Schools and offices will open two hours later than normal. However, the school day will conclude at its regular time.

Bus routes will begin to run two hours later than the usual schedule and will avoid specific icy roads considered impassable. Students on these impacted routes will be noticed by the district’s transportation department. 

For more information, visit https://www.greenville.k12.sc.us/News/main.asp?titleid=2501delay. 

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The organization’s disaster relief grant program provides financial assistance to community partners, like Converse, who have played a vital role in helping those affected by Hurricane Helene.

“In the aftermath of Hurricane Helene, our campus community has been eager to direct its energy into a place of service,” said Rev. Eliza Smith DeBevoise, who oversees Converse’s Valkyrie Supply basic needs hub. “As we work to repair the damage on campus, we cannot thank the Food Lion Feeds Charitable Foundation enough for committing their support to Converse and our students experiencing food insecurity.”

Converse also received a $1,500 donation from the Food Lion Feeds Charitable Foundation in 2023.

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PowerSchool, a cloud-based software used for K-12 education, notified the South Carolina Department of Education (SCDOE) of the incident on Jan. 7, which compromised personally identifiable information for students and staff. 

Greenville County Schools shared in a statement that no data from the district was affected or compromised by the cybersecurity breach. This was confirmed by an internal district investigation, PowerSchool and SCDOE.

According to GCS, the district provides PowerSchool with limited access to data and has additional security measures in place to protect students and educators’ personal information. 

“In 2023, Greenville County Schools became the first, and remains the only, school district in the nation to earn ISO/IEC 27001:2022 certification for information security, which means we have a system in place to manage risks related to the security of district data and that the system respects all the best practices and principles,” according to a GCS statement. 

PowerSchool informed SCDOE that the breach has been contained and has taken steps to secure its systems. The state department shared in a statement that is working with legal counsel, the State Law Enforcement Division, the Attorney General’s office and local school districts to determine the next steps. 

“While PowerSchool has taken accountability for this breach, our department will take uncompromising action to ensure we uncover the complete extent of this incident.  We will insist that PowerSchool not only notify affected individuals but also provide them with credit and identity monitoring services,” said State Superintendent of Education Ellen Weaver

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Emily Dawkins, Aiden’s mother, provided a look into his day in the life at the Meyer Center.

What is Aiden’s typical routine at school?

Emily Dawkins: He rides the bus to school and then in his classroom — just like a typical preschool — they do circle time. Depending on the day, they go to the library or music or art and they’re learning things like shapes and colors. Throughout the day, he is also pulled for therapy — speech therapy, occupational therapy and physical therapy. He gets all three of those at least two or three times a week.

What is it like for Aiden to ride the bus to school?

Emily Dawkins: His favorite thing in the whole world is riding the bus. He absolutely loves the bus. We live 30 minutes away from the Meyer Center, so it’s a drive that would be two hours’ worth of time back and forth every day. I was a little hesitant sending my 2-year-old on the bus, so we started on the bus just three days a week and quickly realized how much he loved it.

Through therapy, what has Aiden been able to accomplish?

Emily Dawkins: Last year, Aiden got a speech device. He’s learning how to communicate through that device. When he got that last year, his therapist was able to go into his classroom with him and sit with him at circle time. They do the good morning song, and everyone says everyone’s name and Aiden can use his speech device to say his own name or just say his friend’s name, which is so cool to watch.

How else has Aiden been able to progress while at the Meyer Center?

Emily Dawkins: Physically he has progressed so much. When he started at the Meyer Center, he could barely roll over. Now he does this really cool commando crawl and he’s so fast. He’s able to get himself where he wants to go even though he can’t walk, and he doesn’t sit up independently.

What is Aiden’s favorite thing to do at school?

Emily Dawkins: The indoor playground. It’s just a big room with lots of toys and things to do. He loves being in there, I think, because he has the freedom to crawl around wherever he wants. Then he also loves music. They have a music therapist who comes into the classroom, and she brings instruments and the guitar, and they get to participate and learn about instruments.

