Regular Meeting of the Board of Trustees - June 18th, 2026

001It is now 5:30 on June 18th, 2026, and I'd like to welcome everyone for the public hearing on the proposed 20 26 2027 general fund budget. And u on behalf on behalf of the board of trustees of Lexon School District 2, I want to welcome you to the public hearing on the for the 2026 2027 general fund budget. The board plans to continue to maintain open communications with its citizens. And by doing this, our goal is to provide fiscally responsible programs and services that meet the needs of our students and make the community proud. Notification of the public hearing on the budget was published in the state newspaper on June 3rd, 2026. At this time, our interim superintendent, Dr. Angela Cooper, will begin the budget overview for fiscal year 2026 2027. Following the overview, we

002will open the floor for public participation. Dr. Cooper. >> Okay. Thank you. Um, Mr. Before we get started, >> in order to prepare the I mean to get started into the budget overview, I'm gonna I'm going to now ask Miss Strickland to pick up here and she can take us into the process. Thank you. For the overview overview, we have um local revenue at 54,86,455, state revenue 67,1872 transfers in of 8,74,13 using fund balance 2,93,722 which is total revenue of 132,15496. and the expenses we have salary and fringe expenses of 110,841,456 program and operations expenses 21 mal 21 million 64481 totaling 132,486257 and I believe I need to correct The local revenue is 4,86,455 and the state revenue is 67,18772 totaling 13246 257. So the budget is balanced. [snorts] >> Thank you Mr. Will you

003say those numbers again for the local revenue? >> It it has changed since this was printed. Yeah, it has changed since that was printed. >> So instead of 54 806 is 54 what? >> Let me get back to that page. 54 is 54,86455. That local revenue stayed the same. The state revenue 67 million and the transfers in are 10 million totaling 132486 257 >> thank you Mr. All right. This evening, the board will listen to your ideas, but does not plan to discuss individual proposals. All ideas will be accepted as information only. If you would like to address the board, please make sure you have filled out a card. It's back here in the back. I think Mr. Leblanc has them. Only Lex 2 residents or Lex 2 taxpayers will be heard. We have to

004sit here for the full 30 minutes. So, just give you an opportunity if you want to sign up. So, >> [snorts] >> Did everyone get one of these flyers out front? Okay. [snorts] >> [snorts] >> All right. When we have one sign up night and when I call your name, please come forward to the podium and limit your comments to five minutes. During your comments, a digital onscreen timer will be displayed, counting down from five minutes, an alarm will ring when no time remains. So, our first speaker tonight be Mr. Brian Habing. Thank you for coming. >> I [clears throat] don't have a whole lot tonight. Um, one of the things that's impressed me most about watching the board over the past bunch of years, um, since the big building fund years ago, was the

005[snorts] responsibility and seriousness with which you all take the budget. Um, you keep an eye on us taxpayers having to pay too much, but you also look out and make sure that we're doing what we need to to help the people here. Um, I encourage everyone who hasn't been following the budget to go back and watch some of the past meetings and look up their concerns about a lot of technical issues about the um, millage rate and the carry forward and the time they have to make up for it and things like that. And it really impresses me that they do that. Um, I think one thing that came up at the board meeting last time that I'd like to note is that I certainly don't want to pay more taxes if I can avoid

006it. I don't think anyone's eager to throw money down willy-nilly anywhere, whether it's going out to eat or whatever. Um, but I think we sometimes forget that our millage rate is is it the lowest in the area? >> Yes. >> And it's not even close. Um, and I always get a kick working at the university when we have people coming in from other states. Um, I think my annual tax rate is less than a month's up in Syracuse, New York. Um, I'm not anxious to pay anything close to that. Um, but sometimes when I'm driving on the other side of I20 out towards the dam, you pass a really huge school on the right hand side there that's pretty spectacular if you've been inside of it. Um, and some of the districts around us have

007a whole bunch of different language inversion programs and other things. And I don't know if some of them have been hit as hard as our by charter schools as we have. And I sometimes wonder how much of the reason for that is things that we could be spending money on. And I trust the board to continually be on the lookout for that. Coming at the meetings, we always hear these great ideas, but I would just encourage just looking at did the millage rate go up or down isn't the whole story. It's awfully freaking low. Um, and if you all ever have a big plan, just like when we had the big building push years ago, I think it's something you could do. But this year, thank you all very much for your hard work. >>

008Thank you. [snorts] >> [snorts] [snorts] >> meeting and I'm call it to order and I will turn over to Miss Wood for invocation and pledge of allegiance. >> Thank you, Mr. Chairman. If we can all bow our hands. Dear heavenly father, please cover us with your grace and guidance as we as a board make decisions concerning the budget and the 2627 school year. In his name we pray. Amen. >> Amen. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right. And with no objections, the consent agenda stands approved as presented. And now I'm going to turn it over to Dr. Cooper for our honors and accomplishments. >> Thank you, Mr. Chair, members of

009the board, our community. First up tonight in honors and accomplishments, Busby interim principal, Miss Alicia Dickerson is going to introduce us to one of her students who placed first among all middle schoolers and statewide essay contest on attendance presented by the South Carolina Education Oversight Committee. Miss Dickerson, Mr. Chairman, Dr. Cooper and members of the board. It is my honor and privilege to recognize one of our outstanding students from Busby Creative Arts Academy this evening. Ariana Brazzle. Ariana was recently recognized for her essay through the Be Present South Carolina essay contest, an initiative of the Education Oversight Committee designed to combat chronic absenteeism. Students across South Carolina were asked to reflect on what school attendance means to them and how being present impacts their lives and future. Ariana's essay was selected as the statewide middle

010school winner. An extraordinary accomplishment as only one middle school student received this honor. At BCAA, attendance has been one of our Bulldog big three priorities this school year, and we have made significant strides in improving our attendance rate. Ariana's achievement is a wonderful reflection of the importance of being present, engaged, and committed to learning. Please join me in congratulating Ariana on this outstanding accomplishment. [applause] Congratulations, Ariana. Next, we would like to recognize our athletes in spring sports who received region and state recognitions for their achievements this spring. With this month's meeting falling during summer vacation, we are doing so with slides, which you will find on the overhead screens. You can also find the full list on our district website. We want to congratulate all of our outstanding athletes. I think it is also worth

011mentioning mentioning again that 18 of our high school athletes have committed to compete in their sports at the collegiate level this fall. So we look forward to seeing all that they will achieve in the future. Let's give them a round of applause. [applause] >> Mr. Chair, at the conclusion of our slides, I'll pass it back to you. All right, I think that's all of them. All right, we're going to move into public participation next. And tonight we have two signed up to speak [snorts] and we we just ask that there's no profanity be used. We also ask that you do not use staff or student names. The board will not give feedback per policy and will receive all comments as information only. So with that, our first person tonight to speak will be Brian Hav.

012He will be speaking on 7B, which is the conser revision of the policies. He'll be speaking on 8, which is the first reading approval of proposed revisions. And then 6D I believe you had there and that would be >> underperforming schools. So Brian with that you have five minutes >> on 7B the hiring and harassment policies that were tabled at the last meeting. I had really liked the suggestion that was made by a board member to simply have them say they'll follow state and federal law and it looks like they've gone back to they still have revisions in there and I have no idea what the legal whatever is there but I do have some worries that as was pointed out last time there are a lot of changes made to the laws and it

013takes obviously a while for them to get in there and I wonder if maybe there should be a big disclaimer up front this policy doesn't save you please check the current insert federal and web page or something because I would hate to have someone decide they're going to discriminate against someone because of immigration status and it's not listed in the policy. I'm safe and it's not. And so I just however it's worded maybe put that up front instead of just the links at the end might be good. Um and I appreciate it being tabled last time to talk about it more. Um 8D is on content and recovery policy IKD and there's nothing the board can do about this one as far as the policy because it was passed into state law last year. The

014big change there is that for a student to get content recovery, they have to have turned in every single assignment for the part of the course that they'd like to finish. And for getting the credit recovery, they have to have turned in every single assignment for the entire year. Um, and I imagine this is probably has some of the justifications like we heard before about people trying to game the system. And I think our legislature kind of dropped the ball on this a little bit because the way you game the system now is you write George Washington Square root of two for every single answer on every assignment and then you that you didn't want to do anyway and now you can make up for it. So I imagine every single student who wants to

015game the system will still do that. But students on an IEP or a 504 who are melting down and don't get an assignment turned in and they got a 51, they now can't do it because they missed assignments because they were melting down because of whatever condition got them the IP or 504 or whatever else went bad in life. And so I don't know how the district can encourage parents to know how to work around this or the importance of following up or if there's some way to mark what's in on time or what's not so that we don't lose some of our most vulnerable students here because we're certainly not going to stop any of those people trying to gain the system. Um like I said, you can't change the policy here because it's

016state law, but there might be some things the district can do there, especially with the wonderful people you have working on with parents on 504 and IEP plans. Um the final one is on 6D. I was actually going for instruction more broadly. Um apparently there were some books recently removed from our libraries at the direction of the district office and some of them are not on the state band list although the subjects of those books might make one wonder if it's tangentially related. And book removals have come up at past meetings. And at one of the meetings it was pointed out that libraries do this. libraries take out books because they're not circulating enough and things like that. But sometimes you look at the book of list of books and it's not clear what that

017was and the lists are hard to find. And so I wonder just as a matter of reporting at the meetings if books are removed periodically, if a periodic report of what books were removed and why they were removed or proposed for removal could be done because otherwise you could have things that go against the state law about why books are removed is done under the table and it never gets up to the other procedures that are supposed to happen. I'm not implying anything nefarious here, but there's no way to know without that information being given to the public. Thank you very much. All right, the next speaker we have is be Melissa Go forth and she is be speaking on 3A which is the consent agenda, 5A which is board uh public participation, B the

