001mission something school district is educational environment that's ladies and gentlemen our board members that are here this afternoon is yours truly Sean Reagan area five chairman uh in the boardroom we have uh Bonnie Disney area 9 as well as Mr. Phil Leven, area 8. Uh on a virtual platform, we have we have Johnson area 4. At this time, I would like to call the meeting to order. Item number two is where we will begin with the approval of the agenda. Item 2.1. Uh upon consensus without any objections, the agenda shall stand approved. Hearing none, the agenda is approved at this time. We now move to item number three. Calls for the superintendence report. And under that, uh Dr. Right. I'll allow you to take the charge on that. Uh thank you, Mr. Chair, Mr. Chair,
002members of the board. At this time, I'd like to call u Dr. Jada Mloud and Dr. Shirley Gamble uh up to um to present the item for the day. I'm here concerning a course. At this time, I do not recommend the local board approve the American history course. It needs more time for development. Okay. Um we were given this and so um this information was shared with us at this time and it was given to us by Mr. Phillips. Am I correct? gaming started. So, I mean, we can't hear you all. Hope you all are speaking. Ask Scott. Should we go off and come back on? We still can't hear. I'm on YouTube, Miss God. I still can't hear anything. YouTube. Can you hear us? Miss Johnson, can you hear me? Yes, I can. Thank
003you. All right, we're going to uh attempt to move forward. Um, is the live streaming working? It is. Okay. All right. And the board members that are on um I think we only lost uh Dr. Lee, but we're going to try to get her back on on the meeting. Okay. All right. So, we're going to uh see if we can start from the beginning again and see if that works. Okay. We're here today concerning a request for the local local board approval of a course for Sumpter High School. The title is early American history. At this time, I was not in support of approval and moving it forward to the board. And I will um explain the rationale for that and the um timeline associated. We begin our review of our course cataloges every year
004in early fall just as the students get back because for the 2526 course catalog the final draft was on January 30th 2005. The reason for that is that in end of January, 1st of February, students start their request or their registrations for the following year. We push the course catalog out at that time. We began the master schedule training um February 13th and 14th. Um March 6th and 7th we had the master power school setup trainings to support the schools and then we have had scheduling scheduling labs from March 27th and 28th monthly until today and tomorrow since tomorrow is the last day. So we have to commit the master schedules for 25 26 school year tomorrow because over the weekend power school has to have time to do the power school rollover. The first
005time this course was mentioned was February um early February 17th I believe it was when Mr. Richards um expressed that Miss Sandor and the social studies department chair, Mr. um Chad Hashau, um were interested in a pilot of this course. At that time, I gave um Mr. Phillips the application that I had on hand asked him to check to make sure it was the most upto-date application and to make sure that the state personnel listed was up to date as the state has had a lot of turnover in the last couple of years. He did that and he began meeting with them. However, when I brought the local board approved courses forward to the board in March, I think that was on the 24th. That was not included because I had not received an application.
006and all of the other local board approved courses or courses we have had in our catalog um for many years. When Mr. Phillips inquired about it a couple of days later, I informed him that I never received the application. The application was actually submitted on April 4th, excuse me, April 6th. And at that time, we were about to go into spring break, excuse me. It was on April 28th in our executive leadership meeting that I brought it forward for the executive leadership to review. At that time we did discussed it and didn't feel that it was ready yet. We didn't have enough data at the time and Dr. Gamble and I were going to meet with Miss Sandor. After that, Dr. Daml did speak to Miss Sandor concerning this course and I thought that um
007it was completed at that time the discussion was completed. It wasn't until I received an email on June 12th and I responded to the email because they are trying we're trying to finalize their course um master schedule at Sumpter High that I said it has not been approved. I didn't go into detail. That was actually my birthday. I was off and I was sitting on the beach, but I got a text to please respond because they were waiting and it was time sensitive. So, the schedules have long been done. The students did not have this on their um course requests. So, no students had um chosen to participate in the year-long class. My recommendation is that we um continue to work on it and that it's truly piloted. if the board so chooses to approve
008it in the future that it's piloted with one or two sections so that we can then gather more data to support an expansion. This would be an additional history elective course before taking the US history course which is a required course with a required end of course examination. The packet you have um is not the packet the last packet I have received. So I have not had time to review the new information provided referring to these um what Mr. Phillips gave us. Okay. I did make recommendation recommendations to the teams things that needed to be included for the packet for the application to be completed and to have the supporting information to make the decisions. Are are you aware of what this is though? I mean, I I understand that we were given this. I
009I thought he was going to have an opportunity to present this information since we received it and this is our first time seeing this. Um, do you know what these items are? Is this an application to apply for the course through the state? Is this It is an application. Okay. What else is this? You You don't know what else it is? Okay. All right. I'm sure that we have some questions. Um I see some of the board members looking through it. I hear you, Mr. Austin. Um I'm going to recognize the board members. Um if they have any questions about this and then I'll come back. Um I'll start with Mr. Austin who just uh made mention that he wants to be recognized and then I'll come to you. Uh Mr. Austin. Um, can everyone
