[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:05] Okay, good evening, everyone. I'll now call this planning work session, the Fayette County Board of Education order. Ms. Jackson, good evening to you, or you please take roll.
[0:14] Good evening. Amanda Ferguson. Present. Amy Green. Present. Tyler Murphy. Present. Penny Christian. Monica Mundy. Present. Thank you. Thank you, Ms. Jackson. I'll let everyone know that Ms. Christian is unfortunately feeling unwell this evening.
[0:35] and we certainly wish her the best.
[0:38] We appreciate everyone joining us on this snowy afternoon.
[0:41] There's nothing like trying to teach school
[0:44] when it is snowing outside.
[0:46] And there's a window in your classroom,
[0:48] but it is a great day to be here.
[0:50] Ms. Jackson, thank you.
[0:52] And before we get started into our agenda,
[0:54] I'd like to take a moment to acknowledge
[0:56] that tomorrow is Veterans Day.
[0:58] We will have various celebrations in schools
[1:00] throughout our district and our board joins
[1:03] the rest of our nation and our community and expressing our gratitude to all those who
[1:07] have served in our Armed Forces including the many veterans within our school community
[1:11] for their dedication and their sacrifice in preserving our freedoms.
[1:18] Our first matter of this business this evening is the adoption of the agenda for tonight's meeting.
[1:22] We do have a couple of adjustments for this evening's agenda requested by the administration.
[1:27] First under Section G, planning discussion items, the addition of item G1A, the budget process discussion as this topic was inadvertently omitted prior to the public posting on Friday.
[1:38] And then second, the removal of item G2F, the 2025 financial records audit, as a superintendent shared with the board last week, the federal government shutdown has delayed the release of federal compliance supplement, which is a required component of all Kentucky school district audit processes.
[1:57] Given this delay, and with the expectation that the federal government will reopen soon
[2:02] based on today's news, the district's external audit will be presented for discussion
[2:06] of the November action meeting and then brought forward for Board of Education approval
[2:10] at the December planning meeting.
[2:13] So with those changes, I entertain a motion to adopt to agenda for tonight's meeting as
[2:18] amended.
[2:19] Is there a motion?
[2:20] No motion but more on green.
[2:21] Is there a second?
[2:23] Second.
[2:24] Second.
[2:24] Board of Immunity, all in favor say aye.
[2:27] Aye.
[2:27] Any opposed?
[2:28] Motion carries for zero.
[2:30] The next item on our agenda is the approval of minutes from the October 27, 2025 regular
[2:35] meeting of the Fay County Board of Education.
[2:37] Do we have a motion to that effect?
[2:40] So moved.
[2:41] Motion by Board Member Green, is there a second?
[2:43] Second.
[2:44] Second of Board of Immunity, all in favor of adopting those minutes, please say aye.
[2:48] Aye.
[2:49] Any opposed?
[2:50] Motion carries for zero.
[2:51] Next is approval of the consent items for the planning meeting which are the request for extended
[2:56] field trips short and school day and the professional leave is indicated. Is there motion for the consent
[3:01] items? I move we approve the consent items that were listed. Now motion by board members greens there
[3:06] second. Second? Second by board member mundy questions on adoption of those consent items is listed
[3:11] any discussion? Hearing none all in favor please say aye. Aye. Any opposed? Motion carries four zero.
[3:19] Our planning work session is an opportunity for the board to review our agenda for our
[3:24] action meeting later in the month and allow time for extended presentations and discussions.
[3:28] And at this time, I'll turn the agenda over to Dr. Liggins to lead us through that regular
[3:32] meeting agenda.
[3:33] And as usual, the superintendent and staff are available to answer any questions we have regarding
[3:37] an agenda item.
[3:38] And if there are any questions that are unable to be answered this evening, we would ask
[3:42] the superintendent to compile a list of questions and answers to provide the board as a follow-up
[3:45] superintendent.
[3:46] Liggins.
[3:47] Thank you, Chair Murphy.
[3:48] At our meeting on November 24th, there will be a moment of
[3:51] follow-up pledge of allegiance and the reading of the mission
[3:53] statement led by board member Penny Christian, and under
[3:57] the superintendent's report this evening, I would like to ask
[4:00] Michelle Wilson, the principal at the Hub for Innovative
[4:02] Learning and Leadership to provide a report on the exciting
[4:06] partnership that we're doing with Vaviline Global that is
[4:10] impacting student outcomes.
[4:25] There we go.
[4:26] Good evening, Dr. Liggins and members of the board.
[4:28] I am so excited to have the opportunity to share with you about this growing partnership
[4:34] with Valvelin Global, a collaboration that is already creating incredible opportunities
[4:40] for FCPS students at the Hill.
[4:43] I'm joined this evening by Katie Hurst, Global Brand Manager, Corporate Social Responsibility
[4:49] with Valvelin Global and Marciana Cates, one of our outstanding automotive and diesel technology
[4:54] students at the Hill.
[4:55] and together will offer a glimpse into how this partnership is connecting education and industry
[5:01] in meaningful ways that will help prepare our students for the future.
[5:07] This partnership with Bowling Global directly supports our FCPS Portrait of a Graduate
[5:12] in fostering students who are civically engaged and culturally competent, future and life ready,
[5:18] and committed to lifelong learning.
[5:21] Aligned with our district strategic priorities, the work we're doing together
[5:24] is advancing student achievement and deepening outreach and engagement.
[5:31] One of the pillars of innovation at the Hill is cultivating synergistic partnerships
[5:35] that enrich student learning through real-world experiences,
[5:39] deep in connections to industry, and help position our graduates
[5:42] to contribute with confidence and purpose in their chosen field.
[5:45] We are fortunate to have Valveling Global as one of those partners,
[5:49] a dynamic worldwide organization operating in more than 140 countries
[5:54] yet deeply rooted right here in Central Kentucky.
[5:58] Their global reach is impressive,
[6:00] but what makes this partnership especially meaningful
[6:02] is that their headquarters are located right here
[6:05] in Lexington, giving our students a direct connection
[6:07] to world-class company within their own community.
[6:11] At this time, I'd like to invite Katie Hearst
[6:13] to share more about Valveling Global
[6:14] and the incredible impact the company continues to make
[6:17] both locally and around the world.
[6:23] All right, thank you, Michelle.
[6:25] And thank you all for having me here
[6:27] It is truly an honor to be a representative
[6:29] of Vavling Global Operations.
[6:31] We are a leader in automotive and industrial solutions.
[6:35] And as you all know, our global headquarters
[6:37] is based here in Lexington, Kentucky.
[6:39] So you may be familiar with the brand
[6:40] and with the company, but you may not know
[6:42] a whole lot about its history.
[6:43] So I'll just give a little snippet
[6:46] that in 1866, Vavling became the first branded motor oil
[6:50] in the world when Dr. John Ellis discovered the benefits
[6:53] of using petroleum on steam engines.
[6:57] So we've been around for a long time and we have a lot of history and we're proud of it.
[7:01] But now I have a really cool job to be able to not only to work for this company but to live
[7:07] out our values and our purpose which is to inspire and enable what and who move the world forward.
[7:13] So to be sitting here today with Marciana is a super honor for myself and for our company
[7:18] and it is why we have introduced the aspiring mechanics program and Michelle is going to lead us in
[7:23] talking about what that is.
[7:26] So as principal of the Hill, part of my charge is to ensure that our
[7:29] students are prepared for high demand careers. And that's one of the reasons why we're thrilled
[7:34] to champion Voweling Global's aspiring mechanics program. This program comes at a critical
[7:39] time as the global automotive industry is projected to face a shortage of 4.3 million skilled workers
[7:46] by 2030. Voweling has committed globally. Voweling has committed $1 million over five years to support
[7:53] approximately 10,000 aspiring mechanics and we are so proud that the Hill is
[7:58] serving as one of the flagship sites for this initiative. On October 15th we
[8:03] had the privilege of welcoming Jamal Masher, President and CEO of
[8:07] Voweling Global and his team to the Hill, where together we officially launched the
[8:12] aspiring mechanics program. One component of the launch that was especially
[8:16] unique was the opportunity for our students to connect virtually and engage in a
[8:23] who are also participating in this program.
[8:27] So as Michelle alluded to,
[8:29] we have sales in over 140 countries.
[8:32] So we are learning nuances as we move
[8:34] from region to region and country to country,
[8:36] offering different products and solutions as we go.
[8:39] But one common thread that binds us all
[8:41] as Vavling Global is that we support mechanics.
[8:45] And from the industry side of things,
[8:47] we know that there are less mechanics entering
[8:49] into the industry than those who are leaving it.
