001Good evening and welcome to the December 9th business meeting of the board of trustees of Rock Hill Schools. Local news media outlets were notified in writing of the agenda for this meeting on Friday, December 5th. At this point, if you will please stand and join me for the pledge of allegiance, followed by a moment of silence. Algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liy and justice for all. >> Thank you. Please be seated. So, uh, first up for tonight, uh, is approval of the agenda. Do I have a motion to approve? >> So, moved. >> Thank you, Mr. Nosal. Do I have a second? >> Second. >> Thank you, Miss Daniel. Any discussion? Hearing none. All those in
002favor? >> Say I. >> I'm sorry. >> All opposed. Motion carries 4 Z. And just for reference, uh, four board members do constitute a member of the Rock Hill School District. So, first up tonight, we do have an executive session. And, uh, you will see that we have two identical, uh, executive sessions tonight. We will not be taking action coming out of the first one. Uh, they're both listed this way so that we have an opportunity to let conversation spill over from one to the other. So, that's why it's the second one is listed as needed. So with that, I will entertain a motion to adjourn the open session and enter executive session for the following matters. Human resource matter, personnel up to date, and legal matters pending litigation. >> So moved. >> Thank you,
003Miss Daniel. Do I have a second? >> Second. >> Thank you, Mr. Nosal. Any discussion? >> Var none. All those in favor? All opposed? Motion carries 4. and we will resume this meeting at 6:00 starting with recognitions of some amazing students. So, we'll see you at six. Thank you. Good evening all. We've been meeting in executive session to discuss personnel and legal matters. Um and now we would like to make a motion to reconvene us back into the opening session. >> So moved. >> Is there a second? >> Second. >> All right. All those in favor? All opposed? Motion carries 4 Z. All right. Well, we have some wonderful recognition for tonight. We've had some exciting times in the last couple of weeks. Uh first, we would like to start with our champions, the South
004Point cross country team. Uh we have here Mr. Carlos Richardson, athletic director of South Point, Dr. Williams, and M. Trish Shak. Please come on. Before we um introduce our state champions, I would first like to acknowledge our coach, Coach Trish Sago [applause] was nominated for our region coach of the year as well as the 4A state coach of the year. [applause] >> Now you come and introduce >> I guess he introduce my babies. Okay. Um, I'd like to thank Coach Richardson, Dr. Williams, and thank y'all for recognizing us tonight. This has been a um a process over a period of time for this team and these boys. Um, but we pulled something off this year that was a pretty special season. So, sorry. Um, I'm gonna start with Keller Brown. He was our individual champion
005uh this year for 4A for the boys and led our team during the state championship. Um Copeland Crawford is next. Reese Adams, Tara Cu Thompson, Felix Cassidy, Jaden Finny, and Evan Rabachi. And I think I finally got his last name correct. >> [applause] >> And I would just like to add that there there are also some assistant coaches I would like to recognize. Um, Lauren, Coach Lawson, uh, Sydney Jenkins, and Chris Sacko, um, were coaches with me that helped, um, make this all happen this year as well. So, these guys right here represent some of the best at South Point High School, and I couldn't be prouder to be their coach. [cough] [applause] Take a photo. too. Get it all in. >> Got everybody. Three, two, one. One, two, three. State champs. LOVE IT. >>
006[applause] >> WHAT AN AMAZING ACCOMPLISHMENT. South Carolina High School League for a boys cross country state champions. [applause] Next up, we have the American Council on the Teaching of Foreign Language Award for Excellence in World Language Instruction using technology K through 12 presented by interim principal Mr. Buddy Kane. Good evening. >> Good evening. >> On this afternoon, I would like to present um a good friend and good colleague, Mr. Yada Guerrera. Mr. Guerrero's innovative contributions to Spanish teaching has earned him a prestigious aa national award for excellence in world languages instructions using technology grades K through 12. ACT is a national organization that establishes standards and proficiency guidelines for world languages. He achieved this award by single-handedly creating a resource-rich website called iractracticep.com which is used by hundreds of thousands of students and teachers in
007162 countries. In addition to his integrated AIdriven tools, he uses this platform to help teach and establish his cultural connections by using Zoom to enable his students, our students, uh, to interact with peers in speaking Spanish in various in other countries. This is also allows his students an opportunity to practice language with native speaking Spanish students. Mr. Guerrera is a Spanish teacher at Rocky High School. He's a department chair. He's the chess club sponsor and he is well known one of our world language PLC heads for the district. He is a dedicated educator who has consistently goes over and beyond to support our students at Rockill High School, his colleagues and other international teachers. Just to leave you with a quote from the AKA vice chair. Yada Guerrera has transformed Spanish language education through his
008innovative technologydriven pedigogy that empowers students both locally and globally. With over 16 years of experience, he has constantly leveled the cutting edge tools including AI gamification and the collaborative digital platforms for the world languages. This helps to foster the intercultural competency in last performance in the world languages. As a creator of the I practice [clears throat] Spanish.com and his companion the companion YouTube channel, Mr. Guerrera has filled a critical gap in the Spanish listening and language resources for our students. I introduce you Mr. Yada Guerrero. [applause] LET'S do a few. One, two, three. Thank you. >> Thank you. [applause] >> Congratulations and thank you for all that you do. Next up, we have our 5A division 2 state champions, the Northwestern football team. And this will be presented by athletic director Mr. Caleb Gaither and
009head coach Paige Walker. >> Get ready. It's gonna be a wall. [laughter] >> We're gonna take a photo. If you guys want to stand to the side, that way you're not being blocked by this. If you want to stand closer to the podium and then afterwards we can take a photograph. [clears throat] All right, guys. We're all gonna circle in here and face that way. >> Yeah. Come on through and then face the audience. Just come on in. You're good. [snorts] Just keep lining up in front of each other. >> So, make a line. >> All right, you guys can come on. >> Down to the end. You guys down. Follow the leader. He's filling >> in. Make your way down here. We'll make another line in front. Keep going. You get behind me. You
010don't mean Good evening everyone. Um, madame chair, superintendent, board members, thank you again for having us tonight. Uh I am Caleb Gaither, the athletic director at Northwestern High School, and it's a great day to be a Trojan. Um I have the honor and privilege of introducing our leader of the 2025 division to 5A state champion Northwestern football team. Um this is the first time in school history that the Northwestern football team has won back-to-back state championships. Um and under the leadership of Coach Wford, um this team has shown pride and resilience in and on I'm sorry, on the playing service and in the classroom as well. So, so without further ado, please help me welcome Coach Paige. Thank y'all. Uh, thank y'all for having us here tonight. I really appreciate it. I made the comment
011to Dr. Elder uh during the game. I second half got a little fast, so it might have been during the game. It was over pretty quick, but uh might have been at the end of the game that might have been very beginning. [clears throat] I don't remember. that uh the feeling around question high school just kept getting more positive and more positive and I understand it starts from the top and it doesn't just start with with our excellent principal Mr. Abraham but it starts at the top as far as the school board our superintendent and everything just trying to trickle down from there. So um I'm proud to be Northwestern High School. Uh these players are proud to represent North Western High School in the manner they did this season and uh we look to
012many more years of success and uh and excellence and I really appreciate the support that everyone in this room and everyone back at the high school and in our school district as a whole gives gives our programs all of our programs not just athletics. Uh Walt Disney made the comment that you can kind of feel excellence when you're in an area and I think when anyone steps into any area of Rockville school district they're going to feel the excellence that's just emanating uh through everyone and everything. So, I appreciate that. It doesn't go unnoticed and and thank you very much for for your support. Thank you. [applause] >> You're blocking somebody. Try and Can we do like at the end of the game where you guys all kind of like >> [clears throat] >> We
013need a lot All right, everybody. >> Right here in three, two, one. Congratulations. You know you would let me down. Melissa Melissa's in the hospital >> again. Great interview. Great interview. >> I know how >> some random Hang on, Marty. We're gonna saw that interview. >> He did a phenomenal job, man. >> All right, congratulations, Trojans. And up next, we have our South Carolina High School League 4A state champions, the South Point Stallions, presented by athletic director, Mr. Carlos Richardson and head coach Bobby Collins. All right, start a second row if you guys want to come on around. >> Everyone follow the leader, guys. >> Start a second row in front. Back up and then we'll do it again. >> All right, next group. Let's go forward. Let's send it this way. Start another row.
014>> That's what I'm trying. I'm still [clears throat] wider than you Ladies and gentlemen, again, as you heard, we would like to introduce our 4A state champions. [cheering] [applause] And on behalf of coach Collins, currently he is um coaching on the north south allstar staff. So right now he's in Exactly. Hand of round of applause for [applause] he for a week, but he was also the region 4A coach of the year and he is up he is up for the finalist for the 4A state coach of the year. So, we're hoping that he wins. [applause] Talking about these young men, um, again, been around a bunch of football teams in my lifetime, and this team probably was the easiest team to manage that I've ever been around, right? We call them 24-hour kids because you
015don't have to worry about when they leave South Point, going home, coming back, getting in trouble, or doing something that they really should not be doing. So, first of all, the we won because of the way we handled our business off the field. 3.7 GPA as a team, [applause] >> very few discipline issues in the classroom. Um, and I just want to as an athletic director, thank you guys for everything and and what you've instilled into our school culture. All right, which is hard work, dedication, and loyalty. So, I just want you guys to know that on behalf of the Rockill Schools, we love you guys and thank you for everything that you've done. All right. and also would like to recognize I'm sorry um two other individuals. One Javian Karns was named the um
016Gatorade player of the year which is [cheering] and also would like to recognize our principal as well as Dr. elder, the school board, because again with all of this, you guys helped make Rock Hill Schools different because of what you pour into our student athletes. So, I just want to thank you guys and you know, let's do it again next year. [applause] front two rows take [laughter] all Neil see everybody. >> All right everybody right here in three, two, one. Congratulations. >> Y'all get up on your >> own. It's all that impressive. >> I didn't even know you million things. Good to see you. We don't have a >> socialize. All right, that's just a I just I just want to for those that are still in the room, let's give all those student athletes
017and Mr. Gore again. [applause] I mean, that is a testament [cheering] to the hard work of our our teachers, our coaches, our staff, and the hard work in our students in the classroom and on the field. So, those those students deserve a round of applause. So, all right. Um, Miss Cammons, is there any citizen participation? Okay, thank you very much. All right. And up next is our um consent action agenda. And in the consent action agenda, uh we reviewed the minutes from the November 14th school, I'm sorry, the November 11th schoolboard work session and the November 14th school 11th school board business meeting. I apologize. Um >> all right, I'm going to put you on speaker. >> And we also have personnel re u recommendations. Um is there any board member that has any comments?