010hear me? Go ahead. I just have concern if if I heard correctly that the conversation regarding this course started back in February and the board had approved courses prior to this meeting and schedules for students have already been prepared. So, was where was the breakdown in communication on where they were with the application process? Because it seems as though there was a breakdown in communication between the school and academics to get this before the board prior to the day before the deadline for course approval. Well, I do believe that we can um streamline the process and put deadlines in place along with the master scheduling, but this should occur ideally in the fall because that's when we are reviewing to create our um master schedule for the next year and our course cataloges. And you
011have any other questions at this time, Miss Austin? So, prior to prior to Monday, there was no conversations about this course being approved. Is that what I'm hearing correctly? There had been conversations. The information was given that it had to go before the executive leadership team and that happened April 28th. And then there was conversation with Miss Sandor. And at that time I felt that this was on hold for completion until I received an additional email on June 12th. Who did the email come from on June 12th, if I may ask? It actually came through one of the Sumpter High counselors requesting a course code which cannot be requested until the application is completed. The executive staff has reviewed it and we move it forward for board approval. I also have to caution that a
012few years ago we had to reduce the number of local board approved courses that we had and once it this were to be approved I would still have to go through the state process to request a co course code for this. Um you mentioned uh in your presentation that Dr. Gamble met with Miss Sandor spoke with her. Okay. Yes. I was trying to determine what her needs were and the courses that she was um requesting because at that time I thought she was requesting a foundation course for all of her EOCC courses. And um so at that point I did say to her that this was in the hands of our academic team and that we would get back with her regarding this. Okay. You you ready? Okay. The concept is something that I would
013support. Um I think you've the needs, why we need it, etc. I'm looking at this. I need help with this. Does this have to go to the state department? We have to have it available for them should they have questions and for desk audits. Okay, I see some things have been answered. I see page four, they have some very interesting questions such as provide a brief description of the prop preferred proposed course. I see that um it says list any specific experience or training the teacher may have in this area of study. I don't see an answer to that. Um list all areas of certification endorsement that appear in this. I I mean there are some things that I don't see and if this were go were to go to the state department I think
014they would But that is absolutely also it seems to me um and I'm well I'm watching Ben only but it it seems to me that whoever teaches this has got to do more than just make it digital. And I see that the information that you guys will be using as a textbook or something is digital. And I'm afraid that if it's digital and somebody goes in and just turns it on, kids are going to be asleep. And I'm not sure that is going to bring up the scores. What I would like to see is your most highly qualified Mr. whoever person up there, you may use the digital, but you stop it and you explain and you ask and you make them look you in the eye and don't just turn on the TV. I
015I don't think that's going to be co taught us it doesn't do well. I I think it's missing some things. Do I want this? Absolutely. If I were teaching social and I saw that the problem was the kids haven't learned the first half of of American history, I'd be concerned. And if a teacher is from a foreign country and does not even know what our history is, I'd be concerned. I think our kids deserve an opportunity. But I also think parents need to know about this. And before Johnny, who has a schedule that mom and daddy have put together since 8th grade, that's what they want that kid to have and all of a sudden kid is is goes back in August schedule is changed and mama never asked for that. I just think that's
016a problem. Um may I follow up what you said actually Mr. Phillips and I had a brief conversation one day as well about this the course and that was certainly my recommendation to him at the time as well that has to be a an effective teacher in that foundation's course and that was my conversation as well with the principal is who will teach these courses if we're going to implement foundation courses for all of our EOCC's. Okay. Uh Miss Johnson uh you're recognized at this time. Thank you, Chair Reagan. A part of my question was already answered in terms of do we have a teacher ready to go for um teaching the course? Secondly, do we have students if because this is a foundational course, I imagine that we don't have any students who need
017this for graduation because it is foundational. So at this point if this were approved does it mean that things will be rushed? And finally for where would these students come for this course if they've already completed their schedules? Thank you for your questions. I do believe at this point would be rushed. I would like to see um as Miss Disney stated some additional resources um work on the curriculum so that we are prepared when we pilot for the teacher to be prepared and the students identified. This is foundational. You are correct that it is not required for the high school graduation. It would count as a history elective if approved. Go ahead. Hold on. Because they've already completed their schedules. Hypothetically speaking, if it were approved, they would have to take one of their courses
018that they are scheduled scheduling for for the fall of 2025 and move it because my understanding the proposal is 11th grade college preparatory students would take this course in the fall, followed by the US history course in the spring. Yes, that's an elected. And lastly, if it were approved, do we know that we had the number of students that we would need to even this class? And lastly, that would be looking at their current data. I'm sure we could fill at least one or two sections. And that would be my recommendation when it is approved is to consider one or two sections and then to be able to track the student progress through this course followed by the US history course and the end of course examination. All right, I'm going to recognize Mr. Alustin.
