001One, two. Yep. Yeah, I think well I'm talking right now with two mics on as well. Tina's is on. Huddles is on. Yeah, I was wondering that maybe, but I don't think so cuz haven't we been doing the cable straight The green was on. Yeah. All right, that's better. This doesn't sound bad. test test one two test test one Do Test. Test. One, two, three, four, five. Mic check. One, [singing] two. Mic check. Mic check. Oh, that one's on, too. So, that's three mics on. That's not that bad, though. Well, I know. We had it down so great for so many weeks in a row. >> It's not Oh, well, I say I was saying the power might have clicked off when you test. How about now? Coming out now. Testing, testing coming out now.
002Nothing. Uhoh. Just receat all the cables. Testing. Is there a switch or anything on that one? A power switch. It's on. >> I think something maybe moved on the back of it just now when we took it down. Look at the back of the other one. No, it didn't. No, it wouldn't be damaged. It didn't fall with any oomph. She caught it. I don't >> It didn't It didn't get yanked enough to Let's see. I hear that. any better? Can you hear it now? Is it coming out now? No. [sighs] I'm fired. only in that one. Test test test. I feel like I can hear very well. Is something turned off on the No, that wouldn't matter. Test test test. That didn't work. Test test test. Test, test, test. Is it working? Talking. I'm talking.
003Is it working? Hello. Test test test. Talk talk talk. >> Let's check the cables. That's the computer sound. >> [snorts] >> Interesting. Is it in the right place here? But which cable is the cable from the other one? >> Talking talking. Um, >> the front one. Okay, that's loud. [snorts] So now I'm talking. So that's loud. So try this one. No, it's the same. Yeah. Testing. Is it better? No, I don't think so. It's not any better. I was say is there extra one that we could just testing. One, two, one, two. I don't think it's working. I don't know. Test, test, test. >> Oh yeah, we got to plug it in on the other side. run it um back behind the works. Yes. Test test. Is that louder? It kind of sounds like it
004talking. Yes, it's definitely coming out over here. Good thing they give us all this time. Yeah, it really doesn't matter. >> You hear that? >> Did the echo? >> Well, it did it when I first started talking. I've got three mics on. [snorts] A B C D E F G Oh, it's not bad. Hello, live stream. Testing. One, two, three, four, five, six, seven. That's three mics on. I mean I remember them. Yeah, there were a lot more triangle. I think so. Testing one, two, one, two, one, two. That's going to be all eight and 10 turning and looking at me about the sound. H. Is this any better? Yeah, that's a lot better. But I did turn that mic off down there. That's two mics. Three mics. Mic check. One, two. Sounds like butt.
005Live stream. Sorry. >> Back up a little bit. >> No, this I'm not the problem. That is so loud. Okay, let's That was This is with three mics on. It's better. Hello. Hello. Hello. Hello. >> That sounds great. I think it sounds fine. And then they'll turn and say it echoes and I'm like, "Wait, >> why why is that over there?" I sit >> I asked them to angle it in a way that I was hidden behind it and Dr. Harris didn't do that. >> He did. He put that map right there. sit back in that corner. You know what? And then you can walk behind if you need to. >> I like and you're close to an exit. >> Yeah, this sounds good to me. >> I think we leave it here. They start
006saying it's too not loud enough. Then we go from there. Maybe you should get your hearing checked. And this is still three mics on and no feedback. Good enough for government work. Good evening. It is 6:05. So, I'm going to go ahead and call the January 12th meeting to order. Happy New Year. I'm so excited to start the meeting um off with a room full of students so we can be reminded of why we do the work that we do. U Mr. Satderfield, if you go ahead and open us up with the invocation and the pledge. Your commandment to do unto others the way you would want them to do unto you. this evening. I would also like to ask everyone to take a moment of silence to pray for our nation and at least
007one other person that you know who may be struggling with life. Amen. Would you please stand and join me? board members, if you could go ahead and join me down front for the schoolboard spotlight. tonight to share with you some exciting um celebrations around the district. And the first one we'll do tonight is the Chapen Varsity Cheer Team. They once again won the High School League class 5A division 2 state championship back in November. They finished. They won obviously, but they finished with 25 more points than the next place winner. So, they did a really great job. This is the 19th state championship for Shape and Cheer and Coach Vicky Williams 18th state title at Chapen. So, we are so excited to welcome them here tonight along with Coach Williams and Principal Ed Davis. Ladies,
008come on up. Get everybody on the front. Great job, ladies. All right, and we've got one more group of champions tonight. The Dutch Fork High School football team has once again won the 5A Division One State Championship. The Silver Foxes defeated Somerville 40-20 back in December um to get their fourth title in a row. And as a program, Dutch Fork has won 10 state championships only since 2013. All under coach Tom Knots. So tonight, we are here to welcome Coach Knots, Coach Boatright, is that right? >> Brazwell, I'm sorry, Coach Brazwell, and principal Reed Davis. Reed Guner, I'm sorry, Mr. Guner. Congratulations. And then while y'all are getting situated back at your seats, I want to tell you just a couple of other things. The first is that the Magnet Schools of America, the National
009Association representing magnet schools and programs, has named Carrie Fischer, principal of Nursery Road Elementary School Arts Magnet, as a 2026 principal of the year regional finalist. This award recognizes exceptional school leaders who demonstrate outstanding commitment to the pillars of the magnet program. As a regional finalist, Miss Fischer is among a select group of PR principles nationwide honored for leadership that advances the mission and impact of magnet schools. Regional finalists will advance for consideration for the national principal of the year award which will be announced at the Magnet Schools of America National Conference in April. So, uh, we are keeping our fingers crossed for Miss Fischer, but one way or the other, we love her and appreciate, um, all the great work she does for school district 5. And then the other thing, I can't let
010tonight go by without wishing you all a happy school board appreciation month. uh we are going to celebrate you properly at our second January meeting. But I did want to um just thank you all tonight for the work that you do, the support that you give us and know that we appreciate you very much. Thank you so much. Now turn it over to Dr. Ross for the superintendence report. >> Thank you, Madam Chair, and happy new year. excited about all the things that are going on in our school district. Uh we had a amazing time this weekend as we hosted our district recruitment drive uh here at the Kate Center. This the first time we had the Kate Center. I want to thank uh Dr. Turner and her team for um everyone pitched in to
011make it such an great event. Uh last year we had 262 uh potential employees registered or applicants register for this event. This year 467. So over 200 more register. So it just shows the interest in school district 5 and we were very uh I want to thank all those that participated in interviews um hearing from our chief of academics about the quality of candidates that we have when we interviewing really excited about the interest of school district 5. Um we are letting them know that they're joining the system a system guided by three critical questions. Why do we do this work? How do we accomplish that? Why? And then what are our outcomes? Our why is that we love and grow our students. Our how is that we are focused on academic social emotional growth
012and development. And our strategic plan drives our what these are four uh performance goals with 24 strategies towards that vision where every student feels loved in our schools and has demonstrated academic growth in our schools. We're measuring this each and every day as we look at our graduation rate. [clears throat] The amount of students we have on track. Uh this is exciting because it looks like we have pierced the 90%. Uh but uh I need you to back up one data point uh to the reality that's it's really where we are at about 85. We had one school put in. We're waiting on the rest of them to update. Uh but again we track this each and every week to ensure that uh we're identifying the number of students that uh need our interventions. Uh
013with that we also look at academic achievement if we were to give the measures of AC the SC ready test today. How many students would be on grade level versus not on grade level. Uh these were our projections in the fall and uh we have updated it to the winter. So you can see we've made some gains uh for uh uh three of our areas. Uh still working on interventions uh in middle school math. Uh but again uh we ask that we use this time to ensure that our teachers uh have that opportunity, the resources uh to meet the growth targets that they're able to uh for each and every child. Just as a reminder, we're in a value added model when it comes to growth. A student can grow from their uh from the
014prior year to the current year and it still doesn't give us that report card. They must outgrow students like them in order for that to be a benefit. We believe in our school district in multi-levels of support that multi-ter support services or MTSS. Uh we want every student to have the best tier one experience. Uh but we do know that for academics, behavior, attendance, mental health, college and career planning, it is targeted interventions on the tier 2 level that will make the difference. This is our system to ensure that we can turn every student from I can't to I can. That's what operation transformation is all about. It's about ensuring that we understand that transformation begins with the heart. Part of transport uh transformation is understanding that our district uh we are restructuring, we are
015redistricting, uh we are renovating. There's a lot going on in school district 5. Um, and so with that, we want to make sure that everyone's aware of the redistricting and magnet and choice options within our school district. Uh, mailers will be going out uh to uh our community, our families uh so that they're aware of the redistricting that they can go on our website and get more information. So, this will show up in mailboxes pretty soon. Uh but on there you can see the zone locator where uh you're you're zone four in the districting plan. You can learn about our choice options and preferred choice. Uh but you can also see our application window. Uh this closes on January 28th. Now again it's not first come first serve. So again coming out Thursday to our
016choice uh night will be beneficial to learn need any more information it's available on our website under the 2024 bond referendum or 202627 zoning information or you can actually watch our community forms on resoning magnet and choice options. Um just know that we have 17 programs at 12 different sites. Again, we encourage parents to learn about these, but please come out and support on um that'll be Thursday this for our um Thursday, January 15th for the elementary school magnet fair. That'll be from 5 to 6:30 here at the Center for Advanced Technical Studies. Uh just some facts that again, the application is not first come, first serve. Uh so when it opened um we collect all uh everyone has the the same right to get their first choice but that application will close on noon
017on January 28th. Uh so again any questions uh the FAQs or information is available on our website ww.lectric5.orgchoice. So, at this time to kind of give an update on some of the the changes that we are highlighting and resources for parents, uh recognize our chief of student services and planning, Dr. Mike Harris, to give the student services and planning report. Dr. Harris, Dr. Ross, members of the board and community, our student services report tonight will be very, very brief. The two things that we like to try to we we will attempt to highlight. One is to my right and to your left and that is the official uh 26 2026 2027 uh district-wide map that has uh been produced and has been shared with our schools uh along with a copy of a grade level
018map to all of our schools as well. We wanted to take opportunity tonight to share that with you and share that with the public. If you have not seen that, uh Dr. Ross made mention of the zone locator that is uh found on our web page along with the current map. But tonight, we just simply wanted to make an official presentation of that, put it on display, and perhaps we'll continue to see that particular map on some easel in other areas and other programs throughout the district. Uh the second thing I would share with you uh by way of report is that there was a question uh here I think that came from you earlier just in regard to uh updates or just kind of what's going on related to tenants chronic absenteeism and while
019we will have an official presentation at a later time you do have as exhibit H I believe it is exhibit H just some highlights uh today as to what's happening throughout the district some of the things that have been done as it relates to attendance as well as um um chronic absenteeism and that does come from our student services office who have done a phenomenal job in chron chronologically making certain we have that u for you. So that's information for you by way of the uh student services report. >> Do we have any questions for Dr. Harris? >> All right, thank you. At this time coming to the lectern is our chief of academics, Miss Tina McCascal to give the academic report. >> Good evening madame chair, board members, Dr. Ross, I am happy to
020introduce Mr. Giuliano, who is going to come and give some information about an elementary update. Got some great things to share. Good evening, Dr. Ross, Madam Chair, school board. There is a lot of things going on and happening in elementary schools throughout our district. And I'm going to take a chance to show you a threeminut video to show you just a snapshot of some of those great activities that are taking place throughout our district and our elementary schools. Fortunately, a lot of you have been in our schools throughout the year and have seen a lot of the great teaching taking place. Um, so you know firsthand what you've seen and a few more things I'm going to show you here as well too. We have an instructional coach, Margaret Nickerson, and she is the instructional
021coach at Piney Woods in Irmo Elementary School. So, a lot of what you see in the video will come from pictures that are taking place in those two schools, but very similar actions that are taking place throughout the district as well, too. Throughout the video, you're going to see student led and facilitated production, studentto student collaboration, studenttoteer collaboration, building thinking classrooms throughout the video, coding, robotics, practical application, immediate feedback, hands-on learning, ELA, math, science, social studies will be highlighted, but also content integration. You're going to see teacher professional development as well, too, and collaboration within our universities. um throughout the area as well too. You're going to see teachers that are working with pre-ervice teachers at university on weekends in the video as well too. We have teachers that volunteered their time to make sure
022that they're preparing teachers for the future as well. And within this video, you're also going to hear a song that's playing. And within that song, there are two quotes that I wanted to highlight. Number one is we can live in a world that we design. As we think about the students, they are designing the world that they're living in and we're helping foster and facilitate that. You're also going to hear a million dreams for one for the world that we're going to build as our students and our teachers are building that world and our teachers are helping our students do that. So, I'm going to turn it over to have our video. And again, thank you to Margaret Nickerson for putting this together for us. Now for the word of the day. I close my
