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From YouTube: Interim Joint Committee on Education (6/7/22)
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A
2022
interim
joint
committee
on
education,
and
we
would
also
ask
that
each
one
of
you
silence
your
phone
or
put
them
on
vibrate
to
avoid
interruptions.
I
want
to
recognize
co-chair
wise
here
with
me
today.
You
have
anything
okay
and
also.
I
think
that
representative
bojanowski
has
some
guests.
She
would
like
to
introduce.
B
Yes,
I'd
like
to
welcome
a
group
of
parents
who
are
here
to
advocate
for
reading
instruction
in
kentucky
and
also
a
principal
from
jcps,
shannon
conlon.
So
please
welcome.
A
C
B
B
E
C
E
F
G
E
E
A
Chair
huff
present,
thank
you
very
much
our
now.
We
will
go
ahead
with
our
agenda.
First,
we
presenter
will
be
beau
barnes
and
we
will
be
discussing
recent
changes
for
rehiring
retired
teachers
and
how
we
are
looking
at
that
to
offer
more
opportunities,
and
if
you
will,
please
make
sure
your
microphone's
on
mr
barnes.
Thank
you
so
much
and
you
may
proceed.
H
Excuse
me
good
morning,
beau
barnes,
I
serve
as
deputy
executive
secretary
and
as
general
counsel
for
the
teachers,
retirement
system
or
trs,
and
I've
been
asked
today
to
discuss,
as
the
chair
said,
the
provisions
under
which
teachers
may
retire
and
return
to
work
in
the
classroom.
Okay
and
among
those
provisions,
I'm
going
to
discuss
what
I'll
call
the
permanent
provisions.
H
These
are
provisions
that
are
set
forth
in
statute
and
have
been
for
years
so
just
for
a
way
of
comparison
to
see
what
the
permanent
provisions
are
I'll
cover.
Those
and
I'll
also
be
covering
the
temporary
adjustments
that
have
been
made
to
those
permanent
provisions
in
non-codified
language,
recently
enacted
by
a
series
of
bills
over
the
last
several
months,
and
just
as
with
because
trs
our
role.
Our
mission
here
is
to
provide
information
and
assist
school
districts.
H
Our
employers
assist
our
members
with
all
facets
of
the
retirement
system,
including
importantly
return
to
work
provisions.
We
have
been
proactive
on
this.
These
temporary
adjustments
from
the
legislation
that's
enacted
of
the
last
several
months
with
employers.
We
send
out
memoranda
explaining
in
detail
what
the
temporary
provisions
did
with
our
members.
We
communicate
with
them
on
our
website.
We
have
a
link
that
provides
detail
about
what
these
temporary
adjustments
to
the
permanent
return
to
work
provisions.
H
Do
we
even
have
a
video
where
a
trs
counselor
will
walk
them
through
these
return
to
work
provisions,
and
then
also
we
had
discussions
with
department,
education,
kde,
as
well
as
other
education
groups,
helping
everybody
understand
fully
what
these
temporary
adjustments
do
and
that
they
are
implemented
by
the
member
and
the
employer
correctly.
So
with
that,
I
will
proceed
with
the
next
slide.
H
So
first
we
get
a
lot
of
questions
about
why
you
know
what
these
return
to
work
provisions.
Do
we
get
it
from
members
and
employers
and
others,
and
so
first
I
just
want
to-
and
this
is
important
I'll
spend
a
little
time
here.
Just
explaining
the
background
of
why
these
return
to
work
provisions
exist,
what
they
do
well.
First,
they
allow
again
the
retired
teacher,
to
return
to
the
classroom
to
help
districts
with
school.
Staffing
needs.
Okay
and
overwhelmingly
retired
teachers
are
returning
to
work
in
substitute
teaching
positions
as
part-time
employees.
H
H
These
return
to
work
provisions
also
accomplish
two
critically
important
goals
in
allowing
these
teachers
to
go
back
into
the
classroom.
First,
these
critical
retired,
I'm
sorry
return
to
work.
Provisions
are
established
to
make
sure
it's
actually
sound
okay
and
it
does
that
a
couple
of
ways,
one
with
a
retirement
system
like
trs,
it
has
a
legacy,
unfunded
liability.
H
You
know
we're
getting
contributions
on
those
retirees
going
back
into
the
classroom,
okay,
they're,
coming
into
the
retirement
system.
I
do
want
to
note
here
that
with
the
budget
that
was
just
passed,
that's
going
to
mark
the
eighth
straight
year
in
a
row
that
trs
has
received
full
or
very
almost
very,
nearly
full
funding
for
the
pension
fund,
and
that's
a
tremendous
thing
that
all
teachers
could
be
very
appreciative
and
thankful
for
that
we're
getting
this
full
funding.
Now
it's
not
just
helping
with
our
investment
program.
H
It
is
also
allowing
us
to
implement
our
funding
plan
to
pay
off
that
legacy.
Unfunded
liability,
paying
it
off
like
a
home
mortgage
was
over
30
years.
We
have
less
than
23
left,
at
which
point
when
we
get
100
funded,
the
cost
for
the
commonwealth
in
today's
dollars
will
be
a
little
less
than
social
security.
The
cost
the
commonwealth
is
struggling
with.
Is
that
legacy
unfunded
library
used
to
struggle
with?
We
are
now
again,
fortunately,
getting
full
funding
to
address
that
unfunded
legacy.
Unfunded
liability.
H
So,
in
addition
to
getting
contributions
on
these
positions,
we
are
also
there
are
other
limitations.
You
do
not
want
to
make
return
to
work
too
attractive
to
teachers,
teachers
in
our
earliest
tiers
tiers,
one
through
three.
We
call
them
trs
one
two
and
three:
we
have
a
new
tier
trs4
that
just
started
this
january.
First,
okay,
but
for
most
our
teachers,
they
can
retire
at
any
age
with
27
years
of
service,
and
you
don't
want
to
have
all
your
retirement
skewed
to
people
who
are
retiring.
Very
young
was
just
27
years.
H
That's
not
good
for
the
system
actuarially,
so
there
are
limits
in
place
or
limitations
in
place.
First,
most
of
our
teachers
go
back
again
part-time
positions
as
substitute
teachers.
You
know
overwhelmingly
it's
not
even
close,
but
there
is
a
limit.
They
can
go
back
full-time
too.
You
know-
and
this
was
something
new
that
started
in
2002,
and
so
there
was
a
limit
on
the
number
of
day
or
number
of
positions
that
districts
could
hire
people
in
as
full-time
teachers.
H
That
limitation
is
that
no
more
than
three
percent
of
the
teachers
working
in
the
school
district
can
be
retirees
now.
No
one
touches
that
limit.
No
one
is
close
to
that
limit,
but
if
someone
were
to
need
to
go
above
that
limit,
there's
a
provision
in
statute
where
they
could
borrow
unused
positions
from
across
the
state
and
there
are
a
whole
lot
of
unuseful
time
positions
across
the
state.
H
So
the
second
thing
and
really
more
significantly,
is
that
there's
an
earning
limitations
for
retirees
going
back
into
the
classroom
and
again
you
don't
want
to
make
this
program
the
ability
to
go
back
to
work
too
attractive
where
you
incentivize
people
to
retire
as
soon
as
they
get
27
years.
Of
course,
for
a
teacher
graduate
from
college
at
age
22
they
can
retire
at
age.
49..
A
H
We
have
more
retirees
60
and
over
than
we
do
under
50.
and
part
of
that
is
this
return
to
work
program
and
other
things.
We've
done
to
encourage
longevity
and
teaching
in
the
classroom.
So
the
earnings
limitation
works
like
this.
For
our
retirees,
who
retire
with
30
or
more
years
of
service,
they
can
go
back
in
the
classroom
at
75
of
their
last
annual
compensation,
measured
on
a
pro
rata
daily
rate.
We
call
it
the
daily
wage
threshold
and
for
our
teachers,
who
retire
with
less
than
30
years
of
service.
H
They
can
retire
at
65
percent
of
their
last
annual
compensation,
and
this
is
what
I
call
our
standard
return
to
work
program.
I'm
describing
the
three
percent
limit
and
the
daily
wage
threshold,
the
earnings
limitation.
There's
another
program.
That's
even
less
used,
I'm
going
to
talk
about
a
few
slides
later
called
the
critical
shortage
program
where
there
is
no
earnings
limitation,
but
so
I'm
talking
about
our
standard
program
by
far
it's
the
most
common
used
program-
and
this
is
the
way
the
districts
are
hiring
teachers
to
come
back
in
the
classroom.
H
But
you
can
really
change
retirement
patterns
and
it's
obvious
before
2002
and
teachers
could
retire
with
27
years,
go
back
in
the
classroom,
work
100
days
maximum
and
be
paid
full
salary,
so
they
could
get
their
pension
and
full
salary
before
2002
and
what
we
were
seeing
was
that
was
very
attractive
for
teachers
because
they
could
go
back
in
the
classroom.
Retire,
go
back
in
the
classroom,
earn
almost
120
percent
of
what
they
were
making
before
and
work
180
100
days
instead
of
185
days.
H
So
I
was
with
the
system
before
2002
and
we
got
a
call
from
the
educational
professional
standards
board
and
they
wanted
some
data.
They
wanted
to
see
over
the
last
several
years
how
many
teachers
were
retiring
with
exactly
27
years
of
service
and
gone,
and
what
we
found
was
alarming
is
alarming
for
us
actuarially
because
it
looked.
We
were
trending
to
really
low
retirement
ages
because
it
was
too
attractive
to
retire
and
go
back
to
work
so
for
actuaries
alarming
to
us
and
for
the
educational
professional
standards
board.
H
It
was
alarming
to
them
because
they
saw
that
we
were
seeing
exponential
increase
in
the
number
of
people
retiring
with
just
27
years
of
service
to
go
back
for
100
days,
and
it
was
alarming
for
them
because
they
could
see.
We
were
trading
full-time,
active
teachers,
unretired
teachers
for
part-time
retired
teachers.
So
that's
when
this
2002
legislation
came
about
that
put
in,
for
example,
these
this
daily
wage
threshold,
earnings
limitation
also
breaks
and
service
required.
For
the
first
time
I
mean
a
break
from
retirement
before
you
could
return
to
the
classroom.
H
I'll
discuss
that
again
here.
It's
also
important
for
the
bottom
point
I'm
going
to
make
here
on
this
slide,
so
that
changed
everything.
Instead
of
seeing
the
exponential
growth
in
27
and
out,
we
started
seeing
it
level
out
and
we're
seeing
level
retirement
patterns
now
as
a
result
of
that
2002
legislation
and
other
things
which
again
for
time,
I
won't
go
into
detail
today,
but
glad
to
any
other
time
have
helped.
You
know,
keep
retirements
now
with
the
average
age
for
all.
Our
members
is
about
59
or
30
years
of
service.
H
Okay,
big
turn
around
bottom
of
the
slide.
The
other
critical
goal
that
we
have
to
have
with
retired
return
to
work
is
make
sure
that
we
have.
We
are
complying
the
federal
tax
law,
okay
and
there
are
a
lot
of
rules
to
comply
with
federal
tax
law
and
by
that
and
why
we
want
to
comply
with
federal
tax
laws
because
we're
a
qualified
plan
under
section
401,
a
of
the
internal
revenue
code
and
that
qualification
means
that
teachers
can
make
contributions
to
trs
on
a
tax-deferred
basis
which
more
take-home
pay
and
their
paycheck.
H
So
obviously,
a
very
important
tax
advantage
that
you
want
to
preserve
and
we
spend
a
lot
of
time
and
effort
making
sure
that
we
preserve
that
qualified
tax
status
and
again
a
lot
of
rules.
We
have
to
follow,
there's
a
lot
of
things
that
we
do
to
make
sure
we're
complying
and
we're
constantly
evaluating,
making
sure
we're
complying
with
federal
tax
law.
H
One
of
the
things
the
most
important
things
about
a
retirement
plan
to
be
compliant
with
federal
tax
law
is,
it
cannot
be
a
plan
that
allows
members
to
start
receiving
their
retirement
benefits
any
plan
public
private
before
they've
retired.
Okay,
they
cannot
have
an
is.
You
can't
have
a
plan
designed
to
allow
in-service
distributions?
They
have
to
have
what
the
irs
would
call
a
bona
fide
retirement
before
they
start
receiving
before
they
can
go
back.
H
You
know
to
the
classroom
or
any
other
employment
for
other
employees,
and
they
haven't
really
told
us
what
constitutes
a
bona
fide
retirement
been
a
little
vague
with
one
exception,
and
they
have
said
without
qualification
that
there
is
a
pre-arranged
agreement
for
a
retiring,
employee
and
the
employer
for
that
retiring
employee.
To
come
back
to
work
after
retirement,
that
is
automatically
not
a
bona
fide
retirement,
so
our
return
to
work
statutes
that
we
have
for
trs.
H
The
irs
has
not
said
that.
That
means
it's
a
bona
fide
retirement.
If
there's
a
break
between
retirement
returning
to
work,
they
have
much
less.
Have
they
said
x
number
of
months
will
make
it
a
bona
fide
retirement.
They
haven't
spoken
to
that
really
it's
in
all
facts
and
circumstances
reviewed
by
the
internal
revenue
service,
and
so
these
breaks
and
service
that
we
have
and
the
other
public
pension
plans
and
private
pension
plans
have
that
it
helps
show.
It
helps
demonstrate
under
that
all
facts
and
circumstances
analysis
that
yeah.
H
You
know
this
looks
like
this
really
was
they
had,
they
were
retiring,
they
were
gone
and
then
they
decided
to
come
back.
You
know
there
was
not
a
pre-arranged
agreement.
So
that's
why
we
have
that
in
there-
and
this
is
all
very
important
for
again
for
two
reasons:
one:
we
want
to
be
able
to
show
the
irs
that
we're
not
a
plan
that
allows
in-service
distributions.
Therefore,
we
risk
disqualification
and
teachers
retirement
contributions
get
taxed
again
like
they
used
to
be,
you
know,
and
then
also
it's
bad
for
the
individual.
H
If
the
irs
were
to
audit
them
and
find
out
that
they
did
not
have
a
bona
fide
retirement,
that
would
subject
them
to
substantial
tax
penalties
and
even
extreme,
potentially
potentially
extreme
penalties
like
finding
the
retirement
void.
You
know
with
with
serious
consequences
if
that
were
to
happen.
So
that's
why
these
return
to
work
provisions
are
there.
This
is
what
they
do,
and
this
is
what
they
accomplish
go
on
to
the
next
page.
H
So,
first,
I'm
going
to
tell
you
what
the
permanent
statutory
rules
are
before
they
were
temporarily
adjusted
with
this
non
confident,
non-codified
language
in
this
recent
legislation
over
the
last
several
months
and
on
this
and
again
we're
calling
these
are
permanent
rules
because
they
are
in
statute
on
the
left.
