001Thank you. [music] Heat. Heat. [music] [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Come on. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Hi. [music] >> [music] [music] >> Woo! [music] [music] >> [music] [music] >> Heat. Heat. [music] Here [music] we go. >> [music] [music] >> the same thing, >> right? Uh we're gonna >> call this meeting of the board of education to order. All board members are present. With that, we'll move on to the national anthem. If you would like to stand for the if you would stand for the national anthem performed by Connor High School choir [snorts] >> we had 13 choir kids that didn't want our choir tonight so we didn't quite have the numbers we're Happy. [music] >> [music] [music] >> Uh, now we'd
002like to invite [clears throat] the pledge to be led by the students of Steeplechase Elementary. We would like to acknowledge this past Tuesday was Veterans Day. If there are any veterans here tonight, please stand. I guess we're all standing. It only I only read what it's read. [laughter] I'm like uh the anchor man. Anyway, we'd like to acknowledge your presence and thank you for your service. And with that, Steeple Chase of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right. >> I believe we got something for you all, too. >> Nicely done. >> Thank you for Thank you guys so much for >> going You got some more. >> All right. Thank you. [laughter] >> Oh, double. >>
003Thank you guys so much. You sound great. You did it perfectly. You started it right. >> And I love girls. I love the girls on the >> west. >> Are you this Saturday? >> Oh, it's going to be better. At least last Saturday. >> Well, good luck. Five 5ks. >> You guys ready? >> You know, uh you're our student our student president 5ks, too. >> Thank you. All right. Um, we'll move on to the good news items and turn the meeting over to Dr. Housewalk. [clears throat] Good evening board and uh thank you. Um for good news item number one, we have our break the mold. And so tonight we are recognizing Miss Edwards. Um, we'd like to Yeah. [applause] We'll have more time for that and a speech. Of course, we'd like to congratulate
004um Miss Edwards. She's a second grade teacher at Goodidge Elementary School. Um, and tonight you're going to get to meet a teacher who has taught for I [clears throat] I'm just going to read what was in here. Four generations of students. that includes Gen X, millennials, Gen Z, and then she's now teaching Gen Alpha and we're going to watch a video and we're going to go from there. >> Does it look like the other page with the A word? >> Yeah. >> How many of us can say our elementary school teacher is still teaching? Some of us wish we could go back and tell that teacher about the effect they had on us. >> You have choices and your choices are what makes you. This is a story of a few former students who had
005that opportunity with Miss Yavon Hempling, now Mrs. Edwards. >> We were back at Goodidge for a coffee conversation with the superintendent and somebody jokingly said, "Uh, any of your teachers still here?" And I laughed and said, "I don't think so." And then they said, "What about Mrs. Edwards?" And so I said, "Oh, yeah. She was my second grade teacher." So we decided we had to go and find her. We walked down the hall of Goodidge Elementary. It was like I was walking back down that hallway when I was in second grade and literally she was standing in the doorway. Well, first we had to get a picture. >> I was a student who I love to read, love to learn. I couldn't tell you anything. She actually taught me academically, but I can tell you
006how she made me feel as a student. Um, and that's really what made me want to go into education. I tell people all the time, she's the reason I became a teacher. Miss Hemp, as she was called then, was Kim Best and Daryl Denim's second grade teacher 51 years ago. >> I remember being so excited to come to school. It was the only year that I ever got straight A's because she made learning so much fun. We played um board races with like a princess and a dragon where the we had to rescue the princess before the dragon got to her. She inspired me so much as a second grader that I would go home in my basement playroom and I would reenact these games or like reenact the work that we would do. From
007the moment that I had her, I never wanted to be anything else. The thing that stands out the most to me, unfortunately for her, is that I was sick one day and I didn't feel well and I hadn't gotten sick yet and I stood up to tell her that I wasn't feeling well and I threw up right in front of her and she and I think it got on her shoes and she was so kind about it. I came a from a family that was impoverished and didn't have great parents. They didn't have all the skills that they needed. And this is probably where I'm going to cry. But she didn't care about that. It didn't matter that I came into class every day, probably a hot mess, you know. Um, she treated me wonderfully
008and welcomed me in her classroom. Susan, Monica, Kim, and Daryl each ended up back where they started, either as a teacher at Goodidge Elementary or working in district administration. All because of Mrs. Edwards. More than 50 years later, she still inspires a new generation. >> She was a great teacher, kind, but also strict at the same time. Um uh and like um she was probably one of my best teachers ever. I feel like because she was that way, she made the student like I am today. >> She was just so sweet and so kind and it there was like a world record for the best teacher, I think she would win it. >> I tell people all the time, she [snorts] was one of my favorite teachers ever. >> When you need that adult that
009you don't have somewhere else and you get that from a teacher, um, is really why we do what we do in education. my year that I was hired as a second grade teacher. I was on her team that year and that was just like my Cinderella moment. I got to team with a person who inspired me to be a teacher. Yavon Hemp Edwards has taught for 35 years over more than a 50year span, taking time out to rear her own children. Yavon says teaching should never be about reinventing the wheel, but pointing it in the right direction. The question I get more often is, "Have the kids changed?" I get that question. And I honestly put thought into that and I I can't see the kids have changed. They're just kids. I mean, they they
010all need to be taught to read and write and how to behave and follow directions and learn to be kind to one another. >> She's a standout teacher, right? And I think I think if you become a teacher, most likely you've had some standout teachers. >> She still helps with drama clubs. She's still part of action team. So, it's not just that she's in the classroom and still here after all these years. She's truly embedded into her culture. I think it just tells a lot about her personality and her perspective. She loves the whole child and yet she can also move them academically. >> Don't bother asking her about retirement. She still has work to do. >> Everybody's asking me when you going to retire and blah blah blah. And I'm saying, well, I could
011do this and this and then. So, he came, Ivonne, if you love what you're doing, don't let anybody tell you when to retire. Retire when you want to. But right now, I still love my job. >> Congratulations, Mrs. Edwards. You're an amazing teacher and you deserve it. I'm so happy that you have won. Break the mold. >> Congratulations, Mrs. Edwards, for breaking the mold. Miss Edwards, congratulations. You are so deserving of this. And I know that this is hard for you because you're so humble and you don't want to hear how amazing you are, but just know that we all think that you're amazing. >> Congratulations for winning Break the Mold. I thought you were the best. Thank you, Miss Edwards. >> Congratulations, Miss Edwards. We love you and I can't wait to see all
012the other teachers you continue to inspire. >> Congratulations, Mrs. Edwards. When they made you, they truly broke the mold. You're one of a kind. >> Miss Edwards, also known to me as Miss Himling, and you will always be Miss Himling to me. I want to congratulate you on being the Break the Mold winner. You deserved this when I was a second grader 51 years ago and I am sure that you have deserved to be recognized for that every year since then. I want to thank you for the impact that you had on me as a second grader back then and all throughout my life today. I appreciate you so much and know that you are a lifecher for so many people. [applause] Come on up here. We'll get some photos and we'll give you the
013microphone. Um, will [applause] the former her former students that were in the video please come up? [laughter] >> Come here in the middle. Start [laughter] here. [snorts] >> And do we have other students that we'll add? >> Come on. I know we have a few others. [laughter] >> Oh my gosh. more pictures. Got to get the rest. [laughter] [clears throat] >> We stay here. >> Yeah, it's fine. It's more appropriate. All right. >> And then family, we'll get one with and and do a bunch of >> Thank you all. Thank you. I love you. >> I'll never forget that everybody [laughter] Okay. >> Then uh we just want to say a few words. >> Okay. >> We'd love you can uh you talk in a mic that you can hear at home. >> Okay. Well,
014I will be succinct because I know people have to work tomorrow. Um, and I do too, but I I can't I mean, I can't put it in words what all that means to me. The things were said about me. Uh, you know, you get a job you love and you work for 50 years and then you hear these things and they tell me one day in an email that I'm going to get this award. I couldn't believe it. I don't know how many times I had to read it to believe it. But um I don't expect an reward because my my teaching every day when the kids and these older kids that I've had when they come to school every day, that's the reward right there. They show their love and respect and honor for
015me and I hope I give it back to them. And uh that's all I want to say about that. And thank you all so much for this award. [applause] >> [applause] >> Thank you, Miss Edwards. If you don't, uh there was a story in there um at the beginning. We do uh coffee conversations with all of our schools, all the staff. We have a um it's a great opportunity to engage with our uh employees to thank them, answer questions. And so earlier in the year, we were at Goodrich and uh so if you don't know Daryl Denim, he's our director, executive director of business, and he's new. and we were there and Daryl um made the comment he said I I went to school here I have not been back here in in in decades
016and so I said oh welcome back because Daryl's you know coming around to see all the schools and things like that and so you know someone said yeah as it was said in the story do you have any students here and uh any teachers still here and he said no no no and someone said what about Miss Edwards and the neatest thing was his face just lit up like something about it so we know Miss Edwards does great job >> thank you that was We do say that >> good news item two. All right, come on up here. Uh, Mr. Clark, I saw him. Oh, how Yeah, there he is standing in the back. [clears throat] >> So, good news item two is Jones Frisk coordinator wins the Harry Cow herd award. I guess it's
017cow cow. It wouldn't be coward, but it's coward. Cow herd. I grew up on a cow farm. I should know. Jones Middle School Frisk coordinator Jaylen Clark has won the 2025 Harry Coward Award for award for center excellence. The Coward Award is the Frisk division's most prestigious award honoring a center who excels in a crucial role of serving kids and families named after the late Harry Coward who was a former secretary of the cabinet for human resources. He was a staunch advocate for family resource and youth service centers concept. Uh Mr. Clark was recognized and celebrated last week uh in Lexington. And and if you're unaware, this is a tremendous award. Uh it's it's really the um uh the top of the marquee in terms of of of recognition for for us coordinators. And if
018you ever go to RA Jones, you're going to run into Mr. Clark and you're going to have conversations and you're going to be inspired. He does amazing work for our students and we're really proud of you. We're going to give you the word, take photos, and we'll let you say something. I want to say really quick, I've known Jaylen for a few years because he was also the the um FRC at Honor Middle and I know that when he moved to Jones, we were sad, but we also knew that Jones was getting a blessing. So, thank you for sticking with Boone County and pouring everything you have into our kids because I know they love you so [clears throat] much. Thank you. [applause] Usually he's getting like eight or I mean he's getting eight or
01910 coffees. >> Only two. You can buy two. >> Any words? Awesome. >> Yeah. Uh I wasn't planning on Can I just talk? I don't >> Absolutely. You don't need that. >> They can hear you at home. >> Well, I don't need that. >> Okay. [laughter] >> It's all they need to come see. >> Uh no, I wasn't I wasn't planning on speaking tonight. Um, I just got out of practice, so I was speeding over here and almost didn't make it in time. Uh, no, it it really is awesome to um be able to get this award. When I first got to Jones, I walked straight into Mrs. Park's office and I said, there's only one real goal that I have, and that's to bring light to this community. And this was the first step
020in doing so. So, I'm really grateful to be able to have this opportunity. Um, but to me, you know, the award's just a a plaque. You know what I think like Miss Edwards said, the real a reward is getting to see the kids come in every day. Uh see how they respond to the programs that we get to do. And yeah, that's it's pretty much the funnest thing I've had had the chance to do. So I love it. It's a lot of fun. >> We're a photo of the coordinators here. [applause] Let's give another round of applause. [applause] Good news item number three, continuing series on career and technical education in Boone County Schools. Tonight's focus is on family consumer science. Family consumer science teaches valuable life skills that promote health, well-being, informed decision-making in
021all lessons that have a ripple effect from the student to the family and the community. And at this point, we're going to show a video, culinary arts class, food and nutrition class, fashion and interior design class. >> And there was a real Barbie, >> child development class. Just a few of several pathways in Ryal High School's family consumer science department. Foods and nutrition is our introductory level class. Um, in that we focus more on cooking for yourself and in the home um, setting as well as nutrition and learning about how food fuels your body. Culinary 1 and culinary 2 focus more on the food service industry. So, higher level cooking skills and learning those industry skills like customer service and food safety. I think it just really helps develop those skills before we turn these
