►
From YouTube: Interim Joint Committee on Education (8-3-21)
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Good
morning,
everyone
I'd
like
to
welcome
everybody
to
the
third
meeting
of
the
2021
interim
joint
community
education.
I
will
ask
all
members
as
well
as
those
in
the
audience.
If
you
would
please
silence
or
mute
your
cell
phones
at
this
time
we
do
have
an
overflow
room.
I
do
see
that
there's
still
a
number
of
seats
out
there
in
the
audience,
but
if
anyone
wishes
to
use
an
overflow
room,
we
have
room
169
if
that's
needed
once
again
room
169
for
an
overflow
room.
A
We
do
have
some
members
that
are
participating
with
us
remotely
when
the
role
is
called.
Please
indicate
if
you
are
at
home
or
in
your
annex
office
and
when
you
join
the
meeting
your
microphone
was
automatically
muted.
So
please
remember
to
unmute
yourself
if
you
wish
to
speak.
If
you
have
any
questions
or
comments
during
the
meeting,
please
indicate
that
in
the
meeting
chat
function
mariah,
if
you
would
please
call
the
roll.
B
E
B
B
A
If
they
call
members
present
today,
either
remotely
or
in
person,
I
also
want
to
recognize
my
co-chair,
who
is
not
with
us
in
in
the
room
but
assisting
us
remotely
co-chair
huff.
Thank
you
so
much
also
for
being
present
as
well.
Is
there
any
members
that
have
any
introductions
before
we
get
started
this
morning.
A
A
Wonderful,
thank
you
from
the
commonwealth
to
this
commonwealth.
Thank
you
for
visiting
this
morning.
Anyone
else
any
other
introductions,
perfect
scene.
None!
We
do
have
the
minutes.
We
do
have
a
quorum,
so
I
do
need
a
motion
to
accept
the
july
six
minutes.
As
presented
in
your
packets.
We
have
a
motion
by
senator
meredith.
I
saw
a
second
from
senator
wilson,
all
those
in
favor,
except
in
the
minutes.
Please
do
so
by
saying
aye
aye
motion
carries.
Thank
you
all.
A
We
have
a
robust
agenda
for
today
and
today's
topic
is
on
curriculum
authority
and
decision
making.
I
thought
this
was
a
very
timely
time
for
us
to
come
together
and
have
a
discussion
about
curriculum
authority
and
the
decision-making
process,
and
especially
as
it
relates
to
public
engagement
as
it
relates
to
authority
in
the
decision-making
process
and
the
first
presenter
that
we're
gonna
have
is
going
to
be
presenting
with
us
remotely
it's.
A
Mr
ian
rowe
and
I
know
members
have
a
bio
in
their
folders,
but
I'd
like
to
to
go
over
real
briefly
mr
rose
background
as
we
contemplate
any
legislative
implications
for
the
2022
legislative
session
forthcoming
ahead
of
us.
But
mr
rowe
is
a
product
of
the
new
york
city,
public
school
system.
He
attended,
brooklyn
technical
high
school
received
his
master's
in
computer
science,
engineering
from
cornell
university
and
an
mba
from
harvard
business
school.
A
He
has
held
numerous
fellowships,
including
the
echoing
green
fahara
and
harvard
social
enterprise
he's
the
former
ceo
of
public
prep,
which
is
the
nation's
first
and
oldest
non-profit
network
that
exclusively
develops
tuition-free
pre-k
elementary
and
middle
public
charter
schools,
as
well
as
educating
more
than
2
000
students
in
new
york
city.
Presently,
mr
rowe
is
a
resident
fellow
at
the
american
enterprise
institute
where
he
focuses
on
upper
mobility,
education,
strong
families
and
entrepreneurship.
H
Thank
you
senator
wise
and
yes,
my
name
is
ian
rowe
and
thank
you
to
all
of
the
distinguished
members
of
the
interim
joint
committee
on
education.
Thank
you
for
that
introduction.
I
do
come
to
you
from
the
american
enterprise
institute,
as
well
as
the
1776
unites
coalition,
which
some
folks
may
know
is
a
black
led,
nonpartisan
and
intellectually
diverse
alliance
of
individuals
crafting
solutions
to
some
of
our
country's
greatest
challenges
in
education,
family
culture
and
upward
mobility.
H
H
In
the
heart
of
the
south
bronx
and
the
lower
east
side
of
manhattan,
you
know
our
faculty
had
an
incredible
responsibility
to
educate
more
than
2
000
students,
primarily
low-income
black
and
hispanic
kids,
whose
parents
entered
the
lottery
and
chose
our
schools
because
they
wanted
their
kids
to
have
a
shot.
At
the
american
dream.
H
We
had
nearly
5
000
families
on
our
wait
list.
You
know
all
just
desperate
for
their
kids
to
receive
a
high
quality
education
and
similar
to
parents
throughout
kentucky
many
of
our
families
and
low-income
communities.
You
know
they
may
have
faced
racial
discrimination
and
other
challenges
in
their
own
lives
and
thought
that
their
kids
might
as
well,
but
they
knew
that
a
great
education
could
make
a
huge
difference.
H
So
with
that
in
mind,
you
know
in
preparing
for
this
testimony
and
I'd,
ask
please
to
pull
up
that
first
chart
that
I
shared
in
preparing
for
this
testimony.
I
looked
at
eighth
grade.
Reading
proficiency
scores
on
what's
called
oh,
if
you
can
pull
up
the
other
chart.
First,
oh
the
perfect
that
one
so
there's
something
called
the
national
assessment
for
educational
progress.
It's
often
referred
to
as
the
nation's
report
card
or
nape.
It's
a
it's
a
national
assessment.
H
That's
given
every
two
years
at
fourth
grade
eighth
grade
and
twelfth
grade
in
reading
and
math,
and
I
and
I
decided
to
look
at
kentucky's
performance
on
this
national
assessment
versus
just
kentucky
state
exams,
primarily
because
nate
is
a
national
study.
It's
consistent
from
year
to
year.
You
can
really
look
at
longitudinal
comparisons
over
time
and,
as
you
look
at
this
chart,
which
breaks
it
up
just
by
three
races
as
you'll
see,
as
is
the
case
with
many
other
states
in
each
year.
H
Since
the
nation's
report
card
was
administered
in
kentucky
in
1998,
less
than
40
percent
of
kentucky's
white
students
in
eighth
grade
scored,
nate
proficient
in
reading
and,
as
the
chart
indicates,
the
racial
achievement
gap.
When
you
look
at
black
and
hispanic
kids
has
essentially
remained
the
same
for
two
for
two
decades
and
why
that's
interesting
is
that
for
the
last
30
40
years,
if
you're
in
the
world
of
education
reform,
if
you
read
the
mission
statement
of
virtually
any
ed
reform
organization,
you'll
find
language
around
closing,
primarily
racial
achievement,
gaps
or
class
achievement
gaps.
H
Unfortunately,
that
multi-decade
obsession
with
closing
achievement
gaps
has
failed
to
close
those
achievement
gaps
and,
more
importantly,
that
approach
also
has
not
substantively
increased
overall
achievement
levels.
The
sad
irony
is
that
closing
the
black
or
hispanic
to
white
achievement
gap
without
improving
outcomes
for
all
students
would
mean
black
and
hispanic.
Student
outcomes
would
simply
grow
from
some
mediocre
in
terms
of
reading
performance
to
full
mediocrity,
and
I
know
that
that's
not
what
any
of
us
want
to
achieve
and
if
you,
if
you
can
now
show
the
next
chart,
so
this
chart
takes
a
snap.
H
So,
while
that
other
chart
was
a
longitudinal
chart
showing
performance
from
1998
to
present
day,
this
chart
shows
just
raw
numbers,
because
it's
all
it's
important
to
look
at
student
counts.
So
in
2009,
again,
looking
at
the
same
assessment
of
nate
proficiency,.
H
Proficiency
and
that's
in
this
snapshot
in
2019,
nearly
27
000
white,
8th
grade
students,
2
700
hispanic
students
and
4
800,
black
students
did
not
read
a
proficiency
based
on
the
2019
nape
exam.
Now,
overall
white
students
make
up
a
much
larger
segment
of
the
overall
population
and
thus
that
helps
to
explain
the
larger
representation
in
these
categories.
H
But
still
it's
important
to
look
at
both
proportional
rates
of
success
and
actual
student
counts,
because
we
see
that
these
numbers
of
failed
reading
proficiency,
both
in
raw
numbers
and
proportional
rates
by
group,
underscore
our
nation's
collective
failure
to
effectively
teach
literacy
and
build
verbal
proficiency
across
all
races
and
classes.
And
this
is
a
bedrock
for
all.
H
In
my
view,
the
multi-decade
obsession
with
closing
achievement
gaps
by
certain
category
has
done
something
even
worse.
It's
ushered
in
what
I
call
a
monocausal
type
of
thinking
that
crowds
out
the
ability
to
identify
solutions
across
categories.
So,
if
you
see
a
gap,
you
think
oh
there
must
be
discrimination
based
on
that
gap.
So
if
one
believes
systemic
racism,
for
example,
is
the
sole
or
primary
cause
of
racial
disparities.
H
Then
a
tendency
of
that
conclusion
is
to
identify
a
narrow
universe
of
solutions
focused
on
race
as
well.
That's
why
you
see
a
focus
on
topics
like
critical
race
theory
become
a
huge
distraction
from
this
decades-long
literacy
crisis,
which
is
core
for
all
of
our
students,
and
since
it
seems
that
you
know
most
discussions
regarding
critical
race
theory
are
hampered
because
there
isn't
even
a
common
definition.
H
I
ground
my
thoughts
in
the
meaning
provided
by
two
of
critical
race
theories:
intellectual
architects,
richard
delgado
and
gene
stefanczyk,
in
the
forward
of
their
co-authored
book,
critical
race
theory
and
introduction.
H
They
write
quote
unlike
traditional
civil
rights,
which
embraces
incrementalism
and
step-by-step
progress,
critical
race
theory
questions
the
very
foundations
of
the
liberal
order,
including
equality
theory,
legal
reasoning,
enlightenment,
rationalism
and
neutral
principles
of
constitutional
law.
You
can,
by
the
way
you
can,
you
can
take
the
chart
down
now.
