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From YouTube: Budget Review Subcommittee on Education (11-2-22)
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A
A
We
do
not
have
a
quorum
so
we'll
skip
over
the
approval.
The
minute
minutes
for
now
we'll
get
go
ahead
and
get
started.
We
got
a
lot
of
ground
to
cover.
We
have
three
very,
very
important
subjects
if
we
would
have
Kentucky
State,
University,
first
approach
and
I
think
there
are
four
representatives
from
K-State.
A
A
C
Thank
you,
Senator,
West
and,
and
the
other
members
of
the
committee.
We
are
here
to
report
on
a
number
of
inquiries,
but
I'd
like
to
begin
by
just
making
a
few
comments
about
the
management
Improvement
plan
that
was
turned
into
the
lrc
yesterday,
approved
by
the
CPE
board
and
and
so
I
just
basically
have
a
statement
that
we
really
commend.
Dr
Thompson
and
the
CPE
team,
as.
A
Well,
as
my
colleagues
someone
could
you
hold
on
one
second
co-chair
Tipton
and
myself
have
a
copy
of
this
plan.
If
any
member
of
the
committee
would
like
a
copy
of
the
plan,
they
can
ask
staff
and
it
will
be
provided
to
them.
Sorry
about
that.
C
No
no
problem-
and
you
know
they
work
diligently
too
in
a
short
period
of
time,
to
bring
about
a
management
Improvement
plan
for
Kentucky,
State
University
and
the
plan
itself
lays
out
what
we
need
to
build
a
platform
to
enable
Kentucky
State
University,
to
return
to
a
vibrant
institution
that
has
positive
and
significant
impact
for
the
Commonwealth.
It
has
included
in
the
plan
a
number
of
kpis
and
timelines
of
equal
importance.
C
The
plan
has
the
necessary
flexibility
needed
so
that
the
the
University's
management
and
the
Board
of
Regents
can
respond
to
new
discoveries
with
respect
to
operational
challenges
and
challenges
in
the
competitive
landscape.
The
nature
of
work
and
the
preferences
reflecting
the
value
of
higher
education
in
the
community
writ
large,
so
I
just
want
to
say
that
it's
a
tour
de
force
and
now,
of
course,
the
heavy
lifting
comes
where
we
have
to
now
make
it
a
reality.
But
thank
you.
C
Next
up,
it'll
just
be
a
brief
report
on
enrollment
that
will
then
that
will
be
Dr
Goldman
following
Dr
Goldman
will
be
our
will
be
Dr
Burnett
he'll
talk
about
the
status
of
the
external
audit
and
then
the
financial
update
will
be
provided
by
our
interim
CFO
Dr
Shield
holes.
E
Okay,
during
our
last
visit,
we
shared
with
you
our
numbers
as
it
relates
to
enrollment,
but
our
senses.
Our
enrollment,
had
not
been
finalized
at
that
point
in
time.
So
I
wanted
to
give
you
some
updated
numbers
and
our
final
numbers
for
the
fall
2022
semester.
So
right
now,
we're
trending
at
14.59
and
versus
last
year
fall
21.,
seven,
and
so
our
enrollment
is
pretty
much
flat,
but
it
is
I
mean
accordance
to
what
we
budgeted
and
so
that's
1459.
D
Chair
West
I
would
like
to
give
you
an
update
on
the
internal
audit
and
I
think
this
is
going
to
be
good
news.
First
of
all,
let
me
give
you
a
little
bit
of
the
backdrop
of
an
external
audit.
It's
primarily
intended
to
ensure
that
our
financial
records
have
been
compiled
accurately.
Every
institution
across
the
country
who
are
seeking
aid
from
the
federal
government
must
go
through
this
process.
D
On
first
of
September,
we
were
able
to
complete
our
2021
financial
statements.
These
financial
statements
are
balance
sheets,
income
statement
and
cash
flow.
Then,
on
October
4th
we
put
a
RFP
to
solicit
a
accounting
firm
to
come
in
and
actually
do
the
independent
audit
on
October
the
12th.
Our
Board
of
region
approved
this
request
and
on
October
the
31st.
D
We
were
able
to
not
only
review
an
audit
firm
that
was
willing
to
come
in
and
actually
do
the
audit,
but
also
were
able
to
submit
that
proposal
to
the
contract,
Review
Committee
and
we're
awaiting
their
response
on
that.
If
all
goes
well
with
the
contract,
Review
Committee,
the
audit
firm,
feels
as
though
they
can
begin
their
audit
work
on
the
10th
of
November,
which
is
which
is
shortly
next
week.
D
It's
going
to
take
roughly
I
would
say
four
to
six
months,
because
it
can
only
take
four
weeks
of
planning
for
this
audit
firm,
and
this
is
the
audit
firm's
first
time
examining
Kentucky
State's
records.
Usually
when
you
have
an
audit
firm,
that's
familiar
with
the
institution
doesn't
take
as
long
because
much
of
the
data
is
already
there
and
their
familiarity
is
already
there,
but
because
this
is
be
the
audit
firm.
D
The
accounting
firm's
first
engagement
with
Kentucky
state
may
take
a
little
longer,
they'll
feel
work
and
then
the
actual
compilation
of
the
report
so
we're
anticipating
around
the
March
April
time
frame.
When
the
audit
will
be
completed
for
2021.,
keep
in
mind,
we
have
not
completed
2022
yet,
but
upon
completing
2021
audit
and
getting
a
favorable
opinion,
then
we'll
proceed
for
with
the
2022
audit
that
will
help
us
get
caught
up.
G
Okay,
I
will
give
you
the
update
the
first
quarter,
financials
for
Kentucky
State
University.
G
Our
total
source
of
revenue
for
our
annual
budget
for
the
year
is
41
million.
Under
the
first
quarter
we
had
budgeted
16
million
222
100
dollars.
Our
actual
revenue
for
our
first
quarter
was
15
million,
356
and
change.
G
Now
this
is
showing
a
reduction
in
our
revenue
of
about
865
thousand
dollars.
This
is
made
up
primarily
one
of
some
of
our
State
appropriation
that
we
haven't
totally
received,
which
is
about
500
000,
and
then
we
had
a
reduction
in
the
number
of
students
that
are
living
on
campus
from
the
previous
year
and
that
affected
our
auxiliaries,
and
that
was
about
another
550
000.
So
if
you
take
those
two
in
consideration,
we
pretty
much
Wipe
Out
the
865
thousand
dollar
reduction
in
the
revenue.
G
Now
we
also
have
some
good
news.
When
it
comes
to
our
salary
and
wages,
we
had
an
annual
budget
of
20
million
dollars
for
our
salaries.
Our
first
quarter
budget
would
have
been
five
thousand.
Our
actual
payroll
for
the
first
quarter
was
four
thousand
one
dollars
and
ninety
945,
which
gives
a
reduction
in
our
payroll
for
the
first
quarter
of
almost
1
million
dollars.
Under
the
French
benefits,
we
have
benefit
budgeted
annually
for
seven
million.
The
first
quarter
budget
would
have
been
one
million
750
000..
G
Our
actual
was
one
million
107
252,
which
is
an
another
reduction
of
642
748
in
reduction
of
fringe
benefits
for
the
first
quarter.
Our
operating
budget
for
the
year
was
13
million.
I
mean
our
first
quarter
was
budgeted
at
three
million
250
thousand.
Our
actual
was
three
million.
Eighty
three
thousand
three
hundred
and
eighty
eight
another
reduction
of
166
612.
G
dollars
now
under
expenditures
by
category.
It
shows
that,
if
you
do
the
combination
of
both
our
payroll
and
our
operating
budget,
it
does
balance
out
to
the
41
million
dollars
and
it
shows
that
we
had
a
first
quarter:
budget
of
10
million
five
hundred
thousand
dollars
and
our
actual
was
eight
million.
Six
hundred
ninety
two
thousand
five
hundred
and
eighty
five
for
reduction
of
a
first
quarter
in
expenditures
of
one
million,
eight
hundred,
seven
thousand
four
hundred
and
fifteen
dollars.
C
So
Senator
Senator
Weston
committee-
that
is
our
update,
and
certainly
we
are
ready
for
questions.
Thank.
A
You
so
much
excellent
report
before
we
get
any
questions
from
Members
I
would
like
I've
got
a
request,
so
I
have
one
question
and
then
hopefully
you
can
do
this
presentation
for
me,
but
the
management
Improvement
plan
under
250.
We
received
this
yesterday.
So
obviously
our
you
know
we're
taking
our
time
to
review
the
plan
and
things
of
that
nature.
Has
anyone
contacted
you.
You
you're,
not
testifying
in
the
overall
a
r
committee
today
correct?
A
Is
that
no
okay,
so
I'm
assuming
like
there
are
no
December
meetings,
so
our
next
chance
to
see
you
guys
will
be
January.
A
So
could
you
just
really
quickly
give
us
a
high
level
bullet
point
synopsis
of
the
management
Improvement
plan
and
then
we'll
then
we'll
open
up
to
questions
and
it
doesn't
have
to
be.
You
know
in.
C
C
You
want
it
now.
We
want.
C
The
plan
has
eight
components
to
it
and
it
is
staged.
We
have.
We
sat
with
CPE
to
assign
various
individuals
as
well
as
functions
at
the
at
the
University
to
have
responsibility.
Some
of
the
components
of
the
plan
have
already
been
acted
upon.
The
training
of
our
board.
C
We
had
one
CPE
had
its
board
training
back
in
September
and
then
in
October
we
had
a
half
day,
training
of
our
board
with
AGB
the
association
of
government
governing
governing
boards
to
help
our
board
understand,
especially
in
that
meeting,
how
to
deploy
committees
effectively
so
that
it
improves
their
ability
to
to
meet
their
the
requirements
for
oversight.
In
addition,
there
are
several
other
components
of
the
of
the
plan
that
have
that
are
underway.
C
We
shared
when
we
were
here
last
month
that
we
are
we're
planning
to
bring
in
a
team
to
get
our
finance
financials
and
accounting
if
we
Nation
organized
and
ready,
as
well
as
our
policies
related
to
procurement
as
and
and
Reporting
pulled
together
and
in
the
in
the
management
Improvement
plan
there
are
incentive
Awards
and
one
of
the
incentive
Awards
would
be
to
help
us
actually
pay.
C
For
that
that
that
that
that
team
and
there's
a
total
of
500
000
in
the
plan,
which
we
believe
is
sufficient
to
help
us
move
the
ball
forward.
