►
From YouTube: Delayed - Senate Standing Committee on Education 2/11/21
Description
This meeting was pushed back from it's original time.
A
The
senate
standing
committee
on
education
honored
to
have
everyone
here
today
in
a
delayed
time
frame,
given
the
circumstances
of
the
weather,
but
thank
you
all
for
being
here
and
being
present.
I
do
call
this
meeting
to
order
meeting
procedures
we
can
be
present
in
the
room
or
also
on
zoom
for
those
that
are
participating
if
you're
from
remotely
from
your
homes
or
from
your
annex
office.
A
Please
do
so
when
taking
roll
for
members
that
are
participating
remotely,
please
make
sure
your
microphones
are
muted
until
you're
asked
to
speak
and
after
responding
to
the
roll
call.
Please
return
your
microphone
to
the
mute
position.
If
you
have
a
question
or
comment
during
the
meeting,
please
indicate
that
in
the
meeting
chat
function
chris,
if
you
would
please
call
the
roll.
A
President-
and
we
do
have
some
members
that
are
coming
in,
I
see
senator
danny
carroll
is
making
his
way
in
as
well.
So
we
do
have
a
quorum
members.
If
you
would,
please
put
your
phones
on
vibrate
or
silence
as
we
conduct
the
meeting
in
the
first
meeting.
Excuse
me,
the
first
bill
for
consideration
is
senate
bill
115
an
act
relating
to
early
literacy
education
making
appropriation.
Therefore,
the
sponsor
center
steve
west
and
joining
him
at
the
table
is
representative
tipton.
Gentlemen.
Welcome.
Please
introduce
yourselves
for
the
record.
A
D
Mr
chairman,
I
really
appreciate
the
opportunity
to
present
senate
bill
115
today.
With
with
us,
we
have
a
dream
team
of
education
professionals.
We've
got
commissioner
glass,
we've
got
mickey
ray
with
kde,
we've
got
amanda
ellis
with
cpe
and
dr
aaron
thompson,
head
of
cpe
representative
tipton,
joe
burks.
D
A
A
A
D
Thank
you,
mr
chairman.
Yes,
we
this.
The
genesis
of
this
bill
was
an
sreb
conference
that
I
attended
along
with
representative
tipton
and
many
people
on
this
committee,
and
we
listened
to
a
really
good
presentations
on
early
literacy
and
the
effects
of
focusing
our
efforts
on
early
literacy
in
grades,
one
through
three,
and
so
that's
what
this
bill
does.
We
came
back
from
that
sreb
conference
and
first
thing
we
want
to
do
is
find
out
what
we
are
currently
doing.
So
we
saw
we
had
the
read
to
achieve
program.
D
The
read
to
achieve
program
is
a
great
program,
really
good
professionals
doing
great
work,
but
we
felt
that
the
problem
with
with
read
to
achieve
was
there
wasn't
enough
of
those
teachers
and
it
wasn't
across
the
state,
and
so
we've
been
working
on
this
initiative
together
for
about
three
years
a
lot
of
what,
along
with
kde
and
cpe
and
others,
and
it's
important
to
point
out.
We
also
worked
closely
with
the
pritchard
committee
over
the
interim
representative.
Tipton
myself
did
as
well
a
lot
of
what
is
in
here
comes
from
a
plan.
D
That's
been
implemented
in
mississippi.
They
they've
done
this
planned
similar
to
this.
It's
been
in
practice
for
about
seven
years
with
tremendous
results,
and
I'm
just
going
to
skip
down
through
here
to
save
time,
but
but
really
the
reason.
The
main
reason
for
this
is
out
of
kentucky's
693
elementary
schools.
D
139
are
considered
novice
of
those
schools.
Only
47
receive
rta
grants,
so
92
of
the
lowest
performing
schools
that
need
the
help
the
most
cannot
receive
that
help.
They
receive
zero
support
in
this
area
of
early
literacy
and
intervention.
It's
important
to
point
out
that
interventions
in
kentucky
are
mandated
under
under
krs.
We
mandate
as
a
public
policy
that,
if
a
child
is
is
behind
in
reading,
needs,
reading
help
that
these
interventions
are
mandated
by
the
state
through
statute.
D
D
Those
are
2019
statistics,
so
I'm
very
scared
to
see
what
once
we
come
out
with
the
2020
numbers,
I'm
pretty
sure
that'll
be
a
much
lower
number.
It's
also
important
to
point
out.
This
may
not
be
known
to
the
rt
rta,
community
or
others,
but
through
budget
process.
I
have
personally
requested
an
additional
1.5
million
dollars
to
flow
into
this
area
in
in
the
calendar
year,
so
over
the
the
biennium.
Eventually,
that
would
be
a
three
million
dollar
increase
specifically
for
this
area.
D
E
Thank
you,
senator
west
chairman
wise
members
committee,
it's
good
to
be
before
you
today.
This
is
an
issue
that
almost
will
be
quite
frank.
I'm
ver
I'm
very
passionate
about
about
two
and
a
half.
Three
years
ago,
I've
been
here
in
the
general
assembly
for
a
while.
I've
been
involved
in
some
education
meetings,
some
education
issues
and-
and
I
asked
myself
this
question:
what
can
we
do
to
raise
the
bar?
E
What
can
we
do
to
move
the
needle
in
a
positive
direction
for
the
benefit
of
our
children
in
kentucky?
We've
got
all
kinds
of
programs
out
here,
but
the
one
that
this
issue
came
came
to
me,
that
is,
the
ability
of
our
children
to
read
proficiently
at
grade
level
by
the
time
they
enter.
Fourth
grade.
E
E
There
is
a
correlation
between
this
proficiency
at
the
fourth
grade
level,
high
school,
graduation,
there's
even
a
correlation
to
an
increase
in
incarceration,
and
these
are
all
disturbing
numbers,
so
I
reached
out
to
a
president
of
sreb
at
that
time.
Former
commissioner,
a
stephen
pruitt
here
in
kentucky
put
me
in
contact
with
his
early
literacy
analyst
policy
analyst.
E
In
the
summer
of
2019,
we
at
sreb
actually
hosted
a
round
table
at
kde.
We
had
a
lot
of
good
professionals
in
we
came
back
here
in
20,
senator
weston,
half
legislation.
We
did
have
an
information
only
meeting
in
the
covet
shorten
session.
Last
year.
Over
over
this
summer,
we
have
worked
with
the
pritchard
committee.
They
hosted
a
task
force.
We
brought
in
university
professors
in
higher
education
in
education.
We
brought
in
elementary
principles.
We
had.
We
had
experts
from
all
over
just
trying
to
identify
what
can
we
do,
and
this
is
a
multi-tiered
approach.
E
Part
of
this
legislation
deals
with
improvement
at
the
higher
education
level
in
the
pre-service
training,
but
also
with
the
coaching
model
and
the
professional
development
part
of
it,
so
that
that's
kind
of
I
know
you
all
may
have
questions.
