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From YouTube: Interim Joint Committee on Education (8-1-23)
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A
A
Have
your
attention
I'll
call
meeting
three
The
Joint
interim
committee
on
education
to
order?
Can
we
have
the
roll
call?
Please.
C
C
A
D
A
A
I
do
want
to
make
one
recognition
I'll
take
the
privilege
of
the
chair,
one
of
the
best
assets
that
we
have
as
legislators
are
our
staff
people,
and
we
are
very
fortunate
here
on
the
education
committee
to
have
quality
staff,
and
we
do
have
one
member
of
our
staff.
This
will
be
her
last.
E
A
Interim
committee
on
education,
Jill,
Carroll
Ellis,
our
staff
administrator,
has
been
selected
to
be
the
new
executive
director
of
Kia
in.
A
Congratulations
to
her
and
I
do
have
a
we
do
have
Senator,
West
and
I
do
have
a
citation
prepared
for
Joe
Carroll.
If
I
could
read
that
real
quickly
to
to
All
To,
whom
these
presents
shall
come
greetings
know
ye
the
jail.
Carol
Ellis
is
recognized
and
honored.
She
steps
down
following
more
than
a
decade
of
material
service,
to
the
legislative
research,
commission,
the
general
assembly
and
the
citizens
of
the
Commonwealth,
a
graduate
of
Eastern
Kentucky
University,
where
she
earned
a
bachelor's
degree
in
journalism.
Ms
Ellis
began
her
tenure
with
lrc
in
2011.
A
A
She
is
offered
sincere
Commendation
and
gratitude
for
her
years
of
Exemplar.
Service
is
extended,
best
wishes
for
the
utmost
success
and
good
fortune
in
all
of
her
future
endeavors
and
on
the
motion
of
Senator
Stephen,
West,
representative
James,
Allen
Tipton
and
the
members
now.
The
interim
joint
committee
on
education
is
hereby
Dean
by
this
honorable
body,
most
worthy
of
its
recognition.
Recognition
done
this
day
in
Frankfurt
the
first
day
of
August
in
the
year,
2023.
A
G
Thank
you,
chairman
Tipton,
and
let
me
Begin
by
saying
we
are
all
proud
of
where
we
come
from
we're
proud
of
our
hometown
and
and
our
and
our
families
and
our
neighbors
and
I'm
no
exception
to
that.
I
share
pride
in
my
home
community
of
Lexington
and
this
morning
at
7
30
we
had
the
equivalent
of
the
State
of
the
Union
Address
for
Fayette
County
and
over
a
thousand
people
of
of
all
sectors
of
the
community
business
Community.
G
The
Arts
Community
from
government
we're
there
to
show
our
strong
support
for
our
our
Public
Schools
and
and
Fayette
County.
The
superintendent
Dr
Demetrius
Liggins
talked
about
all
the
great
things
that
he's
doing
he's
expanding
preschool
for
all
for
all
classes
of
people.
He
has
a
nurse
in
every
school.
He
announced
that
Fayette
County
schools
are
the
is
the
first
school
district
to
have
starting
salary
over
fifty
thousand
dollars.
G
We
hear
a
lot
about
all
of
us
here
sitting
at
this
table
here:
a
lot
about
staff
shortages
and
Workforce
shortages
and
we're
addressing
that
so
I
just
want
to
give
a
shout
out
to
Fayette,
County,
Public,
Schools
and
and
all
the
work
that
I'm
doing
and
and
and
representative
again.
You
know
how
much
I
think
about
you
I've,
given
you
a
copy
of
our
booklet
that
that
you
can
add
to
the
record
so
that
anyone
can
see.
You
know
the
fine
work
that
we're
doing
in
Fayette
County
Public
Schools.
G
A
You're
very
welcome
Senator
Thomas.
Thank
you
for
sharing
that
with
us.
Let's
get
into
our
agenda
now.
The
first
item
is
the
Kentucky
Center
for
mathematics.
If
he
will
come
forward
I
believe
it's
been
a
while,
since
you've
presented
to
our
committee
and
over
the
last
few
years,
we've
talked
about
literacy
a
lot
and
we
don't
want
to
forget
about
numeracy
and
math.
So
we're
thankful
for
having
you
all
here
today
if
you
will
make
sure
that
the
green
light
is
on
on
your
microphone
and
please
pull
those
mics
close
to
you.
A
Sometimes,
if
they're
not
close
to
you,
it's
difficult
for
us
to
hear
I
want
to
just
let
you
know,
I
do
swear
Witnesses
in
so
if
you
will
identify
yourself
for
the
record
and
then
I'll
swirl
you
in.
A
Please
raise
your
right
hand.
Do
you
swear,
affirm
the
testimony
about
to
give
the
truth,
the
whole
truth
and
nothing,
but
the
truth
so
help
you
God.
Thank
you.
Thank
you.
So
much
and
please
proceed
with
your
presentation
and
I
know
it's
a
very
lengthy
slideshow
and
we've
got
a
full
agenda
today.
So
if
you
can
be
prompt,
thank
you.
Kelly
I.
H
Will
indeed
do
that?
Good
morning,
committee
members,
I'm
Kelly,
Delong
executive
director
of
the
Kentucky
Center
for
mathematics-
and
we
are
so
excited
to
be
here
today
to
talk
about
the
work
that
we
do
and
to
problem
solve
with
regards
to
math
test
scores
across
the
state
of
Kentucky
want
to
start
here
with
the
pictures
of
children.
This
is
why
you
do
what
you
do.
This
is
why
we
do
what
we
do,
and
children
are
at
the
Forefront
of
everything
that
we
think
about
at
the
Kentucky
Center
for
mathematics.
H
Teachers
are
Treasures
to
us
and
they
are
at
our
heart,
legislated
in
2006
and
indeed
we
are
funded
by
the
the
state
general
fund
and
we
are
housed
at
Northern
Kentucky
University.
We
do
math
professional
learning
for
the
state
of
Kentucky,
and
at
this
moment
this
very
second
we're
in
Nelson
County,
working
with
their
District
doing
professional
learning.
H
So
to
take
a
look
at
our
legislation,
wanted
to
kind
of
Orient
and
give
us
give
us
the
the
background
we're
a
Clearinghouse
for
information
on
reliable
and
research-based
methods.
We
really
focus
on
that
math
intervention.
We
focus
on
diagnostic
assessments.
Coaching
and
mentoring
is
really
an
important
part
of
what
we're
doing
and
that's
becoming
more
and
more
of
what
we're
working
on
and
other
instructional
strategies
to
address
students
needs.
So
this
is
what
you
test
us
to
do,
and
this
is
what
we
do
day
in
and
day
out.
H
Over
the
past
three
years,
we
have
had
a
close
to
2
200
teachers
participating,
KC
and
professional
learning.
That
is
2293
hours
of
professional
learning.
We
have
done
that
in
both
an
in-person,
a
hybrid,
and
then
you
know
what
the
last
two
years
were.
We
we
were
virtual
and
did
a
did,
an
excellent
job
with
that
we
focus
on
high
quality,
professional
learning,
as
defined
by
the
Kentucky
Department
of
Education
and
Research.
H
But
here
is
something
that
I
think
gives
us
a
a
lot
of
return
for
our
value.
We
have
a
website
that
is
very
vibrant
and
I
hope
that
you
have
the
opportunity
earlier
to
maybe
click
on
some
of
the
links
in
our
presentation.
The
PDF
has
hot
links
that
you
can
click
on,
but
we
have
had
over
263
000
users
of
that
KCM
website.
The
math
of
that
is
somebody
logs
on
every
minute.
H
For
the
last
three
years,
we
have
1.5
million
close
to
1.5
million
page
views,
This
Is,
50
states
and
163
countries.
Looking
at
the
materials
that
we
have
created
here
in
the
state
of
Kentucky,
most
popular
are
family
math
and
our
math
fact
fluency
resources.
This
is
our
core
work.
We
also
have
a
very
popular
KCM
annual
conference.
You
can
see
the
folks
that
that
came
in
the
in
March,
that
was
a
sold
out
house
in
March.
Our
Educators
were
excited
to
learn
from
each
other.
They
were
excited
to
present
to
each
other.
H
It
is
Math
teachers,
learning
from
Math
teachers.
I
will
say
that
that
this
kind
of
community
is
what
helps
us
to
retain
and
to
grow
our
teachers.
Basically,
we
work
in
four
areas.
We
have
statewide
courses,
we
have
instructional
resources
that
are
asynchronous
for
all
stakeholders.
We
have
District
support.
This
is
customized
for
superintendents
and
curriculum
instruction
leaders
and
we
we
collaborate
with
them
and,
of
course,
we
are
partners
for
the
math
achievement
fund
and
our
KDE
and
our
out
of
the
office
of
teaching
and
learning.
C
Morning
again,
as
I
said,
I'm,
the
chair
of
the
mathematics
department
at
Western,
Kentucky,
University
and
I'm,
also
a
member
of
a
contributing
member
of
the
catalyzing
change
for
high
school
mathematics.
The
first
in
the
three-part
series
that,
thanks
to
KCM
I've,
been
able
to
do
professional
development,
both
in
hybrid
in
person
and
virtual.
C
Our
goal
is
for
teachers
to
improve
their
leadership,
abilities
their
mathematical
content
and
teaching
strategies,
and
we
hope
that
all
students
will
have
a
positive
mathematical
identity
where
they
see
themselves
not
only
as
doers
of
mathematics,
but
users
of
mathematics
I
also
serve
as
a
mentor
to
to
the
teachers
who,
in
addition
to
all
the
supplies
and
PD
provided
by
KCM,
may
need
an
extra
professional
and
personal
support,
and
also
we
have
another
collaborative
partner
with
us.
Dr
Thomas,
hey.
K
Just
I'm
a
I've
been
an
Enthusiast
of
KCM
since
its
Inception
about
15
years
ago,
and
you
know
a
lot
of
us
in
the
university
life
we
we
can
do
a
lot
of
important
work
and
good
work
and
it
can
be
fragmented
at
times
what
KCM
does
it
draws
us
together
as
a
group
and
a
good
example
of
that
is
a
collaboration
with
public
post-secondary
institutions
from
across
the
state
focused
on
elementary
teachers,
understanding
of
teaching
numeracy
for
young
children,
and
we
we've
been
able
to
secure
a
lot
of
federal
funds
from
the
National
Science
Foundation
to
support
some
really
important
research.
K
But
the
you
know,
I
think
the
even
the
bigger
thing
is
is
that
that
that
gives
our
our
prospective
teachers,
the
language,
the
tools
and
the
skills
to
do
amazing
work
with
young
children
right
from
the
jump,
and
it
also
plugs
them
into
the
KCM
community
so
that
when
they
get
out
there
in
those
early
years
of
teaching,
they
feel
supported,
they
feel
networked.
You
know
one
of
the
comments
that
we
get
pretty
regularly
is
why
I
didn't
I
learn
this
before.
K
Why
didn't
I
learn
this
earlier
in
my
career
and
that's
something
that
we
take
really
seriously.
We
try
to
address
where
we're
pulling
in
the
same
direction
across
institutions
of
higher
education.
K
You
know
another
example
is
the
some
of
the
work
of
Dr
Jennifer
Bay
Williams
from
University
of
Louisville
she's
done
some
really
groundbreaking
research
in
that
fact,
fluency
that
foundational
mathematics,
that's
so
so
important
for
our
students.
You
know
KCM
provides
a
hub
to
share
that
out
and
to
get
other
folks
at
other
institutions.
K
Thinking
about
how
that
can
work
in
our
teacher
prep
programs,
how
that
can
work
with
our
young
teachers,
our
aspiring
teachers,
that
that
plugs
him
in
and
helps
them
again
develop
those
tools
and
skills
that
are
so
important,
Kate
Marin,
also
at
the
University
of
Louisville
faculty
member
she's,
a
newer
member
of
the
KCM
team
I
think
she
kind
of
underscores
the
importance
of
this
infrastructure
and
and
these
these
collaborative
networks.
You
know
she's
been
in
other
states
and
she
writes.
K
H
So
the
theme
is
collaborative
and
we
see
that
we
are
also
a
collaborative
partner
with
the
Kentucky
Department
of
Education.
We
work
with
them
in
the
math
achievement
fund.
This
is
the
first
year.
This
is
the
end
of
the
first
year
of
the
new
cycle,
and
it
was
exciting
to
be
able
to
work
on
that,
because
our
focus
is
now
on
math
coaching
and
that's
showing
some
great
promise.
There's
some
compelling
research.
That's
coming
out
with
regards
to
that.
H
In
addition,
we
are
partner
with
the
office
of
innovation.
We
actually
wrote
a
grant
that
secured
three
hundred
and
seventeen
thousand
dollars
in
grant
money
for
the
Commonwealth
of
Kentucky,
and
the
idea
here
is
that
we're
looking
for
an
alternative
assessment
I
feel
like
this
is
something
that
is
important
to
you,
guys
a
different
way
to
be
able
to
assess,
and
we
are
looking
into
micro
credentialing.
That
of
course,
is
similar
to
business.
What
we
see
in
business
and
industry-
and
this
is
exciting
work,
but
we
are
proud
of
this
grant.
H
You
can
see
that
our
KDE
Partners
value
US
and
will
categorize
us
as
a
strong
and
consistent
partner,
because
you
can
count
on
KCM.
We
also
have
Partnerships
with
our
educational
cooperatives,
specifically
many
of
them,
but
specifically
the
kedc
has
we
have
collaborated
collaborated
with
them
and
we
are
supplying
both
professional
learning
and
materials
for
teachers
in
their
regions.
I
think
with
that's
just
making
its
layering
on
the
support
with
others
really
helps
to
support
our
teachers
in
a
variety
of
regions.
H
You
can
see
all
the
materials
it
comes
by
the
truckload,
so
this
is
one
of
the
themes
from
KCM.
We
are
good
stewards
of
your
money
that
you've
given
us.
We
Supply
lots
of
teacher
materials
that
go
directly
to
children
in
classrooms,
Abby
Labor
Francis
from
she's
a
lead
coordinator,
kind
of
underscore.
She
says
you
know:
I
wasn't
a
math
person,
but
when
I
come
to
KCM
training,
it
is
very
it's
a.
H
So
with
that,
we
also
customize
District
support
under
the
direction
of
superintendents
and
curriculum
directors.
We
do
this
at
little
or
no
cost
to
those
districts.
It's
focusing
on
early
numeracy,
Concepts,
Kentucky,
academic
standards,
whole
number,
operation,
math,
fluency,
something
near
and
dear
to
our
heart
and
fractions.
H
We
believe
in
the
administrators.
Mr
Truitt
I
know
that
you're
as
a
as
a
principal,
but
we
believe
in
our
school
administrators
and
work
with
school
districts
to
support
their
school
administrators
in
what
great
mathematics
instruction
looks
like
in
the
classroom.
This
is
our
friends
in
Muhlenberg,
County
I'll,
be
there
tomorrow,
working
with
their
teachers
yeah.
In
addition
to
that,
you
can
see
that
it
it
continues.
We
have
math
intervention
and
professional
learning.
H
This
is
one
of
the
ones
that
we
just
finished
is
with
Perry
County,
so
that
was
just
last
week
early
numeracy
diagnostic
assessment,
with
a
variety
of
counties
and
courses.
Of
course,
we
have
courses
and
collegial
team
support,
Reed
Atkins
superintendent
of
Pike
County
school
I.
