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From YouTube: House Budget Review Subcommittee on Primary & Secondary Education & Workforce Development (3-7-23)
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A
A
D
A
Presenting
to
the
Reps
that's
important,
okay
at
this
time,
could
you
please
raise
your
right
hands
at.
Please
raise
your
right
hand
and
you
solemnly
swear
to
tell
the
truth,
the
whole
truth
and
nothing
but
the
truth.
Yes,
ma'am.
Thank
you.
You
may
proceed.
C
I
want
to
begin
today
by
looking
at
the
data
that
informed
our
decision-making
processes
for
early
literacy
initiatives
that
we
do
have
ongoing
throughout
the
Commonwealth,
and
this
information
is
certainly
not
new
to
you.
But
State.
Summative
assessment
data
reveals
that
each
year
approximately
half
of
our
Kentucky
third
graders
are
scoring
below
proficiency.
That
means
that,
even
before
the
pandemic,
from
the
period
of
2015
to
2019,
approximately
118
000
Kentucky
third
graders
were
scoring
below
proficiency
on
that
state
summative
assessment.
So
we
want
to
see
an
improvement
in
Reading
outcomes
for
students.
C
We
want
students
to
be
equipped
and
empowered
to
have
continued
academic
success
and
lifelong
success
well
beyond
the
transition
from
K-12
education.
So
we
feel
as
if
this
issue
of
early
literacy
should
be
a
focus,
because,
frankly,
it
is
a
moral
imperative
and
we
have
the
responsibility
as
a
state
to
support
our
earliest
readers
and
improve
the
instruction
and
implementation
supports
across
the
Commonwealth.
C
When
we
dig
deeper
into
the
student
demographic
data,
the
inequities
become
even
more
concerning,
so
this
chart
shows
2022
data,
but
unfortunately
this
is
not
isolated
to
one
Academic
Year.
This
is
Trend
data
and
further
evidence
of
why
early
literacy
must
be
addressed
systemically
and
collectively
what
we
are
doing
isn't
working
for
all
students.
The
data
shows
us
that
we
cannot
be
okay
with
the
status
quo,
statistically
if
63
to
75
percent
of
any
student
group
is
performing
below
proficiency.
C
Kentucky
has
a
problem
with
tier
one
core
instruction,
and
this
is
significant,
because
you
cannot
intervene
your
way
out
of
tier
one
instructional
problems.
We
also
know
that
we
must
address
the
diverse
reading
needs
of
our
youngest
readers
sooner
rather
than
later
and
Senate
Bill
9.
The
read
to
succeed,
act,
which
was
passed
last
session,
supports
early
identification
prevention
and
comprehensive
actions
for
improving
early
literacy
instruction
and
interventions
to
create
a
rich
experience
for
students
across
the
state.
C
So
I
want
to
begin
by
talking
about
the
read
to
succeed,
Act
and
the
associated
fund.
The
read-to-suced
fund
provides
11
million
dollars
each
year
of
the
biennium
budget,
totaling
22
million
dollars,
but
I
want
to
talk
first
about
the
read
to
achieve
Grant
the
RTA
grant
funding,
and
that
is
beyond
the
11
million
designation
for
the
read
to
succeed
fund.
So
RTA
is
its
own
budget
line
item
of
15.9
million
each
year,
and
you
can
see
there
that
in
this
last
round
the
grant
cycle
began
in
2223.
C
D
If
that
screener
deems
a
student
to
be
at
risk,
they
are
to
be
given
a
reliable
and
valid
diagnostic
assessment
and
that
dives
deeper
into
their
literacy
sub
skills,
and
it's
so.
The
teacher
can
generate
very
specific
interventions
based
upon
those
deficits
and
then
all
teachers
must
be
trained
on
how
to
effectively
give
the
universal
screener
and
diagnostic
assessment
and
then
interpret
and
analyze
that
data
to
help
support
the
district's
KDE
has
compiled
a
list
of
approved
Universal,
screeners
and
Diagnostics.
D
We
spent
a
long
time
looking
at
the
criteria
we
developed
from
the
national
Center
of
intensive
intervention
and
then
digging
into
the
data
of
technical
assessments
as
fun
as
it
sounds
like
it
is,
and
and
looking
and
making
sure
that
the
assessments
were
valid
and
reliable.
We
also
added
some
additional
information
on
that.
D
Universal
screener
list,
and
that
is
to
denote
the
universal
screeners,
had
components
to
screen
for
dyslexia
and
we
wanted
to
make
sure
that
if
they
were
screened
to
be
at
risk
for
dyslexia,
they
can
be
given
additional
diagnostic
assessments
and
diagnose
and
intervene.
We
have
nine
approved
Universal
screeners
on
our
list
and
five
of
those
have
built-in
dyslexia
screeners
and
we
have
seven
approved
just
I
just
lost
my
words.
We.
D
Approved
diagnostic
assessments
on
the
list,
districts
are
also
provided
two
different
types
of
information
on
the
website,
and
it
gives
them
pertinent
information
to
make
those
decisions
about
which
assessment
to
give
costs
specific
skills
that
it
assesses
frequency
and
validity
and
reliability.
Information
on
each
assessment
now
we're
going
to
talk
about
another
important
piece
of
Senate
bill:
nine,
the
state
professional
learning
support
strategies,
and
it's
actually
the
piece
that
I'm
most
excited
to
tell
you
about
today.
