We are going to call to session and just jump right into it. >> Madam Chair, are you on? >> There we go. Okay, we're going to jump right into that, Mr. Parker. >> All right. Uh, awards and recognition. So for the awards and recognition portion of the evening, we are highlighting >> a person who works hard and is welld deserving but who I would think it is fair to say is probably highly uncomfortable with the spotlight. His work speaks for itself and he prefers it that way. But especially given last week and then even as recent as this morning, I couldn't let this opportunity to say thank you for a job well done pass by or I would have regretted it. So we are we are recognizing maintenance director Greg Brandenburgg today. Uh as most of us know, Greg works has worked for Scott County Schools for 30 years before being named director last spring. And with so many new facilities, extensive grounds, and historic buildings in in need of love, Greg has his work cut out for him. And it is no surprise to those that know him that he has risen to this new challenge. In the last couple of weeks alone, Greg and his team have been up for any challenge they have confronted. As we planned for the important visit from the Secretary of Education, we took a close look at Georgetown Middle School to see what we could do to prepare the 70-year-old school for company. Greg led the effort and his crew made sure it was sparkling clean. They were able to accomp accomplish a few long overdue and muchneeded projects that gave new life to some paint and flooring while putting a shine on the school that we could all be proud of on the big day. I'm pretty sure they even did a little welding in a spot or two perhaps as well. Um, add to that some interesting weather patterns that we have uh been dealing with and him throwing salt and clearing lots at all hours of the night all across the community. You can see that Greg was made for this position. He's a servant leader. His team respects him as one of their own and would do anything to support him. We're thankful for him and even if he would prefer that I stop talking and move on as soon as possible, I do guess I do guess that we'll give him a break since he was up at 3:00 a.m. working to make sure none of us stopped from getting to school safely today. So, round of applause for director of maintenance grand. We'll take a picture. >> Yay, Greg. >> Yay, Greg. >> We debated on if we told Greg ahead of time or not. And, um, I figured I'd rather him panic for just a few minutes than all day. So, um, so there you go. >> And good luck this week, Greg. >> By the way, absolutely. All right. Miss Parker, you're >> Thank you. Number four, agenda approval. >> I so move. >> Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number five, public comments. Mr. Davis. >> Good evening. >> Good evening. How y'all doing? >> Good. How are you? >> Sorry I couldn't be here with y'all December and then go my way. Thank you. >> Good things. Thank you. >> It sure did. >> Thank you. >> Mr. Davis, you know the routine. So, >> yeah, I guess you you know, >> getting the clock ready for >> Look, I've read it already a couple times, so it should be pretty. Okay. Good evening, members of the board of education, Superintendent Parker, and fellow professionals in the attendance. Thank you for allowing me the opportunity to speak this evening. As we continue our shared mission to support students and strengthen Scott County schools, I want to speak to you an issue that sits heavy on my heart amongst everything that we do, how we value the people who make our schools work each and every day. Tonight, of course, I know it's January, but tonight on behalf of the Scott County Education Association, we respectfully propose that you all look at a $3 across the board raise for all classified staff and a 4% raise for all certified staff. These proposals are not simply about compensation. They're about stability and our collective commitment to build schools where people feel valued, supported, and proud to serve. Our classified employees are truly the backbone of our schools. Bus drivers who safely transport our children. Custodians who ensure and clean and healthy environments for our schools, the cafeteria workers who provide nourishment for all of our kids and make sure that they have a hot meal every day. Clerical staff who keep the books running and instructional aids who support with learning day in and day out. These individuals make it possible for education to happen. Across Kentucky, classified staff earn on average about $28,000 a year, placing them near the bottom nationally. Many even earn far less if they're on smaller contracts. For too many, these wages are barely enough to cover basic necessities, especially as the cost of living continue to rises. data, economic data that tells us that a living wage for someone in Kentucky that is single is somewhere between $1,750 an hour and many studies even propose up to $20 an hour. At the same time, the average rent for a two-bedroom apartment in Georgetown is now almost $1,300 a month. When you factor in groceries, utility, and healthcare, transportation, and all that it covers, if if you have a family, it's even more. People continue to struggle in our times of of need. We must step up and make sure that we work harder to balance out their wages. A $3 an hour raise is meaningful step forward. It's not excessive, but yet necessary. It helps move valued employees closer to financial stability, strengthens retention, and affirms that the work they do is matters. These are the people our students see every day, and we focus so much on them. As far as when we talk about what are they do, we need to do the same when we talk about compensation. Kentucky continues for our certified staff to challenges of teacher competition. We rank 42nd nationally on average pay and 48th nationally on starting pay. While we deeply appreciate the efforts that one that the board and and Superintendent Parker have made and to improve the compensation in Scott County, all those efforts have made a true difference. But I've always said that I know that there's still more work to be done. When adjusted for inflation, teacher pay across the state remains nearly 20% below the 2008 levels. Rising costs have quietly eroded purchasing power, making it harder for educators to sustain longterm careers in their prof in their profession. A 4% raise is thoughtful and responsible investment in the people that service our children. Uh it also makes us more competitive throughout the state. That way we can draw and retain the best and the brightest. We understand that these decisions require perfect careful planning and responsible budgeting. SCA stands ready to work collaborative with the board and the superintendent and district leadership to explore implementation strategies and sustainable solutions. Compensation is more than numbers on a spreadsheet. Ultimately, it reflects our values. When we invest in our people, we invest in our students, schools, and the future of our community. strong schools schools are built on support supported employees and we know Scott County is fully supported by our board but we by the actions that they show when they're in our schools every day. We want to make sure that we continue to show that as well when it comes to the to their uh compensation. Thank you for your time, your leadership, and your continued partnership. Together we can ensure that Scott County remains a place where people can truly want are proud to work, where students are inspired to learn and families want to belong at. Thank you again and we appreciate you're looking into this with us and we're more than willing to help and work with you all uh to if we have to phase things in or whatever we have to do, but when I look at our our our our pay, not to say that it hasn't done we haven't done major things in the last four years, we have. Uh but when I look at numbers, I want to make sure that we bring our lowest above where they can be and uh to continue to show that we can compete with the rest of the state and increasingly uh add to our salary for our teachers