That's awesome. [applause] >> Okay, I'm going to put you right. All right. Well, that's not all because partnerships like this, they don't happen by accident. This worked out because Principal Kelly Lee drilled down to find a project that would benefit her students and left no stone unturned to find the right person for the job. She took a chance to do something new and in the process identified a valuable community resource and dedicated mentor straight from the words of the leader inme framework. This is truly a win-win situation and I would be remiss not to thank Miss Lee for laying the groundwork on what I hope will be a strong partnership for years to come. Miss Lee, would you come up for a coin, please? [applause] >> [applause] >> Listen, we've got all kinds of awesomeness happening in this community. Just wait for this next story. Next up, school nurse Miss Paige Hancock. This is her first year as a school nurse at Southern Elementary School. And as district nurse Colleen Rice can attest, the students and staff at the school just love her. She's been a nurse for nine years, most recently working at Child First Urgent Care. She had has past experience in pregnancy, childirth, postpartum care, newborn nursery, pediatrics, plastic surgery, and performing her work in an emergency room setting. She has also done medical mission work in Mexico and Costa Rica. All of that is enough for a coin. I mean, my gosh, that's good stuff. Yes. But while we can see her heart for service as a dedicated healthc care provider, and we're thankful that she's chosen to serve in our district, we've got her here for for one more very special reason tonight. Few weeks ago, Paige was traveling on a busy stretch of I75 when she passed a car accident that had just taken place. Car was stopped on the interstate and was hit from behind by another vehicle. Following her instinct and guided faith, her training took over. She pulled herself, I'm sorry, she herself pulled over and took command of the scene. She entered the car from the back window to find a female victim clinging to life among the wreckage. After getting her free, nurse Hancock performed chest compressions relentlessly until the ambulance arrived. The woman was taken to the University of Kentucky. She was given a second chance that may not have been given without the quick response and life-saving measures performed by our own school nurse, Paige Hancock. The woman is continuing her recovery and is able to communicate with her family. And we should not underestimate or downplay the heroism here. But we also want to recognize the impact such an experience must have on even the most highly skilled medical provider. In this time of thanksgiving, it is with humble thanksgiving that we applaud the courage of Southern Elementary School nurse Paige Hancock. A living testament to the power we have to make a difference. [applause] [applause] [applause] [applause] Yes, ma'am. >> Good stuff. All right. Item four, agenda approval. >> I so move. >> Second. >> Any discussion? >> No. All those in favor? >> I >> I. >> Any opposed? Motion carried. Public comment. >> Billy's the public comment. >> Oh, do I? >> Oh, I'm sorry. Okay. >> Wait, we changed it a little bit. >> Okay. Mike Davis is number one. >> All right, Mike. You know the rules. We're putting you on a timer. You got five minutes. [laughter] >> 1.5. >> I got a little feisty upstairs with Mike earlier and I was telling Karina, my office was on fire and I was like that was I just So I apologize, Mike. I was, >> by the way, it wasn't >> it was reading 75 or something like that when we when we got out of there. So, >> yeah. >> Oh, Lord. >> Okay. board members, um, superintendent, and the rest of the audience that are all here. As we move through the month of November, a season traditionally centered on gratitude and reflection, SCA would like to take the opportunity to express our sincere appreciation for the countless individuals who make our schools function each and every day. This is the time to pause and recognize that schools do not just run on curriculum alone. Although I'm sure Miss Hullbrook and Stephanie and Miss Reed will talk a lot about the celebrations we have for the test scores tonight. They run on people, dedicated, compassionate, and hardworking individuals who show up daily with one shared purpose, serving our students and our community. We are thankful for our teachers who are who pour their hearts and minds into shaping the young lives that we teach, often going far above and beyond their job description to ensure students feel safe, valued, and supported. We want to be we're thankful for our classified staff, the unsung heroes who keep our buildings clean, our buses moving, our lunches served, our technology running, and our doors always safely open every single day. We are deeply thankful for our administrators who lead with integrity, make difficult decisions, and support both staff and students through challenges and successes. And we recognize the critical role of our counselors, our nurses, obviously our pair professionals, maintenance teams, office staff, stu substitutes. Each and every one of them are essential to the daily heartbeat of our schools. We also extend our gratitude to this board, to our superintendent for our continued commitment to the district and your partnership ensuring we can collectively serve our students in the best way possible. While our perspectives may not always align, our shared goal remains the same. Making Scott County Schools the best place to live, learn, and work. November reminds us of the gratitude that is not just a sentiment. It is a responsibility and is it our responsibility to recognize the incredible effort, resilience, and devotion of those who step into our buildings each and every day and often quietly but always faithfully just like Miss Sunda who [clears throat] does our uh food bank program. It's it's one of the most amazing things I've ever seen and uh I'm very proud of the fact of what we do here in Scott County for so many of our local families. SCA is proud of the collaboration we continue to build with the district. We know that there is still work to be done, but we look forward to working together with transparency, respect, and shared purpose to strengthen our schools and support the people who make them exceptional. Tonight, we simply say thank you. Thank you for the long hours. Thank you for the unseen efforts. And thank you for the compassionate compassion, the dedication, and then unwavering belief in our students. We are grateful not just in November but always and thank you all very much for what you all have done for us over the last several years. We look forward to doing more. >> Thank you. >> Appreciate the highlights. >> All right. Next we've got Drew Beckett. Wendy, can you hear or do you want me to move your move this mic to the table? >> Okay, just check. >> Good evening. Thank you for the opportunity. Um, I'm sure a lot of your public comments aren't positive, but hey, this one's going to be So, >> I'm here to spend a few minutes speaking about a wonderful partnership uh between Scott County Schools and the Georgetown Scott County Parks and Recreation Department. Uh the program is called Every Second Grader Will Learn to Be Safe In and Around the Water. The program consists of six 45minute swimming lessons, five water safety videos, and a worksheet relevant to the water safety video. Scott County Schools help provide student transportation to and from the pavilion. And then parks and recreation provides the staffing and the facility free of charge to all second grade students. Prior to the first visit to the pavilion, the students parent completes a survey based upon the child's comfort level and skills that they know how to do in the water. Uh Georgetown Scott County Parks and Wreck partnered with Stamping Ground Elementary for a pilot program back in May at the pavilion. On the first day, our aquatic manager conducts a pre-assessment to evaluate the readiness in the water using the American Red Cross stroke performance criteria. During the lessons, volunteer instructors work with groups based upon their current level of performance. On the last day, the aquatics manager conducts the same assessment as on the first day to see the progress that we've made. In the pilot alone, 36% of those students increase their ability to swim. So, after meeting with your staff, we decided to expand uh the program beyond one pilot to offer it to every elementary school that wanted to take part. So far this year, uh, Eastern Elementary School attended the program October 6th through the 10th with 82 students participating and the students had 60% growth in their swimming ability and 40% showed no change because they had that many kids that could already swim, which is great news. Um, and Mason Elementary was next. They were there October 20th through the 31st with 84 students participating. I'd like to say we've pretty much maxed out our pool capacity at 84. So, please don't get any bigger second grade uh classes in your in your schools. Uh but they had a 59% student increase in their competency in and around the water. Uh and again, 41% basically had no change because they came to us knowing how to swim. Um, the last thing I want to say, the the remainder of the schools that are coming in this spring are Stamping Ground in February. Uh, Northern Elementary is coming uh between March and April. And then Lemon's Mill is coming uh April 13th through the 27th. Uh the schools that chose not to participate were Southern Gar, Western, and Creekide, but hopefully we can get them all on board next year. So, I think it's a wonderful program. and we've shown a great partnership together and what's better than teaching second graders how to swim and prevent drownings in our county. >> Thank you, >> Mr. Becket. Now, is it true that during the during that time we've got we've got our students from our high schools maybe even that are correct >> participating that are coming and they're you know it's a work >> phase. It's a win-win. >> Yeah. student leaders uh from from your school and that are on our swim on your swim team uh that also swim at the pavilion. They're coming to help uh so we can split the groups out if we gosh if we couldn't get them into nine or 10 uh groups. I'm not sure what we'd be able to teach 84 kids at the same time. But yeah, and Mr. Brea when he brought this to us, I was like, are we like will people will we be able to do it? And I've been really pleased with the fact that it's it's grown. And I mean >> I know somebody who I work very closely with that was telling me about how awesome uh the experience had been for for her child. So, it's it's uh something that uh I'm very thankful that