We
we
can
show
it
if
folks
have
questions
afterwards.
H
I
for
one,
am
opposed
to
an
idol,
an
ideology
that
that
literally
by
definition,
questions
equality,
theory
that
encompasses
equal
rights,
equal
protection
under
the
law
and
equality
of
opportunity,
and
just
overall
increasingly,
american
institutions
are
enforcing
this
kind
of
intolerant
orthodoxy.
H
That
requires
us
to
view
each
other
based
on
these
immutable
characteristics
like
skin,
color
or
gender
or
sexual
orientation.
It
unnecessarily
pits
us
against
one
another
and
diminishes
what
it
means
to
be
human.
In
many
instances
in
education
we
see
faculty
forced
into
professional
development
or
students
in
their
classrooms,
divided
by
race
and
forced
to
confess
their
status.
As
oppressor
or
oppressed,
there's
an
alternative,
more
positive
approach,
instead
of
a
race
or
class-based
gap
approach.
H
H
If
we
adopted
this
approach,
we
might
soon
quickly
discover
that
the
reason
that
a
majority
of
white
students
have
consistently
not
been
reading
at
grade
level
has
significant
overlap,
with
the
reason
that
a
majority
of
black
and
other
students
have
not
been
reading
at
grade
level,
then
we
might
expand
our
aperture.
We
might
expand
our
focus
on
solutions
to
include
school
choice
so
that
every
parent
has
access
to
a
strong
school,
regardless
of
zip
code,
race
or
income
level.
H
When
we
saw
that
the
new
york
times
had
produced
the
1619
project,
which
was
made
into
a
curriculum,
it
was
advocating
for
things
like
the
founding
of
the
country,
wasn't
even
in
1776
that
it
was
1619
that
the
founding
ideals
were
false
when
they
were
written,
that
the
country
was
founded
as
a
slaveocracy
and
not
a
democracy.
H
So
we
created
a
curriculum
now
which
features
lessons
on
such
things
as
the
rosenwald
schools,
which
are
unbelievable
story,
but
real
booker
t
washington
partnered
with
julius
rosenwald,
who,
in
the
early
1900s,
was
the
ceo
of
the
sears
roebuck
company.
They
partnered
together
to
build
more
than
5
000
schools
throughout
the
south
to
educate
black
kids
because
of
the
inferior
education
that
they
were
forced
to
undergo
an
incredible
story
of
achievement
under
incredible
adversity.
H
H
H
This
is
just
a
snapshot
of
some
of
the
lessons
that
we've
created.
It's
a
free
curriculum.
That's
now
been
downloaded
more
than
15
000
times
by
teachers
in
all
50
states.
The
curriculum
is
now
being
taught
in
public
private,
parochial
schools,
after
schools,
prison
ministries,
homeschools
anywhere,
where
character
formation
is
happening
with
children.
H
I
offered
up
as
just
one
example
of
how
curriculum
teaching
a
complete
history
of
our
country,
warts
and
all
we
can
teach
about
the
legacy
of
slavery,
jim
crow,
as
well
as
the
progress
that
has
been
made
against
those,
but
that
can
be
part
of
the
strategy
to
improve
the
nation's
literacy
crisis,
which
often
gets
diminished
when
we
focus
on
things
like
critical
race
theory,
which
again
is,
in
my
view,
is
a
big
distraction,
and
let
me
just
close
before
we
get
to
questions
and
just
how
just
how
we
can
think
differently
about
these
things.
H
I
recently
saw
the
ceo
of
pfizer
albert
borla,
who
was
explaining
how
he
had
to
mobilize
his
team
of
scientists
and
engineers,
as
they
were
thinking
about
a
vaccine,
and
how
could
he
get
them
to
think
out
of
the
box
and
just
think
differently
about
solving
this
problem,
and
he
said
you
know
it
typically
takes
10
years
to
develop
a
vaccine,
and
he
said
you
know
if
he
had
told
his
team
eight
years.
It
would
have
been
a
major
improvement
they
they
would
have.
They
would
have
said.
H
Oh
my
god,
that's
a
stretch
goal,
but
we
didn't
have
eight
years.
So
he
said
you
don't
have
10
years.
You
don't
have
eight
years,
you
have
eight
months
and
then
he
said:
if
you've
got
to
develop,
you
know
more
dosages
of
vaccines.
Typically,
you've
got
you
do
250
in
a
year.
Well,
now
you've
got
to
do
two
and
a
half
billion
the
reason
he
said
these
things
was.
H
He
wanted
to
take
his
team
outside
of
the
framework
that
they
had
typically
used
to
solve
problems,
and
I
think
we
have
an
opportunity
to
do
the
same
in
education
for
a
long
time.
We've
been
focused
on
closing
gaps
and
that
strategy
just
hasn't
worked.
It
hasn't
worked
to
close
the
gaps,
nor
has
it
worked
to
raise
overall
achievement
levels.
If
I
thought
that
focusing
on
gaps
would
be
a
solution.
Believe
me,
I've
been
in
education,
long
enough.
H
My
hope
is
that
we,
as
educational
leaders,
can
come
together
to
find
productive
ways
not
only
to
teach
america's
full
history,
warts
and
all,
but
perhaps
more
importantly,
focus
on
an
issue
that
I
think
affects
all
of
our
kids
in
particular
literacy,
and
we
prepare
all
of
our
students
to
aim
high.
Maybe
this
idea
of
distance
100
might
offer
some
window
into
how
we
can
think
differently
about
how
we
set
ambitious
goals
for
a
country's
future
and
mobilize
our
teachers
and
kids
to
reach
them,
and
with
that
I
will
step
back
and
take
questions.
A
Mr
real,
thank
you
for
the
very
refreshing
and
intelligent
discussion,
greatly
appreciate
all
your
your
comments
and
your
remarks
and
the
research
that
you
put
into
today's
presentation
this
morning.
As
you
mentioned
there
about
curriculum,
and
you
mentioned
a
number
of
educators,
I
think
you
said
15
000
times
that
that
curriculum
has
been
downloaded.
A
H
Absolutely
so,
as
I
mentioned
it's,
this
is
a
free
curricula.
It
ultimately
will
go
from
kindergarten
through
12th
grade
you
can
go
to
www.1776
unites
dot
com.
If
you
go
there,
you'll
see
some
incredible
offerings,
as
I
I
just
mentioned
a
few.
All
of
it
is
organized
around
a
key
set
of
principles,
resiliency
courage,
because
not
only
do
we
want
kids
to
look
back
at
largely
unknown
stories
of
american
history.
We
also
want
kids
to
look
forward.
H
What
are
the
behaviors?
What
are
the
character-based
strengths
that
I
should
embrace
as
a
young
person,
as
I
think
about
my
future?
So
there's
a
look
back
component
and
a
look
forward
component
that
really
organizes
itself
around
these
key
principles.
So
1776
unites.com
is
where
you
can
go
to
get
that
curriculum.
A
Thank
you,
sir.
We
do
have
some
questions
from
various
members
of
the
committee.
I'm
gonna
go
ahead
and
jump
right
into
those
representative
bo
janowski.
Thank.
E
You
thank
you,
mr
rowe,
for
joining
us
today.
I
do
want
to
make
a
clarification.
E
Being
proficient
on.
Nape
does
not
mean
that
you're
reading
at
grade
level,
and
it
is
significantly
above
that,
so
I
mean
I'm
a
special
education,
elementary
school
teacher,
and
I
I
teach
reading
every
day,
and
so
I
know
that
that
proficient
on
name
now
that
doesn't
mean
we
don't
want
to
improve
the
literacy
of
our
students.
E
I
would
agree
that
the
emphasis
on
closing
gaps
is
problematic,
but
from
my
perspective
I
would
say
that
it's
all
driven
by
the
federal
laws
requiring
the
high
stakes,
accountability,
testing
and
if
we
can
shift
our
pedagogy
to
in
jefferson
county
today,
they're
having
a
conference
called
deeper
learning.
E
If
we
could
shift
our
focus
from
essentially
test
prep,
which
the
reality
is
is
that
there
are
so
many
stakes
on
these
assessments
that
you
know
every
day
in
the
building
is
how
do
we
get
our
kids
to
score
well
on
the
test
and
move
it
into
a
deeper
learning
situation
where
all
kids
can
be
engaged?
E
You
know
problem
solving
and
that
type
of
a
pedagogy
so-
and
I
do
want
to
say
that
I
very
much
agree
with
you-
that
this
emphasis
or
crisis
about
critical
race
theory
is
is
a
distraction,
and
I
would
like
you
to
elaborate
on.
If,
if
you
would,
you
know
one
one
thing
that
I
would
much
rather
be
spending
my
time
on
which
I
am
but
I'd
rather
spend
more
of
it
is
how
do
we
improve
early
literacy
in
our
state
and
in
jefferson
county?
E
We
already
have
school
choice,
so
students
can
pick
which
school
they
go
to
there's
a
whole
process
for
that.
So
I'd
like
you
to
maybe
focus
from
your
experience
as
an
administrator.
You
know
you
mentioned
science
of
reading.
What
do
we
have
to
do
and
what
can
we
do
as
a
state
to
to
build
the
literacy
of
all
of
our
students,
especially
you
know
our
most
at-risk
students.
H
Yep
excellent
questions.
Thank
you.
So
I
I
concur
with
you
that
nate
proficiency
is
different
than
what
occurs
in
each
state,
but
one
of
the
values
of
nape
is
that
there's
a
consistency
so
that
you
can
actually
measure
year
to
year,
as
opposed
to
states
which
often
change
their
state
exams.
But
it
sounds
like
we're
in
concurrence
that
a
focus
on
literacy
and
improving
literacy
outcomes
is
is
fundamental.
H
I
mean
one
of
the
things
that
I
think
sort
of
the
legacy
of
no
child
left
behind,
because
I
actually
worked
at
the
white
house
during
the
time
when
that
was
being
developed
was
that
there
were
aspirations,
simple
objectives
which
were
all
kids
should
be
reading
and
doing
math
at
grade
level.
It
seemed
like
a
reasonable
assumption,
but
what
has
occurred
over
time
is
that
the
pathways
to
get
there,
so
you
saw
a
shrinking
of
content-rich
curriculum.