[8:52] And that is why we have developed
[8:53] this aspiring mechanics program. It's not a one-size-fits-all program. It looks different
[8:59] from place to place that we go, but the idea is to identify barriers to entry into this field
[9:05] and to work to reduce those barriers. So in some places that may look like product donations,
[9:11] sometimes it may be tool kit, toolbox donations, and sometimes it's scholarships or experiences.
[9:17] But really this program is about listening and learning as we partner with people and schools
[9:23] like the heel. By engaging with the students and the staff here in Lexington and at the heel,
[9:29] we learn about how we can grow not only as a company, but as a brand. What's next? What's coming
[9:33] next on the horizon? So, Vaveline's been around for over 160 years because of our relentless
[9:39] pursuit for innovation and driving whatever comes next. And while we don't exactly know what the future
[9:45] of mobility is going to look like, in the hands of people like Marciana here, we're super excited
[9:51] because we know whatever challenge comes next,
[9:53] they're going to be ready for it.
[9:54] And so, prevailing, this is not just a program about branding.
[9:58] It is about investing in talent
[10:00] and creating a pipeline that will not only sustain our industry
[10:05] but also the communities where we live and work.
[10:07] So, we are deeply grateful for the generous support
[10:11] of Vavling Global through this aspiring mechanics program
[10:14] through the partnership, approximately 270 FCPS students enrolled
[10:19] in our automotive and our diesel technology programs will benefit with
[10:23] valveline providing expert resources in the classroom as well as hands-on
[10:27] learning opportunities for our students. Some examples of their investment include
[10:32] engine lubrication workshops led by valveline engineers and scientists, hands-on
[10:36] demonstrations and materials for exploring viscosity, fluid dynamics and additives,
[10:41] and the provision of valveline global products to support the Hill Community
[10:44] garage coming in spring of 2026. Students also have the opportunity to participate annually
[10:51] in behind-the-scenes R&D tours at Valvelin Global Headquarters, Ashlyn Engine Lab, and Cincinnati
[10:57] Factory, and they recently took part in a special philanthropic event with Valvelin Global,
[11:02] Hendrick Motorsports, and Blood Cancer United. Here to tell us more about that event and her involvement
[11:07] that with Balbole and Global as a Hill student
[11:09] is Marciana Cates.
[11:11] Hello.
[11:14] Yeah, when I first came into the program,
[11:17] I didn't have much experience with automotive and diesel
[11:21] technology, but as I've gone through it,
[11:26] it's made me feel really confident in just my career
[11:32] when I get older.
[11:33] and just the skills that I'm being taught.
[11:39] So, when I was asked to do the video,
[11:43] what you guys are about to see, I hope you enjoy.
[11:45] It was really, it was just, it was a really great moment
[11:50] and I was, you know, very happy to help give my,
[11:53] give other students a voice and talk about the program
[11:55] and then when we got to those, who that, to the event,
[12:00] for the, for Black Cancer United Hendrix Motorsports
[12:03] at the Valveling Global Headquarters.
[12:04] That was amazing.
[12:07] It was just like really great to see it.
[12:10] It's very big.
[12:11] And then when Mr. Macher came to our school
[12:14] and I got to give him a tour,
[12:15] it was like a great opportunity
[12:17] just to show him all the hard work
[12:19] that we've been doing and why investing in this program
[12:22] is such a great idea.
[12:23] And then just like in moments like this,
[12:25] or when I hear Mr. Macher talk about it, when I hear,
[12:28] a principal talk about it when I hear just like anybody in my school talk about it
[12:32] it's just it really makes a comfortable circle on how important things like this
[12:36] are to help kids like me and you know people who have interest in these
[12:41] things and just like you know get work ready people out out in the field as soon
[12:47] as possible and it's just a great opportunity to be a part of it this is
[12:50] amazing thank you all right yes please at
[13:00] this time we're excited to introduce
[13:02] the premiere of the Voweling Global aspiring mechanics program launch video
[13:06] with Hill students accelerating on to the global stage from 100 Midland Avenue
[13:10] billions
[13:15] of vehicles in the world today in every corner of the planet in all
[13:20] All shapes, sizes, engine types, and speeds.
[13:25] And behind all of them are the mechanics who keep us moving forward.
[13:32] But with a growing shortage of skilled mechanics worldwide, today, this vital role is facing
[13:39] new pressures.
[13:41] It's a challenge, but more importantly, it's an opportunity to make a difference.
[13:46] That's why Valvelin Global is committed to empowering the mechanics of tomorrow.
[13:52] Most days when I was younger like I would just sit around and imagine what I would be.
[13:57] And like honestly I never imagined this so it's like a whole other level of excitement
[14:00] because it feels like a new door is opening up.
[14:04] Introducing the Valvelin Global Aspiring Mechanics program,
[14:09] scholarships, hands-on experiences,
[14:13] World class products and tools to enrich the education of thousands of students on their
[14:19] pathway to becoming a mechanic.
[14:49] This
[14:52] program serves as an evolution of Valveline's years of supporting mechanics around the globe.
[14:58] Together with educators and...
[15:00] Partners, Valveline Global will drive positive change for future generations of mechanics and their communities. I want to, I want to make my stamp on the world. And I feel like this is a great place to start.
[15:23] Thank you again for the opportunity to be able to spotlight, Valveline Global. Are there any questions? Thank you all for being here. Any questions, board members?
[15:33] Board member Green. Thank you, Chair Murphy. First of all, thank you so much for sharing with us about the partnership. Thank you.
[15:39] everybody from the leadership at the Hill, from the leadership of Valhuline, and most importantly,
[15:44] thank you to the students that are stepping into this space. It's amazing that you can fulfill
[15:49] your dream in the space of public schools. And so you want to become a mechanic and that can happen
[15:55] while you're in school with us and provide support not only to learn the skill but the connection.
[16:01] So that like you said, you're work ready immediately that you can step out and enter that workforce
[16:05] force and make a difference for yourself, for your family,
[16:08] for your community, and really for all of Kentucky
[16:11] and Lexington.
[16:12] So thank you all three of you very much.
[16:14] I'm, I'm, I was sitting here watching this,
[16:17] and I will tell you, I was like, that's the hill.
[16:18] Because I thought I was watching the super professional,
[16:21] I mean, it is super professional,
[16:22] it's commercial, like I was watching on TV.
[16:23] I was like, I recognize that, of course I do, it's the hill.
[16:26] But to that point, we have provided,
[16:30] and I'm so proud and honored to support
[16:33] for this world-class educational opportunity.
[16:36] And I know we say that often, but it's worth repeating.
[16:38] But the Hill is just one example
[16:40] of what's happening in all 70 of our building.
[16:43] And this is just one example
[16:44] of that world-class collaboration that we have
[16:47] that our students have access
[16:48] to become the very best versions of themselves.
[16:51] I personally love cars, so I'm very excited to hear
[16:54] that you are interested in mechanics.
[16:56] I love we can talk cars afterwards
[16:57] if you'd like sometimes.
[16:58] I'll come by and visit.
[16:59] it. But thank you all so much for sharing. I'm super excited to see where you go and
[17:04] what differences you make. I'm sure you're already making differences now, and thank you
[17:08] all very much. Thank you, Wormer Green. Wormer first.
[17:13] Yeah, I just wanted to say thank you to all of you, too. It is very inspiring. Thank you,
[17:16] Michelle, and to availableing for this program. And you look great in the video.
[17:22] And so that's
[17:24] the launch at the Hill. I guess I'm just wondering who else is going to be seeing this video
[17:27] and do you have plans to expand it and are they going to come to the Hill and look at that as a model?
[17:36] Yes, so we actually, we launched at the Hill, we launched our global program with the Hill as our backdrop.
[17:44] And so we pushed that out on all of our social media channels.
[17:48] We had a global press release that went out, that included that video.
[17:53] and we are partnering with schools all over the world now like the heel and we
[17:58] will use the heel as one of like the beacons of what we aspire to be in the
[18:03] tops of education systems and programs that we want to work with. So a lot more
[18:09] to come but we definitely were very happy to be able to be here at home at the
[18:14] heel to launch a global program. Great thank you so much for the partnership.
[18:22] I just read it again. Thank you. This is a wonderful opportunity and just one program that
[18:28] they will have to offer. I do think this is a piece in our community that's been there,
[18:33] but it's nice to see it highlighted. I was just wondering, because I know nothing about
[18:40] mechanics. What has been your favorite thing that you've learned so far, that you've had the
[18:45] chance to work on.
[18:49] We've worked on a lot but right now at the moment we are
[18:52] building a Derby car and I believe that I can't remember. I think it was the
[18:57] manager from the local ice shrink. I think that he agreed to you know support the
[19:01] Hill and drive it. It's been really fun. We've been learning different things and
[19:05] like you know just I mean you're not going to take a part of car every day but just
[19:09] like seeing the components and like learning how to change oil look at air
[19:15] filters, you know, those types of things. It's just really cool to be able to do it because
[19:20] it's like, I see people do this all the time whenever we go to get our car fix and it's
[19:24] just like, you know, really, it's just, it's really cool and I can't wait to see it when
[19:27] it's done.
