001Well, I'd like to welcome everyone, all the administrators, the staff, principles, the SRO KS, thank you for being here. Uh Sherry Hajes with the link, and our students. Are you ready to um This is uh Matthew Rivers, fourth grade at uh Matt B Elementary. Thank you for coming tonight and leading us in our pledge. We're going to have a moment of silence and then you can serve. Okay. All right. Let's have a moment of silence. Question. All right, Mr. rivers like to come up here and >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you, sir. We appreciate that. >> Came a long way. >> We have no public comment tonight.
002Okay. Board members, you've been given the minutes for November the 10th meeting. Prior to the meeting, if I hear no objections, we will approve those by consent. Now, we're going to turn our meeting over to our chief financial officer, Mr. Casy for our October financial review and draft presentation of audited financial statements. >> Madam Chair, Dr. Ballinger, members of the board, good evening. >> Prior to this evening, you all received a copy of the financial review for the month of October. Are there any questions related to that report? questions. >> All right. Uh, so tonight we have with us Mr. Brian Nicholson from our financial auditors at Malden and Jenkins. So now I'll invite Mr. Nicholson up to present our draft audit report for the FY 2425 year. >> Good evening Dr. Ballinger, Madam Chair
003of the Board. So, uh, my name is Brian Nicholson with Marvin Jenkins. I'm going to go over the draft version of the 2025 audit financial statements for the, uh, district. Just a little brief background on why they are the draft financial statements for those that aren't familiar. The Office of Management and Budget, the OMB, uh, issued the 2025 uh, compliance supplement of which part of our testing is based on. And with that being delayed, typically we get that in May each year. With that being delayed, the due date is now extended to January 9th for all final uploads to the state. The good news is your report will actually be dated December 5th, this past Friday. So once we get a few representations back, we'll finish the final uploads and you all will be compliant
004with the state deadline requirements. >> How long? >> So you've been giving us a lot of report in May of June. So what's different now again? >> So what's different between the draft? >> You draft because I don't know draft happening in mid year. Is this something new? >> No. So typically we present the final financial statements but part of our testing is based on what we call the compliance supplement. So whenever an entity expends over $750,000 in federal awards of which the district does, you have to have a sync audit. And so one of our reports is the report over the single audit. However, we cannot issue the financial statements in that report until that compliance supplement is issued. That didn't come out until the Wednesday before Thanksgiving. So with that, the the state
005department of education for South Carolina extended the due date to January 9th. Uh however, we have completed our audit procedures as of December 5th. Had that supplement been issued in May when it typically was, your report date would be mid November or early November. Any questions on that so far? >> Okay. >> All right. So, here's a brief agenda. I'll go over the engagement team kind of audit timeline, the results of the 2025 financial statements, some financial information, and then we've got some um required communications of which I'm not going to read all of them. They're required to be either presented orally or in writing tonight. We're going to do a little bit of both. And if you have any questions as we go throughout the presentation, don't hesitate to ask. So, >> hold on
006just one second. These two aren't working. There you go. That one's working. That one's not up yet. Okay. >> Thank you. All right. I'm sorry. >> No, you're good. All right. So, just to reintroduce myself, my name is Brian Nichol Jenkins. I was the lead director for the district's June 30, 2025 audit. Trey Scott, Trey Scott was our quality control reviewer. What that means is once we have finished our audit procedures and we feel comfortable with the opinions that we're rendering, at that point we can date the audit report of which again is December 5th. I guess where >> technical difficulties you want me to say on the next slide and y'all can change it. I've got a copy up here too that I can follow. >> Okay. All right. There we go. Uh so
007the audit timeline is really broken into three segments. Segment one is what we call our planning and interim procedures. And as I said before that compliance supplement typically comes out in May. So during May and June, we typically do the uh prelim work for the single audits of which is typically done before we get to the year- end audit procedures or field work. That's where the majority of our uh testing is done. And then segment three is our review uh audit quality control and uh the presentation of audit results. The results of the 2025 audit. We conducted our our audit in of course a generally accepted auditing standards and government audit standards. >> We have issued a unmodified or clean opinion on the district's 2025 financial statements. >> We also issued our report on internal
