District Leadership

2025-2026 Teacher Advisory Council Q&As

11-18-2025

SECTION 1: GENERAL QUESTIONS

1. Are jeans on Friday still a thing? Jeans expectations seem to differ between schools.

   Board Policy GBEBA states, “Jeans, t-shirts, shorts, sweat/wind suits are only acceptable attire at the discretion of the principal or building supervisor and for approved special events.” If you have specific questions about Jeans Days at your school, please work with your principal to share your questions and concerns. This policy is being looked at and will be addressed soon.

2. Is there a reason that Elementary Schools start intake at 6:50am? Other local districts do not do intake until 7:00am. It would give teachers an additional 10 minutes in the morning.

   The elementary intake time of 6:50am is based on several important factors, including the size of our schools, the number of staff members needed for morning supervision, and the coordination of district bus routes. Given these considerations, our elementary schools require approximately 25 minutes for students to arrive and transition smoothly before instruction begins at 7:15am. This schedule helps ensure a safe and organized start to the school day for all students.

3. What is being done to give back time to Elementary teachers who are drowning with the lack of time on workdays?

   We recognize that time is one of the most valuable resources for our teachers, and we understand the challenges that come with balancing instructional responsibilities, planning, and professional learning.

   To help address this, several measures are in place to support teachers and protect their time. The state-required LETRS training will be completed for Phase 1 schools by the end of December and for all schools by the end of the school year, which will greatly reduce the ongoing training commitments moving forward. In the second semester, the required half-day LETRS sessions will utilize only two early release days, helping to minimize the impact on instructional and planning time.

   Teachers continue to receive a minimum of 30 minutes of daily unencumbered time. Additional planning opportunities are provided through scheduled workdays – specifically, the Quarter 3 workday on January 5 and the Quarter 4 workday in April.

   We truly appreciate the dedication and hard work of our elementary teachers and remain committed to finding ways to support their time, balance, and well-being.

4. Any possibility to offer the staff duty-free lunch or courtyard or both in middle school? Or the possibility of changing the middle school bell schedule to give 6th and 8th grades a planning period to be able to use the bathroom and breathe instead of going straight for 5 hours with no break? I know admin says everyone enjoys this schedule, but maybe on 7th grade teachers like this schedule because many 6th and 8th grade teachers do not like this schedule.

   At this time, we are not able to consider a duty-free lunch or courtyard coverage, nor a bell schedule change that would add planning periods. The current middle school bell schedule is built around the instructional minutes needed for ELA, math, science, and social studies, which leaves limited flexibility to restructure the day without reducing academic time.

   That said, your well-being matters. If you find yourself needing a quick break, please continue to work with your teammates so you can support one another throughout the day. Additionally, if there are ongoing challenges, please share those concerns directly with administration. We want to problem-solve together and look for any reasonable adjustments that can help the day run more smoothly for you and your students.

5. Would it be possible for 5th grade students to participate in the Journey to the Middle again and visit the middle schools? This has not happened in several years but used to be a good experience.

   Middle school principals recently revisited this topic. Although we recognize that Journey to the Middle provides a valuable opportunity to showcase middle school and generate excitement for incoming students, our Rising 6th Grade Night offers an even more impactful experience, allowing students and their families to explore our campuses in a relaxed, welcoming environment.

   During this event, schools host tables and displays and engage PTSA members, parent volunteers, and student speakers to share information about course offerings, clubs, extracurricular opportunities, and ways for both students and parents to become involved. Additionally, holding the event in the evening provides families with the chance to interact directly with teachers, ask questions, and gain a deeper understanding of middle school life, an important component that is not a possibility during Journey to the Middle.

6. When a new wing is added to an older school, why are we not permitted to bring personal furniture and shelves from our previous classroom? This presents a challenge considering the room typically never has enough storage space or shelving. We understand not wanting old, worn-down furniture because we want our rooms to look nice, but cannot understand why decent, nice furniture/shelves cannot be used. Can you please explain?

   If you have a need for additional storage or furniture that is outside of the standard classroom furniture, please submit it to your principal. The principal can then work with district leadership.

7. Parent Question: I wanted to reach out after I had a meeting with the Virtual SC department at the SC DOE in wanting to learn how students in other districts are able to take Virtual SC courses sponsored by their high schools. Students in other districts who are in incredibly competitive athletic leads have been allowed to take classes through Virtual SC in order to continue to be linked to their home high schools, instead of becoming a fully “home school” student. Parents are wondering why this is not an option in DD2. This parent has cited how, through Virtual SC, students have had the ability to take classes that there may not be a teacher to teach due to the shortage, or for things like credit recovery.

