001You won't. you feel me? >> [music] >> You are ring. [music] It rain. [music] Let me get it. Heat. Heat. You want me to jump? Feeling. It You don't. Yellow ticker ring. Heat. Heat. N. Can't feel it. [music] >> [music] [music] >> You fall back. You falling ring ring. You Heat. Heat. >> [music] >> I got a D. Heat. Heat. N. feel. Hey You're fall. ring. Ring ring. Heat. Heat. I got a chicken ring. It rain. It's everybody [snorts] ready? >> Yeah, we do not have a flag in here. I see. >> Okay. >> We call this meeting of the Nelson County Board of Education to order on November 11th, 2025 at 5:30. Please join our board team as we recite the pledge of allegiance. >> We do have a flag out front. We also
002have one over on that window. >> Gonna go that way. >> I pledge allegiance 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. All right. In the Nelson County Schools, we unite students and staff with people, place, and purpose to thrive and work in life. So, our meeting agenda tonight, our goals are learning more about Boston school's priorities, evaluating ne next steps for facility planning, and discuss parents in then feedback. With that, we are going to start with Miss King, Miss Principal King here from Boston School. [snorts] >> Everyone, um, these are our priorities currently. um kind of some of the things that we're doing here at Boston School in the Brain Gym. Um first is
003it says practice every day never stop improving Boston smart. What you see here is also in large size right here and it is the swarm cycle with Brian the brain >> right here. >> Yes. And basically this is was born about almost one year ago exactly. And we just wanted to teach kids how they learn. And so this is their focus which their teachers help them choose. They put in the high quality reps and hopefully at the end they um learn what they're trying to learn, but we also assess on reflection and see if they need to hit the swarm cycle again or get to start a new swarm cycle or things like that. So this is how we teach, but also how we learn here at Boston. Um I can statements are the And
004then the reps might be I ready or activities that they do in the classroom and then assessment is crossing the finish line. So that's kind of how we've put in elementary Boston strange spin on things. Brian has seen a lot of action. Um the brain gym is where the magic happens. Every need everyday Boston crowd. You are currently in the brain gym. Um yes. >> Will you if you're going to walk around will you grab the mic? >> Oh yeah. I just want to make sure that everyone at home has the opportunity to hear the great things that you're doing here at Boston. >> All right. Um, so Wes also about a year ago came into this space and said, "Nikki, you need to do something with this space because it was just tables and
005we didn't have the kids in here." And I got really anxious because I said, "We just figured out how to work this school without we just moved middle school out. So I didn't know what to do." And so he said, "Take your time. Slow down." So we slowed down and we started thinking about intentional places to have learning and how we could do that on a dime and kind of utilizing resources and things that we knew how to do. So we recovered some cushion seats over here. Um and we got some risers. This is the presentation area, some seats back there. And this is the space where students come in to learn at their level. We split up kids at their different levels and um work with them right where they are. Also, we have
006brainbuilders in this space. That was born out of necessity. We needed a third uh rotation for special areas for two, three, and four, five classes because we needed to have three. So, we had PE, art, and brain builders. And so, brain builders on Mondays is musical Mondays. Tuesdays is computers with Miss Crystal. Wednesdays are swarm-ups with Miss Gregory and I. She's the counselor. Thursdays are a traditional library with kind of like an old folks home feel where you can sit in the nooks and read the books, do some puzzles, crossword puzzles, things like that. Um, and then Fridays are our leadership class which has turned into a lot of like entrepreneurship, uh, spirit squad hospitality and things like that. So that's the brainbuilders and this is where some of those different things happen. um a
007little bit daunting at first but grew into something that was pretty cool and I'm glad that we had that challenge and I was challenged. Um the last one is know your strengths, grow your way Boston strong. This is just something um Miss Gregory and I have been kind of talking through those swarm-ups. We meet with first grade weekly and then um two, three, four, five, we meet with them tri-weekly on that third rotation with brain builders. Um we use gardener's uh multiple intelligences theory not that it's the thing but just a way for students to understand that they are smart um in many ways because this shows math math smart and word smart a lot of times are what that's what we use the diagnostic to look at for I ready and things like that
008but there's also nature smart self smart which is intrapersonal thinking about goal setting thinking about your emotions things like that people smart how are they working with their others music which is with musical Mondays rhythm which goes a lot with reading and things like that body movement fine motor and gross motor we've been working a lot with that as well and spatial and visual and smart which is also art and placement and understanding differences between things which has allowed students to understand that they can be smart in a variety of different ways and we're reflecting on that and just kind of understanding that all kids are smart. So that's not necessarily the thing that we're doing. Um just one of the things and the way that we're understanding intelligence is also right brain, left brain,