You'll
see
the
description
of
the
program,
we're
talking
about
the
return
to
work
program
and
on
the
right
just
a
description
of
what
those
permanent
rules
are.
H
So
we'll
start
at
the
top
you'll
see
for
the
part-time
return
to
work
program
a
if
you're
going
back
to
work
part-time.
You
have
a
three-month
break
in
service,
okay
from
retirement.
H
Until
you
can
go
back
in
the
classroom,
there
are
most
teachers
go
in
part-time
and
there's
a
limitation
of
you
cannot
work
70
or
more
of
the
of
the
school
year
if
you're
going
back
part
time,
if
you're
going
back
full
time
again,
there's
that
three
percent
limitation
doesn't
really
come
into
play,
but
there's
also
a
requirement,
there's
no
other
qualified
applicant
and
you
have
to
hire
that
retired
teacher
and
then
also
there
are
those
wage
limits.
I
talked
about
on
the
previous
slide.
H
The
daily
wage
threshold
that
they're
subjected
to
even
going
back
part-time,
their
income
is
limited.
Earnings
are
limited,
then
also
we
have
the
full-time
program.
They
can
go
back
to
under
work
and
again
I
kind
of
call
this
our
standard
program,
the
standard
with
the
with
the
earnings
limitations.
They
can
go
back
to
work
full
time
and
some
do
and
I'll
talk
about
that.
More
later,
they
go
back
full
time.
They
have
to
have
a
12-month
break
in
service.
H
If
going
back
to
work
for
the
same
school
district,
they
have
to
have
a
three-month
break
in
service.
If
they're
going
to
work
for
a
different
school
district-
and
they
are
still
subject
to
those
earnings
limitations-
okay,
this
75
or
65
of
last
annual
compensation,
but
there's
also
something
called
the
critical
shortage
program.
It's
very
limited
and
I'll
talk
about
that
a
little
bit
more
later,
but
that
allows
them
to
go
back
and
earn
any
salary.
The
district
wants
to
pay
them.
H
Okay,
and
in
that
you
have
the
three-month
month
breaking
service
going
back
part
time.
You
have
day
limits.
You
know
if
you're
going
in
part
time,
you
can't
work
70
or
more
of
the
school
year
and
you
can
go
back
full
time
in
the
critical
storage
program
and
again
same
breaks
and
service
12
months,
if
you're
going
back
to
the
same
school
district
three
months,
if
you're
going
back
to
a
different
school
district-
and
this
is
completely
the
employer's
discretion,
the
school
district
does
not
have
to
it's
not
required
to
hire.
H
So
I'm
going
to
talk
about
now
the
legislation
that
provided
non-codified
language
that
temporarily
adjusted
these
permanent
statutory
provisions
that
I
just
talked
about-
and
this
started
back
in
september
with
last
year's
special
session
and
schools,
were
reporting,
staffing
issues
and
there's
concern
by
the
general
assembly
to
try
to
do
different
things,
various
things
to
help
the
districts
with
with
shortages.
So
in
that
non-codified
language,
of
course,
they
provided
for
a
relaxation
temporary
relaxation
of
some
of
those
return
to
work
rules
that
I
just
talked
about.
H
You
know
the
dropping
of
the
breaks
of
service
and
there's
some
other
things.
I'm
going
to
talk
about
the
critical
shortage
program
a
little
bit,
but
anyway,
that
bill
senate
bill
1
enacted
last
september.
H
It
was
going
to
sunset.
It
was
at
the
sunset
january
15th
of
this
year.
Okay,
so
it
was
a
there's,
a
narrow
window
for
teachers
to
take
advantage
of,
for
example,
this
one
month
break
in
service
versus
I'm
going
to
talk
about
in
a
minute
versus
the
longer
opens
and
then
all
the
permanent
statutory
provisions.
All
those
revolt
revert
back
just
the
way
they
were
significantly
senate
bill.
One
provided
that
only
teachers
who
had
retired
on
or
before
august
1st
could
take
advantage
of
this
temporary
relaxation
of
the
return
to
work
provisions.
H
H
Then?
We
fast
forward
to
the
regular
session,
the
2022
regular
session.
We
had
senate
bill
25,
and
there
was
some
concern
that
you
know
senate
bill.
One
from
the
special
session
was
going
to
sunset
january
15th,
and
you
know
we
wanted
to
allow
districts
to
continue
to
use
these
relaxed
return
to
work
provisions
a
little
bit
longer
so
student
bill.
25
basically
did
two
things:
one.
H
It
extended
those
same
relax,
return
to
work
provisions
that
senate
bill
1
had
through
the
end
of
the
year
to
june
30th,
okay,
and
then
also
it
extended
those
provisions
not
just
to
teachers
going
back
and
certified
teaching
positions,
but
also
to
retire
teachers
who
want
to
go
back
and
classify
positions.
For
example,
a
cer's
county
employees,
retirement
system
position
like
a
bus
driver.
H
There
was
a
apparently
a
need
for
bus
drivers
and
some
retired
teachers
were
willing
to
go
back
as
bus
drivers,
so
it
changed
it
expanded
a
little
bit
by
allowing
a
little
more
flexibility
with
it
for
the
districts
and
then
we
get
to
house
bill
1..
This
is
the
third
and
final
piece
of
legislation
enacted
again,
of
course,
in
the
22
regular
session
that
it's,
the
third
and
final
piece
of
legislation
that
provided
a
temporary
adjustment
to
the
return
to
work
provisions
and
based
on
on
the
on
the
previous
temporary
relaxation.
H
The
provisions
that
we
had
applies
only
to
tr's
retirees
going
back
into
the
school
districts.
Okay,
the
previous
legislation
also
had
companion
provisions
for
county
employees
retirement
system.
This
was
just
focused
on
trs
school
districts,
trs
retirees
and
it
extended
the
sunset
provision
from
senate
bill,
1,
simple
25
to
june
30th
to
june
30th
2024.
So
it
expanded
it
another
two
years.
H
Okay,
now,
who
is
eligible
for
this
house,
this
house
bill
1,
relax,
return
to
work
provisions
again,
trs
retirees
returning
to
work
for
a
school
district
in
a
certified
or
classified
position,
and
on
or
after
the
effective
date
of
that
house,
bill
1,
which
was
so
after
on
after
april
12th.
H
If
they
come
back
and
they
if
they
were
to
retire-
and
they
come
back
before
july,
1st
2024,
then
they
get
to
take
advantage
of
these
relaxed
return
to
work
provisions
and
once
they
do
that
they,
if
they
come
back
to
work,
they
get
the
these
relaxed
provisions
for
the
rest
of
their
tenure
or
just
their
career.
They
don't
have
to
go
back
to
the
old
permanent
return
to
work
provisions.
H
One
way
house
bill,
one
was
different
from
the
previous
two
pieces
of
legislation
is.
I
know
the
previous
two
pieces
of
legislation
only
applied
to
teachers
who
retired
honor
before
august
1st
of
2021
that
house
bill.
One
did
not
have
that
provision,
so
it
applied
not
only
to
retired
teachers
but
to
also
active
teachers
who
will
be
active
this
year
in
the
next
two
years,
and
I
also
need
to
point
out
here
because
house
bill
one
is
for
trs
only.
This
is
very
important.
We
do
have
members
who
have
what
we
call
reciprocity
service.
H
They
have
service
and
trs
and
they
have
service
in,
for
example,
cers,
but
they
have
service
in
both
systems
and
we're.
This
is
what
we're
communicating
to
our
members.
They
need
to
make
sure
they
are
adhering
to
the
breaks
and
service
in
all
retirement
systems
in
which
they
have
service,
not
just
trs.
That's
only
for
our
reciprocity,
retirees,
okay,
what
are
the
temporary
changes?
So,
let's,
let's
get
into
that
and
again,
on
the
left
hand
side,
we
have
a
description
of
the
program
in
the
middle.
H
We
have
what
the
permanent
rules
were
for
comparison,
which
I
won't
go
over
because
I
already
have
and
then,
on
the
right
hand,
side
we
have
what
the
temporary
changes
are
now
currently
and
so
we'll
top
line
just
like
before
the
part-time
standard
program
that
three-month
break
has
gone
down
to
one
month
break
it's
a
tr's
retiree
going
into
a
school
district
position
certified
or
classified
full
time
instead
of
three
or
12
months.
H
It's
one
month,
critical
shortage
part-time
one
month
and
a
critical
shortage
full
time
one
month,
also
and
and
I'll
talk
about
this
in
the
next
slide
too,
but
there's
also
a
limitation
on
the
number
of
critical
shortage
programs
that
districts
can
hire.
Retired
teachers
into
those
limits
were
increased
and
I'll
I'll
talk
about
that
in
the
coming,
slides
and
again,
very
importantly,
breaks
and
services
for
reciprocity.
Retirees
must
be
observed
for
each
system
in
which
they
have
service.
H
So
the
other
thing
that
this
did
house
bill
one
and
the
previous
two
pieces
of
legislation
senate
bill,
1
symbol,
25
did.
Is
it
increased?
H
The
number
of
critical
shortage
program
positions
from
one
percent
or
each
district
gets
a
minimum
of
two
critical
shortage
positions
because
for
some
districts
one
percent
is
less
than
two
positions,
so
each
each
district
gets
at
least
two
critical
source
positions
or
one
percent,
so
it
increased
that
one
percent
to
ten
percent
okay
and
in
these
critical
shortage
positions
again,
the
district
can
pay
that
retiree
anything
they
want
to,
and
it's
discretionary
of
course
with
the
district.
H
So
here's
just
some
data
on
the
critical
shortage
program,
how
the
temporary
changes
are
used
and
I'm
going
to
focus
first
on
these
gray
boxes
at
the
top
of
this
slide
and
on
the
left,
you'll
see
that
the
tag
permanent
program
that
permanent
program.
That
means
that's
actually
the
permanent
statutory
program
that
existed
before
we
had
these
three
pieces
of
legislation,
it's
a
snapshot
of
where
we
were
as
of
september
8
2021..
H
At
that
point.
In
time,
statewide
there
were
622
critical
shortage
positions
available.
Statewide
of
those
34
positions
were
being
by
the
school
used
by
the
school
districts
for
5.47
percent
of
the
positions
being
used
just
beneath
that
the
temporary
program.
This
is
where
we
are
now
with
those
temporary
changes
enacted,
non-codified
language
in
house,
but
one
there
are
now
5423
critical
shortage
positions
available,
statewide
178
of
those
are
being
used
or
a
3.28
of
the
available
positions
are
being
used
by
districts.
H
Those
numbers
are
as
of
june
3rd
of
this
year,
so
those
are
very
recent
numbers
and
then
the
gray
box,
below
that
we
have
172
school
districts.
H
125
do
not
use
the
critical
shortage
program,
so
73
percent
of
our
school
districts
are
not
using
the
critical
school
storage
program
and
of
those
that
are
six
are
using
more
critical
shortage
positions
than
what
was
allowed
before
we
had
these
temporary
adjustments.
The
world
we
had
on
september,
8th
of
2021.
H
H
There
are-
and
I
talked
about
that
three
percent
cap
for
the
standard
retire
return
to
work
program
that
allows
1638
full-time
positions,
statewide,
which
districts
could
hire
folks
back
in
subject
to
those
wage
limitations
and
175
retirees
are
being
hired
as
full-time
in
those
positions,
so
about
11
of
the
positions
were
being
used
as
of
june
this
year.
H
Again,
these
temporary
changes
that
were
in
house
bill
1
are
set
to
sunset
on
june
30th,
2024
and
again.
If
a
member
gets
a
one-month
break
in
service
goes
back
to
work.
Until
we
make
breaking
service
before
june,
30
2024
they're
good
after
june
30th
2024,
they
don't
have
to
go
back
and
pick
up
an
additional
three
or
12
months.
H
What
does
not
change
and
we
get
this
question
a
lot?
There's
a
lot
there's
a
lot
of
misunderstanding.
We
get
a
lot
of
questions
at
trs
from
districts
and
members.
Very
importantly,
again
there
can
be
no
pre-arranged
agreement
between
the
school
district
and
the
retiring
teacher
for
that
retiring
teacher
to
come
back
to
work
in
any
position
whether
it's
certified
or
a
classified
position
going
back
to
the
school
district
period,
there
can
be
no
pre-arranged
agreement.
H
Again
reciprocity,
retirees
as
always,
must
meet
the
breaking
service
for
each
system.
So
somebody
has
service
and
cers.
We
tell
them
to
call
cers
check
with
them,
make
sure
you
meet
their
breaking
service.
You
don't
want
your
retirement
voted
and
then
also
when
retirees
go
back
to
work.
If
they
have
health
insurance
and
available
available
for
their
new
active
employer,
they
are
required
to
drop
their
trs
health
insurance
pick
it
up
with
their
active
employer
like
a
school
district
and
then
when
they
retire
again,
then
they
would
pick
up
the
trs
health
insurance.
H
This
is
just
a
page
showing
you
know
some
of
our
links
that
we
have
on
our
website
to
the
provide
the
detail
and
explain
to
our
employers
and
our
members.
What
the
temporary
and
permanent
return
to
work
provisions
are,
and
then
I'm
going
to
conclude
with
one
last
slide-
and
this
is
just
some
data
I
was
asked
to
provide
I'm
going
to
flesh
this
out
a
little
bit.
This
is
a
snapshot
of
what
we
would
have
as
of
june
30th
2022,
the
day
that
we
have
now
we
have
73
198
members.
H
This
is
everybody.
Okay,
I'm
gonna
break
this
down
for
you,
but
this
is
includes
our
universities,
which
were
probably
about
four
to
five
percent
of
our
total
member
population
and
and
other
employers
and
of
those
73
198.
Eight
thousand
eight
hundred
and
ninety
are
eligible
to
retire
today
about
twelve
point,
one
five
percent.
H
Now,
if
we're
just
to
break
this
down,
you
know
to
school
districts,
we
have
sixty
eight
thousand
six
hundred
and
twenty
members
and
of
those
seven
thousand
seven
hundred
are
eligible
to
retire
or
about
eleven
point.
Two
two
percent
are
eligible
to
retire.
H
Now
that
does
not
mean
that
all
seven
thousand
seven
hundred
of
our
school
district
employees
are
going
to
retire
because
a
lot
of
these,
in
fact
thirty
one
hundred
of
that
seventy
seven
thousand
seven
hundred
if
they
retire
now,
they
would
be
considered
early
retirement
and
subject
to
an
actuarial
discount
of
their
retirement
allowance.
