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From YouTube: Interim Joint Committee on Education (10-18-22)
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A
If
everyone
please
take
your
seat,
we
will
begin
the
fourth
meeting
of
the
2022
interim
joint
committee
on
education.
We
ask
that
each
of
you
silenced
your
cell
phones
in
order
to
avoid
Interruption
I
think
we
have
some
more
members
coming
in,
but
we're
going
to
go
ahead
and
get
started
Mariah.
If
you
will,
please
call
the
roll.
A
D
A
Present
co-chair
wise
will
be
here,
he's
just
running
a
little
late.
Does
any
members
have
anyone
they
want
to
introduce
or
recognize
today,
if
not,
I
would
like
to
take
this
opportunity.
This
is
my
last
opportunity
to
chair
the
house,
education
committee,
and
it
has
been
an
honor
and
a
privilege
to
serve
in
this
capacity
when
you've
been
an
educator
for
27
years,
and
then
you
have
the
opportunity
to
affect
policy.
A
It's
it's
really
just
a
true
honor,
because
I
sit
there
forever
those
27
years
thinking
they
don't
have
a
clue
what
they're
doing
up
there
and
then
I
got
up
here
and
sometimes
I
still
thought
they
don't
have
a
clue.
What
they're
doing
up
here,
but
I
just
want
to
share
with
you.
The
it's
been
a
true
privilege
to
serve
in
this
capacity
and
to
work
with
the
people.
I
have
been
able
to
work
with
Mariah
and
Joe
Carroll.
Here
they
are
exceptional.
A
A
Is
something
during
near
and
dear
to
my
heart,
but
we
had
you
know
the
pandemic
school
safety,
things
that
took
priority
within
our
agenda
each
and
every
month
that
some
things
that
I
would
have
liked
to
have
seen
happen
got
away
from
us,
but
I
have
had
people
reach
out,
so
I
may
not
be
finished
in
capacity
with
working
with
Educators
and
affecting
policy
later,
but
I
just
wanted
to
share
with
you
quite
a
privilege.
It's
been
to
serve.
A
Our
next
order
of
business,
we
need
a
motion
to
accept
the
minutes
from
the
second.
We
have
a
motion
and
a
second
all
a
favor.
All
opposed
motion
carries
well.
We
have
our
first
presenters,
I
think
already
at
the
table.
Thank
you
for
being
so
punctual
they're
going
to
share
anti-vaping
efforts
in
schools
with
us.
A
I
know
this
is
something
that's
really
really
taking
a
priority
in
addressing
throughout
the
Commonwealth
as
far
as
especially
the
middle
and
and
high
and
I
also
have
had
a
lot
of
reach
out
with
me
to
me,
with
about
the
Delta
eight
and
Delta
9,
the
gummies
that
are
being
brought
to
school
and
shared
so
yeah.
We
have
another
issue
that
is
hampering
the
learning
process
in
the
schools
and
and
the
safety
of
children.
So
I
appreciate
you
bringing
this
forward
today.
If
you
would,
please
introduce
yourself
all.
D
Right,
thank
you.
Chairman,
we'll
have
I'm
representative
markhart
78th
house
district
with
me:
I
have
the
honor
of
having
Master
Sergeant
Brian
Milton
United,
States,
Marine,
Corps
retired,
the
njrotc
instructor
from
Pendleton
County,
High
School,
and
at
this
point
I'm
going
to
turn
it
over
to
him
and
let
him
make
the
presentation.
E
E
So,
by
way
of
introduction
again
thank
you,
representative
Hart,
for
this
opportunity.
My
name
is
Brian
Melton
and,
like
he
said,
I'm
a
retired,
Marine,
I
retired
in
2018,
and
started
teaching
at
a
high
school
in
Northern
Kentucky.
During
that
time,
it
built
the
Rapport
and
reputation
with
students
and
started
finding
out
some
of
the
loopholes
that
they
were
kind
of
slipping
through
and
some
things
that
needed
some
attention.
So
I
started
reaching
out
to
representatives
for
some
help.
E
The
one
of
the
biggest
challenges
we're
having
and
high
and
actually
starts
in
middle
school
is
the
popularity
with
these
vaping
devices,
so
I
started
reaching
out
to
Mr
Hart
for
some
help.
E
I
wanted
to
take
the
put
forth
an
effort
to
to
to
recognize
that
we
need
more
protection
for
our
youth
and
our
Educators,
because,
as
I
started
peeling
this
back
I
started
realizing.
There
was
a
lot
more
to
vaping
devices
than
nicotine
and
THC
so
without
further
Ado
we'll
go
ahead
and
proceed
here.
This
first
quote
in
the
opening
slide.
It
says
it's
part
of
the
game,
a
game
where
they
make
lots
of
money
and
teens
become
addicted.
E
They
mimic
many
devices
which
you'll
see
here
shortly,
which
may
be
shocking
quickly
cover
the
rising
popularity
and
Trend
some
of
the
devious
designs
that
are
out
there
on
the
market,
the
administrative
of
challenges
that
we
face
in
the
school
systems
and
some
states
that
we
may
be
able
to
emulate
their
laws
of
according
to
the
USDA
there's
more
than
two
and
a
half
million
kids
that
are
currently
using
these
e-cigarettes
25
of
those
are
using
them.
E
Daily
majority
of
these
cigarettes
or
vaping
devices
are
flavored
which
again
draws
to
the
attraction
of
the
youth.
The
new
Minnesota
data
also
shows
that
about
one
in
five
Minnesota
students,
nearly
78
percent
of
them
reported
using
that
tobacco
products
and
the
first
ones
they
ever
tried
were
flavored.
So
it
shows
that
the
manufacturers
of
these
devices
are
gearing
them
toward
the
youth
in
the
flavored
and
attractiveness
of
those
devices.
E
The
Minnesota
Health
Department
reported
one
in
five
high
school
students
are
using
e-cigarettes
70
percent
of
those
high
school
students
reported
using
those
and
they
started
showing
signs
of
nicotine
dependence.
Nicotine
is
known
to
disrupt
brain
development,
lead
to
addiction
and
disrupt
those
learning,
attention
and
learning
habits.
This
can
increase
their
the
students,
depression
and
anxiety
and
medical
treatment
facilities
at
this
time
are
currently
operating
at
full
capacity
and
or
turning
away.
E
Some
of
our
youth,
the
Sun
and
Brook,
are
facing
Staffing
problems,
and
it
creates
even
more
urgency
that
we
need
to
take
action
to
get
these
young
folks.
Some
extra
help,
underage
users
will
be
met
with
plausible
deniability
by
that
what
I'm
referring
to
is
the
federal
law
that
says
cigarettes
and
nicotine
devices
cannot
be
sold
to
those
under
the
age
of
21..
E
And
those
Rising
Trends,
we'll
see
that
the
health
department
here
has
reported
that
in
three
years,
high
school
students
using
vaping
devices
nearly
doubled.
E
Vape
pens
have
been
found
to
contain
marijuana
THC
heroin,
fentanyl
carfentanyl,
which
I
discovered
is
100
times
more
potent
than
Fentanyl
and
CBDs.
It's
Russian
Roulette.
These
kids
are
getting
these
devices
from
friends
and
acquaintances,
people.
They
think
they
can
trust
and
they
don't
know
what
is
actually
in
the
dab
or
the
the
actual
device.
E
We
had
a
student,
a
student
of
mine
actually
used
a
device,
it
felt
violently
ill.
You
come
come
to
find
out,
it
was
a
THC
device
and
it
was
heavily
laced
with
THC.
E
This
was
a
video
I
was
hoping
everyone
would
be
able
to
see.
I
understand,
we
can't
broadcast
it.
It's
not
wanting
to
work
with
the
Zoom
meeting,
but
if
you
have
a
chance
to
watch
this,
you
will
see
that
there
are
devices
that
are
being
manufactured,
that
mimic
thumb
drives
ink
pens
even
hoodie
strings.
These
students
are
actually
able
to
sneak
these
in
and
hide
them
in
plain
sight
to
use
these
devices,
which
makes
it
even
more
challenging
for
administrators
and
staff
members
to
pick
out
what
these
students
are
using.
E
Some
examples
there.
You
can
see
it's
hard
to
pick
out
what
the
devices
actually
are.
We
have
some
that
are
highlighters
mimic,
makeup
devices
and
even
computer
devices
thumb
drives
and
things
of
that
nature.
E
Some
of
the
data
I
collected
in-house
from
2021
to
22
the
referrals
by
grade,
we
see
a
very
heavy
influx
of
referrals
or
discrepancies,
whether
9th
graders.
That
is
because,
if
you
look
back
at
the
earlier
data
that
shows
the
usage
of
these
increasing
and
seventh
and
8th
graders
or
middle
schoolers
is
on
the
rise,
which
obviously
will
push
up
those
numbers
for
our
freshman
ninth
grade
students.
They
kind
of
start
weaning
off
a
little
bit
as
the
students
get
older.
E
Looking
at
some
of
the
bills
there
that
have
been
passed,
the
house
bill
11
that
was
passed
in
2019
from
my
understanding
section.
Four
of
that,
a
person
in
violation
of
any
the
subsection
there
of
the
policies
it's
up
to
the
board
of
education
for
how
that
should
be
handled,
at
least
the
punishment
up
to
the
schools,
and
it
really
omits
the
band
for
the
staff
and
faculty.
So
it
takes
away
from
that.
E
That's
really
not
the
case
of
importance,
but
what
it
does
do
is
it
leaves
it
up
to
the
school
districts
to
Define
what
their
policy
is
and
I
think
we
would
benefit
from
having
something
from
the
state
that
says
any
device.
A
vaping
device
would
have
a
harsher
punishment
or
a
fine
associated
with
having
on
school
campus.
E
E
E
It's
not
addressed
in
the
bill
statutes
require
the
defenses
before
an
18th
birthday
must
be
held
in
juvenile
court.
Therefore,
the
law
would
only
in
fact,
adult
staff
or
students,
so
we
may
need
to
revisit
that
and
again
find
some
deterrence
that
will
be
put
into
place
to
encourage
our
youth
not
to
be
using
these
devices.
E
Suddenly
administrative
challenges
that
schools
are
facing.
First,
the
training
training
our
faculty
on
the
positive
identification
of
Vapes.
One
of
the
biggest
challenges
is
it's
hard
to
see
if
it's
a
highlighter
or
if
it's
an
actual
Vape
device?
Is
it
a
hoodie
string
or
is
it
a
vape
device
that
mimics
a
hoodie
string?
So
that
takes
time
and
it
takes
the
watchful
eye,
disseminating
the
staff
to
ensure
adequate
campus
supervision?
E
These
kids
are
in
the
hallways,
they're
in
the
bathrooms
lunchrooms,
and
it's
not
uncommon
for
a
a
student
to
pull
out
a
vape
device,
take
a
hit
or
drag
from
it
blow
it
into
their
shirt
or
whatever,
because
the
vapors
disseminate
so
quickly
and
they
go
on
about
their
business.
So
it's
hard
to
keep
an
eye
on
all
these
students
all
the
time
and
then
also
we
need
to
focus
on
protecting
our
staff
and
our
students
from
exposure
those
illicit
drugs.
E
E
We
need
to
train
our
staff
on
how
to
respond
to
vape
induced
medical
emergencies.
Some
of
the
THC
laced
vaping
devices
are
so
heavily
concentrated.
One
hit.
One
drag,
will
put
a
student
in
a
subconscious
state
of
mind.
