BOE Regular recurrent meeting

001Okay. >> Good afternoon. Like to welcome you to the regular meeting of the Cas County Board of Education. 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 algiance 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 is approval of the minutes. That motion to that effect. M I'm sorry. Makes a motion that second. Miss Blackman. Any discussion? All right. The motion is to approve the minutes. All in favor raise your hand. opposed. Thank you. Approval of the agenda. Miss Smith makes the motion. Miss Knight, >> don't you have to add something? >> Ma'am, we're going to get to

002that. Yeah. >> Now, discussion. >> So, uh, board members at our tables, um, we had something that came up regarding the requisition of a replacement vehicle. So I'm asking that we add a regulation of replacement vehicle service vehicle that's number five on the new business at your desk at your at your place match you have that >> five or six >> I'm sorry number six if you agree with that m you made the motion m you agree >> yes >> all right the motion is to add the new service vehicle be item number six in Any more discussion? None. All in favor raise your hand. Oppos. Motion's carried. Thank you very much. >> Thank you. >> Announcements and recognitions. >> Yes. Um good afternoon everyone. Hope everyone is doing well today. Have a few announcements

003and recognitions I'd like to do. First would like to formally announce and um that we got the Golden Leaf Foundation Award Notification. As many know that is an expansion of some of the um CTE requirements we have for B senior high school which we're adding HBAC a B needed area. We received the grant of $175,000 to Golden Leaf. So, we'll be looking forward to outfit we'll be looking forward to outfit um part of the east wing and this will give classes for our students during the day as well as an opportunity for our um community members in the evening to provide back to Caswell County. Also want to thank PCC um for their partnership as well thank this board for allowing us to move forward with that venture. This is great things happening in Caswell

004County and the Gole Foundation. Um we applied for 375,000 end up getting 175,000. Um also like to introduce one of our newly hired staff members today. We're actually Mrs. Chanel White uh accountability and student support coordinator. Come on up to the podium. You ain't got to say anything. They won't look at you. Uh she has jumped right in and we're glad to have her. And um this is Missetta White, our testing, accountability, student support coordinator. >> Hello. Welcome. >> Thank you. Thank you. >> Thank you for being here. >> No problem. >> Thank you for having me. >> Thank you. >> All right. Thank you. I do have a few other announcements and things. Just want to announce that from the follow from last board meeting things. Um we had some schools that parents were

005not eating lunch and parents could not eat lunch in the cafeteria. So, we are now proud to say that all parents can come to all schools and eat lunch at the appropriate time. Um, we also know that the parking lot study at the high school is still underway. We contacted DPI for some guidance to do a parking lot study. That's a very new um venture for us. So, we have not heard back from them. In regards to the car ride lines at Oakwood, BYHs and South, I'm sorry, North um a department of transportation study has already begun for Oakwood. We have a follow-up meeting on the 3rd regarding that. And we have already sub got the applications for the DOT for Bianca and um North. Just want to celebrate our tennis team. Our Bian High

006School tennis team went to the playoffs this past Friday. They came back with great sportsmanship. Glad they did that. And South Elementary School and North Elementary School have been recognized in the state for top EVOS growth. So South Elementary South South Elementary is in the top 10% of schools in the state of North Carolina. >> North in the top 50%. And we're also looking forward to seeing some um staff recognitions as we have individual teacher performances should be coming out later this week. So, we want to thank the leadership at both South Elementary as well as North Elementary for their growth. One additional thing, one additional thing. Yeah. One additional thing we like to share is the new activity bus has arrived. Tags on it. I took a few pictures of that. So, we'll be

007posting that soon. So, 1007. It looks a lot better than the old 107. And so, we're looking forward to um getting that on the road. And those are all the announcements that I have at this time. >> All right. Thank you very much. All right. >> Public comments. Do you have any? >> Yes, sir. >> All right. Thank you. uh an unfinished business infinite campus lead teacher bonus. >> So board members in your packet you will find oh just said Mr. You saidi is in a conference so I'm pitch hitting for a few staff members today. Um the information infinite campus bonus has been provided in your packet. The board it was the board's pleasure that we wanted to make sure that staff came home with at least 500. So upon looking at the amounts

008that would need to be um processed um with the check is around the check is $625 per individual due to tax exemptions and those things the amount was requested. So this is something that we feel that they will land while the board want to land with $500. So the stipen has been increased to um $625 and after tax land they should come home with closer to the 500 mark uh depending on their various taxing entities tax laws may go into place and this is to be paid out in the spring is my understanding. >> Okay. >> Mr. St. can we get a list of who the 18 staff members are? We can reprovide that. I know it was provided. We can get that again. >> Okay. >> Anything else? >> Thank you very much. All

009right. Reports. Uh >> I'm sorry. >> We approve. It's 6 >> 625. So staff uh superintendent recommends $625. >> All right. Is there a motion to that effect? M. Blackwell, Mr. Little Second. Any discussion? All right. All in favor that motion raise your hand. opposed motions carried. Thank you. Okay. Now report Sale. So yes board members in your packets you will see the SEAL which is our vendor which we use for clean supplies as well as the clean school clean schools um reports. Do want to highlight that each school is an A. Um in regards to that and I cannot recall the last time I've seen that um first time seeing this report this year. Um, I do believe we may have had one school that was in the 80s in the past report and

010this information has been shared with principles when the report came out and um, is there any questions or concerns regarding SEL report? >> I'd just like to congratulate them because I I've never seen them numbers that high >> and the report that Safelle does the pictures and everything that goes along it kind of pinpoint everything to show you what needs to be done and what they have done. So, I just like to congratulate all the schools on that. And sometime the conservatives don't know it, but they, you know, some kind of way let them know how little jobs they know. We'll do. >> Yeah, that's what I was going to say. Let them know. Um, cuz I see some of the stuff that's just like sinks and stuff. So, do we have anything in the

011future of what we're going to do to try to fix so they're great? >> So, what happens after >> after they receive the report, the principles are to walk the uh death staff through the report to show them the affected areas throughout the building. So most of our areas can be um and should be reinspected and we have maintenance and things that do a follow-up check throughout periodic check for these um areas that could give us to 100. >> All right. Anything else? >> Okay. Federal programs. M. >> Good afternoon board members. Definitely >> per your request I have brought back a report for um to encompass the consolidated application as well as RLIS. So you will see that I gave you a header sheet to show you that there's anformational document for each of

012the PRC's and I printed out the line by line budgets for each. Do you want me to go through each one or would you guys just like me to open it up to questions? I would probably question, but it's self-explanatory, but I'll start you off with one. Okay. >> On the first page, and I've always wondered this, >> when kids get to the high school, the numbers change. >> They do >> in terms of where it says the low income percentage. >> Yes, sir. >> You're basically talking about the same kids that move from grade to grade to grade. >> Correct. >> And by the time they get to the high school, it's just like the free lunch program used to be. >> High school kids wouldn't fill it out, but now we got the

013blanket thing. But can you speak to that though? >> Right. So um this is actually so the way since we are C since all of our schools are C meaning that they receive um the breakfast and lunch at no cost to the families um our um direct certification totals come from um our eligibility report which is generated by child nutrition. So I explained that in that school level data um paragraph but I did say that um I think that that's a misconception that we're still accepting free and reduced lunch forms. Um this is coming from some of our um community providers which is um families who receive SNAP benefits or WIC um maybe even daycare vouchers. So it could be a family that receives any sort of community support. >> Okay. So that's how and

014and the students still receive the base per pupil aotment. Um we just rank order the schools based on the poverty need. Um so that if a school has a higher level of poverty, they cannot receive less funding than a comparable school, >> right, >> with the same population. >> Well, I like this. I think it's great that we get this quarterly. Um >> Sure. >> The only thing I would ask is like next quarter, can we get like balances of where we're at? I mean, I know we're just getting this. >> Sure. And I I brought per school just in case you wanted that. I know Miss um Underwood included the update for all the federal correct >> quarterly. Thank you so much. >> Yes, absolutely. >> I did uh if you can just give

015us somewhat of a summary because I know that people that's listening, they don't have the report in front of them. So, if you can just give us, you know, summary, people are listening and may want to know what you're talking about, but we have it before us. >> Okay. Sure. So, um, the information that was requested was just some feedback. I think typically when we think about federal funding, we just think about title one. Um, but there are a lot of different PRC's that fall within our consolidated application. So, I do want to first say that when you're applying for grants, you apply for competitive grants and entitlement grants. So, the grants that I'm talking about today, they are still grant funded, but they are entitlement grants, meaning that we are entitled to the funding,

016but we have to meet requirements in order to receive the funding. Um so the entitlement grants that I shared with you in what are in your packet are um title one, title two, title four and rlis. So title one is the biggest pot of money. Um that money is the money that's allocated individually to the schools. Um you will see in um the information that I shared with you today that schools have been allocated based on a per pupil aotment so that we can have equity amongst our schools. Um and then we're looking at poverty rates as well when it comes to um making sure that there's equity within the amount of money that's distributed. But the school level allocations um principles have the autonomy to work with their teams um to decide how those

017funds are spent. Um and that is a huge grant each year. Our allocation for this year is over $900,000. Um and so that's what I work with principles on. Title two um primarily focuses on us improving the quality of education through supporting our teachers. So that includes our mentors, our beginning teacher program um and includes bonus pay for sign on bonuses. Um all types of um recruitment activities um fall within that professional development all fall within title two. Um title four is focused on student support and enrichment. Um, Title 4 is kind of the pot of money that, um, other funding sources typically can't provide funding for. So, um, we always I always really love to hear the stories of how other districts are using title title four funds. Um, in our district, um, we

018have an allocation of about $70,000 and we use those to support some of our unique populations such as AIG, um, EL, um, some of our populations that don't receive a separate stipen. The last is our RLIS funds, PRC 109. That's rural and lowincome schools. That one often gets um confused with the rural low wealth supplement. Those are two separate um funding sources. So RLIS is for um districts that meet a poverty threshold and we receive additional funding so that we can support the needs of our students um outside of what they can provide. that funding aotment is 73,000 this year and that can be um used in any capacity the way title one, title two and title four can be used. So that's probably the funding source that we have the most flexibility with in

019terms of how it can be used. >> Did you say that all students receive um free breakfast and lunch? >> Yes, ma'am. We are we are a C district. Yes, ma'am. So we um meet the community eligibility provision um requirements which is why I have to use direct certification to look at our poverty levels instead of free and reduced lunch forms which is the way we used to do um our poverty levels for schools because they have to meet a threshold of 40%. In order to be eligible for title one um so you'll see that all of our schools exceed that threshold. >> Yes ma'am. >> And one last question. You said you had it broken down by schools. >> Yes ma'am. >> Do you have that with you or can we >> I do.

