e e e e e e e e e e e good evening and welcome to the um March 22nd sorry March 25th make sure I have the right correct date uh school board meeting of the Rock Hill School District uh local news media Outlets were notified in writing of this agenda on uh Saturday March 22nd if you will first uh join me for the Pledge of Allegiance followed byed Al to of the United States of America and to the Republic for stands one nation under God indivisible withy andice for thank you please be seated so first off we have the uh approval of the agenda do I have a motion to approve the meeting agenda 7 thank you Mr no do I have second second I think Miss Hutson I split second um any discussion very none all those in favor all oppos motion carries 7 next up is recognitions and we're going to start off with the Dutchman Creek basketball seventh and eighth grade conference culs and I am going to introduce Mr Clayton m from Dutchman Creek come good evening Madam chair members of the board Dr Jones executive cabinet and family my name is c m I'm the very proud principal of Dutchman Creek Middle School and tonight we're recognizing our seventh grade boys and girls basketball teams and our eighth grade girls basketball team so out of the four teams um we have three that went undefeated as Conference champions that in itself is to be commended but as principal I'm more proud of the fact that these young ladies and gentlemen represent the very best that we have here in Rock Hill and all guards we have members of our student Lighthouse team we have members of the Beta Club we have members of the leading ladies at the creek we have members of student council so these are allaround great kids that just so happen to be talented on the basketball Court I credit the bman staff many of them who put in a lot of work when they were in sixth grade to S them up for goals to be successful in seventh and eighth grade thank you to the parents uh thank you to the board and the supporters of all that we do here in Rock Hill schools and special thanks to our athletic directors uh Mr Wanda Armstrong and Mr Ron Tyson who have set the goal for D Creek to recapture the district cup and that was a goal that is laid out on the basis of not only athletic championships but also for civic mindedness and academics as well as discipline so we're well on our way to making sure that that cup returns back to the creek but at this time it's my pleasure to introduce Mr W Armstrong basetball coach and athletic director thank you everyone for having us here tonight I am so excited that we have an opportunity to present to you all our seventh and eighth grade girls and boys championship this year I I would like to start by thinking our parents because without them we wouldn't have been as successful as we are because they believed in us so therefore they their kids believe in what we were trying to do at D Creek for the eighth grade and seven and seventh and eighth grade girls and boys basketball team our eighth grade team they fell short but we will come back strong next year and I am so excited for our undefeated season because I think for Dutchman Creek I think this is the first time in his the history of Dutchman Creek where three teams went undefeated in one season and then our girls volleyball team went went undefeated also this year so we have five teams undefeated and we are actually setting a milestone for the rockid school district when it comes to Athletics at Dutchman Creek at this time I would like to recognize our eighth grade girls several our girls play track well they don't play track they run track and they had a track meet tonight at Oakridge we have girls who also play softball and we have girls who play flag football and we have girls who play travel volleyball so we're just a allaround team so without further Ado I would like to call out our eighth grade girls basketball team we have Carmen Bennett Zoe Blake zah Cherry Emma Curtis priia f g Allison Gordon Kia Moffet Z Massie ly Owen and even ventry at this time I'm going to call up coach Miguel our seventh grade coach and she's going to call out her players thank you good evening thank you guys for having us so much um my seventh grade basketball team I must know that this was my first year of coaching at dond Creek for seventh grade and this is one for the books for us to go undefeated I'm so grateful for the opportunity and the way that my girls played on and off the court so seventh grade basketball team I had Kalia Jackson so Barber zo McLean T Radford andon Parker kimley McCay Morgan mingham lendon Dixon Annabelle Hall Johnny may Boyd jazaria white Tamara Watkins Kinsley Stevens and Tera Harris thank you hello I'm Jameson I'm the seventh grade boys basketball coach been coaching for about five or six years and this was a very special group uh first time I went undefeated and won a championship so I'm very proud of them and the hard work that they put in as we wake up at 5 o' to do practice before school and then take care work at school so they can go home and get um do other things we need to do like activities so here's that seventh grade boys basketball team Carson krail Brian chizum Josh Goldin Brendan Irvin Camden Franklin C gindo Larry Garrison Jay lyen Deon McLoud Jackson Miller elen Moore Elijah Sutter Mal Thompson and BR Vin thank you [Applause] parents that want to get pictures you can stand down there as well I'm stand right here [Applause] so next up we have the South Point State Wrestling champions and I'm going to welcome up coach Cameron Pike uh to introduce his team welcome up good evening uh I'm Cameron Pike head wrestling coach at South Point High School accompanied with me tonight as my staff coach hav stri coach Sterling and Coach subtle few weeks ago we were here to recognize our individual Champions and uh we wanted to wait a few weeks until we were down at the north south classic with senior Canon long when we were presented with the state championship uh Hardware uh I'm going to introduce the team in a minute but I do want to speak about them uh really quick story here we were a really good team and we fell short in the Dual season uh no excuses but we caught the flu and and it hurt us and uh a lot of emotion was shown but not even the parents probably know this about 3 minutes after that we're in the room getting ready to clean up and these guys set the goal that we're going to win the next best thing and that's the the individual tournament to be the 4A state champions and not only did they do that they did that with the least amount of qualifiers in the top five we only qualified nine and then that's really difficult so just like in track individuals score points and uh we did that by scoring bonus points we pinned a lot of individuals we Advanced a lot of individuals every person on our team want to match in the state tournament that's a big deal so without further Ado I'm going to introduce our team to your left my right Lucas means freshman 106 beside him I've got sophomore state champion Alex mesus beside him I've got sophomore or Junior excuse me Eli Hy State runner up behind him I've got Canon long senior 144 state champion to his uh to his side I've got senior tomari good State owner up freshman Tristan moley 150 lb Deontay Watson sophomore 157 State runner up sophomore Jeremiah white 165 lbs now I want y'all to listen to that that's a lot of underclassman this is a group that's bought in and they wrestle hard and they are good kids and on behalf of South Point and our wrestling program we thank you all for acknowledging us tonight for the first ever time South Point that's res day time thank you [Applause] all incredibly proud of all of you and I'm excited for this got parents making pictures [Music] that Mommy next up is citizen participation we do not have any tonight uh followed by the concern actually agenda uh we have a few items on here it would be the minutes from the March 4th special call board and March 11th uh School Board business meeting as well as some personel recommendations but before I entertain a motion I think Dr Joan said something he wanted to share regarding that sure and good evening board members uh of course in the uh recommendation for our employment status on our employees you'll see my signature Human Resources as well as off buiness services to make sure all of is in budget I did want to add one thing tonight and that is to say that um with with currently looking at at managing our budget and getting things prepared for the upcoming year um we know that we have some employees we're looking at placements and we're trying to make sure as the board has asked to maximize uh our not only uh for our quantity but also our quality in our teachers that we have and employees um that making sure there's no misunderstanding that there's a hiring freeze in Rock Hill schools that's not the case uh we want uh those interested in Rock Hill schools uh to apply um we all of our teachers offer candidates offer great promise for what can make our schools in Rock Hill even better so we won't you to to to continue to apply also looking at our critical needs area uh certainly we're looking for teachers in that area as well so again I just wanted to clear and dispel any any confusion in the process of of looking our budget that that Rock Hill schools uh is hiring and we want you to apply and come join our team and be Rock Solid thank you thank you so much Dr Jens and with that uh I will entertain a motion to approve the consent action agenda including those items I earlier motion to approve thank you Miss Harris do I have a second second thank you Miss Daniel any discussion bearing none all those in favor all OPP post motion carries 70 going to our action agenda and the first three items uh is the same person which is Miss Alicia Johnson so welcome up uh this Alicia to talk about dual Credit in various forms I believe good evening chair Mill Vice hson board members Dr Jones and community members we watching it has been my absolute pleasure as the executive director for secondary Ed to look for options for our students um to provide them with more access to college and so the first agenda item is aign to um approval for English 101 to count as dual credit for the english four course so for English 4 currently um our students are taking English one through four and then they have the option to take the English 101 for dual credit so what I'm asking for approval for is that the English 4 the English 101 could be a dual credit option to substitute for English 4 are there any questions for Miss Johnson regarding this piece Miss Johnson or is Johnson sorry Johns Miss Johnson look just up that I can't thank you enough for D the dual enrollment I've been asking for this for a couple years now it's finally coming true especially partner wi and whatnot this is going to be great for our kids it's going to help keep our kids in our schools so thank you very much thank you yeah we're excited anyone else well if not uh the first of several motions I believe that you are going to ask for is at this point I would entertain a motion to approve the Dual credit course approved for college course English 101 move thank you Mr Burns do I have a second second uh thank you Miss Harris any discussion verying none all those in favor all oppos motion carries 7 Z which brings us to dual enrollment options approval also you yes thank you um um so this presentation goes over the Dual Aroma pilot program options so what I am seeking approval for is to have three Pilots going with our neighboring univers colleges and universities where our students can earn dual credit and or um an associate degree so this slide outlines the purpose and structure of the dual enrollment programs and so really what we're trying to provide this early access to college level coursework and then the most important part is that our students not only are getting credit for their High School graduation but also their college degrees so this particular pilot we have already worked on this one this is the winther University pilot it's the business and Leadership dual enrollment pilot program which we will have 50 juniors in um for the upcoming