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From YouTube: House Budget Review Subcommittee on Primary & Secondary Education & Workforce Development (2-28-23)
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A
Members
we've
been
given
time
to
review
the
draft
meeting
minutes
from
our
prior
February
21st
meeting
and
I
will
now
hear
a
motion
to
approve
the
last
meetings
minutes.
A
C
You
very
much
chair
welcome
to
everyone
that
is
here
this
afternoon.
It's
a
pleasure
to
be
here
with
you
today,
as
the
chair
indicated,
we're
here
to
talk
to
you
about
overviews
of
two
really
big
topics:
we're
going
to
talk
to
you
about
pandemic
relief
funds
and
where
we
are
high
level
overview.
How
much
has
been
distributed,
the
remaining
balances
and
the
date
that
funds
must
be
expended.
We're
also
going
to
talk
to
you
at
a
very
high
level,
an
overview
of
seek
and
any
projections
specifically
on
Surplus
or
shortfall
for
fiscal
year.
C
C
As
you
see
on
this
first
Slide,
the
coronavirus
pandemic,
which
was
officially
declared
a
national
public
health
emergency
in
March
of
2020,
really
has
impacted
kentuckians
broadly,
but
specifically
we're
going
to
talk
to
you
about
the
impact
that
it's
had
on
our
Educators,
our
schools
and
our
students.
When
the
pandemic
was
declared,
school
districts
were
faced
with
lots
of
new
and
challenging
issues.
In
addition
to
already
challenging
issues
they
had
in
running
their
school
districts,
they
were
thinking
about
things.
How
do
I
improve
sanitation
and
health
in
my
district?
C
C
If
we
look
at
this
first
Slide
the
congress's
response
to
try
to
help
districts
and
try
to
help
States
as
we
Face
these
challenging
issues
together
was
the
appropriation
of
federal
funds
for
K-12.
Most
of
the
funds
are
coming
to
us
from
the
U.S
Department
of
Education,
although
there
are
some
exceptions
to
that.
C
The
biggest
portion
of
our
funds
that
have
come
to
us-
and
you
may
have
heard
the
name
Esser,
and
so
we're
going
to
spend
a
lot
of
our
presentation
talking
about
Esser,
the
elementary
and
secondary
school
emergency
relief
fund,
and
we're
also
going
to
talk
to
you
about
a
couple.
Other
buckets
that
have
come
to
us
gear.
The
governor's
education
emergency
fund
and
ends
ends
is
a
program
that
was
really
targeted
toward
non-public
schools,
so
that
is
assistance
to
our
non-public
or
private
schools.
C
If
we
look
at
the
funds
that
have
come
to
the
Commonwealth
to
support
the
impact
of
the
coronavirus,
there
are
about
three
billion
dollars
that
have
come
to
us
through
the
Esser
Esser
lens.
They
have
come
through
separate
Appropriations,
so
you'll
also
hear
them
referred
to
under
the
cares
act
sr1
under
the
Chrissa
act
sr2
and
from
ARP
the
American
Rescue
plan
Act
of
sr3,
sometimes
just
to
kind
of
get
our
bearings
on
the
pots
of
money
that
we're
talking
about.
We
also
have
received
KDE,
has
received
funds
from
Year
One.
C
You
see
on
the
screen,
almost
60
million
dollars
that
have
come
to
the
Commonwealth
for
gear
one.
The
Department
of
Education
did
not
receive
the
full
benefit
of
that,
but
instead
received
about
30
million
from
that
and
then
ends
one
and
ends
two
again
for
those
private
or
non-public
schools
about
83
million
dollars,
total
coming
in
you'll
see
at
the
bottom
of
our
screen.
One
of
the
specific
questions
that
was
asked
was:
when
do
these
funds
expire
and
so
you'll,
see
as
the
funds
came
to
us
on
sort
of
a
rolling
pattern.
C
Their
Grant
term
is
also
in
a
rolling
pattern.
So
you'll
see
the
cares
act.
The
end
of
that
Grant
period
has
already
occurred
in
September
of
2022.
Carissa
goes
through
2023
and
ARP
through
2024.,
so
now
I'm
going
to
turn
it
over
to
Karen
Karen.
Is
our
budget
director
at
the
Department
of
Education
she's,
going
to
walk
us
through
some
of
the
highlights
of
Esser
thanks.
E
Robin,
so
when
we
started
receiving
Esther
dollars
back
in
2020
from
USA,
they
did
come
with
some
general
Provisions
that
covers
all
three
parts
of
us
or
dollars.
We
wanted
to
touch
on
first
first
year,
expenditures
must
be
necessary
and
reasonable
and
they
must
be
used
to
prevent,
prepare
for
or
to
respond
to
the
coronavirus
pandemic.
So
that's
that's
a
that's
a
provision,
that's
that
covers
all
three
Esser
funds.
Also
90
of
sr1
sr2
and
ARP
Esser
is
to
be
allocated
to
your
local
school
districts.
E
Now
the
next
three
slides
are
going
to
give
you
a
list
of
the
allowable
uses
under
the
Esser
funds.
You'll
see
things
that
are
pretty
common
when
you
think
about
the
pandemic,
cleaning
supplies
PPE,
even
training
for
staff
to
learn
how
to
mitigate
the
virus.
So
some
of
those
really
basic
uses
and
then
also
rolling
into
some
things
that
you
may
not
think
of
things
like
education,
technology,
Hardware
software
connectivity
for
our
students.
When
the
NTI
became
prevalent
as
the
as
a
pandemic
grew
Food.
E
So
while
the
the
uses
stayed
pretty
consistent
across
all
three
of
the
Esser
funds,
we
did
see
that
we
did
get
some
additional
information
from
U.S
Ed
as
we
progressed
through
the
pandemic.
