The Board of Education of Charles County on Monday, Feb. 26, 2018 held a town hall meeting for support staff. About 20 employees participated in the discussion. The following are the top issues presented at the Support Staff Town Hall, with responses summarized by Charles County Public Schools (CCPS) staff.  Issues are included below in boldface type.

Student data technicians are paid on the secretarial scale, but the position includes data analysis and is more technical than the secretary role. Although they are paid on the secretary scale, there is no professional development offered to data technicians. Additionally, user roles in Synergy, the new student information system, are not clearly defined. Data staff at schools manage different aspects of the system and points of contact are not outlined.

Staff is currently working with the Office of Human Resources to evaluate current pay scales for positions. Support staff pay scales are evaluated by staff annually, and adjusted with the availability of funding and through negotiations with the American Federation of State, County and Municipal Employees (AFSCME) union. In 2017, staff was able to negotiate with AFSCME a 2 percent cost of living adjustment (COLA) for all classified scales and grade increases for eligible employees. The adjustment was made across all support staff pay scales. During annual negotiations, AFSCME members work with staff to negotiate appropriate compensation for all support staff members, including student data technicians.

The CCPS Office of Accountability serves as the central point of contact for student data technicians and Synergy, the new student information system. Synergy launched at the start of the 2017-18 school year and Office of Accountability staff worked with principals to develop user role assignments. Staff who manage data in Synergy have participated in several trainings this school year, with the latest training taking place on March 12 about master schedule use. Additionally, staff in the CCPS Department of Student Services worked with Office of Accountability staff to determine appropriate user roles and to identify staff who need system access. A principal or department supervisor can request Synergy access for a staff member at any time, and can modify a user role at any time.

Behavior among students at schools is becoming increasingly more disrespectful and takes away from instructional time. Consequences are minimal and students are able to demonstrate verbal, physical and destructive behaviors. There is a lack of negative outcomes for negative behaviors for students, and it creates a domino effect among children. One staff member indicated she has anxiety and fears about coming to work because she is concerned for her safety.

Behavior concerns among students is a priority for the school system. Staff is working to implement programs such as Aspire, Parent Shadowing and the In-school Intervention Program.  Since all of these programs are in their first year, it will take time for full implementation and data collection to show positive results. In addition, training has been implemented and will be planned in the future for consistent implementation of the behavior matrix as well as training on building relationships and dealing with disruptive students. The last professional development opportunity for instructional assistants was a successful conference on dealing with behavior issues. Consequences for behavior are decided upon by the school administration and are based on the individual student as well as the behavior matrix. Any staff members who have anxiety and fear about a student should speak immediately to the school administration. 

All students should be held accountable for their behavior.  While some behaviors are able to be managed effectively in the classroom, staff are encouraged to bring more serious behaviors to the attention of school administrators.  Consequences are student specific and factors such as the age and developmental level of the student, intent and impact of the behavior and the student’s particular disciplinary history are all considered in determining disciplinary action. When appropriate and possible, teaching of more appropriate positive behaviors is encouraged.

Instructional assistant (IA) pay is low and Charles County Public Schools is losing dedicated assistants to better paying jobs. Several in attendance echoed this concern and indicated they were living at poverty level. Instructional assistants do more than what is required of them with students and deserve better pay.

Low pay for instructional assistants is also a concern for Superintendent Hill and her staff. The budget-planning model again this year proposes additional pay increases for all support staff employees.  Last year, AFSCME and the Board of Education negotiated a 2 percent COLA for all AFSCME employees. The COLA is a way to increase salaries for all employees since those at the top of their salary scale also receive an increase. Superintendent Hill and her staff plan to work with AFSCME staff next school year to study the salary scales and make suggestions and recommendations for improvements.

Instructional assistants should be allowed to follow the teacher’s schedule concerning two-hour early dismissal days. Teachers often leave the building, but IAs have to stay and work the entire day. This is viewed as unfair. Additionally, IAs with an associate’s or bachelor’s degree do not receive a pay raise.

Instructional assistants should contact John Groat to include this initiative as part of AFSCME negotiations. Teacher work schedules are determined through negotiations between the Board of Education and the Education Association of Charles County (EACC). Instructional assistant schedules are governed through negotiations between the Board of Education and AFSCME. 

If an instructional assistant earned an associate’s degree or a bachelor’s degree, they are responsible for contacting the Office of Human Resources to provide documentation so that additional pay can be assessed.

Raises for staff are necessary, but the Board should also explore other ways to help employees balance work life, such as compressed schedules, alternative work locations and also use current employees to fill openings. Conditional contracts are not necessary when CCPS has employees who can fill teaching vacancies. The new employee orientation process was also discussed and town hall participants voiced concerns over too much information being provided up front to new staff.

