001Yeah. Okay. [Music] All right. On three. One. One, two, three. She's She's better looking. >> Okay. Thank you. >> Congratulations. Congratulations. And can we give them another round of applause? At this time, I have a presentation that I would like to do uh for at this time only one of our board members. Um and it is in recognition of board boardsmanship institute and at this time I would like to recognize this board member for making level two and board member and leadership team training is a priority and we let that be known across uh this board that we actively engage uh in as much training as possible uh as a board member so that we can become better at what we do. And so this evening, ladies and gentlemen, I would like to recognize uh
002Dr. Raphy uh level two at this time. If you can join me in the center so we can get a picture and I can give you your award. [Applause] All right, sir. Congratulations. All right. At this time, we'll move now to item number four, board communication 4.1. Any announcements, >> Mr. Chair? >> Yes. >> Um, since it is going to be a discussion, um, I wanted to talk about my attendance at the community meeting on Wednesday, October 15th. Um, as we're all aware, there was a community meeting held last week that was open to the public. I was not a panelist but a attendee in the audience. Um, and I went to the meeting because I wanted to hear the concerns of the community and there were some themes that were referenced throughout that meeting
003and I think that it was very important for the board to be made aware of those themes. The community is calling for greater transparency from not only the board but from the district as well. more community engagement um to actually know where funding is being spent and where funding is going in the district. They would like to see greater accountability, more continuity between our schools and there was a lot of questions around the training and professional development of our staff um that are in our buildings every day. So, I just wanted to give a report back from that community meeting um of the themes and the concerns of our community members. Thank you. >> All right. Thank you. >> Yes, Dr. Lee. >> Good evening, everyone. Um I would like to um announce that on
004on Friday um myself as well as the chair, we went with um Dr. gamble to um Mount Chapel Missionary Baptist Church in Manning where she did an excellent job in representing um our school district which was sponsored by the Black River Association. And then on Friday, we also went to the title one which is a T3 where the district gave out a great deal of supplies and the majority of the board members were there to assist in and I truly enjoyed both of the affairs and I think that it was something that was well needed. Mr. Chair, >> thank you uh Dr. Lee for your comments at this time. Any other board members? Yes. >> Thanks. Um this is just an announcement for the board. I will be attending the South Carolina Schoolboard Association regional
005meeting on Wednesday. And I know those who went, if there are any other issues you want discussed or shared with that group, if you'll just let me know and I will do my best to represent what you want to uh your concerns also. And then also that was a fabulous event when we the Halloween event and all the board members helping and those wonderful children and parents who came to participate and thank you administration and all the people who made that possible all the people who volunteered all the schools who volunteered to help. >> All right. Thank you. Any other board members at this time? >> Yes, Mr. Chair. Um I want to announce that on Thursday, October 16th, I had the opportunity to attend the Beyond the Basics um conference. It is a one-day
006conference for board members. And this particular conference was focused on successful bond referendums. As we start to look at vision casting and vision planning and making determinations around how we're going to move forward, I found the session to be very um well accepted by most in attendance because they were looking at or are looking forward to uh facility needs in their districts. So, uh, we were able to hear from several districts that have been successful with, uh, such tasks in the last, I would say, five years or so. Um, and we were able to hear presentations from those districts as well. But it was an awesome conference and a lot of information was shared. I do have a copy of the um folder with the information in it for you and if you find anything
007in there that you'd like to share with all of us if it isn't posted to the um South Carolina School Board Association website uh you will be able to share it as you see fit. >> Thank you. Any other board members at this time? All right. 4.2. >> Mr. Chair, >> yes. >> I would like to announce that the policy committee will meet on Wednesday, October 29th at 6 p.m. here in the district office. >> What time? >> 6 PM here in the district office. >> All right. Any other excuse me, any other uh committee reports or recommendations? >> Mr. Chair, I don't have a uh report, but the uh finance committee will be meeting in November. We uh whenever I initially set out for this school year, this term. I mentioned that unless we
008needed to meet every month, we would do it every other month. So, I will be working on um the schedule for that meeting and it will be communicated soon. >> Okay. >> Thank you. >> All right. Yes, sir. >> M Mr. chairman of point of public privilege at this point. I'd like to apologize to the chair of the policy committee because again I will not be available for a meeting on the 29th. I'll be out of the country as a matter of fact for about three weeks and it starts on the 29th. Uh no indication that I'm not supportive of the committee. It just seems like the schedule is just been right. It just hasn't been right. >> Thank you for informing me. Thank you. >> All right. Any other committee reports and the recommendations?
009>> Yes, sir. >> Um I am writing to formally resign from my position as chair of the facilities committee for the Sumpter School District School Board effective immediately October 20th, 2025. Unfortunately, due to increased work obligations and ongoing scheduling conflicts, I am no longer able to devote the time and attention that this important role requires. As stepping down as chair of the facilities committee, I would like to recommend Mr. Phil Levenus as my successor. Mr. Levenus brings a wealth of insight and commitment to the district and I am confident that he would continue to advance the committee's goals effectively. Thank you. >> All right. Thank you, M. Mr. Mloud and um thank you for letting us know that you're resigning uh as chair. Yeah, you can give it to Miss Scott. Thank you. All right.
010Any other committee reports or recommendations? Hearing none, we're now move to item 4.3 and that is board vision discussion. And uh at this time I will open the floor uh for this discussion. As you all can see there have been some attachments uh that's been included um in our board dots. So we will do this as orderly as possible. Certainly we will not allow this to be uh as lengthy but certainly uh we will consider the conversation um at this time under 4.3 and again I will open the floor for discussion concerning vision casting. >> Mr. Chair, if if I may be permitted, I'd like to open the uh the discussion by asking us to to consider a proposed vision statement for the board of trustees. Over a period of time, we have been struggling
011to be a more cohesive body. We do have a vision statement for our district and a mission statement for our district. But as we discussed previously, we're at a point where we need a statement that clearly defines our vision as a board. I have struggled over the last month or two to develop a statement that I'd like to read is not a perfect statement. I only offer it for consideration. It can be altered or laid aside. Frankly, if someone has something better, I am prepared to receive that. But this is what I want to offer. S school district board of trustees exists to create and maintain a system of scholarly achievement in a safe, nurturing and innovative environment where every student can succeed through the development of a paradigm of collaborative governance. Mutual respect, shared
012accountability, support for professional leadership where diversity in thought is valued and demonstrated. All right. Anyone have anything to add, take away from that vision statement at this time? The floor is open to you. >> Could you put it back up, please? Mr. Chair. >> Yes. >> Seems like a very powerful statement. Um, I've not looked at many other vision statements, so I don't know what might be missing. I think it includes everything it should, but is there anything else that we need to have? If I might ask the the author, uh, you put this together over time or where did you get it? the miss the uh the vision >> I prayed about it >> that matters >> and thought about it imagined it and developed it. >> Mr. Chair, may I uh make a
013comment wi with my fellow trustee? Um I just want to make sure that we're on the same page when we say through the development of a paradigm of collaborative governance. How are we going to collaborate and have a shared governance? Clearly each component must understand its role. The role of this board, as is true with every other school board, is primarily to establish policy and to select administrative leadership. not to be involved in attempting to manipulate day-to-day operations. And when I think of collaborative leadership, this would be the perfect paradigm for us as I think it is the perfect paradigm for any school district. >> The the board. >> Yes. >> Okay. That that's what I thought you were meaning. Um and I would agree with that. Um would it Mr. Chair would it be
014improper to ask Dr. gamble what her feelings are and and and I'm fine if it's negative you know you know I I think you might help us some >> I if if you're asking me the question right >> yeah uh I remember this board having a discussion and so I'm a little confused right now in this very moment that we will include Dr. gamble in this discussion because I thought that this would be a discussion of the board. I did not know we were going to include administration at this very moment. So, you can correct me if I'm wrong. However, it's totally up to Dr. Gamble at this very moment if she would like to chime into that. But I would say that I thought that this conversation was to be centered around the members
015of this board. >> Okay. And I I appreciate your opinion on that. Um, of course, I I differ with respect because I was simply thinking that from the administrative point of view, she could elucidate on the concept of collaborative leadership to help us have a more sustainable conversation. And I only say that, Reverend Candy, simply because I can remember this board having a conversation that we would yield in these discussions to include the new superintendent. Now, I I don't remember everything, but I will say that I remember this board having that conversation. However, if Dr. Gamble, the acting superintendent, would like to speak. I cannot stop her from doing that. Okay. >> If you're not ready to speak, you don't have to speak. >> Good evening to everyone. >> Um certainly Dr. Kanty, I've heard