D
So
in
order
to
take
that
assessment
data
that
I
just
talked
about
and
use
those
results
to
close
the
students,
literacy
gaps
teacher
must
teachers
must
be
able
to
deliver
impactful,
evidence-based
literacy
instruction,
so
that
is
the
purpose
of
the
Kentucky
reading
academies
to
increase
the
reading
outcomes
for
the
students
of
Kentucky
and
to
raise
the
percentages
that
Mickey
talked
about
just
a
few
minutes
ago.
So
what
is
the
professional
learning
that
is
letters,
language
Essentials,
for
teachers
of
reading
and
spelling?
And
it
is
a
rigorous
professional
learning
experience?
D
It
is
two
years
of
paste
instruction.
It
is
not
for
the
faint
of
heart.
It's
four
units
of
study
per
year.
Eight
units
total
it.
It
helps
to
teach
our
teachers
what
to
teach
students
in
order
to
get
them
to
read
why
some
students
struggle
and
give
them
some
evidence-based
strategies
on
how
to
correct
those
struggles
and
overcome
those
struggles
and
then
how
the
brain
learns
to
read.
D
Humans
are
born
with
the
ability
to
learn
to
speak
and
to
talk,
but
he
breeding
is
a
man-made
thing,
so
you
have
to
be
explicitly
and
systematically
taught
how
to
read.
So
that
is
what
letters
it
proposes
to
do.
We
have
over
1800
participants
in
phase
one
which
I
think
is
phenomenal
in
an
opt-in,
professional
learning
that
touches
124
different
school
districts
in
the
state
of
Kentucky
440
different
schools,
which
approximately
would
then
touch
20
over
26
000
students
and
then
1100
classroom
teachers.
D
So
we're
going
to
look
at
some
data.
The
first
screen
that
you
see
here
is
the
pre-assessment
and
post
assessment
results
in
the
participants
in
phase
one
and-
and
these
are
the
ones
that
have
completed
all
four
units
of
study
in
the
first
year.
The
assessment
asked
questions
about
how
students
learn
to
read
just
general
literacy
strategies
and
why
some
students
struggle,
so
you
can
see
there
on
their
pre-test.
The
average
was
61
percent
and
then
on
the
post-test.
It
was
93
percent
and
we
are
very
encouraged
about
that
increase
in
knowledge
with
our
participants.
D
Additionally,
just
some
added
information
in
order
to
be
a
facilitator
of
this
work
and
this
learning
you
have
to
score
at
least
an
88
percent
on
each
of
the
units.
We
also
gave
a
survey
to
All
Phase
One
participants
in
January,
now
keep
in
mind
at
this
point.
They
had
only
completed
two
units
of
the
four
per
of
this
year
of
the
eight
total,
so
two
units
into
the
learning-
and
this
is
the
information
that
we
have
gathered
thus
far,
so
we
had
433
respondents
to
this
survey.
D
Multiple
written
testimonials
about
shared
classroom
assessment
gains,
student
progress,
the
value
of
the
information
that
the
teachers
were
learning
and
overwhelmingly.
This
survey
was
very
positive.
94.8
percent
of
the
respondents
said:
yes,
I
have
learned
new
information
from
letters.
The
second
question
we
asked
them
is
it:
is
it
relevant
information
and
again
overwhelmingly?
They
said
95
said
yes,
it's
relevant
and
that
is
the
key
to
a
meaningful.
Professional
learning
is
making
it
relevant
to
their
role.
So,
no
matter,
if
they're,
an
administrator,
a
teacher
interventionalist
a
coach.
D
What
whatever
that
might
be,
they
find
this
information
to
be
relevant
and
then
the
last
question
we
asked
them
was:
does
this
help
you
better
meet
the
needs
of
your
diverse
Learners?
Again
overwhelmingly,
they
said
yes,
92
percent
of
our
respondents
strongly
agreed.
So
this
information
and
learning
that
they
are
getting
from
this
professional
learning,
coupled
with
high
quality,
comprehensive
reading
programs
and
aligned
intervention
supports,
will
just
better
support
the
accelerating
our
students
toward
proficiency.
D
We
also
ask
them
what
their
challenges
were,
because
we
knew
that
there
were
going
to
be
challenges
when
giving
this
professional
learning
and
we
knew
going
in
what
those
challenges
might
be,
and
that's
number
one,
the
time
commitment
of
this
work
it's
two
years,
it's
something
that
we've
never
done
as
a
state
to
have
this
lengthy
of
a
professional
learning
two
years.
It's
not
a
set
and
get
it's
not
a
one
and
done.
It
is
a
lot
of
information,
so
we
know
the
time
commitment
was
going
to
be
a
lot.
D
These
are
professionals,
these
are
Educators
and
administrators
who
have
a
full-time
job
and
then
a
lot
of
them
take
on
additional
responsibilities
in
the
afternoons
and
in
the
mornings.
So
they're
doing
this.
On
top
of
that
commitment,
and
then
you
know,
the
commitment
that
they
have
of
having
a
life
outside
of
the
four
walls
of
schools
is
also
on
top
of
that,
so
we
knew
that
this
was
going
to
be
challenging
for
them.
It's
also
very
rigorous
in
our
participants
said
so
it's
it's
difficult.
D
This
is
a
master's
level
course
it's
a
lot
of
information,
I'm
taking
it
myself.
So
it
is
a
lot
of
time
and
it's
rigorous,
a
quote
there.
That's
on
the
screen.
It
said
a
time
commitment
is,
is
my
biggest
challenge.
All
of
the
learning
is
fantastic
and
deep,
but
with
that
comes
a
significant
commitment
of
time.