008controls over financial reporting and compliance. Uh our yellow vote report. We had no material weaknesses, no significant deficiency deficiencies and internal control to report. Uh we did conduct a single audit of which I've already kind of briefly discussed. The district's major uh federal program was the child nutrition cost cluster of around 7.5 million. Again, we have unmodified opinion uh no material weaknesses and no uh significant deficiencies as well. Uh the biggest thing I want to point out here is that note one is where the district's main significant accounting policies are presented in the financial statements. The district uses various estimates as part of its financial reporting process and we do evaluate those estimates throughout the audit process as well. Uh the two bullet points I want to point out here is the the second one
009relationship with management. Uh, unfortunately an audit is an invasive process. We asked for a lot of information and not once did Kevin and his team tell us we couldn't have certain information or tell us it's going to be a minute. We got it uh very prompt and quickly of which makes our job a lot e easier as the uh the auditors and there were no past adjustments during the audit as well. The last or the last bullet point here I kind of want to point out auditor independence. Our professional standards require us that we maintain a level of independence throughout the audit process and we have maintained that uh independence throughout. So there's supposed to be a graph here. There's there's supposed to be a graph here. >> You go ahead and tell us about
010it. >> I'm sorry. give us the balance value. >> So even though you can't see it, but if you look at the financial statements and the statement of revenue changes uh statement of revenues, expenditures and changes fund balance, the district's 2025 fund balance for the general fund, the main operating fund of the district was approximately 9.4 4 million compared to 12.9 million as of June 30, 204. A slight decrease of 3.4 million. The district is required to have at least 8% of unassigned fund balance in the general fund every year. It's a state uh compliance matter and the district has approximately 12% of unassigned fund balance of total total expenditure. So the district is in compliance with that statemandated compliance department. um new gas fees implemented this year and kind of something to keep out
011for next year. The district was required to implement Gatsby 101 compensate absences. If you're one of those that kind of compares this year and last year, you're not going to see a huge difference because it did not have a material effect in the June 30, 2025 financial statements. Next year, statement 103 financial reporting model improvements is required to be implemented. This is more of a presentation. Gazby, the biggest impact that it will have for Chesterfield County School District is the management discussion analysis. Uh they're asking for more detailed uh MDNA and more analysis throughout that report. Uh and if the district had any uh business type activities, those would be changed as well. Uh lastly, I did want to say that we do provide free uh quarterly CPE to all of our clients. Most of
012it is financial based. Every now and then there are some tailored mortal board members. So if any of y'all are ever interested or need CPE, don't hesitate to reach out to Kevin or myself and we can get get you added to that. Any comments? Any questions? >> Any questions? >> I've got one. I guess it probably be Kevin. 22 to 23. What grew our fund balance by $3 million? Because we needed to keep doing that. So that that was a little bit of an anomaly year. U that was a transition between it has a lot to do with the the vacancies. Um that was when we were still having a true vacancy. We were splitting classes and things like that. Not filling those with contracted employees or long-term subs, but it was truly splitting classes
013among teachers and increasing those class sizes. And by doing that, you really are truly saving that full salary uh with a vacancy rather than mitigating that vacancy with a with a more expensive contracted employee or at least putting someone in there as a long-term sub to to teach those classes. But switching to the other model where we're now uh employing contracted teachers or filling that that role in some way rather than just leaving it vacant all year specifically with our teacher positions, that's that's what's causing that spike now. We're not seeing that safety. Any other questions? >> Thank you. >> All right. Well, we appreciate the opportunity to serve the district. >> Should you have any questions in the future, uh, don't hesitate to reach out. >> Okay. We appreciate you. >> Thank you. Okay.