you brought it forward and the partnership that you wanted us to to enter into and I'm I'm I would love maybe this time next year to bring you back and see see if we if what we've been able to do with it there. >> Be happy to do that. >> I have a question. Do some of the parents come to watch their child? >> They do. parents, grandparents, um, and usually the last session the teachers will get in with them and have fun, go down the slide. So, yep. >> Try to have have fun with it, too. So, not only are they learning, but they're having fun. They're >> having fun. >> Billy, it was I think it was a year or two ago. Do you remember me mentioning to you that in the community there's been an accident on the creek. Something had happened that in the news and I mentioned to Billy, >> we don't think about it often because the creek is kind of hidden >> it seems in our lives, but we're a very water centric >> place in central Kentucky. the creek, the river, the lakes, >> all of that. And I I said to him, I wonder, are we doing anything in our school system, >> any sort of a unit at a particular time in development for the kids that's that's a water safety kind of thing? How to manage boat, how to help somebody if they are drowning, how to get yourself out of a water situation. So, it thrills me to think that you all are. >> Yep. You are now. >> You got our back on it. Yeah. It's great. Great. Great. I'd love it if the classroom could do a little It would be neat if the grade second grade did a unit on water safety that >> could even correlate with that, you know, to to bring it all full circle. That's great. >> Well, again, this is another example of >> we encourage our people to take risks and to do something new. And if it isn't perfect, well, you got to start somewhere, you know, and so again, we started last year with one school and now here we are more than half. So, I love it. >> Thank you. Thank you so much. Yep. >> [applause] >> All right. Agenda item six, our consent agenda, items A through I. I need a motion. >> I'd like to make a motion. >> Second. >> Any discussion? All those in favor? >> I. >> Any oppose? Motion carry. Get a Sorry. Sorry for the audience. There's so few of us here. All right. Construction report. Tony. >> You brought half the Nelson. >> That's right. Oh, that's right. [laughter] Good one. Good one. >> Uh, good evening everyone. And I think most of you remember Andrew Nelson. He's architect in our firm as well. And uh, he's been um, very critical help in putting together the colors as you all have met him during the one-ons that we were doing. I'm going to go over the construction first at Oxford and then we're going to go into kind of the results of the color and I'll talk and then I'll pull these boards up in just a minute and maybe at that point we'll put the lights back on. But uh so last week uh flew a drone so there's been some more progress than what you're seeing right here but it's always good to get some uh drone coverage of of the school. >> Yeah. So you um >> geothermal >> Yes, they are. That's right. That's right. Uh very perceptive. So you can see they've got roof on uh the left and actually they have deck on the right where the the storm shelter all the way to the right there and they have some decking on that there. So they're going to be able to kind of drive some areas in so they can work throughout the winter. Um and this is just closer to the front entry area. Uh the library right behind it, the cafeteria behind it, and of course the gym walls have been up for some time now. Um again, and you'll see some pictures from today that are even has that uh a little bit further along. Just another shot there showing them working on the roof of the classroom wing. Um shot going back around. That's that'd be the k all those little white pipes in the back. There's where where the kitchen is. And then the cafeteria right there in the middle. Uh gym in the background. And here you can see today. And actually the p the slab is poured there. But that's the entry piece. You can see they've got the block up. Um and they'll start putting the joist on there soon. Um, that's the C. Now the cafeteria slab is poured and they've got the beams out there. Um, and this is the storm shelter area I was talking about. You can see it's all decked on there now. And that will get concrete on top of it soon. And so it's going to be a very very strong storm shelter. Uh, and that's kind of for the construction. I wanted to focus a little bit more on the color tonight. But, uh, for the construction report, of course, they've had some bad rain, but they've continued to work and continued had to progress. I was surprised how much progress they had this week with all the rain that we've had over the the ca past couple of weeks. Um but before I get into the colors, any questions just on on the construction of the project? >> Still right on track. >> Still right on track with what? And of course the um we haven't had the progress meeting yet uh this month. I guess that would be Yeah. So that'd be next Tuesday. Usually it comes right before the meeting. Um but uh what they've been telling us at every meeting so far that they're they plan on meeting that schedule as long as we don't move into a an awful winter, you know, and so we'll just, you know, hope that that doesn't happen. Uh but so far they, you know, with the mild rain, I say mild rain, we've had some hard rains, but with the weather we've had so far, they've been able to continue working. And the more they can dry in, the more they can work inside even when it gets colder. So >> I'd say on track so far. >> Okay. Well, um, we'll move into the colors. Um, and of course, like I said, Andrew and Jeff and, um, some other people in our office been instrumental in in putting these together. Um, as you know, with we've met with, uh, administrators and board members one-on-one and Mr. Parker and Miss Holmes uh, and Greg. Um, this is kind of a general consensus of all those meetings and, you know, there's been a lot of changes up to this point. So, what we're showing you tonight is pretty much the result of where it's going. But now, if somebody say sees something tonight they don't like, let us know, you know, so that we can we can make a change if needed. Um, and with that said, I'm going to put the So, what you see in the renderings sometimes, as we explained in our meetings, um, the colors aren't as good as actually seeing these colors. And of course Renee was telling me that, you know, these boards have been in the lobby that a lot of people have come in and given a lot of positive compact on comments on the color palette. So that's good to hear. Um, but like I said, Andrew's been a little bit instrumental in all of this and um, so I'm going to let him kind of walk you through this while I put these boards up. Do you mind if I will it be too much light if I turn the lights back on? >> That's fine. That's fine. I was just now I was just now realizing and appreciating the fact that that Oxford World [laughter] Americated on this We do have a second option in this show later in the presentation that gets rid of some of those diagonal Oh, thank you, sir. Uh, we do have a second flooring option to show later in this presentation that gets rid of some of those diagonal lines and just kind of goes back to rectangles uh for the flooring area. Um, but we've got kind of an emphasis on school colors, a few grays involved. Um, and that orange brick, that's also going to be at the exterior. So that'll be like the the Wayne's coat up to a few feet off the ground. Um in this area here's the media center. Um again those those kind of pixelated sophets that you see in the first slide, those carry through into the media center. So we'll we'll have the school colors, a few other colors in there. Um and some some brown flooring that big bright orange >> carpet right there. Like I said, some of the colors on here, but I think everybody liked >> whichever one didn't have a green. >> That's all I [laughter] remember. >> It's a big square. I can't tell you. But >> and and again, you know, you all we we made sure we had no more than two people in the meeting as sharing options. Um it was, you know, did you all line up exactly? No. But there was a lot of So that's kind of again doesn't matter what group you came in to see this generally probably lines up. >> Everybody did like the orange circulation. I know. >> Well, there's only a couple. >> Look at it. Did you see back there? >> They're LEDs, too, so they should last quite a while. >> I got your back, Ray. >> Um, moving on. This is the uh the front general office. We got that that bright blue kind of color that some people liked for the the bulkhead and the sophets. And then just kind of a warmer florine pattern which again we have an alternate florine pattern that kind of extends into this area that we'll we'll show later in the presentation. >> That that was essentially that image was essentially as I recall both groups really like the top of one image and the bottom of the other. >> Exactly. Um so we've got a few different classroom colors we'll be presenting. Um some of these same color schemes will be used in some of the smaller uh office spaces. Uh color A, we're shown a blue floor and then the the bright orange kind of Oxford orange wall. Option B, we've got the gray floor and then a bright blue wall. And for option C, we're showing a gray floor and then a bright yellow wall that uh could go with some of the yellow that you see in the terazzo there on the the sample board. >> Can you say option? Actually, what we're doing is there'll be three different colors similar to creek side where one classroom will be the orange, one classroom. >> So we're using all the options. There'll just be different classrooms throughout the building. showcase those different >> well and we've been referring to them as options all this time technically now they're fix so there will be three different colors as go down the class as you go down the quarter will be yellow >> yeah not >> and we can we can code that too so we've got some kind of um colorways in the Terzo flooring we're showing like uh one corridor has a bunch of blue accents for instance so if we want to do the blue corridor with blue walls or the blue corridor with orange balls. We could get into that, too. Um, and just kind of simplify the the space a little bit, which, uh, I'll show you in a little bit in this presentation here. Um, so going back to the colorways, this is corridor 315B. This has got blue accents in the floor, uh, a blue sophet on the ceiling, and then just some orange accents kind of splashed in there. Likewise for the opposite corridor. So, these will be the two main wings of the uh the classroom part of the