It
induces
vomiting,
nausea
and
a
situation
that
our
staff
and
schools
are
going
to
have
to
overcome
an
investment
of
time
in
processing,
disciplinary
actions
and
infractions.
E
E
E
And,
according
to
the
Michigan
District
Health
Department,
the
United
States
is
facing
an
epidemic
of
electronic
cigarettes
as
they've
become
more
popular
in
the
state
of
Michigan.
Vaping
consequences
may
include
up
to
a
two
thousand
five
hundred
dollar
fine
based
on
the
level
of
offenses
and
liners
attempting
to
purchase.
Vape
devices
are
also
facing
fines,
educational
health
risk
and
community
service.
E
E
E
Recently,
Beasley
Allen
Law
Firm
took
aim
at
one
of
the
manufacturers
of
vaping
devices
Jewel
to
hold
them
accountability
for
the
Youth
vaping
epidemic,
which
that
resulted
in
the
jewel
manufacturer
being
pretty
much
dissolved,
but
that
left
the
door
wide
open
for
other
manufacturers
to
come
in
and
take
up
there
where
they
left
off.
We
did
have
13
school
districts
in
the
state
of
Kentucky
that
were
included
in
that
lawsuit.
E
And
I
feel,
though,
that
the
state
of
Kentucky
needs
to
take
the
lead
and
set
the
presidents
in
combating
the
epidemic
work
cohesively
on
the
uniform
policy
dealing
with
vaping
and
Drug
lace
bake
products.
This
will
help
give
the
school
districts
a
stronger
backing
for
implementing
harsher
punishments.
Alec,
maybe
even
possibly
allocate
funding
for
anti-vaping
education
and
help
us
to
tighten
up
the
fight
on
addiction,
focus
on
bringing
down
addiction
rates
and
fight
back
against
the
manufacturing
of
devious
designs
that
these
kids
are
being
targeted
with.
E
Those
are
just
some
of
the
examples
of
vaping
devices
that
we've
I
see
pretty
pretty
often
some
that
just
continuously
blend
in
with
normal
everyday
items
that
these
students
bring
into
school
of
them
every
day.
A
D
Thank
you,
madam
chair
representative,
Hart
and
Sergeant
Melton
I.
Thank
you
for
bringing
this
presentation
forward.
This
is
an
issue
that
has
been
brought
to
my
attention.
I.
Think
a
lot
of
people
do
not
understand
the
seriousness
of
this
issue
in
our
schools.
It
causes
a
when
a
school
staff
is
having
the
focus
on
these
vaping
devices.
It's
a
it's
a
disruption.
D
I
know
that
at
1201
last
night
KDE
issued
our
release
publicly
our
k-prep
scores
for
the
state.
This
is
just
another
disruption
to
the
educational
process
and
that's
an
issue.
Besides
the
health
concerns,
especially
we
talk
about
Fentanyl
and
car
fentanyl
people
die
from
that,
and
we
have
to
take
this
very
seriously.
D
Representative
Hart
I,
don't
know
what
your
intentions
are
a
session
but
I'm
more
than
willing
to
work
with
you
and
see
if
we
can
move
forward
in
a
positive
way
on
this
and
I
appreciate
your
presentation,
you
know
right
now
we're
in
the
process
of
drafting
legislation
which
I
hope
to
have
ready
and
and
available
to
be
filed.
First,
the
session
first
of
January,
so
look
forward
to
the
help
from
representative
Tipton
or
anybody
that
would
like
to
help
and
and
have
some
input
in
the
actual
legislation.
F
Thank
you,
madam
chair,
and
this
is
a
really
serious
health
and
safety
issue,
and
so
thank
you
for
shining
a
light
on
it.
I'm
I'm
interested
to
know
the
states
that
you
know
that
you
put
up
as
examples
that
they've
got
the
harsher
penalties
and
the
fines
and
so
forth.
Are
we
seeing
a
correlation
with
a
reduction
in
incidents
and
in
those
states
where
the
policies
are
harsher.
E
F
I
was
just
curious
about
the
the
effect
when
the,
when
the
states
that
group
The
Vape
devices
with
drug
paraphernalia
did
what
were
the
results
of
that
I
mean.
Is
that
for
across
the
board,
for
adults
and
youth
or
or
do
you
know.
E
Ma'am
I
honestly
cannot
speak
intelligently
on
that
I
just
was
looking
for
data
to
be
able
to
present
for
the
state
of
Kentucky
to
kind
of
emulate
and
to
follow
suit
with
I
would
imagine
that
presented
some
pretty
good
results
of
a
deterrence,
especially
from
the
parents
and
guardians
of
these
kids
that
are
thinking
these
devices
are
cool
to
have
so
I
would
imagine
they've
had
a
good
impact.
Okay,
thank.
G
As
someone
who
has
had
to
deal
with
this
issue
administratively
in
a
school-based
situation,
it
is
very,
very
challenging
I'll
go
ahead
and
tell
you,
though,
that
I
left
that
line
of
work
five
years
ago
and
from
that
point
till
now
the
problems
exploded-
and
my
question
was
was
answered
already
about
about-
is
the
possibility
or
are
we
looking
at
drafting
legislation
here?
G
I
I
will
tell
you
that
I
think
that
every
dollar
that
we
put
into
looking
at
increasing
consequences
for
these
offenses.
We
also
need
to
be
put
equal
amount
into
educating
our
parents
on
what
these
things
are.
G
I
can
tell
you
that
you
know
I
like
I
said
I
mean
I,
have
a
pretty
good
experience
with
this,
but
this
technology
is
changing
so
fast,
I,
remember
having
conferences
with
parents
and
they're
like
oh,
it's
just
flavored
Vapor.
No,
it's
not,
and
that
was
a
predominant
response
from
parents.
There's
a
big
education
piece
that
would
need
to
go
and
lockstep
with
any
type
of
increase
in
consequence,
which
I
support.
I
know
the
school
district
that
I
worked
for.
G
Has
been
struggling
with
this
I'm,
a
big
believer
in
local
control,
but
I
think
at
this
point
in
order
to
get
a
handle
on
this,
we
do
need
to
be
a
little
bit
more
intentional
from
a
Statewide
level
and
kind
of
start
kind
of
ratcheting
up
the
consequences.
So
I
would
be
more
than
happy
to
sit
down
with
a
group
and
work
on
this.
Thank
you
for
being
this
forward.
H
Thank
you,
madam
chair
appreciate
the
presentation,
and
certainly
this
is
a
problem.
That's
been
growing
over
the
past
few
years
and
I
had
supporting
legislation
that
would
hopefully
curtail
this.
What
I'm
concerned
about,
maybe
is
what
may
be
missing
from
the
process
and
I
think
about
I.
H
Think
the
report
we
heard
back
in
August
from
the
student
mental
health
initiatives
and
they
had
gotten
together
and
talked
about
what
we
need
to
do
to
address
these
mental
health
issues
also
read
an
article
editorial
piece
this
weekend,
where
a
young
man
promoted
this
16
year
old
should
be
allowed
to
vote.
Then
I'm.
Also
thinking
about
the
statistic
I
heard
three
four
years
ago
that
human
brain
development
1900
was
brain,
was
fully
developed
at
18
years
of
age,
and
today
is
25..
H
You
know
we're
not
allowing
kids
to
grow
up
they're,
not
accepting
consequences
for
their
actions.
So
I
know
that's
a
long
preface
to
what
I
what
I
want
to
make
is.
Is
I'm
curious.
What
young
people
have
to
say
about
this?
It
was
great
that
we
can
pass
laws,
but
if
it's
our
laws,
it's
not
going
to
have
a
whole
lot
of
ownership
among
young
people.
H
Surely
we've
got
some
Cadre
of
young
people
that
understand.
This
is
a
serious
issue
and
I'd
like
to
kind
of
give
it
back
to
them
and
say:
what
are
you
going
to
do
about
it?
If
you
want
to
be
have
a
responsibilities
of
adult
and
you've
got
to
act
like
an
adult
and
I'd
be
curious
if
we
put
together
a
task
force
of
some
of
our
best
and
brightest,
and
we
know
they're
out,
there
is
just
tell
us:
how
do
we
address
this?
What
do
we
need
to
do
so
just
point
consideration,
excellent.
I
A
A
A
I
Push
the
light,
thank
you
for
letting
us
be
here
to
share
with
you
today,
I'm
Rhonda
Caldwell
from
the
Kentucky
Association
of
school
administrators
and
because
of
your
commitment
to
literacy,
the
work
that
you've
done
in
this
past
year
in
our
schools.
It's
an
honor
to
introduce
you
to
our
long
time,
learning
Partners
our
learning
literacy
Partners
since
2008.
I
when
it
comes
to
literacy
matters,
including
the
science
of
reading.
They
are
the
go-to
experts
for
me
when
it
comes
to
key
research
and
resources
that
I
might
need
and
can
use
for
our
school
administrators
here
in
Kentucky
those
types
of
resources
and
research
that
helps
us
guide.
Our
decision
making
and
so
with
me
today
are
Mr
Larry
Holland
to
my
left
and
Mr
Michael
Hagan
to
my
far
left,
and
they
are
both
of
Scholastic
a
company
that
started
many
of
you
probably
heard
Scholastic.
I
and
they
are
still
celebrating
their
hundred
year
anniversary
and
so
here
today
to
share
with
you
the
research
on
the
relationship
between
home
libraries
and
literacy
outcomes,
but
also
the
work
that
they
are
doing
in
other
states
such
as
Florida,
Louisiana
and
Mississippi,
and
so
I'm,
going
to
start
by
asking
Mr
Holland
to
introduce
himself
more
thoroughly
as
well
as
Mr,
Hagin
and
they'll.
Take
the
presentation
from
there.
J
Good
morning,
everyone
so
delighted
to
be
with
you
I'm
Larry
Holland,
as
Rhonda
Sid.
My
responsibility
at
Scholastic
is
to
oversee
our
state
strategy.
Work
I've
been
at
Scholastic
now
30
years,
I
started
when
I
was
five
and
my
work
at
Scholastic
I'm
happy
to
tell
you
is
informed
by
my
90
year
old
mother,
who's,
a
PhD
in
education
and
still
tells
me
every
day
what
I
should
be
doing
to
make
sure
that
the
kids
in
this
country
are
developing
the
appropriate
reading
skills
that
they
need
to
be
successful.
K
Good
morning,
everyone
and
thank
you,
representative
Huff,
it's
a
pleasure
to
be
here:
I
am
Michael
Hagan,
a
former
teacher
principal
and
District
administrator
I
had
the
pleasure
of
helping
to
bring
back
to
schools
in
New,
Orleans
after
Katrina
and
then
leading
a
special
school
district
in
St
Louis
and
then,
after
that,
being
Deputy,
superintendent
and
chief
academic
officer
in
Baton
Rouge
seven
years
ago,
before
coming
to
Scholastic
and
I
like
Larry
I
started
when
I
was
12.,
so
this
work
has
been
incredible.
K
I
also
had
the
pleasure
of
working
with
the
last
seven
years
with
in
Kentucky
Association
of
school
administrators
and,
as
you
said,
Rhonda
spoke
about
earlier.
Research
driven
research
based
and
research,
informed
instruction
around
literacy
and
what
that
does
for
children,
teacher
Effectiveness
and
achieving
academics.
