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From YouTube: Interim Joint Committee on Education (6-1-21)
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A
Good
morning,
everyone
and
welcome
to
the
first
meeting
of
the
interim
joint
committee
on
education.
I
want
to
welcome
everybody
before
we
get
started.
I
do
want
to
also
thank
our
lrc
staff.
I
know
a
lot
of
times
it's
at
the
end
of
the
the
interim.
We
thank
our
staff
for
all
the
work
they've
done
throughout,
but
I
want
to
first
give
them
a
thank
you
as
we
get
ready
to
start
the
interim
for
all
the
work
they've
done
behind
the
scenes
and
we'll
also
continue
to
do
for
us
throughout
the
interim.
A
So
thank
each
one
of
you
on
lrc
staff
for
those
members
that
are
participating
remotely,
and
we
do
have
quite
a
few
members
that
are
doing
that
when
the
role
is
called
please
indicate
if
you're
home
or,
if
you're
in
your
annex
office
and
when
you
join
the
meeting
your
microphones
were
automatically
muted.
So
please
remember
to
unmute
your
microphone
before
speaking.
A
If
you
have
a
question
or
comment
during
the
meeting,
please
indicate
that
in
the
meeting
chat
function
and
also
for
anyone
listening
or
watching,
a
link
to
meeting
materials
was
sent
to
members
on
may
28th
and
the
materials
are
also
available
on
the
education
committee
page
on
the
lrc
website.
Mariah.
If
you
would
please
call
the
roll.
A
A
You're
very
welcome.
We
have
quite
a
robust
agenda
today.
First,
I
want
to
recognize
my
co-chair
co-chair
huff
who's
president.
Is
there
any
members
that
have
any
comments
or
anything
before
we
get
started
today,
scene?
None,
I'm
gonna,
go
straight
in
the
order,
like
I
said,
a
pretty
robust
agenda.
Our
first
issue
is
factors
to
consider
when
revising
keys
we
have
with
us
from
kia.
This
is
aaron
clara.
B
I
How's
that
okay,
my
name,
is
aaron
clare
for
those
of
you
that
I
haven't
worked
with
before
I
am
the
vice
president
of
government
relations.
You
may
not
recognize
me.
Hair
has
changed
a
little
bit
since
the
last
time
I
was
here
in
person,
but
for
those
of
you
that
maybe
got
a
hot,
pink
red
exclamation
point
message
from
me
during
the
session.
I
apologize.
I
love
you
please
forgive
me.
I
We
just
got
done
with
first
and
third
grade
nti
at
my
house
last
week,
so
yay
we
have
passed
on
that,
but
there
were
a
lot
of
scholarship
bills,
this
past
session
and
several
having
to
do
with
keys.
So
I
appreciate
the
opportunity
to
take
a
step
back
and
review
the
keys
program
as
it
is
currently
structured
to
help
guide
you
in
your
policy
making
moving
forward.
I
So
I
wanted
to
start
with
a
program
overview
keys.
Is
one
component
of
kentucky's
integrated
three-pronged
approach
to
assisting
students
with
post-secondary
expenses?
Keys
is
the
statewide
universal
scholarship
program
and
it
provides
money
for
tuition
and
incentives
to
maintain
good
grades
and
finish
on
time.
It
is.
I
It
allows
high
school
students
to
earn
incentive-based
awards
based
on
academic
performance,
so
there
is
a
gpa
award
for
each
year
of
high
school,
an
act
bonus
and
then
supplemental
bonus
awards
for
low-income
students
with
earning
passing
grades
on
ap
ib
and
cambridge
advanced
international
tests.
So
following
high
school
graduation,
I'm
not
sure
how
to
share
my
screen.
Can
you
help
me?
I
I
I
I
A
little
closer
to
the
mic:
okay,
so
following
high
school,
graduation
keys
can
be
used
for
post-secondary
expenses
at
a
kentucky
college
or
university,
as
well
as
reimbursement
for
expenses
related
to
a
registered
apprenticeship
or
a
qualified
workforce
training
program.
So
let's
take
a
step
back
and
review
the
history,
so
it
the
program
was
established
during
the
1998
regular
session
in
senate
bill
21..
I
There
were
three
main
policy
goals
at
the
time
the
num
number
one
was
to
incentivize
students
to
work
harder
in
high
school
because
good
grades
equal
money
for
college.
The
second
goal
was
to
encourage
students
to
stay
in
kentucky
for
post-secondary
education,
because,
statistically
speaking,
once
a
student
moves
out
of
state
for
college,
they
are
not
likely
to
come
back
and
the
third
goal
was
to
incentivize
students
to
work
harder
in
college
because
they
have
to
have
some
skin
in
the
game
to
retain
the
rewards
as
well.
I
So
I
will
give
you
a
brief
personal
story.
I
was
a
high
school
senior
in
1999,
so
I
got
one
year
of
the
keys
money
and
I
will
tell
you
that
I
was
looking
at
three
different
places
for
college.
The
first
was
west
point
military
academy.
I
did
the
campus
tour
and
everything
the
second
was
depaul
university
in
chicago.
I
I
don't
remember
why
I'm
sure
they
had
a
very
pretty
brochure
and
a
very
pretty
price
tag,
and
the
third
school
which
I
really
had
my
heart
set
on,
was
the
john
jay
college
of
criminal
justice
located
in
hell's
kitchen
manhattan,
which
my
mother
was
super
pumped
about.
So
my
dad
being
the
voice,
calm,
mellow
voice
of
reason
had
this
piece
of
paper
that
we
got
in
the
mail
and
he
said,
look
you
need
to
look.
I
So
there
have
been
a
total
of
15
statutory
changes
to
keys
since
the
program's
inception,
and
one
thing
I
would
like
for
you
all
to
keep
in
mind.
Is
it
takes
four
to
five
years
for
a
full
fiscal
impact
to
be
realized
as
each
cohort
moves
through
each
grade
level?
So
I
started
this
job
in
2012
sessions.
So,
prior
to
those,
the
post-secondary
institution
was
used,
was
expanded
to
out-of-state
and
that
is
regulated
through
kia.
I
The
early
graduation
award
that
was
implemented
for
students
who
graduate
high
school
in
three
years
and
they
are
given
a
fourth
year
of
keys
money,
which
is
the
average
of
the
first
three
years
and
in
2017
2019.
Those
are
probably
the
well.
Those
are
the
most
recent
expanded
use,
and
so
we
are
just
starting
to
see
the
fiscal
impact
of
expanded
utilization
for
both
the
student
end
and
for
the
institutional
end,
the
award
structure.
I
I
I
believe
there
are
brochures
in
your
folders
that
has
the
awards
schedule
for
grades
and
dollar
amounts.
There's
also
an
act
bonus,
so
you
have
to
earn
at
least
one
year
of
the
gpa
award
to
earn
the
a.c.t
bonus.
We
will
take
the
highest
act
score
if
a
student
takes
an
sat.
Instead,
we
will
convert
that
dollar
amount
eligible
high
school
students,
and
I
know
there's
been
some
legislation
that
has
changed,
wants
to
change
some
of
this.
Currently,
as
it
is
structured
eligible
high
school
students
are
u.s
citizens,
nationals
or
permanent
residents.
I
Kentucky
residents
cannot
be
a
convicted
felon
and
attends
an
eligible
high
school
at
least
140
days
of
the
year.
While
meeting
keys
curriculum
standards,
an
eligible
high
school
is
a
kentucky
public
or
private
school
that
has
been
certified
by
the
kentucky
department
of
education
as
voluntarily
voluntarily
complying
with
curriculum,
certification
and
textbook
standards
established
by
the
kentucky
board
of
education.
I
The
a.c.t,
let's
see,
I
said
that
back
to
the
I
know,
there's
been
legislation
about
the
felony
conviction
and
removing
that
from
the
keys
program.
Kia
does
not
currently
track
criminal
records
of
students
if
that
is
being
screened,
for
it
is
at
the
enrollment
or
admissions
in
at
the
post-secondary
institution.
I
I
So
for
keys
the
bonus
awards,
so
this
was
in
senate
bill
2,
passed
in
2008,
making
a
supplemental
award
available
for
students
if
they
were
eligible
for
free
and
reduced
price
lunch
at
any
point
in
their
high
school
career
that
they
can
earn
bonus
awards
for
qualifying
scores.
Ap
ibcai.
I
I
don't
know
if
this
was
intentional,
but
we
may
have
an
unintended
consequence.
That's
not
necessarily
a
bad
thing.
There
is
no
limit
to
the
number
of
supplemental
bonus
awards.
A
qualifying
student
can
receive
so
and
another
thing
that
I
don't
know
if
it
was
intentional,
but
it
may
not
be
a
bad
thing.
Is
students
don't
necessarily
need
to
take
an
ap
course
in
order
to
take
an
ap
exam?
I
So
here's
an
award
example
so
9th
grade
we
had
a
good
gpa.
10Th
grade
was
great
11th
grade.
Not
so
hot,
but
part
of
the
genius
of
the
keys
program
is
that
you
can
have
an
off
year
and
bring
your
gpa
up
the
next
year.
Your
cumulative
score
doesn't
like
sink
your
dollar
amount.
I
don't
know
that
any
of
us
anticipated
an
off
year
being
a
coveteer.
So
I'm
really
happy
that
senate
bill
128
passed,
and
I
hope
that
students
and
their
families
take
advantage
of
the
opportunity
to
redo
a
year
for
academic
purposes.
I
I
So
the
eligibility
limits,
so
everyone
always
asks
me.
How
long
do
I
have
to?
You
know,
use
my
keys
money
and
it
is
for
eight
academic
terms
or
five
years,
whichever
comes
first
or
the
achievement
of
your
first
bachelor's
degree.
Most
there
are
some
exceptions.
Typically,
those
are
for
active
duty,
military
service
and
any
illness
or
injury.
Related
appeals
have
to
be
certified
by
an
attending
physician.
I
I
So
currently
this
is
the
time
of
year.
I
would
have
brought
becky
gilpatric
our
director
of
student
aid
services
with
me
to
answer
all
the
hard
questions,
but
she's
getting
all
of
the
grades
in
from
all
over
the
state.
Right
now,
so
the
high
schools
are
reporting
the
student
gpas.
We
update
everybody's
account.
Everybody
gets
a
letter
from
the
governor,
regardless
of
who
it
is
saying
how
much
they
have
earned.
Then
starting
in
the
fall
students
will
show
up
on
campus.
I
The
schools
send
us
enrollment
reports.
We
disburse
the
money
directly
to
the
institutions,
the
institutions
credit,
the
student
accounts
and
then
they
update
us
with
their
gpa
at
the
end
of
the
term.
So
currently,
there
are
55
in-state
participating
institutions.
There
are
23
in
the
academic
common
market
and
I
did
want
to
clarify
something
that
that
yearly
amount
that
you
can
spend
on.
