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From YouTube: School Funding Task Force Committee 07/19/21 - Part 2
Description
This is the second half of this mornings Task Force meeting
B
A
A
I
don't
know
if
you
all-
and
I
know
they're
here
either
in
person
or
via
zoom.
Do
you
all
have
a
particular
order
to
go
in
what
we've
got?
I
think
we've
got
two
here
in
person,
so
why
don't
you
all
present
in
person
and
and
when
you
come
up,
please
identify
yourself
for
the
record
and
and
then
we'll
go
to
those
who
are
on
the
zoom
to
talk
about
this
discussion
about
these.
These
seek
funding
model
add-ons
that
are
weighted.
Thank
you.
So
much
for
being
here.
C
C
I
think,
as
you
guys
are
aware-
and
I
know
you've
heard
from
the
task
force
last
week
and
and
earlier
today,
with
some
presentations
from
kde
and
others.
As
far
as
seek
add-ons,
I
I
think
it's
a
pretty
clear
consensus
that
that
that
began
around
1990
with
with
the
enactment
of
cara
coming
in,
and
I
think
the
only
change
that
has
transpired
from
that
has
has
been
about
13
years
ago
with
english
language
learners.
C
C
B
All
right
well,
thank
you
very
much,
mr
lively
and,
as
he
said,
we
certainly
appreciate
the
opportunity
to
be
here
and-
and
the
great
thing
about
this
is
we're
all
joined
together
for
the
same
purpose,
and
that
is
that
everyone
in
this
room
believes
that
every
child
in
the
state
of
kentucky
deserves
a
world-class
education,
and
we
want
to
do
everything
that
we
can
to
to
get
there.
So
as
as
we
mentioned
specifically
regarding
the
weights,
you
know
when
we
look
at
the
weights.
B
B
The
at
risk
is
the
weight.
There
is
a
0.15
and
that's
for
every
student
that
is
categorized
as
a
free
and
reduced
lunch
economically
disadvantaged,
then,
with
the
special
needs
piece.
It's
divided
into
three
different
groups
based
on
the
need
that
it
takes
to
how
intensive
the
the
needs
are
regarding
those
students.
So
we
have.
We
have
our
speech
and
language
students
which
are
at
a
.25.
B
Then
we
have
our
moderate
students,
which
I
think
are
1.17,
and
then
we
have
our
severe
students
which
are
fmd
and
our
ebd
students
and
those
are
a
2.35
weight,
and
so
what
the
the
way
the
weight
works
just
for
for
your
information
is
just
simply
that's
the
those
students
are
counted
at
at
the
base
rate
plus
that
rate.
So
if
the
base
funding
is
two
point
or
is
four
thousand
dollars,
then
the
2.35
is
multiplied
by
that
and
that's
what
we
get
for
those
additional
students.
B
A
couple
of
points
that
I
would
would
say
about
that.
The
first
is
that
by
by
a
variety
of
regulations,
it
takes
additional
for
a
variety
of
regulations.
It
takes
additional
staff
for
those
students,
for
example,
in
a
regular
classroom,
we're
typically
depending
on
the
grade
level,
about
30
to
1
teacher-to-student
ratio
on
students
in
those
severe
the
fmd
or
the
ebd
courses
classes.
The
max
is
a
10
to
1,
plus
you
have
to
have
pair
educator
support.
B
B
It's
it's
pretty
in-depth,
but
it's
based
on
population
density,
size
of
your
county
and
so
forth
to
get
a
factor.
And
then
you
multiply
the
number
of
students
times
that
factor
to
get
your
actual
expected
cost
to
transport,
the
kids
and
then
it's
funded
at
a
percentage
and
this
for
the
past
few
years,
that's
been
funded
at
55,
okay.
So
so
that's
just
a
little
bit
about
that.
B
The
prevailing
thought
among
superintendents
is
that
the
legislature
had
a
plan
to
come
back
and
revisit
that
as
they
found
out
more
about
ell
and
and
ell
students
and
the
needs
that
they
have,
but
that
weight
is
a
.096.
So
it's
only
about
additional
375
dollars
per
kid
in
funding.
So
that's
so
that's
a
relatively
low
amount.
B
So
that
is
the
one
that
that
probably
needs
to
be
reviewed
as
you're
as
you're.
Looking
through
this.
But
again,
all
of
these
weights
are
based
on
that
base
seat
piece,
and
so
one
thing
that
I
would
say
just
as
a
just
as
a
very
important
point
is
as
seek
as
the
base
increases
those
rates.
You
know
the
actual
dollar
amounts
from
those
would
raise
and
and
as
well.
I
would
point
to,
as
we
look
at
the
seek
piece
you
guys
have.
B
I
know
you've
been
talking
about
this
for
multiple
days,
but
one
thing
that
I
would
point
out
is
when
you
look
at
seek.
It
has
a
local
component
and
a
state
component,
and
that
local
component
naturally
has
an
inflationary
component
built
in
as
property
values
increase
that
local
portion
increases
and
the
state
portion
does
not
have
an
inflationary
component.
The
legislature
has
to
act
to
raise
that
rate,
and
so
that's
because
of
that
it
becomes
very
important
that
that
that
that
peace
continue
and
keep
up
with
the
inflationary
piece.
B
Otherwise
we
start
to
see
that
get
skewed,
and
when
you
look,
for
example,
well
also
people
don't
really
realize
that
that
basic
has
a
deduct
for
that.
For
that
local
effort,
for
example,
in
madison
county
you
know
the
base
seek,
is
four
thousand
dollars,
but
in
madison
county
our
required
local
effort
is
one
thousand
seven
hundred
and
eighty
dollars.
So
what
we
are
actually
funded
per
kid
is
not
4
000,
but
2
220..
B
But
but
that's
you
know
that
that's
the
piece
that
that
I
would
throw
out
there
is,
you
know
the
that
bass
seek
piece.
The
formulas
seem
to
work
with
the
exception
that
ell
seemed
to
work
pretty
well
from
my
perspective,
if
that
bass
seek
increases
now
the
transportation
that's
a
little
different
discussion
there,
but
it,
but
that's
basically
a
funding
level.
So.
C
Just
to
to
give
you
an
idea
on
transportation
last
year
with
covid,
and
we
were
in
person
133
days
either
on
a
b
schedule
or
a
100
in
person,
we
were
at
50
000
miles
less.
We
spent
out
for
50
000
less
miles.
We
were
still
only
funded
at
79.5
percent
and
now
that's
high
compared
to
some
because
we're
a
smaller,
independent
district
but
imagine
50
000
miles
the
prior
year.
C
We
were
at
63.5
percent,
looking
at
just
just
general
fund
and
mileage,
not
trips
included
in
any,
and
that
and,
as
david
mentioned,
we're
also
a
district
in
somerset.
That
has
has
a
decently
high
assessment,
which
impacts
us
with
seek
as
well,
so
that
that
base
of
4
000
is
not
actually
what's
coming
into
somerset
schools
per
child.
C
A
A
couple
of
questions
here:
it's
basically
about
identifying
identifying
the
students
who
go
into
each
of
these
add-ons.
Yes,
could
you
expand
a
little
bit
about
that
process
and
are
there
deficiencies
in
that
process
or
students?
How
can
we
more
accurate?
Is
there
a
way
we
can
more
accurately
identify
which
students
need
to
go
on
these
add-on
categories.
B
Okay,
the
the
first
and
the
and
the
at-risk
which
is
identified
as
free
and
reduced
lunch.
That
one
is,
is
not
terribly
difficult
because
it's
students
that
apply
for
free
and
reduced
lunch,
the
the
downside
to
that.
Sometimes
we
have
students
that
are
eligible
that
we
don't
get
the
actual
documentation
in,
but
we
we
push
that
really
hard
at
the
school
level
to
to
try
to
get
that
information
from
them
and
are
somewhat
successful,
because
that
also
impacts
our
title,
one
funding
and
some
other
federal
dollars.
B
So
one
thing
that
has
complicated
that
just
a
little
bit
is:
we've
had
several
districts
that
have
applied
for
the
cep
program
through
free
and
reduced
lunch
community
eligibility
program,
and
when
you
do
that,
the
the
benefit
for
for
kids
to
fill
for
families
to
fill
out
the
form
and
send
it
in
is
they
will
get
free
or
reduced
lunch.
Well,
when
the
whole
community
is
eligible
for
that,
then
there's
not
as
big
of
a
motivator
for
families
to
send
that
in
so
in
a
lot
of
our
cep.
B
That
one
is
all
of
those
students
are
based
off
of
our
december
one
child
count,
and
that
is
something
that
that
we
would
ask
that
that
we
take
a
look
at
and
see
because
you
know,
there's
a
lot
of
timelines
and
so
forth
that
have
to
be
met,
and
we
have
to.
We
have
to
take
data
on
students
for
an
extended
period
of
time
before
they
actually
qualify.
B
Every
district
every
year
will
have
students
that
they
have
provided
services
for
that
they've
worked
with
for
the
entire
year,
but
were
not
able
to
have
that
iep
in
place
prior
to
december
one
and
therefore
did
not
get
funding.
So
if
there's
any
opportunities
there
to
look
at
ways
to
to
count
those
those
exceptional
child
counts
outside
of
just
that
december,
one
child
count
that
would
certainly
be
appreciated.
C
Students
are
migrant,
and
sometimes
special
education.
Students
are
particularly
migrant
depending
upon
need
family
circumstances
and
other
things
so
obviously
carrying
that
that
funding
throughout
half
of
year
or
full
year
and
obviously
the
it's
difficult
to
predict
and
to
know
ahead
of
time
dissimilar
with
with
aada
that
you're
basing
upon
the
the
previous
year.
But
it
would
certainly
help
to
maybe
have
a
little
more
flexibility
with
that
as
far
as
timelines
and
and
getting
those
numbers
in.
A
B
Well,
the
december
one
timeline
is
the
federal
timeline
for
for
the
idea
reporting,
and
so
so
it's
very
you
know
there.
So
there's
still
going
to
be
that
that
push
for
us
to
get
that
data
in
by
then,
but
if
our
state,
if
we
had
a
an
ability
to
either
one
and
the
way
the
way
it
works
right
now
is
that
student
is
counted
if
they're
in
by
december
one
they
count
all
year
and
if
not,
they
don't.
B
A
D
D
Any
of
the
funding-
and
I
was
going
to
suggest
infinite
campus-
was
a
good
way
to
track
those
students
and
determine
that
amount.