A
J
So
again,
we're
very
delighted
to
be
with
you,
as,
as
Rhonda
said,
I
come
to
you
from
Mississippi
and
I'm
very
proud,
I'm,
a
very
proud
Mississippian
I
lived
in
New
York
for
about
25
years,
but
I've
come
back
now
to
Mississippi
in
the
last
17
years,
and
Mississippi
has
informed
the
work
that
we
do
at
Scholastic.
J
As
you
all
many
of
you
know,
we
have,
we
believe,
broken
the
barrier
and
trying
to
figure
out
what
to
do
about
the
fact
that
for
the
last
many
years
in
this
country,
60,
on
average
of
our
kids
are
reading
below
grade
level,
and
we
have
all
across
States.
You
and
Kentucky
have
had
great
work.
I
think
done
in
this
regard.
J
We
think
that
we
have
broken
the
code
a
bit
in
the
country
and
one
of
the
most
important
things
that
we've
learned
is
that
we
must
have
science
based
informed
curriculum
and
that
that
curriculum
must
be
implemented
with
Fidelity,
but
it
also
must
be
led
by
well-trained
and
well
prepared
teachers.
So
at
Scholastic
we've
re
we've
identified
four
things
that
we
believe
are
critical
to
us
after
a
hundred
years
at
this
ourselves,
critical
to
us
across
the
country,
improving
literacy
outcomes
for
our
kids,
those
four
things
are,
as
I
said,
a
science-based
curriculum.
J
You
guys
are
making
great
progress
in
this
regard.
We
are
in
Mississippi
as
well
and
across
the
country.
We
see
progress
in
this
regard.
It's
hard
to
understand
why
we
didn't
always
understand
this,
but
now
we
have
and
we're
making
progress.
The
other
is
having
highly
effective
teachers
without
that
without
teachers
in
place
to
implement
those
curricula,
we
don't
stand
a
good
chance
of
being
successful
in
Mississippi.
J
One
of
the
things
that
we've
done-
and
you
all
are
following
this
as
well-
is
that
we
insisted
that
every
Elementary
School
teacher
in
the
state
of
Mississippi
be
trained
in
the
science
of
reading,
we're
now
on
our
second
round
of
training
for
those
teachers,
so
we're
very
proud
to
say
that
you
can
step
into
any
Elementary
classroom
in
Mississippi,
and
you
will
find
a
well-trained,
well
implemented,
well
prepared
teacher
in
regard
to
literacy
skills,
but
we
think
there
are
two
other
things
that
we're
leaving
on
the
table.
J
A
lot
of
places
are
focused
on
rigorous
curriculum
and
ensuring
that
we
have
highly
effective
teachers,
but
there
are
two
more
things
that
we
believe
could
be
helpful.
One
of
them
is
a
little
more
complicated.
The
other,
we
think
is
pretty
simple.
The
first
is:
we
need
to
make
sure
that
we're
fully
engaging
families
in
this
process
of
literacy
development
kids
are
with
their
families
more
than
they
are
in
school
and
that
time
with
families,
if
guided
with
good
advice
from
educators
of
what
families
can
do,
even
if
those
families
themselves
May
struggle
with
literacy.
J
We
know
that
they're
things
we
we
see
in
the
science
that
they're
things
that
we
can
advise
parents
to
do,
advise
families
to
do
that
can
support
their
kids
literacy
development
and
then
the
last
thing
that
we
believe
we
can
do
to
ensure
that
we
have
better
outcomes,
which
we
believe
is
the
simplest
that
can
be
done
is
to
ensure
that
all
kids
are
are
surrounded
by
a
literacy-rich
environment.
I
would
bet
that
every
one
of
you
can
think
right
now
about
when
you
were
a
child,
the
books
that
you
read
that
were
your
favorites.
J
J
We
could
still
do
better,
but
the
home
for
most
of
our
kids,
especially
those
60
of
the
kids
who
are
reading
below
grade
level,
are
absent
books
that
give
kids
the
ex
the
ability
to
both
practice
the
skills
that
they're
learning
in
school,
but
also
develop
that
Joy
of
reading
that
we
believe,
is
critical
to
becoming
lifelong
Learners.
We
can
teach
kids
the
science
of
reading,
but
we
must
also
help
them
develop
the
joy
of
reading.
J
And
so
what
we
want
to
talk
to
you
about
today
is
what
we
at
Scholastic
have
learned
about
number
four,
the
simplest
thing
to
do:
creating
a
literacy-rich
environment
for
kids
at
home.
We
must
also
do
it
at
school,
but
home
in
particular,
and
so
my
colleague
Michael
Hagan
is
going
to
take
us
through
what
we
know
about
the
research
related
to
home
libraries
and
why
we
think
that's
a
critical
thing
that
we
can
do
simply
and
should
do
quickly.
Thank
you.
K
Building
a
culture
of
literacy
is
important,
as
we
all
know,
and
and
when
you're
talking
about
building
this
Cultural
Literacy,
you
want
to
have
a
little
research
behind
it,
and
so
the
research
shows
that
when
children
are
exposed
to
relevant
texts,
high
quality
texts,
there
are
chances
of
increasing
their,
including
we
just
the
country,
the
world
the
entire
world
is
experiencing.
These
learnings
disruptions
and
learning
disruptions
has
brought
down
our
test
scores
all
around
the
country.
Our
proficiencies
are
lower.
K
So
research
has
shown
that
when
you
have
more
books
in
the
home,
academics
go
up,
their
proficiencies
go
up,
but
not
just
any
books.
They
should
be
high
quality
books,
relevant
texts.
We
also
show
that
when
families
grow
up
with
more
books,
not
just
in
the
United
States
but
around
the
country,
research
is
showing
that
achievement
is
going
up
as
well.
K
Seo
has
20
books
in
the
home,
helps
students
to
achieve
higher
levels
of
education
and
with
those
levels
of
higher
education
leads
to
when
they
get
into
colleges
and
when
they
get
into
their
careers
when
they
start
coming
out
of
school
they're
more
successful
it.
Actually,
research
has
shown
that
those
families
start
to
show
higher
incomes
when
we're
completing.
K
So
we
took
a
look
at
the
reach
to
succeed.
Act
already,
the
work
has
been
done
here
in
Kentucky
you
reading
instruction,
that's
aligned
to
standards.
You
know
what
you're
looking
for
students
to
know
by
a
certain
grade
level.
What
that
should
look
like
teachers
understand
that
they
delivered
that
in
their
instruction.
K
So
the
teacher
who
normally
has
her
in
her
first
grade
second
grade
third
grade
classrooms,
normally
have
them
do
a
read
aloud
and
come
sit
on
the
carpet
that
changes
when
they
get
to
about
the
third
and
fourth
grade,
and
so
students
start
reading
independently.
So
getting
them
on
on
grade
level
by
third
reading
on
grade
level
by
third
grade
is
important,
so
have
no
books
in
the
classroom
and
then
coming
home.
Sharing
them
as
well
is
really
highly
important,
and
then
what
does
it
look
like
for
teachers?
K
Our
teachers
are
tired,
they're
pushing
and
they're
pushing.
They
have
a
lot
of
work.
How
can
that
work
be
made
more
simpler
for
them?
What
if
they
had
instruction
in
a
classroom?
And
then
when
the
students
got
home,
it
could
be
followed
up
with
high
quality
text
as
well,
but
when
it
comes
home
their
parents
don't
want
to
see
this
massive
amount
of
work.
They
would
like
certain
tips,
maybe
they're
they're
working
two
jobs
and
then
have
to
come
home
and
cook
dinner.
K
What
if
they
had
something
where
they
can
engage
a
child
in
Reading
with
a
few
tips
that
share
with
them
as
well
as
it
supports
the
teacher
and
what
they're
doing
in
the
classroom
and
so
again
a
line
to
the
reading
to
succeed,
act,
providing
high
quality
libraries
and
media
programs
is
already
a
part
of
the
ACT.
What
this
does
is
creating
those
extensions
to
that
learning,
this
culture
of
literacy
to
having
those
libraries
at
home.
K
I
love
that
it
engages
all
stakeholders
we
know
in
order
to
build
a
culture
of
literacy.
We
know
that
we
know
the
teachers
are
doing
the
work.
We
know
that
the
principles
are
supporting
them,
the
school
level
administrators
are
there
well,
what
happens
when
you
engage
the
families
that
achievement
goes
up
and
crashing
talks
about
in
his
research?
The
single
factor,
most
highly
involved
with
student
achievement
is
independent.
K
Reading,
regardless
of
social
economic
status,
regardless
of
where
the
students
are
coming
from
independent
reading
increases
student
achievement
higher
than
any
other
thing,
so
those
students
get
a
chance
to
say
hey.
This
is
what
I
like
to
read.
I
talked
to
you
earlier
about
that
decline
by
nine,
where
you
get
to
engage
those
students
with
high
quality
texts
so
they're
reading
in
the
classroom.
They
come
home,
they're,
building
their
libraries
at
home.
Now
the
families
have
some
meaning
for,
and
support
in
working
with
those
teachers
and
administrators
at
the
school.
J
So
what
we're
proposing
today
is
that
you
consider
here
in
Kentucky,
institutionalizing
the
theories
that
we're
we're
sharing
with
you
and
that
is
institutionalizing
home
libraries
for
kids.
You
have
a
lot
of
kids
who
can't
and
families
who
can't
figure
out
how
to
do
that
for
themselves.
Either
they
don't
have
the
resources,
they
don't
have
the
availability
of
books
in
their
communities
or
they
just
don't
know
what
to
do
so
by
by
considering
this
as
something
that
you
do
at
a
state
level.
We
think
that
you
can
begin
to
you.
J
You
would
be
supporting
the
work
that
you're
already
doing.
Michael
mentioned
that
independent
reading
is
a
is
something
that
we
know
is
critically
important
for
kids
well
in
the
in
the
in
the
literacy
Block
in
Most
states,
there's
just
not
enough
time
to
get
that
20
minutes
a
day
of
independent
reading.
That
we
know
is
critical
for
kids
to
have,
if
they're
going
to
see
or
improve
their
literacy
outcomes
and
so
by
adding
the
home
as
a
component
of
the
planning
that
you're
already
doing.
We
think
that
you
will
see
great
success.
J
But
the
important
thing
is
the
is
the
model
it's
not
necessarily
the
who
does
it
but
the
model,
and
so
in
Florida
as
an
example
which
something
we've
worked,
we're
very
proud
of
I'm
very
proud
of
about.
Two
years
ago
we
went
to
the
Speaker
of
the
House
in
Florida,
who
had
suggested
in
his
opening
remarks
when
he
became
speaker
that
literacy
was
going
to
be
a
critical
priority
for
him,
as
speaker
and
floor
had
already
begun
to
do
work
as
you
have
in
this
regard,
but
this
was
something
that
they
hadn't
considered.
J
So
we
went
to
him
and
suggested
that
a
very
simple
thing
to
add
to
his
agenda
in
regard
to
literacy
Improvement
was
the
creation
of
a
home
Library
program
at
the
time
Florida
had
about
540,
000,
kids
reading
below
grade
level,
and
so
the
thought
that
we
would
cover
all
those
kids
in
a
program
was
a
bit
daunting
both
to
us
and
to
Florida.
But
they
did
it
that
legislation
was
passed
about
a
year
ago.
It
created
a
program
of
sending
books
to
kids.
J
Once
a
month
at
home
who
were
reading
below
grade
level,
those
books
are
are
published
in
English,
Spanish
and
Haitian
Creole,
because,
as
we
looked
at
the
population
of
the
most
needy,
those
languages
were
highly.
