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From YouTube: House Budget Review Subcommittee on Primary & Secondary Education & Workforce Development (2-14-23)
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A
A
D
C
Good
morning
and
thank
you
so
much
for
your
time
today,
we
are
happy
to
have
the
opportunity
to
share
the
positive
news
that
we're
getting
regarding
the
CTE
funding
that
was
included
in
the
2022
biennium
budget.
So,
to
start
us
off,
we'd
like
to
share
some
data
points
demonstrating
the
benefits
of
Career
and
Technical
education.
D
This
slide
outlines
the
number
of
post-secondary
credentials
earned
by
students
in
Kentucky
last
school
year.
It
is
a
very
impressive
number,
but
it's
important
to
point
out
that
this
number
is
higher
than
the
total
number
of
students
who
earned
a
credential,
because
many
students
earned
more
than
one
over
twenty
thousand
industry.
Certifications
were
earned.
These
are
approved
by
the
Kentucky
Workforce
Innovation
board
as
verified
credentials
that
are
valuable
to
Kentucky
employers.
D
C
So
starting
in
2014,
there
were
two
extensive
analytical
reports
regarding
Kentucky's
Career
and
Technical
education
system.
The
first
report
was
compiled
by
the
Southern
Regional
Education
board
and
urged
the
importance
of
a
study
focused
on
identifying
funding
priorities
and
formulating
recommendations
to
create
an
adequate
and
more
Equitable
funding
system
for
all
of
Career
and
Technical
education
programs,
and
from
that
an
in-depth
analysis
conducted
by
Thomas,
P,
Miller
and
Associates
provided
seven
recommendations.
C
First
recommendation
was
to
establish
a
base
funding
for
CTE
on
state
goals
and
business
and
industry
needs
and
we've
become
begun
this
process
by
establishing
and
utilizing
business
and
education
alignment
teams
or
what
we
refer
to
as
beat
teams
for
each
of
our
CTE
programs
and
pathways
regarding
priority.
Two,
at
the
request
of
the
State
Board,
a
CTE
legislative
task
force
was
created
in
2019,
which
helped
explore
ways
of
funding
and
local
and
state
operating
operated
programs.
Equally
priority
number
three
and
we're
very
thankful
for
this
one.
C
Thanks
to
the
general
assembly,
adequate
funding
was
achieved
in
the
2022
state
biennium
budget
and
then
for
priorities.
Four
and
five.
We
are
looking
now
to
create
an
ongoing,
proactive,
intentional
process
of
funding
and
updating
large
equipment
and
to
allow
locally
operated
centers
to
set
a
budget
for
the
entire
school
year.
C
Again,
last
year's
budget
Bill
provided
funds
to
assist
with
the
equipment
upgrades
and
the
last
two
recommendations
which
are
to
consider
an
additional
per
pupil
funding
formula
weight
tied
to
State,
prioritized
occupation
and
program
areas
based
on
State
and
Regional
industry
needs
and
along
with
exploring
CTE
formula
funding.
This
is
what
we
are
currently
working
on.
D
Dr
Hargis
mentioned
the
2022
budget.
Bill
addressed
the
most
important
hurdle
of
CTE
funding,
which
was
adequacy
House,
Bill
1
appropriated
a
58
million
dollar
increase
to
secondary
CTE
for
the
first
time
ever
all
CTE
programs
in
Kentucky
received
funding.
As
you
can
see
from
this
Slide,
the
number
of
schools
that
received
funding
increased
from
96
to
316..
C
Okay,
this
chart
shows
some
updated
figures
as
a
result
of
the
increased
funding.
One
thing
to
point
out
is
a
title
change
in
the
third
column,
from
similar
charts
that
you
may
have
seen
in
Prior
presentations.
It
went
from
lavex,
which
are
also
known
as
local
area,
vocational
education,
centers
to
local
CTE
programs,
and
the
title
change
was
enabled
due
to
the
increased
funding
received
in
the
22
budget.
The
budget
allowed
again
all
CTE
programs
to
receive
funding,
regardless
of
their
location
or
the
governance
of
the
program.
C
C
This
slide
provides
examples
of
purchases
that
have
been
made
as
a
result
of
the
funding.
The
list
is
certainly
not
all-inclusive,
but
it
does
it's
quite
diverse
and
all
of
these
expenses
are
necessary
to
ensure
that
programs
are
current
with
business
and
industry
standards
and
that
students
have
the
opportunity
for
the
the
skill
attainment
expected
by
the
workforce.
C
D
The
majority
of
teachers
in
schools
who
received
funding
this
year
did
so
for
the
first
time
ever
as
a
former
culinary
arts
pathway
teacher
who
had
to
fundraise
for
every
dime
of
consumables
equipment
that
I
used
in
my
classroom.
I
can't
tell
you
how
much
this
would
have
meant
to
me
in
the
classroom.
D
It
should
be
the
expectation
that
teachers
have
the
materials
and
Equipment
they
need
to
add
adequately
prepare
our
Workforce,
not
the
exception.
In
order
to
determine
the
effectual
impact
of
the
funding.
Our
office
conducted
a
survey
of
CTE
teachers
across
the
state.
The
survey
asked
them
what
needs
had
been
fulfilled
as
a
result
of
the
additional
funding
and
how
it
had
positively
impacted
student
achievement
and
relevant
instruction.
D
We
wanted
to
hear
from
the
teachers
directly
130
teachers
responded
to
the
survey.
We
were
very
pleased
to
find
that
our
suppositions
were
validated.
One
teacher
said
the
additional
funding
this
year
greatly
impacted
our
program,
and
we
are
already
seeing
growth
and
increased
involvement
this
year.
As
a
result,
If
These
funds
are
provided
in
the
future
budget
years.
I
have
no
doubt
that
our
program
will
grow
by
Leaps
and
Bounds.