building. We've got orange accents, an orange sophet, and some blue paint accents splashed in there. >> So, back to the yellow classroom. Why are we Why is yellow classroom? I don't remember. >> Well, we had >> because we don't have a yellow floor. >> No, there's a little bit of yellow floor. And I think the discussion >> Yeah. >> The discussion was, well, if we have yellow in the floor, are we using it anywhere else in the building? >> Right. So the decision was so decision was to keep >> and now it's a little bit more when we get the yellow the totality of it then >> yeah like the lobby >> but there's that blue port >> I like it blue is nice >> yes so this is the um the rear lobby near the cafeteria in the gym got that kind of light blue classic porch ceiling um the [clears throat] sophet accents and that extends into the cafeteria. So, if you look through the uh the glass wall there in the cafeteria, you can see the acoustic ceiling coming down and above that there's a gypson board ceiling that will be uh light blue. Here's a rendering of the gymnasium. So, kind of went all out with color for the gym. Lots of that Oxford navy color along with orange accents. Uh we're showing orange duct work, orange uh retractable bleacher seating, um and that kind of bright blue stage curtain. Blue. >> Oh, I'm sorry. Blue retractable bleacher seating. So, here's the option that we're showing currently in our renderings for uh for flooring. So, you can see that the corridors are colorcoded. You've got a blue corridor, a gray corridor, a yellow corridor, and an orange corridor. Um, and then of course in the front and back lobby, you've got some more color splashes kind of interacting with one another. So, just to kind of zoom in on that area there, you're seeing some pin wheel type shapes in the flooring. So when somebody comes in the front office, they can say, and there it is even blown up before, >> go to the lobby and follow the blue, >> right? Follow the yellow. >> That's huge. I served in a school that was that way and it just saves so much confusion >> for kids and for >> great idea. >> Yes. Yep. Um, so again, that's the the front lobby as we're we're showing it rendered has the pin wheel type pattern. And here's an alternate option for the flooring pattern in that area. So that would get rid of all the diagonal lines, just use rectangles, um, kind of vary in size rectangles and keep those same accent colors. >> Is there a shot that shows the whole school now with floor plan and the colors? >> Do we have that in our presentation? >> Now, are you talking about >> this? >> This particular one. Well, nothing else changes. >> I know. I just want to see it all again. You see what I'm saying? See how it matches up with the rest of the floor versus the triangles matching up with the rest of >> um >> golly Tony. [laughter] Just forget it. Gosh. So, this is a >> option one or the other. The diagonals or >> here back um I guess back up >> right there. >> Yeah, that's what I was trying to see. >> I see a visual, >> right? Well, they're just more orthagonal. >> Well, sure. I mean, I can see it. I just wanted to be able to let everybody see the the whole >> be awfully squaring if we had >> well go back to the foyer the 3D view of the foyer. Okay, for the the two of you I don't know did you all share my concern these ladies? Okay, when I left our meeting I was you and I were together you and I were not and Wendy you were not with me either. I left and didn't say it in the meeting obviously, but left reflecting and one of the first things I fed back to Renee and Billy was we've got a barn quilt thing going on. I'm talking to everybody back here >> that I I dig the owls and the barn quilts and I get and this looks like Roblox like a video game futuristic. It's pixelated and it's country farm quilt and I don't like that. >> So cozy and modern. >> Modern. You wouldn't do that. I just don't like that. It's a theme. It throws me off visually. So I asked, "Are we carrying one or the other everywhere or are we doing what are we doing?" And Renee said, "Well, I hadn't thought about it, but now I can't." >> I see what you said. >> And so then I created something that I didn't mean to create, but it did for me. When I'm looking at it, I'm thinking, "Well, that's cool on the floor. It's like a barn quilt and I've got a barn owl and we're going for something here. And then when I looked up at the pixelation and then the way we've done the back wall with pixelated, it's two different vibes. And so I was worried about the look once. So I expressed the concern and Renee was like, "Let me think." And then she said, "I can't quit thinking because now I can't see it." >> Susie. So that I think is what >> we when we got to the thought about >> Does Wendy have a comment? >> Is it Wendy? >> I don't know. >> I just It's Wendy, but how can I talk? >> Go ahead. >> We can hear you. >> Yeah. >> I feel like I'm So I don't feel like I feel like I'm hearing myself twice. >> Y'all hear me twice? >> We only hear you once. >> We only hear you once. >> Oh, okay. Well, then good. So the are you talking about like in the hallway up at the top where there's rectangles but at the bottom it's different on the floor. >> Yes. Cuz I'm like that that threw me off cuz I don't remember seeing it like that. And then at the top when I look um in the hallway where it says media center and then you go into the media center the I feel like what's missing is yellow because yellow is in everything else but there's no yellow. >> I agree Wendy. It was one of the reasons why I turned and asked the question again about the classroom because I think I'm only yellow in the classroom and in triangles, >> right? >> Yeah. I would like if we're going to do yellow, I would like to see yellow inside the library where the gray and the double light blue or whatever it is to carry that yellow all the way through. So like you're saying in the library, >> right? There's no yellow in the circulation area >> because all we have pixelation, we don't have a yellow, >> but that would be really busy. It is. >> But yeah, my thought was the yellow was kind of a >> if the yellow went away, I wouldn't care. I was just going along with yellow to be going along. But I'm still back to the theme problem. what is the the flooring options he's showing. But I agree about the yellow too, Wendy, if the group feels that way. >> I think the yellow just originated kind of get a color a little bit more. We did have some discussions about >> starts getting real busy. >> Yeah. I don't know if you went back to the library. on that topic. I mean I don't know that wall yellow the main area. I think wood we could we can get rid of yellow all together. The wood has some yellow hues in it, too. I think we could definitely find like a yellow rubber tile. If you see the blue kind of in the back of the room there, um there's a rubber tile floor that kind of sweeps around through the back end of that room. >> And I I think we could definitely find a yellow there. Um if you'd be interested in seeing an option like that >> maybe add a little more yellow and some of the more >> where it's not too busy but just accent you know not everywhere. I do like the >> I think I do think too Tony maybe it'd be helpful if we see the like this shot the other shot with the proposed >> yes we couldn't get together because you look at the flooring well just like it is the colors are very bright they're representative of not >> right. And that's what concerns me is if this is our yellow. >> Yes, there it is right there. >> Right. >> And [snorts] that is far from that yellow paint. >> It's soft. >> It is most assuredly not the same color as that yellow paint. >> Orangey yellow, >> right? So, it's not going to give a strong yellow vibe, which is why I was questioning the only place in the entire school that's going to be yellow. Really? That's orangeish. That's a bright yellow wall that's just going to pop up on a half dozen classroom walls. >> Well, and that's what I'm saying. We can just >> kill it. I understand. Sure. >> Yeah. We we can just not have >> Right. Yeah. Yeah. I'm just talking through so that they could for the rest of the board to kind of hear. >> Well, that's why we brought this material >> or library fabric. Yeah. >> That's the fabric right there. >> Yeah. >> That's going to change the whole room too, won't it? >> The library. No, no, with that material on the chairs. >> Well, yeah, that was always planned. >> I know, but I mean, it's going to change. >> What are y'all's thoughts on? >> I really don't like that one. It's so geometric to me. We're talking about an elementary school and and like you said the the owl and and colorful and that that just looks >> maybe I'm not a math person but just looks like geometry to me or you know >> it's very orthagorary to me instead of cozy the other is cozier like the barn like the other better too >> but the rest of pool isn't like that that's what I'm saying that's that's that was my concern I don't there. But it seems like it ought to be one or the other. >> Well, what what would go up there if we went more with the pattern on that floor there? How could that be changed to make it fit more appropriately? >> Well, uh because those lines are kind of already I don't >> not much probably. >> Okay. Not not much. >> Okay. >> We can change the color right. What you see is the grid pattern that >> okay >> you know I think a lot of times I don't know come Right. >> You know, right there. >> I guess my point is it's geometric everywhere else. The back corridor around the cafeteria. >> Well, I mean, the other triangles are all models, too. They're just not all rectang where >> in the lobby. It's still geometric forms, but it's not all rectangles >> like the original >> diagonal like triangles and that kind of thing. And the other instead of just all that squared off, >> we've exceeded the limit of interest. >> The shape of those floor tiles is not going to make a kid smarter or safer. So, it's whatever anybody wants. I'm not I don't care about it beyond the 90 seconds. You all have I'm serious. Whatever you all think is fine. I don't think it's worth debating that. >> Yeah. Well, we've had some discussion about it, so we can >> Well, of course, I mean, we're at the point now where we need to give a contract or something. Um, if it's just down to the flooring and the carzo flooring, you can still do like right here. If we did something more bar in right here in front of the restroom, you know, maybe that would be a way of pack. >> The flooring doesn't look that boxy and and contemporary and different to me. It was the above ceiling thing, but I could live with that. Um, but I that's >> I don't know that anybody's saying that anything about