001to have everyone here tonight. Miss um Miss uh let's see where is she rolling? Miss Roland is up at Kings Island with the RDC band. So good. I'd much rather be here than there. So hopefully she's having a good time with her son and his friends. So, but we're going to go ahead and stand and have a moment of silence followed by the pledge of allegiance. The pledge. I pledge algiance 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. You may be seated. Okay. Are our uh we will now review the agenda and um do you all have any changes or anything you need to move? I I have one under internal board of business if
002we could u take the partners of education off. They've asked actually to go in June. To go in June. Okay. Mr. Page is not feeling well. Not feeling well. Okay. All right. All right. And we'll give Mr. Dorsy a second to see if there's anything he wanted to change on the agenda. No, I'm good. Okay. All right. So, we just need to um I need a motion to adopt the agenda. Adopt the agenda is amended. Okay. I have a motion by Mr. Kaiser. Do I have a second? I'll second. Second by Miss Thomas. All those in favor say I. I. Motion passes four to zero. [Music] Our next um agenda item is consider approval of minutes for May 6, 2025 special board meeting. Um, do we have any changes or amendments? No. Yeah. Do I
003have um a motion? I'll make a motion. Okay, Miss Miss Thomas. Who? I'll second. All those in favor say I. I. I. I. Motion passes four to zero. Are we reoting for this or did it this April 22nd meeting or is it just we hadn't? We hadn't. We had We didn't do it on May 6th. No, we didn't do it on May 6. Okay. So, our next agenda item is consider approval of minutes for April 22nd, 2025 regular board meeting. Do I have Are there any changes or do I have a motion? I'll make a motion. Motion by Mr. Kaiser. I'll second. Second by Mr. Dorsy. All those in favor say I. I. Motion passes four to zero. Okay. So, our next agenda item are the Clark County Public Schools recognitions. Mr. Coo, you ready?
004I'm ready. I'm ready to celebrate. All right. Thank you so much. Um, so we have a number of students and groups to to recognize uh this evening. Um, the first would be our G GRC high school fishing team. They've had an outstanding season with several teams qualifying for the upcoming state competitions. We're thrilled to announce that five GRC High School teams have earned their spot in the state competition on Rough River. Uh this is a testament to their dedication and skill in navigating the various fishing trails to secure their bids. Representing C uh we have several teams, but the students that we have here present. Um to be recognized tonight for the um for representing GRC High School, we have Bentley Purcell. Ladies and gentlemen, our heartfelt congratulations to all of these talented anglers and
005their dedicated boat captains. We wish the very best of luck as they compete in the state tournament. So, bring those bring home those trophies, CRC. Okay, me first and then moms and dads and guardians. Okay, ready? Three, two, one. Thank you. My mom's a dad. We got to go too. Oh, no. What? No. No. You don't want to We got lots to celebrate, sir. Okay. I've been here 4 hours. And I talk kind of slow. So our next group to be recognized is the Clark County Public Schools Star Elementary State Track Meet participants that recently took place in Gan, Kentucky, bringing together young athletes from Conrite, Justice, Strobe Station, and Baker Intermediate um schools. A fantastic group of 22 students comp competed showcasing their talent and dedication. So Baker Intermediate truly stood out, finishing an
006impressive eighth out of 38 teams. This remarkable achievement is a testament to the hard work and spirit of their entire team. Um, and I'd also like to give a special congratulations to Brillan Bell from Baker Intermediate who achieved an unprecedented feat at the meet. Brilland broke three state records in all three events. She participated in the 100 meter dash, 200 meter dash, and the long jump. This is a an historic accomplishment as it has never happened before at the elementary level which has been an amazing thing. Um she also represented I just got out recent this past weekend in the middle school and Mr. Cawson Cson has informed me that she placed 19th out of 65 runners at the middle school level in the 100 and 200. So that's really a remarkable First call up
007our our star athletes from from stroke station. Now [Music] acres Elementary. Caitlyn Frago. Sorry about that. We had a flurry of activity in the conference room. Caitlyn Craig. There you go. Come on. down here. You want to get a picture with these folks? Absolutely. We'd love to. I'd also like to mention, I'm not sure all the coaches that are here, but uh Michael Cen, Stormmy Wesley, Andrew Thurman, Jay Smith, Scott Frago, Robbie Hill, Robert Bell, and Chander Bell. If you're here, please jump in and be part of those pictures with Absolutely. You guys can put Mr. Robert away from me. I'm just kidding. Okay, ready? Here we go. Three, two, one. Perfect. So you might as well hang out in the wings if you're you felt that with Baker too. So we have some students
008to recognize also for Baker Ray Bell Ray. I believe this our Baker student. Congratulations, sir. Coaches, come on back. Here we go. Ready? 3. All right. Congratulations. Thank you. [Music] All right. This next um achievement is really a remarkable achievement. We have we have two students that scored a perfect score on the ACT this year. And one of those students is um with us tonight, Elijah Strain. Are you out there? Elijah, come on in. So, I'll just say something. Achieving a perfect 36 deposit score in the ACT is an exceptionally rare feat. This top score in average of the English, math, reading, and science sections is accomplished by scoring a 36 on the A is accomplished by less than 2% of test takers each year. Um, so please extend us in extending a huge congratulations
009to Elijah for this truly remarkable accomplishment. All right. Next up is scholarship and service. We're incredibly proud and excited to share some fantastic news about two outstanding out DRC graduates, Cooper Wson and Samuel Snder. Cooper has been granted a highly prestigious full tuition full 4-year national scholarship from the ROC program. This is an amazing accomplishment reflecting his exceptional dedication and hard work. Cooper, there you go. Sam Snider has also received a significant award at three-year Minute Man scholarship through the Army Reserves. Both of these were merit scholarships earned through their high achievements in academics, athletics, and leadership abilities. Their commitment and talent have truly paid off. So this fall, both Cooper and Sam will be attending Colorado State University in Fort College, Colorado. Beyond their studies, they will also be serving our country in the
010Colorado National Guard. For their hard work over the years and choose and choosing to serve our nation. We couldn't be proud. Okay, our next recognition goes to um this is this is related to our interpreter co-op that was started this year. This is the the group of students that went through in the fall was the first group of students that we're aware of in the country that completed the medical interpreter certification program in all of the United States. And so we also had a student that completed this spring, uh, Jaden Deleon Lopez. He has embraced the importance of, um, the equity coalition. Oh, and Donna Carter, I think, is here, right? Okay. Hi, Donna. Um, the equity coalition and the University of Kentucky healthcare system has embraced the importance of firsthand experience and training when
