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1
1 THE BALTIMORE CITY BOARD OF SCHOOL COMMISSIONERS
2 BALTIMORE CITY PUBLIC SCHOOLS
3
4
5 PUBLIC BOARD MEETING
6
7 200 NORTH AVENUE
8
9 BALTIMORE, MARYLAND 21202
10
11 SEPTEMBER 8, 2015
12
13 6:00 P.M.
14
15
16
17
18
19
20 REPORTED BY:
21 W. BODENSTEIN
2
1 BOARD MEMBERS:
2
3 MARNELL COOPER, BOARD CHAIR
4 DR. GREGORY THORNTON, CEO
5 MARTHA JAMES-HASSAN
6 CHERYL CASCIANI
7 TINA HIKE-HUBBARD
8 LISA AKCHIN
9 PETER KANNAM
10 LINDA CHINNIA
11 JOHNATHAN TOWNES, STUDENT COMMISSIONER
12
13
14
15
16
17
18
19
20
21
3
1 I N D E X
2 Call to Order . . . . . . . . . . . . . . . . .4
3 Moment of Silence . . . . . . . . . . . . . . 12
4 Color Guard Presentation. . . . . . . . . . . 15
5 Approval of Consent Agenda. . . . . . . . . . 18
6 CEO Comments. . . . . . . . . . . . . . . . . 19
7 Gifts and Donations . . . . . . . . . . . . . 32
8 Public Comment. . . . . . . . . . . . . . . . 35
9 Alex Adams. . . . . . . . . . . . . . . . 36
10 David Pontius . . . . . . . . . . . . . . 40
11 Phil Leaf . . . . . . . . . . . . . . . . 43
12 Kim Trueheart . . . . . . . . . . . . . . 45
13 Linda Lieberman . . . . . . . . . . . . . 49
14 Michael Middleton . . . . . . . . . . . . 50
15 Action Items. . . . . . . . . . . . . . . . . 54
16 Charter Funding Formula . . . . . . . . . 54
17 BCF Waiver Request. . . . . . . . . . . . 110
18 Rezoning Feasibility Analysis . . . . . . 111
19 Catapult Learning . . . . . . . . . . . . 113
20 Upcoming Meetings/Close of Meeting. . . . . . 114
21
4
1 P R O C E E D I N G S
2 BOARD CHAIR COOPER: Good evening.
3 Welcome to the Baltimore City Board of School
4 Commissioners Public Board meeting, September 8,
5 2015. Can I have a motion to open the meeting?
6 COMMISSIONER HIKE-HUBBARD: So moved.
7 COMMISSIONER HASSAN: Second.
8 BOARD CHAIR COOPER: Motion made by
9 Commissioner Hike-Hubbard, second by Commissioner
10 Hassan. All those in favor of opening the
11 meeting, raise your hands. All right. All in
12 favor, none against.
13 Welcome back to the school year. This is
14 our first meeting for the new school year. I
15 hope that all of you are having the opportunity
16 to engage new ways, whether you’re staff or
17 teachers, or whether you are a student. Just so
18 you know, along with our Color Guard this
19 evening, we’re also going to have the Girl
20 Scouts, Troop 605, lead us in the Pledge of
21 Allegiance.
5
1 Before we get to that, we need to address
2 the moment of silence, of which, on this
3 particular day, we have 11. So, what we’re going
4 to do is spread the reading of the moment of
5 silences out between myself and fellow Board
6 members.
7 First, Christopher Marone was a teacher
8 at Renaissance Academy for 8 years of service.
9 He passed away on July 21, 2015.
10 Sheila Carr worked in the Office of
11 Student Records. She was an employee of
12 Baltimore City Schools for 18 years of service.
13 She passed away on September 2, 2015.
14 Franklin Morris was an 11th grader at the
15 Baltimore Community High School. He was set to
16 graduate in 2016. He told his teachers he
17 intended to go into the military after
18 graduating. Franklin loved to play basketball,
19 be outside, and play games of chance. His school
20 community remembers him as an all-around good kid
21 who helped out a lot around the school. He was
6
1 even working this summer to help get the school
2 ready for the school year. Franklin had a lot of
3 love and respect for school staff. Academically,
4 Franklin did a big turnaround since coming to
5 high school. He earned a promotion from 9th to
6 11th grade in only a year and a half. Franklin
7 will be missed by the entire school community.
8 COMMISSIONER HIKE-HUBBARD: Tyriq Adams
9 was a 9th grader at Baltimore Community High
10 School who was working to get back on track by
11 attending both day and night school programs to
12 catch up. Teachers remember him as being a good
13 kid who was working hard to also be a good parent
14 to his daughter. Tyriq once mentioned that he
15 wanted to go to the University of Maryland to be
16 a robotics engineer. Tyriq will be missed by the
17 entire school community.
18 DR. THORNTON: Noel Booz, Jr. was a
19 rising Kindergarten student at Dr. Nathan A.
20 Pitts-Ashburton School. Known to his friends as
21 Rally, he excelled in school in his PreK program.
7
1 He is remembered by his friends as a kid on the
2 block who was very energetic and excited and
3 loved to play. He was a very active and loved
4 playing basketball, singing songs with his
5 sister, riding his scooter and pretending to be a
6 Ninja Turtle with his friends. Rally was very
7 close to his family and will be missed by his
8 friends, teachers and family, and the entire city
9 schools family.
10 COMMISSIONER CASCIANI: Quinshawn Allen
11 was a rising 12th grader at KASA, Knowledge and
12 Success Academy. He was only 16 years old, but
13 he had an above average GPA. He was one of the
14 nicest kids you ever want to meet in your life.
15 Administrators remember how Quinshawn was very
16 well mannered and always said good morning.
17 He was one of the stars of the baseball
18 team and he also played on the basketball team.
19 He was exploring going to college in the city,
20 maybe at Morgan or Coppin, and he wanted to get a
21 scholarship to play on a D2 or D3 baseball team.
8
1 Teachers remember that he and his family valued
2 education and he was working hard to graduate in
3 2016. The school and his family and friends will
4 miss him.
5 COMMISSIONER KANNAM: Sostana Smith was
6 a rising 8th grader at KASA, Knowledge and Success
7 Academy. She was a very nice student, very
8 respectful. Most of all, she was eager to learn.
9 She was always excited to learn new things. Her
10 teachers remember that when Sostana learned new
11 math concepts, she wanted to show everyone around
12 her the new skill.
13 School administrators saw her growth to
14 becoming more independent every year and were
15 looking forward to her transition to high school.
16 She was very well liked by staff and her family
17 was very supportive in becoming more independent.
18 In PE, she loved to run but she was also just
19 excited to learn every day. Her family and
20 friends, and school staff, will miss her. As a
21 parent of a rising 8th grader, I can just imagine
9
1 their pain and sorrow.
2 COMMISSIONER HASSAN: Arif Ali was a 9th
3 grader at the William S. Baer School. Arif came
4 to the Baer School when he was five years old.
5 He was a wonderful student whose smile would warm
6 the hearts of all around him. He was a visual
7 and auditory learner and attended to sound by
8 moving his head and looking at the person. His
9 hands were very sensitive and helped him explore
10 and with holding objects.
11 He made steady progress in his time at
12 the Baer School on his academic and functional
13 life skills. Arif performed tasks by activating
14 pre-recorded switches, using concrete objects and
15 eye gaze.
16 Here are some of the kind sentiments from
17 his teachers and therapists. Arif had a great
18 soul for music and happiness. Arif loved to
19 interact when music was played during class.
20 Arif had a very warm personality and always
21 smiled when he participated in his favorite
10
1 sport, bowling. Arif always gave us a smile
2 during administrative rounds that would brighten
3 your day. Lastly, Arif loved to create artwork
4 by mixing different colors and using his
5 paintbrush. His school community, as well as his
6 friends and family, will greatly miss him.
7 COMMISSIONER AKCHIN: Ricky Wright was
8 enrolled to join city schools as a PreK student
9 at Govans Elementary this school year.
10 Unfortunately, she passed away before she was
11 able to join our school community. Tonight, we
12 would like to share our support with her family
13 and friends.
14 COMMISSIONER CHINNIA: Anton Smith, Jr.
15 was a 17-year-old student and a member of the
16 Class of 2016 at Digital Harbor High School.
17 Anton grew up in West Baltimore and attended
18 Baltimore City Public Schools all of his life.
19 Anton valued personal relationships and was very
20 family-oriented. He was also a sports
21 enthusiast. His favorite football team was, of
11
1 course, the Baltimore Ravens. He also regularly
2 attended the Digital Harbor basketball games.
3 Anton’s friends describe him as a loving person,
4 a great listener and very supportive. He was
5 noted by a mentor to be very respectful, humble,
6 and never allowing his personal challenges to
7 keep him from reporting to school. He will truly
8 be missed by the Digital Harbor High School
9 family and all who knew him.
10 STUDENT COMM. TOWNES: Damon Roseberg
11 was a 5th grader at Gwynns Falls Elementary
12 School. Damon was a quiet child who was sociable
13 and most helpful. He had excellent attendance.
14 He was rarely out of the school’s designated
15 uniform. Damon was a student who touched his 4th
16 grade teachers’ hearts because of his sheer
17 determination to improve academically. He
18 recalls him working anxiously to fix his errors
19 after receiving feedback. His teachers also
20 remember how Damon’s eyes were alert during
21 instruction and he participated willingly
12
1 whenever required. He would be truthful in
2 admitting if he was wrong. Damon will be sadly
3 missed by his peers in the 5th grade and the wider
4 Gwynns Falls Elementary family.
5 BOARD CHAIR COOPER: Please join me in a
6 moment of silence for these individuals lost from
7 the school community.
8
9 (Moment of silence.)
10
11 BOARD CHAIR COOPER: Thank you. The
12 last person you heard from is our new Student
13 Commissioner, Johnathan Townes. Mr. Townes,
14 would you like to introduce yourself?
15 STUDENT COMM. TOWNES: I surely would.
16 (Laughter.) How are you guys? All of you. It’s
17 a beautiful evening. My name is Johnathan
18 Townes. I am a rising junior at Paul Laurence
19 Dunbar High School. A little bit about myself.
20 I somewhat run track, cross country. I really
21 shotput. I really don’t run because I’m not that
13
1 fast.
2 Tonight, I’m not a poet. I’m just a new
3 Commissioner. As Student Commissioner, I wish
4 and I strive to help every student to reach their
5 goals and to have their voices heard.
6 Ever since I was little, I wanted to
7 change the world. I wanted to change Baltimore.
8 I wanted to stop all the killings, all the
9 suffering, all the hate. But, I could never find
10 a way to do that. I’ve tried protesting. That
11 got meager results. I saw mentorships. I got
12 some information from that but I could never find
13 a way to change the world.
14 So, one day I was lead to Student
15 Commissioner and I found my way to change the
16 world, starting with Baltimore. By helping
17 Baltimore’s youth, I can help a whole new
18 generation rise up to be leaders and rise up to
19 change their city.
20 So, we can change the reputation of
21 Baltimore being a bloody city and become a city
14
1 of great learning and great experience.
2 Everyone seems to know what the students
3 want. Everyone seems to fight for what the
4 students want. Everyone seems to talk about what
5 the students want, but no one seems to hear what
6 the students want. Everyone seems to just come
7 up with these beautiful ideas of what we need,
8 but no one wants to listen to us. No one wants
9 to hear us.
10 So, today, as Student Commissioner, I
11 promise that I will bring what the students want
12 and what the students need to this Board and to
13 all of you. So, we can actually implement change
14 that the students want and the students need.
15 I will dedicate my full time effort and
16 body, as much as I can that’s not being dedicated
17 to school, that is, to this position. So, I
18 thank you all for having me. Thank you.
19 (Applause.)
20 BOARD CHAIR COOPER: Thank you,
21 Johnathan. I think you will serve the position
15
1 well. Seems like you have a lot on your mind and
2 I hope you will share that with us during the
3 course of the year.