020Sure. I have a copy of just um so what I do is in your packet you'll see the budget um document for each individual school and then what I do is I provide them with a monthly update in regards to their spending. Okay. >> Um and I give the principal and the bookkeeper this every month. So you'll see um that this has the total aotment as well as their spending. um and we track their expenditures to make sure that um each school does not exceed the overall budget as well as um the individual line items. So you'll see that there's a sheet for each school and each school anytime they want to use title one funding they have to actually submit a prior approval to me. So they have to submit a request for using

021the funding. although the funding is allocated to their school, um they still have to make sure that they submit that to request the funding so I can make sure that it's necessary, allowable, and reasonable. >> Okay. Thank you, >> Miss Bagley, and Miss Night. >> So, paper doesn't come out of title one. >> Um so, we just purchased paper for the schools. I know that there was a concern about paper um during the last board meeting. So, with Mr. Stokes permission um I purchased um paper for each school out of the carryover funds that were going to expire on September 30th. Um and so that is not a typical purchase for title one funds. The reason that we typically don't purchase paper out of title one funds is because um title one funds should be

022used to um support things that we don't typically have funding for, right? And so we encourage our principles to use their state instructional supply money, especially at this time of year um for paper. Now, if we get later in the year and they see that they don't have state instructional supply funds and they are in need of paper, there have been times that I have approved paper um as a purchase. >> Yes, ma'am. You're welcome. >> I want to ask like on the individual school budgets and I guess where it has like your tutors and I guess benefits or whatever, why would retirement be a budgeted expense for tutors? part time they wouldn't receive retirement benefit >> the state makes retirement benefits out of anything unless they're a retirey >> so if they're a part-time

023person who's working >> and then they can submit something to the state then they can get that money back but the state requires us to take retirement >> sorry miss I look to her to answer that she just tells me what I have to deduct and I and I go through um but on the tutor lines and I know there was a question about tutors during the last um board presentation um that the tutor schools get to identify how they want to use tutors. So, there's two different types of tutors. A tutor can be used during the day and so those are typically our part-time um folks, maybe our retirees that come in. Um but we also have current employees that tutor after school. So, there are two different budget codes. So, you may see

024from some schools that they have two tutor lines. They have a 143 and a 198. Um, so those two separate lines indicate whether the tutors are free during the school day or for after school. And the principal's discretion typically um guides that budget. So I meet with them at the beginning of every year and that's how we drive um the budget that I build for the school. I send it to them as a draft and then they give me feedback on on the budget >> based upon what we hear about federal funding. Everything is still on track as far as federal funds for this school year. >> So yes, sir. So, um, the nice thing about federal funds is that federal funds are actually, um, we're actually working off the federal funds that the federal

025government received last year. So, really, when we talk about some, um, concerns that we have about federal funding being cut, we're thinking about the 26 27s for the year. >> All right. >> Yes, sir. >> Okay. >> Anybody else? >> Thank you, Miss D. >> Thank you. >> You're welcome. Query reports. >> Good afternoon board members. >> All right. Go ahead. >> So this is your 25% of your first quarter for this um 2526 fiscal year. The first sheet is the balances as of 930 2025. And I would like to note that the current expense fund balance what we appropriated this year has not been taken out because we have not used that yet. Are there any questions on any of that? >> Not about that but about go through I go page by page.

026So your next one is your state funds and these are the this is based on the last provision aotment that we overseen because the state has not passed a budget yet. Um so this looks very similar to what it did last year. Last year our revenue was at 18% our expenditures were at 22%. Um does anybody have any questions on that as of right now? >> No. Going to the next page. This is the local fund. And this was also very similar to what we had last year. The revenue last year was at 22%, the expenditures were at 84%. I would like to note on expenditures 6600 where it's financial and personnel services. The reason for that being so high is because that is a very front um heavy line item because we pay insuranceances

027out of it. Insuranceances out of that 221,000 was $28,000. So if we take that away, we've only spent about $15,000 out of that. So that's only 3.84% of that actual budgeted line. >> It looks very big because it's such a front heavy um purpose code. >> Okay. >> you done with that? Oh, go ahead. >> I have one more thing. So, also the 6,900 there was about $50,000 of that 154 that was the settlement for CentaS that we did was which was $30,000 and then about $18,000 was legal fees. So, we're already about $50,000 between both of those. >> Okay. >> You done? >> Yes. >> M. That was the one of them. But what about the 5200, the special population services? >> That's um EC. So that a lot of that is um where

028we have to put money up to support theirou for the year. So we have to give local dollars to receive our federal and state dollars. >> Okay? >> And that's a point of it. And so once she reaches that threshold of that $41,000, she does not use local money anymore. It's just what we have to provide to receive our other EC dollars. >> Thank you. >> Okay, let's go to 4410. >> Yes, sir. >> How do you realize that much in one quarter? >> So, it's three months and our um >> you're going to get that we've got that much money in three months. >> Yes, sir. >> So, my question is what are we going to get the next three quarters? It should be very similar to that because I did have a question

029on that with the county. Okay. Because I think >> the fines and forfeitures are a little mixed in there at one of the payments and I have not received a exact amount about that. But between that and the fines and forfeitures, that is what we received from the county so far the first three months of this year. >> Well, you know what I'm driving at, >> correct? >> The budget amount should be more >> if we're going to realize that much money. I mean, that's a lot of money in three in three months. >> It is. And I think a lot of it has to do with that fines and forfeitures. I just haven't been able to receive an exact this is what the fines and forfeitures were for that specific month because she sends

030it to me together instead of separately. And usually I can back it out, but that month is a little >> okay >> weird. >> Anybody else on that page? >> All right. Please continue. >> So the next one is your federal programs. And as Miss Beaver said earlier, this is our entire all the federal programs money we've received. So what Miss Beavers just presented as well as our EC funds and a couple other additional pots. So so far this year, we have spent about $700,000 out of federal funding and a lot of that is carryover that had to be spent by September 30th >> or you lose that money. >> Correct. Or it goes back to the That is correct. >> Okay. Anybody question on that page, Miss Smith? 5300. >> So 5300 is the

031major purpose code that we use for federal funds. And that's why it's so heavy with um incumbrances and expenditures is because that's where like our summer school money comes out of that's where and see with summer school even though it's a little bit in June, it's paid out in July, August. So it's very um first quarter of the year. >> Okay. Anything else in that page? All right. Next page. So the next page is your capital outlay money and this is also very similar to what we had last year. Um the revenue was at 6% the expenditures are at 31% for last year. So this year we're actually coming in a little bit under. I do want to note that the encumbrance of um 9, 2017 HVAC that has that money in there for the

032computer software that we're trying to send. we're going to send to the county, but we had to put it on our books because it was approved by the board and we were trying to go ahead and order it. It's that software system for Dillard's HVAC system that we had to upgrade for this year. It was like $41,000. It was approved a month ago. >> Okay. >> All right. A couple questions on the revenue. 4440 like the same thing basically. >> Yes. >> I think I know what that is. It was a payment from last year that came over into this year. Those are not typically that big. >> I didn't think so. >> Yeah. Okay. >> Yes, sir. >> All right. Let's go down to uh expenditures. >> Mhm. >> 6,500. >> That's the activity

033bus. We have not received a bill for that yet. >> You got to shoot that out. >> Yes. Okay. >> Yes, sir. >> Okay. Let's go down to 9006. >> Yes, sir. >> Now, this comes up every year about landscape in March, etc., >> etc. Now, does this mean they're going to come back in the spring and >> we probably >> are you talking about with the stuff? >> I'm not sure about what the actual is for right now, like what else they need to do for like mulching and stuff like that. But I do feel like we're going to have to come back and put a budget amendment with that because we have some things that's outside of the contract that we're gonna have to buy or spend. All right. >> But that's going

034to come back as a budget amendment. When we approve the budget resolution, then the next meeting will receive budget amendments because the budget resolution drives those. >> Okay. Now, on that same line, landscaping, >> when you go over to the right, it says percent expendit 100%. >> Yes. That's the contract. >> That's the contracted amount. Um, what we do at the beginning of the year is we go ahead and do the full contract. Okay. >> And then it's paid off of our purchase order. So, it's already encumbered. So it looks like we've already spent it because we have enter a contract. >> Okay. >> So 8,500 contingency 7845 has been spent. What's that been spent on? >> I would have to look. I can um give that to Mr. Stokes in your updates. >> I

035guess the reason I ask is because if money is spent out of contingency, the board is supposed to be made aware at the very next meeting what it was spent on. I haven't got any update on that. So, >> get the information, get it back to you. >> Okay. Anything else on that page? >> All right. Next page. But, >> so the next one is your child nutrition funds. And I will note on the revenues, child nutrition is about a month behind on their revenue. So, this is actually only one month for of them being operational because September is our first full month being in school. So, they've only received their August reimbursement. >> Okay. But this again is very similar to what we had last year. Um where our revenues are actually a little

036bit more than we had last year which is good and our expenditures are running about the same. >> Any questions on that? >> Next page. >> So the next one is before and after school care. And I would like to make a note on this one that the bottom did not pull over that 300 for um the balance. And I'll get this sent out to you. So, the actual balance to be expended is $60,894. If you follow over the $300 for supplies and materials did not move over and my apologies for that, but again, this is very similar to what it was last year. We if we keep being on track, hopefully this will be a profitable thing this year and we won't have to take any more money out of fund balance for them.