014Um, chief academic officer, Miss Stubs. You'll give us your curriculum report. >> Good evening, Madam Chair, Dr. Ballinger, members of the board. Um, you have the curriculum report, but I'd like to highlight several items. Um, the first is the the um Cherall FFA chapter um that attended the national convention. Uh, Cher High School is recognized as a twostar gold national chapter. Um, there are around a hundred um, educational programs in South Carolina and Sherall was one of 12 to be recognized. Um, in addition, I want to point out that Mr. Andrew Smith um, the electricity instructor at Shaw High School received a$1,000 grant from Winches River uh, to assist in funding of a classroom project. and students are um the electricity and building teams uh building classes are teaming up together and they are reviving
015and rebuilding golf carts and actually had the opportunity to see their um photo album at the market on market which was really cool. Um they are doing some great things um with our elementary schools. We are really working hard to align our um intervention and um our our assessments. We're working with our literacy coaches, the curriculum team and the literacy coaches are working together to make sure that we are aligned to the science of reading um and that everyone knows the expectations um when it comes to u making sure that we have explicit reading instruction and that we are monitoring student progress. Um you'll see that there's a lot going on in the fine arts program. Um Sher uh excuse me um Chesfield Ruby Middle and um Chesville High School uh chorus students performed at
016the Veterans Day program to honor our veterans. Um the Cheryl High Symphonic Band also contributed with music. Um Jefferson Elementary's fourth and fifth graders presented a special Veterans Day program to honor veterans as well. Um, and Troll High National Arts Society students are selling creations. Um, they've had several things on Facebook and they're working with the building and construction students to sell wooden Christmas trees. Uh, Mattby Elementary students performed at the Southern Christmas Truck uh, show on November 18th. Um, the Christmas card contest is is going on and I think we've already had some winners there. On the next page, you will see all of the festivities that are happening during um the month of December. So, would invite invite anyone that would like to attend. Um the federal programs wanted to recognize Central High
017School um for all that they did with uh recognizing Hispanic Heritage Month Month. Um this the school had lots of different celebrations which included um door decorating um an interactive bulletin board um trivia each day um and um lots of different activities for the students. wanted to point out and we'll talk about this um later on in the in the meeting, but next year for the 2627 school year um we are working to offer year-long algebra um because we know that that is that is a a difficult um subject for some students. And that way um they will have rather than it being a semester class um they'll have a class a first class which will be a local board approved class um in the fall and then they'll take that that algebra class um
018in the spring. Um we're also hoping to expand biology 1 to a year-long class. um that is an EOC class and so students would take that integrated science in the fall and then follow up with the biology and they would receive two credits. >> Same thing for algebra 2 they'll receive two credit >> yes >> yeah for the algebra one. Yes. >> So what's the reason? Um so we we've looked at our at our data and some of our students are not um performing the way that that we want them to. Um that is a lot to do in a semester. >> Um and so we just feel like it would be it would meet the needs of our students better. Some students will have the opportunity to do it as a semester, but other
019students um may need that that year long to really prepare them fully. >> Back in the day, didn't we used to just have yearlong class? >> We did. You're correct. Yes sir. Um >> so we going back to it. >> Well, no we're not going back to that but we are looking at our data and and Dr. Ballinger um has really you know looked at this and and as a a team we've discussed this. We've discussed it with principles that we know that for some of our students this is what we need to do. It's in the best interest of students >> and a lot with that year-long algebra you can also have that remediation built in >> that needs to occur with that. Um so when you look at our data, our data does
020tell us that we are not being very successful um on that component. And so this this is a way to help us improve our scores for those students that are identified that need that that year-long course. >> So you will you may have some students that are still taking one semester. >> Yes, sir. >> Okay. um wanted to point out that um the academic bowl banquet will be held on December 16th. Um those students will be recognized at the January board meeting. Um we had over 60 uh 12th grade students that were that became career ready um during wind testing. Um EOCC's are actually going on now. They will continue through the 17th. Um the district-wide spelling be will be held at PLC on the 27th of January. Um and also wanted to point out,
021we'll have more about this later um next month, but we had um around 33 students to recently qualify um for the gifted and talented program um after taking I Ready in the winter. So um we're excited about that. So we look forward to serving those students in in the gifted and talented program. Any questions? >> Thank you. >> All right. Dr. King, our chief of student services, you want to give us a discipline report? >> Yes, ma'am. Good afternoon, Dr. Ballinger, Madam Chair, members of the board. >> So, I would like to go over the discipline data for the month of November. Uh, once again, this data is an overview of discipline trends throughout the district within our grade levels. So, we'll start with high school. So, our top five high school infractions for the
022month of November, it's been pretty consistent throughout. Uh, the number one infraction was cell phone violations, uh, 15.8%, tardies at 12.5%, truency or truent students at 8.1%, uh, disrupting class at 6.9% and inappropriate language is at 5.1%. Totaling about 48.4% 4% of our incidents reported in power school for high school. For our middle school, our top five infractions for the month of November was some of that number one was inappropriate behavior at 25.3%. Uh disrupting class at 12.7%, hit kick push at 8.3%, truent at 5.6%, and disrespect at 5.6%. This gives us a total of 57.5% of our incidents reported in power school for middle school infractions. And at the elementary level, our top five uh infractions for elementary and primary was number one in inappropriate behavior at 31.3%. Two, hick kick push at 17.8%.