College
is
dispersed
in
half
one
half
in
the
fall
one
half
in
the
spring,
and
if
a
student
is
enrolled
part-time,
it
is
prorated.
I
I
So
kia
verifies
the
enrollment
for
the
student
every
semester
before
dispersing
the
funds,
the
most
notable
degree
programs
that
students
use
this-
for-
is
aerospace,
engineering,
nuclear
engineering,
recording
industry,
business,
music
and
audio
production
and
coastal
marine
science.
Now
this
map
is
actually
a
little
bit
too
generous
because
to
qualify
for
keys
use.
I
The
first
year
we
give
students
a
little
bit
of
grace
on
the
collagen.
You
have
to
just
get
a
2.5
as
a
freshman
from
then
on
out.
You
have
to
maintain
good
grades
so
to
receive
the
full
award.
Students
are
required
to
make
minimum
gpas
while
receiving
keys,
but
if
they
lose
their
keys
eligibility
due
to
insufficient
gpa
or
they
are
not
deemed
on
track
to
graduate,
they
can
become
keys
eligible
the
following
year
by
bringing
their
grades
up
again.
I
So
the
on-track
to
graduate
is
defined
as
the
number
of
cumulative
credit
hours
compared
to
the
number
of
hours
determined
by
the
post-secondary
institution
as
necessary
to
complete
a
bachelor's
degree
by
the
end
of
eight
academic
terms.
So
each
school
determines
the
exact
number
of
hours
that's
needed
and,
as
I
said,
you
can
always
bring
your
gpa
back
up
again
in
case
it
has
fallen
below
that
standard.
I
So
this
is
the
newest
component
that
I
don't
know
that
very
many
people
are
aware
of
yet
so
this
was
due
to
legislation
in
2017
and
2019.,
so
you
can
use
keys
on
a
reimbursement
basis
for
registered
apprenticeship
programs
and
qualified
workforce
training.
Programs
registered
apprenticeship
programs
are
that's
a
technical
term.
These
are
programs
that
are
approved
by
the
us
department
of
labor
and
also
approved
by
the
kentucky
cabinet
for
educational
workforce
development.
I
So
far,
the
past
couple
of
years
we've
only
had
about
80
students
participate
the
quality
and
actually
that's
between
both
of
them,
both
the
registered
apprenticeship
and
the
qualified
workforce
training
program,
the
qualified
workforce,
training
program.
These
are
with
entities
that
have
an
articulation
agreement
with
a
keys
participating
institution.
I
So
right
now
we
only
have
two
and
it
is
an
hvac
and
an
electrical
proprietary
school.
Basically,
that
has
an
articulation
agreement
with
a
kctcs
campus,
so
this
is
still
limited
to
the
top
five
workforce
needed
areas.
Much
like
the
work
ready
kentucky
scholarship,
so
those
are
currently
advanced,
manufacturing,
business
and
I.t
construction,
healthcare
and
transportation.
I
So
the
last
slide
is
always
the
most
important
slide
and
I
wanted
to
definitely
give
a
shout
out
to
the
kentucky
lottery.
They
have
been
great
partners
to
work
with
there
used
to
be
language
a
long
time
ago
that
the
lottery
was
not
allowed
to
advertise
where
their
revenue
went.
That
has
since
been
removed,
and
I
think
they
do
a
very
classy
job
of
advertising
where
the
the
lottery
funds
go
to
so
keys
is
100
funded
from
kentucky
lottery
revenue,
but
I
want
to
if
you
write
down
one
thing
from
this
presentation.
I
I
need
you
to
think
this
is
that
keys
is
not
funded
like
a
savings
account.
While
we
maintain
everybody's
grades
and
their
academic
progress,
there
is
not
like
a
bank
account
for
each
one.
Keys
is
funded
kind
of
like
social
security
is
based
on
historical
trends,
any
recent
legislative
action
and
projected
utilization,
and
that
is
done
by
the
keys
consensus
forecast
team.
So
when
we
are,
we
start
to
get
our
you
know,
budget
documents
ready
about
august.
I
So
anytime
there
is
a
keys
legislation
that
has
a
fiscal
impact.
You
know
that's
when
I
show
up
saying
well,
how
are
we
going
to
pay
for
this?
So
recently,
the
general
assembly
has
made
the
policy
decision
to
have
all
of
our
scholarships
funded
from
lottery
funds.
So
anytime
we
increase
either
the
student
participation
or
the
institutional
eligibility
it
increased,
the
cost
it
has
to
come
from
somewhere
and
typically
that
is
going
to
be
all
the
other
programs
which
are
the
college
access
program.
I
The
kentucky
tuition
grant,
which
are
both
need
based.
Dual
credit
work,
ready
scholarship
now
the
teacher
scholarship
or
the
national
guard.
So
unless
the
general
assembly
wants
to
fund
it
from
another
revenue
source
or
you
know
any
any
other
source
federal
fund
stimulus
money,
I'll
take
it-
you
know.
However,
you
want
to
get
it
to
me.
So
any
questions
I
know
I
went
through
that
really
fast.
You
have
a
robust
agenda.
I
will
also
be
here
for
the
rest
of
the
meeting,
so.
A
G
Thank
you,
mr
chairman
and
aaron.
Thank
you
for
your
presentation.
It
was
very
thorough
and
I
will
say
that
you
covered
the
last
point,
which
is,
I
think,
a
concern
for
all
of
us,
because
that
is
a
finite
fund,
as
you
mentioned
pretty
much
and
that
every
time
that
we
expand
it
we're
actually
reducing
the
scholarships
in
other
areas
to
provide
for
the
newer
scholarships
that
are
being
added,
and
I
think
that's
been
a
major
concern
with
all
the
legislation
that
was.
G
J
Thank
you,
mr
chairman,
aaron
good
to
have
you
with
us
today.
I
know
you're
surprised
that
I
have
a
question
or
two
for
you
not
at
all,
and
I
think,
along
those
lines
of
what
senator
wilson's
comments,
what
your
comments
were
we
need
to.
When
we
talk
about
keys,
we
need
to
have
a
discussion
of
all
of
our
lottery
funded
scholarship
and
grant
programs
holistically
because
they
they
all
work
together.
J
In
the
I
know
we
had
keys,
we
had
cap
and
ktg's.
Pretty
much
were
our
base.
Programs
keys
is
our
merit-based
scholarship,
the
cap
and
ktg
our
needs-based
scholarships.
I
believe
if
my
information
is
correct.
Up
until
a
couple
years
ago,
we
were
taking
care
of
the
keys
dollars
the
cap
and
ktg.
The
applications
were
running
out
about
march
with
increases
in
lottery
revenue.
J
I
So
we're
having
a
unique
situation
pandemic
related
and
I
think
enrollment
related
period.
Cap
and
ktg
are
need-based,
like
you
said
they
are
the
pell
match,
so
you
do
have
to
fill
out.
The
fafsa
for
those
fafsa
filings
are
down,
enrollment
is
down
so
whether
or
not
that
is
pandemic
related
or
is
it
going
to
bounce
back
to
previous
levels?
We
also
have
a
population
decline
so
and
the
opposite
problem
has
happened
for
the
lottery,
the
lottery,
the
gas
stations,
the
grocery
stores,
never
closed
down.
I
Why
not
buy
a
scratch-off
ticket
while
we
were
waiting
for
everything
to
open
back
up,
so
their
revenues
are
are
up.
We
were
actually
able,
thanks
to
the
generosity
of
the
general
assembly,
to
increase
the
award
amounts
for
cap
and
ktg
because
of
how
much
funding
you
all
put
in
there
and
we
are
still
awarding
for
cap
and
ktg
right
now,
so
that
that
hasn't
happened
in
a
really
long
time,
so
we're
continuing
as
those
fafsas
come
in.
We
are
continuing
to
award
another
thing.
I
I
I
need
to
mention
every
time
when
we
talk
about
awarding-
and
this
is
in
the
weeds,
but
we
we
actually
over
award
for
cap
and
ktg,
so
the
applications
come
in,
we
determine
their
eligibility
and
we
actually
tell
more
people
than
what
we
think
are
going
to
show
up
that
there
is
money
for
them
just
based
on
historical
trends.
We
know
a
certain
percentage
of
people.
You
can
put
up
to
10
schools
on
a
fafsa,
so
we
know
that
not
everybody
is
going
to
actually
show
up
on
a
kentucky
campus.
I
So
you
know
if
we
want
to
come
back
and
talk
about
just
the
fafsa
someday,
I'm
happy
to
do
that
as
well,
but
same
thing
with
keys
like
we.
We
base
our
budget
projections
on
historical
trends
and
we
have
gotten
really
close
within,
like
30
thousand
dollars
before
of
not
going
over
so
on
some
of
our
marketing
materials,
and
you
see
the
award
schedule
it
has
in
bold
face,
you
know
type.
I
You
know,
funds
are
available,
are
subject
to
available
funds.
So
part
of
my
anxiety
problems
is
that
if
I
don't
do
my
job
correctly
and
explain
that
you
know
we
need
to
fully
fund
keys
with
that
finite
amount
of
money,
then
we
will
have
to
cut
awards
by
five
dollars
or
five
hundred
dollars.
It
just
depends
on
what
the
damage
is
unless
there's
some
sort
of
infusion
of
cash.
J
Okay,
mr
chairman,
can
I
follow
up
please
just
to
adds
to
what
your
comments
for
those
of
us
who
got
the
director
hicks
financial
report
for
the
state
for
last
month.
For
the
first
three
quarters,
I
believe
my
information
is
correct.
In
the
previous
fiscal
year,
the
lottery
I
brought
in
1.2
million
in
the
first
nine
months
of
the
current
fiscal
year,
it's
brought
in
1.3,
I'm
sorry
billion.
It's
probably
1.3.
It's
already
brought
in
more
in
the
first
three
quarters.
J
Obviously
we
can't
count
on
that
in
the
future.
Like
you
say,
people
may
not
be
at
home
scratching
off
lottery
tickets.
They
make
hopefully
they're
going
back
to
work
they're
getting
out
they're
getting
involved
in
society.
So,
but
I
think
this
is
an
important
conversation,
because
we
need
to
provide
opportunities
for
our
students
with
the
inclusion
of
the
work
ready,
kentucky
scholarship,
we're
also
including
adults
trying
to
get
them
retrained
up
trained,
and
I
look
forward
to
continuing
the
conversation
a
couple
points
on
making.
K
J
Since
implementation,
so
it's
the
same
amount
now.
So
a
student
who
earns
two
thousand
dollars
in
keys
today
is
really
not
earning
as
much
as
a
student
in
two
thousand
who
earn
two
thousand
dollars
in
keys
because
of
the
increased
cost
of
tuition
in
college.