018Um, board member, vice chair Hutcherson, I'm going to recuse myself from vote this consent agenda. Um, specifically the personal recommendation. So, I'll just recuse myself from everything. >> Okay. Thank you, Dr. Belton. All right. Um, is there a motion to approve the consent action agenda as presented in the board packet? >> So moved. >> Thank you, Mr. Noel. Is there a second? >> Second. >> Thank you, Miss Daniel. All those in favor, please say I. >> I. All those opposed. Motion carries 40. [clears throat] >> All right. Up next on our action agenda, uh we have a York Tech letter of acknowledgement uh from Miss Excuse me, President Stacy Moore from York Technical College. Come up. >> Thank you. >> Yes. As President Moore makes her way to the podium, um I just want to
019give a little bit of a recap that um we met several weeks ago um for a very exciting opportunity that York Tech is asking for our support for um and acknowledgement for the impact on us and and I know that we are all very um appreciative of the heads up and the forward thinking notice and everything that you're about to talk about. >> Well, thank you so much Dr. Elder and thank you members of the board uh for having me here tonight. It's actually my first school board meeting, so it's pretty exciting. So, thank you. Yes, York Technical College is interested in without a final decision on purchasing Am I moving slides or No, just talking to you all. Okay, great. Um uh in in purchasing the building directly across the street from the college,
020which is currently the Business Technology Center. It's at 454 South Anderson Road. The idea for us to purchase that building uh is essentially to better utilize state dollars. So this would give us an opportunity to renovate an existing building versus attempt to build new building. So essentially more bang for our dollars uh for state dollars. Now ultimately what we would do is remodel that building to anchor critical healthcare programs primarily as well as our building and construction trades programs possibly. those programs, building construction trades in particular, currently exist at our Wilson Street site, which we are attempting to move off of that site along with our truck driver training and better centralize the programs closer to the Rock Hill campus. So, those will happen there uh as well as a new life sciences training center
021uh ultimately to serve to serve what we believe and hope will be uh the new manufacturing facilities at the Palmetto Research site when that happens. So, uh, ultimately we hope to have enough room for expansion of those critical health care programs, anchor them there, uh, with a lot less dollars than it would cost us to build new on our currently owned side of the street. Right now, >> [clears throat] >> uh, the college's foundation is under contract uh, for the purchase of that building with an assignment clause to the college. Once we move through the approval process with the joint bond review committee, that committee does ask us to work with all possible uh impacted entities. That would include the city, the county, and the school district because as we are a quasi state agency,
022that means upon purchase of the building, it comes off of the county's tax roles. Uh so there no more there would be no more tax property taxes from that building because the college as a public entity would now own it. We've not made a final decision. We're in the due diligence process, which we have a few more weeks to finish all of the due diligence testing and then we'll make a final decision about the building once we see the final of the building's condition. Other questions I could answer for you all and appreciate your consideration of support of this purchase, potential purchase. >> Questions? >> Is there any discussion? The only question I had um you mentioned you said critical health care. >> Can you explain what that is? >> Yeah, healthcare education programs, nursing,
023allied health like rad all of our healthcare programs would actually anchor there. So, radiologic technology, surgical technology, medical lab technology, both our LPN and RN nursing programs. And then it allows us expansion of additional programs. For example, respiratory therapy. we don't currently have but we will bring on um physical therapy assistant is coming on next year. Our invasive lab technologies are coming on 2027. >> Okay. So it is an expansion of what you're already offering. So >> it will be it'll be both the current programs as well as an expansion into the new programs and then another expansion is by size of so the nursing program for example needs to be expanded. We take about 108 RN students every year about 40 LPN students. I mean, as you all know, if we tripled that, it
024still wouldn't meet the demand for nursing in our area. >> Yeah. So, by size and program. >> Okay. And I and I may have missed this, but what is the additional size of the space that you're going to be offering? >> The total space of that building with both there's a fourstory tower if you remember seeing it from an behind it is a one-story annex is 118,000 square feet just over. We anticipate if we were building new with the money that we have, we would be able to get 37,500 square feet for healthcare and an additional 26,000 for building construction trade. So, it gives us double uh which our current need is actually almost 60,000 just for healthcare. That's without expansion. >> It sounds like it's going to be some additional some great opportunities for
025additional partnerships with >> Absolutely. Absolutely. Those are great stackable credential programs. So they're they're already in dual enrollment options, but it gives you more opportunities. Take nursing, which we really hope, which you get your LPN upon graduating high school, and then you only have one year to the RN. >> Thank you. >> Absolutely. Thank you for the questions. >> I don't have I have more of a statement. Um, first of all, thank you for what your Tech does for this community and has done for this community for several decades here. Secondly, thank you for the heads up and sending us this letter a couple of weeks ago. And even though I know we can't do a dollartodoll comparison, but it appears what the school district may be giving up in tax dollars, we will more
026than make up for access to kids expending for their parents, extended family, children graduating from this district. So, at least for me, it's a no-brainer. Just thank you all. Good luck for you. Good luck. >> Thank you very much. Thank you. Thank you to all of you. >> Thank you. >> Any other questions? >> Just comments. Just really excited about the partnership that we do have with you all. So this is I second my colleagues but we're excited. >> Thank you so much. We are great opportunity. >> Yeah. Thank you very much. All right. That said, um is there [clears throat] a motion um for to approve the letter of recommendation or excuse me, acknowledgement for York Technical College? >> Um madame vice chair, I make a motion that we um approve the letter of
027acknowledgement for York Tech as requested by President Stacy Moore. >> Is there a second? >> Second. Is there any discussion hearing? None. All those in favor say I. >> I. >> All those opposed. Motion carries 40. >> All right. >> Yes. I do have one last question. Did she provide a letter or you just going to draft it on behalf of the board and get Chair Miller to sign it or how does this work? >> That's correct. Um the letter is written and ready for signature. >> Yes. >> Great. Good job. Um, up next, uh, on the action agenda, we have the personal finance tech textbook adoption with Miss Licia Johnson. [snorts] Good evening, Vice Chair Hutchinson, board members, Dr. Elder, and members of the community. This is an agenda item from early November that
028we are revisiting. Um, we need a vote on the high school personal finance course textbook adoption. There was a question last time regarding um physical copies of the textbook. And so the the answer to that is the state will provide the digital access. Um, that's what they're paying for. And if we want physical copies, we would be responsible for purchasing those at $5 per textbook per student. Um they're consumable textbooks. So we would be responsible for purchasing those directly from the vendor each year. >> Are there any questions? >> Not so much a a question but more of statement personal belief. The pen is mightier than the keyboard and I think um we will see in the future that that is true. Not to be wrong. I'm wrong before, but I hope that we correct
029this at some point and I will take it to the state department if I have to. But thank you. >> Do thank you for following up. So, if I understand it correctly, if we approve this tonight, if we have children who want consumables, we can purchase consumables for them or who need consumables. And and the reason I say this is I'm I mean, I consider myself a real, but I'm not. I mean, the reality of it is after the schoolboard meeting, I had a number of phone calls that, you know, I I think that sometimes we don't want to acknowledge the fact that we're more than 60% people's in poverty. I mean, that's a number that we don't discuss very often publicly, but it's a true number. And so, for many people, this is their
030only access to the internet. It's the cell phone. And so when we have, it's not that I want children to walk around with 50 pound book bags in their bags. You know, I understand that. But I also I think we just have to acknowledge that everybody doesn't have access to internet. Wi-Fi is a luxury. It is not a necess. It's not a necessity. It's a luxury. And many of the children, particularly the ones in the district that I represent, just do [clears throat] not have access to it. They don't have computers at home. They don't have Wi-Fi. So, I just hope we keep that in mind. I'm going to vote to support this, but I just hope that if there's a child in this district who doesn't have access that we will spend the $5
031and get them the consumable that parents will have at home with them. So, thank you for doing your due diligence. Thank you for following up. I I just really appreciate that and just hope we keep that in mind forward. Thank you. You're welcome. >> Yes. and a second collect as well. Uh, thank you for looking into having Super Bowls for the children. That was also a question that I had. So, thank you for researching that and getting that information back to us and hopefully we can consider ensuring that we have some money allocated for those students that do actually need the printed copies of the book. >> Um, that said, is there a motion on the floor to adopt the personal finance textbook uh Ramsey's solutions? >> So, moved. >> And is there a second?
032Second. >> Any discussion hearing? None. All those in favor say I. >> All opposed. Motion carries 4. >> Thank you, Dr. John. >> Thank you. [snorts] >> Okay. Um, next up we have project lead the way dual credit opportunity again by Miss Alicia Johnson. She still >> stay right here. >> Thank you. This presentation um is around project lead the way and this is a dual credit opportunity for our students. So in the past our students have been able to get dual credit um they've been able to get dual credit through the project lead the way courses. [cough] Um [clears throat] and I'm going to go through why we need to look at this tonight. So let's start with what is project lead the way. It's a nationally recognized STEM program. um they provide pathways
033in engineering, computer science, biomedical science. Um and then you see some of the statistics there. So students who typically um enroll in Project Lead the Way courses, they're about 13 percentage points more likely to declare a STEM major um just as a result of being in those Project Lead the Way courses. And then the courses also increase students interest in STEM related fields. So I provided some examples of project lead the way assignments and task that students may tackle in a course. So this is an example from principles of engineering and then an example from digital electronics. So those are just examples of some of the things that students would would work on in the various classes. So, the American Council on Education has evaluated and recommended the courses that are listed there, and they're
034recommending these courses for dual credit. Our state department has endorsed that recommendation, and effective this school year, we received a memo in July that says that we have to have anou in place in order for all of our students who want the dual credit for these courses. we would have to have anou or MOA in place with an institution for them to be able to get the dual credit moving forward. So to be eligible for the dual credit, these are the requirements here. So they would have to have an accomplished or distinguished rating on that EOCC assessment that they take at the end of the course. They would have to have a grade of C or higher in the course. And then they would also have to meet the college that's going to give them
035the dual credit. They would have to meet those eligibility requirements. So right now we have the MOA um that we would like to pursue with Rochester Institute of Technology. Um you may be wondering why we choose Rochester Institute of Technology. They have been doing this and a partner for 25 years uh with Project Lead the Way. They have all of the courses approved. Um so they're really easy to work with. they've already provided an MOA for us um and outlined what it needs to look like for our students to get credit. So, they're requiring a minimum average of 85% in the high school course and then a minimum project lead the way end of course assessment score and so that is determined by individual courses. So, what does that look like? So, this would be
036the process for students to apply for dual credit. So the MOA must be signed by the superintendent. The teachers would submit their entire roster of all of the students that are in the course and then RIIT would look at those to determine which students are eligible for credit. And then the students would pay $240 for the three credit hours. And so just to note that a three credit hour course at RIIT is about $5,700. So, our students will be getting this three credit hour course for $240. And the transcript grade will reflect that EOCC grade that they get at the end. [clears throat] Any questions? [snorts] >> Why are you looking at me? >> I wanted to hit the button before you did. That's all I was trying to do. >> Usually, you try to
037go first. No. >> All right. Uh just some clarifying points or and information as to what we what you are seeking approval for tonight. Project Lead the Way is already a program currently in place in Rockill schools. Correct. >> Yes. >> Students are already receiving credit in the high school, but this would be giving them the opportunity should they wish wish to be eligible and purchase or pay for the credit hours. This then gives them the credit hours with RIT. Correct. So effective this school year, each district has to have an MOA in place and so that we have to have the approval to work with RIT to get the credit. >> All right. So it's not adjustments to >> we're not adding a new program. No, >> we're adding something already in place. This
