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A
A
A
Central
wise,
I'm
here,
thank
you.
Thank
you
representative.
Yes,
sir.
Thank
you
so
much
all
those
that
are
meeting
with
us
in
the
room.
If
you
do
have
a
cell
phone,
if
you
please
would
just
turn
that
to
silence
or
to
vibrate
it'll
be
greatly
appreciated
and
all
materials
have
been
sent
out
electronically
via
email,
which
should
also
be
available
on
the
committee
lrc
website.
A
A
Today
we
have
a
presentation
from
the
office
of
education,
accountability,
they're
here
to
present
a
report
on
nti
instruction
entitled
from
snowbound
pilot
to
statewide
implementation,
lessons
learned
from
kentucky's
nti
program.
I
know
that
their
speakers
are
already
present
at
the
table,
but
if
you
would
please,
as
you
speak,
please
identify
yourselves
for
the
record,
dr
ligouri,
I'm
looking
at
you,
so
I'm
gonna
go
ahead
and
let
you
start
first.
So,
thank
you.
E
This
report
analyzes
data
related
to
kentucky's
non-traditional
instruction
or
nti
program
as
it
was
originally
implemented
and
as
it
was
modified
during
the
covid19
pandemic
to
allow
for
extended
remote
learning,
while
these
two
phases
cannot
be
directly
compared.
Remote
learning
during
the
pandemic
may
offer
insights
for
the
nti
program
as
it
is
normally
implemented.
E
E
Districts
capacities
to
provide
remote
instruction
increase
greatly
since
the
program
began,
but
student
home,
internet
and
device
access
remained
a
barrier
student
home
access
gaps
were
narrowed
substantially
during
the
pandemic,
and
accurate
data
on
student
home
access
is
important
during
covet
era.
Nti
the
range
of
instructional
options
on
nti
days
increased
especially
options
for
synchronous
instruction,
which
may
be
important
to
sustain
for
some
students.
E
E
E
E
E
E
E
The
general
assembly
created
the
nti
program
in
2011,
which
was
a
very
high
weather
year,
in
which
many
districts
did
not
meet
calendar
requirements
for
1062
instructional
hours.
The
program
allowed
up
to
10
remote
student
attendance
days
for
only
for
very
high
weather
districts
districts
experiencing
an
average
of
20
or
more
weather
days
per
year.
E
The
following
year,
three
districts
entered
the
program
following
another
very
high
weather
year.
The
general
assembly
extended
program,
eligibility
to
all
districts
and
new
districts
entered
in
2015
in
each
of
the
subsequent
years.
About
half
of
kentucky
districts
were
participating
in
the
program
as
of
2019.
E
E
Reporting
and
oversight
must
also
be
outlined
in
regulation
statute
requires
that
districts
provide
evidence
of
continued
student
learning
on
ntidays,
and
that
is
the
only
criteria
that
statute
requires
districts
to
report.
So
much
of
this
presentation
will
focus
on
data
related
to
that
requirement.
E
E
E
E
E
E
E
The
report
focuses
heavily
on
student
participation
data
because
it
is
the
best
potential
source
of
data
to
meet
the
statutory
requirement
for
evidence
that
student
learning
continues
on
nti
days.
We'll
return
briefly
to
discuss
these
monitoring
requirements
in
a
moment,
but
will
first
provide
more
background
about
student
participation,
data.
E
E
Normally,
each
district
uses
its
own
method
and
software
to
record
and
report
student
participation
data
for
each
nti
day
used.
It
submits
overall
numbers
to
kde
in
2021
for
the
first
time,
kde
required
that
participation
data
be
entered
directly
into
the
state
student
information
system,
infinite
campus.
D
This
map
provides
perspective
on
weather
closures
by
district.
The
map
is
shaded.
According
to
the
average
number
of
weather-related
closures,
including
nti
days
for
school
years.
2011-29,
the
districts
shaded
in
the
darkest
gray
were
the
23
districts
with
the
highest
average
weather
closures.
During
that
time
period,
those
eastern
kentucky
districts
had
on
average
13
to
20
weather
closures
per
school
year.
D
D
The
stacked
bars
for
the
nti
districts
show
both
weather
and
nti
days.
The
weather
days
are
shown
in
black
and
the
nti
days
are
shown
in
gray,
as
you
can
see.
Nti
districts
used
a
mixture
of
weather
and
nti
days
each
year
to
meet
annual
instructional
hour
requirements
on
average
nti
districts
use
5.4
nti
days
per
year
between
2011
and
2019..
