awards and recognitions. >> All right. And first I will say it is again a special call meeting because I thank you for the grace that you all showed in allowing me to um last week send my first born off to college. I appreciate that very much. >> Absolutely. Um, I apologize for the inconvenience. Well, tonight I have the distinct pleasure and privilege of welcoming an outstanding educator who embodies our mission to provide unique and meaningful learning opportunities to our students. Mr. Wy Messer teaches welding at Great Crossing High School. to be specific. He teaches shielded metal arc welding, gas metal arc welding, gas tungsten arc welding, blueprint reading for welding, and 3D printing. And his students have the opportunity to earn welding certifications as they prepare for their future careers. Currently, there are around 120 students in this very popular program. Mr. Mr. Messer joins us tonight first because he's an outstanding educator, but also because he has earned some pretty incredible accolades recently, and we wanted to celebrate him. Mr. Messer is a 2025 Harbor Freight Tools for School Top 50 finalist and a published author. His August 2025 article in Performance Racing magazine shared the benefits of high school career programs like welding with industry leaders and racing enthusiasts across the nation. We've provided a copy for our board members and there is a stack on the table at the back as well if you're interested. Wy has previously been honored as the Kentucky State welding instructor of the year and has supported his students as they have earned bronze, silver, and gold level distinctions in Skills USA. With such a successful career technical pathway, we cannot wait to see where else Mr. Messer's leadership takes us, especially now that we have a college and career lab at Georgetown Middle School that includes the basics of welding as early as sixth grade. WY teaches a real world skill that is having a real impact on students and our workforce. For me, I remember the first year when we opened the the uh the welding pathway and uh as sometimes can be the case with construction, not everything's ready day one. And um while he demonstrated how flexible he was um because we had to do a lot of um a lot of um you know uh oh what's the word I want to say AI because that's on my brain but the the >> what >> virtual that yes that's the word the virtual welding which by the way the virtual welding that we were using is same that our US army was using and and uh we knew we knew early on we knew for other reasons too but we knew we knew also that we had a star because uh we won the state competition in virtual welding that year and we should have cuz we that's all we pretty much had time to do. It it was it was something else. But um you know personally I have had uh the good fortune to know Mr. Mester since Principal Lusby hired him back in 2019 and uh we worked closely to ensure that his program was set up for success and you know again we are just so blessed to have such quality educator at the helm of the welding program at Great Crossing High School. So congratulations on a job well done, ladies and gentlemen. Mr. Wy Messer [Applause] [Applause] And thank you for the gifts. I think it's the first time that we've been gifted by >> by a recipient for you print and nice. Nice. >> Very cool. >> That concludes my awards and recognition. >> All right. Wonderful. Congratulations and thank you for everything. I remember when we when we stopped production over at the school because the kids raised their hand and said we want more kids wanted to be into that program and um we voted that all through and we built extra bays for welding and >> my gosh it has hit the ground running. Thank you for the success. Thank you so much. >> I I I will I'm glad you brought that up because at the time it was a it was a million dollar plus change order. >> It was and >> which was a big decision. Yes, it was a it was a very big decision and I know I remember how much time that that the board asked to you know just wanted to understand what where we were going with that and um you know credit to principal Lesby for having the foresight to to really to re recognize the success that the program would be but again we we had to have the right person and and certainly we we've got him and we want to keep our hooks in him. He he lives pretty close to here so we we think we we might have the upper hand. >> No pressure. No pressure. Thank you. We appreciate that. Thank you. >> Okay. Number four, agenda approval. >> So move. >> Second. >> All in favor? >> Those opposed? Motion carries. Number five, public comment. Mr. Mike Davis. >> Did somebody want to get there? Might be somebody who wanted Good evening. >> Good evening. Is this on or no? >> The red lights on right there. >> How y'all doing? >> All right. >> Wonderful. Thank you. >> Um, all I wanted to do tonight was come in and say thank you all for the hard work that we did last year and of course over the summer. to see that we were able to pass the maternity leave has been a very big hit for all of our teachers and and employees that I've talked to throughout uh the beginning of the school year. So, we appreciate that very much. Uh we know each year always brings new challenges and opportunities and the chance to make ourselves even greater. And I know that this being a budget year, there's a lot of things that'll come in play. But I just want to take a moment to thank you again for the progress, the partnership that we've shared together along with uh with Mr. Parker has really grew not just the pay but the culture and the environment we have in our schools that also makes it a better for our students to learn and we appreciate that. Uh we know that the work is never finished and we're always going to continue to work with you all and we appreciate all the feedback we get from you all and you all understanding where we're coming from as a from a position of our association. Uh we want to take steps together to work with you all. Me and Mr. Parker have a really good relationship. We talk about a lot of things. Uh we'll be very um vocal in in Frankfurt to try to get things in the in the right direction for us. But um we've created a ton of momentum together. You know, I don't ever I've told Mr. Parker, I don't ever want it to be us versus them. That's not the what I see this as. I believe it's a collaboration between all the people who have the same interest for what's best for our students and our employees. And I I thank you all for sharing, I believe, the same vision we have. As we move forward, we're committed to work alongside with you all. We want to make sure that we keep strengthening our schools, supporting our educators, and ensuring that Scott County remains the leader in public education. We believe in what Mr. Parker says. You I quote it all the time. I want to be the best place to live, learn, and and work. You know, that's what I believe. And I want to continue to get the big best and brightest here. All I wanted to do real quick before I end, I wanted to introduce my some of my executive committee, some of them are under the weather. For some reason, the cold's hit early this year. >> It is. So, if you all would stand and I'll introduce you real quick. >> I have Christina Highlighter who is our member at large. I have Pam Young who's our classified representative. Uh, guess we've gotten so big with our classified we had to get it. And, uh, Christy Kelly is our our new vice president since Mr. Chang Sang decided to head south to warmer weather. So, once again, I thank you. I look forward to you all uh to working with you all and I really appreciate everything we've done over the last year. It's been a It's been really a lot and and I'm glad to celebrate that when I talk to our our employees across the district. Thank you all. >> Thank you. >> Thank you for sharing with us each month. We appreciate it. >> Thank you. >> Thank you. >> And you were way under He was way under time. >> Yeah. Very good. >> He said that. Keep it keep in mind he said that, Mike. I didn't get [Laughter] >> Oh. Oh. Well, yes. Yes, you do. Uh Curtis Preston, >> hi. How are you? >> Good. >> Good. Good. >> Thank you all for your comments. Appreciate >> Thank you. I'm just going to give you just a little bit of background on how how we work all of this. You're you're welcome to come and speak. We welcome it. Certainly. Mike Mike comes and speaks with us on behalf of the teachers each month. So, I didn't make my little speech just to him. But just so you know, um we will listen to what you have to say. We won't be engaging back. We just listen and then followup takes place after that. >> Okay. >> We usually um because it's just the two of you, you'll have five minutes to speak. >> Okay. >> And um just so that you understand, just want to let you know how how it all works. >> This is my first time here doing this, so I appreciate the heads up. >> Yeah, sure. Absolutely. >> Um I've ran into an issue. Um Scott County Middle School. Um I guess it's the policy that a child cannot get off the transfer bus at Great Crossing. Although we've been doing this for two years. My wife picked my kids up there for two years. My son goes to the high school. Okay. I called the middle school to try to talk to them. They told me to call transportation. I called transportation to talk to them. The only response I get is a blanket no. That's the policy and that's how it is. They went so far as to call the Georgetown police on me to prevent me from picking up my own child. I find that bizarre and unnecessary. Life is hard enough for all of us. You guys got it tough. My wife's a teacher. I know what y'all go through. Like, I know the crap y'all deal with and it's not not good. I begged her to go find something else to do for work cuz she comes home a wreck