009which has been really cool to talk to them about and understand that we learn and experience life in lots of different ways. So these are the priorities as of now. Um and yeah, it's been really fun. Brian the brain's been cool. We've expanded the brand to Bana. She is not his wife, girlfriend, sister. She is her own independent woman. Um, I've also had requests for baby Brian and lots of others. So, it's kind of taken off in a year. >> And they actually have a mascot for Brian Bana. So, it's exciting to see in here and see a giant brain walking around. [laughter] Something else is important I think you know with the story is just the the quality of reps that you're focused on in this room and uh you know it's a fun
010it feels exciting to me to be in the brain gym you know I'm feeling different types of smart right now too. >> So the the um Boston school we have two conversations we're having tonight and this is really just a coincidence. So, we wanted uh Nikki to tell a little bit about their story and and their priorities right now. We also um are fortunate that the Boston school has had a nature trail that's been a very community-based nature trail for how many years? >> From the beginning. And it's been incorporated in a in a great deal of the events that are held here at the school. Um we used to do a haunted trail out there. we used to um do a candy trail. It's sort of the space where if you want to do
011a really nice walk, especially if you have a stroller, that's the perfect place to go. And it really has just become a a community park. And um what Miss King is going to talk about next, I think, is adding a a new layer to that that's really going to just drive um the the community space. Um, and really just like this space here became an additional learning space um this is now going to be in a nature setting. So I think it's pretty exciting and these drawings are incredible. >> So a little background um a student that was a university architect student took this on as a capstone project senior senior capstone project and they've been working on this for how long? It was a semester long project >> and in that process the Boston
012school began raising money uh through different functions. Um I think then you ran into a conversation with maintenance sometime in the last couple months like well you're going to need the board to approve the design because while it's not a a immediate impact on the school building, it does impact the grounds. So, um, essentially the long-term health of that space and maintenance of that space could become, um, a board responsibility. Right now, it's very much a a community-based shared process. Uh, which is ideal world, not common, and we're we do have that in Boston. So, Miss King's just going to talk briefly about kind of the the goals and can if you could just point us in the direction of where it would be in the on the campus. >> Yes. Um, so it will
013be if you go out the back doors towards the gym and just up a little bit of a hill, there's a fire pit and there is a concrete pad. I think it's about 30 feet by 30 feet. There's a bird blind out there and a small bullfrog pond and then a.7 mile walking trail and it would be out on that space. >> Got it. >> Yep. >> And this is a prototype. >> Yes. This is a rendering of um what could be out there. This is part of the space. Um these there's some different raised gardens and we have a lot of the community wanted to have like um farmtotable have vegetables and things out there which I think would be awesome if we could like our kids could go out and they would actually
014eat the salad that they picked um and planted and grew um and we had that experience embedded within or alternatively also that if you wanted a garden or if you wanted a salad and you wanted to have a tomato and you could grab one on your way home and just have it out there and available for the people and things. So that's um what this is. This is a gravel space. There's also a mulched space. Um there are a couple of different renderings. This is for the sails. This is part of the construction piece. Um we talked about having three sails that would go up. They need to be put in the ground in concrete. They would be um around the concrete pad. Um and so we uh should have some of the things donated
015as well to help get those. The sales are somewhat expensive, but we have money that uh PTA has been raising for that. But yeah, three different sales. So, it's three different layers. Um is one of this construction pieces. There's another slide that has um that's for the sales. And then the swing ring, it's not actually I couldn't find a picture of it. It's not actually four and there's not actually a fire pit in the middle. Um it's a three swing ring. But so they would kind of be together and looking out so that you could um observe the children playing while you're up on the swing ring with the three connected. They were talking about even having an extra space here so we could have uh hammocks that you could hook in eventually. I think