H
So
if
you
look
at
just
time
spent
during
the
school
day
you
if
you
look
20
years
ago,
look
at
the
amount
of
time
spent
on
social
studies
and
science
in
particular.
Those
topics
have
almost
just
vanished.
H
They're
often
relegated
to
maybe
two
days
a
week,
45
minutes
a
day
or
one
day,
so
one
thing
to
do
is
to
re-introduce
content-rich
curriculum,
especially
in
social
studies
and
science
in
the
early
grades,
and
ensure
that
it's
content
rich,
that
it's
not
slanted
that
it
doesn't
have
a
political
ideology
tied
to
it,
because
that's
literacy,
social
studies
and
science
is
literacy,
and
I
think
in
somehow
the
quest
as
you
talk
as
you
call
out
to
pass
exams
became
so
obsessed
with
this
idea.
H
Well,
what's
the
main
idea,
we
started
to
believe
that
somehow
the
content
itself
didn't
matter
and
that
I
think,
has
been
one
of
the
huge
tragedies
of
the
testing
environment
that
you're
calling
out.
So
I
would
make
a
strong
push
for
reintroducing
content-rich
curricula,
especially
social
studies
and
science,
and
then
in
terms
of
how
to
more
effectively
get
better
early
literacy
outcomes,
something
I
did
when
I
was
running
the
network
of
schools
in
new
york.
You
know
initially,
our
schools
started
in
kindergarten.
H
You
know
five
years
old,
but
we
saw
so
many
kids
that
were
coming
in
with
a
host
of
you
know.
They
didn't
have
a
strong
vocabulary
exposure,
so
we
started
pre-k.
We
were
one
of
the
first
charter
schools
in
new
york
to
start
pre-k
and
that
was
pretty
powerful,
but
even
at
four
years
old
we
saw
kids
still
not
having
enough
exposure,
so
we
did
something
innovative.
H
We
partnered
with
a
a
home
visiting
group,
that's
literacy,
based
where,
for
two
years,
starting
at
18
months
old
literally,
the
younger
siblings,
of
our
current
students
would
have
an
early
literacy
specialist
visit,
the
home
of
our
younger
siblings,
where
for
30
2
times
per
week,
30
minutes
per
visit.
The
early
early
literacy
specialists
would
spend
time
with
the
caregiver
and
the
toddler
reading
a
book
bringing
a
new
book
each
week.
H
Their
vocabulary
was
also
to
increase
the
capacity
of
the
caregiver
so
that
they
become
a
better
at-home
reading,
coach
and-
and
we
think
you
know
honestly-
sometimes
kindergarten-
it's
not
that
it's
too
late,
but
we
have
we've
had
such
missed
opportunities
in
those
first
years,
and
so
there
are
ways
to
break
the
firewall
between
kindergarten
and
all
those
years
that
kids
may
or
may
not
be
in
healthy
literacy
environments.
That's
something
I
would
also
focus
on.
E
If
I
may
just
make
a
statement,
please
I'm
very
appreciative
for
that,
because
I'm
hoping
that
my
colleagues
will
invest
in
early
childhood,
because
we
know
that
that's
like
the
key
to
everything
about
literacy,
and
I
thank
you
for
sharing
the
program.
I
appreciate
it.
H
Yeah,
the
one
the
one
thing
I'd
say
is
that
the
the
reason
I
like
the
home
visiting
partnership
was
that
we
were
building
the
capacity
of
the
caregiver
in
addition
to
the
child
at
home.
So
it
was
not
another
center-based
early
childhood
experience
where
the
kid
was
coming
in.
So
I
do
think.
There's
a
distinction
there
that
if
there's
a
way
to
build
capacity
in
the
home
with
the
caregiver
that
I
think
has
more
enduring
impact.
B
Thank
you
very
much,
thank
you
for
the
presentation
and
thank
you
especially
for
the
focus
on
the
importance
of
early
childhood
education
and
on
the
focus
on
literacy
being
a
cross-curricular
activity.
B
Predictor
of
of
literacy-
so
thank
you
for
that.
I
I
was
curious.
You
talked
about
you
know
all
students
being
able
to
choose
us.
Are
all
parents
being
able
to
choose
a
school
where
their
students
can
be
successful,
but
you've
got
a
huge
wait
list
at
public
charters?
So
all
you
know
so
it's
the
luck
of
the
lottery.
I
H
To
that
yeah
great
question
I
mean,
I
think,
like
most
of
the
country
where
you
do
have
charter
schools.
First
of
all,
most
charter
schools
are
are
publicly
funded,
they're,
they're,
they're,
organized
by
non-profit
organizations.
In
most
of
the
country
like
in
new
york
state,
you
can
only
have
non-profit
networks
that
support
public
charter
schools.
H
The
public
funding
is
is
similar
to
traditional
district
schools.
There's
a
per
pupil
allocation.
It's
normally,
though.
Let's
call
it
60
to
80
percent
of
what
the
traditional
district
schools
are.
So
most
charter
schools
do
raise
philanthropy
to
close
that
gap
until
there
are
enough
students
that
you
can
sustain
purely
on
public
dollars.
H
New
york
is,
I
will
say,
new
york
is
one
of
the
most
significantly
funded
school
systems
in
the
country.
So
I
think
the
in
new
york
city,
I
think
the
average
district
student
for
pupil
per
pupil
allocation
is
a
little
bit
north
of
twenty
thousand
dollars.
H
So
I
and
I
I
don't
know
what
it
is
in
kentucky,
but
I
don't
think
it's
that
high
and
and
then
charter
schools
get
about
16
5
close
to
17,
but
the
but
part
of
the
goal,
with
many
of
my
charter
school
colleagues
is
that
we
want
to
demonstrate
look,
we
can
take
the
same
children
oftentimes,
we're
in
the
same
buildings
with
traditional
district
schools
at
less
money
per
kid
and
show
superior
results,
not
just
on
test
scores,
although
that
is
one
metric,
but
hopefully
on
a
lot
of
other
things.
H
You
know
chess
champions
and
debate
champions
and
obviously
college
graduation
rates
and
other
life
outcomes
to
show
that
there
can
be
a
better
way
to
educate
our
kids.
So
hopefully
that
answers
your
questions,
but
you
know
we're
we're
funded,
we're
publicly
funded,
usually
60
to
80
percent
of
the
district
level.
We
raise
philanthropy
to
close
the
gap
financially,
but
then
at
some
point
you
reach
a
certain
number
of
students
where
you
can
now
operate
on
perpetually
on
public
dollars.
J
Thank
you,
chairman
wise,
and
let
me
begin
by
by
saying
a
some
preparatory
remarks.
First
of
all,
senator
wise.
I
want
to
commend
you
for
bringing
issues
like
this
before
the
legislature
doing
this
interim.
J
Have
a
chance
to
mention
that
when
we
had
our
discussion
on
critical
race
theory
in
in
may,
but
I
told
you
privately
that
the
next
time
I
I
was
able
to
talk
about
this,
I
was
going
to
congratulate
you
because
one
things
that
historically
we
have
not
done
in
america
is
really
address.
The
issue
of
race
head-on.
We've
always
kind
of
hit
it
in
the
closet.
J
We
don't
want
to
talk
about
it,
but
what
we've
seen
since
last
year
is
the
willingness
of
americans
to
deal
with
race
head-on
and
and
to
bring
it
to
the
forefront,
and
I
think
that's
what
we
have
to
do
as
a
country
we're
going
to
get
get
ahead
on
this
issue
and
and
really
you
know,
try
to
resolve
the
problems
that
race
presents
here
in
america.
So
I
commend
you
senator
wise
for
doing
that.
I
really
appreciate
that.
Secondly,
do
you
rep
representative
bojanowski?
J
You
should
know
that,
just
as
yesterday,
president
biden
announced
that
he
wanted
to
appropriate
and
was
going
to
recommend
appropriation
in
the
upcoming
federal
budget
for
universal
early
early
child
education
for
three
and
four-year-olds.
J
I
know
you-
and
I
have
talked
about
this
senator
wise
and
senator
given
know
givens
knows
that
I've
been
a
strong
proponent
of
that
since
I
arrived
in
the
senate,
and
so
hopefully
we
will
get
to
that
point
soon
in
this
country,
where
we
have
universal
pre-k,
dr
rowe,
if,
if,
if
you
can
bring
it
back
on
screen
doctor
ro.
J
What's
the
role
excuse
me,
I
really
wish
we
had
more
time.
We
don't
have
more
time
today,
but
I
really
would
like
to
engage
with
you,
because
one
of
the
things
that
I
appreciate
about
learning
is
is
having
people
who
have
to
think
who
have
different
thoughts
and
different
approaches.
J
I
will
tell
you
respectfully
that
that
I
disagree
with
a
lot,
what
you
say
it,
but
but
the
learning
process
occurs
when
you
engage
with
people
who
have
different
viewpoints
and
different
opinions
with
you,
that's
how
you
learn,
and
so
I
really
appreciate
you
coming
forward
and
and
giving
us
your
positions
today.
Okay,
my
question
to
you:
now
I
have
a
question.
J
I
look
at
disciplinary
records
and
I
see
that
black
students
are
three
times
more
likely
to
be
suspended
and
removed
from
school
than
white
students.
Okay,
I
see
these
kind
of
disparities
and-
and
I
have
to
ask
myself
why
and
it
seems
to
me
the
common
theme
there
is
race
now
now
now
you
want
to
suggest
that
race
is
not
a
factor
here
in
america
in
terms
of
you
know
why
we
have
differences
in,
but
but
but
but
I
would.
J
I
would
respectfully
disagree
with
that
and
in
terms
of
education
and
say
I
think
again,
we
have
to
look
at
race
as
a
cause
of
why
we
have
these
different
disparities
in
in
in
learning
disparities
in
terms
of
disciplinary
causes
and
say,
we've
got
to
realize
realize
that
that
is
a
cause
and
find
ways
to
overcome
that
I'll.
Give
you
a
chance
to
respond.
H
Yeah
well,
thank
you
for
the
question
and,
first
of
all,
I
would
love
to
get
together
because
it
is
through
dialogue
and
debate
that
we
all
as
a
as
as
people
as
a
country
get
to
better
solutions.
So
I
think
a
return
to
civil
discourse,
even
when
we
disagree
is,
is
central
for
us
to
move
forward.