038is adding the option. >> Giving them the option. Yes. >> Thank you. I think um it's a wonderful program. I'm happy that we're going to potentially have be able to get dual credit um with the program. I this is a program that [cough] I need to to highlight. We have some very very high level um mass students coming out of our middle schools and this is something that a lot of them are interested in. We need to make sure that they are aware of the program. Market this. make sure that these kids know that they're not finding out about it 10th grade or 11th grade that they know about it coming into ninth grade because because I know I had a parent to reach out to me and it worked out this time but it
039shouldn't it shouldn't even been an issue to begin with. So I please do that. This is a wonderful program. Thank you for making it even better. >> You're welcome. A couple of middle schools have signed up to have an all about high school session with some of their parents because they want information on dual enrollment and dual credit. And so this is something that I can add to that presentation for them. >> Thank you, >> Dr. Johnson. I'm consistent. Child can't afford the $240. >> What happens? >> They don't receive the dual credit. They still get credit for the course. Um but they would they would not receive the dual credit, the college credit. Yes, this question is to the superintendent. 6% pupils in poverty, $240. We got bright kids. Is there a pathway for
040children who do not have the 240 bucks? >> Um, thank you for your question, Mr. Belton. Dr. Belton, I apologize. >> Montreal is fine. >> Currently, that is not in our budget. That is certainly something we can look at budgeting in next next school year's budget. So these children have this option now and this is something that could roll out tomorrow if if approved tonight. >> They had the option in the past. So for the past school year we had 77 students um that were eligible for this credit. Um particularly that was at Northwestern High School. That was the school that I was working with alongside to put this together. Um and three of the students pursued the credit. So they've always had the opportunity to get the dual credit, but the state department is
041requiring an MOA be in place with an institution this year, starting this year and moving forward before they can get dual credit anymore. >> And I don't want I just want to make sure I understand. So we have 77 children right now who are eligible in our district. >> That was last school year. >> Last school year. Yes. Okay. >> Okay. Thank Thank you. You're welcome. Mr. And I just want to be clear, 77 kids were eligible, but only three elected to decide to pursue the the dual credit. >> Yes. And sometimes you have to think about why that is. So for example, they may not want to start their college transcript with a B or a C on their college transcript. So they have to decide whether it is something that they want to
042have on a college transcript because any dual credit is the beginning of their college transcript. So that's also a consideration. And then it could have been um it could have been the funding. We don't have the specific reasons that they did not pursue the credit. >> I just I just struggle with and and obviously Project Lead the Way is just phenomenal. I mean, I don't think anybody could be against it if you're for education. I just struggle with we're just putting layer on layer on layer of things in this district that children have access to, but it's all coming with a fee. We're moving so far away from being a public school to basically being a quasi private school that you get the into these pathways if you can afford to pay for it. And
043I I just I'm I'm I'm struggling with it. I'm not anti Project Lead the Way. I'm just for every child having access and we prioritizing. If we're saying that this duel in language and all these things are important to us, then they have got to be a priority in our budget. That's so man it [clears throat] it it it I just struggle with I just struggle with supporting it simply because I want everybody to have access to it. And and last point and the children who really need because what the $3 [clears throat] will mean in savings to a parent as you know you have a college kid and savings to parents on the back end it's a $240 investment that saves what? $5,000 on the back end. But for a child who's totally dependent
044on parents to pay this $240 may not get this five which may equal $5,000 in loans because they don't have the $240 here and we are public school district. So enough of my rants. The same story every month I come up here. I appreciate the hard work you're doing but but we got to have access to all children. >> Amen. [clears throat] >> Understood. If we do not approve the MOA with the institution, then none of our students would be able to get credit because per the state department beginning this school year, an MOA has to be in place for any students to even pursue the credit. >> Uh I have a question about the order. Um as the students are taking the class, um when do they have the option to apply for the
045credit? Is that the beginning of the school year or is it once they finish the >> When they finish the course. So granted, they get a C or higher, they can apply and Okay. So it's not they'll they won't lose money if they >> no >> don't pass. Okay. >> They will already know what their scores and everything are when they apply. >> Okay. Thank you. Um Okay. Are there any other questions? Okay. All right. Hearing none. Um, is there a motion on the floor to accept Project Lead the Way, the dual credit opportunity with Project Lead the Way? >> So moved. >> Is there a second? >> Second. >> Any dis any discussion, >> Madame Vice Chair? Um, and I want to be clear, I'm going to vote against this, but I'm not voting
046against it because I'm against Project Lead the Way. I appreciate the work you've done. Um, I I just I just have to stand on my convictions that I just believe all children that we got a $230 million budget. You're just not going to tell me we can't find $250 for for children who can't afford to do it. So, I I'm not going to support it. >> I do think um we do have some to what you're saying, Dr. B. I do agree that we, you know, we should find money in the budget as we get approach budget season. We do have some great partnerships um with for example the foundation of Iraq schools that maybe this is something you know as we're looking at how we could help students that may have a financial need.
047I'm giving I'm saying this to give this to you so that might be something that we could you know talk to the foundation in particular about how we can support students that may struggle to um pay for this because it is a good opportunity. All right. Any other discussion? Hearing none. All those in favor? All opposed? Motion carries 31. >> Thank you, >> Miss Johnson. You're you're still there. Hey. Um, up next, education and teaching through enrollment program, the wonderful Miss Lisa Johnson. Okay. So, this pres this presentation is about an education and teaching pathway through Winthick University. Um, just imagine for a moment if we had our students um that are becoming teachers in our district and they're training in our classrooms and getting the support and the college degree through Winthrop University and
048then coming back to teach at Barfield school. So, that that's the vision for this particular pathway for education and teaching. So the purpose and the structure of the program again is to increase the number of teachers in the field of education and to grow our own teachers here in the district. The the structure would be very similar to that of the business and leadership that's already in place. So the students would attend classes at Winthre during the first and second block of the school day and then they would return to their high school during the third and the fourth block of the day and then any credits that they earn at Winthre University will go towards a degree in education at Winthre. So this program is designed specifically for students who have a serious interest
049in teaching. um students would have that seamless pathway to continuing at Winthr to pursue um degrees in education. And so we're we're proposing that for 2627 that we would launch 25 students into the program. These could be juniors or seniors. And so if they sign up as a senior, they would have an opportunity to earn 19 credit hours um towards that education degree. And if they sign up as a junior, they would have an opportunity to get the 35 credit hours. So for this particular program, it would be juniors and seniors because we're trying to get students who are seriously interested in um education and teaching. These are the undergraduate degrees at Winthre University for which they could pursue based on their work in the in the dual enrollment program. So anything from early childhood
050to middle level um specialty areas like social studies, biology, math, Spanish. So all of these degrees would be attainable for them. So this just gives an overview of what the junior year would look like for the fall semester and the spring semester. So for fall semester they would have 10 credit hours and then for the spring semester they would have the nine credit hours. And then at the bottom you see that there is um that's the cost per student for the fall and for the spring. And then the courses that you see that have blue um something blue written there like an elective or English 34, these are the courses for dual credit. So those particular courses would count on their high school transcript for whatever it states there. So if it's an elective, it
051would count for an elective credit. If it's English three, four, it could count for English three or English four depending on what they need. This would be the senior year. So, this outlines the fall semester. They would have eight hours in the fall and nine hours in the spring. And again, the the course that's in blue is English 4. So, the English 211 would count as the English four course. And again, at the bottom, you see the cost per student. And I just want to note that if students start as a senior, they would still start back with the junior year here. So they wouldn't start on the senior year. They would still start at the beginning of the program. So these are the dual credit equivalencies. So for in for Edo 101, read 290,
052and history 113, all of those would count as electives. And then for writing 101, that could count as an English three or four, depending on what course they needed. And then for math 151, of course, that would be a math credit. And then the English 211 would count as an English four credit. So we would need approval for these to count as dual credit courses. The rest of the courses that you see um in the table, these will all count specifically towards Win University degrees. Any questions, >> Miss Daniel? >> I do. Okay. Um, I just need before I'm comfortable voting. I need some clarification and just making sure that my understanding is correct when it comes to dual credit. So, some of these I've asked before, but it's because I want to make sure
053I've got the full understanding and the full picture. dual credit with Winthrop. That cost per semester that was listed there on the screen. That is the cost that the district carries. Correct. That is the cost currently. The district does not provide that that amount to the student. Um this is a new program. So there may be scholarships available. Um but it could be that parents may have to pay to participate in the program. because it's dual enrollment. This is then this is where the terms get interchanged for me and I want to make sure I've got the clear understanding. Dual enrollment means then that the family would pay this per semester. Dual credit just means that they're getting credit on their college and high school transcript. So it counts for both, >> right? >> Dual
054enrollment is just college. >> Okay? So, for example, if you're looking at um the course history 113, so that course counts as both a history course for Winthre and it counts as an elective on their high school transcript. >> But if you're looking at the Edco um which is a three-hour field experience, that is only dual enrollment through winter, >> right? >> So, it's not they're not going to get any high school credit for that course. [cough] >> Okay. So, I realize it's not approved yet, but I guess what I'm looking for is that 14.56 and 20 cents in the fall 26. Who will be paying that? The family or the district? Should this be approved, I guess, is where I'm asking. Where is that financial where is that picked up? That cost may be
055picked up through scholarships that may be available or families would have to pay. >> Okay. Can I pause my questions because I'm I may come back as there's more discussion and I'm able to clarify some things. Sorry. Thank you. >> I only I only have one question. Um Miss Daniel has jumped to fall 2026. I want to get to spring 2026 which starts in three weeks. That's $1,4457. We've already approved the budget and we don't have $250. Sorry, that should be spring 2027. >> Okay, so that's a that's that's a typo. Okay. All right. Thank you. >> This one is for next school year. >> Understood. Thank understood. Thank you. I don't have any other questions. Again, I don't need to repeat what I said with the last um presentation. >> Can I jump back
056in? >> Okay. But where he went with that is where I'm you Dr. Belton mentioned that because our budget's already been approved. If that date had been correct, then that number would not have been in our bud our budget, right? Okay. And that's what I'm trying to get at is I'm having I enjoy the option of bill enrollment and dual credit. We all [clears throat] know I'm going to have children in my own home that are going to benefit from that. I understand. I also, as a responsible board member, need to take into account our budget as a school district. And it's my understanding, unless I'm wrong, when we approve these these dollars that then we need to make sure that we budget for for the number of students that we've agreed to with Winthrop,
057which is my other question, we need to make sure as a district that we are then allowing in the budget season enough money to pay for that. Correct. Am I can am I so the In my understanding, the more courses we approve here, those dollars are coming in essence from somewhere else in our budget because we have to be able to pay the bills that we agreed to. >> Yes. Or am I way off in my >> You are correct. >> Okay. Okay. And I know that sounds awful, but I do have to take that into account when you come and continue to present these options and look at the whole picture of these dollars then that we agree to in essence come from somewhere else. It's money that we cannot put somewhere else in
058the budget. So then that leads me to a question of maybe [snorts] I missed it. Um, in this agreement with Winthre that we have with different programs, do we have a max number of students across dual enrollment that we as a district know we're going to all lot? Because when you bring, and it's no fault of yours, but when you bring each one, you tell us how many students will be enrolled [clears throat] in that program. My question is, so far, how many total students have we improved slots for? And then what will this bring that up to in order for us to budget appropriately or know how the budget will be impacted as we move forward? Miss Johnson, Dr. Elder wanted to jump in, so I'm going to, if you don't mind, you're okay.
