001Good evening everyone. We need a motion to convene into executive Oh, need a motion to convene into executive session. >> I'll make a motion we convene in executive session and discuss certified recommendations. Second. >> Second it. >> All in favor? I I'm sorry. Just that quickly. Good evening. We need a motion to uh adjourn from executive session. >> I'll make a motion that we >> Hold on one moment. We got enough. >> We have four. Yeah. Okay. I'm sorry. >> We had to count. Make sure we have four. I make a motion that we adjourn from the executive session. >> Second. >> All in favor? >> I. >> All right. >> We need a motion to approve the agenda from to approve our agenda. >> Make a motion we approve tonight's agenda. >> Second. >>
002All in favor? >> I. >> All right. Now we'll stand and have our pledge of allegiance. to salute and pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. All right, we're going to bring Dr. Sanders. Now for our student recognitions. >> All right. Good evening, Chairman Sutton, Dr. Nutter, members of the board. Hope everybody's doing well. >> This evening, it gives us the uh privilege and the pleasure to uh recognize three uh outstanding students. First, on May 6, I'm sorry, uh Chairman Sutton and Dr. Nutter, if you'll join me down front. On May 6, Midland's Technical College held its graduation ceremony and one of our very own was among
003the graduates celebrated. Tonight, we are proud to recognize Justice Jones for earning her associate degree while still enrolled as a student at Swansea High School. Through the dual enrollment program, Justice successfully completed college level coursework and earned college credits that also counted toward her high school graduation requirements. This achievement is significant not only because justice has uh I'm sorry, not only because of the dedication, discipline, and academic achievement is significant, but because justice has made history. She is the first Swansea High School student to earn an associates degree through the dual enrollment program. >> She has set a powerful example for future Tigers uh to follow. Her accomplishment reminds us what is possible when talent, opportunity, and perseverance come together. Congratulations, Justice. Let's give Justice one more round of applause. Congratulations, Justice. >> The teaching
004fellows program funded by the South Carolina General Assembly and administered through Sarah is a highly competitive program designed to recruit talented high school seniors into the teaching profession. Students selected for this pre prestigious honor demonstrate strong academic achievement, leadership skills, and the de depositions needed to become successful educators. As a teaching fellow, students will participate in enrichment activities, leadership development, professional learning opportunities, and experiences designed to prepare them to become a highquality teacher in South Carolina. This evening, we are proud to recognize Brianna Haley for being named a member of the South Carolina Teaching Fellows Program at Newberry College. >> Congratulations, Brianna. And finally, the South Carolina Football Hall of Fame recognizes students athletes who demonstrate excellence not only in football, but also in academics, character, citizenship, and leadership. These student athletes were nominated for
005the South Carolina Football Hall of Fame Bridgeer Excellence Award and were invited to attend a special recognition event in Colombia. During the event, nominees had the opportunity to hear from guest speakers, participate in leadership training, connect with other student athletes, and be recognized during a uh certificate ceremony. This evening, we are proud to recognize William Gettis for being named a 2026 Bridgebuilder Excellence Award nominee. He's not able to be with us tonight due to soccer, but we want to celebrate and and recognize William. So, let's give him a round of applause. Okay. Mom. >> Okay, so mom is here tonight and she's going to accept his award on his behalf. Congratulations. >> Yeah, absolutely. >> No, mom said no. >> Congratulations to Williams. Thank you so much. Uh this concludes student recognition. >> Congratulations again
006to those students. I am so proud and I've been following all of you all for the last several years. Love the fact that you all are engaged and uh very active in the school. Um personality shine and the excellence has been displayed through what you've accomplished. So again, we want to tell you congratulations. >> YES. >> And to the parents. >> Amen. >> The real workers, >> thank you so much. Okay. >> Uh so next we'll move on to our public forum. Mr. Jeff Co, could you um look on the the C the board there to see if we have anybody? >> All right. Now, we need a motion to vote on the uh action items that were discussed in executive session. >> Make a motion that we approve the certified recommendations as discussed in
007executive session. >> Second. >> All in favor? I All right. Motion to uh approve the minutes from our April 20th and 27th session. >> I make a motion that we approve the minutes from April the 20th and the 27, 2026. >> All in favor? >> Oh, sorry. >> A second. >> All in favor? >> I >> thank you. Thank you all for coming. Have a good night. >> All right. Now we will um move to our office of the school board item 8.0 and um we are going to have our picture taken for graduate recognition. >> Where you want us? >> We are late. >> They'll be floating around. Well, we'll just cover it up. >> Yeah. >> Okay. >> I don't know. >> I thought she said move this stuff. >> Come on. Get
008closer. >> Like it. always do that. another >> uh yes uh the board has another professional uh development opportunity with the consortium of state school boards associations federal advocacy conference which is next September. But with these conferences now is the time to uh consider uh engaging that. Um we bring this one uh because board policy B states that the board must approve any travel outside the state at least 60 days in advance. So um this is and I know uh I believe Chairman Sutton you have some understanding about this conference and about what the focus will be but uh we would just say from administration that we very much appreciate a board that is committed to professional growth, professional development being actively involved uh not just in the uh uh needs of our own district
009but how it also impacts across uh our state and nation. >> Absolutely. Does anybody have any questions about the conference that's uh being held in DC? >> No. >> Okay. That being said, so we will need a motion for consideration of the Cosmo Federal Advocacy Conference in September of 2026. >> I make a motion we approve the Cosb Federal Advocacy Conference held in Washington DC September 21st through 23rd, 2026. Second. >> All in favor? >> I. >> All right. >> Next, we will uh have our board reflections. Um, one of my reflections was um attending the graduation um that Sister Justice Oh, Miss Justice was in. She is my sister, by the way. Um she's actually one of the young ladies that um I was um a mentor for her at an early age. So
010just was grateful to be there. And we had another student from Swansea name that was called too. I'm not sure that she Yes. >> So there was another student. So that was um great to see. Also I attended I don't know Dr. Nutter you maybe gave this person my name. Katherine Jackson. Um I was invited to a it was called a stigmafree concert had to do with mental health >> and um it was very it was very inspiring. Uh this is the group uh the name of her group is called classical healing keys. It was held at the Church of Jesus Christ of the Latter-day Saints. And their purpose is to create an environment and a culture that eliminates the shame and judgment and discrimination associated with mental health. So they had uh probably about
011five families came in and told their stories about how they dealt with mental health. um how um one was an educator, a teacher, um one was a parent with a six-year-old girl. She kept saying that um something was attacking her brain. >> Another one um was um a older couple, they son died by suicide. They explained that there's one out of four mental illness. It was just, it just literally blew my mind really to hear them giving their stories and how they use music in between everyone giving their um sharing their story. It was just it just lets you know that you just don't know, you know, just looking at everybody, >> we just don't know what people are going through and what they're dealing with. And so to think about the children that we
012serve, the students that we serve, as well as the families. So, this really just opened my eyes up a lot about this mental health. And they said that there are so many invisible >> diagnosis of mental illness. >> And so, I was glad I don't know if Dr. Nutter, you gave this lady my name or not, but um yeah, but it was I'm glad that she did. I mean, because I was invited. I kept asking everybody. I was like, "Y'all didn't get an invitation?" cuz she said she wanted to um she said she wanted to um recognize me for doing such a great job in the community and being a part of the community. I was like, "Oh, yeah. I serve THE COMMUNITY. I'M COMING TO THAT." >> YEAH. AND THEN WHEN I GOT THERE,
013I was like, "Oh, okay. Mental health." >> Yes. It it was it was very inspiring. And so, um >> when was this? When was it? >> It was um Friday. >> Okay. >> Yes, it was Friday. >> I didn't get an invitation. You go, girl. >> Yes. All right. >> So, yes, that's what I mean. It it was it was just oh god it was it was great. It it really was. >> Well, make a note and we can go next year. >> Yes, we'll do. But it's called stigmafree concert. >> Okay. >> And so they had like four or five different people with the music. They was um playing their instrument in between each individual giving their testimony. Wow. And it just made me just it just blew my mind. It really did gave
014me a different outlook. Totally. >> Well, I went and spent a day at the capital Wednesday a week ago with all our politicians. And of course, I'm bashful and don't get to talk a lot. >> But I talked to every one of them. >> We heard about it. >> Thank you. >> We heard about it and we thank you. >> How did you hear about it? >> I'm just glad. >> They called you, didn't they? >> Yeah, they did. because I saw the little oy. >> Excuse me. >> We appreciate you going. >> But I did and I enjoyed it. >> I went to Swansit High School prom with my wife um in a >> so glad >> an assistant chapron slash just being nosy roll. And uh it was was really good. Um Dr.
