001school district by student population. The 45day enrollment that means the number of students that are enrolled on the 45th day of school and the very last definition are the withdrawal codes which means why students withdraw from our school district. We want to first year the 45day enrollment and also followed by the 135day enrollment which is uh important to how we not only receive funding but also how we allocate our student populations for our schools in the school district. The first here uh in the the pink uh highlight are the 45 day enrollments for uh 2324 school year 16,316 students for the 2324 school year. In the blue highlight we see the 45day enrollment for 2425 is 16,53 students and also for this school year is 15,621. I will share uh these are verified every year
002in November. Uh we have not verified with the state department yet our enrollments for this year. So that number 15,621 it may fluctuate once we verify that enrollment with the state department which comes up in a in a few days. Uh I do want to also highlight in brief uh the 135 day enrollment for uh two years uh 2324 uh 16,605 for 2425 this last school year is 15,841. The question that we may have at this time is asking where those students go. So I'll share more information at this time about withdrawal patterns and some of those trends for our school district. I'll start to my immediate um right here the public um category there we have a total of again 432 students who left between the 45th day last year and the 45th day
003this year. So again think about the 45th day of school last year and the 45th day of school this year about 432 students left our school district. What that means is students coming and going throughout the course of the year. That number landed on 432 to your uh the orange uh category here. I'll start with the public. What that means are the students who left our school district and went to another public school beyond our school district. And so that could be somewhere in South Carolina or some in some other state with a total of 237 students at a percent of 54% for that category. Here you move around toward the bottom. Uh the private school that means students who left our school district went to a private school began our school district. Uh that
004number is 17. Uh that percent is 4.5. The next category uh that yellow section there students who withdrew those are 12 students uh 2.8. Those are students who came to our school and communicated they're leaving where they're going to leave our district, but we don't know where they actually went. No paperwork was received from that receiving school district, but they left our school district through our withdrawal process. The next category here is the light blue category. Uh 26 students left for school for homeschooling, a percent of 6%. those students who actually left went to a home school organization to enroll in a home school uh beyond our school district. The next category is 47 students at charter went to a charter school. That percent is 11. Those are kids who went to a charter school
005both in our district and also beyond our school district as well. The category here in the dark blue status unknown. Those are students who left our district. We don't know where those students are. they they were enrolled with us at some point in the school year. Those typically are students who were removed for a 10day drop. Uh those are category categorized usually as students who are dropouts in our school district. A total of 65 of those students for 15.1. And the last category is our no-shows students who were enrolled in our school district before school started. Uh could have been in June or July, but they never started school at all. They were dropped at the 11th day. That number is 28 and at 6.5. It's just a brief uh diagram that shows you just
006the 45day enrollment from two years ago 23 24 through 245 and then lastly for 2526. These category trends here shows for the most part a lot of our kids are not leaving in droves. However, what you see here, the majority percents are at the elementary level. And so, this shows you uh what students left, what schools here. If you look at the chart at the very bottom, uh 16,316 was a 45day report two years ago, and this year is 15,621. That's all I have for you tonight. I'll be glad to answer any questions that you may have. I don't believe they're on. >> Oh, um I just uh thank you Dr. Connor for the presentation. Just a quick question about the Palmetto School. They are listed on the chart um and they count towards our
007numbers because we sponsor them as a as as a charter school, right? >> Yes. >> When this is a just a quick question, um when students transfer from like a Cherry Park to a Palmetto school, does that count our enrollment numbers or does that still stay as far as Rock School District students? >> It still stays as our enrollment uh with our school district. >> Okay. Thank you. >> Yes. >> Do you Yes, I do have a couple of questions on the slide that showed all the schools you slid in there. I may have missed it. Did you say the majority were leaving in elementary? Is that where we find? >> Yeah, we took just a brief dive into the percents by level and percent kids were leaving. Uh the majority by national trends also
008kids leave at the elementary level. So that aligns to national trends, but the majority of our percent by level is leave at the elementary level versus middle and high school. >> Thank you for that clarification. And then the slide before those unknowns. >> Yes. >> Um couple of questions. The status unknown and the withdrew. The difference is the fact that somebody came in formally said they're withdrawing. They just didn't give the forwarding. >> Correct. And so a student comes in to a school and says, "I'm going to withdraw uh next week." And so they fill out the paperwork to withdraw, but the records for requests at their receiving school was never requested to us. Okay. >> Uh the category of status and known are kids who actually were sitting in a seat u last week
009and 10 days later they're not there. At the 11 days they're dropped from our school district. >> And this may not be a question for you, it may be for Dr. Elder, but what impact does that have other than our funding? Are there further impacts for when we don't know the status of the students when we don't know where they go? >> Yes, sir. I mentioned earlier this one status and known that particularly uh impacts our dropout rate but also our graduation rate. So those students are not found uh that counts against our graduation rate. So there's efforts that we you know employ to find those students when they leave. And so that's um that impacts both the graduation rate and also the dropout rate if those kids are not found. >> Sorry I missed
010that. Thank you. >> Thank you, Dr. Connor. What? You have to help me understand this. Why? Like for instance, Evanport. Two years ago they were 459. Now they're 494. Evanport is growing. Sullivan growing. Why why we have a problem? some schools but not other schools. >> I can't answer that question. We don't collect data on why parents are leaving school districts. I mentioned earlier the data that we're required to collect is where do they actually go? So, we don't have any processes to collect that data. However, we've been in conversations with an organization uh that has family engagement that can research the information for us. As a matter of fact, myself and Dr. Smith was on the phone this afternoon to potentially look at uh why parents are leaving the school district. So we could
011collect that data. Uh but we have not had a formalized process for that. So to answer the question, why are students or parents leaving a particular school? There's no process for us that we're required to collect information from the state department. What do do you see any differences in the culture at the schools that what what can we what can we take from the schools that are keeping and retaining their kids? How can we take that and put that into other schools so that we try to stop this because this is not sustainable to lose three 400 kids a year. >> As I said, I think one one thing we have to do is collect the real data that would show that. I mentioned earlier about the company that can provide that research for us.
