001Good evening everyone. I call this meeting to order at 6:00 p.m. on March 5th. We have a quorum present. Let's proceed. The next item on the agenda is roll call. Good evening everybody. Good evening. Ms. Boone. Present. Ms. Bailey. Mr. Allsbrook. Here. Mr. Grant. Present. Dr. Harrison. Here. Mr. Holt. Here. Ms. Parker. Present. Dr. Carter. Present. Thank you. Approval of the agenda. The approval of the agenda. I move we approve the agenda as presented. >> We have a motion. I'll second. We have a second. Mr. Allsbrook. Nay. Mr. Grant. Nay. Parker. Aye. Boone, aye. Holt. Aye. Mr. Harrison. Yes. Next, we have the Superintendent. Superintendent report. Ms. Tompkins. Good evening, board chair Boone, school board members, Dr. Carter, those in the audience, and those assembled online. Um it gives me great pleasure to present our
002Virginia support and improvement plans. These are our school improvement plans. There's one for the school division. There's one for each of our schools. And we are required now, um before we can uh send these to the Virginia Department of Education, we must have approval by the school board. Next slide, please. So, the Virginia Support Framework, this replaces the traditional um SIP plan or school improvement plan. It's more comprehensive. We have academic supports, professional development, school climate supports, as well as staffing supports embedded in our plan. Next slide, please. The school improvement process consisted of administrators attending um a VDOE training January 2026 to uh talk about the new support plan, as well as how to complete it with their teams. School teams were established by school-based administrators. Uh those teams consisted of administrators, teachers, counselors,
003parents, and central office staff. Once the plans were completed and reviewed at the school level, they were sent to the central office for review. And the final step is to get those plans approved by the school board. Once approved, they will be placed on the division's website. So, what are our SMART goals? Our overall SMART goals, uh we had to look at those areas where we were identified. There's a SMART goal for students with disabilities. There is a goal for increasing math proficiency, and these are multi-year plans, not yearly plans. So, you're going to see some areas that say that this is our goal for 2027, and others that say this is our goal by 2028. Next slide, please. This is a sample of our division's plan. It's hard to take a look at on
004this, but this is the best that I could do with trying to make a screenshot of this, but this will be fully um available on our website once approved. It talks about how are we going to support our schools, not simply uh what are the schools going to do, but how do we engage the community, whether it's through open house, superintendent's town hall meetings, advisory meetings, where we will be using these plans to guide our academic, social, emotional, and staffing work. Next slide, please. So, what are our few action steps? Uh FHS was identified as a targeted school improvement school based on the performance of students with disabilities. So, their main goal is to take a look at how our students with disabili- students with disabilities performing, and what are we going to do to
005increase their academic performance when compared to their non-disabled peers. So, here are our few goals. Um conducting assessment and accounta- and an accommodation audit to ensure that students receive all accommodations that are outlined on their mandated IEP. Definitely take a look at uh walkthroughs with our English courses because the main goal is to have those students perform com- comparably to their non-disabled peers in English. And also provide staffing training, continuing our ongoing training, and documenting the account- the accommodations used to make sure that students receive their accommodations based on their IEP review. Next slide. So, what are some of our steps in math and English, which is where we were identified federally for um our students uh at SP Morton? Looking at making sure that we specify programs that will help our students grow in
006math and reading, use our personalized math practice, and one of those evidence-based strategies would be use of IXL. We will also look at increasing in our pre-K and K programs our strong letter sound and sound knowledge, which is essential for fluency. And in students in grades 1 through 6 will be using those routines that build background knowledge, support text comprehension because kids need to understand what they read, but also help students monitor what they read while they are learning to comprehend what they've just read. Next. So, what are our What are our next steps here? We are required, as I stated earlier, that the school board needs to approve the improvement plans, and then once approved, those plans will be loaded to our website, as well as sent to the Virginia Department of Education for
007review and approval. So, I'm asking at this time you should have received copies of the full plans ahead of this meeting, and it is my hope that we can get those plans approved as written as well so that we are able to provide that information to our community on our website. I'll take any questions at this time. Um based on the document available for review, the plan appears to focus primarily on ensuring teachers use high-quality instructional materials, attend to professional development sessions, and improve mathematics performance. We are currently ranked towards the bottom of at the bottom of the state. Um Dr. Carter's Advisory Council presentation later on this evening provides student feedback indicating that many students find virtual instruction ineffective. So, using IXL and things like that and would prefer less of it. Given that
008IXL is a virtual instructional platform, it raises important questions about whether this strategy aligns with stakeholder feedback and student needs. And I'll say as a teacher for the last 12 years, I have found that IXL Coolmath Zearn all these programs, yes, are beneficial in instructing students and giving them what they need to be successful. However, the issue I have is it doesn't replace high-quality instruction. And yet, we keep talking about high-quality instruction and all I've read through or see in the documentation is central office will do walk-throughs. Well, then we have quality instruction if we don't know what it looks like. I believe central office should be in the schools demonstrating that to the staff, walking alongside of them. I feel like in regards to some of the reading and math scores we have, it
009should be off hands-on deck. Everyone should be involved in the tutoring, implementation, and making sure each student is accountable. So, I just have one question. Given the district's current academic standing right here at the bottom in reading and last in mathematics, this moment calls for a thorough, strategic, and transparent plan of action. Our students deserve a clearly articulated road map for improvement that reflects urgency. Do you feel like that we could add more to this plan? It seems very bare bones to me. What would you suggest? I I mean, there's so many things that we could suggest. Um And once again, I I feel like going in and making sure when we talk about evidence-based strategies and high-quality instructional materials, we really need to define what that looks like. We need to make sure that
010we implement it with fidelity cuz I don't think we we talk about it, but yet we're not doing anything about it. And then ultimately, I just feel like we really need to make sure that we take steps to address these academic deficiencies. Um for me, I'm just a board member. I'm here listening. I've I'm under understanding understanding, excuse me, that you guys at Central Office are really great at what you do. So, I'm hoping that you guys will be able to come back and figure out a more intensive plan to meet the needs of the students. So, I would love to hear more about how you guys would do that. Well, we believe our plan is intensive and any intervention that is in that plan, we had to use the federal identification of those interventions.