016your statement, your vision statement in the collaboration department which Miss Disney mentioned. I certainly believe that there should be shared governance. I do think that's a powerful piece in your vision statement and as you said that the board and the leadership of your district will have to work together and I certainly do concur with you that it should not be to the point where the board members are involved in the day-to-day operations of the district. That's why you do select a superintendent for that person to do that role or and to do that job. I do say it's a powerful vision statement. But from an educational standpoint, we will never learn this vision statement because it is so lengthy. So that would be a way for us if maybe we can condense this statement to
017make it something that we can truly remember. Um because otherwise we would have to read it every time. So that's what I would say to you that just to condense it so there something that is more memorable. >> Mr. Chair. >> Yes. Um sort of in line with with Dr. Gamble was speaking of and I know that I've had a conversation with uh Miss Kowser Johnson as well as the chair about another board retreat. The last retreat that we had as a board was not as successful because the attendance was was poor. Um, but I think that we should have another board retreat in the near future. Um, so that we can work on things like the vision, so that we can work on goals as a board. Um, I think that this is a
018a good starting point. Um but if we are to adopt a vision for the board, I think that we should work on it so that we can not only have a vision but also some goals to go along with this vision as well. >> Mr. Chair, >> um I would I do think that this is a good starting point. I would like for us to um talk about it a little bit more and condense it because a vision we want everyone to be able to readily pick up on it and readily be able to repeat it. Um have it ingrained in their minds because it needs to be something simple, straightforward and still encompass these very important points that are mentioned here. >> All right. any excuse me any further discussion from the board on
019this particular topic division anything we would like to add uh or take away at this time >> the only thing I'd like to say Mr. Chair I want to thank do thank thank uh Dr. Kanty for come working so hard on this and I think this is a great step forward and I certainly appreciate what you have done. >> All right. Any other discussion? I am. Why are we having this? Because why do we have it on the agenda? If we didn't come prepared, it's been on the agenda for weeks. If we had didn't come prepared to have a discussion tonight, why why why are we talking about delay? when when we have been a mass of confusion and we are a mass of confusion now. Kicking the can down the road does not solve
020the problem. And we need to be quite clear on where we are philosophically even before we get a new superintendent. Remember remember we've got a terrible track record. got a terrible track record and attracting anyone of real visionary, intellectual, administrative, organizational quality may not be easy for us unless we are willing to rethink our role, rethink who we are, and to do it with a haste. It It's a dilemma for me. We've been having votes for the last several years five five because we have no sense of shared responsibility. So, it's all been about who can get the number and getting the number is not about being a an effective holistic board that sets policy and governs in such a way that it inspires quality in the district. If the intent is to Mr. Chair,
021if the intent is to refine it now in this work session, we can do that. But again, I do have some input that I will share if not now at the appropriate time. >> Why not now? >> I'm saying it can be now. I'm just waiting on direction as to how we want to proceed. I don't have a problem with it. We can do it now. >> Okay. >> Mr. Chair, may if it's if if it's possible, can we look at it um um little at a time, for example, take a whole phrase, a system of scholarly achievement in a safe, nurturing environment. Does anybody disagree with that idea? Do we want to have scholarly achievement? Do we want it to be safe? Do we want do we want it to be nurturing? And do
022we want it to be innovative? Is there any word there you would like to take out? I think that that aligns with our mission of the of the district um with the district's mission statement as well. So, I don't see a problem with that part. >> I don't see a problem with that either. Is does anybody see a problem with that, >> Mr. Chairman? >> Go ahead. I certainly don't see a problem with any of this, but I do see our existing vision followed by a mission and that um you know, we need to be certain that we're not trying to say so much. I think our acting superintendent is wise that we don't say so much that we can't remember how to say it every time um that it that it comes forward. There's
023nothing in here that's not good. I would take a focus on the term scholarly achievement, which I think is u powerful, but in some of our students, we're trying to achieve the ability to be independent in life. Not sure that's a scholarly achievement, but for them, it's a life-changing achievement. So, I don't want to um cast this in in the light of uh and I'm not trying to be critical for my friend, but in the light that is not reachable by um our staff for all of our students and our students themselves. Now, I can't disagree with any of it, Miss Disney. Um, it's it's well thought out and said, but is it is it compact enough to to be like what's on our front page now, which is a vision and then a mission?
024>> Compact it. >> Don't talk about it. Compact it. >> Compact it. Okay. Okay. I'll try. >> That's that's why we're having a discussion. >> Yes. >> I scared at the front. It's not a perfect document. We we're here to work on the docket to make it a perfect document, >> but we certainly need some kind of vision for the board, >> right? Do does anybody agree that you could put a period after can succeed? Yeah, I definitely believe that we should include that >> that we can't we put a period after can succeed >> that seems to be a complete thought and I think all of us agree to that. >> Is that right? >> And I mean if it's >> now I didn't say that's the whole thing. We can have two sentences.
025There's no rule anywhere that says a vision can't be two sentences. But would you be happy with making that the first sentence? Sumpter school district board of trustees exists to create and maintain a system of scholarly achievement in a safe, nurturing and innovative environment where every student can succeed >> or every student can be successful. Yes, that's where I as I did my revisions, I did move that sentence to the first part. >> All right. So that's that's the first sentence with a period. Now, how can we take the last part of it and put it in another sentence that incorporates those ideas? Or are there any ideas there where you would like to omit? A paradigm of collaborative government, mutual respect, shared accountability, support for professional leadership. >> Diversity is >> what? What about
026what if you said leadership with diversity and thought with with diversity that is valued and demonstrated or something like that >> where diversity is valued and demonstrated, >> right? >> That could work. Mr. Chair, >> go ahead. >> Yes. If we were to look at uh policy BCA, the board member code of code of ethics and something that we sign every year, a lot of the themes that Dr. Kanty referenced in um his proposed vision. If we could uh make it a little more concise where the Sumpter School District Board of Trustees exists to create and maintain a system of scholarly achievement in a safe and nurturing environment where every student can can succeed. Um and add in there through effective effective or ethical something with ethical uh principles board principles because a lot of
027the themes that you referenced are a part of that code of ethics. >> I I don't disagree but I think it's important I think it's important. I'm with this board, but I think it's important that we say something about professional leadership in our vision. We have to say something about professional leadership and respect for that leadership. I don't see how we can do it and not include that. >> I I think I think with a little more tinkering, we can get that second sentence in. I'm working. >> Okay, she's working on it. >> So, do do we need the word paradigm? >> I We could probably take it out. I'm just throwing it out so we can try to pair it down a little bit. Uh, how do we want to start that sentence? We
028We're going to end the first sentence after succeed. We need a subject. How do we want to start that second sentence? Governance and mutual governance, mutual respect, shared accountability all um support professional leadership or something like that. But we do need to start that second sentence with a with a a strong noun or nouns. >> Miss Johnson, do you have anything so far? Uh yes I do and but it does not it jumps down to the last the very last part where I'm looking at consolidating or pulling in some of the collaboration professional leadership mutual respect and shared accountability. So our commitment to collaboration professional development mutual respect and shared accountability and that's as far as I've gotten. I'm looking at another piece to see how we can round that out. It would clearly shorten
029it, but it will take into consideration the concepts that are presented. >> Yeah. I Yeah. Would you say that again? And what all we have to do is try to end it. >> Our commitment to collaboration, professional leadership, mutual respect, and shared accountability. And I was going on from there. our commitment. Um, >> and it may even start. We are committed to >> All right. We are committed to um collaborative governance, mutual respect, shared accountability, professional and and professional leadership um that supports diversity or demonstrates I think we're very close to this. If we can just get everybody to see what we think, >> Mr. Chairman. >> Yes. >> While while they're working, I I would like to speak again to the notion of scholarly. I think it it's it doesn't include all of the
030young people that come to our institution, what they need, and what we hope we can provide. And I would like to talk about a system of personal achievement at the highest level possible. Full potential is what's in the current uh vision. And I mean honestly it we have such an incredible diversity of of young people and scholarly just doesn't include them all. I don't think >> Mr. Chair Yes. >> And Mr. Doven, that was actually a part of the conversation when we came up with that vision. The word originally was scholarly when we were doing the strategic plan and coming up with the new vision and mission statement. That was a an issue that was was raised during that time and that is why it is now full potential. >> I I don't think this