and August is madness in my house every year. So, trust me when I say I'm sympathetic to y'all's position. But you preach community, but we're not practicing it. How How is safety? I'm told the reason is safety and safety policy. At the same time, the cop is telling me I cannot get my daughter. My son is allowed to walk out of the high school and get in my truck. Nobody asks for an ID. They don't ask my name or anything. So, who is it safety for? And how are we determining which safety it's for? Is it for these kids and just these kids? I don't understand. I'm trying to have a civil conversation. I've included all y'all on on the emails. I know you're aware of the situation unless maybe I got the wrong email address. >> No, you didn't. You're correct. Yes. >> Um, it just seems unnecessary that grown adults can't sit down and come to some kind of conclusion. It's difficult for parents. Kids have after school activities. My son's got to be to work at 5:00. That's why I pick him up because he can't if he rides the bus, he's not home till quarter to 5:00. He has no time to get anything to eat, get ready to get his work clothes on. I can't get him there at 5:00. I don't understand why I'm right there. My daughter is 50 yards from me on a bus and you're telling me I can't get her. And then the people on the phone are wondering why they're getting a negative reaction from me. That is my child. Her safety is my responsibility that I I take that on and I take it very seriously. And no offense to y'all, but there's nothing you can do from a child safety perspective. Are you going to have a monitor follow every child when they go to the bathroom to make sure they don't get assaulted in the bathroom? No. You can't do that. That ain't realistic. Nor should you be expected to do that. Nobody should be asking that of you. That's why we have school resource officers there. They're there for the protection. But it's like the school system is trying to protect my daughter from me. Me and my wife are not divorced. This is not a custody issue. Me and my wife have been married for 17 years. My kids both live with me. I'm hoping maybe at some point there can be some kind of resolution here. Um, but telling me I can't come get my child is not an answer I'm willing to accept. I'm starting here with y'all. It says in the Bible in Matthews chapter uh chapter 18 verse 15-20, how to handle your grievances. I started with the school. They didn't want to listen. Now, I'm here bringing witnesses publicly. If I have to go to the church, I'll go to the church, but I'm not going to accept this. I'm I'm not because this is ridiculous. It's 2025. We're all grown adults. I appreciate y'all's time. Thank you. >> Thank you, sir. Thank you. >> Okay, we're going to jump into to our items here. Number six, consent agenda items A through I. Move. >> Second. >> Any discussion? >> All right. All in favor? >> I. >> Those opposed? Motion carries. Number seven, levy the 2026 motor vehicle and watercraft property tax rate. >> Second. All excuse me. Any discussion? >> All in favor? >> Those opposed? Motion carries. Number eight, taxation of recreational and non-commercial aircraft and non-commercial outofstate or coast guard registered watercraft. >> Move to approve second. >> Any discussion? All in favor? >> I. >> Those opposed? Motion carries. Number nine, levy the real estate and tangible property tax rates for school year 2025 2026. Second. >> All in favor? >> I. >> Those opposed? Motion carries. >> Number 10, construction report. Good evening, Tony. >> Hi, Tony. >> Good evening. >> Thank you. >> Al's logo. Again, um always like to start with the rendering of the outside. The brick and roof of course you've seen and we've selected and that's pretty much what it'll look like. Uh since the last meeting we discussed a little bit about the interior colors. Uh Mr. Parker and I guess Scott County has put together a committee of several people in this room and we're going to start working on some options um that you know they would like to see and at some point maybe hopefully the next board meeting uh present that to the board so that you all can have some options or we can set some things up in here if people want to come by and and look at things. It's It's uh pretty exciting. It's always fun to I brought these along just cuz they're fun, you know. You know, but uh and the colors you get to deal with in elementary are are are so much better. But >> those around Yes. Yes. Yes. >> We can't see them. Is that the that the floor? What is that? >> This is the Tazzo. >> Okay. Okay. >> Kind of the colors that you would see. That's Terazzo. That's Terzo in the lobby right there. Now, again, these are just our first samples and this is what we're playing with. And it may not be all the colors. And even the dark blue, we're going to have them change a little bit, but I wanted to show you kind of where we are and what we're doing and moving forward. Even Renee hasn't seen them yet, so >> you're first to see them. Um, and some library furniture color. I can pass this around, too. >> So, that's just a little bit of an explanation that we're getting started on the colors. Um, and we'll we'll bring some options to you all. Um, and we have the committee formed and I'll set up some dates. Um, and I showed you last month how we're going to, you know, go through here and do some renderings and some different options. And those are those are the Dazzo areas that you'll see um that we'll be selecting. There's different designs and patterns and they can be different colors with some blues and oranges, of course. Oh. Yes. >> They're a pretty strong sponsor. I mean, I don't know. >> Yeah. >> Well, we kind of are. >> That's good discussion. There you go. >> Is there someone in the audience we're trying to convince as well? because I can make it a W if the board wants. >> It does. It does. Um, but we'll show you some three-dimensional shots of this as well as as this develops. Um, and the site got some drone shots. So, this is actually a couple of weeks old. There's uh uh more that's happened since then, but uh you can see now that we've had the dry weather fortunately. >> Yeah. Oh, it's dried up all right. Everybody's grass is brown now and it's very dusty and dirty. They're they have to put water on the site now to kind of to keep the to keep the dust down. Um but uh so this is a shot and this is just swinging around a little bit in the beautiful countryside around there. It's just Yeah, it's it's it's incredible. Um >> but you can see some of the floor this is looking straight down on the classroom wing. Uh you can see a lot of the floor slabs in which means a lot of the underground utilities are in. Uh the walls are going up. Um and there's the gymnasium again. The floor slabs in. Uh they already and you can see the pockets in the wall there ready to hang joy and the steel's already on site. Um so there's inside again you can see the slab port. A lot of the underground work's already done and this is a classroom wing. Again the walls are just about up to roof bearing. Um now this is this is just this week that um this week of course we just had a a progress meeting of which Scott County had a heavy presence there. So uh that's good. A lot several people in this room along with Mr. Parker um you know discussing schedule you know with the rain and of course the extra earth work and things like that they you know they've had quite a challenge but um at this point they indicated to Mr. Parker specifically and us as well that um they're still shooting for that August deadline of next year. Um so we're we're we're all shooting for that same goal and at this point that's that's their goal as well. >> Yeah. I I mean I I was I was really really pleased with what I with what I heard at the meeting and and the um the attitude that um that that all the folks that are a part of the project and specifically um you know I know Amber Amber talked to us a little bit Amber Kerr who's one of the point point people on the project with us um you know they and again I mean what a what a clean construction site too right Tony I mean that's it's >> I don't know they they're they're doing doing great work and we're we're excited with what we're seeing. So, >> and that's a good point. Uh Dwayne Ellison, who you know, who of course working for SD, he was walking the site before the meeting and I was walking the site to the meeting and we both came up and started to say the same thing at the same time, which was, "Can you believe how clean the site is?" Um because usually construction sites are pretty much a mess. I mean, you see little pieces of construction debris, but but sometimes it's it's just a mess. And out on the site, um, you could see from those pictures, from those aerial pictures, there's wasn't wasn't a lot of junk around. It was nice and clean and smooth. >> Um, and here's a shot from the classroom wing. They got that first block up. So, they're getting ready to pour slabs. In fact, it's been a couple of days. They may have poured slabs by by now in in the second classroom wing. So, the classroom wings are going to are going to go. They're going fast. And again, a lot of the underground already in place. This is all the way to the I guess the front right corner. Um, and you can see all those rebar. That happens to be the corner that is the storm shelter um of this uh project. So, you can see plenty of rebar there. Um, and geothermal's going. So, they're drilling the wells. Um, they say that's they've got a few drilled now and they say it's going to be about an 8 to 10 week process. Hopefully, that's done before winter comes. Um, and there's the retention basin. Again, you can see the the site is really clean. Um, and it's kind of hard to see, but that's a big depression there where the uh retention basin will be for the site. So, they're