[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_46":47,"_48":49,"_50":51,"_52":53,"_54":55,"_56":57,"_58":59,"_60":61,"_62":63,"_64":65,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},"mediaId",6574994,"mediaKeyId","3153523-20ce2222ce9069dd4731e74724e3a6d0","parentId",3153523,"title","Votes at a glance: Board approved calendar adjustments and carried routine motions","audioSeconds",0,"startMs",7587000,"endMs","viewUrl","/Search/View?dp=1&key=3153523-20ce2222ce9069dd4731e74724e3a6d0&start=7587&end=7587","thumbnailUrl","https://assets.pipeline.soar.com/3153523-20ce2222ce9069dd4731e74724e3a6d0/thumbnail_7587000.jpg","articleUrl","/articles/6574994/Maryland/Votes-at-a-glance-Board-approved-calendar-adjustments-and-carried-routine-motions","mediaUrl","https://secure.pipeline.soar.com/6574994-6e0a5593ef3ecbcddcfcd093edfe2710/orig.mp4?Expires=1770583481&Signature=bq-gGmcQNT5Ah0sKDTL58G6pFnLI27ws9-Xa31aBXTZ6azXTP1RszrGnf1qN1RavncgnDwGCnpx0J~g6RQznaUNcYf0WTTECGiz1Zz91KBcuzmr9gZMTdvgpA8eMLvkoqEKVeKHqHpPTY0hCQSnY2Phn5uC84WvGlbbg4~79Pu0~tV3mVPdGW1ayTLn20zIAxFU6g-oKNJGLfis1F7kTYDpxXk0ee6yljC3XQEkX~okxiWT4l9J4eYq5a2rvFcmBhloKqNHkwGOq7rgufICr0oRAl3D2h5DK5XKMkXz9RCuKoBie1xsZDdEMz6~23N7Q-enAp7Rl6jM-6tCle4heBQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Howard County Public Schools","date","2025-04-29T00:00:00Z","article","The Howard County Board of Education recorded several formal votes during its April 29 meeting. Below is a summary of motions, roll‑call outcomes and relevant notes captured in the meeting record.

• Approve meeting agenda — Motion carried, 7–0. (Recorded earlier in the session when members adopted the meeting agenda.)

• Personnel agenda — Motion carried, 6–0–1 (one abstention). The transcript shows Miss McCoy abstained; other members voted yes.

• Consent agenda (restricted) — Motion carried, 7–0.

• Consent agenda (full) — Motion carried, 7–0.

• Proclamations — Motion carried, 7–0.

• Adjustments to the 2025–26 school year calendar (action item): The board voted to approve recommended calendar adjustments, including added professional learning days that are partially configured as work/wellness time (September 17, November 12, March 3) and a change in inclement‑weather makeup day planning to align to state waiver processes. The calendar adjustments were approved 8–0.

Notes: Where roll calls were recorded in the transcript, they list board members taking votes (for the calendar vote the transcript recorded: Miss Mallow yes; Miss Ricks yes; Miss Watts yes; Mr. Abasiolu yes; Miss McCoy yes; Dr. Chen yes; Ms. Chamblee yes; Ms. Mosley yes). For the personnel motion the transcript recorded Miss McCoy as an abstention and the motion as 6–0–1.