4 STUDENT COMM. TOWNES: Definitely.
5 BOARD CHAIR COOPER: I want to recognize
6 a couple of elected officials who have joined us
7 this evening. Delegate Antonio Hayes.
8 (Applause.) Councilman Brandon Scott.
9 (Applause.) Thank you for joining us this
10 evening. I want to call to order the
11 Presentation of Colors by Forest Park High
12 School.
13
14 (Presentation of Colors - Forest Park High
15 School)
16
17 BOARD CHAIR COOPER: The students in the
18 Color Guard are Devon Jackson, Cecil Harris,
19 Tavon Marion, Angelica McKnight and Habib Blue.
20 At this time, I’d like to invite the two
21 cadet-level members of the Girl Scouts to come
16
1 have a seat, please. (Applause.)
2 I’d like for you to introduce yourselves.
3 MS. JASMIN: I’m Jasmin.
4 BOARD CHAIR COOPER: And what grade are
5 you in, Jasmin?
6 MS. JASMIN: Eighth grade.
7 BOARD CHAIR COOPER: And, what school?
8 MS. JASMIN: Tunbridge Public Charter
9 School.
10 BOARD CHAIR COOPER: And, yourself?
11 VOICE: (Inaudible. Speaking away from
12 microphone.)
13 BOARD CHAIR COOPER: The young ladies
14 that have just joined us?
15 VOICE: Hello, my name is (name
16 inaudible). I’m in the 5th grade.
17 BOARD CHAIR COOPER: Which school?
18 VOICE: I attend Leithwalk
19 Elementary/Middle School.
20 MS. NORRIS: My name is Ania Norris.
21 I’m in the 5th grade and I go to Leithwalk
17
1 Elementary/Middle School.
2 BOARD CHAIR COOPER: I want to thank you
3 for helping us say the Pledge of Allegiance. One
4 of the things I like to do as Chair of this
5 Commission is to have students participate in
6 these meetings a little more than we have in the
7 past because, the reality is, we’re only here
8 because of you. Without you, there is no reason
9 for any of us sitting up here today. I want us
10 to be reminded about all the wonderful things
11 that you, as students, are doing throughout this
12 city and throughout our system.
13 So, I have one question for all of you.
14 What made you want to get into the Girl Scouts?
15 Don’t be shy.
16 VOICE: I guess the thing that really
17 made me want to start Girl Scouts was, like, how
18 they’re able to make change and they’re able to
19 help out with different things.
20 VOICE: I wanted to join the Girl Scouts
21 because I heard it helps you become a more
18
1 rounded person.
2 VOICE: I wanted to join the Girl Scouts
3 because of how you get to help the homeless and
4 people who are less fortunate than us.
5 VOICE: I wanted to join the Girl Scouts
6 because it helps you do a lot of things like
7 change your character in life and how you act and
8 things like that.
9 BOARD CHAIR COOPER: Thank you. The
10 Commissioners may have questions to ask? No?
11 Well, thank you all. We much appreciate it.
12 (Applause.)
13 So, the majority of the items this
14 evening are going by way of Consent. However,
15 there are three items that did not. Those are
16 items 8.05, BCF waiver request, 13.03, DeJong
17 Richter rezoning feasibility analysis, and 15.01,
18 Catapult Learning, Title I instructional services
19 to eligible non-public students.
20 Can I have a motion to approve the
21 Consent Agenda?
19
1 COMMISSIONER HIKE-HUBBARD: So moved.
2 COMMISSIONER AKCHIN: Second.
3 BOARD CHAIR COOPER: Motion by
4 Commissioner Hike-Hubbard, second by Commissioner
5 Akchin. All those in favor, please raise your
6 hand. Commissioners Hassan, Casciani,
7 Hike-Hubbard, Cooper, Kannam, Akchin, Chinnia and
8 Townes.
9 I’m going to waive my Board Chair
10 Comments and extend my time to the CEO. He has a
11 special presentation he’d like to share with all
12 of us.
13 DR. THORNTON: Thank you very much and
14 welcome to a wonderful new school year. I’ve
15 always said my most favorite day of the school
16 year is back to school. I wanted to say how
17 appreciative I am to all the young people and
18 parents who have come back to us ready to learn.
19 One thing that’s really been concerning
20 to me, I think Johnathan hit on it, is the fact
21 that we haven’t had a really strong way in which
20
1 we listen to student voice. I believe,
2 Johnathan, with your leadership, that voice will
3 not be silenced.
4 I’m really proud of the fact that the
5 last Saturday before going back to school, we
6 were able to bring together about 100 young
7 people to begin to talk about our future and
8 begin to allow them to bring voice in helping us
9 figure out where we’re going to go as a
10 community. What are the things that are
11 important? Tonight, we’d like to share with you
12 something very special that has come out of that.
13 Commissioner Hassan, if you could share some of
14 the names and then, if you indulge me for about a
15 three-minute presentation of something I’m truly
16 proud of, something that’s very inspiring to me
17 and I think you find it as well. Very
18 encouraging for us as a community.
19 VOICE: Thank you, sir, and thank you to
20 the members of the School Board. Dr. Thornton,
21 since I’ve been here, you’ve been a strong
21
1 proponent of student voice and it’s something
2 that we understand is a priority.
3 As part of your charge to do this work,
4 you asked us to put together a leadership retreat
5 to start the school year and to send our students
6 back into school with the charge to continue
7 leading our other students.
8 What I heard loud and clear, and I’ve
9 heard from Student Commissioner Townes and also
10 the other members of ASCBC, who I’m actually
11 going to turn this table over to very shortly, is
12 that they do not wish to be defined by the unrest
13 that gripped our city. But rather, to be defined
14 by their response to the unrest.
15 So, we had a fantastic day of leadership
16 training and character development. The theme
17 was advocating for what we believe. I think
18 that’s probably as much as I can say because
19 these students are marvelous and I think they
20 speak for themselves.
21 So, I’m going to ask Dayja, our President
22
1 of the Associated Student Congress of Baltimore
2 City, to introduce herself and the cabinet
3 members, and also to share with the Board and the
4 public just a small public service announcement
5 that our students recorded during this year’s
6 leadership retreat. Thank you.
7 MS. ELLIS: Hello. My name is Dayja
8 Ellis. I am a senior at the Academies at
9 Frederick Douglass High School. I have the
10 pleasure of being the Associated Student Congress
11 of Baltimore City’s President for the 2015-16
12 school year. Along with me today, I have my
13 team, my Board members. You guys can introduce
14 yourselves.
15 MS. GROSS: My name is Destiny Gross.
16 I’m a rising 11th grader at Dunbar High School and
17 I’m the fundraising coordinator for ASCBC.
18 MS. MESSER: My name is Nicole Messer.
19 I’m a junior at Dunbar High School and I am the
20 public relations liaison for ASCBC.
21 MS. SNEED: My name is Bre’Asia Sneed
23
1 and I’m an upcoming junior at Dunbar High School.
2 I am an organization coordinator for ASCBC.
3 MS. SHERROD: Hello. My name is Dana
4 Sherrod. I attend Lake Clifton. I am a 12th
5 grader and I’m the Secretary for the ASCBC.
6 MR. BROOKS: Hello. I am Maliq Brooks.
7 I am a rising senior at City Neighbors High
8 School. I serve as Chief of Staff for the ASCBC.
9 MS. HAMMETT: Hello, everyone. My name
10 is Deborah Hammett. I attend Mergenthaler
11 Vocational Technical High School. I am a senior
12 and I am the Treasurer for ASCBC.
13 MR. SHAW: Hello, everyone. My name is
14 Zion Shaw. I am a 12th grader at Maritime
15 Industries Academy High School. One of the best
16 schools in the city. I am also the Vice
17 President of ASCBC and a leader at my school.
18 MS. ELLIS: About two weeks ago, we had
19 a conference at Coppin State University in which
20 we put together a presentation for the youth of
21 Baltimore City to come and engage. We did team
24
1 leadership. We heard their voices so we could
2 implement them into the programs that we plan on
3 for this school year.
4 Along with the team here at North Avenue,
5 they put together a short presentation video on
6 what some of the youth in Baltimore City felt as
7 though needed to be improved or changed in the
8 city. We feel that the student voice is
9 definitely the key to uplifting our city.
10
11 (Video Presentation)
12
13 MS. ELLIS: That video just comes as a
14 short synopsis of what we hope to achieve this
15 school year. We want to bring out what is good,
16 we want to expose everything that’s been holding
17 us back from showing the good things that we are
18 hoping to do. So, we have a lot of fun
19 activities planned for the year and we hope that
20 all of the youth get, well, we plan on making
21 sure that our youth have a voice and doing more
25
1 things like the video and publicity so that
2 people can see that Baltimore City isn’t a bad
3 city. It’s just misunderstood.
4 MR. SHAW: Actually, today was my first
5 time seeing the video. I tried to keep it
6 together. I shed a couple of tears.
7 Like I told them upstairs, this video is
8 past due. My mom always told me you either pay
9 now or you pay later. This video was just
10 telling you what’s going on. I hope and I pray
11 that you all take heed to what was said in this
12 video and actually start the change. It’s always
13 talk but actions have to follow behind. We plan
14 to be that action. If nobody else stands up for
15 students, students should know that you have a
16 student congress that has your back. We plan to
17 do big things this year.
18 VOICE: As I always tell everyone, we’ve
19 all got to work together. If we never give up
20 and we never stop trying, we all can make a
21 difference one day at a time.
26
1 VOICE: When I first saw this video,
2 like I said upstairs, it was heartbreaking
3 because the fact that students had to start a
4 riot, not even students, people in the
5 neighborhood.
6 So, even when it just comes to Baltimore
7 City Schools, we can’t just start there. Like
8 the girl said in the video, it starts at home.
9 You can’t just expect people to come out and feel
10 comfortable when Baltimore has this reputation
11 of, oh, they’re the city that started a riot.
12 Oh, they’re the city that, their AP grades are
13 just low.
14 So, we just need that mindset. Right
15 now, we need kids to, it might start with your
16 school but we need kids to think beyond that. We
17 need kids to think, oh, I have to do this for my
18 state. I have to do this for my city. This
19 video is one way to start it. We can’t just give
20 up. We can’t just give up on Baltimore because
21 of a riot. It’s just not the way to go.
27
1 VOICE: I also think that people tend to
2 forget that we are children. We’re not
3 grown-ups. The way the media portrayed us during
4 the riots, we were thugs and we’re not. We’re
5 kids. We’re going to do simple and dumb stuff.
6 That’s just us, we make mistakes. We learn from
7 them and we change. Everybody learned, kids,
8 adults, we all learned from the riots. We
9 learned that’s not the way we want to be
10 portrayed in the media and I just think we need
11 to work on that and try to change our image that
12 we aren’t rioters. We don’t loot. We don’t
13 steal. We don’t fight. I just think we need to
14 change people’s mindset.
15 I remember my friend lived in Florida and
16 she texted me. She was like, well, is everyone
17 in Baltimore like that? That’s embarrassing,
18 that that’s what we were known for. I just think
19 we need to really work on our image and, with
20 that, we need to work on ourselves first.
21 DR. THORNTON: Thank you. (Applause.)
28
1 VOICE: Also, Dr. Thornton, our student
2 congress were co-facilitators in the day’s
3 events. But there were a lot of other people who
4 contributed to making this a success. So, I just
5 wanted to be able to acknowledge just a few
6 folks.
7 This was a day-long leadership training
8 event. Not just the PSA that was recorded.
9 First, I’d like to recognize the Johns Hopkins
10 Center for Behavioral Health. Dr. Phil Leaf and
11 Katrina Brooks, can you stand so we can
12 acknowledge your presence? (Applause.)
13 I’d like to acknowledge Coppin State
14 University who has been a fantastic partner, Dr.
15 Maria Thompson who is the new President, and
16 Coach Kyle Loch.
17 DR. THORNTON: He’s here. (Applause.)
18 VOICE: They’ve been fantastic partners
19 for us and will continue to support us in this
20 work. Here in city schools, there are a lot of
21 folks who contributed. Chief Carl Perry, Michael
29
1 Thomas, Demetrius Singleton, Ann Fullerton, Greg
2 Ford, Jim Ajubian and Deanna Clark who did the
3 shooting and editing of this video. Thank you
4 very much. (Applause.)
