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From YouTube: Lottery Trust Fund Task Force (8-3-23)
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Reupload
A
C
C
A
Is
there
any
other
member
that
has
any
introductions
before
we?
We
start
the
agenda
all
right.
First,
on
the
ingenious
approval
of
minutes
from
the
July
20th
2023
meeting
I
need
a
motion
to
accept
the
minutes.
Is
there
a
motion?
I
have
a
motion
and
second,
all
in
favor
aye
on
Nays
like
Sam
eyes.
Have
it
all
right
folks,
I
want
to
kind
of
briefly
remind
everybody,
the
Mandate
of
this
task
force
and
what
it
includes.
A
This
task
force
was
set
up
to
bring
evaluating
and
performance
of
the
various
scholarships
and
Grant
programs
funded
by
the
lottery
task,
lottery,
trust
fund
and
developing
possible
recommendations
and
changes
related
to
lottery,
trust
fund
to
better
align
the
use
of
the
funds
with
current
and
future
needs.
Today
we
have
invited
various
groups
who
will
help
Kentucky
students
access
the
use
of
these
scholarships
and
Grant
programs
to
provide
the
task
force
with
their
perspectives.
A
We
have
several
groups
that
are
going
to
be
speaking
with
us
today.
We
would
like
to
move
pretty
quickly
so
that
everybody
has
an
opportunity
to
share
their
insights
with
the
committee
members,
so
today's
format
will
be
more
of
a
round
table
discussion,
we'll
bring
them
forward
a
few
at
a
time.
Some
of
them
will
be
joining
us
through
Zoom,
we'll
give
them
time
to
introduce
themselves.
Ask
them
some
general
questions.
A
At
previous
meetings,
members
have
expressed
an
interest
in
understanding
how
well
high
school,
counselors
and
staff
are
aware
of
our
state's
programs
and
the
challenges
School
staff
face
in
helping
students
become
aware
and
access,
our
state's
programs
being
the
start
of
the
school
year.
Availability
was
a
challenge,
but
some
staff
from
Hardin,
County
and
Johnson
County
have
graciously
agreed
to
join
us
remotely
at
the
beginning
of
their
school
years.
A
A
A
College
and
Career
Center
all
right.
Thank
you
all
for
being
with
us.
Today,
you
were
given
some
potential
questions
for
the
day
to
kind
of
help.
You
organize
your
thoughts
and
try
to
help
us
get
some
information
that
you
all
deal
with
our
high
school
students
every
year.
So
some
of
those
questions
I
believe
I
would
like
to
go
down.
Maybe
three
or
four
of
those
questions
myself
and
I'll
have
co-chair
McCool,
ask
two
or
three
of
those
questions
and
I'll
start
with
principal
Dan
Robbins.
A
G
G
I
would
say
the
the
great
majority
of
my
day
deals
with
helping
students
on
advising
them
on
posting
secondary
plans.
We,
our
high
school
students
and
specifically
our
Academy
program,
earn
Associates
degrees
before
graduating
high
school.
So
we
start
with
their
academic
planning
for
post-secondary
during
their
junior
year,
and
we
take
a
look
at
those
types
of
things.
A
F
So
yeah
a
lot
of
what
we
do
is
post-secondary
Readiness
I
was
a
college
in
career
coach
for
the
last
four
years,
and
I
would
definitely
say
that
I
probably
spend
collectively,
probably
an
hour
of
my
day,
actually
doing
like
one-on-one
counseling
with
students.
You
know
Financial
letters
that
schools
have
given
them
and
advising
them
on.
F
Maybe
what
is
the
best
option
for
them,
whether
it's
going
straight
into
a
career
using
the
work
ready
scholarship
to
go
to
the
Community
College
here
locally
or
community
colleges
around
the
state
or,
if
that's
a
four-year
academic
program
at
a
university
or
military?
So
I
would
probably
say
that
about
an
hour
or
two
of
my
day
is
actually
spent
one-on-one
with
kids.
E
We
discuss
these
with
students
really
frequently
Miss
Webb
deals
with
our
dual
credit
scholarships,
and
she
always
makes
sure
that
the
kids
who
are
in
the
Dual
credit
classes
that
she
goes
in
and
helps
so
help
them.
You
know
get
those
filled
out,
make
sure
that
they
apply
for
those
to
get
those
prices
down
for
their
classes.
E
I
talk
a
lot
to
kids
about
Keys
money
when
they
come
into
my
office
and
I
actually
prepared
a
senior
year
handbook
that
has
the
keys
money
calculation
on
there
so
that
they
know
how
to
calculate
what
they
should
be
getting
to
kind
of
check
that,
with
their
account
to
make
sure
Brandon
Brown
also
comes
in
and
does
a
presentation
with
our
kids
and
teaches
them
about
Keys
money
and
all
the
different
he
teaches
them
about.
Cap
grants
the
Kentucky
access
Grant.
He
teaches
the
Kentucky
tuition
Grant.
A
D
There
really
is
and
I'm
so
glad
you
picked
me
for
this
one,
because
one
of
the
biggest
problems
that
I
see
is
that
you
know
our
middle
income.
Families
are
essentially
being
priced
out
of
college
in
some
ways
and
so
like
the
kids,
whose
families
you
know
like,
for
example,
if
you
have
a
two-teacher
household
and
those
kids
take
like
the
AP
test,
they
get
no
keys
money
for
that,
because
they're
not
considered
low
income,
and
so
you
also
have
this
division
because
you
have
low
income.
D
Kids
they're,
like
we
want
to
take
all
the
AP
tests
because
we
get
money
for
it
and
I.
Just
don't
understand.
You
know,
low-income
kids
are
going
to
get
more
access
to
Grants
and
financial
aid
than
middle
income,
families
anyways,
and
so
when
you
take
things
like
Keys
money
and
you
don't
even
let
your
middle
income
kids
get
rewarded
for
passing
a
test.