   Parents can contact the Office of Curriculum & Instruction directly with questions regarding placement options for their child.

8. Parent Question: Why does DD2 not allow homeschool students in the district to pay for national tests like the PSAT and take them on DD2 campuses? BCSD and CCSD still allow outside students to test in district if they pay, and though this was take away during Covid, they are wondering if the idea can be revisited.

   Parents can contact the Office of Curriculum & Instruction for the Office of Assessment and Accountability directly with questions regarding testing options for their child.

9. Are there any plans to re-think the RISE program?

   We would need more specific questions in order to answer anything regarding RISE.

10. What happens if teachers are not using their personal device or phone plan for Raptor?

    Any staff member that chooses not to download Raptor on their cell phone can still access the program through their school-issued device. Additionally, Raptor is secondary to all of the things that we normally do. Any emergency would still have all of the other alarms and alerts such as fire alarms and announcements over the PA system.

    Staff members that choose not to download the app on their cell phone should be advised to carry their school-issued device with them while they travel throughout the school during the workday.

11. Has our district considered a weighted system for class size like other districts? Students with higher needs are weighted as 1.5 or even 2 students depending instead of 1 to ensure that class sizes are fair and no class is more stacked on high needs than another. This system would be especially helpful to implement in our largely populated (and growing) elementary schools.

    Our district currently uses district-wide ratios to determine teacher allocations, which helps ensure consistency and equity across schools. Within those parameters, schools do have some flexibility during class placements to address specific circumstances, including student needs, in order to create balanced and supportive learning environments. While a weighted system is not currently in place, it is important to note that funding constraints do not always allow for additional teacher allocations beyond the established district ratios.

12. Will anything be done for grade levels that have split teams, but numbers are already at 30+? Our school is in an area with houses being built daily and new students arriving weekly. Is there a magic number that we have to reach before they bring in another teacher?

    We understand that large class sizes can present challenges for both teachers and students, and we monitor this closely to ensure our schools are appropriately staffed.

    Our district follows staffing ratios that are consistent across all schools when allocating teachers to grade levels. At the beginning of each school year, we review enrollment numbers carefully and make adjustments when needed and possible (either by reallocating staff or adding positions) when teacher-to-student ratios exceed district averages.

    However, after the first several weeks of school, it becomes much more difficult to make class changes or add new sections, as this can disrupt student learning and relationships that have already been established. For that reason, staffing allocations cannot always be adjusted once the school year is underway.

    There are also several additional factors that impact staffing decisions, including projected enrollment, available space, and certified teacher availability. We will continue to monitor enrollment trends and work to support schools experiencing growth to the greatest extent possible within these parameters.

13. At the middle school level: Possibility of adding a study hall option as an elective for students with 504s who have extended time. We struggle to have them finish tests and assignments and we have no time built into the day for them to complete assignments and tests. They are missing class time to finish tests and assignments are snowballing because they are having to complete everything at home and they cannot keep up.

    Adding a study hall elective is not something we can implement, as adjustments to the master schedule require careful consideration of staffing, instructional minutes, and the overall balance of elective offerings. Please continue to communicate specific student needs to the school administrative team so we can work together to problem-solve. There may be opportunities within existing structures – such as coordinated support between teachers, flexible planning with the student’s team, or targeted intervention time – that can help relieve some of the pressure students and teachers are experiencing.

SECTION 2: QUESTIONS RELATED TO FUNDING/$

1. It is great that they are increasing the first-time teacher’s salary to be more lucrative, and everyone else is getting a percentage but the starting salary versus an experienced teacher who has 20 years of experience and a master’s salary is not increasing at the same rate. Does the district have a plan or incentive for teachers that have committed many years but the salary does not match what we are worth?

   Currently, the district does not have a plan or incentive to address this issue. We put dollars to each one of the steps as we did in last year’s budget and we will continue to put dollars to each step to avoid compression.

2. How are the ECA stipends related to club sponsors (not athletics) determined? Which clubs/organizations are on the list to be paid, how many sponsors are paid, and how often is that list re-examined/updated?

   ECA stipends are determined based on the level of commitment required outside of standard working hours, with the goal of ensuring fairness and consistency across all schools. The district’s ECA stipend schedule – available on our district website – provides the stipend amounts as well as the number of stipends allocated for each club or organization.

   Last school year, the ECA stipend schedule underwent a full review and revision to better reflect the needs of schools and the variety of activities we offer. A district-level team meets at least annually to examine the schedule, consider feedback from principals and sponsors, and make adjustments as needed.

