FCPS School Board Planning Meeting - April 16, 2026

001I feel my feeling. Heat. Heat. Good evening. >> Amanda Ferguson, >> present. >> Amy Green, >> present. >> Tyler Murphy. >> Penny Christian, >> present. >> Monica Mundy. Thank you. I move we adopt tonight's agenda as presented. >> Second by board member Ferguson. Questions on adoption of the agenda as presented. Any discussion? >> All in favor? >> Say I. >> I. I. >> Any opposed? Motion carries 40. Next item on our agenda is approval of the minutes from the March 26, 2026 regular meeting of the Bay County Board of Education. Is there a motion to approve those minutes as presented? >> So move. >> Motion by board Christian. Is there a second? >> Second by Bormer Green. All in favor of approving those minutes. Say I. >> I. >> Any opposed? Motion carries. 5-0. And

002next we have a motion to approve the consent items for the planning meeting as presented. Is there a motion? >> I move we approve the consent items as presented. >> Motion by Bormer Green. Is there a second? >> Second by Bormer Christian. Questions on the consent items? Any discussion hearing? None. All in favor say I. >> I. >> Any opposed? Motion carries. 4 zero. Our planning work session, as everyone knows, is an opportunity to review the agenda for our action meeting later this month and allow time for extended presentations and discussion. At this time, I'll turn the agenda over to Superintendent Ligins, who will lead us through that regular meeting agenda. As usual, he and his staff are available to answer any questions we may have regarding any agenda item. And should there be any

003questions they are unable to answer this evening, I would like to ask that they compile a list of questions and provide those to the board in writing as followup. Superintend. >> Thank you, Chair Murphy. And good afternoon or evening everyone. Um, at the April 27th meeting, there will be a moment of silence, pledge of allegiance, and the reading of the mission statement will be done by board member Amanda Ferguson. Tonight, under our superintendent report, I would first like to ask our director of early education, Dr. Whitney Stevenson to come provide us a update on the mobile preschool classroom and her team. >> Yes. Thank you all for having us tonight. We're very excited about um a presentation. I'm going to turn it over to the team and I was going to introduce them first. Um

004on our green bus, our green team is Megan Bishop and Jenny Campbell. And then on the purple bus are Kendall McCrae and Kelly Shackleford. So on each bus we have a lead teacher and a pair educator. So I'm going to turn it over to them to share all the good stuff that's happening on our mobile classrooms. Thank you all for letting us come and present um our information to you tonight. Um this initiative is part of the outreach and engagement strate strategic priority and then it's a part of the future and ready uh portion of the portrait of a graduate. Building the classroom on wheels program from the ground up has been one of the most rewarding experiences in our careers. Um since the beginning the program has been an evolving project growing and adapting

005into what we feel our communities want and need. After three years, we are so excited to share our work with you. The mission of the classroom on wheels is to empower families to support their young children's growth through play, everyday interactions, and meaningful conversations that nurture a love of learning and build kindergarten readiness while meeting families where they are and connecting them to resources that support their unique needs. Um, some of our pictures that we here have here are from a couple of our community events at the Lexington Children's Museum on the left and at Castlewood Park on the right. Um, the middle is a fun activity that we incorporated this year where we went to Family Care Center and we did um a program with the teen moms where we did an interactive story

006time kind of modeling, you know, how to engage with your children through play and stories. Um, and then they got to bring their children on the bus and we modeled play through those activities as well. Um, we also want to share a video with you to show you our unique classroom. Step inside Faget County Public Schools classroom on wheels where we have taken meeting families where they are to a whole new level. Once inside the classroom on wheels, you'll notice it looks just like your brickandmortar preschool classroom arranged into learning centers to encourage children ages birth to six to engage in developmentally appropriate activities. During their time on the classroom on wheels, families and children have the opportunity to engage with certified preschool educators as they read, talk, and play together in a collaborative effort

007to support and grow kindergarten readiness. The structure of our program provides a unique opportunity enabling us to provide modeling, collaboration, and resources to not only children but also families, empowering them to support their children's development at home as their first teacher. So, just a quick note about our schedule. Um on Mondays and Fridays we take uh the classroom on wheels to one of many different community locations and we hold what we call our community events there and anyone um who wants to join us on those days can come on uh with their with their child. Um and then Tuesday, Wednesdays and Thursdays each of the buses is in a different location. So this year um the green bus is at Martin Luther King Park in the Windburn area and the purple bus is at the

008Tates Creek Community Center and we hold preschool sessions those days uh with families in those communities. Um and so we have consistent kids and families on those days that come on um to experience that preschool session. So just you'll hear us say community events or regular programming and those are the differences between those two. So, um, over the past three years, we've had, um, the privilege of visiting all these different locations that are that are, um, up here on the board, and, um, we've been able to have some amazing partnerships with, um, different community, um, entities. Um, so, uh, we we've been able to visit and partner with all these places over the past three years. Um, a big shout out to Parks and Recreation and the Faget County Public Libraries because they have been

009with us since the beginning and they let us park there whenever we need to um and use their facilities. So, um, some great partnerships that we've been able to um to have throughout the years. All right. Some exciting things we've um tried to partner with our schools to really help help the F FRC's in meeting their birth to three grant. Um, so last year we were able to partner with Cardinal Valley and we offered six sessions of kindergarten readiness. So families that didn't have children yet enrolled in preschool or kindergarten, they were able to bring their children. We did a modified preschool day for them and kind of supported them in getting their kids ready for that upcoming school year. Um, this year at James Lane Allen and Mary Todd, we actually did a family

010story time um for children birth to three. again they came. We provided some activities for families to engage with engage in with their children while they were there. Um we did a story time. We did finger plays and like just um some parent engagement songs um attention getters for children. Um as well as the F FRC's were able to provide some materials and supports to families through that. Um this year we're excited to support the school some of our schools in some kindergarten and preschool registration events. We are going to start those at the end of the month. Um we have six actually seven schools that we are going to support um where we are partnering with the F FRC's. The parents can come out register the kids can actually come on and play on

011the bus so that they have something to do while the parents are taking time to register. So we're excited to get that started. Um we've partnered with the Tates Creek um preschool that they have there where the children and the ch or the high schoolers who are taking that class can come on. So they get to see that kind of a different environment and again as the family care center and I kind of told you all about that before. >> So these are some of our community event numbers throughout the years. Um it you see it has grown. I'll make a quick note about the this year's the when we had the PowerPoint we weren't able to put all of our numbers on there because we haven't done all our community events yet. Um but

012we still have eight community events um scheduled as well as those seven preschool and kindergarten registration events to come. Um so we have definitely grown throughout the years. we see a whole lot of new families. That's we we made a note this year to say, okay, what are the new families that we see um at the community events on Mondays and Fridays and we were able to introduce right now the number is 154 new families and we don't count those new families once they've come once. So, we've just seen a whole lot of new uh families come on this school year. So, that's very exciting for us to see. Um, so one of the new things we also started this year is from the beginning we knew that we needed to really tap in to

013resources to help meet the basic needs of our families. Um, one of the first things some of the families asked us, are you all serving food at this event? And you know, unfortunately we had to say no. So that got us thinking, okay, what can we do to really serve the families that we're wanting to serve and want to bring to our bus? And so we'd been pondering that like what you know partnerships could we make in the community? How could we get this going? Well, during the winter coat drive or share the warmth drive that the preschool does, they were donated some infant to toddler coats. And so they gave them to us knowing that we serve um you know that age range on the bus. And I was like, hm, maybe we could

014do more. Um so we partnered with the F FRC's, we sent out emails, they donated some coats to us that they had that were extra. Um we partnered with other school employees, community members and they all donated donated winter clothes and food. Um and then we also shared it with the families as if you can give give or take take whatever you need. So we wanted to empower families that not only could they take but they could give what they had that they weren't using anymore. And so, as you can see, this is what we were able to give out to families, but we only did not only give to our families, we were able to give to people passing through in the community. So, we felt like we were able to serve communities as

015a whole and not just the families coming on the bus, which was really great for us to see. So, here's some of our regular programming numbers. Those are the classes that we hold on Tuesdays, Wednesdays, and Thursdays. Those are the families that we really get to connect with and partner with um on a day-to-day basis because many of these families we've had for two or three years now. Um they keep coming back which is great. We love to see that. So we started in March of 2023 and we just had three families and five children coming. Um it moved up to the next year 11 families and 18 children. Um the following year we were 11 families and 17 children. And then this year we have 17 families and 29 children that we do preschool

016sessions three days a week for. So we're really excited about how it has grown. Um the families come on and get to really see us engaging with their um kiddos as well as they see way what they can do at home with their kiddos to help with that kindergarten readiness. Um, one of my favorite pictures on this slide is the one in the middle and it's the moms, you know, from these events. We were do we're doing a little picnic party and it's the moms getting to sit and collaborate together and make those connections with each other in their neighborhoods and, you know, they've made bonding lasting impacts because these they call each other now to go play outside of the bus. And you know, in a time where sometimes it can feel so lonely,

017we are providing these families with that opportunity to have partnership outside of the bus. >> I was just going to jump in real quick here and say if you're like, well, 29 children, you can't have a whole lot of students on the bus to begin with because you have their parents as well. So, um, so this is really I mean it it's tight some days. Um, but it that is that is really an impactful number for certain. to jump back. >> You can't have a whole lot of students in a preschool class, that many students in a preschool classroom. >> Yeah. >> To jump back to that, you know, during our community events, as we said, families can just kind of come on and somebody said, "Do you have a cap?" Cuz it was kind

018of getting crowded and we're like, "Yeah, you know, we really like we've had 20 and that was a lot, you know, so we know that is not it." But um so we've been finding other ways and activities for them to do outside the bus where we can transition families in and out. But it's been really exciting to see that we're having a waiting line. >> And this year we got we had we were able to provide hearing and vision screenings as well as speech screenings to the kids who came to our regular programming. And to me this was just really exciting because through these vision and hearing screenings. We had five followup vision um screenings that were recommended. We had two kids get classes through this that might not have known that. As well as

019we have several kids who are now going through the referral process, special education evaluation process to then be placed in one of our brickandmortar preschool classrooms and to receive those special education services that they might not have gotten until kindergarten potentially. So that's a really exciting thing for us um this year. So, um, parents and families have the opportunity to leave us feedback at every event. We have a QR code where they can scan and leave us some information. Um, at the end of each year, we give a survey to our preschool families just as um the preschool classrooms send out to their families. And so, these are just a few of the things that our families have had to say. I've had to say my kiddo and I have really enjoyed our visits to