016a hammock city would pretty be pretty awesome like a reward if you earn something. Maybe you get to go out and read in the hammock city for an hour or something on a Friday. I don't know. Just a thought. So that's the swing ring. And then the last one is a frog pond deck. They're actually we used to take our second grade out. Um there are bullfrog tadpoles out there and so you can go out and see them in the water. Um you can learn a lot from the ecosystems out there that exist. The one of the things in second grade also a science standard is seed dispersal. And so there's the sticky seeds and so you go out and you're just walking on the trail and you're like ah these seeds are stuck to
017me. And it's like oh well what do you think happens with that? And so we had that conversation in second grade. This would be a conversation that you could have go out. There's space for all the kids out on the bullfrog pond deck to where you can have a space where they can go out and observe nature and learn from it and learn some of those science standards as well. So those are the three pieces of construction that we're wanting to do. So, so just as a some context, this is this is not common that uh we would have a a um architect that was working as a part of a program in a university that would work with community to design something like this. Um and it is part of a larger project that's
01815 years old >> um in the Boston community. Um we're very fortunate to consider it. Um but it would require you know some discussion from the board um and approval to move forward because they would be somewhat permanent semi-permanent structures >> and because it's permanent structure it marries us to the long-term maintenance of that space. Um but have sufficient funds been raised to cover the cost of doing this at the >> Yes, we have um money raised through the PTA and then also um a private donor with some funds here at school as well. And so we have enough to do these things in addition to having the work donated and some of the materials donated. So we'll at least there it's divided into different phases. the um landscape architect had done that and actually
019the way that I did that was I found online you can apply like to UK and like just talk to them and you can get hooked up with them. So if somebody else is looking for a landscape architect I have information on how you too can get this done for your school. Um but so yeah we have the money for that and then for maintenance um for the upkeep of it we were hoping to use students to help us with that to kind of help take after the grounds and things like that. But I've also talked with Miss Belinda about that as well. And so she thinks that that's something that we can do collectively. >> It's just a great space. >> It is. I appreciate the buy in from the community, from the students,
020and um this is a group effort because it should be something school should be accessible to our communities. >> All right. So, >> so I mean really at this point in time um it appears that we would just be approving the design of the classroom to be integrated within the nature trail as it is a separate space. >> All right. So we would need approved to design the Boston outdoor classroom to be integrated with the nature trail. >> I'll make the motion. >> Thank you. Do I have a second? >> I'll second. >> All right. Thank you. All in favor? >> Any opposed? >> Motion passes. Yay. Continue playing. >> Right, Jim. [laughter] >> It's all kinds of smarts. Yeah. >> Thank you, Principal King. All right. Um, will you grab that? Thank you. Um,
021for now, we're moving on to guest comments. Thank you for attending the board, our board meeting. Any person wishing to address the board may do so by following these rules. Guest comments are limited to three minutes. For individuals and groups, please step forward, state your name, address, and if you present represent a group, state the name of your group. So, we have Abigail Martin. >> I think you got to turn the mic on. Maybe >> she's a third grader at Coxus Creek and she's got a few things she'd like to talk to the board about. >> Fantastic. right there. >> Um well, I think high schoolers and middle schoolers should have recess because um they uh go to school for a long time. We go to school for seven hours and for 5 days a
022week for 170 days. So, um and they do most of their work on Chromebooks. So, I think that they should have recess because it would probably um be really helpful because they're probably stressed about a lot of things um in that type of grade. And I'm also want to talk about why um why we have homework because [sighs] um I think homework is just terrible cuz you [laughter] because you have to go home even though you go to school for like so many days, you still have to do homework because like I think your teachers talk enough so they should be able to not give us homework cuz homework is very boring. Um, and other people may do something different like probably um go home and talk with their families or do something else besides
023work. >> Am I allowed to address the speaker? >> Nope. [laughter] Can you please talk to my boss and see if I'm allowed to have a recess, please? Cuz I I too would like a recess. >> Thank you, Abigail. Yes. Fantastic job. Very good. [applause] >> Jody, I think that we need to really dive into those those recent ones, >> right? Yes. >> Great job. >> Yeah. >> All right. So, moving on to the consent agenda. Um, these were presented to the board earlier. Were there any areas where we needed discussion or did you guys have any questions? >> If not, u we need a motion to approve the consent agenda as presented. >> I will make a motion to present the agenda as presented. >> Thank you. Do I have a second? I'll second.