3. When we must split classes, what does the district do with the pay that would be for the substitute? Can the district investigate splitting the sub pay amongst the teachers who take the split class? I know at high school they get paid extra for “subbing” for other classes. I think we deserve the same respect at the elementary/middle school levels.

   We can investigate this to see if this is possible.

4. Is it possible for full-time K-2 interventionists to be hired at largely populated (non-Title) elementary schools to help close learning gaps?

   At this time, hiring full-time K-2 interventionists at non-Title 1 schools is not feasible due to current funding limitations; however, we want to ensure that students still receive the targeted support they need.

   The best next step is to work closely with your school’s MTSS team. Through regular review of student data and progress, the MTSS team can help determine how to most effectively use the staff already available within the building. This may include in-class interventions, support from certified teachers, or strategic use of personnel such as fine arts teachers or other staff during intervention blocks.

   We sincerely appreciate your focus on early intervention and your dedication to meeting the needs of all students.

SECTION 3: SPECIAL SERVICES QUESTIONS/CONCERNS

1. When was the last time our special education programs were revamped? Times are changing and student needs are changing as well. The structure of Core Academic (Cross Cat) rooms does not seem to be the best solution anymore. Is it possible to have a team meet to talk about restructuring programs to better meet student needs? (High functioning autism, behavior, mental health, etc.)

   As a district, we are actively reviewing all of our programs to determine how we can best meet the needs of our students both now and in the future. One of the key goals is to identify programs that can be strategically placed in each of the four quadrants of the district so that students do not have to travel long distances to access specialized opportunities. Please know that if we add programs, this would require additional dollars from our general fund. Last year, we worked hard to “right size” the district, and we remain very mindful of the financial impact of any new initiatives. With that in mind, we will continue to monitor our current programs closely and evaluate options carefully to ensure they align with both student needs and fiscal responsibility.

2. School psychologists’ caseloads should be manageable. I feel as though one person fielding over 15 evaluations at one time is not a manageable caseload to get students the support they need in a reasonable amount of time. We are doing a disservice to the children by knowing they need more supports to be successful but making them wait 2-3 months or more to get to the top of the list to finally have an evaluation.

   Thank you for bringing forward this important concern. I want you to know that we fully recognize the strain created by the number of students currently waiting for evaluations, and we understand the impact this has on their ability to receive timely support. It is becoming increasingly difficult to find and hire school psychologists, and this challenge is not unique to Dorchester District Two – it is a nationwide issue affecting districts across the state and country. The shortage of qualified school psychologists has made it harder for all districts to keep caseloads at the level we would like. We are actively reviewing how we identify and process students who need evaluations to help address the influx of referrals. Our goal is to ensure we are using our current resources as effectively as possible while also exploring additional ways to reduce wait times and ensure students receive the services they need sooner.

SECTION 4: CURRICULUM QUESTIONS

1. With the new knowledge we are learning in LETRS, our HMH program does not follow suit – specifically in regard to comprehension (reading one text multiple times to focus on different skills each time.) Do schools/teams have the ability to veer away from the program to implement the skills and strategies we are learning in LETRS?

   HMH Into Reading aligns closely with the LETRS emphasis on multiple reads by embedding close reading strategies that require students to revisit texts for deeper understanding. HMH Into Reading uses strategies like Notice & Note and embedded activities that build critical thinking and analysis through multiple exposures to a text, which is a key component of the LETRS approach. Additionally, HMH Into Reading lessons reflect the recommendations outlined in the SC Ready ELA Grades 3-5 2025 Test Data Review Report from the Office of Assessment and Standards. For example, the report notes:

   “Insight: Students should re-read a literary [or informational] text multiple times, each with a different purpose for re-reading.”

   • Close reading and Re-Reading: The program’s close reading framework encourages students to analyze texts critically through multiple readings. This directly supports the LETRS methodology, which emphasizes using repeated reads to build comprehension.
   • Integrated Skills: The program’s design integrates oral language development and discussion, providing opportunities for students to process information from texts, which is supported by repeated readings.
   • Apply to Text: The Apply to Text step allows students to actively apply reading and writing skills to analyze, understand, and interact with complex texts. The Blue Read for Understanding prompts guide the teacher’s assessment of comprehension during the first read. The Purple Targeted Close Read prompts are used during subsequent reading to apply new or refined skills.
   • Systematic and Explicit Instruction: Built on structured literacy principles and the science of reading, HMH Into Reading provides systematic, explicit instruction aligned with LETRS. Foundational skills – such as phonics, vocabulary, and fluency – are intentionally developed to support comprehension through multiple reads.
   • Alignment with Standards: The DD2 4K-5th Grade ELA Instructional Planning Guide provides pacing guidance, instructional notes, and standard alignment for each lesson, which includes the development of analytical skills and critical thinking through a variety of reading and writing activities.