020the preschool cow. We call them cow classroom models. The teachers and staff are friendly and welcoming and have taken the time to get to know our family. It's a great resource for our community. We are blessed. My kids learned so many things from them. I can't wait until next year to come back with my three-year-old daughter again. Thank you so much. I would recommend to everyone who has children under five to come and join. Our family is so grateful for the time we spent on the classroom on wheels learning and growing together. It gave us a special opportunity to connect as a family while building a strong foundation for learning. Programs like Classroom on Wheels are beyond amazing. They provide access to early education and developmental support to children who may not be ready for

021or have access to traditional preschool. Thank you so much. We really were excited about getting to share our uh classroom on wheel story with you all. >> Question. >> Thank you all for sharing that with us. And I know some of us up here have have had an opportunity to see uh the uh buses in person and it's truly an excellent experience at any age really. >> Um any questions or comments board members? >> Green. >> Um I would just like to say thank you. I feel like this is such a a wonderful example of a a singular idea about creating access and opportunity, expanding that with some innovation and creativity and then letting that that small thought of an impact then blossom into this entire ripple. Right? You're talking about impacting teaching families how

022to connect and make that strong learning base. We all know families are the first teachers for our students. They're the foundation. And the data shows if we have strong support at home, their students are going to be successful going forward. So that's so exciting. It's exciting that you're giving access to resources and connections to screenings that may they may not otherwise have had that then makes them ready to learn, have those gl I mean I I know you need those glasses if you need them. Um and then have access with the screenings to supports if they need those. knowing that they're in the community also as an example of here's an access point that Faget County Public Schools has made for our community. We've invested in our community. We know you're important and now they

023feel welcome when they walk by. Like you said, people walking by know now that they can come and get support. Um so this is exciting because I feel like it's a fantastic example of where you give a moment and a little bit of resources to a creative idea and let it just blossom. Um so thank you all so much. I'm so excited to see you. I shared with you. I saw you all today and I was hesitant. Could I stop by? The next time I will stop by again and visit. Um, but thank you all for your dedication and your creativity. >> Thank you. >> Yes, that's what I was going to say. If y'all see us out, you can't miss us. Green and purple buses, please come on. Um, you all are welcome anytime

024to see what amazing things are happening cuz it really is amazing. >> Follow us on Facebook and Instagram, FCPS, Classroom on Wheels, and you can find our schedule. >> Next step is Next step is Tik Tok. Tik Tok uh board member Christian Um, pretty much first of all, I think it's I'm appreciative because as you were presenting, I'm coming up with questions and just like clockwork to answer every question, but I I thought of one. Um, this is three years now and I would really be curious um if we could break down some data, I'd really be curious as to how many uh non-English-speaking families you are supporting how successful they've been uh what their approach is what made them feel comfortable enough and I really like to see if they came year one and

025decided to stay and also how many languages you can safely and effectively support at the cow. So, one of our favorite additions is Miss Jenny who um and actually we had a pair the previous year also um dual language English and Spanish, you know, and because one of our first years we were um in a high Spanish speaking area and so um we've been able to feel like we've been able to provide to provide that resource to those families. Um we a lot of our questionnaires and um our feedback forms we have translated into multiple languages you know so families can um give us that feedback as well. Um we have had I'm trying to think you have I have um several Nepali speaking families on the bus um who have actually come for multiple

026years now um and we're like we'll follow you wherever you go. Yeah. >> Um, but that is I mean that's definitely something we we recognize um and are always trying to think about okay ways we can >> really incorporate families who might not speak English and feel make them feel welcome. So that's definitely something that we're we always are thinking about and Whitney's always thinking about it. So >> our first year first and second year actually yeah first and second year I had a Spanish speaking family that followed me multiple locations. Um this year we have three >> we have three >> we have four family Spanish speaking families you know that keep coming back. Um what we're seeing is we one of the things that we have noticed is we were going to be

027in one area one year then move to another area the next year and we're seeing it's kind of taking that second year for the neighborhoods to really accept and support us and know that we're a safe place um you know and to build those relationships and like this year I am at M MLK Park in the Wimburn area and I'm finally like the families that came with me were families that came with me from Castlewood Park to consolidate Baptist to um MLK Park and now we're finally getting the families in the Winburn area that are coming on. Like I just had a family start this week and the mom came on and now the grandmother's bringing the child, you know, and it's just really fun and I see it growing. Um and they were so

028today they were really talking about like oh you know they may not come here like different hesitations that families are having with coming and so it's helping us to open those conversations to be able to bridge those barriers and fight through them. I do want to also say that each bus has a Vasco device, the translators, so they have those available if families come. And then I did an observation prior to spring break um on the bus. And there was um a family that came on. They had been in the country three weeks. Three weeks. And they spoke Japanese. And so they were, you know, translating, talking with them, um and supporting them. And I mean the the little one was having a great time. I mean, and being here 3 weeks. So, I mean

029it is um you know that that's a big step if you've been in the and you see this big colorful bus like what is this? Um but came on and they were very you know just um took them on and then had information in Japanese to give them and then you know were able to communicate in various ways. get oh sorry we get email addresses and um all that information to reach be able to reach back out to families and we if I notice like English may not be their first language you know like hey what what language would you prefer so that I can get stuff translated to send to our families in whatever language is their heart language >> are you go ahead >> thank you I was just going to say I

030second what everyone else has shared and I would also be interested in the language data that um board member Christian mentioned and just I passed the green bus and traffic this week and was so excited. But um just thank you for what you're doing and and really addressing all the needs. And I mean I know it's hard for us as a district at any level to fix everything or address everyone's need, but um it sounds like you all are doing that just with, you know, the food and the coats and the gloves and the hearing and and eye screening and that's just great to hear. So thanks for all you're doing. And one question I have too is are we able to and I think we've discussed this before um are we able to track

031so if a student engages with um one of the buses um and they eventually end up enrolling um in kindergarten or even in our preschool program in FCPS. Are we able to link that up? like if if a student enrolls in kindergarten, do we know if they participated at any point in with the buses or engage with the buses? >> Um so this year what we had talked about is one of the things that the preschool does are the um transition profiles or the ready set kindergarten um and they send them to those kindergarten classrooms or the kindergarten teachers. And I do have a a couple children that have been with me for two or three years that are going to kindergarten. um one is going to Faget County um this year for kindergarten and

032I was like you know there are some things that I need to communicate with the teacher so I'm going to complete those profiles this year to send >> along with them and the cool thing is there is such a unique small group that we do know where every child is going to go you know we have those conversations with the family so we know where they're going to go so I think um tracking them we could probably think of a way to track and know where they're going to go >> don't think we have anything completely set yet, but that would be something we could work on. >> And I think that would be I mean that that's valuable data definitely because we I think we all know the value of early engagement with children.

033Um and I'm grateful that we're able to to create this opportunity and the fact that um it's getting this type of response shows, you know, that there's a really a need and a hunger for this. And obviously everyone at this table is disappointed um that we didn't see universal prek make it as a priority in Frankfurt this year. Um but that's certainly something that we're going to continue to advocate for because as we see with the buses and then as we see with our own preschool program um children benefit immensely uh from these types of opportunities. So we're going to keep doing what we can to fill those gaps and then advocating uh for the resources to to expand those opportunities as well. So, thank you all for this work. Miss >> I was just

034going to ask them if they want to give a shout out to the bus drivers because the bus drivers are literally the third teachers on this on the bus. So, >> yes. >> Um, Vana Sharp and Vicky Perkins are wonderful. We love them and they have been with us since the beginning, too. So, and they have invested so much time and energy in the program that they really are a third teacher on the bus. So, it's amazing. >> That picture that I pointed out with the moms, Javana Sharp was right in the middle of the moms. you know, she sits and like sitting and hanging out and talking with them. And we get to the bus and no matter what, our bus is ready to go. It's clean, you know, like even things that we

035forget to do, our bus driver is has it ready and set to go. And you know, we see a sub and we're like, you know, but it's like they're all so helpful and all willing to like jump in and do what we need. And so we're so appreciative of the team that we have. I love being able to see different parts of Fate County public schools that I wouldn't be able to see in just in my own classroom. So, being able to partner with transportation and having that just daily experience with the bus drivers, I have a big appreciation for them now. I mean, more so than I ever did and just yeah, they they are amazing. I can't say enough about them for sure. >> Thank you all for your work. Thank you to

036our drivers. Thank you to everyone who makes this possible. and to our families who are continuing to engage with it as well. Thank you. >> Thank you ladies very much. I will tell you another thank you goes to a lot of the partnerships that we do with our community. Uh that really helps us with with this. Um it's become a whole community effort and one of the things that we when we started doing this program among many other the things that we do it shows that some of those same students that do not get an opportunity to go to preschool or get experiences before preschool's even available in those first um crucial years from 0 to three even. um uh the same demographics that uh we see coming to us not kindergarten ready are the

037same ones that in third grade aren't on reading level and um when we look at our dropout rates are those same students. So this is actually doing a service to um um you know not only for our early learners but our learners throughout. So thank you all so much for what you do. I greatly appreciate it. Um our next item is the progress report that we um on issue we discussed in October related to the development of the local accountability um with the Kentucky accountability system. So um Bill Bradford, our assistant superintendent of leadership and learning uh will give us a bit more information on local accountability. So, I have a the privilege tonight of giving you a brief update on progress we've made in momentum that is currently in place related to our co-creation

038of a local accountability model. Um, as Dr. Ligins mentioned, we first uh discussed this topic in October and a lot has happened and transpired since then. We're really focused on lifting up all four promises from our portrait of a graduate. But quite specifically, lifelong learner has been um at the core of our conceptualization as to what a framework of a model should be because it's really about the experiences for students and how are we able to develop vibrant learning experiences specifically that allow them to take what they know and demonstrate their knowledge in meaningful useful ways. uh it has been highly correlated to two of our strategic priorities um student achievement and outreach and engagement. Uh we're clearly looking to ratify our curriculum by making it the most rigorous it can be and by equipping

039our students with not only content knowledge but also the ability to show that content knowledge in a in a useful way um really allows us to leverage um what the impact can be from a local accountability model. And then really the cornerstone of our work has been outreach and engagement because we have focused primarily on sourcing input from our stakeholders as to what would these local indicators look like that the Lexington Fate County urban uh area wants to see us incorporate into a potential model. So you'll recognize that we focused the last time we talked on three core concepts. We are promoting a a a model that includes vibrant learning that allows us to innovate what assessment accountability looks like and that allows us to activate the voice of our local community. And what we

