Regular Meeting of the Board of Trustees - January 15, 2026

001I'd like to call this board meeting to order. That was a shocking sound there. I wasn't expecting that. But it is Thursday, January 15, 2026. 26. We flying on through. Um, but before we get started, I see y'all noticed that Dr. Hfner is not here with us tonight and we have our Dr. Cooper sitting in. Um, please keep her and her family in her prayers because they are they need some deep prayers and support and so we just ask y'all to give her the consideration of privacy and prayers. So, but with that, I had a unique experience this past weekend. Um, I was called on Tuesday to ask if we could host a few guys. Well, the few guys was the monks that was walking. And so, I had the opportunity to sit with them,

002talk with them, and hear their message. It was It's nothing about religion. It was all about peace, comfort, and one thing that they kept saying is discipline, com compassion and presence. And I started thinking he started talking about children. And later he he did after after we met with sat there with him, he went outside, I always get his name wrong. Behika and he went outside to start speaking to the crowd. He started talking about children. I said, 'You know, that's pretty interesting, him [clears throat] relaying with children because you see they don't have kids, but he started talking about the importance of being a parent. Then we came back in, we started talking, he asked what I did. I told him what I did and told him about the school district. He said, he

003said, "Parents is the most important thing because nowadays most kids coming through do not have two parents." the kids that are growing up, a lot of the young kids now, they're growing up with hate in their heart instead of peace. And he's saying that from where the kids begin, what they see in their home life gets in their heart, whether it's hatred, whether it's bitterness or anger. And until they get peace in their heart, he said it's going to take another adult. And I started thinking about our teachers, our administrators, just for y'all to share that peace with our kids because they don't get it at home. A lot of them don't. And until they can change that heart to have peace in there, there will still be anger in there. And once you get

004that peace in their heart and you show them compassion and discipline, you'll change them. we can change our schools. We can change our district. And he he said he said, "Kevin," he said, "I offer up a blessing for your schools." God told me, I said, "You're about to walk through our district." So, this was Saturday morning. When he offered when it when he said, "I'm going through your district." And as I as we're going through the district, we're going to pray for your schools and your children. And so, we had an agreement. He he put his bracelet on me for me to remember him as he's walking to DC, but I also put something on him and he's taking it to DC for me. He's going to take care of my legs, too. Titac all

005the way to DC. He said, "I will remember your kids as we walk." The love and compassion they had for our students in our area was amazing. Even Aluca the dog when they found him in India, he just took up with him and started following. And I asked him about training them. There's no training, no commands. He said, "Our peace and love, he follows just like a child." But the dog would not leave their side until they took him off for surgery. But he's back with he reunited with them today. But just the peace and love that dog stuck with them. He hookah went out the side to sleep. The dog walked right beside him and sat there. But when it was play time, he went off and played and came back. But just the

006peace that they had truly made a difference in me and a lot of people that was there that witnessed what they're doing. So, I just wanted to bring that up tonight and just ask our schools to show that compassion, discipline, and peace to our students. I think we'll go a long ways. But with that being said, I'm going to turn it over to Miss Wooten and let her >> Thank you. >> Welcome our two airport students. Um we are delighted to have with us two airport high school students tonight to lead us in the invocation and pledge of allegiance. We have Avery McCrae who is going to do the invocation and Carolina Caroline Zugler Zuger who is going to do the pledge of allegiance. Avery is a senior at Airport High School and maintains a

0075.3 GPA. She is an active member of the Beta Club, National Honor Society, International Thesbian Society, and French Club. Avery plans to major in musical theater performance and is currently exploring her college options. She serves as concert master of Airport's Chamber Orchestra and earned fourth chair in the South Carolina All Region Orchestra this past fall. In addition to her school involvement, Avery is active in community theater and recently performed in A Christmas Carol, the musical at Town Theater, and is currently rehearsing for Airport Spring Musical Cinderella. Caroline is a senior at Airport High School with a 4.4 GPA. She is a member of the beta club and serves as senior class representative in student government. Caroline is a South Carolina junior scholar, a college board national recognition program honore and a 225 gold presidential service

008award recipient. She is actively involved in community service leadership with the Hugh O'Brien youth leadership and served as captain of the airport tennis team. Caroline plans to study speech language pathology combining her passion for service with her interest in commu comm communication and helping others. Right ahead ladies. Dear Lord, we thank you for bringing us together this evening and for giving us the opportunity to serve not just our schools, but our community. Please watch over all of our students and educators and provide wisdom to the leaders here with us tonight. We place this time in your hands and we ask for your guidance in all that we do. Amen. >> Amen. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God,

009indivisible, with liberty and justice for all. >> Thank you so much. >> All right. And with no objection, the consent agenda stands approved as presented. And I will turn this next section over to Dr. Cooper. >> Thank you, Mr. Key. First, in tonight's honors and accomplishments, January is National School Board Recognition Month. I would like to take this opportunity on behalf of Lexington School District 2 administration and all of our employees to thank each of you for what you do for us and our students and our families and our community every day. Our schools have put together tokens of their appreciation here to show you how much they love you. And it's more than that actually but just as a a token of their appreciation for all that you do for us. Um, we recognize

010that each of you are champions for children and we look forward to continuing our work with you so that we can assist all of our students reach their fullest potential. [applause] >> Thank you. >> Thank y'all. Next, Emmy Lu Tide, our director of special services, is going to introduce us to one of our very own occupational therapists who has been recognized as one of South Carolina's most prestigious honors, Miss Todd. >> Thank you, Dr. Cooper. Good evening, Mr. Chairman, members of the board, and Dr. Cooper. As the director of special services, it is my honor to introduce to you tonight Dr. Leslie James. Dr. James is currently an occupational therapist in Lexington 2, whose service to students, family, and the state of South Carolina exemplifies the highest standard of public service. On November 7th, 2025,

011Dr. James was recognized with the Order of the Palmetto, the state's highest civilian honor for a career dedicated to improving access, independence, and outcomes for children through occupational therapy in South Carolina. The honor was given by South Carolina Governor Henry McMaster before Dr. James began working in Lexington 2. She had served as an associate professor at Lenor Ryan's University in the College of Health Science while studying to receive their occupational therapy certification. She was assisting in advising, teaching, and mentoring students. Since working in Lexington 2, Dr. James has received glowing feedback on her practices and work with children from families, co-workers, and best of all, students themselves. Her work has had a lasting impact not only in our schools, but across communities throughout South Carolina. I am grateful to have Dr. James in Lexington, too,

012as an occupational therapist and as a part of our already wonderful occupational therapist team. Dr. Leslie James. [applause] >> [applause] >> And that is a big congratulations to you and to us, Dr. James. Well done. And finally, I'm so excited to have Mr. Philip Rabin come up, our district uh coordinator of employee capacity, who is going to share some exciting news about Lexington School District's two rookie teacher of the year. Mr. Rabin. Thank you, Dr. Cooper and Mr. Key and the school board. Um, it's my privilege and honor to stand here tonight as the coordinator of employee capacity. Uh, I work with the induction teachers and mentors and some of our early career educator folks. Um, and I have with me tonight Miss Katherine Quarl. She, uh, was up here last spring. She got recognized

013for being our district rookie teacher of the year for 24-25 and as such she was entered into uh the state level competition for induction teacher of the year um through SCADLE which is formerly the South Carolina ASC um SCATLE stands for the South Carolina Association for Teaching Learning and Leading and they host a conference uh once a year and it's going to be in couple weeks on Monday, January 26th and their uh conference is called the visible learning conference and they they bring in John Hattie who's a pretty famous uh educational research um guru kind of and talks about a lot of different best practices and at this conference they're going to be recognizing the South Carolina induction teacher of the year and Miss Quarlles was recently named came in December as one of the

014top five finalist and we're very excited for her and very proud of her. Uh she's super dedicated. I'm going to let her share a little bit about herself, but I'll just say that in three years of us entering this competition, we've had three top five finalist. And last year, um we had Brooke Hyatt from Casey that that won the state level competition. And the year before we had Kendall Bronton who was uh at Fulmer who was a top five finalist as well. So, I'm going to let Miss Squares share a little bit about herself. >> Hi, it's nice to see y'all again. Like he said, my name is Katherine Corals. I'm a second grade teacher at Riverbank Elementary. Um, I would just like to say that I feel like I had such a successful first

015year because of the support that I had from everybody around me. I had an amazing mentor teacher, Miss Kim Addie. I had a wonderful administrative team that was so supportive. And I also had the support in the district level. And that truly made a difference because I felt like if I had any question that it was always answered by whoever. Um, and I feel like I have that as well going into my second year. So, I've had two wonderful years. I'm still in this one. And so, I feel like it's the same thing. Um, but I'd also like to say thank you to the board for all your support that you give teachers and I really appreciate it. So, thank you. [applause] >> [applause] >> All right, we're going to move on along to public

