001Good evening everyone and welcome to this public schools of Robinson County May 12th, 2026 board meeting. At this time I'd like to have a moment of silence. Thank you. Next up, we have Rosenwald Elementary for the Pledge of Allegiance. If everyone would please stand. I aliance to 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. At this time, we everybody introduce themselves and tell us what grade they're in. Rana McCrae, fourth grade. >> Serenity Ford, fourth grade. >> Caleb Summer Ford, fourth grade. >> Roslin Roslin Wilson, fourth grade. >> Kobe Townsen, fourth grade. >> Kage Thompson, fourth grade. Sherro Taylor, fourth grade. Journey Walters, fourth grade. My name is Linda Alexander, fourth grade teacher.
002Mr. Chair, if we might also take note, these are members of Beta Club. Thank you, Rosenwald Elementary. Great job. Next item C. Before we do an adoption of agenda, we're going to remove um number D, approval of minutes, because we have none to approve. So, let's go ahead and remove that before we take the adoption of the agenda. >> I got a motion made by Mr. Vonte Leech, a second by Mr. Henry Brewer. All those in favor say I. >> Any oppose? Eyes have it. You know, there Mr. Schwarz. Next up, we have information items. May impact award. Mr. Jamal Campbell, if we could have all the board members step up to the podium. Good evening, Chairman Brett, Dr. Williamson, and school board members. I'm here tonight out of the culmination of a year'slong recognition
003that we recognize each month uh two employees um from our district with our impact award. And I want to say thank you again to our board members, Dr. Williamson, for allowing us to um show appreciation to our um employees. We can please give them a hand, please. Our recipients exemplify district's one team one goal model. These individuals work collaboratively to c cultivate a supportive and thriving school environment. We want to thank Mr. Austin Jacobs and Chick-fil-A for sponsoring this month's gift cards. Also want to thank Mr. Brandon and Tour and Sign City for sponsoring our plaques. And so want to first recognize our classified impact award recipient from Red Wings High School, Miss Karina Zarate. If you can please come forward with your principal. The public school county proudly honors Miss Karina Zarate, secretary at
004Redmond's High School as the district's May classified impact award recipient. Principal Stevenson Claire praised Miss stating she consistently demonstrates professionalism, warmth, and a genuine commitment to students, staff, and families. She creates a welcome environment, builds strong relationships, and ensures everyone feels valued. In addition to her front office role, she goes above and beyond by coaching girls soccer and supporting school initiatives truly as providing the one team one goal spirit and making a lasting impact on our school community. As a district, we celebrate and honor Miss Ratte for the powerful difference she makes each day. Thank you so much. We want to now recognize our certified employee impact award recipient from Red Springs High School, Mr. Laurette St. Pierre math teacher. If you can please come forward with your principal. The district proudly recognizes Mr. Lauren
005St. Pierre, math teacher at Red Springs High School as the district certified impact award recipient for the month of May. Principal Stevenson Cler shared that Mr. St. Pierre is an outstanding math teacher at Resmond's High School whose impact reaches both students and staff. He builds strong relationships that foster student confidence and achievement while also providing additional support through tutoring beyond school hours. As math department chair, he demonstrates collaborative leadership, supports his colleagues, and promotes a positive team culture. His dedication and service makes him highly deserving of the district's impact award. As a district, we celebrate and honor Mr. St. Pierre for the powerful difference he makes each day in the lives of his students, colleagues, and overall school community. Thank you so much, sir. Thank you. Appreciate it. Come back. And we have two additional
006um recognitions we want to do this month. Want to first um these individuals don't know this, but they will be recognized tonight. So, we want to invite Mr. Cole Wilkins to the front, please. We're proud to recognize Mr. Jared Cole Wilkins, district technology specialist as a central office impact award recipient. His consistent presence at board meetings and committee sessions ensure that all technology needs are seamlessly supported. Always ready to assist, he approaches every request with professionalism and a welcoming attitude. His dedication, reliability, and commitment to service truly embodies our district one team one goal model. District leadership is deeply grateful for the vital role he plays in supporting our schools and staff. As a district, we celebrate and honor Mr. Cole for the powerful difference he makes each day. Once again, thank you, sir. Congratulations.
007We have another district um employee want to recognize. We want to invite Miss Erica Ser, our chief financial officer up front, please. We are proud to recognize Miss Erica Setser, Chief Financial Officer, as the recipient of the central office Impact Award. Her professionalism, kindness, and unwavering commitment to excellence, sets a standard for us all. She consistently goes above and beyond to ensure our financial records are accurate, transparent, and well-managed while keeping district leaders informed and prepared. Her ability to thoughtfully answer any question and her warm and approachable demeanor make her an invaluable asset to our team. We are deeply grateful for her dedicated years of service and the lasting impact she continues to make across our district. As a district, we celebrate and honor Miss Erica for for the powerful difference she makes each day
008in the lives of our students, colleagues, and our overall school community. Thank you so much, Miss Erica. She's going to get you. So, at this time, we want to recognize the 2026 UNCC Chapel Hill Principal Fellows recipient, Miss Sarah Griffin Griffin Green. She's unable to attend tonight because she's attending actually a class sponsored by INAC. But we want to take a moment as a district to recognize her and we have some words um prepared to recognize this great achievement. The public schools Robson County proudly recognizes Sarah Griffin Green STEM educator at Roland Norm Elementary for her selection as a 2026 UNCC principal fellow at the University of North Carolina at Chapel Hill, one of the state's most pre prestigious leadership development programs for future school administrators. Chosen through a highly competitive process, Miss Griffin Green
009joins an elite cohort of emerging leaders across North Carolina. Reflecting on this achievement, Miss Griffin Green shared, "This opportunity represents not only a personal milestone, but a chance to grow as a leader in a better and better serve the students, families, and staff of Robson County. Her commitment to fostering strong school communities and creating opportunities for all students is evident in her belief that strong schools are built on relationships, innovation, and a commitment to every child's success." Dr. Williamson noted she has demonstrated a strong commitment to students, staff and excellence in education. This recognition reflects both her leadership potential and the bright future ahead of her. Her selection of high also highlights the strength of leadership development within PSRC and the district's commitment to cultivating exceptional educators. We celebrate Miss Griffin bringing for this outstanding
010accomplishment and commend her dedication, professionalism, and passion for education. We look forward to the continued impact she will make as a transformational leader in the in Robinson County and beyond. Once again, we thank uh Miss Sarah Griffin Green and we recognize her for this wonderful opportunity. So, good evening, Chairman Britt, Superintendent Williamson, and board members. This evening, we would like to recognize two students who attended the North Carolina Governor School for the 2425 school year on behalf of the public schools of Robinson County. At this time, I would like to ask Christian McDow to please come forward. It is my honor to recognize Christian for her acceptance and attendance at the North Carolina Governor School. Christian, a senior now at Lumberton Senior High School, attended the North Carolina Governor School East at Meredith College in
011Raleigh. At this time, Christian will share a few words about her experience. Good evening. I would like to greet everyone to the board, educators, friends, and family. My name is Christian McDow, and I am very honored to speak to you all today. Amid my acceptance for Governor School, I was ecstatic to have accomplished this incredible achievement. I was aware of this prestigious program and I was beyond grateful to receive this opportunity. I attended Governor School East where my peers and I resided on Meredith College campus for four weeks. During this process, I gained an immense amount of knowledge and education and insight on myself. I studied English as my discipline throughout this program. From reading different books by diverse authors to engaging in class discussions, I received various methods that I could utilize throughout my
012creative writing. With me being away from home for a month, I became very homesick, which was often common for many of my peers. However, instead of um I'm sorry. However, I learned to not waver in my commitment just because my current circumstances look weary. Instead, I remained steadfast throughout the process and allowed myself to live in the moment and seize the opportunity that was set before me. Governor school not only awarded me with more expertise in my English discipline, yet it also provided me with friendships I will cherish as I still keep in contact with individuals I met during this process. Overall, attending Governor School is an experience that has had a la a lasting impact on my life and I am forever grateful for the opportunity to be a part of such a signific
013or significant organization. Thank you. So, let's ask Oh, Christian. Let's ask her family to please come on up to join us in a picture. Come on, Mr. while it you know you should have good come on you should have a good now >> congratulations so at this time I would like to ask Charlie Whitley to come forward Please. It is my honor to recognize Charlie Whitley for her acceptance and attendance at the North Carolina Governor School. Charlie, also a senior at Lumberton Senior High School, attended the North Carolina Governor School East at Meredith College. At this time, Charlie will share a few words about her experience. Over the course of four weeks at my time at Governor School, I learned how to thrive in an environment designed to mirror that of a college or university.