One
in
particular
was
for
implementing
Public
Health
protocols
that
would
align
with
the
CDC,
so
those
were
additional
uses
that
were
allowed
under
ARP
Esser.
E
They
are
also
allowed
under
sr1
and
sr2,
but
they
weren't,
specifically
expressed
in
the
cares
or
Chris
Act
also
ARP
Esser,
does
does
require
that
at
least
20
percent,
no
less
than
20
percent
be
applied
to
learning
loss
and
that
can
be
done
through
evidence-based
learning
at
the
after
school
summer,
school
even
extended
year.
Programs.
E
Thank
you.
There
you
go.
The
next
slide
here
is
a
breakdown
of
sr1
to
an
Arps
are
spending,
and
this
is
through
January,
the
31st
of
2023,
as
you
can
see,
for
sr1
a
little
over
fifteen
thousand
dollars
of
the
193
million
that
was
allocated
was
unexpended,
also
sr2.
We
have
spent
about
78
percent,
so
the
remaining
22
percent
needs
to
be
expended
by
September
30th
of
2023
and
then
for
ARP
Esser
we're
at
about
36
percent.
So
we
have
18
months
to
expend
the
remaining
64
percent
of
Arps
or
dollars.
E
And
the
next
slide
is
going
to
focus
on
District
sr1
spending,
as
you
recall,
from
the
previous
slides
sr1,
did
end
on
September
30th
of
2022,
so
this
slide
represents
the
categories
that
school
districts
reported
their
expenditures.
So
us
Ed
requires
states
to
submit
an
annual
performance
report
in
in
that
report.
It's
broken
down
into
these
categories,
so
you
have
operational
continuity.
You
have
academic,
social
and
emotional
and
mental
health
and
other
needs,
and
then
you
have
physical
safety
or
physical
health
and
safety.
E
you'll
notice,
a
little
bit.
Maybe
similarity
wondering
what
the
difference
between
academic,
social,
emotional,
mental,
health
and
other
needs,
and
then
your
physical
health
and
safety.
The
second
category
there,
where
the
most
expenditures
are
reflected,
that's
really
around
the
learning
loss
component
that
that
category
includes
additional
staff
for
tutoring
for
for
after
school
programs
really
around
the
whole
learning
loss.
It
also
covers
the
technology
piece,
the
Food
Service
piece
and
then
your
last
category.
E
C
The
department,
also
on
behalf
of
our
local
schools
and
districts,
receive
funding
through
gear,
the
governor's
emergency
education,
Relief
Fund,
as
I
mentioned
at
the
earlier
part
of
the
presentation
about
59
million
that
came
to
the
Commonwealth
for
year,
one
and
from
that
about
30
30
million
was
allocated
to
support
Elementary
and
secondary
education.
So
the
governor's
office
made
a
determination
that
they
would
help
support
our
local
schools
and
districts
through
30
million
dollars.
Again,
as
we
reflect
back
to
what
was
happening
when
year,
one
came
into
being.
C
At
this
point
in
time,
the
things
that
we
were
really
worried
about
were
remote
learning
and
how
we
would
have
sufficient
capability
to
do
remote
learning
across
the
Commonwealth.
We
were
very
fortunate,
with
Kentucky
being
in
a
really
good
spot,
with
the
help
of
our
Office
of
Education
technology,
which
really
is
a
forerunner
in
technology
and
interaction
with
our
school
district.
C
So
I
like
to
think
that
Kentucky
was
in
a
little
better
place
than
most,
and
so
we
were
prepared,
but
we
needed
some
assistance
from
the
funding
side
to
be
able
to
make
sure
that
we
could
get
devices
in
the
hands
of
all
our
students
and
the
support
that
needed
to
go
along
with
them.
The
other
area
that
we
were
really
concerned
about
at
this
point
in
time
was
how
do
we
continue
to
provide
good,
nutritious
meals
to
our
students?
C
We
all
know
that
when
students
come
to
our
schools,
that
is
a
place
that
they
can
get
those
nutritious
meals
and
we're
concerned
about
having
them
in
a
remote
location.
How
do
we
continue
to
provide
that
to
our
students,
so
that
was
those
were
the
two
components
that
were
approved
for
their
gear,
one
spending.
It
was
remote,
anything
that
was
support,
that
remote
learning
component
and
then
things
that
would
support
Food
Services.
C
You
can
see
on
the
chart
that
a
very
small
portion,
only
one
thousand
eighty
seven
dollars-
was
unexpended
out
of
that
30
million
dollars,
so
school
districts
did
a
really
good
job
of
expending
their
dollars.
The
numbers
on
the
slide
that
represent
the
number
of
districts
reported
using
those
those
are
not
mutually
exclusive
numbers,
so
we
had
districts
that
reported
using
gear
funds
to
support
remote
learning
and
then
also
a
number
to
support
funds
for
Food
Services,
but
they
they
may
be
in
either
one
maybe
in
the
other
pot.
So
they
are
not
mutually
exclusive.
C
C
We
wanted
to
spend
just
a
few
minutes
talking
about
eans,
which
is
the
emergency
assistance
to
non-public
schools.
Kentucky
apply
to
be
able
to
receive
funding
to
support
our
non-public
schools.
You
know
our
non-public
schools
had
many
of
the
same
challenges
that
our
public
schools
had.
They
were
trying
to
deal
with
all
the
issues.
All
those
big
questions
that
are
that
our
local
schools
districts
were
trying
to
answer
as
well.
Schools
applied
through
an
application
process
to
the
Department
of
Education
133
schools
participated
and
are
actively
still
participating
in
eens.
C
One
and
59
schools
are
participating
in
aims
too.