037>> Now, there was a sheet at our place. Yes, that is correct. >> Okay, >> night. >> So, question. How do you determine the tuition fees? Do you based off what it was last year? >> Yes, ma'am. So, I look at what we received last year and I use about the same amount because I would rather go under a little bit and if we get more money that's great um than over revenue and then we have to use more fund balance. >> Any other questions on before and after school? All right, next. >> So, the last one is your restricted funds and these are the funds that we receive um for like the um civic center. We receive the nurse reimbursement for the health from the health department. We also receive our Medicare and Medicaid

038money through this. And this is just this is a m a pot of money that we put revenues in. So, charter schools are not able to get have benefits off of those funds. Brooke, I think at one time several months ago about the civic center, we requested I think a quarterly report on usage >> on usage. >> Usage and fees paid. >> Okay. >> Do you recall that? >> I think I do remember that. Um and I can get that to you tomorrow. >> And the reason I was bringing that up because that's something we need to revisit. >> We were talking about people using it. We've got policies in place, but I think that would be helpful to us. >> Yes, sir. My apologies for that. >> Anybody on that page? >> Okay, let's

039go back to the first page and I always look at this book. >> Uh on the school accounts. >> Yes, sir. >> You know, I've always felt like you cannot have enough money. I don't care what you're doing. Now, the figures that you have like the school account that was as of >> September 30th of 2025, >> which could be different now. >> Yes, that's correct. >> Okay. All right, that's all I got. Anybody else? Miss Knight, >> what would be considered investment funds for the schools? So, a long time ago, like before I was even in this position or they the schools had investment accounts. They have never been able to put money back into those investment accounts, but they are allowed to use it throughout the year. Some schools do not have them

040anymore. Like by and Stony Creek don't even have one anymore. And as those funds dwindle down, they just go away completely. >> So, what did they This is if they needed funds, you would transfer from the investment to the school account. Correct. >> All right. Good thing. >> All right. Thank you, Brooke. >> Thank y'all. >> Thank you. >> Next item. Uh, new business. Number one, you have the consent agenda. There motion to that effect for the consent agenda for those items. Miss Blackwell. Is there a second? Miss Knight. Any discussion? Mr. Mr. Chairman, >> I would like to pull the organizational chart for a separate group. >> All right. Anything else? All right. That in mind with the motion is to approve the consent agenda with the exception of pulling the organizational chart for

041a separate vote. All in favor of the motion raise your hand. Opposed? Motion's carried. Thank you. Uh item number two, school improvement plans. Don Creek, Oakwood, Dillard in the order that you choose. >> You want me to call on you? >> Thanks, Miss Come up first. >> All right. >> Oh, sure. I was gonna go to Rick, but >> All right. Well, I'm excited because all three of these are mine this year, which is super super exciting. So, we're going to go in the order that they're listed on there, which is Stony Creek, Lucky Dr. Moore up first, and then we're going to follow with Oakwood and Dillard. So, we'll ask Dr. Moore if she'll come on up. I'm going to walk over and see if I can get the presentation. >> And while Dr.

042tomorrow is coming. Just want to share that um tonight school improvement plans um have to be presented tonight and therefore have to be put out for public comment for 30 days and then the board will vote to approve these at the next meeting per the statute. Um as we have some schools that have um designated vote for This is why I'm assigned a curriculum and [Music] Good evening. Um, thank you for having me here tonight. Um, of course, I'm Dr. Moore and the principal of St. Creek Elementary. Um, I would like to start out with a couple thank yous and celebrations for um about St. Creek. Um we are so thankful that you did provide us with a another teacher which is for our 23 combo class. Um it has really um helped us out

043as far as numbers and the students that are in each class. So, um, we were able to take, um, some of the, um, second graders that were higher performing and some of the third graders that needed extra assistance and we have them in the class. So, now we have 17 um, for second grade and 16 in the combo class and 17 in the third grade class instead of about 27 in there. Um this year we have made it well I've made an executive decision to do third fourth and fifth um to have um a cycle. So they are departmentalized so they go through three different teachers throughout the day. Um they have one teacher for math, one teacher for science and one teacher for reading. So they're not um have we don't have to have

044all the subjects taught by one teacher in fifth grade. and um putting all that um stress on her. Um also we are continuing to have super science Fridays and some of you have been over to volunteer for that and we thank you so much for your help in the classroom whether you're making slime or helping us with eggs and chits. Um we have also been awarded a grant. Uh we took the students to the Hall River State Park and we got um we received a grant called the Yippy grant which covered transportation for all of the students to go to the Hall River um state park. I also um wanted to comment about our PTO. It's been very supportive and helpful um throughout this year and since we had created it and got it back

045reinstated. Um now I'm going to move forward to our indicators and action steps. >> Okay. >> Miss Big, will you dim those lights there please? >> We have a copy button. >> Speak straight there. So I have three indicators and action steps to share with you tonight from our plan and um the slide will be on the screen and on your um presentation there. So this first indicator is school staff communicate schoolwide behavior expectations that are understood and achieved by students and staff. um provide reh positive behavioral supports and we all know that if we don't have the behavior in line then we can't teach. Um so we will continue our PBIS implementation. Um we have a bus and car program for behavior um to reward those students for following directions on the bus and

046following directions in our car rider rooms. Um, we also have monthly tickets that we give out for classroom behavior and we have celebration each nine weeks for also having positive behavior. Um, these are quarterly celebrations. Um, we will continue to utilize the second steps curriculum for social and emotional classroom um, support and um, through the lessons. Um, we have implemented educators handbook to track behavior as well as see where the data is showing up that we're having more incidents whether it's on the playground or a certain part of the day. Um, we also are able to implement a student leadership program thanks to Miss Franklin, the admin intern um leadership roles throughout the school because they need to develop these characteristics to move forward um in their school career. Um we have been the school

047improvement team has been working to assess multiple indicators and um to improve the school and together um we have the top three here that we'll focus on. Um and we have the first nine weeks um classroom winner for K2 was Miss Luner's class. So congratulations to her. Um the second indicator is um the LEA or school regularly looks at school performance data and aggregated classroom observation data and uses the data to make decisions about the school improvement. And as you can see here we have weekly professional learning communities where the teachers come and I collaborate with them and we analyze student data and performance um data there as well. Um we get data from corrective reading 95 rap spelling inventories MC class which is our reading program. Um also we get information from happy numbers

048which is our math um review system that we use. Eureka math from classwork exit tickets and tests ready math also the assessment um we take data from that coat check-ins and the bog scores the beginning of grade scores and classroom tests and quizzes as well. Right now in our fifth grade we have 60% in um performing in reading accuracy and 60% performing um for the performance for the basic comprehension. Um, in fourth grade, we do have 87% of the fourth graders who scored at benchmark or above um on their reading accuracy, but we have 60% of the students who um score below benchmark in basic comprehension. And this is due a lot to our ESL Hispanic students who are um just getting into the language and um understanding um English as their second language and

049sometimes they can read it just fine but they don't quite understand and comprehend um that um also in third grade we had 65% of the students um that score below this composite score. So that is kind of the same situation with the fourth graders. So we've been work working in small groups to target third, fourth, and fifth graders and those students who need extra assistance with that um area. In kindergarten through 2 grade, the teachers do small groups in the classroom with their teacher assistant. So that assists with um targeting the areas that they need extra assistance with in relation to reading um or math. If you continue on to the next page, that is the third um the sorry the second indicator um oops my bad third indicator um G point G201 the school

050regularly communicates with parents guardians about the expectations of them and the importance of the curriculum at home and what parents can do at home with their children. Um, we have created and shared methods of two-way communication with the school. We encourage parent volunteers during events. Um, we also host three curriculum nights throughout the year, math, science, and reading um to encourage community involvement um at Stony Creek. Um we involve community stakeholders a lot at Stony Creek whether it's 4 the health department um forestry um program but they come out and help and show um the students their careers and their um different aspects that they focus on. We also um create a parent involvement plan. Have created this um to work with PTO and myself to help continue to get the parents on board with

051um communication. Um, and we use multiple modes of communication, whether it's phone messages, flyers, fa Facebook messages, social media, the our marquee um to share information with families um pretty much on a weekly and daily basis to get them up to date on what's going on at Stony Creek. Um we have had a lot of participation. Our open house was 107 families. um grandparents day 78 participants and that it speaks highly because a lot of our students are being raised by their grandparents. So when they come and show up they're very proud and they want to share things that they've learned and done. And also we had um 33 participants at our literacy night which is about a third of our um school population there. Um we for the last indicator and action step we

052um will provide staff high quality ongoing job embedded and differentiated professional development. So we analyze the teacher working conditions results for professional learning and support and we try to provide monthly professional development opportunities through staff meetings as well as using the walkth through um information that we have gained um and providing the staff feedback on what could be improved and what they're doing that is really working in the class. Um we have a buddy system for the teachers um to provide extra support. Um sometimes you know they might not have time to ask me everything but they can look to their colleagues about what has worked best. And we have also went and um checked outside for professional development experts to help us with differentiation. Um, this helps us a lot with our um, Hispanic

053students who only speak Spanish or are learning English. And we also continue to utilize the Castle County District, Casle County Schools District walkthrough form to provide feedback. We are still considered late performing at this time, but I would like to applaud the staff at Stanny Creek for working very hard last year. Um, we did come up a letter grade. Um, and you know, with the small class sizes when you only have 25 students or 20 students in one class, coming up that much, you know, takes a lot of work and effort. And so, um, I do think that our staff are working as hard as they possibly can and doing as much extra as they can. So, we look forward to a continued improvement at Sony Creek. >> Thank you. >> Question for Dr. Moore,

054Miss Bagel. >> Um, what percentage of your students are participating in the ESA program? >> So, um, I think it's about 20%. um if they've been in the country for over um two years, they no longer qualify for the ESL program if I'm remembering right. So even if a student comes in and has not they've been here but they have not spoke any English, they still don't really qualify for that because they went over the time period and they've been here. So, for example, we have a first grader right now that speaks zero English. He's eight years old in first grade and he has not um been in school at all. So, um God bless our teacher for being able to use Google Translate and speak the best Spanish that she can. >> Now, when

