BOE Regular recurrent meeting

001of education next to the last one for the year 2025. At this time, I'll ask you for a moment of silence followed by the pledge of allegiance to the flag. >> Thank you. 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. First item of business is the approval of the minutes of October 20, 2025. Is there a motion to that effect? >> Mr. Begley makes a motion. Miss Smith second. Any discussion? If not, all in favor raise your hand. Opposed? Motion's carried. Thank you. Approval of the agenda. Mr. Villa makes the motion. Miss Smith. Seconds. Discussion. >> I like to add a minute to add the bonus pay. >> All right. Under new

002business, that's bonus pay. That'll be number six. Any other discussion? If not, the motion is to add item number six, bonus pay supplements. No further discussion. All in favor, raise your hand. Oppos? Motion's carry. Thank you. Announcements, special recognitions. >> Good evening, afternoon, everyone. I'm so happy to have everyone with us at our meeting tonight. Uh just want to do a few announcements and special recognitions. I'd like to recognize and thank all of our schools for such a wonderful display of AB honoral participation as um we had multiple schools do honoral assemblies at Dillard as well as um I think North Elementary and some other elementary schools. I also wanted to recognize the work our students did for the veterans. U was able to attend some of the veteran events. It was really great for

003us to see our students pour back into those who've given the ultimate sacrifice for our country. And so very excited regarding that. Also just want to announce that this week is a special lunchon week. So this Tuesday, Wednesday, and Thursday, some respective schools will be having that wonderful Thanksgiving lunch dinner. So we're looking forward to schools being open arms welcoming for that. And and finally, do want to thank the students from Oakwood Elementary who had multiple entries at the North Carolina School Board Association conference poster contest. And we'll be looking forward to recognizing those students and those scholars at our next scheduled meeting. Turn it back over to you, Mr. Chair. Public comments. You have any >> We have one more announcement. >> Oh, one addition announcement. We do need to recognize our board chair

004>> who was recognized for an announcement. I got ahead of myself there. So, we have a special little picture here to show up. Um, we had the privilege of attending um the Novine School Board Association and while Mr. Battle was nominated and Mr. L, you want to add some details to that for us, please, sir? >> Sure. So, Mr. battle was re was um recommended by the board to receive the Raleigh Digman award. It's the highest honor bestowed on a North Carolina schoolboard member each year and is named in honor of the Raleigh Digman who was the NCSBA's first full-time executive secretary and since 2003 uh there's been a recipient every year. It was a very very close race we were told uh this year. So congratulations Mr. Battle. That's a huge honor to be

005uh sitting on stage there that award. Thank you. >> I was uh very humble by that because they kept it from me. You got some sneaky people that I work with, >> including my daughter. But uh you'd be amazed at the number of people involved in NCSBA, the hours they put in. And the only thing I was they was taking too long on the stage because see I can't stand up long saying and I was getting ready to leave them but I want to thank you for that nomination and I really appreciate really enjoy. Thank you very much. All right. Any public comments now? >> No sir. >> All right. Very good. All right. Unfinished business. So, it was a request that have the breakdown of the contingency funds. Um, that was in your packet

006and there was an additional request asking for a breakdown of invoices which received that at your desk this morning. So, in the information provided to you today, it showed you a list of the contingency of the invoices, the date received, and the date paid out. memorandum like this. >> No idea. Um I guess Mr. Jones, my question is what constitutes this needs to come out of contingency and also was this reclassified because when it was paid out there was no contingency fund. >> If you could read your question again for me sir. So, we had emergency funding that we converted to contingency two meetings ago. I guess my question is what makes this contingency? I thought that was for emergencies. >> So, uh contingency is mainly based for things that aren't budgeted. And so, um

007this was already happening and occurred prior to the August meeting in which we did some budget amendments and things. So, we're playing kind of catch up with this. Um so it the monies were moved around so therefore we took it out of contingency because that was the only place for us to take it because these were worked outside the scope of the contract we have for custom cuts. >> The reason I ask this to be put on the agenda is policy says that uh contingency funds spent have to be brought to the board at the very next meeting entered into our minutes. So I know we're a little late but we need to have that done. >> Okay. Anybody else? All right. Thank you. All right. Reports, federal designations, uh, BC, Senior High, and South.

008We have you go in that order. >> That's fine. Yes, sir. Good evening, board members. >> Um, I provided you with a handout. This is just anformational um section to let you know of the federal designations. We have two schools who are designated as TSI CU schools and two schools who are designated as TSI AT which is often called ATSI. Um I did bring this to you last year with ATSI we only had an ATSI um school that I shared with you last year and this year after speaking with Mr. Stokes we wanted to make sure that we also share the TSICU schools. So for a school to be identified as TSICU they have to be consistently underperforming. um is when they have a letter grade F in a subgroup area on the school report

009card. Um two of our schools are identified as TSICU um and that is Bartley Antsy Senior High School and South Elementary School. Um, since we received these designations from the office of federal programs earlier, um, in October, I did reach out to our point of contact at DPI to clarify um, since both of those schools, Bartley, Anyie, and South did not have this letter grade have the letter grade of an F on their report card from the 2425 school year. So I did indicate in the report that the um designation is from previous school years. Um both South Elementary and Bartley Ansy High School made great gains with this subgroup um with their specific subgroups this year. And so if they continue with that progress this year, both of those schools will be removed from

010the TSI list. >> Very. >> Are there any specific questions about TSICU before I move on to ATSI? >> Anyone? All right. Please. >> Okay. All right. ATSI is probably the one you're more familiar with. I know I spoke to you about it and shared that with you quite a few times last year. Um this year in addition to NL Dillard Middle School continuing to be ATSI, we have added Oakwood Elementary School as an ATSI designated school. Um typically that is called ATSI but TSIAT is also a name for that and it just means that they need additional targeted support. So again we're looking at subgroups for Dillard Middle School. We're continuing to look at students with disabilities, but this year we have added the subgroup of black. And for Oakwood Elementary School, we are

011looking at students with disabilities. So for both of those schools, they are um their performance during the 2425 school year with a subgroup um school score on the score report card of an F. It continued to keep them in that designation. Um for ATSI status, schools will remain in ATSI status for three years. Um so these three these two schools have three years um to make progress with those subgroups and again they have to move to a letter grade of a D or 36 or higher in those subgroups consistently for two years so that they can be removed from that designation but the um office of federal programs does keep them in that designated watch list for three years in an effort to give them some time to make progress towards those subgroups. Okay. Um

012the designations also come with funding. Um and so ATSI funding, I actually shared that with Miss Underwood this morning, dropped um at the end of last week, and that is PRC 105. Those funds um can be designated at the district level and used to support school initiatives that are geared towards these um disability these areas um specifically students with disabilities and black students at um Dillard. So, the funding is $16,800. Um, I spoke with Miss Underwood. We'll put this in writing to Mr. Stokes tomorrow once I have an opportunity that um my plan was just to allocate the funds evenly between the both schools um and then meet with those principles individually to determine how they'll spend those funds. >> Are there any questions about ATSI? >> These are additional funds that just coming in.

013>> Yes, ma'am. Yes, ma'am. So ATSI funds were just um released last week. Um and we actually received the aloc the PRC has actually changed. It was 115 last year. It's 105 this year. Um and the um we received the allocation late last week. So um I did share that with Miss Underwood this morning that it's $16,800. So they are in addition to any funding that they have and can only be used to support these subgroups at each school. So the principles will uh get with you and determine how the >> the money will be fit. Yes, ma'am. Yes, ma'am. So last year um Dillard Middle School was also ATSI designated. Um and during that school year, we used um the funding to purchase um some training for um our EC teachers. So we did

014our trans math training. We also bought an entire Wilson language kit for one of our AC teachers at Dillard, which is a very expensive um resource that we've not had access to. Um and so we house those funds at the district level um just so that it's not one more funding source that the bookkeeper is having to manage and then um the principles just submit a request for funding just like they do with title one funds and then we decide if they are allowable, necessary, reasonable, all of those pieces. >> Question. So you're saying they have to be in this subgroup for two years? >> Three years. They'll be in this designation for three years. Yes, ma'am. They'll be able to exit. They have the possibility of exiting within um by 2028. >> So they

015stay in ATSI status for three years. >> So the funding will follow. >> Yes, ma'am. The funding is reallocated every year. So last year it was um lower. It's about 11,000 last year and this year because we have two schools is why I'm assuming that the allocation is increased. Okay. >> Any other questions about ATSI? >> Nobody. >> Okay. Thank you. >> Thank you. >> Before and after school update. Yes. Four members in your packet. You received a numbers update regarding before and after school care. And this was as of >> November 3rd. Thank you. >> So everything is self sustained. >> We are we are much more self- sustained than we were last year. At this point in time, >> this does not count droppings. >> Anyone miss have any comments, questions? >> Okay.

016Not. Thank you very much. Uh county civic center report. >> Uh go ahead. So in your packets, um we just pretty much did the 2425 entire school year for um all revenues entered and going out as well as from July until now. So we gave you all of last year and from July 1 up until 11. Yeah. All of last year and all of now the edition that we have. So, it's broken down by fees and you see the invoices. Um, I would just highlight a page if you would turn with me to the very very last page of that packet. On the back you'll see uh income revenue um will not cover the amount it costs to sustain the city center. So if you look at you know a lot it was there was

017a time where we refunded the refund and and some people wanted to keep it but now we send that back. we're not necessarily um turning a profit or is it is it the intent to turn a profit for the civic center. However, it does um require a good bit of funding to keep it operational. >> Just a question. We've been dealing with this ever since we've had the facility. In fact, we tried to give it to the commissioners one time, but they wouldn't take it. But we had to fund it every year because of certain things that have to be done. I like this report, but I think it would make it simpler if we would go every quarter and because you remember we got some requests about usage rent in September and October and

018I think that'll give us a better picture of where we are in terms of who rents and who does not rent. Uh a lot of people may not know this uh but that civic center is I think it's one of three on school property in the country and the grant was written by a former superintendent here Dr. Lawrence Walker. That's how we got that. And the seating in there, uh, when George Daniel was in the North Carolina Senate, that's how we got the seat. And I know they It's hard to find the seats now. We found some in storage one time that we didn't know we had, but it is a good facility. And uh, when Mr. folks was alive. We used to have the concert service for the public, concert series for the students.