031I don't think that the uh vision that as outlined by Dr. Kenny, which is of course very strong, rides on that issue of whether we use scholarly or full potential or whatever other thing we want to put in there. We don't want to make it longer, but we do want to make it more inclusive. Well, I I'd like to comment on that. I know we do have schools that call every student scholars, and I don't think anybody in that school is offended by being called a scholar. They're called young scholars. So it's possible to be a scholar at any level of achievement. >> Yes. >> And I think it is a I think all students need to think of themselves as scholars. Whether they're learning to be carpenters or whatever, they're still learning in involved
032in any kind of achievement. Apparently, we are now down to the last sentence in our vision. >> Okay. >> And the drum roll is Dr. Ky, I would like you involved in this last sentence. You if you will listen to it closely here. I think we're ready. >> What do you all have? >> I would like to call um the board's attention to the screen. I guess as we were having the discussion uh it's been developed and if you could read the screen and we can agree upon that um we can move past the vision statement part. Could I ask that we read it out loud? >> You can read it. >> All right. The Sumpre School District Board of Trustees will foster scholarly achievement in a safe, nurturing, and innovative environment, promoting collaborative governance,
033mutual respect, shared accountability, professional leadership, and a culture that values diverse perspectives. Now first we need to see was there anything omitted from the first version that you feel that we have slided with perhaps we need to rethink and include something else or is this inclusive? >> That's good. Is there anybody who feels like it is not what we want to have? And do Dr. Reagan, I'm not taking your I'm not taking your job. I'm just trying to move this along. >> It's a discussion. >> Okay. Is a discussion. I think perhaps now we can maybe take a vote and so I'll take go ahead and take your leadership on because people have had a chance to respond or not. >> They can wait to the action item. >> Okay. >> But if we all
034agree at this very moment, then we can move to the next part of it. >> Is it possible that we can all have a copy, a hard copy for us to look at later? >> I'm sure we can get that. Okay. Yes. All right. >> What do you think? >> Okay. All right. >> All right. Well, we've agreed upon the vision statement at this very moment. Um, is there anything else that you wanted to bring forth, Reverend Karante? >> No, that that was that was on the vision talk about the master plan. Are we talk about the master plan? That's at the pleasure of this board, but I will remind this board again that we had a discussion to table the master plan and realignment. But if that's what this board would like to do,
035then we can do that or postpone. I'm sorry, I use the word table. But at this moment, if that is what the pleasure of this body would like to have a conversation about, we can do that if that's what everybody wants to do in this discussion. >> Yeah. Because Mr. Mr. Chairman, respect to your position, we postpone the conversation and you and I later talk about it. We scheduled a call meeting for the purpose of discussing the master plan >> vision casting. >> Yes, that's the word you use. Yes, sir. >> Include what we've just done and the master plan. >> And I didn't hear from you with this information until about a few days ago. >> Oh, no. >> Yes, sir. >> No, sir. >> Yes, sir. >> No, sir. Come on. So, if
036you would like to add. Yes, sir. >> Mr. Chairman. >> Yes. >> I will not allow you to attack my >> I'm not attacking you and I won't allow you to attack me. >> No, I'm I'm not attacking you. I'm telling you, I'm reminding you that we had the conversation. You pled the board about having the the meeting. You said five people agreed to attend the meeting that you did not reach Miss Bonnie that you could not come which meant Miss Bonnie had already told me she could come. Though six of us agreed to come to that special call meeting and I said to you, Mr. Chair, this is so important that we need all persons present. We need to stop having 54, 61, 62s. We need all persons present. And you said, "Okay, I
037will put it on the agenda for the work session." You don't remember telling me? >> I remember. And it was vision casting. It was nothing to do with master planning because you made the motion at that meeting to postpone. >> So I mean, if the pleasure of this board is very time to have that discussion, then this body can do that. Um, >> we we've already taken action to to have the discussion. We don't need to have any further >> because I hear two themes. Vision casting um master planning. Could I get a definition? Could the public get a definition of the difference in the two? >> If you want to give it. No, I I'm the chair because Yes. >> Okay. >> Oh, I thought you >> Well, I'm not. >> Vision casting is
038an opportunity for an entity to look inwardly at where it hopes to go in the future. We are at a point in our history where moving this district to a state of the art district is going to require us rethinking what we do academically. That portion has to be done by the leadership. As a board, we must rethink our facilities. And that's where the master plan comes in to play. We have schools. The youngest school in this district was built 25 years ago. The oldest school in this district is over a hundred years old. And if we are going to be looking to the future, developing a state-of-the-art school system with a comprehensive educational program. We have got to have the facilities to house that program. So vision casting is about how do we move
039from where we are to the new. Not new old but new new. New curriculum, new instructions, new innovative programs, >> new buildings, new green opportunities, new learning out opportunities outside of the buildings. If this board does not see that, then our our our our town, our county is in trouble. >> We're in trouble. If if we are not here to promote public education in the most profound and definitive way, then I throw up my my hands. I tell you without a shadow of doubt, a quality public education is not a guarantee of community success, but it is a must if a community is going to be successful. and how we plan for a a a new system of schools over the next 50 years has to start with this board. Having the vision and the
040brilliance to cast the vision that will usher in a significant, comprehensive, magnificent building program for this community. So that's that's what we were called to do. And if we're going to have an argument over semantics, over words, then I am really disappointed. I'm really disappointed, >> Mr. share there is a PowerPoint that's been pro been created and provided by Dr. can'ty I do not understand why we can't jump to that and let's see that as part of this discussion and we can it said it deals more with vision casting which ultimately leads to master planning so the vision casting piece is here and that's why I wanted it defined because clearly we have vision casting here so if that is a discussion that we are to have we can have that discussion It doesn't mean
041that we need to go into actual conversations this evening around master planning because clearly we have to understand the vision um look through this see if there's something that's missing we want to add tweak whatever the case may be and I know that um it takes time so we will not be able to do both of them tonight but if we want to look at the vision which ultimately leads to master planning I am totally aligned to Mr. Chair, >> I'm glad Miss Johnson made that point because um before we can even get to the elephants in the room, whether that be master planning or realignment, we have to have a vision. And something that this board has had a lot of conversation around was enrollment projections and demographics in the county and the changing
042landscape that we see in Sumpre County. as well as that compared with our facilities. um whether that be the age of the facilities, the capacity of the facilities, the condition of the facilities, those are the conversations that we need to have as far as the vision casting because all of that work precedes the talks of where new schools will be built, how many new schools will be built, how will we downsize the district, um where will we place those those new facilities or where will we make those renovations? And so I think it's important for us to to focus our our energy and our attention to the vision piece of this because we cannot sit here tonight and develop a master plan because for we don't have all of this information readily available. Not saying
043that we cannot get there, but that's going to take a comprehensive study to be compiled by the board, an administration, or outside consultant or someone that can compile all this information so that we can make the best educated decision when it comes to implementation of a master plan, implementation of our realignment. And so if we want to have the conversations, I know Miss Disney, the chair and our acting superintendent vi visited uh Richland too and they looked at academic programming. That has to be a part of our vision casting. When we talk about the enrollment projections, we have to look at the enrollment data. Where are students living at? Where are the projections in the coming years where housing developments will be built? um is not something that's going to be solved tonight, but I
044think it's a start here. If we have a vision as a board, then that should be the springboard for everything else that we do as a board. >> Mr. Chair, we have a unified vision reimagining Sumpter School District PowerPoint. I believe that we should go ahead and visit this and Dr. Kanty could probably narrate on whatever is necessary. >> We'll have to it's pretty >> but I think it because this is YouTubed because our our our discussion I do I think it needs to be verbalized and not just us looking at pictures. All right if that's all right with you >> and Mr. chair before we go there that is why I shared what I shared earlier around the conference that I attended beyond the basics because they talked about just this they talked about
045how we have to have that vision and there are very clear things that need to be spelled out in that vision before we can move to the master planning piece so the the order in which he has this deck presented is uh spot on. And I see a few things that perhaps could move down, but it is spoton. And um also I think that if we look at that first part that just deals with the vision, it will give the public an idea as well of what we're talking about here. I had the opportunity also to speak with the um the company, the firm that actually did the study for us. The Yes. Brownstone that did the um the study for us, letting us know what the state of the district was if we were