055you say he's not been in school at all, >> so his parents um he lived outside of the state. So when they came here they were he had to be registered to come to school. >> All right, >> M. Be >> I want to say thank you for saying that about your staff. Right. This post below everybody works real hard. >> You have a fun night and do a shout out. >> Oh yes. Yes. Oh, is that what you're talking about tonight? Oh yes. So if you're hungry after this meeting, um you can come to Rio Grande. We do have a fundraiser and Mr. Battle's going to pay for everybody. I'm on fixed income. >> So, thank you. Any more questions? >> Thank you, >> Dr. Ver. Very good. Good. Robin, >> good evening. >>

056All right. >> So, I will start. Of course, I am extremely proud to represent Oakwood here tonight. Um, our celebrations of success for last school year, um, we did increase in overall achievement from 40.8% 8% um and 23 24 to 45.8% and 2425 um just four more points and we move up a letter grade again. So, um, we demonstrated increased achievement in all of our subgroups and that included, um, our, uh, students with disabilities. And I would like to shout out that that subgroup, um, showed probably the highest percentage of proficiency growth from the year before of 19% to this next last school year. Um, 30% of those students were proficient. So, huge shout out to the um staff in the um special needs department for all of their hard work. But of course, none

057of this can take place without all the hard work from preK through fifth grade with all of our teachers and staff. Um we demonstrated an increase in overall achievement in reading, math, and science. So, every one of those um areas showed increased proficiency, huge jump in science. um our fifth grade teachers are on it and um we are really working to increase that um push for science in K5 and not just our fifth grade teachers. Um we met growth on all seven of our EBOS indicators as well this past school year. Again, shout out to all of the hard work that goes in daytoday at Oakwood. Um if you come there, you know it's a family. Um, and you know, when somebody needs help, somebody's coming to to provide that help. Um, one thing that

058I forgot to put on here, we did have PTSO that came back last year, and it's the first time PTSO has been there um, since I've been at the school, and this is year nine for me. So, having that system of support for our families, but also for our staff has been great, and they're getting kicking in um, at our fall festival on Friday. So, um, I will do a shout out. I know they're having their thing at Rio, but if you guys want to come and get in the dunk tank, we have some open spaces in the dunk tank on Friday night. So, just let me know. >> Um, moving on into our first indicator, which is G102. The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction that is

059aligned with individual needs of our students. Um we do data dives weekly um every Thursday and we also have um this year I've kicked back into my old school instructional coach days and I have created data walls and our conference room for every grade level. So one of the things that we are doing this year is every assessment we are I mean we're talking chart paper it's visual and we are doing what we are doing we're doing student tracking and we are looking at where are we seeing patterns of students that are falling below a certain percentage. If they continuously are falling below you know 70 80% each time there's an assessment given what are we doing to provide supports for that child? What interventions are put in place? Um and then from there is

060it determined that we need to meet with our NTSS team to determine further steps. Um we do have a higher um EC population than the other schools. I have four self-contained classrooms or adaptive curriculum classrooms. Um and then I also have students that are in the EC resource program. So with that being said, those teachers schedules don't always align planning wise. So we conduct ECPLC meetings so that the teachers in the self-contained or adaptive classrooms can meet with the resource teachers and also our EC director, Miss Calla Wilson. Um she actually met with them today so that I could head on over here. um she was with them finishing up so that we can also look at our EC population and those subgroups and making sure that we provide um any supports that we can

061for them but also having that support of transition for students that may be transitioning out of adaptive curriculum into gened to provide a smoother transition for them. Um we look at core curriculum data of our student performance. So when we provide those benchmarks, the MCL class, the I Ready, our check-in data, we are looking at that as well as just our common assessments that staff are giving. um MTSS training. I have several teachers who have been through some training and they are taking the lead in the MTSS committee and are providing during um staff meetings. They're going to be providing teachers um with some information how to better implement this across our schools so that again we are hitting those areas for our students that we need to what interventions but not when I say

062interventions we also at MTSS are not looking at students who are not proficient but we also are going to be looking at those students who are our students that are in our AIG program to ensure that they are still meeting their growth um because a lot of times those students fifth grade they sometimes plateau. So what can we do to provide them support to continue their growth? Um monthly NTSS data updates again that will be provided to our school level teams. Um and sometimes what we do is whole school so that even the teacher assistants and other support staff are involved in that as well so that they know what you know focus that they can do in their small groups when they're supporting their teachers. Um, again, intensive progress monitoring and utilizing platforms such

063as our Amplify. Before I came over here this evening, I was on there's a nice system that Amplify has implemented that shows progress monitoring fidelity where I can go in quickly and see who is progress monitored, who has not been progress monitoring. So then I can go in and say, "Okay, what supports do we need to make sure these babies are progress monitored?" Um and then of course Miss Schaefer has been instrumental in providing teachers a calendar of which groups of students need to be progress monitored each week. She's provided that to me as well so then that I can make sure that you know we have those things taking place. Um the next one G2.01 we communicate with parents guardians about its expectations of them and the importance of the curriculum. So we of

064course provide academic data and documentation to parents. Um our parents are getting really savvy about asking for um and this is great asking for those in-class reports and when they can expect those um so they know that those are coming and they are asking you know what can I do because those home connect letters are really instrumental because it gives them really good information that they can do at home to help their child with reading. Um, parent teacher conferences are always part of what our our week our quarterly at Oakwood. Um, parent engagement activities. Um, we did switch up our literacy night and kind of did literacy and science combined. And by doing so, our literacy night this past September, we had um almost double the number of families come out for that that we've

065had in the past, which was great. We have discovered hands-on activities draw a crowd for our students because when you get them excited, then they get their parents excited to come. Um, our musical performances, if you've been to any of those, you know those are huge. We actually, Miss Fair got a grant to have another Disney show in the spring and she just sent a message that we received a grant to help provide some support for that. um so that we will also be getting some things so that our kiddos will be able to perform well and then talking points has been instrumental. Um I can see the communication between teachers and parents but also I can communicate with parents via that um system as well if need be and that has been really great

066and parents have been getting in it and learning the system and have been responding well to it. Um and next is G3.01 1. We look at regularly our school performance data and classroom observation data. Um PLC benchmark data. We look of course those reviews in class and I ready. We do BOI, MOI, EOI, but I also do throughout the year checkpoints of progress monitoring checkpoints. So when I schedule um and I send out the weekly newsletter to staff, they already know what we are going to be discussing, what data points they need to bring that Thursday to today so that they don't have to, you know, fumble to find. They know this week the expectation is progress monitoring for MClass. Next week it may be a Eureka math assessment or I ready. So I have

067that scheduled for them. So that helps them know and be more focused about the data that we need. um walkthroughs and providing timely feedback. Um being able to do those is instrumental and and and sharing that information with teachers when it when those walkthroughs occur, they receive that information before the end of the day. Um high performing teachers, I've already got two that I have asked um they may tell you volunte, but I have asked them to share some things at our next staff meeting. um classroom management. I have several that are awesome at that and so I've asked them to, you know, building that capacity of leadership within the school. Um so it doesn't always come for me. Um and then providing differentiated professional development. Um, Miss Reagan and I worked together on creating

068and Miss Beavers some ideas of things that you know looking at performance last year looking at some needs that we all saw and then providing teachers some PEK trainings. Um, some of them have come to me and asked me to attend a second session because what they got from those sessions was so engaging and rewarding they want to attend the next session so that they can implement things. So the other piece of that is when you go, you can't just keep it to yourself. You got to share. So, and these are some of my beginning teachers. Um, and it is scary to present in front of peers, but building again that capacity and letting them know that you have great ideas, share them. Um, analyzing EV teacher reports. One of the things that MTSS and

069myself and teachers are doing especially for right now what we can see is fours and fifth and looking at those projections of what their proficiency in EVOS and then looking at each time we talk about that student in our data dives. How are they performing in relation to their projected EVOS um scores or percentage proficiency? And if these that student is consistently falling below, what do we need to do? Um we need to remap up something to make sure that that child either hits it, but we would love for them to go above it. Um and then again provide mentor support to beginning teachers. I have an amazing lead mentor who was working with our mentor teachers in every grade level to provide that support. And then the the mentors report back to make sure

070that if there's anything they need, they let me know. They let our lead mentor know and then she lets Thomas Frasier know that as well. Um that's all I have other than questions. >> Questions back >> um your tutoring >> for we are almost finished up with the nine weeks. So have that been implemented and are you doing in school tutoring as opposed to out of school t? >> So we are doing inschool tutoring. um we find that it's we have more of our students that can be um in that program if it's during the day. So we it looks a little different this year. In the past it's been one it's been two people split for a week. This year and they did all five or all six grade levels. This year what I

071have done is so that every grade level can have support in reading and math and not just reading. One tutor is doing part of the week and she is doing reading and math. And when you look at it, yes, it may be two days, but these students are actually getting more time versus five days, 30 minutes a day. Now they're getting 45 minutes twice a day or it may be an hour twice a day that they are getting this intensive support. So one is doing K2 and one is doing 35. Um and so far we've implemented that already. um they are working with the teachers on research base. So for example, the K2 is working with the amplify um dibbles um interventions that they provide and then um the upper grades is already started with

072reading. She's doing the corrective reading program which we've had a lot of success at Oakwood in the past with that. >> Anyone else? That's better. >> Um, when kids are pulled out for that period of time, are they missing anything in their class or >> So, what we do is teachers of course they provide feedback. I don't just create a schedule and say, "Here, this is when they're coming." Um, they did they were amazing and they created their schedule this year, the third through 5th and then K through 2nd. So, when those tutors come and get the students, it's during small groupoup instruction. So then the teacher has worked with them in small group and by that time the tutor is pulling them out. So basically they're getting double the interventions. >> Anyone else? >>