Mr
chairman,
the
house
does
gavel
in
at
two
o'clock,
so
I
may
have
to
slip
out
of
here
in
a
minute,
but
I
certainly
appreciate
the
opportunity
to
come
forward
and
testify
this
morning.
A
F
You
so
much
much
mr
chair
and
members
of
the
committee.
I
appreciate
the
opportunity
to
speak
on
this
legislation
and
I'll
work.
To
be
brief.
First
I'd
like
to
thank
senator
west
and
representative
tipton
and
and
your
staff
for
working
with
kde
in
the
development
of
this
legislation.
The
engagement
that
senator
west
and
representative
tipton
did
with
our
shareholders
across
the
state,
is
really
an
exemplary
way
to
go
about
gathering
input
in
the
construction
of
legislation,
and
I
want
to
commend
them
for
that.
F
Early
literacy
is
a
foundational
element
for
education
in
our
commonwealth
and
something
that
we
all
have
an
interest
in
supporting,
and
I
want
to
acknowledge
the
existing
read
to
achieve
program.
That's
been
popular
and
it's
had
success
in
some
communities
and
if
we
want
to
achieve
our
goal
of
lifting
literacy
results
across
kentucky,
then
we're
going
to
need
a
different
model
going
forward.
While
there
are
certainly
positives
with
this
existing
program
in
any
shift
to
an
existing
program
has
its
challenges.
We
shouldn't
expect
our
results
to
change.
If
we're
also
unwilling
to
change.
F
This
bill
aligns
with
the
recommendations
of
the
pritchard
task
force
that
met
over
this
past
year
past
year,
that
brought
together
a
blue
ribbon
group
to
support
the
creation
of
the
legislation.
It
also
reaches
more
children,
engages
more
families
and
ensures
greater
equity
than
our
present
system.
It
includes
regular
communication
with
parents
of
students
in
grades
k
three
identifies
as
needing
accelerated
progress
in
reading.
It
includes
a
read
at
home
resources
and
regular,
regular
written
quarterly
progress
reports
containing
the
information
in
a
student's
reading
improvement
plan.
F
It
includes
statewide,
professional
development
learning
supports
to
all
of
our
k-3
reading
teachers
with
proven
instructional
and
intervention
strategies.
It
includes
state
literacy,
coaches
to
provide
job
embedded
training
and
supports
for
our
teachers,
schools
and
districts,
and
finally,
it
aligns
with
our
education
preparation
programs
at
the
college
level,
with
what
the
best
available
science
on
reading
instruction
indicates.
F
Our
teachers
need
to
prepare
students
to
read
at
a
proficient
level
by
grade
three,
we
support
sb
115
because
it
reconfigures
the
reading
instruction
model
in
the
commonwealth
to
give
our
teachers
the
support
they
need
to
help
with
to
help
their
students
and
it's
bench
benchmarks
against
systems.
We
have
seen
be
successful
in
other
states.
I'm
so
grateful
for
your
time
and
attention
on
this
issue.
Mickey
ray
from
the
department
is
here
available
to
answer
any
questions
you
may
have
thanks
so
much
for
the
chance
to
be
with
you.
G
Thank
you,
mr
chairman,
and
I
want
to
commend
you,
gentlemen,
for
this
bill.
I
know
that
both
of
you
have
worked
equally
hard
on
this,
and
I've
been
a
member
of
sreb
for
going
out
11
years,
it's
one
of
the
best
organizations
non-partisan
non-political
and
they
have
a
great
leader
at
the
head
right
now,
and
so
I
just
want
to
commend
you
on
this.
G
D
H
Mr
chair,
mr
chair,
with
your
indulgence,
I
have
two
questions
like
that:
senator
west
one
is
the
easy
one.
One
is
a
hard
one.
Please
proceed.
Thank
you
the
easy
one.
First,
senator
west,
as
you
know,
I
read
senate
bill
115
right
after
we
finished
the
first
half
of
this,
the
first
part
of
the
session,
because
I
tried
to
call
your
office.
Yes,
we
couldn't
connect.
H
D
I'll
I'll
jump
in
and
representative
tipton
or
this
is
where
amanda
ellis
can
give
the
exact
position
of
those
changes
probably,
but
there
were
two
sets
of
changes
we
had
and
honestly
part
of
this
was
a
mistake.
So
we
had
requested
the
bill
from
committee
to
be
filed
on
the
floor.
There
was
some
confusion
and,
and
they
had
sent,
I
meant
for
them
to
send
the
committee
substitute
from
the
interim
session,
but
they
sent
the
bill
previous
to
that,
and
so
that's
what
was
filed.
D
D
Amanda
ellis,
can
probably
tell
you
exactly
what
those
are
and
then
the
second
set
of
changes
were
a
couple
of
technical
changes.
Education
committee
felt
there
were
a
couple
areas
where
the
language
would
flow
better.
We
agreed
and
put
those
changes
in
that
was
last
week.
Those
were
just
two
small
areas,
but
if
amanda,
if
you
could
just
key
in
on
that
for
us,
I
would
appreciate
it.
C
Absolutely
so
you
were
spot
on
the
only
other.
Additional
recommendation
from
the
pritchard
committee
was
the
really
the
accountability
piece
as
far
as
asking
for
reports
to
be
shared
with
the
interim
joint
on
the
implementation
of
the
professional
learning
and
with
the
help
of
the
literacy
coaches,
to
ensure
that
there
was
implementation
happening
and
there
was
impact.
C
So
again,
it
was
just
two
pieces
of
reporting
that
were
added
in
because
many
of
the
same
recommendations
that
came
from
the
task
force
full
of
practitioners
actually
were
already
in
the
build
that
we
were
able
to
point
out
in
the
former
bill
for
them
to
support
mickey.
Is
there
any
additional
pieces
that
I'm
missing
out
on?
I
think
those
are
the
two
main
pieces
that
were
added.
I
J
I
H
Thank
you
all
sergeant,
thomas.
My
second
question,
as
I
said,
senator
was,
is
much
harder
and
let
me
begin
by
saying
I've
been
thinking
a
lot
about
the
great
debate
we
had
just
a
couple
of
days
ago
on
senate
bill
120..
I
thought
that's
one
of
the
best
in
my
short
eight
years
here.
That's
one
of
the
best
debates
we've
ever
had
on
the
senate
floor
because
we
talked
a
lot
about
poverty
and-
and
I
do
think
we
don't
give
enough
tension
as
a
senate
body
to
dealing
with
poverty.
H
We've
got
a
lot
of
poverty
here
in
this
state.
Yes,
as
president
stivers
says
he
comes
from
one
of
the
poorest
districts
in
the
entire
nation.
Okay,
so
we've
really
got
to
get
our
hands
around
poverty
and
move
kentucky
out
of
poverty
and,
as
you
know,
I
have
said
a
lot
that
one
that,
if
we're
serious
about
eliminating
achievement
gaps
and
about
dealing
with
poverty
in
this
in
this
state,
and
I'm
going
to
continue
to
say
that
as
long
as
I
hold
this
office
is
that
we've
got
to
start
having
early
child
education.
