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From YouTube: Government Contract Review Committee (8-8-23)
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C
A
D
A
It
is
early,
take
it
if
you're
coming
from
the
western
part
of
the
state.
The
number
of
items
on
the
agenda
today
are
250
in
the
amount
of
123
million
130
000
92.72
cents,
all
vendors
to
registered
with
the
Secretary
of
State's
office.
Next
order
of
business
consideration
agenda,
including
personal
service
contract
list,
PSC
Amendment
list
memorandum
of
agreement
list
memorandum
of
agreement,
Amendment
list
the
Kentucky
entertainment
Senate
program
agreement,
except
for
those
items
selected
for
further
review.
Do
we
have
a
motion?
Consider
the
contracts
review
of
that
objection.
C
A
A
Aye
motion
carries
first
item
on
the
pull
list
are
with
the
Department
of
Education,
is
number
one
on
the
routine
PSC
green
list
and
number
seven
on
Amendment
list
and
several
contracts
on
a
routine
MOA
pink
list.
If
representatives
are
here
as
you
come
forward,
and
please
identify
yourself
for
the
record.
E
G
H
I
A
G
Thank
you,
Senator
Meredith
I
appreciate
the
opportunity
to
speak
to
this.
We
are
wanting
to
utilize
the
report
for
multiple
stakeholders,
primarily
as
those
who
are
responsible
stewards
of
the
funding.
We
want
to
ensure
that
our
Kentucky
reading,
Academy's
professional
learning,
is
meeting
the
needs
in
the
way
that
is
needed
by
the
field
to
impact
both
teacher
efficacy
and
student
achievement.
So
this
report
will
ultimately
be
shared
not
only
with
KDE,
but
also
with
school
and
District
stakeholders.
G
We
want
to
utilize
it
to
show
that
there
is
value
in
the
professional
learning
and
then
it
does
have
impact
on
instruction
and
on
student
outcomes.
We
also
want
to
share
that,
of
course,
with
representative
Tipton
and
Senator
West
as
sponsors
of
the
bill
and
who
have
great
interest
in
the
outcomes
of
the
read
to
succeed,
act
and
I
would
assume
that
they
likely
would
want
to
utilize
that,
with
interim
joint
as
well
and
other
legislative
committees.
G
Most
people
reference
Mississippi,
but
there
are
many
more
States
now
that
are
utilizing
that
model
and
our
actual
partner
did
a
and
did
an
evaluation
in
Mississippi
as
well,
and
that
is
part
of
our
evidence
basis
for
choosing
Lexi
and
letters
as
our
primary
professional
learning
vendor
for
the
moment.
So
we
want
to
ensure,
though,
if
you
look
at
the
research
questions
that
are
found
on
page
three
and
beyond
that,
it's
having
the
impact
that
we
have
seen
in
Mississippi
and
if
not,
we
need
to
invest
our
funds
in
a
different
capacity.
G
So
it
really
is
it's
important
that
it's
a
third
party,
because
to
your
point
we
selected
that,
based
on
our
knowledge
of
others,
Shades
and
and
the
outcomes
of
that
professional
learning.
But
we
need
to
ensure
that
it's
working
in
Kentucky
and
that
it's
doing
what
it
needs
to
do
for
both
teachers
and
students
across.
G
They've
tipped
in
a
quarterly
summary
and
I
would
be
happy
to
get
that
to
you,
Brian
Perry,
to
share
with
this
committee
as
well,
but
so
you
can
see
specifically
in
the
quantitative
data
that
in
Kentucky
alone,
the
participants
in
cohort
one
have
improved
about
30
percent,
so
they
have
a
pre-test
and
a
post-test
for
volume,
one
which
is
where
our
teachers
and
administrators
are
currently
they're
living
in
that
volume.
One
space
right
now,
they'll
start
volume.
G
So
we
have
some
internal
mechanisms
already
in
place
to
see
data,
but
we
don't
have
the
capacity
and
we
do
need
the
support
of
a
third
party,
evaluator
and
I
think
that
ultimately
will
be
helpful
for
various
stakeholders,
because
it's
not
the
KDE
saying
that
there's
Effectiveness
there.
It
will
be
this
third
party
who's,
making
that
determination
and
providing
the
research
in
a
usable
and
accessible
way
for
both
district
and
school
leaders
and
also
other
stakeholders.
Well,.
G
G
G
New
strategy,
so
we
are,
we
are
implementing
the
law.
So
in
the
read
to
succeed,
Act
high
quality,
instructional
resources,
we
need
Universal
screening
and
diagnostic
assessments
for
students.
We
need
high
quality
professional
learning,
which
this
letters,
professional
learning,
is
our
first
attempt
at
helping
teachers
to
better
meet
the
needs
of
students
and
those
diverse
learning
needs,
and
then
we
also
are
establishing
the
coaching
model,
and
so
there
are
some
that
that
will
come
up.
I
think
in
a
later
conversation
that
we'll
have
with
this
committee
today.
A
I
want
to
know
why
we're
failing
our
kids,
you
know
we're
going
to
spend.
We
spend
almost
a
million
dollars
a
year
on
that
collaborative
Center,
which
is
probably
the
experts
in
the
field,
but
we
didn't
move
the
score
as
a
matter
of
fact.
They
they
were
worse
now
we're
going
to
spend
four
hundred
thousand
dollars
to
tell
us
what
we're
doing
now
is
effective.
A
Why
aren't
the
National
scores
the
the
best
barometer
as
to
whether
we're
being
effective
or
not,
and
why
are
we
making
reading
such
a
science?
You
know
four
hundred
thousand
dollars
alone.
I,
don't
know
what
else
we're
committing
to
or
reading
programs
in
Kentucky,
but
imagine
it's
quite
substantial.
We're
not
getting
Returns
on
our
investment.
A
G
So
I
think
the
components
in
the
read
to
succeed,
act
which
again
will
just
be
implemented
for
the
first
time
this
year
will
start
to
change
the
tide
on
our
reading.
Data
I
believe
that
to
my
bones
and
we're
doing
everything
that
we
can
to
implement
the
law
with
Fidelity
and
to
ensure
that
we
do
have
some
outside
observations.
You
know
the
the
reading
Research
Center
that
you
spoke
of
they
conducted
their
own
annual
reports
and
so
I've.
G
E
A
Where
was
that
20-year
period
that
we're
doing
better
than
the
national
average
I
haven't
seen
it
maybe
from
you
know,
1998
up
until
well,
obviously
2013
we
saw
some
improvement
reading
scores,
but
since
2013.
it's
then
been
a
downward
trend.
So
I'm
going
what
were
these
people
doing?
That
were
supposed
to
be
responsible
for
developing
the
practices
to
improve
teaching?
A
G
A
G
A
Think
I
don't
think
they
should
fall
in
the
legislature
and
I.
Think
you
highlight
the
problem
that
we
have
right
now
across
the
board.
There's
absolutely
no
accountability
for
the
dollars
that
we're
spending
none
so
I'm,
saying
again:
you'll
have
this
report
that
we'll
get
we'll
spend
four
hundred
thousand
dollars
before
we
get
the
data.
It
may
show
that
we're
doing
something
right
make
sure
something's
doing
wrong,
but
if
we're
doing
something
wrong
who's
responsible
for
that.
G
A
If
you
have
a
responsibility,
I'm
talking
about
accountability,
and
it's
just
not
there
at
all,
you
know
we
were
given
some
Kudos
by
Dr
polio
a
couple
of
weeks
ago
on
education
committee.
He
thanked
us
for
standardizing
curriculum,
which
made
sense
to
me.
You
know,
particularly
in
in
my
home
county,
where
we
had
five
elementary
schools.
Potentially
you've
had
five
different
curriculums
and
kid
motion
School
in
school,
there's
a
great
potential
for
learning
loss
there.
Yes,
yes,
who
made
that
recommendation.
A
C
Thank
you,
Mr,
chair
may
I
ask
a
question
please,
and
it
may
go
on
a
little
bit.
I
really
want
to
thank
you,
ladies
for
being
here
this
morning
and
I
know.
Sometimes
when
we
get
in
the
education
space,
people
think
I'm
a
little
rough,
but
I
have
a
wife
who
was
in
the
education
system
for
over
30
years,
I
absolutely
positively
love
my
teachers.
C
C
Quantitative
data,
30
Improvement,
the
value
in
professional
learning
that
is
I'm
trying
to
figure
out
I
figure.
We've
had
enough
past
studies
that
we
ought
to.
We
ought
to
know
those
things
I
get
really
really
concerned
about
our
post-secondary
education
institutions,
because
we're
always
talking
about
furthering
the
learning
of
our
teachers
and
we're
trying
to
find
an
education
system
for
primary,
secondary
education,
post-secondary
education.
C
And
our
job
is
to
is
to
educate
our
children,
not
our
teachers.
We
educate
the
teacher
at
the
post-secondary
level
and
then
they
are
supposed
to
seek
more
professional
engagement
as
I
do
in
medicine
with
CMAs
I,
don't
see
a
whole
lot
of
people
giving
me
money
to
continue
to
learn
how
to
be
a
better
doctor.
C
C
We
asked,
could
you
please
teach
my
son
or
my
daughter
how
to
read
and
how
to
write
and
at
some
point
how
to
be
good
and
faithful
Americans
we're
not
doing
that
anymore.
We
are
not
and
I'm
telling
you.
We
are
not
doing
that.
I
have
no
idea
how
teaching
elementary
kids
to
read
has
become
so
cumbersome,
so
I
guess
my
question,
Mr
Mr
chairman,
is
for
these.
Ladies,
could
you
help
me
this
morning?
C
Please
explain
why
teaching
kids
to
read
to
do
math
to
do
division
to
do
any,
why
that
has
become
so
darn
cumbersome
that
we
have
to
spend
millions
of
extra
dollars
each
year
to
bring
in
new
programs
that
have
been
studied
to
death,
and
we
have
data
on
for
years
that
we're
not
doing
a
damn
thing
with
and
I'm
being
very,
very
sincere
here,
ladies
I
am
because
believe
me,
I
am
behind
you.