011introducing students to potential careers within the medical field. Um we also see the need and demand for qualified interpreters in the medical field and within our education systems. Um we recognize that training paired with exposure to the actual workplace observation is a fund fundamental key to success and future recruitment of students for various talent pipelines. So please welcome and recognize our student that completed this spring who has also completed the program, Mr. Jaden Lopez. All right, here we go. All right. So, we have a few staff recognitions to go through. Um, first, celebrating the impact of the Cardinal Innovation Center staff. We want to take a moment to recognize the incredible staff of the entire Cardinal Innovation Center for the powerful impact they are making across our district. This year alone, the programs housed within
012this building are impacting over 350 students with many more positive effects anticipated in the years to come. Their dedication and hard work are truly setting a new standard for innovation and student success. So, uh, with us from we want to recognize first the Phoenix staff. I believe we have with us Mr. Victoria Marquez. and Tom Collins. I believe that's host tonight. No, there's a lot. Okay. I'm sorry. It was Tammy Cowing. Heat. Heat. Heat. Heat. Christina Jones out. Uh this dedicated team consistently provides a safe supportive environment for students seeking a new start. Uh they achieve this by expertly combining high expectations with truly indiv individualized care, helping students navigate challenges and succeed. Let's give him I never change. [Music] There we go. [Music] Okay, here we go. Three, two, one. Kevin, can you go
013that way? Kevin, that way. Great. Thank you all. Okay, the next team at the center um would be the Cardinal Virtual Academy. We commend the staff of Cardinal Virtual Academy and Home Hospital for their exceptional work. They have successfully redefined the landscape of flexible, rigorous online learning, offering personalized and virtual and hybrid educational pathways that foster significant student growth and achievement. So with us tonight we have Alison Campbell We also recognize Mr. Dr. Lindseay Hail. Of course, I know you love. All right. Ready? 3 2 1 Perfect. All right. And our final team to recognize at the center would be um the Cardinal Innovation Center. Our district is incredibly fortunate to have dedicated educators who are truly making a difference in STEM and technology. Our district STEM teachers are bringing innovation to life for our
014younger youngest learners. They're co-eing hands-on lessons that ignite curiosity and build crucial foundational skills in science and engineering. And let's not forget our technology resource teachers, our digital learning coaches. They are the backbone of our of instructional technology throughout the district, equipping both educators and students with the tools and training they need to thrive in today's classroom. So today with us we have Jennifer Charlie. Hopefully push down. [Music] Right. So, we have one more um greatness to to acknowledge. [Music] Um the Trailblazer Award is our final recognition. The Trailblazer Award is a recognition given to individuals or organizations who have made pioneering, innovative, and significant contributions in their respective fields, often by creating new paths, challenging the status quo, or inspiring others. These awards generally celebrate those who have gone beyond established norms and demonstrated
015exceptional leadership, vision, and commitment. Tonight, we want to take a moment to express our sincere gratitude to an individual whose innovative thinking, meticulous planning, and collaborative spirit for CC um CCPS. Her dedication truly makes a difference, and it's clear how much effort she pours into everything she does. Thank you for consistently going above and beyond on behalf of Clark County Public Schools, Kelly. See you in there. All right. Thank you, Mr. Cougall. That was awesome. Do we have any public comments? Can someone check for me, please? All right. Then we'll move on to um our next agenda item, which is student learning and instructional services. and Miss Kelly Fifth, our trailblazer. Can we say Kelly? Trailblazer. I said innovator, but Trailblazer. Good evening. Tonight, our instructional spotlight will focus on our early learning department. Um,
016and also our Cardinal Innovation Center. So, I'm going to ask She might still Oh, there you are. You're still in the hallway. Miss Jill Bllandon. She is our director of early learning. and she'll give an overview of the Cardinals Nest, our actor, and the preschool. Good evening. Bring up the team. Yeah, bringing up the team. Come on, friends. Don't be shy. All right. Uh so, thank you uh for allowing us to come this evening and spotlight the great things that are happening in our early childhood uh rim of the CCPS school system. And I'm not going to stand up here and talk the whole time because the amazing things that happen is these folks right here that make that those amazing things happen every day. So, we'll start with the Cardinals Nest and this is
017Gail Ricketts and she's going to talk a little bit about our little baby cards in uh the school system. Hello, I'm Gail Ricketts, the director of the Cardinal Mist. Um, we are doing some amazing things with our program and it is truly a blessing to be a part of all of this and seeing this transpire into something so wonderful for all of our teachers and staff in the school system. Uh, we currently have 17 infants enrolled and 19 toddlers. Our enrollment next year is up to 20 infants and 23 toddlers. and we are ecstatic to announce that we are going to be opening a third infant room in October um to help advocate for our waiting [Music] list. It is truly a blessing to provide such a service and such a loving safe place for
018so many children to learn and grow and genuinely just be loved. and it is truly a blessing to see them uh th you know just thrive every single day and all the opportunities that we can bring to them. So thank you all so much. All right, it's me again and I'm going to talk about the summer care program. Um so this is our first go round of summer here in uh the Clark County public school system and we have had a huge um enrollment uh to where we are at capacity right now for the number of uh teachers that we have in our program. And so um right now our s our sessions run from May 27th. Today was our first day of summer care. Not the best day with the rain, but we made
019the best out of it. So, it was a great day here uh for our opening of summer care. The first day is today. It runs through August 1st, but we have two sessions. So, if parents don't need it the whole summer, we do offer session one, which started today and goes through June 27th. And then our session two starts June 30th and runs through August 1st. We have three locations, preschool, Strode, and Baker. Baker was an addition because our program had so much enrollment. So there was a lot of interest for it. We currently have 40 students at preschool which is at capacity. Um we still have six drop in. So there's some students who if we have availability we will let the parents know if they want to bring them that day they can.