015C right faculty and staff along with officer blasting gang did an outstanding job and to see the kids well the students not kids >> the students acting like they wanted to be there >> so kudos to them >> all right so I had the privilege of participating or attending again this year the sneaker ball which is the premier >> event for the year at uh San Hills Elementary. Uh Mr. Smith and his faculty and staff do a great job of uh bringing the testing week to a a beginning. It's I think it's the beginning of their testing week. They do sneaker ball and uh again to see how well I hate to say it this way, but how well prepared and trained the students are. They listen, they they dance and it is sensory overload
016experience. Lights, music, and constant running. I mean, it's just amazing and I'm grateful because my daughter is of course that age group and so I get to sneak in as a board member but as a parent as well. So I got my picture taken with her but um again it's just you see Mr. Smith, he raises his hands, he claps once or twice and the room goes silent. The kids get on the line. I mean it's just beautiful to see. But it's great also to see that they can have fun and still be in an environment that's safe for them >> and um be rewarded or uh motivated for their their week of testing that's coming up. So, uh, looking forward to seeing their success in testing this week, uh, this year. Um, also want
017to highlight that, uh, had the privilege of attending our regional board workshop for, uh, the different boards across the state of South Carolina. And um as we just made the mention of the South Carolina Federal Advocacy Conference that will or the National Federal Advocacy Conference that will be taking place in Washington DC. There's so much that's going to be happening this year uh that affects the way uh we vote, who will represent us, what areas we uh are voting in, etc. As well as legislation for finances and education as we just talked about on last week or last meeting. Um, so, uh, it's very important now that we all keep our eyes and ears open, especially as board members and as stakeholders in our community. And so that was one of the big things that
018we discussed during this regional meeting. Uh, last but not least, I want to invite and encourage everyone to um, take notice that on this Sunday, we will be welcoming uh, the there will be a community welcome for our new basketball coach. Um, as you all know, I'm an advocate not only for academics, but I am also an ac active advocate for um, athletics. I believe that they go hand in hand. And we've got some great kids uh, in athletics this year, uh, like William Gettis, who was just recognized. I mean, these kids are not only great on the field, on the court, but they're great in the classroom. And I think that they deserve the best coaches. And we've got a great one that's coming in. He's already been engaged with our students. He's already
019been to the schools. He's already having meetings while teaching in Southside in Greenville. Um showing up to kids tournaments already on the weekends before he's uh an active uh teacher in our district. So on this Sunday at 4:00, um the community will be hosting a meet and greet in uh the parking lot here at Monroe Pinkney. Um so the gym will be open and we'll have a meet and greet outside. We've got some local businesses that have donated drinks uh to keep everyone cool. There will be no grills. There will be no food, but we will shake hands and welcome our new basketball coach and uh get our kids off to a great start as they start uh conditioning for next year's basketball season. So, that's the end of my reflections. Did you have anything,
020Lyn? >> I did not. >> All right. Thank you all for being patient with us during that process and we're going to move on to teaching and learning from our alternative education. >> We have Mr. Tulle and Miss Stonehouse with our alternative education program. work this thing. Thank you for having us this evening. Of course, we just want to give you an overview of the alternative program. Um, as Dr. Nutter mentioned, Miss Stonehouse is with us. She primarily oversees grades uh 8th through fifth grade and I oversee 9th through 12th grade primarily, but we work hand in hand and we work with all the kids no matter what grade they're in. Um, starting with our our program purpose, um, you've probably seen many times a multi-tered system of supports where we're talking about tier one
021students, tier 2 students, and tier three students. Tier three students are the students that we're dealing with primarily if they're placed in the alternative program. Um, looking at our learning environment, uh, what we're trying to do to do do there is provide tier three students with a setting that promotes academic growth, consistent attendance, and productive conduct. Again, the three key terms that you'll see layered throughout this whole uh process is the academics, the attendance, and the conduct. And then again, layered within that looking at the future readiness is that is engaging them in the habits of learning uh that facilitate a successful and productive return to school. So habits of learning, we're talking about being present again going back with that attendance, being prepared, participating, and performing, which again goes back to the academic growth
022and being professional. which ties hand in hand with the conduct. Looking at our program structure, our core curriculum that we use in fifth through 8th grade, it's a little bit different than what they typically use back at the school level instead of all the back and forth with teachers and and it gets very difficult to communicate with that many people. Uh fifth through eighth grade, they their foundation is based in in is skill-based in English language arts, math, science, and social studies. So, they're focused on all the core content. It's a lot of paper and pencil work. Um, not so much on their Chromebooks, uh, as sometimes they are back in the school, but again, doing some of their extracurricular classes, the PE, arts, uh, music, those kind of things and fifth through eight can
023be difficult to do from the alternative program. So, they primarily use all their time to focus back on those core content. 9th through 12th grade, a little bit different. whatever classes they're assigned because we're talking about high school credit. That's what we've got to work in, you know, again, and we we do that primarily just like back in the school level through Google Class content and through virtual SC is where we get all of all of our uh curriculum from for 9th through 12th grade. Whatever the teacher assigns, that's what we'll sit down and work with the with the child with as they need help and stuff. Looking at our on-site personnel, currently we have two certified teachers. That's myself and Miss Stonehouse. and we have four classified uh instructors that primarily are in different
024classrooms and we rotate through the classrooms to assist them as needed. Um part-time support, we get a lot of support from the schools as well. We've got special education which comes to us uh for a certain amount of time through the day for any students that we have on IEPs that need extra assistance. Multi- language learners, any students that qualify for that. We have a gentleman actually that is based out of the freshman academy that comes to us. He also goes to the high school well to assist any students we have there. And then just any core content. We have an an employee that comes specifically in math uh that assist our students with math. But if we need additional help in any content uh our teachers have been really really good. We can email
025them, call them, they'll get anything we need and try to support us and our students while they're in the program with us and stuff. Um looking at check-in release determination review. This is our review process. So again, this is just how the program's structured, core curriculum, our on-site personnel, and that we do have a review process for students to work their way back to the regular setting. And we'll get more into that in just a second. Okay, this is talking about the district hearing process. Um, of course, the district hearing officer, Mr. Jakes, when they when a when a a student is brought before him for a hearing, he's going to look at three different things. The first one is a holistic review. He's looking at the student's grades. He's looking at their attendance and
026he's looking at their conduct. Then accountability. This is an opportunity for the student uh to take responsibility for their actions and own up to hey, this is what I did and and and and trying to look for ways to how can I work my way back to the regular setting if they're placed in an alternative setting. Legal framework. When he makes a decision on placement, he's going to look at what's the precedent. what have we done before? Another student made a similar offense. What was their placement? And what was the length of that placement? Uh he's going to look at uh the law. What does the law say about this? And any personal factors, which could be um age, it could be um educational needs of a student, any of those factors like that, he'll
027take into account as well. And what we have below is our alternative education continuum. Now, you see it kind of flows to the right or flows to the left with the arrows. We've got regular school, then alternative program, homebased instruction. That's where students at home working. And they do get support from the school level and also sometimes from us as well. But a student is basically there at home. They don't come in necessarily, but they can be you they can be on Zoom meetings, emails, phone calls, etc. to help assist them as much as possible. Then of course, all the way to the right is the expulsion. However, just keep in mind that that they don't necessarily always go in an order. A student could be in the regular school, see the hearing officer, be