012Uh I will say just some national norms in brief and whether we align to those or not. You know there are a couple of reasons that if you look at the research that talks about maybe why we can't speak for us today but certainly there are several reasons. One uh in particular that as parents left during the co era they looked at more maybe options for them. And so those are different reasons why we could collect that. But again right now we don't have that information to share. Uh we don't collect that data. >> I hope that we I hope that we get it. And I'm just I'm not trying to be difficult. I I just I mean I mentioned the schools that are in my district that I know kids that go to the
013elementary schools at Mount Gallant at Evanport and at India Hook and Evanport's right across the street from me. India Hook is my neighborhood but you know when I talk to my neighbors say what is going on with India Hook they say well it's actually it's great you know so I'm not I don't know what the answer is. I don't know why. And I don't when I look in the neighborhoods that are around me, I don't see this like sudden I don't see a bunch of for sale signs and I don't see kids moving out or moving in. So I just I don't I don't know. But clearly some of these schools are not losing kids while others are and what can we take from the schools that are not and then put that into the
014schools that that are are losing kids. Again, I think you know that information that we could collect on that just the school itself as we talked with the company as early as today several variables that could play into that. It could be the dynamic of parents leaving for job opportunities. It could be for a number of reasons. So again to identify just the school itself could be one variable but of course you know we are looking at trying to gather the information from this researchbased company. Uh we have another call with them on next Monday to talk about you know getting that information particularly uh we could have information as early as December. So again, through communication the company now that provide information for us >> and I and I think it'd be helpful if
015you know I don't know how often you go into the schools or other people go in there. But I mean if I'm in the military and I'm if I'm the judge advocate and I'm working with the the brigade commander, we've got a problem at a battalion, I can go to a battalion, I could see that the culture of this battalion is very different than the culture of the other battalion. So what can we do to fix it? And and I think we don't need to hire somebody to tell us what's wrong. I think we can just go in there and look around and see what's going on to try to to try to fix this. Okay. Well, then I say thank you and I'm going to welcome Mr. Barnes for a quarterly financial update. Thank
016you, board chair Miller, Vice Chair Hutchinson, members of the board of trustees, and Dr. Elder. I appreciate the opportunity to speak with you today. I'm pleased to present the first quarter financial report for the 2526 fiscal year. This report provides an overview of our current financial position, key revenue and expenditure trends, and insights into how we're tracking against our budget. This report reflects financial activity through the end of the first quarter, covering the period from July 1st through September 30th of the 2526 fiscal year. The schedule that you'll see for the general fund compares spending for the same time period in the prior year, allowing us to evaluate trends and identify any significant changes or emerging patterns in revenue and expenditures. Let's take a look at how our first quarter of this fiscal year compares
017to the same period last year. This table compares budget versus actual results for the first quarter of two fiscal years. the prior year 2425 and the current year 2526. It shows how much revenue and expenditures have occurred relative to the total budget, giving a snapshot of performance early in the year. I'll start at top with local revenues. Property taxes both years show about 6% collected in the first quarter, which is expected since most property tax revenue rise later in the fiscal year. Slight growth in the budget from 69.6 6 million to 73.5 million. Countywide property taxes is a similar story. 7% collected both years. Budget up slightly from 8.9 million to 9 million. Fees in lie of taxes down from 1% collected last year to nearly 0% this year. These fees typically come later in
018the year. Interest earnings decreased slightly, 58% of budget last year versus 51% this year. still strong reflecting good returns but a little lower compared to last year. Other local sources down from 36% to 20%. This is due to timing differences in collections and smaller fees. Now moving to state funding which makes up the majority of revenues. State aid the classrooms 25% collected in both years which is closely on track with quarterly expectations. Budget increased by about 3.7 million from last year. The budget increase came from the Senate projections for our state aid and classrooms. Bus driver salaries and workers count 4% collected both years which is consistent. Retirey insurance PEA credit 20% collected both years consistent and on schedule. State property tax reimbursement no funds received yet either year but these are typically distributed later
019in the year. Other state sources down from 11% to 5% mostly due to timing differences. One time use of funds large prior year item 15.8 million that's not repeating this year. Only 1 million budgeted in 2526. A significant drop is expected for onetime funding. Our total revenue is about 13% of the annual budget collected in both years. Revenues are tracking similarly to last year with small timing differences across categories. Next, we look at spending. Salaries are 18 spent 18% spent in both years, very consistent on pace with expectations. While the percentage looks low for a typical quarter, please know that employees were on the teacher scale are paid from August through July. So, the July paychecks for teachers are acrewed back into the 2425 fiscal year. We have a slightly lower overall budget this year,
020145 million versus 148 million. Our benefits are 19% last year and 20% this year, almost identical, which reflects stable employment levels and increased benefit costs. Our purchase services are higher proportion this year, 48% spend versus 38% last year, indicates some contract and service payments occurred earlier in the year than usual. Supplies and equipment 22% versus 21% which is consistent and other fees expenditures and transfers slightly higher this year but still within normal first quarter patterns. Our total expenditures are 19% last year versus 20% this year. Nearly identical spending is tracking as expected. Both years show a negative net income for the first quarter for 2425 15.86 6 million and 25 26 15.34 million. This is typical for quarter 1 since major revenues like property taxes haven't been received yet while payroll and operations continue throughout