But
you
let
your
lower
income.
Kids.
Do
it's
really
a
problem?
A
C
We
we
often
hear
that
there's
a
lot
of
fast
for
money
left
on
the
table
or
because
they
don't
fill
out
the
complete
the
FAFSA.
What's
your
experience
with
that?
How
do
you?
How
do
you
communicate
that
to
the
students
and-
and
certainly
if
you
have
any
thoughts
and
process
on
how
we
can
improve
the
completion
of
the
FAFSA
application.
E
Okay,
the
way
I
deal
with
that
here
is
I,
have
Brenda
Brown
I
come
in
again
with
Kia,
and
he
he
does
FAFSA
workshops
during
the
day
with
the
students,
and
he
also
does
them
in
the
evenings
with
with
the
students
and
then
later
in
the
year.
Big
Sandy
comes
in.
They
do
the
same
thing.
So
I
already
have
two
Festival
workshops
set
up
with
Mr
Brown
and
then
later
I'll
also
set
those
up
with
Big
Sandy
this
year
that
we've
got
the
FAFSA
Reform
Act.
E
So
it's
a
little
different
this
year,
it's
not
going
to
open
in
October,
like
usual
it'll
open
in
January,
and
so
our
timeline's
slightly
different,
but
we
really
push
that
I
talk
with
students
one-on-one
about
completing
that
quite
often
also
I
probably
helped
at
least
50
kids.
Last
year
individually,
complete
their
fafsas
I
spent
a
ton
of
time
on
that.
E
As
far
as
getting
kids
to
complete
it
I
think
I'm,
hoping
that
that
Reform
Act
will
really
help
with
that
I
I'm,
going
to
a
training
on
that.
But
I,
don't
know
what
that's
going
to
entail.
But
it's
supposed
to
cut
down
the
amount
of
questions
they're
asked
I,
think
they
get
overwhelmed
with
it
and
don't
know
what
to
put
on
some
of
it.
E
They
get
confused,
so
I'm
really
hoping
that
that
helps
that
and
then,
as
far
as
money
left
on
the
table,
obviously
more
kids
completing
it
would
be
helpful
but
and
I
don't
know.
If
there's
anything
can
be
done
about
this,
but
just
like
Mrs
Webb
said
the
middle
class
kids
are
being
priced
out
of
college
she's,
exactly
correct
about
that.
So
you
know,
like
my
personal
kids,
still
get
zero
dollars
financial
aid.
E
H
Thank
you,
chairman,
quick
question,
quick
follow-up
to
the
FAFSA
question.
Yesterday,
we
we
had
a
presentation
from
Dr
Thompson
and
his
group
and
Kentucky
stats
had
been
compiling
FAFSA
completion
rates,
and
this
is
a
kind
of
a.
This
is
a
big
question.
This
is
a
it's
not
necessarily
an
important
question,
but
it's
a
kind
of
a
big
ten
thousand
feet
up
question.
One
of
the
areas
in
Kentucky
that
is
really
really
lagging
behind
on
completion
of
FAFSA
is
the
606..
E
D
I
mean
just,
for
example,
I've
still
got
a
child
that
I'm
helping
right
now,
who
she
can't
get
her
key
of
verification
done,
because
her
dad
is
in
prison
and
her
mother
I,
don't
know
where
her
mother
is-
and
she
basically
raises
herself
and
I
have
had
every
single
year
to
go
and
deal
separately
with
Kia,
because
she
is
truly
an
independent
minor.
We
have
kids
that
are
being
raised
by
grandparents
and
they
don't
they're
not
on
their
tax
form.
D
So
there's
a
lot
of
tax
information,
that's
required
on
FAFSA,
so
when
you
have
I
mean
we
have
around
30
percent
of
our
students,
don't
live
with
a
custodial
parent
I
believe
it
is
at
our
last
meeting.
So
those
kids
don't
even
begin
to
know
where
to
find
information
on
themselves,
and
that
is
a
really
huge
problem.
H
H
F
I
mean
I,
wear
my
ear
rep
out,
I
feel
like
with
trying
to
get
us
some
help
with
that,
and
so
it's
just
it's
it's
not
I,
don't
feel
like
that.
It
always
is
easy
to
do,
and
it's
also
like
you
can't
find
answers
sometimes
because
we
have
those
independent
children
that
just
they
don't
fit
into
a
traditional
box.
Are.
F
Nobody
can
really
answer
them
on
how
to
fill
out
a
FAFSA
like
because
they
don't
fit
into
a
traditional
thing
and
like
they'll,
still
contact
me
and
they're
saying
well
we're
still
trying
so
and
two
of
those
students
that
I
keep
in
contact
with
were
foster
children
or
one
of
them
was
completely
independent
because
her
father
was
incarcercinated
and
her
mother
was
deceased.
So
it's
just
finding
like
people
to
help
those
children
that
don't
fit
into
boxes.
A
G
G
We
knew
that
we
were
not
eligible
for
anything,
but
I
did
it
because
I'm
an
educator
and
because
we
push-
and
we
say
everyone
go-
fill
out
the
FAFSA
my
brother,
on
the
other
hand,
kids,
never
did
he
didn't
do
it,
because
there's
no
reason
for
me
to
ever
fill
it
out,
there's
no
tied
to
it.
So
if
we're
trying
to
push
for
FAFSA-
and
we
legitimately
have
some
reasons
to
do
it,
why
is
there
not
a
keys
tag
to
FAFSA?
G
G
C
I
I,
too,
want
to
thank
you
all
that,
certainly
that
is
valuable
information
that
we
can
use
as
we
go
forward
and
I'm
grateful
that
you
provided
it
to
us.
