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From YouTube: Interim Joint Committee on Education (9-20-22)
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A
Good
morning,
everyone
and
welcome
to
the
fourth
meeting
on
the
interim
joint
committee
on
education
I
want
to
welcome
everybody.
That's
here
today
in
attendance
before
we
get
started.
I
do
want
to
ask
if
you
do
have
a
cell
phone.
If
you
please
just
turn
that
to
to
silence
or
vibrate,
we
would
appreciate
that,
as
we
conduct
our
business
today,
Mariah,
if
you
would
please
call
the
roll.
B
Senator
Carroll
Senator
Givens
Senator
Harper
angel
present
remotely
off
campus
Senator
Higdon
Senator
Kerr
Senator
Meredith
Senator
Neal
Senator
Southworth
Senator
Stivers,
Senator,
West,
Senator,
Thomas,
Senator,
Wilson,
representative
Baker,
representative
Banta
present
represent
vojanowski
present
representative
Decker
representative
Donahue.
Yes,.
C
D
A
We
do
have
a
quorum.
We
do
the
Constitution
to
do
business
today
before
we
get
started.
I
I
do
want
to
recognize
a
friend
of
this
committee,
Dr
Joe,
Burks
I,
think
that
everyone
in
this
committee
has
probably
reached
out
to
Dr
Burks
in
some
form
of
fashion.
During
his
time
is
our
education
policy.
Analyst
today
is
his
mother's.
A
Funeral
Joe
has
been
very
close
in
helping
with
his
mom
over
the
past
few
years
and
just
wanted
everyone
to
know
to
please
keep
Dr
Burks
and
the
Burke's
family
in
your
thoughts
and
prayers,
as
we
leave
here
today,
I
want
to
recognize
my
co-chair
co-chair
Huff.
If
you
have
any
comments
for
today,
no.
A
Else
any
members
have
any
introductions
of
any
special
guests
that
are
in
the
audience
perfect
scene.
None.
We
do
need
a
motion
to
accept
the
minutes
from
our
August
16th
meeting.
Do
we
have
a
motion?
We
have
a
motion.
We
have
a
second
all
right,
all
those
in
favor
of
proving
the
August
minutes.
Please
do
so
by
saying
aye.
All
those
opposed
minutes
carry
the
first
item
on
our
agenda
today.
We
have
two
items.
A
Is
the
Tennessee
teacher
apprenticeship
program
and
we
have
our
good
friend,
Jim
Flynn
Jim
I,
see
you
back
there
in
the
audience.
I
know
you've,
no
stranger
to
this
committee
and
if
you
could
make
your
way
to
the
table-
and
we
have
testifying
also-
is
Miss
Emma
McCallie,
the
senior
director
of
grow,
your
own
from
the
Tennessee
Department
of
Education,
looking
forward
to
having
you
all
present
today
and
Jim,
and
you
could
know
the
routine
if
you
could
identify
yourself
and
your
guests
for
the
record.
Please.
E
See
yes,
I'm
a
Jim,
Flynn
I'm,
the
executive
director
of
the
Kentucky
Association
of
school
superintendents
and
with
me
today
is
Mike
Borchers
he's
superintendent
of
Ludlow
Independent,
and
he
also
serves
as
our
legislative
chair
for
our
association
and
and
he's
going
to
share
a
little
bit
about
on
the
ground.
What
they're
dealing
with
with
the
teacher
shortage
and
staff
shortages,
but
first
chair
wise,
chair,
Huff
members
of
the
committee.
Thank
you
for
the
opportunity
to
come
and
and
visit
with
you
today.
E
You
know
we
always
appreciate
when
you
all
will
take
the
time
to
hear
the
challenges
that
we
face
and
some
possible
solutions
for
making
progress
on
those
challenges
in
our
school
districts
and
as
I
travel
the
state
and
talk
to
superintendents
about
their
their
struggles
and
challenges.
One
of
the
consistent
themes
I
hear
is
about
the
teacher
and
staff
shortages
they're
facing.
In
fact,
in
recent
weeks.
E
In
those
conversations
over
half
of
us,
superintendents
have
reported
to
me
that
they
continue
to
have
certified
vacancies
even
today
and
are
hiring
record
numbers
of
emergency
certified
staff
to
fill
classroom
positions
and
substantially
increase
numbers
of
option.
Six
teachers
in
classrooms
and
to
kind
of
give
you
kind
of
boots
on
the
ground
a
picture
of
what's
happening
and
specifically
in
Northern
Kentucky
I,
was
going
to
turn
over
to
superintendent
Borchers
to
to
share
with
you
thank.
F
You
Jim
our
Northern
Kentucky
Co-op,
spans
22
districts
and
we
go
from
Greenup
County
on
the
far
East
to
Owen
County
on
the
west
and
Ludlow
on
the
far
north,
all
the
way
down
to
Williamstown.
So
we
have
a
wide
variety
of
districts.
We
have
County
districts
independent,
we
have
Urban
Suburban,
we
have
high
socioeconomic
districts,
we
have
some
low
socioeconomic
districts,
but
what
we
found
when
we
did
our
survey
is:
we
represent
over
66
000
students,
but
currently
right
now,
in
all
of
our
districts,
we
have
77
certified
openings.
F
Still,
we
have
96
openings
that
have
been
filled
by
emergency
certified
staff
members.
So
this
is
a
large
large
number
of
openings
and
emergency
certifications
that
normally
we
don't
see
in
Northern
Kentucky,
and
we
thought
it
would
be
good
to
share
this
data
with
the
committee,
because
you
know
we're
a
densely
populated
area
in
Northern
Kentucky.
We
have
a
lot
of
growth
when
it
comes
to
people
moving
in
and
we're
still
fighting
those
shortages.
Another
thing
that
goes
into
this
as
well
is
the
fact
that
we
also
have
over
500
staff
members
that
could
retire.
F
F
So
I
think
you
know
we
have
a
wide
variety,
but
this
is
something
that
we've
been
talking
about
for
the
last
couple
of
years
and
all
of
our
superintendents
are
looking
at
unique
ways
to
fill
that,
and
we
just
want
to
give
you
a
snapshot
and
I
think
you
would
go
and
if
you
went
to
grac
or
you'd
go
anywhere
else
throughout
the
state.
You'd
find
this
very
similar,
so
just
wanted
to
give
you
some
real
numbers
for
our
districts
in
Northern,
Kentucky.
E
E
Education
is
a
profession,
that's
worth
our
commitment
and
our
investment
Educators
develop
our
our
students,
our
children,
that
represent
the
Next
Generation
education
is
profession,
is
the
parent
of
all
work
sectors
and
it
has
an
important
role
in
the
Workforce
Development,
as
that
begins
in
our
p12
schools.
And
it's
a
really
important
piece
of
the
economic
development
strategy
in
our
state
and
in
in
our
schools
also
are
more
than
just
education
programs.
E
They
are
the
Hub
of
our
communities
as
evidence
in
these
recent
catastrophic
natural
disasters,
flooding
or
tornadoes
schools
become
a
a
epicenter
for
supporting
the
community
and
and
I
would
say.
Our
schools
are
an
important
Community,
binding
agency,
because
we
share
the
interest
in
the
well-being
and
education
of
our
children,
the
development
of
our
children,
and
so
this
teacher,
an
educator
shortage.
E
The
research
is
clear
on
that
when
the
classroom
door
shuts
their
leadership
and
instructional
capacities
are
what
matters
and
having
high
a
high
quality
teacher
in
every
classroom
should
be
a
shared
goal
of
us
all,
and
we
also
know
what
high
quality
professionals
want
and
need
in
a
career.
In
fact,
recently
I
saw
some
research
that
said
people
choose
career
careers
for
several
reasons,
but
things
like
salary
and
benefits,
including
retirement
working
conditions
and
workload,
the
stress
level,
personal
fulfillment
and
contribution
to
society.
E
E
As
Eric
Kennedy
from
our
partner
and
friend
at
ksba,
will
report
to
the
Joint
interim
committee
on
a
r
tomorrow,
the
vast
majority
of
school
districts
provided
raises
to
our
teachers
and
all
staff,
and
but
the
fact
remains
that
our
teachers
have
lost
ground
in
their
salaries
compared
to
peers
with
commensurate
Education
and
Training,
and
so
we've
got
more
work
to
do.
But
that
was
a
strong
step
in
the
right
direction
and
we
appreciate
the
legislature
investment
in
education.
Thank
you
for
that.
Investments
in
school
safety
and
resilience
are
are
helping
too
help.
E
Our
teachers
focused
on
what
they're
trained
to
do
and
their
experts
in
instruction,
but
too
often
our
teachers
are
also
having
to
be
social
workers.
Counselors
therapists,
nurses
and
police
investigators,
and
the
list
can
go
on
on
and
on
and
on
one,
but
as
you
all
continue
to
make
these
important
investments
in
things
like
school
safety
and
resiliency
act,
that
frees
the
teachers
up
to
focus
more
on
what
they're
trained
to
do
and
that's
high
quality
instruction.
E
But
recent
survey
results
show
you
know,
teacher
morale
has
been
pretty
low
and
and
I
think
these
efforts
need
to
continue
to
help
improve
that
and
we
can
take
in
some
action
and
prove
this
situation
from
both
the
short
term
and
the
long
term.
But
it's
going
to
take
Collective
effort
of
our
our
school
districts,
our
higher
education,
Partners,
our
policy
makers
and
the
business
community
and
community
at
large
to
do
this.
But
what
can
we
do?
E
One
I
think
we
can
make
the
education
career
pathway,
a
high
demand
work
sector
and
provide
those
work-ready
scholarship
supports.
This
will
Elevate
the
profession
and
signal
to
our
students
that
this
is
important
for
Kentucky.
We
can
build
a
Grassroots
system
to
attract
students
to
the
profession,
starting
in
sixth
grade
by
emphasizing
Ed
Rising
chapters
in
every
middle
school,
high
school
and
Ed
prep
program
in
Kentucky,
and
give
them
some
really
interesting
and
enriching
experiences
as
they're
Discerning
their
career
and
to
look
at
education
career,
and
then
we
can
rethink
our
Ed
prep
options.
E
We
don't
think
we
necessarily
need
more
options.
We
already
have
nine
options.
We
applaud
option
nine
that
was
passed
last
session
through
House
Bill
277
as
a
new
new,
a
way
of
thinking,
and
it's
really
a
good
segue
into
our
next
part
of
the
presentation.
But
more
importantly,
we've
got
to
get
more
people
in
the
pipeline,
and
so
we
have
to
rethink
how
we
structure
those
options
and
how
we
incent
people
into
those
options.
E
Thinking
of
more
of
like
a
learn
and
earn
type
program
for
our
pre-service
teachers,
our
neighbors
in
Tennessee
are
doing
some
very
interesting
and
Innovative
things
in
this
space.
