001All right. At this time, entertain a motion to return to open session. >> Second. >> All those in favor? >> Uh we're going to have a moment of silence. And in that moment of silence, please uh recognize we've lost several of our folks out of our Chesterfield County School District. Please remember them. And then we will have the pledge of allegiance after the moment of silence by um Cameron Oliver at Jefferson Elementary. So >> you got your mic? 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, Miss Oliver. >> Okay, good. All right. I'd like to thank everyone for coming and I appreciate all the administrators, staff, and the SRO
002for being here. Um, now we're going to have Katie Brun, coordinator of testing and accountability for special recognitions. [Music] Good evening everyone. >> I have some very exciting achievements to share with you all tonight. We're going to recognize four of our students for receiving maximum scores on their SC ready summitive assessment at the end of last school year. So, we're very excited for that. Our first student is Cameron Oliver. She is currently a fourth grader at Jefferson Elementary and she scored a maximum score on her math SC ready test. Our next student is Walker Missu. He's a current fifth grader at Plane View Elementary and he scored a perfect score on his ELA SC ready test. Next is Harper Moss, current fifth grader at Edwards Elementary, who also received this award last year as well.
003Um, and he scored a perfect score on his fourth grade math SC ready. And then finally, we have William Smith. He's a current ninth grader at Sherro High School, but he earned a perfect score on the math SC ready test last year in eighth grade at Long Middle. Let's give all of these boys and girls a round of applause. [Applause] And can I have the principles and any teachers that are in the building for these students to come forward? We'll get a picture with y'all as well. How mayor's taking credit for a kid he just got. It's okay. All right, let's give them one more round of applause. Congratulations. Okay. Board members, you've been given the minutes for August the 11th prior to the meeting. If you have no objections, they will be approved by
004consent. We'll take a break. Just two or three minutes for those that would like to leave. Mass Exodus Thank y'all for coming. All right, at this time I will turn it over to Dr. Ballinger for our presentation from the architects. >> Thank you, Madam Chair. Um, I would like to welcome everybody in attendance tonight and those joining us live. Um, thank you for taking an interest in Chesterfield County Schools. Uh, tonight we would like to to present with you from our architects, but also I wanted to take this opportunity for Mr. Evans to to come up and talk a little bit about the process of the selection of the architects. Um because I know this is the first time that the board has has is hearing about the architects and so we wanted to kind
005of go through our process and then also give them an opportunity to do a presentation to the board tonight. >> Go ahead, Mr. Evans. >> Madame Chair, members of the board, Dr. Ballinger, about two weeks ago, Dr. Ballinger came to me and asked me would I'd be interested in in presenting to the board the process that we went through to select the architects that I'll introduce you to you shortly. Um but before I get into that process, I think it's relevant that I kind of update a few board members who are not part of the process, who are who are new to the board. Um back in 2005, the school district adopted its first school uh procurement code for the district. Um, and that was under the the the rule or the uh state law
006of 11355340, which any school district that has operating budget equal to or greater than $75 million must adopt a uh procurement code that is classified as substantially similar to that of the state. And when I say substantially to the state, it's it's almost word for word exactly what the state law says. And so in 2021, the state came out with a updated model procurement code for the school district to utilize which the school district in Chesterfield County adopted on December 7th, 2021 that incorporated all the latest and greatest um sections that had been up updated and upgraded that the state had uh changed since the earlier versions. So in doing this, this now brings us to full compliance with with all state laws, fair and open competition for processes to ensure public trust and procedures
007designed to secure the best value for the taxpayers while maintaining accountability. Now we got one thing I meant to tell you. I provide you a copy of this document that I'm speaking from. I misspoke. I left a copy on your on your desk so you'll have this to look at once we're once we're through. And if you have any questions, I'll answer those questions at the end. In developing the solicitation, we met with uh then uh superintendent Dr. Anderson, met with our facilities director Jared Burr uh and Dr. Amaro King to decide the process which we would go through and select an architect. Uh since we had somebody who had the resume of uh Jared Burr who was our facilities director, we decided to go with what's classified as design bid build. In this process,
008we'll select an architect and work with them uh directly in designing the needs of the school district and then we would actually bid the project out. This is very similar to the process that we followed when I was at the Langster County School District under the leadership of then Jamie Spears which we would have somebody equivalent to him and Jared Burr in completing those processes. If you'll look at your little brief calendar I have there, June 3rd, we issued the solicitation as an RFQ uh as required under South Carolina law state of excuse me, under South Carolina law 11353220 which that outlines the pre-qual the qualification request for qualifications for engineers and architects. Um on July 9th, we received seven proposals. That's when the deadline to receive those. We received seven that was McMillan Paz
009and Smith jumper Carter cease motor architect Mosley architects FW architects CPNL architects and horde coughlin and mock architects from there we designed a two-phase approach for the evaluation phase one was to evaluate uh qualifications only and phase two was a scripted presentation which we invited the uh architect firms to present information to us based on a script that we provided them. The evaluator makeup was uh made up of two school principles, the current facilities director, one past facilities director, and a retired architect. Of course, then jump to next page is August 1st was our phase phase one scoring. August 26, we sent out invitations for our presentation. September 9th, we actually did our phase two scoring. And from there um FW architects was identified as being the highest ranked offer of the ones who submitted.