The
next
question:
if
I
could
have
Ben
Robbins
to
look
to
consider
the
Dual
credit
and
work
ready,
do
a
credit
scholarship
helps
high
school
students
toward
post-secondary
education
goes
while
in
high
school.
What
experience
have
you
had
with
this
and
is
this?
Is
it
very?
Is
it
worthwhile.
G
I
know
that
this
is
not
something
that
happens
in
every
state,
so
I
do
want
to
applaud
this
committee
for
any
work
that
you
all
been
doing
to
make
sure
that
that's
happening.
That
is
phenomenal.
I
think
we
need
to
make
sure
that,
as
the
new
biennium
gets
ramped
up
is
that
we
continue
to
do
the
work
that
we
are
for
the
last
two
years
where
students
are
receiving
two
dual
credit
scholarships
their
junior
year
and
two
dual
credit
scholarships
their
senior
year.
I
know
that
is
set
to
end
after
this
school
year.
G
So
I
just
ask
that
that
be
something
to
be
considered
to
add
on
the
work
that
the
work
ready
scholarship
is
doing
where
students
can
earn
two
free,
Career
and
Technical
classes
a
school
year
again.
That
is
phenomenal.
It
is.
It
is
a
big
deal
for
us,
especially
here
at
EC3.
Our
students
are
earning
dual
credit
every
school
year,
starting
their
freshman
year
in
Career
and
Technical
education
courses.
So
without
those
scholarships,
our
students
would
not
be
doing
that.
G
Obviously,
that
is
tied
to
the
post-secondary
Readiness
indicator,
so
that
is
very
helpful
when
we
have
all
of
our
students
taking
some
dual
credit
college
class.
So
we
want
to
make
sure
that
those
can
continue
in
any
work
that
this
committee
can
do
to
guarantee.
That
would
be
greatly
appreciated.
Obviously,
with
all
the
good
things
there
are
always
things
that
can
improve
the
the
issues
that
we
have
within
those
scholarships.
G
I
just
wish
that
there
was
a
better
system,
maybe
that
would
allow
the
high
school
counselors
transition
coaches
that
could
go
in
and
help
those
students
to
set
those
scholarships
without
getting
locked
out
or
the
password
issue
or
some
of
those
types
of
things.
We
are
working
in
our
own
District
to
improve
some
of
the
issues,
but
we
know
that
a
lot
of
that
is
tied
to
Social
Security
numbers
and
we
do
have
families
that
do
not
want
to
give
those
Social
Security
numbers
they.
G
C
C
A
D
I'm
not
as
familiar
with
it.
The
one
thing
I
I
do
want
to
say,
though,
is
we
have
acted,
active
started
in
eighth
grade
here,
working
to
get
Social,
Security
numbers
in
because,
when
I
took
over
as
curriculum
director,
we
had
around
over
one-fourth
of
our
1100.
Kids
did
not
have
a
proper
social
security
number
because
parents
did
not
want
to
give
that
out,
and
some
of
them
won't
even
give
the
right
phone
numbers.
D
Even
though
I
send
the
paperwork
home,
even
though
I
have
those
meetings-
and
so
you
know
you're
out-
we
live
in
the
606,
which
is
not
you
know.
The
percentage
of
people
with
a
college.
Education
is
not
extremely
high,
and
so
it's
very
hard
to
make
parents
understand
the
way
dual
credit
works
and
why
these
kids
should
be
paid,
and
that's
why
we
started
in
the
eighth
grade
going
over
there
and
talking
to
them
and
trying
to
steer
them
into
a
path.
D
If
you're
wanting
this,
you
can
get
a
full
year
of
college
or
more
for
free
so
and
going
back
to
what
he
said.
I
do
beg
of
you
to
keep
the
scholarships
going,
because
the
two
a
year
is
wonderful
and
we
still
have
kids
that
take
additional
classes
and
they
we
end
up
having
to
ask
donors
to
pay
for
them.
So
we
took
up
about
7
500
two
years
ago
to
pay
for
kids,
who
were
paying
300
a
class
and
as
of
right
now
we
only
have
a
thousand
dollars
left.
A
Thank
you
all,
just
the
last,
if,
if
anybody
that
has
joined
us
through
the
zoom
meetings,
if
anybody
have
any
final
thoughts
or
any
suggestions,
you
think
this
task
force
should
consider
before
we
move
on
to
the
next
group.
We
just
have
just
a
few
minutes
left
here
with
you
all.
Is
there
anything
that
you
all
would
make
any
suggestions
to
this
committee.
G
With
all
of
this
work
that
that
you
all
have
been
doing
to
Grant
students
the
opportunity
to
earn
college
credits,
we
have
to
understand
that
students
are
earning
those
college
credits
and
thus
could
be
able
to
exit
College
faster
than
four
years.
The
key
scholarship
is
available
for
eight
semesters.
Okay,
if
a
student
does
all
this
dual
Credit
in
high
school
and
can
graduate
college
prior
to
eight
semesters,
then
they
are
likely
leaving
that
merit-based
scholarship
that
they
earned
on
the
table.
G
It's
really
not
fair
to
them,
nor
their
families
that
this
is
money
that
they've
earned,
yet
they
never
have
access
to
using.
It.
I
just
asked
that,
maybe,
if
there's
any
consideration
that
potentially
allow
the
students
and
the
families
to
have
a
little
more
ownership
in
that
Keys
money
to
decide
when
they
want
to
use
it.
For
instance,
my
daughter
just
graduated
college
she's,
21
years
old,
she
finished
in
three
years.
G
She
has
two
semesters
left
on
the
table.
You
know
almost
you
know
almost
three
thousand
dollars:
that's
sitting
there
that
will
never
get
touched,
but
instead
I
paid
for
it
for
her
to
graduate
and
finish,
but
she
never
has
access
to
that
money
that
she
earned
and
we
we
can't
ever
get
it.