028placed someone else and go straight to homebased. They can go from homebased back to the regular setting or depending on circumstances, they may go back to the alternative program. So it's it's very much a continuum that flows a lot of different directions with a lot of different circumstances that are going on. the hearing officer responsibilities, interests and obligations. The primary interest and obligations from the hearing officer is to protect the district's interests and obligations to all student. Yes, he's he's taking account what that student needs, but he also has to take in account what all students in the in the learning environment need. Due process ensure due process following state law, board policy, and administrative rule. And then path to graduation is providing students the opportunity to continue the pathway towards graduation. And that's really
029what the alternative program is all about. Yes, students are going to make mistakes. They're going to uh you know have consequences for that which could be removal from the regular setting, but again what we're still doing is providing that pathway for them to work towards graduation. And the last thing is care and hope. Communicate care and provide hope for every student encountered. What we want to do is make sure our students understand that again, yes, you've made a mistake, but yes, they might have to uh have a consequence for that. They may go to an alternative placement, but there is a pathway to work themselves back if they follow uh different guidelines and stuff like the habits of learning, focusing on their attendance, their academics, and their conduct. Okay, this is a habits of learning
030and performance scoreboard. This is just an example of how do we communicate with parents for our students that are in al alternative program. Again, we're going back to talking about tier three students. So, a lot of communication and a lot of uh in-depth process has to take place for them. So, this is example of our learning performance scoreboard. If you see all the way to the left, you'll see the habits of learning present, prepared, participate, perform, professional, and every day of the week that we have school they get a rating. If you look all the way to the right, you see the mastery scale. Four is exceeds expectations, three is meet expectations, two is approaching expectation, and one is not meeting expectations. So students basically every day in those categories, they're getting a rating for
031that. And not only do they get a rating with a number if there's something like for example, student puts his head down and sleeps part of the day. There's a note that's written written beside that that says student was sleeping. if a student's not completing enough work, there's a note written on that on whatever day that was, uh, where a student wasn't completing work and stuff. And then at the end of the week on Fridays, every Friday afternoon, the parent and they're notified of that at the beginning when they start the program, they're going to receive this. So, they automatically get feedback every week if a, you know, how their students performing, are they meeting expectations, are they not meeting expectations for that week. of course is if there's something more than severe than that,
032they'll get a phone call before Friday. But this is just a good a good um a way for us to continuously communicate with parents about how their students doing check-in and release determination review. So when a student is placed in the program, they're given a length of time, an anticipated length of time that they're going to stay. And how they perform in the program could determine when they get released from that, if they're going to release in time. Is it extended? Sometimes students can work some time off. Uh depends on what their offense is, those kind of things. So, a check-in just means that their time is not quite up, but they're but we're constantly checking in with them. Every four and a half weeks, we have eight sessions throughout the year. So, the easy
033way that I always tell people to remember this, parents and students, anytime there's an interim report or there's a report card, we're going to meet sit down and meet with students. So, every four and a half weeks, Mr. Jake sits down with either myself and the student or Miss Stonehouse and her student and we basically go back through going back to those scorecards and um we have daily sheets where they get points on. We're looking at all that information again just basically the attendance, the conduct and how they're doing academically to determine are they on target to be released on their anticipated date. So that's what a check-in is. A release determination is a little bit more in depth. That's when we're at the date of potential release and we're look and Mr. Jake is
034looking at are they ready to return? Have they demonstrated everything they need to do and are they ready to return back to their regular setting? But again, going back to that um the continuing, if a student is not ready and they're not meeting expectations, they can move on to continuing somewhere else. instead of going back uh to the home school, they could move possibly to homebased and then maybe have to come back through us back to us at a later date. But that's all determined by the hearing officer. This is example of the form we use for our check-ins and our release determination. Again, you've got the mastery scale up top. Four is exceeds expectations. Three meets expectations. Two is approaching, not yet meeting. This is good quick general information for the hearing officer. We're
035looking at attendance. You've got attendance for the session, which is that four and a half weeks. How many absences did they have? Year-to date absences. We go all the way back to even before they came to us sometimes all the way begin year. So, not only can the students see that, but the parent can also see that. Parents are invited to sit in on these when we when we get to the uh release determination review. So, they can see so parents are aware then, which they already should be aware of see how many absences they may have throughout the whole year. consistent daily points. How many points are they getting each day on average is what we're looking at. And then did they have any discipline offenses during that during this past session? Um and
036then of course any across the time that they've been with us. So that's what uh Mr. Jakes is looking at the hearing officer is. And then we get down and we give them a rating 432 or one on on the habits learning being present. Are they prepared? Do they have everything they need to learn participate? are they working and perform is not only they working but are they trying to do quality work? Are they are they you know uh managing their time and the professional goes back to just their behavior conduct. Are they being respectful, collaborative and following the rules and stuff? Okay. So at the determination review usually one of three things happens either one they're released back to their home school. The other the second thing is they they will continue in the
037program. They're not ready to go back. or three, like I said earlier on that continuum, they could be moved to homebased instruction. Key factors for success. So these are the key things that we think needs to take place in order for us to be successful in the alternative program. First off, communication. I can't stress this one enough. It really takes a lot of communication. We have every kid in there has a different set of classes with a different set of teachers. If you think of like a 9 through 12, if we got 30 kids in that group, she has 30 uh in hers average, something like that, you're looking at a lot of different teachers to communicate with, a lot of back and forth. I cannot say enough how great our teachers are about getting
038back to us. You know, we I always we try to remind ourselves they're they're down there at another school out of sight from us with 120 plus other students of their own and we may be calling them and emailing them about one kid all the time and stuff. So it's a lot for them to get back to us and take time to do that, but they do a great job of communication. So it's communication amongst the staff in the program. It's communication back to the school teachers and administration. And it's also communication to the parent. There's a lot of communication goes on to make make us successful. Progress monitoring, tracking attendance, behavior, expectations, and academic growth. We're constantly looking at where's the student at? What does he what does he have to do? what kind
039of assistance does he need in order to be successful? Um, direct assistance, one-on-one or small group support tailored to student needs. The teachers in the classrooms are constantly pulling students to the side. They're constantly come with me, Miss Stonehouse, to her office, whatever to work. And again, like we talked earlier, all the extra assistant that comes for math, for core, other core content classes, um, multi- language learners, and any students with special needs are also getting extra assistance in small groups, level resources, guidance, instruction, administrative support system. All those people are just a phone call away for for us and we we're they're they're ready to respond and and help us with what our students need. And then the the other key thing we have is flexibility. Going back to that providing care and hope
040to a kid. We'll get a kid a lot of times and again, you know, they they're they're a lot of them are behind academically. We've had students that don't look like they're going to get a credit for the year, but because our teachers are great and flexible that we can provide some hope to that student, they will allow us to go back in other semesters and and complete work to hopefully get that kid back on track because if because if he's if he knows he can do if he there's a path for him to do that to pass that class, that will motivate him to get everything back on track, not only academically, but behaviorally as well. So lots of flexibility there provided by the homeschool. And the last one in the big bold one