school year and so these particular Juniors um will apply um we had about 203 students that were eligible that met the criteria and the students will be able to complete 36 credit hours of dual enrollment coursework during their Junior and Senior High School years um there's academic support that is incorporated into the student schedules and then if they matriculate to win after graduation they would complete those remaining 84 credit hours however if they do not matriculate to win after that we have designed University transfer over credit courses so that they would be able to use those in any South Carolina um college or university that they attend so this one um is already underway this one is one that I'm seeking approval for through yorktech um York Tech would like to work with us to enroll 60 Juniors and a pilot program where they will earn an associate degree um tuition and fees are free for the 2526 school year and the 2627 school year so this is an agreement that York Tech has made with us that they would do the tuition and fees um for both of those school years if we did the 60 Juniors um for this one families will pay for textbooks and our access codes um students would enroll in general education courses that would be equivalent of the first two years of college so they would have their associate degree let's say they get the associate degree and they Le York Tech they enroll in we or they enroll in um Clemson USC then they would go directly into their major and then students would have the opportunity to get academic support through the York Tech academic coaching and tutoring center for this one the next one is USC Lancaster they have agreed to work with us on a pilot with 15 Juniors um again the students will graduate with both a high school diploma and an associate degree after two years for this one tuition is free when students enroll in two or more courses families would pay for textbooks and fees for the USC ler pilot again students will enroll in General Ed courses equivalent to the first two years of college and they will also be provided with academic support the USC L for academic success so there's some considerations um that we need to think about um one is making sure that we have mature and responsible students that are enrolled in these programs um um because again they would be a high school student and a college student at the same time they would be navigating two different schedules um to different sets of expectations and requirements so it's it's key to make sure that we have mature responsible students that are enrolled in the program um there would be entrance requirements as well as continuation requirements I would work with each contact person for the college or university to make sure that these are you know communicated at the very beginning um so that students know know what it takes to get into the program as well as what it takes to continue in the program as I mentioned earlier University transferable courses are the ones that we would enroll the students in to make sure that they could transfer to a South count University for College at York Tech and USC Lancaster um they have the capability of offering eight-week courses so our students are able to get more courses um in as opposed to taking the all courses being 16we courses so that's how they're able to to complete the associate degree in two years um York Tech and USC lanaster offer online course options for some courses so for some courses the students would even have to go to campus if we had more students apply then available seats for the pilot we will Implement a lottery process to determine which students are selected and the next bullet the middle college dual enrollment um this requires a shifted mindset and practices for us as a school district as well as for parents and students um just knowing that students are kind of coming and going with different schedules they won't have that 8:45 and 345 schedule um some students would be um for example with York Tech we looked at a schedule where students would be on York Tex campus in the morning um but they would be back at their High School in the afternoon so it wouldn't be that schedule that we used to of 8:45 to 345 um academic support is provided um the last bullet family educational rights and privacy act this covers um the fact that the college will not communicate with the parents so that takes a um some acceptance on the parents part to know that you can't log into Power School to see how your kids are doing um but what we have set up is that each college or university would have a liaison that they would work through to ensure the Student Success and I have committed to be that person to make sure that if there is a student who is not performing um the way they need to perform in order to get get the credit that they need or to get the degree um I would be that first point of contact and then I have a contact person that I would work with at the school to make sure that this is communicated to the parents so that we can put an action plan in place for the student any questions I I Believe Miss huton followed by m thank you thank you Miss Johnson for definely appreciate that um I know with the um wiri program you mentioned that there were 203 students that qualified based upon the criteria that was set um what's the criteria for I have two questions okay uh what's the criteria for the yor tech and USC lry program it and and then the second question kind of merges with that if let's say a student applies for when through it doesn't get in because it is a lottery process do they have an opportunity to maybe try with York Tech or uscl yes so for your first question the criteria for the York Tech at the USC lanester program the students have to have a 3.0 unweighted GPA they have to be on track to be a junior so they really have to be a true Junior next year so that they're not you know behind in their for word okay and then the other question you had was could they if they did not get into the winter program could they apply for this one yes yes that was the second question yes and they could yes okay thank you [Music] Mr thank you I want to reiterate Miss Hutchinson's comments I really like your PowerPoint s it's very simple and to the point I appreciate that thank you um my first question is what is the criteria for our students to be able to apply for the winr program for the winr program they had to have a 3.5 unweighted GPA they have to have two letters of recommendation and then there a business focus essay that they have to complete but just okay but to do the initial qualification they need to have the 3.5 on way to GPA yes they have to be on track to the engineer okay my second question is who is paying for the winthrip tuition are the parents paying for that no the parents are not paying for that it's my understanding that we have a donor for okay thank you um last this is not a question more of a comment I appreciate the fpta because I had a parent reach out to me a few months after I came onto the board with that very issue that caused a tremendous amount of headache and heartache for them because they could not communicate with the school and they had a 16-year-old that was there that evidently had failed class and we couldn't do anything about it so please like be that gatekeeper to take care of these kids because they are still they are children um but I appreciate that thank you you're welcome thank you for your present and I want to go with Mr nozil just um wanted to know as far as because we still are dealing with 16 year olds how often will you track and monitor the progress of student performance because it can be such a a huge game changer going from high school settings into college campuses so do you have a plan in place on how room monitor that's my first question my second is thank you for just um being the Catalyst to move these forward as as a mom with three children in in college um having this the access Early Access I think will go leave some bounds for our community and also as a went for I I to am very excited to see um this partnership we tout ourselves I know as a football City USA but we're also a University in college town so I'm excited to see all of this come together so great work great work thank you so your first question was how often will we monitor um I've set up with the lia on at each College whenever they get alerts those alerts would they would communicate directly with me about those alerts and then I have a contact person that's been established at each high school that I would work with along with that students's counselor to make sure that parents are informed so whenever those alerts come out and it's going to be um equally important because these courses are counting as dual credit and so if I'm in a course that counts as credit for graduation I really need to know you know twofold for the purposes of the college degree or the associate degree as well as the purpose of the graduation credit just want to say thank you to you and Dr dick and your entire team for doing this work um this is quite amazing I think we had a conversation back December maybe it was December 3 or four months what you've been able to accomplish Les to a gr months it's quite amazing so and as a parent of a child I'm speaking now to the community to parents as a parent of a child who's in the Dual credit program who's at win now in the real language to credit program um winter professors do treat them like college students there is no differentiation so if you're not ready to kind of let go of some of those strs may not be something you won't get into but if you get into it your child will have an amazing High School experience and my daughter has had an amazing experience being on win's campus being able to eat lunch at dink in the Dig Center and take advantage of all the colud that are over there so it's a phenomenal opportunity but parents you have to be ready to allow them to grow up and I know that could be tough for 16 to 17 year olds so thank you Mom thank you for sharing that we also have a um orientation that's going to be required for the students to get it in we have academic and vator guidelines that we have implemented with the DLI program that we will also duplicate with these other programs just to ensure that parents and students are all on the same page with what the expectations are you know how to access information and all of those things to help the students to be successful and the fact that they're on a different schedule yes yes they're going to navigate two different calendars two different schedules so mature responsible students are one of the most successful just one more thing the spring break I know is important to parents but win spring break is different from the school district spring break so Beach vacations and those things all I'm sure you talking so one of the things that they will get at the orientation is a calendar for college as well as you know in comparison to our calendar we talk um Miss triggered a question just in case let's say a student is in the program they get through the first semester and then they recognize that maybe this isn't for me after consultation with their counselors and professors and their parents are there any options for the students to be come out of the program and and then get back on their regular track uh with their standard High School yes we will explain the exit criteria to the students for each of the programs and I'm in the process of developing that with the Liaisons but that will be explained to them um what they want have to do the program thank you I just wanted to say thank you to you uh this has been a rather quick uh process uh from when uh it first started back in December and I know that you and your team together with uh the other teams that work really really hard um I can only Echo Mr Burn's passion about this program um this is going to be an amazing thing for our community um so I'm looking forward to it and com yes sir and if I could just add and I have some comments later about the work that you and academics have done but I want to thank the board that in these uh