In
addition,
the
plan
calls
for
really
creating
and
creating
career
streams
and
and
salary
bans,
so
that
we
can
actually
properly
compensate
our
our
people
and
we
have
actually
begun
the
process.
We
may
need
to
bring
in
an
outside
team
to
finalize
the
details
of
the
plan,
but
that's
that's
currently
underway.
C
C
In
the
last
meeting,
I
shared
with
you,
some
of
the
statistics
that
will
need
to
be
modified
and
we'll
be
making
those
modifications
and
discussions
with
CP
so
that
we
actually
have
really
a
clear
path
to
to
meet
the
the
requirements
for
student
progression,
graduation
and
and
other
indicators
for
student
satisfaction
and
success.
C
Lastly,
in
terms
of
just
summarizing
across
across
the
body
of
the
document,
it
calls
for
a
really
close
working
relationship
with
us
between
us
and
CPE,
we're
on
the
ground
and,
as
a
result,
there'll
be
times
in
which
we
will
come
back
to
CPE
for
some
of
their
direct
support,
as
well
as
the
the
plan
reserve,
some
dollars
out
of
the
five
million
dollars
that's
been
allocated
so
that
we
can,
if
we
have
a
bottleneck,
we
can
actually
bring
in
a
team
that
can
help
us
move
the
ball
down
down
the
field.
A
H
Thank
you,
Mr,
chair,
I,
appreciate
the
report
today
under
house
bill.
250
part
of
the
charge
was
to
evaluate
all
the
programs,
the
university
and
basically
cut
costs.
Now
you
reference
that
the
reduction
in
payroll,
the
reduction
and
benefit
costs
is
that
attributed
to
staff
members
leaving
or
has
KSU
actually
engaged
in
the
process
of
reviewing
and
possibly
eliminating
positions
and
programs.
F
C
Can
answer
that
question?
It's
it's
it's
it's
both!
Obviously
people
have
left.
Some
of
the
people
that
have
left
would
have
actually
been
escorted
out.
Okay,
some
of
them.
C
We
wish
we
didn't
lose,
but
the
other
piece
is
that
it's
really
important
to
understand
that
in
making
a
getting
the
institution
to
its
proper
balance,
proper
balance
requires
that
you
actually
invest
in
the
areas
that
you,
you
expect
to
add
the
kind
of
value
you
need,
and
then
you
reallocate
from
the
areas
that
you
don't
in
this
short
window.
We
have
not
been
able
to
do
that
much
because
we
have
a
going
concern.
C
We've
had
we
have
students
on
campus,
we
had
to
get
them
in
enrolled
and
so
the
the
steps
to
really
balance
out
who,
what
and
what
kinds
of
talent
we
need
is
forthcoming.
C
The
but
the
way
it
gets
funded
is
by
reducing
the
investments
in
areas
that
are
not
adding
the
kind
of
value
and
impact
that
we
need
and
then
investing
in
those
areas
that
do,
and
we
do
that
in
the
context
of
not
only
the
impact
which
involves
our
our
ability
to
bring
in
students,
add
value
to
those
students
and
then
get
them
to
completion.
But
in
addition
to
that,
we
have
to
do
it
in
a
way
that
is
financially
viable.
C
That
requires
again
more
than
just
taking
an
ax
and
cutting.
It
requires
really
understanding
what
you
need
in
many
instances.
That
will
mean
that
the
compensation
for
for
a
specific
position
would
go
up,
because
we
need
a
better,
better
talent,
and
then
we
will
trade
out
the
talent
that
that's
there,
but
but
the
question
to
answer
your
question.
Yes,
it
has
been
both.
Some
people
have
left
because
the
handwriting
was
on
the
wall.
C
Others
have
left
because
they
they
just
they're,
just
burnt
out
we're,
trying
not
to
burn
out
the
good
people
and
we're
trying
to
essentially
restructure
our
organization
so
that
those
people
who
can
be
made
more
productive.
We
will
then
help
them
to
to
the
to
get
to
that
status,
because
it's
always
cheaper
to
retain
people
who
have
who
have
institutional
knowledge.
C
However,
those
people
who
who
we
know
that
that
just
can't
work
in
the
environment
that
we
that
we
expect
to
be
in,
then
we
will,
we
will
move
to
have
them
leave
the
institution.
Last
but
not
least,
we
have
made
certain
decisions
because,
as
I
mentioned
in
the
first
phase
of
our
operation,
it's
really
trying
to
get
the
stabilization
stabilization
requires
de-risking.
The
institution
de-risking.
C
The
institution
meant
that
we
had
to
have
an
emergency
declaration
with
respect
to
health
and
safety
and
to
to
to
totally
overhaul
that
that
operation
and
then
the
de-risking
also
meant
that
we
restructured.
So
we
can
actually
have
a
better
focus
on
how
we
bring
in
students
and
how
we
retain
them,
and
we
put
them
all
together
and
that's
what
we
did
with
Dr
Goldman's
area.
C
De-Risking
also
meant
that
we
have
to
have
the
financial
information
and
the
accounting
information
that
we
need
one
for
decision
making,
but
two
for
reporting,
especially
reporting
to
the
U.S
Department
of
Education,
that
we
don't
have
that
information
that
puts
this
institution
in
a
really
probably
problematic
situation.
And
then,
last
but
not
least,
the
risking
involves
really
understanding
what
information
is
actually
the
relevant
information
as
opposed
to
what
people
are
just
producing,
and
so
that's
what
we've
done.
C
H
Thank
you,
President
Johnson
I
know
you're
in
a
very
difficult
situation.
If
I
do
have
one
additional
question,
please
proceed.
House,
Bill
250
also
call
for
implementation
of
a
10-year
review
policy.
Could
you
give
us
an
update
on
the
status
of
that
implementation
timeline
when
that
will
be
moving
forward.
C
Oh
yeah,
okay,
because
it
calls
for
both
a
tenure.
It
calls
for
both
a
post-gender
review
policy
and
an
annual
review
policy.
C
The
what
we
are
doing
right
now
is
we're
working
to
make
sure
that
those
two
policies,
along
with
continue
promotional
reappointment,
actually
all
work
together.
The
the
principal
challenge
with
doing
it.
The
way
it
actually
was
done
before
I
got
here
was
that
it
just
opens
the
the
door
to
a
lot
of
litigation
that
those
those
three
things
have
to
fit
together.
There's
a
three:
a
three
Corner
hat
annual
View
10-year
promotion,
reappointment
or
call
tpr,
and
then
posting
review
PTR.
C
The
annual
review
in
in
in
higher
education,
but
in
any
institution,
is
an
indicator
of
performance
and
typically
someone
who's
not
performing
unless
it's
egregious
would
be
put
on
a
performance
Improvement
plan.
Post-Dated
review,
essentially
is
a
is
a
look
back.
C
Did
you
look
back
at
the
person's
contributions
over
time
and
then
you
determine
whether
or
not
a
one
they
deserve
the
opportunity
to
put
together
a
performance,
Improvement
plan,
or
you
make
a
decision
that
there's
an
exit
strategy
are
all
those
those
those
those
two
policies
along
with
the
tenure
promotion
of
the
appointment
policies,
have
to
be
consistent
because
if
they're
not,
then
you
open
up
avenues
for
people
who
come
back
and
claim
that
they
have
rights
over
here
that
you
didn't
cover
or
rights
over
there
that
you
didn't
cover,
and
so,
as
a
result,
we
are
really
literally
pardon
the
change.
C
In
the
metaphor,
we're
squaring
the
circle,
but
it's
a
it's
a
it's
a
three
like
it's
three,
three,
three,
three
coin,
a
hat
that
has
got
to
be
totally
consistent
because
in
higher
education,
I
think
higher
education
is
the
birthplace
of
litigation
and
litigation.
Even
if
you
win
means
that
your
leadership
is
sitting
in
depositions
for
hours
and
hours
and
hours
and
hours,
your
retention
on
your
on
your
insurance
gets
eaten
up,
and
then
your
insurance
companies
start
to
do
the
moonwalk
away
from
you.
C
A
Clarification
of
Prior
comments.
If
you're
a
member
of
the
committee,
you
do
not
need
to
request
a
copy
of
the
management
agreement
plan
staff
is
going
to
automatically
send
that
to
you.
So
that's
coming
your
way.
I
got
a
couple
questions
real,
quick
and
my
first
question
is
in
reference
to
a
question
that
I
asked
in
our
last
meeting
and
it
deals
with
Staffing
ratios
and
I
honestly,
don't
know
the
answer
to
this
question,
so
your
enrollment
is
currently
14.59.
A
A
Employee
student
is
that
a
good
ratio
compared
to
other
universities
or
is
that
is
that
average
or
high
low?
Do
you
know
the
answer
to
that
question?.
C
Well,
I
would
I
would
say
this
that
we've
not
actually
looked
at
the
ratios
for
other
institutions,
although
Kentucky
State
University,
as
well
as
the
other
public
institutions
in
Kentucky,
are
part
of
What's
called
the
Delaware
study
and
we
have
yet
to
go
and
look
at
those
costs.
C
One
of
the
differences,
however,
is
that
Kentucky
state
is
in
fact
a
land
grant
institution,
and
so
you
have
to
take
into
account
that
a
number
of
the
people
who
are
at
Kentucky
state
and
land
grant
are
in
extension
services,
so
you
would
actually
have
to
make
in
order
to
come
back
to
you
with
the
numbers.
We'd
actually
have
to
make
a
number
of
adjustments.
Also,
there
are
a
number
of
people
in
land
grant
who
are
on
on
research
and
and
those
people
are
not
in
in
the
Eng
budget.
A
Yeah
I
think
you
don't
have
to
present
on
that
again.
If
you
could
just
send
us
a
letter,
you
know
kind
of
showing
that
information.
We
would
appreciate
that
if
you
can
do
that
real
quick
just
in
case
you
have
it
do
you
happen
to
know
how
many
of
those
that
425
are
extension
roughly.
I
A
Moving
on
to
the
audit
a
couple
questions
relating
to
the
audit
you
mentioned
you
you'll,
have
a
team
that
will
be
working
on
accounting
issues
when
you
reference
the
team.
Were
you
talking
about
this
accounting
firm
that
you've
hired
you're,
that
you're
going
to
hire,
or
is
that
a
separate
team
that
will
be
assisting
you
all
in
conjunction
with
the
account
outside
accounting,
firm.
D
It's
a
it's
a
separate.