022kids into the real world. Um, we help them foster, you know, what they want to do after high school. Career and technical education. It is the realworld application. >> Is this what they're supposed to work on about? >> Yes. >> On this day, Mrs. Ericson students are making snicker doodle cookies. But this lesson isn't just about baking. >> We're trying to get our surface license. It's where you can be a manager at a restaurant and like run it legally. And we're taking that test. Did you say December 19th? >> 17th. We're taking that test and if I pass I can be a manager at Jimmy Johns where I work. >> Get a $2 raise. That'd be nice. >> When I first joined um Passion to Design, I had no idea how to sew, but then
023I learned. I love it now. It's very calming. We've made two projects. We've done a tote bag and a makeup bag. And we've just embroidered our names on it, but I'm there's it can do so many other things. >> Some of Mrs. Due students are in Raiders in training. Since high school starts earlier than elementary, Riyle staff can bring their elementary children to school with them until it's time to catch the bus. Those students go to Raiders in Training. And Raiders in Training, that's our child development services one and two classes. We've been able to add a play school atmosphere for them. They love our reading chair, our reading rug. We've just added our shelf with our book collection. >> In Mrs. Dillow's early lifespan development class students are assigned real care babies. This assignment
024is where real world makes its introduction to the unsuspecting student. >> They coup they need fed. They need their diaper changed. They need rocked. They need burp. >> It's at the beginning. They think it's fun and oh, can I go buy an outfit? Can I make it cute? But then once they have to, that baby wakes up at 2:00 a.m. That baby wakes up just like a real baby does. So it is not fun. Students are assigned to care for the artificial baby for 2 days as if it were their own. They have to take it with them everywhere with the diaper bag, the baby carrier, the car seat, and on the school bus home with them. Just like a real life baby, it cannot be left alone. >> I had one kid. I will
025never forget it. It is embedded in my head. She stormed through my door, slammed that car seat on the table, and said, "You can have it, Miss Dillo. I am done." This is why career and technical education, also known as CTE, is important. It's teaching fundamental life skills, enhancing career readiness, and fostering self-sufficiency. CTE funds provided extensive upgrades to these family consumer science classrooms so teachers could teach beyond the basics. In the culinary and foods room, we got a total kitchen renovation, brand new cabinets, and brand new stainless steel countertops, as well as stainless steel prep tables for the kids to work on. We got some upgraded equipment like industrial refrigerators and freezers. >> It's so much nicer. It makes it so much easier. You don't have to worry about if stuff's going to break,
026how you're going to replace it. Everything is newer. It's cleaner. Like the cabinets, these were not good earlier. We've been able to purchase the the serger machines, the air threading sergers, embroidery machines, a long arm quilting machine. We need that equipment to give them that hands-on experience. >> It's amazing. Um, we all have our own sewing machines, which is very nice. We use CTE funds for my classroom. If you would have been in here last year, it was cramp-packed. Huge, bulky furniture from a long time ago. Now my classroom can we can arrange it in many different ways to function how it best fits my kids. >> And let's not forget the afterchool ice cream sales at Riyle. CTE funds paid for an industrial soft serve ice cream machine for the culinary pathway classes to
027allow students a real life experience with food service. The line is out the door every day. I have students who volunteer who come and work after school and we sell soft serve ice cream cones to students after school 4 days a week. It's great customer service opportunity. It's great for them to learn how to use that large equipment and how to clean it. Because of CTE, Eduardo Reefer already has his plan for college and beyond. >> Want to go for psychology. I want to be a child psychologist, but I also want to double major in culinary and get a culinary degree. That way, I can have two different paths. I love cooking. I love food. I'm always eating. And I plan to uh in the future open a restaurant. >> Career and technical education. Another
028pathway for Boone County School District graduates to be college, career, and life ready. [applause] >> All right. Thank you for that. And uh thank you to all of our family and consumer science teachers um as well as all of our current technical ed. Um the ice cream is a big hit. I was at Boone High School at the end of the day one day when they were doing that and so I just got right in line with the kiddos. Then the ones after said, "Dr. Hustle, will you buy us ice cream?" So I said, "Sure." So I suddenly the line got longer. So thank you so much for that. Good news item number four. Boon County School reaches gold PBIS status. So I know I saw Miss Stanall here. Do we have other uh Long
029Branch folks here? If so, oh yeah, the whole row. I was looking over here. Come on up here. Stand while we read so we can that way they don't just always stare at me. >> What better place to stare? >> Well, I could I could give you a lot. So, congratulations to Long Branch Elementary for reaching the gold recognition for its high quality and faithful implementation of positive behavioral interventions and supports PBIS. PBIS is an evidence-based framework for improving school climate and student behavior. The gold award signifies that the school has achieved a high level of success in creating clear expectations teaching and practicing positive behaviors and using a variety of strategies to support students. So, we'll have Stephanie give a quick word, but let's give a big round of applause to everybody. [applause] And
030uh we're going to get a photo. We also called this week and I was telling the stand that thing about Long Branch is they are so focused on high quality technical and targeted professional development for their staff and they do amazing things. So it makes sense if this award is given to them. >> Say a word or two, please. >> I want to introduce the team that really makes it happen. >> Hi, how are you? This is Dane Dargo. >> Hello. >> Summer Kidwell and Olivia Blue. Olivia and Dne are our school counselors. Miss Kiddwell is our assistant principal. And um I think our systems is really what makes it work for us. Um we are very collaborative team. And I think our biggest thing that um sets us up for success is that we
031all have the same philosophy on um student behavior, student discipline, and how we attack student behaviors. And I think if we weren't aligned in that belief system and philosophy, then things would fall apart. And so I think that's where it starts for us. And then just streamlined systems um and teamwork. So um I think we're I don't want to say this, but we are the biggest elementary I think we're the biggest elementary in the state now. I think I think um and when we have our safe schools meeting at the end of the year, I think we have the best behavior data. So I think that just speaks that our systems are working. So, it's a team effort for sure. [applause] We've got just two more. >> Good news item number five. Connor Middle School
032makes top rankings for 2026. Quick congratulations to Connor Middle School. According to US News and World Report, Connor Middle School ranks in the top 10 of Kucky's best middle schools. For background, the ranking is based on students proficiency in math and reading and incorporates test results in the context of socioeconomic backgrounds. Do we have I know we invited I don't know if anyone from here is Connor Middle School here tonight. We added this is pretty late news. So we let's just give a big round of applause [applause] and enter into a record our um commendations for the hard work they do at Connor Middle School. And good news item number six. I know Marsha's here. You want to come on up? Nick was shaking his head. I thought you were gonna say come on up
033here. We're again so that way there's somebody in front. Congratulations to Marcia Kelly of the Boone County Schools Transportation Department. She was recognized yesterday with a special citation award through the Kentucky Recreation and Parks Society. The special citation award recognizes outstanding efforts, collaborations, and unique enhancements to the community. Every year, Marcia organizes transportation and drivers for summer field trip transport for the Boone County Parks programs held at several Boone County schools, providing so much additional access and opportunities to students and people in our community uh that would not have that without Marsha's uh dedication uh uh philanthropic efforts and just a heart for making a difference in our community. So, let's give Marcia a big round of applause. [applause] And we're going to get a photo and then we're going to give you the microphone.
034You get the last word on the good news. We'll do that after I guess. just [applause] Um, thank you. I've been here for 28 years. Uh, actually, Miss Edwards used to be my teacher when I went to school. So, she in >> So, yes, she inspired me to come in and I've been here in transportation for almost 28 years. And I couldn't do it without my fellow co-workers and everybody here tonight. Thank you. [applause] Well, if you attend one of our meetings, you quickly learn there's so much to celebrate and so many people to thank that make uh the tireless efforts to make Boone County Schools and our community better. And thanks to each and every one of you. And with that, we conclude our good news for the night. Yeah, you're good, Julie. If
035you >> As always, there is so much to celebrate um inside of our school district. We have so many wonderful things happening at every building. It's really quite incredible. All right. Um, at this point, we'll move on to agenda item five. >> Mr. Woff will give the student board member representative report. >> All right. Thank you, Mr. Parks. Hello and good evening. Over the past month, we have worked on quite a bit both at the SSAC meetings as well as the health committee that was recently formed. This month at SSAC, we focused on math in the district as well as communication skills. Miss Stadm from the district board office came to receive feedback on math. We first filled out posters with prompts and then work together in groups to find themes with the said prompts.
036The activity was very productive, engaging, and I believe very successful. Altogether, as a group, we came to the many agreed conclusions that as a student body, we learned best by group work, games, as well as from our great teachers. Following that, our communication committee came and presented to all the students on the council, followed up with a game based around the idea of communication that taught the importance of active listening, coherence, and clear speaking. Following that, we split up into groups and tasks kids with different ways that demonstrated different communication skills. These widely varied topics as some were simple such as spreading the word about a surprise birthday party for a friend and others were about addressing different age ages of audiences and even communicating with deaf students which resulted in many kids learning to
037sign their name in sign language. The meeting was incredibly fun and I believe very thoughtprovoking for the young leaders of Boone County schools. This first meeting of the health and safety committee was specifically to decide the goals and focus of the school year. The group has decided to focus on three topics. sleep, hydration, and body image. In the next meeting, more specific goals and brainstorming will happen. Thank you very much for your time, and I look forward to updating you guys next time in January of 2026. >> Mr. Woff, how many students um participate in each one of these meetings or sessions? So, usually there's about um two from every elementary school and about three or four from every middle school and then I think it's four from Boone County High School, five from Ignite,
038five from Cooper, five from Connor and about six from Riyle >> and and they all meet at the same time or is it >> Oh, yeah. We all meet together in this actual room and then yeah, we usually have our high school leaders uh help plan the meetings with me and then we decide on focuses per meeting. >> That's awesome. >> Yeah. So, there's quite a bit of participation in each one of your meetings. >> Oh, yeah. Absolutely. >> That's awesome. >> I think I saw Miss Rman going 45. >> 458. >> 88. >> Oh, wow. Yeah. >> Okay. So, maybe she was going to [laughter] >> clearly sign language is not master my strength. Well, I appreciate uh that's um it's first of all to fit 88 in here and with elementary students, it's
039got to be quite the feat. So, I I appreciate you having the conversation conversations that you guys have with every level and encouraging as much participation as possible. That's that's really what it's all about. >> Oh, yeah. Absolutely. I really I think the engagement is amazing this year and I think that they're learning a lot from the high schoolers and then hopefully can you know lead the elementary schoolers when they're in our position in a couple of years. >> Right. >> I just want to add that they were mentioning their health and safety goals of um sleep, hydration, and body image when we actually met with the health and safety for the district. We made sure that we added those goals into our >> charge. >> Yeah, that's right. >> So, just want to make
040sure you knew that. >> Oh, yeah. >> That the student voice is being impacted in our board committees. >> Yeah. Yeah. Dr. Hustle does a great job at meeting with me and then that's what we talked about on Tuesday and then yeah, he listens to me a lot and helps me and gives me advice on how to help it move forward. >> Well, thank you. Uh we'll move on to item six and turn the meeting over to Dr. Housewald for the superintendent report. >> Thank you, Chairman Parks. I just have one uh presentation tonight. I will say that uh they put the students in a large rectangle. So I I watch Mr. Woff and and uh how he is is engaging all of the students. He stands in the middle of the room and he
041just captures their attention and really does a great job facilitating those conversations. Um they always invite me uh for they give me so much time to speak and and to answer questions and to speak to the members but really just watching them and I know um last week when when I was in the room uh they were doing the math activity and they were completely engaged. our math coordinator was uh facilitating that and they were giving us significant in input on us on on because we're working through math adoptions on types of activities, what students think of math class, what they prefer it to look like. Um and again it they really give significant input and that input is uh impacts positively the work we're doing and in in our in our math curricular work.