Ending: The meeting record shows routine business passed largely unanimously; the calendar action was the principal substantive vote taken by the board on April 29.","mediaType","Video","parentTitle","Howard County Public Schools - 4 & 7 p.m. Meeting of the Board of Education of Howard County - Apr 29, 2025","oneSentenceSummary","During the April 29 meeting the board approved several routine motions (personnel, consent agendas, proclamations) and adopted adjustments to the 2025–26 school calendar by an 8–0 vote; earlier procedural votes carried with roll calls as recorded.","taxTitle","Howard County Public Schools, School Boards, Maryland","taxId",17367,"location","Maryland","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_46":81,"_48":82,"_50":83,"_52":84,"_54":55,"_56":57,"_58":85,"_60":61,"_62":63,"_64":86,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6574999,"HCPSS reports modest gains in MAP scores; less than half of middle schoolers meet MCAP math proficiency",115,7325000,7440000,"/Search/View?dp=1&key=3153523-20ce2222ce9069dd4731e74724e3a6d0&start=7325&end=7440","https://assets.pipeline.soar.com/3153523-20ce2222ce9069dd4731e74724e3a6d0/thumbnail_7325000.jpg","/articles/6574999/Maryland/HCPSS-reports-modest-gains-in-MAP-scores-less-than-half-of-middle-schoolers-meet-MCAP-math-proficiency","https://secure.pipeline.soar.com/6574999-8ef1ee7e9158be49349b2897d8aef790/orig.mp4?Expires=1770577031&Signature=DoecVas5jFwaGKhgFa~fqFboeHpx8pkjeesYjO3-qVzSOlAFp9ryQjaVLjviY-SXdqz4qt8m7U7G58ox64Uky1o4GKafEmLcDvnIT2HTh3P-ZkVdRXuIWbpCk3R~8MYEa2VBEx3wGJtnzLVw59Omm758lG~7Dkkf~IP1BZdhqKCo-1SdLAgIUfCX4sPOf1Uhaklnplqu6~R8JugMteTF7Nof4cdupUNHsStTTb-qxOE~X6jSzQYzKD1Dxfmia0StSl1Z5z1VXBE2VUuHHp2R6IAPKtevwKkTDAYH7R1hZ~YSg5xunN1bWDR8GpebQn1OM6npc98EI96K~kFG4uUv3Q__&Key-Pair-Id=KUT5TJCACFTXG","HCPSS curriculum staff told the Board on April 29 that while some early indicators show modest recovery from pandemic declines, too few middle school students currently meet state proficiency standards in mathematics and the district must accelerate supports for students in grade‑level classes.

Jenny Novak, director of curriculum, instruction and assessment, said fewer than 50% of middle school students met the Maryland Comprehensive Assessment Program (MCAP) proficiency standard in mathematics in 2024, though the system showed modest gains and ranks highly in grades 5 and 6 statewide. Novak and the math office highlighted early positive movement on the Measures of Academic Progress (MAP) benchmark: grade 6 saw a 3.8% increase in students meeting the HCPSS MAP benchmark from fall to midyear and a 2.5% fall‑to‑winter gain; subgroup gains included roughly 3% for Black/African American students, 2% for Hispanic/Latino students and 2% for economically disadvantaged students.

David Larner, executive director of elementary schools, described three school improvement key strategies the district is asking schools to focus on: (1) student mathematical dispositions and self‑efficacy, (2) a multi‑tiered system of supports (MTSS) that ensures high‑quality core instruction plus targeted interventions, and (3) stronger formative and summative assessment practices to identify instructional gaps. The district has implemented at least three targeted, short instructional visits at every school this year (more than 200 visits total) to observe practice, provide feedback and inform future professional learning.

The math offices also described partnerships and pilot projects: a research‑design collaboration with WestEd and Illustrative Mathematics to pair curriculum‑embedded tasks with student learning‑experience surveys (945 students sampled so far) and targeted coaching cycles; and collaborative classroom visits where math teacher leaders and central staff provide formative feedback to teachers and administrators.

District staff said the work is showing early promise — particularly in seminar/intervention classes where students receiving intensive supports reported gains in motivation and math identity — but noted the need to scale interventions across grade‑level classrooms where proficiency is lowest. Staff said next steps include aligning district work to recent state mathematics policy changes, expanding elementary MTSS, finalizing a formative assessment “look‑for” tool for teachers, and integrating WestEd findings into professional learning and curricular materials.

