May 26 2026 CCPS Regular Board Meeting

001We're going to go ahead and get this meeting order. So, if everyone could please um stand for a moment of silence and then we will say the pledge of allegiance. The pledge. >> I aliance to the flag 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. >> Okay. You may be seated. So, our first agenda item is the review of the agenda. And do we have any changes or requests or conversation we need to have about the agenda? >> I make a motion to approve the agenda. Have a motion by Mrs. Roland. Do I have a second? >> Second by Miss Thomas. All those in favor say I. I. >> I. I. Motion passes five to zero. And just

002just real quick, Carl is on a business trip out of town. That is why he is on virtual. >> Okay, Mr. Kaiser. Um, okay. The second second agenda item is to consider approval of minutes from the regular board meeting on April the 28th, 2026. Do I have a motion? Any conversation, anything like that? I'll make the motion to approve the minutes from the meeting on April 28th. >> Okay. I have a motion on Mr. Dors. I'll second. Any other conversation? >> All those in favor say I for approval of the minutes. >> I. >> Motion passes five to zero. I'll hand over the next part to Mrs. Crosby for public school recognitions. So every Clark County Board of Education meeting starts in the best way and that's recognizing students, staff and community members who exemplify

003the portrait of a Clark County learner qualities and competencies. So we're going to do that with their with their uh with the first thing to start off the meeting and we're happy to start with Mi Mr. Mickey Little. have to get my glasses out cuz I'm at that age. >> So, I'm really excited to be here because this is one of the highlights of my year as a junior counselor at George Rogers Clark High School. Uh Berea College sends out announcements to to um all counselors in October. It's it's in the fall. So, of my 430 juniors, I went through the list and I was like, "Oh my gosh, who who exemplifies the Woodson?" Carter, Dr. Carter Woodson as a person. You might ask, who is that? Dr. Carter Woodson is the founder of the

004Black History Month. He graduated from Maria College. He was the first African-American to get a doctorate degree from Harvard. And that's just one of the many things. And as I'm looking through my list of people who exemplifies the spirit of Dr. Woodson, um I I got to go by script or I'm going to get in trouble. Adrienne exemplifies Adrienne Brown. He exemplifies the normal junior class students. He represents the very best of academic excellence, leadership, integrity, and a heart for service. He leads by example for his peers. He always brings a strong work ethic and creativity. He volunteers outside of school. He is a member of various clubs and is compelled to make change in a somewhat dim world. He reflects the characterist characteristics envisioned by Dr. Carter Woodson. He is a lifelong learner, a

005leader, and a servant to Winchester and beyond. This is why I nominate him for the Dr. Woodson Scholar, and he was selected to receive it. This um this would be his secret presentation of the award, but he actually got I don't know if you knew, they sent you an email like this week, and I'm like, "Oh, darn it. I kept this a secret for six months." So with this he should he select to go to Bria College he will be receiving $200,000. So basically free education FOR Can he keep that out for the picture? >> I didn't see >> And the certificate. in the front. >> Oh, this is this good. That's awesome. Thank you. I don't believe Sophie Ward is here. >> Thank you. >> Hey, Mr. Little, thank you for what you do

006because you do that. I think you've done that how many years in a row now? >> I try every year. >> You do that? >> I do. you. >> Yeah, I just I do have, you know, you've been years just from my experience, but to help our youth get some money and Berea College is a fantastic college. So, >> thank you. >> You're welcome. >> We're going to continue with our gifted intelligent coordinator, Michelle Kase. >> Thank you. >> Okay. Good evening. This recognition is proudly awarded in honor of outstanding achievement and exemplary performance in the talent identification program of Kentucky through the center for gifted studies at Western Kentucky University. Each student took on the challenge of taking hours of tests in reading, writing, math, and science two grade levels above their current grade.

007All were invited to the state level recognition ceremony for scoring in the top 10% nationally in at least one of those areas for two grade levels about where they are. Uh a little perspective on that. There's about 650,000 kids in Kentucky. Only about 250 took these tests. 72 of them were recognized at Western. 24 of them were from here. 24 took it here in Clark County and five were recognized which is very large odds. SO they they exemplify nourishing an eager mindset as part of being a resilient learner. It takes not just talent and skill, but also perseverance, focus, and a dedication to continuous learning and growth to take on this challenge. Their success elevates the standards of excellence for everyone around them. and their effort invested along with their commitment, passion, and drive to

008excel deserve recognition for Clark County greatness. So I think four of them are here. So Liam STANLEY Liam went to Western. He was recognized in SC. >> Are we are you doing all them individually or when they all Okay. >> Uh Piper SWANSON picture Piper um was recognized in writing picture. >> Yeah. Okay. CAITLYN KREDO is recognized in reading. Okay. And then uh Sarah Hartman I don't think made it in. Uh Sarah was recognized also in reading and I will get hers. Uh and then the last that's here is Olivia McQuinn. AND BEFORE OLIVIA OLIVIA TOOK this test in four areas, science, reading, writing, and math. And she was in the top 10% nationally in three out of four of those. BUT SHE WAS ALSO SUPER close in the fourth one. And I just want

009to recognize that because they told me when they went to the awards ceremony last Friday at Western Kentucky that there was only one person in Kentucky that didn't. She was so close to getting there. Did she sneak out? >> Did they leave? >> Let's go. >> We can. Yeah. Yeah. Yeah. >> Okay. Take it right now. >> Yep. >> Three, two, one. Yay. Thank you. >> Okay. Thank you. >> Just going to take one picture. >> Okay. All right. Here we go. >> Perfect. Thank you. >> We will continue with GRC assistant principal Diana. All right. Good evening everyone. >> It is my pleasure to recognize four incredible individuals tonight for their accomplishments. And I'm going to read through some of these and we're going to take individual pictures. I'm going to take all the

010first one is Miss Jillian E. She exemplifies the portrait of a learner competency of engaged citizen through her leadership in organizing a book drive for the Clark County students. As part of her journey to earn the prestigious Eagle Scout designation by identifying a need and taking action to support literacy and learning, she demonstrated compassion, initiative, and strong commitment to serving others in our school community. Her project reflects the dedication, service, and leadership required to achieve the rank of Eagle Scout, the highest honor in scouting. JW Sosby exemplifies the portrait of a learner competency of engaged citizen through service in restoring a cemetery for a rural Clark County church as part of his journey to earn the prestigious Eagle Scout designation. By helping preserve an important community landmark, JW demonstrated respect, responsibility, and a commitment to

011serving others while honoring local history. His project reflects the dedication, service, and leadership required to achieve the rank of Eagle Scout, the highest honor in scouting. Braden Jennings exemplifies the portrait of a learner competency of engaged citizen through his service in building shelves for Winchester Parks and Wreck. As part of his journey to earn the prestigious Eagle Scout designation by using his skills to support a community organization, he demonstrated responsibility, initiative, and a commitment to making positive impact in the local community. His project reflects the dedication, service, and leadership required to achieve the highest rank Eagle Scout. Last but not least, Zayn Wagner is exemplifies the portrait of a learner competency of engaged citizen through service in building catous for the Clark County Animal Animal Shelter as part of his journey to earn the prestigious

012Eagle Scout designation. By using his time and skills to support animals in need, Zayn demonstrated compassion, responsibility, and a commitment to making a positive difference in our community. His project reflects the dedication, service, and leadership required to achieve the rank of Eagle Scout, the highest honor in scouting. Yeah, I'm actually an eagle scale as well. a few years ago. >> Years ago, we justice of our city coordinator Britney Combmes and Diana Klein. You want to help me? Hi everybody. Good evening. My name is Britney Combmes. I'm the family resource coordinator at Justice Elementary School. First, I would like to introduce uh the Big Brother Sisters program director. Ben, if you wanted to say a few quick words about the program. >> Thank you, Miss Combmes. Uh, first and foremost, I just want to thank everybody

013who helped make our program in Clerk County happen. Uh, assistant principal Klein, she really spearheaded everything. Um, FRC Combmes, Principal Maldonado at Justice Elementary, thank you for making it happen. Um, these young people who have stepped up to become high school bigs in this program really do exemplify a lot of the qualities that you look for in young leaders. And so we're really proud of these folks. Um, our program, our mission at Big Brothers Big Sisters is to empower children, empower youth, especially those who are facing adverse circumstances. And um the bigs who went through the enrollment process did an application, they did an interview, they did a training, they had their background checks run, their reference checks run, they showed up early in the morning to see their littles every week at Justice Elementary.

