001Good evening and welcome to the September 9th uh business meeting of the Rockville School Board. Uh local news media outlets were notified in writing of the agenda for this meeting on Friday, September 6th and notified with an updated piece on the agenda on the 8th. So with that, uh, if you will all please follow the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Please be seated. So, first up, we have the approval of the agenda. Uh, and also I should mention that we have Miss Daniel joining us from Bley today. So, we do have a whole board. Uh, do I have a motion to approve the meeting agenda as well? >> Uh, thank you, Mr.
002Burns. Do I have a second? >> Second. >> Thank you, Mr. Nosal. Any discussion? Hearing none. All those >> all measure carries 70. We do not have any recognitions today. Uh how about citizen participation? None of that either. Uh that brings us down to the consent action agenda and uh it has some personnel recommendations that the board has received in their packets. Do I have a motion to uh approve the personnel recommendations in the consent action agenda? >> So move. >> Thank you, Mr. Burns. Do I have a second? >> Second. >> Uh thank you, Miss Hutchinson. Any discussion? None. All those in favor say I. >> All motion carries 70. That brings us to our action agenda and we have a board superintendent communication plan and I am going to turn it over to
003Dr. Elder. >> Thank you chairwoman member members of the board. Um I'm bringing forward this evening a communication plan. And just to recap, um on Wednesday, August 27th, the board and I met in a special called meeting for the purpose of defining a policydriven approach to board superintendent um relations. As we know, the relationship between a board and a superintendent forms the foundation of a high performing organization, and we are all deeply committed to that. We discussed extensively the importance of the board's role to govern and the importance of the superintendent's role to manage. In accordance with board policy together with the with the mutual commitment to no surprises and students first in all actions, we created a corresponding communication plan. We reviewed our roles as per policy. Um, and based on the board's expression
004of ways that for us to make a strong working relationship actionable, I have drafted the communication plan that is in your packet. The plan includes the following elements. One, your expectations of how I will communicate with you. Next, how he will communicate with me, how we will handle together information requests, board and employee relations, parent caregiver and constituent services, board meeting preparation, and individual accountability to the communication plan. As we work together to implement this plan, our actions will ensure that while our roles as governance and management are distinct, our commitment to strong communication sets a strong foundation for student success. And with that, I'm open for any questions and then um ask for your subsequent approval. >> Any questions or comments? >> I I would Dr. I'd like to thank you because in my
0054 and a half years of being on this board, you have by far been the most transparent leader that we have had working here. I can't say for Miss Miller, the rest of well other board members as well, but for me it's been it's been a load off. So, thank you. >> Do I told you privately here recently and I'll tell you publicly now. sometimes um I forget that I'm on the school board from November to June was drinking from the fire hose is an understatement. So I do appreciate your coming in and I also appreciate you're coming in and going to work and and really trying to unravel some of the things that we're going um Rocket Schools is a special place to many of us and I do believe that children here can
006learn. I do believe this can be a great district, but I also believe that we do have distinct. We have a role, you have a role. We shouldn't be in your lane and you're not in our lanes. And so, I do appreciate your establishing this communication plan. I appreciate my colleagues for agreeing to this communication plan. And I think moving forward, this will put the district in a better position to handle constituent needs, but more importantly, educate students. So, thank you, >> Mr. Nel. Dr. Elder, I I just want to um echo what Mr. Burns and Dr. Belton said. Thank you very much for doing this. This is very clear. It's very concise. It's very transparent. It's going to make everything easier for for the board and for for you as well. So, thank you
007again for doing this. >> Just thank you for putting systems in place. I'm all about systems and this is so clear and concise and um I echo the sentiments is feels like a different type of uh vibe with this board. We're not drinking out of the fire hose like we were for the past eight months. I actually questioned myself like what did I get myself into? Um, so I think this is how we should be functioning and just thank you for um taking the time to have us together to have a a think tank to see what was the best approach and um I appreciate your leadership and just thank you to the rest of um the board members for um all of us agreeing we need to stay in our lane and let Dr.