My
district
as
well
is
concerned
about
the
ell
funding.
That's
an
additional
380
dollars
per
student,
which
is
not
adequate
to
provide
the
educational
services
that
those
students
need
in
my
district.
They
make
up
about
five
percent
of
our
population,
which
is
about
50,
56,
kids,.
D
Thank
you,
mr
chairman,
so
the
add-ons,
I'm
sure,
fluctuate
from
semester
semester
year
to
year
that
we
do
a
biennial
budget.
So
my
question:
I'm
just
trying
to
understand
the
process.
So
my
question
is:
do
the
fluctuations
in
these
add-ons
impact
other
aspects
of
the
the
kde
budget
or
the
seek
budget?
D
C
I
I
think
you
make
a
very
good
point
and
that's
that's
the
issue
with
add-ons
and
and
seek
until
seek,
is
increased
you're
just
going
to
rob
from
that
pile
of
money
to
to
give
to
somebody
here
or
take
from
somebody
there
so,
but
to
answer
your
question
they
do
fluctuate
annually.
I
can
give
you
just
our
numbers
on
home
hospital
for
2021
were
11
students
for
us
the
previous
year.
12.,
it's
not
fluctuating
greatly,
but
the
numbers
do
vary.
C
Exceptional
child
count
two
years
ago
was
752
625
last
year
and
606
this
past
year,
so
those
numbers
do
fluctuate.
But
I
do
think
that,
and-
and
maybe
mr
truesdale
or
one
of
my
colleagues
here-
could
better
answer
that,
but
I'm
pretty
sure
that
that
piece
of
the
pie
is
is
going
to
be
shifted
from
someone
to
someone
else
because
seek
is
is
set.
B
D
C
F
Thank
you,
mr
and
I'm
not
sure
it's
so
much
a
question
for
mr
gilliam
and
mr
lively.
It's
just
more
of
a
point
of
information
it
in
the
in
the
add-on
sheet
that
I
have.
There
was
no
mention
of
transportation,
and
I
know
they
talked
about
transportation
as
being
an
add-on,
and
so
I'd
like
to
to
just
point
out.
I
need
something
to
to
to
have
in
my
in
my
files
about
what
translates
the
impact
of
transportation
on
the
sikh
add-on
formula.
B
I'll
I'll
respond
to
that,
if
you'd
like
me
to
when
you
look
at
the
when
you
we
included
transportation,
when
you
look
at
the
total
seek
sheet,
transportation
is
an
add-on
based
off
the
off
of
the
bottom
piece,
as
are
a
couple
other
things,
but
but
that
one
is
based
off
of
per
pupil
and
per
pupil
based
off
of
their
transportation
status.
So
we
have.
B
We
have
students
that
right
occasionally
we
have
students
that
are
transported
every
day,
and
so
they
have
a
different
transportation
code
and
our
funding
is
based
off
of
that.
So
that
is
a
per
pupil
piece,
that's
adjusted,
and
when
we
look
at
their
total
dollars
in
transportation
to
seek
that's,
that's
there
yeah.
G
I
may
add
robbie
fletcher
lawrence
county
school.
Please
do
when
you
look
at
transportation
funding.
It's
also
it's
in
comparison
to
what
a
a
locked
district
would
be
who's
considered
to
be
real,
be
running
efficiently.
So
a
lot
of
times
when,
when
this
is
compared,
it
may
not
be
a
dollar
per
dollar.
It's
how
efficiently
are
you
running
your
system?
G
G
Yes,
I
think
that
mr
ritter
is
excellent
when
it
comes
to
transportation,
but
if
you
look
at
transportation
for
a
larger
district
or
for
a
county
district,
you
know
for
for
us
in
the
last,
let's
say:
go
back
to
a
quote-unquote
normal
year
we
spent
over
like
1.9,
I'm
sorry
2.3
million
in
some
areas
and
then,
as
far
as
we're
getting
funded
about
55,
that's
pretty
common
across
most
districts,
but
we
were.
We
spent
1.9
million
dollars
in
funding
and
got
700
000
back
so
you're.
G
H
Thank
you,
mr
chairman.
Thank
you
both
for
being
here.
I
know.
We've
also
got
mr
carter.
I
think
that's
online
as
well
a
couple
questions
about
each
one
of
your
individual
districts.
If
I
can
ask,
and
mr
lively
I'm
near
somerset
being
in
campbell's
open
over
your
school
facilities,
excellent
job,
you
guys
are
doing
over
there
being
an
independent
district,
we
talked
about
property
value
things
such
as
that.
H
What
are
you
seeing
in
somerset
over
the
last,
maybe
course
of
your
tenure
before
I
know,
you're
landlocked
like
all
independent
districts
can
be,
and
what
have
you
seen
in
terms
of
property
value,
specifically
district
and
then
david?
If
I
can,
as
well
with
you,
talk
to
us
about
the
relationship
in
madison
county,
also
with
model
school
with
eku
and
how
that
affects.
If
I
could,
since
that's
both
different
questions
but
kyle,
let
you
go
first,.
C
In
somerset,
we're
seeing
a
lot
of
growth.
To
give
you
an
example,
a
couple
years
ago,
ge
closed
our
ecc
moved
out
of
our
district
out
into
the
county.
That
was
a
10
million
dollar
assessment
hit
off
of
those
two
items
we
came
back
last
year.
The
assessments
were
raised
about
15
percent
across
the
district,
we're
seeing
a
lot
of
growth
in
somerset
at
this
time,
even
though
we
lost
about
10
million
dollars.
C
Last
year,
when
we
took
the
4
had
we
taken
the
compensating
rate
as
a
local
district,
we
would
have
decreased
the
tax
percentage
significantly
and
we
talk
about
the
four
percent.
I
know
you
guys
are
aware
of
this.
It's
a
four
percent
revenue
increase,
not
the
four
percent
rate
increase.
So
this
past
year
we
we
increased.
The
rate
actually
went
down
in
rate.
C
We
went
from
.79
to
0.768,
but
that
still
generated
a
4
tax
increase,
a
revenue
increase
while
we
still
decreased
the
rate,
so
that
should
give
you
an
idea
of
how
the
assessments
are
growing
and
the
growth
in
in
somerset,
which
is
great,
sometimes
it
just
that
local
effort
is
carrying
a
lot,
and
I
looked
at
our
our
seek
allocations.
We're
about
50
50.
actually
seek.
C
Maybe
5.8
million
and
and
local
revenues
are
around
5
million
so
and
those
are
not
exact
numbers,
those
those
are
just
estimates
based
upon
some
things
I
looked
at
earlier
today,
so
the
the
local
tax
effort
is
strong
and
it
continues
to
grow
and
I
think
that's
a
great
thing.
I
think
it
says
a
lot
about
somerset
and
in
the
area
and
and
things
that
are
going
on
there,
but
yes,
we're
seeing
the
assessments
come
up
which
will
increase
tax
revenues
and,
and
hopefully
we
see
more
growth.
C
One
thing
we
do
struggle
with
within
our
limits
are
housing,
there's
not
a
great
deal
of
family
homes
in
in
our
smaller
district
and
we're
not
seeing
that
growth
we're
seeing
a
lot
of
growth
out
in
the
county
close
to
the
lake
those
subdivisions,
so
we're
really
struggling
with
that
to
have
more
without
homes.
The
tax
dollars
are
important
with
that,
but
more
so
the
student
enrollment
population
coming
into
that.
So
while
the
assessments
are
going
up,
downtown
is
growing
we're
still
not
seeing
that
boom,
necessarily
in
in
housing
availability
thanks
kyle.
B
David,
yes
in
madison
county
we're
seeing
the
same
growth
there,
with
certainly
with
property
values
and
and
of
course,
as
those
go
up.
If
our
board
does
not
raise
the
local
rate
if
they
leave
the
local
rate,
the
same
or
drop
it
in
order
to
to
offset
that,
even
though
that's
a
revenue
increase
from
from
local
sources
that
offset
and
seek,
we
get
fewer
state
state
revenues,
so
we
don't
actually
grow
now
we
do
have
model
lab
eku
in
our
in
our
district.
B
B
They
are
counted
in
our
numbers
to
calculate
local
effort,
so
we
don't
have
a
deduct
for
those
students
specifically
because
they
are
madison
county
students
and
and
if,
if
eku
should
at
any
time
choose
not
to
operate
model
lab
schools,
we
would
have
to
have
a
place
to
put
those
students
into
to
operate
them.
So.
G
One
of
the
things
too
that
that
I
want
people
to
realize,
and
I'm
sure
everybody
does,
but
just
just
so
that
it's
on
record
there
again
robbie
fletcher
lawrence
county
schools,
your
the
minus
effort,
that
from
local
effort
that
you
receive,
is
basically
both
both
on
based
on
a
30
cent
local
effort
per
it's
your
assessment
versus
your
pupils,
and
then
you
get
that
that
deduction.
For
example,
you
know
after.
G
A
deduct
of
about
1
186,
so
for
a
school
system
that
has
a
high
property
assessment,
but
low
student
population,
their
deduct
is
going
to
be
a
little
higher.
But
if
you
have
a
low
assessment
and
more
students,
your
deducts
going
to
be
lower.
So
there
are.
There
is
some
some
in
that
calculation
to
try
to
take
care
of
some
of
those
things.
But
the
local
effort
that
property
assessment
is
is
a
huge
player.
As
a
matter
of
fact,
a
huge
factor
in
that
formula.
A
D
Thank
you,
mr
chairman.
Well,
first
of
all,
since
mr
lively
already
called
me
out
I'll
go
ahead
and
maybe
give
a
more
complete
response
to
representative
johnson's
question.
As
you
know,
the
the
seek
budget,
when
it's
done
every
two
years,
is
based
on
a
forecast.
So
obviously
we're
not
going
to
get
exactly
right
on
all
of
those
numbers.
They
get
pretty
darn
close,
but
it's
not
exact,
and
so
the
budget
language
actually
builds
in.
D
The
question
that
I
that
I
had-
and
this
is
this
is
for
either
of
you
on
the
panel
or
anybody
else,
who's
going
to
be
speaking
all
any
of
the
superintendents
later
on.
Are
there
the
weights
that
we
have,
and
you
already
spoke
about,
the
english
language
learners
they're
generally
based
on
historical
numbers,
and
this
is
the
cost
to
educate
students
in
those
cohorts
and
they're
more
than
your,
your
quote:
unquote
normal
students.