5 I’m just going to ask everyone to give a
6 big hand to the stars of the PSA, the students
7 who participated. Many of whom are in the room
8 here. (Applause.) Mustafa, thank you.
9 (Applause.) (Other names called, inaudible over
10 applause.) Thank you all so much.
11 COMMISSIONER KANNAM: Before you leave,
12 can you just play out how you think the
13 interactions will be, the students said and I
14 didn’t have a chance to ask them, that the video
15 is the first step. Could you just talk a little
16 more about envisioned next steps or how we plan
17 to engage the group as follow up?
18 VOICE: I think the ASCBC, and Dayja, if
19 you’d like to join me. They were able to collect
20 issues from students that are affecting most
21 students. So, we’re going to do issue-oriented
30
1 engagement programming within our media channels
2 and also in schools.
3 They’re also now organizing within
4 schools. We’re ensuring that all schools have
5 structured SGAs and grade level ambassadors so
6 that there’s an ongoing exchange of
7 issue-oriented discussion, topics and solutions.
8 We’re also finding ways to use technology
9 to have the voices heard. This is just one
10 example of us recording a public service
11 announcement. But, we have digital media and
12 social media campaigns that will be student-lead
13 and student-run that will really help to define
14 their voice and their issues.
15 Again, this is part of a year-long
16 engagement strategy. We’ll follow this up with a
17 series of team talks that will happen around the
18 city and there will also be a youth leadership
19 and empowerment summit with thousands of students
20 across the city. Dayja, are there other things
21 that you want to share?
31
1 MS. ELLIS: We have a lot of amazing
2 programs that we have put together this year.
3 Our main focus is the SGAs in city schools. We
4 know that the SGAs are the foundation of
5 leadership.
6 So, we want to make sure that all of our
7 Baltimore City Public Schools become member
8 schools. When you become a member school, you
9 represent Maryland as a whole. So, if we get our
10 names out there as Maryland as a whole, then they
11 see we’re doing something right.
12 We have activities planned this year
13 where student voices will be heard because one of
14 the main things is we feel as though student
15 voices have been limited. So, we’re making sure
16 that this school year is all about student voice.
17 If you have something you need to say, say it.
18 We want to hear what you have to say. Along with
19 our advisor, Ms. Kendra Johnson there in the
20 back, we have amazing things that we’re trying to
21 implement this school year and we are all excited
32
1 about it. So, be on the look for those.
2 (Applause.)
3 DR. THORNTON: Thank you. Special
4 thanks to you, Mr. Hassan Charles, for your
5 support. That ends my comments.
6 BOARD CHAIR COOPER: Thank you. It was
7 well worth conceding my time to you. Number
8 five, gifts and donations. We want to recognize
9 a donation to Reginald F. Lewis High School who
10 received, for principals initiatives, in
11 conjunction with Konik and Minolta, a backpack
12 program in the amount of $1,000.
13 We want to acknowledge a donation to
14 Medfield Heights Elementary for after school
15 programs in the amount of $430. We want to
16 acknowledge a donation of 5,000 sack packs from
17 the Office Depot Foundation to Baltimore City
18 Schools students. We want to acknowledge a
19 donation of $5,000 to Matthew A. Henson
20 Elementary School from Carefirst/Blue Cross Blue
21 Shield for field trips, uniforms and technology.
33
1 We want to acknowledge a donation of a
2 wellness/fitness center, valued at $50,000, to
3 Francis Scott Key Elementary/Middle School by
4 Warhorse LLC. Those are the gifts and donations
5 that we’ve received for the beginning of the
6 school year.
7 DR. THORNTON: Mr. Chair, my error. I’d
8 like to introduce new members to city schools.
9 Dr. Grillo, are you prepared to share the up and
10 coming new stars for the school year? I would
11 ask folks that you stand and, on behalf of the
12 entire Board, we welcome you to city schools.
13 DR. GRILLO: Good evening, Commissioner
14 Cooper, Dr. Thornton, Commissioners and
15 colleagues. I’m happy to bring forth for your
16 consideration the following new city schools’
17 team members.
18 Sydney Brooks, assistant principal,
19 ConneXions, A Community-Based Arts School.
20 (Applause.) Edna Harold, assistant principal,
21 Coldstream Park. (Applause.) Tyeste Harris,
34
1 assistant principal, KIPP Harmony. (Applause.)
2 Beth Sappie, educational specialist II, secondary
3 mathematics education. (Applause.) Deborah
4 Tatum-Sullivan, executive director,
5 organizational development, Office of
6 Organizational Development. (Applause.) Stanley
7 Wolfe, director, customer service care, Technical
8 Support Services. (Applause.)
9 DR. THORNTON: Thank you very much, Dr.
10 Grillo and welcome all to the team.
11 BOARD CHAIR COOPER: Thank you. Now I
12 want to turn it over to Commissioner Casciani.
13 COMMISSIONER CASCIANI: I just want to
14 remind everybody, and we’re going to try to do
15 this for the next couple of Board meetings, that
16 all committee meetings are now open to the public
17 and are televised. The next School Board
18 Operations Committee is next Tuesday, September
19 15 from 10:00 to 11:30 in this room. If you
20 can’t be here, it will be on Channel 77. But, we
21 encourage everyone to participate who is
35
1 interested. Thank you.
2 COMMISSIONER KANNAM: So, September 22
3 in this room at 9:00 a.m. is the next Teaching
4 and Learning Committee meeting. At the last
5 meeting, what we talked about was our academic
6 goals and priorities for the district and what
7 we’re going to be doing is looking at kind of
8 deep dive strategies that the school system is
9 going to look to advance moving forward.
10 We talked about the arts strategy last
11 time and we’re going to be doing other key topics
12 like school leadership and how we’re going to
13 build that out over time. So, we welcome all
14 public to attend.
15 BOARD CHAIR COOPER: Thank you. At this
16 time, we’re going to turn to public comment.
17 There is not going to be 6.02. So, we’re going
18 to go now to general public comment. As you
19 know, there is a three-minute time limit.
20 There is a Board rule that has not been
21 enforced and we’re not going to enforce it
36
1 tonight because I’m sharing it with you now.
2 Public comment is supposed to be related to
3 issues that are currently on the agenda before
4 the Board. Things on which we are supposed to
5 vote. But, since we have not really enforced
6 that over the years that I’ve been on the Board,
7 I want to allow you some leeway to allow you to
8 do that tonight and to speak as to what you’ve
9 signed up for. But, going forward, we’d like the
10 policy to be adhered to. That you limit your
11 comments to what is on the agenda for the
12 evening.
13 With that being said, we’ll start out
14 with Alex Ward Adams, a member of Elevate
15 Baltimore to speak about summer programming.
16 MS. ADAMS: Good evening. I’m here
17 joined with a couple of our students. I am Alex
18 Ward Adams, the Director of Elevate Baltimore, a
19 division of Humanum. I also have with me the
20 principal, Mr. Frederico Adams, of William
21 Pinderhughes.
37
1 We were very proud this summer to be able
2 to offer CDF Freedom Schools which is a national
3 summer model for literacy enrichment, social
4 action and mindfulness activities. It was a
5 6-week program and we did that at three schools
6 for 250 students. We had a great project that I
7 wanted the students to be able to share some of
8 their great work. It’s very much in keeping with
9 the theme so far tonight of sharing student
10 leadership, voice and choice.
11 MR. MATTHEWS: Good evening, everyone.
12 My name is Quadia Matthews and, this year, I
13 attended Freedom School. My favorite book in
14 Freedom Schools was the Kid Caramel book that had
15 a twist at the end with the janitor being the bad
16 guy and stuff like that.
17 At Freedom Schools, we also did music
18 production which was fun and it helped me, I like
19 to write music a lot. So, that was my first time
20 recording. I had fun with it and it was a nice
21 program.
38
1 MR. CHAPMAN: My name is Tavon Chapman
2 and I’m in 5th grade. I went to William
3 Pinderhughes and I went to Freedom School and my
4 favorite book was The Phoenix of Buckley Street
5 because every time some older kids would try to
6 come and mess with the little kids, the phoenix
7 bird came and started squawking at them and
8 stuff. My favorite thing in Freedom School was
9 the music production because we had wrote some
10 songs about, like, how people be acting and how
11 they need to change in the community and I chose
12 that because I like listening to music and I
13 wanted to make my own music.
14 MS. ADAMS: So, with prior permission,
15 we have one of the songs that the students
16 created queued up. I want to introduce Karez
17 Kids which is an enrichment partner who can tell
18 you a little bit about how this track was created
19 and then we’ll play the track for you.
20 VOICE: Good evening. How we all doing?
21 I’m an educator and a music producer. Everything
39
1 you are hearing today, they wrote themselves.
2 They actually produced the music themselves.
3 They put together a business strategy to cell the
4 CDs and make money. Tavon is actually about to
5 put in the order for more CDs.
6 So, basically, they wrote all the music,
7 produced it, recorded it and now they’re selling
8 it. You guys can go ahead.
9
10 (Music Presentation.)
11
12 VOICE: Just so you know, these are
13 middle school students. We just saw some high
14 school students talk about their leadership
15 opportunity. But, we’re talking about 6th, 7th and
16 8th graders that are really struggling and want to
17 share their voice and perspective. So, thank you
18 very much. (Applause.)
19 BOARD CHAIR COOPER: Commissioner
20 Hassan?
21 COMMISSIONER HASSAN: I would just like
40
1 to say thank you for your work and thank you for
2 bringing yet another testimony of the power of
3 the arts before this Board. (Applause.)
4 DR. THORNTON: How do you get a copy of
5 one of these CDs? How much are they? It’s five?
6 I think that’s fair. When can I get mine?
7 VOICE: We’ll make sure you get one.
8 DR. THORNTON: Okay. I’ll make sure you
9 get your five.
10 BOARD CHAIR COOPER: Thank you.
11 (Applause.) David Pontius? Student from City
12 College.
13 MR. PONTIUS: Hi. Good evening. First
14 of all, you might have noticed I was in the
15 video. I just wanted to thank everyone involved
16 for the opportunity. It was great. Not just the
17 workshops but also just the conversations in the
18 halls with other students from across the city.
19 I really felt like I got perspectives that might
20 be different from what I would normally encounter
21 in my daily life. So, thanks to everyone
41
1 involved for that.
2 Secondly, I would like to bring up
3 something which I’ve been passionate about for
4 the past few months and that is the school police
5 issue. I know, at the Operations Committee
6 meeting a few weeks ago, there was a
7 recommendation made based on the community
8 meetings in July that the present deployment
9 strategy that was implemented in April be
10 continued.
11 I, personally, still have questions about
12 that model and I know, Dr. Thornton, you had
13 mentioned to me that some commissions regarding,
14 student and various organization commissions,
15 they’re being created and I would urge those be
16 created soon because I feel like I’ve still got
17 questions for this strategy that was created and
18 implemented without much input initially. So, I
19 would urge that to be happening soon.
20 One more thing I wanted to touch on that
21 I realized in the middle of the day that I wanted
42
1 to talk about is the heat in school buildings.
2 My school, City College, is not air conditioned.
3 A few teachers have made make-shift rigged air
4 conditioning units in their windows. So, it’s
5 very hot in the schools. Today, I believe that
6 the heat index outside was 97 degrees and it got
7 up to 97 degrees, at least. It certainly felt a
8 lot hotter in my school and some of my classes.
9 I actually have a headache right now and I’ve
10 heard other students complaining about sweating
11 and getting headaches from this kind of thing.
