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From YouTube: School Funding Task Force Committee 06/14/21
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A
For
monday
june
14th
2021,
we
will
be
having
all
of
our
meetings
on
our
youtube
channel.
They
will
not
be
on
ket
but
on
our
youtube
channel.
So
if
anyone
is
wishing
to
go
back
and
watch
any
of
the
meeting
recordings
feel
free
to
do
those
on
the
channel.
I
do
hereby
call
this
first
meeting
to
order.
I
would
like
to
remind
everyone
who's
in
the
audience.
If
you
have
a
cell
phone,
if
you
please
just
turn
that
to
silence
or
vibrate
would
be
greatly
appreciated.
A
We
do
have
a
number
of
members
that
are
going
to
be
on
remote
location
with
us
today.
For
those
members
just
a
few
observations
when
the
roll
was
called.
If
you
would
please
indicate
if
you
were
in
your
home
office
or
if
you're
in
your
district
or
in
the
annex
would
be
greatly
appreciated
and
when
you
joined
the
meeting,
your
microphones
were
automatically
muted.
So
please
remember
to
unmute
your
microphones
before
speaking.
A
B
A
Thank
you
very
much.
Our
lead
staff
for
the
school
funding
task
force
to
my
left
is
the
mr
josh
collins
and
our
committee
assistant
to
my
right
is
miss
chris
white.
I
want
to
thank
them
for
the
work
they
do.
I
know
we
always
have
a
great
staff
with
us
all
of
our
lrc,
and
I
want
to
thank
also
the
other
members
of
our
education
lrc
staff
that
are
also
present
and
willing
to
contribute,
as
well
we'd
like
to
recognize
my
co-chair
co-chair
tipton.
If
you'd
like
to
say
a
few
words,
mr
chairman.
E
Thank
you,
chairman
wise.
It's
I
was
looking
back
as
1989.
We
had
the
rose
decision,
it's
been
32
years.
A
lot
has
happened
since
then,
and
it's
always
good
to
go
back
and
and
examine
and
reflect
on
the
product
that
we
have-
and
this,
I
believe,
is
a
unique
opportunity
for
us
to
do
that
during
this
interim
period,
not
saying
we're
gonna
throw
our
thing
out,
but
let's
just
keep
it.
I
want
to
keep
an
open
mind,
encourage
all
the
members.
Just
keep
an
open
mind.
E
A
Thank
you,
chairman
tipton.
I
echo
those
words
looking
forward
to
this.
I
don't
think
there's
any
member
on
this
task
force
that
were
present
in
the
legislature
when
decisions
were
made
about
seek
funding.
So
I
look
forward
myself
to
getting
into
I
hate
to
say
the
wonkiness,
but
seek
formula
can
be
very
wonky.
A
We
all
know
that,
but
I
do
look
forward
to
the
the
expertise
we
have
on
this
task
force
and
I
also
want
to
recognize
a
number
of
invitees
that
we
have
participating
and
will
be
with
us,
I'm
going
to
go
over
real
quickly,
additional
local
level
experts
so
to
say
that
we
will
have
and
we've
invited
participate
in
our
discussions.
This
includes
davonna
page
the
board
member
for
russellville
independent.
A
She
is
also
president
of
the
kentucky
school
board
association,
miss
brenda
jackson,
board
member
of
shelby
county,
mr
tom
haggard
board,
member
of
covington,
independent,
paul,
mullins,
superintendent
of
logan,
county
robbie,
fletcher
superintendent
of
lawrence
county
mike
borchers
superintendent
of
ludlow
and
chuck
truesdale,
a
designee
of
the
commissioner
of
the
education
with
kentucky
department
of
education.
I
want
to
welcome
all
those
that
will
be
participating
as
well
and
happy
for
their
participation
as
invitees.
D
A
The
media
materials
it
was
included
the
scope
of
responsibilities
of
the
task
force,
and
these
responsibilities
include
reviewing
an
upcoming
report
from
the
lrc's
office
of
education.
Accountability
due
to
be
submitted
in
october,
we've
invited
the
oe
oea
staff.
That's
currently
conducting
that
research
to
briefly
share
what
kind
of
information
we
can
expect
to
receive
in
that
report.
I
know
these
members
are
presenting
foreign
investor
no
strangers
to
any
type
of
education
committee
meeting
so
if
they
would,
if
you
please
would
introduce
yourselves
for
the
record
please
and
the
floor
is
yours.
B
A
B
I'm
here
to
give
a
brief
presentation
today
of
the
oea
and
of
oea
and
the
seek
report
we
are
set
to
present
later
this
year.
Oea
staff
conducts
research
throughout
the
year
and
reports.
Studies
of
the
education
assessment
and
accountability,
review
subcommittee
or
ears
years
approved
three
studies
this
year,
including
the
support
education,
excellence
in
kentucky
or
seek
study
for
oea's
2021
study
agenda.
B
We
anticipate
that
presentation
will
be
in
october
in
october
of
2021
or
october
5th.
This
study
will
examine
how
seek
and
seek
transportation
funding
is
distributed
to
districts.
Issues
of
equitable
funding
between
districts,
regions
and
rural
versus
urban
areas
will
be
considered,
as
well
as
local
contributions
that
are
made
by
districts.
B
The
study
will
also
include
how
other
states
distribute
education
funding.
After
that
report
is
presented
to
ears.
It
will
inform
the
work
of
this
school
funding
task
force.
I'm
now
going
to
present
a
or
describe
a
preliminary
outline
of
the
study.
The
report
will
begin
with
an
overview
and
description.
B
The
report
will
describe
the
funding
allocation
formulas,
including
seek
guaranteed-based
funding
add-ons
for
students
who
qualify
for
free
school
lunch
or
at-risk
funding.
Exceptional
children,
students
with
limited
english
proficiency
and
students
receiving
home
and
hospital
services,
we'll
also
discuss
tier
one
funding
tier
two
funding
hold
harmless
funding
january
growth,
adjusted
assessment,
adjustments
to
appropriation,
capital
outlay
and
transportation
funding
oea
will
not
include
a
section
on
facilities.
Funding
in
this
report
oea
completed
a
report
on
facilities
funding
in
october
of
2020.
B
Funding
for
specific
classifications
of
students,
including
students
living
in
poverty,
students
with
limited
english
proficiency
and
students
with
special
education
needs
funding
for
districts
that
are
small,
isolated
and
rural
and
remote
districts,
and
also
student
transportation
funding
toward
the
end
of
the
report.
We
may
consider
alterations
of
the
seek
funding
formula
and
examine
how
the
changes
may
impact
equity
for
each
specific
element
change
any
associated
state
cost
increase
will
be
offset
in
the
2020
seek
guaranteed
base,
which
was
four
thousand
dollars.
E
E
I'm
a
licensed
real
estate
broker.
I
live
in
the
golden
triangle
and
that
seems
to
be
the
area
where
property
assessments
are
going
up.
So,
as
I
understand
it,
you're
going
to
be
looking
at
that
situation,
and
I
was,
I
would
dare
say
that
a
lot
of
people
think
everybody.
Every
district
gets
four
thousand
dollars
per
student,
that's
the
number
they
get.
You
know
and
we're
going
to
find
out
that
they
don't
so
I'll.
E
A
A
The
next
item
on
the
agenda
is
kind
of
the
the
meat
and
potatoes
of
today's
meeting
is
the
overview
of
of
seek
with
the
oh,
and,
as
we
begin
to
inquire
about
the
current
school
funding,
we
have
asked
for
experts
from
kentucky
department
of
education
to
provide
kind
of
a
high
level
overview
many
times
at
frankfurt.
We
call
this.
The
30
000
foot
view
it's,
maybe
a
hundred
thousand
foot,
but
we
did
invite
with
us
today.
A
A
A
D
We're
going
to
be
focusing
on
c,
which
is
about
the
third
row
down
to
the
far
right
right
hand,
side
you'll,
see
a
box
that
it's
entitled
c.
The
rest
of
this
chart
is
really
to
kind
of
help
us
put
into
context
all
the
school
funding
or
sources
of
funding
and
how
they
go
from
their
origin
of
source
through
either
the
department
of
education
or
directly
to
their
local
school
districts.
D
D
D
Okay,
let's
move
right
along
we're
moving
quickly
because
we
want
to
get
really
to
the
methodology,
so
you
can
see
how
it
works.
Co-Chair
tipton
briefly
talked
about.
You
know
where
did
seek
come
from
and
how
long
has
it
been
around
so
seek
was
first
developed
as
a
as
a
part
of
the
kentucky
education
reform
act
back
in
1989-90,
and
so
it
has
been
around
for
a
long
time.
D
It
was
thoughtfully
developed
at
that
time
and
we
agree
at
the
department
of
education
that
it's
always
good
as
circumstances
and
things
change
in
your
environment
to
kind
of
look
back
and
see
where
you
are
and
see
if
the
components
of
any
funding
formula
really
fit
the
practicalities
of
today.
So
this
has
been
around
a
while
there's
been
very
minor
changes
really
to
seek,
since
it
was
first
introduced
and
I'm
sure
I'll
talk
about
that
a
little
bit
as
we
go
through
the
methodology
next
slide.
D
Additionally,
just
as
background
there
are
some
requirements
for
a
local
school
district
to
even
participate
in
seek
in
the
first
place,
and
so
this
slide
kind
of
touches
on
those
districts
must
employ
and
compensate
all
their
teachers
a
minimum
of
185
days.
We
have
minimum
student
attendance
days,
170
or
10
62
hours
of
instructional
time,
and
the
compensation
for
all
teachers
must
be
on
the
basis
of
a
single
salary
schedule.
D
In
the
last
legislative
session,
of
course,
you
passed
house
bill
563,
which
would
become
effective
in
school
year
2022,
and
that
would
change
the
calculation
of
ada
for
non-resident
students
as
based
upon
those
non-resident
policies
that
are
adopted
by
each
of
our
local
school
districts.
So
that's
something
that
we'll
see
in
the
future
changing
a
little
bit
and
then
you'll
see
really
the
reflection
of
how
how
long
ago
this
has
been.
D
There
is
a
minimum
requirement
that
any
secondary
school,
which
has
a
basketball
team
for
the
boys,
shall
maintain
the
same
program
for
the
girls,
so
that
kind
of
shows
how
far
we've
come,
but
it
is
still
a
minimum
required
next
slide.