014And so we really appreciate um them stepping up and answering the call. You should be very proud of them. They're very impressive young leaders within the school. Um, and I think something that I wanted to share that really exemplifies um, how they have empowered the children and the littles at Justice Elementary. I was out at Justice last week speaking to the littles. And I spoke with little sister Raven and I asked Raven, "Raven, tell me something that you've learned from your big sister." And without skipping a beat, Raven said, "Never back down, never give up, and always follow your dreams." And noting that her big sister Ariel tells her this all the time. Uh, so thank you all very much. I just wanted to share that with you all. And I want to thank all

015the bigs, especially the seniors who are graduating. We really appreciate you volunteering as mentors. And we wish you the best in your next chapter. Thank you. Okay, I'm really quickly gonna share the nomination that I wrote for them. The Big Brothers Big Sisters of America program at our school, Justice Elementary, demonstrates excellence through its consistent commitment to meaningful, high impact mentoring relationships that support the academic, social, and emotional growth of our students. Our program goes beyond basic mentorship by fostering intentional one-to-one connections that are rooted in trust, consistency, and positive role modeling. These students exemplify the portrait of a learner competency of engaged citizen through their commitment to the program, consistently showing up early before school each week to mentor their assigned students. They have made strong positive connections with students demonstrating reliability, care, and

016genuine investment in building a supportive school community. Thank you all very much for everything that you all done. All right, our first recipient, Ariel Osborne. Next recipient, Tana Rivers. OUR next recipient, Xander Miller. Next recipient, LEADING. Second recipient, Gabriella Maldonado. Annette Miller. Next recipient, DESIRE. Next recipient, Matthew Jones. SHEPHARD. Next recipient, Daniel Ventura. Our last recipient, Carla Hernandez. >> Oh, yes. Yes. You got to send me that picture. >> All right. Here we go. Everybody ready? >> No cards. Make sure all eyes are open. Thank you. >> Let's continue to Mr. Jamie King personnel. >> Good evening. I'd like to recognize our awesome school attendance leaders uh this evening. The attendance leaders commitment to collaboration is one of the many heartbeats of Clark County Public Schools. Functioning in a critical role, they oversee the accuracy

017of school attendance data, which is critical for our district. Their duties include communicating with families and staff to remove barriers for student success and assisting in daily school procedures. Their mission is to ensure that all students m maximize the opportunities and education provided to them within CCPS by being present and prepared to engage. They are the go-to for their school community with a welcoming face and cheerful demeanor. As a committed collaborator, our attendance leaders are consistently eager and well equipped to assist co-workers and offer their expertise to events such as open houses and online registration help desk. They have been an integral part of system and procedure development and real regarded amongst their co-workers. With a servant's heart, they exemplify the portrait of a learner committed collaborator competency to its fullest potential. On behalf of

018the DPP department, we would like to thank you for your commitment to the CC community CCPS community at large. Vicky Moore, Jan Ferguson, Shrat glowing, Katherine Osman, Felicia Allen, and Natalie Thomas. OH, ABSOLUTELY. >> There we go. >> Here we go. >> Great. Thank you. >> Thanks for all you do. specialist Amber Murphy, Tiffany Austin. >> So, we have actually two groups that we're going to recognize today. Um, the first group is our three amazing shake finalists who competed in the global amazing shake competition. So, we recognize them tonight for exhibiting all the competencies of our portrait of a learner. As empowered leaders, they demonstrated confidence and initiative in every interaction. Their perseverance as resilient learners was evident as they navigated challenges with determination and composure under pressure. Each student stood out as an effective

019communicator, speaking clearly, listening actively, and engaging thoughtfully with others. They approached each experience as reflective innovators, adapting and growing from feedback as they progressed throughout the competition. As engaged citizens, they represented our community with integrity and respect. And as committed collaborative collaborators, they worked well with peers and adults alike. Most importantly, they carry themselves with professionalism, poise, and character, making our district incredibly proud during the global amazing shape competition. So, we recognize Skyler CARTER AND KAMAYA WILLOUGHBY. WE GOT MAMA FIRST. >> Thumbs up. >> Thank you. >> Congratulations. Our second group that we want to recognize tonight um is our flight academy staff for our 21st century learning grant um for this school year. So we recognize them tonight for being committed collaborators and resilient learners. As a team, they work together thoughtfully and intentionally

020to design and implement an after-school program that aligns with the CCPS mission and vision while also meeting the expectations of the grant. Through ongoing problem solving, flexibility, and a shared commitment to student success, they navigate challenges and continuously refine their approach throughout the school year. The willingness to learn, adapt, and support one another has been essential in building a program that is both meaningful and impactful for our students. So, we recognize Ashley Brown, Betsy Clark, Ashley Comr, >> ELIZABETH PRATT, ROBBIE SERGEANT, >> Amy Shoemaker, Amanda Schroes, Geneva Williams, and Amberly Wilson. Boom. >> All is here. >> All right, everybody. Ready? Back up a little bit more. Okay, here we go. >> Perfect. Thank you. >> All right. Just making sure I didn't go. >> Carl said he lost something. Hey, I'll see you later,

021buddy. >> Can you see us? >> You can see and hear us now. >> He said he couldn't see us. >> Well, it was too big for me to send to you. Um, I'll try to cut it, but he doesn't. Um, our next agenda item is our public comments and we have Miss Jada. Great. Jada Brady here to speak to us. Well, thank you for um being a part of the school board. As you know by now hopefully, I'm Jada Brady, Clark County PVA. Today marked the conclusion of property assess meetings in the PVA office. For the last three years, our community has continued to experience the effects of rapidly increasing property values and the impact those increases have on tax bills. Over the last several weeks, I have sought across the table from families

022from every corner of this county. Young couples trying to buy their first home, elderly residents trying to fix on fixed incomes, widows, veterans, working families doing everything they can to hold on to the homes they've spent a lifetime building. One conversation in particular stayed with me. This season, I met with the wife of a retired Navy Seal. As part of his retirement, he purchased a home for his family on Clintonville Road. A few years later, he was diagnosed with ALS, a disease that for most people becomes a death sentence. That was seven years ago. His wife left her career to become a full-time caregiver, 24 hours a day, 7 days a week. The level of care required for ALS is overwhelming, and much of that is not covered under VA benefits. What was once a

023stable family living the American dream is now a household trying to survive on one income while costs continue to rise rise around them. And the truth is this is not one story. This is an entire community of people who simply want the chance to retire, stay in their homes, and live with dignity in the community that they help build. I want to be clear about my role in this process. My office is governed by the Kentucky Constitution, which requires that all property be that is not exempt be assessed at 100% to fair cash value. The Department of Revenue monitors our assessments and compares them directly to actual sales prices across the county. Those numbers determine how much value is added to the tax role each year. Once assessments are mailed, my office is legally required

024to open our doors to appeals and discussions with the public, included extending hours and two Saturdays because people deserve the opportunity to be heard. My employees and I are held at the exact standard as every other citizen. In fact, my home and the homes of my employees are reviewed annually by the local appeals board to ensure that we are not underassessing our own personal properties compared to our neighbors. My personal property is privately appraised so that I am not the one actually doing the assessment. I say all this because I I think it's important for the public to understand this. Assessment increases do not automatically have to become tax increases. That decision belongs to the taxing districts. As we move through the budgeting process, I am respectfully asking this board to build a budget that

025allows you to take the compensating rate. Because if you walk away from this claiming taxes were lowered while still collecting substantially more revenue from increased assessments, then we have not truly lowered taxes. We have simply shifted a larger burden onto the people of this community. The additional revenue comes directly out of the pockets of our citizens. If rising p property values were not tied to taxation, people would celebrate about an increased value of their home. Instead, many live in fear. Fear that they will no longer be able to afford a property because the property taxes have become too high that they've lived in for 30, 40, or 50 years. Now, I understand that the school has needs and I support education, but I also believe we have a responsibility to balance those needs with the

026realities people are facing and those are the people that fund this school. Because behind every assessment is not a number on a piece of paper. It's a family. It's a retiree, a caregiver, and a veteran. It is a send a citizen wondering how much longer they can hold on. Thank you very much for your time. Go-karts. Thank you, Jada, Miss Brady coming in. We appreciate you coming every time you come. Thank you. Yes. And that we don't have any other um anyone else on there. So, we'll move on to our next uh agenda item, which will be Mrs. Kelly Fifth. And I think I saw her. There she is. Um to do the school leadership spotlight. I thought we had baseball games tonight. >> We did. >> Oh, sorry. >> They canceled them. after >>

027I thought something terrible happened. Okay. Okay. So, >> they may have driven all the way up there before. >> So, spotlights for the principles. >> Yes. >> So, we're excited to continue our instructional spotlights. Uh this time this week we have three uh schools that will be presenting. We have Concrite that will be presenting first, followed by the Department of Early Learning, and then we'll have Strode Station to follow. So, I'm going to turn it over to Concrete Elementary. >> Are you all still the Cougars? >> We're the Coles. >> I'm really old. Okay, >> that's okay. >> We were the Cougars. >> Yes. >> Maybe a few years ago. This evening we're here to talk to you um about our big rocks. Um and so our big rocks are something that continue to evolve