as well. I've got a sheet that I want to give you before I leave that's just a a summary sheet that I I've already given Mr. Parker when we met. It just kind of an overview of what we're looking at and why. And if you ever have any questions, you're more than welcome to reach out to me individually or as a group and I'll be happy to speak with >> Yeah, I don't think I don't think >> Thank you, sir. >> Thank you. >> We talked about it. >> Yeah, I know. But I would love to, you know, anytime that any of you ever want to talk about it or or or have questions or concerns or even comments, I'm more than willing to listen to that. You know, I don't I don't think that everything we're asking for is uh something we can't do. I had Gina run the numbers with Mr. Parker at the beginning of the year. Uh if if we got everything, it would probably be close to about $5.3 million to the budget. So, u I I hope that we can do that. So, I appreciate you all for everything you've done for us, and I hope we continue to work together to do more. Thank you. >> Thank you. >> Thank you. NUMBER SIX, consent agenda item 6A through 6 I. >> Move. >> Second. >> All in favor? >> Those opposed? Motion carries. Number seven, construction reports. Good evening. >> How are you, Tom? >> Good evening. I'm good. How are you? Thank you. >> Uh, happy schoolboard recognition month. So, thank you. >> And, uh, >> thank you. I got a nice note from you all today. Yeah, thank you. That's too >> um well, the weather hasn't been great as we all know and it's not going to be a great week coming up. But with that said, um I was on the site this morning and I might have somebody help me push the buttons. So, they've been having good success at construction even though um the weather's been pretty bad as you know. Um, and that's just a picture that's from this morning. You can see the site's still uh pretty wet and sloppy, but uh there's they've got some progress. Oh, thank you. Um, and the next slide would just start going around the building. That's the entry. You can see they've got the structure up and some of the flashing. Uh, the next picture would show over at the storm shelter part. They've they've got they've had it ready for concrete on top of there for a month. Um, but just haven't had had the time. Uh that's just another shot looking towards the regular classrooms and that's down towards the left end where they actually they have a lot more uh progress. They've got the insulation on the outside and uh there's some pictures on the inside where they're actually starting to paint. If you walk in the building, that's uh looking up at the um structure right in the lobby area. If you keep walking in a little bit further, that's the media center. So you can see they've got that area closed in and that will you be looking right at the doors, the finished product into the media center there. Um, and that's just looking down one of the hallways. You can see the mezzanines in, the blocks in, the door frames in. I'm having trouble keeping water and ice off the floor and in that particular section. But, uh, the next shot I think shows, yeah, you can see that in the the left area where you saw a picture earlier where there's insulation on the building. Uh, they've actually got part of that dried in so they can go ahead and start painting on the inside. They got duct work hung above. That's if you go walk on back to the gym. Um, of course, Mr. Mr. Parker and I have had discussions with them about focusing more on the classroom areas to make sure that that they take as high as priority. Um, but that that's the gymnasium area where they've got the uh roof deck on. They're going to try to close that out as weather allows. Start drying that area in. And I wanted to show that of course a lot of plumbing is going on, a lot of the mechanical work is going on, a lot of the electrical work. And the next slide shows how um just the duct work and the HUAC. You can see that that area is particularly u dry getting cleaned up. Um before you know they'll have some uh paint and ceilings in there. Um hopefully as soon as possible. This is the area that's probably the biggest concern is the kitchen cafeteria area in the back. But um again, we've had to we're going to have a progress meeting next week and just see where they are on that. Um but the classrooms and this is the back side of the classroom area that's in in good shape right now. Um, they're going to hope to start on roof pretty soon. And you can barely see at the bottom, but they've started brick as well. And the next picture shows they're just going around the entire building with the lower band of brick and the flashing. And they're going to uh start stacking on top of that as well. Thank you so much. Um, I think I might be there in time to end. Yes, there's our last picture, but thank you so much. Um, and thank you for someone's help pushing the buttons there, but uh, just a night p nice picture from the front there. Of course, there'll be a weather canopy uh constructed out in front of all that. But um again, progress meeting next Tuesday. Um and of course, Mr. Parker and and Mr. Brandenburg's been good about attending those, so they'll be well informed about where we stand on that. Uh again, we push them to make a priority out of that administration and classroom wing. Um so hopefully that's still a potential August uh deadline at this point. Tony, do you know if um the impending weather for it to impact that progress meeting if there's another plan? >> Uh it certainly could. >> I just I didn't know that that already been discussed. >> Um it has not been discussed. Um not with the contractors. Um, but I would say that if uh if we get towards the higher end of what everyone's speculating right now by the end of the night, Sunday night, I don't know that Monday would be enough to to recoup by Tuesday morning. Uh, so that could get pushed, but we'll be in touch with uh Griggs um Monday morning to make sure to see where we are. >> That's a 10 a.m. Tuesday progress meeting. Not that any of you all. I'd wait till the buildings a little more. >> Forecast doesn't look like we're going to get above freezing. >> Oh, I know. It's going to be so cold. >> Oh, correct. >> So, that's it's going to take a minute for a foot of snow to >> Y. >> And if you would like, I I mean, I could reach out them tomorrow and just say, "Hey, can can we go ahead and push this to Thursday or Friday, look a little bit at the weather?" um because it is going to be very cold and there's the only reason that they're probably going to show up to the site, they being the even the subcontractors is to attend this meeting. >> Um >> yeah, >> so maybe >> and I wonder too I mean because if we get I mean I just wonder about parking and I mean that's going to a lot of competition. >> It is. It is. And and that's a fair point. Um I may talk to the contractor tomorrow and it may be better that we look at the forecast and if Thursday and Friday works with your schedule and it's a much better day >> uh temperature- wise >> me and Greg will be in but >> Right. Right. Well, it's happening. >> That's right. >> That's right. >> Uh we've pushed progress meetings before and we've been >> Yeah, for sure. For sure. No problem. Do you anticipate we're still on schedule with all the >> only the that's why I only the classroom area and to say anticipate that would only be if we know this week is not going to be a good week if it got sunny and better you know from then till August. Um the classroom wing in the administration area might be possible. We've had that discussion, I think, kind of mentioned to the board before. Um, is it the possibility, if you feel comfortable with that, of blocking off the back half of the building and just bringing students in? Um, of course, that would mean you'd have to satellite lunches or some something like that, which is happened before, you know. Right. Right. Not ideal, but doable, especially knowing it's a short-term solution. >> Exactly. Exactly. Yeah. Because it would just be a few months after that that that they would uh finish up. Um, >> I'm sorry. Wait, wait, we got to back up