Please,
as
a
refresher
for
school
years,
1920
2021
and
2122
district
school
resumes
taking
attendance
for
funding.
That
is
the
the
base
mechanics
of
counting
students
in
the
sikh
formula
and
we'll
start
taking
attendance
again
in
this
upcoming
school
year.
D
However,
senate
bill
177
again,
we've
talked
about
that
a
lot
in
education
environments
when
the
pandemic
hit.
It
allowed
us
to
count
a
little
bit
differently.
It
allowed
school
districts
to
choose
their
count
for
aada,
based
upon
the
1819
or
1920
data
attendance
data.
At
that
time,
that
was
primarily
due
to
the
uncertainty
of
the
pandemic.
D
What
was
going
to
happen,
and
so
the
general
assembly
really
helped
the
department
and
local
school
districts
back
in
the
end
of
that
first
year,
as
we
were
kind
of
trying
to
get
our
arms
around
what
was
happening,
and
then
we
kind
of
froze
that
for
the
next
school
year,
so
funding
always
looks
backwards.
So
we
have
this
that
will
calculate
the
funding
for
the
upcoming
school
year.
Then
we'll
start
taking
attendance
and
that
will
actually
affect
the
the
following
school
year.
D
I'm
now
going
to
turn
it
over
to
che
the
rest
of
our
presentation,
really
is
going
to
talk
about
during
a
normal
year.
So
we're
not
going
to
reflect
back
on
really
what's
happening
with
the
covet
environment,
we're
just
going
to
walk
through
the
statutes
and
implications
for
a
normal
year,
because
we're
heading
back
in
that
direction.
As
we
start
collecting
attendance
in
the
fall.
So
I'm
going
to
turn
it
over
to
che
and
he's
going
to
walk
us
through
a
lot
of
the
wonkiness.
A
A
G
I'm
gonna
walk
you
through,
as
robin
said,
and
senator
y
said,
the
wonkiness
will
seek
and
as
we're
going
through
this
you
you
have
to
imagine
this
is
like
formula
it's
a
calculation,
but
what
feeds
into
this
are
a
whole
lot
of.
You
know
huge
chunks
of
data.
We
have
some
property
assessments
to
representative
tipton's
conversation
earlier.
You
have
student
counts
depending
on
the
types
of
students,
so
this
sort
of
snowballs
into
some
pretty
large
dollar
amounts
for
these
districts
and
we'll
get
into
not
super
great
detail.
G
But
I
think
deep
enough
to
get
a
conversation
started
about
this,
but
the
very
first
thing
we
usually
look
at
and
one
you'll
typically
hear
about
in
the
media
after
the
budget
session-
is
well.
What's
the
per
pupil
amount,
we
get.
This
call
a
lot
right
after
budget
and
you'll
see
it
and
a
courier
will
publish
it
and
other
media
outlets
will
say
well.
The
governor
wants
this
per
pupil.
General
assembly
wants
this
amount,
so
this
kind
of
starts
the
conversation
right
now.
G
The
amount's
set
at
four
thousand
dollars
and
we'll
get
into
a
little
more
detail
on.
Why?
That's
not
exactly
the
same
number
for
every
district.
This
is
an
important
part
of
the
formula,
but
this
is
always
set
in
the
budget
bill.
Of
course,
we've
had
two
one-year
budgets,
so
it
was
kind
of
set
and
then
set
again,
which
is
kind
of
odd
for
us,
those
that
work
in
the
budget
process.
G
So
right
now,
as
we
run
the
formula
we
always
just
plug
in
4
000,
and
I
want
to
throw
some
terms
out
if
you,
if
we
have
forgotten
to
define
them,
let
me
know,
but
aada
is
like
an
aggregate
average
daily
attendance.
So,
instead
of
just
saying,
I
see
two
students
it.
The
schools
are
typically
funded
on
this
average
daily
attendance
and
to
give
you
a
generic
example,
if
a
student
is
there
90
of
the
year,
that
would
be
a
0.9
ada.
G
G
This
is
15
of
that
4
000.
So
that's
an
additional
600
per
free
lunch
student.
This
gets
added
into
the
formula
for
each
district
and
then
you
have
exceptional
child
count.
This
is
a
pretty
big
number
of
students.
You
have
the
severe
students,
the
moderate
and
speech
students
and,
if
you'll
notice,
there's
a
kind
of
a
weighting
in
the
middle
column
there
of
2.35
for
severe,
and
this
tries
to
recognize
the
additional
cost
to
educate
these
students
so
and
as
you'll
notice.
G
This
is
a
very
big
chunk
of
money,
close
to
half
a
billion
dollars
right
now.
So
when
we
talk
about
seek,
if
we
go
back
a
couple,
slides,
you'll
notice,
that
seek
is,
I
think,
two
a
bit
over
two
billion
dollars.
A
good
chunk
of
that
is
for
exceptional
children,
home
hospital,
not
quite
as
many
students
roughly
2
400..
This
number
doesn't
really
fluctuate
a
whole
lot,
but
it's
nine
hundred
dollars,
which
is
that
four
thousand
minus
a
hundred
and
then
finally
this
was
the
latest
thing.
G
F
G
This
is
like
the
big
bear
and
seek
when
we
run
that
formula
and
if
we
travel
back
in
time
a
little
bit
and
we
go
to
shelby
county,
pretty
sleepy
community
when
I
was
growing
up,
georgetown
was
as
well
and
over
time
you
get
some
factories,
those
factories,
spin
off
other
factories,
and
you
get
retail,
so
these
counties
tend
to
grow
and
some
at
a
very,
very
fast
rate.
Well,
as
that
happens,
the
formula
by
its
nature
will
actually
reduce
that
per
pupil
amount.
G
So
and
it's
what
we
just
refer
to
as
local
effort,
so
as
shelby
county's
grown
over
the
years
or
georgetown
or
scott
county,
rather
that
local
effort
will
increase,
meaning
it's
actually
reduced
from
sea.
I'm
going
to
pick
on
spencer
county,
which
is
still
a
pretty
rural
community.
It's
got
a
nice
lake,
but
there's
a
huge
valley
there
and
I
can't
remember
the
name
of
the
valley.
G
I
go
blank
where
the
sod
farm
is
every
time
I
drive
through
there
and
think
one
day
a
developer
is
going
to
build
on
that
one
day
we
may
not
be
here
well
that
may
change
the
entire
look
of
spencer
county.
They
may
drop
a
hyundai
plant
in
the
middle
of
spencer
county.
We
never
know
so.
These
big
changes
can
change
the
school
district's
funding
very
very
quickly,
so
as
part
of
that
is
for
every
million
dollars
that
your
property
assessment
increases
in
a
community.
G
That's
about
three
thousand
dollars
in
reductions
in
seek
funding
roughly
and
if
you
go
to
an
independent
district
and
I'll
pick
on
superintendent
butchers
over
here
at
ludlow,
because
their
assessment
and
they're
in
a
smaller
kind
of
mapped
area,
they
can
be
a
little
more
sensitive
to
these
wild
swings
and
assessments.
So
that's
something
that
we
pay
pretty
close
attention
to
now.
C
F
G
Yeah,
so
this
is
basically
actual
you
know.
Collections
is
one
thing,
so
the
seek
just
looks
at
it's
a
very
generic
30
cents
times
assessment,
basically
so
for
every
100,
it's
30
cents
of
that
it
goes
toward
local
effort.
Is
that
what
your
question?
Okay!
Thank
you
I
didn't
know
chuck
was
going
to
be
allowed
to
ask
questions,
but.
G
So
when
we
think
of
and
I'll
I'll
spin
off
a
little
bit,
if
I
could
for
just
a
second,
let's
talk
about
local
taxes,
because
that
does
tie
into
seek.
So
when
you
get
your
tax
bill
from
your
your
county
cities
and
schools,
schools
are
the
only
taxing
entity
that
has
this
local
effort.
That's
a
really
important
part
to
think
about,
because
if
I
go
to
ludlow
and
look
at
their
tax
rate,
I
may
say
gosh
mike
that's
a
pretty
high
number,
but
the
county
and
the
cities,
health
departments.
G
G
30
cents
of
that
is
that
local
effort,
and
on
top
of
that,
every
district
has
to
have
this
five
cent
for
the
facility
support
program
of
kentucky
and
you've
probably
heard
somebody
and
when
chuck
was
working
here
during
budget
talk
a
lot
about
nickels
and
these
are
just
basically
dedicated
streams
of
funding
for
facilities.
As
simple
as
that,
it's
just
part
of
their
tax
rate,
some
districts
have
more
than
others,
but
the
minimum
they
have
to
have.
Is
this
facility
support
program
of
kentucky
called
fspk
and,
as
the
slide
says,
additional
nickels
do
exist.
A
C
G
But
as
a
community
grows
and
again
I'll
pick
on
shelby
county
20
years
ago,
they
were
probably
getting
percentage-wise
more
from
the
state
than
they
are
now
simply
because
their
assessment's
grown
and
just
they've
gotten,
I
don't
know
20
or
30
factories.
Probably
since
you
know
in
20
years,
I'm
not
sure,
but
as
that
property
value
increases,
they're
getting
less
and
less
from
the
state.
Basically.
G
And
it
shifts
now,
alternatively,
if
you're
in
a
community
where
your
property
assessment
actually
decreases
or
stays
pretty
stagnant
decreases,
will
cause
an
increase
in
that
state
funding
you're,
just
not
paying
as
much
in
local
effort
as
you
would
as
say:
scott
county
or
shelby
county.
Something.
G
Not
exactly,
but
it
stays
roughly
the
same
so
over
time
and
a
lot
depends
too
on
actions
of
the
general
assembly
like
that
per
pupil
amount,
as
you
increase
it
over
time.
If
we
go
back,
see
I'm
trying
to
remember,
you
know
38.60
and
4
000,
that's
still
a
significant
difference
in
this
in
the
state
budget
bill.
G
So,
as
you
all
vote
on
that
per
pupil
amount
in
the
budget
bill,
any
increase
is
obviously
going
to
cost
the
state
a
little
more
money
and
if
you
know
it
stays
flat
for
four
five
six,
you
know
years.
