PSRC Board of Education Meeting: 9/9/25

001Good evening. Welcome everybody to this public schools of Robinson County September board meeting. Our first item is a moment of silence. At this time, I'd like to have a moment of silence. >> Thank you. Next is the pledge of allegiance by St. Paul's Middle School. Everybody, please stand. I pledge 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. My name is Giovanni Andrade Reyes. I am from St. Paul's Middle School and it is an honor for me to be here. >> Thank you. >> Um, and please note that Mr. Vonte Leech's absence. I think Mr. Henry is running late, so he comes in as well. Mr. Mr. Henry B. Next up is adoption of the

002agenda. >> Mr. Chair, we uh before the agenda is adopted, we need to amend the uh agenda that was sent out to the board to add a second item under 4C soul source. And that should uh be a second contract with Lexus Learning Systems LLC for letters LRS. >> Okay. So, does everybody got that on section three >> 3C add letters to the end of it and you have that in front of you as an action item. >> Lexus Learning Systems, Inc. for letters. >> I need to agenda. >> Yes. >> Now I need adoption to amend the agenda. >> A motion to adopt the agenda. >> Motion to adopt the agenda. Motions made by M. Crystal Monroe, second by Miss Melissa Ocean. All those in favor? Any oppose? Eyes have >> no information items.

003Amen. No minutes for approval of the minutes. Can I have a motion to approve the minutes? Motion of approving, Miss Lions. Second by Miss Christie Fields. All those in favor? Information items. Monthly impact award, Mr. Jamal Campbell. Good evening, Chairman Trey Brick, Dr. Williamson, and school board members. I am here tonight to recognize the September 2025 impact award recipients. Our recipients exemplify our district's [Music] 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 certificates. Also like to thank Mr. Brandon Ventur and Sign City for sponsoring our plaques. At this time, I can have all our board members and Dr. Williams to join me at the podium, please. And we have a special guest with us tonight, Mr. Austin

004Jacobs and the Chick-fil-A mascot. >> I'm just gonna set this right here. Okay. We want to recognize our first uh recipient for classified employees, Miss Jerry Lynn Martin from Tangwood Elementary School. She's a teacher assistant. Miss Jerry Lynn Martin, if you're here, please come up. Give her a hand. We're proud to recognize Miss Jeremy Martin, teacher assistant at Tangle Elementary School, as the district September 2025 classified impact award recipient. Her principal, Dr. Jessica Floyd, describes her as a teacher assistant whose outstanding dedication and hard work shine each day through her support of both students and staff. She models patience, compassion, and unwavering commitment to excellence. stepping in whenever needed with a positive attitude and consistent reliability. From providing small group and one-on-one support that enhances student learning to helping foster classrooms wherever every child can

005thrive, Miss Martin's tireless effort and teamwork leave a lasting impact on her school community. As a district, we celebrate and honor her for her powerful difference she makes each day. Thank you so much for the work that you do for us. I don't know how to like This should >> look this large able to come through. Come on. You can make me look slender. >> Oh my god. [Applause] for our certified employee the public school county is Asia Bracy to please come to the for front with Asia B. [Applause] The public schools Robson County is proud to recognize Miss Asia Bracie, academic coach at East Robinson Elementary School as a September 2025 certified impact award recipient. Her principal, Mr. Chad Brewer shared that Miss Bracie has had a transformative impact on our campus, serving as

006a vital support for both teachers and students through targeted instructional coaching, data-driven guidance, and personalized professional development. She has elevated teaching practices and helped close learning gaps across grade levels. Miss Bracie's commitment to fostering a culture of collaboration, continuous improvement, and high expectations has empowered educators and increase student learning. We celebrate her dedication and impact on both staff and students across the district. Thank you so much. [Applause] Why is this [Music] She's a teacher. these rocks. >> Hey, baby. [Applause] Mr. Austin, if we can um >> um thank you guys for having us. It's an honor and a privilege. Um on behalf of Chief Flavor Lumberton, congratulations to the two recipients tonight and God bless. [Applause] on behalf of the board. Thank you, Miss Martin and Miss Bracie, for the job that y'all do. We

007greatly appreciate it. Next item is a special recognition by our um Senator, Mr. Danny Britt. Mr. Danny Brit, if you would come for Uh, thank you, Mr. Chairman and board members. I'd like to call up Miss uh Betty Graham, Miss Meredith Graham, uh, Mr. Scott Graham, and Noah and Emma. Y'all are here. So, uh, first I'd like to say it's an honor and privilege to be able to do this. uh uh have with me an order of the longleaf pine that was conveyed uh or conferred upon Danny Lee Graham posumously from Governor Josh Stein. And uh I I don't think in the last 10 years I've been in the Senate, I've seen a single one of these happen uh this is probably the first one I've seen done this way. Um I I would say

008that he absolutely earned it. not just the over 500 games he won, the uh 14 state champs he had, but the countless lives that he influenced. Um, still concerned that he was such a big Carolina fan. Um, the Braves are doing bad. I know he'd be upset with that now, too. The Carolina thing I can get past. He absolutely made a difference here in Robinson County. Made a difference here in Lumberton. And, uh, again, it's an honor and privilege to be able to hand this to the family. As a small piece of appreciation, I would like to recognize there were many board members that were involved in this as well as other individuals at Lumberton High School uh that reached out to me about trying to make this happen. So, uh there were a lot

009of folks that uh are here today that that helped accomplish this and it it is a huge honor. It is the highest civilian honor in the state of North Carolina. Miss Graham [Applause] Thank you, Senator Britt, for all you do and um Graham family job definitely deserved. definitely deserved for sure. Uh, next item is the Ken Fellows 2526, Dr. Wendy Dorsy Carar. >> Good evening, Chairman Brick, Dr. Williamson, and board members. This evening, we are proud to recognize two of our outstanding educators who have been selected as Keening Fellows. The Keen Fellowship is a highly competitive award that connects teachers with innovative STEM experiences, giving them the tools to bring a real world learning back to their classrooms. So this evening, I'd like all the board members to come up first and then I will

010recognize Please join me in congratulating Dr. Connie Lleier. Thank you. >> You went in front of Congratulations. [Applause] >> We'd also like to recognize Sarah Griffin Green from Roland Normat. She was not able to be here tonight. So, congratulations. what you have to do to get >> you want Dr. Connie because she can tell more about >> Dr. Connie you want to talk a little bit about how to get how you earn the Keen Fellowship. >> Thank you for this great honor. I would like to um first of all thank my Lord and Savior. Without him I would be nothing. He is most important in my life. Um, I will be working with the North Carolina American Indian Heritage Commission with Secretary Pam Caswell with the North Carolina Department of Natural and Cultural Resources, as

011well as the director of education, uh, Miss Christy Norris, and the director of the North Carolina American Indian and Heritage Center, Mr. Carrie Bird, and assistant director, Mr. Quinn Godwin. I've already been part of several um, initiatives. One was let history speak workshop and in that workshop we were given the opportunity to critique some lessons and the very first critique I had was where is the native voice there wasn't a native voice represented so uh the next opportunity I had I actually was part of the American Indian heritage center commission meeting and also with the burls welcome fund and there will be meetings with oral history and I've also had the opportunity I don't know if you've had this opportunity but this is really awesome we should take our kids there. East Carolina has Blackbeard's

012Queen Anne's Revenge Project. So, they actually have these artifacts that they have discovered from nearby in our community on display there. So, we had the opportunity to go there and see a lot of those artifacts. The goal is to write curriculum around Native American history and culture so our students can see themselves in the curriculum and connect it to our math, science, all of our stuff that we've already all of our curriculum that we're teaching. So that is the goal to make sure that our students see themsel in the curriculum. I am honored after 32 years. I was asked in 2002 to be a Keenan fellow and it was during that time I was working with North Carolina Teacher Academy and I wasn't able to. So here we are a full circle again which is

013what we believe in as native people. So thank you again and I appreciate your time and your presence here. [Applause] Let me ask uh Mr. Manny Graham if you'll come forward please. Amanda, congratulations on being selected for cohort 10 of the aspiring superintendent uh program. Um that program is sponsored by uh North Carolina School Superintendent Association headed by Jack Ho. It is the highest level of training that is available to educators and we're just very honored. Amanda is also a nationally certified one of the best in the nation relay uh coach and so again we're just so honored and privileged. I would make mention that uh our entire cabinet has been through the training. So you join a great group of individuals. But again, congratulations. You do outstanding work for us. No question about that.