042Um and so it really um their voice is heard and AJ does a great job facilitating that. So, and then as we've said, usually after that, but before each one of those, um I'll meet with AJ and and in my office and we'll have a conversation and recently we're talking about the the health goals and uh how different ways to incorporate those uh so that we can uh move those goals forward on on on hydration and body positivity and um >> sleep. Yeah. Funny, I forgot that one. All right. We uh at the last board meeting you may recall that uh uh chairperson Wolf asked for a presentation on some data on our buses transportation and runtime. So uh I'm Miss uh Best, our assistant superintendent for operations, former student of Miss Edwards, uh um
043is going to present that data now. Thank you, Kim. >> You're welcome. All right. So, when this charge was given to us, oh, thank you. We started pulling a lot of data. And so, first of all, I can thank Mr. Greer. He is our director of transportation for taking on that first challenge. Um, because you can imagine in a district our size just how much data that is. So, we started looking from the first day of school all the way up to October 16th. That was right about the time where we decided we're going to cut it off there because that was about the week that we were talking about it, which gave us 43 days of school data, which gave us a good indication of what things look like at the beginning of the
044school year. So, these are some of the things that we looked at through this process. Uh, so I'm not going to read all of those, but I can tell you I know a whole lot about nitty-gritty details about late buses at this point. Um, I love data, so I finally had to say stop looking at that just for some trivia. Tuesday is the day that you have the most late buses. Who knew? Um, some of the details we had in those first 43 days of school, we actually ran 19,780 routes. That's just in the morning. So, across all of the different um paths that all of our buses take, that totals 663,218 miles driven during just those first 43 days of school. So, think about how much our buses are traveling and how many opportunities
045we have to either be on time or to be late. The exciting part of this was because I'll be honest, I was curious. I'm like, I wonder what that's going to look like because we know we have lots of things that can create lateness for buses. Some within our control, a lot of them not within our control. So, it was really exciting to see um that 98% of our routes do arrive to school on time. We are way better than Delta. Just saying. So, a little bit more um into the details for those. So, these are probably more statistics than you really want to know, but I do think it's important because it does paint a really good picture of where we started and the progress that we've made. So, overall, 7 minutes is the
046average amount of time that a bus arrives late. And I will tell you that I left in all of the data points, including those first few days of school when we're figuring things out. Um, but I thought it was important to be completely transparent. Some of those were pretty extensive. We had some very late buses. So, you'll notice up there, our range of lateness was anywhere from 1 minute, which we have a lot of those, to 52 minutes late. Um, and I did include that detail. We had two incidences in the very first week of school, those first two days of school of a special ed route that was very late coming to Aurman because of the length of the route. They've since obviously made changes to that. Um, but that has a great impact
047on a lot of those numbers. I broke down even further. So, of the late arrivals, um you'll see all of the numbers below that. So, you'll notice that um 54% of them were in that first month of school, made some great progress, and reduced that to 46. I am sure that if we continue to pull this data and go through that, it's going to continue to reduce um what those percentages are. And then you will notice that 50% of them are 5 minutes or less. Again, you'll see that breakdown through there. And we have that small percentage that are between 21 and 52 minutes. 13 occurrences. So again, a few of those were in those very first first days of school where we had some different incidences. Um again, we have those situations where we
048have a broken down bus in the middle of a route. We've had bus accidents. We've had closed roads. Lots of different things that have created those situations. This breaks it down a little bit further because we're always curious to see how our district looks across to making make sure that all of our schools are getting to school on time and we don't have significant differences. And so you'll notice up there, and historically, if you've heard me talk before about where late buses were, not necessarily late buses, but double runs and things, I had anticipated that our Florence district, because we typically have the most doubles and vacant routes in Florence, actually has the lowest number of late occurrences and the lowest number of minutes late. Um, I have a theory on that. And because district
0491 has historically had more doubles than anybody else for a long time. They're really good at it. They're really good at doing doubles in the in district 1. Um, as you can see up there, our Hein cluster, the Connor cluster, it's kind of moving up second there. And I kind of mapped out a few issues in each of those. Um, the majority are due to vacant routes. Some nice things that you'll see up there that the majority of those vacant routes have now been filled. So again, making great progress throughout the year to really tackle those those late buses. We do have the most minutes late um and the highest number of late occurrences in the Union area as well. And again, those came from vacant routes which have been filled. And actually, currently, District
0503, which is the Union area, has all of their vacant routes. So, no vacant routes in Union right now. A few of the other um district 1 and two also do have a few vacancies. Um but amazing progress has been made by our transportation to fill those routes. So you'll see that on this one. Um district one currently just has two full routes that are vacant and three half routes. District 2 is sitting at two vacants. District three has no vacancies. And district 4, which is our special transportation, has one vacant route currently. Um and that transports some students to a regional school program um in Campbell County. I did include some data on our doubles because we know historically we have had a significant amount of doubles. So we are seeing um decreases in
051those. So last year our average was 41 doubles a day. Um we are down to 34 doubles. So if you um take into consideration vacant routes, the other ones are just caused by absences. So, because we don't have an itinerant pool at this time with some unfilled itinerant positions, um we still have those doubles when people are absent. We've put a lot of strategies into place to reduce the length of some of the routes that are longer. A lot of those are special transportation routes. Um since October, we have done some exchanges of unfilled regular routes and changed those to special transportation drivers. So, we've been able to restructure and reroute and reduce a lot of the the time for those. That's work that will continue. Um, and we also have nine drivers that are
052currently in training. So, that's an exciting thing for us because this is about the time of the year where that the new drivers kind of slack off and it's a lot more difficult to to find new hires. But, we're excited to have nine drivers at different stages of training. I'll take any questions you might have. I just want to say thank you for the data um to the district staff and the transportation staff. I know it took a lot of time to do this, but as board members, we'll get the one or two phone calls that give a very narrow picture on what things are looking like. So having a broad look at how we're looking in a district of 20 to 21,000 children, 27 schools, >> what did we say was being driven? How
053many thou? 663,218 miles driven. 19,780 routes. I mean, the fact that you have managed to go from 54% at the start of a school year down to 4% as of October 14th, that's pretty impressive. So, I appreciate the data. >> Thank you. >> You are welcome. >> Any other questions? >> Um, no question. Just uh this was great uh wonderful data as you stated. Um, I just would like our neighbors and community to understand that it all could change based on the morale of our drivers. And so it's important that as a community we respect and uh thank bus drivers, coordinators um and everybody else that works in the transportation department. And um importantly, our building principles do a good job of making sure that they communicate any changes in bus loop activity or pickup
054times or whatever to make sure that the bus drivers um are included >> and um try to eliminate any frustration that might come from drivers because if you can imagine driving 600,000 miles in Boone County traffic in the mornings [laughter] and in the afternoons um in between parent pickup and all the other things that happen on our Boone County roads. It's it's important to note at least how frustrated I would be if I had to make those great drives. So, uh thank you again for the data and the transportation team as well. and and we would point out that um you you know many of us are late periodically because of traffic and so so there's there's there's we just have to realize that given the traffic in Boone County these are pretty amazing statistics
055and also since you did want to compare to the airline industry I think in many cases they consider anything like 14 minutes or less like is considered on time. So uh if we if we went by the airline terminology we would we would be golden. So, uh, again, thanks for the transparency and all the details. I know that you and Mr. Greer and many people in the transportation department put a lot of work into that. So, it's very helpful and as, uh, board member Wolf uh, pointed out, it paints a complete different picture than the narrative we occasionally hear when we when we focus on a sample size of one. So, thank you. All right. And with that, I conclude my comments for tonight. Chair Parks, I would like to uh to move item CCC
056to new business. >> All right. >> Uh board member Maddox is requesting to move item CCC, the memorandum of understanding with Pathfinder Counseling Services to new business, which will become item E. All right. No. Yep. All right. So, we're going to move on to item seven. Everyone's favorite part of the agenda, I think. Uh, audience of citizens. The board welcomes the opportunity to hear from the community and inform the board of your views on matters before the board. Please keep in mind that the board of education agenda is set and by statute. The board can only discuss the items that are present on the agenda. The board cannot legally nor would the board discuss an issue specific to an employee, a student in respect to privacy. These meetings are streamed live on YouTube. Please keep
057your comments respectful. If you have a concern that you would like a response from the administration, feel free to leave your information with Eric Ball. keep the comments to two minutes so that all wish to speak may speak the gift giving of time to another person I prefer you not do that um with that being said we had two signin sheets and I'm looking at the names and kind of guessing that they might have been mixed up so one says are you a college student I'm going to go with Miss mall is not all right. So on the right signin sheet we have first Carrie Jud. And if you would just state your name for the record, make sure I got it right because I usually don't. >> Yes, I am Carrie Jud. I'm a
058teacher been a teacher in Boone County since 1999. So, uh, I'm here to, uh, talk about the moral instruction policy. Um, I'm I hope you vote against it. Uh, I feel like this would be very disruptive to our school day to have kids released an hour a week. Uh, the policy says they would be released and back to campus in an hour. Uh, if you've ever taught in a school, they don't just magically get on that bus. there's a whole lot more time that would be taken out from them leaving their classes, going to their lockers, checking out, checking back in, reversing the whole thing. Um, so that right there would be very disruptive to our school day. Uh, on top of that, have my notes here. Uh, I was also told that, you know,
059this year it's an hour. It was an hour in Ohio and now this year it's two. So, I feel like if we let this in, only going to keep expanding, expanding, taking away from our instructional minutes. And I am curious about the instructional minutes. If we take that hour away, that 60 minutes, are we going to put that 60 minutes back into the schedule elsewhere? Because during that 60 minutes, that's like non-instructional minutes according to the law and I believe the policy, uh, no new material can be introduced to the students that are left behind. Which brings me to another thing that was said was this. You know, it's parents rights to have moral instruction. And you are correct. It is. But I don't think it should impede the other parents of all the rest
060of the cool kids left in that school building who cannot learn anything new for that one hour a week. And there are other options. these companies, these that have buses ready and pre-enrollment, you know, why don't they work with the schools and do an afterchool program, you know, like the karate bus does? Comes and gets the kids after school. They could still have their moral instruction. It would be helpful to parents. It wouldn't disrupt our school day. So, I would hope that you would vote against having this policy. Thank you. Next on the list is Kim Deal. >> Hi, I'm Kim Deal. I've taught in Boone County Schools for 16 years. I'm currently at Auckerman Middle. Um, I'm gonna mirror what uh Carrie said. I think this would be I just heard about this today
061and I was so upset I said I have to come and speak about this. And all the teachers I talked to throughout the day didn't know about it. They don't know. They were insensed. They were flabbergasted that we were even considering something that would so disrupt the school day. Um our classes are not one hour long. They're a little shorter than that. So you're taking more than an hour. The time getting on and off the bus, all those things. Um, and then you know they have to have lunch. So if we do it in the middle of the day, we have to come in and figure out how those kids are going to have lunch. Um, then also you've added a big field trip to the day. So if you've ever taught school, it's very
062disruptive to have all the commotion, all the excitement, all that going on. And then you have the kids staying back who, you know, are we supposed to remediate them? What are we supposed to do? keep them in this holding pattern. And I wonder about the legal implications of that for the parents who are their children are being deprived of educational opportunities at school. So I think there's a lot to discuss here. I don't think people are informed about it. Um, I talked to a lot of people this afternoon and this evening, a lot of retired teachers, a lot of people, and they do not know about this, and I think they're just as concerned as I am. So, I hope you'll vote no. >> Thank you. All right. So that was all the names on
063the speaking list, but I'll just say if you want to speak on the audience of citizens, you're welcome to it. >> I'm Sean, not a college kid. >> All right, going by the list here. >> All right, good evening board members. I have been attending these meetings for years and whenever one of our elected representatives decides to show up and speak, they always complain about how our school should really get back to the basics like when they were kids, reading, writing, and arithmetic. Yet, they go to Frankfurt and pass legislation in direct opposition of that very thing. If we want increased learning opportunities for our kids, which will in turn increase their scores, then why are we removing them from the classroom for non-fundamental learning? Allowing instructional time during the school day to be replaced