So,
but
I
know
the
emphasis
has
been
more
on
the
needs
based
scholarship,
the
expansion,
the
dual
credit
program,
the
work
ready
kentucky
scholarship.
So
we
need
to
look
at
this
holistically
and
come
up
with
good
policy
going
forward
appreciate
you
being
here
today.
A
Thank
you,
representative.
Join
us
virtually
representative
bojanowski.
B
I
We
would
have
to
interface
with
the
kentucky
stats
folks
to
get
some
workforce
data.
The
best
that
we
have
you
know
I
can
tell
you
if
they
have
earned
keys
money,
and
I
can
tell
you
whether
they
have
spent
keys
money
but
as
far
as
employment
level,
data
we'd
have
to
interface
with
some
other
entity.
A
Thank
you
see
no
further
questions.
I'm
gonna
keep
the
train
moving
aaron.
Thank
you.
So
much
for
the
presentation.
Thank
you.
Members
for
the
questions
appreciate
your
work
next
item
on
the
agenda.
As
I
go
down
on
the
agendas
implementation
of
the
2020
house
bill,
4
419
house,
bill
419.
I
think
we
have
some
presenters
who'll
be
making
their
way
to
the.
A
A
Let
show.
A
A
K
Thank
you
senator
wise.
It's
good
to
see
everybody
in
person.
I've
seen
some
of
you
already
but
good
to
see
the
rest.
We're
happy
to
be
here
to
talk
about
hb419
to
my
left.
We
have
dr
jessica
cunningham
who's,
the
executive
director
of
ky
stats
to
my
right.
We
have
dr
david
mahan,
who
is
the
associate
vp
for
data
and
analytics
at
cpe?
K
You
know
I
want
to
start
this
conversation
if
I
might,
with
where
aaron
left
off
a
little
bit
when
we
think
about
what's
going
on
and
getting
more
people
in
post-secondary
to
reach
our
60
by
30
goal,
it's
important
that
we
understand
the
pipeline.
It's
important
that
we
understand
how
to
build
the
pipeline.
We
have
50.5
percent
of
all
the
graduating
high
school
seniors
going
to
college.
We
can't
build
it
that
way.
K
As
co-chair
huff
knows,
I've
been
pushing
the
fafsa
just
simply
because
we've
got
to
build
a
better
way
of
thinking
about
how
we
get
people
into
the
system
and
out
of
the
system,
no
matter
where
they're
coming
from
whether
they're
adult
learners
or
traditional
age
population
groups.
K
To
do
that,
we
have
to
be
far
more
transparent,
obviously,
and
that's
what
this
conversation
is
truly
about
today,
it's
the
student
rights
bill,
a3419,
you
know
we're
going
to
discuss
items
like
college
cost,
debt
levels,
graduation
rates
to
completion,
median
salaries,
graduates
and
average
number
of
students
completing
a
cte
area.
There's
several
things
that
this
demo
that
these
guys,
who
are
smarter
than
I
am
built,
we'll
talk
about
it.
But
to
me
it's
one
of
a
kind.
I
don't
know.
K
I
know
one
or
two
of
you
had
a
chance
to
get
to
see
it,
but
we're
happy
to
be
here
to
show
you
how
we're
looking
at
transparency
and
how
we
interpreted
what
you've
asked
us
to
do
in
this
demo
now,
so
I'm
going
to
shut
up,
because
I
know
we're
short
on
time
and
I'm
going
to
let
jessica
take
over
here
for
a
second.
M
Actually
august
hi
david
mayhem
cpe,
so
if
we
could
go
back
one
slide
jess
with
this
list
of
data
elements,
you
can
see
it's
a
lot
of
information
and
our
focus
was
very
much
to
make
it
a
simple,
interactive
tool
for
prospective
students,
and
so
we
start
with
just
the
very
basic
questions
that
all
students
should
be
asking.
Can
I
get
a
job?
How
much
will
that
job
pay?
How
long
does
it
take
to
complete
the
program?
How
much
does
it
cost
and
which
institutions
offer
the
program?
M
The
other
piece
to
this-
and
I
think,
was
an
important
decision
that
we
made
along
the
way.
We
know
this
is
not
the
only
tool
that
is
out
there,
and
so
we
want
this
to
be
a
stand-alone
tool
to
enhance
advising.
But
we
also
want
this
to
be
a
data
source
so
that
other
tools
that
are
very
functional
and
helpful
to
students
can
build
on
the
information.
M
So
we
built,
what's
called
an
api,
an
application,
programming
interface
and
it
allows
other
websites
to
call
our
information
from
this
tool
and
pull
it
into
their
website
to
enhance
the
data
and
the
comprehensiveness
of
all
the
tools
out
there.
So
we're
very
excited
about
where
we
are.
We
are
still
going
through
a
process
of
feedback
with
students
with
faculty
with
administrators,
but
we're
we're
ready
to
give
you
guys
a
demonstration
to
show
you
how
it
is
built
and
the
data
elements
that
are.
L
Okay,
I'm
going
to
show
you
how
you
can
get
to
this
tool.
First,
if
you
go
to
our
website
website
kystats.ky.gov
and
you
click
on
reports-
it'll
be
right
at
the
top.
So,
if
you'd
like
to
play
with
the
tool
on
your
own,
please
feel
free
to
do
that.
We've
come
up
with
a
couple
of
examples
that
we'll
show
you
today.
L
We
have
these
majors
cross
crosswalked
to
the
top
occupations,
for
that
particular
major
and
the
number
of
job
openings
available
in
kentucky
for
that.
For
those
specific
occupations,
we
have
the
typical
entry-level
education
requirement
for
that
major
and
then
the
early
mid
to
late
career
average
earnings
expected
for
that
major
and
then,
if
you
scroll
on
down
you
have
what
institutions
offer
that
particular
major
that's
chosen.
L
And
then
you'll
see
some
of
the
the
cost
and
graduation
rates
for
that
particular
institution.
Since
we
picked
kctcs.
This
is
for
all
kctcs
institutions,
but
you
can
let's
say
you
wanted.
You
knew
you
wanted
to
stay
in
the
louisville
area.
You
can
choose
your
particular
campus
that
you'd
like
to
focus
in
on
to
see
some
of
these
metrics,
like
cost
of
attendance,
in-state
tuition
per
credit
hour,
your
grants
and
scholarships
the
default
rate.
L
L
L
L
L
L
You
can
click
on
the
at
the
actual
institution,
same
types
of
things:
the
cost
of
attendance,
the
in-state
tuition
notice
that
the
kctcs
was
a
per
credit
hour.
This
is
the
actual
in-state
tuition
for
the
year
and
you
can
go
down
and
look
at
the
actual
outcomes
for
this
particular
institution.
By
this
major.
M
And
I'd
like
to
just
add
jess,
if
you
would
scroll
down
to
the
average
debt
there
at
24,
000
808.
So
one
thing
that
we
were
able
to
add
in
this
data
set
was
a
debt
level
by
each
degree,
level
and
degree
program.
L
And
so
so,
as
you
have
a
chance
to
to
maybe
spend
some
time
with
this
tool
on
your
own,
we
would
definitely
welcome
any
feedback
that
you
have.
As
david
mentioned,
we
are
continuing
to
get
feedback
on
this
tool,
definitely
kind
of
piloting
it
with
students
and
getting
their
feedback
to
make
sure
it's
understandable
and
digestible.
L
K
Excuse
me,
I
will
add
one
thing:
I'm
a
luddite
when
it
comes
to
technology
moving
things
around.
I
can
even
do
this,
so
I
can
imagine
that
the
younger
folk
who
are
not
can
do
it
a
lot
easier
than
I
can
so
what
I
like
about
this
tool
is-
and
I
want
to
being
transparent,
as
some
of
you
know
that
I
probably
too
much-
and
you
know
I
I
didn't
think
it
was
gonna.
K
I
thought
it
was
gonna,
be
a
lot
more
laborious
and
not
as
in-depth
that,
in
the
end,
what
I
think
david
and
jessica
and
the
folks
did
really
was
to
produce
a
very
easily
used
very
transformative,
even
in
higher
ed,
just
to
let
you
know
but
very
transparent,
in
the
information
that
we're
giving
now
using
this
tool.
I
think
it's
important
for
us
to
make
sure
that
that
happens
at
the
level
it
needs
to
happen,
and
I
I'm
assuming
chair
wise.
You
will
be
helping
us
to
think
about
that.
A
A
I
also
want
to
thank
the
bill
sponsor
representative
mccool
for
his
work
on
this
with
the
house
bill
that
came
through.
My
first
question
is:
what
are
the
plans
for
the
marketing
of
this
to
get
this
out
to
employers
to
guidance
counselors
parents?
Is
there
initiatives
that
are
going
to
be
planned
to
to
make
this
a
rollout.
K
I'll
start
here,
but
we
want
to
make
sure
we
get
it
to
our
higher
ed
institutions.
We
want
to
get
to
our
k-12
folks,
also
get
it
to
k-web,
get
it
to
all
of
our
employers,
business,
education,
roundtable.
We
want
to
do
a
holistic
way
of
getting
it
out
there
as
much
as
we
possibly
can.
I'd
even
would
like
for
several
of
our
what
I
call
educational
advocacy
groups,
pritchard
and
other
folk
to
help
us
to
get
it
out.
I
think
it
is
important
that
we
understand
there's
multiple
folk.
K
We
want
to
use
this,
so
we
need
to
get
it
to
our
big
employers
for
those
that
want
to
do
skill
ups,
as
representative
tipton
said,
but
also
you
know.
I
truly
need
in
my
mind
to
help
us
to
build
this
adult
learner
population
as
well
as
the
pipeline
from
our
p12
up.
So
we're
going
to
be
hitting
that
really
hard.
M
And
I'll
just
add
that
we
have
had
conversations
with
kia
as
well
and
and
those
folks,
as
those
keys
letters
goes
to
prospective
students
high
school
students.
We
know
that
is
a
really
important
information
channel
for
us
and
so
we'll
build
on
some
of
those
pipelines.
But
we
are
in
development
of
a
comprehensive
communication
plan.
Wonderful.
A
We
have
a
few
members
with
questions.
Central
higdon.
N
Thank
you,
mr
chairman,
just
to
comment
and
chescott
and
ky
stats
just
want
to
thank
you
all
for
your
work
and
you
not
only
your
website
but
the
the
students
right
to
know
and
and
to
brag
on
ky
stats
and
and
your
your
your
department.
The
information
that
you
gather
is
incredible.
You've
you're
connected
to
every
silo
and
state
government,
and
if
anybody
knows
well,
there's
a
there's
a
a
lot
of
information.
H
Thank
you,
mr
chairman.
I
just
will
make
a
comment
if
I
may.
Thank
you,
dr
thompson.
Thank
you
for,
and
your
team
for
a
outstanding
job.
