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From YouTube: Interim Joint Committee on Education (11-1-22)
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A
To
the
sixth
meeting
of
the
2022
interim
committee
meeting
on
education,
we
welcome
all
y'all
that
are
here
today
if
you're
any
guests
that
are
in
the
audience,
if
you
do
have
a
cell
phone,
please
just
turn
that
to
silence
or
to
vibrate,
as
everyone
makes
their
way
into
the
room
this
morning,
as
well
as
our
members
of
the
committee.
If
you
can
also
do
the
same
for
your
cell
phones,
we
would
greatly
appreciate
that
and
with
that
Mariah,
if
you
would
please
call
the
roll.
C
B
Senator
Gibbons
Senator
Harper
angel
Senator,
Higdon
Senator
Kerr
Senator,
Meredith,
Senator,
Neil,
Senator,
Southworth,
Senator,
Stivers,
Senator,
Thomas,
Senator,
West,
Senator,
Wilson,
representative
Baker
represent
Banta
here
represent
bojanowski
representative
Decker
present
representative
Donahue.
Yes,.
D
B
Representative
Dawson
representative
Hart,
here
representative
Lewis,
here
representative
Massey,
here,
representative
McCool,
representative
McCoy,
representative
Miller,
representative
Gibbons
printy,
here,
representative
Rayburn,
representative
Riley,
here,
representative
Scott,
representative
timony,
representative
Tipton.
Here.
A
We
do
have
a
quorum
duly
constitute
or
do
business
I
do
want
to
make
notes
present.
He
made
his
way
after
the
roll
call.
The
senate
members
and
I
want
to
take
this
time,
and
with
this
being
our
sixth
meeting
and
typically
November,
is
our
last
minute
of
the
interim.
Now
I
cannot
say
in
December.
A
Who
knows
if
we
have
another
education
committee
meeting
which
we
could
have
we
may
not
have,
but
I
do
want
to
make
note
of
my
co-chair,
who
is
departing
with
her
her
grace
and
with
her
wisdom
that
she
has
provided
to
the
education
committee
her
time
in
the
legislative
body
in
the
house,
that
being
my
co-chair
chairwoman,
Regina
Huff
I'm
going
to
go
out
of
place
and
say
Regina,
as
you
are
a
friend
or
by
first
name
basis.
Thank
you
for
everything.
A
You've
done
in
the
education
community
in
your
home
county
in
your
district
and
for
this
committee
you've
been
a
great
friend
of
mine
and
a
mentor
for
me.
In
so
many
different
ways.
This
job
can
be
very
difficult
to
balance
at
times,
and
you
need
a
good
co-chair
to
be
a
quarterback
with
me,
and
so
thank
you
very
much
for
your
time
and
I
want
to
give
the
microphone
over
to
you
to
make
any
comment
you
wish
to
make
this
morning.
F
Thank
you
so
much
and
thank
you
so
much
for
your
kind
words.
It
has
truly
been
a
privilege
and,
as
Max
said,
we
have
worked
well
together
and
he
has
been
a
mentor
to
me,
and
you
know
this
is
Bittersweet
really
I
wanted
to
do
more
in
education
more
in
the
way
of
special
education,
but
we
had
things
that
took
a
priority
and
that
had
to
be
addressed,
but
it
has
been
an
honor
and
privilege
to
serve
in
this
capacity
and
to
serve
those
of
the
82nd
District.
Thank
you.
A
A
A
We
do
have
on
the
agenda
to
start
off
with
two
programs
that
we
are
very
familiar
with,
that
are
are
part
of
our
summer
enrichment,
education
programs
that
occur
across
the
Commonwealth
at
various
campuses
and
I'm
honored
today
to
first
introduce
the
Governor's
School
for
the
Arts,
if
those
Representatives
that
being
Kim
Baker
and
Nick
kovalt,
if
they
could
make
their
way
to
the
table,
I
had
an
honor
this
summer
of
being
at
the
Singletary
Center
on
the
University
of
Kentucky
campus,
to
see
everything
that
was
going
on
what
an
enrichment
for
me
I
know
other
legislators
that
were
able
to
be
a
part
of
that
that
day
and
to
see
and
showcase
the
talent
across
all
spectrums
of
the
Arts.
A
H
H
Thank
you,
I'll
open
it
up
and
just
say
that
as
I
introduce
myself
I'm,
the
president
and
CEO,
but
I'm
also
the
first
Kentuckian
to
be
selected
as
the
president
of
the
Kentucky
Center
for
the
Arts
and
that
occurred
after
a
national
search
in
2014.
I'm.
Also,
the
first
in
my
family
to
receive
a
post-secondary
degree
and
I
did
so
after
I
was
selected
to
be
in
the
first
class
of
the
Governor's
School
for
the
Arts
when
I
was
a
rising
senior.
That
program
had
me
remain
in
Kentucky.
I
Gsa
is
an
agency
of
the
tourism
Arts
and
Heritage
cabinet
and
receives
State
funding
as
passed
by
the
general
assembly,
but
GSA
is
administratively
housed
within
Kentucky
Performing
Arts,
where
we
are
the
institution's
signature
education
program
at
GSA.
We
are
in
the
business
of
empowering
Kentucky's
next
generation
of
creative
leaders.
The
primary
way
that
we
accomplish
this
is
through
our
summer
program.
Gsa
summer
program
is
three
weeks
long,
residential
and
best
of
all
completely
tuition,
free,
meaning
that
students
live
on
a
college
campus
for
the
duration
of
the
program
at
no
cost
to
themselves.
I
Students
apply
for
and
attend
GSA
in
one
of
our
nine
core
art
forms
so
I'll
list
those
out
for
you
really
quickly:
architecture
and
design,
creative
writing,
dance
drama,
film
and
photography,
instrumental
music,
musical
theater,
visual
art
and
vocal
music
curricula
in
each
of
those
areas
are
designed
by
faculty
who
are
experts
in
their
respective
Fields,
providing
college
level
learning
that
is
Hands-On
and
immersive.
Interdisciplinary
collaboration
and
community
service
are
emphasized
in
curriculum
design
as
well.
I
The
students
experience
is
intensive
with
classroom
activities
taking
place
seven
days
a
week,
sometimes
starting
as
early
as
9
A.M,
and
sometimes
ending
as
late
as
10
pm.
Students
participate
in
Daily
all
School
convocations,
led
by
professional
artists,
many
of
them
kentuckians,
as
well
as
an
all-school
field,
trip
to
notable
Kentucky
cultural
sites
and
a
college
fair
that
is
held
during
the
summer
program
itself,
allowing
students
to
initiate
personal
connections
with
college
reps,
who
are
eager
to
recruit
them.
I
In
addition
to
focusing
on
the
creative
process,
students
develop
work
that
is
presented
in
the
publicly
on
the
final
day
of
the
program,
and
this
work
is
also
meant
to
Aid
students
in
creating
content
for
applications
to
Collegiate
Arts
programs.
All
of
this
is
supported
by
robust
residential
Life
program
that
provides
a
taste
of
life
in
a
college
campus
when
GSA
hosted
its
first
program.
35
years
ago,
we
had
capacity
for
120
students
in
the
past
decade.
I
That
number
has
climbed
to
256
student
spots,
and
while
we
were
proud
of
that
increase,
we
were
very
aware
that
hundreds
of
deserving
and
qualified
young
students
were
being
turned
away
by
the
program,
as
we
saw
sometimes
up
to
1400
applications
for
those
256
spots.
Fortunately,
this
past
year,
GSA
received
funding
to
double
the
size
of
the
program
for
three
Summers
through
2024..
I
This
funding
came
in
the
form
of
American
Recovery
plan
or
ARP
Elementary
and
secondary
school
emergency
relief
or
Esser
summer
enrichment
funds
through
the
Kentucky
Department
of
education's
office
of
teaching
and
learning
we're
very
grateful
to
them.
Thanks
to
the
support
this
year,
we
proudly
hosted
two
summer
sessions
for
the
first
time
serving
over
500
students
in
total
on
the
campus
of
the
University
of
Kentucky,
which
is
contracted
to
be
our
host
campus
through
2025.
I
Well
we're
very
proud
of
our
summer
program.
Our
commitment
to
our
students
doesn't
end
there.
Rather,
it
begins,
as
we
initiate
a
lifelong
relationship
with
our
program
alumni,
supporting
them
toward
a
successful
transition
to
college
the
workforce
and
Beyond.
Nearly
30
colleges
and
universities
offer
scholarships
targeted
to
GSA
alumni
and
for
some
of
our
students,
attending
GSA
is
literally
what
provides
them
access
to
higher
education.
I
In
addition
to
the
College
Fair
held
during
the
summer
program,
GSA
hosts
an
event
each
for
Autumn
called
College
and
Career
Day,
where
students
can
attend
another
exclusive
college,
fair
and
get
their
artistic
work.
Samples
in
front
of
multiple
colleges
at
once,
GSA
distributes
ten
thousand
dollars
a
year
in
grant
funding
for
two
alumni
for
professional
development
opportunities
through
our
Toyota
alumni
fund
and
as
opportunities
arise.
We
book
alumni
for
performances,
readings
and
commissions
and
other
opportunities
to
receive
paid
work
and
exposure.
I
Perhaps
the
longest
lasting
benefit,
though
of
attending
GSA,
is
the
connection
that
students
receive
to
a
network
of
over
7
000
alumni
across
the
globe,
as
well
as
continued
lifelong
mentorships
with
their
program
faculty
and
Summer.
Staff
GSA
is
five.
A
five
year-round
full-time
administrators
keep
quite
busy
throughout
the
year
with
student,
recruitment,
faculty
and
staff
hiring
and,
of
course,
overseeing
our
application
process.
I
Students
can
apply
to
GSA
and
their
sophomore
or
junior
year
of
high
school
and
in
the
application
students
provide
work
samples
in
any
in
their
given
art
form
two
recommendations
and
responses
to
essay
prompts
students
are
not
nominated
by
their
schools
to
apply
for
GSA.
Rather,
the
GSA
application
process
is
self-directed
by
the
student,
and
while
a
student
can
apply
to
GSA
without
formal
involvement
from
their
school,
the
application's
recommendation
forms
are
often
completed
by
school
personnel.
I
Gsa
does
not
ask
for
GPA
sat
or
ACT
scores
in
the
application
allowing
for
students
who
are
creatively
gifted,
but
perhaps
non-traditional
Learners
to
still
be
recognized
for
their
potential.
There
is
an
application
fee
of
thirty
dollars,
although
it's
waived
by
the
click
of
a
button
for
students
who
are
on
free
and
reduced
lunch.
I
Gsa
also
recognizes
that
not
every
promising
and
deserving
student
in
Kentucky
has
the
same
level
of
access
to
Artistic,
training
and
resources.
As
such,
we
do
our
best
to
understand
each
individual's
level
of
access
meet
them
where
they
are
and
adjudicate
their
application
in
context,
as
best
as
possible,
applicants
potential
desire
to
grow
and
learn
their
ability
to
collaborate
and
contribute
to
the
program's
Community
are
strongly
taken
into
account
in
addition
to
the
students,
demonstrated
artistic
ability
or
technique.
I
While
there
are
no
formal
demographic
quotas,
for
instance,
we
don't
accept
a
certain
number
of
students
from
each
County.
We
do
our
best
to
select
a
student
body
that
represents
the
various
places
and
communities
of
the
Commonwealth,
so
I
just
want
to
show
you
a
couple
maps
that
represent
our
applicant
pool
and
our
summer
program
in
terms
of
geography.