064with non-core activities is inconsistent with the legislaturator's own public comments. Our district must protect instructional time. This morality clause creates a policy which weakens that protection. Let's also take into account the unnecessary risk to our students safety. Who is transporting these kids? Will they have car seats for elementary school kids to use? What if there's an accident? What if there's traffic and it takes two hours to get back to the school? Are those students tardy? Does this mean other kids in the building must have their learning time docked even further because they aren't allowed to continue their regular learning while the other kids are out? What if a kid gets sick? Where does a parent pick up their kid? Does the puking kid get back on a bus to go back to a school? Because
065that doesn't seem logical either. There are too many ways this ends badly. Too many unknowns. Too many missed opportunities for actual learning. School, as stated by our elected officials, is for reading, writing, and math. Having morals are great. I have them. I teach them to my daughter at home as it should be. That is my job as a parent, not the schools. And I hope you'll vote no on this policy. Thank you. >> Amber Hoffman. >> Hello. >> Just a guest. >> Yeah, my name is Amber Hoffman. I'm also not a college student. Um, [laughter] so this is also about the moral instruction policy. I'm going to ask that you vote no as well. Um, while mor moral instruction policy may sound good, I am curious as to the following. Whose moral guidance will be
066allowing um will we be allowing in the schools? Which organizations will be permitted to participate in this program? Which religious organizations will be permitted and if so, which religion? Um, how will you determine which organizations will be denied access? And is there a specific set of criteria that these organizations need to meet? and if so, what is it? Again, while I believe a strong moral framework is imperative for our students, I do not believe the place is during the school hours. Um, Boone County kids already have limited amount of time and for educational and uh learning opportunities. And in addition, I believe there is no way to implement this project or this program without disenfranchising certain Boone County kids. If the policy allows children one hour to travel, participate in moral instruction, and then return
067to school, children attending Boone County High School will have access to a much larger range of organizations than kids attending Riyle or Cooper High School. Um, unless the goal is to only allow kids access to churches during school hours. With all of these unknown elements, I worry that this policy will open this district up for a myriad of loose of lawsuits. And I do believe this district has shown that it's willing its willingness and desire to keep Boone County kids healthy, happy, and morally responsible. I do not believe this moral instruction policy is the proper path to accomplish this. Thank you. >> Um, anyone else? So, I'm assuming almost everyone else is on the right list. Okay. All right. Thank you for your comments. And with that, we'll move on to agenda item eight, recommended
068action consent agenda items A through D uh triple G with the exception of triple C, which has been moved to new business. Dr. Housewalt. >> Yes. Thank you, Chairman Parks. I would recommend the board approve the recommended action consent agenda. uh items as you stated A through tripleB and triple D through triple G as presented with the treasures report by Miss Katie Non. I believe Miss Non will now give the treasures report. Thank you. >> Thank you Dr. Hoswald. The adjusted cash balance for the month of October was 41,257,515. Total receipts this month were 58.6 million and our total expenditures were 21.4 4 million for a net decre or increase in cash of 37.2 million. The balance on hand at the end of the month was 78 million472,539. Some notable items this month are that
069we received 61.9 million in general property tax of which 14.9 was restricted to the building fund. We also received uh 3.1 or 3.8 8 million in occupational tax and 2.8 million in utility taxes. Our debt service payments this month were 1.75 million. Any um do I have a motion to approve consent agenda items A through triple G with the exception of triple C? Do I have a motion? I second it. >> Mats, any discussion or questions? [snorts and clears throat] >> What was that debt service payment amount? I'm sorry, I was writing and didn't hear you clearly. >> 1.75. Okay, thank you. >> Any other discussion on the consent agenda items? Seeing none, move forward with a vote. All in favor, please say I. >> I. >> Any opposed? >> Motion passes 5-0. All right.
070Move on to agenda item 10. Item A, recommended action new business item 2627. Oh, I'm sorry. My bad. >> Nine. >> Thank you. [clears throat] >> Move the agenda item nine, recommended old business old business item A. Dr. Housewald. >> Uh, yes. Thank you, Chairman Parks. Tonight, you have before you a recommendation uh regarding uh old business item A, board policy 08.135. This is a second reading and comes to you um as original drafted by KSBA and on behalf of the um and reviewed by the attorney. Um and this is truly privilege of the board with a recommendation to pass. We have a motion to approve old business item A, board policy 08.135, the second reading as recommended. >> I do have a point of discussion for this. I don't know when you want to
071when we're supposed to do that. Motion first. >> Okay. Then I motion >> motion. Miss Wolf. >> All right. Discussion. >> Okay. I want to make sure that um I have a thing with if you vote against something to tell why. And I'm going to make sure I explain why I'm voting against this um policy. Because as we review this proposed moral instruction policy, I want to begin with the most important point that the logistics simply do not work. On paper, the policy sounds straightforward. One hour a week, one designated day, and a district posted calendar. But in reality, this policy was not written with an understanding of how schools operate, and certainly not with the scale and complexity of Boom County schools in mind. Boone County Schools operates 27 sites, that's elementary, middle, and
072high schools. And no two buildings run on the same schedule. Not even two elementary schools, not even two middle schools, not even two high schools. Every single school adjusts its master schedule every year to meet student needs, staffing assignments, intervention blocks, specials, rotations, dual credit course offerings, CTE pathways, and transportation realities. This means that under this policy, this district would have to re-evaluate 27 different schedules every year to determine where this designated one-hour block would realistically fit. Because schedules shift annually, we would be resolving the same puzzle every single year along with other puzzles that are placed in the lapse of public education due to poorly written legislation. This is not a one-time adjustment. This is a permanent annual labor burden, a logistical treadmill with no finish line. So for elementary schools, managing the hour
073is difficult. Middle and high schools, for students in dual credit courses, internships, labs, AP classes, electives, and career pathways, it's nearly impossible. These are not non-core throwaway classes. These are college prep and college prep, career prep essentials. And releasing students during the day would mean pulling them out of study halls, tutoring, group projects, lab work, AP reviews, CTE, hands-on training, arts and enrichment courses, counseling, and mentoring. And it's also an average of 26 hours per year. More than four full school days of lost time. 2.8% of the entire school year gone. No superintendent, principal, counselor, teacher would ever voluntarily remove 2.5% of a student's instructional time and call it harmless because that's not how education works. And to receive this moral education, moral instruction, participating students must leave campus. A 1-hour limit includes travel time,
074realistically leaving 20 to 30 minutes for instruction with the disruption stretching far longer for both students who leave and those who remain. And anyone who knows the size of Boone County would laugh at this because it takes the average Boone County resident a solid 20 to 30 minutes to get anywhere in the out in the county outside of their own neighborhood grocery store. And that is on a good day. So when you factor in loading and unloading buses and vans, it's going to take longer. And every building also must create a plan to supervise non-participating students in nonredit enrichment courses, which includes certified staffing, classroom space, adjusted supervision schedules, modified special rotations. And this is not a small weekly shift. It's a weekly interruption baked into school year calendar. And let's keep in mind that
075the parents of the students not participating in off-site moral instruction programs are not consenting to this disruption. This means that potentially one parent can impact the disruption of the school day for many students whose parents are not given a say in this. And the policy indicates that the students attending moral instruction will be excused for the hour, but attendance is tracked minuteby minute. And if a student returns late even one minute, Infinous C campus infinite infinite campus will record a tardy or absence. Those accumulate and can contri and can trigger truency warnings. So a traffic delay or transportation issues puts family at risk for receiving truency notices for an absence the statute would claim as present. So additionally, as a student is late, are the kids attending moral instruction in a holding pattern until the
076student returns to school? Is this a policy conflict with no clear resolution? There's also no definition on what moral instruction is. We are not equipped to declare which groups meet an undefined moral threshold. This is not the work of public education. This is personal and family level decision-making and parents already have these opportunities on evenings, weekends through their faith communities. Rejecting the policy doesn't mean rejecting moral instruction. It just keeps it where it belongs outside the school day. The policy requires quarterly reporting to KDE on every application, every approval or denial and every justification. Even if we deny all requests, the reporting obligation remains. This is an ongoing annual administrative work with no educational benefit. This proposed policy mirrors the weaknesses of the statute behind it. It is logically unsustainable. It is operationally disruptive. It
077is administratively administratively burdensome. And it forces the district into undefined moral abjucation. and at risk constitutional legal consequences. Our responsibility is to protect instructional time, maintain neutrality, and preserve equitable access to education across all 27 of our schools, each with its own schedule and diverse needs. And for these reasons, I cannot support adopting this policy as written. Thank you. >> Other comments or questions? I was I just brought up KRS 158.200 which is created this policy or the need for having a policy and I think there's a lot of misconception. I think as legislation comes and goes to me this is one of those that sounded good when they were sitting around talking about it. It sounded noble. It sounded like no one would be against this until you try to implement it in the
078third largest school district in the Commonwealth of Kentucky. If we were down the road at Beachwood Independent, this would be a no-brainer. They'd just go down to the firehouse and some vendor would come in and do the instruction and it would be no big deal. Um, and I agree, Mrs. Well, if you say you're against this policy, you're going to be labeled that well, you have must not have any morals, and that has nothing to do with this. This goes back to what Boone County Schools is here to do, and that's educate our children, as was stated eloquently, in the basics, to get them college, career, and life ready. I raised my boys and I attended to their moral instruction through the faith-based organizations that we belong to. I had them in Sunday school. I
079had them at church. They were in youth groups. Yes, they disagreed going to choir and having to be in programs and plays and and and do that kind of thing, but they went anyway because that was the way that we brought them up to have their faith-based fundamentals, which once they reached adulthood, I stepped back and you make your your your choice for yourself because that's my job as a parent. Um, I think that this is something that probably should come back up again to the general assembly. Uh, because the 158200 section one says that we may provide an opportunity for pupils to attend moral instruction in their jurisdiction. And I focus on the word may. That's permissive. you don't have to do this. Um, and I I think our board attorney probably would disagree
080with me and and we know this is going to end up in the office of the OAG anyway. Um, I feel and it says if you do it then you have to do it this way. Not that you have to do it. If you choose to do it, you have to do it starting with section two subsections ABC D on and on and on and on and on. Um, I firmly believe that we're one of the few districts, as we announced a few months back, that didn't suffer the learning loss that other districts did. And to accomplish that in a district of our size is a testament to the quality educators and administrators and support staff that we have in each and every building across our district. Um, and the fact that some of these
081people have been teaching for decades and decades and decades. And I loved what Miss Edward said, if you're enjoying what you do, don't let anyone tell you you have to stop doing it. Um, so I'm a I am a faith-based person. I never make any bones about that. Uh, it's what gets me through every day of my life. But that's my personal decision. This belongs in the hands of parents in their own homes. I don't think it belongs during the school day where we're struggling enough to meet all of the mandates trying to close the achievement gaps for our marginalized and underserved populations, our English language learners. We don't have enough time in the day already. So my personal preference is to not support this and to work collectively to find afterchool opportunities so that
082those parents who do choose this for their children do that. And then I suggest that you go to your state legislators and you tell them this sounds great, but in a district our size, it's it's it's a monster to try to administrate. And I I don't think it's fair to the students um being put on hold. And I agree, it's it's not going to happen in an hour in Boone County. I can't get from Florence to Union and sometimes and back in an hour. So, um, and I think that there's other ways to do this that could provide what everyone wants to try to accomplish, but I think our school day needs to remain our school day. >> I would just I would just like to say whether we agree with it or not, it
083is the law right now. So that's just my comment. >> Yeah. May I add something else? As someone who signed up for six APS uh this May, I think that this would be very detrimental uh lost instruction time and as well as there's other ways to morally instruct kids. Uh I know at Connor alone we have something called Connor achievement program which is about 50 minutes in our day where we can go to clubs and such and we have a fellowship of Christian athletes there and many organizations like that can come into the school and uh form things like that if that moral instruction is wanted and it would be a lot more efficient uh for the county. >> Thank thank you for that. Um let's let's what is what is the law is are
084we being directed by Frankfurt to pass this policy as read today? >> No. This there there is nothing in this statute that requires the passage of a policy. What you as a board have to do is according to an attorney general opinion that was rendered two or three weeks ago um all the board has to do is consider every written request that comes. So the policy is something that KSBA initially crafted because every board has had the opportunity to offer inhouse moral instruction for as long as I can remember. This amendment created the language that says once um someone a provider submits a written request. The board has to take that request and make a vote as to whether or not they're going to approve that person or that group or that whomever or deny