Through
their
grow,
your
own
Tennessee
program,
a
senior
director
Emma
mccalley,
is
gracious
to
share
what
they're
doing
and
Lessons
Learned
earned
in
this,
and
we
hope
after
hearing
this
presentation
today,
it'll
catalyze
conversations
and
actions
in
the
Commonwealth
to
reimagine
how
we
can
build
a
strong
pipeline
to
the
profession,
along
with
improvements
in
the
working
conditions
and
supports
to
retain
our
teachers
over
career.
G
Hi
there
it's
nice
to
see
you
all
I'm
sure
my
face
is
on
some
large
screen,
so
whatever
ratio
I
am
to
you
I
hope
it's
right.
Sized
I
wish
I
could
be
with
you
all
in
person
today,
I'm
actually
coming
to
you
from
Gatlinburg
Tennessee,
where
we
are
enjoying
our
annual
superintendents
conference.
G
So
in
front
of
me,
is
a
Taxidermy
black
bear
to
my
left
is
a
Taxidermy
duck
again
would
rather
spend
time
in
person
with
you
all,
but
look
forward
to
the
chance
to
engage
in
some
conversation,
I'm
going
to
go
ahead
and
share
a
few
slides
I.
G
Imagine
that
you
all
have
a
chance
to
either
review
these
separately
and
happy
to
answer
some
questions
as
we
go
along
as
as
Dr
flood
noted,
we
have
done
some
work
in
tendency
that
we're
very
proud
of,
and
we
would
be
the
first
to
say
that
we
are
keen
and
eager
to
learn
from
other
states
in
your
implementation
and
your
design
I
think
what
we
have
found
through
our
grow.
Your
own
work
is,
it
was.
It
was
an
approach
to
a
short
term
and
a
long-term
Challenge
and
need.
G
We
are
eager
for
just
as
you
all
our
high
quality
Professionals
in
every
classroom
for
every
single
one
of
our
students
in
the
state,
and
we
maintain
maintain
high
expectations
for
who
those
professionals
are
and
the
experiences
that
they
have
the
grow.
Your
own
teacher
apprenticeship
model
for
us
is
a
wonderful
opportunity
to
address
some
of
the
challenges
that
we've
been
facing
when
we
think
about
Tennessee's
approach
to
any
of
our
work,
we
are
always
grounded
in
our
strategic
plan
that
is
in
three
tenets
of
academic
student,
Readiness
and
Educators.
G
Needless
to
say,
the
three
work
together,
but
this
work
is,
is
housed
most
clearly
in
our
educator
priority,
and
it
says
Dr
Flynn
alluded
to
the
educator
shortage
is
not
a
new
challenge,
I
think.
If
you
look
at
headlines
from
any
number
of
recent
years,
our
districts
can
attest
to
challenges
that
they
have
faced,
particularly
in
their
High
needs
areas
for
us
in
Tennessee,
we've
called
out
those
on
the
bottom.
Typically,
we
see
our
highest
number
of
vacancies
in
our
ESL
instead
classrooms,
as
well
as
some
of
those
higher
degree
needs
of
Science
and
Math.
G
What
we
would
also
tell
you
is
that
we
are
starting
to
see
those
shortages
and
those
vacancies
in
in
areas
in
which
our
districts
and
our
directors
are
not
accustomed
to
having
to
look
hard
and
far
for
when
we
think
about
the
work
of
the
teacher
apprenticeship.
It
addresses
not
just
these
high
needs
areas,
but
any
of
our
vacancies
across
our
districts
very
candidly.
We
we
know
that
challenges
to
the
profession
again
are
not
new
and
there's
not
a
single
program
that
can
address
every
element
to
it,
but
the
work
of
grow.
G
Your
own
teacher,
apprenticeships,
directly
addresses
we
believe
the
three
challenges
we
have
most
acutely
felt
in
Tennessee
when
it
comes
to
our
educator
profession.
The
first
is
the
financial
reality.
We
know
all
too
often
that
it
is
quite
costly
for
someone
to
think
about
becoming
a
teacher
and
whether
it's
in
regards
to
a
salary
or
whether
it's
in
regards
to
the
cost
of
a
degree.
There
are
many
Financial
challenges
that
are
barriers
for
high
quality
candidates.
G
Secondly,
for
us
we're
very
aware
that
there's
a
preparation
challenge
that
often
our
new
teachers
and
I
think
back
to
my
time
as
a
seventh
grade
social
studies
teacher
have
all
the
optimism,
joy
and
confidence
in
what
we
believe
we
can
bring
to
our
children.
But
the
challenges
real
time
and
day
to
day
of
a
classroom
can
be
a
lot
for
a
first
and
young
teacher
to
surmount
that.
Third
piece
that
we
in
Tennessee
are
very
paying
very
close
attention
to
in
our
data
is
the
reflection
of
the
community
that
representation
component.
G
We
know
that
the
research
supports
that
teachers
who
reflect
certain
identity
components
of
their
students,
translate
to
higher
student
outcomes.
So
if
we
back
up
and
think
about
at
its
at
its
core
what
the
Tennessee
teacher
apprenticeship
work
aims
to
do
to
grow
your
own,
it
is
to
address
the
three
challenges
of
the
financial,
the
prep
preparation
and
representation
challenges
that
we
often
have
seen
in
the
profession
that
really
translated
and
transitioned
us
into
our
grow.
G
Your
own
work
and-
and
we
talk
about
this
work
as
our
teachers
from
the
community
for
the
community
I,
just
want
to
kind
of
offer
some
definitions
again,
no
I'm
coming
from
a
neighbor
State,
but
we
might
be
talking
about
things
in
different
names
and
vocabulary
for
us.
When
we
talk
about
grow
your
own,
it
really
is
recruiting
and
preparing
Talent
from
the
local
community
to
remain
in
the
community.
G
We'll
talk
about
how
that
spans,
a
number
of
individuals,
be
them
current
high
school
students,
all
the
way
out
to
candidates
who
are
kind
of
in
that
returning
learning
and
retiring
space.
For
us,
it
has
addressed
our
teacher
shortages.
Ultimately,
that
middle
bucket
is
most
important.
I
would
say
to
our
conversation
today
about
how
we
leverage
Partnerships.
This
work
is
not
done
by
any
single
agency,
no
single
District,
no
single
organization.
G
It
really
is
true,
Partnerships
that
we'll
speak
about
today
and
and
most
importantly
for
us
in
Tennessee,
we
have
seen
that
it
builds
both
the
skills
and
representation
that
we
are
Keen
to
see
for
our
qualified
teacher
Workforce
in
Tennessee
the
grow.
Your
own
work
is
not
new
and
we
would
talk
about
kind
of
initial
investments.
In
some
Innovative
programs
we
launched
back
in
2019
heading
into
2020..
These
were
with
some
of
our
initial
federal
funds.
G
Through
sr1
and
sr2,
we
were
able
to
support
two
million
dollars
towards
one-time
state-funded
grants
that
grew
65
grow
your
own
Partnerships
across
the
state.
Now
for
context,
we
have
147
districts
in
the
state
of
Tennessee
63
of
those
participated
and
grow
your
own
programs,
and
that
was
in
partnership
with
14
of
our
Epps
out
of
our
43..
Now
let
me
pause
here
and
say
edits
at
its
Crux
at
its
original
form,
grow.
Your
own
was
just
a
partnership
between
an
Epp,
our
educator
preparation
program
and
our
district.
G
G
Again,
our
strategy
from
the
state
level
in
Tennessee
very
much
recognized
that
we
are
operating
in
a
space
of
one-time
funds
and
needed
to
shift
into
a
sustainable
funding
strategy
by
translating
our
grow,
your
own
programs
into
an
apprenticeship
program
in
applying
to
the
U.S
department
of
labor
for
federal
approval.
We
opened
up
federal
state
and
local
Workforce
streams
dollars
that
were
not
previously
available
to
us
in
a
K-12
space.
Ultimately-
and
you
see
a
little
bit
here
and
ultimately,
we
first
applied
based
on
a
program
out
of
Clarksville
Montgomery.
G
They
had
partnered
with
their
neighboring
Epp
Austin
P
University
their
initial
program
and
their
initial
cohort
supported,
40
students,
20
high
school
students
and
20
paraprofessionals.
Those
students
are
in
their
first
classrooms
by
themselves
this
fall
a
month
or
so
into
the
start
of
the
Year,
and
have
heard
nothing
but
wonderful
things
and
we'll
share
a
little
bit
more
about
their
experience,
their
stories
and
the
data
to
support
their
work
in
just
a
bit.
G
Ultimately,
what
I'd
also
call
your
attention
to
on
this
slide
is
again.
You
know
we
talk
about.
This
is
the
first
program,
I
think
very
candidly
from
Tennessee
when
we
know
that
there
has
been
a
Workforce
history
of
supporting
apprenticeship
models.
It's
a
tried
and
true
approach
for
a
high
quality
Workforce
who
gains
real-time
experience.
G
So
if
we
talk
about
what
is
within
a
registered
apprenticeship
program
and
I'll
move
through
this
piece
a
bit
more
quickly,
so
we
can
talk
about
areas
of
partnership
and
growth
opportunity.
The
most
important
thing
that
I
would
say
is
is
true,
for
a
district
would
be
true
for
any
state.
Considering
a
teacher
apprenticeship
is
that
that
candidate
is
first
and
foremost
employed
by
the
district.
They
work
day
in
and
day
out
in
their
District.
G
Often
that
looks
like
an
educational
assistant
or
a
teaching
assistant
paraprofessional,
and
that
foundational
experience
that
they
maintain
every
day
is
ultimately
so
they
can
transition
into
employment
in
the
district
that
employer
involvement.
That
second
piece
for
that
structured
on-the-job
training.
G
You
can
appreciate
if
I
am
an
apprentice,
much
like
we've
heard
of
residencies
and
I'm
experiencing
that
real
time
on
the
job
training
from
an
experienced
Mentor
teacher
that
looks
vastly
different
than
what
many
of
our
traditional
teacher
prep
programs
would
have
offered
in
just
a
semester
of
clinical
observation
or
a
semester
of
experience
again
very
candidly
in
Tennessee.
What
we
are
so
excited
by
in
this
program
structure
is
that
means
that
no
new
teacher
is
really
ever
a
first-year
teacher
who
has
gone
through
an
apprenticeship
program.
G
It
is
old
hat
for
many
of
them
other
pieces
that
I
would
talk
about
in
that
structured
on
the
job
training,
and
you
see
it's
that
last
line.
The
mentor
piece
is
foundational
to
this
work.
I
think
I
can
imagine
and
think
back
too
and
for
other
teachers
in
the
room.
G
I'll
move
through
these
last
pieces
a
bit
more
quickly.
I
think
these
are
a
bit
more
familiar
to
folks
in
what
an
apprenticeship
space
looks
like
and
but
related
instruction
again
true
of
Any
teacher.
Excuse
me
true
of
any
Apprentice
occupation,
be
it
welder,
electrician
or
teacher
in
this
space.
An
apprentice
candidate
in
Tennessee
takes
their
related
coursework
through
an
Epp
to
maintain
the
certification
and
teaching
license
and
degree
it's
important
in
that.
