Parents and teachers urge board to reconsider rezoning, classroom resource bans and leadership conduct

Parents, teachers and a third-grade student addressed the Berkeley County Board of Education on Oct. 20 with concerns about proposed rezoning, leadership conduct at a neighborhood school, and district restrictions on classroom resources.

Joshua Singleton, a Summerville resident and parent, said his family bought their home in part because it was zoned for Nexon Elementary and described repeated rezonings that would move his children to a third school in four years if the new map is adopted. "I respectfully ask that the board reconsider the proposed changes and allow our children to remain at CLS where they are finally thriving," Singleton said, asking the board to consider community stability when drawing attendance lines.

Juliana Alcon, identifying herself as a parent and advocate, said a school leader had publicly mocked parents on social media and that the behavior had chilled civic engagement and undermined trust. "When a school leader publicly mocks a parent... that's not leadership, people," Alcon said. She also raised concerns about compliance with individualized education programs (IEPs), saying: "Failing to honor a child's IEP is not a matter of opinion. It is a violation of federal law."

Sarah Kalil, an educator and parent who said she has worked in Berkeley County Schools for 14 years, criticized recent district actions that she said removed vetted instructional tools without notice. Kalil said the state resource SC Discus had been disabled in some schools and described inconsistent direction to principals about using news media in class. "If these bans were truly in students' best interest, why wasn't the district transparent?" she asked. "We're blocking trusted learning tools while keeping distractions wide open."

A third-grade student, introduced as Sofia from Hal Hall Ames, told the board that statewide tests cause anxiety: "These tests make me feel anxious. They are really hard... I just wish we had more time to learn and to... be kids again." The student's attendance at the meeting was presented by a parent who said the child wanted to speak for herself.

Public comment guidelines posted by the board were read at the meeting, noting that speakers must register and that comments should relate to programs, policies or procedures; the board will not take immediate action during public comment. Speakers asked the board to investigate leadership behavior, restore access to classroom resources and reconsider rezoning lines that they said disrupt children and communities.

The speakers did not request specific remedies in the public record beyond asking the board to reconsider the rezoning map, to speak confidentially with teachers, and to ensure compliance with IEPs and transparent decision-making around instructional materials.