085it. So the policy is intended to create neutral framework for what those what those requests are assessed by. So no, there is nothing in the statute that actually requires the passage of a policy which is unlike some other statutes that we deal with where it says the board must pass a policy. This is a recommendation to provide a neutral framework to assess moral instruction should the board take that up and approve some of these providers. It's just providing again neutral framework because moral instruction is not it's not defined. We don't know what it is. I don't think anyone in this room certainly not myself is comfortable deciding what moral instruction means. Even the attorney general was not willing to put a definition to that tagline. So that leaves these boards, you all and anyone else
086in the state to say what what is this and what does this mean? So the policy was just something crafted with the assistance of KSBA as well as the hardworking people in this district trying to figure out how to reconcile this new law that the general assembly has thrust upon the district and this is just a solution that was was created. So, if we don't have the policy, then what happens? >> Then every individual written instruction or I'm sorry, moral instruction provider application, and we do have one pending that will be put on the board regardless of what you all decide to do this evening. Um, they just come one by one and you approve or deny at your discretion >> on each board agenda or >> Yes. and then approve what >> whether or
087not you're going to allow them to provide moral instruction. So the way that the statute is written, if you look at um so you look at 158200, as Miss Bird pointed out, subsection A of that policy is very permissive. It says the board uh boards of education may provide an opportunity. Okay. So number two, subsection A, local boards of education shall allow pupils to be excused for up to one hour. um each each week which shall include travel to and from to attend a district approved request for a moral instruction offering. This is where the really tricky part comes into play because you only have an obligation to permit students to be excused for one hour to attend moral instruction for district approved moral instruction providers. So what we know is that a couple of
088things. One, when a written submission is made to you all, you have to take it up and decide whether or not that person, that entity, that whomever is going to be approved. There are baseline qualifications codified into the statute. They have to provide insurance. They have to provide a transportation plan, etc., etc. But there's nothing in the statute that actually requires you to approve them even if they meet that baseline threshold. So you as a board have discretion approve or deny as long as you deny for a non-discriminatory and nonarbitrary reason according to the attorney general's office. Those are really the only things we know >> and that's not a whole lots of confusion are justified. One of the things, thank you for explaining that. One of the things that's super troubling to I think
089almost everyone is that, you know, I I think parents should have the right to have their children do whatever they want as for, you know, as far as whatever moral instruction is, whatever that is. But if they want to do that, that's fine. Does it say in the law that the other remaining people in the class can't do class? >> Yes. Well, it it requires the remaining students in the school to participate in enrichment activities, which essentially means non-core instruction. So, you're looking at um your recess would be a time that students could go to moral instruction where the rest of the school goes to recess. um your like home room times uh like jam sessions or what they call it at the various schools >> that period. >> So what other club or thing
090exists? Like I I'm just thinking in my own experience if I take um Cameron to I don't know a therapy appointment or something like that the other kids still get to do their class. What what other is there what about football? is if you have a football meeting, do do the other kids have to wait around for the football players to come back? >> They don't usually. >> Is there any other I guess my question is not a trick question. Is there any other example of wait, we're missing one. We have to hold on for a while until the one comes back type scenario in public schools. >> Not required by statute in this way. >> Would they be doing it during specials? When would when would they do it? So the way that the
091district the district has worked, you know, to the district staff members that have worked on this, it has been it has been a giant puzzle piece trying to figure out how one would even logistically implement this in the least disruptive way. Um, as has been said exhaustively this evening, there's no way to get around the disruption, but to do it the least disruptive way. The one thing that when you're dealing with situations like this in statutes, the holes that we can play with are here what we call time place manner restrictions. So here the district has come up with a plan that at the beginning of each school year every school should the board approve this moral instruction policy um each school would designate their one hour. If someone wants to provide moral instruction, they
092would have to accommodate their plan to fit into the one hour of instruction that each individual school has designated. So that's not something statutoily required, but it's not something statutoily prohibited. So that would be a time, place, manner restriction that the district could implement to try and curb the disruption at the school level. So, like let's say it's um the last hour of the day on a Friday and there's one student in a class of what's our class size at in middle school right now? >> 29. I mean that's >> and then so the 29 students would do some other activity like um like art or study hall which I mean I don't know how much useful study hall is but I guess people like it right um or some other activity right they would
093do something else because >> nonredit enrichment courses >> what >> or participate in educational activities not require required in the regular curriculum. >> Why is that? >> There are no definitions affiliated with this statute. Most of the time when you get Kentucky revised statutes, especially in chapter 158, which largely deals with school districts, there is a definition section, but none of the terms used in this statute are defined anywhere. >> Why, and I guess this is a question for anybody that has. Why would my choice to sign my child up for a a class or club in affect all the other students? Why I mean what is there has anyone heard of the reason why it was written that way? Was there supplementary language issued by anyone that says why it is that if I
094chose to do um a provider, a vendor, a program or whatever for the one hour, what is it a week? one hour a week that that that would then affect the choice and experience of the other students in the class. Has anyone written about this in the in any other fashion that we might be able to understand better about why that would be? >> Thank you. Um >> what about specials? I mean, could they do it during art or something like that? >> Isn't art important? >> It is important. They're all important. I agree. Okay. >> Art is still curriculum. >> I agree. I'm sorry. Well, then then >> so is music >> to the uh to the so I you know I' I've been just for my other board members back and forth with
095this because it's also my understanding uh from talking to our legal counsel that if we don't follow the very vague language uh that we open ourselves up to potential litigation by not having not approving vendors I guess would be that that we can have the policy or not have the policy but if we turn down a vendor for an arbitrary reason which would seem arbitrary if we didn't have a policy is that correct >> as a general rule of thumb I would say that this board is never going to act arbitrarily and no one will ever get legitimate grounds to sue the board for any decision that it decides to make here >> right >> but the reality is is that anyone can sue you for anything they decide they don't like There have been
096vendors rejected I know of by two districts. Have they been sued yet? >> No, not that I'm aware of. >> Well, we would be the first because we are B County. I mean, let's face [laughter] it. >> Oh, and to that end, you normally would go after if you if you were in that situation with any subject, you would you would start with the largest of the people, right? If if I had the crystal ball to know why plaintiffs do what they do, >> I hear that. >> I'd be in a lot better position than I am. >> Did the districts, >> the two that have turned down the vendor, did they have policies in place? >> No, they have they elected to do it on a application by application basis. There is only at
097this point one provider that I have that I have personally seen and I've been trying to keep an eye on it. There's only one provider that I've seen actually submit applications because this is, as you all have probably seen, a logistical undertaking to even try to do this, >> right? Yeah. >> So, but no, it's not a policy consideration. >> If we were to have the policy, we still approve, we would still be approving or denying the vendors. >> Correct. >> Yes. >> We're just the policy >> is in place framework. >> Correct. and and the we have had conversation with principles who again as you might guess don't don't love it but we also want to the the logistical pieces but we want to try we're always going to comply with the law. So
098we have had conversations with the principles about if you had to have an hour you know what would that look like in case we are the board decides to do one on on a K and then never they would never decide something arbitrarily but uh you know and so the reality is and this is privilege of the board but um the policy approval or or or rejection I mean I know this came from KSBA to put some guardrails on it does not limit the board's decision on a case-by case basis is that correct Well, correction to that. KSBA created a sample policy because they their interpretation because I had this conversation with the KSBA board attorney um is that because it says may do it >> privilege, >> you can't really create a policy on
099May. So they had some sample languages language that they pulled from other uh areas that had similar policies, but there was no recommendation. It's like here's some samples, you don't have to do this, >> so we're we're not going to create a specific policy. If they ever come back and change that language to you shall do this, you have to do it and do it this way, then KSBA would draft a >> But the question is Again, whether you approve the policy or not does not uh eliminate the second tier of this that if you get individual proposals, they still you it doesn't require you to approve them or require you to not approve them, it doesn't change the second step to this. Is that that's correct? >> Correct. It doesn't change the second step.
100It just serves as precursor for >> other things. But if we don't approve the policy tonight, let's say this this vote fails on uh approving the policy and we get a vendor request that we figure out they promise they'll have the kids >> in and out, you know, everything's going to be rainbows and unicorns and it's going to work and everybody's going to love it and parents who want it will be happy. The parents whose kids are in school will be happy. uh would we then have to come back and adopt the policy or would we just review it like anything else? >> So, how it would I I envision would come up is that if the board um rejects the policy this evening um then any written provider request that we receive would have
101to come on the agenda because according to the attorney general's office it does. But it would be a recommendation from the district to disapprove for the reasons set forth via tonight's meeting as just a logistical consideration that was not made provider specific. Um so that we have a record of something to point to to say it failed as a whole because of the logistical implications with the district. Therefore recommended to deny but it would still come on. Yes. >> Might I add something? So, we were previously talking about our transportation issues and an average of missing seven minutes of school per day. Over 175 days, that is 1,225 minutes or about 20 hours and 25 minutes. And adding another transportation issue into the school day could result in even more miss time, which is even
102more missed instructional time with those core classes, whether being math, reading, or science. Uh that could be really detrimental to just students learnings over 12 years in general. So, um, if we don't have the policy and we get a provider request, do we then still get to dictate the hour that the this takes place? Like, in other words, the policy as it reads states a few things. school will designate one hour during one day of the school week reserved. Would we still then have to set that per provider if we approved the provider? >> So I I want to make sure I understand your question. So you're saying the policy fails tonight and then you later get a provider application that the board votes to approve. Do you still retain the discretion to impose time,
103place, manner restrictions upon that? or can they just submit a request and say we want to do it on Monday morning from 9 to 10? >> No, I I mean I the time place manner restrictions are something that are again the holes in this that we can use to try and manage disruption. You don't lose that because you get rid of the policy. That's why we're having this conversation now, though, is to establish that this is a consideration long before anyone submits a provider request and it's individually assessed. >> Well, another wrinkle in the works, scary one, I think. Um, since the sitebased councils schedule the school day, that's within their roles and responsibilities. Correct. >> Correct. So that's why they are deciding which hour of which day of the week it's going to be
104possibly permitted for students to leave and go have their moral instruction. Is that really uh is it is it a board decision because of approving of vendor contract because of 158200? Why is this a sitebased council decision? because the general assembly has made it a board decision. I mean this is this is the ability >> they understand the roles and responsibilities between boards and sightbased councils. >> I would not be so bold as to assume what the general assembly does or does not know about the operation of schools. >> Yeah. I'm you know I just I've had an epiphany. I mean >> that's a good point though. I mean is it is it our time to give away >> not according to cy law right I mean am I like Kira would certainly have a
105role in this but this is this is a very interesting cross-section of something that I know you have probably heard me sing about at many many many of board meeting that when you look at a statute in the way that you've got three main chapters that affect schools in their operations under the Kentucky revised statute and very often you find they conflict with each other and it's anyone's best guess how that would come out on top in a court. But yes, your argument is very valid that it's not even the board's time to give away under Kira, but if we're looking at this statute, >> if we passed a policy, we could be sued by one of our own councils. >> I will again note that I don't think this board is going to do
106anything that would get us sued with a legitimate lawsuit. >> But sure, anyone can sue you for anything. >> I have a question. Just a what if if we did for some reason approve a a vendor that down the road because everything just worked out per perfect and we did approve and that group was just for one certain school. They were just wanting to come in because say they were close by that school so that way they could have time then would all the other schools still have to implement that time restriction? >> No, >> we are choosing not interpret it that way. Um, but just tell me that's wrong later. >> So, you could have one school, one vendor come in and do within one school maybe. Is that what you're saying? >> Well,