The
other.
Two
languages
were
highly
represented
and
we
wanted
to
make
sure
that
the
program
provided
access
to
all
kids
a
year
later.
J
We're
proud
to
say
that
that
all
those
kids
who
are
participating
and
families
were
participating
because,
in
addition
to
the
books
we
get,
they
get
family
support
that
we're
getting
rave
reviews
from
the
kids
and
the
families
about
this
program,
and
we
believe
that
we're
seeing
increased
practice
of
reading
and
a
Greater
Joy
of
reading
by
the
kids
who
are
participating
in
the
program
in
Louisiana
we've.
Just
my
actual
original
birth
state,
we've
just
passed
legislation
in
Louisiana
to
create
a
similar
program.
J
It's
slightly
different
and
the
scale
is
way
different.
Florida
had
540
000
kids
Louisiana
has
150
000
kids,
who
are
reading
below
grade
level,
so
the
intent
in
Louisiana
is
to
cover
all
kids
pre-k5
to
ensure
that
they
have
the
ability
to
develop
home
libraries.
So
we're
going
to
begin
in
the
next
several
months.
J
The
program
of
shipping
books
to
kids
at
home
in
Louisiana
who
reading
below
grade
level
Pre-K
from
pre-k
to
fifth
grade
and
those
that
program
will
include
a
very
robust
Family
Support
one
of
the
things
that
was
important
to
the
legislature
in
Louisiana.
As
we
work
through
this
program.
Development
was
the
fact
that
there
they
have
a
quite
a
challenge
on
adult
literacy,
and
we
know
from
a
program
that
we
work
with
called
reach
out
and
read.
That's
been
around
for
30
years.
Does
a
similar
thing
with
pediatricians.
J
We
know
that,
actually
we
see
some
increase
in
adult
literacy
as
a
result
of
that
program,
because
the
families
are
taught
how
to
engage
with
the
book
and
often
pediatricians
tell
us
that
they
see
the
families
reading
the
books
more
in
the
in
the
in
their
waiting
rooms
than
they
do
the
kids.
So
we
know
that
there's
some
ancillary
benefits,
and
that
was
an
important
factor
for
Louisiana,
because
adult
literacy
is
such
a
challenge
for
that
state,
as
it
is
in
many
states.
J
So
that's
really
it
in
a
nutshell.
We
think
that
this
issue
is
really
complex.
It's
a
critical
one!
You
guys
are
after
it,
a
lot
of
states
are
after
it.
It
does
require
a
good
bit
of
diligence
on
the
part
of
states
and
Departments
of
education
and
families
to
improve
our
literacy
outcomes.
But
we
think
there's
a
really
simple
thing
that
you
can
do
that
we
can.
J
A
Thank
you
very
much
for
this
presentation.
As
it
was
mentioned
earlier,
our
students
performance
test
scores
were
released
to
the
public
today
and
I
know
that
administrators
have
been
working,
Tyler
analyzing
that
data
and
I
are
looking
for
tools
in
the
toolbox
and
literacy
is
a
major
concern.
I,
don't
think,
there's
any
denying
that
a
print-rich
environment
offers
the
most
opportunities
for
Success.
So
I
appreciate
you
bringing
this
forward
today
and
giving
us
something
else
to
think
about.
We
do
have
several
questions
for
you
today,
representative
bojanowski.
B
Yes,
thank
you,
so
very
much
so
I'd
like
to
start
out
with
I
am
probably
the
biggest
consumer
of
Scholastic
products
in
this
up
on
this
venue.
I'm
a
special
education
teacher
and
in
an
elementary
school
I'd,
also
like
to
do
a
brief
call
out
to
my
colleagues
for
the
read
to
succeed.
Bill
I
am
currently
doing
the
letters
training
and
despite
having
a
PhD
in
education,
I'm
realizing,
there's
so
much
more
I
need
to
learn
about
how
to
teach
reading,
and
it's
just
a
phenomenal
program.
B
So
shout
out,
and
just
a
thanks
to
my
colleagues
I
would
like
to
push
back
a
little
on
the
statement
about
independent
reading.
What
I
have
found
for
my
children,
who
cannot
yet
read
or
read,
very
well
independent
reading,
20
minutes
a
day
is
not
the
best
use
of
their
time
in
the
classroom.
So
yes
for
children
who
can
read,
but
then
you
know
that's
just
my
experience.
So
I
do
have
a
thought
for
engaging
parents
and
families
if
they
have
the
books
at
home.
J
So,
let's
see
a
couple
things
about
your
comments.
First
Mississippi
also
used
letters,
so
we
have
seen
great
success
so
I'm
happy
to
hear
that
you're
feeling
the
same
way
here
in
Kentucky.
It's
a
great
program
and
teachers
really
appreciate
it
in
regards
to
the
the
independent
reading.
What
I
intended
to
say
so
I
apologize
is
that
we
want
kids
to
read
independently
for
20
minutes.
However,
they
can
get
that
time
and
by
adding
the
home
as
a
component.
J
We
stand
a
chance
of
getting
of
of
of
getting
to
that
point
more
easily
in
Louisiana
had
great
pushback
from
the
Educators
on
the
education
committees.
When
we
talked
about
this
program
who
said,
but
what,
if
they
can't
read
and
our
point
of
view
here-
is
that
we
would
provide
books
that
were
appropriate
for
kids
depending
on
their
reading
level,
and
we
would
certainly
propose
the
same
thing
here.
J
In
regard
to
your
question
about
the
Dolly
Parton
program,
we
work
in
collaboration
with
the
Dolly
Parton
program
in
terms
of
design
and
in
our
approach
we're
picking
up
primarily
at
once.
The
kids
hit
School
Dolly
Parton's,
covering
age
zero
to
five.
So
she
gets
them
preschool
and
gets
them
used
to
books
and
engaged
with
books.
We
think
you
shouldn't
stop
once
they
get
to
school
now,
we've
got
them
in
the
in
the
flow.
J
B
Just
a
brief
comment,
so
I.
Thank
you
very
much
if
it's
okay
yeah,
so
some
of
my
teachers
are
doing
this
a
little
bit
when
they
do
their
monthly
book
orders,
they
get
friends
and
colleagues
to
sponsor
a
child,
and
so
they
get
to
send
home
a
book
with
a
child
every
month
and
the
kids
really
love
it.
So
thank
you.
I
really
appreciate
it.
Thank.
K
You
I
just
want
to
also
add
for
those
students
that
are
really
managing
their
striving
readers.
What
does
go
home
with
them
is
something
for
the
family
to
say
so,
who's
your
favorite
character.
So
what
do
you
think
is
going
to
happen
next
in
the
story
or
if
it
may
be
a
picture?
A
word
list
book
for
our
kindergartners
because
they're
beginning
to
read
so
it's
it's
given
to
them
essential
to
them
in
steps
so
as
their
reading
grows
and
which
we
try
to
follow,
along
with
the
scope
and
sequence
for
the
state.
L
Thank
you.
Madam
chair
I
have
two
questions:
one
for
Mr
Holland
and
one
for
Mr
Hagin,
Mr
Holland.
You
alluded
to
the
fact
that
Kentucky
should
be
using
a
science-based
curriculum
for
early
literacy.
Could
you
go
into
that
a
little
further
and
maybe,
in
your
learned,
opinion?
What
does
that
look
like
for
us?
What
what?
What
does
science
based
curriculum,
look
like
to
you.
J
K
I'll
answer
the
first
one,
so
just
as
the
representatives
spoke
on,
the
training
starts
with
letters,
so
what
happens
is
most
teachers
when
we're
in
the
school
of
education
we
have
courses
in
how
to
teach
reading,
but
not
necessarily
the
foundations,
in
particular
around
phonics
and
those
44
sounds
and
those
over
160
phone
names.
So,
when
you're
going
through
those
letters,
training
which
is
in
several
parts
like
a
10-part
training,
they
begin
picking
up
with
what
are
those
44
sounds,
and
how
do
we
teach
those
sounds:
what
are
those
full
names?
K
What
are
those
special
sounds?
What
are
those
Blends?
How
do
we
get
those
five
foundational
skills
to
in
a
way
that
we're
supporting
students
in
a
way
that
we
hadn't
looked
at
before,
instead
of
having
them
look
at
the
picture
and
guess
what
the
word
could
be,
we're
actually
teaching
them
about
the
words.
Those
sounds
those
sight
words,
adding
those
sight
words
adding
those
bow
names,
adding
those.
How
do
we
increase
comprehension,
So
based
around
science,
meaning?
K
L
Thank
you
and
my
second
question.
You
mentioned
the
process
on
the
books
and
obviously
this
will
be
targeted
to
a
lot
of
low-income
parents
and
and
kids,
and
you
made
it
sound
like
we're
talking.
You
know
a
physical
book
a
month
is
there
is,
is
it
all
physical
books
or
is
there
an
opportunity?
L
You
know
with
ebooks
we
can
have
an
unlimited
library
right.
So
so
is
there
an
opportunity
if
we
find
out
that
the
parents
have
proper
technology,
proper
computers?
Is
there
the
opportunity
just
to
just
do
a
full
ebook
Library.
J
J
J
That's
addressed
to
them,
that's
their
book,
so
they
have
something
they
own
is
a
really
big
motivator
for
them.
So
we
want
that
as
a
component,
but
in
in
Mississippi
we're
actually
working
right
now
with
them
to
create
a
model
that
includes
all
kinds
of
content,
of
a
variety
of
content,
both
digital
and
print,
both
books
and
magazines.
So
we
want
to
provide
as
many
formats
as
possible,
and
we
think
each
state
should
should
develop
a
model
that
works
best
for
them.
In
regard
to
how
we
present
the
formats.
C
C
If
I
may
I
noticed
in
the
first
slide,
you
had
four
things
up
at
the
curricula
and
the
highly
effective
teachers
and
libraries
and
engaging
the
parents,
but
I
think
the
number
two
should
always
be
engaging
the
parents
and
engaging
the
families,
because
I
think
what
we
do
is
that
we
have
parent
teachers,
conferences
for
the
students.
You
know
if
we
ever
talked
about
having
parent
teachers,
conferences
for
the
parents,
you
know
where
you
sit
down
and
we
discuss
what's
not
working
for
you
at
home.
What
can
we
do
to
help
us
move
forward?
C
I
know
that
the
conversation
happens,
but
I
really
should
we
think
we
should
focus
on
it
as
well
too
and
I
know.
There's
been
some
conversation
about
books.
This
is
wonderful,
but
it's
also
a
deterrent.
You
know
if
this
thing's
sitting
on
the
kitchen
table
and
there's
a
book
sitting
beside
it.
You
instantly
look
at
that
book
and
it
generates.
It
opens
up
your
minds
and
your
imagination.
So
please
stay
with
the
books.
I
agree
with
you,
100
getting
something
in
the
mail.
C
You
know
you
can
get
this
thing
in
the
mail,
but
you
know
I
can
throw
this
thing
as
far
as
I
could.
But
my
thing
is
a
book
handing
that,
in
your
hand,
in
the
wrong
manism
of
holding
a
book
in
your
hand
and
maybe
I'm
old
school,
but
I
still
think
it
works,
I
think
sometimes
with
technology
we
get
too
far
out
there
and
we
can
come
back
to
reality
and
I.
Think
having
a
book
in
your
hand,
getting
something
in
the
mail
is
going
to
be
something
it's
going
to
be
beneficial
for
folks.