011IXL is an evidence-based intervention approved by the state as well as the federal government because we are required to ensure that whatever we put in the plan has to be on one of those tiers. That's a tier one, not tier one instruction, but it's a tier one which means it has been studied and has been proven effective. So, that's what that is. As but in any of those instructional strategies that are there, all of them go through the same We we cannot put it in the plan if we have not done our due diligence. The plan has done its due diligence. Increasing tier one instruction, Central Office is there. We have curriculum specialists who are side by side with teachers working with them in PLCs, modeling lessons, as well as ensuring that they have a
012robust curriculum that they can teach from. So, we have those plans in place, and we believe that the plan is comprehensive because I've been working with the state to develop the plan. I have a comment. Because you've been working with the state to develop the plan, what I'm hearing is is that the central office has it down pat. The teachers are getting it, but do the teachers have it down pat? Not yet, but there are some who do. Okay. There I mean everything takes time. We have first-year teachers who are learning the craft. So, we're working with them more specifically. We have some veteran teachers who have it down, and so we are working with those as well. So, it's an ongoing process, and one of the things that the state has recognized is that
013one a one-year plan was not sufficient. We needed a multi-year plan, which is why they have changed the way in which we which we operate. What are our three-year goals as opposed to a yearly goal because the state has recognized that it takes more than 1 year when you have turnover in staff, when you have new staff. You have to give them an opportunity, even if they've taught in another division, in another state, they have to adjust to the Franklin context, and that takes time, which is why this is a multi-year plan. And it's not just just because it's here for approval, does it mean that we don't revisit it quarterly to make adjustments? And then when we make those adjustments, just like we did with our literacy plan, once we make those adjustments, we
014update the new plan to our website. So, if if what we have isn't showing that it's working, then we make sure that we course correct, we provide a revision, we send it to the state, and we update it on our website. So, quarterly when this plan is updated, is it also receiving the feedback from the teachers also? Sure, there are opportunities for teachers to provide feedback, particularly in our PLCs. That's really where we get an opportunity to work with teachers side by side. Okay. I believe the ultimate feedback is from the students and their performance. Absolutely. >> And that's the thing that I think we all have um reasons to discuss what's going on with this plan. My question is basically a real simple one. Because what I scanned over, I mean, in my opinion,
015these are things that should have been done, and I just wanted to know how does this plan differ from uh outside of uh using a research-based program, how does this plan differ from what you did last year or the year before that? >> It's a continuation. I mean, I thought you said it was year by year until this year, and now it's multiple years. >> It's multiple years, but we didn't abandon what was before. There are some things that we knew that we needed to continue to focus on high-quality instruction. That was in last year's plan, it's also in this year's plan. Focusing on fluency, focusing on comprehension, those things were in the plan last year. The state has said that we need to have goals that are multiple years. We understand that student performance
016is ultimately what shows whether or not what we're doing work, but but we also have to take into effect that when we have kids who come behind, it takes time to catch them up, and that's one of the reasons why we are working really diligently to make sure that we focus on high-quality instruction cuz that's the first tier. And then programs like IXL, they're not teaching students. They are a part of tier two and tier three interventions, which means those students are working based on what their abilities are and it's tracked throughout. And we use that data to help develop and move the needle for kids. A kid isn't going to go from zero to 100 in one, maybe two years. That's not going to happen. But if he goes from zero to 11, that's
017still progress. It is progress and I do want to apologize to Dr. Card. I think I said last meeting that we went down each year. I think in one category we did go down each year, but all the rest we did actually move up, maybe up and back. But no more than like 5%. So it's, you know, it wasn't great gains in the moving up. Um and to me, like I said, at the end of the day, that's the ultimate feedback and it does not seem like whatever we're trying to do is actually filtering down to our students so that they can actually utilize it. I mean, what what would you consider the disconnect there? The thing that's actually preventing us I I I heard the point of that they came maybe not on grade
018level as far as their academics. But I think you guys have been intact for the last 3 years and I'm saying what what's still the disconnect that's not causing us to see a a huge spike instead of these little steps? The only thing that I can say is that growth takes time. And if a student doesn't have if we have different teachers that come, um once again, we have to help them understand the local context. Students come behind and it takes time in order for those students to have intensive instruction, intensive remediation, and those are the things that we believe will help our kids grow. I'll take 5% over losing 10%. Growth is incremental. It isn't going to happen all at once. I'm going to take whatever growth measures we have because ultimately we're going
019to get where we need to be, but it is not going to happen overnight. And this is my third year, but we have made gains in 3 years, not in every area, but there are gains that we have made and we're proud of those gains. And we're working really hard to make sure that our kids get what they need based on their individual needs. Ms. Hawkins. Yes. So, I just want to be clear. Uh, thanks for the presentation. >> Sure, thank you. >> But, you're welcome. So, the way that I'm looking at this, if I'm understanding this correctly, this is essentially a living document. What we're being presented right now is not the end of the road for this. So, as different things come up, whether we notice it quarterly or what not, these are