changing. >> No. >> Okay. >> I like the whole >> I think I think Tony was thinking that if she liked the barn quilt, he was trying to make everything else barn quilt. And I guess what I was saying is the whole building is modern except for the barn quilt and the foyer and that concerned me. >> Couldn't bar other places >> doesn't change the modernity of the rest of >> I think what I think is it fair to say kind of is fine with the yellow on the floor as it being that yellow, but maybe the yellow in the classroom might not make that kind of >> that a yes or no. >> I don't know. I don't know. >> I mean, the thing about the yellow the classroom is if it if it wears on somebody, it's easy to paint one wall. That's right. That's what Greg said. [laughter] >> Well, and doesn't doesn't it make the fourth color to have each hallway color coded? >> Well, and that's one thing that we ran into when we started talking about color coding was that, you know, in fact, we you know, gray is not a great primary color, but it's like what are we are we going to introduce another color here? So, yellow gave us the path to have another color that we can point at go down the yellow corridor. >> Yeah, I think that's important. I think that's a good idea. Let's keep that. >> Would we like to see potentially um if if this is not, you know, if this is antitheatical to the rest of the building, this too abrupt. Would you like to >> I don't know. I don't I don't personally have a problem with that, but I but a rendering might help all of >> to see it. I I don't know. Let's let's do a rendering of this and then >> and then maybe another >> down here. >> Yeah. >> Okay. Uh, the only question that I had was at the top in front of the media center out in the hallway and then within the media center. Could that just be a solid gray? >> Where? >> Where? >> Right there. >> Slide 10 and 11. >> Just solid gray. You know where it says Oxford Alis where that's gray. Just continue the gray all the way through. And then when you go inside the circulation area instead of those rectangle boxes, make it just gray. or one color. I don't know. >> Well, mine was I thought you might have been doing something related to her. >> She was asking question. >> Okay. Sorry. Sorry. Sorry. I thought you were doing something like >> that it would just be very kind of plain >> just to do, you know, if we have all the dentals >> instead of >> Yeah. If we if we did all the dentals and just painted them a single color. Um it kind of gets rid of some of the dynamic I think of of of having the sophets with the grid in it to begin with. >> Yeah. I I think we could certainly um if it was popular, you know, amongst everyone, we could certainly do that or we could reduce the colors to just grays to give it more of like a cloudy kind of sky look rather than having the orange and the dark blue kind of jump out at you. Um I do think having a little bit of dynamic color since we have all those reveals would probably be the best option for that area. >> And that's how But of course the lobby is all the circle and we were asked >> I mean I think some people like it but they just wanted something different. >> So what question? Well, just basically as long as the that we're sticking with the dentals, it would be this foyer. Do we want to go with this foyer or the other forward foyer or would you like us maybe to go ahead? I think if we're okay with all the other colors, we could show you a rendering of what the new proposed lobby looks like, but then maybe do something a little less abrupt, if that's the right word, geometric, mathematical in the front lobby, >> and show you a rendering of that as well. And that could be just something maybe that you passed around in emails and got to >> Let me ask this question. Am I the only one Yes. Yes. Yes. I'm fine with it. >> Of course on the outside um this is the final. Most of these colors have already been selected, but we did put the white there. the down. So I think that's really >> and outside of that I think everybody >> happy with the color [laughter] >> and it's always hard to I mean there's a lot of materials a lot of colors and try to put patterns there >> a lot of decisions to make >> a lot of decisions to make but this will help us to move forward and tell the contractors to go and order materials and get there quickly. Sure. Sure. Thank you all for your >> Thank you involvement. Yes. >> Move to approve. >> Oh, sorry. That's your [laughter] >> second. I'm not getting that. >> Number eight. That's Ellaner. I moved. I jumped in um where I shouldn't and I second. >> Yes. >> I move to approve second motion. Any discussion? Charles, can you >> all those favor? >> It approve. >> So move second. >> All those >> I >> item 11. >> Here we go. >> Let you have this because I don't know what I've done. And you might want to make sure she can hear you before you get started because I don't want her to be any more off on an island than I feel like. Kind of got it. You got her. Can she hear you? All right. Wendy, you're now on the table with Stephanie and Wendy. >> We're super excited to be here. here uh this evening to share with you our KSA assessment results that um went public on Wednesday. Um so these are the assessment results from um the 2425 school year. So we will begin. I've never used the mouse before. I'll let you. You can be in control, Wendy. All right. Um, so if you, um, look on the first page, um, it is the overall results for our elementary. There we go. There we go. Look at that. Okay. All right. Um, all kinds of tech issues today. All right. Um, so you can see where we are with our district elementary. Um, as you all know, I always like to look at the status score. That is the score up in um, in bold at the top just because that is like the true performance without any change scores. Um but that shows that we are medium across the board in reading and math, science, social studies and writing, e and the quality control. The next level is the change score. So we want to see green because that means growth. Um and you can see that we had growth in reading and math which as you all know we have been um really significantly looking at reading and math over the last several years. Um at our elementary level with our HQIRS um you can see that we are maintaining in science, social studies and writing um which you all know that we are piloting an HQIR in science and social studies this year. So we look forward to seeing um the impact that that has. Um we are currently at um medium and then with our decline, we did have a decline in elementary with our EL students and we'll talk about that here in just a few minutes. Um but that did have an a negative impact on the overall scores and then our survey data which is our um climate and quality survey that our students take while they the day that they are taking the assessment and we saw an increase in that um but overall that is a medium or yellow um for elementary. >> What does weight there mean? So the way is that um the reading and math assessment um the those scores take up 51% of the total score. So that has the highest weight. Um science, social studies and writing takes up 45% of the overall score. EL takes 5% and the survey data is 4%. So you can see that the survey all totaling 100 um but the survey um does have the least amount of impact on the total score. And while not exactly to those numbers, that's kind of the reason we kind of gave Ream at the larger >> block. >> So, you know, just to kind of put it with your mind. Yeah. Help your mind see it. >> Yeah. Yep. >> Um, so if you turn the page, you will see our district middle school and excited to have Miss Kelly Becket. Oh, she already left. Dag on brag on her. Um but um our middle schools um were very pleased um to see the results um for our middle school scores. Again um I like to look at the status score and to see that we are green or high achieving without change is super exciting to me. Um and I know it is to Wendy too, but um you know because that just tells us we're high achieving without change. Um which is exciting. You can see um the reading and math uh scores. We increased significantly from the year before by 7.1 which makes us a very high achieving district in reading and math which is very exciting. Um and in science, social studies and writing again we had an increase of 2.9 which makes us high achieving in middle school for science, social studies and writing. again our EEL um we took a decline there and we're going to talk about that in more detail here in a minute as to um you know what we're doing to to impact that this year and again we had an increase in our survey data um to also be high. So overall in middle school we are um at green status or high achieving right and then if you want to turn the next page and we are looking at high school. So as you can see our secondary schools um are really you know doing some great things. Um so if you look um again looking at the status score in bold um we are high achieving again in reading and math science social studies and writing post-secary eel and that's without change. So that makes us very happy. But then if you look at the change score, you can see that we increased significantly in reading and math at the high school level which gives us an overall score in the very high achieving in reading and math. You can see in science, social studies and writing we also increase which makes us high achieving there. Grad rate of course we are medium level um and working on systems now for that but we still increase which puts us high achieving after change in grad rate. Post-secary readiness we had increases as well which puts us at high achieving in the high school level we are high achieving in EL and we are high achieving in the survey data from our students so and overall at the high school level high achieving so exciting so we'll go into more detail here in just a second so overall elementary school we are we had a medium rating middle school we received the high rating and then the high school the green high rating. Um, looking at our schools separately, we have two orange low schools, two yellow medium schools, nine high green schools, and one blue very high school. Um and and if you're interested, we did put the um overall cut scores because as we look into the next page, you can kind of see um how close some of our schools were to achieving that cut score. Um all right. And I have the key um uh on the um top so you can see, but here is a breakdown of each of our schools. And of course, you know, we like to look at longitudinal data. Um so we have three years worth of data. on the left is the 22 23 schools uh scores um for each school. Then you look you look in the middle and that's the 23 24 and then we look on