023[music and singing] eyes and I can see a world that's waiting up for me that I call [music and singing] my own. Through the dark, through the [music] door, through where no one's been before, but it feels [music] like home. They can say it [music and singing] all. They can say they can say I lost my mind. [music] I don't care. I don't care. So call me crazy. We can live [music] in a world that we design. Every night I lie in bed. The brightest colors [music] fill my head. [singing] A million dreams are keeping me away. I think of [music and singing] what the world could be. A vision of the one I see. A million dreams is all it's going to take. [music] for the world. [singing] [music] There's a house we can
024build. Every room [music] inside is filled with things from far away. [music] Special things I compile each one thereile [music] on a rainy day. They can say they can say it all [singing and music] crazy. They can say they can say we've lost [music and singing] our minds. I don't care. I don't care if they call us crazy. [music] Run away to a world [music] that we desire. Every night I [music] the brightest colors fill my heart. A million dreams are keeping me away. >> [music] >> I think of what the world could be. A vision of the one I see. A million [music] dreams is all it's going to take. A million dreams for the world we're [singing] going to make. Every night I lie in bed. The brightest colors fill my head. A
025million dreams are keeping me away. I dream of what the world [music] could be. A vision of the one I see. A million years is all. So, with that, I'll turn it over to any questions you may have before I turn it back over to Miss McCascal. >> Miss Huttle, >> um, can you describe what, um, building thinking classrooms is? >> So, it's a great way for students to be able to show their work and to show their thinking. And it's also a great way for our teachers to be able to make sure that we're giving immediate feedback to students. So, you're going to see the non-permanent um, boards up on the on the wall. A lot of times the students will have a marker. Each student will have a marker or they're going to
026share that marker and they're going to have different problems to work on in math or they're going to have different things to do in ELA or science or social studies as well too. But what it does is teachers will be scanning the room. Students are going to be working together, collaborating, having conversation about how to solve a problem or work on whatever they're working on. And then teachers going to be walking around giving them immediate feedback throughout the process. But it gives a chance for students to really be own their thinking and own their learning because we know that transfer of ownership really leads to real deep thinking and deep learning. >> I don't really have a question. I just have a comment. Thank you for doing this. I think we need to see more
027of the positive things that are going on in our schools. I've shared with Dr. Ross a couple of times. I've gone, as most board members do, go out and visit the schools and, you know, you see the building from the outside, but when you walk inside and you get to see some unbelievably great things going on, it's just I mean, it just really is uh something we should be proud of, so to speak. So, thank you. And I encourage Miss Julie, I mean, not Miss Julia, Miss McCascal, sorry. um to bring more of those kind of things to us. You know, share with us the positive things that are going and the teachers that are doing a great job and and um that's uh that really makes our jobs seem more rewarding, too. So, thank
028you for doing that. >> Anybody else? >> Right. Thank you. >> Thank you. >> Well, Mr. I will say thanks for that because you just saw the first of many to come and hopefully you're looking at social media because we are having lots of fun putting these videos together and every week academics is sharing a different video to showcase those great things that are happening. So you really can't watch these without smiling. So I hope that um that you all will enjoy them every week. It's fun for me to to look at them, see them, know what's happening in there, and then to have seen the back pieces of it. And all of those pieces and parts that I saw, there's backstories to it that even make that even better. So, you only get to
029see a piece of it, but the backstories make it even better. So, I'm glad you I'm glad that you enjoy that. So, the next thing that I have to share is pretty exciting as well. This is a a glimpse into a wish is what I'm about to present. Um so we are looking at a possible associates pathway for our students for our high school students hoping that it can take place at the Harbison campus for Midlands Tech. We are going to go ahead and move forward with having our um sophomores begin registration and then pending budget approval from the board as to whether or not we'll be able to go forward completely because of course we'll have to have funding for transportation to go you know from the schools to Harbison campus and back because
030this would be two blocks during the day that the students would be at the Harbison campus. It would be in person. and it will be Midlands Tech teachers that they will be providing for us um for for this pathway. It will require students to take summer courses as well. So it won't just be during you know regular school nine months. It would be summer courses as well to complete it. But if they follow the pathway and there's a couple options within the pathway, but if they follow the pathway they will have an associates degree whenever they finish high school. Um, so we're really excited about that. I have to give a shout out to um, Dr. Swick. He is our program lead for dual enrollment. Miss Walters has done a great job working with him
031as well. And I just really appreciate the partnership that we've we've had with Midlands Tech and the way that they have just been so willing to work with us and support us. So if you have any questions about that, I'm happy to answer those. >> Mr. >> I do. I do. >> Um, how will we get word out to the kids? That's not something they'll get from their guidance. Will will this be a widespread thing so that I mean I'm absolutely excited about this whole prospect because a lot of kids will get the opportunity to go to college that maybe didn't have the opportunity before. >> So after tonight, >> yes, >> we will begin to do a little more um advertising so that we can get it out on social media and we can
032we can actually get to things. it. I didn't want to do any of that before just letting you know that, hey, this is coming out and it's going to require some budget. So, um, wanted to do that first. >> Well, I got a sneaky feeling that you'll start out with a couple of shuttle buses, but that may grow, >> right? >> Actually, I'm hoping that it will grow. I mean, we put a lot of emphasis on a lot of things. We celebrate all kind of things, but academics, I was sharing with the rest of the board earlier about the science fair coming up. I look so forward to the science fair. I mean, you want to see what great things your kids are doing. It's just absolutely amazing. But opening more pathways or doorways or
033opportunities for kids uh as far as their education is concerned um with this sort of project, I think is just outstanding. So, thank you. >> Sure. >> Main. >> When we're doing our advertising, could we possibly include maybe like an estimated cost like Especially for parents, you you might save this much money by starting early to maybe encourage more. we can um we just always the one thing that we have to be careful with with um with the dual enrollment is that we just want to make sure parents understand that there is a an agreement within the state of South Carolina for these courses to count but outside of the state of South Carolina there is no absolutes and every course should be checked with your college that you'd like to go to. So yes,
034we can give an estimated amount, but it we just have to be really careful to make sure parents know that they have to check with the receiving university to ensure that they're going to accept the credits. There is a a dual agreement within South Carolina colleges, but outside of that, we we can't we can't guarantee it. But yes, thank you. We can do that. Miss >> um kind of following up on that roughly how many credit hours are in the associates of arts is I have a two-part question and um if a if a student wanted to go on in to USC or Clemson for example and get a four-year degree I know it depends on what they major in but are these generally core classes that a lot of them would transfer? Yes, they
035are. And I believe it's 60 hours if I'm correct. I believe it's 60 hours that they have to have for the associates degree. >> Mr. Satderfield, >> I was going to say I'm assuming this will work in conjunction with the bridge program that's already in place, right? With the technical colleges and the four-year universities. That's what part of your question. I mean we have bridge programs right now where kids that go to Midlands Tech or whatever, right? >> That is correct. So we don't necessarily work directly with the bridge program itself, but Midlands Tech does and they would help to advise students with all of that. Correct. But to follow up on that, I think this in a way I'm not going to say replace it because it would stand, but a whole I mean
036theoretically a student could graduate from high school with a two-year associate in arts degree and then go on to USC as a junior. >> Correct. >> And and so with no cost to them. That is correct. >> Questions? Right. Thank you, Miss McCascal. Thank you, >> madam chair, [clears throat] members of the board. That concludes the superintendent's report. >> Do we have any questions for Dr. Ross? Miss Huddle, I had one question just to follow up on the choice. Um, so and this actually question came up last meeting and I just want to make sure I understand. So, um, the window is open I know for every school because of the re reszoning. There may be some kids who want to apply for preferred choice, but are there some schools that are really only open
037for preferred choice or all schools open for all choice? Harris, I >> think the short answer to that, M, is that all of our schools with the exception of Valentine will be open to choice and at least based limited choice, there will be some seats available at all of our schools with the exception of Valentine. Anybody else? >> All right. Thank you, Dr. Ross. >> Can I get a motion to approve the minutes from the December 8th meeting? I move that we approve the minutes of the December 8th, 2025 board meeting. All in favor? And the motion carries six to zero. At this time, we'll open it up for public participation. The board welcomes and encourages public participation. We respectfully ask that you adhere to the procedures provided in board policy BEDH, public participations at
038meetings. Your comments should be limited to three minutes and must rem on either the topic noted on your signin form or a listed agenda item. Questions asked during public participation will be handled in accordance with board policy beh. >> Thank you, Madam Chair. We do have one speaker tonight. Beth Sharer is here to speak about teacher transfers. Good evening. My name is Beth Sharer and I currently serve as a leadership teacher at Chapen Middle School. I have been asked by our current teacher of the year, Amanda Darlington, to read her letter tonight. To the school board, I am writing to share concerns regarding the recent teacher transfer process extend beyond my individual experience. In conversations with multiple colleagues who were also affected, a consistent sense of confusion, distress, and disappointment has emerged. While each situation
039is unique, the common thread has been the emotional and professional impact caused by how this process was implemented. I feel a responsibility to communicate these concerns so the broader implications for teacher morale, school culture, and retention are fully understood. The teachers were formed only of their assigned school with two days remaining before winter break, one of which included students and classrooms. Rather than entering a muchneeded break with a sense of closure, many teachers left feeling unsettled and anxious. Additionally, I was contacted by my newly assigned principal this past Friday during instructional time as a result of the district's timeline. While I understand the urgency involved, this interruption occurred while I was actively teaching and added to an already stressful situation. 16 staff members, many in leadership roles, are being transferred from Chapen Middle School. Four
040of these did ask to be moved. The impact of this extends far beyond staffing logistics, relationships, trust, and a sense of stability that took years to build, have been disrupted, affecting students, families, and staff alike. These changes are deeply felt within the school community and should be carefully considered in any future restructuring efforts. Our staff has noticed how this process has impacted our principal, Dr. Huckabe. She has had to bear the brunt of the emotional and logistical challenges created by this process. One would have hoped or expected a representative from human resources to be at Chapen Middle School on December 18th to assist our principal. Considering the large number of staff being moved, unfortunately, that was not the case. Many of us approached her with questions, concerns, and at times tears, expecting guidance and support
041during a period of significantly uncertainty. While she has managed these demands with professionalism, compassion, and patience, it is important to recognize that this situation has placed an extraordinary burden on her personally and professionally. I want to be transparent about my situation. I currently commute over an hour each way by choice and I will not accept a transfer that increases the commute under leadership I did not select. If I am unable to remain at Spring Hill Middle School, I will need to consider resignation. This is not intended as an ultimatum, but as an honest assessment of my professional reality. We have been advised to complete a transfer form if we wish to be considered for an interview. Is that time up? >> Thank you. That moves us to our action agenda, starting with um action as
042necessary or appropriate on matters discussed in executive session. Do we have any motions tonight? >> I move that we approve selected employment items per exhibit A. Do >> I have a second? All in favor? And the motion carries six to zero. >> I move that we request we approve the request for instruction at a place other than school for the student identified with the initials AK. >> Do I have a second? Second. >> All in favor? And the motion carries six to zero. I move that we approve the contractual matter regarding the new cafeteria at Irmo High School phase two with the requirement that an agreed upon substantial completion date will be made prior to the payment of the third payout. Do I have a second? All those in favor and the motion carries six
043to zero. I have a point of question um on the we are going to make a motion on the easement or the administration would prefer that. Yes. Okay. I move that we approve um the easement for construction and access at the property at 1400 Kerly Road. point of uh clarification. [clears throat] I don't know if we're ready for that one yet. We were just getting briefed on it. Or are we ready for approval for Kennley Road? >> Yeah. Okay. >> We're not ready for >> I withdraw my motion and I blame Mr. Herring. No, I'm just kidding. [laughter] >> I was looking down there and he was like, "Yeah." Um, so >> I thought you were talking about the other reason. [laughter] >> A lot of >> Okay, I'll go on to the next one.