046to do something at that time. I asked them, "How good is that study today?" And as you might imagine, we already know that that study would need to be updated for us to get quant quantified information that we could actually use to make in decisions moving forward. >> Okay, we can proceed uh with the uh PowerPoint. research findings. Mr. Chair, members of the board, I'll try to moderate this conversation as quickly as we can. I have provided you with some research evidence um that's quite scholarly and scientific. um speaks to the handover research K through 12 trends in education une uneven academic recovery spurts. K through 12 leaders to systematically assess teaching and learning. Education leaders develop innovative ways to address fluctuating student enrollments, which is a problem here and across the country. School systems
047intensify efforts to use data to make strategic resource decisions. Miss Scott needs to find that. We're on the wrong page. There we go. >> Come with us, Miss Scott. Strategic resources decisions despite financial or political constraints. Schools enhance student support and engagement. Districts and schools deepen teacher and staff leadership capacity and skills. Literacy research and mandates continue to take hold across the country and across states. Additional research findings HMC architect design for goods. Six top design considerations for a 21st century classroom. Here they are. Collaborative spaces, flexible furnishings, natural lighting, bright colors, tech integration, hand hands-on learning. Imagination is more important, Albert Einstein says, than knowledge. For knowledge is limited whereas imagination encircles the world. >> Dr. Candy, could I stop you for a moment to ask a question? Um, when we had our first
048master plan committee meeting, uh, the public members, and I see some of them here, they asked about the enrollment data that we were collecting as a district. And I know that that enrollment data was supposed to be finished or ready by this time in October. So if I could ask if that information has been collected, are we in the compiling stage of the information or >> we I have I submitted in the package to you all as a number of ideas and thoughts from the public members of of the >> Yeah, I have that. I'm just saying the administration was looking at compiling the enrollment date. I know we were updating the emergency contact cards or something of that sort. Have we finished that collection process? >> We are still in the process. We have
049not gotten 100% but I can say to you that as a result of one of the board meetings where it was our understanding as well that this process with the master plan would be delayed. So we have not pushed forward >> okay >> to complete it. There are a number of other items they have requested and uh I am going to ask us formally tonight to ask the administration to proceed on those parts that administration can do and I think we'll be closer to where we need to be at that reimagining It is not creating more new or the same. I think I said that earlier. It is rethinking the possibilities driven by innovation. It is planning innovative innovatively for the next 50 years. Schools in the 21st century must meet current and future educational
050and career demand needs. Technology infrastructure that is flexible, scalable, and expandable. Classrooms that are redesigned to promote engagement and real world explorations. Classrooms that are designed more for kinetic learning. Schools that have builtin security, not visible to the eyes. Schools with redesigned entrances for students, buses, and visitors. to the next >> where where do we start? We start with a black sheet of paper. We start not by focusing on the existing but an imagination. If we could start over, where would we place our new schools? Where we are currently? 15 elementary schools. Average enrollment 381. Age of buildings plus seven middle schools. Average enrollment 450 students. Age of building 50 years plus. Three high schools. Average enrollment 1355. Age of buildings 38 years old. We have a career and technology center, an alternative school, and
051an adult education center. That's where we are today. What has changed since Chestnut Oaks was built 25 years ago? 2000 was the beginning of the technology boom. Students learn more independently with less direct instruction. Educational and political leaders have placed an emphasis on students being college and career ready upon graduation. Students are less motivated to attend traditional schools. Physical and cyber security has become a significant threat. where we want to be maybe. And and all of this has a whole lot to do with attrition, attendance. But 50 12 elementary schools maybe average enrollment 500 students. Four middle schools, average enrollment 750 students, two comprehensive high schools, a technical high school, a university magnet of schools where several magnets are are sponsored under one canopy, not only arts and STEM, but it could be music and
052art and so many other kinds of magnet schools. But the vision there is instead of having magnet schools all over the county that we create a magnet university somewhere in the center of the county. Sumpter Academic Academy for College and Career Readiness, Adult Education Center, and strategically placed transportation hubs so that children all across the county will who will be coming into town for the Technical High School and for the Magnet University. uh could be transported to by their parents to certain hubs and then transported by the district in in in into town. I also I'm I'm I'm 80 years old, but when I'm when I see this technical high school, I see this technical high school probably having its greatest value as being a regional technical high school for students from our car, from
053Lee and Kershaw and Clar. Maran County as well as for SA County. The same might also be true with the magnet uni university. I don't think in all of my research have I I've ever heard anywhere before of a magnet university, a cluster of magnets in one place. But I think that would be exciting for for our students. So, we'll flip on over uh to the next shot. Okay. And then to the next one, to the next one and to the next one and to the next one. Once consensus is obtained within the master plan. Position schools in the most advantageous locations. Realign all zones to the new schools. Understanding there is a push for universal enrollment across district lines in South Carolina. Establish open enrollment for the university magnet technical high school and all
054other schools until capacity is met. Is it the quotation? >> Yes, here it is. >> Oh, how come go back to that please? How can we unify? How can we unify our vision? hold fast to the best opportunities for our students. This is the springboard for discussion. We are we need to determine where we are in agreement, where we differ and from here where do we go next? That's pretty much presentation, Mr. Chair. >> All right. Any discussion from the presentation? >> Um, one thing I wanted to say, Mr. Chairman, I've felt this way since long before I came on this board. The Sumpter School District has some of the most remarkable accomplishments that I have seen in education. And uh we need to in my opinion launch an effort to recruit students by informing
055parents about everybody knows about the balari program but about the career center that has uh opportunities for um u honors courses about all these things that are happening in our school that are so incredible from the great schools up to the high schools and that adult. But anyway, if we would tell our story through recruitment, I think that our demographics may be different and we can talk about that at a different time. But the S school district um has extraordinary professional people, extraordinary students, and incredible stories. We just have to start telling them. M >> M Mr. chair. >> Yes. >> Whatever we do and and we have we have the ability to create h to have those visions that will be the to the for the best for our students. We also have to
056remember that whatever we do we are mandated by the state as to what standards we have to teach no matter how creative we are. And there things are changing as they say. We don't know what's going to happen nationally. We don't know if we will be states will be in total control of its educational system in sometime in the future. But we will have to remember that we have to honor uh the mandate that we teach standards and that everybody is going to be uh needs to achieve to those standards. Mr. Chair, >> yes. >> There's um on the slide what what has changed over the past 25 years? There is uh the second bullet point um when it's referencing students learn more independently with less direct instruction. I think the pandemic showed us that
057face-to-face instruction is the best instruction for students. So that that is one area that we differ on. Um, I do like some of the ideas that are shared here. Um, and I think I mentioned it at that master plan meeting where I think that this is a good start, but I think that we should challenge each board member to come with their visions as well. when we talk about the the respect of differing of opinions for board members to be able to share what their visions are for the district when it comes to facilities um when it comes to innovative ideas when it comes to academic programming um just some of the things that I've thought about over over the time that I have been on the board whether it was the first time or
058this time um when we look at emerging language campuses when we look at um offering ing same-sex instruction um to see how how that impacts academic achievement in our classrooms. Um when we look at the magnet programs when we look at when we say a technical high school, we can't interchange technical high school with a glorified career center. If we're going to talk about a technical high school, then that school should be a standalone school that's offering core classes as well. Well, that is a campus that they're housed on. Um, when we talk about the magnet programs, what are some interests of the community in our student body? I think we need to go directly to our student body when it comes to the types of magnet programs. Yes, it was a good start to
059go to Richland 2, but what works in Richland 2 may not necessarily work here in Sumpter School District. When we talk about um the aerospace program at the career center, could that be a standalone program? There are so many ideas that I'm pretty sure other members of the board have as well. And I think that we need to all come together with those ideas to use it as a springboard to develop this vision um that we are trying to come to a consensus on to move this district forward. But I think this is some good information. Um there as you always say we agree on more than we disagree on and I think that this is a good start. >> You would you would you would acknowledge that uh I requested on more than one
060occasion that all of us come to this meeting with ideas. >> Well, I I have some ideas, but I I don't want to belabor the point if we're not prepared to to go into in-depth conversation. It it was it was supposed to be that kind of gathering, but we would all bring our ideas to the table. I did I didn't come to be the Lone Ranger. I just brought my ideas hoping the rest of you would have had done likewise and then there would been a merger of those ideas into a greater concept. That's so so it's not anti and it's not that and I I say I say and I say again um nothing I am suggesting um is is I so idealistic that it has to be it's just something on the table