Last
year
for
the
2022
summer
program,
we
received
applications
from
86
counties.
I
encourage
you.
I
If
you
see
your
District,
not
as
well
represented
on
this
map,
as
you
would
like,
please
be
in
touch
I,
would
love
to
work
with
you
to
develop
relationships
to
help
secure
some
more
GSA
applications
from
your
area.
Keep
in
mind
too
that
some
of
these
counties
colored
in
may
represent
only
one
or
two
applications.
I
Once
we
went
through
our
selection
process,
we
had
these
71
counties
represented
the
2022
summer
program
and
I'd
really
like
to
emphasize
that
71
number.
It's
a
significant
increase
from
what
we're
used
to,
and
that's
really
in
part,
because
really
all
because
of
our
expansion.
So
normally
we
would
be
seeing
about
40
to
50
counties
represented
at
our
summer
program.
So
we're
really
proud
that
the
expansion
not
only
allowed
us
to
work
with
more
students,
but
also
to
reach
into
more
communities
in
the
state
of
Kentucky.
I
So,
as
I
mentioned
earlier,
DSA
is
a
public-private
partnership,
and
that
is
certainly
mirrored
in
our
funding
structure
and
we're
deeply
grateful
to
receive
funding
from
the
general
assembly
and
the
state's
biennium
budget.
You
can
see
in
this
graphic
a
10-year
look
back
on
our
state
funding
and
the
number
of
students
served.
I
I
So
all
of
this
begs
the
question:
what
is
the
return
on
investment
for
the
state
of
Kentucky?
Why
is
it
so
important
to
empower
the
next
generation
of
creative
leadership
with
this
tuition-free
program?
First
and
foremost,
we
are
developing
the
type
of
Workforce
and
citizenry
that
Kentucky
needs
for
the
right.
The
brightest
possible
version
of
its
future.
At
GSA.
We
don't
just
focus
on
nurturing
our
students
talents.
We
also
Empower
our
students
to
apply
their
skill,
sets
toward
a
successful
college
and
career
path
and
to
give
back
to
their
communities.
I
We
also
understand
and
celebrate
that
not
every
student
will
grow
up
to
make
their
living
as
a
professional
artist.
Many
of
them
will
go
into
other
fields
like
business,
education,
Civic
service
or
leading
non-profit
institutions
like
this
alumna
to
my
right
and
that's
a
good
thing.
The
artist's
skill
set
includes
aptitudes
that
are
highly
needed
in
the
workforce
of
the
future
across
sectors
aptitudes
like
higher
than
average
levels
of
innovative
thinking,
problem,
solving
abilities,
soft
skills,
adaptability,
resiliency
entrepreneurial
mindsets,
discipline,
effectively,
communicating
ideas
to
various
audiences,
fostering
connection
and
relationship
building
and
collaboration.
I
We
avoid
brain
drain,
whether
they
go
on
to
provide
music,
art
and
culture
to
our
communities
as
part
of
Tourism,
creative
Industries
or
if
they
decide
to
apply
their
creative
skill,
sets
to
other
professional
Industries.
We
want
our
students
to
know
that
there's
a
place
for
them
to
do
so
in
the
Commonwealth
and
that
Kentucky
is
a
place
to
be
proud
of.
I
So
to
look
at
all
of
this.
A
little
bit
more
quantitatively
here
are
some
stats.
Essentially,
every
GSA
Alum
is
going
to
college,
with
two-thirds
of
them
staying
in
the
Commonwealth.
To
do
so
and
a
majority
are
lowering
or
eradicating
their
student
debt
with
a
GSA
alumni
scholarship,
96
percent
of
our
alumni
say
their
GSA
experience,
made
them
more
aware
of
and
prepared
for
that
college
experience
and
the
careers
that
lay
Beyond
it.
I
So
here
are
five
of
the
more
than
seven
thousand
alumni
success
stories.
We
have
through
our
GSA
alumni
Cheney
Gentry
from
Warren
County,
attended
for
visual
art
this
past
summer
and
when
flooding
hit
Eastern
Kentucky
a
few
weeks
after
she
returned
home,
she
embodied
the
GSA
Spirit
by
quickly
developing
a
business
selling
her
artwork
with
funds
going
toward
flood
relief.
I
When
Cheney
was
asked
about
her
motivations
for
her
business,
she
was
quoted
in
her
local
paper
by
as
saying
I
recently
graduated
from
the
Governor's
School
for
the
Arts
and
one
of
the
major
things
that
they
taught
you
there
was
to
use
your
art
for
good
Stephanie.
Martinez
originally
of
raw
Castle
county
is
now
paying
it
forward
and
developing
our
next
generation
of
creative
leaders
as
an
art
teacher
at
Mason,
County,
High
School.
In
fact,
many
GSA
alumni
go
on
to
serve
as
teachers
in
the
public
school
system.
I
I
He's
also
been
a
leader
in
community
development
in
Whitley
County
and
served
in
the
Kentucky
State
Police
Force
Sunshine
Ison
of
Rowan
County
proudly
represents
the
Commonwealth
internationally
and
her
role
as
a
cultural
attache
for
the
U.S
state
Department
her
most
recent
service
has
been,
and
our
embassies
in
Peru
and
Liberia,
with
an
upcoming
posting
in
Japan
and
finally
drama
Alum,
Dave
Young
will
gladly
tell
you
all
anytime
how
theater
classes
and
the
and
the
GSA
experience
contributed
to
the
skill
set
he
needed
to
be
to
found
Trifecta
clinical,
a
global
leader
in
pharmaceutical
Tech
Dave
is
also
the
largest
individual
donor
to
GSA,
showcasing
the
level
of
investment
and
commitment.
I
I
So,
where
does
all
this
leave
us?
As
we
look
to
the
Future
truth,
be
told?
The
level
of
expansion
that
we've
experienced
with
the
Esser
funding
has
been
long
needed
before
now,
we've
not
been
able
to
serve
young
kentuckians
at
the
level
that
they
deserve.
We're
now
serving
more
students
from
more
communities
and
the
long-term
benefits
to
Kentucky
will
be
exponential
in
the
years
to
come.
I
When
our
Esther
funding
period
ends
after
the
2024
summer
program,
we
don't
want
to
turn
to
two
hundreds
of
young
kentuckians
and
tell
them
that
they
missed
the
boat.
We
want
to
continue
our
current
level
of
capacity
serving
over
500
students
with
at
least
two
programs
in
perpetuity,
because
that's
what
our
students
in
Kentucky
deserves
to
support.
I
This
increased
capacity
beyond
the
Esther
funding,
GSA
and
kPa,
are
launching
a
multi-faceted
fundraising
campaign,
with
three
areas
of
focus:
increasing
annual
gifts
from
the
individuals
in
the
private
sector,
establishing
an
expansion
endowment
and
yes,
potentially
seeking
an
increase
in
our
state
appropriation
in
the
next
biennium.
You
may
want
to
ask
me
how
much
of
an
increase
we'd
need
from
the
state
to
support
that
growth
and
to
be
quite
Frank.
I
The
answer
is
I'm,
not
sure
yet,
but
the
reason
I
don't
have
an
answer
for
you
or
a
number
for
you
is
because
we
want
to
First.
Do
our
due
diligence
with
a
private
sector
and
our
own
fundraising.
We
need
to
First,
spend
some
time
drumming
up
support
with
our
resources
before
coming
to
the
state,
with
a
thoughtful
ask
to
help
augment
the
private
side
of
our
public-private
partners
ship,
and
we
will
certainly
keep
you
updated
as
time
goes
on.
So
with
that
I
will
conclude
my
presentation.
I
A
Nick
excellent
job,
it's
a
great
presentation,
appreciate
the
overview,
the
statistics
and
everything
you
provided.
One
question:
I
have
and
we've
got
a
few
members
with
other
questions.
To
follow
it's
a
three-week
program.
Could
it
increase
to
five
weeks?
Has
there
been
any
discussions
about
carrying
it
on
past
a
three-week
minimum
for
right
now
or
what
do
you
have
absolutely.
I
I
would
say
historically,
as
we've
considered
the
potential
of
expansion
and
seeking
out
expansion
funding
before
the
lesser
funding
came
to
us.
We've
looked
at
a
couple:
different
models
of
expansion,
I
wouldn't
say
that
we've
gone
into
great
great
detail
on
that
research,
but
we
have
considered
what
would
best
serve
the
students
of
Kentucky
to
you
know
kind
of
duplicate.
What
we
have
right
now
with
a
three-week
program
and
create
more
spots
for
actual
Tunes
or
looking
at
a
longer
program
and
the
type
of
deeper
experience
that
may
be
that
might
provide.
I
So
we
have
looked
into
it.
Certainly
an
ongoing
conversation,
excellent.
J
Thank
you
chairman,
a
couple
comments
and
a
question.
First
and
foremost,
thank
you
all
for
the
to
for
the
tour
this
summer,
I
would
like
to
Echo
Chairman's
initial
comments.
I
I
am
a
person
with
zero
artistic
ability.
I
mean
my
wife
picks
out
my
ties
to
make
sure
that
they
match.
With
my
my
outfits.
That's
who
I
am
so
I
appreciate
any
type
of
artistic
display
of
any
kind.
J
The
tour
was
amazing.
I
also
went
not
at
a
scheduled
time
and
that's
kind
of
my
my
Mo
I
I
show
up
because
I
don't
want
to
see
what
people
have
prepared
for
me.
I
want
to
see
the
things
they're
going
on
in
the
background,
and
what
I
did
see
is
I
saw
a
group
of
young
people
immersed
in
an
environment
that
cultivated
their
gifts
being
led
by
adults
who
care
deeply
about
developing
their
crafts.
J
So
that
was
awesome,
and
that's
that
wasn't
part
of
the
tour.
That's
what
I
saw
as
an
educator
that
was
really
really
important
to
me.
I
also
know
that
when
you
have
giftedness
with
students,
the
only
way
to
develop
giftedness
is
to
immerse
it
in
an
environment
with
other
giftedness.
That's
how
that
works
and
I
was
not
immersed
in
any
environment
of
giftedness,
because
I
had
no
gifts
other
than
being
long-winded
at
times.
J
My
question
comes
down
to
the
brain
drain
question
because,
as
an
educator,
I
saw
many
students
of
mine
who
I
would
love
to
have
gone
off
to
college
and
then
returned
home.
Are
you
tracking
that
data
on
your
graduates
and
and
how
many
are
leaving
and
how
many
are
staying,
because
we
we
need
them
to
stay
absolutely.
I
Thank
you
for
the
question
representative.
I
will
say
that,
as
students
leave
college,
so
I
think
we're
getting
a
good
sense
of
how
many
are
making
the
decision
to
go
to
college
in
the
state
of
Kentucky.
Once
they
leave
college
and
go
into
adulthood.
It
is
trickier
for
us
to
track
those
on
a
really
quantitative
level.
I
would
say,
but
we
are
doing
and
are
certainly
open
to
any
ways
that
we
can
be
doing
that
better.
I
They're
saying
Kentucky
and
it's
a
great
place
and
they're
great
advocates
for
the
state.
So
I
think
you
know.
We
lack
a
maybe
nimbleness
to
have
very
specific
statistics
on
that.
As
they
go
into
adulthood,
but
we're
confident
that
a
significant
amount
of
our
students
are
are
staying
here
and
are
contributing
to
the
state.
K
Thank
you,
Mr
chairman
I,
have
a
comment
in
a
question
as
well.