021the year. Revenues and expenditures are closely aligned year-over-year and we expect revenues to catch up in quarter two and quarter three especially as property tax payments arrive. These charts show the monthly trend of our general fund balance over the course of the fiscal year. As you can see, we start the year in July with a balance of around 52 million. Over the next several months, the balance gradually declines, reaching a low point of about 22 million in November. This is primarily because we're covering our operating expenses without receiving major revenue inflows during that period. Then in December and January, we see a sharp increase. This reflects the arrival of local property tax revenues which make up a significant portion of our annual funding. At its peak, the balance goes above 80 million in January. From
022there, we begin drawing down in as expenditures continue throughout the spring and the year ends in June back around 52 million right where we start. This pattern is normal and consistent from year to year and illustrates the seasonal cash flow cycle that school districts typically experience. board policy DFAC states that the district will maintain an unassigned general fund balance for the year ending June 30th of a maximum of a minimum of 17% and a maximum of 25% of the subsequent year's total budget budget expenditures in the general fund. This slide highlights the impact of the state's 45day and 135day enrollment adjustment process on our district's funding. In fiscal year 2425, Rockill Schools was initially allocated 91.7 million in state funding. However, after the 135day adjustment, which reflects actual enrollment figures, the allocation was reduced by
023784,699, bringing the total down to 90.9 million. Similarly, in the current fiscal year, we were initially projected to receive 94.6 million, but that amount was revised downward, resulting in our current allocation of 93.8 million. While year-over-year funding appears relatively stable, these mid-year adjustments demonstrate how even small shifts in enrollment or waiting can significantly impact our revenue. The challenge is that staffing and programmatic decisions are made before the school year begins based on projected funding. So, when adjustments come after the fact, it can create unplanned budget pressures. Some of the key takeaways, um, revenue growth remains positive. 2526 revenue reached 31.3 million, an increase of 1 million over fiscal year 2425. Continued growth indicates stable funding sources and effective fiscal management. Our expenditures hold steady 2526 expenditures total 46.7 million, only a modest increase from 46.1
024million the prior year. Spending trends reflect consistent operational cost and budget. Projected enrollment declines may reduce state aid allocations tied to 135day student count data. Ongoing monitoring and proactive planning will be essential to maintain classroom support and staffing levels. The district remains financially stable with balanced revenue and expenditure trends. Strategic planning for enrollment impacts will be key to sustaining fiscal health moving forward. That is the end of my presentation and here to answer any questions. I I I do and Bobby, you don't have to bear with me. I have about six questions here, okay? Um to kind of I did ask questions in the other presentations because I feel like your presentation kind of ties all of this together which is important um important to do. Um one of the things that you indicated is
025that we are we project in 2425 for the number of students that we'll have in 2526. Correct. And if that number is reduced, then state aid classroom is reduced. Correct. >> Correct. >> But we have already hired people. So let me back up. Our largest expenditure people. Correct. >> That's correct. >> That when it's all said and done on June 30th, 2026, our largest percentage will be people. Correct. >> That's right. >> All right. So, and we are hiring those people before July 1. And we're hiring the people before the money comes in based on our projection from the previous year. >> Yes. >> Right. So that leads us to an interesting conversation because if our state aid is going out, is that what we're back feeling would earn interest? That's that's correct. It's um
026we we're losing a we're lose a million dollars a state of the classroom, but there are other line items that may make that up. So if interest rates go down, we might not have a line item that makes that up. >> And this year, and I don't want to, you know, I know we had a a tough budget year last year, there were a lot of conversations, and I don't necessarily want to get us back down that road, but we have to be responsible here and stay as healthy as we are now. If our students are down and even on your report, our interest earnings are down, if we're back filling with interest earnings, then does that not put us in a position where we may have to have some real serious conversations about additional
027cuts? >> Well, if if you go if our fund balance does go below or gets to 17%, then yes. Right now, we're not at that point, luckily. But if if we get down, there's no way we the revenues are not going to get us back up above the 17%. >> And I'm not talking about I'm not talking about the fund balance, the one time expenditure for fund balance. I'm just talking about just natural arithmetic. >> Money is coming down, students are coming down, but we've hired on the front end then and we're back filling with earned interest. Um then we >> Yeah. to maintain yearover-year. >> Correct. we have to, you know, really think about how we how our student enrollment impacts our hiring. Right now though, we are in a good position >> and
028maybe that's something that Dr. Elder would like to speak to as well. >> Thank you, Madam Chair. Um, member Belman, um, Mr. Barnes, could you go back in the PowerPoint uh to Dr. Connor's presentation, specifically the slide that shows enrollment at each school? Okay. So, as you can see, we have we have enrollment decreasing at many of our schools, but it's decreasing in small numbers. And so, when you think about a decrease of enrollment of let's say 20 students and let's say that's at a middle school that has three grades. So you might think it would be easy to then to reduce your teaching staff by one teacher because 20 students and about one teacher. But when you take that across multiple grades, then you're looking at like six kids, seven kids per grade level.
