001Good evening and um welcome to the public schools of Robson County October 14th board meeting. I hope everybody is doing well. At this time I'd like to have a moment of silence for um let's also keep in mind Miss Melissa Branch who was a TA at Long Branch um whose funeral was today. I appreciate central office staff that filled in while those teachers went to that funeral. speaks volumes. Um, three students at EE Smith High School that were football players. We need to keep them as well. And, um, Miss Crystal Monroe is absent tonight because her brother-in-law passed over the weekend. So, let's at this time, let's take a moment of silence. >> Thank you. Next up is the pledge of allegiance. Um, we have Chief Shaw with Red Springs High School, JOTC. We appreciate
002them being here for the Pledge of Allegiance. >> Good afternoon. Good afternoon, everyone. We are here representing Red Springs High School's Army Junior ROC program. Please stand for the pledge of >> allegiance 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. Chief Shaw, will they um introduce themselves to us and what grade they're in? >> Hello everybody. I am Cadet Salvore from Red Springs High School. >> Good afternoon. I'm Cadet Morales from Red Springs High School. >> Good afternoon. I'm Cadet Martinez from Red Springs High School. >> Good afternoon. I'm Cadet Peno from Red Springs High School. [Applause] Thank you. And thank you, Chief Shaw. Next on the agenda is the adoption of the agenda. >>
003Okay. I have a motion by my Mr. John Simmon. Second, Mr. Terry, you got a question? >> Uh, Chairman Breen, I'd like to um modify the agenda if you don't mind. Uh I I would like to add as an information item a discussion about uh the possibility of reading reinstating the uh the HR committee that we had in the past. Uh I know that um that the superintendent is putting together um a group of individuals at district level and maybe at the schools to discuss some um as as a community uh effort to sort of reach out. But I think it's our responsibility as a board to um to to have a HR committee to discuss um some of the some of the staff needs that we have and um and what we can do
004perhaps as a board to um to feel the needs of our staff and to hear them out and to um and to make movement toward progress in that area. So you're making a motion >> to agend to amend the agenda to add as a information item a discussion um of reinstating the human resources subcommittee of the board. >> There's been a motion made by Mr. Cherry Lleair to amend the agenda to subcommittee. Does he have a second? A second by Miss Christy Fields. All those in favor raise your right hand. All oppose. >> Dr. Emanuel. >> My only concern, Mr. Terry is when you get into personnel, there's so many laws and protections for the personnel and so much that we there's not much we can do as far as who can be hired or
005there are regulations guiding that and I don't really know and I know you want a discussion but I don't really know what we as a board what we can do to set regulations for hiring and also there is an EPA to assist personnel. Um, that's my concern is would we cross the line legally of anything that we could do? And the law also gives superintendent the right to hire and that those are my concerns. >> Mr. Cole is Miss Melissa online. >> All right. The vote fail 64 four to five. So doesn't pass. I need a motion. I had a motion on the floor by Mr. John Simmons to approve the agenda. Second by Mr. Vonte Leech. All those in favor? Any oppose? Approval of minutes. So motion's been made by Mr. Vonte Leech. Second
006by Mr. Craig Lowry. All those in favor say I. Any opposed? eyes have it. Information items. Mr. Jamal Campbell Monthly Impact Award staff recognition. You have the floor. >> Good evening. If I can have all the board members to join me at the podium, please. Good evening to Chairman Brit, Dr. Williamson, and super members. I'm here tonight to recognize October 2025 impact award recipients. Our recipients exemplify our district's one team one goal model. These individuals work collaboratively to 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 Ventor and Sign City for sponsoring our plaques. We want to first recognize our classified employee of the month, Mr. Herbert Washington from the Lumpton Junior High School. He's joined
007by his principal, Dr. Germaine Watson. Mr. Washington, >> put that in there. >> So, Mr. Washington. We are proud to recognize Mr. Herbert Washington, teacher assistant at the Lumberton Junior High School, as the district's October 2025 classified impact award recipient. His principal, Dr. Jermaine Watson states, "Mr. Washington is always willing to step in and assist wherever he is needed across the campus, whether supporting school events or lending a hand in day-to-day operations. He demonstrates flexibility, reliability, and a strong commitment to the school's mission. His dedication, positive presence makes him an integral part of the Lington Junior High School team. His impact is felt by students, staff, and families alike. As a district, we celebrate and honor Mr. Washington for this powerful difference he makes each day. Thank you, sir. [Applause] [Music] It's all right. >>
008Mhm. [Applause] Next, we'll have Mr. Isaiah Stanley for our certified employee of the month. It is from the Lumberton Junior High School and he is joined by his principal, Dr. Germaine Watson. Look at all those. The Pope Schools County is proud to recognize Mr. Isa Isaiah Stanley, math teacher at the Lumberton Junior High School as the October 2025 certified impact award recipient. His principal, Dr. Germaine Watson, shared that Mr. Stanley provides critical leadership and support for both students and staff. As math department chair, he leads with vision and collaboration, ensuring alignment in curriculum and instruction across grade levels. In his role as digital teaching and learning technology coach, he equips colleagues with innovative tools and strategies that enhance instruction and expand opportunities for student engagement. Mr. Stanley's impact extends well beyond his classroom. He is
009a leader, innovator, and advocate for excellence, making him an essential contributor to the growth and success of Lington Junior High School. Mr. Stan, we we congratulate you and your dedication impact to both students and staff within our district. Thank you. [Music] Cheese. I heard the cheese. I got cheese. Congratulations. [Applause] [Music] Are we finished? [Music] Mr. Campbell, thank you, sir. And um you're actually up next again with principal appreciation month. So go ahead. You have the floor. Good evening again, chairman, school board members, and Dr. Williamson. This month, we celebrate principal appreciation month. We pause to honor the remarkable leadership and commitment of our principles across the public schools county. Every day, these dedicated leaders put in countless hours to ensure that each child and adult who enters their school feels safe, supported, and welcome
010in an environment designed for learning, growth, and success. Over the past 5 years, we have witnessed an extraordinary transformation among our principles. They've evolved from being managers of their buildings to becoming true instructional leaders, guiding staff development, fostering collaboration, and ensuring that teaching and learning remain at the heart of every decision made. The 39 principles who lead our schools bring a wealth of unique talent, skills, and perspectives that continue to strengthen our district. Through their passion and leadership, we are seeing steady growth not only in our students performance but also in the professional development and support of our staff. On behalf of the superintendent, the cabinet and the school board, we extend our deepest gratitude to our principles for the exceptional work that they do every day. You embody our district's one team, one goal
011motto, and we celebrate you for the unwavering commitment you bring to our schools and community. And for that we give our president a hand clap. Thank you. >> Thank you, Mr. Jamal. And yes, he is correct with they are the building leaders and we appreciate all they do day in and day out. Next up on the agenda is the special recognition of Denise Parker, Dr. Freddy Williamson, and Dr. Joanna Cole. >> Thank you, Mr. Chair. Let me ask Dr. Nicole if you'll come and speak, please. Good evening. I'm Dr. Cole, principal of Roland Norman Elementary School. It's an honor to be with you tonight and to recognize the lady to my left who does not want any recognition, but who deserves it greatly. We would like to recognize Miss Denise Parker, academic coach at Roland
012Norma Elementary School, for her exceptional composure, quick thinking, and dedication to student safety during a recent classroom incident involving a potential threat. In a moment that required immediate action, Miss Parker stayed calm, acted fast, and made sure that every student was safe and supported. Miss Parker's actions reflect the highest standards of professionalism and care that define our school community. Her ability to remain focused and prioritize the well-being of our students exemplifies the core values that we hold as educators, safety, responsibility, and compassion. We are deeply grateful to you, Miss Parker, for your courage and your leadership. [Applause] Thank you, Miss Parker. Thank you, Dr. Cole. Next on the agenda is the focus broadband brand grant awardees. Dr. Wendy Dorsey Carr. >> Board members, if you'll go ahead and come up as we recognize [Music] Good