Reading
case
study
data
collection,
online
modules-
this
is
a
quote
from
Miss
Courtney
line
at
Memorial
Elementary
in
Hart,
County
School,
District
I'm,
not
going
to
read
that
entire
quote,
but
I
do
want
to
tell
her
story.
D
A
third
grader
walked
into
her
classroom
and
said:
I
can't
read
and
I
don't
want
to
read
and
Miss
Courtney
had
taken
at
that
point
two
units
of
study
in
letters
and
she
started
applying
that
information
to
that
child,
and
she
said
he
has
made
significant
gains
in
a
short
amount
of
time,
actually
a
whole
Year's
worth
according
to
the
assessment
data
she
said.
Is
he
where
he
needs
to
be
no
but
he's
getting
there
he's
making
improvements
I
think
the
best
part
of
her
story
is
he
now
volunteers
to
read
he's
got
that
confidence.
D
He
he
says.
I
am
a
reader,
but
I
think
something
that's
very
powerful
that
she
says
at
the
very
end
of
her
quote
that
I
love.
It
says
letters
transforms
how
educators
think
about
teaching
reading
I
know.
It's
really
changed
my
view
of
how
I
plan
instruction
and
just
a
couple
of
more
because
we
had
so
many
and
I
hear
from
so
many
districts
about
out
their
letters,
professional
learning
and
their
experience,
but
wanted
to
point
out
that
Mark
Gaskins
at
Fort
Thomas
said
this
has
been
the
best
learning
experience.
D
I've
had
in
19
years
of
teaching
I
hear
that
all
the
time
from
a
teacher
that's
had
five
years
10
years
15
25
years
they
say
this
is
the
best
professional
learning
I
have
ever
had.
In
my
entire
career
Cindy
Kennedy
in
Rock,
Castle
County
says:
I
have
a
lot
of
credentials
behind
her
name.
She
has
a
lot
of
PD
and
a
lot
of
different
degrees,
but
this
is
the
training
I
have
been
asking
for
for
decades.
F
F
You
know
each
I
had
a
lesson
a
week
ago,
Saturday
a
synchronous
lesson
and
I'm
just
like
aching
to
get
back
in
my
classroom,
because
not
only
do
you
get
practical
things,
it
gives
you
the
overview
when
reptipton
a
couple
years
ago,
we
were
talking
about
the
reading
bill
and
I
was
like
well.
Let
me
dig
into
the
research
well
in
letters.
It
gives
you
a
really
good
overview
of
current
research.
So
it's
not
just
practice
and
it's
not
just
Theory.
F
It's
that
combination
of
practical
things
that
we
can
directly
bring
into
our
classroom
and
I'd
also
like
to
say
I,
know
it's
very
expensive,
but
it's
top
right
quality
you're
going
to
have
to
pay
for
an
organization
that
can
do
this
professional
learning,
with
the
combination
of
synchronous,
lessons
and
asynchronous
lessons,
and
it's
just
100
percent
worth
every
penny
of
our
money.
Thank
you
and
I
will
be
very
grateful
when
I
can
say:
I've
finished
it
because
I
haven't
yet
so.
D
C
The
Kentucky
reading
academies
has
also
made
the
letters
for
administrator
course
available
to
district
and
building
leaders
across
the
state
in
phase
one.
We
had
196
administrators
who
were
taking
the
letters
for
administrator
course.
That's
not
exactly
correct
in
terms
of
total
number
of
Administrators
participating.
We
did
have
some
who
selected
to
go
through
the
teacher
course
so
that
they
could
be
right
in
step
with
their
faculty
members
who
are
going
through
that
training.
C
But
the
unique
thing
about
letters
for
administrators
is
that
it
equips
leaders
to
support
systemic
change
across
buildings
across
districts,
so
there's
a
special
portion
of
learning,
that's
tailored
for
the
role
of
administrator,
so
we're
very
hopeful
that
we'll
see
more
administrators
sign
up
and
go
through
the
administrator
course.
For
that
reason,
I
also
wanted
to
mention
that
we
do
have
a
litters
cohort
of
70
administrators
who
are
participating
as
part
of
the
principal
partnership
project
initiative
and
they're.
C
They
sort
of
have
a
organic
community
of
practice
that
they
have
developed
in
response
to
the
the
coursework.
That's
either
occurring
among
their
faculty
or
within
their
own
letters
for
administrators
course,
and
they
have
the
opportunity
to
visit
Hancock
County
Hancock
County
started
implementing
this
work
a
bit
earlier
before
the
passage
of
read
to
succeed.
C
So
it
was
very
nice
for
those
administrators
to
see
structured
literacy
practices
in
action
within
Hancock,
County
and
I
do
have
one
quote
so:
Amy
trees,
who
is
a
principal
in
Henry
County,
said
letters
is
a
rigorous
course
that
has
provided
me
with
so
much
information
about
teaching
foundational
skills.
I
have
been
able
to
apply
my
knowledge
almost
immediately
after
each
self-guided
and
live
virtual
session
I've
completed
so
again,
she's
saying
it
is
relevant
to
my
role
to
my
experience
and
it's
impacted
both
adult
and
student
learning.
C
We've
also
taken
steps
to
support,
Educators
and
engaging
families
and
community
members.
So
the
first
thing
we
partnered
with
the
Kentucky
collaborative
for
families
and
schools
to
develop,
read
at
home
plan
guidance,
and
this
is
actually
an
educator-facing
document.