028and we continue to collaborate with not just people within our building but outside of our building as well to ensure that we are on on the right direction for our school. Um on this slide you can see the work that we did most recently with our staff at the end of the year where we did some reflection um all together there are groups of staff members from all grade levels from related arts from um our EC department all working together to collaborate to make things better. Um we also got to work this year with uh Mr. Mike McCormack who really impacted um our work and our direction and just our thought processes. He brought to the table something that we um just didn't think of before. His perspective was uh very much appreciated and he's

029here tonight. So big shout out to >> Thank you >> Mike McCormack. We have linked on here the the finished results of our big rock work with our staff if you want to look at that later. But um we went through things that they wanted to keep, things that they wanted to stop, and things that they wanted to start under each of our our rocks. So that's on there as well. Our first rock is instruction because obviously that's what we're doing um at at all of our schools. And we we chose tier one instruction because that if you do that well, it hits all of your students. Underneath that, the pillars that go along with that were Kagan, OG, Math, I Ready, and our common planning. To kind of summarize, especially Kagan, OG, and math,

030our theme this year was empowering our teacher leaders and really prying out of my hands sometimes the responsibilities um of leading that work. And so for all three of those things, we used teacher leaders in our um PLC meetings and our faculty meetings to lead the what they were learning and um the great structures that were working. >> Yep. Um we had outside coaching in all three of those areas as well. We did a lot of videoing between peers. Um our Kagan coaches this year kept the same group which really built relationships that were meaningful. Um and so they were able to gain a a lot more progress because of that. We also on here you can see we really emphasize common planning. um not just the weekly planning that they are asked to do,

031but three times a year we set aside and got um subs for our building to separate from all of the daily stress and really focus on um standards and diving in and making sure our units were welldeveloped and thought thought out. Um and then I on there um because that's what we're using to collect data and assess. And so our goal for tier one instruction this year was to increase as a school in both reading and math by 10% in terms of performance. We did not meet that goal, but for reading four out of five grade levels did. So I think that's that's pretty great thing to celebrate. And in math we did not. But in both math and reading we increased. We just not we just didn't increase to the level that we wanted

032to. So that was our big rock one. Um, big rock too is behavior because in an elementary school behavior um is is just as important as instruction sometimes. Um, our five pillars under that are our Colts teams where every kid and every staff member is a part of a team where we're earning points and working together to do um positive things. We have our Colts expectations that we've always had, but we tied them to a portrait ticket this year. So what that means is um all the competencies of a portrait of a learner, you could get a portrait ticket for that this year from any staff member in the building from our custodians to our teachers. So if they saw a committed collaborator, they could give them a portrait ticket. They saw resilient learner, they

033could give them a portrait ticket. Kids are then announced on the announcements daily. Uh they get to come up, get their ticket, get a prize. Um it really helped us with the language with kids and staff just being able to you use that on a daily basis. Um we also have our morning meetings, our monthly themes, um and our portrait focus. So every month we have a theme from kindness to resiliency um to cooperation um because children and staff need um some reminders of how to do those things sometimes. So we have that. Um and then from October to to March, we had a different portrait competency as well that we focused on each month. We have individual classroom management systems and then behavior MTSS was really important. Every four to six weeks we were

034meeting with our teachers and looking at data. We were also meeting monthly with Allison Nelson and our district team assessing how things were going. What are the themes that we were seeing in our building. So some of the great results that we were able to see, our goal this year was to decrease office referrals and suspensions by more than 10%. Office referrals decreased by 30% and our suspensions decreased by 55%. So, we were pretty stoked about that. And our last uh big rock was relationships. U not only within um but outside of the building, creating relationships with staff, students, and community partners. So, our five pillars of that were our monthly themes. Our clubs um which have been a great impact, not only qualitatively but quantitatively. It's hard to measure some of the the ways

035that our clubs have impacted um our kids want to come to school. Our staff were able to do fun things and make relationships with kids outside of their classrooms. Our families were able to come in and get to experience fun things with their kids and staff on not a stressful situation. We have community members involved in our clubs. Um we always do surveys with our stakeholders to make sure we're doing well. We do a positive phone call with our kids twice a year. And then we have our welcome squad and our mentors which are also make a big impact. And most of you came and helped on our welcome squad this year. not once, maybe even a couple times. Um, and so I hope you see the results from that. It doesn't just impact our

036kids, it impacts you guys, too, when you come and you get to see how excited they are to see you um, in the morning. So, some of the results from this we were able to see where our impact survey and our upbeat survey. If you haven't checked out Conrites, it's really great. >> Um, not only comparatively in the district, but across the state, our scores were awesome. Our staff want to be at our school. Um, and then our attendance numbers is something else I wanted to shout out. Uh, eight of the 10 months we either hit attendance from last year or were greater. Um, so that that says to me kids want to be there. Um, and then the last thing was our our portrait work this year. I already kind of hit on our

037portrait tickets. We did our monthly themes and within those monthly themes each month teachers collected some kind of evidence from that. So if October was resilient learner during that month they collected some kind of evidence from that November etc. And then in March we had a portrait night and so it either was a physical binder for like our our younger K through two. We have a portrait example on there from our third grade that was a digital um example but it included an evidence from each of the competencies and then also had like an about me you know who I am and what I've done this year and some data collection. each grade level um came up with some questions that were appropriate for grade level. So that night then those kids got to present

038to their families their portrait and share um kind of what they've done this year and the progress that they've made. Um and it was a really great experience. We we really enjoyed it. >> We're going to change some things, but >> Yeah, >> absolutely. There's always room for improvement. Um but we feel like we had a pretty productive year this year. >> Do you guys have any questions for us? >> Mrs. I like to hear your input or your thoughts on how you all were able to decrease these office referrals and the suspensions by such big numbers. >> Sure. Um it was a lot of collaboration. We had a lot of conversations with staff um making sure we're all using the same language. We sat down and we um looked at a bunch of different

039office referrals and we had teachers say like is this office referral worthy or is this teacher worthy? And then we had in-depth discussions about that because what I think is defiance after working at you know middle school in Phoenix and different areas for 5 years might not be the same as someone else you know to me that's not very definant to someone else that's very defiant right so being able to narrow down what does that mean because if they're define I'm writing an office referral well okay but what does that mean so we were really able to break it down and so that everybody was on the same page and I think that really helps. I >> think relationships are huge, too. Making connections. I think we paired students up with mentors and so we

040had like art with um kids that were just naturally inclined to the art teacher or the gym teacher or me or sport. Like we just used all our adults in the building. >> I think purposeful scheduling too and putting kids in classrooms where we know they're going to be successful. I think putting staff in places where we know that they're going to be successful and using their strengths and uh and again providing some things for me and allowing people to lead in the area of behavior. Our pathways uh program this year was amazing. Um and so to see certain things click and work that we've worked towards and put effort in over the years. I think that's too I don't think it was a one-year thing. It's something that we have focused on for a

041couple years and so we're finally seeing the fruits of our labor and the consistency. >> Yeah, sure. >> Do you all have any questions? >> Well, I was over there and I saw a lot of things firsthand. So, >> so some awesome stuff. >> Yes. So, we appreciate your support. >> Every day if I could. >> Yes. >> Did you get to read to the kindergarteners? >> I did do that and then I was there at the music school and that really impressed me. >> Yeah. Um, >> you got elementary students and they were really >> there, you know, they wanted to do that and it's it's impressive. >> Yeah, I put one of the kindergarters to sleep talking. So, Carl, do you have any questions for the concrete? >> No, no, I'm part of

042the concrete. My grand >> I know >> we might have some of your favorite people. >> That's right. That's right. >> Yeah. I'm so excited to see these results and I will come back to the welcome squad. That's quite fun. So anytime except for dead winter or when it's pouring the rain. >> Yes. Sometimes we get a week where it rains all week, but hopefully we we don't you don't get one of those weeks. >> No, it's fantastic. Thank you. >> All right. Thank you. YEAH. >> HELLO. Good evening. So, um, thank you for allowing us to come and have the opportunity to showcase all the great things that are happening in the department of early learning, which serves students from six weeks old to 12 years old. Um, so hang on tight. We're about

043ready to go for an early learning ride. Um, so with me tonight, I have Miss Gail Rickettts, who's the director at the Cardinals Nest, and she'll be coming up here and sharing all the great things that are happening at the Cardinals Nest and their big rocks. And then I have Miss Maryanne Trimble. I don't know why they're standing so far away from me, but she's the director, assistant director of early learning and she oversees the aftercare program and she's going to share all the great things that are happening in the afterare and their big rocks. So, we'll go ahead and get started with our baby cards. Baby cards. Hello. As Miss Plantton stated, I'm Gail Ricketts, the director of the Cardinals Nest. And tonight I would just like to briefly reflect on the progress we've