these proposals or recommendation that you allow us to Pilot Pilots are important to us and you just you know said several things when when the academic calendars of Institutions meet when their stand and their schedules and all of that we tighten that as we go along we've done that with our dual language uh program with win so we thank you for the opportunity to be able to Pilot uh these programs um because as they grow we want to make sure that certainly this first iteration of it that we we tighten what we can and make sure we smooth out the wrinkles that just come when great things happen so thank you board for allowing you to be a pilot status on some of these programs so with that uh I believe that what you're asking for is for us to approve the three pilot programs for dual enrollment options correct yes some move by Mr Burns uh do I have a second second thank you Mr nozel any discussion very none all those in favor all the post motion carries exciting and last but certainly not least is the uh dual credit course approval for business and Leadership program at wind okay for this particular um ask we have courses that are universally transferable that we have identified at winre that we would like to count for high school dual credit um our students at winre are going to be at win in the mornings and then they will be back at their high school for third and fourth block so we want to make sure that the course enrolling in at with they're getting courses for those that would count for dual credit for those other graduation requirements that they will be missing back at their high schools so I've listed the courses um the M the microeconomics for example that could count as their half economics credit or an elected credit if they already have that course um so they're listed there the algebra and trigonometry for calculus that would count as a math or an elective credit for them and it's saying or elective credit because if a student already has all of their man credits then it would simply count as an elective credit for them um the business careers and professional development would count as an elective credit um the composition introduction to academic discourse this could count as their English three credit but if they've already taken English three then this would count as an elected credit for them the principles of microeconomics this could also count as the economics credit or the elective credit archaeology would count as the last science or elective credit foundations to world literature count as the English board credit calculus would count as the math or the elective credit and then the last four um the probability and statistics this could count as a math or an electric Credit World civilizations would count as a social studies or an elective credit General psychology would count as electives introduction to financial accounting as an elective and the last one introduction to environmental issues with count last sence or credit so this this will allow the counselors to work within what the students need for graduation to count the courses that [Music] they any questions Dr I I do just have one that's more of a comment and my assumption is that um now that we're adding more dual language there's going to be some com let me preface my comments by saying my experiences with my child's counselor has been phenomenal he's well aware of how this dual enrollment but it is confusing it can be using to a kid and a parent particularly if a kid exits the program you also have a plan in place that you're going to do some extensive planning and training with our school counselors through the igp process so a kid doesn't get doesn't get caught up and end up without a diploma because of all of this right yes that will not happen under my watch thank you um when we were designing the winther program um Erica panson at win and I invited the three Le counselors um to the meeting um to look at the overview and to give us feedback as to the planet program so they've already been involved if there are no other questions oh I'm sorry just a just a comment as a middle school Mama um when this topic hit our agenda I kind of brought it up a little bit at home and you certainly have our wheels turning at home and I have an excited seventh grader thinking how he can maximize his high school time and shorten his college time so he can get out and start earning the money that he is so desperately planning on as he goes forward so I really do appreciate this the work you put into it thank you that's fantastic so with that if there's nothing else um I will entertain a motion to approve the Dual credit courses as provided in the packet for the business of leadership program at win thank you SAR uh do I have a second second thank you Mr Noel uh any discussion very n all those in favor all the post motion carries 7 [Music] through okay um next up is April May board meeting dates and that is me so um as noted in the memo uh policy be states that meetings are held on the 2nd and the 4th Tuesday every month uh but the board has an opportunity to reschedule a meeting falls on a holiday or another or a date that we have something going on in the district we do have two of those upcoming situations this spring So based on conversation with Dr Jones um I am asking the board to consider that April 22nd conflicts with spring break uh so the request would be to move that to April 29th which is the following Tuesday uh in addition uh May 27th uh is our high school commencement day across the district which means that uh us seven board members and our inter room superintendent will be congratulating uh many many seniors as they walk out uh of rockel schools that day so because of that we are asking to move it to May 28th which is a Wednesday however um it coincides uh with um some other decisions that needs to be made as far as the superintendent search that we so uh are there any questions regarding this if there are no questions I will entertain a motion to approve moving the uh 422nd board meeting to 429 and the uh 527th meeting to 528 uh thank you Miss Daniel and I believe M uh any discussion verying on all those in favor all oppos Mar Carri [Applause] s so that brings us to Communications we do not have any Communications so we're going to move to presentations and we're going to start off our presentation segment with mtss which is the acronym for multi-tier systems of support and I'm going to welcome up Dr Kitty Barber and good evening members of the board and our viewing public I'm Katie Barber and I serve as the executive director of Elementary education and my charge this evening is simply to provide an overview to you of multi-tiered systems of support So essentially what this is is how we organize our resources in a school system to ensure that students are getting exactly what they need this is a framework this is not a curriculum and this is intended to address academic and behavioral challenges that we see in students using a three tiered system of support and being very data driven in those decisions that we make there is a state framework and guidance document that our state provides that we certainly use with our ntss system why do we do this I'm so sorry forgive me um this is a law that was signed into effect in 2018 by Governor Henry McMaster and it directed our districts in the state of South Carolina to implement mtss so what does it do what we hope it does is ensure early identification that we are addressing those academic challenges that our students have before they become barriers to their learning we're also providing very customized support to our students to meet the diverse needs that exist and it the goal is that we're leading to improved outcomes both academically and behaviorally the key provisions of this act 213 that are important to pull out is that we are required to provide a universal screening to our kindergarten and first grade students um we do that three times a year and it is a universal literacy screener ID identifying any reading difficulties we also use tiered interventions and I'll share that more in the next slide but it really is intended to support students as they need support database decision making is tremendous in act 213 this is really about progress monitoring students we are making sure that the data is driving the decisions that we make and finally it requires professional de velopment it mandates that our interventionists and our mtss leads are participating in regular professional development many of us were at the state in Colombia today participating in the South Carolina mtss Summit together this Photograph shares a little bit about those tear and I just really want to describe that tier one is core instruction that's what you hear when we talk about tier one this is provided to all students all students receive core one if they are not successful in tier one and we have data to support that then students move into tier two in addition to what they are receiving in tier one this is small group instruction and should only make up about 10 to 15% of your entire student enrollment and then students who are not responding positively to teach tier two move into tier three and we want our best interventionist certainly supporting tier three this is individualized instruction as much as possible it is intensive instruction to meet students needs there are six components of the framework that the state has given us and as you look at this our school leaders assess their school ntss program using the Sams you're going to hear that word Sams and that is the self assessment of mtss and this is really just our school leaders examining the practices around these six components um about their implementation how effective is their implementation around each of these components that database problem solving that you see that is the engine that drives instruction and intervention inside mtss so what does this look like in Rock Hill schools as I mentioned there's a literacy Universal screener for all kindergarten and first grade students students that are identified as highrisk are required to receive a literacy plan of support to help identify and Target those deficiencies we are using research-based intervention programs for ELA and math and we encourage encourage our interventionists that students who are receiving these interventionists we are staying with Fidelity to the program for six to eight weeks as we progress monitor students on their implementation we have encouraged wi time and enrichment on all of our Master schedules and the continuous Improvement plans that you hear that we have in place for every school um and we meet with schools every 30 days there are action steps specific to mtss in all of our school continuous Improvement plans also our school leadership teams as I mentioned complete that Sams three times a year to rate their growth in each of those six components secondary and Miss Johnson have an early warning system that they utilize as part of their mtss program and our mtss leadership teams are meeting regularly in all elementary and secondary schools so as in closing when implemented properly we are confident that all students benefit we know that a strong mtss program in our schools will reduce the number of students being referred to special education and it will close learning gaps and promote long-term success for all students do you have any questions go first yeah I have a lot of questions but there's seven of us I got to keep it short I'll narrow it down to three um bylaw is it mtss is just for elementary schools correct no sir so it's all the way through through 12 yes sir okay so I stand CR I thought it was just elementary schools yes all right um can you explain to me why you know we using mtss and how come our SE ready math scores keep progressively getting worse as they move through Elementary School and move into Middle School yeah well we are we I knew that question would come up we have several math intervention programs that we are utilizing we have math and practice mbis and we have fast bridge at the secondary level there those programs are not those intervention programs are not