females exposed to zero ACEs, after adjustments for confounding.

DISCUSSION: The prevalence ofACEs across the United States require a multi-disciplinary approach to prevention and intervention. Prevention efforts, such as home visiting programs, should be instituted to reduce the incidence of childhood adversity. Intervention efforts, such as school based health centers and trauma sensitive schools, should focus on alleviating symptoms of trauma in the school setting. Future research should explore how prevention and intervention measures attenuate the risk of poor educational outcomes. These studies should be longitudinal in an effort to demonstrate causation. Testimonyfor 24 Sept

My name is Shelley Mansolillo. My family lives in Polygon 15 and currently have a 7th grader at Hammond Middle and a 3rdgrader at Atholton Elementary. The proposed plan shatters our community by breakingour children up into 3 elementary schools, 2 middle schools and 2 high schools. We all live within a mile and a half of each other yet, one small % mile stretch ofGuilford Rd will feed to 3 elementary schools, that is shameful! We help care for each others children, we playtogether, swim on swim team together, belong to boy and girl scout troops together, eat dinner in our Village Center together, just to name a few things. This plan threatens to destroy the years of friendship, civility and benevolence our community has built.

Historically, the Dickinson neighborhood has always been split with some children attendingAtholton Elementary and some attending Hammond Elementary. However, the entire community comes together and attends the same, Hammond Middle and Hammond High. Under the proposed plan, polygons 13, 14 and 15 become an island with only a 14%feed goingfrom middle school to high school together. In becoming an island, our children lose the relationships that they have built in Elementary and Middle that secure their confidence for High School. Under the proposed plan, we lose our neighbors in MacGills Common, with whom we are considered a contiguous neighborhood for elementary and middle school, as they are slated to be moved across Route 29 to Atholton High. In losing the MacGills neighborhood, we lose our adjacent neighbors who we have become like family as well as many parents who help with the concession stand, golf tournament, and the gala, all which raise fundsto support the greater good of Hammond High. As a high school, we who remain at Hammond will also lose our current Boosters president, as well as our president- elect. We at Hammond, who have a 36% FARM rate, will lose a polygon with a 0% FARM rate. If equity is the ultimate goal, where is the equity for Hammond High?

Underthis proposed plan, Hammond HighSchool's FARM percentage is projected to fall by 1%. It will fall from 40% to 39% remaining one of the highest in the county. A 1% "reduction" is not improvement. It is merely a margin of error.

Those are the projected numbers, it seems important to also look at the current numbers. According to the HCPSS website, FARM at Hammond High is currently 36%. This plan increases that number to 39%. We don't understand how this increase achieves the stated goal of equity.

In reality, for Hammond High, there is no projected significant change, much less improvement, in SAT scores or PARCC scores OR diversity. And now, the much needed renovations are being threatened to be put on hold, yet again. When you combine that with an expected increase in enrollment to 126% by 2024, we have to ask... where, in this plan, is the equity for our children? And where is the equity for Hammond High? is all this chaos really worth destroying the strength of our connections as a community? And for what, to shuffle the children backto Hammond High once HS#13 is built. The shift of the children back and forth is unnecessary and unacceptable.

Given that HS#13will open in two years, we would recommend that the Board pause this redistricting plan and reevaluate since many changes are sure to impact our Community and Hammond High due to the close proximity of HSS13. Whatever the Board decides, please keep Dickinson and MacGills Common TOGETHER at our beloved Hammond Middle and Hammond High!

Sincerely,

Shelley Mansolillo Polygon 15 My name Is Mary beth Dulin, My family lives in polygon #15, We have 2 sons in the Howard county school system, one in elementary and one in middle school. I ve heard a lot of well thought out opposing testimonies to the presented plan, using many examples of statistics, numbers, and logic. WhatI would liketo do. Instead, Is remind the Board of whata community Isusing real life examples: Lastweek I was unable to attend backto school night for my elementary school student. I didn't mention this to anyone, but my neighbor in polygon #15 (please refer to your map)took the initiative to gather my son's paperwork to bring home to us and wrote a thoughtful, personal note for him to find on his desk in the morning. Another parent, who we hadn't build a trusting relationship with, wouldn't have thought twice to do these tasks for our family. We havebeen at thesame school withthis family since kindergarten. Thisis community. Thissummer, a familyin MacGillsCommons, Polygon #57as shown on your map, brought my family dinner and dessert a few days after my father passed away. This was unexpected, unplanned, and helpful. Sheknew exactly what my children ate, ourdietary specifications, and wholoved sweetsin ourhome. This would havebeen uncommon knowledgeto peoplewe haven'tbuilt a relationshipwith. We build this deep relationshipthough many PTAevents, school related activities, after school playdates at the neighborhood basketball court, and playing at the neighborhood pool all summerlong. This iscommunity. Eariythis summer a familyfrom Polygon#14, as shown onyour map, picked up mykids and brought them to swim team practice at MacGills Commons pool, then to Ritas for a sweet treat, before headinghome. Theydid this without question becausewe live so close to one another ... (but.. gasp, are In 2 different pdygons) My children have known this family for their whole life. We have become an extended family becauseof school activities, PTA,swim team and local neighborhood events. My son has looked up to her son for guidance as he has moved into Hammond Middle school, because he had already been through the school. He asked him about which teacher Is "hard" or who doesn't give homework. This Is community. THESEare examples ofcommunity, THISis howcommunity works. Ittakes years to build thesetypes ofrelationships that arebuilt on trust and love. THIS isthe extendedfamily that are on our emergency contacts, THIS is the text we send when we are running late to pick up, THISis the phonecall we makewhen we need help becauseschedules are overlapping. With THIS plan, you are proposing to tear apart these communities, with This plan, it is in a direct violation of each and every section of Policy 6010, which is put in place to promote OUR communities stability. Think of all the Families that are being ripped apart. These are the communities that Rouse himself created, andyou want to undo that. We would recommend that you pause on this plan and reevaluate the impact, keeping Hammond Middleand Hammond Hightogether. Micko/^ SlM Columbia Id Timbi Vf

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H»di«»M My Name is LisaMan, polygon 14. I have a 71kand 8dl grader currendy atHammond Middle. I amhere today to testify in oppositionof the Superintendent'sredistrictmg plan. Pleasekeep Ae Dickinson & MacGill's Commoncommunity togelfaer for Elementoiy, Middle and High School.

Withthe Superintendent's plan, the middle school feed for polygons 13, 14 and 15 violates policy 6010. It is anisland with a 14%feed going from Lake Elkhom Middle to HammondH^, h. Addingthe MacGill's Commonneighborhood back to the feedfor HammondHigh School increases the feedto anacceptable number above 15%. It also violates the policy by breaking up our community stability. Welive acrossthe street from thevillage center, yet &e students onthe opposite sideof the community roadgo to a separate middle school. Our children are currently separated for elementary school, but they attend the same middle and high schools together. Over the last 3 years we have befi-iendedneighbors we didnot know becaiise of the separate elementary school feed. Please do not allow the community to be broken up further for middle schooltoo.

Wehave been told thatthe Superintendent's proposal is basedon equity and spreading out FARMS throughout the county. Ifthis is true, thenwhere is the equity forHammond" High? Under fhe plan, the rate change for Hammond High's FARMS goes from 40% to 39%. Anet decrease of 1%. 1%. Destroying our community for 1%. The MacGill's Conmion polygons are 57, 2057, 1057. They cuTreatfy do not haveany FARMS, yet they areripped out oftiieir neighborhood high school with a highFARMS rate. Why,when the intent is to balanceFARMS? I respectfully askfor thesepolygons to remain atHammond High.

Breaking up communities across the county will have a negative effect on our children's mental health. According to theMD Department ofHealth, suicidewas Ifae leading cause ofdeath for youth ages 15-19 inHoward County between 2014-2016. During this same time period 0 1 in 5 MIDDLE SCHOOL students seriously considered attempting suicide 0 1 in 6 HIGH SCHOOL students seriously considered attempting suicide AND 0 1 in 7 HIGHSSCHOOL students plamred how they would attempt suicide These numbers are alarming. Breaking up neighborhood schools, communities and establishednetworks will only exacerbateftese numbers and ourchildren's mental health and stability.

Highschool 13is setto openm 2023. These samestudents atHammond Highafifected by theproposed redistricting thisyear, will beaffected againin just 2 more yeare. Is this boardreaUy goingto "blowup" the school feeds across the county, just sothey can do it again in 2 years? This seems ridiculous!

I respectfully urgethe boardto tweak the current feeds for dangerous overcrowding now only whsn fflwmarx. whileat the sametime detenmning the boundaries for HS 13. Afterthe plan iscomplete, thentake the next two years to come upwith a thoughtful plan thatkeeps communities andneighborhoods togetfaer while balancing the need for equity in all SChwlf, notjust the schools onthe eastern side ofthe county. Dear Board Members,

My name is Kristina de Leeuw, Polygon 13. I have 3 children who are students in Howard. county public schools: an 11th grader, a 9th grader, and a 4th-grader. ' As a ?o -?-rY-fa.rrlily'itisnothing. short ofmii"aculous that we have managed to Nvein polygon 13^ince wewere ass. i9ned her®in 2008. Tonight, I'll need to limit my comments to th®' CUITCn.t..redistricting plan atthe High sch001 level- And 1 Do feel a re'sponsibility'to're-' spectfully voice my opposition to the current proposed plan, whichclaims to prioritize equity withinthe school system. While I very much support that goal, I am not in favor ofthis plan, which does nothing at all to address the equity issueswithin mvfamilv's districted high school. Hammond HighSchool. You knowus well. Weare regulars at these meetings. We're partof^ an outstanding school community. Weare a nationallyrecognized School of Opportunity. And weare doing all ofthis exceptional work, whilethe physical structure of our school falls down around us.. Whenwe moved herein 2008,we drove past Hammond HighSchool. I wastaken

.a_^c^. the-,o.utd?te?. ?.r.uJ:t.Llrethat was visibly dirty and indisrepair Butmostly, I wasconfused bythe NAMEfeatured on thefront ofthe building. I hadto asksomeone for clarification. Howdo you pronounce it? Is it, "H. Mmond, or H'mmond?" No.T was told. "It's missing the A. But it's a fantastic school, and we're scheduled for'renovations soon. " l can report that, thankfully, the A has been replaced. But we are still waitln9-on-those rer10vatior1s .12 years later. And if we're not getting any kind of equi- tablebalance for our physical structure, I wasvery eager to see-underthe current pro- ???-aL'^wh.ere !sl, heecluity. for Hammond High School? Where isthe equity forthis beloved school whose basic needs have systematically been sacrificed so manytir for so many years? ' ' -----..-..,.....-, ot.her. speakel'shave. addressed. the FARMs rates, the loss of MacGills, the appalling statistics on the mental health of our children, and the lack of ANYstatisticaTand meaningful improvement or equity for Hammond under this plan. Perhaps the greatest blow to anysemblance ofequity isthat Hammond High School wjHbe negatively impacted TWICEin 2 YEARS. Underthe constant specter ofredistricting, all of our students are left to wonder where will they be going to school and" howthey as newcomers, will be ableto make sports teams, hold leadership positions, and get quality, college recommendations from teachers and counselors when they are unknown to them.

Asa parent, I amconcerned. Asa Psychologistwith a doctoral degreein Clinical Psy- chology, I have to ask WHY? Ifthe mental health of our children is at all a concern. WHY are we putting our kids through this undue stress now, when HsTsisonthehori- zon? The close proximity of Hammond to the HS13 site makes it inevitabfe'that the" Hammond Highpopulation will beseverely impacted bythe opening ofthe newschool. Hammond HighSchool would sufferthe massive overhaul of its student population AND PTA support not once, but TWICEin the span of 2 years. Where is the equity for Hammond High School in this plan?

I respectfully but urgently request that the board will vote (again) to hold off on redistricting until the HS13 attendance area has been decided. It is my hope that the board will use that time, between now and then, to come up with a plan that truly promotes equity and relieves the issue of overcrowding without causing undue mental stress for all of our children.

TTiank you for your time, Kristina de Leeuw, Polygon 13 Mother of 3 HCPSS students HCPS Redistricting

My name is MichaelMcGinty. I live atElkridge City, HowardCounty. AlthoughI don'thave grade school age children, I am a strong supporter andadvocate for public education. In additionmy wife is an educatorfor the public schools in the District ofColumbia. My beliefis thatredistricting destroys

community cohesion, and parental involvement. Parental involvement plays an extremely vital role in the academicsuccess of a child. Sendingstudents on a school busto a school miles awayfrom their home whenthey could attendthe school within the walkingdistance from their home deprives many working parents oftheir opportunity to easily get involved infheir children's education. Community cohesionand parental involvement weighheavier as an influence on school performance anda child's well-being than this attempt at a socioeconomic reform made this redistricting proposal. Needless to say, funds typically

used for School investment and other activities will now be wasteful and appropriated too school buses

Iransporting students to and from schools outside oftheir communities. This not only wastes are hard earnedtax dollars butalso places a large sb-ainon the iamilies andcommunities we live andlove. Please reconsider this action. Page |1

To: Howard County Board ofEducation From: Andriani Buck (Polygon 66)

Pursuant to Policy 6010 IV.B. tfae impact to facility utilization, commimity stability, and demographic &ctors must be considered in the redistrictmg process. Policy 6010 statesthat it may not be feasibleto reconcile eachand every adjustment with eachand every factor. However, the proposed adjustments in the Superintendent's Plan do not align with the majority ofthe factors in the majority of instances. The common thread in all factors is reasonableness. No matter which factor is (he primary focus oftfae Board's attention, the Board must ensure that any attendance area adjustments are reasonable.

The Necessityof a Reasonable Plan WhichAdequately Addresses the Demop'aphics ofthe StudentPopjilatjon

The importance ofdiversity is written into thepolicies governing fhe redistricting process. Therefore, personal beliefs regarding the appropriateness of this goal should not be taken into consideration when making decisions. What should be considered is the reasonableness of any proposed plan.

The HCPSS Strategic Call to Action and the Superintendent's proposal illustrate that balancing demographics is in the ferefroat of considerations shaping the current redistricting effort. The demographic component has also received exponentially more attention from the county coimcfl and local media than the other components. Therefore, I wfll not attempt to underscore the importance ofthis factor. I hope that the BOE approves a reasonable plan which underscores the importance of diversity while also adequately addressing facility utilization issues and mimmizing the negative impact to community stability.

The Necessity of a Reasonable Plan Which Adequately Addresses Facility Utilization Issues

In Januaiy, the BOB directed the initiation of a boundary review "due to population growth that has resulted in crowding at many schools. " The Superintendent is proposing to move 7,396 students. Currenfly 21 schools are over 110% capacity utilization. Under his plan 16 schools would still be over 110% capacity utilization. It is unreasonable to move 7, 396 children and not address facility utilization in over 75% ofthe overcapacily schools. It is disingenuous to state that the basis of a plan is facility utilization when it fails to meet the purported pmpose of the boundary review process on such a large scale. The Board should direct the Superintendent to develop an alternative plan whichappropriately addresses facility utilization in all 21 schools whichare over capacfty. A plan which does not alleviate overcrowding at 16 of 21 overcq>acity schools is unreasonable.

The Necessity of a Reasonable Plan Which Adequately Addresses Community Stability

The approved pkm should promote a sense of community (Policy 6010 FV.B. 2). The Superintendent stated his plan took into account fhe 800 participants in 3 community input sessions, 2, 176 surveys, and 276 altemadve scenarios submitted. However, the community stated that (he most important consideration was keeping feeds of students together from one school to the next. This consideration was followed by maintaimng contiguous communities or neighborhoods, traisportation considerations, and the frequency with which my one student is reassigned. In spite of the thousands of responses received, the proposed plan does not reflect the community's concerns. Particularly given (he significant impact community stability has on our children's mental healfh, it is unreasonable to disregard the community input received.

1. The Importance of Community Stability, Particularly Given the Prevalence of Mental Health Issues Affecting Our Children: Facility utilization concerns may be paramount, but community stability is important for dtfiferent reasons which camot always be reduced to statistics. As stated by Susmna Schrobsdorff m "Teen Depression and Anxiety: Why the Kids Are Not Alright, " it is "hard to quantify behaviors related to depression and anxiety, like nonsuicidal self-hann, because pads] are deliberately secretive. "' As stated by Mary Ellen Flannery in "The Epidemic ofAnxiety Among Today's Students," anxiety is seen in 4 and 5-year old kindergarten stoidents and "by high school and college, many students have nm out of steam. Anxiety-the mental-health tsunami offlieir generation-has caught up with them. Today s teens and young adults are the most anxious ever, according to mental-healfh surveys. They admit lhHps://time.com/magazine/us/4547305Aiovember-7fh-2016-vol-l88-no-19-u-s/ Page |2

it themselves: to February, a Pew survey foundthat 70 percent ofteens say anxiety anddepression is a 'major problem' among (heir peers, andan additional 26 percent say it's a minor problem. "2

Ninety-sixpercent (96%) of teens statedthat anxiety and depression were problems seen among their peers. These issues are not isolatedto a particular group ofteens but are issuesthe overwhelming majority ofteens today face.