044made this year and the positive impact that it has had on our students, our families, and the community. Our first big rock was strengthening family communication um community partnerships, excuse me. We focus on building strong communication through daily conversations with the parents at pickup, drop off, um as well as increasing communication through an app that we use called Bridewheel. And that's just a communication tool similar to parent square, but it's for the childcare end. Um, this allows families to stay connected on their child's daily um, activities. Um, it's live feed. It's the learning, the care that we're providing, feedings, diaper changes, naps, and it's also a way for them to send a message and check in and we can communicate with them through that. Um, we also saw an increase in partnerships in our family

045engagement events this school year, which shows the strong connection families have with our center. In addition, we've built value community partnerships with organizations such as the Clark County FFA, the Winchester Police Department, and the uh fire department as well. Uh these partnerships provide meaningful learning experiences and opportunities to our children. Our second big rock was implementing the funny diaper curriculum. Throughout our center, staff's feedback has been very positive. It is userfriendly. Um it is developmentally appropriate and it really engages in all ages for our children to learn and be open to new opportunities. Um as we reflect on the school year, we are proud of the growth we've made in communication with family engagement, community involvement and classroom instruction as well. None of this would have been possible without the dedication of my staff, the

046support of our families and our community partners as well. Thank you all for your continued support um to our children and our center and I look forward to continuing another year. Thank you. Thank you. >> I brought a sticky note with names because I'm terrible with them and I want to make sure I give credit. So um our afterare program has grown drastically. Um we were at around 260 kids in the afterare program. So we had 84 at the preschool and then the rest were spread out among our elementary and Baker. Um so we um saw lots of growth. Same thing for our summer care program that's getting ready to start. We're at about right around 180 kids um starting out um the beginning of the summer and that if we can hire some more

047staff, we may be able to grow that as well. Um, so our big rocks this year were building that strong family and community partnerships. And one of the things that we did is we also increased our use of Brightwill. I mean, Miss Gail did a great job explaining that. Um, but it allowed our staff to be able to have immediate um, contact with parents. That includes incident reports, accidents, immediate to the parents. So there's not that waiting until they pick up if even if the small things a small scratch were able to send a picture message immediately which was a great way our families learned to trust us and then they started using that and so we saw an increase from our parents back to us versus us always reaching out to the parents. Um

048uh we have um our family engagement events and a couple of the things we did this year what we did the showcase at GRC. We were a part of that which was great because it allowed to show the connection that afterare has with the district because we've not always had that. So, we were able to do that as well as we worked with Flight Academy at Christmas and we did a joint one at the library which built our partnership with the library and they're going to come this summer and read to our kids every uh Wednesday. So, we're excited about that. Um, we also have a great relationship with the fire department. They come and spray our kids. They asked to come. The kids ask, can they come every Friday? And I was like, it's

049a little much, but maybe every other Friday. So, um they will come and spray our kids with water and they just absolutely love that. >> And legally AND PRESCHOOLERS. NO PRESCHOOLERS. No preschoolers. >> Yes. And they loved it. There's pictures on Facebook. You can see them. They're great. >> Very safe. Thank you. >> GRC color guard. That was probably a surprise of how much the kids love that. And the staff, they asked me first thing for summer care is color guard coming back. Um, they flew their flags. They let the kids flip the flags. Um, they just absolutely love that. But it also introduced our Baker kids to that and they may not be able to see that throughout the school year, but they were able to see it in summer care. We actually have

050about three kids who help participate in that. um as Baker students. So, I think that's amazing. Um the cheerleaders came last year. They had a blast. They're coming back. This year, we have basketball players are coming. We've set that schedule up. So, we have a lot of things. We also took a field trip to Avalon Farms, um which was amazing and first field trip we have ever taken. So, and we had a great time. The kids had a blast and we look forward to planning more of those trips. Our second one, uh Big Rock is our positive behavior support system, um PES. We are implementing PEBBAS um in a slow manner. We're starting with our preschool kids because that's what we know and that's what those our students are already trained at the preschool level.

051So we're learning that language and afterare so that we can implement the same language in afterare that they hear all day through the preschool. Um introducing those bucket fillers. Um and then we also do behavior training. And a big shout out to Courtney Buchanan who does it training because with our program you have to have RIS certified trainers. And so with that um Courtney came to our district on a Saturday and we train we were able to train all of our staff through a grant for free um and they were able to get hours for that. And then we also had Allison Nelson, one of our own and Michelle Ashcraft who also did a behavior training. And those are both great behavioral um supports um for us throughout the school year. So we are great

052to be able thankful to be able to have that with them. And um and then we also reviewed and revised our behavior um policy. That was a big task. Um but we have that um ready to roll and we feel much more confident in the plans that we set up instead of just sending kids home. Now we have a plan. we have a a a plan that works and our families appreciate that that we're not calling to say, "Hey, we need you to come and pick up your kid." Because we didn't know what to do. This is new. And now we have a great um system set up to make sure that our students can stay um and have a safe um environment and a fun environment as well. >> Okay. And the last one

053is preschool. So at preschool, we had three big rocks. Uh the first one was building strong family and community uh partnerships. And one of the most significant things that we changed this year at preschool was when we did family engagements, we did more of a workshop followed with an activity, but this year we kind of brought things back and we did more handson. So for example, we had a math night and in that night we had board games set up, card games. We turned hopscotch into a game and it was just an opportunity to families to come in and sit down and play a board game with their kid, play hungry hungry hippos. I had to buy every teacher a hungry hungry hippo game for their classroom after that event. Um but just to have

054family interaction and we have seen our um participation in our family engagements come like make a huge increase. Uh our families are coming to our events because they're engaging and they're actually doing things with their students. um they're learning to play and to you know play with their kids. Uh we also continue to with build our partnerships. One of the one that's most prominent is our partnership with Winchester Parks and Wreck. And so this year we did over 76 in the water uh swim lessons for our four year olds who are going to kindergarten. We also did 19 in the classroom lessons. So that was a change this year because we collaborate with parks and wreck. And what we did this year is the lifeguards came to preschool for their first lesson and they introduced

055theirel. They went over the little card expectations at the pool, which we'll talk a little about a little bit later. Um, and just introduce theirelves so that they could meet one another so that when they went to the pool, they weren't seeing this stranger because it's hard to get them to focus on people, much less the water, right, when we first get there. So, that's been a huge success. Um, that's a great partnership. We also continue our partnerships with FFA. They come over and do a monthly agricultural lesson with our child development students from GRC. So they plan, create, prepare, and they implement their lessons with our preschoolers. And these are students who are typically on the path of being an educator, child care provider, something with kids. And so they come over and they

056do their lessons with our students. Um, our little cards love working with the big cards. So that's kind of what we look at it as. And this year we had French students. Yeah, we did. We taught some French se lessons at the preschool. Um they came over and they taught them colors in French and um planets and sun and it was really good. They actually did really well. Um our second big rock um focused on uh our literacy and math through data collection. And this is probably the one I'm most proud of the preschool staff for. um we changed our whole group PLC to work to be data driven and data focused. In January, we um analyzed our bance data from the fall and then Friday, we analyzed our Bance data from the spring and

057we compared them and I truly had goosebumps on my arms because of the results and the collaboration and just the ownership of what this staff has done from January to um May. And we seen improvements from 14% to 40%. So in our work in January, we came up with three focus points. One was writing their first name. Uh the other was lowercase letter identification and then matching quantities to their numeral. And those seeing significant growth, significant growth. Um, that is probably one of the thing that I am most proud of for my staff is they actually seen the growth and they owned it. It was amazing. Again, it gave me uh goosebumps. They are looking forward to doing it again next year um and coming up with those focus points. Uh the third big rock

058is the positive behavior support system which Miss Trimble has mentioned. This is the pyramid model. We partnered with blue uh Berea Regional Training Center a couple years ago, three years ago on a intensive model or the pyramid model and that directly relates to that star programming for preschool. So that's what the state holds us accountable for and we have been doing this uh for three years. Um, we have seen our we have seen such a significant growth in the positive reinforcement and a decrease in our behavior and it's because we do it with fidelity. Like I said, Winchester Parks and Rec even lets us hang a little card matrix at the pool that tells what the expectations are there. Um, they have them on the bus, they have them in the classroom, they have them

059in the hallway. We have them everywhere. Our our big people, the tall people have expectations. Um, so we really have seen a a lot of growth by using this and doing it with fidelity. And then the last thing I'm going to talk about is our portrait of a learner at the preschool. This was our showcase. Look at all that cuteness. Um, so at preschool we chose to do our spring concert for our showcase. There's not really a better way to exhibit all the competencies of the portrait to learner for our preschoolers. We did four shows in two days. at five o'clock, a six o'clock and there was 400 parents, grandparents, families, community, everybody just showed up. It was a big show as you can see from the pictures. It was a sitting room only, standing