008Elder lead and get these systems in place. So thank y'all. >> Yeah, I think I can only say I concur with every single former speaker. So if no one else has anything to say, uh I will entertain a motion to formally approve the drafted board superintendent communication plan. >> Thank you, Miss Hutchinson. Do I have a second? Any discussion? Varing none. All those in favor. >> All opposed. Motion passes. 70. Thank you. Thank you. Next up is communications. We do not have any communications today. We do however have a series of presentations and want to start off with welcoming um Dr. Dicki, Dr. Barbara and Miss Johnson who is going to give us a data review of SC ready board inperson guest as well as our online viewers. My name is Christina Dicki and I'm
009the assistant superintendent of school performance and accountability and I'm joined by Dr. Katie Barber who is our executive director of elementary education as well as Miss Alicia Johnson who is our executive director of secondary education. You know, I always begin with a quote and I thought this quote was very timely. You've heard us talk about our pursuit and establishing that standard of excellence and our new superintendent, Dr. Elder, has also um expressed just that desire to uphold that standard of excellence. So, tonight is the first of a four-part data series where we will share the results of our state assessments. Tonight our presentation is on the SCE ready assessment which is um given to our students in grades three through eight in the areas of ELA and math and students in grades four and six
010in the area of science. So on this screen you see two graphics and I'm going to start with the one on the right. The graphic on the right is just an overview of our instructional framework. This framework was rolled out a couple of years ago and it establishes a common language for what we believe in Rockill Schools are best practices for high quality instructional delivery. This instructional framework was created as a collaborative effort and it is based in large part on the research of John Hattie. If you're familiar with John Hattie, he's done worldrenowned studies on what actually works, what are the most impactful practices that we can implement to create optimal outcomes for our students. Another um point that I want to emphasize is this instructional framework also aligns with our South Carolina teaching
011standards. So if you were to look at it, it has look force for our students, look for our teachers, and it also aligns with the expectations of what the state of South Carolina expects for our teachers. On the left is a graphic of the continuous improvement model. This model was rolled out by the state of South Carolina and it highlights what are those best practices that create consistent strong outcomes for our students. Miss Harris, you just mentioned creating those structures and those systems. So, this provides a very unified approach for all of our schools to implement to make sure that we are always using multiple data points. Tonight, our data point, of course, will be academic data. We are making sure that we are collaborating and working together, leveraging our strengths, making sure we're identifying
012what those areas of weaknesses are so that we can address them appropriately. We also focus on that multi-tered system of support. So what is it that every student within our district needs from this lowest performance for performing students to our highest performing students and of course all of this is undergurtded with climate. We know that environment has to be right for optimal outcomes and we want the environment to be one that's conducive for teaching and learning. What you see here is a graphic of the indicators for our school report card. So, as I mentioned, this is going to be a four-part series that begins tonight with SC ready and will culminate with our school report card results. So, when you see the first two indicators of academic achievement and preparing for success, the data we
013share tonight will predict how each of our schools and ultimately our district will perform in those two areas. I want to highlight that when it comes to the South Carolina accountability model, it looks at both growth and achievement. So what you will see tonight is our overall achievement in the areas of ELA and math for grades three through eight and then science in the grades of four and six. So this is about that one performance at a point in time. How did our students perform on the day the SC ready assessments were given um in those respective areas. What you'll see at the end of this series is just the culmination of how our students are growing. One of the things we acknowledge is that we have some students who are performing above grade level,
014some who are performing below. So the state also looks at how are we meeting the individual needs of every single students and making sure that they are receiving that optimal growth. So before turning it over to my colleagues, are there any questions about the roll out of the data presentation series or any of the components that goes into our school report card? All right, without further ado, I turn it over. >> Yes. Welcome. >> Good evening. First, I want to highlight what was new on the assessment this year. In 2024, the state adopted new ELA grade level standards. These ELA standards do include reading, writing, listening, and speaking. SC Ready addresses the reading and writing portion of the standards. As a result of the new assessment, there was a change in the ELA cut score
015for each performance level. In 2025 administration for grades three through eight, there was two days of the reading assessment and one day of the text dependent writing assessment. Last year, there was a new science assessment as well based on the 2021 standards for our fourth grade and our sixth grade students. No changes were made to the math standards assessment format or scoring. What you will see here is a chart that provides a historical view of our district's ELA performance when compared to the state. Our district has shown significant growth since 2022. Our goal is to always exceed the state average and we are getting closer. As you can see, we have closed the gap in our performance this year when compared to the state. This shows our overall district performance by performance level. There are