073Thank you. Thank you, too. >> Thank you. >> Good. Well, good evening. >> Good evening >> from the world of middle school. Um, Dillip Middle School. Um Diller, we are making some great changes. Um walking into Dillard, you know, we're dealing with middle school students who are behind and not going to sugarcoat that. Told everybody we're going to be transparent. Uh so in going into Dillard, we're looking at changing trajectory of student growth, pushing our students. Um they've been low in reading, they've been low in math, uh as well. um getting curriculum for our teachers so they can teach our students and get them where they need to be. So with that in mind, um we have our indicators. At the end, I'm going to talk about some celebrations. Um but first, the the indicator,

074the first one that we have is that G um 102. The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with individual needs of students across all tiers. That's every child in the building. So, what we've done with that is we have new curriculum uh for our teachers to use with our students. That's open up uh math and open up ELA and also styles for science. Each curriculum is set up where there is differentiation uh to meet the needs of all learners. Um and that's low learners, that's our special education students as well. uh the teachers meet uh via their PC's to talk about instruction and also to change lesson planning based on that instruction. So we're glad to to have the curriculum and also have those continued uh discussions

075uh related to that. uh the differentiation that's embedded again within all the curriculum. Um the teachers have a chance to change that based on school data and so that data will be school net data uh our ready data and of course teacher made assessments as well. So that data is so important because it brings us to where we can have discussions and in the classroom teachers can have anchor charts for students that can be collaboration among students to learn how to turn and talk. I'm going be honest with you, middle school students don't know how to turn and talk. They know how to turn and talk on certain things, but teaching instruction structurally how to talk about instruction is different. So teach that has been um very helpful for our students. regular progress monitoring. You

076heard elementary talk about progress monitoring. You progress monitoring in middle school as well. So that progress monitoring is coming from school net data and also our ready. So we progress monitor every two weeks and that data is looked at very closely in order to make changes to instruction and that's within the lesson plan and also for interventions. And the way the interventions work, we have a 90-minute instructional block. So 60 minutes of that block is instruction, 30 minutes of it is for interventions. So that's when the teacher can use that data for those particular students who are falling below to get that small group or one-on-one instruction within the classroom setting, which helps. Um, middle school students, of course, they're not like to be called out. So you have to bring them in as a

077group to help them uh in small groups to make sure that they are uh achieving in the classroom. Uh there's clear expectations for instructional routines, pacing and student engagement because the curriculum has a a pacing guide that says what should be taught, when it should be taught. It has the state standards of when each standard should be taught and assessed. Uh so that is gone over with our teachers via our instructional coaches um Miss Suit and Mr. Record. Awesome. They are awesome and they work every day with our teachers to ensure that lessons are delivered correctly which has been something new for our teachers um to look at the framework of lesson planning. the I do, we do, you do, um ticket it out the door, all those things have been new, but we're utilizing

078those uh in our classrooms to help our students. Um again, vocabulary content is big with the open up and with styles. If students do not know academic content and academic vocabulary, uh they will have a hard time when testing comes around. that's either benchmark testing or regular classroom test because vocabulary with uh language helps them also with math as well. So those are the things that we're going to do with G102. As you go over to G301, the LEA regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development. There are clear expectations uh for instructional routines, pacing and student engagement. Again, it comes back I have to refer back to the curriculum because it guides everything. It guides the layout. It

079guides the pacing. Student engagement is a piece of that as well. That is something we still have to work on to grow is student engagement. Uh we can't have teachers who stand and deliver is what I call it. Stand and deliver. you know, used to have in school back in the day when I was in school, you can sit there and be just as nice and quiet and you can let a teacher just talk talk talk. That doesn't work anymore. So, we have to make sure that students are engaged in the lesson um when teachers are teaching uh not just stand and talk because if they don't articulate what they're hearing, we don't know if they're learning it. So, we're making sure that they are engaged in the lesson. Uh we're conducting weekly PLC's like

080I said um with our instructional coaches in reading, math, science, and social studies. Social studies are part of it too. Even though they don't get tested when it comes to state testing, they're still part of student learning. So those discussions are held with them every week and PC's uh discussions are made. They have their buy in and say so on the curriculum uh at Dillard uh using evidence-based curriculum. Again, I said the open up the styles. All of that has helped us uh thus far. Regular uh monitoring through formative and summitative assessments uh including uh t Texas cooldowns, engaging students in data analysis, making students be aware. Uh I walk around and I talk to students and I ask them about how do you feel you did on your ready? Someone will tell you I

081grew from the last week I took mine and someone said no I didn't. Some have to change the mindset of they don't really have an interest. And it's changing the mindset for all testing, whether it's ready, we're getting ready to do benchmark testing, um changing the mindset of letting students know, hey, this is going to show us how you grow, what areas you need for our teachers to help you on. So, we're continuously having those conversations. That's why it's so important for our teachers to do the ticket out the door to assess students throughout the lesson and at the end of the lesson. So, we are doing that and that has been helpful thus far as well. Going over to G302, the LEA provides all staff high quality ongoing uh job embedded and differentiated professional

082development. They just finished with professional development um at the beginning of the school year. Um they had staff development in conjunction with BY and we did it together. It was awesome. Uh but we talked about curriculum design uh lesson planning uh in those first three days of school before school started. Then once school started we went through it again and we went through and we observed teachers and gave teachers feedback which we're continuously doing. Um, we just finished with staff development on student engagement and Differentiation is hard um for teachers to understand it. It isn't just I'm going to give you a worksheet, you going to get one different worksheet and you get something different. It isn't that. It's based off of data and how that instruction is going to be designed to meet the

083needs of those different students in those different categories based on the school data. So that has been extremely important, the student engagement piece and also the differentiation piece. Uh we're still looking at data from student performance, teacher assessments and observations in the classrooms just about every day. Uh if it isn't me is u Miss Bradley, Dr. Shaw, Mr. Ror, and Miss Suit. And we have an observation walkthrough checklist that we use uh in the classroom to find out what teachers are teaching. How is the lesson started? What does the objective look like? Is there I can statement? Do the students know what that I can statement is? What type questioning uh is being asked of students throughout that lesson? Uh again goes back are they engaged in the lesson? How is vocabulary used? does a

084word wall is it referred to throughout that lesson because that word wall is going to be part of that content that they are learning uh at the end what is the closure look like and then assessment. So we do those things to make sure that our teachers um get the help that they need when it comes to providing support is making sure we provide support for them. So that observation data uh is so crucial. Uh we're finishing our first round of formal observations for teachers. Um and that has been going very well um with our staff. Um again the coaches have done an outstanding job with the teachers at Dillard um regularly analyzing that walkthrough and benchmark data. We're interested to see with the benchmark test coming up since we've been using school net data.

085We've seen growth in math and ELA. So, we're waiting to see, okay, we're going to take the benchmark test. Are we going to see if the score is going to be the same? Because it's it's high right now for math and and ELA. We're just going to see if it it's the same for the benchmark test. Uh again, the PC's and then we want to celebrate the success that we do have with our students. Uh the teachers are working hard. Um they thought it was too much. Uh so they're seeing that once they went through the training for um the new curriculum, it isn't as hard as they thought because they're getting so much uh support, so much feedback um with the curriculum and the changes that we're seeing with our students. Our students are

086this is different. I'm just be honest with you. It's different for our students. Um, one of the terms I you are doing too much and doing too much because they have to sit in the class and you're going to learn the expectation is to move you high in the only way to do that is when you are active participants in your learning. So that has been different. Uh the last indicator E105, the school provides parents and other members of the community with regular communication, meaningful opportunities, provide input, and engage them in school improvement processes. The parents have been great. Uh had a lot of parents to participate in different uh events that we have had. We had our first um sit team meeting introductory meeting last week and we have four parents that on that

087meeting on that school improvement team which went like again went very very well. So we'll be meeting again uh with those parents. I am going to do a state of the school every quarter to be transparent with parents about student data, attendance, school goals. Um the first meeting for that is going to be November the 10th and I'm going to do two uh presentations. One in the morning at 10:00 and in the evening at 5:30 just for those parents who may not be able to come in the evening, they can come in the morning. But um giving parents information about where we are, where we stand at this particular point and give them an opportunity to ask questions. So that will be coming up. uh using platforms, talking points has been the best thing ever.

088Uh we have been sending out so many messages to parents um because if you try to give a piece of paper to a middle school to take home, it won't make it. So, uh the talking points has been working extremely well along with with Blackboard has some hiccups here and there. Uh but getting information out to parents has been great. Uh we're still using social media and the school website as well. So, that is going well. We invited additional parents to serve on the school improvement team. Like I said, we have four currently. So, that worked out uh well, we're going to analyze um surveys and we're going to send out surveys to parents because we need that input as well as long uh as well as student surveys as well. We're going to have

089a student advisory group that's getting ready to start up at Dillard. So with that, the celebrations that we have, our students h are changing. They're they're doing very well. They're excited. Uh the discipline at Dillard is from what I've been told is extremely different from what it has been in the past, which is positive. Uh we celebrate their success. They love dressing up on uh Elevate Celebrate Wednesdays. We have pictures of them. uh they want you to send it and if you forget to call their name to come up there, they're gonna remind you you forgot. Uh so that has worked well. Um PBIS is going well with the students in cafeteria. They have incentives where they have a game table where they have chess, scrabble, uh connect for we have different games for them

090to play which is a different outlet for them. Uh so that's going well for our students. We're getting ready to have honor roll that's coming up as well on November the 3rd will be honor roll ceremony for our students at Dillard. Uh plus of course they at different times seventh grade, eighth grade, sixth grade, all at different times. Uh but we're looking forward to that and then we're going to celebrate them on November the 6th at 1:30, those students who made the honor roll. So we're going to have a little speaker. We'll have a speaker there. everyone have ice cream and cookies and brownies just to say, "Hey, we're proud of you." Uh, plus I think it's a way to encourage other students to want to um get on the honor roll. So, that is