016participation. And let's see. Tonight we have two people signed up to speak and and we just ask that there's no profanity be used. We also ask that you do not use staff or students names. The board will not give any feedback per policy and will receive all comments as information only. So with that, our first person tonight is uh Mr. Brian Having and he will be speaking on um instruction in the agenda. And Brian, you will have five minutes. So thank you for coming. >> Thank you. I'd like to raise a few points about grading and instruction in our district. informed by my 27 years as a statistics faculty member at the university level and as a researcher in educational measurement. Grade flooring in our district is the process by which the course grades are

017calculated from the quarter grades. Much like GPA for a year would be from class grades. Roughly for a semester course ignoring the final, an A and a C average to a B, a B and a D average to a C, and a C and an F average to a D. One of the reasons for this is simply to make them match GPA in that way instead of having an A and an F average to an F. Another reason for this is so that a student who digs themselves a hole in the first quarter can dig themsself out instead of having no point in continuing at all, especially in a year-long course. On the other hand, I certainly see the argument that a student gaming the system could get a high enough grade in the first

018part of the class and then do nothing the rest of it. It feels like the solution in that case isn't necessarily to throw the whole thing out. Per perhaps to use it differently depending on the quarter it happens in if that's your concern. It also feels like helping our students develop better study skills and becoming more responsible is one of our goals. So I wonder if flooring should even be used differently in different years if someone is worried about its effects. A few other related notes. Our district does not have a floor on individual assignment grades and there is not an unlimited retake policy in the district. I find it odd to hear some complain that we are turning out students who can't do anything and others complain that aiming for a student to master

019things is bad. Going on a bit of a tangent, I wonder if some of this is related to the difference between formative and summitive assessments. That is the ones for practice and the ones to demonstrate that they've learned what they're supposed to. and if the retake policies and weights assigned to those two types of assignments are something to focus on. In terms of why test scores have gone down over the past 20 years in our district, which is something that's brought up quite often, my guess is that it has much less to do with grade flooring than it does with our district's dramatically increased percent of impoverished students and English language learners over those 20 years, especially when compared to some surrounding districts and all of the extra hurdles those students have put in front

020of them before they even reach the classroom and start to try to learn. Low expectations certainly don't help these students, but neither does kneecapping them after a handful of bad grades. The rise of charter schools that siphon off many students who can manage the transit to and from the school also doesn't help and is kind of odd given that many of those schools don't perform any better than expected given the students they have and their backgrounds. I would also note that the change to the 90 80 70 60 grading scale is brought up sometimes, but the grading scale is completely arbitrary. A teacher can easily adjust the difficulty of their material simply by replacing an easy question on each exam with a hard one or vice versa. So, it seems odd to me to blame

021that for changes on a large level. And I note that many don't seem to have a problem with skewing the grading scale by the 5% you add for an honors course or the 10% for an AP one if those percents matter so much. Finally, as a researcher, there is a value in documents from think tanks, even partisan ones, for seeing what ideas are out there and especially for finding references to the studies they use to draw their conclusions, unless those studies only draw on researchers predetermined conclusions. My own research is mostly in the statistical aspects of large-scale assessments like the SAT or the state assessments and not in classroom assessment. But the various universities in the state certainly have faculty who have research directly in that area and who can also refer the interested to

022in-depth resources about that if anyone has questions. Thank you. And I'd like to thank the district office for answering some questions I had about the grading. They were more than helpful. >> Thank you, Brian. [clears throat] All right. The next one we have is be Melissa. Go forth and come on up to the mic and you will have five minutes and time starts now. >> Thank you. Good evening and happy new year. He always has time left. I never do, but I'm going to work on it tonight. Um, glad to see you all. November meetings. Um, I wanted to recognize Riverbank. Great job. Thank you for being recognized. and that's when I don't like coming and giving commentary like this, especially on nights when the most awesome school is being recognized. Anyway, November 17th, no,

023November meetings are um very common in this district for breaking the news. We do not meet in December. We have a happy new year and holidays. Most are already in holiday mode or just trying to get there. Even on November 20th, I sat this one out for my own son's birthday. So, it was a surprise with the announcement after executive session of the retirement of our current superintendent. And while I'm totally unsure and rightfully unprivy to the complete reasoning behind that retirement because it is an an employee of this district, I just knew that there had to be more to it. And so while I was at the federal courthouse following RJ May's trial and sentencing, that was yesterday. I decided to check the Allison Bars versus Lexing County School District 2 lawsuit for recent

024updates and found that on November 17th, there were depositions. There were so many messages. There were a couple of pictures, just a big mess and so much more than the most recent press covering the issue from February and March 2024. February 28th, 2024, post and courier reported lawsuit. Lexington 2 official fired for reporting harassment. March 18th, 2024, Lexington 2 school employee filed sexual harassment lawsuit. I'm concerned about the separation agreement involved um in this lawsuit. Some of these separation agreements as of the past few years seem to serve the reputation of the district, its administrators and the board of trustees rather than the stakeholders, the students community and most importantly its other employees, our teachers and staff. I'd like to know, obviously can't answer tonight, but what role did the board of trustees play in

025the execution approval of these separation agreements? Was city of Casey ever notified about the complaints about their current employees that came from Lexington, too, especially now that such accusations are public record? Um, in her deposition, our superintendent designate mentioned that a recruiter for Crocker's next employer, Calhoun County, did call to ask about employment, and he has since been arrested, not convicted, but arrested on charges of embezzlement and criminal misconduct at that next employer with Calhoun County. In those depositions right here, there are accusations of illegal drug exch exchanges on property, mishandling of title one funds, which is a huge concern for me. that's never once been mentioned in the year that I've served on the title one committee for this district. We put our names on the line to volunteer mishandling of confidential employee comp

026complaints submitted to the board of trustees. Our current superintendent joined us in June 2022. The lawsuit states that's the same month that Miss Bars joined Lexington 2. A few months later, Pace for Lex 2 was created in August 2022 and we have all been on a ride in this district ever since. R.J. Jay did participate and post online with some of you in that group. By the way, I did not forget that. Also, in August 2022, that's when those budget accusations came from Miss Kesler about activity buses and the ho and the district not being honest with taxpayers on spending intentions. Was law enforcement ever brought in to properly investigate any of these accusations? Was the female employee subjected to possible voyerism during business hours, protected or properly informed? Were surveillance privileges updated or updates

027given to all staff so they can feel more secure? How much is our district paying in legal fees to not only respond but also possibly settle cases like these? In this particular case, I hope you don't. I can't believe this is a lawsuit. These four minutes are not enough. There are so many questions, but we also need answers. And I just wanted to make you all aware that I see this case. I'm embarrassed by this case and you all should be too. And I cannot believe the conduct of these former employees or the efforts to conceal that conduct. Publiclex.org is gone. By the way, that email does not work. That's a concern. And while my observations lead me to believe that our current HR leader is by far one of the most professional of the

028bunch, these events occurred under her watch as well. The stakeholders of this district deserve transparency as well as a superintendent application process filled with integrity and promise for improvement. And I'm not talking about map scores or school report cards. I'm talking about conduct. The next superintendent should get a better reign of committees and subcommittees as well, but we'll cover that next month. I have 20 seconds left. Thank you and have a good night. >> All right. Thank you. We will move on along into administrative reports and I'm going to turn over to Dr. Cooper for superintendent report. >> No, sir. We're going to go right over to finance with Strickland, please. >> Good evening to everyone. Last week, I uploaded the November and the December financials. Are there any questions about those? Any questions? All

029right, without objection, the monthly financial reports are set as presented. All right, we're going to move on into our human resource report and we're going to turn this over to Miss Hooks. >> Thank you, Mr. Chair, board members, Dr. Cooper, good evening. I do have two separate reports here. I want to share with you our vacancies for the current school year 2526. We have 11 total and you do have that in your report. And then for the 2627 school year, we have 15 support vacancies and 63 total teacher vacancies. That includes general ed and our special ed. And a little over half of those are retirey positions that we posted in December. Are there any questions? >> Yes. >> Of the retired spots, are we expecting some of those to come back? >> Um, if

030the principal s Yeah. submit there. >> So, that number looks higher than >> Yes, it's very high. Um, a lot of the retirees are still on there >> at this time. Yeah. >> Thank you, ma'am. >> You're welcome. >> Any other questions? >> Okay. Thank you. >> That's it. >> All right. I'm going to move on into instruction now. I'm going to turn over to Dr. McDonald. >> Good evening. Thank you, Mr. Chairman, members of the board. Um tonight our first item that we're going to um review is the calendar recommendation. And it's kind of interesting that we're in the midst of 2526, but we're talking about 2728. So we've got a little bit down the road. But uh tonight we just want to share with you the calendar um as we've worked on it.