020things that can be changed. And it's requiring all hands on deck in order to implement >> Correct. >> successfully and effectively implement what this plan is requesting. >> Yes. Yes, it's a living, breathing document like any school improvement plan is. Just because it's written that way for this presentation, this is for this moment in time. You have to have a stop point in order for you to get the work completed because it's a requirement. But, if there are some things that we see that are not working based on our data because our data can tell us what's working, what's not working. So, if we find that there's an intervention, a strategy, a process that we have that isn't working, we come together and we change it. So, it's it's not set in stone. Do you
021mind going back to the beginning? I wanted to see something I can't recollect off the top of my head what um I had seen. Each one of the Excuse me. Each this plan is a division-wide plan and then inside of that plan or it will be tailored to each specific school or is it just a division? No. Why? >> Um we have three plans. One is a division plan, which we have to have. Then we have each school has to have a different plan based on their federal identification. That is what is required. So, S.P. Morton's plan will look different from FHS. Yes. And each is tailored specifically to what the state and federal guidelines have identified as their area of of support. Sorry, if you had said that I just wanted to make sure
022I was clear on that. >> No problem. Thank you. >> Um Dr. Johnson. Was that a vote for tonight? She asked for the vote. >> Oh, I'm sorry. Hold on, Dr. Johnson. >> Hold on, Dr. Johnson. We had the presentation. Do we have a motion? I move that we accept the uh division-wide plan that needs to be submitted to VDOE. We have a motion. Do we have a second? Second. With that being said, now for the votes. Mr. Alsbrook? No. Grant? Abstain. Parker? Yes. Holt? Yes. Harrison? Yes. Bloom, yes. Okay. Thank you very much. You're welcome. Quick question to my board members. >> Yes. I mean, are you guys satisfied and happy with the past 3 years of what's been happening with our students as far as their test scores? I would say With the
023growth, yes. I was about to say with the growth of it. Yes. Yes, because for anybody who has, I mean, for anybody who has seen it or like and like you're involved with it and you see what it is. It may not be what you want it to be. I don't think it's anywhere I don't think anyone is satisfied or perfectly happy and content with them being where they are, but let's not act like we don't recognize either the fact that things are happening and things are changing. It is not realistic in any shape, form, or fashion to think that you are going to go from here to here in a year or 2 years, especially with the deficiencies and the setbacks that our students are facing. And if you are not aware of what
024our students are facing, then maybe take a look because it is a lot more critical It is a lot more critical than them just being able to pass an SOL or any type of testing or standardized testing that they are having. When they said that they are starting school behind, for us it may not have been a thing because when we went to kindergarten or first grade, we knew, you know, certain things. Some Some of these kids, a lot I won't say some, a lot of these children, that is not the case. And if you go to the school and you go and you read to the students or you go and you do anything with it and you see it, it gives you a completely different perspective because I will be honest, for a
025long time I felt like you did. Way before I came to the board. I was like, "Well, what's going on with the schools?" Now that I'm here and I've been a part of the plans and the processes of different things, my outlook is completely different. So, am I happy with where the students are? And I'm like, "Oh, yeah, they can stay there." Absolutely not. But I am not going to act like that they have not improved or increased either. That's me. Somebody else. Well, I'll just give you my perspective through your >> reply to this right quick? Uh the things you just mentioned are across the board everywhere in every school division, in every state in our country. Um and but somehow, someway other schools, including local schools, Southampton, Isle of Wight they've figured it
026out. But yet you're saying, and guess what? We're the professionals. We're the ones with the degrees. We're the ones with the understanding and the knowledge. And yes, a lot of our parents don't have those things, but guess what? I know they're trying their best. And sometimes when we put a plan together we also need to make sure that it's plain and simple and kind of look at all of the stakeholders and and give information to each stakeholder of what their part is in creating a better system for us, for our students. And I didn't think that plan was that. So, I mean, if you feel like, "Hey." Trust me, I understand progress. I I applaud all of our students that are trying. I definitely applaud our staff that's trying because I'm a part of the
027staff. I work for a school division and I understand. But when you're not growing and really showing some major improvements, I'm not talking about a huge leap. When I said 5%, that was being kind. I mean, like I said, in one I can't even I got it on my phone, but I'm not going to pull that out. One category, we went backwards the last 3 years. And that shouldn't be done. That shouldn't be seen on someone that's coming in with innovative ideas and and and and putting in the right staff as I've been told. And we're sitting here still going backwards. And then we get one ray of sunshine where kids do some testing in the fall and everybody's ready to just stand up and take a bow. We got a lot of work to