here. We're a few months behind all of a sudden. I'm >> No, I'm Did I miss something? >> No, I'm sorry. That if if we came around to August, >> right, >> and we only had the front portion of the building, >> right? >> It would be within a few months before the rest of it's done anyway. What's the point? >> You were talking about it like a worst case kind of scenario. >> Yeah. Yeah. >> So, I see what you're saying. Well, if I heard you correctly, I see what you're saying. Yeah. If I'm saying it's a few a few months before they were done, then well, I mean, we hope not, but I'm again, I'm anticipate it's hard to anticipate right now. >> Um, what's what the weather's going to be like between now and and March and April, of course. >> Yeah. Yeah. I mean, I just I don't want to say >> I guess I guess I feel like what you're trying to articulate is that um, you know, as we can't predict the future, >> there's a plan. >> Yeah. >> There's a plan to get us in the door if if we had to utilize I I mean I'd love to be a yes man and say hey you're going to be in in August but I I got to be a little bit of a realist you know is Mr. Park is everybody you know thinking about plan B you know because because we've had a very wet and cold winter so far. >> Yeah. Yeah. Which this is what building five and this is the first time I've seen >> this shift so I'm it's it's new to me so that's why I'm making sure I understand that we might not meet the mark. uh partial partial. Right. Right. Right. Well, and we're hoping right now that it doesn't turn into an even worst case scenario, which is just something we can't predict over the next, you know, several months. But they are working on Saturdays and as far as I know, maybe even on Sundays. The contractors, you know, they're keeping a clean sight at the same time that they're staying and working hard. So, >> I've really got to give them a lot of credit because they understand it and Mr. Parker's made very clear to them that we're all pushing for somehow you all have an occupancy uh for safe occupancy for administration and students um come this August, >> not fall break. >> But we still have the option, right, to push the beginning of school forward a bit if we need to. >> Correct. Correct. >> We had that conversation when we were talking about the calendar. >> Yeah. when we we talked about the calendar knowing that you know the ideal calendar that the committee discussed is the one we went with but the understanding that at the end of the day too if we need to move it >> we might have to move it >> but that's I mean that's going to accomp that will accommodate us a few days that's not going to accommodate us >> well maybe a week >> month >> I mean we were looking at a calendar that was a month a week later well sure sometimes >> based on this I mean that's not going to accommodate us extra months >> right >> to get something finished >> right then still nebulous. So, we'll see. >> Right. Right. And we'll have the meeting. Well, whenever we have the meeting and then, you know, maybe give it a little better um anticipation of where we are when I come to the next board meeting. >> I have a simple question. >> Yes. >> I was over there the other day. >> Yeah. >> And you can't see the school from the road. Will that be that way? Will that be over? >> That is correct. >> Yeah. Yeah. The hill. Yeah. You cannot see the hill from the from the road. can behind if you're driving >> like >> um >> up towards Cynthia >> Randall Wells house and the Rambo's old there's like three ranches you can kind of see >> still house >> you can you can see you can see it from there you can see it but you can't you're right you cannot see it in the main entrance >> and don't forget we have the other entrance >> as well that way I just went Monday I went that way >> well here's my thoughts on it we built great crossing we opened >> we know everything may not be perfect But we also opened Great Crossing in record time. >> So I have faith in you, Tony. >> Right. >> No pressure there. >> Well, and and we didn't and and in fairness, too, we didn't open with a full CO either. We didn't have we had a temporary certificate of occupancy as I recall. >> Well, and that's not uncommon to have >> and it could be 71 degrees in a couple weeks just like it was just like it was just last week or so. So, >> I'm praying >> we will we will see what the day >> especially now that you put this on me. And I will tell the contractors of your all's faith in me so that they'll >> keep working on Saturdays and Sundays and uh but we are pushing them and they understand and they've understood from the beginning the predicament that Scott County is in, you know, and really trying to get students in the school safely. >> Yeah. I I mean I' I've really appreciated that and I know Amber in particular I feel like has been really dialed in and like she knew about her hearing and all the different things and you know so they they they understand the importance. >> They actually watch the board meets. They're probably watching right now. >> That's that is that's true. That's true. >> Any questions? Any other questions? I'm sorry. >> No. >> Thank you. >> Good luck. >> Thanks Tony. Number eight, student achievement. >> We've got Harper up here to talk to. Harper Rowlet, um, director of special education to talk to us. Stephanie um was going to be here to very briefly talk to you all a little bit about the um the um um CIP, the comprehensive district improvement plan. Um but she has we think maybe she's got the flu. So she's Yeah. So, but she just wanted you all to know she will be pushing that out to you all. You all are familiar with that. And I mean, so anyway, but >> I'll turn it over to uh to Harper to carry to carry the student achievement report. >> Thank you. Uh good evening uh to the board. This is the first time that in this position as director of special education that I've had a chance uh to address you all um and answer any questions that you might have. And naturally, I'm a hair nervous about that. But I'm also excited um to be able to share some things with you all that we have going on in special education across our district. Um I also want to acknowledge the support that you all have provided our department over the years and a few of the things that you all have done to provide us support. I'm going to highlight how that is in action in our district right now. Um and and I want you all to see that because I think it's important. Um, secondly, I want to thank Superintendent Parker for his leadership and his continued advocacy for special education, not just in our district, but across the state, um, and even at the federal level. Um, he is always open-minded to the ideas that we have and that we bring. Um, and I appreciate that. And then finally, before I really dive into it, I want to thank assistant superintendent um, Emmens, assistant special education director, Veronica Whiteloff, who is right back there, um, and our OSL team. Special education by nature is collaborative. It has to be. It doesn't work without it. And our team, our OSL team is incredibly collaborative. And so, while this job sometimes is demanding, they make it far easier than it would be otherwise because of the support that they provide me in my position. And I wanted to take this time to let them know how much I appreciate that. Um, agenda. I have three uh goals that I would like to achieve. Um the first is I would like to review some special education priorities um that we have going on in our district. It's three of many. Um but I wanted to highlight those. Um I want to uh move into some special education um data review. So that's my second goal. And my third goal is to do that in a timely manner because sometimes I tend to be long-winded. Um and of course >> I'm sure there's somebody back there timing you. >> Somebody's got me. >> Mr. Davis. Thank you, sir. >> Yeah. And honestly, it's better for you all that Miss Emmens isn't here because if you put us together, we can hold the room hostage. Um, so, um, and of course, I put questions at any point. Any questions that you might have, please interject. Um, and I