We
have
a
consulting
firm
who
is
well
versed
in
doing
audit
and
all
the
subject
matter
areas
of
the
business
office
and
that's
what
we're
looking
for.
As
far
as
the
detail
requirements
that
we
put
in
our
RFP
we're
hoping
to
get
that
group
on
one
board
around
the
early
December
time
frame,
if
not
sooner
and
then
once
they're
engaged,
then
I
will
also
be
supporting
them.
I
bring
a
wealth
of
experience
as
a
CFO
at
various
other
college
and
universities.
D
D
D
Works,
but
it's
in
the
work?
Yes,
sir,
absolutely
also
we're
in
what
else
is
in
the
works.
Is
the
independent
audit
that
consulting
firm
that
we're
pursuing
that
will
serve
as
a
independent
assessor
for
our
campus?
That
is
also
in
the
works
it's
in
front
of
the
contract,
Review
Committee,
so
we'll
have
a
combination
of
those
two
sources
as
additional
oversight
on
how
we
would
get
our
business
policies
and
procedures
and
internal
controls
in
order
gotcha.
A
A
As
far
as
the
timeline
goes
on
the
audit
and
return
of
information,
even
if
the
audit
isn't
done,
it
would
be
really
nice
for
us
to
have
some
kind
of
report
or
information
on
that
audit
before
April
1st,
while
we're
in
session
just
something
it
would
be
very
helpful
to
us.
Even
you
know,
even
if
the
audit's
not
complete,
if
they
could,
the
your
audit
team
and
outside
accounting
firm
could
provide
a
report
to
to
one
of
the
Committees
here.
That
would
be
great.
That's
my
request.
Yes,.
D
A
Do
you
all
have
any
other
comments,
I'm
going
to
bring
CPE
up
here,
just
to
give
a
few
comments
and
then
that'll
be
it?
Do
y'all?
Have
any
other
comments,
you'd
like
to
add
or
I.
C
Just
want
to
add
that,
as
I
mentioned
earlier,
this
is
phase.
The
first
thing
is
to
to
deal
with
the
risk
that
can
just
put
you
out
of
business,
and
so
that's
what
we
we've
tried
to
do.
C
J
J
Don't
think
when
you
have
someone
who's
coming
in
to
evaluate
they
try
to
provide
information
after
they
have
concluded
all
of
the
research
and
looked
at
the
numbers,
as
well
as
the
paperwork,
so
I
think
it
would
be
very
difficult
for
the
those
who
are
going
to
be
doing
the
audit
to
be
able
to
provide
something
to
us
without
it
all
being
finished.
So
I
think
that's
a
request
that
I
think
it's
kind
of
it's
not
kind
of
to
me.
It's
unfair
for
them
to
to
try
to
provide
that
to
us.
J
J
Don't
think
we
ask
anyone
to
provide
us
with
a
incomplete
evaluation
of
a
County,
and
so
I
would
I
would
suggest
to
the
body
that
we
allow
the
agency,
who
is
going
to
look
at
at
the
University's
books
that
they
be
allowed
to
provide
us
with
a
full
detailed
completed
evaluation.
So
those
are
the
only
comments
that
I
have.
A
Thank
you,
Mr,
chairman
I.
Don't
think
we
disagree,
I'm,
not
I'm,
not
asking
for
a
premature
Report
with
inadequate
information.
My
request
was,
if
you
can
tell
us
what
tell
us
what
you
do
know,
that's
actually
factual.
A
That
would
be
good
and
and
just
to
further
clarify
where
my
question
is
coming
from,
is
actually
an
attempt
to
help
KSU,
because
I
feel
that
it,
it
will
look
somewhat
suspect
if
we
get
a
full
audit
report
the
day
after
we
leave
town.
So
that's
that's
kind
of
where
I
was
going
with
that
it
was
in
no
effort
to
push
for
inaccurate
information
and
and
I
think
we.
J
Agree:
I
I.
We
agree
I
just
wanted
to
make
that
clear.
That
I
hope
that
we're
not
pushing
too
fast
without
information
that
is
complete
and
I
I'm,
not
saying
that
I'm
just
saying
normally
that's
what
happens
when
you
have
an
accounting
firm
coming
in
to
provide
the
information
and
I
appreciate
the
comments
that
you
just
made
so
that
if
the
university
is
is
needed
in
terms
of
appropriation
of
more
dollars,
which
I
think
we
should
that's
something
that
we
should
look
into
as
we
are
here
for
the
2023
session.
A
You
I
think
that's
fairly
clear
to
KSU,
and
you
know
what
we're
looking
at
appreciate
that
if
CPE
could
come
forward
we're
on
a
tight
time
schedule.
A
So
please
present
after
you
have
named
yourself
for
the
record
and
just
I'm,
just
looking
for
like
a
five
minute.
Well,
two
minute
update
on
the
the
report
Improvement
plan
and
the
perspective
from
CPE.
K
Happy
to
do
that,
Travis
Powell,
vice
president
and
general
counsel,
from
CP
I
have
Greg
Rush
senior
fellow
and
Dr
Stephanie
Mayberry
who's
our
senior
director
for
KSU
relations.
Here
with
me
for
any
questions
just
so
quickly,
I
thought,
Dr
Johnson,
a
nice
job
of
sort
of
hitting
the
overview
of
the
plan
is
your
question.
Obviously,
we've
been
really
focused
on
getting
that
done
in
the
last
month.
I
feel
really
proud
and
excited
about
what
we
have
in
there.
K
K
There
are
some
longer
term
items
in
there,
but
some
of
the
items
you'll
see
will
be
evaluations
of
certain
functions
on
the
campus
and
we're
asking
for
reports
on
those
evaluations
and
then
once
we
see
what
those
reports
are
and
we'll
have
input
in
those
evaluations,
as
well
as
CPS,
CP
and
KSU
staff
work
together,
then
we'll
set
new
objectives
based
on
what
we
find
from
these
reviews.
You
know
idea,
we
didn't
have
time,
you
know
between
April
and
the
November
deadline,
to
do
the
reviews
ourselves.
K
So
one
of
the
deliverables
that
we
have
in
the
plan
is
actually
to
do
the
evaluations
and
then
based
on
those
evaluations,
we'll
have
new
objectives
that
come
forward
as
we
go
through
year
two
year.
Three
of
the
plan.
Also,
the
first
part
of
the
document
outlines
all
the
objectives
in
each
of
the
eight
areas
outlined
in
the
legislation.
We
can
add
new
areas
to
the
plan
if
we
want
but
they're
pretty
all-encompassing.
There's
not
really.
K
K
In
the
in
the
first
attachment
of
the
document,
you
will
see
a
spreadsheet
that
outlines
each
objective
and
each
objective
will
have
a
deliverable,
a
benchmark,
a
deadline
for
for
completion
and
then,
if
any
2023
funding
will
be
distributed,
based
on
the
completion
of
those
objectives,
we
didn't
include
2024,
that's
the
5
million
in
the
2023.
We
have
10
million
in
2024..
We
didn't
include
any
of
those
in
those.
This
plan
those
will
come
in
a
further
update.
K
So
if
you
don't
see
the
10
million
allocated,
that's
why
we
only
dealt
with
2023
and
we
still
have
some
money,
as
Dr
Johnson
mentioned
left
over
about
1.8
million
that
we
haven't
allocated
of
2023
funding
want
to
kind
of
see
whether
we
go
in
this
first
quarter.
The
evaluation,
the
first
evaluation,
we're
doing
quarterly
evaluation-
is
going
to
be
due
in
March.
K
So
at
that
time
we
can
kind
of
see
where
we're
at
see
if
we
want
to
add
any
new
incentives
at
that
point
to
to
account
for
the
additional
you
know,
1.8
million.
So,
but
it's
going
well
we're
working
well
with
staff.
There
excited
to
get
started,
I
mean
I
feel
like
we're
already
in
the
implementation
phase,
as
Dr
Johnson
missing.
A
lot
of
these
things
are
already
in
process
and
I.
Think
you'll
find
as
you
read
through
them.
These
are
things
that
the
institution
needs
to
be
doing
already.
K
A
Thank
you
so
much
we'll
leave
it
there
for
now.
Okay,
do
we
have
any
questions
for
members
for
CPE,
seeing
none
we'd
like
to
hear
more,
but
we.
K
A
Thank
you.
Next,
we
are
going
to
go
out
of
order
a
little
bit
on
our
docket
and
so
we're
going
to
bring
up
some
people
for
the
school
construction
project
subject.
If
you
could
come
to
the
table
now,.
A
A
Before
we
start
to
members
of
the
committee,
Dr
Chrisman
and
Dr
burchett,
Fleming,
County
and
Harrison
counties
in
my
district,
and
so
that
was
purposeful.
They're
in
my
district
and
I
have
first
hand
knowledge
of
this
issue
because
of
these
superintendents
in
my
district.
But
these
are
not
achievement.
Gaps,
we're
talking
about
the
Gap
funding
for
school
construction
I'm,
assuming
that
this
issue
is
across
the
Commonwealth
and
I
representative,
Tipton
and
I
were
trying
to
prepare
the
legislature
for
this
issue.
As
we
roll
into
session.
A
We
feel
that
it
will
be
a
very,
very
important
issue,
so
I
guess
Shay.
If
you
would
proceed
first
and
then
Dr
burchett
and
Dr
Grayson.
L
Yes,
sir,
thank
you
Senator
West.
If
it's
okay,
Senator
I
would
like
to
sort
of
accelerate
my
slides
to
allow
a
little
more
time
for
my.
L
We've
provided
some
information,
give
you
a
little
background
back
in
July
I
was
asked
to
speak
with
the
capital
planning,
Advisory
Board
and
the
the
same
presentation,
and
it
was
unfortunate
that
later
that
month
we
had
floods
in
Eastern
Kentucky.
So
construction
is
something
in
my
office,
which
is
a
constant
and
by
constant.
We
have
171
districts
and
a
lot
of
projects
going
on
at
once
and
I've
submitted
to
this
committee
sort
of
the
process
and
the
way
that
works
so
we'll
skip
over
that.
L
But
obviously,
if
you
have
any
questions
about
that
I'm
here
to
answer
those
one
of
the
important
things
is
the
existing
funding
districts
have
some
limited
options.
They
can
adopt
and
restrict
by
law
what
we
call
nickels,
it's
just
a
portion
of
their
tax
rate
that
they
restrict
for
facilities,
Renovations
new
construction,
and
if
you
look
at
all
171
districts,
there's
mandatory
one
nickel
for
each
district.