H
I'm
a
a
big
advocate
for
that
and
I'm
going
to
support
your
bill.
Let
me
be
clear:
I'm
going
to
support
this
bill,
I
like
it
okay,
but
what
this
bill
does
it
deals
with?
It
attracts
problem
readers
in
the
first
grade
and
I've
been
to
read
to
chief
pro
I've
told
you
I've
been,
I
go.
I
go
to
at
least
one
every
year
in
fayette
county
and
they
they
do
a
tremendous
job,
but
but
we're
trying
to
correct
reading
problems
in
first
grade
rather
than
dealing
with
them.
H
We
got
to
do
that,
but
I
I
think
that
ultimately,
you
and
representative
tipton
and
and
the
entire
senate
body
have
to
come
to
grips
with
the
fact
that
we've
got
to
find
a
way
to
allocate
money
to
early
child
education.
I
just
if
we're
serious
about
poverty
received
by
limited
achievement
gap.
We
just
have
to
do
that
as
a
state.
D
D
I
think
if
we
across
the
board
implemented
early
childhood
in
kentucky,
I
think
the
price
tag
on
that
is
200
million,
so
I'm
attempting
to
use
limited
resources
and
put
them
in
the
place
where
we
can
get
the
most
return
on
investment
at
this
time.
So
it's
I
understand
your
concerns.
I
agree
with
many
of
your
concerns.
It
starts
early,
but
we
have
these
kids
they're.
D
Already
there
they're
already
in
school
and
and
by
law,
we
have
a
responsibility
to
intervene
and
to
bring
them
up
to
at
least
novice,
or
at
least
I'm
sorry,
at
least
on
level.
So
once
again,
I
thank
you
for
your
support,
and
but
this
this
just
deals
with
this
segment
of
education,
which
you're
talking
about
is
early
childhood.
D
J
J
So
I
and
I'm
gonna,
say
this
about
something
senator
thomas
said:
I
don't
disagree
with
the
fact
that
you
need
early
childhood
education
that
maybe
we
may
disagree
on
when
you
need
to
start
early
childhood
education
back
to
my
main
question.
How
does
this
go
into
the
read
to
achieve
program?
Or
does
it
all
or
does
it
basically
obviate
the
need
for.
D
It
it
it
does,
it
affects
it
and
amanda
and
mickey
can
jump
in
after
I'm
done
right
now
under
rta
grants.
The
way
that
works
is
if
you
apply
for
a
grant
if
you're
a
district
and
you
apply,
and
you
get
the
grant
it's
forty
eight
thousand
dollars
to
that
school.
That's
what
rta
is
so
it's
up
to
the
school
to
provide
the
additional
funding
from
some
source
to
keep
that
rta
teacher
employed.
D
So
if
you're,
if
you're
lucky
enough
to
be
one
of
the
few
districts
that
has
an
rta
teacher
you're
in
great
shape-
and
you
don't
want
to
lose
your
rta
teacher
but
but
really
where,
where
rta
is
most
needed,
those
districts
are
not.
They
do
not
have
the
funds
and
resources
available
to
have
the
rta
teachers
there.
What
would
happen
is
this.
D
This
would
supplant
the
rta
program
and
move
that
money
into
the
coaching
model,
so
there
would
be
coaches
set
up
through
kde
who
would
coach
the
entire
group
of
elementary
school
teachers
in
that
school.
They
would
start
with
professional
development,
which
is
our
schools
are
asking
for
new
professional
development,
and
then
they
would
come
alongside
and
coach
all
those
teachers
in
person
with
one-on-one
instruction
with
the
kids,
the
rt
now
the
district
out
of
their
own
volition.
D
D
The
rta,
a
teachers
are
probably
the
best
some
of
the
best
teachers
in
the
school
itself,
so
any
good
principal
is
probably
not
going
to
want
to
let
go
of
the
rta
teachers.
Also,
those
rta
teachers
are
going
to
be
perfect
for
coaches
in
this
space.
So
we're
not
only.
We
don't
want
to
do
away
with
the
idea
of
rta.
We
want
to
expand
the
idea
of
rta
and
just
just
make
sure
that
that
every
kid
in
the
commonwealth
has
the
opportunity
for
intervention
follow
up.
J
K
K
I
never
forget,
oh
you
know
I
I
central
west
has
you
know.
We've
talked
a
lot
about
this,
be
on
this
great
bill
and
as
much
needed
in
kentucky
I've.
I've
been
invited
year
after
year
and
have
visited
many
times
to
to
some
of
my
local
schools
to
to
observe
the
rta
program,
read
to
a
tree
program
and
and
the
enthusiasm,
enthusiasm
and
and
quality
of
the
teachers
that
are
running.
K
But
that
said
you
know,
one
of
my
concerns
is:
is
the
the
rta
program
itself
and
and
those
teachers
to
make
sure
that
that
you
know
they
are,
like?
You
said,
they're
very
important
to
this
program
being
successful.
So
I
just
want
to
make
sure
that
that
they're
not
forgotten
in
this
in
this
bill
and
that
we
that
we
integrate
them.
You
know
in
the
best
way
possible
and
so
that
that
that
that's
my
main
concern
I
I
know
the
program
at
work,
I'm
glad
to
hear
that
we're
that
you've
requested
the
money.
K
So
I
just
wanted
to
say
that,
and-
and
you
can
tell
you
know
you
sensor
stivers-
you
know
hit
right
on
what
I
was
going
to
ask
about.
You
know
how
rta
would
fit
in
there,
and
so
you
can.
You
can
tell
me
again
a
very,
very
short
answer
that
these
these
current
read
to
achieve
teachers
and
current
read
to
achieve
programs
will
be
integrated
and
and
won't
be
eliminated.
D
I
agree
with
with
what
you're
saying
100
percent
I'm
going
to
let
amanda
chime
or
mandela's
chime
in
a
little
bit
on
this
topic,
she's,
specifically
a
technical
expert
on
this
area.
They
will
have
the
they
will
have
the
ability
to
have
a
job
if
they
want
one.
You
know
if
there
will
be,
I'm
sure
there'll
be
some
type
of
space
for
them
somewhere.
C
C
Putting
that
as
a
priority
of
interventions
being
absolutely
necessary
and
everything
you're
saying
is
correct,
and
what
we've
seen
as
dr
glass
spoke
about
is
that
we
have
not
maintained
as
well
in
direct
tier
one
instruction
in
that
ongoing
professional
learning
and
so
interventionists
are
absolutely
necessary,
and
for
those
of
you
who
have
experienced
whether
they
are
rta
funded
or
they
are
locally
funded.
Interventions
are
simply
amazing
at
what
they
do
and
are
true
experts
in
literacy.