044I move that we approve the easement uh for Lexington County for the quarter improvement on Columbia Avenue per exhibit E. >> That one I will second. [laughter] >> All in favor? And the motion carries six to zero. >> I move that we approve the issuance of a RFP for A&E services uh for the design of a bus loop uh I mean a car rider loop and potential locations for Chap and Bus depot. >> Second. >> All in favor? The motion carries six to zero. >> I move that we enter into a memorandum of agreement MOA between the Richland County Recreation Commission RC RC and School District 5 of Lexington and Richland counties regarding facility usage per exhibit F. Second. >> All those in favor? And the motion carries six to zero. That moves us um
045to >> M Miss Snipes, I have a motion. I make a motion that the board direct our council to amend a motion for reconsideration in exhibit G to remove the first and last sentences of paragraph A. Can you repeat that, please? >> I make a motion to direct our council, general counsel, to amend the motion for reconsideration shown in exhibit G to remove the first and last sentences of paragraph A. >> Do Do we have a second? I feel like people are pro probably trying to figure out what that is. Mr. Scully, I believe it might be exhibit. >> Yeah, I'm confused. I don't see what you're talking. Is that what you're referring to? Just for clarification. Yes sir. The issue is I think we need a second to discuss it, but nobody second it
046because I don't think we understand what we're looking for. I think >> Yeah. So, I'm pointing pointing you to the motion for reconsideration. What What exhibit is that? I have it as G. Is that not it? So on page one of the motion for reconsideration, paragraph A, remove the first sentence and the last sentence of that paragraph. Keep everything else. >> Okay. >> So exit G I see now. Okay. If there's no second, just move on. >> Okay. If we don't have Do we have a second for this? Okay. Then we'll move on. Um, that takes us to number 13, approval of the memorandum of agreement between the Richland County Recreation Commission and School District 5 and Richland County. Do I have a motion? >> We have approved that already, but uh, we do have
047some guests here from Richland County. If you'all want to >> Sorry about that. >> I apologize. Action. Dr. Gary. >> Thank you, Dr. Ross, members of the board, joining me this evening is Jess S, assistant superintendent of athletics for the Richen County Recreation Commission and Bobby Jensen, president of the Malmo Little League, and they want to speak to us about the importance of this agreement you guys just signed, agreed to. >> Yep. >> Uh, as he said, I'm Jess Sell, the assistant superintendent of athletics for Richland County Recreation Commission. Um, just want to say thank you for voting this through. Uh, very much looking forward to reestablishing a relationship that we had years ago. Um, we all serve the same kids and we believe that this agreement is going to afford both parties to better
048serve our community. Um, and I'll let Bobby speak about Irma Little League. Thank you guys again. I won't take too much of your time. Just want to say thank you as well. I'm sure you've seen the last four years we've had a little bit of success at Irma Little League. And what this does is it allows us to, as Dr. Ross said, go from I can't to I can. And the I can't is we have kids and families on the waiting list. By approving this, we can now say I can take you off the waiting list and let you join our community of America's pastime, which is baseball. Uh, so I just want to say thank you for that. Thank you for the community to uh, you know, allow us to serve more and and
049and enjoy the game that I grew up playing and, you know, my volunteer hours are now being worth it. So, just want to say thank you. >> Thank you. >> All right. Thank y'all. That moves us um to number 14, renewal of the district 5 foundation of excellence and memor memorandum of understanding and agreement. As she comes forth, um do I have a motion? >> I'll make a motion to approve the renewal of the District 5 Foundation of Education Excellence Incorporated memorandum of understanding and agreement exhibit J. >> Thank you. And do I have a second? second. >> All right. Thank you, Madam Chair. Um, we are in school district 5 so blessed to have such a supportive educational foundation that loves our children and our our teachers and staff so well. So I am
050happy to introduce tonight our district liaison Lynn Collins from the district 5 foundation to um talk to you more about the foundation's work and the um memorandum of understanding and agreement for this year. >> Thank you. >> Good evening madam chair, Dr. Ross, board members and to all of our community members who are out there listening to us. Once again, it is my pleasure to speak to you on behalf of the District 5 Foundation. The foundation is greatly appreciative of the support the district has provided over the years through the memorandum of agreement and much more. I would like to express a special thank you to Amanda Taylor and her office. We realized just how much help Amanda Sharon Barrett and especially Sandra provide the foundation this past summer during what we'll call the cyber
051event. um you don't realize how many resources are stored in and available through the district computers until you can no longer access them. Luckily, we were able to go old school and pull off uh our fall fundraiser this summer. We were in the process of marketing when we couldn't access all that information. So, we did we went old school and luckily we were able to net almost $7,000 for student research grants that will be distributed very soon and almost $2,000 for our snack pack program. For everyone who may not be familiar with the foundation, our mission is to enhance the educational experiences of school district 5 of Lexon and Richland counties by building awareness and raising funds to support innovative programs, initiatives, and other needs of students, teachers, and staff. We would not be able
052to accomplish this mission without the support of this board and the district as a whole. This year, we are actively working on putting that mission into actionable steps through strategic planning, hopefully to align with the district strategic plan. We look forward to continuing to support student, staff, and the surrounding communities in 2026. Please mark your calendars for our second annual Springfest and Kickball tournament coming up Saturday, March the 28th at Dutch Fork High School. We're looking forward to another great turnout of all of our schools. We also already have a date for our fall fundraiser. It's going to be Saturday, October the 17th. We invite everyone to come out and participate in these events. We also invite you, our schoolboard members, to any of our foundation meetings. Our next one is coming up this Thursday
053at 8 o'clock at the district office. Hope to see some of you there. So again, thank you for the support uh to the foundation through this memorandum of agreement and everything else you provide us. and I'm happy to answer any questions that you may have. >> Do we have any questions? All right. Thank you. We do have a motion on the floor and it's been properly second. All those in favor >> and the motion carries six to zero. >> Thank you very much. >> Thank you. That takes us to first reading of proposed revisions to board policy GBE, staff conduct. A motion. >> I move that we approve first reading of proposed revisions to board policy GB staff conduct per exhibit K. >> Second. Is there any discussion or any questions? All those in favor
054and the motion carry six to zero. That moves us to um number 16 uh third and final reading of propo of proposed revisions to board policy K public concerns and complaints shown in exhibit L. Do I have a motion? I'll make a motion to approve the third and final reading of the proposed revisions to board policy K public concerns and complaints exhibit L. >> Do I have a second? >> I have an amendment. I'd like to amend the motion to approve the changes that I submitted for policy K. >> Second. >> Yeah. Um, so, um, I'll I'll go ahead and share. Um, first of all, I think the the policy we got did have the purpose added back. Correct. The one in the the packet. >> I didn't hear your question. >> The one in
055the packet had the purpose for the policy added back. Okay. So, that was one of the changes that I made. Um the the other one was um to include a statement after the list of teacher, principal, etc. to say parents/guardians and the public are encouraged to present their concerns starting with the person per above with the most direct responsibility based on the nature of the concern. This will ensure the most expeditious resolution. Um and the reason I suggested that is because not everything starts with the teacher. I I mean, if you have a concern that um something's wrong in the hallway at a school or something like that. So, that was just the reason for adding that to start with the most relevant. Um and then they also added um the superintendent will forward request
056to escalate a matter to the board to the board chair who will put the matter on the agenda for the next available board meeting. At this meeting, the board will vote on whether or not to hear the matter. If the vote board votes to hear the matter, the hearing will be scheduled the following regular board meeting. If the matter involves personnel or contractual matters, the hearing may be conducted in executive session as permitted by state foy laws. All votes will be in public. That's actually from the old policy. So, it was recommending that we added that back. And then this one I think is really important. So, if you guys want to peace meal it, I mean, I would really suggest we put this in here. Um, complaints regarding library or instructional materials will be
057processed in accordance with policy KEC, library material selection. That's not in there. And I looked at a lot of other school boards policies and they do have that in there now that that policy KEC has been changed. Just to clarify that if your if your complaints about that, it needs to go through policy KEC um and not this one. And then just to add a statement that representatives of the community. At any time, any member of the community has the right to present any concerns to one or more board members. Board members will refer all such concerns to the superintendent for resolution. If in the opinion of any board member, the issue should be referred to the entire board. The board member board member will request the issue to be added to the agenda at
058the next regularly scheduled board meeting. the board chair may elect to add the issue to the agenda or require a board vote to determine whether or not the issue will be heard by the board. Um, and I think those are are changes really just to um kind of clarify the policy and ensure that that members of the public understand the role of the board. >> Mr. Is that real? >> Yeah. I uh I'm looking at the previous policy and then at the the um one that's for the third and final reading and I'm trying to listen to all that you're saying. To be honest with you, I I I would need to have all that printed. I I'd have to digest that more as a board policy. There's just so much more information that if
059I had it in writing and >> I I did send it to everyone. that may have been lost in the email and um and unfortunately when the board packet came out, it's in there now, but it wasn't. >> I'm just saying as a as a >> Okay. Well, I I I I'll be honest with you. I I some of the stuff that you said sounded pretty neat. Some of it um but um I would have to look at it and really study it before I could vote. Just being honest. >> I have a question. So, we did um some people did send in um thoughts and suggestions as it related to this policy. So, could perhaps could y'all explain maybe why some pieces were taken or not taken? Um maybe that'll help. That's a good
060question, Miss Snipes, because I know that um I really liked the comment that was eliminated and that was and I guess that was a motion last board meeting about anyone who defames a staff member. I really felt like that was a a show a show of support for our teachers and our staff because they're taking a lot of grief a lot of the times. Um and um I don't I know it really doesn't change the situation if it's in there. Not anybody can sue anybody for there can be legal action against anybody for either one either way. But I do like the idea that there's a statement in there that demonstrates that the board supports our staff, our district office folks, our teachers, and everybody who deals with kids. Um, and I think if it's