I
really
appreciate
what
you,
what
you've
done
with
this
and
and
implementing
the
house
bill
for
419
for,
and
it's
really
critical,
because
what
this
is
is
the
living
breathing
document
that
can
change
when
necessary
as
necessary,
but
it's
helping
students,
current
students
and
potential
students
make
good
back.
H
You
know
solid
career
choices,
and
I
want
to
make
sure
I
understand
too,
and
and
let
everybody
else
know
if
I
understand
this
correctly,
when
you
mention
about
the
job
placement,
those
kind
of
things
we're
also
tracking
anyone
who
gets
a
certificate
diploma
and
degree,
so
it
tracks
all
those.
So
any
students
that
gets
at
least
a
certificate
is
tracked
within
this
mechanism.
So
that's
it's
a
good.
It's
a
good
policy
out
there
that
helps
students
make
good
choices.
So
thank
you.
G
My
question
that
I
have,
and
then
I
have
two
suggestions-
is
one
that
is
there
an
actual
app
that
they
can.
Students
could
go
to
and
download
it
that
interfaces
with
this.
Yet.
L
M
So
we've
had
conversations
and-
and
we
are
just
in
the
beginning-
from
a
technological
standpoint
of
being
able
to
develop
such
a
tool.
But
we
do
think
that's
critically
important
because
we
know,
especially
with
the
younger
folks,
that
they
are
more
likely
to
download
an
app
than
go
to
a
website.
G
Absolutely-
and
I
will
just
follow
up
real
quickly
and
state
that
I
think
that
I
believe
all
of
our
high
schools
have
freshman
orientation,
and
that
is
a
great
place
for
a
counselor
to
come
in.
Have
them
take
out
their
phones,
download
that
app
and
be
able
to
look
at
what
their
career
choices
are
going
to
be.
G
I
just
think
that's
a
perfect
opportunity.
The
other
suggestion
that
I
would
have
is
that
when
you
have
the
debt-
and
I
really
commend
you
for
putting
that
in
there
the
amount
of
debt
that
they
will
graduate
with,
I
would
take
one
step
further
and
say
this
is
what
your
payments
are
going
to
be,
so
that
you
can
factor
that
in
to
your
first
job
that
you're
automatically
going
to
have.
K
K
You
know
I
tell
people
that
loans
aren't
bad
loans
are
a
great
investment
if
you
invest
it
in
the
right
degree,
with
the
right
outcome,
a
right
credential
with
the
right
outcome,
great
investment-
if
you
don't
get
that
degree
or
credential
or
if
you
get
a
degree
in
credential
that
won't
pay
for
that
loan.
I
think
it's
terrible
business
and
that
the
model
that
you're
mentioning
is
a
plain
business
model.
K
This
idea
of
knowing
up
front
what
your
outcomes
are
just
like
any
other
budget
that
you
would
do
is
actually
a
smart
way
not
only
to
help
them
to
understand
it.
But
it's
an
exercise.
I
call
a
deep
thinking
exercise
that
takes
them
through
a
variety
of
things,
and
I
do
believe
we
need
to
get
this
in
the
hands.
It
takes
money
to
build
an
app,
I'm
not
bringing
money
to
you
yet.
But
I
will
but
the
idea
that
this
is
exactly
right.
K
B
Thank
you
chairwise,
and
thank
you.
I
just
wanted
to
do
a
quick
comment
about
how
impressive
and
informative
and
easily
navigated
this
new
program
that
you
have
put
forth
in
front
of
us
is.
I
think
that
that's
going
to
be
huge
in
terms
of
giving
students
information,
and
I
think
that
we
also
need
to
work
to
ensure
that
that
is
readily
available
to
the
children
and
dr
thompson.
We
will
continue
to
push
that
fafsa.
B
It's
monies
out
there
from
the
federal
level
that
I
would
think
that
we
would
all
appreciate
the
kentucky
students
having
so.
Thank
you
very
much.
K
A
Last
thing
on
our
agenda
today
and
I
think
all
these
presenters
will
be
presenting
virtually
student
participation,
engagement
and
intervention
concerns
during
covet
19.,
really
quick.
The
rundown
of
these
presenters,
robin
kinney
associate
commissioner
of
the
office
of
finance
and
operations
of
kde
jessica,
carlton,
associate
director
division
of
district
support,
kde
sally
sugg,
superintendent
of
shelby,
county
schools,
robbie
harmon,
director
people,
personnel,
adair
county
schools
and
steve
hill
director
people,
personnel
with
fayette
county
schools,
robin
I'm
going
to
reach
out
to
you.
A
First,
I'm
not
for
sure
just
because
you're
the
first
person
there
on
the
agenda.
If
you
would
like
to
to
kick
things
off
for
us
and
then
we'll
just
kind
of
contribute
from
there.
O
Thank
you
very
much
chairwise.
It's
a
pleasure
to
be
with
you
here
today
we're
looking
forward
to
coming
back.
We
have
meetings
on
the
horizon
that
will
be
in
person
with
you.
Chair
y
has
already
introduced
the
people
that
we
have
with
us
and
I'll
I'll.
Just
kick
us
off
with
a
few
comments,
as
we
reflect
back
next
slide.
O
Please
jesse,
as
we
reflect
back
to
kind
of
where
we
were
back
in
march
of
2020,
and
while
we
are
talking
about
participation
today
in
march
of
2020,
we
were
very
fortunate
that
the
general
assembly
was
in
session
at
that
time
when
the
coronavirus
pandemic
hit
and
afforded
us
the
opportunity
to
really
look
at
how
we're
going
to
do
funding
at
a
state
level
in
in
light
of
the
coronavirus
pandypic
as
different
instructional
modes
were
required.
O
So
if
we
think
back
to
then
senate
bill
177
a
very
short
bill,
but
very
powerful
in
allowing
school
districts
to
really
engage
students
through
participation
rather
than
daily
attendance.
At
that
time,
we
had
very
limited
opportunities
that
we
could
fund
through
at
when
this,
when
students
were
not
participating
in
person.
O
P
Sorry
there
you
go
jumped
right
in,
and
you
know
was
still
on
mutant.
Sorry,
as
robin
said,
I'm
going
to
go
over
kind
of
the
participation
data
here
which,
when
we
transferred
participation,
we
realized
that
we
needed
some
reporting
on
this
data
to
see
what's
going
on
in
the
school
districts.
So
we
worked
with
our
student
information
system,
infinite
campus
and
created
a
participation
report.
P
P
Through
september
30th,
we
were
able
to
look
at
the
data
and
see
some
of
the
districts
that,
for
lack
of
a
better
word,
had
a
little
bit
of
trouble
with
the
reporting,
because
you
know,
as
you
do,
any
type
of
new
functionality
there's
going
to
be
a
little
bit
of
lag
time
to
get
to
districts
up
on
what
we're
expecting
and
what,
how
that
is
reported
in
the
system.
P
So
we
looked
at
that
first
reporting
period
reached
out
to
some
districts
to
help
them
with
the
reporting,
and
then
we
pulled
another
report
in
january,
which
was
the
first
semester
went
through
the
end
of
december,
looked
at
those
numbers
and
still
had
a
district
or
two
that
we
reached
out
to
and
helped
with
the
functionality
again.
We
will
pull
one
more
report,
hopefully
sometime
this
month
and
get
it
on
by
july
to
show
participation
in
an
aggregate
form
through
the
whole
year
and
those
are
available
on
our
website.
P
Let
me
see
here
now
that
I'm
off
mute.
I
cannot
get
to
the
next
screen
there.
We
go
so
sorry,
this
participation
report.
It
is
available
in
kind
of
two
forms,
the
aggregate
report
which
is
posted
on
our
website.
That
shows
the
district
level,
how
many
students
have
been
participating
district
wide,
all
rolled
up
together,
there's
also
a
student
level
report,
and
this
report
is
more
useful
to
the
districts
in
the
local
schools.
P
This
is
where
they
can
see
actual
students,
their
participation
rates
and
it's
broken
down
by
all
the
other
student
groups.
Your
gender,
your
race
and
any
student
group,
such
as
students
with
disabilities,
free
and
reduced
lunch
students
foster
care
students.
So
schools
can,
you
know,
take
this
report
and
bend
it
to
look
to
see
if
there's
one
specific
group
that
was
maybe
having
more
trouble
than
others
and
reach
out
to
that
group.
P
The
participation
rates
that
we
have
seen
were
you
know
in
on,
in
line
with
attendance
rates
that
we've
seen
in
the
past,
there
was
one
district
that
reported
a
lower
rate
of
74
when
we
reached
out
to
that
district
that
was
due
to
functionality
new
functionality,
trying
to
figure
out
the
system
and
figure
out
how
to
get
that
data
from
those
teachers
into
the
system.
So
we
worked
with
them
and
saw
a
much
better
rate
after
that
first
reporting
period.
P
Normally,
when
we
do
attendance,
we
have
attendance
audits
and
with
like
robin
said,
we
were
just
reporting
this
aggregate
participation,
but
we
also
wanted
to
do
some
type
of
review
to
kind
of
look
into
the
districts
and
see
what
was
going
on
those
modes
that
robin
spoke
about
earlier.
We
were
able
to
see
if
a
student
participated
but
not
how
they
participated
in
which
mode
they
participated
in.
So
these
reviews
that
we
conducted
kind
of
looked
at
that
mode,
we
selected
29
districts
randomly.
P
We
asked
them
to
provide
information
for
one
elementary
one
middle
and
one
high
school.
We
chose
two
random
dates.
I
believe
is
october,
20th
and
november
12th,
and
asked
them
to
pick
a
first
period
class
to
submit
some
data
to
us
when
they
submitted
that
data.
We
were
able
to
pull
this
information
together
from
those
29
districts.
P
P
We
were
able
to
tell
that
11
of
those
students
were
participating
with
paper
and
pencil,
but
a
good
chunk
of
the
students
who
participated
over
you
know:
77
percent
were
able
to
participate
in
some
type
of
electronic
means,
whether
that
was
logging
onto
a
google
meet
having
a
one-on-one
connection
with
their
teacher
or
logging
into
their
learning
management
system
and
logging
on
to
the
learning
management
system
was
actually
the
the
mode
of
instruction
with
the
most
instances
of
participation.
P
Q
First
of
all,
I
would
really
like
to
say
thank
you
to
everyone
for
listening
and
letting
us
talk
to
you
about
some
of
the
challenges,
but
also
some
of
the
successes
we
saw
this
year
during
covid
last
several
months,
and
I
appreciate
the
flexibility
that
the
department
has
given
us
as
districts,
because
we
wanted
to
meet
student
needs,
not
check
a
box
and
that's
what
all
of
us
worked
on
throughout
this
entire
pandemic,
which
is
not
over
yet,
but
we're
we're
rounding
the
corner,
I
think
so,
participation
in
shelby
county,
I
will
say
we
were
set
up
for
success
already
we
were
one-to-one,
meaning
every
student
had
a
laptop.