024Thank you. All in favor? I. Any opposed? >> Motion passes. All right. Moving on to the calendar committee. Mr. Martin. >> All right. So, last Tuesday, this uh group of people met for the calendar committee meeting. Just as a reminder, in terms of timeline or purpose, the purpose is to gather a diverse group of stakeholders across the community to really recommend a school calendar for the board to vote and approve on. Uh our intent is to meet again on the 9th and then have a calendar ready for you guys to review and and hopefully adopt on the December 16th board meeting. So [clears throat] just broadly speaking, um this is just kind of an overview of what we talked about last week, but this would mainly be referencing a a teacher calendar or student calendar.
025So as a reminder, our teachers are contracted 186 days. Four of those days are holidays. That's 182. Uh the state mandates a minimum of 170 days with stu instructional days with students if you're on a regular type calendar. Uh which pretty much leaves 12 staff work days per se. Uh as you know, you know, most much of our resources in terms of budgeting really is on personnel and how we utilize that time and how we utilize it effectively. We should spend quite a bit of time thinking about that and making sure that we're really generating lots of value. If you go back to that last slide, Wes. Um [snorts] so mo most of the most of the conversation really thinking about how we're utilizing these 12 uh staff days. Traditionally we've allocated two of those
026days as community tables which gives us opportunities to connect with we invite families in and meet with them uh one-on-one to really learn about their student and family and really think about the partnership in terms of the learning process and how we can work together to support the student. We've traditionally scheduled one before school starts. That's the purple day. And then we've also had one uh scheduled at the end of February. However, the last couple of years due to snow and different irregularities with that. We've those days are actually taken away, the February dates, and we actually use those for instructional days. So, it's been a couple years since we've had those. Um there was some discussion with the calendar committee around kind of the purpose of the community table days and where might they
027need to fall. Um, I do agree there's opportunity there to generate more value and and really we're creating a a team to help dive into that and really think about um, you know, what do we want to do with families and and what's the purpose of bringing them in and what conversations do we want to have and what can we showcase even in terms of student learning. So, we're getting a team to uh, generate some ideas around that. We'll obviously collaborate with principles and think about that use of time and then I'm going to bring that to our December calendar committee meeting um as a proposal on how how we're going to utilize those dates. >> Big picture, the third would be the first staff day of August. First student day would be Wednesday the
02812th. This is the first draft. That's where we are. >> Yes. This is pretty much a carbon copy per se of what we've done the last few years. Um, so yeah, staff report 1 of August or so, start mid August with school. This also allows for school to end uh before Memorial Day is actually a bit different this year. The way the calendar falls, it's on May 31st. Um, it's kind of unique in how that fell. Um, this does [clears throat] have us ending before Memorial Day. The fall, winter, and spring breaks also fall uh at a similar time of year. So really much of our conversation is about how do we generate value uh and get the most value out of the placement of time. Any questions from the board or you know one
029tension we've run into just as a just to acknowledge with the last years is these snow days. Um we had flood days and we we don't have any embedded makeup days at this point in time. And you hate to just bank on makeup days. Um, and you it's hard to predict it, but I do think that we've had a tension point um with virtual learning days. And we recognize that there's a very uh short shelf life for getting a return on investment for those days. Um, so I just want to remind uh everybody in the calendar committee and otherwise to acknowledge that the 24th, 25th, 26th, 27th, 28th could be makeup days because I think ethically we recogn we know that having more than one or two virtual days in a row is not as
030productive as we would as we need it to be. So I just say that out loud just to just to be clear on where our observations have been. >> Yeah. And we spoke about that at the counter committee. >> Yeah. And it's just a tension because I think there's certain districts in Kentucky it's just automatically a virtual day and uh I don't think we're in that place anymore. We're just not we've moved away from that. I think we'll it's just not a we we try we're trying to make decisions where we say are we if this is a snow day is it the right thing to do if it's a virtual day is it the right thing to do and it's very rare is it the right thing to do to be a virtual day