The
ains
rules
do
different
differ
a
little
bit
and
I
will
tell
you
from
an
Administration
standpoint.
This
is
really
the
first
time
the
Department
of
Education
has
done
this
level
of
interaction
with
our
non-public
schools,
and
so
we
we
have
enjoyed
working
with
our
non-public
schools.
C
C
The
Ian's
allowable
uses
are
listed
on
your
screen
and
I'm
not
going
to
go
through
each
one
of
those.
There
are
a
few
differences.
They
aren't
exactly
the
same
as
the
Esser
allowable
uses,
but
they
are
very
similar.
So
you
see
the
same
things
about
sanitizing
their
spaces
doing
purchases
that
would
help
them
with
their
social
distancing,
need
technology
and
instruction
supports,
and
so
it
looks
very
similar
to
Esser,
but
not
exactly.
The
same
are
in
spending
through
January
31st
of
2023.
C
Both
of
these
programs
are
currently
underway.
Neither
one
of
them
has
a
grant
period,
has
expired
and
so
you'll
see
for
ends.
167
percent
of
the
installers
have
been
expended
on
behalf
of
our
non-public
schools
and
about
33
percent
left
to
be
spent
in
the
next
six
months
and
then
46
has
percent
has
been
spent
out
of
Ian's
2
leaving
54
percent
to
be
spent
in
the
next
18
months.
C
F
Yes,
thank
you
all
for
your
presentation.
I
do
have
a
couple
questions
and
correct
me
if
I'm
wrong,
because
I'm
trying
to
follow
through
this,
but
it
looks
like
we
still
have
quite
a
bit
of
money
left
to
spend
in
these
accounts
and
the
biggest
thing
the
biggest
question
I've
got
is,
and
we
all
know
this,
our
students
are
behind
whether
we
want
to
say
they
are
or
not.
We've
missed
a
year,
possibly
two
years
of
instruction
face-to-face
instruction
from
teachers.
F
So
what
would
the
process
be
to
send
this
money
to
the
school
districts
for
appropriate
catch-up
work
in
the
summer
or
after
school
or
so
forth?
Is
there
another
round
going
to
be
sent
out
for
that.
C
So
so,
for
each
of
the
pots
that
we've
talked
about
today,
an
allocation
has
already
been
made
to
the
local
school
districts,
and
so
they
know
exactly
how
much
money
that
they
have
available
to
expend
a
lot
of
them
do
have
dollars
left
because
we
still
have
time.
We
still
have
time
on
our
clock
to
expend
those
dollars.
They
did
submit
a
budget
to
KDE
on
sort
of
their
intended
purposes
of
expending
those
dollars.
So
we
still
see
summer
learning
that's
going
to
take
place.
C
That's
going
to
take
care
of
some
of
that
money,
and
then
we
see
instructional
supports
to
help
our
students
that
are
behind
in
the
next
school
year.
So
districts
do
have
the
flexibility
to
sort
of
as
they
learn
about
their
student
population.
What
their
needs
are
as
long
as
those
needs
that
that
they
see
that
come
along
are
eligible
expenditures.
They
may
shift
what
they
originally
intended
to
spend
their
dollars
on
and
be
able
to
devote
more
to
that
instructional
loss.
F
G
We
understand
so
this
is
single
single
I.
Think
I,
don't
know
what
phrase
I'm
looking
for
this
is
one
time
money,
and
so
it's
my
understanding
that
with
one
time
money
you
can't
necessarily
hire
people,
because
you
would
need
to
have
recurring
funds
to
do
that.
Could
you
speak
on
that
because
I
think
as
a
teacher
you
know
and
and
if
we
had
enough
teachers
or
assistants
that
could
come
in,
sometimes
the
more
instructional
staff
would
be
a
great
offset.
But
can
we
not
do
that
with
this
money?
Because
it's
only
one-time
money.
C
So
school
districts
definitely
can
pay
personal
costs
out
of
the
Esser
money.
That's
a
permissible
use,
you're
correct.
What
we
would
say
is
non-recurring
costs
are
the
ones
that
we
would
encourage
districts
to
focus
on
because
the
funds
will
expire,
and
so,
but
as
far
as
supplemental
Staffing,
to
support
those
learning
laws,
those
more
instructional
needs.
C
That's
perfectly
permissible
for
districts
to
use
those
funds.
We
just
don't
want
our
districts
to
really
get
into
a
predicament
where
they're
paying
for
their
recurring
cost
and
then
they
wake
up
and
the
funding's
not
there
and
then
they're
trying
to
manage
through
that.
So
but
but
even
as
we
talked
about
as
Karen
indicated
in
the
slides,
there
is
no
supplement
not
supplant
Provisions.
So
that
means
that
even
general
fund
obligations
that
you
had
you
could
use
federal
funds
to
pay
for
that.
So
you're
welcome.
C
Okay,
now
we're
gonna
go
to
another
big
topic
and
we've
had
a
lot
of
discussions
about
seek
lately.
So
it's
a
pleasure
to
be
able
to
kind
of
share
with
you
again
that
really
high
level
overview
of
seek
and
how
it
works.
I'm,
going
to
turn
it
over
to
Jay
Ritter
Che
works
as
our
director
in
the
division
of
District
Support
Services.
C
D
You
all
it's
good
to
be
here
again
today,
always
happy
to
come
over
and
talk
about
seek.
This
is
a
big
part
of
our
budget
and
to
keep
you
up
at
night.
I.
Don't
balance
my
checkbook,
but
I
take
care
of
this.
So
it's
a
joke,
but
I
want
to
go
through
all
these
steps
that
occur
to
get
our
districts
this
money.