utilized they're they they are Elementary intervention programs okay and you keep speaking of resources could you explain to me what resources we're using so those are the in we have Elementary has um interventionist in each of our schools but we also have intervention programs so of those math interventions that I spoke about we also have a variety of those for literacy as well because it's not a one-sized fitall if a student does not um show progress in one of our literacy programs after eight weeks that's part of the responsibility of that interventionist is to determine is there a more effective Intervention Program program that we should use with this student and have you consulted with our neighboring districts about what they're doing yes we have because I I understand that Clover and Fort Mill have a digital type of um ntss program is that they actually helps all the kids so that even the kids in tier one they can go ahead academically and keep progressing it also helps the tier 3es and the tier twos so it it it exists I've yeah okay I spent a lot of time on this trying to figure out you know how our scores are going down and what can we do differently so I made a bunch of phone calls and um there is a digital um type of MTS mtss training that it goes off the map scores and helps the kids progress all the kids progresses for that way we were utilizing a digital platform we had to Pilot um a digital platform branching mines and something that we were using which is probably something similar to what maybe Clover for Mill is using um but in secondary all of the resources the intervention the the screeners and all of those things somewhat disappear when um students get to secondary so really we're relying on what the teacher can provide that is sorry to interrupt I worry that we spend so much time in tier two and tier three that we're not paying attention to tier one and they they should also be able to progress long not be held back by tier two and tier three yes tier one is is where the focus should be and we need to strengthen our tier one instruction um Dr Barbara mentioned the early morning system that is a system that I asked one of our research Specialists to build for us in the secondary um school so that we would have some way of identifying students aside from map that is our Universal screener that we have in secondary um so that we would have a way to identify students who needed additional support in terms of academics um behavor attendance thank you Miss Harris thank you for your presentation I was doing my research on mtss and I see that um a lot of beliefs are based on education institutions cannot separate student wellness from academics and as a social worker and counselor I absolutely believe that and I see it's also based on maso's hierarchy of needs which he um since we're in the field of Education want to educate everyone about this he borrowed generously those beliefs from of a black foot Nation but took that credit for himself but that's another that's another day that I'll I'll do more education but my question to you is how often I think to piggy back off of you Mr Burns how often do you evaluate um and monitor the progress of the children or the students um and once once you look at where they're at how how do you know when it's time to move forward what's what's the cister Trigg for the next step yes ma'am every student that is in intervention we are monitoring every 6 to8 weeks we are looking at Norm data and we are looking at their progress if they are growing and they are in a positive trajectory we are staying the course but if we start to see that they are not making the progress and that line that data line starts to Plateau we are increasing support and likewise when we continue to see that positive trajectory as Mr burn said we're moving that child back to the core back to core instruction thank youum around a little B um Dr Barber Miss Johnson Dr Barbera are you in charge of mtss for elementary well that um our assistant director of programming recently retired and so I have taken on that responsibility um and I am happy to do that in until a replacement is highed yes sir okay so you the you were the interim in charge of Elementary yes sir okay and same for you miss Chon you were for secondary yes okay you talk about the interventionalists is that a position in every school yes sir in elementary schools every elementary school has a academic interventionist okay what about a middle and high schools we have one interventionist at solivan none of the other middle schools or high schools have an interventions so how is the program implemented in the middle and high schools it's relying on the teacher support so the support of what the teacher and that team of teachers can provide for the students whether it's tutoring um support during enrichment time but there's limited additional support in place in secondary and in midd my schools so are teachers working together to manage mtss in the middle and high schools yes they have to work together um for example if I'm on a team and I notice on the team we have students who are falling behind or students that need to be um to provide students who need additional support through mtss that team works together to see how they they can provide that support it could be through additional Tate it could be through small group instruction but it's going to rely heavily on what the teacher can provide because we don't have the coaches or the interventionists AV so this is just and you know Jackie mener so that's why I'm GNA bring in stuff this just goes back to like putting together strong teams in the middle schools and in the high school to work together to make sure that if a kid is struggling we get them additional help and additional resources yes and our secondary teachers have to be very creative about what that looks like okay um I I don't want to rehash the last presentation we had last week or two weeks ago about perspectives are is is this just a case by casee basis for the students are class or race taken into account for this when you say Case by case basis you mean in terms of who needs support yes um it's based on the data it's based on the data so it's based student by student no matter what their class or they racist they yes so we're looking at secondary we use map data we use our district format of Assessments we use our Benchmark data to determine who needs additional support okay thank you Miss Daniel I just have a few comments to add I live mtss life daily um and you all have asked some really great questions you brought up some points in the land of Education intervention falls apart in the Middle School in general not here in Rock Hill it's just an education curriculum um support system that isn't as as plentiful as it is in elementary land so it's nothing on behalf of the district with the fact fact that um they are using interventionists and what the intervention or they are using teachers to pull their interventions that's just how it is in the land of Education um we do have I believe in Rock Hill dream box or some schools using it some are not that is an Adaptive that may be what you were referring to Mr Burns um some other schools I know last year were using I ready um they were being used in the middle schools I have experience with the fact that Dutch M Creek was using it and their students could then go on in their math it came down to funding we found out that Dutch mcre no longer has that due to funding issues and not being able to pay for the program um npss is also just for general information it's a very fluid thing we use it for data and we use data driven decisions to make sure that we're catching all the students where in past years we relied on teachers just to kind of have a feeling so it is um using the data to do so and to find them um but with your question about a case by case basis I teach a unit on fractions if the students didn't grasp the concept of fractions in years past you just keep going and they would just either get it or not get it now and this is how it also works in brne Border school you're immediately pulling those groups together so tier two is not a designation that you stay in you're looking at the information that you have at hand right then and there and you're supposed to be responsive teaching but you're looking at the data rather than just this is how I feel about this child because we were losing children in the Absol the back so um I do realize it's a law and that's where people get questionable on it but um the actual purpose of it is to catch students before we fall too far behind and end up with more special education referrals M Johnson after you answered Mr Noel's question about it's it's falling on the teachers can y'all please go back and double check and make sure this this is law k212 I'm pretty sure it's just Elementary and if that is the case we're putting more professional development onto the teachers they have enough enough of that as it is and we have policy GCI within budgetary limitations and staff time commitments to their jobs the board will encourage staff members to attend outside conferen when they can so if it is not by law for secondary let's look at it because we're putting a lot of Prof development on the teachers and it's time to start taking some of it off it is law for K12 I just double check with um with this mtss um I understand the tier two and the tier three and I know the ultimate goal is for a child not for no children to be at two tier two or tier three we wish that all children were at at tier one tell me or I guess a question or maybe a statement is at some point I would like us as a board and I know we we just had so much coming at us and we've talked about developing what our philosophy is of learning now that we have a new board elected because I I somewhat concur with with with Mr Burns that you know this back to the basics is kind of a term that's has been swirling around in my head for the last couple of weeks that if Rocko schools can return back to the basics and I was our core Mission Reading Writing and arithmetic and what does core instruction look like in the classroom and I think once we can have a conversation about what core instruction should look like in the classroom particularly at the elementary level then maybe some of these concerns we've had about discipline and all of that can be a comprehensive conversation that we could have um but until we get there there's going to be a conflict and I'll just go on the record of saying I know from in our state now we have um you know the no cell phone policy and certainly most of us have adopted to it and as parents probably some of us that were opposed to it maybe Now understand it and support it um but I'm seeing the same thing with laptops in the classroom I'm seeing the exact same things that in many of instances children's entire learning has been turned over to canvas and and so maybe we can start having that conversation that we can talk about the core tier one instruction and what that needs to look like so I'll leave it as a statement right now but hopefully at some point it can be a more comprehensive um conversation between staff and the board I think we welcome that conversation um glad you mention dream box because I I heard my son don't to that anymore and I was like he was about that so that is a state funded program and she is correct we can and our teachers have been um trained in how to use that as a tier 2 intervention should they wish and need to do so but it is a state funded program that we do still have access to Oh okay that's okay well I mean I'm not I'm not blaming you just think talk about how we pay for things but I did have a question about um you said in in the presentation you mentioned that 10 to 15% of students are uh typically tier two and then tier three is 3 to 5% of the student population any school what extra intervention happens in case that number happens to increase um you have more tier two students then so that becomes a core instruction issue as Dr Belton described if you have if your triangle is flip then that is a core instruction issue and you've got to go