041is what's what we want student ownership. Students taking responsibility for the actions and engaging in the learning process. You know this is all just a continuous process in the alternative program. We'll have some students that we may see for nine weeks and we will never see that student again the rest of their career. We have some students that we may see a few years in a row. But what we like to see is even if we see them multiple times in the process, a lot of times we can still see improvement. Even though they came back to us, we can see some maturity. Maybe not, you know, the mistakes are fewer, those kind of things. And we've actually seen students that have come to us multiple years, but by the time they're 11th and 12th
042grade, they stay back on track. They stay down at the school and they end up in the gra walking at graduation. And that's what we want to see. So it is a continuous process. It may not always be evident with some students clearly, but it it takes a little bit longer for them and stuff. So again, student ownership is a big part of that. So, anything you want to add? Kate, >> thank you. >> Chair, I'd just like to recognize the work that Mr. Tulle, Miss Stonehouse, and their team do. Uh they work with a lot of students. again, some for a short amount of time, some for extended, but when you go in there, our classified staff, everyone that's there, uh there is a um atmosphere and an attitude of support and what he
043talked about hope and working with those students. So and we know that every time they're working with those students uh those students are also having accountability and they are not in the other uh where the homeschool while they are learning that accountability which also assists our homeschool as well. So uh we very much appreciate the work that they do. >> You'all have any questions? >> Thank you so much. Miss Stone House, we appreciate you. >> All right. Assistance and accountability. >> Good evening, Mr. Chair and members and Dr. Nutter. Um, I am here tonight just to uh give you uh our annual overview of our federal programs in Lexington for our formula grants title one, two, three, and four. and you have uh a handout in your packet that outlines those um programs. And uh
044this is just a summary tonight and I welcome public input from um citizens and and they can go on the website and and reach out to me by email or phone if they would like to prov. So, title one, two, three, and four. These are, like I said, our formula grants from the uh Every Student Succeeds Act. And um I'm just going to basically go over um a summary of each one of these programs. Title One, our ECC and our Sand Hills Primary School are our Title One schools in Lexington 4. And we use this supplemental funding uh to fund uh quality preschool for our citizens and our families. uh behavior and academic interventions at both of those schools, um district-wide parenting initiatives, uh additional instructional materials at both of the schools, and instructional coaching.
045So, uh critical supplemental um programs that do help offset general fund uh with other schools and their needs. Uh title two um is a recruiting high recruiting training highquality teachers and administrator grant a smaller grant and we use that for instructional coaching. So when uh the state does not provide funds for instructional coaching we're able to provide that. So we have a coach in every school K through 8 in Lexington 4. Um, we also use it to uh provide instructional coaching for um our growing ML population, for our content area teachers because our our our teachers are all teachers of MLS and we want to make sure that they have the best um uh professional development for those students. And then we do also use that to reimburse teachers who are um taking coursework to
046uh earn additional certifications that we might need in our district. So we reimburse them for that coursework. And then title three is our uh multilingual learner grant. It's a smaller grant. It's very supplemental. Um we have to provide core content and core um a core program for our MLS out of our general fund, but we do get some supplemental funds and we use that for for additional professional development. And Dr. Atkinson and her academic team and Dr. Sanders and HR. We're using that money to provide um additional professional development for all teachers um in our our um in our schools. And then we also provide additional curricular materials for our ML students and software and we promote fam parent and family engagement. Um we use that funding for for our ML uh families. And then
047title four is u another rather newer title program and that is uh used to promote cyber security initiatives for um our students and our staff and uh to promote physical education initiatives um in our district. We're able to fund physical education teachers for our preschool students. That is not something that is required by the state and so we're able to supplement. We have seen um research and through our comprehensive needs assessment, we have seen students uh we've seen success academically through those physical education and social emotional initiatives at the ECC. Um and with that, uh any questions that you might have, again, thank you. If you have any questions, please reach out. And um I welcome our our uh families to always reach out anytime. I'm happy to answer any questions about uh this funding.
048Thank you. >> Thank you so much. >> Thank you. >> All right. Now from operations, we have our update on Francis Mack and Lexon for study update. >> Chairman Sutton, uh Sutton, Dr. Nutter, members of the board. Um it's privilege today to uh give you some updates on some operational items that we have here in Lexon School District 4. Um so like you have already mentioned we are going to be talking about the Francis Mac edition um and where we are in terms of it as well as the Lexon and 4 facility study update. And I do want to point out with the facility um study update that it is uh tiers that we do this. So we have the enrollment projections that we'll talk about as well as the student potential analysis and the
049capacity utilization. So it's going to be a lot of data today in regards to that and then any recommendations from this study we'll be providing at our next board meeting in June. All right. To start off with, we do have uh the Francis Smack edition that's taking place over here um in Gaston. Um so, as we talked about last month, we've had a lot of progress with this. Uh as you can see, this is the current site and what it currently looks like with Francis Mack. Uh the scope of progress. You can see what has taken place so far in terms of excavation. Um installing the soil nails, uh prepping and pour level foundations and install install rebar u for the lower level walls. So you get actually see the walls and start to see
050this building take shape uh as we move forward. Um here's the storm drain as well as the partial deh demolition of the existing light well. Uh so that light well is actually going to become like an outdoor patio area on the upper level uh for Francis Mac. You can see around where this is going to be in terms of the lower level. Um I believe right around this area is going to be the elevator. Um as well as our other classrooms that will be added to that. Mhm. >> Um then you can see the rebar and the excavation that we've had so far for the lower level. And then you can also see the walls that are actually going up there uh with the lower level on the rebar. And one thing I do want
051to mention with uh working with Thompson Turner as well as Mosley um they have been very accommodating to our schedule. As you can see we have pictures from night. They came in and poured cement during the night time so that that wouldn't affect our buses and transportations in the morning. So that is, you know, very welcoming uh to see um in terms of them accommodating our schedule as well as um knowing that it's testing season, want to know where our test schedule is so that we can reduce the noise uh so that our students can perform the best that they can as well. So uh our partnership with both of these um entities have been great uh communication and so forth and everything. And we are currently still on schedule uh for that completion in
052December on the wing side of the additional classroom and chorus room band rooms uh on that uh left side of the building if you're looking at it from the street. Uh and then in January we would begin to start on the PE space which is on the opposite side of that building. So uh currently on budget and currently on time. Those are two things you really want to hear in terms of a construction project. All right. Next we have our facility study. And I do want to mention I do have Corey Mala here with Mosley. Um he is um helping us in terms of the facility study but he's also um our architect in terms of our Francis Mac edition. So he's handinand working with that. U we also have Walpert um who is uh
053partnered with Mosley to kind of give us some of the data uh that we're going to be talking about today in regards to our facility study. All right. So the first thing that we're going to talk about is our enrollment projections. This is just our district uh boundary map and it shows our our current seven locations for our schools. This is our density map. Uh this density map sure currently shows where our enrolled students live. Highlights the geographic concentration. So, one thing that you can see from this map, a lot of our um students are in that left or the northwest portion of this map. Um and that is also something that we're going to be talking about when we talk about the housing developments that are coming as well. This is our enrollment projections
054in the past 10 years. So, this is a historical look at where we've been since 2016 to 2026. Um our historical average is around 3,178 students if you round it up right there. Now, this is our enrollment projections in terms of 10 years from now. This is going off of our census data as well as birth rates as well as um our cohort survival rating. So, one thing with these projections is this does not include uh the impact of the proposed land developments. This is our based off of our historical data and our projected enrollment based off of it. So, we'll talk a little bit more about this um the impact of the proposed land developments when we get to the student u impact analysis. But as you can see, our historical average is 3,177.9.