019Hopefully, we can get back to that. But it was not a large money maker, but it was experiences that our kids and the public had that they otherwise would not have had. But I like this report, too. But if you could that make it simpler, Brooke, each quarter, like when you do your report. Okay. >> Anybody else? Okay. Thank you very much. New business, uh, consent agenda. You have three items there. Fall policy updates, NCSBA cell phone policy updates, and participate invoice. >> Yes, >> I'm sorry. >> I would like to ask for cell phone policy to be pulled for a separate discussion. >> All right. That leads to uh the fall policy updates and participating invoice. Is there a motion to accept the consent agenda? Mr. Little, Mrs. Beley makes a second. Any discussion?

020If not, all in favor raise your hand. Opposed? Motion is carried. Thank you very much. School improvement plans BY North and South in that order. In that order fine. Good evening board. We are going to share three additional sports with you this evening. Um we're excited to welcome Senior High School Missy Carter to kick us off followed by North and South as on the agenda. >> Thank you. Good afternoon board members and attendance folks. Thank you for having me this evening to talk about our school improvement um at Bartley Senior High. So I'm going to start off with our celebrations and as you can see you've done a very very very very good job. Um I cannot give myself full credit. I give myself and our team at Bartley Senior High School credit for this

021tremendous growth. Um, and we're hoping to right now we got things in place. We have a lot of things in place to keep this growth growing. So, this has been tremendous. And as you can see, we have made a lot of C for the first time in eight years that we've met growth. And so, we're continuing right now with a team to continue with this growth. I hope to see it go up next year. Next slide. So our GO1 as you can see what we have here this is basically based on our core instruction and so based on the two tiers we have the three tiers two and three are ones we're going to concentrate on and we're primarily this is going towards our vision and our vision is all students can learn lead and

022succeed at Bartley Epson Senior High School and so we are putting we have put things in place to show where our students are able to lead, learn, and succeed at early senior high school. So, what we are basically um putting is we're basing G101 basically on our core instruction and making sure our core instruction is in place and that the students and the teachers are following our core instruction, making sure our core instruction is has rigor um and that it is data driven. Next slide. and our G2. Oh, the F. Um, so, excuse me, the G102. Going with the G102 for our school improvement entire. This is, sorry, I messed up on the G101. So, can we go back to G101? Because I was giving you information on G102. So, our G102, this is the

023one. Yes, we're this is primarily we're this G101 is all with data driven. It is going to be data driven. We're going to look at data continuously throughout the school year. So data driven and we're looking at PC's has been put into place. We're going to start that um second semester and during the PC's where data is always going to be talked upon. that teachers are going to ask through looking at the data and comparing the data talking with other teachers within the school within their department other departments cross path and how can we make this data how can we make these scores improve or how can we make the test assessment scores improve G2 um 202 thank you um G202 my notes I have supporting and oh this right here is we're preparing hire

024teachers to improve their craft in teaching. Um so the units of instruction are activities making sure all the activities are line for all the students not just for our students that are up here our students here but for the students that are here here and here. We're trying we're making sure that the teachers are aligning all of their activities, their instructions, their lesson plans all according to um the teach the students. How are they going to do that? How are we going to do that? We are providing PDS which are going to be done um instead of having our structured faculty meetings our faculty meetings now are structured as PDS faculty staff PDs also we're in the process of teaching our teachers for learning how to read EVOS so looking at not only just what

025the we're looking at the subgroups we're looking at the um not only subgroups, we're looking at the subject areas, how the teachers, what did they look like last year, taking all of that data, looking also at the students um predicted um test scores as well. So, we're taking all of that and looking at that and presenting to hopefully um improve the teachers with their craft. So with the ongoing instructional walkthroughs and feedback that is also going to be considered um ongoing because we're also not only walking through providing feedback to the teachers, we're providing the feedback for the teachers. Not only just we walk through today, they get feedback today. So it's not where we walk through today and it's two or three days down the road that they get feedback. Not only are they're

026getting feedback, but we're also giving them that support and any information that they may need, any resources they may need to help them to be um productive in their in the craft that they're teaching every single day. The next slide, please. Um the record school of performance and data. Basically, this is our MTSS. We have our MTSS on board. we have our school improvement um team both of those are working together um they are organized they are put together and it is going to be data driven as well so all of them will get together we the MTSS gets together and sit team the SBOT team gets together and it is also data driven so what are we doing with the data that how are we getting that data where they're having teachers not only

027because the sit team is not only with the the sit team itself, but we're also using the other teachers in the building to grab the data that we need so that when we all come together to do the PDS um but when they bring it back to SBOT, we talk about the data that we receive, how can we fix it, how can we make it better and then we can um communicate that with the teachers as well. Next um next slide for TSI which we have understand that um we know that we are on that list and with the m our SWDs our schools with our students with disabilities they are our students that are funks that are not as high scoring as high as the regular kids. So regular students. So those are some

028areas that we are planning on um talking about. Um and our learning hub is basically our tutoring. And so with the tutoring that we have, our tutoring is offered two days a week, Tuesday and Thursdays from 3:15 until 4:30. We call it the learning hub because instead of the teachers taking the students up to the classroom to do tutoring, they're all in the lot in the all in the media center. And so what we have set up, the teachers come there, they sit with the students to do the tutoring. We also have it set up if the student has missed work or they need help with another class outside of let's say Musesi, he also has help with needs help with math and let's just say he's missing word in English. So we have the

029teachers that come into the learning center and he's able to go to each one of those students, each one of those teachers to get help to increase his academics. Our BYPCC connecting learning hub which we have put together that is for our BY students that are also taking classes at PCC and what we have put we took the old alternative building and reconstructed into like a student service center for them. So instead of them what they were doing in the past were meeting in the media center, we didn't feel it was being conducive to their learning. So we developed a hub to where now they can go in and it has Wi-Fi. There's um there is co there is adult supervision there. So and with that adult supervision, that adult supervision is a teacher. the

030teacher has volunteered during their planning time to go over to the hub to help the students whether they may need tutoring that may be involved. So an for an example, Miss Pinkerton goes second block. She is very experienced in math and science. So if there's a student that is at PCC that is having difficulty with science over at PCC, she's able to help them and answer questions. We also have it where the um student services, the counselors are able to go and meet with them in one place to talk about FASA to help them if they have any questions on post-secary um goals or questions that they may have. Um it makes it easier also for Miss Oakley who is advisor for the PCC students to come over and to connect with the students as

031well. It gives them more of an opportunity. So with the Wi-Fi, they're still able to work to complete their assignments, complete their um all the work from PCC and also they had any classes at BY. So just put them in one location. >> Next, any questions? Thank you for listening. >> Just to uh go back to uh G202, you said you do your walkthroughs. Do you keep the same staff members throughout the year or do you rotate them? >> The AP's um the administration, the advent, we rotate rotate. >> We rotate with walkthroughs and we also rotate with the formative assessments as well. >> So we rotate. >> Maybe I can say that right. Let's say that Joel is mine. >> Do I keep him all the year? >> Nope. >> Okay, that's how long

032do you keep him? >> We we after we read the data. So what we're doing first after we do the walkthroughs then the admin team we get back together and see out of let's see we did six in one week we look at what were the similar similarities that we found or what was the diff differences that we found and we get together and we talk about it and then I may say okay Dr. Ray or excuse me Mr. Stokes I need for you to go look at >> Mr. Mr. to see if any changes happen. >> Very good. >> Because we're going to meet with him after he's had his walk through. >> Very good. >> Any other question? Snip. >> So students that are solely at BCC, can they come to that tutoring

033>> as well? >> They're students that are BY students. So yes, >> so I guess my question this may be more for Mr. Nichi question. I understand that a lot of kids that are solely at PCC have to buy their own laptop because the Chromebook doesn't work at PCC. if they need to come over for tutoring because it's their personal device. Are they able to connect to our Wi-Fi? >> I haven't received that request yet. >> Okay. >> Because if they have their own device, you know, in our Wi-Fi, >> well, it's my understanding the Chromebook doesn't work with the PCC stuff. So, most parents that I've talked to told me they just buy their kids a Chromebook when they start the PCC. If they're in the FastTrack program where they're only going to PCC,

034they're just buying a laptop. If I may add, for some of our PCC students who are um sold at PCC, due to the filter that we have with the Chromebooks, some of the applications and things that PCC use on the college campus is blocked by a filter. And um a Chromebook is a Chromebook, but some of the things that the university, the college may require them to use may could be easier accessed through a um a regular computer, per se. And so families may choose to do so, but it's not the amount of being communicated they must do so. But I know that most students have, but the biggest concern we've had with TCC has been the professor has classes has material that's blocked by a filter. And one way to remedy that is for

035the student to let us know I can't see her class. we get the information to it so that it makes the >> field doesn't we haven't done that part at all. So we have accommodated based on like in the past I remember there was a couple of students that worked with uh media and technology and PCC and their applications were not handled by the Chromebooks so they had their own laptop and we were accommodating the Wi-Fi. >> Yeah. I just want to make sure I mean really before it hasn't been a big need for them to come back on our campus but if we have somebody there that can tutor they may want to. I just want to make sure that they >> Okay. And my last question um Miss Carter was what are your

036tutoring numbers look like? I know in your announcements you're having tutor tutoring a couple times a week after school. Are our students really taking advantage of that or you just having like a few? >> The students to be honest are not taking advantage. We don't have transportation and that could be one of the biggest issues and a lot of our students are playing sports. So, as far as do we need to get down and see why that has crossed my mind, like why are we not taking advantage or is it the communication? But it is announced every single day on the announcements that tutoring is available and they don't have to just come on Tuesday and Thursday. There are some teachers that are willing to do it Monday, Wednesday, and Friday if the parents or

037the teacher if the student needs be. So, for an example, there's a math teacher that will show up every single day at 7 o'clock in the morning and wait for students that need help with math and the students are taking advantage of that opportunity. >> I'm not sure that's being communicated to parents. It's being communicated to the students, >> but I don't know that the parents know that because I just had a parent reach out to me about math and her son and sports after school. Mhm. >> Um that would solve that problem. So maybe on weekly announcements, parents need to know that too or on talking points because you know kids don't always tell the parents. They tell them what they want them to hear. >> Well, the the messages that I send out

038every single Sunday, I I have been mentioning that tutoring is on Tuesdays and Thursdays. That's right. And so, not only do the parents get that message on the phone, but I also send to the students as well to their school email accounts, what was just said on the Sunday announcements, they get them as well. >> I meant like that morning thing. You got a math teacher that'll come in on Sunday morning. I mean, every morning at 7. >> I don't think parents know that. >> Okay. >> I think you'd have more kids coming to that in math. That's what I'm saying. I know the afternoon children. Yeah, I hear that every week. But >> I can talk with him and see if he can go ahead and put that in talking points and make it