014I enjoyed studying new math topics in my area 1 classes such as proofs, not theory, and isotopy. However, I particularly enjoyed my philosophy and ethics and morals classes where we put where we were put into a classroom and asked to determine what is real. For the first time in my life, I was able to learn for the sake of learning. Apart from the academic aspect of Governor School, I also enjoyed the student life Governor School created. I often found myself playing pickup in the gym, attending fun electives, going on walks and runs around campus, and making friendship bracelets on the quad during my free time. When thinking about Governor's School and my experience, I would be doing I would be doing you a disservice if I did not mention the people. By putting me in
015an uncomfortable environment without the comfort of my family, I was forced to interact with everyone else in my same position. After bouncing around lunch and dinner tables, I was able to make lifelong friendships and connections with other kids with similar interests and goals as myself. There's not enough time in the world for me to explain how positive my experience at Governor School was, but if anyone were to ask me if they should apply, I will always say yes. So great job Christian and Charlie. We are very proud of you and we hope you carry your experience from Governor School with you as you continue your educational journey. And we are excited to announce that we have three students who accepted an invitation this year to attend Governor School. Good evening, Chairman Britt, Superintendent Dr. Williamson,
016and board members. At this time, we would like to take the opportunity to recognize five schools who have earned the Purple Star award. I would like to share the criteria for a school to become a Purple Star School. First of all, they must have a staff member to serve as a point of contact for military students and families. There must be a central office design or point of contact to support these schools. Annual professional development addressing special considerations for military students and families must be offered as well. Each school must have a web page or a link on their school's web page for military families or students to visit that page and access resources. And last of all, there must be a transition program along with a checklist at each school to support incoming students
017or their families or any student who may be leaving the district as well as their family. I would like to say our district participated in an optional activity which was purple up day. So Miss Jessica, thank you for making arrangements and during this time or on purple up day, we encouraged our students and staff to dress in purple um to acknowledge the military families and let them know we support them in any way. And we just thank those that are serving in the military. We thank our students. We recognize those students who are part of the military families because we recognize the service or the sacrifice they have to make. Um, and again, we thank the military students or the students who have families serving in the military. So, at this time, I would like
018to call the schools up to receive their banner. Our first school, Parton Elementary, Thank you. >> Our next school, Peterson Elementary. Congratulations. >> Rex Renard Elementary. St. Paul's High School. and St. House Middle School. So at this time I would like to say congratulations to the five schools. These five schools will serve as model schools for next year and we look forward Dr. Williamson to earning district level recognition next year. the Purple Star Award. And I would like to say this would not have been possible without the support of Miss Jessica Sely. Um, Miss Jessica, I would like for you to join us in the picture and let someone else take the picture. And again, we would like to recognize you. She did a lot of work behind the scenes and we just appreciate all
019that she has done. Thank you. >> Thank you. >> Never mind. >> Hold on one second. Hold on, Crystal. Hold on one second. We got one more. Next up, we have Miss Erica Settzer, PRC 251, econom economically disadvantaged student support. >> Good evening everyone. >> So for three different years um this particular funding has been in effect. the it's called PRC 251 economically and disadvantaged student support and we have had a school qualify in each of those years in the first year Oxendine qualified last year Union qualified and once again this year Union Elementary has qualified for um these funds they and they qualify by being um having a student population it's comprised of at least 80% of students identified by NCDPI as economically disadvantaged and exceeded expected growth in the prior school year. So,
020we would like for Miss Katrina to come up as congratulations for our school receiving these funds again. And I did want to mention um the amount last school year was $118,963 and all the staff at Union received a bonus for getting this and that is what we plan to do again this year and the amount is $313. $313,000. So I will work union. Yes, I will work with Miss Katrina. Um, we had a process in place uh prior year to work with making sure everybody at the school receives their portion of um those bonuses at in the end of June. >> Thank you. Congratulations. >> Come on now. You know you up front. Come on. Get up front. >> Yeah. Congratulations class. All right, congratulations to all those winners. We have a lot to be
021proud of in the public schools of Robinson County, no doubt. Next up is curriculum updates, Dr. Carr and Dr. Dallas. >> So, good evening, Chairman Bricks, Superintendent Dr. Williamson, and board members. Tonight, we want to provide a quick update on the recent information we shared at the curriculum um committee meeting. So, first we'd like to share a little bit about our science curriculum adoption. Um, last year we adopted new standards for science and did not at the same time adopt any curriculums. So, this year we had an off opportunity to put an RFP together. Um, that happened in early February. And the RFP looked for a science curriculum for fifth, eighth, and biology. Um, part of that process once we got all the original submissions, we reviewed to see which ones met the original criteria
022before we brought a team together of curriculum committee meeting um, members that included teachers, principles, parents, and district staff and they voted on one of the curriculums based on who submitted um, on 319 2026. And so based on that um Discovery Education received the most the votes and so we are recommending um Discovery Education for our fifth ETH and biology curriculum. Next we just want to give a quick update on standards implementation um this year and we are in the implementation beginning of implementation um for the English language arts standards. Um, this summer the district office will receive training on the standards themselves. And then throughout the entire upcoming school year, 2728, we will train all of our teachers on how to unpack the standards, understand the standards through our academic coaches in some virtual
023sessions that we bring everybody together as we learn those new standards. They will actually begin implementation in the 2728 school year. So this is us preparing for the implementation of the standards and getting an understanding so we can prepare for the new EOG when it changes and the new standards. >> Dr. Emanuel, >> um going back to the science curriculum that you adopted the discovery, do we need that as an action item? >> We have it for an action item this afternoon. >> We do. >> All right, that's all. The mass standards are um currently being reviewed and revised. So we are currently as a district um with some members of our schools, some teachers providing feedback on the draft that they have put out. They have recently released their second draft. And so we
024as a district are providing feedback including everybody else in the state providing feedback on those standards. Um they will revise it one more time and then when they have their final version their hope is to take the standards for adoption in September. um and then begin installation. So the state will begin developing materials for it, unpacking documents, and then just like with reading in 2728, they will begin training all of us on the new standards so that we can then roll it out to all of our staff and begin implementing the new standards in 2829. As previously shared, the art education requirement, our current ninth graders that are coming up um have to have a arts credit. And so we fulfill that arts credit through middle school. They can do it anywhere through 6th through
0258th or 6th through 12th grade. Um any students coming from outside of the district and if they do not have their arts credit will earn it in the high school. New for the upcoming school year, computer science. Um, now every ninth grader coming in will have to have a computer science credit. And so for our upcoming ninth graders, all the high schools will provide computer science this upcoming school year so that they fulfill those requirements. At the same time, our middle schools um because they just released a list of courses that can be provided in the middle school will actually provide computer science in eighth grade that will meet those requirements. And so after this year, our hope is that most eighth graders will go to the high school already having fulfilled the computer science
026requirement so they continue having more options at the high school for courses that they'd like to pursue. >> And so one of the things >> Hold on there, Dr. >> Mr. Craig. >> So the computer science classes that eighth graders have taken don't count for this? >> No, this has to be a specific course off the list that they just released in January. Okay. And so they didn't have that list previously. And so we've reviewed that list and see courses that we're able to implement in eighth grade. >> Okay. Thank you. >> But we were ahead of the game, Mr. Craig, because originally it was said that we could provide it anywhere in sixth through 8th and do something different and so we had jumped right on that. So our students are actually a little
027ahead with what they're doing with um computer science. Okay. So one of the things the state is looking at is high quality instructional materials. they are really getting rid of the textbook um warehouse, the textbook committee and now looking at developing criteria instead for districts of how to decide what materials may be used. Um this is still in the beginning stages. They have not um finished anything. They're currently just asking for feedback from districts of what that might look like and they have not determined what funding would look like once they adopt this. So they are still um developing criteria and looking at it. Their hope is that for the um spring they would have it ready for criteria for ELA and I'll talk about that in a minute. So what we're looking at for
028this upcoming school year, as we talked about, new standards are coming in in one more year. And so extending L education for one more year and common lit for one more year as it is currently being implemented. and then looking at an RFP in the spring just like we did with science so that we can review different curriculums that may meet the needs that we have for the current um new standards and using the new guidance that we hope that DPI has published by 2027. Um and so you'll see the renewal cost in there. One of the changes we're making with L is we would not adopt the online component. would just be the curriculum u materials themselves. Um because we know a new curriculum would cost us at least $2.5 million for one curriculum.
029>> Hold on one second. Dr. Car, Miss Christy Fields, >> when did we approve KDUm? >> It is all it's considered one package. So it's part of L education, but they allowed us the KDUm part is called the actual um technology and assessment part. >> Okay. So, where is that in and the approval? Because that's $328,855 extra than what was shared in our finance committee. >> We're not we're doing it without the um technology component. >> So, KDUm is the technology piece that we said >> we were not going to do. So, I'm just showing what the cost would be. >> Miss Christie, you said 328,000. >> 300 I'm sorry. 328,000. Yes. That is part of what we would not be um moving forward with to try to help save cost. >> Any other questions?