So
we
wanted
to
provide
supports
to
school
and
District
leaders
around
building
relationships
with
families
having
effective
communication
around
literacy,
specifically
so
that,
as
a
part
of
the
read
to
succeed
act,
the
read
at
home
plans
could
be
provided
to
families
effectively
for
the
benefit
and
success
of
students
who
have
the
reading
Improvement
plan.
C
You
can
see
that
in
the
spring
so
soon
we
will
be
releasing
the
read
at
home
plan
family
resource
guide,
and
that
will
be
a
parent
and
family
facing
document.
So
it
will
include
activities
aligned
to
the
essential
components
of
reading
that
parents
can
do
at
home.
We
don't
want
this
to
be
unmanageable.
We
we
are
not
seeing
the
parent
directly
as
teacher,
but
they
can
have
conversations
with
their
child
around
literacy
and
around
reading
and
phonemic
awareness
and
sounds
and
all
of
the
things
that
we
would
want
them
to
have
at
home.
C
The
next
slide
I'm
not
going
to
spend
too
much
time
here,
but
for
your
review
I
wanted
you
to
have
access
to
the
links
of
some
key
documents
and
web
pages
around
read
to
succeed.
You
can
see
there.
We
do
have
an
implementation
guide.
Christy
mentioned
our
valid
and
reliable
early
literacy
assessments.
That's
the
page
there.
We
also
have
a
page
for
the
Kentucky
reading
academies
and
a
phase.
Two
interest
form
that's
currently
open.
C
So
if
letters
specifically
and
the
eventual
coaching
model
so
that
RFP
closes
on
March
the
17th
and
we'll
move
into
the
scoring
and
evaluation
phase,
we
felt
like
that
was
critical
for
us.
We
need
transparent
feedback.
We
need
to
know
what's
working,
what
is
not
working
so
that
we
can
better
meet
the
needs
of
Educators
across
the
state,
so
that
will
be
a
key
step
that
is
in
the
works
that
will
be
in
place
soon.
C
The
next
thing
I
wanted
to
mention
so
phase
two
for
letters,
implementation.
The
formal
registration
will
open
in
May
of
2023,
so
we
are
constantly
promoting
it
eliciting
more
people
to
participate.
Alongside
of
of
this
work
and
their
actual
professional
learning
will
begin
in
October
of
2023,
so
we'll
let
people
get
back
into
school
a
bit
and
then
they'll
be
able
to
pick
up
with
their
professional
learning
coursework
and
we
are
working
to
develop
our
literacy
coaching
model.
C
So
we
are
looking
to
hire
four
Regional
coaching
directors
who
will
oversee
and
support
the
school-based
literacy
coaches,
who
will
be
placed
in
schools
with
greatest
need,
and
that
was
the
language
of
the
bill.
But
we
talked
about
that
really.
That
would
be
the
schools
with
the
highest
percentage
of
novice.
So
we
do
want
to
see
supports
across
the
state,
but
really
focusing
on
those
schools
with
greatest
need,
and
we
think
that
they
could
truly
benefit
from
a
highly
qualified
coach
who
can
come
in
and
support
Educators
and
administer
Traders
within
that
building.
C
So
that
will
actually
their
placement
will
begin
in
24
25,
but
we're
looking
to
hire
them
moving
into
23-24
so
that
we
can
invest
in
those
folks
and
and
have
people
who
are
of
quality
to
go
out
and
provide
supports
to
districts.
Next,
we're
seeking
University
partners
for
a
pilot
program,
and
this
could
take
the
shape
of
a
few
different
things.
C
It
could
be
a
letters,
professional
learning,
cohort
for
pre-service
teachers,
we're
looking
to
partner
with
universities
to
develop
Exemplar
methods,
courses,
early
literacy
modules
that
can
be
used
with
pre-service
teachers
or,
frankly,
even
principal
candidates,
within
those
universities
as
well.
So
we
are
trying
to
build
some
relationships
around
that
work.
We
do
have
the
funding
to
be
able
to
support
that
work
moving
forward,
and
then.
Lastly,
we
know
that
there
is
also
need
for
our
6-12
teachers
to
receive
professional
learning
around
this
as
well.
C
We
have
certainly
prioritized
prioritized
Elementary
educator
first,
but
we
cannot
neglect
the
those
teachers
who
are
providing
supports
to
students
who
are
in
Middle
School,
who
are
in
high
school,
which
again,
the
data
also
shows
are
in
need
of
supports
around
reading
and
I'm
going
to
shift
our
Focus
now
to
mathematics.
I've
almost
finished
near
the
end
of
the
presentation.
Thank
you
for
your
patience
with
us,
but
when,
as
we
look
at
mathematics,
I'd
like
to
begin
with
the
fiscal
year,
22
mathematics
achievement
fund
Grant.
C
So
this
is
the
first
year
of
a
new
Grant
cycle
and
the
budget
is
five
million
dollars
each
year
of
the
biennium
for
the
mathematics
achievement
fund
and
you
can
see
there
for
the
instructional
coaching
Grant.
We
awarded
13
schools
at
62,
000,
each
and
fifty
percent
of
the
teachers
within
those
schools
are
being
coached
in
year.
One.
The
remaining
50
percent
will
be
coached
in
year
two
and
the
Kentucky
mathematics,
Innovation
tool
or
the
the
kmit
data.
C
It
shows
that
teachers
are
benefiting
from
the
coaching
cycles
that
they're
growing
and
I
just
wanted
to
talk
a
little
bit
about
the
impact
of
That
So
within
those
13
schools.
That's
directly
impacting
2839
students
who
were
in
the
classrooms
of
those
teachers
currently
being
coached,
but
based
on
school-wide
professional
learning
from
the
math
coach.