J
Just
want
to
say
one
quick
thing
about
that.
We
also
know
in
the
science
and
in
our
experience
with
these
programs,
is
that
the
physical
activity
of
parents,
engaging
with
their
kids
through
the
book,
also
creates
more
opportunity
for
them
to
bond.
We
see
it,
we
know
it
and
all
of
us,
I'll
bet
had
that
experience
in
our
families.
We
want
that
experience
for
all
kids.
I
will
go
back
to
the
format
question
for
just
a
second
I
am
a
huge,
huge,
huge
advocate
of
rural
schools.
J
I
think
very
often
we
are
forgetting
our
rural
communities
and
not
doing
nearly
enough
to
make
sure
that
we
bring
them
into
the
current
economy.
But
one
of
the
downsides
of
that
fact
is
that
there,
the
the
availability
of
broadband
and
the
availability
of,
therefore,
the
internet
limits
our
ability
to
do
digital
book
distribution
in
some
parts
of
the
country
in
some
parts
of
Most
states.
So
we
think
the
physical
book
has
to
always
be
a
component,
even
if
we
try
other
formats
if
for
no
other
reason
than
access.
A
D
D
D
This
is
a
a
topic
that
literacy
is
topic:
I've
been
working
on,
of
course,
at
Senator
West,
sponsor
of
Senate
bill.
Nine
representative
boltonowski
and
myself,
Champion
dead
in
the
house,
been
working
on
this
for
about
four
years
when
Miss
after
their
Pro.
My
members
are
probably
tired
of
me
talking
about
Mississippi
too
back
in
2013,
when,
when
really
I
think
the
law
was
started.
How
long
did
it
take
before
the
state
started
to
show
Improvement
and
how
has
that
gauged
over
time?.
J
So
the
I'll
say
so
many
there's
so
many
things
to
say
about
that.
So
the
bill
was
passed.
Initial
bill
was
passed
in
2013.
I
want
to
say,
as
a
Observer
and
a
consultant
to
Mississippi
through
my
work
at
Scholastic
and
a
personal
friend
of
Dr
Carrie
Wright,
who
was
our
state
superintendent
for
nine
years,
a
critical
Factor
by
the
way,
so
her
ability
to
to
lap
herself
regularly
is
one
of
the
reasons
we've
seen
success.
The
first
thing
that
we
did
in
Mississippi
was
train
the
teachers.
J
That
was
the
most
important
thing
that
they
had
to
do
that
took
about
two
years
for
them
to
get
the
program
up
and
running
and
implemented
and
I
would
say
and
I
think
the
data
shows
this
that
we
began
to
see
the
results
shift
after
about
those
first
two
years.
So
it
takes
time
absolutely
it
takes
patience,
but
I
think
the
pers.
The
consistent
leadership
across
the
department
was
really
critical.
In
addition
to,
obviously
we
enshrined
this
in
legislation
and,
as
importantly,
we
funded
it.
D
D
Kind
of
leads
into
some
comments
that
I
have
our
k-prep
scores
were
were
released
publicly
1201
today.
If
anybody
was
up
and
interested
I
want
to
share
a
little
bit,
I
have
had
a
chance
to
dig
into
a
much,
but
the
percent
of
students
Statewide
that
we're
reading
proficient
and
distinguished
all
students
was
45
percent
white
was
49
and
West
troubling
block
was
24
percent
math
scores.
All
students
were
38,
white
43
math
were
only
16.
D
Now
everybody
needs
to
in
public
needs
to
understand
these
numbers
have
an
ashtray
buy
them
because
of
covet.
There
was
a
lot
of
learning
loss
during
that
time,
but
we
do
have
a
baseline
now
to
evaluate
going
forward
and
I'm
hopeful
that
we
can
use
this
year
in
three
four
five
years
from
now
really
look
and
see
where
we
are
and
what
improvements
we've
got
from
the
read
to
succeed
act.
D
My
second
question
goes:
we're
focused
right
now
on
the
current
teachers
in
the
classroom,
but
I'm
also
concerned
about
the
teacher
training
programs
and
what
work
have
you
seen
and
what
what
can
be
done
to
improve
the
teachers,
training
programs
at
our
universities?
So
these
teachers
are
prepared
when
they
come
in
the
classroom.
Initially.
K
Yeah
I
think
a
lot
of
us
beginning
what
you
all
are
doing
now
is
beginning
that
letters
training,
so
that
letters
training
can
be
in
partnership
with
the
universities
and
sharing
with
them.
K
Here's
what
we're
working
with
our
teachers
after
they've
finished
their
school,
because
you're
going
to
be
working
with
your
your
new
teachers
first
year,
teachers
second
year,
teachers
as
well
as
your
veteran
teachers,
all
doing
the
same
training
and
so
what's
happening
around
the
country,
isn't
it
they
did
it
in
Alabama
they're
doing
it
in
Florida,
it's
their
starting
partnering
with
the
universities
and
sharing
what
that
letters.
Training
is
looking
like
and
and
with
that,
what
is
looking
like,
how
can
schools
better
support
in
their
how
to
teach
reading
classes?
K
We
don't
have
certain
classes
that
are
offered
in
universities
anymore
around
reading,
and
so
in
working
with
legislators.
It
would
be
great
to
share
that
with
them.
What
can
we
look
at
differently
and
what
we
offer
in
our
school
of
educations
to
support
students
before
they
get
what
before
they
get
to
the
classroom
as
teachers,
and
so
that
conversations
have
to
happen?
We're
doing
the
same
thing
in
New
York
we're
doing
this.
We
did
the
same
thing
in
Michigan.
K
It's
not
as
happening
as
great
as
I
would
like
to
see
it
because
what's
happening
now,
is
we're
spending
the
money
afterwards
doing
the
letters,
training
and
other
trainings,
and
so
the
more
we're
having
conversations
with
universities,
the
more
we're
sitting
down
at
the
table
with
them
prior
to
we
purchasing
this
new
training.
I
think
the
greater
outcomes
will
be.
A
D
J
You
won't
be
surprised
to
hear
this
answer,
but
it
depends.
It
depends
on
so
many
factors.
How
many
kids
do
you
have
that
you're
trying
to
serve?
Are
you
serving
those
kids
who
are
striving
readers
only
or
serving
all
kids?
What
grade
levels
you
know?
So
the
the
number
of
kids
is
the
most
important
factor,
then
how
many
books
and
how
frequently
so,
for
example,
in
Florida
we
send
a
book
a
month.
J
J
I
will
say,
volume
matters
we
have
even
in
the
world
of
supply
chain
issues
which
we
face
in
publishing,
just
like
everybody
else
and
have
when
we
have
when
we
can,
when
when
we
can
predict
a
higher
volume
further
out,
that
can
certainly
improve
pricing.
D
I
Thank
you,
madam
chairman,
and
thank
you
all
for
your
presentation.
I
too,
am
very
interested
in
the
topic
of
literacy.
I'm,
a
lifelong
lover
of
books
and
I
have
always
appreciated.
Scholastic
looked
forward
to
the
fairs,
it
was
like
magic
when
you
ordered
books
and
they
came
in
and
certainly
helped
me
become
a
lifelong
lover
of
books
with
Scholastic
the
the
company
that
produced
the
SRA
reading
boxes.
I
I
was
in
elementary
school
in
Southeastern
Kentucky.
We
got
these
I've
seen
them
described
as
boxes
of
gloriousness
with
various
levels
of
reading
that
you
worked
your
way
through
and
again,
I
appreciate
your
company
and
all
that
SRA
and
Scholastic
meant
to
me
in
education.
I
J
So,
as
I
said,
one
of
my
responsibilities
at
Scholastic
is
to
work
with
states
around
the
country,
and
we
have
quite
a
good
relationship
with
multiple
Departments
of
Education.
I
am
happy
to
work
with
Rhonda
to
respond
to
that
request
as
quickly
as
we
can.
Thank.
I
J
So
my
colleague
will
not
hear
this
reaction.
I
just
want
this
to
happen.
Yes
around
the
country.
I
am
you
know,
I'm
the
old
guy
at
Scholastic
these
days,
I've
been
around
for
30
years
and
I
am
nearing
the
point
where
I'm
going
to
go.
Take
care
of
my
cattle,
as
my
only
thing
to
do
and
as
I
think
about
that.
This
is
a
this.
J
Is
a
legacy
I'd
like
to
leave,
which
is
that
across
this
country,
all
kids
have
at
their
homes,
libraries
that
are
relevant
and
interesting
and
appropriate
for
them,
so
I
just
want
it
done
now.
J
I
can
tell
you
why
you
ought
to
do
it
with
us,
we're
the
largest
distributor
of
children's
books
in
the
world
and
because
of
our
Book
Fairs
business
and
our
book
clubs
business,
which
you
referenced
in
our
magazine
business.
We
see
every
single
day
what
kids
are
reading
we
know
when
they
have
Choice
what
they
choose.
So
as
a
result
of
that,
we
think
we're
the
best
to
curate
the
list
of
books
and
provide
a
wide
range
of
books
to
kids.
C
Thank
you,
madam
chair
and
I,
have
to
say:
I
was
born
in
New.
Albany
Mississippi
and
I
still
have
a
lot
of
fun
family
there
in
Senatobia
and
Pontotoc,
and
that's
was
just
down
there
for
the
Harvest.
That's
going
on
right
now,
but
I
have
a
question.
Is
that
who
screens
the
books
that
you
guys
send
out
and
then
one
I
guess
for
Mr
Hagan
is
how
do
you
get
parents
more
engaged
because
that's
been
a
big
problem,
getting
them
to
show
up
for
parent-teacher
conferences
and.
J
Stuff
I'll
take
how
we
screen
it
and
I'm
going
to
give
it
both
those
questions
to
Mr
Hagin,
because
it's
his
team
that
curates
our
books
for
the
entire
process.
So
it
depends.
It
varies
by
state
and
by
by
program
as
to
how
the
approval
process
works.
In
Florida
as
an
example,
we
curate
the
original
list
and
one
of
the
reasons
we're
able
to
do.
That
is
because
we
actually,
as
a
distributor
and
a
publisher,
we
see
all
children's
books
from
all
Publishers
for
our
Book
Fairs
business
and
for
our
book
clubs
business.
J
So
we
use
all
of
that
information
to
come
up
with
books
that
meet
the
criteria
set
out
by
the
state.
So
we
would
look
at
yours
here
in
Kentucky,
we'd,
look
at
your
standards,
we'd,
look
at
your
approved
if
you
have
an
approved
list
already
and
then
either
enhance
that
or
choose
from
that
to
make
recommendations
by
grade
knowing
what
we
know
about
the
grade
level,
the
reading
levels
of
the
kids
and
also
about
the
cultural
interest
of
kids
and
the
language
requirements
of
kids,
we
propose
we
would
that
we
are.
J
We
propose
a
list
of
books
to
Florida,
they
review
that
list
and
approve,
or
not
of
the
million
four
books
we've
distributed.
So
far,
they've
only
asked
us
to
to
change
four
books,
so
we're
pretty
good
at
this
and
that's
the
process
we
would
recommend,
but
it
really
depends
on
how
you
write
the
legislation.
K
And
just
to
add
to
that,
we
actually
and
I
read
every
single
book
that
we
send
to
the
Department
of
Education
in
Florida,
as
well
as
who,
what
we
send
to
Tennessee,
as
well
as
what
we
send
to
other
organizations
that
we
do
just
similar
kind
of
work
with
and
because
I
think
that's
important
that
we
know
the
book.