Ending: Board members asked for continued updates and expressed interest in seeing the formative “look‑for” tool and disaggregated data; staff said they will return with additional analysis and plans for sustaining coaching and intervention expansion.","District math offices presented a middle‑school update showing modest MAP gains and outlined three school improvement strategies (self‑efficacy, MTSS, assessment use). Staff said additional time and targeted supports are required to close achievement gaps.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_46":93,"_48":94,"_50":95,"_52":96,"_54":55,"_56":57,"_58":97,"_60":61,"_62":63,"_64":98,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6575004,"Parents, staff raise safety concerns for special‑needs students on buses and at Triadelphia Ridge regional program",9082,171000,9253000,"/Search/View?dp=1&key=3153523-20ce2222ce9069dd4731e74724e3a6d0&start=171&end=9253","https://assets.pipeline.soar.com/3153523-20ce2222ce9069dd4731e74724e3a6d0/thumbnail_171000.jpg","/articles/6575004/Maryland/Parents-staff-raise-safety-concerns-for-specialneeds-students-on-buses-and-at-Triadelphia-Ridge-regional-program","https://secure.pipeline.soar.com/6575004-e9f30bfb5f8540ae5fba70079bfe143d/orig.mp4?Expires=1770630056&Signature=FA1Blj8wFn6u1D~jfF8HgpBm8InXFK2-po1fgjftyCB66~BqiZk-a8lr9cfTBPyRFZH36mOw7bL5Dv7pHQ0wTTfB7oThn7ByajEKxZ2r4XeKWdRK8P~SqHlYF8tiLNkt5j0~r5sJoMKQhDKbHB0DZLlgPW2878JE69evlJPosc9BMg64sb5InB537AkPgvF5PKMmj6up0pawJCoUWTBeHMFPOJvFCxf7W0TPlijerx2R~9MT3Qy4UnOkMpLpeaFjNI4O538Oc-O1W2HhBAJLp3BoMcnwkS8DUtUUUj45yo51XcyYnUlLlqC-ktJw97ZcgjDWIRjeszkSky8zXyeYJQ__&Key-Pair-Id=KUT5TJCACFTXG","Several parents, a trauma nurse and other community members used the public‑comment period on April 29 to urge Howard County Public School System to improve safety and staffing for some special‑education settings and school buses.

Yi Han, who identified himself as a resident, said an 18‑year‑old bus aide assigned to a regional program was charged after video footage showed inappropriate touching of a non‑verbal student; Han urged the board to adopt new policies and stronger supervision on buses for students with special needs. He cited national incidents in several jurisdictions to argue that vulnerable, non‑verbal students are at elevated risk when bus supervision is insufficient.

Rebecca Madue (identified as a trauma nurse at R. Adams Cowley Shock Trauma Center and a parent) told the board she has become increasingly concerned about exposure of young elementary students to frequent crisis events at a Triadelphia Ridge Elementary School classroom that houses a regional program. Madue said kindergarten and first‑grade students “can hear a crisis event happening” in nearby rooms and that repeated exposure to severe behavioral events can cause anxiety in younger students; she asked the district to relocate the regional class to another available room before the fall 2025 semester.

Ada Clement, a parent of a neurodivergent sixth‑grader, echoed calls for more special‑education funding and a district review of recruitment, retention and supports for special educators. She and other parents said the regional program lacks a dedicated safe space and that students in crisis are sometimes among the general population, leading to hallway lockdowns.

Separately, public commenter Ryan Powers cited public‑records figures he obtained that showed multiple staff and student attacks at Triadelphia Ridge (TRESS) and asked the board for dedicated behavioral intervention specialists and more adult supervision at schools serving regional programs. Powers said teachers sought medical treatment for injuries and described classroom clearings and daily crisis events.

Board and staff responses in the meeting focused on listening to the concerns and noting the requests. The district did not vote on a relocation or immediate staffing change during the meeting; several trustees asked staff to follow up with school‑level leaders and provide the board with a written update and data, and some asked speakers to submit their testimony by email.