H
You
know
to
your
question,
I
you
know
it's
a
tough
one
because-
and
I
try
to
address
it
in
my
opening
remarks,
which
is
that
when
we
see
disparities,
let's
say:
disparities
based
on
race
disparities
based
on
class
disparities
based
on
gender,
there's,
often
a
tendency
to
say
well
the
reason
for
that
disparity
must
be
because
of
that
category
grouping,
either
it's
sexism
or
or
racism
or
classism,
and
I
think
what
we
found
is
that
the
story
is
usually
more
complex
by
that
and
if
I
gave
the
impression
that
I
was
saying
race
doesn't
matter
that
I
apologize
because
that's
not
the
point
that
I'm
making.
H
Is
this
one
thing
and
that's
where
I
think
it
leads
us
into
solutions
that
are
also
all
about
that
one
thing
and
I
focus
on
literacy
in
particular,
because
the
data
just
shows-
and
this
is
why
you
know
I
highlight
the
performance
of
white
students-
you
mean
in
the
entire
country,
in
the
entire
history
of
the
national
assessment
for
educational
progress.
Since
the
report
was
first
done
in
1992,
you
have
never
had
a
majority
of
white
students
reading
at
nate
proficiency
levels.
H
H
That
probably
has
a
lot
of
overlap
with
why
black
and
other
kids
aren't,
and
so
it's
not
to
say
that
race
isn't
an
issue.
It's
just
in
my
view.
It's
not
the
sole
issue
and
I
think
there's
a
lot
to
learn,
and
maybe
we
can
actually
all
come
together
to
solve
some
of
these
sort
of
fundamental
issues,
particularly
around
literacy.
H
That
I
think,
would
shrink
the
gaps
that
we
are
seeing,
so
that
that's
that's
my
response
and
again
I
I
really
appreciate
your
you
know:
offer
sort
of
constructive
disagreement,
because
that's
how
that's
how
we
have
to
move
together
as
a.
D
Yes,
thank
thank
you,
mr
ro.
This
has
been
you're
phenomenal.
I
suspect
you'll
be
dr
rowe
someday
soon.
Maybe
I
just
wanted
to
clarify
something
because
I
heard
a
lot
of
gas
when
you
said
twenty
thousand
dollars
per
student,
some
states
average
in
the
salaries
of
teachers
to
in
that
pure
per
pupil-
and
I
was
wondering,
do
you
know
if
new
york
does
that?
Because
20
000
just
struck
me
as
really
really
high,
I
know
indiana.
Does
it
bias
they
they
average
in
the
teacher
salaries
with
the
per
pupil?
D
H
I
mean
right
whenever
I
share
the
per
pupil
in
new
york
city,
there's
in
any
other
kind
in
any
other
state
in
the
union,
people
usually
gas,
because
we
we
are,
we
have
very
high
for
people.
We
also
have
very
high
costs
and
salaries.
You
know.
E
H
Estate,
so
it's
it's
it's
on
a
proportional
basis,
but
yeah
it's
it's.
We
do
include
teacher
salaries
and
a
whole
bunch
of
other
things
in
there
as
well.
G
G
I
think
that
what
I
have
understood
you
to
mean
about
the
distraction
of
crt
is
different
than
than
the
fact
that
you
don't
think
it
should
be
discussed
or
whether
it
should
be
promoted
by
the
state
or
whether
state
legislatures
could
should
even
consider
it.
So
could
you
expand
on
what
you
meant
by
it
being
a
distraction.
H
Yeah
well,
thank
you
for
the
opportunity
for
the
clarification
yeah.
So
when
I
say
distraction,
if
I
were
to
rank
you
know
all
the
issues
facing
our
kids
in
our
school
systems,
you
know
whether
or
not
critical
race
theory
is
being
taught
in
k-12.
Schools
would
fall
way
down
the
line
versus
the
nation's
literacy
crisis,
for
example.
That
doesn't
mean
just
your
point
that
that
it
should
be
banned.
H
I
mean
you
can't
I
mean
america
is
based
on
the
free
expression
of
ideas,
even
the
ones
you
don't
like,
and
so
the
only
thing
worse
than
a
compelled
speech
where
kids
or
teachers
are
being
told,
you
have
to
declare
yourself
an
oppressor
or
oppressed
based
on
your
skin
color.
The
only
thing
worse
than
compelled
speech
is
suppressed
speech.
H
So
so
you
can't
no,
no
you!
You
can't
ban
critical
race
theory
in
the
same
way
you
couldn't
you
can't
ban
the
discussion
about
communism
or
socialism.
In
fact,
it's
much
better
to
expose
these
things
and
talk
about
it.
Now
I
don't
think
you'll
be
debating
critical
race
theory
in
first
grade,
so
I
do
so.
H
I
think
there's
got
to
be
more
appropriate
places,
probably
in
higher
ed,
maybe
at
the
high
school
level,
in
a
seminar,
but
if
you're
teaching,
critical
race
theory,
what
you
can't
have
it
become
is
critical
race
theology,
where
you're
only
teaching
one
topic.
H
So
if,
if
in
the
definition
of
critical
race
theory
challenges
the
very
ideas
of
equality,
theory
and
neutral
principles
of
constitutional
law,
then
you
got
to
make
sure
that
you
got
those
principles
being
taught
at
the
same
time,
and
you
have
enough
respect
for
the
learner
that
they
can
hear.
All
of
these
ideas,
discuss
and
debate
and
then
decide
for
themselves.
But
the
banning
is,
is,
I
think,
a
very
slippery
slope
and
in
fact,
falls
into
using
tactics
which,
I
think
you
know
are,
is
what
you
know.
Others
are
trying
to
do.
H
Maybe
in
in
other
ways
I
think
we
america
is
based
on
free
expression
of
ideas.
I
happen
to
disagree
with
critical
race
theory.
I
think
it's
worthy
of
being
discussed
and
debated,
but
banning
it
suppressing
it
is,
is
not
the
right
way
to
go
and
in
terms
of
distraction
I'd
much.
Rather,
though,
we
spent
a
lot
more
time,
thinking
about
literacy.
E
G
Could
I
follow
up
with
briefly
okay?
So
briefly,
I
just
again
to
to
try
to
clarify
what
you've
said
when
I
have
seen
you
speak
about
this
in
in
various
forums.
G
I
have
heard
you
talk
about
the
fact
that
schools
would
focus,
not
legislators,
but
that
schools
would
focus
on
critical
race
theory
would
be
a
distraction
of
things
they
should
be
doing
otherwise,
but
that,
if
the
legislature
is
not
banning
the
idea
but
seeking
to
broaden
or
not
allow
compelled
speech
and
in
in
in
our
schools
that
that
is
not
what
you
meant,
that
it's
not
that
it's
not
a
distraction
to
focus
on
whether
it's
being
promoted.
It's
a
distraction
to
let
that
theory
be
a
focus
as
to
how
to
stop
the
achievement
gaps.
H
You
have
things
like
things
like
privilege
walks,
yes,
where
students
are
lined
up
in
a
horizontal
line
and
a
teacher
might
say,
take
three
steps
forward
if
you're
white,
to
demonstrate
your
inherent
privilege
based
on
your
skin
color
and
take
five
steps
backward
if
you're
black,
to
represent
your
inherent
oppression
and
those
are
just
not
things
that
are
productive
for
anyone.
So
when
actual
critical
race
theory
practices
like
that
are
implemented,
that's
more
than
just
a
distraction.
H
A
Thank
you
members.
We
have
three
more
presentations
following
this.
I
ask
you
to
please
keep
your
questions.
Direct
next
senator
southworth.
L
Thank
you,
mr
chairman.
I
wanted
to
kind
of
follow
up
because
you
mentioned
higher
ed,
maybe-
and
you
said,
maybe
high
school
and
that's
actu
as
far
as
appropriate
time,
I'm
thinking
of
what's
the
age
appropriate
time
to
bring
up
these
things.
That's
kind
of
what
I
was
thinking
as
I
was
mulling
over
this
topic
over
the
last
month
since
we
discussed
it
last
month.
L
Can
you
give
us
a
little
more
indication
on
what
you
consider
to
be?
Maybe
age-appropriate,
I'm
just
thinking
in
the
range
of
things
that
our
students
have
to
learn
certain
topics.
We
don't
bring
up
to
certain
students
at
different
ages,
because
it's
not
really
up
to
them
to
decide
what
they
think
about
it.
It's
like
you
have
to
give
them
some
structure.
I
mean
kids
thrive
in
you
know
a
given
structure
and
then,
of
course,
as
we
get
older,
we
find
out.
There's
you
know
more
exceptions.
L
The
rules
than
there
are
the
rules,
but
can
you
give
us
an
idea
about
what
you've
experienced
or
seen
relating
specifically
to
age-appropriateness
and
how
we
do
these
things.
H
Well,
as
it
relates
to
critical
race
theory,
I
mean
one
of
the
challenges
I
think
on
this
topic
and
again
why
it
gets
so
much
airtime
is
that
there
are
many
different
definitions
of
what
critical
race
theory
is,
and
I
think
it
either
becomes
more.
H
Not
your
definition
either
becomes
more
innocuous
or
more
fearful,
depending
on
what
your
position
is
right,
so
some
people
say
well
critical
race
theory,
that's
just
teaching
history,
and
so
therefore,
it's
appropriate
to
be
teaching
critical
race
theory
in
elementary
school,
and
that's
why
I
often
start
with
the
definition
that
came
from
its
crafters
again
I'll
say
it
again
quote,
unlike
traditional
civil
rights,
which
embraces
incrementalism
and
step-by-step
progress,
critical
race
theory,
questions
the
very
foundations
of
the
liberal
order,
including
equality
theory,
legal
reasoning,
enlightenment,
rationalism
and
neutral
principles
of
constitutional
law.
H
End
quote,
so
that's
a
pretty
sophisticated
legal
theory
which,
for
me,
is
most
appropriately
discussed
and
debated
at
the
at
the
higher
education
level,
which
is
why
I
don't
really
think
it's
appropriate
k
to
12.
Unfortunately,
in
this
debate,
it's
kind
of
a
moving
target
with
definition.
So
I
think
it's
really
important.
If
you
guys
move
forward
nail
this
definition
so
that
it
can't
just
be
well,
it's
just
teaching
rich
history.