Fourth
bucket,
you
see
compensation
for
skill
gains.
G
This
was
the
note
that
Dr
Flynn
made
about
earning
as
you
learn,
I
think
what
we
have
found
in
Tennessee.
It
has
been
a
very
attractive
option
for
a
candidate
to
remain
employed
by
the
district,
add
on
their
coursework
and
only
make
additional
dollars
again
increase
in
their
salary,
as
they
continue
to
demonstrate
more
responsibility,
more
duties,
more
add-ons
for
the
district.
G
G
Let
me
go
ahead
and
talk
about
for
us
at
high
level
kind
of
where
we
plug
into
this
work.
We
at
tdoe
operate
as
the
sponsor
approving
new
programs.
The
employer,
as
we
talked
about,
is
that
district
and
that
training
provider
is
the
Epp.
G
What
that
doesn't
include
is
the
conversation
of
Workforce
and
we're
going
to
get
to
where
they
really
plug
into
this
space
in
just
a
bit,
I
want
to
highlight
again
that
in
Tennessee
we
are
thinking
about
our
full
Continuum
of
an
educator
pipeline
for
us,
Gone
are
the
days
where
we
are
just
relying
on
pipelines
of
teachers
out
of
our
traditional
Epp
programs.
We
are
thinking
about
exposing
opportunities.
Much
earlier,
you
can
see
on
that
further
less
left
of
the
wheel.
G
The
greatest
programs
we
have
seen
in
the
apprenticeship
space
really
operate
in
these
first
three
excuse
me:
first
four
components
or
slices
of
the
pie
teaching
as
a
profession
student.
As
we
mentioned,
our
high
school
students
have
an
opportunity
to
participate
in
teacher
apprenticeships,
starting
at
age
16..
They
can
take
their
dual
enrollment
classes
in
their
Junior
and
senior
years
of
high
school
through
that
tap
coursework
move
through
their
associate's
degree
and
towards
their
bachelor's
degree
in
three
years.
It's
an
expedited
program.
It's
a
challenging
course.
G
We
would
not
recommend
that
for
every
student,
but
it's
a
phenomenal
pathway
for
students
who
have
excitement
and
confidence
in
their
work
to
become
a
teacher
that
second
bucket
is
paraprofessionals.
I
would
say
that
that
is
probably
the
largest
population
in
Tennessee
that
we
have
really
found
and
to
be
a
part
of
our
original
grow,
your
own
programs.
Again
many
of
those
candidates
are
already
employed
by
the
district.
Many
of
those
candidates
have
spent
years
in
schools
have
30
or
40
years
of
experience
with
students.
They
are
seen
as
leaders
and
mentors
in
their
space.
G
They
just
do
not
maintain
that
full
teaching
license.
What
this
program
allows
us
to
do
is
whether
they
are
in
need
of
a
bachelor's
degree.
A
master's
or
just
a
certification
is
move
them
through
a
program
as
they
are
earning
learning
and
maintaining
responsibility
in
the
district
college
students
again,
this
has
been
our
traditional
pipeline.
What
we
are
finding
is
that
many
college
students
are
interested
in
pivoting
away
from
a
typical,
four-year
degree
finishing
that
Bachelor's
in
about
three
years
and
actually
having
additional
experience
in
the
costume,
whereas
they
might
just
have
had
that.
G
One
semester,
and
then
last
piece
I,
would
say
here
that
I
think
in
Tennessee
is,
is
really
a
district
and
kind
of
locale-facing.
We've
got
a
lot
of
career,
Changers
and
retirees
who
think
a
lot
about,
and
in
many
ways
in
response
to
the
headlines,
their
heart
for
the
community,
their
interest
in
serving
and
teaching,
but
cannot
find
those
kind
of
easy
or
quick
Pathways
back
into
the
classroom.
They
also
maintain
interest
to
have
training
and
experience
for
us
in
apprenticeship
has
been
a
phenomenal
way
to
recruit
and
attract
those
candidates.
G
I
want
to
talk
a
little
bit
about
how
Tennessee
has
leveraged
this
strategy.
Statewide
and
I
think
we
are
probably
not
alone
in
our
state
story
that
we
have
many
districts
who
do
not
experience
an
Epp
right
in
their
backyard,
and
it
can
be
challenging
for
them
to
find
Partnerships
to
launch
or
to
build
these
programs.
That's
why?
In
May
of
2020,
the
Tennessee
Department
of
Education
announced
a
20
million
dollar
initiative.
A
grant
to
the
University
of
Tennessee
system
in
our
state.
G
Ut
has
four
different
campuses,
Martin
Southern,
Knoxville
and
Chattanooga,
and
they
also
have
a
presence
in
all
95
counties.
What
this
meant
for
us
is
that
we
could
have
registered
teacher
apprenticeship
programs
in
an
off-the-shelf
format
if
you
would
so
that,
regardless
of
our
District's
previous
Partnerships,
regardless
of
their
location
and
proximity
to
an
Epp,
we
had
developed
high
quality
programs
that
our
districts
could
pull
from
again
minimizing
District
capacity,
increasing
Epp
response,
disability
and
ensuring
that
we
had
high
quality
apprenticeship
programs
moving
forward
Additionally.
G
You
can
appreciate
for
us
what
this
would
be
as
a
hub,
a
One-Stop
shop,
so
that
moving
forward,
if
Kentucky
wanted
to
come
to
the
grow,
your
own
center
to
see
what
the
work
looked
like
to
understand
what
the
models
and
resources
were,
we
would
have
a
Consolidated
place
for
all
of
our
work.
This,
additionally,
is
our
funding
strategy.
G
Moving
forward,
hear
me
say
that
Epps,
regardless,
if
they're
in
this
UT
system,
can
pull
a
sub-grant
down
from
the
center
to
be
able
to
continue
work,
be
it
at
a
Vanderbilt
or
University
of
Memphis,
who
might
not
be
a
part
of
this
UT
system.
Again,
our
push
for
scale
and
impact
finally,
and
then
I
might
pause
and
kind
of
transition
to
questions
and
be
supportive
in
this
space
is
helpful,
and
what
I
think
you've
heard
me
speak
a
bit
about
today
is
this:
is
is
not
the
role
and
responsibility
of
one
entity?
G
In
fact,
we
feel
very
strongly
in
Tennessee
that
this
is
a
collaborative
solution.
There
are
lots
of
faces
and
lots
of
icons
on
this
screen
for
good
reason.
There
are
a
lot
of
pieces
to
this
puzzle
in
our
top
left.
Needless
to
say,
our
aspiring
educators
are
looking
to
us
to
have
opportunities
that
are
both
cost
effective
time,
sensitive
and
high
quality
to
their
family
lives
into
their
needs
and
their
realities.
G
If
I
jump
over
to
the
right
hand,
side
in
that
blue,
our
district
leaders
are
looking
at
challenging
circumstances,
of
which
many
have
not
felt
up
until
now
and
are
trying
to
balance
their
real-time
needs
of
their
students
and
the
real-time
needs
of
their
Educators
programs
like
grow.
Your
own
apprenticeships
support
that
both
and
our
Epps.
If
I
drop
down
on
the
right
again,
you
heard
are
offering
that
related.
Coursework
component
I
think
what
we
are
seeing
in
Tennessee
is
that
they
are
taking
on
increased
responsibility
and
partnership
expectations
to
truly
develop
Innovative
programs.
G
I
think
what
we
have
found
is
that
we
do
not
need
necessarily
a
theory
of
music
class
for
our
Apprentice
candidates.
If
they
are
not
going
to
become
a
music
teacher,
we
do
not
need
for
a
candidate
to
pay
for
a
gym
membership
if
they
are
not
going
to
be
on
campus
and
so
truly
leveraging.
Those
Partnerships
with
our
Epps
to
maintain
cost-effective
programs
for
our
teachers
has
been
a
part
of
the
solution.
G
You
see
the
Tennessee
Department
of
Education
there
we
are
working
to
approve
high
quality
apprenticeship
programs,
our
schools
and
communities.
Needless
to
say,
are
a
great
Pipeline
and
talent
pool
I
want
to
click
over
to
the
left
hand,
side
background
that
I've
worked
my
way
around
this
puzzle
to
speak
about
the
workforce
component.
G
This
is
mentioned
earlier
is
that
third
leg
to
this
tool,
when
we
registered
a
teacher
apprenticeship
program
in
a
federal
space
again
for
us,
that
meant
we
activated
federal
state
and
local
Workforce
dollars
that
were
not
previously
available
to
us
in
a
K-12
space.
Our
local
Workforce
boards
maintain
dollars
that
are
set
aside
from
the
state
for
them
to
make
regional
based
decisions.
G
Just
in
closing,
I
want
to
highlight
that.
For
us,
these
programs
recognize
the
needs
of
a
lot
of
folks.
Be
them
employers,
be
that
our
students
or
be
that
our
districts
and
I
think
we
might
have
missed
a
few
slides
in
there
and
that's
on
me
and
this
program
really
addresses
many
components
of
our
community.
Many
resources
and
templates
Tennessee
feels
very
strongly.
G
These
are
taxpayer
dollars
not
just
from
Tennessee
but
from
kentuckians
as
well,
and
we
have
a
responsibility
and
are
proud
and
gracious
to
share
whatever
it
was
that
we
have
come
up
with
or
just
hope,
as
you
would
tell
us
how
you
did
it
better
on
the
back
end.
So
we
might
learn
some
lessons
and
spare
some
heartache
and
headache
on
the
back
end.
But
again,
I
would
welcome
any
questions.
I'm
happy
to
speak
to
any
of
your
concerns
or
interests
in
the
program,
and
thank
you
for
the
chance
to
share
today.
A
Mr
Kelly,
thank
you
so
much
for
the
presentation,
excellent
overview
and
explanation.
Also,
members,
there
is
a
copy
of
the
PowerPoint
in
your
folders
as
well
as
it's
been
uploaded
to
the
committee
site.
We
do
have
a
number
of
members
with
questions
so
we'll
get
right
to
those
in
order
representative
Banta.
B
Thank
you,
speaker
chairman.
This
is
for
you,
superintendent,
Borchers
and,
and
maybe
Jim
Flynn
I
agree
with
Jim
completely
that
teachers
are
the
number
one
most
important
thing
in
a
district.
So
when
you
are
giving
me
the
numbers
of
vacancies,
how
many
teachers
have
been
pulled
from
schools
to
be
coordinators,
directors
fill
in
the
blank
Etc
moving.
F
F
H
B
B
Yes,
thank
you
as
as
I
read
through
this
and
thought
about
it.
The
responsibility
for
the
apprenticeship
program
seems
to
fall
very
heavily
on
the
mentor
teachers
as
an
active
classroom.
Teacher
I
can
tell
you
there
aren't
enough
minutes
in
the
day
and
I'm
not
talking
about
the
contractual
day
to
do
what
I
need
to
do
for
my
kids
to
provide
the
best
education,
so
I
guess.