040have done strategically is think through how do we ask um our friends and partners targeted questions to get to the root of what they would like to see us prioritize in our local model. And what we find ourselves in right now is the midst of a movement. Bayet County is not unique and we are not independently navigating through this journey. There are plenty of other school districts throughout the state that have either activated their own versions of local accountability or on the same journey as we are this year. There are also multiple school districts that are awaiting the unveiling of our local account accountability model to sort of get some inspiration and guidance from the work that we are putting together. So, we're really in a good place right now to take advantage of creating

041something that could work, putting that into place in a pilot phase, and then learning along the way and iterating as we continue to make for uh forward progress. You will recognize in the most recent legislative session. There were decisions made and there was approval of House Bill 257, which is the state's assessment and accountability system. Tonight, we're not going to concentrate very much on the actual content of that bill. Later this month, I'm going to provide you with an update on assessment and accountability for the year 2027 and beyond. For tonight though, I want to draw your attention to what has been bolded, and that is it has been validated that local accountability is an expectation for school districts to move forward with, and we are invited to proceed with our development and implementation of

042a local accountability model. um and that we have some strategic guidance to create a model that not only aligns with state expectations but that gives us a lot of autonomy and authority to do what's right for Faget County. So we have really concentrated on this concept of locally developed indicators of quality. You would recognize an indicator in our current system as reading and math proficiency. This is our opportunity to identify well what other indicators what other measures are important to our community and in the landscape of our school district and then how do we create them? How do we co-create them um with business partners, industry leaders, family, community um and internal stakeholders in a way that allows us to have a meritable display that shows the community at large here's what we're doing and

043here's what we're doing to be better at what we're doing. And we're doing things through the lens of what do you care about the most? So, one of the mods that we have maintained throughout the entirety of this process is that one of yes and and I've referenced it to you before, but it's important that you truly latch on to it. We will continue to be focused on the things that matter most to student achievement. Our students will be ready for the college admissions test, which we recognize as the SAT. Our students will be prepared to master grade level standards in third grade reading and math. We will make sure that our graduation rates continue to rise and we will put a priority on those essential skills, those durable skills and those portrait of graduate

044promises that we're indicating are important for our students to know, do and be like. So we will do two things and we'll do them at one time. And that has really been where we've concentrated our work. Our overall local accountability model will reflect something similar to a dashboard but we get to develop what that dashboard looks like and what we want it to be which means it will be is useful and meaningful to those that interact with it. It will make sense and it will be in language that everybody can understand. Our charge is which is actually an opportunity. How do we take our portrait of graduate, combine that with vibrant learning experiences, which is a non-negotiable, and incorporate local accountability alongside those? None work in tandem, uh, excuse me, none work in isolation. They

045all work in tandem. And so, right now, we have a lot of momentum in being able to develop all three aspects with regards to vibrant learning. And we've gotten a lot of input from those of whom we've spoken with, primarily families, that it is extremely important that our learning experiences are activating what students interests are, what their backgrounds are, what they may want to be studying or looking into and moving forward. So that has really been that has really resonated um in the data that we've collected. And you'll see in a few minutes some of the emerging trends that have come from our data and and truly these have been um essential elements um to guide our work. Our number one prerogative is our portrait of a graduate are our four promises that we have

046made a commitment. Our students will demonstrate. They won't demonstrate it walking across the stage at Central Bank Center at the end of 12th grade. They will begin to demonstrate them on the mobile classroom on wheels um in preK through grade 12. And so our job now is how do we lift the language of we want our students to know, do, and be like off the posters that are around all of our classrooms and really make sure that all students regardless of their zip code are having relevant experiences um through the lens of each one of these uh essential elements. You'll recognize that we've taken a multi-layered approach to leading this project, including a lot of persons um in our work. We have had representation from any stakeholder or partner group that you really could imagine.

047One of our most vital partners has really been the University of Kentucky Center for Next Generation Leadership. We actually have two friends in the back of the room, um Dr. Young and Miss Perry, um who have really championed our work and have not only done so at a local level, but they've done so at the at the state level as well. And so we're really grateful for what they've contributed to. But what has really happened as a result of our implementation so far is we've been really able to target this concept of locally developed indicators of quality. And here's what those are required to be. But what I would draw your attention to the most is that bottom factor which is locally identified indicators relevant to priorities that are established by the local community. So

048we have been asking what do you want from us? What can we show you that we are currently doing that we can be better at or that we're not quite showing you what we're doing that we can certainly be better at? And we've done so in a really targeted way. Here are the groups of people that we have worked with. So far, we have met multiple times with our guiding coalition, which is a cross-representative group of of leaders ranging from students all the way to executive leaders in Fe County. We have met with families, the community, our district executive leadership team, business, industry, our academic specialists and instructional coaches as well as our principles. And quite frankly, as of today, the local um partnership council, I was invited to join them today and be able

049to talk about local accountability and source their input as well. And to come next week and beyond, we are meeting with high school students, middle school students, teachers, and then our guiding coalition will further synthesize this data to really help us navigate um our forward progress. Here is what we have done to source our information. We have been asking these questions. Um we've been asking, you know, our vision statement is superior. will provide all students with a world-class education and everyone especially around this table could start to rattle off to the school board and the school board could as well what world-class education means to us and what we're doing to provide one but it really only matters in the mind's eye of our community partners. We've been asking well what does that mean to

050you and we've been getting some really valuable information. We've also been asking about what success looks like as a school district. What does it look like? What does it feel like? And then lastly, you know, really concentrating on this expectation of vibrant learning. What student learning experiences do you expect from us? What would help students thrive both academically because that's the yes part, but also as people, that's the and part. And so I'm happy to share with you that as of today, here are some of the emerging trends that we have found so far. These are examples of some of the photos we've taken, some of our input sessions. Some have been rather intimate. We've been able to have some really detailed and um intense conversations with small groups and then we've had some really

051active large group participants. Um, so it's been a really nice mix along the way. So here is what we're finding. There is a priority for real world readiness and integrating career into the curriculum. Um, we're finding that student agency and personalization are high priority areas for um, really all of our stakeholder groups combined. Community and industry partnerships has resonated as one of the top favorable trends as well. And it really has been one that not only was articulated by the industry professionals themselves, but also even from our um community our uh community partners at the school level and district leadership recognizing that there has to be a reciprocal arrangement. It can't be what can the community do for us, but what can we do in return back to the community that we're feeding one another's

052interests. vibrant learning um after sort of providing tutorials as to what that is has really caught on um and it's like fire has caught has been caught and spread along the way and then global perspectives has really been something that a lot of our um groups have shared um particularly at the parent and and community input sessions there was a lot of interest from our parents on students being able to develop a a global competitive edge um as compared to peers in other school districts and to really make sure that our students are developing those essential skills. You'll hear that soft skills, you'll hear that durable skills, transferable skills. Can they truly demonstrate what it is like to be an effective human being and contribute to society in a positive way? Um there's been a

053lot of calls for vibrant, inclusive, and safe environments and really those concepts of belonging and equity have continued to resonate across our groups. active learning. And what has been really interesting is resilience and failure, allowing students to fail forward, having them be able to learn from mistakes and then learn how to correct those mistakes. Um, ensuring that their learning is authentic, connected to real world. Um today there was a representative a representative excuse me at the partnership council who is from fire and rescue and one of his most uh important contributions to the conversation was our students need to learn how to collaborate. You know we can teach them I'm summarizing we can teach them the content to perform on the job. We need them to be able to deliver on the job and collaboration

054has been such an important piece not only from his voice but along the way. Personalized pathways and students being able to actually demonstrate their learning through defenses and then really making sure that we're making external connections and integrating the community in meaningful ways. So these are just this is almost just like to get you prepared for where we're going. We have a lot more data to contribute to this initial data to really determine where we're going um holistically. But this kind of lets you know a little bit about about so far what's been most important to the community that we've spoken to. Um, a few more photos just to share that we've met with a lot of people and had the opportunity to engage with a wide perspective of of mindsets. So, here's what's next

055for us. We have a a project plan. We are right in the middle of that and we will continue to implement that plan through June. Uh our current goal is to be able to share with you in June a draft framework for what a pilot implementation could look like in Faget County public schools in 2026 and 27. We're maintaining our local laboratories of learning. We're actually doing that at the macro level and the micro level. So we as a system are part of a statewide laboratory of learning. We're learning from one another about the development of our portrait of our um local accountability model. And then we have about 12 to 14 schools in Faget County that are working at the micro level in little laboratories of learning learning together as well as learning amongst

056one another. There's a lot of sharing. We'll complete our initial stakeholder input sessions by May and um our guiding coalition. We've really relied on them a lot to take that data and help us to make uh some prioritization as to what would be most important and how can we think about measuring some of these indicators in ways that let us know what is our current state? where are we and then what is our desired state and then what will we articulate in terms of how we're going to get from current to desired. So they're really helping us to brainstorm that >> and to that point if I could add to that that it is something that we this will be part of an accountability system but one of the things that we've really focused on

057is ensuring that it is a rigorous process. It's not a an attempt to make accountability look better. We strongly believe that um a comfort zone is a beautiful place but nothing grows there. So, in order for our students to be able to grow, it's going to have to be in um in a rigorous environment for them to show that. So, it's not smoke and mirrors to to put on a show. It's really to make sure that they're achieving these things. So, go ahead. >> Yeah, this becomes an essential component of our continuous improvement efforts. Just like our comprehensive district improvement plan, this work will also be um commensurate with that as well. So, with this information in mind, um just in conclusion, this is our this is our three-year goal. This is what we are

058hoping for a soft launch pilot next year. And quite frankly, House Bill 257 invites that. It's very low pressure, very low maintenance, but allows you to really join in and begin the work, which only gives us more of an advantage because we can iterate over time as the state moves forward into expansion phases and sustainability phases. We will then be able to make our local accountability model better each year as we continue to implement and learn lessons along the way. I would also claim that likely the community will have different priorities as years progress from one to the next. So this will allow us to be adaptable and make changes along the way too. So more to come of course to follow. Um but with this information in mind I'm happy to answer any questions.