061to get us all thinking and united so that we can make a difference in this community. Uh, I think if if we unite as a board, get a solid vision for the future of this district, this community is going to fall in line behind us because something's future in large measure depends upon the success of this school district. Mr. Chair, I would say since we all did not come with ideas readily available to share this evening, I think um we have our homework in front of us if we look at this slide because that would be the next step to really bring the ideas to the table and build on the foundation or the platform that has already been started. So, how where do we agree? Where do we differ? And um use this as
062a springboard for that next discussion, but we as individual board members have to be committed to bringing the ideas to the table. >> A discussion isn't one person. >> Okay. >> I don't disagree. >> All right. Anybody else? >> Mr. Chair? >> Yes. >> Could this and this is just food for thought. Could this be a part of a board retreat where we come with with visions and ideas? Um, >> I don't think anybody would disagree with that, Mr. Vice Chairman. I just would hope that the retreat would be in 2027. We're going to have a retreat that's planned for sometime before the end of this year. And as Miss Johnson said, the board has to be committed to this because the last time we had a retreat, the attendance was extremely poor for members
063of the board. So, we have to be committed and dedicated to this work if we're going to take this on as a serious project. >> Mr. Chair, >> yes, >> there were many members there present. So, if there are those who are not present, you're going to have to have a conversation with that person or those persons because I it sounds like you're saying the board didn't attend. Those of us who did attend were there. >> It was five members. Yeah. Five members. Yeah. >> Yeah. Well, technically four. All right. Any any further discussion at this time? All right. >> Oh, yeah. Um, Mr. Chairman, >> I I understand. I understand. And I apologize to you and to Miss Bonnie and Dr. Gamble. I was out of state when you all made the trip to
064Columbia, but I'd like to ask us to consider visiting the fitness center, the health center, the weight room that they have built at the high school in Greenwood. Uh could we um plan a trip around that? That's what the pleasure of this board is. We'll send out if that's the pleasure of this board, we'll send the correspondence out and see who all can join. >> Well, I'd like to request that we consider doing that. Mr. Chair, >> certainly fine. >> And and it might be good if we could invite public members of the master plan to go and people from the public to go as well. So more people know other communities are doing for their schools. >> Okay. >> Possible for consideration. >> I said yes. >> Thank you. >> Yes, sir. >> And
065and to add to that, a true technical high school and Dr. Laws knows where they are. Perhaps it' be very good for this school, this board to see a true technical high school and not just a career center. >> Right. Right. Right. I agree. >> What What did we see in Kershaw County? >> Okay. Thank you. >> All right. Any further discussion? >> All right, ladies and gentlemen. Uh we will now move to item number five. 5.1. >> I'm going to wait until the in front of executive session. All right. 5.1. And at this time I'll turn it over to Dr. Gamble. >> Good evening again. Um I would at this time we'll ask our office of academics miss black and Christine KSY will come forward please and share some information regarding our wants implementation
066and they also will share some information regarding our report card but we'll begin with 5.1. Good evening everyone. U Miss Kins will now give us an update on our once implementation. This also includes our learning support specialist. Good evening. I am thrilled to be in front of you this evening to give you an update on our um early intervention program. We are using the once program as that has been mentioned. Go to the next slide. So, um, before I get into an actual update on the program and how that's going, I want to, um, make sure we're all on the same page that this is two initiatives coming together. So, we have the learning support specialists that have been funded for us in eight schools. We have 19 positions and those 19 positions in eight
067schools are currently serving 373 students. The actual program wants is being funded by a highintensity tutoring grant from the um South Carolina Department of Education. You can go to the next slide. This um tutoring grant provides funding for kindergarten and first grade students to be served in the WES program. Currently, that program is in nine schools and we have 23 instructors. Two of those 23 still need to be trained. And when all of those instructors are in place, we hope to be serving up to 440 students. Okay. Um at this time we also already have we already have some principles who are asking about more support so that they can serve more students and through this grant we are able to do that. So we are in the process of working with those principles and
068our wants team to uh develop a plan and see if we can get more students in this program. Okay, next slide. Um, I have monthly updates with once and this is an example of some of the data that we track. Um, this shows our current instructors, the number of students they serve. Our goal is for these instructors to serve students five days a week. So that first column shows you the average days of week of the week that our instructor saw students. And I also need to note that this data is for the first two weeks of implementation. We began serving students on September 29th. And so my first update with once covered the first two weeks, September 29th through October 10th. So within the first two weeks of implementation, as you can see, most
069of our instructors were hitting their mark um very close to the days of week to serve students. As I've mentioned before to this board that the sessions with the students are 15 minutes um and as you can see that is the duration is their average minutes per session. And then the objective column, one of the uh aspects of this program is that our instructors do receive training on the science of reading and how to teach reading. And so part of the coaching that these instructors go through, they use uh there's actually 55 learning objectives that the co that the instructors are working towards and they each have a coach and they are rated on those instructors. A zero being you never knew you never do it. A one you do it sometimes and a two
070you do it consistently. And so that's our average our instructor's average scores on their first objectives in the first two weeks. I am told by the program that this these are very high scores for the first two weeks of implementation. They have done nothing but rave about our instructors and how they um jumped right in and have been really diligent about seeing students and keeping track of their own objectives and ensuring that they are meeting those objectives. So that just wanted to share with you that's a sample of how we are um tracking the data for our instructors. If you go to the next slide, this is so from here on out, I'm going to share with you the update that once did with me in our first monthly meeting. Okay, next slide. So to
071begin, we trained um 19 instructors on September 17th. since that time. Um, well, that included eight hours of up upfront training and then they have a weekly one- on-one coaching sessions. So, at the time of this um meeting, they had done two coaching sessions. So, that would be two coaching hours that they had completed. Um, last week was the end of our third week. And so, they all ended that week with another coaching session. And that coaching session um helps the instructors improve their strategies and ensure that they are following um the script and using the uh the teaching techniques to help correct the students when needed as well. Okay, next slide. This is um just some snapshots for y'all of that training. Um, and as you can see, we uh Cherryville hosted that training
072for us and our instructors had the opportunity to practice with students at Cherry Veil. So, they um they were very good on that day and helped us train our instructors. Next slide. Okay. So, looking at the numbers since we've began, if you can hit that one more time for me. Oh, go back. Okay. So, that's just another breakdown of the number of schools being served. Uh 232 kindergarteners, 170 first graders. So, in the first few weeks of implementing once, we held 3,419 sessions. On average, each student has attended nine sessions and those sessions have been on average 11 minutes long. Okay. Next, you can hit it one more time. This is um one of the cycles in the beginning. As you can see, it's cycle 2.1. So, this is where our students started with sound
073review. And I wanted to show this to you too because you get an idea of when we say this is a computer program. This is not a program that we put students on. This is the screen that the instructor and the student are looking at together. The left side is for the student, the right side is for the instructor. And as you can see, the instructor side has a script. And also um you'll see in some other ones there's a link where they can have um go to get more information on how to help the student. So that is how the system is set up and when they're looking at this screen they are being recorded and that's how the coach helps improve their implementation. So again, that's where our students started. And then looking
074at the next slide, this is where the majority of our students already are in the first few weeks of implementing this program. Words our students are currently reading. Um and again you can see on the right side for the instructor you see there's a flowchart that they can help that can help them correct any errors that the student might be um might be displaying and then um a script to follow. Okay, next slide. We have a few students um this is the cycle. This is an example of the cycle that our students who are the farthest in the program are are reading are already excuse me reading text like this. And at this rate on the next slide, these are the projected cycles that we expect our students to end the school year on. So,
075we expect our kindergarten and first graders to be reading um at cycle 73 or cycle 112 by the end of the year. As I mentioned, we are just finishing our third week of the program. So, at this time, we do not have any type of quantitative data because we they need to get further in the program before we start progress monitoring. So that's why in this update I just wanted to give you an idea of what our students are working on right now and how far they have progressed. I have also included some statements from administrators and one of the instructors. And if you don't mind, I would like to read one from one of our um administrators. When we first began the wants program, I'll admit I was a little skeptical. I wasn't sure
