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Board advances instructional policies and hears K–12 math textbook selections
Summary
Trustees approved multiple instructional policies on second reading and heard teachers’ selections for K–12 math materials for 2025–26; the board discussed summer reading camp timing tied to state Read to Succeed language.
The board moved forward with several instructional policies on Wednesday and reviewed proposed K–12 math textbook selections for the 2025–26 school year.
Instructional policy votes recorded on second reading included policies on the school day (ID), English/reading/writing instruction (IHAA), state program assessments (ILBB), grade adjustments (IKAD), promotion and retention (IKE) and graduation requirements (IKF). The board also approved IHCA (summer school) on second reading, noting that the model policy’s timelines follow the South Carolina Read to Succeed Act; district staff said they have historically used extra funding to expand summer programs to additional grades when resources permit.
Board members discussed specific points in policies during debate. On the proposed School Wellness policy (ADF), one board member objected to a sentence stating that “teachers will not have recess withheld as punishment for any reason,” arguing teachers sometimes use limited loss of recess as classroom management. Staff said the language in ADF is drawn from the state model policy and that the district will revisit wording before the second reading to provide clearer guidance for teachers.
District curriculum staff presented recommended K–12 math textbook adoptions. Staff said teachers evaluated programs using a rubric and that selected materials include both consumable workbooks and digital platforms. Trustees asked staff to provide a full list of accompanying resources for the adopted math programs (workbooks, digital components and teacher materials) so parents and teachers can review what will be available in classrooms.
Board members also asked for clarity on timing for early-year assessments; staff noted the model policy allows a 45-day window for readiness assessments but acknowledged teachers often complete those screeners earlier when feasible.