D
This
is
part
of
a
bigger
formula,
there's
always
a
lot
of
conversations
in
the
non-budget
session
and
the
budget
session,
particularly
but
you'll
also
probably
hear
a
lot
from
your
local
school
districts
about
what's
going
on
in
their
districts,
with
their
population
of
students
with
unknown
expenditures
with
Esser
funding,
which
has
been
a
huge
impact
to
districts
as
well.
So
this
is
just
one
of
the
one
of
the
legs
of
funding.
If
you
will
so.
D
The
first
thing
is
a
little
bit
of
History
Kentucky
education,
Reform
Act
got
kicked
in
early
1990s
due
to
a
lawsuit,
Rose
V
Council
for
better
education,
I
know,
for
example,
I
think
I
saw
Eric
Kennedy
here
earlier
at
some
other
committee.
Eric
knows
quite
a
bit
about
it
in
the
history
of
that,
but
it's
an
interesting
case
that
set
our
state
off
in
a
you
know
very
different
direction,
as
part
of
that
seek
was
created
and
it
support
education
excellence
in
Kentucky.
D
D
That's
why
I
love
Karen
and
then
we
get
into
the
local
side,
which
obviously
everyone
in
this
room
you'll
get
that
nice
birthday
card
from
your
county
clerk
every
year
about
your
car
taxes
being
due.
That's
part
of
it
property
taxes
in
some
cases,
utility
taxes,
occupational
taxes
at
the
school
district
as
well,
we'll
go
through
that
at
KDE
at
the
department.
We
have
a
responsibility
over
about
50
Area,
Technical
centers,
as
well
as
ksb
and
D.
D
Those
are
in
our
KDE
budget
operating
budget
and
outside
of
that,
we
also
handle
what
they
call
on
behalf
payments
that
we're
paying
on
behalf
of
school
districts,
and
this
is
also
in
the
budget
bills.
I
just
want
to
skip
through
this,
but
very
important
part
of
this
equation.
Definitely
don't
want
to
be
dismissive.
Is
the
local
Revenue?
That's
a
huge
part
of
this
conversation
as
well.
It
provides
local
control.
Local
decision
making
school
boards
make
this
decision
every
single
year,
usually
about
late
summer.
D
You'll
start
hearing
more
and
more
about
this
as
property
assessments
and
tax
calculations
occur
and,
of
course,
you
get
your
property
tax
bills
right
around
Christmas.
Unfortunately,
I'm
going
to
jump
into
this,
this
will
give
you
a
little
context
about
how
much
is
Flowing
out
to
our
school
districts,
and
this
is
what's
reported
back
to
us.
D
It's
it's
kind
of
a
strange
thing
to
think
about,
but
you
know
we're
sending
it
out
and
they're
reporting
back
to
us
how
they
spin
it
and
when
you
look
at
federal
revenue.
Obviously
that's
a
much
larger
portion
of
fy21
seek
itself
it
sort
of
Ebbs
and
flows
and
seek
is
driven
a
lot
by
property
assessments
and
student
population.
D
This
includes
no
non-resident
pupils
in
its
aada.
That
aada
is
an
aggregate
average
daily
attendance.
That's
how
we
sort
of
keep
track
of
our
students.
There's
some
adjustments
to
that
for
low
attendance
stays
that
are
tossed
out
in
weather
days
unless
that
student
is
a
child
of
a
district
employee
or
there's
a
non-resident
policy
and
a
couple
sessions
ago,
maybe
I
think
two
sessions
ago
we
had
open
enrollment.
D
There
was
a
house
bill
that
passed
and
that
sort
of
changed
that
Dynamic,
but
there's
still
a
policy
in
each
district
on
how
they
accept
non-resident
students
and
how
many
they
can
accept,
because
space
and
these
schools
is
a
commodity.
So,
for
example,
if
I'm
a
Franklin
County
student
I
want
to
go
to
Frankfurt
independent
they'll
have
a
non-resident
policy.
That
said,
if
you've
got
space
for
me,
I'd
love
to
come
there
and
they
may
accept
that
student
and
that
student
becomes
part
of
their
aggregate
average
daily
attendance,
and
they
do
receive
funding.
D
For
that.
It's
important
to
note
too
A
lot
of
these
numbers
we're
looking
at
the
prior
year
data
and
we'll
get
into
kind
of
what
covid
caused,
but
that
prior
data
becomes
very
important
when
it
comes
to
funding
and
then
finally,
any
Secondary
School,
which
maintains
a
basketball
team
for
boys,
shall
maintain
the
same
program
for
girls.
It's
a
requirement.
D
So
one
of
the
one
of
the
numbers
you
hear
a
lot
about
and
I
I
think
going
back.
Every
Governor
I've
ever
worked
under
has
mentioned
this
in
their
state
of
the
Commonwealth
speech.
Is
the
per
pupil
amount
it's
very
important
and
it
shows
our
Direction
right
now
it's
at
4100
and
it's
next
year,
it'll
be
4,
200
and
depending
on,
of
course,
you
know.
Money
is
a
finite
resource
over
here.
D
Of
course,
if
we're
very
flush-
and
you
all
look
at
this
and
say
you
know-
we
could
afford
to
do
x
amount
for
the
next
biennium
or
you
know
we're
going
to
keep
it
flat
for
a
couple
years,
because
State
revenues
declined
or
whatever
the
situation
may
be.
There's
a
long
history
of
this
number
being
right
on
the
very
front
page
of
pretty
much
every
newspaper,
because
it's
simple
to
understand
per
pupil
amount.
However,
there's
a
lot
behind
that
number.
That's
a
little
more
complicated
than
that.
D
We'll
talk
about
that
some
more
in
just
a
second!
