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A
If
you
have
a
cell
phone,
please
turn
that
onto
silent
or
vibrate
for
members
of
the
audience,
as
well
as
our
committee
members
as
we
conduct
our
business
today,
I
do
notice
that
we
will
not
have
a
quorum
today.
We
will
have
I
think
four
members
of
the
committee
that
will
be
here
present,
but
I
will
go
ahead
and
ask
Mariah
to
please
call
the
Rope.
C
A
Since
we
do
not
have
a
quorum,
we're
going
to
move
past
the
approval
of
the
minutes
from
January,
7th
and
also
October
18th.
The
next
on
our
agenda
is
the
Office
of
Education
accountability.
Credit
Recovery
report
I
know
that
they're
here
to
presenting
a
review
of
the
school
funding
adequacy
studies,
and
so
if
those
members
that
are
at
the
table
can
identify
themselves
to
the
record.
Please,
and
you
may
proceed.
E
Good
afternoon,
Credit
Recovery
provides
flexible
course,
options
that
allow
students
who
have
failed
courses
to
regain
the
credits
they
need
to
graduate
from
high
school.
This
study
looks
at
Credit,
Recovery
prevalence
methods,
practices
and
policy
concerns,
while
there's
no
commonly
accepted
definition
of
credit
recovery,
most
consider
it
a
more
flexible
alternative
to
entire
course
retakes,
because
it
adapts
to
students,
schedules
and
learning
needs
and
is
not
based
on
seat
time.
E
E
E
E
E
Looking
at
student
data
used
for
the
report,
the
report
analyzes
student
level
data
on
a
variety
of
indicators
for
reasons
we
describe
in
the
report.
Oea
did
not
use
existing
course.
Data
to
report
prevalence
of
credit
recovery
by
method
KDE
can
improve
the
accuracy
of
data
in
the
future
by
requiring
schools
to
enter
information
into
transcript
data.
E
E
Data
on
the
prevalence
of
credit
recovery
by
Method
comes
from
the
oea
survey,
which
collected
2022
student,
enrollment
data
and
three
main
types
of
courses
by
which
students
recover
credits,
digital
courses
and
two
types
of
direct
instruction
courses.
Abbreviated
such
as
was
often
provided
during
summer
school
in
the
past,
an
entire
course
retakes
of
these
three
options.
Only
the
first
two
are
generally
considered
credit
recovery.
E
We'll
move
now
to
look
at
State
policies,
beginning
with
high
school
graduation
requirements.
Students
must
earn
22
course
credits
in
order
to
receive
a
high
school
diploma
in
Kentucky.
These
credits
include
foundational,
as
well
as
personalized
credits
specifically
named.
Are
core
courses
present
greater
scheduling
challenges
for
direct
instruction
recoveries?
These
are
the
courses
shown
on
the
slide
beginning
in
the
2023
school
year.
Students
can
earn
a
high
school
diploma
without
earning
22
credits
if
they
pass
the
GED.
E
As
far
as
credit
recovery
policies,
there
are
no
statutory
or
regulatory
requirements
specifically
for
credit
recovery
or
digital
learning.
Courses
in
the
Commonwealth
Credit
Recovery
is
permitted
as
a
type
of
performance-based
credit,
and
these
credits
are
based
on
demonstrated
learning
rather
than
seat
time.
E
Most
credits
require
120
hour
instructional
hours
in
order
to
award
performance-based
credits.
Local
boards
must
establish
policies
which
should,
in
theory,
ensure
that
students
have
mastered
the
content
associated
with
the
state
standards.
However,
as
we'll
see
later
in
the
presentation,
most
local
board
policies
are
skeletal.
E
C
E
E
E
The
guidelines
outline
principles
and
best
practices
and
address
a
variety
of
issues.
Important
for
digital
course
quality.
However,
because
the
guidelines
are
phrased
mostly
As
recommendations
and
do
not
have
the
force
of
law,
they
do
not
clearly
communicate
requirements
for
digital
courses
and
do
not
necessarily
function
as
guard
rails
against
some
of
the
lower
quality
courses.
We
document
in
the
report.
D
D
The
report
refers
to
this
group
as
the
oea
graduating
cohort,
because
it
does
not
include
all
students
who
graduated
that
year,
the
cohort
included
only
students
who
were
first-time
freshmen
in
Kentucky
public
schools
and
the
2016
school
year
and
were
enrolled
without
interruption
for
all
four
years
course.
Failure
and
Recovery
data
for
those
students
were
accumulated
all
over
all
four
years
shown.