060room. I have ordered a hundred more chairs for next year. So um some of the things that we did different this year due to the portrait of learner and working through UK and with Miss Fifth is we had our students they practiced the morning of so that everybody is included. Everybody gets to do a show and we had a small audience so that they could perform in front of them and then we also um do the show in the evening. But this year we had three students um well we had an opportunity for three students from each class to come up and introduce the song. So the teachers would pick a student from their class. They had three different songs they sang and they got to come up and they got to say the song

061in the microphone. Some of them said it loud and proud and some of them who have social um that we've been working on all year said it. It may not have been loud and proud, but they said it in front of 250 plus people that they don't know that's yelling for them, right? So, that is huge, huge, huge. We also did a video. So, every student got to do a video that told like how they were empowered leader or a committed collaborator or a resilient learner, whatever they felt in like they made progress with, we did a video and we showed that video. So the forest that they were the five o'clock show, we showed that video uh from the time that we opened the door until the show began. So the parents got to

062watch it while they were waiting. So do you have That's a lot. I said hang on for early learning ride. Um do you have any questions? Do you have any questions? >> Carl, do you have any questions? >> Carl, >> no. Still there. All right. >> So thank you all so much. >> Thank you. How are you all doing? >> Good. >> Outstanding. >> We still in there. Okay. So, I'm Anria Cost. I'm the principal of Stro Station. It's Jordan Folks, our assistant principal. Um, our purpose here, we put just pictures of our kids up that because that is our purpose. because that is something that we do not want to lose focus on. Every decision we make, every move we make, it's for our students and we always ask ourselves, is this what's best

063for students. Um I talk to the staff all the time say, you know what, sometimes it's hard because we want to do what's best for us, but is it necessarily best for our kiddos? No. Sometimes, a lot of times it's harder for us. So we just put up pictures of our kids because that is our purpose and we don't ever want to lose that. That that's our purpose. All right. So we had two big rocks this year. Our first big rock was uh differentiation. So our goal was to uh we aimed to differentiate instruction to meet the unique needs of all of our students. So with over 560 kids in our building, there are a lot of unique needs. So we have to make sure that we were meeting all of their needs. And so

064how did we do it? We had very intentional conversations with our staff about small groupoup instruction. We had conversations about what the lesson plans look like. We had conversations about what does station teaching look like? And if you're not familiar with station teaching, that's when we had three teachers in a room. We had the classroom teacher, the the special education teacher, and an instructional assistant in there all providing services. And in a st station teaching, there were small groups the entire time and the kids rotated to each one to get what they need. Um, we had lots of meetings. PLC's looking at data and really looking to see is this the best place for the kiddo? what else do we need to provide? What do we need to put in place for them? So, lots

065of conversations with that. Um, we had we added specific questions about differentiation to our walkthrough document so that as we're going through rooms, we're looking to see, okay, is differentiation h happening? If it is, what does it look like in this classroom? And if not, what else can we put in place to just make sure the kids are getting what they need in that? So with that we had goals. Um of course you know if you know uh Kelly Fifth and Mr. Howard there's you know you got to make okay what's your goal? How are you going to measure it? Right? He's like okay so how did we measure it? So we we had our baseline at the beginning of the school year. We we aimed for 55% of our learners to be engaged um

066in January. In our actual by the when we did looked in January it was 58%. So we met our goal and then we met we talked to the teachers we said okay we had really great conversations about what differentiation looks like and sometimes you don't see differentiation happening because it could be just a a a fidget that's how you differentiate for them. It could just be um maybe the work was modified and you didn't know it because not everyone needs to know it when you're going into a classroom. So we had conversations about what is differentiation and what does it look like in the different uh classrooms and different scenarios. So we from that point on we went through and we were very intentional about what we were looking at and talking to the teachers

067and we went back and looked at our data again at the end of our at the end of the school year we ended the year at 74% differentiation which is well above our goal what we want intended for that. So that is awesome. So kudos to our teachers who stayed and they're here supporting us. So, thank you for that. All right. Anything I need to add? >> All right. Next. You want engagement? We need engagement. >> I might need her to back me up in a minute. Okay. Our second big rock was to increase student engagement and interaction in the classroom. And Miss C and I got to talking about um we say Kagan all the time, right? Have you all heard Kagan a lot? Well, we had this idea that we would just involve

068you in a Kagan structure, but we're not going to do that tonight. >> So, what we'll do queueed up on my phone. >> Yeah. So, what we'll do real quick is just explain really quickly one of the structures that our teachers use because we our teachers are awesome about going around and coaching coaching each other up. And really the all-time favorite one, you all might argue with me, but mix pair share is one of the favorites. The kids love it because you play music and when the music begins, the students get out of their seat and they start mingling, walking around. When the music stops, they pair up with the person closest to them. So, it could be anyone in the classroom. So, the biggest thing that teachers say is no drivebys, right? You all

069say that sometimes. So, it ensures that students are interacting with not just someone that's sitting next to them. So when they are paired up, they give specific instructions to make sure they're interacting and not just standing there looking at each other. So I wanted to explain that to you all. So they might say the person that woke up the earliest go first or the person with the longest hair go first. Which is always funny because elementary students doing the tallest one. They're over there trying to guess. It's funny to watch. But it's it just really is being intentional with interaction and not just saying turn and talk to your partner which as teachers we did that for years. I did it for years in my classroom even at the carpet. But this is being super

070intentional with how they're interacting to ensure that there's simultaneous interaction that there's actual equal participation. So that's what we were going around looking for when we talked about student interaction. Um, so just to share a little progress with that, you know, our team leads, I think when we first met, they were reaching for 70%. Right. Yes. >> They were like, "Next month we want to be at 70%." We were like, "That's a good end of year goal. Let's take it a little at a time." So, we set a midyear goal for 45%. And by January, we were at 54%. And all of this is measured with our walkthrough. Um, by the end of the year, they weren't kidding. and they really wanted to get to 70%. They were at 73%. So that's kudos to all

071of our teachers and all of our students for really being willing to interact with each other. So lots of progress to share with that. >> And also I'll add with the walkthrough documents when we go through the teachers have no idea when they're getting a walk through. So that just shows that they're doing that differentiation and they havea engagement going on all the time because I only tell you if you all you educators, you know, all of a sudden when the teacher's like, "Oh, they're coming in. Let me pretend to do this." No, it's seamless. It was already in their plans. And speaking of, that's something that we had our in our conversations also is making sure that we added engagement in our lesson plans so that we were intentional about adding them in every

072week and upping that student engagement. All right, the last thing we're going to talk about is our part uh portrait of a learner and what we did and what we do. We talk about portrait each and every day. It is not a standalone thing. It's not just you know what showcase is coming up. Let's do something portrait wise. We started day one implementing portrait in our daily conversation with our students and with our staff. Some of the things we do uh we did um stallion of the week. This year we have our engaged citizen empowered leader of the week. I stop and think we had our empowered leader of the week where the teachers recognized every Monday a student in their classroom that stood out as that empowered leader and so they were recognized. We

073had our teachers who were recognized as portrait leaders. They nominated each other for rec for recognitions and so they could be engaged citizens, reflective innovators, whatever it is. And we recognized our teachers um every week also for portrait. We had we um combined it with our pivas her behavior and so that you can say all right um Jordan you know is doing a great job. She was our engaged citizen. So here you go you get a little dojo. We connected our positive rewards uh with our with the portrait of a learner language. So the kids heard it all the time and you just didn't give you know say you got a dojo. the teachers ex actually explained why they were getting a dojo and they used that language of you were being a reflective innovator

074so you get a dojo and so then when we had our cubis assemblies every nine weeks we uh recognized students in classrooms that were achieving the different portraits and the different dojoos for that now as anything you want to add before I keep going. Okay. So, now going to the showcase. What we did with our showcase that we had back in April, um, was it April? I got to go back, you all. It's been, was it April? March. >> March. Thank you. We did it back in March. We actually decided this time to do a big showcase in each grade level. They got to decide which competency that they wanted to highlight. And it I think I thought it was fun. It looked like the kids had fun. Teachers, did you all think it was

075fun? >> Yep. So, they had fun. and we got a chance to partner with different um schools. We partnered with the preschool. So, our kindergarteners after they went through and decided what they were showcasing and what they were doing, we got to go and practice with the preschoolers down there. So, thank you, Miss Bland, for letting us go. And it was the sweetest things. I've got videos if you all want to see it. The preschoolers, they partnered up with one of our kinders and our kinders did a little Okay, this is what the presentation was. And then our first, second, and third graders, we partnered them up with another class. And so they got to practice their showcase piece and talk about it. And then our fifth graders, not fifth graders, our fourth graders are

076now fifth graders, I've been talking about that. They got to showcase to the community. And so we invited lots of people from the community in and they got to come in and practice and showcase their portrait learning. And then we had our big night with our parents. And we sent out after that we sent out a survey to our parents and we got feedback on what they like some areas of growth for us the next time we do it. And I thought, you know, going forward and it's just something I think is just going to grow our kiddos more. All right. Anything I left out? Anything I want to add? All right. Staff, anything? Teachers? All right. Any questions? >> Questions. Pearl, do you have any questions? >> No. Sounded great. >> All right. Well,