016four performance levels on SC ready. The lowest performance level is does not meet and the highest performance level is exceeds. This shows the percentage of our students scoring in each performance level when compared to the state on ELA. The trend statewide and consistent with our district's data is that we do see more students meeting expectations as measured by SC ready and fewer students in the exceeds performance level. Here you will see our elementary performance. All grades three, four, and five during the 2025 administration showed growth from the previous administration. And all grade levels three, four, and five have more than 60% of students meeting or exceeding grade level expectations as measured by SC ready. Good evening. This is our overall performance um in ELA for grades six through eight. Overall, you will see that all
017grade levels have improved from 2022 to 2025. In sixth grade, you will see a steady increase each year in the percent of students that are meeting or exceeding expectations. Both seventh and eighth grade, you will see an increase. You will see an increase in the percent of students meeting or exceeding expectations from 2022 to 2023. You will see a slight dip the following year and then an increase for both in spring of 2025. So this next slide shows a collected overall view of grades 3 through 8 ELA performance since 2022. And you will see the percent of students meeting or exceeding expectations. Um has increased in every grade level since 2022. Here we are highlighting cohort data. Cohort data looks at how this group of students has performed academically over multiple years. When you look
018at this ELA cohort data, the percentage of students in the does not meet performance level dropped steadily from when these students were third graders. 27.3% of them scored does not meet. When these same students took ELA as fifth graders, it dropped significantly to 18.8% nearly a 9point improvement, showing that fewer students are scoring in the lowest performance level. The approaches category has remained relatively stable across the three years, suggesting that students are still hovering just below proficiency. In third grade, these students, 50.4% of them met or exceeded grade level expectations. As fifth graders, the same group of students, 61.8% met or exceeded a gain of more than 11 points across three years, which does demonstrate positive momentum for the cohort in ELA. This next slide you will see the cohort data for middle schools that
019is separated out by the four performance levels of does not meet approaches meets and exceeds. So from 2023 to 2024 you will see slightly fewer students meeting or exceed meeting and exceeding expectations combined. In 2025 you will see 53.5% of our students meeting or exceeding expectations. So for 2025 that shows more than um was meeting and exceeding in 23 and 24. 2025 also shows fewer students performing and does not meet this category. Not to repeat ourselves, there is steady improvement in the percentage of students meeting or exceeding in ELA in all of our grade levels. This showsto historical data of our district's performance when compared to the state's performance since 2022 in math performance. We do recognize that minimal growth has been achieved since 2022 in the math. We are improving slower than we'd like
020and math continues to be a concern at the national, state, and local level. There's a sense of urgency across our district to address the limited growth in math performance. What you will see across our district is teacher clarity work. We are working to make sure teachers have a depth of understanding around the new math standards. There is more opportunities for vertical alignment specifically with our elementary and secondary math specialists. Multiple opportunities are being offered for professional learning for our teachers in math PD across the district. So for this particular graph, you will see the overall math performance of students in grades 3 through eight in Rockill schools as compared to the state separated by the four performance levels of does not meet, approaches, meets, and exceeds. So for Rockill schools, you will see more students
021performing in the does not meet category. You will see for Rockill schools more students in the approaches category. You will also see for Rock Hill schools that we are below the state in the meets and exceeds categories. Our goal is always to surpass state performance. Um but at the very least we want to be on par with state performance. Here is our elementary performance in math. And in 2025 administration, more than 50% of our third graders are meeting or exceeding expectations as measured by SC ready. We have to recognize that the decline in our scores begins in fourth grade and we are working to address this. Okay, this graph shows the SC ready math performance for grades 6 through 8 um from 2022 to 2025. All grade levels a slight increase of students meeting or
022exceeding expectations from 22 to 25. However, if you look from 24 to 25, you'll see that sixth grade was the only grade that had a slight increase in the number of students meeting or exceeding expectations. You'll also see for seventh and eighth grade that there was a slight decrease in the number of students meeting or exceeding expectations. Okay, this particular slide shows our overall collective view of math performance in grades 3 through 8 from 2022 to 2025. The performance in South Carolina shows grades fifth through 8, all with less than 50% of students meeting or exceeding expectations. So both the state and Rockill schools performance show fewer students in middle school are meeting or exceeding expectations than in elementary school with the decline beginning in fourth grade as Dr. Barbara shared earlier. Again, this is