My
question
for
our
friend
from
Tennessee
is
how
our
Mentor
teachers
supported
I,
mean.
Do
they
get
reduced
class
sizes?
Do
they
get
additional
planning?
B
G
I
certainly
appreciate
the
question.
Thank
you.
So
much
I
think
you
are
spot
on
and
the
needs
and
thoughts
of
where
our
districts
or
excuse
me
our
teachers
experience
their
day.
Added
responsibility
with
tied
hands
can
be
a
challenge
in
Tennessee.
Our
strategy
has
been
to
offer
competitive,
stipend,
and
that
has
been
what
many
of
our
districts
have
been
able
to
do.
Kind
of
in
some
of
these
Esser
funds
moving
forward,
we're
working
to
compensate
or
kind
of
cover
that
cost
through
our
grow.
G
That
is
where
we
are
taking
on
some
responsibility
to
be
able
to
offer
supports
for
our
Mentor
teachers,
who
are
interested
in
a
work
and
compensation
like
this,
but
happy
to
speak
to
any
more
of
those
components
if
helpful.
But
in
short,
yes,
it
has
been
important
for
our
districts
to
think
about
a
mentor
state
event
to
incentivize
high
quality
supports
for
our
teacher
candidates.
Yes
ma'am.
B
G
G
We
refer
to
them
as
our
grower
on
1.0
and
our
grow,
your
own
2.0,
and
for
us
that
was
an
initial
two
million
dollars
in
round
one
as
well
as
4.5
in
round
two
to
scale
quickly
to
that
65
partnership
number
that
you
heard
out
of
our
147
districts,
moving
forward
that
20
million
dollars
that
you
heard
for
the
grow,
your
own
Center,
a
portion
of
that
is
from
our
federal
funds.
But
in
many
the
majority
of
those
dollars
are
State
set
aside.
I
would
say
pretty
candidly
moving
forward
for
us
as
a
state.
G
B
I
Thank
you
Mr
chairman,
and
thank
you
Mr
Borchers
for
being
here
and
Jim
Flynn
good
friend
of
mine,
I
appreciate
what
you
shared
I
do
have
a
question
for
Jim
refresh
me
on
what
option
six
teachers
are.
E
I
Just
one
more
for
Miss
mccalley,
thank
you
for
your
presentation,
and
certainly
you
guys
have
developed
and
I'm
sure
over
the
few
years
that
you've
been
in
existence
really
fine-tuned
the
program.
It
seems
like
to
me
in
some
great
ways:
it's
exciting
to
see
that
I
have
a
question
in
regards
to
recruitment.
How
do
you
recruit
students
into
this
program
from
high
school
and
how
do
you
do
it
for
those
that
are
others
outside
in
the
workforce
to
recruit
them
into
your
program
and
what
methods,
what
tools?
How
do
you
do
that.
G
That's
a
great
question.
Thank
you,
sir
I
would
say
if
I
think,
first
and
foremost
about
our
high
school
students
in
Tennessee,
we
have
58
districts
of
our
147
that
have
those
tap
programs.
This
teaching
is
a
profession
Pathways,
that's
not
everyone,
and
so
I
think
we
find
for
many
of
our
districts
who
are
thinking
about
starting
a
cohort
earlier.
G
If
I
think
about
our
college
students,
we've
made
many
recruitment
shifts
and
pivots
for
students
who
are
paying
full-time
for
a
program
who
candidly
might
be
interested
in
a
no
tuition
option,
and
that
has
been
a
very
important
incentive
for
us
in
state
looking
out
to
kind
of
that
third
population.
If
I
could
those
retirees
or
those
career,
Changers
I,
think
in
many
instances
our
districts
are
well
first
for
their
own
community
ecosystem.
G
It
can
speak
to
or
speak
of
folks
that
they
might
know
be
it,
someone
that
they
know
what
a
religious
organization
or
that
they
you
know
are
in
Hobbies
with
I.
Think
candidly,
though,
for
us,
this
is
where
Workforce
has
been
an
invaluable
partner
and
the
recruitment
opportunities
that
our
Tennessee
Department
of
Workforce
maintains.
Be
it
job
fairs,
be
it
businesses
in
Chambers
of
Commerce,
be
it
philanthropic
organizations
their
reach
into
Community
ecosystems
from
a
Workforce
perspective,
has
looked
very
different
than
typical
Partners
we've
engaged
with
in
education
and
I.
A
You
Miss
mccalley
piggybacking
off
of
Senator
Wilson's
questions
and
comments
in
terms
of
your
your
teacher
education
programs
at
your
universities
in
Tennessee.
You
know
we
have
seen
in
Kentucky
a
large
number
of
our
public
universities.
Even
private
colleges
will
teacher
education
programs
over
the
last
five
ten
years
before
have
declined,
is
Tennessee,
seeing
the
same
type
of
shortage
in
teacher
education
or
have
you
all
maintained
or
sustained
of
that
as
well?
It's.
G
A
great
question-
and
we
were
looking
at
the
data
heading
in
to
this
conference
I-
would
tell
you
from
our
University
of
Tennessee
Partners.
They
have
increased
enrollment
actually
in
the
last
few
years.
I
do
not
think
the
same
can
be
said
for
some
of
our
other
APB
Partners
I.
Think
what's
been
important
for
us
is,
is
to
the
Crux
of
that
question.
G
K
Basically,
my
question
to
you
is
a
bit
more.
Generic
and
you've
been
around
a
long
time,
so
I
want
to
ask
you.
This
question
I've
been
focused
since
the
beginning
of
this
interim
session
and
finding
out
from
our
speakers
what
we
do
right
here
is
a
stay.
You
know
we
always
talk
so
much
about
problems
we
have
and,
of
course,
that's
our
roles
to
correct
problems,
but
I'm
really
interested
in
this.
K
This
22
inch
and
what
we're
doing
right
so
I
want
to
hear
from
you
since
you've
been
around
and
been
an
educator
in
Kentucky
for
several
decades
now,
in
your
view,
what
is
it
we
do
right
in
Kentucky
regarding
our
public
education
system
and
what
is
it
we
need
to
maintain?
K
You
know
as
we
go
forward
and
try
to
enhance
what
we
do
here
as
a
state
I'm
interested
in
your
opinion.
Well,.
E
I
appreciate
that
Senator
Thomas
I'm
trying
to
decide
are
you
calling
me
old
experience?
Okay,
all
right
that
sounds
good
I
can
tell
my
wife
that
that,
when
I
get
home,
no
it's
a
great
question
and
I
I
do
think
that
oftentimes
we
tend
to
to
not
speak
enough
about
all
the
wonderful
things
going
on
in
our
schools.
One
of
the
things
that
I'm
very
proud
of
as
an
educator
is
the
fact
that
Kentucky
has
has
been
such
a
leader
in
education,
reform
and
Innovations
to
the
space
around
I.
E
Think
a
lot
of
the
core
tenants
that
are
on
Target
in
terms
of
helping
develop
our
children
to
be
productive
citizens
and
and
to
be
successful
in
their
communities
and
their
families
and
in
the
workforce.
I
think
many
of
the
things
that
that
we've
done
I
have
built
systems
around
supporting
children
for
that
and
so
I
think
as
I.
E
You
know
kind
of
reflect
on
on
the
good
things
in
our
schools.
I
think
we're
in
a
place
where
we're
able
to
develop
a
curricula
of
for
our
students
that
will
meet
the
end
of
this
outcome
that
we're
looking
for
of
Life,
Readiness
I
think
we're
now
in
a
space
where
we
can
make
that
ensure
that
that
is,
aligned
and
coherent
and
I'm
really
appreciative
of
that
progress
that
we
made
just
in
this
recent
past
session,
to
bring
all
the
voices
to
the
table
to
do
that.
E
I
think,
overall,
we've
been
able
to
attract
a
pretty
strong
Workforce
over
most
of
my
career
because
of
this
good
work
we're
doing,
but
it
is
becoming
increasingly
difficult
and
and
I
think
we
got
to
rethink
and
reimagine
where
we
are
the
2008
recession
that
hit.
E
If
we
look
back
on
that,
that
was
a
time
where
you
know
in
terms
of
our
investment
and
our
our
piece,
12
schools,
we
started
losing
some
ground
and
while
we're
very
appreciative
of
the
progress
we
made
last
session
and
the
investment
we've
made,
we've
still
got
some
work
to
do
to
get
back
on
track
with
that
investment.
But
we
think
last
session
was
a
really
important
step
in
the
right
direction.
E
I
think
we
have
the
structures
in
place
to
bring
the
partners
together
to
solve
these
problems,
and
we
can
look
back
whether
it
was
you
know:
Senate
bill,
one
from
2017
that
Senator
Wilson
LED.
That
was
a
major
education
reform
package
that
improved
things
to
Senate
Bill
1
of
2019
in
in
the
school
safety
and
resiliency
space.
It
is
those
times
where
we
bring
Partners
together
that
and
we
collaborate
to
solve
these
problems
that
make
our
education
system
special
and
I.
E
Think
we're
at
that
inflection
point
again
where
we're
going
to
bring
people
together,
you
know
from
the
higher
ed
space
and-
and
you
know,
and
I'm
I'm
really
pleased
with
some
conversations
I've
had
with
President
Thompson
at
CPE
and
his
team
with
the
commissioner
glass
and
his
team
at
KDE
and
the
education
Professional
Standards
boards.
E
Folks,
many
conversations
with
some
of
the
Deans
in
our
colleges
of
Ed
I
think
people
are
ready
and
willing
to
to
roll
up
their
sleeve
to
get
some
really
good
things
done
in
this
space
and
and
I
think
our
policy
makers
you
all
are
going
to
be
key
in
helping
us.
You
know
pull
this
together,
but
I
think
one
of
the
strengths
that
we
have
is
that
is.
We
have
partners
that
are
willing
to
come
together
and
do
the
the
hard
work
to
make
progress
on
this.
E
So
I
think
that
just
that
attribute
to
the
education,
education
community
in
Kentucky
is
a
strength
here.
I
think
we
have
many
things
in
place
to
Leverage.
What
Tennessee
is
doing
that's
Innovative
in
this
space
and
reimagining,
how
we
invite
people
incentivize
them
into
the
education,
prep
programs
I,
think
we
have
that
in
place.
I
think
we
have
some
things
in
place
to
think
about.
How
do
we
support
and
develop
them
over
a
career?
E
F
I
think
some
of
the
other
things
that
the
legislators
have
done
is
worked
with
us
to
have
the
Dual
credit
opportunities
for
students
and
work
with
the
universities
to
make
sure
that
those
credits
can
span
across
all
universities
and
this
the
same
thing
with
the
keys
funding
allowing
kids
to
earn
funds
to
be
able
to
go
on
to
college,
make
it
more
affordable.
So
all
the
things
Jim
said
I
do
believe
too,
that
we
sometimes
forget
how
Innovative
that
our
state
has
become
over
the
years,
and
we
take
things
for
granted.