H
So
most
these
folks
are
going
to
hang
around
and
eliminate
those
actual
discounts
and
make
sure
you
know-
and
we
have
other
things
we
do
too,
which
again,
if
I
had
more
time,
I
would
explain
other
things
we
do
to
incentivize
teachers
to
hang
around
longer.
That
will
keep
a
lot
of
these
folks
teaching
longer
and
not
have
them
retire
as
soon
as
they
can
and
we
have
about
2
000
retirements
every
year
again.
H
That
number
includes
everybody
it's
in
university
too,
but
you
know
it's
mostly
going
to
be
school
district
employees
about
2,
000
and
that
again,
that's
been
pretty
steady
since
2002,
since
these
return
to
work
provisions
were
changed,
and
that
concludes
the
the
items
that
I
was
asked
to
speak
about
this
morning.
I'd
be
more
than
happy
to
take
any
questions
from
this
committee.
If
there
are
any.
A
Thank
you
very
much.
I
appreciate
you
sharing
these
this
data
with
us
and
clarifying.
I
have
had
a
lot
of
contacts
from
retirees
that
are,
and
it
is
confusing.
So
I
understand
so
I'll
be
glad
to
have
this
to
guide
me
in
answering
some
of
those
questions
just
real
quickly.
I
want
to
ask
you
if
you've
seen
a
measurable
shift
or
a
measurable
amount
that
are
leaving
the
profession
or
or
taking
leaves
to
join
other
careers.
Do
you
have
any.
H
We're
I
I
don't
know
that
we're
really
seeing
that
I
think
we're
staying
pretty
steady
with
that
we're
seeing
you
know,
steady
retirements,
we're
seeing
you
know,
steady,
pretty
steady
numbers
in
new
members.
New
teachers
coming
into
the
classroom.
H
2021
was
an
exception
pandemic
year
we
saw,
we
definitely
saw
a
decline
in
new
teachers
coming
into
the
classroom,
but
this
year
we're
seeing
an
uptick.
I
think,
to
reflect
that
there
was
that
decline
in
the
previous
year.
2022
is
a
stronger
year
for
having
new
members
in
the
classroom,
new
teachers
in
the
classroom,
so
things
are
holding
pretty
steady
as
far
as
that
goes
from
what
we're
seeing.
G
Thank
you.
Thank
you
both
for
the
presentation
on
bullet
point
on
page
six,
the
last
bullet
point
there
about
retirees,
you
know:
have
them
drop
their
health
insurance
through
trs
and
then
go
with
the
other
program
they
go
into.
Are
you
anticipating
any
problems?
And
if
you
are,
is
there
some
kind
of
support
group
that
can
help
make
those
transitional
periods?
I
just
know
in
the
previous
place
I
worked
before
we
had
a
support
group
there,
because
you
know
you're
changing
insurance
stuff.
We
don't
want
anybody
to
fall
through
the
cracks.
H
Yes,
no
certainly,
and-
and
we
that's
part
of
our
communication
to
members
of
the
insurance
cycles-
it
is
important-
you
know,
contact
us
when
you're
planning
on
coming
back
on
trs
insurance
to
make
sure
that
we
can
get
you
on
and
we
do.
We
have
an
insurance
staff
there
that
are
available.
You
know
by
phone
by
video
or
in-person
meeting
that
they
can
come
in
and
discuss
with
them,
and
we
encourage
them
to
do
so
before
well
before
they
make
plans
to
end
their
re-employment
and
come
back
on
trs
insurance.
C
Well,
we
we
talked
a
lot
in
ppob
and
about,
and
you
brought
up
the
the
money
that
we
paid
since
2016
that
we
made
all
of
our
require
contributions
and
then
some
and-
and
we
also
talked
a
lot
about
six
days-
six
days
in
the
900
million
unfunded
liability,
538
million
for
current
employees,
current
teachers
in
the
375
million
for
retirees.
C
I
guess
the
point
I'm
trying
to
want
you
to
we
didn't
talk
about.
Was
we
talk
about
money
going
into
the
retirement
system?
We
paid
off
those
green
box
dollars,
which
is,
as
we
always
talk
about
it's
clear
as
mud
what's
in
there,
but
it's
the
colas
colas
that
I
think
some
of
them
go
back
as
far
as
2002
and
sick
days
that
we've
been
paying
on
for
years,
but
we
paid
that
off
this
time
in
a
lump
sum
to
the
I
think
tune
of
like
479
million.
Is
that
correct.
C
And,
of
course,
that's
that
gives
you
a
lot
of
when
you
get
that
money
after
july,
one
it
gives
you
a
lot
of
money
to
invest
in
the
stock
market
when
now
that's
on
sale,.
A
This
vital
information-
I
know
that
some
people
are
concerned
that
they're
going
to
have
problems
later
so
they're
kind
of
leery
about
going
back.
So
hopefully
we
can
get
that
cleared
up
to
where
they'll
have
an
understanding
that
that
we
have
everything
in
place.
That
needs
to
be
in
place
for
them
to
return.
H
A
I
Morning,
madam
chair
members
of
the
committee,
it's
a
delight
to
see
all
of
you
and
to
talk
about
this
important
topic.
I'm
going
to
be
joined
by
a
few
folks.
I'll
do
walk
you
through
our
presentation,
and
we
hope
that
we
can
just
have
a
conversation
with
you
during
that
and
after
it,
madam
chair,
may
it
may
strain
the
limits
of
what
parliamentary
procedure
allows,
but
we
really
hope
that
it
will
lead
us
to
an
engaging
conversation.
I'm
joined
by
brian
perry,
who's
our
director
of
governmental
relations.
I
What
I'd
like
you
to
do
is
think
about
a
great
teacher
that
you
had
in
your
life,
a
teacher
who
had
an
impact
on
you
or
maybe
even
a
teacher,
that's
in
your
community
who
is
doing
great
things
with
the
the
children
and
students
that
are
in
your
community,
so
just
take
about
15
seconds
and
reflect
on
that
person.
Think
about
their
name
and
and
what
made
them
a
great
teacher.
I
Thank
you,
and
here
is
where
we'll
maybe
strain
it
parliamentary
procedure.
If
I
wonder,
if
you
could
someone
who's
sitting
near,
you
tell
tell
them
about
that
person.
Who
is
that
teacher?
What
made
them
a
great
teacher
and
I'm
going
to
ask
a
few
of
you
to
share
out
those
teachers
and
their
names.
I
I
Thank
you,
and
I
wonder,
madam
chair,
if
you
could
assist
me
with
this,
if
some
of
the
members
of
the
committee
might
be
willing
to
share
some
of
those
teachers,
names
and
some
of
the
qualities
that
made
them
great
teachers.
A
I'm
sure,
with
that
we
have
people
that
love
to
share
here.
They
would
talk
to
wouldn't
anything,
anybody
that
could
listen
to
them.
So,
yes,
representative
bojanowski,
she
will
share.
B
B
If
anyone
remembers
that-
and
he
signed
his
name
with
a
ray
and
a
four
which
I
thought
was
really
cool
and
for
some
reason
my
parents
were
getting
divorced,
then,
and
for
some
reason
he
may
have
known
that
I
needed
a
little
extra
without
ever
saying
it,
and
from
that
day
forward,
I've
had
a
love
of
learning
math.
G
Well,
I'm
sorry
for
being
late.
I
would
listen
to
the
prior
presenter
on
the
way
in,
but
certainly
my
involvement
with
education
has
been
most
of
my
life
and
having
yeah
so
having
having
daughters
that
were
engaged
and
that
are
engaged
in
teaching
and
parents.
I
will
tell
you
that
the
impact
of
teaching
is
huge,
but
the
biggest
thing
to
me
about
quality
teaching
is
that
there's
a
disposition
towards
love
and
affection
for
the
children
and
making
sure
that
all
children
have
the
ability
to
succeed.
C
Well,
actually,
mom
was
a
college
professor
at
lindsay
wilson
college.
Her
name
was
helen
flatt
and
she
said
to
me
one
day.
She
said
boy,
you
got
some
ability,
but
you
need
to
apply
it,
and
I
still
remember
that
to
the
stage
she
actually
steered
me
toward
education,
because
I
was
a
business
major
at
the
time,
so
that'll
be
miss
helen
flatt
lindsay
wilson
college.
Thank
you.
A
Thank
you.
Would
you
like
me
to
call
out
any
other
people
that
would
like
to
share,
because
I
will.
I
I
really
appreciate
you
sharing
those
names
and
bringing
those
people
into
the
room
that
have
had
such
an
incredible
impact
on
some
of
you
and
other
students
that
grew
up
in
your
communities
and
had
such
an
impact
on
your
communities.
So
I'll
ask
if
just
if
anyone
else
wants
to
bring
a
teacher
into
the
room
into
the
conversation
with
us,
otherwise
we
can
move
forward.
Madam
chair.
I
Okay,
thank
you
very
much.
Well
I
I
asked
you
to
do
that,
and
I
appreciate
you
taking
the
time
to
really,
because
I
think
it's
important
that
we
have
in
mind
what
a
professional
teacher
can
do
and
what
exact
exceptional
teaching
looks
like
and
the
impact
that
it
can
have.
I
So
when
we
think
about
supporting
the
teaching
profession
and
making
sure
that
we
have
great
teachers
in
kentucky,
we
want
more
people,
like
the
very
the
very
ones
that
you
thought
about
the
names
that
you
had
in
mind:
the
people
that
had
an
impact
on
you
or
had
an
impact
on
on
your
communities.
We
need
more
people
like
that
to
enter
the
teaching
profession
and
to
remain
in
the
teaching
profession.
I
I
So
what
you
see
here
is
our
most
recent
teacher
turnover
data
from
the
20
20
21
kentucky
school
report
card.
You
could
can
see
that
the
the
last
percentage
that
we
have
is
18,
I'm
sorry
it
should
be
16.2
percent.
So
there's
an
error
in
that
it's
16.2,
but
on
average,
going
back
to
the
2017-18
school
year,
kentucky's
teacher
turnover
has
averaged
around
17
percent.
We
see
it
here
this
last
year
it
was
16.2,
but
this
was
a
covid
impacted
year
and
and
bo
talked
a
lot
about.
I
But
if
we
look
at
the
last
non-covet
impacted
year,
the
teacher
turnover
in
the
state
was
18.6
again
trending
ahead
of
the
national
average,
so
comparatively
kentucky
is
right
around
where
other
states
are
or
a
little
worse
and
where
compared
to
other
states
in
turn,
in
terms
of
teacher
turnover
next
slide,
please
so
another
data
point
to
look
at
is
in
addition
to
turnover,
is
job
openings
and
the
chart
that
you
see
here
shows
the
total
number
of
job
postings
and
that's
the
top
line
over
time
and
the
number
of
positions
filled.
I
So
that's
the
bottom
line
between
2015
16
and
21
22.,
and
this
comes
from
the
kentucky
employment
placement
system
or
the
kep
system.
It's
the
same
data
that
we
use
to
report
our
critical
shortage
areas
to
the
u.s
department
of
education
and
over
this
time
period
the
number
of
position
postings
has
increased.
You
again
see
a
covet
impact
in
2020
there
and
some
impact
as
we
recover
from
that
of
the
infusion
of
federal
dollars.
I
One-Time
federal,
coveted
support
dollars
that
that
flowed
into
districts
of
note,
the
percentage
of
filled
positions
has
remained
relatively
constant.
So
it's
that's
the
gap
between
those
two
bars
despite
other
fluctuations
from
year
to
year,
so
on
average
about
83
and
a
half
percent
of
postings
were
filled.
This
demonstrates
that
we
are
experiencing
while
we're
experiencing
an
increase
in
the
number
of
positions.
This
for
the
latest
data,
that's
available
that
gap
between
postings
and
filled
has
remained
fairly
constant.
I
Another
way
to
look
at
how
our
workforce
is
doing
is
to
look
at
the
number
of
initial
certifications
that
are
issued.
So
here
you
see
the
number
of
total
first
time
credentials,
credentialed
issued
and
that's
the
top
line
and
the
shortage
areas
in
the
state.
That's
the
bottom
line.
Our
shortage
areas
are
science,
math,
early
childhood
education,
special
education,
world
languages.
I
There
shouldn't
be
any
surprises
in
that
list
and
that's
the
bottom
line,
and
so,
as
you
can
see,
there's
a
great
deal
of
variation
in
the
number
of
new
certifications
that
are
issued
each
year,
even
though
the
state
may
be
experiencing
an
increase
in
the
number
of
first-time
credentials
right
now.
We
we
still
lag
behind
some
other
previous
years,
and
we
we
know
that
this
is
a
national
trend
as
well.
I
We've
we're
seeing
fewer
individuals
entering
teacher
education
programs
or
entering
the
teaching
professions,
and
we've
experienced
that
in
our
teacher
education
programs
here
in
kentucky,
as
well
one
notable
exception,
and
I
just
got
a
message
from
dr
vasquez
heilig
at
the
university
of
kentucky.
He
has
been
able
to
increase
the
number
of
people
that
are
entering
the
teacher
education
program
at
uk.
So
I
think
there's
something
that
we
can
learn
from
what's
happening
at
uk.
I
And
can
we
replicate
that,
although
he
does
say
that
he
has
a
hard
time,
even
if
they
finish
the
program
getting
them
to
make
that
transition
into
take
taking
teaching
jobs
in
kentucky?
So
I
think
there's
something
that
we
can
learn
about
that
of
concern.
We're
only
seeing
a
slight
increase
in
credentials
in
these.
I'm
sorry
go
back
to
that
previous
slide.
I
So
the
graph
this
graph
shows
the
number
of
emergency
certifications
that
are
issued,
excluding
emergency
substitutes.
So
we
go
from
2015
16
to
20
21
22
and
the
the
number
above
each
individual
bar
shows
the
number
of
emergency
certifications
that
were
issued
in
that
year.
So
again,
you've
got
a
pandemic
impact
where
we
had
that
that
year
and
then
it
came
right
back
and
you
can
almost
see
the
draw
a
line
across
the
top
of
those
and
see
the
trend
that's
happening
in
terms
of
emergency
certifications.
I
So
this
is
a
clear
indication
that
we've
got
a
problem
with
the
educator
workforce
in
kentucky
we're
seeing
increased,
reliance
on
emergency
certifications
to
fill
the
need
for
educators,
and
these
certifications
are
issued
with
a
lower
standard
of
quality
than
the
traditional
license
or
an
alternative
license.
That's
issued
through
an
accredited
university
program.
I
Another
piece
of
data
that
we
wanted
to
share
with
you
and
I'll
have
to
talk
through
this
one
a
little
bit
because
it
may
be
a
little
complex.
But
we
we
we're
interested
in
sort
of
what
are
what
are
the
numbers
of
teachers
that
we
have
in
the
state
that
are
at
risk
of
leaving
the
profession?