014Congratulations. >> I really appreciate. >> Said I had to say something. >> I just want to thank uh the cabinet and board members and Dr. Williamson for this opportunity. I'm truly excited to learn and grow in my leadership. So thank you. [Applause] Apologize. Next up, we have the 2526 data, Dr. Wendy Dorsy Carr and Dr. Deborah Dallas. >> Good evening, Chairman Brit, Superintendent Williamson, and board members. Tonight, we would like to share our 2425 end of year EOCC and EOG accountability data. During this evening's presentation, we will share some achievement highlights, comparative gains and proficiency between PSRC and the state, comparative district achievement data by grade level, data by specific school, and school designation information, and we promise we will do that as quickly as possible. So, we wanted to start off by highlighting several

015data points from this year's data. So, the district was just one school away, missing by only 800s of a point from coming off of the low performing list. 23 of the district's 36 schools met or exceeded growth expectations. We had 19 schools which is 52.7% were identified as low performing in 2425. That is down from 26 schools which was 72.2% the year before. We had eight schools this year who exited the low performing status. Several of our schools improved their overall letter grades with three moving from an F to a D and one moving from a D to a C. Our graduation rate is up to 85.6% which is compared to the previous year's rate of 83.5%. Students scored higher in 13 of the 15 math and reading assessments with only our third grade reading

016in our eighth grade math trailing 23 24 results. So these numbers are from our respective internal results review reports and they consist of combined overall growth in proficiency from 23 24 to 2425 and it includes that data for the public schools of Robinson County and the state for grades 3 through eight. So, as you can see, public schools of Robinson County surpassed the state in gains and proficiency in almost all areas except for 8th grade. Now, please remember that in 8th grade this year, we did have a new eighth grade science test and all of our eighth graders also took math one for the first time this year. The table on the left displays the difference between our gains in proficiency and the state's gains in proficiency in math from 2324 to 2425. With the

017exception of third grade math and eighth grade math, the public schools of Robinson County had greater gains in proficiency in math than the state. Please note that we did have a 1.3 positive gain in third grade maths. Similarly, the table on the right displays the difference between our gains in proficiency and the state's gains in reading from 2324 to 2425. With the exception of seventh and eighth grade ELA, we had more gains in reading proficiency than the state. Please note that seventh and eighth grade did have positive gains, but we were slightly behind the state. The table on the left displays the difference in gains and proficiency for the public schools of Robinson County and the state gains and proficiency for math one, math 3, English 2, work keys, and ACT. With the exception of

018work keys, we had significantly higher proficiency gains than the state math 3. And our ACT data is especially strong. The table on the right displays the difference in gains and proficiency for the public schools of Robinson County in the state for L, which is English learner progress, L exit, four-year graduation rate, and ACT work keys. With the exception of E exit, public schools in Robinson County had greater gains in all areas. So we just took an opportunity with Dr. Dallas to look at our comparison with the state. Now we're going to look at just PSRC and how we have grown from 2324 to 2425. So these first charts so are overall EOGs by grade level. And as you can see, we saw gains in every grade level as we talked about previously except eighth grade

019where we saw a dip. And once again, this is because of the new science test and all of us giving math one for the first time. We also saw a slight decrease in third grade. In third grade this year, they took the NCPAC, which was a different form of the EOG for the first time. However, it was comparative to what we saw with the state in a dip in third grade. third grade reading uh I mean I'm sorry district reading as you can see we saw an increase in every grade level except for third grade and as we um discussed previously this is um mirroring what the state saw in third grade and we talked about the NCPAT which is a new assessment that they administer to determine which EOG they would take district ELA

020um math what we see is we saw gain in every grade level except for seventh. Um, and this is not a great comparison. I mean, in eighth, it is not a great comparison in eighth grade because eighth grade previously most of schools took the eighth grade EOG and this year all of our schools took math one. So, it is a completely different test that we're putting out for eighth grade this year. Then for science, you will not see a comparison. This is a brand new test this year and so this is something we cannot compare. Um this sets the baseline just as it did for everybody in the state showing where we started with the new test and the new standards. And so you can see pretty much the same in fifth grade and eighth

021grade. Now if we look at the high school EOCC's what you'll notice we see gains as Dr. Dallas had shared in all areas. Um biology you will not see another chart next to it. same thing. They had new standards this year and a new assessment. So there's no comparison to that old assessment. This next chart are the other indicators that we see for high school. And so you'll see the first four deal with um work keys. And so it's the work keys um bronze, gold, silver, and platinum. We saw a slight increase in bronze and saw a slight decrease in the others. Um, math rigor, we saw a slight increase. Graduation rate, as we spoke about, we saw increase. ACT work keys, we saw an increase. And we saw a tremendous increase in our ACT

022scores. And as Dr. Dallas has already shared, we saw L progress uh 8.8% gain and then with our exit, we saw a 9.1% gain. And so now we're going to take a look at our individual schools. Hold on one second there. We got a question from Miss Christy Fields. Um Dr. D car, good job on putting all this together as well. I will comment. Miss Christy Fields. >> So on here with the third grade reading. How is this being remedied to improve our reading scores? >> So at this point, we have already started regrouping our kids. We've already looked at teachers and where their strengths were to ensure that we meet the needs. So certain teachers were stronger at teaching reading than math, helping support them in moving some of our teachers around to support

023that work. We've already worked with our teachers and principles looking at intervention plans and individual reading plans for our students to start working on those pieces. Um this is a statewide dip and this was a new assessment. So this year they will be more accustomed to that new assessment as teachers also. So that will help with their um continued coaching that we support as we work with our teachers. And what will you do for K2? >> K2 will continue. So there's a updated version of skills block that is more intentional to help support the needs of our kids. And so right now all of the teachers have already started using the new skills block which is an updated version that goes more in depth to help address those phmic awareness and phonics skills so that

024they can easier decode the text that they need to encounter in third grade. >> So break that down for the people who are listening to you tonight on YouTube. >> Absolutely. Thanks for the question. So basically in K2, what we're really looking at is helping students identify sounds of words or individual sounds of words, but then also how do we attack a word? So if I see the word cat, how do I sound that word out? So providing structured um assessments to all of our kids to determine what is your need. So I may have a different need than Mr. Bradley. And so each of us is going to get the instruction we need based on our um assessments that we administer to determine how do we help tackle those decoding skills or reading skills

025so that you can better comprehend the text >> and does that come with teacher input >> for which I'm sorry for the teacher input as far as what they're doing. Yes. So they have to look at the individual students and then determine what additional needs there are and identify additional resources based on their acknowledgement of those um individual students. And I'll just I'll just add to that, Miss Fields, is also um we talked earlier about having that Dibbles protocol where they're already getting ready to do their amplify their BOI. So they'll have that that beginning of the year assessment. So they'll have that to be able to break down and analyze right away. And then they'll be developing an individual reading plan for those students in third grade. And they also have their endofear second

026grade data that teachers can use. So, they've already been sitting with their school improvement teams working through protocol to really identify the specific areas of need. And we also did just complete our beginning of grade third grade assessment that all third graders take across the state. So, that's also additional data that teachers and principles can utilize to start looking at where students are already perform performing on third grade standards. Okay. >> So, Dr. Man's got a question. Sorry, >> this follows up with Miss Christie. I'm wondering because our scores are relatively high on the dibbles or amplify, whatever you want to call it, K2. I'm wondering if there's a mismatch between the tested in K2 and then the tested in the third grade because of that dip in third grade reading. In other words, it

027seems to give us frogs hope the dibbles testing EOI. You know, our kids have did really well on that testing, >> right? >> Then you have your third grade testing which they took a nose dive in reading. So, I'm wondering is if it's a false indicator, if there's a mismatch in there, >> you understand what I'm saying, >> right? And I would say to that question is they're actually assessing different things, right? So in our K2 that dibbles assessment, it's really assessing foundational reading skills, the phonics, the word decoding. It doesn't heavily assess comprehension in vocabulary until the middle of second grade. So in K2, we see strong foundational skills. What we need to get better at in third grade is tackling comprehension skills and strategies for third graders and their endurance. But I guess

028my point is and I agree with everything you've said you absolutely correct. My point is we have to find a way we meaning educators or somebody DPI >> to make a connection there because it's too much of a dip in third grade. Yes, you need foundations. We understand that you need phonics. But we've got to make a connection because it >> as a parent I'm jolly. Oh, my kid did wonderful nibbles in the year. Then the third grade the kid >> didn't even score right >> passing. You see what I'm saying? >> I do. I do. And and once again when I look at the assessment when we talk about dibbles some of those assessments are a minute two minute right? They're time short. When I look at a third grade end a grade you're