C
So
to
senator
webb's
point
I
I
have
no
doubt
that
the
school
would
retain
their
interventionist,
especially
those
who
are
highly
effective
and
they
really
help
those
who
need
additional
support,
in
addition
to
the
tier
one
instruction.
But
we
definitely
don't
want
the
interventionists
to
be
seen
as
the
miracle
worker.
It
really
takes
both
that
data
daily
instruction
and
then
as
needed.
The
interventions,
and
so
the
interventionists
would
definitely
be
of
great
value.
C
To
the
schools,
as
as
many
of
you
all
have
referenced,
but
also
really
because
of
their
expertise,
prime
candidates
for
the
coaches-
and
I
know
one
of
the
concerns
from
the
rta
pop
or
rta
folks
that
provided
feedback
was
a
concern
that
these
coaches
would
come
in
and
replace
the
folks
and
really
that
would
be
crazy,
not
to
use
excellence
within
those
communities,
those
school
communities.
You
know
our
our
at
best
assets
are
already
in
this
state.
C
It's
just
how
we
use
them
to
be
more
equitable,
to
really
reach
out
and
build
capacity
of
all
of
our
teachers.
You
know,
I
think
you
know
rta
was
in
my
school
when
I
was
the
elementary
principal
and
we
had
excellent
results,
but
it
serves
such
a
small
population
of
students,
it's
hard
to
see
the
impact
statewide
and
so
to
be
able
to
expand
this
and
really
share
the
wealth
and
build
the
capacity
of
teachers
through
the
expertise
of
our
local
interventionists,
who
may
already
quite
honestly,
some
serve
as
coaches
in
their
building.
C
I
will
only
enhance
it
for
other
students,
and
you
know
our
our
students
just
can't
wait
and-
and
it
really
we're
even
targeting
kindergarten
through
third
grade
to
so
to
your
point.
You
know
that
was
made
about
early
childhood
and
you
know
we're
going
as
far
down
as
we
can
and
definitely
early
childhood.
C
It
absolutely
makes
a
difference,
but
if
we
haven't
prepared
well
in
early
childhood
preschool-
and
we
don't
have
them
well
prepared
in
our
primary
program
and
don't
maintain
and
can
and
have
that
consistent
high
quality
instruction,
it
is
still
going
to
be
a
barrier
for
so
many
of
our
students,
especially
impacting
low-income
and
minority
students,
which
we
desperately
need
to
improve,
and
this
was
all
pre-covered,
and
so
that's
absolutely
the
goal.
I
think
there
is
more
than
enough
need
for
the
interventionist,
especially
as
we
come
out
of
of
a
pandemic.
C
C
Actually,
we
enhanced
the
language
around
the
intervention
to
make
sure
that
it
really
included
parent
support
early
on
and
it
was
clear
on
the
use
of
screeners
and
what
the
expectation
was,
because
the
language
before
was
good,
but
it
was
a
little
vague
so
based
on
the
feedback
that
we
had
received
from
the
task
force
and
even
from
the
round
group
that
we
had
had
in
2019
that
language
was
changed
because
of
current
practitioners.
So
I
hope
that
answers
the
question
but
they're
absolutely
valued
and
necessary.
D
I
Thank
you,
mr
chairman.
I
have
a
couple
of
questions
if
I
could
blow
through
them
here
quickly.
First
of
all
mentioned
the
results.
As
far
as
you
know
how
these
students
are,
we
doing
it
just
through
the
assessment,
or
are
we
doing
it
through
the
data
from
the
general
assembly
report
or
like
how
are
we
landing
on
what
what
we've
come
to.
D
I
D
I
Let
me
add
something
else:
mississippi
was
on
my
mind,
so
we
heard
you
know
they
went.
We
know
them
as
last
they're
like
third
in
the
nation,
the
seventh
in
the
nation
that
kind
of
stuff.
So
I'm
wondering
has
the
assessment
changed
since
that
program
has
changed
or
is
this
the
same
old
assessment
they've
always
been
doing
or
that
she's
not
in
her
head?
So
let
her
talk.
D
C
Yeah
so
and
I'll
answer
really
briefly,
there's
a
couple
things,
so
they
actually
enhanced
and
raised
the
rigor
of
their
state
standards
and
made
their
state
assessment
more
rigorous,
but
what
they
also
did
when
you
speak
to
their
commissioner,
is
that
that's
why
they
also
compared
it
to
nape,
because
nape
is
the
national
exam
that
can
be
compared.
So
even
what
they
were
doing
is
they
realized
that
even
their
state
standards
were
lower
than
the
expectation
rigor
of
nape,
so
they
raised
their
standards,
so
it
actually
increased
rigor.
C
C
D
I
I'll
in
the
interest
of
time,
I'll
cut
out
my
other
questions,
the
programming
in
mississippi
or
elsewhere,
and
maybe
what
we're
looking
at
here
are
we
looking
at
it?
Is
it
all
going
to
be
publicly
funded
or
are
there
other
private
outfits
that
are
engaging
in
this
space,
such
as
like
the
gates,
foundation
or
others.
D
I
know
of
no
private.
This
is
just
this
is
public.
I
know
of
no
private
intervention
here,
the
only
possible
place
where
you
could
have
private
intervention.
Is
we
envision
this?
You
know,
working
with
post-secondary
kde
becomes
the
repository
of
all
these
new
methods
in
in
teaching
reading
and
they
pass
those
along
through
professional
development.
Now
I'm
sure
they'll
take
advantage
of
private
foundations
and
private
teaching
in
that
area,
but
other
than
that
there
are
no
private
funds.
G
Carroll,
thank
you,
mr
chairman,
and
I'm
going
to
go
through
this
quickly
spent
about
a
half
hour
this
morning
on
the
phone
with
ritu.
The
chief
teacher,
mr
dina
lewis,
in
lone
oak,
did
not
expect
her
to
be
in
support
of
this,
but
she
was
absolutely
in
support
of
it,
but
the
only
concern
she
had
about
the
whole
bill
had
to
do
with
coaching
and
concerns
about
the
relationship
between
a
master's
level,
teacher
teaching,
a
master's
level
teacher
and
the
relationship
issues
with
that
whether
it
would
be
received.
G
So
I
have
a
question
about
that.
She
also
described
to
me
that
the
program
that
she
went
through
through
ohio
university
was
a
two-year
training
program.
How
how
are
we
going
to
accomplish
what
we
need
to
do
in
a
shorter
amount
of
time,
and
is
there
a
certification
process
that
can
be
achieved
in
in
a
shorter
course.
D
D
Obviously
I
think
that's
less
of
a
problem
when
you
have
a
master's,
educated,
coach
teaching,
entry
level
elementary
age
teachers.
I
think
it's
perfect
there,
but
I
can
understand
where
she's
coming
from
not
saying
there's
not
going
to
be
issues
but
amanda.
If
you
could
describe
where
do
we
go
from
here
once
this
is
implemented?
D
C
Yeah,
so
it's
a
great
question,
one
of
the
things
as
kind
of
going
back
to
speaking
about
finding
the
the
resources
within
our
own
state
and
using
our
interventionists
within
the
community.