Like
that
lesson,
it's
there
where
he
says
KCM
helps
us
to
create
a
conducive
environment
for
Student
Success
working
in
individual
school
districts.
Of
course,
we're
also
a
teacher's
teacher,
that's
who
that's?
Who
really
loves
us?
We
hang
out
with
our
teachers,
they
love
us.
They
are
our
people.
H
When
the
pandemic
hit
and
a
math
interventionist
said
how
am
I
supposed
to
do.
Math
intervention
over
a
zoom
call,
we
said,
hang
tight.
What
are
the
materials
that
you
love?
They
send
us
those
materials
and
then
we
transitioned
them
to
be
virtual
materials
so
that
they
could
use
them.
We
did
we
created
over
200
virtual
manipulatives
that
can
or
virtual
resources
that
could
be
used
because
that's
what
our
teachers
needed.
It
was
a
hard
time
and
we
were
there
to
help
our
teachers.
H
You
can
access
those
on
our
website,
they're,
open
source
and
continuing
to
be
a
help
to
teachers.
We
also
kind
of
co-teach
the
teachers
we
model
and
basically
this
is
happy
faces
of
teachers
that
take
that
material.
Take
the
materials
that
we
give
them
back
to
their
classroom
and
they
use
it
with
their
students,
we're
also
a
collaborative
in
our
communities
we
host
and
support
family
math
nights.
This
is
something
that
we
do.
That's
very
that's
very
passionate,
we're
very
passionate
about,
because
we
believe
that
parents
are
the
first
educator
for
their
children.
H
We
help
the
parents
to
understand
the
Kentucky
academic
standards,
mathematics.
We
are
looking
to
have
those
positive
attitudes
towards
math
education.
We
believe
that
it's
a
win
for
everyone
and
you
can
see
that
little
punk
in
there
in
the
center
she
says
I
can
I,
can
learn
all
things
and
she's
right.
She
can
learn
anything
that
she
puts
her
mind
to
these
are
faces
of
families,
we're
also
collaborative
with
ket.
H
We
we
support
their
early
numeracy
programming
and
we
support
their
curriculum
alignment
with
the
Workforce
Development
and
obviously
we're
also
very,
very
active
in
professional
organizations.
So
we
kind
of
Hub
around
with
all
of
the
all
of
the
folks
that
have
to
do
with
math
education,
I'm,
going
to
turn
it
over
to
Amanda
from
Martha
J
Potter
elementary
school
she's,
going
to
tell
you
how
KCM
supported
her
in
a
time
of
need.
J
Hello
again,
my
name
is
Amanda
Holbrook
and
I'm.
A
second
grade
teacher
at
Martha
Jane
Potter
Elementary
in
Letcher
County
I,
brought
with
me
today
my
husband
Aaron
who's,
a
special
education
teacher
in
Letcher
County
in
my
10
year
old
son
Eli,
who
is
a
student
during
the
overnight
hours
of
July
28
2022
over
two
months
worth
of
rain,
fell
on
my
small
Eastern
Kentucky
Community,
leading
to
areas
of
total
loss
and
devastation.
J
After
weeks
of
uncertainty,
the
school
was
deemed
safe
enough
for
staff
to
enter.
We
were
tasked,
we
were
Tilly
responded.
How
can
I
help
and
just
like
representative
Justice
Kelly
showed
up
to
help
she
brought
in
truckloads
of
brand
new
Hands-On,
math
materials
and
calculators
for
our
students.
She
fully
equipped
our
teachers
with
the
materials
they
needed
to
teach
mathematics
with
the
help
of
Kelly
in
the
Kentucky
Center
for
mathematics.
Our
students
began
the
year
with
good
quality
math
instruction.
H
So
you
can
count
on
KCM.
So
what
are
some
of
the
successes
that
we
have?
We
collect
data
in
two
ways.
One
is
a
professional
learning
experience
survey
that
gives
us
feedback
from
the
teachers
on
how
we're
doing,
and
we
take
that
data
you
can
have
it.
You
can
see
evidence
of
that.
In
addition
to
that,
we
do
some
math
belief
surveys
that
all
of
that
data
is
published
in
our
annual
reports,
which
are
housed
on
our
website,
hope
you'll
go
check
out
our
website.
H
One
of
the
things
that
we
think
is
important
is
that
at
the
end
of
the
year
there
was
a
hundred
percent
of
the
teachers
that
said
administrators
in
my
school
actually
support.
My
part,
my
participation
in
this
professional
learning
because
they
come
with
a
truckload
of
materials
when
they
get
back
one
of
the
things
that
I
think
is
most
promising.
That
I
really
want
to
draw
your
attention
to.
Is
this
idea
of
mathematics
coaching
we
have
for
the
math
achievement
fund.
We
have
13
math
coaches,
we
we
participate.
H
We
have
92
teachers
that
participated,
279,
classroom
observations
and
guess
what
the
results
were.
All
the
teachers
100
of
the
teachers,
all
92
of
them-
grew
at
least
one
level
in,
as
as
the
in
the
K
in
the
Kentucky
mathematics,
Innovation
tool,
rubric,
there's
more
to
be
said
about
that.
I'd
love
to
tell
you
more
about
that,
but
that's
just
some
really
promising
data
and
it's
hot
off
the
press.
H
June
2023.,
so
I
took
a
look
at
the
some
of
the
reports
that
were
given
previously,
and
this,
of
course,
is
the
slide
from
the
testing
the
KDE
testing
accountability.
We
can
see
that
I
humbly
say
to
you
that
Kentucky
mathematics
proficiency
on
the
Kentucky
summative
assessment
in
2022
was
not
where
we
wanted
it
to
be.
It
is
not
where
we
wanted
it
to
be,
so
we
hypothesized
those
causal
factors,
and
we
know
that
it
was
a
virtual
learning
was
super
hard
doing
your
math
fact
fluency
over.
L
H
Super
hard
right,
limited
time
for
instruction
during
that
time,
if
the
students
had
internet
access,
I
will
also
say
that
we
traditionally
have
a
little
bit
of
a
drop
when
we
adopt
those
new
standards.
The
Kentucky
academic
standards
are
rigorous,
I,
say
high
five
to
Kentucky
for
saying
that
they
that
we
believe
that
all
kids
can
do.
This
so
I
think
that
over
time,
we're
going
to
see
this
upward
trajectory,
but
in
addition
to
that,
they
can
Kentucky.
Summative
assessment
has
a
increase
in
cognitive
complexity,
I'll
just
say
it's
it.
H
It's
it's
a
challenge
that
we're
up
for
helping
schools
overcome
and
to
see
that
increase
over
time.
Our
response,
we
we
had
a
swift
response,
knowing
knowing
the
pandemic
and
the
effects
of
the
pandemic
in
mathematics,
we
have
a
deep
focus
on
those
Kentucky
academic
standards,
collaborating
with
co-ops,
collaborating
with
school
districts,
collaborating
with
individual
Educators
and
understanding
those
academic
standards.
We
continue
the
core
value
that
we
have
is
We.
H
Believe
intervention
is
indeed
part
of,
what's
going
to
make
a
difference
for
students,
and
we
launched
a
middle
grade's
numeracy
course,
because
we
knew
that
fractions
fractions
were
going
to
be
hard
to
learn
during
that
remote
time.
So
we
are
looking
to
close
the
gap
during
that
during
that
time
here
are
the
nape
report
took
some
screenshots
of
that
information.
That's
in
there
you
can
see
the
fourth
grade
from
2019.
boy
did
that
show
some
promise.
H
We
had
2019
and
there's
2022
nape
so
again
effects
we
can
see
the
effects
the
only
little
bright
glimmer
that
I
can
say
is
that
we
are
close
to
the
national
average.
So,
given
such
a
given
such
a
kind
of
a
devastating
time
in
education
as
the
pandemic,
but
but
we
were
close
to
the
national
average
in
looking
at
the
report
card
in
the
and
the
results,
we
can
see
kind
of
some
overarching
themes,
but
then
we
have
our
eighth
grade.
H
This
is
data
that
I'd
love
to
dig
into
with
a
committee
of
folks
who
have
some
stakeholders
to
really
make
a
difference,
because
this
is
data
that
we
know
that
that
in
the
state
of
Kentucky,
we
can
do
so
much
better
with
so
much
better
than
than
this
eighth
grade.
This
eighth
grade
data
I
do
want
to
say
that
from
the
nape
officials
they
actually
said
that
this
wasn't
just
Kentucky.
H
So
this
was
Across
the
Nation,
it
was
systemic.
They
said
the
drop
was
comprehensive,
it
was
double
digits
and
it
was
everywhere
and
they
say
that
this
is
big
stuff
for
America
and
I.
Agree
that
it's
also
big
stuff
for
Kentucky.
But
that's
why,
as
we
have
a
jump
on
it
in
the
state
of
Kentucky-
and
we
have
collaborative
folks
who
are
really
dedicated
to
some
increase
in
these
scores,
I
believe
that
Kentucky
can
make
a
big
difference.
Some
of
the
solutions
that
they
say
are
to
have
intervention
systems
and
a
focus
on
core
instruction.
H
Indeed
reminding
you
of
what
our
response
is.
We
have
a
new
section,
it's
actually
not
new,
but
it's
updated
the
Kentucky
numeracy
project.
It's
beautiful
teachers
across
Kentucky
and
actually
it's
open
source.
So
the
thing
that
I
need
you
to
know
is
that
our
website
materials
are
open
source
they're
for
everyone
and
our
Kentucky
teachers
can
access
them.
We've
also
updated
our
fluency
Assessments
in
response
to
knowing
that
a
good
Universal
screener
may
be
on
the
horizon
and
of
course
we
launched
our
Middle
grades
numeracy
course.
So
what
are
some
recommendations
that
we
have?
H
Just
like
you
all
I
think
we
need
to
continue
to
focus
on
those
early
numeracy
skills.
They
are
so
important.
Representative
Tipton,
just
like
you
say,
early
literacy
skills
make
a
difference.
We
know
that
early
numeracy
makes
a
difference.
We
believe
that
you
should
focus
on
math
fact:
fluency
we've
got
some
experts
here
in
the
state
of
Kentucky
that
we
can
really
lean
in
on
to
to
to
make
a
difference
in
in
that,
in
that
Arena
We
Believe
continued
support
for
Kentucky
academic
standards.
H
We
think
that
the
Reviving,
the
committee
for
math
achievement
by
having
some
business
of
folks
on
that
committee,
having
some
industry
having
higher
education
stakeholders
from
all
walks
of
life,
can
really
help
us
to
get
some
focus
on
the
the
making
a
difference
for
the
state
of
Kentucky.
We
want
you
to
continue
supporting
the
math
coaches
in
our
schools.
Obviously
you
guys
were
on
to
something,
because
our
friends
are
here
talking
about
instructional
coaching.
H
We
agree,
we
agree,
that's
a
that
makes
a
difference,
and
so
we
also
think
that
supporting
our
school
level
administrators
and
supporting
them
with
what
good
math
instruction
is,
is
also
a
big
key.
So
here
we
are
Kentucky
Center
for
mathematics,
making
a
difference
working
hard,
we're
a
small
and
mighty
Center
out
of
Northern
Kentucky
University
working
hard
across
the
Commonwealth.
You
can
vote.
H
You
can
count
on
us,
so
I
love
that
that
ends
up
being
the
the
kind
of
the
way
that
that
the
way
that
I
want
to
end
it
is
that
I
want
you
to
think
about
caseyman.
You
say
that
we
can
count
on
them,
because
we
are
indeed
National
experts
in
math
education.
We
know
that
there
are
challenges
ahead
and
we
are
up
for
the
task
of
being
part
of
that
solution
and
then
I
ask
this
question,
and
that
is
how
can
the
KCM
help
you?
H
A
Kelly,
thank
you
and
your
presenters.
I've
got
a
couple
of
questions
and
we
have
some
members
and
beautiful.
We
have
time.
I
may
have
some
more
questions
as
I'm
looking
at
or
if
we
all
understand,
we've
all
seen
the
test
scores.
We've
all
seen
the
data
looking
back
in
history,
one
one
Trend
that
I've
noticed
on
the
test
scores
is
that
they
tend
to
drop
from
elementary
school
to
Middle
School
to
high
school.
Could
you
elaborate
on
what's
causing
that
and
what
we
can
do
to
improve
that.
H
Well,
hypothesizing
right,
hypothesizing
that
that
small
decline
is
that
students
are
working
diligently,
but
they
may
not
have
secured
those
math
fact
fluencies
that
needed
to
be
in
their
soul.
So
then
the
math
gets
very
complicated
at
the
middle
and
the
high
school
level.
So
we
believe
that
it's
that
fundamental
math
fluency
that
allows
them
to
do
the
complex,
algebra.
H
True
true
truth
with
regards
to
Neuroscience,
once
your
brain
has
those
fact,
fluencies
and
they're,
just
with
automaticity,
then
that
frees
up
your
working
memory
to
be
able
to
do
the
problem
solving.
We
also
think
that
the
problem
solving
is
rooted
in
some
great
tasks
that
kids
wrestle
with
that
mean
that
mean
something
to
them,
and
so
I
hypothesize
that
that
that's
a
that's
one
of
the
things.
H
A
M
That
would
be
okay
if
you
could
go
back
to
the
fourth
grade.
Nape
scores
I
just
wanted
to,
because
I've
read
quite
a
bit
about
nape.
So
for
my
colleagues
that
lighter
blue
is
named
proficient
and
Nate.
Proficient
is
very
different
than
KSA
K
prep
proficient,
so
it
represents
solid
academic
performance
and
competency
over
challenging,
subject
materials.
So
if
we
wanted
to
look
at
a
number,
it
would
be
that
25
percent
below
basic,
where
we
need
to
be
the
most
concerned.
M
H
I
believe
that
when
we
go
back
to
focus
and
do
a
lot
of
the
early
early
numeracy
work
that
is
going
to
make
a
difference,
I
also
say
that
we
can
parallel
those
same
skills
in
our
fractions
and
I
think
so
that
would
Shore
up
some
ways
that
we
can
help
our
help.
Our
folks
I
may
defer
to
my
my
crew
here.
I've
got
some
pretty
some
pretty
smart
experts
down
there
that
that
may
have
some
thoughts
about
that.
Also.
K
Yeah
I
think
you
know,
as
we
move
up
the
grade
levels.
I
think
this
the
support
structures,
kind
of
change.
We
talked
a
little
bit
about
math
identity,
but
also
just
what
intervention
looks
like
intervention
with
young
children.
It's
a
little
bit
easier,
sometimes
to
drop
back
and
and
fill
in
some
of
those
gaps
and
holes
and
spaces
with
foundational
numeracies
we
get
up
to
eighth
grade
or
even
into
High
School.
Dropping
back
to
you
know,
arithmetic
can
take
a
different
flavor
in
a
different
form.
K
It
can
be
really
challenging
to
do
some
of
that
work
to
undermine
those
math
identities
if
we're
dropping
back
to
Elementary
grade
level.
Mathematics
with
a
high
school
student,
that's
signaling,
something
to
that
student,
and
so
I
have
to
be
really
careful
and
thoughtful
about
what
those
intervention
support
structures
look
like
and
how
they
can
be
nurturing,
but
still
do
the
mathematical
lift
that
we
need
them
to
do.
I
would
just
add
to
that.
You
know
what
what
I?