020We have 60 students at strobe which again is at capacity. We have 16 dropins there. Um so I think there'll be a lot of uh interest in those opening spots every day. And then we have 30 students at Baker um with six dropins there. So um like I said, today was our first day. It's been a successful day. Uh we are still taking we still have people enrolling because they thought that the May 9th was the cut off, but it is not. So we do still have people enrolling and I actually just had a conversation with Miss Fifth that potentially looking at growing at Baker in the next few days because we have such an interest. So this has been great. Um it's been awesome. So that's just a little bit about the summer care
021program. And next I'm going to introduce um Allison Nelson and Maryanne Trimble and they're going to talk about preschool. Good evening. Um Allison Nelson, MTSS specialist for the district, but um I specifically support preschool and some of their universal implementation of uh programming. So I'm going to talk a little bit about the pyramid model. Um we've come here um with the principal and talked about the pyramid model before but it is a universal program that allows us to support student success through developing um a effective workforce, positive relationships, safe and nurturing environments and then provide those targeted interventions for students who may may need a little bit of additional support. Um, so it allows us to really meet the needs of our early childhood population um, just through our natural and um, organic interactions with
022them in the classroom. Um, we've done a lot of work through the PBIS committee at preschool to help develop the pyramid model. Um, so I think Miss Maryanne is going to show a little bit about what are some of the um, supports that we utilize to help the implementation of this uh, universal social emotional learning goal. I brought I brought a poster because you know what's better than a poster? So, you will see this all over our school. You'll see this in every classroom. You'll see it in the hallway, by the bathroom, going to the playground. Uh we have three kind of I say golden words because they are golden at our school and our kids can tell you be respectful, be responsible, and be safe. Um and we break those down in everything that
023our kids do every day. So, meal time um to outside time to all the way down if they're walking in the hallway and the same thing in the classroom. We break those down into their small groups. Every center has a matrix and so you'll see this throughout our entire building. Um and this is is our guide. And if you say it incorrectly, if you say be responsible first, they will correct you and tell you you have to be respectful, then responsible, and then you can be safe. So they are it's amazing to see the kids do that. So what do we do with this? We teach them and then they go we actually do more than that. We have a positive reward system that we use and we use bucket fillers is what our teachers
024have chosen um to use. And you'll see in some of our classrooms they have really big buckets. They have really big classroom buckets and they have small classroom buckets depending on what they choose to use. Every child has a bucket. They earn those bucket fillers by doing being respectful, responsible, and safe. That's how they earn it. And so if we see kids walking in the hallway and Mr. Howard's getting them riled up and congratulations. And then I see them nice and calm. I can tell that teacher, man, your class looks great in the hallway. they get a class bucket filler, but we also take that and individualize that to um when our kids are doing things that they're supposed to do every day in the classroom and they get and then they have class rewards.
025Those rewards are anything from we've had pizza parties, ice cream parties, the big one this year were glow parties and we had lots of glow sticks, lights off, paint all over their faces and they danced and follow us on Facebook because you'll see all the things. Yeah, it's really amazing. Like if you're not somebody who um you know somebody like me, I'm not in preschool classrooms all day every day. It always blows my mind when I walk into a preschool classroom and I observe the teachers ability to manage 2 three, four, and five year olds um using these types of strategies. It's really impressive. If you guys ever have an opportunity to visit over there, I'd highly recommend it because they do some they do some really amazing things. Um but just to give you
026guys a little bit more information about the pyramid model and the layers of support that we have in place to ensure that implementation is um of quality. We have a coaching component involved within the pyramid model. So we have a team of internal um pyramid model coaches or you might hear us refer to it as teapot. Do you ever hear us say teapot? We're talking about the pyramid model. A little bit confusing but it stands for teaching of pyramid observation tool. It allows us to go into classrooms and be very do thorough observations on how the programming is being implemented. Um and we've incorporated the coaching component over the course of this school year where we're not only going in and doing these big thorough observations, but we also have these um smaller coaching cycles
027that are embedded which allow us to take the the big set of data, identify target goals, come into the classrooms and do focused observations that are more short and brief and targeted on very specific um instructional skills and provide real- time feedback to the teacher. on their particular performance. So, it's a collaborative goal setting effort where we provide as coaches supportive feedback and constructive feedback and just helps with that fidelity of implementation. So, it's really pretty amazing stuff going on over there. Yeah. Yes. Early childhood all the way. So, that is the early childhood room um in seven to eight minutes. we might a little bit but not too much. Um but uh lots of great things happening in the early childhood uh department here at CCPS and we are so appreciative for everyone's support
028um in our what we do every day. And uh like we say it's kind of where um education begins, where greatness begins. So any questions? Come by anytime. We love visitors. So does the kids even at the dayare. even at the daycare. Come see us. Well, thank you all so much. Thank you. This year has been very exciting because we um have had the opportunity of opening up the preschool and then also opening the Cardinal Innovation Center. So, I'm going to ask Dr. Lindsay Hail um to come up at this time to give an overview of all of the programs underneath the umbrella of the Cardinal Innovation Center, which would be the Cardinal Virtual Academy, our Phoenix Academy, and our STEM [Music] Academy. Um thank you very much. So, um, as you saw earlier, we
029had our entire staff recognized, and to me, that's the meat and potatoes of tonight. I'm super proud to be working with them. They're all gone now. But I wanted to say I'm super proud of the job they've done managing the trans uh transfer from one building to another, and they just handled everything with beauty and grace, and I couldn't be more proud. So, I I appreciate them. But instructionally, um, we'll start with CVA. So we ended the year and we fluctuated up and down of course but we ended the year this year with 279 students. Wow. Yes. And I agree. Uh so the other little piece of information is we ended the year with 279. Um we went through applications for the first time today. This time last year we had roughly 90 applications and
030right now we're in the 220s. Wow. Um so we are growing a lot and um I think it's growing um because everybody's having a really amazing experience again thanks to my staff. So um appreciate them. 63 students come from various community partners. Um we're reaching uh families that have never been in the district. Um whether they're homeschool, private school, out of district, um they are interested in us and they are uh exploring us through the virtual academy. Several students um have decided to become full-time in-person students once they've sort of dipped their toe into the district. Um others remain virtual but are having a great time and telling their friends and family which is why we're growing so much um in in that sector. Okay. Okay. Um so a lot of people ask me um