028do. And uh and I just don't claiming victory when we're we're not even out of the first quarter. Well, you know what? You may not want to claim victory, but recognize some type of improvement where it is. No one is saying that it is something that you were sitting here and we're popping champagne bottles over. We're not saying that, but at the same time at the same time, give some encouragement to what it is that's going on. That's all that I'm saying. You don't have to like it. It may not be a lot of percentage-wise based off of what it is that you would like to see, but again, consistency, maintaining staff, and again, all hands being on deck to help. It's not just the teachers. It's not just the parents. It's not just the
029board in making decisions. It takes everyone. And I guess I'm my my look on it is a little bit different because I'm not someone who just came here who is making a decision on something based off of what I'm seeing. Now, I am someone who has been here and seen where we started and being a part of it. And I can't speak for the people who were here before I came just to not even just the board, but the staff as well. From where we have been based off the things that I have been told and what I've seen myself to where we are, I don't it's okay that you don't accept where we are. But I am going to celebrate them. I am going to congratulate them and I'm going to keep encouraging them
030to keep moving forward and to keep making better progress because we still have a long way to go. That I do agree with. We have a long way to go. Nobody is saying that we have reached the finish line. If anybody thinks we have reached the finish line, I'm going to have several seats. We have a lot of work to do. But I'm not going to act like what they have done or what they have gained so far does not count and does not matter because that is still a slap in the face to the people who are also putting in the work. Well, if I can give you perspective, 3 years ago I was teaching in the school. I was in the trenches. I saw what every day was going on. Yes, I was
031teaching science. From what I can see from the perspective of support, administrative support, patterns of behavior that have changed, I can see a change. And I'm in the schools, I'm coaching, I'm doing things regularly with these kids. Again, I agree. We're not where we need to be. I read a big study about post-COVID school districts divisions and how poorly they're doing. And the divisions that are struggling the worst are exactly our division. Poor, difficult difficult um students that are in difficult situations. They are not coming out of COVID versus schools that are more wealthy. They have all these extra programs they can pay for. We don't have that. But I agree, there's a lot of improvement and I'm not questioning that either. But from my perspective, where I was at three, four years ago, five
032years ago when I taught for 3 years, there is no question that there's been a change and an improvement. I mean, I'll give you a personal experience. One year, this is science. I got 55% of my kids to pass. Next year, as a better teacher with even more instructional support from central office, we only got 35%. Who do I blame for that? Me, the teacher? Do I blame the families? Do I blame the students? Do I blame Do I blame the central office? I I have to admit, this whole concept of variability within year and trends, there are so many variables that come in. And yeah, we try to point out the variables and then try to fix them. But I I'll as one being in the trenches is again, not even a certified teacher,
033but seeing it firsthand I mean, it is not one step. It's a hundred steps that we have to take as a division to get where we need to be. And maybe we've got 20 or 30 figured out. But we have to be patient with that and say, okay, what's the next 20 or 30 we got to figure it out to do it. But I mean, again, seeing families, seeing how things are done at home, seeing how kids come to school, sleeping through my classes, not following through on things, having no parent support, having the parent-teacher conferences where I had out of 100 kids I should have had parents two parents show up. I mean, that was constant. We had no support from the from the community. Now at least we're having some parent-teacher um agreements
034and things of that sort. So, I I agree with you. There's no question we're questioning that this is not where we want to be. But if from a matter of perspective of where we've been, it's improved. Dr. um Dr. Carter. Dr. Johnson. Good evening. Good evening. To the board, citizens, I have I wear many hats. The hats I'm wearing this evening is I'm a community advocate before I was anything else in the Franklin in Franklin City. Secondly, I am a citizen of the city of Franklin. For the support of the students. And allow me to reiterate that. For the support of the students and the parents, we must continue to support the growth and the betterment of our schools. I believe the Franklin public school system is improving and making progress step by step. I
035used to farm putting the seed in the ground. And I had to keep a watering it, watering it constantly, the mindset, until it broke out of the ground. And when it broke out of the ground, it became a plant. And from a plant, fruit and vegetables came on the vine. That's the way we must process our school system. It takes growth. Growth is a constant process. It doesn't happen overnight. And all of us know that from the things that we do in our lives. It does not happen overnight. But with constant leadership and growth, it happens. I'm very serious about our school system. That's why I'm here. I worked with help formulating the CTE program. Uh I'm a I'm a part of that. I know about that from the from the very beginning. And with
036that process, there is hope for our city. There's hope for our school system. There's hope for our children. We cannot say there's no hope and they're lost. They are future. That's why I'm here. The the suit the students are our future and we must work diligently diligently to make sure they have what we need. Under Dr. Carter's leadership the Franklin Public Schools are going in the right direction. And therefore I encourage the Franklin City School Board to renew Dr. Carter's contract. I have other citizens here that feel the same way. If they would just stand for a moment. Very quickly. Thank you. All right. So, we're going to show the video. Uh before I show the video we'll go ahead. We'll we'll show the video and I'll talk about it later. We had two field