So
we
what
we
do
is
we
write
annotations
for
each
of
those
books
and
we
share
that
with
the
Department
of
EDS
around
the
country.
So
they
can
know
what
they're
receiving
in
hopes.
K
Because,
as
Larry
said,
we
I
have
the
pleasure
of
going
around
the
country
and
working
with
districts
all
over
the
country
and
hearing
from
kids
walking
into
classrooms,
doing
read:
alouds
taking
the
actual
books
sitting
with
the
students
reading
to
them
getting
their
reactions,
and
so
that's
critical
for
us,
because
we
want
to
make
sure
that
you
are
asking.
How
do
we
engage
families?
What
we
want
to
happen-
and
Larry
talked
about
this
when
that
child
receives
that
book
and
they
open
it
up.
K
K
What
we
did
hear
from
feedback
from
the
families
were
the
bookmarks
that
we
do.
We
give
tips
on
them.
They
wanted
them
a
little
more
kid-friendly.
They
looked
a
little
more
to
the
parents
than
they
did
to
the
kids,
and
so
we
we
found
that
that
really
engages
them
when
they,
when
the
parents
have
something
that
their
child
has,
that
they're
able
to
do
the
work
with.
K
So
we
also
created
something
that
we
call
literacy
events,
so
we
want
the
schools
to
be
to
understand
and
the
teachers,
how
do
we
best
engage
families
as
well
so
having
the
families
come
out
for
these
literacy
events
talking
about
literacy?
How
do
we
create
this
culture?
What
does
it
look
like
when
the
book
comes
on
when
they
open
it
up?
What
does
it
look
like
to
re-read
a
book?
What
does
that
mean
to
the
family
to
hear
that?
What
I'm,
from
Ukraine
and
I
don't
speak
English?
How
do
I
engage
my
family?
K
So
what
does
it
look
like
to
ask
questions
that
you
may
or
not
have
thought
of?
Even
if
you
can't
read
the
book
so
all
of
those
tips?
All
of
that
advice
we
have
through
our
literacy
events.
We
have
through
our
literature
that
we
send
home.
We
put
something
together
called
a
welcome
kit
and
in
that
welcome
kit,
each
family,
whatever
language
they
wanted
in
in
English,
Spanish
or
Haitian
career
Florida,
supports
them
and
how
to
get
started
with
the
program.
What
it
would
look
like
for
the
first
quarter,
what
to
expect
mid-year?
H
K
Because
there's
a
large
amount
of
time
where
they're
out
of
school-
and
we
want
something
called
that
summer
leap.
We
want
them
to
have
those
that
advantage
of
having
books
in
the
home
a
collection
of
those
books
and
rereading
them
and
getting
ready
for
the
new
school
year.
So
engaging
those
families
through
that
process
all
the
way
through
making
it
not
where
they're
like
it's
a
heavy
load
and
they're
receiving
something
that's
like
homework,
but
they
enjoy,
and
they
know
that
their
child
I'll
look
forward
to
receiving
those
books
with.
J
I'm
going
to
add
on
the
family
engagement,
we
actually
have
a
division
at
Scholastic
that
focuses
specifically
on
family
engagement
as
a
as
a
a
division,
as
I
said,
and
one
of
the
people
who
is
in
has
informed
our
work
in
family
engagement,
and
some
of
you
may
know
her.
It's
Dr
Karen
Mapp,
who
is
a
professor
at
Harvard
and
has
spent
her
entire
professional
career,
focused
on
how
to
engage
families
more
and
her
theory
is
pretty
simple.
It's
more
about
the
Educators
feeling
that
parents
can
and
want
to
be
engaged.
J
If
we
can
make
that
shift
in
thinking
of
the
Educators,
we
can
do
a
better
job
of
engaging
families,
but
to
Michael's
point.
We
also
have
a
lot
of
science
behind
what
do?
Families
need
to
be
able
to
feel
capable
of
engaging
those?
Are
the
families
we're
most
after
and
that's
what
we're
designing
for.
M
Mr
Hagin
representative
bojanowski,
started
by
saying
she
was
going
to
push
back
a
little
on
what
you
said:
I'm
going
to
begin
by
saying,
I'm
going
to
push
back
a
lot,
there's
just
no
substitute
for
for
Parental
involvement.
You
know
when,
when
I,
when
I
heard,
you
say
that
you
know
parents
need
shortcuts
and
I'm
I'm,
quoting
you
in
order
to
read
to
their
children.
M
I
almost
started
to
interrupt
you
right
then,
and
there
I
see
Julie
in
the
background,
I
I
know
my
wife
at
the
time
and
I
would
read
to
our
children
every
night
and
on
those
nights
we
got
tired.
We
read
to
our
children
every
night
and
on
those
nights
we
got
really
tired
because
I
had
been
working
all
day
either.
As
a
lawyer,
as
a
teacher
and
she'd
been
work
been
working
at
kete,
we
read
tied
children,
so
you
have
to
engage
the
parents
there's
no.
M
If
ands
about
about
it,
representative
Donahue
was
right.
His
initial
require
request.
His
initial
point
was,
you
have
to
always
engage
the
parents,
he's
absolutely
right
about
that
and
you're
talking
to
someone
and
I
tell
my
Senate
colleagues,
all
the
time
who's,
a
former
PTA
president,
so
I've
been
in
the
trenches.
You
know,
working
with
parents
and
their
involvement
in
schools,
so
I
I,
I
I,
just
disagree
with
you.
M
I
want
to
go
to
Senator
Wilson's
point
about
you
know.
What
do
we
do
and
certainly
what's
up
I
got
an
idea
that
I'm
doing
here
I've
made
no
secret
again
to
my
Senate
colleagues
that
I'm
a
strong
proponent
of
the
hands
program.
M
It's
my
favorite
social
program
here
in
America,
the
hands
program
and
I've
been
meeting
with
with
the
Hands
director
in
Fayette
County
and
next
month
after
the
election
cycle
was
over
I'm
going
to
start
going
on
my
hands
visits
again
they
had
stopped
doing
covert,
but
I'm
gonna
start
going
on
going
on
them
again
and
one
of
the
things
I
want
to
do
with
the
hands
program.
M
Senator
Wilson
is
that,
in
addition
to
them,
teaching
parents
how
to
bathe
children
and
how
to
clothe
children
and
how
to
feed
children
I
made
it
clearly
I
want
them
to
start
a
process
of
how
to
teach
children
how
to
read
and
make
reading
at
integral
part
of
the
hands.
Curriculum.
I
I
think
that's
one
way
that
that
we
get
children
who
are
who
parents
and
participate
in
the
hands
program
involved,
because
I
think
and
I'll
be
glad
to
have.
M
When
you
talk
about
focus
on
children
who
won,
are
reading
below
grade
level
and
number
two
who
will
come
from
family
economically
challenged
to
expect
them
to
do
reading
independently
I
I
think
that's
a
Folly
I
think
that's
a
Folly,
I
I
think
you
need
definite,
Hands-On,
definite,
strong
involvement,
definite
platforms
to
engage
those
parents
now
I'll
give
you
a
chance
to
respond,
but
my
question
is
for
you
miss
Hagin,
but
but
but
I
just
got
to
tell
you
I,
just
I,
just
think
what
what
what
you
were
proposing
needs
more
substance
than
just
this
is
going
to
happen
through
independent
reading.
K
So
if
I
get
I
gave
their
impression,
obviously
of
parents
shouldn't
be
engaged.
That's
not
the
impression
I
want
to
give
I
totally
and
absolutely
in
all
of
my
work
that
I've
done
as
an
educator
in
classrooms
and
the
schools
in
the
district
for
22
years,
families
have
to
be
involved
in
order
for
that
to
build
that
Cultural
Literacy.
That's
what
I
thought
I
said
as
well
independent
reading.
It
doesn't
just
happen
because
you
give
a
child
a
book
and
you
say:
read:
independent
read
independently:
it
starts
with
whole
class
instruction.
K
The
teacher
has
the
whole
class
instruction
she's
reading
to
the
child.
She
has
an
illiteracy
black,
what
she's
doing
and
then
she
moves
into
that
and
that
small
group,
while
she's
in
that
small
group
she's
teaching
skills,
she's
teaching
skills
so
that
students
in
our
small
groups,
based
on
where
they
are,
while
she's
teaching
skills
to
her
small
group
based
on
where
they
are
other
students,
are
doing
either
independent
work
or
they're
working
on
digital
devices
or
other
things
are
happening
and
then
they're
rotating
the
skills
that
she
taught
them.
In
that
small
group.
K
Eventually,
it
gets
to
the
point
where
the
child
now
is
able
to
read
on
their
own
now.
The
child
has
developed
these
skills
that
were
taught
in
the
whole
class
taught
in
a
small
group
received
from
those
independent
skills
and
now
they're
able
to
start
reading
independently
more
than
they
were
before.
K
Students
that
have
a
love
for
dinosaurs,
they
can
tell
you
everything
about
dinosaurs
in
the
world.
Some
of
those
students
may
have
a
challenge
in
reading
and
other
vocabulary.
That
doesn't
mean
that
they
can't
read
independently
a
book
about
dinosaurs.
They
actually
do
quite
well
and
getting
those
skills,
so
I
I,
like
for
students
to
have
it
all,
have
that
support
from
their
family
members
have
their
support
from
their
teachers
and
read
it
independently.
M
Foreign
as
I
said
my
questions
for
you
in
addition
to
the
advancements
and
changes
we've
seen
in
Mississippi.
I
always
want
to
point
out,
and
we
had
this
debate
when
we
had
the
the
Senate
Bill
9
legislation
this
past
year
in
in
2015
Mississippi
passed
Universal
Pre-K.
So
in
addition
to
the
reach
to
succeed,
that
Mississippi
has
been
versus
Pre-K
and
so,
and
we
don't
have
that
here
in
Kentucky
and
again
my
Senate
colleagues
know
I've
been
a
strong
advocate
for
that.
M
How
important
was
that
in
terms
of
moving
the
needle
to
for
Mississippi?
In
addition
to
the
the
other
changes
in
legislation
and
policy
that
you're
talking
about
today,
I'll.
K
Start
the
response,
and
then
Larry
I'm
sure
he's
going
to
want
to
stay
for
Universal
Pre-K
was
important
in
particular
for
Mississippi
because
of
the
exposure
it
had
for
family
members
in
working
with
their
child
in
the
teacher,
alongside
before
they
entered
kindergarten
that
transitional
kindergarten
period
in
pre-k.
What
they
exposed
them
to.
I
talked
earlier
about
wordless
books,
starting
there
on
the
pre-k
program
that
they
started
in
Mississippi.
Actually,
they
worked
with
several
organizations
and
bringing
that
together
and
looking
at
the
curriculum
that
would
take
place
how
they
would
do
it.
K
Looking
at
Mom
and
Pop
organizations
for
pre-k
looking
at
what
would
take
place
in
the
schools,
how
do
you
introduce
those
sorts
of
classrooms
and
then
moving
to
kindergarten?
They
looked
at
Pre-K
very
differently
and
then
kindergarten
which
they
should
have
and
preparing
those
students
before
getting
them.
Kindergarten
ready
so
I
think
that
had
a
lot
to
do
with
the
training
that
took
place
for
their
Pre-K
teachers,
as
opposed
to
their
kindergarten
and
K-5
teachers.
J
I
think
the
the
most
and
maybe
my
your
questions
were
directed
at
me.
