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From YouTube: Interim Joint Committee on Education (6-6-23)
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A
A
Good
morning,
if
I
have
your
attention
I
like
to
call
to
order
the
first
meeting
of
the
2023
interim
joint
committee
on
education,
I'll
ask
all
the
members
and
guests
to
please
silence
your
cell
phones
before
we
get
into
the
role.
I
had
a
couple
issues
I
wanted
to
discuss.
A
week
ago
yesterday,
we
celebrated
Memorial
Day
here
in
the
United
States
and
today
June.
The
6th
2023
is
the
79th
anniversary
of
the
D-Day
invasion.
A
Also
I
wanted
to
mention
that,
since
we
adjourned
on
March
the
30th
of
this
year
in
a
regular
session,
we
have
had
we've
lost
one
member
of
the
general
assembly
representative,
Layman
Swann,
passed
away
recently.
I
did
not
get
to
know
representative
Swann
very
well
after
session
we'd
go
over
to
the
elevator
together
and
he
always
had
a
smile
on
his
face
and
and
a
very
friendly
person
he's
going
to
be
deeply
missed.
Would
you
join
me
in
a
moment
of
silence
and
memory
of
Representative
swan
in
prayers
for
his
family.
A
Amen
Mariah,
would
you
please
call
the
roll.
C
B
D
C
C
A
A
F
G
Yes,
thank
you.
Mr
chairman
I
want
to
recognize
and
welcome
one
of
my
constitu
constituents.
Mike
hesketh,
who
we're
going
to
hear
from
in
a
little
bit
is
in
testimony
Mr
chairman
I'm,
excited
to
hear
his
testimony
and
I
urge
all
of
my
colleagues
to
pay
close
attention
to
what
he
says
he's
been
recognized
at
the
state
level
for
his
thoughts
and
and
his
work
as
a
private
citizen
and
a
leader
in
Industry.
G
E
Thank
you,
Mr
chairman
yeah
I'd
like
to
introduce
introduce
a
special
guest
and
if
he
would
stand
Mr
John
Ballard.
If
you
would
stand
he's
a
new
member
of
our
staff
senate
senate
majority
staff
and
he's
the
new
Joe
Burks.
If
there
is
such
a
thing,
but
I
want
to
make
John
feel
welcome
and
welcome
to
education
committee.
A
Thank
you,
John
look
forward
to
working
with
you
and
the
Senate
on
education
policy,
any
other
members
at
this
time
we'll
go
on
and
get
into
our
agenda.
First,
we
have
on
our
agenda
I
kind
of
like
the
way
they
describe
this
care
where
we
started
where
we've
been
and
where
we
can
go
a
few
weeks
ago,
I
was
in
a
meeting
with
Dr
Flynn
and
we
were
discussing
KRS,
158.645
and
I'm
sure
he's
going
to
get
into
that
in
a
minute
and
I.
A
Just
thought:
it'd
be
good
for
us
to
take
a
pause,
look
back
and
where
are
we
being
and
try
to
identify
where
it
is
that
we
need
to
go
and
that
way
will
help
us
shape
policies
to
move
in
that
direction.
So
Dr
Flynn
is
good
to
have
you
as
my
practice
in
the
regular
session.
I
will
continue
that
when
I
in
the
interim
swearing
everyone
in
so,
would
you
please
raise
your
right
hand?
A
D
D
I'm
Jim
Flynn
I'm,
the
executive
director
of
the
Kentucky
Association
of
school,
superintendents
and
I
want
to
thank
chair,
Tipton,
chair
West
and
members
of
the
inner
joint
committee
on
education
for
the
opportunity
to
talk
with
you
all
today,
I'm
going
to
begin
sharing
my
screen
to
to
talk
about
this
journey
and
the
opportunities
we
have,
but
I
want
to
start
a
little
bit
with.
For
me,
this
is
the
lived
experience.
I
started
as
an
educator
in
1989.
D
I
was
actually
in
Texas
for
my
first
three
years
and
then
came
back
home
to
Kentucky
in
1992
and
had
been
here
serving
the
Commonwealth
since
as
a
teacher
as
an
assistant
principal
a
high
school
principal
and
then
16
years
as
a
superintendent
and
now
I'm
in
my
fourth
year,
serving
in
this
role,
supporting
School
superintendents
across
the
Commonwealth
in
in
their
efforts
to
to
lead
high
quality
education
system
for
every
child.
D
You're,
not
proud
of
the
work
we've
been
doing,
it's
been
hard
work
and
there's
been
an
astounding
number
of
changes
over
the
years
and
but
one
thing
that
I
talked
a
lot
about
when
I
was
a
superintendent
every
time.
I
spoke
to
our
community
and
I
reminded
them
that
a
community
gets
the
schools
it
wants
and
if
it's
willing
to
to
be
interested
and
engaged,
have
high
expectation
and
fit
and
invest,
there's
the
resources
you
know,
time,
money
and
and
and
their
own
interest
in
our
schools.
D
Amazing
things
can
happen
for
our
kids,
but
I
thought
too
it's
important
to
kind
of
step
back
and
and
and
look
at
where
we've
started
where
we've
been
and
where
we
can
go
and
his
chair
Tipton
mentioned.
We
were
in
a
meeting
and
talking
about
that,
and
so
let's,
let's
dive
into
it,
I
do
want.
D
Okay,
here
we
are
all
right,
so
the
major
tenets
of
Kentucky
education,
Reform
Act,
passed
in
1990,
you
know
represented
one
of
the
most
student-centered
education
approaches
at
that
time.
In
fact,
it
I
think
we
were
the
first
state
to
to
hold
schools
accountable
for
student
performance,
but
one
of
the
things
that
a
particular
interesting
note,
then,
when
we
started,
is
that
that
included
both
content
and
performance
assessments.
D
We
also
implemented
a
new
funding
program,
seek
that
were
all
familiar
with,
at
least
to
name
that
focused
on
equalizing
the
funding
distribution
across
districts
to
close
those
disparities
that
were
in
existence
that
at
that
time,
so
that,
regardless
of
where
a
kid
resides
or
lays
their
head
at
night,
we
knew
that
they
were
going
to
have
the
resources
they
need
to
have
a
high
quality
education.
D
And
another
key
component
was
the
focus
on
local
control
and
governance,
which
you
know
was
bolstered
with
a
combination
of
school-based
decision
making,
along
with
our
locally
elected
Boards
of
Education,
which
was
a
great
step
forward
in
democratizing
education
and
placing
more
power
in
the
hands
of
stakeholders,
including
teachers
and
parents,
and,
of
course
that
exists
today.
Some
other
things
that
I
think
we
can
be
very
proud
of
at
the
Inception
of
Kara
was
a
focus
on
robust
standards
across
content
areas
which
we
still
have
in
place
today.
D
Also
preschool
education
for
disadvantaged
and
those
identified
with
disabilities.
Our
Friskies,
which
we
all
know
and
love,
which
help
remove
barriers
to
success
for
our
students,
extended
school
services
and
major
investments
in
technology
and
professional
development.
Understanding
that
technology
was
was
could
be
a
powerful
tool
to
leverage
education
and
it's
so
important
to
train
our
Educators
so
that
they
have
the
capacities
to
deliver
both
instructionally
and
and
with
their
leadership
in
the
classrooms
to
meet
our
goals.
D
As
chair
Tipton
mentioned,
there's
there's
two
statutes
that
I
think
are
of
a
particular
interest
that
show
the
remarkable
remarkable
commitment
to
the
Transformations
that
we
were
looking
for.
D
The
one
he
mentioned
already
is
KRS
158.645,
and
you
can
see
the
capacities
that
were
listed
for
public
education
and,
as
you
read
through
those
one
of
the
things
I
want
to
share
with
you,
is
that
I've
been
sharing
these
capacities
with
all
kinds
of
different
people,
from
superintendents
to
other
Educators,
to
parents,
to
business
folks
to
legislators
and
other
governmental
officials
and
everyone
I
speak
to
responds
to
yeah
those.
D
Things
because
we
know
how
important
it
is
to
communicate
effectively
and-
and
you
know,
understand
our
economic,
social,
critical
choices,
and
you
know
we
want
our
students
to
form
good
character
and
and
understand,
Civics
and
and
all
those
things
that
grow
them
into
a
a
high
quality.
High
functioning,
successful
person
in
in
our
communities.
D
The
other
statute
I
want
to
bring
your
attention
to
is.
D
Krs158.6451
and
this
gets
into
those
core
tenants
that
I
think
are
so
powerful
as
well.
It
dives
into
a
little
bit
of
the
content
areas
where
you
can
see
communication
again,
but
mathematical
skills
and
what
I
like
about
the
beauty
of
the
languages
that
it
emphasizes
what
they
will
encounter
throughout
their
lives
that
it's
not
just
what
they're
going
to
encounter
in
schools.
And
so
it
it
emphasizes.
D
And
then
the
idea
of
connecting
and
integrating
experiences
and
new
knowledge
with
previously
learned
background
knowledge,
as
as
they
you'll,
navigate
how
to
use
various
sources
and
to
express
their
creative
talents
and
interest
in
the
Arts
music,
dance
and
dramatic
arts.
When
I
talk
to
people
about
these,
they
respond
very
favorably
and
say
yeah.
We
were
going
for
the
right
things
and
how
did
we
get
off
track
over
the
last
30
plus
years?
D
Well,
I
think
there's
some
major
disruptors
that
contributed
because
we
were
kind
of
moving
along
and
around
the
turn
of
the
century.
The
federal
law
changed
and
implemented,
No
Child,
Left
Behind
and
those
of
you
all
that
were
around
know
really
that
lost
sacrifice
States
like
Kentucky
that
had
already
implemented
major
education
reforms.
It
narrowed
the
focus
of
the
assessment,
accountability,
programs
and
and
moved
our
state
from
biennial
goals
to
static
annual
goals
and
a
more
punitive
consequential
environment.
D
It
in
the
in
the
statute
there
that
from
the
federal
level
and
changed
us
to
pretty
dramatically
in
terms
of
focus
and
then
not
long.
Behind
that
we
experienced
the
2008
recession.
That
was
really
follow
up
from
the
the
tech
Bubble
Burst
and
that
brought
significant
financial
challenges
to
the
state,
including
to
our
public
pension
systems,
and
education,
has
struggled
to
keep
Pace
within
play.
D
Quite
some
time
since
then,
and
and
I
applaud
the
legislature's
commitment
to
paying
the
the
full
cost
of
the
arc
for
our
pension
system,
which
had
not
been
the
case
for
many
years
previously
and
I
do
acknowledge
that
the
legislature's
investment
in
education,
when
you
combine
the
education
component
and
the
funding
of
the
pension
system
is
fairly
equivalent.
D
But
the
the
truth
of
the
matter
is
that
we've
lost
some
ground
on
buying
power
in
our
schools
on
the
education
side,
and
that
has
also
had
a
significant
impact
on
what
our
schools
can
do
and
then
finally,
I'll
mention
that
the
pandemic
disrupted
every
facet
of
life
with
schools
being
one
of
the
most
profoundly
impacted
institutions
of
society.
We
experience
significant
student
learning
laws,
dramatic
Workforce
shortages
and
a
supercharged
political
environment
around
education
that
continues
to
challenge
our
schools.
But
there's
those
aren't
just
the
only
disruptors.
D
D
D
Tolerable,
the
social
pressures
tend
to
force
the
system
to
change
when
it's
in
a
high-stakes
environment,
and
so
when
I
think
about
our
high
stakes
assessment
accountability
system
over
my
over
30
years
in
Kentucky
now
we
started
out
with
curis,
which
was
the
Kentucky
instructional
results
information
system
again
that
system
you
know,
focused
on
annual
testing.
It
started
out
focusing
on
content
and
performance
assessments,
but
because
of
the
challenge
of
the
performance
assessments
and
and
the
the
questions
about,
can
you
really
make
that
a
high
stakes
component
of
the
assessment
system?
D
It
was
abandoned
pretty
early.