   If teachers have additional questions about HMH in Reading alignment with LETRS, please reach out to Jamielyn Knox and Melinda Anderson, our elementary ELA Content Specialists,

2. Why is DD2 the only district in the state of SC where kids do not have access to Settera? This is a geography/SS online site that is fantastic. We had access to it until about February. Geography, especially, needs this resource returned to us.

   Our district has reviewed this platform, and the site has been identified as not safe and secure for students. In addition, Seterra contains advertisements that we cannot control, which creates an environment that does not align with our district’s commitment to providing a safe and focused online learning experience. We are continuously exploring safe and secure alternatives that provide similar geography learning opportunities for our students and will communicate any new resources as they become available.

SECTION 5: NEW YEAR QUESTIONS/REQUESTS

1. Is district daycare still being discussed as an option for teachers next school year?

   A future employee day care is still being considered through a community partnership; however, it will not begin at the start of the 2026-2027 school year.

2. Can we please have a full day for conferences next school year?

   The Educators Assistance Act designates four days that may be used for teacher planning, academic plans, and parent conferences. We will take into consideration the need for a full day for parent conference when planning for the 10 staff days for 2026-2027.

3. Can we please have workdays (not PD days) at the end of each quarter? We would really like/need teacher time before report cards are due each quarter. Not professional PD. Can we please consider changing our October workday into a teacher workday instead of staff development days? Or turn the early dismissal days into teacher workdays if we have to keep October’s staff development day. The current schedule does not give us a true teacher workday day until 2nd semester. (3 schools stated this need/concern.)

   We begin working on our 10 staff days in the spring. We will take this feedback into consideration amongst other requirements when we begin planning.

4. It seems that we start a couple of days earlier (in July) and still get around the same time (in May) for the next couple of years as well. Where are the days being put into the year?

   When developing a school calendar, we must identify the following:

   • High school Semester must end before Winter Break
   • What breaks and how long will each one last (Fall, Thanksgiving, Winter, and Spring)
   • Students must be in session for 180 days.

   If you were to get out earlier, you would need to shorten Winter Break or Spring Break. We put together a calendar committee and had a lot of representatives across all groups of people to come up with a two-year calendar. We will then sprinkle in our PD and workdays later this year to come up with a 190-day calendar for teachers.

SECTION 6: CONCERNS

1. As a district we need a better system to manage extreme student behaviors/learning differences. How can we get more support into the schools specifically for students with extreme behaviors? Classes would be safer and more conducive to learning. A meeting with a social worker for 15 minutes once a week is not cutting it.

   Supporting students with significant behaviors and learning needs continues to be a top priority for our district, as we know that maintaining safe, structured, and supportive learning environments is essential for both students and staff.

   This year, behavior has been a key focus during district school visits. We are using the Tiered Fidelity Inventory (TFI) to identify areas of strength and opportunities for growth within each school’s behavioral support systems. This process helps school teams focus their efforts on specific next steps to strengthen intervention and support practices.

   In addition, our district and school MTSS (Multi-Tiered System of Supports) teams are working collaboratively to put targeted interventions and supports in place for students who are struggling behaviorally. We are also using the Panorama platform to monitor student behavior data more closely, allowing us to respond proactively to emerging needs.

   We are currently awaiting state department approval for a virtual option for students in lieu of expulsion, which will provide an additional pathway for supporting students whose behaviors require a different setting to be successful.

   We truly understand and share your commitment to creating safe, conducive classrooms for learning and appreciate your partnership as we continue to strengthen our behavioral support systems across all schools.

2. We are concerned with the delayed LETRS stipend. I expected pay in June and still have not received. Communication is the key. Delayed pay for work should also have an expected pay date.

   The LETRS stipends are processed and paid directly by the South Carolina Department of Education, so the payment timeline is unfortunately outside of the district’s control. Our Director of Elementary Schools continues to work diligently to make the process as smooth and efficient as possible on our end.

   Because all teachers across the state are now participating in LETRS, the Department of Education is processing an unprecedented amount of stipends. As a result, payments are taking longer than originally anticipated. We recognize the importance of timely communication and compensation and will continue to share any updates we receive from the state as soon as possible.

Teacher Advisory Meeting Notes 11.18.25

• Introductions

• Mr. Daugherty: The school report cards were great; you should all be very proud of the growth we have seen.