F
When
you
know
we
had
discussions
about
site-based
and
local
control
that
that's
a
huge
thing
that
a
lot
of
a
lot
of
our
districts
and
our
communities
have
taken
advantage
of
over
the
years
as
well
so
Senator
Thomas,
I,
agree
with
Jim
is
when
we
have
a
problem,
we
get
the
groups
together
and
I.
Think
when
the
dust
settles,
we
come
up
with
a
good
problem
for
the
Commonwealth
and
I.
Think
that's
something
we
always
have
to
remember
and.
E
I'll
just
finish
with
this:
if,
as
long
as
we
had
the
voices
at
the
table
from
our
student
voices
to
our
parents,
to
our
teachers
to
our
school
and
District
leaders
and
and
our
Community
Voices,
along
with
our
our
partners
at
the
higher
ed
policy
makers
and
and
the
business
Community,
we
could
do
some
amazing
things
in
this
space
and
I.
Think
one
of
the
things
that's
been
an
advantage
is
that
we've
been
willing
to
do
that
in
the
past.
A
Thank
you
members.
We
have
two
questions
left
we're
approaching
the
12
o'clock
hour.
If
we
can,
maybe
we
have
one
more
presentation
to
go
today,
representative,
Tipton.
L
Thank
you,
Mr
chairman
I,
appreciate
everybody's
being
part
of
this
presentation
today
and
my
good
to
see
you
again
today.
I
appreciate
you
taking
out
of
your
time
to
share
with
us
what
you're
doing
in
Tennessee.
You
had
one
comment
on
one
of
your
slides
that
caught
my
attention.
I've
heard
it
here
in
Kentucky
and
elsewhere
that
new
teachers
are
unprepared
for
the
realities
of
the
classroom.
L
G
Sure
I'm
happy
to
and
I'll
speak
from
the
mechanics
of
the
program
and
then,
if
I
could
just
the
experience
of
the
candidates
and
some
of
the
early
data
that
we're
seeing
I
would
say
what
we
know,
at
least
in
our
experience
in
Tennessee,
is
that
if
we
lose
a
teacher
in
kind
of
that,
one
to
three
range
we're
we're
not
going
to
see
them
again.
G
I
think
what
we've
also
seen
is
that,
when
our
teachers
kind
of
surpass
that
three
to
five
Mark,
we
find
them
to
continue
to
be
what
we
deem
are
better
in
teachers
and
they
stay
in
our
districts
for
a
long
time.
I
think
too
often
for
our
teachers
in
those
first
couple
of
years,
especially
if
we're
recruiting
our
diverse
candidates
into
schools
that
might
have
more
challenging
needs
or
students
who
are
facing
more
challenges
in
their
day-to-day
life.
The
realities
of
their
instruction
as
Jim
and
excuse
me,
Dr,
Flynn
and
others
mentioned
their
responsibilities.
G
If
a
classroom
teacher
are
not
just
as
a
classroom
teacher,
there
are
many
other
elements
to
their
day
and
they
can
become
challenging.
What
we
have
seen
because
of
the
grow,
your
own
program,
is
that,
especially
for
those
candidates
in
a
three-year
program,
even
for
those
in
a
one-year
program
to
have
the
day-to-day
experience
in
the
district
of
which
they're
hired
to
understand
what
is
the
attendance
system?
What
does
an
IEP
plan
look
like
when
we
have
parent-teacher
conferences?
G
What
strategies
and
structures
were
employed
by
my
mentor
teacher
that
I
myself
might
like
to
use
in
my
own
classroom?
Even
I've
listened
to
one
teacher
when
we
went
to
her
District
talk
about
how
she
was
so
excited
for
her
own
classroom,
because
she
knew
exactly
how
she
wanted
to
set
up
the
paper
submission
process
and
those
might
sound
like
small
examples,
but
I
think
when
we
imagine
what
is
true
of
someone
who
has
had
a
year
to
three
years
of
experience
watching
practicing
trying
flexing
those
muscles
of
their
own
teaching.
G
Experience
to
then
have
their
first
time,
first
time
or
first
day
be
a
day
in
which
they
have
one
to
three
years
of
experience
has
been
transformational
in
outcomes,
other
piece
that
I
would
say
in
terms
of
how
we
are
watching
those
teachers
data.
In
particular,
we
are
paying
attention
to
kind
of
subsets
our
minority
populations
in
Tennessee,
who
predominantly
struggle
in
our
academic
acceleration
areas
to
see
how
teachers
who
reflect
those
identity
factors
for
their
students
are
able
to
accelerate
those
components
even
further.
G
There
truly
is
a
collective
and
a
collaborative
experience
to
their
training
their
model
or
excuse
me
their
cohort
that
they
practice
with
and
I
think
the
the
dedication
that
they
have
shared
with
us
about
their
experience
and
commitment
to
The
District
in
Tennessee
students
is
a
bit
different.
It's
certainly
encouraging
given
the
kind
of
tone
and
tenor
we've
heard
of
the
profession
in
the
last
couple
of
years.
D
Thank
you
chair
wise,
and
thank
you
to
each
of
the
presenters
today.
This
is
a
topic
that
I
think
that
needs
a
lot
of
conversation.
My
question
is
for
Dr
Flynn
and
superintendent,
Borchers
I.
Think
a
huge
component
of
the
teacher
satisfaction
is
student.
Behavior
I
was
part
of
a
conversation
on
a
national
level
a
couple
of
months
ago,
and
we
had
a
principal
share
that
he
was
from
an
elementary
school
that
he
last
year
he
had
four
of
his
10
special
needs.
D
Teachers
walk
out
of
the
classroom
and
abandon
their
career,
and
he
shared
a
comment
that
was
made
from
one
of
them
and
she
said
until
you
address
this
school
to
prison
pipeline
that
I've
been
participating
in,
and
you
turned
to
restorative
justice
you're
going
to
have
others.
Just
like
me
abandon
this.
Our
careers
and
I
know
in
our
district
we've
had
some
support
staff
walk
out
or
in
our
region
that
we're
working
with
special
needs
children
and
the
population
of
special
needs
to
children,
as
just
overwhelming
right
now
to
fill
those
positions.
E
E
Question
of
you
know:
are
we
preparing
them
fully
for
these
kinds
of
situations
and
challenges
that
they're
facing
in
the
classrooms
they
they're?
They
are
very
difficult
at
times
when
you
know
when
they,
when
the
federal
government
passed
the
idea,
individuals
with
disabilities
act
for
students
with
special
needs,
it
was
never
funded
to
the
level.
It
was
promised.
It's
it's
a
challenge.
The
state
gives
us
some
add-on
funding
for
it,
and
the
districts
come
up
with
the
the
balance.
E
But
what
we're
oftentimes
dealing
with
is
not
enough
resources
to
meet
the
the
challenges
demands
of
the
students
that
we're
dealing
with,
and
so
then
sometimes
we're
in
in
situations
where
it's
it
is
very
difficult.
You
know,
representative
bojanowski
teaches
special
education
and,
and
could
probably
tell
you,
you
know
many
stories
about
the
challenges
that
she
faces,
dealing
with:
students
with
disabilities
and
those
that
are
teaching
specifically
students
that
have
you
know,
behavioral
disabilities,
it
it's
it's.
E
It's
a
big
job,
it's
a
challenging
job
and
I
think
we
need
to
think
about.
How
do
we
resource
that,
but
also,
how
do
we
prepare
and
train
folks
and
then
support
them
once
they're
in
there
and
so
I
know
our
schools
are
doing
their
best
in
many
cases
I.
You
know
I
hear
just
as
many
or
more
success
stories
on
on
the
other
side
of
the
equation
and
maybe
to
Senator
Thomas's
question
of
me
earlier.
E
Our
dpps,
our
our
judges,
can
use
when,
when
necessary,
to
help
these
kids
get
on
back
on
track
and
and
that's
another
thing
that
we're
interested
in
in
working
on
with
you
all
moving
forward
superintendent,
Borchers
jump
in
here.
F
Right
I
would
agree
with
what
Jim
said.
I
also
think
you
know
when
we
talk
about
the
social,
emotional
well-being
of
all
of
our
students.
I
also
think
it's
a
lot
of
districts
also
are
moving
towards
that
same
thing
for
our
staff,
representative,
Huff
I
think
they
struggle
dealing
with
some
of
the
challenges
and
they
need
support
and
they
need
to
have
that
same
social
and
emotional
help,
and
we've
had
some
programs
in
our
region
that
we've
worked
with
on
that
I.
F
Think
one
of
the
other
things
too
is
representative
bojanowski,
said
it's
a
difficult
job
and
sometimes
there's
a
lot
more
options
out
there
now
and
they
they
take
advantage
of
what
some
other
opportunities
are.
They
can
go
work
at
some
other
place
for
more
money
and
less
less
of
the
challenges.
So
those
are
some
things
when
we
talk
about
teacher
pay
and
Staffing
pay,
those
those
aren't
just
about
wanting
to
pay
people
it's
to
be
competitive
and
not
reward,
but
to
and
knowledge
all
the
hard
work
that
they
do.
A
A
So
much
for
today,
next
on
our
agenda,
Senator
John
schickel,
presenting
key
scholarships
for
homeschool
students,
Senator
schickel,
welcome
to
the
education
committee.
I
know
you
have
a
number
of
that
are
with
you
today.
If,
if
any
of
those
guests
that
are
going
to
be
presenting
can
make
their
way
to
the
table,
please.
C
Good
morning,
Mr,
chairman
and
members
of
the
committee,
and
thank
you
for
agreeing
to
hear
this
important
legislation
this
morning
before
I
get
started.
I
want
to
thank
Joe,
Carroll
Ellis
for
all
her
hard
work
and
patience
and
helping
us
draft
things
over
the
last
two
years.
You
certainly
have
a
wonderful
staffer
in
her,
and
we
appreciate
all
her
assistance
before
my
special
guests
introduced
themselves.
I
just
want
to
make
a
few
introductory
remarks.
C
All
the
data
shows
that
children
that
are
homeschooled
on
average
and
there's
always
exceptions,
but
on
average,
are
some
of
the
best
prepared
students
for
college
in
the
state
and
the
last
four
or
five
years.
Our
homeschool
population
has
really
increased
substantially.
I
think
we
all
know
that
I
think
it's
north
now
about
60
000
students,
Statewide
and
you
know.
In
the
previous
session.
C
We
talked
about
successes,
but
this
has
really
been
a
success,
and
it's
important
to
realize
when
you
think
about
the
success
is
that
these
parents,
and
in
some
cases,
other
custodians,
have
taken
on
a
responsibility
that
really
belongs
to
the
state
and
they've,
taken
it
on
at
a
cost
to
themselves,
which
probably
is
north
of
a
hundred
thousand
dollars
when
you
think
of
a
child
K-12,
and
not
only
have
they
taken
on
that
responsibility,
but
they
have
generally
produced
something
that
does
very
well
in
college
and
we're
going
to
hear
testimony
today
from
a
university
administrator
from
Northern
Kentucky
and
one
of
the
challenges
is
when
we
start
talking
about
Keys
money
and
homeschoolers
and
I
know
this.