061in there, if a parent's looking it up, like you were saying, a policy, the purpose of the policy, I think if that statement is in there, it demonstrates that we as a board um do support them. So, >> I just So, where are we at? So, well, my question is, Miss Huddle made an amendment to the emotion to add in her changes, and then my followup question was just how did we decide whose changes to incorporate >> because we emailed them, but >> well, I think each would have to be made as a motion >> to >> Well, okay. Well, >> to go through. So, I think we have to deal with Miss Huddle's >> her motion first before we discuss the other >> potential. I don't have to go into conversation about them, but
062I thought um since she made the motion to add them in and they were sent in advance, it might be helpful as we consider the motion to know how the administration decided whose feedback they would take and and why like was there >> I can answer that. Yes, sir. Yes, ma'am. So, the only thing that we added was the purpose. We did not get into the policy itself because there were a lot of different um interpretations and visions. So the answer is no one's additions were added. Um we would if it comes to the policy, we believe that that should be added by motion at this at this place. So we included all of your feedback in the packet, but we did not add anything uh to the policy because we believe that should be
063added by motion. It was motion that took it out and we believe it should be motion that put it in. The only thing that was added was a purpose statement um that was suggested but nothing into the policy. >> So my question I I that was a lot that you said so I don't um as far as the amendment I don't I'm not sure I caught everything but there was a lot of it that kept referring to um the next board meeting. And that's where I'm concerned about having that kind of specific prescriptive language in there because there's no way to predict predict what scenario we're going to be face uh not any board would be facing at that point to lock it into the next meeting. I I so I I would not be
064comfortable with adding that kind of stuff. I just want to say in terms of uh appeals in front of the board, we do have and Dr. Turner and Dr. Harris, correct me if I'm wrong. If a parent or a student has a complaint uh that needs to come to the board, there is a policy that governs how that comes to the board at the next meeting. This is for the general public. So, someone who doesn't have a child in the school um may not There's um I don't know under what they would be appealing to the board um but there are policies for for parents and for um for for students that's a separate policy that does have that language in by the next meeting uh that that is heard. So I I think our
065goal here is to by looking at the model policy it was how do we rectify systematically um So just understanding that whether uh if I'm an employee, I have a grievance policy that I can use. If I a student, I have a student policy I can use or I can use this. If I'm a parent, I have a parent policy I can use or I can use this. But if I'm neither one of those, I can use this. But I don't want to confuse those and let people know there are multiple ways by your board policy to get to this body. Do we have other questions around? >> Yeah, go ahead. >> Um, if we vote to approve the policy that's being presented, I mean, while it's in stone, so to speak, it's subject to
066change at any point in time that the board decides to change it, right? I guess we can bring it back up. >> Somebody brings up something in and at a later date and says I would like to make a motion or something like that that we can re it's not like it can't be revisited. Correct. >> Yeah. I that is correct. I think what's hard um right now and I listen I can only speak for self in my confusion here is is the thought that these we were going to send these and then maybe some of them would be added if they made sense and then we would approve it in that format is what I thought was happening initially but obviously I do understand why we didn't do it that way. However, in this
067moment, it is hard to assess which pieces of various policy like makes the the most sense without taking it um piece by piece as opposed to a blanketed um motion. Miss Huttle, um in your feedback too, as you went through it, you talked about how, you know, maybe this piece you felt like was most pertinent, so maybe we peace meal it, but the motion doesn't read like that either. So, um, uh, so I guess we'll just take the original amendment to the emotion and then go from there if you want to make other adjustments based on how that emotion falls and then we can have other discussion about other people's changes if they want. Mr. >> Miss Huddle, would you consider making each of your statements a separate motion? I would >> just for clar
068for clarity. >> I think that would be so much better. >> So I will withdraw my motion. >> Thank you. >> Okay. Um I move to amend the proposed revisions to policy K to add following the list of bullets. Parents, and the public are encouraged to present their concerns starting with the person per above with the most direct responsibility based on the nature of the concern. This will ensure the most expeditious resolution. >> Second. >> Okay, we got a motion that's been properly second. All those in favor? Okay. And the motion carries five to one to Yeah. five to zero. We Mr. SC is abstaining. I move um under the paragraph that starts complaints regarding discrimination. At the end of that paragraph, I move to amend the proposed changes to policy K to add complaints
069regarding library or instructional materials will be processed. inordance with policy KEC library materials selection. >> Second. >> Can I ask a question? >> You can. >> Okay. And we have a policy with that already. Correct. >> We do. But the reason why I suggested adding it there was if you look be that that let me read the beginning of that paragraph so this makes sense. Complaints regarding discrimination, harassment or retaliation will be processed according to policy AC. Right. non-discrimination, equal opportunity, staff member grievances will be processed in accordance with policy GBK. So the purpose of this, I think as Dr. Ross was alluding to, is to point out this is not a catch-all. We have these other things. So I think that for the same reasons, we should make it clear that complaints regarding library
070or instructional materials must follow the other policy. >> Okay. Thank you. >> May I ask a question? So, are you skipping the second longer paragraph? >> Yeah, I'm doing them in order that I preference. >> I'll come back to that. >> Okay. >> All right. Do we have any additional questions on the second amendment? All right. All those in favor and you're abstaining again. All right. Okay. Um, as representatives of the community, at any time any member of the community has the right to present any concern to one or more board members. Board members will refer all such concerns to the superintendent for resolution. If, in the opinion of any board member, the issue should be referred to the entire board, the board member will request the issue to be added to the agenda of
071the next regularly scheduled board meeting. The board chair may elect to the issue to the agenda or require a board vote to determine whether or not the issue will be heard by the board. >> Second. >> So, it's not saying it's going to be on the agenda. It's saying you can ask for it to be on the agenda and then the board chair can decide is it on the agenda or are we going to have a vote to put it on the agenda? >> Put all the pressure on me, Mrs. Well, Mrs. Satfield. But my I guess my concern with what you read at least for what I remember what you read was if board can get now can get involved with complaints and grievances. In other words, this my understanding with this was there's
072an emphasis on you got to go to you got to start where the problem is instead of the board getting involved. I don't think the board has any role if we're we're supposed to be in a quasi judicial role so that if it comes to us after it's gone through the channels I'm I'm just saying I'm a little nervous. Well, I'm very nervous about the idea of the board taking upon themselves. It's I because I get com phone calls like the rest of you do and I always say who knew you need to talk to the teacher, you need to talk to the school. I don't think the board >> just to clarify, I believe this language came from the old policy, >> so I didn't write it. Um, but the other issue is if
073you don't put that somewhere in here, the board's not even in here. The whole purpose of it is is to establish a vision for the board receiving complaints. The bullets don't go to the board. >> We're too close to get into an argument here. Um, but this doesn't ne this doesn't I don't see this as this is the board's vision on how the district should handle complaints. This does should not be how the board thinks they should be involved. Okay, >> that's just my >> I I get that. But we are the we were elected by the taxpayers to represent the entire community. And as Dr. Ross said, we do have a process for parents, we do have a process for staff, and we have a process for for teachers, I mean, uh students and
074parents. Um what what is the process if if the superintendent doesn't bring it to the board? you know, if we follow this process and the superintendent says, "No, I don't think it's a problem." But we have a bunch of people in the community that think it's a problem and we want to discuss it. What's the process? Um, Mr. Satfield, let me just say, we are not close to getting in an argument. We are collaborating [clears throat] and sharing thoughts and ideas collectively, [laughter] but um, Dr. Ross wanted to chime in. I'm gonna let him respond and then move along the table. >> Just a just a point of clarification. The policy does pro allow progressively higher levels uh of review to the board as as I read that. Is that not correct? >> Can you
075say that again, Dr. Ross? >> The the statement was that this policy does not allow a matter to come to the board. Mhm. >> But the policy I'm looking at it that's the last bullet point is the board as the progressively higher levels of it. I guess one of the concerns I have in the language is that if the complaint is an administrative action I do worry about what the question is that would come before the board. >> So there are other governing policies on how things are are maintained. If I uh if I do have a complaint that's discriminatory in nature, how that comes to the board is different. If I have a complaint about the grass, how that comes to the board will be different on how it would come from it. If
076it's a student complaint, >> I see where you're >> I just I just think this does allow a level beyond the superintendent, >> but understand that at that point how the superintendent brings it to you may be governed by other policies. So, I just didn't want to confuse the public by saying that this stops at the superintendent. The last bullet of the progressive levels does go to the board, but you must go through the path that your board policy outlines that way. >> And you're right, Dr. Ross, that was my mistake because when I added this, I took that out because it it didn't make sense. Um, I did put these in order. I mean, I'm, you know, I I I would like to have it in here to make it clear that we are
077open to the public, but you know, I understand some people's reservations with it. >> All right. So, are there any more question? Oh, I'm sorry. >> And um >> Miss Huddle, you are the longest serving member on this board so far, and I think you would know this policy better. Doesn't our school board member conduct policy tell us that we are supposed to report those concerns to the superintendent. So, I feel like we at least in that part we're covered and also the hierarchy of where it goes is covered. >> U Mr. Skully, did you have something? >> Yeah. Uh, I was going to say I think um any previous confusion that we may have had to this point on that policy on complaints on the procedures I would say that paragraph is probably a
078big reason why. So I would recommend not including that. I and if it was in the existing pro policy, then that's probably why there's been confusion to this point because it does seem to put emphasis on the public bringing concerns to board members and not going the the appropriate route. And I it almost makes it sound like when you were reading it, it made me think that the right process was to go to the board member. And that's really that shouldn't happen at all. Um, and not having it in there doesn't mean that they can't or that they won't. They certainly will, but it it it almost makes it sound too if you're reading it that that is where you start. And I so I think it adds to confusion rather than uh creates clarity.