023cohort data that we're looking at on this graph. So we're looking at the same group of students progress over three years on the SC ready math assessment in third grade. 26.6% of those students scored does not meet the lowest performance level. By the time those students were fifth grade, they dropped to 23.6% of the number of students in that cohort scoring does not meet. This is a positive sign that fewer students are performing at the lowest level within fifth grade. within this in third grade these students we had 50.1% of them meeting or exceeding grade level expectations as a cohort when we follow this cohort of students as fifth graders 42.6% 6% of them met or exceeded grade level expectations, which is a drop of eight points. This is in contrast to the ELA gains
024that this same cohort made, making math a greater concern for us. Okay, this slide shows how individual grade levels performed over a three-year period. sixth grade in 2023, seventh grade in 2024, eighth grade in 2025. So in the does not meet category, you're going to see more students performing, more students in the cohort performing in the does not meet category from 2023 to 2025. You see an increase there from 36.6% to 44%. Um in the approaches category, um the number of students approaching remains relatively the same. And then in the meets and exceeds category, you will see fewer you will see fewer students this past year 2025 performing in the exceeds category than in 2024 where there were 14.5%. So the highlights for math, we've gone over some of these already. Um we are seeing
025some gains but they are minimal gains. We recognize that the data is not where we want it to be. Of course, our goal again is to exceed state performance, but to to the very least be on par with state performance. So, we're continuing to work hard to increase student achievement in math. Several factors are contributing to the challenge of us making consistent gains. So, one of those um reasons is gaps in foundational skills um coming for coming when students are coming to us with gaps in the middle school. So they're a they're not able to access grade level content when they're coming in with those gaps. Also another reason would be the calibration of classroom instruction to the rigor of the standards that are tested on SC ready and then the inconsistent use of researchbased
026instructional practices. This next slide is showing our science performance on SC ready. So for science um the tests are in fourth grade and sixth grade that's when they take the SC ready science assessment. So know that the test in 2024 was a field test. So you'll only see scores there for 23 and 25. Um 2024 was a field test and did not count in the school report card or for the accountability um component. 7% of students scoring in the meets our exceeds category again. 2024 that was a field test and did not count and in 2025 the percentage of students meeting or exceeding expectations for fourth grade remained relatively the same. In sixth grade you will see more students scored in the meets or exceed category from 23 to 25. So our current actions, every
027school in our district has a continuous improvement plan. Within those plans, our first goal for every continuous improvement plan is data. We are analyzing multiple data points all the time. We are looking at ways to respond to the data. Our second goal is those professional learning communities. We are leveraging the power of PLC's to enhance that student experience. We are working to maximize teacher understanding of key concepts that students must master. Our third goal is MTSS. When students are not mastering that grade level content, we are making sure that researchbased tiered interventions are in place and accessible to those students. The state has also purchased Zern. We are in the initial stages of implementing Zern. It is a digital math platform available for all districts to utilize. It does have a high ESSA rating. In
028fact, the highest designation from a nationally recognized independent clearing house. And all schools have time allocated on their schedules to provide targeted instruction to all students. Our final goal on our continuous improvement plan is climate. We are always focusing on the environment both studentf facing and teacher facing to make sure our climates in our school are very very strong for teaching and learning. And so to address teacher clarity, our content specialists are charged to strengthen the curriculum support, lead coaching cycles, model best practices, and deliver actionable feedback along with collaborative work with teachers around intentional analysis of new standards. All in an effort to ensure students are positioned for success and that the teachers have the support that they need to get them there. We have a high level of support around the implementation of
029new curriculum resources um which are the high quality instructional materials. So we're using um HMH which is H Mifflin Hardcourt. We're using that for elementary ELA. For middle school and high school ELA we're using Brawl Hill. And for high school math we're using Sabas Learning Company. And for both elementary we're using I Ready. Thank you. Are there any questions for us? Thank you for the presentation and thank you Dr. Elder for not hiding from this and from and for giving us all the opportunity to see this last week and this these test scores and this data and it's it's not good especially the math and you know just I'm not in education but this is an all hands- on deck problem that needs to be solved and we need to think outside the box and
030we need to throw all the resources we have for the district in the outside the classroom to fix this. And I talked to Dr. Elder this afternoon about this. And we have to talk about incentivizing our veteran math teachers to stay in the classroom and not leave the classroom. And we have to be recruiting. We have to be retaining. And we need math teachers that are capable of reaching all of our kids and teaching them. So, it's a challenge. We're going to overcome it. and thank you for being transparent about this and wanting to meet this. >> Can I um I echo Mr. Noel. Um James leaned over to me when this presentation started and said, um it's just painful to watch because where the public sees percentages, I see students. I see students. I