037trips to the state capital and uh Delegate Clark is going to talk about our students uh SP Morton. And so and then we will have a show a second video of Franklin High at the end. So, Miss B, go ahead. It's my distinct pleasure to welcome the students and faculty from Franklin High School from the city of Franklin to the Virginia General Assembly. May they please rise? This is the speaker of the story Franklin High School reflects the very spirit of determination and progress that defines this community. It begins with the vision of the late James P. Prettlow, who, in the absence of a free public school, opened a small classroom in his own in his own home on Gay Street in the city of Franklin. From a one-room a one-room structure that once had
038to be relocated due to rising flood waters to larger quarters on North Main Street to a modern brick building in 1907 and eventually to the present campus opened in 1967. The school has continually grown to meet the needs of the students. Over the decades, expansion, renovation, and new academic spaces have reflected Franklin's enduring commitment to educational opportunity. Today, the commitment is guided by the mission and vision of of the Franklin City Public Schools, which thrives and strives to be a premier school division, fostering community partnerships, and as well as learning and real-world experiences for every student. The division promotes high academic standards, social-emotional development, innovation, and leadership, while maintaining a safe and supportive environment. As these students observe democracy in action today, they embody that vision of excellence, professionalism, teamwork, and engaged citizenship. Mr. Speaker
039and members of the House, please join me in inviting and welcoming the students from Franklin High School. Okay, go to the next one. No, not that one. No, no, no. Just my comments. Go to this. Yeah. Go to the top to the Yeah. >> Go down to the Go to the mission statement. Okay. Every once in a while I just would like to remind the community why we are here and who we are here for. We are not here for the adults. We are here for the children. And we are client center education. So, our clients wrote this mission statement. For those of you who say the students can't do, try to write a mission statement and see how hard it is. They saw our mission statement and said during our strategic planning, which indeed
040I invited the entire community six times in the year 2023 for those who say I didn't do student that didn't do community involvement. I invited the community out for six different action sessions for the whole year. These students wrote this and I'm going to read it. The mission of Franklin City Public Schools is to be a premier school division that encourages community partnerships, hands-on learning, and real-world experiences for all students. Franklin City Public Schools will promote high academic standards, social emotional development, research-based practices. Franklin City Public Schools is dedicated to accelerating, innovating, and transforming the educational experience and will recruit, develop, invest in a diverse workforce, and provide a safe and supportive environment for all. Now, this came from our students in 2023. Next slide, please. Fast forward to 2026. I don't think much has
041changed about what they want to see. Our clients personalized learning properly maintained restrooms, classrooms, common areas throughout the school promoting unbiased enforcement of classroom rules strengthening mental health resources and support systems for students increasing the use of assemblies to address student outcomes or student concerns. They They They're talking about how some of the teachers are burnt out because they know how some teachers are take it home and put it on their sleeves every night. And they realized as we had stated before that many of our students before they even start pre-K are already behind. So, that is a weight on our school system that a lot of school districts around us do not have. They also talked about difficulty in learning due to instance inconsistent access to experienced instructors. We are saying that we are
042not perfect and we are happy have a long way to go. And by the way, when I talked to these students, I didn't have anything to do with their PowerPoint presentation. I didn't even see it until the night it was presented. So, I took the good, the bad, and the ugly because we want to make sure that we are transparent. They said they have difficulty understanding course material bullying and ongoing peer conflict. That's always a problem that we continuously work on. And our fights our vaping, all of that is at a historical low. We are really, really coming down from from from years past. High expectations without consistent academic support. High expectations. Some of the kids felt that some of the teachers bring it home every day. Some of the teachers the the uh the
043kids were concerned that they didn't even want them to ask questions. And they asked us, "Dr. Carter, can you make sure you that you talk to those teachers because we want to know the information. And we we're working on to make sure that we have the best people in front of our babies every day. Those who care and have high expectations for their learning." Slide. They even talked about that they want advanced placement classes. AVID. That blew me away because AVID hasn't been here in 5 or 6 years. The fact that they knew what AVID is AVID is basically dealing with the middle road middle road child. You are usually have your B or C student and it gives them a chance to go to college. So, that's what AVID is about and the fact
044that they said they wanted AVID, we are going to look into AVID bringing AVID back. They want more languages. Right now, we only have Spanish. We know we're limited compared to the other districts, but we but we're going to work on that and see if we can attract French French and other languages. They want financial literacy. They also said that they they also wanted more designing classes hands-on instruction that all can be at the J.P. King Technical Academy. They want AP and in-depth forensic science. So, these are the children that are speaking. Next slide. And you can see that it's going on and on and on and on regarding what their concerns are, what they would like to see. And we are working hard. They They had talked about that virtual learning does doesn't help.