It
has
the
potential
to
reach
up
to
7844
students.
C
We
did
offer
with
the
remaining
funds
in
the
MAF
Grant
a
mini
Grant,
and
it
will.
It
will
sound
similar
we're
going
to
do
something
similar
with
RTA,
but
it
will
be
for
the
purchase
of
high
quality,
instructional
resources
to
support
mathematics,
instruction
and
intervention
and
the
associated
professional
learning.
So
we
had
75
schools
who
were
eligible
for
the
Forty
thousand
dollars
and
we're
at
the
point
that
RFP
or
RFA
I
should
say,
has
closed.
And
now
we
are
working
to
build
out
the
contracts
with
each
of
those
schools
for
the
Forty
thousand
dollars.
C
Next
professional
learning
is
offered
via
the
roadmap
to
implementing
high
quality
math
instruction
workshop,
and
we
have
participants
both
teachers
and
instructional
coaches
and
the
focus
of
the
professional
learning
is
around
standards,
aligned
grade
level
instruction
and
student
engagement
in
the
mathematical
practices,
and
that
the
focus
on
the
practices
is
really
key,
because
that's
where
our
students
start
to
engage
with
deeper
learning,
that's
where
they
start
to
apply
their
mathematical
knowledge
and
really
transfer
that
across
grade
levels
across
content
areas.
So
that
professional
learning
is
an
important
point.
C
We
also
are
in
year
one
of
a
three
District
Six
School
pilot
around
developing
high
quality,
local
Mathematics
Curriculum,
and
so
we
come
alongside
of
these
districts
who
are
developing
a
local
curriculum
which
they
are
afforded
in
law,
and
it
provides
professional
learning
supports
around
the
selection
of
instructional
resources,
instructional
coherence,
so
that
that
has
been
a
very
rewarding
experience.
And
then
we
always
ask
the
pilot
participants
to
test
drive
so
to
speak,
our
consumer
guide.
We
did
that
with
the
reading
and
writing
pilot,
and
now
our
math
pilot
districts
are
doing
that
as
well.
C
I
do
want
to
say
we
are
doing
everything
we
can
at
the
moment,
but
for
numeracy
and
Mathematics
with
what
we
currently
have
implementing
large
Statewide
initiatives,
as
is
evidenced
by
literacy,
involves
money
and
human
capital,
and
so
I
just
wanted
to
I'm,
not
here
to
ask
for
increased
funding
today.
But
I
did
want
to
acknowledge
that
we
know
there
is
also
great
need
with
mathematics,
and
so
we
are
looking
for
ways
to
better
support
the
field.
With
the
funding
that
we
do
have
to
increase
student
outcomes
for
mathematics
across
the
state.
C
Other
states
have
seen
gains
in
mathematics
as
a
result
of
their
literacy
initiatives,
and
so
that's
something
that
we
will
be
tracking,
but
we
don't
yet
have
data
around
that
just
yet,
and
there
are
two
targeted
High
School
initiatives
that
I
did
not
put
on
a
slide
today,
but
the
funding
sources.
It's
it's
coming
from
a
different
pot
of
money,
so
math
nation
was
a
budget
line
item
for
the
state
fiscal
Recovery
Fund
of
the
American
Rescue
plan
Act
of
2021.
So
it
is
federal
funds
and
math
nation
is.
C
We
are
promoting
it
as
more
of
a
supplemental
instructional
resource
part
of
what
we
are
wanting
for.
Instructional
resources
across
the
state
is
that
they
are
externally
validated
that
there's
a
clear
evidence
basis
for
that
research
and
so
with
math
Nation.
It
doesn't
meet
all
of
our
definitions
for
an
hqir
high
quality
instructional
resource,
but
it
certainly
could
be
used
to
supplement
and
accelerate
student
learning
specifically
for
Algebra
1
geometry
and
algebra
2..
So
that
is
a
resource
that's
available,
and
then
we
also
have
a
micro
credentialing
program.
It's
the
xq
math
badging
pilot.
C
This
is
in
partnership
with
the
office
of
continuous
Improvement
and
support,
and
so
this
is
it's
in
the
planning
stage
this
year.
But
we
are
working
with
a
pilot
group
of
districts,
but
it
too
supports
Algebra,
1
specifically
and
we're
thinking
about
how
in
future
phases
would
we
want
to
include
geometry
potentially
or
would
we
want
to
do
a
second
cohort,
that's
connected
to
algebra
one,
but
all
of
that
is
is
in
the
works
at
the
moment
as
well.
C
B
G
C
I
think
in
Kentucky,
Advance
Kentucky
has
been
our
partner
for
many
years
and
they
have
a
very
rich
evidence
basis
to
show
impact.
Their
objective
is
exposing
more
students
to
to
rigorous
Math,
Science
and
English
courses.
They
are
very
helpful
in
terms
of
communicating
the
message
around
open
enrollment,
so
all
students
should
have
the
capacity
and
opportunity
to
engage
in
advanced
placement
courses
in
pre-ap
courses.
C
I
will
say
as
a
as
a
high
school
English
teacher
I
worked
as
a
as
a
teacher
and
went
through
the
professional
learning
experiences
via
Advanced
Kentucky,
and
it
was
very
impactful
for
all
of
my
classes.
Now,
not
just
the
advanced
placement
courses
that
I
taught
math
Nation
they
they
do
have
data
internal
data
that
shows
their
effectiveness,
but
we
don't
have
Trend
data.
We
aren't
able
to
see
the
impact
as
much
as
say
in
advance
Kentucky
in
our
state.