Office of Human Resources staff launched a strategic initiative in December 2017 that includes a comprehensive review of employee orientation processes to make improvements. Human Resources staff evaluate all applicants for available positions, a process that includes exploring the use of current employees who meet criteria and have the necessary qualifications and work experiences for available positions.

New technologies present challenges for some staff. Staff members and others who moderate trainings move too fast for those who need additional time to process information, especially when demonstrating how to use new computer applications and programs.

Learning about a new technology can be challenging for anyone, especially those needing more time to process what he or she learns. The concern and feedback received from staff at the Town Hall will be used to plan for future technology training sessions where we can remind those presenting to allow for more processing time.  As a reminder, facilitators may not always know they are going too fast so as best practice, employees should ask questions during the sessions and complete the end of training survey. The survey is a good place to ask follow-up questions or get extra help from the instructor. Employees should also let their supervisor and/or school administrators know of an interest in follow-up training. 

CCPS staff also are looking into providing alternative training options such as web-based training where participants can learn at their own pace. CCPS staff plan to incorporate additional time when planning future professional development opportunities. The next training for instructional assistants is scheduled for April 25.  The topic will be technology and participants will be able to select the topic they are most interested in learning more about. Time will be built into the sessions for practice and implementation by the participants.

Has the Board of Education and CCPS thought of developing a set of conduct guidelines when dealing with parents? Often times parents are disrespectful of school staff and get out of control. Staff are looking for policies or rules that outline guidance for staff when parents become problematic or threatening.

Any CCPS employee who encounters an issue with a parent, student, volunteer, colleague or any other school visitor should immediately contact a school administrator or department supervisor for assistance. School resource officers can be utilized in helping staff to work with problematic visitors or conflict situations. Staff members are encouraged to immediately ask for assistance from a school administrator or the resource officer if they are ever in a situation where they feel unsafe and/or threatened.

There is still concern among IAs of their use as substitutes. Many work in specialized programs and when they are pulled, it hurts student progress. Additionally, students are not respectful to substitutes and when IAs substitute, they have no access to Synergy to take attendance. Some schools allow IAs Synergy access while subbing, and others do not provide access. They are not able to take attendance because they cannot access the new system, and are not able to complete referrals in the system due to no access. Substitute coverage is lacking in certain schools because of continuous behavior issues.

All instructional assistants have access to a Synergy password that should be utilized when taking attendance. CCPS staff continuously meet to discuss ways to improve the recruitment and retention of quality substitute teachers. In the past year, Office of Human Resources staff improved substitute training, increased substitute pay and offered an incentive for teachers to substitute on their planning time. Students, however, must have a quality “teacher” when staff is out. Instructional assistants are often the best person to provide a quality day of instruction even though staff are aware of the conflict it causes. Principals have been instructed to rotate the coverage schedule so no one instructional assistant is relied upon more often than others. In addition, CCPS executive staff are meeting with principals to discuss the needs of a regionalized program. In the future, substituting will be part of the essential job functions when instructional assistants are hired.

Temporary IAs are not given years of service credit. When a temporary employee, such as an instructional assistant, is hired in a permanent position with CCPS, they are not given credit for their temporary service.

Currently, temporary instructional assistants are receiving credit for years of service as a temporary IA.  This practice was changed a few years ago therefore staff should call the Office of Human Resources with specific questions about their salary levels.

Secretarial staff present at the meeting expressed concern over the lack of support in school main offices, and the need for additional secretaries. Students are reportedly sent to school main offices with behavioral issues and there is not enough staff to monitor these students and manage the phones, visitors, teachers in need of help, etc.

At the end of each school year, CCPS staff review the needs of each school, building and center to determine needs for additional supports. Through an extensive staffing process, staff determine additional needs for the coming school year and work to ensure all schools, centers and buildings are equally staffed to support projected student enrollments and staff member totals. At any time throughout the school year, school administrators and department supervisors can submit requests for additional staff needs through the Applitrack system. In order to ensure equity among schools and departments, a CCPS staffing committee reviews all requests.

Support staff are concerned about their ability to attend meetings for the American Federation of State, County and Municipal Employees (AFSCME). Staff questioned what the AFSCME union does for them and what members should value.

Most support staff members are eligible to join AFSCME and pay required dues; however, the negotiated agreement between AFSCME and the Board of Education applies to all CCPS support staff employees. A copy of the negotiated agreement in place for the current school year, 2017-18, is posted on the CCPS website at http://www.ccboe.com/myccps/images/pdfs/documents/AFSCME2017-18.pdf. AFSCME members who pay dues are eligible to attend monthly meetings held after work hours and participate in discussion among members.