023Bus violations at 14.7%. disrupting class at 7.4% and truent at 5.5%. Totaling 76.7% of incident reported in power school. So districtwide our top five infractions for the month of November was coming at number one is inappropriate behavior at 17.4%. Disrupting class at 9.2% hit kit push was at 6.8%. Phone violations were at 6.6% and truent students were at 6.6 which totals 46.6% of incident reported in power school districtwide. So some trends to kind of look at um inappropriate behavior is steadily increased from August with 11.6% to November at 17.4%. So this remains the more persistent concern and of course inappropriate behavior a lot of stuff is lumped into that within the schools in the classroom how they categorize it. Attendance related incidences between truent and tardies fluctuated October we saw a notable spike in truency
024at 16.8% but in November it dropped to 6.6%. Phone violations are decreasing suggesting possible improvements in device management and enforcement or enforcement hit kick push remains consistent uh between 6 to 8% indicating ongoing physical behavior monitoring is needed and classroom disruptions uh it came back on the scene in November at 9.2% so we're signaling some renewed attention to student engagement and behavior management. Any questions? I have one maybe two. I noticed the trend there especially in high school central high shall high numbers. What's the end results here? What what are we shooting? What's what's the end result at the end of the year? What's going to happen? Because if this continues, are we going to have students in school or what? What's the end result? But what we shooting for >> so the end results
025for what our data is telling us it's going to help us >> when we come in here this >> so so what we're looking at is you know from from administrative standpoint we're looking at okay what policies need to adjusted what other resources need to be put in place um those are the things that we look at uh what other type of interventions do we need to to bring into the schools and supports to to find out how we can address certain things that's that's what we look at when we look at the data. Is that what you're asking? >> Yeah. All right. And do we know of any other districts that's I'm sure all of them have issues that have implemented programs. You have you been around long enough to find out what other
026districts are doing? >> Well, I mean, it depends upon what what the needs are that are identified because because each school has its own identity and has its own problems um andor own successes. And so you can't just say it's a one-sizefitit all to to you know it may be that you have to be strategic in what you're doing at one school versus doing at another school to try to find that support. Now, the one thing that, you know, when we look at at behaviors overall, you know, the one thing that that we need definitely in this county is um you know, we need some behavioral interventionists to help us um work with our principles, work with our teachers, finding ways to um put intervention plans in place and and provide supports um in the
027building and in the classroom on a regular basis. Um and that's something that we lack at this point in time. And so as we are currently um looking through ways to to help support principles and and and and teachers in the classroom, you know, we're still limited with what resources we have available to us, but we are trying to find ways that we can can improve um the supports that we are giving. >> Okay. >> Dr. Chapman, do you have a question? >> I do. I should know the How many absence? >> How many absence counts? It's I think it's at a certain point when you get and it's different for levels. Once you get to like three absences, then they start the truency process where they start making the phone calls. Um and then
028when it gets above it, it it progresses um throughout and then at some point they can even become chronically truent. Um but that's why we have the truency teams that are at the school level that are supposed to be addressing these issues with our truency. And the good thing is I mean as we see in the trend they are being reported and we are addressing it but the problem that we see in a lot of our schools especially at the high school level is as far as with the attendance is is getting the parents on board with the the thought that you know your kids need to be at school. It has I have seen that it has been a struggle especially when they're at that age 17 18 to where the parents feel like
029you know they can make their own decisions or whatnot and school is kind of gets put on the back burner somewhat um and that's something that we we have to address you know with the parents and and reemphasizing the importance of attendance um because I think we got spoiled with co a lot of times and we still trying to get out of that co was five years ago it seemed like we still reaping and the the effects of what it did as far as the importance of attending school, but the things that we're trying to put in place to boost that morale as far as getting kids to come to school. I think that's a that's a good start. So, we at a starting point and last question and first I want to congratulate the
030cell phone issue and not looking for a scientific answer but in your own What do you think about the positive outcome? >> Just being consistent with how it's being enforced. I think the consistency throughout and accountability piece um and kind of not making it not so much punitive always and a lot of times a lot of this a lot of the the inconsistencies can be corrected with just a a conversation versus a write up. Um, but I think that just being consistent with how it's enforced, I think that makes a difference districtwide and just knowing that, you know, the the goal is not to get them put out of or put them out of school for having cell phones, but to kind of make sure that we have things in place to to just reinforce