Thenegative effects of changing schools, even when the entirety of the student body promotes to fhenext school, can be seen in a growing body of research. "A large body ofresearch suggests that stodents who go to middle school orjunior high do worse academically, socially andemotionally, compared to the young teenagerswho get to bethe oldest students at schoolswith grades K-8. A newpaper in (he Journal of Early Adolescence reinforces this message. The study foundthat starting a new school in either sbdhor seventh gradehurts students' perceptions of their own reading ability and motivation to workhard in English language arts. It tracks nearly 6, 000 students from kindergarten through eighth grade. The authors compared(he perfonnance of students who attended a K-8school te> those who left for a middleschool in surthgrade or a juniorhigh in seventhgrade. They focused on outcomes by eighthgrade to mle outfhe negativeimpact that may have come merely from making the transition to a newschool itself. Thenegative eSfectswere exaggerated for students fom higher-incomehouseholds. "3As statedby SuniyaS. Luthar children from affluent communities are "generally presumed to be at low risk" but "canmanifest asmuch or more disturbance whencompared withtheir coimteiparts in poverty, with particularly pronounced problems in (he domains of substance and internalizing problems" and "can experience as much isolation finm parents as do those at the lowest extreme, and in both cases, deficits in parent-adolescent relationships aremirrored in children's own vulnerability in emotional and academic domains. " Mental health issues affect all children andchanging schools cancause students to do worse academically, socially, and emotionally.

Change is an unavoidable fact of life, but this does not alleviate the responsibUity of adult decision makers to implement changein a thoughtful,reasonable manner which allows children to thriverather than survive. Change must be made, but should be made in a manner which minimizes the negative effects on children. It is irresponsible to move the same children, multiple times whenother alternatives cm achievethe desiredresult. To minimize the disruptionand negative unpact to students, a long-termapproach which is implementedin phasesand allows children time to adjust should be t^cen when possible.

Schrobsdorff states, "adolescents today have a reputation for being more fragile, less resilient and more overwhebned than their parents were when they were growing up. Sometimes they're called spoiled or coddled or helicoptered. But a closer look paints a far more heartbreaking portrait of why young people are suffering.Anxiety and depression in high school kids have been on (he rise since 2012 after several years of stability. It's a phenomenon that cuts across all demographics-suburban, urban and rural; those who are college bound andthose who aren't. In 2015, about 3 million teens ages 12 to 17had had at least one major depressiveepisode in the past year, according to theDepartment of Health and Human Services. More than 2 million report experiencing dqiression that impairs fheirdaUy function. "5

Havinglost a siblingto suicide,I implorethe Board to seriouslyconsider community stability as it canhelp decrease children's level of anxiety and depression, and increases their feelings ofself-worth. Mental health concerns should not be trivialized, affect all demographics, and the importance of stable friendships should not be overlooked. As reflected in (he commmiity feedback, it is important to retain strong feeds. This helps ensure children arenot isolated from then-friends andhelps nummize (he negative impacts whichcm result from changing schools.

2. The Importance of Community Stability and Stable Friendships: "Adolescence is a period ofrapid change-physically, emotionally, andsocially-and relationships with friends play an important role in the lives ofadolescents asthey become increasingly independent, develop their own identity, andgrapple

2 http://neatoday.org/2018/03/28/llie-epidemic-of-student-anxiety/ 3https://www.npr.org/sections/edfl017/10/20/558103710/switching-to-middle-school"can-be-hard-on-kids-but-fliere-are-ways-to-make-it-bet 4https://www. ncbi. nIm. nih. gnv/pmc/anides/PMC4358932/ sht4>s://time. com/mi®azine/us/4547305Aioivember-7A-2016"voM88-no-19-u-s/ Page |3

with self-esteem. Positive fiiendships provide youth with companionship, support, and a sense of belonging... Friendships are especially important during times of difficulty, offermg a sense of belonging andrelief from depression, anxiety, cmd stress. Feelings ofcloseness in friendships are Unkedto increased resilience; in other words, youth-with strong friendships can better navigate endrecover from life challenges. "6 "Children of all ages need to feel that they fit in-that they belong. As children approach fhe teen years, the need to be 'one oftfae gang' is stronger than. at any other age. Friendships become closer and more important andplay a key part in allowing young adolescents to sort out who they are and where they're headed."7"What happens in middle andhigh school doesn't stay in iniddle andhigh school. What we experience as adolescents can set us up for success - includmg avoiding serious health risks like drug use and STDs, " said Kathleen Ethier, Ph.D., director ofCDC's Division of Adolescent and School Health. "Given the significant and long-lastmg protective effects connectedness can have, it is important to take steps to increase this feeling of belonging at home md at school among youth. "'

"biastudy that used data from a nationally representative sair^le ofmore than 111, 000 adolescents, researchers investigated whether teenagers who were integrated into friendsMp networks hadbetter mental health, as measured by a number ofdepressive symptoms. The findings made clear that teens with more Mends had fewer symptoms of depression. "9 The quality and depth offiiendships is important A ten year study feund kids with "close, emotional links showed improvement in their levels of anxiety, depression and self-worth... Those who hailmore stable relationships - who brought fhe same bestftlend to the siudy at IS and again a<16 - seemed to do the hwt. °

A reasonable proposal should seek to maximize communfty stability, particuliu'ly givm fhe importance of community stability to children*s mental health. There is current political andjournalistic pressure to dismiss community stability concerns in favor of other factors. If at aS[possible, moves made by the prior Board should not be reversed two years later. Like diversity, the importance of community stability is written into the policies guiding the redistricting process. Therefore, personal beliefe regarding the appropriateness ofthis goal should not be taken into consideration when maldng decisions. What should be considered is the reasonableness of any proposed plan. A haphazard plan is not a reasonable plan. A desultory plan is not a reasonable plan.

Redistricting occurred in 2017 and will be required againin 2022. In the absence ofunforeseen or unpredictable circumstances, redistaictmg every 2 to 3 years is irresponsible and not indicative of a well thought out, loaig-tenn, and reasonable approach. Multiple moves can exacerbatethe mental health issues affecting our children. Pleasetake the time to ensure change is made in a mewingful andreasonable manner.

Conclusion

The current situation was created tfarough decades of poor planning ofresidential developments and other factors out ofyour control. Please do not feel like you need to resolve decades worth ofmismanagement in a few months. Put forth a responsible plan with long-term goals that are tailored to fhe particular needs ofour county.

Columbia was founded as a planned comrounity. Columbia was successful because ofthe foresight andplannmg that went into it. Please follow Rouse's exanyle and increase diversity fhrough a thoughtful, deliberate approach.

Afler spending enough hours to equal days and likely weeks ofresearch, I do not envy your position. I am sure my effort represents a fraction ofthe time and energy you have spent wading ttoough infonnation, data, and feedback. I cannot imagine the difBculty in making decisions which affect so many students and families, particularly when due to disparate needs, it is impossible to do what is best for each and every individual student. I urge the BOB to adopt a plan which imnimizes the negative effects on all children and creates sustainable change. Please take the time to create a plan which considers dl aspects ofPolicy 6010 Mid whichminimizes the negative effects on all students.

6ht4w:/Avww.hhs.gov/ash/oah/adolesccnt-developmeirt/hcaltiiy-relationships/healthy-fiiendships/index.htonl 7 hUps://www2.ed.gov^»arents/academic/help/adolesceuce/part9.html sht^ps://www.cdc.gcw/nchhstpAiewsroom/20I9/adolescent-connectedness-i»Fess-release.html 9ht4>s://health.usnews.com/health4;aTe/fiM'-better/articles^018-09-10/adolescent-fnendsh4>s-and-relationshii-when-parents-shouid-step-in Iohttps:/Avww. npr. oig/sections/health-shots/2017/08/26/543739986/having-a-best-fiieDd-m-your-teenage-years-could-benefit-yoi)-for- life%20%3CyB 20Cautiou-https://wvw. npr.org/sections/lKaltft^ots/20I7A)^6/543739986/havmg-a-best--friaid"in"your-teenage-yeais-could- benefit-you-for-life Page |4

"Give me six hours to chop down a tree and I will spend the first four sharpening the axe. " - Abraham Lincoln

"IfI had set up a goodprocess in which I could get all the information, all the data, all the perspectives, if I knew that I had around the table all the angles... then I could feel confident that even if I didn't get a perfect answer, that I was making the best decision that anybody in my situation could make. " - Barack Obama My name is Lorna Walls and I live in Polygon 1057, which is the Macgilts Common neighborhood in the Village of Kings Contrivance (Atholton ES, Hammond Middle and Hammond High). I am here to ask the Board of Education to keep Polygons 57, 1057 and 2057 at our current schools as we are a benefit to the lack of socioeconomic diversity there, which is what the Superintendent is desperately trying to achieve.

What I understand is balancing FARM numbers. What I don't understand is moving out our three polygons with less than 5 FARM students and bringing in three polygons with 52 FARM students, at a school with a 40% FARM rate. What I understand is the benefits of diversity in high schools. What I don't understand is why our polygons are being moved out of Hammond - making it less diverse. What I understand is my son having the good fortune to attend a school where 75% of the students are of a different race than him. What I don't understand is why he would be moved to a school that is further away and is less diverse. What I understand is the standard in Policy 6010 that states "areasthat are made up of continuous communities and neighborhoods". What I don't understand is breaking up the neighborhoods of Macgills Common, Dickinson and Huntington, who make up the Village of Kings Contrivance. What I understand is the entire Village of Kings Contrivance attending Hammond High School. What I don't understand is why Macgitls Common will no longer be included. What I understand is three polygons attending a school in their community that is just over a mile away. What I don't understand is replacing this with three polygons that are more than 6 miles away. What I understand is continuous poiygons. What I don't understand is attaching our polygon to a very large polygon that is made up of commercial real estate and calling that continuous. What I understand is families who are unable to financially support Hammond High School. What I don't understand is moving polygons out of Hammond High School who can and do. What I understand is building a new high school. What I don't understand is what will happen to us once HS 13 opens.

In closing, what I understand is that Hammond High School has a phenomenal principal. Dr. DiPaula, and teachers who go above and beyond to help their students. What I understand is parents from our neighborhood taking the time to volunteer and help contribute to the Boosters and PTSA efforts of raising money to benefit our school. What I understand is sitting in this room two weeks ago with my neighborhoodtrying to make surethat the Hammond renovations do not get postponed again. WhatI understand isyou cannot measure a neighborhood's commitment to a schoolon paperor a map. WhatI understand is beingconfused asto why our polygons are being moved out of Hammond because our polygons staying at Hammond isexactly whatthe Superintendent's proposal istrying to achieve. What I understand is Macgills Common has been attending Hammond HighSchool for approximately 40 years. WhatI understand isall ofthe previous Board of Education members knew that Macgills Common needed to stay at Hammond HighSchool. I hope this Board of Education also understands the reasonswhy polygons 57, 1057and 2057 needs to stayat Hammond HighSchool. tej !S?:5 |FoiB«tRidgeES PatuwitVallBVMS RtsemolrHS llaurrtWoDdiR MunayHNIMS RuinfBlrHS ISamNniCronlniES MurmfHIIMS RmnulrHS |Fom»llld|B K PWwmtVlK^MS HlimmondHE |SnmrnCronlnBES MunwHIIIMS Athnlfcn HS ISonnanCrtntlnaES MunayHNIMS Atholtnn HS IhlltwiES Hammond MS KlawnulrHS IRiltnnes LlmBBInMS BBianolrHS IHunnNmdES HMiimondMS RannmirHE IHaninwid ES HamnNindMS Atholtnn HS IHimninind (» Htlnmnod MS AthoJtonHi IPnmtllldia 81 PKuumvall^hB fUnrwilrHt KlhotonB HimnwndlrtS HammondHl |«bolu>nES Hammnod MS HanimondHS lAthdton ES HanunondMS NimmnndHS |*thnhonES HaimmnndMS Hammnnd HS IHanimand ES HammondMS HammondHS IHiiminnd IS Hammaml MS HaramondtW ICBntmnlnl lane ES BurhlthMtmirMS Cmtnnnnw IBoNnm Brldpi is P*tUtl[ttVlll»vMS HammandHi [Mlmu Bridgt li PahinntVtlltvMt HlramawlMS IBullnnitBddwra PatimwitVillayMt HanmBndHS |Boym«nBrtdga ES PBtlWWltVallBvMS HamnwndHS leoUimn Bridgt ES F«ttMBntVttll8VM)i Hammnnd HS |BBllmBnflrlilg«B PtBuwtVrtlBv MS HammnndHi l&illfbnl It ThanuiVItductMS HnNmsndHS illllfcmlK ThamaiVlNluctMs HKmnuindKS ICIwknllht it ClarltwdlBhU nhurHllltU IWwlyK MuuntVhwMS MarriotUKIdrH* inwwHlltl H ThooNiVltductMf Haranwndm IManniTWBBdrlS Mount Vtow MS M«[TlBttiRld|tHS HMinmrHllltES ThomnVladuet MS Hamrannd MS Hllbt» TiltHBiBVlidiiil MS ImiB Rir b nt IStJalimljinaEi ftimmsoMS Ml Habnn HS |tflnB«wNlir ES ThonuiVKdurtMS LnngRtach Ht ikri^ais Elhrtdr landing MS l-oni finch HS OUtlntfrntit ThamwVlmluct Mi Lcninudim lUwhtpu iltrWrK»ifln|MS HwnwinlHt tfkridru BlhfWBtLllKltnaMSHBWtdHt IkfWgatS ElhrtdiBlanding MS HowardKB EhrtihaB EihridgBlanding MS HowardHi INufdnaB ElkridgBLindlnBMS HiwardHS JkrtdgeB ElkfWiBlanding MS LanBRWchMS RBcUiuniES Elkfftlg*landing MS Howard W CmdbtodtES laktEllibamMS OaklandMltolfi >rttWda»» PatUNntWKff Mt RweivolrHl FBintWikrK PitwcntVilhyMS Hininwndm iultftmiu LikitlkhwnMt HiinmnndHt iuttoidti lll<»EIUumMS OahlandMltoHS iutUirdES Ull-BIUlomlrtS HammnndH* lybBttifirinaa ts LakaHkhBm Wt CXklandMUbHS WbottSpriniw ES UllMEIkhofnMS OaklundMNbHS SwiulMdM HarfnChnltBMt witdutalnHS CiadhmckES LaliaEIUumMS OafclundMil* HS aB dlimrtSE lllWEIhhwnMS OtfihndMllhHS Mhollonn Oakhnd MlhMi (KMindMNIim tthnltonEli HtmmondMS HimrwindHl a MO &attlBindi£S LalwElthnmMS OaklandMlhHS llhattSptMgses OaklandM[|h MS OaklandMllhHS KfcnHNIES Late ElkhomMS OahtandMNIiHS swiNmi Uosilna ES WlldalataMS Atholtm MS >»wnaFoiwrtES OaklandMali MS OaklandMlhHS JbottSinfngsES OaklandMlfcMS OaklandMilk HS InunllunH ctorinwlhMl AthottOdHi 'luinihrHIII E! ElllnttMllhwii HowardHS IwnmtOiiulnaES WlldalahM) WllltolalrHt ItuodwHKIES ElllcoUMIIfMS HotlurdHS lbd|Bluc»E5 Bonnte Bnnch MS HowriHS 'hriptLuckES BnnnleBmnchMS InnelteBdiHS 'hdpiluckES Bonnto Bnndi MS LongRaadl HS I NINES MayfWdWoods MS Long Reach HS Aihre Lana ES PatapscoMS MtHabronHS ^btutoBB MiyftoUWmifiMS tanBllmchHS WnlooB EllltPttMllhMS IfBWrtHS UnarionB MBYHBMWKldEWS Long Ruch H5 hrtnfooK MayBeMWowlsMS long flsadi HS xlB^as* sacsssSFisa* SRBS sssa* assKS f assRSSRsetsFis* ssssssa?fR!Rss?isa

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Village Newsletter

TheCrown Prints, our villagenewsletter, is publishedtwice a monthand insertedin the ColumbiaFlier, which is distributedon Thursdays. Look for oursignature purple ink andour PeopleCrown logo.