Support staff members who are interested in learning more about AFSCME, including how the union uses paid dues to support its functions, should contact John Groat, AFSCME president, at This email address is being protected from spambots. You need JavaScript enabled to view it.. AFSCME board members are volunteers and not permitted to conduct union business during their work hours. Interested support staff members can learn more about AFSCME at https://www.afscme.org/.

IAs who work in Title I schools are required to have additional training, including an associate’s degree or a ParaProfessional certification, but are paid the same as employees in the same position at non-Title I schools.

There is no pay differential for teachers or instructional assistants working in Title 1 schools.  Instructional Assistants are eligible for pay increases if they receive advanced degrees or pass the ParaProfessional exam.

Safety concerns were raised among maintenance and operations staff who travel from building to building and are not aware of possible lockdowns or other safety situations.

Maintenance and operations staff have been advised to check in at the main office as their point of access into a building instead of entering a side or back entrance with their swipe access cards. This ensures they will know whether a building is under a lockdown or conducting a drill. 

Technology staff, including computer analysts (CAs), are not paid enough and the department experiences constant turnover. Staff with technology backgrounds often leave for better paying jobs. This is problematic because there is constant training of new staff and current CAs are required to handle new training while managing ongoing equipment repairs, help desk requests and demonstration of technology in classrooms for staff who are not aware of how to use it.

The CCPS technology department has addressed pay issues among staff by creating leveled positions. The department has Computer Analyst I, Computer Analyst II, Computer Analyst III, Network Engineer, Network Engineer II and Lead Network Engineer positions to enable for growth within the department. The technology department also employs computer interns to assist computer analysts who are assigned to support multiple schools. Technology staff is currently working with the Office of Human Resources to evaluate current pay scales for positions.

The following is a compilation of the common issues discussed with the Board at the Jan. 22, 2018, meeting. Staff will continue to research and respond to comments.

School counselor

A teacher expressed concerns about the need for more counselors at Ryon. She said there are nearly 800 students at Ryon and many have behavioral issues.

Response: Alicia Jones, supervising school counselor, said the state recommendation is one guidance counselor for every 250 students; however, Charles County Public Schools (CCPS) does not have the funding to meet this recommendation.

Grading practices

Varying grading policies at schools were mentioned as a concern, especially at schools that cap an “F” grade at 50 percent. Teachers questioned why they are not allowed to “fail” students below 50 percent. Many teachers are worried about the message this sends to students and not making them college and career ready.

Response: Superintendent Kimberly Hill explained that there are 10 points between an “A” and a “B” grade, or a “B” and a “C” grade. She asked why there should be 59 points between an “F” and an “F?” Deputy Superintendent Amy Hollstein briefly shared research conducted by a workgroup on the grading policy, which is working to develop a standard recommendation. The committee has been convening for more than a year. Mrs. Hollstein also said many safeguards are in place to ensure that all students earn the right to graduate.

Teacher workload

One concern is that new teachers have “too many preps a day (up to six);” heavy workloads; and are assigned the “bad” students.

Response: Board Member Margaret Marshall shared her experience as a new teacher where she was only required to teach one prep. She said that it is “unconscionable” for new teachers to have to teach that many preps.

Other teachers expressed concerns about teacher workload; constant changes in curriculum; inability to mentor other teachers due to curriculum changes; and how teachers are selected to help write curriculum.

Response: Meighan Hungerford, acting director of elementary schools, shared how staff uses input gathered from teachers in selecting curriculum.

Curriculum concerns

A teacher expressed concerns about low math scores at Indian Head; no program in place to assist students in math and reading resulting in teachers having to create their own programs; having to work additional hours beyond the school day; and new teachers leaving. She questioned if there is a math curriculum in place.

Response: Board Vice Chairman Abell referred her to the school system website.

Teacher morale

A number of teachers expressed concerns about teacher retention and morale. They recommended that the school system focus on developing good customer service skills based upon being “firm, fair and consistent.”

Concerns include teachers wanting to leave the teaching field but being unable to afford to do so; teachers having to serve breakfast to students in the classrooms instead of students going to the cafeteria; breakfast food being wasted by students; principal turnover at a school (Benjamin Stoddert Middle School); the need for school system administrators to define school culture; the unpreparedness of some students; the need for more highly effective teachers as opposed to conditional, uncertified teachers; and the need for incentives and stipends for teachers.

Other teachers expressed concerns about teacher support and retention; new teachers being overwhelmed by workloads; collapsed classes; poor morale; not enough substitute teachers; the need for more support for new teachers; overworked mentors; larger workloads; student discipline issues where teachers are being injured while attempting to break up fights; the need for more protection for teachers; and for staff to address a shortage of substitute teachers as a result of student discipline issues.