029talking about students having to take seven or eight passages. It's more of a reading perseverance, right? They have to be able to sit and stay engaged and comprehend over several passages. So, we need to really work on kids reading persistence over the year because it is it's a different assessment. The amount of time is one major difference between the two assessments. So, we need to build that throughout the year to make sure kids can engage in text, apply comprehension strategies so that they can be successful. >> And I agree one more point, Mr. Chair. I agree with you totally said maybe in the second grade they need to start with those paragraphs and >> you know immerse that with the divles not testing but bring that in and let the kids start because I do

030believe those kids are smart. AB: Absolutely. >> I mean, but I I we somehow we're not reaching them how to master that third grade test. >> And to your point, I do think it's about sustained reading. That that is something we need to continue working on is how much time our kids are reading and at each sitting or how long are they reading at one time. >> Thank you. >> Yep. >> Dr. Williams and then we'll get Mr. Craig and Mr. Henry. Yes. >> Dr. Car, Dr. Dallas. So, letters will help with the question. Dr. manual. So talk about that please. >> So for letters um which is a uh reading program that all K5 teachers are required to take in North Carolina. It has two volumes. Volume one is heavy on the foundational skills

031and then volume two starts to move into that comprehension piece. So they do that over two years. They have to do different activities. We call them bridge to practice activities where they start applying those strategies in the classroom. We're starting now. This this year was our first year that we had almost 300 teachers in our classrooms that had finished letters. This year we'll have another hundred that will start letters. So, we're starting to see some payoff of our teachers having that training and what we're seeing in the classroom because we want them to be able to apply what they're learning in letters in the classroom. It's a very intensive reading. PD Thank you. Um kind of going back to what uh Miss Christie said, you you just explained um the letters program that you know

032gave a definition the volumes there. Let's go back to these folks that's got the kind first graders, new kids in school and we keep using the word dibbles and I'm going to say for myself and those give us a definition of what that is. We use the word amplify. We hear that one all the time. I don't think I've heard anything else tonight that was new, but but for myself and for the folks too that you know they don't use this language all the time. Kind of tell us a little bit about that and I have one followup after. >> Right. And so last time we did share some data with you. We had Miss Brandy and Miss Kim up here. And so remember we talked about Amplify is the company right that's overseas the

033reading assessment. McLass is the platform and it's Dibbles which is the assessment that actually assesses five measures or subtests that students take. So at each grade level they'll take a different assessment. There's some overlap but that's basically it is a reading assessment that's a formative or a diagnostic reader reading screening. It does not say whether I'm proficient as a reader but it lets me know what my risk factors are for not becoming a reader. Remember we talked about you can be blue, you can be green, yellow, red. >> Okay. >> And one other thing might not pertain to you ladies tonight. What is it that we've got a new program infinite campus and parents will be able to access that? So say the parents will be able to access that. So how close are we

034to where we're getting where if parents are able to access it or I know that's a work in progress. I hear some can or can't, but I'm saying all that from the standpoint if parents can get on there and see what their kids are doing, the quicker they can do that, the better. Uh, might not be with testing, but just having that access to it. So, kind of where are we at with that? >> Mr. Bobby, do you want to speak to our progress on the parent portal for Infinite Cap campus? Good evening, uh, Chairman Brit, Dr. Williamson, board members. So, uh, this is the first transition that we've had to a new student information system in approximately 15 years, if my mind's right. So, yes, there are a few hiccups and our staff is

035still working through ensuring that everyone can get in. It is our goal by the 15th to have everything transitioned over to Infinite Campus, but if there are issues that parents are still facing, then they should contact their um digital teaching literacy coach at each school that can help them with that. >> Okay. Thank you. >> Also, Mr. Craig, to your point, when to let parents know they should be receiving a home connect letter letting them know how their child performed on that assessment, right? and it breaks it down where their strengths were, what they can do at home to support that. If the child then receives an individual reading plan, they'll also be notified of that, and it will tell the parent what skill they're working on in school. >> Okay, >> Mr. Henry, >>

036in u simple terms, is it fair to say that we got 10 schools with D's and nine with Fs and looking at uh letter grade? So we Okay. So we have a document that you'll have that will lay all that out. So we'll be able to run through each of those for you. Okay. That will be coming. >> Mr. Chair. >> So uh if you look at um 8th grade uh you say that everybody is now taking math one the math one EOG in eighth grade. Okay. So, uh what was there was there some sort of uh the dip in the scores this year we experienced is that because uh maybe the the the the prep that they received into seventh grade was not in alignment with the eighth grade or what's going on with

037with that? >> So, it's the first year of implementation. So, we usually see an implementation dip when we implement a new curriculum. So, it is new standards for our eighth grade math teachers. So part of it is we um prep them for some of the training and are providing additional training. So this is new because it's a math one EOC. So it's a high school course and so one of the things that we see is when we first implement something new and teachers are learning it, we see a dip. But also when students for the first time encounter an EOC or a new type of assessment, we see a dip with those assessments too. But the seven eight did prep them. Our math one scores are actually higher in eighth grade than they are in

038the high school. So kids are doing better in eighth grade than they are in the high school. And what we're seeing is because it's a year-long course, it gives them more time and opportunity to practice. So, what we have done is already put things in place such as having our math coach this year um schedule training for all of our eighth grade math teachers to continue help building their skill set to support the students in understanding the math one standards. >> Can you speak on what um e what East Robinson Primary is doing different um in third grade than many of the other schools in the county? They're they're obviously I mean their their scores were you know in third grade were um >> significantly higher in in a lot of areas. >> So we're

039about to go through each um school but East Robinson actually took a slight dip this year but every um in their school they take and hire additional interventionists or retired teachers that they have utilized for only mostly third grade to support. So they may have I think they had four or five interventionists that just spend extra time in third grade to support that grade level. So that is how they utilize their title one funds to support their third grade students specifically targeting a ton of small group instruction in that grade level. So, what you're saying is um they may be uh they may be receiving additional support in the third grade because they're not having to spread out uh those um individualists and additional personnel across multiple grades. >> Yes. So, they decided to use

040their title one funds to hire additional title interventionists and all of their interventionists are pretty much supporting third grade to support those students. >> Dr. Williams. Yes. Um, two things. One, so Terry, part of that is their denominator is different. That that makes a difference on that. Speak to map one. What the state board has decided DPI. Um, they moved in the same direction that we're already. So, we're couple years ahead. Please. So, this um state is actually looking at making everybody sort of move towards a math one and eighth grade because they want to accelerate everybody having an opportunity to take higher level maths. Um and so this is the move that they're doing. Even the training that they're about to roll out is focused on seventh and eighth grade targeting those grade levels

041to help support that additional support in rolling out higher level math. They also have everybody that's getting certain levels in their math um forcing them to take advanced math because what we'd have happen is students may not want to take a higher level math and so now if you get a certain score it is highly encouraged unless the um parent says no that you take that higher level math. >> Crystal Monroe >> um this goes back to the portal that you guys were talking about. So, I know a while back we talked about the parents without internet service. So, how is any of this going to benefit the parents or the students, especially the younger ones, like resources to get the extra help at home or to be able to get on there? How is

042that going to affect them? >> Do we have something in place for them? >> So, we typically will not house a lot of our instructional resources in Infinite Campus. Those will be housed on our website. So those are things that they could access without even having infinite campus access, >> right? But like if they don't have internet, how are they going to access going onto the website? >> So if they don't have internet access at any time, we always recommend parents reach out to the school. We can always make packets. We can print print things out. We can offer a workbook. So that's a challenge. They just need to let the school know and we can work with the >> They know though. >> Yes. >> Okay. Yes, >> because we never want that to

043be a barrier. >> All right, got Dr. Emanuel and Terry and then we're going to move on. We'll let these ladies finish the rest of their presentation. Dr. Manuel, >> I agree with everything these ladies have said as to how to fix stuff. But going back to math, there are some basic things that our kids don't know. I don't care what math they're taking. Those basic things are the timetables. those basic things or approximation, estimation, those are facts that all of our kids need to know regardless of what level of math they're taking. I would love to see in a perfect world that there be some kind of remedial something that all kids take. It might be for one week, two weeks, three weeks on the basic facts of math, the basic facts of reading