A
C
G
C
South
Central
I
think
that
there
are
other
co-ops
who
are
looking
to
do
the
same
thing.
But
representative.
We've
been
very
encouraged
by
that
because
you
know
these
teachers
are
participating
and
the
KDE
is
paying
for
the
materials
and
the
professional
learning
itself,
but
they're,
not
unless
the
local
district
has
done
something
to
provide
stipends
or
supports
they're,
not
getting
anything
beyond
the
learning
which
is
which
is
the
goal.
So
the
CEO
opportunities
have
been
wonderful
to
see
because
now
they're
doing
the
work
anyway,
and
that
could
lead
to
rank
change
for
that
professional
I.
D
G
A
C
Otto,
thank
you
and
I
wanted
to
go
back,
so
we
do
have
nine
Epp
faculty
going
through
letters
at
this
time
and
that's
from
the
University
of
Louisville
Murray
State
Lindsey
Wilson
NKU
Bellarmine
Georgetown
College
Campbellsville
Union
College
University.
So
our
theory
was
that
if
they
are
able
to
go
through
the
professional
learning,
then
they
would
see
the
benefit
of
that
for
the
students
in
their
classrooms
as
well,
and
so
the
second
phase
of
that
would
be
to
collaborate
with
them.
C
And
again
it
has
not
been
solidified
whether
or
not
we
would
want
to
support
their
pre-service
students
in
going
through
letters
and
and
having
them.
Learn
from
that
experience.
But
I
very
passionately
want
to
find
Partners
to
work
on
the
Exemplar
methods,
courses,
the
early
literacy
modules,
and
we
do
have
colleagues
in
the
office
of
educator,
licensure
and
Effectiveness
who
are
building
relationships
in
that
capacity
around
the
the
modules.
And
so
we
think
that
that
work
will
be
moving
forward.
But
I
cannot
yet
speak
to
the
exact
Partners
in
that
work.
B
G
It's
almost
lunch
time
now.
I
may
be
still
in
representative
bojanowski's
fun
to
hear,
but
I
want
to
talk
to
you
a
little
bit
about
dyslexia
and
I
know.
We've
talked
about
the
universal
screeners
early
identification
and
where
do
you
see
and
I
know
we
and
I
know
representative
belgianowski
has
a
bill
made
to
a
shell
and-
and
we've
had
some
conversations
about
that,
but
could?
Where
do
you
see
Senate
Bill
9,
going
in
that
direction
and
helping
us
in
the
early
identification
in
providing
proper
interventions
for
dyslexia,
students.
C
Absolutely
and
and
I
honestly,
would
love
for
representative
oginowski
to
speak
to
this
as
well.
But
one
of
the
reasons
why
the
letters
professional
learning
was
chosen
is
because
it
is
approved
by
the
international
dyslexia
Association
and
they
do
not
do
that
lightly.
So
they
there
is
a
a
pamphlet
and
it's
actually
linked
on
one
of
your
slides.
That
shows
the
connection
between
the
letters,
professional
learning,
content
and
structured
literacy
practices
for
dyslexia
students
who
are
at
risk
for
dyslexia
as
well.
So
all
of
that
is
embedded
within
the
professional
learning
model
and
then
Christy.
D
Are
you
talking
about
the
universal
screeners,
yeah
and
and
many
of
our
assessment
pieces
with
the
universal
screeners,
do
have
specific
components
that
are
noted
that
diagnose
that
at
least
alert
our
Educators
to
there
is
an
issue
with
that
that
dyslexia,
that
you
need
to
kind
of
diagnose
further.
So
we
do
have
several
of
those
on
our
Universal
screener
list
and
several
of
those
also
have
components
that
you
can.
C
I
will
say,
though,
to
representative
bojanowski's
point
right
now,
because
that
language
is
a
May
versus
a
shall.
We
can't
point
to
many
district
policies
that
where
there
has
been
that
intentionality
with
the
dyslexia
screening
Anchorage
is,
is
a
one
example.
They
do
have
a
policy
and
that's
what
we
tend
to
point
people
to.
If
there
are
questions
around
that,
so
there
is,
there
is
a
area
of
discussion
around
that
may
versus
shall
but
I
truly
believe
that
what
we're
doing
with
our
read
to
succeed
initiatives
it
will
get
to
that
prevention.
A
We're
good
okay,
representative,
bojanowski.
F
Okay,
so
just
to
follow
up
about
dyslexia,
the
explicit
systematic
instruction
that
we
learn
from
the
letters
program
is
exactly
what
children
with
dyslexia
need.
They
might
just
need
it
more
intensely
or
you
know
a
little
bit
extra
above
what
the
other
kids,
but
if
we're
not
using
structured
literacy
type
programs,
we
are
losing
a
lot
of
children
with
dyslexia.
Who
could
learn
to
read
and
what's
very
unfortunate,
is
that
you
know
for
kids
with
social
or
financial
Capital.
F
They
go
out
and
do
tutoring
and
get
this
training,
but
the
kids
who
don't
we're
not
providing
it
in
so
many
of
our
districts,
so
I
guess
that
would
kind
of
add
on
to
what
we
were
saying
if
I
may
absolutely.
Okay
thanks.
So
my
question
is:
how
can
we
ensure
that
all
of
our
teachers
know
that
this
professional
learning
is
available?
F
I
know
in
my
district
that
it
was
not
shared
district-wide,
so
we
try
to
get
it
out,
knowing
you
know
and
so
forth,
but
can
we
can
KDE
push
out
an
email
to
every
teacher?