H
That's
not
what
this
is,
because
I
don't
think
anyone
disagrees,
for
example,
that
kids
in
elementary
and
middle
school
should
have
a
rich
exposure
to
american
history.
As
long
as
it's
not
cherry-picked
like
the
16-19
project
does
of
exclusively
focusing
on
only
the
negative
aspects
of
of
american
history.
Nor
should
it
be
the
other
extreme
which
is
only
choosing
the
sanitized
versions
of
american
history.
Our
country
is,
is
rich
in
in
its
history
and
it's
it's
strong
enough.
Warts
and
all
so.
H
My
general
view,
as
relates
to
critical
race
theory,
is
to
stay
with
the
definition
as
its
architects
outlined,
and
I
think
most
people
would
read
this
and
say:
that's
not
appropriate
for
first
grade
and
don't
try
to
have
these
shifting
definitions
apply
just
because
you're,
either
for
or
against
it
stick
to
the
original
definition.
And
then
we
can
have
separate
discussions
about
what's
appropriate
history
that
should
be
taught
in
our
schools
at
certain
grade
levels.
A
Mr
rowe,
we
want
to
thank
you
for
spending
the
last
hour
with
us.
Thank
you
for
refreshing
discussion,
open
and
honest
dialogue.
We
respect
you
of
your
time.
We
know
you're
very
busy,
but
once
again,
thank
you
so
much
for
presenting
with
us
this
morning,
you're
welcome
to
the
commonwealth
anytime.
You
wish
to
get
out
of
the
city
and
come
to
the
bluegrass
state.
H
A
Thank
you
so
much
we're
going
to
move
on
with
our
agenda
this
morning.
The
next
still
dealing
with
curriculum
is
our
presentations
on
student
assignments
and
public
input.
We
have
some
parent
constituents
that
are
with
us
today,
those
being
benny
gahegan.
I
think
I
pronounced
that
correct
who
is
joining
us
as
well
as
miranda
stovall
if
they
would
make
their
way
to
the
table.
Please
this
morning.
A
M
Good
afternoon,
can
you
hear
me
my
name
is
beanie
gohagen.
Thank
you
all
so
much
for
having
me
here
for
allowing
me
to
speak.
Thank
you
for
talking
about
this
topic
that
is
so
near
and
dear
to
my
heart
and
into
the
hearts
of
thousands
of
parents
all
over
kentucky.
M
My
stepfather
graduated
from
the
public
high
school,
where
I
met
my
husband,
my
three
sons
graduated
from
that
very
same
high
school,
and
I
am
proud
to
say
that
several
of
my
classmates
were
teachers
at
that
school.
At
that
time
I
have
a
degree
in
elementary
education
and
special
education,
and
I've
worked
in
the
schools
as
an
employer
or
volunteer
for
over
20
years.
M
I
tell
you
all
of
this
to
let
you
know
that
I
have
been
a
supporter
of
public
schools
for
a
long
time.
I
think
that
is
why
these
past
few
years
have
been
so
heartbreaking.
For
me,
all
of
my
kids
had
the
privilege
of
being
taught
by
the
same
fabulous
reading
teacher
in
fifth
grade.
They
read
five
or
six
quality
novels
throughout
the
year,
discussed
and
analyzed
writing
pieces,
wrote,
edited
and
rewrote
a
variety
of
essays
and
narratives
and
developed
an
appreciation
for
various
types
of
literature.
M
They
were
prepared
for
the
challenges
ahead.
Unfortunately,
those
challenges
never
came.
I
will
just
take
my
daughter's
experience
to
simplify
things.
She
attended
a
magnet
middle
school
where
she
had
to
apply
and
be
accepted
into
the
gifted
and
talented
program.
Her
sixth
grade
year
she
read
one
book,
tangerine
by
edward
bloor,
being
gifted
and
talented.
My
daughter
finished
the
book
quickly,
while
the
rest
of
the
class
spent
the
next
month
reading
it.
My
daughter
was
put
in
front
of
the
computer
to
play
games
her
seventh
grade
year.
M
She
read
three
chapters
of
the
lord
of
the
flies.
That's
it
they
did
not
finish
that
book.
Nor
did
they
read
any
others
all
year
I
figured
eighth
grade
would
be.
This
would
be
spent
preparing
the
students
in
the
gifted
and
talented
program
to
go
on
to
the
rigorous
and
highly
competitive
high
school
arena.
I
was
wrong
the
first
day
of
class.
They
played
apples
to
apples
as
an
icebreaker.
M
M
Not
only
did
he
fail
to
assign
one
book
to
the
eighth
grade,
gifted
and
talented
english
class
all
year,
but
he
also
made
it
very
clear
how
he
felt
about
certain
people,
knowing
what
I
did
about
the
low
expectations
of
her
middle
school
classes.
I
told
my
daughter
daughter
early
on
that
she
needed
to
be
learning
outside
of
the
classroom
if
she
wanted
to
get
in
and
succeed
at
the
top
high
school
in
the
state.
She
took
my
advice
and
was
accepted.
She
was
ready
for
a
challenge.
M
M
M
M
There
does
not
seem
to
be
a
clear
standard
for
the
curriculum
materials
being
used
and
there
is
very
little
transparency
once
they
reach
middle
and
high
school.
Our
schools
are
spending
a
lot
of
time,
time,
money
and
resources
on
social
justice
issues
and
current
events,
while
failing
to
expose
students
to
high
quality
literature
and
foundational
skills.
M
M
In
closing,
I
thought
I
would
share
just
a
few
examples
that
other
parents
have
shared
with
me
from
across
the
state
to
demonstrate
what
a
widespread
problem
this
is
in
one
district,
several
elementary
schools
chose
to
read
the
book
entitled
something
happened
in
our
town
in
this
story
about
a
black
man
who
was
shot
by
a
white
police
officer.
The
big
sister
tells
emma
that
the
cops
shot
him
because
he
is
black
and
her
mother
tells
her
that
the
mistake
is
part
of
a
pattern
being
nice
to
white
people
and
mean
to
black
people
josh.
M
M
When
parents
expressed
concerns
over
this
book
being
read,
nobody
seemed
to
know
who
had
approved
the
book
for
the
classroom
in
an
8th
grade
advanced
english
class.
The
class
watched
two
videos
during
a
particular
lesson:
the
first
video
communicated
to
the
students
that
the
american
dream
isn't
real,
stating
that
hard
work
and
perseverance
don't
always
lead
to
success.
M
The
second
video
explored
racism
and
stated
that
if
a
white
child
and
a
black
child,
both
take
the
same
courses,
earn
the
same
gpa
and
have
the
same
major,
the
white
student
will
get
preference
over
the
black
student
when
applying
for
jobs.
The
teacher
then
had
the
class
read
aloud
a
handout
entitled.
I
can't
breathe.
It
discussed
white
privilege
and
white
supremacy.
M
M
M
Finally,
I
will
leave
you
with
a
writing
prompt
from
a
high
school
english
class.
Systemic
racism
is
both
a
theory
and
a
fact
of
life.
As
a
theory,
it
is
based
on
the
idea
that
the
united
states
has
been
a
racist
society
since
it
was
started.
Racism
is
part
of
all
features
of
american
life
today.
Systemic
racism
is
the
result
of
racist
laws,
ideas
and
behaviors.
M
M
This
prompt
is
from
a
widely
used
instructional
content
platform
who
approved
this
platform,
who
approved
this
prompt.
Thank
you
for
your
time
and
attention
on
this
issue
today.
I
believe
that
it
is
imperative
that
future
generations
can
read
understand
and
apply
the
principles
woven
throughout
our
founding
documents.
That
will
not
happen
if
we
continue
on
this
trajectory.
A
Mr
keegan
thank
you
for
being
here.
Thank
you
for
your
testimony
this
morning.
Also
joining
us
virtually
is
miranda
stovall,
mr
volunteer.
If
you
wish
to
also
provide
any
additional
comments
this
morning,.
I
My
name
is
miranda
stovall
and
I
have
four
children
in
public
education.
Thank
you
guys
so
much
for
allowing
me
to
speak
to
you
today.
I
just
wrote
something
up
for
you:
what
are
my
kids
being
taught
in
school?
I
I
I
I
found
where
I
could
view
sbdm
minutes
and
I
spent
several
hours
over
a
few
days.
Reading
the
minutes
available
for
my
children's
schools
and
the
conclusion
was,
the
transparency
of
curriculum
is
just
not
there
and
if
curriculum
is
mentioned,
there's
no,
no,
there's
nothing
noting
what
was
approved
or
discussed.
I
I
I
I
I
I
I
can
say
this:
if
the
lack
of
communication
continues,
many
families
will
find
alternatives,
such
as
moving
out
of
districts,
private
education,
homeschooling
and
the
extreme
of
moving
states.
These
are
all
options.
I
know
some
families
are
choosing
and
I
myself
have
actually
considered
for
this
upcoming
school
year.
I
I
did
address
the
school
board
with
a
similar
presentation
and
concerns
along
with
the
other
parents
there,
and
I
believe
we
were
all
made
to
feel
as
though
they
had
zero
concerns
for
what
any
of
us
were
saying.
It
was
kind
of
a
okay,
we'll
give
you
three
minutes
to
vent,
but
we're
not
really
gonna.
Listen.
I
A
You're
fine.
Thank
you.
Ms
dovah
appreciate
your
testimony.
This
morning,
ms
kahigan,
you
mentioned
that
you
had
conversations
with
your
daughter's
teacher,
very
civil
conversations.
Were
you
directed
to
go
to
site-based
decision-making
councils?
What
what?
What
and
the
steps
that
you
took
besides
just
talking
to
the
teacher,
what
else
did
you
take.
M
Okay,
we
we,
I
opened
the
line
of
communication
with
her
very
early
on
through
email.
Actually,
I
had
a
son
at
the
time,
who's
a
senior
in
high
school
and
had
emailed
his
teacher
first
because
he
was
discussing
intersectionality
in
his
senior
english
class
for
two
weeks,
so
it
was
just
a
back
and
forth
email
and,
like
I
said
what
you
know,
I
was
a
teacher.
M
So
whenever
I
and
I've
always
told
my
kids
this,
whenever
I
am
looking
at
a
situation
between
my
child
and
and
the
teacher,
I
assume
the
teacher's
right.