D
D
D
D
D
D
D
D
This
table
shows
the
number
of
students
in
the
percentage
of
2019
graduates
that
recovered
various
amounts
of
credits
over
the
course
of
four
years
of
high
school
over
10
000
of
these
students
or
24
percent
of
graduates
recovered
at
least
one
credit
during
High
School
at
15
percent
of
graduates.
The
majority
of
students
who
recovered
credits
recovered
only
one
or
two,
and
a
total
of
nine
percent
of
2019
graduates
recovered
three
or
more
credits
during
High
School,
as
you
can
see
on
the
second
to
last
row
with
the
white
background.
D
Well,
over
300
graduates
recovered
eight
or
more
credits.
As
a
reminder,
these
percentages
do
not
reveal
the
method
by
which
students
recovered
a
credit.
However,
we
know
from
survey
data
that
students
who
recovered
multiple
credits
likely
did
so
using
mostly
Digital
Credit
Recovery
courses
later
in
the
presentation,
Deb
will
discuss
issues
related
to
instructional,
support
and
course
quality
for
students
in
digital
courses.
D
D
This
figure
shows
the
average
ACT
composite
scores
and
average
absence
rates
for
2019
on-time
graduates,
grouped
by
the
number
of
credits
recovered
over
four
years
of
high
school.
As
shown
on
the
previous
slide,
the
gray
columns
represent
the
average
ACT
composite
for
the
student
groups
and
the
blue
dotted
line
shows
the
average
2019
absence
rates.
D
The
figure
illustrates
that,
as
the
number
of
recovered
credits
increases,
the
average
AC
to
compact
act,
composite
decreases
and
the
absence
rates
increase,
in
other
words,
the
lowest
achieving
students
that
had
the
most
ground
to
make
up
towards
graduation
graduation
were
absent
from
school.
The
most
it's
important
to
note
that
these
ACT
scores
are
associated
with,
but
are
not
necessarily
influenced
by
credit
recovery
rates,
as
shown
in
the
full
report.
D
D
This
slide
shows
the
percentage
of
on-time
graduates
that
recovered
three
or
more
and
five
or
more
credits
by
student
groups.
Again,
while
this
figure
doesn't
show
the
method
of
credit
recovery,
it
should
be
assumed
that
students
recovering
multiple
credits
are
most
likely
doing
so,
primarily
in
digital
courses.
D
This
slide
suggests
that
both
the
potential
benefits
and
drawbacks
of
digital
courses
likely
apply
more
to
some
groups
than
others.
For
instance,
the
percentage
of
graduates
recovering
multiple
credits
was
higher
for
student
groups
that
are
typically
academically
lower.
Achieving
and
those
same
students
were
disproportionately
enrolled
in
high
schools
with
the
lowest
graduation
rates.
D
This
slide
shows
a
very
strong
association
between
Credit
Recovery
rates
and
high
school
graduation
graduation.
It
repeats
the
data
on
course,
failures
and
graduation
rates
that
I
showed
earlier,
but
shows
only
the
data
for
core
courses
and
ads
five-year
graduation
rates
into
the
data
average.
Four-Year
graduation
rates
for
each
core
course
failed
or
shown
with
the
solid
black
line
and
the
slightly
higher
five-year
graduation
rates
are
shown
with
the
solid
Gray
Line.
D
D
This
chart
also
shows,
with
the
dotted
lines,
graduation
rates
for
students
who
later
recovered
all
of
the
credits.
They
failed
four-year
graduation
rates
for
the
students
who
recovered
all
their
credits
are
shown
in
the
dotted
black
line
and
the
five-year
graduation
rates
are
shown
with
the
dotted
Gray
Line,
as
the
figure
shows,
while
full
credit
recovery
does
not
guarantee
High
School
graduation.
It
greatly
increases
its
likeliness
according
to
our
statistical
models
that
can
be
found
in
the
full
report.
Each
recovered
credit
increases
the
probability
of
graduating
on
time
by
more
than
six
percent.
D
Whereas
the
data
on
the
previous
set
of
slides
showed
prevalence
of
credits
recovered
by
any
method,
we
will
now
shift
the
discussion
to
the
prevalence
of
credits
being
recovered
by
any
method,
a
recovered
by
Method
I'm.
Sorry,
the
data
on
the
next
series
of
slides
are
based
on
student
enrollment,
submitted
by
schools
by
a
particular
course
type
on
the
on
the
2022
oea
Credit
Recovery
survey.
D
This
chart
shows
the
percentage
of
schools
that
offered
credit
recovery
options
by
method
for
the
2022
school
year.