031is CBA as hard as inerson school? Yes it is. Um so I wanted to highlight some of our academic success. Uh we had students enrolled in 167 different courses this year and their average grade uh for finishing those courses was an 84 and Apex is no joke. It is very rigorous. Uh so we're super proud of that. We had 78 students who took the ACT. They averaged a score of 16 and one of our students, Ben Gillespie, scored a perfect 36. So we are super proud of him. Um, average growth in math was 23.3 points from the fall to the spring. And in reading, our kids grew roughly 15 points in reading. So, we're super happy with that. Um, we are getting ready for orientation. We've started planning now for orientation for next year and
032we're super excited to grow the program in the new building. Okay. Next. All right. Phoenix Academy. So total this year in and out of our building because our students uh move between schools quite a bit. We had a total of 76 students who entered our doors. Uh we had 23 graduates and actually at the time I made this it was 23. Add another three to that. So 26 that we graduated this year. um this time last year to this time this year uh we had 16 a little more than 16 and a half% reduction in behavior and a 32.2% overall reduction for the year. Um 26 students were labeled keac or DJJ meaning they're foster um educated youth some sort of very specific reason that they're at Phoenix Academy they need uh extra supports. So
033again, our total average growth um in math. So this is from students who took our entrance exam to our exit exam. It could have been after two weeks, two months or a year. Um but we tested them when they came in and we test them when they leave. And our average growth in math was 10 grade levels, not points, grade levels. uh in reading our average growth was 3.98 grade levels. So we are very very proud of that. Again totally because of the staff. So um is there yes a couple things that we really focus on at Phoenix is our community connections and our positive relationships. Um, our students often come from places where they have no positive connection to the community. Um, and they are sort of trapped by their surroundings. And so we
034really focus on connecting them with a positive experience in the community that they can lean on and build upon. Um, and we we could not do that without our partnerships with local families, organizations um that come both in the building and meet us outside of the building to help support our students. So, we we appreciate that. It does make a difference. Um, positive student staff relationships are at the heart of Phoenix Academy. We love our students and we like to think that our students love us. Um, they they all told us that on the last day of school. They, you know, they were in a good mood, I think. So, um, but we highly focus on building those positive relationships because, um, students will not respond to people they don't think genuinely care about them
035and the kids can always tell that you're genuine. So, that's what we work on. Do I have another? Yes, I did. Okay. So, personal growth. Um, at Phoenix, we're really trying to not only grow the students, but grow the capacity of the staff, uh, discover their strengths, looking at, um, what we can do to help staff and students personally grow. So, we have counseling that is weekly at Phoenix Academy, which um, is something that's desperately needed by our students. Here's some data that shows um essentially what our social workers deal with weekly um what takes up their time and most of it is check-ins with students, deescalations and individual sessions. They are giving direct services to students all day every day. I've heard numerous students say, "Miss Turner or Miss Danakus, that's the only one
036I'll ever talk to. She's the only one I'll talk to. I don't want to talk to anybody else. I want to talk to her." And that's huge for a student who has had nobody their entire life. So, I just again want to uh pat on them because the the data shows, but also the students show how much they know the staff cares about them personally and academically. I think that's it, isn't it? All right, that's it. We're doing great things. Very happy. District STEM gave their instructional spotlight last month. Yeah. And so I didn't want to steal their thunder, but Robbie, Stacy, and and Turley um and Chris are phenomenal. And anything that you see cool going on, sort of robotics or anything like that at the fourth grade level or um the astronomy nights
037and things like that, our our district STEM team are definitely involved. So we appreciate them. Okay. Yeah. Dr. Hill, how many um students graduated from the virtual academy? Did it do you have any know the 59? Wow, that's fantastic. That was big class. Class. Uh 59 and then 26 from Phoenix. That is wonderful. Yep. And it was funny because I've seen these students through like a camera every so often and then when we were at graduation and I heard their name and saw them walking across the stage and it was it was like I met them for the first time and it was beautiful. It was wonderful. But I I yelled for all of them. Yes. Yes. So, as a community partner in in my in my role, I will say that one of my
038clients who left Clark County went to a different county specifically wanted to go to back to see the the the people that made a difference in their life and um they were open with they were they were just hugs and and good advice given that day. And so, it is truly you can't just drop in and people drop what they're doing, including Dr. Hill. And I I I was impressed by that. And that particular client of mine was absolutely that was important to them on that day. Well, we were thrilled that they were able to come back and that they thought of us enough to come back and and want to see us on their one day in town. So, one day it was a swept through and saw us all. It was a It
039was a sweeping, but yes, it definitely is a special place and um I I love going there and I see the good work that's being done there. It's a excellent excellent center. Yeah. Well, we we love having y'all come over anytime. Yeah. Anyone else have any questions or comments? Okay. Thank you, Dr. Absolutely. Thank you. [Applause] Are you Yeah, I'm just waiting for the next Oh, was I supposed to say you're good? Oh, I was just waiting for the next uh agenda item agenda item. I'm sorry. I was just kind of um consider acknowledgement of the 202425 I Ready results. Okay. So, before you tonight, we have our I Ready universal screener results um from the year. This is given in both math and reading starting in grades uh kindergarten through 8th grade. The screener
040is given three times a year except for kindergarten. That was only given twice because they start the year with a different screener. Um that is dictated by the state that we give. Um so in 1 through 8th they take it three times. One in the fall, one in winter and then again in the spring. Um so tonight you have results. I will not go through every single slide because it does break it down um for every single grade level in both reading and math. Um but you will note that this is one data point that we use to guide our instructions uh to make decisions to guide professional development and learning for our teachers. It also helps us guide um our um instructional resources that we use with our students to see if they're working,
041if we're making gains. Um, as you will notice if you go through every single one of the slides, we are making significant gra gains across the board in both reading and math. Um, as always, we we have work to continue to still do. Um, but I am happy to report that we have made gains across the board. I significantly look at the gains made from window one, which was taken August, September, up until the spring window. Um, grades three through eight take the spring assessment starting in March, the two weeks before spring break, spring break. We like to give our tested areas, our state tested areas, uh, grade levels, those assessments before we leave for spring break. That way, we can make any adjustments when we return from spring break prior to the state assessment.