100
I
am,
and
you
know,
I
am
but
help
me
explain
how
putting
more
money
it's
going
to
help.
G
C
C
But
I
really
want
to
to
look
at
the
overall
budgets
that
we
have.
We
keep
trying
to
squeeze
more
and
more
juice
out
of
the
apple
and
people
of
the
Commonwealth.
We
talk
about
everybody's
paying
taxes,
and
only
those
people
are
paying
taxes
who
are
working
gainful
employment
and
that
basket
that
we
carry
out
carry
the
apples
in
isn't
getting
bigger.
C
You
know
we're
not
we're
not
having
more
apples
in
the
basket
and
we
keep
trying
to
take
more
out
of
the
basket.
I
really
do
appreciate
that
answer.
I
do
think.
We've
moved
away
from
sensible,
Common
Sense
teaching
I
always
tell
people
that
my
fourth
grader
is
not
getting
a
job
with
Toyota
in
the
computer
or
the
ITA
Department
I
want
them
to
learn
how
to
read
and
to
write
and
then
as
they
go
along
in
the
school
system.
As
was
has
been
done
in
the
past,
then
we
add
on.
C
We
don't
need
fourth
grade
computer
experts
and
it
seems
to
me
sometimes
that
that
is
what
we
are
trying
to
do
and
I
don't
mean
to
be
mean
and
I
apologize
if
I
sound
that
way,
I
just
really
have
a
heart
in
the
education
space
and
I
want
to
help
you
all
as
much
as
I.
Possibly
can
thank
you.
Mr
chair
and
I
apologize
for
taking
so
long.
G
Sir,
absolutely
so
we
obviously,
as
the
KDE,
want
to
learn
from
the
report
and
be
able
to
make
the
best
decisions
that
we
just
that
we
forward
with
the
read
to
succeed,
funding
so
we'll
use
that
internally.
We
also
want
to
be
able
to
share
that
with
superintendents
with
building
administrators
and
even
portions
of
it
with
teachers
so
that
they
can
see
that
their
investment
in
the
professional
learning
will
impact
the
students
that
they
have
in
their
classrooms.
J
Thank
you,
Mr
chairman,
a
couple
questions.
One
one
first
question
is:
do
you
know,
is
this
a
budgeted
item
that
was
already
approved
by
the
last
year's
budget
going
forward,
or
is
this
something?
That's
that's
new.
J
J
Well,
for
me
personally,
I'd
like
to
hear
from
Senator
Weiss
and
Senator
and
representative
Tipton,
you
mentioned
their
names.
It
just
seems
like
this
is
another
layer
of
bureaucracy.
For
me,
it's
almost
every
day
that
I
get
emails
from
retired
teachers
and
other
workers
around
the
state
regarding
the
fact
that
some
of
them
had
a
had.
E
J
A
cost
of
living
increase
for
years
and
years
and
years
and
I
think
we've
got
to
start
making
some
serious
and
tough
decisions
up
here.
How
we're
going
to
be
able
to
meet
the
needs
of
all
the
requests
are
going
to
be
coming
into
to
the
state
government
in
the
in
the
in
the
current
budget
year,
and
it
just
seems
like
to
me.
This
is
one
of
those
that
maybe
we
could
spend
this
money
a
little
bit
better.
A
Senator
Douglas
is
discussion,
remind
me
of
one
of
my
life
experiences
and
sorry
to
bore
you,
but
it
kind
of
I
think
substantiates
the
point
back
in
the
70s.
My
father
picked
me
up
to
come
home
from
the
weekend
from
college
and,
as
we
were
driving
through
the
community,
he
and
my
mother
grew
up
in
he
reminisced
a
little
bit
as
a
one-room.
School
grew
up
during
the
Depression
in
one
room,
School
classes,
one
through
eight.
A
Neither
one
of
my
parents
had
more
than
eighth
grade
education
and
he's
talking
about
how
how
poor
people
back
in
those
days
were,
and
he
said
you
know,
and
it
wasn't
just
a
select
group-
everybody
was
poor.
He
said
it
wasn't
unusual
that
the
only
thing
that
you
had
to
bring
to
school
to
eat
for
lunch
was
a
cold
biscuit.
He
said
your
mother,
even
the
poor
kids
feel
sorry
for
her
that
she
didn't
even
have
that.
A
But
in
spite
of
all
that
they
got
an
education,
they
could
read,
they
could
do
math,
they
became
functioning
members
of
society
and,
quite
literally,
what
we
didn't
find
out
is
the
greatest
generation
in
the
history
of
this
country,
but
they
didn't
have
the
resources
that
were
willing
to
commit
to
this.
Today
they
didn't
have
computers
on
one
teacher
for
eight
different
grades.
They
got
a
quality
education.
A
And
we're
missing
we're
missing
something
drastically
and
to
me
it's
not
about
money.
I'll
give
you
every
dollar
that
you
want,
but
there's
got
to
be
some
return
on
investment,
there's
going
to
be
some
accountability
and
I'm,
not
seeing
that
and
there's
not
a
better
example
of
that
than
what
I
mentioned
about
the
the
collaborative
Center
function
for
20
years
and
didn't
do
the
job
but
I'm
going
to
read
one
more
quote
to
you
from
their
paper
again.
A
A
The
historical
record
for
reading
education
reform
policy
mandated
for
programmatic,
structured
scripted
or
systemic
systemic
training
packages,
Master
standardized
tests
or
National
scores,
but
have
never
consistently
improved
outcomes,
Beyond
traditional
methods
of
instruction,
despite
much
greater
expense
so
owns
by
their
own
admission.
What
we're
doing
has
been
failing
and
I,
don't
see
anything
that
has
been
necessary
changed
to
do
this
and
again,
I
would
like
to
rely
on
our
national
scores.
I
think
it's
the
only
thing
that
that's
really
gives
us
a
true
assessment
as
to
where
we
are
and
I
struggle
with
this
expense.
D
Thank
you,
Mr
chair,
just
a
couple
comments
and
then
I'll
have
a
question.
Obviously
I
think
everybody
in
this
room
goal
is
knowing
that
reading
is
the
foundation
of
our
education.
D
I
got
two
grandbabies,
and
luckily
and
thankfully,
that
you
know
they
get
red
too,
and
and
it's
a
two-year-old
three-year-old
going
all
the
way
up
through
there.
So
I
think
everybody
understands
how
important
reading
is
my
question
to
you
is
you
mentioned
Mississippi
and,
and-
and
you
may
have
mentioned
it
and
we
went
right
over
my
head,
but
they
use
this
third
party
evaluation.
Is
that
correct
in
Mississippi?
So.
G
I'm
not
sure
that
it
was
via
the
Mississippi
Department
of
Education.
They
actually
partnered
with
a
Regional
Education
Laboratory
today,
working
with
Rel
and
they,
but
they
did
do
an
evaluation
of
in
Mississippi
their
testing
structure
and
the
professional
learning
that
Kentucky
is
now
providing
for
for
teachers
and
Educators.
Well,.
D
And
I
guess
I'm
kind
of
a
bottom
line
kind
of
guy
and
we
want
a
system
in
place
that
works.
We
want
a
system
in
place
that
we
can
see
results
and
again.
The
ultimate
goal
is
our
young
children,
understanding
that
solid
foundation,
in
my
opinion,
a
very,
very
young
age,
all
the
way
up
through
to
then
at
that
point,
obviously
taking
them
wherever
they
want
to
go,
but
I
mean
I.
D
Just
I
just
want
to
say
that
that
again,
I
think
we
all
understand
and
know
how
important
reading
is
and
the
frustration
I
think
everybody
has
our
teacher
all
of
us
parents.
Everybody
has
on
what
can
we
do
to
better
prepare
our
young
children
and
and
again,
if
it's,
this
third
party
evaluation,
I'd
love
to
know
about
you
know
the
results,
they've
done
someplace
else.
You
know
what
I'm
saying
in
that
capacity.
D
So
anyway,
just
some
comments
and
just
wanted
to
kind
of
kind
of
get
some
clarification
on
whether
or
not
that
Mississippi
or,
if
there's
another
state,
that
used
this
technique
to
see
the
results
and
that's
the
bottom
line
and
I
think
that's
what
chair,
Meredith
and
Senator
Douglas
and
all
of
us
here
are
trying
to
figure
out
how
we
can
provide
the
results
down
the
road
three
or
four
years
from
now,
instead
of
just
constantly
doing
what
we're
doing
we're
just
kind
of
spinning
our
Wheels.
D
G
G
It
will
except
that
per
the
the
law
so
that
all
of
that
legislation
is
found
in
164.0207,
I,
believe
and
within
that
legislation.
It's
a
five-year
contract.
So,
instead
of
having
a
center
in
place
for
20
plus
years,
we
would
be
rotating
that
contract
every
every
five
years
and
opening
up
for
a
new
RFP.
At
that
time.
A
Well,
to
that
end
we
heard
testimony
a
couple
of
weeks
ago.
It
might
have
been
last
week
time
flies
you're
having
fun
from
the
Kentucky
Center
for
mathematics,
and
it's
kind
of
a
similar
story
that
we
see
with
it
with
the
center
and
started
in
2006
have
been
around
for
15
16
years,
but
the
same
trajectory
for
our
math
scores
since
2015
they
have
declined.
A
G
So
we
are,
we
actually
changed
the
components
of
the
mathematics
achievement
fund
grant,
for
which
KCM
is
our
partner
and,
and
they
have
been
a
very
good
partner
in
terms
of
providing
resources.
Tools.
Observation
supports
around
that
grant.
Funding
I
I
would
say
that,
as
we
move
forward,
though,
in
attending
that
interim
joint
meeting
KCM
was
focusing
on
Intervention
as
the
mechanism
to
move
forward
and
I
believe
we
would
say
that,
like
with
read
to
succeed,
we
have
to
find
approaches
that
will
impact
tier
one
universal
instructions.
G
So
all
students,
not
just
those
that
need
accelerated
supports.
So
we
will
be
looking
at
that
and
working
closely
with
with
the
executive
director
Kelly
De
long
and
KCM
as
we
move
forward,
especially
in
terms
of
the
mathematics
achievement
fund.