019Uh again, you can go ahead. I guess my concern is that the school has been asking for this course to be approved for the I'm for the past 6 months or so, but we're hearing that there needs to be more work on it because somewhere along the way, the ball was dropped. But yet we're going to go into another school year without offering a class that could support US history EOC test scores improving because someone dropped the ball between the school and academics because we've already had I mean just from this conversation alone we've heard that the communication started in February or January. And here we are at the end of June and we're saying that the course will be rushed if we were to approve it. But yet again, we're allowing students to go
020without their needs being met because of adult decisions in the process. And that is where I have an issue with. I heard Miss Disney's questions about some of the application not having answers, but the school is, my understanding, has done their due diligence. It's a needed course, but yet we're having conversations about postponing implementation of this course because someone dropped the ball. Okay. At this time, there is no curriculum for this course. Mr. Chairman, if I may, but we've had six months to develop the curriculum. Correct. Not necessarily. No. As I stated, the 202526 course catalog was finalized and released January 30th, 2025. Within two weeks, the schools had started their registration process. That was before this course was ever mentioned. The application came in on April 6th, 2025, just before spring break. When we
021returned, it was brought before the executive leadership team on April 28th. Additional discussions occurred. If it is to be moved forward, my recommendation is more time for development with a committee with a timeline. We can preschedu the meetings. However, I can say that Dr. Gamble and I both speak to Miss Sandor often. And if there were more concerns about it, that was not provided by Miss Andor. It came through other means. Okay. Uh, Mr. Chair, Mr. Levenous, and then I'll come back to you. Uh, Mr. Chairman, I've got some observations and some uh concerns. Um, a question. I understand the original scope uh included several sections, but the current scope may include a lot more than that. So, I'm going to ask you what schools will have it and what won't and point out that
022this is an 11th grade course if we implement uh realignment as we have discussed and and voted on. Um what will happen to the students who um are no longer in the schools that may offer it or no can't have it. Anyway, I'll let you answer that in a moment. But I'm also concerned about the fiscal impact if the scope is much larger. Those are concerns. Um I want to make a suggestion at this point that we reinstate the curriculum committee because that's the essence of what we do as a school board is uh oversee this curriculum in an effort to try to get the students in the right direction. I would take issue with the fact that due diligence has been done because um I hear wonderful things about the people involved, Mr. Phillips
023in particular. But regardless of that, uh this school district has to be accountable to people in Sumpter, but also to the state board of education, etc., etc. And so um I I can't say that uh the due diligence has been done. I can say that the motivation, the general layout to address a specific problem is great, but I don't think we've gotten there. And I regret that we're not at that point. But I would be very uncomfortable going against uh the recommendations of the folks who have been at the heart of this matter and and oversee our curriculum. So at the proper time, Mr. Chairman, I would of course vote to carry this over. And it's not voting time at this time. Um All right, Mr. Chairman, but I'm not done yet. Okay, we'll finish
024and so we can move on. Oh, I I didn't know you like to move on so fast. Yeah. Um, I just feel like uh this is uh not the time to do this and I would make that motion at the proper point. Okay. Any other uh questions from the uh members of the board or comments as such at this time? Go ahead. Was that an acknowledgement? Go ahead, please. Thank you. Thank you. Um I want to first commend even even though we may feel differently about the results I want to commend Mr. for going to all the work. He's a social studies department head recognizing the need and I'm guessing did the analysis of how the students did the first semester recognized there is a problem did attempt to try to meet the needs and
025Mr. Phillips, I know you did the same thing and I commend you and I I would suggest that we have a better system for bringing academic needs to the board's attention and I do believe we need to um re uh create a curriculum instruction assessment committee. Thank you. All right. Any other questions at this time? Uh Dr. Mloud, you mentioned that the executive team met uh Dr. Wright, you all had a conversation about this. Uh what came about from that? Uh Mr. Chair, I look back on my calendar um that particular date we had a Zoom meeting um with someone prior to the discussion. So I I was not present at the time of the discussion. So the these ladies are going to have to fill you in on that. I went back and looked,
026Mr. Chair, because I thought that question was probably coming. Basically was just a followup to try to determine what the school needs were and to determine who would actually teach the courses was my discussion. And actually, I've had no other follow-up regarding these courses until a recent email that I saw maybe last week and it was inquiring about the course and I deferred to um Dr. Mloud since she is you know our executive director for academics. Okay. And and at that time the conversation was stopped at that time. There was no other conversation brought about about this particular course force is we're talking about something high, right? That is correct. There was no additional conversation with me that I recall. That date was when when when did you all meet? April 28th. It would have