013evening, Chairman Britt, Superintendent Williamson, and board members. It is my pleasure to recognize our 2025 Focus Broadband Smart Connections Grant Program recipients. This year, three Robinson County educators receive funding for creative and impactful classroom projects that will benefit students across the county. These grants provide resources for programs in STEM, creating opportunities for students to engage in hands-on learning, explore new technologies, and develop critical skills for the future. So to recognize our first recipient, art educator Tanga Bullard. She received a grant for 30 and me. The grant will help purchase 30 merge cubes, enabling students to interact with virtual 3D models and develop a deeper understanding of abstract concept through augmented reality. >> Thank you. [Applause] I'll get the next with her. Our next recipient is Caitlyn Combmes from Peterson Elementary for her hands-on fractions grant
014that will help her purchase hands-on fraction tiles which will offer a tangible visual way to better understand fractions, decimals, and percentages. Congratulations. And our next recipient is Crystal McDonald's from Magnolia Elementary School for the Trojan Bots. Through this program, students in her class will enhance critical thinking, problem solving, and teamwork skills by building, designing, and pro programming robots. Congratulations to those individ individuals. Next up we have Hispanic Heritage Month, Miss Jessica Cely. >> Good evening, Chairman Bri, Dr. Williamson, and board members. Hispanic Heritage Month Month is celebrated from September 15th through October 15th annually. This month, various celebrations across the district continue to take place as we honor and celebrate the contributions of the Hispanic community to our country and our world. >> Thank you, Miss Jessica. Next up is breast cancer awareness month. >>
015Yes. Um October is breast cancer awareness month. Our district joins communities everywhere in recognizing breast cancer awareness month. This month is a reminder of the importance of early detection, regular screenings, and supporting one another with compassion and hope. Together, we honor those impacted and continue to share hope for the future. Thank you. >> Thank you, ma'am. Next up, we have district school improvement plans, Dr. Wendy Dorsy Carr and Dr. Deborah Dallas. You'll have the floor. Good evening, Chairman Britt, Superintendent Williamson, and board members. Tonight, I'm here to share information about our school and district improvement plans. Before we get into the actual plans, I want to provide a definition of a low performing district. A low performing district is a district where more than 50% of the schools are low performing. I also want to
016provide an overview of a low performing school. A low performing school is a school that has a letter grade D or F with met or not met. This year we were one school away from getting off the low performance um list or 08% away from getting off that list. As a low performing district, we utilize the same model for turnaround as a state adopted relay model. Schools send out their letters to notify parents about the low performing school and districts depending on their designations. There is no additional funding that comes along with um being a low performing school or district as we work through this model as outlined by the general statute. Once a school LEA has been identified as low performing under this section, we have the following actions that we must take. Hold
017on one second. >> Miss Christie Fields, go ahead. >> At that first your first slide, so you said it's where more than 50% of the schools were are low performing. >> PSRC is at 52.6%. How where is the 08? >> So there was one school and I a great question. One school that was uh 08 away from being not low performing which would have taken us off of that list. >> So let me give you the point. >> So the growth index for that school was a 1.92 and if that school would have been at a two, we would have come off the list. So that's where we say the 800ths of a point. >> But we're 52.6, >> right? But it would have taken that one school if she would have that school would
018have had the 800s of a point to make a two for their growth index. That would have been the extra school that would have put us under the 50%. Does that make sense? >> Dr. Dallas. Also, keep in mind, keep in mind that school met it needed to have exceeded. >> Your math ain't math. And 2.6. We got to be at 50. So, we could be at 50.6. >> She would have been the school that would have been the school that would have taken us over more than half of the schools. So, when we say we were 800s of a point away, it's because the growth index of that school was 1.92. If that school would have had a 2.0 growth index, they would have not been identified as a low performing, which means we
019would have not then been identified as a low performing district. >> Half of our schools in the district would have been >> okay. >> And Dr. Dallas up that is DPI calculations, not ours. >> Yes, those are DPI calculations. So next I'm going to outline um the steps that we need to take. So the first thing you'll notice is that the superintendent based on this um general statute within the first 30 days has to um make one of three moves when we look at a low performing school. One, the principal can be retained in the current position. Two, they can be retained and receive a plan. Or three, be de dismissed or demoted. and we will get into more details in close session regarding those um pieces. As a lowperforming school, each school has to
020have a school improvement plan that identifies 12 indicators that have to be part of the plan. And these 12 indicators are determined by the state. And so you'll see on the next two slides, these list the 12 indicators or 12 actions that we have to have in each plan for a low performing school. The next step is that the district creates a district improvement plan. And that district improvement plan has to address each how the um district will support the low performing schools, if there's any policies that may need to be changed in order to do that. And then early childhood learning. When we develop the district improvement plan, these are the indicators that the state requires us to have as part of our plan. So all of these indicators will be found in our
021district improvement plan that we're about to present to you. So first you'll see these are the goals based on the data that we shared at our last uh meeting in September that shows where our targets are for each of the areas based on where we currently are and our next steps for improvement. So what you'll see is in the next few pages I'm going to share each of those indicators that you saw on the previous page that the state says we must include and what we are sharing here is the additional actions that are being added to help support the schools and the district as a whole to continue turning around. So you'll notice on this page we have such items as when we look at subgroup achievement some of the things that we noticed
022that we needed was to identify reading foundations trainers look at suicide risk referrals and gaggle alerts um look at the tutoring for YDS um for our students look at ML and EC professional development and also look at advanced opportunities for our students through other avenues to take more advanced courses and then also CPI training which is how to do to deescalate behaviors. So, it's deescalation training for our students. >> Hold on one second. M Miss Christy Fields. >> Yes. >> So, you have on here monitor tutoring provided by the youth development specialist. What about your interventionist? Why why are we so talking about youth development? >> So, the youth development is a district um position. Interventionists are not at every school. So that would be part of the individual school improvement plans for them to
023put in their plans of monitoring the impact of the interventionists. >> And so how do you make sure that your YDS are following the grant? >> That is part of what um Dr. Conniey's position is to make sure those pieces are occurring. And so that's why she's part of that team to help us determine what work she's what they're doing in the schools. >> And so who are your ML professional develop professional development? who who are the who are those folks who that were would be doing that piece >> the multilingual training some of it is through the state department that's one of the pieces we usually um recently did because there was some new information coming out about multilingual students so we had somebody from the state come down to share that new information