076how it would work logistically. Students being serviced in the hallways, being able to maintain focus, aiming to reach 20 students in a day. It all seemed ambitious. But those concerns quickly disappeared once the program got underway. There have been no distractions and the flow of sessions has been seamless. Our students are thrilled to participate and absolutely love the one-on-one attention they receive. The excitement they show and the confidence they are building is incredible to witness. Our tutors are deeply committed and genuinely invested in the students progress. They see the difference they're making every single day and take pride in the rapid growth students are showing in such a short time. Additionally, Once provides a layer of accountability for our tutors. Between the rigorous schedule that requires them to meet with 20 students each day and
077the personalized weekly coaching sessions, the school level administrators can trust that the instruction that is being delivered is based on research and high quality. What once seemed unattainable has become a daily success story. The once program has exceeded every expectation and become a powerful part of our school's support system for student growth. And then at the end, we also, if you would like to watch it, it's um a little less than four minutes, but this is an example. These are snippets of our children, and you can see how they've grown over the course of the few weeks that we've had the program going. All right. Um be before we um I I do want to say something. >> I want to commend you all because I think when it was last Wednesday, we received an
078invitation uh to tour I think it was Manchester and when I tell you that that program is heading in the right direction. So I would love I certainly commend you all for the work that you're doing. And uh Manchester was only one school, but I'm sure that this training is going well in the other schools as well. Um we we got to witness firsthand um the actual instructor along with the student and I thought that that was phenomenal. And so I'm proud to be a part um of that conversation that initiated this reading initiative in this district. So certainly again thank you all for the work that you're doing. Thank you. All right. Any any further disc Trusty Austin? >> Yes. Um Mr. Chair, you actually took a part of my comments as well, but
079hats off to Mrs. KS, Mrs. Black for the work that you all are doing. And as Dr. Reagan mentioned um the visit to Manchester, Miss Rogers is doing a phenomenal job with students to sit there and witness one of the sessions in progress. To hear when they was the end of the 15 minutes for students to say that's it for today to know that our students are again excited about learning. Um to know that we have staff that is dedicated to ensuring that our students can read. Um that they will love to read moving forward. And so kudos to you all for a job well done. I look forward to this program and the outcomes that we're all looking for, but also to working together. Um we also had chairman McCain was there as well
080to witness the program as well. So looking forward to having more conversations so that we maybe can expand this program to other schools to reach more students because reading is so so important to our schools and to our children and to our community as a whole. Um so job well done. Thank you. Thank you, >> Mr. Chair. >> Yes. >> I would just like to say reimagine. Re-imagine. We are talking about vision casting. We're talking about master planning soon. When we think about classroom environments and the setup of classroom environments for this type of learning, it is critical. And going and seeing what other programs look like, I can't help but keep going back to that. Beyond the basics conference because they talked about all of this and it is so critical that we do
081everything in our power to get it right and we can as a district we can get it right. This is proof that we can get it right. And as we continue to talk forward and move forward, having a environment that was intentionally created for that type of learning is going to be pivotal and critical for us as a successful Sumpter School District. >> Uh, Mr. Chair, >> yes, >> Miss Black, I just want to say this to you personally. Continue to let your work speak for itself. continue and thank you for all you do, >> Mr. Chair. >> Yes. >> Tell me once again, how are the students chosen? >> We provided um the schools with a starting point. We asked them to look at all kindergarteners and first graders who scored below the 25th
082percentile on the fall map. We also asked them to consider a student's KRA scores. Um and then from there we we just had discussions with the schools because they know the students and this is a different type of program. Um so we asked them to take into consideration the students they felt would be successful and so from there the schools made their list. >> Okay. And are uh all the elementary schools are not on that list. >> Correct. Correct. Correct. So, how did you know which schools not to include? >> Well, back in July, I came before the board and presented two plans. Okay. >> One was to serve all 13 schools that had kindergarten, and one was to target eight schools. And the decision was made to target eight schools that we believed were
083the neediest and to hit them hard with those 19 positions. And so it's possible with the proper funding that we could include all of them. >> Yes. My >> Yes, we have had because we have already seen students grow in the few weeks. Um, there's many stories of this program allowing schools to identify early other issues that maybe aren't seen in a class of 20 plus, but are really coming out in that one-on-one. So, we're able to do early intervention, not just in reading. Um, so we have had several principles reach out about wanting to get more of their kindergarteners especially. Um, and one of the ways this program is run in other districts is through the kindergarten parapros. And that's what they do in small group. Because again, one of the benefits of this
084program is that it is designed for parapros, but it's also designed to educate them and build their capacity not just to sit and read a script. They are learning why the script says that so that they can help students not just in that 15 minutes, but all day long. >> Yeah. Thank you. And if with your advice, I'd like to go and witness this too. >> Oh, we would love. Yeah, let us know. We'll set up. >> Let me know when you can we can do that. >> Okay. >> Thank you. >> You're welcome. One of the things I would like to add to this is that this was also attractive to us because as we're constantly discussing um bu building teacher capacity >> um with the looking at our our um staff members that
085are already in working for Sumpter School District and having the one-on-one interaction with students they already know and working with. the coaching that is provided to them is also helping to build their confidence and allowing them to think outside the box a little bit and to see if and think about maybe I can become a teacher and so we've been excited about having those discussions with some of our parapros and learning specialists who have actually talked about think are thinking about this could be something that they can continue to do um outside of this program. So, it's been successful on that side of the coin as well. >> Thank you. >> All right, Dr. Lee, >> it's been a lot said to you all, but I just want to say thank you. You guys sound
086so excited about what you were sharing with us and I know that we got more to look forward to, but just continue to keep doing the great job that you all doing and tell all the teachers, you know, we're excited about the new step that they've have come with this once program. Thank you both very much. >> Mr. Chairman has two clarifying questions just on um two slides. Slide number three and I'm sure I missed this. Pala Springs, there are two numbers in parentheses. Can you tell us? >> Sorry, I forgot to mention that. Pala has been um given three learning support specialist positions. They had all three hired um and have since lost one. So, they are currently looking for a third. So, I put in parentheses, two are currently serving 41 students. The
087goal is to get three serving 61. >> That was just kind of the way my brain looked at it. >> Okay. All right. Thank you. And then on slide number four, um, can you tell us what the color codes mean? I think I'm following it, but just want to be sure. >> Um, I did not do those color codings. That's once, but I think it's just kind of to alert us to on the right track. Maybe pay attention. Um because you see the ones in yellow um are lower. And then um the duration I know that um I've spoken to the people at once. Mike McKenna is my uh contact. We talk almost every day, which is amazing. They're always here to help us. But we have actually already discussed the average duration of sessions
088and the goal is to get them closer to that 15 minutes. Okay. To use every minute they have with the students. >> Okay. So where we're not hitting the duration that would put them in green. >> What kind of constitutes that? Why wouldn't we be? >> Just start off. it's just the start off the start of the and also some of the earlier cycles are not as heavy or intense. Um, and it could also be the instructor getting to know the student if you know if after about 8 minutes the student's done, we might want to just call it a day and come back tomorrow and start again. >> Okay. >> So, I think it's just part of the getting through that cycle. >> Okay. And it's good for me to understand this because as
089you continue to come to us, right, or as we continue to look at statistics or stats, we'll know what we're looking at and how to interpret this. >> Thank you. >> All right. Thank you all. Thank you for your presentation. >> Oh, yeah. We can The next word is those. Those. This is three sounds. So, let's listen to three. You say by yourself. Very good, Mariah. Very good. Those >> have ahead. >> Okay. >> They get stickers for rewards. >> No. Go ahead in the circle. Take your time. [Music] Put your finger under the circle. Go ahead. >> Good. Now read it fast. >> Yes. At like she waving at him. Good job. Next word. Put your finger on the circle. Go ahead. >> M. >> Yes. Mat. Yes. Good job. >> What that mean?
090>> Mat could be someone's name or like wipe your shoes on the mask. >> Now touch and say the fast way. >> Mitch. >> That is a black dot. You need to have your finger on the dot. Now say it. >> Mitch. >> Good. Yes. mit like I put an oven mitt on my hand so that I wouldn't get burned by the hot pan when I touch when I took it out of the oven. >> The first two sounds not my turn to read those sounds. [Music] Your turn. [Music] >> Sounds good. I should read the word fast. >> Miss. >> Yes. Miss like I miss night. >> Now read the first word. Put your finger under the circle. Go ahead. Okay, good. >> Now touch and read that word the fast way. >> Good.