You
all
set
this
amount
in
the
biennial
budget
every
two
years.
So
just
to
give
you
an
idea
and
the
reason
that
number
becomes
very
important
is
the
add-ons
that
are
included
and
seek
for
free
lunch
students,
it's
15
of
that
per
pupil
number.
So
when
you
set
that
per
pupil
number
that
sort
of
moves
everything
else
you
know
Rising
tide
raises
all
boats,
that's
essentially
what
it
does.
D
So
you
get
into
an
exceptional
child
count
and
there's
a
bit
of
an
error
here
that
shouldn't
be
a
percentage.
Those
are
weights,
but
at
4
100
for
a
severe
Disabled
Student
that
generates
about
9
600
a
little
bit
over
that
for
that
school
district
as
time
goes
on.
If
you
keep
increasing
the
pre-approval,
excuse
me
per
pupil
amount.
Those
amounts
will
also
increase
accordingly
to
the
math.
D
Your
speech,
students,
for
example,
right
now-
are
almost
at
a
thousand
per
at
984
dollars.
So
if
we
go
to
next
year,
4200
and
I
can't
do
the
math
off
top
my
head,
but
it
should
get
pretty
close
to
that
thousand
dollar
Mark
Home
Hospital
students.
These
are
your
students
that
have
been
either
injured
or
too
ill
to
come
to
school.
D
That
you'll
notice
is
four
thousand,
which
is
always
100
dollars
less
than
the
per
pupil
amount,
and
then
your
limited
English
proficiency
students,
that's
just
9.6
percent,
and
that's
actually,
probably
the
most
recent
add-on
that
we've
had
in
seek
there's
not
been
a
lot
of
huge
changes
to
seek
over
the
years,
adding
the
LEP
students
I
believe,
was
around
2006,
or
so
so
it's
been
quite
a
while
ago,
so
important
here
to
notice
for
context
of
our
seek
budget,
and
we
always
get
into,
of
course,
with
Seth
and
Liz.
Here
in
the
room.
D
When
we
talk
budget,
we
get
into
the
weeds
quite
a
bit
in
our
conversations,
but
you'll
notice
to
the
far
right
those
columns
about
each
of
these
chunks
of
students,
these
groups
of
students,
a
part
of
our
budget,
you'll
notice,
exceptionals,
almost
half
a
billion
dollars.
So
if
you
go
back
a
couple
slides
and
see
that
total
about
half
a
billion
of
that
is
for
exceptional
and
about
230
million
are
for
our
free
lunch
students.
So
all
these
obviously
quite
add
up
eventually
that
reach
out
to
the
districts.
D
So
if
you're,
a
district
that
has
a
heavy
free
lunch
population,
you're
going
to
see
more
of
that
funding
than
said
district
has
a
smaller
free
lunch
population.
So
local
effort
is
something
that
I
think.
If
someone
cornered
me
and
said,
what's
one
of
the
most
important
components
to
seek
I
would
say,
local
effort
is
a
huge
factor
in
how
our
schools
are
funded
and
it's
as
simple
as
driving
around
looking
around
you
at
property
assessments.
D
We
all
know
there
are
districts
whose
property
is
valued
at
a
much
higher
sort
of
a
per
pupil
value
than
down
the
road.
Two
counties
away:
rural
property
is
typically
assessed,
less
than
say
a
house,
so
these
factors
go
into
this
formula
and
as
a
District's
property
assessment
increases
they're
going
to
what
we
call
like
pay
more
local
efforts,
so
it's
actually
deducted
from
their
funding.
D
So
we
do
all
this
math
and
it
looks
really
good
you're
going
to
get
10
million,
but
we
haven't
reduced
it
for
that
local
effort
which
may
take
1.5
million
out
of
that.
So
when
we
send
that
check
to
them,
we've
already
deducted
it,
we
don't
collect
it
from
them
or
anything
like
that.
But
it's
already
been
deducted.
D
So
when
you
look
at
this
from
a
little
bit
different
Viewpoint,
if
you're
in
a
district
whose
assessment
grows
five
percent
every
year,
you're
you're
basically
going
to
be
pulling
more
money
from
your
local
taxes,
because
that
assessment
has
climbed.
Alternatively,
if
you're
in
a
district
where
your
assessment's
either
gone
pretty
flat
or
it's
decreasing
in
some
cases,
your
that
that
local
part
is
going
to
be
smaller,
so
the
state's
part
is
going
to
be
a
little
bit
larger.
D
So,
if
you
think
of
as
kind
of
like
a
seesaw,
obviously
there's
the
the
choice
to
Levy
those
property
taxes,
the
amount
of
that
rate
is
up
to
a
local
school
board,
truly
local
control
every
year,
but
as
their
property
assessments,
increase
or
decrease.
Of
course,
lately
a
lot
of
them
have
increased
significantly.
The
conversation
that
local
boards
will
typically
have,
as
is
that
you
know
what
rate
do
we
need
to
do
locally
to
offset
our
local
effort
decrease
to
maybe
give
raises
to
teachers
or
to
buy
12
new
buses.
D
So
these
are
conversations
they
have
to
have.
Every
fall,
basically
as
part
of
their
budgeting,
as
part
is
obviously
this
is
that
one
chance
they
get
at
local
revenue
and
making
those
decisions,
and
one
thing
many
representatives
call
us
about-
are
these
nickels
the
districts
that
have
them
love
them?
The
districts
that
don't
have
them
probably
want
them,
but
this
is
just
an
additional
tax
dedicated
to
facilities.
D
So
each
of
our
districts,
County
and
independent,
are
each
their
own
independent,
taxing
authorities.
This
is
pretty
important
historically
going
way
back,
the
counties
were
more
involved.