029So it becomes much more complicated to make those projections and make those adjustments when you have you have a number of students spread across multiple grades. >> Yeah. I I understand that. But we still we still in the aggregate we are down 400 plus students and to Mr. Nos's point that means we're getting a million less dollars and even when we start talking about our footprint that means we need fewer you need fewer staff which is still important because we don't have the staffing does our footprint need to be as large as our footprint currently is because at the end of the day even though I recognize that it's broken up over 20s something um locations in the aggregate it's still 430 whatever students And it's still a small elementary school that we're down. And
030if we keep losing at the rate of a small elementary school each year, that is not sustainable to continue to operate the footprint we're operating because we don't have the revenue coming in that we once had coming in to sustain where we are. That that's the only point I'm making. >> Well, I will say too about the revenue though, it's not a guarantee even if we lose 400 students that state a classrooms will go down because the is going to have to make sure that the districts are getting the minimum teacher salary scale. So, they may increase the the the the ratio amount, but that still means we're we're not getting as much as you cut, >> right? But doesn't that create, and I'm done with my questions and give it to someone else, but
031doesn't that create more of a challenge because each year with the step increase and all that, >> that creates more of a financial challenge. >> Correct. >> Right. >> So, I think Dr. is bringing up some really really val points. That brings me to my request. I think knowing that we have um you know the initial reports of the 45day enrollment um I think it would be pertinent for this board to get an update where we have updated numbers that has been confirmed in November even though it may not be through the formal presentation if we can at least get the confirmation number so that we have an idea of what that looks like and depending on the conversations of let's call them exit interviews because that's sort of what I heard the the scope
032of what you and your team were working on as those are if that's the the plan so to speak. I think it is vital for this board to get an update as to what the results of those exit interviews or surveys or whatever it may be is so that we can to Dr. Bubbles's point accordingly as we go into next season. Um and in addition to that um Um I just want to say thank you for this presentation. I think it is very clear for both us and for the public to see the line items to see the comparison between different years. Um I think that is a phenomenal thing for both the community and for this board. Um and I really look forward to seeing another one uh in a couple months in January.
033Right. Yeah. So did you have >> Oh, I did. I I think we were looking at the 45day numbers and I think we're we're talking about um declining enrollment. I personally am encouraged that we've made measures like dual enrollment that we've done with the partnership with Windsor, the partnerships with York Tech. I think that we're turning a direction in a direction where we're making ourselves more competitive in a sense that we can compete against the children that are leaving, the families that are leaving for whatever reason. And we, you know, can do more of a deep dive into that to really discover what's going on. But I think that as we continue continue to provide more offerings to kids in York County, we'll have more families be attracted to Rockill School. So, it may not
034look as bleak and as dismal, but I do hear what Dr. Belton is saying about concern about where our money is going. But I also think that if you offer a good product, families will come. And I think we are offering a good product. So, I just wanted to say that thank you to everyone who's investing into ensuring that we're having those offerings to our kids. Thank you uh to Mr. Burns and Miss Miller and your work and doing in dual enrollment. I think that's a that's a huge deal for our school district and I think that we could see some numbers turn around in the coming years. >> Miss Daniel and then Mr. >> I just want to say thank you for putting these two presentations together tonight to give us a whole picture.