K
What
I
think
about
from
from
a
teacher
preparation
perspective
is,
is
what
what
we're
seeing
in
terms
of
of
Pipeline
and
how
you
know
we're
having
fewer
teachers
doing
more
work
and
and
if
we
could,
if
we
could
think,
really
hard
about
drawing
people
to
the
profession
of
teaching
and
treating
that
as
a
stem
profession.
Like
all
the
other
important
stem
professions
out,
there
I
think
that
would
that
would
move
the
needle
a
little
bit
on
some
of
what
we're
seeing
here
too.
Thank
you.
A
N
Thank
you,
I,
wanted
to
ask
about.
Oh
over
here,
I
wanted
to
ask
about
how
we're
supporting
our
kids
before
they
even
come
to
school
right
before
they're,
five
or
six.
It
seems
like
we've
been
a
lot
more
successful
in
the
last
few
years
in
messaging,
read
to
your
kids
sing
to
your
kids.
Talk
to
your
kids.
This
legislature
has
funded
Imagination
Library,
so
all
of
our
kids
under
five
book
in
their
homes
each
month.
But
how
are
you
supporting
Early
Childhood
educators?
Are
they
part
of
KCM?
N
Can
they
access
URL
support
and
is
that
just
Public
School
Educators,
or
is
it
private
and
home
based
and
then
children
who
stay
home
until
kindergarten?
How
can
we
support
their
caregivers?
It
may
be
outside
the
scope
of
KCM,
but
who
do
you
look
to
to
do
that?
Numeracy
work
before
kids
get
to
kindergarten.
H
Fantastic
question
we
have
early,
we
have
a
Pre-K
curriculum
and
course
that
we
do
that's
very
that's
very
popular
grounded
in
the
research.
So
we
would
love
to
scale
that
to
more
places
with
the
preschool
with
those
Preschool
teachers.
In
addition
to
that,
I
think
that
we,
our
attempt,
was
to
work
with
ket
to
think
about
the
early
numeracy
in
getting
the
information
to
the
parents.
That
would
then
access
our
family
math.
H
So
I'd
love
for
you
to
go
back
in
and
look
because
we
believe
that
helping
parents
with
something
family
mask
ready
to
use
ready
to
use
resources,
simple,
easy,
open
it
up
and
ready
to
use
with
their
with
their
children,
because
that
way
they
can
encourage
can
really
can
encourage
their
their
children
with
their
meth
with
their
mathematics
skills.
So
we
have
the
expertise,
probably
in
terms
of
the
Avenues
and
the
in
the
venues
for
being
able
to
scale
it.
H
That's
that's
the
kind
of
thing
that
that
I
would
love
to
brainstorm
with
the
legislators.
How
do
we
scale
that
we
we
do
it
through
our
website
and
some
small
things,
but
I'd
love
to
get
it
in
all
the
hands
of
all
the
folks
and
to
answer
your
question,
we
are
open
to
private
schools,
we're
open
to
home
schools,
we're
open
those.
We
believe
that
are
online
resources
are
wide
open
to
lots
of
folks,
and
maybe
we
just
need
to
get
that
information
out
to
more
folks.
O
Thank
you
guys
for
the
presentation.
My
question
Dr
Thomas
hit
on
it
a
little
bit.
How
much
do
you
believe
that
the
teacher
shortage,
especially
in
mathematics,
contributes
to
these
low
performing
scores?
O
I
know
myself:
I
talked
high
school
math
for
15
years
and
I
believe
now.
If
I
put
my
resume
out
there
being
certified
for
K
through
12,
that
I
could
probably
choose
any
school.
O
Right
to
work
in
your
opinion,
what
can
we
do
as
legislators
to
help
with
this,
because
we
know
if
you've
got
good
teachers
in
there?
Those
scores
are
going
to
increase.
So
how
do
we
put
the
right
people
in
those
spots
because
I
think
I
can
speak
on
behalf
of
our
legislators?
We're
willing
to
do
whatever
we
can.
So
in
your
opinion,
how
can
we
put
more
qualified
people
in
these
positions.
H
So
the
first
step
that
I'd
love
for
us
to
do
is
to
attract
those
folks
to
be
able
to
come,
but
I
believe
a
grow.
Your
own
is
another
way
that
would
be
beautiful.
Someone
who
wants
to
be
who
wants
to
stay
in
the
community
give
them
that
Avenue
to
be
able
to
do
that,
but,
most
importantly
I
believe
in
mentoring,
and
so,
when
you
so
imagine,
I
had
this
very
same
thing.
When
I
was
a
young
teacher
in
the
classroom
as
a
middle
school
I
was
a
middle
school
math
teacher.
H
My
most
influential
folks
were
those
that
I
taught
with.
So
we
really
need
to
have
this
beautiful
mentoring
program
with
our
newest
teachers
to
give
them
all
the
resources
they
don't
need
to
have
a
machete
to
be
trying
to
go
through
the
curriculum
trying
to
be
find
some
materials
trying
to
do
the
assessments
they
need
to
be
developing
relationships
with
kids
and
having
those
having
the
profession
to
support
them
in
a
way.
So,
to
answer
your
question,
I'd
love
to
retain
our
alone
grow
our
own
in
our
counties
retain
our
own.
H
P
Just
wanted
to
thank
you
today
for
being
in
Nelson,
County
and
supporting
some
of
those
I
know.
Several
of
our
schools
has
been
struggling
with
mass
math
scores.
So
thank
you
for
the
intervention
with
that.
We.
H
Are
looking
forward
to
as
a
matter
of
fact,
I
leave
here,
I
get
in
my
car
I'm
going
there
to
be
able
to
work
with
our
teachers,
we're
doing
Pre-K
we're
doing
K2
we
have
K2.
Today,
Pre-K
is
over
a
series
in
the
fall
and
three
five
again
over
Series
in
the
in
the
fall.
So
thank
you
for
the
your
superintendent
and
curriculum.
Folks
is
really
one
of
your
curriculum
folks
that
invited
us
in
we
customized
it
for
you
all.
H
With
the
the
materials
are
customized,
the
the
concepts
are
customized
and
it's
part
of
a
bigger
picture
so
again
being.
Q
Thank
you,
Mr
chairman.
Thank
you
all
for
the
information
today
and
appreciate
your
comment
about
the
discussion
last
year
about
literacy.
It's
a
very
reminiscent
of
that.
You
know
we
took
action
last
year
with
the
Cleveland
Center
for
literary
development
to
fund
that
program,
because
we
weren't
getting
in
the
results.
We
thought
we
needed
and
I'm
quite
concerned.
Q
When
you
look
at
the
trend
line
for
this
particular
subject,
it
looks
like
2015
was
maybe
our
best
year
and
would
have
been
a
downward
Trend
ever
since
then
2022
is
certainly
an
outlier
for
everyone
almost
on
every
subject,
but
I
don't
know
that
we
can
blame
everything
on
Cobin
because
again
it's
a
downward
Trend
since
2015.
So
that's
very
disturbing
to
me,
it
looks
like
when
we
have
a
little
success
like
we
saw
back
in
2015
in
the
upper
Trend
we
built
on
that
success,
but
we
don't.
Q
It
looks
like
we're
constantly
resetting
every
time
we
have
one
of
these
meetings.
Well:
here's
what
we're
going
to
do
now
and
we're
not
building
on
success
so
and
I
appreciate
from
you
folks
tell
me
what's
different
from
today
than
what
we
saw
back
in
2015
and
is
there
data
to
support
that
difference
and
how
she
would
address
it?
You
mentioned
a
lot
of
things
that
we
could
do.
We
should
do
I,
guess
that's
what
I'm
looking
for
and
specifically
is
2015
was
our
best
year,
we've
Fallen
since
then.
Q
H
I
would
love
to
study
that
a
little
bit
more
given
that,
given
that
number
Point
for
that
to
be
able
to
get
back
with
you,
but
my
sense
of
it
is
that
we,
we
really
believe
in
intervention,
and
so
we
believe
that
that
was
probably
one
of
our.
We
had
a
really
big,
beautiful
series
of
interventions
that
was
scaled
to
93
schools
across
the
Commonwealth
of
Kentucky
and
that
that
was
making
was
making
a
difference
for
for
our
students.
So
what
happened?
H
H
Well,
the
the
the
answer
is:
there's
probably
lots
of
factors
with
regards
to
that,
and
this
is
this-
is
one
that
I
appreciate
being
on
the
hot
seat
and
I
am
I,
am
collaborative
and
we'll
take
a
look
at
that
to
see
all
of
the
factors,
because
there
are
so
many
of
those
factors
but
happy
to
be
able
to
take
a
look
at
that,
because
we
are
working
very
hard
for
for
the
teachers
and
I'm
sure
that
I
can
kind
of
un
unearth
that
if,
with
that
with
that
point
in
as
the
date
to
be
able
to
go
back
and
look
I.
Q
K
Senator
Meredith,
if
I
may,
weigh
in
just
very
briefly
on
that
I
think
that
2015
is
is
an
interesting
time
point
that
was
in
in
my
neck
of
the
woods.
That's
when
I
first
started
seeing
notes
kind
of
Representative
Truett's
point
about
about
emerging
teacher
shortages
in
stem.
In
fact,
I
wrote,
I
wrote
an
editorial
in
early
2016,
I,
didn't
believe
about
about
the
emerging
teacher
shortage
crisis
in
stem,
and
so
a
wondering
I
have
a
hypothesis.
K
I
have
is
if,
if
that,
if
that
wasn't
a
pivot
point
for
some
of
what
we're
seeing
in
in
student
performance
declines
in
mathematics,
we
were
starting
to
see
overstressed
teachers
on
that
front
again,
it's
I
think
I'd
like
to
drill
into
that
a
little
bit
more.
But
it's
it's
a
wondering,
I
have
and
I
think
it's
an
interesting
note
on.
You
have
to
sort
of
pick
that
point
in
time.
Q
P
Q
And
I'm
sure
I
can
speak
on
behalf
of
everybody
in
this
committee,
the
entire
legislature.
We
will
do
whatever
we
can
to
help
you,
but
we
need
some
more
definitive
recommendations,
says
here's
what
we
need
to
do
and
it's
acknowledge
if
we
failed,
we
failed,
but
here's
the
reasons
we
failed.
Now.
What
can
we
do
to
be
successful
and
right
now
we're
not
being
successful
and
I'm
not
hearing
today
what
specific
measures
we
need
to
take
to
lift
these
scores
up
to
where
they
need
to
be-
and
that's
my
disappointment
for
today,
but
thank
you.
A
R
R
H
I
I
think
the
most
important
thing
is
that
education
is
such
a
difficult
profession.
It
has
been
I've,
been
in
it
33
years
34
years,
and
it
is
a.
It
is
one
where
one
must
have
all
the
tools
in
your
tool
belt
to
be
able
to
really
really
do
a
beautiful
job
in
the
classroom
from
the
get-go
right.
So
they
have
a
semester
of
student
teaching
and
then
they
have
to
be
ready
to
go
from
the
get-go.
H
So
that
is
I
think
the
hardest
part
that
it's
hard
to
teach
mathematics
from
the
get-go,
because
it
is
such
a
it
is
such
a
beautiful,
Guild
profession.
H
H
So
we're
having
to
start
and
and
really
start
from
Ground
Zero
to
get
them
back
up
to
speed
and
that
takes
a
while,
which
is
why
I
would
love
for
them
to
be
in
the
KCM
courses,
especially
in
some
of
those
early
numeracy
courses
to
get
them
the
skills
and
the
tools
again.
The
materials
in
the
classroom.
R
So
that
quick
follow-up
Mr
chairman,
so
what
I
hear
you
telling
me
is
that
many
are
not
prepared
right.
Should
this
is
a
legitimate
question?
R
R
What
I
hear
you
telling
me
we're
not
seeing
that
and
and
and
you
didn't
give
me
a
percentage-
it's
fair
enough
right,
but
we're
not
seeing
that
and
that's
that's
clearly
a
problem
right.
H
It
is
a
it
is,
it
is
a
problem
when
teachers
go
into
the
classroom
and
are
not
ready
to
teach
the
the
mathematics,
and
so
we
want
to
support
them
in
the
first,
several
two
or
three
years
to
really
get
them
to
be
skilled
at
that.
But
again
it's
on
your
mark
get
set,
go
the
minute.
They
come
out.
There's
a
lot
to
know
to
be
able
to
do
for
them
and
to
know
to
be
at
the
profit.
You
know
to
be
at
an
excellent
level
in
each
one
of
those
takes
years.
F
G
The
chairman
chip,
Tipton
I,
missed
the
long
many
of
us
sitting
here
just
came
back
from
the
southern
legislative
conference.
This
is
a
meeting
annually
of
all
the
southern
legislators
and,
of
course,
being
a
southerner
myself
I
like
to
go
to
these
meetings
to
see.
What's
going
on
in
the
south,
you
may
or
may
not
be
aware
that
Alabama,
the
state
of
Alabama
this
year
passed
what
they
call
the
numeracy
ACT
in
which
they
focused
on
increasing
you
know,
mathematics,
education
and.
G
G
If
someone
came
to
us
and
said
you
know,
letters
and
vowels
are
hard
for
me
to
comprehend.
You
know:
I
I
I
just
can't
decipher
an
a
from
an
e,
a
p
from
a
t.
I
just
can't
can't
grasp.
You
know
words
and
sounds
okay,
because
we
expect
Mr
long
everyone
be
able
to
read
and
when
someone
comes
up
to
say
they
can't
read,
then
we
we
I
said
we
are
appalled
by
that.
We
we
can't
understand
that,
and
yet
we
readily
accept
Mr
long.
G
P
G
G
G
Yeah
so
I
guess
my
question
to
you
and
I
I,
just
like
for
you
here
for
you
to
hear
bits
and
pieces
as
we
think
about
how
we're
going
to
do
that.
Okay,
what
suggestions
you
know
just
briefly,
you
would
have
for
us
now
in
terms
of
what
kind
of
policies
should
go
with
that
numeracy
act,
so
that
we
don't
have
these
kind
of
questions
20
years
from
now
with
Next
Generation.
You
know
in
terms
of
their
comprehension
of
math.
H
Indeed,
that
numeracy
act
is
on
to
something
they
have
number
one
in
their
bulleted
list
is
a
math
coach,
and
so
we
agree
that
math
coaches
help
to
coach
teachers
to
be
at
the
top
of
their
game.
We
also
agree
that
it
says
focus
on
those
standards
and
so
focus
on
the
focus
on
standards
focus
on
assessment.
Then
it
also
says
to
focus
on
high
quality,
instructional
resources,
so
that
indeed
parallels
the
suggestion
that
we
would
have
for
our
legislators
here.
H
That
says
that
empowering
teachers
with
the
tools
and
the
folks
to
support
them
to
work
at
high
levels
is
indeed
what
this,
what
what
we
would
also
agree
with
and
again
in
the
presentation
today,
we
showed
just
how
collaborative
we
are
that
we
can
help
you
to
get
to
the
folks
that
you're
looking
for
to
be
that
the
Clearinghouse
that
we
are
and
to
be
able
to
work
diligently
with
all
kinds
of
folks.
We
have
the
we
have
the
structure
built
for
that
and
would
love
to
be
again.
A
H
Happy
to
happy
to
be
your
Venue,
your
vehicle
for
making
your.
A
Vision
come
to
next
on
our
agenda.
We
have
a
presentation
on
the
impact
of
instructional
coaching
on
teacher
Effectiveness,
Recruitment
and
Retention,
and
I
kind
of
go.