You
know
it's
just
kind
of
my
kids
were
at
that
disadvantage.
M
I
guess,
but
so
I
always
approach
it
from
from
the
perspective
of
you
know:
okay,
this
is
we're
gonna
get
things
done,
but
we
just
continued
to
communicate
all
throughout
the
year
her
teacher
and
I
communicated
and
and
like
I
said,
we
were
always
very
polite
and
respectful,
and
she
was
you
know
very
good
to
my
daughter.
But
again
we
never
got
around
to
those
classics
that
that
were
part
of
the
standards
as
well,
and
it
was
just.
A
M
M
I
have
to
tell
you
that
this
past
year
has
been
a
very
big
learning
experience
for
me,
and
I
don't
know
where
the
breakdown
is:
I'm
not
an
expert
on
site-based
decision-making
committees.
I
understand
that
there
are
two
parent
representatives
and
then
three
school
representatives,
so
to
say
that
parents
are
under-represented
in
site-based
decision-making
committees
I
think,
would
be
fair.
I
also
think
it
would
be
fair
to
say
that
the
transparency
is
not
there,
because
decisions
are
made
in
those
committees
that,
like
miranda
was
saying.
M
Where
are
those
I
mean?
I
know
you
can
go
and
ask
for
the
minutes,
but
she
did-
and
I
read
her
minutes
and
there's
nothing
in
there
to
say
what
curriculum
was
being
used,
and
I
know
like,
for
instance,
this
packet
that
my
daughter
was
given
was
used
widely
across
our
district
in
other
freshman
english
classes.
So
did
every
site-based
decision-making
committee
agree
with,
or
you
know
approve
that,
or
is
that
in
not
every
freshman
english
class
used
it.
M
E
Yes,
I'll
be
very
brief.
Both
speakers
mentioned
indoctrination
and
I
would
like
to
say
just
from
a
quick
google
indoctrination
is
the
process
of
teaching
a
person
or
group
to
accept
a
set
of
beliefs
uncritically,
and
I
would
like
to
say
on
behalf
of
all
educators
across
the
state
that
one
of
the
most
important
things
that
we
want
our
students
to
do
is
to
engage
in
critical
thinking.
E
So
I
push
back
against
that
phrase
being
used
as
an
educator,
and
I
I
just
it
troubles
me
when
that
statement
is
used
because
critical
thinking
is
when
we
had
a
committee
meeting
last
week
with
the
american
manufacturers
group,
one
of
the
most
important
characteristics
that
you
know
the
incoming
employees
are
lacking
is
critical
thinking.
So
thank
you.
F
F
F
What
does
that
say
about
where
our
priorities
are?
I
should
be
getting
in
to
the
girls
high
school
basketball
game
with
about
10
other
people
that
are
concerned
about
the
athletics
going
on
on
that
floor
for
free,
and
there
should
be
a
line
of
200
people
standing
outside
his
history
room
door
dying
to
pay
five
dollars
to
get
in
and
watch
him
teach.
F
These
are
the
conversations
that
we
need
to
be
having
are
so
critical
and
I'm
excited
that
we're
finally
engaging
in
discussions
about
curriculum
and
the
things
that
shape
these
young
people's
lives.
To
that
point,
the
next
presenters
are
going
to
be
coming
up
in
just
a
moment.
I
see
some
kde
representatives
here
in
the
room.
I
would
be
really
interested
if
the
next
group
of
our
presenters
cannot
answer
it.
It's
perfectly
understandable
and
kde
may
not
have
an
answer
at
hand,
but
a
follow-up
sometime
over
the
course
of
the
next
couple
of
weeks.
F
A
Thank
you,
senator
givens,
and
with
that
we
do
have
a
robust
agenda.
We
appreciate
both
your
testimonies
today,
but
we
would
like
to
turn
the
floor
over
to
the
next
portion
of
our
presentation
on
curriculum
authority
and
decision
making
and
that
being
the
office
of
education,
accountability.
We
have
joined
us
today,
miss
marcia
seiler,
acting
lrc
deputy
director
and
also
mr
brian
jones
investigative
division
manager
also
of
oea.
Thank
you
both
for
being
here
this
morning
and
if
you
will
just
please
identify
yourselves
on
the
record
and
the
floor
is
yours.
K
Green
light's
on
maybe
thank
you.
Sorry,
I'm
going
to
walk
you
through
statutes,
regulations,
links
to
documents
that
you
all
will
find
helpful
through
your
discussions
of
curriculum
and
selection
of
instructional
materials,
I'm
going
to
move
through
quickly.
You
all
can
ask
me
questions
if
you
want,
if
there's
a
section
under
a
statute
heading
that
may
just
be
the
part
I'm
talking
about.
You
could
go
to
that
statute.
It
could
be
10
pages
long.
K
The
first,
though,
set
out
the
eight
capacities
required
of
students
in
public
education.
You
can
read
through
those
and
see
there's
communication,
skills,
understanding,
governmental
processes,
self-knowledge
and
knowledge
of
what
mental
and
physical
wellness.
But
those
are
the
four
I
mean
the
eight
capacities
required
for
students.
The
second
one
is
158
6451,
and
that
is
that
says:
schools
shall
develop
their
students,
ability
to
and
then
there's
a
list
of
seven
ideas
that
the
school
must
develop.
Their
students
abilities
to
do
and
you
can
see
those
are
basic.
Communication
and
mathematics.
K
Okay,
section
two
of
that
statute
says:
kbe
shall
disseminate
to
local
school
districts
and
schools,
a
model
curriculum
framework
which
is
directly
tied
to
these
goals,
outcomes
and
assessment
strategies
in
the
statutes
move
down
to
the
middle
of
page
two,
and
you
can
see
I've
linked
you
to
on
the
kde
website.
The
kde
model
curriculum
framework,
that's
required
by
that
statute.
K
It's
a
long
document.
It's
a
very
interesting
document.
You'll
want
to
take
a
look
at
it.
That
is
what
katie
has
set
out
as
the
curriculum
framework,
and
I
think
it's
on
around
page
three
to
eight
there's,
a
very
good
description
of
some
topics
that
you
all
are
talking
about.
Some
some
phrases
that
have
been
used.
K
The
kentucky
academic
standards
are
referred
to
as
the
kas
and
those
contain
the
minimum
requirements
of
what
students
should
know.
So,
when
you're
talking
about
standards,
that's
what
they
should
know
at
the
end
of
each
grade
level.
The
standards
address
a
foundational
framework
of
what
is
to
be
learned.
Then,
when
you
get
on
to
curriculum
curriculum,
the
overall
purpose
of
curriculum
is
to
focus
on
and
connect
the
work
of
classroom
teachers
within
a
school
or
district
to
the
standards.
K
So
that's
what's
going
to
happen
in
the
classroom,
you
take
the
standards
and
then
they
may
they
match
the
curriculum,
and
that
sets
up
what's
going
to
happen
in
the
classroom
during
the
school
year
and
then
the
third
part
is
instructional
resources,
which
is
the
print
non-print
electrical.
I
mean,
I'm
sorry,
electronic
medium.
It's
all
the
documents,
the
resources
that
are
used
within
the
classroom.
K
That's
all
set
out
in
the
framework
which
is
online
all
right.
Next
156
160.
K
Provides
kde
with
the
responsibility
to
promulgate
regs
establishing
the
standards,
so
that's
just
the
statute
that
gives
kde
the
responsibility
for
setting
the
standards.
The
next
statute.
16345
is
the
school-based
decision-making
council
statute.
That
is
quite
a
long
statute.
I've
only
cut
out,
I
mean
presented
here
a
few
sections,
but
that's
worth
reading.
K
K
K
K
That's
section
g
of
this
statute,
section
j
talks
about
the
review
of
data-
and
I
know
you
all-
were
talking
about
disaggregation
of
student
data
and
so
section
j
discusses
that
desegregating
data
by
race,
gender,
disability
and
participation
and
free
and
reduced
lunch,
and
the
school
council
shall
develop
a
plan
to
ensure
that
all
students
are
making
progress
in
meeting
goals
by
those
groups.
So
that's
one
discussion
that
the
school
council
has
to
have.
K
Okay,
I'm
going
to
move
down
a
little
towards
the
bottom
of
page
four,
there's
training
and
guidance
for
sbdm,
so
sbdm
councils
are
required
to
have
training,
but
they
also
can
get
guidance
through
two
groups
in
particular.
One
the
department
of
education
provides
links
supports
both
through
their
staff
and
online
to
councils.
They
provide
a
format,
a
set
school
council
policy
manual
that
can
be
used.
K
Okay,
let's
see
krs
158
6453
is
reviewing,
is
the
review
of
academic
standards
and
assessments,
so,
as
we
discussed,
standards
are
set
and
kde
is
required,
beginning
in
2017-18
and
every
six
years
thereafter
to
implement
a
process
for
for
reviewing
kentucky's
academic
standards
in
alignment
with
assessments.
K
And
they
are
going
through
that,
at
the
end
of
this
section,
I'm
going
to
give
you
the
the
timeline
and
and
where
they
are
on
that
you
can
see
in
the
middle
of
page
5
g1.
It
says
the
review
process
implemented
under
this
subsection
shall
be
open
and
transparent
process
that
allows
all
kentuckians
an
opportunity
to
participate,
that's
written
in
statute,
and
I
think
it's
important
to
review
how
that's
being
done.
K
I
know
transparency
is
important
and
found
that
section
to
be
relevant
when
you
turn
to
page
six,
I
provide
the
link
to
the
kentucky
standards
and
that's
the
ky
standards.org.
That
is
the
same
page.
That
has
the
model
framework.
So
that's
an
important
page.
You
can
get
the
breakdown
by
grade
by
subject,
it's
very
detailed
right
below
that.
I
have
the
kentucky
academic
standard
review
and
revision
timeline
so
based
on
the
statute
that
requires
the
standards
to
be
reviewed
every
six
years.
This
is
where
we
are
right
now.
Science
is
currently
in
pro
process.
K
Visual
and
performing
arts
begins
in
december
of
2021.
The
standards
for
reading
writing
and
math
have
already
been
completed
and
the
reg
went
into
effect
march
2019.
That
means
the
next
review
will
be
2025
on
those
standards.