059>> Thank you Dr. Bradford. And before you take questions one thing I will note as and I as I was listening to the presentation um much of this align with work we've already been doing with portrait of graduate 2.0 you know, as you've acknowledged. And so I think it speaks to um, you know, Faget County Public Schools being a couple steps ahead. I think so that this isn't something that's catching us unaware. Um, and we've been discussing this as a board for some time and we know that, you know, yes, while academic preparation is important, preparation for life is probably the most important thing that we do, beginning all the way with preschool, as we were just talking about, um, to graduating and beyond. So, um, I I just think that's worth noting because that

060that stood out to me as we we go down this road for local accountability. Uh, any questions, board members? Warmer Christian Dr. Brad Dr. Lig let me first say that Dr. Chi Dr. Perry are probably really grateful because my first question was going to be rigor. It's always about rigor. I have been a part of United we learn from day one. I helped write that VLE definition and I was always concerned and I always have to say you cannot sacrifice rigor for those smoke for smoking mirrors because you can't always have fun in class. You just can't. I stand firm on that. There will be things that you are taught. You're going to have to be sit and get but you can still have a vibrant experience. So, thanks for answering the vibrant thing the

061rigor. I don't have to go into that. What I do have a question about I have like 30 questions in my head. I'll email you. It's fine. Um, when we talk about vibrant learning yet again, can we uh and I was looking at the list and when parents and families when you had the meetings and they said that vibrant learning is important. My concern is that vibrant learning is going to be seen as what's going to fix everything. And all of our kids are going to be great because they had a fantastic experience in science class, right? Because when we were doing tours around the state, one of the places we went to was a biology class. And what she did, actually I lied. It was a teacher at Lafayette. Her biology class, she set

062up to me a dating app for uh the the elements of a cell. the organ organ or organels in a cell, right? So the mitochondria had different aspects of why you would be attracted to it and that sort of thing. That was vibrant. That was amazing. Right. But there are going to be situations where I don't think vibrant is going to be is going to bail us out. Right. So can we talk about that? And also and this is coming up since it was passed. People are talking about writing and social studies and I know that's down the line. Can you please talk about that and how that's going to impact local accountability? >> Sure. So definitely vibrant learning is a complex concept but the good news is we have examples of vibrant learning throughout

063the organization. Teachers and students are engaging together in vibrant learning across all levels across all schools across the entirety of F County Public Schools. What we get the opportunity to do through a local accountability model is showcase that and really be able to share what is our standard for vibrant learning. where are we currently uh at in consideration of meeting that standard and where are we going in order to exceed the standard. One of the main components um that vibrant learning offers our teachers and learners is our students are learning academic concepts first. We want them to understand not just what they're learning but why they're learning it. And as a result of why they learned it, what can they do with it? And as a result of what they did what they can do

064with it, what they might want to learn next. And so it allows us to take a simple concept of in math parts to a whole and be able to really convert that into well what's a real world problem where you might need to apply parts to a whole in order to ex exemplify what that standard is asking the student to understand. And so that is what I am hopeful and quite frankly encouraged can and will happen across the system as it relates to vibrant learning. Our teachers know vibrant learning and our teachers would like to do more vibrant learning. And so really this allows us to provide an invitation and a safe place. You're okay to embrace this concept. We want you to and quite frankly our students need you to. Um to the second

065part of your question related to House Bill 257, yes, writing has been extracted um from the from the standard accountability system. what has been typically measured and reported on a on a state assessment measurement component. Um, and what we will do is we will replace that piece within our local accountability model. So, writing will simply transfer from what was previously state reported to now being locally reported. And quite frankly, it allows us uh more of an advantage in terms of reaching all students because if you really think about, this is an opinion, um if you think about the state assessment, we were really measuring the success at fifth, 8th, and 11th grade. We get the opportunity now to showcase the writing current progress as well as where we are headed at all grade levels, PK

066through 12. So, it allows us to be even a little bit more transparent in that regard. Social studies to follow up has actually been included. So that is no longer on the side of local. It has actually maintained its position um in the standard accountability system. It will be reported as has been. And just as a reminder at the end of the month, I'm going to provide the board with a with an update on 257 through the lens of what will be in the assessment accountability system in 2027 and beyond. >> Thank you, Breen. >> Thank you, Chair Murphy. Um, so over and over you answered again a lot of my questions as they popped up. But one that I wrote down, you really talked about how the local accountability model is an opportunity to

067activate the voice of the community and and I was I wrote activate the voice of the students as well. And then you answered that by saying you're going to be meeting with the high school and middle school students. I don't know if there's an opportunity, but I think it would be advantageous to also hear from our youngers. Um and so if there is a space to hear from those elementary kids and to add those as a listening group um I think that would be very unique and kind of hear because they are they are fresh they are uh their curiosity is at the peak and so really what they see what is the purpose of education for them how do they want to showcase their knowledge it'd be very interested to hear from them and

068another thing that you brought up a few times is this model has the potential to show our students that we're not measuring them just by results on a test that we recognize that they are a full human, that they have the ability to make an impact in the world at that at their current age, at their space that they are in this space, that we've recognized that they have that agency. So, I'm really excited about being able to lift that up. And when it gets to to come to the board, I'll be interested to know, are there spaces that we need to make changes or adaptations to policies and procedures to support that work of our students really demonstrating their agency and their um ability as a human. And that that also kind of leads

069me to what I've seen some vibrant learning experiences. one we just saw in the very public space at the Tates Creek Middle School, um, greenhouse ribbon cutting. And those students have had an opportunity to work with Kate to work with a a credit union, a farmer's credit union for multiple years. And I wonder that longitudinal experience to develop those relationships not only with their peers and their teachers in the building, but with the community. um is there a space as you develop this is to think about how do we support a longitudinal um experiences beyond okay well you've graduated from 8th grade okay so you're going to high school that you you no longer have access so I just ask that maybe that is part of the thought about what we can do for that

070longitudinal access because I think the community would be interested in that as well um we've had a couple presentations here where the community has come in and said the thought partners the research and development ideas that our students bring to us are priceless. And so I think they would also be excited about the opportunity for longitudinal um experiences. So those were just kind of some of my thoughts. But again, as um board member Christian said, I'll email you many more, but thank you. And I I appreciate both uh board member Christian and board member Green's comments and what the superintendent shared as well because you know and we've talked about this before when we talk about the summit of assessments where you know ed educators are constantly assessing right and you know as one of

071those pesky social studies teachers that express concern saying oh no if if social studies isn't assessed does that mean it's not going to be scheduled right that was the concern I think it's important that we um continue that communication with our stakeholders, engaging our educators and students. I like to see that that voice is going to be considered as these are developed, but also thinking about how we're communicating this to our families so that it's not perceived to the superintendent's point that you know we're we're creating the own measure our own measure for success, right? that this is authentic and intentional and you know in inquiry uh the C3 framework that has been part that that has been part of the social studies standards and it's getting into the nextG science standards and all of

072that um is has shifted towards this approach. So it's not something that that's fresh or new per se um but but we just want to make sure that we're clear in how we're communicating it. So and I do uh want to note um that we have Dr. young uh in attendance and we do appreciate that partnership and you're welcome if you have anything to share about this work uh or your all's partnership with Dr. Bradford, you're welcome to come up and share a few words as well. I just wanted to extend that invitation. >> Well, and thank you for your partnership. Um, and uh we look forward to that continuing. Any other questions, board members? This may be premature and it's I was thinking about it as as board member Green mentioned. Anything you need

073in terms of policies or adjustments? Um, have we is it too early to think about funding potential funding or budgetary impact as we look at the implementation of local is that something that's factored into the upcoming? One one thing I would like to state is and we have examples of this all over our our district like we mentioned the Tates Creek Middle School Greenhouse and I could name a dozen more but I won't because I'll leave someone out. But one particular um example where this is happening in in a great amount is um and it's one of the when we came in it was one of the lowest performing schools in or the lowest performing school in Kentucky which is now a very high performing school William Wells Brown and some of the models that

074they've put in and some of the experiences they're providing for their students is a prime example of vibrant learning and so many other things going into the overall all accountability of ensuring that those students are well-rounded and well educated. That program does have special needs as as far as financial needs that the district pays more for. They have an extended calendar, for example. They have an extended day. Um they have special programs that are only unique to those campuses. So, there very well may be unique experiences such as that that would require um some policy changes and certainly would require some additional resources. Um, that's just one example I can share, but there but there's also lots of things we're already implementing and doing. And any teacher on this room or any one of us

075that's been on a campus lately can tell you there's lots of things that we do every single day and have done forever that's just are never measured that the board's already paying for and already funding that um could really be captured through uh this model that could really elevate our students and showing exactly what they're capable of doing. Thank you all. >> Thank you uh all as well board members. Um following um at the regular board meeting later this month after this the superintendent's report, we will have an opportunity for members of the public to comment on the agenda items. But um moving forward for next meeting, we have a few um consent items we would like for you to consider and we'll discuss those this evening. But first, um, our Dr. Myron Thompson is

076available to answer if you have any questions about the awards of bids and proposals that will appear next month or later this month. >> Any questions for Dr. Thompson? >> All righty. Thank you. The interim chief financial officer, Kina Co, can address questions you may have regarding special leads with absences. special and other leaves of absences. >> Any questions on the leaves of absences? Board member. >> All righty. Thank you, board members. Our next consent item for consideration on the 27th is a change to our breakfast and lunch prices beginning um with the 25 26 27 school year. Um, I'd like to ask our director of child nutrition, um, Michelle Coker, to come forward, um, to provide context on additional information regarding this propo proposal. However, before, uh, Miss Coker proceeds, uh, with this discussion,

077I would like the board to know that the Kentucky Department of Education has um, just advised us that mill prices must increase in Faget County Public Schools for the 2026 27 school year. um noting that the district must use the paid lunch equity requirements, which is PLLE, for next year due to the negative balance of this standalone nonprofit um school fund service account at the end of last school year, but Michelle can explain further um that further along with other um considerations. Miss Sker, thank you for being here. >> So Michelle, before you get started, I will add on to what Dr. Dr. Ligins has to say is that our child nutrition program uh fund 51 is proprietary. It's very unique in our operations as you know it is required to be self-supporting and for

078the past several years it's been very challenging uh just to do in due to increases in food, labor and supplies. Uh the program's lost money. We have a had a $ 1.5 million deficit as of July of last year which triggered the notification from KDE that Dr. Lian referenced. So we are being compelled to increase prices. Um we have not raised lunch prices since 2223 and uh it's been challenging but we have heard the board's charge that we want to make sure that we continue to take care of families. So that's what we have been focusing on. Um I want to share just a little bit of information in terms of our intent here is only to break even. Uh this is not to make money. It's only to shore up the operational losses that

079we have been sustaining. And so uh we have worked with the Kentucky or 16th district PTA to make them aware of this. uh they understand the need to do this. They will be our partners in terms of reaching out to families to make sure that we get communications out because we don't want any child to go hungry. And so in terms of impact uh 32, 36 students or 78% uh eat through either our C locations or free and reduced at our nonC locations. So over 78% of our children will continue to get free meals. Uh 20 of our nu sites will this will impact 8,964 students. So roughly 22% will be subject to these modest increases. And the board has been clear and we want to make sure that you understand that we understand that