We
will
be
better
able
to
provide
quality
instruction
through
updated
curriculum
and
laboratory
equipment.
D
It
is
my
hope
that
we
continue
to
get
these
funds
in
years
to
come,
so
that
we
can
continue
to
put
a
focus
on
Career
and
Technical
education
and
better
prepare
our
students
to
be
College
and
Career
ready
when
they
graduate
that's
just
one
statement.
We
have
many
more
from
the
survey
and
many
more
that
we've
received
from
the
field.
D
Sanders
I
want
to
show
what
one
biennium
year
of
funding
has
been
able
to
do
for
one
pathway
for
a
single
Pathway
to
enhance
that
program
and
provide
opportunities
at
Woodford,
County,
High
School
in
the
Health
Sciences
program.
The
funding
allowed
for
Approved
textbooks
for
competition
and
classroom
use
an
interactive
anatomy
and
physiology
table
mannequins
for
CPR
and
heart
and
lung
sounds
a
hospital
bed.
A
bedside
stand.
An
over
bed
table
IV
equipment
for
pre-nursing
and
upgraded
CPR
equipment
at
Bryan,
Station
High
School
in
the
media
arts
pathway.
D
It
allowed
them
to
update
computer
labs
with
industry-level
equipment,
to
purchase
a
full
set
of
classroom
cameras
to
upgrade
the
teacher
computers
to
Industry
level
standards
and
purchase
new
recording
equipment
for
the
program's
Weekly
News
broadcast,
and
so
with
that
I
will
turn
it
over
to
Mr
Sanders.
To
talk
about
what
the
funding
has
done
for
the
students
of
Franklin
County.
E
E
This
is
year,
22,
I,
guess
that
I've
been
involved
in
current
technical
education
from
the
classroom
to
directors
and
principals
in
both
state
state
centers,
as
well
as
local
and
very
passionate
about
Career
and
Technical
education
in
general.
It
was
a
great
for
me
and
it's
great
for
a
lot
of
kids
and,
like
we
were
speaking
earlier,
I
can
remember
doing
fundraising
and
even
our
welding
departments
that
we
would
get
donated
metal
that
you
know
they'd
have
to
grind
the
rust
off
before
they
could
weld.
E
So
I
would
personally
like
to
thank
the
general
assembly
for
the
funding
that
we
have
and
I
can
assure
you
that
it's
made
a
huge
difference,
as
you
know,
there's
a
huge
shortage
in
in
skilled
trade
and
that's
what
that's.
What
we're
here
for
we're
here
to
develop
those
those
students
and
I
think
this
is
a
huge
step
that
we've
taken
in
in
this
funding,
so
that
we
can't
equip
students
with
with
the
same
tools
and
equipment
that
they're
using
out
in
business,
business
and
industry.
E
Excuse
me
so
I'd
like
to
just
go
through
a
few
things
that
that
we've
done
within
Franklin,
County
Schools,
and
you
know
what
one
thing
that
we
mentioned,
is
it's
not
just
the
the
lavac
funding.
That's
been
in
the
past,
so
AG
programs
are
funded,
family
consumer
science,
programs
are
funded,
and
so
one
thing
that
that
we've
done
is
we've
been
able
to
to
to
build
two
new
greenhouses
or
in
the
process
of
building
two
new
greenhouses
and
updating
our
aquaculture
facility.
E
So
those
are
both
the
high
schools
here
in
Franklin
County,
we
purchased
a
virtual
welding
simulator,
which
is
amazing,
and
even
though
I
was
going
to
say
this
at
the
end.
But
if
y'all
ever
get
a
chance,
please
come
by
the
Career.
Tech
Center
in
Frankfurt
is
just
up
the
road
I'd,
be
glad
to
take
anybody
on
a
tour
and
see
some
of
this
stuff,
because
seeing
seeing
students
use
these
things
compared
to
me,
talking
about
it
is,
is
two
totally
different
things,
but
the
welding
simulator
is
amazing.
E
It's
actually
two
separate
simulators
and
students
can
do
all
the
processes,
cutting
processes
pipe
welding
and
it
really
it's
it's
safer
for,
say
a
freshman
student
to
learn
virtually
before
we
put
them
out
in
the
shop.
So
that's
been
a
huge
benefit
at
one
of
the
local
high
schools.
We
are
using
those
funds
to
update
their
Culinary
Kitchen.
E
We
also
are
our
welding
program
has
started,
and
we've
always
talked
about
you
know
in
in
here
in
Kentucky
we
need
pipe
welders.
Pipe
welders
is
a
huge
there's.
A
huge
need
for
those,
so
pipe
welding
is,
is
an
expensive
process.
Pipe's
expensive,
TIG
welding
is
expensive,
so
we
haven't,
in
the
past,
been
able
to
have
that
exposure
to
teach
our
kids
pipe
welding.
E
So,
with
these
funds,
we've
been
able
to
get
equipment
so
that
we
can
now
teach
these
students
pipe
welding
and
even
better
than
that,
we've
partnered
with
Campbellsville
University,
and
we
now
have
the
first
accredited
night
program
with
Campbellsville
to
where
students
can
get
certified
in
in
pipe
welding
at
our
facility.
So
it's
just
been
huge,
huge
asset,
our
Automotive
program.
E
The
funds
were
used
to
replace
several
pieces
of
equipment
in
there
that
data
back
to
the
the
80s,
the
early
80s-
and
you
know,
that's
important
because
you
go
out
to
a
Mercedes
dealership
they're,
not
using
1980s
Tire
Changers.
You
know
so
they're
getting
trained
on
the
same
tools
and
equipment
that
they're
going
to
use
out
in
business
and
industry
and
just
basic
needs.
E
You
know
textbooks
online
curriculum,
so
the
the
funding
has
really
been
a
game.