031and and and I think another thing that helps with it, too, is a state law. It's a state policy. So, we can that gives us some teeth behind what we're doing when it's coming down from the state. So, it's not like you can fight it a whole lot if it's something that's done statewide. That helped too. I think by it being a statewide initiative that helped even more. >> Dr. King. >> Yes, sir. >> What kind of cooperation do you get from parents? >> You know, I'm I'm live. Um I I I get it. It it it varies. Um we we we have great parents. We do. I would say that. But a lot of times it just depends cuz every parent, you know, until you know they their child is the the best thing
032that they have. And I and I understand that and a lot of times it's hard to convince parents that their kids are doing XYZ. Um but the support has been there for the most part but sometimes you'll have situations to where sometimes parents can may be in denial a little a bit about what their child will do outside of their presence. But we see it on a daily basis and I especially see it especially with those expulsion hearings and and and you have those hard conversations, those meetings. But I do think we have a lot of parental support in our district, but every now and again you you'll see to where it's not where it needs to be. >> My my concern is is that I do know that we're meeting with the ministerial alliance
033uh in this county >> that's going on now. uh we've been trying to do these community meetings in areas. Somewhere along the line, everybody's going to have to get at the table and we're going to have to address some of these issues and it's going to be it's going to, you know, we're going to have to take some serious some serious thought on this. Uh and we're going to have to come up with some kind of way to get parents involved back with their kids education. >> And I would agree and and our buildings are open. I mean, you know, we invite parents to come in every single day and we'll have any conversation we need to with our parents and um because it is a partnership between the educational between the school and the
034home and and so we want to we we want to work with the parents. Um but sometimes there is that difference of um point of view uh from what we see versus what the parent sees um or kind of as Dr. King was saying, you know, the expectation of of what we may have versus what somebody else's expectation is. But I think when it comes to attendance, uh, Mr. Sweeney, is that it's it's that it's it's a a culture shift, as Dr. King mentioned, um, back with with COVID, it was I don't know how many times I heard parents just put them on virtual or just put me on virtual. Well, that's not an option now. And you still get those parents that'll say, well, they'll just do the work at home. Well, no, that's
035not what what you can do anymore. Um, you know, we we just cannot allow students to do work at home. Um, unless it's it's work that is identified from the school that this is what we're doing with you. It's not just parental choice at at this point in time. And so, uh, there there are avenues and things that we can do as a school district when it comes to, uh, virtual learning, but it's just not readily available for everybody whenever they want it. >> Thank you. >> Any other questions? >> Thank you, Dr. King. >> Thank you. >> See you again. >> Yes, ma'am. >> All right. Now, we'll turn um the floor over to Dr. Ballinger for his superintendence report. >> Thank you, Madam Chair, members of the board, and I would like to
036welcome everybody that's joining us um here in person and joining us online tonight. Um uh thank you for being active in the school system and um engaged in your child's education. So, um there's just a few updates that I have and there's one update that I did want to kind of discuss with the board concerning um the high school report cards. And um I don't know if we have that available to be pulled up. So, if we could pull that up real quick and I'm going to ask Miss Broom to come up. Um, because at the last board meeting, we talked about the high schools and specifically Central and Chesterfield as to why they were um identified. And I wanted to ask Miss Brun to to give a little more detail to the board concerning
037why those scores are where they are because there's some underlying factors that are are sometimes it it's beyond the school's control. and I wanted her to kind of explain that to the board as well. >> Hey, good evening everyone. >> Um, so one thing we wanted to point out about Chesterfield High and Central High specifically, the state requires that we test at least 95% of our students for English 2 and algebra 1. If you do not test at least 95% of your students, you will automatically be docked five points in the academic achievement category, which is 35 of your 100 points for your report card. Unfortunately, last year we had that happen at Chesterfield and Central High School. So, both of those schools were docked five points. Um, we wanted to point this out because
038um, Ch Central High School actually and Chesterfield High School both showed growth in their academic achievement, but because of those five points that were docked, it looked like they didn't. Um, so we wanted to point that out. Um, you can see on the screen uh, the potential earnings. Um, CH Central should have earned 6.95 points instead of the 1.95 that we all looked at last week. Chesterfield should have earned 10.54 points. Um, their overall score at Central should have been 42 points. They would not have been unsatisfactory had they tested 95% of their students. They would have been below average, which is actually a point higher than they were in 24. And Chesterfield would still have been average, but they would have had 56 points instead of the 51 that they earned. And so some