079Uh so it should be taken out for that reason. And then there was another uh part of that paragraph that almost the the language about um if a board member feels it necessary to elevate it then they're required like that that puts that almost puts the discretion makes it sound like the discretion is up to me on how to handle their complaint like to make that decision and judgment at that point. So I would I think that makes it more problematic and probably is the reason why if our current policy has created confusion that paragraph might be the reason. That's my comment. >> Okay. Um >> Mr. Satderfield [laughter] are pretty big one. I got to call my own. >> I wasn't. >> Are you finished with Miss Huddle's motions? Well, we still have to
080vote on it. >> Oh, we still have to vote on it? >> Yes. >> Okay. Because I want to add my See if I can add my paragraph. >> Okay. Well, um, before we vote on Miss Huddle's motion, um, I just want to say that I'm at a crossroads here between what Miss Huddle said for me might be a little too much, but I think what we currently have, I'm not going to say it's not enough, but um, maybe it's too in the weeds because I was going to say um, better clarifications of what these processes look like, but maybe we don't have to do all of that. I'll just wait and see what other people's feedback is and then we can decide if we need to circle back to it. And it will depend,
081I guess, too, on how this next vote goes. So, all of those in favor of Mrs. Hu's third, I think, amendment. All opposed. All right. And then that motion fails to four. All right, Mrs. Hatfield. >> Thank you, Miss Knight. I'd like to make a motion to uh add back the sentence that was deleted regarding anyone who defames a district staff member or damages a person's professional reputation whether before students or any third party may be subject to legal action brought by the staff member. And I don't know that I need to express my concerns any further because I >> you got to get a second first. >> I'll second. Okay. Now, go ahead. >> Well, I think I've already done that. I think that in today's world where people are attacking left and right
082and they just and it's not just at school boards or meetings or it's in the community, it's in politics, our nation. And that was part of the reason I asked for a prayer for our nation is because we seem to be choosing sides a lot of times. And people are just feel free to attack folks and their credibility and their reputation. And when you're in education, I can tell you from all my 33 years in education, if somebody says that about you, it's you it's there. You can't change it. You can't erase it. And um the worst the one thing we don't want to do is put our teachers or our district staff or anybody that works for schools um in a in that precarious predicament. So I think that having that statement in there
083demonstrates that that this board supports our staff, that we support one another, that we don't want to have anybody have to go through that nonsense. And that's my reasoning for the motion. >> Mut um I know um Mr. Herring like emailed us and that's in the packet that he also wanted to add that back. So I did a little bit of research. Um for anyone listening on our policy manual is pretty cool. You can go in there and put a word in there and it'll show you every policy that has that word and where it is and how it's used. There are 22 other policies that mention complaints and I won't go over all of them that but there's four key ones. CFA, how principles will handle complaints. GBAA, how complaints of sexual discrimination and
084harassment will be handled. GBK, staff concerns, complaints, and grievances. And JII, students concerns, complaints, and grievances. Um, that wording about legal actions in none of those. So, concerns me that that the one place we would put it is the public the the public who funds the public schools and say well you know you better be careful um because I agree with Mr. Satderfeld, I don't think that we want to invite um defamation of of our staff or anyone like that. And I wouldn't even have a problem if it said something like that, you know, about not using that words, but just um you know, you keep your your complaint um on, you know, on reasonable grounds. No personal attacks won't be tolerated, that kind of thing. But when you go out here and and you
085actually talk about legal action and you use the words legal action, I think it it has a chilling effect. And I don't think that the one place we want to do it is with the public policy. If we're going to do it, let's put it on all of our policies about complaints. Um, and then the last thing I just want to add is I don't think it's even needed because putting it out there gives the impression that the school district's going to take the legal action. And I I don't think that would ever be our intention. And individuals are free to take legal action if they want to. So I would just discourage us from from picking this one place to put that. Um and if we have concerns about um people leveling complaints that
086are um unfair or poorly worded that we maybe rephrase it around that. but but not to use not to talk about legal action. And I do have I want to put this in the minutes um about that. Since I knew this was coming, I went ahead and wrote up what I just said. >> All right. Um Dr. Ross and Mr. Satderfield. >> I just want [clears throat] to speak to that point of why uh it's not located in all of those policies. Those policies uh represent actions of employees and staff. there's always there's uh recourse for staff for false statements defamed or liable within our current policy. So again, there's multiple policies that overlap, but if if any one of those comments were made about a staff by a staff member, there is recourse. Where
087there is no recourse is with the public and the only recourse is um that employee taking personal action. We're asked a lot, what defense do we have? Um, more and more our our staff are being um accosted, cursed out, yelled at. Um, it's it's abuse and they're asking us what protections we have. I don't think they're aware that they they have these protections. They have those in the other cases. If I do it, if staff does it, there are very clearly lined out protections for those employees. Um, the place that it does not exist. And so I would go even further to think not only we recommend that language be added back that was added by the school boards association. I think we also need a communication plan from our district to show our employees
088that there is uh there are protections for them. I believe in what Madison said in the federalist papers. No power should be concentrated in anyone's hands. You should always have checks and balances. To give any one entity total control of another is is not what our democratic process is about. I believe this is necessary to maintain that checks and balance to ensure that all of us are in equal [clears throat] playing field when it comes to uh these protections. So, uh, I recommend this language, but I think we as a district need to go further with a communication plan so that all our employees know that they are not subject to that type of abuse if it should arise. >> So, is the dis is the administration going to advise um staff to file lawsuits
089against [clears throat] >> when when asked as we currently are. And I'll let Dr. turn to speak to it um so that I represent what comes to me, you can represent what comes to you. They ask, "What recourse do I have?" We can then point to this policy. uh we're not advising them to take any legal action, but we're saying this is what you you can do. Right now, we are advising them, you know, you can take legal action. It would make sense if it's there. They know what recourse they have if an administrator does it. They know what recourse they have if a colleague does it. They don't know what recourse uh they have if someone in the public does it. >> Can I miss Can I speak one more time? >> You listening?
090>> Want to talk? Um I uh you know I went to the as you all know recently I went to the legislative conference down at the at the um down in Charleston and we went through this long arduous process about proposed legislation and there were probably 300 400 school board members in there and they go through policies or uh plans or proposed legislation or things that they want to propose very carefully and uh they incorporate their attorneys. They don't just do it arbitrarily. If somebody says that's a good idea, they do they go through that process. So if they have added with this this in there, I do have confidence. Um can we ask Mr. Bradley since he is present and for his >> that's what I was planning to do but then you wanted
091to ask [laughter] >> Mr. Bradley could you help down give us your professional opinion please? Um, I'm not exactly sure what the question is you're asking me, so if you could rephrase it, I'd be happy to tell you. >> You're the board chair. >> Well, let me restate it and then you tell me if if I got it right. How about that? Um the policy that we're talking about, the public concerns and complaints um omits certain language from the school board's association recommended policy which indicates that a lawsuit for defamation could be brought by a staff member against a member of the public. We are debating whether or not to add that language to have that language in our policy following the school board's association's recommendation or to remove the language regarding a potential defamation
092lawsuit. Have I stated it properly? Excellent. So, first of all, I don't know that there's any legal answer of what is right and what is wrong. Either one is appropriate. Second, the mere fact that you write in your policy that a staff member can sue someone for defamation doesn't change the law at all. Okay? If someone has an action for defamation, they can bring it or not bring it. And no policy this school board would pass would change that because that's a law that would need to be passed by either the common law of the state from the South Carolina Supreme Court or the General Assembly. Okay? We just don't have the power to give people the right to sue for one thing or another. All right. As a result, the only legal effect that
093adding that language to your policy would have would be sort of a policy statement saying we are supporting the rights of our staff members to sue the public. Okay, that's it. It it would be of no binding effect whatsoever. But if you felt as a board it was appropriate to include language saying, you know, we're restating the fact that if an employees defamed by a member of the public, they have a right to bring an action. Then there's nothing wrong with saying that, but it doesn't change the law. One possible reason you might want to say it, as Mr. Satisfield pointed out, was to support your employees. I think Dr. Ross talked about that. One reason you might not want to say it is, as Miss Huddle pointed out, we don't say it anywhere else,
094and we certainly don't want to treat the public worse than we treat our employees. A good point Dr. Ross made was, well, the employees have a recourse within the system against anybody within the system because there's a system put in place to resolve employee problems and student problems and parent problems, but there's not one to put in place for the public. But it has no legal effect to put it in there. It doesn't change the law at all. But if you want to say it as a policy statement of what the board supports, that would be the only effect. It changes nothing about the law for you to put in there that a staff member can sue a member of the public. That if you put it in there, they can do it. If you
095don't put it in there, they can do it. [laughter] So it doesn't make any difference at the end of the day to what the substantive law is or whether staff members have those protections. It would only be a statement from the board by passing the policy that you know it's reiterating that right which is granted by the South Carolina common law. So that's a long- winded not answer lawyer answer other than to say it has no substantive legal effect on employee rights. >> That's okay. You went a long way around to get to that same point, but that's what law >> did. I I plead guilty to that. What other questions can I answer for? >> Well, let me ask you a question. As a let's say that you're a parent and you're looking for
096policies because that's what the parent would do if they were looking to file a complaint or something. If that statement was in there, would it you think you'd be more inclined to be accurate and not go out in the community and land blast and tell everybody you knew about something that you didn't know if it was true? Um because that's what happens. You know, people get in various settings and situations where they just tell the world because nobody feels like they're being held accountable. But if I was I'm I'm going to let me ask I ask you as a parent, what would you what would you feel? What would you think when you read that? >> Well, I am a parent, so that's easy for me to imagine. >> Second, and not to argue, my
097guess is that no parent is ever going to read this. There might be some people who will look at it, but my expectation is if people have complaints, they're probably not going to go looking among the policies for how they register them. They may. I'm not saying you can't. It's really easy to do. The district's gone out of its way to make it easy for people to do this. I just don't think people will. I think they'll just register their complaint whether the policy is there or not. All right. So, I'm not arguing with you. I'm just saying I don't really think the fact that it's in the policy or not in the policy is going to change what people do. Third, assuming that I was the parent and I read that policy, it wouldn't
098make any difference to me. You just picked me because I'm a lawyer. So, I'm not really that worried about it. I'm going to tell the truth anyway on it. That may sound inongruous with a lawyer, but my point is I already understand what those rules are. I don't need the policy to tell me. But that's not really the point I think you're making. The point is, would this if this would dissuade people from making reckless statements about our staff, isn't that a good reason to put it in there? My answer is I don't think that it will because I don't think people will look at it. I do agree with this idea though that if someone looked at it, it might dissuade them from telling lies. As you guys know, I deal with a lot
099of these kinds of things that happen with the district. People say all kinds of crazy accusations. Um, and I agree that it's a problem with our interconnected society that everyone believes their their opinion is important, useful, and in some cases even factual. and it is absolutely detrimental to what we're trying to do here, which the bottom line at the end of the day is educate children. So, I agree 100% with the sentiment. I'm not sure that I think it would be that effective, but if someone were to read the policy, I think it would probably at least make them think twice about it and perhaps that's would be a policy reason to include it. >> Thank you. >> What other questions? >> Mr. Oh, Mr. Stell M. I don't have a question for you, Ward.