moving along good. Um, I I stuck this in here because this is part of, you know, your next agenda item is a change order. Um, and I wanted to discuss it. Yeah, you can turn Yes, certainly. You can turn the lights on. And, you know, that may be a little bit hard to read, but I mean, basically, this is there's been a lot of back and forth. I guess the first thing I want to say is that the engineers submitted all this to the water utility company and was was approved. Um and then when the contractors submitted the same thing, they came back and said, "Oh, we want some changes." Not that's not the first time that >> due to fees. >> Due to some fees, correct? >> Uh no, no, no. That's that's even the next Yeah, that's the next step that happened. Um because of course the engineers, well, we've you've already approved this, but I'm not throwing shade at utility companies. This just happens. but the contractor sent it in. So, uh, they prepared documents to reflect what the utility company wanted. >> Um, there was a little bit of, it was only like $7,000 change order. Not that 7,000 in a lot, but, um, we submitted that back and then Kentucky American Water came to uh, Scott County and said, "Oh, by the way, here's your utility. Here's your tap fee for all this and here's your monthly demand charge for all of this." And of course that you know was like throwing pickup sticks on the floor. Um >> well and I would say too I mean because the demand charge was did not compare to anything we had ever seen before. That's right. It was it was seismic. I think to the tune of 16,000 a month or Yeah. >> Yeah. Yeah. Yeah. Or 16,000 a year. I mean >> right, 1400 a month which ends up Yeah. 16,000 a year. >> Yeah. Um, so with a with a bit of back and forth, they've worked it out where if the engineers would revise their drawings again and provide more, and some of this gets out of my wheelhouse, but vault boxes and meters and and taps and utility infrastructure that they would severely reduce your ongoing cost from from here on out, your monthly cost um, and your and your tap fee. um >> it was like $231 I think is what it dropped down to something like that. >> So it was going to be >> so the so the change order >> is of course the I guess the 92,000 >> um I don't have that directly in front of me but I >> 93 was what I was thinking something like that. Um >> but yes your monthly charge is going to go from 1400 yeah to $230 a month. um and any other cost that they thought was going to be upfront at 50,000 is now down to 30,000. So after you do all the month, in about seven or eight years, you're completely paid back and then you won't have this ch charge. You won't have these costs for the rest of the school. >> That's kind of how we've looked at it is it's what's our return on investment by doing this change order and it cuts it out to where before a decade we're we're done. And you know, >> so if the school lasts 50 years for 43 years, you're going to be making a lot of money back. So, it's really it's a smart move to to do that. So, I wanted to have some discussion on that um so that you'll know when the agenda comes. And I can I'll stay here while you do that agenda item if you want to if if you have any other questions on it. >> And there's a final shot just a good drone shot of uh you know uh the site there. You can really see the floor plan of the building with these drone shots. It's really a good new technology. >> What is the reasoning behind that's a gymnasium, right? >> It is. Why why does that go up first in that way and then the classroom wing? Is there a reason that they do the gymnasium and wall it up like that first? Because the cafeteria's got to go beside it, right? >> The cafeteria does have to go beside it. >> Yeah. Just wondering why they do that separately and then come up here. Curious. >> Well, the spot where the cafeteria is to the right, they actually had to do some site work where they put fill in place because it was such deep fill and they have to let it settle for a while. Now, to be honest, I don't know. I don't know why they just I think they wanted to come. Their their trailer, their construction trailer is kind of just below us, out of the picture. So, they're looking at the job site. I think they started at the back and started coming towards them. >> Sure. They had to leave that off for a second. >> Yes. Yes. >> It was totally just, >> right? From job to job, it could be a little bit random. Um, but they probably wanted to get those tall walls up too and get that steel in place and get it roofed in. Um but they know now that our focus is from the front back because we want to admin and that's something we've talked about the last two meetings. Um the focus should be on the administration and the classrooms because the administrators have to have a place to be. Um and the kids have to have a you know a place to go to go to school. You know I'm not predicting that anything is going to happen. Hopefully the whole school's ready by August. Um, but if the gym is the one thing that you don't have when school starts, well, you could probably survive, you know, a few weeks or a month without gym. Um, but again, I'm not predicting that. I'm just telling them to focus on this front part first, make it the priority. And that's it for the construction report, unless anybody has any specific questions. I'd like um either Billy or Tony um just a real quick elevator speech >> as to why I'm hearing a lot of comments recently >> about why are we building Creekide on Oxford that the building is similar and there's there's advantages to having a building >> so could you just do like I said just a real quick elevator speech as to what the benefits are Sure. Well, and I I'll I'll even take it another direction, too, to say, you know, if we did something different, then people are going to say, "Well, they got more or less than we got over here at Creekide." So, that's one part of it, but the other part is for me, um, the complaints from the staff at Creekide are non-existent. It's I mean, the it's a it's a floor plan and a layout. >> It works. >> Yes. That I mean, it really is. And and I mean and no, I mean look at what we did with Great Crossing in Scott County. >> It's very similar, but we made some tweaks with Scott County >> after speaking with administration. >> Yeah. From what we learned. >> Yeah. But with this, >> there really wasn't, you know, the issues that I can think of, Tony, are things that had nothing to do with the design. You know, I remember we had some sort of a a a pipe issue or that first year that again was it was it was nothing to do with the design. It just was something that had to be mitigated. But outside of that, I can't think of anything specific. Um, you know, and so, so, and then also too, we've got plans, you know, granted, we had to make changes with the with the change in code for the uh storm shelter, but but I mean, if if it ain't broke, >> don't, >> you know, I mean, I I will say this, too. I know I was having some conversations um Tuesday at a at a lunch and with some superintendent and one of the things that we were talking about elementaryaries and one of the gentlemen talked about a elementary school that they're really happy with their design and it's a two-story and I said well so how does that work when you got to get a kid from one place to another and you know and granted I mean we've got multi-story buildings in in in our our schools that service our secondary students as well But sometimes that can get tricky. And um they pointed out they said, "Yeah, that's no great answer to that one." So, you know, I I'm really I'm a proponent of keeping it all on one level if we if we can. Um and so I I mean I would I would welcome anyone who might want to talk to me about that topic because I don't I mean >> we could spend a lot of taxpayer payer dollars and dream up amazing different >> Yeah. >> curvy buildings every time, but why would we do that? and just wasted. >> But isn't that typical most school districts repeat the same? >> That might be better for Tony question because I'm just seeing with the district that I'm in several buildings look the same. >> Sure. we do in Madison County and different districts especially, you know, for several years if it's kind of working, you know, but if a lot of codes change and a lot of demands of the the school change and curriculum changes, >> then over time, you know, over decades, then then that kind of goes away, >> right? >> Um, you mentioned >> it'll have its own identity. >> Oh yes. Yes, we tweaks I mean there were I don't know if you remember I came in with a in in schematic and showed like all the tweaks there were that were different from >> from Creekide. Um, and you you mentioned taxpayers money. Um, you know, you also get quite a break on design fees. >> Well, thank you, Tony. Buildings every time. Just paying money for I mean that. >> So, that's one of I mean, you asked for advantages. I mean, that's that's one of the >> Well, that's what I was kind of looking for. Our advantages are the flow works. It's cost efficient. >> Yes. Yes. And again, the people the people that work in the building addressing the needs of our students, >> if it's a need, >> I mean, we went to them and said, "What what should we change?" And the list was small and it was minor things. >> So, >> well, thank you. I just wanted to have discussion because I'm hearing quite a bit lately. So, it's a good question. >> I just thought it would be a good conversation. >> Seeing the picture, the board's finally gone up and I'm seeing they're driving by seeing it and commenting. Well, it looks a lot like Creekide. >> Yeah, it's Creek Side on Oxford. So, >> yeah. >> Yeah. And I mean I again I don't have >> those roof colors will look look nothing the same. >> But not at all. >> Sorry Mr. Parker if you were