So
you
know
I
didn't
want
it.
I
just
wanted
to
help
pay
for
her
bill
for
college.
So
those
are
things
like
that.
D
And
I
would
also
and
I
think,
that's
a
fabulous
point
and
I
I
also
want
to
go
back
and
beg
again
that
you
take
the
Restriction
off
of
the
bonuses
and
that
you
allow
any
income
child
because
I
assure
you
just
because
they
are
middle
income.
That
doesn't
mean
they
have
some
kind
of
huge
leg
up.
These
kids
are
struggling
to
pay
for
college,
and
you
know
Mrs
Murphy
and
I
helped
a
kid.
Yesterday.
Who's
got
a
31
on
his
act
and
he
told
her.
D
A
I'd
like
to
thank
all
of
you
for
your
time
in
preparing
for
the
meeting
today.
Thank
you
for
joining
us.
I
know
it's
a
busy
time
of
school
year.
Is
there
any
final
questions
from
the
Community
Committee
members
before
we
allow
our
next
group
of
presenters
all
right
with
none
seen?
Thank
you
all
for
joining
us
and
I
wish
you
the
very
best
in
this
upcoming
school
year.
Thank
you
so
much.
F
A
We've
also
recently
expanded
the
use
of
keys
scholarship
to
include
approved,
registered
apprenticeships
and
qualified
Workforce
training
programs
to
bring
our
task
force
a
perspective
of
helping
kentuckians
get
into
important
careers.
We
have
invited
the
acting
president
of
the
Kentucky
Community
and
Technical
College
system
and
the
executive
director
of
Kentucky
adult
education.
A
I
Well,
we
have
a
three-pronged
mission
of
things
that
we
actually
do
at
kctcs.
A
particular
interest,
probably
to
this
committee,
is
the
work
that
we
do
supporting
the
workforce
for
the
five
sectors
that
fuel
our
economy
here
in
the
state
of
Kentucky.
That
is
a
large
part
of
the
work
that
we
do.
In
addition
to
that,
we
provide
customized
training
for
thousands
of
employers
across
Kentucky
upscaling
employers,
taking
them
to
a
different
level
when
necessary,
and
then
we
also
have,
as
part
of
our
mission,
to
help
with
transfer.
I
J
So
the
office
of
a
adult
education,
so
I
will
start
off
with
the
qualifying
statement.
We
do
significantly
more
than
just
the
GED.
The
GED
is
absolutely
significant
and
the
Commonwealth
of
concern
in
in
this
fine
stage,
where
we
do
exceedingly
more
and
that
the
mission
of
the
offices
to
assist
the
citizens
in
this
state
to
improve
the
quality
of
their
lives
through
the
Recon
pause,
the
education
piece,
training,
piece
and
employment
piece.
So
what's
significant
to
this
is
that
we
have
a
federal
performance
requirement
that
is
specifically
focused
on
the
transition
to
college.
J
Not
a
whole
bunch
of
people
know
that,
but
that
is
a
performance
requirement
that
has
been
on
the
book
since
2014..
So
we
are
certainly
in
the
business
of
the
education
which
includes
the
GED,
but
it
also
includes
the
transition
to
college
and
the
retention
in
college
training
and
employment.
So
that
is
a
101
of
what
we
do.
As
far
as
a
adult
education
across
the
Commonwealth
of
Virginia.
I
I
I
will
I
will
add
to
the
comment
of
the
counselor,
who
was
on
the
on
with
the
committee
just
a
little
while
ago.
I
cannot
thank
the
legislature
enough
for
the
work-ready
scholarship
and
the
Dual
credit
scholarship.
They
have
had
an
undescribable
impact
on
our
ability
to
perform.
What
we're
being
tasked
to
do
and
I
will
say
that,
in
with
the
specifically
with
the
work
ready,
scholarship
again
catering
to
those
five
industry
sectors
that
we
have
so
much
focus
on
getting
people
interested
in
in
those
careers
coming
back.
I
Getting
that
post-secondary,
credential,
whether
it
be
short
term
could
be
a
matter
of
weeks,
could
be
a
semester
could
be
a
degree,
could
be
a
lot
of
things
to
make
sure
that
we're
fulfilling
those
needs.
As
this
committee
knows
that
why
that
scholarship
is
so
important,
you
know
our
Workforce
participation
rate
in
the
state
of
Kentucky
is
dismal.
Also,
if
you
look
I
know
that
CP
can
provide
this
data,
but
our
college
going
rate
continues
to
diminish.
So
it
is
very
critical
that
we
provide
access
and
means
for
these
folks
to
get
the
education.
I
I
You
know
getting
those
high
school
students
the
opportunity
to
take
two
three
four
of
those
Career
Technical
education
classes,
while
they're
still
in
high
school,
prepares
many
of
them
to
go
straight
into
the
into
a
career
field
straight
from
high
school
or
to
transition
on
for
additional
education
at
the
post-secondary
level,
either
with
kctcs
or
with
one
of
our
colleges
or
universities.
So
those
are
very,
very
important
to
us.
The
other
thing
I
know
there
was
some
conversation
about
keys.
I
J
And
as
far
as
I'm
concerned,
the
work
ready
scholarship
is
absolutely
significant,
but
there
are
some
problematic
components
of
the
key
scholarship
with
respect
to
working
AIDS
kentuckians,
which
is
primarily
a
population
that
we
serve
as
far
as
office
of
a
adult
education
is
concerned,
specifically
it's
time
sensitive,
so
the
requirements
state
that
an
individual
has
to
use
that
within
five
years
of
completing
the
high
school
so
process.
So
if
you
look
at
the
data,
the
mass
majority
of
the
individuals
that
complete
the
GED
are
between
the
ages
of
25
and
44..