059>> I just wanted to mention, thank you, vice chair, um, that this particular agenda item isn't a funding question. that right now we're just looking for approval for the dual enrollment and the dual credit. The budget question is certainly relevant and we need to consider that. That's not on the table at this time for this conversation tonight, but will be part of the budget discussion moving forward as we look at 2627. >> That gives me >> Well, can I just say then I I have difficulty then approving if I don't know if if I don't know how that's going to impact our budget overall. So, it would not be that I don't endorse dual enrollment or the fact that it's an educator program. I'd be the last one to not endorse that. But I also
060would like to see a running total of what we are approving budget-wise as we continue moving forward and or if we've put into place the max number of slots that we are enrolling students across the dual enrollment board if that makes sense. So I understand that is not up for the discussion tonight but it is making my decision because it isn't in a silo. It isn't a solitary decision. It has impacts further out than just approve program [clears throat] based I'm sorry Mr. Nos where you go ahead. So I I also just want to understand so we are approve if we we potentially will approve this program tonight or not approve the program and you have just pres presented us with facts. You said we are going to you know have a program with Winthrop
061that I think takes up to 35 kids. So >> this one would be 25 >> 25 kids. So it takes up to 25 kids. If we do nothing but approve this program, that means that every single one of those 25 kids is going to have to come up either on their own or through scholarships to pay to make that tuition payment. >> Yes. >> Just back to what Dr. Elder said, we're just seeking approval for >> and and I'm just trying I'm just trying to to talk because I I just want to make sure that we're all on the same page. Yeah. Yes, that's the answer to that question. Yes, the people they the kids or the families would have to pay for it or they'd have to go out and find other the the
062school right now does not have money to pay for that. But we can approve this tonight and then we could say, you know what, this is a really high priority for us going into budget season. We are going to have a program that is going to start not just the teacher cadet program and not just the teaching fellow program. We're going to get our kids going now at our local school to try to make it so when they graduate high school that they're going to already be halfway done with their degree that's going to in two more years they're going to be able to come back to Rockville schools and teach. >> Yes. Okay. And I hope that as a board that we make it a priority to fund these programs because that's really important.
063These are this is where we should be putting our money in into kids programs like this so that the kids will get a the best quality education and they're going to want to use that education to serve in our in our school district and to serve the kids that are younger than them. They're going to be making this district better than it was when they left. And that's if we can do that, that's going to be fantastic momentum going forward. So, I really do want to improve this and fund it later on in the budget. I'm I'm simply going to say I don't see this any different than I see Project Lead the Way. P period. There are some children who will choose to be a teachers. There are other children who need these scratches
064on Project Lead the Way because they want to pursue something in the STEM field. I agree that I know we need to make this a budget party, but I also agree to know that we have um colleagues who don't want to do anything um as we're looking at this budget. I also know salaries are increasing, power bill is increasing, everything is increasing. We don't want to have a conversation. We got to fight to even get a three military increase next year. So, if this comes in, that means something else is coming out. And until I know what it is that's going to be proposed that's coming out, my answer is going to be absolutely unequivocally no. I will absolutely never approve something that we don't know where the money is coming from and that the
065responsibility, particularly a $1,500 bill, will be placed on the backs of parents. Um, I just think that we're putting the cart before the horse. So, I ask my colleagues to please do not support this at this time. Let's have the budget discussion and let the public know. Yes, we're going to pull dual enrollment, but it's going to come at the expense of something else or we're going to have to do a tax increase to to to fund it. >> Miss Johnson, what's the timeline that we actually need to make in the approval of this? Is it have is it now or we do we have some leeway in time? >> Our time is running out because the the students have to be scheduled. Um Winther needs to know these are buyout models. also went through
066these to know for their instructors whether their instructors will be teaching these courses [clears throat] and then our students have to have their IGPS done to fit the schedule. >> Sorry, let me jump. I thought this didn't start until August 2026, so nine months from now. >> Yes, but students are doing IGPS for next year. They're already doing those now. And then is working on who would teach these courses. And so these are buyout models. So what that means is these courses are specifically Rockill School students in these courses. So if we're not going to have these courses, then they would all lot their instructors to teach somewhere else in another course. >> I stand by my position. I'm not ready to make a decision about a $1,500 impact per parent. Um I I think
067as a board we can work overtime. We can start getting this budget together. We know what the financial impact is. then we know the discussion on how we're going to pay for it because again I'm going to repeat for the second time. It's either going to have to be paid for at the expense of something else or we're going to have to raise taxes. If the money is not there now, the money won't be there in August. The money has to come from somewhere. We we understand that Montrea and it right now the money is either going to come from the families or it's going to come through scholarships or the third option is for the district to pay for it. Miss Johnson, excuse me, do have you all identified any funding sources that if
068we do decide to move forward with this, like scholarships, are there entities, are there ways that students can apply for scholarships that are participating, high school students can apply for scholarships that they might be able to get to help pay for this? >> We have not identified specific ones. >> Okay. [clears throat] I'm trying to make sure I have them clear. This is a buyout model you just stated. >> Yes. >> We have other wind throw programs that are also buyout models. Correct. >> We have one other one which is business and leadership. >> Right. And so remind me with that one the responsibility for the cost is with whom currently is it with the families currently or the district is with >> a private donor. >> Okay. >> All right. Thank you. >> You're
069welcome. Mr. Burns. >> Mr. Burns is on the phone. Do you have any questions, Mr. Burns? >> No questions. >> Is there any other questions? >> Okay. Uh, that said, is there a motion? Madam Vice Chair, I'll make a motion that we do not approve um this dual enrollment um program until we've had further discussions about the budget and get a better understanding on how it would be financed by the district. >> Is there a second? >> I second that. Any discussion? >> Right. Hearing none. All those in favor and all opposed. >> N. >> Motion carried to I'm sorry. I apologize Mr. Burns. Um motion to not approve the education and teaching to enrollment program. This carries uh with the vote of 32. >> Thank you. Mr. Johnson, thank you for your work that
070you've done on this. I want you to publicly know this is not a reflection of you. This is just my conviction. >> Thank you. >> And I'd like to second that. You've done a lot of work over these last several months with all of the programs, dual enrollment, your current dual credit. So, it is greatly appreciated. We just as we move towards budget season, we just want to make sure that it's it's not a choice that every child can't choose to attend. So, we just want to make sure that we are the district of choice and that we have those options for every child. Understood. >> Thank you for your hard work. Okay. Um um no communications. We're moving to the communications. There's no communications on the agenda. So, right now, we're moving to the
071point of presentations. And we'd like to welcome up Dr. Marty Connor and our high school discipline matrix. >> Right. Good evening, Vice Chair Hutcherson, of the board, Dr. Elder. I'm here to present uh the Rock Hill School. This is the metrics that we have endeavored to uh develop over the last couple of months. I do want to share just a brief context of how we got to this point and share more insights about uh the process and the plan. Uh I do want to acknowledge uh a couple of members who led the process over the last couple of months. Uh Mr. Frank Lammo who is director of a services as well as Dr. Donna Smith, executive director of student services along with uh Miss Nina who is the program coordinator for student services. They have
072worked uh very hard the last couple of months in developing this process along with several uh members of our team that we'll share uh momentarily. This process is uh one of uh five uh endeavors that we worked on the last uh couple of months and it's birthed out of what we call our comprehensive behavior student support model that we endeavored to create over the the last couple of months and complete this end of the school year. So this is only one element of that that we are starting out with the metrics to begin in January. Um we wanted to make sure that we're providing the support uh not only for teachers and their autonomy and authority in the classroom but also being very clear on how we provide engagement with parents uh interventions and also
073how we engage with law enforcement and for admin to use this as a guide in order to deal with discipline behaviors in our school every day. And so we want to lead with the first part of this which is uh our board policy. Uh our main goal is to make sure that we're aligning uh this metrics to our board policy. Here you see the board policy. I will uh just read for the viewing public is so we're clear on the rationale that aligns to our board policy uh policy jic or code of conduct. And it says here to establish the basic structure for a code of conduct and discipline for our students. The board expects students to conduct themselves in an orderly, courteous, dignified, and respectful manner. This requirement refers to their actions toward other
074students as teachers, their language, their dress, and their manners. The board believes self-discipline is is an interpersonal goal of public education. And so this metrics align to uh our board policy, which also aligns to our code of conduct with level one, two, and three offenses. Uh I do want to share just in briefly I mentioned earlier about the conferences model. These are the five elements that we are working on. As you see the very last one here is the metrics that will begin in January. But this is a part of once again uh the four others that we will begin to endeavor to complete between now the end of the school year. So the main purpose for this is to do our primarily two things. uh to make sure that we're ensuring a clear, consistent,
075and transparent uh discipline consequence for student behaviors aligned to our code of conduct that shared earlier. We want to develop uh a high school metrics uh as a first offering to align some clear and consistent guard rails for not only our classroom, also for our admin. Uh number two, we've already had an elementary and middle school metrics. We wanted to review and revise that to ensure it aligned to our code of conduct and have other members involved to help ensure that it was consistent with the high school measures as well. The members that were that were involved in the process we've had so far in the larger umbrella of the code of conduct um metrics that we've had these members here have been involved throughout the last two months. Uh the first I shared earlier
076myself along with Dr. Smith u Mr. Polmo. We've also had principles who have been involved. Some are here here tonight. The assistant principles, uh, classroom teachers, deans, BAS, Cas, our school council. We also had student representation, uh, parents and guardians, uh, community stakeholders. We've had several sessions with law enforcement, including our SRO's and our district safety and security, uh, director. We've also engaged with state department, who has the umbrella to govern, student supports as well. And then last, we've had several webinars to attend our initial session. So, we've had a large group who've been working on this the last few months, and we want to make sure that we acknowledge their work and their support for what we put together. Here is the process by which we engage in the metrics. I shared earlier that
077we've been working this since August, but more intently, the metrics since September. We started September 30th and ended uh about three weeks ago, November 25th. Uh we used primarily three models to do research and develop this this particular metrics. We used the behavior alliance in South Carolina. We've also looked at national district national district models that were across uh various states uh in the country and mainly about two districts that align to who we are demographically in our state. So we've used those models to engage in what we're putting together as a researchbased model as well. more intently. We've had three uh comprehensive behavior model committee planning meetings with this. We've uh had six leadership team meetings uh four principal reviews which means principal came in to review the metrics gave us feedback on that.