I
Because
we
hear
a
lot
about
that.
There's
going
to
be
an
exodus
of
teachers,
or
perhaps
that's
happening
right
now.
We
really
don't
have
enough
data
to
say
whether
that's
true
or
not
yet,
but
we
did
want
to
look
at
who
are
we
at
risk
and
beau
talked
about
this
sum
and
looking
at
the
number
of
teachers
that
are
eligible
for
retirement
and
that's
an
important
group.
I
So
you
see
that
greater
than
25
years
of
service
that
has
some
overlap
with
the
group
that
beau
was
talking
about
so
those
folks
if
they
wanted
to,
could
hang
it
up
and
walk
away,
they're
to
a
point
where
they
could
retire
from
teaching,
have
an
income
and
keep
going
another
group
that
is
at
risk
of
of
leaving
or
teachers
that
are
in
their
first
five
years,
particularly
in
their
first
three
years.
I
We
know
that
there's
a
lot
of
churn
and
turnover
at
the
beginning
of
of
the
teaching
profession,
and
so
we've
got
a
great
number
of
teachers
that
are
in
those
first
five
years,
and
then
we
looked
at
this
other
group.
This
return
to
work.
These
are
people,
who've,
had
a
break
in
service
of
some
kind
and
have
come
back
into
the
teaching
profession,
and
that's
also
a
group
that
we
see
higher
comparative
turnover
with.
I
So,
if
you
look
at
all
that,
together,
less
than
five
years
of
service
greater
than
25
years
of
service
and
the
return
to
work
group,
we
get
this
30
000
number,
so
that
that
shows
us
that
about
72
of
the
full
number
of
fte
teachers
in
the
state,
which
is
the
42
000
about
72
percent.
We
would
say,
as
at
some
risk
of
leaving
the
profession
either
that
they
can
financially
or
they're
in
a
group
of
teachers.
I
That
historically
shows
a
trend
of
being
more
likely
to
leave
the
profession,
and
this
this
slide
is
around
pathways
into
the
teaching
profession.
So
we're
looking
at
those
that
are
coming
in
through
alternative
pathways
that
are
coming
in
either
option.
Seven,
eight,
nine
or
the
option
six
program
is
the
the
black
bar.
That's
at
the
bottom,
that's
a
university-based
alternative
education
program
and
then
the
number
the
the
blue
bar
that
you
see
on
the
graph
is
the
number
of
teachers
that
are
coming
in
through
our
traditional
education
programs.
I
So
the
point
of
this
is
to
say
that
kentucky
has
added
a
number
of
different
alternative
pathways
into
teaching
over
the
years
and
those
are
important.
We're
able
to
supplement
talent
bring
in
people
who
normally
might
not
consider
teaching
into
the
teaching
profession
by
using
alternative
pathways.
So
I'm
I'm
a
fan
of
alternative
pathways.
I
think
they
can.
They
can
solve
an
incredible
need
that
we
have.
But
if
you,
if
you
consider
what's
the
main
flywheel
of
producing
teachers
in
the
state,
it's
your
traditional
program.
I
The
traditional
program
is
producing
all
over
80
percent
of
the
teachers
in
the
state
they're
coming
through
traditional
teacher
education
program,
we
have
seen
an
increase
in
the
number
that
are
coming
through
the
university-based
alternative
program.
So
that's
about
20
and
that
number
has
been
growing
but
the
other
pathways.
I
The
other
alternative
programs
really
account
for
a
tiny
fraction
of
the
number
of
teachers
that
you
have
in
the
state.
So
we
present
this
data
to
you
really
to
say
if
you
want
to
have
an
impact
on
teachers
coming
into
the
profession
the
biggest
places
you
can
do,
that
in
terms
of
just
the
numbers
that
we
see
are
in
the
traditional
education
program
or
in
the
university-based
alternative
program.
I
So
and
I'm
sorry
that
on
that
previous
slide,
just
as
a
point
of
comparison
option
two,
so
you
see
here,
we
had
in
the
in
the
last
year,
1912
coming
through
the
traditional
program
507
coming
through
the
university-based
alternative
program.
Four
come
through
teach
for
america
option
two
had
eight
completers
option:
seven
had
one
completer
option:
eight
had
49
completers
so
again,
comparatively
the
option,
the
traditional
pathway
and
the
university
based
alternative
were
where
most
of
the
teachers
were
produced.
I
They
build
on
some
existing
models
and
programs
that
we
have
that
we
think
if
we
added
some
more
horsepower
to
those
those
programs,
we
could
have
an
impact
or
or
there's
some
new
ideas
here.
So
we
hope
that
you
walk
away
from
this
and
drive
home
just
thinking
about
some
of
the
things
that
you've
heard
about
and
consider
possible
legislation.
That
may
add
some
of
these.
I
Oh
I'm
sorry,
madam
chair,
was
there
a
question?
You're?
Okay,
okay,
thank
you!
Okay,
all
right!
So
we'll
look
at
look
first
at
the
go
teach
ky
model,
so
that
is
the
state's
effort
to
bring
teachers
into
the
profession,
support
the
teachers
that
we
have
and
make
sure
that
those
teachers
are
equitably
distributed
across
the
state.
So
every
student
in
kentucky
has
access
to
a
high
quality
teacher,
and
you
see
the
components
of
the
go.
I
Teach
y
t
go,
teach
ky
model
that
range
from
recruitment,
preparation,
induction
retention
and
then
those
grow,
your
own
programs
that
are
that
are
in
community.
So
this
is
an
existing
program
that
we
have.
It
was
started
under
commissioner
lewis
a
few
years
ago.
I
think
it
contains
all
of
the
elements
of
a
human
capital
system
that
we
would
want
to
be
looking
at
and
I'd
like
to
go
into
each
of
these
areas
with
you
and
just
present
again
some
ideas
for
you
to
think
about.
I
So,
if
we
think
about
this
sort
of
human
capital
pipeline
or
where
what
are
the
points
in
in
the
pipeline
that
we
could
make
an
impact,
we
could
think
about
encouraging
early
entry.
How
do
we
get
more
young
people
interested
in
the
teaching
profession?
We
could
think
about
elevating
the
teaching
profession
across
the
state,
raising
the
prestige
and
how
teaching
is
considered
around
the
state
so
that
it's
considered
a
desirable
profession
engage
in
actionable
supports
what
are
some
things
that
we
could
do
right
now
in
districts.
I
That
would
help
us
address
the
problem
employ
strategies
to
certification.
We
know
that
moving
from
getting
trained
to
be
a
teacher
to
getting
the
certificate,
there
can
be
some
barriers
with
that.
What
are
some
actions
that
we
can
take
there
and
what
are
some
things
that
we
could
do
to
entice
our
teachers
to
stay
in
the
profession?
So
those
are
some
of
the
elements
that
I'll
cover
briefly
with
you
here.
I
So
encouraging
early
entry,
so
you
see
some.
These
are
some
students
that
are
in
our
educators
rising
program,
so
these
are
high
school
students
that
have
identified
teaching
as
a
career
path.
That
they're
interested
in
one
of
the
one
of
the
biggest
things
that
we
can
do
is
encourage
our
own
high
school
students
to
consider
teaching
as
a
future
profession.
Here
we're
talking
about
building
up
the
teacher
pathways
in
our
high
school,
similar
to
what
we
do
with
career
technical
education.
So
we're
talking
about
a
sort
of
cte
model
applied
to
education,
educators.
I
Rising
is
one
program
that
does
that
so
some
things
that
we
could
do
both
in
the
yeah
go
ahead
in
the
short
term
and
in
the
long
term,
is
increase
access
to
the
teaching
and
learning
pathways
for
all
students
in
kentucky.
Some
of
our
high
schools
are
running
these
career
technical
education
model
like
models
for
the
teaching
profession.
I
So
that's
an
idea
that
you
could
consider
and
longer
term
think
about
expanding
grant
opportunities
for
districts
to
establish
these
programs
in
in
every
community
in
kentucky
one
of
the
things
that
we
see
and
how
districts
get
educators.
Who
will
stay
in
that
community
as
they
find
someone
who
grew
up
in
that
town
or
that
county?
That
person
becomes
a
teacher
and
then
comes
back
to
that
community
and
continues
to
serve
there.
That's
a
very
common
model
that
we
see,
especially
in
rural
kentucky
thanks.
I
We
also
want
to
elevate
the
teaching
profession,
get
out
some
of
the
facts
and
the
realities
about
what
this
is.
Like
teaching
a
career
teaching
is
like,
it
has
some
wonderful
positives
and
benefits,
and
there
are
certainly
some
tolls
and
we
should
be
honest
about
those.
I
I
think
that
teaching
has
been
under
a
lot
of
scrutiny
and
criticism
for
a
number
of
years,
and
that
honestly
is
hurting
us
when
it
comes
to
recruiting
teachers
into
the
profession.
So
we
can
intentionally
take
efforts
to
lift
up
the
teaching
profession.
Make
people
aware
of
what
life,
as
a
teacher,
might
be
like
teachers
go
into
this
field
for
altruistic
reasons.
For
the
most
part
they
want
to
serve
their
communities,
they
want
to
work
with
young
people.
They
want
to
be
connected
to
the
future,
but
they
also
want
a
professional
and
livable
wage.
I
They
want
to
have
access
to
a
middle
class
life
and
they
want
to
retire
with
dignity.
So
we
need
to
attract
people
into
the
teaching
profession
who
are
willing
to
devote
the
years
the
years
that
it
takes
of
their
lives
to
master
the
art
and
science
of
teaching
teaching.
I
would
expect
that
many
of
the
great
teachers
that
you
thought
about
when
I
asked
you
think
about
a
great
teacher
that
you
had
or
a
great
community,
a
great
teacher
in
your
community.
I
It's
someone
that
devoted
those
years
of
their
life
to
mastering
the
art
and
science
of
teaching.
This
is
not
a
job.
Everyone
can
or
should
do
in
the
short
term.
Some
things
that
we,
I
could
think
about
is
in
increase
an
investment
in
the
go,
teach
ky
marketing
program.
So
we've
got
again
an
effort
to
do
this.
Raise
up
the
status
of
the
teaching
profession,
make
our
communities
more
aware
of
the
importance
of
teaching
and
what
a
life
as
a
teacher
might
be
like,
but
it's
under
horsepower.
I
We
need
a
comprehensive
effort
to
lift
up
the
teaching
profession
in
the
state
and
then
also,
if
we
look
at
all
of
those
elements
of
the
go
teach
ky
model,
all
of
them
present
opportunities
for
really
at
the
state
level.
Modest
investments
could
have
an
impact
on
our
ability
to
recruit
and
retain
teachers
in
the
state.
I
When
it
comes
to
these
actionable
resources,
our
districts
right
now
are
struggling
with.
How
do
I
get
teachers
in
today?
What
are
some
things
that
we
we
could
do
so
we
have
some
ideas
around
that
thanks.
So
the
first
of
those
is
support
the
identification
of
a
district
recruitment
and
retention
coordinator.
So
you
could
do
this
by
requiring
it.
I
You
could
also
provide
a
stipend
or
matching
funds
to
support
a
district
hat,
making
sure
that
they
have
that
person
most
of
our
districts
that
are
working
on
recruiting
and
retention
have
someone
who's
serving
in
this
role,
but
some
specialization
around
that
and
support
around
that,
I
think,
would
go
a
long
way
provide
dedicated
funds
to
alleviate
teacher
recruitment
barriers.
So
these
might
be
things
like
signing
bonuses,
relocation,
funds
to
help
people
attract
people
into
some
communities
that
are
struggling
again,
modest
investments
at
the
state
level.
I
That
may
have
a
a
big
impact
on
some
of
our
communities
that
are
really
struggling
to
get
teachers
and
then
support
the
development
of
recruit
recruitment
and
retention
plans
for
districts.
We
know
that
districts
have
a
number
of
plans
that
they
put
together.
The
one
of
them
would
be
the
trauma,
inform
plans
that
were
part
of
the
school
safety
and
resiliency
act
so
similar
to
that
we
could
ask
districts
to
put
together
recruitment
and
retention
plans
and
then
at
the
state
provide
supports
for
best
practices.
I
We
know
that
there
are
challenges
with
teachers,
moving
from
the
training,
pedagogical
training,
content,
training
and
then
getting
the
certificate.
So
we
have
some
ideas
on
some
things
that
we
could
do
as
a
state
that
would
support
that
transition.
So
one
of
those
is
accelerate.
The
existing
mentoring
and
reimbursement
programs
for
teacher
licensure
exams
are
teacher
candidates.
Do
you
have
access
to
a
mentor
who
can
support
them
in
going
through
the
the
licensure
exam?
I
What
are
some
things
that
they'll
be
assessed,
assessed
on
and
building
up
their
skills
with
that,
and
we
have
teachers
who
struggle,
especially
if
they
have
to
take
the
practice
exam
multiple
times
with
the
costs
associated
with
that
so
sometimes
they'll
give
up
because
they
feel
like
they
can't
do
it
or
they'll
feel
like
they.
Don't
have
the
resources
to
complete
the
practice
exam
and
finish
so
that's
an
area
where
I
think
we
could
again
make
a
modest
investment
potentially
have
a
big
impact
longer
term.
I
We
could
reduce
the
burden
on
candidates
with
state
paid
student
teaching.
So
when
you
reach
the
point
of
student
teaching,
you
really
can't
hold
a
job
at
the
same
time,
you're
doing
student
teaching
because
you're
going
to
school,
often
at
night
and
then
you're
in
student
teaching
during
the
day.
So
if
you're
one
of
those
students,
that's
working
putting
themselves
through
college
by
working
a
job,
that
semester
is
a
real
financial
barrier
to
you,
so
we
could
look
at.
I
Could
the
state
provide
some
stipends
for
teacher
candidates
as
they're
entering
teach
the
student
teaching,
and
could
we
provide
that
across
the
board
or
if
we
wanted
to
limit
it?
Some
could
we
means
test
it
in
in
some
way,
but
it's
an
idea
how
we
could
alleviate
that
that
challenge.
Another
idea
is
to
create
alternative
licensure
opportunities,
and
particularly
I'm
meeting
I'm
talking
about.
Could
we
look
at
different
licensure
exam
pathways?
So
right
now
we
have
a
major
limiter
with
the
praxis
exam.
I
Are
there
other
ways
that
we
could
certify
or
qualify?
That
person
is,
should
be
granted
a
teaching
license
without
having
to
go
through
the
practices,
praxis
exam
and
then
the
the
last
element
of
this?
And
then
I
look
forward
to
more
conversation
with
you.
Is
it
in
incentivize
and
support
high
quality
educators
to
remain
in
the
profession?