KingsContrivance islocated on historic land originally owned by the Reverend James Macgill, the first rector of Christ Church located on Oakland Mills Road.An 18th century residence built on the property burned down and was rebuilt in the 19th century.That house was the boyhoodhonne of HowardCounty Circuit Court JudgeJames Macgill. It wasconverted to a restaurantin 1962. The restaurant gave the village its name. Race / Ethnidty - Middle & High School

Anwerican Indian or BIaA or African Adan llitheHmrtannrn AhtkaWatwe Amerfcan hdBcUu*r nupanc Ttooormore WhEte IKliMhtNonT . Base Proposed Base Proposed Base Proposed Base Pnoposed Base Proposed Base Proposed 8. Bonnie Branch MS <=596 <=5% 16% 16% 26% 26» <=5% ofiK 15% 15K 7% 6% 3SX 37X Burieigh Manor MS <=5X <=5% <8K 44% 12% ux <=5% «<» <=5% <=s% 6% 6% 2SK 34X Ctarkswile MS <=5% <=5% 40'K 31% ex 17X <=5% <=5X <=5% 6» <=5X <=5% 45% 41% Dunlaggtn MS <^x <-5X 33K 34M 16» ISK <^s< o5« a» m <-SK <-5K 39X 38M E'krldgeLandfrigMS <^% <^% i» im 23K 24* «s% <^» 8X IOK 6% 6% 46X 43M Elllcott Mflb NB <=5X <=596 32K 34% MX . 15K <=5W e^K 6K

American Indian or BIa&orAfttan Asian Nathm Hau^an arflUer Alaska tetme American PadflchlaiNhr Hispanic iwoor more White Base Base Proposed Proposed Base Proposed Base Proposed Base Proposed Base Pn B; Athofton HS <=5% <=5% 20% 14% 24% 39» <=5X <=5K 8% 10% G» 7K 42«; 28» Centennial HS <=5% <=s» 40K 36X SK U» <=5% <^K <=5% at G» 6K 40X 41% GtendgHS <=5X <=5M U» 13K <=5% <=5K <=5» <=SK <=5» <=sat <=5% <=S% 76K 74»t Hammond HS <=s% <=5% 10K 11% 42% ast <=5M <^5% 16% 16K 7% 6% 26% 24% Howard HS <=5W <=5% 17» ISS, 21% 23K <=5% <=S% 7% nt 7% 7% 47% 44% Long Reach HS <=5% <=5% UK 13% 35% 29M <=S% -&^K 20K 1996 6% 7% 24% 32K Marriotts Ridge HS <-5'X <==5% 35K SJ% UK UMt «5% <=S» <=5W <^* <=5% <=5% 48% 45« Mt Hebron HS <-5X <-s% 31» 32X 15K 1» «SW <=5K 8K 8X <=5% <"5% 42X 41% OaklandMUlHS <=5« <=5% TV as 46K 41K <=5X <=5» 20K 19X 8% 7% 20K 25X Reservoir HS <=5% <=5% MX 16% 32« 34« <=S%

SUPEMNTENUENT'S ATTENDANCE AREA ADJUSTMENT PLAN PAGE26 8/20/2019 Macgill's Common, the village's first neighborhood, was named for the Reverend Macgill on whose farm it rests. The streets in the neighborhood take their names from "The Folk

Songsof North America," compiledby Alan Lomax,an American folklorist.

Thename of theHuntington neighborhood isfrom Huntington Quarter, andoriginal land grant patented to HenryRidgely Sr. and Henry Ridgely Jr. in 1696 for 259 acres. The street names in Huntington are taken primarily from the works of Carl Sandburg.Some names come from the works of two 19th century poets, Emily Dickinson and Wait Whitman.

Dickinsonisthe first neighborhoodin Columbia named for awoman, 19thcentury American poet Emily Dickinson. Its street names are taken

vitlageofkc.org/living-in-kc/about/ 5/7 9/17/2019 About Us - KingsContrivance Community Association

from her work.

Amherst House, the lovely community center and home of the Kings Contrivance Community Association,is in the Dickinsonneighborhood and was namedfor the home of Emily Dickinson, Amherst, Massachusetts.

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Supt Proposal - Middle Sdiod Projected Utilization audenls ReceEvir^free airi Reduced Price Meals (FARM)

Impacted by Future BASE Middle School Capadty 2020-21 2(04-25 Base Proposed Change R^'onal Programs Capital (202^21) Project Bonrae Branch MS 701 1X1% j UJ% 3ZK 30K -2S Burieigh Manor VS 779 11K UK a»! Clarksviiie MS 643 ~~_^ >Wf Elkridge Landing MS 779 11» 21K ax «K!~~

~~Supt. Proposal - High School Projected Utilization Students Receivir®Free and Reduced Price Meats (FARM]~~

Impacted byRflure BASE Capacity 2020-21 2024-25 Base Proposed Change Regional Programs Caphat f20BO-21) Project Atholton HS 1/UO UBt 25% Centennial HS 1360 um ' . yw | ii7« USt UK Bia Glenelg HS 1^30 <5 Hammo nd HS 1^20 ;i6'<(, l^W. zs*. i-lfc Howard HS 1^20 13« . U9K 1 US* 1SK :!»_ Lor% Reach HS 1»488

~~PAGE 14 SUPERINTENDENT'S ATTENDANCE AREA ADJUSTMENT PLAN 8/20/2019 Test Scores- Middle & High School~~

Supt Proposal - Middle School PARCC-Read PARCC-Math Reading Base Proposed Base Proposed Bonnie Branch MS 49% 51% 49% 50% Burleigh Manor MS 7G% 74% 74% 73% Clarksville MS 84% 73% 71% Dunloggin MS 63% 63% 59% 59% Elkridge Landing MS 57% 53% 44% 40% Ellicott Mills MS 65% 65% 66% Folly Quarter MS 69% 76% 76% Glenwood MS 63% 64% 60% 61% Hammond MS 62% 55% 55% 47% Harpers Choice MS 30% 52% 28% 52% Lake Elkhorn MS 35% 43% 27% 37% Lime Kiln MS 72% 72% 70% 70% Mayfield Woods MS 43% 43% 37% 37% Mount View MS 76% 77% 77% 78% Murray Hill MS 47% 47% 41% 41% Oakland Mills MS 38% 34% 35% Patapsco MS 57% 57% 64% 63% Patuxent Valley MS 44% 37% 37% Thomas Vladuct MS 38% 40% 29% 31% Wilde Lake MS 44% 44% 35% 37%

Supt. Proposal - High School PSAT-Read PSAT-Math Base Proposed Base Proposed Atholton HS 73% 60% 57% 41% Centennial HS 79% 78% 69% 66% GlenelgHS 76% 76% 62% 63% h/oa? -me Hammond HS 46% 47% 27% 28% 10t^c5+. /n t^ic / Howard HS 67% 65% 47% 46% COU'T^Y Long Reach HS 49% 52% 29% 32% Marriotts Ridge HS 81% 69% 69% Mt Hebron HS 70% 57% 60% Oakland Mills HS 47% 49% Reservoir HS 58% 57% 43% 43% RiverHillHS 82% 76% 73% Wilde Lake HS 45% 52% 27%

~~PAGE 22 SUPERINTENDENT'S ATTENDANCE AREA ADJUSTMENT PLAN 8/20/2019 Katherine Berland Polygon #2146~~

~~Hello. My name is Katherine Berland, Polygon 2146. support the plan proposed bythe superintendent.~~

I know you've read the research that clearly demonstrates that socioeconomic integration does not harm kidsthat are alreadydoing well, but makesa hugedifference for kids that arestruggling. So what I wantto talk about issomething that is harderto measure - life-readiness, andwhether a child will growinto anadult that iscompassionate andempathetic, someonewho is resilient andcan cope with challenges. Integration is an absolutely critical factor to give our children the perspective that can only come from making personal connections with people thatthey otherwise wouldn't have. Ourjob as parents is to grow our children into good citizens, ones who think beyond their own lives and to how to live and work cooperatively with others. The best wayto help our children realize their full, best selves isto provide them opportunities to interact with more people from more backgrounds and life situations.

Ourjob as parents is not to remove all obstacles in our children's paths, but to teach them how to overcome challenges on their own. Ourjob isnot to teach them that people that already have many advantages in life should workfiercely to maintain their privileged status, even if it means not doing the rightthing for others aroundthem. I'veheard testimony from parents andstudents opposed to the plan talking aboutthe individual, personal inconveniences thatthis plan will causethem. I've also heardthem talkabout how this plan would "breakup communities", asthough "community" is limited to a boundary line on a map or stops atthe walls of a school building. I think of community more broadly, assomething that can be andshould beexpanded. This plan will notprevent people from living, shopping, dining, volunteering, or doingany of the other things theycurrently dowhere they currently do them. Friends made at one school can be kept even ifyou don't see them during school hours. This plan doesn't break up communities, it brings communities together, expanding the experiences shared by people who may not have had an opportunity in the past to have their circles overlap. Frankly, it'sdistressing to hearparents talk about the waystheir children willfall apart ifthey have to switch schools, tweak schedules, and make new friends. think our kids deserve more credit than that.

I moved to Columbia 19years ago. My husband and our two oldest children are graduates of WildeLake High School, and our youngest isat Wilde Lake Middle School now. The experience just of knowing kidsfrom all walks of life has helped growthem into good people who care abouttheir fellow citizens. They've all done well academically, butthey would've done well no matter where they went to school. Whatmy kidslearned at WildeLake about being part of a largercommunity isn't something that was taught, it was something they experienced.

Page 1 You havethe unenviabletask of determiningwhich kids move where, because some kids do have to move. Even if it were possible to make a plan no one objects to, and even if it were possible to freeze housing development, the numbers and ages of children in neighborhoods change over time as people move in and out, kidsgrow up, and new kidsstart school. Redistricting must be done to address these inevitable changes, more often, not less.

You were elected to do this job and represent Howard County students, all of them. Don't let the perfect bethe enemy ofthe good. This is a good plan, and I believe most people in Howard County support the values underlying it. The loudest voices in opposition arethose that don't want their kids to bethe onesto adjust to different circumstances, not the people who understand that what's good for all kids will also be good for their kids. I walked past signs tonight that said, "Improve, Don't Move/ which isjust saying "Separate But Equal" with different words. It's been settled lawfor more than 60 yearsthat separate is not equal. It'sunconstitutional and morally wrong, andit doesn'twork. Weare Howard County, and we can be better. Please, do the job you were elected to do, and do the right thing for o//our kids.

~~Page 2 Kelly Hogan 9036 Moving Water Ln Columbia 21046 301-377-4039 OBan. kellv. c@)gmail. com~~

My name is Kelly Hogan, and I've been a Howard County resident for over 15 years, am beyond proud of my child, who is now a junior and the University of Maryland. He is absolutely a product ofthe Howard County Public School System. The thing is, he doesn't have a high school diploma from a Howard County school. His high school diploma is from the State of Maryland. I bet most ofyou don't know what that means. I didn't either. Turns out, in Maryland we're lucky and when a student takes the GED,they don'tget a certificate, but an actual High School Diploma from the State of Maryland. You see, my son is a product of Howard CountySchools because they forced myGT/AP kid into a position wherethe bestway to preserve his health and well-being wasto become a highschool dropout after hissophomore year. Myson experienced increasing health issues throughout middle school, but weweren't able to figure out what wasgoing on. After he completely fell apart hisfreshman year, he wasdiagnosed with Postural Orthostatic Tachycardia Syndrome (POTS). A quintessential "invisible disability", POTSwas not understood bythe school system, and nothingwe didto help educate them helped, whetherthat was providing scholarly medical articles or enlisting Kennedy Krieger to educate the staff and advocate for accommodations. Despitebeing virtually bedridden, his illness wasn't taken seriously. He still occasionally has nightmares about how he was treated by school personnel. Whyam I bringing disability accommodations up when we're talking about redistricting? Well, because I believe someof the same issuesthat drove my sonout ofHoward County Schools are driving objections to redistricting. Specifically, we're talking about diversity. There are all sorts ofdiversity. Diversity means more than the variety of people who show up. It also means the variety of people who are welcome. In our experience, HCPSSdoesn't deal well with diversity at all, and I'm hoping hearingabout our experience will cast a new light on the depth of the diversity problems we have in HCPSS. In Howard County Schools, there's a huge drive to be "the best". HoCo parents want their kids in all GT classes,and taking 187 AP classes, andtaking college classes by the time they're 12. I'm onlykidding a little bit. HoCo parents are deeply invested in the College Arms Racer, seemingly convinced their kids needto get into the "best" University. In my professionalfield, I think about "best" a lot. Whatdoes it mean for somethingto be "best". We'rehearing a lot about "best"and "good"and "better" in this conversation, and I think we really need to think aboutwhat those words mean. We keep usingthat word, but I don't think it means what you think it means. All the schools in HoCo are good. Period. The schools with a high proportion of affluent families are great. When affluent families are shifted to a good school, that good school becomes great. Opposing this redistricting meansone oftwo things. First, you don t have confidence in your kids. They're pretty awesome. Theyalready havethe advantagesthat haveformed them and will lead them to be successful. The effect on affluent kids moving from a great school to a good school is minimal.

Second, if you think affluent kids will suffer going to a good school instead of a great one, since we know schools with affluent parents become great, you're sayingwhat you really don'twant arethe disadvantaged kids. As if they're broken, and will contaminate your kids or infect your kids. Let's really think about that for a minute. Isthat the lesson we want to teach all of our children? When we have kidswho are unable to engage in the College Arms Racefor whatever reason, be it an invisible disability, being a member of a marginalized population, or coming from less affluent circumstances, HCPSS discards these children. Is that what we want? Do we want to live in a community that says unlesssomeone satisfiesa very narrow definition ofwhat is "best",they are disposable? That's the lesson my child learned from HCPSS. Thankgoodness he'sgrown and overcome the damage HCPSS inflicted on him. Thafs what we're teaching all of our children when we oppose this redistricting.

In an economy, and a world where diversity is increasinglyvalued, howdoes this narrow-mindedness serve our kids? How does it serve any of us in our "civil" community? DocuSlgn Envalope ID: 36B6ASD5-1491-47E7-9B3F-EF7D2BEFOA94

~~September 24, 2019~~

~~Board of Education 10910 Clarksvilie Pike Ellicott City, MD 21042~~

~~Dear Board of Education:~~

I am a parent from polygon 1066 in Columbia and wantto convey ourfamily's opposition to the superintendent's redistricting proposal. I have two children currentlyattending Clemens Crossing ElementarySchool - a daughterin I'-' grade and a son in kindergarten. We relocatedto Columbiafrom Chicago late lastfall andwere drawn here in part dueto the great reputation of Howard Countyschools. Wetoured and researchedextensively and while we were impressedwith system overall, wedecided that Clemens Crossing wasthe best fit for our children. Wethoughtfully purchased a home with this in mind. Although the move was a big one our daughter has come to feel at home In the Clemens community. Ourson was excited to join herthere thisfall andwe look forward to further building our connection to our new home through PTA involvement, social relationships, after school activities, etc. The proposed move would uproot our family again just as we are getting settled. Therefore, we want to expressour strong desireto haveour polygon and childrencontinue to be assignedto ClemensCrossing Elementary School.

Beingfrom Chicago, my wife and I are not strangers to the inequity that can happen in large school systems.While I applaudthe acknowledgmentof inequitywithin education, I highlydisagree with relying on FARMSdistribution asthe sole driver of change. Particularly as it relates to Clemens Crossing, the proposed plan would even be ineffective at achieving the superintendent's stated goals. Currently, CCEShas a 13%FARMS distribution. Whilethis Isbelow the countyaverage, is it by no meansan extreme. The CCES FARMS percentage is currently at 13%, should the purposed moves occur the CCES FARMS percentage would be reduced to 10%. In other words, the Superintendent's Plan actually results In worse socioeconomic distribution at CCES and moves children for little reason.

I strongly disagree with the Superintendent Plan which would move us out ofthe school and community wehave chosen. We understandClemens Crossing was highly affected by a redistrictinga mere 2 years ago and the current purposed changes would cause only further disruption. What is the reason behind the insanityof redistrlctlng schools every3. years? Ifthe statedgoal ofthe redistrictingprocess is to ensure that all Howard County schools provide the same excellent education, then I believe there are more wholistic solutions that should be employed. Moving children around like pawns is not the fair or frankly long-term viable answer.

I urgethe Boardof Educationto whollyreject the Superintendent'splan as it representsa faulty, political driven response and would only add upheaval to our children's lives. Please keep our polygon 1066 in Clemens Crossing Elementary School so that our children can continue to succeed both academically and socially in their current elementgry school environment.

~~. DocuStBnad by~~

~~'ionT%A^""- 6129 Watch Chain Way Columbia, MD 21044 [email protected] Testimony to the Howard County Board of Education September 24, 2019 Good evening,~~

My name is Jeffrey Wetstone MD. I live on Enchanted Solitude Place (6408) in polygon 1064. I thank you for the opportunity to speak tonight. I am a retired family physician. My family moved to Howard County 21 years ago, in large part, due to the well-earned reputation of our public schools. We have not been disappointed. I currently have no children in the Howard County public schools. As a past Director of a Family Practice Residency Program, I concluded that the graduates' ultimate knowledge and ability was the goal, not any single statistic. I wish to apply a fundamental tenet of the practice of medicine in discussing the superintendent's redistricting proposal. Primum Non Nocere - First, Do No Harm This basic principle of Medicinedirects doctors againsttaking actions unless there is good evidence that action helps. Why do we need such advice? For centuries, smart:, compassionate, and knowledgeable physicians thought we understood what was best for others and acted upon it. In retrospect, we realized many of these interventions produced no beneficial results. Often, they harmed those that we were trying to help. From this experience was born a recognition that wanting to help is not the same as helping and that science applied to medicine, data-based evidence, should prove the value of an intervention before it is put into widespread use. Should educators apply this same principle? Members of the BOE and the Superintendent (and most of us who live in Howard County) want to help our students improve their education. There are some smart, compassionate, and knowledgeable educators who feel equalizing FARM participation rates will enhance the education of some students. Would this occur if the Superintendent's proposal was implemented?