For
example,
you
know
the
assessments
are
probably
historically
been
increasing
in
most
communities,
so
that
starts
to
you,
know,
kind
of
eat
more
and
more
into
that
local
effort
take
a
little
more
local
effort
to
make
things
work
rather
than
state
money.
So
all
right!
Thank
you.
Yes,
sir.
We've.
C
F
G
A
C
G
C
Here's
my
question:
fayette
county.
Okay,
if
fayette
county
fayette
county
gets
a
certain
amount
of
seek
formula,
and
just
just
for
an
example,
let's
say
they're
getting
a
million
dollars
if
fayette
county
increases
is,
is
probably
assessment
by
a
million
dollars
in
the
next
year.
Are
they
gonna
get
997
thousand
dollars
in
next
year,
or
is
that
three
thousand
dollars
on
a
per
pupil
basis?
It.
G
C
E
E
F
Generally
speaking,
if
the
state
wants
to
increase
the
seek
for
people
by
one
dollar,
so
if
you
went
from
four
thousand
dollars
to
four
thousand
one
dollars,
it
would
cost
the
state
treasury
about
800
000
a
little
more,
but
I
would
say,
with
the
inclusion
of
full
day
kindergarten.
If
that
is
permanent,
that
will
increase
that
number
going
forward.
Good.
F
Jay,
could
you
talk
a
little
bit
about
what
happens
when
districts
don't
take
the
four
percent
compared
to
a
district
that
does
as
in
how
that
would
change
the
seat
balance
with
keeping
equalization?
So
for
us,
the
last
ten
years
we've
always
taken
four
percent.
If
another
district
over
those
same
ten
years
doesn't
ever
take
to
four
percent,
do
they
get
more?
They
get
more
money
from
the
equalization
of
seek
compared
to
a
district
that
would
be
generating
more
tax
revenue.
G
So
it's
a
little
tricky
in
a
vacuum
for
an
example
just
but
I'll
try,
so
as
a
district
or
a
board
rather
chooses
not
to
take
the
four
percent
increase
in
their
attack,
local
tax
rates,
and
it
really
that
decision
does
not
impact
seek.
But
what
seek
is
doing
behind
the
scenes
is
that
formula
will
run
regardless?
G
G
Thank
you.
So
this
is
what
it
looks
like
as
far
as
local
taxes
are
concerned:
30
cents,
of
course,
every
district
from
jefferson
to
science
hill
gets
that
same
local
effort
amount.
You
know,
30
cents
of
these
taxes,
basically
get
pushed
back
into
the
formula
five
cents
as
gets
into
that
nickel
conversation.
G
So
every
time
you
get
your
tax
bill
at
least
every
district
has
that
five
cents
on
there,
some
more
than
others,
there's
tier
one
funding
which,
for
lack
of
better
term,
is
sort
of
the
back
of
the
day,
I
believe,
was
just
kind
of
a
carrot
at
the
end
of
a
stick.
It's
about
170
million
dollars
in
our
state
budget
roughly,
but
this
is
to
keep
districts
tax
rates
sort
of
at
a
reasonably
set
level.
G
I
think
when,
in
the
formula
it
takes,
it's
like
15
of
their
seat
calculation,
it's
kind
of
a
bonus
to
them.
If
you
will
very
important
chunk
of
funding
for
most
districts,
I
think
there's
six
that
don't
qualify
for
it
currently
just
based
on
the
property
and
we'll
talk
about
this.
A
little
more,
the
per-pupil
property
assessed
value
and
then
tier
two
is
similar
to
tier
one.
Now,
there's
not
additional
funding
for
this,
but
it's
thirty
percent.
Instead
of
fifteen
percent
of
this
base,
calculation.
G
Does
it,
but
what's
a
little
different
about
the
schools,
is
that
they
can
only
tax
those
who
live
and
work
inside
that
community.
So,
for
example,
if
campbellsville
decided
to
do
this
campbellsville
independent,
it
could
only
be
those
folks
who
work
and
live
inside
of
that
community.
There's
also
an
excise
tax
which
no
districts
currently
levy.
This
is
on
your
personal
tax
liability,
so
not
quite
as
popular
and
very
rarely
have
we
even
gotten
a
question
on
that
one.
G
I
just
don't
think
it'd
be
very
popular
and
then
aircraft
and
watercraft
there's
a
they
can
actually
adopt
a
tax
on
these
two
things.
Now
the
watercraft,
your
neighbor's
pontoon,
is
already
taxed
through
the
clerk's
office,
but
this
watercraft
actually
refers
to
some
larger
boats
that
are
typically
on
your
rivers
and
things
like
that.
So
so
this
is
what
seek
looks
like
when
we
lay
it
out,
and
this
is
anderson
county
and
for
no
particular
reason.
G
We
just
wanted
to
grab
one
of
the
counties
that
was
near
us
just
because
it
would
show
you
what
goes
in
your
upper
left
box
is
what
we
call
the
inputs.
This
is
basically
the
ingredients
that
will
get
us
to
this
formula
momentarily
below
that
you'll
see
anderson
counties,
actually
that
this
is
where
their
nickels
are
and
they've
got
their
local
facility
support
program.
A
kentucky
nickel
you'll
see
a
local
and
state
amount.
G
Now
that
state
amounts
equalization
and
one
of
the
huge
reasons
that
anderson
county
did
back
in
the
day,
they
did
an
additional
nickel.
That
original
growth
is
that
to
the
right,
you'll
see
a
an
amount
for
540
000
and
another
amount
for
675
000..
Those
amounts
are
actually
included
in
the
state
budget,
and
this
is
basically
a
state,
and
I
hate
this
word:
it's
not
a
match
because
it's
not
dollar
for
dollar,
but
it
is
equalization.
Very
important.
G
Part
of
this
process
is
the
state
equalization
for
facilities
nickels,
and
we
could
do
a
16-hour
class
on
nickels
they're
confusing
and
they
give
everybody
migraines,
but
senator
wise
is
saying
no
I'll
bring
that
back
next
time,
but
I
want
to
point
out
because
this
is
something
that
in
past
couple
sessions,
the
general
assembly
has
addressed
every
session.
We
have
to
address
nichols
and
when
chuck
was
in
ural's,
employee
chuck
and
I
would
sit
around
and
talk
about
nichols
and
I'm
sure
the
paint
was
even
bored.
G
Listening
to
that,
but
it's
very
very
important
to
the
districts.
It's
a
conversation
we
have
with
districts
if
they
have
facility
needs.
This
is
how
they
pay
for
it.
Basically,
the
middle
is
just
the
calculation
and
you'll
see
the
per
people.
Call
them
don't
pay
a
lot
of
attention
to
that,
because
it's
a
little
misleading.
This
just
takes
the
total
and
divides
it
by
this
aggregate
average
daily
attendance.
G
But
one
thing:
you'll
notice
is
a
local
effort
amount
to
senator
thomas's
question
earlier
for
anderson
county.
You
know
they
generate
13
million
in
base
money,
which
is
4
000
times
the
aggregate
average
daily
attendance
of
about
3
300
students,
the
free
lunch
kids
generate
some
money,
the
home
hospital
students,
not
very
many
of
them.
G
Exceptional
child
counts
about
2.1
million
for
anderson,
county
transportation,
which
again
is
a
pretty
complex
formula
and
we'll
get
into
that
a
little
bit.
That's
almost
a
million
bucks
and
then
limited
english
students
about
twelve
thousand
dollars
and
change
there.
So
we've
got
a
base
funding
amount
of
17.3
million,
which
sounds
pretty
good,
but
there's
always
a.
G
But
when
we
talk
to
districts,
your
local
effort
for
anderson
county
is
about
5.8
million,
and
this
is
that
30
cents
per
100
of
assessed
value
and
that
assessed
value
is
in
the
far
left
upper
corner
of
that
paper.
1.9
billion
dollars
now
we're
in
a
nice
real
estate
boom.
Right
now
and
typically
over
time-
and
we
during
but
the
budget
process
early
on,
we
start
working
with
greg
harkinrider,
michael
jones
and
their
staff
talking
about
property
assessments.
G
So
that's
that
property
assessment
now
locally
they'll
be
able
to
tax
that
additional
assessment
and
going
back
to
spencer
county.
If
I
build
a
new
neighborhood
in
this
beautiful
valley
in
spencer
county,
it
was
a
side
farm.
Now,
it's
neighborhood
that
new
property
will
generate
a
lot
of
money
because
it's
gone
from
basically
agriculture
to
say
residential
or
commercial
property,
for
example.
So
that
generates
an
additional
jump
in
their
assessment
and
can
create
a
lot
of
new
revenue
for
spencer
county.
G
G
So
we'll
continue
on
just
through
the
formula
real
quickly,
there's
some
adjustments
that
we
do
in
some
cases
prior
year.
Adjustments,
if
we
frankly,
if
we
messed
something
up
the
year
before
for
anderson
county,
we'll
take
care
of
it
the
following
year.
Usually,
but
then
you
have
your
tier
one
funding
for
anderson,
it's
almost
a
million
965
thousand.
So
it's
a
pretty
good
chunk
of
change
for
anderson,
county
and
you'll
see
a
lot
of
zeros
in
here,
because
this
is
an
early
run.
G
G
D
G
G
So
then
I'm
going
to
go
to
wolf
county.
We
wanted
to
find
one
that's
sort
of
on
the
other
end
of
the
state,
but
also
that
shows
this
difference.
You
go
to
that
same
spot
on
their
seek
page
different
community
different
property,
different
boundaries
instead
of
the
1700,
it's
704
dollars
per
student
roughly,
so
there's
a
a
significant
difference
when
you
go
from
anderson
and
wolf
county
in
the
amount
of
local
effort,
if
you
will
even
on
a
per-student
basis,
where
anderson's
paying
well
over
five
million
in
local
effort,
woolf's
is
816
000..
G
G
If
you
go
to
anchorage
it's
well
over
a
million.
If
you
go
to
any
community
and
like
robin
said,
these
are
all
on
our
web
pages.
This
is
all
public
information.
You
could
see
a
pattern
of
you
know.
Maybe
your
districts
where
you
live,
where
you
drive
through
there's
some
huge
differences
between
these
communities.