J
So
if
you
do
the
simple
math
that
exceeds
five
years
from
high
school
and
then
they
must
use
it
five
years
post
completing
the
GED
that
just
does
not
work
for
adult
Learners
and
working
age
kentuckians
with
hips.
So,
but
if
you
break
that
down,
we
serve
approximately
all.
We
can
serve
approximately
2.7
million
people
out
of
4.4
million
across
this
state,
so
that
is
significantly
so
problematic.
It's
valuable!
Absolutely!
But
it's
time
sensitive
and
it
is
age
restrictive,
which
causes
a
problem
for
the
population
that
I
serve.
C
Yes,
sir,
thank
you
chair
and
I
appreciate
what
you're,
saying
and
I
I
see
that
and
we're
trying
to
look
at
those
options
because
I
because
a
lot
if
the
Pell
Grant
the
keys,
all
that
is
good.
We
don't
need
to
stop
that,
but
at
the
same
time
that's
geared
toward
a
different
group
of
folks,
but
I
want
to
ask
about
the
work
ready,
scholarship
it
runs
out
now.
I
Representative
McCool
I'll
attempt
to
answer
that
for
you,
you
know.
If
you
look
at
the
last
year,
there
were
10
400
applications
for
the
work,
ready,
scholarship,
4,
600
recipients
and
as
I'm
sure
this
committee
knows
at
certain
point
we
run
out
of
funding
of
that
in
every
year.
You
know
we
have
thousands
of
students
every
summer
that
could
qualify
for
that
they
can't
qualify
because
the
money
is
gone.
One
thing
I
would
hope
that
the
committee
may
consider
when
looking
at
the
work
ready
scholarship
is.
I
Is
it
not
based
on
income
or
GPA,
and
there
may
be
original
reasons
why
that
was
done,
but
a
significant
number
of
the
folks
who
are
accessing
that
scholarship
have
a
household
income
of
over
a
hundred
thousand
dollars.
So
do
you
need
more
money
in
it
or
do
you
need
to
limit
it
to
some
degree
to
those
who
are
having
access
for
it?
Now,
speaking
only
for
kctcs,
you
know
the
average
student
comes
out
with
less
than
five
thousand
dollars
debt.
I
So
if
you're
coming
from
a
a
a
family
income
of
that
level,
you
could
afford
to
pay
it
and
not
have
a
lot
of
debt
without
getting
the
work,
ready,
Kentucky,
scholarship
and
I
think
that's
something
the
committee
should
consider.
I
mean
roughly.
The
numbers
I
was
given
from
our
folks
is
about
40
percent
of
our
folks,
who
are
getting
that
scholarship.
Do
come
from
a
household
earning
that
higher
rates
like
that,
but
that's
something
that
we
consider
do
you
need
more
money
or
you
just
need
better
parameters
on
who's
actually
getting
it.
A
From
your
experience,
do
you
have
any
other
thoughts
or
suggestions
that
you
think
the
task
force
needs
to
consider
I
know
you
know
kctcs
is
is
on
the
front
lines
of
of
where
we
are
at
in
this
Commonwealth.
It
is
apparently
clear.
We
have
a
lot
more
individuals
now,
looking
for
certifications,
looking
for
opportunities
to
move
up
in
in
their
employment
to
get
raises,
they
may
not
be
finishing
a
four-year
degree
and
they're
coming
through
you.
That's.
K
A
To
you
for
those
those
skill
sets
that
are
really
fueling.
Many
of
the
companies
that
come
into
the
Commonwealth
and
that
are
are
on
their
way
or
already
here,
I
have
seen
a
great
deal
of
expansion
of
kctcs's
roles
in
our
high
schools
and
really
with
the
manufacturing
sector
of
what
their
needs
are.
A
Can
you
kind
of
elaborate
on
some
of
those
changes,
just
briefly
that
you
all
are
seeing
and
and
I'm
sure
that
the
adult
education
side
of
this
is
coming
into
play
along
with
with
this
Workforce
Development
side
of
things?
Could
you
just
expand
on
some
of
the
things
kctcs
is,
is
kind
of
that
shift
that
is
taking
place
right
now,.
I
Yes,
sir,
you
know,
as
I
mentioned
when
we
started
talking,
we
have
that
three-pronged
mission
and
we
do
have
a
lot
of
students
who
come
to
us
who
are
going
to
transfer
on
to
one
of
the
eight
universities
colleges
for
that
level
of
training.
But
the
significant
number
of
what
we
do
are
folks,
who
really
they
want
to
do
think
of
the
traits
they
want
to
do
something
quicker
faster
and
so
that
they
can
enter
the
workforce,
and
we
know
if
you
look
at
the
labor
market
information-
that's
out
there.
I
That's
where
the
most
needs
are
you
mentioned,
Advanced
manufacturing,
Health
Care
is
another
one
that
can
be
done
fairly
quickly
and
I'll.
Give
you
an
example.
Just
from
my
college,
which
is
in
Ashland,
we
do
welding
training,
folks,
24
hours
a
day,
24
hours
a
day,
I've
got
folks
learning
how
to
weld
at
three
o'clock
in
the
morning.
I.
Do
it
on
Saturday
I.
Do
it
on
Sunday
I
have
more
booths
than
any
other
college
in
the
state
of
Kentucky.
I
None
of
those
folks
go
toward
a
degree
they're
going
towards
the
short-term
training
they
can
get
to
go
to
work
and
we've
worked
closely
there
with
the
Union,
the
local
248.
If
they
take
a
couple
of
classes
with
us,
they
can
sit
for
their
test
and
get
and
get
you
know,
credit
towards
their
apprenticeship.
Those
type
of
relationships
are
becoming
more
and
more
important
to
our
role
within
the
state,
and
not
that
transfer
is
not
important.