talking. >> Yeah. No all is good. I appreciate it. Thank you Tony. >> Sure. >> Oh well. >> We're good. Yes. Thank you. Number 11. >> Approve change order 002 for Oxford Elementary. >> Move to approve. >> Second. >> Any any discussion? Okay. All in favor? >> I. >> Those opposed? Motion carries. >> Number 12, approve BG4 for Great Crossing High School athletics. >> Move to approve. >> Second. >> Any discussion? >> All in favor? >> I. >> Any opposed? Motion carries. Sorry about that, guys. This is a little bit of a change up and I'm obviously stuttering right through it, aren't I? Um number 13, approve BG4 for Greek Crossing High School. >> Move. >> Second. >> Any discussion? >> All in favor? >> Those opposed? Motion carries. Number 14, student achievement. >> Shouldn't be. >> Good evening. >> It's the easiest things. It always are. >> It is. It is. Yeah. Exactly. >> Good evening. Good evening. >> Hi. >> All right. Good evening. Tonight's student achievement report is going to be focusing on ACT, AUP, and dual credit. The data that Wendy and I will be presenting tonight focuses on the academic side of being postsecary ready. And as a refresher, we put on the board here the academic and the career indicators to become post-secary ready. So academically, a student can become post-secary ready by ad meetinging a benchmark score on a college placement or admissions exam by achieving three hours of a dual credit class with a C or higher or achieving a benchmark score of a three or higher on the AP exam. On the career side, students who earn a industry recognized certification or credentials or pass an end of program exam or complete 300 work hours within a co-op structure or internship can become post-secary ready. Okay. So our first focus tonight is going to be ACT and the ACT is one indicator of postsecary readiness accountability. In this slide, one thing to note is that we are looking only at the junior administration. So this would have been the day in the spring that juniors took the ACT ACT. Um we are looking also at the average composite score. So Scott County was 18.4 4 and the state was 18.1. The national average at the bottom is a bit misleading because it is not the spring junior administration only. That encompasses the entire ACT year. So perhaps a better look at this in comparison would be when we look at our own all data which is what the next slide this slide is. So when we look at any student who took the ACT during the 24 25 school year, our composite the average score is a 19.4. >> Say that one more time. So this is the one on the right is for any student who took it over the course of the 2425 school year. Junior, senior, sophomore, freshman. >> This one the one that >> Yeah. Sorry. Mine looks a little different than yours. Yes. all day. >> So it's including the juniors who took it on the day in March and then anybody else that took it. >> Absolutely. >> So there's a handful of people that took it, I guess, and just did really well. >> Right. And so we have >> That's a huge move in our average. >> Well, one thing I'm trying to understand because if all the juniors already took it once, there's only a handful that are going to take it twice in a calendar year. >> No, I know that. I'm just saying it must have been a handful that did really really well >> and our seniors and the sophomores. >> Sure. Yeah. >> Absolutely. But but again, I'm back to if if everybody took it three times, you would think that they would all kind of average about the same. The fact that you see a full point movement. I mean, we know we know it. The ones that take it multiple times are the ones that are trying to get a 36, >> right? >> I mean, my daughter was one of them. I get it. So, >> it's just interesting that it moves it that much. I guess I'm marveling at that. >> Absolutely. >> Sorry. Again, I was out thinking. >> No, that's great. So, our next slide is a breakdown by subject. And this is for the uh the March administration. So again, this is only focusing on that junior data. And we can see Scott County is in yellow at the bottom for the 2425 school year. And the state is in white. We continue to be above the state in all areas. So, we do several things to um support our students for the ACT. We have instructional strategies where we have assessment questions that mimic the ACT. We have an emphasis on reading comprehension across curricular activities. We have intentionality across the board. How can we create our bell ringers to look more like the ACT? Um, we're continuing to always think about those things. Also, we have a diagnostic with Horizon that juniors take twice a year, once in the fall and once in the winter. And we use that data to goal set. And then sophomores are also taking Horizon at least once a year to have that exposure. So with the horizon diagnostic, you get strengths and weaknesses and teachers can target those to help improve performance on the ACT. And then on top of that, we also have our free ACT boot camps that are put on by the Frisk. We have um after school test prep activities and then we have a Google classroom that has free ACT practice tests that students can take advantage of. We also know that our teachers need support. So we offer professional learning through all of our assessment platforms with Horizon Pair Assessment. Um and teachers can learn those systems and then also with pair assessment learn how to create assessments that mimic the ACT. We have a secondary assessment committee that has representation from all high schools and there are admin teachers and counselors on this committee and we collaborate, work together, give feedback about our assessment system and just solve problems through that committee. So historically um the KDE college admission exam has always been ACT. However, in June 2025, there was an announcement that we would be moving to the SAT. So, we quickly started to try to wrap our brains around that. But then in July, there was an announcement that KDE had received a protest against the SAT award of contract. And that's where we are right now. There's a pause of contract. What was their argument for changing from ACT to SAT other than what we would assume is the obvious money? >> They did not give us one >> because academically there's not I don't know of a good argument. I mean ACT historically has been the a much better predictor of college success. So I'm just curious if they if something's changed SAT do something special that warranted them wanting to go with it or did they defend >> oh 20 plus years. >> Not know. >> Yeah. One one thing that was that has I have heard brought up was that within the proposals the SAT provided um wider variety of sports for for students that were preparing for the exam. That was that was something that I heard >> interesting. I mean, yeah, ACT is >> and that's one of those things been widely considered the better tool, >> the superior tool, >> you know, and it put us in in an awkward spot, too, because it's like, well, you know, what do you tell your board, you know, like maybe move an SAT, but you know, >> yeah, >> all indications are it's it's rolling on and they're just following the process. Um, you know, I I I wished that perhaps they had considered the possibility for a protest so that this could have all been resolved in a more timely fashion because we're >> it's the sort of thing they need to give schools two or three years because it's SAT still the strong emphasis on vocabulary, the weird vocabulary part and all that. Right. I'm not >> It's the SAT I recall. Right. >> Oh, good. Okay. So you're that I saw that before cuz uh >> yeah that takes everything you do to test prep now. >> Oh for god's sake. Okay. All right. Sorry. I can't wait. >> Yes. >> So Mr. Parker, when you say you think it'll be rolling on or someone said that, does that mean you think probably the SAT will become >> Yes. Yes. Okay. >> I'm led to believe through unofficial channels that >> that Yeah. This is just a formality that they have. again. I got this ACT down after 25 years. We got to justify our jobs and change it all up again. >> How do you feel about that? >> Not. >> Ladies, continue. Continue. Go ahead. >> So, as Katie continues to plan for the shift, we are also thinking about the shift in ways that we can prepare. So Horizon, which is going to be changing its name to Progress Learning, does offer an SAT platform that will mimic the same support that the it gave us for ACT. Um, we are also meeting with our secondary principles to create a plan. What supports do teachers need? What supports do students need? That's going to be in the forefront of our mind as we create our plan for the shift. And then >> I bet 95% of every teacher in every classroom has never even taken the SAT, >> right? There's going to be a lot of education needed. >> Very few people take it anymore. >> No, I just took the SAT because that's all my college wanted. >> Sorry. >> No, absolutely. You're saying all things that Okay. >> Yeah. Um and then we're also going to utilize our secondary assessment committee as well to help create a plan to support teachers and students. >> The Now, have I already missed it? I know we we had talked a little bit before about the secondary assessment committee um you know wanting to continue to use Horizon and the thought when that came about was we were still going to be ACT. Is that is that right? >> That's correct. >> But then it made sense to us that well they were already advocating for that. Why on earth would we change one more thing on them? So >> sure if they want Yes. She said it offers SAT. >> Absolutely. So, what does the SAT look like? You have a packet that is going to have a more detailed version of what I'm going to just share with you. Um, our partners at CKEC created this for us and we love CKEC and the support they give us. So, here's what we know. There