031unless it's integrated at the right time of year so just a reminder >> thank you for the update >> all right moving on we have um superintendent Bradley's going to discuss a little bit about the state superintendent advisory committee that he is a part of. >> So we we thank you. We've had a couple meetings this year with superintendents across the state uh representing every part of the state. Um and the primary uh discussion has been around new assessment accountability conversations. Right now the Kentucky Board of Education and the Department of Education, their number one priority is rethinking assessment and accountability. It is the one constraint that impacts everything else. So, this slide is the only slide I'm referencing. Uh, and this is the current mockup for the future of accountability in Kentucky. This would
032start as early as next year, hypothetically, uh, if approved. And it would, the goal of this is to continue the federally required component and then allow for some local choice on the other components, which is a shift. Um it's not clear how those things would be defined in the accountability system at this time but the federally required part are reading and math which currently is makes up the bulk of all assessment accountability. Um I do think uh they also currently one issue we have in the state of Kentucky is the way we track growth. So growth is tracked uh from year to year rather than from student from that student growing. It's tracked from cohort to cohort. So you got 150 kids. Well those 150 kids change not the same kids. The goal in the
033new model is to track the student. Another important part of this, it's been going on for a year, is there's a big advocacy going on to use interim assessments in schools like I Ready or MAP testing as the measure for reading and math growth so that it's not a separate test occurring where you're getting the data back, you know, six-month lag. So interim assessments for reading and math would be in theory a part of the model that would be potentially occur. Now you know let's say the Boston students take a I already test. It's just for it's really that's that's all it's going to see is that Boston school. So um it also controls ethically where you know there's really no you can't really game the system because the kids taking it again next year
034and the year after that and you know you're there's some accountability in that locally. Um there is also an encouragement around local accountability for the way we think about the experiences we want our students to have and how we track that how we build experiences. It's it's not clear how that would be assessed at the state level other than it's going to be highly encouraged. Um and I think for us that really plays into the work we've been working to do across the system for competency based learning and many of the CTE programs. Uh one big shift and whether this plays out we we shall see is social studies and writing would be locally monitored and designed systems. So currently we do writing interim assessments. Those would be hypothetically the measure and it would be
035self-reported uh locally as well as the way we do the civics test. So, I share that because this week, actually Friday, states across Kentucky will get their data from last year, um, which was about six months ago. And then Monday of next week, that data will be published and, uh, they'll use the system that's been going on for the last five years. Um, so just as some so that that system is the current system we're under and it's all really the federal model with a few small shifts in it. Um, so this is the primary conversation happening around assessment and accountability. I think mostly there's a shift towards local boards of education having better conversations about what do we want for our students and districts that are building visions for here are the benefits all
036students should have or should have access to and what percentage of our students are doing this at a high level. And this plays well into the discussions we've been having around the future of our campuses. But we're still in some ways just beginning the conversation. So that's the primary conversation at across the state and I think over the next six months it will continue to be because it assessment accountability can be highly politicized because of the constraints and the funding involved in the process but it also creates a lot of value if it's done well. I appreciate the use of the local component particularly for the interim assessments because that's a natural part of the instructional process and so it brings we talk about needing meaning and value to the assessment of students and h
037integrating things that actually teachers can use immediately instead of waiting months and months for scores that has less instructional implication and I'm also glad to see um more of a movement toward including including measures that will allow us to track how a student does yeartoyear and across time. It's to compare the growth against how they are doing, not just against a a norm benchmark. So, um that that lets us see how much of our stu how much are our students growing, improving, not just how did they perform in comparison to other students. I think that was probably the the part that really encourages me that that it is individually looking at students and their growth pattern. We know that not all students learn the same and grow the same. Being able to kind of celebrate