So
that's
why
the
weights
are
what
they
are.
D
Do
you
have
any
thoughts
on
other
cohorts
of
students
that
are
more
expensive
to
educate
that
might
merit
add-ons
in
the
future
and
I'm
thinking
specifically
of
things
like
you
know,
we
have
the
add-on
for
free
lunch,
but
not
reduced-price
lunch
add-ons
for
homeless
or
transient
or
foster
care
students.
Anything
of
that
nature
that
are
there
any
groups
of
kids
in
your
districts
that
you're
seeing
have
a
much
higher
cost
of
educating
that
we
may
want
to
think
about.
C
I
think
you
hit
a
big
one
there
with
the
reduced
lunch
that
encompasses
a
lot
of
kids
that
are
in
that
middle
of
the
road
have
a
semi-support
system,
but
it
sometimes
it
takes
a
little
extra
effort
and
each
child
comes
with
with
unique
challenges
and
also
unique
talents.
So
I
do
think
the
reduced
lunch,
as
opposed
to
just
the
free
lunch,
would
would
certainly
help
to
the
expenses
there,
with
not
only
remediation
but
also
enrichment
for
kids
that
you
want
to
to
to
push.
C
You
know
you
can
look
at
gifted
and
talented
in
some
other
areas.
I
know
there's
some
funny
for
gifted
and
talented,
but
that's
that's,
probably
a
different
different
conversation.
All
those
those
diverse
bodies
of
students
that
have
different
challenges,
certainly
looking
at
the
reduced
lunch,
would
would
be
nice.
B
And
and
as
well
yeah,
certainly
the
reduce,
of
course,
when
you
look
at
the
reduced
numbers,
yeah
across
the
state
would
be
a
large
number,
but
in
most
districts
it's
a
small
percentage
compared
to
most
students,
either
qualify
for
free
or
or
nothing
at
all,
but
the
but
specifically
they're
the
foster
care
students
of
foster
care.
That
is
that
is
one
that
could
certainly
because
those
when,
when
we
were
asked
to
look
at
this,
we
basically
looked
at.
B
C
Perhaps
basing
that
on
historical
data
and
forecasting
would
be
the
best
way,
because
there's
probably
going
to
be
a
trend
of
that
over
the
course
of
the
years
if
you
have
10
or
if
you
have
200
each
year.
So
I
think
that
would
definitely
help
to
have
that,
because
if
those
kids
are
coming
in
and
out,
they're,
probably
not
going
to
be
on
your
aada,
but
they
might
be
the
following
year.
I
C
I
I
Thank
you,
mr
lively
brought
up
gifted
education
funding
and
I'd
just
like
to
speak
to
that,
because
I
believe
that
that
would
be
needs
serious
consideration.
I
can
speak
for
in
a
brecker
county
school
district,
we
receive
a
around
forty
thousand
dollars
annually
to
serve
559,
gifted
and
talented
students,
and
these
the
the
opportunities
for
these
children
are
out
there
and
it's
it's
incredible
opportunities
to
help
them
advance
their
learning
to
even
greater
heights,
especially
in
our
rural
areas.
With
you
know
where
it's
a
little
bit,
it
takes
a
little
bit
longer.
I
We've
got
bus
transportation
considered
to
get
our
children
to
get
our
gifted
learners
to
these
opportunities
in
lexington
and
louisville,
and
bowling
green
and
places
like
that.
We
that
that
is
something
that
we
we
greatly
would
need
to
consider.
If
doing
so,
and
I
just
want
to
thank
everyone
for
for
being
at
the
table
here,
it
is
it's
great
to
be
a
part
of
this
conversation.
I
appreciate
the
work
that
you
are
doing
you
know.
I
I
Thank
you.
Well.
I've
tried
to
take
a
few
notes
to
make
sure
that
I
don't
repeat
because
mr
o'hara
and
mr
gilliam
did
a
great
job.
You
know.
Obviously
the
talk
about
transportation.
I
had
that
on
my
notes
to
discuss,
because
of
being
a
a
county
district
with
over
4
000
miles
a
day
of
buses
traveling.
That
is
a
great
concern
and
I
just
wanted.
I
I
felt
like
it's
important
to
point
out
that
this
last
school
year
that
we
just
concluded
in
breckridge
county,
we
we
had
undergone
a
major
transportation
project,
cut
we
cut
eight
routes
and
because
of
the
pandemic,
because
of
being
a
b
and
and
things
like
that,
we
spent
a
hundred
thousand
dollars
less
on
fuel
this
school
year.
However,
with
all
that
in
place
with
cutting
eight
routes,
a
hundred
thousand
dollars
less
than
fuel,
we
still
spent
1.8
million
dollars
on
transportation
and
was
funded
at
just
over
985
000.
I
the
year
before,
where
we
we
made
it
to
march.
Before
we
were
cut
short
due
to
the
pandemic,
we
spent
2.1
million
and
was
still
funded
at
985
000.,
so
we're
right
there
around
that
48
to
54
funding,
and
this
does
require-
I
believe
it
was
spoke
to
earlier
in
this
being
it
does
when
that
much
money
has
come
out
of
your
general
fund.
It
is
taking
from
other
services,
and
so
I
just
appreciate
the
the
conversation
and
folks
thinking
about
it.
I
I
I
believe
that
having
another
meeting
about
just
transportation
would
be
very,
very
helpful.
I
would
like
to
we
spoke
a
little
bit
about
special
education
funding,
and
I
know
that,
there's
the
idea
grant
and
with
the
federal
dollars
that
I
know
a
lot
of
folks
tend
to
think
that
that
takes
care
of
district
special
education
funding,
but
I
wanted
to
point
out
that
districts
are
still
covering
additional
special
education
costs
outside
of
those
federal
dollars.
I
I
Our
our
stake
seat
dollars
go
down
our
district,
we're
usually
around
that
two
to
three
percent
in
in
assessment
growth
and-
and
we
certainly
have
have
felt
that
that
hurt
as
well
since
the
the
16
17
school
year,
we've
lost
just
over
a
million
dollars
in
state,
seek
funding,
and
that's
from
you
know,
lower
lower
student
population
to
go
on
top
of
some
assessment
growth
along
it.
Just
it's
all
kind
of
balanced,
it's
all
kind
of
hit
all
once
over
the
last
few
years.
So,
but
that's
really
what
I
have
again.
A
H
H
Dr
carter
just
gave
a
lot
of
really
good
points
that
I
was
going
to
hit
on
when
it
comes
to
special
education
and
transportation,
similar
numbers
for
logan
county
about
1.2
million
dollars,
funding
from
the
state
that
equals
about
an
almost
almost
a
million
dollar
contribution
from
from
the
local
effort.
But
the
one
thing
I
don't
think
we've
mentioned-
and
I
want
to
thank
you
all
for
providing
it
in
this
upcoming
budget-
is
the
full
funding
of
of
kindergarten,
and
that
is
extremely
important.
Moving
forward
across
the
commonwealth.
H
A
D
I
don't
think
our
population
was
near
as
transient
as
it
is
now,
and
I
I
don't
know
that
it's
possible,
but
a
thought
of
when
you
have
new
students
move
to
your
district,
some
type
of
add-on,
because
it
takes
so
much
time
to
onboard
and
do
some
special
assessments
and
making
sure
those
students
get
the
needs
they
want,
and
I
also
believe
that
needs
to
be
a
discussion.
When
we
talk
about
our
seek
formula.
D
I
know
all
the
legislators
are
well
aware
of
this,
but
when
you
hear
four
thousand
dollars
per
student,
the
reminder
is:
it's
still
per
ada,
not
every
student
of
membership
and
we're
all
well
aware
that
there's
only
so
much
money.
So
if
you
wanted
to
distribute
it
per
membership,
there'd
be
winners
and
losers
with
that.
But
I
do
feel
that
that's
something
we
need
to
make
sure
when
we're
in
the
discussion
of
the
funding
is
it's
still
on
our
attendance,
not
on
our
membership,
which
for
some
populations
that
can
be
a
big
difference.
D
You
know
when
you're
talking,
you're
limited
ell
students,
sometimes
their
populations
aren't
as
high
as
the
normal
population
of
your
school,
due
to
various
factors
of
them
getting
to
school
and
feeling
comfortable
at
school.
But
those
are
some
things
I
think
would
definitely
be
something
to
have
a
little
further
discussion
about
about
the
transient
populations
that
are
in
some
of
our
areas
of
kids
moving
districts
on
a
regular
basis,
which
takes
a
lot
of
time
and
resources
as
well.
D
D
I
don't
know
if
that'd
make
it
easier
on
the
legislator
or
harder,
but
those
became
add-ons
based
on
our
per
pupil,
which
is
how
they're
derived
to
begin
with.
That
might
be
something
that
keeps
budgeting
a
little
easier
when
you're
talking
as
a
superintendent,
not
knowing
year
to
year,
if
those
animals
or
those
line
items
are
going
to
be
included
in
a
budget
as
well,
and
with
that
that's
all
I
have
thank
you.
A
G
I
spoke,
I
spoke
a
few
times
about
transportation,
other
items
here
a
little
earlier.
The
only
thing
that's
just
to
remind
the
group
is
and
really
seek
is
a
distribution
formula.
You
know
if,
if
we
make
changes
in
one
area,
for
example,
if
we
go
to
adm
there's
going
to
be
winners,
there's
going
to
be
losers,
so
we
got
to
be
very
careful
about
our
unintended
consequences.
When
we
look
at
making
some
type
of
changes
now,
of
course,
you
know
we
all
would
like
to
find
more
funding.
G
Then
then,
the
distribution
formula
is
a
lot
easier
to
work
with
when
you
have
more
funding
to
move
into
that.
So
again,
I
I
think
everyone's
hit
on
things.
I
appreciate
superintendent
mullins
talking
about
full
day
kindergarten,
we're
so
appreciative
of
the
general
assembly
of
making
that
a
reality
for
this
past
year
and
for
the
upcoming
year,
and
we
hope
that
that
can
move
forward.
G
But
again
our
goal-
and
I
think
everybody's
going
in
the
room
is
make
sure
we
we
provide
a
world-class
education
for
every
single
student
in
the
commonwealth,
no
matter
where
they're
from
and
whether
it
be
eastern
kentucky
western
kentucky
north
central
south.