044like cause and effect just to see where kids are with those basic facts because if you don't know those basic facts, you're going to struggle in any course in reading any course in math because you'll be surprised that smart kids, some of even the basic things in math, they can't read a ruler. the basic facts that you need to apply to to be successful in these math courses. That's just a thought. Maybe when we start our school, this board here, we're going to start us a school. We can have a basic remedial course. Maybe it's two weeks, three weeks, and then move the kids into those advanced math courses. >> Sorry about that, superintendent. >> All right, Mr. Terry Ller, last one then we'll let these ladies finish the presentation. >> Just a question of

045clarity, Dr. Williamson. So, what do you mean by the denominator at East Robson's different >> because they only have one grade? Okay. I was just looking at like the p the percentage of um grade level performance um even even with that one grade as compared to uh the rest of the district in that same grade then the denominator would still be the same in that sense but okay >> but but just to note too um Dr. are locker is when we look at third grade now this is not about proficiency but this is about growth growth only comes from third grade reading in third grade we do not pick up growth from math so also to a point if I'm a principal of a K3 school I'm putting my resources in third grade reading right

046because it's going to help me with proficiency and it's also going to help boost some growth >> okay >> thank you all right ladies go ahead and finish >> yes so thank you so if you have your booklet. Um, we are going to quickly walk through. We're going to start with Deep Branch. So, when you look at Deep Branch Elementary, I'm just going to orient you to the page on the top left. We have the growth index. So, Deep Branch had a growth index of ag -3.37, which means they did not meet growth this year. They remained a letter grade of D. They did incre increase reading in all grade levels except for fifth grade and they did have a decline unfortunately in all grade levels in math except for sixth grade. So if you

047look at your document you have the growth index on the top left, your school performance grade on the top right you have your performance composite your your um trend for school performance grades and then your reading math science and L progress at the bottom. So if we go to East Rod Primary, you can see that their growth index was a 3.55, which means they did exceed growth. They have a letter grade of a B. Uh remember, only grade level included in accountability data is third grade. They did see a decrease in third grade reading and they did see a slight increase in third grade math. They did have an eight-point gain in L progress. When you look at Fairmont High School, next page, growth index of 2.36, which means they exceeded growth. They are now

048a letter grade of C. So they moved from a D to a C. They had gains in all areas in all indicators. Fairmont Middle has a growth index of a -2.32. They maintained a school performance grade of an F. Fairmont Middle had gains in fifth grade and eighth grade reading. They maintained their scores in seventh grade reading. In math, they did have improvement in proficiency in fifth and sixth grade math. Fair Elementary School has a growth index of a 1.64, which means they met growth. She maintained a letter grade of a D. They saw gains in fourth grade reading and in fourth grade math. At Carol Middle School, they had a growth index of a negative6, which means they did not meet growth. They maintained a school performance grade of an F. They saw gains

049in fourth grade reading and in fourth grade math. They also had a 9point increase in L progress. Littlefield Middle School had a negative 6.99 growth index means they did not meet growth this year. They did maintain a school performance grade of D. He increased proficiency in reading in fourth grade, fifth grade, sixth, and seventh grade. In math, they also increased in fourth grade and in sixth grade. They also saw a fivepoint increase in L progress. Long Branch Elementary had a growth index of a negative 1.08, which means they met growth. They did maintain a school performance grade of a D. They saw gains in proficiency in third and fourth grade reading and saw an increase in third grade math. Lumberton Junior High School had a growth index of 2.02, which means they exceeded growth. He

050was able to move that school from an F to a D. They had gains in all grades for reading. And in all areas of math except for 8th grade, they had a 14 point increase in L progress. Lumberton Junior High School had a growth index of 1.97, meaning he met growth, very close to exceeding. They maintained a school performance grade of a C, had gains in math 1 and math 3, and they also had an increase in their four-year graduation rate and math course rigor. In Magnolia, they had a growth index of 1.18, which means they met growth. They have a school performance grade of a D. They saw gains in third grade reading and sixth grade reading. They also saw gains in fifth and seventh grade math. Their L progress had an 18 point

051increase. Ora Middle School has a growth index of a -2.81, which means they did not meet growth last year. They maintained a school performance grade of an F. They saw gains in sixth grade reading and gains in fifth grade math, sixth grade math, and seventh grade math. Oxendine Elementary had a growth index of a negative0.42, 42 which means she met growth. They had a letter grade letter grade of a C. They saw gains in fifth grade reading and third grade math and fifth grade math. Parkton has a growth index of 8.93 which means that school exceeded growth. They moved from a letter grade of an F to a school performance grade of a D. They had gains in fourth grade reading, fifth grade reading, seventh, and eighth grade reading. They also saw strong gains in

052math in fourth, fifth, sixth, and seventh grade. They had a 7.1 point increase in L progress. Penrook Elementary School had a 1.58 growth index, meaning they met growth. They maintained a letter grade of D. They saw gains in both fourth grade reading and fifth grade reading. They also had an increase in third grade math and fifth grade math. Pemrook Middle had a negative 10.49 growth index. They did not meet growth this year. They maintained a school performance grade of an F. They saw gains in all grades for reading. They also had gains in seventh grade math. Dr. Emanuel, am I good? Ha have have thank you. Have you had any discussion with the principal? Can you are you at liberty to share what we can tell you that basically we're meeting with all principles. We

053do a data dive every summer. We're continuing to do that. We're looking at teachers and grade levels. We're looking at where their areas of need are. We're looking at master schedules. We're adding in any resources we have. So we are planning and problem solving with each principal. >> That is unusual for middle. Very unusual. >> Thank you. >> Yes. Peterson Elementary School has a growth index of a -2.13 which means they did not meet growth. They maintained a letter grade of a D. They had increases in fourth grade reading and fourth grade math. And they had a 16.9% increase in L progress. Piney Grove had a growth index of 3.73, which means they have exceeded growth. Piney Grove moved from a letter grade of an F to a C. She had an increase in fifth

054and sixth grade reading as well as gains in all grade levels for math except for fifth grade. They saw a 14.7 increase in L progress. Prospect Elementary had a growth index of 5.24 which has exceeded growth. They maintained their C. They saw an increase in fourth, fifth, sixth, and eighth grade reading. And in fourth, fifth, sixth, and seventh grade math. Early college had a growth index of 2.69, exceeded growth, maintained an A, and saw an increase in math three. Red Springs High School had a um growth index of 2.14 which is exceeded growth. Moved from a D to a C. Saw increase in English 2, math one, math three, math course rigor. Uh ACT work keys and LEP. Rex Renard had a growth index of 2.26 which is exceeded growth. They maintained a D. They

055saw an increase in third and fourth grade reading and fourth grade math. They also saw an increase in ELP. >> Dr. Hold on one second. Let's catch Miss Melissa Ocean real quick. >> Yes, I may need to wait until the superintendent goes back. This is more she can go ahead. This >> go ahead Dr. >> Red Springs Middle has a growth index of negative five which is low perform um not met um maintained an F. They saw an increase in seventh grade reading and fifth grade reading and saw an increase in fifth grade and seventh grade math and an increase in English language learners a proficiency. Rosenwald Elementary had a growth index of -2.92 that um is not met maintained an F saw increase in third grade reading and third and fourth grade math. Roland

056Norm had a negative 1.61 61 growth index which is met maintained a D and saw an increase increase in ELP. St. Paul's Elementary had a growth index of -2.94 which is not met maintained an F and saw an increase in third and fourth grade math and ELP. St. Paul's High had a growth index of 3.41 41 which is exceeded growth maintained a C saw an increase in math 1 and three and ELP and graduation rate. St. Paul's middle had a growth index of -3.91 which is not met maintained an F had an increase in fifth, sixth and seventh grade reading and seventh grade math and English language proficiency. Tanglewood Elementary had a growth index of 1.33 which is maintained a C and increase in third grade reading and math and ELP. Southside Ashole had a

057growth index of 1.92 which is met growth maintained a D saw an increase in third and fourth grade reading and third and fourth grade math. Townsen Elementary had a growth index of.27 27 which is met growth maintained an F saw increase in third and fifth grade reading. Union Chapel had a growth index of 3.7 which is exceeded growth maintained a D saw increase in every grade level in third in reading and saw an increase in every grade level except fourth grade in math and saw an increase in ELP. Union Elementary had a growth index of 2.6. 69 which is exceeded growth. They maintained a C and saw growth um increase in all grade levels in reading and in math. WH Knuckles had a growth index of -2.64 which is not met maintained a D and