042And then after spring break, kindergarten first and second take their assessment as well. um grades 3 through 8, uh their assessment is taken a little bit early because as you'll notice, they still have instruction that goes on in April and in May. So, it is not a true um reflection of all the learning that takes place, but it does guide what we do throughout the course of the year. Um if you'll notice, the green means that they're on grade level or above grade level. Uh the yellow signifies one grade level below and the red signifying two or more grade levels below. um the growth that happens in one school year. If a student is one grade level below, usually we can catch that student up within that particular grade level. So we really are looking
043at if a student is on grade level or just one below, usually we can catch them up within the course of one school year. If a student is two or more grade levels below, that usually takes a little more time to get them on grade level. Um this data we do specifically look at with all of our administrators. Um we do a data analysis session. Um we have worked through that with all of our administrators already at the end of the school year and then that is also taken down to school level grade level teams so they can analyze the data make decisions and then reflect to see what we need to change and do better for the next school year. Any questions? So I'm just noticing in the like up sixth, seventh, and eighth
044we have like onethird of the students not on grade level. Is it like in that red it's grade level below? Correct. Are you looking reading or both back? They're both that way. And specifically, if I'm looking at just uh like a sixth grade reading, um I'm looking at the green and the yellow designating they're on or above and then one grade level below. So, sixth grade reading, we're looking at 69% of our students fall in that range. So, what are we how are what what are our um goals to help that that other 40%. Um, great questions. So, we're always breaking down the data to see which of these students that this really um pertains to um looking at that specific data and then putting plans in uh place. We do have tiered instructional uh
045guidelines that we use within our school. Um, tier one instruction is instruction that all students receive. And then we can uh break that down even further and give students that fall into a tier 2 range. So, we might pull them in a small group. They might stay in the classroom, but they're pulled aside just to get more support and then tier three, which is an additional layer of support. So, we're using these results. It's one data point um to determine which students fall in those tiered levels and then they get additional support based on that. Um, I Ready is a huge instructional component tool, um, because it helps us, not only are teachers knowing, you know, where their students are at, um, in their particular classroom level. Um, but this particular screener, it will break
046down, it gives us the student name, where they fall, and then it breaks it down specifically what skills that child is missing, and that's how we use and guide our small groups. Um it also helps by giving the instructional resources to guide our small groups. So that helps fills the deficits and the gaps with those particular students. And so then because we don't do that after 8th grade and they go into high school then how does any of this information follow them into their freshman year? Yes. Um every single year we roll up the data so that the next grade level receives all of this information on the student. Um so everything rolls up. We also have it in IC so the teachers have that at their disposal as well. Um but we do ensure
047that you know your reading and your math teachers have this grade level data so that they can go in and see where students are um scoring on the particular assessments. Um we do not do a screener in ninth grade and then the 10th and the 11th grade year that's when we use ACT as our screener at that point. I know I'm sorry I shouldn't have struggled. I'm just we we were talking about something else earlier about the scores can vary very very much. So um for especially students who try when they take the test and this is one data point and we I was going to ask you said it's one data point. What is some of the other data that we're using? Yes, we have multiple data points across all grade levels. Um so
048teachers give formative assessments. Those are usually given daily so that they can see if students attained whatever instruction it was that they gave that specific day. It could be in the form of an exit slip, just some questioning one-on-one with students and that guides instruction the following day um for that specific teacher. Um we also give summitive assessments. Those are given more at the end of a unit so that we can you know address all of the standards that are taught within that particular unit. And then we're also specifically assessing phonics um across the board um K through third grade. We're assessing phonics very frequently. Um, and I am happy to report that our phonics instruction, we were at 70 75% of our students um, on grade level for phonics districtwide. So, we are making
049great gains in that. Um, so we're going to continue to focusing on our phonics instruction while continuing to to put other forms in place as far as to support our students. Fantastic. Miss Thomas, you have any questions? Ask Yeah. I'm happy to report that that we are making gains and we are growing. As always, we want to continue to grow our students even more. Um, we're not, you know, where we ultimately want to be, but as long as we're making progress, it is a steady progress. We're not going to get there in really in one year, but it's going to take time to to see the results of everything that we've got into place. But I am happy to see that we're trending in the correct direction. It's like building blocks. Definitely. Yes. All right.