I
Just
one
final
question:
the
the
purpose
will
provide
a
third-party
value.
Is
this
the
the
evaluation
and
I'm
not
against
evaluating
the
programs,
because
you
need
to
evaluate
what
works
and
what
doesn't
work,
but
is
this
something
that
we
could
do
in-house
or
within
the
Kentucky
Department
of
Education?
Do
we
necessarily
need
a
third
party
to
do
this.
G
The
reason
why
I
would
argue
yes
is
is
because
to
Senator
Meredith's
early
point.
We
we
selected
this
program
specifically
and
we
believe
in
its
potential
and
and
the
outcomes
that
can
come
as
a
result
of
teachers
experiencing
the
professional
learning.
So
I
don't
want
any
of
the
outcomes
to
be
influenced
by
our
perception
that
it
is
effective
and
working.
G
A
Second,
by
Senator
Douglas,
all
those
in
favor
disapproving
about
I.
All
opposed
will
vote
no
Kim.
Please
call
the
row.
C
Yeah
Mr
chair,
you
know,
I
personally
would
like
to
contact
some
of
the
some
of
the
systems
that
have
that
have
utilized
this
and
and
I'd
like
to
have
a
list.
If
I
could,
if
I
could
ask
you
all
to
provide
me
with
with
some
of
those
again
I,
don't
want
to
have
to
plow
the
same
ground
over
and
over
and
over
each
year
and
I
want
to
be
the
best
assistance.
I
can
be
for
you
all,
because
I
know
that
you
really
are
sincere
in
what
in
what
you're
trying
to
do.
D
I,
like
the
like
a
comment
on
my
my
vote
here,
my
boat
is
no
because
I
want
more
information.
I,
don't
want
to
deny
this
request
without
getting
a
little
bit
more
information
on
this
I
agree
completely.
What
has
been
said
today
about
how
we're
sitting
here,
spinning
our
wheels
and
we're
putting
more
money
in
my
morning
in
these
programs,
my
wife's,
a
fifth
grade,
retired
school
teacher-
and
it
seems
like
to
me
and
I've,
heard
her
over
the
years
talk
about
every
two
years.
D
That
works,
and
it
seemed
like
in
their
past
testimonies
here
and
again
for
me
as
well
folks
on
this
board
and
now
there's
out
here
and
that
it
worked
for
us
and
just
don't
quite
understand
why
we
have
to
keep
making
it
really
difficult
and
again.
This
is
just
my
observation
and
my
hearing,
my
fifth
grade:
wife,
who's
taught
and
retired
the
frustration
there.
So
at
this
time
my
vote
is
no.
I
I
My
wife,
25
year
teacher
has
been
a
reading
resource
teacher
and
in
our
district
that
position
because
of
monetary
issues
was
cut
and
then,
of
course,
they
put
the
the
reading
responsibility
back
on
the
other
language
arts,
teachers
and
I
mean
they
didn't
stop
trying
to
teach
kids
to
read,
but
but
where
she
was
specializing
in
trying
to
help
the
ones
that
were
struggling.
That
position
was
cut
and
I
always
thought
that
was
a
big
mistake.
I
I
I
mean
and
when
I
say
proper
assessment,
an
unbiased
assessment
of
what's
going
on
and
if,
if
third
party
vendor
can
accomplish
that,
I'm
willing
to
allow
this
to
happen
but
I'm,
also
not
willing
to
in
six
months
or
next
year
or
even
next
month,
come
in
here
with
another
contract
for
another
study,
we've
got
at
some
point
and
one
of
my
colleagues
mentioned
it.
We
do
study
after
study
and
we're
not
getting
results.
We've
just
been
in
our
wheels,
so
I'm
going
to
vote
no.
A
Obviously,
I
don't
like
this
contract,
but
I
would
like
to
have
additional
information
much
as
Senator
Douglas
has
suggested
so
I'm,
hoping
that
the
wrong
choice
award
win.
This
motion
obviously
fails
that
we
could
have
a
motion
to
defer
and
come
back
and
provide
some
more
information
next
month.
So
my
vote
is
no.
E
J
Would
like
to
personally
ought
to
talk
to
Senator
wise
I
mean
he's
been
really
involved
in
this
in
this
process.
It
sounds
like
I
think
that
I'm
going
to
during
this
period
of
time,
try
to
contact
senator
wise
and
talk
to
him
about
this.
A
little
more
so
I
would
be
in
favor
of
defer
until
we
get
more
information,
I'll.
K
Yes,
please
I,
also
as
an
educator
myself.
I
would
like
to
defer,
because
I
know
that
this
is
a
very
sensitive
subject
throughout
the
state
and
I
also
know
that
there
has
been
I
mean
I
believe
even
when
I
was
in
the
classroom,
I
think.
Sometimes
we
are
rush
and
things
are
changed
too
early
and
that
we
need
to
have
more
time
to
really
Embrace
what
it
is
that
we're
trying
to
do
as
relates
to
the
reading,
and
so
I
would
like
to
have
more
information
before
I
move
forward.
Thank.
A
B
D
A
H
A
It's
number
seven
for
an
additional
1.7
million
dollars
for
ACT
scores
on
act
exams.
My
question
is:
in
the
the
contract
description.
It
says:
renew
the
contract.
H
Goes
through
June
30
2024
the
renewal.
It
accomplishes
a
couple
of
things
with
the
change
of
the
modification
of
the
contract.
Senate
Bill
59,
passed
in
2022,
remove
the
requirement
for
grade
10
ACT
Testing,
so
we
were
able
to
take
that
out
of
this
contract
Amendment
we
did
include,
and
that
is
where
you
see
the
additional
cost.
We
did
include
the
opportunity,
an
optional
opportunity
for
high
school
seniors
in
Kentucky
to
retake
the
act.
H
The
legislation
requirement
is
that
we
have
Junior
ACT
Testing
and
last
year
we
offered
a
we
had
funds
available
to
offer
a
optional
senior
test.
Now
we
only
had
about
50
percent
of
Kentucky
seniors
who
wanted
to
take
that
test.
So
it
is
a
parent
student
choice.
If
they
would
like
to
retake
the
test,
it
does
give
students
more
opportunity
to
be
post-secondary
ready.
That's.
L
H
Of
the
measures
in
legislation
to
be
ready
is
your
act
performance.
It
also
offers
students
an
opportunity
to
protect
to
earn
more
keys
scholarship
money
because
that's
also
based
on
act
performance.
So
it's
an
optional
program
and
we've
had
about
50
percent
of
the
students
who
wanted
to
retake
the
ACT.
H
What
we
had
last
year
was
about
22
000
that
took
the
assessment,
but
for
those
22
we
did
see
increase
on
their
composite
performance
on
average
of
about
0.3,
and
the
ACT,
remember
is
a
fairly
short
scale
goes
up
to
36
and
there
takes
a
lot
of
work
with
students
to
move
those
numbers
up,
and
we
have,
you
know,
cuts
that
are
established
by
Council
on
post-secondary
Ed.
So
the
this
amendment
of
the
contract
cleaned
up
some
language.
H
It
also
did
some
cleanup
around
what
act
is
permitted
to
sell
in
Kentucky
with
where
Kentucky
is
buying.
We
wanted
the
sales
to
be
limited
if
the
state
is
purchasing,
we
see
no
reason
for
school
systems
to
use
their
funds
to
purchase
if
the
state
is
purchasing.
So
there's
some
limitations
that
were
agreed
upon
in
the
contract
with
act.
J
H
A
H
M
H
H
Where
the
computer
is
not
an
appropriate
testing
format
for
them,
so
we
had
around
4
500
students
that
took
a
paper
test
versus
an
online,
and
that
has
a
just
a
slight
cost.
It's
like
a
one
dollar
more
a
test,
and
so
all
together
we
spent
about
856
000.,
and
we
anticipate
it
would
be
more
in
that
realm
than
up
at
the
1.7.
N
H
Those
sure
sure
I
do
think
you
see
a
shift
in
universities.
I
think
we
first
saw
it
in
what
I
would
call
ivy
league
universities
things
we
think
about
in
the
northeast
of
the
U.S
or
maybe
in
California.
You
know
really.
High-End
universities
began
to
look
at
multiple
measures
because
I
think
everyone's
hoping
to
achieve
a
well-rounded
student.
We
want
a
round
well-rounded
Kentucky
citizen
coming
out
of
K-12
education
and
I.
H
Think
colleges
want
to
see
a
well-rounded
student
for
admission,
so
they
want
to
see
students
that
are
active
involved
in
things
as
well
as
maybe
demonstrating
performance,
so
I
think
colleges
are
becoming
more
open
to
different
ways
for
kids
to
demonstrate
their
Readiness
to
be
in
college.
However,
you
know
Kentucky,
we
still
do
have
legislation
of
providing
that
opportunity
for
the
junior
your
ICT.
It's
one
way
you
can
demonstrate
into
the
state
accountability
system
and
have
that
credited
on
the
school
accountability
system.
I
do
think
over
time.
I
think
the
pandemic.
H
Also
Senator
Meredith
has
shifted
some
of
that
focus
on
act
and
sat
because
a
lot
of
our
Kentucky
universities
sort
of
waived.
The
requirement
for
admission
of
having
to
take
act
or
sat
during
the
pandemic,
so
I
think
you
see
a
variety
of
how
it's
used
for
admission
and
placement,
but
at
the
same
time
we
do
have
a
structure
where
Keys
money
is
still.
H
L
H
H
H
Is
not
a
high
percentage
at
the
high
school
level?
I'd
need
to
probably
look
and
get
that
number
specifically.
I
have
some
staff
here
in
the
room
with
me,
and
they
may
know
that
off
the
top
of
their
head,
but
we
can
certainly
provide
that,
but
it's
not
a
particularly
High
number
and
with
the
act,
because
it's
a
national
assessment,
even
though
we
give
it
in
a
Kentucky
school
day
and
Kentucky
purchase
it
purchases
it.
It
still
follows
all
the
account
accommodation
rules
of
the
national
act,
so
students
have
to
apply
for
accommodations,
they're.
H
And
those
kind
of
things,
sometimes
you
know
some
tests
allow
more
accommodation
than
the
ACT
permits.