I
think
this
is
a
perfect
segue
into
what
we
just
talked
about.
So
please
come
forward
and
I
want
to
thank
Vice,
chair
Truitt
for
his
suggestion
on
this.
We
had
a
conversation
a
few
weeks
ago
about
this
and
shared
the
fine
work,
that's
being
done
in
your
area.
A
So
please,
like
I,
said
make
sure
the
green
lights
are
on
make
sure
the
microphones
are
pulled
close
to
you.
If
you
will
identify
yourself
for
the
record,
I'll
swear
you
in
then
we
can
begin.
A
A
A
S
First
of
all,
we
want
to
thank
you
for
allowing
us
this
opportunity
to
share
some
of
the
work
we've
done
and
the
impact
that
we've
seen
from
the
instructional
coaching
work
in
the
Southeast
South
Central
Region
of
Kentucky
again
I'm
Angie
King
I
had
the
honor
pleasure
to
lead
a
project
which
involved
a
group
of
teachers
who
were
turned
instructional
coaches
and
they
transformed
the
way
we
support
teachers
in
our
region
and
I'm
very
proud
of
that
work.
L
And
I'm
Shelly
winterberg,
director
of
programs
for
new
teacher
Center.
This
is
my
ninth
year
with
new
teacher
Center.
The
last
three
years
have
been
supporting
this
work
that
we're
going
to
tell
you
about
in
just
a
minute
through
scsc,
my
profession
turned
very
personal
when
I
sent
my
firstborn
off
to
kindergarten
at
JCPS.
So
now
I
am
a
proud
mom
of
a
JCPS
student
as
well
as
a
very,
very
proud
educator
of
this
sort.
T
Again:
I'm
Lindsay
or
Lindsay
Wilson
and
I'm,
a
coach
with
nuke
teacher,
Center
and
I
also
am
a
teacher
at
McKee
Elementary
School.
U
Again,
I'm
Melissa
conlon
I've
had
the
opportunity
to
work
across
the
region
as
an
instructional
coach
in
Mr
truitt's
building
and
that
kind
of
opened
the
door
for
us
to
be
able
to
get
some
of
this
work
done
up
there.
But
I
am
excited
to
be
here
and
have
the
opportunity
to
share
some
of
the
work
that
we
have
had
going
on
in
our
region.
V
Again,
I
am
Tori
Anders
and
my
title
on
there
says
lead
instructional
coach,
but
I
am
one
of
the
only
one
of
us
up
here.
That
has
actually
done
both
sides
of
the
work
that
we're
going
to
tell
you,
where
I
have
actually
supported
the
teachers
and
then
on
the
other
side
of
that
supported
the
coaches
in
the
districts
as
well.
So
really
excited
about
that.
L
Just
wanted
to
start
our
time
telling
a
little
bit
about
who
new
teacher
Center
is
as
an
organization
new
teacher
Center
is
an
educational
non-profit
committed
to
ensuring
an
equitable
education
for
all
of
our
students,
new
teacher
Center,
currently
Works
in
22
States,
400
districts
of
all
sizes.
We
support
25
000
teachers.
Our
reach
includes
100
1.8
million
students
and
also
includes
8
000
plus
instructional
leaders.
We're
constantly
increasing
these
numbers
so
check
back
soon,
because
I'm
certain
that
they'll
be
moving
up
as
well.
L
S
In
2019
Southeast
South
Central
Cooperative
had
the
privilege
to
join
partnership
with
new
teacher
Center
on
an
educational
research
and
Innovation
Grant.
We
were
the
sub-grantees
and
the
research
was.
Does
this
proven
coaching
Mentor
model
that
new
teacher
Center
has
researched
for
years?
Does
it
work
in
our
rural
areas
in
our
state
of
Kentucky?
S
So
they
began
this
journey
with
us
and
because
it
was
a
research
Grant,
we
had
to
go
through
a
randomization
process,
so
22
schools
across
those
10
districts
are
a
part
of
the
research
that
we
gathered.
The
other
schools
in
those
districts
were
our
control,
schools
and
received
treatment
later
and
we'll
talk
about
that
Skillet
a
little
later
on.
S
We
are
very
proud
to
say:
I
will
not
be
a
part
of
this,
because
I
did
retire,
but
there
is
a
skill
up
year
this
year
and
it
was
voluntary
basis
and
because
of
the
positive
work
that
we've
had
in
our
region.
All
10
of
our
districts,
who
were
a
part
of
our
work,
are
continuing
in
some
form
of
that
work,
and
we
have
at
least
three
other
districts
who
have
asked
to
sign
on
the
work
and
that
will
allow
us
to
reach
out
to
many
many
more
schools
and
teachers.
L
And
this
is
really
the
how
behind
we
the
how
behind
the
work
as
we
thought
about
this
work
in
Kentucky,
we
really
thought
about
what
can
we
do
strategically
to
make
sure
that
this
work
expands,
but
also
that
it's
sustainable?
So,
like
you
can
see
on
the
slide
here?
It
was
a
huge
focus
of
ours
to
really
think
about
the
sustainable,
cost-effective
piece
of
this.
L
Also
thinking
about
the
selection
process,
it
was
very
important
for
us
to
have
capacity
built
in
the
school
setting.
So
what
are
we
doing
to
make
sure
that
we're
building
up
capacity,
building
up
leadership
within
the
teachers
and
buildings,
so
they
become
the
coaches
who
are
supporting
teachers
and
then
supporting
students?
Also
thinking
about
what
does
the
instructional
support?
Look
like
that?
We're
offering
we're
not
just
offering
professional
development,
but
we're
really
embedding
that
idea
of
this
is
on
the
job
training.
U
Shelley
shared
the
how
I'm
going
to
share
a
little
bit
of
the.
Why
the?
Why
is
our
students
deserve
effective
teachers,
but
our
current
reality
is
that
oftentimes,
that's
not
happening
some
of
I'm
not
going
to
read
all
of
these
to
you,
but
a
few
of
the
ones
that
kind
of
jumped
out
at
me
was
that
new
teachers
are
leaving
the
classroom
at
a
rate
between
19
and
30
percent.
U
Ninety
percent
of
the
of
open
teaching
positions
are
created
by
teachers
that
are
leaving
the
profession,
and
only
a
third
of
that's
of
that
90
is
attributed
to
retirement.
That's
scary
numbers
to
me:
I
have
kids
and
in
the
public
education
and
it's
scary
to
me
to
see
these
numbers
on
average
alternate
alternative.
U
Certified
teachers
leave
the
profession
within
three
years,
so
we
give
them
that
three
years
worth
of
training
we
work
with
them
and
then
they
leave,
and
so
that
in
itself
is
just
scary
when
we're
thinking
about
our
our
own
kids
and
the
kids
across
the
state
Shelly.
If
you
want
to
go
on
so
thinking
about
this
question,
what
are
the
factors
that
motivate
them
to
stay
aside
from
salary
and
benefits?
U
When
we
look
at
the
impact
Kentucky
working
condition,
survey,
one
of
the
big
things
is
working
relationships
and
as
we
worked
with
our
teachers
that
and
and
staff
and
administrators
those
were
some
of
the
things
that
we
focused
focused
on
the
clarity
of
the
expectations,
voice
and
decision,
making
positive
work,
environments
and
support
support
being
in
the
center,
because
teachers
need
that
support,
especially
those
alternate
certified
teachers.
U
We
in
the
next
few
slides
of
your
packet,
we're
gonna,
we're
gonna
pop
them
up
there,
where
I'm,
not
gonna,
read
them
to
you,
but
we
have
voice
from
the
field
of
from
teachers
and
from
administrators
who
have
shared
ways
that
they
their
feelings
about
how
these
things
can
be
addressed
or
have
been
addressed
through
our
project
and
through
our
work.
U
U
L
So
we've
all
seen
the
teacher
numbers.
We've
all
seen
the
teacher
numbers
around
retention-
that's
no
secret,
but
what
we
really
think
about
at
the
national
level
and
what
we're
really
proud
of
is
with
new
teacher
Center
is
we
have
increased
our
retention
rates
from
72
percent
to
94
in
those
classrooms
where
new
teacher
Center
was
the
support
for
teachers
on
the
left
side
of
the
slide
you
can
see
at
our
very
core.
L
We
believe
that
empowered
teachers
are
the
Heart
and
souls
of
a
thriving
classroom
and
because
we
co-create
this
process,
it
really
gives
teachers
an
equal
stake
in
their
building
of
the
school
culture.
This
came
from
an
I3
study,
2016
research.
So
this
is
our
pre-covered
data.
We're
super
excited
because
NTC
and
our
sesc
grant
work
has
partnered
with
a
an
outside
research
team.
L
So
we've
turned
our
data
over
June
1st
SRI
International
is
currently
doing
all
of
our
data
analysis
and
we'll
have
those
results
as
soon
as
we
possibly
can
so
we're
happy
to
share
those
as
soon
as
they
become
available,
and
the
hope
is
that
our
retention
data
will
be
up
here
and
we'll
be
able
to
move
this
on
over
so
excited
about
that
hot
off
the
press
and
now
to
bring
it
to
the
local
level.
So
that
was
a
national
retention
statistic.
L
Ntc
is
also
highly
invested
in
student
achievement,
as
we
all
are
again
from
the
same
Federal
grant
study
of
I3
that
I
shared
earlier.
We
have
research
saying
that
teachers
with
new
teacher
centers
support
that
were
in
classrooms
with
students
those
students
achieved
at
two,
an
additional
two
to
five
months
of
learning
in
math
and
an
additional
two
to
four
months
of
additional
learning
in
ela,
as
supported
by
standardized
test
results.
So
again,
we're
super
hopeful
that
our
research
will
be
the
research
that
lays
right
on
right
on
the
side
of
this
research.
L
As
soon
as
we
have
that
back
and
to
bring
it
to
the
local
level.
We
had
the
pleasure
of
supporting
Whitley
County
Intermediate
School
from
their
fourth
fifth
and
sixth
grade
folk
I'm,
sorry,
fourth
and
fifth
grade
folks.
The
highlighted
teachers
are
teachers
that
we're
working
with
in
professional
learning
communities
in
our
project,
and
you
can
see
the
percentages
of
distinguished
and
proficient
scores
in
both
reading
and
math
across
fourth
and
fifth
grade.
L
So
a
big
point
of
Pride
for
ours,
a
very
real
piece
of
that
data
and,
like
we
said
we're
hopeful
to
share
the
big
pieces
of
our
data.
Once
we
have
that
pack.
V
Okay,
so
let's
talk
a
little
bit
about
what
we
know.
We
have
all
heard
about
all
of
the
alternative
certifications.
We
are
very
informed
about
those
things,
because
a
lot
of
the
teachers
that
we
get
to
support
and
a
lot
of
the
principals
and
superintendents
that
I
get
to
talk
to
on
a
daily
basis
are
really
alarmed
about
the
alternative,
Ed
teachers
that
they
have
in
their
buildings.
But
then
also
now
we
have
an
option:
nine
when
we
started
to
do
some
research
around
the
option.
V
Nine
statute
that
was
sort
of
put
in
place
last
year.
The
one
thing
that
really
jumped
out
to
us
in
the
bill
was
use,
experienced
teachers
employed
by
the
district
to
provide
coaching
and
mentorship,
and
so
that
sort
of
led
us
to
begin
to
think
about
the
work
that
we
are
doing
and
the
work
that
we
have
done
and
what
we're
hoping
for
in
the
future.
V
Here
are
some
things
that
we
hear.
This
is
a
Knox,
County
principal
coach
and
it
says
principal
coach,
because
this
is
a
principle
that
we
supported
but
also
went
through
our
coaching
training
and
then
was
also
coaching
teachers
in
the
building.
And
so
again
we
collected
some
of
those
things
that
we
hear
and
that
we
see
as
we're
out
in
the
field
as
we're
having
those
conversations
as
we're
doing
our
update
meetings
with
all
of
the
folks
that
we
work
with
and
I'm
going
to
turn
it
over
to
this
beautiful
Lindsey
Wilson
up
here.
T
Thank
you
again.
My
name
is
Lindsay
Wilson,
so
I'm
an
NTC
coach
at
McKee
Elementary,
but
the
title
that
I'm
most
proud
to
tell
you
today
is
that
I'm,
a
teacher
and
I
love.
My
job
I
also
have
the
unique
perspective
of
being
a
person
who
came
in
as
a
first
year
teacher
14
years
ago,
mentored
under
the
k-tip
program
and
so
now
I'm
a
teacher
working
with
new
teachers
through
the
NTC
program.
T
So
I'm
going
to
kind
of
briefly
talk
about
the
differences
today
and
why
I
think
the
NTC
program
looks
so
promising
over
14
years
of
teaching.
You
can
surely
imagine
that
I've
seen
my
share
of
initiatives
come
and
go,
and
so
by
this
point,
I've
built
up
a
pretty
good
sense
for
what's
going
to
work
in
a
building
and
what's
going
to
stay
and
I've
and
I
really
believe
that
this
program
is
going
to
be
successful.
So
let
me
tell
you
kind
of
what
that
looks
like
from
my
perspective,
like
boots
on
the
ground.
T
So
since
my
work
with
NTC
began,
I've
coached
two
teachers
who
remain
in
the
building
as
effective
educators,
but
before
I
even
began
with
coaching
I,
went
through
extensive
training
with
the
NTC
Center
that
taught
me
how
to
coach
teachers
so
I
wasn't
just
thrown
into
it.
So
I
learned
strategic
ways
to
build
relationships
with
new
teachers
and
I,
also
kind
of
learned.
What
kinds
of
conversations
would
actually
guide
new
teachers
into
their
own
Improvement
I
also
received
training
on
Keanu
the
online
portal
that
would
house
all
of
our
work
together.
T
So
the
training
with
NTC
has
really
been
second
to
none.
So
this
leads
me
to
another
strength
of
the
NTC
program.
If
you
know
anybody
who
went
through
the
k-tip
program,
you
surely
heard
of
the
pages
and
pages
and
binders
of
documentation
that
teachers
had
to
produce,
and
this
was
too
much.
This
was
totally
burdensome
for
already
overwhelmed
new
teachers.
So,
if
anything
in
the
NTC
program,
the
burden
of
work
is
placed
on
me.
T
T
So
the
pro
this
program
is
structured
so
that
at
first
she
chooses
the
teaching
domain
that
she
wants
to
work
on.
So
it's
totally
teachers
teacher
centered
in
our
work
together,
we
will
do
things
like
reflect
on
her
practice,
we'll
analyze
student
data,
we'll
access
any
teaching,
resources
that
she
might
need,
or
we
might
jump
into
an
observation
cycle
and
among
teachers.
Observation
is
usually
a
dirty
word,
but
NTC
sees
it
totally
differently.
T
So
again
she
gets
to
choose
what
she
wants
to
focus
on
and
then
during
the
observation,
I'll
scribe
exactly
that
what
she
wants
to
focus
on
and
then
after
the
observation,
we'll
look
through
the
script
together
and
my
new
teacher
will
say
things
like:
oh
man,
I
can't
believe
I
did
that,
like
that
was
terrible
with
students.
I'll
never
do
that
again
or
she'll,
say
things
like
yeah.
That
strategy
really
worked.
I
think
I'll.
T
Try
that
the
next
time
and
there
you
go
she's
the
one
realizing
what
works
and
doesn't
work
in
a
classroom
and
that's
where
the
growth
happens.