091going extremely well. Um, got notification today. We received two bright idea grant awards. Um, I wrote one uh for the house system because we're getting ready to get the house system off the road. We got all my signs and everything. The kids know it's a $2,000 grant um for that. And then Miss Jeffers also wrote the same grant and received $2,000 as well. Uh hers is going to be used for subgroups in EC for support of materials and resources. So, we received that today. So, we are glad about that. that we're going to celebrate our staff this coming Friday. This is our first out of a number that we're going to do throughout the year of um duty-free lunches. They have a duty-free lunch on this coming Friday and they will also receive lunch from

092Oakellies as well. So, all they have to do is drop the kids off the cafeteria, get their lunch, go we have them um just to motivate them to continue to work hard because it's been hard. It's been a lot of work uh for them. I'm not going to tell you that it hasn't been and it has, but they are working hard and that's what I I appreciate. I told them as long as you put forth that effort and I see that effort um we're going to change Dillard. So, so far we're doing well. So, I appreciate you guys for your support. >> M you stated in one of the indicators that you've completed your first round of evaluation. >> Y >> is that split between you and your AP? rotate the next seme uh >>

093it rotates. >> Okay. >> Yeah, we I made a a chart. >> Okay. >> And the first round we just went through I have Miss Bradley and SH and we just went through it that way. So the next round we'll we'll see about >> That's good. >> Okay. >> So that has worked very well. >> Miss Beley, >> you started tutoring. >> Tutoring. We're going to start tutoring after Christmas. So I can get three tutors. Uh, so I have one for each grade level and I'm going to do it during the school day. I think that's the best time we have our kids there. We don't have to worry about somebody trying to pick them up. Going to have them there within the building. So we have three starting after Christmas. >> So how will

094that work if you have to pull them out of classes? Would they miss? >> I'm going to see if I can push them in. >> Wonderful. >> Push them so they don't miss anything. That's that's the thing. We don't want our kids to miss instruction. >> Absolutely. So if that tutor can be with that um those group it's a small group and they can hear what the teacher is teaching then they're able to work with those students in small group. >> I like that. >> Yeah that's what I prefer. >> So what on the coaches? So if a teacher individual teachers having troubles will that coach like go and work with that teacher one in her classroom to work out >> what the coaches do. U they'll go in and model for the teacher that

095modeled a lesson. They'll go in and observe a lesson and give feedback and they also are giving one ons to individual teachers based off of what they see as far as observation is concerned. Um the going in and watching uh Malum they have also the teachers have been to watch other teachers as well. Those who we say hey they they're getting it they're using it right. >> Exactly. >> Have you seen an improvement in your parent contact? you finish up with the first nine weeks. Did uh how are you all keeping up with their parent contact? >> Well, the parents because we're using talks. >> Okay. >> So, I'm able to see >> Oh, good. >> I can see when teachers are sending out messages, um what parents have responded to those messages, when they

096sending out, the time it was sent out. My messages are on there as well. It's the best thing since sliced bread. So you've been so they are making >> I required them to reach out to parents. I said if a child is failing >> no parent should find out at the end of the quarter that their child has failed >> because they should be uh contacting parents throughout the quarter. Uh there is no excuse because you have that. >> Yes. And one other question um with the ESL students, what what percentage is your >> I have a between 15 to 20%. >> ESL students. >> Yeah. >> I didn't know that information when she said that sometimes they may be able to get help, right, >> that they've already been here, they may not. I

097work with >> I have very few I want to say maybe one or two uh who don't completely speak English. >> Okay. >> The rest of them they do. >> Okay. >> They do speak English. Yeah. And now Miss Miss B is back too. So >> I just want to speak on talking points. I think all board members ought to get on it and get the messages from the school, the the weekly messages from the school. Um, but with teachers almost like a text message. I mean, I can send a teacher a message, one of my children's teacher a message. It's almost like a text and usually sometime before the end of the day they're responding back. Uh, so it's probably the best communication that I've saw. You know, I've got a kid at high

098school. We've done dojo. We've done it all. And talking points is probably the best thing that I saw of communicating with a teacher. Period. >> I agree 100%. >> Great. >> Yeah. >> All right. Anything else? Thank you, Mr. G. All right. Thank you. Thank you. Good evening, too. >> Sorry, >> Miss Go ahead. >> I got something going on. I don't know. But um we have an academic return of investment, but you know what? We use a return of investment um tool through federal programs um that we use in the spring um and we share that with principles and we ask them to identify a program that they want to evaluate and and look at the return on investment. >> We have that as part of federal programs um but I don't have one

099built into the curriculum office >> if you have one that you want to share. No, I was just wonder it's just an inventory because it seems like, >> you know, we could get a good grip on all the initiatives that are going on in the county. >> Sure. >> At each school, >> we could kind of more pinpoint where our funds are going >> and what what's really working, you know, like >> Absolutely. And I can give you an outline and I know, Miss Blackwell, you asked about EL students, so I'm going to follow up and give you a count for every school and a percentage. Um so I'll share that as well but I can give you for K8 at least I can give you we have a document that outlines every resource um

100that our K8 um schools are using. Now the difficult part and I shared this with Mr. Stokes because we actually talked about this as it relates to Dillard is that um you know our principles are strong leaders in their building. So we have established a core set of resources that we use that we purchase or that we facilitate the professional development for um and things like that. But some principles may have um some additional programs or things that they use at the school level. Um so we are working to create a list for every school so that we can see what they're um what they're using. But for the most part um at least for the elementary specifically, they use the resources that we've identified. There are very few resources that are used outside of

101those because we have so many >> there are so many options. Um, and this year Dillard is using Open Up for ELA and math and styles for science and they really don't have the time to use anything else outside of I Ready. So, um, they're using I Ready and School Net as their primary sources of assessment, but I think that would be great and I can outline that for K8 and bring it back to you. >> All right, I got a quick question. Are schools asking Well, I know schools are asking kids to do high at home, >> but we don't send the Chromebooks home. So, what about the kids that don't have anything to do on? I mean, >> sure. And we only have um so the only elementary school that's using I Ready

102in terms of my pathway, meaning that they can log on um outside of that diagnostic window and actually participate in that is North Elementary. Um Dillard of course has my pathway and so they have an opportunity to practice it at home. They always offer it as an opportunity for additional practice. I know like a parent that reached out to me that Miss Begley shared with me, I said, "Please allow them to use Boost at home, which is what we purchase through our literacy intervention plan for K5." Um, and I Ready if they have the opportunity to do that. We encourage them to use it as home at home for extra practice, but it's always an option. Um, if they don't have the Chromebook or don't have access at home, um, I know that there are

103some families that I've provided some additional hard copies of resources and things like that for for additional practice. I guess my question was what I was getting at is if you have that child that doesn't have it, >> you know, can we send the Chromebook home for that child? >> We um we actually visited that topic last year. This came up last year if you remember. I think you brought it up last year. Um and I shared that with Mr. Usuchi as um a concern. Um the principles um did have some input and I know that the technology department had some concerns about the um damage to the Chromebooks um and the traveling back and forth, but I'd be glad to revisit that with Mr. setting if you'd like. >> Okay. Cuz I thought when

104we got those Chromebooks that was the reason for >> thought that was an initiative for the kids to be able to take them home. >> It I I believe that it was an initiative for it to be at least one to one so that the opportunity was available for them to take it home. Um and I know that that's been an ongoing concern. I think the principles would probably want to send them home, but I know that the technology department did have some concerns around um some of the um travel and I know that there are some user agreements that they have to parents have to sign and make sure that we have all of that on on file, but I'll be glad to revisit that. >> Thank you. Mhm. >> Yes. >> I think

105it would be a great idea for especially those students that may not have Chromebook but it's behind >> that if a Chromebook could go home with them and you know maybe parents sign that because you know I agree that if they have that opportunity and they don't have it you know that would really um help with our overall plan. Sure. is to put the Chromebook there. >> And I know we'll always have to spend some extra money somewhere, but what better place to spend it is to equip those students and if we have to replace, we just have to replace some but not all of them will go home. >> Sure. And the great part about you bringing that up is that Rick is in our meeting. So, he's here as well. >> Well, I'll

106be glad to um connect back with Rick and Mr. you said you to see if we can, >> you know, that was the intent from the beginning >> uh when we got the grant and everything because kids >> they don't have everything. >> Some do, some don't. >> That's right. >> But if uh then we got hung up about if it was damaged and etc, etc. That's going to happen. I mean, that's just the way it works. >> But I do think that kids that don't have it, they they need to be afforded that opportunity. >> And I think that part of the concern was not necessarily just about the damages. it's that we our teachers rely on the Chromebooks during the instructional day. So sometimes when students are taking them home and they're not

107bringing them back. Um I know that we are low um on we've got all of our loaners out. I know I was at Dillard the other day talking about loaners. We had every loaner out I think at Dillard that day. Um so we we don't want to you know send the Chromebooks home and then a student have a missed opportunity during the instructional day as well. So I think that we can revisit the topic and try to find some balance. >> Good. All right. >> Thank you much. I'm sorry. you got a question? >> I think I think the biggest thing we ran into was at the middle school and the high school, it kind of worked well, but at elementary school is kind of exactly what you just said. Um, a lot of principles

108and teachers had the problem of their Chromebook not coming back the next day or not coming back for the whole week. So a lot of principles and teachers kind of they push the max at the elementary level we push it back from sending them home you know I mean like you said that's something you can always explore okay year but I think overall teachers and principles and elementary specifically that's now I have seen occasions we have had kids at elementary level where they have actually like a principal will say, "Hey, we got a kid that's been out sick so long that we need to get them caught up and it's just a check out process kind of like checking out a book where kids haven't taken it home." So, I don't think it's not it's

109impossible. Um, and I think it it probably is a possibility that you could do that specifically for kids and just give parents like said sign proficiences and stuff like that. But, um, overall the reason why they kind of went back into elementary level was because it wasn't enough of coming back for the next day for class. >> Okay. >> Thank you. >> All right. Thank you very much. Next item is the resolution and remoral and appreciation of life of Michael Reed Burchil. Whereas Michael Reed Burch was born on March 12th, 1947, he lived his early life in Ruffin, North Carolina and later resided in Eden, North Carolina at the time of his death on September 12th, 2025. And whereas Michael Burch was a faithful and loving individual, father and friend to many of his family's