078We modified based on what they thought was advantageous for this being a very clear and concise model and also we've had two uh engagement with law enforcement. One of which was uh resource officer and uh Lieutenant Ears and also Sergeant Stinson who governs the SRO for our school district. >> [snorts] >> We're going to start with uh as we completed the model about two weeks ago, we want to make sure that we spend some time training and reviewing the model with all of our school admin. We had a conversation, matter of fact, this morning to make sure that we're going to have a requirement all of our school admin to receive training. We'll get the head out from you guys tonight. We'll have our first session on next week uh December the 17th. They will
079have an option to choose one of four sessions, but all admin [clears throat] are required to attend this to review and to be clear on what our expectation are around the model. The next three will be uh when we come back after break beginning January the 5th, January the 6th and also Friday, January the 9th and we begin implementation on January the 12th. I'll share later that we'll also have review uh conversation uh with parents and also students and also staff is to make sure everyone's aware of what is expected out of the model as well. One most important thing we want to make sure that we have a process where there's shared uh governance and accountability amongst all stakeholders. And so of course I said earlier this model is primarily for admin use and
080for others to have the information to be very transparent. So with that being said we want to make sure that when we review this and have our training that we know that we're going to have a clear process of how to implement. It's going to take some time for us to get on board over time to ensure that everyone is implemented to fidelity but we want to make sure there's accountability for our admin. Number two is our teachers. Uh we had a session last night with Dr. Elder. Matter of fact, in our form, they had questions they were asking around, you know, who's going to govern this? What is our role? This want to make sure their main role is to have autonomy and how they administer classroom every day and have that authority to
081ensure they can intervene in behaviors at the classroom level. Uh the last two are parent engagements. Uh I think the most important thing is to note that we want to make sure parents are aware that uh what we're providing for interventions and support and also consequences, they're very clear on what those things are. the metrics the metrics will be uh published published on our student service website and so we'll have engagement session with parents where they can come on in January and [clears throat] have a zoom conversation about the metric so they can ask questions hear their concerns and provide clarification points for parents. Uh the very last group of course are students who will be um using this to ensure that they can curtail their their behaviors as well. We will have all of
082our students that will be a part of a review either in the classroom or in assemblies beginning in January. So we want to make sure that everyone is very clear in what this is and how it's going to operate beginning in January. So I want to get into now uh the most important thing is the metric itself. Uh for those who for the viewing public uh it's assembly right now and I want to allow Mr. Rice to give us a a view of the metrics. We have four um of these. One is for K2. Uh the second one is for 35 and the very last two is for middle school and for high school. The reason why we distinguish between the three four different levels wanted to make sure that the mix was aligned to
083uh the levels by which kids are in certainly a c a kindergarten kid how they behave is very different than an eighth grader. We want to make sure that we have clarity around this work. Before I go any further um this model that we are using here it was very intensive work. This is not one we took off of a website or we got from somewhere else. We engaged in the work to ensure that those stakeholders who were part of the conversations. It is a rockill model that we have developed based on those three models that I mentioned earlier. At the very top here, I want to highlight just in brief um as I shared earlier the most important thing is is to engage uh teachers at the level by which they can provide support
084for kids and what they're doing to deescalate behaviors inside the classroom. That's mainly those level one offenses that they have authority to to address in the classroom. We want to make sure that we are providing the problem solving interventions and being restorative in our conversation and how we engage to change behavior. This is not to uh use as a means to engage and put kids out of school but to change behaviors. However, we do want to make sure our schools are safe and then we have those more egregious acts that are larger offenses like level three. Yes, there's clarity around what we should be doing with those larger offenses as well. Uh if you look at the highlighted area in black here, uh though we have this metrics in place and it's a guideline for
085admin to follow, what's more important to note is that the admin will have discretion in context of what behaviors they they can change based on the measure itself. So what that means is we have these guidelines. If there is an infraction that occurs, the admin will have an opportunity to look at what they believe should be a guideline, but they may modify this based on what they believe should be the action that they should take. And so again they have discretion to use based on their expertise and their investigation of different matters. We want to make sure that this is not an end all be all but also the principal have their own discretion to use this based on our code of conduct as well. I do want to highlight this is the high school
086matrix as well. If you look on the left hand column there you see um the infraction column. What that means is we have uh every infraction in our district we have decoded based on uh the code of conduct in power school by the state department. So what you see on the left hand side here is the infractions that are coded based on uh those topic areas. So the first one for example is dishonesty. That's a code that's in power that we have to note that when we're looking at infractions. So when a referral is written you have to note that it means the person was dishonest or there was fighting or disruptive behavior. So those are on the left hand column there. The big part of this is certainly the interpretation of what that means.
087And so you look at definitions. We want to be very clear what the definitions mean. However, as you interpret and perceive what that means in context as an admin versus teacher versus parent. There's going to be some some um trainings if you will. We have to make sure everyone's in the same place with the interpretation of the definitions. On the right hand far column here uh you will see uh these are teacher interventions and behavior supports that teachers can apply. Uh you see a column at the top there is the possible interventions. This is the portion of this metrics that we are going to allow for teachers to intervene based on their individual u uh supports for kids and what they can do at the classroom level. At the bottom here also are possible actions.
088Uh as you see here uh detentions, verbal warnings, uh parent conferences as you see at the very top. Once again uh we are requiring that there is a constant communication with parents when we have behaviors to occur. Uh more importantly because we believe that parent involvement, their support, their engagement is critical to us, you know, changing behavior and having their engagement and what that looks like for all of our students. If you go to uh the third page, Mr. Rice, there's a brief I'll share with you what this means for an admin. Um uh a little bit more. Mr. Rice, scroll up a little more. All right. So, I do want to kind of lay out what this means for an administrator. And so, you can imagine uh a principal gets a referral at 9:00
089on Monday morning. And so, uh they're they're very busy throughout the day. However, you know, if you get two or three referrals, you may have been in the cafeteria or you may do an observation for a teacher. So, when that referral comes, they have an obligation by due process to do three things. Uh that admin becomes one, uh an attorney who is investigating the matter based on the facts. Number two, they become the actual jury to determine, you know, what course action should be taken and also the judge to administer consequences. So what you see here are more importantly the consequences that they must render to kids based on the infraction. On the left hand side is a level one code. This number what that means is it is the code that we have to
090code it uh by the state department's number. Uh this is where the state department at the end of the school year they determine how many fractions that we've had to labor our schools uh either safe or unsafe but certainly is the codes that we use uh in power school. Again the second column is where you see the infraction uh by the infraction name the definition and then lastly it was how the admin will administer consequences. You have first second third fourth offense if you go fifth six seventh offense at that point the admin will make a determination of what the consequences are but give you an example uh first offense or the cell phone violation it gives you know clarity consistency and transparency of what should happen. However, it does not pigeon hole at men
091to do just one singular thing. They have, you know, um arranged by what they can the consequences for, uh the first offense. You'll see also the same thing. If you look at third offense here in the same column at the bottom, you see one and two days I assess. Again, they'll render consequences based on what they believe should be the consequences based on the context of the infraction. So again, they will use this as a guard rail. Again, I want to share it is to ensure that we have more consistency, transparency, and a uniform guide that all at can follow. This is um one of those um processes by which uh I think we're leading the state in how we are are modifying with you know the guards. We call several districts who say well
092we don't have that quite yet. Uh we found very few have this to ensure that we're being very consistent. So we, you know, very proud to share this tonight and ensure that we are being consistent with what we do in our schools to give teachers autonomy and authority in their classrooms and also give at me and the clarity what they should have as they render consequences and then being very transparent with parents. So we're asking the board if they would uh certainly give us a head nod for that tonight. But this is just one of the four measures at this point. I do want to go back to the PowerPoint and share uh the next two slides of next steps. Uh if you look uh at slide the next slide, we want to share the
093stakeholder communication plan. [clears throat] So here's how we want to engage in uh communicating to all members of our community including parents uh and our admin and certainly our teachers. So we want to begin if you guys give us the the head nod tonight is give communications uh December 10th to communicate with parents and also to principles uh and teachers around what this is that will be a communication going out around the training uh what the expectations are for all to attend that training. uh followed by December the 11th, we'll have a communication to parents letting them know where to access the metrics which is on our student service web page and also there will be again zoom calls that will be invited to per school uh based on a preferred date by school that
094they can attend as well to ask question to be a part of the conversation. Beginning next semester, uh we will make sure that we have training after the admin have training uh and those dates I mentioned earlier. Beginning the week of the 12th, we want to train all teachers in reviewing what this is, their role, and how they can refer kids out and what this means for their individual uh classrooms as a teacher. Also, we'll have a uniform uh presentation for all students to review this either by a in the classroom or b by calling kids down to the assembly. But want to make sure all kids are aware of what this is. The following week, the 12th, we get back for um second semester, this will go live. Meaning that what we'll do is
095begin to implement this whole process and ensuring that we myself as I supervise principles as principal, work with teachers and admin to ensure that we have a consistent followup of how this is implemented. Uh this will not be a one-time go button and we'll be okay. But over the course of the next several months, we'll look at and modify what we deem is appropriate by getting feedback from those groups that I mentioned earlier to modify leading into next semester. So, I'll be glad to entertain the question that you have at this time, but thank you once again, more important, thank you uh to the team members uh Miss Polmo, Dr. Smith, and uh our program coordinator for student services, Miss Nina, who led the process. And so, I was uh fortunate to be a part
096of the process as well. Again, thank you to all the members who were here tonight and share in the process as well. Glad to answer any question that you may have. >> Any questions, comments? >> Miss Daniel, >> thank you. Um, I have one discussion point and then one question. >> Sure. >> Um, discipline in schools is not clear or easy. If anybody had it figured out, they'd be a millionaire and have everything solved, right? Um, there were some phrasing there's some phrasing that you used that I totally understand with teacher autonomy, administrator discretion within context. Um, and I understand that's very important. I do support that and everything needs to be within context. Um my caution what my brain goes to with that one at that point is that is student perception because they
097are not aware necessarily of the context across the board. So student perception of how um consequences or outcomes are placed when administrators have discretion. uh parent perception, right? When my um student is involved in an incident with someone else, parents are not aware of the outcomes for the other student, right? Um and so parent perception um in the in the community is sometimes that things are not always even across the board or um consistent across the board. and then um teacher perception of these things. Right? So while I understand that administrator discretion and context is very very important and I want to caution um parents as this goes out that you know administrators have the full context of this um perception also can become reality in a sense and so my hope or my thinking
098with this matrix is that we are able to have more consistency across the district that it doesn't matter what school you are at we do [clears throat] have like you said some guard rails in place and consistency So it it doesn't matter what school you go to, we have an expectation in Rockill schools. That's my discussion on that one. My question is um all of these things are coded in power school. And so my question is for the district office for leadership. How are we supporting our building level administrators with that power school information? They're they're given the data, right? But how are we supporting them or how are we as a board going to know how we can support our schools based on their power school data in regards to this matrix? >> So,
099so I'll say there really three-fold um I guess response to that one on a daily basis. Uh Dr. Smith who is the interpreter of policy and how it's applied to consequences with admin. Uh she gets uh many calls to affirm what they're doing is consistent and also giving feedback and guidance of what should happen. uh she she does not give recommendations. Her job is to provide support for what the interpretation is. That's one way. Number two, uh I get those calls as well. We have uh offenses infractions that occur in schools and being a thought partner with principles and admin around that piece. Um is a second thing also is uh we've had I think more importantly this year that some know about uh we're working even as being proactive when we have uh we
100have a AP Academy that we've introduced this year. We've had a session on just this on classroom management and how we ensure that um how you apply discipline, how you uh interpret the policy, how you engage in the investigation process is very clear. So we're not only reacting to what is at the forefront of conversation but also being proactive as well. Uh just today in our principal meeting, Dr. Smith shared some data with the schools and asked them to provide an action plan for our highest level offenses in our school. Uh so that's a a fourth [snorts] way that we're providing that proactive kind of process. And then lastly, we want to make sure that we're providing also support uh for those kids are doing well. Only one or two% of our kids are having
101ongoing consistent behaviors in school. So our principles also today receive um supports and even acknowledgement of rewards by uh giving out positive supports for kids. So again, it's a way that parents are seeing that we're not only addressing behaviors that are reactive, but also acknowledging kids who are doing well in schools every day. So, it's a it's a four fiveprong approach as you said uh very gracefully. You know, if we all had the magic bullet, we would wouldn't have a problem at all. I will share uh publicly uh counting to what some may believe our business is going down. It's been doing so for the last two years. And so, with that being said, we want to continue the process to support our school data and giving clarity to what they should be doing that's
102more consistent amongst our school administrators. Parents know about that so they can understand that we're being transparent. students understand what they should be doing and also teachers alike. >> Thank you. >> I do have a question, Dr. Connor. Um I am appreciative of this because I do think that it gives uh teachers, administrators an opportunity to have a menu, I guess [clears throat] lack of better word, of what um uh what they could do to help, you know, manage behavior and discipline. uh because I do think that uh teachers know their students very well um and so if you have several options um it does give them an opportunity to make a choice but the question I have is as far as parents are concerned will parents still have the uh opportunity if they don't
103necessarily agree with the way a discipline um an a discipline action was managed by the teacher will they still have the same opportunity to appeal or speak on behalf of their student this does not change it >> yeah certainly so and thank you for asking that question And again, you know, I don't want to make an analogy, but I think it's important to do so. Um, and so the expert at the very base level is the principal and and the admin, right? And so what they're doing, they're interpreting the due process that I mentioned earlier. They're the first the attorney, you know, they're the jury and the judge. So therefore, they're applying different levels of engagement beyond anyone else at the grassroot level. So they have more context, more information, more understanding what happened at
104the grassroot level. Now, as a parent, if you believe that the infractions uh do not align to what now you can see, you have a chance to appeal that, you know, at the school level with the principal. Uh if you believe that certainly that, you know, the principal, you know, uh has not affirmed what you believe is justifiably right, you then can go to student services to appeal that as well. So, you still have the same process by which you engage, you know, in an appeal process. So coming to that that uh realization sometime is is is easy because you've applied what has occurred in the in the whole process to investigate sometime a little bit difficult because what you shared you know it's perception you know and the perception sometime may be the rally
105at the moment but when the facts are applied to what we're doing it shares more context of the why we have to stand firm because it's based on policy it's based on the code of conduct and what we're now applying and make sure that we all can see. >> Thank you. Um, doc Dr. Con. Um, I have a a a a couple of questions. My first Well, my um first got several things and I apologize that I didn't um kind of just had an opportunity today to read the entire document. I think we got it sometime last week, but started reading it last night and it was all online and and so I finished reading it today. Um, finished reading the document. I guess my first question is, is this a this is this a
106fluid document that will change and evolve? The answer is yes. The answer also is no, right? And so the answer the answer is yes. It's fluid. >> Sound like a lawyer >> somewhat. So you can understand where I'm coming from there. Uh, so the answer is yes and no. Yes. in the fact that we understand this is an introduction to what we're trying to ensure more consistency amongst our admin and parents aware uh and also students and staff. So in that regard it's more fluid. Yes, it is. However, it's not fluid where it's going to change every day or every week or every month. So we'll have interamental times where we will review this for an overall change. Our goal is is to introduce this to ensure that we have some consistency starting next semester.