030>> Dr. Emanuel, >> I I'm wondering how you came up with this 2.5 million for another curriculum. Uh IT and the other curriculums. I can't get a kind of price like that. Where did you come up with 2.5 million to replace any other curriculum? I I don't see anyone that would cost not doubting you, but what how did you come up with that number? >> So current prices when we look at textbook adoption per year. So we're talking this would be for K8, not just for one grade level is about $250,000 per grade level. >> So you you're not talking about just a curriculum. You're talking about textbooks. >> Yes. >> You're not talking about if they were to adopt like or no New York New York or any of that. You're not talking about
031that. Okay. a core curriculum. >> Okay. >> Some of those supplemental resources, yes, Dr. Manuel, don't cost that much, but a core curriculum, like we're talking about with a textbook, would cost close to 2.5 million. >> All right. Thank you. >> So, Eureka, um, same thing. What we're looking at is continuing Eureka as we have it currently in place. Um and then when we see uh the new standards being implemented, we would put an RFP out in 2028 so that we could do the same thing. Look at the math curriculums revi and that are available to revise and review and then adopt a curriculum through the curriculum committee once again. And so you see the current renewal cost for that curriculum and the projected cost like we said is basically for any new curriculum is
032approximately 2.5 >> Christy >> Fields. >> So alto together we would be looking at $5 million >> if we bought brand new curriculums. Yes. But you're okay. So you're saying just textbooks. >> That's what >> it's textbooks. Yes. So when you buy curriculums, we purchase all the teachers manuals, all the workbooks, all the books that come with it. All of that costs approximately $250,000 per grade level. >> Okay. Unfortunately, the costs are high when it comes to curriculum. >> Mr. Henry Brewer. >> Mhm. >> I'd like to make mention too, and correct me if I'm wrong, um, in the finance meeting, we came up with the with the idea that we have some money in reserves for the curriculum and uh, we're carrying it over. Is that correct? Or >> we don't have any money
033in reserves. What we're saying is approximately once I go through these next couple, it'll cost 1.8 8 million to renew all of the curriculums that we currently have. So the reading, math, adding the science, the canvas, and the EC component would be 1.8. That's renewal costs. However, a brand new has a different cost associated to it. >> So do we see a problem with the finances with with purchasing that? >> Not for this year. No. That we have it's in textbook funds and it's set aside for textbooks only. That's the only thing it can be used for. I'm sorry, Mr. B. I was going to answer Mr. um Henry's question. That's and Dr. Carr has answered that um we used er funds to purchase this curriculum we're in and so we have been saving our
034textbook allocation and we have enough to do this renewal only at this time. Yes, that's correct. >> Go ahead. Hit your button there, Dr. Man. Miss Erica, are you saying that there's absolutely no money any place for us if if the decision is made by a group of teachers and or here at the central office working together to replace the curriculum. There's no money that they can buy, i.e. it might be a program online or what that they can't buy a new curriculum. Is that what you're saying? >> What I'm seeing is um the soul source information we're presented tonight is going to be at a cost of 1.896 to continue with the renewal. After that, the only amount we will have in textbook funds is the 700 I think 14,000 we're anticipated to receive
035in the 2627 school year. >> Okay. Another question, anybody can answer this. You ladies, Dr. Wings and whatever. if it can be broken up in the request like for example soul source you know we need canvas we need commonly at the high schools like that and I've never heard a complaint and somebody else may speak up but there are adento some I have not heard any complaints about that it can be broken up and some of these things I think may be approved I don't know if to vote to you or But I have no idea. But a couple of them are still in question about teacher involvement. Some of these things can be broken up when you get to the soul source part. I guess my question is I still have doubts about the
036amount of money that it would cost to replace if that's the decision here of some of that. You know, you you knew more than I do. Now textbooks I sort of agree with. textbooks are expensive, but if they choose another program, I'm not sure it's going to cost that much. But anyway, getting back to the sole source, which is connected to the curriculum, uh I'm not sure that all those different pieces would be approved or would not be approved because I don't know the minds of the board members. So, I guess what I'm trying to say is we're probably going to run into some problems when we get to that part. So, I don't know. We'll see. >> Mr. Chair, if I may. So, part of the conversation is for us tonight or for me
037tonight. One is not if someone likes the curriculum. This is a business conversation. What can we afford? We cannot afford new curriculum, right? The reason we chose the curriculums in the beginning and we shared that with you, that's what we could afford using state money that aligns with the state standards that align with all the new standards now in terms of applied methodology. So we're couple of three years ahead. So our teachers are used to that now which involve kids more than that. But this is conversation about what can we afford and then Jamal 40% of our teachers are new is good evening once again it's very important to understand that when we have between 35 40% of our teaching workforce are brand new teachers who have not gone to school for teaching they're coming
038with alternate um licensed pathways that it's very important that we have an established curriculum that they can use to plan to um really get um get that support um going because if you ever had a first year teacher coming in and they're trying to take classes to be get their license and trying to le plan and look at data, that's a lot. And so if we can take some things off their plate by giving them a core curriculum that is universally used in the district, we can better support them is better aligned to the standards and it helps them to become better quicker. And so that's why it's very important that we have an approved and established curriculum within our district due to u we have between 35 to 40% of our teaching workforce are
039beginning teachers and they need that level of support. >> Now Mr. Dr. Campbell, let me ask a question to that. Um, Eureka math is with the common core, correct? >> CCS, >> CC CCSS. >> No, each they have an alignment for North Carolina. So, every curriculum is redevised for North Carolina. No curriculum is designed for one state ever. So, all of the curriculums you have to adapt based on your state standards, but they have a um alignment document that shows alignment. >> Is there gaps in Eureka? >> There's gaps in every curriculum. So they we've asked teachers to fill in with additional resources for those gaps. >> What what are we doing for beginning teachers then if 40% are what are we doing for them if they don't know that gaps even exist? >> So
040that's part of what we're doing with our coaching. So part of the coaching so the academic coaches and the principles and we'll let you hear from a couple of them in a few minutes. They help plan in those meetings and look at what the pacing guide is sharing and what is going on to help them plan what they need to add. So when we open a lesson plan, it's not just follow it word for word, but what is the standard asking? Because I know Dr. Manuel asked, how do we focus on the standards? The standard is the first piece we look at is unpacking what the standard is and what kids need to know and then also looking at the data of our children to determine what we need to adapt and change in the
041lesson. So part of the lesson planning is part of doing that. And that's with any curriculum that you use because there, like we said, it is not designed for one state. It is designed to be there as a support to help implement the curriculum and the standards and it also you look at what is best aligned. So you're never going to get 100% aligned to curriculum. >> Let me add to that um chairman but because your question is a valid question. One of our concerns was when we started this work >> was just that the gaps >> but no one realized the gaps exist because we didn't have a core curriculum. So part of the gaps was lesson design. So your core curriculum does that for teachers that they can go in and modify that
042lesson. But to that point, so these curriculums that we review help to identify the gaps that we could fill those gaps. Talk about that and then talk about the lessons designed that helps teachers. And so part of it is we knew when we looked at what was in the curriculum and what um teachers were teaching, we were not even teaching all the standards. So part of the issue we had previously without a core curriculum and consistent curriculum across the district, we had people focusing on several standards, not all the standards that needed to be addressed. And so this core curriculum has helped us ensure that we teach at least 80% of the standards that was not previously occurring. And so that has helped fill some of the gaps. But then also I'm gonna let Dr.
043Dallas talk about a little bit about the lesson design and what that really looks like. >> You know, I just want to start off by saying any curriculum without quality coaching, support, professional development is is difficult, right? So when we lay out curriculum, we don't just ask teachers to figure it out. We have really worked with our teachers to let them know that they can make judgment calls, right? instructional decisions based on what we know about the standards, what the state gives us as far as an unpacking document or weighted on the end of grade. We use that in order to start tailoring our lesson plans. Right? So, it is very rare that a teacher is going to take a lesson plan at this point and just run it from beginning to end. Right? We
044always start with the standard. And we've talked a lot about making sure that teachers engage in a gradual release, that our teachers are modeling, that our teachers have time to practice. For a while, it was hard for teachers to release students to do difficult work. We wanted to step in and overintervene. Now, we're making sure that students are actually engaging in that work. And then it always comes back to an assessment. We have to make sure that we're monitoring what students know, what they don't know. And then part of our data meetings that we've layered in is so what do we do right away when we identify a student gap, right? So it kind of all works together. So I just want to make sure that we understand when we talk about curriculum, yes, we
045want print in front of children. We want workbooks. We want them to have all of that, but it also comes packaged with the work that everybody in this room does to support teachers to deliver and implement that curriculum. >> Dr. Dr. Terry Ller, >> sometimes during these conversations, the terms uh curriculum and material curriculum and actual uh course materials like books and and those sorts of resources get um uh get used interchangeably. Uh talk about the difference um between uh curriculum and materials in terms of cost. So if you're speaking curriculum in a sense of that we lay out standards and pace them and sequence them for a school or for a district. That's called the pacing of your standards. The curriculum though is the what that is what teachers use in order to actually
046deliver the standards. So standards come from the state. They're free. We get those. We unpack them. We live them. We do whatever we can standards. the materials, >> right, >> are the curriculum. That's the what that's what we use. That's what we make sure our our teachers have in their hand to guide their instruction and that's what kids have in their hands in order to demonstrate what they know. >> So, in terms of cost, why would a different curriculum cost so much more than continuing a curriculum? Is it because we don't have any additional resources to carry over from last year? >> You want to address that one? So are you asking between a new curriculum and the a renewal? >> Right. >> A renewal you're not having to purchase everything again. So the renewal
047a lot of times is just we don't have to initial when you initial purchase you have to buy all the teacher materials. So that might involve the teachers guides, the online platform, all the manipulatives, all the books that come with it. But then after this, the renewal is really just usually the workbooks. And so it is a lot less cost associated with renewal and then you also have to pay for training. >> So so that was my question. My question was >> is it because you don't have um those types of resources that carry over from year to year. You have to purchase them brand new. >> We have to purchase workbooks. Yes. Because it's actually more costly if we would make photo copies. So workbooks are actually cheaper than photocopies of the same materials.