027been April and I would have spoken to the principal probably the date or the next day. It was in that same time frame. Okay. Um, I heard that you were against the approval of the course at this very moment and then you mentioned if it was approved then certain things should be in line with it to make sure and I have to agree we you want to have a teacher who's going but I think that's I think that's small. I think that's something that could be worked out um without saying the course doesn't need to exist. Um, also I'm still taken back because Mr. Phillips is here, but I don't see and normally when we do course uh offerings or presentation before this board, there's never an issue for him to come to the table.
028So, I'm a little taken back because he was the one that brought all this information to us. And again, um, and we've asked about this before about all this stuff coming at us at one time and then we're set on the, uh, table to make a a a vote on it. Um, but certainly I would like to know what all this about, but I know that I mean, I'll speak to you. Do you know why he's not presenting at this time, Mr. Chair? I I certainly don't have a problem with him presenting his uh his information if if the chair and the board uh pleases. Well, I I'm just looking at the practice of it. I I don't know what happened, but uh obviously we've never gone through all of my time. We've never gone
029through all of this to approve a course. Sure. So there must be something behind this and we the board has to decipher through this to ensure that we're doing what's best for kids. I don't want to deny something even if it's foundational if it's going to support our children if we have our stuff in order as an academic department as a school and as a district. Exactly. I understand completely. That is the only reason I haven't had Mr. Phillips present because we have never brought a presentation forward that we had not previewed, reviewed and made sure that everyone has the same understanding. That is the reason because as of yesterday there wasn't the supporting information and I do have to have who's going to teach with their credentials that is part of the state application.
030So that has to be pre-identified and as well as students that would be qualifying for this course. And currently it's stated CP students. Do does every college preparatory student need the foundational course to be successful in the US history course? Those are the type of questions instead of a blanket um implementation of an additional course because I also have to look at what happens with our transate students who are maybe in the middle of this course and move over to Lakewood or to Crestwood. Then I have a placement issue with them. they can't complete the the semester because they have transferred and that course is not available at the other two high schools. You specify that this course is an elective. It is an elective, a history elective. That's what it would be. And so
031just for clarification, you are telling us at this time the two of you work in the same department. You all have not discussed this particular course at this particular time. We have not discussed the a presentation for today. So what did the discussion look like when you all discussed this course? When I received the request for course approval for this special call board meeting, I let Mr. Phillips know I had already emailed things that would need to be addressed before this course could be ready to bring forward to the board. But that was yesterday because I just found out that a course was being brought forward to the board for approval. Uh any any further questions at this time? Something has just come to my attention and make sure that it is addressed. Um, I
032believe the department I just received a text. I believe the department is also thinking that it might be a year-long class. When I say year long, it's not we can have a year-long class that stops in December, but perhaps some of them are thinking that it might be from August to May. And that would definitely need to be cleaned up here because that that has different uh uh connotations and situations for those who you know leave early etc. So that needs to be addressed. What are we talking about here? Is a yearong August to December then take the EOC or is it August to May? They're providing the content across a year, I believe, is what they mean by the year-long because the intent is to cover a couple of the US history standards to
033preload information for the students before they go into the US history course and they would like them to be backto back which I would definitely recommend. So Dr. Mloud that doesn't take just a course away from students. It says you're going to lose two courses because you have to take this. They'll have to their selection of electives would be reduced. Correct. So if it's a band student, they lose all of the band whatever that it is just going to depend. Um they have seven electives. Um one of them which does have to be a US excuse me a history. Um a history can be an elective but they have a total of seven. And so if they are band students or core students, arts that go up into the higher levels, they do have those