How do you feel about Aiden’s time at the Meyer Center?

Emily Dawkins: As a mom, knowing that he gets to go to school, that’s a huge blessing in itself, but he’s at a school where he also gets all his therapy. He’s at a place where he is included and he is valued and he’s loved and cared for. I can’t put a value on that because it means so much to us that he has this place where he can be included and is challenged and not held back. They push him and they want him to be the best version of Aiden that he can be just as much as we do.

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Reese is an interdisciplinary artist based in Pittsburgh, Pennsylvania. With the residency, Reese will run an open studio in Furman’s Roe Art Building throughout the spring semester where he will develop a body of work with the help of Furman students, faculty and community members. 

For his project, Reese plans to explore food insecurity in the Upstate and the impact of consumer capitalism on low-income communities. He will create artwork using data from the Greenville County Food Insecurity Index, local partnerships and community engagement. 

Artists residency programs

His public exhibition, “Daily Bread,” will be on display at the Thompson Art Gallery starting Feb. 17 until March 28. The gallery is open from 9 a.m. to 5 p.m. Monday through Friday. 

Furman University Department of Art’s 2025 True Inspiration Artist-in-Residence was started in 2016 as part of The Furman Advantage. The program awards one residency each academic year to emerging and professional artists and designers. 

To learn more about the program, visit furman.edu/academics/art/facilities-resources/true-inspiration-artist-in-residence.

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The grant will create scholarships for rising sixth through 10th graders attending the school’s 2025 GoSciTech Summer Camps. The Spinks Family Foundation’s money helps remove economic barriers for students who may otherwise have the means to attend camp. 

Students participating in the residential, day or virtual summer camps receive unique, hands-on STEM education. Beth Dinndorf, executive director of the GSSM Foundation, said the Spinks Family Foundation’s donation helps the school provide leading-edge summer camps in science, technology engineering and mathematics to children in South Carolina.

“We are grateful to the Spinks Family Foundation and the entire Spinx team for their commitment to supporting GSSM and these students; they are the future innovators and leaders for South Carolina and our world,” Dinndorf said. 

The Spinks Family Foundation was established in 2016 to serve as the charitable arm of The Spinx Company. The foundation focuses on supporting education, children, food security, substance misuse and mental health. 

Read more about the Spinks Family Foundation’s recent charitable donations.

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Parents and guardians work with teachers, district personnel, counselors and others to ensure each child receives the services they need to succeed in school. GCS has 12,588 students with disabilities, each with an individualized education plan required by the Individuals with Disabilities Education Act.

A group of moms are advocating for a similar collaborative effort between parents and the school district through the creation of a special education advisory council to address districtwide issues. Parents, students, special education teachers, paraprofessionals, therapists, district personnel and others would be on the council. 

Allison Huffstutler, a GCS parent advocating for the council, said a special education advisory council would specifically help parents have a seat at the table to work in collaboration with the district to address systemic special education issues. 

“We’re not looking to fix 12,588 plans,” Huffstutler said. “We’re looking through some broader issues that we are seeing consistently from all of these phone calls we receive. Those are the things we want to talk about and address.”

Systemic change 

Creating a special education advisory council is not a new concept. Advisory councils have been formed by school districts across the country including in California, Kansas, Massachusetts and more.

The U.S. Department of Education’s Office of Special Education and Center for Parent Information and Resources created a 67-page guide to help districts effectively form local special education parent advisory councils.

According to the guide, these types of advisory councils are used to look at systemwide issues that affect more than one student or family in the district. The council would then be able to advise, advocate and offer guidance to district leadership on how to solve the issues.

Amy Hibbs, a GCS parent advocating for the advisory council, believes several systemic issues concerning special education need to be addressed by GCS, including improved communication between parents and schools. She said issues can include things like parents having access to their student’s test scores or receiving regular updates on what their children are learning about in school.

Another issue parents have identified is a need for more support during the transitioning process of students with disabilities. This includes when a student moves up through grade levels and schools, and even after graduation.