That
was
unfortunate
from
one
side
of
the
equation,
because
performance
events
and
project-based
learning
is
a
powerful
instructional
strategy
that
really
engages
students
in
the
learning
process,
really
because
it's
learning
by
doing
but
I
think
at
the
same
time
it
was
clear
that
that
was
not
a
component
that
needed
to
be
part
of
a
high-stakes
assessment
accountability
system.
D
Another
example
from
that
time
period.
We're
writing
in
math
portfolios,
again
outstanding
instructional
strategies
and
processes
to
guide
learning
and
instruction,
but
not
so
great
for
a
part
of
a
high-stakes
assessment
system,
and
so
those
were
eventually
abandoned
over
the
years.
Then
we
moved
eventually
moved
into
cats
what
we
called
cats,
the
Commonwealth
accountability
testing
system
and
then
it
moved
into
unbridled
learning
into
k-prep
and
and
then
finally,
today's
KSA
or
the
Kentucky
summative
assessments.
D
Now
I
will
note
that
each
of
these
different
assessment
systems
experience
multiple
iterations
over
its
years
of
existence
and
that
always
made
it
a
challenge
for
educators.
Who
I
will
tell
you
when
you
point
them
in.
D
Is
what
is
valued
and
what
matters
they
will
roll
up
their
sleeves
and
try
to
make
it
happen.
No
more
evident
of
that
is
when
we
went
into
the
practice
of
testing
every
Kentucky
Junior
on
the
ACT
exam
prior
to
that
the
students
who
took
the
ACT
were
self-selected
and
and
when
we
went
to
all
students
taking
it
in
the
junior
year.
Naturally,
the
average
ACT
scores
dropped
pretty
dramatically,
but
one
of
the
things.
J
D
For
for
our
students
and
our
teachers
is
that
they
really
focused
in
and
over
time
those
average
ACT
scores
climbed
because
it
was
important
and
it
was
part
of
the.
D
System
that
we
were
judged
on
and
so
I
want
to
just
say,
as
we
think
about
high-stakes
assessment
accountability,
we
need
to
make
sure
it
really
truly
is
aligned
to
what
we
care
about
and
value
most
because.
C
K
C
D
To
corruption
pressures
and
one
of
the
examples
of
how
powerful
that
can
be
is
when
Stephen
Pruitt
was
our
commissioner
and
was
working
on
a
new
accountability
system
for
Kentucky.
He
actually
created
a
subcommittee
to
look
at
consequences
of
any
of
the
ideas
that
were
being
considered
so
that
we
wouldn't
have
those
corruption
pressures
or
could
minimize
the
impact
of
those.
But.
I
D
High-Stakes
assessments
have
changed
many
times
over
the
years
and
and
I
think
there's
a
time
for
us
to
really
look
at
that
and
to
to
see
what's
in
our
future,
that
can
unleash
our
students
to
to
really
be
all
that
they
can
be,
and
all
that
we
want
them
to
be.
I
want
to
also
emphasize
that
every
system
is
perfectly
designed
to
give
you
exactly
what
you're
getting
today,
and
many
of
us
have
heard
that
famous
quote
from
from
Edward
dimming,
but
I
can
tell
you
as
a
long
time,
leader
in
education.
D
I
fully
believe
this
that
the
system
is
perfectly
designed
for
the
results
it
gets
and
the
system
is
a
function
of
the
policy
landscape
within
which
it
exists,
and
so
that's
a
call
to
action
for
us
to
start
asking
the
question.
What
are
some
of
the
policy
barriers
that
are
getting
in
our
way?
I
talked
to
superintendents
from
all
across
the
Commonwealth,
and
all
of
them
want
to
provide
their
students
with
the
very
best
education
possible.
D
D
When
we
have
a
system
that
My
Success
depends
on
what
you
do,
then
that
can
lead
to
that
unhealthy
competition
that
we
want
to
avoid.
They
bring
up
things
about
graduation
requirements
that
don't
really
allow
for
cross
application
of
knowledge
and
Antiquated
data
reporting
systems
that
make
it
challenging
to
innovate.
Most
notably,
we
get
our
test
results.
D
Many
of
the
calendar
requirements
limit
what
schools
and
districts
can
do
and-
and
we
have
some
arbitrary
dates
out
there
right
now-
that
don't
give
communities
all
the
options
that
they
may
want
for
their
students.
Teacher
development,
Recruitment
and
certification
often
aren't
in
line
to
the
state's
vision
for
personalized
learning
and
there's
opportunities
that
we
can
look
for
there
and
then
funding
is
based
on
attendance
or
seat
time,
but
not
connected
to
the
Mastery
of
content,
for
example.
That
would
allow
for
more
anytime
anywhere
learning
experiences.
D
I
want
to
also
kind
of
mention
a
national
landscape,
because
other
states
are
working
on
this
and
struggling
with
this
as
well.
Many
states
are
starting
to
create
portraits
of
graduates
looking
at
those
things
Beyond
just
you
know,
content
skills
and
knowledge
that
we
want
kids
to
know
to
to
other
more
important
skills
that
we
know
are
needed
and
to
be
successful
in
their
families,
in
their
communities
and
in
their
workplaces.
One
of
the
things
you'll.
K
D
Here
is
that
there's
no
political
alignment
of
the
states
that
are
using
these
portraits
of
a
graduate,
though
they're
they're
from
states
that.
I
D
Work
going
around
looking
at
this
and
looking
at
how
we
can
Implement
more
competency-based
education
programs
toward
graduation,
the
other
things
that
states
are
working
on
are
next
gen
operation
assessments
and
again
you
can
see
from
this
map
that
lots
of
states
are
really
deep
into
this
work
at
various
levels
and
again
it
transcends
all
the
political
Arrangements
across
our
country.
It
doesn't
matter
red
or
blue
states,
are
diving
deep
into
how
we
can
make
a
better
education
for
our
students
and
and
look
at
these
next
generation
of
Assessments.
D
I
think
it's
something
that
we
need
to
pay
attention
to.
But
we
also
need
to
recognize
that
there's
many
innovators
in
Kentucky
lots
of
schools
are
working
on
portraits
of
a
graduate
or
profiles
of
a
graduate
where
they're
identifying
those
those
skills
Beyond.
Just
the
content,
skills
and
knowledge
thinking.
You
know
thinking
about
things
like
developing
them
as
critical
thinkers
and
collaborators
and
lifelong
Learners
and
communicators
and
Global
Citizens
and
innovators
and
and
those
kinds
of
things
and
and
the
other
thing
I
want
to.
D
D
What
do
you
want
our
students
to
graduate
with
from
our
schools
and
they're
designing
local
accountability
systems
around
the
expected
benefits
of
for
their
students
that
are
aligned
to
the
needs
of
their
communities,
and
then
I'll
mention
that
some
school
districts
are
partnering
together
and
creating
Innovative
academies
and
institutes,
and
one
that
I'll
mention
is
the
ignite
Institute
up
in
Northern
Kentucky
that
Kenton
County
Boone
County
worked
on
and
in
fact,
in
the
news
recently,
one
in
four
ignite,
Institute
seniors,
just
graduated
with
an
earned
associates
degree.
D
So
these
Innovations
can
make
a
big
difference
and
they
can
take
root,
but
we
got
to
figure
out
how
to
scale
those
and
then
finally,
I'll
mention
the
educator.
Workforce
shortage,
Challenge
and
and
some
schools
are
really
roll
up
their
sleeves
and
figuring
out.
How
to
do
that
and
I'll
highlight
what.
D
Schools
and
Western
Kentucky
University
are
doing
and
implementing
the
first
apprenticeship
program
for
high
school
students
to
begin
earning
their
credentialed
to
be
a
teacher
in
Kentucky,
and
so
that's
just
a
amazing
work
that
I'm
so
excited
about
and
hope
that
we
can
learn
from
these
Pioneers
in
Kentucky
education
and
create
a
landscape
where
we
can
scale
these
things.
So
what
are
some
ideas
that
we
can
think
about?
Well,
I'd,
like
you
to
consider
some
things
one.
D
We
could
study
how
to
incorporate
these
local
indicators,
like
those
generated
through
the
L3
districts
and
some
of
the
districts
that
are
implementing
those
community-based
accountability
systems
and
integrate.
D
The
state's
accountability,
dashboard
I
think
we
could
consider
how
we
might
reduce
the
state's
summative
assessment
footprint
within
the
federal
requirements,
while
providing
more
flexibility
to
expand
high
quality
performance
Assessments
in
non-federally
tested
subjects
that
reflect
what
students
know
and
can
do.
I
think
we
can
examine
the
state's
post-secondary
Readiness.
D
Continue
to
make
changes
in
those
to
determine
how
it
might
incorporate
competency-based,
Pathways
or
additional
measures
such
as
a
Capstone
or
a
Statewide
or
local
competency
framework,
and
then
we
need
to
look
at
the
state's
accountability
requirements
and
determine
how
the
system
could
be
made
more
reciprocal,
reciprocal
between
state
and
local
communities
in
less
competitive
or
punitive
that'll
Inspire
districts
to
collaborate
together
and
share
for
the
benefit
of
all
students
across
the
cut.
The
Commonwealth
I
think
we
need
to
look
at
funding
and
consider
how
to
fund
a
planning
grant
for
interested
communities.
D
Approaches
and
figure
out
how
to
implement
those
with
Fidelity
and
to
examine
the
state's
approach
to
funding
to
determine
how
it
could
be
more
strongly
support
to
anytime
anywhere
learning
experiences
and
then
finally,
I'll
mention.
We
can
examine
the
state's
instructional
staff
requirements
to
determine
how
more
educator
flexibility
to
given
to
allow
Innovative
schools
to
consider
how
to.
I
D
D
Students
as
a
personalized
learning
Journey
for
them
around
what
they
need
to
grow
and
develop
in
to
enhance
their
instructional
leadership
practice.
D
D
And
unleashes
our
schools
so
that
every
student
can
pursue
a
personalized
educational
program
aligned
to
their
talents,
dispositional
qualities
and
aspirations
to
develop
their
knowledge,
skills
and
competencies
for
success
in
life
as
a
citizen
and
contributed
to
their
family
community
in
the
workforce,
and
I
can
assure
you
that
superintendents
across
the
Commonwealth
and
their
teams
in
their
districts,
along
with
parents
and
other
community
stakeholders
and
the
business
Community,
will
will
welcome
the
opportunity
to
to
do
this
kind
of
work.
D
But
I
want
to
personally
again
I've
sent
you
all
an
email
invite
to
attend
our
superintendent
Summit
next
Monday
June
12th
at
the
Marriott
City
Center
in
Lexington.
We're
going
to
look
at
the
the
public
schools
of
the
future.
We
need
for
students
and
we're
going
to.
D
Big
challenge
areas
facing
our
Public
Schools,
removing
barriers
to
unleash
the
learning
that
we
just
talked
about.
Workforce
challenges
to
make
sure
we
have
the
ability
to
recruit,
retain
and
develop
high
quality
professionals
to
work
with
and
around
our
students
in
our
schools
and
the
funding
needs
for
public
education.
A
Thank
you.
Dr
Flynn
always
appreciate
your
input
as
we
discuss
education
policy
and
I.
Think
all
of
us
agree
on.
We
want
what's
best
for
our
children
here
in
Kentucky
and
how
we
can
provide
an
education
that
will
help
prepare
them
to
succeed
in
life
and
I.
Really,
like
the
quote
about
the
system,
the
system
drives
what
you
get
and
I
think
we
really
need
to
take
a
hard
look
at
our
Educational
Systems
and
what
we
can
do
to
make
improvements
there.
I
Foreign,
yes,
okay,
so
when
I
was
asked
to
run
for
office,
the
single
most
reason
that
pushed
me
over
the
edge
to
saying
yes
and
the
reason
I
keep
coming
back
is
the
importance
of
changing
our
accountability
system.
I'm,
going
to
give
you
three
reasons
why
I
feel
like
it
needs
to
change
from
from
the
perspective
of
a
classroom.