010And of course from there we issued a intent to award. Um but that was under it was a protestable type uh solicitation. So, we had to wait the mandatory seven business days and we executed a contract on October 7th, 2024 using the AIA B101 um contract between owner and architect. And of course, we've identified some of the key deliverables in the bulleted points in item six. Are there any questions from the board at this time before I introduce the architects for presentation? question. I have one. >> Yes, sir. >> Maybe two. Uh, in your evaluator makeup, >> who was the retired architect that you knew? >> That was Joey Goforth, who was no longer in business? Yes, sir. Uh now in this election process um I know you all went through all of these steps
011that you have listed. Um what what was the lowest bid? >> Cost cost is not cost is not an evaluated criteria in the RFQ process. It's strictly uh qualifications. That's all that's all it is. nothing but qualifications. So the criteria I'll give you the breakdown of what the state and 1135 3220 I figured I'd get a question about this. I brought it with me. So the criteria set forth in the in the RFQ is past performance, the ability um of personal professional personnel demonstrated ability and willingness to meet timelines and budget requirements, location and knowledge of and locality of the project. Recent current projected workloads of the firm. Creativity and insight related to the projects. Related experience on similar projects. volume of work awarded by the district to to the person or firm during the
012previous five years with the uh objective of an equitable distribution of contracts by the district among qualified firms including minority business enterprises certified by the state South Carolina office of minority business affairs that has not had previous district work. And then the last criteria is any other special qualifications are required pursuant to the solicitation of the district. >> So this firm presented to you all um there are subcontractors who they work for and did they meet all of those qualifications you just read out? >> You there's not a man it's not I say that you meet these requirements. This is not like a like a a seal bid or an RSP where you have uh hard and fast requirements that you if you if you don't meet these material requirements, you're deemed non-responsive. These are
013basically the evaluation panel scored accordingly. So if there's certain aspects that they were either uh classified as deficient or didn't meet at all, then that you scored those responses accordingly. >> Did they have any minority contracts that they uh listed? Do you remember that? I don't I don't remember that cuz I said we're going back a year ago for this, but I I could get that information. I'd be glad to to get it to you. Um >> I should have liked to know that percentage in terms of working with minority contractor and subcontractor. >> That won't be a problem. >> Okay. Thank you. >> You're welcome. Any other questions? >> There are no other questions at this time. I'll introduce you to the members of uh FW Architect, Hal Fuller, and Mark Palmer. If you
014guys will come forward, they have a presentation ready for you at this time. Thank you. >> Thank you, Mr. Evans. Madam Chairman, members of the board, we appreciate the opportunity to come speak with y'all today. Uh I know your time is uh is valuable and so we'll try and go through this as quickly as we can and try and answer any questions you may have as well afterwards. Um, again, I'm Hal Fuller, president of FW Architects. Um, and Mark Palmer, uh, who is the vice president of the company. Um, has been with us 14 years. >> Tw 12 years. Uh, now I've been in the company since, uh, since 91. The company actually started in 1967. My father started the company in 1967. I graduated Clemson. Mark graduated Clemson. Um, and I came in shortly
015after that. um and became vice president and have since become president and again Mark is is vice president. Let's see if I can do this move this forward. Um as I've said we did start in 1967. Our our bread and butter is school construction, school design. Uh our first school that we we did actually my father did uh was South Florence High School at the time built in 1973. Uh since that time we've uh completed over 350 educational projects uh totaling greater than 7.5 million square feet of educational space and as I said 80% of our work uh represents uh is represented by educational architecture. In talking about our team um our consultants uh we're from Florence, South Carolina, so we're fairly close an hour away. Um the people that you see here and that
016you can see on our uh slide, what you see is what you get. The people that are here today are the people that will carry you through the entire project. We're a small firm. Uh we have eight people in our firm. Um we're not a large firm where one would start uh the design phase, someone would then take over construction drawing, someone else would come in and do construction administration. We work with you the entire way through the process. Um, so the person that's here today is the person that will hand over keys to you at the end of this project. And we see that as a as a positive to have a smaller firm uh like that that carries you entirely through that process, both from a a coordination standpoint um of drawing, but
017also just that relationship all the way through the project. uh as well. Um our design team, as you see in the bottom of the slide, we've got uh consultants that work with us doing civil, mechanical, electrical, plumbing, and structural. Uh urban engineering is out of Florence. The other ones, mechanical design, ETI engineering, and Mabber engineering, structural are out of uh Colombia. We've been working with them for about uh about 30 to 40 years u with mechanical design and mabor engineering ETI in the last five to eight years urban engineering really um since I can remember uh before I even started with the company. So we've got a long history of working with those consultants. they know the work that we we uh um need from them and they know what uh what we desire as
018well. So um we've always had a good working relationship. Now we'll just go through some of the projects that we've done just to quickly uh show you the work type of work that we do. Uh good evening everyone. Uh the first project uh shown is uh West Florence edition. Um it was a 40,000 square foot addition that was done in 2021 where uh Timons West Florence was adding the school of Timonssville to um their student population. And so they needed um to add a wing to West Florence High School so that they could accommodate uh those students. And so this occurred during COVID. So, we had a lot of um there were some time issues, material issues, uh supply chain problems that we had to deal with, but we had to get them in that
019school um by August um of 2022. Um so we were um able to do a 32 classroom addition um that we did as a CM at risk with Thompson Turner and we were able to complete that the construction side um in 8 months um while they still operated um their location without closing down any parts of the school. Uh the next project uh was a renovation um an addition at Cross High School. Um and basically we wanted to create a identity for Cross High School. The original building um there was a prison down the road then and the school used actually the same materials um to build the school. So people were reminded that the school looked similar to the prison. So part of our um task was to create a new identity for the
020school so it looked more like a school. So we created the covered drop off um on the front of the building um to give it its own identity um as a school. See um Hannah Middle School and this is also with Berkeley County um the same as Cross. This project is currently under construction uh where they were um demolishing part of the school and adding um more classrooms um to ultimately house 1,200 students. Um we the cafeteria and the um some of the classrooms remained. We tore down the front sections that were built um in the 70s. Um and we are in the process now of finishing that school. Um and during that time they had to move the entire school to modular buildings on another campus. So we helped um with creating the modular
021plan for that campus so that they were able to move the entire school while this construction um was going is going on currently. And on that uh project that Mark was just talking about, those modulars that we had, we had to build those started in May uh of last, excuse me, of of the year before. Finished those in two months. um that was about 65,000 square feet of modular space, own an existing uh elementary school site. Had to move the middle school over to that site and did that all in in about two months uh and had them open in August so we could start our construction. Uh this is Delme. This is again new construction uh that we did back in 2014. Uh you can see that the cost per square foot was still
022low at that point. uh once uh 2020 and COVID hit, those numbers started to skyrocket and you'll start to see that as I show some of the other numbers as well, but $165 a square foot. That school was about 115,000 square feet uh at about $20 million that we built that for. That school today would be uh close to about uh $60 million if you look at the new numbers. Wow. Carolyn Lewis. Uh, this is a K8, so it's a brand new school, kindergarten through 8th grade. Uh, 163,000 square feet. This is actually a prototype. We're building, we built that school there in Berkeley County. We are building two other schools that are prototypes right now of that school. And then uh obviously Hanahan is partial uh prototype that we looked at earlier as well.
023That school was completed in 2023. Uh, and you see the the cost per square foot as it started to build up. That includes site work, everything. So everything that you see there was under that $294 a square foot. What's interesting about uh these schools there in Berkeley County is all of your HVAC units are under the basically the attic of the the gable roof system. So there is a a mechanical mezzanine that's uh underneath that gable roof. So you have your your two floors of school educational space and then on top of that basically a third floor uh which is your mechanical uh mezzanine that that goes all the way around through that building uh and everything is accessible from inside the building for the maintenance staff. >> Question. >> Yes, sir. >> Why is
024that a sesame pool there? >> I'm sorry. >> Why is that pool there? >> Uh that's actually a retention pond. >> That's what I thought. >> Yes, sir. Uh we've got three retention ponds on that site because of um just having to retain the water uh to meet the um department of uh environmental services of what we have to we have to keep that water on site and can't and have to slowly uh take it out to um either the wetlands or to the storm drain system of the uh of the county. So they they will not allow us to have any more water uh go off of that site than what was originally on that site uh prevelopment. And so that's what those ponds are for. >> That's happening with most school just happening
025in low country. >> Most schools it's all the way through the over the state >> industries industries. Most um so if you go by say a Walmart or something you see a pond. >> Yeah. We see that but that's a dry good. Yeah. Okay. >> Yeah. That's the retention pond. All right. Thank you. >> Sure. And these are just some interior shots. Um, you know, kindergarten area has its own playground areas. We have a central courtyard with outdoor classrooms. You can see in the lower right corner uh there. And so all the the classes can utilize that space. There's also a a central pavilion that can be used um by the um by the staff and by students as well. This is Dylan Elementary School. We completed this one last year. Um this is the
026first new school that they've really built in a number of years in Dylan um county. Uh 1,200 students, 120,000 square feet. And uh again the maximum capacity. Uh right now they've got a fourth and fifth grade wing that that we've had done as an alternate. They did not have the the money at the time to build that, but it's an alternate design. they're trying to get money for to make that a 1700 um kindergarten through fifth grade class building. And then uh we've got athletic experience as well. So these are um three of the the stadiums that we've done in Florence, uh Florence School District 1 in South Florence, West Florence, and Wilson. These were completed in 2021. Uh we completed those actually in during COVID and they were completed in in uh 10 months.