will do my very best to answer it or admit that I don't know it and tell you that I will go find the answer. Um for special education priorities, the three that I would like to highlight are high quality instructional resources, co-eing, and special education and AI. So the first one I'm going to hop into is highquality instructional resources. As you all know in our district period, we have invested a lot into highquality instructional resources, especially at the tier one level, but it's no different in special education. We've been making investments into high quality instructional resources, specifically into reading um and into programs that support students with specific learning disabilities like dyslexia and um disgraphia. So Spire is a new reading curriculum that we're implementing and piloting at uh two elementary schools. That's Ann Mason and Southern Elementary, as well as a middle school. It's not called Spire, it's called Ispire. Um but it's a uh it's the same program. Um but it's tailored for middle school and that's being piloted at Scott County um middle school. Um we are we have 11 teachers that are using that program right now um that curriculum and roughly uh about 120 students in our district are receiving um that in instruction through um teachers implementing um that curriculum. Not to get too deep into the weeds, but just kind of highlight a little bit about what it is and why I think it's highly effective. It's a 10-step lesson every single time. And each lesson starts with early reading skills. It moves all the way through direct instruction and spelling. It works on reading fluency, so how quickly and accurately a student can read. And it ends with reading comprehension and writing dictated sentences. So, it really captures all the way from the earliest of reading skills all the way to where we want our students to be, and that's to understand and be able to express what they understand through their writing. And it does that every single lesson. and it's mastery based. So in other words, if a student demon doesn't demonstrate the ability to do whatever was implemented within that lesson, we teach reinforcing lessons until students um are able to do that. Um I highlighted the part about spelling and dictating sentences because for a long time, especially in special education, we kind of thought about teaching those subjects as two different subject areas, reading and spelling, but they're not. Well, we actually know about instruction um to teach students how to read. instruction, direct instruction and spelling is one of the best ways to do that. Um, that's especially true for students with specific learning disabilities in basic reading and and reading fluency. And so this program does both of those things simultaneously throughout the lessons. And I think that that's a really powerful tool um that that this that this curriculum specifically has. But of course, no curriculum is worth its weight unless the instructor behind it is utilizing it. So, we have um and this is one of the investments that you all have made in our district that dyslexia coach Kelsey McKenna who works very um works within our special education department and is um an excellent instructional coach um an excellent teacher and all-around excellent educator. Um and she goes into all of these schools um multiple times a week and is providing direct coaching in how to use this programming, providing direct feedback, coaching cycles. We're looking at data all the time and I meet with her every Friday. Um so I stay on top of everything that we're doing in that program. Um and we're seeing some really good results. Um especially at our two elementary schools that we're using it at our middle school too, but our two elementary schools I'm very proud of. Um and so I'm really happy about that. Secondly, we have um AMRA. Amira is um an online reading program that is a supplement to Spire. Um students use that 30 minutes at minimum per week. Um and they do that in addition to the direct instruction they're getting from the teacher. So they do the extra 30 minutes um with a mirror. Um and it provides feedback as students read into the program. So if the program determines that students are making common um errors, it will provide a micro lesson on that specific lesson. Long enough to provide the feedback, but short enough not to disrupt what the student um is um doing. Um so in partnership, we're seeing some really great things between those two things. We're going to use the data at the end of the year to determine if we want to roll that out to more schools. at this point, if the decision had to be made today, I would do that because I feel confident in the data that we're getting, but we're also not to the finish line yet. So, we want to make sure we do that. And then the final thing I want to say is that just, you know, in our district, we've seen um our reading scores really improve. Um and that's great, and I'm seeing it with these programming, but reading isn't the only thing that we're here to do. Math is is obviously very critical. So, um, Bridges Math is a is a reading or math curriculum that we, um, are going to be piloting next school year in our district. So, I wanted to highlight what we're doing right now and what our future plans are as it relates to high quality instructional resources. The next thing that we have, um, co-eing. We want our special education programming to do its very very best always to make sure that our special our students in special education are in the classroom getting the curriculum. Um and we do that through uh co-eing. Um and that's been a huge emphasis in our district. So um one thing that we're that we're really doing and spend a lot of time um doing um every Tuesday we're in multiple schools. We go to schools and we do learning walks. Um, and we look at a lot of different things when we're out in learning walks, our OSL team, you know, and we have a a tool that we use to to see what are, you know, what things are happening in classrooms. But one of the things we're always looking at is in our classrooms that are co-ees, what co-eing models are being used, how are teachers delivering instruction within those models, and our special education students getting the things that they should be getting whenever they are in the general education classroom. And so we continue those learning walks. Um, Miss Emmens and I are we're supposed to meet this week, but with her being ill, I it might not happen. But we'll have a future planning where we're going to sit down and look at all of the different ways we've been collecting data just to make sure that we feel like the data is producing um result or giving us the information that principles can really use to be actionable. A thing that we're doing a little bit differently this year, especially in schools that have been identified as TSI, is in addition to the OSLO learning walks, we're doing special education learning walks. Um what's different about that is that's myself and Miss Whiteloff going to the school and we're going alongside the principal um into classrooms where co-eing is taking place so that we can give in the- moment feedback and do reflection um based on what we're seeing in those moments. And it's just a it's it's been really nice to have that space with principles in these buildings so that we can spend time collaborating and talking about the things that are going really well because we see things that are going really well but also what might be some areas where we could get some more bang for our buck. Um and then finally as you know um across our district we have PD Palooa and we have all of our sessions which then rolls out into our cohorts. Um and we have a co-eing cohort um and that is actually led by two of our instructors um in district and um that the the highlight and focus of that cohort this year has been um how can general education teachers and special education teachers um better plan instruction around co-eing and making sure that services are being delivered the way that they're meant to be delivered. And then the final thing that um I want to highlight