050Our next agenda item is consider acknowledgement approval of CCPS certified evaluation handbook for 2526. Okay. The certified evaluation plan um that you have before you. The handbook, it's uh an annual update that we do every year just to update all of our forms and procedures. Um some of the verbiage throughout just having an update to reflect from one year to the next. Um you will notice one change and this is a part of House Bill 48 which is the red tape reduction act. Um we have taken all of our uh observation cycles or our evaluation cycles from a three-year cycle to a five-year cycle. Um, so if you'll scroll through, um, Justin, if you don't care to keep going to, um, one that breaks it down just a little bit more so you can see
051what the cycle looks like and how we've changed it from three years to five. Um, teachers are still having um, observations and evaluations annually. It just looks a little different because it's on a 5year cycle. This one right here, please. Thank you. That's all. Um, the non-tenured cycle remains the same as it always has, but it only affects our tenur staff. So, both teachers and administrators. So, any of our certified tenur staff now roll over on a five-year cycle versus a three. Um, and so that's the big change. That is a legislative change um that was taken into place this year just to reduce red tape production act as they say stated. Yes. Um we do have a committee, a certified evaluation plan committee that has met four times um to go over this. Um
052all of those people are reflected at the beginning of the handbook, but we do have representation from all grade levels and it is comprised or composed of 50% teachers and 50% administrators. Okay. Does anyone have any questions from Miss Pton? So I need a motion to approve the evaluation hand. This is just an acknowledg. [Music] So we just need the do certified approval on this one. Um motion to approve the certified evaluation handbook for 2526. Okay. Motion by Mr. Dorsy. All second. Second by Miss Thomas. All those in favor say I. I. Motion carries five to zero or four to zero. Okay. Our next agenda item is consider acknowledgement and approval of classified evaluation handbook 2526. So this handbook reflects our evaluation procedures and our forms for all classified staff. Again, this is an annual
053update that we do every year. We also had a committee um that met on this as well to review all of the policy procedures, forms um other than just the normal updates from one year to the next. Uh the only thing that was changed is staff and actually Justin if you'll go back one screen please. Thank you. It's noted on the procedure um on this particular page is that staff um at Cardinal's Nest or the afterare will use the statemandated forms that are required for the cabinet for health and family services divisions. So we're going to specifically use those evaluation forms for those staff members instead of having to do two. Um this year we use the forms that our district mandated in addition to the ones the state mandated. So we're just trying to
054consolidate and only use the evaluation forms um that the state requires for both our evaluation purposes and the state. So that would only affect um the nest and the aftergeear staff members. But as far as the the timeline remains the same. It's just a little bit different form that they require. Does anyone have any questions for Mrs. Pittton? I'll make a motion to approve of the classified evaluation handbook. All right. Motion by Mr. Ker. I'll second. Second by Mr. Dorsy. All those in favor say I. I. I. Motion passes four to zero. Thank you. Thank you. Okay. Our next um agenda item is consider acknowledgement of ARC and 504 chairperson list for the 2025 2026 school year. So this is just kind of a checkbox of compliance, but each year as the director of exceptional
055children and district 504 coordinator, I bring to you all a list of school employees who we feel like have the training and feel like are knowledgeable of exceptional children and also 504 policies. So this is just a list that we give to you all. They do participate in different trainings both in person and online and they have a lot of different resources that they can use to do this. Okay. All right. Does anyone have any questions for Miss McCormick? Okay. Thank you. We don't It doesn't Oh, you are. Okay. Gotcha. All right. Okay. Our next agenda item is consider acknowledgement and approval of contracted school psych psychological services. So, we do currently have um four school psychologists employed by the district for the 2526 school year. However, to be proactive, we always like to get
056contract work in case someone were to go on leave. We see an increase in need and we get over the case load that is set forth recommendations case load that's kind of set forth by the different school psychology associations. So, this is just a proactive move so that we have this on the board and they are approved and have all their paperwork done with HR before the first day of school. Okay. Does anyone have any questions for Miss McCormick? Did we use these same people last year? Yes, sir. And we do have to go through a bit of a process part of the um part of our special education funding or IDA, which is how we get a lot of our money. We do have to kind of do do a vetting process similar to
057things that Alicia has to do for the other things. So, we do not just continuously, but we do get different contracts throughout the year to make sure that we're doing what's best for kids and be fiscally responsible. All right. Thank you. Any other questions? Okay. I make a motion to approve the contract to schools psychological services. Okay. A motion by Mr. Kaiser. I'll second. Second by Miss Thomas. All those in favor say I. I. I. Motion passes four to zero. Okay. Our next uh agenda item is consider acknowledgement and approval of contracted physical therapist. So again, the district, we have three district employed occupational therapists that work with our students with a wide range of fine motor and sensory, but our numbers have consistently been low enough since I was here the first and second
058time. We don't have the need for a full-time physical therapist to be employed by the district. So this again is a contract for a physical therapist to come work with our students who have more of that gross motor skills. Um, and this is just to approve to provide those special education minutes on the students IEDs. Does anyone have any questions for Miss McCormick? Okay. I make a motion to approve the um contracted contracted physical therapist. In favor, say I. I. Motion passes four to zero. Thank you. And I just want to give you a little heads up. So you might see some more of these on June and July because again we like to be proactive and get as much things going. But as soon as we get them I want to get them to
059you all that way they don't get lost in the summer the summer schedule. Thank you. Sounds good. Thank you. Thank you. Okay. Our next agenda item is consider approval for emergency teacher certification for 20252 2025 2026 Dr. Tammy Parish. Yes. So this is just a proactive measure as well. Um, staffing right now for Clark County Public Schools looks amazing. So, I hope we don't have to use it. I didn't get a bam. Bam. I was trying to be there. Okay. Hopefully, we don't have to use it, but in in the instance that we do, we'll have your approval to do so for next year. Okay. All right. Does anyone have any questions for Dr. Parish? Yeah, I don't I don't understand. So, what is this? So basically, we have to make a request to the
060Kentucky Department of Education that says we can't find a certified a fully highly qualified teacher. In that instance, then we would take the board approval to the Kentucky Department of Education that says we've vetted applicants and we just don't have one, someone that's certified maybe for uh foreign language or chemistry because those are positions that are a little bit harder to fill. So, but we've also put other things in place to try to fill those positions. So, right now we're looking pretty good and hopefully we don't have to use it, but if we do, we have your approval to do so. Okay. So, the KDE, basically the Educational Promotional Standards Board, gives an emergency certification to someone who has a bachelor's degree in something other than the area in which they're going to teach. Okay.