048M hold on Dr. Manuel Mr. Henry is next and then we'll get you. >> Do we have any inclusive teaching where teachers come together in one class to that have different subject matter uh skills? >> Reass that question Mr. Henry one more time. Do we have inclusive teaching where teachers join as a team with different um degrees of different skills that uh teach a class? >> So are you talking about two teachers in one classroom? Is that what you mean by inclusive or >> Yes. like a shared uh session >> we would have >> to bring out like if you was in the science class and you wanted to bring out math skills, can the math teacher and the science teacher work together to bring out the curriculum, >> right? They might not necessarily be
049in one classroom together while they're delivering that, but that would come back to the planning, right? Making sure because a lot of math definitely falls into science, reading falls into science, right? So it all does really blend which is why a lot of our teachers are licensed right K6 so they have that but yes not often Henry are they in the same room >> let me add Dr. Dallas we do practice that for EC where we do have the EC teacher and regular ed in the same classroom >> Dr. Emanuel, >> I I just wanted to mention in in looking at other counties, which I'm not saying they're better off than we are, so don't get me wrong, they are offering a menu of opportunities for kids to learn and teachers to teach and teachers
050to group. and they are emphasizing mastery and some of the things that they're using they're using Edmondum they're using core knowledge they're using I ready um they're using and believe it or not accelerated reading they're using different programs and what what I I saw there are two counties and county is one of them that they're using the eel for reading but what they did and I think this is my opinion we may have started off on our left two left feet because they started off with not the demand. You can't use anything else. They started off using it as a structure like you said for new teachers and all but they let the teachers use whatever they wanted to to reach the needs of the children. They didn't start off as strict as we did
051and put a bad taste in some of the teachers mouths. So that's why Anson County they're saying and just in the research that's why it's so successful. They started off with a different attitude. See, we went into it, I think, right off that this is it, nothing else. But they did and and it seems to be working well for them. And I think Charlotte Meckllinburgg is doing it as well. So maybe that's why we didn't open it up for other resources in the beginning and we didn't maybe emphasize the mastery part. And I know you can cover something, but just because you cover how to change a tire, if you don't let sit there and let me do it, I can't do it. I guess what I'm trying to say is I think we got
052in my opinion got to open up some other avenues more so than just that one thing in my opinion because in looking at these other counties, they have a multiplicity of things they do to try to help kids learn to read. That's just my opinion. Now I and as far as going what we're going to do for the rest of the this upcoming year I think and I made it my purpose to talk with some teachers. Some are disrunt and I have no idea where this is coming from now. I don't know. And I would say why don't you share that with others? Uh I'm afraid to and I don't know what you're afraid of. But then some like it and the those that like it are your new teachers and I have to be
053honest now. So we in between a rock and a hard place. I think the board members and I've just listened to some of my co-board members. They're being told both sides and I I don't know if they all been told both sides but we have some teachers that they want to go back to teach. They want to be able to use the resources so they can work with the needs of the children. And they want to be able to feel free to pull those resources and they feel those some that I talk with, they feel handicapped with this program that it's been shoved down to them that they want to be unleashed and let them select materials that they can teach their children without repercussions. And I think we probably started off with that thing.
054Somehow they developed in their brain. I don't know how it got there. >> I I'll be quiet and I'm finished. >> Mr. Chair, if I may, please. So, Dr. Man, you made reference to Anson County. Anson County, what happened there was two of the folks that started with us and went through the training, they left and went to Anson County. And we saw them recently at a meeting share what they shared. They got off the list because they adopted the work that we were doing. Share that. >> So they're they literally mirrored our work and started doing the same work when it comes to the curriculums and the coaching and all of those pieces. So they took the work that they learned here and have taken it to Anson County to start implementing it there.
055>> And and you made reference to I Ready. I Ready is something that you cannot afford. I know the district that's using I Ready, I'm not sure how they can afford that. Share that information. That is probably the most expensive. >> I I Ready is extremely expensive. Um the district that I know that used it currently under ESSER and had that funding will no longer be able to afford that and they are in the similar process of trying to find affordable curriculum. It is very very expensive. >> And then Mr. Chair, if I may, uh, so let's hear from our instructional leaders what they have to say about the process, about the growth, the changes in our students. Um, that was a request from last month. >> That that's what I was getting to, Dr.
056M, but I got a question then. Hold on. We got two more. This is my question here. Um on this these two slides here with curriculum, you got EO education on one, you got Eureka on the other. You're showing an increase in performance data on these things. Are you saying that's solely on the curriculum or is it solely on the supplement or is it a combination of both? Because I'm I'm taking it as you're saying it's just the curriculum. >> Well, we didn't have any other resources at that time. So at that time when we implemented 2021, we had no curriculum. So as we implemented the increase in implementation through 2425 >> I would like to see the numbers precoid >> and precoid we can't compare. >> It's a different test and so they'll tell
057you you can't compare that to this current. >> What numbers were we at pre-COVID? Do you know right off hand? >> Not right off hand. I'd have to pull them up. >> Okay. Dr. Terry >> Ller. Um I think it's interesting that you said that another county took the model that that we um that we created and it seems like they're doing be better than us. That's one thing. Uh but another thing also is one of the one of the things that sort of that I was excited about with having a district-wide curriculum um is the fact that in theory now what we were told was a a kid could transfer from one school to another one and go to any school in the district and they would essentially be um doing the same thing
058>> you know uh countywide. So I would my question is how many students throughout a a typical school year on average do we have that transfer uh within the district? >> Mobility is pretty high, but I'd have to get one of the principles to speak to that. But we constantly have students moving because I'm constantly transferring information and materials. Um but I can't give you an exact number. I'd have to have one of the principles speak to that or Mr. Bobby. Go ahead, Mr. Bobby. Mr. Craig coming to you. >> So, good good evening, Chairman Bread, Dr. Williams, and board members. So, again, do we have hard numbers tonight on mobility in the county? We do not have that. But I can tell you that kids are constantly moving within the county and that will
059be something that I would need to get with Miss Angela and her team to uh provide hard data on the movement of children throughout the district. Mr. Craig, >> thank you. Um Dr. Car, Dr. Dallas see the one u the standard course of study uh all teachers have access to it at their school they all have that okay >> uh and you can use many materials to teach the standard course of study >> uh don't always have to be one thing uh and I too have spoken to teachers now I'm more familiar with the math than I am the language arts uh some teachers love it some teachers don't and it's about like anything else when you talk to a group of people, you're going to have some that like it and some that don't.
060Uh I will say one of my issues of changing to something new, even if we could afford it when when the state's going to change standards in a year and you going to buy something that's going to might not go with what they change them to because we know when they change and change tests, there's test results. Sometimes it's not as good. >> But I will go back with what Dr. Maya said. I do think when we started with with these curriculums, you know, it was pretty adamant. You got to use this and basically nothing else. Uh, and it kind of changed from that. Okay. If it meets the standards, you can use it. If it meets the standards, you can use it. And, and I've said, Dr. Williamson, I'm sure you remembered. I said
061more than one time that what was being said here in principal meetings or in our meetings from principles whoever it was not getting down to the teachers because a lot of them still thought I'm not going to say they do now that the only thing they could use was Eureka or could use NL and ill. So, I'm going to say going from tonight, whatever we decide, if we decide to keep what we got, we need to make a big push that next year, next fall, we're following this. But look, you got your standard course of study here. If there's something you find that you can use that meets this standard, please add it to it and use it. Now, our veteran teachers will be a whole lot better equipped doing that than a first year
062teacher will. That's where they're going to have to have some help doing that. But but they still need to be made aware you can do these other things and you don't just have to just do this especially if students is not getting mastery of what they're trying to go over and I understand maybe we didn't cover everything and you want mastery but uh I do think there needs to been an emphasis on providing these other resources because now I've been in classes before we had what we've got now. you'll see a teacher with five textbooks out trying to prepare one lesson and and that was going on school to school and then they still weren't preparing the same lesson. That's how we kind of went to doing something with all and everybody was doing the
063same thing. So if you went from one school to the other school, you would make sure you covered that material. So again, that's just a few comments, not saying which way to go, but some things that I think we do need to look at for next fall. >> Dr. Williamson, if we can, let's get these principles. What What are they going to show to us and that sort of thing? They have had a long day. I know they're ready to rock and roll as well. >> Right. Thank you, sir. >> Good evening, board chairman, Mr. Britt, board members, Dr. Williamson, and cabinet. I'm going to take you on a quick journey with me on Monday mornings. Uh, I go to the conference room and I sit in there and I wait for each team to
064come in. And as they come in, um, again, the purpose is to look at lessons, uh, and look at the rigor of them, which the rigor's there with the curriculum. And we look at, um, my focus five years ago was when we got in there was mainly on aligning uh, aligning the standard with the material. It's a doning task for teachers. I know that uh in the lower grades they do it a lot easier than upper grades. In the upper grades it is it's a doning task. The if you look at the kid the standards they're complex and to read through and analyze those standards and then align a rigor rigor with those it's it's a hard task for teachers. So again, um, now we're able to look at the curriculum and my teachers, I
065tell them, look, what in here when we meet on Mondays, what in here you do you need to change? Do you feel like you need to change? What do you need to add? And again, we go through those lessons and we do those things. Um, I've been doing that since last year on constant. Um, the second year I started that implementation. I know I talked with Dr. Williamson and we had talked with doc I talked with Dr. Carr and we had started pushing in some things that the teachers felt like they needed to. So again I do give them the autonomy to do that when we meet. Um we always have to remember that on the end of a teacher they actually looking at what they want to do and what needs to be done