• Can employees wear jeans? Mr. Daugherty: The policy is going to be looked at and there should be more information coming out. But I believe jeans are fine so long as they are dressed professionally. More to come.

• Can teachers receive sub pay if we are having to split a class? Especially in the elementary level. Class sizes are already large. Mr. Daugherty: We will have to go through finance and look at that cost. It is something he is willing to look into.

• CPI training for all teachers? Mr. Daugherty: We know this is something everyone needs, but it is not something we want to do yet. We know that teachers are already overloaded with all of the things on their plates with LETRS, etc. Mrs. Satterfield offered to be a rep for elementary to look into getting this going in the future and making the classrooms more inclusive.

• TA PayScale? Mr. Daugherty: We are well aware that truly, everyone is underpaid. We are looking into ways to find money for everyone. Teachers and kids come first, and then we have to figure out the rest. County council meetings have started, they are attending these and trying to find what they can to give teachers more.

• Nesbit: Stipends for clubs. Will people receive stipends for all the hours they are working outside of school hours? These are big commitments. It appears that in some high schools the stipends are different. Mr. Daugherty, it should be the same across the board. Stipends are budgeted for, so they are trying to be equitable. Mr. Farrell, we are trying to give principals flexibility with the stipends. Mr. Daugherty: For example, each principal may receive 100 stipends to manage among the clubs. It is easier to do it this way, when not all schools have the same clubs.

• Ratios: Mr. Daugherty, when teachers reach a certain number we do our best to only add allocations at the beginning of the year.

• Workdays vs. PD days: Mr. Daugherty, the state dictates some. Full day for conferences and more teacher workdays is something that we are working on. The state does dictate certain dates. Satterfield: Teachers need a full day at least. Especially at the elementary level. Those parents want longer than 10 minutes to sit and talk. A lot of teachers are having to take weeks of their planning time to get all the conferences done. Mr. Daugherty: I hear you. I am going to add this to my notes. It is good feedback. I will see what we can do to have a conference day before Fall break.

• If teachers with a work visa, will they have the possibility of earning a work “green card” if they remain dedicated to DD2? Mr. Daugherty: Please send me that question, we will look into it and the costs. I know there is a lot of costs.

• Polling place during the school day cannot be safe, is this something we cannot do? Mr. Farrell: We were made aware of this after they by passed the district and went straight to the school. Mr. Daugherty: A response was given, making them aware that this is not okay. There are steps that should be taken.

• Difference in SPED, but kids that have anger issues in the room with kids that are in resource and how it is affecting those kids and kids in general ed. Mr. Daugherty: The goal is to have an alternative school for elementary kids next year. We would also like to have more mental health resources in schools for multiple kids. We are looking to repurpose SPANN as an alternative school for elementary students. We know the school is not going to fix all of the problems, but how can we get more people in the schools to help? We are looking at Medicaid and behavioral health. What is it going to look like going into that school? They have visited Horry County to see what it looks like. We are still going through all of the components. For upper grades, we are looking into virtual instruction for older students with behaviors. Students who are expelled may be able to become virtual students. Calvert learning is what the elementary curriculum is, for secondary it is Edmentum.

• When you have a student in the 4K program with behaviors that are so strong, they are rarely in the classroom because the behaviors are so strong. At what point does the line get drawn, and we give another teacher a spot? Mr. Daugherty will look into it. Satterfield: There is a statement that goes out, if there are so many offenses, they can lose their spot. Mr. Daugherty: Someone mentioned one full day 4K and two half day 4K, to separate kids that are ready and those that are not.

• For middle school kids, will there be a behavioral resource class coming back? The teacher that was over that before now does math resource. But now she is trying to do both. Mr. Daugherty: That may be a funding problem if it was paid for with title money. But at the end of the day, students need to be able to learn and if one student’s behavior is impeding that then it needs to be addressed. Teacher: This has happened in our cross-cat classroom. The teacher feels like it has become a dumping ground. The behaviors are so bad, the cross-cat kids cannot be taught because the teacher is trying to deal with behaviors all day long. So, it is taking away from kids that are in there for academics. What is sad is, we are looking for people, but we do not know what to do. Mr. Daugherty: We are aware that behavior is a huge problem. Teachers: Students after COVID are different, technology is the babysitter, students cannot self-regulate their emotions, etc. A lot of teachers feel like while pay is huge, dealing with the behaviors is so mentally exhausting, it is an even bigger problem, and so many are leaving because of that more so than the pay.

• Is RISE filling up earlier this year? Mr. Farrell: No, it goes up and down with intake and outtake. Teachers: Students and parents need to be held accountable for their actions.