Those
who
may
be
interested
in
coaching
is
kind
of
the
approach
honestly
that
mississippi
took
a
lot
of
their
coaches,
are
literacy,
interventionists
or
specialists,
but
what
they
do
provide
is
intentional
training
and
support
for
the
coaches
for
adult
learners.
It's
very
different
to
your
point,
senator
carroll,
about
helping
students
versus
helping
other
professionals,
especially
in
different
in
different
settings.
C
So
that
is
something
that
is
built
into
the
the
plan
around
the
coaching
that
was
our
initial
plan
was
that
there
is
intentional
training
around
that
there
has
to
be
not
just
literacy
expertise,
but
really
an
understanding
of
how
to
interact
with
adults,
how
to
help
teach
and
coach
that
is
a
skill
set
that
is
taught,
and
so
that's
something
that
would
be
a
part
of
their
training
and
hopefully
that
these
are
not
people
coming
out
from
random
places.
These
are
people
within
that
are
interested
in
that
role.
C
That
may
already
have
a
credential
in
that
the
professional
learning
would
be
a
series
if
we
modeled
it
very
similar
to
mississippi
it
would
be
a
series
of
professional
learning
that
hit
on
the
foundational
pieces
of
literacy,
and
so
that
is
something
that
is
ongoing.
That
is
a
hybrid
approach
and
it's
specifically
after
post
covet.
C
Hopefully
we'll
have
more
flexibility,
but
with
that
that
would
be
offered
at
different
levels
of
understanding
as
they
go
through
the
different
training
opportunities
or
learning
opportunities,
where
that
coach
would
be
able
to
enhance
the
implementation
piece,
so
they
would
absolutely
have
to
be
prepared
and
to
senator
west's
point,
it's
not
perfect
by
any
means,
but
it
is
definitely
on
the
on
the
job
embedded
into
what
they
do
daily.
So
it's
one
thing
to
be:
to
learn
something
new.
C
G
Absolutely
and
I've
also
had
the
opportunity
to
visit,
read
to
achieve
programs
totally
impressed.
This
is
a
great
bill
in
in
from
the
early
childhood
education
perspective
that
senator
thomas
spoke
about
as
executive
director
of
a
center.
My
plan
is
to
use
my
preschool
partnership
grant
relationships
and
when
some
of
those
teachers
get
this
training,
that's
where
I'm
going
to
go
to
get
some
training
for
my
teachers.
So
I
think
there
are
avenues
there
set
up
already
for
early
childhood
that
we
can
take
advantage
of
not
near
enough.
G
Don't
get
me
wrong,
but
I'm
excited
about
it.
We
focus
on
reading
at
our
center
and
I
think
this
will
give
our
teachers
another
tool
to
be
successful
and
when
our
kids
get
to
to
to
kindergarten
they're
going
to
be
ready-
and
I'm
excited.
Thank
you
all
for
your
work
on
this.
Thank
you.
You
have
sold
me
on
this.
L
Thank
you,
miss
chair,
and
I
mean
I'm
still
confused
by
this
central
west
and
not
speaking
against
the
bill.
I
understand
what
you're
trying
to
accomplish,
but
you
know
we
have
a
program
rta,
which
obviously
is
up
here
in
terms
of
their
accomplishments
and
reading
proficiency
for
the
students,
but
we
have
the
rest
of
state
right
here.
Those
are
in
the
district.
L
D
We
that
is
not
the
objective
of
this
this
bill
to
your
to
your
initial
point
to
it
is
about
funding
there.
You
know
to
to
have
you
know
we're
reaching
about
10
000
kids.
With
the
current
rta
program,
we
have
200
000
kids
in
that
space.
So
all
you
got
to
do
is
some
quick
math.
If
you
want
to
reach
the
entire
state,
just
multiply
our
current
funding
by
by
20,
I
guess,
and
to
get
to
that
level.
M
D
We're
we're
attempting
to
be
efficient,
get
a
really
good
return
on
investment
and
really
really
and
clone
these
rta
teachers.
You
know
we're
we're
trying
to
clone
what
we're
already
having
success
with
and
spread
it
across
the
state,
especially
I
know
joe
broke
burks-
is
here
but
jefferson,
county
public
school.
It's
amazing
and
maybe
amanda
can
tell
us
exactly.
L
M
L
A
A
K
Explain
my
vote.
Please
proceed.
Thank
you,
mr
chairman,
and
and
thank
you
sister
west.
I
vote
I,
but
I
do
have
some
concerns.
I
I
want
to
know
exactly
how
the
rta
program
you
know
the
existing
program.
I'd
love
to
see
us
work
out
a
way
where
they
can
remain
because
they
have
done
great
work
and
I
think,
going
forward.
K
L
Spent
my
vote,
mr
chair.
Please
proceed
much
like
senator
higdon.
These
folks
have
done
a
great
job
within
my
district,
and
you
know
I
think
they'd
be
commended
for
that.
But
these
are
some
of
the
poorest
counties
that
we
have
in
our
state
and
I
just
need
some
further
dialogue
with
you.
I
want
to
see
the
process
move
along.
We
need
to
do
this
for
our
kids
and
it's
just
encouraging
that
for
the
first
time
in
a
long
time,
everybody
within
our
senate
recognizes
this
is
a
priority
for
us,
but
thank
you.
F
A
I
I'm
going
to
vote,
I
you
know,
I
came
into
this
hearing
expecting
to
not
vote
that
way
and
I
haven't
even
completely
thoroughly
digested
every
part
of
this
bill,
because
it
is
quite
lengthy
and
I've
been
struggling,
trying
to
get
my
hands
on
exactly
what's
going
on,
but
I
want
to
share
what
dr
ellis
just
mentioned
earlier.
The
nape
scores
the
nape
scores.
I
Kentucky
has
always
been
a
piece
underneath
every
every
chart
we're
always
just
under,
and
we
can
change
our
assessments
and
what
I
heard
mississippi.
You
know
change
their
assessment
red
flag.
You
can
alter
your
assessment
anytime,
you
want
to
make
it
look
better
than
it
is,
but
the
nape
score
is
kind
of
like
that
cornerstone.
You
can
compare
to
so
when
I
pull
up
my
screen-
and
I
see
mississippi-
has
almost
the
same
style
scores
as
we
do
under
nape
constantly,
underneath
all
the
time
except
in
2019.
I
For
the
first
time,
mississippi
has
met
or
outperformed
national
averages
in
what
category
it
was
that
fourth
grade
reading
they've
actually
met
that
nape
score,
which
means
they
just
made
an
achievement.
Gap
gain
all
the
way
up
to
national
average.
I'm
not
saying
average
is
the
best
and
amazing,
but
that
is
the
average
and
it's
something
we've
not
made
yet
in
kentucky.
So
I'm
going
to
vote
for
this
and
hope
that
we
can
work
on
these
details
but
get
toward
that
goal.