G
Scott
county
is
going
to
be
pretty
high
because
of
toyota
and
all
the
development
there.
But
if
you
go
to
a
more
rural
community,
agriculture
just
does
not
grow
in
value
as
quickly
as
a
factory
would,
of
course,
so
there's
a
difference
there
and
again
that
drives
a
lot
of
this
formula,
and
but
it
also
tells
us
the
story
of
when
we
talk
about.
I
think
senator
wilson
mentioned
that
you
know
money's
being
pushed
from
the
state
to
a
district
that
has
less
property
wealth.
This
is
what
helps
determine
that
so
very
important
number.
G
G
So
it's
a
lot
more.
So
we
start
with
a
subtotal,
and
you
can
already
see
district
a
is
sort
of
ahead
the
pack
here,
but
we
go
to
free
lunch
same
for
both
districts.
600
bucks
excuse
me,
district.
A
is
going
to
get
some
tier
1
money
just
part
of
the
formula
again,
but
if
you
notice
there's
a
big
difference
in
local
taxes,
so
district
b
over
time
has
their
boards
multiple
boards.
Over
years,
I'm
sure
have
decided.
G
We
want
to
levy
a
higher
rate
of
taxes,
so
we
can
have
additional
money
for
certain
programs
that
we
want
locally.
You
know
this
is
what
we
get
from
seek
and
district
a
because
they
get
a
little
more
from
seek.
They
may
have
determined.
We
don't
need
to
generate
as
much
locally
to
do
what
we
want
to
do
in
our
community
with
our
schools.
So
this
difference
is,
and
that's
that
board
autonomy
to
decide
what
we
want
to
do
with
our
tax
rates,
so
district
b
about
nine
thousand
one.
G
G
G
G
E
We're
going
to
see
huge
increases
in
assessments
in
a
lot
of
our
communities.
I
have
a
lot
of
constituents
who
think
I
can
control
their
assessed
value
on
their
property.
You've
gotten
updated
assessments
this
year,
I'll
explain
to
them
how
to
do
the
appeal
process,
but
in
areas
that
are
growing,
I
mean
we're
talking
huge
increases.
So
as
those
assessed
value
grows,
their
local
effort
is
going
to
grow
as
well,
but
assessed
value
does
not
necessarily
equate
to
revenue
to
comes.
F
E
Because
of
the
rate
they
actually
choose
to
levy
in
that
district,
is
it
conceivable
that
a
district
with
high
growth
and
assessment
could
even
increase
the
max
amount
of
four
percent
and
still
come
out
with
less
money
from
the
state
I
mean?
Can
you
dig
into
that
that
right,
you
understand,
you
understand
the
confidence.
E
G
Right,
I
don't
think
it's
dollar
for
dollar
and
it's
been
some
years
ago,
I
can't
recall
and
chuck,
may
have
a
better
memory
than
on
the
four
percent
adjusted
assessment.
There's
an
adjustment
we
do
when
real
estate
in
a
community
grows
faster
than
four
percent.
The
general
assembly
pass
some
language
and
we
do
sort
of
a
sub
calculation
and
I'll.
Tell
you
for
a
couple
years,
you'd
see
one
or
two
districts
get
this
adjustment.
Now
it's
going
to
be
a
lot
more
frequent.
G
That
does
claw
back
some
of
that
local
effort,
which
is
a
great
thing
for
districts
simply
because
you
know
if
superintendent
orchard's
district
grows
fast,
that
local
effort
is
kind
of
a
runaway
horse
after
a
while,
and
that
claw
back
does
give
some
of
that
money
back
to
the
school
district.
Now,
I'm
no,
I
still
don't
think
it's
a
dollar
for
a
dollar
and
you
know
what
you
collect
in
local
taxes.
G
Obviously
and
there's
some
other
factors
like
if
there's
an
increased
assessment
at
the
local
walmart,
but
they
petition
the
pva
and
say
we
don't
agree
with
this
assessment
and
it
takes
a
while
to
hash
that
out
and
work
it
out.
I'm
not
trying
to
pick
on
the
pva.
It's
just
part
of
that.
It's
a
natural
part
of
that
process,
so
the
district
may
have
gotten
the
assessment
up
here
and
expecting
10
million
dollars,
but
by
the
time
it's
all
done,
they
may
get.
G
I
don't
know
9.5
million
and
that's
a
significant
difference,
but
that's
just
the
process.
I
don't
know
of
a
way
to,
I
wouldn't
say
it's
broken
or
it
needs
fixing
it's
just
the
process,
so
a
smaller
district
if
they
have
one
big
employer
in
their
community
and
that
employer
petitions
and
says
hey
or
rather
protest.
Excuse
me
that
assessment.
G
You
know
that
can
put
a
real
pinch
on
some
of
these
smaller
districts,
but
even
the
mid-size
and
somewhat
larger
districts
and
you'll
see
it
in
the
paper
every
once
in
a
while
that
a
large
employer
in
the
local
community
is,
you
know
petitioning
or
protesting.
Rather,
you
know
their
assessments
or
that
the
local
district
has
a
lot
less
revenue
because
of
an
adjustment
made.
So.
A
E
D
G
See
I
knew
he
and
I
would
just
get
along
great
during
this.
So
when
you
look
at
I'm
gonna
pick
on
franklin
county
since
I
grew
up
here
and
not
that
we're
in
a
government
building,
but
a
lot
of
property
in
frankfurt
is
exempt
because
the
government
owns
it.
So
when
you
look
at
the
universal
property
you're
going
to
have
quite
a
few
exemptions
for
religious,
obviously
post-secondary
ed
has
some
exemptions.
You
know
kentucky
state
right
up
the
hill
you're
going
to
have
government-owned
city
state
county.
G
You
also
have
in
some
communities,
I'm
going
to
say.
Muhlenberg
county
has
a
very
pretty
good
size
wildlife
area
which
is
managed
by
fish
and
wildlife,
so
the
department
of
revenue
by
county,
not
by
school
district-
and
I
get
this
from
them
about
once
a
year.
It's
rather
interesting
read
to
see
how
much
exempt
property
exists
in
each
county.
G
Obviously,
franklin
county's
got
quite
a
bit
and
frankfort
independent,
which
is
right
where
we
sit
today
a
lot
of
their
property.
It's
mostly
residential
in
downtown,
but
quite
a
bit
of
that
property
is
exempt
from
taxation,
which
is
not
included
in
their
property
assessment,
and
I
know
superintendent,
barber
from
frankfort
independence
has
been
here
before
to
talk
about
that,
but
even
something
like
fort
knox,
daniel
boone
national
forest-
and,
if
I
remember
correctly,
we
had
a
hearing
here
years
ago
and
round
county
was
here
to
talk
about
daniel
boone.
G
Chuck
might
remember
this
better.
I
do
the
hospital
and
some
morehead
sorry
morehead
university.
So
those
are
three
pretty
big
things
in
that
in
round
county
that
are
just
tax
exempt,
not
trying
to
pick
on
morehead
or
any
of
those
guys.
But
so
when
you
look
at
that
picture
that
does
you'll
see
in
some
communities
that
exempt
property
is
just
like
kind
of
a
non-player
in
this
game.
It
doesn't
generate
anything
for
the
district.
Now,
I'm
not
sure
the
extent
how
deep
the
details
go
with
the
department
of
revenue.
C
C
G
C
And
then
my
next
question-
and
this
gets
more
into
the
complexities
of
what
senator
tipton
was
talking
about.
What
do
you
do
on
these
tax
event?
Properties,
like
bases,
because
I
was
thinking
about
army
bases
when
you
do
my
attack
exempt
and
people
live
on.
Those
bases
I
mean
are:
are
there
are?
Are
they
getting
a
free
ride
and
maybe
that's
that's
a
strong
term
politically,
but
are
they
getting
a
free
ride
in
terms
of
that,
their
home
not
being
assessed,
and
yet
their
children
are
going
to
school.
G
G
They
may
also
have
occupational
tax,
which
generates
a
lot
of
money
for
the
school
district,
and
I
know
that
there's
also
industrial
revenue
bonds
which
may
exempt
the
factory
that
comes
into
your
community
and
it
may
be
for
20
years.
Those
are
pretty
complicated
and
those
will
have
an
impact
in
our
community.
But
I
think
as
well
as
each
community
has
to
balance.
You
know
we
want
these
jobs.
Of
course
that's
a
big
deal
in
every
community.
G
So
how
do
you
do
that?
And
you
don't
want
to
obviously
give
away
everything,
but
you
also
are
competing
against
other
states,
other
towns,
other
communities,
it's
hyper
competitive,
really
in
other
countries.
I
mean
if
we
really
get
down
to
it.
So
I
I
don't.
I
have
a
hard
time
saying
free
ride
because
I
think
everyone's
participating
to
some
degree,
but
I
do
think
that
gap
and
we
obviously
we
can't
force
fort
knox
to
start
paying
property
taxes.
Hardin
county
would
love
me
if
I
could
do
that,
but
it
does
create.
G
A
G
Sure
really
can't
stress
how
important
the
pvas
are
to
this
process.
Of
course,
they
are
quite
literally
the
boots
on
the
ground
that
determine
a
lot
of
this
property
assessment
and
the
department
revenue
does
their
part
of
that.
But
one
thing
we
tell
all
of
our
school
district
finance
officers
and
superintendents
is
to
pay
very
close
attention
to
the
pva
because
they
can
obviously
tell
you
you
know
like
right
now.
I'm
sure
that
spencer,
pva
and
anderson
and
shelby
are
saying
the
same
thing.
G
D
Also
say
those
same
conversations
with
pvas
in
certain
areas
that
are
less
fortunate
to
get
that
increase
in
property.
Taxes
are
happening
as
well,
showing
that
their
property
again
as
people
migrate
out
of
certain
areas
and-
and
you
really
have
got
the
tale
of
two
cities-
you've
got
some
that
are
going
to
get
a
big
boom
and
I
think
the
other
thing
to
point
out
is
we
don't
really
know
how
long
that's
going
to
last.
G
And
mrs
page's
point
about
some
of
these
taxes,
the
14
districts
that
have
not
levied
this
utilities
gross
receipts
tax.
The
163
have
not
done
occupational
if
they
were.