Q
Q
Every
student
has
a
personalized
learning
plan
that
is
very
detailed,
and
so
that
really
set
us
up
for
some
successes
that
some
of
our
other
districts
may
not
have
seen
so
some
of
the
challenges
we
had
our
traditional
students
that
we
know
are
challenged
at
home
for
whatever
reason:
internet
connectivity,
mom
and
dad
working
or
not,
working
and
them
having
to
take
care
of
their
little
brother
and
sister.
Q
We
had
all
those
same
challenges
that
all
of
our
districts
had
so
one
of
the
things
I
can
say
about
our
teachers
is
they
met
their
students
where
they
were,
it
might
be.
On
friday
night
on
a
google
meet
individually,
it
might
be
a
lot
of
teachers.
I've
heard
talking
about
getting
emails
from
their
students
late
into
the
evening
because,
for
whatever
reason
they
may
have
had
to
get
a
job
because
mom
and
dad
lost
a
job
again.
Q
Older
brothers
and
sisters
watching
younger
brothers
and
sisters
meant
that
every
single
person
had
to
be
flexible
in
the
way
they
met
their
students
either
online
through
the
telephone
or
in
our
case
many
many
of
our
teachers
actually
went
out
and
sat
with
parents
and
with
students
either
in
the
neighborhood
or
in
some
way
in
their
homes,
and
I
say
that
because
we
have
about
22
percent
of
our
students
that
are
english
language
learners
and
so
many
of
them
had
not
only
the
connectivity
problem
getting
connected
to
a
teacher
and
getting
involved
with
the
language
barrier
too.
Q
So
our
el
instructors
went
above
and
beyond
the
other
thing
is
we
allowed
every
every
school
to
develop
their
own
system,
their
own
structure
for
reporting
to
their
their
administrative
team,
who
was
not
connecting
who
was
not
being
a
part
of
the
instruction,
and
then
some
of
our
some
of
our
schools
did
over
700
home
visits.
That's
that's
the
level
and
the
degree
to
which
our
teachers
went
above
and
beyond
to
make
that
connection
with
the
families.
Q
The
other
thing
that
we
did-
and
I
think
this
was
a
very
good
decision
early
on-
we
didn't
realize
how
good
it
was
going
to
be
for
us,
but
we
decided
early
on
not
to
develop
a
virtual
system
and
a
school
at
school
system.
We
wanted,
instead
of
a
virtual
academy,
every
single
school
to
have
shelby
county
school
teachers
with
a
classroom
that
they
connected
with.
Instead
of
a
virtual
academy
of
all
third
grade
students.
Q
Together,
it
was
simpsonville
elementary
teachers
with
her
class
and
when
we
were
virtual,
all
of
them
were
virtual,
but
then,
as
students
started
to
come
back,
we
already
had
that
sense
of
community.
That
sense
of
this
is
my
teacher
and
she's
here
to
help
me
for
the
rest
of
the
year.
We
started
out
with
about
70
percent
at
our
school
and
we
were
in
school
in
person
every
day
that
we
possibly
could
be
other
than
about
two
days
where
we
just
ran
out
of
substitute
teachers.
Q
We
had
nobody
to
cover
classes
because
of
quarantining,
so
our
students
were
either
shelby
county
at
home
or
shelby
county
at
school,
but
they
were
connected
to
a
shelby
county
teacher
and
that
was
their
teacher
of
record
for
most
of
our
students
the
whole
year
long.
So
when
they
came
back
to
in
person,
it
was
just
a
different
mode
of
instruction.
Instead
of
virtual,
it
was
face
to
face-
and
I
can't
say
enough
about
that,
because
that
sense
of
community
is
what
continued,
I
think
to
keep
our
students
engaged.
Q
We
also
had
many
interventions.
We
did
our
non-traditional
instruction
when
everybody
was
virtual.
We
took
advantage
of
the
one
day
per
week.
We
were
allowed
to
bring
students
in
and
so
for
a
couple
hours.
At
a
time,
teachers
took
a
look
at
who
was
struggling
and
not
only
who
was
struggling,
but
even
some
of
our
gifted
students
that
needed
one-on-one
reassurance
and
help
some
of
our
high
school
students
needed
help
with
ap
coursework.
That
was
very
challenging
without
a
teacher
on
a
day-to-day
basis.
So
our
interventions
looked
very
very
robust.
Q
We
even
had
one
elementary
that
had
almost
every
student
coming
and
going
during
a
day
when
we
were
all
virtual,
our
buses
ran
and
we
fed
students
and
did
all
those
same
things
that
our
our
other
districts
around
us
did
as
well
and
then.
Finally,
when
we
all
came
back
face
to
face,
we
continued
to
have
our
fifth
day
as
a
personalized
learning
day.
Q
Again,
students
came
in
to
work
on
projects
that
were
year-long,
culminating
projects
to
defend
their
learning
and
graduation
exercises
to
be
prepared
for
that
there
were
different
things
that
just
act
testing
we
put
that
on
one
of
those
personalized
learning
days,
and
that
meant
the
other
four
days
were
instruction
and
we
didn't
have
to
stop
to
do
testing.
So
we
did
a
lot
to
be
creative.
I
can
also
say
that
many
of
the
things
we
put
in
place-
some
of
our
staff,
have
said.
Why
didn't
we
do
this
all
along?
Q
So
we
have
learned
many
things
that
worked
during
the
pandemic,
that
we
will
continue
to
use
because
they're
good
for
students,
they're
good
for
staff
and
I'll
say
the
last
thing.
We
also
did
many
of
the
interventions.
I
just
said
we
did
a
lot
of
intervening
for
our
staff.
We
knew
that
teachers
take
it
on
the
shoulders
about
the
problems
that
their
students
have.
Q
F
Yeah,
I
think
I'm
going
to
mirror
a
lot
of
what
dr
suggs
said,
and
here
in
adair
county,
we
were
able
to
to
do
some
some
proactive
measures.
Last
summer
we
knew
it
was
going
to
be
a
challenging
year.
So
we
looked
at
what
what
are?
What
are
some
things
that
our
families
are
going
to
experience
and
right
away?
We
saw
technology
and
lack
of
reliable
internet
as
being
issues,
so
so
we
were
able
to
address
those
in
the.
F
In
the
summer
we
were
able
to
to
couple
with
a
local
internet
provider
and
put
modifies
throughout
the
throughout
our
county
in
homes,
simply
because
there
are
just
some
areas
that
that
do
not
have
reliable
internet,
and
then
we
just
have
some
families
that
could
not
afford
that
monthly
cost.
F
When
we
started
talking
to
parents,
that
was
a
big
intervention
for
us
was
developing
that
relationship
and
and
just
talking
to
parents
getting
in
the
homes,
and
the
big
thing
we
saw
was
from
from
parents
was
they
were
just
saying.
Students
were
not
motivated,
there
was
a
lack
of
accountability
and
then
then
some
families
just
had
trouble
navigating
platforms,
whether
it
was
google
classroom
or
if
it
was,
I
ready.
F
So
we
had
to
do
some
tutorials
on
that
kind
of
to
help
families
help
their
own
help
their
situations
and
help
their
kiddos
for
lack
of
participation.
We
made
personal
contacts
and
works
worked
on
relationship
building.
F
Our
teachers
did
a
great
job
with
making
contacts
phone
calls
text
messages.
We
had
thousands
of
text
messaging.
When
we
sent
that
report
to
ms
carlton,
we
we
had
thousands
of
text,
messages
of
of
map,
results
and
and
progress
reports,
because
that
was
the
only
conversations
that
we
were
able
to
have
with
with
families.
These
contacts
and
conversations
actually
built
trust
with
families
and
the
more
trust
we
we
built.
We
felt
the
better
families
were
to
contact
us.
You
know
they
actively
pursued
that
that
help
home
visits
and
notes.
F
We
did
hundreds
of
home
visits
as
well.
Administrators
and
teachers
would
set
a
set
of
side
days
and
I
would
go
out
and
I
would
just
tour
the
county
and
when
we
didn't
get
to
talk
to
people
we
would
leave
door
hangers
and
we
would
leave
notes
and
those
those
started.
Some
of
those
conversations
with
those
families
just
to
say,
hey,
we're
worried
about
your
kiddo.
Please
give
us
a
call
and
see
how
we
can
help
infinite
campus
played
a
huge
role
for
us.
F
F
A
few
lessons
we
learned
well,
the
first
thing
was
pretty
obvious:
face-to-face
instruction
is
absolutely
best
and
being
able
to
to
sit
down
with
a
student
or
talk
to
a
student,
and
sometimes
that
was
google
classroom,
or
that
was
zoom,
but
we
realized
that
that
relationship
piece
and
face
to
face
was
best.
Our
our
remote
platforms
were
sufficient
and
we
saw
that,
but
it
just
did
not
replace
that
face
to
face.
We
realized
early
in
the
process
that
our
instructional
pacing
guides
had
to
be
modified.
F
The
amount
of
work
that
we
were
sending
to
to
kiddos
had
to
be
modified,
and
that
was
simply
because
we
have
families.
One
student
could
have
a
ton
of
work
and
then
mom
and
daddy
have
multiple
kids
plus
they
have
their
work
schedules
to
work
with.
So
we
just
realized
early
on
that
families
were
were
fighting
just
like
we
were
one.
Other
thing
we
noticed
is
when
we
were
doing
student
in-person
and
virtual
that
we
we
realized.
That
was
a
that
was
tough
on
teachers,
because
teachers
wanted
to
see
those
kids
faces.
F
They
wanted
to
teach
that
that
content,
but
that
was
a
whole
big
that
was
probably
one
of
our
biggest
challenges,
is
to
get
virtual
students
taught
in-person
students
talk
and
do
it
sufficiently.
So
we
used
everyone
in
our
district
to
to
make
calls
make
contacts
and
teach
content
one
a
few.
A
few
things
we
worked
on
when
we
learned
our
lessons
here.
Adair
county
high
school
went
to
a
four
by
four
block
that
allowed
those
students
to
have
four
classes
instead
of
six.
In
a
normal
year,
teachers
are
asked
to
identify
power
standards.
F
What
what
could
we
teach?
We
know
we're
not
going
to
get
to
everything,
but
what
could
we
teach
that
get
the
most
bang
for
our
buck?
With
our
instruction,
like
dr
sugg
mentioned,
when
we
returned
to
in
person,
we
went
monday
tuesday.
We
we
we
reserved
wednesday
for
virtual
instruction
and
those
those
reteaching
of
those
skills
that
kiddos
needed
help
with
and
then
school
stressed
again.
F
The
importance
of
infinite
campus
to
help
us
keep
track
and
keep
families
keep
informed
of
what
grades
participation
matters,
those
kind
of
things
and
then
the
interventions.