035It's much easier to have the discussion when we see all the information at once. Um, as Helena said, um, having updates going forward would be appreciated. And what I would like to add to that is, um, as we're finding out why students are leaving, I would also like to hear what the discussion is about how we are going to attract students or what we are doing to market Rockill Schools and all of our options. Um, we continue to approve options. We have choice schools. What are we doing to reach those families that are out there in our zones? I would like to hear the plus side of the conversation. Um, and then it did make me wonder on the um when Pete was talking, do we look at or does the district look at the
036housing market and real estate and do we lay that over top of our attendance zones to see what those moves? I assume it happened, but I don't also want to assume anything. So, I'd like to hear that discussion and just it's obviously a multi-layer thing. We're losing students. We need to know how to gain students. We need to know why they're leaving. And then also um how to project our future future um budget numbers. Thank you, >> Mr. >> Thank you for putting this together, Bobby. Um it's very helpful. It's very transparent. I'm looking forward to getting this once a quarter so that we are kept up to date and the public is also kept up to date. Um along the lines of what we were all kind of talking about, the academics that Rockill
037Schools offers is unparallel. it is is topnotch and adding dual enrollment adding the all of the academic off offerings that we have is just it they're incredible and what I I really want us to focus on is uniform discipline throughout the schools and that's kind of what I was should have been more blunt about it's working at some schools but not others and and that is a problem that parents see and that is a it's the discipline the way disciplines enforce that our three high schools are all different. So I think the sooner we can get that rolled rolled out and uniform the better. The other thing is our programs. We have awesome academic programs but let's fully fund our arts programs and let's have feeder programs so that every middle school has an orchestra.
038Every orchestra has a band that feeds into these schools into the high schools so that all of these kids have the opportunity to participate in the arts and let's fully fund our athletic programs so that we keep our kids here and so that the families look around and say this is Rockill Schools is the best possible place for my kids because of the programs and because of the academics and we can do it if we prioritize that come budget season this year and I hope that we will. >> So, I would just like to second Pete um your passion for not only the athletics but for our fine arts. I know the difference that it's made um in my life and especially my children's life. So you have my commitment when it comes to that
039time to really pour into those professionals that um really make a difference in our children's lives. Not to negate the sports. I've had my kids involved with them, but I I think oftent times um the fine arts takes a backseat to athletics and they're just equally as impactful of our of our children. So I I look forward to working with you on that. >> I can only third that. Um I do have one question regarding uh the slide that Dr. Connor was showing the pie chart. Right. So one of the things we saw there you don't it's okay. Um Almost half of that number is coming from people who are transferring to other public school districts, which seems to indicate that they're leaving Rockill attendance. Right. I wonder if we can get some data from
040both the city and the county to show what the migration patterns look like for families because I know that we all hear in the community that, you know, the cost of living in Rock Hill is exponentially higher than it used to be a few years ago. And I'm wondering if some of those things are impacting those numbers. Uh but that is just an assumption. Um we can obviously focus on the other side of the pie chart which is people who still recite in Rock Hill. But I think it is important for us to see what is happening the community as a whole and why are people leaving people with school age children I should say leaving the um and where are they going and why and are there things that we can do to to
041help um as individuals or as as a board as a whole in those endeavors. So if I I think that would be a logical next step to have those conversations with um the housing departments and those two entities. Just sort of cross reference data. Can I can I just say something very quickly and I do agree um by thank you so much for this presentation when we talked upstairs early last week tell you I thought this was phenomenal first time in since I've been on the board for Mr. B has reminded me for one year now. Um, first time I've seen it like this. So, thank you so much for that. Your presentation was phenomenal. And I just want to remind my colleagues here that my concern is not necessarily about today. It's two or
042three days from now because our district has made a commitment to dual enrollment in those things. If we continue to lose a million dollars a year, that we're going to have to make decisions. And if our commitment is going to be dual enrollment, we're going to create halves and have nots because the children who are in dual enrollment, their parents will be able to supplement it. And it will not be available for those kids whose parents cannot financially supplement it because we're going to have to make tough decisions. And where will those tough decisions come from? Dual enrollment and all the things that are extras. So my question in here today is truly about if we're making a commitment to those programs, then we're going to have to make sure that they are available to
043all the children in our care schools, the halves and the have nots. And if we don't plug this gap where we're losing 400 kids a year, where we're losing a billion dollars a year, then we're not going to be able to sustain dual enrollment financially. Parents will have to supplement it. Whose parents will whose kids will be in dual enrollment? Our kids whose kids won't be the kids who live down in the district that I represent. >> Dr. Just for clarification, the dual enrollment program at York Tech and at USCL that's actually funded by >> state the state. So the one the program that you're referring to is Winthra, >> correct? >> So we would still have the ability to have students at York Tech and at USCL that would be able to go and
044benefit. >> But we just said last we we don't provide transportation to the ones at UNCC. >> Well, that's a conversation. I mean, it passed, but that's a conversation that we probably need to have in the budget. But I think we still have options. We're working with York Tech. We now have the options for USCL. We still have those options for every child in the district, not just some. I just think that it is important that we keep getting these continuous updates so that we have all the information at hand in those crisis uh come budget season. And again, I think I hear loud and clear from the entire board that the format of his presentation was incredibly transparent and very informative and we do appreciate that tremendously. >> Thank you. >> So, next up