L
So
they
restrict
that
and
some
districts
have
gone
out
and
adopted
and
through
legislation
over
the
many
years,
the
general
assemblies
written
legislation
which
allowed
growth
districts
to
Levy
specific
nickels
for
projects
and
then
now
the
active
one.
We
have
out,
there
is
What's
called
the
recallable
nickel
and,
if
you're
in
a
community
that
has
one
of
these
recently
there's
a
process
in
which
the
district
will
adopt
the
public
can
petition
it
and
it
may
be
forced
to
a
vote.
L
However,
as
time
has
gone
on,
some
districts
are
actually
doing
two
of
these,
so
you
effectively
have
three
nickels
in
order
to
reach
their
facility
needs
through
the
state
budget.
There's
State
Equalization
of
these
nickels.
This
is
a
very
important
chunk
of
money
for
these
districts.
Without
this,
a
lot
of
these
projects
would
never
even
take
off
school
facilities.
Construction,
commission,
otherwise
known
as
sfc,
see,
there's
offers
of
assistance,
and
then
special
offers
of
assistance
is
a
very
important
part
of
the
process
as
well.
L
Financing
districts,
issue
bonds,
much
like
counties
and
cities
do
obviously
interest
rates
right
now.
Are
you
know,
sort
of
a
perfect
storm
of
material
cost,
labor
and
interest
rates
so
as
they're
borrowing
power
just
like
us,
you
know,
as
it
goes
down,
you
can
get
less
and
less
of
that
project
that
you
need-
and
this
can
sometimes
result
in
this
Gap-
that
as
he
mentions,
not
the
achievement
Gap,
but
this
Gap
is
more
or
less
you
know
we
have
a
project.
L
This
is
what
we'd
like
to
do,
but
our
bonding
will
not
allow
us
to
reach
that
final
goal,
so
the
decisions
have
to
be
made
and
I'll
give
you
a
couple
examples
of
those.
But
decisions
such
as
do
we
reduce
the
scope
of
the
project?
Do
we
do
it
in
phases
and
when
you
do
things
in
phases
and
I
can't
predict
the
economic
future,
but
cost
and
construction
generally
goes
up.
L
L
Let
me
skip
up
one
important
bill
that
came
out
of
the
last
regular
session
was
House,
Bill
678
and
the
reason
this
was
so
important
is
it
removed
some
barriers
and
some
processes,
so
districts
could
accelerate
these
projects.
My
office
reviews
are
reviewed
a
lot
of
these
building
plans.
There
was
a
big
long
process
in
place.
It's
a
good
process,
but
there
was
it
took
a
while
House
Bill
678,
which
is
passed
by
this
body,
removed
some
of
those
barriers.
It's
sort
of
a
two-year
test.
L
If
you
will,
if
it's
not
picked
up
again
by
the
general
assembly,
it
will
expire,
but
right
now,
I
think
I
have
on
here
the
wrong
number.
We
just
checked
this
morning.
It's
150
districts,
their
boards
have
signed
up
for
this.
So
This
removes
a
lot
of
the
review
process.
The
districts
are
still
responsible
for
following
the
law.
It's
just
not,
you
know,
go
out
and
do
whatever
you
want.
There
are
still
laws
in
place
and
rules,
and
they
are
required
to
follow
these.
L
This
sped
up,
but
also
can
save
them
quite
a
bit
of
time
and
time
is
money
in
the
construction
business.
So
these
are
just
two
charts
to
give
you
an
idea
of
what
construction
costs
have
done
over
a
longer
term
period
and
more
recently,
shorter
term.
L
So
a
couple
of
projects
that
we
just
plucked
and
we
have
hundreds
of
these,
but
these
were
ones
we
were
pretty
familiar
with
in
Menifee
County,
they
removed
a
basement
from
a
project
to
save
about
a
million
bucks.
So
obviously
a
decision
was
made.
You
know
you
couldn't
quite
get
that
central
office
the
way
they
wanted
it
so
effectively.
They're
gonna
have
to
pay
for
storage
elsewhere,
which
can
be
obviously
an
additional
cost.
Rowan
County
I
just
actually
updated
this
from
the
previous
slides.
L
L
Christian
counties,
one
of
our
bigger
projects,
they're
consolidating
two
high
schools
in
Western
Kentucky-
and
this
started
I'm
pretty
familiar
this.
We
speak
to
them
quite
often,
since
this
is
such
a
large
project.
107
million
moves
up
to
117
and
now
we're
in
a
neighborhood
of
137
that
was
in
May.
So
there
is
this
expectation
that
if
it
doesn't
get
moving,
it's
going
to
get
more
expensive
in
a
hurry.
Woodford
County
is
a
new
high
school.
Obviously,
this
is
in
my
sort
of
my
backyard
drive
by
there.
L
The
old
high
school
quite
often
effectively
it
almost
doubled
like
that
or
a
little
bit
more
than
double
I
guess
so
this
is,
you
know:
woodford's
got
that
one
high
school.
This
is
going
to
be
you're
one
of
the
largest
projects
that
you
probably
do
in
Woodford
for
quite
some
time,
so
they
want
to
do
it
right,
but
that
cost
really
accelerated
in
a
hurry
and
again
the
construction
costs
are
sort
of
outpacing.
Our
bonding
potential.
L
These
districts
have
districts,
will
reduce
the
scope
of
these
projects
and
may
not
get
the
project
they
necessarily
want
and,
like
I
said
for
some
of
these
districts
and
I'm
sure
these
gentlemen
to
my
right
will
probably
agree.
It's
sort
of
like
building
your
your
dream
home.
These
high
schools,
these
elementary
schools
and
middle
schools-
you
want
to
put
the
right
stuff
in
it.
You
want
to
build
it
the
way
you
want
to
build
it.
L
So
it's
a
great
long-term
investment
for
your
students
for
your
teachers,
and
this
cost
is
really
starting
to
kind
of
strangle
that
now
mileage
may
vary.
Some
districts
are
smaller.
Projects
may
not
have
as
much
impact
on
this.
They
might
be
doing
some
large
HVAC
Renovations
they're
not
running
into
the
same
issues,
but
costs
have
most
definitely
gone
up
and
I
was
going
to
leave
some
time
for
my
colleagues
here
to
the
right
to,
if
you
all,
have
any
questions,
I'd
be
glad
to
answer
them
as.
A
Well,
we'll
hold
the
questions
for
now.
Thank
you.
We
got
about
10
minutes
in
this
segment,
so
you
guys
can
act
accordingly
and
I.
Don't
know
what
you're
going
to
say:
I
assuming
I'm
assuming
I,
know
what
you're
going
to
say,
but
for
me
personally,
if
you
could
just
share
your
personal
experience
with
Harrison
County
and
Fleming
County,
how
this
has
affected
you
I'm
assuming
you're,
going
to
do
that,
but
just
make
sure
you
cover
that.
Please
thank.
M
You
thank
you,
chairman,
West
and
members,
in,
in
accordance
with
what
Mr
Ritter
has
said,
I
think
we
can
all
agree
the
the
importance
of
the
learning
space
on
on
teaching
and
learning
and
that's
impact.
There's
clear
research
on
that
Harrison
County
is
home
to
seven
educational
facilities.
Six
of
them
we
operate.
One
is
in
the
area.
Technology
Center
we
own,
maintain,
provide
the
maintenance
and
upgrade
the
state
operates
that
facility,
the
total
the
total
age
of
those
facilities
is
416
years
or
an
average
of
60
years
per
facility.
M
M
The
Four
elementary
schools
all
opened
in
1964
as
a
part
of
consolidation
in
that
Community
back
at
that
time,
and-
and
so
it's
it's
almost
like
a
perfect
storm
of
the
impact
of
the
weight
and
load
of
all
of
that
at
one
time
there
is
when
we
started
this
process.
There
was
25
million
dollars
in
unmet
need
on
the
on
three
of
those
outlying
elementary
schools
that
that
number
today
is
34
million
the,
as
well
as
on
our
K
fix
list.
M
The
educational
suitability
rating
of
our
existing
high
school
for
what
we're
doing
in
that
facility
is
currently
29.
That's
an
adequacy
issue.
We
are
educating
and
helping
our
students
find
careers
for
the
future
about
75
percent
of
our
students.
Don't
go
on
to
a
for
a
regular,
four-year
degree
program.
They
are
choosing
career
Pathways
and
we
are
one
of
the
main
suppliers
for
Toyota
3M
cmwa,
those
type
of
Institutions
as
far
as
as
well
as
health
care.
M
So
we
had
a
problem
of
practice.
How
do
we
address
that?
As
a
community?
The
community
came
together.
We
decided
to
tax
ourselves
with
this,
this
nickel
facility
tax
and
and
thank
you
legislature
for
managing
that,
and
we
were
on
a
path
to
get
where
we
needed
to
be,
but
as
a
result
of
the
inflationary
cost
and
what's
happened
over
the
last
two
years
now
our
costs
have
increased
by
almost
35
percent,
which
has
then
once
again
created
another
gap
or
a
shortfall
in
us
being
able
to
get
to
that
project.
M
Our
project
is
unique:
we're
consolidating
to
one
campus,
eliminating
three
outlying
buildings
that
cuts
cost
on
sros
other
things
we
would
realize
once
this
transition
has
occurred,
a
net
Savings
of
approximately
1.5
million
dollars
a
year
on
our
general
fund
operations
that
as
a
resource
that
can
go
back
into
those
systems
and
those
opportunities
for
our
students,
and
we
can
work
on
the
remaining
facility
issues
at
our
existing
High,
school,
middle
school
and
other
other
places.
M
Let
me
be
clear
on
that
list:
we're
not
closing
our
existing
High
School,
it
would
be
repurposed
and
we
would
move
our
populations
now.
It
would
become
a
middle
school
Center
and
our
elementaries
would
come
into
our
existing
Middle
School.
Thus,
raising
or
elevating
the
educational
suitability
rating
as
as
according
to
K,
fix
at
a
great
level
at
all
areas
at
all
levels,
and
so
the
cost
to
not
do
something.
Today
is
an
ongoing
loss
or
return
on
investment
in
our
community
of
1.5
million
dollars
a
year
or
15
million
dollars
over
10-year
period.
M
So
and
of
course,
these
costs
just
continue
to
inflate.
So
it's
it's
act
now
or
we're
going
to
fall
further
and
further
and
further
behind
and
we're
only
one
problem
in
one
of
those
schools
of
having
to
replace
a
system
in
a
system
as
a
roof.