034already probably scheduled out and they would have to make some decisions. So So those of us who might have been thinking, hey, we can let them go ahead and start this in January. That's not the case, is it? you would have that summer learning loss. I would recommend that it's um this since it is considered the foundational information that they feel will help them be more successful in US history. I would pair this course in the fall and the US history in the spring. But if we can't do it in the fall, then that means we have to wait until next year. Correct. You could you could have the foundation in the spring, but like I said, you may have that that summer learning loss that is traditional before they picked up the US history
035in the um spring, I mean in fall of the next year. But if there were sophomore that might work to have it in the spring. That could be a could be a possibility. But again, you have to look at the individual students, their needs, and um their data. All right. Any any other questions or comments? Very quickly, Mr. Chairman, um I would I'd actually direct this question to you, but I wouldn't be surprised if you didn't know the answer because I certainly don't. Was this planned for in the budget we passed Monday? I don't think so. Really, it's a rhetorical question almost, but what schools would it supposed to be? The proposal to pilot would be Sumpter High request. Is the proposal still for a pilot or is it broader? That's one of the unanswered
036question. Unanswered questions thus far. Mr. Chair, is there a grant involved? No, ma'am. Well, and Mr. Phillips says there is you seem to have a problem here. And that's kind of sort of been the issue since we started. So, it's going to make it difficult for this board to do what needs to be done. So, I'm going to turn that over to the superintendent at this time. Uh, Mr. Chair, we'll give room for Mr. Phillips to come and make his presentation if if it so pleases the board at this time. Okay. Greetings, Sumpter School District Board Chairman, Dr. Reagan, Vice Chair Alustin, Superintendent Dr. to write esteemed board members and Sumpre School District stateole stakeholders near and far. I am Richard Phillips Jr. the proud Sumpre School District coordinator of secondary science, social studies and
037K12 PE health and STEM. I appreciate Mr. Superintendent opportunity to speak especially given that some of the comments that have been issued so far seem to go so far as to impugn my professionalism. I have in fact done my due diligence and I have come here prepared to present. Um I was given to understand yesterday via email at 12:30 p.m. that there was a certain amount of information that Dr. Macau required me to bring here today. So I don't really understand why I would be asked to bring the invit invitation and then seemingly not be able to present. Therefore, I very much appreciate this opportunity. John F. Kennedy in his in his Rice University speech on space exploration on September 12th, 1962 stated, "We choose to go to the moon in this decade and do
038the other things not because they are easy, but because they are hard." This was a call to action that is applicable to education and all stakeholders today. We must do the hard things that inform student growth and we must begin now. Our children, Destiny's darlings, require us to make the decisions that will positively support their transformation into global workplace warriors. Every day or even hour of delay has a delotterious effect on their individual earning power as adults. The time is now to provide them with the curricular instructional support to obtain lifechanging careers instead of life sustaining jobs. The question then becomes why the urgency? The NA NA National Assessment of Educational Progress, US History Assessment for ETH graders measure student knowledge and understanding of American history. In 2022, the average score for eighth graders was
039lower than in 2018. The assessment covers various periods of US history including colonization, the revolution, expansion of the Civil War, and modern America. The results indicated a 5% and 6% decline in the 25th and 10th percentile, respectively. Why is this significant? The eighth graders of 2022 will enter 11th grade and physical year 2026. and will complete the US history and constitution EOC course. We know they are coming and we need an innovative plan for our worldclass teachers to meet our children where they are while providing curricular and instructional support that will propel them to successfully complete this South Carolina graduation requirement. To that end, our amazing secondary social studies teachers met regularly on the second Tuesday of each month during physical year 2025 and were tasked with contributing innovative ideas per the Sumpter School District
040strategic plan to provide such support. With the Sumpter High leadership team support and buyin from the social studies department, a plan was developed to create a local board approved request to pilot an early American history course in physical year 26 and that will serve as a fall prerequisite for the spring facilitation of the US history and constitution EOC course. I will now brief you on the proposed history LBA course based on the contents of the innovative approaches locally designed subject area course application before you and provided by the South Carolina Department of Education Division of College and Career Readiness. Page two, paragraph two. South Carolina Department of Education approval is not required for locally designed courses for which students receive elective college preparatory credit as long as the courses are approved by the local board