D
Action
was
taken
by
the
general
assembly
to
waive
instructional
hours
for
districts
that
were
unable
to
meet
the
1062
instructional
hour
requirement
required
per
year
for
the
school
years,
2014
through
2016,
but
it
has
not
been
necessary
for
the
general
assembly
to
do
so.
Since
then,
this
can
be
attributed
to
factors
such
as
more
districts
entering
the
nti
program
during
the
subsequent
school
years,
and
the
fact
that
the
winter
weather
closures
have
not
reached
the
level
seen
in
2014
and
2015..
D
D
Individual
students
within
each
district
may
have
learned
remotely
at
lower
or
higher
rates.
On
average,
68
of
the
instructional
days
were
remote.
Remote
instruction
rates
range
broadly
from
a
low
of
10
percent
to
a
high
of
93
percent
districts
with
higher
remote
rates
included
many
rural
districts
as
well
as
jefferson
county.
D
E
E
While
districts
were
acquiring
technology
to
provide
digital
instruction,
students,
lack
of
access
to
instructional
devices
into
the
internet
at
home
remained
a
challenge
at
the
state
level.
Student
home
internet
access
increased
from
the
beginning
of
the
nti
program
by
2020
district
reported
data
indicated
that
84
percent
of
students
statewide
had
strong
home
internet
access,
but
as
you'll
see
on
the
next
slide.
As
of
2020
immediately
preceding
the
pandemic,
most
districts
had
a
substantial
minority
of
students
that
lacked
access.
E
This
slide
shows
the
number
of
districts
reporting.
Various
percentages
of
student
home
internet
access,
as
of
the
fall
of
2020.
districts
participating
in
nti
program
prior
to
the
pandemic
are
shown
in
the
black
bar
on
the
far
right.
You
can
see.
Seven
districts,
reporting,
90,
96
percent
or
more
of
students
had
access,
and
no
nti
districts
were
in
that
category.
E
E
E
E
E
E
E
E
Synchronous
instruction
may
be
especially
important
for
some
student
populations.
In
addition
to
those
who
require
academic
assistance
and
tutoring,
it
may
be
important
for
students
needing
social
and
emotional
support
and
synchronous
instruction
is
necessary
for
some
students.
Many
nti
districts
receive
read
to
achieve
reading
grants,
for
example,
that
assist
struggling
students
in
reading.
D
D
D
D
The
white
portion
of
the
bar
represents
the
percentage
of
students
chronically
absent
10
to
20
percent
of
the
school
year.
The
gray
section
21
to
30
percent
and
the
black
section
of
the
bar
represents
the
percentage
chronically
absent
more
than
30
percent
of
the
school
year.
The
collective
bar
represents
the
overall
chronic
absence
rate
for
that
year.
D
You
can
see
that
chronic
absence
rates
increase
for
all
schools
during
the
2021
school
year,
but
the
largest
increase
in
chronic
absence
occurred
in
schools
with
the
highest
concentration
of
free
and
reduced
price
eligible
students
in
those
schools.
Those
schools
also
had
the
most
students
that
were
absent.
More
than
30
percent
of
the
2021
school
year.
D
Data
shown
later
in
the
presentation
suggests
that
high
the
highest
poverty
schools
also
experience
disproportionate
impacts
on
student
achievement
in
2021,
because
student
level,
participation
data
reveal
important
patterns
not
evident
in
aggregate
data
and
allow
for
better
monitoring.
Oea
recommends
that
katie,
you
should
consider
requiring
nti
districts
to
enter
student
level
participation
data
in
the
state
student
information
system
for
each
nti
day
student
level
data
allow
for
closer
tracking
of
participation
by
students.
It
also
allows
for
greater
monitoring
by
administrators
and
kde.
D
D
D
First,
I
will
show
the
bars
representing
the
2019
attendance
rates,
the
overwhelming
majority
of
schools
that
year
had
attendance
rates
in
the
93
to
96
percent
range.
There
were
31
schools
in
2019,
with
average
attendance
rates
in
the
97
98
percent
range
2021
school
level.
Student
participation
rates
fell
within
a
much
larger
range
relative
to
the
attendance
rates
in
2019.
D
E
E
Other
schools
might
require
that
a
minimum
amount
of
work
be
completed
in
such
a
school.
An
85
percent
participation
rate
might
be
very
good.
It
might
even
indicate
a
higher
percentage
of
students
actually
completing
work
than
is
typical.
On
a
regular
student
attendance
day,
all
states
are
facing
challenges
about
how
to
best
report
student
attendance
during
temporary
remote
learning.