080you we that you understand we understand that no child will go hungry. So kids will continue to be fed. We will not let this impact us any way operationally. So I just want to make sure from my standpoint that I got that out and I will turn it over to Michelle to share anything from her standpoint that she wants to get out. >> Yes. the mic this green button on. Yeah, there you go. >> Oh, there you go. Sorry. Good evening. Um, thank you for having me today. Um, basically they've stated everything for our fund in our program. Um, currently we have been operating have not raised our lunch prices since 2223 and with that we continue to experience increase in food, labor and supplies. Um and so now we are actually using um federal

081funds to subsidize our paying student lunches and we are actually losing money on those. So we need to based on our paid lunch equity um guidelines that we have to follow through the USDA National School Lunch and Breakfast Program. Um we need to raise those prices and we have been identified this year from KDE that we cannot wave um our prices and stay at the same rate. we must raise those. Um, and so that today we're bringing this to you. We are asking for a 50% increase for breakfast and then a 75% I mean, excuse me, 50 cent increase for breakfast. >> I was going to clarify that. So, >> yes. Yes. 50 cents and.75 um inflation's high uh for lunch. Rest assured that still provides the opportunity at those 20 nonC sites where we

082still do free reduced and paying applicants can apply. Households can apply for meal assistance all the way up until the last day of school. So throughout the year if their income changes, they lose their job, anything, they can still apply um and seek meal assistance throughout the year. So there's opportunities um for those students. Also um our students have the opportunity to not be denied a meal as Myron has stated earlier. So we're asking for that increase for the next school year. >> Thank you. Uh questions board members? >> Uh board member. >> Yes. Either for you Michelle or Dr. Ligins. Can um you stated that I think that answers my question. the the state requirement. Um, can you explain that again or >> I I think >> and if is that a new a

083new thing? >> It's when you say a new thing >> I mean from the state because I don't think I was just looking back I mean we discussed it at the budget workshop and whether we wanted to do that or not but now >> yes we did not know at that point. >> Okay. I mean now it sounds like we don't have choice. So but so is that something a new mechanism for the state or >> it's um through the federal government. It's just that the state's the one that's implemented, but Michelle can speak to it. >> So, we have done the paid lunch equity PLE every year. I've been here 20 years. We've done it every year. And that informs us as how much we should be raising our lunch prices. If we have

084a positive fund balance, we do not have to raise lunch prices. If we have a negative fund balance >> and you're referring to the child fund 51 only fun 51. If fund 51 has a negative balance then they are required um to raise meal prices and we were notified by KDE that since we were in a deficit that we need to raise on the meal prices. >> So have we never had a deficit before in that in that fund balance? I mean in that fund. >> Okay. That's why it doesn't sound familiar to me. >> Okay. >> Exactly. So, >> and so my understanding then is that this is a combination. You have increased food prices. Uh but that's not been matched by the federal offset. Is that correct? That the federal reimbursement for meals

085because you mentioned earlier that we're the federal government isn't reimbursing us for paid meals essentially at to the amount that it cost. >> Correct. We only received this year for lunch 46 cents for a paid student for lunch plus 270 250. It's then you c do that calculation. So we fall below um we lose 38 cents for breakfast every paid breakfast based on our cost of food supply and labor. Federal reimbursement plus what the student pays. We are still losing 38 cents for breakfast and 45 cents for an elementary lunch and 20 cents for middle school and high school lunch based on reimbursement from federal government from the student to cover the cost to break even as my said to cover the cost of food, labor and supplies. >> Okay. And we've seen kind of

086this ripple effect of we had a federal budget bill passed last year that reduced families eligible for SNAP because if you're eligible for SNAP, you're automatically enrolled in free and reduced lunch and we get a larger reimbursement for free and reduced lunch mill from the federal government. Correct. Versus paid, right? >> Okay. So, that's number one. Then number two, we've seen schools lose the C where every child is able to to eat for free under federal reimbursement. Correct. >> And that's based on enrollment and applications. Well, we've seen the number of families willing to submit applications decline because of this fear that has been created across the country um where families just aren't comfortable um sharing that information, which is certainly understandable. So it seems like we're kind of dealing with ripple effects of of

087bad policies. Is that a is that a fair assessment? >> It's a conglomerate of many things, but that is in the mix. Yes. >> Okay. >> So it's not a new requirement. It's just that we've never triggered it before. Right. Okay. And then you said there are are there 20 C sites now? Currently >> 20 non C 48 C. >> Okay. That's what that makes more sense. Thank you. >> Green, >> thank you. And I think it would be interesting to know how many of our nonce schools are very close to that threshold um because we had more, right? And then we had a few people apply and some of the percentages change and so we lost some schools that were C. So I think it would be important for the board and even the

088community to understand how close some of our schools may be. that might be another mechanism for people to understand that it is important to fill that out. Um because that information is important for the not just for their family but it could be for the entire school. So I if if that's possible Dr. Ligins that information just how close some of our schools may be to that. Um and I had a list of questions and really um this information if if I could clarify for you very quickly on that >> C is based on direct certification. That means it's not based on free and reduced if they're filling out their application. Oh, okay. >> So, they have to be directly certified to a federal program as uh chairman Murphy mentioned that with the reduction in

089the laws coming out reducing the SNAP benefits, TANF, ABTS that is reducing our directly certified students which is reducing our C numbers. So that will not make a change in the C site. >> Okay, thank you for that clarification. >> However, we encourage parents to fill out especially at the nonC sites to complete an application because they may qualify that might be on the border and qualify for free or reduced. Even reduced, we wave their 30 cents for breakfast that they are eligible to pay or supposed to pay and 40 cents for lunch. So they're getting a free meal. >> Yeah. Thank you for pointing that out. I did I did want to clarify that we do not have reduced lunch in Faget County. It's either paid or free. >> Correct. >> And and that's

090one thing I think that's also one thing I think is important to clarify. I we talked about this at the budget retreat. No one at this table wants to pass on u lunch prices to to students. And if you are a student who are is qual qualifies for free lunch, you will continue to get free lunch. Right. That that is correct. And something that we ended a few years ago in this district was the the practice of lunch shaming where if a child did show up uh unable to pay, they will get a meal at school. Is and that continues to be our practice. Correct. >> Yes. >> The same meal. >> Yeah. The exact same meal as their peers. >> The same meal as their peers. Okay. >> Any other questions, board members? >>

091Thank you. Thank you, Michelle. Thank you, Myin. Thank you, board. Um on the 27th, we'll also be seeking your approval um for a contract with Code HS. Um this is an online platform that we use to support teaching of our computer science. And if you have any questions, um our CTE director, Amanda Werssham, which I do not see. Oh, there she goes over there. All righty. We'll be able to answer those questions. Hey, you almost got off uh without being seen. Uh any questions for Miss Wickers? Oh, you you are getting a pass. So, there you go. All righty. Thank you all. Um the next item on the consent agenda for the 27th is a contract with the Institute for Intergovernmental Research uh to train 16 additional FCPS police officers uh in order for them

092to be able to teach gang resistance education and a training program to our students. And we have with us this evening our chief of staff, Warren Schaer. Warren Schaefer, he's going to answer any questions you may have. But first, we're going to show a short video. >> What are some things that we can do? We talked about four things. >> The Gang Resistance Education and Training Program is a program designed primarily for elementary age students, fourth and fifth grade. >> You're going to end up making a whole lot of decisions the rest of your life. I mean, think about how many you make per day. They're not all big, long decisions like that. goes well beyond safety and they could be a lifelong learner with some of the foundations and principles taught in this program.

093>> And what does it mean to be a citizen in the world? >> If you see bullying, what should you do? >> What is the great choice? What did you decide to go with in order to uh fulfill our mission statement as an agency? We're committed to the community by protecting our future. We show that we're more than just a uniform or a badge. were people and that they can interact with as well. >> I don't get very angry. What's this one here? >> It helps teach them life skills to to avoid um participating in gangs or or just violence in general. We teach them anger management. We teach them problem solving. We teach them decision making, just general life skills in order to help them better be equipped for when they go out uh

094in the community. I promise to be a great citizen, avoid gangs, and not participate in violence. Yes. Good job, y'all. Good job. >> It's not so much about crime. Um there's an element of that to it, but it's a very small element, but what we're teaching kids to be is a great citizen. >> You make the decision to go get a parent or get a guardian, let them know what happened. That could be maybe the safety portion that that's what could come out of that. And then if you decided to just get into the van, that's where what would come into play. >> We talk about some tough subjects as a class as a whole. You know, some of the things that happened in the neighborhoods, some of the things that happen here. >> Think

095about even maybe around here in this building. >> Each lesson just helps them learn as a student not to pick on each other and respect each other that way in their community and at school. Um, it's about going against violence and bullying, having partnership, being positive, being active. >> You can either react or act. >> We're incorporating um time that we have and we're better utilizing that time with our officers, developing those relationships in a more meaningful way. >> The more interaction we have with the students, you know, the more they're going to be comfortable as they get older with police officers. The great program aligns very well with with our mission, our values, uh, and our our core principles as a district. Building that u integrated system of support from the school system that

096includes our SRO's and our students and families and so we can be that u core support that is extends well beyond the classroom. >> Yeah, I'm pretty sure we're ready to be great citizens. Well, well, it's hard to follow that that video. But Robert and his team did a great job, but uh I do want to highlight some things that that probably the video that we didn't include in the video that this is year three of this program and we got off to kind of a slow start because it's a a revamped program and we were unfamiliar with it in many ways, but the the revamp and the restructuring of the program has really aligned with the implementation time period we have of SRO's in our elementary schools. And so as we've on-ramped so many

097of these people, they've had the opportunity to engage in the classroom and develop those relationships. And as you can see, the ga it's the gang resistance education and training program, but it is really more life skills, conflict resolution, anger management, and decision-m that has really made this program successful. And we're really excited to train the remainder of our elementary school resource officers so they are all be trained and that they can teach this in their own school and that they see the students get off the bus, they get to see them in the classroom and they get to see them get back on the bus at the end of the day. And so it's one uh complete system of support from our SRO's. And Lieutenant Ehart will never tell you this, but he was one

098of the one of the first uh instructors that we had and kind of took a leadership role and still maintains a leadership role in that. And um I I attribute a lot of the success to him because he structured it in a way that some of our SRO's that had worked years on the streets and had experience in the streets um didn't necessarily have any experience in front of uh 30 fourth graders or 25 fourth graders. And so um he he uh he facilitated that that challenge uh to integrate and he's done successful. So please kind of tell us how you did that. >> So thanks Chief Schaefer. I appreciate it. I couldn't have done it without the great people that we have working for us here at the the Faget County Public School System.