066to make this meet the standard again is a doning task. Um what I find is they need a road map and in that road map we come together and again we meet the standard the need of the standard for uh teachers again with their input. They do um make some changes to what they need to they input. I know that uh creativity was one thing, skills block for example, they come up with those activities for those students to do in skills block. There is again there is some criteria they can look at and it only helps them to make sure that they're aligning what the student needs in when they're doing their lesson plans. Again, I'm going to mimic a lot of what they said. It takes coaching, too. We're in the classroom. We're listening
067to teachers. We're having conversations. So again, it's a journey. We walk together. And again, we do listen to teachers. I know that uh a lot of times a teacher come to me, they might walk out of that meeting, come turn around and come back and say, "Miss De's, can I do this?" And I tell them, "Yes, you can add something into this curriculum." We've been again consistent with that uh that they're able to add in, take out, but again there's there's questions embedded in the curriculum that are thoughtprovoking for kids and teachers need to ask those questions and we have conversation about those questions that they need to ask. So again on Monday mornings that's how it looks um in my building. we are in the conference room and we're having conversation about the curriculum
068but get we do allow teachers to add in what they feel they need to uh if they feel like something's in there that they don't need to cover or it then again they can eliminate that. So again, the restraints have been taken off as far as that goes. And again, we do have conversations uh to build that lesson plan that is in there. They can take notes on it. They annotate on it what they want to take out and what they want to leave in. To go back to them building lessons on their own, which they can do, but it takes a lot of time when you can go to a curriculum and they've got ideas for them to draw from. Thank you. Good evening, Chairman Brit, board members and Dr. Williamson. Thank you for
069the opportunity to speak with you this evening about the impact that uh core curriculum has had on my leadership. Uh so several things that you've talked about this evening and a few others. Uh core curriculum provides a vital foundation upon which all specialized learning is built. Right? So it offers a clear starting point allowing our teachers to shift their energy from searching for resources to crafting the necessary scaffolds that um they need to meet the diverse needs of our students. When the base is solid, the heights we can reach are limitless. Um from a leadership perspective, a unified curriculum is transformative. It allows for intentional high le leverage planning and preparation during the summer and throughout the school year. Because I can study the lessons before stepping into a classroom, I'm prepared to act as
070a true partner with my teachers uh and partner with them in educating our students. whether that means standing in as a second educator or a co-teer or coaching a teacher assistant even to how they can better support the lead teacher in the classroom at the time. So we move from being administrators to being active instructional partners with our teachers. Um perhaps more import most importantly uh core curriculum ensures that no students left behind during transitions. So when a student transfers between schools and our district, their momentum remains unbroken. We have comparable data to guide their growth and the logistics. There's an ease of sharing materials and ensure seamless experience. Uh several times this school year, I've been able to reach out to a fellow academic coach or AP or principal and say, "Hey, we just
071enrolled your student. Uh can you share their materials with us?" and I'm able to get it right away and we move forward. So this consistency uh provides a backbone of our standardsbased reporting and providing families with honest and clear picture of student progress. Um by providing researchbased resources upfront, we return the gift of time to our teachers. So instead of hunting for materials, they can focus on what truly matters. So deep diving into our standards, adjusting the curriculum and instruction to ensure mastery and furthermore it fosters vertical preparation. So allowing our teams to bridge the gap between uh grade levels and sharing strategies that move from kindergarten all the way up year after year. So for myself in conclusion, you know, a core curriculum allows leaders to better support the efforts of our staff and
072guarantees a high quality education for every child in our care. >> Thank you. Thank you, Mr. Henry Brewer. >> So, uh, do you think, um, co-eing is a positive for our future and, uh, meeting state standards? Yes sir. Um I am not far from remembering my own time in the classroom and I would have loved to have had my principal step in and say hey here's an idea for you to try or hey let me work with you let me teach with you. Um I do that for my teachers. Uh, like Miss D says, I don't box my teachers into I better see this when I walk in your classroom. I'm not rigid in that way, but I challenge us to use our student data to guide what we do. And then they know when
073I come in their classroom, I'm partnering with you. I'm not in here to pop your hand or to tell you what you should and shouldn't be doing. I'm here as a common goal and that is to give every child in my building everything that they need to be successful. So yes sir. >> Thank you Dr. Fuller. >> Good evening Chairman Britz Williams and everyone. Um I will start and say this as a principal I am a much better instructional leader than I were 10 15 years ago. Um when I think of my school southside Ashpole in my K2 building I have five out of my six teachers who are extremely new beginning teachers or have a residential life license. In my 35 building there's um three out of my six teachers. And when I think
074of the work that we've done in our building, every student is important. Every moment of our instructional time is important. And any time where students are not learning and that time is wasted, we are losing our future, which is our children. And in the beginning, and I know we had our different feelings about our curriculum, but in it literally have helped our teachers to become better instructional teachers. and have helped us to become better instructional um professionals and our students are truly learning at a higher rate. When I walk down the halls and my teachers are new and I think of my own personal children, the work that we're doing in our building from class A to class B, every student is learning the same lesson. And I've been in school when we had random
075acts. We've had supplementary material and students and teachers taught whatever they liked at that particular moment. And I knew that we had to do something different. So when I think of the curriculum and everyone is responsible for teaching the same standards, that is what we do this summer. Last summer for the past two summers, u my math teachers and I got together. We went through Eureka Math. We went through the lessons. We went through the standards and then the parts that did not um we did not have lessons for, we use supplemental resources to help. And I saw the difference from the year before to this upcoming school year where we actually made sure that the lessons were aligned, the resources for EOG was aligned to what we're doing. So the teachers do have the
076opportunity to do that part. And I just know that ultimately our students are ready and they're doing the work and the teachers are doing the work that we are that we should be doing. Students have more time to collaborate. I just would not understand if I had a my building now if they did not have a curriculum. I'm not sure where they would be. I'm not sure what the teachers would be teaching and make sure that every kid from class A to class B what they would be actually learning. So it's literally helped our students helped all of our students to be successful. Um and it helped our students to think critical thinking is important. When we think of students preparing them for the future, they need to be able to think. They need to
077be able to write. They need to be able to um be productive and that is what is happening and I can say that for our school. So the curriculum literally help our teachers to understand what needs to be taught. It gives them that core framework for what needs to be done in the classroom. Um they don't have there's no guesswork to it. They have their framework and then once they especially with skills block and all block they have the information that they actually need to be make sure all students are learning. Even my international teacher it was right there for them. So with my coaching my um IoT team we're there. We have the lessons. we have the resources and we're able to help our ELA teachers, we're able to help our math teachers and
078we're able to help all of our um teachers understand exactly what they need to be doing at any given point. Um, and I just think it's beneficial to all of our children. There's no random acts in our building. there's no one that is thinking about doing something different outside of our standards because we have to make sure our kids understand exactly what needs to be taught for that grade level. And so it just removes any random acts that someone may have and that's beneficial especially to our building. When you look at the number of teachers we have in our building and their level of education as far as their lensure is concerned, it just makes a difference. And that's it. >> Mr. Chair, I will share that we're thankful for Miss Mlan, Miss Jones. She
079was in accident in first part. I think 18 wheeler um did. So your evidence that God is alive and well and good. >> Thankful that you're all right. >> Thank you. Praise God. It's a little sore, but it's good. >> Thank you, ma'am. Good evening. I'm gonna be short and sweet and to the point. I agree with everything that they've said. Um, it's kind of hard to run a school without a core curriculum. It's kind of like building a house without a set of blueprint blueprints. You just can't do it. And it's good that everybody's on the same page, like you said, Mr. Terry, from school to school. Dr. Manuel, and I'm going to agree with you. When we first rolled it out, it was hard. But we can't go back and undo any of
080that. And with anything, our the our attitude that we take on as the leader on the campus or even as the teacher, if we have a bad attitude about it, we're not going to be successful, no matter how hard you try. I remember in high school, geometry, I absolutely hated it. And I'm a good math person, but I couldn't stand it. So, I don't care how that lady explained it to me. I could not get it. But it was my attitude. I had turned my brain completely off with her. And I think some of our teachers across the county, they've done that as well. We have the autonomy to go in and and pull what we need to make things work. We don't have to sit there and read that script. If they did, I
081would go crazy. Evaluations would look really bad because all the children would be asleep. We we have they've allowed us to go in pull what we need to make things work. We Nikki, myself and little bit right there. We got together this summer and we went through all the Eureka lessons and we went through all the EL lessons and we found gaps. We created things that we could use and we've shared them with any other principal who has wanted them across the county. But again, we have got to have a core curriculum. We cannot be this one team, one goal that we keep claiming we're going to be if we don't have something to help unite us. Our job is hard enough. And you imagine me telling all my teachers, "Okay, you go find that
082to teach this lesson. You go find that." We can't do that. It's impossible. So, we ask that you support us. I understand you've got to find something. You might not like this. We don't have money. There's just just there's so many things that are coming into play right now. I don't think we need to change anything right now because what's what we're doing is it is working. But just give us give us a voice as well because at the end of the day, you know, we're we're in there with the teachers. We're in there with the children. And what we all have we all have the same idea, right? We want our children to be successful. I want all my children learn how to read before they leave my school. That's my goal. all my
083I'm not saying all of them pass an integrate test because I know it's impossible, but I want all of them to be able to read when they go to fill out an application to get a job. I want them to be able to sit there and fill out an application. That's important to me. So they can go so they can be taxpaying successful citizens one day. That's my ultimate goal. That's that's it for me. Dr. Williamson. >> Yes, please. >> Uh, elementary and middle school principles, this board appreciates the job you do, and Dr. Williamson said you could go ahead and go home. So, go ahead and go home. You've been here long enough. Dr. Terry, I know that at one point when we first adopted this curriculum, you know, in these meetings, we'd often