039very aware to the parents that he is available during that time. >> Yes, ma'am. >> And is transportation just because of a budgetary thing or we don't have drivers to do it? >> Yes, ma'am. >> Okay. Thank you. >> Anybody else? >> Yes. >> The um you said that the activities and things is data driven. >> Yes. Um, how are when do you all I know you said you're doing your PDS when do they get the data to tell me a little bit more about how that's >> so um staff meeting will now we consider them as our PDS they meet the first and the third of each month and so they're going to bring back what they were asked to do from the last meeting so we can discuss in the next meeting so

040SBOT is the same way so everybody for SBOT so if you look at endstar are everyone is giving has been assigned an indicator and so that indicator is also going to go match up with the North Carolina standards or whatever our goals are for the school and they're going to go out and bring back um and it necessarily doesn't have to so the indicator although that person is on the SBOT team it doesn't have to be that person we can also assign it to a teacher as well because the indicator does not have to be who's on the SBOT team and so we're going They're going to reach out to the other teachers, get the information, and bring it back. And it's always going to be discussed, and then we problem solve. >> Okay, >>

041that is our goal for this year. >> Anyone else? >> All right. Thank you very much. >> You're welcome. >> Thank you. >> North Elementary. >> Good evening. Um I'm here to um go over North Elementary's presentation. Um of course our um our motto is kind of moving north. Um not just the school but in since moving north we're we're trying to take everything um up to the next level. You can go ahead to the next slide. Um this last uh last school year we um we have a lot of things to celebrate. Um the first thing being uh we got the highest growth score that the school has had since they've been doing the school report card um of a 0.78. Um the goal was to get way above that because of course we're

042always in competition with South Elementary. Um um our school performance grade this time um also was the highest that the school has ever seen um of 67. Um we were three points away from um a grade B. Um, so our goal is to get there this school year. Um, in addition, um, I kind of did Thank you. >> Okay. The, um, also I kind of did my own research when it came down to our overall growth as far as our school report card is concerned. Um when I did my research, I believe we were the highest growth by 21 points in the state um since they've been doing uh school report cards. I think the highest that I saw was Rey Fork Elementary in Guilford County that had grew 17 points. So, um I did

043some research there, but like I said, nobody was able to give me a definite answer, but everything that I checked out, we were um the highest in the state as far as um you know, our grade going from a 46 up to a 67. Um so, that was definitely something for us to celebrate as well. >> Absolutely. Um on the right side the on the right side you all will see the um the chart um that we kind of compare um one cohort to the other uh the 23 24 school year. Um of course that was before I got here. You can see the list of um percentages you know from that you know the reading was for third grade was at a 34.6. It went up to last school year to a 38.2. 2.

044Um, our third grade math went from a 44.2 up to an 85.5. Um, our fourth grade reading went from 57.1 up to 58 point or 51.1 up to 58.3. Um, fourth grade math went from 68.1 up to 85.4. Fifth grade science went from 41.5 up to 60%. Fifth grade reading went from 32.1 up to 51.1. and fifth grade math went from 20.1 um up to 53.3. Um when it comes to our um when it comes to looking at that chart um based off of of Eboss, I've known EVOS for quite a while, so I'm very familiar with it. We just can't look at uh what the previous year cohort did compared to what this year's cohort did. We have to kind of look at everything kind of uh kind of on a diagonal. So what

045our third grade reading did, we have to compare that same group with the with the fourth grade kids that are that are currently there now. Um so when you all look up there at u say fourth grade reading for example um they went from 51.1% to 58.3% but they had one of the highest growth models. Uh because again we can't compare what kids in one year did for fourth grade compared to a different group of kids. We have to compare that same group of kids. Um so our challenge uh this year is especially for um for my math uh because third grade math was at 85.5 and fourth grade math was at 85.4. Um so we either got to maintain that or we got to try to grow that that's that's going to be that's

046going to be our our tough thing. Um so yeah, we're gonna do it. Um, so my challenge to my fifth grade math teacher, uh, who has been phenomenal since she stepped on board, uh, half of the semester last school year, um, is I I told her I said, "We just got to maintain." That's that's what our goal is, is to maintain because when you're when you're coming behind, um, exceptional teachers such as third grade math, Miss Daniel Diggs, and fourth grade math, Miss Emily Smith. You know, as a new teacher coming straight out of college, I mean, that's, you know, you you're dealing with somebody that has almost 20 years experience. Um, and experience does make a difference. Um, but again, my fifth grade math teacher, she she's rocking and rolling. Uh, she she's she's

047putting them to work. Uh, she definitely is. Um, the growth that we're definitely looking for this school year uh is from our third grade reading. Um, it's very difficult to kind of grow students for third grade reading because it's the baseline year. That's where they first take um, you know, the reader EOGs. And a lot of times your K2 um teachers, you know, they don't know the pressure of that third grade EOG. So, we're we're definitely um focusing more a lot on the K2. U Miss Beavers has definitely done a phenomenal job helping us with PLC's and looking at data and things such as that. Um so, she is definitely um you know to be commended for that. Um but again, those lower grades, we have to make sure that the kids are really able

048to read by the time they reach third grade. Um our third grade team, they are group viability this year. That was this is the first time that we're grouping them by ability. Um sometimes that causes the teachers to pull their hair out because you know when you get your lower group of kids who are not used to focusing and paying attention, you got a whole group of them. Um so we're definitely focusing on that group hopefully to get the growth. Uh but also moving the middle and higher level kids to uh to where they need to be. um fourth grade math, I mean fourth grade reading, um with Miss Stripe. She is, you know, old school, consistent, and she gets results. Um and then I have, uh my fifth grade reading who came back to

049Caswell County, um Miss Owen, um who is a phenomenal reading teacher, but just like I told her, you're coming behind some teachers that have some years of experience and uh you you're going to just have to push those kids. Um, when it comes to fifth grade science, um, with last year we had three teachers, but because of numbers, we're down to two. So, my two science teachers, uh, my two fifth grade teachers, one teach math, one teaching, they both teach their own home room, um, when it comes to science. So, um, they did a a very good job on this past um, North Carolina check-in that we just took. So, we'll hopefully see some great things out of out of them as well. You can go ahead and move to the um, the next slide.

050Um we're still continuing with our same goals that we had from um from last from last school year. Um the school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with individual needs of students across all tiers. Um so we're definitely um what our leadership team does, we uh of course we deal with leadership items um as well as deal with MTSS items. Um, you have your tier one, which is your, you know, what the teachers are delivering to the students. Your tier two are our kids that are kind of middle way, but they need a little bit of support. And then we have our tier three that needs that intensive support. Um, so we are using uh we have daytime tutors. We have pretty much two slots for daytime tutors.

051Um, we have Miss Jeff who does four days per week for us. Um, and then we have u Miss Williams and Mr. Davis who split the days two days each of doing math. um and they do a phenomenal job working together. Um and so what we're doing this year is we're pulling uh not only our our lower level kids that we have, we just can't we can't forget about our AIG kids. Um and that's one thing last year that um that we have to focus on. So our um our advanced kids, well all of our kids, they get pulled for either uh either tutoring or doing an intervention time. We have two intervention times, a reading intervention time and a math intervention time that is built into the schedule. Um and either the students get

052intervention from the tutors or they get it from the the teachers themselves. Um so some uh one teacher may keep her AIG kids and do a book study and get and start with things like that to get them uh where they need to be while a tutor may pull the lower ones. Um and then you may go to another grade level um or another teacher where um the tutor may pull the higher kids and the teacher may work with the the lower and middle ones. Um we did start correct to reading this year in third grade which is something that um that wasn't done previously. Um it kind of builds that fluency of the students um in learning how to read those passages for their for their EOGs. Um but all of the teachers we

053have a document a MTSS document which u Miss Beaver did support us with that as well. um where we have all of the kids that are listed, what interventions they're doing, um what program they should be working on, what things that they should that they should be focusing on, whether they're working on it at school, um or as well as um at home as well. You can go ahead to the next slide. Um we are uh G2.01, the school regularly communicates with parents. Um sometimes I think I may overcommunicate but again uh communication is is is is what um what has to happen. Um I also um push the parents um to you know ensure that the students are learning at home. We did start a million minute reading challenge that goes from November the

0541st through April the 1st 2026. Um where our goal is to read u whether it's at school or at home for a million minutes. Um, our students can use our uh our grades three through five students can use Achieve 3000 uh which is a new program that uh we purchased this year. Um originally it was like8 or $9,000 and I told them we broke and we couldn't afford it. So they gave it to us for 3,000. So I guess that's a win for us there. Um so our students can work on that at home. Um it gives them a certain level that they start off with whether they are um high readers or whether they struggle with reading. um and they can work on those things at home and that does count towards their millionm

055minute reading challenge as well. Uh we also have the I Ready program for uh for math for grades three through five. Um the teachers seem to really um enjoy using that program plus we use it for um you know our BOI MOI and uh end of year assessments as well to see where our students are going into their their EOGS. Uh we do host uh we do have parent teacher conferences that um you know our teachers set up mainly our K2 teachers will bring the teachers in three through five teachers um they're constantly using like the talking points or giving the parents a call to update them with things such as that. Uh we did host a literacy night one night um back in September. Um we'll do a math night um coming up in

056the spring. Uh we're actually going to do a mathscience night um this time coming up. Um and again, we use our social media account uh talking points um as well as making just regular phone calls to make sure that we keep our our parents informed. You can go ahead to the next slide. Um 3.01 um is um us using the the data from walkthroughs and things such as that. Um we do uh have a tool that we have for um the district walkthrough. Um we don't have the advantage like the high school where you know we can bounce around observations. It's only me doing the observations. I got to do all of them. Um so unless anybody want to come in and help out, you know, I I welcome you to come in and check

057out some classes. But um we definitely um you know look at our data. Um, Miss Beavers and the elementary team will actually be there tomorrow um to go over our K2 um math assessments that we're going to have to do for the middle of year assessments um as well as look at the North Carolina check-in data that our school has done for u math, reading, and science. Um let's see. We do again we use Achieve 3000 um for grades three through five. um MC classes for kindergarten through fifth grade to um you know to see where our students are and what supports they need. Um again we got the MTSS data that we use to to you know put the students where they need to be so that they can re receive that support and

058to be successful. Um I believe that may be all that I have. Anybody have any questions? >> Questions back. Well, first of all, I would like to say congratulations on all the hard work that you you and your staff did. Uh, and the fact that the one thing that I hear you saying is the collaboration between the central office and them coming out to help you do the things that's needed. That's good to hear. Um, and I'm sure that that's making u a difference. So, I see where you all are now, where you were. And so what are some new ideas that you have that may you may share with us as to get those scores where you think they need to be? >> Um the the main thing was um like like last year

059um I changed the you know what the teachers were teaching. Um I think it became overwhelming for some of them to teach the different you know especially in the upper grades like to teach math, reading, science and stuff all day. Um, so I departmentalized in that that definitely helped out last year. Um, this year it's more of um giving them that support. Um, like I said, we bought in Achieve 3000 because we need to get our reading up. Um, our math our kids love math. Um, you know, they do better in math than they do in reading. So that achieve 3000 is something that um the teachers can give them. If they pass um two lessons per week on their level, um they should be on track to pass their EOGs at the end of

060the school year. If they pass two lessons every week, um and sometimes those lessons can be a little difficult to pass. Um but if they pass two lessons um with uh I think it's 75% or higher, um then they should be on track to passing their EOGs. Um and it also gives them the Lexile level that they should be at. for example, like third grade may supposed to be at um a 650 Lexile in order to pass. Fourth grade might supposed to be like a 750. So to give them whatever that level is. So if they're at that certain Lexile level and they're passing those two passages every single week, um they should be on track to pass their reading EOG. >> Thank you. >> The um achieve 3000 you were talking about. >> Yes.