107that was my question. I mean, I don't Right. Yeah. Want to know do if the a company just wants to work with one school, does do all the schools have to implement? That's a really good question, Board Member Young, because as we interpret it, going even deeper, that should we be required to do this and should the board approve and should they approve an agreement between one vendor and one school if there were 15 kids in this program and there and it impacted 15 classrooms, we don't interpret it that it would impact the other classrooms um if that makes sense. or the other schools >> because I would. >> So, >> well, my concern is is if we don't have to implement it, it's a catch 22. Then, how is that fair to the students
108at the school that it is implemented in that for the loss of educational time when the other schools are not losing that education time? >> Not saying that I want to make it district-wide. I don't I mean, there's no good answer. I just didn't know if you had an answer. It's it's anyone's best guess. Um I think that it's not fully defined. It just says a pupil who does not participate in a moral and structuring offering shall remain in school. It's not the school. So it's not school specific. We have chosen to believe that that would be a I'm going to use the term reasonable very loosely here, but reasonable interpretation of that to limit it to the school level. But I mean the statute is not clear. There is a I'm not again I'm
109not going to say reasonable in the way that I would like to, but there is an interpretation of this that someone could argue with me about later that says a pupil means a pupil in the district. I don't know. >> Or at least within that one school. >> Yeah, there are many different meanings that could be a fixed to that. the three classrooms that may be affected. To me, I read this and I know I'm not the attorney up here, but >> well, the attorney doesn't know either, so by all means, >> and I didn't stay at a Holiday Inn last night, so you know, I I read this that this paralyzes the whole school. That's my interpretation. >> Now, whether it might paralyze the whole district, I don't know. But as we move towards
110more >> definitely paralyz >> Yeah. But if if it let's say it happens at I'm gonna pick on sequel Chase because >> Lisa's in the room. Let's say it happens at steeplechase. So then man and Urban Beck and the others 15 elementary schools get their full instruction >> and as we try to implement district curriculum and get everybody [clears throat] working at the same pace and lined up. So if someone leaves evil chase and goes to Urban Beck or vice versa, when you walk into a third grade classroom, you're right on you're right on target. >> This would disrupt every bit of that. >> We would go back to being a district of schools instead of a school district. And I've been fighting that for 31 years. What has there been another example of a
111policy that we have may shall pass that we don't know the rules or reasons behind the idea of the policy? Like in other words, a policy that we're just sort of [clears throat] guessing at all of these various things that are brought up, how it will affect our students, how it will affect our curriculum time, is it legal, is it not legal, is it put us against the cars uh language, has there is this a normal thing that happens with >> disagreement amongst interpretation of statutes [laughter] is why I am employed, but no, this is by far the most um confusing one that we've had in my opinion in a while. >> Well, especially so if the OE won't even really just give a clear cut interpretation and say this is it. >> Yes. >>
112That's very troubling to me. >> What I'm sorry for all the questions, but I like I said, for me personally, I've been on I understand both >> both sides. >> Yeah. And I really don't am adverse [clears throat] to spending taxpayer dollars defending lawsuits. But if I'm a parent, what's my recourse if my child's time has been taken by some other parents decision? >> They would not have recourse against the Boone County Public School District. I don't know what the recourse is, but it's not against Boone County Public School. >> Well, I could call my school board member. Um but in all I mean and seriously though I mean I'm I'm trying to think so if um we have opt out policies for [clears throat] a variety of things right >> for maybe instructional lessons
113[clears throat] >> excuse me if I opt out of this survey the other kids still get to take the survey if I opt my child out of reading the book that's assigned to a class, the other students still get to read the book. Is that right? For the most part, if my child if I opt out of using the Boone County School's transportation services, the other kids still get to use the the transportation services. So, I don't know of any other example in which my family's choice would impact everyone else's choice. Is there I mean I I'm that's the part I struggle with is I'm a active you know I I got on this board because I think parents have a right and a choice to you know I always say these are our these
114are our schools right these are our public schools we own them whether you have children here or not if you're a resident of Boone County these are your schools but if we have this particular situation which I I get the policing setting up framework later on we would have a provider but then for those other in the example we used earlier 30 something children they it doesn't become their school it becomes um they don't have the choice because the one the one family chose to do the the the program or whatever you know that's the part that I'm I'm really struggling with what other what other is you know instances as as one family gets to decide what the rest of the class does for that hour you know that's that's the tough part for
115me does that make sense maybe that doesn't make sense >> and I and I get what you're saying I think is that this these are great ideas but this just sets up a policy right That's all we're doing here is setting up a policy. We're not approving or disapproving any vendors or or or anything like that. Um, we'll have to do that anyway regardless of whether we have a policy or not a policy. But because the language says we can't turn down a vendor arbitrarily, it helps the school district um be able to have language that says why we turn down a potential vendor because they didn't meet the guidelines of the policy. >> Is that correct? This policy at its most basic core is a management of expectations that if you are going to
116submit an application and if this board is inclined to permit moral instruction to occur within the district for vendors to understand these are the expectations of you. This is how it's going to be implemented. And if you don't like that you have one specific hour at a school that you have to accommodate to, you can't accuse us of doing it for any kind of nefarious reason because this has been the expectation since day one. This is a management of expectations that provides a neutral framework should the board elect to permit moral instruction in the Boon County Public School District. >> Well, and really we don't have the option to permit or not permit. We have the option to permit a specific vendor or not. >> You have the option to approve vendors or not. >>
117Right. Okay. So, just to be clear, we don't have the option for the approving the moral instruction itself. That's done in the in the legislation. we have the option of approving the vendor and then laying out how the how that might incorporate into the SBDM school day. >> Yeah. So, it's a chicken and an egg kind of conversation. >> Well, and let me get to I guess let me get to the point. If we don't have the policy and um vendor is late returning the students to the school. In our policy, it says that that cancels the the whole deal because they're late, right? or they they it triggers >> triggers an automatic revocation of the approval status of the provider. >> Yes. >> If we don't have the policy like this policy that we're
118voting on tonight, if we don't have the policy and we said to the vendor, well, you're late. We're going to revoke your um approval status, then that could be seen as an arbitrary revocation because we don't have a policy. Is that correct? >> This goes back to anyone can sue you for anything. And yes, someone in this particular situation, why do we need the policy if if we're if everyone can sue us for everything? What specifically does it mean? >> It is just to manage expectations. And so it provides that preemptive neutral framework that undermines a vendor's ability to come back and said, "Oh, you evoked my status because you just don't like what we are teaching students." or oh, you don't like you're revoking my status because of X, Y, and Z reason that
119someone can fabricate as arbitrary or discriminatory. Um, but again, there's nothing that requires you to have it. Not having this policy would still in in my opinion give you the legal grounds to revoke someone's status for X, Y, and Z reason. One being returning students late and therefore incurring unexcused absences. The policy is just a management of expectations, but you are not required to have it. So without the policy would that make it easier or harder? So in that example um you know it says it's you know it's revocation if they're late but without the policy then we would would we as the admin bring that back to the board saying hey you approve this group but these are this is the times they've been late these are the disruption. So I guess who want
120let me ask a very general question. Does the policy make it easier for the board or harder for the board to say yes or say no or manage this? That's what I'm trying to understand. and and the admin. Does it make it easier or harder for us? Because I' I keep going I'm going back and forth on what I'm hearing. >> It depends. I I I don't know how to say it other than it depends. >> Can I ask a question? Did you not earlier say that if we don't have a policy that that's going to show the attitude of the board that for all of the reasons we've discussed about the disruption to the day, the time frame, what happens if they come back late, what happens if there's a wreck, what happens at
121this, that that in and of itself would establish a precedent. if we got a vendor contract and we looked at it and it didn't seem logical or reasonable or doable and we said we're not going to approve this because when we denied having the policy we said ABCDE all the way through triple Z >> so setting the groundwork for again expectations >> yes so rejecting the policy this evening it would be um how how I could see this coming up that let's say the board rejected the policy this evening, should a written application come through and be placed on another board agenda, there would be no need for discussion about that specific um application and instead the recommendation from the district could come through that just said for the reasons provided by the board during
122the November 13, 2025 board meeting and the rejection of moral instruction policy, this too is denied for logistical reasons. Okay. So, this is my question. >> Is this law or is it not law? >> Is this a law or is it not law? >> Which part? >> The KS 158.2. >> It says we may do this. It does not say we have to. It says we may. >> So, it's putting it out there to be optional. >> It's a statute that's optional. >> The law requires that you contemplate moral instruction provider applications. That is what we know the law requires. The rest of it I is is open to interpretation due to some vagueness in the statute. So the law requires the board to consider any moral instruction provider that submits a written application. And
123if it is approved, the law requires the district to provide one hour up to one hour of unex or of excused absence for a student wishing to avail themsself of that moral instruction. But the law does not, according to the attorney general's recent opinion, require you to approve any vendor as long as the denial is not for an arbitrary or discriminatory reason. Okay, you got a question? >> Um, so I guess it's still it's still not exactly clear to to me. Maybe well, I guess it doesn't matter if it's clear to anyone else. Not clear to me. the the and I think I'm saying this in layman's terms, but the policy keeps us a little on the safer side as far as reasons, vendors and others might complain if we revoke their status for whatever
124reason, all the things A through Z, because we have a policy and we and they didn't follow the rules basically. Is that the reason for what's the reason for the policy itself? >> Because if the board is going to approve moral instruction providers, this manages the expectations for everyone across the board should something happen that needs to revoke status or really just to provide that um just the framework for what the policy or what moral instruction is going to look like in the Boone County Public School District. >> Could that not be built into a contract? That was my question. I was wondering if that could be built into theus. >> Well, with our handy dandy addendum that talks about student privacy and all that. So, here's the here's kind of the tricky part, though.
125There's not necessarily anything in this statute that's going to require us to have anou with providers. It's it is an outof school non-school governed moral instruction. It only obligates the district to provide an excused absence hour. It's not someone we're entering into a contract with. It's not they're not entities that we are having or exercising any control over. The only thing that the district does and is obligated to do under the law is if these baseline threshold requirements as codified into 158200 are met. They have the requisite insurance policy. They have the transportation plan. They have all of the other things that are required. If a provider is approved, a parent will say, "Okay, I would like for my child to attend this moral instruction offering at my child's school." They fill out the permission
126form and then off they go and the district says okay from the minute they've checked out from the minute that they come back if it's within 60 minutes they have their excused absence. >> So this would be more like a field trip permission form versus the memorandum of understanding. >> Good example. Yes. >> I don't know if that makes it any better. So, >> no, but it would require the background checks and all of that stuff. So, yes. >> Yes, it does. >> Yes. As a part of 158200, any person at one of these um at with one of these providers, if a provider is approved, one of the prerequisites before they're actually allowed to start taking students is that any person who interacts with the students has to undergo a can check and other
127background checks similar to what we would pay for. >> Yeah, we pay nothing. The law is not clear, but I believe we would >> be advancing that cost. I'm not sure. >> The law doesn't say. >> Wait. >> No. But if we had a policy, the policy states that the provider pays the charges for criminal background checks, right? >> Yeah. We put that into the policy but it's not codified in the statute. >> So in that particular case if we don't have a policy what happens >> we would just tell them they have to pay for it and see what happens. >> So if we if we because I'm opposed let me ask you let me ask you a different question. I'm sorry if because I'm opposed to interrupting the day of the fellow classmates
128of anyone that chooses any club or moral instruction or whatever that to me it makes no difference. One child in a class, let's call it two, choose something that then all the other children can't do class because I'm opposed to that. It really doesn't matter about the policy because the policy isn't saying that we accept moral instruction or not. It's only building a framework >> for the the providers that may apply to be providers in Boone County. >> Sure. In other words, it's not up to me as a board member or a parent to agree or disagree about the one student signs up and the 20 don't get to do class now because that's in the law. >> Right. >> Correct. >> We're not approving or disapproving of that portion of this conversation. >> Correct.