038those moments and knowing that there's achievement across the board um is going to be nice to see. I hope this is something that they do really not just look at and dive deep that they are going to make these changes like they're they're really going to make sure that um this is something that's going to be useful for the for every school district, not just ours, but that it really becomes something that we can build on and see that growth and see where the shortfalls are immediately and not waiting until the students like out of your building >> definitely out the classroom >> and I believe the state has been collecting feedback on this. So I think if if those processes are still open very lucky you may be able to see it on the
039um QR code. I think it would be good for people to provide feedback because there you have the nationally required measures which are essentially on the right that that the feds mandate when you take federal dollars but there's a little bit of room wiggle room within that in terms of what can be done or administered >> it's a massive uh opportunity but it does take a the way we think about program design and course offerings gives us permission to to to evaluate that as well. >> Thank you definitely for the update on that. All right. And next we have um Mr. Martin again for facilities next. >> So this is just a quick reminder on some of our facility conversation. Um you know we just had this just a couple of weeks ago the last
040time we connected. Um but these five projects uh obviously lots of action that's occurring uh for those um upcenter and bus garage uh continuing to work on exteriors to close those in to really focus more on the interior. Once you get get the exterior shor up you can um shift focus to the interior per se. also uh in conversation with the construction manager really making sure the bus garage is finished so that then the personnel that's working on that space can then shift all their attention to the up center is also a priority that that has been discussed uh for Thomas Nelson uh middle school edition last week we had our pre-construction meeting it was well attended among all the subs uh also just I'm sure you guys have seen an invite already but uh
041on Thursday of this week we have our groundbreaking ceremony that will be occurring ing at Thomas Nelson at 4:30. Love to see you guys there. And currently the kind of the priority among the construction team is really mobilizing uh the construction trailer will be coming out pretty soon. Uh and then also um setting setting that site up um to begin begin that process. Nelson County High and New Haven are in the design stages. Uh we're collaborating with architects and construction managers weekly on those designs and hope to have those updated for you guys shortly. >> Nelson County High School, the goal right now is to determine where the building would sit within the within the uh relationship to the upcenter. We're also they're also meeting with architects this week and engineers to evaluate where the
042softball field will be transitioning to. Uh and that's been going on for just a few weeks. I will say the softball field is a conversation that we will be having in the spring as we look at that um opportunity because it will probably have to move in advance of any of the other site just by where it is and it also um the season ends in May and in order to get ready for that next season it would have to begin shortly thereafter. So by that time the bus garage will have been removed from the site, the buses will be removed from the site. It gives us a lot more opportunity to see that whole lay of the land at Nelson County High that you can't really see right now because of the bus compound.
043So, those are two big pieces at Nelson County and the there is a team at Studio Kramer working on different design concepts at Nelson County High School. We should be putting some of those in front of you in December. Um, and those are very much built around teacher and programs working together in different ways. So, >> we've had some questions sent to us as board members in the past month regarding what I see as um kind of ongoing or intermittent questions around pro smaller projects such as at Cox's Creek for a bus awning. And I know that we had a a good response today from um from Devon about that. Could could you all talk a little bit about that and perhaps maybe why it's not up here or because I think parents sometimes are
044asking. >> So Cox Creek does continue to serve as a major transportation hub at the moment. Obviously as we move into longer term, as we move into kind of the 612 model, we anticipate that transportation hub not being as large. Um, so longer term we feel like we do have a solution. Also, you know, collaborate with Devon, his transportation team weekly as we think about just the efficiency of that. That's something that's that Devon has studied for several years. So, it's not new to his attention. Um, obviously, we want to minimize the amount of time that students are outside waiting to to get on a bus or even transition from one bus to the next. And I do think he um when all buses hit at that time, I think that does occur. Uh Devin