[19:31] Thank you so much and I will reiterate what others have said and, you know, we have
[19:37] heard a lot of talk over the past few months of, you know, community partners stepping up,
[19:42] supporting, helping the district and it's good to see Valveline, you know, really stepping
[19:46] up and committing to that work and making these types of opportunities possible for our students
[19:53] because it makes a difference.
[19:54] And one thing I usually ask students when they're before the board and I think I might
[20:00] know what your answer will be based on what you've said tonight and what you shared in the
[20:04] video.
[20:05] But what is something about paid kind of public schools that you think someone who's not
[20:09] familiar with our district or someone who's new to our district should know that may not actually
[20:15] know about FCPS.
[20:19] There's something unique about every school district but with FCPS specifically,
[20:24] we have so many opportunities to get you career ready and things that you want to do and like if
[20:29] you don't know what you want to do because there's a lot of kids at the hill who are like I'm not
[20:33] really sure but you know I want to try different things there's so many opportunities for you to try
[20:38] different you know career pathways until you find what you like even at like even at Lafayette and
[20:44] the hill. You can change out of classes until you find what you like. You can try different things.
[20:49] There's co-op opportunities. You can shout out someone. You can get an internship and start
[20:54] making money off of things that you want to do. It's a really great opportunity to give
[20:59] students a window into the different opportunities that they have because there is a lot out there.
[21:05] I feel like the thing with a lot of kids is that they don't get introduced to some of it,
[21:09] so they're not sure about it. So I feel like this is a great place to get career ready.
[21:17] Like I've been to a lot of schools in the past. I don't think I've ever had the opportunities
[21:25] that this district has. So yeah, I'm really happy to just be here honestly.
[21:31] I appreciate that. We're happy that you're here. What more can we do to help spread that word?
[21:35] You know, there may be students at some of the other schools that may not realize some of these
[21:38] opportunities exist? From your perspective, what could we be doing better to help communicate
[21:43] that or share that information or create access to those opportunities?
[21:50] I mean, there's probably a lot that I'm not thinking of right now. A lot of students,
[21:59] whenever they think about the hill or things like that, I've heard a lot of kids say I want
[22:03] join the Hill but I also want to do this or I like I don't want to go to the Hill and not be
[22:09] able to like and not like it and not be able to come out which is fine like you know um
[22:14] like some students are some students don't know the whole picture of it um so maybe we could do
[22:23] day like I mean like there's already Philips are like kids come to the Hill but maybe there could be days
[22:28] where like I'm not sure exactly how it will work but maybe they could pick like a program that they
[22:33] want to do and like shadow a student in that program so that they can see how it works
[22:36] and how it flows.
[22:38] Like even if it's just like a sibling or like, you know, somebody that they know they're
[22:42] like, Hey, they're in that program.
[22:43] Maybe I could try and do that.
[22:44] That sounds fun.
[22:45] And like they could shadow that student because it's like, you know, shadowing an adult, like
[22:49] you learn a lot.
[22:50] But it's like, maybe they would feel more comfortable if they could do it with someone
[22:53] their age because some students like, I've noticed myself, I'm very shy so it's like being
[22:59] around adults.
[22:59] it's sometimes like they're it's sometimes like bring my nerves up but not not like that you're fine
[23:07] I feel the same way when I'm around adults so yeah cuz like you know some kids like oh I have to say
[23:12] this I have to sound smart but like you know when they're with someone who's closer to their age they
[23:16] feel like more it feel more comfortable and I feel like they'll some kids will open up a little bit more
[23:20] to that awesome that's an excellent idea that's and that's something that I think we could definitely
[23:24] explore, because I think there are many students who would take advantage of that opportunity.
[23:29] And you know, look, I'm still finding people in the community who think that, you know,
[23:35] the Hill is an administrative building or is something else, that's not a school, you know.
[23:40] And so still explaining to folks and communicating our story and seeing the incredible things
[23:45] happening there, it's remarkable. So we appreciate you being here and sharing your story with us.
[23:49] And sharing those ideas with us too. Thank you.
[23:52] Thank you.
[23:57] Thank you, Marciana.
[24:00] Also, the Hill will have on December, going to Marciana's recommendation, actually.
[24:06] We're having a showcase on December 4th from 4 to 6.
[24:11] There will be students there that can talk about the different programs, including this
[24:16] is Fire and Mechanics program, and all of the many, many other opportunities that exist
[24:20] at the Hill. So, thank you all so much for this.
[24:26] Following the superintendent's report at our action meeting leaders this month,
[24:29] there will be an opportunity for the public to have comments on items on the agenda.
[24:35] But before moving forward, at this time I'll turn the meeting back over to you,
[24:39] Chairman Murphy, to introduce our first planning item discussion for this evening.
[24:43] Thank you, Superintendent Liggins.
[24:45] I'd like to thank you all very much for being here.
[24:51] I'd like to invite our board attorney, Mr. Josh Salisbury forward.
[24:55] I've asked Mr. Salisbury to come because the board has received, board members have received several questions regarding collective bargaining.
[25:03] So, and I know that many of those questions have been directed at the board attorney.
[25:06] So, I just wanted to invite him here to address some of those to the extent that you can, Mr. Salisbury.
[25:12] Yeah, you've tasked us, Chair Murphy, and say us because I'll get to that in a second.
[25:16] with a lot of board members had questions and a board member.
[25:19] Monday's had questions, more green said questions about the process, about law,
[25:24] how that plays into the unique law that oversees and govern school districts.
[25:30] And so I've gone ahead and rather than go out alone,
[25:32] I've enlisted the help of my partner Tim Willes, who I think in the future you all will get to meet,
[25:37] who's a labor attorney, highly experienced labor attorney.
[25:41] And we're undertaking right now to answer those questions,
[25:43] but we're trying to answer them as a whole rather than a piecemeal of this question.
[25:48] So I know this is new territory for the board.
[25:51] I know it's a specialized and important legal area.
[25:54] And we're going to give it timely and careful attention.
[25:57] And the bottom line is that Tim and I should have answers
[26:00] in a format of a privileged memo to the board before the November 24 action meeting.
[26:07] And I think comfortably enough before that if any board member has any questions,
[26:12] questions. Tim and I will make ourselves available for those questions ahead of the meeting.
[26:18] But I appreciate the questions that have come in. The information, the materials have been
[26:22] provided for member Mondays, but especially helpful getting us that. And so we're working
[26:27] away. It's not a quick process to answer all those questions, but you will have answers
[26:33] ahead of the action meeting this month.
[26:35] Thank you very much, Mr. Soundsbury.
[26:39] Yes, sir.
[26:44] In our next discussion item, then, is the budget process superintendent Liggins?
[26:51] Yes, the next item is a budget process discussion.
[26:54] We've been listening and taking a heart, the input received about the budgeting process.
[27:00] As you know, school boards in Kentucky are required to have three versions of the budget beginning
[27:05] with the draft in January.
[27:06] Although we look forward to receiving suggestions for improvement from various examinations under way,
[27:11] we don't want to wait to make those changes to the end.
[27:14] I'd like to ask Deputy Superintendent Houston Barber to provide information about proposal
[27:19] to establish a board and finance accountability committee.
[27:24] Good evening.
[27:25] Thank you, Dr. Liggins and board members.
[27:28] This is just the beginning of the conversation and need your feedback as board members
[27:33] and also just to have a conversation to reflect on this proposal, and essentially it's to
[27:43] bring about a different type of accountability and finance committee for the board and a re-imagined
[27:52] committee instead of the President Day Budget and Finance Committee.
[27:57] As you can recall, the President's Budget and Finance Committee meets probably once
[28:03] monthly up until starting in December, up until about March, but you'll see the proposal
[28:13] this evening, which will be a more frequent meeting times and opportunities to review what's
[28:21] happening and to provide support to the board.
[28:25] Also, it's currently heavily laden with staff members, and so we want to have a different
[28:30] type of proposal for you to review and to discuss.
[28:35] So a couple of things, we know that the primary strategic priority fits under the organizational
[28:42] health and effectiveness, but also supports our outreach and engagement.
[28:47] And so one of the things that I just want to share with you, you know, what would be the
[28:52] purpose of this board finance and accountability committee.
[28:56] The mission and the purpose would be obviously to strengthen our accountability and long-range
[29:01] financial planning, but it also would go as a vital link for you as board members, but
[29:09] also as our district leadership and the community itself.