It's
a
relatively
small
number
and
I'll
get
you
that
percentage,
I,
just
don't
know
it
off
the
top
of
my
head,
I'd,
be
afraid.
I'd
miss
miss
quote.
H
H
K
N
H
That
whole
demonstration
now
again
I
don't
work
in
the
world
of
admission
into
post-secondary,
we're
more
about.
You
know
that
I'm
working
in
K-12
but
I
do
think
because
colleges
are
not
purely
relying
only
on
performance
on
an
act
or
sat
I
think
you're
getting
more
opportunity
for
kids
to
be
able
to
maybe
bring
in
a
portfolio
of
their
work.
H
Is
happening
across
Kentucky
as
they
look
at
students
but
and
the
act
just
becomes
another
data
point
another
piece
of
information:
okay,.
K
A
C
Thank
you,
Mr
chairman
I,
just
asked
a
question
here.
Mr
representative
I
want
you
to
know
I'm
one
of
those
classic
people
that
that
you're
speaking
of
I
I
would
be
embarrassed
to
tell
you
what
my
ACT
score
was
and.
C
My
ACT
score
I,
almost
elected
not
to
attend
college,
so
I
I
get
it
and
I
I'd
love
to
have
that
conversation
with
you
all
anytime.
You'd.
Like
my
question
here,
you
brought
us
some
very,
very
good
points.
C
C
H
And
I
think
there
are
some
other
parameters
again.
That's
not
kind
of
my
area
of
expertise,
but
I
think
advanced
placement
programs
are
part
of
that.
There
are
several
other
factors,
so
I
think
at
the
state
level,
in
the
legislative
space
you
have
actually
opened
up
that
it's
beyond
just
act
and
sat
which
are
the
kind
of
national
college
admissions
assessments,
so
I
think
there
are
now.
Could
there
be
more
expansion?
H
That's
probably
more
of
a
conversation
for
Dr
Thompson
Aaron
Thompson
over
at
CPE,
but
and
and
the
keys
I
think
there's
another
group
that
works
with
keys
as
well.
Well,.
C
I
certainly
know
that
in
the
healthcare
space
that
there's
much
much
less
emphasis
on
the
MCAT
or
or
the
that
the
dental
admissions
test
and
those
kinds
of
things
and
I
think
the
standardized
testing.
There
have
been
a
number
of
studies
which
have
shown
that
sometimes
it
is
not
as
informative
sure.
A
H
You
very
much
we
can
do
that.
Thank
you,
Mr,
chair,
I
will
add
one
other
thing
just
as
a
piece
of
information
for
you,
because
you've
both
brought
up
the
idea
of
testing
is
difficult,
sometimes
for
students.
I
do
think
that
we're
seeing
more
availability,
particularly
from
something
like
the
ACT
program,
where
there's
a
lot
of
opportunity
for
students
to
go
in
and
do
practice
testing,
they
can
go
in
their
tutorial
kinds
of
pieces
of
information.
H
H
That's
one
reason:
I
think
you
do
see
some
improvement
typically
on
the
senior
retake,
because
the
motivation
may
change
for
the
student
as
they're
getting
older,
but
also
they're,
having
more
exposure
to
things
like
some
practice
assessments,
some
resources
to
learn
particular
topics,
maybe
they're
having
trouble
with
so
those
are
available
as
part
of
this
contract,
so
they're
part
they're
when
you
purchase
the
assessment.
Availability
of
those
kind
of
tools
come
along
with
it.
A
C
I
D
Thank
you,
Mr
chairman
I,
appreciate
your
comments
on
being
well-rounded,
I'm,
physically
well-rounded
and
educational
I
feel
like
and
as
my
Senator
Douglas
mentioned,
I
was
commenting
that
same
somewhat
category,
and
it
is
super
important
to
know
that
there
is
tons
of
key
scholarship
money
out
there
that
is
targeted
towards
your
acts
and
how
the
universities
and
I'll
use
that
and
so
I
appreciate
the
opportunity,
because
I
was
one
of
those
that
was
not
a
really
great
test
taker
and
these
type
of
tools
to
get
me
prepared
just
to
move
my
ACT
score.
D
Two
to
three
points
is
huge
for
my
parents
and
for
me.
So
thank
you
for
the
opportunity
on
this.
My
question
to
you
is
too,
though
I'm
obviously
homeschoolers
private
schools
is
that
will
they
have
access
to
these
tools.
H
They
don't
under
the
state
contract,
so
the
state
contract
testing
is
for
public
school
enrolled
students.
However,
if
a
parent
or
maybe
a
school
purchased,
let's
say
we
have
a
private
school,
parochial
schools,
for
example,
they
probably
purchased
the
act
for
their
students
and
if
there's
a
contract,
that's
established
saved
by
the
Diocese
of
Louisville
or
Lexington
with
an
act
or
an
s.a.t,
it
would
come
with
those
support
materials.
H
Now
both
companies
provide
that
so
I
think,
if
the
if,
if
it's
an
individual
parent
purchasing
the
ACT,
there
is
still
resource
access,
but
you
can
sometimes
get
a
little
bit
better
resource
access
and
communication
out
if
a
bigger
entity
is
purchased
such
as
the
state
or
maybe
a
school
or
school
system,
that's
parochial,
but
it
is
not
part
of
this
contract.
This
is
public
school.
Only.
J
A
question
and
thank
you
next
question
simply
is
really
about
the
numbers,
and
so,
if
I
understood
you
correctly,
you
said
you
that
you,
you
spent
about
856
000
last
year.
Yes,.
H
J
And
so
how
much
money
was
allocated
for
the
program
last
year,
so
how
much
of
the
money
that
was
allocated
for
the
program
was
spent?
We.
H
Probably
and
I
don't
have
that
right
in
front
of
me,
we
probably
allocated
more
for
the
full
enrollment
of
seniors
in
Kentucky,
so
the
full
enrollment
gets
you
into
the
40
42
000
range
per
child.
So
act
is
a
per
student
cost
and
Kentucky
gets
it
a
little
cheaper
than
if
you
went
and
bought
it
for
your
child.
So
right
now
we're
at
37.38
for
paper
per
child.
H
So
we
would
have
calculated
if
there's
42
000
students
how
much
if
every
child
took
it
and
that
would
have
been
the
Max
on
the
contract,
and
so
we
ended
up
because
it's
optional,
it
is,
do
students
find
Value
in
it
to
their
parents,
find
Value
in
it.
We
ended
up
with
twenty
three
thousand
twenty
one
online
administrations
and
119
on
paper,
and
so
that's
why
we
do
anticipate
that.
Not
every
child
will
wish
to
take
the
ACT
again,
but
it's
more
about
available
making
it
available.
I
J
H
H
And
yeah
they're,
probably
within
just
our
general
fund
and
federal
fund
budget.
This
is
a
split
contract.
So
a
certain
percentage
of
the
money
comes
from
federal
funding
and
a
certain
percentage
comes
from
State
funding,
so
I
would
assume
because
we're
still
within
the
biennium
those
funds
are
still
in
the
in
the
assessment
but
I'll
alternative.
You
want.
A
K
C
I
know
Mr
chair,
it
seems
like
we're
taking
forever
this
morning,
but
I'm,
not
a
big
advocate
of
using
taxpayer
money
to
do
all
the
to
do.
The
multiple
testings
I
think
that
I
think
that
our
parents
and
our
families
do
share
a
responsibility
for
their
children.
My
parents
did,
they
can
but
I
know,
I
know
how
the
ACT
is
being
used
now
and
the
importance
of
that
with
respect
to
some
of
the
other
monies
that
are
that
are
being
given
out
and
I
hope
in
the
future.
We
can
move
away.
C
We
can
move
away
from
some
of
this.
Anybody
who
comes
to
these
committee
meetings
know
that
what
I'm
trying
to
do
and
what
I
hope
to
do
is
help
our
parents
become
a
bigger
play,
a
bigger
role
in
the
education
and
the
success
of
their
children,
as
opposed
to
the
neighbors
down
the
street.
Thank
you
very
much.
Thank
you
here.
A
K
As
a
sharecropper's
daughter,
I
understand
the
importance
of
those
that
are
less
that
do
not
have
as
much
as
others
as
far
from
a
monitor
standpoint
in
order
to
pay
for
these
type
of
testing
and
so
I
think
it's
important
that
we
recognize
that
and
for
that
reason
those
that
are
less
fortunate
to
be
able
to
afford
the
things
I
think
it's
important
that
we
support
that.
So
my
vote
representative.
D
A
G
Yes,
sir,
thank
you
Senator
Meredith,
so
in
KRS
158.30510
and
that's
within
the
read
to
succeed
act,
the
department
was
required
if
funding
were
available
to
establish
a
literacy
coaching
model,
and
then
that
is
further
confirmed
in
KRS
158.8063,
which
is
the
actual
read
to
succeed,
fund
statute
and
So
within
that
the
department
is
required
to
establish
again
and
build
out
this
literacy
coaching
model
in
support
of
the
implementation
efforts
that
are
found
within
Reed
to
succeed.
So
they
will
serve
as
data
coaches.
G
They
will
serve,
they
will
be
in
school
building,
so
this
is
actually
field
staff
who
will
be
working
with
teachers
and
the
law
requires
that
these
coaches
are
placed
in
schools
with
greatest
need,
so
schools
that
have
the
highest
percentage
of
novice
and
grade
Theory
reading.
So
we
want
this
to
be
something
that
is
seen
as
a
support
to
those
districts
to
the
schools
in
which
the
coaches
are
placed.
G
They
will
be
serving
within
that
school
for
the
Academic
Year,
providing
support,
working,
a
professional
learning
communities,
leading
professional
learning,
working
with
individual
teachers
and
and
providing
guidance
and
and
support
to
address
again.
The
diverse
needs
of
student
readers
across
that
building.
G
So
not
not
at
this
time.
So
at
this
point
we
have
established
five
Regional
coaching
directors,
who
will
be
a
liaison,
in
essence
from
the
KDE
to
the
district
and
to
the
school
administration.
But
the
literacy,
coaching
specialist.
There
are
26
that
have
been
hired,
and
so
we
are.