091Yes. See, like I see a bird in the sky. Now read the second word. Put your finger under the circle. >> No, you don't say when you're there. Excellent. >> Now touch and read that word the fast way. [Music] >> Good. Yes. Matt. Like Matt is a person's name. Now touch and read both words without stopping. This word and this word. Don't stop. Don't. >> C. Right. Now read it to pass. >> Okay. And so when you consider that's after two weeks of instruction, um that might be why we're a little excited. >> Mr. chair >> right >> and Miss Kins I know it was something that you mentioned uh when we're at Manchester but all the sessions are recorded so that you're actually able to see the instruction and see the progress that students
092are made. >> Yes. So at any time also myself uh Miss Black and the administrators can also watch those videos but the main purpose of those videos is for their coach to watch and then on Fridays they meet and they debrief about their sessions for the week. >> Thank you. >> All right. Thank you again. >> Thank you. Have a look more and I too want to commend you for the work. Well done as you continue to explore and try to build what we've already started in academics to help our students to continue to grow and to learn. But we just want to give you a quick update regarding the report card because typically our report cards are issued in the month of October for our state. So we wanted to give you some information
093regarding the delay. Okay. So I wanted to give just a quick snippet just to keep you a breast of infor informed. Um a memo was released to us on October the 8th. you can go to October the 8th and I did um attach the memo for your viewing um as in the hyperlink for you um that the department of education and the oversight committee announced the brief delay in the release of the 2025 school report cards. Um the new release date is for the first week of November and the purpose of that is to ensure greater accuracy and transparency in the data reported for all schools and districts. They did work closely with us and us I'm talking about districts in general um giving all districts the opportunity to review and verify and process data
094corrections which is something different that they did this year um to ensure that we're giving accurate public information. And again, this is to um include one of the things that we're focusing on is they wanted to make sure that um it included the highest statewide graduation rate more in within the district within the decade. So, they wanted to before they publicized that, they wanted to check that one more time um as a state. And then um they're applying the same level of diligence to all of our high school performance matrix and giving us uh district leaders additional time to validate some of the reports before publication. So I just wanted to give you a snippet on why the delay is in place. Um and this is something um that they shared with us on October
095the 8th. And again I did include the actual memo in the hyperlink for you to for your viewing just to update. So after November, we'll be back with um information about our school report card and again as always what our next steps would be as a response to that. >> Okay. Thank you and thank you to everyone that has assisted with u the data collection because something school district had some corrections to make as well. So we do thank you for the work you've done. >> All right. Thank you ladies for your presentation. All right, ladies and gentlemen of the board, we're now well, we had a motion to amend the agenda uh for discussion at this time as it pertains to uh the amended topic. And so at this time, we would allow for
096a discussion uh before moving into executive session. Mr. Chair, I had made the motion so I should state my concerns. Um, in March or I think well in April, March or April, it was announced that uh you had received a charter for uh initiating a public school in Sumpre County, a charter school. And I had asked you personally and privately to focus on one or the other but not both. And I thought that that would require you to to u leave this board. I told you that the reason was because it was a distraction uh to the board's mission. I outlined some concerns about that, but now my concerns are much more clear. Um in your application for the charter school um you indicated that or the charter the application indicated you would pay uh
097so that your employees could be members of PEA the public employment employee benefit uh program i.e. retirement and that's a very very expensive proposition cost 18.56% of each teacher's salary and that um as opposed to what some private and I believe charter schools do possibly uh which is to um fund IAS and at a much lower cost. Uh that means that in order for you to employ a or any school to employ a teacher making $50,000 a year, you have to put uh over $9,000 uh a year into their retirement. Um I don't believe that could be for any other reason than to get current public school uh teachers to your facility. Obviously, the more students you get, the more funding you get, but I think you're were authorized a certain amount, but some of
098those students probably and I believe are being recruited to come from the Sumpter public schools and we are funded on a basis of uh our student count. So that uh both of those things are in conflict and um I believe that my questions to you which you obviously don't have to answer but the questions that I would pose are are in terms of dual office holding holding two offices for uh honor or for profit in the school in the public system the state system. Uh my questions would be and again um this is the reason that I brought this um are you being paid by uh RISE at this time? Do you expect to be paid by RISE at some time in the future? Are you currently or are you planning to recruit students from
099the Sumpter School District and current employees of the Sumpter School District to work at RISE? I think that is a direct conflict and I would uh renew my call for you to resign. And let me be clear, it's not because I believe you're doing anything wrong, but I don't think you can do the two things at once. Um, one of the things that led me to this concern was your participation in picking a new superintendent for our school district. I don't think that that is uh something that is consistent with your picking people for what amounts to a school district, a charter school. Um I know that we have examined as a board in confidence um the performance of our individual teachers in terms of uh progress that they're making. And of course as someone
100who is contemplating employing some of our teachers, it would seem to me that that confidential information is inappropriate for you to have. Um so again I'm asking that based on these conflicts and I believe others but principally those um for you to uh resign focus on your charter school and I would wish you well in that charter school. I'm not wishing you anything but well in that school because it's all about the students. Um that was the first concern that I had. The other concern and and again, Mr. and you've addressed that and I don't think that you've done anything and I'm not alleging you've done anything uh wrong in terms of um any laws or regulations, but you posted on social media with a picture of a student in our school system uh after
101an incident in our school system And I'm not asking you to answer questions, but one of my questions would be um did you post social media? And uh did you know at the time that that family had reached out to us? We didn't reach out to them with a request for a settlement and are currently in the throws of possibly suing the district, which would put you in a position, untenable position of having to um being on the board and having to try to make a decision on that when you've already weighed in on your social media platform. And I don't disagree with you that it's terrible thing that happened. There's no no question of that. I'm not trying >> Mr. Chair, could I respond? >> Yeah. Um I'm not trying to say that it
102wasn't and I I'll be done in a moment, but um it would seem to me that at a minimum you would have to recuse yourself and uh not seek any more information from the district on that matter um or make any any and and recuse yourself from any consideration on that matter. I'm sorry. Now, please respond, >> Mr. Chair. So, once again, I'm going to have to correct uh Mr. Leventus. I did not post the child on social media. The child's father made a social media post. I shared the post. So, it was not me posting the child. >> I I see no uh difference in that. >> And and I allowed you to speak, so I would respect Sure. fully ask where you'd allow me to to respond to you as well. >> When
103it comes to this situation, we're all entitled to our own opinions of the situation. As I said in the social media post, I did not feel like we were notified. >> Oh, I don't disagree. >> I went to the community meeting to hear the concerns of the community. I think that we all and as I said and it was quoted in the item that yes I can call for an investigation but I have no power as a single board member. The power lies in the body but I did not believe that any members of the board will be in disagreements to figure out what happened with this incident and how we can prevent it from happening again. for me for you to make that position that I was privy to information that the rest of
104the board was not privy to. I believe that I just like the rest of the community learned of the incident almost simultaneously through social media. The information that you're referencing as far as the settlement, I think we all were made aware of that by social media and by news reportings. I was not made aware of any information that you all are not privy to as well. And so for you to ask me to potentially recuse myself, what is there for me to recuse myself to from? At this point, >> you well and of course another question I ask you, are you related to these folks? >> I'm not, but >> but it it matters a great deal. >> And and I will say this, Mr. Leventus, this is my second term on the board. I
105am very well aware of the policy BC board member conduct BCA board member code of ethics and I hold my oath of office very highly and if there was a need for me to recuse myself absolutely I will recuse myself and I don't need a member of the board to try to berate or chastise me about being a representative of this school district and this school board. Our focus is on children. And so every one of us here should be outraged that we've had not one but two incidents of alleged assault on children in our district. There's no Are you That is my >> I'm I'm still trying to understand why we're even having this conversation because you have picked up the phone to call me on other occasions about matters that didn't even rise
106to this occasion, but you chose a board meeting to to raise this concern. You actually sent a text message which constituted a board meeting to multiple members of to the entire board actually where you could have simply picked up the phone and had the same conversation with me. So I do take offense to that. >> Well, are you finished? >> Yes, sir. I am finished. >> Thank you. >> And we can actually move on. Your notion that forwarding that post that the young man's father put uh was not a problem is a distinction without a diff without a difference. It is a problem. You have weighed in on what happened. you have uh presumed that what you heard at that meeting was the facts when an investigation has not been completed. Uh and of course
107it was reported inappropriately as we all know now in the newspaper that uh the district had made an offer of a settlement. Uh now we're getting into the the real points. Um, if this board is asked about a settlement on this matter, you've already weighed in before you've gotten all the facts. >> Mr. Chair and Miss Leven, you keep referencing this social media post and I I'm having to correct you because you're saying that I have weighed in. My post said, "As vice chairman of S school district board of trustees, I demand a complete and thorough investigation of this incident. What is even more troubling is that I nor the board was notified of the incident." Styles is one of the most loving and coolest kids I know and didn't deserve this at all. I'm
108demanding answers now. At what point in time did I weigh in to say that I agreed with anything here when I asked for a complete and thorough investigation? >> You. And hold on, I'm not finished. And at the community meeting when I was asked and it's in the item reported, I told the community not to rush to judgment and allow the investigation to do its job. It's inappropriate to speak to an issue like that uh which we were notified in the personnel report not to the gravity of it but to the fact that it had happened in I forget >> well we you can compare apples to apples because we were not notified to the extent that we were notified about the v debate situation so therefore we were not properly notified >> well proper