[29:12] And one of the things about that is that we want to make sure it's independent, data-informed
[29:17] recommendations to the superintendent and you as board members but that they the fiscal
[29:23] decisions that are made align with board priorities and the mission and vision of course of FCPS and
[29:31] its goals. What we're thinking about from a committee composition and again this can be navigated
[29:39] through your oral discussion is nine voting members with diverse expertise across finance,
[29:46] education and community leadership. So that would be three business and financial experts, two community leaders,
[29:52] and one family representative and three school-based staff. We felt we had a really big
[29:59] Prick.
[30:00] Residents in terms of staff, even though we had 18 committee members last year. However, there
[30:06] would be non-voting participants, which would be the FCPS representatives outside of the
[30:13] school-based staff and board member and a board member and the recorder who would be recording
[30:20] the meetings and taking notes about what's happening. That said, you know, I think when
[30:28] When you think about this, there's some leadership responsibilities that would have to take place.
[30:33] The Chair and Vice Chair would be elected from the full voting members, which is from
[30:38] that nine, not FCPS representative school staff would be included in that.
[30:44] Review quarterly and annual financial reports, even updates as we go along.
[30:51] Evaluate budget forecasts, actually look at expenditures, fund bounce targets, what's happening
[30:56] along the way, looking at these analytics a lot closer, and recommending strategies for both
[31:02] efficiency, cost savings, and as you resource alignment. Like, how can we put our resources in
[31:09] the place that the board has prioritized to ensure that it happens and for a sustainable amount of
[31:17] time? Published a quarterly financial health report, but with summarized findings, but we can also
[31:24] So, reimagine this is that every time they meet there's a report that goes to you, it's
[31:29] just coming to the board to potentially give a quarterly report and maybe as needed.
[31:35] But here's the operating principles I think are necessary.
[31:39] All reports and recommendations would be shared publicly, no matter any report that was
[31:45] used, discussed. And again, the staff would support what's happening and provide these type of
[31:55] reports or data so that every committee member has the appropriate information to make decisions.
[32:04] It's objective. We wanted to be, you know, reviews are grounded in verified data, best practices,
[32:09] is stewardship ensuring responsible investment of our public dollars and long-term fiscal stability.
[32:16] Very collaborative, like strengthen dialogue amongst our leaders inside and out, staff and families,
[32:22] and really strengthen that dialogue, and very student focus, which I think this board is student focused
[32:29] and decisions grounded in what's best for the students of FCPS.
[32:34] I think just from a technical standpoint, these are just recommendations.
[32:38] We can kind of go with what you feel is necessary, but monthly meetings in person or high-remeaning, if people can't make it, we make sure that they're able to get access.
[32:49] Simple majority of voting members will be the quorum.
[32:52] Public access, so all meetings will be public and there would be no question.
[32:57] Agendism Minutes will be posted, FCPS Finance website within 10 business days of each meeting.
[33:03] and we would have those reports delivered to the superintendent and
[33:07] publicly presented to the board. Even though I think quarterly is not going to be
[33:11] enough, I think you can do it monthly. How whatever cycle the board determines.
[33:18] That said, these are just ideas and this is just the thought processes. Dr. Liggins
[33:24] has listened very carefully to feedback from public, from you all, and what's
[33:30] necessary to move forward. And I think it's a great opportunity for us to re-imagine what's
[33:37] called now the Board Finance and Accountability Committee, although you can name it whatever
[33:41] you please, just as an idea. Thoughts, feedback, and of course you can send feedback to Dr.
[33:49] Liggins as needed.
[33:52] Thank you. Dr. Barmer, any questions, Board members? Board member Mende.
[33:58] Can you go back? I have not seen these slots yet at all. So could you go back to the recommendations
[34:08] for who to be on the board?
[34:13] Okay. And then can I see the mission again? I'm sorry.
[34:19] The mission? Oh, yes, ma'am.
[34:33] I definitely want to live with it for a little bit and think
[34:35] about it just a few thoughts. It may be something that you guys have thought about. So if
[34:41] If not, I can put it in some feedback as well.
[34:46] The school-based staff, who or who is that?
[34:53] We were looking at like one principle and then one, I believe, certified and one classified
[35:01] staff and one from every, one from, I'm sorry, each level for the three.
[35:07] So it could be like an elementary from one of the one of the leadership components
[35:12] One middle one high. Okay, so three three and three. No, no three total but one from each like maybe an elementary principal
[35:20] But then a high school teacher and then a classified staff could be it could be maybe not from that level could be
[35:28] Middles school could be a bus driver could be someone, you know, so it's kind of depends.
[35:36] I
[35:37] our English learners. I think those aren't voices that we've heard in this setting or someone who
[35:43] has a background in there so I don't know if that could be added to the school they staff to
[35:47] expand. I'm assuming you want to odd number for voting. I understand that. I wonder what
[35:55] is one family representative enough? It's tough to ask one person to speak for all families in
[36:02] the district. So I'll think about that a little bit. I like to try to provide a solution when I can.
[36:09] So I'll mull over it a little bit.
[36:14] I also have wondered about the board members on the committee.
[36:22] And I know typically it's been one board member so that if another board member wants to come that's
[36:27] fine. But if they're going to be live stream, they're going to be recorded. You're going to be able to
[36:31] I think there is a benefit from having two board members present not voting of course, but there if they rotate if one is permanent, one always rotates, if we take the two senior members of the board, because I know that is taking a consideration when deciding who sits on what committee, but I do think that this is just a topic that we should have all hands on back as far as the board is concerned to be there.
[36:57] And then if the rest of us who aren't there want to watch it or you know, we can do that as citizens of this lovely community as well.
[37:09] I think that is all I have for the moment.
[37:12] But once I get this live, I'll take a look and I'll pass along any additional thoughts as well.
[37:19] Yeah, I agree.
[37:21] Oh, sorry.
[37:22] I mean, most of it looks good to me.
[37:23] Just on this and like, we went back to this.
[37:25] I would just request recommend whatever that those first six
[37:29] are not district employees.
[37:31] I mean, sometimes family representative or community leader or business
[37:35] and financial experts could overlap with district employees.
[37:38] And we were, that was not the intent is we would make sure
[37:41] it was away from that.
[37:43] But you're right.
[37:44] I mean, one family member.
[37:45] it's just we don't know how many the board would want. So we're just a starting point.
[37:51] Thank you.
[37:53] No, go ahead. Four more green.
[37:56] Thank you, Chair Murphy. I'll reiterate what I remember Monday said and I'll sit with us as well
[38:01] and share more feedback. I appreciate I can tell the intentional listening to lots of people
[38:08] and lots of different feedback and trying to bring it together. One of the questions which you
[38:13] We don't have to answer now but I can see there's some best practice that you've modeled
[38:18] this against and so I think providing that information so that we can kind of verify
[38:23] that this is best practice voting members to be a smaller amount than previous committee
[38:29] I think is important and including those business and financial experts and I just want to
[38:34] make sure that when we do pull in our experts from the community that their voices are heard
[38:39] and respected for those value, that information,
[38:43] that's their profession as well.
[38:45] So I appreciate this.
[38:48] One of the questions I asked, which I was gonna ask,
[38:51] but you answered with,
[38:51] remember Monday with the different levels of the schooling.
[38:54] And so it sounds like you have a solution for that.
[38:57] And then I think another idea kind of,
[39:00] the question was about our non-school-based staff,
[39:03] but they still serve our students directly
[39:05] to the idea of the non-voting participants.
[39:08] If that could maybe be a space to bring in those voices because when we have committees non voting participants still have a voice in the space and still share feedback.
[39:17] They're just simply not a part of the vote but their voice is still very important so that might be a member of a consideration for those representatives.
[39:24] But thank you for bringing us.
[39:26] Yeah, and I just want to echo what you said about this is modeled up participatory type committee and not just informational.
[39:35] So that's the goal and the model that's being utilized.
[39:39] So yes, ma'am.
[39:41] Thank you.
[39:42] Again, I appreciate you sharing this with us.
[39:45] And I know that this is still early days.
[39:46] And so to that point, one question I have.
[39:49] As you know, we discussed with the audit committee and they took a look at,
[39:54] you know, the goals and objectives of the board and conducting an external audit
[40:00] and how it comported with everything else going on.
[40:04] and then came back to us with recommendations.
[40:07] One layer of that review was looking at internal processes,
[40:12] including the Budget Committee.
[40:13] So is there flexibility built into this for an external review
[40:18] to come back with additional recommendations
[40:20] as it relates to the Budget Finance Committee?
[40:23] So to make the question more concise, are we cognizant
[40:28] that we're not putting the carto for the horse
[40:30] in light of a potential recommendation
[40:32] that may come from an external review.
[40:35] Yes, I think one thing is just we're trying to take action
[40:39] so that we show and demonstrate we are listening
[40:42] and doing the right thing right away.
[40:45] However, we are definitely open to feedback.