039things that cause us to get below that 95% is are what what are some things that we struggle with at the schools because a lot of that has to do with transfer students. Correct. >> Yes sir. >> So if you can kind of explain that a little bit. >> Absolutely. So there are different categories that they look at as students who you should test in your building. If they are enrolled in that EOC course, they're expected to test. Um we talked a lot last month about attendance being a factor. um virtual students in lie of expulsion. Um kids at PLC were not returning back to their home school to test. So all of those students that did not show up to take their test ultimately counted against us. In addition to the students that we
040have in our buildings, students who have transferred out of our school district and gone to another school in the state or another school out of state. If we don't have the proper documentation to prove that they have enrolled in another academic institution, they remain our responsibility, especially in their fourth year. So, if we have a sophomore that transfers out and we can never track that student down, his fourth year, he will hit us for grad rate. He will hit us for any academic achievement, any EOCC test that he should have taken. Um, so that is something that we are working on now. Um, I'm becoming a little more hands-on with the high schools, trying to help out, um, tracking these kids, making sure that we get the proper documentation to get these kids off of
041their cohort, but they don't count against. >> And so, I just wanted to bring that back to the board to to give you a better explanation um, from from our last meeting concerning uh, the report card. And and as you can see with when we get into our high schools, if if we do have a transfer student um and and we can't track where that student goes, then that student winds up catching us, which can cause us to show that we did not test. even though that student is not in our building and maybe has not been in our building for some time and is attending a school somewhere else, um it's still our schools took the hit. And then as far as the responsibility for us, you know, that we have to do a
042better job at is when we have our students that are um on virtual in lie of it of suspension or expulsion and um andor students that are over at PLC, we have to do a better job to make sure that those students are testing. Um, so that falls on our shoulders, but there's something that we can do to correct, but then there's a piece out there that we're just struggling with because some of that sometimes you just cannot make those connections with those parents uh once they transfer out. >> Sorry, that is one thing that we implemented this year is we're actually testing on site at Pimeto Learning Center this year. Instead of sending them and saying, "Hey, you need to go to Shaw High School to test." And never knowing if they go or
043not. We're actually we have a school testing coordinator here who's working with me and I will make sure that those kids are tested on site so we don't lose them in the process of trying to get them to test. >> When a student leaves the school to go to another school they have to sit for breakfast. >> That is what they are to do. Yes. And that is what we have to have to get that student off of our cohort. Um but that does not always happen. >> You mean they can enroll in another school and >> we will never see more at this school. >> Correct. >> But how will they know what kind of something? >> That's a great question. I don't know how they're doing that. >> Okay. >> Yes. >> Now,
044was Sher and Mack be aware of the scoring because we're only seeing Chesterfield and Central. >> Yes. So, everyone knows that that's a thing. Um that that's how it's calculated. Um it's just a matter of the the student influx that you have in any given year. Um and being able to track those students number one and number two be able to test the students that are still here in our district. >> And and really the reason I showed these two schools, one because Central was highlighted because it only showed a 1.95. >> Um and so I wanted to actually show where they would have fallen um if this would not have been uh the case. So I just it was just for transparency purposes. >> That's right. So like you put in this number for
045the student. Well, most students will have a testing number and and most states are set up to where if the student has a testing number here and they go to another county school or another school within the state and that school and that state or that school enters that testing number, it should be flagged that now that student is over there. But sometimes what you get are schools can also issue another testing number I think and so so they're not utilizing other and and it's just duplicating uh and this is what I've experienced in in other districts that state another school would just give a new testing number. So it never shows that that and that student is identified with two testing numbers. And we don't unless there's we don't have issues with instate transfers
046because if they transfer instate they will pop up on a database that I have access to and I can actually track them. Um it's basically the out of state and with us being so close to the border. Um we tend to lose a lot of kids that way. Um you know I'll have principles call me and say I know this kid's in Michigan. And I'm like do you have a records request because that I I know you know where he is. I know I know where he is. But if we don't have that actual documentation, the state will um not not remove them from our cohort. >> This is not a first time problem. This has been an ongoing problem for several years. >> Now, I will say up until this last year's report card,
047we were still working a little bit with COVID waiverss. So, the the the fourth year students could have potentially not tested because of COVID. So now that we're getting out of that, um I feel like more kids are hitting us because they're not they weren't in high school during co. >> Okay. >> Any other questions? >> Thank you, M. >> Thank you. Thank you. >> Uh the next part of my um my uh superintendent report is also I wanted to talk about the curfew and I was going to ask Dr. King, if he wouldn't mind coming back up to the podium for a second to to just kind of talk about the the curfew and and kind of where we where we're at and I I will kind of help, but he and I have