If
their
boards
chose
to
go
down
that
road
to
try
to
levy
these,
they
do
run
into
the
potential
to
be
these
taxes
be
recalled
through
petition.
G
You
know
the
local
community
can
petition
it
and
force
a
vote,
and
this
can,
you
know,
creates
obviously
some
you
know
heartburn
in
a
community
if
a
district,
I
I
know
of
a
handful-
it's
been
quite
a
while
since
anyone's
talked
about
doing
a
new
utility
tax,
but
the
ones
that
have
you
know
almost
immediately
ran
into
man.
This
isn't
gonna
our
public's,
really
not
supporting
it
right
this
minute
so
and
boards
are
obviously
elected
officials.
So
that's
who
they're
answering
to
that's
just
the
process
so.
A
I've
got
you
I'd
like
to
ask
a
question
in
terms
of
my
district
you're,
getting
into
the
heart
of
a
lot
of
tourism
down
there
with
lake
cumberland
delhi
green
river
lake,
and
I
think
there
was
an
article,
maybe
harold
leader
did
a
few
years
ago
about
watercrafts
and
taxing
in.
In
terms
of
of
that,
have
we
seen
that
play
itself
out
over
the
years,
or
has
that
been?
A
I
know
it
gets
very
touchy,
because
we
have
a
number
of
lobbyists
represent
different
a
number
of
associations
get
into
this
and
then
once
again
the
tax
issue.
But
can
you
talk
to
me
about?
Has
there
been
any
conservative
effort,
that's
been
made
by
the
legislature
to
do
anything
with
with
watercraft,
or
has
that
kind
of
been
left
up
to
local
decision.
G
I
think
it's
been
left
up
to
local.
I
would
probably
defer
to
the
department
of
revenue
on
the
if
it's
been
impacted
by
any
changes
in
the
way
they're
registering
watercraft
and
things
like
that.
I'm
we're
not
that
deep
into
the
assessed
values
of
these
boats.
We
just
aren't
we
kind
of
always
defer
that
over
the
department
of
revenue,
but
we
can
get
some
more
information
on
that
if
you'd
like.
Thank
you.
E
Chairman
wise,
I
can
add
a
little
bit
to
this
conversation.
Representative
carney
had
legislation
a
few
years
ago.
I've
carried
that
last
two
sessions
and
what
you
get
into,
if
these
large
watercraft
they
can,
they
can
sign
up
to
with
the
coast
guard
to
be
a
registered
vehicle
with
the
coast
guard
watercraft
with
the
coast
guard.
E
In
that,
in
that
situation,
I
think
it
limits
it
exempts
them
from
taxation
at
the
local
level,
and
a
lot
of
these
are
they're
still
required
to
pay
tangible.
But,
however,
the
collection
method
has
not
been
there.
As
you
can
imagine,
there's
been
a
lot
of
pushback
from
some
folks
on
the
other
side
of
that
industry,
and
I
am
time
permitting
supposed
to
have
some
conversations
this
summer
see
if
we
can
work
something
out
on
that,
because
it
is
a
big
impact
on
those
school
boards
that
live
in
those
communities
with
lakes.
G
G
G
That's
just
part
of
that
and
we
don't
do
field
trips
that
comes
out
of
the
district
bucket.
If
you
will,
there
is
a
depreciation
formula
so
when
they
buy
buses,
there's,
I
think,
going
way
back
some
incentive
for
them,
obviously
to
maintain
these
over
a
14
year
period
and
it's
124
of
the
purchase
price,
which
sounds
like
a
wonderful
deal,
but
transportation
is
not
fully
funded,
so
it's
not
quite
124
we're
currently
about
55
funded
in
transportation.
So
what
that
means
is,
I
need.
G
You
know
389
million
to
fully
fill
up
that
bucket
for
the
districts
and
right
now
I've
got
about
214
million,
and
this
is
not
new.
It's
been
this
way
for
at
least
10
years.
If
not
longer
now
we'll
talk
a
little
bit
about
well,
you
know:
has
the
general
assembly
ever
dumped
more
money
into
that
bucket?
Absolutely
they
have
so
that
goes
a
long
way
with
these
districts
as
well-
and
you
know,
districts
provide
quite
a
bit
of
transportation
in
this
state.
G
I
think
we
have
a
very
small
number
of
districts
that
do
not
provide
transportation
and
those
are
very
you
know,
smallish
community
schools,
if
you
will
so
there's
additional
funding
for
transporting
deaf
and
vision,
impaired
students
to
danville
or
louisville
and
vocational
transportation
is
also
par.
It's
a
small
bucket,
but
it
does
help.
G
So
when
we're
talking
about
tax
rates,
which
is
this
other
side
of
the
coin,
it's
hard
to
kind
of
measure
what
different
communities
and
how
they
tax
and
what
that
actually
means-
and
I'm
going
to
pick
on
senator
wise's
districts,
taylor,
county
and
campbellsville,
you
know
two
very
different
school
districts.
Taylor
county
is
obviously
a
lot
larger
than
campbellsville
campbellsville's
got.
You
know
the
same
issues
that
many
independents
have
they're
landlocked.
G
It's
not
like.
They
can
still
land
from
taylor
county
to
tax.
I
don't
think
taylor
county
would
be
happy
with
that,
but
if
I'm
moving
into
community-
and
I
want
to
know
well
what
do
I
pay
in
taxes
here
roughly,
this
levitt
equivalent
rate
is
what
we
kind
of
call
the
kitchen
sink
rate.
When
you
look
at
this
rate-
and
this
is
available
online,
you
can
use
it
as
sort
of
a
compare
comparative
tool,
and
I
want
to
look
at
jefferson
and
anchorage.
G
Where
would
it
cost
me
more
to
live
in
school
taxes
anyway
or
shelby,
county
and
spencer?
And
what
you'll
see
is
there's
some
pretty
significant
differences
between
county
districts
and
independents
and
because
the
independents
usually
have
a
lot
less
land
and
property.
The
tax
they're
going
to
their
tax
rates
are
typically
going
to
be
a
little
higher.
G
They
start
talking
about
the
school
boards
and
what
they're
thinking
what
they
want
to
do,
and
that
goes
right
into
this
levitt
equivalent
tax
rate,
but
it
also
factors
in
all
those
other
kind
of
odds
and
ends
like
utility
tax
occupational
tax.
If
they
have
it,
if
they
don't,
but
I
think
it's
a
good
resource,
just
kind
of
give
you
some
context
of
what,
in
your
community
what
each
school
district
actually
kind
of
what
level
they
tax
at
so
seek
looks
behind
in
the
prior
year
in
a
normal
year.
G
We
would
always
look
behind
to
grab
the
data
we
let
the
districts,
you
know
clean
it
up,
get
it
ready
for
us
and
we
basically
grab
it
and
say:
okay,
here's!
Your
student
account,
here's
your
ada
and
we're
going
to
pull
that
in,
but
there's
also
to
factor
in
districts
that
grow
in
the
current
year.
Come
fall,
we'll
do
a
snapshot,
it's
been
in
place
for
many
years
and
we
used
to
have
a
lot
of
growth
in
this
state
and
that
slowed
down
quite
a
bit
due
to
economic
factors
and
many
other
things.
G
But
it
allows
districts
that
if
you
gained
three
four
five
percent,
more
kids,
you
might
need
to
hire
additional
staff.
So
this
growth
calculation
is
sort
of
to
help
offset
that
cost
of
hiring
additional
teachers,
or
you
know
instructional
aides
or
whatever
you
need
in
that
current
year,
so
free
lunch
students
again
we
use
an
average
daily
membership,
which
is
a
little
bit
different,
and
if
we
want
to
get
into
enrollment
versus
membership
versus
ada,
we
can
we'll
bring
some
other
slides
over,
but
it
gets
a
little
deep
into
the
weeds.
G
But
again,
this
is
about
600
per
student
and
another
thing.
If
you
do
go
out
and
look
at
that,
one
page
seek
that.
We
showed
you
earlier
sorry
to
hop
back
this.
You
can
see.
Their
at-risk
count
is
right
here
in
wolf
county,
it's
992
out
of
about
what's
called
1160
ada,
that's
a
high
percentage
of
free
lunch
students
and
if
you
go
to
anderson,
15
58
out
of
about
roughly
3
300
students,
not
quite
as
high,
but
still
that's
a
lot
of
free
lunch
students.
G
G
G
C
Yes,
jay,
I'm
going
back
to
what
you
said
beginning
the
the
at-risk
or
or
free
lunch
program
is
for
add-ons.
So
then
you
take
your
seek
formula.
Let
me
make
sure
at
least
elementary
now,
because
I'm
I'm
I'm
learning
as
we
go.
You
you
take.
You
take
your
seek
formula,
you
do
your
add-ons
and
then
you
subtract
your
local
efforts.
Correct.
Okay,
yes,.
C
Superintendent
fletcher
no
problem
just
one
comment:
we've
talked
a
little
bit
about
collection
rates
and
how
important
that
is
for
local
districts.
One
other
thing
to
keep
in
mind
too.
It's
also
important
to
realize
we
have
to
get
the
information
from
our
students
from
our
parents
on
how
many
at-risk
students
we
have
so
sometimes
districts
may
have
paperwork
on
60
of
the
kids,
but
there
may
be
75
percent
of
the
students
that
are
free,
reducing
or
free
lunch,
so
that's
also
dependent
on
the
information
you
get
back.
Also,
a
great
point.
Thank
you.
G
Fletcher,
so
a
large
part,
as
we
showed
you
earlier
on
a
slide,
almost
a
half
a
billion
dollars
or
for
the
exceptional
children,
and
we
have
there's
different
categories,
and
this
is
it's
a
breakdown,
so
you'll
see
high
incidences.
This
is
just
the
frequency
like
speech,
you
know
the
disorders
of
speech.
G
So
these
are
the
weights,
and
this
is
you
know
for
speech
students
it
generates
about
almost
an
additional
thousand,
it's
960
dollars
or
so,
and
if
you
notice
the
weight
point
two
four
times.
Four
thousand
so
let's
say
the
general
assembly
changes
that
in
the
next
budget
to
four
thousand
fifty
bucks.
That
factor
remains
the
same
unless
you
all
change
it.