It's
not
just
me
telling
her
what
to
do,
and
then
by
this
point,
we've
already
built
up
a
trusted
relationship
together.
So
she
knows
that
I'm
not
trying
to
like
degrade
her
on
any
mistakes.
She
would
make
I'm
just
there
to
support
her.
T
So
that
leads
me
to
kind
of
my
what
I
think
is
the
most
important
strength
of
the
NTC
program.
I
am
a
teacher
in
the
same
building
where
I'm
coaching
new
teachers.
This
means
everything
so
gone
are
the
days
where
we
always
have
to
have
an
outside
entity
coming
in
telling
teachers
how
to
do
their
job
teachers,
don't
always
like
that.
T
Okay,
so
my
new
teacher
sees
me
walking
through
the
same
doors
each
day
as
she
walks
through
speaking
positively
about
my
job
greeting
my
students,
with
a
smile
on
my
face
teaching
with
enthusiasm
even
when
the
work
is
really
challenging.
So
she
sees
me
not
giving
up
so
she's
not
gonna
give
up.
So
when
we
meet
and
talk.
T
So
this
program
is
a
win-win
for
new
teachers
and
experienced
teachers.
The
NTC
program
builds
upon
the
leadership
and
capacity
that
we
know
is
already
in
our
school
buildings
and
principals.
Have
the
freedom
to
choose
who
they
think
the
strongest
coaches
are
going
to
be
in
their
building
and
the
growth
in
teacher
leadership
is
exponential,
so
I
started
coaching,
a
new
teacher
in
2020
and
then
now,
three
years
later,
she's
ready
to
start
coaching.
T
A
new
teacher
in
the
meantime,
I
picked
up
a
new
teacher
in
2022
and
in
a
few
years
she'll
be
ready
to
coach
someone
else.
So
the
leadership
is
just
kind
of
branching
Out
Among,
the
school,
which
is
an
amazing
concept,
we'll
have
powerful
teacher
leaders
working
cohesively
throughout
our
building
and
imagine
the
kind
of
impact
this
will
have
on
student
achievement
so
I.
Thank
you
for
your
time.
T
Listening
to
a
teacher's
perspective
on
things
and
what
this
program
actually
looks
like
in
the
classroom
and
in
the
school,
I
hope
I've
helped
you
envision
how
the
NTC
program
can
be
can
make
Kentucky
a
leader
in
teacher
retention
and
Leadership.
Thank
you.
I'll
pass
it
over
to
Tori
who's,
going
to
talk
about
finances.
V
Okay,
so
Lindsay's,
given
you
a
really
good
overview
of
how
that
relationship
Works
within
the
building
and
I'm
very
proud
to
say
that
I'm,
actually
lengthy's
coach,
so
she
and
I
have
had
a
lot
of
time
to
have
a
lot
of
conversations
and
to
really
work
together
through
all
of
this
work
and
she's
been
amazing.
V
So
you
when
we,
when
you
invest
in
instructional,
coaching
the
way
that
we
know
instructional,
coaching,
Works,
you're,
getting
professional
development
to
train
your
coaches
and
your
school
leaders
and
anybody
else
in
your
building
or
your
District?
That
you
feel
like
has
that
leadership
ability
that
might
want
to
get
go
in
and
support
teachers.
V
Always
time
is
a
factor
it's
a
factor
here,
so
teachers
are
going
to
need
that
time
to
advance
their
practice.
Coaches
are
going
to
need
time
to
advance
their
coaching
practices
and
then,
when
all
of
that
comes
together,
you've
got
people
that
are
all
of
a
sudden
they're
collaborating
with
their
peers
and
their
colleagues.
And
then
there
are
stoppings
for
coaches,
especially
coaches,
like
Lindsay,
who
are
full-time
teachers
in
their
building.
V
But
I
do
want
you
to
look
at
what
happens
when
you
invest
in
those
three
big
things
in
the
instructional
coaching.
What
you
get
is
job
embedded,
professional
learning
and
coaching
you're
going
to
get
an
ongoing
collaboration
among
the
teachers
in
your
building
that
are
being
coached.
That
also
can
be
facilitated
and
navigated
into
their
professional
learning
community
within
the
building,
and
then
you
get
teachers
who
are
really
supported
in
communities
of
practice
to
be
able
to
come
to
tables
and
talk
about
what
happened
today.
What
is
working,
what
is
not
working?
V
What
do
what
are
you
doing?
What
can
I
do
differently
tomorrow
and
so,
when
we
think
about
slide
number
six
and
we
start
to
look
at
what
teachers
are
telling
us
that
they
need
in
order
to
stay
in
this
profession,
you
have
a
partnership
and
a
support
system
that
really
doesn't
just
impact
that
teacher
that's
being
coached
or
the
coach,
but
now
all
of
a
sudden,
it's
impacting
an
entire
school.
It
can
impact
an
entire
District
when
it's
done
with
fidelity.
V
So
now,
let's
talk
about
what
instructional
coaching
yields.
We
know
what
it's
going
to
cost
now,
let's
talk
about
what
you're
going
to
get.
What
are
the
benefits
from
that
and
again
I'm
not
going
to
read
all
of
these
that
you
see
on
the
screen,
but
I
would
like
to
highlight
at
least
four
of
those,
because
we
have
kind
of
surfaced
those.
V
Today
we
have
found
in
our
research
that
they
are
really
what's
important
to
teachers
to
get
them
to
want
to
stay,
but
also
to
build
that
capacity
for
them
to
be
very
effective
in
our
classrooms
and
so
I'm
going
to
start
with
the
first
one.
All
of
us
want
improved
teaching
performance
and
a
better
articulated
curriculum
and
through
our
work
we
had
those
conversations
with
teachers.
We
talk
about
standards,
we
talk
about
standard
aligned
tasks,
we
talk
about.
V
And
then
we
talk
about
number
four,
a
wider
repertoire
of
instructional
skills
and
strategies
for
teachers
to
draw
upon,
and
then
the
one
that
goes
with
it
right.
Underneath
it
a
better
grasp
of
best
practices
in
teaching
and
learning-
and
you
guys
have
heard
Lindsay
say
today
that
it
also
impacts
a
teacher
that
is
a
veteran
teacher,
we
sort
of
have
a
saying
and
and
our
team
in
our
project,
that
every
teacher
deserves
a
coach
and
I
spent
18
years
in
the
classroom
as
a
high
school
English
teacher
and
man.
V
If
someone
had
come
to
me
and
said,
hey
I'd
like
to
give
you
a
coach
even
at
year,
18
I
would
have
said
yes,
yes,
absolutely
so
everybody
is
impacted
positively.
When
you
talk
about
the
coaching
and
then
I'd
like
to
talk
about
the
bottom,
two,
the
improved
School
culture
and
a
more
positive
learning
environment.
V
We
always
have
the
kids
that
is
centered
in
that,
and
so
what
I
would
like
to
do
to
kind
of
touch
base
around
what
I
just
said
is
to
leave
everybody
with
sort
of
a
thought
today
about
the
coaching
when
we
look
back
at
slide
seven,
and
we
talk
about
our
current
reality-
our
teacher
shortage,
our
teacher
rollover,
the
fact
that
so
many
of
our
teachers
could
retire
and
if
they
all
retired
in
Kentucky
we'd,
be
an
even
deeper
problems
than
what
we
have
right
now.
As
far
as
our
our
job
openings
and
our
opportunities.
V
So
that
puts
us
to
the
end
I
on
behalf
of
all
of
my
colleagues
up
here
want
to
say
thank
you
so
much
for
allowing
us
to
give
you
some
information
today
about
what
we
do
and
and
the
wonderful
work
that
we've
done
in
the
research
we've
collected
and
then
you'll
find
all
of
our
information
there.
If
you
need
it.
A
C
F
Thank
you
for
such
a
wonderful
presentation
with
the
new
teacher
Center.
You
did
such
a
great
job
answering
some
of
the
questions
that
I
was
building
on,
but
the
the
face-to-face
it
sounds
like
you're
in
the
facility
very
teacher-centered.
So
you
already
have
your
own
direct
instruction
that
you're
responsible
for,
in
addition
to
supporting
the
teacher,
a
couple
questions
to
that
you
mentioned
a
stipend.
Is
that
stipend,
one
that
is
attractive
and
will
continue
to
retain
you
as
a
coach,
and
is
that
perhaps
even
how
do
you
finance
that?
F
And
this
could
be
a
superintendent
type
of
question?
Are
there
folks
no
longer
in
central
office
that
were
able
to
put
those
dollars
into
the
school
to
help
with
the
stipend.
T
Well,
I
guess:
I'll
speak
on
that
first,
so
I
already
believe
in
the
work,
so
I
mean
that
just
helps
from
the
get-go
that
I
think
it's
effective
work
and
it
even
helps
me
as
a
teacher
because
I'm
building
up
other
teachers
that
are
around
me.
So
even
if
I'm
not
receiving
a
stipend
I'm
going
to
want
to
do
it
because
it
makes
our
school
stronger.
T
But
yes,
a
stipend
would
be,
would
be
appreciated
and
attractive
to
Any
teacher
as
they're
doing
this
work
in
their
building
and
how
that
happens.
I
I'll
have
to
turn
that
over
to
Tori
or
Shelley
to
explain
I.
S
Can
talk
a
little
bit
through
the
co-op,
but
when
we
looked
at
the
grant,
one
of
the
things
that
we
wanted
was
to
be
able
to
give
the
teachers
something
so
they
did
get
a
small
stopping
for
their
training,
but
they
need.
If
we
are
going
to
ask
teachers
to
do
the
extra
work
of
supporting
new
teachers,
then
I
think
that
needs
to
be
a
discussion
that
we
have
is.
How
do
we
find
the
money
to
support
those
teachers
who
are
going
above
and
beyond?
S
Where
can
that
money
come
from
to
pay
these
these
teachers,
a
stipend,
Lindsay's,
not
going
to
say
it,
but
Lindsay
basically
did
this
work
for
three
years
without
a
stipend,
she
had
some
money
for
going
to
summer
trainings,
but
the
stipends
were
not
there,
but
just
like
she
said
she
believes
in
the
work
and
we
have
I'm
thinking
at
the
end.
F
Thank
you,
and
just
as
a
follow-up,
the
certain
large
administrative
support
yet
you're,
putting
students
first
and
that's
what
we're
here,
for
you
suggested
teachers,
25
000
in
instructional
leaders,
eight
thousand.
What
is
the
difference
of
a
teacher
and
an
instructional
leader,
and
can
we
truly
reach
back
into
I?
Think
you
we
heard
earlier
170,
000
or
170
districts
in
Kentucky?
Can
some
of
those
districts
reallocate
dollars
into
this
very
meaningful,
clearly
science-based
success.
L
I'm
thinking,
if
I'm
thinking
correctly,
that
the
slide
you're
referencing
was
back
with
new
teacher
centers
reach.
Is
that
correct?
So
when
we're
thinking
about
instructional
leaders,
we're
really
thinking
about
school-based
building
leaders
and
then
obviously,
teachers
being
instructional
leaders
in
their
classroom,
so
that
was
the
differentiation
piece
there.
Does
that
clarify
your
question
so.
F
L
D
Thank
you,
chairman
excellent
presentation.
Today,
outstanding
job
I've
always
been
a
firm
believer.
That
mentorship
is
a
huge
Roi.
I
mean
it's.
You
know
the
statement
is
retention,
is
the
new
recruitment
in
education
and
that's
very,
very
true.
I
I
think
it's
also
important
for
us
to
recognize
the
significance
of
the
mentorship
piece
with
the
previous
presentation.
D
At
any
point,
I
could
go
and
go
into
pretty
much
just
any
other
profession.
It
was
the
classroom
management
piece
that
I
think
the
mentorship
is.
Is
you
know,
you're
not
going
to
see
a
lot
of
the
attention
to
it
as
far
as
the
instructional,
but
it
has
a
direct
instructional
piece
there.
So
I
think
that
that's
going
to
be
the
biggest
the
biggest
part
for
for
me.
D
If,
if
I
was
advocating
for
this
program,
it's
it's
for
the
classroom
management
and
you
can
read
in
a
book
what
to
do,
but
until
you're
faced
with
it
face
to
face,
you
have
to
go
through
those
experiences.
There's
no
way
to
there's
no
way
to
overcome
that
and
I
I
know
we
can
chair
West.
You
had
mentioned
something
earlier
about
our
teacher
prep
programs,
there's
something
different
about
standing
on
an
island
by
yourself
in
front
of
30,
kids
and
and
doing
the
job
and
and
that
that's
it.
D
Going
to
be
and
skilled
up
before
they
enter
the
classroom
in
the
beginning.
To
take
this
a
step
farther
I
believe
there
are
teacher
evaluation
system
needs
to
have
a
mentorship
piece
involved
in
it.
D
I
think
our
our
current
evaluation
system
is
too
admin
heavy
and
I
think
that
the
I
think
the
peer
interaction
piece
can
definitely
have
value
for
teachers
to
improve,
and
it's
more
constant
and
it's
every
day
and
it's
more
consistent
and
I
think
that
there's
something
there
and
I
think
there's
a
big
there's,
a
big
idea
in
in
my
head:
that's
Brewing!
That's
going
to
incorporate
both
of
those
but
Miss
Wilson
I
did
have
a
specific
question
for
you.
D
Obviously
you're
McKee
Elementary
School,
which
is
a
Blue
Ribbon
School.
Congratulations
thank.
E
Thank
you.
Thank
you
and
I
do
appreciate
all
that.
You
all
had
to
say
it
was
wonderful.
I
think
what
you
do:
I've
known,
coaches
and
I've
known
teachers
who
were
coached
and
I
I.
Just
can't
imagine
the
impact
that
that
has
I
went
to
teaching
college
about
three
decades
ago
and
graduated
with
lots
of
the
strategies.
E
Etc.
Yes,
I!
Think
when
you
get
in
the
school
after
teaching
college,
you
need
refresh.
It
is
representative,
so
different
in
front
of
people,
but
I
am
concerned
putting
this
together
with
the
last
presentation
about
the
thought
that
teachers
are
not
coming
out
ready
to
go
in
the
classroom
as
much
so
I'm.
Thinking
about
what
our
teaching
colleges,
we
spend
a
lot
of
money
there
as
a
state,
so
I
look
up
the
University
of
Kentucky
College
Department
of
curriculum
and
instruction.
E
That
is
where
I
think
we
should
have
a
lot
of
this
training.
But
when
I
look
at
their
mission
statement
and
their
vision
statement,
there
is
it's
not
about
what
we're
talking
about
here
today.
So
their
mission
statement
is
in
they're
committed
to
advancing
social
justice
through
research
teaching
and
service
alongside
students
and
communities
they
serve.
We
engage
in
reflective
practices
and
this
is
the
mission
to
educate,
Educators
researchers
and
professionals
to
build
a
more
Equitable
world.
E
I,
don't
hear
any
classroom
instruction
and
then
the
vision
is
to
prepare
the
next
generation
of
teachers
to
be
globally
minded
professionals,
so
I
that
wasn't
the
focus
when
I
was
there
and
when
we
look
back
14
years
I
believe
you
said
since
you've
graduated
I,
just
I
feel
like.
Maybe
we
should
have
some
more
instructional
practices
taught
there.
Thank
you,
Mr
chairman.
O
Thank
you,
Mr
chairman
girls.
Thank
you.
You
did
a
great
job.