back to that classro and retach skills because if you have more students than than that recommended guidance then then we need to go back to core instruction great question what what varies from tier two to tier three is the size of the small group and as often as possible we're changing that intervention research based program thank you for that just one more quick question Madam chair I didn't do you just happen to know off the top of your head what percentage of our students are in iner to of however many kids we have Roo schools how many are in tier one tier two versus tier three I do not but I am happy to gather that information for you Dr Belton and provide that to you I think it would be interesting part of this conversation if the state is saying no more than 10 to 15% of your students should be in in part of your presentation 10 to 15% should be in tier two and then I guess one will assume less than that would be in tier three absolutely then where are we as it falls yes sir and we monitor that at our CIP meetings and those have started our continuous Improvement plan meetings and we monitor that but of course as we've described mgss is a very fluid process so those numbers change so I will get those numbers for you um I have a series of questions too uh all good ones asked today but uh I got a few more for you um so it does show uh state that um on slide two that Improvement that Mt s is the sign both for academic performance as well as behavioral outcomes um my question is um how do we screen for this for both of those or are we only focusing on the academic piece no maam we also have Bist that is a social emotional screener that our teachers at the elementary school um are required to provide they complete about each of their children and at and secondary for secondary we're using the early morning system and so Behavior we're looking at in school and out of school suspension so um when I look at slide I believe six there's conversations uh regarding wind time um and how much time is used for wind time um what does it how do we utilize this in tier two and three yes yes ma'am right here so what I need time is what we refer to it in elementary school and so this is an opportunity for us to pull children so they are not missing core instruction but at the same time within that schedule 30 minute block of time that child that might need speech could be pulled out for speech that child that might need um ESC Services could be pulled out during that time so the children that are left are also receiving high quality instruction in a smaller group setting right but to clarify I think what what I'm saying is if you look at the master document that the Department of Education have regarding mtss which is a ginormous slide deck right it specifies that there is certain amounts required depending on which level it is what are we doing to meet those requirements for tier two and tier three is my question because I understand what you're saying with a 30 minute increments for tier one but what are we doing for TI two and three to meet that requirement so those children are pulled out during that block of time certainly for but it's the same time so certainly it is extended for a child that might need more intervention time or less but it allows so a teacher in a classroom in an Elementary classroom does not have a revolving door of kids in and out of his or her classroom during the course of the day okay um it also talks about the self assessments I believe on slide six um and and the school leadership teams um who are a part of that um and and I'm I'm assuming that the Sam stands for for basically the self assessment team yes ma' right so who are part of that and how do we incorporate those teachers specifically as we're talking about secondary and this so for secondary the leadership teams are somewhat fluid so what that means is that you have standing members on the leadership team so you're going to have an administrator on the leadership team a counselor on the leadership team but then you could also have teachers that come in and out depending on the students that you're discussing that particular week so one of the things that I hear here that that kind of hurts my heart a little bit is specifically that conversation when it comes to middle and high school because as we've heard you know in other meetings regarding behavioral data over all you you know we know that this is something that we see in middle and high school and roal schools that we're trying actively to to approach um and what I'm hearing is that right now the resources are basically our teachers um and you know to to facilitate tier two and tier three in in second year specifically um there is some conversation about professional development in here so I think know for the next meeting is I would like to have the board to get a you know pretty comprehensive overview of what we're doing to support uh our teachers on the secondary level specifically but overall for development um and and I say this with with love but you know when you are a teacher you may not have gotten the instruction specifically in college to be able to handle some of the situations that we are or techniques that we are basically hearing that they are are required to administer or or or teach to children consors so would love to get more information on professional development in general um but secondly um when it comes to that secondary um are there other things that are done in in districts surrounding us or across the state that has uh marked um scores that look a little bit better than us maybe um that we have thought about implementing a lot of districts are using specific platforms um but those things cost money so you know due to budget constraints we are careful about you know what we can purchase for them for those purposes I think that concludes my list for now I may have more later anyone else I have anything more say then we say thank you for the presentation on mtss and and we are to move on to Elementary and secondary math textbook adoption selection and this is a first read uh it's a policy um and I believe we have Miss Zilla and uh Mr harer coming up good evening members of the board and our viewing audience my name is Ashley Zilla and I'm one of our elementary math specialist um and I'm excited to um present to you what the teachers have been looking at for the last couple weeks week's U math textbooks I know that in uh you received a memo outlining the process um so I I can always answer questions to that later but I also wanted to share with you just really what was the vote of our teachers when looking at these textbooks as well as um our parents because we asked parents for feedback as well 61% of our elementary voting groups and that was all grade levels as well as um we had one extra V vote per Elementary School allowed for our certified coaches our interventionists our administrators who also were able to dive into those resources so 61% of those voting groups chose I ready math classroom um by curriculum Associates um some of the teacher feedback included was they they love the diagnostic assessment um and and if you've ever had a chance to to dive into I ready the diagnostic assessment shares um with teachers those specific standards when they're about to teach so if I'm a fourth grade teacher and I'm about to teach Division I can go to my I ready Diagnostic and see what are those groups of students based on that diagnostic okay so I can see who are those students that aren't quite ready for division but are ready for those prerequisite skills and then also those that are on grade level and those that are above not only does it share the groups but it also gives you resources for each of those groups so they like having that at their fingertips they love that fluency skills were being addressed in in this publisher and that there were family letters before each unit for our parents and also videos for teachers uh about how to teach using those um portion the pieces of curriculum I ready math classroom I do want to say I know that our um specialist our ESC Department already uses I ready but I want to clarify that it's too separate speak a little closer to the mar sorry yes ma'am that it is two separate program so our ESC Department uses I ready math which is an also a personalized pathway whereas this is I ready math classroom not not a big differentiation with the the title I ready math classroom which is more for that tier one instruction that core instruction that all students receive based on our South Carolina College and Career ready standards we also ask parents sorry parents for feedback um I don't know if anybody has noticed the table out here with the the math adoption um Publishers and the textbook samples out here um but we have had those out for a little over two weeks asking parents to provide feedback here as well as at the elementary schools in their lobbies um and 12 out of 20 parents provided feedback saying that they also liked the I math classroom um publisher best saying that they liked those family letters before each unit and that it provides opportunities for all levels of students so I have plenty to share on the process and or the data that um we have collected so I will um take this opportunity for any questions for elementary before I allow my secondary partner to present standing and I just want to clarify because I think I understood what you were saying but if they went with the I ready curriculum they would not have access to the Adaptive side of I ready CCT and then I also correct when I when I spoke earlier about dman Creek that wasl not ready I was kind spoke on my eyes on that one so that we would not have access to thetive portion of already right we need to keep those separate for for E that is correct there no other questions um we will see you back in a couple of weeks for second of power read um and we said thank you to you and we're going to welcome up uh Mr hoer hey how are y'all um thank you for having me here tonight just to share with you um what selections were made for the secondary math programs um I think in the board packet you were given the overall list of all the books that were options um and just so you're aware all of those titles on that list whether elementary middle or High School have already been reviewed by a State team and approved by the State Board of Education so all we're doing is simply saying the state already approves these which one do we want so for us at the uh Middle School level we also selected already as its choice so adding some consistency between the Middle School the Elementary uh math book as well as the Middle School um our teachers that provided feedback on that title was that they like that it is aligned to the new standards that are going to be in place next year um lots of resources also for the Gap filling there will be standards that's moveed throughout so they like that as well um lots of opportunities for differentiation where you can meet the needs of struggling students as well as advanced students on the same lesson um they like the consumable workbook lots of practice that they can use teachers can see the work that's one of the key things that you're emphasizing at the secondary level is please look at the student work and so having that consum will provide that opportunity as well as the digital component where they will be able to try uh track progress and see how students are performing at the high school level the book that was selected for Algebra 1 Algebra 2 and geometry they selected um Envision by saus learning um well they shared lots of resources for differentiation as well also specific resources for our ml students ESC students and even GT students at the high school level um one of the things that they also liked is that there are specific how I describe this specific practice problems that focus on ACT SAT um as well as EOC practice and then also the digital component they appreciate that as well for our other High School courses precalculus I'm just going to read through the list the ones that were selected pre-calculus Blitzer um statistical modeling is bluman elementary