100
of
schools
surveyed
offered
digital
digital
credit
recovery
options,
as
shown
in
the
full
report.
Digital
courses
were
offered
by
most
schools,
both
during
the
regular
school
day
and
in
summer
school.
D
D
D
In
the
second
column,
enrollment
rates
and
Digital
Credit
Recovery
courses
were
much
greater
than
enrollment
rates
for
direct
instruction
courses
for
students
recovering
three
or
more
courses,
as
will
be
shown
on
the
next
slide.
However,
Digital
Credit
Recovery
enrollments
rates
range
broadly
among
schools.
B
D
Sorry,
okay,
the
27
schools
in
the
high
digital
group
shown
on
the
right
had
a
higher
percentage
of
frpl
students
and
more
than
double
the
percentage
of
minority
students
relative
to
the
group
of
lowest
digital
schools
shown
on
the
left.
E
As
noted
earlier
in
the
presentation,
State
policies
require
only
that
local
boards
have
performance-based
credit
policies
if
they
award
Credits
based
on
student
learning
rather
than
seat
time.
As
the
report
shows,
most
local
board
policies
do
not
address
Credit
Recovery
in
detail
delegating
development
and
oversight
to
principles
or
site-based
decision-making
councils.
E
E
E
The
next
two
survey
comments
show
Educators
very
strong
concerns
about
test
Security
in
digital
courses
as
a
critical
foundation
for
Meaningful
grades
and
Credit
Recovery
courses.
As
a
reminder,
students
are
usually
permitted
to
move
forward
independently
on
these
courses
outside
of
classroom
environments.
E
E
E
First,
the
report
recommends
that
kbe
Define
credit
recovery
and
regulation,
including
permitted
modes,
and
whether
Credit
Recovery
can
be
taken
for
initial
credit,
as
described
earlier
in
the
presentation.
The
report
also
recommends
that
KDE
changed
the
way
it
requires
districts
to
enter
Credit
Recovery
datum
to
make
it
more
accurate.
E
We'll
move,
finally,
to
look
in
Greater
detail
at
implementation
of
digital
courses
for
credit
recovery.
The
section
will
conclude
with
recommendations
to
address
some
of
the
concerns
highlighted
in
the
data.
As
we
move
through
the
section,
please
keep
in
mind
that
we'll
be
focusing
largely
on
concerns
identified
in
the
data
and
those
concerns
do
not
apply
equally
to
all
districts
and
schools.
The
full
report
contains
examples
of
districts
and
schools
that
have
already
addressed
some
of
these
concerns.
E
These
benefits
of
digital
courses
are
reflected
in
the
following
survey:
comments
with
the
sheer
number
of
credits
that
needed
to
be
recovered.
Digital
was
our
best
option
to
prevent
a
high
dropout
rate
and
low
graduation
percentage,
and
this
comment
likely
reflects
the
increased
course
failures
during
covid,
and
this
comment
is
from
a
teacher
in
a
I'm.
Sorry,
a
principal
in
an
alternative
program:
Credit
Recovery,
is
a
motivational
tool
for
our
students,
because
the
majority
are
very
credit
Division
and
have
given
up.
E
E
This
slide
shows
a
percentage
of
respondents
that
agreed
that
each
course
type
is
effective
at
preparing
students
to
succeed
in
a
subsequent
course.
Only
about
half
of
survey
respondents
agreed
that
digital
courses
prepare
students.
Respondents
were
slightly
more
likely
to
agree
that
abbreviated
direct
instruction
courses
were
effective
and
much
more
likely
to
agree
that
direct
instruction
retakes
are
effective.
E
National
research
cited
in
the
full
report
also
showed
that
Digital
Credit
Recovery
courses
are
generally
associated
with
lower
academic
outcomes,
though
the
research
does
not
always
distinguish
between
the
two
different
and
direct
instruction
models
shown
on
the
screen
foreign.
The
next
slide
shows
specific
drawbacks
of
digital
learning.
E
This
slide
represents
the
most
common
format
of
credit
recovery
course
in
the
Commonwealth
and
we'd
be
happy
to
discuss
other
formats
during
The.
Question
period
students
are
enrolled
in
an
in-person
in-person
classes,
such
as
a
computer
or
Virtual
Lab,
supervised
by
a
credit
recovery
teacher
who
is
not
certified
to
teach
all
of
the
content
areas
being
recovered
by
students
in
the
class.
E
E
E
However
Credit
Recovery
teachers
in
this
type
of
class
do
not
generally
instruct
students,
as
the
figure
shows
schools,
use
a
variety
of
teachers
as
credit
recovery
teachers
in
a
typical
class
such
as
the
one
shown
on
the
previous
slide.