129>> That's already been decided by our legislators. Is that correct? The policy really has nothing to do with the thing that our public spoke about today about it would interrupt the school day and it would all the things that I agree with >> the pol that's already done for us in Frankfurt. >> That part has been done. Is that correct? >> Is that the way you understand it Karen? What about >> Well, I I I could throw another wrinkle into that work. Say you have four third grade classrooms. >> You're saying that or your interpretation is you've got two students that go out of Mrs. Smith's classroom and Mrs. Jones and Mrs. Brown and Mrs. Green, they get to keep going. I don't read it that way because that's all third grade classrooms. So if
130you've got the what my fear would be that if you've got you know two students out of one second grade classroom the other three classrooms have to stop too because they're all doing the same instruction probably >> the same units and pacing and all that stuff at the same time. But again, that's that part's already been decided, >> right? That's and I and know and I think it's unclear. I think that would be one good challenge is to have it decided. Is it just that one classroom? Is it the whole school? If you've only got a one sixth grader that goes, does the whole sixth, seventh, and eighth grade get shut down? I think they do. What about says each school year prior to the beginning of school each school will designate the time for
131this. So the schools have to go through that they each school has to carve out the time and then what if there are no vendors do they still have to abide by that? >> No >> just >> but they have to go through the >> that just so instead of a vendor coming my understanding in saying we would like to do this at this time. This basically starts the conversation off if a vendor comes and says we'd like to work with you as an elementary school. We say well we've set this >> you know there's no guarantees you have to go through >> but they don't have to start the schools don't have to start the school year on that. >> No, they just have that they have that hour the worst case scenario right
132>> that would be the hour. Now, the other thing that I have a concern with in terms of the scheduling at the school level, and this happens a lot at elementary especially, if they have to restructure the school day at any point during the year and they're already obligated to this, does that keep them from being able to restructure the school day and then changing when that's available or do they have to keep that in place and then restructure around this? I mean, it's just an entire logistical nightmare. I just don't know how we do it with the real reality of what we know happens in our schools. I can think of two schools right now where they've had to restructure at least part of their like fifth grade because of a teacher has is
133out of town or a teacher gets unexpectedly sick or something like that. They have to restructure how they're doing stuff. I mean when my daughter was in fifth grade, my youngest, the teacher left the school and went to another job. They had to restructure the classrooms. So if they have to do that, there's that. >> But if they don't have someone that's going, they don't have to restructure anything. We have to assume that they will. Is there is there all right two uh couple things does why does in our policy we have written again that the pupil who does not participate in moral instruction offerings shall remain in school during the time when the instruction is being given and shall take nonredit enrichment courses or participate in educational activities not required in the regular curriculum.
134Why why do we have to have that in our policy? If is that is that in our policy or am I reading this piece of paper wrong? >> It just it just came straight from the statute. I mean I >> So why do we do why why don't we just have um not that >> sentence? That's >> right. But does that does that have to be in our policy? They're not requiring a policy. >> In other words, if the if the legislators and I and I believe and I believe I believe this is a bad a badly written leg piece of legislation and it deserves the time to be fixed. Do we then need to fix our own policy later? Because that's the crux of the issue. And so why would we resolidify the bad
135language by saying the same thing over again? Could we just get rid of that part of it? And if it if it is ever changed, then we won't have to have this whole conversation again. And then I I guess um Olivia, I have a question real quick. It's probably the same question that's been asked before, but and and you know, I hear a lot of board members really I struggling with the disruption, but what what I think some of us are struggling to understand is does does the policy help limit the ability to do this um to limit the disruption? In other words, does it set tighter guard rails so that it's it's you know less of a disruption or um you know that's if you pass it, you know, if you if they pass
136this does that give some conditions that would would would make sure that it's it limits the disruption um in compliance with the law. But then the other the other way is to look at is if this were to be voted down, would there be a way by which you could argue that because the board voted this down, it negates any proposal? Because I I mean, there's a couple ways to look at that. Um, how I mean, does that make sense? It doesn't negate the proposal because the AG opinion says that you the board just can't refuse to ex to take up these written um the written submissions. It just provides the framework for you know if the board is going to take up each individual um application written application for moral instruction. This is providing
137the neutral framework that puts the board in a safe position to deny or approve any of those requests. But if I'm not going to say that having or not having the policy doesn't make it easier or not, that's not [snorts] my lane. So if we have a situation where the board feels that they do not want to see disruptions to the school day and we can't I mean and we know that any policy put in front of us or any vendor put in front of us is going to do that then it has to be a blanket yes or no based on that if that's our concern because if we say yes to one and no to another I think that creates a whole other issue because we have to tell them why because that's
138what KDE has to receive. They have to receive reports saying why we denied a proposal. >> And to be clear, the the reporting requirement is statutory. Like regardless of whether or not you have a policy, no policy, as soon as you receive one, like we have to make that report. >> Oh, of course. But I'm just saying in terms of consistency, >> sure, >> we have to be consistent one way or the other >> because if we say yes to one and no to another, it's going to open up some issues. We have to be consistent with every decision we make. >> Exactly. But this >> and the number one focus is educating our students. >> Exactly. >> Period. >> So that's kind of where I'm, you know, feeling that majority of us look at
139this and I don't know that purview. I I um I'm I'm of the personal opinion just and know I guess we if we're out of questions we'll move forward with a vote here in just a second but I'm I'm I'm looking at this I'm listening to um our conversation and questions and it there just seem to be leading to more questions um you know and I don't I don't know of at least in my tenure here that we've ever discussed a policy that um was was based on so many unanswered what-ifs and you know based on a a poorly written you know generally the language in in legislation is pretty straightforward >> but uh you know not this >> I mean I mean I know in all the years that we've had polic policies that
140or the things like this that came down the pike and it's like it didn't make sense, it wasn't feasible, it wasn't a good idea, wasn't good for educating students. I can't tell you the specifics of what they were because generally when they're this vague and this poorly written and not thoroughly thought through, it just sounds like something good that, you know, somebody would say, "Hey, I got legislation passed." Um, >> but it's it's like the communication KRS from last year, they realized within two months after that went through, this was bad. This was written poorly. This has so many unintended consequences. And like I said earlier, it's it's what ends up being written and put out there was not the intent of the spirit of why it was brought forward. And I think this one
141will end up in that same way. And I I think that maybe we give them time to fix it and then come back with something that's more clear-cut and we advocate and say we would love to offer this but it needs to be after school. It needs to be an extended school service. You send your vans to the schools. You take them to site A, B, and C with the parents permission and then I might be more willing to support a policy. Yeah, I >> take away not away educational opportunity for for everybody >> for all the other kids. >> My my decision for as a parent should not ever affect the rest of the class. I mean that you know and I know and I know there's a lot of reasons why that it
142might unintentionally affect the rest of the class like if we brought you know cookies laced with peanuts [laughter] which happens in the elementary classes but not sanctioned um legal language that says well um Johnny and his family chose to do xyz thing and now the rest of us can't do what we would like to do XYZ. So with that, um I I don't know if there's no other comments, I guess we'll move forward with a vote. We did have a motion for Wolf and Miss Bird. And so if there's no further discussion, we'll move forward with a vote. All in favor of >> restate the motion. >> Yes. The motion is to approve old business item A, board policy 08.135. It's the second reading. And I would not mind, Miss Bird, if you would like
143me to read the entire policy. >> No, I I >> I've been made to do that once or twice. >> That's what I'm looking at on my phone. I promise. 158200 and the policy. Um, so all in favor of passing the policy at this time, um, say I. >> I'm in favor of having a policy. >> Are you in favor of this policy at this time? >> I'm in favor of having a policy. So, I'm in favor of the policy at this time. >> Okay, that's an I. Any others? I guess um hearing hearing no others. So uh any opposed? >> No. So motion fails. Uh one to four. >> All right. Uh we'll move on to Agenda item 10. Um, item A, recommended action, new business. Item A, district calendar recommendations. Discussion. Since this
144is a first read, there's no approval needed. >> I was on the calendar committee and I want to say that um they did a great job of preparing us for that. So, we had a lot of great input from the um community that we got to look through and it was interesting to see some of that feedback. So, I think that the feedback that we received from the district was actually reflected positively in the calendar. >> Has everyone had a chance to review the calendar? I guess we should ask that question. Okay, good. Um All right. With that being said, we'll move on to item B. Um, recommended Oh, I'm sorry. Action item B. Dr. Housewald. >> Yes. Uh, thank you again, Chairman Parks. I recommend the board approve the recommended action, new business item
145B, which is the Boone County Schools District implementation of HP 190. >> Do I have a motion? Do I have a second? Oh, sorry, Miss Wolf. And Sorry. Any discussion on item B? Come on. We're having lively discussion discussion. >> All right. Okay. No, no discussion on item B. All in favor, please say I. >> I. >> Any opposed? Did everyone vote? Okay. >> Okay. >> Motion passes 5-0. Got it. [clears throat] >> Move on to agenda item C 10. Recommended action item C. Dr. House. >> Yeah. This is simply a recommendation for the board to approve a recommended action new business item C, new job description for a substitute general maintenance person. And I would recommend to approve the new job description as presented. We have a motion to approve new business item C.
146Substitute general maintenance person as recommended. Caroline Wolf second. Miss Young. Any discussion? It's a very lively topic. All in favor, please say I. I >> any opposed hearing? None. Motion passes 5-0. Agenda item 10, recommended action, new business item D. Dr. House Wall. >> Yes. Likewise, I recommend the board approve um item D in the new um for the new job description for the finance specialist um as presented. I >> have a motion to approve new business item D, new job description, finance specialist job description as recommended. Have a motion. We'll all speak at once. >> A motion. >> Maddox. We have a second. >> Wolf. Any discussion on item D? Hearing none. We'll move forward. >> Yep. >> This replaces right a position. >> You You guys want to clarify it? >> Yes. This
147is a current position we have. We're just redirecting this position. >> Okay. All right. Just want to make that clear. Thank you. >> Is this related at all? And I mean, I'm just looking at this to the budget committee discussion on the FMLA outsourcing. I mean, that has no ties to that at all. >> That's in the HR department. This is in the business department. Okay. >> Great questions. >> All in favor, please say. Any more discussion? Let's make sure. All in favor, please say I. >> I. >> Opposed. Motion passes. 5 Z. All right. We're going to move on to item uh E, which is old item triple C. Um that is uh in memorandum of understanding for Pathfinder Counseling Services pulled from the consent agenda for discussion under new business. by board member
148Maddox. So, do I have a motion to approve item E? >> Okay, I second it. >> All right. Motion to approve by Wolf and seconded by Maddox. Any discussion on the matter of item E? >> Um, yes. I I just feel like it's my job as a board member to represent all my constituents and ask questions, even if they're kind of tough ones. Um, and so I look through all of the counselors and I read everything and um, we definitely need counselors. We the the counselors that we have cannot get to all the students that we have. So, it's very important that we have counselors. Um, I just have a concern. Um, and it's I feel like I'm representing some of my constituents. Um, this particular counselor, you know, I was reading through the website
149and was, you know, just depression, anxiety, and and that type of thing. And, um, but then I got to a part where it stated, um, you know, coupling counseling, and yeah, that's good. But then there was a um something that was blaring to me and it said uh LGBTQ alliance an ally and I just have constituents that just are not agreeing with that philosophy. So uh my question is if it's a counselor um you what viewpoint is she going to take? >> You do know that an ally is not a missionary. I I I don't really want to get into a big discussion about it. I just want to voice my concern. >> My concern would be if we have counselors that do not have LGBTQ alliance on there, considering I am a parent of
150a kid who aligns with the LGBTQ lifestyle. I would not want my kid seeing a counselor that did not at least acknowledge them as a human being. So alliances are not missionaries. It just says that we're going to acknowledge you where you are. Um so as a person that has been in the uncomfortable spot you are now and questioned a mental health memorandum of understanding and had the ugly conversations that followed uh from some people I will say never asked me personally why I at the time questioned a memorand of understanding from a healthcare provider so I'll ask the question directly tonight um how does one of our students become partnered with one of our healthc care providers If the school counselor makes a recommendation, do they recommend a certain provider? >> We we have
151many providers and not all of the providers are in every school. There is an individual there individual uh provider. >> Not every provider, just to paraphrase for people at home, not every providers in every school. >> Correct. and [snorts] the counselors in the school that are that uh are talking directly with the student. How how does the convers and so I this is not a question. Let me back up for a second. >> Um >> my my concern in the past uh Mr. Maddox is that not that we have the partnership and it's it's that we get the kids to the partnership. And what I mean by that is to date um in all the years in Boone County schools, we have still found no success, my daughter and I, with a counselor pairing us
152with a service provider that would actually provide this service. It's been for multiple reasons, I would imagine, none of which are super acceptable to me. So we find ourselves we found ourselves with private care outside of school hours and as we just debated in the previous subject um those unfortunately those hours come at the expense of her school day. So my question is in terms of this provider and other providers what is the service? Do they come to the school to provide the service? >> Yes sir. >> And how would again I'll ask how would a student go about getting this service? two different ways. They would if they're with a school counselor and the school counselor feels like they need more then they would count contact the parent to get consent to do that.