First
of
all,
I
want
to
welcome
Kim
Baker
and
who
can
I
contest
I
can
attest,
is
doing
a
fabulous
job.
Thank
you
so
much
for
that.
Thank
you
for
being
here
and
also
I
just
want
to
make
an
observation
that
I
have
a
son,
also
that's
very
deeply
involved
in
the
Arts,
and
he
did
not
stay
in
Kentucky.
K
He
did
not
matriculate
in
this
particular
program,
but
he
is
an
ambassador
for
Kentucky
and
he
reminds
me
and
I've
watched
him
and
I
can
tell
you
the
power
of
and
the
richness
and
the
value
of
what
you
guys
are
doing
through
my
observations
and
comments.
I
get
from
him.
So
I
congratulate
you
on
the
work
that
you've
been
doing.
I
get
many
other
reports
about
that.
I
think
it's
fabulous.
It's
fantastic
I
do
have
a
question.
What
what
are
the
demographics?
You
made
a
reference
to
geographical
demographics.
K
What
are
your
demographics
beyond
that,
as
well
geographically
racially
from
a
gender
standpoint?
If
you
don't
have
those
readily
available
I
would
ask
you
just
to
provide
those
at
some
point.
I
Absolutely,
and
we
can
definitely
follow
up
with
a
more
detailed
list,
I
would
say:
Beyond
geography
in
terms
of
racial
and
gender
demographics.
We
tend
to
usually
see
our
class
in
terms
of
gender.
Does
skew
more
female,
as
is
our
applicant
pool,
sometimes
as
much
as
about
two-thirds,
female
and
one-third
male
and
then
racially
I
believe
this
past
year
it
was
an
upper
70
percent
of
our
students.
Just
under
80
percent
of
our
students
were
white.
I
The
next
largest
area
was
mixed
race,
more
than
one
race
and
then
and
I
believe
that
was
about
12
again,
we'll
follow
up
with
more
specific
statistics,
I
believe
just
under
10
percent
identified
as
black
or
African-American,
and
then
from
there.
The
rest
of
the
the
numbers
were
smaller
than
that,
but
we'll
gladly
provide
you
with
a
more
detailed
breakout
after
today.
Well.
D
Thank
you,
Mr
chairman
I,
just
have
a
comment,
since
you
meant
him
and,
and
he
he
is
very
fond
of
GSA
and
credits-
a
lot
of
his
success
in
the
writing
field
at
two
GSA
he
does
take
after
his
mother,
though,
and
and
credits
her
for
him
getting
into
the
to
GSA.
D
She
drove
through
a
snowstorm
back
in
I
think
early
1993
to
get
Jim
there
and
because
the
participation
that
morning
was
low,
it
enhanced
his
chances
but
and
I'm
just
proud
to
see
the
statistics
that
you
know
the
continued
growth
and
success
of
GS
GSA.
It's
a
good
program
and
thank
you.
Thank
you.
A
L
Thank
you
very
much
for
your
presentation.
I
just
want
to
bring
to
light
some
things.
I
met
with
a
group
after
GSA
of
parents
and
I
just
kind
of
want
to
just
tell
you
I,
don't
expect
you
to
really.
You
know
comment
unless
you
want
to,
but
they
were
concerned
with
GSA
with
some
things.
They
didn't
feel
that
there
was
a
very
robust
teaching
in
the
dance.
For
example,
there
was
they.
One
dance
was
reading
Joe
Biden's
inauguration
speech.
L
Some
people
walked
out,
but
then
the
kids
were
dancing
around,
which
is
fine,
I,
don't
care
what
speech
they
were
doing,
but
it
didn't
seem
technically
feasible
to
what
the
the
dance
teacher
that
was
in
this
group
that
were
talking
to
me
about
it.
It
wasn't
that
the
Joe
Biden
thing
was
a
problem.
It
was
that
there
was
no
technicality
to
the
dancing
it
just
seemed
just
flying
around.
They
also
did
a
dance
about
their
anxieties,
which
again
didn't
seem
technical
to
the
dance
teacher
that
went
and
and
observed
it.
L
It
was,
you
know
they
were
dancing.
Somebody
would
scream
out
lack
of
gun
laws
and
then
the
kids
would
kind
of
flail
and
dance
around,
and
she
just
didn't
feel
like
that.
It
you
shouldn't
care
about
the
information
that
wasn't
a
problem
but
she's
a
dance
teacher,
and
she
didn't
feel
that
there
was
any
technicality
again
to
that.
L
To
that
dance,
I
can
only
speak
to
the
dancing
part
because
these
parents
were
involved
in
that
and
they
came
through
it,
and
then
one
student
just
wanted
to
tell
me
that
she
got
chastised
for
saying
bless
you
when
someone
sneezed
so
just
putting
it
out
there.
That
was
my
two
and
a
half
hours
of
my
life
that
I
will
never
get
back
and
I
shared
in
a
more
condensed
version
for
you.
Okay,
thank
you.
I
Thank
you
for
for
passing
that
along
I
have
not
had
the
opportunity
to
have
a
discussion
on
this
topics
with
these
folks.
I
have
not
had
a
chance
to
hear
from
them,
but
I
would
welcome
that
conversation
and
would
certainly
be
glad
to
chat
with
them.
Thank
you
for
sharing
that.
M
Thank
you.
I
just
wanted
to
ask
a
question,
because
the
chairman
went
in
One
Direction
and
said
what,
if
we
did
longer
programs
and
has
that
been
looked
at
now,
I'm
thinking
to
myself
about
you
know,
how
do
we
expand
and
include
I?
Think
including
more
students
is
really
the
key
and
so
have
we
looked
at
potentially
a
shorter,
like
a
two-week
program
versus
a
three-week.
M
You
know
if
we
were
able
to
keep
up
with
the
six
weeks.
That
would
be
three
cohorts
versus
two
and
one
of
the
things
that
comes
to
mind
is
you
know,
I
originally
got
interested
by
a
one-week
program
in
this
Capitol
Building,
actually,
In,
This,
Very,
Room
and
I
did
one
more
week
as
a
follow-up
later
in
Washington,
DC
and
I'm.
Here
today,
I
was
a
designer.
M
As
a
high
school
student
I
think
it
can
be
two
days
but
I
think
for
these
purposes
and
what
you're
trying
to
do
with
everything
fitting
together,
I
I,
just
can't
see
where
I
think
you
could
get
a
lot
of
benefit
out
of
even
a
tweak
program,
probably
the
same
benefit,
and
so
we
could
get
it
to
more
kids,
because
obviously
we
have
a
lot
of
kids
in
this
state
and
I
would
like
to
see
more
kids
versus
less.
I
Thank
you,
Senator.
We
have
talked
more
about
program
extension
than
we
have
contraction
in
terms
of
time.
Although
I
really
hear
your
point
about
how
that
could
potentially
allow
us
to
serve
more
students,
which
is
definitely
to
your
point,
I
think
something
that's
important
to
keep
at
the
Forefront
of
expansion
is
the
number
of
students
that
are
served.
You
know
it's.
Certainly
we
have
to
address
I.
Think
some
questions
just
around
program
design,
but
to
your
point,
powerful
and
sense
of
experiences
can
certainly
happen
in
different
amounts
of
time.
A
Nick
Kim.
Thank
you
all
so
much
for
your
presentation.
Thank
you
for
the
questions
and
the
answers
that
you
provided
also,
if
there's
any
members
that
are
interested
possibly
this
summer
of
maybe
going
on
campus
I,
see
that
Rachel
and
and
Jen
are
back
there
as
well.
Please
contact
one
of
the
two
that
are
at
the
table
today.
I
think
you'd
find
it
very
beneficial
for
the
time
that
was
spent.
I
know
it
was
for
me.
So
thanks
for
being
here.
Thank.
A
Maurice
is
no
stranger
to
the
the
Frankfurt
Annex
Halls
over
the
years
and
so
Dr
sedania.
We
welcome
you
this
morning.
If
you
would
just
please
identify
yourself
for
the
record.
Please
and
and
the
floor
is
yours.
N
Yes,
sir
good
morning,
everyone,
my
name,
is
Aries
cedeno,
I,
always
say
normally
when
I
come
here,
you
can
hear
from
my
accent
that
I
am
not
I
was
not
born
in
Kentucky,
but
I
came
to
Kentucky
in
1991
after
I
graduated
from
Michigan
State
and
I'm.
Originally
from
Panama,
the
Republic
of
Panama
and
I
became
acquainted
with
the
governor's
Scholars
Program
in
the
summer
of
1992,
when
I
was
hired
to
teach
in
the
summer
program
at
Murray,
State
University.
N
Somebody
look
at
my
face
and
said
it's
not
the
end
of
the
world
and
I
said
it's
not
the
end
of
the
world,
but
you
can
see
it
from
here
and
I
loved
Murray
that
year
and
the
fact
is
that
I
remain
closed
with
the
program
and
in
2007
I
became
the
executive
director,
which
I
do
still.
N
Let's
see,
okay
well
I'm
going
to
I'm,
not
very
technical.
Okay,
let
me
share
with
you
a
little
bit
of
the
history
of
the
program
for
those
of
you
who
are
not
familiar
with
the
program
it
was
created
in
1983
as
a
501c3
known
for
profit
organization.
N
N
Then,
when
the
KRS
was
modified
in
2005,
those
three
state
employees
were
not
would
assigned
directly
to
non-state
employees
and
I
am
not
a
state
employee.
You
know,
since
I
was
hired
in
2007.,
we
receive
about
75
percent
State
Appropriations,
and
we
raised
about
25
percent
from
private
contributions.
N
The
mission
is
to
enhance
Kentucky's
next
generation
of
Civic
and
economic
leaders,
and
it
has
been
for
all
these
years
free
of
charge
in
2005.
The
KRS
modified
the
act
relating
to
the
GSP
to
in
order
to
separate
the
funding.
So
private
funding
goes
to
our
GSP
foundation
and
the
Public
Funding
goes
to
the
GSP
Inc.
N
Our
board
of
directors
is
comprised
of
three
ex-official
voting
members
that
the
commissioner
of
Education,
the
president
of
the
CPE
and
the
governor,
or
his
designee
five
governors,
appointees
and
24
members
selected
based
on
bylaws
and
Articles
of
Incorporation
in
2011.
We
were
transferred
to
the
cabinet
and
currently
we
report
to
the
education
and
labor
cabinet.
N
The
operational
structure
of
the
GSP
has
an
me
as
the
executive
director
and
academic
Dean.
We
have
one
fiscal
officer
and
a
few
administrative
assistants
year
round
in
the
summer
we
bid
for
the
colleges
to
host
the
program.
In
the
most
racing
recent
bid.
The
program
was
assigned
in
2023
2024
and
2025
to
Murray
State,
University,
Center,
College
and
Morehead
State
University.
Those
will
be
the
host
campuses
in
the
next
three
years.
N
We
have
about
160
members
of
the
summer
personnel
one-third
on
each
campus,
contractually
hired
on
the
basis
of
one
summer,
only
three
campus
administrators
on
each
campus,
approximately
19
faculty,
approximately
19
residential
staff
members
and
eight
office
staff
members
on
each
campus.
On
each
campus
we
have
350
Governor
Scholars,
which
amount
to
1050
overall.
N
The
mission
is
growing
tomorrow's
leaders.
We
provide
two
tools
to
tackle
problems,
helping
others
be
creative
in
life,
School,
workplace
and
Community,
developing
the
ability
to
recognize
when
to
be
a
leader
when
to
be
a
follower
and
learning
how
to
achieve
our
Highest
Potential.