Social
studies
went
into
effect
july,
2019
and
so
2025
will
be
the
next
year
for
review
on
those
standards.
K
Also,
an
important
link
is
the
standards
implementation
guideline
and
that
explains
how
they're
reviewed
who's
involved,
how
the
committees
and
panels
are
set
up.
It's
quite
a
lengthy
document,
but
I
cut
out
and
provided
here
on
page
six
and
the
top
of
page
seven
three
of
the
groups
that
they
use
in
their
review.
They
do
advisory
panels
who
are
for
each
content
area.
K
They
do
standards,
review
committees
for
each
content
area
and
they
break
it
down
into
grade
level
and
then
there's
an
overall
standards
and
assessments
process
review
committee
that
oversees
the
whole
process
to
make
sure
that
it's
being
done
properly
and
you
can
see
who
the
membership
is
of
that
of
that
group.
K
K
To
throw
a
reg
in
here,
we've
got
the
kentucky
high
school
graduation
requirements
which
are
set
out
in
7043
305,
it's
22
credits,
and
this
is
a
minimum.
This
is
the
base,
so
some
schools
can
give
special
diplomas
and
have
other
requirements,
but
these
are
the
minimum
requirements.
22
credits
for
graduation.
K
The
next
statute
you
all
have
been
discussing
today
and
would
be
important
to
review,
is
158
649
and
that
sets
out
the
discussion
of
achievement
gaps
and
how
schools
I'm
sorry,
how
districts
and
councils
are
to
utilize
gaap
data
in
aligning
their
curriculum
and
instruction,
so
I've
set
out
parts
of
it.
It's
quite
a
lengthy
process.
K
Page
9
704
3540
is
the
uniform
academic
course
codes
and
kbe
manages
this
document.
It's
a
uniform
course
code
is
required
to
create
accurate
data
so
that
we
can
use
it
to
study
and
analyze.
So
they've
got
course
codes
for
every
class
and
then
schools
match
their
courses
up
to
those
codes
at
oea.
We
used
it
before
in
past
studies.
K
K
These
are
the
ones
that
I
could
find.
I
don't
know
if
there
are
any
more,
but
these
are
examples
of
the
legislature
requiring
certain
curriculum.
That's
outside
of
the
standards,
so
just
a
few
voter
registration
election
procedures
workplace
place
ethics
instruction
requiring
a
passing
grade
on
a
civics
test.
Skin
cancer.
K
A
F
Thank
you
chairman
wise.
I
appreciate
you
being
here
today.
It's
a
whole
lot
to
take
in
so
you
have
left
us
some
homework
for
after
we
leave,
but
specifically
on
160
345
as
it
directs
it
talks
about
the
school-based
decision-making
councils-
and
this
has
been
a
question.
That's
come
up
a
lot
so
just
for
to
clarify-
and
I
know
we've
brought
this
up
before-
but
school
boards
have
no
authority
in
curriculum
decisions
in
the
state
of
kentucky.
Is
that
an
accurate
statement.
K
F
K
F
You
know
it
talks
about
the
school
council
will
make
these
decisions.
The
should
is
bro.
I
bring
this
question
up
because
the
testimony
by
some
parents
previously.
I
F
F
Is
there
anything
in
there
that
would
specifically
say
that
those
decisions
have
to
be
within
the
minutes
of
the
council
and
have
to
be
provided
in
a
public
pla
place
like
on
a
website
for
parents
and
other
stakeholders
to
view
I'm
not
sure
representative
I'll
committees,
committees
are
public
bodies,
the
open
record,
open
meeting
law,
and
so
they
should
should
be
accessible
to
the
public
at
a
a
a
convenient
time
to
meet
a
convenient
place,
to
meet,
to
accommodate
the
crowd
and
also
they're
supposed
to
have
minutes.
F
So
that's
the
best
answer
I
can
give
you.
I
don't
know
if
there's
anything
specifically
that
says
this
curriculum
has
to
be
posted
somewhere
to
be
read,
but
they
aren't
subject
to
open
meetings
and
open
records.
So
if
there's
a
big
discussion
about
curriculum,
you
would
think
that
would
be
reflected
in
minutes.
Yeah.
A
F
K
Yes,
I
can
in
review
of
those
on
page
where
I
mentioned
the
k
page
four
middle
of
the
page.
There's
two
links
there
kasc
and
the
kde
page
regarding
sbdm
has
lots
of
material
a
lot
of
his
own
curriculum
development.
It's
on
other
responsibilities
of
the
council,
but
there
is
quite
a
bit
on
that
and
they
are
required-
and
I
don't
have
it
in
front
of
me,
but
they
are
required
so
many
hours
a
year,
training
when
they
become
a
member.
So
yes,.
D
I
just
want
to.
I
want
to
say
that
everything
is
pretty
pretty
much
laid
out.
What's
supposed
to
be
taught
and
board
set
policies,
so
site
bases
kind
of
have
to
go
with
what
the
boards
want.
I'm
not
sure
they're
mutually
exclusive.
D
I
don't
know
if
you
can
address
that
or
not,
but-
and
the
one
thing
I
would
want
to
remind
everybody
of
is
a
school
board.
Is
an
elected
body
and
many
many
times
school
board
members
are
elected
over
and
over
and
over
without
any
opposition,
and
this
kind
of
goes
back
to
senator
gibbons,
saying
I'm
paying
five
dollars
to
get
in
to
watch
basketball.
D
I
should
be
standing
in
line
to
watch
a
class
being
taught
you
know
if,
if
when
as
an
old
principal,
when
I
went
to
hire
a
coach,
I
had
more
people
telling
me
what
to
do
than
than
I
can
ever
imagine.
But
if
you
go
to
hire
a
teacher
or
you
go
to
elect
a
school
board
member,
it's
it's
crickets,
so
I
just
want
to
remind
people
that
that's
an
elected
body
too,
and
if
you
had
any
comments
about
the
mute,
I
just
don't
think
site
base
in
the
board
is
mutually
exclusive.
G
Thank
you
chairman,
and
thank
you
for
your
presentation,
one
one
statute
that
I
didn't
think
I
didn't
hear
you
talk
about
and
I
don't
see
it
is
krs
156.445
and
that
statute.
I
was
by
the
way
it's
just
a
little
background.
I
was
elected
nine
times
to
be
a
parent
representative
on
my
children's
site,
based
councils.
So
I'm
familiar
with
these
laws
on
this,
and
one
of
the
things
that
you
didn't
talk
about
and
I'd
like
you
to
comment
on
is
that
section
145
156.445?
G
So
can
you
comment
on
on
that
and
and
these
books
that
we're
hearing
about
how?
Where
can
we
see
the
state
textbook
list
and
how
does
that
fit
into
all
of
this.
K
That's
a
good
question
that
headed
down
the
kind
of
down
into
the
weeds
of
the
instructional
resources
part-
and
I
did
not
put
that
in.
I
was
heading
with
the
the
curriculum.
But
I
can
get
you
that
information.
G
K
B
Thank
you,
mr
chairman,
and
thank
you
for
your
presentation.
My
question
is
related
on
page
seven,
the
achievement
gap.
I
know
that's
a
statute
and
it
would
have
to
be
changed
in
statute,
but
do
you
have
an
opinion
or
any
feedback
from
the
ranks
as
far
as
in
light
of
mr
rose
testimony
earlier
today,
if
you've
heard
that
that
he
feels
like
that,
focusing
on
those
is,
we
should
be
focusing
on
the
bigger
picture
you
know:
do
you
have
any
feedback
on
that
opinion
or
or
otherwise.
K
L
Thank
you
and
I
appreciate
our
nonpartisan
staff
at
lrc
and
actually
I'm
thinking
about
how
do
we
get
that
into
the
classroom?
But
my
question
wasn't
actually
about
that.
My
question
was
when
we're
talking
about
these
one-off
print-offs
sheets
of
paper,
packets,
about
like
this
being
used
as
curriculum,
and
it's
been
going
on
since
I
was
in
school,
we
barely
pulled
the
textbooks
off
the
shelf,
and
at
this
point
I
don't
think
we
have
textbooks.
L
L
So
is
there
any
delineation
anywhere
that
says
well,
the
spdm
would
have
to
approve
a
textbook,
but
they
wouldn't
have
to
approve
a
30-page
printoff
or
any
kind
of
threshold,
so
that
things
that
are
passing
past,
our
children's
eyes
are
or
are
not
being
reviewed
after
they
cross
a
certain
threshold
and
I'm
assuming
it's
up
to
the
teacher
to
print
off.
I
mean
we
can
print
off
200
sheets
paper.
At
this
point,
it's
all
digital
anyway.
That
brings
me
to
ai,
but
I'm
going
there
because
this
question
is
just
to
what's
the
threshold.
K
L
L
K
I
got
into
this
a
little
bit
trying
to
figure
out
how
deep
they
do
go
and
it
actually
varies
by
school
by
district
by
classroom,
probably
by
grade
they
may
be
more
prescriptive
in
the
lower
grades
and
give
more
flexibility
to
teachers
in
higher
grades.
They
may
be
prescriptive
across
the
board.
I
think
it's
school
by
school.
A
Marsha
real
quickly,
senator
gibbons,
sorry.
F
K
K
I
will
I've,
I
don't
know
how
I
missed
the
cut
and
paste
I
meant
to
have
that
in
here.
Okay,
so
specifically,
it's
160,
345,
subsection,
2
g,
and
it
says
the
school
council
shall
determine
which
textbooks
instructional,
materials
and
student
support
services
shall
be
provided
in
in
the
school
subject
to
available
resources.
The
local
board
shall
allocate
an
appropriation
to
each
school
that
is
adequate
to
meet
the
school's
needs
related
to
instructional
materials
and
school
based
student
support
services,
as
determined
by
the
school
council.
A
A
That's
right.
We
have
presenters
today
with
us
on
behalf
of
the
kentucky
science
center,
especially
given
this
past
year.
The
work
that
they've
done
to
navigate
with
the
coronavirus
and
covet
19
as
it
relates
to
presentations
that
took
place
and
laura.
I
don't
know
if
you
wish
to
go
first,
you
said
15
minutes
and
I
am
as
a
conductor
got
it
right
on
the
trains
time
right
now,
so.