027all three. Uh they do have synthetic turf fields, um new field houses, new toilet concessions buildings. We've just completed the um baseball softball fields that you see at each one of the schools as well. We did we did uh three uh one year and then three the other year. So we kind of split those up into baseball softball uh designs um and trying to work with their their budgets as well. And then we've also done stadiums, two stadiums in Richland 2, uh, or excuse me, in Richland, one that we've done. >> Question. >> Yes, sir. >> All schools now, especially high school, are going to hard surface and not grace. >> Uh, not all of them. No, a lot of them are still going with natural turf that we found that they um they decided
028to in Florence to go with uh with uh synthetic turf and that's that was their prerogative of what they were looking for. But there are still a lot of schools that that don't necessarily want to go to synthetic one because of the cost and two um there's they like the feel of a natural turf field. Um and and so it's really up to the uh the county and the schools that that how they want to handle that. >> But a lot of that is is comes down to cost >> percentage cost. What you what you saving in natur >> um well between natural and uh synthetic. Synthetic's about a million dollar about $900,000 to put a synthetic turf in where a um natural field is is a couple hundred,000 that they would have to do
029including your irrigation, your storm drainage and things. So that's the reason why a lot of schools are still going with the natural turf. >> Thank you. >> Sure. So that uh just a quick synopsis of what we do. Mark's going to tell you a little bit of what we've done since that time in meeting with with some of your staff. >> Yeah. So, we have gone out to um Sherall High School and so we did um review some of the areas of concern and issues at Cherall and we talked about uh the new gym building um obviously and we also looked at the uh looking at the corridors, replacing the ceilings um brightening up some of the spaces and also updating uh the restrooms um around the lunchroom. and there are a couple of other
030group restrooms and that same those same things will be done at central um as well and so we've already started in terms of assessing some of the existing facilities um and and so our plan is to along with Mr. visit um the other schools to look at the needs and then we can sit down with the administrators and prioritize the needs um for the district um as we start to do design work. >> Any other questions? >> Um what year did you all come up with? >> I was just curious. >> I was 88 undergraduate 91 graduate school. >> Okay. And then I was 96 for undergraduate in 2001 for graduate school. >> Good. Thank you. >> Your daughter is there now just in case. >> Just just good. Just good. Just good. >> One
031question. A lot of these newer buildings are are twotory. What cost difference are like percentage or dollar per square foot is a single story versus twotory? you may be you're actually saving a little bit of cost just because it's all under one roof as opposed to having everything on one floor um and then spreading that out square footage wise. And so um you've got the economy of of of structure where it's all under that one one area and then the economy of roof structure as well because everything is is more compact under that one roof uh area. um you know you you're saving probably some uh from a site work standpoint as well because you're more compact uh on those sites uh as well from from that standpoint. It also allows you because of SC
032DOT now requires so much stack depth for these larger schools like this of your drop off pickup areas that we really need a lot of that for our drop off pickup and the amount of stack space that we can get on site. So it's it's actually um those schools that we have there that are under construction right now and they're seeming at risk. So it's what they did is they they have the architect then they have the contractor that's working hand inand basically with the architect uh at that time during the schematic phase design design development phase and the construction drawn phase and we're working together on those budgets as they go through. So if we see from the schematic phase that that pricing is starting to to creep a little bit from what the
033owner is looking for then we can work with they work with us and we work with the design to try and keep that within budget um there as well. So those schools are each one of those is 162,000 square feet about $87 million for that that school and that includes site work. Uh there was a good bit of site work and off-site work that we had to do. On the one that I'm working on that's uh that will be finished next June. Uh we had about $7 million just of off-site work. They required DOT required us to put the roundabout in um and pay for that or not us but the district um to pay for that as opposed to them. And so a lot of that cost was was included in that. Also down
034and it would not be as as expensive here possibly, but down there we ran into um bad soils and we had rigid inclusions that we had to do which are basically piles that um were put in around the entire foundation. wherever we had foundation um in that building, we had to every eight feet uh dig down, drill down and put a um quesan pile 35 ft down and fill it with concrete. So that's there was a good bit of cost, $2 to $3 million worth of cost in that alone. Um and then at the other school that we're doing in Nexon, we actually had to put earthquake drains in for about that same amount of cost. So those kind of things brought that cost up a little bit more than what it should have, you
035know, normally been. >> For the most part, you'll enjoy a lot of sand here. >> Yes, exactly. We were talking about that as we were coming up as well. You're right. >> Good for pine trees, but nothing else. Not much else. >> That's it. Any other questions? >> Well, let let me ask this last one. >> Okay. Um 20 years ago, maybe 20 25 years ago, they told us that single floor uh was best. And you go upstate, all you see is two floors, >> right? >> Um and I noticed in your presentation, you have a lot of >> Two floors. Um, so that's how you're going to plan to attack this. >> Well, um, we don't know yet. I mean, I don't know if we'll I'm sorry if I can hear me. I don't
036know what all we'll be doing, you know, from new construction standpoint if there is a new school. Part of that comes from the amount of land that you've got and what we can put on that land and still have all of our stack space, um, your playground areas, your parking areas. And so, we just have to look at that. Uh, and each school is is different. Uh, most of the schools, well, the the schools that we've done in Florence, let's say, they're all one-story schools that we did. Um, there are they did build a we did not do it, but a two-story school because they didn't have a lot of land to try and work through. So, it all really depends on the land that you got, the budget that you got, and and what
037we have to work with size-wise of the building. >> Thank you. No other questions. Thank you guys. We appreciate >> you coming. Look forward to working with y'all, too. >> Yes, sir. >> Good. All right, Miss Stubs and Miss Spring, you're back. Good evening, Madame Chair, Dr. Ballinger, and members of the board. Um, we would like to present some of our recent um SC ready and EOC data um for you. This is um last year's data that we uh just received um several weeks ago. And so, um, we just want to go through this data with you and, um, and then answer any questions and and provide next steps, um, with our data. All right. So, we're first going to talk about our SC ready data for grades three through eight. Um and and just
038want everybody to know that our um kind of our northstar goal is that 75% of our students are performing at or above above grade level and that all students are graduating college and career ready. Um so that is the the goal of the state department and of course that is the goal in Chesterville County um that at least 75% of our students are above or at or above grade level. Um, so Katie is going to go over our ELA um grade level uh data from from SC ready and you will see um the notations at the end with the green arrows. So we're excited about that and I will turn it over to K. >> Hello again. Um we're going to start with ELA by grade level. Um as you can see all of our
039grade levels three through eight had growth from compared from 2024 to the end of last year. um on later on I'll show you um how much growth um but it was good all across the board for ELA um we're very excited about that um this graph here shows you our trend data from 2022 through 2025 as you can see across grade bands uh 2025 is the highest scores we've had out of our students um so we're very excited about that showing growth across the past four years. This chart compares third graders from each separate year. So your third graders in 22 compared to your third graders in 23. The next graph I'm going to show you is our cohort data. So this tracks the same group of kids throughout their educational experience. So for instance,
040if you'll look at our fifth grade cohort, that shows how they did in the green this past year. in yellow, that same group of kids, how they did in the fourth grade. And then in red, that same group of kids, how they did in the third grade. Are there any questions about any of that? >> Um, I'm going to I guess I can ask the question now. Um, when you look at this trend here, can you produce demographics on this in terms of trend here? Can you produce demographic? >> Yes, sir. I can do that for you. >> Because I would like to see how they're doing sex-wise and race-wise, >> gender and race. >> Yes. >> Okay. Sure. >> Thank you. >> You're welcome. Any other questions? >> I'm assuming Mr. Sweeney, you want
041that for math as well? >> Oh, yeah. Yeah. The whole the whole gamut. Yeah. You know that the thought is is that if a child is not reading by the third grade, there's issues that he or she has to deal with later on in school. >> Yes, sir. >> Related to dropouts, >> related to discipline, and related to getting in trouble. >> Absolutely. So that's reason I want to see it as a demographic because just looking at the data from 22 and 23 when you start looking at those subgroups you have 10 and 12 and 15% of students that just passing this uh passing these exam and that's that's a large number I mean that's a small number that's a large number that's not meeting or exceeding expectation. >> Yes sir. >> Okay. Thank you.
