A significant portion of the meeting was dedicated to addressing disproportionality in special education. Brenda Brown provided an in-depth analysis of the steps being taken to reduce these disparities. The district utilizes a risk ratio to monitor disproportionality by race, focusing on discipline, identification, and special education placement. If significant disproportionality is identified by the Maryland State Department of Education, the district must reallocate $5,638,869 of its Individuals with Disabilities Education Act funds to implement evidence-based practices aimed at reducing these disparities. The committee awaits a letter from the state department in May, which will provide updates on state findings related to the 2023-2024 data.

Brown highlighted implicit bias in disciplinary decisions as a root cause of disproportionality. The district is developing a real-time data dashboard to monitor suspensions, with plans to implement it in the upcoming school year. Progress was noted, with a 13.8% decrease in suspensions of Black and African American students. Additionally, initiatives like the summer belonging program aim to build stronger relationships between students and staff. Brown also reported a 55% decrease in suspensions among Black and African American students receiving social-emotional special education services, following increased support in these areas.

The committee engaged with Brown, expressing appreciation for her insights while raising questions about data accessibility and the code of conduct’s communication to all students, particularly those in special education. Discussions emphasized the role of positive reinforcement and suggested incorporating restorative approaches into the data dashboard. Concerns about Crisis Prevention Intervention training and its budget were also discussed, highlighting the need for staff recertification.

Another topic was the strategic plan’s vision, “unleashed potential,” which aims for all students to graduate equipped with knowledge, skills, and experiences for an evolving world. The plan proposes systemic changes, including eliminating barriers and expanding opportunities for all students. Goals include having 90% of schools earn four stars or higher on the Maryland State Report Card, reducing proficiency disparities by at least 50%, and ensuring 95% of grade 12 students graduate prepared for success. Concerns were raised about the clarity of success metrics and the absence of interim goals, with assurances given that baseline data and targets would be established as part of an ongoing framework.

The committee also focused on professional development, emphasizing the need for differentiated opportunities based on staff experience levels. By 2030, the district aims to increase recruitment of underrepresented groups among school administrators by 50%. Strategies include strengthening leadership preparation, onboarding processes, and expanding multi-year support for new principals.

Efforts to improve communication and family engagement were discussed, with goals to ensure that all communications are clear and culturally responsive. Strategies include developing guidelines for communication, enhancing collaboration with community organizations, and creating multilingual resources to support families. Concerns about survey efficacy prompted discussions on alternative feedback methods to better engage families.