018policy revisions and 10B which is under executive which would be contractual matters for Congre and Melissa, you have five minutes. >> Thank you and good evening. I would like to start with addressing the minutes um from the regular meetings. I'm not sure who's taking the minutes now, but they are incredibly vague, especially when you compare them to years past. Um I understand most meetings are recorded and available on YouTube, but those minutes are just as important if YouTube were to fail. So to just have for example last month Melissa go forth spoke on 7G. You all know that I I have a lot more to say than just 7G and at least a topic a highlight one or two sentences should acknowledge what is discussed. Um last month in regards to the public oh sorry

019also from last month's meetings there was a discussion about Zern and we were singing the praises of Zern. Um I got a good bit of student input since then. Mind you it's only Riverbank student input from my neighborhood. Um, but most students do not appreciate Zern and even my high-f flyier kiddos have made quite a few complaints about Zern over the past school year. Um, last month, Mr. Bray, you did try to call during public participation a point of order for me when I communicated to Miss Rucker that I was worried she was dragging our district into a messy Astro Astroturf nonprofit affiliation. In another meeting this year, I was stopped by Chairman Key and told I couldn't say names of former employees, followed by a certified letter from Dr. Cooper. doing so like when

020I mentioned there were new filings in active lawsuits like just last week in that Allison Bars versus Lexington 2 lawsuit that does concern district operations and I just want to dispute publicly that and remind you that unless I'm being profane I have every right to use my public peri participation time as a parent to address relevant timely concerns that I have regarding my family's experience with this district and its leadership or as the BEDH policy states a speaker may offer commendations observations or criticisms of district or school operations and programs. I've spoken with an attorney this week about this that specializes in schoolboard communications and the Freedom of Information Act, not only about these incidents, but also the topic coming up that I'd like to discuss relating to instruction and instructional materials with the KEC

021policy. She advised me to inform you that if this board attempts to violate my First Amendment rights again via limiting relevant public participation that is not profane, I'll have no choice but to proceed with legal action. In regards to instruction, it has been b brought to my attention that there's a long list of books our new interim superintendent has chosen to be removed from our libraries with no explanation given to librarians and certainly not parents on how or why it violates the KEC policy. It's also my understanding that none of the books listed are on the state's list of books for removal. Um, furthermore, librarians have let me know that they have submitted questions and they remain unanswered from district administration, which is rather unacceptable as a parent. Um, I do wonder, Superintendent Cooper, if

022you actually read all of these books. If so, please reply to the librarians that have asked further questions about why they were removed. And if you haven't read them, I kindly ask why you would want to restrict them for our children. The list is haphazard. In fact, the first draft that I saw includes Ellen Outside the Alliance, a book that we've already sat through a special called board meeting and listen to your friends rant and spew their hate about. Even still, the BO voted to retain that book. So, I'm curious why the superintendent now has the power to overrule B decisions. However, that element outside the lines was removed from the second list 10 or excuse me, 7B. At last month's meeting, it was my interpretation from the attorney from Whit and Story that they

023attributed these policy changes that are being discussed tonight to changes from the current Trump administration. There was discussion about simply revising it from a board member to say something along the lines of Lex 2 will follow state and federal laws. Yet, here we are again with first reading without the changes discussed. In regards to 10B and executive session contractual matters regarding the new Congeree Elementary project, the public deserves more information about this land swap. And while I appreciate Miss Rucker's recusal, this BO or board of trustees is being less than transparent about how this land swap came about and the relationship possibly with the chamber. Now, with that said, I've got 55 seconds. Let's end on a positive note. Um, the performing arts camp here at the Lexian performing arts center these past two and

024a half weeks has been fantastic. Kate, our rising third grader, had a great time during the theater sessions. As a parent, I worried it might be too long at two and a half weeks, but she wanted to go back every single day. Yesterday's band and theater performances along with the awesome artwork displayed in the lobby showed hard work from both the campers and the staff. Thank you so much to the staff for making sure our kids had a great time. The attention to detail when loading and unloading was appreciated. I definitely felt like she was in safe hands. And finally, the fact that every one of those kids went home at the end of the week with a bag of food says so much for our child nutrition nutrition program and our CP program. And

025I hope that as board members, you do everything you can to advocate for our students and that CNP program as they attempt to limit those that qualify. Thank you. Okay, we're gonna move forward now to our superintendent report and I'm gonna turn it over to Dr. Cooper. >> Okay, Mr. Key, thank you so much. I go from wearing my glasses to not wearing them. Let's see. So, I thought we as we close the 2526 school year, I wanted to dedicate my report tonight to the reason that we do this work, our students. Over the last few weeks, we have celebrated the class of 2026. We watched them walk across the stage. They later received their diplomas and they closed a chapter in their lives. I think we're on different pages. We're on slide three now.

026One more. Okay. And so where are they going tonight though? I want us to focus not only on what they have where they've been, but where they are going. Because in Lexington 2, graduation is not the finish line. Graduation is the beginning of the next opportunity. Our commitment is that every student leaves Lexington 2 prepared for a meaningful future. Whether that future takes them to a college campus, into a military service opportunity, and to advanced technical training, or directly into a high-skilled, high wage career. Tonight, we want to celebrate the many destinations represented by the class of 2026. And I'll let you move that slide now. Thank you. Some of our graduates will continue their education at colleges and universities across South Carolina and throughout the country. They will pursue degrees, discover new passions, and

027continue preparing for careers that are ahead of them. Next slide, please. Others are stepping directly into the workforce, not simply taking jobs, but beginning careers. They are entering fields where they have earned credentials, develop specialized skills, and connected with employers who recognize their talent and their preparation. Next slide. And some have chosen the path of service, committing themselves to our nation through military opportunities. Next, there are different pathways, different destinations, and the same promise. Next, that student that every student matters, every talent has value, and success after graduation can look different and does for every child. The class of 2026 reminds us that our work is not simply about getting students to graduation. Our work is about preparing them for a life beyond graduation. So tonight, I hope you'll join me in celebrating the many

028adventures of our graduates from the class of 2026 in Lexington School District 2. Thank you so much. >> All right, I'm g turn it over now to Miss Sky Strickland for our financial report. >> Good evening everyone. Last week I uploaded the financials for the month of May um and also the pupil activity report. Are there any questions about that? >> I have your approval for the financial reports. >> All right, without objection, the monthly financial reports are set as presented. All right, we're gonna move on down and I'm gonna move into human resources and I'm ask Dr. Small to come to the podium. >> Good evening, board chair, [clears throat] members of the board, and Dr. Cooper. I have the the human resources vacancy report as of this afternoon. At this time we have

029three regular education teachers vacancies and seven special education vacancies. At this time I will take any questions that you have. We also have sorry 20 support vacancies. >> Any questions for that? >> All right. >> Thank you. >> All right. We are moving along tonight. We're going to move on into instruction. I'm going turn over to Dr. Burcraft tonight. >> All right, Mr. Chair, members of the board, Dr. Cooper, in your packet, you have the updated plans from our four underperforming schools with their 90-day updates, uh, reflecting the strategies and work that they have done over the preceding 45 days. If you have any questions about those plans, there are building administrators here to answer those. to provide any additional updates that you would like. >> He's back in the back. Exact. Thank you. I'm

030springy. Well, um I would say that uh for the students that we had, we continue to monitor Um, we had a lot of our students that are right near the cut score and there was a lot of that students that were barely or barely crossing the exceeds category and the meets category that fell back in to the the next category. We have a lot of our students that are in the approaches category right near the cut score. But what we were able to do was make some adjustments after we took the spring map test. We use that data to go back and change some of the instruction and we extended less 2.5. We have more students that participate in that. Um, and we were able to see some gains that we can't share right now,

031but we did see some gains and we did reclaim some of those students back. >> Yeah. it [clears throat] it's monumental, but I would say that we're we're a small school as well. So, when you have um those numbers, it could be six or seven students that drop into the next category. So, with the adjustments that we made, we feel like we're able to to get many of those students back into those categories. >> And that is for March. So, let me share this. This is this is March and we took the test uh SE ready two months later. So we ready to make some >> I would say we we have made gains. I would we in math we've made some gains and and for ELA we've reclaimed some gains as well. So we

032have made gains and also I mean if you look at other things metrics as well we've made student progress as well. So there there have been some gains. >> Yes ma'am I understand. Thank you. they and and those numbers as we as we go through the process. Yes, they are. Um we've gone through a tremendous amounts of change um throughout the throughout the years, couple years now. um I can't speak to the the numbers are what they are. The data gives us what what it gives us. Um hopefully moving forward with all the changes that are coming into play those numbers will continue to advance. Um I will say looking at some data that is can't really say a whole lot about um there is more better numbers on the SC ready This is everything.