042>> All right. You're welcome. So, we just wanted to to give a shout out to um our schools with with some of the growth that you're seeing. And I'm not going to go through and read all of that, but but you can see that that numbers are high. You know, um third grade, you see a 30% growth. Fourth grade, you're looking at 30% and 21%. Um fifth grade, 16. Uh sixth grade, 16% growth. uh seventh grade, 21 um and and on up. So, so we just wanted to give a shout out to those schools and those grade levels um because the teachers, students, principles have worked really hard um this last year and over the last several years. And we just wanted to make sure that we acknowledge all of the hard work that that
043they have done. >> When it when it lists these grade levels, is that what grade they're currently in or what they completed last year? >> I'm sorry. >> Go ahead. That was the grade they were in at the end of 2025. So in May. >> Yes, that's correct. Um we also wanted to make sure that we are um you know addressing anything um as far as deficiencies or areas of growth. Um so some of the things that we are doing differently and will will begin doing um and continue probably through this year and even next year is really emphasizing small groupoup instruction. Um, having I Ready as a formative assessment to really drill down to the skills and the uh the the gaps in learning has been beneficial for our teachers. Um, changing up our
044intervention model so that we are um impacting more students. Um, we're going to continue with our professional development. Um, of course we do have reading coaches um, K through eight, which really is helpful because those coaches can um, um, provide ongoing embedded um, professional development throughout the school year. Um, last year, you may have remembered we talked about giving our um, giving summer reading books to all of our students districtwide. Um, that was um, paid through um, title one and title five funds. Um we had a a great summer reading camp um that went really well and we saw tremendous growth. Um we also used inter session to provide small groupoup instruction to students and we will again do that this year. Um we will expand it in the in the in the fall. I
045think Dr. Ballinger has mentioned that to you um or will and then um continuing with monthly data meetings um not only at the school level but um at the district level as well. That's all for ELA. Any questions before we move on to math? >> Okay. So, this is the same chart that you saw for ELA 3rd through 8th grade. And you can see that our third graders, fourth graders, and sixth graders showed growth comparing 2024 to 2025. Here you have our trend data for math. Um again showing that third, fourth and sixth grade has shown growth compared from 24 to 25. And then we have the same chart with our cohort data showing that same group of kids moving through their grade levels. Um again we have um some wins across the district in
046terms of growth. Um you will see some significant numbers there in fourth grade with um 31% um you know 15 and 12 and so on. Um so we do want to acknowledge the hard work at at those schools and those grade levels as well. So what are we going to do to address those those gaps or those deficiencies? Um one thing that we did we started out this the um year with our principles developing a math action plan. Um I think you all know are aware that we have a new curriculum. Um so we have had a lot of professional development with our new curriculum um at the school level and at the district level and we'll continue to have that professional development. Um we're going to continue to work on pacing guides. Um we've
047started some of those but that is something that um we need to continue and work toward. Um explicit vocabulary instruction especially in the areas of math and science is critical to for our students. Um we have some supplemental digital resources that are utilized at the schools um and at home and that's Il and I ready. Um we have two schools that have been named Palmeta Math Project schools which mean they will get a state department math coach coming in. Um they also have some online tutoring resources at those schools as well. Um targeted support during inter session that will be coming up in October. Um and then continuing those monthly data meetings. Um so we do know there's work in math and um and you know we we want to make sure that we are
048giving our teachers and our students what they need um to be successful in math. >> Any questions? >> Uh yes. If you go back to the coach >> the cohort chart or the >> okay >> seven and n >> yes >> that is that showing the balance >> yes sir >> now the one that says ngr25 those were our freshman last year so they're are current sophomores so they did not take SC ready but their data is still on there show the previous three years of their SC ready. >> Well, one one of the things that we we have discussed um is that we didn't have a you know we lacked really a good curriculum. Um of course we did have a math curriculum but um oftent times teachers were pulling different resources to meet
049the needs of students. Um, now we have a curriculum that is the same K through eight with the same kind of strategies, the same language, um, the same procedures and protocols. And so we've gotten really good feedback about that curriculum. Um, the curriculum also matches the formative assessment that students take. So um so when they take that formative assessment and it says okay this this student has a gap with fractions um then it will drill down to what the teacher can do um with those skills to make sure that that child does get what they need. So um well I guess what I'm saying is we've got some things in place now to address these concerns um because of that downward trend um that we were seeing in math. Um this is not unique to
050Chesterville County. Um we you know it's it's dis uh statewide um that trending down in math but um you know our goal is to make sure that all of our students are u meets and exceeds by 2030. Um and so um that is what we are working toward. And I know we just not it looks like >> they are current and and what was interesting or not but you you know a lot of uh everyone thought that ELA was going to drop significantly after COVID. Um but what we found is that math has dropped significantly. So um we have work to do um and and so I think that's really important that we have a curriculum that everybody has bought into um that teachers are excited about and um and we can address it um
051with the resources that we have now have in place. any other questions about math before we move on to science. >> Okay, so science is only tested at grades four and six in South Carolina. But as you can see from the chart, we grew in both of those. This is not compared to 24 data, however. It's compared to 2023 data because in 2024, science was not a tested subject. So we kind of when you look at the charts you will have a gap there for 2024 um because of the shift in standards. They did not um test science that year but there's the chart um small growth in science but growth is growth. >> Um and and again some of the things that we are doing um districtwide um we have that is for um
052fourth grade and sixth grade for science. Um we will be focusing on reading and writing across the content areas and again academic vocabulary. Um that that is a huge piece to this um for math and science is addressing the the academic vocabulary. And that is it for SC ready unless you have any questions we'll be moving on to EOC data. >> Okay. Thank you. Um, all right. For ESOC data, I did this a little bit differently. Um, we want to see our failures go down in every subject. So, what I did is I put a green arrow to the left of all of the F scores that went down compared from 2024 to 2025. And as you can see, we've reduced the number of failures in algebra, English 2, and US history. Okay. Um, so