100I just had a comment. I was originally the one that actually brought this up. So, um I'll be brief, but I I go back to um the citation of the other policies that don't have this. And it makes me wonder then why did the schoolboard association decide to put it in this one? I would assume most of our policies are at least somewhat influenced by the model policies by the schoolboard association and they've been vetted like uh Mr. Satderfield said. been put through committee and lawyers have looked at them, people who know school law better than we do have looked at them. So, if they chose very deliberately to put it in here, I feel like there must have been a reason. And I I think I've shown I mean, I'm totally willing to add
101some things to the policy, but I'm I I think taking things away from it really could be uh problematic. >> Mr. Scy. >> Yeah. Um I agree with uh Mr. Bradley that I don't I don't think the public or any parents are this would have any material impact or effect on on what they do, what the public does. And I think uh based on what we've experienced and all seen over the last 12 months um related to this issue, uh had it not been for that, I would probably not have a position on this at all. I would probably abstain and let you, you know, Levoke, go at it, whatever, however it goes. But because of what we've seen over the last year, uh, as it relates to attacks on our employees, um, that makes
102my makes the the decision for me. I just seeing the negative, I don't think this statement would have curtailed any of that at all. However, what the people who do read that are the staff and and the employees. And I think they're the ones that get the message and they're the ones who will feel support uh from that because I think what we've seen over the last year is that those types of um statements have had a detrimental effect on our staff. Um and I think it's unquestionable. So, putting it in there simply for that reason alone um makes all the difference in the world to me. Um and outside of that, I agree. I I just don't no parent's going to see this that they're not going to read by and large. Uh the
103vast majority, the average parent does not read board policy. I never did until I got on the board. Um so, I don't think that there's going to be any kind of chilling effect from that standpoint. I also don't think that benefit being in there would would actually curtail it, but it sends a the people who see it are the staff and that's who the message is for and I think that's why we have it. So that's why I will be voting for it. >> So Mr. Scotty, I don't necessarily agree with your um comments, but it does raise the question um is this the place for this sentence? Um, yeah, I do because it's for the the the place of it is for I mean the public and that's what we've seen if you look
104back over the last year and I agree with the uh Dr. Ross's point that for it not being in the uh staff uh policy and the employee policy and all the other complaint policies. It it is appropriate to be in this one rather than andor without those because this one is specifically that's where That's where the staff that's where the complaints on against staff come from is by and large the public. Um and so it gives them the assurance and the reassurance rather that there is a an avenue. It doesn't change the law at all. It doesn't give them rights. It doesn't take away rights from anybody, but it just gives them that self that sense of reassurance. And so I think I think it's appropriate based on where it's at in the public concerns
105and complaints policy um because that's where the employee is going to go and look for those types of for issues dealing with that. And so I I think it's appropriate, but that's that's just my opinion. >> Do you have other Go ahead. >> I'd like to call the question. >> That's where I was. >> This is where we are. >> Does that need a vote? >> I was just going to go ahead and say we have Miss Hoto's motion on the floor. >> Actually, this was >> Sorry, Mrs. Satderfield. [laughter] >> I did have I had You didn't see me. Um I had a question because this did come from the school board association. >> Um Mr. Bradley, have we not found some model policies that you disagree with? I'm not saying you disagree with
106this one, but I'm just saying just because it came from the schoolboard association, does that mean that it's the best policy it could be? I know I'm putting you on the spot. >> Well, um I would say this in general, the school board association spends a lot of time trying to get this right. They come at it from the standpoint of being the association of school boards. The purpose of this is to somewhat standardize policies, but also to make it easy for school boards to have good policies, right? So, their goal is to try and make it be a good policy. I would say that we've had problems with some of the schoolboard associations policies complying with some laws. We've discussed those in the past. I won't necessarily go into them. Sometimes the policy can't
107preempt what the Supreme Court says or the attorney general says or what um the legislature says. Um I I don't know that I would ever say to anyone on this board, you should just do this because the school board association says you should. >> That's not what you're elected to do. they you're elected to use your judgment on behalf of the taxpayers to do what's best for the school district including primarily the students also the parents also the people that work here and the taxpayers um and citizens. So I wouldn't say for you to do it just because the school board association says to do it. I would say that in general almost every policy this board has is in some way adopted from the school board association policies. They wouldn't all be word for
108word, but most of them are and they usually work pretty well. But there are sometimes honestly where I disagree with what they have to say and I think they're incorrect. And we've addressed those and we've come across them. And I I don't think this one is necessarily correct or incorrect. It's just a question of whether you put that statement in there. and some people would say it's in support of your staff, which I would also agree um have been subject to completely unfounded and slanderous attacks in more than one situation that I've dealt with over the last year, which is absolutely scurless >> and uh and I have no tolerance for it, but but that was more than anyone asked me. So, I'll be quiet and respond to any other questions someone may have. Point
109of order just on the on the process on the motion is a motion is a vote in favor of the current on the motion on the floor >> removing that language. It's strike out of this policy or are we adding a >> So at the last meeting there was a vote to take it out which is why it struck out and Mr. Satderfield wants to make a motion to put it back on. >> Okay. So a a vote in favor of the motion adds it back to >> adds it back adds it back. That is correct. Um and then um I'm just going to ask one question, sorry, one question before, um the vote, which is did we pull this directly from the school boards association or do we just take a piece of it?
110And I'm asking for um I'm asking that for clarification of because it seems like some of the concern with the placement of it is you know rather the board is trying to shun people from giving their complaints. And so could there be more clarity on sort of who is bringing like who like the district if I go out and harass Dr. Turner and you know lie on her or whatever and she decides to sue me, Dr. Turner, an individual is suing me, not the district office. And I know that although it says brought by the staff member, I think because it's in our policy for anybody, if somebody in the public does decide to look at it, I think it would be good to have clarification on who is bringing forth a lawsuit. That's just
111a diff a separate point. That's not what we're voting on tonight, but I'm just putting it out there that I that would make me feel um a little bit better um about it. And this is weird because initially I voted um in favor of this and Scott voted against it and now we're swapped. And I'm not against it. I get it. It was helpful to have you Ward come and kind of explain that perspective as well. I just think I would feel a little more settled if we fleshed out who, you know, who is bringing forth this lawsuit and how that works as opposed to leaving it up to interpretation. But that's just a thought, a general thought. >> But to answer your question, this was verbatim the school boards association. We added nothing, took
112nothing away. >> Okay. I was just curious. Thank you so much. Okay. Finally, we have a motion on the floor for Mr. Shatterfield to add back the language um regarding being subject to legal action and it has been properly second. All those in favor? All those opposed and the motion carries 42. That moves us. >> Yes. Thank you. Thank you. That moves us to the approval of the 2526 general fund amendments as shown in exhibit M. Thank you, Madam Chair. Coming to the lecture is our chief financial officer, Miss Heather Tucker, uh as we bring forth three amendments that we would like to add. These will be coming from uh our fund balance to take care of the remainder of the year. Uh which would be our tier 2 which is our uh tutoring services.
113Uh the concerns about behavioral conduct which was our eight behavioral coaches and then uh funding for the coordinator technology for cyber security. So Miss Tucker, if you want to just talk about the process. >> Can I take I'm going take a motion first, please. Is that okay? I'm sorry. >> No, no, no. It's fine. Um, do I have a motion to approve the general fund amendments? >> I make a motion to approve the 202526 general fund amendments as seen in exhibit M. >> Do I have a second? >> I would like to make a amendment to that, Madam Chair. >> Well, we got to get a second and then I guess you can make your amendment before she does her presentation. >> Yes. I move to amend the motion to note that this is a
114first reading and that a public budget workshop and second reading are required before this change to the budget is passed by the board. >> Second. >> Will you repeat the motion? >> I move to amend the motion to note that this is a first reading and that a public budget workshop and second reading are required before this change to the budget is passed by the board. Do you want to comment before Miss Tucker gives her presentation or Okay. >> He's asking for an explanation. >> Being that this is a budget item, it's just a straight approval on the action agenda. Everything to my knowledge, we usually have to have a a first and second reading. >> I'm not aware of this. This is not the budget we're approving. By state law, bud the the overall
115general fund budget must have a second and must have a general um we must have we have to put in the paper 15 days ahead of time uh to have the public hearing. Um the board can change and add to uh its budget. This is more like more of an assignment uh that we're asking for. This is not a budget. These are actual programs that we have presented to the board that we ask approval for. Miss Tucker, if you don't like to speak to that. So this would not be. So right now our general fund budget is $250 million. We're not asking to add to that. We're asking to assign fund balance to carry these out through the rest of this year. And then if the board were to want to continue these programs throughout
116this fiscal year, that would be part of our next year's budget. So these would not be >> Miss Huddle. >> Okay. I'm confused. Um the budget will go up, won't it? It's just the source of the revenue will come from fund balance. >> Would come from fund balance. >> So the budget would increase by 1.5 million $1.450. >> Yes, but we're not asking to increase the budget. >> You're not asking to get to for more funding. You're not asking to increase the millage rate, but the budget. When you do your budget schedules, are you not going to change the budget to show won't the new number add up to >> No. >> So, >> it would not. >> Where's the >> Can I make a clarification? >> I think we're confusing budget with actuals. Our
117budget is our plan. Our our plan has already been presented. It has been uh presented multiple times. We had a budget book. >> This is not We're not doing budgeting. We're doing a transfer here. So I think I don't want to confuse my CFO. We're not changing our budget items. We've already presented that. What we're actually doing is implementing a transfer of uh $1.45 million from fund balance to take care of current expenditures. Because to that definition, anytime we have added a temporary teacher or a We pay the subs more. Remember, we we we increase the pay for subs. Um we do a bonus or anything that would be you could be accused of changing the budget. The plan uh that we pass never change. It's the implementation of the actuals that we're dealing with.