It
is
because
I
tell
my
folks,
my
faculty
and
staff
at
the
college.
You
know
to
be
honest.
I
Everything
we
do
is
Workforce.
It
doesn't
matter
if
you're
coming
to
us
to
become
a
welder
or
you're
becoming
there
to
become
a
physician
which
we've
had
people
that
have
gone
that
far.
Ultimately,
they
want
to
get
a
job.
I,
don't
have
any
good
jokes,
but
one
of
my
jokes
is
no
student,
comes
to
me
and
says:
they're
there
for
intellectual
enlightenment,
admit
they're,
not
okay.
I
Now,
if
I
was
to
president
Stanford,
which
I
wouldn't
qualify
to
be
probably
maybe
somebody
would
come
to
me
on
a
trust
fund
and
say
I've
been
here
for
intellectual
lighting
now
they
get
that
as
part
of
being
there
to
some
degree
but
they're
there
to
get
a
job,
and
that
is
the
primary
function
that
we
have
there.
One
thing
I
would
say
Sir
that
I
would
want.
I
If
you
were
thinking
of
suggestions,
maybe
with
the
work
ready
scholarship,
we
might
consider
Beyond
those
five
independent
sectors,
those
sectors
that
we
focus
on
as
a
state.
You
know
we
have
shortages
as
I'm
sure,
you've
heard
in
child
care
workers
and
police
officers,
and
the
biggest
one
for
me
that
I'm
concerned
about
is
Teachers.
You
know
by
2030
that
demand
is
going
to
increase
exponentially
by
over
five
percent.
Thirty
seven
thousand
job
openings.
This
is
in
the
state
of
Kentucky.
I
So
if
we
were
able
to
offer
that
in
some
of
these
other
areas,
particularly
in
education
with
teachers,
I
think
that
there
would
be
more
people
taking
advantage
of
it
and
we
could
increase
Workforce
participation
in
those
areas.
So
that
is
a
big
one
that
work
concerned
about
is
hopefully
that
there
would
be
some
sort
of
expansion
there.
The
other
thing
I
I,
will
add,
since
I
have
the
opportunity
to
say
it
as
far
as
kctcs.
As
you
know,
right
now,
which
I
think
is,
is
perfectly
good
and
fine.
I
You
know
students
only
pay,
50
percent,
of
what
it
costs
for
our
regular
tuition,
which
is
the
lowest
in
the
state
to
take
any
of
these
dual
credit
courses,
but
that
is
not
codified
into
law.
That
is
just
within
the
budget.
You
know
so
it's
in
the
biennial
budget.
So
that's
one
thing.
We
would
hope
that
we
could
maintain
that,
but
every
budget
cycle
we're
having
to
decide
what
that
is,
and
it
would
be
very
welcomed
by
us
if
the
legislature
would
consider
codifying
that
into
law.
I
So
it
is
50
percent,
we're
not
asking
for
more,
but
we
after
this
particular
year
it
will
go
down.
I
think
it
drops
to
30
some
odd
percent,
and
that
makes
it
difficult
to
pay
for,
even
though
we
are
the
lowest
tuition
cost
in
the
state
of
Kentucky.
There
are
costs
associated,
of
course,
with
delivering
education
and
at
the
50
Mark
we're
roughly
at
a
break
even
Mark.
Where
we
can
do
it,
we
can
benefit
the
students.
I
A
You
know
many
of
them
are
more
and
more
are
taking
online
courses
and
and
the
the
traditional
brick
and
mortar
may
not
be
as
as
prevalent
in
those
situations,
but
kctcs
and
Vocational
School
is
always
going
to
need
that,
in
my
opinion,
the
brick
and
mortar,
the
keeping
up
to
date
with
the
needs
of
our
factories
and
and
our
manufacturers
and
those
those
type
of
facilities
need
to
be
upgraded.
In
my
opinion,.
I
Yes,
sir
I
mean
there
is
a
demand
which
has
increased
as
you
as
you
can
imagine,
with
covid
for
online
instruction.
Typically,
those
are
in
the
Gen
Ed
areas
right,
but
listen,
I
can't
teach
a
welder
I
mean
I,
have
welding
simulators.
Trust
me
I
do
but
I
cannot
teach
a
welder
how
to
weld.
You
know
online.
So
when
you're
looking
at
Hands-On,
you
know
I
call
them
the
trade.
J
Certainly,
sir,
so
I
think
of
this
in
terms
of
backwards
planning,
so
you
look
at
where
you
want
to
be
as
far
as
the
workplace
and
then
you
backwards
planned
and
I'll
work
that
so
we
are
in
the
process
of
a
synchronizing,
what
we
do
in
a
quote-unquote
classroom
and
the
training
component
and
the
workplace,
so
we
have
increased
significantly
this
past
fiscal
year
in
that
space.
So
that
is
something
that
needs
to
continue.
J
Secondly,
I
would
like
to
see
consideration
for
some
additional
sub-populations
second
and
fair
chance
when
we're
speaking
in
terms
of
these
so
scholarships
there
is
some
of
this
language
that
is
restricted,
something
that
is
near
and
dear
to
my
heart
veterans.
I
spent
my
entire
a
adult
life
wearing
boots
until
three
years
ago,
so
those
populations
I
think
need
to
be
considered
when
we
speak
in
terms
of
the
transition
to
college
and
the
post-secondary
space,
because
that's
a
significant
component
of
what's
going
on
in
the
Commonwealth
and
I
think.
A
I
Senator,
if
you
could
out
there
would
just
because
the
last
group
talked
about
it,
I
would
think
it
would
be
interesting.