N
The
selection
of
the
governor's
Scholars
is
through
an
application
process
which
begins
in
the
high
school,
follows
that
to
the
school
district
and
then
at
the
state
level.
The
overriding
goal
is
that
all
120
counties
will
be
represented
on
any
given
year.
In
the
last
two
years,
we
have
had
only
119
counties
in
2021,
Butler
County
did
not
send
any
application
to
the
state
level,
and
that
was
corrected
this
year.
But
then
Hart
County
did
not
send
anything
this
year
any
candidate.
This
year
we
have
both
visited
both
schools
individually.
N
I
have
personally
visited
those
schools
this
year,
as
I
do
every
year
to
ensure
that
we
continue
having
our
overriding
goal
of
120
counties
represented
in
the
program.
Each
campus
has
the
components
of
classes
that
it's
Focus
areas
and
General
Studies
residential
activities.
Discussion
groups
called
seminars,
residential
activities,
that
is
in
the
Halls
field,
trips
and
community
service
and
other
activities
such
as
the
college,
fair
school,
counselor
training.
N
We
train
the
counselors
because
they
work
with
the
students
in
their
high
schools,
and
then
we
have
our
own
rules
and
regulations
to
ensure
the
well-being
of
the
students.
In
the
summer
this
the
selection
of
the
students
is
comprised
of
100
points,
of
which
the
academic
achievement
is.
It's
a
30
point
total
the
student
profile.
The
students
describe
the
extracurriculars,
their
involvement
in
service
honors
and
awards.
They
have
a
writing
entry.
One
teacher
recommendation
and
one
recommendation
comes
from
the
community
for
a
hundred
points
there
in
2022.
N
Just
to
give
you
a
sample
of
the
demographics.
At
the
state
level,
we
receive
1756
total
applications
that
comes
to
us
after
the
applications
have
been
selected
within
the
schools.
There
is
a
number
that
the
schools
can
submit
based
on
the
junior
population
of
the
school,
but
when
the
school
has
difficulty
in
deciding
you
know
that
last
spot
and
they
have
two
or
three,
they
call
us
and
we
allow
them
to
send
more
as
needed.
N
Out
of
those
1050
were
accepted,
60
percent
that
that
it
equals
60
acceptance
rate
from
Eastern
Kentucky.
We
received
357
applications
from
Western
Kentucky
419
from
Northern
Kentucky
212
from
Jefferson
County
356
and
from
Central
Kentucky
412..
N
N
N
60
are
females
and
40
percent
are
males
in
the
summer
in
terms
I,
don't
have
the
the
racial
representation
here,
but
I
heard
Senator
Neil
asking
Nick
about
that
this
past
year
our
representation
was
about
15,
total
of
other
races,
not
white,
not
white,
about
175
of
those
students
were
identified
themselves
from
a
different
raised
other
than
white
so
and
I
can
go
into
more
elaborate
details.
If,
if
anybody
needs
additional
information,
our
County
representation
as
I
can
share.
N
The
overall
satisfaction
with
the
program,
the
the
students
wrote
at
the
end
of
the
summer
program
this
past
year
indicates
that
63.46
of
them
strongly
agree
with
the
preparation
for
college
life
and
study,
knowledgeable
and
challenging
teachers,
meaningful
learning,
experiences
in
classroom
residential
life
and
campus
events.
We
we
of
course
have
this
is
the
general
we
we
have
the
details
of
these
in
in
our
records
as
well.
N
In
terms
of
budget
allocation,
since
I
became
executive
director,
the
allocation
here
from
the
fiscal
year
2007
that
it's
used
for
us
in
the
summer
of
2006,
you
can
see
then
the
the
numbers
over
the
years
we
have
maintained
since
2019.
N
700
for
1000
about
1020.
what
happens
in
the
last
two
years
equally
to
the
Governor's
School
for
the
Arts.
The
Department
of
Education
help
us
reach
capacity
in
our
dorms
by
providing
Esser
funds
for
about
30,
more
students
in
2023
in
2024,
and
they
are
committed
to
do
it
in
2025
as
well
in
terms
of
the
return
of
investment
you.
This
graphic
indicates
here.
N
The
college
going
in
Kentucky
of
our
graduate
since
the
first
year
of
the
program
and
2020
is
the
last
group
that
we
can
identify
because
they
entered
in
2021.
N
N
The
program
is
again
five
weeks
in
the
summer,
as
I
shared
with
some
Senators
before
we
are
the
largest
in
the
nation,
and
certainly
when
I
heard
the
question
for
Nick
from
Senator
Southworth
can
we
can
we
reduce
the
five
weeks?
It
is
absolutely
acceptable
to
say
that
many
programs
in
the
nation
don't
have
five
or
three
weeks
and
they
still
are
successful
in
that
week.
N
The
prime
example
is
the
state
of
Vermont.
They
have
always
had
only
one
week
so,
but
but
again,
the
five
weeks
allow
for
us
to
have
more
representation
as
well
and
for
helping
this,
the
kids
develop
their
skills,
further
Beyond,
and
not
so
much
in
in
classes
during
that,
first
or
second
week
as
well.
So
with
that
I,
you
know,
gave
you
an
a
general
overview
of
the
program,
but
I
am
happy
to
entertain
any
questions
you
may
have.
A
Dr
Sedano,
thank
you
so
much
for
the
presentation,
the
overview
and
thank
you
for
your
leadership.
I
think
there's
many
of
us
here
in
the
legislative
body
that
have
attended
some
of
the
recruiting
fairs
and
informational
visits
that
you
do
across
Kentucky.
You
always
extend
invitations
to
us
to
be
there.
So
thank
you
and
I
would
say.
A
There's
many
in
the
legislative
body
currently
or
previously,
who
have
been
alums
of
this
program
or
have
had
children
or
grandchildren
go
through
the
program,
or
at
least
we've
written
letters
of
recommendations
for
many
of
our
constituents.
So
thank
you
for
the
program
and
the
enrichment.
It's
always
you
know
for
me
a
treat
to
go
on
the
campus
and
speak
so
I
will
go
in
a
number
of
questions
that
we
have
here.
First
Senator
Neal.
K
Thank
you,
Mr
chairman
two
questions
and
again
a
very
worthwhile
program.
I
want
to
appreciate
over
the
years
you're.
N
K
K
N
I
cannot
offer
you
an
answer
right
now.
However.
A
few
weeks
ago,
representative,
Bobby
McCool
did
I
say
the
right
name,
yeah
from
the
efficiency
task
force.
You
know
ask
me
for
additional
questions,
and
one
question
was
how
about
after
college
well
I
I
share
with
my
board
of
directors
last
week
that
that
question
has
prompted
me.
You
know,
has
follow
up
kind
of
me
to
go
and
find
out
more.
N
What
I
can
tell
you
today
came
from
questions
that
you
all
asked
20
years
ago
or
15
years
ago
now,
I
can
see
where
we
need
to
go
and
right
before
I
retire,
which
I
will
do
in
about
a
year
and
a
half
I
will
I'm
committed
to
find
out
more
and
I
am
in
you
know,
putting
myself
in
charge
of
the
alumni
I
told
my
board
last
week
at
a
board
meeting
that
I
am
undertaking
that
project
so
a
year
from
now
on,
maybe
18
months
from
now.
N
I
can
answer
more
effectively
that
question,
because
right
now
it's
more
difficult
because
sometimes
after
college
I
I
don't
have
where
to
go.
You
know
when,
when
I
have
college,
I
have
Kia
I
have
the
CPE
I
have
the
colleges
and
so
on.
To
give
me
the
information
it's
harder
to
find
Beyond,
but
I'm
going
to
work
individually
with
alumni
to
answer
that
question
as
soon
as
possible.
K
Thank
you
for
them
chairman,
one,
quick
question
with
respect
to
the
demographic
information
that
you
indicated
talking
about
students
of
color
Yes,
sir,
do
you
have
a
breakdown
on
that
as
well?
These.
C
N
K
N
All
of
them
were
of
color
and
we
increase
a
little
bit
not
much
this
year
we
increased
to
about
70.,
which
is
good,
but
is
not
ideal.
Yet
we
increase
that
and
we
have
seen
more
Fayette
County
help
a
lot
this
year.
Actually
Fayette
County
was
was
a
very
good
recruiter
for
us
this
year
and
and
out
in
the
state
we
are
seeing
more
applicants
of
color
and
and
we
are
committed
to
help
them
as
well.
N
K
N
C
Thank
you
very
much
as
a
principal
I've
worked
with
you
for
many
years.
I.
Think
probably
this
program
is
the
two
programs
that
you
just
heard
are
two
of
the
best
programs
we've
ever
had
far
as
helping
young
people.
C
I
have
received
so
many
letters
from
young
people
thanking
the
legislature
for
their
support
and
it
has
gathered
them
in
the
right
direction
and
the
governor's
program
is
just
with
a
young
man
at
Valley.
High
School
excuse
me,
and
he
had
just
got
into
Governor's
program
and
he
was
very,
very
talented.
C
A
F
D
And
and
appreciate
your
dedication
and
and
to
the
to
the
GSP
program,
it's
it's
really
an
outstanding
program
and
and
nationally
known
and
and
again
as
a
lot
of
us,
because
your
leadership
and
the
support
of
the
general
assembly-
and
hopefully
we
continue
not
only
supporting
the
way
that
we've
been
supporting,
but
that
we
that
we
give
you
more
financial
support,
because
it
is
a
great
program.
D
I
did
want
to
ask
you
about
one
of
the
things
that
I've
noticed
over
the
years,
the
unbelievable
scholarship
opportunities
that
these
GSP
students
are
exposed
to,
after
after
they
complete
the
program,
it's
just
incredible
the
offers
that
they
get
in
the
schools
that
they
get
offers
to.
Could
you
elaborate
a
little
bit
on
that?
The
about
the
scholarship
offers
that
these
students
are
offered.
N
Yes,
sir
and
I
I'm
going
to
clarify
for
everybody
also
that
the
money
comes
from
their
those
colleges
and
universities
and
the
most
recent
and
I'm
about
to
share
with
you
in
a
few
weeks,
the
the
most
recent
academic
report
that
we
are
now
finishing,
the
printing,
but
the
scholarships
a
year
per
person
amounts
about
75
to
79
000
per
year
per
individual,
and
so
over
the
years,
and
that's
only
in
Kentucky.
N
We
don't
calculate
those
Beyond
Kentucky
that
that
go
somewhere
else,
but
each
individual
receive
and
on
the
average,
between
75
and
79
000
per
year
of
college
in
in
in
Kentucky.
Some
scholarships
are
higher
and
some
are
lower.
N
Some
schools
have
two
tiers
for
for
the
GSP
graduates,
for
instance
the
University
of
Kentucky,
if
you
have
certain
ACT
score
or
above
you're
qualified
for
the
full
right,
and
if
you
don't
have
that
score,
you
you
qualify
for
a
fixed
amount
of
fifteen
hundred
dollars
a
year,
and
so
but
but
most
of
our
students
are
highly
qualified
to
go
for
the
upper
level
scholarships
everywhere.
N
In
Kentucky,
we
kept
in
the
group
that,
when
on
2020,
even
though
they
only
had
one
week
because
of
the
covet,
we
we
were
not
able
to
give
five
weeks
to
every
student
that
year
they
we
accepted
that
year.
1020,
students
and
796
of
them
are
currently
attending
colleges
in
Kentucky.