031You see here, this is sort of the process we use for the adoption of our calendar annually. And that starts with a lot of collaboration here at the district level. um taking that out to v various committees of folks who make those up. Um we've got principles, we have community members, we solicit a lot of different feedback uh as we go through draft to draft to draft. And finally, we get to where we are tonight, which is to present you with two options um that we consider. Of course, here's a little more about the purpose of our committee, which is to essentially look at drafts that are going to be advantageous for our teachers, for our students. Most importantly, uh, as we build out good, solid instructional practice. This year's committee, you can see here,

032uh, consisted of this group of folks who who gave up their time and and really probably like me, went crossside for a little while trying to look at all these little boxes to make sure they add up and that we have all the dates covered. Um, just as a reminder for you, pursuant to South Carolina statute 591425, here are some of the requirements that we have to build into a calendar every year. Of course, it has to be 180 minimum instruction days. Um, that has to cover nine months. We have to use no more than three of these as makeup or we have to build in three makeup days. Uh, we have to schedule in 10 professional development days. And you see the other items uh that we have to use here. Of course, our

033flexibility is that we uh use the modified school year calendar option in order for us to be able to complete that semester prior to winter break. Uh this year's committee uh produced two drafts which you have before you. And just to give you a little bit of feedback from the group who who had a chance to look at this, um you can see here we put out a survey to the district staff to all to all staff members and uh asked them to provide us with feedback as we refined these drafts and really got them down to what we're presenting to you tonight. You can see here we had a a lot of folks participate. There were 168 responses to the survey uh that we sent out which mostly was made up of our teachers

034and we know that they know quite a bit about what's going to be best for our kids and they provided beautiful feedback. Some of examples of the feedback uh that we received included things like please keep that week off at Thanksgiving. We need that. Um lots of folks commented about um the fact that we are able to complete that semester prior to winter break especially and and it doesn't take a rocket science as we know that's our high school folks who are talking about get it done before we leave so we don't have to deal with it when we get back. Um our teachers did share a lot of of thought on preferring a large a later start date but also they would then say we recognize it's not possible to get any later in

035order for us to get all these things done. Um, and I think it's resounding. Our folks really talked a lot about um, having some many breaks as across as as we can across the year. Of course, some of the things that we took into consideration is we wanted to try to be finished by Memorial Day again. That that gives our teachers and our students a lengthy time off uh, for them to recuperate, for them to enjoy the summer uh, and then be prepared to come back to school. Uh, we also looked at neighboring districts. Um, a couple of our neighbors are either in process of developing their 2728 or they've already adopted it. So, we looked at those as well. Um, we also, and I'm so glad that I work in a district that agrees

036with this of not starting on a Monday because it is a tough week when we do that for for kids most importantly. Uh, and so we we we work to not include that Monday start date. Uh, we wanted to make sure that spring break is later in the year. Um, and that of course we space those breaks out. So after taking all the considerations and the feedback, uh the committee uh reviewed those pieces and tonight have recommended to you that you consider adopting calendar B as presented as our calendar for 2728. And I'm happy to answer any questions the board may have. >> Liz, >> first of all, thank you and the committee for all the work and effort uh that you put into this. [snorts] Could we consider and I may be incorrect but

037maybe adding someone to the from the innovation center maybe the staff just so they can give their input on their projects and timelines and stuff like that. That was just one thing I was supposed to suggest. >> Sure. We can certainly look at that for next year and they did of course have the opportunity to provide that feedback. So and and I will say there were some comments from innovation center. >> I appreciate it. [clears throat] >> Any other question? >> Um Miss Putin. >> So I just want to make sure. Um, so option B is the one that had the most votes. >> It is. It is. >> Mr. Chairman, I make a motion that we accept the school calendar for school year 2027208 option B as presented by administration. >> Second. >> We

038had a motion and a second, but we still had a question from Mr. Bur. >> You're good. >> Uh, was there an option Well, two questions for you. First one is do you feel it's imperative that we get a first and or approval of this this early with as much that is changing in the world of education. >> So I think our what we tried to do was to was to look at the districts around us and and most of our districts around us are also two years ahead. Um the feedback that I got last year after you all voted and approved this I hope you received some feedback but I had several parents who said thank you for approving this two years out. We can make plans better. um teachers who said, you know,

039it's nice to know further out what we can do. Um you know, we can never predict what's going to come, but certainly we think that this this gives us some flexibility to be able to do things. One of the the best examples I think came in um this year. We had to adopt some new professional development requirements and so um our calendar allowed us to do that without having to revisit it. We we had that time built in. We were able to do things. So, um, so we do believe that that staying two years out will keep us in line with everyone else, but most importantly, it allows our district to make some really solid preparations. Second quot Thank you. Second question is, I think last year at this time when we voted on next

040year's policy, I mentioned I would love an option C to have a true modified year round where we're hitting one day of every month and we're putting that extra week in each have one week off in each quarter. Um, did that happen? We had some options that could have looked at that. The committee did not express a major interest in that model. Um the feedback did not support that. There were comments about a year more of a year- round schedule. In fact, a couple of teachers even sent um some other districts in the state, but we felt that these two captured the essence of what what the district collaborative really tried to put forward. >> Can we get a copy of that feedback? >> Sure. Sure. Perfect. >> Thank you. Mr. >> Doll, you had

041a question. Mr. Bray had my same question I did. >> Okay. Any Miss Castles? >> I was going to add I know from coming from Hein Day School, a lot of our neighboring preschools and early childhood places they we used to be the last people to put things out and they they form their schedules around some of the things that we do. So, I know they're very appreciative of it, too. Thank y'all. Any other questions? All right, I had a motion and a second. All in favor say I. >> All oppose. >> No. >> Motion carries. 61. >> All right. Still McDonald. >> Still me. All right. >> Still you. Tonight we um present to you for approval the um South Carolina identified underperforming schools plans. Uh and so just want to update the board

042and just give you a little bit of reminder about how we get here. Of course, this was established under South Carolina statute 59181615. um which essentially says that any school that is rated as unsatisfactory or below average is designated as a underperforming school and as such must submit annually a plan to the South Carolina Department of Education. Uh that plan has to be approved by the board of trustees uh in order for it to be accepted by the department. Um some of the things that go into this planning of course we meet with our principles we work with them on their data. We take that report card. We really look hard at how do we build goals that we can work toward. How do we put strategies in place to help us be successful um

043and do that within the confines of what we have as a district strategic plan but also as a school improvement plan. These plans are um become a part of that strategic plan. Again, these have to be approved by you by January 30th per the statute. uh and um also uh from there we will provide you with four updates as we go through the next 12 months uh as to the progress of these schools. This is our continuous improvement model as a Lexington School District 2 group. So we are constantly looking at at how do we utilize our leadership build that culture how do we support all of that sustainability part uh of continuous improvement. This is our problem solving model. So we we've tried to attack this over the last year and a half as

044really it's a it's an opportunity problem. It's a challenge. Uh and so we work through this model. We meet uh about every two months with our schools to track their progress to look at how they're doing, how they're progressing, but also looking at what adjustments need to be made, what additional supports can be provided. Uh using this same kind of thinking model. Um again, we'll provide you with an update in March, June, September, and November, uh as to the progress we're making toward these goals that we've set forth in these plans. And of course, our our work as a district is this year. Last year, we told you 30 6090. This year, the state has changed that to 4590 and 135. So, um looking at it a little bit differently. They've made some changes to

045uh the plan itself in terms of the form, the document, the requirements. Um, our division works very closely with our schools to to to provide those additional supports and resources as they're working, uh, but also really helping make sure that if there are modifications that we need to make, if there are additional tools that the school needs, uh, we make those available and we really try our best to work very focused on how do we strategically improve that student achievement. So tonight I'm going to share with you um the four schools plans so that we'll have a chance to to see that. And essentially I'm going to ask the four principles to come up in case you have questions as we go. Um and we'll start I'm going to first hit Congereie. Um you have

046a copy of this. I know it's very small but this year one of the things that we did was when we looked at the creation of goals, we took those report card indicators and created goals around each one for the school. We looked for right-size goals that were attainable, but also goals that that come with some level of work. Each of these schools are going to have to work very hard um to achieve these goals because it is very specific. There is for each school uh for each of our two elementary schools um or our three of our for two of our schools, excuse me, for Congridge. These goals are focused on SC ready first um for them to be able to improve that math the language arts and the science achievement. Also there is