in terms of our initiatives is special education and AI. And I would not if I didn't bring up Maria Bennett in this slide then I wouldn't be I wouldn't be honest and I wouldn't be I'd be doing a disservice. We are incredibly fortunate in our district to have Miss Bennett. I don't she might be turning red right now and that's fine if she is. Um, but I'm going to sing her praises. And the reason is because in Scott County, we have Miss Bennett who is um not just our expert in techn how we use technology to improve instruction and AI, but she's she's a resource across the state and across the nation. And so, um, we're leveraging that in special education. And so, the truth about, um, AI is that, um, people are going to use it no matter what. And we have not policy, but we have guidance around how to do that. And so if everybody's going to be using it, I want to make sure that people are using it in the right way and for the right reasons. And so we've started small. I have three school psychologists, three SLPs, speech language pathologists, three occupational therapists, and three special education teachers highlighted as leaders. And they come together every other month. We're actually meeting next Wednesday if weather permitting. and Miss Bennett um is leading work around how to use AI as a tool um to improve um ways to accommodate special education students, ways to modify assignments for special education students. And what's really been most effective is how can teachers use it remotely to make sure that they're planning instruction together because time together is oftentimes one of the barriers to that which gets into my second point and that's school level professional learning. Um we recently spent time at Lemons Mill Elementary um working with five special education teachers and five general education teachers all um who folk whose emphasis is in math and we spent a day together um talking about AI how to use it safely and responsible but how to use it to plan lessons and by the end of the day we had actually planned co-eing lessons for special education between each partner um for an entire unit in math um and so it just shows the power um that we have to eliminate or reduce one of the barriers that we often encounter and you know as an instru as an instructor is that that time of co-planning together is often very difficult and so our future plans for that is to have sessions at PD Palooa about how to use it safely how to use it responsibly when's the right time to use it when's the wrong time to use it and remind everybody first and foremost that you are still the expert and that AI is your tool so a hammer is only as good as the person swinging it and that's true about AI AI is only going to give you the results um that you need if you are expert in interacting with it. And so that's the goal um of that and having some cohorts around that. That was the three initiatives that I wanted to uh that I wanted to highlight. Um the next thing I wanted to move into was our special education um data review. um just last month, December 1, um that's the big one of the big days in special education because that's our federal submission um date um where we submit to the federal government how many students we have in special education in our district and what is their eligibility categories and based on that um it you know helps determine what funding we're going to receive um federally. Um but for us in the district even you know more importantly it gives us a good snapshot of kind of where do we stand? What trends might we be noticing um amongst our special education demographics. Um and so I just wanted to spend a few slides kind of sharing a little bit about that information. So um we call it child count. Um and that's just the total number of special education students we have in our district. Um and so um I wanted to give a range of years. So if you go back to 2324 we were at 2020. Um and then you look up to now and we're at 267. Um with the growth in our district, the percentage stays relatively the same. Um it's not really moved too much. Um but we've seen an increase um of 47 students and it's not atypical to see growth. We see growth almost every year, but we also see growth in our overall total enrollment um most years. So that's to be anticipated. looking at the raw numbers just overall doesn't really tell us much about where our shifts that we're seeing which is why I have this next slide. Um and that gets into some eligibility specific um information. So in special education we have 13 eligibility categories. I've listed six here because these are the six where the most students are identified um here in our district. So, you'll see autism, specific learning disability, I won't read to you, all the way down to emotional behavior disability. The items that aren't highlighted um are items that haven't seen um too much um of a shift. Um but I highlighted um the area of autism and the areas of de of developmental delay because you'll notice that those numbers have increased. Um, you know, nationally we see increases in um the identification of autism. Um, we see it in higher rates for boys than we do girls. Nationally we see about 3.2% of in America of people who have been identified as having autism. In our district, if you take that number, um, it puts us at about 2.9%. So 3.2% for the national rate, we're at 2.9%. So, while that number is going up, um it isn't um trending in a different way than what we see all the way around. Um one thing that we do in our district that uh and we do it to remove barriers from health care um for for our families is we can't diagnose a autism, but we can determine if students meet the eligibility special education eligibility classification. So it would it might hold stock out in the medical world. Someone takes it and then would accept it. But it's not we can't we're not diagnosing. We're not medical professionals. That has to be a medical provider. But we can provide special education services to students if we see that students demonstrate um certain behaviors and things that are associated with autism. And so we do that in our district. Um, and it's a been I I see it as a real benefit to our family because to get access to services in school, you know, 10 15 years ago, you would have needed to be able to go to a doctor, sometimes pay for an evaluation to be able to get that diagnosis. Maybe there would be some sort of wait times to do that and that's no longer. We do that in our district um so that students can get those services in our district. And then finally, under developmental delay, that's an eligibility category that's designed for students who are ages three up until their ninth birthday. You'll notice that that number's gone up. That also trends with our preschool. A lot of our students in developmental delay um our students at our preschool because of because of the age range. Um and and we've seen an uptick at our preschool. And I think that that um is in part due to a good partnership between the the state programming that supports students birth up to three and the collaboration that occurs to get those students from that system into into our um educational system. Um as well as um just the ability to ensure that students have access to our preschool know about the services um that can be provided there. I will say that one of the things that we do notice is the sometimes the severity of the disabilities um seem to be increasing although um and and and there's there's data to support that and I don't have it historically here but on this next slide I just wanted to point out a few different things about some of the services that we offer. moderate to severe disabilities um or MSD you might hear it called um is a um is where students who have our most um severe disabilities might um receive their special education services. We currently have 148 students um who um fall into that classification and um we have 18 specific um classrooms that support those students from kinder from elementary, middle um up to high school. Um, and so Mr. Parker, you might be able to speak to it even better than me, but