058saw an increase in third grade math and ELP. Pernell Sweat had a growth index of -4.37 which is not met. Maintained a C saw an increase in English 2, math 1, math 3, graduation rate, math course rigor, ACT works and ELP and South Rob saw a growth index of 4.21 21, which is exceeded growth, moved from an F to a D and saw an increase in sixth and eighth grade reading in every grade level in math and an increase in ELP. >> All right, Miss Melissa O, go ahead. So, and my question is, and I think this is probably better answered by the superintendent, we had a conversation maybe two years ago regarding these test scores and those schools that continue to be local for me. Um, and the leaders the leaders that are leading

059these buildings have remained the same essentially in my district. What ch what kind of changes can we make because this is starting to be right now for me this is is trending. This is it's not getting any better. Every year we're I'm seeing the same schools on this list. >> The state provides for those schools who are not meeting growth that we've first step is to put them on an improvement plan. We've done that um at some point when they hit year four and then we may have to make a decision about leadership to replace. So, we're on that timeline of improvement and we track that every year. >> So, in in the meantime, they get four years to Yes. >> to tank these scores. >> Yes. >> Okay. >> Not to tank the score,

060but to improve. >> Yeah. >> Okay. I'm not seeing any improvement, Dr. Williams. I >> Well, I'm being I mean, not not that we need to I mean, it's the same same schools every every time we get results. It's like there's they're either getting worse or they're just remaining the same. >> Part of part of that and we're certainly not making excuses for anybody is the formula itself that does not weigh growth. When you look at the tremendous amount of growth, it only counts 20%, proficiency is 80%. So that's part of the problem uh that we're dealing with. We every year have grown um tripleder in some areas but still it's that proficiency of 8020 woman. >> I mean I congratulate any growth that the district sees it. I'm excited about it but every time

061I look at these ifs I get my stomach balls up because it's it makes me think we're missing something somewhere. We're going through the process and unless we see the change when we get to that point then >> if you look at the tabulated um uh letter scores on on our second page here uh since 2023 for uh for A's and B's we're essentially at the same level but if you look at Fs we've had we we're actually we have three less schools uh that are that are on the the F list and we've maybe added one to the D list or two to the D list and another one to the C list. There's been a little bit of movement. So if we just look at the entirety of the tabulated scores, they look

062a little bit better than they did in 2023. But what I would like to see is if you look at this 20 of the the index uh in the indicator that you were mentioning earlier, I would love to highlight that entire column and find out what that number is for the entire district. What is our average for the district for the district? >> There is no average for the district. The state does not do that. >> I'm asking for our purposes, >> but each one is so growth is not is figured by each child and very differently. We can't do an average because that is not how that is figured per school. It is comparisons completely based on how children perform with similar demographics at each school. So each school is even compared a little

063different based on their personal demographics. So it would not be um advantageous or even fair to the district to just do an average because the growth index is not a straight this is how you figure it out. Unfortunately, >> that don't make sense to me. I mean, we're sitting here looking at at each school and each one of them has an index. Each one of them has a a a letter grade associated with them. So you were telling me that that as a board member looking at this data in its entirety, it would not be fair to to evaluate or discuss at a high level the average index for the district. >> That would be a total different comparison literally with the state and how they figure growth is literally per child and it would

064be a comparison. Each school is compared to different schools and different students. Well, if that's the case, then there there shouldn't be an index for for deep branch. If you're saying that it's uh different for each child, >> it's based on individual children. So, they do a growth. Mr. Bobby, do you want to explain that? It's a scale score. It is not just a straight number. >> Averages. Yeah. >> Yeah. uh chairman Brit Dr. Winston board members again. So it is impossible to create a diff dis district district average for growth. There is a district uh index for each subject. So we can tell you what the district index is for reading, what the district index is for math. We can tell you what what everything else is. But to just simply average those numbers

065together and say this is the district growth for all subjects, that's impossible. Because for EOCC's or any test that's not cons not administered consecutive, EVOS or SAS uses a predictive method. So they calculate growth for end of course differently than the way it's calculated for end of grade. So again all we would do there again as Dr. Carr stated it would be unfair to add all of those numbers up and just average them and say this is the district average. But we can produce district average per subject. That is allowed or that is a report that's available. >> Thank you, >> Mr. Mr. Bradley Phillips. >> Oh, go ahead, Miss Erica. >> I apologize. I also wanted to add that um to complicate it even further for uh the performance bonuses that the teachers receive.

066So, a lot of the teachers believe that if their school met or exceeded growth that they're automatically going to receive the performance bonus, but they drill down even further and while there is a district um in I mean sorry, a school index, each individual teacher receives their own index and that is what qualifies them and they're compared to other teachers in the same grade across the state and that's what qualifies them for the performance bonus. So it gets very granular when um looking at the index for individual teachers. >> Thank you, >> Mr. Bradley Phillips. >> Oh, shows to me your mic is on. There we go. Uh Dr. Williams, how many schools are on the four-year uh plan or program or whatever terminology is? >> Uh, nine. >> Can you give us a list

067of those? >> Um, >> maybe not at this moment, but can you Okay. >> Do you want Sorry. >> Um, so the nine, how when is the four years started? Are they all different? Like so they are. Yes. So okay. So what happens after the >> So even though the letter grade and I think I talked about this before. So even though the letter grade stays in an F for three years, we have to wait till the fourth year before you can make any changes. >> Other other than we put them on an improvement plan. Um >> and if you do that just say for a year or two and it still hasn't improved, >> right? than what the law says. Then one of the options is to replace the principal and we'll consider it

068>> and you can do that within the four years or it has to be years at the end. >> Thank you guys. >> It it could be done within the four years. >> It has to be done at the end of the cycle. >> Yes. it just an outside mind looking in it just feels like if we're waiting four years especially at an elementary environment we're we're really setting somebody up for failure just that's my opinion I don't know if that's more along the state lines or our lines or if there's something we can do especially at some of these schools that's um performing in that capacity year after year something needs to be done. Well, one of the things that we've added is the principal coach coaches and we have five that works with

069the principal trained in relay leverage leadership to help them understand the data, help them to understand lesson design. So again, we're monitoring and we're working with all those individuals. Um we just we need to go through the process. All those nine did show growth. Our focus this year is on some subgroups. Part of the nine um designated because of one subgroup. So we drill down and we look at all of that to help make decisions in terms of when and what we do. So, at those schools that um you guys are are coaching more, the title one interventionist money that that they're using, are we kind of dictating where they're spending that to make sure they're putting it in the grades that they need to? >> Yeah. I mean, that that's goes to the point

070when we talked about problem solving is we're looking at where those additional resources need to be layered in, right? So, if a school and you can see clear patterns at schools, right? some of them fourth grade reading and math strong but fifth grade wasn't. So we look at that data and we also drill down to the teacher level so that we know that's a grade level we need to focus on. So that's where any additional supports we can get that's where they need to be. But I do want to speak to the point like as a principal when I'm coming into a school to the 8020 and I'm coming into a school that has a grade level proficiency of a 20 or 25 it is going to take time to move that school because of

071that 80% comes from that number. It takes time to move a school 10 percentage points when it comes to grade level proficiency across the district to get one percentage point gain. We need to pick up almost 300 students. So, it's a big push. So, I'm just I'm just advocating for principles. It is a time thing. I we all want it to be faster. Trust me, I'm with you, right? But it does take time to put everything in place. And every year it is a different year. It's different staff possibly. It's different students. You have different deficits. So, it is truly problem solving every year. No year do you get to replicate and say, "We're going to do exactly what we did last year and get the exact same results." So, I hear everyone's point, but

072I also want to say as a principal, we need to give them time. We need to give them the support. But yes, there does come a time. >> Yep. There does >> right. But we need to make sure that we don't want to um not have good principles want to go into a school that has a low proficiency score because hey, I don't want to be on that list, right? We want to make sure that we keep our support broad that we can get teachers and principles into those schools. So I say just have to be cautious with that. >> And so and I'll finish after this. So let's just say we know fifth grade is a problem at at ABC school. What are we doing as far as you behind the scenes to keep

073folks in those positions instead of running them away or letting them leave for whatever reason? >> It's about support. It's truly about support, Mr. Phillips. Most teachers will stay if they can because there's not some other, you know, variable. It's about the support that we give. So, we're working on building those professional learning communities. We're working on layering in planning meetings, data meetings, making sure we're going in and giving real- time feedback so you don't feel like I've been left alone, nobody's helping me. We're trying to layer in those supports so that teachers have that mechanism to keep them growing. >> And to also think, is that the best fit for that teacher, right? Sometimes fifth grade may not be the right grade level for you or the content may not be your right fit.