047a component there of course for our multi-learner our multil- language learner uh group for their progress overall student progress. How are they growing? How are they achieving? And then finally for the climate. So every school's goals are going to look the same with different numbers which is what you have uh in the in the packet that we've provided. We feel like by standardizing these goals, we can stay more focused and committed to really looking at how we can track that progress, but also how do we build in those strategies to support it for Pineriidge. Um, very similarly, we're looking at that on average 3 to 4% growth. We we created a formula for how we created this. Um, we recognize that if we can get movement in in two, three of these areas, we won't

048have to talk about schools being underperforming anymore. And so it's important for our schools and our our leadership especially to stay focused and committed to getting these kinds of results for our high schools. It's a little more little more information. Um there are six goals for each of the high schools. And of course the difference here being there are four end of course areas that we want to see improvement in. Um we have again the ML progress. We have the um we have our graduation rates which um we're working to improve those. In addition to that we have the college and career readiness factor. Um we also have our uh work around um the number of students who are progressing from year to year and then finally that climate piece. And so you can see

049here the goals for airport and our goals for Brooklyn Casey. And so as we work on this, each of the schools had to put together their plan which included action steps which included um uh opportunities that they may need to to focus in on around each of these areas. putting in strategies for reading, how do we support math support, um how do we look at our ML progress, how do we grow all those areas. So, our recommendation tonight is uh is for you to approve these four plans pursuant to South Carolina statute 59181615. Um we're happy to answer any questions you may have about the plans and we do have the principles here to answer specific questions about their schools as well. Chair, I move that we approve the recommend the continuous improvement plans for

050the four schools as noted. >> I have a motion. Do I have a second? Second. Have a second. Is there any discussion bette? >> Um I have several things I wanted to ask you about, Dr. McDonald. Um, in the overview of the continuous improvement uh plan, uh, it says that um, broad-based community input will be received about the plan that includes local school board members. To [snorts] my knowledge, I don't think any of us actually had any input in the plan, business, community leaders, health providers, social service agencies, and early childhood providers. Were any of those people solicited? So each of the schools share this information as they do with the strategic plan with their school improvement councils which typically is made up of folks from the community, folks who um may fit those areas.

051That as as I understand is an example. Um it's not a requirement that those people be involved, but certainly um and I don't know if any of the principles want to share how they've engaged their school improvement councils, but would certainly love to hear that. I know you all have. Don't be afraid. Come forward. Yeah, it's just what Dr. McDonald said is uh is the airport's um parental and community involvement is made up of a variety of different professionals, retirees and just former airport students etc. Um and you know the plan is shared, the reasons why are shared, the goals are shared. For example, we spent a lot of time explaining last year compared to this year. Um, so like we, you know, we we celebrated airport went up six full points on the report

052card, but then we explained why we still fell here and what what the work is and why the goals are what they are. Um, so I I can't go specific like not every one of those things was hit, but a lot of, you know, community members, retirees, um, there's a grandparent for example that graduated from airport, um, all were involved in in listening to to our plan. >> Good evening. As far as BC is concerned, it was kind of the same pattern. Um, first took it to our teachers, met with our students about it as well. Our SIC, our SIC is made up of community members as well as some business members from our community. Um, we even had a parent meeting where we talked with them about the report card and um, our goals

053and all of the good stuff for the continuous improvement plan. And so, we've kind of followed the same pattern as them, but all of it went over well. um everybody understands what you know what we need to do um to move our report card and so we're looking forward to doing it this year. >> So do y'all actually ask them just point blank what do we need to do to improve the school? Um, we get some thoughts. We we take in their consideration, you know, we ask them, "What do you feel like we need to do? What do you see that we need to do to change?" But we make sure they get the data um on what we've done in the past and ask them, you know, or kind of tell them this is

054what if we do these things, the school will move and, you know, make sure they're in agreement with it. And if they are, then you know, it's in our plan. >> Okay. Thank you. I think I can echo the same things that everyone else has said at Congere. We've worked through our SIC. We've reached out. Um, as a matter of fact, we've have uh the town of South Congere, our mayor and our board uh town council uh members as well. But um we've worked with um our SIC and our community and we give them information. They give us feedback and we've been working on the things that we should put in the plan and get. >> Okay. Um my my only comment for your school, by the way, is that on two of your goals,

055it's instead of saying we will increase to something, it says we will increase by something like 39% or some crazy thing like that. You might just want to change the word so that you're not looking to increase by 40% in one [clears throat] year. Okay, >> I'm good with it. Let's do 40%. >> Yeah. [laughter] Yeah, we're we're good with that. Okay. Can I continue? Yes. Um, so I want to thank Oh, I'm sorry. Go ahead. I'm so sorry. [laughter] >> I think we should make Miss Brown speak. I mean, >> I know. [laughter] >> She gets the next question. >> All by yourself. >> Oh, there you go. Do you hear what he said? You get the next question all by yourself. [laughter] >> Yeah. So, I do want to commend um all four

056of the schools because last year I very specifically asked that you be specific about your goals and to attach numbers to them and all four of you did that. So, thank you very much. It's a huge improvement over just saying we're going to get better at something. I mean, it really means a lot when you attach something to it. Um so, thank you all for that. Um let me see. I've got everything marked. It only took several hours to get through this. Um, okay. So, um, I have to say, Dr. McDonald and principles that I have a lot of appreciation for um the improvements that you're making and the effort that's being put forth because if school improvement was based on desire and dedication and commitment, we would have absolutely fantastic schools. So, all kudos

057to the teachers, the staffs. I know everybody's trying extremely hard, but in point of fact, this is either the f third or fourth year that both of our high schools have been underperforming and I don't see a lot of substantive change. I know airport went up by six points, but academically [clears throat] we're really not seeing that and these numbers are in my opinion tragically low that we are trying. For instance, in algebra 1, we're we're hoping this year to have 24.7% of our students make a C or better. I mean, think about that just a minute. 24% of them. Um, at BC, uh, the same thing. 24% is what we're shooting for. This past year, we were 20% and 21%. And and I have to tell you that I think um one of the

058pieces of this is that it says that we're supposed to diagnose the problem. And what I wonder really Dr. McDonald is about readiness about whether students are ready to do the work. Um you know if you send your child to a private school, a high school, then they have to take a test before they come to the ninth grade to see where they are and and they place them accordingly. And if they say, "You're not ready for algebra 1, you can't do algebra 1 because you're on a sixth grade math level," then they recognize that that child has to be remediated in order to take that class. And so I really would love for y'all to to tell us what is the role of readiness. Do we look at readiness uh in elementary school, in

059middle school, in high school? Do we look at that? Well, I think from a from a global perspective, the short answer is yes. The longer answer is yes. And we we we have to recognize that readiness looks different almost every kid in every school. And that readiness factor there there's a lot in that when you start to determine is a kid really ready for the next thing. So, are they ready for the auto mechanics class? You put me in it, I have zero readiness because I don't know the first thing about working on a car. But if you give me those skills over time, perhaps I'll learn that and I'll get there. So, so it is sort of prescriptive in that we have to look at at really understanding where does this kid come from?

060What are the challenges and all the other pieces that go into it and build that plan for that kid? And that's the work that our teachers it they're challenged every day to do that. Um, I do think that we as a district have been much more intentional the last year of trying to understand that part and how it impacts if a kid didn't have someone who read who read to them at home as an infant. If they didn't have someone who started practicing those basic skills, the answer is no. They're not ready for kindergarten. But the reality is they're here. Now what? And that becomes the the annual part. And we all know that gap widens every year for some things. Um, and some things when that kid can do this, but maybe not that.