N
So
but
I
can
elaborate
more
or
send
you
more
information,
as
it
appears
in
our
website.
What
the
colleges
do.
I
just
learned,
for
instance,
that
Northern
Kentucky
University
has
increased
their
act
for
our
graduates
for
the
full
ride
to
34,
which
is
a
really
High
number.
But
that's
okay.
J
D
I
know
there's
a
lot
of
parents
across
the
state
that
are
really
proud
of
your
program
because
they
paying
the
tuition
for
their
for
their
students
and
understand
and
allows
students
to
to
the
biggest
thing
I
think
is
to
graduate
without
any
debt,
and
that's
that's
very
important.
One
I
did
want
to
make
a
comment
about.
You
were
looking
for
or
doing
a
study
on
on
this
GSB
students
beyond
graduation
I
know,
you've
checked
with
KY
stats,
but
they're
an
incredible.
They
have
a
scary
amount
of
information,
I.
N
N
N
G
Thank
you,
Mr
chairman,
thank
you
director,
said
I
know
for
being
here
today.
Thank
you
for
your
years
of
service
to
the
program
and
the
good
work
you've
done
with
the
program.
I've
got
just
one
quick
question
dealing
with
the
board
itself
and
it's
your
slide
too.
So,
there's
three
ways
that
the
board
members
are
selected.
You've
got
three
ex-officio
voting
members,
you
got
five
Governor
Governor's
appointees,
and
then
you
got
24
members
selected
based
on
bylaws
and
Articles
of
Incorporation.
Yes,.
N
G
N
Thank
you,
Senator
West,
those
24
members.
There
is
a
committee
like
nominating
committee
within
the
board,
and
the
members
of
the
nominating
committee
seek
nominations
and
study
those
nominations,
and
then
they
appoint
based
on
the
needs.
One
need
is
always,
of
course,
geographical
representation.
Since
we
come
from
all
over
the
state,
there
are
areas
that
will
benefit
from
more
board
members,
but
it's
more
difficult
to
find
board
members
in
those
areas
we
have
about
half
and
a
half
of
those
board.
Members
are
males
and
females,
and
the
political
affiliation
is
also
balanced.
N
N
N
The
overall
board,
you
know
the
committee
makes.
N
And
then
the
overall
votes
in
in
the
annual
meeting
in
May
last
week
we
had
a
board
meeting
but
was
not
for
that
in
may.
We
elect
the
board
members,
the
board
members
are
elected
for
three
years
and
then
they
can
be
re-elected
for
for
additional
years
as
well.
Thank
you.
Thank
you.
M
No
one
to
find
out
on
the
application
process
is
it
specifically
for
students
at
just
our
public
schools
in
Kentucky
or
their
other
non-public.
K
K
N
N
The
Homeschool
students
will
apply
directly
to
us,
the
other
if
they
are
attending
a
school,
whether
independent,
private
or
public,
they
do
apply
at
their
school
and
the
schools
nominate
them
to
the
state
level.
Yes,
okay,.
M
A
Moving
on
to
the
agenda
up
next
Career
Technical
education
of
funding
Equalization,
we
have
presented
before
us
today:
Dr
Beth
Hargis,
the
associate
commissioner
of
the
office
of
Career
and
Technical
education
at
Department
of
Education
and
Reagan
Satterwhite.
The
executive
advisor
for
the
office
of
Career
Technical
education.
P
H
O
Good
afternoon,
thank
you
for
your
time
today
and
while
Reagan
and
I
have
only
been
in
our
positions
for
a
short,
while
it's
a
pleasure
to
be
here-
and
we
want
to
assure
you
that,
although
the
faces
before
you
may
have
changed,
our
office
priorities
have
not
and
we'd
like
to
provide
an
update
for
you.
O
O
Our
priority
stemmed
from
two
extensive
analytical
reports
regarding
Kentucky's,
Career
and
Technical
education
system.
The
first
report
was
compiled
by
the
southern
region.
Education
board
or
sreb
in
2014,
and
urged
the
importance
of
a
study
focused
on
identifying
funding
priorities
and
formulating
recommendations
to
create
an
adequate
and
more
Equitable
funding
system
for
all
Career
and
Technical
education.
Programs
from
that
and
in-depth
analysis
analysis
conducted
by
Thomas,
P,
Miller
and
Associates
provided
seven
recommendations.
O
First
recommendation
was
to
base
funding
for
CTE
on
state
goals
and
business
and
industry
needs.
We've
begun
this
process
by
establishing
and
utilizing
what
we
call
beat
teams
or
business
and
education
alignment
teams
for
each
CTE
program
and
pathway
regarding
priority
two,
at
the
request
of
the
State
Board,
a
CTE
legislative
task
force
was
created
in
2019,
which
helped
explore
ways
of
funding
local
and
state
operated
programs
equally
priority.
Three
thanks
to
the
general
assembly,
adequate
funding
was
achieved
in
the
2022
state
biennium
budget
for
priorities.
Four
and
five.
O
O
Previously
it
was,
this
column
was
called
labex
which
stands
for
local
area,
vocational
education,
centers,
and
it's
been
changed
to
local
CTE
programs.
The
title
change
was
accomplished
due
to
the
increased
funding
received
in
the
2022
budget.
The
budget
allowed
all
CTE
programs
to
receive
funding,
regardless
of
their
location
or
the
governance
of
the
program.
For
the
first
time,
students
across
the
state,
regardless
of
where
they
receive
their
CTE
instruction,
have
access
to
the
same
high
quality
resources.
This
has
revolutionized
CTE
funding
in
Kentucky
and
provided
a
win
for
all
constituents.
P
So
now
we
are
at
our
next
big
piece
of
work.
Our
second
priority
is
not
only
to
ensure
that
adequate
funding
for
CTE
is
sustained,
but
to
reform
in
a
in
improve
the
distribution
of
that
funding.
The
historic
funding
has
meant
so
much
to
our
schools
and
districts,
and
especially
the
schools
that
receive
funding
for
the
very
first
time
and
I
do
have
just
a
few
powerful
impact
statements
that
I
would
like
to
share.
P
The
first
is
from
John
Sanders.
He
is
the
principal
and
CTE
coordinator
for
Franklin
County,
Public
Schools
on
behalf
of
Franklin
County
Schools.
We
would
like
to
formally
thank
the
general
assembly
for
the
additional
CTE
funding
in
the
current
budget.
As
you
know,
there
is
a
huge
shortage
of
skilled
trades
in
the
Commonwealth
and
Across.
The
Nation
Kentucky
has
made
great
strides
in
CTE,
and
this
additional
funding
has
allowed
all
of
our
CTE
programs
to
be
fully
funded
and
equipped
with
the
latest
equipment
and
Technologies.
P
Both
Franklin
County
high
schools
will
be
receiving
new
greenhouses
to
expand
current
offerings
and
develop
an
improved
aquaculture
facility
in
their
agriculture
programs.
We
were
also
able
to
purchase
a
new
virtual
welding
simulator
to
allow
students
to
learn
and
test
out
on
welding
processes
in
a
classroom
setting
before
getting
into
the
shop.
This
has
allowed
for
a
safer
learning
environment
as
well
as
less
wasted
materials
in
the
early
stages
of
learning
their
trade.
P
Another
is
from
Todd
Campbell
he's
a
CTE
teacher
at
Rowan,
County
Rowan
County
High
School.
He
said
this
is
the
first
time
that
we
have
had
this
infusion
of
money.
An
infusion
of
money
to
this
degree
for
CTE
use,
House
Bill
1
funds
will
allow
our
school
teachers
and
Career
and
Technical
student
organizations
to
update
and
add
to
our
engineering
program
the
tools
and
materials
we
need
to
prepare
students
to
be
future
productive
members
of
society.
P
And
lastly,
one
from
J.R
Dakin
he's
an
engineering
technology
teacher
at
Glasgow
high
school
Jr
said
the
funding
is
helping
me,
keep
my
program
current
and
aligned
to
current
and
in
current
and
future
industry
needs.
The
Technologies
and
Equipment
are
ever
changing
and
it
is
critical
or
ever-changing
and
it
is
critical
to
keep
up
with
industry
skills
in
order
to
produce
a
future
science
technology,
engineering
and
math
Workforce
for
Kentucky
being
able
to
teach
with
current
Technologies,
better
prepares
my
students
for
post-secondary
education
and,
ultimately
stem
careers.
P
So,
in
addition
to
sustainable
funding,
our
vision
is
to
help
develop.
There
is
to
develop
a
unified
funding
formula
that
funds
all
CTE
program
programs
equitably
that
not
only
takes
into
account
the
number
of
students
enrolled
in
those
programs,
but
that
also
incentivizes
and
recognizes
measurable
indicators
of
those
schools
that
are
implementing
components
of
high
quality,
CTE
programs
of
study,
which
I
will
show
to
you
on
the
next
slide.
P
P
This
slide
shows
a
framework
by
the
National
Association
of
Career
and
Technical
education.
They
have
developed
this
comprehensive
and
research-based
framework
around
12
elements
of
high
quality,
CTE
programs.
This
framework
is
what
we
plan
to
utilize
as
we
develop
an
equitable
performance-based
funding
model,
which
also
takes
into
account
student
enrollment.
P
P
We're
very
excited
that
work
based
learning
is
now
a
measure
of
post-secondary
Readiness
in
Kentucky's
accountability
system,
as
we
do
know,
from
data
provided
by
KY
stats
that
students
who
complete
a
career
pathway
that
includes
a
work-based
learning
experience
are
better
prepared
for
post-secondary
and
also
have
increased
success
in
their
future
careers,
and
so
before
we
wrap
up.
I
do
just
want
to
share
some
good
news,
a
quick
update
on
some
of
the
work
that
has
been
completed
around
work
based
learning
in
our
office.
P
First
of
all,
we
want
to
announce
that
we
have
a
new,
dedicated
work
based
learning
coordinator,
that
works
with
our
office.
She
works
directly
with
schools
and
districts
to
improve
their
programs
and
provide
technical
assistance
to
them,
and
we
also
have
a
new
and
improved
work
based
learning
manual
that
will
be
scheduled
for
release
during
this
Academic
Year.
P
The
updates
to
the
manual
were
made
possible,
with
the
help
of
a
committee
of
knowledgeable
business
and
industry,
Partners
the
education
and
labor
cabinet
and
CT's
instructors
and
administrators
from
across
the
state.
We
are
very
excited
about
this
publication,
the
benefit
that
it
has
to
schools
and
the
opportunities
that
await
students
in
their
work-based
learning
experiences.
O
So,
thank
you
again
for
your
time
today.
We
know
this
is
quite
a
lot
to
unpack
and
we'll
need
to
get
much
deeper
into
it
as
we
continue
as
we
proceed,
but
we're
ready
and
excited
to
start
these
conversations
with
you
in
the
upcoming
months
and
we're
ready
to
get
to
work.
So
at
this
time
we're
happy
to
try
to
answer
any
questions
that
you
have.
Thank.
A
You
both
so
much
for
the
excellent
overview
and
presentation.
I
have
one
question
that
we've
got
about.
Three
members
that
have
signed
up
the
Jag
program
was
previously
underneath
the
CTE
programs
of
study.
That's
no
longer
a
part
of
that
anymore.
How
was
that
decision
made?
And-
and
where
are
we
with
the
Jack
program
across
the
Commonwealth.
O
Okay,
thank
you
for
that
question.
We've
actually
been
in
discussions
with
Jag.