BYOD policy

BYOD causes concern among some teachers who would like the policy reviewed. Teachers expressed concern about the school system’s Bring Your Own Device (BYOD) policy and how it has created a “disconnect” in the school system. Some teachers have difficulty enforcing the rules and problems arising such as sexting and cyberbullying. A teacher said students need to be taught safe Internet practices.

Other concerns included students texting and posting fight videos, despite the BYOD policy and teachers’ privacy rights. Teachers asked the Board to enforce the rules in the Code of Student Conduct.

Teacher salaries/benefits

Teacher salaries; no cost-of-living adjustment since 2009; the diminishing salary scale and how the value of salaries are decreasing were among teacher concerns.

Professional development

There was a comment about the lack of professional development for student services and a plea for more development in this area.

Facilities issues

A teacher asked that the air return problem in the counseling suite at La Plata High Schoolbe fixed because it is causing “noxious fumes” to flow through the suite.

Response from Supporting Services: Last year Supporting Services staff made modifications in and around the mechanical room at La Plata. These modifications included ensuring all ductwork for the heat pumps were properly sealed along with modifying the generator exhaust and fuel tank vent piping. Since performing these tasks we have not experienced any problems with odors in the guidance area. Mr. Swann, building manager of La Plata High School, has confirmed that no issues have been reported this year.

Project Lead the Way competition

A Project Lead the Way teacher questioned why the PLTW program is not available at North Point High School. If so, students would not have to apply for the engineering program at North Point and more students could enroll in the PLTW program at individual high schools. Schools are losing students to North Point, and this year the teacher said he potentially lost 15 ninth- graders from his school who applied to and were accepted into programs at North Point.

Budget concerns

There is a disconnect between the Board and county commissioners about the school system’s budget. A teacher suggested that the Board hold extensive town halls about the budget and to have a more aggressive social media campaign that emphasizes why the commissioners should fully fund the budget.

Discipline

Student discipline was the most discussed topic at the Town Hall. Teachers complained about being assaulted by students and the incidents are not being taken seriously by the administration.

It was suggested that the tardy policy be reinstated as it gives teachers “power” to encourage students not to be late to class.

One teacher questioned the ineffectiveness of the Positive Behavioral Intervention Supports and Restorative Practice programs in controlling student behavior. He said he is “disheartened” with the education profession.

Student/staff support

An art teacher expressed the need for opportunities for specials teachers to collaborate as there is usually, especially at the elementary level, only one for each specials class like physical education, art and music.

Additionally, it was suggested that stress created by post testing creates a need for the school system to provide training for students who are depressed and for those who are survivors of suicide attempts.

Suggestions for consideration

Additional suggestions included providing identification badges for students to guard against anonymity and intruders; instituting programs that teach students respect and responsibility by getting to the root causes; and providing orientation for new teachers who are hired later in the school year.

A teacher briefly highlighted concerns and recommendations relayed to him from multiple teachers pertaining to the Discipline Matrix; promotion requirements/social promotion; educational accountability; insufficient instructional resources for co-teachers and instructional assistants; equivalent time for core content classes; teacher workloads; Synergy for elementary schools; use of facilities/performance spaces; and qualifications of evaluators. Below is a copy of a topic paper, including feedback, concerns and issues as well as suggested solutions.
Topic Paper 

 

The Board of Education on Feb. 27, 2017, held a town hall for support staff. About 20 employees participated in the discussion. The following are the top issues presented at the Support Staff Town Hall as summarized by John Groat, president of the American Federation of State, County and Municipal Employees (AFSCME) and Board Chairman Michael Lukas at the end of the meeting.

Top issues (noted in bold type) at the Support Staff Town Hall include:

Lack of COLA for support staff - Many long-time staff members have not had a raise since 2009 since they are ineligible for STEP and Scale increases, and they have not received a COLA.

• Support staff on level 30 and above who were not eligible for a step and/or grade increase received a 1 percent COLA in 2015-16. Additionally, all employees received a $1,000 stipend in 2014-15.
• In FY 2014, classified employees on steps 16 and above received a $300 one-time salary adjustment.
• In FY 2013, employees not eligible for a STEP received a one-time payment of $1,000 and employees on STEP 16 and above received a 2 percent COLA.
• In FY 2012, classified employees not eligible for a STEP received a one-time payment of $1,000.

Pay scale – Charles County Public Schools (CCPS) has the lowest pay scale for classified staff in the state.