Many
of
these
Credit
Recovery
teachers
May
lack
certification
in
most,
if
not
all,
of
the
content
areas
of
the
courses
being
recovered.
E
E
E
This
means
that
in
at
least
42
percent
of
schools,
many
Digital
Credit
Recovery
students
lack
regular
instructional
support
from
content,
Area
Teachers
we'll
move
now
from
these
broader
concerns.
In
the
data
to
review
data
obtained
from
particular
schools
and
students
during
oea's
site
visits,
the
slide
summarizes
concerns
from
those
visits.
E
First,
many
administrators
interviewed
lacked
detailed
knowledge
of
practices
and
Credit
Recovery
courses.
Administrators
rely
heavily
on
summary
data
provided
by
software
vendors,
to
track
outcomes
for
credit
recovery
students
and,
as
we'll
show
on
the
next
slide,
issues
appear
in
raw
data
that
are
not
evident.
In
summary,
data
provided
by
vendors,
based
on
our
analysis
of
complete
course,
data
for
students
who
completed
Credit
Recovery
courses,
OAA
observed
extreme
variation
in
academic
expectations,
as
I'll
illustrate
on
the
next
slide.
E
This
slide
summarizes
raw
data.
We
analyzed
from
two
students
that
recovered
English
2
classes
in
two
separate
schools
with
very
different
instructional
expectations:
the
student
in
school,
a
which
was
actually
an
alternative
program,
completed
92,
tutorials
and
Associated
assignments,
wrote
One
essay
and
completed
28
quizzes
five
unit
tests
and
a
final
test.
E
E
E
The
digital
policies
we'll
discuss
in
the
recommendations
are
important,
Beyond
credit
recovery,
because
many
students
are
now
taking
digital
courses
for
initial
credit.
For
example,
in
one
of
our
site
visit
schools,
half
of
the
students
were
taking
their
first
geometry
course.
In
this
way,
as
of
last
year,
digital
courses
were
the
primary
mode
of
instruction
in
some
of
the
state's
newer
District
operated
full-time
virtual
schools.
E
Further
digital
software
is
being
used
in
some
schools
to
replace
failing
grades
in
regular
classes
in
individual
units
and
regular
classes,
and
digital
courses
can
influence
students
in
direct
instruction
courses,
in
that
the
perception
of
digital
courses
as
an
easier
option
May
undermine
their
motivation.
Seventy
percent
of
schools
surveyed
agreed
that
this
is
a
concern.
E
E
Digital
courses
are
a
game
changer
for
our
at-risk
students.
As
a
former
principal
shared
with
me,
we
are
not
here
to
judge.
We
are
here
to
offer
hope
Logistics
dictate
that
digital
options
are
used
more
frequently,
but
they
tend
to
prepare
students,
the
least
academically,
and
finally,
digital
courses
can
be
a
great
supplement
to
a
comprehensive
educational
institution.
However,
rigor
and
standards
must
be
in
place
to
uphold
relevancy
of
these
types
of
credits.
A
uniform
policy
should
be
in
place
and
audited
to
verify
the
authenticity
of
these
Digital
Credit
Recovery
courses.
A
Thank
you
all
for
the
research
and
thank
you
for
the
presentation
it's
a
lot
to
take
in,
but
at
the
same
time,
there's
a
lot
of
things
on
the
surface
of
that
that
are
very
concerning
and
looking
at
some
of
the
recommendations,
especially
that
on
the
audit
I
mean
when
you
see
when
you
compared
to
the
school
I
in
school,
B
I'm
just
talking
personally
here,
but
you
know
almost-
was
like
just
to
check
a
box
just
to
continue
taking
a
test
like
that.
That's
as
a
parent
as
the
legislator
as
a
taxpayer.
A
That's
concerning
to
me:
that's
just
one
part
of
it.
There's
a
lot
of
things
in
there
and
I
think
it
does
show
I
mean
I
know
we
all
had
to
do
what
we
what
we
had
to
do
with
virtual
education,
but
I
I
agree
with
the
the
last
comment
there
about
the
rigor,
some
things
that
need
to
be
put
forth
in
that.
A
But
I
think
this
also
shows
what
every
one
of
us
in
terms
of
the
legislative,
Community,
I,
suppose
the
education
community
and
also
parents
at
home
what
we
need
to
be
working
on
for
the
betterment
of
the
Commonwealth
of
Kentucky
for
Our
Generation,
that's
moving
forward!
So
do
any
members
have
any
other
comments.