045We know that. We're trying to address that problem now. So, it does it works well in some communities, but it does not work well in this community. Next slide, please. Okay. All right. So, back in August of 2023 during my convocation, we talked about Who Moved My Cheese? And Who Moved My Cheese is a very short read. It talks about organizational change. And we knew that if we are going to get to the top 5% of high-performing districts, that there are going to be some bumps in the road. There's going to be a very painful process. Some people are going to be mad. Some people are going to lose their minds. And we and I was not wrong about that. Some people are very very upset about change that we have to make. Change really
046upsets adults. Children a little bit are easier about change, but change really upsets adults even if it's in the best interest of kids, it upsets the the the the adults. So, you see three mice. You see You see mice there. And you see uh Sniff, which is who is about to is about change. It can sniff the change early. Then you see Scurry, who is about action, and that's the mouse in the purple. Then you see Hem, who denies to resist change as he fears it will lead to something worse. That's the one that's that's mad in in the red with arms folded. Then you see Haw, who leans into adapt and change and when see sees change can lead to something, then that change uh comes about. So, we have, of course, in every
047place in America and in the world, I call these people the ones the Hims of Franklin. The Hims of Franklin will never change and we know they'll never change. So, unfortunately, when we have to move the cheese, no matter if they know the cheese is old, stale, it smells, they still want that smelly cheese, no matter what. Don't care. They want that old cheese to return. They want it so much that I'm even hearing rumors that they want the Clear Choice program to disappear. And the Clear Choice program prevents prevents our students from dropping out of school, which is at which is at an all-time low of 3% and one time it was at 12% under the old stinky cheese. Then you got the JP King Center that provides opportunities for children to learn industry
048certifications under the following. We have cosmetology and barbering, early childhood education, criminal justice, nursing, business, marketing, culinary arts, JROTC, and and returning next year will be building trades. Coming soon, we're working on automotive technician and we also have robotics. Then they say because they hate change so bad, these are the Hims of Franklin, we want to get rid of the Camp Scholars program. And the Camp Scholars program has been trying to be implemented in Franklin for over 10 years. And we finally got the the Camp Scholars off the ground. And for those who don't know Camp Scholars, they provide 2 years of free tuition plus books and to earn their associate's degree and they have been trying to get this off the ground for 10 years. We are in our second year and we have
04934 students in the program to affect our to to go to Camp Community College. Now, why would they want to cancel these three programs? That's because they're so afraid of change. They're so afraid of change that no matter how beneficial these programs are to our kids. They'd rather destroy it and return to the stinky cheese than to move forward. And we do understand that the Hims, unfortunately, we're going to have to leave behind because they're not going to come along. And we can't spend a whole lot of time waiting and trying to explain to them why things can't change, but we got to move on to new cheese. Parents who are this who are the Sniff, Scurry, and Hims halls of Franklin, I need your help. We cannot let the Hims of Franklin pull us
050back into old stinky cheese. We must move forward. We must do what's best for these children. And I know every student superintendent season is up, and when my season is up, these programs must stay here because they the children need them. Do not let the adults who are afraid of change take the children back to darkness. They deserve better than this. Do not let that happen. So, I need you parents, I need your help. And And if you join me, no weapon formed against the students' mission statement shall prosper. Dr. Carter, uh before we get to the video, I just like to recognize and thank again Dr. Johnson. He's been our biggest advocate, our biggest supporter on City Council. He gets it. He knows what we need to do. You saw a video of Nadarius
051Clark, he's our delegate. Nadarius has been in this building, he's been in our schools, he's been in Dr. Carter's office, he's talked with us on many occasions. He's an advocate for Franklin City Schools. Emily Jordan is our senator. She used to be a delegate. When she was first elected, she called us and said, "I want to come to Franklin and walk in every school you have." And she did that. And she's been an advocate. She knows what's going on here. I go in every school almost every week. I don't go over there just to walk through. I go over with a purpose. Sometimes it's to talk with the administrator, sometimes a teacher, and occasionally with a student. If you walk in our schools today, you walk in the front door and the first thing somebody
052will say is, "I don't see any students here. Where are all our students?" Well, you know where they are? They're in the classroom. You don't see kids walking up and down the hall. You don't see kids goofing off or run. They're in the classroom. We have three new school leaders this year. Phenomenal people. They were hired for their extra- instructional skills. They are doing a phenomenal job, all three. There's just a lot of good going on. It's always not in a SOL score. It's in a graduation rate. It's in an attendance rate. It's in a behavior rate. So, for those naysayers, you are wrong. Thank you. Dr. Carter, I'm sorry. I I should have said this when they showed the video cuz I was up here trying to see. Um those students who went to