• On a statewide level (24 districts), based on average hourly rates, CCPS ranks eighth for food service manager and food service worker salaries, while building service workers ranked ninth.
• Based on the Maryland Negotiation Service (MNS), CCPS building service workers have the fourth highest earning potential in the state.
• CCPS maintenance staff average hourly wage when compared to the Charles County prevailing wages rates in similar job functions, is $28.26 to $30.82 respectively.
• On a regional basis, CCPS ranks second (of three counties) for the positions referenced above. When compared with Maryland school districts of similar size, CCPS ranks first for food and building service workers and second for cafeteria managers.

Sick leave – Support staff went from 3.4 hours of sick leave per pay to 2.8 hours per pay period.

• CCPS fiscal services staff regularly performs internal audits to ensure compliance with fiscal policies, employee contacts and payroll. During one of these audits, it was discovered that 10-month support employees were being paid more sick leave than they earn based on the number of months they work. Support staff, under the AFSCME contract, earn sick leave at the rate of one day for each month of completed service, to be accrued bi-weekly. Ten-month employees were receiving 3.4 hours of sick leave bi-weekly, which was higher than the amount accrued. In fiscal year 2015, the hours were reduced to 2.8 per pay period to correct the overpayment and to allot 10-month support staff with the correct amount of sick leave per the negotiated agreement. None of the accrued excess leave was taken from the employees.

Substitute program – Staff voiced numerous complaints about media center, special education and kindergarten instructional assistants (IAs) constantly being pulled to substitute as teachers in classrooms. They are not paid a teacher’s salary and their work piles up when they are filling in regularly in other areas.

• CCPS has more than 800 active substitutes in the system. Last-minute call outs and hard-to-fill positions (i.e., special education, math, science, etc.) are the largest reasons for substitute shortages in schools. When building administrators are unable to fill positions, they must use all available resources, including reassignment of staff.
• Human Resources is researching historical data, including use of subs and positions left vacant, to determine criteria for possibly providing permanent subs at some locations.
• Differential pay associated with providing substitute coverage is a mandatory subject of negotiations and can be addressed through the collective bargaining process.

Secretarial – Elementary schools need a third secretary in the office. The work is too much for two people. The daily distractions of answering the phone, opening the door, and parent and student issues keep secretaries from being able to keep up with registrations and other daily work.

• Requests and supporting documentation for additional staff are submitted via the Applitrack system and are reviewed by a staffing committee in order to ensure equity among the schools/departments.
• Superintendent Kimberly Hill has formed a committee to review the elementary school secretary suggestions and to present recommendations.

Food service – Many food service personnel are required to perform the duties of financial secretaries but don’t receive the same pay as financial secretaries. Please check on the disparity of pay between financial secretaries and food service personnel who are required to do accounting work.

• A process exists for CCPS employees to request a reclassification of their salary placement based on job duties and responsibilities. Such a review was recently completed for certain food service positions and reviewers determined that a reclassification was not justified. While some of the job responsibilities were similar to those of a financial secretary, the food service job responsibilities are not equivalent nor do they exceed those required of a financial secretary.
• The average salary for food service accounting assistants is $26.15, which is above the 80th percentile when compared to 12-month financial secretaries’ hourly wages. The average hourly wage for 12-month secretaries is $21.64.

Classes and reimbursement – Some employees indicated they are not getting reimbursed for required training and not eligible for tuition reimbursement because they take non-credit courses. Additionally, some people receive repayment for classes and tests while others do not.

• Article 22 of the collective bargaining agreement between AFSCME and the Board of Education does allow for reimbursement of job-related coursework. Whenever possible, CCPS works with the service provider to arrange direct-billing so that employees do not have to pay for coursework up front. Article 22 states: Unit members shall be reimbursed for college credit at the rate of up to $2,225.00 per year or the actual tuition cost, whichever is less. Specialized training will be reimbursed at an equivalent rate of one semester hour per 14 hours of classroom instruction. The courses must be in a job-related area and have the approval of the Superintendent or his or her designated agent prior to enrollment in the course.
• If you have paid for a work-related class and did not receive reimbursement, please contact Human Resources for a review.

Recruitment — Where does CCPS recruit? Why are there so few minority employees and teachers?

• In 2015-16 CCPS attended 42 college/university job fairs in 15 states (Maryland, Virginia, North Carolina, Florida, Pennsylvania, Texas, Michigan, New York, Ohio, Delaware, Illinois, Indiana, Missouri and West Virginia). 29.4 percent of new teachers hired for 2016-17 are teachers of color. Documents, containing the Human Resources Office annual staffing presentation to the Board of Education, are posted on this page.
• Last school year, CCPS recruited at the following Historically Black Colleges and Universities:
  • Alabama State University
  • Hampton University
  • Howard University
  • University of Maryland Eastern Shore
  • Morgan State University
• CCPS’ teacher workforce is 24 percent minority, higher than the national average of 17 percent.
  • Teachers – Teachers need more sensitivity and diversity training.
• All CCPS employees receive diversity awareness training on an annual basis.