I
So
we
one
short
term
idea
we
had
was
to
increase
the
funding
for
national
board
certification.
Kentucky
is
a
national
leader
when
it
comes
to
the
number
of
nationally
board
certified
teachers
that
we
have.
This
is
a
wonderful
program,
an
evidence-based
program
that
is
incredibly
rigorous.
We
know
that
teachers
who
become
national
board
certified
research
has
demonstrated
they
are
more
effective
than
teachers
who
are
not,
and
the
process
of
becoming
national
board
certified,
because
it
is
an
intense
and
rigorous
process.
I
It
actually
is
an
incredible
professional
development
program
for
teachers,
so
we
could
look
at
providing
greater
stipends
or
supporting
the
stipends
for
becoming
nationally
board
certified
or
the
cost
that's
associated
with
going
through.
That
process
is
a
barrier
for
teachers
as
well,
because
so
could
we
offset
or
have
the
state
pay
for
the
process
of
going
through
national
board
certification?
Another
idea
we
had
was
to
provide
a
professional
development
wallet
for
teachers.
You
hear
all
the
time
that
teachers
feel
like
the
professional
development
that
they
receive,
isn't
targeted
to
them
or
isn't
relevant
to
them.
I
So
could
the
state
provide
a
wallet
of
professional
development
dollars
for
each
t,
each
teacher
and
empower
them
give
them
agency
to
decide
what
professional
development
they
want
to
go
to
and
and
learn
from,
so
that
it's
sort
of
a
consumer
model.
We
put
the
teacher
in
charge
of
the
professional
development
longer
term.
We
could
think
about
creating
additional
teacher
pathways.
One
of
the
challenges
that
we
have
is
that
great
teachers
work
for
a
few
years
and
then
they
get
swept
into
administration
because
they
see
that
as
the
only
viable
career
option
for
them.
I
So
there
are
different
ideas
around
how
we
could
increase
compensation,
create
different
career
pathways
other
than
just
administration
for
teachers,
and
then,
finally,
I'm
sure
you've
heard
this
a
lot
make
sure
that
we're
continuing
to
provide
a
professional
and
livable
wage
for
teachers
in
kentucky
our
educators,
when
our
young
people,
when
they're
considering
jobs,
while
our
teachers
are
primarily
driven
for
altruistic
reasons,
and
they
want
to
help
kids,
they
want
to
be
part
of
the
future
they're.
Also
rational
economic
actors.
I
They
look
at
what
the
cost
of
getting
a
college
degree
is
versus
the
other
options
that
are
available
when
they
leave
with
that
college
degree.
This
is
a
highly
trained,
highly
skilled
position,
and
so
we
have
to
always
be
attending
to
are
we
offering
a
professional
livable
wage
where
we
can
recruit
the
best
and
brightest
people
in
our
society
to
become
teachers
and
remain
teachers
thanks?
I
So
thank
you
and
some.
We
appreciate
the
opportunity
to
talk
with
you
about
the
state
of
teaching
in
kentucky
and
give
you
some
ideas
on
what
legislators
can
do
to
support
our
educators.
What
whether
you
do
what
you
do
with
these
proposals.
These
ideas
is
ultimately
up
to
you,
but
please
know
that
we
stand
ready
at
the
kentucky
department
of
education
to
provide
any
support
or
answer
any
questions
that
you
have
around
fleshing
out
these
proposals
or
ideas
more
fully
and
I'd
ask
you
to
go
back
to
where
we
started.
I
Think
think
back
again
about
that
great
teacher
that
you
had
at
the
at
the
beginning
and
what
what
can
we
do
as
a
state
to
make
sure
that
more
people
like
that
come
into
the
teaching
profession
and
stay
in
the
teaching
profession?
Because
that's
really
the
challenge
that
we
have
before
us.
Madam
chair,
I
just
turned
things
back
to
you
at
the
balance
of
my
time.
We're
happy
to
answer
any
questions
or
hear
any
feedback
that
you
and
the
members
have.
A
B
I
sit
in
the
front
and
I
ask
the
first
questions
usually
so
my
question
is
on
the
pathways
data
slide,
specifically
on
the
teach
for
america
results.
B
It's
my
understanding
that
our
budget
line
item
in
2019
was
five
hundred
thousand
dollars
and
out
of
that
five
hundred
thousand
dollars,
we
ended
up
with
only
four
teachers
that
stuck
in
and
became
certified.
That's
very
concerning,
because
we've
increased
the
amount
to
seven
hundred
thousand.
C
You
bring
a
valid
point
in
terms
of
the
leverage
or
success
that
this
may
be
or
may
not
be
having
in
terms
of
kentucky,
but
you
can
see
a
downward
trend
in
terms
of
the
gathering
of
teachers
through
that
route
into
the
field.
So
I
would
just
caution
in
terms
of
conversations
and
looking
at
whether
or
not
this
is
a
valuable
use
of
of
those
resources
and
whether
or
not
we
are
truly
delivering
in
the
mission
of
that
particular
pathway.
So
shared
concern.
I
And
I'll
add
to
that
to
say
that,
as
we
said
earlier,
alternative
pathways
can
provide
talent
that
otherwise
we
wouldn't
have
and
teach
for
america's.
That's
true
with
that
route
as
well.
But
if,
if
we
want
to
have
a
real
impact
on
on
numbers
at
scale,
if
we
need
solutions
at
the
size
of
the
problem,
we're
going
to
have
to
do
more
than
just
focus
on
an
answer
like
teach
for
america
or
some
of
the
other
alternative
pathways.
That
we've
been.
B
And
if
I
may
make
a
very
brief
comment,
I'd
also
like
to
share
with
my
colleagues
and
I'll
bring
information
and
hopefully
can
meet
with
you.
The
teach
kentucky
program
has
a
history
of
recruiting
some
of
the
best
and
brightest
from
out
of
state
and
bringing
them
into
our
stem
areas
and
needed
areas.
So
I
think
that
that
might
be
a
way
that
we
can
spend
the
money
and
and
get
a
really
good
return.
Thank.
I
J
Yes,
thank
you
for
your
presentation.
I
like
some
of
your
ideas,
and
I
would
like
to
kick
back
some
others.
For
example,
I
had
a
lot
of
people
contact
me
this
year
that
there
were
actually
a
couple
schools
with
openings
due
to
central
office
recruitment.
J
So
I
just
wonder:
do
you
guys
I
mean
ever
talk
to
districts
and
say:
hey,
don't
leave
two
positions
open
in
schools
in
your
district
to
bring
them
over
to
be
consultants
in
central
office?
That's
just
a
problem
I
see
and
please
and
please
let
me
continue
just
for
a
second.
Has
anybody
studied
the
epsb?
Has
anybody
looked
at
the
amount
of
credits
that
you
require?
J
For
example,
special
ed,
I'm
told,
is
a
four-year
degree
that
takes
five
years
to
get
through.
So
is
anybody
looking
at
that
saying
hey
you
know
we
may
need
to
modify
this.
We
need
to
bring
this
back
in
if
I'm
going
to
get
a
science
degree.
It's
going
to
take
me
five
years,
I'm
going
to
go
work
for
procter
and
gamble.
It's
simple:
the
replacing
student
teachers
with
wages,
maybe
look
at
it
and
and
make
subbing
or
something.
J
When
I
was
a
principal,
I
had
trouble
holding
back
student
teachers
because
there
were
teachers
that
were
like.
Oh
yeah.
I
just
want
my
student
teacher
both
semesters
because
it
makes
my
life
easy.
So
maybe
we
need
to
look
at
people
who
are
subbing
and
and
let
them
make
their
own
money
while
they're
doing
the
work,
and
we
all
know
subbing
is
hard
as
hard
as
any
job
that
you
can
have
and
also
a
great
way
to
raise
wages
would
be
year-round
school.
I
Thank
you,
representative
banta.
I
appreciate
that
you're,
adding
to
the
list
of
ideas
that
we
had,
and
that
really
was
our
our
goal
is
to
just
get
a
conversation
started
and
have
you
consider
some
of
the
things
that
we
raised
up
but
also
add
in
other
ideas
that
are
possible
around.
For
example,
the
subbing
idea,
the
what
you
mentioned
around
a
district
pulling
teachers
out
of
buildings
into
central
office
positions
and
then
creating
the
problem
at
the
school
level
that
that
would
be
a
bad
hr
practice
in
my
professional
opinion.
I
So
when
I
was
a
superintendent
and
even
as
a
human
resources
director
in
a
school
district,
it
was
our
practice
to
that.
The
district
office
can
wait
and
you
wait
until
you
can
fill
the
position
at
the
school
before
you
move
the
person
up
into
the
central
office
role,
but
that's
not
true
everywhere,
and
so
I
think
it's
not
something
that
we
have
any
authority
or
regulatory
power
over.
I
That's
a
just
local
district
determination,
but
I
would
agree
it's
a
bad
practice
because
it
really
shifts
that
shifts
a
problem
to
the
look
to
the
school
building.
That
is
unnecessary.
If
the
district
could
could
wait
and
then
on
the
question
around
or
the
statement
around
special
education,
certifications
and
the
requirements
for
that,
special
education
is
a
really
tough
job
and
it
requires
a
lot
of
specialized
training,
as,
as
you
know,
so,
there
are
extensive
requirements
around
becoming
a
special
education
teacher
and
that's
one
of
the
barriers
that
we
have
is.
E
Thank
you,
madam
chair,
dr
glass.
It's
good
to
see
you
again
and
it's
it's
not
likely
that
we're
gonna
have
a
whole
lot
of
contact
with
you
this
summer,
because
I
know
how
busy
you
are,
and
I've
decided
this
interim
session.
You
know
we
always
focus
as
legislators
a
lot
on
the
problems
that
we
see
in
kentucky,
and
certainly
there
are
some,
but
I've
decided
to
take
a
different
approach.
This
interim,
as
I
go
through
this
interim
session
and
begin
to
ask
questions
about
what
is
kentucky
doing
right.
E
I
In
2022,
that's
a
wonderful
question
and
way
to
frame
it,
and
I
I
have
the
benefit
of
being
a
kentuckian
and
growing
up
in
kentucky,
but
also
having
had
the
chance
to
work
in
several
other
states
so
can
bring
that
comparative
lens.
One
of
the
things
that
I
always
appreciated
growing
up-
and
I
know
I
romanticize
it
some
but
the
the
relationship
that
my
community
meade
county,
the
the
school
district
had
with
the
with
the
community.
It
was
reciprocal
they
cared
about
each
other.
I
The
community
would
have
done
anything
to
make
sure
that
the
schools
succeeded
and
the
school
did
the
same
thing
for
people
in
the
community,
so
that
powerful
sense
of
place
and
that
these
are
our
schools
and
we're
proud
of
them,
and-
and
I
see
that
in
all
just
all
the
districts
that
I
meet
around
the
state
that
same
sense
of
powerful
connection
between
community
and
school.
So
I
think
that's
something
kentucky
has
has
done
right-
that
we
all
are
green
waves
or
or
cardinals
or
wildcats
or
whatever.
I
It
is
the
the
high
school
mascot
that
we
have.
We
identify
with
that
and
that's
an
incredible
sense
of
pride
that
the
community
has.
So
I
think,
that's
something
that
kentucky
has
done
right.
A
second
thing
that
I'll
mention
is
that
I
think
kentucky
has
worked
hard
to
lift
teaching
up
as
a
profession.
I
So
I
think
that's
something.
Historically.
Kentucky
has
done
the
last
thing
that
I'll
mention
that
I
think
kentucky
has
done
right.
I
go
to
all
sorts
of
national
events
and
talk
to
people
about
what's
happening
in
other
state
states,
but
people
remember
the
kentucky
education
reform
act
and
what
what
this
state
tried
to
do
with
that
reform.
G
Thank
you,
madam
chair,
commissioner,
thank
you
for
being
here
today
to
piggyback
off
of
representative
banta
student
teaching.
I
remember
my
student
teaching
days
when
I
signed
up
to
be
a
student
teacher.
I
had
to
sign
a
contract
with
my
university
saying
I
wouldn't
work
a
part-time
job
that
interfered
there's
a
fiscal
demand
there
that
we
need
to
address.
So
I
support
that
idea.
G
G
As
a
former
principal,
I
actively
recruited
pair
educators,
who
had
a
proven
track
record
of
having
knowledge
of
how
kids
learn
what
they
need
to
learn:
communication
with
their
families,
all
the
critical
things
that
all
teachers
need
to
have,
and
they
have
it
all.
Those
boxes
checked
except
the
praxis.
G
I
Yeah,
thank
you,
representative
timothy.
I
agree
wholeheartedly
with
with
what
you're
saying
the
the
exam
serves
as
a
gateway
toward
getting
a
certificate
because
teaching
as
a
profession
like
many
other
professions,
you
have
exams
at
the
at
the
beginning,
but
the
challenge
that
we
have
with
the
praxis
similar
to
other
standardized
machine
scored
tests,
is
it
doesn't
measure
all
the
things
that
are
really
important.
I
I
bet
when
I
asked
all
of
you
to
think
about
that
great
teacher
that
you
had
in
your
life
or
that
great
teacher,
that's
working
in
your
community
that
they
did
well
on
the
praxis,
wasn't
on
your
list
of
what
made
them
a
great
teacher.
It
was
because
they
were
able
to
connect
some
of
the
things
that
you
told
me.
They
brought
a
love
of
learning,
they
cared
deeply
about
their
students
and
they
were
able
to
build
connections
with
them.
They
were
able
to
inspire
and
lift
students
up.
I
We
have
a
hard
time
measuring
those
things,
but
there
those
dispositional
aspects
are
are
just
as
important,
maybe
more
important
than
than
what
you
can
do
on
a
on
a
standardized
assessment.
G
And
last
but
not
least,
definitely
the
teacher
shortage
piece.
It
is
a
national
trend.
I
think
we
do
need
to
get
out
in
front
of
it
and
if
we
can
be
successful
at
attracting
teachers
from
other
other
states
and
other
you
know,
we
need
to
definitely
put
again.
I
remember
recruiting
teachers
calling
other
state
universities
saying:
do
you
have
a
do?
You
have
a
list
of
unemployed
teachers.
I
was
calling
tennessee.
I
was
calling
indiana.
G
I
was
calling
ohio
and
it's
there
is
a
very
small
number
there
and
we
definitely
if
we're
going
to
move
kentucky
forward.
We
definitely
need
to
be
aggressive
about
pursuing
those
teachers
and
last
for
me,
the
good
feelings
we
talk
about
good
teachers.
Commissioner
glass,
I'm
not
sure
if
you
remember
when
I
was
doing
my
student
teaching,
you
were
at
woodford
county
high
school
and
I
observed
you
as
a
teacher
and
you
are
outstanding.