077thank you all so much. Thank you all. >> All right. Thank you all so much. Our next agenda item will be with uh Mrs. Kelly Fifth to um acknowledgement and consider approval of the CCPS certified evaluation plan 267. So annually we have to review our certified evaluation plan. This is what guides all of our evaluations for our certified staff. Um we do have a committee that has met three times. It is composed of 50% teachers and 50% administrators to make sure we're reviewing it from all uh roles in the district. Uh the only change this year was aligning one date. So, one plan had the same date for all teachers regardless of what uh tenure year that they were in. Um, otherwise, our plan has remained the same from last year. The past couple of

078years, we've done an extensive amount of work with our evaluation system. Um, last year also, Kentucky uh revised from a three-year rotational plan to a five-year plan. So, we had a lot of changes last year. So coming into this year, our team did not see any need for any big revisions. So other than one date, it's the same evaluation plan that we used last year or this past current school year. >> So do you have any questions? >> Questions? >> No. >> Okay. Do I have a motion to approve? >> I'll make that motion. >> Motion, Miss Thomas. A second. >> Second by Miss Brolin. All those in favor say I. >> I. I >> motion passes 5 to zero. Our next agenda item is acknowledgement and consider approval for the CCPS classified evaluation plan

0792627. So much like the certified evaluation plan, we also have a classified evaluation plan that we update annually. We also have a committee that has met um to make sure that we have several different perspective to from several different roles of classified staff across the district. Um much like the certified plan, there were no major changes. We had a few um typo errors. Um as we shifted from a digital a written system to a digital system, we noticed some of the forms had some errors just in the formatting. We fixed that. But as far as the actual structural components of the plan, there are no changes. The committee decided nothing needed to be updated. >> So this is the same one that they used last year. I just thought it was long, so I didn't

080realize. >> How many pages long is the classified one? >> The classified one. Um, we do have a handbook, two, four. This one, the handbook is seven pages in the handbook, but there are also links to all the additional forms that they can fill out. Um, we do use a digital format so that our administrators fill everything out online. um they do meet with all of our classified staff to go over what that evaluation is and then everybody signs off through a digital platform. >> It just seemed like and I'm going back to when I worked there, our evaluation used to be two pages classified. >> Yes. >> And the principles had a hard time >> the actual form. Yes. >> They had a hard time getting those done for all the staff. So I

081was just thinking, gosh, this one looks so long. >> Yes, we do have administrators on the committee. We do make sure that we have administrator input as well as any classified staff in the district. Um, and none of that was brought to concern. Um, so we'll continue to review and and look at that annually. But administrators, >> how many pages is the actual evaluation >> there? If I remember correctly, there are seven >> seven >> brackets. It's not seven pages, but there are seven, and I can bring it up in just a few minutes, but there are seven components um in the handbook. Let's see on the last page where it has the evaluation forms. Um the first link where it says formative and summitive evaluation that links to the actual evaluation form. Justin, if

082you don't care to click that first link for me please, because I don't want to tell you wrong. So this they have different um standards. So the first one is on the job knowledge and if you'll scroll up for me please. So in this particular one under job knowledge there are five subcomponents and then they are uh they either meet the need needs growth or does not meet or maybe it doesn't apply. So that's the first one. The second one is productivity. Again that has six substandards underneath of that. The third one, personal characteristics related to the job or work. And that one has 10, no 11 substandards underneath of that one. The fourth one, decision making or judgment. And there are seven substandards. The fifth, interpersonal relationships. Thank you. Um, work quality for the

083sixth standard. uh communication skills is the seventh standard, attendance and punctuality for the eighth and professional or professional growth for the ninth standard. So there are nine standards and then each of those have substandards underneath and they can you know again rank them as they meet that substandard does not meet they need growth or some of those don't apply. Um with our classified staff there is a wide range. We have anywhere from instructional assistants, um, cafeteria staff, bus monitors, bus drivers, uh, maintenance. So, it encompasses a large amount of our staff. And so, they can, you know, designate that it does not apply because we have one system that has to make sure we're encompass encompassing all of our roles in our district of our classified staff. >> Any more questions, Mr. Thomas? >> No.

084If the and nobody has complained that it's too long or anything, then I guess that's now if they did if they did complain or something like that, would you all change that or? >> We meet every single year. Anybody has the option to be on the committee. Um, in January, we send out an email to all certified staff and also an email to all classified staff. And anyone can volunteer to be on this committee. Um, we took everyone that volunteered to be on the committee. We met twice, looked at all of the um our handbook, all of the standards, we took any input. We also send out a survey. There's a survey that goes to all classified staff as well, and we look at that input to to make sure we're capturing a voice of

085all of our staff. So, everybody has the option to to give input. I've worked in as a supervisor for many years and this is a st I mean it looks very standard like the I know it's more specific for education but a lot of those areas you see on pretty much any um comparable type of job in other places. So, um, let's at least that's what I saw in all of them. At one point, this was last year, and we did revisit this. This year, we talked about having a different evaluation form for every single role of our classified staff. Like, that was talked about so it could be even more specific, but we decided that was a little much and decided to go with a general form that could meet the needs of any

086one of our roles. >> And they can always let it hit non-appoint. >> Yes. Yes, ma'am. And as a as a former principal and even now with the by way my classified staff a lot of times if it's not applicable we'll hit that and the summit of is actually one pager. >> So this is the formative version is the nine but the summit of has all those nine >> categories >> and it's just on one page. So that's kind of the summary document makes it really easy peasy. >> Any other questions? I make a motion to approve the uh CCPS class evaluation plan. I'll second. >> Second by Mr. Dorsy. All those in favor say I. >> I. I. >> Any other discussion? Motion passes five to zero. >> Thank you all. >> Thank you.

087>> Okay. Our next agenda item. Is everybody good? Anybody good to keep going? >> Okay. Um, our next agenda item is um, consider approval of bid for Indrris Engineering for the surveying work for RDC athletic fields for the RDC Baker renovation project in the amount of bless you $11,210. >> Hello. >> Good evening. >> Brian Buckner, take over. >> All right. So, we had uh we had two um estimates come back. One from PK4 and one from Endrris. uh Edris was less expensive and they also were able to get it done faster. So our recommendation as seen in the summary here was to go ahead and go with Edris for the survey work there. Um we've we worked with them before. They actually did the survey work on the preschool. Um and we we have

088a good relationship with them. The survey they have they have out is one of the best that we work with across the board. So >> I want to highlight again we've hit the exact they're cheaper and they're faster. >> Yes. >> Okay. >> Cheaper faster. >> It does not always work out that way. I just want to highlight that. >> Okay. Anyone have any questions for Mr. Fuckner? >> Yeah. As long as they're good, that's >> Y. >> Do I make a motion to approve this bid from Enders Engineering in the amount of $11,210? Do I have a second? >> Second by M. All those in favor say I. >> I. >> Any other discussion? Motion passes five to zero. Next agenda item is consider approval for the special inspections proposals for the athletic fieldwork

089at RDC and GRC fieldhouse BG26-108. >> Is ue only? >> So um sorry on which one >> is only >> on for the spin or >> uh no. So I actually the spin proposals we're going to ask that we hold off on those for just a minute. Okay. >> So we only received one proposal back on the spin. We've reached out to three additional contractors. We would like to have, you know, at least two or three uh to to go off of before we, you know, we ask or recommend a decision on that. So, just so you're not locked into a single price from a single um spin contractor, we we have a little bit of time, so we're we're going to propose that we do that next month instead. Um I apologize that some

090of that came up today. So, we just decided we were going to kind of push back on that a little bit. Um that should not affect anything. It's nothing on the mostly for the the practice field. So compaction, concrete work, things like that that won't will not be happening in June. So having that at the June meeting, I think would be totally reasonable with the >> timelines and try to get that done. >> That's right. Just to have a better number for you all. >> So do we need to say put a hold on this >> table? Okay. I make a prop make it to table this approval until June. >> Okay, thank you. I know that I did not say that right, but all those in favor say I. >> I. >> Any other

091discussion? Okay, that motion to table passes five to zero. Okay. All right. Our next agenda item is consider approval of the construction documents for the football field renovation at RDC BG26108. >> So if you switch to the next page um this is the erosion pollution and sediment control plan. Uh nothing particularly exciting on here for you all. Um the demolition plan is the next sheet. So on this one, you'll see that we've got the area of of this is site demolition. So we've got the area of parking, the kind of extents of the um site that we're going to be doing demo work on, and then go to the next. So this is our site layout plan. Oh no, I can blow it up. Okay, here we go. Scroll down a little bit. The sheets