061>> So does it give them like questions at the end or is it just >> It does. It gives them the the passage or the story and then it gives them those questions at the end of it. >> Okay. >> Uh and it gives them that feedback immediately. It'll tell them exactly what they did. Uh it would show a video form if they need to look at some things. Um I know especially with um my third, fourth, and fifth grade reading teachers, they give them those strategies to use where they're picking out like the main topic. They know that's at the beginning. Um they know they know how to look at the paragraphs up there. And it also lets them highlight um just like the EOG does so that they can go back and look

062at some things. >> Um that was something in my previous district we used at the high school level that was a lot of success in the middle and high school but I don't think any elementary schools used it and it does start with third grade. >> Okay. M's just been reading the book to get his minutes but we're going to put him on this. >> Yeah. Right now reading the book is is good. That's good as well. Um but that but the achieve 3000 it it it tracks everything. I mean, it it does it if if they drop down a level, it'll say you dropped down a level. Um, and then it'll it'll give you your reading on your level. So, if we have a student that's in fifth grade, but they're on a third

063grade level, it's going to give it to them on the third grade level, and the more that they read, it bumps them up to where they need to be. >> Yeah. So, that's that's some data that we can't pull from a book, but reading books are are are helpful. I mean, it it really is. So, e either way. >> All right. Anybody else? >> Thank you very much. >> All right. Thank you, >> South School. Good evening. >> All right. >> Um, so pretty happy to be up here this year. Um, I was happy last too, but not as happy as I am tonight. Um, it safe to say it was a really good year at South. Um, and it feels really good to be able to celebrate that with the same folks that were

064there who created that data. So, I would say one of the biggest wins for us. No, if you'll just go to the next slide. Um, is maintaining all of our teachers in the tested grade levels. Um, and that was a huge win because none of them were there uh when I started last year. And so, it's really exciting to look down that hallway and just see faces who were um as committed to our students as I am. Um, I do want to thank uh Miss Jones and uh Miss Turner for coming out tonight. I know y'all have better things to do, but I appreciate y'all doing this for me. Um so you guys know we made some really uh big wins with our data. Um and so that 91.9 scale score for our growth um

065is huge um because we were in the top 10% in the state. And when I made this actually I didn't know that we were in the top 10% of the state. So when we submitted these slides uh weeks ago probably over a month ago um beaver ske on our toes uh but we didn't know that we were in the top 10%. So, we have celebrated that every time and our staff has really indulged me in celebrating over and over again. >> Oh, right. Just a minute. >> Two years ago, there was a school in Alamance County that did the same thing and they ran it on that marquee. Anytime you went by, it was Hall River Elementary. >> No, Hall River Miller. You got that? >> All right. Now, that's good. How field. >> We

066have these made um and we have one in the front lobby. So, it is the first thing you see when you come in our schools to celebrate our success. Um our teachers did great work and our students did great work. I will say when we've shared um this information with students and we've been really um I I think selective about what we've shared with students because we they don't know they're a CC school. um they didn't know they were a D school and I don't ever want them to know because I don't want them to be defined by either one of those grades. Um but we had teachers that cried, we had adult parents that cried and we had kids that cried with us when we shared these uh numbers. So it's been a really

067it's just been a really neat fall experience at South and the culture feels really different. Um we did move from a D to a C. We were the absolute lowest D. We were one point away from being an F last year and we are not the lowest C this year. So, we moved 16 um scale score points and we're really proud of that. Um and then I think my biggest um I think the biggest celebration is this and this is one of our current fifth grade uh kids and that's what she wrote um about our school at the beginning of the year and we have a bulletin board on the um third through fifth grade hallway that has a bunch of those. Um, but just knowing that our kids realize that our teachers are serious

068about their education. I mean, that's big to me. Like, for a kid to know they're serious. Um, we took our first check-in yesterday uh or Friday and then we had some makeups today and kids are already asking me what their scores are. So, our kids are as tied to their data as their teachers are tied to their data as I am tied to their data. So, um it's a it's just a huge culture shift for us. Um I do want to say um Miss Jones is here. She taught kindergarten for us last year. We left K, our kids left kindergarten with over 84% of them were on or above grade level. Um, and so they're heading into first grade to be um, really successful students. And, um, there was something else I wanted to share

069that was a really big win, but I can't remember what it was. Oh, we did win to um, last year we didn't have the advantage of having teachers come back and be able to write grants when grants were due. We did win to um bright ideas grants and we're very excited about that. >> That's great. >> All right. Um no, I'm good. Next slide. Okay. So, for action steps, basically um these are the same indicators with different some of the same action steps as last year, but our goal really is to do exactly what we did last year and then do that in reading as well this year. Um because the bulk of our growth index, like our growth index in math was an 8.3. And I don't know if y'all remember this or not

070because you probably don't even want to, but one of my slides last year was that negative -2 to positive2. And if you're in here, you met growth, right? Well, in math, we were so far out this way, which is where that 91.9 came from, which is why we're in the top 10% of the state. Um, we want to do something similar to that in reading. Uh, because we want our K, we it's just a focus area that we need to focus on this year. All right. So, for our first one is behavior expectations. Uh we are continuing to recognize Eagles of the Month this year. This year we're doing it with a school counselor. Last year we did it without one. And so it's so nice to have that level of support in the building.

071We last year we implemented tier one restorative circles daily, which that's just a fancy word of saying morning check-ins so you know your kids. And then we already have some classrooms uh implementing tier 2 restoative circles, which is new this year. Um, which means if you've harmed someone, if there was an altercation, if there was an argument, if there was something the day before, you bring the class back together and you try to fix it and repair the harm that the student did. And then I think the biggest thing that we are implementing this year that's different is PI. Um, and it's just called just an acronym for partners in uh education. And it's just making sure that everybody is aware of how the data that defines our school um is derived. And we had

072a huge turnout at our first title one annual meeting and we did survey. So all right, next slide. Okay, last year I shared phen like crazy data about talking points in the spring and I don't know my numbers. Uh it's kind of surprising to me to not that I don't know my numbers, but that was a huge focus last year. It was a huge goal. Um I do know that these two sitting right here could tell you probably how many messages they've sent and it would be a crazy amount. But our that was just a natural flow to get right back into talking points this year for us. Um I am doing my weekly messages uh via talking points as well. So it's just a really easy um communication tool. We're still making positive phone

073calls and or contacts each week and we're still having our um support meetings throughout the year. All right, next slide. Okay, so this is where we're going to move our we're going to maintain our um data from this past year and hopefully move the needle in reading. So we are focusing our efforts on MTSS. for having bi-weekly um check-ins with each grade level. Uh where I sit and we talk about kids because that is really how we grew our kids last year is all of these numbers had a name to them. Um we have one one document that I know where every kid is academically in the school and I keep up with it and I'm awake at 10 o'clock when the scores come in after the check-in and I am waiting for them to

074come in so I can put it in there and my teachers want to know it so they can figure out what to fix the next day. That's what we're doing. Now, we're doing that in reading and we're applying that to reading. Um, this week we started implementing small groups in kindergarten and first grade because I want we have teacher assistants. You guys are um lovely enough to fund first grade teacher assistance for us and I want them working and so and they're very excited about working with kids, not just doing the the ins and outs of the school, but they actually are providing reading instruction. Um, I don't know why you were writing that down, but um, and we are, one of the things that I think uh, Miss Beavers got us all along at

075the beginning of the year is that across the state, we weren't progress monitoring, elementary schools were not progress monitoring in class data like they should. We don't play about that at South. We are really um, doing that with Fidelity. It's a point in my weekly news. I send out a weekly news every week and it has all the dates for the whole year and so it's a reminder. I send calendar invites to help them make sure they're progress monitoring. So when we come together and we have conversations or when we're meetings with parents, we know the most recent data for a student um so we can grow them and that's it for us. >> Questions? Yes. M back? >> Well, first I want to say again congratulations. I went over to the fall festival and

076it felt really good because that was the first thing that I saw that she had posted was that um poster there and so congratulations to the staff and I see where the you know all you all's hard work and progress and you're talking about how you're going to do for this year. So do you all do uh I guess I'm going to just use north. Do your teachers uh like do have teachers doing just reading and then like third grade just doing reading or they doing reading and math? >> We only do that in third grade um because I think it's really well I only have one fourth grade teacher so okay that's part of it but the fifth grade I really go on teacher preference. They're really you know my theory of leadership is

077if they're doing what they need to do get out of their way so they can do it. Okay. And so that's what I've done. They've shown me that they're doing what they need to do and I'm trying to get underway. >> Okay. >> So, there's two ways of thinking about departmentalizing. Some teachers really love it and some teacher some students really respond well. Obviously, they're responding really well here. But then on the other side of it, if you're not super tight on you manage behaviors the same way, it can get really just those relationships at the elementary school are have so much to do with how hard those kids work for you. Um, I just we choose we choose based on the grade level. So only third grade departmentalizes. >> Okay. >> Anyone else? >>

078Were you in a Dunkin Boo down there? >> I was I was where the Dunkin Boo was at Oakwood. >> Did you get Dun? >> I went to Oakwood, but I didn't get in Dunkin. >> I hate I work there. >> That could have made a lot of money with it though. But no, my question was going to put Mr. L in the talking. My question was and you may have said it about tutoring. How are you utilizing your tutoring? >> So we don't do during the day tutoring. We do after school tutoring and so we do that during the spring and they tutor their own students. >> Okay. And do you have good participation in that? No transportation >> and mostly you know that's about communication but you know when you sit here and