They
can
tax
real
estate,
tangible
and
motor
vehicle
property.
Everybody
does
this
all
our
school
districts,
but
they
may-
and
that's
you
know-
that
permissive
Levy
taxes
on
utility
gross
receipts,
otherwise
known
as
utility
tax,
occupational
excise
aircraft
and
watercraft
and
the
watercraft
is-
are
the
boats
that
are
actually
registered
with
the
Coast
Guard.
These
are
the
large
boats,
typically
on
rivers
and
lakes,
Etc,
not
your
neighbors
pontoon.
D
So
this
gives
you
an
idea
of
of
our
districts.
A
large
portion
of
them
do
like
a
utility
tax,
so
this
goes
to
your
renters,
your
property
owners.
Basically,
if
you've
got
utilities,
I
believe
it
excludes
sewers,
I
think
it
hits
water
cell
phones,
obviously
electric
and
natural
gas.
There
you'll
see
on
your
bill
a
little
bit
of
a
tax
on
there.
If
you're
in
one
of
these
communities,
occupational
is
a
little
different.
We
only
have
about
eight
districts
that
Levy
occupational
tax.
D
Think
there's
a
little
bit
of
history
as
to
why,
because
of
the
way,
assessments
and
pvas
and
the
Department
of
Revenue
work,
but
it's
kind
of
a
split.
If
you
look
at
it,
it's
right
down
almost
right
down
the
middle
and
then
cable
service.
This
is
in
addition
to
your
utility
tax.
If
you
have
cable,
they
may
there's
a
little
bit
of
additional
tax
on
that
142
districts
out
of
the
157
or
excuse
me,
142
actually
Levy
that
so
when
we
go
and
look
at
our
state
as
a
whole.
D
We
have
this
huge
amount
of
money,
but
once
you
start
getting
deeper
and
deeper
into
the
kind
of
granular
level
of
each
district,
and
we
wanted
this-
the
slide
we've
used
for
quite
a
few
years
now
to
show
what
can
happen
with
two
different
students
in
two
different
districts
and
why
the
funding
is
a
little
different.
Each
category
of
student,
if
they're
free
lunch,
if
they're
exceptional,
if
they're
a
limited,
English
student,
makes
a
difference.
And
alternatively,
one
of
the
issues
is
like
local
effort.
D
If
I'm
in
Anchorage,
which
has
a
very
high
local
effort,
amount
they're
going
to
get
less
from
the
state
so
that
student
that's
attending
Anchorage
would
typically
get
less
than
say
a
student
in
Wolf
County
of
State
funding,
and
but
that
student
Anchorage
also
generates
a
lot
more
local
funding
than
a
student
in
Wolf
County
would
so
in
this
example,
you'll
see
in
red
that
difference
in
local
effort,
but
these
students
are
both
free
lunch.
One
is
a
speech
student,
so
that
generated
another
984
dollars
for
district.
D
A
tier
one
is
another
bucket
of
funding.
That's
tied
to
districts,
leving
enough
taxes
to
kind
of
hit
a
Target.
If
you
will
so
that
generated
a
little
bit
of
additional
money
and
then
local
taxes.
Well,
that
student
generates
a
lot
of
extra
State
money,
but
local
taxes
is
a
significant
difference
of
about
a
bit
over
five
thousand
dollars
at
a
per
pupil
level.
So
District,
B,
they're
bored
over
the
years,
has
really
aggressively
had
a
you
know.
D
Tax
policies
generated
a
lot
more
local
money
and
District
a
not
terrible,
but
it's
still
a
lot
less
than
District
B.
So,
there's
that
difference
of
that
population
of
per
pupil,
what
each
of
those
students
will
generate
locally
and
with
the
state
funding,
so
one
part
of
this
process
that
we
deal
with
every
year
as
a
matter
of
fact,
tomorrow
is
a
magic
date
for
us,
March
1st.
D
That's
when
we
are
statutory
required
to
be
finished
with
our
seat
calculations
for
that
fiscal
year,
and
when
we
get
to
that
point,
usually
a
little
bit
before
that
we
determine
if
there's
leftover,
funding
or
shortfall,
and
we
typically
when
we
work.
We
start
our
budget
processes.
Typically,
we
start
talking
to
the
state
budget
director's
office.
We
start
working
on
some
estimates
and
get
some
idea
of
what
the
populations
look
like
in
the
next
two
years.
Anything
that's
going
to
throw
us
off.
D
D
We
talked
about
for
facilities
and
all
these
little
parts
and
pieces
to
this
that
make
up
our
total
budget.
So
when
we
get
to
the
end
of
that,
our
goal
is
to
always
have
a
little
bit
left
over.
Obviously
we
don't
want
to
have
too
much
because
this
money
could
have
been
spent
at
Medicaid
at
Corrections.
It
could
be
used
to
build
a
road
somewhere.
There's
a
lot
of
places,
I'm
sure
it's
needed,
so
we
try
to
get
it
as
tight
as
possible,
but
we're
predicting
two
years
out.
D
The
challenge,
of
course,
is
is
that
if
we
can
get
a
little
bit
left
over,
our
school
districts
are
not
feeling
that
pinch
of
a
shortfall,
because
what
happens
when
we
don't
have
enough
money,
we
can't
write
a
check
without
those
funds
and
being
in
the
bank.
Karen
won't,
let
me
so.
The
districts
have
to
pay
their
full
share
of
that
shortfall
and
we
hate
it
more
than
anything,
because
they've
budgeted,
they've
hired
staff
and
these
Cuts
can
be
very
detrimental
to
their
operations
and
obviously,
which
is
educating
students.
D
So
historically,
we've
had
some
pretty
good
luck.
Give
proper
credit
to
the
governor's
budget.