024but then that is also when we look at Sandra Lopez she works with the teachers in the schools directly to help support them with the work they're doing inside the schools so it's multiple people. >> Okay, >> hold on one second. >> Yes, >> Mr. Bradley Phillips, then Mr. Henry >> Brewer. >> Hey, so I just got a question on EC professional development. Kind of walk me through that like what what does that look like as we you know today, what does that look like? And you if we find needs where you know, let's say this individual needs more training here, like what do we do? >> Absolutely. >> Cases like that. >> Absolutely. So part of this um when we look at EC professional development is not only the teachers but also our instructional
025leaders in the building. So just recently last Friday we had a training with the state department on how to serve as a LEA representative in a training but then also we have PLC's or professional learning communities set up for teachers to join based on what they're working on. We also have sessions for beginning teachers that are EC that um our EC department runs and they come and meet sometimes at Carol Middle, sometimes virtually so that they can work through that process. And then also we have additional sessions that we hosted just like last Wednesday on how to utilize the tools and how to like goal book and those things that you helped us adopt to support our needs is um and then some individual coaching through that professional development. So if we see a gap
026where a teacher assistant might need some training, this is where um they can help provide additional support that way. So some of it is for everybody, but then others it depends on the school and the particular need. >> Okay. Is there any kind of certain amount of credit hours or >> Yes. So depending on how long it is, they get so many credit hours. So yes, we collect credit hours. So for any professional development we do so that our teachers and administrators get the credits that they need to renew their license. So, if I'm an if I'm an EC teacher or a teacher's assistant, like >> on an average, just so folks are aware, what >> how many hours of training would you say? >> Well, >> I could get in a year or I
027would >> Well, it depends because it's not just um special education training they may get. They may get letters training, the school technology training, they may also get every school turns in um their forms for the training they do at the school level. So they could get three, four credits or 30, 40 hours of credits a year easily and that's what they need in order to renew. So but most of that is just naturally what they're doing when we think of planning meetings, data meetings, like things that they're already part of their role, but it's helping them get those credits as they're learning the process, too. >> Great question. >> All right. Next, Mr. Henry Brewer. Uh going back to page 11. Um the first question I want to ask is these numbers. Are they
028going to be achievable? Do we think that they're achievable? >> You mean the PSR on page nine? I'm sorry. I want to make sure I'm on the same >> Oh, I'm sorry. We had to take out a slide. Yes. So, yes, slide. Um so, yes. So what we looked at is what is um based on previous history and based on what the state says is achievable when we look at the percentage of growth every year these are achievable goals. >> So the only way to monitor that is wait for the state to give us results. >> Yes and no. So some of it yes but we also have check-ins throughout the year. So we use benchmarks. We also look at our data from our formative assessments. So when you look at the curriculums and those
029assessments, we can see how they're doing there and we can also look at classworks which is our universal screener which gives us prediction of how kids are doing to see are they on target to reach that goal. So we have multiple tools that help us in between to monitor how they're progressing towards these end of the year goals. >> I have one additional question >> um for our EC process. is a critical area. Um when we make decisions to staff our EC folks, >> um do we have a process that we um look at to determine they're certified to do whatever assignment they're assigned to or is it a is it a peer group assignment? >> Mr. Jamal, do you want to answer about because it's an regular HR process. It's not as far as
030checking. If I understand your question correctly, Mr. Henry, so if a person's apply to be an easy teacher, we of course look at their their degree, see what area we can license them in. And so some teachers can be licensed in self-contained or they can be um um AC resourced. And so we go through that process with them to see which area they can we can actually license them in first. And then um there's others who could do both. And so we talk through that process, okay, if they had some um experience previously and there's some who have had some background either in um private care and so we see we can utilize them in probably more in the um EC10 classrooms. >> I guess I wasn't totally clear. Um, what I'm what I'm thinking
031about is we we hire teachers that have uh a BA degree or whatever, but they're going back to get their certification. They're working on certification. Then we have folks that are that have been certified and working with us for years. My question is, do they have priority over the newcomers that are working on certification? in different fields of needs. >> So I'm I'm still trying to get clarification on on your question as far as power. So you're saying like a teacher Jamal Campbell who is working out of school. I'm already EC teacher or you're saying Jamal Campbell who is associated teacher want to become an EC teacher like what what are you specifically asking Mr. Hammer? >> Okay Jamal let me answer the question. So to place a EC teacher in identified area, it must
032be part of their license. So the fact that an EC teachers has a EC license does not qualify them to teach every identified area. It must be part of their license. Thank you, >> Mr. Henry. Are you good? >> Mr. Mr. Craig Lara. >> Oh, thank you. Uh, since we're talking about EC and we know EC is a very hard area to field >> it just continuously. >> I'm curious if you can answer tonight. Do we have any schools in the county low performing or not that does not have an EC teacher on campus that you're aware of? >> Not that I'm aware of. every teacher. I believe every school has at least one EC teacher that's certified >> certified. Some do have subs or long-term subs, but yes, I believe at this time we
033have pretty much every school at least that has one certified teacher on campus. >> And I'm just and to follow up with that, >> I I think that is very important that at least one person whatever has to be done to get one certified person because of all the paperwork and we it's extensive. is complicated and uh the subs do a great job, but if if they don't have somebody there can help them with that, that that's a problem. >> And and let me answer, we also hire after hours, which is teachers, to help support the schools that have more subs. So after hours people that help us do the EC paperwork or compliance work to support the needs of those schools. >> Okay. Thank you, >> Mr. Chair, if I may. Also, Ren and
034Greg a great question. We also practice inclusion to teacher model. So we make sure that there is always a licensed certified teacher. Okay. >> Dr. Terry Ller. >> So on my um on the slide date that we have here, my slide number 11 is P PSRC goals, >> right? And uh the first bullet point for example is PSRC will increase the GOP from 37.5 to 42.5 by June of 2026. >> We were told that that we don't have results uh from grade level performance and testing data and everything until the state certifies it and that's September. So are you telling me that you will know by June of 2026 these numbers? >> No, the testing will be complete. We still won't have the official scores till September. >> Why does this say June? >> Because
035of the when the testing ends, we still have to put that as the end goal date. We have unofficial things that we can look at, but it won't be anything official till September. >> So, you're saying for the district improvement plan, it has to be June. >> We have to put June. Yes. >> But you'll know >> we'll know officially what the official scores are in September. But we are the goals have to be yearly ending in June. That's requirement. Sir, that's a estimate. >> What do you mean? >> It's a estimate that we'll have in June where it's just not certified. >> We they won't have clean data until September because what happens is they clear out students that don't count all of those other things like if a student was only there a
036month, those scores don't count towards the district. So, we don't have clean data in May or June to tell us what our final official scores are. And basically we're shooting for the 42. >> We're shooting for the 42.5%. Yes. >> Got it. Any other questions? Go ahead and continue, Dr. Car. >> Okay. >> So on B 102, we're going to continue working in collaboration with federal programs to make sure when we look at funding sources that based on the data that our schools are being supported to meet the needs. Um, if you look at our next indicator which deals with just school improvement in general, this talks about how do we help additional support for low performing schools which is part of what we're doing is we're having monthly PLC's or professional learning communities with