079listen to high school it's just a different piece when you you know and um but that's about we're counting them. I mean, Turner sent the most uh talking points message of anybody in like the free world last year. So, that's, you know, when they didn't show up for a talk for tutoring, she's calling like, "Get out, get over here." Um, and then the kids, I mean, they enjoyed it. They they really were motivated to be there. So, and we also wait till later in the year. So, we started in I think either late February or March of last year because I just think there becomes fatigue with that um when you do it so long. Now, I will say I am looking at hiring some in school some daytime tierings and that's on my um

080title one budget plan but in hopefully the December board meeting because I do but that's more for like helping with tier 2 um and tier three interventions. >> Okay. And then this is kind of for everybody. Um and I've had parents ask me who sits on the school improvement team from the parent side. M >> so I think that would be nice if everybody advertise like who your parent reps are because a lot of time parents will reach out to them and say can we do this at the schools and I don't think it's you know we just need to get that out there who are your parent reps so that number one they know we have them we know we have them but the community may not know we have them and two they

081can reach out to them if they have some things going on thank you >> anybody else >> I was just writing down that I see the excitement in our principles because as all three of y'all got up here to speak you know, you just see the love y'all have for our kids and you saying you're up at 10:00 at night to wait to put a grade in so the teachers can see it the next day. So, I just appreciate y'all's enthusiasm and love, you know, you show our kids. >> Thank you very much. >> Thank you all. Have a good night. >> Board members, we have completed all six schools. At this time, I need a motion to approve all the school improvement plans. Be Smith second. Any discussion? If not, all raise your hand.

082Oh, motion's correct. Thank y'all. Y'all are welcome to stay as long as you like, but I know you have to get back to school in the morning. Miss car. >> Let me see this. Keep up. Thank y'all. Okay. >> Item number three, laptops and school board members. >> Okay. Well, we know what the cost and miss uh Underwood, I'll just ask you for your suggestions for funding. It'll have to be leftly funded because the board's legally funded. >> Okay. No other way. >> No other way. I'm sorry. >> Okay. Let me ask you this. Joel was discussing this with me. If we have unused travel money, >> could we do a budget amendment and use that and then the rest from >> either be I would need to look at your supply money and also

083your shop money and things like that, but we can look at your um 6940 purpose code as a whole and if there's money allocated that's in a part that we're not going to use, we can do a budget amendment into another line. Yes. >> Okay. Not to get too far ahead now. Is anybody on the board does not want to go this route to get laptops? >> Yes. >> It just depends on where the funding comes from. >> Well, it ain't true source income. >> Well, I know. But I'm just saying. >> Yeah. >> That's right. >> I just want to say we probably used this much money in paper in the last four years since I've been on the board. I mean, so I don't I think that's actually a very good price. >>

084Okay, Joe. So, Miss Kimry, yes. >> I know you attended some workshops while you were up there. >> What are your thoughts from what you heard from the workshops and from other districts? >> Most districts are using the assembly. They >> assembly about 10 use which is now diligent. I will say there's a lot of training involved in assembly. It's not going to be just get it and we use it just like that. It's going to take a lot of time to for the directors here to get used to how to upload it and for the board to use it as well as myself. It's uh they everybody said that it's a lot of training involved and the company would come and train you but it's not just for you to start using it. >>

085And I like to add to the simile I attended the garden assembly. Assembly also gives you an opportunity to add the the district strategic plan as well as ways to help evaluate the superintendent so that you can have one model, one tool to do multiple things. >> Um just wanted to you understand that and Miss Kimry is correct. There is a great deal of training which they are very supportive to do. Um but um a lot of school districts are using this and so it can also help us track uh once a strategic plan is put in place. For example, we have a goal over educ academic excellence. We can note how much time or agenda items we spent on that item. So it also help you track the board's um amount of time for

086conversation and items to support those pieces. So that kind of holds off to the same standard as we look at things and move forward. Just wanted to add that two pieces. >> Apparently adding that strategic plan is fairly new because that was a big discussion and I think there's still some hiccups with it all working correctly. But >> most everybody said they liked it. Uh but you know there was a lot of people that been using it for a while. >> Yeah. >> Well that would have to be a next year. The computers have to be a this year purchase and the software would definitely have to be a next year purchase. correct >> based on the cost. So, so if we took this out of fund balance become out of capital outlay fund balance

087I think then if we have money left we can reallocate it back. >> Are you talking about capital outlay or local? So is where you're locally funded. So that's fun too. Capital outlay. I would have to look because I don't know if this would really qualify the capital outlay purchase because usually that's for software. It's a threshold and then you have to inventory them. >> I meant the computer. Can we not buy the computers out of capital outlay? That's what I was saying like I would have to look to see if we can do that with capital outlay money because I know it would have to be inventory like we can't buy um usually when we buy soft I mean not software um equipment like computers out of capital outlay it's a real large purchase

088so with it being under $10,000 I would just have to ask real quick but I feel like it could be a possibility because it's equipment >> always >> and it also has a way to inventory it anyway Yeah. >> Yeah. We just put that tag, right? >> That's what we did with all the other stuff. Them little stick on tags, >> right? For real. >> Yeah. >> All right. What's your pleasure? >> Don't everybody speak at one time. >> I say we move forward and give it a try. >> You second that. Any discussion? All in favor raise your hand. Get it up. Poss. Motion's carried. Thank you. >> What is the turnaround time on that? >> She asked you a question. >> What's the turnaround time on if you order those? >> This week.

089>> No, no. If you order it this week, we probably will get it before Christmas for sure. >> Christmas. Good Christmas present. >> Thank you very much. >> We won't meet until after. >> All right. Design bill recommendation facility plan. right in. >> So, as you know, um earlier in this school year, we we put out an RFQ to um solicit help and support to help us um do assessments on our facilities to help us create a facilities plan that meets the specifications of the state. Um Cas County Schools current does not have said plan in place. We have some lists and things in place of things we want to do, but it doesn't meet the NCDPRI requirements in regards. So in your packet, you will see the rubric that was scored. And so um

090Brady, which is a the evaluators were uh Mr. T, Mr. and myself, and we look at the rubric and we went off the rubric score. So, we have uh copies of all information that you would like to see and how we scored them and Brady came out um in first and then um performance services uh was the second highest. Okay. So if it is um the board's recommendation for us to go with staff recommendation to go with Brady and the board approves that we will start looking at next steps to create our um utility excuse me our >> facilities plan um which is a process and the reason this is important is um for us to be able to access certain funds we have to have the facilities plan on file with NCDPI which we

091do not have M Kim refresh my memory. Didn't we do this with Brady once before? >> We did something I can't seem to find where it's at, but we did do something with >> Do you remember that? >> I remember that. >> If if I could speak, we've done some things with Brady in the past for various systems, particularly in Havoc. >> Um and they've done some checkpoints around there. But in far as helping us create a facility study, Brady has not done that work. And so the Brady um study, if I recall correctly, was was a lot done with HVAC and the agent systems. And um I'm going to call Mr. Petite to come up if there's more he need to add to it. Um but yes, we've had work with Brady for some

092time, but it's difficult to um identify where all that work is done. I guess what I was referring to, if I remember correctly, it was for it was for Oakwood School. >> So, and it never we didn't get the funding, >> right? >> So, >> I'm sorry. Go ahead. >> Um, so we did do as Mr. said we did do an HBAC um assessment with Brady back in 2020 or 2021 and we use COVID money for that and it was just for HBAC and did and then the other thing that we have actually contracted out was for the by um gym studies but I think that was Deubberry and Davis that did that study and with the knees grant Brady is the one that did that study as well but That's completely separate from this

093facility's plan that we're trying to >> Very good. Okay. >> The um the study that Brady did back was actually a fresh air study and HBA study okay that they did on all the schools at the same time. um they went around and cleaned all the coils and changed the filters right in that study. at the same time um of the study and that's uh that was the main course there in that they recognized that Oakwood was the one that we were falling real short in far as our needs and our HBA systems are really out of whack so to speak there with multiple different units and that's where we brought in for the RFQ um to submit for the needsbased grant which we this is our third year um submitting that. Um we still

094got our fingers crossed and um they also done the study for the gym Brady did I mean Deubberry and Davis. So, we've got a few studies that's gone on, >> okay, >> looking at our schools and we're hoping we just finished uh a grant on our roof, I mean a study on our roofs and we should have that coming shortly that was uh pretty much free to us to do the studies and uh hopefully put together everything as a package deal and come up with a facility plan over the next 10 years. >> Okay, great. So this this this support will help us we know we have a very wide list of need. This will help us put it in order of what's the biggest need first so that we can take a um strategic

095budgetary approach to how we plan out for the next three years, next 5 years, next seven years, next 10 years. Um so we have a blueprint to work from because um we may say we want to redo the parking lot of of creek but but the um the roof at um Oakwood is in bigger need. So this kind of helps us look at through a different lens. We know we have a large amount of things that need to be prepared to fix. This gives us just a clean view of how to approach it. >> Okay, good question. What is the cost of this? >> The cost, we haven't got to that point. We just submitted to RQ and we've got to accept them and then moving forward with Mr. Stokes and myself and David, we

096will get into that. >> So, right now it is it was communicated to us that it potentially be free. Um now, you know, free doesn't mean free in the world of construction. um because there's always some kind of match or some things based off the funding source we use. But we have to solidify who we're going to use >> first because we can't um dance with two dance partners at the same time. We have to work with one. The only the only one of the services that said directly free was performance services, but they're not necessarily we don't have a really big history with them. They were in second, but Brady of course knows better than others. So there's no cost involved in the design build contract. It's more like a partnership. But we have

097to select a contract. We have to have a contract with the company in order to move forward. Okay? >> And then if there's any project that they identify that we identify then there will be uh a cost for that. Then there will be bids or there will be we have to approve that. We have to find the best price and all of that based on whatever the situation is. And but right now for their purpose of this is for them to be our design bill partnership. >> So right now you just need action from us for >> we need board approval so that we can talk with them further. >> Okay. >> Because the RFQ has been completed. >> If that requires us to bring possibly Brady or something back to talk with the board

098so you have ask them questions. We're more than happy and open to do so. >> So you're in the baby steps right now. >> We sitting on our knees. >> Oh. Okay. Yeah, we're not we're not crawling, but we're sitting on our knees. >> Okay. All right. >> So, we're just here just to select the person, not no money, right? >> That's correct. >> Anybody else? >> Yes. >> So, when we lock in this contract, I mean, nobody does anything free. So, it's going to cost us at some point. I mean, we can't just walk away. So, if we're signing a contract, it's not got any money stipulations in it at all. >> Right now, we're not signing the contract. Right now, we've had the RFQ process, and we need the board's direction to where