Changer
and
I
can
tell
you
firsthand
talking
to
other
principals
teachers
in
other
districts.
This
is
a
very
exciting
time
in
Career
and
Technical
education,
and
you
know
the
economy,
the
workforce.
E
They
need
these
students
and
by
having
this
funding
and
and
being
able
to
get
these
equipment
and
send
students
on
on
on
ctso
trips,
like
it's
just
been
amazing,
so
again,
I
I
honestly,
thank
you
and
I
know
that
comes
from
from
other
principals
and
and
superintendents
around
around
the
state.
So
that's
all
I
have.
C
D
A
comprehensive
and
research-based
framework
around
the
12
elements
that
that
make
up
a
high
quality
CTE
program
so
utilizing
this
framework.
We
plan
to
develop
an
equitable
performance-based
funding
model,
which
also
takes
into
account
per
pupil
funding.
These
high
quality
elements
are
excellent
guidelines
to
drive
the
future
funding
model.
D
This
event
will
take
for
take
place
on
February
21st
in
the
capital
rotunda
from
1
30
to
4
pm.
We
are
thrilled
that
it
will
include
a
proclamation
of
February
as
CTE
month
and
that
house
education,
chair,
James
Tipton
will
also
be
providing
remarks.
We
know
this
is
session
and
that
many
of
you
are
very
busy.
So
we
hope
that,
as
you
are
on
your
way
to
the
session
that
afternoon,
that
you
will
be
able
to
take
a
tour
of
the
displace,
we
have
32
schools
that
will
be
set
up
on
the
mezzanine
level.
D
They
are
very
impressive,
Showcases
of
their
high
quality,
CTE
pathway.
This
is
the
best
opportunity.
That's
ever
been
made
available
to
see
firsthand
in
one
place,
the
awesome
things
that
are
going
on
in
our
CTE
classrooms
across
the
Commonwealth
in
Kentucky.
We
truly
set
the
bar
for
CTE
on
a
national
scale,
and
we
are
thrilled
to
take
any
opportunity
to
brag
on
our
schools
and
our
programs
that
that
make
us
what
we
are
so
thank.
F
Right,
so
thank
you.
I'm,
a
teacher
and
I
can
fully
appreciate
the
need
to
fundraise
for
some
things
you
want
for
your
classrooms.
F
F
So
my
question
is
not
related
to
that.
But
do
you
have
the
list
of
the
state
prioritized
occupational
and
program
areas.
G
C
Question
we
are
working
on
it
right
now.
I
would
hope
that
we
will
have
a
couple
of
different
drafts
by
early
summer
so
that
that
way
again
we're
trying
to
pull
in
all
of
our
stakeholders
in
order
to
figure
this
out.
It
can't
just
be
a
top
down
from
our
office,
so
we've
started
the
work
in
the
office,
but
then
we
want
to
take
it
out
to
our
advisory
committees
and
truly
talk.
I
was
able
to
speak
with
some
teachers
yesterday
regarding
this,
so
we're
hoping
early
summer
will
have
some
drafts
June.
G
July
would
be
we're
getting
long
in
there,
okay,
Mr
chairman,
if
I
may-
yes,
sir,
so
good
good
presentation
and
and
my
wife
says,
I'm
kind
of
a
downer
about
things,
because
I'm
always
looking
for
the
next
step,
so
I
have
to
look
for
the
next
step.
It's
just
about
nature,
so
I
want
to
make
sure
that
we're
clear
there
was
funding
put
in
and
the
real
funding
put
in
and
you're
using
it
and
I
have
no
qualms
I
have
no
issues.
Nothing's
been
related
to
me.
G
G
So
what
is
it
we're
trying
to
produce
on
the
end
of
this
system,
and
one
thing
I
would
submit
we're
not
trying
to
produce
are
technical
skills
that
are
good
and
the
Commonwealth
generally
or
generically
really
for
each
of
the
institutions
each
place.
It
has
skill
development.
G
It's
a
regional
type
model
to
make
sure
that
those
Regional
employers
are
saying
here.
This
is
what
we
need
and
that's
what
we
may
need
the
next
three
five
seven
years,
making
sure
that
we're
funneling
in
and
each
place
is
doing
that
and
also
so
that
can
be
handed
off
to
a
little
higher
ed
on
the
tech
development
when
they
go
into
a
Workforce,
decide
to
pursue
a
different
two-year
degree
or
different
certification
funding
is
there,
but
we've
got
to
make
sure
the
results
are
there.
G
So
you
will
hear
me
hammering
on
this
for
the
next
one
or
two
years
and
thereafter
like:
where
are
the
results?
So
we've
got
funding,
we've
got
some
stuff.
Hopefully,
Personnel
is
better
with
it,
and
now
everything
is
primed,
and
so
how
are
we
going
to
measure?
What's
going
to
be
the
ROI
measurement
for?
Are
we
doing
something
with
this?
That
is
real
world
impactful
good
enough.
A
Thank
you.
Thank
you.
Mr
chairman,
thank
you.
Mr
chair
before
we
go
on,
I
would
be
remiss
if
I
don't
mention
a
few
folks
that
really
have
been
heavily
involved
in
this
former
Representatives
Bart
Rowland
and
Ed
Massey
were
part
of
a
working
group
along
with
the
CTE
folks
that
I
think
really
kind
of
got.
This
jump
started.
A
So
I
appreciate
the
work
that
they
did
on
that
and
also
the
work
that
represent
Petrie
and
representative
Reed
did
in
in
the
a
r
committee,
I
think
I.
Think.
A
lot
of
that
was
a
work
of
a
lot
of
people
to
provide
this
better
funding
mechanism
and,
and
hopefully
we
will
see
results
and
I'm,
pretty
confident
that
we
will
so.
C
I
I
All
right,
thank
you,
sir.
We'll
proceed.