107as we move into the summer and next year want this to be more firm. And so this is giving us a a launch pad, a runway to what we believe will be, you know, more firm uh in August. But for right now, it's not fluid every day, every conversation that we have. It's going to be kind of firm with incremental times to modify throughout this this semester as we get to the end of the year. >> Right. And so I just got a couple of comments, couple of things that I want to bring um to your attention that I hope you and your team will at least because I don't think this is being this is not coming to us for approval. It's coming more as as a presentation. So I I guess I'm talking
108more specifically to the superintendent just to take a look at um first of all probably on the high school level I probably would have been have less grace at the high school high school kids fighting in middle our way um I'm probably would be more difficult on them than what this this matrix is. But I want to specifically talk about the K through two and the reason why I want to specifically talk about that is because of the age of the children. Um, we're talking about children and and I just want to I just want the public to know if you have not had an opportunity to read this nearly 50page document um of what we are saying for 5 year olds to seven year olds um you know and and I just I mean
109I think we all won't say schools but I'm I'm looking specifically at page nine where we got fighting and I don't know if that's our definition of that's the states definition, but it says an in incident that involves two or more students with mutual physical contact. Um, and it's someone who has two children who sit at the back seat in the backseat of the car. And I was all the time telling them when they were that age, keep your hands to yourself, keep your hands to the cell. You know, are we classifying that as a fight when two 5-year-olds are in a kindergarten classroom having mutual physical contact? And this is more of a statement. um mutual physical contact. Are we now coding that for a 5-year-old as a fight? And then for the first
110offense is 3 to 5 days ISS or out of school suspension. For the second offense, it's up to two days OSS and the third offense is up to three days OSS. So the first offense, you actually can be punished greater than you can for the first offense. And so again, I again I just I just want us to just now that for a high school student, you know, gloves off, you know, administration do that, but it's just I just struggle with that for a 5year-old to seveny old. You know, there's another one that says that we that we cannot take recess from the children, but we can give them work detail, or we can't take recess, but we can put them in in school suspension or out of school suspension. So I just and I'm
111talking specifically about the kindergarteners through second grade. So I just hope that as you all are working through that that some of the and I can I mean I got a whole list here and I'll send them to you that specifically with kindergarteners through second grade the age of those children. we take some of these things into consideration and and you know what I I just hope we we'll take those things because everybody's saying they want it until their 5-year-old is in in school suspension or their 5-year-old is on out of school suspension. So, I just want you to know what we're what we're signing up for that um there are some things buried in there or their 5-year-old has gloves on cleaning up the cafeteria, picking up trash out in the yard because we
112say they can get work detail and also I do want to respond that I think you made a very good point and so this is in context where again that admin discretion on individual kids the what has occurred as you point out fighting is also a category that has hit push of uh code 014 for and so that code itself again gives a principal discretion or admin discretion determine you know if I you know push a kid twice and throw one blow is that hit pushover isn't a fight and so that context is not determined at the board level at my level like a snip level but the school level has immediate context of the investigation so again you know as people sometime very often say as a teacher I wrote referral because they were
113fighting but the admin interpret it was a hit push shove and there goes in as a code for that you know that perception is very different but they have a larger context again as I said because they're one they're the attorney they're also the jury and the judge and so that's the difference in what you're saying and I think uh the context for the admin having the global view of what this could be but certainly I appreciate you sharing that you know information uh the fluid part that I mentioned earlier is where certainly we'll look at those things that become pressure points and make those adjustments accordingly Is there any other discussion? Thank you, Dr. Connor and Chair Miller. So, I will pass the Thank you kindly and thank you for uh filling in for
114a little bit. We appreciate you, Vice Chair. Uh next up, I'm going to introduce uh Mr. Wilson who is going to give you a pro a presentation on the capital funds. >> Good evening, Madam Chair, vice chair, members of the board, Dr. Elder. Um, tonight I'd like to give a brief presentation on the use of capital funds that was so graciously approved back in September. Um, first I'd like to take the opportunity to publicly thank the board for recognizing the need for those funds. Um, it is it is something that we have not had for a couple years. Those funds have been directed toward the uh build out of Sunset Park. So, there is a need there. So, I want to make sure that I thank you first and foremost for acknowledging that. First slide
115here you'll see I think it's important as we look at our facilities um to know the actual age of some of our buildings that we are servicing. Um as you see here we have quite a few schools about five of the 15 elementary schools that were built after the year 2000. So we have quite a few schools with some age on them. On the middle school level we have uh two schools that were built after 2000. High schools one and then with the district level we have two of eight. Um I show this slide for a couple different reasons. One is um kudos to our district, our uh students, our staff, um our our maintenance department, um and how well we have taken care of and used the facilities that we do have. Uh but
116secondly, I wanted to make sure that we saw this so we could lay the foundation uh that there is going to be a s significant need moving forward for additional capital funds um as we maintain some of our buildings as they grow older. The average life of the facilities, it's important to understand that the average life is about 50 years. Um, if you look at the age of our buildings, when you're looking at those, we have nine out of 14 schools that are above the age of 50. Two out of five on the middle school, two out of four on the high school, and then at the district level, we have five. So, if you do the math on that, you're looking at about uh 18 out of 32 schools that are above the lifespan
117of a typical public facility. after 40 years um typically your mechanical and your structural uh systems begin to deteriorate and usually require extensive renovations. So in in that you start to have to have conversations um do we want to renovate these or do we want to look at other options? It's important to understand the budget um of what we use to keep up our facilities. Um if as you look at this, our total budget, as you can see, is around 7 million uh for each year there for the past three years. Um however, if you're looking at that, the facilities line there is really more in line with what we have to actually function or keep our uh schools functioning. As you look at that, this those numbers can actually be a little misleading in
118that part of that m money is already encumbered as we start the school year. We have uh several contracts throughout the year that we have to account for upfront. Um some of those things would be things like inspections um inspections of hoods and cafeterias, inspections of bleachers, sprinkler systems, gas lines, um elevators, that sort of thing. And then the other would be some of the services that we pay for. Um you have dumpster pickup, uh pest control, um filters and bulbs that we have to to buy on the front side or that that are purchased quarterly that we have to account for. Um and then the screening of gym floors that are done each year. So roughly about 700,000 or so is actually taken out of that that uh initial uh aotment there at on
119day one. So, we have about a million dollars that we use to actually uh do uh responsive maintenance throughout the year to about 30 buildings. Okay. Did a little bit of uh digging on what uh significant capital projects we've done in the past. Um, in 2007 we did have a Nesco project that was a energy savings performance contract that was basically uh geared at lighting and HVAC to make sure that we were uh improving those areas so that they were [clears throat] more efficient. Um then in 2016 we had the build on the rock that was the construction project of the Cherry Park Elementary School and there was also some upgrades around the district to uh several or multiple different schools uh and the core capacity depending on what programs they may house. I tell
120you that on the the projects just so you can see kind of a timeline. Um, each one of those, if you notice, was kind of in a 10-year increment, and we are in in that same kind of increment now. We're about 10 years from the last major uh capital projects that we've actually done there. In 2019, I think 2020ish, there was a uh potential capital improvement bond that was going to be discussed. There was conversations around it, but I think it was shut down due to CO. So, we we have not done anything since then. The areas of focus that we would like to do for this particular spend out on the capital money, the approved capital money are in basically three different areas. One is in HVAC. Um if you look at the HBAC,
121the numbers are pretty staggering. We have about 2100 units that are around our district with about 1,560 of those being above or beyond the life expectancy of the units. Those units life expectancy is somewhere around 14 to 15 years. Um some of them are a little bit longer depending on if it is a rooftop unit or if it's a if it is a chiller uh system, but on typical they're about 14 to 15 years. So you can see that we are about 75% of our units are above or beyond that life expectancy. Roofing is another area of concern that we have identified. Um, it's a little bit harder to to put an actual date on the roofs and when they were actually completed. Did some digging on that. It's it's uh I do know that
122in the last 15 years, we have only done patchwork. We have not done a replacement of a roof. Um, those some of those are getting to be problematic around the district and they are they also cause other uh concerns as we have leaks within the building. Um the last area of focus is going to be electrical and systems. That is in two two different areas primarily uh fire alarm systems that needed to be upgraded. We have several fire alarm systems around the district. They are functioning and functional. Um however, they're becoming problematic and they are become becoming more challenging to actually service as the parts are beginning to be harder to get a hold of for some of the older systems. The last area is auditorium lighting and sound. We have several auditoriums. They're in
123dire need of some upgrades around the district. Those are used a lot by our schools, but not only by our schools, but also by community uh in facility rentals and such things as that. Okay. The spend out um you're going to see the first thing you're probably going to notice here and the question that you may have is the over the next three years. And the question may arise why is it taking three years for us to spend out the the capital money is there primarily is because of the two areas uh that we are choosing to focus on which are roofing and HVAC. Um these two areas uh are not really conducive to any other time than when students and staff are primarily not in the building when there's teaching and learning not going
124on. Um, roofing, you're dealing with a lot of beating and banging, whether it's the the uh the the construction part of it adding on or taking off the old roof. Uh, the sound becomes a major issue. You also have uh smell that gets pulled into the uh classroom through HVAC units. Um, as they apply those chemicals to the tops of the roofs. With HVAC, you have large units that are sometimes actually uh being positioned and set with cranes. um that uh you would not want to have students and staff under as that work was taking place. The last thing is the the little bit shorter summers. Um we have a couple of our buildings like high schools that would take really more than one summer to complete. We could not do that in one summer.