~~Point 1~~

There should be strong evidence that altering the per cent of FARM students in a school produces a beneficial result before the change is implemented. I have tried to find good* evidence of this result on-line without success. asked our Superintendent (via e-mail) to cite evidence and have not received a response. My discussions with educators, teachers, and parents suggest little to no proven benefit of equalizing FARM percent in an individual school.

Point 2 Implementing the proposal could cause harm. For instance, many students will be transferred from a Title 1 school to one without this designation. So, these students could lose benefits that they currently have. I have attached, to the end ofthis testimony, an edited list of potential harms that was previously sent to you by Julia Ju. It contains many areas of concern. Point 3

~~We should implement the most cost-effective method(s) of helping the students currently in schools with a high FARM participation rate.~~

For the sake of discussing point 3, let us assume, that there are significant benefits of setting school boundaries based on FARM participation rates. The next question that should be asked is, "What is Howard County's most effective method of achieving these benefits?"

We have limited resources (e. g. money, administrators' time, community good will, etc). Could equal or better results be achieved by allocating our resources in other ways than moving students? Is it more effective/efficient to enhance enrichment activities at schools in need? Should our efforts be directed on zoning changes that allows more low income housing near schools with low FARM participation rates? Should there be more pre-K programs? I reviewed the emails sent to the BOE. Many offered suggestions that I believe deserve further study and possible implementation. At the least, I believe we need a public review of the possible methods of improving the performance of students at schools with high FARM participation that includes a cost/benefit analysis and that considers possible harms (intended or unintended) before we implement the proposed redistricting plan.

I close by summarizing my points. We should have good evidence redistricting students produces an educational benefit before the superintendent's plan is implemented. We should consider the possible harms the plan could cause before it is implemented. We should study other methods of enhancing the education of students in schools with high FARM participation rates and then choose the most cost-effective use(s) of our limited resources.

~~Thank you for allowing me the opportunity to speak with you and for your incredible commitment to the education of our children.~~

*0ne must evaluate any evidence found for its quality. There is a difference between two things being associated and being causative. As example, it is true that an increase in sunscreen sales appears to occur just before and during times of increased drowning deaths. Should we conclude that something in sunscreens causes people to drown (sunscreen causes drowning) or that more people buy sunscreen before going to the beach in the summer time and it is more swimming that increases the number of drownings (sun screen sales and swimming are associated),

Here is a list of potential harms edited from comments by Julia Ju. The harmful and disruptive effects ofthis proposed redistricting include/ but not limited to the following: 1] Harms specific to FARM students: Lost access to current supporting resources for FARM students, such as the special meal/food program, that have been set up within their current schools . Lost access to special education programs that have been set up in their current schools . Lost chanceto participate in after school programs due to lack oftransportation or lack of family support . Lost support from existing support from their current school, neighborhood, and local programs . Increased risk of school absence and school drop cuts 2. Harms to ALLstudents, including FARM students: . increased risk of depression, anxiety/ and suicide o Forced separation from friends, classmates, teachers at current neighborhood schools

o Lost support from existing friendships and support systems already established with counselors, teachers/ coaches/ and mentors o Increased stress to survive in new schools, especially for high school students o Forced long ride in school bus every school day o Lost opportunity to play school sports, clubs, bands, and other after school activities due to transportation constraint and switching schools o Sleep deprivation as students must get up earlier to catch the school bus due to the forced longer school bus rides o Increased risk of injury/harm due to prolonged forced school bus rides every school day o Injury/death from car accidents o Sleep deprivation o Back injury o Fatigue and inability to perform at school o Increased blood pressure

~~o Increased cardiovascular risks~~

o Reduced physical activities and fitness o Reduced time with family o Increased risk of depression and anxiety o Increased risks of school absence and school drop cuts [Transportation was reported as a significant contributing factor for 39% of chronically absent high school students. Students from low income and single parent families are particularly at risk ofschool absence if they miss the school buses.] o Lack of neighborhood schools is another significant contributing factor for school absence and dropouts o Lack of family and neighborhood support that supports social and emotional well-beings ofstudents is another significantfactor o Very importantly, student mental health significantly contributes to school absence and drop out and increases the risk ofworsening performance academically o Students suffer academically due to the prolonged forced bus rides/ sleep deprivation/ forced adjusting to new school, new classroom, new schedule, new social environment injuries, fatigue, depression and anxiety, reduced physical fitness, and increased school absence and drop cuts increased risk of not being prepared for college application o Forced separation of students from their counselors and teachers at their current schools who have known the students for years and can provide guidance and write them recommendation letters will make student suffer in their college application and very likely make them lose their opportunity to get into the college that they deserve

Harms to Teachers: Increased burden to develop teaching materials, paces, and approaches to meet different needs for all students in the class. It is very challenging if not impossible when the student levels are very different Increasedstress andanxiety from notable to givefull attentionto anyone group since the skill level are very different Increased stress and anxiety seeing all students suffer when higher performing and lower performing students are forced together in attempt to flatten test scores . Increased burden with less support due to the budget cuts that reduce the number ofeducators whowould be required to support the more complex classrooms

~~Harms to Families:~~

Increased childcare costs Increased transportation costs due to prolonged commute time to schools. (Increased driving time whichwill increase their risk ofinjury, blood pressure, depression/ anxiety, fatigue, cardiovascular risks, and physical unfitness.) Increased stress and anxiety to send or pick up students to or from schools due to longer driving distance. Increased risks of injury from car accidents in the forced commute to drop off or pick up students at schools at distance . Reduced family time with students. Increased anxiety andstress worrying about the challenges and sufferings the children have encounter at new schools . Increased depression and anxiety being forced to separate from their current community . Increase burden due to forced separation from current support system in the neighborhood, such as car pooling Hanns to Environment: Increasedtraffic dueto additional andlonger school bus rides every school day Increase road maintenance costs

Increased air pollution Harms to the County: The increase in transportation costs . Additional costs, such as administrative transition costs, additional resources costs, opportunity costs due to the redistricting will betoo hugeto bearfor all taxpayers in the county . The performance ofall affected schools could be reduced because ofthe forced redistricting.As a result, HowardCounty schools' reputation couldsuffer Colleen Vernon, 10699 Rain Dream Hill Columbia, MD 21044 Polygon 137

Thank you for the opportunity to address the Board. My name is Colleen Vernon. I live in Polygon 137, 1 have a child at Bryant Woods elementary school, and two more children who will start in the next few years.

While I agree that there are pressing problems that require short-term fixes, I speak tonight about the need for a more comprehensive long-range approach. Making students switch schools simply to homogenize the demographic numbers of our county schools is not going to correct the more fundamental problems.

Bryant Wbods Elementary School was built in 1968 and currently operates at more than 125% of its building capacity. Lastyear, I attended a School Board Coffee talk at Ducketts Lane Elementary School and marveled at the beautiful floor to ceiling windows and performing arts wing. Meanwhile, last year at Bryant Woods, the HVAC broke, computers were shutting down during PARCC testing, and the musicteacher wastraveling between classrooms on a cart.

Despite these issues, my son has had a wonderful experience at Bryant Woods, largely due to the talented, caring, and dedicated teachers and staff. In order to retain these excellent teachers, we need to provide good educational environments, sufficient resources, and functional equipment. V\fe need to ask our teachers and administrators directly what they need, instead of relying solely on studies by independent consultants.

~~The Howard County school system enjoys a national reputation of excellence. As a taxpayer in the county, I would expect the same standard of excellence throughout ALLthe schools in the county.~~

I urge the board to truly embrace the strategic plan's Mission, Vision and Four Commitments, notjust apply the quickest fix. There may need to be school boundary adjustments eventually, but bringing all facilities up to a standard of excellence should be the real priority.

Specifically, I call for Equitable funding for needed refurbishments and year-to-year operations of all schools. . Input from administrators, teachers and parents to supplement the recommendations of the outside consultants. Celebration of our diverse student population. Our richly mixed community will prepare students to be global citizens in the 21st century world and workplace.

Members of the school board, we elected you to make decisions in the best interest of ALL of our students and teachers. I urge you to look at the real issues and take action to directly address them, not just disguise them. Good evening. My name is Izzy Bowlsbey. I'm in polygon 129 and I have a 2-yearold daughterwith special needs.

I am speaking tonight in opposition to the superintendent's redistricting plan. The plan, as-presented, contains no data regarding students with disabilities or consideration of the impact this plan has on them or their families. Currently, 11% of our student population has an IEPor 504. The superintendent's Students proposal moves approximately 7400 students. Statistically, that means over 800 students with disabilities will be reassigned. There sre approximately 56, 000 students in our distna and 11% of However, from what I can tell by reviewing this plan, students them are audents with special with disabilitieshave either been ignored, or if their needswere needs who have an tEP or 504. considered, there has been no transparency in the reporting. I am asking the Board of Education to change that methodology [Ref: www. howardcnuntysecac. com] and open your aperture to study effects of redistricting on all of our vulnerable students. Notall children are resilient and not all students will be fine ifthey haveto changeschools; transitions can be devastating for some students with disabilities. I can tell you from personal experience that the logisticsof parenting a childwith special needs are really intense and the additional complication of a long commute is a true hardship for many families, not Just an inconvenience. Spending years building trust with an IEP team and establishing supports to help your child succeed only to have to start fresh on a compressed timeline hasmany parents panicked. Yetthe plan presents no benefits againstwhich to weigh thesecosts. Inthe June 2019 Equity Report, the Boardacknowledged achievement gapsfor students with disabilities; however, thesuperintendent's redistricting plan doesnot examine the impactsto attendance, academic access and performance, or classroom behavior for 11% of our population that is already struggling. I have zero confidence that the proposed redistricting will not make the problems worse. I've done some initial research on the disparity between the availability of special education regional programs at sending schools versus receiving schools as proposed by the superintendent (see attachments). You'll notice that at the Elementary School level there are a few particularly egregious moves wherethe receivingschool hasnone ofthe three regional programs offered atthe sending school. Onesuch proposed reassignment,from PointersRun to Swansfield,affects my neighborhood. The reason why this is so important is because students with disabilities are not guaranteed a geographically convenient assignment in a regional program except when the program exists in the students home school. Myneighbor asked me to share that she has two elementary schoolchildren - onewith a disability, and one without - and she moved to the Pointers Run Neighborhood so her children could go to school together. Ifwe are redistricted to Swansfield, her children will attend two different elementary schools and there is no guarantee that her disabled child will even be able to stay at Pointers Run. That is completely unacceptable.

When you present your final plan on November 21tt, I am expecting to see evidence that students with disabilities were included in your decision-making process. My daughter is 2, so I have only begun this journey. I will behere for the next16 years to fightfor her and hold you accountable. Thank you. Discrepancies between K-12 Regional Proeram Availability at Sendine vs. ReceivinB Schools [Ref: Superintendents Attendance Area Adjustment Plan (p. 13)]

~~Elementary~~

~~I Sending ES Regional Programs ! Receiving ES Regional Programs~~

iAtholton MINC . Guilford : Bellows Spring MINC, ITP, ESPL Waterloo MINC, RegEd ;Bollman Bridge ^MINC iGuilford |BryantWoods :Clemens Crossing iBryant Woods 'Longfellow iMINC j Clemens Crossing . Swansfield ICradlerock lAtholton IMINC iCradlerock iJeffers Hill

[Deep Run iMINC Ueffers Hill iDuckettsLane ;MINC I Deep Run [MINC IDuckettsLane iMINC ; Hanover Hills | MINC, RegEd ! Elkridge jDuckettsLane IMINC iElkridge IRockburn 'MINC, ALS i Fulton ;RegED i Laurel Woods Hollifield Station 'Veterans iMINCJTP !Jeffers Hill Phelps Luck Longfellow ;MINC Bryant Woods i Manor Woods ITriadelphia Ridge |ITP I Phelps Luck iWaterloo JMINC, RegEd I Pointers Run ;MINC, ESPL, ALS , Dayton Oaks 'MINC, ESPL, ITP

i Running Brook MINC sBryant Woods jRunning Brook 'MINC [Thunder Hill iStJohns Lane I 1 Manor Woods Stevens Forest iThunder Hill |RegED iSwansfield iClarksville !ALS ISwansfield ' Longfellow iMINC Talbott Springs | iStevens Forest Thunder Hill JRegED :Talbott Springs ITriadelphia Ridge ;ITP 'BushyPark iALS

~~. Veterans MINC, ITP 'Worthington MINC Waterloo MINC. RegEd Phelps Luck Waterloo MINC, RegEd :Worthington MINC~~

~~, West Friendship iBushyPark ALS West Friendship ITriadelphia Ridge ITP Middle~~

Sending MS : Regional Programs ; Receiving MS : Regional Programs I Burleigh Manor I ! Mount View Clarksville ! iHarpers Choice IjDunloggin lOakland Mills lElkridge Landing . ALS Bonnie Branch ^Elkridge Landing !ALS ; Thomas Viaduct iEilicott Mills ;RegED I Bonnie Branch lEllicottMills :RegED , Oakland Mills Hammond Lake Elkhorn I Harpers Choice 'Clarksville i Harpers Choice iWilde Lake LakeElkhorn iHammond [ Mayfield Woods iBonnie Branch IMayfieldWoods ILakeElkhorn I Mount View |Burleigh Manor I Mount View IGIenwood I Oakland Mills 'LakeElkhorn Patapsco iBurleigh Manor I Patuxent Valley iThomas Viaduct

~~. IThomas Viaduct I Elkridge Landing ALS iWilde Lake ^Oakland Mills iWilde Lake I Harpers Choice~~

~~High~~

ISending HS Regional Programs {Receiving HS Regional Programs lAtholton !River Hill iAtholton !Wilde Lake ICentennial IMarriotts Ridge ;Hammond ]RegED ^Atholton ! Howard j LongReach i" . . ' '' ; Long Reach . Hammond !RegED ' Long Reach lOakla nd Mills !ALS I Marriotts Ridge jGlenelg I Mt hiebron iRegED [Centennial i Mt Hebron RegED 'Marriotts Ridge

Oakland Mills ALS . Atholton i Reservoir iRegED j River Hill i River Hill ;Glenelg I River Hill IWildeLake Wilde Lake . Oakland Mills I Wilde Lake ; River Hill My name is Dr. Jacqueline Rose. I am an original Columbian, meaning I have lived here over 50 years. I am a proud graduate of Wilde Lake High School. In a 9 year grade school career (I skipped 3 grades), I attended 6 different schools. How did that affect me? When I went to high school I had 2 sets of middle school friends to keep up with instead of just one. When I went to college and was surrounded literally by thousands of absolute strangers, I did not pannick. I was confident in my ability to make new friends without having to impress anyone with binge drinking or any other behaviors trying to be popular.

! am here not to talk about any specifics of the redistricting plan, but to talk about the history of the issue. I was speaking to someone in Annapolis who recognized me from Howard County. She had recently retired to Annapolis since all of her children had finished their schooling. I asked her where they had gone to school and she told me Long Reach. She then proceeded to tell be that she and her children had had very good experiences there, but with a very defensive and apologetic tone. I was astonished by that and told her that I was a very proud Wilde Lake High graduate and that she did not have to explain anything to me. She then expressed relief that I was not one of those Howard County "snobs. " This shocked me because she was Caucasian and I am obviously Black. That revealed to me how deep the problem is. However it is not a new one. It has been present since the beginning. When Longfellow Elementary School opened, the children living in subsidized housing 2 blocks from the school were not made to feel welcome. Black children were not treated well also. One black child who had skipped a grade was placed back in the grade she had just successfully completed by the principal who also threatened to do the same to her brother, who had also skipped a grade. This occurred despite the fact that child had tested at 5th grade reading and math ability at age 6. Thankfully for the children, both their parents had the ability to take off from work to meet with the assistant superintendent of schools. To make a long story short: the principal and two teachers were transferred out of Longfellow and a new principal with a Ph.D. was recruited for the school. He quickly reformed the atmosphere at the school. After that, the child's siblings thrived at the school under the improved conditions (she skipped 5th grade and went on to middle school.) Longfellowbecame a model school with those same subsidized housing and blackchildren in attendance. Whatmakes a school or a school system is the support (parental, community, and bureaucratic) that is given not the socioeconomic status, race, or ethnicity of the children. To: Howard County Board of Education Oral Testimony September 24, 2019 representing polygons 66, 1066, 134, 1134, and 2134

For many years, our polygons had a tiny feed from elementaiy school to middle school. Only a dozen or so kids each year would go from Clemens Crossing Elementary to Harper's Choice Middle. Two years ago, whenour middle school was changedfrom Harper's Choiceto Wilde Lake Middle, this resulted in 100% of the students at Clemens moving to Wilde Lake Middle Schooltogether! Although switchingschools washard for some, most families in ourpolygons were content that the strong feed would be good for their younger children.

So when the feasibility study proposed changing our middle school back to Harper s Choice this year, we felt a sense ofwtuplash. Switchingstudents from School A to SchoolBjust to move them back to school A two years later feels like the definition of insanity. Please do not change our middle school againonly two years after changingit - especially if it's only to bring us right back to the school where we started!