This
committee
about
the
FAFSA
completion,
the
actual
number
that
Kentucky
leaves
on
the
table
is
54
million
dollars
a
year
because
of
students
who
do
not
complete
the
FAFSA,
and
we
know
through
research
and
I,
can
get
this
for
you.
I
If
you
want
the
actual
Source,
it's
the
National
College
attainment
network,
90
percent
of
high
school
seniors,
who
do
complete
a
fasca
immediately
enter
post-secondary
education
after
they
graduate
if
they
don't
they
just
don't,
and
so
for
us
I
know
there
are
some.
There
have
been
some
bills
that
have
been
explored
from
the
legislature
about
that,
but
I
do
think.
That's
something
that
we
need
to
consider
is:
how
do
we
help
those
people,
even
the
difficult
populations,
if
there's
a
way
to
get
out
of
doing
it?
But
how
do
we
help
them?
I
A
A
Next
up,
we
have
k-a-s-f-a-a
and
a-I-k-c-u
at
our
previous
meeting,
we
heard
from
the
council
of
post-secondary
education
about
financial
aid
programs
and
our
system
of
public
post-secondary
institutions
joining
us
today
to
offer
us
additional
perspectives.
As
a
member
of
the
Kentucky
Association
of
student,
financial
aid
administrators
and
the
president
of
the
Association
of
Independent
Kentucky
colleges
and
universities.
A
L
There,
it
is
I
thought
it
was
all
right
there
you
go
looked
like
it
was
lit
up,
it
was
not
so
we
represent
300
financial
aid
administrators
across
the
state
of
Kentucky
at
the
colleges
and
universities
post-secondary
sector
at
about
about
70
of
those
institutions.
So
that
is
that
is
my
role
here
today.
K
A
L
I'd
sure
I'd
like
to
start
with
the
what
has
come
up
with
the
the
previous
two
groups
and
that's
the
the
FAFSA
attainment,
the
FAFSA
completion.
So
we
are
a
little
bit
concerned
about
the
FAFSA
simplification
act
that
was
referenced
with
our
high
school
colleagues,
starting
in
December
of
this
year,
which
will
start
with
the
24-25
Academic
Year.
The
FAFSA
is
going
to
go
through
a
the
largest
overhaul.
It
has
ever
done.
L
The
idea
is
to
make
it
simpler
or
more
simple
for
our
families
and
students
to
be
able
to
access
that
form
and
make
it
more
streamlined
for
them
to
complete
it
and
so
I
would
I
would
like
to
offer
as
well
that
we
heard
from
our
our
high
school
colleagues
that
they're
not
sure
where
to
go
for
the
answers
sometimes
and
I'd
like
to
offer
our
schools
our
institutions
of
higher
education.
We
do
have
those
answers.
L
My
colleagues
at
Casa
we're
we're
eager
to
help
those
families
and
those
high
school
counselors,
along
with
our
partners
at
Kia.
We
always
have
those
answers.
If
we
don't
have
those
answers,
we
have
channels
and
we
have
Avenues
up
the
line
at
the
US
Department
education
to
get
those
answers
for
those
folks.
So
we
can.
We
can
certainly
be
an
asset
and
a
resource
to
those
folks
who
don't
have
anywhere
else
to
turn
as
far
as
FAFSA
completion.
L
So
when
you
hear
our
colleagues
talk
about
middle
class
families
being
priced
out
of
college,
that's
what's
happening
after
26
years,
and
so
these
kids
parents
in
many
cases,
got
the
same
amount
of
keys
dollars
as
they
are
receiving.
Now
you
received
a
presentation
from
our
folks
at
our
colleagues
at
Kia
at
the
last
meeting
that
mentioned
that
by
Statute
about
45
percent
of
Lottery
funds
get
earmarked
towards
the
keys
program,
but
at
the
current
funding
levels
the
usage
rate
is
only
about
36
percent.
So
doing
some,
some
math
there.
L
We
could
easily
increase
those
amounts
by
25
percent
and
still
be
right
at
if
not
under
the
statutory
limit
of
45.
To
still
be
fully
funded
and
not
take
away
money
from
anybody
else,
so
that's
from
my
view
we
could
easily
increase
keys
by
by
25
and
still
not
actually
need
additional
funding
for
that
program
or
run
the
risk
of
it
running
out
of
money
for
those
folks.
So
that's
I'll
leave
it
at
that
for
now
I'll.
Let
Mason
answer
that
question.
K
That's
why
you
brought
the
expert
in
first
we
we
are
as
well
concerned
about
the
changes
to
FAFSA
and
what
that
implementation
is
going
to
look
like
there's
some
technical
things
that
I
don't
want
to
get
into
here,
because
I
don't
quite
understand
them
fully
myself
till
they
they
come
down
and
start
going
through,
but
I
think
that's
a
concern.
I
think
just
this
idea
that
students
don't
always
know
what's
out
there
and
the
counselor
spoke
to
that.
K
I
appreciate
I,
know
they're,
not
on
the
line
anymore,
but
I
appreciate
them
being
here
and
talking
about
that
people
don't
understand
that
99
of
our
students
nobody's
paying
full
price.
They
see,
they
see
the
sticker
price
and
they
may
automatically
write
that
off.
But
once
you
start
adding
in
the
federal
programs,
the
state
programs
and
institutional
Aid
College
can
be
much
more
affordable,
Than
People
realize
so
our
institutions,
on
average,
provide
about
seventeen
thousand
dollars
in
institutional
Aid,
on
top
of
whatever
they
may
be
getting
from.
Students
may
be
getting
from
the
state.
K
The
federal
government
so
and
also
I
want
to
say.
Thanks
to
you
all,
these
programs
are
incredibly
important
to
our
students
cap.
We
focus
primarily
on
the
big
three
cap,
ktg
and
keys.