084hear the word script, and now it looks like um there's a little bit more flexibility being offered throughout the county, but it doesn't seem like it's being applied. um consistently, you know, among the schools. So, we need to be consistent on on how that's um how that's applied. And, you know, we're often told that principles are instructional leaders and we have that sitebased management piece. I'm just wondering if all principles have that flexibility to allow us uh to allow teachers to go off script as they see fit, you know, based on their uh at their own discretion. But I'm also wondering um we have several policies that address uh stakeholder involvement in the curriculum adoption process and um you know it's one thing to hear and I appreciate all of the I appreciate the principles
085coming out the teachers coming out um and sharing their their thoughts on this but it's also important to hear from individuals that aren't necessarily under the management of the district. So, one of the avenues I was thinking earlier this week would have been valuable to um to maybe um ask about this is the superintendent's advisory council. And I'm wondering uh if that group um as a as a core stakeholder group um was at every at any point um maybe surveyed or or asked to provide some input on um on this uh curriculum. Terry, I will tell you I came to the first superintendent advisory council meeting that we had um great group of citizens of Robinson County. I was impressed by it um at the same exact time. There was a variety of topics covered
086in that first meeting that I went to and I was pleased that it was happening in this district. I know that was something that is new that has took place, but um far as the superintendent's advisory council in the one meeting that I was in, I was pleased with what was taking place between conversations between stakeholders and that sort of thing. I was pleased with it. Yes, I will answer that one. If anybody else has anything to chime in about it. >> So, so, so these individuals were were able to provide input. Do we have that in any format in a formal way? I can't answer far as you're asking for far as minutes and what was discussed and that sort of thing, right? >> Um >> I think Jessica, you sent out what the
087stuff was, right? Jessica would maybe we have what what was discussed, but now um it was basically open dialogue. I mean, people would ask questions and it was good conversations. >> So, do we have that do we have any formalized data about the curriculum from this group? >> In the one meeting I did, it was not discussed in that one meeting that I went to. Now, if it might have happened in another one, but not in the one I went to, unless any other cabinet member can chime in which one and that sort of thing. >> If I may, Dr. Carl, we did share the math and the language arts with that group. In fact, we shared with them a release test. Talk about that, please. >> So, last meeting, one of the things we
088wanted them to see is what the rigor of the standards are and what the requirements are. And so we sat down and really talked about what the standards look like, what resources we use, and we actually had them take part of the test so that they could see what it looks like and understanding of um what kids are being asked to do every day. And they were very appreciative and said it was great to see that now they had a better understanding of why kids were being asked to do certain things once they saw the assessment, once they had an opportunity to dig into it. And so they appreciated the opportunity to have an better understanding what is the state actually requiring and why are we asking certain things because just like we heard before
089some parents were hesitant about what they had to do with their kids with math because it looked different but then when they saw the assessment that is what is on the assessment that the state requires for them to take. So it was an open dialogue about what requirements and so they could see the connection between what we were doing in the curriculum and what we were doing because of the assessments and we also share this information with our district improvement team. So our supervisors and them have also presented that and that is um stakeholders that also include different members. So parents and all sorts of other community members that are district improvement team members. So, do you have any any formalized feedback from them about this curriculum? >> No. >> Thank you, >> Mr. Bradley
090Phillips. >> So, does all of our schools um know that they have the ability or do they all have the ability to um come per se off script with the curriculum? Because that's the first I've ever heard of it. It's always been the conversations I've had, it's 100% here or nothing at all. >> So, one of the things that we worked on a lot this past year is what we call our weekly planning meeting. So, when you're in a weekly planning meeting and you're looking at a lesson plan, we ask certain questions once we get past what are the essential understandings, what do students need to be able to know and show, but we get to the point where we ask, is there any information or knowledge we have to activate? So is there something
091we need to knowledge we need to drop? Right? So that's the first thing. Is there background knowledge that we need to add? Then the next question asks do we need to make any adjustments and that's where teachers truly have the flexibility to say you know what I think we need to add in an anchor chart here or they only gave one model. I really think our kids need two models right and then we actually ask them then to adjust and we can make any adjustments as far as time goes. So, if I'm going to add in a model, I might need to cut out five questions out of the fluency part. So, we've tried to teach teachers not to just go and say, "I don't like this. I don't like this." But it's making sound
092and structural decisions about why you're changing that lesson. But that is built into our weekly planning lessons, our weekly planning meetings, >> and that's fine to be do to be doing that as long as it makes sense. It's justifiable, right? >> While they're being observed by district. >> Yes. >> Okay. Yes, because actually principles, assistant principles and coaches sit in on those planning meetings. >> So listen, I always say listen for the words. How do we adjust the lesson and how do we level it up? Those are words that you want to hear because we want sometimes teachers need to level up a lesson. >> And that's also part of the trainings we've had with principles. Um, so all of our low performing schools have had to come in for monthly meetings where we review
093how to do those planning meetings so they can effectively help their teachers identify what are additional resources I need to add. And same thing with coaches. Every time we have a meeting, we say and go through that process or make um them look at each other's process of doing planning and what do they need to change. So it's constantly helping them grow on how to do that better with their teachers because they're learning and growing at the same time. um so that they can help support their teachers. >> Mr. Chair, if I may, and I know we need to move on. >> About four years ago, I asked all of our principles, "Is your building a formative building?" None of them could ask answer that question. But we asked them at the beginning of this
094year that they now understand and how these curriculums have made their buildings in real time formative buildings. I >> mean I think as a lot of the principles said earlier it starts with the standard. You have to know what kids are going to be able to do or have to do at the end. But if we don't ever adjust to what we're seeing, it's great to have a lot of data, which is I think where we lived four years ago. We had a lot of data, but we were not responding to the data, right? So now the idea is formative is do it now. Fix it now. Don't wait nine weeks. Don't wait until the end of the year is if you see a gap exists. We've taught our teachers how to develop reteing structures,
095right? How do I retach right away? Does it have to be a whole lesson? No, it might be 10 minutes. But we're trying to get teachers to respond to the data. When you do that on a regular basis, you are a formative classroom. >> Dr. Terry, >> so I'm I'm glad you uh you mentioned reiterated the the point about data. Um you know, it seems like every time I ask a question about data, there's some tap dancing and I and I get it. But um but also if you look at if you look at where we're at, the data is showing that we are not keeping up with the achievement gap and closing that achievement gap as the same rate. Um the state is is outpacing us even even you know since since co I'm
096not even going before CO. So um when we when we're talking about data in decision making like you I use data for decision- making right so on this side of the table I'm wondering um the only thing that I have is test scores because a testimony is not the same thing as data that works well in church thank the Lord I got one too but what we what we need to see is something in in black and white other than and I think It's good. I'm I'm excited that the principles came out, but we I I I would if I'm going to hear a testimony, I would really like to hear some testimonies for someone uh from individuals that are not under the opices of the district. And like I said, the only thing that
097I'm that I have available to me is the um is the results that come from u that come from the state. And I know that we're uh doing better than we were at one point, but it seems like for all of the this there's a lot of pain points associated with this. It's not as bad as it used to be, but I'm wondering if the um if the juice is worth the squeeze at this point. >> Chair, if I may. >> Yes, sir. >> Dr. Lair, let me invite you again to schedule and sit down and let this team of folks walk you through the data so that you would see the growth, so that you will realize we're not being outpaced um by the state. Again, let me invite you to schedule and sit
098down. It is so much, but once you go through that process, a lot of that will be clarified for you, >> Mr. Craig. Um, thank you. Uh, Mr. Bradley, to kind of touch on what you were saying about, which I think felt like I've said it for four years, that the people that school didn't know, especially at first, that they could bring in other resources because we basically, it was almost said like Dr. me and said, "No, that has I don't maybe no was never said, but it has lessened over the years that if it's with the standards, you can bring it in and get it so everybody knows that." And I'm going to go back to when we started. I can't remember all the terms, but when we started the curriculum and we were
099doing new things and we had, y'all put know I fussed a little bit. We had 10 and 12 people going into a classroom and a teacher's up there teaching and that was nerve-wracking. >> That was nerve-wracking. Then you say, "Well, we're not there looking at the teachers, but still as a teacher, first year teacher, second year teacher, 20-year teacher, that was nerve-wracking to the teachers that we all went through that. That's backed off. Now you got the principal going in and y'all might pop in or something like that. But we got away from that. And then the fact too if we can get out, you can bring in other stuff. And Mr. Bradley, it's like you said, you know, I think I still don't know if that message has gotten to everybody at the same
100rate because we I think we have schools that do a better job of that than other schools. So, we definitely need to stay with that. But that three or four years ago when all those people were going in the rooms, it was just it was creating a nervous atmosphere for teachers and uh thankfully we got away from that. Mr. Bradley. >> So, I I agree that we that I know we need a curriculum. I I do. And it was great to hear that, you know, our our teachers and building leaders have, you know, the flexibility to to make changes as needed, you know, where it makes sense to fit that classroom. Um, and I know we've sat down, you me and Dr. are and looked at at numbers because obviously to us sometimes it just
101seems like numbers we don't know what the numbers mean you know so it was good I appreciate that time you know that that we spent there you it was a a painful hour and a half to be honest but it was a good mind you know good eye opener um you so like you if you want to come I'd come with you you just just to kind of share what I've experienced Um, I know I I just hope that we're we're getting that message out there to our teachers and building leaders that they have that flexibility. Um, and what does the observing what does that can you kind of just you know 30 second picture what does that look like now? because I've heard of you those you five ten folks coming in classrooms often