I
I'm
sure
all
of
you
have
a
lot
of
familiarity
with
the
Kentucky
Community
and
Technical
College
system,
but
just
as
a
reminder,
we
have
16
colleges.
All
of
our
colleges
are
actively
participating
in
dual
credit,
general
education
and
Career
and
Technical
education
courses,
and
we
work
closely
with
the
group.
Of
course
that
was
just
speaking
here.
Oct
on
all
those
things.
I
If
they
take
technical
courses
that
can
also
lead
to
the
associative
applied
science,
which
is
a
technical
degree
and
in
many
of
those
also
do
transfer
onto
universities
if
they
want
to
receive
training
beyond
that
most
of
our
applied
science,
AAS
degrees,
of
course,
qualify,
which
I'll
mention
a
little
bit
later
about
the
work
ready,
Kentucky
scholarship
if
you're
wondering
how
that's
funded
so
as
of
February
3rd.
Most
recent
data
we
have
kctcs
was
seeing
a
total
head
count.
That's
a
total
number
of
students
of
59
586
students.
I
That
is
actually
a
7.3
percent
increase
compared
to
last
time
this
year
and,
as
the
case
has
been
in
many
years,
the
majority
of
growth
in
kctcs
actually
is
the
result
of
our
dual
credit
or
our
dual
enrollment
students
and
I'll
pause
for
just
a
second.
If
you're
curious
about
the
difference,
a
dual
credit
students
oftentimes,
are
utilizing
a
course
credentialed
faculty
that
meets
our
creditor
there
at
the
high
school,
but
they're
working
in
partnership
with
us
to
deliver
those
courses.
Same
course
they
would
receive
if
they
were
on
a
college.
I
I
Looking
at
previous
statistics
on
average
kctcs
colleges
were
receiving
four
thousand
fourteen
dollars
for
FTE
in
2021
that
did
drop
down
in
FY
2022
and
that
was
in
Partnership
an
agreement
with
OCT
who
was
trying
to
leverage
those
dollars
more
equitably
across
their
area,
Technology
Centers
and
their
local
vocation,
Education
Centers,
and
despite
an
increase
in
Ft
of
about
nearly
one-third
kctcs
received
about
160
000,
that
was
just
in
2022.
Since
we
submitted
this
presentation
for
review,
we
have
more
current
numbers
and
we
actually
received
about
seven
thousand
dollars
more.
I
You're
looking
on
your
screen,
it
might
be
difficult
for
you
to
see
but
you'll
see
allocation,
but
for
each
of
our
16
colleges
and
you'll
see
the
grand
total
down
there
overall,
one
million
seventy
six
thousand.
That
actually
was
in
FY
22
and
you
can
see
there
is
variances.
A
lot
of
that
has
to
depend,
of
course,
on
the
enrollment
of
each
one
of
the
colleges.
I
The
other
way
that
dual
credit
dual
enrollment
is
supported
is
by
two
things:
we're
very
grateful
for
that.
The
legislature
helped
establish
one
is
the
work
ready,
dual
credit
Kentucky
scholarship
and
what
this
does?
It
pays
for
two
technical
education
classes
a
year
for
a
total
of
eight
classes,
and
these
are
available
to
Kentucky
residents,
attending
Kentucky,
public
high
schools
and,
of
course,
some
private
high
schools.
I
So
this
is
addressing
the
Career
Tech
education
component
of
what
we're
trying
to
do
to
meet
the
workforce
needs
of
the
Commonwealth,
and
then
we
also
have
the
Dual
credit
scholarship,
which
is
focused
more
on
the
two
general
education
courses
for
students
who
are
Juniors
and
seniors.
Most
of
these
students,
of
course,
are
receiving
that
at
a
much
reduced
rate
currently
per
the
legislature.
We
receive
50
percent
of
the
current
tuition
rate
for
those
courses,
and
this
is
available
to
Juniors
and
seniors,
of
course,
at
Kentucky,
public
or
private
high
schools
or
home
schools.
I
All
of
this
is
really
part
of
an
overarching
strategy
and
connectivity
to
again
our
colleagues
that
just
spoke
to
the
to
the
committee
just
a
moment
ago.
These
dual
credit
pass
and
courses
help
get
these
students
on
a
much
quicker
rapid
path
towards
entering
the
workforce,
and
we
know
that
roughly
about
a
third
of
our
students
who
are
in
dual
credit,
are
really
in
Career
and
Technical
education.
So
not
all
of
them
are
doing
just
General
ad
to
transfer
onto
a
university.
I
I
In
the
future,
both
from
an
economic
and
a
Community
Development
standpoints,
as
many
of
you
know,
I'm
sure,
you've
seen
before
or
seen
the
numbers
related
to
Workforce
participation
and
the
way
we've
got
to
get
these
folks
for
all
these
vacant
jobs
that
we're
seeing
with
low
unemployment
is
the
skills
that
they
need
to
enter
those
jobs
and
the
majority
of
them.
Research
from
different
entities
has
has
highlighted
to
us,
really
require
a
two-year
degree
or
less.
G
You
very
good
on
each
of
the
topics
that
you've
pulled
up
today,
especially
the
the
Dual
credit
and
the
Tech
Credit.
G
If
there's
any
recommendations
about
how
to
streamline
and
make
that
better,
whether
it's
been
bottlenecked
in
some
way
or
just
not
as
responsive
to
current
student
needs
and
y'all's
needs,
please
let
us
know
as
quickly
as
possible
and
and
as
with
everything,
data
and
Analysis,
so
no
anecdote,
but
data
and
Analysis,
and
then,
if
you
were
in
the
room
earlier,
when
I
spoke
to
the
earlier
presenters
about
looking
to
Regional
employers
and
find
out
what
skills
are
needed
in
areas.
That's
in
Spades
with
y'all.
That's
on
that's
on
steroids!
Well,.