“For a lot of students with disabilities it can be challenging because, depending on their disability, they might be very comfortable with where they are,” Huffstutler said. “They don’t like change. It’s a new environment. There’s a new navigation.”

Huffstutler said the council would hold parent meetings to learn about the other systemic issues that are impacting special education services. These talking points would then be brought before the entire board during regular joint meetings with the district to discuss and work on.

Ongoing advocacy

Hibbs, Huffstutler and three other GCS parents formed an advocacy group at the beginning of the 2024-25 school year to explore the idea of a special education advisory council. The group advocated for the council at several GCS board of trustees meetings.

The board of trustees received a presentation on the district’s special education services during its Nov. 14 Committee of the Whole meeting. During the meeting, the district announced it would commission an external review of the district’s special education services. The last comprehensive external review was conducted in 2014, a process that did not collect parent input.

District leaders believe the external review could provide guidance on whether a special education advisory council should be established. Superintendent Burke Royster said the third-party experts can also share more information on what advisory councils do in other districts and the best way to ensure everyone has the opportunity to have their voices heard.

“I’m not ruling it out. I want to see what this external review says,” Royster said.

GCS released a request-for-proposals to find a third-party expert to conduct the review. Royster provided an update on the process during the Dec. 10 meeting of the Board of Trustees. He shared that six proposals have been submitted and they hope to select a consultant by January.

As part of the review process, the district plans to survey the parents and guardians of every GCS student with disabilities at the beginning of 2025. In-person forums will also be held throughout the district to collect more parent input.

Following these meetings, the district will select parents in each of the 13 federal disability categories to participate in a “Shared Ownership Summit.” This summit will also include general education parents, special education teachers, general education teachers, special education staff, administrators and community partners.

Royster said the recommendations and comments compiled during the summit will be shared with the third-party consultant completing the external review. The information will be included in the team’s final report which is expected to be done – at the earliest – in spring 2025.

State-level advocacy efforts are also being made for local special education advisory councils. South Carolina has a statewide council that advises the state Department of Education on the needs of students receiving special education services.

A majority of the South Carolina Advisory Council for Educating Students with Disabilities consists of parents and guardians of children with disabilities. Huffstutler serves as the co-chair of the state advisory committee.

“Every state is federally mandated to have a council like that,” Huffstutler said. “In addition, some states have written in their law that every district would have a similar council that would then feed into that larger one.”

Huffstutler said a subcommittee of the South Carolina Advisory Council for Educating Students with Disabilities is creating an advisory letter requesting a state law be created requiring every district to form a local advisory council. The letter will be sent to Gov. Henry McMaster and state Superintendent of Education Ellen Weaver.

Benefits

Several benefits have been identified of an effective special education parent advisory council including:

• Increased outreach to parents
• Positive relationships between parents and school leaders
• Collaborative problem solving
• System change based on input
• A trusted source of information
• Information sharing with parents
• Improved services and programs
• Deepened trust

Source: Advocacy in Action: A Guide to Local Special Education Parent Advisory Councils

National trend

School districts across the country have created local or regional special education parent advisory councils. Some states have a law requiring districts to form a council. Some of the states in which councils are active include:

• California
• Colorado
• Indiana
• Kansas
• Massachusetts
• Michigan
• Minnesota
• New Jersey
• Pennsylvania
• Rhode Island
• South Dakota
• Virginia
• Washington

Source: Advocacy in Action: A Guide to Local Special Education Parent Advisory Councils

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The annual competition recognizes promising young artists in classical music, dance, design, film, jazz, photography, theater, visual arts, voice and writing. Nearly 11,000 students ages 15 to 18 from around the county submitted applications in the 2025 competition.

The seven Governor’s School students awarded include:

• Paige Dayton, film award winner
• Stella Warren-Page, visual arts award winner
• Dune Adams, fiction award winner
• Jayden Benenhaley, nonfiction award winner
• Tristyn Gibson, nonfiction award winner
• Gus Messinides, nonfiction award winner
• Anna Castro Spratt, fiction award winner with distinction

Each winner will receive cash prizes between $250 and $10,000 and the opportunity to learn from professional artists. They will also become part of an alumni network of over 22,000 artists.