102and I don't feel like that's the case but can you explain some of that for >> a lot of times so if it's a principal coach going in to work with their principal or their ILT it might be like myself and the ILT for a school and basically when we push into a classroom I try to help model model monitoring the learning I ask them what they're seeing and I'm coaching that team and then typically we step out. You know, we always try to give a thumbs up, right, for the teacher. We step out and then we debrief what would be this teacher's action step. So, typically, Mr. Phillips, it's usually four. If they have a larger ILT, it might be five, but we're going in really to coach that team. So, when we're not
103there, they can do the same thing. >> All right, Dr. Terry, then I got one more thing I need to say and I'll move it on. Go ahead, Dr. I'm I'm um excited to hear about um about the progress uh that uh that our teachers and and staff are our teachers and students are making that maybe that the numbers don't exactly tell. Um but hey, a curriculum committee meeting, we meet once a month. Um I'd love to hear it at the same time as everybody else. Uh bring it out and and let's do it. Um I don't think um I would learn um I don't think going and sitting in somebody's office is not the way to conduct u public business. So if there's a if there's uh factors out there that that need to
104be bragged about, let's do it right here in public button. >> I hold my comments. >> Okay. My whole thing is this and I'm done with it. Um, I've sat here and I've listened. Um, this is the third time I've seen this PowerPoint. I saw it with y'all in the office. I seen it curriculum. I've seen it now. And I'm going to be honest, I'm disappointed. Okay? And where my disappointment comes in at, we've mentioned one word in this whole entire meeting about this subject, teacher. If you put a teacher up there that shows positive growth over a course of years, it has value to it. You've got principles that have sat out there, and I'll be honest, there's some that ain't 100% sold. They'll tell me that, but are not telling y'all that. But
105I'm disappointed in the fact that we bring these principles up here, but the teachers are the ones that teach in it every single day in the classrooms and there weren't a teacher brought up here to address this board. That's my issue with it this moment at the third time I've seen it. And I sat here and listened and listened. But I'd have loved to seen a teacher come up here and tell matter of fact multiple teachers because it has value especially when they've got the data to prove it. Moving on. Next up, Mr. Bobby Lleair. Summer hours. >> Good evening again, Chairman Britw members. included in your packet was is a copy of our summer schedule for the 2026 summer. So, uh we will begin our modified schedule on June 29th. Our work day for
106all, uh schools and central office staff will be 7:30 to 5 with a 30 minute lunch break. We will resume our normal work schedule on Monday, August the 10th for the week of uh July 4th. Uh that is the first week we will begin our summer work hours. We will work Monday through Wednesday. Thursday will be our day off. Friday will be designated as our holiday. So the only exceptions to these work hours will be of course plant operations, technology and transportation. They will adjust their schedule as needed based on of course the heat conditions. and we will ensure that all schools have these hours posted and that someone is available at all times throughout these hours throughout the summer and just wanted to share that information with you. >> Mr. John Simmons, >> you
107need this to be moved to action item? >> No, it's just for information only. >> Okay. >> Thank you, Mr. Bobby. Next up, we have public comments. There are none. So we'll move on to action items. Miss Erica sets her monthly financial report. >> Good evening, Chairman Britt, Superintendent Williamson, and board members. You have the April financial report in your packet. I can answer any questions anyone has about that at this time. >> Mr. John Simmons. >> Anything changing, sir? >> No, sir. >> Make a motion to approve. >> I got a second. Mr. Terry, >> I have a question. >> Miss Melissa Oceans Bon I mean John made the motion. Miss Liz Ocean made the second question. >> Okay. So for um for PRC 004 resource teachers that remaining balance improved um from last
108month by about 9,300 by about $93,000 was that a payroll correction or reclassification or >> so over four is a position aotment. So what I tend to do during the year if we've have teachers who over the course have maybe gone from a zero and gotten years of service I transfer those out. So we're putting our higher paid teachers there. >> Okay. Also, um the uh TA to teachers 066 has a balance of 28,000 and it don't look like we've spent any of that this year. >> So, the state changed the way they process the TA to teachers and I do that at the end of the year as well. I get with Miss Jarita because we pay a lot of those expenses up front now through title two and then request reimbursement. Previously, the
109state allowed us to pay up to a certain dollar amount per TA and we would pay the schools themselves, but they there was a time where we weren't going to get the funding and it came last minute, so we had to switch up the way we monitor that. >> Will we use all of that? >> I'll get with Mr. Jamal and Miss Jarita and make sure >> I hope we use every dime of it. Thank you. >> Yes. >> All right. We got a motion on the floor by Mr. John Simmons. A second was made by Miss Melissa Oceans. All those in favor say I. Any oppose? eyes have it. Miss Erica sets the next one. B sle source. >> Okay. So, y'all let me know. How are we gonna do the whole thing or
110piece? >> Hold on. We got We got stuff going. We got people clicking all around the room. >> Okay. >> Mr. John Simmons was first. Murker, this is what we went over a few days ago. >> This is what was presented last month and taken off. Then we had the uh curriculum updates. This is the conversations that Dr. car has been saying or what the renewals. Um and then moving forward, we would do a full and I'm probably not using the right terminology, career um committee to move forward once those standards change. These are the renewals required to continue to bridge that gap year until the new standards come in place. >> Make a motion to approve. >> I got a motion been made by Mr. Vonte Leech, a second by M I mean motion
111made by Mr. John Simmons, a second by Mr. Vonte Leech, Dr. Terry Lleair. >> So, Mr. Erica, policy um 60 6430 says, I guess in part, that when a purchase is requested under the sole source uh exemption, uh that the purchase officer shall provide the board with documentation to justify the use of the exemption. So c so if you don't mind can you identify like for each vendor listed whether the justification is like a no competition one source or standard the standardization compatibility issue. >> It's a standardization and compatibility. So it's what we've been using over the years. So we want to continue with it. >> Yes sir. >> For every one of them. Okay. >> Yes sir. >> So if we're going to um >> they're all renewals. So, are we going to treat
112these as a group of purchases under policy 6430 or are we going to go through them one by one? The the motion that's on the floor was to approve them all. >> I got a motion, Miss Christie Fields. I'd like to make a substitute motion that we remove great mines Eureka and open up Eel from the Soul Source Vendors and approve all other items. >> I got a substitute motion made by Miss Christie Fields. >> I'm sorry. Could you restate the the substitute motion moves, please? >> Go ahead, Miss Christie. I'd like to make a substitute m motion that we take great minds eureka and open up eel off of the list and approve all other items. >> You got that Mr. Schwarz? >> Yep. >> All right. I got a substitute motion made by
113Miss Christy Fields. Second made by Mr. Dr. Terry Lcleair. All those in favor of Miss Christy Fields's mo substitute motion of take off great mind Eureka and open up eel. All those in favor raise your right hand. >> You got this. >> One, two, three, four. >> Let me get that. I'm sorry. >> Okay, hold on one second. Hold on. Can Can we get the show hands again? I'm sorry. Miss Monroe, are you scratching or >> or voting? No, that you need the vote. Are are you voting in favor of that or not? >> Are you voting in favor of it or not? >> Well, she has a question. >> Is she allowed to answer ask question? She can ask question on the on the motion if um that should have been taken prior to
114the vote. >> The question should have been taken prior to the vote. >> Can we revote? I didn't get the full vote anyway, but we need to get the questions first. >> What's your question, Miss Crystal? >> So, I'm just um if we did take them off, would there be a backup plan like for the core for a core? Like if we're going to take these off, what would be the next step for the teachers? >> Craig, you got your button pressed? >> That's uh my same question. Basically, if if we don't do this for this year, what are we going to do? I mean, that's just that's my question. >> Well, at this point on on today, May the 12th, there's not obviously enough time to go through all the process to implement a
115new curriculum. So that would be something that we would have to we don't have another an option at this point. >> Do we need to take another vote? >> Any any Well, we I mean I need the first vote. So we need to take another vote unless there's more discussion. >> More discussion there. Mr. Vonte Leech. Also, isn't the new state standards are coming out with a new curriculum in like 2027? >> That's for science and or math and then science, ELA and then math. >> ELA too. >> So, okay, >> Dr. Emanuel. >> Well, it's not a feudal attempt. If if this vote passes, you do have an opportunity to bring in other resources in. You do. I mean, companies will be glad to come in now if it passes. I'm just saying it's
116not feudal that you give up and say, "Whoop do there's nothing we can do." There's always companies that would like to come in and offer you some merchandise. >> Go ahead. Hold on. Dr. May, you got another question. You got your button pressed. Miss Melissa Ocean. >> Okay. So, we obviously if we remove these two items, which I'm not a fan of either one. Um, but if we remove them at this point, we've already come to the conclusion that we can't afford anything else right now. Not a not a new curriculum. So, I mean, we're they just we just throw them out there and let them we go back to what they used to do when we went to school. I know back in the day and I made somebody speak up um teachers from
117each grade level got together and done pacing guides according to the standard course of study along with it. Am I correct on that? >> Dr. Terry, Dr. Emanuel with your um experience um in u in leadership here at the uh at the central office what are your so the sentiment seems to be it's too late we can't do anything our backs behind the wall please comment on on that >> yes ma'am >> well it's never too late to try to help children you know and I think you would need a committee to come together and there are always as I said before companies that would be willing to show you their wares. Um I don't think it's too late. That's my personal opinion. Now would you like more time to plan? Sure you would. But
118you can't My opinion is you cannot select a program for teachers without teachers selecting it. That's my opinion. Uh a district office cannot select a curriculum. teachers have to select that curriculum and you could get a group of teachers to work together to recommend. Now, the thing that there's no money, well, we got to have money to pay these people. So, that's 600,000 there that there could be some kind of future. All right? And just looking at what these other if you go look, you all can research it just like I did and look what other counties are using and even look at the amount of money they're using. It's not, you know, just like I already you said it was very expensive. True is expensive, but it's not $3 million. And Erica has just
119said there's 700,000 and something she just mentioned. And then you got the 600,000 that she going to pay uh I read and I already e the e curriculum. So what what's that 600 and 700,000? That's a million and what something in other words. >> I'm sorry Dr. manual. The 741 won't be available until July 1st. >> Okay. Well, then what I'm trying to say is to say we have no money for curriculum to say that there's feudal that we just hope to do and give up if this passes. I don't think that's true. >> And you said the optimal thing that teachers have to be involved in the process. >> Exactly. In my opinion. Now, >> it it's not even it's not an opinion. our policy 110% and stakeholders. All right, Dr. Williamson. >> Yes.