I
I
really
appreciate
that
representative.
You
know
I
really
liked
your
comment
earlier
to
the
previous
group
as
well.
You
talked
about
the
regional
approach
to
that
and,
as
you
all
know,
the
economies
are
Regional,
and
so
the
needs
that
I've
got
in
action
are
different
than
what's
in
Bowling
Green,
to
meet
that
Workforce
they're,
just
different,
so
I
think
that
it's
very
important
that
when
we
look
at
process
we
need,
of
course,
some
fundamentals
and
things
that
are
going
to
make
the
process
work
forever.
G
I
A
And,
as
you
guys
are
getting
ready,
if
you
could
introduce
yourself
for
the
record,
thank
you.
A
Thank
you
very
much
for
coming
as
Amy
gets
you
ready
to
roll
go
ahead
and
proceed.
Thank
you.
K
Well,
good
afternoon,
I'm
thrilled
today
to
be
here
to
discuss
jobs
for
America's
graduates
in
Kentucky.
My
name
is
Marcy
Hansen
and
I'm.
The
Jack
Kentucky
co-executive,
director
and
I've
been
a
former
job
specialist
and
that's
what
we
call
our
teachers
in
Jag
Kentucky's
specialist,
because
they
are
specialists
in
Career
and
Technical
education
and
the
training
that
our
Specialists
need
to
be
effective
in
the
classroom.
I
have
been
a
specialist
for
29
years
and
for
those
of
you
who
are
unfamiliar
with
Jag
Kentucky.
Let
me
share
just
a
little
bit
about
our
program.
K
Jag
provides
students
with
the
job
seeking
and
keeping
skills
needed
to
ease
their
transition
into
the
world
of
work
or
post-secondary
education
throughout
the
Commonwealth.
Jag
creates
leaders
and
team
workers
and
exposes
participants
to
a
world
of
opportunity
and
service
to
the
community
while
promoting
a
life
of
positivity.
K
We
every
child,
regardless
of
who
they
are
or
what
their
station
in
life
may
be,
needs
to
feel
as
if
they
are
important
in
this
world
and
that
kind
of
gives
you
an
overview
of
what
our
program
is.
So
let
me
tell
you
a
little
bit
about
more
about
who
we
are
we're
a
40
year
old,
national
non-profit.
We
have
1.5
million
youth,
served
Across
the
Nation
in
ages,
12
through
24,
through
a
variety
of
model
applications.
K
K
K
So
one
of
our
components
is
employer
engagement
and
employees
interact
with
Jag
students
in
the
classroom
and
on
the
job.
The
other
portion
is
project-based
learning.
We
focus
a
great
deal
on
project-based
learning.
That
is
a
method
that
works
well
with
the
student
population
that
we
have.
We
have
trauma
informed
care
and
we
ask
what
what
has
happened
instead
of
what's
wrong
with
you.
We
have
educational
Specialists,
as
I
mentioned
before,
instead
of
teachers,
they
are
Specialists
that
work
directly
with
the
student
to
assist
them
in
being
successful
on
to
the
next
one.
K
We
use
trauma-informed
care
with
all
of
our
students.
100
of
our
Kentucky
Affiliates
have
a
national
career,
Association,
Career
and
Technical
chapter.
We
teach
37
to
81
employment,
competencies
and
competencies.
Translated
into
the
education
world
are
standards,
that's
the
standards
that
we
use
in
our
instruction.
We
have
a
six
of
six
connectivity
rates
which
I'll
discuss
with
you
a
little
bit
more
about
what
that
means
in
in
just
a
moment.
K
We
focus
on
engagement,
employer
engagement
and
job
development
activities,
including
guest
speakers,
job
shadowing
field,
trips,
mentoring,
academic,
remediation,
Service,
Learning
and
community-based
projects.
We
feel
like
a
very
important
part
of
Jag,
is
for
the
student
to
learn
to
be
a
contributing
member
of
the
society
they
live
in
and
to
be
able
to
give
back
to
that
Community
once
they
start.
Understanding
to
in
that
living
in
a
community
is
investing
in
it
and
being
a
part
of
it.
They
start
to
produce
so
much
more
and
gain
that
ownership
that's
needed
in
today's
world.
K
They
we
have
coordination
with
case
managers
and
service
providers,
so
students
receive
necessary
support
outside
of
the
classroom
and
motivation.
That's
the
biggest
thing
that
we
see
in
Jag
motivation.
Our
students
are
motivated
to
do
better.
We
have
a
career
Association
where
students
develop
practice
and
refine
employability,
leadership
and
team
building
skills.
We
have
12
months
of
follow-up
after
Support
Services
after
graduation,
so
when
a
Jag
student,
they
could
be
in
high
school
for
four
years
and
be
in
the
Jag
program
for
four
years,
even
technically.
K
Six,
because
we
do
have
middle
school
programs,
then
after
they
graduate
for
a
year.
We
follow
them
up
to
see
what
kind
of
a
transition
that
they're
making
into
post-secondary
education
or
the
world
of
work
or
whatever
it
is
that
they
choose
to
do.
If
they
are
not
moving
toward
the
world
of
work,
then
that's
part
of
our
specialist
job
is
to
help
promote
them
into
actually
seeking
some
kind
of
post-secondary
training.
K
It
gives
a
sense
of
belonging.
Members
are
part
of
a
Jag
team,
I,
always
kind
of
say
that
we
are
team,
Jag
Kentucky,
because
I
do
believe
that
it's
so
important
to
be
a
part
of
a
working
team,
because,
wherever
you
go
in
life,
you
have
to
be
a
successful
team,
whether
it's
in
in
in
the
classroom
or
on
the
court
or
wherever
it
may
be.
The
world
of
work
is
no
different
and
we
have
improved
outcomes
through
enhanced
services.