Teacher.
First
of
all,
our
accountability
system
does
not
in
the
least
bit
Drive
instruction.
There
is
no
educational
value
to
Educators
to
parents,
to
the
students.
I
Teachers
don't
see
the
test
before,
during
or
after
the
administration
of
the
tests.
So
I'll
give
you
an
example.
If
I
give
a
spelling
test,
I
can
pick
the
words
that
I'm
going
to
give
the
students
I
can
evaluate
the
results.
I
can
say:
okay,
I
need
to
work
on
this
phonics
pattern,
or
this
irregular
spelling
pattern
and
I
get
the
results
almost
immediately
on
these
accountability
tests,
I
never
see
what's
in
them
and
then
at
the
end,
it's
like
saying.
I
Six
months
later,
you
need
to
be
better
at
teaching,
spelling,
there's
no
value
for
educators.
Secondly,
it's
very
expensive
rep
Banton
I
did
some
digging
into
what
it
costs
us.
In
fiscal
year,
20
KDE
budgeted
17
million
six
hundred
eighty
eight
thousand
14
million
was
to
Pearson.
One
million
was
alternate
assessment.
Quality
control,
psychometrics,
2.3
million,
is
just
the
office
to
cover
accountability
and
assessment.
I
I
asked
JCPS:
5
million
we've
got
staff
whose
job
is
to
handle
building
assessments,
4.7
million
testing
units
parent
mailings,
then
you've
got
the
cost
of
Time
Imagine.
How
many
millions
of
dollars
it
is
and
I
asked
how
much
for
like
we
have
a
mandatory.
Every
certified
educator
in
the
state
does
a
3.5
hour
training
to
do
testing
and
the
estimate
from
lrc
was
7.1
million,
so
we're
spending
tens
of
millions
of
dollars
on
something
that
provides
no
educational
value.
I
I
Dr
Chris
tinkin
in
2017,
was
able
to
in
a
longitudinal
study.
He
predicted
the
percentage
of
students
who
would
score
proficient
or
above
on
New
Jersey
standardized
tests
with
78
percent
accuracy
on
on
English
language,
arts
and
70
on
math,
based
upon
the
percentage
of
families
in
a
community
with
income
over
200
000
percentage
of
people
in
a
community
who
are
in
poverty
and
percentage
of
people
in
a
community
with
bachelor's
degrees.
So
how
much
of
our
test
scores
can
be
explained
by
the
socioeconomic
status
of
our
students?
I
Secondly,
Jefferson
County
public
schools
give
a
test
to
find
out
how
we're
going
to
do
on
the
test
three
times
a
year.
Most
of
the
districts
do
that
we
give
the
map
test
well.
I
was
kind
of
surprised
when
I
found
this
out,
but
map
NWA
map
has
a
linking
study
and
it
can
give
you
to
pretty
high
degree
accuracy
based
upon
the
students
map
scores
how
they're
going
to
do
on
the
KSA
or
k-prep
correlations
are
from
0.7
to
0.81,
so
strong
link.
I
So
if
you
can
do
three
times
a
year,
a
one
hour
assessment
that
teachers
can
get
the
results
in
24
hours
that
can
drive
instruction
that
are
correlated
highly
with
what
the
end
of
year
tests
are.
Why
do
we
have
to
do
the
end
of
your
tests?
So
my
challenge
to
each
of
my
colleagues
is:
we
can
do
better.
We
can
come
up
with
something
that
gives
us
the
metrics.
We
need
and
have
it
to
drive
instruction,
and
so
hopefully
I
did
that
quickly
enough
that
the
chair
will.
A
J
Thank
you,
Mr
chairman
I,
look
around
the
room
and
I
think
there
was
only
three
people
here
when
the
cats
test
was
brought
in
and
Nick
Fogel
is
sitting
on
the
senate
floor,
spelling
out
cats
as
they
do
in
the
sports
arena
at
UK,
but
I
I
want
I
know
that
accountability
and
assessment
is
the
next
subject
matter
that
you
have
Mr
chairman,
but
some
of
us,
older
people
who
were
here
remember
kiris
that
it
was
not
an
off-the-shelf
test.
J
High
stakes,
accountability
was,
in
my
opinion,
the
basic
premise
for
which
Kira
was
instituted,
subject
to
having
distinguished
Educators
placed
in
systems
and
systems
being
in
totality
taken
over
by
the
Department
of
Education
and
I.
Remember
at
the
time
Floyd
County
was
taken
over,
which
was
then
the
majority
floor,
Leader's
hometown
so
to
Dr.
Flynn
you've
talked
about
Kira
and
where
we
stand,
I
think
high
stakes.
D
I
think
it's
a
good
question.
President
Stivers-
and
you
know
and
I've
thought
a
lot
about
this
over
the
years
that
you
know,
because
I
do
believe
that
at
the
Inception
of
Kara,
the
high
stakes,
assessment,
accountability
component
did
jump
start
the
system
and
we
went
from
you
know
a
state
by
most
measures
that
was
more
near
the
bottom
of
the
rankings
to
a
state
that
that's
now
in
most
measures.
D
If
you
look
at
somewhere
in
the
middle
of
the
pack
and
and
so
I'm
I'm
certain
that
the
high-stakes
assessment
accountability
component
was
a
part
of
what's
what
supercharged
that
progress,
the
superintendents
that
I
talked
to
don't
shy
away
from
accountability
and
assessments
are
a
piece
of
that
accountability.
You
know
I've
got
to
highlight
your
colleague
my
friend,
my
Senator
Senator
Dr
Wilson,
who
led
a
an
ominous
bill.
Senate
Bill
won
2017.
D
Looking
at
how
to
do
this
better.
You
know
Senator
Givens
in
2020,
with
the
passage
of
Senate
Bill
158
made
a
an
effort
to
to
make
this
assessment
accountability
system
better
and
you
know,
and
I
so
I
want
to
to
lift
those
up
is,
is
good
efforts
to
move
the
needle
forward,
but.
D
Is
to
look
at
a
an
integrated
approach,
as
I
shared
my
presentation
of
State
assessments
that
measure
what
we
value
and
and
I'll
highlight
Senate
bill
nine
from
2022
from
from
chair
West
and
chair
of
Tipton,
who
worked
hard
over
the
years
for
that?
D
That's
moving
the
needle
in
the
right
direction
on
reading
and
not
just
looking
at
it
just
from
a
test
component,
but
a
comprehensive
approach
to
improving
reading,
but
where
I'm
going
is
take
those
kinds
of
Assessments
take
good
quality
assessments
that
measure
you
know,
reading
and
math
and
those
kinds
of
things,
but
integrate
it
with
those
community-based
accountability
systems
that
matter
to
the
people
in
those
Community
around
the
expected
benefits
of
our
kids
and
when
commissioner
Pruitt
was
here
and
was
working
on
that
big
accountability
initiative
during
his
tenure.
D
A
Thank
you,
Dr
Flynn
I
appreciate
your
your
presentation,
we'll
move
on
to
our
next
item
and
I.
Think
our
first
agenda
items
has
been
a
good
lead-in
to
what
we
want
to
talk
about.
I
get
a
lot
of
questions
about
assessments,
accountabilities
the
good,
the
bad,
the
ugly
and
I
thought
it
would
be
prudent
for
us
just
to
have
a
review
of
what
is
going
on
what
assessments
we
do
have
in
Kentucky
how
the
accountability
system
works.
I
know.
We've
got
a
lot
of
new
members
on
the
education
committee
as
we
entertain.
A
This
discussion
I
think
you're
all
from
KDE
from
being
here
today.
If
you
will
all
identify
yourself
for
the
record
be
sure
your
microphone,
the
light
is
green,
is
pulled
close
to
you
and
then
I'll
administer
the
oath.
M
A
M
M
There
we
go
so
to
sort
of
begin
our
conversation.
We
want
to
ground
you
a
little
bit
and
where
we've
been
in
the
most
recent
years,
with
assessment,
accountability
so
beginning
in
1819,
we
had
a
one-year
star
rating
system,
so
that
was
the
system.
Dr
Pruitt's
been
mentioned
several
times
as
our
former
commissioner.
That
was
the
system
that
was
put
in
place
from
that
accountability.
M
Development
work,
so
there
was
a
one-year
reporting
using
a
star
rating
in
2020
we
had
passage
of
Senate,
Bill
158
and
that
also
in
2020
we
experienced
the
pandemic
beginning
in
February.
We
had
some
testing
that
occurred
at
before
the
pandemic
started.
We
were
able
to
assess
our
English
language
Learners.
We
were
able
to
get
ACT
Testing
in
for
almost
all
districts,
I
think
there
were
two
Harrison
County
was
not
able
to
test
initially
but
made
that
up.
M
Additionally,
we
were
also
able
to
report
graduation
rates
that
year
in
2021,
we
had
no
summative
assessment
in
the
spring
of
20..
In
2021
we
had
limited
testing,
so
we
produced
a
shorter
version
of
the
assessment,
as
required.
Federally
most
students
got
tested
at
the
elementary
level.
Fewer
at
middle
and
even
fewer
still
at
high
school,
so
it
was
incomplete
results,
but
they
were
publicly
reported.
M
That
was
status
only
it
used
a
color
dashboard
system,
we'll
look
at
a
picture
of
that
in
a
few
minutes
and
then
in
23,
we've
just
completed
spring
testing,
as
the
closeout
of
the
Year
state
law
requires
that
to
be
in
the
last
14
days
of
the
school
calendar
and
23
will
report.
This
fall
the
color
ratings
that
involve
both
status
and
change
and
that
fully
implements
158.
M
So
we've
set
this
up
in
a
column
approach
and
we're
talking
first
in
that
left
column
about
what
is
currently
required
in
federal
law
under
Essa,
which
is
the
most
recent
iteration
of
No
Child
Left
Behind.
It
was
mentioned
by
Dr
Flynn
earlier
three,
the
content
areas
that
are
required
are
the
reading
math
and
science,
and
we
are.
This
is
required
for
all
students
there's
a
formula
it's
reading
in
math
is
annual
three
through
eight.
M
If
you
look
over
to
our
current
assessment
on
the
far
right
side,
that's
the
requirement
of
frequency
and
science
is
once
per
grade
span.
Math
is
three
through
eight
once
in
high
school,
in
addition
to
having
an
assessment
for
all
for
regular
education
students,
we
must
also
provide
federally
and
Alternate
assessment.
M
Now,
that
is
for
the
students
that
are
roughly
one
percent
of
the
population
of
students
in
Kentucky
and
they
have
the
most
severe
profound
disability,
a
disability
that
sort
of
that
prevents,
even
with
accommodation,
access
of
the
regular
curriculum,
so
states
have
to
provide
both
a
assessment
for
regular
students
and
an
alternate
assessment
again
for
a
very
small
population.
Now,
when
you
look
to
the
middle
column,
this
is
what
Kentucky
requires,
in
addition
to
the
federal
requirements,
and
we
want
to
walk
through
just
a
few
of
these.
It's
the
same
subject
area.
M
So
in
many
ways
the
state
law
does
a
copy
forward,
a
lot
of
the
federal
requirements.
So
those
subject-
areas
that
are
required
federally-
are
also
required
in
state
law.
But
in
addition,
Kentucky
has
social
studies,
writing
on
demand
and
editing
and
mechanics.
Now
there
are
some
specific
things
in
state
law
required
around
the
state
assessment.
One
is:
it
needs
to
be
valid
reliable
at
an
individual
student
level,
as
well
as
be
able
to
be
used
for
school-based
purposes
and
Reporting.
The
measure
needs
to
cover
the
depth
and
the
breadth
of
your
academic,
constant
standards.
M
Now
that
is
also
a
federal
requirement
that
you
must
measure
your
state
standards
with
your
state
assessment.
We
are
to
involve
Kentucky
teachers
in
the
development
of
the
assessment,
so
we
have
committees.
In
fact,
we
have
teachers
working
this
week
and
helping
to
review
the
definitions
for
novice,
Apprentice,
proficient
and
distinguished
performance.