Ending: Parents and staff requested specific, near‑term changes — relocation of a regional classroom at Triadelphia Ridge prior to fall 2025 and additional behavioral/supervisory staffing on buses and in regional sites — and the superintendent and staff said they would review the requests and return with follow‑up information.","Multiple speakers described assaults, frequent crisis events and inadequate supervision for some special‑education settings and asked the district to move a regional class at Triadelphia Ridge Elementary and increase staff and behavioral supports on buses and in regional programs.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_46":105,"_48":106,"_50":107,"_52":108,"_54":55,"_56":57,"_58":109,"_60":61,"_62":63,"_64":110,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6575009,"HCEA committee, teachers and students urge HCPSS to boost recruitment and retention of educators of color",155,4308000,4463000,"/Search/View?dp=1&key=3153523-20ce2222ce9069dd4731e74724e3a6d0&start=4308&end=4463","https://assets.pipeline.soar.com/3153523-20ce2222ce9069dd4731e74724e3a6d0/thumbnail_4308000.jpg","/articles/6575009/Maryland/HCEA-committee-teachers-and-students-urge-HCPSS-to-boost-recruitment-and-retention-of-educators-of-color","https://secure.pipeline.soar.com/6575009-7d2b54c074338676009bbd62e7400f8d/orig.mp4?Expires=1770578214&Signature=neHf4gCQZvwLyHPeDRWKweCANN-OgaJtbPmGyDat79MZDMms2D5L8Wn7UPuNMGHvkJmRemBZXOa1GN3Fofa9TC1yDHaMDEbeQ6oe~2GOADpseToYmA2L5DjUOqd3724D~ZXjclVhokdbuunUYda38MwqEX-5xif40ivIwEcD5BaL5AQQfobJ7l1lnbHlSVSng~QEnAKOAuE~pTOU5~ELGqNDQ3WkZ~Jn-dbaqUyNJb99GNCJREKpj33RcrplH6ewQsOXiVXXWHlizN~rFHDrUjP4iLgtyV87rvKxQC83vtDuFk~pCaldqdFR3Xa~2aADrZelVTYYZGc1iPffYtoazg__&Key-Pair-Id=KUT5TJCACFTXG","Representatives of the Howard County Education Association’s Human and Civil Rights Committee and a series of students, parents and teachers addressed the Board of Education on April 29 to press for a concrete, measured plan to recruit and retain educators of color across the system.

Nikia Darden, a reading specialist who chairs the HCEA Human and Civil Rights Committee, told the board that the committee has repeatedly presented research‑based recommendations since 2023 and that the district’s public diversity materials remain “vague and noncommittal,” lacking specific goals, timelines or measurable outcomes. Darden said HCPSS web links to an educators‑of‑color advisory group were broken and that the district is losing candidates to other counties with more seamless hiring processes.

Yeraja Negans, a sixth‑grade student at Ellicott Mills Middle School, told the board she “feels more comfortable talking to teachers who look like me” and described how having an African American teacher previously made her feel a stronger sense of belonging.

Several speakers with classroom experience described concrete harms they said arise when students do not see teachers who reflect their backgrounds. Paris Muse, a fourth‑grade teacher and HCPSS parent, said her son was repeatedly harmed by an adult’s remark, which prompted her to request a classroom change; she credited Black teachers with providing durable mentorship and advocacy. Matthew Vaughn Smith, a district graduate and parent, cited research indicating that a Black teacher by third grade can raise college‑going rates, and urged the board to expand partnerships with historically Black colleges and universities while improving hiring processes.

The HCEA asked the board to remove barriers in hiring, adopt ongoing anti‑bias and anti‑racism professional learning, restore stronger support systems for educators of color, and publish concrete metrics. Darden said the district’s recent county‑wide professional development on bias was a required response to an Office for Civil Rights finding and “felt like a mandate to check a box” rather than sustained investment.

Board members acknowledged the testimony and discussed next steps. Several trustees said staff training should be mandatory and that central office human resources should work with the HCEA to produce measurable goals and public reporting. The superintendent said a new HR leadership team is developing a strategic plan with measurable outcomes and that central office staff would collaborate with HCEA representatives on implementation and accountability.

Ending: Speakers asked the board to move beyond statements of support to a public plan with measurable targets and predictable accountability; the HCEA representatives said they would follow up by submitting written testimony and data to the board and staff.","Members of the HCEA Human and Civil Rights Committee, current and former educators, students and parents urged the board to adopt measurable steps — hiring partnerships, mandatory anti‑bias training and retention supports — to increase and keep educators of color in HCPSS.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_46":117,"_48":118,"_50":119,"_52":120,"_54":55,"_56":57,"_58":121,"_60":61,"_62":63,"_64":122,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6575013,"Howard County schools face $54.3 million shortfall as board begins FY26 budget trade‑offs",198,11512000,11710000,"/Search/View?dp=1&key=3153523-20ce2222ce9069dd4731e74724e3a6d0&start=11512&end=11710","https://assets.pipeline.soar.com/3153523-20ce2222ce9069dd4731e74724e3a6d0/thumbnail_11512000.jpg","/articles/6575013/Maryland/Howard-County-schools-face-543-million-shortfall-as-board-begins-FY26-budget-tradeoffs","https://secure.pipeline.soar.com/6575013-0ff9f7e59ec532f7444e14b218d323d4/orig.mp4?Expires=1770630056&Signature=cn9jKGv3uq95WC8h2picN4x~fgpaT8N-s2N6N7qGy~6w7KHtbyG72ec2-bjfXML7jKZqyczcWsI50dhtKmaf1Lyw5uUzqSqP64T8DbsnzH0sZ6HWH-efGNORQmdABPC~UvbSRBZkXoon-quHN-L4SwpaZoUpw-ZqzaJMPToGri-yCEfYlESkTL6O5MKjoUnzmjDrxwWPOzSOTWRhCdnunRAm4rgqhwMdWAC6VPu554QoOVQ00DykMlkSkuifrDzFvn~QYGc3HgmdGCEFeGgG6J8bAyFQburBGBPdnulpC5OnJiJuri2eBBpHLLqJZQevAv-9lYsoGf5TAsVmufISHw__&Key-Pair-Id=KUT5TJCACFTXG","Superintendent Dr. Michael Barnes told the Howard County Board of Education on April 29 that the county executive’s proposed fiscal 2026 contribution leaves the school system with a significant funding gap, requiring the board and administration to consider program reductions, revenue options and advocacy to the County Council.