061That's the part of the intervention and all the other pieces that have to fit into that. Uh, and that's what we're constantly, you know, constantly scratching our heads. I think every educator does that is how do I how do I build a plan that's going to work for this kid as much as it's going to work for this class and for this school. Um, and that's what these principles are tasked with every day is is taking it back to the granular part of this kid as much as they look at their school. Um, and so I I do think, you know, and so as we work, we're we start to look at how do we introduce uh reading support opportunities? How do we in our middle schools make sure that kids are taking math that's

062at a rigorous level? How do we make sure that teachers don't um that they don't make it so low because they want the kids to be successful that they're still challenging them to be ready for algebra? Um when we get those kids who we know aren't ready for algebra, making sure that they have access to some kind of preparatory course that will help them be ready for algebra. Um you know, it's that prescriptive plan that I think we have to really stay committed to um in really every facet. I don't know if you guys want to add anything to that from from your lens. Um, as far as we're concerned, where the math is concerned, um, looking at students when they come in, looking at their SE ready scores from middle school, um, looking at

063those scores and not grouping students, but making sure that the teachers are aware of the students that they're teaching daily. Um, and teachers look at that data and from that data, they basically make the plan that they need for each student in their class. >> [snorts] >> And it's very hard to differentiate that instruction um for the students um when you have kids who come in at so many different levels, but our teachers are definitely working hard and doing their, you know, daily best to make sure that they're making sure that every student in their class gets exactly what they need. >> I appreciate what you're saying, but with all of that effort and what you said, Dr. McDonald, we can only get 21% of them to make a seer better. I mean, think about

064that a minute. And and to your point, Dr. McDonald, uh we're not talking about auto mechanics. We're talking about you take math every year. And as you know, if we look at our elementary schools from second grade to fifth grade, they just go off the hill. Uh they just slide down tremendously. And I just wonder what the correlation is between that child who in the fifth grade didn't get the math and is now gotten to nth grade and they're going to take algebra 1 and they just simply don't have the foundation for it. And I mean, I think we all know that that's an issue and all of the best intentions in the world aren't going to change that. I mean, if you if you don't know what to do with a variable, you just

065don't know what to do with a variable. And so, that's why I wonder if we need uh we need some other ideas in our plans rather than doing what we're still doing. It's not a question of of the teachers. Holy smokes, they're just killing themselves trying to make sure that every student's getting what they need and what have you. But I just I just wonder I asked you a few months ago if we couldn't have some innovative approaches to say is there some other approach to this? And I'll just sum up by saying that um I would love for you to tell me what are the three really substantive changes for the high schools from the report last year versus this year. >> What are what are the big changes >> in terms of what

066they're doing or >> Yeah. Yeah, because the the whole thing that comes from the state says that the purpose of this is to quote unquote turn around the school. Well, we haven't seen any turnaround. >> And so I just want to know what what's our new idea this year to try to accomplish that. So, well, I'll tell you first and foremost when we talk about high schools, as we've shared before in presentations, the high school calculation is all based that the grad rate that every piece of it comes back to what these kids are doing on the end of course test to start, but most importantly, it comes back to how do we quality track students over that four-year period. Remember, they're all cohorted. They're grouped together. They have to be tracked over that four

067years. Prior to last year, our systems and structures weren't that strong for tracking kids. And that is the thing that has made the biggest difference. At the workshop, we're going to give you some data to look at that specifically looks at where we're trending right now. I think you'll be pleased with that. That one piece in itself was enough to start the process. Now, here's the challenge. We had three years of bad data where kids had disappeared. We hadn't found them. Well, now we have new processes and systems in place to make that happen. While that seems small and not very innovative, it was a big deal to get those kids accounted for and the leg work it took by social workers and everyone else for us to really turn the tide on that. Um,

068not waiting till kids are seniors to start looking for them. You know, those were all things that that on the surface will seem like, well, you should just been doing that always. Well, we hadn't. And so now we have those systems in place to to start to track back that information over time to keep them from from coming and going and not knowing where they are and not being able to to account for their scores and their records. I mean just the the the massive improvement in data quality as a district K to 12 I think is one of the things that that again while may not seem innovative it was a big step for us. Um, we were using a lot of paper systems, um, antiquated Excel spreadsheets where there, one of you said

069to me when I first got here, we had like 10 spreadsheets going. Well, there's one. And just getting those basic process structures in place was critical. We can't get to innovation in the true sense of what I read about every night because I don't read fiction. I read those kinds of things. I want us as a district to be there for us to get there. We got to get all of that right first. and we are seeing some positive trending pieces there. Um, so that doesn't really specifically answer your question, but I hope at least it speaks to that those pieces are making a difference. We we're already now we can start to see where that can go next. Um, you know, that's the first one. I think if we look at a couple other

070things that we've done as a district, um, we've been very intentional about offering alternative pathways to kids for them to be able to get credits. Um, again, not super innovative, but when we're in a system where we haven't done that before, it's out of the box. Um, looking at our pathways that we provided for students to to expedite their high school experience, that's another piece that's there and it's available now. It wasn't something we had two years ago. And so those things sadly are going to take time to really produce the results that we want. And we've got to stay committed and connected to them now in order to get there. But we have to weather sort of these next steps in order to keep it moving. >> Well, you know, I think all of

071that sounds great and I applaud you for doing all that. I just don't see how that helps John pass algebra one. I I just don't see how that does that. You you know, you can you can know whether he's there or not there. That that all makes perfect sense. But in point of fact, I mean, it's it's embarrassing to me to say that our goal is 24% of kids passing algebra one. If you asked everybody in this room that's over the age of 25, they would probably tell you that there was no question whether everybody in their class was going to pass algebra 1 or they were going to flunk out, quote unquote. I mean, everybody knew you had to take algebra 1 and you had to pass it. So, I just, you know, we're

072making a tremendous effort and we're putting a lot of effort into a lot of areas and they're all good areas, but I just think that the academics is just lagging so terribly and it is just a terrible concern to me because I think that it damages our students just year after year after year. >> I I don't disagree with you, Miss Berquette. One one thing I just want to clarify that the end of course test is a single test on a single day. The measurement is to get the kids to be at a C or better on that test. That does not indicate whether they actually pass the class or not. >> Well, I know. And that does not reassure me in the least. >> I just want to make sure that's clear. Pass the

073test. We don't want you to pass the class. So, I mean, that's no that's really no reassurance to me at all because all that is is kind of playing with the numbers to kind of make it look like things have happened. And so, I I'm just sharing with you that I have real grave concern about this area. Mr. Bray, >> thank you, sir. I have uh five things. I'll try to make them quickly. Number one, uh complete kudos to making the goals quantifiable. That was huge. That was not something that we've really had much. And last year, we had a little bit of it and this year it's all quantifiable. That is if you can't measure it, then it's it's not worth having. Let's be completely honest. Number one. Number two, I feel like a

074lot of these numbers are ML. Um, and they've been ML and I don't feel like we're still doing it enough to make a difference. Uh, Miss Burquette mentioned the readiness piece and if you can't speak the language or hear the language, but you're expected to pass the class. My brain, I'm not a pedigogist, but it just doesn't line up. Like I can't I cannot understand how I could be expected to sit in a classroom in Baghdad and them speaking and me pass the class. Like it's just not possible. We've got to figure out something there. We're we're just setting people up for failure. Same if they're not ready for the class. There's nothing more infuriating to a human or uh demoralizing than being somewhere where you're just not to the point to be at the

075base level. And so I think that's that that point was very salient. So that's two. Number three, you mentioned the gap widens every year. And I agree. And if we're completely honest, you know where that gap widens the most every year? That nineweek summer, but yet we're not even talking about extending a to a true modified calendar. We want to look at it. Let's go look at Greenwood 50. They went modified and it made a huge difference. I'm not saying that's the answer, but not having that debate really at all is I think something that we should reinstitute. Number four, um, and this is mainly at the high school level, are we providing too much? I love the idea that we have all these fantastic options. I think every probably third meeting we vote on

076two or three new classes. Um, and a lot of them make a lot of sense. They give that career progression. I love it. But, you know, should we kind of consider where we can come back down to the brass tax so that algebra 1's happening? I I don't know. That's a kind of a question that's out there. And then lastly, uh, for the high school principles, because I both know you well, I don't think I can judge this. Uh, I try never to talk sports up here. That's I'm trying to be a board member who doesn't talk sports, but I feel like you all and I could relate very well that like you hate losing. like that just it I can tell by the way when we talk like losing isn't it and I can

077also take a wild guess that if there was no bureaucracy and nothing to the this table or to us if we could sit in a back room which I wouldn't do because it wouldn't be ethical and say give me the three wildest ideas to really change a 16-year-old's life from Pocamo or a 16-year-old kid's life from Churchill Heights I guarantee you and I don't don't shake your head so don't get in trouble. But I guarantee you there would be some different options up here on these goals. >> And that's what I think and I don't want to put words in your mouth, Miss Burquette, but I think that's I know that's what I'm wanting. I want somebody to say, you know what, this is this is crazy, but this I can't keep Sally. Sally keeps

078messing up. Same as last year is is getting us one or two%. And that's not getting us anywhere to the 60% we need. So I say that in front of this whole group is if people come with outlandish or truly innovative ideas and not just like token ones but like this would make a big difference. Don't let the bureaucracy between their level and our level muted out because that we're going to need something. We're going to need something. So all that was rhetorical. No responses needed. Thank you, >> Miss Castles. This may not be the appropriate time, but I want [clears throat] it on the record because I've said this several times. I want the school board to get on a bus and go visit our neighborhoods. Number one. Number two, there is nothing like

079visiting an elementary school class. And seeing a child that came in not speaking English that is reading midway through the year getting it. And I'm just saying I also believe our teachers could share where if you set and our administrators you set the bar here the kids can meet that and I know there are other obstacles and I know there are things we need to change but I just want to say that I think we need to go see where our kids come from. I think that's very important and I want to have that done. So thank you. >> Any others? M Rucker. I just want to say, you know, thank you for the report. Thank you for sharing all the details. Um, you know, me, I never want to lose a year. So, if