037our principles and our ATSI CSI and low performing schools around the coaching model that the state has implemented. And then we also look at um the Canvas course to support that and look at how our um SEC supervisors. So if we look at all of our supervisors in our department and our MTSS team, how they support those focus schools based on the particular needs and the data that was shown. So if they have a weakness in seventh grade, for example, in math that a person goes out to that school to support that particular area in addition to their regular support time. When we look at the next one, this is about professional development beyond what we already have. And so this is where um on top of the professional development that you see posted in
038the dish on the district website with all the PD and professional development we talked about, this is where supervisors based on the observations and the data collected that we collect all throughout the year. We provide additional sessions for a particular school or particular subject and maybe even a whole grade level depending upon what we see in that data. So, if we get check-in data back and see a gap, we may provide data or um professional development sessions based on that particular gap to help support our schools. >> Hold on one second. Dr. Mr. Craig >> Larry. Uh thank you, Chairman Brit. Uh Mr. Terry, your question that brought this up and I'm I'm gonna have to jump back to page 11 question dealing with that >> and and going back, Mr. Terry, the first thing
039you said where it's got the grade level proficiency will go from 37.5. >> So we're at 37.5. >> Yes. >> That's where we're at now. >> Now. Yes. >> And so our goal is to go to the 42.5 >> in June. >> Yes. >> Okay. Now with these goals here >> and and I'm g you know those goals could be added eight eight more points or 10 15. I've seen them where to me they get very unrealistic when they get like high like that. >> But these goals here would get us out of low performing. >> This is enough to get us from being low performing. >> Is that possible that it can be looked at like the only issue you always have to remember that when you look at the low performing >> status
040you always have to consider growth as well. >> Right. So you have to have every school has to meet or exceed. >> Right. if they're going to be anything less than a C. So, it's always you have your proficiency which is 80% and you always have to consider that growth >> because growth plays into whether you're named the most performing school or not. Yes, this would get our proficiency high enough >> that we should be covered if we meet growth, >> right? We want our schools to exceed, but if we meet growth, >> that 8020 is a discussion for another night. >> Yes. >> Dr. That is Let's clarify that. U 50% of our schools. >> Yes. >> Clarify that. Not every 50% of our higher. >> Yes. >> Mr. Henry Brewer. >> Uh going
041back to the uh C10 um page 15. Mhm. >> Um this uh comprehensive professional development >> is is this uh for the low performing schools or is this uh for the whole system as a wide a why? >> So both for the whole district because this whole plan is for the whole district. It's not just for low performing schools. So there's professional development for everybody but then this is targeted the um indicator or action that we added is targeted based on particular data from individual schools. Um so DO3 is about how we recruit and train our staff. And so this is about reviewing of course retention data with HR to look at what how everybody's progressing and keeping our um staff. It is also about adding or looking at professional development around our district-wide coaching
042model for everybody on the team because we have a lot of new team members. Um the monthly professional learning communities for our new academic coaches and looking at coaching based on the survey that each school um completed to say these are areas that we need additional support in. And so that's the lever survey and then just looking at how do we help support beginning teachers. So, this is about the training that we provide with them, professional development, and those observations that we use to help think about the needs of each of our um BT teachers or beginning teachers. >> Dr. Car, I got a question on that one. Is um the BT meetings that you've got there in that third to last bullet, is that for the whole district as a BT meeting? >> Yes.
043>> How often do those meetings happen? >> Once a month. Can we start being informed on those meetings in case any board members want to attend that? >> Sure. Thank you. >> Absolutely. >> Mr. Henry >> on the lever survey. Is that for >> uh feedback from every teacher or just EC staff? >> No. So the lever survey is literally a survey that the instructional and district improve their school improvement team completes saying these are areas that we're doing really well in and these are areas that we want to improve in. And so it is them helping them develop um goals based on where they feel are additional areas of need. Hold on one second. Card Terry. >> This slide here is exactly why um I was suggesting that we reinstate the HR committee. you
044know, rather than us as a board looking at these things once a month or or once a year or not looking at them at all, you know, these are some of the things that we can be um taking a look at throughout the year um as a formative process rather than as a summative. Uh when when the year's over, we can't do anything about it. Um if if we as board members um if we cannot impact the satisfaction, recruitment, retention of our our staff, then I'm not exactly sure uh what we're what we're doing. you know, we come here and we just it's almost like we we get reports and but the and the reports are well, you know, we're we're doing all we can do. Um there's there's trouble all over the state. There's
045issues everywhere. Well, um, our our constituents, uh, elected us for for a reason, you know, and we're we're not the ones that's standing this close to the elephant, you know, and I'm not suggesting that anybody at the uh at the district level is not doing all they can, but we just need to take more time to look at um to look at our numbers and find out exactly where we are, find out exactly where we can pull levers if possible. and and that that means um uh in terms of funding in terms of um of our responsibilities as board members in general. Thank you. >> Thank you, Dr. Terry. Go ahead, Dr. Car. >> Okay. So, this is about um resources for our school and so this is an action that we've added about making
046sure then we look at for example um EC openings that we have staff everywhere that can support. So making sure that our low performing schools have the personnel needed when we look at staffing. Okay. The next one is about assessments. So we already have a lot of assessments in place with the new science tests coming. One of the areas that we um identified was developing common assessments for science. Those were not provided by the state. So that is one of the things that we're working together with the Sand Hills region to develop science assessment that all the teachers can have to help utilize their instructional needs and identify their instructional needs of their students. >> Miss Christy >> Fields. So I I'm wondering why did we not go ahead and add something for the K2
047so we could get them prepared for for the reading for grade three since we already identify that they were not really prepared because I I have seen a sample of the kindergarten and they're interviewing one another about their favorite toy and drawing a picture. How is that teaching them how to read and get ready for comprehension and to take a test in third grade? >> It's when you look at kindergarten sometimes you look at those skills seem very basic or fundamental but when you look at the progression of reading skills for children that's important. That's how they start. They start with pictures that leads to letters that leads to words that leads to them telling a story. So that's all part of basically the progression of reading skills. So you start to see that develop
048over time. So if you look at what they do in kindergarten, then it shifts a little bit to being more rigorous in first grade. So then when you get So it does seem like you said, if you look at something the first nine weeks, they're drawing, but that's how kids actually include details that they heard from the story. A lot of it's the oral comprehension, then give me a written expression. For a five-year-old, that might not be a sentence. It might be pictures. >> But we've had four years of this and we know it's not really effective. So, what are we doing to make sure it's effective this year? Because you're asking for a 5% increase >> and we've been able to get 5% every year. So, we feel like what we're doing is working,
049but like to your point, yes, we get out of the gate faster. We're looking at our data right away. We know where our kids came in at BOI. A lot of that goes back to starting faster, using the curriculum intentionally, and layering in those supports that students know. But we've been able to manage five points of growth each year with our dibbles. >> So again, why would we not put that on here? Create a district comment assessment to support our reading, our K2 reading. >> When you say a common assessment, you mean what would that for second grade or >> K2? >> So K2 does have a common assessment. >> And then they also have common assessments through the curriculum. So they already have some common readiness or comprehension checks built into the curriculum. >>