Wherever
and
a
lot
of
it
depends
on
on
on
that
funding
and
that
the
seek
funding
formula
serves
that
basis.
It's
been
a
good
formula
over
the
years,
but
as
as
superintendent
gilliam
pointed
out,
it
hasn't
kept
up
with
inflation.
So
if
there's
some
things
there,
we
could
look
at
moving
forward.
G
H
Thank
you,
mr
chairman.
It's
a
comment.
Maybe
it
could
turn
into
a
question,
but
as
we
talk
about
attendance
versus
membership,
as
we
come
out
of
of
covid19
with
the
past
year
of
the
number
of
students
with
online
learning,
has
your
district
started
to
formulate
virtual
academies
to
set
those
up
for
parents
and
children
who
went
through
the
virtual
learning
style?
Maybe
did
well.
Some
did
well.
Some
did
not
thrive
in
it,
but
I
think
the
nature
of
education
is
changing.
H
It
will
continue
to
change
as
it
always
does,
but
with
that
will
your
district
be
offering
virtual
learning
academies
for
online
learning
only
as
an
option
for
students
that
want
that
type
of
learning.
Personally,
as
a
parent,
my
children
thrive
best
is
in
person
learning,
I
think
that's
the
best
learning
I'll
say
that
we
don't
all
have
to
agree
or
disagree,
but
where
are
you
all
in
terms
of
if
we
look
at
attendance
versus
membership,
if
there
is
online
learning
modules
that
develop?
B
In
madison
county,
we
are
offering
a
virtual
option
for
next
year
this
previous
year
we
gave
parents
a
couple
of
options:
the
ability
to
attend
in
person
whenever
we
had
in
person
or
the
ability
to
go
declare
virtual
for
the
whole
year,
and
we
had
about
800
students
that
a
little
over
800
that
that
wanted
virtual
all
year
long
for
this
coming
year
we
have
about
80..
So
it's
about
10
percent
of
what
wanted
it
this
past
year.
C
C
Now
some
students
can
excel
and
a
lot
of
times
those
are
going
to
be
your
your
gift
and
talented
kids
or
some
kids
that
that
may
have
some
social,
emotional
things,
but
we
discussed
it
as
an
administrative
team
and
and
with
the
board
of
education
we
kind
of
felt
like
we
can
better
care
for
their
social,
emotional
educational
needs
within
the
building.
Furthermore,
it
extends
us,
maybe
outside
of
our
range
with
a
smaller
district,
sometimes
because
having
to
actually
do
an
in-person
online
course
versus
the
google
classroom.
C
Setting
that
up
and
doing
some
things
requires
more
staffing,
so
we
we
wanted
to
focus
on.
Can
we
get
kids
back
in
the
buildings,
get
those
routines
established
and
and
and
check
on
them,
feed
them
and
make
sure
that
that
they're
doing?
Well,
because
I,
while
it
was
a
great
great
experience,
our
teachers
excelled,
the
administrators
did
a
good
job.
We
just
didn't
feel
like
this
year.
C
C
I
Senator
wise
in
breckenridge
county,
we
will
be
offering
an
online
academy
for
grades
k
through
12.
right
now.
We've
got
less
than
100.
That's
signed
up
one
on
another
note
to
point
out:
we
have
we.
We
are
having
several
home
school,
traditional
homeschool
families
that
were
welcoming
into
the
district
through
our
online
learning
academy
for
this
school
year.
So
we're
really
excited
about
that
and
and
working
with
those
families
to
help
meet
their
needs
to
be
a
part
of
the
public
school
district.
G
I'll
go
next
again:
robbie
fletcher
for
super
10,
large
county
schools.
We
are
offering
a
virtual
academy
for
six
through
twelve,
it's
more
asynchronous
with
with
supports,
through
a
computer
program
and
k
through
five
we're
following
the
virtual
academy
model,
we're
actually
hiring
additional
teachers
to
teach
online
and
be
online
with
students,
at
least
two
at
least
twice
a
day
to
to
deliver
instruction.
G
The
the
difficult
part
of
that
is.
You
know
it's
hard
to
find
a
teacher
that
might
be
able
to
do.
We
probably
might
hire
somebody
to
kindergarten
and
first
grade.
Another
teacher
do
second
third
grade.
Another
teacher
do
fourth
and
fifth
grade
we're.
Looking
at
about
a
little
less
than
80
students
total,
we
did
offer
three
options.
Last
year
we
offered
a
synchronous
option
with
students
going
on.
At
the
same
time
and
many
of
us
in
our
schools,
we
had
teachers
that
were
teaching
students
in
front
of
them
and
teaching
students
at
home.
G
That
was
the
most
difficult
thing.
I've
ever
asked
a
teacher
to
do
at
the
same
time
was
to
do
synchronous
learning
with
kids
at
home
kids
at
school.
So
now
we're
actually
hiring
a
separate,
a
separate
educator
that
would
do
the
at-home
learning.
So
yes,
in
lawrence
county
k
through
five
more,
it's
gonna
be
more
screen
time.
That's
the
tough
part!
It's
gonna
be
more
screen
time
for
those
k
through
five
kids,
whereas
six
through
twelve
there'll
be
some
screen
time,
but
it's
more
asynchronous
than
what
we've
it's
more
longer
our
option.
H
D
We
have
had
the
last
few
years
performance
based
online
model
and
that's
an
individualized
program
where
we
meet
with
the
families
and
and
create
a
program
for
them
senator
y.
So
we're
continuing
with
that,
but
based
on
all
of
our
data
and
the
feedback
we
receive
from
our
parents,
they
want
students
here
in
the
building
in
a
small
setting.
Our
class
ratios
are
20
to
one
at
the
highest,
so
they
really
like
that
individualized
attention
and
if
they
don't
have
a
situation
that
works
for
them,
we'll
do
an
individual
program
as
we
see
need
fit.
D
D
Even
to
the
point
where
poor
attendance
is
an
exclusionary
factor,
I've
had
a
student
who
was
really
struggling
academically
because
his
attendance
was
so
poor.
He
didn't
even
qualify
for
special
ed,
so
just
kind
of
my
insight
into
and-
and
I
wondered
about
that-
you
know
are
we
you
know.
Maybe
you
get
a
little
bit
of
an
add-on,
but
then,
if
those
same
students
do
not
attend,
do
you
have
what
you
need
to
educate
them?
So
just
just
my
thoughts
from
down
in
the
trenches.
B
And-
and
I
would
agree
with
that
in
some
in
some
ways-
that
the
ada
is
somewhat
counter-intuitive
because,
as
you
mentioned,
students
who
are
absent
more
frequently,
it
takes
more
attention
to
bring
them
back
to
provide
remedial
services
and,
as
you
reference
there,
the
missing
those
abilities
to
to
identify
them
as
special
needs,
or
at
least
delaying
them,
and-
and
I
mentioned
the
december
one
child
count.
That's
a
piece
that
that
can
impact
that.
So
I
think
what
we
have
looked
at
as
superintendent
john,
in
the
big
scheme
of
things.
B
When
you
look
at
holistic
numbers
across
a
district,
the
our
adas
are
within
a
percentage
or
two
of
each
other
in
most
cases,
and
so,
if
you
shift
from
one
to
the
other,
it
probably
would
not
shift
the
net
amount
of
funding
very
much
to
our
districts,
but
but
certainly
excellent
points.
There
representative.
B
A
I
read
articles
that
our
birth
rate
in
the
country
is
decreasing.
What
are
you
all
seeing
as
far
as
student,
enrollment
and
projection
for
student
enrollment,
and
I
ask
that
question
because
you've
got
certain
fixed
costs
there
you
have
to
maintain,
regardless
of
how
many
students
are
in
the
district?
Are
you
seeing
trent?
What
kind
of
trends
are
you
all
seeing
in
your
areas
across
the
state.
B
C
C
The
other
thing
is
is
prior
to
that
we
were
fluctuating
around
1600
1630
and
then
we
would
drop
to
1580..
We
last
year
was
was
really
low.
That
was
the
lowest
year
attendance
that
we've
had
in
the
seven
years
that
I've
been
at
somerset
and-
and
I
do
credit
a
lot
of
that
to
covet,
hopefully
in
the
future,
moving
forward
that
that
continues
to
creep
back
up
to
1600.
C
I
G
Robbie
fletcher
again
lawrence
county,
the
eastern
part
of
our
state.
As
you
well
know,
there's
there's
been
mass
exodus
over
the
years.
Lawrence
county
was
one
of
the
few
districts
that
grew
back
in
the
2014
to
2017
range,
but
then
we've
been
decreasing
since
so.
For
us,
we
have
a
decrease
in
population
or
a
decrease
in
the
number
of
students
that
we
have
in
our
schools,
and
I
think
you're
going
to
find
that
more
common
in
most
of
the
eastern
part
of
our
state.
G
H
D
Mike
fortress
from
ludlow
about
four
years
ago,
we
went
through
a
change
in
our
community,
we're
a
bedroom
community
and
when
the
housing
market
shifted,
we
had
a
lot
of
houses
that
had
been
split
into
apartments
and
they've
been
re-bought
and
remodeled,
and
we've
gone
into
the
one
family
houses
and
we
had
a
pretty
good
big
drop.
But
now
it's
became
very
stable
and
being
on
the
river
right
by
cincinnati.
D
A
You
understand
what
I'm
depending
on
where
you're
coming
from,
and
I
guess
I'm
just
asking.
Maybe
I'm
grasping,
but
I'm
asking
do
you
have
any
thoughts
on
how?
How
can
we
address
that?
Because
we've
got
we've
got
a
responsibility
to
educate
our
children,
no
matter
where
they're
at
in
these
counties
that
obviously
we
want
people
to
move
to
those
counties.
But
in
light
of
that,
we've
got
counties
that
are
reducing
numbers
of
students.
B
Turn
my
mic
back
on,
I
I
would
point
back
to
the
to
those
those
two
pieces
that
I
made
the
point
I
made
earlier
on
the
inflationary
piece
that
that
that
local
effort
piece
has
grown
at
an
inflationary
rate
which
is
outpaced
the
total
piece.
So
that
makes
that
a
bigger
component
of
that,
and
so
then
it
didn't
excuse
it.
B
That's
a
that
is
a
good
question
and-
and
that
is
particularly
problematic
and
you
point
to-
and
it's
actually
creates
a
little
bit
of
an
issue
on
both
sides,
because
certainly
you've
got
if
people
are
leaving
an
area.