033[snorts] Uh we're going to hire x number of new teachers in that school and we're going to at classroom size of 10 kids and we're going to get this many but I mean I would be saying we we have to do something dramatic. So I mean can you just respond to that? >> Miss Burket what I'll say is in the absence of Dr. McDonald we do have Dr. Bergraph here and we have been discussing a lot of realignment um and so I'll call on Dr. Bergraph to speak to that please. I agree. If we knew the solution, I I promise you we would have put it in place by now, >> right? >> Um, as we work with teachers, as we work with students, we are constantly on the the exploration for additional strategies, for

034additional supports. we are in contact with other schools and districts who are performing better than we are with similar demographics to see what might we be overlooking or what might we be missing. Um, it is it is a challenge when standards change as they have in math, as they have an ina the year prior to be able to work with the teachers to a level of comfort where they feel comfortable teaching the standards as written. It takes some time to implement those and implement the new resources. And so anytime that there's change, it can take sometimes up to three years before that change shows up in the results. I promise we want it sooner than that. There's not a a person in any one of these schools who doesn't want it. But we continue to

035to search it out. We continue to try new things with the resources that we have. and we won't stop until we're where we want to be. >> You know, I appreciate that very much. But I mean, what I'm thinking about is the fifth grade student who in three years is going to be an eighth grade student and they're still going to be dramatically behind in math and they're going to be trying to go into algebra 1 and they're not going to have a clue what they're doing. I mean, what we're deciding is children's futures. That that's the business that we're in. And so much as I applaud the idea that we're trying and we're looking, I mean, we hire a lot of professional educators, this is what educators are supposed to do. So, I mean,

036if we're not getting that job done, and we're clearly not in this instance, then um I mean, I just wonder if we shouldn't just all sit down and brainstorm and say, "Here you go. let let's come up with this idea or that idea because we just can't waste children's potential. That's all there is to it. I mean, I just don't think I think it's unconscionable. So, and it's not your fault, but I'm I'm just saying um we can't be in the business of wasting children's potential >> and we completely understand that, Miss Burkett. Thank you so much, Dr. Burk. >> Thank you, Dr. Bret. >> Thank you. Um, I did want to just thank the schools for the the reports that you all put together, the measurable goals. Um, you know, it's nice to have

037that so we understand where we are, where we need to be, and you know, the progress we've made and areas that need attention. I will say, um, a little over a year ago when we started, um, getting the ABC report, the point of that report was for the board and public to be able to keep a pulse on where we are. And I will have to say that I'm as I can always do for myself, I don't feel like I'm getting the from that report that information. So maybe that's something we can look at with the new school year is um some reporting that really gives us that pulse on where we are and we'll know, you know, if there's a certain grade that's struggling or a certain school or um maybe we can know

038sooner than later to maybe put some um workshops together to get some maybe some funding if there's something we need to do to better support in areas because you know our first graders only get one chance at first grade. Our fifth graders only get one chance at fifth grade and we want to give them the absolute best and we all do and I have no doubt that we all want that. So, um I just wanted to share that and maybe a you know student progress workshop. We haven't done a lot of workshops lately. You know, we've been able to handle a lot during our meetings and, you know, have good conversations during our meetings and that kind of thing, but I think we need to really kind of zero in a bit on um our

039student progress. Miss >> Cles I just want to say I really appreciate and there are many administrators and teachers that are not here all the hard work that you do because while we have to show test scores sometimes we do have professionals in the room but we are trying to manage them to do things that they have to do to meet these tests and we don't see the gains that you guys are making every day because sometimes the test score is not going to show it, but keep it up and we support you. So, just keep it up. We know that you deal with a lot and sometimes folks that are telling you guys what to do need to let you take the lead because you are on the front lines and you know what's

040going on and who's walking through your door and the situations they carry. [clears throat] So, we appreciate you. just wonder uh brought it up several times. I don't think that we help Congereie by starting in second grade and as we look at a new school um we can just keep waiting and we can slowly think about adding first grade and you know we can just kick the can but when you look the scores are very straightforward. Second grade there's a big hit and it kind of falls down because they don't get to see the second grade teachers don't get to see what the kids are doing in first grade. It's it's three miles down the road. It's common sense. So, I would really love us to look at that. We're going to have to shift

041that border eventually. That's going to move. These are our kids. To Miss Burkett's point, this time time goes away. It seems like that is something that even if we're not going to do next year or the year after, we need some verifiable data and looking at how we're going to start bridging that gap because it is I mean, the numbers don't lie. They're they're as straight as they can be right there. And that hurts. That that second to third is a big hit. And I'm would assume that the educators out there, especially the congre people, would highly agree that it's just not easy when you pick up a whole freshman class of second graders versus a freshman class of 5kers or 4Kers or threekers. That's all I had. Uh outside of great quantifiable data, really

042appreciate that across the board. I was just going to comment [clears throat] on what Miss Castle said. It has to be difficult to come up and and listen to us, but know that uh we all appreciate everything y'all do every single day. And um we know it's difficult and we know that y'all are trying everything that you can. And just wanted to say thank you. Any others? All right, we're gonna move on into operations. I'm going to turn over to Mr. Warren. >> Thank you, Mr. Chair, members of the board. Dr. Cooper, operations update is in front of you. U work continues uh in the different um departments of the operations division. You see a few highlights here in each in each department. Facilities and maintenance. Few items been completed. Really excited about the August

043meeting. Always enjoy whenever Mr. McFersonen um brings uh his presentation in August with all the things that are completed over the summer. Lots of work going on now with roofs, HVAC, uh flooring, all kind of things going on right now. He's he's everywhere all the time um seeing those projects through. So, we appreciate that and look forward to seeing that in a couple months. Um the trainings we talked about the last meeting, we we held those the first of June for safety emergency services. uh brought a lot of folks in. 115 attendees, law administrators, law enforcement, uh social workers, nurses, lots of personnel were here uh supporting students by um getting more versed in safety and the things that we we put a very high priority on as a district and also sharing that knowledge

044and wisdom with other districts as well. And we we're always uh thankful and glad to do that. Student services is hopping um during the summer um as always and lots of work there. Uh Mr. Chapman and his team, you know, technology. Mr. Hower, once again, lots of things going on with the re-imaging, the Chromebooks, the refreshes, and also some work with our fax machines. Um, he uh I had to Google this, but we we will no longer use POTS, and that does stand for plain old telephone service. So, I had to check that a couple times. I didn't want to say that and not be accurate, but that is truly what that stands for. So, I put it there for you. Uh I learned something. And then athletics and we talked about it earlier and

045I did want to highlight um our our track teams both at airport and Brooklyn Casey. I know that was mentioned with Dr. Cooper's uh presentation earlier but we had some great accomplishments with our track athletes um back this spring both airport and Brooklyn Casey. You see there some highlights um from this year's performances. So look forward to great things continuing and athletics but specifically in track and field. Um so happy to answer any questions you might have. >> Any questions? just have one. Back uh 30 January, we chatted Bulldog Drive potholes. >> Any update? >> It's on this summer. It's getting done. >> I just didn't see it in here. So, okay. I know we got it's nowhere addressed and I just don't want it to fall off. >> Okay. No, it's it's on the

046list. I assure you. Um Yes. >> Gracias. >> We'll put that on there. >> M. >> Um Mr. Warren, [clears throat] I just wondered if we've addressed the sign at L2IC. Do you remember that there was no sign? Yeah, we we Mr. McFersonen install one. >> Oh, perfect. >> Done that. >> Thank you. Yes, ma'am. >> Did Mr. McFersonen himself install? >> He uh he facilitated it. >> Who wants to talk? [laughter] Thank you, sir. >> Thank you, Mr. Warren. All right, we're going to move on into old business and this will be for the second reading of the proposed 2026 2027 general fund budget. And I'm going to turn over to Dr. Cooper. >> Thank you, Mr. Chair, board members. You'll remember at our at our first reading of the budget, the discussion we

047had on special education wraparound services. We did convene and took a deeper look at that. But at this time, I'm going to call Miss Emily Lu Tai, our director of special services, to the podium so she can give us an um a review of how we handle that. You will see the impact of the recommendation uh in Miss Strickland's uh report shortly with regard to the um second reading of the budget. Miss Todd, thank you. >> Thank you. >> I forgot my readers, but luckily I printed out in very large font. So, thank you. Good evening, Mr. Chairman, Dr. Cooper. Members of the board, as Dr. Cooper shared, we have completed a significant data review to ensure that we are providing you with a timely and specific information for students with disabilities as well as

048the teachers and staff providing those services. We want to take a moment to share a brief overview of the information you have already received regarding the request for additional information and specifically how we can support teachers and of students with intellectual disabilities. As you are aware, we operate in compliance with state and federal regulations as well as best practices. Our response to your request included a meeting with stakeholders to review the information and data representing our actuals or as of today's. My department then pulled actual class sizes as well as all classes that have been added over the years to determine average student teacher ratios. Miss Felicia Madden and Miss Tiffany Chaplain, our priceless coordinators, um assisted with these projections. These details are included in the summary that you've been provided. While staying within state

049and federal guidelines for class sizes will always be an active component of our ongoing monitoring, it is important that we take into consideration the student needs as well. When students have higher support needs that might include skills across a variety of domains, additional human support is required. Specific domains would include daily living, vocational, leisure, functional academics, and communication skills that are related to instruction and training. In an effort to ensure equity across all programs, it is recommended that the district staff classes of students with moderate intellectual disabilities with one teacher and two teaching assistants as our standard practice for these classrooms. This budget impact is reflected in the summary that Miss Strickland will provide. Additionally, as we reviewed our actuals, it was noted that it would be helpful to ensure that our specific special education

050teachers and teaching assistants job descriptions are updated to reflect an accurate representation of what day-to-day responsibilities include. This assists administrators with crafting more specific interview questions as well as to provide a clearer outline for understanding what is expected when entering a special education classroom. Our goal is to ensure that all stakeholders understand their role in providing a meaningful opportunity for success for all students including students with disabilities. Finally, I am very much looking forward to our future learning sessions together and thank you very much for this opportunity. Our goal is to build capacity regarding all things surrounding students with disabilities, the legal intricacies of IDEIDA, as well as the strengths and values that these students bring to our schools and communities. Thank you. I can entertain any questions. I have a question, but it may

051be more for you and HR, but while Emy's here, it might help. Um, I love the idea of having two TAs, and I'll even just as much love hear and updating the JDs or PDs, so that it makes sense. My I quickly go to if I have so moderate is getting two TAs, right? and mild has one TA and if those classrooms are side by side or is that PD position description going to be flexible or agile enough to allow one of those two TAs to help that mild classroom if need be? I don't want this arbitrary border of a classroom when there might be something going on or an activity that being able to pull uh that half that FTE over for 10 minutes or 20 minutes. I just want to make sure we

052address that way ahead of time because I don't want someone to come and say, "Nope, this is my classroom and I'm not going to another classroom and we didn't set up a position description to allow for that." Um, so actually we we try very hard to programs, excuse me, schools that house both of those programs because not all do. Um, we are clear on what the needs are within each classroom. Um and so we we always try to be flexible in advance. We want to be, you know, overprepared instead of underprepared. Um so that's typically how we go into a school year is looking at um what we call zoning plans so that teaching assistants are assigned to physical portions of the room or school as well as the students that they are assigned to.