048been working on this a little bit together and he's we've been attending some meetings with the county. Um he's been working with the SRO's on that side of it. Um, but of course we as and I want to thank Miss Golage for for putting together a lot of our u material that we sent out to parents to inform them concerning the uh upcoming um county ordinance uh concerning the curfew and and and we just gave them the educational information concerning as far as who it affects, how it affects, uh times, um penalties, um what is allowed, you know, for students if are out past a certain time, how that works out. Um, and so we we did send those out on a regular basis uh to our parents uh for over a couple weeks and
049then I know the county just had their um >> third reading >> their their third reading plus public hearing on the third uh last week and I think it was approved. And so now what we will see is it will fall to the to the towns to the municipalities um to also adopt a similar uh ordinance because uh they need to adopt that. But um Dr. King, anything else you want to discuss or share? Um how about with our SRO's? When when are we going to be or h I know we've started with having conversations with our students concerning the curfew. Yes, sir. Any anything else? >> Yes, sir. we just had to make sure that it got through the third reading um at the council before you know everything got in stone. And as
050far as when it will be enacted, most of the the goal is to start at the beginning of the year in January to start with the district uh countywide curfew. And what that boils down to is most and what a lot of people don't realize is that a lot of your municipalities have already had curfews. They just been different times when they're starting. So now this will unify and give everyone and the the town or uh municipalities will be in line with the with the county one with the county curfew and that's and that particularly that's between 11:00 a.m. I'm sorry 11:00 p.m. and 6 a.m. in the mornings. And one of the things that we want to get out in front of make sure it's not misinformation put out. It's not that they're going
051after kids or trying to to to lock kids up for being out. It's mainly to it's about safety and making sure that we we're able to to hold the ones accountable that need to be held accountable when crimes are being committed. Not necessarily extracurricular or coming back and forth from ball games or doing any of those things. you ain't breaking the law, you shouldn't have any problems. But it's it's mainly to to give law enforcement and and and have some accountability um to where our our our youth or our young people are not running rampid without any kind of accountability um with the parents. So that's what it boils down to is and our SRO's have been communicating that or or beginning to communicate that with our grade levels. Um because there are some questions
052about who it will affect or if I'm driving back home from a game, will I get stopped or pulled over, anything like that. And and it's a lot of language in the ordinance that that shows how that's not going to affect them at all. But we have had questions. We put FAQs out, um, fact sheets with parents have questions about the curfew and everything and just being able to educate and that's as a district that's our job. That's our goal is to educate about what's coming. And that's what we've been trying to do is educate our our kids and our parents on what's coming down the pipe. >> So if I'm caught up 15 after 11, what they going to do? Take me home. >> You said for you. >> I mean, yeah. I'm speaking
053of a 17y old a 17y old. So a 16 11 15 where they go to take >> if they're riding with you. >> Yeah, I know that. >> You you can go wherever you want to go. But if they're if they're underage and if they're not committing a crime because and one thing that we want to keep in mind, law enforcement don't have the manpower to to to sit down and and just be looking for kids that are driving in cars under age or what have you. But it's if if you're not breaking the law, then it should not affect you at all. And it's not like they're going to be out looking. Correct. >> It's just when they come upon somebody, if they are out, um, you know, they will address it at that
054point in time. But, you know, with our SRO's being in our schools, you know, they they have great relationships with our students and and so having them be able to talk talk through this with students and and help them to understand and answer questions. And so, that's that's the next piece that that I know we've already started. Um, >> we will continue to do that >> and we'll continue to to have those conversations. So, thank you, Dr. King. >> Yes, sir. >> Uh, the rest of my report, and I'll try to go a little quicker with this, uh, at the end of nine weeks, uh, the last day of school for the semester, which is a half day, is on December 17th, 2025. Uh, Christmas break is December 18th through January the 1st. January 2nd
055is an inservice day for staff. January 5th, our students return uh, from Christmas break. January 8th will be report cards for the se first semester. Uh Miss Stubs already mentioned this. The academic bowl recognition is on December 16th starting at 5:00 pm at the PLC. And then I did want to just remind parents to please parents, grandparents or community members to please check our web uh your child's website uh for all the events and activities that will be happening throughout the district as we finish this semester. All families are invited and welcome to attend. >> That is my report. Yep. >> Thank you. All right. Dr. Vaughn, our chief of human resources, it's your turn for personnel exhibits and physician changes. >> Madame Chair, Dr. Ballinger, members of the board. Good evening. >> Good evening.