099to go next. >> So, what does the RFQ exactly say when we put it out? What is it asking for? >> For somebody to do a design build for us, >> design build and facility need study. >> Correct. >> We ask for the qualifications, somebody that will qualify to help us with that process. And so we have all these four people that participated and we decided that this based on the valuation this is the best one that we want to work with. Okay. >> And before and we just had to go vote for it before but we will not go into any agreement with a company with contract without bring that the contract before the board because that's against policy. Okay. >> Any other questions? All right. Preference black. I make a motion that we

100accept the Brad recommendation and super. >> Okay. Second, Miss Smith. Any discussion? >> Not all in favor. Raise your hand. Post. Thanks a lot. >> Do I have a volunteer for the calendar committee? >> I guess I'll have to stay in there if somebody else would like. >> Would anybody else like to remove relieve? want to do it. >> Appreciate it, Miss N. >> No, you won't. And you'll get more information forthcoming. >> I do need to share something. >> Go ahead. >> Um, so we did learn that on April of 2025, there was an up date regarding some of the school calendar law and waivers. I know that um it was a question regarding waivers um for that. So I have here the under the calendar waiver request. You do not have this in

101your packet. I just want to share with you. >> Um most of our schools and PSU have to fall under certain categories to do a waiver. >> Um there's much discussion on what the waiverss are. There's a lot of discussion between superintendent school boards regarding the county law. Are we're going to follow it or we're not. And but the waiver request um I'll just read it directly. The state board of education may wave the school the state board of education may wave the opening day requirement for any PSU within a county where all schools have been closed for a four day four day eight or more days per year during any four of the last 10 years because of the severity of weather conditions, energy shortages, power failures and emergency situations. PSUs may request a

102waiver from the opening date requirements if they meet the eligibility requirements below. If the requirements are met, the state board may allow the PSU to set an open date no earlier than the Monday closer to the 19th. The office of school business publishes um school units tenure history of missed and identifies the PSUs eligible to request a calendar waiver from the state board of education. The PSU may choose one of the 10-year periods to determine that eligibility. Um we have not received that we're on that list. You may hear a lot of counties, this is pretty much in place for the the tragedy and the work that's had that need to be done in our western West Carolina, the mountains from the hurricane. So, there's been a lot of different waiverss put in place this

103year and most of your waiver requests are applicable to people who've been impacted by weather, those things. Um, so I will make sure that we get this information to the board. But I did want to share that with you because when us learning something today, some of the school waiver conversation that may have been held in the past, some of the rules have changed regarding the school waiver school waiverss for now. And I want to let you know as soon as I knew. >> Okay. All right. Question. The reason why I asked for that is because I know four of us was in that one that they talked about and the biggest thing they were talking about was getting in before >> holiday because of what the kids are losing and I know two people

104said that they got you know their waiver for that and a lot of them was in there talking about they disobeyed the law. So I mean that I would like for us to send something out to the parents. I'd like to start getting input from the community to see what our parents want and >> yes yes they did. >> Well, this is the time for us to start those conversations so that we can make informed decision. That's why >> so I do thank you for your forethought with that. Um so I want to make sure I'm hearing it correctly. You're asking staff to put together a survey um regarding school calendar. Is that something we would task with the counting the committee? Um or do you have a way you want that to look? I'm

105just asking for clarity. >> Well, I think the thing we talked about last year was could we start the week earlier to align with the college >> and what our community felt about that and we waited too long to put out a survey before we had to do some things because of infinite campus. >> Right. >> So, I mean, I would like to know what the community thinks. Should we start early or should we stay with a traditional calendar? Um that would help my vote because you know we we just didn't do that and >> you know some counties did it and they started earlier and I know they broke the law but you know the community's behind them. So it makes a difference if the community is behind you or if we just do

106it on our own and then there is some kind of repercussion which they've told us the last several years there wasn't going to be. Um, you know, here we are holding the bag. >> I saw your head first, >> but um, can we get some clarification as to whether that would if we do our own plan, whether that would affect if something happens, could that affect our federal funds, you know, getting federal funds if we go out on our own? I would like to make sure you know public needs to be made aware that there is some things that could happen and as opposed to we saying yeah we want to go early but some of that could you know be a direct result of something could happen with funding. So I think the public

107needs to know both sides of that. >> So just a point of clarification >> it wouldn't be federal funds it would be state funds. >> State it would be state funed but >> clarification. So yes, I think that we would need to be transparent and tell them is ABC, B, C, and D. Um, and just gather as much data we can. Um, I just want to make sure that uh follow the pleasure of the board. >> Yeah. But I think that needs to be in the survey stating that we getting the state funds and if that we would if we don't follow the guidelines, we will be stepping out and that could result in something withholding federal I mean state funds, I'm sorry, state funds. All right, Miss Knight, >> I was going to ask

108and I guess I'm trying to I've been trying to um I guess get in my brain how starting a week early will take up for almost like two weeks after the break and so does do we have to make our days longer, you know, to make sure we get all the minutes and >> Well, there's different ways to do it. It's so the basic goal that I see is to finish your exams >> and I'm with that sense, right? Yeah. And starting a week early is not going to solve it, right? >> You know, you got to look at some people started two weeks early, >> right? >> And the thing about it is that's the way we used to do it, >> right? >> And like the state of Virginia, they they used to

109have a law that you couldn't start school until the the Monday after Labor Day, and that can fall as late as September the 7th, I believe. >> So, there's a lot of factors. High school people would think differently than an elementary parent would think. So there's a lot of things we need to take in account, but people like Charlie's crew, they set their own couch. >> They finished their exams, gone home. >> So we we need to be very careful what we put out there. >> You know what the parents want because a lot of them don't know all the ramifications in terms of how you do that. But uh year before last, I think it was 39 districts out of 115 that broke the law. They didn't get slapped on the wrist. They got

110talked about but they didn't get slapped moneywise. So you never know. So I I think we need to take all everything into consideration because when you put it out there need to be very clear >> clear cuz think about it we don't miss the days like we used to miss because of weather. We don't miss that anymore. But you never know it's not going to come back to you as opposed to the people in the mountains. You know they know they going to get that. You see? >> So uh be careful when you put that out there. Yes, M. >> I think one thing to consider too is reaching out to the county commissioners because that's what they said during that meeting as well because you definitely want the county commissioners, you know, who help

111fund the school system to be on board with us as well if we make that decision. >> Good point. >> Yeah. Well, most systems are putting out two calendars and I don't know if we can do that quick enough to put it out, but they're putting out two calendars in their survey and asking which calendar is preferred is what I saw. Um, you know, we about had the hours last year starting one week early, they have almost had it figured out for the hours. We were going to be a little bit short in first semester than we were in second semester, but it wasn't by a lot. >> Yeah. um we were taking a lot of the work days away and some things like that but we still meant it for the year which is

112what Apple said we had to do it for the for the year not necessarily the semester >> but one of the one of the stipulation for the semester is the each semester must be equal and that's that's what's running us in time as far as hours >> see that was a kicker too >> the kicker they got because that hadn't always been the case >> yeah because Johnson County had a big difference in theirs they had different like 25 days between the first semester and the second semester Right. >> And the old traditional way we had like there probably no more than a day or two difference in what you do. So >> that's something for you to work on. >> Yes, sir. So I just want to make sure we have a board representative

113>> and that's that's going to be this night. All right. And then the committee >> get together and we'll try to keep some communication. >> Very good. Anything else on that? >> That's all I have. >> All right. Let's go. Next item is the item that we added. Uh item number six is the uh bonus supplements. Okay. Um Mr. Stokes and I have had several conversations about this and I'll be honest with you when we first started when I say we counted giving supplements uh I was on the board of commission and it was for when you see the term teacher supplements I look at teacher as teacher uh social workers are included guidance counselors etc and uh that's the way in my opinion, it was sold to the county commissioners. All right. After a

114complete high idol, we didn't have it. So, finally, we got it back. And what Mr. Stokes has shown me is when we use the term all that means all employees, that was not my thinking. I'm just being honest with you because I've always felt like directors and principles and APS, they are your highest paid people anyway. So my thing was to help the teachers to give a supplement. I don't know how you feel but that's the way I feel. Uh because we took some money was it last year a different part of money and gave supplements to the principles and AP. So that's that's my little piece of it. Others you have some comments but >> excuse me >> Benny you go ahead. you had uh >> yeah come back you are you >> well

115that that's why I kind of want some clarification on when we decided that and how >> okay >> because I thought when we first initial started it directors wouldn't include it >> like we had done in the past >> so >> okay Joel >> well it was my understanding and we started talking about this way back when we did the group round table discussions was that we need to get some of for our classified employees. So, we're giving teachers, >> right, >> money that the county had give and low wealth and we want to do something for our classified employees. Honestly, that's what I thought we were voting on when it come to give the bonus to the classified employees. I did not realize directors and principles were tied into that. Um, you know, we

116already found a pot of money to be able to bonus our principal though. Um, so you know, I felt like it was just slipped in all in one. That wasn't the intent. So, um, I guess I'd like to revote if that's intended. >> Well, let me say one more thing, too. In in my further discussion with Mr. Stokes, was this the certified teachers, as you know, get the low wealth supplement. All right. Different part of money from the state. the local money, the certified teachers, I think it's what 166, >> they get a thousand. They get 500 at one time this uh before Christmas, get 500 in the spring. Then we also voted to give uh the classified 550, flat 550, not 550, 550, just 550. And that's when we had to add what? some

117more money from local funds. So, uh, and I'm just being that that was my thinking as to what we were doing >> and I'm just being honest with you. Uh, I know people everybody can use more money, but I'm I'm just saying that was my whole thinking when that was done. I'm just saying. >> If it pleases, may I make one statement? So the numbers that I have presented to this board are the exact same numbers I presented to the county commissioners. U the the charts that you've seen are the same charts I've shared with them. Um the term knowledge of all employees get something. I took it as all employees get something and but they wanted to specify those that were teachers get this amount. And so, um, I just want to make sure

118that the public is clear that the information that we've shared is the same information we shared with the county commissioners because if you'll walk with me, the initial proposal to the county commissioners was a one or 2% raise across the board, which ended up being almost half a million dollars. So then they gave us feedback asking well tell me how many how many of all your employees give me all your employees everybody who works with the district and how many are teachers that's where we landed with the 166 teachers and all other so they called them all teachers and everybody else was considered declassified and so those are the transparent numbers they have given the the county commissioners from day one and the county commissioners were pretty um uh clear that they want to make

119sure teachers get this much and all others get whatever's left over and all people get something. So I just want to be clear with that information sharing because I do not want people to state that we share the county commissioners one set of numbers and board of education different set of numbers same chart same color. >> All right black I saw your head first. Yeah, I was thinking that all employees should get something that you know when we were talking about it uh I know when we had our discussions but when it was being presented I thought it would be for everyone that everybody is something >> so that's you know and I believe that everyone because it takes all of us all of us to make a difference. Okay. Joy. >> Well, I mean,

120we're saying classified as everybody, but it's not. When we say classified, that is not directors and principles. So, it is partially a misrepresentation. I mean, you know, that's not what we voted for. And so, if we're going to take money out of fund balance, does that mean we're not going to fund the principles, their big bonus that we given them last year? Because I mean, it should be one or the other. We shouldn't be taking money out of our savings to do this when we got a pot of money that we can pay principal bonuses out of and we did last year and I guess we're going to do it again this year. I mean I don't that's just not the way I understood it and we've never done it that way. Classified as classified.