D
E
D
Well,
more
than
a
decade
ago,
I
became
familiar
with
this
organization
and
the
good
work
they
did
and
recently
have
become
familiar
with
them
again
and
recognize
the
great
work
that
they
do
so
with
that
we
will
turn
it
over
to
our
executive
director
to
tell
you
just
a
little
bit
about
what
the
kentucky
science
center
is
doing.
Actually
in
most
all
of
your
alls
counties.
So
thank
you.
C
Thank
you
laura,
and
I
appreciate
your
support,
your
kind
words
and
chairman
wise
and
chairwoman
huff.
Thank
you
so
much
for
the
opportunity
to
be
here
and
join
you
today.
It's
truly
a
privilege,
and
I'm
so
grateful
for
the
opportunity
to
be
here
to
share
the
story
of
your
kentucky
science
center.
C
As
laura
said,
my
name
is
mike
norman,
I'm
the
chief
executive
officer
of
kentucky
science
center
and
while
I've
been
with
the
science
center
for
over
10
years
now,
I've
been
ceo
for
about
a
year
and
a
half.
I
stepped
into
the
role
on
march
1st
2020.
as
a
lifelong
kentuckian.
I'm
privileged
I'm
honored
to
lead
this
organization
as
we
promote
science,
literacy
and
lifelong
learning
throughout
the
commonwealth.
C
So
you
ask
yourself:
well
what
is
kentucky
science
center?
I
think,
if
you
ask
that
question
in
most
of
the
state
you'd
hear
the
kentucky
science
center
is
a
place
to
go
and
do
science
in
fun,
engaging
entertaining
and
educational
ways.
It's
a
field
trip
destination
for
school
children
or
an
attraction
to
explore
with
the
family
for
many
recreating
the
fond
memories
of
visits
from
their
own
childhood.
C
My
goal
today
is
to
show
you
the
kentucky.
Science
center
is
so
much
more
than
that.
It
is
in
fact,
more
than
just
a
place,
because
the
work
of
doing
science
doesn't
stop
at
our
front
door
with
a
mission
to
promote
science,
literacy
and
nurture
lifelong
learning
and
a
mandate
to
travel
throughout
the
commonwealth.
To
accomplish
that
mission,
kentucky
science
center
impacts
over
100
180,
000
kentuckians
in
all
120
kentucky
counties
every
year.
C
So
let
me
repeat
that
we
impact
all
120
kentucky
counties
through
a
combination
of
off-site
camps
and
educational
programming
through
digital
learning,
memberships
and
partnerships
with
statewide
organizations.
We
work
to
ensure
that
quality,
informal
science
education
is
accessible
and
affordable
for
every
kentuckian,
wherever
they
may
be.
So
the
map
on
this
slide
shows
you
our
impact.
The
blue
shaded
areas
show
those
areas
that
we
have
multiple
impact
points
in
that
county,
so
that
could
be
a
combination
of
field
trips
off-site
programming,
members
or
visitors
to
our
facility.
C
As
you
can
see,
the
entire
state
is
shaded,
with
some
color,
with
almost
three
fourths
being
in
blue
again,
that's
the
multiple
impact
points
in
that
county.
As
a
kentuckian,
it
makes
me
very
proud
to
share
this
with
you
all
and
before
I
speak
more
about
our
president,
let
me
tell
you
a
little
bit
about
our
past
from
our
founding
is
a
cabinet
of
curiosities
in
the
public
library
system
of
kentucky
in
1871,
it's
our
current
50
000
square
foot
flagship
facility
on
louisville,
louisville's
museum
row.
Kentucky
science
center
has
a
rich
history.
C
C
In
2002
we
were
honored
that
the
general
assembly
named
us,
the
state
science
center
of
kentucky,
with
the
unanimous
vote
in
both
the
house
and
the
senate,
and
the
general
assembly
support
was
so
appreciated
then,
and
continues
to
be
appreciated.
Today
and
in
2012
we
cemented
our
statewide
focus
by
changing
our
name
from
louisville
science
center
to
kentucky
science
center.
C
So
what
does
it
mean
for
a
science
center
to
have
a
statewide
focus?
Well
for
us
at
kentucky
science
center?
It
means
making
it
possible
for
educators
and
programs
to
travel
throughout
the
commonwealth.
In
short,
it
means
we
bring
the
science
to
you.
Our
overall
outreach
efforts
are
broad-
and
I
know
my
time
here
is
limited,
but
I'd
like
to
talk
a
little
bit
more
about
three
particular
types
of
educational
outreach
that
we
do
regularly
throughout
kentucky.
C
The
first
is
our
off-site
programming,
which
includes
everything
we
do
outside
of
the
building,
whether
it's
across
town
or
across
the
state.
This
summer
alone,
we've
led
scientific
learning,
experiences
of
many
of
the
districts
represented
here,
including
boone
bullet
casey,
greene,
jefferson
and
taylor
counties,
whether
we're
leading
a
science
expo
in
mccreary
county
or
providing
science
enrichments
at
a
school
in
hardin
county.
C
Our
off-site
programs
impact
75
000
children
each
year.
The
second
type
outreach
I
want
to
share
with
you
is
our
digital
programming.
Digital
programming
has
been
part
of
kentucky
science
center's
regular
offerings
for
years,
but
2020
provided
the
need
for
us
to
increase
the
availability
of
these
program
offerings.
This
includes
our
youth
science
summits,
which
gives
teens
the
chance
to
interact
with
and
learn
from
industry
professionals.
C
C
We
also
increased
digital
access
to
our
postal
surgery
program
that
allows
6th
through
12th
graders,
to
get
an
insider's
view
of
the
operating
room
during
a
real-time
open-heart
surgery
that
is,
stream
live
to
their
schools.
This
is
an
amazing
program.
It
really
is
a
one-of-a-kind
experience.
The
students
watch
open-heart
surgery
as
it's
happening,
and
they
interact
real
time
with
the
team
in
the
operating
room.
C
The
third
outreach
that
I
want
to
tell
you
about
involves
partnerships
with
other
organizations,
including
business
and
government.
This
provides
an
opportunity
to
leverage
our
relationships
to
grow,
our
statewide
impact,
for
example,
thanks
to
our
partnership
with
the
kentucky
department
of
library
and
libraries
and
archives,
we've
been
able
to
share
science
and
play
to
go
the
mobile
version
of
our
next
generation.
Early
childhood
learning
experience
at
no
cost
to
the
libraries
or
the
patrons.
We
provide
our
mobile
version
for
a
three-month
stay
at
libraries
across
the
commonwealth.
C
We
also
have
programmatic
partnerships
with
the
business
community
across
the
commonwealth.
These
are
integral
to
our
work,
helping
to
expose
our
audience
to
a
wide
array
of
careers
in
science,
technology,
engineering,
arts
and
math
steam
that
you
hear
so
often.
Not
only
do
these
programs
give
companies
direct
access
to
a
pipeline
of
students
who
will
become
the
workforce
of
tomorrow,
they
also
demonstrate
to
students
the
variety
of
careers
and
opportunities
available
in
their
communities,
encouraging
them
to
keep
their
talents.
Local.
C
All
these
educational
endeavors
help
us
show
that
science
matters,
especially
for
creating
educated
workers
with
a
master
of
steam
subjects
and
skills,
we're
prepared
to
seize
the
opportunities
and
face
the
challenges
of
the
21st
century.
They
also
enabled
kentucky
science
center
to
advance
the
idea
of
science
for
all,
making
the
crucial
workforce
development
skills
of
tomorrow
accessible
to
every
kentuckian,
wherever
they
may
be
again.
Thank
you
for
the
honor
of
addressing
this
committee
today.
Thank
you
to
each
and
every
one
of
you
for
your
service
on
this
critical
committee
and
for
the
public
service.
C
Each
of
you
provide
our
commonwealth.
I
look
forward
to
working
with
you,
so
we
can
best
meet
your
constituents
needs
regarding
informal
science,
programming,
workforce
development
and
steam
learning
and,
if
you'd
like
to
see
our
educators
in
action,
we'll
be
happy
to
connect
with
you
next
time
when
we're
in
your
districts.
So
thank
you.
So
much
chairman
thank.
A
You
mike
anyone
else,
any
other
comments
at
the
table
just
want
to
first.
Thank
you.
I
know
the
work
you
all
do
is
not
just
for
elementary
k
through
12,
but
it's
also
lifelong
learners
and
everything.
The
kentucky
science
center
does
and,
like
you
mentioned
there,
of
educating
us
for
the
workforce
and
just
for
the
betterment
of
the
commonwealth.
Thank
you
for
all
that
you
do
for
education
across
the
commonwealth.
We
greatly
appreciate
you
all
being
here.
Thank
you
also
represent
bojanowski.
E
A
Thank
you,
representative.
Any
other
comments
see
none.
Thank
you
all
so
much
for
being
here
so
much.
We
do
have
a
administrative
regulation
review
that
I
do
need
to
do
before
we
leave
here
today.
I
also
want
to
say
that
there
was
a
group
on
a
guest
list
that
did
sign
up
to
speak
today,
representing
a
group
called
afa
due
to
the
uncertainty
of
the
the
meeting
going
right
until
one
o'clock,
we
have
a
transportation
committee
meeting,
that's
meeting
one.
A
Several
members,
including
myself,
will
be
attending
that
meeting,
I'm
more
than
happy
for
these
three
people
to
meet
individually
with
you
all
to
to
hear
your
concerns,
but
at
this
time
we're
going
to
stick
with
what
was
on
the
agenda
and
not
allow
any
public
comments
at
this
time.
On
to
the
administrative
regulation
review,
it's
703
kar-005.280.
A
They
amendments
this
regulation
recently
heard
by
the
education
assessment,
accountability,
review
subcommittee
and
were
subsequently
referred
to
our
committee.
Kda
representatives
are
here
to
answer
any
questions
that
they
may
have
on
these
proposed
amendments.
If
we
have
any
questions
we
we
have
todd
here
with
us
today,
any
members,
any
questions
on
the
reg.
A
Seeing
some
we
do
not
need
a
vote
to
accept,
but
these
will
be
moved
on
from
here
todd.
Thank
you.
So
much
for
being
here
appreciate
you
always.
Is
there
a
motion
for
an
adjournment
perfect?
Thank
you
all.
So.