12 So, I would just urge that, if anything,
13 if any and all opportunities to alleviate the
14 student, I would argue not just discomfort but
15 also possible health concerns regarding possible
16 heat exhaustion. It’s very hot in schools. Very
17 few schools have air conditioning. So, yeah,
18 like any and all measures that can be taken, I
19 know Baltimore County closed early. But, if
20 that’s an option on these hottest days of the
21 year, if that could be taken. Or, if there’s
43
1 other ways to keep students cool and not to get
2 overheated and trying to be learning in
3 classrooms. That would be great. That’s all I
4 have to say for this evening.
5 BOARD CHAIR COOPER: Any questions?
6 Thank you. Next is Phil Leaf to speak about
7 engagement with students.
8 MR. LEAF: Good evening, Board Chair,
9 Board of School Commissioners, Dr. Thornton.
10 I’ve been coming to School Board meetings
11 probably longer, with the exception of possibly
12 Ms. Chinnia, than anyone. This is actually the
13 second time in 25 years that I’ve sat up here.
14 It’s in response to the first two
15 presentations you saw. I think we have an
16 enormous opportunity. I think you saw and heard
17 some of the real intellect, wisdom and passion of
18 the students of Baltimore City. The young people
19 in Baltimore City.
20 I actually wanted to highlight that there
21 were actually almost 100 students there that
44
1 Saturday. They had a lot of very specific
2 positive suggestions in terms of things they
3 could be doing, things they would like to see
4 city schools do, as well as things they’d like to
5 see Baltimore City do.
6 So, again, I think you had some very good
7 questions and responses. I just want to
8 encourage you to be proactive of reaching out to
9 the students. I’m sure the new Board
10 Commissioner will be helping the Associated
11 Baltimore - city consolidate governments.
12 In a relatively short time, Charles
13 Hassan and Demetria were able to pull together a
14 meeting, with the encouragement of Dr. Thornton.
15 It was a Saturday. On Sunday, he was sending out
16 emails about what he learned sitting through, not
17 through the reports, but literally sitting in on
18 some of the sessions. I know there was at least
19 one other Commissioner there who sat in on some
20 of the sessions.
21 So, I really just want to encourage you
45
1 to, in the same way that you’re making your
2 meetings and committee meetings more public and
3 encouraging people to go there, I think, not just
4 listening to the reports which are only
5 summaries, but literally being able to hear and
6 listen to what students are doing and observe how
7 they’re thinking through these things I think
8 would be very helpful as you work to move forward
9 Baltimore City schools and Baltimore City
10 students.
11 So, I want to thank you and I appreciate
12 all the help you’re going to be providing to the
13 students. Thank you.
14 BOARD CHAIR COOPER: Thank you. Next is
15 Miss Trueheart, a member of the Howard Park
16 community.
17 MS. TRUEHEART: Good evening. Three
18 minutes is not enough. The young man who spoke
19 earlier about the police deployment strategy, I
20 think that needs to be made public. I will be
21 putting in a Freedom of Information request to
46
1 obtain that.
2 I loved the presentations today. I think
3 art is a wonderful way of expression for our
4 young people and I’m glad to see that we’re
5 encouraging that. But, the message and the words
6 coming out of middle schoolers in that video I
7 saw was troubling. The words were ain’t no love.
8 Ain’t no love here. Why would a middle schooler
9 come to that conclusion? I hope that’s really
10 art and not their true sentiment. There ain’t no
11 love here. If it ain’t no love here than we need
12 to get it here and we need to figure out why a
13 middle schooler is using that form of expression
14 and using those sentiments to get our attention.
15 If they haven’t gotten our attention when they
16 say ain’t no love here, then we better wake up.
17 There is, on the agenda, an item that I
18 am passionate about and that is cell towers and
19 antennas being erected on our school facilities.
20 The justification in the agenda tonight says that
21 the reason that these antennas are going to be
47
1 placed, 12 of them, on Digital Harbor High School
2 is to improve cellular communications across the
3 city. That, the last time I checked, was not an
4 educational use purpose for the school building
5 and why this Board would entertain approving a
6 non-educational use of a school building for a
7 commercial enterprise boggles my mind.
8 We can’t even educate our kids. But, you
9 believe your charter on this Board is to use our
10 facilities for non-educational purposes. What is
11 the next non-educational purpose that you will
12 allow on our buildings?
13 The other item on the agenda tonight is
14 the charter per pupil funding formula discussion.
15 Is that going to be a presentation tonight? I
16 did not see the slides as of Saturday.
17 I, at the City Council meeting on your
18 budget a couple of weeks ago, requested that you
19 consider putting an ideal budget on the table.
20 That ideal budget, I would like to see presented
21 at the City Council quarterly meeting and it is
48
1 based on a per student funding amount of $12,000
2 per child. Currently, my example is Liberty
3 Elementary where we’ve got $7,100 per child as
4 our base.
5 We determined that that is inadequate.
6 We believe that number is closer to $12,000 per
7 child. The fact that we have not achieved that
8 in our budgeting is a problem. That means our
9 children are being underserved again. If we are
10 really going to fix this city and fix the
11 injustices and the inequities and the deplorable
12 academic outcomes for our children, then we need
13 to put our money where our mouth is.
14 Last point, if you will, is you discussed
15 the public comment policy here. I think that
16 policy needs to change. I think if we don’t have
17 the ability to come to this Board in the three
18 minutes that you give us and discuss whatever
19 topic is relevant to us, then, again, you’re not
20 listening.
21 I don’t see any harm. You limit us to
49
1 three minutes as it is. So, it’s not like we’re
2 going to sit here and take the entire agenda.
3 BOARD CHAIR COOPER: Thank you. Welcome
4 back. Linda Lieberman? I’m sorry, Commissioner
5 Casciani?
6 COMMISSIONER CASCIANI: Yeah, I would
7 like to just say for the record that I agree with
8 you. I appreciate the public comment period and
9 I just wanted to say that.
10 MS. TRUEHEART: (Inaudible. Speaking
11 from audience.)
12 BOARD CHAIR COOPER: Linda Lieberman?
13 MS. LIEBERMAN: Good evening to the
14 Board and Dr. Thornton. I’m not sure if this is
15 the correct time to make comments. I am speaking
16 on behalf of Verizon Wireless in support of item
17 14.02 which is to hopefully approve a lease with
18 Cellco Partnership d/b/a Verizon Wireless for the
19 communications lease agreement at Digital Harbor
20 High School.
21 If there are any questions later on, I
50
1 can address those questions for you.
2 BOARD CHAIR COOPER: Thank you. Any
3 questions now? Okay. Maybe later when we vote
4 on it. Thank you.
5 MS. LIEBERMAN: Thank you.
6 BOARD CHAIR COOPER: Yes, so, the vote
7 has already been approved. It went by way of
8 Consent. Michael Middleton?
9 MR. MIDDLETON: Mr. Chair, my three
10 minutes starts now? Okay. Members of the Board,
11 Chairman and Dr. Thornton, my name is Michael
12 Middleton. I am the Chairperson of the Cherry
13 Hill Community Coalition. I appear before you
14 this evening to basically give you a status
15 report on the schools in the Cherry Hill
16 community.
17 As far as our elementary/middle schools
18 are concerned, our community has been actively
19 involved in discussions with 21st Century schools’
20 staff regarding the design of the highly
21 anticipated new school.
51
1 At the same time, as a community, we are
2 convinced that our new schools will need new
3 programs and new curricula if we are sincere in
4 our goal to afford our students a true 21st
5 Century education. Therefore, it is our
6 community’s intent to pursue the discussion of
7 hope, not just bricks and mortar.
8 As far as our high schools are concerned,
9 Maritime Academy and New Era Academy, we are
10 pleased to report that both schools had a smooth
11 opening. The buildings were clean and there were
12 no staffing concerns. For that, we thank you.
13 Last week was an extremely hot week.
14 Unfortunately, only half of the New Era and
15 Maritime buildings have working air conditioning.
16 The old air conditioners are in need of repair or
17 replacement. What are the immediate plans to
18 correct these conditions?
19 Currently, the enrollment at New Era is
20 well over the projected enrollment numbers.
21 Maritime’s numbers are significantly lower than
52
1 those projected. This is now a budgetary and
2 equity concern. Earlier this year, if you
3 recall, the Cherry Hill community addressed this
4 Board and expressed our desire to have the two
5 schools merge with one principal. Unfortunately,
6 that did not happen and now we have an enrollment
7 concern that is currently before us.
8 In light of the capital improvements in
9 housing, recreation, 21st Century Schools and
10 Light Rail improvement in Cherry Hill, we believe
11 that it is imperative to develop a work force
12 team consistent with our community’s natural and
13 strategic location, for the Port of Baltimore,
14 BWI airport, CSX railway and major thoroughfares.
15 We believe that the intermodal
16 transportation pathway is that work force
17 development theme. We request that the process
18 begin to close one of the schools and merge the
19 intermodal transportation pathway into the New
20 Era curriculum so that not only more of our
21 students can take advantage of the tremendous
53
1 opportunities afforded, but our region as well.
2 In the 2017 planning for one high school
3 housed in Cherry Hill, that schedule is to begin
4 very soon. We would encourage and ask that the
5 design focus be one of intermodal transportation
6 and the resources and facilities laid out to
7 support pathways related to intermodal
8 transportation.
9 Thank you for the opportunity to present.
10 Thank you.
11 BOARD CHAIR COOPER: Mr. Middleton,
12 thank you. Commissioner Hike-Hubbard?
13 COMMISSIONER HIKE-HUBBARD: How are you
14 doing? Mr. Middleton, I just wanted to say thank
15 you for highlighting the importance of getting
16 our school curriculum programs correct during our
17 21st Century School Portfolio process. I think
18 we’ve been so focused on bricks and mortar, as
19 you pointed out, we also need to focus on the
20 content of what’s going into our schools. So, I
21 appreciate the community’s involvement.
54
1 With that, and I’m just saying this out
2 loud, I’m encouraging us to continue that
3 conversation regarding all of our new schools
4 being built to get this portfolio right so that
5 we have great options in all of our
6 neighborhoods. So, thank you for that.
7 MR. MIDDLETON: Thank you. May I be
8 excused?
9 BOARD CHAIR COOPER: Yes, sir. Thank
10 you. At this time, we’re going to turn to item
11 7.01, charter funding formula presentation.
12 DR. THORNTON: Commissioner Cooper,
13 tonight as we begin, as Ms. Perkins-Cohen makes
14 her way up, just a few comments. This is a
15 continuation for us of an ongoing communication
16 around charter funding. We want the community,
17 as well as the Board, to know the goals and the
18 development of a long-term sustainable, and
19 that’s really important, sustainable funding
20 model that is good for all children.
21 It’s my hope, when we come away with this
55
1 final product, that we will have a model that we
2 may be able to use for all students in the
3 district and that is truly my hope.
4 We hope to continue this dialogue at the
5 Board forum that is coming up on September 26
6 that that conversation will be one that is rich
7 and certainly positions us as a way to have an
8 opportunity to review what we’re sharing and also
9 invite potential new thoughts that may be
10 substantive to this conversation that we’re
11 having.
12 So, tonight, hopefully, everyone in our
13 listening audience, if they could join us that
14 evening. I think it’s a wonderful opportunity to
15 continue the conversation. But, at the end of
16 the day, it has to be sustainable, it has to be
17 equitable, and something I’m hopeful that we’ll
18 be able to utilize for every youngster in the
19 district. I think it will be enough creativity
20 in the room, enough initiative, that we’ll come
21 away positioned well to do that.
56
1 So, thank you, Allison, for your
2 leadership. Let’s go.
3 MS. PERKINS-COHEN: Thank you very
4 much, Dr. Thornton, for giving that context. I
5 think that’s really helpful.
6 This is a conversation of the charter
7 formula that’s been going on for a long time.
8 There’s been a lot of conversation about it.
9 Today’s presentation is meant to, those
10 conversations have kind of happened in different
11 forums and different places and a lot of
12 different people. We’re starting the process of
13 trying to bring those conversations together to
14 one dialogue that will ultimately result in a
15 funding formula that continues our commitment to
16 ensure that all students in charter and
17 traditional schools are funded in a way that is
18 commensurate and facilitates student success and
19 is sustainable. But, again, this is just the
20 beginning of a conversation about that.