So
it
goes
up
along
with
that
per
pupil
amount
as
well.
G
The
moderate
students,
1.17
and
the
severe
2.35.
So
that's
you
know,
4680
and
then
9400
per
student
and
for
a
lot
of
districts.
I
like
to
defer
to
my
colleagues
over
here
to
my
right
about
you
know
this
generates
a
lot
of
money
for
districts,
but
there's
also,
I
think,
a
lot
of
fairly
a
lot
of
associated
costs
with
educating
these
students
as
well,
and
this
is
something
that
we
have
a
lot
of
conversations
with
the
program
areas
that
track
these
students
and
we
try
to
look
at
trends.
G
That's
a
big
thing
to
us
is
understanding
our
population,
and
one
thing
we've
noticed
the
last
couple
years
is
as
a
state:
we've
lost
students
and
but
we're
gaining
exceptional
children.
As
a
matter
of
fact,
I
remember
calling
ludlow
independent
and
asking
them.
What
can
you
tell
me
and
some
districts
have
said
you
know
various
reasons
that
we
see
these
counts
they're,
identifying
students
more
and
more,
and
things
like
that.
G
C
C
A
F
I
know
the
number,
but
it
still
doesn't,
there's
the
maintenance
of
fiscal
effort,
also
we're
required
by
law
once
we
received
federal
dollars
to
match
it
with
local
dollars,
so
that
it's
not
a
suppliant
program.
So,
regardless
of
what
the
federal
government
supports
with
that
program,
we
have
to
also
offset
it
with
local
dollars.
Yeah
and
che
could
could
I
real
quick?
Could.
F
G
Yeah
so
the
december
1st,
as
I
said
a
minute
ago,
kind
of
lied
to
you
all
and
said:
well,
we
look.
We
look
behind
us.
It's
always
end
of
year
data.
You
know
come
june
30th,
but
this
is
the
kind
of
odd
duck.
That's
december
1st,
I
can't
recall,
if
that's
a
federal,
I
can't
remember
why
it
is
december
1st,
but
he's
correct
as
you
take
a
snapshot
of
ludlow.
If
a
kid
comes
in
december,
2nd
they
don't
get
that
funding
for
a
long
time.
G
C
C
G
No
callbacks
right,
yeah,
correct,
okay,
so
home
hospital
students
and
again
this
is
not
a
huge
number.
Huge
factors
seek
just
another
add-on
for
those
students
who
are,
you
know
medically
unable
to
come
to
school
school
districts.
Typically,
you
know,
send
a
teacher
to
their
home
under
in
a
normal
year,
of
course,
and
the
district
does
generate
some
funding
for
this
program.
G
Two
2006
or
so
limited
english
students
were
added,
and
this
is
a
number
that
goes
up
in
population,
but
not
dramatically.
So
it's
a
relatively
small
part
of
sikh
but
you'll
see
pockets
in
warren,
county,
shelby,
woodford,
etc,
where
you
would
probably
expect
larger
populations,
but
just
about
every
district
has
a
handful
of
limited
english
students.
D
And
for
those
lep
students,
we
have
heard
some
feedback
from
districts
because,
like
with
our
special
education
population,
there
are
varying
degrees
of
when
you
receive
an
lep
student
and
what
that
means.
So
for
some
lep
students,
you
literally
have
a
child
that
comes
in.
That
does
not
speak
any
english
at
all
and
then
you've
got
some
that
might
have
english
spoken
in
their
household.
So
we
have
heard
some
conversations
about
districts
about.
Is
that
something
that's
right
for
us
to
think
about
in
a
little
different.
G
Manner
so
again
nichols
these
are
just
additional
taxes
and
I'll
give
you
a
few
examples.
Several
sessions
ago
there
was
a
nickel
that
the
general
assembly
passed
and
we
called
it
the
category
five,
and
this
was
to
go
after
a
list
of
the
worst
school
buildings
we
had
in
the
state
and
this
nickel.
We
basically
the
general
assembly,
said
hey.
These
districts
can
levy
this
address.
This
issue
get
these
buildings
fixed
and
they
were
simple
as
that
the
state
helped,
you
know,
add
some
additional
money
to
that
bucket.
G
So
these
districts
could
take
care
of
these
buildings
that
were
ranked
in
like
the
worst
order,
and
there
are
some
others
historically
we'll
get
into
a
few
of
these,
but
basically
the
district
and
of
as
they
collect
their
taxes,
they're
going
to
restrict
a
portion
of
that
for
the
building
fund
and
much
like
we
do
with
our
paychecks
and
our
mortgage.
We
don't
go
out
and
you
know
blow
it
on
stuff.
G
G
Independents
may
not
ever
be
able
to
build
new,
they
may
just
renovate
renovate
and
renovate,
and
that's
fine,
but
they've
got
to
pay
for
that.
Obviously,
so
this
is
the
mechanism
in
which
we
have
to
pay
for
facilities
and
there's
a
local
component
and
there's
also
the
state
component
for
some
districts.
Not
all
districts
qualify
for
that.
It's
based
on
that
per
pupil
assessment,
and
I'm
going
to
show
you
all
a
little
trick
here
in
a
minute
just
and
you'll
easily.
G
G
So
this
is
a
very,
very
short
history
of
the
nickels
as
they
exist
today.
There's
the
facility
support
program
of
kentucky,
that's
the
original,
that's
one!
Everybody
has
to
have
that's
your
minimum
and
then
probably
from
the
late
90s
to
early
2000s,
a
lot
of
districts
growing
very
fast
and
I'm
gonna
pick
on
oldham
county,
they
grew
grew,
grew
so
to
catch
their
facilities.
Up
with
this
growth,
general
assembly
started
doing
these
growth
nickels
for
districts
that
met
certain
criteria.
G
They
could
levy
an
additional
nickel
and
I'm
gonna
skip
the
recallable
because
that's
a
little
bit
different
conversation,
the
equals
e
colas
facility
funding
nickel
and
we
call
it
the
eff.
It's
just
another
nickel.
These
have
names,
but
you
know
they.
If
it's
directed
toward
a
certain
thing
like
category
5
or
the
next
one,
the
base
realignment.
G
If
you
will
so
things
like
that,
and
for
example,
we
know
if
there's
a
another
toyota
plant
coming
to
deep
west
kentucky
to
ballard
county
or
fulton
county,
we,
you
know
the
general
assembly
may
say:
hey
you're,
going
to
need
some
facilities,
and
this
is
a
way
we
can
do
it.
So
it's
just
that
mechanism
of
funding
these
facilities.
Now,
if
you
go
back
in
about
the
middle,
the
recallable
nickel
is
on
the
only
currently
available
nickel
for
districts.
G
It's
the
only
one,
that's
legislatively
active
in
the
sense
that
they
can
adopt
it,
and
I
thought
my
head.
I
can't
remember
how
many
districts
have
adopted
this.
Some
have
actually
adopted
two
in
order
to
meet
their
facility
needs.
Not
very
many
have
done
that
gone
down
that
road,
but
the
process
is
again
it's
subject
to
a
public
petition
which
can
challenge
it
and
then
eventually
force
a
public
vote
if
enough
signatures
are
collected.
G
So
it's
got
that
community
buy-in
if
you
will
and
some
districts
and
I'm
sure
the
superintendents
can
speak
to
this
somewhat
and
over
time.
I've
worked
on
a
lot
of
these
for
many
districts
in
some
communities.
It's
like
they're
not
doing
anything
and
everybody's.
Like
that's
fine,
you
know
we're
okay
with
this
and
others.
It
can
get
a
little
more
contentious
or
it's
just
not
time
for
it.
If
you
will
so
this
is
just
part
of
the
process
that
public
buy-in
is
very
important,
and
you
know
if
it
does
force
a
vote.
G
G
Yeah
that
one's
pretty
easy
so
when
we
call
it
a
nickel,
we
throw
that
term
around
a
lot.
But
when,
on
your,
when
you
look
at
your
tax
bill
and
say
it's,
I
don't
know
63.6
cents
the
districts
in
order
to
generate
five
cents
worth
of
local
taxes
will
sometimes
have
to
you
know,
levy
5.6
because
of
collections,
so
there's
always
a
gap
in
collections,
some
districts
they
might
have
a
couple
of
great
years
and
some
are
very
consistent.
G
G
So
tier
one
allows
school
boards
and
I
think,
we're
now
at
100
of
our
districts
actually
levy
taxes.
At
this
rate,
although
six,
I
believe
it's
six
don't
get
equalized
because
their
property
wealth
and
that's
that
916
000..
So
when
you
look
at
that
per
pupil
property
assessment,
if
your
district
that
you're
looking
at
is
over
916
000,
they
will
not
get
equalized
on
their
facilities
funding.
G
They
will
not
get
tier
1
funding
if
they're
at
200
000
they'll
get
a
lot
more
than
someone
at
400,
000
or
six
hundred
thousand
or
eight
hundred
thousand,
so
the
closer
that
per
pupil
property
assessment
gets
to
916
it
sort
of
draws
it
down
and
once
you
cross
that
it
goes
to
zero.
Now
that
nine
hundred
sixteen
thousand
is
part
of
a
formula
that
we
update
every
two
years
during
budget.
So
it's
just
part
of
the
budget
process
that
kind
of
moves
up
with
the
property
of
seven
it's
kind
of
a
moving
target.
G
G
Campbell,
I
may
miss
campbell
in
the
first
round
livingston
and
lion,
so
it's
a
little
bit
of
an
odd
mix
but
livingston
and
lions
property
assessments
and
their
student
population
they're.
Actually
what
we
call
hold
harmless
districts
they
in
anchorage
and
what
that
hold
harmless.
Is
that
if
your
per
pupil
that
you
generate
is
less
than
it
was
in
1991
92,
I
believe
it.
G
So
again,
tier
one
is
just
an
additional
pot
of
money,
so
they
take
15
percent
of
the
revenue.
It's
adjusted
through
seek
based
funding
and
if
you
go
back
and
talk
to
your
superintendents
and
board
members
that
are
deep
into
the
budget
talks
for
most
districts,
this
is
a
nice
chunk
of
money
of
their
budget
from
the
state.
Anyway,
so
it's
a
very
important
source
of
funding
for
them.