Our
students
received
about
72
million
dollars
in
fiscal
22
from
those
programs,
it's
incredibly
important
to
our
students,
and
you
all
are
doing
well
by
Kentucky
families
and
so
I
appreciate
the
general
assembly.
For
that.
A
L
So
sorry,
if
I
jump
the
gun,
you
know
you're
right
on
target,
so
I've
got
a
graphic
that
I
developed
that
I
actually
shared
with
with
with
your
counterparts
in
in
Washington
DC
as
well,
and
that
is
kind
of
the
looking
at
the
pie
of
tuition
and
charges
that
our
students
are.
You
know
the
the
charges
from
2018
to
2023,
so
in
that
five-year
span
where
what
are
the
sources
of
Aid?
L
Where
does
it
come
from
to
get
to
that
hundred
percent
of
tuition
and
fees,
and
so
the
state
grants
and
I
will
applaud
this
legislative
body
again?
State
grants
have
actually
been
level,
so
in
those
five
years
they
have
stated
about
seven
and
a
half
percent,
which
means
that
as
College
cost
has
increased,
you
all
have
matched
that
at
a
commensurate
rate,
and
so
I
appreciate
that.
L
My
point
to
the
folks
in
DC
was
at
the
federal
federal.
Grants
have
fallen
in
percentage
by
a
couple
of
points,
so
they're
they're
not
completely
holding
up
their
end
of
the
bargain,
but
the
bigger
piece
is
from
the
institutions
and
specifically
from
the
private
institutions
and
I'm
speaking
from
Thomas
Moore,
but
all
18
private
schools.
You
know
what
are
we
doing
to
to
help
control
the
cost.
I
am
not
unique
at
Thomas
Moore.
We
make
a
concerted
effort
to
only
increase
tuition
by
a
maximum
of
three
percent
each
year.
L
That's
typically
common
across
our
all
of
our
private
institutions.
Even
in
this
era,
in
the
last
few
years
of
increasing
inflation,
we
have
made
it
a
point
to
keep
it
within
that
three
percent
tuition
increase
range,
even
if
it
means
not
necessarily
having
cost
of
living
increases,
sometimes
for
our
for
our
staff
and
faculty
and
so
back
to
my
graphic
in
terms
of
of
costs.
How
does
the
the?
Where
do
the
resources
come
from
to
get
to
that
100
of
tuition
and
fees?
L
So
we
know
that
the
student
population
that
is
going
to
be
reaching
the
age
of
18
years
old,
the
current
juniors
in
high
school,
is
the
smallest
class
that
we
will
see
in
a
number
of
decades
and
then,
after
that,
it
will
start
to
trickle
upwards
in
terms
of
demographic
Trends.
But
we
all
have:
we've
got
the
same
number
of
Institutions,
we're
all
fighting
each
other
for
the
same
students
and
from
a
capitalistic
standpoint.
L
That's
a
good
thing
that
means
competition,
and
so,
when
you
look
at
eight
percent
in
terms
of
what
the
institutions
are
offering
to
help
control
those
costs,
that's
a
good
thing
for
the
market.
Privately,
it's
a
it's
a
concern
for
us
at
the
institutions
where
we're
going
to
find
that
money
to
help
to
help
cover
those
costs.
For
those
students.
L
A
K
I
talked
with
Kia
this
morning
and
it
looks
like
in
this
past
year,
our
cap
recipients,
that
the
dollar
amount
went
up
fairly
substantially
thanks
to
the
investment
that
the
legislature
made
in
the
last
biennium.
So
these
are
incredibly
important.
Our
institutions
are
trying
to
hold
costs
down
across
the
sector.
We're
seeing
tuition
increases
moderated
at
about
two
to
three
percent
a
year
we
have
run
some
lean
operations.
We've
got
some
great
presidents,
some
great
institutions,
I,
will
say
as
you're
thinking
about
these
programs.
K
What
I
would
most
hope
is
that
the
the
attention
on
the
need-based
programs
isn't
taken
away
as
you're.
Looking
at
all
these
other
programs,
we've
got
now.
Nine
of
our
18
institutions
have
implemented
some
sort
of
Promise
program
where
a
full
pal
student
is
going
to
pay
no
tuition
based
on
the
stacking
of
the
different
financial
aid
programs.
They'll
cover
whatever's
left,
just
like
many
of
our
public
counterparts.
K
Do
so
it
it's
it's
incumbent
or
it's
important,
I,
guess
that
that
they're
looking
for
those
amounts
to
to
stay
the
same
we'd
love
for
them
to
go
up.
But
if
you
can
keep
that
commitment
to
the
to
the
low-income
students,
that's
incredibly
important.
The
keys
piece
is
also.
We
are
hearing
the
same
thing
that
the
middle
class
students
are
getting
kind
of
priced
out
of
the
market.
So
if
you
can
find
a
way
to
do
that,
we
would
be
wholeheartedly
supportive
of
increasing
keys.
K
A
You
I
agree
with
you:
the
small
colleges
being
a
Georgetown
college.
Graduate
myself
are
doing
a
phenomenal
job,
I
know
Thomas,
More
and
others
across
the
state
are
doing
a
great
job.
We
have
several
graduates
of
our
smaller
College
systems,
the
right
here
in
Frankfurt
and
and
throughout
in
in
leadership
roles,
but
producing
good
products.
So
I
want
to
thank
you
both
for
all
you
do.
Is
there
any
questions
from
committee
members.
A
Our
next
meeting
will
be
on
Thursday
September,
the
21st
at
3
P.M.
So
please,
committee
members
mark
your
calendars:
That's
Thursday,
September,
21st
at
3
pm
and
pretty
true
to
the
time.
I
thought
we
would
be
done
today.
All
right,
we're
pretty
close
to
four
o'clock
there.
Just
a
couple
minutes
over.
Is
there
a
motion
to
adjourn.