053So yes, if there were a 30 minute session where a mild classroom needed ex assistance CE um [laughter] then we could bra provide yes the >> fantastic >> assistant. The only other question I had in the job description concept is um bus loading unloading. I I've heard that multiple times that like that is a very difficult thing in that world is getting the kids on the bus and off the bus. Um, and in some cases, and this I don't know all the details, so forgive me if it doesn't make a ton of sense, but making sure that that some subset of TAs can be there to help um with getting kids on the bus, off the bus, etc. >> We'll work on that. >> Thank you, ma'am. That's all I have. >> Thank you. >>

054Any other questions for her? >> Miss Todd, thank you so much. And to your staff, I know Tiffany and Felicia and Miss Art, thank you all for all the work that you did. Principles, teacher, everybody. It's a mammoth task. Thank you so much. >> Thank you. Appreciate it. >> And now, Mr. Chair, we'll just go right into the second reading. >> Okay. So, um it'll [clears throat] be a review of what we've seen before with the addition of the um impact of what we just discussed. This is the [clears throat] 2627 budget. Second reading of the general budget. I'm looking at mine and you got I'm looking at another spring. Thank you. Following that, we have our board policy [clears throat] which gives us the direction with bringing a um a balanced budget to you

055as a school board. Um our next slide is a reminder of the board of trustees priorities for the 2627 school year. You'll find those in the table on the left and in the table on the right is a priority listing from district um administration and etc. It's almost identical. And next we'll talk about what what is included in this um budget. And I'll pass this right on over to Mr. >> Okay. Um salaries and supplements included in this second reading of the budget. Approximately $3,000 increase to all sales on the teacher salary schedule. $3,000 increase to teacher assistants, computer lab managers, and additional education associates >> Assistance, >> the former shadow position. Yeah, >> correct. A $2,000 increase to other support staff. Other support staff include physical therapists, occupational [clears throat] therapists, maintenance psychologists, nurses,

056career development facilitators, interpreters, office support, and computer technicians. a 2% increase to administrative salary schedule, 2% increase to bus drivers and aids on the minimum bus driver salary schedule, and all eligible employees receive a step increase for their year of experience. With these changes, we are pleased to be able to offer all employees a raise. also increases to the academic and athletic supplements and increases to the hourly rate for extra work. Our next slide is an overview of the academic programs and supports being recommended to include new curriculum and training for ML learning programs or the ML learner, excuse me. um curriculum for reading intervention in early grades, increases in our hourly wage for teachers engaged in after school work, which includes 2.5 and otherwise curriculum writing activities, and the additional position spoke about by

057Miss Emily Lou Tide. You excuse me, additional positions overall, uh school counselor at L2YC, ML support teacher, and speech teacher. I'm getting ahead of myself. Next slide is over to Mr. um more in place. >> So, just as a followup to our to our first reading uh with athletic uh supplement schedules, we did continue to evaluate those. And like we mentioned back during the workshop, want to really focus on our middle school uh coaches and, you know, making those salaries, those stipens even more competitive. You know, that's a real a real focus for us this year and and I appreciate your support at this point with that. Um that's a 10% increase and then a 2% for the high school coaches with a goal of them being able to move to a much like uh

058Miss Strickland mentioned with uh the salary schedule, a 2% increase for everybody, you know, on a year-to-year basis where we're not in a in a position in four or five years where we've gotten behind again. So continue to focus on that small bits uh moving forward. uh after school security. That's something we've looked at and and made a priority and given our schools even more access to um coverage for athletic events and other after school activities where we need SRO coverage uh additional days for our coaches bringing those to 200 a piece uh for our high school coaches to use for for all their sports uh male and female sports. Um and then funding for athletic training programs and additional funding for our high schools. you see that $50,000 per high school for um supporting

059all their programs. >> Thank you. And then moving forward, you'll see a line item of programs and support with the budget impact. And I was getting ahead of myself earlier with um the impact for the TAS that Miss um Todd spoke about. You'll see that here. Um I'll pass it over to Miss Strickland to talk about, but that will be the addition to this slide. Go ahead. >> Okay. on this slide. Um, well, hard keeping up with three different powerpoints and paper. >> Okay. On this slide, you see the budget impact by line item, the amount listed next to each of the descriptions. On here, you will also see the additional TAS for sped, which is an increase of approximately $300,000. So, I just want to bring that to your attention. Okay, next we have

060the general fund projected revenue. Our local revenue budget decreased by 1,565 to 54 million gosh $86,455. Our state revenue increased by 2,349,99 which brings us to 67,180,000. and our transfer in transfers in budget increased by 2,286,721 to bring us to 10,499030 which gives us a total budget of 132,486257. That is an increase of $3,631,65 over last year. Our general fund expenditures, salary and fringes, 110,841,456. That's 84% of our general fund budget. Our programs and operations 21,644,81. That's 16% of our budget. Total budget 132,486 257. Okay. Our local revenue you'll see here where our district again compares to our surrounding districts that the last line on here you'll see the approximate value of a meal. So that's for your information. The next slide we talk about the legislatively imposed millage cap. South Carolina law limits the

061amount a school district may increase operating millage each year for 2627. Lexington 2 is allowable millillage increase operating millage increase is five mills. Also available to use are look back mills which means we can capture meals that were available over the last three years. The available look back meals are 4.8 with a total total allowable and the look back meals. We have 9.8 mills available. The estimated value of a meal is approximately 277,640. In this fiscal year budget, we have increased the meals by two meals, which will generate approximately $538,622. Just for your information, the impact of operating millage on a on a taxpayer. Um, if you have a secondary legal residence like a vacation home, um, and the appraised value is $250,000, this 2 mill increase would be approximately $30 per year. If you

062have a car or a boat with appraised value of $50,000, this increase would be approximately $6 a year. And you see what it is for I don't want to keep reading what it is for a commercial property as well. you see our our fund balance over the last four years um where we have um been as a percent to our general fund actual expenditures June as of June 30th 2025 we were at 23% of the of the budget this healthy fund balance provides the district with financial stability helps protect against unexpected revenue or expenditure changes and supports the district of district's ability to manage ca cash flow and long-term planning needs. The state department of education requires a 8.33% fund balance. The GFOA, Government Finance Officers Association, recommends 16.7% fund balance. Our board requires 10%

063of next year's approved general fund budget. And you will see at June 30th, 2025, we were at 23%. So we we are in a good place with our fund balance. In summary, we um incre we are [clears throat] the summary is to increase us usage of millillage by two mills um which will generate $538,622 and to go into fund balance at 2.425017 with a balanced revenue and expenses of 132,486,257. The administration recommends the board pass the second reading of the 2627 budget as presented. >> Do I have a motion? >> Yes. Um, Mr. Chairman, and before I make the motion, um, I want to thank Dr. Cooper, Miss Strickland, every the entire staff. We asked that our teachers be taken care of, our support staff be taken care of, our sped classes be taken care

064of, athletics. Um, and y'all listened and it is very important. I can say that with no doubt with everyone that I sit up here that the front line be taken care of and we appreciate everything that y'all done. And with that being said, I make a motion that we accept the administration proposed 2026 2027 general fund budget. >> Second. >> I had a motion and a second by Mr. Ber. >> Question. >> Two questions. First one point of uh clarity the little uh budget at a glance shows 2.56 mills versus two mills right here. And just in case everybody has this, making sure we're going with two, not 2.56% of >> as I was uh second uh the how many number of days, Mr. Warren um do the coaches currently have we're moving to 200

065was >> it was about 167 per high school. >> Okay. [snorts] I love that idea. The only question I have and it came from a prior board member that I think was very salient. Um, are you or someone in your shop doing a kind of end ofear QC to make sure that title nine side of that is clear to make sure that it it's you know we want our ads to to run their programs but we also want to have some we've given them some pretty pretty strict guidelines on how to how to assign those how to monitor those and they actually even go over beyond that. So definitely keep in mind >> we've got the framework in place. >> Yes sir. Uh, I agree with Miss Wooden. I, you know, budgets are no fun.