041of trustees. The target population for our course is college preparatory children for phase one of this pilot. Nevertheless, we completed this document to provide clarity for all stakeholders. Please turn your attention to the draft LBA early American history proposal June 25th, 2025 document before you. Number one, students and teachers needs assessment, including curriculum gap data and trend analysis, identifying weaknesses in Sumpter High, early US history, specifically the period prior to reconstruction, identified weaknesses in standards 1 through two, unit one through two, standard 1 CP, low student mastery of content related to Atlantic World's influence on Republicanism and Federalism,607 to 1815 that is significant. Unit three standard 2 CP weakness in understanding economic expansion and conflicts over federalism and natural rights 1803 to 1807. This would all be contained within this LBA course these years607 to
042180 1877. These early foundational standards are directly aligned with the proposed early American history course focus. Number two, disparities in US history performance at Sumpter High. College prep students historically only 35.8% earned a C or higher. Only 50 over 52.6% failed the EOC. Honor students historically 65% earned a C or higher. 26 failed IB students historically 95% of earned a C or higher 0% failed this disparity highlights that CP students who are the selected population for this new course are not mastering early history content adequately in our current model. Additional considerations are the draft syllabus which you have before you. Uh curriculum development has been completed and this will answer those questions about the curriculum development. We our traditional curriculum begins with pre-colian and goes through modern day. That 600 years of history our students
043are responsible for knowing and interacting with in order to pass the EOC course. Interestingly enough, at Central Carolina, our local community college, not even the college, teaches this course this way. They have bifurcated that course into two courses. History 111, which is pre which is early American studies and history 112, which is the remainder to present day history. And that is our proposal here today to do the same. the story of so LBA history course resources there were questions about this so I provided you with a proposal to supplement early American history in instruction with the story of America story of America is an innovative digital US history and literacy literacy program developed by myra learning and approved for use in South Carolina through the South Carolina departments of education innovation grant Provided at no
044cost to districts, the program enhances student engagement, supports teacher instruction, and aligns with both national and South Carolina college and career ready standards for social studies. The proposal recommends adopting the story of America as a supplemental instructional tool in the early American history course, which spans from pre-Colombian civil civilizations through the Civil War. essentially standards one through two in our current pathway. This tool would enrich instruction through multimedia, primary source analysis and integrated literacy skill development as literacy skill development modules are included in this program. Proposed implementation target course early American history grades 11 through 12 units aligned to the course content. You have them before you. I will not read them all to you. Um, but I will take questions later if you have them. Instructional features, natural history lessons with visuals, videos, and
045interactive maps, primary and secondary source analysis with guided questions, integrated vocabulary tools and glosseries, autoscored assessments, formative and benchmark. performance task with rubrics, reports and progress monitoring for teachers and administrators. Dual language accessibility, English and Spanish, justification for use. Standards alignment. The story of America aligns with South Carolina College and career ready standards and the national C3 C3 framework. Each unit promotes inquiry, source analysis, and critical thinking around historical themes. Literacy integration given national concerns and local concerns over literacy declines. The story of America's embedded literacy lessons address skills such as text evidence and summarization, evaluating arguments and point of view, research using multiple sources, writing historical arguments, differentiate instruction, multimodal content, audio narration, visuals, bilingual text makes the program ideal Four, English language learners, students with reading difficulties, high-erforming students seeking deeper inquiry, historical
046thinking and engagement. The story of America supports college board aligned historical practices, document bait based analysis, multiple perspectives, causation and continuity, sourcing and contextualization. all skills required to be successful in US history and constitution. Teacher support and accountability. The program's platform includes real time student performance data and allows teachers to customize instruction, track standards mastery, integrate digital assessments into daily lessons. Teachers will be accountable for pre-esting, reviewing English to reading data, and providing interventions based on literacy levels. Conclusion: Incorporating the story of America into themer early American history course will enhance instructional effectiveness by deepening historical understanding through engaging digital content, strengthening student literacy and alignment with state and district goals, supporting equity and access through inclusive multimodal design. With South Carolina Department of Education approval and no cost to the district, the story of