050And so we're talking to our certified staff in the schools and getting some feedback because I'm I'm still not convinced that it is effective and that our children are reading >> like they should be not just reading but also comprehending. Well, I think the the gains that we've been able to make, although we're not performing at the proficiency rate of the state, we're making gains greater than what the state is making. So, what we are doing is leading to that. It's impacting that. But to your point, yes, we need for where our kids come in at with some of the deficits they have, they need it more. They need it uh more consistently. They need double doses of it and intervention. So for us, it's all about layering in the tiers of support, not just
051get getting rid of what we're using. >> And we're making sure that's happening across the district. >> Yes, ma'am. We do a lot of training and a lot of monitoring. We monitor. Our coaches are our first level. When we look at data between our assessments that are in the curriculum, they have to monitor that. They turn it in. We look to see how students are doing. We have a Dibbles 8 data team at the district. We break that data down by every school by every measure to try to determine where the gaps are. Any information we get, we give directly to the school. So we are trying to monitor that as tightly as we can. >> Okay. Well, that's very important because our children our children are priority. >> I definitely agree >> and I
052want to make sure that K2 is getting that foundation. >> Yes, absolutely. We believe the same thing. >> All right. Thank you, >> Dr. Emanuel. >> I have to agree with uh Miss Christie on this. Um, I would love to see and it may be happening and I don't know. I would love to see frank conversations between second and third grade teachers. I mean, just to say, okay, tell me what you're seeing. Tell me what the gaps are. And, you know, not a blame meeting, not that. No, no, no, no. But just to see what are the gaps in the curriculum. And the third grade teacher will say, "I see little Suzy and my students coming and they are blank. They're missing blank." And the second grade teacher might say, "Well, in the curriculum it
053teaches blank." And they may decide, look, and it might be one school doing this. Let's put in this blank. Let's put in this and see what we can do to build that gap. I would love to see conversations. frank no blaming conversations among second between second and third grade teachers. >> Well, you'll be glad to know that that is happening. We have a Dibbles 8 protocol that we use and we use that for K3, but that is a school improvement conversation which means there are second grade teachers on there, there are third grade teachers on there. They have to assess the data and what we always say is you have to identify what the root cause of the issue is, right? Right. And whether that's a certain submeasure, whether that's something capacity or the number
054of teachers on a grade level, but they actually have to give us a plan after BOI letting us know what they're going to do to impact their data from BOI to MOI. So that is actually a whole school conversation. The grade each grade level then has their data that they're able to break down as well to be able to say, okay, this is where our issues are. So that conversation is happening. Our academic coaches help lead that as well because they meet with all grade levels. So they definitely see where the gaps are. And by having planning meetings and data analysis meetings, that's happening more. We're not at the point where every school has vertical PLC's. We're not there yet, but that is something we're moving to. We're seeing more schools being able to facilitate
055a K1, you know, once a month or a two, three conversation once a month, but right now we know that at least three times a year we have a K5 conversation. >> Okay. >> And just to echo some of this um so just so you'll know also as a Sand Hills region um the curriculum committee we are having that same conversation because there is a gap between second and third across the state. So, we're trying to problem solve also as a state what is going on as a state so that we can bring or as a region so that we can bring back some additional resources to our um schools to help. So, we're pulling a whole group together in December to determine what needs or how we can help support each other as a
056Sand Hills region, too. So the next one is um the last indicator is about um two-way communication and there's a lot that has been done but the new piece that we've added is the stakeholder advisory board or the superintendent advisory board. So that is a new piece that we've put on here that has is going to start at the end of the month and then also Brendland intent to continue doing professional development on how to work with parents through her parent liaison. So tonight is just for information. We already have taken this also to the district improvement team last week to review this. So the district improvement team has school members, parents, and different people to look and review the plan to ensure that they didn't feel like anything else needed to be added. Um
057and so they give us our feedback before we shared the presentation with you. And now after tonight, we will post it on the district website for feedback for the next two weeks uh until October 31st to see if there's any additional feedback from the community. And then we'll bring this back for a vote in November. And once it is approved, we will submit it to the state for the state to approve the plan as part of the process. Any questions? Major, go ahead, Dr. Mayor. >> Um, would you just make a comment about the template that each school uses to do their individual school improvement plan? Would you make a comment about that? >> Absolutely. So, the state has a platform that we must use on Industar that outlines exactly what pieces have to be
058in our plan. And so, we use that plan all across the district for every school. and it has those 12 indicators that I shared in here in every single plan because that's part of the requirements. >> Thank you, >> Mr. Craig. Just real quickly, we we've had this kind of discussion before, but thank you for bringing this tonight as information and continuing stuff like this as far as bringing these kind of items for information so then we can look at it then vote on it to approve or not. the next month instead of, you know, trying to do it all at one night one time. Thank you for this. >> Thank you. >> Go ahead, darlings. >> Mr. Chair, if I may, and Wendy, so um the board members can go and view every school.
059You posted that today, correct? >> So, um Melissa shared a link with all the plans to each of you so that you have the full plans. Just know some of those are 40 or 50 pages long because the schools have been working on different things. So it doesn't remove old actions, but you have every single plan of the district in the district improvement plan in that folder to view. You can also go to the district any website of the school and log into their account. It's the same plan. >> Any more questions? Dr. Carr, Dr. Dallas, I thank you much for the job that you do. Um, next on the agenda is federal programs update, Mr. Philip Oxendine. Uh good evening, Chairman Britt, uh Superintendent Dr. Williamson, and board members. Thank you. Tonight, uh we're
060going to go over our federal program as an overview. Uh mo majority of our consolidated application has been approved. Um you'll see one application that is still pending with our rural federal programs and we'll get into that in just a few minutes. So the very first one we're going to talk about is what is federal programs? It began in 1965 uh transition from ESA over to every student succeeds act in 2015. What's what is currently called ESSA. These are the federal programs that we have within our district. Uh we're going to go into each one of them a little more detail. So this is just an overview. Uh title one programs and services for our students that are struggling learners. Uh title one part C is our education migrant program. Uh title two is supporting
061effective instruction. Uh three is English language acquisition for our multilingual learners. Uh title four is student supporting academic enrichment. Uh title five which is the new one that we will talk about a little bit later is the rural and lowincome schools. and then title seven which is also subgrant McKini Vento our homeless population. Um here is a breakdown of the funds that we have currently have access to other than the rural 109. Um that has not been awarded yet in DPI due to the shutdown and that's not been a being reviewed at this time. But all of our other grants have been approved and posted to Sunpac and our schools have started submitting purchase orders and purchasing the programs that their um data short supports that they're going to be working on this school year.