An
HVAC
system,
plumbing
and
and
those
can
be
millions
of
dollars
in
in
cost.
So
you
have
a
problem.
You
have
to
sink
that
money
into
there
that
reduces
your
bonding
potential
for
your
project.
I
Good
afternoon
so,
like
Dr
burchett,
Fleming
County
is
very
similar.
We
have
six
school
buildings,
we
have
four
elementary
schools,
one
middle
and
one
high
locally
operated
vocational
program.
I
Three
of
our
elementary
schools
are
60
years
or
older.
Like
Harrison
we're
trying
to
consolidate
a
pre-pandemic,
we
would
have
had
enough
bonding
potential
to
pull
that
off.
We
we
caught
we've
done
a
cost
estimate
on
consolidating
those
three
elementary
schools
pre-coveted.
It
would
have
been
18
million
now
you're
pushing
36
38
million,
so
we've
got
about
an
18
million
dollar
budget
Gap
there,
which
in
turn
would
save
the
taxpayers
in
Fleming
County,
almost
750
000
a
year.
I
If
we
can
consolidate
those
three
elementary
schools
and
we've
already,
the
board
has
already
identified
those
schools
as
transitional.
That's
your
first
step
before
consolidating,
and
that
was
a
5-0
vote,
but
we
do
have
an
anomaly
happening
in
Fleming
County.
We
have
the
last
coal
burning
School
in
Kentucky
and
that
building
we've
had
a
lot
of
people
come
there.
They
can't
believe
that
we
still
have
coal
burning
schools
here
in
Kentucky
we
don't
have
schools,
we
have
one
school
and
it's
in
Fleming
County
and
we're
trying
to
fix
that.
I
However,
the
cost
of
construction
has
just
skyrocketed,
but
Fleming
isn't
the
only
district
in
Kentucky.
It
touches
every
one
of
your
districts
and
there's
a
lot
of
schools.
If
you
look
at
the
kfix
list
that
are
70
years
or
older,
you
just
funded
a
100
year
old
project,
Ludlow
High,
School
and
Mike
Borchers.
The
superintendent
is
here,
but
there's
a
lot
more
at
that
age
that
we
could
really
address.
I
There's
no
other
project
in
schools
that
the
general
public
really
sees.
We
talk
about
classrooms,
how
nice
classrooms?
Look
the
majority
of
the
general
public
never
see
see
those
classrooms,
they
do
see
the
exteriors.
They
know
where
that
money
goes.
So
when
you
look
at
buildings
from
the
1960s
1950s
and
in
the
case
of
EP
Ward,
that's
the
coal
burning
School,
you
see
bricks
falling,
you
see,
roofs
collapsing
and
all
of
those
bad
things
you
see,
and
it's
not
an
exaggeration
I
would
welcome
you
to
come
and
see.
C
M
M
Not
insignificant
and
and
of
course,
you've
got
the
request
and
the
information
in
front
of
you.
We
have
levied
the
additional
local
nickels.
We
have
been
very
careful
to
wisely
utilize
all
available
funding
that
could
be
put
towards
this,
and
in
fact
the
board
has
set
aside
millions
of
dollars
that
have
come
through
our
local
operations
for
this
project,
but
we
still
find
ourselves
at
a
shortfall
and
and
like
Mr
Ritter
said
we
would
be
faced
to,
we
would
be
we'd
have
to
make
a
choice
of
what
do
we
cut
back?
M
What
do
we
face?
What
can
we
do
and
then,
until
that
trans
full
transition
occurs,
we
can't
eliminate
that
outlying
need
on
those
elementary
schools
that
are
out
there,
and
we
can't
recognize
that
savings
that
then
we
can
reinvest
in
Career
and
Technical
education.
We
I
mentioned
that
ATC
facility
there's
work.
That
needs
to
be
done
with
that,
but
the
district
really
gets
very
little
money
to
help
work
on
that,
and
we
would.
M
A
N
Just
want
to
thank
you
and
representative
for
looking
at
this
because
and
also
Mr
Ritter
for
bringing
forth
the
list.
We
looked
at
this
in
another
committee
and
what
was
looking
at,
how
do
you
address
this
Gap
due
to
inflation
and
really
gnarled
it
down
to
those
schools
that
are
shovel
ready
and
looked
at
the
age
plus
population
in
schools
plus
flood
zone,
and
those
schools
have
done
the
Double
Nickel,
so
the
local
schools
have
done
all
they
can
do
and
they
still
can't
reach
that
goal.
N
So
I
hope
I'm
pleased
to
hear
that
you're
supposed
to
be
looking
at
this,
and
and
thank
you,
Mr
Ritter,
for
your
report
today.
Thank.
A
You
I
appreciate
that
representative
McCool
we're
basically
looking
at
the
things
that
are
totally
out
of
their
control
right
and
just
as
a
synopsis
for
members
and
and
for
you
guys
in
this
past
session.
All
we
did
was
these
special
offers
of
assistance.
So
if
you've
been
here
a
while,
it
used
to
be
called
the
Parsons
list,
you
know
we
took
those
somewhere
between
15
and
20
schools.
You
know
we
funded
those
schools,
but
we
did
not
at
all
address
the
Gap
at
all
in
this
past
budget
session.
A
So
this
will
be
a
very
important
topic.
Moving
forward
and
I
really
appreciate
y'all's
presentation
today
look
forward
to
working
with
you
guys
and
others.
If.
A
M
Would
be
glad
to
come,
sit
down
and
meet
with
any
of
you
individually
or
any
member
of
the
general
assembly
on
this
issue
and
bring
our
presentation.
So
thank.
A
O
No,
oh
there
we
go
Dr,
George,
Ruby,
executive
director
of
the
collaborative
Center
for
literacy
development
and
associate
research.
Title
professor
of
literacy,
education
at
the
College
of
Education
UK.
P
Dr
Lindy
Harmon,
sorry
Dr,
Lindy,
Harmon
I
am
the
director
of
the
reading
Recovery
Center
at
ccld.
Q
Good
morning
my
name
is
Margaret
rintema
I'm
associate
Dean
for
undergraduate
student
success
in
the
College
of
Education
at
the
University
of
Kentucky.
I
wanted
to
kick
us
off
just
for
a
few
minutes
to
introduce
Dr
Ruby
and
give
a
little
bit
of
of
information
about
the
the
breadth
and
depth
of
his
experience.
He's
an
internationally
noted
scholar
of
Neuroscience
research
on
reading
development
and
its
classroom
instruction.
Q
His
work
has
appeared
for
over
20
years
in
highly
competitive
journals
of
literacy,
education
and
educational
psychology,
as
well
as
in
multiple
editions
of
foundational
handbooks
of
reading
research,
educational,
encyclopedias
and
journals
of
literacy
teacher
practice.
He
has
been
executive
editor
of
the
journal
cognition
and
instruction
and
continues
to
serve
on
the
editorial
review.
Boards
of
several
other
educational
research
journals.
He
is
often
asked
for
his
feedback
and
collaboration
from
literacy
education
Scholars
from
across
the
nation.
Q
Recently
he
received
an
award
from
the
American
educational
research
Association
for
his
pioneering
work
in
establishing
educational
Neuroscience
as
a
special
focus
of
educational
scholarship.
When
educational
researchers
discuss
topics
like
the
science
of
reading
dyslexia
instruction
or
the
reading,
brain
Dr,
Ruby
and
his
work
are
sure
to
be
named.
I
would
very
much
like
to
thank
the
committee
for
the
invitation
to
be
here
today.
Uk
and
the
College
of
Education
are
committed
to
the
good
of
the
Commonwealth
and
connecting
communities
with
the
resources
of
a
research.
O
O
I
would
just
very
briefly
don't
want
to
be
redundant
with
things
we've
covered
in
the
past,
but
just
to
remind
you,
we
were
created
in
1998
by
the
general
assembly
with
the
intention
that
we
would
bring
together
the
literacy
faculty
at
all
eight
of
the
state
universities
to
provide
high
quality
teacher
learning
on
behalf
of
improved
literacy
instruction
and
with
that
improve
student
achievement,
and
we
feel
that
we
have
been
very
effective
in
that
we
do
not
platform
particular
programs
or
or
philosophies
or
orientations
to
instruction,
because
the
literacy
faculty
at
the
eight
state,
universities
who
know
more
about
reading
research
and
what
that
recommends
for
good
practice,
have
diverse
opinions
and
they
have
opinions
that
are
very
much
informed
by
the
needs
and
the
resources
of
their
of
their
dis
of
their
service
regions.
O
As
we'll
show.
Could
you
put
that
forward
for
me?
Thank
you.
This
is
color-coded,
of
course,
for
the
the
leading
color
of
each
of
the
State
institutions
and
and
thanks
to
this,
we're
able
to
reach
the
entire
District.
If
you've
seen
our
annual
reports
and
I
trust
you
have,
we
provide
them
to
you
as
per
Kentucky
regulatory
statute,
1640207,
which
has
a
a
a
couple
Pages
worth
of
requirements
that
we
meet
on
an
annual
basis,
and
one
of
them
is
the
annual
report.
O
So
just
to
give
you
a
sense
of
the
Outreach
here
this.
These
are
the
numbers
over
five
years
and
note
that
these
are
the
five
years
that
include
our
pandemic
for
the
Kentucky
reading
project
and
the
Adolescent
literacy
project.
We
have
a
traditional
model
where
the
teachers
come
to
this
voluntarily
and
for
that
reason
what
we
provide
them
has
to
match
what
they
the
constraints
and
affordances
the
resources
and
needs
they
have
in
their
classroom.
O
If
we
try
to
put
forward
any
sort
of
orientation
or
program
that
wouldn't
where
they
would
Clash
with
the
programs
that
their
districts
have
chosen,
local
control
of
the
school
will
have
a
lot
to
do
with
the
with
the
programs
and
assessments
that
individual
districts
use.
We
would
not
be
providing
them
very
useful
information,
so
we
want
to
provide
information
that
they
can
use,
given
the
programs
that
they
are
required
to
use
and
given
the
students
with
whom
they
work.