statistics by mcra Hill AP Statistics the practice of statistics for the AP course by Bedford Freeman worth for calculus CP calculus by National Geographic sage and then for AP Calculus calculus for the AP course by Bedford Freeman worth um so lots of those titles are that so there no choices so um those are our selections for secondary and you have any questions for us we like answer go ahead I'm sorry I didn't see you I I just I mean I mean I missed it what was the uh the choice for Accelerated math for seventh and eighth grade is was it I ready as well so I ready is going to be for all of them yes okay thank you and so for when we're talking about in terms of accelerated we will supplement teachers will have access to all the grade levels and they will have the option to look at for example seventh grade look at eighth grade and P those resources thank you I heard you say that there were consumables at the middle school at elementary school and middle school correct consumables um and then the other question is are there hardcore oldfashioned textbooks or all of this is digital and online with exception of consumer so when you're saying book are you actually saying an actual book or they just going to have an online platform and the kids won't have a book so I do know that for the I ready platform it is a consumable book and there's also the digital side to that you can see that at the high school level for algebra one geometry and algebra two I think that for the Envision I will look this and we can send email to clarify but for the high school those books um there is a hardback book as well as a consumable student practice book so um teachers would have like a class set of books or the students could have their own book but they would also all have a consumable book for practice right and I'm sorry I I missed your answer so I'm I'm kind of a simple person in Middle School 6 s and grade will they have a hardback book that they can take home no it is a consumable workbook in high school will they have a hardback book that students can take home not a student St it's left in the classroom but a book that they can take home where parents can access and help them with work and Etc yes there is that option to have the hardback book ordered at the high school yes okay thank you but not at the middle school no that or Elementary School at elementary school they have a consumable workbook but not a hardback textbook not an hardback textbook okay thank you are any of the options that were not chosen come with a heart textbook at the elementary school of middle middle school not they're all um consumable workbooks for students and the textbook is now dig thank you has question I think this goes what Dr bel's asking you said the teachers are going to be able to see the students work so is that that work is on a computer online no let me clarify in the terms of solving a problem or in a workbook page looking ex you don't mind oh I'm sorry um in terms of a consumable workbook actually physically writing paper and pencil and seeing the steps and looking at the work so not digitally it is we're working on page 152 please rip it out let me see what you're doing okay so the teacher will be able to walk around the classroom look and actually look at student work that was handr onto piece of yes pencil and paper okay thank you and then you said for high school the students are going to be given the option of purchasing a book to bring home so in terms of what is ordered that that's in terms of the school textbook coordinator they will order the book through our uh the state inventory system so the all these books already provided through the state once we get the approval from the board I submit the selection so I'm also the district textbook coordinator so I deal with all the inventory of the books as well as submitting the selections so once those selections get submitted then um school-based textbook coordinators submit the order for the book and then it get shipped to the school and I don't want to get too far off track but is the reason that we're not giving every student a book because of finances I think it actually can speak of this too it's not the fact that we're give me trying to think how I guess it's it's it's a fundamental um change that that I cannot explain to my own children I tell them when I went to school I learned algebra with a book a pencil a paper probably didn't even use calculator but to calculus I used a book pencil paper and a calculator their grandfather when he went to school he learned with a book pencil paper and a slide room they are learning something in a way totally different than than I'm learning and and for me it's it's frightening because I don't know are you really learning if you're not listening seeing processing it putting it on a you know writing it out and and I'm just I want to make sure and I'm just curious as to why we made this fundamental change where we are teaching them on little screens with the books so I would assume that that is more of a state decision because when it comes to the state selecting options the Publishers say this is our option and so with a publisher it may be cheaper to not have a hardback as the option and so we can only select based off the option of the state approves so if the state option from said company is consumable then there's not an option to get a hardback copy so we have to base our selection and what we get based off what's approved by the state if that makes sense and I truly don't want to be away off face but I'm let here but at the high school we have an option for a heart back and to Big it back on Mr no's question we can give students every student at the high school a physical book that they can take back and forth so what my question is why would a textbook coordinator in high school choose to only have a classroom set as opposed to every child having their own book it I would say it normally depends on teacher request so the teacher would want just a class set would only order class they could order for every student to have their own book but it depends on could that ever become a parent a parent request parent wants it and I'm just ask we don't have to have that conversation now I'm just trying to get an understanding and may this conversation for a later dat thank you for your appreciate thank you sorry yes did you have I was guess just thinking out loud is to jump to jump on what you're saying Pete do we think that maybe this paradigm shift in our consum consumables with textbook and some kids may be more tactile and need that paper and parents may need that versus the little screens and do we think this Paradigm Shift can be attributed to our declining um results as our academic performance I'm I don't have to have an answer right now I'm just speaking out loud that's why I was asking the question I don't know either but I'm just I mean I know it's know it's tough for me as a parent to try to work with a kid that's on a screen with a canvas PowerPoint with canvas PowerPoint slides in a way that's totally different than than I learned and and I'm not blaming anyone I'm just saying for parents those of us who learned in the 70s or and 80s it is challenging and I can just only imagine with the resources that I have in my house um if it's challenging for us as parents I just can't imagine what it would be for parents who don't have the resources that we have human resources financial resources and others and now particularly when you're saying I don't even have a book at home to help the kid with so I'm totally dependent on the slide de that's uploaded in canvas with very little often times very little instruction in it there's no turn to the back of the book where you can see the right answer I mean it's just nothing it's just and it's it's difficult it is extremely difficult I hope as you all are having those conversations I know you're limited I'm not going to oppose whatever selection it is that you all to make but on options where there are hardback books that we can get for children I hope that that's something that will be really considered and even if the teachers don't want it if parents want it we'll make it available for them and if finances are an issue I hope that you will have conversations with your leaders to come to us and tell us that finances are an issue and let that be a decision we have to wrestle with so that's all I ask that we have everybody on every end of the spectrum so it'll be helpful to try to accomodate as many as we can absolutely thank thank you chair just out of curiosity because this is what the State Department of Education this is not District level this is not your choice the fact that we don't have hard back books for elementary school that comes from the state I guess as a community I would ask what could we do maybe get back to the basics of having hardback books for our elementary school students in particular our our middle school students because I think that's the question you know it's not it's we're not not not choosing I mean I would love for my second grader to have a hardback book so we could take oops not take notes sorry we don't do that in our books sorry um but to have a heart back book but what I guess because the community who could we go to even ask those questions and how we can get back to the basic of of having books in our schools books in our schools I should say free to chime in one thing that I think of that is very invaluable is that um this process only happens whenever a course goes through a realignment of Standards so our math is now going through a realignment that is why there is the option to get a new textbook I think last year Ela went through a new adoption because they had new standards so this only happens every I think six or seven years when this even happens normally what will happen the process in general the state reaches out to districts asks for representatives to part teacher representatives to participate on the state evaluation Team all the Publishers submit their product those teachers evaluate those it goes to the state board and they say these are the ones that are approved then what happens actually prior the board I forgot a key component there is a public review that's what I should that was the key thing I was trying to bring out prior to the State Board approving there is an option for the public to go to certain locations to see those for the math adoption I think it was back in December at wiro and all the options were available and so at that point is when the public can send dbac to the state about this is a good option this is not a good option and so I'd say that the main point is look for um to get your voice out look for when there is those state public review periods usually around December December usually around December prior to the new Adoption of Standards so essentially I mean we could next time this happens we could go and just say hey we want students to have a hardback book so we only want to see Publishers that can provide that that that something that we have the power to do yes we can at least speak and say that or at least speak there's still the ultimate decision maker but we we can we can have the power to influence the future as a community right and one thing that I do think ultimately is a component is the fact that I think it's a lot cheaper to produce a digital yeah textbook than a printed one right and so that's why I think many Publishers are doing the digital I I also want to add for elementary that I would encourage you to look at that we have a fourth grade consumable out here and we have all of the consumables um but if you look at the consumable it's not just homework sheets it's a very thick book and so there is some teaching in there it's just not what we used to have but I do encourage you to look at that to see what is provided because it may be that um this is something that we look into about what actually needs to come home versus just that I know that teachers also feel like they're saving kids by not sending home this thick consumable um but but what could come home besides just that one sheet we want done today I get them