I
do
want
to
just
elaborate
just
a
little
bit.
I
am
blessed
to
be
at
a
very
successful
Elementary,
School
low
socioeconomic
school.
That
struggles
in
a
lot
of
ways,
but
when
it
comes
to
academic
performance
or
towards
the
top,
and
it's
because
of
people
like
Lindsay,
that's
in
my
building
and
that
mentorship
that
she's
talking
about
this
works
in
my
building.
O
That's
the
reason:
I
want
them
here
to
kind
of
talk
about
what
we
could
do
as
a
state
to
get
this
in.
Every
single
building
you've
got
to
have
good
mentors
there
that
are
there
for
the
right
reason,
teaching
the
right
things
and
one
of
the
best
things
kind
of
represents
to
Tim,
and
he
talked
a
little
bit
about
this.
Is
you
know,
I
try
to
get
in
my
classrooms
every
day.
O
So
when
I
see
something
that
I
I
I'm,
not
that
I
know
is
not
working
really
well,
whether
it
be
classroom,
discipline
or
questioning
strategies,
then
this
gives
me
a
go-to.
I
can
go
to
Lindsay.
I
can
go
to
Missy.
I
can
go
to
any
of
these
girls
here
and
say
you
know
what
this
teacher
here
is
struggling
in
this
area.
O
If
you
don't
care
talk
to
them
about
it,
and
we
have
a
lot
of
discussions
like
that,
so
it
does
it's
a
lot
easier
as
a
teacher
for
that
to
come
from
someone
other
than
their
supervisor
and
I've
seen
that
work
in
numerous
instances,
so
I
depreciate,
what
you
do
I
think
we
as
a
state
need
to
figure
out
what
this
is
going
to
cost
to
do
this
Statewide
I
know
scsc
is
doing
it
in
our
region
and
in
a
lot
of
districts,
but
I
promise
you
speaking
as
a
administrator.
N
A
M
O
A
A
X
Great,
thank
you
all
for
having
us
here
today.
I
often
come
here
and
and
people
say,
oh
that's
going
to
be
hard
for
you,
but
I
do
truly
enjoy
being
in
front
of
you
and
being
able
to
talk,
especially
at
this
point
about
the
major
changes
that
we've
made
in
Jefferson
County,
Public,
Schools
and
I'll.
I'll.
Try
to
be
brief.
One
of
the
things
that
I
think
we've
done
very
well
over
the
past
couple
years
is
make
necessary
changes
like
never
before
I.
X
Think
we've
made
more
changes
of
any
large
Urban
District
in
the
United
States
over
the
past
two
or
three
years.
What
I
probably
have
not
done
a
good
job
is
those
that
may
be
outside
of
kind
of
our
ecosystem
in
our
district
is
talking
about
the
major
changes
that
we
have
made
and
really
it
comes
around
what
I
call
our
future
State
26
years
ago
to
the
week,
26
years
ago,
I
began
teaching
at
Shawnee
High
School
in
West.
X
Louisville
I
was
a
social
studies
teacher
and
a
basketball,
coach
and
loved
it
there,
but
that
was
26
years
ago
when
I
got
the
superintendent
job.
I
was
interim
for
a
year
and
it
took
me
about
a
year
to
get
my
feet
under
me
know
what
I
was
doing
and
prepared
to
do
this
job
in
2019,
I
reflected
on
there
had
been
very
little
change
in
JCPS
over
four
decades.
There
had
been
programs
come
and
go
initiatives
in
schools,
but
very
little
substantive
change
to
the
district.
X
We
got
a
team
together
and
worked
about
a
three-day
Retreat
where
we
said
what
are
the
major
changes
we
need
to
make
in
JCPS
if
we're
going
to
do
three
things,
which
is
number
one
improve
student
outcomes
number
two
really.
We
knew
part
of
that
was
improving
student
attendance
and
then
also
improving
the
experience
that
kids
have,
but
it
was
all
based
upon
truly
changing
student
outcomes
and
when
I
say
not
much
had
changed
in
40
years.
I
truly
mean
that
I
reflected
back
to
my
first
day
on
the
job
and
I.
X
Look
back
and
very
little
had
changed.
So
we
underwent
a
planning,
a
vision,
planning
about
the
things
that
we
were
going
to
change
and
we
called
it
our
future
State
and
it
was
really
around
making
major
changes
to
the
foundation
of
Jefferson
County
public
schools
in
February
of
2020
I
gave
a
state
of
the
district
address,
similar
to
what
Senator
Thomas
talked
about
in
Fayette
County.
To
start
what
we
do
ours
in
February
and
really
talked
about
this
future
State
and
the
changes
that
we
were
going
to
make.
X
Unfortunately,
two
weeks
after
that
covet
hit,
and
it
changed
our
lives
for
many
years
for
a
few
weeks
into
that
time.
A
couple
of
months.
You
know
we
I'm
a
Believer
and
you
know.
Sometimes
you
have
to
focus
on
the
Urgent
versus
the
important
we
had
to
focus
on
the
urgent.
But
after
a
couple
of
months
in
the
coveted
pandemic,
we
also
realized.
We
can't
wait
till
this
is
over.
We've
got
to
make
these
changes
now
and
I.
X
Tell
you
that,
because
we
are
right
now
at
the
Apex,
the
point
in
which
we
have
passed
all
of
these
changes
in
our
district.
Massive
changes
that
are
very
very
difficult.
Change
is
hard,
obviously,
in
a
large
District,
a
larger
District,
the
harder
it
becomes
to
make
that
change,
but
we
have
made
that
substantive
change
now
over
this
summer.
We
are
at
the
point
of
execution
where
we
are
having
to
execute
all
of
these
changes
at
the
same
time.
So
I
would
contend
this.
X
There
has
not
been
a
summer
of
Greater
change
in
Jefferson,
County,
Public
Schools
since
the
summer
of
1976,
when
the
city
and
the
county,
districts,
Consolidated
and
desegregation
or
busing
occurred
at
that
time.
I
would
say:
that's
the
number
one
change
that's
taken
place
this
summer
is
the
second
greatest
change
and
I
just
wanted
to
highlight
some
of
those
for
you,
so
that
you
know
that
I'm
going
to
turn
it
over
to
Dr
Greenwell.
X
So
she
can
focus
on
literacy
and
the
changes
we
have
made
around
literacy,
see
in
the
district
this
summer
as
well
and
I
would
put
that
up
against
any
District
in
the
Commonwealth
for
the
changes
that
we
have
made,
and
so
first,
let's
talk
about
some
of
these
major
changes
and
I
know.
It
seems
like
just
a
laundry
list
of
changes,
but
I
want
to
once
again
want
to
say
this
is
what
we
called
our
future
State.
X
That
has
changed
this
year
and
I'll
talk
a
little
bit
more
about
that
differentiated
start
times.
We
had
no
choice
in
that
matter
with
the
resources
that
we've
had.
We've
had
to
make
sure
that
we
add
start
times.
We
might
be
the
only
large
District
in
the
United
States.
That
only
has
two
start
times,
and
it
was
negatively
impacting
our
students
and
their
attendance
and
I'll
talk
briefly
about
that.
Third,
we're
implementing
weapons
detection
systems
in
our
high
schools
to
start
this
coming
year.
X
It
won't
be
on
the
first
day,
but
within
about
six
weeks
of
the
start
of
school,
we'll
have
new
artificial
intelligence,
weapons
detectors
and
detectors
in
our
schools.
Updated
facilities
have
lamented
that
for
many
years
we're
opening
two
brand
new
school
buildings.
Next
year
we
I
mean
excuse
me.
Next
week
we
open
two
at
the
start
of
last
year
and
a
multitude
more
to
come
soon
and
then
curriculum,
which
first
and
foremost
I
have
to
thank
you.
X
I
really
do
you
know
for
years
that
has
been
on
the
site-based
councils
to
make
curriculum
decisions,
I
believe
you
made
the
right
decision
and
allowing
that
to
be
superintendent
central
office
decision
so
that
a
school
district
I
think
all
school
districts
should
be
that
way.
But
just
like
ours,
we
can
have.
X
You
know
a
curriculum
across
all
schools.
That
is
the
same
and
we
can
support
as
a
district
that
is
better
for
kids.
So,
first
and
foremost,
student
assignment,
we
created
a
choice.
Zone,
like
I,
said
in
the
early
80s
in
Jefferson
County
Public
Schools.
The
decision
was
made
that
students
who
live
close
to
their
home
everywhere,
but
West
Louisville,
could
go
close
to
home.
Those
students
in
West
Louisville,
though,
were
forced
to
leave
their
Community
for
the
sake
of
diversity,
and
so
I
have
said
for
many
years.
X
I
believe
that's
a
system
that
is
inequitable
and
it's
not
right
for
students
and
we
had
to
make
that
change
and
so,
for
instance,
I
lived
close
to
Atherton
High
School
in
Louisville,
my
daughter's
now
graduated,
but
before
that,
if
I
wanted
to
walk
her
up
the
street
to
Atherton
High
School
I
could
enroll
her
as
a
student
in
Atherton,
showing
proof
of
residence,
a
family
that
lives
on
41st
and
Market
Street
in
West
Louisville,
and
can
see.
Shawnee
High
School
from
their
house
could
not
walk
across
the
street
and
enroll
their
child.
X
X
I
firmly
believe
that
that
is
what
has
to
happen
in
education,
those
that
have
less
resources
in
their
home
need
to
have
more
resources
in
their
schools.
For
the
first
time
ever,
we
have
differentiated
resources
in
our
schools
to
match
the
poverty
level
for
the
first
time
ever
we're
having
teachers
that
go
to
our
choice.
Zone
schools
receive
an
eight
thousand
dollar
stipend
principals
who
go
to
a
high
need
school
and
a
choice.
Zone
will
get
a
ten
thousand
dollar
stipend,
so
we're
paying
our
employees
our
Educators
more
for
those
that
need
it.
X
But
I
want
to
be
clear
about
this,
and
this
continues
to
be
a
narrative
in
our
community,
but
for
the
first
time
ever
especially
case
six
and
nine,
but
we're
moving
through
our
entire
system.
Every
child
in
Jefferson
County
public
schools
has
the
opportunity
to
go
to
a
school
close
to
their
home,
and
that
has
not
happened
since
1976..
X
We
have
now
better
feeder
patterns
where
they're
predictable
between
middle
and
high
schools,
our
middle
schools,
instead
of
now
an
eighth
grade
class
going
to
12
different
high
schools,
may
only
go
to
one
or
two
high
schools
like
I,
believe
it
is
meant
to
be
so.
The
middle
school
and
high
school
can
work
together
on
transition
and
then
really
focusing
on
student
and
parent
choice.
X
But
once
again,
this
has
proven
to
be
a
very
popular
option:
families
in
West
Louisville
about
80
percent
of
our
elementary
and
middle
school
families
have
chosen
to
stay
close
to
home
as
their
option
in
West
Louisville,
and
then
we
have
about
40
percent
of
our
high
school
families
and
I.
Think
those
numbers
are
numbers
everyone
would
understand.
As
a
student
gets
older,
it
may
leave
their
Community.
This
is
going
to
make
a
major
impact
on
our
district
and
was
long
overdue.
X
X
That's
not
a
good
formula
for
getting
kids
on
time.
We
are
a
district.
Every
district
is
wrestling
with
this.
Some
districts
have
chosen
to
cancel
bus
routes
and
say
we
just
are
not
going
to
be
able
to
transport.
You
today
that's
happening
throughout
the
Commonwealth.
We
decided.
On
the
other
hand,
we
would
pick
students
up.
Although
it
might
be
late
in
the
22-23
school
year,
we
had
about
20
000
students,
Miss
instructional
time
because
of
Transportation
issues.
X
We
had
a
lack
of
efficiency,
it
was
very,
we
had
kids
missing
school
and
it
was
just
something
that
we
could
not
continue
to
do
so,
instead
of
doing
the
same
thing,
what
we
decided
to
do
was
to
add
about
10
start
times,
which
we
know
is
a
change
for
many
families,
but
now,
for
the
first
time
in
many
years
we
have
more
drivers
than
we
have
routes
and
it
is
going
to
ensure
no
double
or
triple.
Runs
kids
will
be
to
school
on
time.
X
They
will
get
home
shortly
afterwards
and
yes,
it's
a
difficult
change
for
the
community,
but
it
is
much
needed
for
student
achievement,
and
so
we
have
asked
our
community.
Yes,
this
is
going
to
be
a
change,
but
it
is
really
important
for
our
kids
and
for
achievement
that
we
do
the
right
thing
and
once
again,
I'll
say
this:
there
are
some
legislatures
across
the
country,
Florida
being
the
most
recent
who
passed
a
bill
that
adolescent
students,
middle
and
high
schools
can't
start
before.
X
8
30
a.m,
because
research
is
clear:
early
starts
for
adolescents
is
not
healthy.
All
of
our
adolescent,
students,
middle
and
high
have
started
at
7
40
for
probably
40
to
50
years.
Many
are
getting
on
the
bus
at
six
o'clock
in
the
morning.
That's
not
healthy
for
kids.
Now,
for
the
first
time
we're
going
to
be
moving
25
to
30
000
of
our
adolescent
students
to
an
8
40
start
time.
Research
is
clear
on
the
impact
on
student
attendance
and
student
outcomes.
With
that
I
said
facilities,
I
told
you
at
four
new
facilities.
X
We
have
the
first
school
in
West
Louisville,
opening
up
at
this
Century
25
years.
The
first
school
in
West
Louisville
will
be,
will
be
cutting
the
ribbon
on
next
week.
That
says
a
lot
about
of
our
lack
in
Jefferson
County,
our
lack
of
investment
in
West
Louisville
schools,
but
we
have
made
that
investment.
We
will
be
building
a
new
Middle
School
there
as
well
in
the
next
20.
X
Excuse
me:
in
the
next
decade
we
plan
on
building
20
new
schools
as
well,
because
quite
candidly,
our
facilities
are
an
embarrassment
to
our
community
and
they
are
nowhere
near
the
facilities
of
Fayette
County
Fayette
County
has
invested
in
their
facilities.
Jefferson
County
has
not
for
the
first
time.
X
We
have
done
that
in
many
years
we
are
seeing
major
changes
and
we
are
focusing
on
the
kids
who
need
it,
the
most
so,
instead
of
focusing
just
on
ptas
to
make
sure
that
our
kids
have
playgrounds,
we
are
given
all
of
our
high
poverty,
School
brand
new
playgrounds.
We
have
not
invested
on
our
athletic
facilities.
I
would
invite
any
of
you
to
drive
to
a
high
school
in
Fayette
County
and
look
at
their
athletic
facilities
and
then
drive
to
a
school
in
Jefferson
County
and
look
at
jcps's
athletic
facilities.
X
It's
an
embarrassment
for
our
students
and
our
community,
and
we
are
making
that
change.
Because
this
you
know
yes,
athletic
facilities
are
support,
but
kids
take
pride
in
their
facilities
and
it's
symbolic
of
how
much
the
community
cares
when
a
kid
gets
to
their
school
and
sees
what
type
of
facilities
they
have
weapons
detection
system.
It's
very
controversial.
It's
been
a
challenge
for
us,
obviously
as
a
board
and
as
a
community
one
of
the
biggest
changes
I've
seen
in
my
26
years
in
JCPS.
X
Without
a
doubt,
it's
always
been
an
issue,
but
the
amount
of
kids
who
have
access
to
handguns
in
our
community.