Thank
you.
A
Measure
does
pass
by
9-0
vote
central
west.
Congratulations.
Thank
you
for
your
collaboration
on
this
very
well
done.
Thank
you,
mr
chairman.
Thank
you,
members
of
committee.
Thank
you
all
who
contributed
next
bill
on
the
agenda.
I'm
moving
out
of
order
senate
bill
135
an
act
related
to
the
post-secondary
education
performance
fund,
the
sponsor
of
the
bill
of
senator.
A
A
N
N
If
we
could
have
sixty
percent
of
our
post-secondary
education,
credential
and
degree
earners,
if
we
could
have
60
percent
of
them
there
by
the
year,
2030
we'd
be
at
the
national
average.
The
impact
on
education
is
well
known.
Corrections
cost
health
care
costs,
economic
benefits
that
60
by
30
goal
is
a
guiding
light
that
I
want
you
to
leave
this
conversation
with
today,
and
performance-based
funding
has
been
one
of
the
ways.
That's
helped
move
us
back
toward
achieving
that
goal.
N
N
Part
of
that
legislation
also
required
that,
in
the
summer
of
2020
cpe
reconvened
that
task
force
work
group
around
performance
funding
to
see.
If
any
adjustments
need
to
be
made,
I'm
excited
to
have
in
front
of
you
the
final
work
product
of
that
task
force
and
I'm
going
to
call
it
version.
1.2,
it's
not
version
2.0.
It's
version
1.2.
N
A
N
Chairman
the
reason
for
the
sub
is
the
language,
the
very
end.
That's
the
only
new
language.
We
need
an
emergency
title
on
this,
so
that
the
sub
is
is
in
law
now
prior
to
passage
of
the
budget,
because
the
way
we
allocate
the
funds
in
the
2122
budgetary
year
is
impacted
by
the
changes
we
make
in
this
language,
and
so
we
do
need
it
to
pass
ahead
of
the
budget
now
specific
to
what
it
does
change.
N
N
I'm
going
to
pause
there,
mr
chairman,
because
that's
really
the
crux
of
the
change
we're
sending
this
money
into
a
pool
I
would
like,
if
we
could
briefly
for
dr
thompson
to
speak
and
and
largely
as
as
my
friend
aaron
comes
on,
I'm
going
to
challenge
him
to
speak
about
the
positive
impacts
that
this
legislation
has
had
over
time.
President
thompson
always
good
to
have
you
with
us,
sir.
Dr.
M
Absolutely
aaron
thompson,
president
of
the
council,
on
post-secondary
education.
Thank
you
chairwise
and
chair,
given
you
know,
given
it's
important
for
me
to
say
this.
Senator
gibbons,
along
with
representative
tipton
and
budget
director
hicks,
were
a
part
of
a
team
of
all
the
presidents
and
myself
that
had
a
good
debate
about
what
it
meant
to
have
good
education
in
kentucky.
M
When
I
took
over
this
role
a
while
back,
we
started
focusing
on
how
higher
education
needed
to
be
that
direct
correlation
with
a
good
workforce
and
an
excellent
economic
development
system
for
kentucky,
and
that's
what
this
was
all
about.
This
is
about
how
can
we
get
more
verse
students
being
in
a
level
of
a
high
quality
and
enough
quantity
of
education
for
kentucky
to
do
that?
This
performance
funding
model
did
exactly
that
version.
1.0
focused
on
items
like
stem
achievement
focused
on
gap
closing
with
our
low
income
and
students
of
color.
M
If
that's
a
percentage
point
increase
every
year
to
get
to
that
60
by
30
and
we've
had
like
a
3.5
increase,
so
we
are
actually
doubling
the
effect
since
that
model's
been
implemented,
we're
up
16
overall
in
our
credential
and
degree
attainment.
Our
students
of
color
underrepresented,
minority
populations
are
up
37
percent.
M
If
you
combine
our
underrepresented
minority
populations
with
low
income
and
had
them
as
one
group
we're
up
24,
this
is
working.
Do
we
have
more
to
do
absolutely?
But
a
couple
other
points
I
want
to
make
with
this.
This
gives
us
an
opportunity
to
have
a
bullet
pulpit
about
how
we
implement
what
I
consider
to
be
best
practice
to
make
sure
we
don't
leave
anyone
behind.
I
would
have
loved
to
have
had
some
conversation
on
the
last
bill.
You
talked
about
because
there's
a
lot
of
points
that
actually
were
left
out.
A
M
We
have
to
take
them
and
do
whatever
we
can
to
make
sure
that
they
are
ready
for
a
very
innovative
workforce
to
build
our
tax
base.
You
can
also
say
this.
I
hope
that
if
you
look
at
those
that
are
on
unemployment,
90
percent
are
without
a
post-secondary
credential
over
the
last
many
years,
mainly
because
of
this
performance
funding
model.
I
say
boldly
that
we've
been
able
to
put
a
lot
more
people
to
work
that
stayed
employed
that
would
have
been
unemployed
with
this
90
percent.
M
If
we
hadn't
done
that,
so
the
presidents
myself,
we
agree
that
this
is
the
route
to
go.
I
want
to
once
again
give
appreciation
to
all
of
those,
including
you
senator
gibbons,
that
talked
about
how
we
need
to
not
just
rob
from
peter
to
pay
paul.
But
how
can
we
in
fact
create
a
model
whereby
we
can
get
the
best
if
you
will
toward
that
60
by
30.
H
H
M
H
M
H
M
Yeah,
the
second
one
we
haven't
been
able
to
move
the
low
income
at
nearly
the
level
that
I
I
think
we
should
and
being
a
old
clay
county
boy
here.
That
really
concerns
me,
because
we
are
leaving
too
many
people
behind
and
once
again
then
go
to
this
performance
funding
model.
But
if
you
look
at
we're
down
19
overall
fafsa
completion
over
20,
something
percent.
If
we
look
at
low
income
and
students
of
color
very
problematic,
but
our
the
big
one
too.
M
M
So
we
could
all
agree,
and
the
part
of
this
bill
goes
to
us
looking
at
how
to
think
about
those
metrics
that
need
to
change
over
the
next
many
years.
Senator
gibbons
hadn't
talked
about
that
very
much,
but
that's
an
important
piece
of
this
bill
that
we're
saying
that
this
is
where
we're
at
currently
to
look
at
where
we
need
to
go,
but
we're
not
going
to
just
sit
there.
H
A
I
I
have
kind
of
a
piggyback
question
here.
One
is,
and
I
have
not
had
a
chance
with
the
performance
funding
to
hear
from
all
of
my
universities,
but
a
couple
months
ago,
when
I
was
hearing
from
them,
do
we
have
any
main
concerns,
or
is
everything
pretty
good?
As
far
as
you
know
it
on
mine,
in
my
district,
nku
and
ksu
are
my
main
two,
but
then
my
piggyback
question
is:
I
noticed
this
year's
performance
funding
and
asked
about
this.