at the end of the year like my my children's teachers send them all home so we have say thank you to both of you you have something okay I do have a question um based on teacher feedback so because the standards have changed and because um curriculum Associates would be a new publisher for us correct for our our math for our core program yes yes um so does that mean that the math instructional department will be sequence of our instructional units only for the facts because I going to speak up for the teachers on this one especially with math doing Spiral Review but trying to pull um if we're going to adopt a textbook let's adopt it and they want to use it they want to use the curriculum but can they use it straight through um and will the scope and sequence in Rock Hill schools then match what I'm not asking you to say that today but it is very difficult in math when a district may ask you to teach unit 9 before unit six and then there's a spiral review that's covering Concepts that your students have not had creates a lot of confusion and more work on the teachers part I do appreciate that you mentioned the standards the Gap fill um because we know that it's going to be an issue next year as the standards have been red but I just wanted to know if the scope was going to be looked at that is something that we are going to look at and we've already been in um having conversations with curriculum Associates about successful districts that have already used their program what does their scope in look like who knew this textbook conversation would be so soed but I just want to say that um I think at the end of the day we all want to make sure that the um teachers have the right tools in the classrooms and that parents have the right tools at home to be partners we talk about partnering in our district with you know teachers as a stakeholder parents as a stakeholder so I think what we're trying to say is just making sure that parents are uh have something at home so they can help continue that that guidance and as far as the budget I hear what you're saying but I always say what you paid for so I I feel like you know we need to make the the best investment in our children moving forward so that's all to thank you I just want to bring back curses so but I think to summar sure um this going to go back to the calendar I don't know why we all like a traditional summer summer calendar has worked well for I don't know how many years 100 years so we we changed it why do we change it nobody could ever give me a reason why we changed but we did same thing with these textbooks we knew it worked before why are we experimenting with our kids trying to teach them on little screens when what has worked very well for a hundred years we just cast it away and nobody can tell me why and I don't even know why you asked me if I have another question you threw your hands I don't know what you said but it was something else that I wanted to know why are we making that change but Mr no you bring up a great point and this is my last point with these consumables I understand and you're right they get collected at the end of the year and sent home I'm not sure I ever saw a consumable during the year when you were at home you were own your own to try to figure out some of the stuff and that's all I'm asking is is you know back in the day you had a notebook where you took notes in class and so when kids come home let me see the work you did in class and then you could try to manipulate through that but when you have nothing at home and you're just left with the slide deck it's tough so to miss Harris's point when we're talking about partnership I just hope we can navigate through this it's not you all's fault it's not our fault but somehow together we can all figure it out oh and by the way I do see my kids consumables through the year I'm just saying that they just the end the years they're all there they all appear so I just want to say it's not that we're not seeing it but I again we have to push our higher level Le leaders to maybe make some better decisions on textbooks because it's not on you guys because you can only go through what State Department of Education offer so maybe that's a broader conversation for the larger Community how can we get back to the basics as a community to help all of our children achieve the goals that we need them to achieve good conversation and you know again what we are looking at is a list provided to us from the Department of Education with you know parameters that do not include some of the things that we're asking about you know that's the reality um I will say though that um one of the things that I've heard over the years and and again I am very much a paper and pencil and physcal book type of person myself and and I do very much believe that you know share the sentiment my fellow board members that there is something to be set for a physical book but I think that one of the things that that is going to be pushed back is a electronic version of a book has the ability to be updated as you know information changes or things are updated in that so it's more of a current the other thing that we have seen is the ability for some of our non-english speaking parents to be able to be part of the children's learning um experience just because of the translation features that that some of this um these online or electronic books have so I I think a combination is is fantastic but anyway that's a long conversation about something we can't decide on uh more than you know trust that the staff has done the best job given what they were had a chance to pick from um and we will uh take a look at that at the next meeting chairman can I offer a complimented comment as we transition to our board I know but it picky backs on this um I really appreciate the questions that you've asked this evening and the concepts that you brought up and you all are touching on things that Educators have felt for years um and I do appreciate I think we're dancing around the edges of finding something absolutely wonderful and making Rock Hill a standout district and making us competitive again um I'm not do things just because we've still been doing it we've always been doing it you know so the textbook thing I kind of go back and forth on however you know we' have virtual schooling now right we know that we have other flexible options dual enrollment and things like that I think the conversations that we've had tonight in the questions that you are asking um are leading me to believe that we will have a whole district and that was one of the things I said at the very beginning while I campaigned that it was time for Rock Hill to be bold and to look at things in ways districts have not um and I think with these questions with these minds and then the people that we have working at the district office I believe we can get there and we continue work together so I really enjoy this tonight thank you fantastic we appreciate this comments and I think we all we're all smiling so that's a good sign right um we're gonna bring it over to Dr Jones who is taking the podium uh to introduce for first read policy GCB professional staff contracts and compensation Dr J that was not Dr jonesing by the way good evening again everyone in your board package you have a draft of proposed as well as current policy GCB uh that's GCB ISM boy professional staff contracts and compensation this policy serves as a critical framework for the district ensuring Clarity and consistency in employment expectations while maintaining the highest standards of professionalism within our district as we review this policy I would like to highlight the importance of incorporating specific languages or language addressing employees on administrative contracts who wish to provide Professional Services on a contractual basis to external education agencies companies or other districts on their personal time the proposed language will require these employees to obtain written approval from the superintendent before entering into any agreements adding to this language of policy GCB is beneficial basically I think for three reasons number one always aiming to ensure transparency and accountability by requiring administrative employees to seek written approval we do uphold transparency and accountability with our district this prevents potential conf conflicts of interest ensures alignment with District properties and reinsures reinforces our public trust with our leadership uh number two protecting the Integrity of District Operations administrative PL staff play a critical role in leading our school and programs provision helps maintain a clear distinction between professional responsibilities whenin district and any external Consulting engagements ensuring the district work remains a top priority I think one thing that's also important is it maximizes the value of our expertise while maintaining our oversight Rock Hill schools is fortunate to have experts in the field we have folks that many uh come to visit uh they observe uh they are many times sought after our staff for consulting or conference presentations or any professional coaching and while we want to encourage professional growth and Leadership behind our district is it's just important that we make sure we have oversight to ensure that everyone involved uh that the external engagements align with the expectations and we make sure we're careful with any possible conflicts uh but again we we have experts that that many seek and many people come and and look at what we're doing so we certainly want to value that uh the language addition would strengthen policy GCB by reinforcing strong leadership protecting District operations and providing a structured approach to external professional activities thank you for your time I certainly have open to any questions or any other refinements you have at this time this is a first read um it is my understanding that many other districts across the state uh and as well as in our neighboring state have uh this type of language in in this GCB policy correct correct I myself have worked in other districts that I have within policy I don't see any questions I have two very quick questions Johnson I ask both of them together um certainly I want to support something like this but I don't want to unintentionally hurt I don't want to unintentionally hurt some people that I know you're not intending to hurt and I don't think this policy intended to capture so what are your um intended what positions are you in intending to focus with this or what are your intended outcomes or what positions are in what positions what specific positions are you considering in captured that they would have to come because I noticed you say administrator so obviously that doesn't include teachers it doesn't include custodians so on your administrative chain what positions are you specifically talking about here anyone that has an administrative contract with Rock Hill schools so that we make sure we're Fair uh across the board I think once the policy is passed then then we have to go in and say okay when we talk about and again I I note that in this language it talks about Professional Services on a contractual basis uh we have a principal that called the other day and talk with me and said I've been asked to speak to a group of Educators about turnaround schoolwork and represented Rock Hill it was a a time that she went and and she spoke I gave her permission to do that she took the day off to do that as a matter of fact uh to make sure that there was no conflict uh so I think we've got to look at that there are some folks that have businesses that they also work with or or they may have their their own business with tutoring and all of that I think we going have to flesh that out again this is making sure that we're just aware and we see are there any conflicts or anything that would stand in the way we do not want to hurt though the opportunity for for for for Consulting and in that opportunity that that not only uh gives an organiz ation benefit but they also bring back to us they bring back to us and they can add to our work so I I do again this