062Um if you'll notice we have been trending down to our pre-COVID norm is what we call it. Um in 23 24 we were around 16.2 in title one went down to 15.3 and then this year 14.7. Uh so and that kind of was the trend across the the board for the last three years from 23 24 25 and then now 2526. Um the only difference is going to be we would have had a negative overall this year as well. But that 740,000 through the rural income grant is what um increased our number overall this year. But um aside from that, it would have been another negative. but we are an additional 201,000 for this school year collectively and we haven't received that real low income grant since 2016. >> Uh so title one hold on
063one second. Let's just clarify something for the rest of the board because I know y'all may have this question on that rural funds. Dr. Williamson, can you give them the plans on that 740,000 what we plan to do? >> Yes. according to how we can spend the money. We requested um that we use that money on technology. You know, we've got to refresh our technology. That's probably 3 million plus deal every year. And so that's our intent. Erica, we have submitted that request and we're waiting to hear from DPI for their approval. Correct. >> Thank you. Go ahead, Mr. Phillips. >> All right. uh with title one uh with SL the main bullet points we're going to look at is providing educational opportunities for our students that are struggling and for us that's all of
064our students in our district because we have all title one schools and are currently considered low performing uh we have strengthening academic programs to assist and boost the achievement student within our different individual student groups as well uh for title um for the statewide yeah I'm sorry you can go to the next one for our statewide federal budget calculations this This is how the state department determines the amount of funding that we receive through title one. The calculation is driven by a variety of factors. Our poverty level population data that comes from our census, our number of neglected children, and the number of children that are housed in foster care programs throughout the county. And then all all of our schools in PSRC are labeled as title one schools and receive title one funding. Uh
065for title one for this figure we had $4.7 million $14.7 million approximately. Um we have we employ approximately 220 classified and certified staff um that are employed primarily at the schools. Um they range from a variety of positions from uh teachers, teacher assistants, parent leaison, technology assistants. These are all some of the positions that we fund u within our schools through title one. We have um supporting our core curriculum. Of course, the whole purpose behind title one is to support and not to supplant. So all of the things you see up here listed as bullet points are ways in which that we support our core curriculum. We have the YDS dropout prevention. We employ migrant tutors. Uh we support the classworks program, uh family engagement, and a variety of other components that you'll see listed
066there. All of these are funded through title one. Dr. Emanuel, >> I guess I'm confused. You're reporting on all federal programs. Uh, >> yes, ma'am. >> Okay. How about Indian education? >> Only consolidated. >> Huh? >> Only consolidated application. >> What does that mean? I know what consolidated means, but I'm confused. So the consolidated application includes uh title one the titles that were listed earlier title one uh title one part C migrant program uh title two title three title four and also um title seven >> so that means Indian ed is consolidated with what you're reporting >> no ma'am uh Indian is not a part of our consolidated application it's a part of IDA which is a a separate >> but it Indian is a federal program right >> it is yes ma'am >> and
067also EC C has a federal program component EC. Right. Right. >> Yes, ma'am. >> Are there other programs that are federal, Erica, that we don't know about? I mean, that we that's not he's not reporting on. Good evening. Um I think you hit most of the ones. And as Mr. Phillips said, Indian education is not a flow through DPI federal program. It is a direct funded from the federal government. So, it's a reimburseable grant and it's not a part of the consolidated application. Um, the IDA both for um uh preschool and shining stars and all all children age 3 to 21. That's a separate application. Um, we also have some smaller um ones for shining stars like one and I do I'm sorry but I do the PRC's and not the title. So sometimes I
068think of it in like PRC 1119, 118, 060, 049. The McKini Vento homeless is a separate application. That's PRC26. So that wouldn't be included here either. Um the 105 and 115, which is TSI, CSI schools, that's separate application, so it's not included here. Um I think that covers most of the PRC's, but what Mr. Phillips reporting on is what is part of the consolidate application specifically. >> Gotcha. >> Thank you, >> Dr. Terry Ller. So, I understand that this is what we're discussing now is the the consolidated grant, but I I think where I'm um where my mind is looking at this slide number nine. It's got YDES dropout prevention. Is that separate from the the regular title six grant? >> Yes, that's part of title one. It's an additional support that the YDS program
069Dr. Connie requests that annually. Um they have she has her YDS workers to go out and find assist with finding students and to ensure that they're ready for school when it begins. >> Okay. Gotcha. Thank you. >> Go ahead, Mr. Phil. >> Okay. Um so this is the migrant program, Title One Part C. We uh have approximately $173,000 within that program. um and h what constitutes a migrant program. These students, they have frequent moves. They experience educational disruptions quite often. Of course, there are cultural language barriers and health related issues that these students experience. We utilize these funds to support and meet some of their needs. um through um employing a migrant recruiter that goes out and to the various work spaces and finds these students in um agricultural fields and a variety of other
070poultry farms. Um her responsibility is to identify and recruit those students. Uh we ensure that we have strong community connections and offering a variety of services to meet those students needs such as healthcare, field trips and educational needs as well. Uh we part participate in professional development. All of our migrant tutors um attend the professional developments that are available at the schools through PC's. They all have access to our learning platforms, elevation, amplify classworks, etc. as well as access to the curriculum to ensure that they have a breath of knowledge of understanding when they go in to support those migrant students into the regular education classroom. um through title two. Um I won't go into great detail with this, but this is um oversaw by um Dr. Carr, but it definitely supports effective instruction, ensuring
071that our teachers are supported through that effective instruction um with children with disabilities, English learners, and gifted and talented students as well. Uh the funding aotment for title 2 for this year was 1.4 million approximately. And uh the next slide will showcase a little bit about what is done with that title two fund. with those title two funds. Dr. Carr already referenced the NC Star plan. Um there are bonuses to ensure we have those hard to fill positions and then also we participate in the St. Louis regional consortion that you referenced as well and all those bullet points are there. Miss Christie Fields, >> how are we ensuring that teachers are aware that they can they receive reimbursement for the national board certification and who is responsible for ensuring that they receive that or are
072aware of it? >> Dr. Carr will answer that one. So they send a request in to Miss Jarita and Mita works with them. Each school is made aware through their principles and through their academic coaches of the availability of national board reimbursements. And so once they submit them and they get their scores back, then we help reimburse the um cost of the national board assessments. >> Is preapproval required or I h I have to check because Mr. Rita helps us run that. Some of it is pre-approval and some so for example tuition has to be pre-approved. Um national board we have worked with some of them once they have gotten it but usually there's a form that's filled out for pre-approval for some of those pieces depending on if they're taking the testing or if
073they're getting support to help work on their national boards itself. So it depends on which component of national board if it's a pre-approval or not. >> Okay. Thank you >> Mr. Phillip. I got a question right here. from that last slide 16 with increased critical content area sign on bonuses are K6 exceptional children middle grades high school science math and ELA and EC are we paying those $500 sign on bonus is that the way I'm taking it or >> yes sir >> okay um I think we need to look at increasing some of those areas that's just my thought but I'll keep that to myself right now thank you sir keep going >> ready uh the next is the purpose of title three. This is for our English language acquisition. So our students that come