121>> Anybody else? >> So the 166 individuals those are the classroom teachers. >> Okay. certified teachers, >> right? Certified classroom teachers, >> which includes classroom teachers, guidance counselors, social workers, >> nurses, just category by itself. >> And then so what you're saying almost like everybody else falls in that classified category. I mean I was saying like in Virginia for instance we had no teach I know two different entities but I know all the teachers were faculty and teachers and everybody else well the teachers and the administrators they were right whatever like the teachers but then I guess they classified was anybody else >> well see the way >> including the college president >> right and the way I look at it the way you use classified that's kind of like a loose term more or

122less >> ketchup >> right everybody dumps in this But at the same time, a director is going to make more than a >> person. You see that? That that that was my thing. >> And I I agree because I've been down the road and budgets when I was in college. >> Anyone else? >> I'll just say one more thing, Mr. Battle. You know, we got a pot of money for our principles and we just promoted some of our directors. We just hired some new directors. Some of our directors are making almost $100,000 or more a year. I mean, you know, I thought this was to look after our people that we kept hearing from when we went to these meetings, the custodians, the cafeteria, the TAs, secretaries, assistants. I mean, the whole time we've been

123talking about this, that was a group of people that I thought we were trying to get this money for. So, Anybody else? Yes, M. >> What would be the difference as far as um what we took out of fund balance if it changes? Because I feel like now we almost need to see a chart again. >> $14,762.79. If you decided not to pay the supplement to principles to the six principles, four APS and the 10 directors and superintendent, that total be $14,762.79. So the total money coming out of fund balance would be $83,8721 versus the 90 something something something that was approved previously. >> Okay. >> Everybody stay there. >> Can I ask we still have the pot of state money to pay principal? Correct. >> If you choose to do that. Yes. >> But

124we haven't for that. I'm just asking is that money still available to pay like we paid last year if so choose. >> I would prefer if we're going to do that for us to go ahead and decide if we're going to do it or not because it's a budgetary thing. It's and it's a dollar aotment. So if it's already in there then I can set aside that money. But I would prefer for us to go ahead and make that decision. >> That's a question. >> Yes. Since we've already approved it, can we just go ahead and do that this year going forward? If I guess if the county commissions, if they bless us again with money for supplements, put those stipulations in place that Mr. Battle and Vinnie and Joel have brought up. I mean,

125especially if there's money from the state that you can give these other individuals and then I guess a supplemental bonus or whatever. And I guess there again, Mr. B said, you know, these individuals, I guess Julian, Mr. I was saying I guess he thought was the ones that was really being targeted. They are your lower paying employees and these other people are you know at a higher tier. So I guess I would say you know if we've already decided for this year let's keep things as they are this year and going forward I guess no have a different discussion before we approve it. >> Okay. I think I agree with Miss Knight because I I mean if they already think they're getting it and I've already been thanked from some people that they're getting it

126then it makes you feel real bad to take it away. I mean I'm just being honest. >> If it's already question if it's already been voted on do we have to are we are you asking us what our pleasure is that we need to make another motion? We've already made a motion. It's already been voted on and approved and there's no new motion on the floor. That's why I asked what's your pleasures. That was the reason I asked you that. >> What I'm saying is do we supposed to make another motion >> if you want to? >> Why would we if it's already been approved? >> You remember? Well, let me give you an example you gave me. I'm going to give you one. You remember when I gave you the thing about uh starting

127date of July one? You asked me could it be changed? What I tell you? Yes. >> We' already voted on that, >> right? But if if it's already So you're asking for another motion. >> I'm not asking. I said what is your plan? >> A motion then we don't >> if I don't get anything then we move on. >> So that's what I'm saying. It wasn't a motion. >> Nobody said it was a motion. I'm asking you right now what is your pleasure? >> Look. >> So I'd like to make a motion. >> All right. And my motion is let's remove the principles from this and pay them out of this other pot of money. They're going to get more money like that. I mean, you know, the other money was more. They could come

128out of this money. We can turn around and the next motion can be to take down this other pot of money. I mean, and they going to get more. >> Okay. >> Which I think they deserve. >> All right. Is there a second to that motion? >> I got a question. Um, didn't did they get 2,000 last year? Is that how much? What did they get? >> I think I think APS was it 3,000 for principles and two for APS? >> I think it was 3,000 for principles and,500 for APS. >> That's right. >> I think APS got >> it was just elementary principles that received it, >> right? Because >> and Dillard already receive a um supplement out of that. >> The principles but not the APS. >> Correct. APS. Okay. >> That's right.

129They get a supplement on their own. >> All right. It's been moved and second. Is there any more discussion? >> Vinnie missed it. So my motion was >> to withdraw the principles from this payout, pay everybody else. Then after that, my next motion is going to be to pay the principles the same amount they got last year out of this other pot of money, which will be a lot more for them than they're going to get out of this. >> Okay, I saw you. >> Okay. So, does that mean that the directors will continue to be in the what we have already approved? >> I'm >> because you're pulling out. You're just saying principles. >> I'm willing to I'm willing to roll this year because they've already been told. >> Okay. >> Next year, we'll

130look at it. It's just principles. >> Okay. But then the So you were saying that the other two >> I thought you just said it was just for elementary >> elementary principles high school principles already get a huge supplement >> but the APS don't get anything. >> So how will we work with that? >> We pay the APs out of this new bonus. They get $1,500 and elementary school principles get $3,000 if we approve that. So you're saying that the APS now would get $1,500, >> correct? >> Separate from the other months. >> They wouldn't get this month. >> They would get 550. >> They will get more. They all APS will get something. >> Yes. >> $1,500 would be my next motion in this pack. So that means that the only group you're pulling

131out, let me be clear, is it will be the elementary principles, >> all principles and APS >> and then all APs will get something >> and elementary principles >> and we're already paying a supplement to the high school and the middle school principal >> already. >> Anyway, the high school, >> what' you say? Well, I think well the high school principles we getting work on that. >> Yeah, we got some. >> Any other questions, concerns? Everybody understand the motion? >> All right. All in favor the motion raise your hand. >> Did you get a second? >> Yeah. Nicole Nicole. >> All right. All in favor the motion raise your hand. Opposed. Motion's cut. Mr. >> Chairman, I'd like to make another motion. >> Go ahead. with the superintendent's recommendation, I guess, if he's okay with

132is I would like to make the motion that we pay the principles the same bonus payout that they got. >> You were looking at me like that, right? >> Need to check. >> Okay. >> You said what? >> It needs to say elementary. >> Okay. All elementary all elementary principles will get a $3,000 bonus payout. and the APS >> and the APs will get 1,500. >> Correct. >> Now, last year we paid this at the end of the year. So, my question is, should we split it like everybody else and pay half now and half at the end? >> Okay. So, with my motion, it would be half now and half at the end. >> Okay. Is there a second motion, Miss Smith? Is there any discussion of that? Everybody clear on that now? Okay.

133All in favor of that motion, raise your hand. Opposed? Motion's carried. Thank you. All right. Next item that we pulled from the agenda was the uh cell phone policy update policy 4318. So we had talked with Mr. Stokes in the premeating. He said it was some things that had to be put in the policy and he was putting that verbiage in there. But since then, members barely attended a great session on cell phone uses in the schools at the meeting in Greensboro. And a lot of counties, some counties are doing it for all their schools, but a lot of counties are focusing on their middle schools and they had great data to back it up. Um, a bail to bail, no cell phone policy. Um and a lot of schools told us that they started

134with their middle schools and eventually have implemented in their high schools. Um but most of the data was wrapped around middle schools. So um not asking for vote tonight. I was actually going to ask we table it to the next meeting unless we're going to be out of compliance so everybody could think about this. But I think we probably we got to change the policy anyway to put some verbiage in there has to be in there from the state. And if we're going to do that, do we want to look at changing it? I mean, we can change it at both, but do we really want to look at our middle school, get some feedback from the principles? Do we want to look at both schools? >> I think if you start at the middle

135school, you need to go up and do what you got to do for the high school. >> And it's and it's not just the cell phone, it's also the smart watches. >> No, no earbuds, no smart watches, no anything. But one of the things they did talk about was implementing yourself implementing in your middle school for like two years. Then those kids move to your high school and they already are on the program. So you're not trying to have to >> fight all that at one time. Um, you know, but that's just food for thought and you my I was going to suggest we table it into the next meeting so everybody can get their own feedback and then we look at this box >> and people it's either this or that. It cannot be

136in the middle because that's the problem we run into now you know in between the classes at lunchtime etc etc. If you don't have it you can't do it. And I think even the session they went to, they even bought some stuff with Tyler one funds. The kids can still bring them to school. They locked them up >> cuz you can't take somebody's phone cuz that's their property. If you do it and something happened and it's your responsibility, but they put it in there, it's locked up. End of the day, unzip it, take it home, come back the next day. And uh you'd be amazed at the var things you get from one system to another system. if it you never know if you never tried though. So, >> one of the things the Granville

137County Superintendent did the presentation, there was some folks there from the beach and other places talking. One of the things they talked about is because I said, "Well, we use ours at lunchtime." And they said, "Yeah, but just because Billy's at lunch don't mean Lil Johnny's at lunch." And so Billy gets his phone out and texts Lil Johnny who's in a math class. And guess what he's going to do? Answer back. And then he's done, you know, with his math lesson. So, >> you know, just something to think about how we want to do it and get some feedback from y'all. But, >> okay, give us a couple. >> They also talked about two days out of a week there was no technology. It was pen and paper. >> No Chromebook technology. >> No Chromebooks,