is a statement you know I I do want to support you in doing this in particular for our top tier um professionals um I think this is a good thing I would just ask prior to it coming back from second reading will you at least have some conversations with your administr your different levels of Administrators about any recommendations they may have or any change in some of the language um because again I don't want to unintentionally hurt people we're not trying to trying to hurt so but thank you for bringing this forward and I do thank you okay you have question yeah uh yes just in the in the language uh external education agencies companies or other districts the companies meaning educational companies right not like if they wanted to go work at Walmart that would be okay for the they wouldn't necessarily need it in their perspect in their professional scope of their work yes ma'am no ma'am it's a good point not not an extra job not an extra job but just something that align with education that's correct thank you for the and it is my understanding that legal has reviewed this policy language as well correct double check on the legal review yes ma'am that is correct okay and we'll see it back for second read after public input and I do remember yes ma'am I can confirm 100% legal didb now I I recall that conversation remembering a lot lately but I do remember uh legal review of this yes ma'am well fantastic let me say thank you and uh we will consider for second and final read at the next board meeting so we do have uh one more items under presentation it is a quick superintendent search update as promised to the community we are going to do this every single board meeting until our superintendent search is completed uh just quick update um as you all know uh we have hired sealed education group as our professional search firm uh if you live in Rock Hill if you are connected to uh our social media or our email s uh uh so forth um I was just advising we're not the exective session I didn't know if we're um thank you um you should have H gotten emails regarding the survey opportunities that we're doing for the community um and it is the superintendent search uh survey we have um had uh various individual uh sessions and with more to come this week with various different uh staff groups uh the Kaba nation and wacp student organization our SP speaking Community as well as other community organizations um but we do have two open for all Town Halls um that uh will also be in person uh that I wanted you to uh just kind of shame or wanted to sort of plug tonight uh the first one is uh on Thursday at 6 p.m. at Castle Heights Middle School in the second one uh actually there's two on uh Saturday is at 10:00 a.m. or 2 a p.m. right here in this room so we hope that our entire Community will take this as an opportunity uh to give us some information about how they uh view the superintendent search profile and so forth so that's that for now if you want more information you can always visit the dedicated web page uh that we have on our web page search so with that uh I am going to turn it over to John Jes for the report of super thank you very much Madam chair just a couple of of notes from a busy very rewarding month on Tuesday the 18th I had a chance to participate with the fellow superintendents of York County and the York County Chambers state of education event at the Gathering space it was good to be with all the York districts as we share the great work that's happening in 1 through 4 A lot's happening in this area and I'm happy to share uh particularly our partnership with South Carolina Workforce Development Mr Thomas Monroe came and presented and and he is is continuing to engage he and his staff uh about how we can grow Workforce Development in this area um and then it was great to be able to share some of the plans that we have in place particularly with uh what was shared this evening with the proposals uh with with dual credit had to salute uh the work of academics and accountability um and Miss Johnson and her group uh two of us in this room worked for superintendent one time and she said my size fits me for our students is the best place to be and I actually heard that said the other day and that's what we want to be about if we're going to retain and we're going to attract our our students uh and our families it's about that my size fits me approach and I'm excited about this work this this coming for thank you so much on Thursday the 13th I was I was fortunate enough to be able to be a part of kicking off a momentous event in our middle schools and Community the very first Youth female flying Football Association was celebrated was celebrated at inrock Hill schools we had students from other districts but it was at Dutch con creete middle several our middle schools were present the enthusiasm was high uh the young ladies were so excited and and this is the first League of its kind in South Carolina so again Rock Hill and Athletics leads away as well as other districts in your county it's an event that I will remember and the Panthers also uh had an award of $49,000 and ser her was there it was just it was fantastic it was fantastic we're excited about that work also had the chance to attend leadership day at Independence Elementary on March the 6 our leader in me schools are implementing their leadership events nice thing about that is they're student Le students lead that and we're recognizing our students as leader it highlights talents and Leadership recognition and all also as a reminder uh we have our parents that are online in our community uh we sent out a u a message and sent out a text uh but we need your help uh as a reminder of the South Carolina Department of Education parent survey is now open and available for important feedback uh the more feedback we have the better educated we're going to be in our guest in our in our decisions parents you can access that through the parent portal uh and really only one survey per school is needed if you have two children in an elementary school just one survey is needed please join us uh with your feedback we have until April 11th and we look forward to that meaningful feedback uh finally a shout out to our Arts Council of York County as they sponsored another great teachers Choice art show reception last Thursday uh this is one of those events I look forward to because I I really literally walk around with my mouth just hanging wide open that we have the talent of artists who are in our school system and have the talent that that students art was represented from that elementary middle and high school and our art teachers were there to show off their students art teachers were so proud I was proud and it's just amazing to see that talent that talent and and we thank our Art Council because our Arts Council ties us all together and moves it beyond the building so thanks to our students our teachers our parents that was a wonderful event finally all schools will have early dismissal uh March 28th this Friday Elementary 7:45 to 11:15 your releases 11:15 middle schools 8:15 to 11:45 high schools 8:45 to 12:15 a half day prek program at ATC Central and eort will not have class and full day program at Central Child Development will dismiss uh early we have current we are currently as I stated early hiring for the 2025 26 school year please visit touch Hearts te that's touch heart.org for information and our next school board meeting will be scheduled for 8 o' April 8th uh 2025 6 o' p.m. that's my report thank you thank you so much so we do have an executive session tonight uh but before I ask for a motion for a variety for us to J the Open Session and Ender the executive session for a variety of of uh matters um I am going to receip of a statement from Dr Belton who is recusing himself for a portion of item 9 C update on pending matters uh and he's doing so out of an abundance of caution due to uh prior involvement or knowledge of one of those cases um so with that said I will uh at this point entertain a motion to adourn the Open Session and enter executive session for the following matters contractual matter intergovermental agreement presentation uh B uh Personnel matters with hiring in legal matters discussion of the hiring firing promotion or discipline of an employee receive of legal advice concerning the same and see legal matters updates on pending matters so thank you Miss Hutson do I have a second second thank you Miss Harris any discussion very not all those in favor all post Mission Car 70 e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e good evening and welcome back we have been meeting in executive session uh for purposes of contractual matters Personnel matters uh and legal matters uh at this point I will entertain a motion to adjourn the executive session and reconvene session thank you Mr Bel did I hear a second say did you did you have do I have any uh motions coming out of executive session yes Madam chair I have a motion yes um and this motion is in regards to um position so I move that we accept the administration's recommendation for the public information officer position thank you uh do I have a second second thank you Don Bel any discussion um Madam chair I would just like to say that um I appreciate Dr Jones your work and finding um a qualified person to help be the public facing person for this District um I think anybody that sits in that seat needs to be enthusiastic about our children about our the work that's being done all of the good things that are happening in Rock Hill schools there's so many amazing things and thank you for your work and to your staff for that thank okay any further discussion bar not all those in favor um all oppos motion carries [Applause] 52 with okay any further no uh do we have any other in future business no we do not oh Madam chair do we uh yeah then get through my stacks of papers here yes I've been for the past two to three to four meetings I'd like to see the teacher turn over by school and the principal evaluations thank you we'll make sure that we put that as a presentation for the April 8th 8th meeting fantastic um anything else yes sir Madam chair please forgive me if I've already received this information but I also ask for the total number of students with referrals I have not seen it it has not been in hotline so that probably something to to let me let can I address that um Mr no because I I think that's that's an interesting point you're making because I've been told and I didn't know this that I thought teachers still hand wrote referrals but now I understand there's a fensive program now that's called educator handbook educator handbook that teacher puts in a referral and then you can track when is it opened by an administrator what the consequence was in my understanding now it's just a matter and I could be wrong so please don't crucify me if I'm wrong that it's pretty simple now to pull the data of what teachers put in what referrals when the administrator dealt with it was it dealt with or not dealt with and and I think that will start us down the road of having this conversation about support J I'm glad you said tonight thank you Dr belon it's my understanding that we do not have access to educate or handling we as board members do not have no not not us I'm sorry not us the the school district does I think to the to the data that you're asking I'm sorry I didn't mean to imply that the board has it but that the Administration has it and the data that we're asking for you particular may be pretty easy to to get from my understanding yes thank thank you and that's what I I've talked to um some teachers again and you know it's the concern of 90% of their time is spent dealing with a few students and we have a few students that just have 50 60 70 referrals and so and that I think in adds to the number of total referrals but we're really not dealing with a huge bullet check thank you thank you um okay that concludes other and future business at this point um is 101 and I will gladly motion to adjourn motion to uh I believe Daniel um second by Bel any discussion very not all those in favor I all opposed that was 70