“The impact of this award on 15- to 18-year-old artists will be felt for decades to come,” said YoungArts President Clive Chang.

Castro Spratt specifically received the YoungArts Award with Distinction and is invited to participate in National YoungArts Week in Miami in January 2025. She is also eligible to be nominated to become a U.S. Presidential Scholars in the Arts, one of the highest honors bestowed by the president of the United States.

To learn more about the YoungArts National Arts Competition, visit youngarts.org/winners.

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The funds will be used to expand the university’s First-Generation program, which works with 357 students and focuses on STEAM majors and career readiness, by providing career-specific immersion experiences, as well as paid student internships on and off campus.

“For the First-Generation program, our focus has traditionally been on first year students and supporting them during their transition from high school to college,” said Daphnie Glenn, director of First Generation Programs and Student Success Initiatives. “The funding from this grant will empower us to help juniors and seniors focus more intentionally on their careers with STEAM-related field activities, tutors, paid student internships, and career immersion experiences. Helping students learn about their chosen careers will prepare them for future success.”

In fiscal year 2024-25, Power:Ed plans to award $1 million in grants to South Carolina education and career-readiness organizations. For more information, visit power-ed.org.

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The new policy prohibits high school students from using personal electronic devices like cell phones during the school day which runs from 8:45 a.m. to 3:15 p.m. 

An exception to the rule allows high schools to designate time outside the classroom when students can use devices for instructional and school activities only. Parents, guardians and students will be notified by the high schools of the specific parameters for personal electronic device use. 

Elementary and middle school students are also prohibited from using personal electronic devices during the school day. This rule was in place prior to the new policy revision.

Superintendent Burke Royster said during the board’s committee of the whole meeting earlier on Dec. 10 that the district’s updated cell phone policy was required by the South Carolina Legislature. A proviso was included in the South Carolina Department of Education’s fiscal year 2024-25 operations budget requiring all school districts in the state to enact a policy prohibiting students from accessing electronic communication devices while at school in order to receive state funding. 

The state Board of Education was instructed to create a model policy for school districts to use as a baseline for banning cellphone use in schools. School boards across the state were responsible for implementing a similar policy by January 2025.

Read more about the statewide cellphone ban 

GCS’s new policy for personal electronic devices goes into effect starting January 7, 2025. Students will be required to turn off or silence their personal electronic devices during the school day. The devices must also be stored out of the sight of others. Electronic devices such as smartwatches and accessories like headphones cannot be worn during the school day.

Individual students with health needs can be exempt from these rules if authorized by an individual education plan, health plan or 504 plan. Principals can also grant exceptions for students with unique circumstances such as if a family member is in the hospital. 

For more information, visit greenville.k12.sc.us/News/main.asp?titleid=2412cellphone. 

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USC Upstate Chancellor Bennie Harris said the new program will ensure students gain the knowledge and training that are critical to success in the field. The industrial engineering program was announced during a USC Upstate event held Dec. 2. 

“Offering an engineering program has been a goal of mine since I started at Upstate, and I am excited about welcoming our first students next year,” Harris said. “As an engineer myself, I know how valuable it is to develop career-ready skills while earning your degree.”

Students earning a Bachelor of Science in industrial engineering will receive hands-on experience with industry-grade equipment and processes in real-world settings. The program will also focus on community-based projects such as infrastructure development, environmental conservation and sustainable energy solutions.

The program’s curriculum was designed to meet the Accreditation Board of Engineering and Technology compliance standards. Full certification will be achieved once the program’s first cohort graduates. 

Don Bent, USC Upstate executive in residence and former COO at Oshkosh Defense said that with strong support from over a dozen local leading industry partners, this program is designed to provide a high-quality, affordable pathway to a career in engineering. The program’s partnerships with local businesses will also provide students with access to internship and post-graduation employment opportunities.