O
As
you
see
here,
the
we
also
have
I
should
say
several
specialized
versions
of
these
two
projects:
krp
and
Alp,
for
the
read
to
achieve
plus
one
teacher
PDS
for
the
this,
the
striving
readers
grants
for
the
Kentucky,
comprehensive
literacy
grants
and
so
forth,
and
you
can
see
the
number
of
teachers
that
we
reached
within
five
years
and
the
number
of
students
those
teachers
have
then
benefited
the
and
then
the
number
of
students
that
have
actually
benefited
because,
prior
to
those
five
years,
there
were
other
teachers
who
were
benefiting
students,
and
so
you
have
to
realize
that
there's
this
accrued
effect
and
in
previous
presentations,
we
have
shared
with
you.
O
The
the
sustainability
of
that
effect
over
years,
students
who
are
taking
the
end
of
fifth
grade
K
prep
test
have
been
shown
to
do
much
better
if,
somewhere
in
the
previous
six
years,
they
have
had
at
least
one
Kentucky
reading
project
teacher
as
an
example,
if
they've
had
two
the
effect
is
significantly
greater
and
so
forth.
O
There
are.
We
also
have
a
brand
new
program
that
just
started
in
2018
the
early
language
and
learning
model,
and
that
is
for
Cape
K
prep.
Excuse
me
for
Pre-K
and
and
other
pre-kindergarten
programs
in
the
community,
so
those
numbers
are
are
low
and
then,
of
course,
we
have
reading
recovery
and
in
the
course
of
five
years
these
are
the
numbers
of
students
who
have
been
benefited
from
the
first
grade.
O
Reading
Intervention
Program,
which
Dr
Harmon,
will
talk
about
in
a
moment
and
the
comprehensive
intervention
model
which
works
with
whole
class
groups,
and
so
the
overall
overall,
as
you
can
see,
in
five
years,
over
half
a
million
students
are
served
on
an
annual
basis.
This
is
reaching
about
21
of
all
students
in
Kentucky
in
the
schools
and
that's
not
equally
distributed.
The
emphasis
here
is
clearly
on
the
elementary
level,
but
that's
where
most
of
the
formative
experiences
that
students
have
in
learning
to
read
occur.
O
Now,
what
happens
if
we
put
all
of
these
programs
together
in
one
County?
Well,
we
had
never
done
that
before,
because
we
have
limited
amounts
of
of
financing
and
we
want
to
distribute
that
to
as
many
counties
as
possible
as
many
districts
as
possible.
Well,
we
had
a
superintendent
from
Wayne
County
who
visited
our
ccld
share
Fair,
which
is
where
the
teachers
from
the
the
reading
Kentucky
reading
project
and
the
Adolescent
literacy
project
and
so
on,
come
together
to
share
their
years
work
and
the
results
that
they've
gotten
and
he
was
tremendously
impressed.
O
He
had
already
had
some
of
his
teachers
going
into
the
reading
recovery
trainings.
So
he
said
to
me:
George
I
want
all
of
your
programs
in
Wayne,
County
I
said.
Well,
we
you
know
we
can't
do
that.
We
have
to
distribute
our
resources.
He
goes.
You
know.
Your
problem
is
you're,
spread
too
thin,
you're
doing
great
work,
but
at
21
of
the
of
the
students
in
the
state,
you're
sort
of
a
a
sub
threshold
and
people
are
coming
to
take.
O
Take
it
for
granted
should
note
that,
for
over
20
years
for
most
of
the
20
past
20
years,
Kentucky
has
scored
significantly
above
the
national
average
on
the
national
assessment
of
educational
progress
reading
test
in
fourth
grade,
it's
only
been
in
the
past
two
testing
years
that
we
have
come
down
to
average
and
we
don't
want
to
be
average.
We
want
to
be
above
average.
We
want
to
get
back
up
there
and
we
will
so.
O
He
said
you
need
to
demonstrate
what
happens
when
you
bring
all
your
programs
together
and
that's
what
we
did
and
you
can
see
the
the
drop
in
novice.
The
orange
bars
the
increase
in
proficient
the
the
Aqua
Bar
is
there,
and
and
and
that
is
fairly
impressive
work
and
we
have
shared
these
kinds
of
Statistics
with
you
on
a
case-by-case
snapshot
over
the
years
now
you've
seen
this
chart
before.
O
He
usually
does
a
web
casts
from
there
and
and
he
was
helping
to
to
do,
work
there
and
that
didn't
work
out
so
well,
as
he
acknowledged
in
in
this
and
was
quoted
as
acknowledging
in
the
story,
and
so
he
now
realizes
what
we
have
long
and
and
for
since
our
Inception
insisted
upon,
and
that
is
early
readers
need
all
Pistons
firing.
They
need
their
phonics,
they
need
their
phonemic
awareness,
they
certainly
need
their
fluency,
but
they
also
need
vocabulary,
development
and
comprehension,
development
and
and
background
knowledge
and
vocab.
O
You
know
they
they
need
it
all.
They
need
writing
instruction.
This
is
what
the
research
shows.
First
grade
studies
from
the
early
60s
funded
by
the
federal
government,
the
the
massive
reviews
done
by
the
team
at
Harvard
in
the
early
70s
Maryland
Yeager
Adams
work
in
1990,
a
landmark
review
of
the
research
and,
of
course,
10
years
after
that.
O
The
national
reading
panel
report
commissioned
by
Congress
on
teaching
young
children
to
read
that
where
we
get
our
five
pillars
of
reading
from
and
then
more
recently
just
in
2020
the
National
Academy
of
Education
in
DC,
their
report
on
the
reading
for
understanding
initiative,
20
years
worth
of
research
funded
by
the
federal
government,
the
past
20
years
on
what
kids
need
to
read
for
understanding
and
learning
in
schools.
P
Okay,
and
so
in
this
on
this
slide,
you
see
the
scope
of
reading
recovery
over
the
past
five
years.
How
many
students
were
working
with
the
amount
of
excuse
me
trained
teachers
that
we
average
per
year,
the
district
served
and
the
schools
served,
and
you
see
our
demographics
they're
on
the
right.
P
79
percent
of
our
kids
made
accelerated
progress
and
reached
the
average
of
the
first
grade,
classrooms
that
dropped
a
little
after
the
pandemic,
but
still
we're
we're
able
to
hang
on
to
65
percent
of
those
kids
reaching
classroom
average
after
just
20
weeks
of
instruction
or
less,
and
what
we
do
know
is
that
orange
number,
the
17
those
children
did
not
reach
average
during
the
first
20
weeks
of
instruction,
but
by
the
end
of
the
school
year
they
did,
and
so
they
continued
to
make
progress.
P
Even
after
the
intervention
was
finished,
we
still
have
18
percent
of
students
who
are
recommended
for
longer
term
support.
Reading
recovery
does
not
work
for
every
child,
and
we've
always
admitted
that
we'd
like
to
be
at
a
hundred
percent
and
we'll
we'll
keep
working
toward
that.
But
what
reading
recovery
does
for
children?
A
That
was
exactly
10
minutes
perfect,
so
we're
going
to
open
it
up
for
questions
representative
bojanowski.
R
Yes,
thank
you.
My
first
question
is:
could
you
and
and
these
are
all
related
to
reading
recovery,
could
you
explain
the
roaming
around
the
known
aspect
of
reading
and
Recovery.
P
Certainly,
the
first
10
lessons
are
spent
trying
to
build
rapport
with
the
child,
trying
to
firm
up
what
the
what
little
bit
the
child
knows.
As
you
know,
our
our
kids
come
in
typically
below
the
20th
percentile
many
below
the
10th
percentile.
They
don't
know
all
their
letters,
they
don't
know
all
their
sounds.
They
don't
know
they
don't
know
how
to
handle
a
book.
They
don't
know
you
know
Concepts
about
print
skills.
P
They
don't
know
how
to
write
their
name,
some
of
them
so
they're
very,
very
low
in
those
skills.
So
we
spend
the
first
10
lessons.
P
We
call
it
roaming
around
the
known
which
I
don't
really
like
that
term,
but
we
spend
that
time
trying
to
solidify
any
skills,
the
small
number
of
skills
that
they
do
have
and
through
reading
and
writing
exercises
during
that
time,
and
they
actually
make
quite
a
bit
of
progress
just
in
those
first
10
lessons
just
solidifying
the
known
and
then
they're
picking
up
knowledge
as
they
go
through
those
first
10
lessons.
R
If
I
may,
sir
okay,
so
in
in
the
literacy
lessons
guidebook,
it
says
during
this
time
frame,
you
do
not
deliberately
teach
any
new
items
and
behaviors
by
my
calculation
of
your
12
563
students
that
is
62
815
hours
of
absolutely
no
instruction
and
I
find
that
concerning
I'm,
going
to
move
on,
Emily
Hanford
had
a
podcast
that
dropped
last
week,
she's
a
journalist,
and
there
was
a
statement
in
there
about
Mari
clay,
and
this
was
in
2001
when
she
was
trying
to
qualify
for
reading
first
funding
and
she
was
told
that
she
didn't
qualify
but
that
she
could
modify
her
program
to
include
proper
training
for
teachers
and
decoding
skills.
R
So
she
could
help
turn
the
tide
towards
reading
science
and
the
rumor
is-
and
this
is
not
something
in
print.
This
is
through
anecdotal
conversations.
She
said
we
will
not
change
change
a
thing
in
our
program,
but
we
will
modify
our
description
of
reading
recovery
to
comply
with
the
law,
and
so
what
I've
done
recently
and
so
I
have
two
different
reading
recovery
manuals.
I've
got
one
from
1993
and
I
have
the
one
from
2016.
R
and
what
I've
done
is
I've,
taken
kind
of
a
look
through
to
see
what
has
changed
in
Reading
recovery
since,
let's
just
say
from
1993,
so
the
last
29
years.
The
procedure
during
a
reading
recovery
lesson
is
the
same.
Reread
familiar
books
read
yesterday's
book
work
a
little
bit
on
letter,
identification,
write,
a
story,
hearing,
recording,
sounds
and
words
reconstruct
a
cut
up
story,
share,
introduction
to
a
new
book
and
read
a
new
book
so
that
hasn't
changed.
There
are
direct
quotes
in
both
of
the
books.
R
That
say
you
can
let
the
child
predict
a
word
if
he
doesn't
know
a
word
that
he
expects
it
to
be
based
on
his
oral
language.
You
can
cover
the
problem
word
and
ask
for
something
you
know
he
knows
about
that
word
and
there's
this
cueing
process.
The
questions.
Does
this
word
look
right?
Does
it
sound
right
to
you?
Does
it
make
sense?
What
else
could
it
be?