053for algebra one, we're trending up in Chesterfield County, which is fantastic. Um, as you can see, I've got our Chesterfield County overall data to the left, and then each school is broken down to the right. For biology, we've maintained um we had a slight dip from 2024 to 2025, but we're still in the same range. Um obviously when we want to see that um improve going forward. English two district-wide, we're trending up. We had some good growth across a few of our schools. And then for US history, u we did much better this year than we did in previous years. Any questions about any of those charts? >> Um and so again, we want to, you know, acknowledge the hard work. Um we've got some growth there. Um you can see uh US history we
054we h we saw significant growth there. Um algebra one at Chesterfield High and and so on. So we're we're very proud about that and pleased with that. Um and again, you know, what are we going to do districtwide to address um to address this? Um and so again, um a lot of the same things, math action plans, we've been working on those. Um we have new curriculum districtwide in math. um ongoing professional development. We'll be working of course to u make sure we have those pacing guides for everyone. Um one thing and you'll see that in our um in the curriculum report is um meetings at the high school um and really tracking students to make sure that they are um on grade um on track to graduate and or college and career ready. Um
055we will have U Mastery Connect that we're going to be using to um assist teachers with EOCC test preparation and then we will continue um our afterchool tutoring at the high school um as well. And so again want to leave you with our goal and again this is our goal districtwide is that by 2030 at least 70% of our students are performing at or above grade level and all students are graduating college and career ready. That's the state goal too, isn't it? >> That's the state goal, too. Yes. >> Do do all of our schools have both literacy and math coaches or is that >> No. Um K through eight, we all have at the K through eight level. Um we have a reading coach at those school or an instructional coach um at the
056middle schools. Um but we do not have math coaches um across the board >> anywhere. Um we have some isolated schools with a math coach. Um um Mattby High School has a math coach. Um we have three schools that have been identified as ATSI. That's because of their subgroups um with special ed. And so we have Mr. Scott Edins who was the principal at Shaw Intermediate. He is serving as a math coach at three schools. Um and and we're using some of that ATSI money um to pay for him. Um but he is working at Edwards, Pageland, and Shall Intermediate. Um but he's stretched across three schools. >> All students They are they're tested. Yes, sir. >> Let me switch the subject for a second and maybe I should have asked you this during the
057curriculum, but is AI part of our school curriculum now? Are are we doing AI in our schools now? So there are and Karen Ellerby may answer that but I think there is there is some training for teachers um on AI and how it can be used in a in an effective and um at you know at certain levels um and I think that would be probably my the best answer. Is that correct Karen? >> So so the training is going on but it's not a part of our curriculum yet. Um, so Karen just said Shar High is going to be our pilot pilot school for um doing that AI um at at a class um so that you know um students can get the opportunity to to use that and to know how it should
058be used appropriately. >> And and Mr. Dr. Sweeney, there also needs to be some policy guidance um concerning AI and and how it's used um when it when it comes to just within our classrooms and and when it's when it's applicable and when it's not. Um so there's some other things that we have to look at from the district level concerning AI usage. Um now to answer your question, is it being used? It's probably being used quite often. um you know as a part of are we using it effectively and part of a teaching tool. We're not there yet. I can tell you that. Um and that's something that we need to grow on. >> Let me ask you a question. Since you've been in two states, your your state assessment test similar to South
059Carolina where you've been? >> Are they similar? >> Yeah. Um, I mean, I think it would depend upon um, and I guess I need to ask this question. South Carolina a common core state? I know. Okay. So, it's not So, no, they're probably a little different based upon the standards that are set, but I mean, they're they're probably very similar in in most cases. >> Your your percentage rate in your district similar to the percentage rate here? Um, now >> I mean I'm I'm just >> Yeah. So, so in in Virginia it was a little different as far as the accredititation was based upon a percentage pass rate. So schools had to hit 70% in order to be accredited. >> And if you did not hit that mark, then your school was designated as um
060>> needing help >> uh you know accredited with conditions um or something of that nature. And so you had that percentage that you had to hit every year um there. Now Oklahoma that was a little bit different um as far as they didn't look at percentages like Virginia did to hit. It's more kind of like what how South Carolina is set up. Um you know you wanted to get certain students you know you wanted to have those buckets and you want to hit those buckets. Um so but we see some growth. we see some movement and I can tell you that from just being here for two months um and and some of the things that that we are doing have done will help move that needle and as you can see it's helped move
061the needle uh when it comes to instruction. The thing is we need to get the other resources in place so that we can continue to to make those gains and make that movement uh going forward. >> And I think that's going to be some of our conversation that when we get into budget season on how we make that happen. I just those children those students that are not meeting these expectation I just want to make sure that they in some type of career track whether it's technical uh vocation or something they just don't need to graduate school with a diploma and don't have some type of career track that they could go into there. >> I would agree. So that's that's my concern. >> I just have one Mr. Ed >> um so Mr. Edens
062is at um Paige Elementary, Shiral Intermediate, and Edwards Elementary. Um and then there is a math coach at um Mappy High School. >> And I think I've got it. I think I've listed everybody. I >> And are we getting a math coach at New Heights and Long from the state or >> the math coach at New Heights and Long is a coach provided by the state department. Um so she will be in that school and I think her plan is to be once a week. Um, so she she actually lives in Darlington and the state has provided her um to come to our our district, but it was um based on um scores um from those two schools in the past. And so that's the reason that they've been designated as Palmeta Math Project schools,
063which means they do have a a math coach coming in. >> I think that's one day a week for them. Thank you. >> Thank you. >> Okay, >> I'm go ahead and do curriculum. >> Jump up and down. Go ahead. >> All right. Um I think you've got a copy of the curriculum report and I'm just going to highlight just a couple of things because many of these items we did go over um in the presentation. Um so with CTE just want to uh acknowledge that 50 students with interest in cyber security, information technology, computer science or ethical hack hacking participated in the pink bus cyber watchdog event um which was funded by ETV and public radio. Um, and so this allowed students to see uh uh different cra um career paths um that were