That
is
Across
the
Nation
right
now
in
urban
districts,
we're
on
the
Council
of
the
great
City
Schools
top
80
schools
in
the
nation
by
enrollment
and
each
and
every
one
of
us.
Every
time
we
get
together
lament
the
challenges
that
we
Face
to
keep
our
schools
safe.
We
made
the
decision.
X
Our
board
did
to
implement
weapons
detection,
it's
artificial
intelligence
to
detect
handguns
specifically,
and
it
moves
kids
through
these
weapons
detectors
at
the
beginning
of
the
day,
quickly,
with
minimal
disruptions,
we've
seen
some
other
districts
where
we've
gone
to
visit,
Charlotte
Mecklenburg,
Duval
County
in
Jacksonville,
who
have
implemented
the
same
systems
and
seen
about
a
90
percent
reductions
in
weapons
detection.
But
this
is
another
huge
challenge
for
us
as
we
move
forward.
X
So,
as
you
can
see,
all
of
these
things
are
just
major
changes
that
have
all
come
to
a
head
this
year,
I
believe
in
five
years.
It
will
be
the
Difference
Maker
in
outcomes
for
JCPS.
However,
the
next
one,
you
will
hear
will
probably
be
the
largest
change
we've
made,
which
is
to
tackle
a
literacy
and
curriculum
across
155
schools
and
ensuring
that
we
are
implementing
curriculum
at
every
school.
X
If
a
kid
goes
from
one
school
to
the
next,
they
have
the
same
literacy
curriculum
and
it
clearly
follows
Senate
Bill
1
from
2022
passed
by
you
all,
which
is
ensuring
that
we
have
high
quality
literacy
curriculum.
So
this
is
a
huge
change
for
us,
I'd
like
to
introduce
Dr,
Tara
Greenwell,
who
has
been
leading
this
charge,
and
she
will
talk
about
the
work
we've
been
doing
in
JCPS.
Thank.
I
You
all
I'm
excited
to
be
here
today
as
a
proud
graduate
of
Kentucky
public
schools
and
my
own
two
boys
stories
are
also
in
JCPS
as
well.
So
this
is
both
a
passion
of
mine
personally
and
professionally.
So
let's
talk
literacy.
So
what
is
literacy?
It
is
the
creative
and
analytical
ability
to
identify
understand,
interpret,
create
compute.
All
of
the
things
sometimes
that
we
forget
it.
Is
it's
not
just
reading
a
book.
It's
also
looking
at
Career
and
Technical
education
manuals.
I
Literacy
gives
us
the
ability
to
share
our
experiences
to
learn
from
one
another
and
to
be
better
citizens
for
this
country
in
this
world.
So
there
are
five
components
of
literacy
and
oftentimes.
You
hear
folks,
maybe
say
I'm
taking
a
balanced
approach,
but
the
struggle
with
balanced
is,
if
you
don't
focus
on
all
five,
it's
not
truly
balanced
and
that's
kind
of
what
we
saw
the
last
few
months
as
I've
been
working
and
JCPS
since
taking
this
role
in
January,
so
the
five
components:
phonemic
awareness
phonics,
which
leads
to
fluency
comprehension
and
vocabulary.
I
So
when
we
started
digging
into
Data
looking
at
JCPS
students
and
also
National
Trends,
we
noticed
very
clearly
that
the
data
suggested
that
for
students
who
did
not
master
the
foundational
literacy
skills
by
the
end
of
second
grade
their
chance
to
improve
their
reading
ability
or
reach.
Reading
proficiency
is
scant,
which
indicated
that
we
have
to
have
a
clear
focus
on
foundational
literacy
and
that's
why
we've
taken
a
much
more
structured
approach
to
the
way
that
we
tackle
it.
I
So
the
implications
for
teaching
after
looking
at
data
National
implications
and
our
own
students
in
JCPS
reading
is
science
and
I.
Had
this
conversation
with
principals
and
trainings
that
we've
LED
this
past
summer,
it's
not
magic.
It's
not
magic
that
we
just
learned
to
read
when
we
are
born
our
ability
to
speak
or
talk
to
one
another
is
innate
in
us,
but
the
ability
to
read
and
look
at
words
and
interpret
them
as
language
is
not.
I
So
as
we
are
ever
evolving
in
education,
we
have
to
pay
attention
to
the
research
in
science,
but
also
practice
practitioner
experience
as
well.
So
that
also
leads
us
to
believe
that
foundational
skills
matter
without
those
two
that
we
discussed
in
the
big
five
phonemic
awareness
and
phonics.
We
can't
sustain
higher
level
texts,
you'll
see
that
struggle.
When
we
look
at
a
lot
of
districts
that
may
see
reading
scores
decline
in
middle
and
high
school
because
as
tax
complexity
increases-
and
they
didn't
have
the
foundations
that
they
need.
I
I
That
means,
when
a
teacher
is
in
front
of
their
classroom,
that
is
the
curriculum
that
they
start
with
before
it
leads
to
seeing
if
a
student
needs
interventions,
we've
found
that
that
tier
one
or
the
first
exposure
really
needs
to
be
strong
building
background
knowledge
to
enhance
that
reading
experience
for
our
students,
so
the
problems
and
the
steps
to
a
solution
based
on
District
data
practitioner
research.
Recent
legislation
we've
made
some
shifts.
We
now
have
a
comprehensive,
K-12
literacy
plan.
I
We
have
a
consistent
foundational
literacy
experience
for
students
through
our
new
curriculum
K
through
two
has
a
structured
approach
that
really
tackles
phonics
and
phonemic
awareness,
and
then
we
also
have
a
tier
one
or
core
Ela
curriculum.
Now
all
the
way
up
through
our
eighth
grade,
so
our
response
to
those
literacy
shifts
thanks
to
Senate
bill
one.
It
gave
us
the
ability
to
really
take
a
look
at
our
tier
one
instruction,
especially
for
ELA
and
math.
What
we
did
was
we
looked
at
high
quality,
instructional
resources.
I
We
formed
committees
to
make
sure
that,
unlike
some
other
districts,
we
did
want
to
make
some
changes
and
we
saw
that
we
needed
to
ensure
that
there
was
high
quality,
instructional
resources
at
every
single
grade
level.
So,
with
that
consistent
approach,
we
settled
on
something
called
Expeditionary,
Learning
or
El.
It
is
a
green
lit,
which
means
it
is
top
quality
program
through
ad
reports
and
also
highly
recommended
across
the
state
and
nationally
as
well.
What
that
gave
us
was
a
consistent
approach
to
all
of
our
students.
I
We
have
a
transient
population
of
students
which
will
hopefully
some
of
the
start
times
and
the
shifts
to
our
Student
Assignment
plan
will
help,
but
we
also
know
that
our
students,
no
matter
where
they
go,
should
have
the
same
high
quality
instruction,
just
in
spite
of
the
school
that
they
are
at.
We
also
chose
IM,
or
else
Strait
of
mathematics.
I
was
excited
to
hear
that
mathematics
is
going
to
be
a
focus
across
the
state
as
well,
and
so
we
are
ahead
of
the
game
in
that
regard.
I
We
have
trained
5
000
at
this
point
in
time.
By
the
time
we're
in
September
5
000
spots
have
been
held
to
ensure
that
our
teachers
get
the
literacy
training
that
they
need
for
the
new
curriculum,
as
well
as
math
support
in
response
to
Senate
Bill
9
reach
a
succeed
act.
We
now
have
a
K-12
literacy
handbook
with
supports
for
our
multilingual
Learners.
As
you
know,
we
have
about
17
000,
multilingual
Learners
in
JCPS.
If
we
were
to
stack
that
with
other
districts,
we're
about
the
fourth
largest
just
with
our
multilingual
Learners.
I
So
we
are
having
to
take
some
really
strong
and
structured
supports
for
our
students
to
ensure
that
it's
embedded
and
not
just
a
separate
thing.
We
also
have
a
K-12
literacy
monitoring
tool
that
I've
presented
to
every
single
principle
that
they
are
implementing
this
year,
which
has
them
creating
a
literacy
support
team
in
their
schools.
It
has
them
looking
at
their
high
quality
resources.
It
also
has
them
looking
at
intervention
plans
for
our
students.
I
As
part
of
that
read
to
succeed
act,
we
have
the
k-3
foundational
reading
skills,
Improvement
plan
included
in
that
we
also
have
our
reading
Diagnostic
and
screener
through
map
reading
fluency,
to
address
any
Diagnostics
when
they
take
the
screener.
Now
we
know
exactly
how
to
Target
what
that
student
needs
in
the
next
steps,
and
we
also
have
included
the
read
it
home
plan
through
KDE
to
address
how
our
families
can
help
their
students
from
an
early
age
throughout
adolescence
to
meet
the
needs.
So
there
is
more
to
come.
I
We
are
working
on
a
K-12,
comprehensive,
math
plan
as
well
full
execution
of
our
future
State
and
then,
in
the
end,
improve
student
outcomes.
This
will
be
the
first
year
that
our
kindergartners
are
exposed
to
a
structured
support
where
they
can
get
the
literacy
foundations
they
need.
So
just
imagine
what
that's
going
to
look
like
in
third
grade
and
as
we
build
momentum
going
forward.
Thank
you
all.
Thank.
X
You
Dr,
Greenwell
and
I
do
want
to
underscore
once
again
5
000
teachers
being
trained.
This
was
high
quality
training
multiple
days,
and
so
that
was
a
huge
lift
as
well
to
prepare
for
that,
but
we're
very
proud
of
the
changes
we've
made
clearly
without
a
doubt
now
our
job
is
to
execute.
You
know
we're
going
to
execute
these
changes
and
it's
not
going
to
be
perfect.
There
will
be
challenges
along
the
way.
X
Our
job
is
to
make
changes
as
we
go
as
we
execute
these
and
then
a
real,
intense
focus
on
student
outcomes,
as
you
can
see
so
I'm
proud
of
where
we
are
still
once
again
challenges
ahead
of
us,
but
I
think
the
future
is
bright
for
Jefferson,
County,
public
schools
and
students,
and
please
take
any
questions
or
comments
that
you
have
thank.
A
You
Dr,
polio,
Dr,
Greenville,
appreciate
your
time
today
and
your
input.
We
do
have
six
members
who
are
on
the
list
request:
I'm
gonna
cut
it
off
there
due
to
time
I'm
going
to
ask
each
member
to
keep
your
comments
very
concise
and
limit
you
to
one
question:
please:
let's
start
with
representative
bojanowski.
M
Yes,
so
thank
you
very
much
and
I
have
more
of
a
statement
than
a
question
I'll
make
it
concise,
so
I
just
want
to
compliment
you
Dr,
polio,
on
the
changes
that
you've
made
regarding
literacy
in
the
district
and
that
first
major
decision
was
to
bring
in
Dr
Greenwell
she's
phenomenal.
As
far
as
guiding
our
our
academics
and
I'm
very
grateful.
M
We've
selected
map,
fluency
I,
think
not
only
will
it
be
diagnostic,
it
will
also
help
us
and
I
encourage
my
colleagues
we'll
kind
of
watch
it.
It
will
help
us
know
which
children
can
read
and
then
which
children
who
can
read
have
trouble
with
the
comprehension
bit
because
we
always
say
their
test.
Scores
are
low,
they
can't
read,
but
a
lot
of
children
can
read
so
the
selection
of
the
El
curriculum
with
the
foundational
skills
and
the
knowledge
building.
M
It's
equally
important
with
the
foundational
skills
and
the
ability
to
just
turn
around
the
district.
In
you
know
the
amount
of
time
that
you
did
and
to
implement
the
new
curriculum
and
the
training
I've
done.
The
El
training
I
had
a
meeting
in
my
building
yesterday
to
talk
about
implementing
El
with
the
fifth
grade.
M
Y
Thank
you,
Mr
chairman.
Thank
you
for
the
presentation
both
of
you,
and
this
is
just
an
astonishing
amount
of
change.
It's
a
lot
for
the
community
to
absorb
and
I
know.
These
changes
were
underway
before
the
pandemic
hit
and
I
just
want
to
commend
you
from
moving
Full
Speed
Ahead
on
a
really
very
significant
changes.
As
you've
said
50
over
50
years
we've
been
needing
new
schools,
new
bus
route,
new
new
start
times
for
our
kids
to
get
enough
sleep
and
I
know
I
need
to
keep
it
brief.
Y
So
I'll
I'll
I,
want
to
ask
you
a
little
more
to
talk
a
little
more
about
English
language.
Learners
I
know
that
in
my
house
district,
the
largest
the
fastest
growing
population,
is
people
who
are
not
native
English
speakers.
I
know
that's
both
a
strength
and
a
challenge
for
JCPS
and
I'm
interested
to
hear
you
say
more
about
what
we're
doing
with
with
these
students.
X
Sure
I'll
be
brief
and
let
Dr
Greenwell
take
that
that's
under
her
umbrella
color,
as
most
things
are,
but
once
again
I
mean
nearly
17
000
English
language,
Learners,
and
one
of
the
things
we
are
trying
to
change
is
the
belief
that
that
is
a
deficit
and
instead
an
asset.
It's
an
asset
to
the
school
Community,
it's
an
asset
to
the
community
as
a
whole,
and
it
is
very
challenging
because
of
the
accountability
model
and
the
amount
of
weight
that
is
placed
on
English,
language,
Learners
and
I.
X
Just
would
ask
any
of
you
if
we
went
to
another
country
and
we're
having
to
take
a
proficiency
test
in
their
language
in
24
months.
We
would
all
probably
struggle
as
well,
and
so
that
is
a
challenge
when
it
comes
to
accountability,
but
with
Incredible
growth,
we're
looking
at
it
as
an
asset
and
how
we
can
support,
but
I'd,
like
Dr
Greenwell,
to
address
that
no.
I
And
I
appreciate
that
it.
It
is
a
challenge
in
a
lot
of
ways,
but
our
teachers
are
willing
to
tackle
that.
At
this
point
we
are
looking
at
it
as
an
asset
anytime.
We
think
of
learning
another
language.
It
is
a
wonderfully
challenging
thing
to
do
so.
The
fact
that
our
students
are
coming
in
having
never
spoken
English
before
and
learning
it
means
they
automatically
become
a
multilingual
learner,
which
we
believe
is
a
wonderful
thing
that
they
can
achieve
that.
I
So
what
we're
doing
is
we're
embedding
it
not
just
in
our
strategies
and
policies,
but
embedding
that
also
in
our
language
shift,
so
you'll
hear
us
use
the
term
multilingual
learner
as
well
to
acknowledge
that
asset-based
approach,
one
of
the
biggest
things
that
we
have
done
is
the
shift
in
this
curriculum,
because
El
is
a
knowledge
based
and
building
curriculum.
Imagine
if
you
were
a
teacher-
and
you
have
a
student
come
in
that
has
not
spoken
English.
It
is
not
their
native
language
and
they
come
in
and
you
present
some
new
content
to
them.
I
Then,
the
next
day
they're
assessed
on
it.
One
of
the
beautiful
things
about
the
curriculum
shift
and
the
literacy
approach
that
we
have
is
that
it
builds
content
knowledge
where
that
student
learns
to
become
an
ex
expert
on
something,
whether
it's
birds
or
frogs
or
whatever.
It
might
be
before
they're
being
asked
to
apply
those
skills.
So
it
builds
confidence
in
that.