056>> Prior to this evening, you receive personal exhibits for your review. I recommend for your approval exhibits A through E. Second. >> All those in favor? >> All right. >> So, with um action item B, IEP teams have determined that um there are students that have educational needs beyond those currently provided in their classroom with current staff. and the team has asked that we um or has decided that the students have additional needs. Uh there's one student at MAC and one student at Ruby. And so tonight I ask for the ability to create positions for those two students to have an educational assistant. >> Second. >> All those in favor? >> Okay. And with um exhibit or action item C there um there's a student an IEP team at Plain View. The school has determined
057that um it they have a position that can be repurposed to meet the needs of this student and I ask your permission um to do that to repurpose that position to use as an educational assistant for the student. >> All those in favor? >> Thank you. Thank you, Dr. All right, Miss Stubs, you're going to come back and talk to us about the 2526 course catalog. Uh, so one one thing that Dr. Ballinger um had had asked um of the curriculum team was that we have a comprehensive course guide um or you know course of studies and so um want to give a a shout out to Miss Brunie because she worked very hard um to create a comprehensive course guide um we will use this with your approval for um the spring semester um
058and then it'll be our working document that we will um use next year. will have the the um 2627 available um in February for your approval. Um but it shows all of the courses at the high school. Um it shows where those courses are offered. Um and Dr. Ballinger's plan is that there um be more of an alignment across the district so that these courses um that they are not just offered at one or two schools, but that all all schools across the district. So just wanted to give you that um background information. Um so um I am uh requesting your approval for the uh 2526 course catalog. Um and then we will do this again in February as well. >> All those in favor? >> Thank you. Thank you. >> Now Dr. King, you're
059going to come back for policy revisions. Policy KBE second reading. Yes, ma'am. So, board members, you have already been given a copy of policy KBE. At this time, I would like to recommend it as presented for second reading and approval. >> I need a motion. >> Second. >> All those in favor? >> Thank you, Dr. Kenny. >> Thank you. >> All right. Now, Dr. Ballinger, um you're going to talk to us about the adoption of resolution of facilities committee calendar approval. Well, >> I'm not used to action items. Sorry. >> Well, that says adoption of resolution. resolution and facilities committee. >> Oh, you got >> Yeah, they're they're together. Okay. >> Give us your report. >> Yes. >> All right. So, tonight we're recommending for your approval a resolution that certifies the results of the
060November 2025 bond referendum vote. So, uh the official results were 77.85% in favor of and 22.15% opposed. >> Okay. I need a motion. Second. >> All those in favor? >> I >> All right. Thank you. Now, are you going to do the same committee? >> Yes. So, we um you know, as as you all are aware, uh we did update our policies to implement a um facilities committee and a um finance committee. Uh we are working on the finance committee dates, but we do have the facility committee dates that we wanted to discuss tonight to see if this was fine with the uh facilities committee. But what we had talked about was that uh the night that we have our board meetings meet at four o'clock with the facilities committee uh before the board meeting
061and just wanted to bring this and see if this um was good with the board and wanted to go that and I know you Mr. Sims and Miss Blackwell I know she's not here but uh wanted to see if that was something we wanted to to move forward with as far as with the facilities committee. Do >> we need a motion? >> Yes, ma'am. >> All right. I need a motion. We accept this calendar for the facilities committee meetings. >> All those in favor? >> I. >> All right. >> One question. >> Okay. >> I sure hope you can make the finance committee as convenient as this one because I know this is on the second Monday of each month. >> W I hope you can make the finance committee just as convenient. That's why
062we sent you an email. >> Yours is afterwards. >> Okay. >> All right. What's next? Okay. It's up to me. All right. December 15th will be the superintendent and school board retreat. It will be at 5:30 at the district office boardroom. January 12th will be our next regular board meeting at PLC at 5:00 executive session followed by our meeting at 5:30. All right. Those of you that want to go to the South Carolina School Board Association annual convention at Myrtle Beach, February the 19th through the 22nd. Please let Becky know. Uh registration is open now. All right. Now, I need a motion to adjurnn. >> Second. >> All those in favor? >> I. >> All right. Thank you so much. We appreciate you coming.