045was out there just yesterday and kind of studied how much time is it from when a student exits a bus and waits to then board another. It was a maximum of eight minutes. I guess if you were the la the first kid off the bus and then you waited and you were the last kid back on the bus it was an 8 minute time frame. Um generically most kids are waiting probably about five minutes. Obviously, when the weather is really poor and you think about rain or extreme cold conditions, um if a bus is late, that team allows students to get on a bus, you know, it's kind of there just wait here till your next bus comes or we even could allow entry for the kids into the to the lobby space at Coxus
046Creek when the weather's super extreme. Um but that's something that their team has studied for quite some time and I think it is pretty efficient at the moment. Um but we'll continue to study that and make sure we don't have any gaps. The original design concept at Coxus Creek did have an additional I guess it would be an awning coming out over the front of the building at Coxus Creek. Uh really reworked the whole front of that center. And I do believe that over the next two years as we transition some of the facilities, we'll see a little bit more about the bus hub. But irregardless of the bus hub uh going away, we do I think at the next local planning committee coxes will be a big discussion on what's the long-term vision for
047that >> building because we do know that it does need some advancement, some modernization um and this would be a part of that. >> Thank you. I do think it's a priority to have covered walkways for um our children as they're coming in and amongst weather because some do have a quite a distance and also for our staff who are out there during arrival and dismissal times that they can stay dry. >> They're spending the most time out there because they're out there with the students the entire time. >> So that's the important part. >> Right. Thank you guys. You >> all right? So, Superintendent Bradley is going to update us on the parents in the no. >> So, we didn't have a we haven't had a meeting since our last one. We were supposed
048to uh have one on Thursday, but we actually have one tomorrow. Um, in general, we just scratched the surface in our first conversation. Uh, tomorrow, I think there'll be more space and more time for parents to kind of roll out um more direct conversations. Uh, but this still does summarize I think there's um this summarizes the feedback we've gotten at this point in time. Um I think there was a conversation that did emerge around accelerated access for eighth graders, what that could look like. Um program building as a whole. How are we thinking more about alignment K12? And then uh I think there's still a lot of confusion just by the nature of feeder patterns and district lines because our elementary schools the way it's organized through the magisterial districts and you know that since
049elementary parents are not looking at the high school lines a lot of that is still a part of conversation just getting clarity on that. Um but tomorrow we will be able to dive further into some priorities um with families and I think by December we'll have had two so we've had three meetings. I think we'll have additional clarity around that. Um but I will say um we have a great parent group. Um and I think tomorrow will be a nice uh I think we should get further in that conversation. >> All right. So, moving on is board calendar and celebration. Is there something else there? >> No, I I originally I think I was talking about taking these dates off and giving you guys this space to um think about these over the next month
050because we talked a little bit about locations and reimagining. So, one of the tensions the board has is how do we engage in communities in schools in a meaningful way? And I think board meetings can be one way, but we also are trying to figure out other ways of doing that. this uh really there would be no action to take tonight assuming that we have over the next month an opportunity to evaluate dates. Um so really it's my mistake and I I listed these out just as examples of what if we duplicated what we did last year, next year. So we have five weeks to kind of consider. So, >> so one of the things we have made it a point to get into the communities by hosting these board meetings at our individual schools
051throughout the year and yes, it's one night where we disrupt that building which I feel like is a disruption because there are sports that are going on and a lot of times we we take the gym or we take a space that is needed and it also requires our IT staff which we are so grateful for um to set up so that our families at home and people that are interested in following what's going on in the board meetings that they can view these things in sessions at home. So that is also a burden on their staff that we have someone that comes in the next day and cleans this mess up. So um really thinking about intentional processes when we're looking at these board meetings when the UPC center opens. I think the goal