045would be the comprehensive behavior and student support model and I'm going to welcome Dr. >> Yeah. Thank you once again, assistant superintendent for innovation and development. I'm here with Mr. Frank Palmo, director of behavioral services. I want to provide before he comes up and speak about the presentation this this evening. Uh how do we get here regarding this information be shared tonight? Uh give a background knowledge of what happened with this and how we got this point and certainly uh very important and passionate uh topic for us. Uh back in April when we were working toward the reorg um our division school student development before we got started to work thought it was appropriate to look at the alignment of our resources uh being clear and consistent on roles and responsibilities. Uh this division has
046a number of student support services in it which includes mental health counseling BAS, deans, APS, mental health services, all the things that would align to providing student support and behavioral support for students in our school. So the conversation was birthed uh with the persons who primarily lead those uh entities which is myself u Mr. Polarmo and also Dr. Smith. We started with the conversation back in May uh to think forward about what the work look like look like uh in July and August and even now. And so we thought it best to do some research on where are we as a district with our resources and our interventions uh primarily dealing with our discipline uh how we identify a clear and concise metrics for all of our elementary, middle, and high schools. And so we
047landed to the point where uh with some preliminary research on creating a model uh that would identify primarily five different elements to a comprehensive uh behavior student support plan. So we had our first meeting uh in August and led to a meeting uh in September and throughout the entire year where we created an advisory committee. The main goal of this is really three-fold. The first thing is is what I think you mentioned earlier is to identify how we're clear and consistent on executing discipline in our schools that we can uh understand what the expectations are from classroom. consequences occur. Number two, before we get there, to ensure that we have clear and concise interventions with resources and support to curtail behavior. We want kids to be in school. And so our goal to put kids
048out of school is to be in school. And then lastly is to be very clear on the resources for teachers, our admin leaders that lead the schools in all these areas. And so with that being said, uh he's going to come up this evening, share uh where we are historically, share what we've done so far, and then next move forward. Chairman Miller, Vice Chair Hutcherson, Dr. Elder, member of the board, members of the board, I'm Frank Polarmo, director of behavior supports. Thank you, Dr. Connor, for giving us the historical information of the origins of the comprehensive behavior and student support model. I'll start by sharing the purpose. First, to ensure a clear, consistent, transparent discipline matrix align with the district's code of conduct. Second, enhance school and classroom management across the district. Third, provide effective
049student interventions and support to reinforce, modify, or change behavior. Fourth, promote and recognize positive behavior. Fifth, engage parents and community. This model will be partially implemented um January 2026 with full implementation the beginning of the 2627 school year. Based on several researchbased models, we've identified five core elements of the comprehensive behavior and student support model. School and classroom management, student interventions, positive behavior supports, parent and community engagement, and the discipline matrix. In August, we created an advisory committee consisting of 35 members from Rockill School District and the community. The purpose of the committee is to collaborate and provide feedback and recommendations to assist in the design of the model. The model cons I'm sorry the committee consists of district administrators, principles, assistant principles, classroom teachers, other district staff like PMAs and deans, parents, guardians, student
050representatives, community stakeholders, and schoolboard members. This team has been meeting since August and focused on reviewing student data, research best practices, identified behavior intervention supports, and provides recommendations and strategies that will be included in the plan. Here are the subcommittees that were established from the advisory committee. The first the discipline matrix. They are tasked to establish a consistent high school discipline framework while also reviewing the elementary and middle school matrix that will be implemented in January 2026. Second, school and classroom management. The committee that will work to set clear district-wide management guidelines for all classrooms. Third, student interventions. Ensure consistent tiered behavior supports to minimize disruptions and support all students. This is how we provide high quality interventions to change and modify behavior. Fourth, positive behavior support. This is how we are rewarding our students
051doing well in our schools. Fifth, family and community engagement. This is how we communicate expectations and involving parents in supporting their students and develop community partnerships to align with schoolwide behavior goals. These outcomes will be aligned with our district code of conduct and how consequences are applied to behaviors and to ensure there's clarity and consistency of how behavior consequences are applied across all of our schools. Up next, I'd like to um give an update of what we've accomplished in the first two meetings. At our August meeting, we've conducted a strength, weakness, opportunities, and threat analysis of district discipline data, code of conduct, student interventions, and positive behavior practices. Our findings were highlighting many effective efforts in uh with opportunities to improve in consistency across schools and the district. At our September meeting, we developed initial
052framework for the five core elements giving recommendations for guidelines and procedures to positively impact behaviors in school. Next, I'll share our future steps for the advisory committee. We have a clear timeline for October through November. First, we'll assess our current practices and develop the high school discipline matrix. We'll review and revise the current discipline matrix matrices for elementary and middle schools. This will be completed by the end of November. January, we'll be training all stakeholders on the discipline matrix. We'll implement clear, consistent, and transparent high school student discipline, the high school discipline matrix. Here, we'll be spending time with administrators on how to implement the new discipline matrix and revised elementary, middle school, elementary, and middle school matrix to provide clarity on applying consequences. By the end of May, we'll ensure all stakeholders have a