[40:49] Like if an audit says you really need to look at this
[40:52] and we can kind of show them what we're doing presently
[40:55] or whatever the board decides.
[40:57] But we're definitely open to what, you know,
[41:00] moving that direction, the audit would say, hey, you've got to look at these elements as well.
[41:05] Thank you. And then the other piece I would say, and I appreciate the, what you shared about,
[41:10] the way in which information would be transmitted shared with the audit committee and the process
[41:17] that you would go through with ensuring public access. One thing I think, and we had
[41:25] One of the recommendations that we shared, I believe it was in August, was as we go through
[41:30] the budget cycle that were cognizant of that level of communication with the community
[41:36] at large, not just the members of the audit committee, most folks get information directly
[41:41] from their schools.
[41:42] So how can we leverage that access to help communicate with folks?
[41:46] And then obviously public feedback is critical as we complete the budget process and the budget
[41:54] committee does their work.
[41:55] So how are we ensuring, and this is not a questioning of the answer tonight, just a question
[42:01] to think about as you plan, how are we ensuring that we're casting as wide of net as possible
[42:07] accessing the families, the communities that aren't necessarily showing up to every budget
[42:15] meeting or every school board meeting right because um so but their voices are still vital and
[42:20] important and we don't want to exclude them from that process so that's that's one thing I'd
[42:24] be mindful of as well. Absolutely. Okay. Any other questions for members? And so next next steps then
[42:33] what would be helpful from us and uh as you move forward? So as much feedback as you can provide
[42:39] to Dr. Liggins directly and then he can kind of inform us and
[42:45] senior leadership on what we need to do next to build the team that the board
[42:51] wants because this is your committee.
[42:55] Excellent. Thank you very much.
[42:58] Yeah, she's just in there.
[43:01] Okay. Supernal Liggins.
[43:03] Thank you now to discuss the action items on November 24th.
[43:05] In the fourth, after public comments, the board will consider the consent agenda, which
[43:10] includes the following items.
[43:13] Rodney Jackson is available to answer any questions you have about wards, bids, and proposals.
[43:22] Any questions, board members?
[43:28] Rodney can also address any questions you have about the special or other leaves of absences.
[43:34] Any questions for Mr. Jackson, board members?
[43:40] The next consent item is for your consideration on the 24th.
[43:43] to propose contract with tailor tours for fits greater from Rosa Parks Elementary School
[43:48] to visit Washington DC for an educational field trip. The cost of this trip is covered
[43:52] by fundraising and individual contributions at the school level but the size of the contract
[43:57] requires board approval. If you have any questions, Matt Marsh School Leadership Officer is available
[44:02] to respond. Any questions for members from Marsh Marsh?
[44:10] Our consent agenda also includes a contract
[44:12] with the UK Center for Next Generation Leadership
[44:14] to provide training and coaching on design thinking
[44:17] at our three schools that were recipients
[44:19] of the federal magnet school grant,
[44:21] Breckenridge, Harrison, and Crawford Middle School.
[44:24] If you have any questions about that, Amy Gilkinson,
[44:28] is she here?
[44:29] There she goes, back there.
[44:30] Alrighty, is available to respond.
[44:35] This is not a question.
[44:36] I will just say that I'm very excited
[44:37] about this opportunity.
[44:38] I think that it will be great for our students,
[44:41] and I'm looking forward to seeing them here
[44:42] for a presentation once it gets underway.
[44:44] So we're looking forward to that.
[44:48] On this training, will it provide kind of the,
[44:51] and I know this is like a term that might not be
[44:53] used to like the train, the trainer model to wear or those
[44:56] that go to the training can then bring it back to the
[44:58] site and expand that.
[45:03] Yes, nice to meet you all. I'm Amy Gokes and I'm the Magnet School Grant Project Director. So good to be here. Yes, and this is a continuation. They started working with our schools last year. And so they are also working on not only design thinking, but helping to develop their portrait of a graduate defenses that will be occurring in these three schools this year. And all three schools are also participating in the UK next-gen leadership academy this year.
[45:30] And so they have a team of teachers going with their MCAP coach to continue developing the
[45:37] processes and systems that are going to be put in place at their school so that they
[45:42] continue this.
[45:43] And so, yes, as we go throughout the five years of the grant, it will be a train the trainer
[45:48] so that they can sustain this as they go after the grant.
[45:51] Thank you so much.
[45:53] Thank you.
[45:55] Any other questions, board members?
[45:58] Assemblymember?
[45:58] Thank you.
[45:59] The by annual offer of assistance from the Turkey education technology system is also in our consent agenda school districts in Kentucky receive an offer of funding for the school facilities construction commission twice a year.
[46:11] Once the offer is made, districts must take action within 60 days to accept our decline that offer is accepted.
[46:18] The district is required to match the funding with local dollars.
[46:21] Kets funding can be used by the district in accordance with board identified priorities for technology.
[46:26] which an FCPS has been to purchase student and staff devices, infrastructure equipment and upgrade software,
[46:33] help fund student technology leadership program and provide professional learning opportunities for teachers and staff.
[46:39] If you have any questions about KETS, our Director of Technology, Amy Johns, is available to respond as well.
[46:47] Any questions from Ms. Johns?
[46:52] Thank you board members. Our next five items are related to construction.
[46:56] and myron, Thompson, and Melinda Joseph-Dzorn can respond to any questions you may have about those.
[47:05] Any questions, board members, on the construction items?
[47:08] Chair Murphy.
[47:09] Board member Greene.
[47:10] Thank you. The declaration of surplus for a physical building,
[47:15] can you spend more time just kind of talking about that process?
[47:18] From my recollection, this will be the first time I've seen something like this,
[47:21] since I've started my service. And so just kind of talking about declaring a building
[47:26] surplus and what that stuff is, does it include the LPC and the values that are associated with it?
[47:33] That is an excellent question.
[47:35] I cannot be helpies.
[47:36] Yes.
[47:36] Can I add to that?
[47:37] I was just going to say that that was what my question was about to the South side because
[47:40] I think it mentions, sorry, I'm looking at on my phone, that mentions the say all and
[47:45] I just wondered if that your, can you include a recommendation of how we would sell that
[47:50] like an auction or listing or why you're doing that thing?
[47:52] Great questions.
[47:53] The LPC, while in typical sort of education process is not specifically identified in the process,
[48:00] what it does say is that the building has to be surplus to the educational needs of the school district.
[48:05] And that surplus designation is considered transitional on the district facility plan.
[48:10] So in essence, the LPC has already done this work on the previous plan that was adopted this summer.
[48:15] There are several buildings that are listed as transitional.
[48:18] So all of those buildings are eligible for the board to declare surplus to the educational needs.
[48:22] and they can therefore be sold.
[48:24] In terms of the disposition, Board Member Ferguson,
[48:27] the Kentucky Department of Education at Lyon
[48:29] sort of three different ways that those things
[48:31] can be a disposed of.
[48:33] We can do just a closed-sealed bid.
[48:36] We can do a negotiation or we can just sort of go into
[48:40] a, this is my note here.
[48:47] Isn't it an auction?
[48:48] An auction?
[48:49] That was an option.
[48:52] Okay. And then I just didn't know if you would come back to us for a vote on on that process or I just I just feel strongly about auction because it happens quickly and sure.
[49:04] So very slight real estate background. I just think auction is a good way to do it. Absolutely. So we will use the bg1 process that is required by the Kentucky Department of Education, which the board will approve or was recommended to approve at the regular meeting.
[49:17] that BG1 will go back to the Department of Education and they will give
[49:21] tentative approval at that point for the board to move forward. At that
[49:25] point it's up to the board to decide how we want to dispose of the
[49:28] property using those three methodologies and so we will have a discussion in
[49:32] terms of what we think will bring the best value back to the school district and
[49:35] then you will vote up on that and then we will take direction of staff to move
[49:38] forward.
[49:42] My question I did you haven't followed. Go ahead. Thank you Chair
[49:47] or if any of this may be your question or not,
[49:49] along this process,
[49:50] because it sounds like this is not just gonna happen
[49:52] very quickly, can the board hear the plans
[49:56] for the original,
[49:58] so originally there were some plans about moving
[50:01] certain maybe departments into that space
[50:03] and they may not have been official plans,
[50:04] but just give the board an understanding
[50:07] of how that has changed
[50:09] and where those departments will be housed in the future,
[50:11] if not southside somewhere else.
[50:13] Yes, we can provide the overview of what post is going to be my question was you know did the does the LPC factor in
[50:23] potential uses of that
[50:25] facility and then of course
[50:27] tacking on to that the impact it might have on future projects
[50:32] if that facility was going to be relied upon are used in the plans for another project
[50:37] what might be the implications of that in the short term and long term that would be helpful to know
[50:42] We can definitely provide the information back.