R
These
are
verbatim
in
both
of
these
manuals
before
the
national
reading
panel
and
today,
to
date
today,
if
a
child
has
bias
towards
using
mainly
letters,
the
teacher
May
Orient
the
child
to
a
picture
as
a
source
of
meaning.
Never
in
these
manuals,
I
teach
reading
every
day
and,
as
my
children
read
a
book,
if
they
get
to
a
word,
they
don't
know
I
write
it
on
a
whiteboard.
We
talk
about
what
letters
are
in
that
word,
what
sounds
we've
explicitly
and
systematically
learned
that
could
be
applied
to
that
word.
R
Never
did
I,
read,
say
the
sounds
of
the
letters
and
then
blend
it
to
make
a
word.
So
my
question
for
you
is,
you
know
we
have
tens
of
millions
of
dollars
of
taxpayer
dollars,
not
just
through
ccld
but
through
certified
reading
recovery
teachers
and
by
my
evaluation
there
has
not
been
a
change
in
more
than
30
years.
If
you're,
a
physician
did
not
change
his
practice
based
on
new
research
from
the
last
30
years,
he
would
be
considered
to
be
in
medical
malpractice.
R
My
concern
is
here:
we
have
a
curriculum
that
is
based
on
a
theory
that
Marie
clay
had
that
perseverates
throughout
our
state.
Why?
What
has
changed
in
Reading
recovery
over
the
last
30
years?
That
could
tell
me
I
mean
you
can
tell
me
that
you
have
it's
right
here
in
your
flyer,
cognitive
skills
and
process.
R
If
that's
not
part
of
the
procedure
of
how
children
are
taught
to
read,
then
I'm
it
just
infuriates
me
to
think
that
we
have
this,
and
not
only
does
this
curriculum
deal
with
children
who
are
doing
interventions
jcps's
primary
reading
curriculum
is
Jan
Richardson
guided
reading
Jan
Richardson
is
a
reading
recovery.
Teacher
leader
this
is
tier
one
instruction.
P
Well,
I'm
I'm
sure
that
I
can't
explain
what's
changed
over
the
last
30
years,
but
I
can
at
least
tell
you
as
long
as
I
have
been
in
Reading
recovery,
the
things
that
have
changed
when
the
research
on
phonemic
awareness
and
phonological
awareness
became
clear,
Dr
Clay
did
add
El
Conan
boxes,
the
use
of
those
in
writing
to
as
a
framework
to
and
a
scaffold
for
teacher
for
teachers
to
help
students
hear
sounds
in
words.
P
She
also
added
a
part
to
the
lesson
that
talks
about
using
magnetic
letters
and
at
the
Whiteboard
to
learn
letters
and
sounds
and
break
words
into
larger
chunks,
which
supports
the
text
reading
and
we
also
in
Reading
recovery
use
a
whiteboard
every
lesson
you
see
we'll
see
a
whiteboard
on
the
table
with
a
marker
and
magnetic
letters
close
by,
so
that
when
a
child
needs
to
problem
solve
a
word,
we
can
take
them
very
quickly
to
that.
P
In
regards
to
what
did
you
say
about
I'm
sorry,
blending
a
word
together
or
blending
the
sounds
together.
One
of
the
things
in
the
in
the
career
journal
that
article
that
talked
about
the
child,
who
stalked
on
the
word
blue.
P
That
teacher
did
not
tell
him
to
look
at
the
picture.
What
she
did
was
pick
up
a
small
masking
card
and
cover
the
back
of
the
word
and
expose
the
blend.
The
BL,
because
she
had
already
moved
him
from
using
letter
by
letter
sounding
to
using
larger
chunks
of
print,
which
is
more
efficient,
and
so
she
was
doing
that
and
her
Focus.
For
that
lesson
was
not
just
how
to
decode
the
word
blue
or
learn
the
word
blue
or
know
what
the
word
blue
was.
Her
actual
Focus
was
teaching
the
child.
P
How
to
take
a
word
apart
into
multiple
Parts.
First
part
last
part
sounded
out
in
Parts
rather
than
letter
by
letter,
which
is
what
he
had
been
doing
and
then
re-read
the
sentence
and
check
on
himself
in
context,
because
there
there
are
25
years
of
research
about
combining
context
with
decoding
as
a
form
of
assist
and
as
a
form
of
checking
on
oneself,
which
really
was
teaching
the
child.
R
All
right
so
I'm
going
to
close
with
a
quote
from
Stannis
list:
dehena
cognitive
Neuroscience.
We
know
that
the
conversion
of
letters
into
sounds
is
the
key
stage
in
Reading
acquisition.
All
teaching
efforts
should
be
initially
focused
on
a
single
goal.
The
grasp
of
the
alphabetic
principle,
whereby
each
letter
or
grapheme
represents
a
phoneme
children
need
to
understand
that
only
on
the
analysis
of
letters,
one
by
one
will
allow
them
to
discover
a
word's
identity
I.
Thank
you.
S
S
I
truly
appreciate
the
work
Central
West,
representative,
Tipton,
representative
belgianowski
and
others
did
in
the
session
last
time
to
deal
with
reading
I,
know,
representative
Lewis
and
I
met
with
some
people
yesterday
about
this
issue
about
reading,
and
we
know
this
was
a
huge
issue
in
the
state
before
the
pandemic.
S
I
think
we're
obviously
understand
that
it's
a
greater
problem
coming
out
of
the
pandemic,
and
one
of
the
things
that
we
talked
to
representative
Lewis
and
I
talked
about
when
we
talked
to
people
yesterday
is,
is
that
now
in
K,
through
three
I
think
we
all
will
agree
as
to
the
most
important
area
as
far
as
reading
is
concerned,
and
it
gets
you
know
it
also
is
Big
later
on,
but
that's
the
area
the
greatest
concern
and
that
in
k-3
now
in
in
Kentucky,
even
more
than
ever,
our
most
important
subject
areas
need
to
be
reading
and
math
and
then
our
next
most
important
subject
areas
need
to
be
reading
and
math,
and
then
our
next
ones
need
to
be
reading
and
math,
and
we
cannot
emphasize
those
areas
enough
because
eventually
they
affect
all
the
rest
of
Education.
S
H
Thank
you,
Mr
chairman
appreciate
you
being
here
today.
If
you'll
give
me
a
little
latitude,
Mr
chairman,
please
proceed
KRS
164.0207,
actually,
statute
establishes
ccld
and
gives
you
the
guidance
on
your
guideline
section
two
assess
the
center
shall
review
National
research
and
disseminate
appropriate
research
abstracts
when
appropriate,
as
well
as
conduct
ongoing
research
of
reading
programs
throughout
the
state
that
goes
on
your
website.
Under
your
research,
section,
I
reviewed
that,
and
there
are
11
subgroups
for
research.
The
last
addition
to
that
research
was
in
2016..
H
O
Research,
thank
you,
representative.
Tipson,
it's
an
excellent
question.
No,
what
we,
what
we
had
done
is
run
into
a
bit
of
Internet
paralysis.
O
We
we
lost
our
our
I.T
person,
who
updates
the
the
the
the
website
for
us,
and
we
went
out
for
about
nine
months
without
anyone
there,
and
then
we
brought
in
a
new
person
and
he's
gotten
things
up
and
running,
and
in
the
process
we've
decided
to
do
a
a
complete
overhaul
to
provide
the
the
sort
of
research
references
to
which
you
elude
in
ways
that
might
be
more
useful
and
more
efficient
than
what
we
were
doing
in
the
past.
Now
we
still
do
research
updates.
O
In
fact,
I
just
did
one
it's
a
it's.
A
real
Nifty
two-pager
with
about
three
page
event,
notes
that
are
small
print
references
about
50,
odd
references
and
very
few
of
those
references
date
from
before
2016.
O
there
are
it
should.
It
should
be
understood,
though,
however,
that
that
the
newest
research
study
is
not
necessarily
the
best.
You
can
often
get
a
single
study
that
that
gets
published
because
it
seems
to
overturn
the
consensus
mainstream
view
of
what
we
should
expect,
but
very
often
it
turns
out.
In
retrospect,
we
find
that
those
are
reporting
false
positives.
This
is
a
widespread
issue
in
cognitive
psychology
and
social
psychology
as
well.
O
So
if,
if
you
would
like,
we
can
send
you
that
that
two-pager
is
a
quick
update
and
we
also
have
a
technical
report
out
now
that
we,
this
is
the
first
year
we've
provided
it,
and
this
was
suggested.
O
I
believe
it
was
this
committee
that
suggested
this
about
a
year
ago,
or
so,
maybe
about
a
year
and
a
half
where
the
the
internal
documents
that
we
rely
on
to
make
choices
and
the
research
that
we
rely
upon
are
are
assembled
there,
and
we
don't
always
share
that
on
the
on
the
website,
because
most
of
the
people
who
use
that
website
are
School
teachers
and
teacher
Educators,
who
may
not
have
a
background
in
reading
and
a
lot
of
the
research
is
Technical
and
so
that
it
wouldn't
be
a
lot
of
value
to
them.
H
P
P
I,
don't
know
if
I
can
or
not,
because
the
three
queuing
system
was
not
invented
by
Dr
Clay
I
think
what
what
people
assume
that
reading
recovery
teaches
the
three
queuing
system,
because
we
do
ask
children
to
check
on
themselves
and
give
them
those
self-regulated
strategies
to
work
with
meaning
and
visual
information
in
print,
and
so
the
visual
information
also
includes
phonemic
awareness,
phonological
awareness,
The
Sounds
in
the
words
and
so
we're
asking
kids
to
cross
check
those
two
sources
of
information.
P
O
I'm
not
keen
on
information
processing
models,
I
I
prefer
a
pattern,
learning
and
recognition
models.
Those
are
the
that's
the
more
current
neuroscientific
view
of,
what's
going
on
there,
the
but
yeah
the
the
three
queuing
system,
that's
where
you're
you're
trying
to
determine
the
the
texts,
meaning
on
the
basis
of
the
graphophonemic,
the
orthographic
and
and
sound
representation
of
that
that's
the
first
system.
The
other
system
is
the
syntactic
system.
That's
your
grammatical
relationship
and
then
the
third
system
is
the
semantic
content.
O
That
would
be
your
your
vocabulary
and
meaning
that
is
intended
by
the
author
and
you,
you
use
some
of
the
of
the
queuing
systems
to
back
propagate,
in
other
words,
if
you're
having
trouble
with
the
word,
people
who
use
that
system
will
ask
a
student
and
I
think
I'm
right
on
this.