138no nothing. >> Kids had to write. >> Okay. All right. That concludes that part. New superintendent updates. So first update is from NCDPI is regarding retesting for the 2526 school year. Um as you know last year we had to bring before the board um and the board had to approve a retesting plan because we had decided to do the option of retesting. The only option was to retest after school. Well NCDPI has now revised the retesting policy. So therefore we can now retest during the school year um all subjects. And in this in this overview that you have in your packet let you know that we can do this without having to um incur additional funds or use additional funds to support summer. But it also shows that the students will now have the opportunity

139it counts for both growth and proficiency and any student who was not proficient had the opportunity to retest during the school year. And so, um, we are, our principles were introduced this information at our last principal meeting and it was almost overwhelming. Yes. Um, we're happy for this because this makes transportation easier because the students are already coming to school each day. Um, of course, we would need parental permission for that. It can't be go down, take that test. um you know, you have to get information permission, but this really takes a lot of the um wear and tear on staff of trying to remediate those things and it all helps our data. This goes back to prior to the way the reoring was done before we tested. It goes back to a way we're

140much familiar with and so therefore >> want to let you know that I did talk about the benefits. It provides students a second chance to demonstrate their proficiency in lead course motion standards. It's a positive positive achievement impact on achievement. It gives um great improvement flexibility for ELC's um because that um so it was just a win-win. The key takeaways is each student is eligible for one retest per subject. So if a student's in fifth grade and they um was not proficient on math, reading and science, they have the opportunity to take math, reading and science because with the preschool they had to choose um one of those one of those options. So, um the data is here for you. But I think that this is something that's been wellreceived um from each district unless

141we want to spend money to do the summer school outside of the window. Um and then we do that growth would not count for the student because of teacher linkage data. Um and so um just wanted to let you aware that we um had great collaboration and great excitement regarding the retesting policy. We just wanted just to let you know that that is the route that CS County Schools is following unless you want us to um test after the last day of school. >> I've always felt you can do it while they're there. >> Yep. >> That's always been my >> I wanted you to be aware. >> And also for your information, I gave you some pros and cons in case you're approached by some of your constituents about why this versus that. You

142now have some talking points to help um talk to those various parents that contact you. um so often. >> Okay. You got anything else? >> Um just want to um provide an update regarding that. Um in December, December 11th is our PEK signature school um breakfast. Um and so we're excited that South Elementary will be represent us as a PEK school for this upcoming school year. Um looking forward to our students um enjoying the next couple days up until the Thanksgiving break. Uh do want to thank all our faculty and staff regarding all their hard work we've done so far this school year. Um we just know that they need an opportunity to rest and recharge and hopefully we has a safe um holiday. Um but know that when we come back from Thanksgiving break,

143we have for 14 and a half days before the winter break and that's when the rubber meets the road and then our high schools will be able to come back. I'm pending great weather. I'm I'm going to I'm going to call that because last year it wasn't that that scenario. But u I will be sharing with the board the current um road closure of school plan where we are so we'll know what that process is. We have that'll be rolling out to you um this week and updates. We've got some process and things in place as well as our remote um the district had to had to produce a remote learning plan. So that is an option and I know that the board may want more questions to go out regarding that and we'd be

144happy to provide that. But in regard to 10 updates I'm thankful for families choosing Caswell County schools. I'm thankful for all of the employees that are helping go above and beyond. You've seen tonight from my principles. They have um they're putting in long days and long hours. And I'm seeing I had opportunity to go through some schools and do some reading walkthroughs. The culture shifting um the culture is shifting. We're heading in the right direction. And that's from the leadership of this board as well as the dedication of this staff as we help the the culture shift to ensure that all students demonstrate growth. Those are all the updates I have for you. Back over to you, Mr. Chair. >> All right. Member comments. Miss Black, we'll start with you. >> Um, I did go

145to Oakwood Fall Festival, uh, and also South and, uh, it's just a wonderful time to see the students out just enjoying themselves, but also the dedication of the staff, participation all around from the principles, everyone. And one of the things that I liked uh was that everything was just about a dollar. And you know, it's very rare you can go someplace and get a slice of pizza for a dollar. So, I like it that they're keeping the fall festival amounts down so that everyone uh can participate and it's just a fun time for the students. I also went over to Bartley Yansy High School and was learning about uh the professional development and all the things that she was trying to implement for the staff to show growth. So, continue the great work. >> Thank

146you, Dr. McGee. >> Um I just want to commend the faculty and staff um for all the celebrations that we've been able to accomplish over the last few weeks. It's exciting to see the enthusiasm in everybody. you know, at some point, you know, having been educator, it does get hard and the harder you push, the more things come out. So, I'm excited that they still have that drive and determination. I think the celebrations has have rejuvenated some of that spirit and what people are really doing. And I hope we can um at some point put our heads together to do something for our substitutes. You know, they are still out there. They are grinding just as hard, too. They may not be certified, but they show up when you know teachers need them. They are

147they're a valuable asset to Catholic County School. So, I hope we can put our brains together to do something for them, even if it requires us to find some more resources. Um, just excited that I was able to attend my first conference in Greensboro. Uh it really was an eyeopener to me because a lot of things we kind of take for granted but the sessions that I attended just hearing other people's perspective and hearing some of the things that they're doing in their district kind of peak my attention and the focusing on some of the other areas that I was you know so centered on you know coming on the board excited about curriculum and instruction and academic success but we can't forget school foods and we can't forget all these other things that are

148are are as important. Um, but that kind of piqued my interest in, you know, expanding my perspective on what I should do as a board member and I was excited to see my name in the book even though Mr. Lil wasn't um for my hours of study. I have a lot to learn, you know, and I and I'm not ashamed to say it and I'm excited to even learn more over the next three years that I don't have to go out there and, you know, run for my seats, but to bring something to the table to bring something to the table that's valuable for everybody in C County School. So, I'm excited and I appreciate the opportunity every time I have a chance to learn something new. Joe, um I just want to echo some

149of their comments um they were made earlier, but our principles, you know, was so exciting to watch. We saw some of the same principles present last year. How different than walking to the podium this year with things to celebrate and even some staff members coming. So, I like the competition between schools. Um that that's pretty neat. Also want to thank Miss Chavez, our art teacher from North was the only school in our district that submitted artwork for the um conference that we were at. I know some of them won some prizes. So it was great to see some Castle County artwork there. Uh and again the conference was just great and sometime you don't appreciate what you got till you hear other districts. So after hearing what some of other districts have to say, you

150know, I really appreciate what all our people do. It's it's eye opening to go and hear what other districts have going on. you think, man, we got some great folks that work for us. >> Mr. Smith, >> I'm in agreement with the board members. Um, the conference was really good. One of the guest speakers inspired me so much that I even talked about him and his discussion in my Sunday school class Sunday morning. And he was the gentleman. He um he talked about eight of his closest friends. And he talked about the impact that four the way four of the four of the friends turned out and the way the other four friends turned out. And these four friends turned out to be one of one kid was called Crazy Eddie because he bought his

151goldfish bowl to school for show and tell. And I could go on and on, but anyway, he ended up being a car salesman owning his own dealership, a big entrepreneur. But the difference in those eight kids was these four kids had a teacher that poured into them. And I was just really inspired by that. And it really just challenged me to think about who am I discipling and who am I helping in my life. And then observance-wise, I was excited to see at Bartley High School and the concession stand that they were inspected and they had a hundred. So, good job, Noah. Y'all did good. >> Um, I guess I echo what everyone else has said. I'm glad I had opportunity to attend the conference. It was eye opening, like I said, and listen to

152um the speakers. I'm just talking to a few other people that I spoke to from other districts. I did attend one with the simplified presentation. I thought that was very interesting to see how the strategic plan I guess drove everything and I guess it would be wonderful in the casual county investment. I think it really help the board going forward. Um I guess the speaker that Nicole mentioned, he was very um inspiring. I guess it did make you do some um self-evaluation of yourself, you know, see what you're doing to reach the students. Um, and I guess the one about the school meals, I thought that was interesting because they talked about where maybe some of the kids in that county didn't qualify for free lunch and they would have these large balances and they

153had a relationship with our county commissioners where that all students were able to get free lunch. So, I guess you know I guess relationships play a great part in what we all do from the county commissioners to I guess our state representatives and especially our um teachers and the people in the schools and our parents. So, like I said again, thank for the opportunity I've gone and um hopefully I guess should continue to be involved in those kind of activities to learn more about what my what I as a board member should be doing. >> Well, there's nothing else I can add. Y'all said it all. So, I'm going to have to say everything you all said. >> Well, go ahead. >> I was just going to say one more thing. We should have done

154it during announcements. I didn't think about it. But, um our board also um recommended that our county commissioners um for an award Um, and all school systems can do that. And again, they said it was very, very close, but um, our commissioners didn't win. But just want to tell them we thank them for all they do and we were thinking about them and try to get them an award. >> One thing that I've learned over the years, that was my that's my 18th meeting, I think, convention. And people have a tendency if you're down here, they know how to knock you down. But when you start moving up, they don't have much to say then. And I could be, some of you know what I'm talking about. I can be specific with you. We always

155say, "Well, what did you do this year? What's your scorecard?" Ain't nobody said a word. We still got what room to go, >> but we making progress. They're not going to say, "Hey, Joe, you did good this year." But if you're down there in the bottom, you you know who I'm talking about. And I could talk for days on that. But uh really I enjoyed the conference. As I said, I was humble by the nomination and uh you'd be amazed when you just talk to other people from other counties. They got some same problem we got. They ain't got enough money, but they do the best they can with what they got. So I'm just thankful for all of you. And uh and I told somebody this was the first time since I've been on

156the board that we had every board member along with the administrative assistant along with the interim superintendent at one table. That has never happened in my 18 years and that's a testament to you. All right. Oh, one thing everybody want a door prize. Except >> she won. She was a part of us. >> Don't say don't say your name. >> I brought something for you. >> Not win. >> I brought myself. >> You got your train right now. >> But I got my name in the book. >> You got your name in the book. All right. I move that the Kansas County Board of Public Education go into close session for the purpose of consent a personal action involved an officer or employee of this board NC D statute 143 318.11 Princes AR6 and for

157the purpose of discussing information is privileged confidential or not a public record NC general statute 143 318.11 princes A1 and to confer with fraternities there motion effect so >> Joe been a second in discussion All in favor, raise your hand.