C
Is
that
how
they
qualify,
because
we're
talking
about
the
part
of
keys
money
which
a
normal
high
schooler
gets
through
their
High
School
grades?
That's
the
part
we're
talking
about
they're
already
eligible
for
the
test,
part
of
it.
Just
so,
there's
no
misunderstanding,
but
before
you
hear
the
testimony,
I
would
encourage
you
to
realize
that
this
is
a
different
situation
and
that
what
a
great
investment
it
would
be
if
somehow
and
we're
not
tied
to
any
bill
right
now.
M
As
I
mentioned,
my
name
is
Laura,
Edwards
and
I'm
here
to
talk
to
you
today
about
Kentucky
Home
schoolers
in
the
key
scholarship.
My
background
is
all
in
education:
I
have
my
Master's
Degree
I
am
a
certified
teacher.
Still
in
Ohio
and
Kentucky
eight
years
experience
in
the
K-12
classroom
and
I
have
spent
the
last
12
years
homeschooling
my
children,
and
that
brings
me
to
why
I'm
here
today
on
the
screen,
you
see
my
oldest
daughter
and
she
was
a
very
high
achiever
in
our
home
school.
M
M
Was
the
president
of
the
national
homeschool
Honor
Society
and
earned
multiple
presidential
Service
Awards,
even
though
she
was
a
high
achiever,
there
was
no
path
forward
for
her
to
earn
the
key
scholarship
and
as
a
mother
that
has
five
more
children
to
to
graduate
through
our
home
school
I,
told
my
kids
that
I'm
going
to
see
what
I
can
do
so
here,
I
am
okay.
So
when
I'm,
referring
to
the
state
scholarship
I'm,
referring
to
the
key
scholarship
and
that
scholarship
is
based
on
two
large
things,
one
is
GPA
and
the
other
is
act.
M
M
Okay,
now
there's
a
difference
between
what
kids
and
certified
schools
can
get
and
what
homeschoolers
can
earn,
because
kids
and
or
students
in
certified
schools
can
earn
both
Awards.
They
can
earn
up
to
ten
thousand
dollars,
whereas
homeschoolers,
since
they
can
only
earn
the
ACT
portion
their
maximum
is
2
000..
M
Okay,
on
this
chart,
you
can
see
that
the
certified
high
schoolers
each
year
of
high
school,
they
are
awarded
an
amount
that
corresponds
with
their
GPA.
The
top
award
is
five
hundred
dollars,
so
a
student
that
gets
a
4.0
for
four
years
of
high
school
will
earn
two
thousand
dollars,
and
then,
on
top
of
that,
you
get
your
act
award,
which
makes
up
a
total
of
two
thousand
five
hundred
dollars
that
can
be
renewed
each
year
of
college.
M
So
ten
thousand
dollars,
regardless
of
how
homeschoolers
do
during
and
during
high
school
they're,
only
eligible
for
the
ACT
award,
which
is
500
per
year
of
college.
M
In
Kentucky
college
readiness
is
described
on
this
chart
and
Kentucky
says
that
college
readiness
is
earning
a
3.0
in
high
school
or
higher
in
an
act
of
18
or
higher.
Currently,
our
state
scholarship
gives
Keys
Awards
to
students
that
have
a
2.5
and
higher
for
their
GPA
and
a
15
or
higher
on
their
act.
So
the
concern
here
is
that
we're
awarding
State
scholarships
for
college
to
students
who
are
not
College
ready,
whereas
we
have
a
population
of
home
school
students
that
have
proven
college
readiness
and
cannot
earn
the
GPA
award.
M
M
That
should
mean
that
we
just
close
this
off
to
homeschoolers,
entirely
I,
think
we
need
to
find
a
workaround,
and
this
workaround
can
use
an
alternative
source
to
come
up
with
that
GPA
number.
Okay,
many
college-bound
students
are
taking
dual
credit
classes.
That
would
be
a
possible
option
and
they
also
have
taken
the
act.
So
what
we
would
do
as
an
option
is
take
those
amounts
and
then
plug
them
in
to
the
existing
Keys
GPA
calculator.
M
The
second
one
is
taking
that
GPA
using
it
for
the
first
year
of
college
scholarship,
so
two
thousand
dollar
scholarship
using
the
first
year,
a
college
gpa
and
using
that
for
years,
two
to
four
under
the
standardized
test
scores,
there's
a
lot
of
charts
that
show
act
to
GPA
conversions.
We
could
do
something
like
that,
multiply
it
by
four
or
we
could
do
what
was
proposed
in
Senate
Bill
180
back
in
2009,
which
is
use
that
for
the
first
year
and
then
years,
two
to
four
are
determined
by
the
students.
C
I
want
to
interrupt
here
for
this,
especially
for
the
senate
members,
because
I
wasn't
aware
of
this
when
I
started
on
this
journey
in
2009
my
first
year
in
the
legislature,
Charlie
borders
was
on
the
education
committee
and
he
had
a
bill
which
passed
the
Senate
with
only
12
descending
votes,
which
used
the
conversion
method
from
the
s-a-t-a-c-t.
Thank
you.
M
M
The
state
recognizes
this
and
the
site-based
decision-making
councils
and
schools
since
they're,
taking
a
higher
level
class
they'll,
take
that
4.0
and
then
they'll
increase.
It
sometimes
are
always
to
at
least
the
five
or
to
a
six,
depending
on
what
that
Council
decides.
So
this
grade
is
being
inflated
by
25
to
50
percent,
before
it's
being
plugged
into
the
keys
calculator.
M
Okay,
also,
dual
credits:
homeschool
students
are
taking
general
education
requirements.
These
are
core
classes
like
your
englishes,
your
histories
and
things
like
that,
and
these
classes
give
a
good
estimation
of
performance
Okay.
So
what
I
would
like
to
ask
you
today
is
to
see
the
big
picture.
Scholarships
need
to
award
academic
performance
reward
high
achievement.
M
Okay,
both
groups
of
students
have
graduated
from
high
school,
with
22
plus
credits
and
all
their
required
subjects.
Okay,
even
though
you
are
not
looking
at
the
transcript
of
a
homeschool
student,
you
know
you
need
to
know
that
to
take
a
credit
class
in
Kentucky
that
transcript
was
approved
by
the
college
admissions
Department.
That's
transcript
had
a
3.0
or
higher
GPA
on
it
when
it
was
approved
by
that
department,
and
then,
on
top
of
that,
this
student
took
dual
credit
classes,
these
higher
level
classes.
M
M
You
already
know
that
they're
taking
dual
credit
classes,
these
high-level
classes,
which
would
then
be
inflated.
So
that
leads
you
to
know
that
these
kids
are
going
to
get
the
tops
key
scholarship
based
on
the
fact
that
they're
taking
dual
credit
classes.
If,
okay
now,
my
concern
about
the
Dual
credit
classes
is
that
80
of
these
courses
are
taken
at
the
local
high
schools.
M
We
cannot
take
those
courses
at
the
local
high
schools,
so
sometimes
they're
scheduling
conflicts
getting
into
those
courses
and
there's
also
the
conflict
of
you
know:
distance
to
a
college,
no
internet
at
home.
Things
like
that.
M
M
Okay.
Now
one
thing
I'd
like
to
point
out
is:
if
you
look
at
the
percentile
data
on
the
bottom
left,
nine
or
ten
percent
of
the
students
score
a
28
or
higher
on
the
ACT
one
percent
scores
above
a
33
and
above
on
the
ACT
okay,
on
the
chart
that
was
presented
in
this
bill.
Only
that
means
only
one
percent
of
the
students
taking
this
test
and
getting
this
score,
the
the
33
or
higher
are
getting
the
full
Keys
amount.
The
4.0
award
and
Kentucky
15
of
our
students
are
getting
this
top
4.0
award.
M
Okay,
so
in
other
states
the
same
same
thing
has
come
up
in
Louisiana.
You
can
see
their
requirements.
If
you
are
homeschooled,
you
do
not
have
to
submit
your
transcript,
but
you
do
have
to
have
higher
ACT
scores
than
Traditional
School
students
and
Florida.
You
can
see
their
requirements
because
of
the
high
ACT
score
on
their
state
scholarship.
They
do
not
need
to
provide
a
transcript
because
they
already
know
that
these
students
have
met
that
high
level
of
achievement.
M
N
And
hello
again,
I
would
just
like
to
back
up
the
the
presentation
from
a
school
administrator
side.
So
again,
I'm
director
of
financial
aid
at
the
Thomas
Moore
University
I
also
currently
serve
as
the
the
president
of
the
Kentucky
Association
of
student
financial
aid
administrators,
a
Statewide
Association
for
professionals
such
as
myself
in
the
financial
aid
space
and
I
I
just
want
to
to
lend
Credence
to
to
this
argument.
N
There
has
been
a
long-standing
concern
with
homeschool
students
in
the
state
of
Kentucky
that
there
is
no
way
to
measure
them
equally
across
the
board,
with
our
public
and
private
high
school
students
who
are
certified
by
the
Kentucky
Department
of
Education
and
I'm
here
to
to
ease
that
concern
for
all
of
you.
N
We
have
routinely
in
our
dual
credit
courses,
which
again,
as
you've
just
heard,
are
the
same
for
all
students
across
the
board
and
the
same
at
all
colleges
and
universities
across
the
Commonwealth
of
Kentucky,
our
homeschool
students
that
we
see
at
Thomas,
More
University
routinely
excel
in
these
dual
credit
courses.
N
Again,
the
same
courses
that
that
certified
public
and
private
high
school
students
take
alongside
of
their
homeschool
peers,
our
homeschool
students
routinely
excel
in
those
courses,
not
only
that
those
same
Heist
homeschool
students
routinely
apply
for
are
accepted
and
approve
of
our
highest
academic
achievement.
Scholarships
at
Thomas,
More,
University
I,
would
just
like
to
say
that
that
this
this
body,
this
legislature,
has
taken
these
students
halfway
and
allowing
these
students
to
use
State
money
to
take
these
dual
credit
courses
at
approved
Kentucky
colleges
and
universities.
N
Those
are
sponsored
by
the
state
through
our
Kentucky
Lottery
Revenue,
and
so
the
homeschool
students
are
allowed
to
take
these
dual
credit
courses,
to
which
we
have
said.
We
as
a
state
have
said.
We
need
to
find
a
measure
that
compares
these
homeschool
students
to
their
peers
in
public
and
private
high
schools
who
are
certified
by
the
KDE.
N
N
Let's
take
them
the
rest
of
the
way
and
allowing
them
to
continue
our
investment
in
these
students
through
the
keys
money,
as
you
all
are
well
aware,
Keys
is
our
investment
in
our
Kentucky
students
to
make
sure
that
those
students
stay
in
the
state
in
the
Commonwealth
for
their
college
and
Beyond
and
I
think
it
would
behoove
us
to
continue
that
investment
by
allowing
these
students
to
receive
their
keys,
money
and
entice
them
to
stay
within
the
state
of
Kentucky
as
some
of
our
best
and
brightest.