080there's anything that can be brought to this board um to support that will help our schools, we want to hear about it. Please bring it to us. Um, you I just don't want to delay in helping our schools and our kids. So, just want to put that out there. >> One more for you. Uh, I'd be remiss, sorry, if we didn't give kudos to uh, Pine Ridge and to Casey because we are talking about this year, but last year we saw great great gains there and many of our schools, you know, we're we're wanting more and I I think that's kind of what everybody's goal should be is like we want the absolute best for our kiddos. Um, and so it's going to be tough. like understanding there is not enjoyable at the second but

081we also want to be able to say to Miss Castle's point like Casey I mean they had to rank high in the N in the whole state for growth. So let's find those areas. Let's shout out our wins and let's figure out where the heck we can fix things. I just want to say I know I voted for this calendar but uh I would like for us rather than surveys just to do some research on what difference the year round calendar may make. I mean there's pluses and minuses. I'm not saying I support it but I think we should at least um you know review that the evidence on that. >> All right that all. >> All right. We're gonna move on. >> We had We have the vote on this. >> We didn't have

082a motion on that. >> Yeah, we have a motion. Just call it. >> Yep. >> Motion. Do we have a second? >> We had a second. >> Okay. >> All in favor say I. >> I. >> Motion carries. [clears throat] >> Mr. Chairman, I'm opposed. Would you make note of that, please? >> 61. >> Thank you. >> Motion carries 61. >> Thank y'all. Please, Dr. Cooper, this is a hard act to follow. Okay? And I'm saying that jokingly, but seriously, the concern is is appreciated. Um, we did the same thing at the other schools of getting our people together. We have a little bit more of a struggle at Pineidge, getting parent involvement, but we're working hard on that. But I would be remiss, you know, I'm back at Pine Ridge for a second go

083round. um been there six months and I would be remiss if I didn't at least acknowledge the people who truly work with me. Um we're a team. Three of us are new uh of the group and um we work very hard. Um, our entire school works very hard to um get our kids um cared for, disciplined, um, appreciated, all the things that uh, Chairman Key mentioned while ago, but I would like to ask my administr our administration team to stand up, please, because they truly pour their hearts into us doing getting this together and uh, I could not we could not have done it without Dr. Bergraph and Dr. McDonald and all the help that they gave us. But um I would like for Miss Warley, the assistant principal, to please stand. Mr. Wiggins, our

084administrative I say it the wrong way. >> Yes, that and Miss uh Samantha Wallace, our new PLC coach, um who is invaluable to us. But all of us have worked together. And when I say all of us, I mean our entire building at Pineriidge. We have custodians who check on kids. We have the cafeteria workers, the bus drivers, the secretaries. Um, everybody just plays a role in it because we have a school that doesn't have the parental care and a lot of things that our other schools do. But we're not letting that define us and we're not letting that be an excuse or anything. It is not going to be. and we will work as hard as we can through this school year and into the next year for whatever we need to do to

085make it work for our students. But I wanted to um to give them have y'all give them a round of applause for all they have done. [applause] Thank you. And Miss Burkhead, I don't know what to do about math either. [laughter] >> Thank you, Miss Brown. We're gonna stay with you, Dr. Mad. We got one more item here. >> One more, then I'm off. Um, so tonight I just wanted to update the board. Uh, we provided you with a memo regarding the the high school schedule for the 2627 school year. Um, we recognize that the schedule has been um a topic of conversation and some some work. So, I'm very pleased to share with you all that we um have convened several meetings with folks to put together a a new uniform Lexington 2 high

086school schedule for 2627 um that will address many of the concerns that that we've had relative to transportation um time, all of the things. And so, we're we're very pleased that that that our that we're going to be able to move that direction. We will soon have that finalized. We got a couple of times to tweak out with some some other components of this, but um it will be a uniform schedule for both high schools um with significant similarities which will eventually allow us to do some really innovative things in terms of what courses we can offer um and also um ensuring that our kids who are working after those certification pieces can get the hours that they have to have um to be able to achieve those. So, when that's ready, we will be

087putting that out to the public. Uh, we want to make sure that our families know that schedule. We want to make sure that everyone has an opportunity to see that. Of course, you will have that as well. Um, and also, I'm also going to share with you tonight that our middle schools will have a uniform Lexington 2 middle school schedule next year uh that they will be operating under and we're looking forward to some some neat pieces with that as well, just in terms of what we can do when every sixth grade teacher in our district has planning at the same time. So, so there are lots of positive benefits for both of those, but especially uh working on that high school piece. So, I just wanted to update the board tonight on that and

088let you know that that is coming. >> Thank you. Thank you. Thank you. >> Thank you. Thank you. >> That was a good ending there for your >> Mr. Keith. Thank you. >> Well played. >> All right. We're going to move on into our operations. I'm turn over to Mr. Warren. >> Thank you, Mr. Chair, members of the board. Dr. Cooper, happy to provide the January um operations update from all of our divisions. Um you have that before you that you've had time to review, but just hit a few highlights. Uh facilities and maintenance, you see a lot of work here with some classroom and interior upgrades at Newbridge and Casey Pine Ridge Middle. Also HVAC work at Busby. Um Conger received a little work as well with some plumbing issues we were having. um

089rerouting some downspouts that was creating um some drainage issues. Um some new flooring was done. You see some um locations there where we did some some work with flooring. Um and then also a lot of our mandatory yearly compliance and grounds uh testing with our fire safety, water safety and really want to highlight too that you know a lot of this work has occurred since our last meeting in November which means this this work is done over holiday break. So, I want to especially shout out Mr. McFersonen for his commitment um you know during his time off you know a lot of this stuff has to happen and so that's um commitment to him and his team Mr. Mason as well being out in the field working with contractors, you know, getting these things done

090on his time off. So, um, big testament to him and his team heading down into transportation. We talked about this some previously, but our wheelchair um, piling program is is up and running very soon. Excited about being a pilot for that for the state. um with some AI technology, you know, being able to tell if there's some issues with um you know, security of wheelchairs on our buses and if they're moving, we can get some real-time alerts to make sure we're um securing our students uh safely. And then uh on into uh some training there that Mr. Sergeant has ongoing monthly really with um CPI training and safety training. You know, safety is our priority especially um in our in the world of transportation. So, appreciate his commitment to that. uh technology, you see some

091some upgrades there have happened. And then also uh student support services, some highlights there with um enrollment with our um limited school choice open now, closing very soon. Um actually tomorrow, the deadline for that. And then uh with health and safety, you see some some information there. Um and also lastly we do have a committee uh assembled to look at the discipline code you know for this coming year and be be excited to provide some more information on that to you at the at the workshop to answer any questions. >> Any questions Mr. Brick? >> Yes sir. Uh I was over on whatever the road that Casey and L2 and Busy's called. Um and I did not I just happened to actually I had my kid with me so we're looking at the playground. Uh

092the update slide, the table showed there being yard instruments or playground instruments or something in progress, but I didn't see any of that. >> Um going back to >> the CPIF u Mr. McFersonen, can you speak to that? Um some playground update. >> That's the only thing I could kind of look at, but playground equipment at Casey 50,000 in progress. Yeah. [clears throat] >> So, we start we've started design on that and kind of get some ideas together. So, that's what that in progress refers to. >> Thank you. I think that's all I have. Oh, no. Sorry. I had one more. Uh, did we close out this building? Yes. >> And [clears throat] did we get any back? >> Um, I believe it was around Don't hold me to it, but let me let me

093get that number and share with you. >> Thank you. >> That's all. Thanks, Chair. >> All right. Any other questions for Mr. Warren. >> All right. We're going to move on into unfinished business now. We're going to move to consideration of second and final reading of proposals changes to board policy GCQC GCQD resignation of in instructional staff administration staff. >> Miss Wen. >> Mr. Mr. Chairman, I make a motion that we um approve second and final reading of proposed changes to board policy GCQC-GQD resignation and instructional staff administrative staff. >> I had a motion and a second. Any discussion? >> All in favor say I. I. I. >> Oppose. Motion carries. All right, we're gonna move into new business now. And that's going to be the official signing of the South Carolina State Board Member

094ethical principles poster that I have right here somewhere under all this pile. pass it around. >> Would you like me to make a motion for the uh audit so we can he can start at the same time? >> Yeah, I'm probably going to call him on up here. >> Mr. Mr. Chair, I move that we accept the presentation of the financial audit for fiscal year ending 20 June 30, 2025. >> All right, I have a motion. Do I have a second? >> Second. >> We had a second. All right. Is there any questions on the audit? >> Yes. >> Oh, I guess here we go. >> No, no, it's not going to be that bad. >> Come on up here. I just wanted to know under um special revenue funds, food services fund, it says