064um that they might could go into um and what were the skills needed for those careers. Um just like I talked about or Katie and I talked about in the presentation, principles and administrators have been looking closely our SC ready data um creating action plans um specific for their schools. Um even though we have an action plan at the district, each school um is going to have a different take on that. And so um they are creating those action plans. The exceptional education department um hosted a professional development for all of our principles on August 11th. Um and the presenter um talked to the um principles um about ways to strengthen special ed practices and um compliance and provided strategies to our principles um at that training. The 2526 induction cohort of new teachers met
065on the 19th of August. Um and representatives from the curriculum team um came and um talk to the teachers um about making connections, community and colleagues. Um and then lastly, um just wanted to to to mention again, um that CTE, special ed, federal programs and curriculum, um partnered with Miss Brunie, our um coordinator um of accountability. Um and we had um meetings at each of the high schools to really look at our students that are on track um to graduate and um and make sure that that those students are going to be successful um in high school. Um some of the things that we focused on in those meetings are discipline, attendance, academic performance test scores, college and career readiness indicators, CTE data um and other um relevant data to the meetings. Um so um
066that that has already been concluded this this first nine weeks and we will again um have a a second set of meetings um next nine weeks and throughout the rest of the year. Are there any questions from the curriculum report questions? >> Thank you. >> All right, Mr. Casy financial report. Madam Chair, Dr. Ballinger, members of the board, good evening. >> Prior this evening, you all received a copy of the financial review for the month of July. There any questions related to that report? >> Questions. >> Thank you, sir. >> I asked Sher if she wanted to do that. >> Yeah, I will. >> Mr. King, you got the big one. Dr. King, sorry. Where's all your pages, >> ma'am? >> Where's all your pages? >> Here. I promise you. >> And before there go,
067you go ahead. >> Before Dr. King gets started, this is part of, you know, we we said that we would discuss our discipline report each month. Um, this would be the first report of the year. So, this is the October report. um you know that was coming from when when we were looking at uniforms at at ele at our middle schools and so this is the first presentation of our data. Uh Dr. King and I did discuss um earlier today about maybe um changing up the data to where it's not as has as much information on it where we can make it a little easier to read um for everybody because I know for me I was looking through I was like hey we could take some of this stuff out. is just too much
068info on there. Let's let's break that down for um our constituents to be able to see it. So, um but without further ado, I'll turn it over to Dr. King. >> Yes, sir. So, uh good evening uh Dr. Ballinger, Madam Chair, and the members of the board. Um I would like to go over the discipline data for the month of August. Um I am presenting this data to share an overview of discipline trends um throughout our district and within our grade levels. The goal for this presentation, like Dr. Ballinger had mentioned earlier, um is to present findings every month um to help improve student outcomes in school climate. Um if we can identify the trends in the data, we should be able to provide proper support at every level within our school system. So the
069document that was shared with you all, which is fairly long, the more information I give you, the less questions I hope I get. Um so but but the document that was shared um it is going to be cleaned up like Dr. Ballinger mentioned um for our monthly presentation just to make it easier to follow and easier to understand going forward. Um so since we put in the new dress code updates in our handbooks, we are also looking at the data closer regarding dress code violations. Um so keep in mind that the data shared for the month of August will be our baseline for the months to follow. Um, so our principles have been tasked with making sure that they are setting the tone regarding student discipline. So we're going to start at the high school.
070So our top five infractions for the high school uh which is no surprise our uh 18.3% of our discipline infra our infractions came from cell phone violations. Um 11% of our infractions came from dress code. Uh 10.8% 8% uh came from truency. Uh 5.6% came from cutting class and 5.6% also came from disrespect. Um so that totaled those five infractions total 51% of our incidents reported in power school for our high schools. So for our middle school top five infractions uh 26.4% 4% uh was inappropriate behavior. Uh 12.3% was disrupt class. 8.5% was inappropriate language. 8.5% accounted for dis was disrespect and truency counted for 8.1%. at the middle school level and at the elementary level. He hit kick push accounted for 29.7% of the discipline. Inappropriate behavior was 16.8%. Uh truency was 11.6%. Bus
071violations were 10.3%. And defiance was 6.9%. And that gave a total of at the elementary level, those five infractions accounted for 75% of the incidents reported in power schools at the elementary level. And districtwide, our top five infractions was inappropriate behavior that came at 11.7% excuse me. Phone violations which came up to 10.2%. Truency 9.9%. Hitkick push was 8.2%. and disrupted class was 6.4%. Which totals 46.3% of the incidents reported in power school districtwide were those five infractions. So we continue to remain committed to safe and supportive learning environments. So I did want to make a special note. I know one of the concerns was the discipline piece or the dress code violations for the middle school level. And if you look in your report, every one of our middle schools, they did not have
072a single dress code infraction for the month of August. Um, and so, but a lot of this stuff, these these things that it's not it's not any shockers right now, especially with the cell phone piece with the new cell phone policy. Um, so we have to get we're getting that under control um at the different levels. well at the high school level and just making sure that we have supports in place for our staff members to address the others. So, any questions regarding the discipline report? >> Um, I got a couple. >> Yes, sir. >> Um, at our elementary school, when you say suspension out of school, no service, what do you mean? Well, if they're suspended or OSS out of school, we're not required to provide services. So, that's why it says out of
073out of school suspension, no services. If they're under suspension, we're not required to provide services. >> Uh, so when you saying suspension, what are you talking about? 5 to 10 days or >> it just depends on the infraction. Our discipline is progressive and it's based on the category. So for instance, if if it's a category one offense, it it it um it progresses. So the first offense may be a conference, second offense may be a day of ISS, third offense may be OSS. It just depends on the infraction and what category that fraction falls in. >> So I'm looking at primary schools and you have 12, 14, 9 in primary school, which is first, second, and third grade. Well, maybe not third grade, but first, second, >> kindergarten, first, second. That's out of school with