074So helping principles and teachers look at that data to determine if I'm not very strong at reading, but I'm great at math, maybe I'm the math teacher for that grade level instead of the reading teacher because that is where my strength is. So working on the strengths of those teachers to also help our schools get the best out of each person. >> Bradley, are you done? All right, let's catch Mr. Terry, Miss Melissa, and if no more questions, we're going to move it on. Mr. Sure. >> Let let me just say um that uh that I I'm speaking for me uh and I I think all the board members would would concur that we are not coming down on teachers. Um we thank the teachers for every thing that they do uh their hard work

075in the classroom. Um I've never been a teacher but I've got I I feel like I've been around schools all my life. My mama was a teacher. I'm married to one. So, um it's a large part of our conversation at home. Just believe me. Um these um these numbers, letters are not indicative of what goes on every day in a classroom. Um, one of the ways that I feel like that we could better support our teachers is by dealing with uh, and I hear it um, not just anecdotally, uh, but when speaking to numerous individuals across the county, one of the things that they discuss is chronic absenteeism. So, uh, Mr. Schwarz, from a legal from a legal perspective, maybe Dr. Williamson, what can we do um that we're not doing now to deal a

076little bit better with uh the the absentees with that problem that we have throughout the district? Are we utilizing all of our resources or pulling all the levers that we have to deal to deal with that? >> Okay. Okay. We are our family and community engagement. Um, we had that conversation with parents, our social workers in the building, Jessica. In fact, uh, we're going to run a news article either this week or next week where we ask parents to to really help us with that particular issue. It's a major problem at elementary, especially kids that show up late, they don't drive. So, from that issue, but that is a major major concern. I think in the article we'll show the attendance with saying it's daily by school but that's an issue but we're doing everything

077we can to encourage kids to come and parenting. It's also a concern um um which we spent $6 million in sub money last year. That's a concern. That's a concern for us. So it's a national dilemma in terms of what you just addressed. So, it sounds like that's the carrot. You know, the the carrot is that we are offering support and um family engagement nights and that sort of thing. But what do we have as far as the stick? >> As far as the stick, you've got the compulsory attendance laws and it's up to the principal and the school social workers to make sure those are being properly enforced and enforced in a timely manner. Um, now of course that ends up going to ultimately to the courts to the district attorney for a decision

078on whether or not to prosecute under compulsory attendance laws. >> What does compulsory attendance um how many days or hours or whatever do you have to get before that kicks in? >> You got um I always have to look it up. S you got six days. What is it? Six days and >> we do a three, six, and 10. 3, six, and 10. After 10, it's it's uh it can be prosecuted. >> 3 days, 6 days, and 10 days >> absentee notification. >> What was that? >> Oh, Miss Miss Melissa Ocean, go ahead. And this is my last comment regarding this. And it was not anything against any leaders in the building. My only thing is that as a district, I just want to see us do better. I know that it takes time to

079make anything work. This is a large district and we we have a lot of moving parts. So my thing isn't to come down on any one person, but I do want to ensure that we are coming down on the people that that need to be that need to have that we need to have talks with because we have some leaders that come to lead and others are just coming and that's I mean I'm tired of it just I mean just to be honest it's like we we as a district have come a long way from where we started and I want to continue to see us going forward And with in that vein, everybody has to be willing to move forward. And at this point, if they're not willing to move forward, then we need

080to move on without them. >> Dr. Williamson, go ahead. >> Can I can I sort go ahead? >> The as far as the compulsory attendance, that that's unexcused absences. That's not excused absences. And even after the 10 days, the principal has to make a determination whether or not the parent has made a good faith effort to comply with the law before referring. >> Dr. Williamson, when have y'all finished? >> Yes, sir. >> Great. I'm going to echo what's already been said. One, how much we do appreciate the work of all of our employees every single day. uh the instructional leadership of our principles is incredible. We have a tremendous number of new beginning principles and a very complicated system trying to do the work that we need to address every individual child need as as

081much as possible. So I say thank you to all of our principles, our APS, our academic coaches, to our teachers, bus drivers, just all the employees. We have grown over the last five years. It is incredible where we've grown. We're not where we need to be. Uh but we are beginning to approach uh the last part of this work and that is how do we sustain it once we get to that point. How do we sustain this work and that is already happening in the system. Also want to say thank you to central service staff. Uh, I would dare to say and be correct and that our builders have more support now than they've ever had and and know that's true. Um, the other part of it, thank you board for your support and in

082this work um we continue to push we are scheduled next Monday, next week we're going to meet with every principal and have uh that conversation. and I've already started that um been clear with principle in terms of your leadership or whatever the need is. It's got to change so that we can move this. But I want to say thank you to to everybody. Um we had a tremendous year last year. Um we're continuing we opened school. Um, we're all noticing that our kids are beginning to understand and itself our expectations for them from an academic standpoint, from a behavioral standpoint. We've had almost three weeks of incredible school. And so, again, it takes time um to get us to where we want to be, but we're headed in the right direction. And we said a

083couple years back, we're closing that gap faster than the state. Thank you, >> Dr. Car, Dr. Dallas. Again, thank you for the job done because it took a lot, I know, to put that together, but very good job explaining. Dr. Williams, we appreciate your leadership as well. Next on the agenda is public comments. Um, we only have one, Mr. Andrew Fields. Mr. Andrew Fields. I take it he's not here. Okay, we'll move on to action items. The first action item is a Hazel Health Telea Health Dr. Sher Hearnen. >> Good evening, Chairman Britt, Superintendent Dr. Williamson, and board members. I stand before you tonight with the Hazel Health item on as an action item. Last month we presented our mental health plan which was approved and it included Hazel Health. So I look forward to

084the opportunity to continue the partnership with with Hazel Health. I do have some information I would like to share. Our meal district mental health team has looked at some information for from Hazel Health and I would like to read this information from the press release from North Carolina Department of Health and Human Services. This was released on March 26. Some of you may ask why Hazel Health. Um I would like to share some data we discussed in our mental health team meeting. Hazel Health is the nation's largest provider of school centered teleaalth and it serves over five million students in 18 states. A third-party study conducted by Clinton University found that 75% of students who participated in Hazel's online therapy program experienced clinically significant reductions in depression and anxiety after an average of six sessions.

085Additionally, the early research indicates that Hazel's therapy program can combat chronic absenteeism. And one data point that was mentioned in the press release, 68% of students who engaged with Hazel's therapy program improved their attendance and over 30% who participated had zero absences. So we look forward to again continuing this partnership with Hazel Health to be able to offer supplemental and even intensive ser intervention to our students. Some of the barriers that we have faced in this district include transportation issues. Some of our families have transportation issues. Cost has also been a barrier. approval, which may take up to several weeks, and also the mental health stigma. And we want our families and our community to realize it is okay for our students and our families to reach out for mental health services, whether it is

086teleaotherapy or whether it is face-toface, because we want to make sure that our students well-being or the needs are met. And so at this time I would like to ask the board for full support as we continue to move forward with Hazel Health. >> Dr. Williamson, >> Mr. Chair, members, Dr. Hearn, and again, let's clarify, there is no cost tied to this service. Correct. >> There is not any cost tied to this service. It will be free for any student who is enrolled in the public schools of Robinson County. And also a consent will be needed to be on file for a student to participate with Hazel Health. >> Hold hold on Dr. M. Let me get Mr. Terry had his hand raised first and then we'll come back to you. >> What does uh

087what does one of these sessions typically look like as far as like where the student sitting and the connectivity and that sort of thing. >> So we are in the beginning phases of implementation. Um so as we dis uh have discussions with the implementation team we will get more details but each school will have to have a confidential area where the taotherapy can take place. >> I must have misunderstood misunderstood you. I thought you said we were already working with this group. >> We we have begun working having conversations with um Hazel Health. Um we have had two meetings with Hazel Health as well. Will students have access to this after hours? >> Yes, they will have they will have access to Hazel Health during the school day as well as after hours including summers.