118In other words, we're not using unapproved funds. The funds have already been approved. >> Okay. I have a question. Um if we spend everything in the existing budget and we spend this we will be spending more. So this is not a transfer. A transfer is from one expense line to another expense line. You cannot transfer from revenue to expense. The budget is going to go up if we approve this >> unless we find expenditures to offset >> which be another decision. But the vote before the board is to increase the budget and to use the fund balance to do that. >> Correct. >> Okay. So, Mr. Bayum's point is shouldn't we have a second reading to do that and and and publicize it to the public just like we do an original budget? Because this
119isn't a transfer. This is increasing our budget. We're just going to use fund balance to do it, but we're still increasing our budget. Do you have a response to that before I take Mr. Satisfield question and then I think I saw a hand to my left. >> So I think I see both sides of this and in fact Dr. Ross and I had this conversation the other day about was this truly going to increase our budget or were we going to use we were going to assign fund balance. Um, I think we have some opportunities within our current budget where we could find some expenditure offsets because I don't think what we want to do is truly increase our our budget number of $250 million. That's where we don't want to see that increase. We
120have some opportunities whether it's vacancies, whether it's some opportunities with other programs. And I think we need to look for those efficiencies to offset this because in theory we don't want to go or in actuality we don't want to go over our $250 $250 million budget. The uncertainty and I think this is where we originally started talking about a budget amendment was that we had thought we would have our state allocation by this point of what our allocation would look like based on the 45day numbers and we don't have that. We won't have that from the state until January 20th. We were hoping to bring an entire budget amendment based on that. But because now we won't see that until January 20th, these are programs that wanted to be implemented at the beginning of this
121semester. And so we were looking for some offsets to to cover that. Um, and so I think that's probably where some of this confusion, Dr. Ross, correct me if I'm wrong, but we had been talking about a budget amendment based on our 45day numbers, hoping that we would have that information in December, and the State Department has pushed that off a couple of times now. um we should see those numbers in our state allocation which we would get on January 20th and so we anticipate losing funding from the 45 days again not to not not understanding what to the extent of that. So based on these additional programs we wanted to use assigned fund balance but we need to look for those efficiencies throughout our current budget so that our budgeted actual numbers do not
122go over the $250 million. >> Mrs. Saturday. >> Okay. Uh let me see if I understand this. So really the money that we are using for this program is coming out of the fund balance right now. Correct. That's what you're ask request. But when we get to next year's budget, you hope to be able to find that in next year's budget. >> We would we would like to be able to find that in this current year's budget right now. >> On the current year's budget. Okay. All right. My second question is Dr. Ross, can you because there is a positive side to this. I know we're looking at every nickel and dime sometimes maybe a million nickels and dimes here but uh u Mr. or Dr. Ross Dr. Um could you tell us um this
123is for tier 2 academic inter intervention. Can you kind of explain to us is this for middle school, high school? How will this be used? >> Castle, >> this would be for first through 12th grade. So it would be for all grades beginning with first grade. Um, and it would impact ELA and math for grades 1 through eight and then all four content areas with an EOCC focus um for high schools and then there'll also be study sessions for AP um students as well. The reason I asked that question is because most members on this board, I think every board member has expressed concern, academic concerns. And uh I know that I have been a proponent of and I'm a former football coach. So we play we pay all these coaches lots of very good
124money. We pay them well to do their job. If we're about academics, then we should be putting as much emphasis on academics. And for what you were just sharing, I'm hoping we do more. As I said before, we should not be giving teachers nickels and dimes to stay after school to tutor and to help coach kids academically. So, I hope that this is just the beginning. I don't care if it cost another $10 million. If we can find a way, Dr. Ross does his superintendence report every board meeting and we look at the numbers. We look at middle school math which is always the most glaring but we see them across the board the academic issues that we're trying to deal with and our job as a board is to in improve our academics. That's
125our that's our job. And if you're making the effort and they're making the recommendations to move toward that d in that direction and paying teachers what they should be paid to do the extra work, then um I'm I'm all for um this amount of money because I'll be honest with you, I don't know that we're not going to it's kind of like the uh program we talked about earlier with dual enrollment. I think we're going to this program is going to grow and it's about academics. So, I think this is something we should be embracing and I hope that we'll continue to look for more ways of helping kids do better, do well academically. So, I hope you don't mind me asking that question. And I know that this is, you know, about budget, a
126request for a budget amendment, but I think we all need to remind ourselves that the money that we're spending, the investment, if the return is that great, if it's helping that many kids, then we should be all in and be looking for more opportunities and more ways of helping them. So, thank you. Miss Tucker, when you're putting together the budget every year and you you create it, you get all the costs and expenses, what do you do with the money that's left over? >> So, the money that's left over goes into our fund balance. >> In a fund balance, when you present the budget to us, is fund balance part of that? >> We ask for an assignment of fund balance of what we know will be kind of onetime costs essentially. um positions like
127the what what we were just able to hire in the um the human resources um uh job fair they just had. So some of those positions we asked for kind of one-time money with that assignment the fund balance to get us through to the next year when those can be budgeted. >> Okay. Now talk to me about the balance sheet with this transaction. We're taking fund balance on the balance sheet is in the owner's equity section, right? and we're assigning it and just moving it up into current liabilities as payables, no change. >> So, we would not we would not increase our budget. Now, our expenditures so last year, if you think back about our expenditures last year, we actually went over our budget last year, and it was due to the board approving the
128um the one-time bonus for teachers in um May that signed their contract on time. Um, so we actually went over our budget based on an approval of the board to use that onetime fund balance to essentially pay that. So we did our expenditures were over our budget, but that came from assigned fund balance. Um, this year our assigned fund balance will be used to balance our revenue if we lose money from the state. Um, but we would also use it to fund these items. Um, in actuality, do do I see that we're going to spend $1.4 $4 million additional um over and above our budget. I think it's going to take some time to ramp some of these things up and I don't see us going that far over our budget um just based on
129kind of where we are right now with expenditures. Um but we would want the board's approval because these items were not in our budget. >> They were in the fund balance part of the budget. >> That's what we're asking for, >> right? So the money's the money was already approved as part of our fund balance to be in our fund like that allocation of the number of dollars in our fund balance was approved. >> now what we're doing is moving that from that location and just changing creating a cost. It's now we're moving it from where it was in the fund balance into an expense. Basically, it >> we would essentially be asking for you to approve that as assigned fund balance. So, we have our fund balance that's broken up into the um non-spendable,
130assigned, and unassigned. And so, we would be asking that the board approve this $1.4 million. So, we could assign that fund balance to these programs for the remainder of this year, >> right? So, you're you're you're assigning it now, but you have a line item >> and understanding that there are positions in here that if the board does not approve those in the budget next year, those positions would go away. that these are timelmited positions um which will make them more difficult to fill this year but understanding that they are not positions that will carry over after June 30th of this year. >> That's a good point. How what would you do? And it's probably Dr. Turner. um what's the the the chance that you're not going to be able to fill them this year
131or that you would get less qualified people because of them potentially not being reapproved? >> The last time we did the time um limited positions was when we had the esser funds um and so we were able to successfully um recruit and hire for those temporary positions. So it's something that we talk about because these are temporary positions but our goal is to um seek to fill them and um what I can reference is the last group of temporary time limited positions which were esser which were were successfully filled. >> Okay. And and most of these are for the um >> the expectations coaches. >> Expectation coaches, which is the one >> is what all the principles at that last meeting or that meeting two two or three meetings ago when specifically called out and
132asked. >> I'll remind the board that they all unanimously unanimously said that expectation coaches were uh if they could have anything, it would be that. Okay. So, last May, June, we approved a budget that was essentially nothing to do with a balance sheet. It was an income statement, right? And expenditures. On the income statement, it had local sources, state sources, and it added up to >> $250 million, >> right? And the expenses were salaries and office supplies and it added up to >> $250 million. >> Right? If we approve this tonight, what we are approving is increasing that expense budget to $251,400 and you're going to increase the revenue side because now you're going to use fund balance to do that. >> Okay. So we are approving if we approve it an increase in the
133annual budget in the expenses that were approved in the annual budget. Okay. And I want to clarify something else because at a previous meeting um I asked well can't we just run over budget? It's just a budget. We don't have to change the budget. And I was told we did have to change the budget because the HR system and the purchasing system and all wouldn't authorize it if we hadn't. So in order to be able to hire these people and spend this money, you're going to have to put it in the budget. Correct. >> We can run over a budget in salaries, but not for a program. >> Okay. >> You would never not pay somebody if we were over budget, >> right? Um Okay. But is it is it normal practice that to get
134a position approved so that HR can hire it, it does have to be in the budget? >> Has to be in the budget. >> Okay. So, if we approve this tonight, you're going to change the budget for expenses to $251 million and you're going to change the budget for revenue to $251 million. Okay. Did I also hear that you're worried that when we do get our allocations from the state, we'll actually get less money than what we projected. >> I am. >> So, if that happens, where's that going to be made up? >> It would have to come out of fund balance for the rest of this year or we would have to bring cost cutting measures back to the board. >> Miss Tucker, do we do a budget amendment every year? Um, we did
135not do one last year and I can't speak to previous >> Can someone tell me, Dr. Ross, do we do a budget amendment regularly? Let me change my question. Regularly? >> Yes. And we we do fund balance allocations regularly. >> And we we have during a budget amendment process. Have we used fund balance to cover things in the budget amendment? >> Uh, to be fair, yes, sometimes we use fund balance. Sometimes we get our projections and they're rounded up and we have more revenue coming in. Sometimes we have less and we we draw from fund balance. I think the biggest piece to understand is that 250 is the budgeted number. >> I get that >> your actuals you don't spend 250 and even by law right I think we got to um require that you
136have to have a hold back of 8.33% of that budgeted number. So to say that we will have over $251 of expenditures is incorrect. We we won't have that $251 million of expenditures is incorrect. Um we can place that as our topline budget, but that is not what our expenditures will equal to. So, if we've done budget amendments before and we have used fund balance to cover whatever we are making, have we had a budget workshop or hearing in the past to approve that with a first, second, and third reading? >> I mean, to clarify, I am not aware of any time that we have ever had a budget amendment to add ongoing expenses. Um, I think the only time we've done that is like a reassignment of fund balance. I don't see how these
137are ongoing because they're only >> Oh, they're ongoing. Okay. So, I'm I'm glad that um the Esser thing was brought up because I'm the only person that was on the board and we were told they were temporary and they knew they were temporary and there was no way we were going to keep them. And guess what? We kept them. Okay? So, we hire these people, we're keeping them. We all know that. So, let's just admit it. It's gonna happen. We don't ever hire anybody. And y'all need to go look at the caffer or whatever it's called now, the afer. Go look at the staffing at the back of that thing. The increases that have been made outside of the classroom for the last 10 years while our enrollment has decreased is disgusting. Okay? We need
138to be hiring people, teachers. If we're worried about discipline, how about smaller class sizes? If we're worried about academics, how about smaller class sizes? We need to be adding teachers. You know, last year, how many 12 positions did we add in the budget that were not teachers? I mean, you know, if we need a technology position, well, let's find some other position we don't need, but we need to quit adding positions that are not teachers. We're here to teach kids. >> As a point of order, I think we're supposed to be debating the whether or not we do have to do this for a budget um hearing or not. That was the motion to have a budget hearing and a first, second, and third reading. We're not supposed to be debating the merits of the
139motion at this point. >> So, I'm going to call the question, but before I do that, Miss Tucker, [clears throat] for um for the record and for clarification, um is your position that we do not need to have this come as a reading according to Mr. Bum's motion that I can't remember now because of all the other conversation because this is fund balance and a transfer. I just want to be on the record as to whether or not we have the proper protocol in place. >> So we would be asking for the assignment of fund balance. Yes, >> the positions would need to be budgeted. And so that is one that I might need a point of clarification there on making sure that those positions because they would need to be budgeted in order for