the right and those 2425 and we actually put the um indicator score there so you could see the growth um of a lot of our schools. So, yeah, I know, right? >> Wow. >> I know. It's It's amazing. Absolutely amazing. Um, and you know, I will say that's here in Scott County, that's what we always um uh when we're working with our principles, that's the expectation is just that we grow. Um, and you know, even if you're orange and we are growing, that's that's that means we're moving in the right direction. And so, that's really what we emphasize and I think it's really exciting to see this. Um, so we'll just jump into celebrating some schools. Uh let's just start with Ann Mason Elementary. I mean, >> right, I mean their growth this year, and I provided a breakdown of these numbers within your packet, so later you can kind of see, but the growth at that school has been significant. Um and and um just, you know, under Megan Carol's leadership, um you know, this was her first year's principal at Ann Mason. And um I think it just really goes to show you the power of a great leader. So yeah, um looking at Creekide, you know, they are growing. Not quite to the rate, but you know, as I told Carrie, you're growing and and that's the direction that that we want to to continue moving towards. Um Eastern Elementary has just been very consistent over time, continuing year after year after year being a high achieving school. And you know those when you're looking at just one or two points that just tells you that that's good quality teaching because it doesn't matter who the students are they're getting the same outcomes. So um then you look at GR >> I know I mean that is incredibly exciting. um you know in 22 23 that was when Damon was here with us at central office as um as our director of HR and then he goes back and last year oh he was so disappointed with those scores. We were excited because look at that growth. Um but uh it was a great phone call to have when we got these scores to to let Damon know that uh that they uh that they had grown so much that now they're green. just another great um example of great leadership um Lemon's Mill. So that is one of our focus schools um for which they have been our a focus of ours um and really looking in um if you look at the breakdown that I gave you later in the packet. We're not going to look at that tonight. Um, but you know, when you look at their science, social studies, and writing scores. And whenever I break those down, um, you know, they had they used to have one teacher that only taught social studies. And when that teacher left to go to another school district, then that that then these other teachers were the ones sitting there saying, "Oh my goodness, now we're going to teach it." And they were the first to come to us midy year because they they knew the assessment data that they were doing was showing that they needed to to really focus in on some work. And so they were the first to tell us like we want to try a HQI and social studies and so we have provided that for them. So they actually started it last year towards I think probably what February. Um, and so I'm excited to see what happens with that now that they'll have a full year of having an HQR because I will say the social studies scores in that district, if you look at the reading and math, the school grew, um, which is great because that's been our focus. But, um, that science, social studies, and writing writing really did have an impact, especially social studies. So, we're working very intentionally with that school um right now um to um and you know going in there working with them providing them a coach that's coming in once a month um uh to help support that HQIR work. So, um and um the next school of focus is Northern Elementary. Um so that is um a school that we are looking at. I mean they are yellow but when you look at their data it's um continuing to go the wrong direction. So, um, Laura Hellsby has, you know, really, uh, she, of course, we get these raw scores in August and so immediately she revamped, she got with Damon and Hope at Gar, she's revamped her PLC process to where they're really looking at data. Um, and so, and of course, our team now is going and doing learning walks and helping support her in that work. Paul goes to the PLC's with her. So, um, I really do see think that she has the vision to to to next year have that going in the right direction. >> And I think that's something that maybe the general public doesn't really fully understand is the fact that even though we weren't able to communicate between our schools what was going on, all of our schools had >> a pretty good level of awareness around what they were >> what was coming. >> Yeah. >> Have numbers, but they had an idea. Well, and we had a number and Wendy and and myself when we get the raw data and now we've included Harper into this, we have a data party and we are able to get it pretty close uh of of a idea of um of where the schools are going to be, but we always tell them like this is Stephanie and Wendy math. So, you know, but we we're getting I'm gonna brag on us, we're getting pretty good at it. [laughter] >> Yeah. Yeah. [gasps] Um, okay. So, next we will look at Southern Elementary. Um, you know, honestly, we all know the uh turnover that we've experienced at that school last year and not just turnover before the school started, but we experienced turnover during the school year in multiple grades. the fact that they maintained actually was very was actually very I was happy about that and that's what we told um Laura Keegan um you know she has stabilized that staff and that was her goal last year whenever I said what does success in May look like she said teacher retention and she's achieved that so um and now they they do a great systematic PLC process and just the culture of that school this year is really great >> you all know you can you feel it when you're in in a school and you can feel when you're there. >> Yeah. Yeah. >> Yeah. Yeah. So, um so and you know it's like told Peter the other day I mean I forecast next year at this time we'll be having a very different conversation about Southern Elementary. Um so Stamping Ground now this is one of those that's a exa perfect example of how when you score so high with the current system with change it hurts you. Um so but they're still high achieving and when you look at their status score they're high achieving. So we just tell Megan Wheelh height, keep doing great things at at Stamping Ground. So um Western great celebration. They just kept trending up and they finally hit that green. So very excited for um them. Um Georgetown Middle School. Oh my goodness. >> Seen the videos all the school. >> Oh the different videos the Yes, they are. We are have celebrations occurring over the next several days. I know Scott County High School is going to go watch Wicked. Um the juniors and seniors get to go next week, the juniors one day, the seniors the next because they were the people who were part of that. Um so super excited. But if you haven't seen Georgetown Middle School's video, I know I think Scott County Schools shared it yesterday. Oh, it was so well done. It's also um inviting people to their community showcase on December 9th. Um and so it's just a great video. So if you haven't seen it, check it out. Um Royal Spring again, continually um you know, staying at that high level. Again, that shows great teaching, you know, no matter the year, uh no matter the kids, they continue to stay at that high achieving rate. Look at Scott County Middle School. Oh my goodness. That's why I wish Kelly was still here. I mean the the thing about it is is they were last year they were they had increased significantly. They were very high achieving and when you look at their status score later on when you have time they're very high achieving even on status and then you look at their change and they still significantly increased across the board. I mean Kelly Becket and her teachers are just doing amazing things. >> Um number 15. >> They are 15th. Yes. >> In the state of middle schools. Yes. You took my note right off my paper, Elanor. [laughter] Yeah. She wanted top 10. And so whenever I had to email and I said, I know it's not 10 or 10 top 10. I said, but oh my goodness, you're 15th and they were 26th last year. So that's huge. And you know, you were when you were going through and talking about middle schools in general, and you talked about our middle school reading and um reading and math score, how that status score was exceptionally high. That's 31st >> across the entire state. >> Yeah. >> Out of 171. >> Yep. >> It's pretty strong. >> That's really great. Yeah. Yeah. Really excited. Um great crossing. Joy Lesby was so happy that she rebounded back to green last year. The change score dipped her down. So, um, but super excited. The school was lit green, uh, if you drove by, still is. Um, so it it looks great and she's got some great celebrations, um, that she's got in in play for her kids. And then Scott County High School, I mean, I am just so excited. They increased um, and you can look later, they increased in reading and math. And I have to say for both high schools, their ELA, their English language arts departments are both rocking it out. Um, and I got to give a lot of credit. Scott County High School's math department. We've spent a lot of time. Deborah Reed, I think she's been at more uh Scott County High School math PLC's. Um, and but I told I told Elizabeth I was going to have to get something green for the math department because I mean we have been working with them for three years and to see the growth they had this year is just huge. Just exciting work and they deserve it. Um, post-secary readiness was great at that school. So just across the board very excited. All right. Um, so now the not so fun stuff. I'll hand it over to Wendy. [laughter] I'm the lucky one. >> That's terrible. That's terrible. Stephanie, what's going on your growth plan? >> That wasn't that wasn't strategically planned at all. Right. [laughter] >> Yeah. Yeah. I don't like that. Well, I don't like that. >> Oh jeez. >> Stephanie, I like Stephanie, I like the color of your jacket, >> Taurus. This is next year. Yeah, buddy. That was great. >> That's right. >> Okay. So when we are looking at TSI or that targeted school improvement, when we look at 2122, we had eight schools that were classified as TSI. In 22 23, we had six and in 2324 we had four. And by Stephanie and Wendy math, we thought we were going to have two schools that exited out. However, there was a change in >> Did you say two? >> Three. three, sorry, three, sorry, sorry, three. >> Um, but there was a change in the calculations in the way that they configure that. And so