109or not we were notified that a circumstance had taken place that an employee had >> well as we're going to we're not we're not going to have this conversation about semantics. I didn't feel as though we were notified properly notified. That is my opinion. You have your opinion and at this time I would ask that we continue the the work of this district and move on. I hear your concerns. Your concerns are valid in your opinion. And if I need to recuse myself when that moment arise, then I will recuse myself. But as of this moment, I don't see a need for me to recuse myself. >> I'm sorry. We disagree on that. >> And that's your opinion. >> At this time, Mr. Chair, >> I will open the floor for any further discussion. Go
110ahead, Miss English. >> Um, and this what I I would like to say to the entire uh school district as well as the communities. Understand this. Anybody who enter or exit this district regardless of the circumstances it has to go through the board. We have to vote on it. So with any situations we're with the current both situations we as the board was made aware of it. down whether as board members we ask questions far as far as to identify the in the person the individual student that may didn't occur. We may not they they may have not told us that but they don't tell us because if it long-term we need to investig we have to be a part of investigation we're not able to if we know that we know too much information
111so to I say put this out there with this situation we all was aware of we all made that vote on it regardless of the fact what are you're hearing did we know the child's information, the child's name. No, we was not aware of that, but we were aware of the situation. >> We were made aware of assault. >> Also, also, Mr. Austin, I'm not going to interrupt you. I'm just saying respect. Also, I say this as the board, we have to stop going toe-to-toe with each other. We cannot make a difference if we're fighting each other and if we feel like we have to air out everything amongst each other. I may not get along with Miss Johnson at times, but I'm not going to her community to air anything out. I may not
112get along with Mr. Austin at times or I may disagree. Now, I'm not going to say not get along. I may disagree, but I'm not airing out anything about Mr. Austin. I'm going to call him or I'm going to speak with him probably about it. Same thing with Mr. Reagan. I may not always agree what Miss Miss Gamble, we have our our issues from time to time or she's strong. She's strong about how she feel about something. I'm strong about how I feel about it. It's okay. We don't need a board for all us, oh yeah, you're right. You're right. You're right. No, but we need a board to stick together to understand just cuz things don't go my way, I don't have to create a platform based on the untruth to make me be
113seen. Create that platform and say, "Let my work speak for itself in this district." I don't need you to tell me, Britney, you doing a great job every time you see me. Because if I know if I'm doing what I'm supposed to do and I'm making a difference, I'm okay with what I do every day. I'm okay waking up in the morning cuz I know that regardless of the fact I'm making a difference. I have a strong community that support me. I have a strong district that sometimes get upset when I tell them things, but it's okay because I'm only going to voice my opinion. That's it. And everybody has a right to voice their opinion. But I say this, if we're putting information out about the board, and that's to any of us, the
114only person should be putting it out is the chair. That's it. The chair. And I'm not saying this situation because it has been multiple situations that has things has been put out and it wasn't from the chair. But I say this to the board. When are we going to stop? Stop fighting amongst each other. Stop. Stop throwing the rock and hiding the hand. Stop. Stop backdoing each other. Stop. Have a conversation and see about having a conversation to see how that'll make a difference amongst ourselves. But understand this, putting out false information about any situation is unacceptable. I'll say this, my heart goes out to this family. We continue to provide support if needed from this district, but my heart also also as well as go out to the staff at Lakewood leadership. I'll say
115this publicly, you did everything you were supposed to do. leadership. Hold your head up and understand this too shall pass. Hold your head up. Leadership at at Lakewood High School, hold your head up. Of course, none of us sitting in this room wanted that to happen, but it happened. We can't beat each other up over it. All we can do is create create things to prevent this. More training, more vocal about things. But to bash each other, we ain't going nowhere with that. And the fact that I'll say to everybody on this board, we're looking for a superintendent right now. We're looking for a superintendent right now. And I'll say this, it starts with the top. And we're at the top. I would like to respond and it's not for an argument, but I felt
116as though in those last remarks it was insinuated that I put out false information and I don't respect that language being put out there. You all may agree that we were notified, but I will say this, we were not notified that there was an alleged assault. We were made aware of an incident. We were not made aware of the severity of an incident that was an alleged assault. And so that is not an untruth. >> You're you're directing that to me. >> I'm just you're talking you're putting out I'm just we we're on two different pages with that. I we were aware of the we were aware of the situation. We just didn't know the name or anything. >> It didn't matter about the name. >> Uh like I say, we was aware of that
117situation. any and anybody who exit or enter this district, we are aware of it. It doesn't matter. We were aware of it. We were aware of the incident that took place in this district. Yes, we were and we voted on it. >> Stop it. >> Okay. At this time, >> that's your child. >> All right. All right. Any further discussion at this time? >> Reagan, I would like to say something. Um, yes, we are a vote of nine. Um and I was just thinking about what um Dr. Kanty was saying about the vision for the school and the vision for this board. And one of the things that we cannot do as a board is keep looking at the negative. And what I keep hearing is that someone on who's elected official as we all
118are all of us only have one vote on this board and not one other elected official can demand that somebody else resign from the board. That is not one person's decision. Um and I'm I'm really burned out with this conversation because Dr. Reagan has already stated to us that he's not running for reelection. And he's already stated to us what his position is with his um new school, why we keep bringing that to the table and beating that dead horse. And we have so many important visions in front of us. So many other important things ahead of us that we keep saying tonight that is a great vision and a master plan. If that is the greatest thing that we have working for us tonight, why are we beating up on a situation that he's
119already told us that he's gonna not reunction? The most important thing here tonight is our students. We've already said that we have a new super looking for a new superintendent. This superintendent is looking at how we're working together, how we're coming together and constantly throwing darts at each other is not what no superintendent want to come to this district with. I wouldn't want to come here if I was looking at this job for superintendent. We are adults. We ran that platform to become a public official to work on the school board for the children and for the better good of this district. And we spend more time throwing negative darts at each other and constantly saying negative things and not focusing on the real purpose of what district something school district is all about. And
120that is building new schools, bettering things for our student and making a better way for our teachers to want to come here and do their job. So this has got to stop. It just really has to stop. We spend more time on negative stuff than we are on positive things. And if we focus on the master plan and the vision, then we are going somewhere. But to sit here and constantly beat up on an individual person who's an elected official like we all nine are that is not going to happen. That's it. Dr. Reagan. >> All right. At this time, any further discussion? Yes, sir. >> Yes. Um, Dr. Lee brought up negative speak about each other and uh it it was brought to my attention by someone in the public. I didn't see it,
121but um that one of our board members made a comment to the media that most of us sitting around this table care nothing about the children that we were um only concerned with building new schools. So, does that go along with your your negative comments being made? And I also want to add in um Dr. Gamble, you and Dr. Oats, you gave us enough information to know that there was something going on initially and that we would get more information as the investigation process continued. All right. At this time, if there's no other discussion, we'll now move to item number six, executive session. Do we have a motion? All right, I'll say it again. We're now at item number six to enter into executive session. Do we have a motion, >> Mr. Chair? I motion
122to enter into executive session for the discussion of individual student matter or matters, transfer transfers in and out of the district and the monthly personnel report, appointment, compensation, promotion, demotion, discipline, termination, and or release of an employee. >> Is there a second? >> Second. It's been a motion and a second to enter into executive session for discussion of individual student matters, transfers in and out of the district, and the monthly personnel report, appointment, compensation, promotion, demotion, discipline, termination, and or release of an employee. Any discussion hearing? Done. You may vote your pleasure at this time. >> All right, vote is unanimous and it passes. Uh we're now enter into executive session at this time. Uh thank you to the members of the community that stayed uh for the meeting. We don't know how long we're
123going to be in executive session, but certainly if you so choose to stay, if not, you all have a wonderful evening and a restful one. And thank you for coming. Now returning to open session. We'll move to item number eight 8.1. Any uh actions related to executive session at this time? >> Mr. Chair. >> Yes. I move to release students A and B to attend school outside of Sumpter School District for the remainder of the 2025 2026 school year. >> Mr. Chair, I second that motion. It's been a motion and a second uh to release student A and B to attend school outside of some school district for the remainder of the 2526 school year. Any discussion? You may vote your pleasure at this time. Right. Vote is unanimous and it passes. >> Any other
124motions related to executive session? >> Yes, it's mine. >> Mr. Chair, I motion that we approve for the per notice the person report. Do we have a mo? Go ahead, >> Mr. Chair. I motion to authorize the board chairperson to execute an order on behalf of the board of trustees affirming the termination of employee A's contract of employment with the district based on such order prepared by legal counsel and having been reviewed by the board. >> We have a second. Second >> been a motion and a second to authorize the board chairperson to execute an order on behalf of the board of trustees affirming the termination of employee A's contract of employment with the district based on such order prepared by legal counsel and having been reviewed by the board. Any discussion? You may vote
125your pleasure. >> Yay or nay? pass. >> Vote passes. Do we have any other motions from executive session? >> Go ahead, >> Mr. Chair. I move that we approve this board vision statement first reading. >> Second. There's been a motion and a second to approve uh first reading of the board vision statement. Any discussion hearing? None. You may vote your pleasure. All right. 8.2, Personnel Report. Do we have a motion, >> Mr. Chair? >> Yes. >> I'd like to make a motion to approve the personnel report for Monday, October 20th, 2025 as presented. >> Mr. Chair, I second that motion. >> It's been a motion and a second to approve the personnel report for Monday, October 20th, 2025 as presented. Any discussion? You may vote. Yes. Oh, you may vote your pleasure at this time.
126>> Yeah, I was a little confused, but yeah. All right. Any other motions? We have another motion. Yes. I'd like to make a motion to approve the personnel report amendments for Monday, October 20 20th, 2025 as presented. >> Mr. Chair, I second that motion. >> All right. It's been a motion and a second to approve the personnel report amendments u for Monday, October 20th, 2025 as presented. Any discussion? Mr. Chairman, I gave my extension on one of those actions. Not my accus on one of those actions. You may vote your pleasure at this time. Go to jail. No problem. Uh vote passes at this time. All right. Any other motions? Hearing none. Item number nine, consent agenda. Um it'll be done upon consensus without any objections at this time >> hearing none. Now down to
127item number 10 closing of the meeting. Thank you all for your attendance and at this time you have a restful evening. Thank you. Meeting is now adjourned.