099Uh essentially, we we started off with only eight officers certified. We only taught um a few classes and only graduated 500 students the first uh the first year. Now, I say only, but we were we were bouncing around and we were leaving our school and we were compromising the coverage to make sure we got this program up off the ground. Um but then Dr. Adams was able to secure a grant for us to fund the uh certifying an additional 16 officers um certified to teach the great program. Uh and we were able to meet a lot of demand that we were having to turn schools away that were wanting to come to us. Uh and then on the second year um we we graduated about um see I want to make sure I get the

100right figure here. Uh we substantially did increase that. I got the wrong paper in front of me. I apologize. So, but anyway, we went from that one and then we went from to this year uh at 2025. I have that one in front of me. And with those currently 16 additional trained officers, we did go um to a 46 program and we graduated approximately 1,200 kids. So, we substantially increased the program um while not compromising coverage of our schools. That's why it didn't go up equally between um however many um officers we did certify. Uh we still have a demand for that and moving into different schools. And like Chief Safer said, we're able to move forward now with an additional grant um that we were able to get to fund the the uh the

101training of the next 16 officers to get us home to uh to be fully staffed um and then increase our program more. Great job. >> Very good. Thank you both. I think that deserves a round of applause. >> Thank you. Any questions? Board members. >> Former Christian. >> Hi, Chief Schaefer. >> Hello. >> I have a question. >> Um, I'm curious um the background uh the origin of the program. what research is this based on and uh what gravitated you toward doing this in terms of how successful it is and I'm always going to ask about equity issues, right? Yes. >> And how it reaches everyone. So, I'm just curious about the research behind it. >> The research behind it, it's supported, it's fedally supported by a program of the Office of Juvenile Justice Program.

102Um there was a longitudinal study that was done in 2012 based on the uh based on the curriculum um and it showed over a four-year period, one year PRA post program and then four years postp program that that did show that there was a reduction in the kids that studied that did go through the program in joining gangs, participating in violence. They had more positive attitudes towards the police. uh they had more positive attitudes um towards uh police classrooms and they had less positive attitudes towards gangs. They also had more um use of refusal skills, a higher uh collective efficacy and then they um they had less uh use of uh anger and lower rates of gang membership and then higher levels of altruism, less risk risk seeking behaviors. Uh this is published on um

103it's www.ncjrs.gov and then I can get the rest of that for you so I don't have to give you this long. Um I think another component is the support we've had from the principles. uh when I say it was new to us and revamped that was it was that was certainly true but it was something that we were somewhat familiar with or some of us had had experiences with in the past but by and large the principles had not and now we uh with these new instructors we'll be able to meet the demand because demand has always exceeded our our ability to teach and so we're really excited about that and and the buyin that the school administrations have with this program. Any other questions? Board members. Chair >> Murphy. Murphy. Um, >> I think

104this is a fantastic example. Again, I think Dr. Ligan, this is a a phrase that you say often that everybody works for County Schools as an educator of our students. And I can't think of a better office or group of people than the SRO's because um you all, you know, to the outside and maybe for the first by line, I might say you're there for safety, but you really are there. You enrich the lives of our students and our staff and our community. And so, thank you all for taking this on um as an additional on top of your daily duties to really reach our students and to provide them with this um equitable um basis of information so that these statistics can be true for our Faget County kids and so that they can

105grow into adults that also support a nonviolent life that they have those good skills. Um and so thank you all. I just wanted to take a moment to say thank you for that and recognize again that always goes with what Dr. Lincoln says that everybody that works here is an educator. >> Thank you. >> And quickly, if I could for 10 seconds, can we just give Chief Schaefer his flowers? Um, his leadership over the past few years, pre and postco, sir, I can't the the number of times I've emailed you when when someone has had a situation and you know, he responds within 10 minutes and he says, "I got it. I'm on it." And he means it when he says it. So, I just want to openly publicly say thank you for your leadership

106and what you do. Appreciate that. >> Also, I guess while we're sending him flowers, he's also a new granddad. So, >> Oh, wow. >> And if I could >> Well, we we could jump in here just one more thing. I want to echo what Miss Christian said, but the department has benefited greatly from the leadership of Martin Schaefer, who was here long before he became chief and assumed the responsibility with seamlessly. But I do want to add too, and I'm going to call on Martin to give me the exact um site, but um if you're not following the Instagram for our Faget County Police Department, you should because you see what these individual officers are doing in our students lives that you don't always hear about. These great individual stories where they're doing great things

107for our kids that absolutely have nothing to do with policing. So, what is what is it on Instagram? boy. That's sorry. >> We just said he's a grandpa. He doesn't know anything about Instagram. >> What social media is. >> As I told the preschool folks, Tik Tok is next. >> No, no, Tik Tok. We don't do that. But um >> but we do we do uh focus on on Fridays with with somebody in their events that they've usually occurred that week or something they've done. And it is amazing to me the things that I they don't necessarily say about themselves, my officers, but I hear about from their principles or staffs or in the community or run into them at some event and they're volunteering and I had no idea that they were doing that

108and and they were um just one instance recently. I think uh Officer Arnold has his own day in the city and uh he wasn't really going to showcase that, but he's also an award-winning banner hanger in elementary basketball. I think he's in high demand. Uh he I don't know if he's got an NIL deal with these kids or what, but he seems to have a winning team at Mil Creek every year and um this is something he does because he loves it and he takes up his Saturdays and a day or two during the week for practice and he just he loves it. It's just part of what who he is and what he does and we're so blessed to have him >> and we could go on and on. When Officer Slark was at

109Glendover, they had Slark week. But um I did find it. It's FCPSKY. Police. So, if you're not following on that Instagram, please do because you will. It'll make your heart swell. >> Yes. Good. Thank you. >> That's very good. Thank you. Thank you. >> Okay. Anything else? I don't know how we can top that. >> Thank you so much. We appreciate your leadership. And I'll just echo again what Miss Chaffel said. Anytime I'm in a school, um it's uh the school resource officers are truly part of the school community, right? every every kid. It's kind of like uh cheers. You know, everyone knows their name of the their school resource officer and uh they're a vital part of the school community. >> Well, thank you, Chief. Thank you, Lieutenant Ehart. And um thank you, board.

110Um later this month, we'll also be bringing forward a list of student fees for the 2627 school year uh that we will ask you to vote on at the next board meeting. Um we're not recommending any changes at this time. So um it will be the exact same as last year. But if you do have any questions, Bill Bradford can address them. >> Any questions for Mor? >> Thank you. Is there um when when students get the notification about fees at all the different schools? Are we making sure that there's also notification that the student student um waiver program is available for them if the fee is a an issue? Yes, that is a part of our standard notification and um provision of documentation at the start of the school year. >> All right. Thank

111you. >> Anything else? Okay, Dr. Williams. >> I also like to note before moving on that the board does have a policy that students that who qualify for free lunch do not pay student fees. Um, moving on, Bill's also available to provide any information you may have on the next two consent items, which are contracts with curriculum associates to provide individual instruction to uh students through the I Ready platform as well as the atum to support both credit recovery and the initial credit acquisition for some middle school and high school level students. >> Green. >> Thank you. um what grades specifically for the I Ready the personalized instruction for math and reading. I know it was a pilot this year um but going forward what grades would be covered under that? >> The targeted implementation

112grade levels are kindergarten through grade 8. >> Um thank you. And then will the schools have autonomy to decide how they um use that? Will it or will it be kind of like a minute requirement and then because it is personalized and it meets the needs of every student or will be it more of we're going to assign this as a either extension of a topic or a support of a topic. >> So we will likely be planning a hybrid implementation of both concepts. There will be some minimum expectations in terms of utilization. Um it is a resource that we are applying our fiscal resources to. We want to make sure that we get the return on investment, but yet we do respect the fact that our our schools uh have autonomy, able to make

113decisions that are best for the students that they're serving. And there are some other factors that we would need to make sure are locally determined and not made at the district level. >> Thank you. Um and then this was a pilot year. So do you anecdotally do you feel like the data shows that throughout the year that both elementary and middle school felt like this really benefited their students? >> We do. It's not really the I pronoun. We collectively really found um the the effect size for the pallet schools that utilized I Ready as a personalized instruction program this year really found um success in students metriculating through the standards and being successful as they've done so with a higher rate of mastery on those grade level standards than we've seen with other resource schools.

114>> Well, thank you. I know I have had several school visits throughout the year and I've heard personal um celebrations of the amazing work that they've been able to do with students. So I appreciate >> one one question I have I and I don't know if we've had these conversations with the vendor or if we've had these techn conversations with our technology team. Um there have been some um conversations about making sure that we're protecting student data on these platforms. Is that something that we have had discussions with and that we've verified that we're going to make sure uh our student data is protected? Yes. So I I certainly can attest to the fact that Curriculum Associates, which is the parent company for I Ready, meets our minimum meets our data standards for student privacy

115and protection. Um there is only limited student data that is even released to a vendor company such as that. And our minimum standards for data privacy are utilized across all vendors. So that regardless of who you are, you are subjected to the same expectations for what we share versus what we do not share. And really with I Ready, the focus is on being able to make sure that students uh information is captured solely by school and by age so that the program can align the curriculum to a developmentally appropriate level and so that we can target the actual instructional approach that each student needs based on the given school where they attend. Could you clarify when you say our who are you referring to? >> So in FCPS we certainly have a data standard um

116an expectation for data privacy and security that we maintain but it is consistent with the expectations set forth by the Kentucky Department of Education as well. >> Very good. Thank you. Any other questions? >> Okay, Dr. Ligins. >> Thank you board. Thank you Dr. Bradford. Um, we now would like you to cons, well, we will I'll like you to consider on the 27th the renewal of the transact transportation software. If you have any questions, our transportation director, um, Darren Thompson can Morris, I'm sorry, can answer those. >> Any questions? board members >> chair >> board green. >> Um I would love to hear and it doesn't have to be long or and not I'm not you didn't have the data that's fine but just how did this implementation change uh your effectiveness how your team

117was able to work do you feel like that it benefited and just kind of share those things because I know this was a big change um it was a big topic that we talked about last year and so I'd love to hear some of the celebration points. >> Well thank you. We're still in the uh implementation phases of this. Obviously, it's a big lift. Um to put all these pieces together in an apartment that's so large. So, um the contract that that's up for renewal is actually four parts. It's easy routing, it's easy field trips, it's unlimited texting, and it's also Safe Driver 360. Safe driver 360 is the software that um we can use with tablets on school buses. So we've just began we got all the installations completed for that and we've just

118began uh using that now. So the next phase of that is to open the platform so that parents that use the parent app can then track the bus through the tablet software. And we're going to begin doing that uh very soon. We're not not quite there yet, but um hopefully next week, but we'll see. uh you we want to make sure that you know that that that everything's um working out well. So I got a couple of uh trial students that had u someone agree with that I could use and um so I'm going to be checking you know on those students and how that works. The easy routing software was implemented um the first first year. There was a transition to that when I when I came to the department. Um it's been very