053copy of the plan and will review in principal and level meetings in preparation for the next school year. As we move into the summer, focus will be on implementation for the next year. We'll collaborate with district and depart uh with district departments and stakeholders for deployment of the model. will provide professional development and training to school leaders and all stakeholders for implementation. Thank you so much. At this time, you guys have any questions? Mr. Burns, uh just curious, what happens when a part of your team, say administrator, a teacher, doesn't follow your matrix and they maybe say they change a code from fighting to horse play? Sure. So, I mean, initially we're going to be doing uh a lot of training up front and we'll be doing some progress monitoring to basically assess and see,
054you know, where where's working, you know, what's working, where do we need to refine it? You heard what happens when someone deliberately doesn't follow your matrix. >> When someone doesn't when >> someone doesn't follow your matrix, what you worked hard on this, when someone does not blatantly doesn't follow your matrix, what happens? >> Yeah. First of all, thank you, Mr. Burns. I think it's probably three-fold question. one, you know, this matrix is identified for how principles employ discipline in schools. And so there are three different levels of that that first we follow the policy of the code of conduct. There are three tiers of that in our policy that we're that we write. And so our job is to align what the consequences may be. So for example, if you have someone fighting in school,
055you will have a first defense in the matrix that you will give three to five days of of OSS. And so it's the expectation that that's followed. If it's not certainly if there's an AP that is dealing with that particular consequence not followed by that assistant principal is up to that supervisor which is the principal. Uh if it's a principal who's not following the metrics and you know those things are not followed very clearly that's my role as supervis principles to follow back up and progress on those individuals who not follow the metrics coordin questions or comments I see. >> I do I just have a comment um as a practitioner and as a parent. Um, can we I guess my ask is as you produce this, can we make sure that it does not
056wrap teachers or administrators up in paperwork or the process and that interventions there is a time to intervene and there are ages that are developmentally appropriate to teach the skills necessary to operate within the classroom. But our students job is to be in that classroom to learn anyone preventing the learning or teacher from teaching needs to be addressed. Um, and I understand that's why you're creating that matrix, but I also want to make sure we're not wrapping it up in a paperwork process that slows down and prevents the others from working with the teachers doing their jobs. >> Dr. Conor, were the is other stakeholders up there? Were school resource officers involved in this? >> Yes, matter of fact, we had two uh resour involved. One was the community resource officer for uh the uh
057city and also one high school SOR was involved as well. >> Right. So, was there any conversations in any of these meetings regarding when they arrest versus when they don't arrest and and and it is a loaded question. I'm I'll let you answer then I'll >> Yeah. So their question always asked, you know, I can't recall any specific question that was asked in that regard, but certainly at the school uh leader, you know, the when it comes to a criminal offense at a school, uh the police officers have the first call of order for what happens with that. So we take a secondary seat when we have a situation where it could be potentially a criminal offense that has occurred. We follow those actions according to the officer. I don't recall right off hand there
058was some conversation around that piece but certainly uh if there is a criminal um offense then the resource officer takes that those uh investigation lead those and we follow those as school leaders >> and let me just say this and this is my my personal opinion but it's based on my professional observation um the pipeline in prison is real is very real and using our school as a vehicle to put kids unnecessarily in the criminal justice system is a concern of mine and I do believe that we as educators, board members, you all as as staff members, practitioners have a voice in that. So, I'm glad that SRO's were at the table. I do think there's a difference between middle school kids pushing and shoving each other out on the basketball court and high school
059students in a straight out brawl in the school. But it seems like both of them are being charged criminally. um even in Rock Hill schools and I can tell you from my professional experience and I there's hard data to prove it that the positions that we're taking over here in terms of how we're charging kids as I end up representing um some of those children um in all all the school districts here locally that we are taking a very different position here. So, I'm glad to know that school resource officers are at the table and I hope that there are some serious conversations and we've talked about tonight about partnerships that there's a partnership in what do we arrest and what what we don't arrest and that there's a partnership and conversations between the schools
060and law enforcement. Thank you. >> Thank you. And so I just so the plan is to roll out the new matrix January for second semester in Yes, it is. >> Well, then uh we say thank you to Mr. Polmo and uh for great presentation. Um I am appreciative that there is an effort to make sure that we have the same accountability measurements across the board so that what uh is expected from a student at one school is the same across the district at the same level. So I forward to that and I think you know maybe a month or two after implementation uh it would probably be nice for us to get an update with some feedback to see how it has gone. >> So with that we mad chair quick question um this matrix
061does it require any changing of the current board policies or board policies are in place in the matrix which is fit into what we already have? >> Yeah, great question. We're currently reviewing the board policies. Uh most already have the the content in there, then we can create a matrix. Uh again, the board polic identifies different levels of consequence, level one to level three, if you will. So, with that being said, we are aligning with those policies are to the metrics. The middle school already has that and so we'll be running the iteration of the first draft through the principles and other stakeholders, but myself, u Malmo and also uh Dr. Smith who kind of owns uh the vetting that will run that through to make sure that we don't have to modify any policy.