You
have
buildings
that
you
still
have
to
keep
up
and
so
forth,
but
at
the
same
time,
you're
talking
start
to
start
to
finish
it
at
least
five
years
before
before
between
the
time
you
start
planning
a
school
and
the
time
that
you
can
actually
put
a
kid
in
that
in
that
school.
A
G
Please
I
appreciate
that-
and
this
is
probably
a
topic
for
another
time,
but
you're
absolutely
right.
That
is,
that
is
a
huge
question.
It's
going
to
take
a
lot
of
research
from
a
lot
of
good
minds
in
the
room
to
how
do
we
handle
that?
I
think
dave.
Superintendent
gillum
has
hit
us
on
some
good
points,
but
also
one
other
thing.
I
want
us
to
keep
in
mind,
and
this
is
definitely
a
conversation
for
another
day.
Is
nickel
calculations
you
know
for
for
a
lot
of
districts
across
the
commonwealth.
G
They've
tried
desperately
to
get
that
additional
nickel
and
right
now-
and
I've
mentioned
this
before
it.
You
can't
get
matching
funding
unless
you
have
that
additional
nickel,
so
you
know,
there's
there's
many
schools
across
our
state
that
are
in
that
bottom
50
bottom
100,
that
desperately
need
renovations
or
not-
maybe
not
renovations,
just
replaced.
For
example,
we
have
a
building
in
our
in
our
district
that
would
cost
about
80
over
around
84
85
percent,
of
what
it
costs
for
a
new
construction.
G
But
we
still
don't
have
the
bonding
capacity,
because
we
don't
have
that
additional
nickel
in
the
matching
funds
for
it
and
we're
just
one
example
of
many
like
that.
Lee
county
would
be
another
one
that
would
that
jumps
out.
I
know
they
tried
at
least
four
times
for
the
nickel
tax
and
are
unable
to
get
it
so
something
that,
as
we
move
forward,
if
we
could
talk
a
lot
about
how
to
handle
nickel
taxes
and-
and
things
like
that,
I
would
greatly
appreciate
it
too,
and
that
would
be
something
that's
an
add-on.
If
you
will.
D
That
would
allow
some
more
money
to
be
spent
from
the
state
in
different
areas
as
well,
so
something
that
affected
where
that
local
tax
base
becomes
somewhat
of
an
equitable
number
across
the
state.
I
don't
know
that
that's
a
perfect
answer,
but
you
know
for
some
of
us
that
have
a
real
high
tax
rate.
The
discussion
is
some
folks,
maybe
locally
aren't
able
to
do
that
and
if
you
do
have
a
high
tax
rate,
your
districts
trying
to
do
a
lot
of
things.
D
Maybe
they
don't
have
to
do
as
much
on
the
local,
less
30
cent
local
effort
after
you
get
above
a
certain
tax
rate.
Once
again,
it
would
take
a
lot
of
discussion
and
a
lot
of
research,
but
that
could
be
something
that
would
work
within
our
con
current
constraints
that
may
give
districts
some
more
flexibility
in
the
state
as
well.
A
I
A
Thank
you
for
your
comments
and
I
have
one
additional
question:
it's
not
really
direct
not
really
about
our
subject,
but
it's
common.
I've
had
with
my
super
I've
heard
from
superintendents
over
the
year
and
it
certainly
impacts
our
total
discussion.
Last
month
we
talked
about
the
the
seek
formula,
the
seek
calculation.
A
This
month,
we've
addressed
the
non-seek
formula
and
I've
had.
I
have
had
superintendents
make
the
comment
to
me.
We
would
prefer
less
line
item
budgeting,
an
increase
in
the
seek
formula,
so
we
have
more
local
control
over
how
we
meet
the
needs
of
the
local
level.
Would
any
of
you
all
like
to
share
thoughts
or
comments
on
that.
C
I
think
that
having
line
item
things,
for
example,
the
flex
focus
funds
are
great,
but
if
those
were
just
added
in
to
the
seat
calculation
and
we're
able
to
spend
that
on
anything
that
we
need
if
another
pandemic
hits
hopefully
it
doesn't.
We
have
some
funds
readily
available
that
we
can.
We
can
spend
that
toward
if
a
roof
goes
out
and
we
don't
have
the
bonding
capacity
to
do
some
things.
C
We
have
general
funds
available
while
that
money
should
be
spent
on
textbooks,
instructional
supplies
and
all
those
things
if
the
roof's
leaking
it
doesn't
matter
what
kind
of
textbooks
or
laptops
you
have
in
there
and
if
you
can't
fix
the
roof.
So
I
think
that
would
be
greatly
appreciated.
Just
to
have
that
added
in
rather
than
line
up.
B
I
would
agree,
absolutely,
I
think,
the
I
think
the
the
prevailing
piece
there
is
trust.
Okay,
and
when
you,
when
you
line
item
pieces,
it's
it
signals
that
we
don't
trust
you
to
spend
this
in
the
way
that
that
is
most
needed
in
your
district,
that
we
have
a
specific
intent
and
that's
how
we
want
you
to
spend
it,
and-
and
I
understand
that
I
certainly
do.
B
D
A
I
will
add
from
a
general
assembly
perspective.
I
don't
know
if
trust
another
word
besides.
Trust
might
be
accountability
that
with
these
funds,
we
need
to
make
sure
that
we
are
accountable
to
our
citizens
or
taxpayers
that
they're
being
spended,
and
the
question
on
that
is:
how
do
we
find
that
right,
balance
on
that.
I
A
Just
just
a
question:
I
wanted
to
get
some
input
on
anybody
for
no
other
questions.
We'll
move
on
to
our
final
agenda
item
appreciate
you
all
being
here
today.
I
I
told
dr
pruitt
this
morning
we
were
saving
the
best
for
the
last
but
pleased
to
have
a
presentation
from
president
the
southern
regional
education
board.
For
you
don't
know
that.
A
I'm
sure
everybody
understands
here,
but
somebody's
watching
online
kentucky
is
a
member
of
the
southern
regional
education
board
and
president
sure
president
pruitt
can
elaborate
on
their
role,
but
they've
been
a
great
partner
in
providing
information
and
policy
and
now
analysis,
so
preston
pruitt.
Please
introduce
yourself
for
the
record
and
proceed
to
the
presentation.
E
E
E
It
was
actually
during
his
committee
meeting
and
I
stepped
out,
and
you
know
there
was
a
lot
of
information
going
back
forth
but
I'll,
but
it
always
stands
out
to
me.
The
bam
texted
me
and
asked
how
I
was
doing
second
darkest
day.
I
won't
go
into
the
details
about
what
that
was
exactly,
but
some
of
you
might
figure
it
out,
but
he
was
there
physically.
He
just
came
and
he
sat
with
me
and
made
sure
that
I
knew
he
supported
me
and
that
others
did
too.
E
He
was
a
genuinely.
He
was
a
genuine
guy
and
I
think
that's
about
as
good
as
any
of
us
could
ever
say
about
anybody.
He
was
genuine.
He
cared
about
people,
we
didn't
always
agree,
especially
when
he
tried
to
tell
me
that
I
was
good
enough
to
play
golf
with
him,
but
he
was.
He
was
a
good
guy
and
we've
lost
a
good
one
here
in
the
commonwealth,
and
so
I
don't
know
that
I'll
get
a
chance
to
ever
say
that
anywhere
else.
E
E
Education
funding
is
just
as
bad.
I've
always
made
the
joke
that
you
couldn't
let
well
when
I
was
here.
It
couldn't
be
chuck,
rob
and
charlie
and
shea
being
the
same
car,
because
the
original
idea
of
the
designated
survivor
was
that
one
of
those
four
needed
to
be
not
in
the
same
car
in
case
they
got
hit
by
a
truck
because
they
were
the
ones
who
understood
the
formula
best,
and
so
it
gets
to
be
very
complex.
E
In
fact,
I'm
even
going
to
share
some
numbers
with
you
today
that
and
I'll
try
to
remember
to
point
out
to
you
from
our
perspective
at
sreb,
we're
looking
across
the
region
in
kentucky
and
georgia.
It's
a
little
different
because
I'm
very
familiar
with
both
of
those
funding
structures.
But
when
I'm
doing
these
presentations
we
tend
to
have
to
stay
at
what
the
legislated
amounts
are
that
doesn't
mean
that
you
that
what
goes
on
under
the
hood
is
actually
quite
as
specific
and
I'll
I'll.
Try
to
point
that
out.
E
E
I
think
everybody
knows
who
we
are,
but
just
to
be
safe.
Southern
regional
education
board's
been
around
since
1948.
We
were
created
literally
by
you.
We
are
we
serve
at
your
pleasure
now.
You
know,
maybe
not
every
state
that
calls
automatically
gets
me
to
come,
but
kentucky
does
I
I
will.
It
will
always
be
home
flying
into
louisville.
Yesterday
I
didn't
have
a
nostalgic
feeling.
E
I
just
felt
like
I
had
landed
back
home,
and
so
it
was
it's
great
to
be
back
for
that,
but
the
governors
and
legislatures
back
in
1948,
created
us
to
help
support
and
create
a
more
viable
economy
through
education
and
so
you're.
Being
a
member
of
sreb
means
that
when
you
need
something
we
come
to
do
it
for
you,
we
are
fiercely
non-partisan.
E
This
is
not
something
that
you
can
do
in
a
session.
It's
probably
not
something
you
should
do
in
a
year.
It
takes
some
time
now.
Trust
me
as
a
former
commissioner
of
education,
you
know
at
best.
Sometimes
it
feels
like
we
move
just
a
little
faster
than
glaciers.
I
mean
you
know
it.
It
feels,
and
I
know
that
we
want
to
do
what's
good
for
the
kids
right
now,
but
there's
time
and
consideration
for
good
reason.
E
You've
got
to
first
start
with.
What
are
your
goals?
What
do
you
want
education
to
be?
You
know,
representative
tipton,
your
question
about
having
fewer
students
by
2030.
For
the
first
time,
the
united
states
is
going
to
have
more
age-dependent
individuals
than
they
do
working
age
for
every
52,
age-dependent
individuals
and
it's
not
disabilities.
That's
people
who
are
below
18
and
above
65.
E
E
It's
just
you
know:
the
math
just
doesn't
work
unless
we
have
another
baby
boom.
So
what
do
you
want?