G
G
A
G
G
G
G
I
Thank
you,
representative
miller.
Dr
darnell
has
some
ideas
around
that
so.
C
Well,
representative
miller,
thanks
for
bringing
that
up
and
just
to
go
back
to
the
last
session
option,
nine
will
be
something
that
is
going
to
be
in
motion
very
soon,
and
it
is
an
opportunity
for
I
believe
what
you
are
presenting
here
in
working
to
address
individuals,
especially
that
are
in
local
communities
where
they
live
and
they
provide
tremendous
resources
in
other
roles
but
could
potentially
become
fully
certified
teachers.
C
So
I
think
we
have
a
lot
of
potential
in
the
future,
making
to
gather
those
individuals
that
wish
to
pursue
that.
I
think
districts
are
going
to
be
entrepreneurial
and
seeking
out
these
individuals
too.
So
I'm
personally
excited
about
yes
to
to
give
you
a
just
a
point-blank
answer.
You
know.
I
think,
though
the
the
big
picture
is
still.
C
You
know
focusing
on
the
traditional
students
that
are
coming
in,
but
you
know
we
certainly
want
to
capture
any
opportunity
to
get
the
individual
that
has
the
dispositions
and
the
skills
in
front
of
these
students.
So
I,
I
absolutely
believe
we
can
help
support
districts
in
getting
individuals,
as
you
mentioned,
into
fully
certified
positions.
C
Thank
you,
madam
chair.
Thank
you,
dr
glass.
I
certainly
have
the
honor
and
privilege
of
representing
me
county
within
my
district,
and
I
concur
with
your
statement
about
the
quality
of
education.
That's
receiving
that
county.
They
truly
are
committed
in
large
measures,
because
community
is
supportive
of
them.
C
She
also
coach
academic
team,
spend
two
hours
on
paperwork
and
then
time
to
go
to
bed
and
do
it
all
over
again.
You
know
that's
commitment
and
that's
that's
a
soldier,
that's
the
people.
You
want
in
education
and
the
reason
I
mentioned.
That
is
again
all
your
strategy.
I
can't
disagree
with,
but
I
think
a
little
something
that
may
be
lacking
is
a
focus
on
the
what
I
would
call
the
quality
of
work
life,
and
I
think
this
goes
back
to
retention
after
my
wife
retired.
C
She
couldn't
wait
to
get
through
that
90
day
lockout
period,
because
she
want
to
go
back
and
volunteer
for
her
second
grade
pod
that
she
taught
in
because
most
of
her
much
younger
teachers-
and
she
said,
there's
so
much
to
do
that.
She
just
wanted
to
volunteer
to
do
their
paperwork
for
them,
and
so
they
have
a
better
quality
of
life.
And
I
think
that
is
a
real
issue
that
we
overlooked.
C
Bureaucracy
seems
to
be
endemic
to
almost
every
profession,
and
I
wonder
if
we're
given
any
review
at
all
to
what
I
call
the
bureaucracy
of
the
profession
and
how
we
can
maybe
reduce
the
unnecessary
paperwork
and
demands
that
teachers
face,
because
I
know
that
they're
enormous,
I
think
it
would
warrant
a
task
force
of
teachers,
maybe
identify
those
things,
but
I
think
there
may
be
some
merit
in
that.
Would
you
agree?
I.
I
I
You
mentioned
it
my
wife's,
a
teacher
too
my
parents,
my
mom
and
dad
were
both
career
educators
here
in
kentucky,
and
I
saw
the
hours
that
they
put
in
as
well.
So
I
know
that
the
problem
that
you're
talking
about
is
absolutely
real
and
and
the
number
of
responsibilities
additional
duties
that
we've
added
on
to
teachers
that
sap
their
energy
and
the
constriction
of
the
ability
to
plan.
I
If
we
look
at
planning
time
for
teachers
in
kentucky
planning
time
for
teachers
in
the
united
states
compared
to
some
of
the
higher
performing
systems
globally,
our
teachers
have
a
fraction
of
the
planning
time
that
we
see
in
some
of
those
higher
performing
systems.
So
I
think
there
is
there's
something
to
what
you're
saying,
and
could
we
look
at
how
we
could
alleviate
some
of
the
pressures
and
and
working
condition,
con
constraints
that
are
on
our
teachers.
That
may
have
a
big
impact.
So
I
appreciate
you
raising
that.
Thank.
C
Thank
you,
madam
chair
and
gentlemen,
thank
you
for
the
presentation,
dr
glass.
I'm
going
to
switch
gears
a
little
bit,
I
think
the
the
question
is
still
very
relevant
to
to
recruiting
of
new
teachers
during
my
my
time
here
in
the
state
legislature
in
year
8
now
it's
the
relationship
with
teachers
has
often
been
very
con
contentious,
and
you
know
some
years
more
than
others,
and
I
think
there
is
often
a
perception
within
the
teaching
profession
that
frankfort
just
doesn't
care.
C
C
Because
in
the
negative
environment,
that's
not
going
to
foster
growth
in
the
profession?
We
have
got
to
change
that
within
the
commonwealth,
and
it's
perhaps
more
with
the
kea
than
any
other
organization
that
represents
teachers
or
that
speaks
for
teachers.
What
do
you
feel.
I
Educators
or
the
legislators,
I
know
that
you
feel
like
you've
done
some
positive
things
with
funding.
You
certainly
did
this
past
year
in
terms
of
funding,
seek
and
other
additions
to
education
and
and
funding
the
the
pension.
The
challenge
that
you
have
as
as
legislators,
and
with
the
fiscal
responsibilities
that
you
have
is
you
have
to
keep
doing
it
because
the
the
pressures
on
schools,
the
inflationary
pressures,
keep
coming
just
like
they
do
on
everything
else.
I
So
we
have
to
keep
increasing
the
funding
so
that
our
schools
can
keep
up
with
inflation
and
the
pressures
that
that
they're
under
from
that
perspective,
and
we
want
to
continue
to
have
the
the
wages
that
we
offer
teachers
both
initially
and
ongoing
at
such
a
level
that
we
attract
talented
people
into
teaching
and
that
we
retain
them
at
some
level.
It's
a
labor
market
problem
and
if
you
have
a
shortage,
it's
it's
also
related
to
what
you're
willing
to
pay
people.
I
So
if
we
look
back
and
and
say,
are
we
paying
educators
enough
for
all
of
the
all
the
things
that
they
have
to
do
their
total
compensation
package?
If
you're
having
shortages?
It's
one
indication
that
we
may
not
be
addressing
the
salaries
at
a
level.
That's
that's
sufficient.
Certainly,
there's
variation
in
that
across
the
state.
So
I
think
the
first
thing
I
would
say
is
that,
even
though
you've
done
some
good
things,
especially
this
past
session,
we
have
to
keep
going
back
at
this
and
thinking.
I
How
can
we
help
our
schools,
our
educators,
keep
up
with
inflation?
How
can
we
make
sure
that
we're
offering
an
attractive,
professional
and
livable
wage?
Other
things
I
think
that
have
arisen
are
some
of
the
political
issues
that
have
happened,
some
that
were
pandemic
related,
some
that
are
in
the
hyper,
partisan
environment
that
we
in
which
we
live,
that,
where
educators
feel
like
they're
being
asked
to
solve
a
lot
of
society's
problems
or
their
the
finger
of
blame
is
pointed
at
them
that
they're
the
cause
of
society's
problems.
I
So
I
think
that
there's
almost
no
way
to
insulate
kentucky
from
those
national
conversations,
but
I
do
think
as
legislators
you
can
think
carefully
about
how
we
engage.
I
So
I
think
in
in
that
those
those
are
my,
I
think,
two
initial
responses
to
what
I
think
is
an
incredibly
important
question,
even
though
there
have
been
some
positive
steps
made,
we
have
to
keep
considering
this,
because
it's
an
ongoing
budget
issue
that
you
have
to
keep
going
back
and
considering
and
through
the
national
conversations
where
education
has
become
politicized.
The
legislature
really
has
to
consider
in
our
teachers
in
kentucky
and
our
teachers
that
are
in
your
communities.
J
Yes,
I
was
just
wondering
I
would
be
more
than
happy
to
work
with
other
people
and
get
some
of
the
things
done
that
you've
requested.
I
was
just
wondering
if
you,
you
would
be
willing
to
look
at
epsb
standards,
get
some
of
those
gifted
teachers
that
got
their
four-year
degree
in
five
years
to
do
special,
ed
and
maybe
eliminate
some
of
the
things
for
them
to
make
it
more
attractive
to
go
into
that,
and
also
has
has
anybody
studied
the
praxis
to
even
see
if
it
still
has
some
relevancy.
I
That's
quite
a
question:
yeah
on
your
on
the
first
element
that
you
raised,
the
epsb
is
it's
a
group
of
practicing
teachers
and
university
educators
who
are
intended
to
sort
of
act
as
a
decision-making
body
around
what
it
means
to
be
a
teacher
in
the
state.
So
dr
darnell
is
here
we'll
certainly
take
back
to
that
group.
Your
request
to
look
at
requirements
around
gifted
and
talented
and
special
education,
and
can
we
make
changes
to
that
so
they
have
the
power
to
do
that.
They
have
the
authority
to
make
those
changes
themselves.
So
we
will.
I
We
will
take
that
back
for
their
consideration,
certainly,
as
you
did
in
the
last
session
as
a
legislature,
you
can
also
change
the
requirements
through
statute
around
what
it
takes
to
be
a
teacher.
So
that's
a
power
that
you
have
so
you
have
a
couple
of
different
routes
that
we
could
get
at
looking
at
what
the
requirements
are
around
those
two
positions
and
then
related
to
the
praxis.
There
is
an
abundance
of
opinions
on
it.
Most
of
them
are
not
favorable
about
how
we
have
been
using
the
praxis
and
looking
for
some
alternatives
there.
A
Thank
you.
That's
all
the
questions
that
we
have
for
today.
Thank
you
very
much
for
your
presentation,
but
I
would
just
encourage
us
when
we're
looking
at
at
differences
and
what
we
can
do
to
ensure
that
we
still
have
the
standards
and
the
qualities
I've
had
several
teachers
that
have
10
15
years
say
you
know,
I
feel
like
that.
We're
going
backwards
as
far
as
what
we're
expecting
of
teachers,
and
if
we
want
to
be
professional,
then
we
have
to
have
certain
standards
that
we
meet.
A
So,
although
I
know
that
we're
trying
to
meet
the
needs,
I
just
wanted
to
also
make
sure
that
we
keep
the
quality
and
the
standards
that
are
expected
for
the
teachers.
Thank
you.
Thank
you,
madam
chair.
A
D
K
All
right
excuse
us
all
right,
chairperson
huff
chairperson,
weiss,
senators
and
representatives
of
the
committee.
Thank
you
so
much
for
your
invitation
to
come
and
present
to
you
today.
We've.
My
name
is
dr
george,
ruby,
I'm
the
executive
director
of
the
collaborative
center
for
literacy
development
and
also
an
associate
research
title
professor
at
the
university
of
kentucky.
K
My
specialty
is
educational
neuroscience
and
literacy
with
me
today
is
dr
melinda
harman
dr
harman
is
the
director
of
reading
recovery
in
kentucky
with
us
at
ccld
and
former
president
of
reading
recovery,
north
north
america,.
K
We've
been
asked
to
present
on
reading
instruction
methods
and
interventions
and
we're
happy
to
do
so.
It's
a
it's
a
complex,
a
set
of
of
issues
and
I've,
provided
you
all
with
a
brief.
K
K
Yes,
my
my
teenagers
tell
me
this
is
a
form
of
literacy,
and
I
this
is
very
embarrassing,
but
thank
you.
We
we've
been
asked
to
present
on
reading
instruction
methods
and
interventions
and
happy
to
do
so
before
I
do
that.
K
However,
I
would
like
to
just
remind
you
what
ccld
is
what
we
do
and
why
we
do
it
the
way
we
do
and
the
short
answer
on
that
is
because
we
are
directed
to
do
so
by
krs
164
o207,
which
you
all
yourselves
passed
in
the
law,
and
we
are
happy
to
do
so
and
we
are
happy
to
support
whatever
you
do
on
behalf
of
improved
literacy
instruction
in
the
commonwealth.
K
As
you've
you've
heard,
we
have
a
an
issue
with
teacher
shortages
and
in
supporting
teachers.
Children's
to
read.
We
note
that,
now
more
than
ever,
given
those
shortages
and
given
the
shift
to
a
younger
and
less
experienced
teacher
workforce
and
the
increasing
reliance
by
necessity
on
and
under
trained
personnel,
sometimes
to
fill
the
gap
that
kentucky's
classroom
instructors
need
guidance
and
training
in
how
to
teach
children
to
read
and
they
they
need
support
for
supporting
children
who
struggle
the
most.
K
We
were
created
in
1998
by
the
kentucky
general
assembly.
The
situation
is
similar
to
today.
There
was
an
uncertainty
about
the
quality
of
reading
instruction
in
the
schools,
as
noted
were
governed
through
krs
164
o207,
and
we're
mentioned
in
a
number
of
other
statutes
related
to
literacy.
K
For
that
reason,
but
this
is
a
serious
issue:
it's
been
accruing
for
some
time.
I
won't
go
through
all
the
programs
that
we've
assembled
over
the
24
years
that
we've
been
in
existence,
but
some
of
them
you
know
the
kentucky
reading
project,
our
k-5
teacher
professional
development
vehicle,
which
has
several
variants,
including
krp,
for
read
to
achieve
krp
for
striving
readers
krp
for
kentucky
comprehensive
literacy.
K
This
is
a
map
of
our
coverage
just
for
the
2021
year.
As
you
can
see,
most
this
most
counties
have
been
served
with
two
or
three
groups
covered
for
any
four
year
period.
Every
county
in
the
commonwealth
gets
covered,
the
in
spite
of
all
those
programs
and
the
catalog
of
expectations
in
1640207.
K
What
we
do
boils
down
to
three
things.
In
particular,
we
provide
high
quality
teacher,
professional
development
and
interventionist
trainings
by
qualified
state
and
private
university
faculty
to
improve
instruction
of
students,
reading
and
writing
and
their
language
development,
for
communication
for
thought
and
for
learning.
K
It
starts
with
a
needs
survey
where
we
ask
the
teachers
to
tell
us
what
they
know
best,
what
they
know
least
well
and
what
they
think
they
need
to
know
more
about
to
do
well
with
their
teachers.
I
should
say
that
these
are
not
first
year
teachers
we're
dealing
with
people
whom,
on
average,
our
seven
to
eight
year
seniority.
We
have
some
that
are
over
20
year,
but
they
come
to
us
and
they
come
to
us
voluntarily.