G
You
know
this
is
where
we
think
seek
dollar
wise
will
be
and
the
student
populations
and
then
during
the
budget
process,
the
lrc
or
excuse
me,
the
general
assembly
rather
will
work
to
you
know,
come
up
with
that
per
pupil
amount,
and
you
know
what
big
buckets
of
money
and
it's
big
will
go
into
each
line
item.
So
what
happens
after
that
budget
is
passed.
If
we've
correctly,
you
know
created
these
estimates,
we'll
have
enough
money
to
pay
all
the
districts
and
everybody's
happy.
But
what
happens
if
we're
wrong?
G
So
the
shortfalls
are
awful
for
my
office
because
we
get
to
communicate
to
most
the
superintendents
on
you're,
not
getting
what
we
told
you
you
were
going
to
get
and,
as
you
can
imagine,
I'm
not
very
popular
when
it
happens.
We've
got
knock
on
wood,
pretty
good
track
record
of
keeping
our
head
above
water,
but
to
give
you
some
idea
of
how
close
we
cut
it
on
roughly
2
billion
dollars,
I
think.
G
Last
year
I
was
within
half
a
percent,
so
that's
because
lrc
staff
and
gopm
or
osbd
staff
work
together
to
try
to
talk
through
any
issues.
We've
got
with
our
estimates.
If
we
have
concerns
about
you
know
this
exceptional
child
count's
growing
a
lot
faster
than
we
expected.
We
work
together
to
figure
out.
What's
a
good
number
for
everybody,
we
understand
there's
limitations
of
the
budget
as
competing
interest.
If
you
will,
you
know
education
is
important
to
me,
but
you
also
have
corrections
and
medicaid
and
all
these
other
things
that
go
on.
G
G
So
that's
a
really
really
important
part
of
my
job
and
if
you
ever
hear
your
superintendent
say
we
have
a
shortfall
and
it's
probably
you'll
hear
me
screaming
about
it
somewhere.
So
this
is
the
one
part
of
my
job
that
keeps
me
up
at
night
a
lot
thinking
about,
if
we're
short,
if
we're
short
now
the
excess
is
easy.
I've
got
some
additional
money
and
usually
there's
language
in
that
budget
bill
that
tells
us
where
to
direct
it.
G
G
G
I
think
the
level
of
funding
that
seek
gets
and
to
understand
the
enormity
of
it
and
also
our
web
page
or
web
pages.
Rather
with
you
know
you
can
go,
look
at
your
home
districts
pretty
easily.
You
can
go,
look
at
and
look
at
jefferson
and
fayette.
How
do
they
compare
jefferson,
fayette
and
campbell?
What's
jefferson
look
like
when
you
get
down
into
the
smaller
numbers
versus
dayton
independent,
it's
a
good
way
to
kind
of
give
you
some
context
about
independence
and
county
districts.
G
So
I'm
sure
my
two
superintendents
to
my
right
will
tell
you
they.
They
operate
a
little
differently
and
also
to
give
some
credit
behind
me.
I
think
they're
still
in
a
room
office,
education,
accountability,
he's
done
studies
over
the
years,
there's
one
it's
a
little
aged
now,
it's
in
the
mid
2000s,
but
it's
a
good
preview
of
a
lot
of
things,
a
lot
of
history,
but
also
you
know
how
things
have
changed
over
time.
A
Links
that
you
provided
so
if
anybody's
got
any
upcoming
trips
to
destin
paul
mullins,
I
think
representative
bojanowski
just
got
back
from
the
outer
banks,
but
man
that
would
have
been
great
on
the
on
the
water.
I
can't
thank
you
all
enough.
You
did
exactly
what
we
asked.
You
went
above
and
beyond
shay.
Thank
you.
A
Insight
appreciate
robin
thank
you
also,
oea,
wonderful,
as
always
with
what
you
provide.
You
know
for
our
first
meeting
and
to
really
get
into
this.
You
educated
me
if
you
can
do
that.
That
is
a
very
good
job,
because
this
is
very
in-depth.
So
we
do
have
a
number
of
comments
or
questions
I'm
going
to
get
to
those
real
quickly.
Senator
wilson.
F
Thank
you,
mr
chairman
and
che
I'm.
I
want
to
ask
you
going
back
to
slide
number
14,
where
you
did
the
examples
of
the
two
students
in
different
districts.
Yes,
sir,
so
literally,
if
I
look
at
this,
there
are
districts
that
are
getting
three
thousand
dollars
virtually
less
per
student
than
some
other
districts.
Is
that
possible.
G
I
think
it's
possible
and
one
other
resource
you
can
look
at
is
the
school
report
card
on
our
website
and
you
can
even
obviously
look
at
your
own,
but
it
will
break
it
down
a
little
differently.
I
think,
in
a
to
me,
a
little
more
readable
format
that
you
could
see
what,
when
we
talk
about
per
pupil
spending,
that's
a
bit
of
a
loaded
question,
because
you
have
to
consider
a
lot
of
it's
the
the
way
they
would
calculate
it
is
through
averages.
G
You
know,
because
not
every
penny,
you
know
they
account
for
it
every
single
school,
so
it
makes
a
little
tricky
to
say
in
franklin
county
I'll
pick
on
them.
If
we
spend
two
million
dollars
on
transportation
a
year,
how
much
does
collins
land
elementary
use
of
that
and
how
much
does
hern
elementary
use
of
that?
G
So
when
you're
looking
at
a
tax
bill,
I
may
pay
half
in
franklin
county
what
I
would
pay
in
an
independent
district
along
the
northern
kentucky
border
or
ohio
border.
It's
just
the
size
of
the
district.
It's
the
what
the
makeup
of
that
property.
If
it's
mostly
residential,
you
know,
a
pva
might
only
reassess
that
one
little
area
every
four
years
and
it
just
doesn't
grow
as
much
as
say,
scott
county
with
all
the
factories,
and
you
know,
development
that
they
have
going
on
there.
F
D
Yeah
so
with
the
various
funding
that's
come
in
response
to
the
coronavirus
pandemic,
the
funds
have
come
through.
Kde
we've
had
three
rounds
of
the
elementary
and
secondary
school
emergency
fund
that
have
come
through
us
so
and
then
we
appropriate
that
down
to
our
local
school
districts,
at
least
90
percent
of
that
has
to
go
out
to
grants
to
our
local
school
districts
and
that
10
percent
that
is
reserved
at
the
state
level.
We
use
for
statewide
efforts
again
to
support
our
local
school
districts
in
one
round.
D
We
actually
made
some
of
that
state
set
aside
directly
available
to
our
districts
and
so
that's
moving
forward
and
then,
of
course,
there's
gear
funding.
There's
there's
a
lot
of
federal
funds
that
are
actually
coming
to
our
districts
right
now
that
those
funds
will
last
until
three
stages,
but
the
latest
date
is
through
september
of
2024
and
then.
D
F
F
D
D
A
E
D
Yeah,
so
on
june
1st,
the
u.s
department
of
education
actually
produced
a
pretty
good
faq
document.
That
is
helping
us
to
answer
a
lot
of
the
questions
that
our
local
districts
have.
Generally
speaking,
arp
esser
funds
can
be
used
similar
to
the
first
two
rounds
of
esser
funding.
However,
for
our
local
school
districts,
they
have
to
reserve
20
of
those
funds
to
really
address
those
learning,
loss,
type
issues
for
our
students
and
then
there's
also
some
rev
reservations
at
the
state
level
on
how
those
state
dollars
can
be
expended
the
most
challenging
piece.
D
There's
just
a
lot
of
rules,
federal
rules
about
the
use
of
monies
for
school
con,
really
any
kind
of
construction.
You
know
you're,
subject
to
davis,
bacon
and
there's
lots
of
additional
reporting,
and
that
type
of
thing.
So
that's
the
most,
I
think
the
still
most
confusing
piece
of
the
arp
esser
funds
and
how
you
can
utilize
those
really
to
their
fullest
potential.
E
Robin
brought
up
something
that
brought
up
another
question,
similarly
appropriate
127
million
dollars
for
facility
construction,
and
I
know
the
governor
just
recently,
I
believe,
released
the
amounts.
The
awards
on
that,
and
I
is
there
any.
Is
there
any
dispute
yet
on
whether
or
not
we
can
use
the
cares
money
for
that,
because
that
was
to
come
from
the
cares
money.
As
I
understood
it,.
D
Yeah,
so
that
that
money
is
coming
from
from
the
coronavirus,
it's
actually
coming
from
the
capital
construction
fund.
So
it's
this
other
pot
of
money,
that's
governed
by
u.s
treasury.
It's
not
even
coming
through
the
u.s
department
of
education,
so
I
think
the
governor's
office
and
is
still
looking
at
it.
D
You
know
the
appropriation
came
from
the
general
assembly
for
the
use
of
those
funds.
They've
asked
for
a
little
bit
of
additional
information
on
that
related
to
how
our
buildings
are
wired
and
are
connected
from
a
broadband
perspective,
but
we're
just
trying
to
work
through
that
and
provide
additional
information
to
u.s
treasury.
E
E
E
D
C
Yes,
so
my
question
is
so
going
back
to
1990
and
kara
and
and
the
rose
decision:
how
did
they
set
the
original
seek
amount?
Was
it
based
on
like
a
study
of
the
cost,
to
provide
an
adequate
education
for
all
students?
How
did
they
come
up?
Because,
because
we
have
you
know
in
all
our
iterations,
we
would
go
based
on
that
number.
But
how
did
that
number
originally.
G
That's
a
great
question:
I
don't
really
know
I
don't.
I
don't
have
a
historical
context
of
how
they
actually
started.
You
know
what
was
the
per-pupil
amount
and
I
do
know
like
the
add-ons,
because
we've
asked
that
same
question.
You
know
why
is
a
severe
exceptional
child
2.35
and
I
think
if
you
look
back
in
time,
you
know
this
is
my
assumption
that
the
factors
themselves
were
set
based
on.
You
know
prevailing
wisdom
at
the
time.
This
is
roughly
what
it
would
cost
to
educate,
or
at
least
some
of
that
cost.