The
goals
of
education
to
be
in
kentucky?
Given
that
statistic
I
gave
you
part
of
that's
got
to
be.
What
do
you
want
your
workforce
to
look
like
in
kentucky
by
2030
you're,
going
to
have
to
think
about
winners
and
losers
right
now,
you've
got
you
know,
it's
just
a
practical
issue.
You've
got
winners
and
losers
in
the
current
system.
Your
losers,
you
hear
from
a
lot
and
of
course,
losers.
E
E
When
I
was
commissioner
here,
I
actually
had
a
whole
committee
called
the
unintended
consequences
committee
and
their
job
was
to
tell
me
how
they
would
skirt
anything
that
could
skirt
in
the
essa
plan
and
you're
kind
of
going
to
have
to
think
about.
Here,
too,
a
big
consideration
is
going
to
be
anything
regarding
transition.
E
E
It
may
be
that
it's
good
the
way
it
is.
Maybe
you
put
more
money
in
because
it's
an
allocation
formula
versus
the
actual
funding.
Now
our
states
in
the
south.
They
typically
have
two
different
labels
and
they
think
about
it
in
turn,
and
all
of
them
basically
are
allocation
formulas,
but
it's
kind
of
subdivided
into
resource-based
versus
student
based
so
in
alabama,
delaware
and
tennessee
and
west
virginia,
you
basically
see
what's
considered
a
resource
based.
E
E
Excuse
me,
I'm
fine.
I've
been
vaccinated,
just
just
want
to
point
that
out
yeah
I'm
about
to
get
some,
but
the
resources
in
this
basically
you're
setting
this
up,
and
then
you
do
have
some
type
of
categorical
funding
that
goes
along
with
this
nationwide.
You
have
about
26
percent
of
the
state
funding
is
in.
These
states
is
run
through
a
categorical
grant,
so
in
other
words
there
they
come
up
with
this
base
amount,
and
then
they
they
do
a
category.
E
E
E
I
know
that
my
time
here
it
was
very
difficult
at
times
to
explain
to
people
who
weren't
in
the
legislature
or
in
the
the
middle
of
all
this
when
they
would
read
a
headline
that
says
seek.
Is
it
four
thousand
dollars
per
student
and
it
wasn't
that
every
student
got
four
thousand
dollars,
because
you
also
have
equalization
so
in
jefferson
county,
it's
going
to
look
very
different
than
say
robertson
county.
E
E
They
combine
a
base
student
cost
with
some
pretty
extensive
program
allocations,
so
they
have
a.
I
would
say
it's
probably
a
more
robust
version
of
lars
items
where
they
actually
are
able
to
to
kind
of
pinpoint
various
things.
Now.
Historically,
you
know
kind
of
going
back
to
the
conversation
you
just
had.
Some
of
it
might
be
making
sure
that
money
gets
put
in
the
right
place.
Some
of
it
might
have
been
the
fact
that
it
just
aligned
better
with
their
with
their
priorities.
E
Here
these
states
they
basically
have
where
they
have
set
a
per
student
guarantee
from
the
state
in
terms
of
state
and
district
funding,
so
they
they're
kind
of
guaranteeing
this.
This
bottom
line
from
a
tiered
funding
perspective,
there's
a
foundation
program
plus
equalization.
Of
course
kentucky
is
in
this.
E
So
in
the
first
case
it's
the
headline
would
be
four
thousand
dollars
per
student
and
that's
exactly
what
they're
getting
and
then
there
are
things
on
top
of
that
with
tiered
it's
there's
a
bottom
line,
and
then
we
actually
look
at
equalization
in
terms
of
what
your
local
base
is
and
actually
north
carolina,
which
I'll
talk
about
a
little
bit
more.
In
a
moment,
they
actually
they're
kind
of
unique
they're
you,
you
could
arguably
say
they
are
literally
unique
or
they're
one
of
seven
in
the
country
that
do
it.
E
E
I
will
share
with
you
that
that
what
we're
seeing
in
some
of
some
of
our
other
states-
I
haven't
seen
it
in
kentucky
yet
and
if
even
the
superintendents
here
want
to
catch
me
later
and
let
me
know,
but
we're
actually
seeing
some
rural
districts
in
the
country
that
are
actually
not
getting
any
of
the
federal
stimulus
money
because
they
didn't
even
qualify.
There
were
so
few
students,
they
didn't
qualify
for
the
for
title
funding,
so
they
are
kind
of
getting
hit
with
a
double
whammy
there.
E
E
They
I
mean,
I
know
when
I
was
here
there
were.
There
were
some
districts
that
when
I
would
go
visit
them
they'd
say
well,
we
could
raise
tax
but
they're
not
able
to
pay
their
tax
now.
So
if
we
raise
it
another
nickel,
they
it's
not
really
helping
us
a
whole
lot
and
in
these
states
there's
kind
of
this
recognition
that
that
poverty
level
exists
and
there's
some
argument,
especially
in
some
of
these
states.
E
You
know
most
recently,
maryland
and
texas
have
have
revised
their
their
formula,
and
some
of
the
argument
was
with
that
greater
investment.
Hopefully
they
can
bring
more
industry
in
by
upgrading
the
schools
there
to
bring
more
industry
to
those
areas
and
go
into
that
that
cycle
or
that
wheel
in
these
states
there's
specific
waiting
for
students
with
disabilities.
E
I'm
going
to
point
out
here
one
subtle
difference
with
with
kind
of
what
goes
on
in
kentucky,
because
this
has
always
been
a
little
bit
close
to.
My
heart
is
around
gifted
and
talented
funding
and
obviously
especially
with
the
fact
that
I'm,
the
former
superintendent
of
the
kentucky
school
for
the
deaf
and
for
the
blind
I'm
all
about
this.
E
Several
of
the
other
states
actually
include
that
in
their
seek
formula
alongside
of
a
student
with
disability
weight,
there's
a
district
taxed
effort.
Of
course,
kentucky
is
in
here
too,
but
but
several
of
our
states
across
the
south
also
weigh
that
into
effect
again.
This
kind
of
gets
into
the
equalization
aspect.
I'll
talk
in
a
minute
about
one
of
our
states,
texas,
is
as
they've
revamped
theirs
they're.
E
I
don't
know
if
who
started
it
but
they're,
they
kind
of
jokingly
without
joking
calling
the
robin
hood
effect,
and
you
know
stealing
from
the
rich
and
giving
to
the
poor,
although
I
think
there's
some
it's
kind
of
an
interesting
redundancy,
because
while
they
call
it
that
they
still
are
also
investing
in
districts
that
clearly
have
high
poverty,
we
also
have
several
districts
here
that
specifically
invest
in
small
districts.
Of
course,
in
kentucky,
in
fact,
it
was
actually
interesting.
E
Now
here
are
these
are
the
16
sreb
states
and
you
can
see
kentucky
there
in
blue
to
my
louisville
friends,
but
I
apologize
sreb
is
blue
color,
that's
it's
in
our
color
wheel.
So
please
don't
take
that
as
as
of
me,
you
know
throwing
shade
at
louisville,
but
that's
where
you
guys
sit
in
terms
of
local
versus
state
versus
federal.
Now.
This
is
actually
one
of
those
examples,
though,
of
when
you're
at
our
level,
looking
at
a
30
000
foot
level
across
the
region.
E
E
E
You
know
there's
multiple
ways
for
for
there
to
be
extensions
of
the
u.s
department
of
education,
and
one
of
them
is
when
they're
paying
for
more,
and
so
that's
something
to
be
just
to
be
aware
of,
but
you
can
see
on
this
chart
kind
of
where
kentucky
sits.
It's
you
know
it's
pretty
pretty
well
situated.
I
think
in
most
of
these,
but
obviously
there
will
be
more
conversation
that
you
guys
need
to
have
now.
E
Texas
in
2019
actually
passed
new
legislation.
They
had
actually
been
experiencing
multiple
lawsuits,
saying
that
their
that
the
finance
system
had
actually
eroded
and
was
not
providing
equitable
education.
They
actually
set
a
commission
on
public
school
finance.
Now,
I'm
going
to
be
honest
with
you,
there
are
some
states
in
you
know
one.
I
live
in
right
now
that
set
up
multiple
blue
ribbon
committees
and
at
the
end
of
the
day
they
decided
that
we
really
don't
need
to
change
a
whole
lot
and
that's
fine.
E
That's
that's
not
me
being
critical
of
anybody.
It's
just
a
reality,
but
it
all
does
depend
on
how
you
approach
that
conversation
and
the
way
texas
did
it
and
you'll
see
the
same
thing
in
maryland.
The
way
they
approached
it
actually
made
for
better
conversation,
so
they
started
with
this
commission.
It
was
established
in
2017..
E
There
were
15
meetings
in
20
2018.
The
commission
finally
yielded
their
final
report
in
december
of
18
and
then
in
january
of
19.
They
filed
house
bill
three,
so
it
took
a
couple
of
years
and
it
was
thoughtful
and
you'll
see
in
a
second
what
I
mean
by
that
and
you
can
see
where
they
talk
about
their
robin
hood
equalization,
so
they
developed
recommendations
based
on
these
things.
E
E
E
They
looked
at
what
would
an
appropriate
level
for
local
effort,
look
like
that
would
comply
with
their
state
constitution
and
then
what
policy
changes
adjusting
to
different
student,
demographics
and
diversity?
Would
they
need
to
deal
with
to
make
sure
that
they
didn't
continue
to
have
these
lawsuits.
E
There
was
a
new
allotment
for
fast
growing
districts,
so
they
actually
took
and
looked
at
the
longitudinal
data
and
saw
well.
This
district
has
more
people
moving
in
you
know
there
are
dish.
You
know
new
industries
that
are
coming
here
whatever,
and
so
there
was
a
specific
allotment
place
for
that
they
increased
allotments
for
transportation,
dual
credit,
dual
enrollment
and
work-based
learning
opportunities.
E
You
know
those
are
things
that
in
kentucky
have
been
both
supported
and
pushed
for
a
long
time,
and
then
the
big
one
was
that
they
actually
now
have
required.
Statewide
full-day
pre-k,
with
the
idea
being
that,
if
they're
going
to
change
their
literacy
they're
going
to
have
to
get
started
earlier
than
kindergarten
when
it
comes
to
educators.
I
just
want
to
point
this
out.
You
know
when
you
guys
are
considering
whatever
you're
going
to
consider.