It
was
very
important
that
we
had
from
the
applicant
pulled
the
best
candidates,
because
we
know
that
this
coaching
position
will
be
extremely
important
and
then
recently,
at
that
same
interim
joint
committee
meeting,
we
got
to
hear
a
report
about
the
impact
of
that
coaching.
G
So
we
are
looking
to
do
that
initially
for
up
to
26
schools,
but
we
want
to
be
able
and
that's
what
the
Regency
fund
is
for
to
be
able
to
build
out
that
model,
hopefully
with
up
to
80
coaches.
But
again
it
will
depend
upon
available
funding
to
be
able
to
to
build
that
out
even
further.
But
that
is
that
is
our
mission
as
we
move
forward
and.
G
We
had
an
much
social
media
avenues
that
we
have
within
the
KDE
around
the
fact
that
these
positions
were
posted.
That
goes
out
in
the
Monday
message
to
superintendents.
We
also
notified
our
letters
cohort
participants
from
the
first
phase
for
interest
and
in
Kentucky
teachers.
So
we
try
to
very
broadly
advertise
the
availability
of
these
positions
and
then,
over
the
months
of
May
and
June,
we
conducted
series
of
interviews
and
have
selected
the
first
26
candidates
to
provide
the
coaching
supports.
G
So
the
regional
coaching
directors
they
are
on
a
240-day
calendar,
so
that's
more
of
an
administrator
again
they're
serving
they're
working
with
District
leaders,
building
administrators,
the
coaches.
It's
a
typical
teacher
schedule
is
180
587
days,
but
we
need
these
folks
to
work
220
days
because
we
want
them
not
only
serving
the
teachers
in
that
school
building
within
the
academic
year,
but
that
will
allow
them
to
also
conduct
some
professional
learnings.
F
A
A
K
You
Mr
chair:
can
you
tell
me
the
actual
job
title
or
they
actually
called
coaching
Specialists,
because
as
a
employee
of
JCPS
myself,
this
sounds
very
similar
to
some
of
the
other
titles
that
I've
heard
that
did
the
same
particular
type
of
job
duties.
So
can
you
tell
me
what
what
is
the
difference
so.
G
This
it's
the
actual
title
is
the
state
literacy,
coaching
specialist,
and
we
you
know
we
have
actually
we
want
to
in
the
spring
work
with
districts
and
provide
for
the
local
level.
Coaches
professional
learning
supports
that
are
provided
for
our
state
level,
coaches
as
well.
So
we
are
making
an
investment
in
these
coaches
over
the
course
of
this
next
academic
year
to
get
them
training
on
you
know
the
Pedigo
do
they're
finishing
up
the
letters
coursework.
G
G
B
A
G
G
A
I'm
sure
you
know
that
men
make
it
up
22
percent
of
the
teaching
positions
in
Kentucky,
and
so
we
should
have
had
at
least
three
today.
That
is
that
right
is
my
math
right.
Three,
there
I'm
rounding,
but
you
can't
you
can't
have
half
of
a
teacher,
so
okay,
but
just
nope
paying
attention.
Okay,
any
questions.
Comments,
yes
represent.
Pollock,
sorry,
I
didn't
see.
D
You
no
just
just
a
quick
question
on
the
26
coaches.
I.
Think
that's
right!
I!
Guess!
My
question
is:
are
they
coaching
the
same
I
guess
game
plan
so
to
speak
from
from
your
office
again,
I
think
we
go
back
to
our
earlier.
Just
that
consistency
all
the
way
across
the
board
and
then
obviously,
if
we're
consistent
on
teaching
and
approaching,
raising
and
our
scores,
I
guess
so
to
speak
and
that's
our
ultimate
goal.
G
Yes,
sir,
and
thank
you
for
the
question
so
we're
working
very
hard
to
ensure
that
they
are
experts
on
the
requirements
of
Senate
bill
nine.
They
have
common
vocabulary
across
all
of
our
resources
that
they'll
be
able
to
utilize.
We
have
a
learning
agenda
for
them
that
will
be
the
same
across
all
coaches
and
the
directors
will
be
a
part
of
that
as
well
that
the
only
difference
is.
G
It
was
very
important
for
us
to
have
I
think
field
staff
from
those
particular
regions,
because
we
want
them
to
have
that
common
base
of
knowledge,
but
also
honor
the
local
context,
and
so
we
worked
we're
working
very
hard
to
get
Representatives
across
all
eight
of
the
educational
Cooperative
regions.
Well,.
D
C
Thank
you,
Mr,
chair,
I,
I.
Think
for
me,
with
a
number
of
multiple
layers
of.
C
G
Doing
both
Senator
Douglas.
So
that's
the
thing
we
are
making
an
investment
in
teachers
and
these
coaches
will
be
coming
alongside
with
job
embedded,
ongoing,
real-time
coaching,
so
that
they
are
equipped
to
be
able
to
address
what
are
diverse
reading
needs
of
students
within
their
classrooms.
So
we
feel
as
if
not
only
are
we
having
mechanisms
that
are
established
and
and
the
read
to
succeed,
act
to
address
tier
one
universal
instruction
for
all
students,
high
quality,
instructional
resources,
high
quality,
professional
learning.
C
C
I?
Don't
think
they
know
that
right
now,
they're
learning
certain
things
in
post-secondary
schools
in
in
colleges
and
then
they're
getting
out
and
we're
saying.
Okay,
now
we've
got
all
these
other
people
who
are
going
to
teach
you
all
of
these
things
about
how
you
need
to
approach
your
students
and
understand
all
the
all
these
social
problems
going
on
in
the
community
and
how
you
can
approach
them
in
terms
of
helping
to
improve.
You
know
their
learning
skills.
My
concern
is,
for
my
teachers
make
no
bones
about
it.
C
C
C
A
C
I
K
I
have
one
more
time,
please
so
I'm
just
wondering
as
the
coaches
as
they
are
dispersed
whatever
throughout
the
locations.
Is
this
done
in
a
PD
format
to
help
move
the
teachers
to
prepare
them
to
become
more
ready
to
deliver
this.
G
So
representative,
that's
one
mechanism
that
they
will
be
able
to
utilize,
so
they
could
see
that
they
need
to
work
with
a
specific
grade
level
team
if
or
it
may
be-
in
a
smaller
in
a
in
a
PLC
in
a
professional
Learning
Community,
there
may
be
some
coaching
conversations
or
there
should
be
some
Direct
Services
that
are
happening
with
individual
teachers
who
are
being
coached
where
they
can
be
reflective.
They
can
identify
some
goals
for
the
coaching
partnership
and
move
forward
with
strategies
and
tools.
G
A
K
D
H
All
today,
but
Senator
Meredith
may
I
answer
representative
Chester
Burton's
question.
H
A
You
thank
for
that
answer
and
appreciate
your
testimony
today
and
appreciate
the
dialogue
making
yourself
available
to
us,
and
please
know
that
we
want
exactly
the
same
thing
that
you
folks
do:
the
best
quality
education
we
give
for
our
children
and
I
think
we
just
struggles
how
best
to
get
there,
but
please
know
that
we're
in
your
corner.
We
support
you.
We
support
public
education
and
we
want
to
watch
the
best
for
everyone
appreciate
you
being
here
this
morning.
Thank.
F
A
O
Good
morning
and
I'm
Kirk
pomper
I'm,
the
dean
of
the
College
of
Agriculture
communities
and
the
sciences
and
also
the
director
of
land
grant
programs
at
Kentucky,
State
University.
L
A
Glad
to
have
you
here
this
morning,
first
question
I
have
for
you
is
what
was
your
Allstate's
t
score?
No
we're
not
going
to
go
there
today.
Okay,.
K
A
Would
be
brief,
I
just
want
to
understand
why
we're
doing
this
contract,
because
again
we
don't
get
the
contracts
unless
we
call
for
them
and
we're
not
going
to
call
for
a
thousand
contracts.
We
get
a
capsule
Discovery
and
says,
provide
funds
and
services.
Technical
expert
and
advisor
for
assessing
the
feasibility
of
solar
photo
ball.
Take
power
generation
at
land,
grant
program
facilities,
produce
solar
feasibility
assessment
reports
and
evaluate
opinions
by
supplying
solar
power
to
specific
land
grant
facilities.
A
O
That's
a
great
question,
thank
you,
chairman
and
so
basically
we're
very
interested
in
solar
as
a
potential,
and
we
work
with
a
lot
of
small
farmers
as
part
of
our
land
grant
Mission
at
Kentucky,
State,
University,
and
also
focus
on
in
urban
areas.
O
But
we
are
interested
in
these
alternative
energy
sources
such
as
so
cooler,
and
you
know
we
look
at
it
as
an
opportunity
to
try
to
take
this
technology,
use
it
with
our
research
dollars
to
actually
develop
more
information
and
actually
have
a
broad
data
set
of
solar
and
how
it's
acting
in
Kentucky,
climate
and
and
with
our
situation.
And
so
it's
an
opportunity
to
both
generate
some
electricity
for
the
campus
right
and
also
to
study
this
area
and
actually
come
up
with
some
long-term
data.
O
Because
once
again
you
know
we
want
to
actually
have
that
data
for
Kentucky
if
we're
going
to
make
any
kind
of
recommendations,
Pro
or
con
to
our
stakeholders.
So
that's
that's
the
overview
part
of
it,
and
that
could
tell
you
more
specifics.
If
you're
interested
too.
L
Sure
and
I'll
just
add
that
we
get
a
lot
of
questions
about
solar,
particularly
in
the
context
of
land
use
change
throughout
the
state,
particularly
in
rural
areas,
from
Farmers
and
different
stakeholders
throughout
the
state,
and
so
we
we
need
to
better
understand
how
this
applies
from
a
research
and
demonstration
perspective,
and
also,
if
we're
going
to
be
implementing
any
of
these
practices.
This
consultant
is
going
to
help
us
understand
whether
or
not
that's
economically
feasible
with
our
research
dollars
on
our
facilities
and
how
best
to
to
use
our
money
ultimately
was.
A
O
Well,
you
know
I'm
hoping
that
this
is
going
to
actually
make
more
electricity
and
actually
be
more
profitable.