125So we would break that down over you know a couple summers there. Then [snorts] you have electrical systems at 8 million and then you have uh miscellaneous at 500,000 there. So the electrical systems again that is going to be your fire uh the bulk of that is going to be your fire alarm systems uh with some others and the renovations of your auditoriums. The mis miscellaneous we did identify some areas that we really need to address around the district uh that did not fall in those three areas. Uh some things like uh special need playgrounds uh some of our canopies that really need to be addressed. So we do have some miscellaneous work that needs to be done. So, we felt like there was a need to set aside some money for that. Um, in
126all transparency, there's going to be about $500,000 in the roofing and about $500,000 in the HVAC that is not contributed or assigned to a individual uh project per se thus far. And again, this is this is a contingency plan. It's a it is it could change next week depending on what happens with some of our units or some of our roofs. As if some of them uh some of the units that we think are in great shape right now die, we may have to replace some of those and push some of the ones that are scheduled back. Um but there is about $500,000 in each one of those that uh we set aside because we do know that there are going to be some units that that fail that we are not planning on. Um,
127so we've we've kind of put that money aside so that we can address those as they happen throughout the year. Okay. Okay. At this time, I'd be glad to answer any questions you may have. >> Miss Daniel, >> Mr. Wilson, thank you for that. Um, it's no secret that I appreciate a long range plan almost as much as I appreciate colorcoded data. So, um, thank you for that three-year plan. And um I guess my question or a statement that I made in small groups and then also expressed to Dr. Elder in some one-on- ones is it's my understanding that we currently do not have a threeear, 5year, 10ear plan for how we're going to upkeep, maintain or possibly replace our capital our assets. Corre is that correct? Is my understanding correct? >> That is correct.
128>> All right. [snorts] So then I guess my question to Mr. Wilson and Dr. Elder is what is needed? What information or what resources or what do we need so that we can put so that the district can put together a plan so that as we as a board enter [clears throat] discussions we can adequately have a full picture and plan for now but also for the future. There was a facility assessment was started um a year or so ago, two years ago uh was not completed with all the things that have happened with change in leadership and that sort of thing. Uh but it was started that is something that needs to be completed that would give us the data and information that you're actually uh talking about. It would provide us great amount
129of data to to make that threeyear five-year plan on how we um are going to approach. As you can see with HR buildings, we do have significant needs that are that are forthcoming, right? Just because of the age. So that would give us um some information uh when they do the facilities assessment, they kind of rank those things. Um this is this is a critical need. Now this this can be pushed out some. So we would take all that information and then we would lay out a plan. >> Okay. Thank you. So, is there any action needed from the board to get this facilities assessment picked back up or is this just something that can [clears throat] be prioritized so we can have conversations moving forward? >> I believe that's a Dr. Elder question. >>
130Absolutely. It looks like um from the draft of the board goals that looking at facilities is a piece of that. Um and I think that when it starts when so from the board level studying the overall goals um for the long range um that that would then move us to quickly complete that facilities assessment and look at a long-term plan um not just three years five years with the needs and the age of our buildings I think we need to be looking 10 15 20 years out >> 10 years is a metal. >> Thank you. >> Any other questions? Cool. Uh then we say thank you and looking forward to hearing more as this is obviously a topic that we will be discussing lots further in the future I believe. So next up I'm going
131to welcome up Miss Johnson who is going to talk about student recruitment. Good evening Chair Miller Vice Hutchinson board members Dr. Elder and members of the community. This presentation is on our Rock Hill Schools um student recruitment idea. So this is just forformational purposes for the board and it is a unique opportunity for our community members. So community members that have school age children, we are inviting you to come [clears throat] and see what we have to offer in our schools. So that neighborhood school that is right down the street that is across the street, we are inviting our community members who have school age children to see what our schools have to offer. So our schools offer caring staff, a sense of community, and great programs. Not necessarily a program option theme, but they
132have great things going on in the school. And so we're going to provide a unique opportunity, a structured unique opportunity for community members to visit schools in the neighborhood. So in the next few days, you will see information on our social media platforms and on our website about those structured opportunities and our nonprogram option schools. So these will be opportunities for school showcases as well as school tours. So we're inviting you to learn where you live. So the a planning overview for the 2627 school year. So if you happen to go to the neighborhood school and you don't find what you're looking for there, you're looking for a specific theme, we then invite you to visit our program option schools. So these are schools that have specific themes aligned with them. This is the timeline
133for um the planning for the 2627 school year. So between January 12th and the 30th, you will find on the website, you're going to see the school tours and you're going to see the school showcases for all of our schools, not just the ones who have specific program themes, but all of our schools in the community. And we're inviting you to take a look to see what we have to offer. February 2nd through the 27th, this is when the application window will open for specific program option schools. These are the ones that have specific themes. And then March 13th through the 20th is when we will run the lottery and then parents will be notified by the 20th of March. So our program options themes are highlighted in yellow. So these are the areas in
134which we um have programs in the district. So accelerated studies that's at Sunset Park. Um our arts program is at Northside. We have dual language immersion track which is Cherry Park, Sullivan and Rockill High School. Then we have inquiry at Ebenezer. Our international bal laurate middle years program is at Sullivan. And then the high school diploma program is at Rockill High in the 11th and 12th grades. For monastery that's at Ebenezer also. And then steam we have a track of three schools Oakdale Suda Trail and South Point. And then we have virtual academy which is high school only. So again we're inviting you to visit the neighborhood school um to see what the non-program option school has to offer. If you don't find what you're looking for there then we are inviting you to visit
135some of our program option things. If there are questions there is a dedicated website. We're inviting parents to email program options atrhmail.org for any questions they may have. Thank you. Are there any questions? >> No. But we're excited about the opportunity for all things. Thank you. >> Yes. Thank you. >> So, next up is discussion in draft boards. Me. Okay. So, dear board and Rock Hill School families, uh, in the beginning of November, our board team met for an entire day to start discussing uh the goals of our district and go through a workshop. Um, this had not been done uh since preandemic and certainly not with the current board. So following this discussion, our facilitator distilled the board's lengthy input into goals and our superintendent acting in her official role as the board's secretary
136then structured these into four aligned goal areas. Um as board chair, my job tonight is just to present these to the community, but it is the collective thought process of the entire board. um and I'm presenting them tonight so that the community can see the process. But the main purpose for tonight is to let the board start the discussion about these goals and what how they can be further defined and then presented at a future board meeting depending on input. So it is important to remember that goals are by definition specific outcomes or results an organization intends to achieve. It is a broad long-term direction or desired state that guides our action and decision making. In short, it's our job as a board to set the goals and the superintendent's job to implement operational procedures
137and strategies to meet them. The go go goals should see improvement over time uh but may not be fulfilled until three or even 10, 15 or 20 years as we heard earlier down the road. So, I'm going to start off with giving you the four draft goals. Um, and they're attached objectives. Um, but I'm going to start off with just giving you the the four goals and then we can review each slide while we have the discussion. So, goal one is to deliver academic excellence to ignite each student's highest potential. Goal two is to optimize operational, human, financial, and capital resources to efficiently and effectively advance excellence in each students experience and academic success. Goal three is to advance the board's vision of excellence by engaging all stakeholders in the implementation of policy with integrity
138and consistency. And goal four is to elevate Rockill Schools to be the proud first choice for students, families, and employees. So, as we look at the objectives for the first goal, it is to provide consistent highquality instruction in every classroom that results in improved student learning outcomes. to ensure student uh each student is supported in developing worldclass knowledge, skills, life and career characteristics described in the profile of the South Carolina graduate. And objective three is to optimize instructional systems and practices to ensure academic excellence in every classroom. For goal two, it is to organize all district um departments as a unified service organization focused on serving students, educators, and school leaders in an aligned system of support. It is to strat strategically invest fiscal resources to maxim maximize academic outcomes and it's to ensure every
139student learns in a safe well-maintained top tier environment. For number three, it is deliver reliable highquality educational and operational services through consistent systems, structures and processes in every building. The board trustee of trustees models consistency in policy implementation and engage employees and stakeholders in informing decisions. For number four, it is to communicate and celebrate Rockill School successes to a wide audience to strengthen community pride to treat every student, family, employee, stakeholder, and applicant as valued members of our district family. And finally, promote a well-rounded education through highquality co-curricular and extracurricular programs. So, I'm going to keep the clicker so we can go through them. Can I open up the floor? Well, I um I stated this in in small groups. Um we spent a long time on November 11th talking through this and I had
140a different perception of how uh this would come out and how this would end. Um we had a facilitator that you know worked with us through um you know our what we wanted to see the vision for Rockill Schools and my assumption was that we would get the uh I guess the summary from the facilitator and uh then we would be able to come together again and and have a conversation and then create our own goals. I told Dr. Elder this and I'll I'll say it publicly. I for me this is a little disappointing because this was not the perception of what I thought would happen when we were setting this these goals as a board and I did say to Dr. Elder that I did feel as if we did not actually have the
141input um to finalize this. I think that in a sense this is a little wordy. We don't have a mission statement. Um, and I'm hoping that we get to a point to I don't know if I want to have more meetings to talk about this, but if we have to, we have to. But I would like for us to get to a point where we define a mission statement without Dr. Elder, even though she is our deacto secretary. I still want us to have a mission statement. I want us to set our goals and it be succinct and concise and to the point. And then because this is Nice. But if when I end my term in Rockill Schools as a school board member, I want to be able to look back on this and
142have measurables of what I did to contribute to the success of Rockill Schools. So, I said this to her privately and I'm saying again publicly. I'm not satisfied with this and I hope that we have an opportunity to in the near future create a mission statement and really write our goals from our words rather than than yours. And no offense, but that's how it feels to me. >> So, um, any other input overall about the the document? I mean I have very very minimal. My understanding from the process with the facilitator was much like Jennifer's. I thought we were going to receive the summary um and that the facilitator was possibly going to suggest goals and then we as a board would come back. Um at this point using this as a launching point. Um
143my feedback on this one would be for goal four. Um I feel goal four either a my input would be this would be our mission statement as a board or b goal four I feel is a byproduct of goals one two and three. So just where I come from fewer goals with more succinct outcomes and objectives much more attainable um keeps you focused. So >> that's my feedback for that one. Um, do I feel strongly, super strongly one way or the other? No. Except for the fact that I think goal four really is just an outcome that we're looking to achieve by being successful in goals one, two, and three. >> I think, you know, the conversation about mission and vision. Um you [clears throat] know the mission statement and the vision statement is a