M
Well
got
it
got
a
little
Zoom
thing
popped
up
there.
Additionally,
there
are
requirements
on
the
type
of
items
in
the
state
law,
multiple
choice
and
constructed
response.
So
just
a
general
reminder
constructed
responses
anytime.
The
student
creates
the
answer.
It's
usually
done
with
writing,
either
short
answer
or
a
longer
essay
type
assessment,
and
then
there's
a
requirement
for
an
annual
release
of
a
subtest
or
a
a
portion
of
the
test
that
was
done
last
year.
So
I
certainly
want
to
provide
you
the
links
to
that
information.
M
It's
the
first
time
we
were
able
to
implement
that
law,
so
we
did
release
a
portion
of
the
assessment
for
every
content
area
and
grade
and
we
release
to
the
district.
All
of
the
student
results
linked
to
that
assessment
and
it
was
a
major
release
now
this
year
that
has
been
moved
up
in
timing,
so
we
anticipate
releasing
everything
at
the
in
August
when
we
release
the
state
level
when
we
release
data
for
individual
students.
So
what
typically
happens?
M
Individual
student
data
is
in
The
District
in
August,
but
accountability
data
things
like
the
ratings
and
the
color
reporting
come
later
in
the
early
fall
because
there's
usually
processes
that
have
to
occur
so
on
the
right
side.
That's
just
a
reminder
of
the
current
assessments
and
the
name
and
that's
been
mentioned
earlier
today.
It's
the
Kentucky
summative
assessment
or
the
alternate
Kentucky
assessment.
M
M
Additionally,
federally
there's
a
requirement
that
all
students
that
are
identified
as
English
language
Learners
must
be
tested
annually
on
their
acquisition
of
English,
and
there
is
also
an
alternate
version
of
that
assessment
and
there
is
not
specific
Kentucky
statute
around
that
Federal
requirement.
But
there
is
a
Kentucky
phrase
that
talks
about
what
is
needed
to
meet
in
compliance
with
the
U.S
department
of
Ed
Kentucky
uses
an
assessment
called
the
Wida
assessment
and
we
are
with
a
collaborative
about
35
other
states
to
provide
that
assessment
and
supports
for
it.
M
Additionally,
there
are
some
federal
assessment
flexibilities
there
can
be
a
use
of
a
locally
recognized,
National
High
School
assessment.
You
can
have
adaptive
testing,
which
is
a
a
bit
like
that
was
mentioned
earlier.
Things
like
map
is
a
type
of
adaptive
testing
and
there
is
a
process
called
an
Innovative
assessment
demonstration
Authority,
where
you
can
try
out
or
Pilot.
There
are
some
states
that
are
doing
this.
We're
following
that
work.
M
Georgia
is
one
that's
looking
at
using
a
map
type
test,
but
they're
using
several
different
assessments
for
that
those
have
not
been
approved
to
meet
the
state.
The
federal
requirement
at
this
point
in
time.
In
addition,
any
assessment
you
have
must
be
able
to
pass,
what's
called
a
federal
peer
review
process,
so
there
are
a
lot
of
technical
details
that
must
be
part
of
whatever
assessment
you're
using
as
your
state
summative
assessment
we've.
Given
you
a
little
background
information
on
that
and
a
handout
as
well,
so
it's
referenced
there
at
the
bottom
of
the
slide.
M
So
just
a
reminder:
there
are
flexibilities
out
there,
but
they
do
require
that
you
meet
some
particular
technical
pieces
or
that
you
have
a
rather
long-term
pilot,
where
the
data
is
comparable
across
the
assessments.
Now
this
is
the
testing
plan
for
Kentucky
all
on
one
screen.
It
indicates
the
grade
levels
where
assessments
are
administered.
I
will
remind
you
that
the
federal
requirements
are
the
reading,
the
mathematics,
the
science
and
then
also
federally
is
the
access
and
Alternate
access.
N
Thank
you.
The
Kentucky
Department
of
Education
is
responsible
for
implementing
a
Statewide
School
accountability
system.
It's
separate
than
the
assessment
system.
So,
although
interrelated
the
assessment
system
is
separate
than
the
accountability
system,
every
component
of
the
Kentucky
school
accountability
system
is
included
in
either
state
or
federal
requirements.
So
there's
nothing
Beyond,
state
or
federal
law
that
is
being
implemented
in
our
Statewide
School
accountability
system.
The
Essa
requires
that
state
states
have
measures
for
all
schools
that
include
every
school
in
the
state,
and
it
is,
as
Rhonda
mentioned,
a
reauthorization
of
the
No
Child
Left
Behind.
N
N
So,
as
you
can
see
here
on
the
the
slide,
Kentucky
has
aligned
the
requirements
within
the
state
law
to
the
indicators
of
the
federal
law.
So
you
can
see
how
that
our
state
assessment
results
in
reading
and
math
compare
or
align
to
the
academic
achievement
in
the
Essa.
Then
the
results
were
finding
that
the
change
element
or
the
change
component
is
causing
some
obstacles
in
alignment
to
the
Essa,
but
we're
Contin
continuing
to
negotiate
with
the
U.S
Department
of
Education.
On
that
process.
We
do
so
in
a
process
through
our
Essa
Consolidated
state
plan.
N
So
right
now
we
are
in
negotiation
with
them
to
approve
our
plan.
English
language
progress
is
aligned
nicely
to
the
English
language
proficiency
and
then
for
the
meeting.
The
federal
requirement
of
the
school
quality
Student
Success
Kentucky
has
two
measures.
The
survey
is
Rhonda
mentioned
and
then
the
science,
social
studies
and
writing
indicators
at
High
School.
N
On
the
next
slide.
You
can
see
that
at
high
school,
the
other
academic
indicator
is
replaced
with
graduation
rate
at
the
high
school
level.
So
in
Kentucky
we
meet
each
of
these
and
align
our
state
indicators
to
those
Federal
indicators,
and
you
can
see
that
we've
had
to
separate
that
change
component
in
the
graduation
rate
to
meet
Federal
requirements.
As
you
can
see,
we've
gone
beyond
the
measures
in
our
state
because
we
value
things
Beyond,
just
those
academic
indicators.
N
N
If
you
go
on
to
the
next
slide,
please,
as
Rhonda
mentioned
Senate
Bill
158
did
change
the
accountability
system.
It
did
become
effective
in
November
of
2021,
so
we
are
continuing
to
implement
this
with
full
implementation
this
school
year.
The
exclusive
list
of
indicators
are
based
on
that
status.
N
Now
there
are
reporting
elements
to
the
both
federal
and
state
laws.
With
the
federal
law
we
are
required
to
have
separate
components
of
comprehensive
school
and
Improvement
targeted
support
and
Improvement,
and
then
additional
targeted
support
and
Improvement
that
comprehensive
or
what
we
call
CSI
includes
the
schools
that
are
the
bottom
five
percent
of
Title
One
schools
now
Kentucky
values
all
schools,
so
non-title
one
schools
are
also
identified
for
CSI
as
well.
N
Also
high
schools
can
be
identified
as
CSI
if
their
graduation
rate
Falls
below
80
percent,
targeted
support
and
Improvement
is
similar
similar
to
CSI
but
for
student
demographic
groups.
So
if
a
school
has
a
particular
student
group
that
is
performing
as
low
as
the
schools
identified
for
CSI,
then
they
are
labeled
as
targeted
support
and
Improvement,
and
that
again
is
both
Title
1
and
9
non-title.
N
M
Chair
Tipton
had
also
asked
that
we
bring
forward
some
recent
data
for
you,
so
we
want
to
take
a
few
minutes
to
go
through
slides
at
the
to
take
you
back
to
the
beginning
of
kind
of
setting
the
context
with
our
time
with
you
today,
we've
had
quite
a
bit
of
disruption,
so
there
are
a
lot
of
places
where
you
cannot
directly.
Compare
and
you'll
see
a
lot
of
little
footnotes
on
these
slides.
That
kind
of
point
that
position
out.
M
Years
if
we
went
back
five
years,
we
did
kind
of
the
best.
We
could
really
the
most
consistent
assessment
that
we
can
do,
comparing
because
act
maintained
its
Trend.
That
was
an
act,
corporate
decision
to
maintain
its
Trend
through
the
pandemic
and
so
the
composite
score.
That's
all
the
subject.
M
Areas
put
together
may
have
been
a
while
for
some
of
us
before
since
we've
taken
the
ACT,
but
that's
everything
put
together,
and
so
you
can
see
here
with
the
line
graph
kind
of
where
we
are
we've
gone
back
to
1718
in
terms
of
data.
You
will
see
the
pandemic
dip
in
2021.
That
was
a
national
dip
that
was
sort
of
everywhere
around
the
country,
but
you
also
can
see
that
ticking
up
as
we're
starting
to
move
back
up
with
the
83.3.
M
We
also
provided
a
line
graph
to
give
you
a
sense
of
the
subject
area
performance
I'll,
remind
you,
our
Kentucky
Council
on
post-secondary
Ed
establishes
benchmarks
for
at
least
reading
English
and
math
and
its
use
in
admission
to
college
as
well
as
post-secondary
Readiness.
You
can
see
that
our
highest
performing
Road
there
is
in
Reading,
followed
by
science.
Math
and
English,
you
can
again
see
that
same
pattern
of
the
dip
around
2021
and
then
for
many
subjects,
sort
of
ticking
back
up
that
you
can
see
as
well.
You
can
see
that
math
has
remained
flat.
M
In
terms
of
content,
that's
from
the
Kentucky
assessment,
Kentucky
summative
assessment.
Again,
we've
had
a
considerable
amount
of
change
here.
This
is
reading
and
math
and
what
we're
sharing
with
you,
as
the
percent
of
proficient
and
distinguished
so
the
goal
is
to
get
all
students
to
proficiency,
distinguish
recognize
this
performance
above
that.
So
these
are
the
top
two
performance
categories
that
students
can
score
and
and
have
that
with
their
work
on
the
assessments.
I
will
point
out
that,
with
reading
and
math
you'll
see
a
little
one
up
in
16
and
17.
M
Kentucky
used
at
one
point.
Something
called
an
end
of
course:
assessment
that
was
purchased
by
act
for
high
school
act,
sunsetted
that
program,
so
that
assessment
went
away
and
we
begin
to
transition.
We
use
the
ACT
scores
for
one
year
or
two.
We
had
a
state
approval
federally
to
use
those,
and
then
we
begin
our
own
assessment
again
at
High
School,
so
you'll
see
some
blanks.
There
you'll
also
see
obviously
2021,
where
we
had
no
assessment
at
all
or
we
had
a
limited
assessment.
M
So
again,
that
really
kind
of
doesn't
allow
the
trend-
and
you
know
always
with
data
you
want
to
see
Trend
as
much
as
you
can.
I
will
mention
that
in
22
we
did
implement
the
newest
standards
for
reading
and
math,
and
so
there
were
a
new
standard
setting
activities
and
again
we
have
teachers
this
week
working
to
just
do
a
revalidation
of
those
standard
settings,
and
that
is
true
in
reading
and
in
mathematics.
M
When
we
look
at
science
again
a
tremendous
amount
of
change
with
science,
the
new
standards
came
in
place
in
18.
That
was
the
first
assessment
of
them
and
in
19
until
that
time
we
were
using
end,
of
course,
science,
and
we
were
also
using
a
norm
reference
test
at
elementary
and
middle
again.
That
was
a
federal
negotiation
to
do
that,
as
we
moved
into
the
new
assessments.
M
M
A
I
think
this
would
be
a
good
time
to
pause,
absolutely
I
know
we
may
have
some
questions.
I
definitely
have
some
questions.
One
question
I
have.
Is
you
talked
about
the
weights
for
the
indicators
that
they're
required
to
be
a
majority
academic?
Could
you
give
us
the
breakdown
on
the
specific
weights.
M
For
each
indicator
sure
Kentucky
the
Kentucky
board
established
indicators
that
are
in
our
regulation,
I'm
going
to
kind
of
do
these
off
memory.