055Uh based off of this, we would see a 2.3% uh growth with within 10 years of 3,252.6. This is our student potential analysis. So, so far we have 11 subdivisions that we have on record that have been approved within the county. Um, of those 11, you can see the units of buildout that is currently uh scheduled to be built as well as a maximum enrollment as well as a matured enrollment. A maximum enrollment is basically going off 80%. So, of all the houses being built, so if we were look at the 282 houses that are right now proposed to be built within our boundary lines, uh 80% would be our maximum enrollment. Um, and then our mature enrollment would be our 42% or 42% which is what we have currently seen within our houses within
056our district boundary lines. So if we were looking at our maximum enrollment, we would look at a total of 1,647 students. If we would look at our mature enrollment, we would look at 833 students at the end of this buildout in terms of that matured enrollment. This once again is uh showing our student potential analysis map. Um as you can see this is basically talking about the land that is um that is you that is being used within our uh boundary lines and shows our attendance area. Areas shown in blue represent the vacant developable land while areas shown in orange represent high potential vacant land that support future residential growth. Now one thing about our area is we have not seen growth of this magnitude in quite some time. But as you can see the
057land that is where it's coming from that northwest corridor of our boundary lines is starting to become a little bit more scarce because that is where we are seeing that growth um in our district. This is our um overall single family homes per attendance in our boundary line since 1990. So basically these are the subdivisions that have been that have been put into our boundary since the um 1990. What we have seen is an average of 36.6 homes being built per year. If we look take an average of the last 35 years. Um, and we've only had two years where it's exceeded 50 or more within the last 10 years. And both of those coincide with the most recent subdivisions that we've had built, which was um, Ridge Point in 2017 and then Liberty Ridge
058in 2022. This is our student potential analysis. And what we're looking at here is if we're looking at in terms of how our um houses are being built with those developments, whether or not they're being developed or built 25 units per year or if they're being built 50 units per year or if they're being built 75 units per year. This will provide us the data with that. I know it's small, but I have it blown up for us in just a minute. Now the most re the recommended one for us to follow right now currently is the 50 units per year because that's on average what we have seen within our district in the last 35 years in terms of growth when subdivisions have come in. So here's our units in terms of our historical
059projections is what it would look like if we had 50 units per year going out. Um so as you can see each year we have it going um you know a modest increase to begin with. The first three years when these developments come out or begin build out is when you see a small growth, but then after the three years is when you start to see a significant growth. So for example, when you look at year five in this model, if we're looking at year 2030 and 31, uh you're going to see an increase there of around 120 students within our district with year five. But year by year 10, we're looking at an increase to upwards of 500 to 20 520 530 students within the 10 years with the maturation of those um housing
060developments being built. This map here um basically shows us um till basically the next 50 years60 to 2070. This graph shows us where the green the light green is where our um developing single family units are being built. So you can see the increase as it goes up. Um the high potential is the dark blue. So that is land that has not been developed or is not land that has been proposed to be developed yet. But that that is land that could be developed by the year 2036 is when we see that trend possibly taking place. As well as the light blue which would basically being the um last of the land that would be exhausted for developments to be done within our boundary lines. to kind of to summarize what we see in terms
061of our student potential analysis. Uh in the fiveyear fiveyear mark, our baseline projection is around 3,253 students with the 50 units per year um would be 37 3,373. So we're looking at an increase of 120 students compared to what our historical enrollment projections have been in five years. In terms of the 10-year mark, if we're looking at once again the 50-year buildout, uh the baseline data for that was 3,278 for our historical data. If we're looking at the 50-year, it would be 3,792, which would be an addition of 514 students uh representing a 15.7 increase above what our historical uh enrollment has been. Uh so, as you can see, it's it starts off flat, but then by year five is where we really start to see growth take off uh within our district. So when
062we're looking at the capacity of it and just to kind of give a a visual of it, uh 500 students is roughly the same or is equivalent to two grade levels uh within our structure of how our schools are modeled. So it would be basically it' be like a the size of a elementary school or primary school or something like that. However, that is going to be 500 students that would be through all seven schools in terms of that. All right. Next, we're going to be looking at the capacity utilization. This looks at um what our buildings currently have and what our buildings currently can hold. Um so for our capacity utilization, you can see they have a formula that is used for that. It looks at the c number of classrooms that we have
063in a building. Looks at the class size um that we have for our for our classes as well as our schedule and then that would equal our capacity. So our enrollment divided by our capacity would then equal our utilization. Um what you're going to see uh for each school is you're going to see two maps. uh one is going to be the what how we currently use it which will be the program utilization and then you're going to see the design utilization of which what how that um room was designed to be used for. So the first uh building that we'll start off with is the ECC. Now once again we're using the 50 units per year which is the recommended um portion or recommended buildout time that we have. Now one one thing to
064say for this data this data only accounts for for the ECC our kindergarteners. So really there's 276 students when you look at K3 and K4 that is not accumulated into that early childhood center. Uh but would when you do add those it basically would double the percentages of this. So when you're looking at that year one of 25 26 it would be 66% and then 48% uh for that. So those would be doubled. The data only pulls from our kindergartens up um and so forth. As you can see the ECC this is how on the left is how the uh the building was designed to be used. So it was designed for the classrooms and then on the right is how we currently are using it. So if you see the rooms that are shaded,
065those are rooms that are currently available uh that are not being used. Now one thing to point out with ECC is we also have one wing that is used for adult education. Um so that is one that there is room there. That's that light blue portion that's down towards the bottom. Um so if we did, you know, come to an area where we would need to increased room, that would be an area that we would look uh to flex out. um Sand Hills Primary. Um so what you're going to see here once again is the program utilization and the design utilization. Uh as you can see right now, we are currently at 80% uh 80% to 100% through 2041 in the way that we are currently using those buildings. However, if you look at the
066way that they're designed, we're in the 40 percentile 40 percentile uh for that, which basically means that we have some flexibility that we could use in those rooms in those classroom spaces. As you can see in the map, um we do on the left is our um design as well as how it's being used. So as the gray unit, the gray units that are listed on the right are classrooms uh that could be used for classrooms that are currently not used for in that instance. So it could be used as an office. Uh it could be used as a um space for uh storage bookrooms. And then we also already know that we have transportation that uses the last four classrooms on that one wing uh which will be um be being removed once we
067get the construction built of the transportation s um center. Same thing with elementary. We are looking at 80% of of how we program used it and how we're using it currently. Uh but once again we do have some flexibility in the way that it is designed. So once again on the map you can kind of see this is where it was designed on the left on the right. This is how it's currently being used. So there is some spaces and there is some flexibility that we can use uh for those two schools uh with the primary and elementary school. Now with Francis Mac this will um the Francis Mac also includes our current construction. So it already accommodates for the rooms that we having uh uh being built in at Francis Mac and uh with