140us to get them under payroll. And so even though we would be asking for an assignment of fund balance, that's something that I might need to just get a point of clarification on the positions. >> I would share with you this. I think just correct me if I'm wrong. We're asking for temporary positions now. >> Temporary positions. >> We're not asking for continuing positions. Um, this gets us through the year. Um, and so does not require a recurring. Now, I will speak to Miss Ho's point. Um, we're asking for them now because the teachers and the administrators asked for them at the beginning of the year. So, we do believe this these should continue, but when they continue to Mr. Balon's point, it must go through first, second reading. It must go through a public
141hearing. These are temporary. Um, in fact, all of tier 2, there are no positions in there whatsoever. Those are all supplements for our current teachers so that they can tutor after school. So, so, and I'm all for the um tutoring um piece of it. That's the part out of all these things that I care about the most. Um because I think that's important so that our students are getting the support that they need. But my question on the table right now, yes or no, is do we need to have this have multiple readings based on the on how this how these funds are being moved. I just don't want to do a vote that's wrong and then we have to correct it. So, I just want to get clarification before we take a vote. And
142this has nothing to do with rather I agree with what we want to do because I do I'm just asking >> is the technology position not included in this. >> Oh, yeah. All these things are >> So, excuse my excuse my ignorance, but we're going to hire somebody for estimated salary of $150,000 and let them know you're a temporary employee. Let me let me share right now we don't have these protections. We're asking for the protections. If the board doesn't want to give it to it, that's fine. Um I would rather go to the board and say we tried to find protections for our website, for our cyber security. We have been um our our principles have been brought out for not enforcing dress code, for not looking at vapes in the bathroom. We're asking
143for help for here. Um, we've, this is Mr. S's point, we're trying to pay our teachers extra to t tutor after school. We're asking for help. Uh, the answer is no. It's a fund balance assignment. It's not our annual budget piece. We don't have to do this. And I'll tell you why. Last year, we brought to you, let's give all staff $1,500 out of fund balance. that was approved unanimous and we didn't even have a discussion on it. It was it came up. It didn't have a first or second or third reading. It didn't have a we didn't posted in the newspaper. We didn't take action on it. We added to the budget. We went over budget >> without any notice. We just added it. So, I don't I don't if if we can do
144it then. I don't understand how we can't give this help to our people right now. >> Okay. I was just I'm sorry. I was just going to say real quick. I'm not debating that these aren't needed. Don't get me wrong. I'm not trying to put down any of these programs. I just wanted to make sure that we're going through the proper channels and we're going to be able to continue these if these are very important positions and that we're prepared for the future. That's all. >> Miss Snipes, I have a question. What is the annual This is if I mean we only have we have less than half the year left. So if the annual cost would be double this >> for the um tier one tutoring, Miss McCascal, the annual So, the tier one
145tutoring was double this. Correct. >> Okay. Which is double >> the uh tutoring. The annual cost for the technology position is the $150,000. That is the annual cost. Um and the expectation coaches. I believe that is also the annual cost. >> How can you hire eight people for a whole year for $300,000? >> Because they're they're >> Yeah, this this is and I know Dr. Harris feels this >> [cough] >> They don't make a lot of money. And uh I'm I'm sorry that's the case. But um >> so they're not psychologists or >> no these these are boots on the ground uh to find psychologists at to find eight psychologists to work with our students. >> You give us the full year and we would struggle with that. U we're trying to find people to
146help supervise students in the halls during the catch. Yeah. >> Um I I want to pay them more, but um >> Okay. >> All right. Um we have um an amendment to the motion on the floor from Mr. Bum to defer um the approval of the budget amendments. It's been properly seconded. All those in favor of the amendment to the motion? All opposed? And the motion um fails 5 to two. Back to the original motion on the floor which has been made and properly second to approve the general fund amendments. All in favor? Opposed? And the motion carries five to two. Four. Four. Thank y'all have it. Yes. All right. That moves us to number um 18 which we've already um voted on but do believe the administration has a presentation regarding that. >> Uh
147yes madam chair I just wanted to uh put for the record we appreciate the board approving the A&E service of this. Uh there may be some parents of Chapen Elementary that uh are asking what is the board doing or what is the district doing. So we would have put this uh for your review. Um, currently the dismissal at Chapen Elementary School, uh, is at 2:30 p.m. Um, you can see here we have a stacking issue on, um, Old Bush Old Bush River Road in front of Chapen Elementary, which also is part of the property for Chapen Intermediate and our uh, bus depot in Chapen. U, you can see here, this is at 220 about 10 minutes before uh dismissal. Uh that stacking line goes uh almost as far back to the ent entrance of the
148uh the park and Park. So we're we're I'm park. Yeah. Uh Mel Melvin Park. That's correct. And so what you see here is at 220, if you swing the the drone back around, we have our buses intersecting uh the car rider lines um as they try to run the chapen routes. So uh our proposal uh is to get architectural and engineering uh plots approval uh to have um two things. one a to move our chapen bus depot to another location um that we would use policy FF FE for as well as using this site as a stacking area to move those cars off of uh Old Bush River Road. So, I just wanted to put that um on the record for the community. Uh I know the parents have asked us what solutions were possible
149and we thank the board for moving forward with um feasibility for solution. Thank you Dr. Ross. That moves us to our discussion agenda. Miss Tucker with the district's real listing. So um in exhibit O is uh the realtor listing for 2627. So, the brokerage uh services are exempt from procurement code um but do require board approval under item six of the listing of exemptions. Um the district recommends approving the um the realtor brokerage firms um similar to the process that we do for attorneys. We bring these before the board every year. Um there's a list of uh real estate brokers attached to this and I will stand for any questions. >> Mr. Do we have um under each firm like a a list of agents that we use on a regular basis or is it
150just whoever's up? >> Alan mentioned to Dr. Ross I think this is a holdover from when facilities used to fall under uh the CFO because actually facilities works with the majority of these uh the realators. So I'll turn it over to Alan. So, whenever we call a firm, it could be whomever they have available. Um, and then if it's a firm that we that's listed and it's also a piece of property that listed, it would be whoever is under the little um under their their for sale sign, their little marker. >> Anybody else? >> All right. Thank you. And then, Mer, I'll let you just ease right on into your next. >> Ask me. But please please stand remain. Sorry I tried to give you more words. >> Great question. I'll go quick. Uh we
151just wanted to make sure we're clear on the budget calendar uh as we provided to the board at the beginning of the school year. This is the comprehensive budget calendar that we use to plan our our budget. You can see what is requested of the board of trustees by month at the top and then subsequently all of the things that we have published in order to make this work uh from the superintendent, executive staff, principles, department heads and then our uh stakeholder groups. Uh as we go through this timeline, what this looks like for the board is uh we will have on our January 26 meeting uh we'll talk about our have your u annual comprehensive financial report from Manley Garvin. You will have that. Then on February the 6, um we will have our
152budget planning workshop that'll be at Saluda Scholes at the River Center. Um we will give to you at the January 26 the uh priorities of the administration as we work through the budget process. Uh these are the larger uh priorities as we move through that budget calendar. Uh we will move forward with approval of contract reappointments and strategic plan amendment will be presented. We're in the process of that now. I think it's important to point to April uh as we have our budget discussion. uh we will have a lot more in terms of expenditures and revenue projections by that time and a budget book. Um so uh we would also kind of be finalizing and preparing for our uh spring 26 bond issuance as well uh for capital. First reading will be in May and
153uh we hope for the public hearing and the second and final reading on June the 8th, 2026. So um that's just an outline of our our budget calendar and we look to um uh really kind of pin down the uh the direction that the board would like to go uh for the budget planning workshop at Saluda Scholes. I think it's import to understand uh that we need to be collective on how we advocate uh for our public schools and the impact of proviso 1.3. Remember a proviso is a provision put in the budget that stands as low for one year and uh as we know we look at our annual budget our revenue line uh 64% of our revenue is coming from the state. So we depend heavily on the state uh 35% from local
154and about 1% in terms of grants. If you look at what our expenses, 88% of what we are are spending are coming from our people and our staff. If you put a circle around benefits, you will see that in terms of health care and that allocation, that's something that we need to be paying attention to because uh that will increase with the same amount of staff that we have. Uh what is state funding based off of? I think it's important to understand that we base off of weights. Weights are what's super important as we look at the state funding. Uh this is the weights that we have for our current uh year. There's a proposal in proviso 1.3 to adjust these weights because it's not the numbers important but the weights are what determines our
155our funding and to remove the proposal is to remove certain weights that will have an impact. They believe that adding 0.1 to the base weight would help. Uh but we just haven't seen that in terms of projections of revenue. Here is the simplified version of how to calculate how we get our how much funds we have. That's the most simple way we could uh that uh I think RFA has uh shown this. um we tried to another try to simplify this even further because it's important for us to understand when we start putting this budget together I think we need to make sure that we're speaking the same language if we take the base traditional student um we are counting the number of students and we call that ADM or average daily membership if you've
156been in education long enough you remember EFA that's the educational finance act and the educational finance In fact, you had something called the base student um number or base student cost. And what we would do is we would take the number of students, multiply times the base student cost, and we had good projections of what we can do. Um in 2022, that ended uh in January 2021. uh the proviso was passed and taking effect in January 20 I'm sorry in 2022 school year we had a new model so it's not the number of the students it's now the weighted pupil units of the students we must make sure we make that transition because people will still say well look at how many students you have you should be losing funding it's not the number of
157the students it's the weight of the students so with the proviso the weight of the students now is based on weighted pupil units. The base student is a 1.0. But that's not the end of this model. That student must walk through another door. If that is a student that goes to a traditional public school, that student will be reduced uh by the state local share. That same student will now be reduced to 75 weight. It's not the number of the students, it's the weight of the students. So what happened to that 0.25? What happened to that? That went to uh the charter a lotment. And so that's not the end. That student must walk through another door. What door is that? That's called the index of taxpaying ability. When they walk through that door, that
158student is reduced again by the local tax base number, that index. We're the 16th largest tax base in the state of South Carolina. So our students will be reduced again. At that point, it's not the number of students, it's the weight of the students. That student must now pass through the the last door. That door is the share of the state funding. We will know the total amount of money that they put into that pot. What we will not know is the weights of the other districts and the relative growth of the other districts. And so when our reduced student gets to that last door, we still would not be able to calculate what they receive, what we receive um from that. So that determines a lot of unknowns. What does this mean? This means
159that we have to uh one advocate um when we look Look at this index of taxpaying ability. We don't farewell as being the 16th largest tax base. It will require more of the local share to um address this. We feel that we're in good position. We have positioned ourselves well. Uh but we still have some unknowns. How are other districts weighed? And then what is the relative growth of those other districts? If every district loses students, you can still gain money losing students. It's just in comparison to the relative growth of the other districts. Um what we are worried about is in this proposal proviso 1.3 that our healthc care aotment our healthc care aotment does not go through this waiting system. We get 100% of the health care allocations. The proposal now is to
160put that through the equation. If you put the health care allocations to the equation with health care costs going up, that's going to be more burden on the local uh school district to make up. So, uh with that, I just wanted to explain our um state aided classroom in the simplest way. We shared this with Scassa to try to get their feedback on it. Uh I think this is probably the simplest way we can share this. But to understand it's not the number of students, it's the weight. and weights are reduced for that traditional student. So, um we'll talk a little bit about this uh more at our January meeting, but I wanted to uh put this on the record so that you have a time to a chance to review the recommendations for the
161RFA uh and um be able to make comments at our next meeting. And I will also just say the governor came out with his executive budget today and there are a lot of um things in the governor's budget for education. So I just encourage you to go look at that and see um what recommendations are there as well. So legislative process started. Thank you. Do we have other questions or comments on that presentation for tonight? >> All right. >> Make a motion to adjurnn. >> Second. All in favor? And the motion carries. Six to zero. Y'all have a good night.