066I feel like you, it's very easy to feel like no matter what, you lose, you know, because you're either taxing somebody or you're not paying for a raise or something, I feel like of six years of doing this, this is the first time that I don't think any of us ever walk out here perfectly happy on a budget reading, but I actually feel like it was a win across the board. I think we're doing we figured out that scale as best as it has been in my six years. So, I appreciate what the work y'all have done. Um, it feels like we're doing the right thing on on all accounts here. So, I appreciate y'all. >> Any other questions? Mr. T. >> Um, just a comment. Um, I have reservations about the budget and I'll

067tell you why. Um, first of all, I want all of you to know and the public to know that if if we could, we would pay every teacher $100,000 would have every classroom have 10 kids in it and we would have a private tutor for every child. I mean, that that's what we would like to have happen. But obviously we have to balance that with [clears throat] money and uh the taxpayer is who we ask for the money and uh we do have a lower millage rate than the surrounding school districts. We could I if you notice the percentage in our budget that goes to actual classroom materials and support is very very low. I mean we could per Mr. behaving suggestion. We could say next year, let's increase it by 15 mills and let's

068put all of that into classrooms and teachers. Not going any place else. That's where it's going. And that's one of the things that I was talking about where maybe we ought to do something just fundamentally different and say, let's see if we can make a change in our outcomes. Um, but I I want everybody to understand that we we all want teachers to be well paid and coaches to be well paid and classrooms to be well equipped. Um, and and it's a balancing act to figure out how we do that. And we're elected by the public. We're we you know, we are uh accountable to the public. And so um just understand that there is a balancing act. Um, Miss Strickland does just a fantastic job creating a budget and then we say we'd like

069it to be something different [laughter] and then she has to do it all over again. Um, but I will say I've only been here 18 months and we've increased our budget by seven and a half million dollars in 18 months. That's a lot of money and so I would like for us to get a lot of juice for the squeeze as they say. Thank you. Any other discussions? Hearing no other discussion. I had a motion and a second. All in favor of the budget say I. >> I. >> All opposed. Motion carries. >> 51. I mean 5. >> Did you vote? >> Yes. >> Okay. >> Make sure make sure Aaron got it. >> There are six. Yeah. Yep. >> Exactly. >> Mr. Al's out of the other know Mr. All is out of the

070country so he sends his regards. >> I know. Okay. And now um >> I'll take >> you take this one. >> I will. [clears throat] Um at our last meeting um that there was a good bit of discussion around the EEO recommended changes. I do agree. I thought it was a wise idea for us to to table that. And we have our administrative attorney with um White Story, Miss Ashley Story, approaching the podium right now. And she is going to talk with us about the origination, the recommendation, the why, what it involves, what it does not involve, and any other questions that anyone might have. Thank you so much for being here tonight, Miss Story. >> Absolutely. Good evening. It's so good to be here, Mr. Chair, members of the board, and Dr. Cooper. Thank

071you for having me. Um, I think this is the first time I've attended a meeting in your newish space and it's gorgeous and thank y'all for all the hard work. Um, so yes, as you all know and the public does know that board policies are so important and that is a very important role for the board because that is how you set forth the path on which we will move forward for the best interests of our children. And we did have some recommended changes to this particular policy. And some of the things that we look at just to give some perspective are um obviously changes to the law but also we look at other entities um including so you may have all have heard of the Equal Employment Opportunity Commission the EEOC they are the

072federal agency that um enforces these federal employment laws that we're looking at with these types of policies. We also have the DOJ the department of justice that does some of that work as well. And then also in the employment landscape, we have the South Carina Human Affairs Commission, which you may have refer heard is referred to as SHAK. And they also have similar policies in place. And for those of you who didn't know, I used to be a PL lawyer and exclusively in employment. I used to sue school districts on a number of discrimination claims. And that is why we want to have really good policies to help protect the district and also just so that our employees, prospective employees understand the laws that we are following. And so we looked at some of these

073different resources to try to best um make sure that we are in a very good defensible position if we are sued under a title seven framework or some other type of protected class framework. And that's where these came from. Um certainly we could go through all the language and pick it apart and put it back together again. Um but I think one of the things that I think about is risk mitigation to the district, right? And what's important for me as a lawyer who would ultimately potentially be defending the district in one of those lawsuits is are we going to have very strong affirmative defenses and litigation and what does that look like? And that starts with strong policies. And so I know there's been some discussion about, well, couldn't we just say that we

074defer to state law and federal law and we follow those laws? And you could, respectfully, it is your policy. You may draft it however you would like to draft it and put whatever you would like to put in it as long as it meets the minimum requirements that our schoolboard association puts out there. in in general. Um I would just pivot to you and and just tell you that I think if I'm looking at this from a defensive perspective, which I am because we want to make sure we're protecting the district, um I would want to make sure that language is clear and specific, it puts people on exact notice of what we're looking for. And that way when you have um a litigation, a lawsuit that's filed, you have those affirmative defenses that relate

075back to this policy or these policies. Um, specifically some of the language we inserted, we track that directly from our local shack commission. Um, and that's a really good litmus test for us because we know what that agency's looking at here in South Carolina for South Carolina claims of discrimination because we also have state anti-discrimination laws as well. They tend to mirror some of what the federal government suggests. Um, but we do have those in place, too. So, we want to make sure we're covering all aspects, not just federal, but our state stuff. So, I hope that gives you a good overview. I will say I think there was a question and Miss Briquette, I think you might have asked this last time about minority owned businesses in those entities. If I'm remembering correctly, I

076wasn't here, but I was happy to address that too as well. And typically with those items, we look at that in the context of your procurement policy and the D-section policies that relate to financial information. And so, if if that would be applicable for something that we need to update on those policies, we certainly can look at that. Um, but you know, I'm happy to answer any questions you all may have and um, and I'll open it up to you all to ask them. >> Story, I just wanted to one more sentence with that explanation on the minority pol um, procurement policies. It isn't related to the requested changes here in any way. >> No, it's not that. They're just completely different. But I could see where you're talking about, you know, um, minority language

077in general from a federal employment context in a state context. And that would make sense as to why you asked that question. I think it's a very fair question. Thank you. You're welcome. >> Any questions for >> uh yeah, but I think I probably rather wait until we make a motion just so we're clean on it. >> All right. Just everybody hang tight while I read. Thank you. Okay. I make a motion that um we um consider the administration's recommendation um for approval for first reading um to propose revisions to board policy AC non-discrimination equal opportunity board policy GBA opening hiring equal opportunity and affirmative action board policy GBA B AAA sexual harassment and retaliation staff board policy GCE professional staff recruitment board GCE posting an advertisement of professional vacancies board policy GCF professional staff

078hiring board policy GDF support staff hiring Board policy HA basic instructional program. Board policy I I A grouping for instruction. Board policy JB, equal educational opportunity, non-discrimination. Board policy JA, sexual harassment and retaliation students. And then there will be no vote, but it's for information only. Revision of administration rule GBAA-R sexual harassment and retaliation staff. Administration rule A R J I A-R sexual harassment and retaliation students. >> Okay. Had a motion >> and a second from Miss Rucker. Any questions for that? >> Yes, sir. Couple questions. Number one, um I I get the point of the base language of we're simply going to follow state and federal law. Um opens you to a certain set of someone coming up and saying, "Well, I didn't go I didn't know what all laws to look for." Now,

079we did have in public comment a fantastic suggestion that I think we should consider about instead of putting the laws at the bottom of every one of our policies, putting the laws at the top, I think is a genius idea. I don't know why we've never really thought about that because at least for my simple linear brain, let's start where linear is, right? Let's let's first go with federal and then let's go to state and then where we fit. Um so I think that's something that we I would love us to consider as we update policies going forward. It makes a ton of sense. Um I digress from that though. Uh on the other side of the blanket policy of we're just going to follow state and federal, there's the the issue that was brought

080up prior uh but more nuance specifically last time that when we change because of a case law or because EEOC gets a new uh administrator, they are appointed and they've got you know it's very simple. It's bureaucracy. They get paid by readjusting the verbiage there at least at the federal side. So, that verbiage, EOC, at least, I haven't followed Shaq as much until I was trying to figure out what I would write if I was going to do it. Um, it it changes all the time and it's kind of silly. But if we take verbiage out from last week and change it to this week, there's a great point that somebody could say, "Hey, was I being discriminated against prior to?" And that so, so on one side, if we say state and federal, the

081concern is, "But you didn't list it out. I didn't know what you were or were not discriminating in. But on the other side, if we're changing it constantly, then we have these like especially because our policies has updated date on we can go back and say, hey, we should have been discriminated against Sally on this date, but not after that date. Um especially when it comes like to the immigration one and other things. So I would like I I will 100% be voting no on this group. Uh I don't think there's exigency. We've got some time. We can we can do a double next time if we need to. But what I would like to do is a some type of combo. Um, and while you're here, I would love your input on it, but

082something to where we we cover the basis of EEOC and Shack, the the five or six that historically haven't changed much, and then we kind of put a little dynamic disclaimer on there of the well, will continue to follow. So, instead of just saying that, I sent it to you, Miss Green, mean Miss Strange, so you can see it. Um, but my verbiage and I'm not I'm not pushing for a um uh to change this amend to amend the motion because I think it'd be better if y'all we could all look at it instead of just force it now. But the the verbiage would be the district across all these policies because they basically had the same canned language, right? In each one of them would be the district provides equal opportunity and prohibits discrimination

083on the basis of race, color, religion, sex including pregnancy, child birth, lactation, sexual orientation, gender identity, national origin, age 40 plus, disability, genetic information, or any other characteristic pro protected by applicable state and federal law. It covers the EEOC and Shaq current verbiage, but it also keeps us from having these like, hey, up to 11 2026, we did this, and then come 12 2026, we're going to discriminate against this. It keeps us also from, no offense, but having to pay to constantly have these reviewed and and changed. And it can really be if we put those laws up at the top, we can kind of say, "Hey, unless there's some big federal law that changes that verbiage or something similar, greater minds than mine can look and see what can really fit." And we don't

084have to keep doing this because we do this way too often and it's it's silly. So, I digress. If there was a question in there, feel free to >> ask you what your question was. >> I don't think I had a question in there for you, but if you have a response, I I happily welcome it. Yeah, I'm I mean I'm happy to address some of your comments. So, I understand your point about the law. I don't know why traditionally the law has always been put at the end of these policies. Um most districts have policies structured just the way that you all do where the policy is first and then the law just to back it up is listed last with the links that appropriately track to the law where we can find it.