are two sections. There's a reading and writing section and a math section. Altogether, it will be 2 hours and 14 minutes. There are two modules. The first module in each of the sections will have a mix of questions, easy, medium, and hard. Then based on how a student scores on the first module, then that will be dependent on the types of questions they receive in the second module. A science score is going to be generated, but they're going to pull from the relevant questions from the reading and writing sections and the math section to get that score. And most of the questions are multiple choice. >> Diana, do you have your packet? If you don't, I will. >> Yeah, I couldn't find it at first, but I found it. Yes. Thank you. Thank you. >> Okay, good. >> I have a lot of extra papers, so sorry. >> Thank you for asking. Okay. So, we're going to move on to our next academic indicator for post-secary readiness, which is advanced placement. And our first slide here is our district overview. Um, this shows you the number of students who were tested at the end of last year, the number of exams that were taken, and we actually had 85 more students test in an AP area, and we improved the percentage of students scoring a three or higher by 5%. So, we're really happy about that growth. Yes. I think too, you know, I I think this, if you all don't mind for me to jump in, I this is an appropriate time, I believe, to um to perhaps thank the board for block scheduling, you know, having that opportunity um to again, it just it gives our students more freedom in their schedules. Um and and the other thing too that I would also you know it's going to be a love fest because uh you know what you've done for teacher salaries has helped with our teacher retention and that teacher retention I think has translated as well into having teachers that we're not having to deal with the constant shifts of we've well this teacher taught this that and the other and now we got to scramble to figure out who's going to do it next and um we've got a lot of consistency. So, I just again, thank you all. >> Well, and thank you for the community for supporting that. >> I have to say, >> amen. >> That's a big deal. >> Okay, the next couple slides that we'll look at just continues to break down the district summary here. And so, this is um how all the students tested in the scores that they earned. Um again, it's a one through five rating. That gives you a quick look at that. And then the next slide breaks it down into subject areas. So these are all the AP exams that were taken last year and the breakdown of scores. Um, as you can see, social studies AP courses remain a favorite among all of our students, >> but they're still so down. It's I'm glad that they're up, but human geography. Athena took that. So looking at the way culture it's a really great class window. Do we find that a lot of colleges require the fourths and the fives? >> Do you guys know that trend? >> Um, I think it varies. >> It does. >> It does. It varies. >> I just didn't know if it's been changing over time. >> It would even vary based on your major, >> right? >> For example, Nick was an engineering major. Even though he got a five on the AP calculus exam, he still had to take AP calculus >> because they wanted him to take >> their calculus for engineering. He got the credit for the class. was elected, >> right? >> They had him. They he still had to take it. So, it just depends on the institution. >> Well, I do I understand that. However, I just wonder if we're seeing a trend where that's changing because, you know, as with what we're doing, there's we we see the different trends in dual credit, AP, all those things. So, I just wondered what we were seeing. >> I mean, maybe >> it's difficult to track too because it varies so so fastly. Um, you know, if I were to go to university, they all have, >> right? Right. Yeah. I was going to say and I mean Stephanie or Deborah, anybody if I'm wrong. Um I think qualitatively just just taking it all in. I think we've seen the shift where it everything's becoming a little bit more flexible. They're trying to give opportunity more opportunities for for things to count where they don't. I know Brena was like, "Dad, I'm in this class with these kids." And you wouldn't believe what they're taking notes on. She's and it was one she got credit for after >> Yeah. >> You know, after her uh schedule had already been made. So she's like, "I'm dropping this. I already get the credit for it anyway. So, >> carry on, friend. Carry on. >> Well, both my kids when they went to college, it was amazing the conversations they would have with me when they came home. >> They would say things like, "Yeah, all our friends said they took a push in high school, but nobody passed the exam." >> And I was like, "What do you mean?" They were like, "Yeah, they took it, but nobody ever passed it." And I said, "Well, what was it?" They said, "I don't know." We told them that more than half of everybody in our, you know, they just So, the culture just generally can make a difference. Some schools, it's just not even an expectation. Whereas at Scott County, what was all of Scott County schools, yeah, the expectation if you take the course, you're going to take the exam. You know, there's supports for that. There's a culture that >> and part of that >> encourages that >> culture too that I mean, again, that's why I have loved the split because the competitive culture as we see with t-shirts on our own desks as well. I mean, it's there's >> it's good. >> Yeah, it's it is it's very positive. It's healthy. Yeah. >> So, one thing that hasn't changed is that the research does support the students who take AP courses are more likely to be successful in college >> regardless of how they do on the exam. Yeah. The data is there. This is where our collegebound kids need to be. >> I understand the economic sense of the dual credit. >> So, from a post-secondary readiness look, we are looking at students who have scored a three or higher. And so in 2024, Scott County High School had 66% of the uh percentage of total AP students who were able to do that. In 2025, that increased to 69%. This slide shows us the current enrollment of students taking AP courses at Scott County High School. And you will see that they have increased their enrollment by 140 students. And a lot of that is due to and this is in your packet as well. They have started a carder cardinal scholars program um >> to challenge students from that very beginning freshman year to take these courses and it even outlines a recommended pathway if if students are interested in doing that. And I think you can see that that's really paying off for Scott County High School. >> Yeah, that's fine. The book, the whole thing. That's neat. So looking at the percentage of total AP students with scores of three or greater at Great Crossings High School, in 2024 that percentage was 64% and in 2025 that increased to 71%. And this is the current enrollment at Great Crossing High School and the courses that they are offering. and they have also increased by 94 students. >> At Elhorn Crossing in 2024, we had 28% of total AP students with scores of three or greater. In 2025, that increased to 46%. >> Wow. >> Miss Reed, I know you you put some time in over there at Elorn Cross. What would you attribute that growth to? So the teachers and principal null were not happy with their AP exam results. So they started taking a very intentional focus during PLC time, a focus on the planning and preparing for the assessment and offering some more test prep options. >> Doing that. >> So we doing that across the board then? >> Every school um offers test prep. They all offer different opportunities for students. Elorn Crossing just really put a heavy emphasis on it. As I said, they they weren't happy. Our schools are competitive and we like that. So, gives us good results. >> Uh this is the current enrollment at um Elorn Crossing School. They have increased their enrollment by 29. >> So, just out of curiosity, the uh the go US government politics is is he teaching a singular section of that with eight students or is he grouping that? Is he dual teaching? If I remember correctly, I think that's an early morning maybe. >> I was just curious how they were justifying that in that village. How they manipulated that schedule for just a very good >> and this is just a look at total enrollment uh for the entire district. It is duplicate enrollment. So some of these students may be taking one, two or three AP courses, but we do have a significant increase in AP enrollment. >> Yeah. And and regardless of if it's duplicate, I mean, >> no, it doesn't matter. I mean, it's >> that's exactly right. That's exactly right. >> Yeah. >> So AP has three different awards that they recognize students for. The first is the AP Scholar. And so this is granted to a student who receives scores of three or higher on three or more AP exams. And then you move on to AP Scholar with honors. And that is a student who received an average score of at least 3.25 on all of their AP exams and scores of three or higher on four or more of those exams. And then moving on to AP Scholar with Distinction, that's granted to students who had the average score of 3.5 on all their AP exams and they had that three or higher on five or more um of the exams. And I mean, and this is that that's super it's just it's great. It's a it's a it's a huge honor and and it's something that a few years ago we we were like, how can we acknowledge this? And so two years ago, you might recall, we had them come to a board meeting and we noticed, you know, the attendance wasn't great for that. So then last year we went to them. Um and that was much much better. Um I got a chance to to speak a little bit, I don't know, more freely to them about things, but um still wasn't