G
F
F
F
The
only
other
comment
I
was
going
to
make
is
to
chase
point
earlier
where
they
worked
very
closely,
particularly
with
the
office
of
state
budget
director
for
their
projections,
and
we
base
all
of
our
budget
numbers
on
those
projections,
and
so
I
think
it's
pretty
fantastic
that
they
get.
That
close.
Given
all
the
factors
that
weigh
into
that-
and
I
would
say
that
between
the
property
assessment
increases
that
are
coming
for
some
districts,
and
I
would
also
point
out
that
those
projections
are
not
on
a
statewide
basis.
F
F
On
a
district
by
district
level,
so
that's
going
to
put
an
extra
burden
on
them.
This
coming
budget
cycle,
on
top
of
which
I
would
note
house
bill
563,
will
allow
students
to
transfer
to
non-resident
districts
on
a
much
wider
scale
than
they've
done
in
the
past.
So
I
would
plead
with
this,
the
committee
and
those
who
are
involved
in
the
budget
process
to
extend
a
great
amount
of
grace
to
robin
and
shea
and
their
staffs
and
the
osbd
staff.
When
they're
trying
to
come
up
with
projections
for
next
year.
A
C
F
G
So
and
these
are
available
you'll
see
if
every
district
publishes
their
salary
schedule
for
teachers,
for
example-
and
I
don't
know
if
we
have
any
former
teachers
in
a
room
but
essentially,
as
you
gain
experience,
oh
there
we
go.
Current
teachers
can
tell
you
that
there
it's
a
scale,
as
you
sort
of
I
think,
get
your
masters
and
you
kind
of
move
up
and
progress.
G
G
I
don't
know
graves
county,
their
their
schedules
are
different
as
far
as,
if
I'm
a
first
year
teacher
second
year
teacher
and
so
on,
and
I
don't
believe
that
it
will
translate
from
district
to
district.
I
believe
once
you
go,
if
I
went
to
anderson
then
to
spencer
than
to
boyle,
I'm
going
to
be
on
a
completely
different
salary
schedule
in
each
of
those
districts.
So.
C
Thank
you,
chairman,
wise,
just
to
follow
up
to
chairman
tipton's
comment
earlier,
a
couple
of
things.
First
of
all
che
and
robin
do
a
phenomenal
job
working
with
our
districts
and
their
their
phones
are
always
open
to
us.
So
I'd
like
to
just
say
for
just
a
second
that
they
do
a
phenomenal
job
and
we
really
appreciate
the
work
they
do
as
a
superintendent.
C
Second
of
all,
on
the
127
million
I'd
like
for
a
clarification
for
this
group
to
maybe
everyone
it
realizes,
but
some
districts
were
not
eligible
for
that,
and
the
reason
for
that
from
my
understanding
and
jay
and
robin
if
you
correct
me,
if
I'm,
if
I'm
wrong,
they
have
to
have
what
have
the
recallable
nickel,
if
you
don't
have
that
recallable
nickel,
you
weren't
eligible
for
the
127
million,
it
doesn't
matter
what
the
what
your
buildings
look
like.
You
could
have
the
lowest
ranked
building
in
the
state.
C
D
Yeah
that's
correct.
The
appropriation
of
the
127
million,
of
course,
was
to
the
school
facilities.
Construction,
commission
and
some
of
the
eligibility
requirements
were
crafted
by
that
commission
in
accordance
with
kind
of
their
standard
standard
and
customary
practices,
as
I
understand
it,
so
you're
but
you're
right,
superintendent,
fletcher.
C
Thank
you
and
then
the
other
thing
too
is
there's
a
lot
of
information
out
there.
You
can
find
and
I'll
be
happy
to
supply
that
you
may
be
able
to
find
online,
but
if
you
want
to
look
at
the
disparities
of
teacher
salaries
across
our
state,
you
know
we
we
actually
had
talked
with
some
people
here,
but
you'd
be
amazed
by
the
despair.
How
much
difference
there
is
in
salary
schedules.
But
basically,
essentially
you
know
you.
C
Every
year
you
go
on
you're
going
to
get
a
little
bit
of
a
raise
and
it
depends
if
you're
in
lawrence
county
versus
fayette,
county
and
again,
a
lot
of
that
goes
back
to
cost
of
living.
Cost
of
living
in
jefferson
county
is
going
to
be
much
higher
than
lawrence
county.
So
that
makes
sense.
But
again
there
are
varying
levels
of
salary
schedules
for
teachers
across
our
state.
C
G
Well,
the
per
pupil
amount
has
increased
so
and
there's
some
history
of
that
and
somewhere
deep
in
my
emails,
I've
got
a
history
of
where
it
started,
and
I
believe
I
probably
borrowed
that
from
the
office
of
education
accountability,
but
it
shows
you
we
were
down
in
the
2000s
per
pupil.
For
example,
I
can't
remember
where
we
started
and
over
time
it's
increased.
G
G
The
the
thing
that's
probably
not
changed.
Very
much
are
the
factors.
So,
if
you're,
a
speech
student,
for
example,
the
factor
that
we
generate
and
that's
something
that
we
at
the
department
have
talked
about
quite
a
bit
over
the
years,
it's
like.
Why
is
this
at
this
factor?
You
know
what
what's
that
factor
really
mean?
Has
that
changed
over
time?
It's
just
not
something
that
we've
been
able
to
approach
and
say
well.
G
This
is
something
we
really
want
to
change
with
the
general
assembly,
because,
obviously,
if
you
increase
a
factor
that
usually
increases
cost
as
well,
but
I
think
you
know
that's
a
good
conversation
to
have
to
understand.
Are
these
factors
still
applicable?
Does
it
still
cost
x
amount
to
teach
these
types
of
students
or
free
lunch
students
15,
you
know,
is
15
still
good,
bad
and
different.
What
is
that?
So?
That's
a
very
good
question,
very
good.
A
D
So
we've
had
kind
of
an
in-house
built
system,
it
takes
the
calculations
and
we
from
other
places
and
we
dump
it
into
the
seek
system.
We
have
staff
that
care
for
that
system
tenderly,
but
it
has
its
shortcomings.
So
when
we
talk
about
making
changes
to
seek,
it
will
be
impossible
for
us
to
do
that.
Through
our
currency
system,
we
will
either
have
to
have
a
brand
new
system.
It
does
not
allow
us
to
when
we
get
a
call
that
says
if
we
change
something
about
seek,
can
you
tell
us
what
that's
going
to
do?
D
It
doesn't
automatically
do
that,
so
anything
that
is
considered
and
changes
to
seek,
or
if
we
leave
it
the
same.
Even
we
really
need
funding
to
help
us
with
that
system,
so
that
che-
and
I
that's
another
thing-
that
we
lose
sleep
at
overnight-
that
at
some
day
the
sikh
system
is
just
not
going
to
work.
So
I
I
felt
like
with
this
opportunity.
I
wanted
to
put
that
on
the
table,
for
you
all
to
think
about
as
well.
Duly.
A
All
right
see
once
again,
thank
you
so
much
for
the
excellent
presentation
today.
Last
thing
on
the
agenda
is
basically
just
an
open
discussion
on
task
force
objectives.
Everyone
should
have
in
their
folders
presented
and
if
you're
online,
it
says
here,
school
funding,
task
force,
hb
405
and
it's
basically
the
directives
that
were
sent
to
us
in
turn,
I'm
not
going
to
go
over
each
one
of
these,
but
basically
what
the
school
funding
task
force
is
charged
to
do.
A
A
lot
of
this
is
reviewing,
but
also
at
the
end,
maybe
developing
submitting
any
recommendations
any
possible
changes,
and
with
that
I
think
just
you
know
the
the
the
road
map
ahead.
You
know
for
this
funding
task
force
to
look
at.
We
had
a
lot
of
good
information
today,
it's
a
lot
of
things.
We
probably
can
even
nail
down
even
farther.
If
we
want
to
get
into
transportation,
want
to
get
into
taxes,
we
want
to
get
into
a
whole
host
of
things
that
was
presented
today.
A
We
can
do
so,
and
I'm
not
going
to
put
everyone
on
the
spot
to
say
here's
our
recommendations
for
today
I
know.
Sometimes
we
leave
a
meeting,
we
can
think
back
to
some
things
and
that's
why
we
have
emails.
We
can
contact
josh
and
you
can
reach
out
to
me
and
reach
out
to
co-chair
tipton
with
that,
but
I'm
open
right
now
for
any
discussion
on
some
things.
We
heard
today
some
things.
Maybe
we
can
look
forward
to
going
forward
as
we
proceed.
Senator
thomas.
A
C
A
A
See
none
closing
comments.
Our
our
next
meeting
will
be
taking
place
and
all
of
our
meetings
tentatively
are
scheduled
for
monday
mornings
at
10
a.m.
Monthly,
our
next
one
is
scheduled
for
monday
july
19th
that
will
be
at
10
a.m.
Co-Chair
tipton,
I'll
close
with
you
any
since
the
next
month
will
be
your
meeting.
If
anything,
you
wish
to
talk
about
from
today's
meeting
or
as
we
proceed
forward,
sir.
E
Well,
I
think
today
was
a
good
opportunity
for
us
just
to
see
how
the
funding
formula
works.
The
general
idea
of
it,
and
hopefully,
as
we
go
home,
we'll
have
questions.
We
can
encourage
you
to
talk
to
your
superintendent
school
board,
members
back
home
and
we
look
forward
to
for
input
and
and
I'm
really
glad
to
see
the
the
superintendents
and
school
board
members
be
a
part
of
it.
E
I
really
look
forward
to
your
input,
so
it's
important
to
for
us
to
understand
your
perspective
at
the
local
level,
because
we
don't
always
doesn't
always
equate
to
us
in
frankfurt.
So
it's
good
to
have
you
here
and
and-
and
this
is
an
important
conversation,
critical
conversation
and
look
forward
to
everybody
being
here
and
participating
next
month.
A
Could
not
agree
more.
Thank
you
to
all
of
our
legislators
president.
Thank
you,
our
superintendents,
our
school
board
members
for
contributing
today.
Once
again,
those
meeting
times
could
change.
I
know
summer
times
can
be
busy
for
everyone.
If
you
do
know,
you
have
complications
with
future
meetings.
Please
let
josh
or
chris
know
here's
our
motion
for
adjournment
so
move.
Thank
you.
Paul.