K
95.82
percent
of
our
students
are
economically
disadvantaged
average.
No,
we
have
barriers.
Every
student
that
is
enrolled
in
Jag
has
to
have
a
minimum
of
six
barriers
for
69
program.
Our
program
programs.
Our
average,
is
11.1
barriers,
students
in
follow-up,
so
right
now
throughout
the
state
of
Kentucky
in
the
programs
that
we
had
for
last
school
year
for
the
class
of
2021
We
are
following
set
or
2022.
We
are
following
735
students.
So
this
is
our
performance
outcome.
K
Jog
National
uses
these
following
five
categories:
to
measure
achievement
so
of
the
CL
from
the
class
of
2021,
which
is
our
year
that
we
have
completed
our
follow-up,
we're
in
the
in
2022
right
now,
so
we're
in
the
process.
So
our
program
right
now
our
graduation
rate
for
the
last
two
years.
Well,
actually,
the
last
nine
years
have
been
100
percent.
K
The
employment
rate
for
the
class
of
2021
is
20
is
84,
so
we
have
84
percent
that
are
employed
in
either
part-time
or
full-time
employment
for
full-time
78.49
of
our
students
are
full-time
employed,
so
they
take
all
of
these
things
together
in
combination
with
further
education,
and
they
get
our
total
positive
outcomes
so
for
Jag
Kentucky
across
the
national
network,
and
you
can
see
we're
far
exceeding
Jag
national
standards.
We
are
at
a
91.45
total
positive
outcomes,
whereas
Jags
National
Standard
is
75
percent.
K
Our
further
education
rate
is
54.67
percent
and
Jag
Nationals
is
35
percent,
so
you
can
see
in
each
category.
We
are
far
exceeding
those
we
have
also,
if
you'll
see
in
the
boxes
to
the
right.
Those
are
the
national
standards
that
have
been
assembled
and
the
employment
rate
is
16.9
percent
and
our
full-time
employment
and
gender.
The
Jag
female
graduate
employment
rate
is
78.53
and
the
national
rate
for
females
is
28,
males
39.47,
but
in
Jag
it
is
85.78.
K
So
we
are
far
exceeding
and
are
meeting
the
Jag
National
505,
which
actually
is
changing
this
year
to
a
six
of
six,
because
it
is
going
to
be
adding
a
category
and
connectivity.
How
often
we
stay
in
touch
so
every
month
a
Jag
specialist
will
reach
out
and
stay
in
contact
with
their
graduates
from
that
previous
year.
Right
now,
we
are
far
exceeding
also
the
connectivity
rate
and
in
for
being
in
contact
with
our
students
that
graduated
for
the
class
of
2022.
K
So
now
it's
my
honor
to
introduce
Sophie
McCoy,
because
we
certainly
know
there's
no
better
voice
for
Jag
Kentucky
than
the
voice
of
a
student
themselves.
So
let
me
tell
you
a
little
bit
about
Sophie.
She
is
a
three-year
jobs
for
Kentucky's
graduates,
member
at
Martin,
County,
High
School.
She
is
the
chapter
present
president
president
and
the
State
Career
Association
president
and
she's
definitely
found
her
way
in
this
program.
Sophie.
L
So
I'm
super
excited
to
be
here
and
represent.
Jag
Kentucky
Jag
is
a
life-changing
program
that
I've
been
honored
to
be
a
part
of
for
going
on
three
years.
L
Jack
has
helped
me
grow
as
a
student
as
a
person,
but
especially
as
a
leader,
but
not
only
has
it
changed
my
life,
but
all
my
peers,
my
friends
and
my
Jag
alumni
brother,
who
graduated
in
2021
and
is
in
college
and
majoring
in
biomedical
science
and
will
soon
be
applying
for
medical
school,
I'm,
really
nervous.
Sorry,
but
leadership.
L
Experience
yes,
Jag
gives
me
all
kinds
of
opportunities,
like
speaking
in
front
of
you
guys
and
taking
me
to
Washington
DC,
where
we
did
a
leadership
program
and
I
got
to
meet
with
Kentucky
representative
Hal
Rogers
and
speak
with
him
about
our
amazing
program
and
Jag
is
just
really
life-changing
and
it
helps
it
just
helps.
Students
grow
it's
a
safe
place
for
a
lot
of
students.
L
J
Thanks,
Marcy
and
Sophie,
and
and
first
of
all,
just
want
to
thank
everybody
that
we're
in
front
of
today
for
your
support
of
our
program
Statewide.
We.
We
truly
appreciate
that,
in
regards
to
the
investment
piece
of
of
this
presentation,
wanted
to
show
you
in
during
this
school
year,
2022
2023.
J
We,
we
grew
by
19
programs
and
I'm,
going
to
show
you
here
in
just
a
second,
where
we,
where
we
grew
and
why
we
grew
there
in
2023
2024,
we
plan
to
add
11,
more
programs
and
that's
at
a
minimum,
we're
hoping
to
to
exceed
that.
But
that
is
our.
J
That
is
our
under
our
current
projections
and
growth
plan,
but
wanted
to
show
everybody
and,
and
at
least
give
you
idea
of
how
the
funds
that
were
allocated
to
Jack
Kentucky
over
the
over
the
next
two
years,
how
that
is
being
invested
in
our
in
our
students.
J
This
next
picture
of
the
state
or
graph
of
the
state
shows
the
19
programs
that
we
invested
in
for
the
2022-2023
school
year.
We
get
a
lot
of
questions.
How
do
you?
How
do
you
pick,
and
how
do
you
know
well
just
to
back
up
for
a
second
Jag
Kentucky
is
not
just
education.
It's
also
we're
Workforce
as
well.
What
we're
trying
to
do
in
everything
that
we
do
with
students
is
also
look
out
for
their
futures.