I
I
get
it
lexington
and
louisville
are
the
hubs
in
the
state,
but
there's
a
lot
of
people
out
on
the
edges
that
I
always
feel
like
it
kind
of
the
last
last
focus
and
I'm
really
more
interested
in
seeing
what
do
we
have
that
everyone
else
doesn't
have
which
is
schools
out
in
the
far
edges,
and
how
does
this
affect
them?
Senator.
N
Southworth
I'll
take
that
first
and
then
president
thompson
can
follow
with
any
thoughts
he
may
have
specific
to
nku
and
ksu.
Both
were
proud
to
support
the
final
work
product
that
you
see
in
legislative
form
in
front
of
you
all.
The
university
presidents
signed
it
unanimously.
I
can.
I
can
testify
that
the
the
process
of
going
through
the
evaluation
was
very
beneficial,
painful,
exciting,
frightening
and
president
thompson.
N
The
cpe
folks
did
a
great
job,
the
university
presidents
all
rolled
up
their
sleeves,
and
we
really
dug
in
along
with
representative
tipton
and
the
staff
we
have
here,
and
so
this
is
has
been
very,
very
well
vetted.
Everyone
had
the
chance
to
to
echo
their
concerns,
but
we
arrived
at
a
place
that
everyone
was
in
agreement
with
the
final
product
largely
around
the
second
part
of
your
question,
which
is
that
stop
loss
piece
by
moving
to
effectively
a
zero
percent
stop
loss.
N
We've
accepted
the
fact
that
that
we've
done
all
we
can
do
in
trying
to
level
the
funding
new
funding
flowing
into
the
formula
is
going
to
again
continue
to
flow
those
universities
that
aren't
benefiting
from
previous
higher
full-time
equivalent
funding,
and
so,
when
you
see
the
zeros
that
you
mentioned,
that's
largely
the
result
of
over
time
that
old
shares
model
was
pushing
money
into
institutions
that
weren't
enrolling
as
many
students
as
the
others.
That's
largely
the
result
of
that
I'll.
Let
president
thompson
speak
to
it
if
he
has
any
other
thoughts.
M
M
In
the
past
they
had
a
whole
harmless
piece
which
it
because
of
the
old
shares
model
that
senator
gibbons
talked
about,
that
it
was
going
to
be
a
while
before
they
would
get
new
money,
and
so
the
idea
that,
if
you
don't
get
new
money,
if
you
take
money
from
warhead
as
an
example,
give
to
uk,
I
mean
because
uk
is
performing
higher,
they
may
be
able
to
set
up
a
better
what
I
call
a
student
service
base
to
help
their
students
be
successful.
If
moriah
has
no
new
money,
that
may
be
tougher.
M
P
M
A
F
H
I
I'm
going
to
vote
I
and
I
just
want
to
thank
senator
gibbons
for
bringing
this
bill.
I
think
this.
I
agree
with
everything
that
that
dr
thomas
said
this
is
definitely
a
step
in
the
right
direction
for
our
higher
education
communities
and
we
need
to
give
more
attention
to
our
education
community.
So
I'm
going
to
vote.
I.
D
D
You
know
we
in
2017,
I
think,
was
performance-based
funding
and,
and
it's
very
very
complicated,
and
you
know
I
represent
morehead
and
there
were
some
negative
impacts
there,
but
ultimately
we
knew
we
would
be
here.
You
know
it's
such
a
complicated
thing.
We
would
knew
we
knew
we
would
have
to
make
adjustments,
and
I
appreciate
you
being
willing
to
carry
the
ball
and
make
those
adjustments
and
I'm
sure,
maybe
we'll-
have
some
adjustments
going
forward,
but
I
appreciate
your
work
on
this.
Thank
you.
A
Hi
by
9-0
vote,
the
motion
and
bill
does
pass.
We
do
have
a
title
amendment
if
I
can
get
a
voice
vote
on
that.
Is
there
a
motion
to
accept
the
title
amendment
motion
made
by
central
wilson?
There
was
a
second
central
west,
all
those
a
favor
except
the
title
minute
title
amendment
do
so
by
saying
aye.
Aye
all
right
motion
carries
senator
gibbons.
Thank
you
for
your
work
on
this
chairman.
A
You
thank
you
dr
thompson,
too.
Next
item
on
the
agenda
is
senate
bill
127
an
act
relating
to
student,
health
and
safety.
I
am
the
bill
sponsor
I'll
just
be
staying
in
my
place
here
for
the
bill.
Also
joining
me
online
is
shannon
baker
with
the
american
lung
association
of
kentucky
and
charmaine
anderson,
the
director
of
advocacy
of
allergy
and
asthma
network.
They
are
both
remote
on
this.
A
I'm
going
to
go
ahead
and
briefly
give
a
description
of
the
bill
senate
bill.
127
deals
with
bronchodilator
rescue
inhalers.
The
bill
simply
would
change
the
definition
of
medications
to
include
a
bronchodilator
rescue
inhaler.
It
also
encourages
schools
to
keep
a
bronchodilator
rescue
inhaler
in
at
least
two
locations.
A
Three.
It
requires
that
each
school
have
policies
and
procedures
in
place
when
keeping
a
bronchodilator
rescue
inhaler
on
hand.
And,
lastly,
the
bill
specifies
that
a
bronchodilator
rescue
inhaler
can
be
prescribed
to
dispensed
to
filled
by
and
possessed
by
an
authorized
entity
or
certified
individual
and
allows
immunity
from
civil
liability
for
personal
injury
for
administration
and
storage
of
the
inhalers.
A
P
Yes,
thank
you,
mr
chairman,
and
members
of
the
committee,
I'm
happy
to
have
the
opportunity
to
provide
comments
on
senate
bill.
127..
The
american
lung
association
supports
this
bill,
as
it
allows
schools
in
kentucky
to
provide
more
immediate
access
to
medications
for
students
with
asthma.
Asthma,
as
you
know,
can
be
a
deadly
disease
that
flare-ups
are
not
treated
immediately.
So
the
bill
has
the
potential
to
save
lives
and
keep
our
students
safe
in
schools
in
kentucky.
P
The
lung
association
is
the
leading
organization
working
to
save
lives
by
improving
lung
health
and
preventing
lung
disease
through
research,
education
and
advocacy,
and
our
work
is
focused
on
four
strategic
imperatives:
to
defeat
lung
cancer.
To
improve
the
air
we
breathe
to
reduce
the
burden
of
lung
disease
on
individuals
and
their
families
and
to
eliminate
tobacco
use
and
tobacco-related
diseases.
P
Asthma
impacts
millions
of
lives
and
has
a
tremendous
impact
in
our
nation's
health
care
system
and
economy.
In
the
u.s
close
to
25
million
americans,
including
6.1
million
children,
have
asthma,
and
here
in
kentucky
57
000
children
have
asthma
diagnoses,
it's
also
responsible
for
more
than
50
billion
dollars
annually
in
health
care
costs
and
causes.