047America represents a valuable addition to the current instructional framework and complements the adopted HMH US history textbook which may be used for this course in that it was created and designed for the entire scope and sequence of the history pre-Colombian to modern day. Students would simply be assigned this book and they would use the first portion of it in the LBA course and then they would bring that book with them in the spring to the EOCC course where they would use the remaining part of the book as a resource for success in that course. Our draft syllabus is included for your review as well as the pacing calendar and the 2019 South Carolina College and Career Ready Social Study standards. This proposal would not be complete without acknowledging our worldclass teachers needs. The traditional pathway
048requires our amazing US history and constitution educators to facilitate instruction for five standards and 30 indicators in an average of 63 days per semester. That is approximately one indicator every two instructional days. This pace has a negative effect on our student growth, especially for our below level readers. Our proposed LBA plan for a reduced number of standards uh two instead of five and 12 to 15 indicators instead of 30. This becomes an average of one indicator approximately every four days of instruction which provides additional time for their children to successfully learn the skills and content knowledge associated with each standard which in turn will foster unprecedented student growth. In conclusion, I leave you with these final thoughts and one request. General Charles Q. Brown Jr., the first African-American chairman of the Joint Chiefs of Staff,
049has emphasized the importance of being comfortable with being uncomfortable. He stated, "If we're comfortable, we're probably not changing." Just as John F. Kennedy issued a call to action, let all Sumpter School District stakeholders answer the call to action by Dr. Wright. One district, one purpose, united for students. And now the request. We respectfully request local board approval for the early American history course. And at this time, I will take any questions if that is permitted. Um, thank you, um, Mr. Phillips. Uh, we do have one question and we're going to get ready to wrap this up. Um, and Miss Johnson, I don't know if she can hear me at this time, but if you can hear me, you may go ahead at this time. Miss Johnson, if you can hear me, you may go ahead
050at this time. Thank you, Dr. Reagan. Um, thank you, Dr. Reagan, Dr. Wright, um, for allowing us to hear that information. I will tell you that I think I learned something new as a result of that. It sounds like the only it sounds like the only approval that is needed is for the school board to approve this. Even though there is an application or an application process, it it has nothing to do with the uh state department of education, it doesn't have to go to the state department of education for final approval for our school district to say yes, we want to move forward with this. So this additional information along with what I've heard, I think actually changes a lot around my decision making process and I'll be ready for the vote at the
051appropriate time. All right. Thank you. Uh recognize Miss Disney at this time. Thank you. Thank you for that uh information at the on the handout you gave us the LBA handout. The last sentence and I'm going to read it. I I assume that's you. I recommend piloting the program in select classrooms during the upcoming semester following followed by districtwide implementation based on teacher feedback and then the the other question I guess would you be using Chromebooks or a TV for the digital information And and would it be each individual moves at his or her own pace? If it's a Chromebook or if it's the TV, is there going to have to be a qualified certified teacher in that room? Because some of what I read sounds like you could have a paraprofessional maybe if you
052could address those things. Yes, thank you for that question. The story of America is the supplemental resource our and we have we have Mr. Hushaw has done a great job of selecting the teachers for this course. He has four teachers selected to teach this course. Uh three of them have 12 plus years of experience teaching US history constitution and they all and the four of them are certified in US history constitution. and the other teacher has three years experience but he taught a year-long course this past year which Sumpter High itself did pilot that that and full disclosure that course was not successful because um efforts were made to link the pacing of the US history course to the pacing of the English three course and uh that was a that was a a great
053failure and we don't recommend ever doing that again. Um so we the teachers our teachers are exceptional. They have the ability to use supplemental resources. They the teachers themselves selected the textbook that they have in 2022 and they adopt and they put forth the adoption and the board approved the HMH US history constitution book. And the reason they selected that book is because it has many wraparound services and supports for the teachers in their discharge of their duties. I hope that answers your question. Well, you didn't tell me whether or not you had to have a certified teacher in there. And also the Chromebook, is it going to be individually paced or is it going to be a TV? How is the digital material presented? our our um certainly the teachers are certified as I
054said they are certified in US history constitution um the state department actually granted us early rights to the curriculum the teachers shouldn't say the curriculum but the supplemental resource they started vetting it and using it last February uh to make recommendations by end of year if that would be a viable resource and if it would have the efficacy we to inform student growth in US history constitution and they were um they were in in 100% consensus that it is it is a very good supplemental resource. Is it you do you use Chromebooks? uh you may use Chromebooks but there is an interaction between the Chromebook um the the ELA uh instructional models the literacy modules they teach them with teachers of course there is no there is no supplement there is no supplement there is