However, SwansfieldElementary has a 100%feed to Harper's ChoiceMiddle School. Moving our polygons now from Clemens to Swansfield,after our middle school has been changedto Wilde Lake, re-createsthe small feedthat wasjust fixedtwo years ago, only in the opposite direction. In the superintendent's plan, only 11% of students at Wilde Lake Middle would come fom Swansfield- our five polygons andtwo others he proposes to move from Harper's. If those othertwo polygons aren't moved, the feedis even smaller -just us agam. We have been timlled to finally be part of a strong feed. Re-creating the tiny feed that was just fixed is disheartening.

Moreover, one of the goals of this redistricting process is to repair some of the inequities in resources andwealth at HowardCounty Schools. Yet, the Superintendent'sproposal to move our five polygons from Clemens to Swansfield results in a decrease in the Free and Reduced Meals rate at Clemens &om 13% to 10% - farther from the county average. Our five polygons have a free and reduced meals rate of about 26% - we bring up the average at Clemens. Moving our polygons, without any others, into Swansfield, has a negligible effect on the poverty level at Swansfield - we move the needle hardly at all when moved alone.

~~Further, Clemens Crossing just lost over 100 stoidents in the last redistricting, and Clemens is not overcapacity.~~

Regardless ofwhatever Plan is adopted, we beg that rising 5 , 8a, and 11" graders be allowed to stay in their current school. 5 and 8 graders need to transition schools in one year anyway; making two transitions in two years is unnecessarily dismpdve. When over 100 students were redistricted fium our elementary school last year, the families that had the hardest time adjusting were those with 5 graders. And, in the last redistricting, when 8th graders were giventhe choice to remain at their cunrent school if they could provide transportation, families in our neighborhood deeply appreciated being given the option. Redistricting will be difficult no matter what plan is enacted; allowing families the choice to allow their 5 , 8 , and 11 graders to remain at their current schools will help immensely. Thank you. To: HowardCounty Boardof Education From: Communities Westof Cedar (CWC)-Polygons 66, 1066, 134, 1134, and2134

We, the undersigned, arefamilies districted for Clemens Crossing Elementary School (CCES), WUdeLake Middle School (WLMS), and Wilde Lake High School (WLHS)^ We undCTstand" redistrictmg is necessary to reduce overerowding and support a plan thatbalances diversity and community stabUity as outlined in HCPSS Board Policy 6010. However, the Superintendent's proposal to move our five polygons fium CCES to Swansfield Elementary (SES), does not appear to achieve this balance. It results in a decrease in the FARMS rate at CCES from 13%- 10%.This moves FARMS rate even farther away from county average wfaUe having a negligible impact on SES FARMS.

The proposed moves fcu-our polygmis alone donot alignwith Policy 6010;the proposed moves forour community donot result in meaningful impacts to eitherfacility utilization or diversity, andnegatively impact community stobility. Wehave long beena part ofdie CCES community andour chUdren have biult (heir social andemotional bonds within that community. Further, CCES is not overcapacity andjust lost over 100 students inthe 2017redistricting. Weoffer the following points to support ourposition thatmoving ourfive polygons doesnot appear to make any significant demographic changes to either Ihe sending or receiving schools and is counter to a number of 6010 policies.

~~Policy 6010 Considerations~~

Policy 6010 Section IVA2: Community Stability states: "When reasonable, school attendance areasshould promote a senseof community in boththe geographic place (e. g., neighboihoodor place in whicha student lives) andthe promotion ofa student fix>meach school level through the consideration of: keeping strong feeds fix>mone school level to Ae next (less than a 15%feed is unacceptable), keeping contiguous communities orneighborhoods togefher, andminimizing the fi'equency with which any one student is reassigned. " The moves proposed far our commumty do not alignwith the Community Stabilitypillar ofPoUcy6010, as it wouldresult in a feedof less than 15%, does not minimize the fi-equency ofmoves, and does not promote a sense of community.

~~1) Keepine Strone Feeds:~~

During the 2017 redistrictmg process, we supported the move fi-om Harper's Choice Middle School (HCMS) to WLMS sincethe change axldressed facility utilizatiCTl concerns andimproved a previously small feed fi-om elementary to middle school. Due to the change, every duld at CCESmoves to WLMSwhich helps provide stabilityfor studentsat a criticalpoint in their social-emotional development. Community stability md student health, to include mental health, ctatinueto bea concernfin- our community. Weask (hat any moves murinrize dismptions to WLMS and CCES, which were both affected by the last redistricting process. Several plms so farhave proposed moving students fiom CCESto SES.All ofSES currently feeds to HCMS. As oflast year, ourpolygons feedto WLMS. Theproposed move will recreate the small feed that was fixed during the 2017 redistricting process, only in the opposite direction. fa (he Supermtendent's plan, only 11. 1%of students atWLMS would come fi-om SES,assuming Ae two otherpolygons heproposes to move from HCMS to WLMSare redistricted asproposed. If not, the feed is even smaller.

~~2) Mjnimizme tfae ESects of Consecutive Chanees:~~

The 2017 redistricting process decreased CCES enrollment by approximately 1 1% andresulted in approximately 109 students andtheir families moving from CCESto PRES. Facility utilization is not a current concern. Themove required many changes withinthe CCES community suchas changesto thePTA, after schoolgroups, andsports. Clemens is wherewe havebuilt our community bonds and fostered fiiendships; it isnot Just our school, but our family. In2017, werecognized the dismption to the community wasnecessary to aUeviate overcrowding atthe elementary andmiddle school level. However, multiple changeswithin a shorttime span will compound disruption to communities, families, and students. We request that the BOB mmimize moves for communities such as ours, which were affected by the 2017 redistricting process.

~~3) BalancinBCoinmimity StabilityAeainst DemoEraphic Characteristics of Stijdmt. Population~~

To balance the impacts on community stability, anyproposed plan must make a substantial difference to the diversity andinclusiveness ofHCPSS's student body. Policy 6010 Section IV.B.3. DemographicCharacteristics ofStadent Population states: "Wherereasonable, school atteadance areas should promote the creation ofa diverse and inclusive student body atboth the sendingand receiving schools."

It is clear moving our commimity on its own does not meet the Demographic Characteristics of Student Pqnilation standards as there would be a negative efEect on CCES FARMs and a negligibleeffect on SESFARMs. Inthis instance, the negative effect on community stability would not be outweighed by demographic changes.

Regardless ofwhatever Man is adopted, werequest Aat childrenbe grandfafhered to the maximum extent practicable. At a minimum, rising 5* and 8Ugraders should be allowed to remain attheir cuirent schools, asrequiring these students to make multiple moves within a short tunefi-ame would be unnecessarily disruptive to students at a critical point in their social and emotional development Similarly high school juniors and seniois should be allowed to remain at Aeir current schools since it is a pivotal time for their career and college plamiing.

~~Conclusion~~

The undersigned families representing the Communities ofWest Cedar request that the School Board considerthe points outlined herein anddo not approve anyproposal whichdoesn't achieve the outcome it is designedto andwhich does not align wifhPolicy 6010.Disruption to OUTchildrm and our neighborhood should only occur if there is prospect for real change.Moving our five polygons does not appear to make any significant demographic changes to either {he sendingor receiving schools.

Thankyou for the countless hours of service you have dedicated to yourcommunity andfor your commitment to ensuring fliat Howard County continues to rank as one ofthe top school districts in the nation.

~~Communities of West Cedar~~

Karenand Mike Pang(Polygon 134) Amy and Patrick Gowan (Polygoa 134) Damon Hurbon (Polygon 1134) Elwoodand Andriani Buck: (Polygon 66) Don and Lisa Scata (Polygon 66) Shaki and Kareem Mitchell (Polygon 2134) Jessica Ctahatre (Polygon 1134) Gordon and Krystal Moreland (Polygon 1134) Jamila Howard (Polygon 66) Shellie andMike Mingo (Polygan 134) Tammyand David Pollen (Polygon 134) Tracy andJohn Hollida (Polygon 66) Deniseand Paul Giuliano (Polygon 134) Briony and Patrick Jenldnson (Polygoa 66) Anjani Chandta (Polygon 1066) Mike and Heather Maloney (Polygon 1134) Teresa andTravis McHugh (Polygon 66) Christina andHitesh Patel (Polygon 134) Andrea andKelly Sykes (Polygon 1134) Lisaand Bill Alcom (Polygon 66) Nawal andBasheer Laaris (Polygon 134) Edie and Pete Manney (Polygon 1066) Dianeand Jay Soriano (Polygon 134) Russand Ashlee Netherton (Polygon 134) Laura and Matthew Cavanaugh (Polygon 1066) Julia Griffiths (Polygon 134) Preet Sandhuand Gmdeep Grewal Manjit Sandhu(Polygon 1134) David Magdoffand Pamela Velez-Vega (1066) Jonahand Betsy Kurth (Polygon 1066) BrittanyLloyd (Polygon 1134) David Plasse (Polygon 1134) David and All Hynes (Polygon 1066) AnnaLevin (Polygon 1066) POLYGON 1014/1016 (Irina Abazyan)

~~Dear Board of Education,~~

Myname is Irina, I live in Polygon 1016 which is up for redistricting from Atholton ES to Guilford ES. I oppose this redistricting for the following reasons: 1. The 2 polygons 1014 and 1016 are only 40 children and we are not geographically connected to Guilford ES . Moreover, we are separated with commercial spaces and major roads. If needed, the children would not be able to waUcor bike to the friends houses. 2. Hammond ES is big enough to host 40 children. 3. Changing school campuses for tfais school age could have drastic affect on their academically success rate since they will have to adopt to new campus, friends and teachers. 4. If we keep polygons 1014 and 1016 in the Hammond ES we will keep families with children in the ES and In middle schools at fhe same campus. 5. Also we are asking you to keep polygons 13 14 and 15 .located in Dickinson Community, Going to Hammond middle school . Thiswill keep Dickinson Community togeAer. I think that redistricting schools will not solve socioeconomic issues , but it will create new ones. Families with children who has high academic success rate will look at the options to relocate andyou havejust created another low socioeconomic area. Instead, build affordable housing near the the schools that has a high success rates so people can afford living near those areas.

I opposethe current redistrictmg to Guilford ES andwould like our schools to stay with our Dickinson Neighborhood at Atholton Elementary. However, ifredistricting must occur, I would propose an alternate solution to send Polygon 16, 1016 and 1014 to Hammond ES to keep our Dickmson conmiunity together in support ofthe BOB Policy 6010 for Community Stability.

Sincerely, Irina Abazyan My name is Kara Keister and live in polygon 2057. That puts me in the MacGiirs Common neighborhood of Kings Contrivance, at the corner of 29 and 32. We are currently walkers to Atholton elementary and bussers to Hammond Middle School and Hammond High School. I liave a daughter in 10th grade and a son in 7th grade.

Peryour website and Policy 6010, redistrictjng should take into account three main concerns: School utilization, Community stability, and Student diversity. As a community, the overwhelming feedback has been that people want to see their neighborhoods stay intact. People are asking you to avoid disrupting the relationships they have spent years building in their communities.

At the elementary school level, our neighborhoodremains at Athohonelementary (AES). I noticedthat our school utilization is over 100% and actually increases with the plan. Other than that, the changes appear to hit the mark.

~~AES- Currently walkers, remain walkers~~

~~AES utilization 109% to 114% FARMS 15% to 25%~~

AEScurrently splits to Oakland Mills Middle School (OMMS) and Hammond Middle School (HMS). This plan keepsthe entire elementaryschool together bysending them to LakeElkhom MiddleSchool (LEMS).It also helps reduce LEMSFARMS numbers below50%. Again, this seemsto hit the mark in the emphasis of redistricting.

~~HMS- Currently bussers, become bussersto LEMSwith entire elementaryschool feeding into LEMS, makes sense, AES is 35. 7% of LEMS~~

~~HMS utilization 116% to 108% FARMS 19% to 30%~~

~~LEMS utilization 86% to 103% FARMS 53% to 41%~~

~~want to concentrate the remainder of my time on the changes at the high school level.~~

~~HHS - Currently bussers, but at a very walkable distance, become AHS, LEMS is 19% of AHS, 8. 8% HHS, 33% OMHS~~

~~HHS utilization 116% to 108% FARMS 40% to 39%~~

~~AHS utilization 102% to 96% FARMS 10% to 25%~~

feel that removing our neighborhood from HHS does it a disservice and runs counter to the goals of redistricting. It does not bringour utilization to under100%, it doesnot changeour FARMspercentage or make our population more diverse. It does take awayan active, supportive and enthusiastic part of the school. The kids have a high level of participation in activities, clubs and sports. And the parents are invoh/ed by volunteering and being members of the boosters and serving on other committees. I see my neighbors at school events all the time. I find it hard to believe that replacing us with a community that lives 6 miles away, and is likely to be only be here until HS13 is built, makes sense. We want to stay at Hammond!

At a plan wide level, I would like to ask that any child that has started high school is allowed to finish at the same school. At a minimum the rising Juniors should be grandfathered. They have spent two years building relationships with teachers and staff. These are relationships they need to finish high school from the standpoint of recommendations for future class choices and beyond high school for jobs or colleges. The most meaningful recommendations are built from knowing a student over time.

In addition fo the relationships kids have built with staff and teachers, they have built even more meaningful relationships writh each other. As an illustration of how important this can be, I am going to share a story with you:

My daughter is a varsity soccer player for Hammond high school. During last Tuesday's game, she collided with another player, chin to head. She was uncomfortable for a time during the game, but felt fine after the game and only mentioned it in passing. On Wednesday, she attended school and soccer practice and marching band practice with no issues. Thursday she had periods ofdizziness and headaches in school that worsened during warm ups for her away soccer game at Howard high school. She did not play. Friday she attended school, saw the athletic trainer, and her doctor that afternoon. Her doctor recommended rest over the weekend and to report any worsening or lingering symptoms. Saturday was better than Friday, and Sunday was better than Saturday. She felt well yesterday morning and I sent her to school thinking her head might hurt at times but fully expecting her to be able to tolerate the school day. Instead I ended up picking her up by 4"' period.

She left the house at 7:00 and as her day went on her head hurt, she was dizzy, and she was unable to concentrate on school work. She did not tell an adult or text me because she didn't want to miss school. High schoolers hear over and over again how hard it is to get into college and how competitive the admissions process is. They well know what it means to miss classes and how quickly work piles up. It was her friends who recognized how much my daughter was hurting. One of her friends texted her parent who texted me. And thafs how I found out my daughter needed to come home. My daughter's friend, to her parent, who is my friend, to me. These people are part my daughter's and my village. We are all contacts in each other's phones, because we have known each other for years.

High school kids are our most independent students, much more so than in middle school and elementary. We culture this on purpose, to get them ready to be out of our homes and on their own. They naturally start gravitating towards their peers for advice and information. And whether it is because a kid is too sick, too injured, too sad, too anxious, or too anything to be in school that day, it is most likely to be their peers that they go to and their peers that support them and recognize this. My name is Tina Horn and live in Wilde Lake in Columbia and I am here to testify in support of redistricting our attendance areas in support of both alleviating overcrowding and improving the socio-economic diversity of our student populations.

Part of the school district's mandate is to prepare students who are career and college ready. With businesses in the United States spending millions of dollars every year to diversify their workforces and their boardrooms, HCPSSmust follow suit if it is to maintain any kind of leadership position within the wider community. McKinsey and Company reported1 that companies in the top quartile for racial and ethnic diversity are 35 percent more likely to have financial returns above their national industry medians. Companies in the bottom quartile for both gender and ethnic and racial diversity are statistically less likely to achieve above-average financial returns. In the USA, there is a direct linear relationship between diversity and better financial performance. Given the significant benefits for business of a diverse workplace: a variety of perspectives, increased creativity and productivity, reduced fear and improved performance, and boosting of the brand's reputation, it's only logical for companies to intentionally seek diversity. HCPSS is smart to prepare students to work in a diverse world by creating one in the classroom. These diverse classrooms give our students a leg up in college and job applications, and I seek every advantage I can to help my son succeed. Higher education is ahead of HCPSSin recognizing the benefits of diversity and seeking to create them. The American Council on Education published2 a list of the benefits of diversity back in 2012 including enhancing the educational experience, promoting growth and a healthy society, strengthening communities and enhancing the US's economic competitiveness. Failingto seek as many benefits for our students as possible is irresponsible. Our students must have the benefits heading into college and career that diversity offers. Working and learning with people who are different from us makes us better, more empathetic people.

Many of the objections you're hearing tonight include personal inconvenience and a fear of change. With regret, I must suggest that these are not the objections of courageous and fearless leaders. These objections demonstrate only short-term, limited concerns, not any kind of long-term vision or broader perspective. I encourage the school district in seeking a long-term vision for both the students in our schools and our community as a whole. Thank you.

~~Polygon 1268~~

httDS://www.mckinsev.com/business-functions/oraanization/our-insiahts/whv-diversitv-matters httDS://www.acenet.edu/Documents/BoardDiversitvStatement-June2012.Ddf Kimberly Bonnette Polygon 1266 (and 2060) 24 September 2019, 7:00 pm

~~HCPSS Board ofEducation Attendance Area Adjustment Plan - Region H SUPPORT OF DR. MARTIRANO'S PLAN~~

My name is Kimberly Bonnette, and I reside in polygon 1266. I would like to thank the entire board for the opportunity to testify. I recognize that the rhetoric regarding this issue has been contentious. So, I thank you for your diligence in considering all ofthe public testimony (both oral and written) and for your ongoing commitment to the students of Howard County.