Any
questions
with
the
presentation
representative,
Riley.
F
Actually,
I
didn't,
but
that's
okay,
but
but
what
I
will
say
is
is
that
I
think
we
learned
a
lot
during
the
coven
period
that
the
more
you
do
digitally
the
more
you
do
online,
the
less
effective
that
it
is
and
I
think
I.
Think
Kobe
showed
us
a
great
deal
about
the
importance
of
an
in-person
teacher
and
and
their
effectiveness
in
in
helping
students
learn.
A
Thank
you
seeing
no
further
questions
or
comments,
since
we
do
not
have
a
quorum.
We
cannot
at
this
time,
accept
and
vote
upon
what
is
being
presented
in
front
of
us,
so
we
will
have
to
move
that
into
our
next
meeting,
but
thank
you
again
for
the
presentation.
Thank
you
for
the
excellent
research
that
was
done.
A
A
And
for
those
members
here
today
for
us
also
watching
each
year,
this
subcommittee
performs
its
oversight
function
by
approving
the
research
agenda
for
the
Office
of
Education
accountability
for
the
following
year
and
the
oea
staff
are
here
today
to
present
the
proposed
research
agenda
for
2023
and
a
copy
which
has
been
provided
in
members
meeting
materials.
So
Dr
lagoras.
Have
you
introduced
yourself
once
again
for
the
record
and
then
also
Marcia
Mark.
C
Yes,
we
have
two
studies
in
addition
to
our
annual
District
data
profiles.
The
two
proposed
studies
are
classified
and
certified
shortages
Staffing
shortages.
Excuse
me,
this
study
will
examine
classified
and
certified
Staffing
in
Kentucky
school
districts,
it'll
examine
various
indicators
of
classified
and
certified
Staffing
shortages
during
recent
years,
and
what
districts
have
done
historically
to
recruit
and
retain
classified
and
certified
staff.
In
addition,
oea
staff
will
review
what
Kentucky
and
other
states
have
done
to
recruit
and
retain
employees
and
address
possible
shortages
in
developing
career
pathways.
C
The
other
one
is
a
review
Effectiveness
and
efficiency
of
school
districts
and
affecting
students,
academic
and
post-secondary
outcomes
statute.
Excuse
me,
KRS
157
310
states
that
it
is
the
intention
of
general
assembly
to
provide
an
efficient
system
of
public
schools
as
as
provide
as
excuse
me,
as
prescribed
in
the
Kentucky
Constitution,
and
to
assure
substantially
equal
public
school
education
opportunities
for
students,
KRS,
158645
delineates.
The
eight
capacities
the
general
assembly
intends
all
students
to
acquire
within
the
public
education
system.
C
This
study
will
conduct
a
longitudinal
analysis
of
Kentucky
school
expenditures
and
outcomes
associated
with
student,
academic
and
post-secondary
success.
Education
expenditures
will
be
examined
at
the
state
and
the
district
level
elements
reviewed
will
include,
but
aren't
limited
to
a
student
assessment
data.
Graduation
rates,
Staffing
and
post-secondary
indicators
of
success,
including
you
know,
wage
gain
and
other
things
I'm,
taking
into
account
student
and
District
characteristics.
A
Perfect,
thank
you
so
much.
We
look
forward
to
that.
Marsha
any
comments
you
wish
to
add
with
anything
now.
I
do
know
with
us
not
having
a
quorum
statutorily
by
December.
1St
we
were
to
have
this
approved.
I
probably,
would
have
phoned
a
friend
to
my
friend
Chuck
in
the
background,
to
make
sure
I'm
saying
that
correctly,
but
we
can
do
preliminary
approval
of
this
we're
hoping
that
we
can
get
a
quorum
to
our
next
meeting.
A
There
may
possibly
be
a
December
education
committee
meeting
and
we
will
make
sure
that
if
we
have
that,
we
will
make
sure
this
meeting
is
followed
up
right
behind
that
one
that
we
do
have
a
quorum.
So
we
have
a
motion
for
preliminary
approval
and
we
have
a
second
for
preliminary
approval.
All
those
in
favor,
please
say
send
hi
all
those
opposed
awesome,
so
we
will
move
ahead
as
of
this
time
for
preliminary
approval.
Thank
you.
Thank
you
so
much.
A
The
last
thing
is
our
other
business
approval,
Office
of
Education
accountability,
report,
review
of
school
funding
adequacy
studies,
since
we
also
did
not
have
a
quorum
on
that.
We
will
push
that
to
our
next
meeting.
Do
we
have
a
motion
for
adjournment
so
move.