you know, we've added at least three, maybe even four or five in the last five years of those classrooms across our district. And so it does speak to the fact that we are seeing um, for whatever reason, an increase of just more severe disabilities um, than than maybe we have historically. Um, and um, that's some of the numbers to show that there. Um the last thing I want to highlight there is um you know in special education it's not just special education teachers we have a range of professionals in our district like school psychologists or like speech language therapists who service a thousand students, 175 students in our district. We have occupational therapists in our district who service 415 kids and we have physical therapists in our district who service 122 kids. So special education programming um is robust. We provide a lot of services. We have a lot of folks in schools every single day meeting with students and the work that they're doing is critical and it's it's important not to give an advantage but to make sure that the playing field is level and that students have access to the things that they need to have access to in order um to have a successful day whenever they're at school. And so um I guess if I was going to end on anything, I would just like to say that I'm really proud of our special education staff. It's not an easy job. No job in in education is. I think it's important that we recognize that. I think it's also important that we recognize that those folks continue to come every day and it's because they have a passion for working with students who have disabilities. They feel strongly about that. They know how important it is and I appreciate the support that you all and Superintendent Parker have provided us to continue to do that. So, thank you. And if you all have any questions for me, I'll be happy to um answer them or play dumb. I have two questions. Thank you so much for the presentation. Yes. And I'm really excited about the programs that we are using. So >> um with the aut >> do you do you see that they are moving to the autism? >> I thought you might ask me this. Yeah. >> I don't have >> 9 years old. >> I don't So my hope would be that they would move to that category before they were 9 years old because we've identified that earlier on. That's what that's what I would hope. um just because I think it's important that we're servicing not that their services necessarily would be different but I think it's important for us to identify you know what is it that you know when we're working with a student we need to know we need to know them and so that's important so I don't have a specific percentage or number of they go from this category to this category I know that students do go from DD to all sorts of categories autism is probably one that if if I could get those numbers would probably be one of the higher ones if I to just kind of hypothesize. Yeah. >> And then my last question is I'm a third grade teacher >> and so I have students that are needed as well. >> Yes. >> And it's difficult for me as a teacher because they only have social skill. >> Correct. >> So do I have do we necessarily have to wait till they're nine if there's data to prove that they need specific reading and math goals? >> It would support them. Well, I guess it would depend on, you know, kind of more globally what is going on with the students and if there's a different eligibility category that might better suit, you know, the difficulties that they're demonstrating. Under developmental delay, there are five different areas that you could qualify for. Cognition, um, social emotional, adaptive, communication, and motor skills. Um, and so, um, a lot of times students under that eligibility category don't always get the same type of, um, I guess academic support because it kind of has to be tailored to those five areas. But sometimes those kids do end up being eligible under autism or other health impairment or specific learning disability. And so that's probably how I would if if I had a staff member asking me that, that's probably the question I would pose to them is, is there a different category that might be better service or might better service the student? wait until they turn nine. >> No, no, no, no. You don't have to do that. No, no, no. You don't have to do that. If you suspect there's a different disability, you can evaluate at any time. >> Okay. Right. >> Do you feel like we're still seeing um some COVID hangover >> um >> with development delays in children or are we do you think we're through that? >> I mean, I think it probably depends on what age range you're looking at and where they were at when they were impacted by that. Um, but I feel I feel really positive about the movement that we've seen in some in our scores. I mean, we were celebrating a couple months ago from our scores in reading and stuff. So, I think >> what's been really important, and this is really kind of stepping out of the lane of special education, but I think the thing that's been most critical to the success that we're seeing in Scott County is the investment into high quality instructional resources. I think in education we moved away from that for a long time and co forced us to reexamine what we were doing and if there was anything that that was positive that came out of that I think it was the fact that everybody leaned especially in our district heavier back into high quality instructional resources Any other questions? >> Okay. All right. >> Thank you. >> I'm going to run. Thank you. >> I don't know if there's bingo points for for the board being easy on you or whatever, but I mean, >> he did a great job. >> But yeah, there you go. Very good job. >> Thank you. >> Hey, hold on just a moment. I'm sorry. >> While you're gathering that, I'll So, you know, that's one thing. You know, he brought up um Maria Bennett and the work that she does and and you know, >> she's just kind of everywhere. I came down here the other day and she's teaching how to do Google Sheets and and how to guide people through that. And again, it's it's what I love about our team globally. our team in general is that we don't wait for a problem. Like we're not being reactive. We're being proactive and finding things that you know she's like, "Hey, people at central office need to know a little bit more about how to utilize Google Sheets and and making sure we're providing those growth opportunities for our folks." So again, I I I echo Harper's sentiments. >> Right. Thank you, Snakes. >> All right. Number nine, approve 2026 2027 allocation guidelines. >> Move. >> Second. >> All in favor? >> I >> I. >> Those opposed? Motion carries. Number 10. Approve to create one principal position for Oxford Elementary. >> Move. Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number 11. approve to create one district-wide JOTC instructure instructor position. >> So move second. >> All in favor? >> Those opposed? Motion carries. Number 12, approve to abolish director of districtwide services position. >> Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number 13, approve to create one district-wide services coordinator position. >> Move. Second. >> All in favor? >> I. >> Those opposed? Motion carries. >> Number 14. >> 14. Excuse me. >> Approved. >> Pardon me. >> Are we good? Okay. Number 14. Approve districtwide services coordinator position job description. >> Move. >> Second. >> All in favor? >> Those opposed? Motion carries. Number 15, approve reorganization of transportation department positions 15A through 15 C. >> So move. >> Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number 16. Approve to create one booster paid assistant coach position at Scott County High School softball team. >> So move. >> Second. >> All in favor? >> I. >> I. >> Those opposed? Motion carries. Number 17. Approve memorandum of understanding between Spalding University Masters Master of Science and Athletic Training and Scott County Board of Education. >> Move. Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number 18, consider approve acceptance of 2026 through 2028 school facilities construction commission offer of assistance. Second. >> All in favor? I. >> Those opposed. Motion carries. Number 19. Approve renewal award for student athletic accident insurance through Hartford. >> So move. >> Second. >> All in favor? >> I. >> Those opposed. Motion carries. Number 20. Approve donation reports from 7125 through 123125. >> Second. >> All in favor? >> Those opposed? Motion carries. Number 21, approve 2027 draft budget. >> Second. >> All in favor? >> I. >> Those opposed? Motion carries. Number 22, approve surplus items as submitted. >> Move. >> Second. >> All in favor? >> I. >> Those opposed. Motion carries. Number 23, financial statement. Gina, >> you have in your packet the financial statement for December 2025. Our beginning balance was 53.1 million. We had receipts of 65.2 million. We have expenses of 33.8 million, leaving our ending cash balance with investments of 84.6 million. Of that 7.3 million were investments uh held for the construction leaving our ending cash balance at 77 million336,828. >> Any questions? >> Thank you. >> Thanks, Gina. >> Thanks. Excellent. Number 24, approve current bills. >> Move. >> Second. >> All in favor? >> Those opposed? Motion carries. Number 25, superintendent report. >> All right, I'm gonna start from bottom to top. Uh, standard seven, influential leadership. Um, I had an opportunity Friday to present to the public pension oversight board with Senator Matt Nun. He has, uh, graciously agreed to accept the sick day cash out bill. Um, just an idea that, um, that, uh, that we're working towards as an option for districts and an option for individuals. And um I was talking with uh SCA Mike Davis and and crew and um you know I think there's the more you talk about it there's just so much nuance to it but the more you talk about it there's more different pieces that you realize might resonate with people for instance if it was to go through the ability to perhaps utilize those funds and immediately and directly put that into a 403b or a 5 457b to where you don't see any you know tax taken out at that time because it would come out at a later time and therefore you could and you know I haven't ran the math but we're just thinking off the top of our heads we feel like if you go on and invest then knowing the the general rate of return that you might get it it could be one of those that it pays off to do that at that point than to wait until the end uh when you might be able to uh to cash it out at the end for retirement. So anyway, just that's something that I'm I'm I'm I'm just excited about just the opportunity to to see if it's something that again might specifically impact our tier 4 teachers, which are the ones hired from 2022 and beyond that that you know, they might be the ones more likely to utilize it. Um you know, me and you probably wouldn't, but at the end of the day, we would see the benefit, too, because the hope is that there's less need for subs, therefore less need for extra coverage, all the things. So anyway, just real excited about that and and the direction that that that is going. Um attended the Kentucky Chamber Day dinner with KEDC a few weeks back. Um CKC had a board meeting at the capital the other day. Um we had several uh senators and uh members of the house or members of representatives uh house rep was there as well. Uh general assembly uh committee meetings tied to education, we those have started kicking off and I've attended those. Um, so, um, it's it's, uh, it's it's upon us. Supposedly, the bud has the budget dropped, Mike, do you know? Budget's supposed to drop this week. Haven't seen it yet, but supposedly that's that's kind of the word on the street. Um, standard six, collaborative leadership. Um, so oftentimes my team will will send me invites to things that are kind of going on with the understanding that I can't possibly participate in all those things. But fortunately, um, while I was sitting at the capital in the cafeteria with, uh, some other superintendents, I was able to participate and listen to a voices from the field showcase that, uh, the department of education put on. And, uh, Abby Deoya Contrarus and Wendy Hullbrook presented about the things we're doing for EL. And it was, I told him, too, I said, I'm not much about comparing to other people, but we kind of kind of look pretty good compared to some other people that were presenting. But anyway, um but it it was just neat to uh to see >> because they get so much practice here doing >> There you go. That's right. That's right. That's right. >> Reports. >> Yeah. But they did they did a phenomenal job represented Sky County schools well and presented on um on some things that again I don't know that everybody across the state's doing right now. Uh managerial leadership of course weather related activities. Uh it's I'm just yeah I'm already sick of it. Um and then Oxford Elementary Progress meeting. I think we've already had one since the last and again we'll have one coming up. Uh human resources leadership um lots of planning for upcoming openings and timings um of postings. Uh so we've got we've got many of our of our team members that are uh uh have reached that point in their careers that they're that they're hanging it up and going to do new things. And so as those as those uh as those happen, we're going to uh we're going to be transitioning some this uh this coming spring summer. Um, cultural leadership attended a uh, Georgetown Community Hospital event, which they're no longer Georgetown Community Hospital. I think Center Center Point Health >> um, unveil they unveiled their rebranding and new name. >> Um, state of that >> the uh, >> should be the Georgetown Hospital. >> The uh, >> it should be John Graves Ford Memorial Hospital. >> Is anybody old enough to remember that in this room? >> I was born. >> All right. Well, I'm going to change subject from this. touchy. I didn't realize it was a touchy subject. >> I'm teasing. It is. I'm just joking. >> Um Lyn Godsy, she has been a friend to Sky County Schools through all of her work at BCTC. Um very squared away. Um always represents um the community, BCTC in a positive light. She is retiring. She actually was going to retire uh I believe it was supposed to be January 1st, but then the secretary's visit um they convinced her that she needed to stay. And so her last day of work was actually the secretary's visit because she visited us and then she went and visited BCTC. So, um, I thought that was kind of amusing, but it also spoke to everything that she does because that's that's the person she is. It it helped them out to stay, so she stayed. Um, the last thing on there, we did have we did have Jamie Kumar, bus driver for us, um, passed away, attended his visitation, and I I just wanted to bring him up because he, um, you know, he he was just just the type of person that he didn't look for praise, he just looked to make the community better um, in everything that he did. Um, I I I tremendously enjoyed him. I'm gonna miss him a whole lot, but just want to bring that up. Um, CQPO, we were able to get the Center for Quality People and Organizations in the Fort Academy. So, Center for Quality People and Organizations came about back um many many moons ago and it was really designed to be the arm for um manufacturing and connecting manufacturing in our school. Well, you know, a lot has changed. We have a lot of offerings now. So the importance of this tour for me was for for us to be able to demonstrate to them um you know look what we are able to do outside of CQPO. Um because in my mind it might be that we're at a point where CQPO might need to shift to other districts that maybe they could they could utilize them a little bit more than maybe we have been able to lately. So um again we we set that up and made sure that they were able to uh to see that and we've got a board meeting at the end of the month. So, uh, we'll see the fruits of that labor at that at that point. And then the last thing I have is connected again. You know, I've already kind of talked about it. We talked about it at the beginning. Um, you know, last week Secretary of Education Linda McMahon visited Georgetown Middle