055no substitution for worldclass certified teachers in our classroom and Dr. right has said this many times and it as true today as it was then they know how to use the resources the Chromebooks. So the chrome and and we have we have in in in not only social studies but also in science actually mitigated the use of Chromebooks in the classrooms because quite frankly students are tire are tired of screen time and we need to see collaboration and critical thinking. We need to see uh solving problems critically with peers which is real world because there aren't very many jobs in this world that they will aspire to hold that will require them to work alone and to solve problems alone and those are the experiences they need to have in the classroom and those experience
056they will have in the classroom. Who would you use to pilot this? Uh Sumpter High um was the one school that could pilot this because there it requires no other FTEES. They have the teachers required to do this with no additional payroll or budgeting for teachers. That is the only school of the three that could do it um in in fiscal year 26. The other two schools could do it. Uh but the department chairs have in those two schools used civics courses as a leadin to the US history constitution course and that is their preferred preferred method of doing that and and we want to respect the department chairs and their departments wishes and insight into this. All right. Thank you. You you did mention uh a grant. Yes, the South Carolina Innovation Grant pays
057for the story of America. It's been it has been fully vetted by the State Department and has been proved has been approved for use in our schools. I personally met with the director who's over the program. We had several discussions back in the fall, but that will be additional income to the district. There there is there is no cost. The grant pays for the program the as a resource, right? No, no budgetary restraints um and no additional funds coming our way. All right. Uh thank you Dr. Mloud, Dr. uh Gamble and uh Mr. Phillips uh for your presentation. Um certainly as we bring this to a vote at this time, um Dr. Right. I don't see personally in my opinion where the course could not be politic um where this could not benefit children as
058long as I guess the relationship and communication between the department in my opinion um comes together and I think when it does then we could possibly move forward. But I I don't I don't see why. Yes. Yes, sir. Yes, sir. We we will we'll we'll serve at the pleasure of the board. We'll wait for the vote and then implement what we need to. Yes, sir. Mr. Just for clarification, let's make sure we understand. Is this for a semester or is it year long? We need to know that the statement said semester. The the early American history course is one semester. it will be um it will be uh featured in the fall and then as a prerequisite for US history constitution EOC course and I think the one question I didn't answer is the number
059of students so currently um 30 students per section um the recommendation from the department at Sumpre High was to do 12 sections certainly uh we can scale that down if that that is the pleasure of Dr. right? Um to to have a small scale smaller scale pilot. So um in the fall potentially you would have anywhere from 160 to 360 students. uh you can use the opt out model in that the students who had already selected the US history constitution course we could place them in the early American history course and if that is not what they want we can certainly ask them we can certainly allow them to opt out and take the US history constitution course Mr. Sure. Can I get a I'm going try to I'm gonna try to answer your question
060with a cliffnotes version. Um what is being proposed today is the prerequisite part of the course. US history is required. So that's got to be taken. So all we're really proposing today according to what I'm understanding is the early American history prerequisite and whether or not we're approving that which is a semester course. Is that right? Is that correct? Okay. I just want to make sure. All right. At this time, uh, thank you all again. Thank you for your presentation. Item number four, 4.1, course approval. Do we have a motion, Mr. Chair? I'm hearing two people. I think that was okay. Go ahead. I make a motion that we approve the pilot program for a semester at Sumpter High School for the U prerequisite um US history course as we have just listened to. You
061want do you want to tailor that a little differently Dr. just that we're calling it early American history. Is that right? Yes. Yes, ma'am. So that be the way to say approve the pilot program for the early American history course for 20 for this fall 2025. All right. It's been a motion and a second. Mr. Chair, I second that motion. All right. It's been a motion and a second at this time uh to approve the early American history course pilot program for the semester for the 2526 school year. Uh any discussion hearing? None. You may vote your pleasure at this time. Scott, it's not on my computer. Yep. passes at this time. Again, uh thank you all for your time. We're now down to item number five, closing of the meeting. Thank you for your
062time and your presentation. Um and again, thank you board members for coming out at this time. Um at this time, the meeting is now ajourned. Thank you.