031see cohorts of students that are going through school without the basic skills to be successful in life. You all have heard me say, and I'll say again, it's almost it almost makes me cry because I know that many of those students are probably students of poverty. Many of those students are black and brown students. Um, and it's just not acceptable. Your zip code cannot define your destiny. Education is the currency of upward mobility. Very few of us will make it through athletics or the arts. We will make it through education. Most of us are in this room because of our education. One of the things that we've said to Dr. Elder and we've said collectively as a board, we have one employee and that's her and we can communicate well and we can get along
032and we cannot fist fight as a board. But the reality of it is um that her primary responsibility is to move these test scores. And she was told privately and I guess I'll say it here publicly. I I just had some questions about the data looking at the cohorts in math in particular and I do agree with my colleagues that the math scores are troubling especially the large drops. um what actually happens in fourth and seventh grade in particular and your you know your professional experience and opinion as far as the subject matter when we're moving from you know I have a now fifth grader and I know that you know subject-wise we moved from multiplication to division and and and so those things are happening but what subject areas are you maybe seeing the
033most issues and troubles with and how are you addressing those in particular for both fourth and then seventh Yes, thank you. I too have children fifth grade. I understand what we are seeing specifically. Um we we are paying really close attention to that fraction strand. Last year we hosted fraction boot camp for our teachers for professional learning. They really have to understand how to teach those strategies very specifically to our students. as it reads in the standard. There's a high level of rigor and task demand within those standards. >> Um, oh, I'm sorry, Miss Johnson. Yep. Seventh grade. Thank you. >> Um, it's the foundational skills across the board. Um, with fractions, decimals, all of those foundational skills because if you come if you start out not having those foundational skills, math is building. And
034so if you don't have it in one grade level, it just continues to carry through to the other grade levels. >> Um I know that in this summer time we do like summer reading camps. Are there any thoughts of possibly doing summer math camps? um as we kind of move through these different cohorts, maybe even I know we can't necessarily do it this year, but just as we're looking forward to whatever the calendar looks like in the future during like interession offering those mini boot camps for our students. Is that something that's in the works or there a thought pattern process? So we a year a summer ago we hosted with the partnership of the Saluda road business corridor we did host a math camp for elementary age students. Funding was not available this past
035summer to offer that. We did have such joy in following those students progress over the course of the school year specifically in math. I think that's something that maybe we could talk about, you know, what we can do during the breaks or the summertime to help support math growth if we can find a way to help them do that again. Um because obviously our reading scores are improving, which is great. I know that we do a lot of um work for reading in particular, but maybe it's a way that we could shift the focus and well keep the focus, but also add additional focus to what we could do to help improve math, especially in these areas here. >> Chair M. One of the things, and you know, I don't I don't want to get
036out of my lane after we just approved the the communication plan, but one of the things that I didn't see up there was any talk about rigor. And of course, I can talk about my experiences and some of the things that I've personally seen as I've gone to schools. I've shared those privately with the superintendent, and I'll let her in her own way share that. But we we um I appreciate you're sharing the coordinator. I think sometimes we particular people who understand data much more than I do will throw these statistics out there but don't put context in it. So that those two slides with cohort data it's not in the original packet you gave us and I appreciate your pushing your staff to share cohort data because quite frankly that's most important to us
037to see the same group of kids and how they are moving as opposed to third grade this year versus third grade last year. That's not the same group of kids. So that that that really doesn't tell the public anything. What tells the public something is what are you doing with these kids and tracking those kids. So thank you for adding those two slides there. And um I hope you know this is not an indictment. We all collectively recognize this is just this is just this is just not good and it just cannot be. So to kind of pick it back on on a lot of >> Did you have something, Miss Daniel? >> I do, but I can wait. >> No, no, no. Go ahead. >> Um, Dr. Dicky, I know this isn't in your
038presentation tonight, but would it be possible to see what our MAP scores are showing showing? I know they're not an exact predictor of SC ready scores, but do we do anything? Are there any comparisons to the free times Matt was given this year to what essay ready scores are showing at the end of the year? >> I'm sorry I was not at the podium so I missed the first portion of your question. >> Map scores >> map. >> Yes, we will be sharing. >> Yes, that's after our roll out of summitive data we will be also sharing formative data. >> Perfect. Thank you. >> Does that help Miss Daniel? >> Yes. Thank you. >> Fantastic. So, what I was saying is that I I agree with, you know, all the all the previous um speakers.