On March 6, 2017 the Board of Education conducted a Town Hall for teachers. Twenty-five certificated staff members participated in the forum.

The following are the top issues noted at the Teacher Town Hall and Charles County Public Schools (CCPS) actions/responses.

Discipline – Teachers say they are being threatened by students, and some fear for their safety. Speakers do not feel there are enough consequences for students who cause disruption and Charles County Public Schools (CCPS) has lowered its standards. Teachers believe that new state rules dilute the Code of Student Conduct and discipline options. Students temporarily assigned to the Robert D. Stethem Educational Center need interventions to teach them coping skills to use when they return to their home school. There is a need for alternatives to suspensions. Some teachers tell them that they have been told to cut down on suspensions.

Student discipline is an issue that the administration and staff are committed to finding solutions for both students and teachers. There is no directive to principals to not suspend children. However, 10 percent of teachers and principals’ evaluation is the Schools Making a Difference (SMAD) Index. This index counts for 10 points out of a total 100-point evaluation. The portion related to suspensions (within SMAD) counts for less than a half of a point of the 10-point SMAD Index. Out of the 100-point evaluation for teachers and principals, the suspension data counts for 3/10 of a point. Suspension data for each school is compared to that school’s data from the previous year.

• Providing safe and orderly environments in our schools is a priority. CCPS attendance rates show most students are coming to school. Superintendent Kimberly Hill recently met with her High School Advisory Council and the students told her out-of-school suspensions do not work or help with behavior. We, as the adults, need to remember safe and orderly is one thing and disruptive and disrespect is another. If we suspend students for a couple of days, they don’t learn. CCPS, in collaboration with teachers, is working on implementing measures that look at appropriate alternatives.
  
  
• Last school year, CCPS hired two additional behavior specialists to support teachers and principals with students who are having behavioral issues. These individuals are working closely with the Deputy Superintendent’s Office to provide a proactive approach instead of reacting once a child has reached a critical point.
  
  This school year, CCPS adopted several new programs and practices to address discipline issues at each level. Early data from the four programs is promising and schools are experiencing a reduction of out-of-school suspensions and repeat offenders. The programs include:
  
  
  • Aspire as a pilot at two elementary schools —J.C. Parks and J.P. Ryon. Aspire is designed to provide a data-driven, highly structured, safe and positive classroom environment for students who demonstrate persistently maladaptive behavior like physical aggression, elopement and self-injury, that hinders their ability to access academic curriculum as well as disrupts their peers’ learning.
    
    
  • High schools have developed therapeutic in-school intervention programs that help students work on problem-solving, decision-making and conflict resolution while they continue to complete academic assignments.
    
    
  • Parent shadowing, which was a Board-suggested program, offers a disciplinary alternative to traditional suspension for nonviolent, abusive behavior. Instead of sending a child home, the student’s parents spend a portion of the school day side-by-side with their child. CCPS is piloting the program at seven schools, and based on its success, is opening the program to all interested schools the second semester.
    
    
  • Restorative practices offer relationship building with staff and students while holding offenders accountable for their actions by involving them in face-to-face encounters with people they have harmed. This past summer, 170 staff members from 23 schools trained in restorative practices and all middle schools implemented the program this year. The goal is for full implementation across the school system by the 2019-20 school year.
    
    
  • CCPS has an ongoing committee, led by the department of special education, in collaboration with the department of student services, to address issues with student behaviors and to meet Maryland State Department of Education (MSDE) expectations regarding student suspensions. This committee includes stakeholders from school administration, instruction, multicultural education, school counseling, school psychologists, special education and building administrators. The identified goals of this committee are
    
    
    • to reduce the overall rate of student suspensions, especially African-American students and students with disabilities;
      
      
    • to improve teacher/student and administrator/student interaction through relationship-building and increasing cultural competency;
      
      
    • to increase teacher and administrator capacity in managing challenging student behaviors at the classroom and building levels through strengthening Positive Behavioral Intervention and Supports (PBIS) and the implementation of school-based professional development that focuses on effective classroom management techniques; and
      
      
    • to improve the consistent use of evidence-based instructional techniques that will increase student engagement, thereby decreasing inappropriate student behaviors.

This committee continues to meet weekly.

Lack of appreciation – Teachers said there is a general feeling of lack of appreciation. An example was given of not receiving recognition for milestones, like years of service, that create this type of feeling.