First
and
foremost,
we
have
the
most
respect
for
the
Jag
program
and
what
they're
able
to
do,
and
we
want
to
work
with
them
and
to
be
able
to
collaborate
because
I
believe
they
provide
remediation
for
students
that
sometimes
we're
not
able
to
do
in
our
centers,
we're
not
sure
if
it.
If
the
Jag
program
was
actually
a
pathway,
we
can't
find
where
it
was
actually
ever
included
in
our
program
of
studies.
O
What
we
believe
has
happened
is
that,
over
the
course
of
time,
districts
were
using
and
I
hate
to
use
the
word
generic
course
code,
but
it
was
a.
It
was
kind
of
an
all-inclusive
course
code,
and
perhaps
they
were
using
that
for
the
Jag
course.
We
again
we've
been
looking
at
this
and
talking
with
them,
trying
to
figure
out
what
has
happened.
So
that's
really
all
I
can
say
to
that
point.
Thank.
A
J
J
Obviously
the
the
investment
that
the
Commonwealth
is
made
in
the
battery
plant
in
E-Town
was
significant
and
someone
who
comes
from
a
school
background
knows
how
much
planning
is
required
in
order
to
reach
objectives
right
now.
I
I
would
be
optimistic,
naively
optimistic
to
say
that
every
job
in
that
plant
is
going
to
be
held
by
someone
from
that
lives
within
Kentucky.
J
The
the
the
boundaries
of
Kentucky
I
know
after
this
past
weekend,
I
don't
want
anybody
from
Tennessee
moving
up
and
taking
any
of
our
money
as
they
took
that
took
that
opportunity
to
hand
it
to
us
this
weekend.
O
Again,
thank
you,
wonderful
question.
We're
currently
working
with
Ford.
They
have
specific
skill,
sets
that
they're
expecting,
for
you
know
these
jobs
and
again
we
know
that
they
they're
gonna.
They
anticipate
having
a
lot
of
jobs
coming
available
and
it
is
going
to
be
difficult
for
us
to
be
able
to
provide
that
that
many
students,
again
we
have
a
stem
consultant
in
place
within
our
office.
Now
who
has
been
working
with
them?
O
However,
we
do
have
manufacturing,
we
have
engineering,
we
have
computer
science
and
we
believe
that
we
can
customize
and
let
them
you
know,
select
courses
coursework
from
the
different
programs
that
we
have,
that
we'll
be
able
to
provide
the
instruction
they
need
for
for
those
jobs,
but
we
meet
regularly
with
them
and-
and
in
fact
we
had
a
meeting
scheduled
yesterday
that
was
canceled,
but
we
are
trying
to
again
advise
them
and
listen
to
them
and
see
what
they
need
and
then
figure
out
a
way
to
provide
it.
J
E
Thank
you,
Mr
chairman
and
I.
Do
have
this
as
you
can
imagine.
This
is
a
topic
that
that
interests
me
I
apologize.
You
can't
see
me
I'm
behind
the
column
here,
but
last.
The
interim
of
2021
chairman
wise
and
myself
co-chaired
the
school
funding
task
force
and
went
through
every
aspect
of
it.
So
I'm
very
intrigued
by
your
comments
and
very
much
looking
forward
to
what
you
may
have
to
present.
E
I
also
work
a
lot
with
higher
education,
so
I'm
very
in
tune
with
the
performance
funding
model
at
the
post-secondary
level
and
the
gains
we've
seen
there.
So
I'm
really
looking
forward
to
hearing
that.
Just
one
interesting
comment:
it's
often
I'll
talk
to
a
constituent
and
they'll
say
we
need
to
focus
more
on
Vocational,
School
and
I.
Look
at
the
numbers
and
I
tried
to
tell
them
we
are.
E
O
I'm
not
sure
that
I
can
answer
that.
I
do
know
that
we
encourage
the
use
of
the
scholarship
and
the
Dual
credit
offerings.
We
believe
that
that
provides
our
students,
an
early
jump
start
into
post-secondary
opportunities,
so
we
and
we
do
work
very
closely
with
kctcs
and
other
post-secondary
partners
to
ensure
that
our
instructors
can
become
adjunct
instructors
to
provide
the
Dual
credit
opportunities.
So
again
what
we
and
we
do
appreciate
the
scholarship.
O
We
know
that
we
have
a
lot
of
students
that
take
advantage
of
that,
and
I
would
also
say
that
if
you
look
at
KY
stats
and
that's
something
that
we've
been
working
on
here
recently,
the
students
that
you
know
that
have
those
opportunities
are
much
more
successful
and
so
again,
but
to
to
your
specific
question,
I'm
afraid,
I,
don't
know
the
answer.
As
far
as
the
reverse:
okay,.
E
One
more
quick
follow-up,
Mr
chairman
I'm,
not
I'm,
gonna,
have
to
look
at
your
new
term.
I'm
used
to
saying
layback
between
your
local
CTE
program.
How
many
local
CTE
programs
are
there?
How
many
state
programs
are
there
and
how
much
of
a
desert
do
we
have
in
Kentucky,
where
we
need
additional
facilities
and
programs.
O
Previously
we
had
33
districts
with
43
funded
local
centers,
but
one
thing
that
we
noticed
in
just
the
the
couple
of
years
prior
to
the
legislative
session
with
you
know
where
we
received
the
funding,
was
that
districts
were
starting
to
figure
out
that
they
could
get
on
what
we
called
that
lavec
wait
list
as
long
as
they
had
five
program
areas.
O
So
when
we
were
pre-funded
previously,
we
had
I
think
13
schools,
maybe
that
were
on
the
wait
list,
but
it
was
growing
every
day
because
we
would
get
schools
that
would
call
us
and
say
you
know
we
want
to
be
funded.
How
do
we
do
this?
So
again,
this
funding
has
really
revolutionized
that
and
opened
it
up
as
far
as
deserts
within
the
state,
we
are
still
getting
requests
for
centers.
You
know
whether
it's
a
state
operated
or
local.
O
We
are
still
getting
those
requests,
and
one
thing
that
we
have
found
out
too
is
that
we're
getting
a
lot
of
districts.
Of
course,
the
state
operated
centers
are
are
set
up
so
that
outlying
feeders
feeder
high
schools
can
come
to
those
centers,
and
so
we
are
getting
more
requests
now
for
districts
that
didn't
previously
participate
in
those
program,
areas
to
join
and
that's
good
because
they
may
not
have
the
funds
or
be
able
to
provide
those
programs.
O
You
know
such
as
manufacturing
within
that
Comprehensive
High
School,
but
yet
having
that
Center,
you
know
they're
able
to
they're
able
to
take
part
in
it.
I
think
we
do
still
have
some
counties
that
either
do
not
participate
in
in
all.
You
know
in
Pro
certain
program
areas,
but
I
think
we're
continuing
to
grow
and
I.
Think
again.
O
With
these
funds,
we've
had
a
lot
of
requests
too
that
while
they
appreciate
the
funds
because
they're
getting
the
equipment
and
supplies
they've
not
previously
had
the
ability
to
to
get
they
say,
hey,
we
need
new
programs
too.
So
I
think,
with
the
help
of
the
the
local
districts
and
their
commitment
to
CTE
we're
starting
to
see
those
does
desserts,
hopefully
shrink.
K
Q
Thank
you,
Mr
chairman,
just
to
comment.
Maybe
one
or
two
questions
but
last
session
I
met
with
David
horsman,
and
we
talked
about
some
of
these
same
things,
about
workbook
work,
based
learning
and
getting
these
kids
out
in
the
workforce
and
get
some
of
these
experiences
and
I
think
that's
really
important.
Q
Our
skills
trades
are
drying
up,
I,
know
in
my
home
county,
it's
hard
to
get
a
plumber,
electrician
or
so
forth,
and
that's
pretty
much
throughout
the
state.
So
I
think
this
comes
at
a
great
time,
but
when
you
say
work
based
learning
what
what
is
an
example
of
that
like?
Would
that
be
their
junior
senior
year
or
what?
What
would
that
be?.
P
Sure,
thank
you
for
your
question
when
we
say
work
based
learning
that
means
co-ops
internships
and
apprenticeships
within
our
office.
Typically,
those
do
take
place
senior
year,
but
it's
possible
that
a
junior
May
participate
in
a
work-based
learning
course,
if
they're
already
a
completer
meaning
they
have
already
taken
four
courses
within
their
selected
pathway.
Q
One
follow-up,
please,
and,
and
along
with
that,
you
know
as
a
former
superintendent,
this
was
an
area
that
I
I
pushed
pretty
hard,
but
a
lot
of
superintendents
unless
it's
written
for
them,
and
they
see
that
okay
in
some
kind
of
written
form,
where
there's
a
pathway
that
they
can
see,
is.
Is
there
going
to
be
one
with
this?
Yes,.
P
C
D
Thank
you,
Mr
chairman
I,
appreciate
that
and
and
Dr
Hargis
and
Reagan.
Thank
you
all
for
your
work
and
especially
on
the
workplace,
learning
and
apprenticeships.
That
is
the
future
of
our
Workforce.
It
and
you
all,
have
done
great
things
and
up
until
I
guess.
Over
the
last
several
years
there
was
a
lot
of
barriers
to
entry.
D
The
industries
were
very
reluctant
to
allow
students
inside
their
facilities
and
with
the
work
you've
done
with
the
workers,
comp
and
and
the
tools
that
you've,
given
the
industry
and
and
as
some
of
them
start
to
break
down
those
barriers
more
are
following
and
I
think
that's
a
very
good,
so
I
appreciate
you
work
on
that
and,
of
course,
the
CTE
programs
in
the
equalization
of
funding
has
has
really
been
good
and,
of
course,
we
still
have
two
different
silos
of
of
I
guess
the
CTE
we
have
the
atcs
and
then
the
local
control.
D
What
do
you
see
the
future
as
far
as
funding
and
and
I
guess,
breaking
down
some
of
the
barriers
that
between
the
two.
O
O
We
had
that
group
that
was
considered
the
lavex
and
they
were
sharing
12.5
roughly
million
dollars,
but
we
had
more
schools
or
you
know
more
centers
that
wanted
to
come
into
that,
but
the
pot
did
not
increase.
So
with
this
funding
and
with
us
being
able
to
say
it
doesn't
matter
where
you're
located
and
you
know
that
has
broken
down
the
biggest
wall
so
now.
O
What
we
want
to
do
is
just
to
go
in
and
make
sure
that
we
are
paying
attention
to
the
again
to
the
high
quality
indicators,
and
we
really
don't
want
the
governance
to
be
an
issue.
We
know.
As
you
know,
we
have
had
some
districts
that
wanted
to
take
over
and
then
we've
had
some
that
that
absolutely
do
not
so
you
know
we
want
to
work
with
them.
You
know
to
us,
the
student
is
what's
important
and
it
really
doesn't
matter
where
they're
taking
the
class
as
long
as
they're
getting
the
they
have.
D
M
D
A
Thank
you
all
so
much
excellent
discussion.
Seeing
no
further
questions,
we'll
move
along
with
our
agenda
last
thing
tip
for
today
is
the
Kentucky
academic
standards
for
social
studies.
We
have
with
us
Mickey
Ray,
Chief
academic
officer
at
KDE,
Crystal
Roland,
the
director
of
division
of
program
standards
at
KDE
and
Beth
ratway
American
Institute
for
research.
We
are
right
at
the
12
30
point
of
the
committee
meeting.
We
do
have
members
that
will
be
leaving
at
one
o'clock
for
transportation.