E
E
Oea
recommends
first
that
kde
consider
establishing
minimum
instructional
hour
equivalents
for
what
should
be
indicated
by
participation
data.
This
recommendation
does
not
suggest
that
total
remote
participation
be
measured
by
precise
indicators
of
time.
Many
experts
recommend
against
that
practice.
E
E
The
processes
were
recommended
on
the
previous
slide
or
alternative
ways
of
validating
participation.
Data
in
nti
districts
would
provide
more
insight
than
kde's
current
practice
of
reviewing
daily
data
in
aggregate.
The
quality
of
data
can't
be
evaluated
in
this
form,
and
kde
has
never
denied
a
district
nti
days
based
on
the
quality
of
evidence
submitted.
E
E
The
percentage
of
students
considered
proficient
or
distinguished
on
state
tests
dropped
from
2019
the
last
year
in
which
students
were
tested
in
2021,
with
decreases
being
slightly
greater
in
math
than
in
reading.
Both
of
these
trends,
substantial
drops
in
state
test
scores
and
decreases
greater
in
mathematics
than
reading
are
common
in
states
across
the
nation.
E
This
slide
shows
increases
between
2019
and
2021
in
the
percentage
of
high
school
students
failing
at
least
one
class
by
subject
and
in
any
class,
the
percentage
of
students
failing
at
least
one
math
or
english
class
increased
by
seven
percentage
points
and
the
percentage
of
students
failing
at
least
one
of
any
class
increased
by
11
percentage
points,
as
shown
in
the
report,
increases,
were
almost
double
in
highest
versus
lower
poverty.
Schools
again
the
cause
of
increased
failures
in
higher
poverty.
E
E
Rarely
reaching
the
10-day
limit,
in
addition
to
implementing
ntidays
districts,
continued
to
use
weather
days
related
to
technology,
district
capacity
has
grown
tremendously,
but
student,
home
internet
and
device
access
remains
a
challenge.
Federal
funds
allowed
narrowing
of
gaps
during
the
pandemic,
but
access
remains
an
important
equity
concern
for
nti
and
also
during
the
regular
school
year.
E
E
Pre-Covered,
but
substantial
drops
in
student
achievement
during
extended
remote
learning,
relative
effects
of
remote
learning
versus
other
factors
are
not
known,
and
finally,
attendance
rates
and
participation
rates
appear
very
similar
on
the
surface
and
in
most
years,
including
this
year,
these
data
are
reported
to
kde
only
at
the
surface
level.
At
the
district
level,
closer
analyses,
especially
those
made
possible
by
the
student
level
data
collected
only
in
the
2021
school
year,
reveal
important
trends
not
evident
in
aggregate
data.
E
In
addition
to
this
data
point
about
chronic
absence,
the
report
contains
some
other
data
only
possible
to
know
through
the
the
student
level
data
student
level.
Data
also
reveals
some
unusual
trends,
such
as
unexplained
variation
between
in-person
and
remote,
chronic
absence
rates
and
between
what
schools
normally
report
for
attendance
and
what
they
report
for
participation
and
a
number
of
our
recommendations
address.
This
concern.
A
Yes,
do
we
know
in
terms
of
the
breakdown
of
that
of
the
districts
that
are
highly
concentrated
in
urban
areas,
versus
the
concentration
in
rural
areas.
I
guess
what
I'm
trying
to
get
at
is
many
times
we
look
at
internet
access
and
broadband.
We
say:
well,
it's
just
a
rural
issue,
but
do
we
also
know
how
much
of
that
is
so
much?
Also
the
urban
issue
as
well.
E
And
as
you'll
see
by
that,
overall
percentages
of
access
were
lower
in
rural
districts,
but
we
know
that
student
home
access
can
also
be
a
problem
in
urban
communities,
because
issues
with
connection
are
not
only
broadband
access
but
cost.
So
the
cost
of
wi-fi
plans
are
a
significant
challenge
to
many
families.
We
know
there
were
federal
funds
available
for
that
significant
funds
this
school
year
and
those
are
going
to
run
out.
B
Thank
you,
sir,
just
to
follow
up
a
little
bit
on
what
senator
wise
said.
I
think
one
issue
with
access
was
in
the
first
iteration
of
nti.
When
we
were
before
the
summer.
We
had
a
lot
of
families
where
multiple
children
had
to
share
one
device,
and
so
even
if
they
had
internet
access,
they
didn't
you
know
because
they
didn't.