21 So, city schools, as we’ve talked about
57
1 some tonight, is a portfolio district. We manage
2 our schools as a portfolio with the goal of
3 ensuring that all students have access to high
4 quality options.
5 So, we do that in a number of ways. We
6 have a regular review process where we review the
7 performance of all schools to ensure that
8 children are meeting with success. We also try
9 to provide the structure and support necessary to
10 expand successful schools, to replicate them. We
11 try to offer a range of schools and programs to
12 meet the needs and interests of our students and
13 our families.
14 Charter schools are critical to that, to
15 the portfolio. They are really key in expanding
16 our capacity to offer high quality options to
17 families. They are a critical engine of
18 innovation. That’s what they’re really created
19 for, to help us think differently about how we
20 educate students. They’ve created a range of
21 options for families and they’ve helped attract
58
1 and keep families in the district.
2 Today, we have 34 charter schools that
3 offer a wide range of programming from language
4 immersion, IB, arts integration, Montessori. So,
5 those have been really popular options with our
6 families.
7 Last year, charters served almost 13,000
8 students, about 15 percent of our population
9 being in charter schools. There was another
10 5,000 students on the waiting list. So, whatever
11 formula we end up with at the end of this
12 process, we have to make sure it’s one that
13 preserves our ability to offer these high quality
14 options to families and facilitates the ongoing
15 success of these schools.
16 So, there’s a couple of keys to charter
17 school success. Charter schools are different
18 than traditional schools. We need to make sure
19 there is a structure that provides them autonomy
20 in implementing their Board approved plan.
21 They’ve each come to the Board and had a plan
59
1 approved about the way they’re going to educate
2 their students. We have to make sure that the
3 way they receive their resources provides
4 flexibility for them to innovate and resources
5 are key to how schools implement their plans.
6 So, we have to make sure that that structure is
7 there to support that.
8 We have to make sure there is
9 accountability for results and that there is an
10 approach to funding that creates an environment
11 where all our schools can thrive.
12 So, there’s some challenges in the
13 charter funding methodology. The first is that
14 within the reality of limited funding, whatever
15 funding formula we adopt has to ensure that there
16 are sufficient resources for all students. The
17 pie is limited and we would love to grow the pie,
18 we need to grow the pie to make sure that
19 students have what they need. But, until we grow
20 it, we have to ensure that students have access
21 to the funds they need to be successful.
60
1 Resource distribution must support the
2 charter’s ability to innovate by enabling the
3 flexibility and autonomy they need to implement
4 that Board approved plan. As a district, on the
5 other hand, we have the responsibility to make
6 sure that all students receive the services that
7 they need to be successful. To do that, we have
8 to set aside some funds that we receive to
9 distribute them to students based on their need.
10 Whether they’re special ed students, either
11 they’re ESOL students, PreK students. We have to
12 have the resources in order to meet those
13 students’ needs.
14 To facilitate charter innovation, we
15 should provide charters with the freedom to spend
16 dollars pursuant to their Board approved plan.
17 When giving that freedom, charters might spend
18 their money differently. That’s the whole
19 purpose of charters. To give them the freedom of
20 the resources for them to try different things
21 and we want to learn from that innovation. So,
61
1 we want to, as much as possible, support that
2 kind of innovation.
3 However, we can’t support that innovation
4 at the expense of other students and the ability
5 of those students to meet with success. We have
6 to balance the value of charter innovation with
7 our legal and moral obligation to make sure that
8 all students in the district receive the
9 resources they need to be successful.
10 In our proposed formula, we tried to tip
11 the balance a little further on the end of
12 supporting innovation by taking the funds, as
13 much as possible, the way we receive them from
14 the state and distributing them in the manner we
15 receive them to charter schools.
16 But, there are limits to that approach
17 and it has challenges, too. This work is really
18 hard. The bottom line is this work is very
19 difficult. There is no perfect solution that’s
20 going to come out of this. There’s no great
21 solution that’s going to fall like Manna from
62
1 Heaven that I’m aware of. It hasn’t happened
2 yet. So, we’re going to have to figure out a way
3 to figure out what works best for all our kids.
4 But, again, the purpose of this conversation is
5 to start a public dialogue and bring more people
6 into the conversation so we can get everyone’s
7 best thinking around this because there is no
8 perfect solution.
9 The next steps in terms of exploring
10 funding options is that we need to engage all
11 stakeholders to identify a formula that provides
12 the maximum freedom over resources, distributes
13 resources based on the level of supports
14 necessary to meet the individual needs of
15 students, provides commensurate funding to all
16 city schools students, is sustainable for all
17 schools and for the district as a whole, and is
18 fair, transparent and consistent.
19 We have a range of students in our
20 district who require different supports to be
21 successful. Whatever model we adopt has to
63
1 ensure that the dollars follow those students
2 based on the need.
3 Tonight, we’re presenting a possible
4 approach. But, again, this is the beginning of
5 this conversation. The Board is not making any
6 decisions tonight and we are constructing a
7 process to ensure ample time for input from all
8 stakeholders.
9 So, let’s start with the foundation of
10 how we fund students. The foundation is this box
11 and this image is supposed to represent the
12 foundation of what all students need. There are
13 certain things that all students need to be
14 successful. They need a school to go to, they
15 need teachers, they need computers, a classroom,
16 books. We have to make sure that, whatever
17 formula we put in place, that all students have
18 that foundation.
19 Beyond that, because we have students
20 with different needs, some students need
21 additional supports to be successful. So, in the
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1 image on the right, some students with that
2 foundation can be successful and they’re
3 accessing a high quality education. But, some
4 students need additional supports to be
5 successful.
6 So, we have to figure out that whichever
7 formula we have will have those resources and
8 meet students’ needs. So, if they need
9 additional supports because they are English
10 language learners, or if they need additional
11 health supports, or if they need speech or other
12 physical or occupational therapy, we have to
13 provide those supports to all students for them
14 to be successful. So, each of those resources
15 need to follow the students to the school.
16 One question we get a lot and, in fact,
17 Ms. Trueheart’s comments alluded to this earlier
18 is, wouldn’t the simplest way to provide
19 resources to students is to take the total amount
20 we receive, just divide it by the number of kids
21 that we have and spread it out evenly. That
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1 would be equal but it wouldn’t be equitable
2 because, as I said, different students have
3 different needs and we have to reserve the
4 resources in order to meet each student’s needs.
5 So, one really clear way to explain this
6 idea is talking about ESOL as just an example.
7 So, in the district, we have ESOL students and
8 charters and traditional schools, it’s kind of
9 the same in that some schools have a lot of ESOL
10 students and we have schools that have no ESOL
11 students. There’s no in-between.
12 So, if you took the ESOL resources and
13 just spread them evenly instead of spreading them
14 based on need, if you take an example of, say, a
15 600-student school that has about 20 percent
16 ESOL, spreading those dollars evenly would mean
17 that that school would receive about $140,000 to
18 serve their ESOL students. If you do it the way
19 we do it and you take it off the top and you
20 spread it just to those students who actually
21 need those services, then that school should be
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1 getting more like $320,000 to serve those
2 students.
3 Conversely, if you have a 500-student
4 school that has zero ESOL, and we have a lot of
5 schools like that in the district, charter and
6 traditional, and you spread the resources evenly,
7 they would go over $100,000 to serve students
8 that they don’t have. So, it doesn’t make sense
9 to spread resources that way.
10 We’ve been working on developing a
11 funding formula for a while. We had a funding
12 sustainability work group that was comprised of
13 internal folks as well as external partners to
14 help us think through this really complex work.
15 Between October of 2013 and August of
16 2014, the group met and we went through a number
17 of aspects of the current funding formula, each
18 line of revenue, each line of expense. But,
19 there were certain areas where we just couldn’t
20 reach agreement.
21 In April, Dr. Thornton convened an ad hoc
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1 committee made up of staff and School Board
2 members to kind of review the work of that group,
3 and also to consider options moving forward.
4 Now, we’re starting this process where we’d like
5 to engage the broader community in the
6 conversation about charter funding. I’ll now
7 turn it over to Ryan.
8 MR. HEMINGER: So, I’m going to walk
9 through two simplified examples of funding
10 formula. I’m going to talk about what we
11 currently do and then I’m going to talk about our
12 proposal, or another methodology for funding
13 charters. Before I start that, it’s important to
14 look at the revenue that we receive and how we
15 receive it.
16 So, as you can see, every formula that
17 you ever create has to start with what are the
18 resources. Before you think about how you divide
19 them, you have to think about what you have. We
20 receive resources from the various places like
21 the state, the City of Baltimore or the federal
68
1 government. Then, they allocate resources to us
2 based on certain needs or demographics.
3 For example, the state gives us money
4 based on the number of low income students we
5 have, or they give us money based on the limited
6 English proficient students that we have. The
7 City of Baltimore, as an example, gives us money
8 to help pay for retiree health benefits.
9 So, each of these different areas, they
10 have different reasons for the amount of money
11 they give. That’s going to become more important
12 as we move into the second example.
13 So, for our current formula, this is how
14 we look at it. The first step in the way that we
15 currently fund charters is that we take all the
16 revenue and we combine it into one big bucket.
17 Then, we set aside certain resources for
18 different things like districtwide costs, or
19 costs associated with a specific population of
20 students. Then, we have an administrative cost
21 for things like legal, our payroll system, our
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1 student records system. Then, the remainder, or
2 what’s left over, we divide that and distribute
3 it on a cash basis for every student that is
4 enrolled.
5 But, I want to go back and talk a little
6 bit, so that we’re all on the same page, about
7 what we set aside. So, districtwide costs, for
8 example. A great example of a districtwide cost
9 is retiree health benefits. We currently receive
10 from the City of Baltimore, $29.8 million in
11 revenue for the specific purpose of paying $29.8
12 million in expense that we receive for retiree
13 health benefits. So, the revenue we receive
14 exactly equals the expense that we’re expected to
15 pay.
16 If I were to take that money and
17 distribute it equally across the district, it
18 doesn’t mean that the bill doesn’t show up. The
19 bill still comes in. I still have to pay $29.8
20 million. So, in that case, if I’ve distributed
21 it, then I have to find resources or we have to
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1 allocate resources from other areas. In that
2 situation, what you’ll find is that the impact of
3 the $29.8 million bill is that it
4 disproportionately impacts non-charter school
5 students. So, we have to take that off the top.
6 Similarly, if you look at costs
7 associated with specific populations, you can
8 have a very similar example. In this case, for
9 non-public placements. Non-public placement
10 students are the students that we put into
11 different locations or different school settings
12 because we don’t necessarily have the resources
13 to provide the level of education that they need
14 for success. So, we put them in other, more
15 concentrated academic environments. That costs
16 the district, on average, $100,000 for each of
17 those students.
18 If I were to take the money that I set
19 aside for non-public students and, again,
20 distribute it evenly across all the students, it
21 doesn’t mean that that non-public placement
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1 student isn’t required to have the service level,
2 or doesn’t mean that the student isn’t going to
3 get the service level, and it doesn’t mean that
4 the bill for that service isn’t going to come in.
5 It means that when the bill does come in, we have
6 to identify resources from other areas to satisfy
7 that expense. Similar to retiree health, that
8 means that it will disproportionately affect
9 non-charter school students if we don’t set it
10 aside at the beginning.
11 Now, those are two pretty clear examples.
12 A harder example that we could talk about is
13 special education as a whole. For special
14 education, we set aside a certain amount of
15 resources based on our total population. Then,
16 we distribute those resources in terms of
17 services and cash based on where the student
18 actually sits and what is the right level for
19 those resources for that student to reach
20 success.
21 If we were to take all the special
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1 education funding and distribute it evenly, we
2 could find ourselves in the situation where I
3 have a special education student at one school
4 who doesn’t necessarily have the resources that
5 they need for success, and then another school
6 that may not have that same service level who is
7 benefitting from resources that they don’t
8 necessarily require. So, that doesn’t work for
9 us because we have a legal and moral obligation,
10 as Alyson said, to ensure that those students get
11 the same level of resources, or the necessary
12 resources to be successful in an academic
13 environment.