068it with those rooms being used. You can see that we are currently under uh the recommendation of uh percentage for program as well as the design and the recommendation is 80%. So those us being in the blue shows that that facility is healthy even though um we have the construction that's going to take place has kind of alleviated some of that um some of those items. Um so once again this map this is the bottom floor so the lower lower section and how we are using those rooms in terms of uh program use and design map. Once again, this is the upper level floor which you can see the red portions on the right side are um added on classrooms that are coming as well as the chorus and band room um on the on
069the bottom and top floors. Now, Sand Hills Middle School is the um building that we currently are utilizing the most. So, when you look at the program use in terms of that green column, the PCU and the DCU, you'll see that this one is actually closer than our other our other schools. and we'll talk about that uh briefly towards the end. But this is currently where we're sitting with our um middle school. They are currently at um 77% but they are moving up to 80% within the next five years and how we're currently using it and then how it's designed. And when you look at this map, this this map is probably the one that like I said it shows the most efficiency of the school being used. All of the classrooms are currently being
070used with the exception of one classroom on the way that the program uses design and design map. Uh there's one classroom that is used for storage, but all the other classrooms are have a class that is being held in those rooms. So as you can see, you can see how that percentage is getting closer in terms of the program capacity and the design capacity. Uh Swansy Freshman Academy. So once again, um this is where we are in current in in terms of our enrollment there. Um our program capacity right now is sitting at 454. Our design capacity is at 626 on that building. this building in terms of how we are currently using it with the students in class and scheduling is in a healthy um portion of it. Uh once again you can see
071the classrooms and how they are being used. Um you have the design on the left and then the use form on the right. So once again this this room is being used and and has enough space to accommodate how we are currently using it. Same thing with the high school. As you can see the high school the program capacity um we are we are healthy up until about year 10. Year 10 is where we start to have to make adjustments to our program capacity and how we're doing things as well. As you can see on the design capacity that starts to get closer as well as within the 15 your mark. Once again, these are classrooms how they're being used. Um, in terms of it, the high school uh program use, there's only one or
072two classrooms that you see that is not being used the correct way. One is for use as a office, one is a storage area, and then one is another storage area at the high school. in terms of how those um classes are being done. Um sec same thing with the second floor. Second floor is the most utilized portion of that building. Uh there's only one room on the second floor that's actually used for storage. So as we look at uh our district as a whole, we see the capacity utilization and how our projected enrollments are used. Uh we see an enrollment surge about uh 20 when we're looking long-term 2045 to 2046. we're actually seeing a huge increase if we continually see the 50 modeled units going up uh of of a 49 percentile. Um
073what we're also seeing with our data is we're actually seeing that the neighborhoods that are already in our boundaries are starting to shrink as they're getting matur as they're getting mature. So really the surge that we're seeing is based off of the construction and how that is going. So, it's something that we're going to continue have to keep update to see how this um attendance is impacting our our boundaries because whether or not it continues to go down Edund Highway or come down six based off the uh the amount of land that's available um within our boundary lines. Um one thing that we can see is SPES does have a lot of resiliency in terms of how uh it's being used. Uh there's a lot there's some things that could be changed in terms of
074to the design to accommodate the student count. However, these projections do not reflect some of the infrastructure items that would need uh to take place such as car lines um such as cafeteria space and other shared um infrastructural and operational areas. And then when we look at strategic right now, the middle school when you see when you look at their two um their program capacity and then also their design capacity, the middle school is the highest utilized asset that we have in uh in the district. Um, as it gets closer, as the enroll current enrollment increases, it is also going to be closer to that design rate, which means that then changes would have to be made in how we do things in that building or would it would have us evaluate how we would
075need to do uh to that facility going forward. And then once again, this is just the student potential analysis based off the 50-year buildout. We do have the 75 year buildout as or 75 unit buildout as well as 100 just to see um in case this um these developments continue to go up. Um like we've said we have not seen this trend in the last 20 years. So to see 11 subdivisions being um proposed for our boundary lines uh is different than what we've been accustomed to and it's something that we would continue to need to monitor for the next couple of years to see how that trend is taking place. Now currently this is where we are in terms of our facility study. We are towards the very end in end portion. So this
076is the data in terms of what we have in terms of our building and our enrollment potential. What we're going to be looking at next and uh Corey and his group will be providing us for the month of June is our capital investment plan. So how what are things that we need to do within our buildings now to kind of make sure that we are using them appropriately. Uh preventive maintenance plan to make sure that we're keeping our buildings up to par as we get this growth. and then any recommendations that we have in terms of our system um and buildings and so forth uh that we would need to possibly take a look at at the conclusion of the study. >> May we get a copy of that please? >> I'll make sure you
077get a copy. >> You have any questions at this time or you gonna I'll get another sir. >> Thank you. >> Thank y'all. All right. All right, Shelly, you got it. >> Mr. Chair, members of the board, Dr. Nutter, I'm going to present the monthly financial report for April 2026. Um, as you'll notice, I changed up the graph just a little bit just, you know, to do something very exciting and new, but thought I would give it a little bit different perspective of the same thing we've been seeing every month. um for the last year or so, but just demonstrating those five, four or five months where our our fund balance dips down and those are the months where we're we're fortunate to have a fund balance to get us through those cash flow um
078challenges. So, just a little bit different perspective this month. Um as of the end of April, we have collected a little over $37.2 million in revenue year to date. This represents roughly 83.6% of the annual revenue budget. Um that is under the prior year's average of 88%. Um but when I look at reassessment year, as I've said the last couple months, we're within 1.9% of our tax flow. So I anticipate that's still anticipate it's going to level out by the end of the year. We've expended a little over 35.6 6 million year to date which represents 73.5% of our annual expenditure budget. This is above the prior year's average expenditures of 70.8 again because that capital transfer. Um when we look at that without the transfer in there it's roughly around 65.3%. So it's falling
079in under our average. So any questions related to the monthly financial report? All right, we'll move on. Um, I'm going to do a quick budget update. So, Senate, you see Senate, House 2, Conference Committee. Yeah, it's just lumped it all together because basically we're at that point where they're back and forth, House, Senate. I think everything has been tossed around and is now going to conference committee. Um, they'll work through the differences and the two versions that are out there at this point. Um basically the state aid to classrooms locked because they agree on that. So those dollars we don't anticipate there being any change um significant change to that. Um they also agree on the teacher salary schedule uh with $2,000 per sale bringing the state minimum teacher salary beginning salary up to 50,500.