088>> If somebody doesn't have connect, you know, if somebody has connectivity issues, what's in place for us to support those that would prefer maybe having it after hours or is that something we might need to talk about? That would be that would be something that we would need to talk about with the Hazel Health implementation team >> because like Miss Monroe um mentioned earlier we we we do have a number of students that may be uh that may not have the the proper uh tools to access this service >> and they will they will again with consent they will have access during the school day but then we can look at um if they do not have internet connection at home other options. >> Thank you. You're welcome, >> Dr. Emanuel. >> Um, just a

089point of clarification and the superintendent is absolutely right. There will be no cost to the district. However, so for our knowledge, page four, number four, they do bill. I mean they have different ways that they collect and like she said that there would we will have a form on file that I don't know what that form will say but they do bill insurance personal insurance and any other kind of agency that may help with children that don't have insurance. know in case we hear that they're billing so it won't be a shock to us. They do bill which is better than not having it and you know I'm all for it. So therefore unless there are any more questions I make a motion that we accept haze of help >> hold on hold on one

090second Dr. Manuel Dr. Manuel I do made a motion. >> Made a motion. >> You can make the motion. >> Okay. I think he had sent it. >> Okay. Go ahead, Mr. Craig. >> Okay. Yeah. And I can see supporting this. But I have a couple of questions. This is for our mental health program for students. Correct. >> Yes sir. >> And it is um teleaalth. So it's not people here face to face. It's through computer or electronics. Okay. Do we have companies that are doing the mental health actually here or that they're going to do it face to face or is all the mental health program under this telea health? >> So the one so we do have gaggle therapy and we are working with gaggle therapy with the teleaotherapy at RAZ at our

091alternative school. As far as any of the other companies, there are not any companies that are coming in to the schools to provide therapy. However, we have our mental health resource list that we are able to share with families for outside services. >> So, we're not doing that. Those Go ahead. You got a comment? >> Just one uh additional point. We do have some MOAs or agreements with some mental health agencies where students are already receiving services outside that we collaborate to continue working. We don't pay for those, but they do have that collaboration so that we know how to support those students that are receiving um some of those services. >> So, we don't have no contracts with companies to provide mental health services. Now, this the teleaalth will take care of this for

092us. >> Yes. because the other one we just recommend and that is build through their own insurance and then we have collaboration through them to help work with them and support the students needs. So we have those agreements. >> Is this something that if companies uh do become available that could offer face to face? Is that something we look at and do later on or is it done now and we're finished with >> that could be a conversation that we discuss as at the district level in the future. >> Future. Okay. Thank you, Miss Crystal Monroe. >> Oh, she answer. She Dr. Emanuel. >> Mr. John Simmons. >> Good evening, Dr. Harrington. >> Good evening. >> Why Why don't we have more contracts besides this Hazel? I understand Hazel is free and I love free

093stuff. Um, back a while, Dr. Williams gave support to a company. Why don't we have local companies also doing this here? I am not sure if any other companies have provided um information or asked to come into the schools for tea theapy. And again when when we look at this data the support and um the study that has been done then I fully support Hazel Health to see what data what positive data we can get from the taotherapy and how it can help the students mental health needs in our district. >> So the MOAS we do have are with local companies. So the agreements we have are with approximately 20 mental health agencies that have been vetted. However, those are ones that like we said that is more of a collaboration between us, those students

094that are already receiving services or that we may have recommended to go seek services through these companies and then they collaborate with us to work with us and they do come into the schools to help provide additional support, but that is it's a little different than what Hazel Health does. >> Okay. I'm familiar how Hazel Health works, but my question is why haven't y'all bring any other contracts to us besides this one? Thi this is this is the partnership through the North Carolina Department of Health and Human Services and this is something that has been shared in our Sand Hills regional meetings and it has been discussed with uh Miss Freeman with Dr. Williamson and it it's something that we decided to try to gain full board support with. >> Okay. >> And John and

095John let me answer your question. So those MOAs is an agreement but those companies build the insurance and and so again we don't invest any dollars whether through um Hazel Health or those MOAs we simply authorize them to come in work with students and then they build separate >> so other companies have been coming into the school. >> Yes. Yes. That's what we were just saying on those MOAs local companies. >> Okay. >> Great. Thank you. Mr. Henry, >> because they deal straight directly with the insurance companies, do they have to we have to look at the previous conversation we had around contracts being that there's no monies associated through the state. a little bit different uh that discussion because we were making direct payments that was an approved contract with a dollar amount the

096MOAS are not. >> I make a motion that we approve Hazel Hill as a teleotherapy for our students. >> Have a motion made by Dr. Emanuel, second by Mr. Henry Brewer. All those in favor say I. >> I. >> Any oppose? >> We need to record the votes. I'm sorry. We got one opposed. >> It' be 91. >> Nine. Okay. Mr. Simmons opposed. >> Correct. >> Dr. Hearnman. Thanks. >> Thank you. >> Next up, Dr. Carr. Occupational therapy contract. Good evening once again, Chairman Brick, um Superintendent Williamson, and board members. Um I'm seeking approval tonight to um move forward with getting PTS an occupational therapist um contract. We had um sought and we're trying to hire a district employed occupational therapist. Um after the last board meeting, she turned down the position and would not

097come to our district. Um, we currently have one full-time face-to-face that we contract with, one part-time, one full-time virtual OT. Um, we also reached out to the hospital and we're not able to get any further with the hospital. Um so based on that currently we have 16 schools that have no services and 110 students that are not um receiving services which puts us into trying to get comparable services and have to do um make up services once we get a contract with somebody. Um so we are seeking to try to get PTS to help support us in getting an OT and two KODS which are two assistants to help support that work. >> And Dr. car. I'm missed that. How many students and how many schools? >> 16 schools and I have the list in

098the packet and 110 students total that currently have no services being provided. >> Dr. Terry Lachler, so looking at the uh the cover letter you sent, it says that okay, we currently have a full-time face toface, one part-time, and one full-time virtual OT. Okay. >> Mhm. >> This says uh we're looking to hire one full-time OT >> and two full-time certific certified OT assistants. >> Correct. >> Will these three individuals be virtual or face to face? >> Face to face. We did not want any virtual if possible. So they this is a face toface contract only. >> Are these individuals would they be being uh paid the same thing that our current ones are? They're pretty much comparable. Most contracts ask for the same amount pretty much. >> Pretty much. >> Yeah, they're pretty much

099within a dollar or two of each other. So, they're Yeah, they're very close. >> Well, did we What kind of bidding process did we go through with this? >> We opened up just like we did with anybody else to apply. And this is the only company at this point or and we've opened up applications since the very first when something opened. We've only had one single applicant and that's the one we um tried to hire. So, at this point, we have no other options available to us. >> You're not required to bid this. >> Thank you. Thank you. >> And Mr. Terry, to answer that, I actually checked with a couple speech companies as well with OT and they're just either booked or can't fulfill it. It's just bottom line to it and we're kind

100of behind the eightball with it. So, we need to get these services rolling. Um Miss Christy Fields. So who who will who will s supervise or oversee the work of these the occupational therapist assistants? >> The OT has to do the first oversight. So they have to be the ones that sign off on the IEPs and all the um data. But PTS also provides individual support and somebody that comes to um campus to help make sure the work that they're doing is aligned with everything. And then we also review all the billing and all the documentation. Um just like the EC teachers observe those teachers providing or OT just like anybody else provide those services to our students. >> We you said we s who is we that supervising the payments >> the payments the

101district office. So, >> so the occupational therapist has to not only review their work, but they've got to review the assistance initially >> and then but PTS and with this company will provide oversight on all the billing for them and that is the normal process with every OT. >> Dr. Mayor >> um in my opinion the central office has exhausted all means and we have to serve these children. So subsequently I'm going to offer a motion that we go with PTS so these children can receive the services because they have tried I remember recommending for them to contact the hospital and they've done everything that I know of to do. So I reckon me make a motion that they be allowed to hire PTS so they can offer services to these children. >> So motion

102is to approve the contract. >> Yes, sir. >> I got a motion by Dr. Emanuel, second by Mr. Craig Lowry. All those in favor say I. >> Any oppose? >> Unanimous. >> Thank you, Dr. Carr. Next up is soul source notable cammy letters. >> Good evening, Chairman Britt, Superintendent, Dr. Williamson, and board members. You will find in your packet a sole source um information document for a notable commie. And we added to the agenda tonight. It came up after the packets went out um the Lexi letters training which is a statemandated um and a requirement from the state um for language essentials for teachers of reading and spelling science of reading and um I placed a copy of that at your desk this evening for your review and I can answer any questions anyone has