School and that was her only Kentucky stop on her history rocks tour to celebrate the 250 250th birthday of our nation. And anytime we have a chance to share the great things going on in our schools, it's a great day in Scott County. That was a first for us to host the Secretary of Education and likely a once in a-lifetime opportunity. Truly incredible moment. Students shared what they were learning in their career labs. Um, and I will say to her credit, it wasn't one of those just kind of blow through and just, you know, she went to every single station and spent serious time with each group of kids to really see what are you doing? Do you really understand this? How has this helped you? So, u it was that part. I really appreciated the um the attention that she gave to all of the students. Um had a lot of fun at the assembly as well that focused on the importance of our shared history. Um and again, it was kind of intended as a sort of birthday party for America and it was a great one. And you know, to have our school and our community on a national stage was something to celebrate and super honored to have shared that experience with each of you as you were all able to make it. And so to me, that event and your all's attendance, that's one example of many uh of how dedicated our board members are. Um and that you always show up for our students and our schools. And so I just wanted to publicly declare, you know, that we are blessed. Scott County is beyond blessed to have such dedicated individuals leading our district. And as superintendent, I am thankful for our strong working relationship every single day. And each year KSBA reserves the month of January as a time to offer our appreciation and thanks to school boards. And I just couldn't let this month pass without extending our gratitude on behalf of our students, our staff, and our teachers. So, thank you for your continued support, never seeking the glory, only seeking to help make our community the best place in the world to live and learn for everyone. >> Thank you for constantly showing up and standing out as servant leaders for our community. And we've got some a small token to provide to you all as well. >> Well, it's like a little flash mob. >> Are you going to dance and sing, too? >> And that concludes my superintendent. >> All right. That's a good ending. >> Thank you. >> Yeah, that was nice. >> Yeah, thank you for the rec recognition. I I'm sure we all appreciate it very much. >> One thing I was going to add is I heard some of the students talking about the traveling Smithsonian museum that they had. They said it was absolutely wonderful. >> Yes. I mean >> they brought some artifacts, right? >> Yes. I mean to hold George Washington's compass that >> he supposedly carried on his person from about age 14 to his death. I mean that's >> amazing. >> The jacket. >> Yes. Yes, our Abraham Lincoln's jacket and and and it was one of those too where you know sometimes as a social studies teacher it's so hard to get those primary resources right in front of you. But it just it was neat because I got to go in with the group to kind of watch the kids and they were just stone silent and just really understood the importance of it. But I'm glad you brought that up because yeah it was phenomenal. >> I heard that it was and that's great and the sixth graders got to go through it that they were the first to go through. So that's good too. So, Eleanor, why don't you start out our board comment? >> That was your board comment. Okay. I didn't know if you would have more to say, so >> Well, I just can't ditto what um Billy said. It was wonderful. I've never been so proud of a group of students. >> Well, I actually did go to Scott Middle and their uh blue day in their u celebration. >> Yes. But it it was just I I was so happy for the school and the teachers that have put and the the uh staff have put so much into the school and you can certainly tell it. So very proud. >> Yeah, I'm thrilled. >> Absolutely. >> Susan, >> uh I won't belabor that, but yeah, it's fabulous event. Um the leadership at GMS is good and it shows. It's as simple as as I can put it. Um and then I'll just say the same to you all. I I've done this for nine years and been all over the state and you guys are really good. >> You are. I'm talking to you and you and you and you. You're good. Um you're you're considerate and you're thoughtful and you're willing to educate yourself and I I appreciate it sincerely. It's a joy to work with professionals. So, thank you. >> Well, when you like or love what you do, it's >> not a chore. >> So, sincerely, thanks. did a I really enjoyed and then being that I'm a Georgetown girl walking up in the building and >> I mean like you know because we love Georgetown Middle School. >> Yes, we did. I love cheerleaders. >> You know I just absolutely loved it. Proud Buffalo, >> very very proud to be and I just to see that same pride in the students and knowing, you know, that what they've learned from Ron Clark, thanking um the district for allowing them to go and see something different and just to make middle school students excited about learning. And then I have a student that was in my classes fifth grade when she was in fifth grade. So I always sneak in and see her. So it was good to see see my girl. And I just want to publicly thank my principal for allowing me to leave >> u my students so I can be a part of it because I very rarely get to do things during the day and he was supportive. So thank you Dr. Butler, Principal Butler. >> All right. Thank you. >> Yes. I have a couple of things. One is um I was privileged to attend our two high schools and three middle schools winter concert at the Singleary Center. Bless their hearts. They had it had to be postponed due to weather. And so instead of the Christmas songs and hymns and and beautiful selections being sung before Christmas, they were sung after New Year. But it didn't lose a thing. They did such a professional job. Um appreciate our two coral directors at our high schools and our middle schools. It was a lovely performance and the parents and grandparents and friends who were there uh really were impressed, I'm sure. And the other thing is kind of piggybacking on what they were saying. Um Billy is always bragging on us as a board and I do feel privileged to work with five people where we're all on the same team. We like and respect each other and we uh we do have an agenda and that agenda is student success and that is our one and only agenda. So I appreciate that and Billy's always bragging on us but I'm going to brag on him for a minute because when I hear things that are positive I like to pass them on. And at the um Secretary McMahon's event at our Georgetown Middle School, um I had the privilege of talking just casually to our Kentucky Commissioner, Robbie Fletcher, and we were just talking casually and he could not help but tell me how much he respects and appreciates our superintendent, how our superintendent is known and appreciated throughout the state, how our commissioner relies on him for advice and opinions. And that just made me uh I I knew all of that. I mean, I I feel the same way, but that just made me really proud to hear that from somebody of that status. And I think you deserve a challenge coin, MR. >> All right. Wonderful. Well, on that note, do I have anybody who would like to make a motion to >> I have one question before we Yes. Were we supposed to do something with this >> the survey that was? >> Yeah, we got >> Oh, no. that. Yeah, I apologize. >> I just want to make sure we didn't miss apologize for something. Yep, it got I think it got mixed in. >> Yeah, it got mixed in there. >> I hadn't looked ahead and when Harper started round >> I know. I know. >> Winding things up. I was like, "Wait a second. He's got a whole lot more to go." So, >> I know. Yeah. Yeah. Yeah. >> I'll make a motion. >> It was added on to the back of your >> I wanted to hear more. >> Yeah. Yeah. >> Wendy, >> I'll make a motion to adjurnn. >> Second. All in favor? >> I. >> Those opposed? Motion carries. We are journ >> everybody be safe. >> See you Wednesday. Oh yeah.