K
We
rarely
do
mandated
pd,
although
we
have,
but
they
come
to
us
voluntarily
and
eagerly
because
they
know
that
our
focus
will
be
on
the
concerns
that
they
feel
they
need
to
address
all
pd
and
there's
much
mandated
pd
from
the
schools
from
the
districts.
If
there's
grant
money
from
the
state
and
and
from
the
program
providers
that
they
buy
into
that,
pd
always
provides
a
review
of
the
foundations
and
that's
important,
and
it
hopefully
is
providing
some
newer
strategies
for
them
to
use
to
enrich
their
repertoire
of
instructional
approaches.
K
But
we
also
develop
a
better
awareness
of
the
research
so
that
they
understand
why.
The
things
that
we
are
asking
them
to
do
are
more
effective
than
than
you
would
know.
Otherwise,
and
we
are
also
strengthening
their
instructional
problem-solving
abilities
so
that
they
can
continue
through
what
some
call
teacher
action,
research,
which
we
call
a
literacy
action
plan
to
develop
new
curricular
materials
to
augment
those
that
are
required.
K
And
then
they
all
come
together
in
april
for
a
statewide
share,
fair
600
or
so
teachers
sharing
the
work
that
they've
done,
how
they
tweaked
it
to
make
it
work
better
listening
to
one
another,
it's
very
empowering
and
it's
very
encouraging
and
it's
the
sort
of
professionalization
that
is
recommended
by
folks
like
linda
darling,
hammond
at
stanford
and
her
colleagues.
Interestingly,
she
started
her
work
in
the
late
90s
when
we
were
started
and
both
of
us
started
with
the
work
that
came
out
of
the
office
of
educational
research
and
reform.
K
The
collaboration
between
uk
and
the
university
of
louisville,
funded
by
the
state
legislature.
Evidence-Based
methods
are
those
that
meet
a
federal
definition.
This
is
how
it's
defined
in
kentucky
regulatory
statute.
There
are
three
tiers
of
evidence,
strong,
moderate
and
promising,
and
I
won't
go
into
the
wonky
details
about
how
these
different
designs
warrant
that
that
sort
of
distinction.
K
But
this
is
what
the
kind
of
evidence
that
allows
us
to
say
with
a
fair
degree
of
probability,
what
will
work
with
certain
kinds
of
students
under
certain
conditions,
not
all
the
time,
but
with
a
much
greater
degree
of
probability
than
just
putting
a
finger
to
the
wind
and
taking
a
guess,
there's
also
a
fourth
category,
and
this
is
not
really
tier
four,
although
some
call
it
that
it's
it's
that
you
know,
there's
a
lot
that
we
do
that
we
feel
is
effective,
that
we
do
not
have
evidence-based
research
on
and,
as
you
all
know,
an
absence
of
evidence
is
not
evidence
of
an
absence
just
because
many
districts
choose
to
use
programs
that
are
not
listed
in
the
institute
of
educational
sciences.
K
K
So
here's
just
some
examples
of
some
research.
I
shared
this
with
the
finance
committee
last
summer.
This
is
these.
Are
measures
on
the
end
of
year
fifth
grade
krp.
Excuse
me
a
k-prep
exam
for
reading
the
bars
there.
The
color-coded
bars
are
distinguished
proficient
apprentice
and
novice
level
readers,
and
we
went
back
and
looked
to
see
if
at
any
time,
during
their
six
years
of
elementary
school
from
kindergarten,
all
the
way
up
to
fifth
grade.
K
K
What
this
clearly
shows
is
that
if
they'd
had
one
or
more
krp
trained
teacher,
they
were
significantly
more
likely
to
score
distinguished
significantly
less
likely
to
score
novice,
and
that's
the
kind
of
shift
that
we'd
like
to
see
and
the
beauty
of
it
is
the
sustainability
of
this
effect,
because
that's
where
you
get
your
bang
for
your
buck,
you
pay
for
it.
One
year-
and
it
continues
to
echo
through
the
teachers,
professional
advanced
and
the
students
professional
advance
here
are
some.
K
Some
data
from
the
read
to
achieve
program
now
read
to
achieve
is
not
a
ccld
project.
It's
a
again,
it's
a
state
general
assembly
constructed
program
and
it
is
handled
by
the
kentucky
department
of
education,
but
we
we
do
have
some
work
in
this.
We
do
provide
a
lot
of
plus
one
classroom,
teacher
professional
development,
and
we
also
have
supported
all
of
the
evidence-based
methods
or
programs
that
are
used
in
this
in
this.
K
So
you
have
these
two
factors
going:
the
teacher
intervention,
reading
intervention
for
kids
who
are
struggling
and
the
professional
development
for
the
regular
classroom
teachers
and,
as
you
can
see,
the
gray
bars
are
read
to
achieve
students.
The
orange
bars
are
regular
students,
your
average
students
and,
as
you
can
see
at
the
beginning
of
every
year.
K
Well,
this
is
2019
2020
in
the
fall.
There's
a
significant
difference
between
how
well
the
the
read
to
achieve
students
do
and
the
and
the
and
the
average
students.
Of
course,
you
expect
that
that's
why
these
kids
are
in
read
to
achieve,
but
by
winter
of
2020
they
have
closed
the
gap
and
that's
what
you
want
to
see
closing
of
the
achievement
gap.
This
tells
you
three
things.
It
tells
you
that
there's
a
gap.
K
Finally,
it
also
shows
you
that
a
community
effort
within
a
school
to
advance
literacy
has
carryover
effects,
because
the
read
to
achieve
program
is
k-3
and
you
see
effects
in
fourth
and
fifth
grade
so
I'll,
just
I'll
just
rush
ahead.
This
these
are
our
national
assessment
of
educational
progress.
Fourth
grade
scores
for
kentucky
1992-2019:
that
black
line
is
the
u.s
average.
The
blue
line
is
kentucky's
fourth
grade
average.
The
red
line,
just
by
way
of
comparison,
is
tennessee's
average.
K
Every
year
since
1998,
we
have
been
significantly
above
the
national
average,
and
this
is
remarkable
because
there's
a
strong
correlation
between
reading
achievement
by
students
and
socioeconomic
status
and
we're
the
fifth
poorest
state
in
the
union,
and
we
are
outpacing
most
other
states,
we
go
up
and
down,
and
we
came
down
from
2015
to
2019
that's
unfortunate,
but
I
wouldn't
panic
just
yet
if
you
want
to
use
the
the
u.s
average
as
the
baseline.
This
is
another
way
to
see
the
same
thing.
K
Why
was
that
drop,
I'm
afraid
to
say
most
of
it
was
because
of
a
particular
unfortunate
issue.
If
you
look
at
the
urban
cohort
study
by
nate
from
2015
to
2019,
you
see
there
at
the
bottom
of
the
list.
Jefferson
county,
a
drop
of
eight
points,
eight
points
in
two
testing
cycles.
That
is
terrifying
at
six
points
relative
to
the
national
mean.
Now
you
only
see
that
in
the
in
the
fourth
grade
scores
in
in
jcps,
you
don't
see
it
in
the
eighth
grade.
K
Reading
scores,
you
don't
see
it
with
the
math
scores.
You
don't
see
this
kind
of
drop,
so
it
wasn't
anything
global.
It
was
something
specific
to
early
reading
that
needs
to
be
investigated
and
and
ought
to
be
looked
into,
and
if
you
do,
you
begin
to
see
correlations
now.
Correlations
are
not
causation,
but
you'll
find
that
some
of
the
things
that
were
going
on
in
jefferson
were
also
going
on
in
baltimore,
tampa
boston,
houston,
chicago.
All
of
these
school
districts
also
were
advancing
similar
programs.
Then
you
look
at
the
top
of
the
list.
K
Remarkable
improvements,
9.7
point
over
the
national
mean
by
san
diego
and
fresno
high
poverty,
high
english
language,
learner,
minority
majority
districts
that
are
totally
beating
the
odds.
They
did
some
things
that
are
different
now
this
is
just
correlation.
But
again,
if
you
look
over
decades,
you'll
see
the
correlation
over
and
over
again
you
see
it
with
reading.
First,
you
see
it
at
the
district
level.
You
see
it
at
state
levels.
So
while
we
want
to
do
what's
best,
history
can
somewhat
be
our
guide.
K
This
is
not
even
qualified
as
tier
three
evidence
basis,
but
it
points
the
direction
as
to
what
was
most
probably
going
to
be
effective
and
what
is
not
so
that
leaves
me
to
the
brief
that
it's
in
your
packet,
it's
it
very
quickly,
looks
at
there's
your
five
pillars
of
reading
right
there,
phonemic
awareness,
phonics,
fluency
vocabulary
and
comprehension,
but
it
reminds
you
that
these
are
distinguishable
by
decoding
skills
and
language,
comprehension,
ability-
and
this
is
called
the
simple
view
of
reading
dates
back
to
1986,
but
what
it
states
is
that
reading
is
measured
on
a
reading.
K
Comprehension
test
is
the
product
of
a
student's
decoding
skills
and
their
language,
comprehension,
ability
and
what
that
means
is
both
decoding
skills
and
language.
Comprehension
ability
have
to
be
strong
to
do
well
on
that
end
of
year
third
grade
and
on
test.
Neither
one
is
sufficient
by
itself
in
the
80s
we
had
the
whole
language.
People
who
wanted
to
push
for
meaning
making
over
decoding
and
decoding
would
just
it
would
develop
naturally
well
yeah.
You
know
we
learn
with
our
brain
everything
we
learn.
K
We
learn,
naturally
it's
a
biological
process,
but
we
learn
from
our
experiences
and
our
experiences
in
formal,
structured,
educational
environments
and
classrooms
determine
what
we
learned
best
now.
There
are
folks
who
turn
it
the
other
way
around
they
say
we
have
to
focus
on
decoding
language
is
something
you'll
learn
naturally
again
yeah.
Well,
you
get
rather
unfortunate
results.
K
There
are
hierarchical,
linear
model,
equations,
these
kind
of
factor,
analysis
work
goes
back
to
the
1940s.
This
is
from
2015.
It
shows
you.
This
is
second
grade
level.
It
shows
you
that
language
and
decoding
predict
that
reading
comprehension
test,
we
have
neuroscience
research
that
indicates
areas
of
the
brain
where
these
processes
are
located
and
this
this
is
my
area.
K
We
also
know
the
fascicular
pathways
that
connect
these,
and
we
have
a
very
good
understanding
of
what's
going
on
in
brains
as
they
learn
to
read,
and
we
also
know
what's
happening
when
children
are
struggling
with
learning
to
read
here
again.
This
is
the
second
graders
they've
been
measured
on
fluency
accuracy
and
oral
language,
comprehension
and
some
have
trouble
with
one
some
two,
some
three
of
these
factors.
K
Forty
percent
here
are
struggling
with
accuracy.
Seventy
percent
are
struggling
with
fluency,
sixty
percent
are
struggling
with
language.
Each
of
those
issues
requires
different
sort
of
intervention.
There
are
no
one-size-fits-all,
several
bullet
solutions,
so
I
commend
this
to
you
and
I
would
love
any
feedback.
You
can
get
it's
not
hard
to
read
it's
ten
pages,
but
it's
it's
a
skeleton
key
outline.
Some
illustrations
is
just
the
first
page
that
provides
you
a
couple,
paragraphs
of
background
and
the
rest
if
to
look
it
over,
and
I
would
love
your
feedback
I'll
put
this
together.
K
Just
for
you
all,
and
I
sent
it
out
to
some
scholars
across
the
nation
to
get
their
feedback
and
they
they
are
just
delighted.
They
think
this
is
great
and
they've
asked
if
they
could
use
this.
I
said
okay.
Well,
it's
a
start.
We
need
work
on
it.
We
need
work
for
our
classroom
instructors.
We
need
work
from
our
administrators.
We
need
work
from
our
legislators,
so
I'd
love
to
hear
more
about
that.
So
now.
I
turn
this
over
to
dr
harmon.
In
reading
recovery,.
D
And
you're
going
to
push
the
button
for
me.
Thank
you
good
morning
actually
good
afternoon
now.
My
name
is
dr
lindy
harmon.
I'm
the
trainer
and
director
of
reading
of
the
reading
recovery
center
at
ccld
reading
recovery
is
a
one-on-one
early.
Reading
intervention
for
first
grade
children
experiencing
difficulty
in
learning
to
read.
D
Reading
recovery
has
a
strong
evidence
base.
The
sreb's
ready
to
read
report
outline
four
recommendations
for
improving
literacy
to
their
member
states.
Recommendation
number
two
focused
on
providing
evidence-based
early
interventions
for
children
who
struggle
with
learning
to
read.
They
go
on
to
cite
reading
recovery
as
one
of
the
most
well-researched
and
most
effective
interventions
available
in
the
what
works.
Clearinghouse
report
of
the
228
programs
reviewed
for
beginning
reading
reading
recovery
shows
positive
effects
across
all
four
domains
of
reading
and
remains,
as
the
only
intervention
to
do
so
to
date.
D
D
D
D
D
Our
teachers
select
the
four
first
grade:
children
who
score
the
lowest
on
a
diagnostic
assessment
of
early
literacy,
achievement
and
work
one-on-one
for
30
minutes
each
day
until
the
child
reaches
the
average
reading
levels
of
their
classroom.
That's
about
30
to
50
hours
of
instruction
in
about
two
to
two
and
a
half
hours
a
day.
The
remainder
of
the
teacher's
day
is
spent
teaching
primary
grade
children
in
small
reading
groups.
D
Our
teacher
leaders
are
also
including
classroom
teachers,
special
education,
teachers
and
english
language
teachers.
In
our
professional
learning
experiences
during
the
pandemic,
we
began
our
own
professional
learning.
Around
learning
modules
focused
on
the
cognitive
skills
and
processes
for
reading
and
writing.
Teacher
leaders
are
sharing
these
learning
experiences
as
our
schools
return
to
normal
operation.
D
I
brought
folders
for
you
today
because
I
I
was
afraid
you
wouldn't
get
the
electronic
documents
and
you
did
not
so
you
had.
You
should
have
a
folder
like
this
in
that
folder
on
the
left
side
are
all
of
the
evidence.
Reports
that
I
included
in
my
speak.
Talk
today
on
the
right
side,
are
a
copy
of
the
site
map
and
a
chart
with
the
current
numbers
across
the
state
teachers,
teacher
leaders,
schools
and
districts.
B
Yes,
thank
you
very
much.
My
question
is
for
dr
ruby
in
an
email
you
sent
in
last
august.
To
me,
you
stated
that
you'd
never
tried
to
tie
the
reading
recovery
scores
to
the
end
of
the
third
grade.