074no service. Surely, we got some kind of stop gap in there to assist those kids. I mean, what kind of mean this is setting up a trend for dropouts. It could, but you have to look at the infraction itself. So, if we're going by the policy and going by the handbook, then certain infractions do require OSS regardless of the age. And this because we have a zero tolerant policy. >> Well, we don't have zero tolerance policy for anything really. Not in our policy. We don't have zero tolerance except for bullying. But with the exception of, you know, with our fight initiative, that's not a zero tolerance policy because we have the checklist to define whether or not it was a mutual fight or whether it was a an individual assault or what have you. But
075but when you're talking about that particular that particular grade band like kindergarten through 2 grade, we don't want to set them up. We try to keep them at school because we're realizing that they're not used to school. So we do have things in place. So when you see an OSS for a kindergartenner or a first grader, just know that that a lot has been done before it gets to that particular point because the principles do a great job in working with those kids before it gets to that point. But once it gets to that point, sometimes that's that's the only other option that you have is kind of give them a reset and we don't put them out forever. Sometimes they need a reset at home for a day or two and then they come
076back and get reaclimated. So it just depends on infraction. >> Man, I'm telling uh what's plain view doing? I know they have a small school, but they didn't have no infraction. So, what are they doing there better than than the rest of them? >> I was looking for Mr. McDaniel, but I think he stepped out. So, that's a good question. Um, but I I'm not and I'm not I'm not certain whether or not that is something that may have not been entered, but at the time when we ran the report, they didn't have anything in Power School. So, that's something that we'll check up on. >> And Mr. Dr. Sweeney, just so you know, a lot of times with elementary, especially young students, you know, usually you're looking at a one day. Sometimes you will
077get up to a two or three, but as Dr. King mentioned, it is progressive. So that's a lot of times when you get to that suspension, this is probably the the fifth time that they've had to deal with this student on a on on a similar infraction that they've tried multiple things to work through with with the child, with the parent, with the teacher, to put other supports in place and and sometimes, you know, this is the the next step. So, >> and I would also like to include sometimes by law if you remove a child from the educational setting, if you say, "Well, little Johnny had a bad day, so we want you to take him home for the rest of the day or he returned the next day," you still have to code
078that as an OSS day because that is a day without service. So, that plays into the data as well. >> Thank you. >> Yes, sir. some schools seem to be just looking back. >> Sure. I saw that we had OSS >> OSS for school at your primary elementary school. Absolutely 100%. And at that particular age feeling a lot of times I think they're working off emotions and sometimes bad decision maybe look at what are some of the others and I notic inappropriate >> what they elementary. >> Absolutely. But what we are seeing, just an FYI, what we're seeing and I and I got some elementary primary principles here that can kind of speak up on that, but I don't want them to do that tonight, but they probably could. some of the things that they
079are seeing in the schools. We're seeing behaviors that we haven't seen before. >> Um, and that's why, you know, we are really looking at ways that we can help our kids because that's basically it's about the kids. >> Um, and so, but there are some things that we're seeing that the kids are exhibiting that we haven't seen before. And so that's why we are requiring, you know, we're we're trying to look at behavioral therapists come in and help in the work because our teachers are not trained on how to deal with certain behaviors. Um, and so and a lot of times sometimes kids have to go home for a reset just to give us time to get stuff in place for them so that they can be successful. >> No, you're fine. >> I also
080know that sometimes >> Absolutely. for that change to be made that corrected learning to take place. >> Yes sir. >> And I agree here. I'm saying let's continue to lift up on board school as a community >> to figure out ways that we keep children in the best safest environment. >> Absolutely. And I I do believe in that village mentality, that village approach. I know a lot of schools have become proactive in in getting like some some groups coming in or some mentorship groups coming in, mentoring those kids with some of those behaviors. So, we're trying to get creative, but a lot of the things that we want to do, it it costs to do. You know, it's it's a huge cost to certain things. Um, but we're trying everything that we can, but I
081do believe that it takes a village and you got the community approach. We got a lot of great people in our communities that can come in and volunteer and do things and and one mentor can change the trajectory of a bunch of kids. Um, but it I think it takes us all, but we can't put all of the emphasis on the teachers to do it all because they have a lot to do already. So, >> yes, sir. >> Are we pulling these parents in and talking to them at all? >> Every single day, every chance we can get >> that these parents have given these administrators. I mean, what what kind of reaction do they get? >> We're live, so I can't say what I'm I'm joking. But but I you >> there's got to
082be some responsibility there for >> you. You're absolutely right. And the the hard part, and I know the principles can attest to it, is every and I believe that every parent I was I'm going to set it with this. I believe every parent gives us the best that they have every day. Um, but I do know sometimes it's it's hard to tell a parent that their child is misbehaving when they don't believe that their child is misbehaving. >> Um, and a lot of times, and that's that's just a nice way to put it, >> but sometimes you would be surprised at some of the conversations that are held, especially in my role as the um hearing officer, some of the conversations that I have on a weekly basis with some parents is shocking. Um, but
083it's not all, but certain like going back to the point you made earlier, um, Dr. Chapman, about the environment, it's like you you can take a a a fish out of a a dirty pond and clean them up or whatever and put them back in that same pond, they going to get dirty again. >> Um, so you have to change the environment um of the child and that but that takes that takes a lot. So, we're working on some support services and wraparound services that we can give our kids to help, you know. So, but that's what we're doing. >> I want to point out something I think was kind of a concern when we first started talking about the changing uniforms and and how discipline and stuff like that. So, I just picked out
084three middle schools and >> did a very rough tabulation of of instances and >> I think it comes back to I don't feel like New Heights has 347 reported incidents. Chesterfield Ruby had 104 and Long had 45. I don't believe that the kids at New Heights are 300. I think that maybe things are getting reported properly in some places and not properly in other places. I I don't want to point fingers, but I I certainly don't believe that, you know, do we need to do some coaching along the way of what definitely needs to be reported, what doesn't, and and I'm not saying sweeping anything under the rug or whatever, but it those numbers it's are we always reporting it properly? >> Yes, sir. And that that can be answered in a multitude of ways.