R
R
And
as
Senator
wise
noted,
my
name
is
Mickey
Ray
I'm,
the
chief
academic
officer
in
the
office
of
teaching
and
learning
at
the
Kentucky
Department
of
Education
and
I'm
joined
today
by
Crystal
Roland
she's,
the
director
of
the
division
of
program
standards
and
then
I
believe
online.
We're
joined
by
Beth
ratway
from
the
American
institutes
for
research,
so
I'm
going
to
kick
us
off
just
by
talking
a
little
bit
about
the
process.
R
So
on
the
the
next
slide,
you
can
see
that
per
158.6453.
The
social
study
standards
were
meant
to
be
up
for
review
in
2025,
but
with
the
passage
of
Senate
Bill
1
2022,
the
Kentucky
Department
of
Education
was
required
to
incorporate
the
fundamental
documents
as
established
in
KRS
158.196,
but
this
will
not
delay
or
impact
the
full-scale
revision
that
will
occur
in
2025
for
the
Kentucky
academic
standards
as
well.
So
this
in
essence
was
opened
in
order
to
incorporate
those
fundamental
documents.
R
The
next
slide
lists
the
24
documents.
I
will
not
read
those
for
you,
but
I
did
want
those
here
for
you
to
reference,
but
I
did
want
to
speak
a
bit
to
the
timeline
with
you.
This
afternoon,
so
you
can
see
here.
Typically
a
standard
revision
process
takes
about
two
years
for
completion,
so
normally
the
teacher
writers
on
the
advisory
panels,
the
review
committees,
their
work
would
last
for
about
a
year
and
then
it
would
enter
a
six
to
nine
month
regulatory
process
following
approval
of
the
Kentucky
Board
of
Education.
R
The
law
required
Us
in
158.196
to
ensure
that
these
fundamental
documents
were
aligned
to
the
academic
standards
and
corresponding
assessments
by
July
1
of
2023.
So
we
did
have
an
accelerated
timeline
and
we
moved
very
quickly
with
the
passage
of
the
law,
to
reconvene
the
social
studies,
advisory
panels
and
Review
Committee
to
come
together
to
discuss
how
they
were
going
to
incorporate
the
required
documents
into
the
Kentucky
academic
centers
for
social
studies.
R
Our
next
step,
we
will
be
meeting
with
the
standards
assessment
process,
Review
Committee
on
November
21st,
and
then
we
plan
to
take
the
standards
to
the
Kentucky
Board
of
Education
in
December,
and
then
at
that
time
they
will
move
into
the
rest
of
the
regulatory
process
for
review.
There
will
be
one
more
public
comment
period
following
the
approval
of
the
kbe,
and
we
will
have
a
chance
to
respond
to
that
at
that
time
as
well.
But,
as
I
said
previously,
we
will
still
be
maintaining
the
full-scale
standards
review
in
2025
as
well.
R
The
next
slide
just
gives
you
a
glimpse
of
the
architecture
of
the
Kentucky
academic
standards,
for
social
studies
and
in
the
middle
there
you
will
see
the
actual
standard,
so
we're
looking
at
a
fifth
grade
standard
here
and
this
one
was
actually
denoted
as
a
model
standard
and
the
discussion
around
Senate
Bill,
1
2022.
So
the
standard
in
general
represents
just
the
minimum
Foundation
of
learning
of
learning
outcome
for
students
and
the
clarification
that
is
included
next
to
that
standard
there.
R
It
includes
the
concepts
and
content
and
practices
to
help
teachers
better
understand
the
expectations
of
the
standards.
So
when
the
Committees
came
together,
initially
they
elected
to
incorporate
the
documents
into
the
clarification
statements
and
we're
going
to
talk
a
little
bit
more
about
public
common
and
the
the
committee's
response
to
that.
But
that
was
their
initial
decision.
S
Good
afternoon
I'm
Beth
ratway
I'm,
a
principal
technical
assistance
consultant
at
the
American
institutes
for
research
and
I,
really
want
to
thank
you
for
allowing
me
to
be
here.
Virtually
today,
I
will
be
discussing
the
public
comment
portion
of
the
process,
along
with
a
summary
of
how
the
AP
and
RC
address
the
public
feedback.
S
So
you
can
see
on
this
slide.
What
we
highlighted
is
the
data
of
who
responded
to
the
public
comments
survey.
The
majority
of
respondents
were
teachers
and
Educators,
including
retired
teachers
and
administrators.
There
were
also
additional
stakeholders
who
responded
to
the
survey
we
can
go
to
the
next
one.
S
S
The
disagreement
was
typically
around
the
fact
that
the
standards
were
placed
or
the
documents.
Excuse
me.
The
documents
were
placed
in
the
clarification
statements
rather
than
in
the
actual
content
of
the
standards
themselves,
and
that's
why
Mickey
was
explaining
to
the
that
there's
a
standard,
there's
a
clarification
statement,
so
the
feedback,
the
the
only
small
disagreement,
was
typically
around
that
fact
that
they
were
most
often
the
documents
were
in
the
clarification
statements
rather
than
within
the
standard,
and
this
disagreement
was
addressed
by
the
AP
and
RC
when
they
were
reviewing
the
public
data.
S
The
committee
members
began
their
work
addressing
the
public
feedback
by
recognizing
that
this
fifth
grade
standards.
As
you
can
see
here,
the
standard
was
mentioned
as
being
a
model.
They
took
action
to
adjust
the
language
of
the
statement
to
ensure
alignment
to
the
language
of
krs-158196.
They
added
the
word
fundamental
to
better
align
to
the
language
of
krs-158196,
and
this
was
done
to
ensure
alignment
and
coherence
to
support
students.
Scaffolding
of
this
important
concept.
S
In
direct
response
to
the
public
feedback,
the
AP
created
an
entirely
new
standard
for
eighth
grade
that
really
correlates
to
that
fifth
grade
standard
that
you
just
saw
the
standard
is
time
bound
specifically
correlating
to
the
appropriate
grade
level
content,
and
it
includes
the
documents
from
that
specific
time
period
by
name
within
the
standard.
S
Similarly,
in
response
to
the
public
data,
the
AP
created
a
high
school
standard.
So
again
you
can
see
the
coherence
between
fifth
grade
eighth
grade
and
high
school,
and
this
standard
is
also
time
bound
specifically
correlating
to
the
appropriate
grade
level
content
and
includes
the
documents
that
apply
to
that
period
so
I.
This
was
just
a
high
level
summary
of
the
public
comment,
data
and
the
actions,
the
specific
actions
of
how
the
AP
and
RC
responded
to
that
data.
A
You
so
much.
We
also
have
one
person
who
is
signed
up
to
speak
I'm,
going
to
allow
him
to
make
his
way
forward
before
we
take
on
questions,
if
that's
okay,
absolutely
that
being
dick
in
us
with
the
Bluegrass
Institute
dick.
If
you
could
make
your
way
to
the
table,
please
and
please
introduce
yourself
for
the
record.
T
Go
chairman
wise
and
members
of
the
committee
I'm
Richard,
Ennis
I
reside
in
Villa
Hills
and
I
work
strictly
as
a
volunteer
as
the
staff
education
analyst,
with
the
Bluegrass
Institute
for
Public
Policy
Solutions
I
want
to
thank
you
for
the
chance
to
share
some
of
my
concerns
about
the
ongoing
revision
to
the
Kentucky
academic
standards
for
social
studies
and
I'll
just
discuss
two
areas.
My
first
area
apparently
has
been
reacted
to
already
by.
A
T
Okay,
can
you
hear
me
now
sounds
like
an
ad.
My
first
concern
apparently
has
been
reacted
to
by
the
working
group.
They
moved
the
specific
documents
that
are
required
by
Senate
Bill
1
into
actual
numbered
standards
that
was
required
from
the
start
and
I'm
glad
to
see
they
have
done.
That.
I
hope
that
that
has
been
consistently
done
throughout
the
document,
because
the
disciplinary
clarifications
are
only
sample
items.
T
They
only
cover
examples
of
content
that
might
be
included
and
they're,
not
the
only
way
to
obtain
Mastery,
so
that
including
any
of
the
documents
in
a
disciplinary
clarification,
would
not
meet
the
requirements
of
Statute
and
I,
don't
see
where
the
department
had
any
choice
but
to
do
what
they
did.
The
other
problem
is
I.
Think
more
significant
in
the
slide
you
saw
earlier
actually
provides
evidence
of
my
concern.
T
There's
been
a
failure
to
follow
the
process
that
was
set
up
by
the
legislature
for
the
review
and
revision
of
Standards
KRS
158
6453
establishes
a
process
for
the
review
and
updated
social
studies
standards.
The
very
first
step
which
is
discussed
in
paragraph
2G,
is
for
the
Department
to
establish
a
website
operated
by
a
third
party
to
collect
comments
from
Educators
and
the
public.
This
is
the
first
step.
T
The
next
step
is
for
the
advisory
panels
to
review
the
standards
and
the
comments
submitted
by
the
public
and
educators
and
only
after
those
two
steps
are
complete.
Should
the
advisory
panels
begin
their
work
to
actually
develop
recommendations
to
change
the
standards,
but
in
the
case
of
the
current
review
and
as
you
saw
on
the
slide,
there
was
no
initial
comment
period.
There
were
no
comments
solicited
from
the
public
or
from
Rank
and
file
Educators.
Either
I
searched
through
kde's
news
releases
as
well
before.
T
Coming
to
this
conclusion
and
I
found
that
there
was
no
announcement
of
an
initial
public
comment
period,
which
is
clearly
required
by
Statute
in
any
event,
because
I
was
uncomfortable
with
the
way
the
online
collection
process
operates
and
I
think
the
overwhelming
positive
comments
you
see
are
in
fact
based
in
part,
because
the
process
using
the
website
tends
to
bias
people
towards
making
positive
comments.
Rather
than
submitting
alternate
suggestions.
T
T
It
was
submitted
to
the
Department
of
Education,
with
the
understanding
it
would
be
forwarded
to
the
members
of
the
Committees,
because
their
addresses
and
contact
information
were
not
made
public
at
the
time.
I
didn't
learn
until
mid-september,
which
was
when
the
review
period
for
the
public
was
in
operation.
Then
my
letter
had
not
been
provided
to
the
Committees
in
a
timely
manner
when
it
was
submitted,
and
in
fact
it
would
not
be
provided
to
the
Committees
until
they
considered
the
public
comments
from
the
review
period
that
ended
on
September
30th.
T
T
So
as
far
as
I
can
determine,
the
public
was
completely
locked
out
at
the
beginning
of
the
process
and
I.
Think
that's
a
problem
in
closing.
I
want
to
mention
that
there
are
much
better
models
for
social
study
standards
and
I'm
hoping
going
forward
as
we
prepare
for
the
revision
in
2025
that
people
will
take
a
look
at
this
model
that
the
American
or
the
a
National
Association
of
Scholars
has
just
recently
released
this
summer.
It's
online
and
it's
available
and
I
think
anyone
who
looks
at
that
document
agrees
it's
better.
T
In
fact,
I'm
told
that
at
least
one
of
our
College
professors
currently
is
telling
teachers
who
have
major
questions
about
the
very
vague
nature
of
our
current
standards.
He's
telling
them
go,
look
at
the
American
Birthright
and
that
will
help
you
out.
It's
going
to
answer
your
questions
about
what
really
needs
to
be
taught
and
I'm,
not
ready
for
any
questions.
Thank.