144topic that we absolutely as a board have to revisit in a um in in a team effort to take a look at. Um I am not suggesting that our current mission and vision is not sufficient or not what we believe in but we as a group have not had an opportunity um to revisit the work of previous boards. Um I know that the mission and vision has been in place for a long time. That does not mean that it necessarily needs to be changed but I think that it is valuable for us to revisit it. Um, and as far as a time frame, I'm thinking January would be a good time for us to start having those conversations um, regarding the mission and vision because that is absolutely valuable. um in terms of the goal
145process or or what we see here. Um there's several ways that we can handle this as a collective board and we've heard feedback from some um and you know maybe it's it's one of those where we either give um individual feedback uh to uh you know what we would like to see out of the goal process uh to see uh sort of where we were or where or where where the goals are at to see where what changes could potentially be made for a discussion in January. Or we can schedule a secondary goal writing process uh that would take place right after Christmas break, which would be another whole day of goal working process in order towards Smith. I'm trying to make sure that we're respectful of everybody's time and that we're as effective in
146this process as possible. Um and I want to be very clear um as well as you know when I started this is this is not the final product. This is truly designed as a launchpad for us to start having the conversations. Um but again you you know I I I think if we go forward with everybody having some homework potentially over the holidays to write down some of their thoughts and processes. um in in more details regarding the goals and then I can assemble all of that and send it out sort of in a packet format. Um if we can [snorts] put a deadline maybe right after New Year's if if it's not objectable to the board to do a little bit of work over the holidays, would that be sufficient so that I you
147you know we'll have some time to to sort of decipher it? Yeah, I I I guess personally I'm probably pretty close to where Lacy is. I don't have strong feelings one way or the other other than I mean I just when I see a goal just something that's measurable. We're going to raise third grade reading scores, you know, to me that's a goal. Um you know that's flowery, it's theoretical, it's academic, it sounds great, but I have no idea what that means. So, I mean, it's not something I want to hold up the process with, but you know, when I did have that conversation with Dr. Elder, she indicated that maybe what I'm looking for, what I'm thinking as a goal, I think she's calling it an action item. Maybe if I saw the whole
148product once it's done, I would feel more comfortable with it. Right now, I do have some, you know, my spirit is a bit vexed with it, but it's not something I'm willing to hold up the process over, but I would I You know, I maybe if I saw everything, then I would feel more comfortable. It would educate me on what does deliver academic excellence to ignite each student's high potential. Maybe if I saw the action plan that would help explain it to me. Secondly, and this is just a question for you, madam chairperson, I noticed on the agenda that it says first read. That implies that there's a second read or what what does that mean? No, what that implies is that it's put under presentations basically as a first read when that second read
149because at some point we will have to have action on those right that does not mean that we don't have several first reads with several different drafts. Um >> so if we approve this tonight prior to it coming to it it's not on there as an action item tonight. It's just a first read, but at some point it has to come back as a second read, which then would be a action item. Correct. So, tonight starts the conversation, >> right? It starts the conversation, but it could continue over several different formats and meetings and just like any policy that we have. So, no, no, no, no. Uh, we won't be voting. It's it's the purpose is that input. So, what I'm hearing from board is that um we got some works to do to sort
150of communicate in our our feelings about the different goals. I'm hearing some board members voicing that they would like to kind of hear the uh actionables um that would be attached to the goals. So my question then is if we could do dual homework as in um having the board give feedback on the goals um and at the same time um have Dr. Elder give some some ideas of of draft actionables. Yes. >> Sorry I I had did not have the chance to comment yet. I [clears throat] I think this is a great starting point. Um I hear what everyone is saying. Um, I absolutely want to have Dr. elder bring us action items and I I agree with you Montrea like provide the you know I don't you know yes like for objective two
151if she comes with a plan on how to raise third grade reading scores that's what I want to see but at the same I mean we need to move forward and I want to I want her to bring us action items as soon as possible >> and not [clears throat] let us get bogged down >> trying to come up with some perfect statement or goal. What's the phrase? You don't want good to get in the way of >> perfect. I mean, >> you're articulating what I was trying to say much better than I >> Let's just get Let's get what's the work that we're trying to accomplish. What's the work of the work? >> I want to see the feedback from the facilitator. So, please send that to me. >> I'll send it to all
152of you. >> Okay. Thank you. Fantastic. >> Okay. Anything else? >> Sorry. I hit >> Oh, I didn't realize. Thank >> you. Sorry. Um, just to acknowledge and I shared this with the board when we were in the work session, but I am much more of an action person. So, I'm trying on this one to stay on the on my side in the role of board member, right? And just keep it at the at the upper level. But what Dr. Belton and Pete said is exactly where my brain goes to is to see what are those action items attached to that. So, um I do I do think layering this together to make sure then that what we interpret the goals as saying also then let us see actionable ideas that we're [clears throat] looking
153for >> and I think it's fair to Dr. elder. If her evaluation is based on these goals, then how do I objectively as a board member evaluate her on deliver academic excellence to ignite each student's highest potential? How do I effectively or objectively evaluate her? But if she tells me I'm going to raise third grade reading scores by three points, then I can objectively look at that. That's measurable and that works in my brain. So, not, you know, again, I don't want to slow down the process, but I also want to be fair to her, fair to her staff, and we can speak in language that everyday people understand. I'm not sure that everyday people just understand what that means. It's just so global. So, thank you, Pete, for articulating. I hope you understand. >>
154I hope I articulated a little bit that time. >> And I think as a followup to that statement, Dr. Belton, is that I I think that those actionables based on earlier conversation tonight really has to be differentiated timing wise right you you know when we're looking at the goals and the actionables some things are short range some things are medium range and something may be really long range so you you know but it sounds like we have some conversations um and some plans and I'll send up some clarifying information uh etc going forward so >> thank you >> uh with that I'm going to turn it over to the superintendent for the work of the super. >> Oh, ma'am. >> I don't need it or not. Thank you, Madam Chair, members of the board. Um,
155I'd like to acknowledge um the principles who are left with us. We had several with us this evening. Um and I certainly appreciated their presence as you know we all do. Um this evening's report is still organized by the community identified superintendent change uh priorities that were defined in the search process. Um so until we have established goals then I will start to organize my report by our board [snorts] goals. So under student achievement um I have completed roundts with every school staff. I've been sharing my core beliefs regarding student achievement and [clears throat] hearing directly from the classroom, the people who have the most influence on student learning. Um how we need to make system changes to better support uh student learning outcomes. In January, I'll bring a summary report to the board of
156all of the patterns that I heard across schools around things that we should stop doing, start doing, do more of, and do less of. Next is community engagement. Just a few of the events I've attended recently um include the Kitaba Festival. That was my first fry bread east of the New Mexico state line and I absolutely assure you it was excellent. Uh, I attended the Arbor Day celebration at Northside Elementary, the Christmas kickoff breakfast, both football state championships at South Carolina State University, and the Rockill School's elementary honor choirs performance with the York County Coral Society Sunday evening. under accountability and strong leadership. I'm always aware of the role that our students will have in advancing our community as a whole after they graduate from our schools. And I appreciated the opportunity to present at
157Rockill Economic and Workforce Development um community meeting. I'm also I just want to piggyback off of Miss Johnson. I'm so excited to launch our two-pronged approach to student recruitment. One, learn where you live. Let's not outru rule out our zoned schools without looking at them. And inviting our parents and people who are looking for where they want to send their children to school to consider their zoned school first is a great first option. And if that doesn't fit what they're looking for, we also have many program options as well. We have so much to offer in every school and I can't wait for families to get to see what we have to offer to help them find the right fit right here in Rockill schools. Under managing the budget, I attended the South Carolina Association
158of School Administrators meetings for new superintendents and the superintendent roundt as well as part of the South Carolina schoolboard association conference on Saturday. Um, these statewide strength stren statewide connections strengthen my knowledge of South Carolina's specific statutory requirements and procedures. Um, so I'm well equipped when we move into the budget process. A few reminders. We are currently recruiting right now for school year 2627. We encourage interested candidates to visit rockhillschools.com for more information. Our recruitment fair will be held on Saturday, January 24th from 9 to noon at South Point High School. You'll also begin seeing our new work where you love messaging, which aligns our broader campaign um for learn where you live and reinforces the pride that we take in our schools and our community. Upcoming dates to be aware of, December 19th, we
159have early dismissal districtwide. December 22nd through January 5th. We have winter break for students. And for teachers, winter break ends on January 2nd because they have a teacher work day on January 5th. January 6th, we will welcome students back to school and can't wait to get the new year started. And January 13th is our next schoolboard meeting. Executive session would begin likely at 5:00 um followed by the business meeting at [snorts] six o'clock. The meeting will be livereamed on our website and Facebook with replays available afterwards. So, thank you so much for allowing me to serve the Rock Hill Schools and a very warm happy holidays and merry Christmas to everyone. Thank you so much, Dr. Elder. Um, so we do have the continuation of our earlier executive session um which is to discuss human
160resource matters, personnel updates as well as other legal matters. So at this point I will entertain a motion to adjourn the open session and enter the executive session for those members. [clears throat] So move do I have a second? Any discussion? Var. All those in favor? Motion carries. Good evening and welcome back. Um, the board has been meeting in executive session. At this point, um, I will entertain a motion to adjourn the executive session and reconvene the open session. >> So move. >> Thank you, Miss Daniel. Do I have a second? >> Second. >> Thank you, Mr. proposal. Any discussion? Hearing none. All those in favor? All opposed? Motion carries 5-0. Do I have any motions coming out of executive sessions? >> Madam Chair, I move that we accept the superintendent's recommendation on the employee
161breach. >> Thank you, sir. Do I have a second? >> Second. Thank you, Miss Daniel. Any discussion? Var. All those in favor say I. >> I. >> All opposed. Motion carries 5. Does that conclude the motions coming out of executive session? I believe it does. So the last item on the agenda is a quick update regarding project sample. Um, since our last discussion, we now know that project sample is in reference to a distribution center for um, a large company. And um, county council did take action uh, this past week and passed it with a 43 vote, I believe. Um, but it did pass in county council, but they did have a lengthy discussion on how the impact would be for Rock Hill Schools. And now it is up to the city of Rock Hill
162to take a vote on uh the tax incentive uh deal uh and how that could potentially impact the Rockill School District. So, I wanted to give that update, but also give opportunities for board members to have comment or um further discussion if needed. But again, I just want to highlight the fact that this is not something that the board of trustees of Rockill schools have decision making power over. This is now something that lays in the hand of the city of Rockill to vote on our behalf. So if no further discussion regarding that, I want to quickly uh just uh restate what Dr. Elder said at the end of her presentation, which is to wish the Rockill Schools families uh both staff and students uh and parents a phenomenal winter holiday uh to enjoy with
163their loved ones. Um, and with that, I will entertain a um motion to adjourn. >> So, move. >> I mean, we can stay for a little longer if you want to. Um, okay. Thank you, Miss Daniel. Um, did I hear a second coming from Oh, sorry. Um, any further discussion on that? Very none. All those in favor? >> All opposed? Motion carries. 5 Z. Stand.