I
I
think
it
could
go
either
way
based
on
some
of
the
Technologies
and
the
weather
and
everything
else.
But
this
is
you
know
what
land
grant
universities
are
meant
to
do
is
take
the
chance,
actually
generate
the
data
and
provide
that
to
the
folks
out
there
and
give
them
better
recommendations
and
so
I
I.
My
guess
is
it's
going
to
actually
make
a
little
money.
C
Good.
Thank
you
very
much.
Mr
chair
just
a
question.
My
question
is:
do
do
we
already
have
some
of
this
information
from
some
of
our
utility
or
some
of
our
other
power
companies,
and
and
is
that
information
available
number
one
number
two,
because
I
lied
because
I
got
a
short
second
one.
C
L
I'll
speak
to
that.
If,
if
you
don't
mind,
I
appreciate
your
question
and
I
I
think
we
we
have
information
as
I'm
sure
you're,
aware
of
the
Frankfurt
plant
board,
is
implementing
a
community
solar
project
in
Frankfurt
over
by
their
headquarters,
but
that's
different
than
net
metering
and
so
part
of
what
we're
doing
is
looking
at
opportunities
for
net
metering
but
and
I'm.
Sorry,
if
you
could
repeat
the
first
part
of
your
question,.
C
L
No,
they
have
not
done
studies
specific
to
our
University
or
our
facilities
and
that
that's
not
something
that
they
typically
do.
We
did
recently
the
university
as
a
whole
had
a
energy
performance
service
contract
recently
completed,
and
we've
got
the
first
year
of
measurement
and
verification
reports
from
that
to
see
Energy
savings
and
through
that
cmta
the
consultant
did
assess
whether
or
not
solar
was
an
option
for
the
University.
At
that
time
it
was
not,
but
with
the
inflation
reduction
act.
O
I
think
the
other
difference
is
that
we're
not
talking
solar
Farms
here,
we're
talking
about
utilizing
solar
on
buildings
and
and
farm
facilities
also
and
looking
at
the
utility
so
I
know
solar,
Farms
are
kind
of
controversial
one
way
or
the
other.
That's
not
what
we're
looking
at
here
we're
actually
looking
at
trying
to
see
if
a
small
farmer
can
utilize
these
solar
types
of
systems
and
and
actually
have
them,
be
useful,
yeah.
A
You
motion
by
represent
Chester
Burton
seconded
by
Senator
Boswell,
all
in
favor,
multiple
I,
all
opposable,
no
Kim.
Please
call
the
row.
A
P
A
His
heart,
well
I,
wouldn't
have
asked
him
what
his
ACT
score
was
Jim.
If
you
would
please
raise
your
right
hand,
do
you
solemnly
swear
to
tell
the
truth
the
whole
truth
or
nothing,
but
the
truth
I
do.
Thank
you,
I
request.
These
contracts
be
pooled
again.
Just
need
some
clarification
on
this.
We
have
contact
description
on
both
of
these
to
provide
funds,
assists
and
development
and
implementation
of
branding
and
marketing
initiatives
on
entities,
but
one
contracts
for
500,
000
and
others
for
nine
million,
but
same
description.
P
This
this
is
a
renewal.
This
is
we're
in
our
fifth
year
of
this
of
this
contract
The
Five-Year
contract.
You
all
have
reviewed
this
a
number
of
times
before
and
I
would
note
that
each
year
that
we
have
come
back
for
Renewal,
we
have
reduced
the
the
amount
of
the
contract,
and
this
is
an
up
to
amount
of
the
contract.
So
last
year
our
contract
was
about
12
million
for
the
cornet
and
we
ended
up
spending
seven,
so
we
reduced
it
considerably
on
that.
P
P
Much
of
of
what
these
contracts
are
for
is
actually
paid
media,
both
in
student
recruitment,
Athletics
and
trying
to
recruit
ticket
holders
to
come
to
athletic
events
across
the
board
and
considerable,
probably
the
majority
of
this
contract
is,
is
in
the
health
care
side
recruiting
for
the
clinics
like
Orthopedics
or
Gill
Hart.
Those
types
of
things.
P
The
so
the
much
of
the
media
by
is
through
cornet
marketing,
which
is
a
lexington-based
company
and,
as
you
all
may
remember,
what
we
have
tried
to
do
is
consolidate
everything
at
the
University
through
them,
especially
on
media
from
Athletics
to
healthcare.
We
used
to
have
multiple
contracts
there.
P
The
ology
contract
is
with
the
Columbus
Ohio
firm,
they
specialize
in
student
Recruitment
and
we
have
utilized
them
on
developing
programs
and
and
target
audience
research
for
especially
when
we're
looking
at
targeting
some
of
our
out-of-state
student
populations,
they
they
are
very
efficient
and
current
on
Trends
in
student
Recruitment,
and
that's
where
we've
utilized
them
to
be
honest
with
you,
we
haven't
used
I
think
last
year
we
only
used
about
seventy
thousand
dollars
for
them,
but
we
wanted
to
keep
them
on
because
they
are
experts
in
in
the
student
recruitment
field
and
we're
trying
to
stay
current
on
those
as
well.
P
A
Wouldn't
you
say
you
have
brought
some
of
these
functions
in
the
house,
which
I'm
very
very
pleased
to
hear.
Does
that
include
student
engagement
in
in
this
process,
because
I
think
it
would
be
a
great
teaching
experience
for.
P
Absolutely
so
much
of
the
media,
by
especially
on
the
student
recruitment
side,
is
social
media.
We
we
do
a
lot
less,
you
know
Billboards
and
and
television
for
student
recruitment,
because
with
social
media
we
can
Target
exactly
who
we
want
in
in
all
the
areas
we
can
do
geo
fencing
where
we're
actually
targeting
specific
areas,
and
we
have
utilized
students,
especially
from
our
College
of
communication
and
information,
to
help
us
Monitor
and
and
post
things
for
the
social
media.
P
But
a
lot
of
it
of
the
paid
media
is
actually
when
they
go
to
a
site
at
Facebook,
then
they
will
see
a
pop-up
of
UK
and
it
will
come
in
we'll
try
to
engage
them
through
that
way,
but
we've
utilized
a
lot
of
students.
In
fact,
they've
become
our
best
source
of
recruitment
for
for
our
public
relations
and
marketing.
Staffs
is,
is
through
our
own
College.
A
P
Our
our
on
the
student
recruitment
side,
we
have
grown
our
class
every
year.
We
expect
our
Target
is
6400
freshmen
for
this
fall
and
I
think
we
will
exceed
that
number
and
then,
especially
on
the
health
care
side.
We
have
seen
tremendous
growth
in
all
of
our
practices
and
continue
to
see
that
and
trying
to
serve
a
broader
spectrum
of
of
patients
from
across
Kentucky.
A
J
So
I
can
understand
and
appreciate
the
need
maybe
to
try
to
consolidate
or
that
you
know
you
get
it
all
under
kind
of
one
umbrella,
but
also
when
you
do
that
sometime,
you
make
it
for
this.
It's
such
a
high
degree
of
professional
ability
to
be
able
to
meet
your
contact.
Does
that
mean
that
when
you
do
this
that
there's
a
very
limited
number
of
people
who
are
able
to
to
provide
those
services
like
particularly
this
Coronet?
P
Yes,
and
thank
you
for
asking
that,
because
it's
interesting
we've
been
looking
at
that
and
talking
some
other
institutions
that
have
broadened
their
scope
of
of
vendors
Cornett
is
one
of
the
best
at
purchasing
paid
media,
and
so
we
will
continue
to
utilize
them
in
the
future,
probably
because
they
they
buy
at
such
high
volumes.
P
They
can
get
better
pricing,
but
one
of
the
things
that
that
we
have
also
seen,
especially
with
some
of
our
smaller
units
and
colleges
that
they
that
they
may
have
smaller
projects,
a
small
video
or
a
brochure
that
they
don't
really
want
to
deal
with.
Coronet
on
that
level,
for
a
project
like
that.
So
as
we
work
to
to
put
out
the
RFP
for
this
this
area
next
year,
which
we
we
will
have
already
started
the
process,
we're
going
to
look
at
doing
multiple
qualifications
for
smaller
vendors.
We've
done
this
in
in
printing.
P
J
A
A
D
A
Thank
you
appreciate
that
I
request
this
contract
be
pulled.
I
know
this
firm
know
that
equality
works.
So
it's
not
a
question
of
that.
It's
the
process
itself.
Q
Well,
we've
had
I
mean
we
can
monitor
formats
based
on
litigation
that
we've
had
in
recent
years,
but
we
also
utilize
other
Council
when
there's
conflict
or
when
other
Council
has
expertise
in
an
area
that
the
carrot
cracker
firm,
does
not.
For
example,
we
utilize
Dinsmore
for
Bond
Council,
for
example,.
Q
We
have,
you
know,
issued
an
RFP
I,
don't
know
that
we
did
that
this
year,
but
we
have
in
recent
years
issued
RFP
for
these
Services.
Well.
Q
No-
and
we
just
identify
someone
who
you
know,
is
an
expert
in
that
field,.
Q
Well,
I
think
that
varies
so
we're
using
Dinsmore
on
a
class
action
case
at
State
institutions
and
several
of
the
other
universities
are
also
utilizing
that
same
firm.
But
you
know
it's
sometimes
it's
a
matter
of
recommendation.
Sometimes
it's
having
utilized
that
firm
in
the
past
and
knowing
that
they
do
quality,
work.
C
C
Douglas,
thank
you.
Mr
chair,
you
mentioned
the
way
you
measure
performance
is
results
and,
and
I
I
certainly
understand
that.
But
if
others
are
not
included,
how
do
you
measure
their
lack
of
performance?
C
Because
what
I'm
hearing
is
is
that?
Well,
this
is
kind
of
how
we
do
it
and
we
generally
use
these
people
and
we
have
recommendations
from
these
people.
But
but
I,
don't
I,
don't
hear
us
saying:
well,
we
Branch
out
and
we
submit
an
RFP
and
we
try
to
gather
as
much
data
about
the
about
the
people
who
can
help
us
as
possible.