We
really
really
had
to
look
in
the
mirror,
as
as
interventions
go,
we
had
to
get
flexible
again.
I
remember
dr
sugan
saying
that
we
had
to
meet
students
and
families
where
they
were
at.
Maybe
that
was
seven
o'clock
on
a
saturday
night.
F
Maybe
that
was
maybe
that
was
6
30
before
mamas
or
daddies
went
to
work
or
got
off
third
shift
work,
so
virtual
one-on-one
tutoring
sessions
were
offered
this
year,
we're
doing
in-person
summer
school
with
transportation,
but
it's
focused.
It's
intentional
k
through
five
is
academic
skill,
building
having
a
lot
of
fun
and
that
social
emotional
piece.
F
We
understand
that
and
then
grades
6
through
12
credit
recovery,
and
we
can't
forget
about
our
older
students
that
social
emotional
piece
is
big,
sometimes
and
we've
seen
a
few
occasions
where
we're
training
kids
to
come
back
to
school
and
interact
again
because
for
a
year
we
were,
we
were
kind
of
in
isolation
at
times
throughout
the
year
we
conducted
review
days,
and
those
were
days
that
we
kind
of
just
said
wait
just
a
minute:
let's
go
back
and
touch
on
some
concepts.
F
Let's
give
you
a
chance
to
ask
those
questions,
and
that
was
in
a
more
relaxed
atmosphere.
So
the
review
days
were
big
for
us,
and
then
we
understood
the
the
the
importance
of
face
to
face,
especially
for
our
most
vulnerable
population.
Our
special
needs
kiddos,
and
so
so
at
that
time
we
we
soon
as
we
were
allowed,
we
brought
those
back
in
small
groups,
had
virtual
arc
meetings
to
help
that
communication
with
parents
and
our
plans.
F
F
We
had
to
alleviate
a
lot
of
a
lot
of
frustration
from
a
lot
of
different
areas,
and
that
was
just
building
that
relationship
talking
to
people
saying
hey,
we're
here
to
help
we're
here
to
help
you
do
what
you
need
to
to
help
your
your
student,
and
we
cannot
give
enough
credit
to
our
staff
for
for
this
year
at
every
turn,
they
found
a
way
to
make
students
successful
and
their
efforts
for
building
and
maintaining
those
relationships.
That
was
the
biggest
key
to
our
our
success
this
year.
F
So
and
again,
thanks
for
giving
us
the
time
to
to
sing
our
successes
and
to
to
tell
you
some
of
the
challenges
we
had
this
year.
Thank
you.
P
Thanks
so
much
robbie
steve,
I
think
steve's
gonna
talk
to
us
a
little
bit
about
fayette
county
now.
E
Yeah,
thank
you
so
much
for
this
opportunity
and
I
do
want
to
say
just
a
thank
you
to
our
legislatures
and
kentucky
department
of
education
staff.
I
know
this
is.
This
has
been
an
awesome
example.
Things
weren't
always
perfect
throughout
the
year,
but
I
do
believe
it
was
a
model
of
all
levels
from
district
to
kde,
to
the
legislatures
working
together
to
try
to
fix
issues,
and
I
saw
that
on
many
cases
and
really
do
appreciate
your
support
when
the
commissioner
would
bring
needed
needed
changes
from
legislatures
to
be
able
to
assist
through
this.
E
So
we
developed
a
tiered
intervention
strategy
for
remote
learning
and
it
clearly
defined
roles
for
from
the
school
level,
parent
level,
student
level
to
the
social,
emotional
support
staff
such
as
counselors
social
workers
to
school
administrators
and
then
the
role
of
central
office,
and
we
really
tried
to
adhere
to
our
role
and
and
fit
into
that
that
system
of
intervention
to
better
our
kids
experience.
E
One
of
the
things
we've
learned
is
that
structure
was
key.
We
we
came
out
of
last
year
that
you
know
where,
where
we
were
doing
more
paper
packet,
because
we
weren't
one-to-one
so
at
that
time,
so
you
know
providing
going
into
the
summer.
We
knew
we
had
to
get
to
one-to-one
devices
and
that's
one
of
the
things
we
accomplished.
Throughout
the
summer.
We
also
like
adair
county.
We
were
able
to
provide
mi-fi
for
all
of
our
students,
and
that
was
one
of
the
things
we
did
in
our
community.
E
We
we
looked
at
our
dead
spots
throughout
the
community
that
had
challenging
mifi
or
wi-fi
challenges,
so
we
intentionally
set
up
centers
where
there
were
pickup
pickup
opportunities
for
the
remote
devices
for
our
families
and
by
the
end
of
the
school
year.
We
were
one-to-one
with
everybody,
and
that
was
an
awesome
success
and
really
what
I
think
it's
done
has
challenged
our
community.
E
One
of
the
positives
that
came
out
of
covid
was
taking
our
communities
from
into
the
21st
century.
Where
we're,
I
think,
now
our
families
are
used
to
checking
devices
and
checking
messages,
digitally
and
and
all
those
things
that
that
come
from
this.
That
was
a
very
positive
thing.
E
What
we
had
learned,
also
through
one
of
the
things
that
of
engagement,
is
we
had
to.
We
had
eliminate
barriers,
so,
whatever
those
were,
we
have.
We
have
90,
I
think
four
different
languages
in
fayette
county,
so
we
had
to
find
ways
to
meet
those
families
needs
and
those
kids
needs
and
and
find
ways
to
communicate
well
with
those
families.
So
I
think
it
broadened
our
our
ability
and
our
challenged
us
as
a
district
to
find
mechanisms
to
do
that.
E
I
think
going
you
know
if
we're
looking
at
the
future,
that's
kind
of
what
I
was
like.
What
did
we
learn?
What
can
we
do
better
in
the
future?
One
of
the
things
I
think
going
forward
remote
learning
is
an
awesome
opportunity
and
and
done
well
and
just
like
it
was
said
earlier.
We
need
to
really
when
you
do
remote.
The
only
way
to
do
it
well
is
really
to
have
a
teacher
in
front
of
that
student
to
to
totally
leave
a
child
one-on-one
with
their
device,
with
no
support
from
a
staff
member.
E
That's
not
the
way
to
go
so.
We've
obviously
learned
that
having
a
teacher's
presence
in
front
of
children
is
the
number
one
key
so
that
that's
that's
one
thing,
and
also,
if
in
in
developing
remote
learning
opportunities
in
the
future,
make
sure
you
have
the
right
fit.
Do
you
do
you
eliminate
all
the
barriers?
Are
the
kids
self-motivated?
E
Do
they
have
reading
scores
that
are
high
enough,
that
they
can
independently
learn?
So
so,
as
you
develop
programs
in
the
future,
I
think
all
those
things
need
to
be
considered.
E
We
also
really
found
that
the
social
emotional
piece
was
huge,
so
we
developed
in
our
schedule
a
daily
time
for
social
emotional,
for
our
kids
and
I'll.
Give
you
a
little
some
data
on
that.
Our
student
support
specialist
had
over
421
thousand
contacts
with
kids,
our
district
mental
health
specialist
had
over
96
000
contacts
with
kids
and
and
to
really
work
on
that
social
emotional
piece.
Our
district
as
a
whole
did
36,
000
home
visits,
give
or
take,
and
then
we
in
my
office
alone
did
over
a
thousand
some
odd
home
visits.
So
we.
C
E
Feel
that
personal
touch
is
key,
so
you
know
the
intervention
strategy
is
very
similar
to
what
everybody
else
we
had.
We
had
targeted
instruction
during
the
window
that
we
were
trying
to
bring
kids
back
and
then
we
had
a
spike
in
covid.
We've
got
great.
We
have
a
summer
program.
We
have
three
different
summer
sessions
going
on
called
summer
ignite,
so
families
can
choose
to
plug
in,
and
we
also
will
target
some
kids
to
plug
in
all
three
but
to
really
help
our
kids
move
forward.
E
But
one
of
the
things
I
want
to
leave
you
with-
and
this
will
be
the
last
thing-
the
the
notion
out
there-
that
that
students
fell
behind.
I'm
not
going
to
deny
the
idea
that
all
kids
excelled
in
this
in
this
remote
learning,
but
I
think
districts
blew
it
out
of
the
parkland
state
of
kentucky.
I
really
believe
our
kids
learned,
our
kids
were
engaged
talking
with
other
districts,
the
people,
personnel
directors,
our
teachers
worked
so
hard
to
make
sure
our
kids
got
what
they
need
and
it
wasn't
a
lost
year.
E
It
was
a
different
year,
but
in
areas
where
we
may
have
fell
behind
a
little
bit,
I
will
guarantee
you
there's
going
to
be
some
awesome
changes
in
the
positive
that
we
can't
even
measure
right
now
and
I
think
you'll
see
that
going
forward.
But
we
really
do
appreciate
your
support
and
this
opportunity
to
speak
with
you
today.
O
Thank
you
very
much
chairwise.
Thank
you
for
allowing
us
to
go
a
little
bit
over
on
our
presentation
time.
We
felt
it's
so
important
that
you
hear
from
our
district
representatives,
superintendent,
sugg
and
robbie
and
and
steve
about
really
that
boots
on
the
ground.
Experience
we'll
be
happy
to
take
any
questions
at
this
time.
A
A
Robbie
harmon
is
a
constituent
of
mine
and
also
a
friend
robbie
nice
job,
very
well
done
by
each
and
every
one
of
you
just
a
couple
comments
from
me
that
may
lead
into
a
question
I'll
open
it
up
after
that
to
some
other
members,
since
we
have
a
couple
more
minutes
here,
the
comments
were
made
by
different
ones
of
you
throughout
the
presentation
one
said
face
to
face
is
best.
A
I
think
another
one
said
remote
is
an
awesome
opportunity
and
I
do
give
so
much
congratulations
to
everyone
who
worked
throughout
this
year.
Teachers,
staff,
bus
drivers,
the
food
workers
I
mean
I'm
leaving
people
out.
I
understand
that,
but
also
I
want
to
thank
the
parents,
I
think
a
lot
of
times.
We
forget
those
dealing
with
workforce
issues
trying
their
best
to
balance
this.
I
can
speak
for
myself
in
our
house
and
I'm
sure
there's
others
on
here
that
have
grandchildren
or
children
that
had
to
navigate
the
waters.
A
Is
it
going
to
be
that
individual
school
districts
will
do
virtual
academies
or
will
they
be
doing
classes
virtually
with
students
participating
per
class?
And
I
know
there
may
be
a
difference
in
that,
but
just
didn't
know
it
are
the
districts
that
are
on
here.
What
are
the
comments
right
now
that
are
being
made
at
the
district
level
of
starting
back
in
august?
A
Q
I'll
speak
to
that.
Thank
you
for
that
question.
We
have
always
had
our
middle
and
high
school
students
a
program
called
cultivate
where
they
can
participate.
