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District rebuts payroll/coding allegation; DPI review records show no exceptions for 2024–25
Summary
Administrators responded to an allegation that employees were paid school‑based salaries while performing central‑office duties, describing a 2021 board pay‑comparison policy and citing a March 19 NCDPI letter stating no exceptions were outstanding for FY 2024–25; administrators also summarized flexible‑grouping practices under policy 3130.
District leaders addressed two community concerns: an allegation that employees were receiving school‑based salaries while performing central‑office duties, and criticism that intervention grouping disproportionately benefits high‑performing students.
Ms. Erica (district finance/cabinet staff) told the board that the district has followed a 2021 board‑approved plan to compare salaries when staff move from school‑based positions to central‑office roles and to pay the higher of the two amounts; she said that practice is in place and that bonuses tied to school roles are not paid to central‑office staff who have been recoded. Ms. Erica also pointed to monthly reporting to the North Carolina Department of Public Instruction (NCDPI) and said the district is audited regularly.
District staff read a March 19 letter from NCDPI (Alexis Shauls, CFO at DPI) noting that fiscal‑year financial statement and single‑audit reviews for 2024–25 had been reviewed and "no findings or questions caused were noted," and that "for the fiscal year ended June 30th, 2025, no exceptions are outstanding for the public schools of Robeson County." The district said that without more specific allegations (names, transactions, dates) it cannot verify individual claims but invited complainants to provide details for follow up.
Separately, curriculum and instruction leaders reviewed Policy 3130 on flexible grouping, explaining the district’s MTSS‑aligned practice of forming and adjusting small groups using formative assessment data so students receive targeted instruction ("WIN"—what I need). Staff said grouping is based on individual needs, uses inclusion/clustering for students receiving specialized services, and is distinct from fixed tracking. Administrators offered to investigate any specific allegation that grouping in a particular school or classroom is misapplied, but said the broad claim lacked the requisite specificity to substantiate a systemic finding.
The board did not move into closed session and district staff said they would follow up on any detailed complaints provided by board members or the public.