[50:44] Excellent. Thank you.
[50:52] That concludes the consent agenda for the 24th.
[50:55] That's this time I'll turn the meeting back over to you, Chairman Murphy.
[50:57] There is a need to go into closed session this evening.
[51:00] Thank you, Superintendent Liggins.
[51:02] Next on our agenda's time,
[51:03] where members of the public may address the board in any topic of district related concern,
[51:06] fake county board of education,
[51:07] plus C0 1.45 states, members of the public may address the board during the period,
[51:11] set aside by the board without submitting an item for the agenda.
[51:13] No action shall be taken during this portion.
[51:15] the meeting on issues raised by employees or the public and less deemed an emergency.
[51:19] Speakers will not be allowed to make any disparaging or critical remarks about individuals
[51:22] when employees of the district critical comments or complaints are processed through the
[51:25] districts and complaint procedures which afford the individuals to whom comments are
[51:28] complaints directed the opportunity for response and due process.
[51:31] Furthermore, members of the public are encouraged to model civil and respectful discourse in conduct.
[51:37] At this time, we have 10 individuals who have signed up to speak.
[51:40] I'll ask them to step to the microphone and on why there were Dr. McBillon is and keep
[51:48] their remarks to three minutes or less a time and roll up here on the screen.
[51:53] Let me pull up our list of speakers.
[51:57] Our first speaker this evening is Dorian Harrison.
[52:17] FCEA has been the dedicated representative of teachers officially affiliated with the
[52:21] just, or excuse me, officially affiliated with the largest unit, the National Education
[52:27] Association in this country since 1975.
[52:30] To be clear, this means we have been committed to advocating on behalf of our membership
[52:34] as an affiliate of both KEA and NEA in this district for 50 consecutive years, since our recharter
[52:40] in 75.
[52:42] I rise or sit today to state publicly and on the record that FCEA, KEA, and NEA fully support
[52:49] and endorse any and all work being done to bring teachers and education support professionals,
[52:54] the best wages, working conditions, and classroom support to provide the highest quality education
[52:59] to the future of this nation, our students. It then follows that we condemn and despise any
[53:06] effort to interrupt, disrupt, or de-center the learning environment in part or in whole.
[53:12] It was NEA, then NTA, whose president in 1865, denounced the abhorrent institution of slavery,
[53:18] and this organization has been committed to our mission to advocate for education professionals
[53:23] and to unite our members and the nation to fulfill the promise of public education to
[53:28] prepare every student to succeed in the diverse and interdependent world in perpetuity and
[53:33] plan to do so indefinitely.
[53:35] It was NEA and ATA, the National Union, for black educators that merged in 1966 to join
[53:41] forces to support and protect the educators responsible for paying back the debt we will always
[53:45] O to our children, a free and appropriate public education for all specifically that liberatory education of which Frederick Douglass so eloquently spoke.
[53:54] It was K-E-A that protected teachers' pensions by suing the legislator for illegally passing its appropriately named sewer bill.
[54:01] It was K-E-A that formed Protect Our Schools Kentucky that this board also supported as well as the 120 counties that voted down a proposed amendment to the state constitution to steal public dollars from public schools.
[54:13] It was FCEA who negotiated historic raises for both classified and certified staff alongside FCESPA.
[54:20] It was FCEA that negotiated paid parental leave that both extends to non-birthing parents and goes above the state requirements.
[54:28] Making us a beacon for out of support working parents in the 21st century.
[54:32] We negotiated $250 for classroom teachers to spend in their classroom on their students to aid in the delivery of the best education.
[54:40] and as an FCPS graduate, I am a little biased.
[54:43] This world has to offer.
[54:46] And these are just the short list of ways
[54:47] we have partnered to deliver for our membership
[54:50] that also benefits nonmembers
[54:51] and ultimately the students attending
[54:53] Bay of County Public Schools.
[54:55] Regardless of what our future looks like,
[54:56] I can assure you this union,
[54:58] this organization is committed to the professionalism
[55:00] that has made this district an exemplar
[55:02] for our peers across the state.
[55:04] We are a union dedicated to organizing educators
[55:07] and support professionals around those
[55:08] aforementioned high ideals by honoring the dignity this union and all unions must carry themselves with.
[55:16] Thank you, Mr. Harrison, our next speaker is Erica Pinnickton.
[55:32] Throughout the rich history that Dorian so eloquently explained in his comment,
[55:37] FCEA has and will continue to make strides for our members and all educators in Fayette County.
[55:43] I will continue to tell that FCEPS is the greatest district in the Commonwealth to be a teacher
[55:48] and to be a student. It is not up for debate that if we're not for the strong relationship
[55:53] between FCEA and FCEPS, this simply would not be the case. Does that mean there is
[55:58] no room for improvement? Of course not. As president of FCEA, I was democratically elected
[56:04] to serve as a leader to ensure that improvements continue to be made for our educators, our
[56:09] schools, and our students. As a ninth grade English teacher, I saw the benefits that FCEA brought
[56:15] to my profession in my classroom. I understand the need for the work of representing Fayette County
[56:19] teachers, and I felt the necessity of answering the call to serve. It is an honor to serve Fayette
[56:26] County educators, and the work I do day in and day out as president is because of my love for this
[56:31] district, this Commonwealth, and most of all public education. As FCEA president, I must address a
[56:39] racist comment that has been circulating that somehow has been attributed to our organization.
[56:43] Let me be very clear, FCEA has never and will never sanction any racist comments on behalf of our organization.
[56:54] Any illusion that we have or ever would sanction such a comment is misleading, misinformed and blatantly untrue.
[57:02] To Dr. Mundi, I want to say I truly am sorry that you are experiencing any sort of online bullying or harassment.
[57:10] As FCEA President, I want to make it clear that our Association leadership and membership
[57:14] finds this behavior to be unacceptable.
[57:18] In fact, online name calling and harassment is a problem that our organization and its
[57:23] leaders have faced repeatedly over the past four years.
[57:27] There are countless publicly made posts that have been both direct and indirect, and the
[57:31] majority of them stem from the staff and leaders of a so-called represational organization
[57:35] that as of late has claimed they would like to cooperatively work with us.
[57:40] There is an unwritten law in labor organizing.
[57:43] Organize the unorganized.
[57:45] You do not organize the already organized.
[57:48] This same organization who claims to what to work with us has been doing just that.
[57:54] What year did Dorian say FCA became fully affiliated with the largest union in the country?
[57:58] 1975?
[58:00] Again, let me be very clear.
[58:02] There is this narrative going around that we won't work with other organizations.
[58:08] The reality is that we cannot work with this other organization.
[58:12] Not only because their reason for existing is because they wouldn't work with us, but
[58:16] because their leaders and staff have relentlessly attacked our union, undermined our accomplishments,
[58:22] and tried to rate our members since their incorporation a few years ago.
[58:26] These actions in a vacuum would be horrific enough, however I ask.
[58:30] What example does that behavior set for our students?
[58:34] Thank you Ms. Pantan, our next speaker is Amanda Soule.
[58:47] As an educator, who is responsible for training future educators in my classroom, and thanks
[58:53] to the partnership between FCPS and FCA's Grow Your Own Program, I make sure that my students
[58:57] understand the importance of representing the teaching profession positively.
[59:01] I do that by adhering to the first standard in our code of ethics.
[59:06] Recognize the importance of the pursuit of truth.
[59:08] We cannot as an organization representing educators work with those willing to blatantly lie about FCEA and the great work it has done for educators.
[59:17] As FCEA members and educators, we have and will continue to conduct ourselves with professionalism.
[59:22] However, while we do the hard work of teaching students and representing our members, FCEA has continually been on the receiving end of attacks at both the state and local level from paid staff members from an organization that claims to have the best interest of paid educators at heart.
[59:37] And while we may disagree with some of the decisions that are made as a result of the business
[59:42] of this board, we recognize that no bargaining or negotiations are perfect or as we always
[59:48] prefer them to be.
[59:50] We do know that successful or beneficial negotiations that we have with FCPS never occur through
[59:56] the news media or social media, doing so only works
[1:00:00] So divide educators and create hostility in our schools and communities. I fear that in an environment where public education appears to be under constant attack when educators disagree, we must do so carefully and honestly because the community is watching, but most importantly, our students are watching. Unfortunately, though, FCA members have been accused of unfounded allegations of inappropriate relationships, a false claims of misconduct, of rigging a district awards, of nefarious dealings with Lexington businesses,
[1:00:29] and with allegations of slander.
[1:00:32] We've evidence to support the veracity
[1:00:33] of each of these violations,
[1:00:35] all of which have been made by paid staff members
[1:00:37] of a National Teachers Union
[1:00:38] that claims to have the best interest
[1:00:39] of Fayette Educators at heart.