So
you
know,
keep
that
in
mind,
but
yeah
Jennifer
will
know
she's
younger
so
but
we'll
try
to
do
this
off
memory.
Basically
reading
and
math
is
51
percent
of
the
system
for
elementary
and
for
Middle
School.
We
also
together
reading
and
Math
and
how
your
English
language
Learners
perform,
and
your
graduation
rate
must
be
over
51
at
high
school.
So
the
federal
focus
and
Dr
Flynn
mentioned
this.
M
When
No
Child
Left
Behind
came
in
with
that
first
federal
law,
and
now
we
have
its
iteration.
The
focus
is
pushed
to
reading
and
Mathematics
again
valuable,
valuable
basic
skills
that
all
students
need
to
be
having
success
with,
but
it
really
focused
down
the
curriculum,
whereas
the
Reform
Act
had
had
a
much
broader
view
of
that.
So
it's
roughly
51
percent
and
I
don't
know
Jennifer.
If
you
would
add
any
more
detail
there.
So.
N
At
at
elementary
and
middle
school,
as
Rhonda
mentioned,
it
is
the
state
assessment
results
in
reading
and
math
and
the
English
language
proficiency
at
high
school.
It's
reading
and
math,
as
well
as
graduation
rate,
that
those
those
are
the
ones
that
they
want
to
see
above
the
majority.
So
the
51
percent.
A
M
Sure
I
think
the
percentage
is
it
four,
it's
four
percent
of
the
overall,
so
four
percent
at
each
of
the
levels,
it
is
a
survey
it
I
will
make
this
comment.
I'm
going
to
start
kind
of
with
the
end
in
mind,
chair
Tipton.
It
would
not
be
appropriate
to
lead
students
an
answer.
In
the
same
way.
We
would
say
you
don't
leave
students
to
an
answer
for
a
Content
area.
You
can't
lead
them
to
an
answer
on
on
school
safety
and
climate.
M
If
that
has
occurred,
we
do
have
a
process
for
investigating
that
with
our
legal
office
at
KDE,
and
we
would
hope
somebody
would
report
the
detail
on
that,
but
it
is
four
percent
we
do
have.
The
items
are
out
there
publicly,
so
everyone
can
see
what
questions
are
asked
of
students
when
we
show
results.
It's
done
at
an
aggregated
level,
though
so
the
school
does
not
get
information
back.
That
says,
Rhonda
answered
this
way
and
Jennifer
answered
a
different
way.
M
A
Have
several
questions:
Believe,
It
or
Not
representative
bojanowski?
Yes,.
I
Waiting
thank
you
chair
first
I'd
like
to
make
my
regular
plea
for
GPA
to
be
added
to
our
College
and
Career
Readiness.
It's
the
number
one
Readiness
indicator
specifically
how
much
of
our
decrease
in
test
scores?
Do
you
think
can
be
explained
by
changing
to
a
computer-based
versus
a
paper
based
test.
M
I
I,
really
personally,
don't
think
much
now
I
will
I
will
tell
you.
We've
been
at
computer-based
now
for
several
years,
I'm
trying
to
think
how
many
years
we've
been
doing.
Computer-Based
testing
and
I
will
point
out
too
that
students
that
have
special
needs
don't
have
to
test
on
the
computer.
They
can
have
a
paper
version
of
the
test,
depending
on
what
the
needs
are
for
the
student.
The
alternate
assessment
for
our
one
percent
of
students
that
have
most
the
more
profound
disability
is
all
paper-based.
M
It's
actually
a
one-on-one
Administration
with
the
teacher
and
the
student.
What
we
have
found
is
that,
once
we
got
the
adults
comfortable
with
the
online,
the
students
tended
to
embrace
online
testing.
They
I
seem
very
comfortable
with
it.
We
do
some
polling
every
year
at
the
end
of
the
assessment,
to
see
how
things
have
happened,
how
they've
moved
forward-
and
we
really
are
not
getting
any
negative
comments
around
the
online
well.
B
I
A
calculation
to
a
paper
to
solve
it
so
I
found
that
problematic.
A
specific
question
about
the
Innovative
assessment
demonstration
Authority,
based
on
what
I
looked
up
Georgia,
did
get
approval
for
the
map
portion
of
the
Georgia
map.
Partnership
in
in
that
I
just
pulled
it
up
again
in
the
letter
from
the
Department
of
Education
am
I
reading
something
differently
well,.
M
I
looked
at
that
as
well
before
coming
over
and
we
can
certainly
call
Georgia
and
talk
to
them
about
it.
It's
my
understanding,
they're
approved
to
use
map
as
part
of
the
pilot
right
to
try
it
out
right.
What,
when
I
talk
about
approval,
I'm
saying
whether
the
federal
says?
Yes
in
your
state,
Consolidated
plan
that
Jennifer
mentioned
that
we
have
to
file
for
how
we
meet
accountability.
Federally
I
do
not
believe
according
to
their
current
endless,
they
have
something
in
action
right
now.
Their
state
plan
does
not
show
the
use.
The
state
plan.
P
M
It's
meant
to
be
very
quick,
very
good
feedback
very
actionable
the
next
day,
and
at
this
point
we
have
not
found
any
evidence
that
anyone
has
been
approved
to
take
it
to
that
next
step,
or
it
can
be
your
Kentucky
or
your
state
summative
assessment,
but
obviously
we're
watching
that
work
as
well,
because
we
think
that
does
have
very
an
interesting
process
moving
forward
that
may
it
make
it
more
meaningful.
I
On
okay,
so
there's
something
you
said
that
really
struck
me
as
impossible,
so
you
said,
the
goal
is
for
all
students
to
be
proficient
and
distinguished
and
based
upon
standardizing
the
tests,
cut,
scores,
selection
of
items
that
are
designed
to
spread
out
students,
I
mean
I've
gotten
into
the
weeds
sure
we
select
items
that
only
so,
and
so
what
percentage
of
children
can
answer,
that's
impossible
with
these
tests?
So
how
can?
How
can
you
say
I
mean
that
is
the
goal,
but
is
not
ever
going
to
happen?
M
I
mean
it's
just
it's
gotten
my
and
again
I
I
used
it
really
as
a
goal.
You
know
you
want
students
to
achieve
that
level
of
success.
All
students
may
not
achieve
that
level
and
then
then
the
question
becomes:
what
support
do
we
do?
What
instructional
things
do
we
do
to
help
move
students
closer
to
that
goal?
With
the
state
assessment,
we
make
sure
there
is
a
spread
of
items
and
performance.
There
are
some
standardized
tests
that
are
purchase
tests
that
really
limit
that
what
percentage
is
correct
before
it
goes
in?
M
We
have
a
range
with
the
state
assessment,
but
I
was
using
that
very
much
generally
as
the
goal
that
you
want.
It
is
not
a
formalized
goal,
it
is
not
a
goal.
That's
listed
in
a
you
must
get
to
this
percentage.
We've
had
systems
we've
had
Dr
Flynn
gave
you
a
good
overview
of
all
the
different
accountability
systems.
We've
had
and
we've
had
some
where
that
was
set
up
to
be.
The
goal
was
proficiency.
That
is
not
in
the
current
system,
but.
M
N
Yes,
because
we
set
cut
scores,
we
have
teachers
come
in
and
set
standards
and
we're
going
to
do
that
again
this
summer
and
bring
in
teachers
Educators
representative
sample
of
from
across
the
Commonwealth
to
set
standards
on
what
those
cut
scores
are
for
our
different
standards
that
and
they're
doing
it
literally
this
week
with
novice
Apprentice
proficient
to
Singas
once
you
set
that
cut
score.
Leaving
that
cut
score,
then
there's
no
predetermined
percentage
of
how
many
students
will
perform
at
each
level.
N
L
I
would
just
add
one
note:
your
research
is
helpful
and
I've
been
through
that
same
kind
of
Discovery
process.
The
notion
of
item
response,
Theory,
where
certain
items
are
intended
to
eliminate
certain
respondents
only
applies
in
the
standardized
realm
so
because
we
are
Criterion
reference,
those
kind
of
items
don't
exist
in
the
state
assessment
world.
K
Thank
you,
Mr
chairman,
thank
you
for
your
presentation
and
you
know
I
hear
probably
like
many
of
us
a
lot
of
complaints
from
teachers
from
from
parents
from
students
about
these
high
stakes,
standardized
tests,
and
so
you
know
people
are
not
opposed
to
testing,
not
opposed
to
accountability,
but
it
should
be
like
originating
in
the
classroom
right
so
that
the
teacher
is
getting
that
immediate
feedback
and
the
teacher
has
the
autonomy
to
design
tests
that
are
appropriate
to
the
lessons
that
fall
within
the
standards
Etc,
but
I
I
guess.
K
M
I'll
start
with,
there
is
nothing
on
that
testing
plan,
that's
not
required
in
state
or
federal
law.
So
there's,
no
addition
of
anything
I
think
the
statute
that
puts
in
place
social
studies
and
writing
and
On
Demand
is
an
evolving
of
the
earliest
statute.
Work
around
the
Reform
Act
you'll.
Remember
that
Dr
Flynn
mentioned
Arts.
He
mentioned
practical
living
vocational
studies.
M
There
was
a
time
when
we
also
assessed
those
content
areas
as
well,
so
I
think
the
goal
one
of
the
goals
of
the
Reform
Act
was
this
notion
of
a
well-rounded
student
and
the
notion
of
having
exposure
to
multiple
subjects
and
some
different
ways
of
showing
what
you
know
and
I
think
what
we
have
currently
in
statute
is
just
an
evolving
of
that.
You
know
we
eventually,
over
time,
moved
away
from
portfolios.
C
Thank
you,
Mr
chairman
girl's
got
a
question
for
you:
I'm
an
elementary
principal,
so
I
understand
proficiency,
sure
but
I've
Got,
a
Feeling,
there's,
probably
some
people
here
that
don't
really
understand
what
it
means
to
be
proficient.
C
M
Sure
we
actually
have
something
called
performance
level
descriptions
that
give
very
specific
sort
of
things
related
to
content
area
about
what
can
a
proficient
student
do
and
be
able
to
do?
I
would
say
one
of
the
things
is
proficient.
Students
tend
to
perform
on
grade
level,
what
you
would
expect
for
a
grade
level,
student
and
based
I.
We
these
again
are
developed
by
content
areas,
so
they
specifically
talk
about.
What
can
you
do
with
reading?
What
can
you
do
with
math
and
those
are
available
out
online?
M
We
can
link
them
and
do
a
follow-up
for
you
on
that,
but
I
think
a
proficient
student
is
someone
who
is
performing
and
showing
what
they
know
based
on
the
appropriate
content
area
of
the
standards,
because
remember
everything
is
based
back
to
Kentucky's
academic
standards
that
we
have
a
process
for
those
development
of
Standards.
It's
also
in
statute,
so
I
I
would
get
start
there,
as
the
definition
I'll
see
if
Jennifer
wants
to
add
something,
but
it
is
really
your
on
grade
level,
performance
and
you're
able
to
do
particular
skills
within
particular
content
areas.
C
Okay,
can
we
expand
just
a
little
bit?
Let's,
let's
talk
about
I
know
it's
not
a
direct
correlation,
but
let's
talk
about
because
everybody
understands
National
percentiles,
you
know
as
a
parent,
you
understand
if
my
students
in
the
50th
percentile
then
I'm
here.
So
let's
kind
of
talk
about
where
proficiency
fits
when
it
comes
to
National,
percentiles.
M
We've
we
really,
you
know
it's
not
a
norm
test,
so
there's
really
not
a
way
to
take
that
percentile
conversation
and
put
it
on
this
measurement
scale.
We
look
at
percentiles
when
we
look
at
things
like
setting
the
accountability
colors.
We
do
look
a
bit
at
percentile
and
the
Committees
look
at
percentile
and
we
do
allow
teachers
who
help
set
these
standards
to
see
what
the
impact
is.