Remember.
E
Education
is
a
system,
we
call
it
an
education
system,
and
I
point
that
out
now
I'm
a
science
guy
and
I
point
that
out
because
when
we
think
of
systems,
you
got
to
know
that
whenever
you
tweak
something
in
one
part
of
a
system,
it
affects
the
other
part
of
the
system.
We
have
a
nationwide
teacher
shortage
issue,
and
so
can
so
when
texas
took
a
look
at
this,
they
also
looked
at
their
teaching
force.
E
Now,
I'm
going
to
share
with
you
that
it's
my
personal
belief,
the
teacher
shortage
is
not
an
education
issue,
it's
actually
a
workforce
issue,
but
when
you're
thinking
about
how
education
funding
affects
your
education
in
your
state,
you
do
have
to
look
at
your
workforce,
so
they
increase
their
minimum
teacher
salary.
They
there's
a
minimum
percent
of
year
to
year
per
student
allotment
that
increases
teacher
salary.
E
Now,
in
maryland,
there
was
a
they
called
it,
the
kerwin
commission
and
it's
their
road
to,
or
is
there
a
blueprint
for
maryland's
future?
Actually,
senator
wise
is
working
with
us
right
now
on
a
joint
project
that
we
have
with
ncee
and
ncsl,
where
we're
meeting
together.
In
fact,
we
have
a
meeting
tonight
where
we're
looking
at
what
other
countries
are
doing
as
well
as
as
and
trying
to
find
ways
to
help
states
with
their
meet
their
own
needs.
I
E
My
personal
belief
is
this
is
as
close
to
cara
as
we've
seen
since
cara.
They
went
through
and
looked
at
everything,
and
basically
they
are
recreating
this
in
fact,
to
implement
this
they're.
Looking
at
a
10-year
timeline
to
really
get
this
implemented
properly,
I
mean
talk
about
planting
the
seed
of
the
tree,
whose
shade
you
may
never
sit
under.
I
mean
this.
This
was
a
pretty
radical
thing
and,
frankly,
I
think
a
pretty
courageous
thing,
so
what
they
did
the
charges
of
the
commission.
E
E
E
It
requires
4
billion
annual
state
and
county
spending
above
the
current
spending
program.
Now,
in
fact,
you
know,
I
will
tell
you
that
the
governor
there
did
veto
this
bill
and
it
was
because
of
concerns
of
the
money
the
legislature
actually
overrode
it.
This
was
a
pretty
down
the
middle
bill.
It
was.
It
was
pretty
well
embraced
clearly
by
both
sides
of
the
aisle.
E
So
there
are
points
to
consider
they
identified
big
policy
buckets,
they
identified
the
cost
to
change,
and
then
they
considered
the
funding
formula.
In
other
words,
if
you
dive
right
into
the
weeds
on
the
formula
you're
going
to
create
new
winners
and
losers
and
you're
going
to
create
unintended
consequences
so
before
they
went
to
the
formula
they
said,
let's
think
about
what
the
cost
of
these
changes
are.
E
E
E
They
wanted
to
reflect
ongoing
resources
that
were
needed
by
a
specific
population
of
students.
They
looked
at
what
the
guaranteed
tax
base
was,
and
then
they
looked
at
the
wealth,
an
equalized
wealth
formula,
but
they
also
include
some
categorical
state
funding
as
well.
Now
the
categorical
state
funding
is
great,
except
we
also
know
that's
what
tends
to
happen.
That's
what
tends
to
get
hit
when
you
start
having
to
do
budget
reductions.
E
I
know
that
when
we
had
a
big
budget
reduction,
when
I
was
here,
the
first
thing
I
did
was,
I
asked
robin
and
the
crew
and
charlie
to
go
into
munis
and
say
tell
me
every
line
item
that
doesn't
have
people
and
we'll
cut
that
first.
You
know
I
mean
I
hated
having
to
cut
professional
development,
but
there
were
no
people
associated
with
that.
So
it's
a
way
to
think
about
that.
E
North
carolina
is
the
last
one
that
I'm
going
to
share
with
you
and
then
just
a
couple
of
closing
things
and
I'm
happy
to
take
questions.
North
carolina
actually
has
been
struggling
with
their
funding
formula.
They
have
also
seen
legal
action
against
them.
In
1718,
the
general
assembly
established
a
joint
legislative
task
force
on
reform.
E
So
the
the
actual
structure
of
the
program,
they're
they're,
keeping
a
lot
of
the
the
the
actual
formulas
intact,
but
they've
realized
that
over
time
it
had
eroded
to
a
point
that
it
really
was
not
fully
funding
folks.
The
way
it
should
I'm
sorry,
I
forgot
one
more
south
carolina
is
also
going
through
this
as
well.
E
E
So
if
you
look
at
these
four
states
and
the
things
that
they've
done
especially
texas
and
maryland,
who
are
had
the
most
extensive
change
and
most
deliberate
change,
arguably
they
were.
They
were
the
ones
that
had
the
biggest
change
on
their
own
initiative,
as
opposed
to
it
being
fully
pushed
by
led
by
legal
action.
E
You
can
see
these
points
that
they
determine
a
purpose
for
changing
the
funding
formulas.
I
mean
I
I
don't
mean
to
sound
crass,
but
I
mean
if
it's
about
political
expediency
and
what
you
can
say
it
you're
basically
going
to
be
in
the
same
place
soon.
Unless
you
can
articulate
exactly
why
you
want
to
change
those
funding
formulas,
they
determine
priorities
for
the
new
structure.
They
didn't
determine
the
new
structure
until
they
determined
the
priorities.
What
do
we
care
about
as
a
state?
E
E
E
It
probably
will
bounce
back.
If
you
do
it
the
right
way,
but
in
the
in
the
immediate
over
the
first
few
years,
you
may
actually
see
where
there's
a
problem.
That's
why
maryland
is
doing
this
over
10
years,
so
they're
spreading
out
that
investment
costs
farther
so
that
they
can,
when
they
get
to
where
they
need
to
go
most
likely.
Some
of
the
funding
might
be
backed
off,
but
at
least
during
the
interim
there
was
not
districts
that
were
having
to
shoulder
all
of
that
responsibility.
E
A
D
Thank
you,
mr
chairman.
Before
I
say
anything
else,
I
just
want
to
go
back
to
slide
18
and
your
comment
that
you
needed
to
apologize
to
the
university
of
louisville.
I
just
want
to
point
out
that
you
actually
have
university
of
north
carolina
colors
there
in
your
shade
of
blue,
so
you
didn't
insult
louisville.
You've
actually
irritated
every
single
sports-minded
individual
in
the
state
of
kentucky.
So
congratulations
on
that
sorry
about
that
seriously.
I
want
to
thank
you
for
your
presentation.
D
D
E
A
good
example
is
they
put
a
basically
a
placeholder
in
for
special
ed
and,
and
frankly,
they
don't
know
if
it's
an
appropriate
amount
of
money,
so
they're
running
additional
funding
models
over
the
next
year
to
decide.
If
that
needs
to
be
changed
and
tweaked
again,
I
think
the
good
lesson
learned
from
maryland.
Is
they
didn't
just
you
know
doing
you
a
new
fund,
say
yeah
we're
done.
They
actually
have
built-in
structures
to
do
an
ongoing
review.
E
Sometimes
you
feel
like
you're
chasing
your
tail
as
it
is,
and
so
I
think
in
an
ideal
place.
Yes,
you
should
have
set
that
in
the
question
becomes.
What
do
you
do
that
for
do
you?
Do
it
just
for
categorical
weighting?
Do
you
do
it,
for
I
mean
in
the
case
to
use
kentucky
terminology
to
use
it
for
large
items
and
boss
items
too
again?
I
think
that
will
be
based
on
the
priorities
that
you
would
set.
D
Is
that
I'm,
assuming
is
that
different
than
a
system
where
you
look
at
what
it
would
cost
to
give
every
child
an
opportunity
to
learn
and
achieve
at
a
certain
level
and
and
that
kind
of
boils
around,
and
I've
asked
this
question
before?
Where
did
our
original
seek
number
come
from,
and
was
it
built
from
what
it
would
cost
to
give
every?
As
the
superintendent
before
said,
every
student
in
our
state
the
highest
quality
education,
or
was
it
just
a
number?
We
started
with.
E
E
E
What
would
that
number
look
like
like?
How
do
we
really
assign
that
value
and,
to
be
perfectly
honest
with
you,
I've
seen
some
states
in
my
time
in
education
policy
where
that
was
attempted
and
the
number
got
to
be
so
astronomical.
They
just
simply
said
we
can't
go
any
further
than
that,
but
the
flip
side
of
that
is,
you
know,
you've
got
to
start
somewhere,
so
so,
for
instance,
you've
got
a
teacher
salary
schedule.
Well,
you
can
kind
of
start
with
that.
E
I
think
there's
been
attempts
by
multiple
states,
including
kentucky
to
to
get
a
better
handle
on
like
actual
cost
in
classroom.
You
know
esso
requires
that
each
district
report
a
per
pupil
number
for
what
they're
being
spent
per
pupil
but
kentucky
just
like.
Basically,
every
other
state
you
get
into
how
do
you?
What
do
you
categorizes
in
in
classroom?
Do
you
count
the
leadership
coach
or
the
instructional
coach
as
a
classroom
person,
even
though
they're
not
there
every
day,
but
yet
they
ask
someone
as
administrator.
Do
you
act
the
or
do?
D
E
D
I
will
say,
though
it
is,
it's
always
good
to
hear
very
intelligent
people
say
things
that
I've
been
saying
it
makes
me
feel
more
confident
about
what
I've
been
saying,
which
is
that,
if
you're
going
to
do
any
sort
of
financial
reform
fiscal
reform,
you
have
to
know
first
what
you
want
to
get
out
of
the
program
and
so
what?
What
do
you
want
the
education
system
to
look
like,
and
so
I
guess
my
question
is
on
these.
These
four
states
that
you
were
discussing
sort
of
did
they
have
any.
D
Could
you
compare
and
contrast
sort
of
what
they
thought?
Their
expectations
were.
What
were
they
trying
to
get
out
of
the
education
system
that
they
were
then
trying
to
fund?
And
if,
if
that's
something
you
can
talk
about
today,
great,
if
not,
if
you
want
to
send
something
to
the
group
later,
that'd
be
great
and
second
connected
with
that
is:
did
any
of
these
states
develop
a
methodology
or
any
way
to
measure
all
of
those
expectations?