080A couple things that are still out there that we'll continue to monitor, um, but that they're still in play are the mobile panic button and the parental leave bill. So, we'll see in the hopefully in the next couple days if that's if anything's going to happen with that or if it's going to die for now. So, we'll keep you posted on that. As far as a continuing resolution, um basically when we get towards the end of the legislative session, um they have not finished the budget yet. I think Thursday is the cut off. So theoretically, they should have a continuing resolution if they do not approve the budget before they leave. Um I I'm hearing that they will probably have the continuing resolution in place in the next day or so. Um but that continuing
081resolution would authorize the state and local governments to continue operating under the current funding levels um until the budget does get approved. So we'll the next couple days we'll we'll find out a lot. But the bottom line is we we're not anticipating any changes to the numbers we have in the projections at this point. So we feel like the revenues are pretty pretty well locked. Um just as a reminder um I wanted to give a the picture of the proposed budget that was approved at first reading. Um for the audience and and people listening um we have revenues and expenditures for the 2627 budget year a little over $912,000 of an increase or 2% increase over the current year. This in increase reflects step increases and salary schedule increases for all employees, eligible employees. Um,
082and includes a $2,000 per sale increase for teacher salary schedule, bringing our starting teacher pay for bachelors with zero years to 53,500, which is 300 above the state minimum. So, um, kudos to to you all for making that a priority. um I I I anticipate we'll be very competitive with with our local districts for for entry level. So um and then a 2% salary increase for support staff in which includes bus drivers. But that's just a quick little recap. Um the budget, just as a reminder, the budget that was approved at first reading has no millage increase um is a balance budget. So, we're not proposing at this time to use any fund balance. Um, we will require a public hearing um at the June 8th board meeting so that the public can give any
083input and we'll be asking for final reading of the budget at that time. Um, unless the board would like to entertain any additional discussion related to the recommendations or we receive any information that substantially changes anticipated revenues, which I don't anticipate. Um we are not anticipating any changes um to the budget that we presented at first reading. So it's pretty um pretty simple year because there's just enough money to do you know those top priority things. So that's basically where we are. Any questions about the budget update? >> I have a question. >> Sure. Mobile panic >> as a >> what you what you >> I'm drawing a blank. I don't remember anything about it. >> Yeah, they um basically and I'm probably just giving you a very general um there there is a proposal
084out there that every school district would have this mobile panic button system in every school. >> Okay. so that if something happens, um, we haven't gotten too deep into getting estimates. I did talk with another school district who has spent a lot of money on it and and based on taking what they've spent and dividing out schools, it could potentially be a hundred $100,000 um, startup and then 60 something,000 annually. But at this point, there's a good chance it might not get addressed in this cycle. I think I think most of the feedback the school districts have been given the legislative body is that that's a lot of money for for us to come up with. Now what they have proposed is that the the safety grants that they give us that we we've actually
085committed for this coming year to use they're proposing that it could be taken out of that. So we'll see what happens with that but it's it's still floating around out there. Chair, I would say that outside of legislation, that is something that has come on the scene the last several years and it's something that we've assessed and will continue to assess regardless of legislation as to far as whether we need right to use it or not. So, >> thank you so much. >> You're welcome. >> Okay. Um, as as usual, we have a little discussion about the annual SKGO bonds. Um, as we have in the last couple years, um, you heard earlier about some of the potential growth and possible needs that we may have down the road. Um, so one of the things
086that I wanted to bring to your attention was um, and and give a little background for for the audience and and everyone else. We typically issue an annual SKGO um bond every year. And if you're if you've heard of SKGO, some of you may know this very well, but SKGO is basically um the South Carolina Association of Governmental Organizations. It's a notfor-profit organization that provides finance and investment opportunities for school districts in South Carolina. So, it's specifically designed to help school districts um finance facilities, capital improvements, etc. There also is a portion that that helps districts do tax anticipation notes, which we've been very fortunate. We don't have to do that, but they have both of those programs. Um why participate in the SkeGo bonds versus just going out ourselves for for bonds? Um, basically
087the SKGO bonds utilize a pool structure where multiple districts are are going in and utilizing that maximum buying power basically, for lack of a better way to put it. Um, and that helps maximize the ability to borrow at a lower rate. So, especially for a smaller district that may or may not, you know, be able to go out and borrow at a good rate with it pulled together, the opportunities are just um more advantageous to everyone. It also allows the sharing of the of the cost of issuance for all the participants as well. So, that's basically part of why we got into um working with the SkeGo bond program. Just a little bit about the debt. I've had the question come up about, you know, borrowing and and what that looks like for school districts.
088Um, the South Carolina section 597130 allows school districts to issue geo bonds or general obligation bonds. Um, basically for the purposes of financing any capital needs. Um, districts are basically authorized to spend up to 8% of their assessed value of all taxable property within the districts without going to bond referendum. Anything beyond that 8% you would have to go um and do a bond referendum that's approved by the public. So basically that's our capacity that's our allowable amount that we can issue on our own without going um out for bond referendum. Um as you see uh our estimated 8% capacity at this time is roughly 4.3 million. So in the past year or two I think we've probably uh issued 3 million 1.6 million and so on. Um that would go against that that 4.3
089available and that's estimated based on the most recent preliminary assessments we have. So we issue we go through the Skego bond process and we issue debt. What I wanted to just talk through what's what happens what happens next. Um, basically the district receives proceeds from the the in our capital count from the issue of the bonds and those proceeds are used for the improvements, all of the things with our SKGO issue. Um, predominantly things with facilities um, and capital improvements, some of that technology potentially, but those are the sort of things that that those funds are going towards. At this point, you generally have about three to five years to spend the proceeds um just depending on how long you finance them. Then what happens is um you have principal payments to pay back that
090debt. Um the way we pay back that debt is through our debt service millage. Very much like our general operating millage. Um we levy that and it generates tax revenue for our general fund to help support our operating budget. very similar. The debt service millage is levied and it it generates revenue that goes to pay our principal and interest payments. The county collects those revenues and they make the principal and interest payments for us. But that's basically how it works behind the scenes. Um unlike the operating mills which are not levied against owner occupied property, the debt service millage is levied against owner occupied property and all the other property as well. So, um, just wanted to make sure that that kind of made sense to everybody. Um, typically if you're doing large significant, um,
091improvements or buildings, the max is is financing debt for 30 years. Um, with these smaller issues, the useful life of of what we're purchasing or buying is usually a little bit less than that. um we're we're typically financing this for a year and and getting getting um what we need for that year and then paying it off the following year. So our current debt service millage is 112 mills. It has been at that that rate at that that level since 2017 2018. a debt service mill and Lexon Ford generates roughly $52,500 assuming a 97% collection rate. So, basically, like I stated earlier, the 8% issues that we're doing annually um are for things uh such as uh roof replacements, HVAC replacements, very significant dollar amounts that we would not be able to take out of