So
they
see
a
percentage,
but
we
really
don't
line
it
up
to
a
percentile
and
so
I
I
would
be
hesitant
to
answer
it.
Okay,.
C
Exactly
that
way,
let
me
elaborate
there
just
a
little
bit
as
a
principal
if
we're
using
a
test
like
Maps
or
we're
using
iready
proficiency
is
somewhere
around
the
70th,
percentile
I
think
people
kind
of
get
confused,
sometimes
I
had
a
parent.
A
couple
weeks
ago.
Talk
to
me
about
you
know
my
kid
can't
read:
They're
not
proficient
I'm
like
no.
No
proficiency
is
hard
to
get.
C
Is
hard
to
get
you
know,
I
I
would
say
that.
Would
you
know
it
would
be
hard
for
me
to
be
proficient
11th
grade.
Reading
student,
you
know
now
math
I'm,
good,
but
proficiency
is
tough
and
I.
Think
we
kind
of
need
to
be
honest
about
that
proficiency.
I
know
it
looks
bad
sometimes
to
say
that
we're
not
you
know
at
a
proficient
level
that
we
need
to
be,
but
we
also
need
to
realize
that
proficiency
is
above
the
50th
percentile.
Oh.
F
C
I
mean
it's,
you
know
somewhere
around
the
70th
percentile,
maybe
75th
all
the
way
up
to
the
80th
percentile.
Then
you
get
into
distinguished
category.
So
my
next
question
is
I.
Just
want
to
kind
of
elaborate,
let
people
understand
kind
of
what
that
means
to
be
proficient
and
how
hard
it
is,
especially
if
these
Upper
Grade
levels
to
be
considered
proficient,
you
could
be
a
good
reading
student
and
not
be
proficient.
You
could
be
a
good
math
student
and
not
be
proficient
proficiency
is
is
above
and
beyond
the
50th
percentile.
C
The
next
question
I've
got
for
you
talks
about
the
reason
that
now
we
use
change
as
opposed
to
growth
growth.
You
know
Compares
Apples,
to
Apples
change,
Compares,
apples
to
oranges,
I'm,
just
wondering
why
we
are
going
here
as
opposed
to
growth.
A
couple
years
ago,.
M
That
is
in
Senate
bill
158.,
so
the
use
of
status
and
change
is
part
of
that
legislation
in
putting
change
in
individual
growth
was
not
in
the
legislation.
We
did
have
individual
growth
in
the
star
system,
where
you
and
by
that
representative
Truitt
that
you
know
but
I'll
share
for
the
group.
Individual
group
is
where
I'm
looking
at
a
specific
student
and
I'm
saying
how
much
did
they
improve
from
one
year
to
the
next
year
and
I'm,
looking
at
specifically
at
reading
and
math,
because
it
was
an
annual
assessment
of
reading
and
math.
A
Q
I
have
two
questions
for
you
guys.
The
first
one
is
this
State
assessment
and
then
in
2021
there
is
limited
participation
and
no
accountability,
but
and
even
before
2020
we
saw
the
numbers
start
to
drop.
What
I'm
interested
is
why
weren't
those
2021
numbers
included,
although
the
Federal
testing
and
reading
math
and
science
were
required.
M
M
This
was
a
process
of
where
States
received
a
waiver
from
the
U.S
department
of
Ed
not
to
test
in
20
and
to
test
as
much
as
you
could
in
21
and
publicly
report
the
results,
but
not
to
have
accountability
so
because
of
the
nature
of
them
being
a
mix
of
of
numbers.
We
put
into
this
chart
what
we
had
full
participation
on
I'd.
M
Q
Your
question,
our
second
question
you
know,
are
we
concerned
it's
more
of
a
comment.
Question
you
know,
based
on
these
numbers
and
like
I,
had
noted
that
in
2019
we
we've
seen
we've
seen
a
decline
in
these
numbers
gradually
over
time,
even
before
the
pandemic,
but
you
know
is
KDE,
is
concerned
about.
You
know
the
amount
of
students
who
are
being
passed,
although
they
are
failing
their
core
classes.
M
M
I
think
all
of
us
come
for
an
Educators
background,
or
many
of
us
do
and
we
all
have
a
heart
for
kids
and
we
want
all
kids
to
be
successful
much
in
the
same
way
you
develop
policy,
for
you
want
to
see
that
occur.
So
I
think
we
can
certainly
talk
to
other
office
of
teaching
and
learning
and
come
back
for
a
response
for
you.
I
appreciate
the
question.
Yes,.
N
M
M
To
take
their
question
back
we'll
respond
to
you
on
this
idea
of
students
moving
forward,
maybe
without
passing
scores.
Thank
you.
Okay.
Next.
H
Thank
you,
Mr
chairman.
If
you
would
back
up
three
slides
for
me
and
I'll,
be
very
brief.
I
think
these
three
slides
are
interesting
to
me.
This
one
being
and
I
appreciate
the
conversation
we
had
on
what
proficient
distinguished
means,
this
one
being
proficient
distinguished
at
reading
and
Mathematics,
and
we
see
let's
take
the
Middle
School
reading
score
in
2019
of
60
and
then
in
22.
We've
got
a
44.
H
H
flip
to
the
next
slide.
For
me,
I'm
just
pulling
some
examples
out
because
I'm
going
to
arrive
at
a
question
very
quickly,
they're
on
the
science
scores.
If
we
look
at
High
School
in
19,
we
had
30
percent
that
were
proficient
distinguished
in
22,
we're
down
to
14.
in
the
next
slide,
we're
going
to
see
some
similar
Middle
School
59
to
36.
H
M
Rigorous
standards,
we
see
a
bit
more
recovery
post
pandemic
as
we
start
to
inch
up
a
little
bit
in
some
areas
versus
others.
Reading
and
math.
There
was
a
bit
more
recovery
specially
reading
than
in
science.
So
I
do
think
that
the
challenge
Becomes
of
how
do
we
support
instruction
and
teachers
and
staff
to
be
comfortable
with
those
standards,
science
standards,
because
the
standards
themselves
they
first
came
into
play
with
a
current
science
standards
in
the
first
assessment,
was
when
it
was
in
18.
M
H
M
Certainly
gives
one
measure
you
know
we
would
always
say
with
data.
You
need
to
look
at
multiple
sources.
The
value
of
what
representative
on
Johnson
Wilner
have
said
about
the
in
classroom.
Look
the
using
the
formative
assessments,
Most
states,
most
districts
have
some
formative
pieces
that
are
more
rapid
response
than
our
state
assessment
is,
and
so
I
do
think
that
capturing
you
know
looking
at
all
of
these
pieces
and
seeing
where
your
students
are
and
I
think
It
ultimately
goes
back
to.
Q
H
K
R
Thank
you,
I
really
wanted
to
ask
about
the
timing.
Is
it
mandated
that
the
tests
take
place
at
a
certain
time
and
what's
the
thinking
behind
that
I
understand,
we
want
to
get
through
the
whole
school
year,
so
the
kids
are
filled
with
information
right.
My
third
grader
was
tied
up
and
not
over
at
KSA,
and
then
she
said
to
me.
Well
at
least
I'll
forget
all
about
it.
By
the
time
we
get
results
in
August
October,
whatever.
L
R
Is
is
there?
Is
there
any
way
to
give
the
test
in
March
get
the
results
sooner?
What
takes
the
results
so
long
and
then
the
rest
of
the
school
year
could
be
spent,
doing
really
targeted
instruction
versus
watching
Finding,
Nemo
sure.
M
I'll
I'll
kind
of
take
it
apart.
You
have
several
questions
there.
The
first
is
the
timing.
There
is
a
state
of
legislation
and
statute
that
places
it
in
the
last
14
days
of
the
instructional
year
and
I.
I
certainly
cannot
speak
to
that
legislation
in
the
creation,
but
I
think
there
were
concerns
that
when
it
was
earlier-
and
at
one
point
we
did
test
like
in
March
when
it
was
earlier
people,
people
kind
of
went
it's
over
and
I.
M
Think
the
there
was
a
movement,
a
lot
of
conversation
that
well
maybe
it
needs
to
be
back
toward
the
end
of
the
year.
So
again
that
is
legislatively
based
in
the
last
14
days,
help
me
again
with
your
second
piece:
the
results
takes
a
lot.
The
biggest
challenge
to
the
results
are
the
constructed
response
items
because
they
have
to
be
scored
either
and
we
use
a
combination
of
human
and
computer
scoring,
so
they
have
to
be
scored
and
turned
around
and
there's
training
on
every
item
to
do
that
scoring.
M
So
if
you
were
giving
an
all
multiple
choice
test,
which
is
what
you
have
with
programs
like
diagnostic
testing,
then
multiple
choice
can
be
turned
around
very
quickly,
especially
if
you're
in
an
online
environment.
But
the
constructed
response
portions,
where
there
is
something
written
by
the
student,
has
to
be
physically
hand
scored,
and
so
that
is
the
timing
issue
with
results
and
we
keep
pushing
to
get
that
faster
all
the
time.
But
that
is
the
challenge.
Thank
you
for
your
question.
P
Up.
Thank
you.
Chair
Tipton,
Senator
Gibbons
stole
my
question,
but
I
feel
honored
that
I'm
thinking
along
the.
P
Is
so
I
must
be
getting
smarter
by
the
day,
but
mine
had
to
do
also
with
the
scoring
sure,
proficient
and
distinguished
and
when
I
went
through
and
did
the
math,
the
average
from
2016
or
2016
to
2022.
We
were
down
11
percent.
P
In
reading
on
the
average
we
were
down,
10
percent
in
math
science
was
hard
to
gauge
because
of
lack
of
numbers,
but
we
were
also
down
23
percent
in
social
studies,
so
I
heard
you
say
covet
and
I
just
wondered
if
there
was
an
explanation
for
the
23
in
social
studies,
why
such
a
drop
more
than
double,
even
though
we
dropped
in
everything
why
such
a
drop
in
social
studies,
we.
M
Did
have
an
assessment
for
elementary
middle
that
remained
in
place
for
quite
a
number
of
years
without
change
because
of
the
standards
being
kind
of
in
flux
at
high
school.
We
had
been
using
an
end
of
course,
assessment
that
was
that
purchase
product
act,
common
core
or
not
quality
core,
and
that
went
away
so
for
a
couple
of
years
we
didn't
even
have
high
school
testing,
so
I
do
think
that
you're,
seeing
some
impact
of
that
that
the
the
test
remained
constant.
M
S
Thank
you,
Mr
chairman
and
the
you
know
we
talk
about.
S
Voting
schools
under
performing
schools
really
seems
like
a
really,
not
a
very
good
way
to
rate
schools,
no
matter
how
well
you
do
as
long
as
you're
still
in
that
lowest
five
percent
you're
you're
designated
as
as
low
performing
or
no
matter
how
poorly
you
do
as
long
as
you
don't
drop
in
that
lower
five
percent.
You're
you're,
not
you're,
you're,
a
good
school
and
I
know,
and
these
are
federal
standards.
We
can't
do
anything
about
it,
but
we
can
we've
done
a
lot
of
things
here.
Where
we
exceed
the
federal
standard.
S
G
M
M
There's
a
variety
of
things
that
you
know
you
could
do,
whether
it
be
a
benchmarking
as
you're
using
that
term
or
something
else.
But
the
federal
law
and
the
five
percent,
as
you
know,
would
require
federal
law
change.
L
Thank
you
again,
thanks
for
this
substantive
conversation
as
well,
I'm
going
to
move
along
at
a
really
quick,
Place
Pace,
given
the
time
that
you
have
remaining
in
today's
session.
L
Dr
Flynn
was
the
Ghost
of
Christmas,
Past,
Rhonda
and
Jennifer
the
ghosts
of
Christmas
present
and
so
Mike
and
I
get
to
be
the
ghost
of
the
future
of
assessment
and
accountability
in
Kentucky.
So
I
just
wanted
to
share
the
work.
That's
happening
at
the
level
of
the
State
Board
of
Education,
with
support
from
the
Department
of
Education.