because of that, >> um, we still have four schools who are now ASI. However, if you'll notice, and Mason is green, Georgetown Middle School is green, Scott County High School is green. Um, but we're just talking about one population of kids. And then Creekide Elementary and Western Elementary have been added into TSI status, which we track that data. We look at banked data over three years. So, we know if we're not going to improve that third year, there's a chance they could be TSI. So, we anticipated those two moving in. Um but we continue to have our learning walks in these buildings and strategically plan for um how we can support the admin and the teachers and the students within those places. >> And let me help Wendy so that this isn't just dumpy dump miss Stephanie dropping it on her. So with the three that were supposed to come out um the way that the rules had been the way the game was played it was looking at year-over-year and so that was what we were doing. It wasn't until literally the day that the scores came out that they said, "Oh, by the way, the rules have changed." So, that's one area where I do feel sorry for our schools because I mean, we put a lot of work into those schools. We had voluntary voluntary two-day reviews where KDE brought in a swarm of their people to see what was going on. It was all it was a good thing and it was an opportunity for them to see that we're willing to grow and we want to do positive things. Um, but you know, the unfortunate thing is again, things change. So, the reality is if we're looking at the three-year average, if the schools that already hit that mark just stay where they're at, it's going to it's going to work itself out. But it did. We didn't love that that, you know, the rules of the game changed midstream. But it is what it is. Um, so see, even then, it's not as bad as [laughter] as it looks. Well, I really wasn't meaning to dump like we had planned this and that was not intentional, but anyways, I will say um to speak to the EL um you know, we weren't surprised with Western. Um Western has one of our largest EL populations at the elementary level. Um and so we also had a teacher that was on maternity leave um last year and you know we provided a sub but an e teacher is a very unique skill and a sub just doesn't necessarily have that same skill but that teacher is back from maternity leave and um so we have some we also um have provided a training Wendy set up a training for um all of our e teachers that is specific to how you use thinking maps in working with EL students. Um it was a 4-day 3-day training um that we were committed for them to for them to be a part of. And um that was a great I only got to go for a little bit. So, but anyways, and then also um Wendy is going to be working with um Nicole McCoy as well um to really go in and do some intentionality in their classrooms and look for how we're supporting those teachers um and our EL students um every day both there and at the middle school level. Um, so we foresee and e is a unique last year we were very high in elementary with e and very high in middle with e. So it's going to eb and flow the way that testing goes. So but we feel confident in in that work. Um, >> we say >> yeah if you want to say elementary. >> Sure. So meaning the the number of students we have, >> right? So it varies drastically. Overall we have around 600. At Creekide and Western we have around 80ish. Lemons Mill. Yes. Yes. At each school. Western is like 65. But then you have an Mason I think they have 13. Stamping ground has one. So very very different. Great Crossings High School has 104. Scott County High School, I think, is now up mid70s. So, very different. But we keep an eye on the numbers and we're always looking at our allocations to see how we can place teachers. Yeah, >> that is true. >> Yes. We do. >> I'm glad you asked. So, [laughter] at the high school at the high school level um specifically, we have the newcomer Academy. So, we have students who are um from Scott County High School and they get bus to Great Crossings High School and they receive their content where our newcomer teacher is located. And so all day long she supports them in her classroom, but then also pushes in as well. And so with her and the other EL teacher at Great Crossings, they really have a great culture for our EL students there. Um >> Absolutely. And then the second year they go back to their home high school. Yes. >> What comes to mind is singular. >> Yes. And that is a challenge at the elementary level where we're spreading our teachers and they're traveling between. And so um there are definitely more newcomers at Creekide and Lemons Mill. And so we try to have more staff in those buildings than others. >> And Wendy has been, you know, last year everybody everybody comes to me want more staff, right? I mean that's that's what >> Yeah. They're advocating. Yeah. Advocating for their area, advocating for their department, all the things, their school. Um, but she was able to very creatively find ways to address the needs [snorts] without um us having to increase that. Can't say that'll always be the case, but she was able to do that past year. Really appreciate that. >> Absolutely. She's going to let me do the celebrations. Look at that. Okay. So, >> did you change the script? See, that was See, [laughter] see that's >> tally it down. >> Here we go. >> Just adding. It's just adding. >> So, overall, middle school and high school are achieving at that high level green, which we're very pleased with. We're increasing in reading and math at the elementary level. We've increased significantly in reading and math at the middle and high school levels. Increase in science, social studies, and writing at the middle school and high school levels. increase in ELLL at the high school level. At the high school level, there was increases in graduation rate, post-secary readiness, ELEL, and the student survey results. We went from having two low performing, eight medium performing, and two high performing and two and two very high performing. Two two low performing, two medium performing. Eight high performing nine. nine high performing and one very high performing school. >> You want to do the district priorities? >> I will do the district priorities that we currently have. So you saw that we have these six TSI ATSI schools that will continue to be a focus. Um but we also are adding we have one school um that is has been continually declining over the past four years. Um so we are also going to provide extra support for that principal and um and um some coaching and things of that nature um uh to to assist that. Um so that is our four our four A2SI A2 TSI two TSI and then the one um school that is is going that is declining. Um our overall areas for growth continue to be science, social studies and writing because we are at the a maintain level at the elementary school. We we are um so we are doing those pilots currently for HQIRS in that area uh to provide those teachers with some additional um support that we also have cohorts that we meet during collab days that are supporting those teachers who are teaching that. So um we are addressing that next. it's the next layer for us to look at. Um the quality of school climate and survey is maintained at all three levels when you look at that status score. So that's something that we want to look at. Um you know because of course we want our students to feel safe and to have a strong uh climate and culture in their schools. Um and then of course um e has declined at the elementary and middle school level. And then we're also having a lot of deep conversations around graduation rate currently. I met with Miss um Brown and Miss Lee today about thinking about our alternative programming and our PHC graduation rate. Um met with the high school guidance counselors on how we are tracking because it really is how you're tracking that cohort and starting really to have a deep dive into how we are looking at that systematically. Um so so those are our areas of growth but overall we are incredibly proud of our students, our teachers, our principles, you know, our team that supports that work. Um the growth over the last three years has been substantial and we can continue to see that. So I'll let Mr. Parker add in. >> Thank you. Thank you. Thank you. [applause] Wendy, it might it might be easier to do it through the phone, honestly, if she just instead of [laughter] >> the EO uh students, the ones of them that get a reader, are they using reader? Are they computer readers? >> Human readers or computer readers for those students that are e that get a >> reader taking the test. >> So on the KSA test it is most of the time it's the computer reader unless it's specific to a human reader in their PSP plan. >> Did you get that? >> Yeah. as as I know I don't know what why that has changed because it used to be a human reader and where I am and that issue that needs to be addressed if that's going to be the case um I'm suggesting uh support students because I think that is an issue as well that a child has to a computer especially in elementary school but in the elementary child a computer reader that some of the reasons why women's meal or or other schools have an issue and they went down. So I would like to talk more about that with you Miss Wendy and uh you know step about that. >> Absolutely. Yeah, we one one thing though to just remember is when we're talking on this piece about um EL and the decline, that's actually talking about the access test. That's the language proficiency test piece. So um how they do on the on the KSA part of that that is the TSI but the way we look at it with the overall accountability that's the actual access test. Um, I always Well, go ahead. Anybody question? >> I always, you know, I struggle I struggle with I struggle with how I struggle with my emotions during this time of year because um, you know, I know our kids are more than just a score and I know there's more to this for our staff than just a state test once a year. Um, but at the same time too, this is a measure that everybody looks at, legislators look at it, the community looks at it. Uh, I went to uh to uh, you know, uh, get vehicle registration today and the lady that was at the window was like, "Oh, hey, yeah, what do you think about those score?" You know, parents are talking about it. Um, you know, and and and there's there's pride with what they've seen that we've been able to do this year. Um, so again, it's it's not the only thing, but it is a thing and it does matter. So, um, I don't know. Sometimes I feel like some of my people are not sure how to read me on how I feel on any of this. And, um, it's positive. It's great. Um, I just I don't want to I don't want