153>> Okay. if indeed um something was happening in a family and the family came in so it's similar but they came in and said we need more help and our school counselor might say I don't have that um >> expertise right then we would use our counselor our uh partners >> the other thing a parent could also come in and say we need more help we can't do it outside of time but I understand you have such and such counseling in your building. Can you make a referral or can I make a referral? Everything is with parental consent. >> Okay, thank you for that. >> Um I I wish I I I my hope is and I' and I've I think I've said this many times before, M. atics is that we if anything um
154because of the wide variety of troubling circumstances that our families and students find themselves in most a lot of which I'm not experienced or familiar with myself and the amount of various society societal pressures that are placed on adults, young people, tiny people Uh my my thought process now is that we need more providers that are willing to do this work outside of whether or not the parents have health insurance, for example. That seems to be a barrier for a lot of our families. um not necessarily if they are aligned with this group or that but if they for example we know that um very shortly Medicaid in Kentucky will be cut and so how much mental health service will we be able to find for people because we don't offer the service just to
155be clear we connect kids and families with the service and so my question would be for this provider and other providers will they provide the services outside of a parental health insurance policy. Some of them will. That's when they go through again the Medicare, the Medicaid. Some of them of them will not, >> right? >> I just have to be straight with that. There's >> Yeah, I can't promise >> our medical um you know, our our situation sometimes in this country. >> All right. Um any other statements or uh questions about the memorand of understanding pathfinder counseling services? >> I just have a question. >> If this counselor was recommended to a family and for whatever or any counselor, let's do that. any counselor that family the parents >> no I don't want that counselor
156>> is is another counselor offered to them another not provider >> another provider thank you >> yes ma'am we have had that situation before and we've been able to change providers we had to >> construct how to do it right >> because um we don't have enough of our providers to care for all of the students so we were able to talk with another provider and they'd send a person for us. >> Okay. Thank you. >> I I just really implore the district to do a better job of connecting kids to providers. For us, we have failed miserably. For our my family specifically, the district has never once offered a provider out of a counselor's office and then when I found a provider, the provider was approved on the vendor list and still never showed
157up at the school. >> Which is why I've repeatedly asked this question many, you know, over the years. So my as as along with Miss Maddox that the district is making sure that we are in fact talking to students making sure that we don't have all the answers. I'm going to get you somebody that might and I'm going to help you talk to your family which is as we know a very important conversation that u Mr. Mrs. Parent your child needs some additional help. We don't have >> the tools necessary. here's a provider that might help. And I think everyone can agree that if this provider has a specialty and a student in our community requires that specialty, we should I'm grateful that we have that provider on our list if that is the specialty
158of whatever it is they provide. Um, all right. Anyway, with um any more questions, comments with that, all in favor of uh item E, please say I. >> I. All opposed. >> I oppose. >> Motion passes 41. All right. Uh, with that, we'll move on to um item 11, information, proposals, communications. Any board members have anything to report? >> I want to um thank the school district for being at the Halloween this year. That was really cute. They were giving out full-size Reesei cups if you were good to be there with um hiring tags on them. So, with a QR code. So, it was really cute. But they um they had a great little setup for that. And um I went to two of the sessions for um the council of councils for both Connor
159and Boone. And one of the big things I appreciated was the attention that our district is paying to AI in the classrooms and how we are playing catch-up in a lot of regard. Um and then also talking a lot about map testing and how that's working throughout. So it it so it's been great to see some of this information get passed on to our sitebased councils and um we also got a nice little timeline of district initiatives and stuff. So it's kind of it was it was great to see it laid out in a I think fouryear plan, fiveyear plan or five. And then um I mentioned earlier the health and safety committee that we met and started forming a charge and we wanted to make sure the student voice was in there but I
160also want to speak to how well-rounded the committee is. We've got food service in there as well. We've got the SRO's in there. Um, and a well-rounded group of educators and community members. So, it's and parents. So, it's a going to be an interesting committee to see how what what shakes out from that. But, I just wanted to share that. Oh, Veterans Day. So, I want to thank all the schools on behalf of the veterans. Um, there were some amazing Veterans Day programs out there. I want to point out North Point actually had a um grandson of one of the guys from Euima and they gave every veteran there a little vial of sand from Euima. Um that's something that you don't see often and they had a live painter there painting the sign the
161scene the famous scene of lifting the flag. So it was kind of cool to see those images. I I had the privilege to speak at Thorn Wild this year and um I'll tell you their quartet was pretty spectacular and their principal was in it. So that was kind of cool. But it was um was some great programs throughout the district that honored our veterans and I've loved seeing the pictures. So if you all haven't seen the pictures, Chad and Barbara took a lot of them and they're all over social media and go check them out. It was some amazing stuff happened throughout our district that day. And so thank you Boone County Schools for honoring our veterans. Our new and improved operations committee met and um welcomed several new members and redid our charge for
162the committee to be um inclusive of the fact that we are now total operations focused. Um, I think it was a really productive meeting and I think that having the different operations directors rotate through as the needs arise will be a a a great improvement while still keeping the focus on keeping the district moving. and um appreciate the uh different staff from the different departments who are volunteering their time after work to be there for that. Um because these are our folks that are probably up the earliest and out and about um doing all the things that they do to keep us to where we can have kids in warm clean classrooms being educated by high quality instruction. So um really excited about that. I do have a question I want to bring up. I
163started hearing some whispers about a um possible change in district procedure and how W2s are going to be uh provided to staff that there was going to be a move to um all electronic um and there would be no more paper W2s mailed to homes or provided to buildings. Um, and in two two or three lives ago, I I I did payroll. I had to create W2s and 1099 miscellaneous forms were the two main ones that I had to provide. So, I'm kind of familiar with what the IRS says you have to do and don't do. And I was sent today um a picture of a payub that already says that this is going to be happening starting um what's it say? Important note, you will receive 2025 mail. Uh I can't read the whole
164thing, but anyway, it says only no paper copies will be distributed. That's starting to go out now on payubs. Um I looked up because this isn't a district guided or determined thing. This is the IRS and um you don't want to mess with the IRS. So, I was I kind of heard that there might be dedicated printers put in buildings for employees to be able to go print their own W2s. To me, that's a logistic nightmare. Um, and I'm not sure if it said if it meets the key requirements of the IRS for employers to provide employees their W2s. Um, and I know currently I get a mailed copy for being a board member because we get W2s for being board members. I get an electronic copy. I get a a paper copy. I'm old
165school. I like paper, but I also save the electronic because I have to upload it through a portal at my CPA's office to get my taxes done. My son does them, but I still have to upload it through his portal. He will not take my paper copies. So, I'm I I understand in today's world that is, but I also know in all of the years we sat on the transportation committee and and talked about things, a lot of our hourly staff in our classified roles, they don't have laptops and computers and iPads and nice fancy printers. And a lot of them don't care about technology. they don't want to use technology and in a in 2025 everyone just assumes that everyone has the capa capabilities to deal electronically and in what I looked up today
166just to refresh my memory because again it's been a lot of years since I've looked at current requirements um one of the key number one things mentioned is to provide electronic W2 twos. It could only be provided by an an employer an electronic W2 if the employee has specifically consented to this format. Paper is the default method if no consent is given. So, are we just putting notices on stubs that we're not going to give, you know, it's going to be electronic and we're not going to give you paper anymore? Because I don't think that's our choice. And where, when, what's the plan for ensuring that employees give their consent to an electronic delivery of their W2s? Did we just make an assumption that this is going to be easier on us? It's going to
167save money, which is always great to find those things. But again, the process of providing a W2 isn't a district-driven process. It's an IRS driven process. So that's my first question. And even if an employee gives consent, they have the right to withdraw their consent. So what are we going to do there? and when they withdraw their consent and I don't ever remember being asked as a board member and I don't know if staff were either then I would but assumed not because I'm not had anyone tell me that they were ever asked for the electronic copy I think maybe it was just automatically done um if they withdraw their consent we have to give them a paper copy and I don't know if a printer in a random storage room in a building on
168in the far left wing would meet the spirit of we have to provide a paper copy. That seems like to me we're giving them a way to get their own paper copies. So, um it does say the one thing that I think that it we might be able to get around it, but then I'm not an attorney. I'm just reading relives on paper. It says that employers must disclose to employees the procedures for obtaining a paper copy and whether requesting a paper statement is treated as a withdrawal of their consent to electronic delivery. Okay. If we put it on a p on a on a stub that says we're only going to start giving you electronic copies. When are we going to notify them of the procedures? Has anyone even considered that? Or are we
169just again deciding this is the way we're going to do it and you either like it or you lump it. I don't like that. Um, employers must also provide a clear statement of the hardware and software requirements for accessing electronic W2s and instructions on how to access and print the statement. This ensures employees have the availility to receive and retain a physical copy if needed. Have we done that? Can anyone tell me? Um, so this is November. January will be here before we know it. And those W2s are required to be out by January 31st. And I would like some feedback on how this decision was made, why this went out on stubs, where's the instruction of the procedures, does it meet the law on how that we have to provide a paper, how's the
170um how are we going to receive consent to do this? Since we've already told people this is what we're going to do, how are we going to get the employees consent? When's that going to happen? How's it going to happen? And how's it going to be communicated? I just arbitrary decisionmaking just because it might be a little bit easier on us is not fair to our employees and I don't think that this meets the IRS. >> Thank you for your continued advocacy. Um I'm sure the district will provide those answers to you and I'm interested to know as well myself actually bird. Uh that being said um I I have successfully um allowed the college students to sit till the end of the meeting >> which is probably the first time in a long time.
171>> So come on up and say your name and where you go to school and that way you'll get into the record and then you can get out of here. Another really >> Y. >> My name is Tara Pierce. I'm a University of the Cumberland student. >> Thank you for being here. >> Thank you for having me. >> I'm Lily Vetay. I go to Northern Kentucky University. >> Look at all these college students. >> Thank you. >> Sarah Sarah Neighbor University Cumberlands. >> Annabelle Rollins, Northern Kentucky University. Sydney Curtley, Northern Kentucky University. >> Chloe Howser, Northern Kentucky University. >> Adam Klein, Northern Kentucky University. >> Alexandra Tolby, Northern Kentucky University. Briana Hersner, Northern Kentucky University. Miranda Bowling, Northern Kentucky University. >> Cassidy Klein, Northern Kentucky University. Mackenzie Kegley, Northern Kentucky University. >> Alli Rosenvoss, Northern
172Kentucky University. >> Madison Redinger, University of the Cumberlands. >> Thank you. >> All right. Um, you can thank me later in letting you sit here the whole time or making you sit here the whole time. >> Annabelle, were your parents teachers as well? I've also All right, we're going to move on to agenda item 12, uh, which is close session. There's no close session. So if someone would like to move on to 13 and motion to adjurnn have a second >> all in favor. >> I got three. >> All right. Motion passes three to two. [laughter] >> Yeah.