061So, you might have an accountant apply for a math position at the high school even though they're not a teacher. We could emergency certify them if we couldn't find. How so how long does the certification last I mean so if you deem somebody to be certified how long can they continue to work on that? It's a one-year certificate. Okay. Thank you. Any other questions? Just need a motion. I'll make a motion. Okay. A motion by Mr. Kaiser. I need a second. I'll second. Second by Mr. Dorsy. All those in favor say I. I. I. Thank you. Motion passes four to zero. All right. Um our next agenda item is acknowledgement of monthly CCPS financial update by Miss Alicia Ellis. All righty. So in looking at um total receipts this time compared to last year we're
062down 1%. Expenses were up 1%. So, we're still right within that margin of the same time last year. Taxes still on track. Um, looking at what we just collected, um, property is at 104, our franchise is at 69 and our motor vehicle is at 90. So, we're still tracking to make those collections. So, that's great news. Any questions on any of the finances? It's such exciting stuff. [Music] Um, and then the rest of the items are kind of preliminary things that we always have to do to close out the year. So, we'll go through each of those in a minute, but housekeeping items. Okay. All right. Um, then the sub um agenda item is to authorize payment of salaries and accounts payable. I make a motion to approve the bills pain. I'll second that. Thank
063you. Thank you. All right. All those in favor say I. I. Motion passes four to zero. Okay. Our next agenda item is consider approval of capital funds request. So this is something we do at the end of um every year in May. any of our excess capital funds, which means our building monies that we get from the nickels and what is required and seek to put in there and the matches from the state, we pay our debt first. So all of our bond debt gets paid off first. If we have any capital projects, BG projects, we would use it on those. And then if we have excess that we haven't committed anything to because that is such a restrictive source of money, the state gives you the ability to move that over to your general
064fund and unrestrict it for certain things. So example of what we're taking this against is our kisset, which is our bus bonds that we pay out of fund one. So we're allowed to move capital funds over and cover that. also like utility bills, property insurance, that type of stuff that is um expenditures operational wise. They let you move that from the capital fund if once you've paid all your debt, you can move it over to general fund to cover that kind of stuff, which then kind of gives us a pot of money to do something else with versus strictly le. So that's a little over 1.4 million that we'll be moving. We had budgeted that in a transfer revenue on our budget, so that's already in the budget to account for that money. We just
065have to go through the formal action of approval to move it from one source to another. Does anyone have any questions for Miss Al? [Music] I'll make a motion to approve of the capital fund request. I have a motion from Mr. Kaiser. Do I have a second? I'll second. Second by Mr. Dorsy. All those in favor say I. I. I. Motion passes four to zero. Okay. Um, our next agenda item is consider approval of fidelity bond for 2025 2026. So, as the treasurer of the board, I have to be bonded. Um, so this is I have to renew that every year to bond me as your treasurer. Anyone have any questions for Miss Ellis? Motion to approve fidelity bond for 2526 for Miss Ellis. Motion by Mr. Dorsy second. Second by Mr. Kaiser. All those
066in favor say I. I. I. Motion passes four to zero. Okay. Our next agenda item is consider approval of reserve balance for sick leave payable. So a KRS um from the legislation basically says that we have to set aside in a liability account 30% of our sick leave possible payout. anyone who is eligible to retire, they get a 30% um payout from us. So, I have to set aside 50% of that 30% amount. I know it's a lot of numbers um but it's a requirement and% part of the way fund accounting works. Anytime you commit or reserve a balance, the board has to approve that. So, this balance changes every year in. So, I have to get you all to approve the balance that I'm going to be changing when I do all the year-end
067entries. I don't know that amount yet until we finalize payroll and close everything off. But just again proactive to say that you're going to let me do that in the year and closing process. Does anyone have any questions for Miss Ellis? Okay. I make a motion to approve the reserve balance for sick leave payable. I'll second. Second by Miss Thomas. All those in favor say I. I. I. Motion passes four to zero. Okay, next agenda item um is consider acknowledgement of indirect costs for school year 2025 2026. So this does not require your approval, but we wanted to make the board aware that we will again choose to elect to take the indirect cost against our food service account which is um the non-restricted rate. This year it was 16.57 and then we will take
068it against our federal grants that allow it and that's the restricted rate of 2.12. Those are percents that the state calculates based on our overall financial information. Um indirect costs are certain things like finance, HR, overhead of the buildings, things that you can assign a direct cost to of those pro programs. They pay an indirect cost to cover that cost of those services essentially. Okay. Anyone have any questions? All right. Our next agenda item is consider approval of the 2025 2026 pledge of collateral agreement. So again, um this is a KRS. You all approved our banking services to stay with traditional bank at the last board meeting, but this is a a document pledge of collateral that they have to sign and we sign and then we have to report to the state that we
069are collateralized. Our money's in the bank. Basically, we are 100% FDI insured. the way that they sweep our monies out to the promatory network. They kind of divvy out 250 to lots of different banks. Um, but then they also make sure that we're 103% in securities covered in our total balances so that we are always have our funds covered. Anything? Okay. Does anyone have any questions for Miss Ellis? No. Okay. Do I have a motion? I'll make a motion. Okay. I have a motion by Mr. Kiser to approve the 2526 pledge of collateral agreement and I'll second. All those in favor say I. I. Motion passes four to zero. Thank you, Miss Ellis. Um our next um agenda item is the superintendence report. Sure. Got a couple things. One, a huge shout out to everyone