I don't want anybody to feel like that's all I care about, I guess. And and I will say to add to that because this isn't the only piece of data that we look at look at for the success. Our I Ready scores are also growing. Our M our MRA data which is the survey that our students, our staff and our families take around leader and me um it is also growing. And so I think that's a really important point to make, Mr. Parker, because we really do want to look at how we're triangulating that data so that we're not just looking at one thing. And again, we've got preschool, we've got Phoenix, we've got Scola, we've got SCAP, we've got ECS that all are a part of this, but kind of, you know, >> right, >> hard to tease all that out. But anyway, um again, just like you said, I'm I'm I'm really happy and proud for all of our schools and all of our all of our district folks that have really pushed in and helped. And uh again, just keep on keeping on. We're going to keep on growing. app and I know we struggle sometimes as friendly as we want them to be but at the end of the day I had this right >> it's the only evidence we have we are >> just thinking All we got and it is our noatter is that's where we are evidence. >> You know to that point probably the best example of that is our Scott County High School math department. You know it like it we're not doing the same thing in every single one of our schools. We're giving everybody a, you know, everybody's getting a little bit different, but it shows. >> Yeah. >> Yes. Very much. [applause] All right, back to it. Ready? Item 12. >> Well, do we we'll discuss it. Uh, I'd like to make a motion that Do we >> You're just going to You need to approve the >> Okay. I approve the recommendation of the uh school calendar committee. >> So, it's not a motion. It's just a recommendation. >> She made a motion. >> She made Yeah, she made a motion. >> Second. >> Any discussion? >> Well, now we need to discuss whether we want A or B. >> No, your motion is for the Gotcha. >> So, and to be clear, so I know there there was some discussion from the PA past meeting and then I'd gotten some calls just asking some questions for some information. Um I think the concern that many of us have is the potential that what has been recommended Oxford won't be ready for that. If that happens, well then we'll we'll make a change. So, um, and of course we'll make the change as soon as we have to, but I think there's many layers, and Brent, I'm looking at you. There's many layers to this calendar that would not that we would be able to maintain with the exception of just pushing back the Yes. Yes. Yes. Is that >> okay? >> Well, if we did have to change, it won't be the first time. >> That's correct. >> 1996, we have >> no discussion. All right. All in favor? >> I first read a revis. >> I so move. Second. All those f I community partnership. >> Move to approve. >> Second. >> If I may, and I believe we've got Macy Hall back there. Yep. From the library. She came. She came. Just I just wanted to let her know since she's here, you know, thank you for bringing this to the table. We we certainly we certainly appreciate the opportunity to to work with our local public library. I think it's great. No, miss. >> And if we're discussing, I might just um give kudos to Macy and to our new executive director, Elizabeth Vloski. I feel that they have a real vision and um heart for helping all of the students in Scott County because they are our clients, but they are also their clients. And so, working together, we're we're really going to make a difference. and I appreciate their outlook um and concern for our students and bringing stuff. >> I'm gonna call a timeout real quick because I think we might have skipped the singleary center agenda item. >> Oh, I think >> that that that thing. You know what? Now I'm going to say I believe Diana remember when she would always say it just flipped around and I didn't see Well, we'll >> it didn't flip around. So, sorry Wendy. Thank you for catching. Can we go ahead and vote on this one and then go back? >> Yeah, let's let's drop back to 15 and then come back to this one since that'll keep us in order. Yeah. >> I won't item 15 single center board of education. >> Move to approve. Second >> now we're on >> 16 >> 16 we had to do it again. >> You're doing great. >> 16 approved parties. And who was who was the first who was the first who was the second >> from before? >> Okay. Well, this is this is >> singleary. >> No, the library. >> This is I did. >> Okay. Made a motion and you made it and you seconded that. Okay. >> And we've already discussed. >> Yes. >> We love you, Macy. We love you. We love you. >> We love it. I need to know all those. >> I ratify or approve memorandum agreement advantage program. >> Move to approve. Second. >> All those in favor? >> I >> I approve agreement first. I so move. Second. >> I like the idea of them including family members in offering their courses. I think that is a great idea. >> Yeah. >> All those in favor? I >> move to approve. Second. >> All those in favor? >> I item 20 memorandum agreement LLC. I so move I second. >> I I I will just I do just want to say because this took a lot of effort um more than we kind of expected to get it to the finish line. Thank you to Liz uh Yandall and to Brent Allen for their work getting us here. Oh, it's Bridget here. I didn't know Bridget was here. Sorry, Bridget. I Yes. So, yes, there we go. And bridge Bridget helped get it there, too. >> Bridget did it. >> She She's not mine, but we can we kind of adopt her. >> So, there we go. >> All right. I'll create one instructional system. >> Move to approve. Second. >> All in favor? I >> I >> item 22 approve emergency. >> I so move. Second. >> All those in favor? >> I item 23 school bus purchase. >> Move to approve. I second. >> This is uh just an example of the thing. >> Yeah, it is. It's just >> a win-win. >> Yep. We're able to get these buses uh and very I mean we'll have it here have them here in a month. >> That's great. >> And uh and again we just we did have that one bus that got totaled with that wreck on 460. So uh comes at a perfect time. >> All those item >> I so move a second. I I I do want to point one thing out. I don't know if yours says it. It might say four, but it's five actually. >> There's a 84 passenger. There's a There's 372 passengers. And there's 175 passgers. >> Low is five. >> Yeah. Yeah. I I' I'd added one late to Karinda and put her in a bad spot. So, I apologize for that. >> Yeah. Yeah. Just for the I just wanted to express that. >> Yeah. >> All right. Second. All those in favor? I >> move to approve. >> Second. >> All those in favor. >> I >> I the uh summary of cash activity for October 2025. Our beginning balance was 61.6 million. We had receipts of 7.6 million, expenses of a little over 14 million. Our ending balance was 56 million 99,27789. Of that uh 7,262,85082 was in investments uh for construction, leaving our ending cash balance at 48,834,219. Move to approve. >> Second. >> All those in favor? >> I >> I >> All right. Um, superintendent reports. Um this I I think I talked to maybe all of you about it just saying this has been man a lot a whole yes we've been we've been really busy between test scores Oxford Elementary um progress on the site um just just a whole lot going on um also working through redistricting um the proposal that we will be sharing with the community um that will be coming up we're going to communicate out when all that will go down um tomorrow Um and uh I I appreciate all the help from our team. I mentioned later Georgetown um Scott County Planning Commission who sat through the presentation to kind of make sure I you know they've been great with providing us information. I wanted to make sure that they I wasn't mincing words, saying something in some way that you know they would find issue with or anything like that. And um and then also to the timeline because there's a lot that goes into this in terms of who we share with what when and um so that's been that's been pretty timeconuming. Site visits have kicked uh have have started up. We've got a few of those under our belt. We've got several more to come in the in the coming month. We did have our DT this month uh just two days ago at Fort Academy. Um we went to Fort Academy. I can't even remember why, but we went for something another that they had. And Joy um Lesby and u principal Joy Lesbian and Principal Gayart went um with us. And actually, does John know there too? Yeah. Um was Heather there? I don't remember if Heather was there. Okay. Okay. All right. Um well, so anyway, we were there and what I you know, Joy mentioned, she's like, "Holy cow, I haven't been here since it first opened." And it had changed so much. And then we started thinking about the fact that, you know, we think about what we're trying to do as far as growing our learners at the elementary level and at the middle school level, but it would be helpful for our principles to perhaps see some of the opportunities that exist for our kids once they leave their doors and and get to the high school level. And you know, we weren't the first to have the 4T Academy. Um, and that is something that I always say is an embarrassment to me that I feel like we should have been given that Toyota's here, largest plant in North America, uh, for them, but we are by we are for sure the flagship. We are for sure the flagship, the the complement of of all the resources that are available there. It is it it is the best one in North America now. Um, and it will continue to grow. The resources that they're putting into it, the human resources that they're putting into it, it is first class. And what I love about it is is it is an example uh it's a model example of what you can do when you pull in public and private together. You know, it doesn't have to be just the 4T Academy. And and again, we've got we've got other things uh in the hopper, but I I don't I didn't really talk to any principles after after it was over. Um but I did as we were going through some of the tours and there was some things some really eye opening things that came from that. I thought it was good. So we we did open the door to perhaps expanding and you know not just always meeting at ECS for DLT even though it's a good space to do it and it was a little it was a little tight where we were but it was it was cozy. I'll call it cozy. Um but maybe we we will expand that and go and see what else we've got around around the school district so all of our principles understand and can can see that interconnectedness. um Southern Elementary fifth grade showcase went and um and got to see growth there from what they had what they had provided last year and they're they're they're open to feedback