Is
that
even
possible.
C
So
we
we
are
trying
very
hard
to
to
get
ahead
of
the
communications
in
light
of
phase
two
implementation,
and
so
we
have
been
working
and
Christy
actually
has
been
working
to
utilize,
our
testimonials
on
Twitter
and
other
social
media
Avenues.
We
have
utilized
the
commissioner's
Monday
message,
which
goes
to
District
level
staff.
We
have
a
standards
newsletter
that
reaches
over
8,
000,
Educators
and
signees,
and
so
and
we
have
listserv.
C
So
we
will
push
that
messaging
out
in
all
of
those
Avenues,
but
in
full
transparency
it
is
shocking
to
us
every
time
we
hear
someone
say
like
we
have
never
heard
about
this
opportunity,
so
we
are
working
diligently
to
ensure
that
the
communication
is
proliferated
across
the
all
of
our
Educators,
certainly
the
elementary
ones
who
would
qualify?
It's
just
it.
D
I've
spake
it
it
constantly
speak
at
cooperatives
as
well
and
I
feel
like
I,
shout
to
the
rooftops
constantly,
because
I
I
want
every
teacher
to
have
the
opportunity
to
take
this.
So
you
know
we're
trying
as
hard
as
we
can
to
get
every
educator
to
be
interested,
or
at
least
you
know
know
about
this
professional
learning.
That's
being
offered.
D
F
Me
so
I
think
from
my
colleagues
from
some
of
them
I'm,
hearing
frustration
in
that
they're
learning
and
their
understanding
how
children
need
to
learn
to
read,
but
if
their
District
implements
a
curriculum
that
isn't
aligned
that
they
I'm
the
teacher
in
the
room
next
door
to
me,
you
must
follow
this
curriculum
with
Fidelity
and
it
it
many
of
the
pieces
of
it
aren't
aligned
with
what
she's
learning
in
letters
so
I
know.
That's
a
big
question
on
how
we
can
handle
it.
F
I
know
that
there
is
legislation
that
could
potentially
address
the
selection
of
curricula
at
a
district
level,
but
you
know
it's
an
amazing,
powerful
training
and
it
has
to
be
incredibly
frustrating
to
know
that
you
know
the
best
way
to
teach
a
child
to
read.
Yeah
your
District
may
not
be
letting
you
do
it.
C
And
I
think
the
Tennessee
story.
Most
recently,
you
know
usually
we're
citing
Mississippi,
but
there
have
been
some
amazing
things
that
are
happening
with
our
neighbor
Tennessee
and
that's
the
thing
they
have
paired.
The
high
quality
professional
learning,
such
as
letters
around
how
the
brain
works
and
how
students
learn
to
read
with
high
quality
instructional
resource,
and
you
know
with
it
we
are.
We
are
working
representative
bojanowski
to
really
signal
quality
around
those
resources
again
that
reading
and
writing
consumer
guide
points
to
the
green
rated
resources
on
Ed
reports
and
the
reality
is
there.
C
There
are
some
districts
who
are
choosing
to
utilize
a
red
rated
resource
and
so
I
think
for
us.
That
is
part
of
our
challenge,
making
sure
that
we're
also
helping
and
supporting
Educators
in
identifying
what
you
know
what
is
high
quality
and
what
resources
would
best
meet,
not
only
those
needs,
but
our
local
context
as
well.
A
C
So
you
have
on
the
first
slide:
I
did
not
pull
the
math
data,
but
I
will
get
that
to
you
after
this
meeting.
I'll
make
sure
I
share
that
as
a
in
via
email,
but
so
you
have
overall,
the
proficient
of
proficient
or
the
percentage
of
proficient
and
distinguished
from
2015
through
2022
for
just
third
grade
reading.
So
I
would
need
to
get
you
a
lot
more
information,
and
we
can
do
that
following
this
meeting
so
that
you
can
have
a
full
picture.
A
Absolutely
we
can
follow
up
with
that
and
so
of
the
initiatives
that
you
have
presented.
Do
you
feel
like
letters
is
the
answer
to
literacy,
letters.
C
Is
not
a
Magic
Bullet?
It's
not
it's
not
the
only
thing,
but
I
do
believe
that
there's
the
evidence
basis
to
suggest
that
it
is
a
very
important
foundational
step.
So
people
have
to
understand
the
why,
in
order
to
effectively
implement
the
strategy.
So
if
we
just
offered
a
high
quality
instructional
resource
without
the
professional
learning,
then
I
don't
think
it
would
be
as
effective
it
to
me.
It
is
a
critical
piece
and
I
think
that
what
we're
hearing
from
Educators
is
that
it.
A
C
I
think
when,
on
again,
we
utilize
Ed
reports,
which
is
an
impartial
organization
that
works
with
Committees
of
teachers
and
Educators
and
researchers
to
evaluate
different
instructional
resources.
So
for
us
again
we're
signaling
toward
the
green.
There
are
some
that
are
commonly
used,
fontus
and
pinell,
and
others
that
tend
to
be
utilized
across
the
state
that
on
Ed
reports
are
red
rated
for
any
number
of
reasons,
not
just
the
focus
on
foundational
literacy
but
across
the
Five
Pillars.
Okay,.
A
E
Thank
you,
madam
chair.
Most
of
my
questions
have
been
answered.
I
may
have
just
a
couple
and
maybe
a
statement,
but
you
know,
in
my
opinion,
I
get
asked
all
the
time.
What's
what
can
we
do
to
improve
education?