092the general fund operating budget. Um and and multiple improvements that that you all hear about every year. Uh we're using that um and funding it with our 8% capacity. The other piece of doing an annual issue is not just maintaining and sustaining our our facilities and our equipment needs, but it's also um strategically um being utilized to stabilize our debt service millage. So we maintain the same debt service millage and don't have fluctuations and all of a sudden one year have to increase that and it result in increased taxes to our taxpayers. So, we're trying to to maintain a stabilized structure. Um, again, we talked a little bit, facility upgrades, maintenance and equipment, rotation schedule, deferred maintenance, safety, things of that nature, um, are are what we fund with the SKGO funds. Um, as a
093reminder, we cannot use any of the debt service millage for any operating costs, no salaries, anything like that. That question comes up a lot. Why can't we pay teachers more using this money? Um it's specifically through legislation only allowed to be used for improvements. Um just to give some perspective and this is um certainly not an actuarial um projection here or calculation, but just to kind of give perspective um an SS if our estimated mill value is 52,500. If we were to do a $5 million renovation, the equivalent mills of that is 95 mills. If we were to have to build a school that cost $50 million, the equivalent mills of that is 952 mills or financed over 30 years, roughly 32, a little over 32 mills annually. Um, so just to give you some
094perspective about that, that's what that would look like. So to me that makes it even more important for us to keep that level mill value for our taxpayers and try and work within that going forward and layering in any debt that we have to issue going forward. Um based on our prior years we typically get the information from our bond council and financial consultants um to do our SKG re resolution in June. So, we'll probably be bringing that to you guys in June. Um, and we're anticipating asking for a not to exceed amount again like we did last year. But just wanted to give you all a head up heads up and just kind of give you a little background and then if you had any questions on it, give you an opportunity to ask
095those before we brought that next month. >> Any questions? >> Thank you so much. >> Thank you. I would like to encourage all of our board members also if you have any questions. Um I had a moment our last meeting to just give some one-on-one time about schedule to be exact uh and a lot of the other things that we've been uh looking at in regards to our budget as we move into the next fiscal year. So um take advantage of telephone and get in contact with her and she'll give us all the information that we need. All right. So Dr. about it. >> Yes, sir. Uh we have graduation coming up uh before our next meeting in a couple of weeks and we just want to remind you all but also remind the public
096uh that uh we are speaking in into existence. That's going to be a bright sunshiny day on May 29th at 8:00 a.m. And uh the parking lots will open at 6:45 and we'll have an awesome graduation there at Doug Bennett Stadium. Uh as we shared last month and has been the case over time, uh if there is an inclement weather uh need as there was last year, um that would be announced 48 hours in advance and uh it will be held in the performing arts center. Um it it is awesome that we are able to provide a live streaming link uh to everyone from Swansea Gaston all the way I believe that you can access that in Australia if you would like to uh to to watch our graduation. So, uh secondly, uh I just
097want to commend and and um you know, our purpose is to celebrate our students and their families for such an awesome accomplishment and their uh years that they have spent here. I think it's a credit to our team and our community. uh we we will have over 50 district personnel working uh throughout that week uh to put on this uh this event and look at those services that are provided that we don't outsource that we do uh we've learned that psychologists are great at driving the golf carts. They're they're able to help people calm down while they're also moving them. Uh but you see uh the different things, your VIP staging. I believe you have your um uh uh parking space um and all of that. But from parking attendance to uh golf carts and
098shuttles, uh Lisa Ingram manning a gate and helping everyone. I understand the clear bag policy and getting everybody in on time. uh first aid, our nurses, safety, uh being sure that we're still looking at the weather, all those different things going on. Um anticipation is just important for us to all understand the weather is always undefeated. That's a statement that uh administrators use and uh I I don't know if that's true or not, but it it's it's the way it is. So um uh just so that we all understand and we can communicate um and that really comes down to uh you know it's my responsibility and I understand that uh but our weather factors that we look at uh the key things are the safety of our participants and guests right >> and uh
099then also equipment protection and function so uh that a lot of that is primarily our cameras uh doesn't mean that we can't have it, but our cameras that we uh rent and have that uh community uh or that organization do that uh it can limit what we use and uh you know again the ceremony quality, right? Um everyone's done their hair, everyone's ready, that type thing, right? Uh so the the the 48 hour decision window, why is that? And that was a question we got last year a lot. So I just want to uh provide an understanding that um with what we're doing um that 48 hour window is kind of a make or break for which way we go. Uh when we bring in our our stage and seating comes down from Charlotte from
100a vendor and uh our sound and camera equipment from another uh vendor uh with our cameras. And again, they they they can't set up in two different locations. They they need to and it takes them time to set up uh our staff training and assignments. Uh and when we flip it, I mean, it just it it is a challenge. Um you know, last year we started filling in down the school and then the field up here was the last place whereas if we're having the graduation up here, it's reverse and that type thing. But the last thing I have on there about family communication is just important because we want families to be aware of what the decision is going to be so that they have time to communicate with not just their direct loved
101ones and family but their friends that type thing. And we want people to understand that again we are not the weather experts but we utilize all aspects of it including the National Weather Service. This little uh chart right here, it says that we are not going to have rain here on Friday as of right now. It says 0%. I am I am claiming that for two weeks from now. I mean, I'm just saying that is what we want to see. You see the green and the red on Tuesday afternoon and all that, but or but that is where we are. So, we just want people to understand we we understand uh the importance of this event for our families and our graduates and we also appreciate all the board being there and the community being
102there to celebrate. Any questions on that? Um district summer hours to inform you again before we meet again. The summer will start uh from June 1st through July 24th. Uh we go Monday through Thursday. The office hours are 8 to 4, but employee hours have a have an additional hour on both ends of that. Our office staff craves that time because secretaries and that they can gets processing and that type thing. But another aspect for Monday through Thursday is all of this maintenance, the skgo work, all of that uh is a great uh time frame. uh on Fridays and the weekends, our maintenance guys uh work overtime uh in the summer to get uh things set and revitalized. Final thing I have is our 26 27 school year uh board trustees meetings and we need
103to go ahead and um define those. Our board policy states that um general session begins at 6:30 on the second Monday of every month unless that day is a day that we are not in session. You see the asterisk on there. There's only one this coming year and that would be in October and uh we can either go October 5th uh or we can go October 19th. Um, if you all have been around, we I was proactively looking at the 19th to uh prevent some double booking that we've had over the course of the last two years. Um, so the one question is about July 13th. Uh, we have at times had a board meeting in July. Um, uh, but at, you know, our general practice has not been to have one in July. And
104so I just wanted to get the board's thoughts on that. >> Did you want to add the budget workshop in April, the date for that? >> I I can do that. >> I don't have that in front of me. >> We talk about it every year when we get there, but yeah, we can go ahead and put it on there. >> As far as the July meeting, um, as it has been our tradition, I don't think I've ever attended one or had one. So we can move forward with keeping our schedule as it has been unless anyone has input or questions about the change. >> I agree. >> So we'll just move forward with maintaining our calendar as planned. >> Very good. So, uh, upcoming dates are on the, uh, agenda with the graduation May
10529th. And, uh, Shelley's already shared about, uh, the June 8th board meeting where I just want to, uh, emphasize we'll do second reading of the 2627 budget. That's what we have. >> All right. Well, we thank you so much, Dr. Nutter. Thank you everyone who's contributed to the meeting on tonight. That being said, our final uh, item, we have a a motion for German Make a motion we adjourn. >> Second. >> All in favor >> everybody have a good night. Drive safely. I will be back the day before graduation. Thank you very much.