A
You
Mission:
it's
greatly
appreciate
your
comments
and
we'll
get
into
questions
and
if
KDE
has
in
response
to
that,
we'll
welcome
those
first
up.
Senator
Thomas.
U
Thank
you,
Mr
chair
and,
as
we
all
know,
Senate
bill,
one
slash,
Senate,
Bill
122
was
a
nod
given
by
this
legislature
this
past
year
toward
the
critical
race
Theory
controversy
that
that
swept
this
nation
during
last
year,
I
I,
guess
I'll
direct
my
questions
first
to
to
you
Miss
Ray,
but
but
obviously
Miss
Miss,
ratway
I'd,
like
for
to
weigh
in
as
well.
Could
you
be
more
specific
about
the
comments
you
received
from
the
teachers?
U
I
mean
she
she
kind
of
gave
a
broad
brush
about
it,
but
I'd
like
to
know
specifically
what
the
teachers
said.
I
mean
some
specific
comments
about
what
the
teachers
commented
about.
With
regard
to
this,
the
the
approach
we
took
in
in
implementing
some
of
the
critical
race
Theory
analysis
into
our
public
education.
R
Agree
neutral,
disagree,
Etc,
and
so
the
data
that
Beth
has
provided
today
shows
that
the
majority
of
those
respondents
did
agree
or
strongly
agree
with
the
placement
of
those
documents.
They
were
also
asked
if
they
felt
that
it
fit
into
that
particular
standard
and
clarification.
Beth
is
there
anything
you
would
like
to
add
in
terms
of
the
data.
S
No,
the
so
the
data
report
is
in
your
in
the
binder
and
it
has
the
the
comments
from
the
teachers,
but
the
Educators
really
did
support
the
the
adjustments
based
on
the
statute.
In
there
they
I
mean
they
were
really.
They
saw
the
explicit
connections
of
the
documents.
S
They
really
did
not
bring
up
the
concepts
of
CRT
within
their
comments,
but
they
did
give
a
lot
of
some
really
good
suggestions
to
support
the
2025
review.
So
we
definitely
captured
those
and
have
those
for
future
work
as
well.
U
Yes,
my
question:
my
I
do
a
follow-up
with
regard
to
Mr
Ennis
Mr
Anderson.
You
talked
about
the
American
Enterprise
Institute
and
you
thought
that
they
had
some
good
suggestions.
Some
good
ideas
I'd
like
for
you
to
elaborate
on
what
you
think
they
think
needs
to
be
added
to
what
we
did
with
regard
to
Senate
Bill
122,
which,
as
you
know,
was
quite
controversial
when
we
adopted
this
as
a
general
assembly.
Actually.
T
We're
not
the
only
state
that
has
vague
standards
and
even
states
that
have
stronger
standards
in
many
cases
are
still
not
doing
a
good
enough
job
of
making
sure
that
there's
a
basic
core
content
of
information
that
every
student
in
the
state
is
guaranteed
to
be
taught,
and
our
standards
are
so
vague
that
they
don't
begin
to
approach
the
model
that
the
National
Association
of
Scholars
has
put
out.
I,
hesit
or
I
am
anxious
to
add
that
the
model
is
very
specifically
not
curriculum.
T
It
doesn't
go
nearly
far
enough
to
be
a
full
curricular
document
and
that's
my
intention.
They
are
standards
and
I.
Think
the
National
Association
of
Scholars
has
a
better
understanding
of
how
standards
need
to
be
put
together
so
that
they
will
provide
teachers
across
the
Commonwealth,
and
now
it
will
be,
of
course,
the
superintendent
primarily
in
our
districts,
who
will
be
developing
curriculum.
So
they
have
guidance
on
a
certain
minimum
number
of
things
and
a
minimum
number
of
events
that
every
child
in
the
state
of
Kentucky
should
know
about.
T
For
example,
I
think
all
of
our
students
need
to
know
that
Abraham
Lincoln
was
born
here,
Abraham
Lincoln
wasn't
even
mentioned
in
the
standards
were
published
in
2019.
His
his
name
does
not
appear
in
the
standards.
The
only
place
Lincoln
appears
is
in
the
address
for
some
of
the
people
who
come
from
the
Lincoln
County,
who
are
on
the
committee,
it's
a
kind
of
ironic
that
he
has
a
county
named
after
him
and
he
wasn't
even
named
in
the
standards
themselves.
T
So
things
like
this
are
the
types
of
material
that
are
in
the
National
Association
of
Scholars
model
document.
It's
only
a
model
and
it's
not
perfect
either
they
left
out
Henry
Clay
for
reasons
I,
don't
understand,
he's
one
of
the
few
people
that
is
mentioned
and
properly
so
in
the
2019
version
of
the
standards
and
hopefully
going
forward.
He
will
stay
there
along
with
some
others
that
need
to
be
added.
When
we
get.
A
To
this
real
quick,
we've
got
four
other
members
with
questions.
I
do
want
to
proceed
if
we
can,
and
also
just
to
make
notes,
Senator
Thomas
at
Senate
Bill
138,
not
Center,
Bill
122.
It
was
put
into
Senate
bill
one.
Just
as
a
matter
of
clarification.
It
was
the
teaching
American
principles
act.
Thank
you,
representative.
Tipton.
E
Thank
you,
Mr
chairman
and
I
appreciate
all
the
work
that
went
into
this
I
actually
read
all
the
standards
yesterday,
intermediate
materials
and
there
are
comments
under
Thomas.
Those
comments
are
in
the
meeting
materials
that
we've
got
online,
so
you
can
go
back
and
read
those
individual
comments.
Mr
Ennis
I
even
got
to
read
your
letters
in
there
in
that.
So
I
appreciate
that
I
do
have
a
couple
of
questions.
The
first
question
and
I
think
I've
asked
this
before
about
the
participants
in
the
survey.
E
How
can
we
get
more
non-educators
get
more
people
from
the
public
involved
in
that,
and
the
second
question
goes
back
to
the
question
that
was
just
asking
Mr
Anderson's
comment:
there
were
two
or
three
people
who
commented
about
those
National
Association
of
Scholars.
It's
my
understanding
that
this
work
was
initially
not
supposed
to
happen
until
2025,
but
because
the
Senate
bill
one
is
it
had
to
be
expedited.
E
R
Representative
Tipton,
thank
you
so
much
for
your
questions.
We,
we
absolutely
do
foresee
that
the
members
of
The
Advisory
panel
and
Review
Committee
will
be
able
to
review
those
other
documents
when
we
do
the
full-scale
revision
in
2025.
We
appreciate
the
feedback,
and
that
makes
the
process
better
and
they,
like
us,
want
this
to
be
something
that's
useful
to
the
field
and
also
helpful
to
students
as
they
go
through
that
K2
K-12
progression
for
social
studies.
R
In
terms
of
the
communications
we
agree
with
you,
it
is
it
we
are
utilizing
all
of
our
mechanisms
at
the
Kentucky
Department
of
Education
and
our
communication
strategies
to
get
out
the
survey
and
the
press
release
so
that
people
will
know
that
the
survey
is
open
in
those
public
comment.
Periods
are
open,
but
we
do
we.
We
are
open
to
recommendations
and
we
are
looking
for
ways
to
ensure
that
we
have
the
broadest
space
of
feedback
that
we
possibly
can
because,
as
I
stated,
that
only
makes
the
document
better.
So
thank
you
for
your
questions.
M
Thank
you.
It
may
be
my
mistake
for
not
having
seen
I
guess
a
further
detail
in
the
packet,
because
the
only
information
I
saw
was
the
documents,
so
it
looked
like
we
were
loading
them
all
into
one
standard
here,
but
am
I
missing.
Something.
Are
we
actually
sprinkling
these
throughout
the
eighth
grade
specifically,
and
then
the
high
school
hold
band?
Is
that
kind
of
the
deal
it's.
R
R
That
does
the
same
thing
but
as
you
review,
the
full
document
you'll
also
see
that
the
pieces
live
in
the
clarification
statements
where
applicable
for
K
through
12,
because
even
the
elementary
advisory
panel
went
back
and
tried
to
build
coherence
around
the
addition
of
those
documents,
so
they're
represented
throughout
the
entire
K-12
progression.
But.
R
M
Guess
my
clarification
was
the
fifth
grade
standard
I
think
listed
like
three
things:
maybe
Constitution
declaration
I
read
them
on
the
senate
floor
in
my
speech,
I.
Remember.
Reading
all
this
I
remember
the
eighth
grade.
I
remember
the
fifth
grade,
but
I
was
I,
love
tying
them
into
the
lower
grades
and
so
forth.
I
guess
my
concern
is
you
know
the
clarifications
versus
the
standards?
M
I
was
hoping
that
you
know
we
don't
want
to
just
touch
on
the
Bill
of
Rights
at
one
point
in
12
years
right
but
I
mean
if
we
only
have
it
in
one
eighth
grade
standard,
then
perhaps
it's
not
getting
covered
in
high
school,
because
the
high
school
standard
doesn't
re-list
those
things.
You
know
what
I'm
saying
so
I'm
just
trying
to
get
together
on.
Are
we
really
rotating
around
the
Cycles
correctly
or
we
still
have
more
or
less
holes.
R
R
But
over
the
scope
of
both
grade
bands,
all
of
the
pieces
are
included
and
in
actuality,
teachers
can
also
connect
to
those
standards
Beyond
just
the
history
standard,
but
they
determined
that
that
was
the
easiest
way
to
ensure
that
the
law
was
being
followed
and
acknowledged
in
the
actual
development
of
the
revision
to
the
Kentucky
academic
standards.
For
social
studies.
V
Mr
chairman
and
thank
you
for
being
here
today.
My
question
is
more
I'm
looking
at
who's
on
the
different
committees,
the
panel,
because
there's
different
ways
of
equity
inclusion
as
far
as
representation
across
the
state
and
I
love
Ashland,
but
there's
actually
two
people
from
Ashland
and
you
know:
I
grew
up
in
Nashville
and
so
but
I'm
looking
at
western
eastern.
Just
how
does
the
makeup
of
those
both
the
advisory
and
the
review
committees?
How
are
they
made
up.
R
So
we
do
have
an
application
process
and
we
try
to
curate
applications
across
all
eight
Cooperative
regions
across
Kentucky
and
then
from
The
Cooperative
regions.
There's
a
casab
or
a
rubric
that
is
utilized
by
the
committee
to
determine
who
is
selected
for
service
on
the
advisory
panels
and
Review
Committee
going
into
2025.
We
will
have
to
revisit
that
process
and
ensure
that
we
do
have
Again
full
representation
of
of
the
eight
Cooperative
regions.
Thank.
A
You
perfect,
thank
you.
So
much.
Does
anybody
from
KDE
wish
to
respond
to
Mr
Ennis
about
the
no
initial
comment
period
that
was
made
Mickey?
If
it's
you
or
somebody
else
may
be
here,.
R
I'm
happy
to
respond,
Mr
Innis
is
correct
and
that
at
the
beginning,
because
the
document
was
open
to
meet
the
requirements
of
158.196,
we
looked
at
the
timeline
and
the
requirement
to
have
the
standards
in
place
by
July
1
2023.
We
called
in
the
committee
first
to
respond
to
the
law
and
then
opened
it
up
for
a
public
comment
period,
but
I
will
say
on
the
Kentucky
Department
of
Education
website
on
the
standards
reviews
page.
We
are
always
taking
public
comment
and
that
is
shared
with
the
committee
members
when
they
are
reviewing
public
comments.