The
UL
will
ask
a
a
student
to
well.
Does
that
make
sense
in
the
sentence
right
another
the
word,
so
it's
it's
kind
of
a
guessing
best,
guess
probability,
sort
of
approach.
That's
that's
not
a
mainstream
view.
O
I,
don't
think
you'll
find
a
lot
of
people
among
the
ccld
faculty
at
the
eight
State
University
is
advancing
that
they
may
share
what
that
is,
because
people
have
those
questions
but
I
there.
It's
it's
good
to
teach.
You
certainly
want
to
teach
grammatical
relationship.
You
certainly
want
to
teach
semantics
and
vocabulary.
Those
certainly
are
important
in
in
making
sense
of
a
text,
but
as
a
queuing
system,
that's
a
little,
perhaps
more
challenging.
H
H
The
Courier
Journal
article
there
was
a
reference
to
the
contracts
between
a
school
district
and
I
guess
we'd
be
reading,
Recovery
Ohio
State,
whoever
serves
that
contract
for
data
collection
and
and
and
the
contract
requires
the
school
district
to
pay
to
reading
recovery
a
fee
for
data
collection.
What
troubled
me
was
the
comment
that
that
information
is
not
available
even
to
the
school
board.
Could
you
give
me
some
clarification
and
who
has
access
to
that
data
and
roughly
what
the
cost
of
that
data
collection
is
per
year
in
the
state
of
Kentucky.
P
Reading
recovery
teachers
have
to
follow
standards
and
guidelines
to
maintain
their
certification
as
a
reading
recovery.
Teacher
and
part
of
that
is,
they
have
to
enter
data
on
a
web-based
system
just
to
monitor
implementation.
P
There
are
no
fees
paid
from
the
University
Training
Center
to
that
data
collection
entity,
and
so
that's
all
between
the
district
and
and
idac
I
think
each
teacher
leader
site
across
the
state
has
to
pay
I,
think
it's
600
dollars
for
the
site
and
then
I
think
right
now,
it's
like
80
or
85
dollars
per
teacher
per
trained
teacher
for
them
to
enter
that
data.
H
P
Well,
I
think
one
of
the
reasons
that
it's
not
widely
available:
it
belongs
to
the
school
district,
so
I
can't.
C
P
You
that
data
it
belongs
to
the
school
district
and
they
have
to
sign
human
subjects.
Research
agreements
between
OSU
and
the
district
excuse
me,
and
in
addition
to
that,
the
numbers
of
students
that
we
work
with
are
so
small
in
each
building.
So
if
you
have
a
building
where
there's
only
one
reading,
recovery
teacher
and
six
first
grade
classrooms
or
three
first
grade
classrooms
and
she's,
only
working
with
eight
reading
recovery
students
a
year,
we
would
be
outside
of
federal
guidelines
and
state
guidelines
about
sharing
data
on
students
in
that
small
population.
They.
P
P
A
Representative
Graham,
if
I
could
representative
work,
you.
J
There
you
go,
you
know
when
I
was
chair
of
the
House
Education
committee.
You
came
before
our
committee.
We
had
these
same
discussions
and
I
think
as
an
educator,
but
as
a
father
I
think
we
need
to
go
Way
Beyond,
and
this
is
from
my
take
when
I
first
got
into
the
general
assembly,
the
pediatricians
in
their
office.
I,
don't
know
if
they
still
do
this
provided
information
about
brain
development
and
parents
were
able
to
be
given
that
it
stayed
out
in
the
lobby.
They
didn't
push
it.
J
It
was
just
there
in
the
lobby
and
then
over
a
period
of
time.
I
don't
know
if
they
still
do
that,
because
a
lot
of
parents
don't
understand
during
that
period
of
pregnancy,
how
important
it
is
for
brain
development
and
when
it
comes
down
to
it,
that's
the
key
issue.
J
Many
of
these
kids
have
not
been
provided
with
the
nutritional
amount
in
terms
of
what
is
needed
in
terms
of
what
helps
develop,
the
child,
the
whole
child
and
so
I,
don't
know
if
we
can
go
back
to
that
working
with
the
medical
community,
particularly
those
who
are
pediatricians
and
those
who
are
that
deliver
children
and
and
the
parents
go
to
that
individual,
but
I
think
it's
a
it's
a
whole
latitude
of
things
and
those
of
us
who
have
been
in
the
classroom.
J
I,
don't
know
if
other
states
have
done
this
or
not,
but
I
would
hope
that
we
could
could
look
at
some
kind
of
way
in
which
we
can
promote
this
with
our
families
all
across
the
Commonwealth,
to
make
sure
that
kids
will
have
an
advantage
once
they
are
born
and
that
they,
the
parents,
continue
to
read
and
to
talk
and
to
do
those
kind
of
communication
skills
that
help
develop.
The
brain,
so
that's
my
comment
as
an
educator
and.
O
I
completely
agree
with
you,
representative
Graham.
It's
tremendously
important
I've
often
recommended
that
where
we
need
to
include
that
as
a
literacy
element
is
in
a
high
school,
because
those
are
where
we're
going
to
find
Future
parents
who
need
to
know
about
that
in
their
health
classes
and
I
do
know
that
pediatricians
provide
that
information,
but
they
seem
to
do
it
in
waves.
It
becomes
popular,
their
materials
and
so
on,
and
then
other
things
come
to
the
fore,
but
you're
quite
right.
Nutrition
is
tremendously
important
and
neonatal
Health
Care
is
tremendously
important.
O
A
A
Unfortunately,
that's
how
Frankfurt
works.
You'll
have
to
condense
an
hour
worth
of
material
into
four
minutes,
so
once
you've
you're
seated,
if
you
would
say
your
names
for
the
record
and
then
proceed
with
your
presentation,
microphone
needs
to
be
on
green.
A
T
Of
you
know,
Kira
from
last
session
she
wrote
cammy's
law,
HB
263,
so.
T
So
I
don't
have
a
fancy
title
I'm,
not
a
doctor
I'm,
not
a
teacher
I'm,
just
a
mom,
but
I
am
a
mom.
That
cares
a
lot
about
my
kids
as
an
education
and
literacy
in
Kentucky,
and
what
I've
seen
today
in
her
today
from
my
standpoint
in
the
research
I've
done,
is
quite
concerning
a
couple
things
I
want
to
point
on.
Just
from
the
prior
testimony
is
that
representative
Tifton.
T
You
pointed
out
that
there
had
been
no
research
updated
since
2016.,
and
the
reply
was
that
they
were
without
an
internet
person
for
nine
months,
while
that
still
doesn't
explain
a
six-year
Gap.
You
know
nine
months
of
employment
doesn't
explain
a
secure
Gap
in
in
no
new
research.
I
also
wanted.
Reading
recovery.
I
have
seen
it
firsthand.
T
I
have
watched
three
of
my
kids
go
through
it
and
due
to
the
pandemic,
I
was
actually
able
to
watch
it
one-on-one.
T
Despite
the
pandemic,
my
son
went
to
school
four
days
a
week
for
30
minutes
to
work
one-on-one
with
reading
recovery.
At
the
start
of
that,
his
Dre
score
was
an
eight.
He
was
in
second
grade
and
eight
is
the
beginning
of
first
grade
at
the
end
of
reading
recovery,
which
was
he
spent.
T
It
was
a
total
of
eight
weeks
going
four
times
a
week
for
30
minutes.
He
got
extra
because
of
the
pandemic.
His
dra
score
remained
in
eight.
There
was
no
change
since
then.
His
school
at
Grange
Elementary
has
implemented
some
training
with
structured
literacy
recipe
for
reading,
which
is
a
line
with
structured
literacy
which
goes
away
from
Reading
recovery.
T
He
has
been
in
that
he's
not
been
doing
any
one-on-one,
except
for
one
time,
30
minutes
a
week,
and
that
is
it.
His
Dre
score
has
improved
to
12.,
so
he's
making
progress.
Also
I
do
have
with
me
Oldham
County's
data
for
their
reading
recovery
program
and
what
it
has
shown
now.
Of
course,
these
aren't
large
groups
of
students
the
2017-2018
year
pre-pandemic.
There
were
134
students
who
had
received
reading
recovery
when
they
were
in
first
grade
their
fourth
grade
year.
T
They
were
retested
40
per
six
percent
of
those
students
were
still
at
a
novice
level.
46
percent
35
percent
were
at
Apprentice,
16
were
at
proficient
and
three
were
distinguished.
Those
numbers
aren't
good
enough
to
me
and
there
have
been
multiple
States
10,
actually
so
not
multiple,
but
that
have
all
been
legislating
changes.
All
of
them
have
seen
their
reading
literacy
numbers
in
proof.
Most
recently,
you
know
if
we
look
at
data
from
Mississippi
they've
always
been
buried
behind
us
back
in
2013.
T
T
T
Good,
this
is
a
binder
that
Dr
Melissa
Runyan
who's,
a
parent
of
a
child
in
Oldham
County
Schools
put
together.
It
has
tons
of
independent
peer-reviewed
studies
that
show
that
reading
recovery
is
not
working
and
that
balanced
literacy,
which
is
our
tier
one
curriculum,
is
not
working.
T
Kira
is
a
very
bright
young
girl
like
she
wrote
that
law.
She
she
loves,
advocating
in
Frankfurt
and
she's
agreed
for
me
to
share
this,
even
though
she
thinks
you
all
are
going
to
judge
her
now,
but
I'm
sure
you
won't
extremely
bright.
She
went
through
Reading
recovery.
She
struggles
with
reading
she's,
an
eighth
grader.
T
She
was
given
a
test
the
other
day.
She
spells
at
a
second
grade
level
at
a
33
accuracy
rate,
and
that
is
normal
for
Oldham
County,
Schools
I've
talked
to
every
Middle
School
teacher,
that
teaches
Ela,
and
they
said
her
spelling
and
her
punctuation
grammar
are
normal.
That's
not
good
enough!
That
will
not
work
in
the
real
world.
We
have
to
change.
T
A
Don't
have
time
for
questions,
obviously
a
really
really
complicated,
subject,
an
important
subject
to
the
Commonwealth
of
Kentucky
as
we
move
forward.
Thank
you
for
your
excellent
presentations
today
and
I'm
sure
we'll
cover
this
topic
in
the
future
soon.
So
thank
you
for
your
presentation.
T
A
You
that
concludes
this
meeting.
We
have
to
vacate
the
room
in
preparation
for
the
one
o'clock,
a
r
meeting.