J
So
before
we
add
programs,
I
think
it
would
be
hard
to
say
that
there's
not
a
school
or
a
region
of
our
state
or
our
country
for
that
matter,
that
wouldn't
need
a
Jag
program.
However,
we
also
want
to
look
for
opportunities
where
communities
are
going
to
be
stronger
and
part
of
that
is
the
workforce
piece.
Where
can
we?
Where
can
we
grow
into
that?
J
All
of
these,
as
as
most
of
you
and
all
of
you
know
not
most
no,
there
are
all
kinds
of
opportunities,
great
news,
that
of
new
businesses
and
manufacturers
coming
to
these
areas,
including
the
Ford
plant
battery
plant
in
Elizabethtown.
So
we
are
trying
to
gear
up
for
a
Workforce
that
is
learning
in
the
classroom
as
as
Marcy
mentioned,
but
also
trying
to
fulfill
the
needs
in
wants
of
our
students
as
well.
J
What
you'll
see
here
is
our
projected
growth
for
those
11
programs.
Some
of
you
we've
presented
in
front
of
before,
and
we
had
a
plan
for
year
three
and
we
had
planned
to
go
into
Jefferson
County
Unfortunately
they
weren't.
They
were
not
ready
to
start
adding
Jag
programs
at
this
time.
So
we
decided
that
we're
going
to
come
back
to
them.
J
Fy
26,
with
this
those
group
of
schools
that
we
were
looking
to
move
into,
and
so
we
skipped
ahead
into
our
year
four
Planet
growth,
which
is
the
counties
outlined
here
and,
as
you
can
see,
some
of
the
reasons
we
selected
the
county.
Some
of
them
are
from
flood
disasters,
we're
applying
for
art
grant
for
the
Appalachian
region
of
our
state,
along
with
eight
other
Jag
States
or
Jag
Affiliates.
J
That
is
also
counties
that
have
shown
interest
in
other
counties
of
economic
growth
and
the
impact
that
that
I
think
we're
all
looking
for
is
we're
serving
another
1700
students
or
a
little
over
1700
students
with
the
funds
that
were
allocated
to
Jack
Kentucky,
bringing
us
to
a
total
number
of
students
served
to
4
620.
J
We
do
that
through
the
service
projects
and
the
different
things
that
we
do
outside
the
classroom,
which
again
is
creating
a
buy-in
to
the
community
that
buy
into
their
school
and
understanding.
Why,
where
they
live,
is
important,
so
they
become
that
good
citizen
that
we're
all
we're
all
looking
to
see
in
our
communities.
J
Here's
example
of
who
we
work
with.
We
always
want
to
thank
our
our
partners,
but
in
Scott
County
we
have
Toyota
as
a
partner
where
they
help
support
our
programs,
we're
building
a
pipeline
with
them
currently
from
the
Scott
County
Schools
into
the
plant
in
Georgetown
Archer,
Daniels
Midland
up
in
Northern
Kentucky,
where
we
work
with
them.
They
help
support
our
programs
and
we're
looking
to
move
into
Northern
Kentucky
in
the
very
near
future
next
year.
J
And
kind
of
summon
this
presentation
up
again
want
to
say
thank
you,
I
want
to
say
thank
you
for
for
our
students.
Thank
you
for
the
success
that
we
have.
We've
been
able
to
grow
because
of
this
of
this
appropriation
of
dollars
and
funds
to
our
organization.
J
Students
like
Sophie
and
and
throughout
our
state
need
this
program.
They
they
need
it.
Now
more
than
ever,
our
employers
are
telling
us
this.
We
need
to
see
more
Jag
programs.
We
want
to
have
more
students
like
Sophie,
come
and
apply,
because
they
can
see
that
you
know
in
a
lot
of
our
students,
other
students
who
were
who
are
now
in
the
Working
World.
J
As
as
Marcy
mentioned
you
could,
you
can
tell
that
there's
a
difference
between
the
Jag
graduate
and
just
the
regular
student
graduate
they're
ready
for
the
for
the
workforce
and
we're
excited
about
that.
We're
excited
for
Kentucky
because
of
because
of
our
students,
and
we
were
happy
to
take
any
questions
at
this
time.
G
Very
good,
you
mentioned
comparisons
of
Jag
and
Kentucky
with
national
numbers.
It
would
be
great
if
we
had
something
comparing
to
students
in
Kentucky,
so
we
have
a
population
with
certain
challenges
with
certain
assistants
and
certain
outcomes.
It
would
be
interesting
to
me
to
know
how
that
compares
with
other
Kentucky
students
when
they
come
out
of
high
school.
What
are
they
doing?
G
K
But
some
of
it
was
but
right
now
what
we
have
is
just
our
national.
Our
comparison
to
Nationals,
which
you
know
we
in.
F
K
Think
at
this
stage
of
the
Year
we're
in
our
mid
we're
we
have
done
our
mid-year
reporting
and
out
of
the
national
or
49
places
that
you're
one
of
ten
that
are
actually
meeting
all
of
the
national
standards
right
now.
So,
while
I
don't
have
it
exactly
for
the
state
I,
it's
a
down
a
national
comparison,
we're
doing
we're
doing
quite
well
right
now
and
our
students
are
reaping
the
benefits.
G
J
Representative
Petri,
just
you
can
refer
to
slide
how
much
the
number
is,
but
in
this
I
was
just
saying
this
slide.
This
is
the
type
of
information
that
we're
hoping
to
be
able
to
provide,
but
there
was
a
a
study
done
by
the
Bureau
of
Labor
Market
statistics,
employment
for
in
2021,
and
it
showed
that
it
was
about
as
far
as
the
unemployment
rate
our
students
were
doing
about.
Well,
it's
it's
about
half
in
regards
to
the.
J
G
F
Yes,
thank
you,
I
think
one
of
the
most
powerful
things
that
you
do
is
you
follow
children
or
young
people
and
work
with
them.