Folks
that
work
with
us.
They
work
very
hard
to
get
these
numbers
incredibly
tight
and
accurate,
we're
usually
within
half
a
percent
of
our
budget.
We've
been,
you
know,
I
think
a
bit
blessed,
but
also
through
working
together
with
Seth
and
Liz,
as
well
as
the
governor's
budget.
Folks
too,
so,
like
I,
said
tomorrow
is
our
big
day
where
we
determine
the
shortfall.
D
We
know
what
it
is,
but
we're
still
kind
of
fine-tuning
a
few
dollars
here
and
there
there's
always
a
few
loose
ends
in
FY.
22.
Excuse
me
in
the
22
budget
Bill.
Rather
any
funds
shall
lapse
to
the
general
fund,
so
in
some
cases
shortfalls
they've
been
covered
through
other
Appropriations,
sometimes
they're
paid
for
the
next
fiscal
year
and
sir
plus
sometimes
is
transferred
to
Transportation.
Sometimes
it
lapses
to
the
general
Finance,
just
whatever
directions
in
that
budget
bill.
D
So
this
is
where
we
are
now
and
with,
as
we
talked
about
Esther
I'm,
always
reminded
in
March
of
2020
sitting
in
the
building
and
trying
to
figure
out.
How
do
we
do
this?
You
know
how
do
we
pay
seek
when
students
are
in
seats
and
they
can't
necessarily
take
attendance?
There
was
participation.
Of
course
we
all
remember,
you
know
everything
was
chaotic,
so
what
basically
happened
was
that
data
all
got
frozen
for
several
years
and
now
we're
in
sort
of
an
unthawing
phase.
Data
is
being
collected
at
the
school
district's
attendance
data.
D
What
we
call
butts
and
seats
basically-
and
you
know,
we're
starting
to
get
a
clearer
picture,
not
perfectly
clear
yet
of
what
our
bot
our
student
body
population
looks
like
and
within
probably
the
next
couple
months
as
we
get
to
the
end
of
the
school
year,
we're
going
to
start
seeing
a
much
clearer
picture
on
what
our
student
population
really
looks
like
how
many
free
lunch
you
know
we
just
now
got
data
on
exceptional
back
in
December,
so
all
this
becomes
sort
of
clear
for
our
next
budget,
so
for
20
through
23.
D
D
D
We've
worked
quite
a
bit
with
Seth
and
Liz
and
others
that
are
interested
in
us
in
trying
to
predict
what
24,
FY
24
looks
like
this
decrease
in
our
average
daily
attendance
has
us
concerned,
while
you're
you
know,
have
less
students
to
pay,
for
it
also
generates
that
thought
of.
Where
did
they
go?
And
you
know
natural
disaster
districts?
Of
course
we
had
our
tornadoes
in
Western
Kentucky
floods
in
Eastern
Kentucky
that
population
has
sort
of
you
know,
obviously
shifted
around
and
moved
where
they
needed
to
go
to
have
shelter
and
then
getting
them
back.
D
D
One
is
Warren
County,
for
example,
you
know
we
don't
have
as
many
districts
that
grow
as
we
used
to,
but
Bowling
Green
and
Warren
County,
for
example,
are
two
or
just
two
school
districts
in
one
area
that
grow
significantly
and
continue
to
grow
during
the
pandemic
property
assessments,
so
the
housing
market,
even
during
covid,
was
really
hot
and
in
some
areas
of
the
state
we
saw
20
25
increases
in
real
estate.
Our
average
used
to
be
probably
around
four
and
five
percent
so
to
see
that
it's
pretty
absurd,
but
it
really
impacts
those
districts.
D
So
that's
something
that
we
taught
to
districts
about
is
work
with
your
pvas
to
understand
what
your
local
property
assessments
look
like,
because
it
will
impact
your
funding,
of
course,
as
for
funds
coming
into
this,
you
know
it's
like
your
Uncle
Sam
comes
into
town
drops
this
money
and
their
of
course,
districts
have
had
as
Karen
and
Robin
went
through.
D
I've
got
a
plan
and
use
these
funds
for
learning
loss,
and
you
know
to
kind
of
get
us
back
on
track,
for
you
know
the
next
umpteen
years
or
so
so,
just
a
few
links,
if
you
never
need
them.
Of
course,
you
know
we
entertain
any
questions.
I
think
sorry
skipped
ahead.
There
Robin
and
I
can
answer
any
questions.
If
you
have
any
chair.
H
A
D
It
depends
on
the
district
and
if
it's
we
have
three
districts
right
now
that
are
held
harmless
because
of
very
high
property
assessments,
which
sort
of
pushed
them
into
a
different
Universe
than
everyone
else.
So
there's
a
provision
in
law
that
allows
us
to
throw
some
extra
money
their
way
because
of
that
high
property
assessments,
if
they're,
if
they
gain
students,
I
think
the
denominator.
I'm
not
sure
I'll
have
to
look
and
see,
and
if
you
want
to
tell
me
who
it
is
after
the
fact
I'll
be
glad
to
look
at
it
and
see.
Okay,.
H
Yeah,
thank
you
all
for
being
here.
I
I
I'm
wondering
if
you
can
speak
to
our
three
and
four-year-old
preschool
students
and
what
it
would
take
or
what
would
happen
if
they
became
part
of
seek
or
or
if
there's
other
alternatives,
to
guarantee
a
perputal
funding
base
at
that
age
group,
so
that
you
know
folks,
who
don't
know
it's
sort
of
a
block
grant
situation.
So
maybe
one
year
of
preschool
a
district
has
16
kids
in
their
class
and
then
the
next
year
there
were.
H
A
E
And
you're
right,
yeah
preschool,
is
one
block
of
money.