I
believe
that
in
the
district
we
did
have
more
of
a
one-on-one
goal
at
that
point
and
then
in
when
school
started
up
again.
That
was
less
of
an
issue.
B
I
do
want
to
comment
on
how
I
was
directed
to
take
attendance.
I
did
teach
nti
for
a
full
year
had
to
shift
to
a
standing
desk,
because
I
couldn't
sit
that
many
hours,
but
we
were
directed
you
know.
Definitely
if
a
student
turned
in
a
document
if
a
tournament
student
logged
into
a
google
meet,
but
we
were
also
directed
or
what
I
understood
is
that
if
I
texted
a
parent
and
got
a
response
that
that
counted
as
an
attendance.
B
B
B
So
I
think
the
best
answer
is
that
we
just
keep
schools
doing
school
in
person,
but
it's
a
couple
of
just
thoughts
about
attendance
and
then
I
do
agree
on
increasing
the
synchronous
instruction.
But
I
think
we
get
to
a
point.
Where
is
it
developmentally
appropriate
for
a
child
to
sit
six
or
seven
years
in
front
of
a
screen,
which
also
is
not
true?
So
thank
you
very
much,
but
those
are
kind
of
my
thoughts
from
living
nti.
A
Thank
you,
representative.
Any
other
questions,
any
comments
from
any
members.
Anyone
remotely
any
comments,
questions
to
the
presenters
today
we
have
a
motion
to
accept
the
report,
as
is
presented
to
us
today.
Do
we
have
a
second
on
that
we
have
a
second
from
senator
wilson,
also
representative
janowski,
all
those
in
favor
of
accepting
the
report.
Please
do
so
by
saying
aye.
All
those
opposed
motion
carries.
Thank
you
so
much
once
again
for
your
work
and
your
research
on
this
last
thing
on
the
agenda
for
today
is
each
year.
A
This
subcommittee
performs
the
the
students
next
on
the
agenda
office
of
education,
accountability,
2022
research
agenda,
and
each
year
this
subcommittee
performs
its
oversight
function
by
approving
the
research
agenda
for
the
office
of
education.
Accountability
for
the
following
year
and
oea
staff,
who
has
been
here
today
to
present
already,
will
be
presenting
the
proposed
research
agenda
for
2022
and
a
copy
of
which
has
been
provided
in
members
meeting
materials,
and
if
you
would
please,
dr
ligouri
I'll,
let
you
once
again
introduce
yourself
for
the
record
and
you
may
proceed.
C
Good
afternoon
my
name
is
barthology
from
the
office
of
education
office
of
accountability.
Thank
you
and
we
have
two
studies
on
the
agenda
plus
the
district
data
profiles.
The
first
is
the
review
of
school
funding
adequacy
studies.
This
study
will
review
the
most
recent
study
measuring
the
cost
of
an
adequate
public
education
in
kentucky
and
similar
states.
It
will
focus
on
the
methods
used
in
those
studies,
the
outcomes
of
those
studies
and
the
costs
associated
with
educating
special
student
populations.
C
Also,
in
addition
to
that
study,
we
will
produce
memorandum
detailing
which
states
use
membership
in
their
school
funding
calculations,
the
manner
in
which
membership
is
determined
and
the
estimated
costs
of
using
membership
in
the
c
calculation
instead
of
adjust
the
average
adjusted
daily
attendance.
This
memorandum
will
be
submitted
in
writing
to
the
ears
by
february
1st
2022.
C
Also
the
second
study
would
be.
The
second
proposed
study
is
the
credit
recovery
study.
This
study
will
examine
the
use
of
credit
recovery
in
kentucky
schools
and
districts.
The
study
would
examine
the
extent
to
which
credit
recovery
is
used
at
the
state,
regional
and
district
level.
This
study
will
include
an
examination
of
the
types
of
credit
recovery
methods
used
the
impact
of
credit
recovery
and
graduation
rates
and
which
students
are
most
impacted
by
credit
recovery.
A
There's
a
motion.
That's
made
to
accept
the
2022
research
agenda
is
presented.
Do
we
have
a
second?
We
have
a
second
representative
janowski,
all
those
in
favor
of
accepting
the
2022
research
agenda
presented
by
oea.
Please
do
so
by
saying
aye.
All
those
opposed
emotion
does
carry.
Thank
you
all
so
much
for
being
here.
Looking
forward
to
the
steps
ahead
for
this
2022
research
see
no
further
agenda
items,
no
further
comments
or
questions
and
for
the
business
do
we
have
a
motion
for
adjournment
so
moved.
Thank
you
all.
So
much.