070that made graduation a gigantic success. Um, Friday night we graduated over 460 students. It was one of the largest classes we've had in a long, long time. Did it in about an hour and 8 minutes. Um, but really the a lot of the pre-planning work was why it was so successful. So, big time shout out to our maintenance department uh for setting up being there throughout the entirety of the event. Um, our CCBS police department um, everyone. We had a professional shuttle crew that was manned by our own GRC staff and and helped that got people in out to from um a GRC administration who did a great job setting it up our staff, our planning staff, our students. Um we wouldn't be here without them and they did a phenomenal job making it look
071professional. Um and it's pretty much the greatest day ever, right? Then you celebrate 13 years of hard work. And uh I did some hand exercises to make sure I was ready for 460 handshakes, hugs. Oh yeah. Fully recovered. Bam. Uh but really everybody, even our community, our police departments helped get traffic in and out, both sheriff and and our city police department. So bus drivers running shovels from from RDC. Uh I know I'm going to leave somebody out, but really it's it's a great showcase of our community coming together. um to really give a great sendoff uh to not the end of the journey but the beginning of our uh graduates journey uh to change the world for for for a positive. So uh super pumped about that uh literacy liftoff uh speaking of making
072sure we continue to make great gains. It's something we did for the first time in the history of Clark County Public Schools, but we've essentially run a literacy camp uh for 6 weeks. Uh it starts this next week. uh basically Tuesday, Wednesday and Thursday. We feed them twice. We provide transportation uh and we absolutely immerse them in phonics and literacy uh with targeted strategies for um our second grade. Do we ever go first and second first grade? Um so that we don't have gaps. Um essentially if a student can read by the third grade, they will be successful in life. Um, and a lot of times we lose a lot of the gains we've made that you guys saw on the I Ready report because they go home and they don't have engaging uh opportunities.
073They don't have learning uh that happens at a rigorous level with with reading instruction and math instruction. So, we we really targeted with with reading I think last year and again we'll give you a report at the end of the summer that will outline the successes that the staff have provided our kids. it it was uncanny growth last year. Um we're hoping to to double down on that this year. Uh also, um if you're a parent or a family member or guardian, there was an email sent out today, so make sure and check that um on specific information for next year. Things like our online registration, uh our calendar, our open houses, they're all on there. Also, we're rolling out a district-wide uh two-way communication tool um that will be universal and we're that's something
074that we've lacked as a district for a long time and it's something we work very hard on. We're going to push that out. Uh but at the end, uh there's actually an opportunity to get feedback and I want to encourage you to do that. Um because we cannot get better if we're working in silos and the the people we are servicing other than our kids are our families. Uh, so on there, we want to hear some good things we're doing, good feedback, but if the things we need to tighten up and grow, uh, let us know and I promise you, we will work our tails off, uh, to make it a better experience for our parents and our kids. Fact. So, uh, take a look for that. Again, lots of great information on there. We'll
075send follow-ups throughout the summer. I've already talked to Miss Fifth and about this not being a one and done information when some people are are ready for a little break, but we'll continue to send those um, kind of updates as we go along. So, um, be sure to add on the three board members who don't have children in the school system anymore. We Okay. Okay. Yes, we can do that. I've still got a a daughter. Um, she's nine and somehow she'll be a senior next year. I'm still trying to figure that out. Uh, she's an angel, by the way. Uh, she is. Yes. And then the only other thing is some of the the monies that we moved over from Capital Out, we're going to start our summer project list. And big shout out to
076maintenance Mr. Hawkins get some things done uh around the district and building that need to get done that won't come out of general fund now. So that's a a very good thing. So that's all that's all I have. Um again we we're already planning into next year and look forward to making that even bigger success. Okay. Thank you, Mr. Howard. You're welcome. Um our last agenda item is our consent agenda items. We just need to approve those. Do I have a motion? I make a motion. Motion. Motion by Mr. Kaiser and I'll second. And that's all it doesn't. Yes. Did you have a question? actual. Um, I do have one question real quick for on the only ones. Yeah. I just want to make sure. Let's see who need this question to the enrollment numbers.
077on the enrollment numbers 2425. Can we just assume that what was in 11th grade last year school year is going to be in 12th grade this year? Is those numbers pretty close to the same? Will we know that? Or are you talking about the C numbers? Is that the one you're on? Like number two, acknowledgement of C number. Yes. Okay. Gotcha. So your question is can we can you assume that those would be the same numbers for next year? So that that's where we that's where we start. Um again was last year is 2425 correct. And so you just assume we grad those numbers up same way we do with the building allocations. Okay. Uh the only thing that makes a little more difficult is we don't it's harder to predict our kindergarten numbers because
078you can't just take the students that are in preschool because a lot of our students currently don't qualify. So, um, we typically take those numbers and and round up about 10 per grade, um, just to make sure that we we've got pretty accurate numbers on that, but that's where the C for the food service reimbursement. That's good. Thank you. You're welcome. I already made the motion, so I'm sorry to go backwards. Well, it's okay. No, it's all good. I was been Did you have any questions? You were looking No, no, no. I'm good. I I just had it was I just wanted to make sure I understood something clearly. Yeah. Okay. Okay. So, Mr. Kaiser has made a motion to approve the consent items and I seconded it. Seconded it. So, I just need the
079vote. All those in favor say I. I. I. Motion passes four to zero. Okay. And then I need a motion to adjurnn. I'll make that one. All right. Motion by Mr. Fiser. I'll second. Second by Miss Thomas. All those in favor say I. I. Motion passes four to zero. Come join us Thursday.