wasn't I mean, long story short, we we are struggling with finding the best way to celebrate that. >> Yes. But we but just to be clear, we continue every year to try and work towards doing it. Um you know, we got summer seniors and they're gone and you know, but but and and the other thing too that we noticed was, you know, you got kids that are busy. You know, they're they're involved at that time of year. They're >> everything. So, so you know, that's something that uh just so you're aware, we're trying to keep the main thing the main thing here and make sure we're we're really uh acknowledging our students that that that demonstrate this level of achievement. >> Last year we had 78 um scholar awards. The year previous to that we had 70. So, we had eight more scholar awards last year than the previous. >> Okay. The final academic indicator of post-secondary readiness that we're going to share is dual credit. This information is the same. It's the number of scholarships that students can get to take a dual credit course. The only thing that has changed is that they raised the tuition ceiling rate by $2. So now it's $97 an hour and that's the only change they've had. This is a look at our end of the year enrollment and we look at it from the end of the year because right now at this time of the year students are still enrolling in dual credit. Some are already dropping some dual credit and we don't know what they're going to enroll in in the spring semester. So we look at the end of the year enrollment. So I'll give you just a second to look at the numbers there. Okay. Our dual credit teachers that we have on campus, um, ECS has nine, Great Crossing has six, and Scott County High School has two onampus dual credit teachers. >> Why the >> I'm sorry, >> how do we account for that discrepancy? I mean because obviously if you're at Scott County your chances your opportunity to take a dual credit class is diminished. Am I >> only have two? >> Is that the way you >> on campus? Just on campus they're still taking off campus. So >> sure. >> Yeah. I'm just I'm just curious like what is it just teachers there haven't opted to do it or the >> well to teach certain courses so they don't allowing us Yeah. >> And is that do we feel like that's is that a concern at all >> from a staffing perspective? >> I mean is it you know I don't know you would science teacher if we're missing that. >> I mean for me again I think it's one of those things that you can't solve overnight and I think that what we've been doing year on year in year out is best we can do to to to address that situation. But again we we have a variety of off-campus offerings. >> Sure. Sure. I just I've just noticed that that that's pretty consistent. Scott Countyy's it seems to be that way. It flexes really pretty consistently >> because I know when my daughter was in school for the four there it flexed. >> Yeah. >> With different rights >> over the years. >> Well, sure. It's a function of who's in the school. It's qualified for >> Yeah. Just seems like a big discrepancy. >> Nine options at ECS. >> And this breaks it down just a little bit more by school. Um this will show you what each teacher is teaching at those schools. I I wonder too a little bit because you know as I recall we talked a little bit about the total offerings at each school and um even though they have far fewer onampus offerings as I recall I wanted to say Scott County maybe had the most offerings of dual credit overall between the two schools I thought they were maybe around 70 or So maybe not. >> I don't have that data with me right now. >> I was thinking we talked like that. >> Do you mean students taking duel or what we offer at that location? >> Total total on and off campus course offerings for this for both. Okay. Yeah. >> All right. >> So it kind of I guess my point being >> and that's what I was asking what how to translate those numbers for those teachers if that should translate into offerings or if there's >> because I want to say like crossings was around 55 offerings. So they >> I think that's correct what they had. >> Yeah. I mean my mind's going to the office just >> Yeah. Yeah. Sure. Sure. >> equality and opportunity for the students. >> We also wanted to share with you because you all have um supported the teaching and learning pathway for future teachers in Scott County schools. Um currently we have 16 students in that pathway. Remember that's our partnership with EKU. Um we have 10 who are in their first year and six in their second year. So those are 11th and 12th graders. Um last year we had six students complete the pathway and the year before that we had six students complete the pathway. So so far 12 potential future teachers >> which which I do think that reflects again that we don't always get right and that's why we had consolidated and put the teaching and learning pathway at ECS. So that was something that I believe you all approved for section six request last year was six for that early morning at at ECS and we're already seeing the dividend >> the difference with the 10 in the first year. >> Yeah. >> So I also have provided you the teaching and learning pathway. So this um is being led by Amanda Burroughs and she's also starting the rising educators club uh to support this pathway. She's I know Ry Trent's worked with her um or is planning to work with her as well um for as for some recruitment >> um as well. >> And just to finish up, here are our collegial partnerships. >> And that concludes the student achievement report. >> Thank you. >> I just want to say one thing though. I have to tell you I am and Stephanie um had reported on this some time ago or in the spring or whenever the case may be um about the different pathways and Billy and I have talked about that. We talk about scores, we talk about multiple different things. I think one thing I'm very proud of is the fact that we continue to change up our offerings, trying to meet kids where they are, that keeps kids engaged, that keeps kids moving through. And you know, I know we're all looking at the test scores and we are trying to gauge and everything we do, but this is what keeps kids interested and this is what keeps them engaged in school and that's really what we need to do. So kudos to you guys and thank you because all of this is important from AP dual credit and then our pathways for everybody. So thank you. >> Yeah, you all keep us posted on that transition from ACT to SAT. I'm interested because it's the only consistent measure we've had in the last 25 years ACT's been it. Everything else has changed 16 ways from Sunday and that's what we've had and now they're going to pull that out from under us. >> You're good. >> Oh my gosh. >> You're fine. Whatever your pleasure, Madam Chair. >> I did too before I went, but but since then it's been a strong transition away from SAT to where the vast majority >> Well, the interesting part is the pause, >> you know, they they move forward and then they paused and now here we are again. That's that's very interesting. >> They should have if they were going to do that, they should have announced in three years, >> right? You can't give us a chance. How in the world are we >> got to prepare? >> For 20 years, we've had systems in place preparing for the same assessment and now it's completely different. Some universities now aren't even looking at AC. They're not requiring either one. >> They did that, but they're transitioning back. You're starting to hear that they're they're not getting the data assessment. Yeah, they tried it. It's not going to work. They need it. >> You've got to have some consistent measure. Sure. >> All right, let's pop back into it. Thank you. >> Oh, yeah. We got >> Yeah, we still have we have >> talk about that stuff. >> We're not even halfway through yet. So, here we go. >> Number 15. approve recommended Scott County Schools traceable communication system. >> So move second. >> Any discussion? >> I will really quickly I will tell you that again as a reminder through the course of this school year we will be coming to you with additional platforms to add and in fact I would imagine we might have two next board meeting. So >> anyway sorry >> all in favor? I >> those opposed. Motion carries. Number 16, second reading and approval of revision of policy 03.122 holidays and vacations. >> Move to approve. >> Second. >> Any discussion? >> This is a good one. >> All in favor? >> I. >> Those opposed? Motion carries. Number 17, second reading and approval of revision of policy 03.22, holidays and vacations. 