119beneficial to us because we are able to share um the information that's in the routing for the school bus transportation with multiple people and entities across the district. that also uh contributes to better communication with families. Part of the piece is the the communication piece of it. So, when we have to change a route or make an adjustment or there's a delay, um we still use the roocall systems that that run through Infinite Campus, but we're also able to send direct communication to, for instance, a uh one particular stop where families uh that are impacted by that would would get the information. But everybody doesn't have to get the information. It's based upon need. Um the field trip software is very integral. We we do a lot of uh field trips for the schools throughout

120the year and um so we use that to effectively schedule those trips and uh plan plan it out so that we provide the best services we can to the schools when they need us and they need transportation. And um that's kind of the broad view of it all. um communication efficiencies is very important in what we do and we continue to strive to do that. So, uh under the mindset of trying to uh unify our resources, provide the best services we can that are consistent so that families um and the schools for that matter can can have access to the information and be in the know is a priority for me and priority for our department. And uh so having these four components is very beneficial for that vision. I have vision that goes beyond

121that. We're not quite there yet, but um yes, it it it's been uh very instrumental for us in what we've been able to do. We still have hiccups. We're transportation, you know, we're we're transporting 23,000 students every day to school safely and home safely. And uh that's a big lift. But um having having this software and the components of this software are very instrumental in us being able to do that and be better. And since I've came to the department, I've had a lot of recognition uh privately from uh key people, some in this room, principles of schools, um parents about our um reaction to or response when things occur and how we're quick to u make adjustments and changes. It's not always optimal uh because of the situations that we have and what we

122do, but the the response that we're able to provide, the information that we're able to give. So, for instance, I got an email this week from a parent that was asking about um some route stop times and u I got the email, it went to our routing department, too. But uh because of of the systems that we have, I was able to take that and field it and I actually called them and spoke with them and discussed it with them and was able to provide all the information that they needed and were seeking. And that allowed me to lift something off that that my team that um allows, you know, allows them to continue to do whatever the work is that they're doing, but I was able to take care of that for them so

123they didn't have to worry about it. So, um, efficiencies are are improving and I'm proud of that. There's a ways to go, but, uh, yes, it's been better. And Darren, I think to piggy back a little bit, uh, one other thing that we were able to do with this new software is to take a little bit of the workload off of our registars at the beginning of the school year. We are continuing to partner with our DPP and registars to try to do some front-end um outreach to our families to preload some information to make our routing more efficient and it also has helped with the transition of data to urban county government for planning purposes and I think we probably had our best data transfer this past year with that. So yeah, that was

124definitely an improvement. And I mean coming to transportation uh previous life as a school principal and understanding the uh the need and um the impact of having accurate information as a principal, especially in a CTE school where you have children that are participating and completing um activities that are deemed to be um hazardous because of the type of work they're being trained to do. um if you have an injury of a student or a child at school, uh for instance, if you had a welding accident in the lab, you need to be able to get in touch with somebody immediately. And often times what I would find out is the information we had wasn't accurate. Um the the push last year to have better data and to go out and get that and get that

125information is very important for our district and we have to do that every year because we all share that information. So our our system uh communicates directly as Dr. Thompson said with with Infinite Campus, but the information that we need in transportation is the same information that's needed in the school. So rather than us grabbing information and then trying to get the information to Infinite Campus, we were really able to use the platform that that for transact to to get the information that we needed in Infinite Campus. So it it worked out really well for our district. >> Thank you so much. Thank you. And you you've addressed some of the questions I had and and I remember we've talked about this uh program before because this is a renewal and just to clarify this

126is not we're not handing over our routing to AI, god forbid, right? That that's not what this is because we know the perils of that. So is that correct? >> I think others have had an experience with that that it's not desirable. No, that's not what's occurring. Um what what it it offers more flexibility for our routing team though to be able to make adjustments quickly and get that information to the people that need it quickly. So we're heading in a direction that for instance now if we have to uh add a stop on a route, there's typically going to be a threeday delay to doing that. But when we get everything implemented and and going in the direction that we need it to go, we'll be able to make changes um I don't know

127about to the minute, but maybe within the day so that so that transportation can happen the next day as well. Um, one of the things that we're doing in a department that's working really well for us, and I'm excited, and I'm going to mention it here because I'm ready to to expand it to other schools, but I've had some pilot schools, uh, Mary Britain and uh, EJ Hayes have been helping us with um, we we did a um, a Google form, but but it's a u, it's a school bus pass, and it it used to be a paper form, and it and it caused um, you know, everybody didn't have the information they need. So the way we're using it now is um when they have a student that comes to the school, so for

128instance a new enrolle part of that Google form, when they cl when they complete that form, it notifies our routing office. It informs the um the the school registar or whoever the person is that's working on that to this is a new student. Go ahead and call the routing office. It has the numbers in there. It has the contact information in there. So immediately when that comes in, our routing team is getting the information they need. And so then they're communicating with the school. So when we have to put a child on a bus, we want to know, especially a new student, you know, where they're going, um what what the stop is that they need to get to, where their home address is, just in case they miss the stop or anything that occurs

129along that line. and um you know if if there's going to be a family member there to you know pick the child up or are they going to be with a friend but anyway all kinds of information that we're now getting and we're sharing. But my point is is when we get that the school communication now we're able to put that information into infinite campus and transact at the same time together so that we have that most accurate information so we don't have code red situations with our students and it's it's just worked out fabulously and and it I know that's that's a Google form but we're using it to help with transact and infinite campus and then the communications between schools. So along with those lines, when when they when they complete that form,

130our dispatch office, which is if you think about a spider, you know, it's kind the dispatch is kind of the brain of of what's going on when we're operating and and running buses. And so the dispatchers are now getting that information, too. So when they when that bus pass is completed, the routing office is working on it. The dispatchers are getting the information. So all the key players are getting it. We still have a paper form. The bus drivers take the form, they hand it or the student takes the form, they hand it to the bus drivers. Now the bus driver is getting information they need too. They need that, but we need the rest of the information. So it's really about getting the right information, the key information to transport students safely every day.

131>> Thank you very much. I appreciate it. And one of the things that you know that I try to remember cuz our our bus drivers and monitors are excellent and they deserve our praise. We mentioned them with the the preschool buses. Um, but we also don't want to forget the route, the people managing the routes, our dispatchers. There's so much work, the mechanics, there's so much work going on behind the scenes as well. And it truly does take a village to operate a transportation network. I mean, it's the largest transportation system in this county, uh, is what you all do each day. And so, I I don't want you to leave this meeting, uh, without knowing that that does not go unrecognized. and please share that with your team as well that this board appreciates

132every member of the team that makes it possible. >> Well, we know that and appreciate it. We appreciate you. Um, I'm honored to lead transportation. I say it all the time. It's fabulous. I love it over there. I got I got the best people to work with. I'm so fortunate. >> Well, thank you very much. >> Thank you, Darren. I think we're done. Give me a round of applause. Also, since we were mentioning the largest transport in the city, we also, since she was here earlier, um Coker, have the largest restaurant franchise in the entire county as well. Um the next three items that we'll ask you to approve on the consent consent agenda next later this month. Um our chief of high schools, Dr. James McMillan can respond to questions about those, but they

133do include the contract for Ruperina for graduation ceremonies, a policy waiver for an international trip, and a contract with the Lexington Police Department to help traffic during graduation. >> Murphy M Green, >> thank you. Um, my specific question is about the policy waiver and the extended field trip. I'm very excited to see that our students have won um this. Can you really just kind of give a background about why this is being brought to us? >> Uh, absolutely. So, a couple kind of wrote down some key points because I thought that might be a question. So, first of all, this is the first time in the state of Kentucky and honestly um for those who don't know um and I know Dr. Ligins does, it's the only the second time in the United States history

134that we have been um a city has been selected to host the Freedom Prize program. So next week on Tuesday we are going to have um the freedom prize freedom prize program. It's a part of our sister city. So we've been partnered with um with the city obviously and those sister cities to have some international speakers come in. There is a group um that it's the freedom prize so I don't want to keep repeating myself there but there's a group that of students. It's an international body that selects three potential organizations that are doing this work around the world. And when you talk about global society, this is it in a nutshell. And so Tate Creek's been chosen to host this event and their IB program is sort of being spotlighted there as it should

135be. Um, and so we're going to have some speakers come in. These students, uh, these junior and senior IB students are actually going to get to learn about the work that these three individuals are doing and then get to actually vote their their vote counts towards selecting the winner. Now, here's what you guys are approving. And I know waving policy is not something that happens normally, but this trip is being fully sponsored for a teacher and three students who uh who have at this point I know who they are, but they've not been notified and their parents haven't yet. Um have uh participated in an essay contest and the essay contest was what does freedom mean to me? um those three students and the teacher get all u all-inclusive paid trip um to France um

136to participate. They will actually get to be at the conference when the winner of those three is announced um at the at the program along with students from all over the country. So, it's giving me chills even talking about it, but it's going to be a pretty pretty awesome event. And again, that's next Tuesday at Tates Creek. What I'm asking you all to wave as you saw is where it is an international trip um uh that an administrator has to go since it's being paid for that would be something that would come out of our district funds if we if we did didn't wave that and that uh the second one is a procedure around um having chaperone of an opposite sex. So go with that. So it's going to be one teacher Jordan Yates.

137I want to give her um all the love. She's a French teacher there. So, um, if if some of these students don't speak French, I know that Shelley Chatfield has at least knocked on my door twice to say that she would love to go if the policyy's not waved. But, so, but, uh, yeah, it's a very unique opportunity and I invite any of you all out on Tuesday for that program. I can give you all some additional uh, details, but we're really wrapping around this the students getting to see this. So, >> thank you. That's an incredible opportunity for those students. And I would be interested too if possible if they could share their in not no not going on the trip. Uh um but uh seeing their entries. I I want if the board

138could um if they could share their entries with the board, I think that would be very nice. >> Absolutely. I do want to say if if I'm not going to be asked about the uh traffic assistance, I would do want to give a shout out because he would never say anything. Bruno would, but uh Dr. Ligins asked Dr. Bruno to get with the city and try to negotiate a price reduction and um I'm picking on you Bruno and and I appreciate that because they did they have reduced that that that cost and by the way that is a cost that every UK has to pay it events have to pay it but under Dr. Lian's leadership uh Mr. Brun was able to get that discount and I appreciate that because that does help with the

139budget. >> Absolutely. Former Green did you had something to say? Oh okay thank you. Okay very good. any other board members. >> Well, that's just what I was going to ask about the graduation contracts. Are they comparable to previous years to last year, but you're saying the security, the one with the city is lower? >> Yeah, they are. They're they're right on par. Obviously, as we've been talking about and the board is well aware, costs have gone up, things like that. So, we've we've had that, but again, uh the the monies that have been allocated um for graduation, um we're able to to stay right within that that budget that you all have been allocating. Well, and as the item says, it's the only place that can hold us. >> It is. >> Thank you.

