Jenny Knopf gave an invocation.

Jenny Knopf led the Pledge of Allegiance.

Shafara Douglas read the mission statement.

Cammy Chandler read the vision statement.

The committee reviewed academic progress, acknowledging that last year’s SC READY science scores fell below expectations. In response, leadership has implemented targeted improvement strategies, including a comprehensive review of the science curriculum to ensure stronger alignment with state standards. 

There was focus on several key instructional and operational priorities. A deadline was set of April 30 to complete a linking study for Grades 3–5 and will explore Simplified Science as a potential K–5 curriculum option, including obtaining pricing.  Evidence-based resources from the What Works Clearinghouse to support instructional decisions will be researched.

The committee will further examine recent inclusion class size changes by gathering teacher feedback and reviewing academic data to ensure there is no negative impact on student achievement. A strategic working group will be developed to focus on the future structure of K–1 inclusion class sizes pilot.

Elementary scholars will participate in an upcoming SC READY boot camp, with at least two days dedicated to science. While current performance is rated at six out of ten, leadership expressed optimism about continued growth, noting that scholars are currently performing above dashboard proficiency levels.

At the Primary Academy, end-of-year testing has not yet begun and will commence in the coming weeks. 

Current benchmark data reflects performance in the low 70s. Leadership emphasized the importance of both academic preparation and student mindset, highlighting efforts to strengthen motivation through increased family engagement, including parent-written encouragement notes and visual supports.

Dr. McDonald will align with EA DCI to develop a sustainable model for testing proctors, including identifying the appropriate staffing group. 

From an academic perspective, leadership is exploring the possibility of reducing inclusion class sizes. A task force will be established to study this option and provide recommendations to the Academic Committee before advancing to the full board.

Staffing updates included two current instructional vacancies (6th grade writing and art), with active candidate pipelines and a goal of full staffing by the May board meeting. 

Recruitment is also underway for key support roles, including counselors, a scholar support specialist, and a special populations instructional support specialist. This hybrid role is designed to both teach and coach special education staff, supporting anticipated growth in exceptional needs services. Positions contingent upon budget considerations.

The second reading of the FY27 preliminary budget is scheduled for the May 26 board meeting. 

The Comprehensive Needs Assessment (CNA) is in progress and must be submitted by May 15, with a site audit scheduled for May 7. Stakeholder feedback continues to guide funding priorities, especially in small-group instruction and intervention staffing.

Board member attendance for upcoming graduation ceremonies will be confirmed for May 27 for fifth grade and May 28 kindergarten.

The Deputy Superintendent search is on track, with finalists identified and interviews scheduled.  
 

A draft FY27 organizational chart is in progress expected to be presented for Board approval in June. Incoming senior hires will significantly reshape reporting structures. 

• Complete the linking study for Grades 3–5 by April 30. 
• Explore Simplified Science as a potential curriculum option for next year.
• Obtain a quote for Simplified Science (K–5 access). 
• Research resources from the What Works Clearinghouse to support evidence-based decision-making. 
• Dr. McDonald, in collaboration with EA DCI, will identify a sustainable pathway for testing proctors, including determining the appropriate group to support this work. 
• Conduct further research on the inclusion class size changes, including:
  
  • Gathering feedback from general education teachers 
  • Reviewing academic data to determine if there is any adverse impact on scholars 

Cammy Chandler will lead a strategic working group focused on the future of K–1 inclusion class sizes.