085Um I don't really have an opinion about which way is better. It doesn't really matter to me. I think, you know, for from clarity's sake, you know, having the policy, which is traditionally more reader friendly than a link to a statute in a federal regulation or a code section is probably more friendly to the reader. Um, but that's your pleasure. You all can do whatever you want to with that. So, I I think it's a good idea to consider that or at least look at it. Um, and I would be interested to know how the association would opine on that as well since they tend to look at you guys as policies and just try to make sure everyone's doing um what they're supposed to be doing. And you all just I think y'all know

086this, but once y'all approve policies, they do go to the association and they just make sure it's got the the bare minimum what you have to have and then they put put them into the system for you all. So, just to know that I think that that's how that works generally. Um, you know, in terms of the language itself, and I understand your point about it changing and you know, no one likes to have to come and and have to rehash it and look over it multiple times. you know, you all as a board should be looking at your policies regularly anyway, whether it's because legal guidance has changed or whether you've got someone doing I know your administration does they're tasked with looking at that and we often have to implement new policy. So,

087um you know that's just part of I think what y'all have to do as a board and I think that's a very strong thing that y'all do that you are monitoring them regularly them no matter what the changes may be. I would say that to the um the position that potentially it would changing the language would make someone believe that perhaps they had been discriminated in the past. The law is what it is. It says what it says. And so, you know, there are all all kinds of other arguments that I could make in response to that and I don't think it's necessary, but it's y'all's policy. Again, y'all can do whatever you want to with it. I'm just here to share the information and I hope that whatever you you guys decide to do,

088whether that's to adopt new language or go with what's been recommended that um you know, y'all do it, y'all are happy with it. >> Thank you. >> You're welcome. Any other questions? >> Any questions? >> Miss Story, thank you again for coming and and talking with us about this. We appreciate you and all you do for us. Thank you. >> Thank you. Y'all have a good evening. >> You too. >> Thank you. [clears throat] question. >> I think after the discussion um I move to table all policies read by Miss Root for a future meeting. >> I had a motion and a second on that. Any discussion on that or reasoning? >> You know the discussion that we've had and explanation and public participation. I think it might be a good idea to to give

089it a little more time, consult with legal counsel and see if we can come back with something that suits this board. >> Should the uh motion to table stand? I would love if uh Cali and team could weigh in. I shot it to Miss Strange and and again I have no uh pride in authorship at all. just trying to combine Shaq EOC and the concept so they're not in here. Um, and so I know you and your team can can really review it well, but the whole concept is to be that we're not taking the field goal post at any of our schools and just moving them constantly, that we're putting a dynamic language that can be agile enough to handle as laws change. I think that's the very simple goal that we're looking for

090there. Um and and the only other comment I'll put for record is uh pending whatever we decide just so that we don't get delayed that I am completely good with the first and second, you know, changing our rules in the August 1st meeting, August 3rd, whatever it is, and doing a first and second reading together. Um I I think it helps at least the community if we mention that ahead of time so they don't feel like, oh, I had to do a first and second reading. Well, the reason we'd be doing that is because we'd want it to go in effect before school starts, but we also don't want to get stuck when we don't have a July meeting. over or that's all I have. >> All right. So, we had a motion. >> Yeah.

091I I was just going to say I mean I think it would be I actually like the idea of putting the laws in the beginning to put the purpose and then then put the laws that are applicable. Um and then maybe a statement that says we follow all state and federal laws and then uh put whatever we want to put. Uh, I don't find our verbiage particularly reader friendly. I mean, if that's a goal, I I don't find that particularly reader friendly. But I mean, we are not lawyers. We we are not experts in the law. And so, um, we really rely on you guys for the for the verbiage. Um, but I do agree that it, you know, it appears to the public as though we as seven people are deciding we don't want

092to include immigration status. Well, that has nothing to do with anything. I mean, none of us are making that decision. So, um I think we could just clean all this up a little bit. >> All right, we had a motion and a second on tableabling this issue. All in favor say I. >> I. All oppose. >> Motion carries. We're gonna move into new business now. >> Did we have to do anything about the first motion? >> Not if we tabled it. I don't think we did. >> No. >> Wasn't amended motion. It was just the table. >> We don't have to go back on the first one. >> All right. We're going new business and consideration of authorized the administration to apply for title one part A and title three. >> Good evening, Mr. Chair.

093Dr. Cooper, members of the board, it is really standard protocol that I share tonight just to request the authorization from the board for Dr. Cooper to apply for the title one part A and title three funding. The title one preliminary fiscal year 2027 allocation is 3,85,16183. That indicates an increase from last year of $45,92822. That's approximately a 1.5% increase from last year. At the current time, we have not received a preliminary fiscal year 2027 allocation for title three part A, which is the multilingual learners um fund. At this time, it's typical that at this time in May and June, we don't have that one yet. But Miss Quickle said she has been told July or August is when we should look for that preliminary allocation. >> Mr. Chairman, >> make a motion that we approve

094and authorize the administration to apply for title one part A and title three as presented. >> Second. >> Motion and a second by Mr. Bray. Any discussion on them? All in favor say I. >> Motion carries. >> Thank you. Thank you. >> All right. I'mma turn this over for consideration of bond resolution. I'm turn over Miss Strickland. >> Okay. Thank you very much. Tonight we have Mr. Ray Jones with Parker Poe um to discuss our bond resolution and also the Educational Facilities Corporation for Lexington School District 2. Mr. Jones has been our bond attorney for how long? >> Over 20 years. [laughter] >> So, he is here tonight to talk about those items. Thank you. >> Well, good evening to all of you. Um, I thought I'd maybe take the resolution first because we've got

095a little bit of a presentation to go through. So, you have tonight before you a bond resolution that would authorize not to exceed $19 million. Um, as I recall last year, one of the board members had a question. I think Mr. Ray perhaps had a question about the split of that money in terms of making an installment purchase revenue bond payment versus paying for ongoing capital projects. I wanted to provide to you uh to the rest of the board and you Mr. Bray approximately $2 million of the amount that's being authorized tonight would go towards installment purchase revenue bond payments which we'll get into in just a minute and the balance is expected to go towards capital projects for the district. So, this is a resolution that the board has entertained about this time uh

096each of the last gosh probably somewhere between five and seven years. But we're glad to answer any questions about this and then of course we spend some time talking about the educational facilities corporation as well. >> Do you need a motion now on the resolution before we go further? Okay. And it's not to exceed 19. >> Yes, ma'am. >> All right. Um Mr. Chairman, I make a motion that we approve um the consideration of the bond resolution not to exceed 19 million as presented. Second >> motion and second by Mr. Bray. Any discussion now? >> Are you going to start the presentation for the discussion or will you want us to discuss and then present? >> Ask for questions, didn't you? >> So my suggestion is the bond resolution and the presentation really are two

097separate items. I think it'd be fine if you want to go ahead and just handle the bond resolution and then that way when we get done with the presentation you'll be able to move on to other business >> because we got a motion second. Yeah. >> All in favor say I. >> I. >> All oppose. Motion carries. >> Very good. Who is controlling the presentation? So I know who I'm looking at. Okay. Somebody over there. Wonderful. All right. So, um, met a couple weeks ago with u, Miss Strickland and Dr. Cooper. We had a nice meeting, a nice visit, and just talked generally about things happening with the district and questions that come up from time to time. And one of the things we ended up talking about was the Educational Facilities Corporation for Lexington

098School District number two. And I said, you know what, it's been a long time since we've talked about that with the board. Why not? Let's have a few minutes to to chat through it. So, that's what we're going to do tonight. U, so if we'll go to the next slide. Uh let me just start with what is it? Um the Educational Facilities Corporation is a South Carolina nonprofit corporation that was created by this uh board of trustees gosh back in probably 2006. I'm going to explain in just a little while sort of why we created it and what it accomplished. But it's a it's a um it's a nonprofit board that really doesn't function outside of things that the school district needs it to do. And as you will see in just a minute, most

099of what it has done is about all it can do given some changes in state law that occurred after many of these facility corporations were formed. So under its articles of incorporation, its pure its only function is to finance educational facilities for the district by issuing installment purchase revenue bonds which it has done and its fun it doesn't have any independent source of funding. It doesn't have any pen any independent employees or anything like that. its funding is dependent on payments from the district. Let's now go to the next slide. Just wanted to give you a sense that you're not uh alone in in school districts that formed similar corporations in order to finance capital projects. Uh among those on the list are really districts from all over the state. Uh you all know just

100as well as I do that trying to keep up with the facilities needs of a school district is a real challenge, right? Much less funding the operations as you all have discussed tonight. And so installment purchase revenue bonds, also called IPB, was a mechanism of financing that was used for schools literally all over the state. It's a mechanism that has continued to be used by counties and cities around the state. And if we go to the next slide, why would a school district or county or a city want to use installment purchase revenue bonds? Well, a couple things. Um, first, because the debt, the actual bonds that are issued are issued by the facilities corporation, it does not count against the school district's debt limit. And so, that's a critical issue. As you all know,

101the school district has the ability to issue up to 8% of its overall assessed value without voter approval in order to fund capital projects. And so, installment purchase revenue bonds, because they're revenue bonds and not bonds that pledge the school district's credit, did not count against the debt limit. So that was a huge driver. The second thing was at the time that these were conceived of, school districts around the state were just at a point where they were just having major facilities crunch. In other words, they were looking for ways to be able to finance facilities. And Greenville was the first district that did it. Uh Greenville's done almost a billion dollars worth of installment purchase revenue bonds. And uh Lexington 2 was among many school districts that also followed suit. We can go to

102the next slide. So fundamentally, how does this structure work? How does a nonprofit help us do anything as a school district in terms of financing facilities? Well, it sort of works like this. It's in five different steps as I put here on the slide for you to take a look at. The first thing that happens is the district typically if it owns land, it will lease the land to the to the facilities corporation. And sometimes if it owns facilities like school facilities, it could also lease those to the facilities corporation to allow it to then be able to improve either by building new on the land or by renovating existing school facilities. It issues bonds. It being the facilities corporations issues bonds that are then purchased either by banks or other investment houses that purchase