120>> Lord, help me to say what's right. Okay. For the 10th time teacher was involved in the process. I as a simple question. How how did we get in the that we were taken over by the state? How did that happen? How do we think that happened now? And so we're willing to take this district back. And so the question was asked, what are we going to do? You're going to live with the decision you made tonight. That's what you're going to do. You got to live with the decision. You didn't value what principal said. We brought teachers in. Then you know what was said to us? Well, you handpicked the teachers. Come on. That's what was said to us. That's why we didn't bring teachers in tonight. How do you think we got in
121and created all the gaps that was created? But whatever we decide, we got to live with it, right? We got to live with whatever we decide and ignore the progress that we're making. Ignore what our instructional leaders have said and why. and why we've explained when the new curriculums are coming on. We will go back through the same process. But again, teachers was involved in selection of all these curriculum. So that's to say that was didn't happen is not true. Not true. Anybody else? So Mr. Schwarz, are we back? >> You now have the substitute motion on the floor for a vote and to restate the substitute motion. >> Please do. >> By Miss Fields um is to remove great minds eureka and to remove open up eel from the list and approve all the
122others. >> Substitute motion was made by Miss Christie Fields, second by Mr. Dr. Terry Lleair. All those in favor raise second. I'm sorry. >> Dr. Terry Lleair. Second it. >> Okay. >> Motion and substitute motion made by Miss Christie Fields. Seconded by Dr. Terry Lleair. All those in favor raise your right hand. >> Okay. Let me keep keep them up if you would. That's Miss Fields, Emanuel Brewer, Phillips Lair, and Britain. oppos. All oppose. >> Okay. The rest. Thank you. Got it. >> Miss Erica >> 25 26 26 27 budget proposals. So please tell me um you know we went over um I'm sorry the finance committee meeting we had that last Wednesday and went over in detail our 2526 budget our 2627 budget proposals um and we are bringing those forward for approval tonight.
123I do want to mention late yesterday we received federal planning aotments. those federal planning aotments are um a little over close to $2 million less than what we've received this school year. So, we do want to discuss amending our request to the county to include an additional $3 million. So, I know what we discussed initially at last Wednesday was we were going to do a total request of $5.5 million, three million of which was a sales tax transfer from our own funding with uh capital outlay into local current expense. Based on the federal planning allotments, we want to amend that to 8.5 million. again with three million being a transfer of our own funds from county sales tax to county appropriations and five half million dollar request to the county >> and that has to
124go to the county commissioners right >> that's correct >> and as we discussed at that meeting we're going to get together you and Mr. edge to come up with some dates for us to have those conversations. >> I've got some dates that I've got to run by him. Yes, ma'am. Yes, Mr. My question. So, y'all >> I've got them right here. Yes, sir. Mr. Craig. That'll be on the agenda for tomorrow. >> I did also want to mention there was breaking news today that North Carolina has reached a deal on some of the major talking points. I'm going to show my ignorance. It's not clear to me if that is a 2526 budget or a 2627 budget, but they have agreed upon the raises and some of the tax cuts. So, we have a good
125position to move forward with a budget in whichever year it occurs. >> Yes, >> it's a bianual budget. So, it would be for both both years 256 and 26 27. But what I'm what I'm hearing is that they're looking to get a budget by the end of June >> for to become effective uh July 1 of >> 2025. >> So they're going to by the end of June they're going to retroactive or we don't know all that yet. All that will be forthcoming. >> Yes. >> On all the language involved in that. But there are very positive points that both chambers um agree and are moving forward with the budget. Dr. Emanuel, >> you just answered my question. I was saying, would it be retroactive for teachers? >> There there's nothing in the language yet
126to indicate. I think the timing of it is going to be >> something that they're going to have to work on. They've indicated they still have weeks of work to do. So, we don't know any of that yet. >> That would be wonderful. But it does mention raises for employees and bonuses for employees. But we'll have to get all of those details as they move forward. It still requires approval from the House and the Senate and a signature or a time lapse from the governor. >> Miss Erica, can you um say again what your what our proposal is that needs action on? >> Okay. So, we're presenting the 2526 budget in full and we discussed why, you know, that's late for the reason that I just mentioned we don't have a a North Carolina budget
127this year. Um, the 2627 budget proposal would be a total of a $8.5 million request to our county. Three of that eight million will be our own funds from capital outlay. We would ask for them to transfer that to it requires county commission approval to transfer to local current expense and we would have a local current expense request of $5.5 million and the budget resolution is a summary of the 2526 budget bypurpose function. >> Mr. Bradley Phillips. >> I make a motion to accept um Miss Seltzer's um budget proposal the way she explained it. >> Got a motion made by Mr. Bradley Phillips, a second by Mr. Henry Brewer. >> And to be clear, this is the superintendent's recommendation. >> Yes. >> All those in favor, raise your right hand. Any oppose? >> Unanimous. >>
128Eyes have it. Unanimous. >> Thank you, >> Miss Seter. Thank you. Before we go into close session, I'd also I I've seen him sitting over, but I slipped my mind. I'd like to recognize former House Representative, Mr. Charles Graham. We appreciate you being here, sir. >> Miss Melissa Oceans. I need a motion to go into close session. >> Yes, ma'am. >> I move that the board enter into close session for the following purposes. to consider confidential personnel matters as provided in North Carolina General Statutes 143 through 318.11A1 and A6 and 115C through 319 to consult with the board of education attorney to preserve the attorney client privilege and to consider the following opinion litigation Jonathan Dao versus Matthew Lleier Dr. Freddy Williamson and PSRC Board of Education 26CV 000763-770 Robinson um Amber Dunn versus PSRC
129at all 7.25-CV-01561 25- CV-01561 and Jessica Elizabeth Kimp versus Board of Education for the public schools of Robinson County and Bobby Llear 25 CV00005984-770 Robinson as provided in North Carolina General Statutes 143 through 318.1183. >> Got a motion by Miss Melissa Ocean, second by Mr. Bradley Phillips. All those in favor say I. Any oppose? Eyes have it. We are now inclusive. I need a motion to come out of close session. Um >> motion to come out of closed session. >> Motion's made by Mr. Vonte Leech. A second by Mr. Henry Brewer. All those in favor say I. >> I. >> Any oppose? Eyes have it. 10 there. Mr. Schwarz. Uh, a motion to approve personnel list as amended page 35. It's the four-year contract for the administrators. >> So, we got a I got a
130motion made by Mr. Vonte Leech to approve the personnel as presented including the additions and pay amend page 35 to fouryear contracts. >> Correct. >> Second by Mr. Henry Brewer. A motion was made by Mr. Vonte Lee. Second by Mr. Henry Brewer. All those M >> another second besides Mr. Brewer because I understand that Miss Fields, >> Mr. Brewer, um Mr. Brit, and Mr. Lowry are all recused from this. >> I got a second by Mr. Phillips. So motion was made by Mr. Vonte Leech, second by Mr. Phillips. Um and like you said, Mr. Brewer, Mr. Lowry, Miss Fields, and myself will recuse ourselves. All those in favor say I. >> I. >> Any oppose? Eyes have it. 70. Mr. Schwarz. >> Uh 6, right? >> Seven. >> We had four recused. We got one
131missing. >> Yeah, that was right. Well, she >> thought she was recused. Okay. So 70. >> Yes, sir. >> Sorry. Thanks. >> That was um Britt Brewer Fields and Lowry recused. >> Yes, sir. Crystal, >> make a motion to adjurnn. >> Motion made by Miss Christie Fields to adjurnn. A second by Mr. Bradley Phillips. All those in favor say I. I. Monroe. Miss Monroe. Have it. We are That was