I'm
I
was
sorry
for
that.
J
Directed
at
you,
okay,
this
is
Mr
Hagen,
Larry,
Holland,
and
so
what
I'd
say
about
Mississippi
is
that
there
is
no
simple
answer,
and
you
all
know
this
here
in
Kentucky-
you've
been
at
this,
just
as
we
have
and
you're
going
to
make
just
as
much
progress
as
we've
made,
but
there's
no
single
thing
that
we
can
point
to
in
Mississippi
to
say
this
was
the
thing
I
did
say
earlier:
that
of
the
things
we
did.
Training
teachers
was
critical
and
I.
J
You
know
I
have
observed
that,
but
that's
also
what
Kerry
Wright,
who
was
the
champion
of
this
effort
in
Mississippi,
as
the
state
superintendent
says,
whenever
she
talks
about
the
progress
made
in
Mississippi
I
do
also
want
to
go
back
to
the
issue
of
family
engagement.
If
you'll
recall
in
our
very
first
slide,
we
think
that
there
are
four
things
we
don't
I.
We
didn't
wait
them
in
their
importance.
J
One
of
those
four
things
critically
important
is
family
engagement,
We
Believe
wholeheartedly
in
family
engagement
and
we,
but
we
also
believe
very
strongly
Senator
Thomas
that
you
have
to
meet
parents
where
they
are
just
wishing
that
they
were
or
wishing
that
they
could
or
would
has
not
gotten
us
anywhere.
We
have
to
meet
them
where
they
are
and
that's
what
we
believe
is
critically
important,
but
that
is
one
of
the
four
pillars
that
we
described
to
you
earlier
in
the
presentation
and.
G
Thank
you,
I
wanted
to
ask
a
question,
and
some
of
it
it's
halfway
gotten
answered
among
several
others,
so
I'm
going
to
try
to
condense
it
down
here,
but
first,
I'm
going
to
mention
I
did
take
a
check
around
the
room.
I
am
the
youngest
Senator,
but
I'm,
not
the
youngest
in
the
general
assembly,
but
I
think
I'm.
Still
a
youngest
on
this
committee
and
I
am
totally
against
Screen
Time
for
Kids.
My
very
first
session
I
came
out
with
a
bill
to
reduce
screen
time.
I
think
psychologists.
G
The
science
is
all
there
I
think.
The
idea
of
digital
libraries
is
really
not
cool
at
all.
They
certainly
have
plenty
of
screen
time
and
there's
not
enough
wealth.
Science
is
all
there
anyway
pulling
stuff
off
the
screen
to
actually
retain
and
all
those
issues
I
think
printed.
Books
is
the
way
to
go.
It's
been
the
way
in
the
past
and
it's
in
the
way
in
the
future,
but
relating
to
the
Imagination
Library.
G
It's
not
a
secret
I'm
fairly
underwhelmed
by
that
program,
and
one
of
the
things
that
I
don't
really
care
for.
One
particular
comment
got
made
recently
was
well.
We
want
all
the
kids
to
have
the
exact
same
books,
so
they
can
all
talk
about
them
and
have
some
kind
of
shared
camaraderie,
I,
guess
and
I.
Think
that's
terrible.
G
You
know.
The
last
thing
we
really
need
is
all
of
our
kids
talking
about
the
same
movie
or
the
same
TV
or
the
same
book
instead
of
having
actual
human
engagement
and
so
I
think
having
the
different
books
and
I'm
going
back
to
the
Book
Fairs
when
I
was
a
kid
and
I'm
just
wondering
is
the
is
the
idea
here
you
mentioned.
A
curated
list
is
the
idea
where
we're
going
to
pick
a
book
that
month
to
send
to
the
kids
that
score.
G
You
know,
26
percentile,
get
this
book
and
the
27th
percentile
get
that
book
or
all
of
these
books
meet
all
the
kids,
so
they
choose
whether
they
want
dinosaurs,
sharks
or
trucks.
I
mean
how
does
that
give
the
students
some
choice
or
they
go
to
the
book
fair
and
the
school
says
you
can
choose
any
book
up
to
9.95
I
mean
I'm,
just
wondering
what
does
this
really
look
like?
How
do
we
get
kids
engaged
and
make
sure
we're
hitting
the
right
ones.
J
So
here
we
get
to
the
complexity
of
trying
to
do
create
a
program
that
works
for
the
volume
of
kids
that
we're
talking
about
I'd,
say:
first,
we
believe
if
we
could
wave
a
wand,
we
would
always
give
Kids
Choice.
J
Now
the
you
know,
the
the
list
of
books
that
they
have
to
choose
from
would
be
curated
so
that
they're,
appropriate
they're,
age-appropriate
they're
age-appropriate
grade
appropriate
reading
level
appropriate.
But
if
we
could
give
all
Kids
Choice,
we
would
be
in
Nirvana
at
Scholastic,
but
logistically
that's
hard,
so
in
Florida,
540,
000,
kids
and
we
gotta
deliver
books
once
a
month.
So
the
the
the
lag
time
of
getting
them
to
make
a
choice
and
then
turn
around
and
deliver.
J
That
book
is
just
complex
and
so
what
we've
done
in
Florida
different
in
Louisiana
different
in
Tennessee,
but
in
Florida
we
allow
the
the
family
to
tell
us
the
genre
that
the
kid
is
most
interested
in
their
child
is
most
interested
in
and
then
we
Michael's
team
does
this.
So
he
can
speak
to
it
much
better
than
I.
Can
we
then
have
a
selection
of
books
available
within
the
genre
and
then
choose
for
the
child
out
of
that
genre
what
they
might
receive?
K
It's
really
a
theme
that
they
look
at,
for
example,
fun
and
adventure,
animals
and
anything
that
you
can
think
around
a
theme.
Then
books
are
placing
within
those
themes
and
there
are
actually
several
books
within
each
theme.
So
the
student
gets
to
select
a
theme
and
then
the
book
comes
to
them,
so
any
household,
any
any
Community
receive
up
to
one
or
nine
different
books,
in
other
words
each
month
in
different
languages.
So
it's
impossible.
K
It's
not
impossible,
but
quite
difficult
to
say
of
all
the
books
we
have
to
choose
from.
So
what
we
do
is,
as
you
heard
earlier,
we
have
the
books
that
we
sent
to
the
doe.
We
have
those
approved
first
and
then
once
they
all
go
on
that
list,
and
then
we
put
them
within
those
they're
already
within
the
themes.
Then
the
students
select
the
names
and
that's
what
goes
on
to
the
families.
J
And
I
might
make
a
case
for
digital,
for
just
a
second
I
know.
I
might
be
stepping
into
a
hornet's
nest
with
you
on
this
one.
One
of
the
reasons
Missy
sippy
is
considering.
Adding
digital
books
to
the
mix
is
because
we
can
give
Kids
Choice
with
digital.
It
is,
it
is
the
beauty
of
the
technology
and
it
is
the
curse
of
the
technology,
but
we
are
able
to
give
it's
easier
for
us
to
give
Kids
Choice
on
a
digital
platform.
G
Yeah
no
argument
on
the
access
or
the
ease,
I,
suppose
the
issue
I.
Think,
as
you
mentioned,
was
ownership
in
you
know:
do
we
believe
in
parents
buying
a
I,
don't
know
what
they
even
use
anymore,
Kindle
book
or
whatever
for
each
kid
or
do
they
have
to
share
you
know
and
then,
if
you're,
all
sharing
one
computer,
you
know
when
I
was
a
kid
now.
Your
30
minutes
is
up.
You
know
so
obviously
want
them
to
have
books.
The
only
other
thing
I'll
just
throw
out
there
is
file
comment.
G
The
wordless
books
really
actually
has
me
worried
and
and
I
know,
I
spend
my
time
on
that,
but
I'm
thinking
it
back
when
I'm
four
years
old
books
had
all
these
words
in
them
and
granted
I
was
learning
how
to
read
them,
but
I
didn't
know
all
the
words,
but
that's
the
point
and
I
just
think.
Even
if
it's
Cat
in
the
Hat,
you
should
at
least
have
cat
and
hat
on
the
page,
and
while
we
see
the
cat
with
the
hat,
you
know
I
just
don't
see
at
it
really
any
age.
A
Thank
you
and
thank
you
for
your
presentation
and
I
understood
where
you
were
coming
from
in
a
perfect
world.
We
would
have
parental
engagement,
but
the
reality
is
that
we
have
grandparents
raising
children
across
the
Commonwealth.
We
have
foster
parents
that
are
at
capacity,
so
I
think
it's
time
that
we
acquiesce
to
the
fact
that
that's
not
going
to
happen
in
a
large
population,
and
so
we
need
to
look
to
other
venues
and
other
avenues
to
it.
Print
have
print
Rich
environments.
Thank
you
for
your
presentation.
A
Our
final
presentation
today
is
the
revised
Kentucky
academic
standards
for
science.
If
those
would
make
their
way
to
the
table
and
I
think
we
also
have
a
presenter
that
is
joining
us
remotely
and
we'll.
Please
give
her
the
opportunity
to
introduce
herself
as
well
and
while
they're
coming
to
the
table,
I
want
to
thank
my
co-chair
Riley,
who
has
left,
might
I
mentioned
to
everyone.
A
If
you
could
look
right
here
where
he
was
anyway,
he
Services
as
co-chair
with
me
in
the
house
education
committee,
and
he
has
been
a
huge
Mentor
as
well
as
and
a
sounding
board,
and
so
has
representative
Lewis.
He
has
kept
me
in
check.
He
thinks
that
that
was
his
job,
but
I
want
to
also
give
them,
because
they've
been
we've
kind
of
pulled
together
and
had
discussions
regarding
education
and
they're
a
great
source
of
knowledge
in
the
education
field,
so
I
appreciate
them
as
well.
O
N
I
would
like
to
thank
chair,
huff
and
the
rest
of
the
committee
for
allowing
us
some
space
and
time
before
you
today,
and
we
are
going
to
begin
in
the
spirit
of
this
statute
and
we're
going
to
start
with
a
review
of
the
standards
process
and
then
end
with
a
discussion
around
the
aligned
assessment,
blueprint
and
I'd
like
that.
If
we
can
go
to
the
third
slide,
the
standards
revision
process
is
established
in
KRS
158.6453
and
the
advisory
panels
and
Review
Committee.
N
The
fourth
slide
has
a
visual
that
depicts
the
standards
review
process
and
today
we
are
at
the
top
of
that
second
column,
and
we
have
the
final
column
to
go
in
in
the
work
of
the
standards
review
process
and
we
do
have
the
standard
and
assessment
process
review
committee
meeting
that
will
occur
on
November
the
21st
and
we're
hoping
to
take
the
draft
Kentucky
academic
standards
for
science
to
the
Kentucky
Board
of
Education
at
their
December
meeting
on
the
next
slide.
We
have
the
actual
regulation
numbers.
This
is
the
future
regulation.
N
This
will
be
a
new
addition
to
kir
chapter
8
for
all
of
our
standards.
Documents
now
live,
but
I
want
to
spend
more
time
talking
to
you
a
bit
about
the
the
timeline,
the
process
for
standards,
revision,
and
typically
this
takes
about
two
years
to
complete.
So
when
we
call
together
The
Advisory
panels,
the
Review
Committee
it
typically
takes
about
a
year
for
them
to
review
the
standards,
respond
to
the
public
feedback
and
develop
a
draft
standards
document
and
then
there's
around
six
to
nine
months
for
the
legislative
process
that
will
follow
this
process.