Virtually.
We
have
one
that
is
a
race
car
driver,
professional
and
he's
earning
money
and
also
participating,
get
earning
his
credits.
But
it's
all
virtual
and
we
have
one
that's
a
model.
She
is
all
over
the
world
and
but
she
earns
her
credits.
Q
We've
never
had
an
elementary
option
and
we
have
written
a
waiver
and
have
been
granted
that
we're
we're
hoping
to
get
that
up
and
running
quickly,
but
we
are
taking
the
lessons
we've
learned
and
that
is
a
teacher
in
front
of
those
younger
learners
that
are
more
challenged,
sometimes
with
self-actualization
and
monitoring
themselves.
Q
We
need
that
sense
of
community,
so
our
virtual
option
will
be
a
face-to-face
shelby
county
teacher
at
the
district
level,
we'll
put
together
an
academy
at
the
district
level
where
in
covid
we
had
each
individual
school
and
each
individual
teacher
communicating
with
their
students.
So
we
will
have
a
virtual
academy,
but
it
will
be
a
shelby
county
teacher,
shelby
county
curriculum
and
that
one-on-one
instruction
we're
really
excited
about
getting
started
with
that.
The
other
thing
that
we're
doing
is,
we
have
already
mailed
out
over
400
letters
to
home
school
students.
Q
These
are
students
that
have
always
been
at
home
and
their
parents
have
petitioned
to
do
a
home
school.
We
know
there
are
many
that
do
it
very
very
well,
but
there
are
also
some
that
find
that
challenging
and
for
whatever
reason,
don't
want
to
send
their
students
to
a
public
school
setting.
So
we're
opening
that
up,
hoping
hoping
some
of
those
students
that
have
been
home
schooled
will
come
back
to
the
public
schools
where
they
can
get
an
enriched
curriculum
and
the
co-curricular
activities
and
the
teaching
that
we
we
feel
like
that.
We
do
best.
E
In
fayette
county
we
we
developed
manny
was
our
superintendent
and
he
he
had
a
vision
about
developing
a
learning,
virtual
learning
academy
and
we
had
our
we
developed
it
from
k
through
12.
So
we
already
for
this
last
year,
adopted
a
curriculum
for
that,
and
we
will
continue
that
with
the
waiver
and
going
into
next
year,
but
one
of
the
to
speak
directly
to
your
question
art
we
had
at
the
end
of
the
year,
9
500
students
that
were
continuing
to
be
remote.
E
We
did
give
that
opportunity
to
sign
up
for
the
virtual
learning
academy
everyone,
but
200
students,
200
students,
requested
their
parents
requested
for
their
child
to
transfer
to
the
virtual
learning
academy
and
the
rest
of
the
9
500
are
coming
back
to
in
person.
So
we
we
find
what,
but
we
do
believe
going
in
this
next
year,
that
there
will
be
a
segment
of
our
population
that
will
be
struggling
with
the
idea
of
getting
back
to
normalization
or
maybe
there's
some
health
concerns
within
the
family.
E
F
As
far
as
dairy
county,
we
will
we're
going
to
go
back
to
conventional.
What
we've
looked
like
in
years
past,
we'll
not,
we
will
not
be
offering
a
k5
option
for
for
remote
learning.
Six
through
twelve
we've
always
had
our
choices
program
and
we
we
based
those
on
extenuating
circumstances.
F
Like
dr
suggs
said
and
and
mr
hill
said,
there
are
just
situations
where
kids
need
to
need
not
to
be
in
a
building
and-
and
we
define
that
through
our
extenuating
circumstances,
in
a
meeting
with
with
with
those
stakeholders,
so
sounds
like
we're
all
on
the
same
page,
even
though
we're
in
different
parts
of
the
state.
A
J
Thank
you,
chairwise,
and
my
question
is
related
to
your
comments
in
question
and
probably
going
to
be
directed
to
robin
kenny,
and
this
comes
from
a
conversation
I
had
with
my
school
superintendent
in
anderson,
county
sheila
mitchell.
We
all
understand
that
education.
The
way
education
is
delivered,
is
going
to
change
after
the
experiences
we've
had
in
the
last
year,
and
my
question
is
directly
related
to
statutory
language
and
house
bill.
208,
section,
11,
subsection,
3
and
I'll.
J
Just
real
briefly
read
that
for
school
year,
21
2122
each
school
district
should
report
attendance
as
required
by
state
statute
and
regulation,
and
the
question
is-
and
I've
already
talked
to
chuck
truesdale
about
this
in
the
past.
Robin
are
under
current
statute
and
current
regulation
are
there
issues
that
school
districts
will
have
in
being
able
to
use
their
ada
in
these
type
of
situations?
It's
calculation
for
seek
formula,
and
if
there
is
nothing
in
there,
are
there
plans
to
do
regulations
to
allow
them
to
implement
those.
O
O
Additionally,
the
kentucky
board
of
education
can
waive
certain
regulations
that
do
not
affect
safety
specifically,
so
they
can
make
a
waiver
districts
can
request
a
waiver
through
the
kentucky
board
of
education
and
the
kentucky
board
of
education
granted
districts
waivers
so
that
they
could
conduct
those
virtual
type
academies
they're
a
little
bit
broader
than
what
they
have
been
permitted
in
the
past.
So
we
have
those
districts
that
are
going
to
be
operating
those
virtual
academies
they.
It
will
not
be
a
situation
like
we've
had
this
past
year.
O
In
that
we'll
have
like
one
student
kind
of
doing
two
days
in
person
and
three
days
out,
they
will
be
full
remote
learning
options
through
those
virtual
academies.
So
the
kentucky
board
of
education
have
has
granted
that
and
that
will
allow
those
ada
to
count
toward
attendance
and
toward
their
seek
funding.
B
I
wanted
to
get
a
little
more
clarification
at
least
one,
if
not
more
than
one
of
the
districts
mentioned
the
four-day
school
week
of
instruction
time
and
then
that
fifth
day
was
reserved
for
other.
I
think
personal
interventions
and
things
can
I
get
a
little
better
handle
on
what
that
looks
like
do
we
say
that
school
buses
are
going
to
be
picking
up
kids
if
they
want
to
come
and
if
they're
not
they're
like
sitting
at
home,
doing
homework
or
I'm.
F
And
I'll
speak
for
at
dairy
county
that
was
last
year
that
was
in
the
that
was
when
we
came
back
and
we
had
a
blue
red
blue
schedule
and
a
red
schedule
and
wednesday
was
for
our
virtual
kids.
So
last
year
we
had
half
of
our
population
in
on
monday
thursday,
half
of
our
population
in
on
tuesday
friday
and
then
wednesday,
was
for
the
kids
that
stayed
full
virtual.
So
that
was
that
was
it
for
this
past
year.
Moving
forward.
That
would
not
be
that
will
not
be
an
option
for
us.
Q
In
in
shelby
county,
we
were
five
days
a
week
until
I
believe
it
was
when
the
shutdown
started
in
november,
and
then
we
started
with
having
once
one
day
a
week
where
we
were
allowed
to
bring
students
in
for
targeted
invention,
and
that
was
really
helpful.
I
didn't
mention
before
those
parents
that
were
reluctant
to
send
their
students
on
a
regular
type
school
day
with
lots
of
people
in
the
building.
They
were
okay
with
sending
them
on
those
days
that
are
personalized
learning
days,
targeted
assistants
or
whatever
anyone
called
them.
Q
Q
C
Thank
you,
mr
chairman.
My
question
is
directed
to
associate
commissioner
kenny.
When
do
you
think
we
will
see
the
results
from
the
2021
school
year,
especially
achievement
gap
information,
and
what
do
you
expect
that
info.
O
Achievement
gap-
information-
I'm
sorry,
I'm
probably
not
the
best
person
to
to
speak
to
that
as
I've
kind
of
lead
over
the
operations
of
finance
and
and
operations
so
but
we'll
be
happy
to
oh
good
kelly's
on.
So
this
is
dr
kelly:
foster
she's
from
the
office
of
continuous
improvement
and
support
and
she's
been
kind
of
listening
in
so
I'll
turn
it
over
to
kelly
hi
good
afternoon.
B
Actually,
rhonda
sims
is
the
best
person
for
for
this
question,
but
I
don't
believe
she's
on
on
the
call.
But
typically
we
get
state
assessment
results
back
late
september,
early
october,
and
so
I
believe,
we're
on
track
for
the
results
to
come
in
again.
At
the
same
time
this
year
and
of
course,
we
have
a
waiver
from
usaid
that
did
not
require
all
students
to
take
the
assessment.
B
So
the
district
will
have
that
data,
probably
late
september
early
october,
to
look
at
the
students
who
did
participate
in
that
assessment
and
then
of
course,
districts
throughout
the
school
year
either
remotely
or
in
face-to-face.
They
have
been
conducting
formative
assessments
throughout
the
school
year
to
have
real-time
data
on
where
their
students
are.
Q
Okay
in
the
interim
period,
those
formative
assessments
that
kelly
referred
to,
for
instance,
are
map
testing,
which
most
all
districts
use.
Here's
one
interesting
thing
we
found-
and
this
is
certainly
not
across
kentucky
it's
just
in
our
district,
what
we
found
if
you
went
into
remote
learning
in
the
spring
of
20
as
a
non-reader
or
an
emerging
reader
in
the
primary
you
really
struggled
with
reading,
but
we
also
found
some
bright
spots
in
that.
Q
If
you
went
into
that
remote
learning
already
a
reader
at
third
fourth,
fifth,
sixth
grade
and
beyond
those
students
actually
had
more
time
to
read
and
more
time
to
read
what
they're
interested
in,
and
we
also
focus
so
heavily
on
the
basics
like
reading
and
math
that
we
actually
had
some
very
bright
spots.
When
we
looked
at
our
fall
and
our
winter
map
data,
which
is
the
formative
assessment,
the
converse
was
true
for
math.
Q
In
many
instances,
the
lower
level
primary
math
that
we
teach
is
very
easy
to
teach,
and
you
can
do
that
virtually,
but
when
it
became
more
complex
kind
of
like
riding
a
bike,
sometimes
if
you're
already
doing
it,
you
know
how
to
do
it.
You
get
off
you
get
back
on
you
do
it
again,
but
the
complex
concepts
that
our
upper
level
students
encountered
virtually
were
more
difficult.
So
we
saw
some
bright
spots
that
we
could
could
report.
R
Thank
you,
mr
chairman.
If
I
could
make
some
comments
instead
of
questions,
I
do
want
to
commend
all
of
our
administrators
and
teachers
and
parents
and
students
for
getting
through
an
extremely
difficult
year
and
the
last
two
months
of
the
previous
year.