103tax exempt bonds. The critical thing here is that the bonds, the proceeds of the bonds that were issued by the Educational Facilities Corporation are actually utilized to build structures that benefit the school district. The school district over time, and this is where the installment payment element of this comes in, there's an agreement between the school district and the educational facilities corporation. There's one right now that exists that says on an annual basis or semianual basis, the school district's going to make payments to the educational facilities corporation. And when it does that, it's effectively buying a portion of the facilities that have been financed. So at the end, when it's all said and done, because it's made all the payments, the school district will own everything that the educational facilities corporation built. They will be school

104district assets. As you're going to see in just a minute, we're we're we're getting close to paying off these bonds. If you'll turn the page, please. Okay. Our corporation, um, it is a, as I told you, it's a South Carolina nonprofit. It's also a taxexempt 5013c3 organization. It has four current directors, Donnie Bolan, Brandy Gist, David Lothealt, and Jatana Norris. These are either folks that have worked with the district and now have retired and moved on, or they may be uh simply folks around the state who have worked in school finance. The directors are appointed by the board of trustees. So, that is the power you all have. Uh in one of your resolutions a few years ago, you affirmed the appointment of the current directors. They serve three-year terms. So, next year when we

105come see you all here, we'll have to appoint additional directors. Uh, as you'll see, they don't have much longer to go because our the bonds that we've issued are going to mature in 2030, meaning when they're when they're done, all the facilities that were financed by this corporation will now be owned by the school district and the bonds will be paid off. Facilities corporations meetings normally happen once a year. Um, they are open to the public. we give them a quick update. If we have anything, if we have a director that needs to resign or deal with that, we do that. Uh the facilities corporation does not have direct staff. And so what makes that interesting is when your auditors do your annual audit as a school district, they do talk about the facilities corporation.

106Your auditors also help prepare your form 990, which is required by all 501c3 organizations, by the IRS. And under the instructions provided in that form, it does it it asks for officers and you don't have any true officers other than those that are listed here. However, the form wants to know ultimately who has control of the operation of the corporation and also to the extent the corporation has any funds who who will have control over it. And so the instructions to the 990 tell you in this case that it's the superintendent and the CFO. So you will often see the superintendent and CFO listed in the 990s because that's required by the instructions to the 990s. Neither are named officers in the bylaws of this corporation. I'm going to go to the next page. Let's

107talk a little bit about history. So there's only really been one bond issue that's been undertaken by the facilities corporation. It did that back in 2006. The original amount was $32 million. Thankfully, we were able to refinance those bonds in 2015. And so, we did that. The the 2015 A bonds, which were $8,365,000, have been fully repaid. They matured on December 1st, 2021. And now you have outstanding the 2015 Bonds, and they will mature on December 1, 2030, at which point the uh EFC's active financing purposes will conclude. One of the questions you may be asking yourself is, well, why hasn't the EFC done any additional bond issues? Like, where where have they been uh since 2006? Well, shortly after the flood of EFC bond deals that were done, and as I said, we did

108$32 million here in Lexington, too. But there were a lot of bond deals done around the state because of the facilities needs. The legislature was concerned that there were too many of these deals being done by school districts and effectively took the ability to do these kinds of deals away from school districts. They the ability to do these deals remains with counties and cities. Um but school districts can no longer do this kind of financing. You're allowed to refinance bonds, but you cannot do any new bonds. If you'll turn the page, just a quick reminder on what we financed way back when. Uh we did improvements at both Brooklyn Casey and Airport. um the the new cafeteria done back in 2006 2007, a renovation to airport. We did a fine arts center, a multi-purpose building,

109and a new football stadium. So all of those things were financed with the 2006 issue. Flip the page one more time. So this is just a little more information about your outstanding bonds in on December 1st, 2030, which is a scant four years from now. when they when these pay off, effectively EFC will no longer have any real purpose. It can't do any new bonds, right? Because it's no longer permitted under state law. And so at that point, its purpose will have been served. And all of the assets that would have been financed by the Educational Facilities Corporation, as I said, will be owned by the school district. And if you turn the page for this kind of final note here, you might be asking, well, what do we do with the Educational Facilities Corporation

110when the bonds are paid off? As I said, it won't have any more active purpose. So, you can do two things. You can leave it dormant. Um, or you can dissolve it. And we can help you do that. Uh, neither one is a very difficult procedure. And that's what we have for you tonight. So, on our last slide is I've got my my partner Emily Luther there and myself. And we be glad to answer any questions about the EFC or anything else that we do for you all as your bond council. >> Uh, a couple questions. Thanks for a fantastic report. Uh it's neat to see a 2015 referendum world kind of coming to an end. You know, you see you do these big projects and you feel like it'll never happen, but you know,

111we're what two and a half, three years from that EFC closing up and those being sold. Uh question of one point of clarity I think is probably good for everybody because we don't speak bond speak daily. uh but this was referendum bond to build big capital projects versus our current technique now which is much more 8% geo bond world. I just think if you can give me a thumbs up that those are two separate worlds >> and we're talking about two separate things even though we're here at the same time >> and that's actually a good point. We're actually talking about three separate things. So believe it or not EFC was sort of an option number three. So you're right you can do 8% bonds some of which we just authorized tonight. >> Right. You

112can do referendum bonds. So, if the voters say, "Hey, we want you to to go ahead and incur debt to do larger projects over and above your 8% debt, you can do that." These bonds were a third option where you did not need a referendum, but you still could issue bonds that were technically over and above your 8% debt limit because they were not your debt. They were debt >> because they were EFC's debt. >> Correct. >> Based off lease capital value. >> That's right. >> Uh, and this question is going to be dumb, but I feel like I must ask it anyway. in 2030 when it dissolves or when we pay it back out, uh those leases just die automatically. >> Correct. They terminate. That's right. >> And since it's all lease work, we

113don't have to worry about any titling work or anything. It's just leases and move on with life. >> That's right. >> Uh the only other question I had was um just for for giggles, you know, I appreciate that in the world of financing there's always a new idea out there like somebody came up with this interesting idea. Are there any idea? I like our 8% concept and I think it's working well especially with the way that uh Matt and the team kind of plan out >> much further in the future. However, things can change immediately. Are there any new EFC type of concepts out there for financing um as of now? >> Not as of now. That's a great question. And uh from time to time you will see a suggestion that the state uh

114is seeking to possibly issue its own bonds that it would then send the proceeds of those bonds out to various school districts to help build. We've not seen that come to fruition. Um of course you still can do lease purchase kind of financing on lots of different things as a school district that doesn't count against your 8% debt limit. Uh you all have beautiful new facilities, but to the extent there are districts that don't, they can do what's called energy savings contracts that don't count against your 8% debt limit. But there's nothing quite like an EFC style structure that is on the table right now for school districts. And just apologize for the rambling, but I'm assuming that the general um assembly pulled it away just because they wanted there to be more of a

115public input aka referendum or just because it was just a mass amount of bonds being >> I think it was more the latter to be honest with you because the general assembly has not been overly concerned with counties and cities. But that's partially because in 2006 and 2007 there were hundreds and hundreds of millions of dollars worth of these bonds done all over the state, right? Because a lot of folks were in a position where they needed new facilities. I think that cascade of new debt scared some folks and I think that's why it was taken away. >> Appreciate your uh knowledge. >> Yes, sir. >> Met. >> Um on our uh on the 990 that I was able to look at, it lists Dr. Hafner as an officer. Do we need to change that?

116>> No, actually it would have been appropriate for the year in which it was filed. And so next year when they file the 990, it will list your new superintendent. Yes, ma'am. >> Okay. And it also lists that assets of millions of dollars. What does that represent? >> It represents the the uh the items that were financed. So the the airport related items and the Brooklyn Casey items that haven't fully transferred to the school district. So, it's kind of money we owe them and they still owe that they own that portion of >> correct. That's exactly right. Almost like a mortgage. Yes. >> Gotcha. Okay. And does it does it matter to anybody at all that I I don't have any idea who the directors are. Any of y'all know who the directors are? Does

117that matter to anybody? >> They were all people from back in that time. Um, but >> does that matter to anybody? >> I I I would ask you. I mean, none of those directors are really around anymore. Does that is that something that we need to correct? So now we actually refreshed them back in 2024 and largely those are folks that had some connection either to this kind of financing because they knew what an educational facilities corporation was or they had a connection to at the time I think we had a conversation among the U superintendent and the the CFO just talking about folks that would be good to serve. But to the extent the board is looking to have folks that are different or we can do that in 2027 when their terms come

118up, that would be perfectly fine. >> I have no feeling about it. I'm just asking. >> They're not particularly active. They meet once a year. >> My my question is there is there any power? I mean, it seems like the EFC is the the corporation has pretty strict guidelines. So >> it does. Yeah. I mean, they can only effectively serve the needs the district has. I guess we can handle that when 2027 comes up. >> Any other questions for him? >> All right. Thank you. >> Thank you all. Great to be with you tonight. Have a good summer. >> Thank you so much. >> Thank you, Ray. >> Now, we got a course consideration of 2026 2027 course approval for high school. And I think that's >> Mr. Mr. Chair, members of the board, Dr.

119Cooper, in your packet is a request from both of the high schools to add a course to the course catalog for the 2627 school year entitled athlete physical education uh PE 1 through 4. This would be a local board approved course. It is not a South Carolina course code and so it is before you for uh with the request for approval tonight. If you have any questions, I'll be glad to answer them. >> Mr. Mr. Chairman, I Let me make sure I got it right. Is athlete PE 1 through 4. >> Yes, ma'am. >> Okay. Um I make a motion that we accept the administration's recommendation um for approval of C for courses for the 26 27year athlete PE 1 through 4. >> Second. >> A motion in a second by Miss Rucker. Any questions?