14 I just want to touch on one thing that I
15 said so that we all understand what I’m talking
16 about. That is, there are some things that we
17 set aside at the beginning of the funding formula
18 process that go very specifically to expenses
19 like retiree health. But, there are things that
20 we set aside that we then turn around and
21 distribute back to schools in a very targeted way
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1 based on their student demographics like special
2 education. The schools receive those resources
3 in terms of both services and cash.
4 So, that’s what we currently do. In the
5 proposed charter formula that we’re presenting
6 tonight, we look at things a little bit
7 differently. We have some basic core tenets. We
8 try to distribute the revenue to the maximum
9 extent possible for the purpose in which we
10 received it. Which means, the allocation to
11 schools, when they’re based on the same student
12 characteristics that the revenue we see is based
13 on, for example, if the state gives us revenue
14 for low income students, that means we distribute
15 the revenue in terms of low income students.
16 Similarly for ESOL.
17 As much as possible, we’re going to try
18 to do that but I’m going to point out some of the
19 challenges that we face, especially in terms of
20 the special education population.
21 The last tenet, which is very important
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1 to this proposal, is that, as much as possible,
2 we’re going to try to distribute resources in
3 cash as opposed to services and increase or
4 maximize the flexibility that schools have to
5 make decisions.
6 So, the new formula starts in a very
7 similar way. We combine all the revenue. So, we
8 take everything we receive in one bucket. Then,
9 we set aside resources for very specific things.
10 It’s a little different than the current formula,
11 but it’s things like debt service, special
12 education, non-public placement, specialized
13 transportation.
14 So, when we talk about these set asides,
15 and you may ask why we don’t distribute these in
16 the same way that we receive them, one of the key
17 points that we run into is that the amount of
18 money that we receive in revenue for special
19 education is not nearly the amount of money that
20 we need to spend for special education services.
21 For example, currently we set aside $212
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1 million for special education services. The
2 state revenue that we receive for special
3 education is $55 million. So, you can see that
4 there’s no way that you can spread $55 million
5 out so that it equals $212 million. So, in this
6 instance, we set that funding, or those
7 resources, aside so that those students have
8 access and have the resources that they need to
9 be successful.
10 Now, we also understand in creating this
11 formula that, as much as possible, we should
12 examine special education spending to determine
13 how much we can distribute in terms of cash.
14 We’re committed to working through that solution
15 over the next 6 months or a year or however long
16 it takes to distribute more of that. But, there
17 are a lot of challenges with distributing special
18 education resources. Specifically, some of the
19 things we are running into is ensuring that we
20 meet our maintenance of effort for special
21 education. We ran into some bargaining unit
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1 issues and making sure that we don’t violate any
2 of our agreements. Then, there’s always the free
3 and appropriate public education that we have to
4 provide and making sure that all our students
5 receive the continuum of care that is necessary.
6 The next step is to deduct administrative
7 costs and services, similar to the original
8 formula. We call that out specifically here
9 because one of the key points for this slide is
10 that when we talk about commensurate funds for
11 all students, it means that we need to share the
12 cost of all the administrative services that are
13 provided that we need, i.e. payroll processing or
14 our legal department, again, our student records
15 system, evenly.
16 So, working with the funding
17 sustainability work group and having their input,
18 we went back and tried to analyze the costs
19 associated with these administrative services.
20 What we found was that the administrative
21 services far exceeds the two percent
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1 administrative fee that we currently charge in
2 our formula. So, that needed to be address in
3 whatever proposal we come up with.
4 The next few steps are where the formula
5 substantially changes. The first thing we do is
6 we set aside those designated revenues that I
7 talked about earlier. So, we set aside revenue
8 for the low income students and for our ESOL
9 students. Not permanently, not to be converted
10 to services, but to be distributed at a later
11 point. The remainder, after I take off those
12 expenses, the administrative fee and the
13 designated revenue, we divide that to be
14 distributed on a cash basis for all the students.
15 We’re calling that the foundation of the base
16 amount. On that foundation is what we build the
17 remainder of the funding. That’s where step 6
18 comes into play.
19 What we do is we calculated a per pupil
20 dollar amount, for example, for compensatory
21 education. We take all the compensatory revenue
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1 that we receive, we divide it by the number of
2 low income students we have and that creates an
3 amount which gets added to the base funding.
4 So, in theory, every student will get the
5 base amount and then they could receive a low
6 income amount, and then they could receive an
7 ESOL amount. So, they could receive one, two or
8 three of the different values for every student
9 depending on their demographic. It’s important
10 to note that, with that, what we’re saying is the
11 reason the state, the state recognizes that low
12 income students or low income households require
13 additional resources and supports and we’re
14 passing along that value in how we distribute the
15 resources that we receive.
16 So, what this does, with this new
17 formula, it ensures a couple of things and make
18 sure that we continue to follow, the resources
19 continue to follow students based on their needs
20 or based on their demographics with an increased
21 proportion of that funding coming by way of cash.
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1 Probably the biggest change is it starts to
2 allocate funding based on low income students.
3 So, they receive a larger allocation.
4 We continue to look at costs that are
5 required for the district to be shared among all
6 students. With the ultimate goal to ensure that
7 all students can access a high quality education.
8 So, what I just talked about is in this
9 table in more detail. I’m not going to go over
10 the table but I will say that, in addition to
11 this PowerPoint presentation, there is a memo
12 that can be reviewed that goes into even greater
13 detail than this chart here on how all the
14 different mathematics work around this proposal
15 and what it would mean in a per pupil and then on
16 a school basis.
17 So, the final thing that I would say
18 about the proposal is that with any change in the
19 funding mechanism or the funding model, there’s
20 going to be impact. There’s going to be changes
21 and there’s going to be changes in this instance
80
1 for some of the charter schools. It’s a matter
2 of what are those changes going to look like and
3 then what are our values going to be for the
4 change.
5 Right now, the formula says that we’re
6 taking what the state values, low income, ESOL,
7 special education. We’re translating that into
8 what we value.
9 So, this larger conversation that we’re
10 having, or that we hope to have, is going to be a
11 conversation around not just the mathematics or
12 the mechanics of the formula, but around what are
13 the values that we have in terms of resources.
14 Again, as Alyson said, any implementation
15 of a new formula would require a whole lot of
16 discussion with our charter partners, with our
17 stakeholders and with our parents and the public.
18 So, before we implement anything, it is important
19 to come up with a concrete transition plan along
20 with the formula.
21 MS. PERKINS-COHEN: So, as Ryan
81
1 mentioned, part of the reason we want community
2 engagement around this formula is to help make
3 sure we get it right. This is really important.
4 So, we don’t want to implement a formula that’s
5 going to have adverse impact. We want to
6 mitigate any adverse impact in any individual
7 schools.
8 So, we want input on both the formula
9 itself, whether people think the way we
10 distributed the resources makes sense or whether
11 there’s a better way, as well as any transition
12 plan. Any formula we would adopt, there would be
13 some impact on schools.
14 So, we would want a transition plan to
15 make sure that those impacts are mitigated and so
16 that we can preserve those high quality options
17 that we’re offering to kids that we talked about
18 in the beginning.
19 Once we finalize a formula, we can then
20 focus on other key issues for charter school
21 success like making sure we really have a clear
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1 structure that provides autonomy so that schools
2 can implement their Board approved plan and that
3 they have the autonomy to innovate.
4 This is really key, the time line and
5 next steps. As Dr. Thornton already mentioned,
6 on September 26th, we have this forum coming up
7 which would be an opportunity for any community
8 members to provide feedback. But, there could be
9 additional forums. I think we really genuinely
10 want input on this and know it’s hard and know
11 there are reasonable people who could disagree.
12 So, we would love input from folks on how to do
13 this right and how to do it in the best way.
14 So, that forum is one opportunity for it.
15 There could be others if there’s a feeling that
16 we need more conversation. Right now in
17 November, we’re planning to present the formula
18 to the Board of November 10th.
19 I wanted to point out that there is a
20 website for comments at, I’m sorry, an email
21 address at publicforums@bcps. You see it there.
83
1 BOARD CHAIR COOPER: Thank you. Thank
2 you for keeping it within time, I know how hard
3 that was and we much appreciate it. The memo
4 that you attached to this for our review was well
5 thought out, very much appreciated. I want to
6 open it up to questions from Board members. Who
7 would like to go first? Commissioner Casciani
8 and then Commissioner Kannam.
9 COMMISSIONER CASCIANI: Thanks a lot. I
10 had to step out at the beginning but I understand
11 that Dr. Thornton emphasized that this is the
12 beginning of the conversation and not the end. I
13 was on the ad hoc committee and I want to say how
14 strongly I feel about that as well. I’m hoping
15 over the next several months, we can come
16 together about this.
17 I just have a couple of questions. Some
18 of these I’ve heard before in the ad hoc
19 committee but I wanted to raise it because I
20 still grapple with a couple of things. One of
21 the things that also exists out there, one of the
84
1 givens that we don’t necessarily land on too
2 strongly in the presentation is that the state
3 has commented on this. There’s the court ruling
4 and the state advice. So, that’s a factor I
5 think we have to also consider.
6 So, the two percent administrative costs,
7 for example, I don’t know where that came from
8 but it’s there. We say that the administrative
9 costs are higher than two percent. I believe
10 that to be true. It costs a lot of money to do
11 all those things.
12 But, let’s just say for example that we
13 were going to say the losses, or something, I
14 don’t want to get my language wrong. Somewhere
15 it says that it’s two percent.
16 So, could we say to charter schools, for
17 example, here’s what the two percent buys you and
18 put a dollar figure next to them. Here’s what it
19 costs to do payroll. Here’s what it costs to do
20 X, here’s what it costs to do Y. And, here’s how
21 much two percent is. Let’s just say it’s $1,000.
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1 Here’s the menu. You can buy whatever you want
2 for $1,000. If you choose not to buy payroll
3 services, good luck with that.
4 I mean, could we actually, if the number
5 is two percent, and we’re saying it’s more than
6 two percent but they’re saying it’s two percent
7 by the law. Is there a way to let them buy some
8 things and not other things? In a sense, what I
9 think we are saying by saying, yeah, yeah, we
10 hear it’s two percent but we know two percent
11 isn’t enough, we’re sort of saying, yeah, we know
12 you are charters but the state says two percent,
13 but we don’t agree with the state so we’re going
14 to charge you more than two percent. Somewhere,
15 there seems to be a rub there and maybe we should
16 just let them buy what they want with their two
17 percent.
18 Do you understand my question? I get the
19 language mixed up sometimes. But, I’m just
20 trying to figure out a way to let them buy what
21 they want with the amount of money that two
86
1 percent would be and not have to buy all that
2 stuff. Maybe they can do their own payroll. I
3 don’t know.
4 MS. PERKINS-COHEN: Right. A couple of
5 things. One is that there are other counties who
6 do charge-back for certain services after, and
7 the guidance talks about the ability to
8 charge-back for services after the two percent.
9 So, I think there is a provision to allow us to
10 charge back for some of those services.
11 There was research done by an outside
12 group, District Management Council, that looked
13 at the centrally provided services. This was
14 really work that was related to the Fair Student
15 Funding formula to try to identify those services
16 that are held centrally, what they were and the
17 cost on a per student basis for each of those
18 services. So, there’s a list of I forget how
19 many hundreds of services that it lays out, and
20 the per unit cost of each.
21 We use that list as the basis to look at
87
1 what services are required by the legal framework
2 versus discretionary. There’s a lot more
3 services than what we’re talking about that
4 charters receive that fall into that optional
5 category that you’re talking about that are
6 services that go to some charters. It’s hard to
7 group charters as a group because they do all act
8 a little differently.
9 A number of charters do go to our
10 professional development sessions. So, that
11 would be an example of a really clear optional
12 service that is not included in this number.