039Um, Rock Hill deserves better than this. Um, our students, our community deserves better and we can do better. What makes me happy and and I know that that may sound weird given the fact that we see some some scores particularly in math that are very discouraging is that this is probably the time during my time on school board, but the first time in a very, very long time that we had real, honest, raw conversations admitting and not trying to hide behind the numbers. We're presenting numbers that are showing what we truly are compared to the state. And I am hopeful and I do truly believe that we are going to be able to make great achievement collectively under the leadership of Dr. Dean and and the rest of of the team uh in to improve
040this. So thank you Dr. Alder. Thank you Dr. Alder for being um transparent with the numbers and transparent to us and to the community. Yeah, Rockco deserves better. I just want to add and I can't speak prior to fall 2022, but our data presentations have been extremely transparent and consistent. One of my personal philosophies is you can't get better without the truth. So, we will always present the truth. I will always hold myself and my team accountable for the results. I agree that the results are not yet what they could and should be. But every from 2022, which was our baseline data, every single category has improved. Not yet enough, but know that we're committed to the work. I will stand before you each time and own every bit of the data that we have,
041but I remain committed and so does my team. >> I know you do and I know this is going to be amazing going forward. >> Absolutely. >> Thank you. >> Okay, let's go on. I believe Miss Johnson gets to stay uh to talk about the uh 26 27 course catalog. Okay. So tonight is the first read um for the um high school course catalog process. So there is a board policy IHA um entitled basic instructional program and that particular policy states that we cannot make any significant changes to the course catalog without board approval. So tonight I'm here for the first read discussion um for high school course catalog process as well as the proposed additions and modifications. Um the course catalog process ran from August 5th through August 22nd um of 2025. And so
042that course catalog process involves um this information was shared in the packet. It involves um submitting the information to key personnel at the high school level. So that could be the assistant principal for instruction um the counselors and they come to a meeting. We look at the course proposals and we look at all things that need to be reviewed particularly additions and modifications to the course catalog. So that's the process and then the second read and vote would be on September the 23rd the next meeting. Okay. So our prop our proposed course additions um we have we are proposing nursery greenhouse and garden center technology um as an addition. We are proposing medical terminologies as an addition. Um algebra 1 honors, earth science honors, world history modern AP and multilingual learners program courses one through
043eight. So just um a brief statement about each one of those. Um the nursery greenhouse and garden center technology that's part of the horicultural pathway um part of the agricultural food and natural resources pathway. So that is a course that CTE has proposed that they want to add to that pathway. Um for medical terminologies, um that is a course that South Point High School has requested to add because they have the personnel to teach the course. um that's for students who are interested in health sciences and those students who cannot access that computer course at ATC because of the limited numbers um that are imposed on them by the state those students could take the medical terminologies course. So that's why they're proposing to read that um to the catalog for mathematics. Um, we're proposing
044an algebra 1 honors course. And so we're proposing this course to address students who are on an honors track. So students who would take geometry with statistics in the eighth grade would be the students who would qualify for this algebra 1 honors course. So this would be only for students who are on that honors level track. Um, earth science honors. This particular course would be aligned with the current earth science course. We right now don't have an earth science honors course. We are proposing that earth science become that first course and I'll tell you a little bit more about that science course for our students. So they would be able to take this course prior to biology and it would count as a lab science for them. So world history modern AP this was a
045course that is proposed for ninth graders who again are on an honors AP track. So this would give ninth graders an opportunity to take an advanced placement course. And then for multilingual learners program courses one through eight. These are state approved state adopted courses. So um an analogy for multilingual learners program courses 1 through eight. We currently have ESL course A and ESL course B. And so the students who need because they still need that conditioning. So the state has provided additional course codes so that they could take total body three, total body four, total body five, keep going. So the same thing applies for multilingual learners. They would continue to be able to get the support that they needed without repeating that same course. Okay. So those are the proposed course additions that we