103about either source request. >> M Dr. Terry Lachler. So the uh we're looking at purchasing 24,544 units of this notable. >> Cammy, >> can you just tell us a little bit more about what what it does? It looks like a PDF annotation tool. >> So it helps them. So uh Cammy, this would be a per student purchase and all your staff that uses it. Um, and so what it does is enable us to have translations for our students. It allows us to edit PDFs for our students. So, it's really a tool to help students access some of the curriculum. And so, you can upload any resource that you're using to help with translation, annotations, any of those types of things. Um, and so this is one of our ways to help ensure that we meet

104ADA compliance when we think about meeting our students needs. >> Did we explore any other tools? We have looked at several and some of them are too cost prohibitive and so this is a tool that um teachers have really enjoyed and have used over the last several years. Um we started using it prior to COVID and so this has been one that they have over and over requested that we continue to help support the work that they're doing and it has a high usage rate too when we look at it. >> Thank you. >> Per per our schoolboard attorney, we're going to need two separate motions on this. One for Cammy, one for the letters that was put there today. Dr. Emanuel. Um what funds are we miss era are we paying this? >> Cammy

105is coming out of lowwealth funding >> and what about letters? >> Letters is coming out of 06 which is the a lotment from the state to covers um the science of reading requirements. >> Okay. I'll take letters. I make a motion that we purchase letters in compliance with the state's requirements. >> I have a motion by Dr. Emanuel to p the letters contract a second by Mr. Henry Brewer. All those in favor say I. >> I. >> Any oppose? Unanimous. Mr. Jer Craig Lowry. >> I was gonna make a motion that we approve the purchase of the letters >> I'm sorry. Cammy >> approved approve the purchase of Cammy. A motion by made by Mr. Craig Lowry. A second by Mr. Henry Brewer. All those in favor say I. >> I. >> Any oppose? Eyes

106have it. Unanimous. >> Thank you, >> Miss Cesser. Next, we have a school fundraisers. Um, that would should have been included in your packet. I can answer any questions about any of the fundraisers presented. >> A motion that we approve the fundraisers as presented. >> I have a motion made by Dr. Emanuel, a second by Mr. Crystal Monroe. All those in favor? Any oppose? Eyes have it unanimous. Miss Erica sets her monthly financial report. >> Also included in your packet. I can answer any questions about the monthly financial report. Um we recently received our state allocation. So we'll be move moving forward soon with a finance committee meeting to discuss the operating budget for the year. >> Miss Christy Fields. >> Um 07 instructional support. What are we paying for on that line item? So

107um instructional support is a position allocation that where you can pay for media specialists, you can pay for nurses, you can pay for social workers, guidance counselors, all of the people who aren't considered in the classroom. They're the certified in um instructional support staff. >> And which line item are we paying for travel for plane flights, conferences for our staff? What line item is that pulled from? So if it's certified staff, most of that comes out of your federal allocation PRC 103, but federal funds don't allow you to pay for any food for any trips. So we also use DSSF under state aotment 024. Um, so it could also be used for travel. We also use PRC 069 for travel as well. um PRC69 and DSSF24 are in your state allocations and 103 is in

108your federal allocations. You said 069 DSS24 and then in federal um PRC 103 title two 069 state yes sir at risk funding. Okay, >> Mr. Christie Fields, you got any question? More questions. >> Bradley, >> um, under capital outlays 9302 vehicles, is that maintenance vehicles by chance? The reason why I asked, um, I'm under the impression we're down like four or five maintenance vehicles, one that was wrecked over a year ago. Our person's not at fault. We receive a check. We're not replacing vehicles. So, we've got people doubled up like, do we have funds to purchase vehicles whether they're new or used to replace damaged and broke vehicles that we have? >> So, that's kind of a loading question. Do we have funding to replace vehicles? We have funding, but um at the time we're

109still trying to deal with the ESSER issue that we're having. We've got our first reimbursement, by the way. So what we've been doing right now and immediately is using all of our additional capital funding to support the ESSER till we can get reimbursed. In a typical year, we set aside $250,000 to update uh the maintenance vehicles. Um we haven't done that yet this year. Um but we do plan on moving forward. So there'll be an assessment done by Mr. Bobby and his team to see where the needs are. like you've indicated, we've had some um issues with uh vehicles being damaged and so forth. And um as you know, we don't get enough funding back most of the time for those vehicles because we get we're treated just like anybody else. You get whatever the

110Kelly Blue Book value is for those vehicles and and as you know, that's not enough in most cases to buy those new vehicles. >> Chairman Britt, Dr. Win some board members and to add to the conversation in a period of just a few months last year we lost three vehicles either wise to Rex that were our fault or someone else's fault. So out of that I think we might have collected less than $10,000 out of three vehicles that were total. Uh at that point Hugh did order a replacement vehicle that was on state contract. It is scheduled to come in. We still don't have a time frame for that vehicle to come in. So again, most of our vehicles are older and so if they are damaged, getting an accident in the total, we're not

111getting but a couple of thousand dollars for those vehicles. >> And we do I'm sorry. And we do purchase off of state contract. So it could be a period of six to 10 months before a vehicle is available off of that state contract. >> Now, do we have to purchase new to replace? And the reason why I asked last year, I think we talked about it. There was a van that was totaled. We got 20ish thousand dollar back if I remember right, like could we not replace that with a used vehicle? We after the hurricane, it is to my knowledge, we did go out and purchase used. Uh that was just simply to get our fleet replenished, but typically we do not. We try to stay with new vehicles off of the state contract. >>

112Mr. Mr. Bobby, while I'm there and I'm thinking of it too, I will tell you, um, there is a blue Terrain that is a maintenance vehicle. I would love to see that hood fixed because that has PSRC on the side. If you understand what I'm saying, >> we can work on that. I would appreciate it. >> Mr. John Simmons, >> if nobody have any questions, I'd like to make a motion approve. >> I got a motion by Mr. John Simmons, a second by Mr. Henry Brewer. All those in favor? Any oppose? Thank you. I move that the board of education for the public schools of Robson County go into close session for the purposes of of discussing certified and classified personnel North Carolina general statutes 143 through 318.116 and to consult with the attorney retained

113by the board in order to preserve the attorney client privilege between the attorney and the board of education for the public schools of Robinson County North Carolina general statutes 143 through 318. 1811 A13. >> I have a motion made by Miss Melissa Oceans, a second by Mr. John Simmons. All those in favor say I. >> We're now in close session. come out of close session. >> I have a motion by Mr. Craig Lowry to come out of close session. >> I have a second by Mr. Bradley Phillips. All those in favor? >> I. >> Any opposed? Unanimous. >> Miss Oceans and Mr. Leech. >> That's nine. That's n >> correct. Motion to approve certified and classified personnel as presented or re revised. I have a motion by Mr. Miss Crystal Monroe. Second by Mr. Craig

114Lowry. All those in favor say I. Any oppose? Unanimous again. Motion to approve close session minutes >> of August the 12th. Motion been made by Mr. Craig Lowry, second by Mr. Bradley Phillips. All those in favor say I. Any oppose? Unanimous. >> Are we good? >> Mr. Craig got a question. U Dr. Williamson or whoever this uh fall leadership comp thing this year, September 16th, who's doing that? >> That is the North Carolina School Boards Association. And is there a normal regional meeting >> and and we're hosting? Yes. >> So people from the state school board will be actually doing the presentation >> for not not for this one. It'll be um North County School Boards Association and some of their members will >> will come here to do this. That's what I'm saying. Not

115date >> and we can come to that. >> Yes. It's regional for school boards. >> Okay. Thank you. look for good. Anybody be here that could >> if can >> you know over the years that has declined from what it used to be. >> So clarification Mr. Superintendent you didn't make it clear. Is this a meeting for you people in your level or is it something we need to come to? It's it's it's what the North Carolina School Board Association they hold it every year those regional meetings. Yes. And so it's intended for school board members in the San Hill region to come. >> Thank you. >> Yes. Also, we did place at your site um we will have a visit from State Superintendent Mo Green on September the 29th. Um he start at UNCCTP.

116We'll move from there to the new career center. From there to um Robertson Community College. Um and then we'll be at the board where we'll have um supper. Um and from that he would roll out his strategic plan at uh Lmonton Senior High School. And so you're welcome to come to uh all of that um to the supper if you can. That's 16, 19, and 29. >> Any Anybody got anything else? Um, reminder, next Friday, 12 to 5, we'll be here for the board retreat. I need a motion to adjurnn. Motion's been made by Miss Crystal Monroe. Second by Mr. Craig Lowry. All those in favor? Motions be