N
For
science
is,
is
a
bit
atypical,
so
you
can
see
this
was
a
lengthier
process,
but
the
advisory
panel
and
Review
Committee
faced
many
challenges
over
the
course
of
of
this
review.
Of
course,
we
all
have
acknowledged
that
the
pandemic,
the
covid-19
pandemic,
but
there
were
also
committee
members
who
face
challenges
regionally
with
natural
disasters.
N
It
was
it
was.
There
were
periods
of
time
in
which
it
was
more
difficult
for
us
to
have
Quorum.
We
also
had
some
challenges
with
the
the
teachers
getting
release
time
because
they
couldn't
be
away
from
their
classrooms.
There
were
substitute
shortages,
so
this
has
been
great
work
on
their
part
to
to
gather
together
the
the
draft
standards
in
response
to
two
public
comment
periods.
N
To
this
point
there
will
be
one
final
public
comment
period
associated
with
the
regulation
and
that
statement
of
consideration
so
we'll
still
have
one
other
chance
to
respond
to
public
feedback
on
these
draft
standards
and
then,
lastly,
before
I
turn
it
over
to
to
Dina
I
want
to
talk
a
little
bit
about
the
guiding
principles.
So
the
advisory
panels
and
Review
Committee,
they
established
five
guiding
principles
and
they
are
aligned
to
one
five.
N
O
You
so
much
Mickey.
So
again,
following
that
process
laid
out
in
the
revised
Statute
158.6453,
the
committee
members
really
had
the
opportunity
to
look
at
two
separate
rounds
of
public
feedback.
The
first
round
of
feedback
was
conducted
by
the
Region
5
Comprehensive
Center
and,
as
you
can
see,
there
were
it
was
primarily
teachers
that
responded,
but
we
also
had
several
administrators
parents,
State
education
agencies
and
then,
like
curriculum
coordinators
and
things
like
that
from
the
district.
O
So
once
this
report
came
in,
we
pulled
the
advisory
panels
and
the
Review
Committee
together
to
kind
of
go
through
all
of
that
public
feedback
and
what
they
found
was
there
were
a
total
of
553
respondents
that
completed
the
survey.
Not
all
respondents
commented
on
all
performance
expectations.
Most
had
no
suggested
changes
from
that
first
round
of
feedback
and
of
those
approximately
348
had
no
proposed
changes
from
those
that
did
provide
comments.
They
did
so
on
average
for
a
little
over
five
performance
expectations
as
the
advisory
panels
and
Review
Committee
looked
at
this.
O
They
found
that
there
were
quite
a
bit
of
the
feedback,
was
around
clarification
of
Standards,
so,
throughout
the
course
of
their
meetings,
they
produced
another
draft.
The
draft
of
the
standards
that
you
see
in
front
of
you
and
we
conducted
another
round
of
public
feedback
with
their
proposed
changes.
Again
we
saw
quite
a
few
teachers,
both
formal
and
in
formal
and
informal
teachers
provided
feedback
along
with
some
administrators
parents
hired
faculty
and
then
on
this
round
of
public
feedback.
We
asked
respondents
to
be
able
to.
O
Additional
feedback
was
sought
with
the
second
round.
Over
the
summer
there
were
seven
focus
groups
that
we
hold
over
the
summer
and
fall
of
2022
and
those
consisted
of
higher
education.
Science
instructors
hire
a
teacher,
prep
groups,
parents
organize
organizations
that
support
implementation,
teachers,
administrators
and
a
few
students
as
well.
O
O
Here
we
just
kind
of
have
a
visual
of
what
this
new
proposed
layout
is,
as
you
can
see,
but-
and
hopefully
you
agree
with
the
public
feedback
that
this
really
helps
to
clarify
the
information
on
the
page.
There
are
several
components
to
the
standards
at
the
top.
You
have
the
performance
expectation,
which
is
what
students
are
expected
to
know
and
be
able
to
do
by
the
end
of
the
year
on
the
clarification
statement
provides
examples
and
additional
information
for
teachers.
O
And
then
in
alignment
with
KRS
158.6453,
in
addition
to
the
standards,
we
want
to
make
sure
that
the
assessment
blueprint
is
really
in
aligned
with
the
work
that
the
Committees
have
done.
So
the
KDE
office
of
assessment
and
accountability,
assessment
and
accountability.
Sorry
I,
haven't
had
enough
copy.
O
Yet
today
they
utilized
our
same
on
the
same
advisory
panel
and
Review
Committee
members
to
really
dive
into
the
assessment
blueprint
in
conjunction
or
following
along
with
the
work
that
they
were
doing
with
the
academic
standards
for
science,
to
really
make
sure
that
those
pieces
are
in
alignment.
O
O
That
survey
opened
on
June,
29th
and
closed
on
August
1st
and,
generally
speaking,
the
feedback
that
we
received
or
that
the
committee
members
looked
at
was
majority
similar.
They
enjoyed
the
feedback,
they
enjoyed
the
language
of
the
document.
There
were
a
couple
of
requests
for
some
additional
information
about
items
and
and
helping
teachers
who
might
be
using
the
stock
document
and
in
response
to
that
feedback.
O
The
committee
members
made
a
couple
of
recommendations
to
the
assessment
blueprint
and
that
was
to
add
some
additional
language
and
hyperlink
to
some
released
items
to
help
teachers
kind
of
identify.
What
a
three-dimensional
assessment
item
might
look
like
if
they
were
using
that
document.
The
other
change
that
the
committee
members
recommended
was
to
lower
the
boundary
of
Earth
and
space
science
to
20,
or
so
basically
to
bring
it
into
alignment
with
the
high
level
of
Earth
and
space
science
items
or
Earth
and
space
science
standards
that
are
included
in
fifth
and
sixth
grade
as
well.
N
A
Thank
you
very
much
for
your
presentation
and
I
think
that
this
is
important
to
non-educators,
so
they
understand
the
process
and
how
we
reach
those
standards.
We
do
have
three
different
questions
and
I'm
going
to
cut
it
off
at
that
because
of
time.
First,
we
have
representative
Gibbons
printy.
L
F
N
I
agree:
we
have
utilized
all
of
our
media
and
communication
mechanisms
at
the
agency
to
ensure
that
multiple
stakeholders
are
allowed
to
participate.
That's
also
the
purpose
of
our
focus
groups
above
and
beyond
the
public
comment
period,
but
again
the
more
people
that
we
have
participating
in
the
process,
the
more
feedback
that
we're
able
to
generate
the
better.
The
feedback
to
The
Advisory
panel
Review
Committee,
to
address
those
as
we
move
forward.
A
F
Just
a
comment
on
the
members
of
the
Committees,
the
different
committees.
I
think
it
would
be
good
to
have
where
they're
from
for
the
focus
groups,
the
supporting
organizations,
administrators
and
District
leaders
and
students,
it
was
great
to
have
it
for
the
other
people.
I
was
looking
to
see.
If
there
was
you
know,
my
district
was
represented,
but
it'd
be
nice
to
have
those
locations
of
those
people
members
as
well,
and.
G
F
E
What
represent
just
mentioned
so
you
provided
us
the
from
the
surveys
you
provided
the
response
and
the
percentage
of
the
responses.
N
So
represented
within
that
digital
binder,
there
is
one
folder
that
presents
the
entire
reports,
both
for
the
first
round
of
public
feedback
and
the
second
round.
So
what
we
we
can
follow
up
and
make
sure
that
you
know
specifically
where
that
is
so
that
you
have
access
to
those
reports
and
the
feedback
that
was
actually
received.
G
Thank
you,
I
had
two
questions.
The
first
was
about
how
the
Review
Committee
members
and
the
advisory
panelists
are
selected
if
there's
like
a
rubric
scoring
or
committee
or
how
that
works,
and
my
second
question
is
relating
to
the
science
proficiency
scores
I
recall
recently
hearing
we
were
somewhere
in
the
30
percentile
I'm,
just
kind
of
worried.
Now,
if
we're
at
30
or
40
with
reading.
G
That
said,
we
should
reduce
the
content,
choosing
fewer
topics
to
cover
and
claiming
that
they're
going
in
depth
means
we're
eliminating
content
and
we
have
already
low
proficiency
levels.
I
think
we
need
to
raise
the
bar
not
lower
it,
but
anyway,
I
want
to
know.
If
this
has
made
the
scores
go
up
that
may
I.
Maybe
it's
an
artificial
go
up,
but
I
need
to
know
that
if
it
hasn't
made
them
go
up
then
are
we
on
the
right
track?
Those
are
really.
My
things
are
around
the
actual
standards
themselves.
L
N
Thank
you
I'll
begin
with
the
questions
around
the
committee
makeup,
so
much
of
that
is
determined
in
6453,
but
we
do
ensure
that
we
have
Regional
representation
as
well
as
a
mix
of
urban,
suburban
and
Rural
Representatives
across
our
state,
and
within
that
digital
binder,
you
can
actually
see
the
applications
and
the
cassav
that's
used
as
a
rubric
of
sorts
to
select
the
membership
of
all
of
those
committees.
L
And
I'll
talk
a
little
bit
about
the
data
science
performance
is
lower
than
reading
mathematics.
That
has
been
a
consistent
pattern.
One
of
the
complications
is
because
of
the
interruption
of
testing
with
covid.
We
don't
really
have
a
good
direct
link.
You
could
go
back
and
look
at
the
few
years
together
after
the
science
standards
got
into
place
and
we're
beginning
to
be
instructed,
and
you
could
look
at
that
set
of
data,
and
then
we
would
have
this
break
with
covid.
L
Where
we
one
year
we
had
no
testing
one
year,
we
had
very
limited
testing
and
a
shorter
test
form,
and
then
this
year
we
had
a
more
full
experience
of
testing,
and
this
year
we
are
using
the
term
Kentucky
summative
assessment
because
there's
been
quite
a
bit
of
changes
to
the
test
themselves.
So
the
idea
I
think
what
you
would
like
to
see.
Senator
Southward
is
some
sort
of
a
very
direct
link.
L
Comparison
I,
don't
think
that's
possible
technically,
but
we
certainly
can
pull
some
data
for
you
so
that
you
can
see
kind
of
in
blocks
of
what
it
was.
After
the
standards
passed
and
and
again
there's
time,
you
know
to
move
from
getting
the
passage
of
the
standards
to
actually
getting
them
into
the
classroom
and
getting
teachers
accustomed
to
them,
trained
to
use
them
and
working
with
students
on
them.
So
there's
always
some
lag
there
as
well,
and
it
takes
some
time
to
produce
the
test
to
go
along
with
the
standards.
L
That's
about
a
two-year
process
as
well,
but
we
certainly
can
pull
some
data
for
you,
but
the
science
standards
are,
the
science
performance
is
lower
than
reading
and
math,
and
you
know
we
have
set
representative
Tipton
has
mentioned
the
test
release
that
was
became
public
and
you
can
see
the
impact
of
the
pandemic.
You
know
people
have
put
their
best
efforts
forward,
but
that
is
a
national
pattern.
A
Thank
you
and
thank
you
for
joining
us
today
and
giving
us
that
overview
of
the
standards
and
thank
you
all
of
you
that
have
joined
us
today
in
the
committee
members
Indulgence.
Our
next
interim
joint
committee
on
education
will
be
held
in
two
weeks
on
November.
The
1st
at
11
A.M
see
no
further
business.
A
motion
to
adjourn
second.