046have. Are there any questions? Just a quick comment. Do we believe that we have um staffing uh to teach all of these courses? I know that some of them are modifications of existing courses, but there are some additions that I don't believe we have had something similar to. So, do we believe that we won't have staffing to each? >> Yes, the courses that are proposed as additions do not require additional staff. No other questions. >> Okay. So, for modifications, um, quickly for modifications, we have 10 college prep courses under career and technical ed that we are proposing to make honors level courses. And then we have three dual credit courses that we're proposing to move to honors level courses. So the reason that we're proposing to move the college prep courses to the honors level
047courses is because of what's involved in the course. So a lot of these they can get industry certification for them. Um a lot of them have field experiences that are aligned with them. So the level of work requires that um are suggest that this the courses should be honors level courses and then dual credit to honors. We have three courses that are currently under dual credit and that's the emergency medical technical um clinical studies and the um dual credit to honors because this the courses are not transferring. So the dual credit does not transfer and parents are having to pay to add that additional um dual credit um endorsement on there. And so ATC is applying to become a testing site. And so with that application process, they would be able to provide the same
048certification that the students would get at York and the parents would not have to pay for it. So that's why we're trying to move those three courses from dual credit to honors. And then the other two that you see in your packet, earth science, we're only proposing a prerequisite change. Um so for earth science, currently the prerequisite is biology. So we're proposing that there is no requisite of biology and the students would be able to take earth science before biology and that would count as a lab science course for them. And then for biology one honors we are proposing a prerequisite change for that. Um we want to change that to align with the prerequisite for English language arts and um the new math sequence. So the new prerequisite for biology would be a recommendation
049of 80 in science and geometry with statistics. Whereas before the recommendation was an 85 in science advance and algebra 1. But remember algebra 1 now is going to come after geometry with statistics. So those are our modifications for um the upcoming school year. >> Any questions? I don't believe so. Oh, sorry. >> I just wanted to say I think that um it is amazing that we have to our students in Rock Hill schools, especially uh with what we can do, what a student can leave Rockill schools with um with u the ATC. I think you know the pathways we we know not every child is going to go to college. Rock Hill schools career or college ready. And so it's just exciting to see, you know, as we add and make modifications and we hire
050on teachers that can teach these subject levers, we we become distinctly different from other districts in the area. So thank you for your work and making sure that our students have enough offerings to be ready for their future. So we say thank you then. If there's nothing else, we say thank you. >> Thank you. >> And uh this will be up for um second and final read at the next board meeting. So, uh, with that, I'm going to welcome up Miss Lio and Miss Carell, who is going to give us an overview of policy GCLE and its administrative rule for unencumbered time. Welcome. >> Good evening, Madame Chair, board of trustees. I'm Darlene Delveio. I'm the interim assistant superintendent of human resources. This is Satie Carell, our director of nursing. Um, we would like to
051introduce administrative rule GCL, which is to include our school nurses in the unencumbered policy. um sorry unaccounted time for our educators that we have already in amended policy from April 2023 in which our unencumbered time is for elementary educators and K12 special education educators. This is due to a state board of education amendment that was issued in August of 2025 and as a result of the proviso 1.111 in the general appropriations act. This is to provide um 30 minutes of no assigned duties, scheduled meetings or supervision of students. And as I already have for our elementary educators and special education educators >> and I believe that the policy that you're presenting us is a direct uh draft from the school boards associations uh model policy that they had provided us as well. Correct. >> Yes,
052ma'am. That's what >> there are no questions on that. We look forward to seeing you both uh at the following board meeting uh for final approval. Thank you. So on that note, it's a little computer tight up here. So let's see how I'm going to do this. We'll see. Lots of laptops. Okay. So, on that note, next up is policy uh BEA, which is live streaming of board meetings up first read. Um there we go. U as you heard, we had some policy changes in the state legislature this summer. Um and um one of those was the general assembly bill 828 R47S77. And what that does is it uh puts a requirements on local school boards for live streaming uh any kind of meeting that we have whether it is a committee meeting or our