My
comeback
was
always
been
since
I've
been
hearing
even
before
we
need
to
teach
kids
to
read
by
the
end
of
the
third
grade.
You
know
that's
where
our
money
should
be
spent,
that's
where
our
focus
should
be
spent.
E
We
know
this.
We've
always
known
this,
but
guess
what
we've
not
done
it.
You
know
we
have
not
put
our
money
where
our
mouth
is
and
it's
catching
up
to
us
and
has
for
some
time.
But
you
know
I'm
excited
about
some
of
this
and
I.
Think
representative
Tipton,
pointing
to
the
university
part
of
that,
and
you
know,
I
was
a
superintendent
for
13
years
principal
for
many
years
teacher
and
one
of
the
things
that
I
witnessed
a
lot.
E
E
So
I
don't
know
if
it's
going
to
take
some
kind
of
legislation
or
what
but
I
don't
know
if
we
can
legislate
colleges,
but
maybe
if
we
got
every
University
in
the
state
together
and
sit
down
and
said,
okay,
you
know
this
issue
that
we're
coming
out
with
what
is
it
six
hours
they
have
in
reading
now
or
is
college
I
mean
it's
three
or
I
mean
it's
not
very
many
on
teaching
kids?
E
How
to
read
is
my
point
so
that
that's
going
to
be
an
important
issue
and
then
also
the
you
said:
149
schools
got
the
read
to
achieve
Grant.
Do
we
have
the
data
on
how
those
schools
did
compared
to
the
ones
that
didn't
get
a
grant
so.
C
This
Academic
Year,
so
it
would
be
interesting
to
see
but
I
will
say
we
do
have
agreed
to
achieve
participants
who
are
also
going
through
the
letters,
professional
learning.
So
it's
not
it's
not
an
either
or
in
some
cases
there.
It's
there.
They
have
the
Grant
and
they're
also
electing
to
go
through
the
professional
learning.
E
All
right,
well,
I,
won't
take
that
long,
I
promise,
but
I
think
the
data
on
the
research
that
you
are
doing
is
going
to
be
very
important
also
and
then
the
other
thing
and
I
challenged
my
fellow
representatives
to
do
is
we
know
this
is
our
issue,
so
even
then
I'm
and
I'm
not
trying
to
tell
people
what
to
do
or
anything,
but
even
in
our
education
Committee
in
the
next
couple
years,
most
of
our
bills
should
be
focused
on
this.
E
One
issue
is
getting
kids:
how
to
to
read
on
grade
level
by
third
grade.
That's
going
to
take
a
care
of
a
lot
of
our
other
issues
moving
forward,
so
we
know
that
we
need
some
legislation
that
says
excess
seek.
Funds
need
to
go
toward
literacy,
I
mean
it,
and
it's
going
to
have
to
be
something
bold
like
that.
If
we're
going
to
improve
we're,
not
going
to
improve
with
it,
like
you
all
said,
the
same
status
quo,
our
money's
been
spent
here
here
here
and
here
we
know
we
predict
prison
populations,
economic
indicators.
E
We
know
we
predict
a
lot
of
these
issues
that
we
have
in
the
state,
but
yet
we
continue
to
spend
our
money
in
other
places
and
money's,
not
always
the
answer.
But
if
it's
data
driven
and
research
based
we're
going
to
get
results
in
what
you
emphasize
gets
better
I
mean
that's
just
a
fact:
no
matter
what
school
system
you're
in
it's
going
to
get
better
and
also
I'm
I'm
glad
you
said
it
was
another
tool.
Okay,
teachers
need
a
variety
of
tools
in
their
classroom,
not
just
one
program.
E
You
give
me
a
great
program,
but
if
that's
all
I
have
in
the
classroom,
I
need
other
things.
I
need
phonics.
I
need
I
need
a
lot
of
different
things
to
make
up
a
curriculum,
to
teach
a
to
teach
a
student.
How
to
how
to
read-
and
you
know,
I'm
excited
but
I
hope
I
just
hope
that
we
can
as
a
body.
If
we
really
want
to
improve
education
in
the
state
of
Kentucky
that
we
will,
we
will
do
one
thing
that
we
know
is
going
to
improve
so
anyway.
E
I'm
off
my
sub
box,
but
I
appreciate
your
comments
in
in
your
presentation
and
I
hope
in
the
in
the
future.
We
can
do
a
lot
of
great
things
for
our
students.
Thank
you,
representative.
F
So
many
thoughts
so
just
to
kind
of
think
about.
If
children
don't
score
proficient
or
distinguish
on
a
cape,
rep
or
KSA,
that
does
not
mean
that
they
can't
read.
There
could
be
many
other
pieces
that
could
go
there
and
I
also
caution
us
as
a
body
in
using
those
State
end
of
the
year
tests
to
show
our
Improvement
because
I've
dug
into
how
those
tests
are
created.
They
are
created
to
separate
children.
If
there's
a
question
that
too
many
children
on
the
preach
on
the
try,
the
items
out
it
doesn't
get
used.
F
F
Training
is
going
to
help
us
know
how
to
better
teach
foundational
skills,
but
we
as
a
state
need
to
also
ensure
that
our
children
are
given
opportunities
to
build
their
knowledge
and
that
knowledge
then
provides
the
context
from
where
they
can
answer
comprehension,
questions,
infer
and
all
those
things
so
I'm
always
you
know,
I
wanna,
my
predecessor
in
this
bill
in
the
seat
would
say,
but
they
still
might
score
novice
on
their
end
of
year
test.
So
we
really
need
to
look
into
those
accountability
measures
and
you
can
read.