095that there was a million $1 million increase in the fund balance because there were $7 million in revenues and six million expended. Um where does that million dollars from the cafeteria come from? I'm dying to [clears throat] know. So, so um Mr. Andrew Coleman has a presentation for the audit. >> If he can go through his presentation. >> Yeah, I'm sorry. He he went in. So, I thought I had to ask. So, >> no, I understand. If we could let him go through his presentation. >> Thank you. >> All right. So, before we get into the results of the year, um what we like to do here just again is just kind of remind everybody what an audit is, what an audit is not, and remember who's responsible for what. Uh so in the financial

096statements there's really only excuse me a few items that are mine and those are the opinions. Uh and in that those opinions they state what the district is responsible for and what we're responsible for. So we'll start with what the district is responsible for. The first thing the district is responsible for is to maintain effective internal controls. Um remember from a board perspective there's really two two reasons that you want to make sure you've got good financial internal controls put in place. The first one being if you have good internal controls, good internal policies put into place, that means the monthly information that you're going to get is going to be better because that means the information that you're getting is uh has been reviewed and approved. Uh and that's going to make it give

097you better information to make decisions throughout the year. Uh the second reason uh you want to make sure you have good internal controls and that's really just to help mitigate the risk of fraud. You know I know we ne never like to think about it uh but that is another important reason to have effective internal controls. So the district is also responsible for the financial statements. So that means all the balances and all the disclosures that are in the financial statements. So what am I responsible for? Again I give reasonable assurance uh that the financial statements are materially correct. And again, we say reasonable assurance uh is because we did not go through and look at every transaction that took place during the year. Now, if we did that, we'd still be sitting up in

098finance. Uh so, what we did do is we looked at uh material transactions and then samples of others. Uh the other thing to remember, my audit does not address your financial condition. All our all our opinion states is that the numbers that are in there are materially correct. Um also, as a reminder, the purpose of my audit is not to detect fraud. We do consider fraud risk as part of our planning. Uh but our design the audit is designed uh to make sure that your financial statements are materially correct. Uh the good news is we did issue an unmodified opinion and I know unmodified can sound strange but that is the best opinion you can get. All right. So looking at your general fund you can see total fund balance increased 3.5 million to 26.8

099million and all of that balance is unassigned. When people are looking at metrics of what do you have available to spend unassigned is the number that you need to look at. So you can see your unassigned fund balance was 26.8 million in your general fund which was uh 22.9% of your 25 actual expenditures. The GFOA which is the Government Finance Officers Association they recommend a minimum um of 16% which is about two months. So you're slightly ahead of that. And so we often get asked why why do we need to maintain you know an an adequate unassigned fund balance and really as a school district uh for you it's really this first one here cash flow through the second half of the year the bulk of your revenue comes in in starts a little bit

100no in end of November but really December and January is when you're receiving the bulk of your property tax revenues so you have to have an adequate um unassigned fund balance number to carry you through to when those uh revenues come in. So looking [clears throat and snorts] at your general fund revenues, you see about 116.8 million. Uh the 49.4 million in property taxes and 64 million in state revenue. You see this is about a 10% increase from the prior year. Uh [snorts] with the biggest portion of your increase being in property taxes. When you compare that to the budget, uh you were about 3% better than budget. [cough] Looking at your expenditures, 116.8 million for this past fiscal year. And again, when you compare that to the prior year is about a 10.6 million

101or a 10% increase from the prior year. But when you do compare that to your uh approved budget, you were about 6.4 million or 5% under budget. So also as a reminder, you know, everyone asks what do we have in the general fund, but in addition to the general fund, you have other funds that you have different items in. Uh so we just like to take a minute just kind of remind you of some of those. You have your special projects fund. That's where your title one and your IDA funds are. You had another 18 million expended in those funds. And you also had uh the education improvement act funds. You had another 12.1 million uh in those funds. The thing to remember about everything that comes through your special revenue funds is they're generally

102for a specific purpose. So, it's not like you can move all those to your general fund and do whatever you want with them. They generally have they're there's a very specific focus or intent for all of those funds that you have to use those on. So, looking at your food service fund, um you can see you had 7 million in revenue and six million expended for about a $1 million increase. What drove some of that? You're now a C and I believe this is the second or third year. >> third year. Yeah. >> And what we what we have seen kind of across the state is people who are in this C program their revenues have generally gone up and we're seeing these increases in uh food service funds. So that's really what some of

103the driver that was. Now, to this bottom point here, since you're over the 30% of expenditure level, [snorts] um the state wants you to spend it down. They don't want you to carry that much in your food service. That they yell at you if you don't have enough and then when you do a good job and you actually have some funds that you've put away, they yell at you for having too much. >> Um so, I believe the plan is to spend some of that on a bunch of capital needs throughout uh the district, which will take some that fund balance down. >> Okay. And you're going to report on on that to us at some point, I'm assuming. >> Um I can I have not in the past, but mainly it's for equipment in

104the kitchens. It's limited on what it can be spent on. >> Okay. >> But it would be to to update the um equipment in the kitchens. >> Million just sounds like a lot to me. Is it not? >> Doesn't go very far equipment. >> No, [laughter] a million is just not what it used to be. The the other thing to to remember on this is if you wanted to come in and renovate anything in your cafeteria or in your kitchen, they won't let they will not let you use food service funds for that. >> You typically have [clears throat] to get u special approvals for those and there's a lot you have to go through and they don't always approve them, but you can purchase equipment. I believe the current plan is equipment. >> Okay.

105>> So, looking at your debt service fund, you see about a 9.8 8 million fund balance at the end of the year. Remember all of that fund balance is restricted for making future debt service payments. And then looking at your capital projects fund, uh you had about a 21.3 million fund balance and all those are for capital needs. real real briefly. Uh due to some accounting standards that were implemented about five six years ago, we have to record your portion of the state's pension and retirey insurance liability. So you can see there uh your liability for the pension was about 109 million uh and the OPED liability is about 92.8 million. Are you going to have to write a check for those? No. Where they are getting you though uh is I I know when

106it comes to budget season and you probably start looking at your salaries and what your fringe benefits are. Fringe benefits at school districts are pretty high. And the reason for that is for every dollar that you're paying an employee you're paying an additional 25 cents into these plans into the pension plan and the oped plan. Uh so if you ever when you're looking at your budget, if you've ever wondered why your fringe benefits are so high, this is the main driver of that. So just looking at your uh capital assets, you ended at about 330 million, slight decrease from the prior year. Um again, we did not have all the activity that we had in the prior year for this building. Uh you can see you had about 10.3 million in additions um and 13.3

107million in depreciation expense this past year. Looking at your long-term debt, you're about 198.7 million, decrease of 9.5 million from the prior year, and all that was due to just making your regularly scheduled principal payments. And when you look forward to fiscal year 26, which is the year we're in, uh you'll have about 17.1 million in debt service payments. Looking to the future, um no changes in auditing standards, but there is one accounting standard change uh that we will get to have fun with next year. In your financial statements, there's the management discussion and analysis. And what Gazsby 103 is uh tells us that they want more they want more discussion more uh budget to actual discussion [clears throat] um charts graphs anything that's going to make it easier uh to read. So that's something

108we will have to implement uh for next year. So looking at uh this past year, we did have to do a single audit. As a reminder, a single audit is an essentially an additional compliance audit that we have to do anytime you receive more than 750,000 in federal awards. This past year, we looked at your USDA program and had no issues with that program. But as we were coming through the audit, we did have one item that we did have to report. Um and this was related to uh recording some balance sheet items. And this is really driven by two things. When we came in to do the audit, uh, for whatever reason, there were some closing entries from the prior year that never got entered. So, your, uh, equity didn't roll. We were able

109to identify it pretty quickly. Got it all corrected. Um, so that was the first item. And the second one is your short-term debt transaction. Everything was done correctly on it. However, it didn't get recorded. and looking over the um this past year the statements for this debt transaction were not coming to this building. They were still trying to take it to the old building. All this has been corrected now uh and the finance has already implemented uh procedures to make sure that this will not be an issue again. Uh in addition to the financial statements, we also have the separate management letter. Um no issues to report there. I mean again summary unmodified opinion um in good financial condition. One more thing I do want to add just to [snorts] kind of let you know

110how crazy this audit year was. You know I just mentioned about the single audit. Well, when I'm doing a single audit, the federal government issues guidance that tells me what I have to look at. A lot of times this guidance is issued in May. This past year they issued the guidance the Tuesday before Thanksgiving. As you all are aware, you have a December 1st deadline. Um, so I'm happy to report we did issue uh you were able to submit your draft um for December 1st and then we have finalized everything and everything has been submitted and you're in compliance with all of that. Uh so with that, any questions? >> Any questions? >> Yeah, I just have two. Um in the financial highlights, you said that our our total net position increased by 20.2 million.