R
R
I
think
that's
what
we're
going
to
find
out
if
a
teacher
wasn't
important,
we
wouldn't
have
them
and
we
have
teachers
in
person,
because
they're,
important
and
they're
and
they're
desperately
needed
a
concern
I
have
is-
and
I
know
our
society
society
is
going
to
virtual
in
a
lot
of
ways,
but
there
are
so
many
things
that
students
learn
at
school
that
have
nothing
to
do
with
academics
and
they
have
to
do
with
learning
to
stand
in
line
learning
to
get
along
with
others,
learning
to
communicate
with
their
peers
learning,
to
communicate
with
adults
and
the
further
we
get
away
from
that,
the
more
difficult
it
is
going
to
be
for
for
not
only
our
children,
but
I
think
for
our
society.
R
I've
seen
that
I've
seen
a
reduction
in
social
skills
in
society,
since
we've
opened
up
a
little
bit
when
you
go
to
restaurants
or
out
to
to
businesses
or
whatever.
I
think
we've
had
a
reduction
in
social
skills.
So
imagine
what
it's
going
to
be
for
students
if
they
don't.
The
superintendent
from
shelby
county,
talked
about
home
school
and
they're
they're,
reaching
out
to
home
school
parents
to
try
to
include
them
in
the
public
school
and
she
made
a
statement.
That's
correct!
R
They
do
a
great
job
and
I
know
a
lot
of
home
school
students
that
are
very
well
educated
and
and
know
how
to
handle
themselves
with
the
public,
but
I'm
really
concerned
about
where
we're
going
to
go
from
here,
that's
as
big
a
concern
as
where
we've
been
and-
and
I
think
we
need
to-
we
need
to
give
a
lot
of
thought
to
this.
Thank
you.
Thank
you,
representative.
D
Senator
wise,
thank
you
very
much.
My
question
is
directed
to
dr
sugg,
mr
harmon
and
mr
hill.
D
Dr
sugg,
mr
harvard
mr
hill,
we've
decided
as
a
nation
as
a
state
that
that
we're
going
to
send
our
children
back
to
school
at
the
beginning
of
the
21
22
school
year.
You
know
that's
where
we
are.
We
will
resume
in-person
learning
in
the
fall
with
that
said,
however,
one
of
the
more
controversial
issues
you
know
among
the
many
controversial
issues
that
we've
seen
during
this
covet
19
pandemic,
is
whether
states
should
require
those
young
people
12
and
over
to
get
vaccines
before
they
can
return
to
school.
D
In
other,
words
is
covet
like
smallpox,
and
polio
and
and
mu
measles,
music,
measles,
monster
rubella
or
is
kovitz
something
different
and,
as
all
three
of
you
being
front
line
supervisors.
D
You
know
I
like
for
you
to
weigh
in
and
I'd
like
to
hear
your
opinions
on
this
issue.
Since
again,
this
seems
to
be
very
politicized
depending
upon
what
news
stories
or
education
articles
you
read.
I
like
your
opinions
on
on
this
issue
and
I'll
begin
with
you,
dr
you,
dr
sugg.
Q
Q
I
can
tell
you
that
we
worked
extremely
closely
with
our
local
health
department,
having
weekly
meetings
and
also
our
community
partners,
to
get
out
the
word
and
to
talk
about
the
things
that
we
could
do
when
we
followed
the
procedures
that
we
were
given
our
students
and
our
staff
were
safe.
I
can
tell
you
that
we
tracked
all
of
our
tracing
data
and
there
was
only
one
adult
that
we
could
trace
back
to
contracting
covid
within
the
school
setting,
and
that
was
a
substitute
teacher
that
had
done
something
she
really
wasn't
supposed
to
do.
Q
Little
boy
wasn't
behaving.
She
pulled
his
desk
right
up
next
to
her,
so
she
could
help
him
and
he
was
later
quarantined.
She
was
quarantined.
She
became
covet
positive,
so
I
can
tell
you
following
all
the
procedures
we
were
given.
I
felt,
and
our
data
shows
it
and
our
health
department
said
we
were
extremely
safe.
Q
I
can't
weigh
in
on
whether
we
will
or
will
not
be
required
to
vaccinate.
At
some
point,
I
I
will
say
we
work
with
the
health
department
to
offer
a
drive-through
site
here
in
our
community
within
walking
distance
so
that
anyone
could
access
that
and
we're
trying
to
make
that
information
available,
but
that
at
this
point
is
obviously
up
to
parents
and
and
their
students.
F
I
agree
with
dr
sugg
and
saying
that
I
think
that
is
a
personal
choice
until
we
get
guidance
as
far
as
me
and
my
family,
we're
vaccinated
and
I've
got
two
daughters
that
were
blessed
to
be
in
their
late
teenage
years
that
were,
you
know,
had
that
option
for
them
and
we're
blessed
for
that.
I've
also
got
an
11
year
old
son,
and
once
that
becomes
available,
I
think
we
would
express
that
option
for
our
family,
but
it's
a
family
choice.
F
Unless
we
get,
I
guess
some
some
guidance
and
some
direction
on
that.
With
that
being
said,
we
work
close
with
our
healthy
kids
clinic,
which
is
through
cumberland
family
medical.
We
we
allowed
them
to
come
in
and
set
up
a
vaccination
clinic
for
our
our
staff.
F
We
work
very
very
closely
with
our
health
department
and,
like
dr
suk
said,
between
all
of
our
cleaning,
all
of
our
mask
efforts.
All
of
our
social
distancing
on
buses
on
our
maintenance
director
and
our
maintenance
folks
were
working
day
and
night.
It
seemed
like
to
keep
things
clean.
We
felt
like
our
the
guidance
that
we
received,
was
very,
very
beneficial,
and
at
that
point
I
think
that
we'll
still
follow
the
guidance
based
on
good
science.
From
here
on
out.
F
E
E
Relationships
with
the
health
department
and
what
we
have
found
is
doing
a
positive
campaign
on
immunizations
has
has
been
more
successful.
I
think
we've
we've
used
our
school
buildings
for
clinics
we've
reached
elder
some
of
our
elderly
elderly
population.
That
would
not
have
gone
otherwise
if
it
wasn't
the
local
school
within
their
area.
So
that
was
some
awesome
things
that
came
from
that.
So
we
also
felt
like
our
measures
that
we
put
into
place
in
the
school
were
very
successful.
E
So
if
it's
a
personal
on
a
personal
question,
I
I
think
using
a
positive
campaign,
encouraging
our
kids
to
get
vaccinated
when
possible,
having
access
for
our
families
to
do
that,
such
as
putting
clinics
within
the
buildings
throughout
the
summer.
I
think
we'll
find
a
lot
of
our
kids
will
have
we'll
we'll
and
our
families
will
find
that
to
be
a
safe
opportunity
for
their
families.
F
And
mr
thomas,
if
I
could
follow
up
on
what
mr
hill
said
yeah,
please
do
please
do
that
goes
back
to
that
relationship.
Piece
we're
here,
to
give
you
the
options
to
make
the
best
choice
and
when
they
say
well,
what
would
you
do
then?
That's
when
we
as
educators
have
built
that
relationship
and
built
that
trust
with
our
families
to
say:
here's
what
I've
done
in
my
family
here
are
your
options
and
how
can
we
help
here's
information?
F
Here's
a
like
mr
hill,
said:
here's
a
here's,
some
some
information
on
on
what
vaccines
have
done
in
the
past.
So
that's
where
those
hard
conversations
up
front
benefit
us
in
the
long
run,
because
we've
got
a
great
relationship
with
our
with
our
parents,
with
our
families,
with
our
grandparents
and
with
with
some
of
our
students
that
are
making
decisions
for
the
household
as
well.
E
B
Thank
you
chairwise.
This
is
more
of
a
comment
and
just
a
clarification.
I'm
afraid
that
we're
a
little
confused
regarding
the
virtual
options,
and
I
want
to
make
sure
that
most
the
members
understand
that
the
majority
of
schools
had
a
virtual
academy
or
virtual
option
prior
to
covet,
and
the
majority
will
return
to
that
virtual
option
and
that
virtual
option.
B
Only
now
I
have
spoken
to
only
one
superintendent
in
the
eastern
part
of
the
state
that
said
that
they
were
going
to
expand
and
they
had
offered
it
the
virtual
option
to
grades
five
through
eight
and
had
seven
families
that
were
interested.
B
So
I
think
that
we
need
to
clarify
that
we're
not
looking
at
return
and
the
virtual
being
a
sole
option
like
that
we
had
before,
and
this
is
just
an
implementation
into
finding
that
some
students
learned
better
for
whatever
reason
within
the
virtual
capacity
and
just
offering
that
option,
but
there's
always
been
for
the
most
part
within
the
commonwealth
and
public
schools
of
virtual
academy
within
most
districts
within
our
our
state.
B
So
we're
not
talking
about
just
opening
up
virtual
and
expanding
it
to
the
point
of
where
children
will
not
be
within
the
classroom
as
as
traditionally
they
traditionally
was.
So
if
you
could
just
speak
to
that
and
clarify
that,
please
thank
you.
O
E
Miss
kenny
can
I
also
I
want
to
emphasize
this,
because
it's
a
virtual
option
does
not
mean
a
teacher
is
not
involved
and
there's
no
synchronous
instruction.
We
we
have
students
assigned
to
teachers
and
they're
interfacing
daily
and
the
lower
the
grade
level,
the
more
it
needs
to
happen
on
a
more
frequent
basis
and
our
objective
is
a
daily
interaction
with
the
teachers.
So
we're
not
when
we
say
the
teacher
is
important,
the
teachers
as
important
virtually
as
it
as
they
are
important
in
the
classroom
as
well.
O
O
The
rigor
and
the
requirements
to
do
the
virtual
instruction
going
into
the
next
school
year
are
very
different
than
the
participation
model
that
we
just
talked
about,
where
you
are
basically
doing
that
one
time
in
every
you
know
every
day
with
a
student.
This
is
about
that
meaningful
instruction
on
a
regular
basis
with
that
student
and
the
teacher
you're
absolutely
correct.
Q
And
we
robin,
we
have
also
developed
a
contract
that
we're
going
to
be
using
with
parents
and
not
every
student
that
our
parent
that
applies
will
be
able
to
take
advantage
if
they
were
not
successful
on
the
virtual
option
this
past
year,
then
we
know
they're,
not
a
candidate
for
the
future,
so
we're
looking
very
carefully
at
those
students
that
have
that
support.
They
need
to
be
successful
and
what
that
looks
like
and
involving
the
parents
on
the
front
end
in
that.
A
And
every
one
of
you
for
participating
today
greatly
appreciated.
If
there's
anyone
remotely
that
missed
roll
call,
please
send
notification
to
mariah
online.
If
you
did
miss
a
roll
call
earlier,
our
next
meeting
will
be
tuesday
july
6..
Is
there
motion
for
adjournment
so
move?
Thank
you
all.