• The school system has a number of programs and ceremonies to honor and recognize employees for their service. There is an annual Years of Service ceremony, which honors employees for 25, 30, 35 and 40 or more years of service. The Board of Education recognizes exemplary employees at each Board meeting throughout the year. Individual schools also host recognitions for their employees. If teachers have ideas for ways principals can increase the feeling of appreciation, we ask that you share them with your administration as well as the Superintendent. We appreciate and celebrate the difference our employees make in the lives of children.
  
  
• Supervisors are provided with certificates of recognition to present to employees who reach five, 10, 15, and 20 years of service.

Retention of professionals – The school system needs to work on retaining speech language pathologists (SLP). SLPs provide great services for children and are a good return on the school system’s investment. SLPs bring in revenue through billing. SLPs need substitutes occasionally so they can have a day to complete mandated paperwork.

• CCPS continues to work hard to obtain funding to provide increases for our employees and ways we can encourage all of our trained professional staff to remain in Charles County. Hiring quality people and keeping them is a priority for the Board and Superintendent.
  
  
• CCPS hired an SLP floater to provide case management time and substitute coverage so SLPs are able to complete paperwork and alleviate the need to make up missed speech sessions due to SLP illness. CCPS is also streamlining its medical assistance billing through the use of a third-party billing system, which will reduce the amount of time SLPs spend on billing.
  
  

Equity in staffing at schools – There is no equity in staffing. A school with 900 students gets the same level of staffing as a school with 400. There are inconsistencies. Specials teachers in a large school are only able to meet with kids once every six days, which does not allow teachers to provide consistent instruction.

• A staffing committee looks at the allocation of teachers and staff in each school and building. The committee is looking now at reallocating teachers for the next school year based on student populations. Allocating more staff for one building means taking staff from another building. Dr. Hill said that is the difficult part, and the committee struggles when making these decisions.
  
  

Growing English as a Second Language (ESOL) population – Some schools share an ESOL teacher, which is particularly hard during testing. The children need their accommodations, and something needs to be implemented during testing time that does not result in just free time for these students.

• Last school year, the Board of Education requested funding for six teachers, one instructional assistant, one outreach facilitator and one resource teacher. The requested budget included three new ESOL positions, two teachers and a resource teacher. The school system received funding for two new ESOL teachers, one resource teacher, an outreach coordinator, and three bilingual instructional assistants this school year.
  
  
• CCPS continues to have the fastest growing English Language Learner (ELL) population in the state. It is challenging to keep the staffing numbers in line with the ELL population growth, especially at the high schools. The fiscal year 2019 budget includes a request for five additional instructional assistants for ELL. Additionally, the Superintendent’s proposed FY19 budget includes funding for anticipated student enrollment growth and to reach a 25-to-1 student-teacher ratio at all levels.

Extracurricular stipends – Charles County coaches, in comparison with other counties in the state, receive the lowest stipends. Head coaches make about $2,500 less when compared to their counterparts across the state. The lack of funding diminishes the quality of coaching. It was also mentioned that performing arts teachers need better stipends.

• The school system regularly reviews all of its pay scales and looks at how CCPS compares to other jurisdictions. Any compensation changes must go through negotiations, and the EACC regularly brings a review of extra-duty pay. However, funding for compensation has been tight over the past eight or nine years, and priority has been given to step and scale increases and employee salaries when funding has been available.
  
  

Testing – Testing students, such as Life Skills students who receive a certificate rather than a diploma, has little to no value. The time taken to prepare the students for the test and to take the test could be better spent teaching them skills they can use.

• CCPS staff has advocated to members of the General Assembly to change the state requirements for testing some categories of students with disabilities. The Individuals with Disabilities Education Act (IDEA) of 2004 states: "All children with disabilities must be included in all general state and districtwide assessment programs. Children with disabilities are provided appropriate accommodations and alternate assessments as defined by their IEP." CCPS and the state of Maryland are required to follow all aspects of the IDEA, including student participation in state and local assessmentsCCPS staff has advocated to members of the General Assembly for changing the state requirements for testing some categories of students with disabilities.

Promotion policy – A high school teacher said she learned during a recent meeting with feeder middle schools that elementary and middle schools are not allowed to hold a student back or give a score lower than a D. She questioned what happens when middle schools receive sixth graders who are reading four years below grade level. Additionally, she said kids in middle school are not required to pass all classes and teachers’ evaluation are tied to these students who are not required to pass certain classes.

 

• Board Member Virginia McGraw responded that is not a CCPS policy. She said she was a principal for 16 years and students were retained all the time. It takes a lot of work and documentation, but it is done.
  
  
• CCPS closely monitors retention decisions in elementary and middle school as research shows that retention of students at any level does not lead to student success. At the elementary and middle school levels, the decision to retain a student is made only after all other supports have failed and is recommended only if retention is in the best interest of the student.
  