074into the country that struggle with the language, our multilingual teachers along with our lead teacher supports those students in their learning. For that program, we receive approximately $284,000 and we offer a variety of services that come with that with that funding. Uh the program provides alternative ways to interpret and translate services through our online platforms as well as hosting those three multilingual family nights throughout the school year. In addition to that, we have the unpacking dreams program for our immigrant students as well as an annual event at UNCCTP, our steam day for all of our multilingual learners and their families to come out and kind of um be supported in supporting their students learning. Uh title four is our support um student support and academic enrichment. Uh with this particular grant uh we provide all
075students with access to the three categories well-rounded education um and improving school conditions for students or safe learning as well as the effective and important use of technology. Uh with title 4, we receive approximately $1.1 million to assist those programs or support those programs. some of which include employing additional school counselors, additional um school social workers. Um we have the arts with uh art and music as well as our technology coaches at every school. Um professional development for all of our NC bold participants and our gagwell services as well to name a few. Uh this is the new um one that Dr. Dr. Williamson referenced earlier with rural and low-income students and by definition it's to provide additional resources for those areas that are very rural and are of course comprised of low-income families and
076with that with this year um of course we don't have access to those funds yet but it's been submitted and waiting for approval but when approved that'll be approximately 740,000 pending any changes. Um lastly with McKini Vento our homeless population of students um supervised by Mission Ethan Nance um there are two categories that we provide those students with educational resources as well as supporting services. Um so you and I both know all the challenges that our Mckin Vento students um undergo. So we ensure that they have assistance with instructional support, tutoring um higher ed. We want those students to go on to participate in college. Uh we offer school supplies when needed because unfortunately they make frequent moves from time to time and some of those supportive services are case management, hygiene kits, uh clothing,
077transportation just to name a few. >> Mr. Phillip, how many McKini Ventos do we have in public schools? >> I want to say 284. >> 284 >> and that number has been increasing. um in fact so much that we you have 30 60 and $90,000 categories depending upon how your population and for this year we're finishing up the $60,000 a lotment but for next year we'll go up to 90. Um so thank that's a great news we'll have more funds for those Mckin Pento students and kudos to Dr. Nance or Miss Miss Nance and the work that she's doing finding those students getting them identified and then meeting their needs. >> Philip, thank you. A great job. Let me ask you and Erica of all these titles, consolidated funds, uh, do we anticipate receiving funding
078next year or we're not sure at this point? >> Great question. I I actually just left Greensboro at our director of federal programs conference and one of the things Dame referenced um, Mr. Alex to namerop, but he told us about what was happening in government. Um, the House and Senate had an opportunity to approve a state budget. That didn't happen. of course have to come to an agreement. There's also the option for a continuing resolution to allow the funds to persist even though that you don't have um I guess approval on both sides and that also didn't happen. So what resulted was a government shutdown. So we haven't been given any indication of these funds um not being included or being or omitted from next year's budget. And that's something that's up in the air
079at this point until the government shutdown ceases and the House and Senate reach a conclusion on what that education bill is going to look like for the year. >> Dr. Terry Ller. >> So, Mr. Phillip, um, thank you for this information. So on slide number eight talks about title one uh employees the the number of employees that we have uh funded through these funded through title one and slide number 23 talks about uh a number of employees that we have employed through um or that we have funded through title I guess that's title four. So are those the only two titles that we have where we're funding full-time employees? uh title one, we have the vast majority of our um classified and certified employees and we do have a few in title four, but the
080majority of those come out of title one. That's because you have so many teacher assistants is the largest number of positions that we employ out of title one. >> Are those classified as grant funded positions? >> Uh yes, they are a year a one year. They're annual. Yes, sir. With title one and title four and they do receive that one-year annual letter. Um, so they know that going into the position. >> Dr. um, Ller will also have full-time positions in title 2 PRC 103. >> About how many? Do you know a good number? >> I think it's five. I was going to say six. It's five or six. Okay. Yes, sir. >> So, it's not like title one, which is where the book absolutely not. No, sir. >> Okay. Dr. >> Mr. If I may,
081Erica, while you there. So, I want to make it clear at this point, we've by design have put limited number of people in these programs. So, if funding goes away, Erica, you and I have had the conversation, we can still keep these people employed. Correct. >> That's correct. And >> um when Dr. Emanuel actually brought up about the sign on bonus. We did actually pay a higher sign on bonus or Mr. Brit did in the past, but we were trying to look at ways where we could balance things out. So, we reduced the sign on bonus in an effort to have additional carryover funds um to stretch those funds out because at one point we were doing a sign on bonus um that was paid over a three-year period and that just financially became unstable
082and hard to manage your budget. um because of the dollar amount that that ended up costing the district. We're talking about 600,000 or more in each year and that's almost half of your budget. So that wasn't sustainable. So those are some of the things that we look at to help balance out and ensure there's uh carryover funding should the initial grant something happen to the initial grant in order to stretch those funds. >> Dr. Terry Locker. So, we're saying if this funding goes away that we have um another source to pull from to keep everybody >> we have carryover funding. >> We'll have carryover funding at least for another year. That or that's that's why we made some of those changes. So, that is our plan right now to have enough carryover because they are
08327 month grants in order to sustain at least for another year. >> Another year. >> Yes, sir. >> Thank you, >> Miss Erica. Mr. Phillip, I appreciate the job y'all doing. Great job. Great job, Mr. Phillip. Next up, we have public comments. First up is Mr. Don Mezer. Like to welcome Mr. Don Mezer to the podium. Mr. Mezer, you've got three minutes. There's a timer up on the screen. Whenever you start, that's when your time will start. >> Thank you very much. >> Yes, sir. >> Chairman Trey Brand, Dr. Williamson, and members of the board. I'm here tonight to share with you the feelings of a number of citizens within the Robinson County community concerning the new planetarium that's part of the Robinson Career and Technical Education Center and Planetarium. Specifically, thoughts about naming the
084planetarium in honor of James or Jim Hooks. I would also like to share with you comments made by Chancellor Robin Gary Cummings in a letter written in support of this. And I quote, "Mr. Hooks, a proud graduate of Pinrook State University, now UNC Pimbrook, devoted his career to sharing the wonder of science with generations of students. After teaching in Virginia and North Carolina, he returned home to Robinson County to serve as the founding director of the Robinson County Planetarium. For 33 years, he inspired curiosity and ignited a love of learning in thousands of students and community members through the planetarium and science center. Indeed, this is Dr. speaking. I recall many trips with my grade school class to the planetarium and being inspired by what I experienced. His visionary leadership extended well beyond Robinson County.