Barnes said the County Executive’s proposal includes $39.3 million in recurring funds above maintenance‑of‑effort, $1.5 million in one‑time funds, and county coverage of a $6.7 million employer pension cost that the state has shifted to counties. Taken together with other revenue sources, the district estimates roughly $47.2 million in new funding is available for FY26. The Board’s March request, by contrast, exceeds maintenance of effort by about $101.6 million.

The result: a shortfall between the new revenue and the Board request of about $54.3 million, and a more immediate gap of roughly $29.2 million once existing service commitments and compensation and benefit requirements are accounted for. Barnes said those existing commitments include Blueprint for Maryland implementation, transportation contract changes and reduced walk zones, special education placements and staffing, utilities and negotiated compensation increases.

Barnes described three paths forward: ask the County Council to restore all or part of the $54.3 million; accept no restoration and identify reductions that close the gap; or pursue a hybrid that combines partial restorations with local reductions. He said the board will not know the council’s position until May 1, a day before the board must adopt a final budget.

District staff outlined the categories that would be on the table if reductions are required, stressing the difficulty of the choices: central‑office and school‑based positions (the operating budget is roughly 85–86% personnel), class‑size increases, reductions to non‑mandated specialized programs and extracurriculars, or narrower changes such as adjustments to summer programming, and some one‑time capital or equipment requests. Barnes emphasized the administration’s intent to align any recommended reductions to the district’s strategic plan priorities (strengthening instruction, student and staff well‑being, staff growth, systems planning and family/community partnership).

Board members and community speakers pressed for three things: (1) transparency about likely scenarios, (2) attention to equity so that cuts do not disproportionately harm students with greater needs, and (3) active pursuit of revenue options where feasible. Several board members urged community groups, businesses and county leaders to weigh in with the council during the coming advocacy window.

Barnes said the administration will return with detailed scenarios at the May 7 work session and stressed that the board and district will continue public communications as decisions are refined. He also noted the long‑term structural pressures — rising special education costs, inflation in supplies and health insurance, and flat enrollment — that are making this budget cycle more acute than recent years.

Looking ahead, the board is scheduled to advocate before the County Council and then decide its final FY26 operating budget in late May; staff will use whatever council action occurs to finalize programmatic changes for implementation.

Ending: The superintendent framed the coming weeks as difficult but necessary, asking the public to provide ideas for revenue and trade‑offs and pledging regular updates as the board evaluates scenarios and hears from the County Council.","Superintendent and staff told the Board of Education the county executive's FY26 proposal leaves a gap between new revenue and the Board's requested budget; the system must weigh class‑size, program and staffing tradeoffs while seeking council restorations.","actionData","errors"]

Article not found

Votes at a glance: Board approved calendar adjustments and carried routine motions

HCPSS reports modest gains in MAP scores; less than half of middle schoolers meet MCAP math proficiency

Parents, staff raise safety concerns for special‑needs students on buses and at Triadelphia Ridge regional program

HCEA committee, teachers and students urge HCPSS to boost recruitment and retention of educators of color

Howard County schools face $54.3 million shortfall as board begins FY26 budget trade‑offs