We
do
base
it
on
how
many
students
are
in
different
categories,
so
you
have
your
at-risk
students,
you
have
your
speech,
students,
you're
developmentally
delayed,
and
then
your
severe
students
So,
based
on
the
total
number
of
preschoolers
across
the
state
in
those
four
categories
that
determines
the
rate
so
typically
are
at
risk.
Our
speech
and
our
DD
students
are
all
they're,
not
weighted,
but
our
speech
or
I'm.
Sorry,
our
severe
students
are
weighted,
so
there's
a
little
bit
more
money
there
for
them.
E
C
So
so
to
the
second
portion
of
your
question,
you
know,
students
are
students,
are
students,
so
you
could,
you
could
have
them
added
to
seek
and
go
through
the
same
process
to
include
them
in
the
numbers
and
allocate
and
do
the
same
thing.
So
it's
it's
not
that
you
can't
do
that.
It's
just
historically
kind
of
been
kept
to
the
side,
and
then
you
know
there's
discussions
about
how
many
you
know
we
have
three
and
four-year-olds.
C
We
do
not
have
Universal
preschool,
so
it
really
boils
down
to
the
counts,
and
if
you
want
to
keep
the
same,
a
student
as
a
student
as
a
student
give
them
the
same
per
people
guarantee
as
you
would
K
through
12.
You
know
Kindergarten
now
used
to
be
funded
at
one
half
and
now
we
are
fully
funded
on
kindergarten,
so
that
you
know
that's
the
logical
next
discussion,
I
think
is
about
what
do
we
do
with
preschool.
F
Just
a
couple
statements
I
appreciate
your
honest
presentation
and
anyone
that
has
to
deal
with
seek
actually
not
a
lot
of
people
understand
C
I
spent
13
years
trying
to
understand
it
as
a
school
superintendent
and
understand
quite
a
bit
about
it,
but
there's
so
many
moving
parts
and
sync
and
I
think
you
all
have
dealt
with
those
over
the
last
couple
years,
more
than
more
than
you'd
like
in
our
attempt
to
help
school
districts.
F
Of
course,
we
filed
the
1819
where
we
were
going
to
base
attendance
on
that
and
there's
there's
been
a
lot
of
districts
that
it's
helped,
but
we
know
now
that
there's
several
districts
that
we've
harmed
by
doing
that
and
I
know
you
you'd
mentioned
Warren
County
in
particular
in
the
last
numbers,
I
I
were
privy
to
see
and
it
was
about
three
million
dollars.
So
I
know
that's
going
to
be
an
ongoing
discussion
when
the
exact
numbers
come
out,
but
I
just
want
to.
F
I
Thank
you,
madam
chair
I'd,
like
to
talk
a
little
bit
about
assessment
values
and,
as
we
see
demographic
changes
in
our
state,
we
have
areas
that
are
losing
population
are
more
economically
distressed
than
others.
We
have
areas
that
are
losing
property
assessments,
yes,
and,
and
then
we
have
areas
that
or
gaining
a
lot
of
property
assessment.
Could
you
speak
a
little
bit
to
how
that
fluctuation
impacts?
The
seek
formula?
I
know
you
alluded
to
it
and
are
you
concerned
if
we
continue
to
see
this
trend
without
making
some
adjustments
sure
so.
D
I
think
there's
two
ways
to
look
at:
one
is
an
aggregate
at
the
state
level
that
bottom
line
number
that
impacts
the
state
budget
is
hugely
important,
but
you
know
I
deal
with
every
school
district
from
you
know,
Fulton
to
Pikeville,
so
I
I
get
a
lot
of
calls
during
tax
season
about
our
assessment
did
X.
It
went
up
this
much
or
went
down.
What
does
that
mean
and
I?
Think
at
the
state
level?
You
know
we've
always
considered
assessment.
D
D
You
know
the
other
problem
on
that
side
is,
is
you're
growing,
so
fast
and
I'm
always
reminded
of
Shelby
County,
because
I
grew
up
next
door
to
there
when
I
was
a
kid,
it's
very
quiet
and
now
there's
a
lot
going
on
there,
a
lot
of
factories,
a
lot
of
housing,
a
lot
of
neighborhoods,
and
when
it's
closer
you
get
to
Jefferson
County,
you
start
to
see
more
and
more
houses,
so
they've
experienced
very
fast
growth,
but
with
that
comes
larger
local
effort,
which
is
reduced
out
of
the
formula,
and
we
often
will
get
calls
and
I
think
it's
out
of
frustration
that
gosh
we're
putting
in
a
lot
of
local
effort
here,
and
you
know
you
have
the
ability
to
set
your
taxes,
but
I.
D
Think
in
you
know
in
their
mind
too,
they
think
well
we're
putting
a
lot
more
than
our
neighbors
or
some
District
that
maybe
hasn't
grown
as
fast.
So
these
are
it's
a
tough
decision.
I
mean
it's
a
really
tough
conversation,
because
I
have
to
represent
all
my
districts,
some
of
which
their
assessments
have
declined
for
five
years
straight
it.
D
Of
course,
Scott
County
being
our
sort
of
one
in
the
middle
of
the
state
there
that
grew
extremely
fast,
and
then
you
know
it's
still
growing,
and
then
you
ask
yourself
well:
when
does
that
start
bleeding
out
to
other
neighboring
counties?
Does
it
impact
Harrison?
You
know
Eastern
Franklin,
County
and
things
like
that,
because
maybe
someone
wants
to
build
a
neighborhood
right
on
the
edge
of
Scott
County,
so
I
think
there's
a
lot
to
be
said
about
understanding
each
District's
perspective
and
their
kind
of
pain
points
with
that
too.