053the capital and the staff members that took them to the capital. I can't see everybody. I'm short. This thing in the way. Um thank you and thank you for allowing them to go to have that experience at the capital. When I was in school, we got to go up to Richmond um and you know, see some different things like that, but I'm glad that they got to have that experience. And thank you for telling the Darius Clark for actually recognizing them. It may seem like it's absolutely nothing, but something like that is actually very, very big. That is very impactful for each one of those students as well. People it's not always colossal, colossal things, right? But that is something that has literally changed their life and could possibly have changed the trajectory of their
054lives as well. So, to the teachers of Franklin City Public Schools and including everybody who went up to the capital, thank you for what it is that you do. Thank you for the hugs that you give to the kids when they come into the door in the morning. Thank you for the high fives. Thank you for the jokes cuz I mean, I've been in the schools and sometimes I'm they got their own little relationships with their administrators and their teachers, right? Okay, y'all go be great, right? But thank you for all of that because those things that may be the only type of love or encouragement that they get when they come into that school building. In the morning, I put my daughter on the bus and I wave to her. Y'all she sit on
055the other side of the bus. She don't even see me, right? But there's a little kid that waves back to me. That may be all makes me feel good. So, I don't keep waving, right? But that may be all that they get. Right? So, you do not know what role you are really playing, the impact that you are truly having. This is not something going to the capital in Richmond is not something that our kids now in this generation are experiencing or used to. That is so foreign of a concept to them. So, the the fact that they got to see that and then the fact that they were recognized by the house like that with the standing ovation and that encouragement. Um that actually makes me really happy. I'm not going to cry on
056this diet, but I'm actually happy. So, again, thank you to you all for taking them and thank you all to every employee for Franklin City Public Schools because you are impactful and you are needed and you are appreciated. Okay, we're going to sum it up with uh honoring our basketball team from last year. Mrs. Speaker, I rise today to celebrate an entire story of perseverance, teamwork, and community pride. It is my honor to recognize the outstanding achievement of the Franklin High School boys basketball team who captured the Virginia High School League Region 1B championship on February 28th, 2025. In a thrilling contest at uh Louisa Louisa County High School, the Franklin Broncos defeated Altavista High School 67 to 56 securing their place in the state championship final for only the second time in the school's
057history. And the first time in more than three decades. What makes this accomplishment even more remarkable is the journey that led them there. At the beginning of the season with a challenging two to eight record, the Broncos refused to give up. Instead, they found their rhythm, their identity, and their confidence. Through determination and hard work, they surged to win 11 out of their 13 final games finishing the season 17 to 13 and proving that resilience and a belief can transform adversity into achievement. Throughout their season, the Broncos demonstrated strong fundamentals with relentless defense and a fast-paced offense that energized their fans and represented Franklin High School with tremendous pride. Their success reflects not only on their talent and dedication of the student athletes, but also the leadership of their head coach, Ronnie Cutcher, the guidance
058of their teachers and staff, and the steadfast support of family and the entire Franklin community. Mr. Speaker, it is fitting that we recognize these young men for their remarkable uh season and the example they set for their school and community. I ask that the House join me in commending the Franklin High School boys basketball team for winning the 2025 Virginia High School League 1A championship and wishing them continued success in the years ahead. Mr. Speaker, I now move for the adoption of the resolution. The gentleman from Suffolk, Delegate Tyler, moves that the House adopt House Resolution 267 commending the Franklin High School boys basketball team. All those in favor, say aye. All those opposed, no. The motion is agreed to. Congratulations. I also would like to thank Pastor Wilkins. Uh you have not had an
059opportunity Some of you have not had an opportunity to meet him yet, but he will be coming at a future board meeting. Pastor Wilkins not only uh provided a charter bus, charter buses, plural, but he also gave those nice jackets that you see. And he will be back to honor the football team and the basketball team at a future board meeting. And he says he's not going away. He is here to help us, and he knows the work that we are putting in and the effort that the staff is putting in, and he wants to make sure that he wants to save the young men in this city. And we want to save these young men, too. So, we we thank for the blessing that Pastor Wilkins has come, provided our gentlemen with those nice
060letterman jackets, and he will continue to continue to work with us to help us get whatever we need. So, I just want to point that out to you and thank Pastor Wilkins. I also would like to make a special thank you to all of our school administrators, as Mr. Holt stated, Dr. Manley is leading the Clear Choice program, Dr. Hill at S.P. Morton, Mr. Creekmur at J.P. King, and Dr. Hunter at Franklin High School. Leadership does make the difference. So, I want to make sure that that put that out to them. Thank you. That concludes my report, Madam Chair. Thank you, Dr. Carter. Just in case they can't hear us. That's what I was saying earlier. Make sure that you're talking into your mic. Uh can I make a quick statement? I just want to
061say that I I'm glad the parents and uh community is out tonight. Uh I know that I've said some things that uh people may take as uh you know, the negative side of what's happening here. Um and part of the reason I do that is because, you know, I believe there's enough school board members up here that gives Dr. Carter his accolades. And I think sometimes, you know, it's good to hear those accolades, but I think we also need to give the same energy to the negatives as well. Um I saw how Dr. Carter appreciated the people that are here to support him, and I'm glad he listened to what you guys said, and you know, you Dr. Johnson, but I think he also needs to give those that are against him or feels that