13 This number represents just the services that
14 everybody who was given the survey to identify
15 and look at each of the services, everybody in
16 that group identified as mandatory. So, it’s a
17 pretty conservative list but it’s things that
18 would be hard to make optional. Like, in that
19 list would be, by law, charters are part of the
20 collective bargaining agreement. So, someone has
21 to negotiate the collective bargaining agreement.
88
1 So, the legal services associated with
2 negotiating that collective bargaining agreement,
3 that’s in there. It would be hard to make that
4 optional because that’s the legal frame. Budget,
5 there needs to be a centralized budget. So,
6 there has to be a budget.
7 COMMISSIONER CASCIANI: Great example.
8 They never agree with the budget. Ever.
9 MS. PERKINS-COHEN: A lot of taxpayers
10 don’t, either.
11 COMMISSIONER CASCIANI: No, no. I got
12 it. I just want to highlight here, this is why
13 we’re saying it’s the beginning of the
14 conversation because there really are, only
15 reasonable people on both sides of this
16 conversation. A personal end goal for me is to
17 stop thinking about it as there’s them, and then
18 there’s us. That is so not what we’ve got here.
19 We’ve got us. Us.
20 We don’t have enough money to do what we
21 want. We don’t have enough money to do what Mr.
89
1 Middleton wants. We don’t have enough money to
2 do what Ms. Trueheart wants. We don’t have
3 enough money to do what Dr. Thornton wants. We
4 don’t have enough money to do what Bobby McDonald
5 wants.
6 So, I’m just trying to, I think somewhere
7 we’re going to have to stretch the boundaries a
8 little bit on how we think about these things.
9 Having them pay for the centralized budgeting
10 process, I hear you and I’m not, please, Dr.
11 Thornton, don’t think I’m going down the wrong
12 path here. There may be things like that where
13 we’re going to have to say, okay, maybe not that.
14 Given the cost of ESOL, special ed and
15 some of the big buckets, there seems to be only a
16 few things on the margins that we might keep
17 getting stuck on that we might need to open up
18 our frame a little bit. I didn’t mean to
19 interrupt you. I believe what you say, that the
20 list has things on it that need to be provided.
21 But I think we’re going to have to hear them,
90
1 too, and the budget just caught my ear because
2 they might say, well shoot, if we’re paying for
3 the budget, please, stop making me pay for that.
4 MS. PERKINS-COHEN: The list is a long
5 list and there are a lot that are very grey and
6 very debatable that we definitely took off. We
7 tried to keep the mandatory list to ones that
8 there really wasn’t much to debate about. So,
9 maybe even within that list, there may be some
10 that people would debate. But, we tried to make
11 it as conservative as we could.
12 One other note on that. There has to be,
13 this was based on FY`12 actuals. So, it hasn’t
14 been updated to reflect the new structure. It
15 also hasn’t been updated to reflect any inflation
16 since then. So, that work all has to be done,
17 too. This is an estimate of the number but we
18 don’t know the actual number.
19 BOARD CHAIR COOPER: Commissioner
20 Kannam?
21 COMMISSIONER KANNAM: Thanks for the
91
1 work on this and I also did serve on the charter
2 ad hoc committee and there was four of us.
3 Commissioner Casciani, Commissioner Hassan,
4 Commissioner Hike-Hubbard as well. So, I think
5 there’s a demonstrated commitment from the
6 leadership on the Board, and also Dr. Thornton,
7 to figure out how to get this done.
8 I just want to reiterate that it is the
9 beginning of a process. The spirit is
10 transparency, to get it all out there. I think
11 what we’ll all realize really quickly is there
12 are no easy solutions and to try to figure out
13 how we can get this done.
14 I do know, I mean, as a person starting
15 my third year on the Board, that there is a
16 history that pre-dates me that I don’t really
17 understand. I don’t want to understand it. At
18 the end of the day, we’re here. We’ve got to
19 figure out a formula. There’s a commitment on
20 the Board and the leadership here to figure it
21 out and knowing that this is a beginning point.
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1 So, I just wanted to say that first
2 because I’m adamant about that because I hope we
3 can get this done. I want to get this done.
4 I guess in that spirit, can you all just
5 share with me, in the spirit of transparency, we
6 know that some questions are going to come.
7 Like, line item set asides. What are we setting
8 aside with dollar amounts and the rationale
9 behind that, for instance. I’ve got a series of
10 them. Are we going to do a school-by-school
11 analysis of impact that we project for the
12 schools and share that?
13 My other one was revenue. Is there a
14 debate about revenue? We say we’re $1.3 billion
15 but where exactly are the dollars coming from,
16 how do they add up? I think those are the
17 questions coming. What I realize in this
18 conversations is, conceptually, we’re on the same
19 page. Money should follow the kids, kids with
20 the most needs should get the most money. That’s
21 what is driving us, I believe, in this formula,
93
1 that we feel strongly on but it doesn’t work out
2 perfectly. The devil is in the details on how
3 this all plays out.
4 So, I guess on those examples, how are we
5 going to get that information out there in a way
6 that people can absorb it, respond to it, engage
7 in the right level of conversation. If the
8 commitment is there and we stay up here, we’re
9 not going to get it done. We’ve got to actually
10 figure out a way to peel the onion on each one of
11 these issues.
12 BOARD CHAIR COOPER: Commissioner
13 Hike-Hubbard.
14 COMMISSIONER HIKE-HUBBARD: So,
15 Commissioner Kannam’s lead-in was everything I
16 was going to say. So, I just want to reiterate
17 the sincerity of this Board to get everything
18 right. So, I won’t repeat it. But, I do have a
19 couple of questions.
20 One is regarding some things you already
21 touched on. So, for example, I’ve got lots of
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1 emails already and questions, so I want to get
2 this right.
3 One question on the table, and you don’t
4 have to answer this now but I think we need to
5 answer it in this process. When we say that
6 we’re going to combine all revenue in order to
7 figure this out, I think there is debate about
8 what that revenue is.
9 So, we say all revenue. But, I think
10 there’s some things that we’re not calling
11 revenue that others might think are revenue. So,
12 when we use fund balance. You are not
13 considering that to be revenue. Right, Ryan?
14 MR. HEMINGER: That’s correct.
15 COMMISSIONER HIKE-HUBBARD: But, I think
16 the charters might consider that as revenue. So,
17 that’s just one piece I think we need to work
18 through. Or, the idea of grants for city
19 schools. If they’re not charter related, they
20 might consider that as part of their revenue and
21 you’re taking that out.
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1 So, we need to be very transparent when
2 we say revenue about what all the elements are
3 when we say revenue and just map that out if we
4 can, publicly.
5 The second question I had was around,
6 some of this is a bit of responsiveness from what
7 I thought we heard from charters that said give
8 us the money that follow the kids so that we can
9 make decisions on our own. I think that doing
10 this exercise and having this initial proposal,
11 something on the table to look at, we see there’s
12 consequences and things that have happened
13 because of this.
14 So, it’s sort of like, we said, here we
15 are responding to what we think we heard, I mean
16 I don’t think I heard anyone say that. So, it’s
17 not just city schools came up with this idea that
18 we want money based on what kids they had and now
19 we’re realizing that that had detrimental costs
20 to some of the charters and some charters are
21 going to have a huge additional amount of money
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1 if we follow this formula. So we need to be
2 honest about that and sort of say it was all
3 sincerity came in with the sort of a notion that
4 we heard this and we’re trying to respond to what
5 we have heard. That may not be the answer, but
6 that’s what we thought we heard.
7 Lastly, on slide 17, Ryan, you talked
8 about the distribution of resources as
9 allocations to schools based on student
10 characteristics, etc., and I would argue that we
11 end up with kind of formula, this means it is a
12 formula for all of our schools. It is our formula
13 for charter schools but rather we need to figure
14 out what the other formula is, how our
15 traditional schools, as Kim Trueheart said
16 earlier, get the right money they need as well.
17 And this is going to take lot of hefty work but,
18 at the end of the day, we’re talking about
19 following students who are low income, following
20 students who have ESOL, following special ed
21 dollars where they need to go, this could have a
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1 severe impact on all of our schools and we need
2 all of our schools to pay attention to this
3 conversation, not just our charters.
4 It is in the best interest to get this
5 right for everybody because at the end of the
6 day, you know, Liberty might need more money.
7 They have the kids that are assigned, if this is
8 the kind of formula we go with, if they have the
9 kids that are in that pocket, they should get
10 more money too. So, I just want to be honest
11 about that and say that this is the beginning but
12 it should have an impact that is districtwide.
13 (Applause.)
14 MS. PERKINS-COHEN: I think that’s a
15 very important point and one of value that we’ve
16 had throughout this process is that we’d like to
17 get a funding formula that is right that we could
18 fund all schools this way, because in a portfolio
19 approach, ideally you would have the flexibility
20 of funding schools that have demonstrated the
21 capacity for autonomy in this way.
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1 So that has always been one of things
2 that we’ve been trying shoot for is a formula
3 that we could fund multiple schools this way, or
4 all our schools.
5 DR. THORNTON: There were three things
6 we went into this process with, when I convened
7 the ad hoc committee and I need to thank the ad
8 hoc committee. I don’t think you guys missed a
9 meeting and if you were not at the meeting, you
10 were on telephone, I want you to know how much I
11 appreciate it.
12 There were three things that were
13 important to me, one, there was a formula. I
14 heard the charter community say we want a
15 formula, how do we get to the number? So, we set
16 out to try to create a formula, which I wanted to
17 have implications for a total district
18 reorganization, how we support all children. So
19 the formula was one of my key critical success
20 factors.
21 The other thing, which is important but
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1 we want a formula that is sustainable. Meaning
2 that we would not be visiting this issue every
3 year. I mean, this takes on a lot of energy,
4 takes on a life of it own. Certainly, I enjoy the
5 conversation. But at the end of the day, I really
6 hope that we would be able to position ourselves
7 that we have formula that is sustainable, that we
8 continue to move forward.
9 But, one that has really taken on a deep
10 part of me is one around equity. I think what we
11 try to do here is to create a conversation around
12 a set of business rules which needs to be
13 transparent. That’s going to happen. I mean, we
14 can do that very really early on, these are the
15 business rules.
16 But the reality of it is, and this is one
17 we are going to have to wrestle with as a school
18 district, is around school size. Because school
19 size makes a difference. As we continue to move
20 forward, we may find ourselves walking into the
21 formula over a period of time to get to the
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1 desired place. But at the end of the day, not
2 too much is going to happen down the road, unless
3 we look at the school size. When you get to a
4 small school, take a school of 100. I’ve seen
5 wonderful schools of 100 around the country, I’ve
6 seen teacher lead schools, seen a whole bunch of
7 great things. The challenge you have is that
8 we’re going to have to create business rules, if
9 we’re going to have those things, that they’ll
10 have to have additional revenue to be able
11 sustain themselves. Knowing that the revenue is
12 going to come from somewhere else. I mean the pie
13 is only this big. You can cut it as many ways you
14 want it, but at the end of the day, the pie does
15 not change.
16 I think it is incumbent upon us to work
17 very closely with our city partners, our state
18 partners, our federal partners and things of that
19 nature. But, as we move forward, those are three
20 critical success factors moving forward.
21 The fourth one in this particular year, I
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1 want to be clear, is that I owe this commission a
2 budget. That budget is just around the corner.
3 Even though we started and last year got to a
4 place in which we could not make changes, we were
5 so far, we made some assumptions and, I think,
6 some pretty accurate bets around that. So, I want
7 to create this sense of urgency to be out there
8 to make these next several weeks work for us. I
9 know we’re committed as a team to certainly begin
10 those conversations.
11 I’m looking, if there’s a better one,
12 bring it to us. I want to see it. But, at the end
13 of the day, what we can’t do is really bump up
14 against what I would call equity. If the business
15 rules are such that we can create a way without
16 responsibility and liability with respect to
17 actually giving over some opportunities, while
18 payroll and things of that nature, that’s great.
19 But, I don’t think the law will allow this, we’re
20 actually bound by some legal issues, as well.