110welfare was his major and constant concern. And whereas Michael Burch attended Carl Memorial through his junior year where he plays football and baseball on the 1964 1A state championship runnup team. Then graduated from Bans Senior High School after consolidation in 1965. He attended East Carolina Teachers College which became East Carolina in 1967. From 1965 to 1969, earning a degree in physical education and becoming the first person from his family to graduate from college. While there, he was a member of the Fepsilon Kappa, a professional fraternity for exercise science. And whereas Michael Bger began his teaching and coaching career at Eden Holmes before relocation to Eastern North Carolina to become a teacher and assistant varsity JV head football coach at Pamico County High School in 1972. Based on his success in coaches, he returned to Caswell

111County to become the head football coach at Barley Senior High School. There he started the JV football team and a country in a countywide youth football development league. He later left Bartley Senior High School to teach at Ruffin High School. He later taught and coached at various other schools and retired in 2001 while continuing to assist with coaching and volunteering. And whereas Michael Burch was also an entrepreneur. In the 19 I'm sorry, in the early 1980s to supplement his teaching salary, he co-founded B&B garage doors. His company existed for 43 years. He literally was on site for his final job three weeks before his passing. Michael Burch loves his family, had a long history of giving back to his community and helping those in need. He found ways to provide those in need and never

112wanted any credit. He often donated to nonprofits and volunteered his time for organizations like the American Red Cross. And now therefore, be it resolved that the Cas County Board of Education wishes to honor the memory of Michael Burch and expresses his sympathy to his family by causing a copy of this resolution to be spread among the official minutes of the board of education and a copy forward to his family. Is there a motion to adopt the resolution? Miss Black, is there a second? Mr. Lilith, any discussion? If not, all in favor raise your hand. Opposed? Motions carry. Thank you. Uh number four, back to basics contract funding. >> So this evening we bringing the back to basics contract back to you. As you know, the board initially approved to fund this through title two funding.

113Um it is it brought to our attention that that funding source um may be a violation of policy and so therefore staff is recommending that we um seek and find a different funding source. But we we're recommending local fund items to pay continue to continue that current contract already signed in place approved by the board. Janis you recommendation to change the funding source. >> Okay. >> You make a motion. >> Okay. Is there a second? Mr. Miller. Any discussion? If not recommendations from a local source, local funds. >> That's correct. >> Okay. All in favor that motion. Raise your hand. Opposed? Motion carried. Thank you. All right. Uh next item uh number five budget resolution. >> So the time has come while we are prepared to bring our budget resolution and we now have our

114CFO underwood. The resolutions in your packet turn over Miss Underwood. >> Good evening. >> Um so the budget resolution as I said earlier is what drives our budget amendments. So, as you remember, in June, we signed a interim spending resolution, and that carries over to last year's budget resolution until we create one for this year. I was trying to hold off to see if the state was going to pass a budget for us to do the state portion because we went ahead and did our local and capital outlay budgets. Um, and they have not yet. So, like I said in the quarterly reports, we use the um last revision update that I received from the state to create the budget resolution. I will say on the budget resolution, it's a little bit different than most

115of your other documents that you receive and the expenditures are at the top and your revenues are at the bottom. But the numbers and every all that information is the exact same. It's just where where it's different during the budget resolution. Is there any questions? >> Anyone? >> If not, is there a motion to accept the budget? >> I got a question first. >> Go ahead. >> I thought we were going to have some language in here about the um in local and the local current expense and the capital outlay expense about moving from one fund line to another without a budget amendment. I don't see that language. So the that is you don't have to have the language because of the 5100 the 5200 the 5300 that >> so no money would be out

116of so you can move money from 5100 to 5200 without >> that's correct it doesn't matter if it's a dollar >> okay >> anyone else all right no other question is there a motion to adopt the res It's not second. Any further discussion? >> Can we make sure that the notes reflect that so we don't have a problem down the road? >> Okay. >> All right. Anything? Not all raise your hand. Post. Thank you very much. >> Thank you. >> Uh number 60. We add new. >> Yes. at your desks, I'm sorry, at your tables, uh, you have a memorandum from me, um, talking about recreational replacement of, uh, the county Chevy 34 ton truck, vehicle 3003. It's currently one of the yellow trucks, the U, yellow truck, and I'm writing a form that we

117received the it now qualify for a new vehicle. If you return to this to the I'm work from the back to the front. You turn to the last page actually shows the actual buses I mean the vehicle. Yeah, you got that there. It should have been at your place last when you came. [Applause] >> All right. So, the state of North Carolina will allocate us a vehicle to replace it. So, there's a free pretty much a free truck coming um to replace that. We have a deadline. The concern came in is that we can add available local options. This may be the first time y'all seeing this type of document for replacement for a vehicle. Um it's my first one as well. So, Mr. Berdine forward this information to us today and we have a

118deadline of August October 31st to make a decision. So, we simply have a few decisions to make. We can not do anything. We can get the uh 3/4 ton Ford truck or we could get a 3-4 ton truck with no body or we can get a Ford Transit 250 cargo van with a mid roof. Those would be free. Base the base vehicle. The available local options, we could get an extended cab with long bed, a crew cab with long bed, four-wheel drive, and for the van Hyuk. You also see the ex the um expected anticipated act option cost that would have to come from our fund balance to pay that part. Okay. Now in the second sheet you have is the email from the transportation people showing that we received that today at 3:23 and

119also Mr. Berdan's response. Um we have to reply by October 31st. Uh, one of our service trucks is up for replacement of the option given. He would recommend a 34 ton truck with four-wheel drive and extended cab. Um, I also reached out to some other um, individuals to say if we could get a four-wheel drive vehicle, it helps when it comes down to having to pull something and you see the cost associated with that. And so I give you a moment of time to kind of review the document and then we can have a little discussion regarding uh, next steps. But staff is recommending that we purchase the uh the for purchase a 34 ton truck and we're requesting a minimum of adding four-wheel drive to it. So that gives us another four four-wheel drive

120vehicle which is estimated cost of $2,571 and that could conduce cap funds. We have other options here but we wanted to be get bold input in regards to the October 31st deadline. Now when you say a new truck a 2025 as I understand this is the 2020 this will be a brand new truck coming to us from the state. So it's a new base model truck which is two wheel drive. That's what comes standard. >> Okay. So what is it that we have now? >> Right now we have a two wheel drive truck that this truck is replacing. I >> mean what year was this truck? This truck is a um uh it's one of our oldest ones we have. We don't drive it every day. >> Okay. >> We use that as kind of

121like a spare because it has over 600,000. You know, Adam, you know how many model? You know what model it is? [Music] >> It's a 2005. >> So, we get a brand new truck for $2500. So the truck is free. We can say not we we can say I understand. >> Yeah. So yes sir. Okay. >> We get a new truck with four-wheel drive for $2,571 or we can get a new truck for free that's two wheel drive >> but not but not in upgrades. >> Okay. So in the past I mean those trucks can only be used for specific things. So they can't hook a trailer for maintenance and pull it down the road or anything like that. So in the past they don't come out during the bad weather to look at roads.

122Only bine does that. So, we've always got two wheel drive trucks in the past. I don't know why we would pay additional for that, >> dude. Because the four-wheel drive vehicle he currently use now is the Explorer and um it has some age on it. I think that's a 2003 or 2004 model. Um I did do some research, so I did get on the phone and just call someone who could tell me um something. So, I called Dr. Barker, kind of asked because this is a new ride for me. Um he stated that you know at times they got the free truck. He says um check to see if you can buy the truck that's going up for auction back to get another vehicle if it's worth it. Um we sent those questions up to

123the state. They haven't got anything back. Um when the district went and got some additional trucks, most of the trucks they've been purchasing have been four-wheel drives in case of full pulling things that need because you're not really going to be able to purchase a four-wheel drive vehicle for $2,510. Um it is an option. It is not stating that we have to do stuff. Um it's not replacing a four-wheel drive vehicle, but it gives us an option. We do not have to do that, but I just wanted to share the information that we're entitled to a additional vehicle to replace a vehicle and I want the board to know because we will not meet again prior to um the deadline. >> So, what can we pull with that truck because transportation is the only one

124that can use it. And secondly, the director can't drive a yellow truck anymore. So, it really doesn't affect John. He can't drive this truck. >> So, this truck will be driven by the mechanics. Um, and our newest hire, Mr. I can't remember his last name. I thought the fuel guy would be one that could drive that would need to parts those things. And so that's where we are. I know Alan and I spend a little time on this morning. Um, you got something to add. Come on to the podium, please. >> Can you come up? >> Come to the occasions. Um, far as mechanics coming out, uh, as you know, after the snow falls, the mechanics have to go out and get the snow off the buses. They have to go out and clean the

125parking lots around the buses. So, they are out when it is snowing. So, that's the request for a four-wheel drive and case of bad weather. Um, also, they have to go out and make sure the buses crank and service them. So, yes, they are out in bad weather. The other thing is I think um Mr. Stokes also has a request for maybe a tool box. These trucks that they have mostly now are open bed pickup trucks that do not have tool boxes on. And if it's a way that they could get a tool body to go on the back of it to keep their tools enclosed for the days that it's raining or bad weather instead of riding in the back of the truck. um it would help out with them also. So there will

126be an extra expenditure to that I believe that we looked at today. So there's several options on that list to look at and y'all can discuss [Music] any questions. >> Anybody else? Let me make sure I understand this. The way I'm reading this, the truck we've got now that goes away if it's approved and you can get a four-wheel drive truck for $2571. >> Yes, sir. >> I'm not That's >> I mean, that's what I'm reading. Yes, sir. >> But there is the other expenditures to go with that if you want something other than just a two wheel drive truck, I believe, is what they're trying to say. So, I just be clear. If this board does nothing, we could get a new two-w wheelel drive truck for free. If the board has to add