~~BACKGROUND~~

Position. I strongly support Superintendent Martiiano'sAttendance AreaAdjustment Planand urge the boardto move forward with accepting andimplementing saidplan. My Family. I have two children in the Howard County PubUc School System (HCPSS). I recently moved, and our daughterjust started the 9th grade at Long Reach High School. She previously attended JeflEers Hill Elementary School and Lake Elkhom Middle School which feeds into OaklandMills High School. Our sonis a 4th graderat Jefifers Hill Elementary School. (Their father still resides in Polygon 2060.)

We originally located to Columbia 10 years ago because of its founding mission of not merely tolerating differences, but rather, embracing the racial, ethnic, reUgious, and socioeconoimc diversity. It was a model of inclusion, and we thought it would be a wonderful place to raise OUT family. The school system's reputation made it such that we were not especially concerned which school our kids would attend, andwe were confident that they would receive an excellent education.

The Problem. Unfortunately, as is common in many school districts nationwide, where you live determines the schools your children attend. Housing prices, individual family decisions, and county zoning have reinforced fhe disparity between the haves and have-nots, and has led to unequal school utilization and a racial achievement gap. Despite fhe overaU diversity ofthe county, commmiities (andthus their individual schools) havebecome increasingly segregated. The County Council needs to addressthese long term systemic issues through its development plans, zoning regulations, and an analysis oftheir impact on the school system. Long term mitigating factors like addingnew schools and the expansion of existing schools would help alleviate overcrowding. However, in the short run, it makes sense for the school system to balance out school attendance with a goal to bring utilization within the range outlined Bonnette 2 in Dr. Martirano's plan and improve socioeconomic and ethnic representation throughout the system. It may be difGcult for some to reconcile the word "segregation" with the Howard County schools, especially in light of Columbia's founding principles ofinclusion. However, segregation is not Umited to race nor is it a relic of a bygone, pre-civil rights era. Its existence does not require explicitly racist Jim Crow laws in order to persist. Segregation includes socioeconomic factors, andwhere families chooseto live aswell aswhere they canafford to live can andhas leadto defacto segregation. Others may be willing to acknowledge the existence of segregation within the county and supportthe goalof an equitable educational system. However, theyresist the ideaof busing. Busingin andof itself is neithergood nor bad - it is merely a methodof transportation and a tool. The goal of adjusting attendance areas is not to increase or decrease busing. Yes, transportation costs maybe a factorin theboard's decision,but it shouldnot be the only factor. Justice Thurgood Marshall and the NAACP Legal Defense Fund explicitly pursued the cases in Brown v. Board ofEducation not because ofbusing - their goal was explicitly to achieve educationaljustice andto outlaw dejure segregationin all areasof public life. A Solution. Studieshave shownfhat schools that are integratedboth racially and socioeconomically havebetter outcomes for all students ("ResearchReview' ). . Stadents attending mixed-income schools showed 30% more growth in test scores over their 4 years in high school ("The Benefits"). . There is a 68% increase in college enroUment over students of similar background attending schoolswith highly-concentrated poverty ("TheBenefits"). . Children tend to think more creatively because they do not assume that everyone will share their perspectives (Kamenetz). . Theylearn to appreciate other cultures, acknowledgethe validity ofthe experiences of others, build empathy ("A Good School"), counter stereotypes, and reduce bias ("The Benefits"). . Lower-income students in integrated schools outperfonn those assigned to higher-poverty schools which received additional funding per pupil ("The Benefits ). . The unique experiences each child brings to the classroom help prepare students for a diverse, global economy ("The Benefits"). Studies also showthat businesses with a diverse workforce tend to be more successful (Lyons). . Diverseteams produce 1 9%more revenue anddevelop more relevant products. . They make better business decisions up to 87% ofthe time. . They are able to reach decisions up to twice as quickly with halfthe meetings, andthose decisions produce 60% better results.

It is critical to note that raciaVefhnic and economic integration are not synonymous nor interchangeable. Some ofthe benefits overlap, but some are distinct ("Research Review ). Therefore, it is important that schools are notjust racially diverse. Bonnette 3

~~CONCLUSION~~

I acknowledge that change can be uncomfortable and at times inconvenient. Yet, comfort should not trump equity. It is not enough to say we value the goal of equity yet allow inequity to persist through inaction. Regardless of zip code, income, home value, race, ethnicity, or religion we all benefit when we ensure that each student receives what they need to reach their fullest potential.

Therefore, I againurge the boardto move forwardwith Dr. Martirano's equity-focused redistricting plan. If tweaks are necessary, I encourage those changes. It isjust critical that HCPSS move forward with these adjustments expeditiously. We should not let the perfect be the enemy ofthe good. Thankyou.

~~WORKSCITED~~

"The Benefits of Socioeconomically and Racially Integrated Schools and Classrooms. " The Century Foundation,29 Apr. 2019, tcf. org/content/facts/the-benefits-of-socioeconomically-and-racially-utegrated-schools-an d-classrooms/?agreed=1.

~~"A Good School Is an Integrated School. " Psychology Today, Sussex Publishers, www.psychologytoday. com/us/blog/reasonmg-together/201806/good-school-is-iategrated- school.~~

Kamenetz,Anya. "The EvidenceThat White ChildrenBenefit From IntegratedSchools. " NPR, NPR, 19 Oct. 2015, www.npT. org/sections/ed/2015/10/19/446085513/the-evidenee-that-wIiite-children-benefit- from-integrated-schools.

Lyons, Sheryl. "The Benefits OfCreating A DiverseWorkforce. " Forbes, Forbes Magazine, 9 Sept. 2019, www.forbes.com/sites/forbescoachescouncil/2019/09/09/the-benefits-of-creating-a-diverse -workforce/.

"ResearchReview: The OverwhelmiagYet Overlooked Benefits of Racial Integration." School Diversity Notebook, 2 July 2019, sdnotebook. com/2017/06/21/researeh-review-the-overwhelming-yet-overlooked-benefits-o f-racial-integration/. John Seifert Polygon 14

~~Dear Board Members,~~

My name isJohn and currently reside in Polygon 14. I am here opposingthe superintendents redistricting plan dueto the plan's breaking up of communities. Inthe plan that he has proposed, my children will be moved from Hammond Middle School to Lake Elkhorn Middle. My only concern with this move is that once my children leave middle schooland transition to highschool at Hammond High, they will be in one of only 3 polygons to go-to Hammond High from Lake Elkhorn Middle. The feed percentage according to the superintendent's plan is an 8. 8% feed. That all.

A student's transition to high school is already an incredibly difficult transition for many students, but now he is increasing that by having my children start high school with about 20 kids from their middle school. They will be entering a high school with a current student population of 1300, making the average grade of 325 students, having only been in school with about 20 of their classmates. As they enter that situation, they will have a very small support group of friends at the school when they get there. Most of their classmates will all have been together from Elementary and Middle school togetherthru Hammond Elm and Hammond Middle aswell as Bollman Bridge Elm and PatuxentValley Middle. Most of their classmates will already have long established friendships that they formed, thus making it harder for kids in Polygons 13, 14, and 15 to fit in.

While those are the concerns that directly affect myself and my family, the plan breaks up the entire Dickenson community into 3 different elementary schools, 2 middle schools and into 1 high school. While I know that it is not always feasible to have 1 entire village community attend the same elementary school due to buildingsize and location, but to havethat community split into 3 elementary schools and 2 middle schools does not make much sense. This plan does not help make any community stronger, it simply splits it up.

Other issues I have with the plan is I do not see anywhere the financial impact this will have on the school budget. Any good proposal should include a financial impact on the organization if it expects to be taken seriously. The school board has already had to cut staffing and the superintendent is recklessly proposing pushing off the Hammond High renovation and expansion along with the Talbot Springs rebuild. I would have expected the financial impact be laid out in the plan and how it will be paid for. I do not see how a plan could be voted on and approved that will have a large impact on the budget and those costs not laid out and thoroughly presented. To me, that is irresponsible.

While I do agree with the county council and Delegate Terry Hall that there are socio-economic issueswithin the county, I believe that swappingkids schools is not the properway to combat and improve that. The county council needs to look at themselves and find solutions with housing and developments to improve the county and the disparities. Simply moving kids schools does not fix area s of lower income. Instead oftaking money to spend on bussesto send kids further awayfrom home, why not take that money and use it to provide more free pre-school for those who cannot afford it, or take the money to help provide better afterschool activities or free tutoring for those students that need it and do not have the means to afford it. To me the shuffling of kids around does not fix the issue. Do not allow yourselves to be the scapegoat for the county council and allow them to use you to make their jobs easier. Remember, theywere voted into officeto do theirjobs and you were voted into office for yours. The county council didn't elect you to represent them, the citizens of the county did, and you need to listen to the voicesof the citizens, not the county council or the countyexecutive. Thankyou. Good evening Members of the Board and Superintendent Martirano,

My name is Chhstina Thomas. The following 3 speakers and I are part of the Beaverbrook community comprised of Polygons 144 and U44. Under the Superintendent's proposed plan our neighborhoodwould be redistricted awayfrom Longfellowelementaiy and HCMS. I am a parent of a middle schooler at Harper's Choice and a high schooler at WLHS. I have proudly served on the PTA and have been very involved in the school communities. My children have had the pleasure of attending Longfellow Elementary, Harper's Choice and Wilde Lake High schools. As a mom whose daughter will possibly be uprooted from her new middle school and separated from most of her friends she has had since kindergarten, I disagree with the current plan. As a registered nurse that hasworked with kids over 20 years, I have concerns for their emotional well being and mental health. Even the youngest students in our neighborhood feel like they are an important part of their school communities. I'd like to share some of their words and feelings about being moved from their schools: McKenley Barnes a Longfellow2nd gradersays: "I want to stay at Longfellow because I like all the teachers. I will be really sad to leave all my friends. And, my neighbors that come to my house everyday after school won't be able to because I will go to a different school and they will stay at Longfellow." Connor Owens, a Longfellow 2nd grader says: "I'm not in 5th grade yet, why do I have to change schools? Having to lose my friends and teacherswould be horrible. It would be horrible that I would have to pass Longfellow every day to go to the new school." And Flynn Wohler, a 1st grader demonstrates his pride for Longfellow by saying: "I love earning Eagle wings and being pan of the Proud out Loud program with my friends."

The HCPSS website states that their schools nurture students' social and emotional well being. The county even introduced a new mindfulness curriculum with waysto decrease student's stress levels. I feel strongly that arbitrarily changingtheir schools and disconnectingthem from adjacent neighborhoodsuproots theirworld and sense of safety. It will add stress, and in the case of Polygons 144 and 1144, it does nothing to address the Superintendent's goals of decreasing overcrowding or balancing FARM rates as our lurther testimony will show.

Policy 6010 outlines the process by which school attendance area adjustments will be developed and adopted; specificallyvia facility utilization, and articulates that changesshould maintain community stability and demographiccharacteristics. Our further testimony will demonstrate how moving our polygons 144 and 1144 goes against this policy.

We understand the need for periodic redistricting in order to alleviate overcrowding and address capacity concerns. As a group, we also recognize, and support the goal of the Superintendent to ensure educational equity to all students across our county. However, we do not accept the current proposal as a way in which to fairly and ethically achieve this goal. In fact, we contend that this plan does little to accomplish its intended goals. Although the current proposal moves thousands of families throughout the county, it does not represent a significant step toward equity or achieve statistically significant improvement in the balancing of demographics or building capacity utilization. Furthermore, individual students would be ignored as they are shuffled between buildings to shift overall percentages, rather than having their specific needs addressed in order to improve individual achievement.

In the interest of equity and sharing the burden of the change, we would also like to ask why some schools with low FARM rates and overcapacity problems are not impacted by this redistricting proposal? Ifthe plan's broad-basedgoal is to better balance socio-economic diversity among all of the schools, it is logical to think that all schools would be experience students' movement. The data included presented in the proposal certainly indicate that this is NOTthe case. Integratingthe schools that have very few students who receive FARM benefits should be more of a higher priority than moving children between two like-schools with similar FARM rates in order to change percentages by a mere percentage point or two.

As Christinasaid, we are representing Polygons 144 and U44 with students that will be affected at the elementary and middle school levels. Our testimony will use the proposed changes on our group as an example of the negative impact that will be felt by many. Redistricting the students in Polygons 144/U44 does nothing to further eittier of the stated goals of the Superintendent. So, we must ask: "Why are we moving these students?"

The proposal states, "This boundary review process conforms with Policy 6010 School Attendance Areas. " Our testimony will demonstrate how moving Polygons 144 and 1144 Goes againstthis policy. The "Community Stability" portion states that school assignments should be made using "areas that are made up of contiguous communities or neighborhoods. Everyone that has driven through Beaverbrook, lives here, attends local events like the July 4th parade, etc. knows there are only 2 access roads in/out of the polygons. Polygons 144/1144 are most closely connected to Longfellow by both geography and community.

Conversely, Polygons 144/U44 are separated from Bryant Wbods ES by a stream with no pathways or bridgesacross. This creates a physical barrier between the Beaverbookand Bryant Woods neighborhoods. With the proposed approach, the shortest way to travel from our neighborhood to Bryant Woods Elementary School would be to pass by Longfellow Elementary School. This would increase the travel distance and time by a factor of 2 or more and will undoubtedly increase transportation costs. Passing Longfellow ES every day on their way to and from their new school would also be detrimental to the students' mental health.

The proposal uses the schools' FARM rate to quantify socio-economic diversity and as a metric for make proposing student shifts between schools. FARM rates at Longfellow (51%) and Bryant WDOds (50%) are nearly identical. The post-proposal FARM percentages are 52% and 48%, respectively. These are minor, lateral, not statistically significant results, and do not indicate success for the negative impact they cause. The proposal implies the post-proposal FARM rates occur in the baseyear (2020-21),but does not present the future FARM rates to showthe changes are lasting.

Regarding "Demographic Characteristics of Student Population" Policy 6010 states that "where reasonable, school attendance areas should promote the creation of a diverse and inclusive student body at both the sending and receiving schools". Longfellow ES and Bryant Wbods ES clearly meet this important diversity and inclusion metric with nearly identical racial and socio-economic demographics. The same can be said for Harper's Choice MS and Wilde Lake MS. So, againwe ask: "Whyare we moving these students?"

Both Harper's Choice and Wilde Lake Middle Schools are currently below 100% capacity and have comparable FARM percentages. Therefore, moving students from Polygons 144 and 1144 is not necessary to address overcrowding. Perhaps the rationale for this move is to have our students contribute to a strong feed from BryantWoods ES to Wilde Lake Middle. However, this explanation is not sufficient as neighboring Polygons (143 for example) are slated to stay at Longfellow ES and then move to Wilde Lake Middle School creating just a 7% feed (which is well below HCPPS's 15% teed minimum). Keeping our elementary school students in the Longfellow community with this neighboring polygon (143) would strengthen the feed to Wilde Lake Middle. However, we argue that due to the similar demographics, this change at the middle school level is unwarranted.

The proposal recommends moving 32 students out of Longfellow Elementary, a diverse Title I school, to attend BryantWbods Elementary, another diverse Title I school. Simultaneously, 85 students from Bryant Wbods ES would be shifted to attend Longfellow ES. A net 53 student move to Longfellow ES between thesetwo schools. Accordingto data in the Superintendent's proposal, Longfellow is currently at 86% utilization while Bryant Woods ES is overcapacity at 125%. Moving students inta Longfellow ES addresses the over-crowded conditions at Bryant Wbods, however, these improvements are negated by bringing Longfellow ES students to Bryant Woods ES at the same time. Both schools are projected to be at over 100% capacity in the base year of the redistricted moves. And both are projected to be above the target utilization rates by 2024. So, we again ask: "Why are we moving these students?"

To address the overcrowding at Bryant Woods ES, simply moving the students from Polygon 268 or 1268, as suggested in the current proposal, to Longfellow ESwould result in the same net 50 student increase at Longfellow ES without having to remove Polygons 144/U44 32 students.

Additionally, according to MSDE data, both schools show nearly identiccd percentages for attendance, FARM, and mobility rates. The similar data between the schools refutes the notion that transporting students beyond existing, diverse neighborhoods will accomplish anything to improve student performance or create more equitable learning environments. Arbitrary remedies and lateral moves between like schools cannot substitute for the hard work and resources required at both Longfellow ES and Bryant Woods ES to increase academic proficiency of all students. Furthermore, datafrom the 2018 Maryland State Department of Education (MSDE) Report Card clearly shows HCPPS reported datathat socio-economically disadvantaged students in both schools MET their target with regard to growth and progress toward proficiency in state tests. This further disproves the premise of the need for moving students between these two school communities. Teachers and staff at both schools should be commended for their dedication to improving student learning outcomes in all student subgroups.