222. >> So move. >> Any discussions? All in favor? >> I. >> Those opposed? Motion carries. Second reading and approval of revision to policy 09.4341 alternative education. >> Move. >> Second. >> Any discussions? All in favor? >> I. >> Those opposed? Motion carries. Number 19 is a review. Review annual data security notification number 20. Approve to create the following positions 20 A through 20 C. >> So move >> second. >> Any discussions? All in favor? >> I. >> Those opposed. Motion carries. Number 21, approve emergency certification for the following 21A through 21 C. >> Move to approve. Second. >> Any discussions? All in favor? >> I. >> Those opposed. Motion carries. Number 22. Approve pricing agreement with Google. >> Move. >> Any discussions? All in favor? >> I. >> Those opposed? Motion carries. Number 23. Approve adult meal prices for school year 2025 2026. >> So move. >> Second. >> Any discussions? >> Dylan, did you want to discuss that? No, I'm good. I'm good. >> All in favor? >> I. >> Those opposed? >> Motion carries. >> Eat away, Billy. >> Number 24, approve dual credit memorandum of agreement between Northern Kentucky University and Scott County Board of Education for the 2025 2026 school year. >> Move to approve. >> Second. >> Any discussions? All in favor? >> I. >> Those opposed? Motion carries. Number 25, ratify and approve memorandum of agreement with Cultivate Behavioral Health and Education and the Scott County Board of Education. >> Move to approve. >> Second. >> Any discussion >> on on this item? I will just let you know that there's a strong chance we'll be bringing either an addendum or a revised agreement. Um there were some things that needed to get resolved before next board meeting. There's one one issue that we we needed a little bit more time for some discussion with Josh on it. Um and but but I can I'll explain it next board meeting but anyway nothing making. >> Okay. All in favor? >> I. >> Those opposed? Motion carries. Number 26. Approve memorandum of agreement between Midway University Teacher Education Program and Scott County Board of Education. >> Move to approve. >> Second. Any discussions? All in favor? >> I. >> Those opposed? Motion carries. Number 27, approve committed funds as of June 30th, 2025. >> Move to approve. >> Second. >> Any discussion? All in favor? >> I. >> Those opposed? Motion carries. Number 28. Approve district funding asurances for fiscal year 2026. Move >> second. >> Any discussions? >> All in favor? >> I. >> Those opposed? Motion carries. >> Number 29. Approve surplus place items as submitted. >> Some moved. >> Second. >> Any discussion? Mr. Parker? >> No, ma'am. >> All in favor? >> Those opposed? Motion carries. Number 30, financial reports. >> Approval of the financials July 2025. Our beginning balance was 71.2 million and received of 6.8 million of 8.9 million transfers of 2.2 million. Our ending cash balance was 71 million, 82598. All of that we still had investments of 7 million 11475 keeping our cash balance $157,950. >> Thank you, Gina. >> Thank you. >> Number 31, approve current bills. >> Move. >> Second. >> All in favor? >> Those opposed? Motion carries. Number 32, superintendence report. Man, it's been a busy busy busy month. Um, under standard one, um, we, uh, completed our opening day festivities along with our traditional now at this point. We've done it, I think, three years in a row now, opening day video. Thank you, Miss Duncan, for your participation at a little bit of a higher level than than any of the rest of the board. But I also know that many of our uh other board members were we got some pictures in of some some fun from some board members as well. Um, and I always use that I put that as strategic because we use that as an opportunity to really just continue to hammer home just our core beliefs and our mission and vision for what we're wanting to make sure everybody um is focused in on. Um, we we made sure to to layer in uh the seven habits um and leader and me um as well. uh instructional leadership PD Palooa uh was another event um that uh we we changed things up a little bit with how we recognized our um our teachers uh of the year and we surprised them at PD Palooa. That was a that was a hit for sure. Um and uh this year I got off easy just had to rent a tux so it wasn't wasn't uh wasn't too uh too crazy. uh cultural leadership. Uh so GMS uh is we've got several schools who are involved in the house system that you know that I know you all have heard a little bit about. They're our only middle school that participates, but um I happen to be over there. Um I happened to be over there and and Ryan Taylor, assistant principal said, "Hey, Mr. Parker, you can you know you ought to come back for the you know for the pep rally." And I'm like and then he's like, "Oh crap, I probably shouldn't have said that. I don't know if that because they had a pepper out literally the first day of school. >> Um it was that afternoon, but anyway, I spun the wheel and got to play bad uncle and acted a fool and I'm in the house of Amastad, so I've got a t-shirt and all the things and uh uh just it great great first day there. Um they're just again and we were there today for uh some things. Um the Paxton Patterson uh Toyota visit actually that's on down the list there. Um that was we had we had folks uh from Toyota there. It was phenomenal. Um we and actually they had some people that were Georgetown Middle uh alum that were like, "Hey, I went through here. I really appreciate what I'm seeing in terms of what we're opportunities we're providing to to to our students." >> Um Battle of Elorn Creek. So, you know, when Tony was up here, I started to give DT a little bit of praise because DT was uh the the first person that said, "Hey, we might want to look at this because we've got some service fees coming if we don't make some adjustments to, uh, to this waterline situation with Oxford." But, um, I knew I was going to give him a little bit of praise, uh, with this one, the Battle of Elorn Creek Football Bowl Series. So this year, um, this year's the first year where we've got, well, take that back. Last year was the first year, but this is this year we had talked about the the splitting it up because in the past we took both games and had them both at at the Great Crossing, um, Bird's Nest Stadium. Um, that's just it's a whole lot to ask of the staff that have to do that. You've got people that are getting out there at 4:00 and they're not getting home till 2 in the morning because of just it's just it's a lot. So, um, we split it up and what we might have lost in gate, we pretty much made up for in concessions and and I I was at both and, um, a lot of people had said there was fear of, you know, well, you know, poor great crossing cuz everybody's going to go to Scott County game. Both of those games were very well attended. So, I don't know if they want to get into competition to count tickets because I don't I don't know who won that one. But I will say that um the past three years that event has earned for the the teams that participate $44,000. This year we saw just the slightest of dip and it was around 42. So, but for us, we were like, look, split it up to not have the headache that it of putting that event on and and both schools like that they got to have that first game, you know? I mean, that's you all. >> So, anyway, I just I had to give uh kudos to to DT and and he also did take a little bit of a step back and got to got to feel like a proud a proud papa and and turn it over a little bit more to the schools and let them have a little bit more um leadership with that event. Hi little birds. >> Yeah. Yeah. Yeah. Um new teacher orientation. I spoke at that uh event and that was uh that was I do that annually. Um and I will say and actually I think Mike Davis might have been the first person that pointed out to me um not as large of a crowd because of the fact that we are retaining more of our folks. So um >> yeah. >> So good things happening. >> Yeah. um staffing allocation and 10-day count I've got listed for managerial leadership and again we've we've finished up the 10-day count and um last year um I believe the difference the increase from the increase from last year to this year um Dr. Allan, am I correct? This is around 80 students increase. Yeah. So, we're we're up around 80 students from from where we were last year. And that puts us at before we start counting preschool, uh 9,713 students across the district. Um again, um at this time there there are situations where schools numbers may not have come in like they wanted to. And I know I've reached out to you all and communicated a couple of transfers that took place. Beyond those transfers, there are a few schools who qualify for either additional teacher or uh an extra 0.5 of classified staff. So, we're in conversations with those schools. If that ends up turning into positions that they post, we'll go on and post it because it's tied to the allocation formula, but we will ratify it at the immediate board meeting after. Yeah. Um there are circumstances where uh where they may choose to just hang on to to to to the cash that would come with that instead. Um and I I think that in I can think of one case where I believe that that's what they will do. But um anyway, it's you know I will I would like to just say, you know, our our principles this year have done probably the best job I've ever seen with really watching their numbers. Um and uh uh because it matters. I mean, you know, at the end of the day, we want to keep the main thing the main thing, but we got to make sure that we're um we're accountable for for what provides us our funding. So, I just wanted to share a little bit about that. I already mentioned the Pax and Patterson Career Labs at at GMS and and how awesome that was. Um the uh Toyota I call them Toyota Texas. I don't know, Stephanie, is there a better is that Okay, it's our Toyota corporate folks from Texas. They flew in um last week and we had a meeting about driving possibilities and um I just that was a very good conversation and and and I think they were very receptive to um to the fact that we we pointed to several times where we had made pivots and they were open to that and it's it's it's just a really good give and take and because of that it's made the driving possibilities initiative um far more successful. Um Janet Fox has transitioned um into that community liaison role and um they were just sharing all kinds of praise about um some of the accountability pieces as far as some of the data that they needed for us and how great of a job she did with that. So I was very pleased to hear that. Um already mentioned earlier in the meeting that I'd attended the KEDC regional superintendent meeting and last but not least um sit down with Senator Nun and um the initial meeting was to talk about Senate Bill 181 and things that could be improved. Um and then I I I meant to tell him at that meeting and didn't. I called him the next day and I told him, "Hey, by the way, I want you to know I've heard nothing but praise from our from our staff about the about the cell phone bill." I said, "Our board had