7.9
million
missed
school
days,
and
10.1
million
missed
days
of
work
nationwide,
because
asthma
attacks
can
occur
at
any
time
and
often
without
any
warning.
P
Unfortunately,
when
children
do
not
have
access
to
asthma,
medication,
which
can
occur
for
a
variety
of
reasons
such
as
forgetting
it
not
being
able
to
afford
it
or
not.
Having
yet
been
diagnosed,
schools
just
have
few
options.
A
parent
may
not
be
immediately
accessible
or
close
enough
to
respond
promptly
and
even
if
they
can
there's
a
delay
during
which
the
asthma
attack
often
gets
worse,
and
in
such
cases
the
school
has
to
call
9-1-1
doing
so
is
likely
to
lead
to
an
ambulance
transport
costing
500
or
more,
and
an
emergency
department
visit
costing
thousands
more.
P
These
adverse
events
are
largely
avoidable
with
a
simple
low-cost
solution,
stock
medication
or
inhalers
schools
can
purchase
or
secure
donations
of
single
inhalers
containing
a
short-acting
bronchodilator
along
with
inexpensive
disposable
spacers
that
can
be
used
for
anyone
who
experiences
the
sudden
onset
of
costs,
coughs,
shortness
of
breath
or
chest
tightness.
These
things
signal
an
asthma
attack.
P
It's
critical,
as
outlined
in
the
proposed
legislation
that
school
staff
other
than
school
nurses
are
also
trained
in
the
signs
and
symptoms
of
asthma
when
it's
appropriate
to
administer
the
rescue
medication.
So
in
kentucky,
there's
not
a
school
nurse
present
in
every
school
setting.
So
it's
imperative
that
we
train
other
staff
to
assess
access
and
administer
the
required
medication
that
would
potentially
save
a
student's
life.
P
Sb
127
also
provides
the
important
liability
protections
for
the
prescriber,
the
school
and
the
person
who
administers
the
medication
in
good
faith.
As
I
mentioned,
the
medication
used
for
treatment
of
asthma
attacks
is
safe
and
it's
effective
as
part
of
a
research
project
in
sunnyside,
unified
school
district
in
tucson,
arizona
that
evaluated
the
stock
inhaler
project
researchers
found
that
school
nurses
were
afraid
that
giving
the
medication
could
potentially
expose
them
to
liability.
So
it's
imperative
that
the
liability
protections
as
outlined
in
the
bill
remain
intact.
P
P
In
total,
14
states
have
already
passed
legislation
or
have
administrative
guidelines
in
place,
allowing
schools
to
stock
asthma
medications.
Key
provisions
that
should
always
be
addressed
in
legislation
and
which
are
addressed
in
sb
127.
To
ensure
optimal
effectiveness
include
ensuring
that
school
staff
other
than
school
health
officials
are
required
to
be
properly
trained
in
the
use
and
administration
of
the
stock
asthma
medication
and
making
certain
that
all
school
staff,
officials
and
health
care
providers
involved
in
administration
or
prescribing
of
stock
asthma.
Medication
receive
liability
protection
except
in
cases
of
willful
or
gross
negligence.
P
Likewise,
it's
critical
that
the
legislation
applies
to
both
students
who
have
been
diagnosed
with
asthma
and
students
suffering
from
respiratory
distress
that
may
not
yet
have
been
diagnosed
as
some
kids
with
asthma
aren't
diagnosed
until
after
their
first
attack.
So
on
behalf
of
the
american
lung
association
in
kentucky.
Thank
you
again,
mr
chairman
and
members
of
committee,
for
the
opportunity
and
to
talk
with
you
today
and
for
your
interest
in
protecting
the
health
and
well-being
of
kentucky
students.
A
I
L
H
A
B
A
O
Thank
you,
mr
chairman.
Chuck
truesdale
director
of
government
relations
for
the
department
of
education
senate
bill.
129
is
a
very
simple
bill.
It's
maybe
a
long
bill,
but
it's
a
simple
bill.
It
simply
transfers
the
technical
advisory
panel,
the
responsibility
for
that
panel
that
the
state
uses
and
consults
with
for
assessment
of
accountability
from
lrc
to
the
department
of
education.
O
The
statutes
were
originally
created
in
98
as
part
of
a
larger
package
that
created
the
ears
subcommittee
with
an
lrc.
That's
the
education
assessment
and
accountability.
Review
subcommittee
and,
as
time
has
gone
on,
kde
has
actually
utilized
in
tapa,
which
is
the
national
technical
advisory
panel
on
assessment.
A
N
B
B
I
A
Right
bill
passes
by
nano
vote.
Do
we
also
have
a
motion
for
consent
motion
made
by
senator
west
second
by
senator
gibbons,
all
those
in
favor
of
placing
129
on
consent?
Council,
please
juice
by
saying
aye
motion
carries
the
last
bill
for
today
senate
bill
168,
it's
an
act
relating
to
reorganization.
O
Thank
you,
mr
chairman,
at
the
risk
of
engaging
and
no
vote
from
senator
givens
and
keeping
it
off
consent.
I'll
try
to
be
brief.
This
bill
just
codifies
two
executive
orders
related
to
the
department
of
education
and
the
education
professional
standards
board.
It's
a
very
long
bill,
but
again
it's
a
very
simple
bill.
Most
of
the
kde
language
is
actually
just
cleanup
language
that
corrects
various
bills.
O
From
the
past
that
reorganize
the
department,
the
epsb
portion
codifies
epsb
as
a
board
separate
from
the
state
board
of
education,
but
whose
staff
work
for
the
department
of
education.
It's
been
this
way
for
about
four
or
five
years
now
through
various
reorgs.
The
current
structure
works
very
well.
We
have
an
associate
commissioner,
who
oversees
the
office
of
educator,
licensure
and
effectiveness.
It's
worked
very
well.
We
expect
that
to
continue,
and
if
anybody
has
any
questions,
I'm
happy
to
entertain
them.
I
I
just
wanted
to
get
a
clarification,
so
on
page
34,
it's
toxic
about
the
commissioner
heading
it
up
and
then
the
page
45
mentioned
the
pension
they
were
in
the
teachers
now
are
they
still
in
teachers?
Are
they
in
krs
or
how
does
that?
I'm
sorry,
it's
two
different
issues,
interest
time,
I'm
trying
to
throw
them
together.
I
O
Ma'am,
the
when
epsb
was
an
independent
agency
within
the
education
workforce,
development
cabinet.
It
had
an
executive
director
who
served
as
the
executive
secretary
of
the
board
and
so
that
responsibility
has
been
transferred
to
the
commissioner
of
education.
It
also
gives
him,
obviously,
the
ability
to
designate
staff
to
accomplish
those
ends
for
epsb,
and
he
has
done
that
through
the
office
of
educator,
licensure
and
effectiveness,
with
the
associate
commissioner
who,
if
any
of
you
have
met,
rob
acres,
he
fills
that
role
right
now.