085Um, but what we are trying to do and we're working towards and working with our administrators in is make sure that you're reporting what needs to be reported and putting in everything. But, you know, like I said, all administrators were challenged with with being tough on discipline and entering discipline and and sometimes it it depends on the environment, it depends on the uh the atmosphere, it depends on the classroom, it depends on supervision. It's a lot of moving pieces that can dictate or determine what writeups are or what kids are getting written up or what you know what is taking place. So I think student engagement plays a huge part in deescalating or or doing away with discipline issues in the classroom. So it's it's a lot that that we have to do as as
086a district or as teachers and as administrators to ensure that all that is happening so that our kids have the best opportunity. So we'll look at that. Like I said, and keep in mind this is baseline. So this is the first that we pulled it like this. So maybe next month you'll see a difference. It's just we just pulled it for the first time. So we'll look at that and we'll have those discussions with our principles as well. >> And we do have that meeting um tomorrow or Wednesday with our principles to discuss this data and discuss how data is being entered again which we did discuss that at the uh first principal meeting to make sure that all data was being entered appropriately. Um and so we we will touch touch base again. >>
087Mhm. >> Any more questions? >> Thank you, Dr. King. >> Yes, ma'am. >> We'll see you again. >> Yes, you will. >> All right. Our superintendence report. Making sure that green buttons on, Mr. Sweeney. Good. Thank you, Madam Chair. I would like to take some time and recognize our our school counselors. As you are aware, we have experienced heartfelt loss across our school communities this year. Our counselors have been there for our students and staff. They have been there to help through the grieving process and provide other supports as needed. I want to just say thank you to our counselors for providing the care and attention needed at each of our sites. um and for those that are that are also traveling from sites and and coming to support in other schools. So, um it's
088just, you know, I've been really impressed with our school counselors and and what they're doing um in the in these tough times. So, I just want to say thank you and recognize our school counselors for what they have been doing for for our staff and for our students. Also just wanted to make note the architects as they mentioned they they've started visiting sites um to look at the design phase. Also Dr. Hill is chairing a committee um to advertise the bond referendum. I know she's been working um on that. We're going to hopefully have some things out here within the next week or so um on our website and um through out media outlets concerning the bond referendum and information. I also wanted to let you know that October 1st is the end of the
089first nine weeks and then inter session will be held October 6th through the 10th. Uh Monday and Tuesday will be uh focused on seat time recovery at the high schools. Monday, Tuesday, and Wednesday will provide high impact opportunity and critical skill development in reading, writing, and math for our K through eight students. This is a little bit change from last year. Last year in the fall, it was sixth grade. And then in the spring, they focused on third grade. We're doing all K through 8. Um, we'll do that in the fall and the spring. Interession will run from 8:00 to 12:00 12:00 Monday through Wednesday. Bus services will be available at centralized locations uh throughout the district and then we will provide breakfast and lunch uh during inter session and that is my report. >>
090Thank you. Any questions? >> Okay, Miss Kutchen personnel exhibit. >> Madame Chair, members of the board and Dr. Ballinger. Good evening. >> Good evening. >> I recommend for your approval personnel exhibits A through E. >> So move. >> Second. >> All those in favor. >> Like sign. >> Thank you, ma'am. Thank you. >> All right, Dr. King, you're back. >> I'm back. At this time, um, I would like to present the following, uh, policy rule, JICAR, student dress for recommended second reading and approval. >> Okay. All those in favor? >> Got to have a motion first. >> Oh, I need a motion for second reading on JIC A-R. >> That's so moved. >> Second. >> Any discussion? All those in favor? >> Okay. >> All right. So now I would like to present the following
091policy revisions for a recommended first reading. Revision to policy BDE board committees. Um this particular stand the standing committees. The board will have two standing committees which will be the finance committee and the facilities committee. The board should review the financial and facility status of the district on an as needed basis. These committees will assist with this process. >> Need a motion for first reading for BDE. >> All is in favor like side. All right. All right. So now we have the revision to policy GLCE unencumbered time for school nurses. Back in 2023, we had to create a policy GCLE unencumbered time for full-time instructional staff teaching in grades K through five and to instructional staff of any elementary, middle, or high school responsible for teaching a special education class for more than 20% of
092the school day with students who are removed from the general education setting. This update now includes school nurses. Need a motion to pass policy GDL E. >> All those in favor? >> All right. Next, we have the revision to policy KBE, parent organizations. So, the board authorizes the formation of cooperative parent school groups that enhance the district's educational program, including but not limited to booster clubs, parent teacher organizations, parent support groups, business school partnerships, and educational foundations. Parent organizations desiring to use the name of the district or the school to organize, fund raise, or advertise must obtain the approval of the board as a prerequisite. Continued use of the school's name, logo, mascot, etc. is contingent upon compliance with all applicable board policies and regulations. The district will obtain a namebased criminal record history check
093for sled on all financial officers upon receipt of a parent organization's registration. The result of the namebased check will be presented to the board for review. The board will notify the organization that its financial officer is prohibited from serving in that role if the name base check reveals that the financial officers was convicted of or plead guilty to or no low contender to a felony theft, forgery, embezzlement, fraud, or financial crimes involving the use of a financial transaction card. The cost for the background checks will be paid by the district. >> Need a motion to pass. policy first reading KB E. >> All those in favor >> like sign. Okay. All right. So, next I would like to present the following policy rule revisions for the recommended first reading. This is policy AR BDER which
094uh is for board committees. This rule outlines both the finance committee and the facilities committee duties. Okay. Need a motion for policy AB R E R. >> Okay. All those in favor. >> I have to keep this up now. >> Try to talk as fast as I can. All right. So the next one is A R G C L E R which is the rule that outlines the procedures for in unencumbered time to include school nurses and reduction or withholding of time to include school nurses. >> All those in favor? >> Okay, next. >> All right, last one. I would like to present the following new policy for the recommended first reading policy BEA which is live stream of board meetings. So this is going to take a little time. Even though this is a
095practice that we have done for many years now, the state is requiring that we have it in policy. All regular meetings, work sessions, budget workshops, budget hearings, committee meetings, subcommittee meetings, special call meetings, and public hearing of meetings of the board except for lawfully convene executive sessions will be livereamed and recorded for public access. The meeting will be held in a location with sufficient access to quality audio and video equipment. In the event of an interruption of the live stream during a meeting, the board will make reasonable efforts to restore live stream access. If live stream access cannot be restored, the board will make a clear audio and video recording accessible on the district's website within 7 days after the meeting, except for executive sessions held in accordance with state law. In the event that
096the district has limited or no broadband access, it may request a 12month extension to comply with the live stream requirements, the request must be submitted to the South Carolina Board of Education's policy and legislative committee along with proof that reasonable efforts were made to meet the requirements. Policy violations or instances of non-compliance may result in penalties that escalate based on the frequency, duration, and severity of the offense. The first violation may result in the board receiving guidance from the South Carolina Department of Education. Subsequent violations will result in the South Carolina Department of Education issuing a warning and the district may be required to submit a written plan outing how it will achieve compliance. If non-compliance persists, the district may be referred to the state board of education, which can impose additional penalties of up
097to 1% of the district state funding. >> Okay. Need a motion for >> BA. Okay. All those in favor questions before Go ahead. Uh we haven't had any problem with our uh video circulation since we've been doing it, have we? >> I didn't think so. Okay. Thank you. >> Yeah. And like I said, we are we already doing this. This just had to be in public. >> I just wanted to know has has it been clear? Yes, sir. >> Have we had any problems since we've been doing it? >> Okay. Okay. All those in favor? >> Uh >> okay. That's it. Thank you, sir. >> Thank you. Thank you very much. >> All right, Mr. Casy, update the supplemental pay schedule. >> Yes. So, we want to recommend approval for an update to our district
098athletic supplemental schedule, which would add a supplement for our high school weightlifting coaches. >> Yeah, but believe you had that listing in your packet this time. >> Yes. >> I need a motion. >> I second that motion. >> All those in favor? like sign. Okay. Thank you, sir. All right. My turn. First steps board of directors appointment represent need to recommend approval. Is there a letter in here for that? Okay. All right. I need approval to recommend someone for the first steps board. I don't have a person. You got a person. >> And who we recommend? >> Pardon me. >> First steps. You're serving on it. That Dr. Ballinger will be on it. Recommend approval for that. >> All those in favor? >> All right. Risky business seminar is October the 8th through the 10th
099for Hilton Head. Uh at Hilton Head, you need to sign up with Becky if you're going. And then December the 6th through 7th, the SCASPA Legislative Advocacy Conference in Charleston. And that will be um I need a delegate who's going uh I've got to name a delegate and an alternate. So >> what's the deadline on it? >> Um October. Okay. Yeah. And this is um I've got to have this in by Wednesday, November 12th. If y'all want to think about that, who's going? October 13th is our next board meeting right here at Palmeta Learning Center. 5:00 executive session 5:30 meeting. Anything else? I need a motion. So move. >> All right. All those in favor. >> Goodbye.