But,
most
importantly,
thanks
to
the
communities
across
the
Commonwealth
that
are
engaging
in
this
notion
of
united.
L
We
learn
a
play
on
our
own
states
motto,
thinking
about
how
we
can
lock
arms
with
communities
across
the
Commonwealth
to
Envision
a
bold
new
future
for
teaching
and
learning
in
the
Commonwealth,
and
so
I'm
really
excited
to
be
a
part
of
this
work,
and
we
have
kind
of
three
key
Big
Ideas,
vibrant
learning,
experiences
for
all
students
Innovation,
especially
as
it
comes
to
assessment
and
accountability.
The
topic
of
today's
conversation
and
then
deep
Community
engagement
in
the
process.
You
heard
Dr
Flynn.
He
teed
us
up
so
well.
L
For
this
conversation,
you
heard
Dr
Flynn
talk
about
community-based
accountability
and
that
communities
get
the
schools
that
they
want.
So
when
you
hear
from
Mr
hesketh
today,
you'll
hear
about
this
conversation,
that's
happening.
It's
perturbated
across
Kentucky
to
talk
about
what
do?
We
really
want
the
outcomes
for
our
kids
in
urban
areas
in
more
rural
areas
in
City
districts?
What
do
those
conversations
look
like
and
might
they
be
different
at
the
local
level,
so
really
honoring?
The
premises
of
Kara
early
on
around
local
control.
L
I,
like
president's
divers,
was
around
when
kiris
really
was
a
thing.
I,
never
I'll,
never
forget
waking
up
the
morning
after
the
rose
verdict
and
reading
above
the
fold
in
the
Lexington
Herald
that
Kentucky's
Public
School
System
declared
unconstitutional.
So
those
were
lived
experiences
for
me
and
I'm
really
proud
of
the
work.
That's
happened
over
time,
but
it's
time
for
us
to
reconsider
some
of
that
backdrop
about
assessment
and
accountability
as
we
move
into
2023
and
Beyond.
So
how
Is
this
different?
This
has
really
been
about
deep
Community
engagement.
L
We've
had
hundreds
of
conversations
virtually
and
in
person,
especially
with
community
members,
about
what
we
want
from
Kentucky
public
schools.
So
when
I
think
about
conversations
I've
had
with
members
of
the
Chamber
of
Commerce
at
the
state
and
local
level,
we
hear
pretty
consistently
what
bojanowski
talked
about
earlier.
We
want
kids
to
be
to
think
critically
to
problem
solve
Jim
again
really
teed
us
up
well
this
morning,
because
those
are
in
158.6451.
Those
are
still
the
right
aspirations
for
us
as
a
school
system
and
I.
L
Don't
know
that
we
veered
so
far
off
the
path.
We
were
knocked
off
the
path
several
times
by
the
federal
government,
frankly,
along
the
way,
but
now
I
think
we
have
this
window
of
opportunity
as
a
commonwealth
to
think
about
how
a
deep
and
authentic
learning
experiences
can
become
the
norm
in
Kentucky.
So
we
started
with
a
group
that
we
called
the
Coalition
and
it
morphed
into
the
council,
and
this
united.
L
We
learned
council
is
putting
structures
in
place
to
gather
all
of
this
feedback
from
across
the
Commonwealth
and
to
help
us
then
think
about
a
redesign
of
assessment
and
accountability
in
Kentucky.
So
don't
panic!
This
is
a
long.
This
is
a
long
game,
we're
thinking
two
three
and
four
years
down
the
road,
as
this
information
becomes
available
and
I
really
want
to
invite
myself
and
you
into
a
conversation
about
what
that
might
look
like
as
we
move
forward.
L
We
on
purpose
have
a
lovely
picture
of
reptipton
coming
up
on
one
of
the
slides
because
he
stepped
up
and
said
I'll,
be
there.
I'll
help
have
this
conversation
and
not,
and
they
really
put
him
on
the
spot.
He
was
the
spokesperson
for
his
group
Etc,
but
I
also
want
to
take
a
minute.
I
asked
the
team
to
pull
together
so
Senator
Meredith.
We
have
folks
from
Caneyville
Elementary
in
Grayson
County
on
this
team,
Senator
wise.
We
have
Allen
County,
Schools,
Senator
Williams
he's
not
here
today,
but
Peaks
Mill
Elementary
in
Franklin,
County,
rep
Decker.
L
Thank
you.
So
much
for
your
introduction
of
Mr
hesketh
I
couldn't
have
said
it
any
better.
Shelby
County
schools
has
been
a
really
important
partner
for
us
in
this
work.
Rep
Lewis.
We
have
folks
from
Davis
County
on
the
team.
We
also
have
something
that
we
call
L-3
districts
and
stands
for
local
Laboratories
of
learning,
so
we're
doing
what
good
researchers
should
do
we're
putting
this
stuff
into
practice
in
local
schools,
communities
and
thinking
and
learning
from
what
they're
doing
so
that
we
know
this
is
working
in
Caneyville.
L
This
is
working
in
Johnson,
County,
Etc,
so
Senator
West.
We
have
Fleming
County
as
a
really
trusted
partner.
If
president
Stivers
were
here,
I
would
point
out
Corbin,
independent
and
if
Rhett
McCool
were
here,
I
would
point
out
Johnson
County
Schools,
all
of
which
are
L3
School,
District,
six,
here's
a
there's
some
quotes
that
I
really
want
you
to
capture.
We
couldn't
invite
all
these
folks.
Today
we
have
lots
of
student
engagement,
but
take
a
minute
to
read
what
Sage
from
Logan
County
had
to
say
about
the
work
that's
happening
in
her
school
district.
L
No,
two
students
are
the
same,
and
you
heard
Dr
Flynn
talk
a
lot
about
how
our
system
is
trending
toward
personalization.
That's
because
everything
in
2023
is
becoming
more
and
more
personalized
right.
The
phone
in
your
back
pocket
is
personalizing
your
world
for
you
and
schools
have
to
respond
in
a
similar
way.
So
out
of
the
mouths
of
a
babe
in
Logan,
County
Schools,
you
hear,
students
are
learning
absorbing
the
new
knowledge
they
need
and
thriving
in
their
school
environments.
L
Music
to
my
ears,
I
want
to
spend
just
a
little
bit
of
time
here
and
then
toss
it
over
to
Mike,
where
you
will
get
the
real
meat
of
the
information
that's
happening,
but
one
of
the
things
that
we're
leveraging
and
Dr
Flynn
mentioned
earlier
is
the
Kentucky
portrait
of
a
learner.
So
our
state
board
of
education
adopted
this
portrait
last
October
to
say
this
is
a
model.
L
It's
not
yet
been
mandated
in
any
way
we're
open
to
that
conversation,
but
we'll
learn
from
the
local
communities
as
they're
trying
this
out
about
what
works
and
what
should
be
regulated.
But
the
idea
here
is
that
we
have
these
durable
skills.
That's
kind
of
the
term.
The
chamber
is
using
right
now:
they're
Transcendent
skills,
but
the
kind
of
skills
that
you
want
for
your
children
and
grandchildren.
The
kind
of
skills
you'll
need
going
into
high
school
and
Beyond,
and
that's
what
this
looks
like
in
Kentucky.
L
It
resonates
beautifully
with
that
original
Kara
statute,
158
6451.
This
is
what
we
were
after
and
what
we
should
still
be
after
you'll
note.
There
America
succeeds
the
high
demand
for
durable
skills
and
we
want
our
communities
to
be
more
prosperous
and
we
believe
that
public
education
is
one
of
your
main
engines
by
which
that
Prosperity
can
happen
and
so
focusing
on
these
durable
Transcendent
skills,
balancing
the
assessment
and
accountability
system,
so
that
these
skills
matter
along
with
not
instead
of
along
with
reading
and
math
and
content
areas.
L
How
will
we
find
a
better
balance?
Moving
forward?
Here's
a
quote
from
Allen
County
Senator
wise.
We
have
a
community
that
really
does
want
to
see
students
be
prepared
in
every
aspect,
not
narrowing
to
reading
and
math
alone,
but
assuming
that
reading
and
math
are
fundamental
to
all
of
the
learning
ahead
of
them,
but
bringing
in
a
high
expectation
of
durable
skills
for
every
Learner
in
the
Commonwealth
and
so
I
just
want
to
toss
it
to
Mike.
He
is
a
resident
Authority.
L
I
cannot
tell
you
how
much
we
have
all
learned
from
his
very
selfless
commitment
to
Shelby
County
Schools
and
the
larger
Community
he's
the
guy
that
carries
around
the
port,
the
Shelby
County
portrait
of
a
Learner
in
his
pocket,
and
we
all
think
that
is
the
best
joke
ever.
But
it's
true
take
it
away.
Mike.
O
O
The
challenge
is:
how
do
we
find
enough
employees
in
the
midst
of
all
this
growth,
and
so
we
I
represent
Shelby
County
on
on
Kentuckiana
works
the
workforce
board,
and
in
the
midst
of
all
that
we
we
began
to
see
how
the
importance
of
education
and
the
success
of
students
being
ready
to
transition
was
going
to
be
critical
to
all
of
us.
In
night,
in
2018,
Shelby
County
developed
their
profile
of
a
graduate
or
portrait
of
a
learner.
O
It
was,
it
was
what
we
all
said
we
needed
and
wanted
what
we
would
hope
to
see
from
graduates
when
they
came
in
to
interview
for
jobs
and
behind
the
scenes.
The
school
began
to
really
Implement
that,
by
way
of
it
needed
to
be
objective,
it's
it's
a
nice
set
of
skills,
traits
Etc
they're
they're
fabulous.
But
how
are
we
going
to
measure
that?
How
can
that
ever
become
part
of
assessment,
and
the
good
news
is
there?
O
Are
some
amazing
rubrics
in
place
now
that
by
fifth
grade
in
in
a
collaboration,
you
should
be
able
to
demonstrate
you
do
these
things
by
eighth
grade
these
things
and
by
12th
grade
these
things?
So
it's
just
not
a
fuel
good
nice
to
do
thing.
It's
critically
important.
It's
measured.
Students
do
defenses
in
our
community
that
at
the
end
of
the
year,
they
defend
that
they
have
achieved
these
elements
of
our
learner,
our
portrait
of
a
learner.
So
it's
really
something
that
has
become
a
integral
part
of
what
we
do.
O
When
we
look
at
our
students,
we
we
the
knowledge
that
they
gain.
What
are
we
looking
for
we're
we're
seeing
them
start
to
understand
why
so
many
times
we
all
went
through
education
and
we
were
learning
things
and
we
questioned.
Why
are
we
doing
this?
Why
does
this
matter
and
we're
seeing
in
the
midst
of
our
profile
of
graduate
and
the
projects
that
the
deeper,
more
vibrant
learning
that
our
students
are
doing,
they're
learning?
Why
and
they're?
O
Also,
learning
how
because
they're
implementing
often
as
a
collaboration
and
in
the
midst
of
implementing
it,
we
all
know
it,
doesn't
always
work
out
the
way
you
thought,
but
that
life
lesson
that
they're
getting
the
knowledge
that
they're
gaining
is
invaluable.
The
skills
that
they're
they're,
developing
the
skill
of
practice,
experimenting
and
practicing
trying
things
and
learning
and
I
think
probably
we
as
parents
have
been
a
little
too
guarded
with
our
kids
and
helping
them
not
necessarily
experience
all
the
failures
that
happen
in
life.
There's
a
lot
of
failures
in
life.
O
There's
a
lot
of
struggle
in
life
and
preparing
our
kids
for
that
struggle.
Experiencing
that
in
these
projects
in
the
Deep,
deeper
learning
is
significant
and
making
a
big
difference.
It's
the
skills,
they're
getting
and,
and
last
is
the
disposition
that
they
gain
from
this
process
and
the
disposition
that's
most
striking
is
confidence
when
these
kids
excel
in
areas
Beyond
academics.