Thank
you.
Thank
you.
I
Homeschooling
has
enabled
me
to
take
courses
on
an
accelerated
schedule.
I
earned
four
cards
to
college
biology
by
the
eighth
grade.
I
took
honors
physics
in
10th,
Grade
and
I'm,
currently
completing
calculus
this
year
because
of
my
strong
interest
in
technology
I'm,
currently
taking
two
college
level.
3D
printing
courses
also
with
the
flexibility
that
hermskilling
allows
at
14
I,
was
able
to
start
a
lawn
care
business
that
has
include
over
20
customers
and
been
able
to
work
for
a
gym,
digitally
transporting
smallest
files
for
clients.
I
O
My
parents
presented
me
with
the
choice
to
attend
Traditional
School
or
remain
homeschooled,
although
homeschooling
is
not
right
for
everyone,
homeschooling
has
been
the
right
choice
for
me.
My
homeschool
education
has
informed
the
young
woman
who
stands
before
you
today,
I've
been
blessed
with
the
opportunity
to
tailor
my
education
to
my
personal
interests
within
my
homeschooling
career
I
have
taken
unique
classes
such
as
philosophy,
medieval
art
and
Shakespearean
literature,
and
have
even
taken
skiing
to
fulfill
a
PE
credit.
O
Due
to
the
flexibility
permitted
by
my
homeschooling
schedule,
I
have
been
able
to
intern
at
an
optometrist
office
while
completing
my
full
curriculum
on
behalf
of
the
homeschoolers,
the
Commonwealth
of
Kentucky
I
humbly
request
the
extension
of
the
Hand
of
Justice,
so
that
we
too
may
have
an
equal
opportunity
to
further
our
education
through
the
earning
of
the
full
Keys
scholarship
that
is
available
to
traditional
students.
Thank
you.
C
In
closing,
I
would
just
like
to
tell
the
committee
if
we're
happy
to
take
any
questions.
Is
we're
not
wed
to
one
formula
or
one
bill?
Let
the
discussion
begin
on
this
and
that's.
Why
we're
before
you
today
to
try
to
to
try
to
figure
out
a
path
forward.
A
Thank
you,
Senator
shiko
I
want
to
thank
you
all
for
your
presentation.
I
first
want
to
thank
the
students
for
being
here.
I
know
coming
in
front
of
a
committee
like
this
can
be
very
intimidating,
but
I
really
appreciate
your
all
presence
here
today.
I
want
to
thank
the
parents
and
those
that
are
also
with
them
today
and
the
other
family
members
that
are
here
as
well.
We
do
have
a
few
questions,
so
Central
Schick
we'll
get
right
to
those
representative
bojanowski.
B
Yes,
briefly,
do
you
have
an
estimate
of
the
annual
cost
for
providing
Keys
money
for
homeschool
students,
and
is
there
money
in
the
Lottery
fund
to
cover
those
costs.
N
Yes
ma'am,
so
we
do
not
have
an
exact
estimate
at
this
time
that
Actuarial
costs
would
come
through
the
Kentucky
higher
education
assistance,
Authority
Kia.
So
we
do
not
have
that
estimate
at
this
time.
I'm
sure
we
could
work
with
Kia
to
get
that
estimate
for
you,
I'm
sure
they've
already
begun
some
discussion
on
that
as
these
bills
have
been
presented
in
the
past.
N
As
you're
aware,
these
are
all
lottery
funded.
Keys
is
not
the
only
lottery
funded
State
program
and
by
Statute
Keys
is
funded
first,
so
by
definition,
yes,
this
would
be
fully
funded.
Any
outstanding
funds
would
come
from
the
other
state,
Grant
programs,
namely
the
college
Access
program
or
cap
Grant,
as
well
as
the
Kentucky
tuition,
grant
ktg
grant
and
some
of
the
other
ancillary
funds
as
well,
but
by
Statute.
Yes,
this
would
be
fully
funded
first.
C
Thank
you,
Mr
chairman,
just
to
comment:
Senator
schickel,
thank
you
for
bringing
this
legislation
forward
and
it's
it's
time
that
we
discuss
this.
It's
a
very
worthy
cause
and,
as
we
discussed
earlier,
when
we
talked
about
this
bill,
the
devil's
in
the
details,
how
do
we?
How
do
we,
which
route
do
we
go?
How
do
we
justify
or
how
do
we
come
up
with
a
at
the
proper
I
guess
language
for
this
Miss
Edwards
you've
certainly
gave
us
several
options.
I
was
impressed
to
see
that
we
there
were
options.
C
I
know,
Central
sheckle
now
talked
about
just
one
option,
so
it's
good
to
see
that
we
have
four
or
maybe
even
more
options
to
to
make
this
work
and
I
would
simply
ask
you
what
option
you
prefer.
M
It
seems,
as
we
have
talked
to
to
various
people,
that
more
people
are
comfortable
with
either
the
standardized
test
score
and
the
GPA
being
a
first
year
award
and
using
the
the
college
GPA
from
that
first
year
for
the
years
two
to
four,
it
seems
like
that
has
has
more
support
overall,
based
on
what
we've
we've
seen
and
heard.
C
J
Mr
chairman,
thank
you
for
this.
The
opportunity
to
ask
a
question.
Thank
you.
Senator
schickel,
for
bringing
the
legislation
and
and
chairman
wise
I
want
to
compliment
you
because
I
so
enjoy
the
interim
being
used
to
look
at
legislation
like
this
that
we
may
potentially
be
seeing
in
the
upcoming
session.
I.
Think
it's
wise
for
us
to
spend
time.
I
appreciate
the
fact
that
a
bill
draft
is
in
the
packet
for
us
to
look
at.
J
My
question
is
going
to
actually
move
away
from
the
conversation
about
the
Bill
draft
itself,
though,
and
I
want
to
I
want
to
broaden
the
conversation
to
homeschooling
and
and
some
questions
that
I'm
going
to
ask.
So
obviously,
you've
had
great
success.
The
two
students,
the
parent
you've,
had
great
success
in
your
homeschooling
experience
and
kudos
to
you
on
the
commitment
to
do
that
kudos
to
the
students
for
pursuing
that
education
in
Kentucky.
J
We
obviously
want
our
citizens
to
be
well
educated
and
whether
it's
a
path
at
homeschooling
is
that
path
for
that
student
or
whether
it's
public
schools
or
whether
it's
private
schools.
The
path
doesn't
matter
as
much
to
me
as
the
student.
Completing
the
journey
in
a
successful
fashion,
because
that
builds
the
foundation
for
us
to
have
an
educated
citizenry
talk
with
me
about
the
successes
that
you've
experienced
in
your
homeschooling
experiences.
Talk
with
me
briefly
about
situations
where
you've
watched
homeschooling,
maybe
not
work
so
well.
What
makes
a
homeschooling
situation
is
a
success.
M
I,
in
my
opinion,
okay,
I
I've
spent
many
years
in
in
classrooms.
You
know
regular
Traditional,
School
classrooms,
homeschool
classrooms
and
I
I.
M
The
talents
of
the
student
in
front
of
you
I
would
say
that
parents
that
that
get
wrapped
up
in
the
the
content
and
the
you
know,
checking
off
the
boxes
and
forget
that
they
are
able
to
offer
a
very
customized
education
to
the
individual
in
front
of
them.
Sometimes,
you
know
we'll
have
a
child
that
that
doesn't
embrace
it
and
run
with
it
to
to
high
school
for
high
school.
M
It
has
to
become
theirs,
it
has
to
become
theirs,
they
they
have
to
take
ownership
and
they
have
to
run
with
it.
So
I
hope
that
answers
your
question.
That's.
J
A
wonderful
answer
and
I'd
love
to
hear
from
the
two.
No,
that
was
a
great
answer
that
was
a
spot
on
answer:
the
relevance,
the
individualized
learning
the
meeting
those
students
where
they
are,
but
knowing
that
you
still
got
to
advance
them
further.
That's
perfect
I'd
love
to
hear
from
the
two
students
about
the
good
experiences
and
then
maybe
some
friends
you've
seen
going
through
homeschooling,
where
it
has
not
been
a
successful
situation
share
with
me,
thoughts
and
differences.
O
In
my
experience
as
I
shared,
it
was,
it
was
a
very
positive
experience,
but
as
I
highlighted,
that
was
a
very
it
was
a
very
personal
choice
and
I
can
see,
as
as
you
said,
through
friends
or
even
with
older,
siblings.
I
have
three
older
brothers.
One
of
them
was
homeschooled
throughout,
but
then
the
other
two
it
wasn't
right
for
them
and
they
went
to
school
and
I.
Think
that's
definitely
very
necessary
to
look
at
the
child
and
say
is
this
as
as
Mrs
Edwards
said:
are
they
going
to
run
with
it?
O
I
So
yeah,
in
my
case,
I,
have
I've
seen
quite
a
few
homeschoolers
Excel,
like
my
older
sister.
She
graduated
from
high
school
and
is
now
on
her
way
to
college
for
a
nursing,
major.
I
But
yeah
she
she
really
like,
took
a
hold
of
her
education
and
she
did
like
everything
herself.
She
put
her
full
effort
into
it,
but
I
have
like
I,
have
seen
other
cases
where
kids
weren't
as
motivated
and
that
led
them
to
like
not
yeah,
not
like
accomplishing
really
that
much.
C
Thank
you
Senator
I'd,
like
to
add
that
that
you
know
in
Northern,
Kentucky
Boone,
County
homeschooling.
We
have
a
very
active
homeschooling
community
and
I
would
say
in
some
circles
it's
rather
trendy
and
I
have
seen
parents
we're
talking
about
children,
but
I've,
seen
parents
who
try
and
say
I'm
not
cut
out
for
this
I
can't
handle
it.
C
They
try
it
for
a
very
short
time
and
then
they
they
realize
that
this
is
not
a
good
thing
for
their
child
or
for
their
or
for
them,
and
and
so
that
they
decide
for
a
more
traditional
path.
P
Thank
you
I
appreciate
the
question
earlier
on,
like
what's
the
preferred
method,
because
I'm
sitting
here
thinking
all
of
these
would
work
I
think
but
I
want
to
just
call
out
if
I'm
understanding
correctly
this
dual
credit,
you
said
they
already
have
to
have
a
3.0
to
even
get
into
the
program
to
register
or
whatever
to
take
these
classes.
P
It
almost
makes
me
wonder
why
we
don't
already
do
this,
because
if
we
know
that
they
have
already
been
established
as
a
3.0,
then
why
aren't
we
giving
them
the
keys
money
for
that
year
for
the
3.0
and
of
course
we
can
always
improve
it
from
there,
but
it
seems
like
that's
already
on
the
record.
So
to
me,
that's
a
starting
point.
That's
probably
due
you
know
yesterday
and
I
just
wanted
to
point
out.