After
graduation,
I
wrote
my
dissertation
on
the
transition
to
adulthood
for
children
with
disabilities
and
when
you
graduate
from
high
school
there's,
it's
called
a
cliff.
You
fall
off
a
cliff
of
what
kind
of
supports
you
receive
and
so
I
think
that
that's
a
model
that
we
might
need
to
incorporate
into
some
of
our
other
programs.
F
I
do
have
a
question
kind
of
following
up
with
rep
Petri
and
data
I've
heard
a
concern
that
a
lot
of
graduates
end
up
working
in
fast
food
or
Walmart.
Something
like
that.
Do
you
have
a
report
of
the
employers
for
which
these
graduates
are
working
and
what
type
of
position,
whether
it's
just
an
entry
level
or
kind
of
a
career
pathway
position.
K
Well,
I
I
don't
have
that,
but
I
can
actually
pull
that
data.
We
I
would
say
that
our
percentage
that
is
going
into
fast
food
is
is
very,
very
in
comparison.
The
full-time
employment
that
we
have
and
I
can
speak
for
the
district,
where
I'm
from
Martin
County
and
in
Martin
County
familiar
with
that
area.
You
know
we
don't
have
a
lot
of.
It
is
a
very,
but
the
number
of
students
that
we
have
that
are
moving
into
fast
food
is
mm-hmm.
K
But
we
really
try
to
emphasize
on
on
the
the
power
of
of
working
as
a
team
of
making
being
able
to
go
wherever
it
is
that
you
go
in
life
whatever
job
that
it
is
that
you
can
can
be
a
part
of
a
working
team
and
that
you
understand
that
sometimes
you
can't
always
be
that
leader,
but
sometimes
you
have
to
so
I
I,
really
and
I.
Guess
that
that's
a
little
bit
off
of
what
you
you
asked.
But
I
I
can't
pull
that
data.
I.
K
Do
not
feel
like
I
feel,
like
we'll
see
a
large
number
that
are.
F
I'd
be
very
interested.
Thank
you
and
James
Heckman
Nobel
prize-winning
Economist
would
agree
on
how
important
soft
skills
are
just.
J
Look
at
that
if
I
could
just
add
one
other
one
other
piece
to
that
is
you
know
we,
as
I
showed
we
were
working
with
Toyota
ADM,
some
in
some
other
companies,
KU
and
Southeastern
Kentucky.
What
we?
What
we
want
to
be
able
to
say
to
you
is
we're
we're
partnering
with
the
companies
in
the
communities
where
there
are
any
jobs.
You
know
in
this
case,
you
know
to
to
kind
of
even
go
back
to
a
Chick-fil-A.
J
They've
got
a
great
training
program
and
a
great
opportunity
for
students,
and
you
know
those
are
some
of
the
best
kept
secrets.
So
I'm
not
saying
that
I,
don't
think
that
that
any
part
of
whether
it's
fast
food
or
whatever
a
good
job
is,
is
working
in
our
in
our
country.
Today
we
I
think
at
some
point:
there's
there
hasn't
been
enough
who
actually
go
out
and
we'll
we'll
actually
fill
out
application
or
submit
that
application,
and
we
need
more
of
that.
M
Thank
you.
You
mentioned
that
the
the
students
you
serve
in
Kentucky
have
an
average
of
11,
but
is
it
barriers.
M
That
term
I
was
wondering
if
you
could
run
through
those,
so
I
can
understand
specifically
what
sort
of
metrics
the
students
are
are
bringing
and
then
how
specifically
Jags
helping
them
overcome
them
or
I'm.
Trying
to
understand
is
it
more
of
the
mindset,
education,
motivation,
piece
for
them
to
change
their
own
lives
later
through
work?
Are
they
getting
concrete
support
around
some
of
those
barriers?
Well,.
K
We
have
quite
a
few
different
barriers
that
can
range
from
being
economically
deficient.
You
know
we,
we
have
a
tremendous
number
that
are
low-income
participants.
It
can
be
academically,
they
can
be
two
or
more
years
behind
the
students
that
are
in
their
peer
level.
It
can
be
attendance,
it
can
be
foster
care,
it
can
be
a
one-parent
family,
a
no
parent
family
homelessness.
K
K
Unfortunately,
you
know
that
that's
that's
a
a
must
have
for
our
students
these
days,
and
so
many
of
them
do
not
have
that,
so
it
can
be
a
wide
ranging
we
have
a
wide
range,
but
I
can
give,
can
get
you
the
exact
list
of
those,
but
the
we
one
thing
that
we
work
on
very
comprehensively
is
the
mentoring
aspect,
so
we
try
to
ensure
that
our
students
get
one
to
three
hours
of
individualized
mentoring
time
with
their
job
specialist
each
month.
K
We
want
to
make
sure
that
you
know
not
just
that
the
specialist
is
they're
just
teaching
the
class,
but
they
are
also
working
with
them
individually
to
understand
what
those
barriers
that
they
have
are
and
try
to
help
them
meet
the
needs
of
those
and
then
be
able
to
overcome
whatever
it
is
that
they
have
in
front
of
you
know
sometimes
there's
things
that
they
can't
overcome,
but
most
definitely
there
are
quite
a
few
that,
with
the
right
kind
of
guidance
and
direction
that
they
can.
Okay.
L
L
A
Thank
you
Sophie
for
somebody
who's
nervous.
You
did
a
good
job.
Thank
you
and
with
no
further
questions
that
ends
our
presentation.
The
next
meeting
will
be
held
on
Tuesday
February,
21st
2023,
and
we
will
hear
representatives
from
the
education
labor
cabinet
speak
on
the
Workers
Compensation
Program
I'd,
like
to
thank
all
of
our
guests
for
their
presentations,
appreciate
it
seeing
there
is
no
further
business
before.