I,
don't
hear
that
we're,
including
other
vendors
or
or
giving
other
vendors
an
opportunity
that
you
have
not
already
worked
with.
Q
L
Q
Q
C
One
more
question:
Mr,
chair,
I,
guess,
I,
guess,
sort
of
it's
kind
of
like
a
track
event
where,
where
somebody
always
seems
to
win
the
race
and
we're
not
going
to
let
anybody
else
in
the
race,
because
we
know
this
person
already
wins
the
race.
C
So
you
know
we
we're
trying
to
be
good
stewards
and
I
know
you
are
as
well
since
I'm
an
alumni
of
Western,
Kentucky,
University
and
I
support
you
wholeheartedly,
but
part
of
our
part
of
our
charge
as
as
legislators
here
in
the
general
assembly
is
to
make
sure
that
we
are
utilizing
our
taxpayers
money
in
a
most
efficient
way
and-
and
we
hope-
and
we
respect-
that
those
who
are
coming
to
us
asking
us
to
utilize
that
money
is
also
using
their
expertise
to
to
to
pick
to
to
choose
people
who
are
also
going
to
be
efficient
in
this.
C
In
this
space
and
I
I
guess
I
would
I
would
ask
in
the
future
that
we
sort
of
open
up
those
invitations
to
see
if
there
are
others,
possibly
others
out
there,
who
might
be
able
to
provide
a
similar
a
similar
or
an
even
better
experience
for
for
Less
that
that
that's
the
point
I'm
making.
Thank
you
Mr,
chair,
thank.
A
A
A
I
request
this
contract
and
be
pulled,
and
a
couple
of
questions
I
have
is
we're
increasing
by
881
thousand,
and
the
reason
for
the
increase
is
additional
scope
of
the
work,
adding
additional
scope
to
the
original
contract.
So
my
first
question
is:
why
wasn't
this
included
or
anticipated
in
the
original
RFP
for
these
services.
R
Yes,
sir
I
will
start
with
that.
So
the
original
scope
of
work
was
to
conduct
a
comprehensive
study
across
the
system.
They
brought
back
Huron
brought
back
46
opportunities
for
our
system
to
look
at
and
review
and
determine
which
ones
of
those
should
move
forward,
and
one
of
those
was
looking
at
a
change
project
management
office.
S
Yes,
sir,
there
was,
however,
Huron,
has
been
working
on
this
project
since
November
of
last
year.
They
have
weekly,
sometimes
daily,
multiple
discussions
with
various
work
streams
throughout
our
colleges,
they've
done
town
halls
with
all
16
colleges,
interviews
with
leadership
and
staff,
and
they
work
directly
with
the
subject
matter:
experts
in
our
colleges
and
in
our
system
office.
So
it
it
seemed
counterproductive
to
go
out
for
an
RFP
because
they
already
have
the
relationships.
S
A
Without
due
respect,
but
you
really
don't
know
that
in
my
concern
about
these
contracts
and
this
one
appears
to
be
legitimate,
I've
seen
so
many
Consulting
contracts
will
come
back.
Ask
for
additional
funding
to
use
the
same
firm
to
do
work
that
should
have
been
part
of
the
original
proposal
to
begin
with.
So
that's
my
angst
about
this.
Is
that
and
then
there's
no
real
accountability.
A
Yeah,
it's
881
000!
That's
a
lot
of
money.
You
know
conceivably.
Another
firm
could
do
it
for
me
for
half
a
million
and
that
savings
you're
alluded
to
but
being
familiar.
That
may
be
worth
300
000,
but
we
had
no
way
of
knowing
that's
my.
S
S
There
were
actually
two
projects
that
we
went
out
for
RFP
on,
and
one
of
them
was
a
an
overarching
compensation
project
that
would
have
is
ongoing
with
Huron.
At
this
time
they
actually
won
that
RFP.
It
was
combined
into
this
project,
so
there
are
three
projects
in
one
that
are
ongoing
at
this
time
and
because
of
the
really
kind
of
in-depth
knowledge
that
Huron
has
and
because
they
are
currently
working
on
our
compensation
and
classification
project
as
well.
R
And
if
I'm
a
senator,
this
also
is
happening
side
by
side,
with
the
study
that
CPE
is
conducting
as
a
result
of
president's
diver.
Senate
joint
resolution
98
from
last
session,
and
so
Huron
has
worked
very
closely
with
Ernst
young.
Who
is
the
consultant
for
CPE
and
has
already
shared
all
of
their
data
with
CPE,
so
that
they
can
have
that
as
a
source
of
information
for
this.
A
I
would
agree
with
you.
I
would
defer
to
your
judgment,
just
caution,
everyone
just
to
be
careful
too
many
times
we
get
these
contracts
as
well,
that
end
up
being
so
Source
contracts
in
the
justifications.
Well,
we
work
with
these
people
for
years.
Well,
just
because
you
work
for
somebody,
it
doesn't
mean
that
they're,
effective
and.
A
S
Sir
and
Senator
Meredith,
that's
a
good
point.
I
actually
became
executive
sponsor
for
this
project
when
there
was
some
Personnel
that
had
changed
and
I
work
with
them
daily
on
this
I.
Look
at
this
as
more
of
a
teach,
you
know,
teach
a
person
to
fish
kind
of
consultant
work,
not
so
much
as
a
consultant
who
comes
in
does
a
report
and
then
kind
of
throws
it
at.
K
S
They
are
working
daily.
In
fact,
when
I
leave,
this
meeting
I
will
go
back
to
the
office
and
have
a
meeting
with
Ernst
young,
the
CPE
consultants
and
with
Huron,
and
they
will
also
be
coming
here
to
testify
in
September,
so
they
are
really
Hands-On
and
they
prefer
to
travel
to
actually
work
in
work
kind
of
groups
with
our
president's
leadership
team.
In
fact,
they
conducted
a
joint
meeting
of
the
president's
leadership
team
and
the
Board
of
Regents
in
late
May,
early
June.
A
Appreciate
that
information,
you
know
the
other
caveat
I'd
have
is
I
know
when
we
engage
these
Consultants,
that
they
do.
They
give
you
the
report,
which
sometimes
has
value
sometimes
doesn't
but
I,
don't
like
the
reports
where
they
say:
here's
what
we
found.
Oh
by
the
way,
you
need
to
hire
us
to
implement
this
particular
segment
of
the
report
and
that's
where
the
real
danger
comes
in
we've.
Seen
that
a
lot
so
right.
S
And
in
fact,
we
have
already
identified
employees
who
have
the
skill,
sets
necessary
to
become
project
managers
and
to
start
standing
up
that
team
and
they
will
be
working
side
by
side
with
Huron
to
be
trained
so
that
that
skill
set
then
becomes
something
that
becomes
an
asset
to
our
institution.
Excellent.
A
E
B
C
B
A
A
D
A
A
E
A
All
right,
thank
you
appreciate
it.
My
question
is
we're
canceling
this
contract
as
of
July
1.?
What's
the
story
on
that.
M
So
it
is
not
as
it
appears
we
are
actually
very
much
still
connected
with
this
partnership.
M
Essentially,
the
Chrysalis
House
is
a
treatment
program
in
Lexington
and
it
serves
the
women
of
of
the
Commonwealth
who
live
with
substance
use
disorder,
and
originally
we
had
a
samsa
grant
that
awarded
a
certain
amount
of
funds
in
this
contract,
and
the
agreement
was
an
exchange
of
referring
women
into
their
program,
and
then
they
would
utilize
our
funds.
Essentially,
they
didn't
need
our
funds
because
of
the
ACA
with
the
Medicaid
expansion.
M
Medicaid
would
pay
for
a
lot
of
the
women's
treatment
up
front
and
then,
if
that
didn't
pay
the
funds,
then
Chrysler's
house
had
a
secondary
payment
option,
so
they
had
their
own
Federal
grant.
That
would
kick
in
and
cover
that
cost.
So
essentially,
we
never
trickled
down
to
needing
the
funds
that
were
in
our
Moa.
A
A
D
A
E
I
A
I
know
you
always
do
just
a
formality
with
us
now
this
multi
application
sister
services
are
increasing
about
2.8
million.
Just
would
like
you
to
educate
a
little
bit
as
to
why
we
increases
about
2.8
million.
What's
the
done
on
that
and
just
what's
going
on
so.
T
This
memorandum
of
agreement
is
for
our
connectors
that
help
individuals
in
the
state
enroll
in
various
programs
within
the
cabinet,
and
we
were
approached
by
the
Council
on
post-secondary
education
to
see
if
we
could
provide
some
assistance,
particularly
on
college
campuses
throughout
the
state
to
help
students
enroll
in
various
programs
that
they
qualify
for
within
the
department,
such
as
Medicaid
food
stamps.
That
sort
of.
N
A
Do
you
have
the
it
says
in
suspended
Federal
General
agency
funds?
Do
you
know
what
that
split
is
it's.
A
T
The
the
intent
is
to
definitely
reduce
the
uninsured
in
the
state,
reduce
uncompensated
care
and
make
sure
that
we're
doing
everything
we
can
to
build
a
healthier
future
by
allowing
individuals
to
access
health
care
services.
T
There
are
two
vendors,
but
there
are
over
156
individuals
that
we
call
connectors
that
are
employed
through
this
contract.
So
it
is
providing
employment
to
156
individuals
who
would
most
likely
be
unemployed
or
even
even
qualifying
for
Medicaid,
and
they
if
they
were
not
working.
But
these
connectors
are
placed
throughout
the
entire
State
and
all
of
our
counties
to
assist
individuals
with
Outreach
education
enrollment.
They
do
a.
E
T
Of,
for
example,
back
to
school,
bashes,
there's
one
today
in
Northern
Kentucky
that
Miss
Sloan
will
be
attending
a
very,
even
though
it's
two
two
vendors
there
they
do
employ
over
156
individuals.
T
E
E
T
Are
making
sure
that
everyone
who
is
qualified
for
is
enrolled
in
the
program
providing
assistance
to
those
individuals
with
their
applications?
So
it
is
a
big
job,
particularly
right
now,
during
unwinding
when
our
eligibility
workers
are
stretched.