127something to it, we have to pay that cost. >> 2571 for it to be four-wheel drive. >> Okay. >> But it's still not our truck. It's still a state truck. >> It's going to be a state truck for transportation. Right. >> And so one of the practices that I learned about researching was when we had vehicles that we kept and maintained when they became off state we had the option to get them. So therefore we can upfit it and it become a truck will be different. So this truck will be used sort of for transportation. Um that's why okay we we're just bringing the recommendation because we do not want to miss the opportunity and we're not there's no guarantee um next year next fiscal year this will be available to us with some of

128the budget things. So I did call the DPI and ask for that back >> the two box that that would be an additional cost. >> So the two box be additional cost the current truck has a toolbox on the back of it that we can move the two box to that truck. So the the least expensive option is to use some of the things that we already have >> and u when if if the opportunity presents itself, we can then add a different back end to the truck. Um and so I didn't want to miss a fish truck and and we have a deadline. So but you're not going to be able to buy a four-wheel drive vehicle >> with 2,000. >> I got Mr. If y'all put on a question had a question. >>

129No, I mean that that was mine. >> Okay. >> Anybody else have any questions concern? >> What's the cost? We just bought some service bodies, right? What was the cost of that? >> It's under $9,000 was service bott. >> Yes, sir. >> I think John and myself spoke about the last one they did buy and they were around five or six when they bought the last two trucks. last few trucks. >> Why not use the van as an option? Then you have to buy nothing. >> It won't you I've loo we've got a van that's got 300 and some thousand miles on it. I've looked for a van four-wheel drive because we have places that we go to take our tools that's off-road and I haven't found a van that's actually four-wheel drive. >> All

130right. Anybody else? Yes. Sir, are you saying that your department will get to use this truck, too? >> No, no, ma'am. >> I just say tools. Okay. >> No, ma'am. This is just transportation. >> No, >> where is the two? If we decide to do four drive, where does $2,000 some dollars come from? >> That local funds. >> Okay. Anything else? Question. >> Yes. >> The service bodies that we just got were $8,936.62. Yes. >> Well, we're saying this truck's going to be assigned to the new hire. >> No, it be assigned to the transportation department. That's that's the only person who can't who could drive it. >> Now, I'm sorry. It was stated Mr. Bdon cannot drive the vehicle, but the new hire could hire and as well as our mechanics. >> Okay. Now,

131Brooke, what did you just say? The service bodies that we just purchased for the um train uh maintenance were 8,000. >> Okay. >> 93662. >> So the current truck we have does not have anything on it. >> Correct. I think it's just a regular um it's a regular regular cab truck, >> but I just wanted to give numbers in case we wanted to do truck and chassis instead of >> I understand. Okay. >> Anyone else? All right. What's your pleasure? It's back. >> I make a motion that we go along with the superintendent's recommendation to do the four-wheel drive the 2,15 >> 2571. >> Okay. >> Yes. Second to that motion is back. Any further discussion? If not, all in favor raise your hand. Opposed? Motion carries five to 10 millet and begg. All right.

132Thank you. All right. Zoom updates. >> So want to know that at the last county commissioner meeting the capital reserve resolution was approved by the county commissioner. So we are now able to begin submitting um invoices I think to the county commission for that reserve capital outlay fund. Um we are working with the spreadsheet. So therefore, payments can be made paid. Also in your calendar is a copy of the athletic trainer schedule um that was in place. I would just give an update that the athletic trainers um schedule is with you. Um we ended some things because there was the board's um approval that we only do two sports. Um I did speak to the um board regarding being safety for all and so the season for volleyball has come to an end. that's coming

133to an end. Don't want to jinx them. And then um don't want to jinx them. And then we have now have that training schedule, but uh that schedule was sent to you all once before and we just want to give an update that you have it once again. Those are my updates. >> Yes. >> So what funding is will this be coming out of Mr. Stakes? I'm sure you already told after that transcript. >> Um the same fun has a local expense. >> Okay. Even though we have two. >> Yes. >> You done? >> Yes. >> But we're not funing this. It stopped. >> It stopped. Yes, sir. >> So, the schedule >> the schedule the schedule's ended. >> Okay. >> Anything else? >> Any of >> um I do believe that is all I

134have to the board. turn over you sir. >> All right. At this time I move that the casual I'm sorry I'm getting ahead of myself. Board member observations like uh we start um only thing I have I had some people reached out to wanted to know if the school board was going to start listening to us again this year. thing I have >> tonight. >> Um I guess um I guess several things. This Mr. Story Church on the second Sunday in October and I was there to introduce him. He did an excellent job and I guess his um presentation was well received by the congregation. Um I attended the memorial service on Saturday for Nelson Smith at the civic center. Um Dylan hosted a women's conference um back in se September. uh attended that. It

135was um well attended. Um lots of people, everybody was complimentary, you know, about the space and all the people there. I guess a lot of adults, a lot of kids, too, but they all well behaved. Everybody was um I did I guess stop by the parade for homecoming. I guess came to see the homecoming court at the football game that night and I um went by the civic center for the homecoming dance. I was amazed to know how it was beautifully decorated. The kids were well behaved. They were wellmannered. Um they were dressed know to the max or chilled or whatever the case is. And they were socialized with each other. And I guess um this card say the teachers and volunteer that time and they bought the decorations and all and provided the food.

136So it was really well. It was really well attended. Students behave well. I guess they're praying and hopefully you know that um it'll go something attended every year. I think they said about 190 students attend. >> That's great. Um, I went over to Stone Creek last Friday night and volunteered for their fall festival. Um, additionally, they was there. It was a lot of people there, but maybe not as well attended as it was in years past. And I was at Dillard back in September. I went to have lunch with one of Oakwood, former students, and I sat in the cafeteria lunchtime to go to talk with the teachers, some students, and I guess the principles. Um, I attended the conference in Asheville and it was very good and very informative, but I was most touched

137the last day. Two superintendents came and they survived the storm in Western Carolina. And it was unbelievable. Like, you just don't realize what your staff sacrifices sometimes. And one of the superintendents in particular said she was at the school till 2:30 a.m. that night. She left because she thought they had the sump pump had worked. The the basement was flooded. other staff was there. They thought they got it under control. She left, went home, and that's when the storm really hit. And then she tried to get she was willing to risk her life trying to get out of her neighborhood to go back to that school to be with her staff. And she ended up coming back home. Her husband had argued with her, told her don't leave, and he told her she was insane,

138and she come back, and he said, "I guess you finally got some sense." And she said, "No, I don't have any sense. I just couldn't get out." So, it was just, man, it was so moving to hear what those staff members sacrifice for their kids. And I know our staff does the same thing each and every day. So, I'm just so thankful for all our staff and all they do for our kids. >> That's good. >> Um, again, the conference was a great learning experience for us. Um, you know, we heard a lot tonight on our school improvement plans. I just want to thank all the staff that's working so hard to improve their schools and putting in the time. Uh I know we've moved some numbers not not quite where some would like them

139to be. Um but you know if you're in the schools folks are working really hard and the mindset is we got to turn it around. So I appreciate appreciate everybody's help dedication is working on Dr. McGee. >> Um I just want to say the same thing as Miss Little said that you know I feel like the staff is working hard. I had an opportunity to visit five out of the six schools cuz Ster Creek y'all have to get there. I was hoping to get to the fall festival, but due to my um unexpected accident, I've been um in, but on Friday night, I did get out um with class of 90 um at the Bartley football game and we celebrated that. Although we didn't get a victory, it was still a lot of fellowship and

140fun going on. And I just want to give a shout out to Principal Carter and Coach Wimbush and to our AD Michael >> Preston. Preston >> Preston for their support and um helping to make that a smooth transition for us. It was our third it's our 35th uh reunion, but we never had a reunion at all. So I think this is a good start for us. back. >> Well, I would just like to add for parents to continue to contact the schools and be involved. And as everyone has said about the school improvement teams that I'm sure they're doing it for all the schools, but it is just important that everyone work together. And to see where our schools have gone to where they were to where we are now, it's a blessing. So, I

141just want to continue to encourage staff, parents, and everyone that volunteers to say thank you. >> This is uh I shared some of this with to you in a text message, but uh something for you to think about. Uh October the 11th, I had the opportunity to to attend the inaugural hall of fame banquet for the Danville public school. And what they did was before integration, you had two separate systems. You had George Washington High School, you had Langston High School, probably no more than a quarter of a mile apart. But what they did, they went back and recognized people, not just sports, people who had made an impact on the school system. I mean, it was nice. They had 300 people there. And I think I told y'all the child nutrition staff headed by

142Miss Mills who used to be here. They catered the meal uh first class. But the main thing they did was they accepted nominations. Some people said, "But why did he get in? Why did she get in?" It was a nomination process. Everybody had the opportunity. This was the first class. But what sold that project was they had sponsors. the tickets were $50 a w uh and they they're going to take the money and put it back into the school system. That's that impressed me. But it's some you might want to think about I won't be around you probably but it was spearheaded by the school board of the dam public schools. It was outstanding. And some of the people have passed away of of course and I didn't know that about Kelly McVey. I hired

143Miss McVey uh 40 years ago. Her cl her basketball team won the state championship. And she never said nothing about it. I never knew it because I said, "Why is she here?" Yeah. I guess you want to know why I was there. The reason I was there because I went to school in Danville. All right. And to have those ladies back and the coach, they never got rings or nothing, but the superintendent said, "Before you leave, I want you to get your ring size." And she going to get them rings. So, it's something to think about. You going to miss some people, but you you're going to honor some people that have contributed to your school system. And I thought the way they did it recognizing both schools, it was wonderful. And we've got the

144same thing here in Caswell. You got Bans, you got Caswell County Training, Caswell County High School. So I just want to share that with you. Uh, another thing, the volleyball second round is tomorrow night, 6 o'clock. They play West Bl. All right, that's all I've got. It's okay. Uh at this time I vote that the CA County Board of Public Education go into close session for the purpose of considering a personal accident involves the officer or employee of this board NC general statute 14318.116 and for the purpose of discussing information privilege confidential or not a public record NC general statute 143 318.11 precision one and to confer with that motion that Okay, Miss uh Smith, is there a second? Miss Black, any discussion? If not, all in favor raise your hand. Brooke, you're not going

145to leave, are you?