K
prep,
as
the
objective
is
to
see
if
reading
recovery,
kids
catch
up
with
their
peers
by
the
end
of
first
grade,
and
if
so,
then
you
said
they're
home
free.
B
B
I
don't
think
that
the
number
of
students
who
score
novice
on
k,
prep
after
doing
reading
recovery
in
first
grade
indicate
that
those
students
are
home
free
spending,
30
million
dollars
for
teachers
to
implement
a
program
that
may
lead
to
them
demonstrating
lower
accountability.
Scores
is
not
a
fiscally
conservative
decision
for
this
body
and
I'm
frustrated
that
I
had
to
do
an
open
records
request
to
get
longitudinal
data
for
a
program
that
is
such
a
significant
financial
commitment
by
the
state.
B
B
K
Well,
the
two
that
we
have
supported
because
they
are
evidence-based
and
are
therefore
an
an
option
that
those
who
apply
for
a
read
to
achieve
grant,
for
instance,
with
kde
that
we've
supported,
is
early
intervention
in
reading.
In
fact,
I
got
barbara
taylor
who
designed
that
herself
to
come
out
of
retirement
montana
and
come
and
give
us
the
teachers
here
in
this
in
the
commonwealth
of
pd,
and
the
other
is
leveraged
literacy
intervention.
K
There
are
some
others,
I
think,
there's
one
other
option,
but
I
only
know
of
one
district
that
uses
it
and
I
don't
think
it's
been
used
in
a
couple
of
years,
so
we
do
support
others.
The
the
inclusion
of
reading
recovery
in
in
ccld
began
back
in
1999
us
reading
recovery
was
funded
by
the
state
legislature
in
97
the
year
before
ccld
was
created.
K
So
two
years
later,
it
was
decided
that
they
should
be
moved
into
ccld,
because
that
would
just
for
administrative
purposes.
It
would
be
efficient
and
also
ensure
a
continuation
of
funding
so
that
that
was
the
commitment
that
was
made
at
that
time.
Now.
Let
me
point
out:
I
I
like
your
idea
of
longitudinal
data,
but
to
do
longitudinal
data.
You
have
to
follow
the
same
thing
across
years.
K
What
is
being
measured
on
a
k-prep
test
at
the
end
of
third
grade
is
not
the
same
thing,
that's
being
measured
on
maury
clay's
screening
instrument
for
first
grade.
I
I
showed
you
that
that
longitudinal
equation
model-
and
I
I
noted-
although
I
did
this
very
quickly
and
I
apologize-
that
the
weightings-
language,
comprehension
and
decoding
as
predictors
of
the
comprehension
test
change
across
years.
K
Decoding
fluency
ceases
to
be
significantly
predictive
of
the
test,
and
the
reason
for
that
isn't
because
decoding
is
unimportant:
it's
because
most
students
have
mastered
decoding
to
ceiling
effects
and
to
get
a
correlation
between
test
scores,
which
tend
to
follow
a
sort
of
a
bell
curve,
distribution
and
decoding
scores,
and
the
decoding
scores
by
third
grade
down
beyond
sort
of
all
shift
skewed
to
the
hard
right.
And
so
there's
no
correlation
there
and
that's
what's
meant
by
prediction:
they're,
not
predicting
the
future,
they're,
simply
predicting
a
correlation
at
a
given
point
in
time.
K
So
if
you
look
to
that
end-of-year
third
grade
test,
there's
much
more
weight
to
language
skills.
Now
what
what
really
first
addresses
is
primarily
decoding
skills.
That's
not
all
it
addresses
and
I'll,
let
I'll
let
dr
harman
follow
up
on
this.
So
it's
kind
of
like
you're,
comparing
apples
and
oranges
there
with
two
different
curriculums.
K
You
know
first
grade
and
and
third
grade
by
end
of
third
grade,
particularly
and
two
different
assessments
that
are
assessing
really
different
things
and
are
weighted
differently.
A
E
Thank
you,
madam
chair,
appreciate
you
all
being
here
today.
I
don't
think
it's
any
secret
to
anybody
in
this
room
that
I've
had
a
great
interest
in
early
literacy
in
kentucky
and
what
we
can
do
to
improve
it.
So
every
chance
I've
gotten
for
the
last
four
or
five
years.
I've
talked
to
education
leaders
across
the
state
across
this
country
at
sreb
a
few
years
ago.
I
just
happened
to
set
the
same
table
at
breakfast
with
the
commissioner
of
education
in
mississippi,
and
we
were
talking
about
this
issue
and
I
discussed
reading
recovery.
E
E
Recently
I
think
representative
janoski
referenced
a
study.
There
was
an
npr
article,
I'm
sure
you've
read
it
intensively.
They
came
out.
It
was
done
by
a
mr
may,
who's,
director
of
the
center
for
research
and
education
and
social
policy
at
the
university
of
delaware,
and
he
said
he
was
even
surprised
at
the
outcome.
The
results
of
the
study
and
I'll
make
sure
staff
emails
his
article
to
all
the
members
and
what
it
found
was.
I
don't
think
there's
any
doubt
that
from
the
studies
that
students
in
first
grade
have
gains,
they
have
improvements.
E
There
have
been
several
schools
across
the
country
who
have
dropped,
read
and
recovered
one.
I
think
one.
The
most
significant
is
the
columbus
ohio
district.
I
mentioned
that
because
I
believe
I'm
correct
that
reading
recovery
actually
started
at
ohio,
state
and
columbus
was
the
first
district
to
do
that,
and
I
just
want
to
read
a
comment
from
leslie
kelly
who's,
the
executive
director
at
the
columbus
school
of
teaching
and
learning
and
said.
The
decision
to
drop
reading
recovery
is
part
of
a
larger
effort
to
bring
the
science
of
reading
to
the
district.
E
She
said
she
and
her
colleagues
realize
that
their
approach
to
reading
restriction,
including
reading
recovery,
did
not
align
well
with
the
science
and
her
advice
to
districts
is:
do
your
research
make
sure
that
it's
evidence-based
so
that
that
leads
me
to
my
question
and
it
goes
back
to
representative
both
analysis
question
to
you?
What
can
we
do
in
kentucky?
E
What
kind
of
research
can
we
do
to
document
because
we're
talking
about
a
very
precious
commodity?
That's
the
future
of
our
children.
That's
right!
And
what
can
we
do
to
document
and
get
the
right
data
to
make
sure
that
the
programs
that
we're
offering
that
we're
implementing
in
the
state
are
effective
in
helping
them
to
learn
to
read.
K
Well,
sir,
that
I
just
want
to
make
three
points.
The
first
is,
according
to
a
lot
of
statistical
analyses
that
have
been
done:
cognitive
psychology
and
cognitive
educational
psychology,
such
as
the
sorts
of
inferential
statistics
that
mr
may
dr
may
used
in
that
study,
which,
by
the
way,
is
not
a
peer-reviewed
published
study.
It
was
a
working
paper
that
was
presented
at
an
education
conference
just
earlier
this
year.
K
The
reason
he
was
surprised
by
the
outcome
is
because
he's
done
research
on
reading
recovery
before
he
did
a
an
analysis
with
over.
Let's
see
it
was
at
seven
thousand
six
hundred
and
sixty
six
students
pair
matched
reading
recovery
and
on
reading
recovery
and
the
non-reading
recovery
students
at
the
end
of
the
first
grade
were
at
17
percent
percentile.
But
the
reading
recovery
had
risen.
K
The
36th
percentile-
and
you
may
not
realize
this,
but
when
you
look
at
the
normal
distribution
of
variance
because
there's
so
many
students
crammed
into
the
top
there,
it's
a
lot
harder
to
get
from
the
tails
towards
that
center
than
to
cross
over
the
center.
So
the
19
point
advance
for
the
reading
recovery
students
is.
K
It
takes
is
a
lot
more
impressive
than
if
you
were
to
go
another
19
points
to
the
54th
percentile,
all
right
so
but
the
the
study
he
did-
and
I
think
it
was
fifth
grade
that
that
he
was
looking
at
not
third
grade
but
again
that
that
test
is
a
it's.
K
It's
measuring
different
things,
it's
g
weighted
and
we
don't,
which
means
that
g
is
for
spearman's
correlate
for
general
intelligence
and
the
reliability
of
that
is
insufficient
in
kindergarten
grade
one
grade
two,
so
that's
why
we
don't
have
those
kinds
of
end-of-year
tests
at
that
grade
level,
and
so,
but
I'm
right
with
you,
the
the
evidence
base
is
necessary
and
it
would
be
highly
useful.
We
just
got
done
with
what
we
were
participating
in.
It
was
actually
done
by
ohio
state
university.
K
The
i3
study-
and
I
know
dr
harmon-
can
speak
to
that.
D
Yes
and
the
growth
rate
for
the
children
in
i3
study
who
participated
in
reading
recovery
over
a
five-month
period
was
131
percent
of
the
national
average,
and
this
study
was
conducted
by
the
same
person
who
public
who
presented
the
study
in
this
spring.
Now
that
study
is
not
a
published
peer-reviewed
research
study
he's
just
completed
the
study
and
took
it
to
the
era
conference.
D
D
And
what
I
said
in
my
presentation
is:
all
of
these
children
come
in
individually
with
different
confusions,
and
so
we
have
to
prepare
our
teachers
through
training
and
professional
development,
to
use
those
procedures
flexibly
with
every
single
individual
child.
It's
an
individual
intervention,
and
so
we
do
not
teach
all
kids
exactly
the
same,
because
we
don't
believe
that
all
kids
learn
exactly
the
same,
and
so
we
do
whatever
it
takes
to
get
these
kids
on
target
and
back
in
the
classroom
as
quickly
as
they
can.
K
K
K
So
while
I
appreciate
your
concern
about
that
and
the
research
shows
quite
clearly
phonemic
awareness,
phonics
fluency
are
crucially
important
in
the
early
elementary
grades
and
thereafter,
but
you
establish
them
in
the
early
elementary
grades
because
most
students
master
them
to
to
sufficiency
by
about
18
months,
which
is
two
full
school
years
of
instruction.
But
those
who
lag
behind
from
the
start
have
a
tough
time
keeping
up
and
it
may
be
because
we're
looking
at
disproportionately,
there
are
more
slower
learners.
K
F
Thank
you,
madam
chair.
Thank
you
for
the
presentation
today.
I
have
a
few
questions
that
revolve
around.
I
believe
your
slide,
seven,
where
you
kind
of
lay
out
the
krs,
and
you
lay
out
you
know
where
you
receive
your
funding.
F
Does
ccld
receive
funding
or
monies
from
reading
recovery
itself?
No,
so
you
receive
no
funding
or
monies
directly
from
reading
recovery.
No,
the
organization,
okay
in
krs,
164
0207,
that's
referenced
more
or
less,
where
the
legislature
sets
up
ccld
in
in
the
statute.
It
says
that
you
are
to
make
available
professional
development
for
educators
in
reliable
replicable,
research-based
reading
programs
and
then
in
1a.
It
says
that
you're,
basically
to
set
up
a
clearinghouse
of
these
of
this
information
has
kentucky.
F
K
Well,
we
have
principled
disagreements
on
that,
but
I
should
say
that
you
know
there's
a
certain
autonomy
to
reading
recovery
because
it
was,
it
was
placed
into
ccld,
fully
formed
right,
and
so
it
was
already
running
and
and-
and
so
we
haven't-
you
know-
interfered
with
that.
But
now
that
in
fact
see
what
ccld
does
is
provide
funding
for
the
teacher
leaders,
and
so
the
the
other
funding
linda
you'll
have
to
explain
how
that
works,
but
so
so
there's
that
autonomy
there.
K
I'm
you
know
contrary
to
what
was
said
on
social
media
last
week,
I
am
not
an
advocate
of
reading
recovery.
I
am
an
admirer
of
the
evidence
base
that
they've
established
so
there's
you
know
you
can
have
your
own
opinions,
but
you
can't
have
your
own
facts
and
in
in
research
you
can
have
your
own
interpretations,
but
you
can't
have
your
own
data,
and
so
that
is
that
is
pretty
hard
to
say
no
to.
K
But
there
are
other
evidence-based
methods
as
well,
and
you
know
when,
when
we've
been
consulted,
we've
always
said
about
a
thousand
flowers,
bloom
or
whatever
the
phrase
is
allowed.
You
know
because,
as
I
say,
there
are
districts
that
are
happy
with
the
program
they're
using
it
may
not
be
evidence-based,
but
common
sense
would
suggest
that
if
they're
happy
it
seems
to
be
working,
they
don't
have
any
issues
with
it.
K
F
Just
one
quick
follow-up:
okay,
ma'am
chair
specifically
to
your
slide
that
showed
jefferson
county
I
mean,
I
don't
think
it's
any
secret.
We
have
a
real
problem
in
jefferson
county
with
early
literacy,
among
other
things,
so
reading
recovery
is,
it
is
available
in
jefferson,
county
right
and,
and
so
if
reading
recovery
is
available
there,
why
do
we?
Why
do
you
think
it's
not
working
there?
Well.
K
K
What
was
was
taken
out
was
the
kentucky
reading
project,
which
is
our
you
know,
a
k
through
five
program,
that's
been
running
since
1998.,
we
had
a
krp
through
the
university
of
louisville,
but
they
were
doing
it
in
the
surrounding
districts,
and
some
teachers
from
from
jcps
actually
would
go
out
and
attend
those
in
addition
to
what
they
were
required
to
attend.
At
jcps
jcps
had
a
exclusive
contract
with
bellarmine
university,
a
million
dollars
a
year.
I
think
it
cost
them.
K
Oh,
I
didn't
mention
the
fact
that
what
we
offer
the
teachers
is
free,
all
right.
It's
free
to
their
schools,
it's
free
to
their
districts,
we're
using
those
monies
that
you
provide
us
to
provide
that
pd,
but
they
wanted
to
go
this
this
route
instead
and
you
know,
and
bob
cooter
there
who
became
dean
and
and
david
page
and
the
whole
gang
there
they're.
I
respect
these
people
as
as
fellow
literacy
scholars,
but
even
when
they
were
telling
me
about
what
they
were,
gonna
do
and
they're
all
excited.
K
I
said:
didn't
you
try
something
like
that
in
memphis,
when
bob
was
in
memphis
and
that
didn't
work
then
and
in
houston-
and
you
know,
and
so
there
are
certain
things
that
you,
you
know
that
you,
as
I
just
say
decoding,
is
tremendously
important
right.
There
is
no
question
that
programs
that
have
a
phonics
component
work
significantly
better
than
those
that
don't.
K
H
K
That
it
as
you
you
say
it's
a
complex
issue
and
I
say
I
think
we
need
more
study
on
what
was
going
on
there
at
that
time,
because
I
I
wouldn't
want
to
guess.
Thank
you.