085Mr. Mr. Hooks was instrumental in establishing the Southeastern Planetary Association where he served as president and later was elected president of the International Planetarium Society. An extraordinary recognition of his dedication and impact. He also gave of his time and talents to UNCC Pimbrook, teaching astronomy and helping to expand scientific inquiry on our campus. Naming the planetarium in honor of Mr. Hooks is fitting and meaningful is a fitting and meaningful tribute to a man whose life was defined by passion for discovery. a love of for education and a deep commitment to this region. His contributions have left a lasting mark on Robinson County and on our university and it would be bothing for future generations to encounter his name as they explore the stars. >> Thank you. Thank you, Mr. Mezy. Your time is up. >>
086In closing, thank you for your time. >> Yes, sir. Thank you and Mr. Compton. Thank you. Next up, we have Miss Mitsy Jacobs. Miss Jacobs, you have three minutes. >> Thank you for your time. I came before you to bring to your attention that my granddaughter was thrown out of the school because she said the word I will fight if I have to her friends. I thought that was unusual and at the time I was so mad I just left. I said okay I will take her back to her former school. Um she had been bullied the whole time she was at the school. This is the fourth week. She had not went to the cafeteria to eat at any point at this school. And this particular day, which was the 17th of September, um
087she went in the cafeteria and her and the girl who had been bullying her did have words with a glass between them. They did not have contact with each other. They just had words said to each other through the glass. Afterwards, McKenzie and her friends went to the lady to the restroom. One of her friends said, "I'm gonna tell the teacher." So, she went and told the teacher what you the girl did. And of course, Mackenzie reciprocated. And she told the teacher that the principal then took McKenzie to his office, told her, "Are you stupid? You think I'm that that you're going to just have these kind of words in my school?" And Kenzie told him, "No, I'm not stupid." He got mad. But anyhow, uh the teacher was standing outside the restroom and heard
088them talking. The girls, the three girls who were friends saying, well, McKenzie made the comment, "I will fight her if she wants to fight." And all the kids said she wanted to fight. Well, the principal in turn said, "I think McKenzie needs to be removed from the school and sent back to her former school because she said the word fight." That's what they told me. And at that time, I was so mad I just had to leave. And I took her and we left. And I My question is, where is that fair in in the school system? That's my my my question to you. I went through the channels to get her transferred to that school because I wanted her to get away from a school where they did fight and get her to an
089environment where I thought was safer, where I thought she'd get treated fairly. Even though I was told that this principal what did have the me mentality that if anyone comes in my school out of district, I will get rid of them if I can. In any way I can, I will get rid of them. I was told that. Yes. But I still wanted her to go to that school because my family lives around this school. All my neighbors go to this school. I wanted my grandchild to go to this school. But I can't see where that's fair when she gets kicked out of school and the other girl gets >> two today. >> Thank you, Miss Jacobs. >> Terry, you got a question? >> I got a question for you, Mr. Mr. B. Um, thank
090you, Mr. Maker. I'm 100% with you. Uh, can we discuss Miss Mitsy's issue in close session? >> Um, yes, we can. We'd have to change the motion to go into close session. >> Oh, okay. Thank you. >> All right. Next up is school fundraisers, Miss Erica Settzer. >> Good evening, >> Mr. Vonte Leech. >> Mr. Erica, have you looked at all these fundraisers? And yes, >> aren't these the same ones we always do? >> Yes. 12. Yes, sir. >> Schools always do. >> They're new schools >> from what I've submitted earlier this year. >> All right. I will make a motion that we approve Miss Erica fundraisers. >> I got a motion by Mr. Vonte Leech. Second by Mr. John Simmons. All those in favor say I. >> I. >> Any oppose? Eyes have it.
091Thank you, Miss Ces. Next up is monthly financial report. Miss Erica Cesser. I have included um in your packet the financial report will break down the funds and I can answer any questions anyone has at this time. >> Mr. John Simmons. >> Anything change? >> No sir. >> Make a motion approve. >> I got a motion by Mr. John Simmons, a second by Mr. Henry Brewer. All those in favor say I. >> I. >> Any oppose? Eyes have it. >> Thank you. >> Dr. Terry Lleair, we're going into close session. You're going to read for us in lie of Miss Oceans absence. I need to >> I move that the board of education for the public schools of Robinson County go into close session uh for the purposes of discussion discussing confidential personnel matters pursuant
092to North Carolina general statute 143-18 and A6 and A115 C319 and to consult with the with the attorney retained by the board in order to preserve attorney client privilege and to discuss the pending litig litigation matters of Ky Oxendine versus the public schools of Robinson County 23 CBS- and Sarah Da as the guardian for Renee Donna DA versus the board of education for the public schools of Robson County 25-CVS-0050-86-770 0 under North Carolina General Statute 143-318.1 and pursuant to North Carolina General Statute 14318.11 to consider close session minutes that are confidential pursuant to North Carolina General Statute 143.8 318.10 sectione. >> All right, I have a motion by Mr. Cherry Lcleair. >> Excuse me. Could you add to that motion and to prevent the premature disclosure of an honor or award pursuant to North Carolina
093General Statute 143 318.1182? >> Duly noted. >> I got a motion by Mr. Terry Lleair, a second by Mr. Henry Brewer. All those in favor? >> All oppose. We are now in close session. I got a motion by Mr. Vonte Leech, a second by Mr. Henry Brewer to come out of close session. All those in favor? Any nos? Eyes have it. Unanimous. Motion to approve classified and certified personnel. I got a motion by Mr. Craig Lowry, a second by Mr. Henry Brewer. All those in favor say I. Any oppose? Unanimous. >> We don't have no legal issue. >> Close session. >> All right. I got a got a motion by Mr. Vonte Leech, a second to approve close session minutes, and a second by Mr. Craig Lowry. All those in favor? Any oppose? Eyes have
094it. Couple things. Construction committee meeting October 21st, 3:00. >> Correct. On that time, >> um, next meeting is going to be November the 18th. That is the third Tuesday in November. So, please keep note on that. Um, November the 18th. That is the Tuesday after Veterans Day because our regular schedule meeting would be on the 11th but we moved it to November the 18th. Um at your desk board members is the CATAP elf program PSRC kids at Lumberton Junior High sure to attend agenda for superintendent Mo Green when he comes and just Miss Jessica has been kind enough to put all the fall festival and events there as well. So that is it. >> Hold on one second. Mr. Lee, you got a question? >> Oh, I'm sorry. statement. >> Dr. Manuel and if if
095I'm out of order, please tell me how has the shutdown affected us or how will it >> Dr. Williamson? >> Moneywise, anything. >> Let me hand that to Erica. So presently the federal funds that we have received are essentially a year behind. So DPI has those funds. So our title one program, our IDA grant, those federal funds we mentioned earlier, we're getting cash for those. Um uh the IA is reimbursement. So far we've been getting the the cash for that. Um, child nutrition, they have enough cash to get us through for the October reimbursement. So, everything right now is being funded, but the longer that the shutdown goes on, it could affect our child nutrition program. It should not have any direct effect on any of our federal grants um at the time because we're
096getting that cash. So, that is already at DPI. We're still getting I submitted a second request for ESSER funds. We received that. I submitted that on September the 24th. We got uh that funded this week. So, right now, we're still getting that cash. So, we're not hearing anything different. All we're hearing is everything will continue to be funded and we will continue. We have a cash management system we use. We can lo we log in every day to make sure we have access to funds. >> Okay. Good. >> Dr. Manuel, you good? >> I'm good. I hope the nation's good. >> All right. Dr. Carr. >> So, just two announcements. Tomorrow, very special arts festival for our special education students at UNCC's Peace starting at 8:30 um until 11. And then we also have a
097Days that are going on for third graders at the A Center um all day long for our schools and tomorrow >> uh I mean tomorrow and Thursday. Mr. Craig L. Uh, we have Pimro Day Thursday at the university. Dr. T, you make the time off hand. You know the time is it 10? It's 10 to something. 10 to 2. 10 to 2 and that's uh this Thursday and uh there there's a lot of vendors that's there. Um a lot of college students too. It's it's a good event. >> Good. >> Anybody else? I need a motion to adjurnn. I got a vote. Motion made by Mr. Vonte Leech and second by Miss Christy Field. All those in favor say I. Any oppose? Eyes have it.