21 So as we move forward, let’s move
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1 aggressively, let’s continue the conversation and
2 let’s hold on to a set of values that I think
3 this Board is about, I know the City’s about, the
4 whole issue with respect to a formula that is
5 really based around equity and serves all
6 children in our community. That’s where I want to
7 go. Once I get the formula where we need it,
8 guess what? It applies to everybody in the
9 system. This is how we do business and this is
10 how we create a way in which all our kids have
11 the advantages that they all need.
12 BOARD CHAIR COOPER: Commissioner
13 Hassan?
14 COMMISSIONER HASSAN: Just to reiterate
15 and reinforce, the real possibility and
16 opportunity for solidarity here in advocating
17 with the City and advocating in Annapolis, for a
18 bigger pot. Aside from that, my initial question
19 that I wanted to bring up, and again doesn’t need
20 to be addressed now but I think publicly needs to
21 be addressed at some point, we talk about
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1 allocating money to schools based on
2 demographics, specifically income.
3 Now the district has changed it’s free
4 and reduced policies for how you are identified
5 for that, the implications for that for this
6 formula, I think just needs to be out there very,
7 very, transparent discussion.
8 BOARD CHAIR COOPER: Commissioner
9 Kannam?
10 COMMISSIONER KANNAM: So, I just want to
11 call attention that I know we’re going to butt up
12 against, is not only the small schools, is I know
13 we want to figure out a way to diversify our
14 socio-economic balance within the system. By
15 doing that, having diverse socio-economic
16 schools, I know that they will flourish.
17 So, how we make sure that we can have
18 sustainable diverse socio-economic schools within
19 our system, because, guess what? Our pocket’s
20 bigger if we could attract, let’s say 5,000 more
21 kids to this system over the next 10 years. So,
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1 part of this is we’ve got to grapple with that as
2 well, and making sure that schools that are
3 diverse socio-economically that they can thrive,
4 as well.
5 DR. THORNTON: One way, Commissioner,
6 getting around that, getting the support, that
7 is, you set aside an enterprise fund that allows
8 schools to start up. But long term sustainability
9 would have to rely on the school. For example, if
10 we want a middle year’s IB program in Cherry
11 Hill, then the reality is that you can’t create a
12 new year start up IB program or Montessori
13 program like that because of the commitment going
14 in for the up front cost. Like building a new
15 project, it takes money to see the project move
16 forward.
17 Maybe we create an enterprise fund which
18 everyone has access to around development of
19 portfolio, so you have opportunities with the
20 thinking after the third year then actually have
21 sustain. There are many ways around it, if there
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1 is a willingness. All I’m saying is that if we
2 create an enterprise, I want everyone to have
3 access to the enterprise. You follow where I’m
4 going with this? But, it would be impossible to
5 do what we want and create schools, an immersion
6 school. It’s a very costly thing around,
7 certainly, bringing in and sometimes you’re
8 actually recruiting teachers from all over the
9 world, that’s going to take some money. At the
10 end of the day, potentially, what you would hope
11 is that after the third year, or a reasonable
12 amount of time, that school now can live on the
13 per student formula that actually comes off this
14 type of program. But when I take the enterprise
15 money, I’m lowering the base. You follow what I’m
16 saying, Ryan? Because it’s coming off the top.
17 You take some money sitting in a bucket, people
18 are going to draw out of the bucket. Some people
19 will have additional resources. I would call it
20 equity plus. I like that term, equity plus, to
21 start up the initiative.
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1 BOARD CHAIR COOPER: Commissioner
2 Casciani?
3 COMMISSIONER CASCIANI: But if you
4 started to think that way, maybe we could get
5 more people excited about coming in to Baltimore
6 schools, and we’d have more enrollment and the
7 number would go up and the pie would get bigger.
8 I think we have to start thinking that way.
9 DR. THORNTON: You’re right. High Tech
10 High is one that I’ve looked at a lot. I don’t
11 know if you’re familiar with High Tech High, it’s
12 really a national great program around the
13 country. I can’t start them on this basic
14 formula. It doesn’t work, they won’t come. It’s
15 just the reality. If I could create an enterprise
16 fund that they would have a start up cost, like
17 building a house, you’ve got do some things and
18 then you sustain the bills, maintain the house
19 over the years, that’s one thing. But you are
20 absolute correct.
21 COMMISSIONER CASCIANI: I think
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1 something like that points to, and it was in
2 Alyson’s presentation, we’ve got some really
3 innovative things coming out of charter schools.
4 I think the question we don’t ask often
5 enough is what are the list of schools that have
6 waiting lists? What lists, charter or not charter
7 and then ask why? Why is there a waiting list at
8 those schools? When we know the why, is it
9 because, I don’t know the why. I think I know,
10 but I don’t really know.
11 But it seems like we should do more of
12 that. Like where are the waiting lists, why are
13 there waiting lists, we should do more of that.
14 Enterprise funds could encourage innovation. So,
15 I just think we need to open up ourselves to
16 really think what our vision is now for charters
17 and how are we using them. What purpose do they
18 serve in the district?
19 I don’t think we’ve been very articulate
20 about that. We’ve boxed ourselves into a corner
21 where we have to talk about it around
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1 sustainability and funding, because we have to.
2 I think there’s another headline to the
3 conversation that’s about why do we value them?
4 They bring a lot to the district. They’re some of
5 our strongest schools, not all of them, but a lot
6 of them.
7 And, I think, Dr. Thornton, I appreciate
8 that you thanked the people who served on the ad
9 hoc committee. I think it’s worth pointing out
10 that this is really hard work to figure this out,
11 it’s been going on for a number of years, so
12 thanks back to Alyson, Ryan, and also I see Bobby
13 in the audience and Erika Brockman and Edward
14 Kowsky, and Helen Adkinson. These people, you
15 know, it’s not a natural act to start a school.
16 Really.
17 So, I think they deserve a lot of credit.
18 And, we can’t seem to get this right, but I think
19 it’s worth pointing out that these people deserve
20 a lot of credit and there is some other people in
21 the room who have served on the funding work
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1 group and the advisory group and people, we
2 really need to get it right this time and to do
3 it together because we cannot keep making these
4 people, all of you, spend all this time on this
5 topic. We’ve got to figure this out this year.
6 BOARD CHAIR COOPER: Commissioner
7 Hike-Hubbard.
8 COMMISSIONER HIKE-HUBBARD: I just want
9 to clarify. Enterprise funds, you don’t mean
10 enterprise (Inaudible. Several people speaking
11 over each other.)
12 In all seriousness, though, I heard
13 someone say, I want to be sure I’m clear about
14 this, if you have a formula, bring it forward.
15 It isn’t just about bringing another formula
16 forward. It’s about asking questions that need
17 to be answered. We’ll figure out what the
18 answers are. If there’s (inaudible) in any piece
19 of this, please bring it forward. Suggest how it
20 can be better or different, if you have a
21 formula, fine. Send it. But, I just want to be
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1 clear that we’re not asking for a full formula to
2 be sent forward.
3 BOARD CHAIR COOPER: Any other
4 questions?
5 STUDENT COMM. TOWNES: I have a quick
6 comment about charter schools. I am a product of
7 charter schools. City Neighbors Charter School.
8 The original one. I love charter schools. I
9 love that school. Personally, I think they do
10 great things.
11 BOARD CHAIR COOPER: Thank you. Any
12 other questions? All right. Thank you, Ryan.
13 DR. THORNTON: Thank you, everyone.
14 Good job.
15 BOARD CHAIR COOPER: We’re going to
16 return back to item 8.05, BCF waiver request,
17 which did not go by way of Consent. Can I have a
18 motion?
19 COMMISSIONER HASSAN: So moved.
20 COMMISSIONER KANNAM: Second.
21 BOARD CHAIR COOPER: Motion by
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1 Commissioner Hassan, second by Commissioner
2 Kannam. All those in favor, please raise your
3 hand. Oh, I’m sorry, we have to wait for Tina.
4 Item 13.01, DeJong Richter, rezoning feasibility
5 analysis. Hello, please introduce yourself.
6 MS. WASHINGTON: Lynette Washington,
7 Director, Facility Planning.
8 MR. PARKER: Jeff Parker, Director of
9 Procurement.
10 BOARD CHAIR COOPER: The Commissioner
11 that wanted you to present had to, unfortunately,
12 leave. But, what she wanted you to do what give
13 a brief description of what this is that we’re
14 voting on.
15 MR. PARKER: This was a request made by
16 the Chief Operating Officer for a one-year
17 contract with DeJong Richter to conduct a
18 citywide boundary feasibility study for the
19 development of a long-range school attendance
20 area adjustment plan. The contract term is
21 September 9, 2015 through September 8, 2016 for a
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1 total cost of $248,700. The purpose of the study
2 is to evaluate how the district’s school
3 assignments for elementary and PreK programs, the
4 consultant will use this data to develop
5 priorities, options and scenarios that will
6 efficiently align the school district to current
7 citywide demographics and enrollment trends, and
8 give consideration to districtwide utilization
9 targets.
10 BOARD CHAIR COOPER: Thank you. Any
11 questions? Can I have a motion?
12 COMMISSIONER HIKE-HUBBARD: So moved.
13 COMMISSIONER HASSAN: Second.
14 BOARD CHAIR COOPER: Moved by
15 Commissioner Hike-Hubbard, seconded by
16 Commissioner Hassan. All those in favor, please
17 raise your hands. Commissioner Hassan, Casciani,
18 Hike-Hubbard, Cooper, Kannam, Chinnia. Any
19 opposed? None abstain. Vote passes.
20 Let’s go back to 8.05, the BCF waiver
21 request. Can I get a motion, please?
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1 COMMISSIONER KANNAM: So moved.
2 COMMISSIONER HIKE-HUBBARD: Second.
3 BOARD CHAIR COOPER: Moved by
4 Commissioner Kannam, seconded by Commissioner
5 Hike-Hubbard. All those in favor, please raise
6 your hands. Commissioner Hassan, Hike-Hubbard,
7 Cooper, Kannam, Chinnia. Opposed? Seeing none,
8 recusals? Commissioner Casciani. Waiver request
9 passes, 5 to 0 with one recusal.
10 Item 15.01, Catapult Learning. Can I
11 have a motion?
12 COMMISSIONER HIKE-HUBBARD: I’d like to
13 make a motion that we extend the current contract
14 for 35 days for further investigation.
15 BOARD CHAIR COOPER: Do we have a
16 second?
17 COMMISSIONER CASCIANI: Second.
18 BOARD CHAIR COOPER: Motion made by
19 Commissioner Hike-Hubbard, seconded by
20 Commissioner Casciani. All those in favor,
21 please raise your hands. Commissioners Hassan,
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1 Casciani, Hike-Hubbard, Cooper, Kannam and
2 Chinnia. Vote passes, 6-0.
3 All right. I’m going to turn to my Board
4 Executive for our last item. So, that was the
5 last item of the evening. Our next meeting will
6 be in this room, September 22nd at 6:00 p.m. Can
7 I have a motion to adjourn?
8 COMMISSIONER CASCIANI: So moved.
9 COMMISSIONER HIKE-HUBBARD: Second.
10 BOARD CHAIR COOPER: All those in favor?
11 Passes, 6-0. Meeting is adjourned. Good night.
12 (PROCEEDINGS CONCLUDED AT 8:15 P.M.)
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1 STATE OF MARYLAND
2 SS:
3 I, Dawn L. Brown, a Notary Public of the
4 State of Maryland, do hereby certify that the
5 aforegoing transcript of a Baltimore City Board
6 of School Commissioners proceeding was
7 transcribed under my supervision as herein
8 appears and is an accurate transcript of what is
9 recorded and audible on the cassette.
10 I further certify that I am not of
11 counsel to any of the parties, nor an employee of
12 counsel, nor in any way interested in the outcome
13 of this action.
14 As witness my hand and notarial seal this
15 15th day of September, 2015.
16
17
18 ______________________
19 Notary Public
20
21 My commission expires September 21, 2018