Was
there
any
sort
of
accountability
system
connected
to
the
financial
portion
of
things.
E
So
the
answer
to
your
first
question
is
the
with
texas
and
maryland.
I
think
they
probably
did
the
best
job
of
identifying
what
those
priorities
were
now
with
all
due
respect
to
to
them.
I
I
from
my
little
cat
bird
seat.
I
think
there
was
an
aspect
that
I
wish
they
had
considered,
and
that
was
what
they,
what
their
future
workforce
should
be.
E
I
think
that
we
live
in
a
time
where,
if
we
just
think
about
education
through
grade
12
that
we're
going
to
as
a
country
we're
going
to
have
some
economic
problems,
I
think
most
of
you
here
have
seen
the
sreb
report
where
we're
predicting.
We
may
see
as
many
as
18
million
unemployable
adults
by
2030,
okay,
not
unemployed,
but
unemployable
and
in
kentucky
I
should
have
looked
the
number
up
before
I
came
up
here,
but
I
want
to
say
it
was
right
around
650
000
of
that
800,
or
that
18
million
will
be
unemployable.
E
E
E
That's
not
got
some
rooting
in
what
what
people
refer
to
as
stem
I
mean
you
know,
there
was
a
thing
on
a
news
station
just
this
week
about
construction
is
at
a
all-time
high,
but
they're
having
trouble
filling
positions
and
somehow
they
got
back
to
the
idea.
Well,
it's
because
we
don't
offer
shop
classes
much
and
then
finally
somebody
said
well.
Actually
it's
not
that
it's
actually
the
fact
that
building
a
house
no
longer
is
about
hammers
and
nails.
E
It's
about
understanding,
3d
modeling!
It's
about
using,
you
know,
technology
to
make
sure
you're
I
mean
look
at
you
know
what
the
horrible
thing
that
happened
in
florida
a
couple
weeks
ago.
Right
so
I
say
all
that
not
to
just
pontificate
but
to
say
if
we
start
there
and
then
we
start
to
backmap
that
and
say
well
what
what
does
that
have
to
do
for
our
economic
development
and
labor?
What
does
it
have
to
do
for
post-secondary
and
when
I
say
post-secondary
to
be
clear,
I
mean
four-year
college
and
university.
I
mean
two-year
community
college.
E
E
Better
than
anybody
else
in
the
country,
so
if
they
could,
if
you
can
do
that
and
then
backmap
it
as
to
your
issue
about
accountability,
I
don't
think
that's
it's
either
not
present
yet
or
it's
not
transparent.
Yet
I
think
especially
with
texas
and
maryland,
it's
so
new.
I
don't
think
they
put
those
in
place
yet
because
they're
not
sure
what
that
looks
like
and
let's
face
it,
I
mean
that's
that's
one
of
the
biggest
challenges
I
mean
you
and
I
sat
in
multiple
meetings
together,
trying
to
figure
out
how
do
you
figure
out?
E
C
D
F
Thank
you,
mr
chair
and
dr
pruitt.
I
too,
second
and
third
everything
that's
been
said
about
you
today,
it's
good
to
see
you
back.
I
always
thought
you
were
an
outstanding
education.
Commissioner,
you
did
a
wonderful
job
here,
thank
you
and
I'm
glad
to
see
that
you're
prospering
now
on
on
a
grander
scale
with
the
southern
regional
education
board.
F
F
They
do
two
things
I
think
america
has
where
america
has
to
go
one
they
have
longer
school
years.
You
know,
I
think
this
whole
idea
that
you
get
from
from
may
to
september
out
is
outdated.
Now
we're
we're
no
longer
an
agrarian
society
anymore.
You
know,
though,
that
concept
came
when
we
were
in
agreement
society.
You
know,
though
they
have.
I
don't
say
they
go
year
round,
but
they
have
intermittent
breaks,
but
they
they
go
10
11
months
a
year,
I
think,
as
americans
we
have
to
start
doing
that.
F
F
Would
you
support
us,
as
americans
really
gearing
our
our
priorities
in
our
education,
as
we
developed
the
next
generation
workforce,
doing
those
two
things
longer
school
years
and
and
more
emphasis
in
specialization
in
the
k
through
12?
And
I
really
to
me
it's
really
more
pre-k
through
16.
It's
where
I
see
high
c
education
in
the
future.
Are
your
comments
please.
E
E
E
E
E
I
know
that
that
my
wife,
who
you
know
I'll
brag
about
and
pharmacists
for
28
years
and
when
we
moved
to
georgia,
decided
she
would
finally
pursue
her
dream
of
being
a
teacher,
so
she's
now
a
high
school
physics
teacher.
For
some
reason
she
didn't
want
to
be
the
commissioner's
wife
in
kentucky.
I
can't
imagine
why
that'd
be,
but
we
moved
to
georgia.
E
She
did
and
now
they
do
have
it's
not
a
year-round
calendar,
but
she
has
a
week
off
in
september
a
week
off
in
november
for
thanksgiving
the
christmas
holidays
and
in
february,
so
they
go
a
little
bit
later.
They
go.
They
start
like
she
starts
school
on
monday
in
pre-planning
and
they
go
until
the
end
of
may.
E
E
A
E
They
all
have
value
now.
I
think
that
there
are
it's
where
you've
got
to
be
careful,
it's
where
accountability
does
matter.
You
know
one
of
the
places
we
were
moving
with
our
essa
system
here
before
I
left-
and
I
just
haven't,
dug
in
to
see
where
this
is
at
this
point,
but
you
know
it
was
actually
starting
to
look
at
you
know
what
are
we
allowing
in
terms
of
our
master
scheduling
with
students
of
poverty,
students
of
color
being
able
to
have
access
to
some
of
these
pathways?
E
In
georgia,
we've
been
working
with
with
several
school
districts,
the
state
department
of
education,
the
the
the
equivalent
of
cpe
and
actually
a
couple
of
senate
colleagues
and
wellstar
wellstar
is
the
biggest
healthcare
provider
in
the
state,
massive
nursing
shortage
in
georgia
and
with
all
those
people
table,
we
were
able
to
help
develop
a
pathway
for
these
four
districts.
In
north
georgia,
where
a
student
starts
their
nursing
in
high
school,
we
improved
counseling
in
middle
school
to
give
kids
a
better
understanding
of
what
was
out
there.
E
E
Okay,
all
of
those
credits
are
guaranteed
to
transfer
then
to
the
four
year
where
they
can
get
their
bsn.
They
actually
end
up
graduating
a
year
sooner
than
the
average
bsn
graduate
less
student
debt,
the
opportunity
to
actually
work
in
hospitals,
because
you
have
a
cna
and
then
an
lpn,
but
you
also
have
student
freedom
to
be
able
to
say
I'm
good
with
an
lpn,
I'm
happy
here.
E
I
think
I'm
going
to
stop
or
I
have
the
option
to
go
forward,
we're
doing
the
same
thing
in
a
different
part
of
the
state
with
advanced
manufacturing,
and
if
you
have,
if
you
bring
people
together
to
have
that
conversation
where
kids
can
see
where
they're
headed.
I
absolutely
believe
it's
right,
but
I
also
believe
that
specialization
has
to
be
across
the
board
and
balanced
in
germany
back
in
the
90s.
They
did
not
perform
well
in
the
pisa
science
test
and
they
saw
it
as
a
national
emergency.
E
E
This
is
not
me
trying
to
rehash
that
by
the
way.
This
is
just
the
data
points
it
out,
but
starting
there
and
then,
and
then,
as
a
culture
deciding
instead
of
saying.
Where
are
you
going
to
college?
You
ask
every
kid.
So
what's
next,
because
no
matter
what
happens
after
grade
12
if
grade
12
is,
is
your
terminal
degree
it's
terminal
for
you
as
a
workforce?
E
Okay,
so
so
I
do
believe
in
specialization.
I
just
believe
that
we
got
a
council
kid,
so
they
have
the
ability
to
see
where
their
aptitudes
are
and
we
don't
track
kids
into
certain
places
because
because,
as
I
think,
I've
shared
with
this
committee
before
if
I'd
listened
to
my
high
school
counselor,
who
told
me,
I
probably
shouldn't,
go
to
college
because
you
know-
probably,
I
wouldn't
probably
college
material.
E
E
But
you
know
we
got
to
find
a
way
to
not
track
kids,
but
I
do
think
that
if
we
put
in
the
right
guidance
structure
across
the
board,
we
can
really
help
kids
specialize
and
get
them
into
careers.
That
matter-
and
that's
that's
the
other
part
that
kentucky
has
over
everybody
with
what
we
know
about
how
the
job
market
is
in
kentucky
and
we
the
fact
that
we
can
drill
down
into
eight
different
regions
in
the
state.
E
H
Thank
you,
mr
chairman,
commissioner
of
director.
I'm
sorry
thank
you
for
being
here.
I
always
appreciate
your
wisdom
and
your
friendship.
More
than
anything
really
quick.
I
know.
We've
we've
gone
past
the
three
o'clock
hour,
but
one
direct
question,
one
hypothetical,
the
direct
question
with
sreb
and
also
with
your
time
traveling
as
states
look
at
kentucky
with
seek
and
with
funding
demo
say
it's
a
good
model.
They've
already
got
it
in
place
and
then
the
hypothetical.
H
On
top
of
that,
if
you
were
in
the
position,
as
commissioner
was
there
times,
you
wanted
to
make
changes
and
tweaks,
and
is
this
the
right
time
we
will
make
recommendations?
We
don't
know
after
this.
What
will
come
of
this
group?
We
have
no
idea
legislatively
or
not,
but
is
there
areas
there
of
changes
and
tweaks
you
see,
would
you
have
done
and
then
our
reputation
of
what
we
currently
have
with
other
states?
Thank
you.
E
E
C
E
E
A
President
pruitt,
I
appreciate
your
presentation
today
and
please
please
express
our
appreciation
to
your
staff,
absolutely
they're,
always
very
professional
and
very
helpful
anytime.
I've
ever
had
to
call
on
them.
I
want
to
thank
all
the
members
the
task
force
presenters
today,
this
a
lot
of
information
to
take
in,
but
a
very
important
topic
that
we
need
to
discuss
our
next
meeting.
The
task
force
is
scheduled
for
monday
august.
The
9th
only
three
weeks.