062do so they bring that to your attention but right now doesn't appear that that would be the case. >> Thank you to both of you. Um moving on to the next item uh which is the report of the superintendent. Dr. Elder Thank you, Madam Chair, members of the board. Um, I'm pleased to provide you with a complete report this time fully aligned to all five areas from the um from the communitydriven superintendent change priorities in the ZO report that went out to all candidates for the job that I have the privilege now to hold. So, first in student achievement, our staff roundt series is well underway. I've visited 16 schools so far. Great responses from educators on how we can improve our system, things that we can do better, things that we need to maybe
063consider stop doing. Um, they have fantastic ideas and appreciate the opportunity to share them oneonone and directly. And so, that has gone very well and we will continue until we are all done. I'd like Shout out to the communication communications team who come with me to every single one. They take copious notes because we are getting great input. I want to remember all of it as I put it all together to report back to you and so they're tremendous support um both for me as well as for our staff and community engagement. I've spent a great deal of time in the community um partially part of that has been supporting the arts. I attended the um Old English Festival of Bands three times, so I could see all three of our schools perform. Um enjoyed
064that tremendously. I also attended last Friday night the Wizard of Oz performance at Rock Hill High School. Additionally, we continue hosting parent roundts. Uh last one was at EMTT Scott Recreation Center and Castle Heights Middle School. So, thank everyone who came to those as well. Um the next one will be a virtual session on Thursday, October 30th. And then we will also have a community forum on on a Saturday. This is noon. Um that will be November 8th at 10:00 a.m. at Knowledge Perk. Then that way everybody who didn't get to come to a Thursday evening has an opportunity to come and share their ideas. Um additionally, I attended the NAACP monthly meeting and had a round table with them. Had great suggestions from the community and attended the community event at Adult Education and
065Parents Smart last week. Under mental health and safety, of course, we take take safety very seriously. We hosted an emergency preparedness uh session for district leaders in October. It was hosted by FEMA. So, we went through the whole FEMA emergency response training and left with a clearer understanding with all of our district leaders who attended and school leaders who attended our role in emergency management both in communication and in immediate response. We'll continue to build on that capacity building as we continue to expand our safety our safety efforts under accountability and strong leadership. I had the opportunity to speak at the York County Regional Chamber seat at the table event. Additionally, attended the Rockill um Rockill City Council so I could introduce myself to our city councilors and participated in the mayor's key influencers breakfast.
066Accountability and strong leadership also spills over into managing the budget. So, of course, investing time in creating the fantastic work that Mr. Barnes gave us this evening. Um, in our first quarterly financial report, we will continue that in order to increase transparency throughout the year. So, the budget doesn't just come and get discussed once a year. We want to be able to continue to discuss all year long. So, thank you for your input and your feedback on this presentation. The next one will be in January for quarter two. Um, additionally, I participated in SCASA. um they had a special session for new superintendent specifically around South Carolina school finance. And so, as you know, not being from South Carolina, every state finances schools very differently. So, it was a great opportunity for me to learn
067um school finance in my new state. And with that, our next board meeting is scheduled for November 11th at 6 PM and of course will be live streamed for public viewing. So, thank you so much. Thank you so much. Next up, um, is an executive session. Uh, we do have, uh, one item to consider, which is a student matter transfer request appeal. So, at this point, I will entertain a motion to the session and the executive session for that. So, move. >> Thank you, Miss Hutchinson. Do I have a second? Thank you, Miss Harris. Any discussion? All the measure carry. Good evening and welcome back to the uh business meeting of the Rock Hill School District. We have been meeting in executive s purpose of a uh student matter transfer request appeal. Uh before I
068ask for any motions, I will state that board member Melissa Harris has recused herself due to a conflict of interest. So with that I are there any motions coming out of uh the um actually before we do that um I need to entertain a motion to adjourn the executive session and rec the open session. >> Uh thank you Miss Hutchinson. Do I have a second? >> Thank you Mr. Nosal. Any discussion? Bearing none. All those in favor? All posted. Motion carries 70. Now, are there any motions coming out of the executive session? >> Madam Chair, have a motion. >> Sir, >> I move that we agree to the amended appeal and allow the student to with the superintendent's permission to enroll and aspire immediately to finish the semester and then have a review by student
069services as to the students performance and um and or ability to to remain inspired for the rest of the year. >> Okay. Do I have a second to that? Uh thank you, Miss Hutchinson. Any discussion? Varing none. All those in favor? All opposed? Motion carries 6 with one recusal. Um other and uh future business. Uh we will be communicating out uh information regarding the uh proposed uh November 11th uh work session uh in the coming days. Um we will be meeting to set the agenda probably sometime this week and we'll notify everyone if this is small group um material here for the coming weeks and I will um uh reach out to all of you regarding updates uh as far as getting more information from uh the parties for project sample. So with that I
070will entertain a motion to adjour unless somebody has anything else. Uh, thank you, Miss Daniel. Uh, do I have a second? >> Uh, thank you, Miss Hutchinson. Any discussion? Hearing none. All those in favor? All opposed? Motion carries. 70.