Our group believes the proposed student moves from our polygons (144/1144) are unnecessary and ineffective at creating any meaningful and measurable changewith regards to improving equity, FARM percentages, ethnic diversity, test score improvement, etc. We also have serious reservations with regard ID whether this proposal actually removes barriers and/or will provide lasting equity increases for students throughout the county.

~~My neighbor, Ann Kershner, will conclude our testimony by highlightingsome of the concerns about the plan's overall design and its ability to provide more equitable opportunities to all students.~~

Support for students comes in manyforms; including convenient and reliable access to the schools, the opportunity ID participate in extracurricular activities, and the encouragement of parental involvement in their child's education. Under the proposed plan many students who are currently able to walk to their school will become bus riders, often having to travel great distancesto their new school. Accessing their education would become more difficultbecause of having to wake up even earlier and spend more time (sometimes significantly more) on the bus. Howard County school buses become the ONLY way to access their school as many of our students will no longer be able to walk, depend on public transportation, or hope for carpooling support from family/friends. Each of the 32 elementary children from our Beaverbrook community polygons would now either not be able to walk to school or have their bus riding times doubled compared to their current 15-20 minute trip to Longfellow.

Relocating children of all socio-economic backgrounds away from their neighborhood schools creates inequitable conditions for participating in after-school activities such as tutoring, sports, theater productions, band, etc. Being at schools several miles further away from their homes creates restrictions on students' ability to be involved at their school due to lack of alternative ways home. Is HCPPS going to provide after-school activity buses all days of the week so students can be accommodated for practices, rehearsals, and tutoring sessions that may end at various times, including early evening? There was no mention of this in the proposal. Additionally, the inabilityto be involved contributes negatively to overall student success and academic achievement as they are unable to be an equal part of the school body.

Finally, students, teachers, and schools succeed most when parental involvement is high. Moving students to schools several miles further awayfrom their homes creates an undue burden on parents and families to get (and stay) involved. This is likely to disproportionately hurt lower income families who may not have personal vehicles or access to other modes of transportation, thereby limiting their involvement in their childrens' school experience. The success of a school has less to do with test scores and FARM rates euid more to do (with the teachers, community and climate of its members. Relationshipsand community attachment go a long way in fostering positive school climate and accord amongst the students. Additionally, an effective school instills pride in its community and its students and relies heavily on the support of its families. This potential decrease in parental and community involvement is a concerning factor and would be detrimental to all of the schools in the county. This is yet another flaw of this proposal that will hurt the very communities it was aimed to help.

The Beaverbrook neighborhood loves being a part of Longfellow ES, Harper's Choice MS, and Wilde Lake HS student bodies. We feel our children benefit greatly from the already diverse student populations and are enriched by the array of learning opportunities provided by these schools. We believe wholeheartedly in the goals laid out by the Superintendentwith regard to both overcrowding and social inequity but we believe these goals can be accomplished in a way that does not abruptly affect over 7,300 students and their families. Here are some suggestions we would like the Board to consider in its quest to accomplish the worthy goals set forth by the Superintendent: . Increasethe capacity of our current schools through renovations and additions . Create magnet programs at high schools to draw a more diverse set of students and take advantage of available facilities (arts program at Wilde Lake, STEM program, etc) . Invest in effective after school programs and curriculum with proven, data driven results . Further relationshipswith universitiesto encourage exceptional teachers in our highest needs schools . Phase in boundarychanges to affectstudents at transitional years only (i.e., K, 6, and 9), while making exceptions for trailing siblings to keep family units together

The careful implementation of changesis essential for the success and well being of our students, families, and schools. If done correctly, these changes could have long lasting benefits both in terms of overcrowding and equity. This is whatwe are striving for; not a radical upheaval only to be reversed or changed again in a few years. Let's take this undertaking seriously, give it the attention it deserves, and jointly develop a proposal together that will benefit our students, Howard County, and the community for many years to come. Beaverbrook Community Member Testimony Appendix Contents

~~1. Race/Ethnicity Profile Comparison-BASE(Longfellow ES & Bryant Woods ES)~~

~~2. Race/Ethnicity Profile Comparison-PROPOSED (Longfellow ES & Bryant Woods ES)~~

~~3. Race/Ethnicity Profile Companson-PROPOSED% CHANGE (Longfellow ES & Bryant Wbods ES)~~

~~4. PARCC Test Scores-BASE, PROPOSED, PROJECTED % CHANGE (Longfellow ES & Bryant Woods ES)~~

~~5. MSDESchool Report Card data2018 (Longfellow ES & Biyant Wbods ES) Appendix - BeaverbrookCommunity Member Testimony- Data Comparison Between Longfellow ESand Bryant Woods ES~~

~~Race / Ethnicity Profile Comparison Base~~

~~10%~~

~~Longfellow_ES 23%~~

~~20% Bryant_Woods ES~~

~~10% 20% 30% 40% 50% 60% 70% 80% 90% 100%~~

~~Asian Black or African American 3 Hispanic Two or more White Race/ EthnicityProfile Cojnparison Proposed~~

~~Longfellow_ES 1% 20%~~

~~3% /~~

~~Bryant_Woods_ES 22%~~

~~0% 10% 20% 30% 40% 50% 60% 80% 90% 100%~~

~~Asian - Blackor AfricanAmerican Hispaniij; Ttwoormore White Race/ Ethnicity Profile Comparison- Proposed% Change 6%~~

~~0% it Woods_ES Lon, -1%~~

~~-2%~~

~~-3%~~

~~-4%~~

~~-5% Asian Black or African American Hispanic Two or more White PARCCTest Scores - Base PARCCTest Scores - Proposed~~

~~Longfellow_ES~~

~~dongfellow_ES~~

~~Bryant_Woods_ES Bryant_Woods_ES~~

~~0% 10% 20% 30% 40% 50% 60% 38% 40% 42% 44% 46% 48%~~

~~PARCC-Math - PARCC-Read- Base . Base . PARCC-Math- Proposed PARCC-ReadProposed~~

~~PARCClest Scores - Projected % Changp~~

~~8ryant__Woods_ES~~

~~-6% -4% -2% 0% 2% 4% 6%~~

. PARCC-Math- % Change P^RCCX-Read - % Change MarylandState Department of Education- SchoolReport Cards BWES- BWES-ELA- Math- LoES-Math- LoES-Math- LoES-ELA-% LoES-ELA- BW-Math-% BWES-Math- % Met % Proficient Met Target Proficient Met Target Proftelent Met Target Proficient Target Asian 64.3% NO 71.40% YES n/a n/a n/a n/a Black/African Amer. 24.7% NO 23.30% NO 36.0% YES 32.7% YES 50.0% NO Hispanic/Latino 24.4% NO 28.60% YES 55.0% YES White 76.6% YES 68.10% YES 71.4% YES 64.3% YES NO Two or more races 63.0% YES 55.60% NO 22.7% NO 36.4% YES Students w/Disabilities 22.2% NO 22.20% YES 11.1% NO 16.7% 46.7% YES English Learner 12.0% NO 11.50% NO 53.3% YES YES Econ. Disadvantaged 20.3% YES 21.90% YES 21.5% YES 28.8% 43.0% YES All Students 45.1% YES 42.90% NO 44.4% YES

~~OnlyStudent Groups with 10 or morestudents are reported. ^o^u^ ^~ _ ^. I~~

~~. ^' 3 r §~~

~~September 23, 2019~~

~~TO: Board of Education Howard County Public School System 10910 Clarksville Pike Ellicott City, MD 21042 ') PR: Susan M. Smith Village Manager~~

~~RE: RegionII Public Hearing Potygons 64, 1064, 129, 1129~~

River Hill Community Association's Board of Directors has appointed Matthew Levine (6424 Empty SongRoad, Columbia, MD 21044) to present oral testimony on the association'sbehalf at the Region II Public Hearing to be held on Tuesday, September 24, 2019.

~~Mr. Levine will provide copies of the association's oral testimony at the meeting. Written testimony wUl be submitted separately.~~

~~Please direct any questions to me at 410-531-1749or [email protected].~~

~~Claret Hall . 6020 Daybreak Circle, OarksvUle, Maryland 21029 . 410-531-1749 . Fax: 410-531-1259 . E-mail: riverhlll@villageofriverhill. org . ^0^""^ ^~ _ . _ ^.~~

~~. ^' 't 3 r §~~

~~September24, 2019~~

~~To: Board of Education HowardCounty Public School System~~

~~FR: Board of Directors River Hill Community Association~~

~~RE: Region II Public Hearing - Oral Testimony (Polygons64, 1064, 129, 1129)~~

. We want to thank this board and the Superintendent for your efforts on behalfof all children in Howard County. We appreciate this opportunity to comment on the Superintendent's proposal to redistrict 7,396 students to relieve overcrowding in the Howard County Public School System.

. On September 9, more than 130 people attended the River Hill Community Association's (RHCA) meeting of the Board of Directors (RHBOD) to express their concerns and overwhelming opposition to the current Attendance Area Adjustment Proposal. Most of the attendees reside within the boundaries of the village and Pointers Run, one of two village neighborhoods,was well represented.

~~. The RHBOD unanimously voted to support a position of keeping students from the Village of River Hill together and to keep them at local, community-based schools.~~

. Tonight, the association is providing testimony pertaming to the Pointers Run neighborhood. This neighborhood currently feeds into Pointers Run Elementary School (PRES), ClarksvUle Middle School (CMS), andAtholton High School (AHS).

~~Pomters Run neighborhoodis made up offour (4) areas and is dividedby MD 32 (see enclosed map):~~

o Section only accessibleby Guilford Road; o Section o£FGreat Star Drive; o Small section north ofMD 32 and off Great Star Drive; and o Largest section is entered via Summer Sunrise Drive and Grace Drive and the students in this area are bused to PRES.

Claret HaU 6020 Daybreak Circle, Clarksville, Maryland 21029 . 410-531-1749 Fax: 410-531-1259 E-mail: riverhill@villageofriverhiILorg . The association and our residents have worked hard to build and maintain strong community and interpersonal connections despite the configurationof the Pointers Run neighborhood. Our youth participate together on fhe Pointers Run Piranhas neighborhood swimteam; deliver the association'smonthly newsletter; are affiliatedwith local scout troops including the Boy Scout Troop chartered by the association; participate in association-sponsored events such as the annual Independence Day Parade (we just held our 20th annual parade in July); have opportunities to serve on the association's Traffic and Safety, Watershed Advisory, and Teen Advisory committees; and may be appointed to serve as Student Members of the RHBOD.

We believe that the Superintendent's plan contradicts an essential part of the philosophy on which Columbia was founded, that it should be a garden for growing people. Educationand neighborhood elementary schools were central to Jim Rouse'svision.

Whenplanning the Village ofRiver Hill, education, local schools, andthe associated social interactions were a focus in its design. Pointers Run Elementary School (PRES) is withinthe boundaries of the village (Section 1/Area2). Whenconstructed, PRES was sited direcfly opposite the Clarksville Middle School (CMS), which already existed. This created a physical and visual connection and both schools are an integral part of the River Hill community.

The RHBOD agrees with the residents we have heard from and believe the Superintendent's proposal violates HCPSS Policy 6010, fails to support the Strategic Call to Action (SCTA), and does not reflect the public's well documented feedbackfrom the July community input sessions held by the school system. The feedbackfrom residents from across Howard County, including the Village of River Hill, made it clear that the majority prioritize maintaining community stability, consistent school feeds, and minimizingto'ansportation times as the top factors to consider in auy redistricting effort. The Superintendent's proposal completely ignores the public's feedback.

The Superintendent'sproposal to move 153 elementary school students located in polygons 64, 1064, 129, and 1129 to Swansfield Elementary School, in the Village of Harper's Choice fractures the Pointers Run neighborhoodand community comiections. In addition, this move will require significantly longer bus rides for our youngest students, increaseour carbonfootprint, and decreases our ability to mamtain and build a cohesive commumty.

We acknowledge that similar situations are proposed for other portions of Howard County, and we support those communities that value retaining neighborhood/community schools. On behalf of the residents in the Pointers Run neighborhood, we request that in any plan that you ultimately approve that, at a minimum, you keep these four polygons as one contiguous community in one of our local elementary schools, either PRES or Clarksville Elementary School (CES) (whichis attendedby students residing in the village's Pheasant Ridge neighborhood).

However, it is apparent to us that the current redistricting proposal is more complex than solving issues of overcrowded classrooms andthe opening of a newhigh school. Issues of equity, race, and socioeconomics as they relate to Howard County's children are complex and are ofthe highestimportance. We, as a county, needto work collaboratively to find solutions that will ensure equity and close achievement gaps across the school system while building relationships and strengthening communities. River Hill residents want to work with those in other Coliunbiavillages and our neighbors in the broader county to foster greater equity throughout fhe school system.

We respectfully askthat you (the BOE) delay any redistricting until the 2021-2022 school year to all for all residents to work on a plan. We have ideas for ways to proceed that are outlined in our written testimony.

~~Thankyou for the opportunity to provide this input on behalfoffhe association. ^^. r'hT.lri^^andconliaclBis aie nol aulhofiied IDmaliB any~~

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STATEMENTOFTHE HOWARD RESEARCH AND DETCLOPMq CQFIPQRATIO'N.DEVELOPEFi OFCOLUMBIA. FORU^SE WITH THE AMACSOTUSE MAPS IM nESTOENTUy. LftTO Sft^-ES. ;hjdeperroan-nl undefelnped nsilui iieaferas uses.aud' as p*?)"^ Ii*lds. Landuse plin-Aig (orColumbia. Maryland, (hane«- dl!f_""P"'d ^ ^et'erd-SesamlnBdMmhoads.Isthe t>"T^ responsiUIUy' swimmingpools, pallis. lol k)lsand play are?s. nr public ut'es, suchas uhi»16 anif corainui«1/meellng [adliltos (wllh teWKil dweIaper, -Tii-eHoHaKj~ReseafChand Ot»diVm^c'"P'"sllw-a_ partung^reasl. Addftional utes andaONili" w'l^'h ""*''"' ^hs;di7ry'ol'Ti,eRaise Corapanr Since Uiis planning ^lhePr"""^'" Testimony to Howard County Board of Education

~~Name: Nancy Schweiss Date: Tuesday, September 24, 2019 Potygon: 2131~~

Good evening. My name is Nancy Schweiss. My son is currently a junior atAtholton High Schoolwhich is slated to lose 42% ofIts current families.While my sonwould still be attending Atholton for his senior year, under the proposed new school boundaries 42% of his fnends would not I urge you not to implement this plan. We have a great community and a great school system in Howard County, and at the core of our community and our schools are relationships. This plan would rend our school districtand would disruptso many relationships: between students, between students and staff, and between community members that support our children's extracurricular activities.

Our school stresses teamwork in many of its classes. We foster a sense of community through fun, service, and achievementin extracurricular clubs. The Atholton community is very proud of so many of our clubs Including our award-wiuung robotics team. The team's success is enabled in large part by parents and community members who mentor, plan logistics for travelingto meets, and provide food duringour 6-weekbuild season. The know-howboth for team members and team support by parents has been built over time and would be disrupted by an abruptchange to the school district's boundarylines. I believe students thrive whenpresented with two things: greatteachers, and a sense of connection. The boundary revision plan would have no effect on the former and would hamper the latter.