W
Thank
you,
Mr
chairman
I,
do
have
a
few
questions,
but
I'm
only
getting
one
so
I'll
ask
you
about
teacher
pay
in
in
Jefferson
County,
because
we
have
learned
over
the
last
couple
of
meetings
that
the
surrounding
states
are
are
paying
significantly
higher,
and
even
we
learned
today
from
Senator
Thomas
that
Fayette
County,
the
minimum
starting
salary,
is
50,
000
I
believe
in
Jefferson
County,
it's
more
around
47
000..
X
We
completely
agree
with
you,
so
we've
gone,
we've
had
nine
percent
of
increases
in
the
past
13
months,
so
into
last
year
was
four
percent.
This
year
was
five
percent
where
Jefferson
County
fell
short
was
from
about
2011
to
2019,
where
we
really
only
had
about
you
know
at
any
time
a
half
to
zero
percent
to
a
one
percent
raise
on
any
year
and,
as
you
know,
that
doesn't
even
close
to
keep
up
with
inflation,
so
we
have
given
a
four
percent
and
five
percent
over
the
past
couple
of
years.
X
We
are
committed,
as
Jefferson
County
is
to
getting
above
that
50
excuse
me
as
Fayette
did
to
get
above
that
fifty
thousand
I
not
only
think
it's
the
floor,
but
I
also
think
it's
the
ceiling.
You
know
I
want
to
say
this
about
teaching
I
think
there
is
what
is
the
ceiling
for
a
young
person
coming
in?
If
the
ceiling
to
make
a
salary
is
seventy
four?
Seventy
five
thousand
dollars
your
entire
career,
our
best
and
brightest,
may
be
choosing
to
go
into
other
fields
field.
X
So
yes,
it's
that
floor,
but
it's
also
the
ceiling,
but
I
would
say.
There's
two
things
that
we
have
to
address
without
a
doubt,
and
it's
not
an
or
it's
an
and
the
job
is
very
hard
all
right.
The
job
is
extremely
hard
with
a
lot
of
challenges.
Teachers
are
having
to
address
things
with
with
kids,
like
we
never
have
before
across
this
nation,
and
two
is
the
pay
so
I
hear
a
lot
about
oars.
Q
Thank
you,
Miss
Sharon.
Thank
you.
Dr
polio
for
your
presentation.
I
always
appreciate
the
energy
and
excitement
you
bring
to
this.
Thank
you,
sir
I
appreciate
the
job
you're
doing
those
very
challenging
I,
particularly
like
the
part
that
you're
re-distributing
or
recommending
resources
to
the
most
disadvantaged
to
areas
of
your
city
and
I
thought
it
was
interesting.
We
passed
Senate
joint
resolution.
My
resolution
last
session
that
uses
the
deprivation
index
to
possibly
redirect
Medicaid
funds
to
our
most
disadvantaged
communities,
so
I'd
be
curious.
Q
Maybe
an
offline
conversation
about
how
you're
making
that
determination
which
communities
are
getting
additional
resources,
but
I
commend
you
for
that.
The
question
I
have
for
you
is
that
you
mentioned
that
nothing's
changed
in
40
years
in
Jefferson,
County
he's
saying
education
says:
I
can
certainly
believe
that.
Certainly
things
have
been
done,
though.
We
know
that
I
think
what's
lacking
this.
We
start
these
programs,
but
there's
never
any
accountability,
that's
built
into
it
and
you
folks
have
spoken
about
accountability.
You've
got
a
very
aggressive
agenda
here
and
I.
Commend
you
for
I.
Q
X
Yeah
excellent
question,
and
so
we
are
working
on
measures
that
quite
candidly
we
could
come
and
sit
in
front
of
you
in
five
years
and
say
exactly
what
those
are
that
are.
A
combination
and
I
want
to
say
this.
We
have
this
debate
in
education
right
now
about
educating
the
whole
child
and
these
success
skills
that
are
needed
from
communication
to
collaboration
to
creativity.
I
could
go
on
and
on.
X
We
call
it
our
backpack
versus
test
score
and
outcomes
which
we've
talked
about,
and
we
have
to
say
first
and
foremost
that
that
not
necessarily
just
test
scores
but
reading
literacy
and
numeracy
are
critical,
can't
be
successful
without
those
the
success.
Sales
are
successful
as
well,
and
so
we
want
to
sit
in
front
of
you.
X
We
want
to
set
right
now
our
Baseline
goals
when
it
comes
to
students
who
leave
Elementary,
School
and
Middle
School,
ready
students
who
leave
middle
school
and
be
high
school
ready
and
students
that
leave
High
School
when
we
have
that
definition
of
post-secondary
Readiness.
That
is,
a
combination
of
literacy
and
numeries
numeracy,
so
reading
and
math
scores,
plus
the
success
skills
that
we
want.
X
Q
Z
Thank
you,
Mr
chairman
Dr,
polio,
Dr
Greenwell.
Thank
you
for
the
presentation
and
Dr
Polio
I
congratulate
you
for
thinking
outside
the
box
to
to
benefit
the
kids
of
Jefferson
County,
and
sometimes
that's
what
it
takes.
You
know
as
a
lifelong
educator,
I
say
you
have
the
toughest
job
in
the
state
of
Kentucky
and
education.
Z
By
far
there's
not
even
a
close
second
I
would
agree,
but
I
appreciate
I
appreciate
the
enthusiasm
as
Senator
Meredith
said:
I,
don't
know
how
you
wake
up
every
day
with
that
enthusiasm,
but
I
sure
appreciate
that
enthusiasm.
But
my
question
is:
there's
talk
of
dividing
Jefferson
County
into
more
than
one
school
district
wow
or
why
night?
Why,
or
why
not?
Is
that
a
good
idea.
X
Well
great
question,
first
and
foremost,
I
did
want
to
say
on
the
enthusiasm.
I
mean
right
now.
Superintendency
in
America
is
really
under
dire
attack,
and
so
I
am
one
of
the
most
senior
superintendents
in
the
entire
nation
of
our
large
city,
school
districts
and
over
80
percent
of
the
school
districts.
Large
city
school
districts
have
turned
over
since
2020
and
several
of
them
multiple
times.
I
can't
imagine
doing
it
in
a
district
that
I
didn't
care
about.
X
So
I
do
this
because
26
years
I
mean
I
care
about
the
district
and
I
care
about
this
community,
so
that
I
can't
imagine
just
being
somewhere
else
where
I
didn't
have
Roots
I
am
strongly
opposed,
as
you
would
imagine,
to
dividing
the
district
up.
I
think
we
have
taken
the
steps
that
are
necessary
to
make
sure
that
all
kids
have
a
a
choice
in
the
school
that
they
go
to
a
multitude
of
choices.
X
All
kids
can
go
close
to
home,
and
now
we
are
resourcing
our
schools,
like
we
never
have
before,
where
we
take
our
neediest
students
and
make
sure
they
have
the
resources
and
the
teachers
needed
by
dividing
our
district
up
into
a
multitude
of
districts.
I
would
challenge
anyone
to
take
the
map
of
Jefferson,
County
and,
and
we
are
a
housing
wise,
unfortunately,
very
segregated
housing.
X
Community
I
would
challenge
anyone
to
take
the
map
and
divide
it
up
into
three
or
four
districts
and
find
a
way
where
we
would
not
have
one
of
the
wealthiest
school
districts
in
the
state
and
just
absolute
extreme
poverty
where
teachers
could
just
go
to
the
next
District
over
I,
don't
see
how
it
would
be
staffed,
I,
don't
see
how
it
would
be
resourced
and
I've
said
before
I
think
it
would
have
devastating
outcomes
for
the
kids
of
Jefferson
County,
especially
when
I
believe
we're
doing
the
right
work.
I
know,
there's
a
lot
of
controversy.
X
I
know,
there's
a
lot
of
challenge.
My
ask
is
to
let
us
do
this
work.
Let
us
show
you
we're
successful
with
it.
If
we're
not
successful
with
it,
then
we
should
be
held
accountable.
I
tell
that
to
the
people
in
Jefferson
County,
all
the
time.
Accountability
is
critical,
but
let
us
Implement
execute
our
changes
and
prove
that
we
will
be
successful.
AA
Thank
you,
Mr,
chair,
Dr,
polio.
It
sounds
like
you
have
an
aggressive
agenda,
a
lot
to
work
on
in
the
coming
months
ahead.
Your
community
is
much
different
than
mine,
the
weapons
detection
system,
something
I,
don't
know
that
we
have
at
our
schools,
I.
Guess
it's
new
in
in
your
District,
but
trying
to
limit
this
to
one
question:
what
are
the
cons
if
I
imagine
it's
a?
It
is
an
issue
people
bringing
weapons
to
school.
What
are
the
consequences
to
something
like
that?
AA
What
are
the
repercussions,
the
challenges
within
the
school,
and
you
know
what
you
might
face-
students
who
disobey
with
that
yeah.
X
So,
first
and
foremost,
obviously
it
is
to
reduce
or
eliminate
guns
in
schools.
I
mean
there's.
No
really.
We
should
say
guns
anywhere,
I,
think,
no
matter
what
our
belief
about
guns,
I
think
we
could
all
agree
that
a
student,
a
child
should
not
have
a
gun
in
their
backpack
at
school.
I
mean
I,
think
everybody
can
agree
to
that,
and
so,
first
and
foremost
it's
preventing
that
from
happening.
X
So
when,
when
that
does
happen
and
we
have
to
take
consequences
or
actions.
First
of
all,
we
have
a
Jefferson
County,
Public,
School,
Police,
Department,
that
you
know
we
correspond
with
lmpd
and
then
charges
are
the
responsibility
of
lmpd,
but
nearly
every
single
time
that
does
occur,
and
then
we
follow
our
code
of
conduct,
which
almost
always
means
unless
it's
supposed
special
ed
student
and
there
are
separate
laws
around
special
education
and
least
restrictive
environment.
X
AA
So
obviously,
there
are
consequences
to
disregarding
what
the
rules
are.
Yes-
and
you
know
where
I'm
going
with
this
just
recently,
this
body
past
Senate
bill
150..
We
did
it
for
the
betterment
for
the
protection
of
the
children
in
our
care.
The
children
in
your
school
system
and
your
board
completely
disregarded
that
legislation
that
was
passed.
AA
AA
AA
AA
Parents
will
be
granted
access
to
official
school
records
if
requested.
That
brings
me
the
question.
I'm
not
going
to
ask
you
the
question.
If
there
are
Shadow
records,
parents
should
never
be
kept
in
the
dark.
Parents
should
always
be
aware
of
what's
going
on
with
their
child,
they
are
responsible
if
their
child
brings
a
gun
to
school.
They
are
responsible,
the
behavior
that's
going
on
with
their
kid
and
the
challenges
they
may
face.
AA
They
are
the
decision
makers
for
their
kids,
not
your
school
system
and
for
you
guys
to
disregard
the
law
that
we
have
passed
is
completely
irresponsible
and
it
sets
a
bad
precedent
for
the
students
in
your
care.
You
have
98
000
students
in
your
District.
Should
they
follow
your
rules?
If
you
won't
follow
the
rules
are
set
before
you,
I
would
say
yes,
they
should,
but
you
need
to
set
the
example
of
doing
what's
right
by
following
the
law.
Thank
you.
Mr,
chair.
X
I'll
just
say
this
I
mean
we
have
I'm
a
social
studies
teacher.
So
when
I
was
a
social
studies
teacher
we
have
a
legislative
branch
and
an
executive
branch.
There
is
no
doubt
our
job
as
the
executive
branch
is
to
propose
policies
to
our
board
and
our
board
is
the
legislative
branch
that
passes
that
right
now,
I
mean
there's
a
very
divided
board.
There
is
no
doubt
about
it.
X
I
can't
speak
for
all
seven
board
members
because
they
have
very
different
voices,
they're,
the
ones
who
have
made
the
decision
to
this
point
where
they
could
not
agree
on
a
policy
we're
working
on
that
we
will
pass
a
policy
that
follows
state
law,
but
once
again
I'm
the
executive
branch
of
the
the
side
of
of
this
government,
so
to
speak
in
in
school
education.
My
job
is
to
propose
and
make
a
recommendation.
X
That's
what
I
did
so
we'll
continue
to
work
with
our
our
Board
of
Education
I'll
once
again,
say:
I,
don't
have
a
vote
and
that
matter,
but
this
is
the
governance
model
that
we
have
with
schools
and
so
very
difficult
issue,
very
challenging
issue
that
we
are
being
pulled
in
many
directions
by
our
community.
But
we
are
continuing
to
do
to
do
the
work
so
that
we
can
pass
a
policy.
A
With
that,
thank
you
all
for
your
presentation.
There
were
two
citizens
who
had
signed
up
to
speak
I'm,
going
to
apologize
due
to
time
constraints
or
not
be
able
to
have
you
speak
today.
We
do
have
an
administrative
regulation
that
we
need
to
review.
It
is
in
your
packet
is
regulation.
It
came
from
House
Bill
319
for
the
new
members.
A
We
don't
here's
our
options
on
administrative
regulations
and
we've
got
Cassie
tripolite
from
epsb
is
here.
If
anybody
has
any
questions,
we
can
take
no
action.
We
could
ask
them
to
amend
the
regulation
or
we
can
vote
to
find
the
regulation
deficient.
If
you
look
in
your
information,
they
have
already
amended
the
regulation
once
based
on
some
recommendations
from
co-chair
West
and
I.
Anybody
have
any
questions
for
Cassie
on
this
or
won't
take
any
action.
A
Okay
staff
has
told
me
that
we
do
have
to
approve
the
agency
Amendment
and
what
the
agency
Amendment
does.
It
deletes
the
requirement
that
an
applicant
must
provide
an
offer
of
employment
in
a
school
district
to
apply
for
the
certificate
that
is
consistent
with
other
language
and
house.
We
all
319.,
do
I,
hear
a
motion
to
approve
that
Amendment
to
the
regulation.
A
I
have
a
motion.
Is
there
a
second
all
right?
We
do
this
by
Voice
vote.
All
those
in
favor
say
aye
aye
any
opposed.
No,
that
amendment
is
adopted.
Representative
Raymond,
you
have
a
question.
You
said
no
I
apologize.
You
said
you
voted.
No
we've
got
that
for
the
record.
Okay,
any
other
action
on
the
administrative
Reg.
AB
Thank
you,
Mr,
chairman,
very
briefly,
members
secretary
Gibbons
is
absent.
Today
we
want
to
pass
this
along
in
conjunction
with
our
meeting
next
month
on
September
19th
for
the
interim
joint
Community
Education.
On
that
day,
students
and
teachers
will
be
in
the
Capitol
in
the
annex.
The
room
is
yet
to
be
determined,
but
a
legislator
will
be
able
to
sit
and
learn
about
computer
coding
from
Kentucky
students.
AB
Additionally,
there'll
be
a
legislative,
Roundtable
and
experts
from
across
the
K-12
computer
science
field
to
discuss
the
importance
of
computer
science
for
our
education,
economic
future,
as
well
as
identifying
goals
for
improving
access
to
Computer
Science
Education
for
all
students
across
the
Commonwealth
code.org,
as
well
as
others,
will
be
here
in
the
NX
to
discuss
the
importance
of
the
issue
which
we
have
passed
with
previous
legislation
out
of
this
body,
dealing
with
coding,
so
legislators
will
be
receiving
a
formal
invitation
and
a
lunch
will
be
provided
with
the
conjunction
of
next
month,
September
19th
meeting.