120>> Have a question. You said it's not a state approved one. Is that what you said? >> So, South Carolina puts out a catalog of course codes with course descriptions. Anything outside of that catalog that as a district we wish to award high school credit for becomes a local board approved course. This would be one of the local board >> and it's still accepted by colleges and everybody else. There's no question about that. >> It it is considered a credit toward high school graduation. What colleges accept is up to the individual colleges. And so we always encourage students if they know which college they're going to to talk to the admissions office and make sure that those credits will transfer. But it would suffice for high school graduation um just as much as any other

121high school course. Yes, ma'am. >> Thank you. >> Any other questions? All in favor say I. >> I think she was voting. >> Oh, yeah. Go ahead. Go with your comment. Sorry. >> I'm glad we're doing this because I feel like we're kind of behind and I think this is needed. So glad to see that we're moving forward and doing it for our kids. >> All right. Now we get all in favor say I. >> I motion carries. >> All right. I think that we still stand with you. Next in your on your agenda, there are proposed uh revisions to two administrative rules and board policy IKA DD content and credit recovery. As it was talked about earlier tonight, these uh revisions are to coincide with changes to state law that were signed into effect

122for the coming school year regarding students eligibility for the credit and content recovery programs. We'll go ahead and get >> We don't have a motion for this one. >> The policy. >> Okay. >> Yes, ma'am. >> So, with no motion, can I ask you a question? >> Sorry. Um, hold it right there. >> We haven't had >> You don't have to have a motion. >> We don't have to. I didn't I didn't see that. I'm sorry. >> There's need a motion for policy IKD. The two administrative rules do not, but the policy does. >> Okay. So, it just says for information only. So, we are going to vote on it >> in our in our worksheet. It says for information on >> Oh, because the colon's after it. Yeah, you >> I was right. >>

123100%. >> All right. >> So, go ahead. >> Yeah, I am. Okay. Mr. Chairman, um I would [snorts] uh like to make a motion that we approve uh first reading as recommended by the administration proposed revisions to board policy IKD content and credit recovery. >> Second. >> I had a motion and a second. Uh Jim, will you scroll down just a tiny bit? >> Nope. Sorry. There we go. Perfect. The last bullet admin rule I r um when the the third line whoopsies um starts with class rank, comma, and the subsequent num numerical value. Um it was brought up to me very wisely that it's probably values. um you know if you got three that tied for first h how that would seat number four >> correct >> and then to that and I don't

124really know where it fits in here because I didn't have time to look at it further but it still made sense is um how does that end up working with can we have multiple validictorians multiple saludiatorans etc do we have that addressed and if not can we address it at least in the admin rule >> yes we can make that change having a tie GPA because it's calculated out to the third decimal point anyway is rare that two students land on the same GPA. Uh, however, it does happen occasionally and so we wanted to clarify it. Makes perfect sense to say values instead of a two-way tie. It could be a three or a four-way tie. So that would clear that up. Um, and we can incorporate that same language in the paragraph about validator

125and saludiatoran on the off chance that there was a tie for those roles. completely good voting the way it is, but if between first and second we can pluralize value, then I think >> any other questions for >> Yeah, I just wanted to ask I realize we're not voting on this, but in the credit recovery um it says a student must have submitted all required assignments. It doesn't say anything about them being graded. It it just says submitted. And I'm I'm just wondering if um those are going to be on the new grading scale. I mean, are they going to be graded and are they going to be on the new grading scale? Those that is the language of the the law as it's written. It's up to the classroom teacher. As a classroom teacher,

126when I was in class, there were many assignments that students turned into me. I didn't always grade all of them. There were some that I was looking to see their work and were they submitted or not. So ultimately moving forward when a student seeks to apply for credit recovery or content recovery, the teacher that they had previously will sign off authorizing that yes, they have successfully completed the assignments that were required for that course. They may not all have gone into the grade book, but they have submitted them. >> But if they do go into the grade book, they're going to be under the new grading system. I mean, you can't you can't now give people a 50 as a baseline. >> Oh, I see what you're saying. Yes, ma'am. >> They actually have to

127have a a grade within the new system. >> Correct. It would go along with there is no grading floor anymore. >> Okay. So, so what I'm picturing in my head, you know, one of my kids was one of these real smart kids who figured out a way around every dang thing. And so, you'll appreciate this. Um, I can very easily see where a a a student would say, "Okay, I missed 14 assignments and here is assignment number one and they put K through 12 on there and they just hand in 12 of those or 14 of those or whatever it would be and say I turned in every assignment." Um, I mean, is there going to be enough oversight that somebody can't because all we're saying is submitted. We're not saying that anything has to

128be approved or or anything else. We're just saying submitted. >> So, it also coincides with in order to be eligible for credit recovery, I have to have at least a 51 in the course. Most of the time, and and I can't guarantee every time, but if I turn that in for 14 assignments, I'm getting a zero on all 14 of those assignments, my overall average is not likely to be at least a 51. >> Okay. Okay. Thank you, >> Dr. B. Question. I I think that makes a lot of sense. Like there's the grading does keep you 51 helps but do we this is kind of the same question for sports days. Do does the district office kind of go back especially with history and look at these the selections of these credit recovery students

129to make sure that it's not you know >> yes >> there's no impropriy. So both high schools currently as it stands right now both high schools when a student wants to participate in credit recovery submit both an application and the signed form from the parent acknowledging the NCAA does not accept credit recovery. Both of those come to my office to review make sure that the student is in fact eligible and then the credit recovery course is assigned to them at that point. So the only kind of uh hurdle that I would potentially like to see in place if it's not there is if we're looking at case by case basis it's easy to become myopic on bigger trends and you know we might have one class that's got 30% of the kids that are getting

130credit recovery every year and that would be concerning. So my my hope and I think this is probably what you were looking at is is there some kind of bigger 30,000 foot view where we're looking to make sure that we don't see you know one class or one subject or something where we're taking advantage of it. We want to use this tool to help us to help the kid but also make sure it's not abused. Is is that kind of the point you were getting at? >> Yes. And we have to calculate all of that for state reporting each year anyway. So but that gives that insight. >> Thank you sir. >> You're welcome. Just one other question. It says here that the failing grade in the initial credit course will remain on the student's

131transcript and will be factored into the overall GPA. So what is the point of course recovery? Is it just so that you get enough credits although you still have a failing grade? >> Correct. Yes. It if I want to change the grade, I need to retake the course in its entirety. If I'm choosing to do credit recovery, it is solely to reclaim the the credit that was potentially there and move me towards earning the 24 needed for graduation. >> Okay. But the failing grade stands >> failing grade stands under credit recovery. >> Thank you, >> Miss Castles. I am very glad that we do have it because sometimes we didn't for some schools and there are a lot of kids that we don't realize that have had hardships and when you get in a pit

132and you can't get out, I'm I'm very thankful that we do have some means for them to move forward and be successful. So, thank you. >> All right, we had a motion and a second. All in favor say I. Uh I >> All right. Motion carries. Now we got >> Mr. Chairman, >> United States. >> Um I make a motion that we ratify the and approve the travel request for BC high school football players to attend FCA football camp at the Citadel in Charleston June 15th through the 17th. >> Second. >> Have a motion. Second, Mr. Bray. All in favor say I. >> I. Motion carries. All right. Just as I had said last month, I just want to thank the teachers because we know it's a struggle in our classrooms, the things y'all have

133to jump through. We thank you. We know we ask a lot, but thank you for your service. And now we ask you to enjoy your summer because we will not see you again until July the 28th. Seems so short, don't it? But for our announcements, >> it is. >> It ain't long out now. So we we will be honoring uh July 2nd will be Independence Day holiday. July 28th that teachers return. July 31st back to school ride at Lex 2 Performing Arts Center at 8:30 a.m. August the 5th is the first day of school for students. God, it seems so early. August the 6th, back to school board meeting at the district education center. And then August the 20th, regular monthly meeting of the board of trustees here at the district office. And I will

134entertain a motion to go in the executive. >> I make a motion that the board of trustees enter close session for the following consideration of personnel appointments, reappointments, retirements, and resignations. Contractual matter regarding new Congere Elementary project. >> I have a motion and a second. All in favor say I. >> We are in executive. I make a motion that the meeting be reconvened in open session and the appropriate affidavit executed. >> Second. >> Got a motion and a second by Mr. Bray. All in favor say I. >> I. Back in open. >> Mr. Chairman, I make a motion that we accept the administration's recommendation for personnel appointments, reappointments, retirements, and resignations. >> I have a motion. Do I have a second? >> Have a second. Miss Castles, >> if you would put on the record,

135please. I will my vote will not be directed toward every candidate, but I will be voting no for one of our candidates that I don't feel is in our best interest. >> All right. Anything else on that? All right. I had a motion and a second. All in favor say I. >> All oppose. Okay. Got it. >> Mr. Chairman, I make um a motion that we accept the administration's recommendation for candidate A for the assistant principal at Busby Medical School. >> Had a motion and a second by Miss Rucker. All in favor say I. >> I. Motion carries. >> Mr. Chairman, I make a motion that we accept the administration's recommendation for candidate B for the assistant principal at Wood Elementary. and a motion and a second by Mr. Rucker. All in favor say I.

136>> I. >> Mr. Chairman, I make a recommendation that we accept the administration's recommendation for candidate C for director of transportation. >> I have a motion and a second. All in favor say I. >> I. >> Motion carries. >> Second. >> We're out of here.