[1:00:41] As an FCA member and Fayette County Educator,
[1:00:44] we cannot and will not work with a group
[1:00:47] that so blatantly has its own selfish interest at heart
[1:00:50] and disregards the commitment that FCA has
[1:00:52] to our educators, our students, and our profession.
[1:00:55] As teachers who teach our students to stick up for themselves
[1:00:58] When they are on the receiving end of unfair attacks, we can no longer continue to take
[1:01:03] the blows from an organization on undermining the achievements FCEA has made for Lexington
[1:01:07] educators.
[1:01:08] It is our hope that these unfounded and unwarranted attacks end here and now, so that every
[1:01:14] FCEA member and Fayette County Educator can continue the noble work of providing the world-class
[1:01:20] education our students are owed and deserve.
[1:01:23] Thank you.
[1:01:25] Thank you, Ms. Sol.
[1:01:26] on our next speaker is Ryan Davis.
[1:01:44] Hello, good evening.
[1:01:46] I'm sure by my shirt, I have on,
[1:01:49] you can tell what I'm gonna be speaking about tonight.
[1:01:53] So, fun act to follow.
[1:01:56] First, I want to thank board members, Dr. Monica Mundy
[1:02:00] and Amanda Ferguson for representing
[1:02:01] the best interest of students, teachers, staff
[1:02:03] and the community by asking hard questions
[1:02:06] of our superintendent and the entire board.
[1:02:08] I do not envy the position that they place themselves in
[1:02:11] and by pushing back instead of being complacent.
[1:02:14] So thank you.
[1:02:15] I especially want to thank Dr. Mundy
[1:02:19] for attempting to get a board vote
[1:02:21] on FCPS employees being able to collectively bargain.
[1:02:25] Again, thank you.
[1:02:28] I find board members' response
[1:02:29] to Dr. Mundy's proposal at the last board meeting,
[1:02:32] some will ludicrous.
[1:02:33] To my interpretation, from what I saw,
[1:02:36] board member Green suggested
[1:02:38] that a vote to allow teachers and staff
[1:02:40] to collectively bargain at this time is unnecessary because a working group on collective bargaining
[1:02:45] had been formed.
[1:02:46] Green seemed to imply that the board voting to allow staff to vote on a CBA would impede
[1:02:52] or overstep the working group.
[1:02:55] But let me ask this, what is the point of people volunteering time and energy around the topic
[1:03:02] of a collectively bargain agreement without assurance from the board that they will allow staff
[1:03:07] to vote if they do want a collectively bargained agreement.
[1:03:13] The actions of Chairman Murphy, Board Member's Green, and around collective bargaining,
[1:03:18] communicate to me an attempt to placate and kick the can down the road, instead of actually
[1:03:24] having any intention to allow us to vote on having a collectively bargained agreement.
[1:03:29] So the question then is why?
[1:03:31] Why would you democratically elected officials want to deny the same democratic process to
[1:03:37] all staff. Recently I was talking to a new teacher at our school and a new member of our
[1:03:42] union telling them of our efforts to get a CBA. They said, quote, well, Tyler Murphy must
[1:03:49] be in favor of being a social studies teacher. He was shocked to learn that how wrong he was.
[1:03:55] Why do you not want teachers to be able to have a say in their employment contracts? What
[1:04:00] are you afraid of? Maybe you're scared that we would have some power to stop $100,000
[1:04:06] and contracts lining the pockets of a single person while full-time employees of FCPS do not
[1:04:12] make a livable wage and often have to work multiple jobs, including people who work with our
[1:04:17] most vulnerable populations like our parent educators along with our food service employees and our
[1:04:22] custodial staff. Let me summarize, stop the theatrics, stop shutting out employees in this district
[1:04:30] who are members of a union in this district recognized by AFL-CIO, the largest and oldest
[1:04:37] organization of union workers in the country. And please let us vote. Thank you.
[1:04:43] Thank you, Miss Davis. Our next speaker is Sarah Barely.
[1:04:55] Well, hello. Good evening, Dr. Liggins, board members. Everyone else that's here tonight
[1:05:00] and those listening at home. My name is Sarah, fight master Barely. And I'm the proud president
[1:05:06] of KY 120 United AFT.
[1:05:09] I'm also a kindergarten teacher, mother of three,
[1:05:12] and community member.
[1:05:14] Tonight, I'm here on behalf of AFT.
[1:05:17] We are asking the board in the district to work
[1:05:20] with AFT and our community partners
[1:05:22] to assess the viability of implementing safe sleep lots
[1:05:26] and FCPS for unhoused families living in their cars.
[1:05:30] The program would model the Cincinnati Public Schools plan
[1:05:33] to explore ways to provide more support
[1:05:35] to families in unimaginable situations.
[1:05:39] With the current state of SNAP,
[1:05:40] due to the prolonged government shutdown,
[1:05:43] our families are in a dire situation
[1:05:45] and it is more urgent now than ever.
[1:05:48] We must do more, we must get creative,
[1:05:51] and we must be a safety net for our families
[1:05:53] and communities now more than ever.
[1:05:55] We're looking forward to hearing back from the board
[1:05:57] and scheduling a meeting about this topic as soon as possible.
[1:06:01] Thank you for your time.
[1:06:03] Thank you, Ms. Bailey.
[1:06:04] Our next speaker this evening is Larry Moore.
[1:06:20] That's all right.
[1:06:29] Okay, as the district repairs for the release of its physical 25 audit and financial statements.
[1:06:36] I want to emphasize the importance of a clear and transparent communication about our district finance,
[1:06:43] especially regarding the special revenue fund.
[1:06:46] The federal compliance supplement is still pending because the federal government shut down.
[1:06:51] Some details are understandably in progress.
[1:06:54] But this precisely when transparency matters the most so that staff, board members, and
[1:07:02] community can all understand any significant changes in revenues or expenditures as
[1:07:09] soon as the audit becomes available.
[1:07:11] I respectfully encourage the district to provide plain language explanations of those
[1:07:18] changes once the final audit is released.
[1:07:21] I'd also like to continue this discussion on financial transparency and how the district
[1:07:27] communicates its financial position to the public.
[1:07:31] While Fayette County does post monthly dashboards on its website, those reports do not
[1:07:36] provide year-to-date comparisons or fund balance summaries of major funds.
[1:07:42] As of today, there are no public dashboard information for June 2025, even though the annual
[1:07:50] financial report has been filed with KDE. I want to respectfully encourage the district
[1:07:56] to strengthen its financial transparency by publishing a summarized set of financial
[1:08:02] statements for each major fund. Specifically, these should include statements of revenues
[1:08:09] and expenditures and balance sheets that clearly depict the district's contingency reserve.
[1:08:15] These statements should be prepared in a concise and easy to reformat with each schedule
[1:08:22] compared to the prior year.
[1:08:25] This would give both the board and public a clear concise view of the year-to-year financial
[1:08:32] trends across key funds such as general fund, special revenue fund, capital L.A., and the
[1:08:38] food service fund.
[1:08:39] Having these summarized financial statements available not only aligns with sound public
[1:08:47] finance practices, but they also build trust and supports better informed decision making.
[1:08:53] It ensures that everyone for board members to community stakeholders can see revenues
[1:09:00] and expenditures and fund balances how they are changing over time.
[1:09:05] Public confidence depends on timely and open communication.
[1:09:10] Thank you very much.
[1:09:12] Thank you, Mr. Moore.
[1:09:13] Our next speaker is Laura Harkey.
[1:09:24] I want to donate my time to Emily Morris.
[1:09:28] I don't have a sign up, but is that I don't have an Emily Warren who has signed up.
[1:09:35] Emily Morris, she was stuck in traffic, so I signed up.
[1:09:39] I don't have an Emily Morris.
[1:09:41] The next two speakers, I have our Christy,
[1:09:43] partner and Kelly Smith.
[1:09:45] Can we, if, I mean, it's your three minutes.
[1:09:52] So, if you want to yield it to her,
[1:09:53] I mean, are we, is that, okay, that's fine.
[1:09:58] It's your three minutes if you wish to use it for that.
[1:10:00] That's fine.
[1:10:01] My name's Emily Morris.
[1:10:04] I've lived in Lexington for about seven years now.
[1:10:07] I'm here to support the teachers back from last month.
[1:10:11] And I would like to echo one of the previous speakers that said to stop the theatrics and demand that Tyler Murphy, Amy Green and Penny Christian do their jobs and uphold the democratic process by placing the resolution for collective bargaining on the agenda and pass it and let them vote.
[1:10:30] Thank you.
[1:10:30] Thank you, Ms. Morris. Our next speaker is Christy Cartner.
[1:10:45] Good evening. I'm a parent of two Fayette County students, a constituent of Councilwoman
[1:10:50] Amy Green, and have been a teacher at Bryan Station for the last 18 years. As a teacher of US
[1:10:55] history and civics, the value of a healthy democracy is not lost on me, especially in these times.