Adolescence is a time of great change and change can be stressful. We should strive to allow students to continue at their existing schools whenever possible. Absent evldence-based studies that control for factors such as parents' education level, number of books in the home, and early educational opportunities, we shouldn't assume that moving students based on family income will benefit them. Instead we should commit to ensuring eachschool gets the resources it needs. Instead ofscrambling our schoolbuses to meet a model of economic distribution, lets develop a school delivery system thatwill provide our highschool students the later starttimes thatsdence tells us they need.As muchas possible, let's allow students to attend schools they can walk to. Lefs support our students' need for connection by providing transportation so that they can stay after school for extra help andfor extracurricular activities. Through these measures, all ofour students can thrive. ^ -d ^s T- ^"^ o" ^ -^ 5 ^ <. c" ^ $ ^ ^ s.^ ^ ^c ^ ^> -0 ^sr- 0^ ^ ?^ \p r . ?n -^ < s ^ ^ c^ ^ ^- ^ L\ ^\ ^ ^ 3. T ^~ <^ ^ ^ ^ ^ °^ ^ ?\' ^ ^ ! ^ 'S' ^ ^ . ^ ^Q ^J ^> ^ Y^ '3^ s ^r ^- ^^ ^ ^ ?; ^) -^> \^ i 3. ~<^ ^ <^ c: . <~^ C9 ^ \< VTt ^ .^ <3 ^ s^'> ^ ^ 0 ^ s ^ 0 ^ ^ "^ ^ ^ .^ \J^ ^ \0 r^ ^> ^ ^ ^ ^ Ic< -^ Q? 3- . 's> ^' °^ \~^ ^ \-h' W^ ^^ A^c ^fAyf<7-^ ^w^3 /^ ^^ ^^^0{\f^ ^ WC.1^ ^ fo^f^C^ (^^^ )(/f i loc<^"^^

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Desegregadonof schools positively iinpacts all shares of society &om housingto employinent to 4 health. And its greatest impact on students, by far, is the effect on racial attitudes and the 5 diminishingofinulriiacial prejudice. I know I don'thave to explain this concept to you. And I know thatyou understandthat this outweighs theinconvenience of a longbus ride andit is our responsibility to teach out children to develop leladonships outside of out comfort zones rather than focus on the prestige of our schools becauseeducation is not limited to the classroom, it extends to our behavior in society and our acceptance of others. Wemust renewoiir commitinent to integration, whichwiU hring us doser to the original"promise" of Broivn.

~~~~Please pass the Superintendent plan Alida Altamitano Polygon 131~~~~

* Chttp8;//t<:£°tg/content/facl»/tlii. -hmefits-of-soaoe<:onotmEally-ac>l-rariaI1y-integtated-school8 -and- clq{istnoms/?agreed=l) 2 (1NAEP Data Bxphrir, National Assessment for Educational Progress, 2017, http://nces. ed.gov/nationsreportcard/naepdata/;and C. Lubienskiand S. T. Lubienski,"Charter, private, public schools and academic achievement: New evidence from NAEP mathematics data, " National Center for the Study of Privatization m Education, Teachers College, Columbia University, January 2006, https://aepc. colorado. edu/aites/dcfault/ffles/EPRU-0601-137-OWI[l]. pdf. 3 G. Orfield, "Schools More Separate: Consequences of a Decade of Resegregatioa, " The Qvil R^hts Ptoject, Harvard University, July 2001, http://dviIrightsproJectuda. edu/researdiA-12-education/integratioa-and-divetsity/schools- more-sepatate-consequeaces-of-a-decade-of-resegE%ation/otfieki-schools-more-separate-2001. pdf. 4 SeeAmy Stuatt Wells, The "Consequences" of School Desegregation: The Mismatch Between the Research and the Rationale, 28 HASTDMGS CONST. L. Q. 771, 795 (2001) ("|T]he Uterature demoastntes that bhck graduates of desegregated schools are more likely to be workingin white collar andprofessional jobs inintegrated corporati.ons and institutions. These graduates ate also tnore likely to have iategrated social and professional networks through which they leam about personal andprofessional opportunities. ");Joseph 0. Oluwole & Preston C. Green III, Haaowmgthtough Nanow TafloriBg: Voluntary Race-Consdous Student Assignment Plans, Parents Involved and Fisher, 14 WYO. L. REV. 705, 705-06 (2014) ("Otherbenefits ofa racially diverse educationinclude less residential segregadoii, higher income fot minorities, greatet dvic engagement, increased parental involvenient, and better student preparation, for a diverse workforce."). 5 See,e. g., Pettigrew& Tropp, supra note 12,at 766 (condudingfrom a meta-analysls of 515 studies thatiat&cradal prejudice diminisheswith intetgroup radal contact); see alsoRichard D. KaMenberg, Socbeconomic SchoolIntegration, 85N.C. L. REV. 1545, 1555 (2007) (atg^uagthat racial mtegration is important for fuitheuagthe goals of fostering toletaace and good dteenship). HoCo BOE 9/24/19

~~~~Sharon Gsell -Testimony Howard County BOE~~~~

My name is Sharon Gsell. My husband and I have been members of the Pointers Run/River Hill community for 25 years (potygons 64, 1064, 129, 1129 etc). Our 3 children have already graduated from Howard County schools but I felt compelled to testify tonight. We are strongly opposed to the current proposal because it confuses "polygons" with community. It dislocates young elementary school children from their home schools (Pointers Run to Swansfield) and "swaps students from one school to another.

25 years ago, my husband and I chose River Hill because we wanted to become part of a building community where we could raise our children. And "Yes", we selected our home in Pointers Run because we knew our children would be going to 1 or 2 of the area elementary, middle & high schools. Testimony /ast week called this rationale "silly".....WELL,that comment was silly and naieve.

Over the years, our experiences in River Hill, have created countless memories which are woven into the fabric or our family. We have all worked together to build a true community. School activities; play dates, Halloween Trick or Treating, barbecues and summer swim team. As a working mother, it was also reassuring to know that my children were going to school "just around the corner" with their friends and neighbors. All these things have enriched my children's lives. These friendship and memories that will last forever. But this was possible because we were all entrenched in our community, not shipped out for 50 hours a week.

Another reason we moved to Columbia and the village of River Hill, was to have our children grow up with more diversity than we had while we were growing up. This community most certainly offers diversity. If you take a ride from one end of Great Star Drive to the other, it is obvious from all the neighbors out for their evening walks, that there is strong diversity and deep sense of community as well. This redistricting proposal's main focus is to solve for an overcrowding problem. However, we have addressed many overcrowding issues in the past without "busing" our children out of their communities. This proposal over reaches and is now attempting to level a perceived socio-economic inequality between different areas of Howard County.

I paraphrase a comment that has been made by a public figure, regarding the redistricting. "Someone has to suffer, so it might as well be those in areas like River Hill". Is this the sort of "stick it to them" mindset we want from our elected members and those they seek counsel from??? Instead, comments like this reveal the true intentions behind this disruptive proposal.

Pointers Run IS strong & united. This plan seeks to divide our community. Don't USE our children as political pawns. Our students deserve a process and proposal that is collaborative, inclusive and transparent. -.And No one should suffer. Amanda Llorens, Polygon 133, In Support of Equity

My name isAmanda Llorens, and although I live in polygon 133, I'm here to support efforts towards equitable outcomes for all of our children in Howard County regardless of their circumstances or their polygons.

Good evening, Dr. Martirano, Madam Chair, and esteemed members of the Board of Education. I want to thank Dr. Martirano for amplifying an important conversation in our community. It's clear that the nuances of poverty and its effects on individuals, schools, and our community as a whole are reaching more Howard County residents than ever before. Thank you for bringing this conversation to the forefront.

~~~~This process is going to be hard, but it is so important. Important things are not always easy, and as history reminds us, they certainly are not always popular with the majority.~~~~

It's clear we must act to address overcrowding in our schools. Now is also the time to advance the cause of equity in Howard County Public Schools. Let's take our time and get this right. I've heard thoughtful concerns from some of those opposed to this plan, and taking time to look polygon by polygon to see what makes the most sense is worth your time. At the same time, I also have deep concerns that large segments of our community are being left out of these conversations because access to the BOE and this information does not flow equally throughout the county. It makes it critically important that those of us that do have access to these discussions carefully consider the wellbeing and educational outcomes for all of our children.

Like you, I love data. Data exist that find that students in public housing who attended more advantaged schools scored significantly higher in math and reading than their economic peers at less advantaged schools. I hope that someday Howard County will be part of a robust dataset that helps to lead the way for equity throughout schools in Maryland, and eventually throughout the country.

I also want to make sure that our equity efforts include updating deteriorating buildings. Quite frankly, it is not apples to apples to compare the test scores of children that are not testing in the same comfortable surroundings or even using the same technology. Some schools, including some of our Title 1 schools, need facility upgrades and have computers that sometimes die during testing. This should be unacceptable to all of us, and I trust that you will ensure that all Howard County Public School Students have adequate facilities and learning tools accessible to them at their home schools.

I'm here tonight to support equity efforts to ensure that all of the children from Howard County are given the chance to dream, achieve, and succeed. Not just the kids born into families like mine, but all of the kids throughout the county because Howard County may be home to the next Albert Einstein, Katharine Johnson, Rosa Parks, Elon Musk, or even Dr. Martirano. We have to make sure that they grow to their potential no matter their polygon.

~~~~Thank you. September 24, 2019~~~~

~~~~Dear Board of Education:~~~~

I live in polygon 16, which is proposed for redistricting from Atholton ESto Guilford ES in the most recent plan put forth by Dr. Martirano. We strongly oppose this proposal and plead for you to heip us keep our Dickinson community together.

Just a few short weeks ago we moved to our new home at 8801 Sandrope, a single family home, from a town home nearby. We stayed in the area because we adore Dickinson, our neighbors and our friends here. It surprised us to learn that our new home was in another school zone. Our son Connor was required to change elementary schools from Hammond to Atholton as part of the move. We were aware our new home was districted for Atholton in 2019, and we were aware of the possibility of redistricting in 2020. However we felt comfortable moving only because the published redistricting plans either had us staying at Atholton where Connor would make friends and build relationships with the teachers and staff this year, or redistrict to Hammond, where Connor already has friends in the community, and already has strong ties with the Hammond staff from attendance there in grades K-2.

To our dismay the change in schools this year from Atholton to Hammond ES has created much more anxiety for Connor than we expected-questions such as: who will I eat with at lunch? what will the school be like? Will the teachers be kind? will I fit in? weighed on him heavily. The anxiety had not only a social and emotional impact, but also a scholastic and behavioral decline. Sadlyour son has not been performing to the same levels as he had in prior years. It is clear to us that the stress and anxiety of the move is impacting his performance. I can only imagine how he will be affected by a move to Guilford on the heals of his move to Atholton, where he's again unfamiliar with the school, the students, and the staff.

The redistricting proposal as put forth not only has Connor moving again from Atholton to Gulford, but in addition has him moving to a school many miles away that is completely outside of our Dickinson Neighborhood. The plan as proposed will not only pull him from the familiar, yet again; but pull him from his classmates, new friends from Atholton and old from Hammond, and adult role models at both schools with whom he has built strong ties.

Connor is a 3rd grader this year, and will be a 4th grader next year-one of the most critical times in a student's career as you are all aware. There are many studies to support the importance of developing strong learning behaviors and skills during the 3rd and 4th grade time frame. Meeting the learning milestones critical for this age will be difficult to achieve within an uncertain and unstable environment, isolated from the friends and role models that he knows and trusts.

This is a case study of our son, and of how his move to a new school has been difficult for him. We anticipate a move to Guilford on the heels of our recent move to Atholton for him would be devastating. I suspect a move to a school outside our community would cause similar hardship for the other l!t-5t" grade elementary students in polygons 16, 1016 and 1014 that would be forced into a school outside our community and away from neighborhood friends. A move outside of Dickinson is disruptive, potentially damaging and completely unnecessary. Hammond EShas 95%capacity and would have the room to absorbthe roughly40 students in polygons 16, 1016, and 1014 and still not be over capacity limits.

I oppose the current redistricting of polygons 16, 1016and 1014 to Gulford ESand would like our schools to stay accessible with our Dickinson Neighborhood. If redistricting awayfrom Atholton is necessary, please keep our Dickinson community together and, in line with BOEpolicy 6010 for Community Stability redistrict ESstudents in polygons 16, 1016, and 1014 from Atholton to Hannmond Elementary. Thank you for your time and consideration.

~~~~Respectfully,~~~~

~~~~Jeanine Pennington 8801 Sandrope Court, Columbia MD 21046 Polygon 16 September 24, 2019~~~~

Thank you for serving on the Board of Education, value your commitment and your support for the education of Howard County children, lam a member of a family residing in Polygon 127 and have children currently districted to Pointers Run ES (PRES), Clarksville MS (CMS) and Atholton HS (AHS). In 2017, our polygon was redistricted from Clemens Crossing ES (CCES) and Lime Kiln MS (LKMS) to PRES and CMS. Our neighborhood understood the reason behind the Board's decision to redistrict our community and overwhelmingly supported the move to PRES/CMS. I am still in agreement that the redistricting at that time was the right move and allows for long term stability for our neighborhood.

As the county is faced with redistricting this year, I am writing to first express my support of the stability currently being proposed at the elementary and middle school levels for Polygon 127, which is in keeping with Policy 6010 (IV. B. 2. ) that states the Board will make "every attempt to not move a student more than once at any school level or the same student more frequently than once every five years. " As the Board considers feedback, I implore you to keep Polygon 127 districted to PRES and CMS as they appear in the Superintendent's current proposal. Because of our students' redistricting last year, stability is critical and moving Polygon 127 elementary and middle school children in just two years'time would not be in the best interest of the students or in keeping with county policy. Please keep Polygon 127 districted to PRESand CMS as is currently proposed.

At the high school level, the Superintendent's proposal would move Polygon 127 from AHS to River Hill HS(RHHS). To the extent the Board makesa determination that a large scale redistricting plan is needed this year in advance of High School No. 13 being built, I am generally in support of a move to RHHS if the Board approves a redistrieting plan that is comprehensive and that includes the Superintendent's proposed moves of other polygons to and from RHHS. In the event the Board considers adjusting the Superintendent's proposed moves for polygons in or out of RHHS, my position in support of the move to RHHS may change as such additional changes could impact long-term stability for our polygon, and may have the effect of not addressing critical priorities identified by the Board and the Superintendent.

I also believe that rising sophomores, juniors and seniors currently in Polygon 127 should be given the option to stay at AHS, in the event they provide their own transportation to and from AHS. Juniors and seniors have forged academic, extracurricular and social relationships at AHS and should be allowed to complete their high school time there. For students in Polygon 127 who will be sophomores in the 2020- 2021 school year, a move to RHHS will mean that this particular group of students will have attended four different schools in four years because of Polygon 127's recent redistricting. I do not believe that four moves in such a short period of time is in their best interest. Therefore, they should also have the option to remain at AHS if they provide their own transportation to and from the school.

I, like many with children in the Howard County school system, will be paying close attention during the Board meetings. I appreciate the forums that are available to share our thoughts and will update the Board if my position changes based on new considerations or Board discussions.

~~~~Thank you for your consideration,~~~~

~~~~Enyinna Anthony - Polygon 127 Donald J. Rushing~~~~

~~~~7210 Second Time Lane~~~~

~~~~Columbia, MD (Polygon 15)~~~~

~~~~redistricting@hcpss. ore~~~~

~~~~September 9th, 2019~~~~

~~~~Board of Education,~~~~

have lived In the Kings Contrivance neighborhood in Columbia for 20 years. During this timeframe the growth in the county has been substantial and I understand that attendance area adjustments are a necessary step.

Our neighborhood was affected by the elementary school re-districting that occurred in 2011 and the modification made matched the recommendations from the feasibility study. At the time there was a concern that a portion of the neighborhood was being sent to Hammond ESwhile the majority moved to or remained at Atholton ES. However, the feeders to middle school and high school have remained consistent and are logical and sustainable based on proximity to the schools.

~~~~The two concerns I would like to express are related to the proposed redistricting associated with the superintendent's plan in lieu of the recommendations in the feasibility study.~~~~

~~~~Two of the four goals of the feasibility study include:~~~~

~~~~. Inform the long-term planning process. . Prepare for scheduled school boundary adjustments.~~~~

The first concern is the modification to the feeders schools to Hammond HS that affect our polygon (polygon 15). Second, I question the justification for re-districting lightly populated polygons with future High School openings scheduled in that area of the County.

I would like the board to consider one of the options in the feasibility study in lieu of the superintendent's plan. Currently the Hammond MS feed to Hammond HS is 26% and the Lake Elkhorn Feed to Hammond HS is 11.9%. As opposed to the feasibility study which improves the Lake Elkhorn MS feed percentage to 12.4% the superintendent's plan reduces this feed to 8^6. Under the superintendent's plan polygon 15 would be part of only 5 total polygons frofn Lake Elkhorn MS to HammondHS. Q Additionally, polygons 13, 14 & 15 (0. 5 miles from Hammond HS) are designated to move from Hammond MSto Lake Elkhorn MS under the superintendent's plan. These would be the only 3 polygons to attend a local Elementary school that will carry on to Hammond HS. Other islanding instances are created through the superintendent's plan as well that are not present in the feasibility study. Additionally, I am concerned that high school redistricting affectingthe Atholton HS, Hammond HS, Long Reachgroup is occurring nowwith the newhigh school set to open in 2023. This relatesto a question I haveabout the re-districtingof Polygon273. This polygon is listedas havingZero students yet it is being proposed to be moved from Hammond HS to Atholton HS.

During the re-districting of 2011 polygon 6 moved one (1) student from Hammond HS to Atholton HS and in the immediate aftermath ofthat move, a sub-division was constructed in this footprint (Wincopla Farms off of Groman Road).

Polygon 273 (adjacent to Polygon 6) Is twice as far from Atholton HS as Hammond HS and is also closer to HS13than Athorton HS. Iffuture homeconstruction is plannedfor this site hasthe opportunityto utilize the additional capacity that Hammond HS will have when HS13 opens been considered?

~~~~Attachment 1: Polygon 273 Location (for reference)~~~~

I would like to see the board approve a plan that is sustainable overtime. Eliminating carveouts and islands was one issues I recall the board focusing on during the re-distrlcting in 2011. Please consider path forward that Is least likely to be modified by future boards and follow the recommendations set forth in the feasibility study.

~~~~Thankyou for the opportunity to provide this input.~~~~

~~~~Donald J. Rushing~~~~

~~~~7210 Second Time Lane~~~~

~~~~Columbia, MD 21046 Attachment 1: Polygon 273 Location #lAtholtonHS~~~~

~~~~#2 Hammond HS~~~~

~~~~#3 Polygon273~~~~

~~~~#4 Proposedsite of HS13~~~~

~~~~Polygon273 to Athoton HS- 6.2 Miles~~~~

~~~~Polygon273 to HS13 - 5.0 Miles~~~~

~~~~Polygon 273 to Hammond HS- < 2.5 Miles~~~~