092are off for some reason here. You scroll down a little bit more. This should be this is our grading plan. Yeah, this is cool. Scroll up. I think some reason it's like trying to jump to the next sheet when you're selecting on the on the left. Okay. So, this is the this is the site development plan here. So, you'll see the um kind of overall look obviously the field. Um we made some minor adjustments since we've last seen this. Uh you'll notice that based on we'll get to the grading plan here in a minute. We've made some adjustments to the retaining wall just to be be able to kind of negotiate the grades around that area a little bit better. Uh, one of the things that's going to have to change from the last time

093that we spoke is we're actually going to be relocating the scoreboard. Um, it's getting in the way of where that that retaining wall leg is coming out there uh onto this side. So, it's just we're not replacing it. It's just moving it just back a little bit further. All right. So, scroll down to the next. And you can see this a little bit better here on the grading plane. So, um the dark lines are where we're manipulating the grading um after the work is done. So in order to extend the field and get the both the width and the length uh that that we're wanting it gets into the grading on these corner areas. So the extension here of this retaining wall as well as the uh the grading here is being shown is all

094updated since the last time that we saw this. >> Are there any plans on the fieldhouse end uh where that grassy area is there? This section through here, >> this is what you think or further down. >> Further down by the uh by the stands. >> The only thing that we're touching here is the replacement of some sidewalk on this side. >> Brian, as far as like I know when we do all this work, is this is anything going to affect the neighborhood that's beside do you have any concern about anything for them? Is it more of it run down towards that towards the field like any runoff and that sort of thing? Yeah, we we shouldn't have anything like that. Um, in fact, if you go down to the next slide or the next

095sheet rather, this is the drainage plan. So, you see the under drain system for the the turf field. What you'll notice here is the replacement of these three large 30-in RCP round concrete pipe to replace the steel pipe that's currently in place that we kind of talked about before when we scoped it and it's failing. Um, that is pulling drainage that's coming down here. So we actually you're in a way you're improving the quality of the system from the neighborhood that's directly adjacent to it. So we have a swale moving down in this direction where it enters this location and then it daylights down at the head wall at the end. So >> I I think that in in doing that that it's an it's definitely a net improvement uh for for the total system

096both for the school as well as the adjoining neighborhood that kind of >> is thinking they're just a little bit higher up in that neighborhood just or is it about even? >> It's it's about even. We're just adjusting the kind of localized dimensions, but it's not going to put any additional runoff or anything like that um that that you would have seen from before in that area. And again, with with the the drainage system that we have included in there for the under drain system on the field, you're encapsulating a lot of the the runoff there directly on the field itself. So, >> awesome. >> Hey, Brian. >> Hey. um that three pieces of 30 in there. Is that tying into a 48 is already existing or do we're going to have to cut that

097road or >> they're they're tying into the head wall on the opposite side? I don't believe that they're planning to cut the road >> through that area. That's that's not my understanding. I don't believe that they're doing that. Um >> well, the the road goes all the way down to the fieldhouse to like the little pathway. So, I mean, I guess it would probably still tie in on this side, >> which that that road crosses over. >> It crosses right here. >> So, we're just to the, you know, plane east of that. I can confirm with Mike and make sure that they're not going to impact that at all. >> So, okay. >> I mean, I don't see I think I mean, that whole back area is still the asphalt and everything back there is

098still pretty old. >> Concrete, sidewalks, everything. So, even if we and pretty do some additional work there. >> We we considered at one point kind of replacing a larger section of that that drive down in anticipation of having to do some of that work but decided against doing a full run of it for the time being. And if that changed, we still have the um >> Marty uh >> Marty Way Jackson Parkway. >> That's not it. >> Marty Jackson Way. Uh that we can get access to that building. Um >> so we've got some adjustment. >> After these uh and and after these sheets, you we've got the mechanical, electrical, and plumbing sheets. So, what you're seeing in there, we don't need to run through every single sheet unless you really want to, but we're

099shown the new water lines for um for the new hydrants that we have there or water um drink fountain areas for access, bottle filling, things like that, as well as the electrical boxes and then the relocation of the sports lights, uh moving towards the existing parking lot area. So, again, we're reusing the light poles. We're just replacing the sports lighting system at the top of those poles as well. So, um, otherwise, y'all have any questions on this? >> Any other questions? >> When does it start? >> So, right now, the this is the construction document approval. We're currently under quality control review in our office right now with our engineers. So, they'll go out to Kodell next Wednesday on the 3rd. So once that goes out to Kodell, they're going to have a um they're

100going to try to shorten the bid period on this a little bit. Um and see if we can get some cost back in faster on it, just kind of like what we did for the practice field. And uh we would move forward and have construction beginning over the summer. So towards the end of the summer. So it'll work through all the way through the fall um and through the winter and everything there. So >> any just going to say as far as the the additional work, so the baseball and the softball turf. So, we've we've approved the survey tonight. We're going to be looking to do a geotech uh survey as well just to just to confirm some locations there uh both at both locations. So, we're going to be doing that in June as

101well. And um otherwise, we think that we are on track for end of July to get those documents out for the infield turf replacements. So, just want to give you a brief update on that as well as um since Craig's not here tonight, so just kind of recap what we're doing with the other projects. Um today's the first kind of official day of construction. So they are right now they've been focused on, you know, kind of assigning layown space and things like that for materials. We've pulled through all of the shop drawings for the roofing projects and the vast majority of them for the HBAC replacement um over the past month. So they're able to start going ahead and doing orders and everything is on track currently. So >> all right, any other questions? >>

102All right. Do I have a motion to approve the construction documents? >> I'll make that motion. >> Motion by Mr. Kaiser. Do I have a second? >> Second will second. Miss Roland. All those in favor say I. >> I. >> Motion passes 5 to zero. We need to take just a quick break. Um we'll come back at 7:35 7:40 7:40. That give us enough time. And if we can start sooner, we will. But we just need to take a quick break. So thank you. Thank you all very much. Yeah. >> Dor. >> Yes. Carl. I'm going to have to check out. >> Are you okay? >> No. Yes, I'm fine. I just need to I've got a work event now. So, >> Okay. Okay. So, >> well, thank you for joining. We'll see you Thursday.

103Be careful driving back. >> All right. See you. >> Byebye. >> He's got little bubbles going with his fing finger. That was funny. >> Oh, he gives you a little thumbs up. >> Yeah. Go ahead. I'm not going to touch this computer cuz I >> can barely do my at 7:40 and we'll have Mrs. Alicia Ellis acknowledge give us our financial update. >> Good evening. So we are looking at our April financials and we are 2% up on our revenues compared to this time last year at 88% and um expenses are 78% that's 5% up from this time last year which is primarily due to inflation. I mean our costs are just more expensive this time of year. Um I think everybody's feeling that crunch. Um property taxes um are at 104 collection on our

104budget. So that is fantastic. Um franchise we're at 82, motor vehicle 83 for an overall of 99% of our budget on our taxes. um with the collections of what we actually received just here in May, we are up over a 100% of our budget at a little at 17,000 over budget. So we are collectively of all of our taxes when you add them all together over what we have budgeted on taxes. So that is actually fantastic news. We have not individually but collectively we have hit our mark on our practices. So, >> do you think and and this is my social brain asking this question because didn't we have a big chunk of franchise property tax in and does that skew this at all when we're looking at these numbers? >> So, property is 104.

105Franchise is actually only 82% of our budget and a chunk of that is actually prior years. So, we have not actually collected current year franchise. >> Okay. Um, so we are actually behind in current your taxes and franchise. >> Is this the one they pay whenever they want? >> So that's the one that is like >> and >> you don't know when you're going to get it because it's based on business income taxes >> and it is when they file they can put in dispute. >> You don't know when they're going to pay it. >> Extensions. >> They can file extensions with the state. They have property in transit. I mean, there's a lot of things with that that the timing of when they pay that is very >> unknown. Unfortunately, >> I guess that's

106what my brain was thinking. I just want a good question. >> So, it is very good that property is up and motor vehicle is always on par. We always meet those two, which is again why we budget underbudget. So, just kind of a quick lesson. we underbudget what actual 100% property value assessments are because we're never going to collect 100% of what assessments are. It's just not going to happen. So regardless of what that value is, we'll never collect it in the tax year that it is valued at. It's just not going to happen. So we cannot bank on that. Um this is a prime example. We're sitting here at the month of April. Even I can show what we've collected for the month of May already and we're only at 82%. >> And that

107is undervaluing the 100% value of the property. We are not going to hit I can tell you right now we're not going to hit 100% on June 30th of franchise. >> Right. >> I can I can project that. >> Thankfully we have over collected on property by 104. So that overall bucket of three pockets of property values on all were good. >> We've overcolcted on them. So they kind of balanced each other out which is the goal. >> That's why we budget the way we budget. So >> thank you. >> Very good question. Any questions otherwise? >> We will talk more budget on Thursday. Um I need So our next agenda item is to authorize payment of salaries and accounts payable. I make a motion to authorize those payments. >> All second. >> Second by