Way
Beyond,
the
means
and
their
workload
has
increased
over
40
percent.
This
is
actually
assisting
our
eligibility
workers
with
reducing
some
of
their
caseload,
because
the
connectors
can
actually
help
individuals
fill
out
their
application,
gather
their
information
and
submit
it
up
to
our
eligibility
workers.
T
A
T
The
mcos
are
still
helping
us
with
the
unwinding
process
by
reaching
out
and
contacting
individuals.
You
know
in
Medicaid,
at
the
beginning
of
the
unwinding
period
for
covid,
we
had
1.7
million
individuals
on
our
program.
It's
a
huge
task
to
try
to
reach
all
those
individuals,
and
we
all
know
that
Health
Care
is
very
complex
and
everyone
needs
a
lot
of
help
in
finding
and
navigating
that
system,
particularly
our
individuals
in
rural
areas.
C
Thank
you,
Mr
chairman
Madam,
commissioner
I
I
was
struck,
I.
Think
initially
you
said
that
you
were
approached
by
some
persons
from
post-secondary
education
who
I
have
two
questions.
C
Do
you
have
any?
This
is
just
an
opinion.
Question
I
won't
hold
you
to
it
why
they
would
reach
out
to
you
to
do
such
a
thing.
T
Well,
your
students
on
campuses
have
various
needs
and
our
connectors
can
connect
them.
The
students
with
health
care
services
again
any
sort
of
social
program
that
they
may
need
assistance
with
to
ensure
that
they
stay
healthier
while
they're
in
school
and
that
they
can
learn
I
mean
we
had
a
big
discussion.
C
C
We're
now
moving
we're
now
moving
from
being
parents
to
kids
through
high
school,
but
being
parents
to
kids
through
college,
because
they're
not
getting
adequate
information
in
elementary
school
and
middle
school
and
high
school
to
be
adults
when
they
go
to
post-secondary
institutions.
That's
kind
of
what
I'm
hearing
no.
I
C
It
is
a
very
complex
system.
I
I,
understand
that
I
I
get
that,
but
we're
talking
about
college
students.
Okay,
that's
how
I'm
seeing
it
at
some
point
at
some
point.
If
we're
not
forced
to
utilize
what
it
is
that
we're
learning,
we
will
never
utilize
what
it
is
that
we're
learning
the
other
thing:
I
I
I,
maybe
maybe
I
misunderstood.
You
mentioned
that
in
doing
that,
there'll
be
180.
You
mentioned
a
number
of
180
or
some
number
100
and
something
who
would
be
employed.
T
J
C
Well,
I,
guess:
I
guess
the
comment:
I
I
really
wanted
to
step
back
and
and
concern
me
a
little
bit
was
that
if,
if
it
wasn't
for
this,
then
then
we'd
have
156
individuals,
he
either
would
remain
unemployed
or
even
on
Medicaid.
Is
this
the
I
I
guess
sometimes
I
get
a
little
confused
because
we
we
then.
C
Assume
that
if
they
don't
do
this,
they're,
not
smart
enough
to
get
employment
doing
something
else
and
I.
Just
I
just
want
to
make
sure
that
we're
careful
with
the
words
that
we're
using
and
helping
people
to
become
self-motivated
and
helping
them
to
determine
their
course
as
opposed
to
having
us
as.
T
Think
what
I
was
referencing
is
without
this
contract
there
would
be
156
individuals
that
would
not
be
employed
in
this
capacity,
and
they
are
very
good
at
what
they
do.
Our
connectors
are
very
passionate
about
going
out
and
helping
people
in
the
community.
Without
this
contract
they
would
not
be
employed,
as
in
the
capacity
of
a
of
a
connector.
C
J
Yes,
a
question,
maybe
maybe
more
of
a
comment:
I
see,
programs
like
this
and
I
guess
I'm
a
little
concerned,
sometimes
that
we're
spending
more
money
to
try
to
recruit
people
to
be
on
some
type
of
government
assistance
versus
maybe
trying
to
spend
a
little
more
time
trying
to
teach
people
how
to
get
off
of
Government
Services,
getting
an
extra
job
getting
a
job
with
an
employer
while
you're
going
to
school
that
provides
health
insurance,
so
I
think
I'm
a
little
concerned.
J
K
K
T
Well,
we
do
have
a
requirement-
the
Medicaid
Program
in
it
of
itself
outside
of
the
other
programs
that
this
contract
serves.
The
Medicaid
Program
is
jointly
funded
by
the
federal
government
and
they
pay
about
70
percent
of
our
services
and
as
part
of
their
requirements.
T
I
think
if
you
look
at
156,
000
people,
you
know
what
an
average
salary
would
be
for
them
and
through
this
contract,
I
just
I,
don't
really
know
of
a
way
that
we
could
reduce
the
overall
cost
right
now.
A
Q
A
T
A
A
U
A
U
A
F
E
A
U
Are
the
the
owner
of
the
start
model?
So
that's
sobriety
treatment,
recovery
teams,
which
you
may
be
familiar
with:
that's
first
Prevention
Services
prevention
service
in
Kentucky,
long-standing
in
the
state.
So
they
excuse
me
they
own
that
model
and
they
own
the
research
for
the
evidence-based
practice.
A
K
U
Did
I
can
I
can
show
Kentucky
has
a
long
history.
We'll
start
with
a
national
model
start
is
rated
a
supported,
evidence-based
practice,
Family
First,
Prevention
Services
house
Clearinghouse,
so
that
is
the
second
to
highest
level
of
evidence.
Base
Kentucky
played
a
significant
role
in
pushing
that
evidence
forward.
Kentucky
is
seen
as
a
leader
for
the
national
start
model
nationally
and
among
other
states
that
are
implementing
it
and
three
of
our
previous
Kentucky
start
directors
and
assistant
directors,
now
work
with
the
national
start
model.
U
So
the
long
history
starts
a
very
effective
program,
a
lot
of
research
in
terms
of
reducing
those
three
components
so
maltreatment
entering
out
of
Home
Care,
the
expedite
redification,
a
lot
of
research
on
cost
savings
versus
foster
care,
our
traditional
routes
for
HL,
productive
Services
case
there's,
research
on
expedited
recovery,
longevity
recovery
for
women
and
then
just
to
give
a
guesstiment
about
every
state
fiscal
year,
we're
serving
about
700
and
800
children
and
87
percent
of
those
children
are
staying
and
they're
home
safely
at
the
closure
of
the
dcbs
case.
A
You
know,
I,
don't
know
you,
but
I
can
tell
you.
You
do
a
very
good
job.
I
think
you're
very
committed
to
what
you
do.
I
can
see
the
passion
in
your
voice
and
what
you're
trying
to
accomplish,
and
you
have
sold
me
plus
you
swore
to
tell
the
truth-
and
you
honestly
did
so
I-
will
begrudgingly
vote
and
approval
of
this
contract.
If
we
have
a
motion
to
that
effect,.
D
A
D
I
Let
me
explain
my
vote
since,
since
you've
never
testified
in
front
of
our
committee.
Let
me
give
you
a
little
history
and
it's.
The
issue
with
California
contracts
is
more
than
whether
or
not
we
like
California
contracts.
I
I
Unacceptable
to
do
business
with
us,
so
they've
prevented
all
their
government
agencies
and
stuff
from
traveling
to
Kentucky
or
drawing
any
type
of
business
with
the
state
of
Kentucky.
This
has
been
going
on
for
a
couple
years
now,
and
this
committee
has
made
a
consistent
effort
to
try
to
bring
attention
to
that
by
not
approving
California
contracts.
I
We
seem
to
be
sometimes
the
only
people
in
the
state
that
care,
but
when
a
sovereign
state
takes
action
against
another
sovereign
state,
then
we've
got
to
bring
attention
to
it
because
we're
going
to
inadvertently
lose
money
in
dollars
on
on
it's
kind
of
like
a
domino
effect
on
on
numerous
types
of
businesses
and
economic
Ventures,
because
the
state
of
California
has
done
for
us,
and
so
with
that
I
will
vote
no
to
approve
this
contract.
A
I
just
kind
of
be
forewarned.
He
said
it
perfectly,
but
people
who
bring
us
contracts
from
California
that
kind
of
know
the
history.
Now
we
make
them
sit
in
this
committee
room
for
like
two
and
a
half
hours
in
punishment,
but
no
seriously
aye
motion
carriers.
Thank
you
for
being
available
to
us
and
thank
you
for
being
so
patient
and
waiting
patiently
to
testify.
We
do
appreciate
it.
My
pleasure.
U
A
You
you
have
a
blessed
day
members,
if
you
have
not
done
so
already,
which
I
know
you
have.
Please
take
a
few
moments
to
review
agenda
items
11-19
as
their
exemption
requests,
which
we
routinely
have
only
editorial
note.
I
had
of
this
is
that
we're
seeing
more
and
more
of
these
in
large
measure,
because
we're
getting
more
and
more
federal
funds
that
require
the
reporting
beyond
our
biannual.
A
So
usually,
these
are
very
routine
and
I
suspect
these
are
today,
but
I
would
just
encourage
you.
Then
future
meetings
just
take
a
hard
look
at
these
and
make
sure
we're
just
not
doing
it
out
of
convenience
for
everyone.
So
with
that
again,
I
know,
everybody
has
reviewed
the
exemption
request
as
our
motion
to
approve.
L
C
You
Mr
chairman,
the
concern
I
have
with
with
this.
Is
that
that
when
we,
when
we
do
these
things,
we
take
the
pressure
off
for
for
these
areas
to
make
decisions.
We
know
that
we
know
that
the
contracts
are
extended
contracts,
but
we
want
to.
We
want
to
see
some
motion
from
the
people
that
we're
allowing
to
have
even
Federal
money
and
and
when
we
extend
the
time
that
they
have
to
make
decisions,
people
tend
to
be
less
adamant
about
making
the
proper
decisions
at
the
proper
time.
C
So
I
do
have
concerns
about
us,
not
holding
people
or
holding
the
peak
to
the
fire
in
terms
of
the
the
decision-making
process
with
that
I.
Thank
you.
Mr,
chair.