111What accounts for that? Okay, in your financial statements, you essentially have two sets of books. So, you have your fund level statements, which is like your general fund, your special revenue fund, but what we also have to do is we create these governmentwide financial statements. >> Okay? >> This is where we add your capital assets, we add all of your debt, and this is where we also have to add uh your portion of the state pension and oped liability. U that's really not how you operate. So that's why when we go through uh the results for the year, we don't even bring any of those numbers up because they're meaningless for you at this point. >> Okay. And at the very end of the uh other audit findings, you said we became aware of a

112finding that was reported in the compliance section. That's what you just reported to us. >> Yes, ma'am. >> Okay. Thank you. Um by the way, y'all, my husband talks like this at home all the time. [laughter] Well, makes my wife's a teacher, so I get the other >> talking all the time as well. >> Mr. Chair, uh, two two questions. First one is, uh, for you, Scott, in the caffer, or whatever we call this here. We have a a chart that's on this one, and it seems to be on all of them for program expenses by functional governmental activities. Um, it seems to be pretty similar across the board. on our website, our caffer or whatever we call it here goes back to 2024. I would love to know if we can get that going

113back to 2000 flat. Like I'm sure our caffers are kept somewhere. Maybe maybe even >> I think they're all on your website. Yeah. >> Okay. >> Are they not on the website? >> Uh >> I can I let me look and see. >> Work was not fun today. When I looked today it wasn't there, but >> let me look and see. Um >> go back to >> and specifically why from 2012 to 2024 for the board when we go for our workshop next week. If you take that total pie of expenditures in 2012, we were paying 62% of that pie for instruction. As of this one, 2024, we're paying 51%. That's a 13% decrease in expenditures on instruction. And so every year is going to be different. I I hope that we remember that next

114Saturday and we consider making a policy where we grow that back to a certain percentage incrementally because we're not going to get there overnight. >> One thing I do want to mention on that that chart is for the governmentwide statements that I was talking that has your pension liability and all that other stuff all that other information. >> Probably more meaningful one would be to look at it on the fund level. >> Agree. And we we do we do put that percentage there. Um that percentage is not as grand. Um and I think it would be really fun in that workshop. Maybe fund's not the right word, but to look at why the difference in [clears throat] this versus that is is different because there's a story to be told there, >> right? >> All

115right. So that was point number one. Point number two, what was the yearly dollar value of that short-term debt that was being paid? But not uh you you don't it doesn't need to be exact. We're talking 100,000 to >> 200,000 I think. >> Okay. Um and then you said we fixed it, which is great. And it was being paid. That's the most important part. Um but what internal control did we either create or fix to make sure? >> Um I now have the bank statements coming here. I get them every month. I have on my um a note on my door >> to tell me to reconcile that every month. >> It will not happen again. [laughter] Thank you. That's all I have. Appreciate you. Uh, is this What year is green Vinnie? >> This

116was the option year. >> So, we have one more or is this it? >> It's up to It's up to you guys. >> Legally, >> it's up to you guys. >> Thank you. >> Any other questions? >> Can I say one thing? I would like to to thank my finance staff going down um even to the bookkeeper level because if it was not for them coding things correctly and then my staff doing a great job, we would not be in this position. So I want to thank my finance staff and the bookkeepers and everybody that h has their hands in the pot even to the principles for approving the requisitions as they come through. So everybody, this goes out to everybody that that um contributes. Thank you very much for a good job and accepting

117the changes that we have put in place. >> Agreed. Sorry, I have one more thing. I apologize. Uh our reserve fund balance that cash when it is sitting there high through the state. We can reinvest that. Correct. >> We have that the cash and sitting in the LGIP. >> It's in the LJI. Yeah. Is that our best current option with the way the market has changed in the past 18 months? >> I have not seen where that rate has gone in the past six months. This past year it was your best option >> because the the rates in that fund are very competitive and you have instant access to those funds as well. >> It's a very money market concept. >> It I wish I was a government so I could get my funds in

118there. Let's just put it that way. >> Okay. And that's we and I leave the cash sitting in Elgup until we need to pull it down to to make payroll and to make, you know, our AP runs every week. >> Perfect. Thank you. I meant to ask that last month. I forgot. >> All right. Well, I need to apologize. I got to back up. I got so excited about this a I was ready to hear the audit. I jumped right over the governor's proclamation. So, I need to read that and what he sent to us. So, >> Thank you so much. So the state of South Carolina, the governor's proclamation, whereas education is the foundation upon which the economic, intellectual, and social capital of of our state is built. And whereas school boards directly influence

119instruction in South Carolina's public schools and whereas the decisions of local school boards affect the present and future lives of children while setting the d direction to prepare all students to be competitive in a local, state, national, and global 21st century knowledge economy. And whereas local schoolboard members work with parents, businesses, education professionals, and other community members to represent their views and create the ideal educational vision for their public schools and students. And whereas school boards recognition month highlights the unique role school boards play in repres representing their constituents by promoting quality public education. Now therefore, I, Henry Dargan McMaster, Governor of the great state of South Carolina, do hereby proclaim January 2026 a school board recognition month throughout the state and throughout the state and encourage all South Carolinians to recognize the contributions of

120local school boards to the academic success of public school students across the Palmeta State. Henry Dargan McMaster, Governor of the State of South Carolina. Totally forgot to read his letter to us, but we got it. All right, we're going to move on down now. We are >> going, Mr. Mr. Chairman, we I think we have a motion. >> Yes, we had a floor motion and a second. We need to vote now >> on audit. >> All right. All in favor to audit. >> All opposed? Motion carries. All right. Now we at the consideration of out of state travels. >> All right. Um, Mr. Chair, I make a motion that we approve the six out ofstate overnight student travel request. Number one, um, Busby Creative Academy of the Arts Beta Club students to attend the Beta

121Club state convention. Number two, Fulmer Middle School Beta Club students to attend the Beta Club state convention. Number three, BC High School choir students to attend SCACDA honor choir weekend. Number four, BC High School choir students to attend Windgate All Select Choir at Windgate University. Number five, Airport High School student government students to attend the SCASC state convention. Um and number six, airport high school German students to travel to Germany this summer. >> Second motion. >> Favor say I. >> I. >> Motion carries. Got one more. >> Yes, Mr. Chairman. uh make a motion that we approve the administration's recommendation for two staff travel request to attend the um United States Institution for the Dur Technology um in Long Beach, California in March. >> Second motion and second. All in favor say I. >> I.

122Motion carries. >> All right, that moves us into our announcements now. January 24th of 26, our board workshop, boardroom, district education center. January 27th, Lex teacher fair in the pack lobby from 4 to 6. February 4th is early release day. February 6th is interims issued. February 13th is inservice day, weather makeup day. February 16th is President's Day holiday. And February 19th through 22nd is our South Carolina School Board Association annual convention. So with that being said there, our regular schedule meeting will be backed up to the following week which will be February 26th is the regular scheduled board meeting. And that concludes our announcements and we'll look to move into executive. >> Mr. Chairman, I make a motion that the board of trustees enter close session for the following consideration of personnel appointments, retirements, and

123resignations, and legal advice regarding Lexington 2 properties. >> Motion second and a second. All in favor say I. >> I. We are now in executive. I make a motion that the meeting be reconvened in open session and the appropriate affidavit executed. >> Second. >> I had a motion and a second. All in favor say I. >> I. >> Mr. Chairman, I make a motion that we accept the administration's recommendations for resignation, retirements, terminations, new appointments, and hires. >> Had a motion and a second. All in favor say I. >> I. >> Mr. Chairman, I make a motion that we accept the administration's recommendation to report uh to the South Carolina Department of Education report of breach on employee 10 and 11. Second. >> Had a motion and a second. All in favor say I. >>

124I. >> Mr. Chairman, I make a recommendation that we report employee 12 and 13 of unprofessional conduct to the South Carolina Department of Education. >> Second. >> Had a motion and a second. All in favor say I. >> I. >> Mr. Chairman, I make a motion that we allow the superintendent to enter into an agreement to move forward um with um property matters. >> I had a motion >> and a second. >> Do we want to be superintendent or do we want to be >> administration? >> Um I can amend that that we make a a motion to allow the superintendent and her administration to move forward on property matters. >> Second. I have a motion and a second. All in favor say I. I. >> Motion carries. >> I make a motion that we

125adjourn. >> Got a motion and a second. We are out of here.