108Miss Thomas. All those in favor say I. >> I. >> Motion passes four to zero. Mr. Kaiser had to leave. >> Our sec. Our next agenda item is consider approval of capital funds request. So this is the request to move the excess funds in our capital which is restricted funds um that are we are not going to be able not have to pay on our debt. So we are allowed to move that into general fund. So this is the means of how we have to move it. So we just need that approval from the board. >> Do I have a motion to >> I'll make a motion to approve the capital request. >> Mr. Dorsy >> Second by Miss Roland. All those in favor say I. >> I. >> Motion passes four to zero unless

109there's any other conversation. >> All right. Thank you. We will see you Thursday. >> All right. Our next agenda item is consider approval of revision for mental health therapist job description. Miss Dr. Tammy Parish. >> I'd like to defer to Mrs. Nelson as this is her area of expertise with this job description and Miss Grant. Right. Mrs. Nelson. Sorry. >> Oh, good evening. Um, so we have a job description here for a mental health therapist. Um, we were fortunate enough to receive some grant funding through KDE. um that will support our ability to increase the capacity of us to provide billable um or reimburseable behavioral health services. So, this particular job description um is part of what will help build our capacity um to use expanded access to increase the amount of behavioral health and

110wellness services that we are able to offer students and families through the school system. Um really excited about this opportunity. Um we are looking at qualified individuals um who will be able to provide direct mental health and behavioral health services to students at school. >> Well, you know, I'm ecstatic about this. So, uh but when you say reimburseable are are when it comes to how we're is it is there a special fund or is this like through private insurance? Okay. So, um the state of Kentucky was awarded some funding through Medicaid um where we can provide school-based services for behavioral health as well as other health type services um to students that are Medicaid or CHIP eligible students. Um and this is regardless of any other status they have. So typically we can bill or

111be reimbursed for services that are provided on specialized plans, but in 2019 they opened up Medicaid access for schools. This opens up a variety of other services that we're able to provide students. So we're really looking to um use that resource so we can close gaps for students, reduce barriers, and increase access to quality mental health and wellness services. I I just know working in a community mental health center and I think one of the biggest areas that me isn't necessarily Medicaid but your private insurance kids. Yes. Because it's hard, you know, for example, I'm a I'm a LCSSW. I can build pretty much any insurance, but my co-worker who is a certified social worker who is working on that independent license can only build Medicaid. Yes. >> And so over my years, I just

112And there's this pocket of the the private insurance. It's really hard sometimes. >> Yeah. Well, and I think to another that's a really good point. So, we would request reimbursement for the students that we're able to request reimbursement for. However, this would not limit this individual's ability to service any and all students in our schools. So, um it would allow us to provide services to all students, but we're basically going to be able to get that reimbursement for those qualified services that we're providing. Um whether it be like psychotherapy, CBT, DBT, um those types of things. So, we're looking for highly qualified individuals and um looking to get them trained up, build our capacity so we can really have a long-term sustainable plan for our mental health services. It's a really a big win when

113you have someone who's trained, who's licensed, that that it's layers of protection for the school, for the student, for the students, number one. And um so I was so excited to hear about this. So I I am thrilled. So it's just a step in the just I love that we keep building this. So yes, me too. >> I make a motion to approve the the revision for mental health therapist job description. Do I have a second? >> I'll second. Second by Miss Roland. Do we have any other discussion or questions for Miss Nelson? >> Are you going to be hired more than one? >> Yes. The goal will be to hire more than one. I'm not sure exactly on the exact number depending on the funding that we have. Um but yeah, and we'll look

114over the course of the years. Again, our goal is capacity and sustainability. >> So, we're looking to build overtime. >> Sustainability. >> Yeah, >> I'm writing that down, too. That's awesome. Okay. All those in favor say I. >> I. Motion passes four to zero. Thank you for all your hard work. >> Thank you. Thank you guys. Appreciate it. Thank you. >> All right. I will now hand it over to >> right as AC kicks on. All right. >> To say my voice carries. I appreciate that. >> Superintendent report. >> Um, a couple things I want to point out um on the consent agenda item. There's a couple MOAs. I think they're they're very important because for us in this district, our partnership with KEDC and CKEC, their educational cooperatives, uh this allows us to get

115services support um everything from HR to finance to PPP uh trainings. Um on the CKEC side, I know our academic teams use a lot of their trainings. A lot of them are free for us. So, it's a great investment. Um, and I want to make sure everybody kind of knows what what that is. Um, and they're really great together because some of them the KDC does much more of the operational things. Uh, CKC really supports us a lot with a lot of our academics. So, that's why they're kind of both on there. I just want to make sure you guys were prized of what that was. Um, I guess the biggest news, we graduated uh 438 plus students um on Friday night. Of course, you guys were there. Um, lots of celebrations all the way

116around. Um, so I'm I'm extremely proud of the planning and preparation that went into that event, not just on the getting it done side, but a lot of those kids have been with us 13 years. Uh, and we're celebrating again not just the end of their educational experience, but the beginning of what they're going to do next. And that's one of my favorite days. I say that all the time. Love, love, love graduation day. Uh, so what next? Uh, we got teacher work days. We had teacher work day today. Also tomorrow, uh we're closing out the year, but also beginning to plan for next year because unlike um sometimes folks believe, we don't really actually shut down ever. Uh so we're working hard uh to get into next year. Uh a couple things that will

117also start this week. The Flat Academy has their big kickoff event that's on Thursday. Uh the starting date will be June 1st. Uh so this is targeting last year was was literacy only. This year we're actually building in some math conceptualization support as well on top of again hammering down on literacy, phonics, funological awareness and comprehension along with some fluency when we can because we're trying to get kids on grade level by the third grade. So I've said a billion times we're not closing gaps. We are being intentional and making sure they never exist. Um all those are free and we also provide transportation for free and meals for free. So, a huge shout out to our transportation department, Monty Backyard Food Services, and all of her staff. They do a phenomenal job. Uh, summer

118feeding is also coming up. Uh, so there'll be information out there on um where to pick up your 10day meals this year versus 7 days. Uh, I encourage you to come out and help us. It is a big time. Uh, food service folks, they have a big time wheeling out gallons of milk and watermelons and everything in between. Our maintenance crew does a fantastic job with that. Our police force manages the lines. We got really, really good at it last year. Um, so come and take advantage of that. More information to come on that. Lots of other camps are starting, including STEM camp going on this week at the Hannah Mccclure Cardinal Community Center. Big shout out to Miss Bush and her staff. They got so many things going. We've had to open up and

119we have now have their website live. So, if you go to our home site, it's actually under schools. You can click on there, Mr. Kase. There we go. And just like that on Q. Um, this is something that we've been working to make live. You can also ask questions. You can We're going to be scheduling events on there. Um, starting yoga classes. Is that correct? Yoga. Um, we're trying to get somebody in house to do some What was that? Zumbi. Somebody Zumbi. >> I asked if I could do it in a suit. H that's questionable. Uh but a lot of great opportunities to continue doubling down on connecting our school district and community as one to grow greatness. Um so lots of things. Again, next month we'll have an update of all the events on

120a consent agenda item for the community center. So you guys can go through that as well. >> Isn't there a big mental health thing tomorrow night? There is from 6:00 to 8. >> Big mental health thing 6 to 8. I think the collaboration with Miss Nelson and Christa Bush. Am I >> You want to do you want to add something? Yeah, sure. So, it starts tomorrow 6:00 to 7:30 is the event and it's a mental health event mainly around suicide prevention as well. Um, we have a lot of community partners that will be there. So, we have our health department, we have New Vista, we have representatives from the court system that will be there. Um, school representative will be there. It should be a pretty educational and interesting good time. So excited about that.

121>> And keep your eyes open for other events, like I said, going on all summer long from art camps to theater camps. Um, again, STEM camp this week. Um, so again, lots of great things going on in the district all summer long. >> That's all I got. Any questions? >> The only qu So there there is a cost um for the membership is it says a membership agreement. So is it anou for the kebc? >> Yes. >> So it's not necessarily a cost associated with that. I mean I know there's a cost. >> So there is but it's we build it into the budget every single year. So it's not an additional cost. >> Gotcha. Gotcha. Okay. All right. Any other Anyone have any questions for Mr. Howard? No. All right. So I'll move on

122to the consent agenda items. Do I have a motion to approve the consent agenda items? >> I make that motion, Mrs. Rollins. Do I have a second? >> I'll second. >> Second by Mr. Dorsy. All those in favor say I. >> I. Motion passes four to zero. And do I have a motion to adjurnn? >> I'll make that motion. >> Motion, Miss Roland, and I'll second. So we are adjourned at 01 and need to um take a vote. All those in favor say I. >> I. Motion passes 4 to zero. We are journ at 7:57 p.m. Thank