and continuing to grow. CKEC they have uh purchased the Harrisburg campus went to the ribbon cutting there. KEDC last night had their 60th year celebration. Rocky Atkins was the keynote. Um it was a great event, great event. Um GMS coin presentation. So, a month ago at this board meeting, we presented to students from GMS, but they also had I think they had a play going on and they had some other things and some kids just weren't able to make it. So, I went there for all the kids that didn't get it. And and and the the coolest thing about it was it was at the suggestion of one of their little leaders. They had reached out to me and said, "Hey, have you thought about?" And I was like, "Why wouldn't we?" So, um anyway, that that was that was pretty neat. Um, Mayor Jenkins, he's uh, every year he visits all of our schools and we got uh, four more of those schools. Um, kind of under our belt this past month. KEDC, I went to a school law training there. Um, not a whole lot of we're really nothing new, but there were a couple little nuggets that I picked up. Um, just always trying to keep us on the right side of it. Um, and then I talked about Oxford Elementary. We had some progress with some utility work that we've been working through. And then as you all know the colors meeting and then um GMS. So we've got driving possibilities the the grant program with Toyota um they provided some vans to our schools. You know we we we've had the Explorer. When I got here in 16 we had the Explorer and it's just loosely referred to as the Explorer and that's kind of all we had. Well then we went from the Explorer to a fleet of what nine I think 10 um I think nine vans total or nine whatever um smaller passenger vehicles. Um so we were really careful. We didn't want to just go willy-nilly and just put them all at the schools. Um GMS, they have their after school tutoring program. They have a bus and they transport by bus, but they talked about if they could get the van on site, they could use the van every day because there's one route that's a little bit far out that if they could peel that off the bus, it would get everybody home a lot quicker. So, um, they prov they get provided us, me and Josh TR, with a plan on where they're going to place the bus, how you check in and check out the bus, the conversations that they're going to have with staff so everybody understands because with the buses or with the vans being here, it's very simple. It has to be inspected monthly. They're right here. Maintenance can or the bus garage, they can go down there and check it at any time. So, we a lot of little details to work out. So, we're piloting with Georgetown Middle about keeping bands at the school sites. Um, it'll help us learn in case there's things we've overlooked, but I mean, we've gone back and forth with the plan for over a month between the three of us and shoot holes in it, pulling other people in. So, um, I would expect that other schools will come a call in wanting the same thing. And assuming that this goes with the way I think it'll go, I don't know why we wouldn't be able to do that. So these are vans to take students home after the after school tutoring program. >> Well, so the in the case of the driving possibil so the driving possibilities provided some vans, >> right? >> And then you all approved I think three other vans maybe Chryslers, four other Chrysler vans. Um and the thought behind that was the driving possibilities vans are only allowed to be used for the schools that are a part of the program and they're only to be used for very specific reasons. So, we had this struggle where we got all of our other schools that aren't a part of driving possibilities that may have that need, too. >> So, and it would really, I'll be honest, it was Wy Messer. He and I were talking at um it was at KSBA when they were presenting and he was talking about some of the things opportunities that they had missed out on because at the time we'd only had to explore and a bus was too expensive. So having having more um transportation available has opened the door to a lot of our um um our student service organizations um that that are that our career and teched students are a part of um for them to be a part of that. So >> So you're saying they're just parked there at Georgetown Middle, but all other schools can use them. >> No. No. So currently currently all of them are parked over at the bus or over at the bus compound, but GM >> Yes. So if they need them, they come, they get it. But that's a little bit clunky if particularly if Georgetown Middle's planning on using them every afternoon, >> right? >> So that was the whole thing with, okay, well, let's talk through how does this look if if the van stays on site, where will we park it to deter theft, all the different things. So um so we've walked through that and I believe Josh told me I think next week GMS is picking it up to take to GMS on a on a permanent basis. So >> who will be the driver? Well, so there's with that there is a very specific checklist of things and that someone has to do to complete that. We will still have Josh and PT Kemper will be the keepers of that. So that was the other reason it made sense that they stayed here because then we had a stronger control on that. And again, my biggest concern with parsing them out is that the um the level of seriousness that I know, I mean, safety is at the forefront for our transportation department. Um that was true before I got here. Um but that's the part that I can see, you know, you all can see it too. People in schools maybe, oh, just let me let me just take the van. >> Yes. Yeah. Yeah. Yeah. So, so again, we just wanted to we're starting with GMS. That way, we can make sure that it the plan is as solid as we think it is. >> Um, but >> but again with GMS, you know, with the driving possibilities vans, as long as it's one of the schools that are part of the driving possibilities, they can use those. But again, not every school can. And and again, would would we still be able to use GMS's van? Let's say one of our driving possibility schools wanted to use all five of them. That'd be fine. They would just need to work that out with the school. >> Okay, that's it. >> Y um talked about meeting with the Great Cross or the Georgetown Sky Plan Commission about Oxford. Um did have a meeting with uh city officials and county officials about an um industrial revenue bond and that is uh with a a local business. Um not it's something that's happened in the past. I really honestly kind of thought that we would, this was one of the many things we did in the past month. I thought this would be something that we would be voting on um at this meeting, but it it's just not quite there on the on the uh city on the city side, I believe. Um and then prep for KASS presentation at the interim joint committee at the capital and I attended in the background when when they presented. And last thing I'll say is a reminder about the GMS community showcase. December 9th, is it 6:00 to 7:30? Yes, 6:00 to 7:30. Um I I have I have reached out to all the principles that are part of that feeder pattern. Okay. All the elementary principles. Um Joy Lesby pulled them together after DT and I would say I would I would encourage you all as well. And I said, "Hey, I'd really like it if you could personally identify three people that you would call that are movers and shakers in town to say, "Hey, please come to this." Um because it's I mean there's just a lot of really really good stuff going on over there. Um the people in the walls know it. Me and Stephanie and her team, people that are there often know it. Um but we want everybody else to know it too. And that's that's all I got. Sorry that was a lot. >> I really don't have anything this time. Thank you. All right. Go right here. >> All right. I just want to say thank you for the opportunity for allowing me to zoom again. Um last week, last month, I wasn't there, but I went to the leader in me um event that fa that Scott County put on. That was amazing. I just wanted to say that. and then going to Lemon's Meal and seeing the children. Oh my goodness, just amazing how they were leaders. Well, right now I am in Atlanta and I am at the Ron Clark schools, the academy where the actual house system started and to see what their students are doing. What I saw in Scott County, I'm just um just so excited about the things that are going on and so excited about Georgetown Middle and G, you know, really pumping up those scores. So, congratulations all around to everybody. Thank you all. Turn your mic off real quick. Sorry. >> There you go. You're You're good. Yeah, but while Wendy was while Wendy was There you go. Yep. Sorry. I apologize. >> Excuse me. The test scores. I actually as a teacher went through this also years ago with your superintendent scores and your media scores and it it means a lot and I know that you cannot judge solely as we were saying on test scores because you can't but we have to have something that the public and the teachers can look at and say, "I have really done a good job." So, I've been through this and I know the importance of it and we will support those scores going up up up. So, anyway, thank you. >> Do I keep it on or do I turn? >> You're good. You're good. You're good. You're good. >> All right. I'm proud of course, too. I'm thankful for all the work and it's just so exciting coming through co and out the other side. I just can't thank Stephanie and your team. I just can't thank you enough. I shouldn't think about all this as much as I do. All right. Uh we ready to move to close session pursuant to KRS61.8101F to discuss student disciplinary matters. >> I so move. >> All those in favor? >> No discussion. So we don't >> No discussion on that. >> Oh, we will have discussion. >> Oh yeah. After the fact. >> Thank you all. Hey, Wendy. >> Wendy, can you hear me? I move to accept the guardian's request to wave the hearing regarding the expulsion of the student discussed in close session. >> Second. >> Any discussion? All those in favor? >> I. >> Any opposed? Motion carries. I also move to expel the student discussed in close session for one calendar year from the date of the violation with educational services to be determined by the superintendent. In accordance with policy, the board will review the students status within 30 days after the expulsion expire. >> Second. >> Any discussion? >> All those in favor? I >> I Any opposed? >> Motion carries. Item 33. I need a motion for ajourn. >> I so move. >> Oh, Wendy. Wendy jumped [laughter] in. >> Wendy. >> Wendy jumped in. >> I need a second. I love it. >> Second. >> And Ellener second. All those in favor. >> I. >> Bye, Wendy. >> Bye, Wendy. Have so much fun. Learn so much. >> See you Wendy.