been kicking it around and we would have probably done something anyway, but for them to take that off of us to where we don't have to be the bad guys, so to speak, with the kids >> probably doesn't hurt." >> So, um, I I did want to make sure that I gave credit where credit was due there and he was he was very appreciative. >> It's super been super refreshing to have him as a partner in our community. Um, and uh, yes, and uh, that would conclude my report. anything on Senate Bill 181 changing? >> Um I don't um I I don't foresee anything in the near future um on that. So um but but I I I would I feel like at this point um regionally at least in central Kentucky, it seems like everybody's kind of figured out where the where the fences are on that. Um, and I do all the conversations I've had, not just with Senator Nun, but I've been in other conversations and in other groups where um, they legislators 100% get it. It will be it will be more of what was intended uh, next year for sure. If if we have to wait as long as session. >> And then I have another question. The Paxton Patterson Career Lab, is that the leadership? >> No. So, so that's actually So, what it is is it's basically these it's it's these modules. Um, and and I'm trying to think of a of a good way to describe it. Stephanie, feel free to jump in if you'd like, but or Deborah, because I know Deborah is a humongous fan of them. Um, but essentially, it's set up to where students in small groups can go in front of the lab and and perform various tasks. For instance, one student that was at the veterinarian station that has uh a like a fake dog and some other things. He he was the people that went to his station, you put on your your gloves and then you smother your gloves in ketchup and everybody's like, "What are we getting ready to do?" Well, it was to try and okay that that that blood or that that ketchup represented contaminated blood. How you going to get your gloves off? So, it was it was realworld application of things that connect to pathways. And what I really applaud our team for doing is they have all kinds of modules that go all kinds of different directions in terms of career pathways. What we did is we were super intentional about making sure the career pathway modules we have there >> match up with career pathways that we have in our high schools. So it's yeah it's it's really it's it's that is something and that's something that I actually had to do an interview for Toyota on for some thing they're doing and and I said that one of the advantages that I think that comes from the driving possibilities initiative is it frees us up to be creative like we can we can take a risk with some money on something like that and if it doesn't work okay but if it does we find this boon and I think that will be something that we will probably uh that'll will be something we will likely have discussions in the future about um trying to find a way to put in front of more students across our district. >> They will have spent 10 days at each of our station so they have good exposure about what >> that's great. That's you did touch a little bit on the Georgetown Leadership Academy. I know me and Stephanie got an email from the teacher, Miss Roer, that's that's leading that and she's already working on scheduling their first kind of summit, I guess. >> And um I think it's going to be something that that over the years it's going to take some time, I think, because she, you know, she's asked me and Stephanie to be a part and speak and we don't care to, but I don't think we're going to be a draw for kids to, you know, I mean, >> you're pretty cool, Billy. >> I don't know. I'm not that cool, >> but uh >> put your jeans on, ninja. There you go. The guitar and the hair up. Yeah, there you go. Yeah. >> Have a question about the cell phone policy. So, we have a cell phone policy. Is each school implementing it differently in their own way or is it a district-wide? >> Yeah. Well, there's a a little bit of difference in how they're collecting them. Um like at Great Crossing, they have um I don't know, they've built I don't know what you call them. Little >> like little cubbies for >> There you go. Yeah. cell phone >> little that they and they they put their cell phones in and I can't promise I don't believe every school's doing that exact same thing with it. Um but but it it has been interesting. Um, and then I was talking to like at Scott County High School kind of a spin-off of this. Um, some of the things they're doing with their hall pass system. Like I can't even I can't explain it to you, but it's super high level. Like it it keeps track of if for instance me and uh one of my college friends, Mike Rosetti, our our teachers would not have wanted us in the hallway together. So they could they could put a flag on there that says within that system that, you know, I shouldn't be out in the hallway when he is. So, if he's already out in the hallway and I ask to go in the hallway, it throws up a big no. >> Oh, wow. >> And I can Yeah, it's it's pretty I can't remember. Do you know the name of it? >> Yes. >> Yeah. I was I I didn't even know they were planning on doing it and then the first time I was in there, I was like, "Wait, what we doing?" Um Yeah, it's it's it is pretty pretty sharp. So, um and and it keeps track collectively. So, it's just it's really neat. uh it you know we all know the troubles and challenges we'll have with technology but there's also some really good things that we're seeing come from it but but yeah to I would say Deborah or Stephanie anything more you want to add on the cell phone differences >> varies just a little bit through the hospital >> because I know there's some decisions about okay so they can they have it at lunch can they have it in the both are consistent that they can have it out at lunch and they can have it out. >> And then maybe when teachers want to use it instructionally, there's that. >> Yes, there's, but with Chromebook, there's not anymore. Not really a whole lot of also Maria has made it access our Right. [Laughter] >> I'm sure >> the um >> you know and and again you know across the state the the consistent theme has been how smooth the start of the school year has been and and I do really I I've got to give our legislators credit because I do believe that the cell phone piece is a big part of that. >> Oh yeah. so >> they can focus. >> We talked about it for a couple years about putting it in place. >> Yeah. I mean, we we were Yeah. I mean, it was on our list to discuss if >> if you hadn't had the Scott Kenny >> metal. >> That's what I was wondering. Yeah, because all three I think you're giving half and they not allowed them >> at all. So good. >> What about the moment of silence? Is that just >> No. How's that? >> Nope. >> Do they do it schoolwide or just individually in their classrooms? >> Well, crossing school as well. >> Yeah. just just sort of your pledge of allegiance announcement kind of good morning and >> yeah some of them like a moment of reflection I know that's what they call crossing um and they actually have students [Music] >> that's nice >> my kids love it >> and that silence nothing we do it in my room >> more comments start us off >> I was lucky enough to be one of the vendors at Absolutely. I've never heard so many positive comments about teachers and I did have the privilege to come out. >> Oh, that's great. >> But anyway, it it was wonderful. I just seeing some of those teachers, you know, the beginning of the year. Uh actually when we went through our first year that one day that Billy talks we went as a schoolwide teachers classified and we listened to some of the board members. >> How exciting. Oh my god, it was awful. You have no well of course I didn't but there were several teachers around me just send notes just like kids you know what so anyway it really was wonderful that that opening was so >> I think the teachers have to appreciate it and then to have offered to them the way that you did carpet it was just wonderful So anyway, I did not get to see the other teachers uh teacher of the year, but anyway, it was >> just glad we're uh safe and sound back to school. Thankful for that. Wendy. >> Um, I'm a Tik Tocker and I've been watching Georgetown Middle School on Tik Tok and I've enjoyed seeing what's going on. I mean, it looks like fun at Georgetown Middle School. So, um, I'm just excited. And then I'm excited for the game >> tomorrow. Yep. I think the weather wizard's planning on seeing you tomorrow. He'll be >> I can't wait to see the weather wizard. And then now that I'm an empty neester, I'm going to go to more games since I my son's not playing football anymore. So yeah, >> yeah, I just want to echo what Ellanar said because I went to the middle school, high school TD Palooa, and the enthusiasm in that room was just palpable. I was so glad I got to be a part of that. It was equally as wonderful. Um, the other thing is I'm involved in Liz Yandelle's onetoone coaching again this year and I went to the training for it and at the training one of the trainers who is responsible for training regionally and so does it at many schools sort of off-handedly said you know my my daughter is in an adjacent lives in an adjacent county to Scott County and I have told her in observing the school systems and all of my training that she needs to move over the border because Scott County schools are so outstanding. So, I felt proud to hear that from somebody neutral, you know. >> All right. I added in my comments, ask questions while we were doing our thing. So, I that's those are my board comments for today. And um do I have a motion to adjurnn? >> Second. >> All in favor? >> Those opposed? Motion. >> No discussion. No discuss. >> No, there's I'm not even going to mention it. Sorry, that's not happening. >> Thank you. No, we're good. We're good.