[1:11:02] I am here to advocate for a healthy democratic process within one of the oldest and most basic forms
[1:11:07] of representative government in our country. Our public schools. As early as 1647,
[1:11:14] democratically elected officials were charged with managing schools and Massachusetts.
[1:11:18] In the very first iteration of the United States, public tax dollars were set aside to fund
[1:11:23] schools in the Northwest Territories. So you see the value of public education is baked into the
[1:11:29] very core of our democracy in this country. It baffles me that advocating for a healthy democratic
[1:11:34] process in public education is being attacked as an attempt to erode trust in our public education system.
[1:11:41] It also baffles me that anyone who cares about public education would deny a democratic
[1:11:46] transparent process for creating productive learning environments for our students.
[1:11:52] I am thrilled to see there are so many people committed to public education here tonight.
[1:11:57] And at the end of the day, I believe we all want the same thing.
[1:12:00] I believe we want to maximize our resources in a way that has the most direct and most beneficial
[1:12:05] impact on all of our students. One way to approach this goal is through collective bargaining,
[1:12:11] and I believe that we should all support the inclusive and transparent opportunities
[1:12:16] for teachers and staff to navigate the possibilities, benefits, and challenges of such a democratic process.
[1:12:23] Those of you who know me know that I'm a fierce advocate for our students,
[1:12:28] And for public education in general, I want our teachers and staff to be able to vote on whether they want to collectively bargain for the best teaching and learning environments that our district can offer.
[1:12:39] They might say yes and they might say no but they deserve a voice.
[1:12:42] I want teachers and staff to be able to decide whether or not they want a voice when it comes to issues such as health insurance, class size, funding for student supports or professional development.
[1:12:52] They might say yes and they might say no but they should have a say.
[1:12:56] I want teachers and staff to be able to vote on whether their expertise should be considered
[1:13:01] before our most vulnerable students suffer from the opportunity costs of difficult budgetary
[1:13:06] decisions. They might say yes, they might say no, but they deserve the right to decide.
[1:13:11] Now my version will probably be a lot simpler than what we'll see from the legal team in November's
[1:13:15] action meeting, but I would like to make sure I'm clear on the process nonetheless. For teachers
[1:13:20] and staff to get to vote on whether we want to collect a bargaining agreement, the school
[1:13:24] board has to vote amongst themselves to allow it.
[1:13:27] So I'm asking the Fayette County School Board to put the bargaining agreement resolution
[1:13:31] on the agenda and then agree to let teachers and staff determine if collective bargaining
[1:13:36] is for us because that is what a healthy democracy proceed would look like.
[1:13:40] Thank you.
[1:13:41] Thank you.
[1:13:42] And our next speaker this evening is Kelly Smith.
[1:13:51] Good evening, Chair Murphy and members of the board.
[1:13:55] My name is Kelly Smith.
[1:13:56] I'm a doctoral student in educational leadership and I live and vote in Lexington.
[1:14:01] At the September 22nd board meeting, I spoke briefly about how collaborative partnerships
[1:14:07] with teachers and staff, including their unions, can build public trust and accountability.
[1:14:13] I also emailed each of you a link to some national examples of this approach, but in case you haven't
[1:14:20] had a chance to look at that.
[1:14:22] tonight I want to briefly highlight one success story from a right to work state
[1:14:27] like Kentucky in Hillsboro County Florida the school district and the
[1:14:31] Hillsboro classroom teachers association built a sustained labor management
[1:14:36] partnership instead of treating negotiation as a zero-sum game both sides
[1:14:42] focused on shared goals improving student learning outcomes and ensuring fair
[1:14:47] transparent budgeting. Through their collective bargaining agreement union
[1:14:52] representatives now serve on key district committees including those that oversee
[1:14:56] teacher evaluation mentoring and resource
[1:15:00] Now that you are perhaps launching a new board finance and accountability committee, as Mr. Barbara described, adding a union rep to that committee would be a good start. The results in Hillsborough County have been significant. Higher teacher retention, improved student achievement, and greater public trust, thanks to transparency and consistent communication. What's notable for me is that this happened not in a traditional union strong
[1:15:29] hold state but in a right to work environment, showing that partnership, not
[1:15:34] partisanship, makes the difference. When administrators, teachers and staff share
[1:15:39] responsibility for decision making, it doesn't just improve morale, it improves
[1:15:44] results. It also models for our students the importance of collaboration, a
[1:15:50] very important workplace skill. As this board continues to navigate difficult
[1:15:56] local budget and staffing decisions, I urge you to consider how creating a more formal partnership with our educators unions in Fayette County, including both AFT and KDA, could strengthen transparency, accountability, and student success here in Fayette County.
[1:16:16] Thank you for your time, and you're a continued service to our schools.
[1:16:20] Thank you, Ms. Smith, that concludes our public comment period for this evening.
[1:16:25] I'll entertain a motion to make the agenda date of November 10, 2025, on which action has been taken to this meeting in part of the minutes as if couple in the minutes verbatim. Is there a motion of that effect?
[1:16:33] Could we go back to discuss?
[1:16:34] Oh, yes, yes, thank you.
[1:16:38] The last item that was actually will be an action item at the next meeting I felt to bring up was the governance manual.
[1:16:47] attached to the agenda is the governance manual for review of the board. There can be
[1:16:55] a discussion this evening about changes that you would like to be seen or there could
[1:17:00] be a process by which you provide those changes. And then we can bring a final report to
[1:17:06] you, our final document to you to consider later this month, whatever the board's reference
[1:17:10] maybe.
[1:17:13] I know I've received some inquiries about the governance manual, so the way that we've
[1:17:20] done in the past, and I'm flexible with how we do before, is to receive written suggestions
[1:17:25] based on page number section, and then compiling those for the board to have in hand at the November
[1:17:34] Action Meeting, providing comments on that as part of the November Action Meeting, and then
[1:17:38] coming back in December at the planning meeting and in that way that gives the board a chance
[1:17:43] to review any recommendations but flexible if we do it a different way as well.
[1:17:51] Chairman.
[1:17:52] I was actually going to ask that because that kind of matches what we've done with policies.
[1:17:56] So I think that I'm okay with that cadence if we submit feedback then the board can see
[1:18:00] the collective feedback.
[1:18:02] We can have that discussion about it at the next meeting is my understanding and then there
[1:18:06] would be a vote on that collective approval in December.
[1:18:14] That would just, if we could get any recommendations in by the 19th or certainly the 21st of the
[1:18:21] latest, and then that will give us time to compile them, but would the board be amenable
[1:18:25] to that?
[1:18:27] Wait a minute.
[1:18:30] Does that work for you?
[1:18:33] Okay.
[1:18:33] The 19th is better, but we can work with the 21st.
[1:18:35] The 19th is the ultimate due date, but we probably shouldn't allow an alternative because
[1:18:43] then that may.
[1:18:43] That will be when I turn to the end of the 21st.
[1:18:46] So submit recommendations and writing again if you can include page numbers and sections
[1:18:50] that will help and then we'll just compile that and share those recommendations with the
[1:18:53] board and we can discuss those proposals from our board colleagues.
[1:19:00] As Dr. Liggins indicated, we do have a need to go into close session for soon-to-care
[1:19:07] RS61.810 for the discussion of proposed or pending litigation, and for discussions
[1:19:16] of allegations that essentially may lead to personal action, is there a motion to go
[1:19:21] into closed session?
[1:19:25] So moved.
[1:19:25] A motion by Boramundi, is there a second?
[1:19:27] Second.
[1:19:28] Second by Boramundi Green.
[1:19:31] Any discussion?
[1:19:34] All in favor say aye.
[1:19:36] Aye.
[1:19:36] Any opposed?
[1:19:37] Motion carries for zero.
[1:19:39] It is 6.50 p.m. We're now in process.
[1:39:52] Now, left closed session on a motion by Board Member Green and a second, but Board Member Ferguson voted 407 or 7pm. This time I'll entertain a motion to make the agenda dated November 10th, 2025, in which action has been taken a part of the minutes as if copied in the minutes verbatim. Is there a motion of that effect? So moved. Motion by Board Member Mundi, is there a second? Second. Second. Second, but Board Member Green, all in favor say aye. Aye. Any opposed? Motion carries 4-0. Now I entertain a motion to adjourn this meeting in the fake kind of word of education. Motion by Board Member Green, is there a second? Second. Second. Second, but Board Member Mundi, all in favor of adjourning say aye.
[1:40:21] Aye.
[1:40:22] Aye.
[1:40:22] Any opposed?
[1:40:23] Motion carries.
[1:40:24] 4-0.
[1:40:24] Thank you all.