053general schoolboard meetings. Now in Rockville schools live streaming our board meeting has been a practice that we have done for many many years but it has never been put into policy. So we have received a model policy that is drafted from the schoolboards association uh that contains all of the requirements of that law that we are being asked to um uh approve. In addition, we have, I believe, about 60 days to be able to submit a approved policy showing that we are in compliance with the law to the Department of Education. So, those have been submitted to you and um this obviously is first read. Got to go back to my seat belt. Just a quick comment. a good overall practice to be able to have as much access as possible for our community to
054the schoolboard meetings. Um, but again, for us, this is policy. Um, so that's that that concludes our presentations and I'm going to turn it over to Dr. Eler for announcements. We'll report to the superintendent [Music] Just a few brief announcements. I'm Chairwoman Miller and members of the board. Um, we have kicked off our parent roundt. We started last Thursday evening. Thank you board member Harris for hosting at Kitaba. Um, we had a good turnout and we'll continue parent roundts. We have five more scheduled. They are all scheduled on Thursday nights. And after we scheduled that, I found out that that excludes some parents of students in certain sports activities. So, we're going to have in addition some community roundts. Parents who weren't able to attend any of the scheduled parent roundts are welcome to come
055to the community roundts. One of those will be scheduled on a Saturday. We want to make sure that everybody who wants to come and have a has a have a say has the opportunity. So very committed to that. So thank you for hosting. Um thank you for those who attended and look forward to continuing. It's very enlightening for me to hear from parents. I need to hear their voices just as I will be hearing staff voices and staff meaning teachers and custodians and cafeteria. Everybody who works in schools um when I start school roundts as well. Um, Northwestern High School had an incredible opportunity to sell celebrate one of their alumni who was a Grammy winning singer. Um, Rudy Currents um was able to visit Northwestern High School. Um, he attended Rock Hill schools from
056kindergarten all the way through high school and we have so many distinguished alumni and we are just grateful for his appearance um at Northwestern High School. I want to thank our high school bands and cheerleaders. They put them a huge thank you, some warm words of of of gratitude. And um we're very proud of their work as well. And so with that, the next board meeting is scheduled for September 23rd at 6 PM. And as usual, it will be streamed live on our website and replays will be available afterwards. Thank you very much. I just I just like to thank you Dr. Elder for coming out to Kataba Nation. It was encourage other people, other community members and parents to really take advantage of the time um that these roundts are set up because I
057know we all like to run to Facebook but Facebook doesn't solve problems. This is who solves our problems. So if you really want to uh be a change maker, please make the time. I know that we all have busy busy schedules, but I'm just really impressed by Dr. Elder and her team because I saw it firsthand in action that she really included to do our rants. But um this this is the right way by coming out and showing up and vocalizing and and having that thoughtful exchange. So this is how we're supposed to operate. We look forward to this and hope to see the entire community at these these opportunities because that's really And if there's nothing else, uh we do have an executive session tonight uh for the purpose of uh we do have
058an executive session tonight for the purpose of uh human resource matter personnel briefings. I do not believe we expect to take action from the um but I do need a motion to join you in this session and enter the executive session for the matter as human resources personnel briefing. Thank you, Mr. Nos. No second. Any discussion on all those apparent? >> All opposed. >> I was that in favor, Miss. Daniel, >> that was in favor. >> I I figured, but I'm just double checking. Okay. So, with that, motion carries 70. Um, so Miss Daniel, I'm gonna hang up on you. Good evening and welcome back. We have been meeting in executive session for the purpose of human resources uh personnel briefing. Uh at this point I will entertain a motion to adjourn the executive session
059reconvene the open session. >> So move >> Mr. Burns I believe. Do I have a second? >> Second. >> Thank you, Miss Hson. Any discussion? Hearing none. All those in favor? >> I motion carries 70. I do not believe I have any motions coming out of that executive session. Correct. I do not. So, that brings me to uh other future business. And the one thing we have here is a calendar committee update. And I'm going to turn it over to Miss Daniel and Miss Okay. All right. Thank you, Chairwoman Miller. Dr. Elder, um, uh, um, excuse me, have our final vote by October 28th. Any comments, questions? My only thing I had in my notes is to make sure that um obviously with us having a couple of new things on our agenda tonight, mainly
060that um live streaming policy, but also the communication plan to make sure that we are in in um accordance with what we just have approved as well as uh what we're about to approve. And I think that it's you know personally I think if we have approved something through discussion of first read even though we have not passed the live streaming for second read it would probably make sense for us to just like you said in in the in future business. Um and unless somebody else has I will entertain a motion to do it. >> Okay. Got a lot. I believe uh we got Miss Harris with a second from Mr. Nosal. Any discussion on that? Hearing none. All those in favor? I >> All oppose. Motion cares. 7 0