062he's not doing what they believe he's doing, he should give them the same respect and honor and listen to what they're saying instead of sometimes interrupting them and encountering or maybe not taking accountability for what they're basically stating. Um and no one is criticizing unless it's constructive criticism to our staff. I believe our staff is trying to do their best job ever, but I think I made an analogy in one of these meetings that, you know, a person could be working so hard digging a hole, but if he's digging in the wrong place, guess what? It's wasted time. So, all I'm just trying to get us to see is that we got to focus on, like I said, the the performance of our students. What happened with them in Richmond? That's a wonderful thing. I
063support uh leaving the area and and exposure to new places and outside of your comfort zone, because guess what? That's what makes you grow. My parents sent me to Baltimore pretty much every summer until I started playing football here, and it it helped me to be ready to leave when that time came, because sometimes our students are going to have to leave to seek the success that they want when it comes to the college or vocations. And we need them to be ready for that. So, all of that is wonderful. Nobody's not taking anything away from what our staff is doing, and if you're hearing that, you're hearing the wrong thing from me. I'm just saying we have to look at the real problems that are here in Franklin Public Schools, and we have to
064address them, and as I asked Ms. Tompkins, what's the disconnect? You know, not to say that people aren't working hard, but there is a disconnect that's happening. And if we don't acknowledge that instead of when when it's being said, we jump on the other side to talk about how great things are or the progress that's being made. No, we got to address the disconnect because a lot of what is put in place I had this conversation with Dr. Carr. I told him he's brought a lot of great ideas to the city. However, how is that translating into our students using these programs to better themselves? Because I would like to see the numbers of how many students are in all of these programs that are being put out there. Because that's where the rubber meets
065the road. You can give a person a manual on how to make a million dollars in 10 easy steps. They can even learn those 10 easy steps. But if they don't actually go out and do the steps, they're going to be just as broke as they were prior to getting that manual. And that's where I'm at with this. Where does the rubber meet the road and how do we figure out that disconnect? Because so far, in my opinion, it hadn't been figured out. Thank you. Look at sent agenda 3.1 regular meeting minutes for January 15th, 2026 second reading. I move we approve the minutes for January 15th, 2026. I'll second that. With the motion and the second, the vote. Mr. Osbrook? Yes. Mr. Grant? >> Abstain. Ms. Parker? Yes. Mr. Holt? Yes. Mr. Harrison? Yes.
066Ms. Boone? Yes. 3.2 work session meeting minutes for February 5th, first reading. We just going to go ahead. And also, we have the regular session meeting. It's the first reading for February 19th. That's the consent agenda. With that being in the consent agenda, we will be entering the closed session. In accordance with 2.2-3711 of the Code of Virginia, I move that the Franklin City School Board enter into a closed session to discuss and evaluate matters related to new hires, supplemental employment, resignations, assignment, appointment, promotion, performance, demotion, salaries, disciplining or resignation of the specific public officers, appointees, or employees of the public body pursuant to Virginia Code Section 2.2-3711A1. I'll second that. Mr. Alsbrooks? No. Mr. Grant? Yes. Ms. Parker? Yes. Mr. Holt? Yes. Mr. Harrison? Yes. Ms. Boone? Yes. We're now in closed session. >>
067Mhm. She can. It did get disconnected, so you may have to re- um Okay. Yes, he does. He does. Okay. You want to go ahead even though that he didn't come back on yet? Okay. The closed session has concluded. We are now returning to open session. I would like to entertain a motion to come out of closed session. Move we come out of closed session. I second. With the motion and the second, we now Mr. Allsbrook? Yes. Mr. Grant? Yes. Ms. Parker? Yes. Mr. Holt? Yes. Mr. Harrison? Yes. Boonin, yes. Whereas the Franklin City School Board has convened a closed meeting on this date pursuant to an affirmative recorded vote in accordance with the provisions of the Virginia Freedom of Information Act and whereas section 2.2-3712.D of the Virginia of the Code of Virginia requires
068certification by the School Board that such closed meeting was conducted in conformity with Virginia law. And now therefore be it resolved that the Franklin City School Board hereby certifies that to the best of each member's knowledge, one, only public business matters lawfully exempted by Virginia law were discussed in the closed session to which this certification applies and two, only such public business matters as were identified in the motion convening the closed meeting were heard, discussed, or considered. Second. We have a second, Mr. Alsbrook? Yes. Mr. Grant? Yes. Ms. Parker? >> Yes. Mr. Holt? Yes. Mr. Harrison? Yes. Dr. Harrison. Ms. Boone, yes. And then we go into School Board presentation and announcement. >> No, let's Madam Chair, I move that we accept the personnel agenda as presented. I'll second that. Do we have a vote,
069Mr. Alsbrook? Yes. Mr. Grant? Yes. Ms. Parker? >> Yes. Mr. Holt? Yes. Dr. Harrison? Yes. And Ms. Boone is yes. From there we move on to School Board business. Does the School Board have any presentations, any announcements, or comments for the evening? Dr. Harrison? With that being said, meeting adjourned. Madam Chair, I move that we adjourn. I second it. Mr. Allsbrook? Yes. Mr. Grant? Yes. >> Ms. Parker? Yes. Mr. Holt? Yes. Dr. Harrison? Yes. And one, yes. Meeting adjourned.