  
• In 2016-17, CCPS created a Middle School Audit Committee, composed of instructional and student support staff, that meets with school-based administration and counseling staff in the spring to review the supports that failing middle students have received and to assist the middle schools in making the decision to retain or promote a student.

Engage Teacher Academy of Maryland (TAM) students – Train graduating TAM students to be substitutes so when they are on their college breaks they can substitute in the schools.

 

• This is a great idea suggested during last year’s town hall meeting. CCPS implemented TAM substitute teacher training on May 19 for all TAM seniors. Additionally, CCPS offered free fingerprinting once students passed the substitute certification test. There is a training April 30 for this year’s TAM seniors.
  
  
• Thomas Stone High School plans to reinstate the TAM program next school year, offering the first course in the four-course sequence. Henry E. Lackey High School is exploring the possibility of reinstating its TAM program in the 2019-20 school year. Five high schools already offer TAM.

Online training/calendar issues – Use more online training to provide professional development for teachers. This would provide teachers more time to plan and do paperwork on professional development days and possibly free up days to restore spring break. Use early dismissal days for open houses and back-to-school nights. High school teachers start their day at 7 a.m., and staying until past 8 p.m. on these days is a hardship.

• A calendar committee meets annually to develop the calendar and will do so again this year. Last year, the committee studied the new restrictions on the calendar — to start after Labor Day and end by June 15 — along with the necessity to build in emergency days. There is little room to vary the calendar or add days to spring break.
  
  
• CCPS offers limited online training opportunities for employees. CCPS must compensate teachers for the time they invest in online staff development, so CCPS would have to evaluate if there is a time-saving benefit to more online training. Staff development days are a negotiated item, requiring an agreement to change the number and use of these days.
  
  
• Some schools schedule open houses on early dismissal days; however, when conferences are only scheduled in the afternoon, it places a hardship on working parents, who we want to involve as partners in their child’s learning. Principals are working to create a balance to make sessions meaningful and more convenient for both parents and teachers, and welcome input from teachers.
  
  

Mentoring – Consider mentors for staff teaching specials. New specials teachers face unique hurdles when they are teaching in a building where no one else teaches their subject matter.

• CCPS hired 24 mentors for the 2017-18 school year, which is an increase of two from last school year. Mentors are an additional instructional support for teachers in their first years of teaching. They provide ongoing observations and instructional feedback and build a supportive relationship with new teachers. Additionally, all new teachers are invited to six evening professional development workshops offered in both the fall and spring.
  
  
• In addition to mentor coaching during the school day, experienced teachers are available to mentor new teachers after school. Both the veteran and the new teacher receive a stipend.
  
  
• Content specialists visit classrooms throughout the year and are available to provide mentoring specific to curriculum and content areas. Principals and members of the instructional leadership team (ILT) monitor instruction and support new teachers with school embedded professional development using substitutes and stipends. All new teachers have opportunities to observe a master teacher and to have the master teacher observe them.

Bring Your Own Device (BYOD) – What is the policy, who can use electronic devices for class and how can a teacher get the technology to use in a classroom?

• The school principal determines if BYOD will be utilized. All schools now have the infrastructure to implement BYOD.
  
  

Recruitment of minority teachers – Teachers would like to see an expansion of minority recruitment at top black colleges and universities. Additionally, a suggestion was made to expand the Minority Achievement office.

• In 2016-17, CCPS attended 38 college/university job fairs in 14 states (Maryland, Virginia, North Carolina, Florida, Pennsylvania, Texas, Michigan, New York, Ohio, Delaware, Illinois, Indiana, Missouri and West Virginia). Additionally, CCPS hosted six job fairs and screened more than 1,500 applications for teaching positions.
  
  
• 35.6% of new teachers hired for 2017-18 are diverse. The CCPS teacher workforce is 21.1 percent minority, which remains higher than the national average of 17 percent.
  
  
• Last school year, CCPS recruited at the following Historically Black Colleges and Universities:
  • Alabama State University
  • Hampton University
  • Howard University
  • University of Maryland Eastern Shore
  • Morgan State University
    
    

Expand the Robert D. Stethem Educational Center and CTE Programs – Teachers have heard there is no room at the school and some students want to go back, but can’t. For some it offers a good education alternative. Additionally, students do not know about the CTE programs at Stethem.

• The problem is not space, it is funding for staffing.
  
  
• This school year, the Access and Equity in Career Technology Education (CTE) initiative launched to fully inform schools, students, parents and community about all CTE programs offered through CCPS, including those housed at Stethem. This campaign includes a marketing/social media campaign, CTE Counselor Bootcamps, Parent Information Night, middle school assemblies, eighth-grade student/school counselor one-on-one activities and website development. CTE classes offered at the Center are in the Program of Studies.