O
This
is
not
intended
to
supplant
economic
or
academics,
it's
critically
important,
but
we
also
need
innovators,
collaborators,
lifelong
Learners,
committed
to
learning
and
owning
that
process,
and
when
we
see
kids
do
this
and
implement
this,
and
we
see
the
confidence
that
they
have
when
they
stand
up
and
defend
it.
It's
significant
I
have
three
quick
examples
of
our
implementation:
that
feedback
on
how
it's
actually
going.
O
In
our
empathy
interview
process,
I
interviewed
Juan,
Pena
who's
on
the
commission
for
human
rights,
and
he
is
a
strong
advocate
for
our
Hispanic
community
in
Shelby
County,
it's
25
percent
of
our
students
in
our
schools.
It's
significant
and
Juan.
When
I
asked
him.
I
was
expecting
a
response
that
was
related
to
the
Hispanic
community
and,
and
his
answer
was
I.
Have
two
sons
that
have
recently
graduated
and
are
applying
to
college,
and
the
thing
that
stood
out
in
their
application
for
college
was
their
profile
of
a
graduate
their
portrait
of
a
learner.
This.
O
What
they
shared
in
the
interview
process
of
what
they
did
is
collaborators
and
lifelong
Learners
and
critical
thinkers
was
the
difference
in
them
getting
recognized
and
into
schools
and-
and
that
was
fantastic
to
hear
most
recently
at
the
end
of
the
year
we
had
our
student
defenses
Kevin
dirking
is
CEO
of
Vost
Alpine
roll
forming
Corporation
in
Shelbyville
Kevin
sat
in
this
year,
the
school
organized
the
defense
panels.
By
way
of
the
pathways
that
we
have
and
by
the
way
Shelby
County
schools
has
put
together
a
magazine.
O
That
is
all
the
different
Pathways
I
brought
extras
if
anyone's
interested.
This
is
quite
a
tool
and,
and
it
really
shows
the
different
Pathways
and
what
the
students
can
do.
So
we
we
organize
the
defenses
by
pathway.
One
of
the
pathways
was
our
welding
group
and
and
most
Alpine
is
a
roll
former
welding
orbital
organization.
So
Kevin
got
to
sit
in
on
the
panel
of
students
that
were
defending
themselves
in
the
elements
of
the
profile
of
a
graduate
in
that
process,
he
was
blown
away
again,
I
think
probably
more
by
disposition
than
anything
else.
O
The
confidence,
the
ownership
of
their
process
and
and
everything
that
they
brought
to
that
defense
was
something
he
he
had
no
idea.
These
good
things
were
going
on
in
our
school
and
the
last
one
was
Aaron
Garofalo
Aaron
is
the
Chief
Executive
Officer
of
uofl
Health
Shelbyville
Hospital
Aaron
sat
on
the
panel
for
our
health
science
group
and
he
made
three
job
offers
to
students
who
presented
that
day.
That's
how
good
those
students
were.
O
That's
how
broad
their
not
only
their
academic
training,
but
their
other
training
was
that
he
offered
three
people
jobs
right
in
their
defense
in
their
senior
Year,
we're
big
Believers
in
this,
and
we
know
it
makes
a
difference
and
we
really
believe
as
a
part,
a
part
of
assessment.
It's
going
to
be
a
big
big
hit
and
a
big
difference
maker.
L
I
had
an
old
preacher
who
used
to
say:
if
that
don't
light
your
fire,
then
your
Wood's
wet.
So
that's
how
I
feel
about
my
conversations
with
Mike
hesketh.
All
the
time
chairs
I
will
yield
the
remainder
of
my
time
and
make
these
slides
available.
In
a
nutshell,
Dr
Flynn
mentioned
it
this
morning.
L
We're
we're
looking
at
ways
to
find
New
Balance
so
that
these
skills
and
dispositions,
along
with
academics,
become
become
the
queen
of
the
realm
for
school
districts
and
highlighting
Shelby
County
schools
here
as
well,
and
thinking
about
Dr
Flynn's
last
couple
of
slides
will
give
you
a
really
good
insight
into
what
that
might
look
like.
We
don't
know
yet
we're
creating
it,
but
we
want
to
keep
you
informed
along
the
way.
Thank
you
so
much.
T
Thank
you,
chairman
Tipton,
and
my
question
is
for
you
Dr
Young.
As
you
know,
I've
been
a
big
fan
of
yours
since
your
days
at
Jasmine,
County,
here's
my
Approach
as
we
talk
about
the
future
of
learning
and
where
we
need
to
go,
as
you
said,
as
as
the
Ghost
of
Christmas
future
I,
like
that
I'm,
really
big
on
implementing
critical
thinking
and
every
subject
matter.
We
have
you
know
whether
we're
talking
about
English
or
reading,
or
we
talk
about
science
or
social
studies
or
even
math.
T
People
think
about
math
as
being
a
part
of
critical
thinking.
But
Masters
is
a
very
has
very
important
elements
of
critical
thinking
in
them
and
I.
Think
as
we
go
forward
in
21st
century
and
as
we
see
a
lot
of
evolutionary
change
in
society
in
this
Century,
we
have
got
to
teach
our
young
people
for
the
century
to
be
critical
thinkers
to
ask
questions
about
why
decisions
are
made.
T
Why
actions
were
taken
because
I
think
that's
what
real
learning
is
to
to
dig
deep
into
those
areas
of
critical
thinking
and
so
to
me.
We
don't
even
have
to
to
test
on
that.
As
long
as
we
teach
it,
in
fact
and
and
and
and
Tina
has
heard
me
say
this-
a
lot
I
think
we
test
too
much.
We
do
test
too
much,
but
as
long
as
critical
thinking
is
woven
into
every
aspect
of
learning
in
our
curriculum,
I
think
we
do
ourselves
as
a
as
a
people.
T
L
Here,
I
couldn't
agree
more
and
what
I
like
so
much
about
leveraging
the
portrait
of
a
learner,
Senator
Thomas,
is
that
when
critical
thinking
is
the
expectation
across
disciplines,
that's
not
a
subject.
That
is
a
cross-disciplinary
Transcendent
skill
and
teachers,
like
Dr
Flynn,
said
always
rise
to
the
challenge.
So
when
we
are
imminently
clear
that
this
is
what
we
want
for
every
Kentucky
graduate,
then
the
education
system
will
bend
to
that
expectation.
So
I
couldn't
agree
more.
G
K
G
I'm
wondering
do
you
have
the
appropriate
permission?
Would
it
be
possible
to
send
to
this
committee
an
example
of
that
that
shows
the
learning?
Yes.
G
Are
open
to
sharing
them
and
then
one
final
question:
what
what
do
you
as
a
community
member
and
is
someone
active
in
this
process
believe
is
the
biggest
challenge
to
having
this
portrait
of
a
learner
become
the
expectation
in
Kentucky
as
assessment.
O
O
O
What
we're
asking
teachers
to
do
now
is
change.
What
has
historically
been
done
and
to
to
oversee
groups
of
of
students
who
are
working
on
projects
and
in
those
projects,
we're
weaving
in
all
the
academic
challenges
that
they
have
to
to
apply,
and
it's
tough
and
our
teachers
will
need
quite
a
bit
of
support.
Our
perception
is
because
it's
going
to
be
really
a
challenge
to
to
make
all
of
those
efforts.
Successful.
F
Thank
you
so
much
for
this
presentation
and
and
I'm
a
new
Senator
I
like
to
say
rookie,
but
I've
got
my
first
session
under
my
belt.
I
was
truly
blessed
to
be
invited
by
the
superintendent
Joe
Berkeley
to
see
the
defense
of
the
graduate
for
Pendleton
County
High
School
I
had
no
idea
that
this
was
taking
place.
The
portrait
of
a
learner
was
emulated
by
the
seven
teachers
that
invited
me
as
we
walked
down
to
talk
about
the
students
but,
as
you
so
aptly
stated,
the
teachers
have
just
risen
to
the
challenge
of
preparation.
F
F
But
what
I'm
my
question
for
you
and
and
where
I'm
really
hopeful
to
take
this
to
another
level
we
have
school
boards
and
school
boards
have
tremendous
taxing
Authority
and
my
day
job
as
a
financial
advisor.
So
I
get
rather
flustered
about
the
community,
not
really
understanding
the
outcome
of
the
dollars
that
were
taxed
out
of
their
pocket.
K
F
The
school
board
has
tremendous
impact
on
that
and
then,
of
course
we
have
the
seek
formula
so
there's
State
dollars
and
federal
dollars.
But
how
do
we
educate
our
school
board
to
be
good
stewards
of
the
portrait
of
a
learner
and
good
stewards
of
that
Community
piece
and
I'm
only
going
to
acknowledge
one
more
piece
and
Senate
District
24
I
have
six
independent
school
districts
in
one
County,
yeah,
so
I
think
about
if
that
average
was
shared
about
the
administrative
cost,
because
many
of
those
teachers
who
I
think
are
phenomenal
leaders
are
sharing
with
me.
F
Our
students
are
being
assessed
too
much
to
provide
you,
legislator,
information
and
our.
We
need
a
pay
raise
so
I'm
like
okay.
Well,
could
we
consolidate,
but
that
is
probably
in
the
hands
of
the
school
board,
so
I
wonder
how
prepared
the
school
board
is.
Are
we
doing
great
training
and
lifelong
learning
of
our
school
board?
Members.
O
Yeah
we
talked
about
applying
this
in
our
businesses
too,
letting
students
walk
in
and
say
I'd
like
to
to
speak
to
your
best
collaborator,
and
tell
me
about
that.
I
I
can
only
speak
to
Shelby
County
and
in
Shelby
County.
The
school
board
is
an
integral
part
of
this.
It's
on
our
wall.
We
talk
to
it
regularly.
They
attend
defenses.
In
our
case,
the
school
board
is,
is
absolutely
engaged
in
supporting
it,
but
I
I
can't
imagine
a
broader
scope
like
you're,
describing
that's
tough
yeah.
L
An
important
question,
too
I
think
it
goes
to
Mike's
comment
about
the
importance
of
professional
learning
for
teachers.
It's
for
all
the
grown-ups,
the
communities,
but
certainly
the
school
boards,
and
we
have
more
than
a
hundred
school
districts
in
Kentucky.
Now
who
have
a
portrait
and
those
are
almost
all
locally
adopted
by
the
school
board.
So
I
think
that
Groundswell
is
beginning
to
happen
across
the
Commonwealth,
but
certainly
taking
our
time
to
be
circumspect
about
what
we're
learning
and
to
provide
that
ongoing
training.
L
The
school
boards
Association
is
a
great
partner
in
these
conversations
with
us,
so
I
do
think.
That's
critical
and
then
I
think,
ultimately,
the
long
game
for
folks,
like
you
who
really
look
at
the
dollars
and
the
return
on
investment
as
we
all
should,
will
come
in
in
the
form
of
a
better,
an
improved
Workforce
right
with
the
when
Pendleton
County
school
starts
churning
out
or
continues
to
turn
out.
It
increases
the
number
of
Highly
skilled
workers
for
the
region.
L
You
begin
to
monetize
the
experience
that
they've
had
in
their
public
schools
in
the
workforce
and
I
do
think
we
can.
We
can.
We
can
follow
these
dollars
toward
the
implementation
of
the
portrait.
F
A
Okay,
I
want
to
thank
all
of
our
presenters
today.
For
some
great
information,
I'll
remembers
great
questions
and
comments.
This
is
an
important.
This
is
a
critical
conversation
that
we
have
to
move
forward.
I
want
to
make
a
couple
comments:
I'm!
Not!
This
is
not
a
criticism.
A
We
have
to
do
better,
our
citizens,
our
students.
We
have
to
do
better
at
that
meeting.
I
was
at
one
of
the
Educators
said.
We
haven't
done
right
by
our
babies
that
resonated
with
me.
Our
children
deserve
us
to
do
better.
We've
got
to
analyze
the
data
figure
out
how
we
can
improve
the
educational
system
in
Kentucky,
because
it's
their
future
with
that.
This
meeting
is
adjourned.