052would really hopefully be to have that space sort of be a permanent home for our board meetings. So I think looking at where we start at the beginning of the year if we just pick a location, which I think is what Superintendent Bradley was kind of getting to, do we just pick a location and just sort of stay [snorts] home there for a few months until the up found the upcenter opens or do we continue to kind of move around and shift? And so I think that's the conversation that we're just going to continue to have until we get a little closer to January. >> I would appreciate feedback from our school staff in particular who hold responsibility for setting up the meetings. And um again, I believe that so much of the intentionality is
053to put us into the schools. But in reality, we are here at a time when we're we don't have students and many staff present. And I think we need to continue to seek more meaningful ways for us as board members to be involved in processes when students and staff are here >> so we can see what's going on. >> And I think that's that's that's on us. That that is our responsibility to make sure that we are present and that we are connecting with our schools and we are connecting with our parents. That that is on us. And I agree 100%. Being in this building at 5:30 does not give us access to the staff. It doesn't give us access to parents. It doesn't give any access to students. That is something that we need
054to be very thoughtful of when we are setting in these roles. So I think again it goes back to um creating an atmosphere that's that we can walk in, everyone's prepared, and there's not a big breakdown of equipment. And again, my my heart goes out to the people that come and set this stuff up and break it down. you know that's that takes energy and work and I you know I just want to make it easy on everyone and be productive. [clears throat] So again I appreciate you. We are not going to address this tonight. >> Yeah. >> Thank you. Oh but I want to go back to celebrations though. So the UP foundation had their gala last week. Huge success. Um I don't know what the o overall totals were but I know there
055was a huge crowd there. It was a great night. Um, thank Miss Arnold and Miss Hogan and everyone that that pitched in and that made that night happen. I know the board um that foundation board really played a big role in that night and did a lot of work. So, um it was a great a great night and I'll reiterate what um Mr. Martin said, groundbreaking at Thomas Nelson on Thursday. I encourage everyone to show up um and be part of that and celebrate that moment. Hopefully, it is not going to be this cold. I'm hoping for warmer weather because it will be outside some of it. >> All right. Anyone else? >> Like to say thank you to all the staff and everybody that's a veteran for Veterans Day today and we appreciate your
056service. >> Our program leads those programs around the county and they do such a classy job of of that and they've continued to for decades. So, I appreciate the number of parents who've engaged in the parents and the no process because I think that's a good meaningful way for us to have input and hear directly um what parents voice and thoughts are about decisions that are made by this board. >> I just wanted to shout out Abigail. Looks like she's finishing up her homework over here and we appreciate you speaking. >> I think we should thank Abigail for coming and speak. It is hard enough to get in front of anyone and speak, let alone in front holding a mic. So, thank you for being here tonight and speaking your voice. >> I love it.
057>> We we believe you. >> We're gonna [laughter] we're gonna continue to encourage it. So, you tell your friends. [laughter] >> All right. Um so, moving on, we are going to um need to adjourn to go into executive session. Um I've lost my place. So, we need to enter into executive session pursuant to KRS61.8101C for discussion on student discipline. We need a motion on that. >> Make a motion. >> I'll second. All in favor? >> Any opposed? >> All right. [music] feel free. Feeling real. You are Chicken. You are now. >> [music] >> You are free. feel. Hey You are Heat. Heat. N. I love it. >> [music] >> You are right. You want me to ring? It rainbow. Fire. Oh. Heat. Heat. N. You can feel me. >> [music] >> You found me. >>
058[music] [music] >> Drop your ring. Let's get it. Let me get that rain. I got a chocolate. rain. I feel you. [music] You are You want me to feel I feel like [music] You are [music] Keep it away. Feeling wild. You are me. me. You won't. Yoo. Can't feel. [music] >> [music] >> You All right. So, we will need a motion to um reconvene regular session of Nelson County Board of Education. >> I'll make the motion. >> Thank you. I need a second. >> Second. All right. All in favor? I >> So, um, board actions as a result of executive session percent KRS61.81 01C uphold I need a motion to recommend the uphold the discussion expulsion recommendations made by the expulsion committee. >> I will make the motion. >> All right. So, I have a
059second. >> I'll second. All right. All in favor? >> Any opposed? All right. Motion passes. All right. We will now need a motion to adjourn the regular session of the Nelson County Board of Education. >> I'll make a motion. >> Thank you. I need a second. >> I'll second. >> Thank you. All in favor? Any opposed? Motion passes. Good evening, everyone. >> Time to go watch Kentucky Mobile.