140>> And and Penny, it's the most equitable place as well. We've looked at Altech. We've looked at um some other venues, but again, even if if parents need city transportation, it is the best location for those who do need that city transportation. So, >> plus it's cool for the >> It is. It's awesome. So, we're looking forward to it. >> Any other questions? Yeah. Thank you, Dr. >> Alrighty. Thank you very much, James. Um, our bianual assistance um from the Kentucky offer of assistance, I'm sorry, for the um Kentucky Education Technology System actually is also on the consent agenda this month. So, this is something where school districts receive an offer um of funding for the school facilities construction commission twice a year. And once that offer is made, the district does have 60 days

141to respond. um if accepted the district's required to match those fundings. Uh the test dollars funds are used in the district according to the board um identified priorities. So um there we're asking on the 27th that you approve that the match funds were part of the budget that was passed for this year. >> Thank you. >> Oh, and we have um Amy in the back who's able Amy Johnson who can answer questions if you have any. our director of technology. >> Any questions for Miss John's? >> Thank you. >> All righty. Thank you, Miss John. Um thank and thank you, board. The next um item we'll ask you to approve on the 27th is the lease agreement with Central Kentucky um Japanese school. Meer and Thompson can answer any questions you have about that. Any

142questions for Thompson? All right. He can also um did you sorry okay >> okay he's also the lead on the bond resolution we have on the consent agenda and can provide additional information on that as well >> questions for uh questions on the bond resolution >> the remaining three items are related to facilities and he can answer Dr. Thompson again can answer that or um Melinda Joseph Darn can respond as well. I don't see her. >> And I'm sorry to backtrack, but I I will just say the part of the bond resolutions were the rebonding that uh was discussed. I believe it was at our budget workshop right by our fiscal agent. Yeah, >> that is correct. Compost mentioned the potential for refinancing for some savings. >> Okay. And that's included in that resolution along

143with the Paul Lawrence Dunbar projects which we've discussed previously. >> Go ahead. I'm sorry to >> Oh, if you have no other question, that concludes the consent agenda on the 27th. We do have a need to um go into close session, but I'll turn the meeting back over to you, Chairman Murphy. Thank you. >> Uh thank you, Superintendent Ligins. Next on our agenda is a time for members of the public to address the board on any topic of district related concern. Fake County Board of Education policy 01.45 45 states members of the public may address the board during the period set aside by the board without submitting an agenda item. Action shall be taken during this portion of the meeting on issues raised by employees of the public unless deemed an emergency. Um this is

144an opportunity for members of the public to address the board. It's not intended to be a time for debate or direct engagement. Uh since these items are not on tonight's agenda, our board may or may not comment. We do have two individuals who have signed up to speak. Uh each individual will have three minutes to speak and they may come to either microphone at the end of the table here. Our first speaker this evening is uh Mr. Larry Moore. Mr. Moore, you'll have three minutes. In addition to hiring and directing the superintendent, this board is responsible for governance, financial oversight, stewardship of district policy. I'm outlining failures in those core duties. Number one, fiscal 26 shortfall was predictable. There were no multi-year forecasting, limited trend and variance analysis, no distinction between recurring and one-time expenditures.

145There's still no alignment between your goals, KPIs, measurable outcomes, the budget, and the strategic plan. Number two, the fiscal 26 budget was balanced by reducing the contingency reserve with the direction to restore it. No restor restoration plan has been presented publicly. Number three, Moody's issued a downgrade with a negative outlook citing weak governance and budget management concerns. The public has not seen a corrective action plan. Number four, special revenue fund is immediate concern. Physical 25 closed with a $12 million deficit. Physical 26 balance sheets show the AR decreasing without a corresponding increase in cash. The receivable if the suitable is uncollectible, the loss becomes a general fund operating expense. Number five, physical 25 auditors identified both a material weakness and a significant deficiency. Neither finding nor the corrective action plan was publicly discussed at the

146board. Number six, outside legal council found the superintendent violated board governance policies. The board took no public action, adopted no corrective action plan, set no accountability measure. Number seven, two legal firms plus Weaver were engaged to investigate the budget director's whistleblower claims. State auditor's office indicated additional audits were unnecessary. The public has not been told what these investigations cost. My requests are straightforward and should be completed no later than the May board meeting. Number one, provide a full documentation of the public explanation of a special revenue fund deficit and related receivables. Number two, present a contingency reserve restoration plan with a defined timeline. Number three, publicly track corrective actions tied to audit findings and government violations. Number four, disclose the total cost of the two legal firms and Weaver related to the whistleblower investigations. Number

147five, as part of the self-evaluation, assign the board performance rating aligned to KSBA governance standards. specifically in the financial oversight and governor's leadership and stewardship of district policy. Absent a public statement to the contrary, I will assume these deadlines will be met. Transparency and accountability are values you state, not actions you take. >> Thank you, Mr. Moore. Our next speaker this evening is Barbara Priest. Mr. Priest, you'll have three minutes. Good evening board members and Dr. Ligins. My name is Barbara Priest. I'm president of the Faget County Education Support Professional Association. And I know the budget's not on the agenda tonight. Uh but I just wanted to uh be clear that our members strongly oppose any cuts to classified positions or cuts to classified benefits. FCPS classified staff members are the backbone of our school

148system where the bus drivers, the bus monitors, the attendance clerks, the bookkeepers, the cafeteria workers, the custodians, the school registars, the tech support specialists, para educators and other support staff members. Without us, Fyet County Public School do not work. We are the unsung heroes that show up every single day supporting students, assisting teachers and administrators in keeping our schools running safely and efficiently. Our work matters and our voice matters. For example, this week all FCPS employees mail switched from Outlook to Gmail. This was no small feat with a district our size. Overall, this switch was a smooth transition. And you know why this happened? It happened because our classified members in our IT department put in many hours to make sure that it happened. They will do the same thing this fall when students transition

149from Outlook to Gmail. Every single day, as we've said in this meeting, our transportation department employees safely pick up students and take them to school and then back to their bus stop. This doesn't happen without a lot of planning. There are many other employees that make magic happen every single day. FCPS will stand strong and oppose any cuts to classified position and cuts to classified benefits because when you support classified staff, you also support the students they serve. Together, we'll continue to advocate, speak out, and stand united with all classified staff to make sure that board members and administrators understand that classified staff and those who work directly with students and those who work indirectly with students are essential for the success of Fyet County Public Schools. Thank you. >> Thank you, Miss Priest. At

150this time, I'll entertain a motion to make the agenda dated April 16th, 2026, on which action has been taken a part of the minutes as if copying the minutes verbatim. Do I have a motion to that effect? >> Move. >> Motion by War Bor Christian. Is there a second? >> Second by Borin Green. All in favor say I. >> I. >> Any opposed? Motion carries 40. Dr. Ligins indicated the board does have a need to go into close session pursuant to car 61.810 section 1 paragraph B. This is the point of the meeting I always feel like the teacher 3 minutes before the bell is supposed to ring. uh for deliberations on the future acquisition or sale of real property. The board will reconvene an open session if necessary taking any action required pursuant to

151discussions conducted during close session. I'll now entertain a motion to go into close session pursuant to K61.810 section 1 paragraph B. Is there a motion? >> I move that we go into close session. >> Motion by board Christian. Is there a second? >> Second by board member Ferguson. All in favor of entering close session for the state of reason say I. >> I. >> Any opposed? Motion carries 40. We are now in close session at 7:31 p.m. Thank you. And everything feel. Heat. Heat. Up. of the world. Up the wall up the world. W. Uhoh. ad. Heat. Heat. Hey. Hey. Hey. Heat. Heat. feel. Hey Up. of the world. The world pop up the world up the wall. Uhoh. Heat. Heat. Hey, down. Do it. Hey, hey, hey. Heat. Hey, Heat. Hey. Hey. Hey. We

152are Heat. Heat. N. Ah, hey. Where? Okay, good evening everybody. Uh, the board left close session on a motion by board member Christina, a second by board Green vote of 40806 p.m. Our close session discussion having been completed, I will now entertain the following motion to approve a revised BG1 application for the sale of Southside Technical Center at 1800 Harrisburg Road, Lexington, Kentucky 40503 in the amount of 5,500,000 and to authorize the superintendent to execute the the irrevocable offer to purchase for real estate assets between the board and AU local 452 plumbers and pipe fitters subject to approval of the Department of Education of Kentucky. Is there a motion to that effect? >> So moved. >> A motion by Bormer Ferguson, second by Bormer Green. Um all in favor of that motion to approve the

153revised BG1 application for the sale of Southside Technical Center in the amount of 5,500,000. Please say I. >> I. >> Any opposed? Motion carries 4. I'll now entertain a motion to >> Yes. chairs. >> Okay, thank you. We are going to make a slight modification. It doesn't change the context. Um, so I'm going to move an amended motion. So, first of all, I'm going to make a motion to amend the motion that we just uh just took. So, I will entertain a motion to amend the motion that we just took to say that we will authorize the chair to execute the irrevocable offer to purchase the real estate assets between the board and AU local 452 plumbers and pipe fitters. Is there a motion to amend the motion? >> Move. >> Motion by Bormer Green.

154Is there a second? >> Second by Christian. Um, all in favor of that amendment and then we're going to revote if that makes sense. Just so we're on the safe side. All in favor of amending that that language, please say I. >> I. >> Any opposed? Motion carries 40. I'll now entertain the amended motion. A motion is in order to approve a revised BG1 application for the sale of Southside Technical Center at 1800 Harrisburg Road, Lexington, Kentucky 40503 in the amount of 5,500,000 and to authorize the chair to execute the irrevocable offer to purchase for real estate assets between the board and AU local 452 plumbers and pipe fitters subject to approval of the Kentucky Department of Education. Is there a motion? >> So moved. >> A motion by Mormon Ferguson. Is there a second?

155>> Second by Mormon Christian. All in favor say I. >> I. >> Any opposed? Motion carries 40 zero. And I'll now entertain a motion to adjourn this meeting of the F County Board of Education. >> So moved. >> Motion by Green or second by Bor Christian. All in favor say I. >> I. >> Any opposed? Motion carries 4 Z. Have a good night everybody.