P
You
know:
I
didn't
go
to
school
in
Kentucky,
because
when
you're
a
homeschool
student,
you
don't
even
think
about
college
scholarships
or
funding
out
there.
It's
you
know
talking
to
your
parents
trying
to
get
them
to
pay
or
else
finding
enough
work
to
do
to
pay
for
it.
So
I
went
to
this
cheapest
best
thing.
I.
P
Could
find
and
it
was
out
of
state,
but
if
this
kind
of
stuff
was
around
when
I
was
a
homeschool
senior
I
sure
would
have
even
taken
a
look
at
Kentucky
schools,
but
at
that
time
it
wasn't
even
on
the
table
for
me
and
so
I
didn't
even
look
at
it.
So
I
think
it's
going
to
be
a
really
good
opportunity
for
our
students
and
I
like
the
way
this
is
set
up,
because
all
of
these
options
work
as
a
basis
that
I
think
would
be
friendly
to
all
the
homeschool
community.
P
That
I
know
because,
as
everyone
knows,
if
you've
worked
with
the
homeschool
Community
up
here,
the
last
thing
we
want
to
do
is
have
ADD
burdens
to
families
and
parents,
and
this
is
really
all
of
an
opt-in
basis.
I
think
it's
going
to
be
great
that
that
everyone
would
probably
support
So
count
me
in
for
whatever
version,
but
I
do
like
this
act
idea.
It
sounds
like
it's
already
getting
the
most
praise
and
certainly
would
be
the
smoothest
orientation
minus
the
fact.
I
think
they
should
already
have
their
dual
credit
at
3.0
level.
P
A
M
Okay
right
now,
I
think
the
home
school
soon
is
about
10
of
the
population
of
people
being
educated.
So
I
would
guess
to
me
that
it's
around
60
000
that
are
being
home,
educated
right
now,
okay,
through
12.,
typically
High
School,
consists
of
30
percent
of
those
students,
so
I
would
guess
twenty
thousand.
J
Thank
you,
Mr
chairman
I.
Don't
have
a
question.
I
just
have
a
comment.
I
just
want
to
thank
Center
schickel
for
bringing
this
legislation
and
the
interim's
perfect
time
to
discuss
this
and
look
forward
to
working
with
you
as
we
move
forward.
But
I'd
like
to
in
this
committee
meeting
set
the
premise.
J
So
the
keys
program
is
a
state
back
program.
You
know
we
legislatively
set
it
up
and
we
tweak
it
every
year
and
we
determine
who's
eligible.
But
ultimately
these
are
taxpayer
dollars
that
flow
through
the
the
keys
program
and
these
dollars
are
for
any
there
for
the
education
of
Kentucky
students
and
in
my
way
of
looking
at
this,
this
is
this
is
any
Kentucky
student
and
those
those
students
include
homeschool
kids
and
homeschool
families.
J
J
The
home
school
Community
for
years
have
have
fought
for
the
right
to
homeschool,
and
this
committee
reviewed
a
report.
I
think
it
was
a
KDE
report
a
few
years
ago
that
they
did
a
study
of
homeschool
performance,
and
that
report
has
showed
that
that
homeschool
students
on
average
at
Center
schickel,
said
earlier
on
average,
perform
at
a
very
high
level
and
are
very
deserving
of
these
funds.
So
I
look
forward
like
I,
say:
I,
look
forward
to
working
with
you,
Senator
schickel.
J
Q
Thank
you,
chairman
I
will
be
super
brief,
because
we
had
two
senators
that
really
kind
of
identified
a
lot
of
my
questioning,
Senator
Givens
and
Senator
West,
both
the
discussion
of
homeschool
in
general,
first
and
foremost,
I'm.
Incredibly
supportive
of
this
idea.
We
need
to
figure
out
how
to
make
this
happen
Okay.
Q
Second,
it's
really
enlightening.
It's
really
a
good
feeling
for
me
to
hear
people
talk
so
favorably
about
homeschool
and
I'll
go
ahead
and
give
you
a
little
background
story
that
previous
go
back
three
or
four
years.
My
previous
role
as
an
administrator
middle
school
high
school
conversations
around
well
I,
don't
care
you're,
suspending
my
child
I'm,
just
going
to
homeschool
them
anyway,
and
using
homeschool
as
an
out
and
all
I
got
to
pay
is
225
dollars
and
then
I
can
be.
I
can
homeschool
my
kid
and
they
don't.
Q
We
don't
have
to
deal
with
you
anymore,
so
it
is
very
it's
it's.
This
is
such
a
good
thing
for
me
to
hear
the
positive
behind
it.
So
after
those
conversations,
I
looked
into
it
a
little
bit
more
and
I
wanted
to
make
sure
that
we
have
structures
and
we've
got
Frameworks
in
place
to
make
sure
those
students
are
protected.
All
of
our
students
are
protected,
but,
according
to
this
topic,
I
love
this
concept.
I
love
this
idea,
let's
figure
out
how
to
make
it
work.
Q
I
think
that
we
we
definitely
have
some
discussions.
I'll
be
honest,
I'm,
a
little
surprised.
Keys
has
been
around
for
quite
a
long
time
that
we
haven't
had
this
discussion.
Yet
you
know
I
feel
like
we're
we're
behind
the
times
on
having
this
discussion
as
far
as
what
it,
what
it
looks
like
and
and
how
it
translates.
I
I
think
we're
I
think,
there's
definitely
a
sentiment
on
on
both
sides
that
we're
definitely
going
to
make
some
Headway
with
this
and
I
hope
to
be
part
of
that
conversation.
A
A
Of
the
committee
last
thing
members
we
do
have
a
consideration
referred
administrator
of
regs.
This
is
702
Kar
zero
140
is
proposed.
We
do
have
representatives
from
KDE
they're
here
to
answer
any
questions.
Todd
I
see
you
in
the
audience.
Does
any
member
have
any
Senator
Givens.
J
H
So
the
regulation
is
to
implement
both
federal
and
state
law
at
the
federal
level.
It's
FERPA
the
family,
educational
rights
and
Privacy
Act,
and
there
is
a
state
law
that
mirrors
that
it's
167
30..
This
regulation
has
been
on
the
books
for
many
years
to
implement
both
of
those
pieces
and
we're
amending
it
because
in
December
of
2021
we
received
some
questions
from
a
school
district
that
had
a
request
for
hearing
and
in
answering
those
questions.
We
identified
that
some
of
the
language
in
the
regulation
just
could
use
some
improvement
for
clarity.
Any.
J
H
H
P
J
J
J
He,
the
disinterested
Party
part,
is
intriguing
to
me,
because
this
would
be
a
situation
where
we
probably
have
a
family
who
feels
like
a
student's
record
is
not
accurate,
and
so
the
families
set
up
a
time
for
a
hearing,
disinterested
party
may
be
all
we
need
there.
I
think
previously.
It
was
probably
even
a
little
tighter
than
that
disinterested
party
and
is
a
certified
official
of
the
district
appointed
by
the
superintendent.
J
So
now
we're
moving
away
from
the
requirement
of
a
certified
official,
disinterested
party,
maybe
that
qualifies
to
meet
the
federal
reg.
Maybe
I
shouldn't
be
concerned
about
it,
because
it's
already
been
through
administrative
reg
review
as
I
understand
it
and
I'm
not
trying
to
create
problems
or
headaches
for
you,
but
we
rarely
have
the
chance
to
write
these
things
once
they're
done
so
I
would
encourage
you,
maybe
take
a
look
at
the
definition
of
disinterested
party.
H
So
this
interested
party
comes
from
the
Federal
Regulation.
That
is
the
requirement
there
that
the
individual
conducting
the
hearing
be
disinterested.
So,
for
example,
if
the
challenge
were
to
a
disciplinary
record,
the
teacher
who
witnessed
the
disciplinary
event
and
wrote
The
Record
should
not
be
the
one
conducting
the
hearing.
They
would
be
biased
in
that
situation
that
the
record
remain,
as
is
I.
L
J
H
No,
what
we're
saying
is
that
it
doesn't
have
to
be
a
certified
educator
that
was
actually
the
confusion
that
brought
forward
the
amendment
to
the
regulation
in
the
first
place.
So
the
question
that
was
posed
to
the
department
is,
when
you
say
a
certified
official:
do
you
mean
a
certified
hearing
officer
that
certified
pursuant
to
KRS
13B
in
the
process
that
the
Attorney
General's
office
runs
for
hearing
officers?
Or
do
you
mean
someone
who
holds
a
certificate
to
be
an
educator?
So
when
you
look
at
both
federal
and
state
law?
H
Well,
let
me
back
up
what
was
intended
was
for
it
to
be
a
certified
educator,
but
when
you
look
at
both
federal
and
state
law,
that
requirement
is
not
in
the
statute,
and
in
looking
at
that
there
are
certainly
individuals
in
school
districts
who
are
classified.
They
may
not
hold
a
certificate
to
be
a
teacher,
but
are
qualified
to
conduct
these
hearings.
P
Yes,
I
may
have
him
half
answered
now,
but
on
along
those
lines,
I'm
not
familiar
with
the
hearing
process.
It
sounds
fairly
loose
here
and
that's
a
good
thing
probably,
but
is
this
because
it
says
that
they
are,
they
can
use
an
attorney,
but
they
can
also
be
assisted
by
anyone
else.
It
looks
like
are
all
of
the
outline
procedures
in
the
FERPA
act
and
like
I,
just
don't
know
them,
or
is
this
really
all
that
parents
and
and
districts
have
to
go
off
of.
H
Here
so
this
is
it,
but
then
districts
will
also
Pro
promulgate
policies
and
procedures
at
the
local
level
to
further
guide
what
these
hearings
look
like.
So
this
is
the
the
bigger
State
guard
rails
that
are
in
place
and
then
any
additional
procedures
and
policies
would
be
set
forth
at
the
local
level
and
approved
by
the
local
Board
of
Education.
P
H
But
this
is
the
the
last
step
in
the
process
if
the
parties
can't
agree
but
still
remains
more
of
an
informal
process.
So
this
is
not
a
KRS
13B
administrative
hearing
with
a
hearing
officer
or
with
the
ability
to
appeal
a
final
decision
to
a
circuit
court.
This
is
really
the
final
determination
by
the
school
district
when
somebody
appointed
by
the
superintendent.
Here's
the
evidence,
that's
presented
in
more
of
an
informal
manner
by
the
parties
and
makes
an
ultimate
decision
anyway.
A
Thank
you,
Mr
Allen,
for
answering
those
questions.
Members
of
for
your
clarification.
We
do
not
have
to
vote
on
this.
We
do
not
formally
accept
or
adopt
any
of
the
post
amendments.
So
there's
not
a
vote
on
this,
but
thank
you
so
much
for
your
attendance
Todd.
Thank
you,
members
for
Indulgence.
Our
next
meeting
is
next
month
on
Tuesday
October
18th
at
11,
A.M
I,
look
forward
to
chairwoman
Huff
taking
that
meeting.
Thank
you
all
for
Indulgence.