“Our goal is to reach every student, parent, and counselor to ensure they know this opportunity is now available close to home,” Bent said. “It’s a transformative moment for USC Upstate and the Upstate region.”

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Around 1,000 people attended the luncheon held Dec. 4 at the Greenville Convention Center. The event featured an approximately 300-item silent auction, several raffles, a live musical performance and a presentation.  

The Holiday Luncheon presented by United Community serves as the Meyer Center’s second-largest annual fundraiser. Donations at this year’s event surpassed the organization’s goal of $410,000. 

This year’s event celebrated its 25th anniversary by highlighting the Meyer Center’s impact over the last 70 years. The preschool located at 1132 Rutherford Road provides speech, occupational and physical therapy to children with disabilities.

Over the past 25 years, the Holiday Luncheon has raised $4.2 million for the school. Meta Hendricks, executive director of the Meyer Center, explained more than 22,000 people have attended the luncheon since its inaugural year in 1999. 

“This has become a holiday tradition for so many,” Hendricks said. “There’s so many that have been coming year over year because it’s deeply rooted in our community and it’s a very meaningful and significant way to kick off the holiday season looking to those who need our support.”

Read more about the Meyer Center’s Holiday Luncheon

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A $1.6 million renovation project was completed to enhance the center’s learning spaces and safety. The renovations included adding new casework, finishes, lighting, doors, windows, playgrounds and security to the facility. Melissa Roper, head of GTC’s early care and education department, said the improvements have brought the child development center into a new era of care.

“This renovation has added a fresh look to our child care center. It’s updated the security, the aesthetic appeal, the quality of care and the opportunities with the technology that has been added,” Roper said. 

A ribbon-cutting ceremony was held Dec. 4 to celebrate the reopening of the Margaret Mills Cubbage Child Development Center. The facility is located on Greenville Tech’s Barton Campus at 506 S. Pleasantburg Drive in Greenville. 

The child development center opened in 1999 and was last renovated in 1994. The recent renovations to the building began in 2023. As the work was completed, the center’s operations were temporarily moved to the Greenville County Schools’ Greenview Child Development Center in Dunean. 

The Margaret Mills Cubbage Child Development Center provides child care for children 6 weeks to 5 years of age. The center also provides training and learning opportunities for students in GTC’s early care and education program.

“The Margaret Mills Cubbage Child Development Center has played an important role for families across the Upstate, providing excellent care as it serves as a strong learning environment for future teachers through our early care and education program,” said Keith Miller, president of GTC. 

Through the early care and education program, students can earn an associate degree in early care and education along with certifications for child care assistant, early childhood development and early childhood special education. The child development center and early care and education program are both accredited by the National Association for the Education of Young Children.

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“We are grateful for the Nieri family’s incredible generosity and philanthropy and know that the Nieri Family Alumni and Visitors Center will serve as the keystone of every future Tiger’s Clemson journey,” said Clemson University President Jim Clements.

Located adjacent to the Clyde V. Madren Conference Center and John E. Walker Sr. Golf Course, the 98,000-square-foot, five-story building is constructed using a hybrid of traditional structural steel in mass timber and will feature two event spaces and two rooftop terraces. The facility also houses the Walker Course’s new clubhouse and pro shop, the Class of 1944 Visitors Center, Clemson Alumni Association offices, the Visitors Center auditorium and engagement room, the Center for Career and Professional Development and admissions offices, the University’s advancement division, the Clemson University Foundation offices, and the college’s board of trustees support staff offices.

Construction on the Nieri Family Alumni and Visitors Center began in spring 2022; the facility is expected to open in spring 2025. Clemson University has invested more than $50 million in the facility.

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The three-story building was expanded from 34,000 square feet to 49,000 square feet. It features classrooms, a faculty neighborhood, collaborative spaces, a 200-seat auditorium and a rooftop terrace.

Oconee Hall will be used for classes in the spring semester.

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