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A
Do
we
have
a
quorum?
We
have
a
quorum
before
we
get
started
on
our
agenda.
I
would
like
to
remind
everybody.
This
is
very,
very
important
that
we
have
donuts
over
here.
This
is
the
only
committee
I've
ever
been
in
that
we've
had
donuts
and
that's
fantastic.
Thank
you
to
staff
for
providing
that
first
on
the
agenda
is
a
motion
to
approve
the
minutes.
A
A
D
D
Care
is
7410.
The
office
is
to
present
an
annual
report
to
the
ears
committee,
that
summarizes
the
annual
research
agenda
and
the
work
that
we've
completed
in
our
research
division,
along
with
a
summary
of
our
investigative
activity,
and
so
I
am
going
to
turn
this
over
to
Barton
Brian.
To
give
a
brief
description
of
these
activities,
and
we
can
answer
any
questions
if
you
have.
E
Thank
you.
My
name
is
Brian
Jones
I'm,
head
of
Investigations
at
the
Office
of
Education.
Accountability,
just
want
to
give
you
a
brief
description
of
what
the
investigations
division
does
and
according
to
krs-7410
2c4,
that's
in
our
enabling
statute.
We
have
investigatory
authority
over
education,
complaints
in
the
state.
We
currently
have
four
full-time
investigators,
we've
just
hired
a
fifth
one
to
become
an
on
board
in
August,
and
we
have
one
part-time
investigator.
E
So
we
have
plenty
to
do
with
the
office.
The
the
types
of
cases
and
complaints
that
we
get
are
are
of
a
great
variety.
The
main
ones
we
get
is
we
get
complaints
about
the
functioning
of
the
school-based
decision-making
councils
and
whether
or
not
they're
able
to
function
according
to
statute.
We
get
a
lot
of
complaints
with
regard
to
Board
of
Education
members,
unfortunately,
as
to
whether
or
not
they're
still
eligible
to
serve
I
can
go
into
more
detail
on
that
a
little
bit
later.
We
get
complaints
about
certification.
E
In
other
words,
is
someone
certified
to
teach
in
the
field
that
they're
teaching?
In
also
we
get
complaints
with
regard
to
nepotism
and
hiring?
So,
there's
just
a
lot
of
different
types
of
complaints
that
we
can.
We
can
get
our
process
once
we
get
a
complaint
is,
is
we
don't
take
action?
Unless
we
have
a
written
complaint,
we
do
have
a
hotline,
so
somebody
may
call
us
in
with
a
concern,
but
we
don't
evaluate
it.
Much
less,
take
action
on
it
and
open
up
a
case
on
it.
E
Unless
we
have
a
written
complaint
to
go
on,
we
do
accept
Anonymous
complaints.
We
find
that
if
there's
enough
information
in
them,
they
can
be
just
as
reliable
as
a
complaint
where
we
know
who
is
making
the
complaint.
So
once
we
decide
to
open
a
case,
I'll
assign
usually
a
couple
of
investigators
to
it.
They
will
go
to
the
district
and
interview
relevant
people.
I
will
throw
in
very
quickly.
We
do
not
interview
students,
we
don't
interview,
kids,
that
opens
up
a
whole
different
bag
of
worms.
Doing
that
do
parents
need
to
be
there.
E
What
are
the
rights
of
the
child?
So
we
don't
interview
kids,
no
matter
how
old
they
are,
but
we
certainly
do
interview
the
staff
and
interested
people
that
have
information
about
the
complaint,
and
once
we
investigate
it,
we
come
back
to
Frankfurt
the
team
that's
assigned
to
it
will
do
a
preliminary
report
and
we'll
send
that
back
to
the
district
to
the
people
that
we're
looking
into
and
give
them
another
opportunity
to
give
us
input.
E
So
they
give
us
input
when
we
investigate
and
interview
them,
then
they
see
the
preliminary
report
and
that
gives
them
another
shot
at
either
agreeing
with
or
objecting
to
whatever
we
have
in
the
preliminary.
We
consider
that
we
may
or
may
not
change
the
preliminary.
Then
we
issue
a
final
report
that
goes
to
the
district.
We
don't
see,
yard
sales
is
a
punitive
organization.
What
we're
trying
to
do
is
locate
problems
and
fix
them
with
remedies
such
as
training.
E
We
would
mandate
that
the
people
who
are
not
VI,
who
people
who
are
violating
education
law,
get
training
in
the
law
so
that
the
problem
will
not
happen
again.
If
necessary.
May
we
may
refer
it
to
another
Agency
for
further
activity,
but
I'll
go
into
that
briefly
in
a
second
as
well
again
like
we
have
lots
of
different
types
of
cases
and
complaints
and
I
will
just
briefly
point
out
numbers
on
page
two
of
our
report.
E
There's
a
information
there
about
how
many
complaints
we've
taken
lately
and
this
year
they
to
be
frank,
they
just
kind
of
skyrocketed,
you'll,
see
in
2022
that
we
had
478
written
complaints
in
21.
We
had
363.,
it's
not
in
a
table
here,
but
the
numbers
for
so
far
in
2023
add
up
to
390
written
complaints.
E
E
We
do
try
to.
We
don't
open
up
all
of
those
complaints.
Those
numbers
that
were
run
years
ago
said
I
opened
up
something
about
eight
to
ten
percent
of
the
complaints,
oftentimes
they're,
not
for
us
to
deal
with
and
of
course,
the
best
answers
are
local.
If
the
local
board
superintendent
principals
can
work
it
out,
and
so
we
refer
a
lot
of
those
back
to
the
Local
District.
E
Also,
just
briefly,
let
me
touch
on
a
several
types
of
complaints
that
are
either
practically
or
by
Statute.
We
refer
to
another
agency
concerns
over
accountability,
testing
by
Statute
those
go
to
the
Department
of
Ed.
The
Department
of
Education
also
has
an
excellent
office
of
early
learning
and
special
education
they're,
the
ones
who
know
the
idea
law
better.
So
when
we
get
special
education
type
complaints,
we
refer
those
to
the
Department.
E
When
people
have
a
discrimination
complaint,
they
can
always
go
to
private
Council,
but
we
often
refer
them
to
the
Kentucky
Commission
on
human
rights
or
the
United
States
Department
of
Education
Office
of
civil
rights.
We
do
deal
with
some
open
meeting
and
open
record
violations
because
it's
important
that
public
agencies
like
school
boards
have
their
minutes
in
order,
but
oftentimes
those
cases
may
be
sent
to
the
attorney
general.
As
you
know,
the
Attorney
General's
the
enforcement
agency
for
open
meetings
and
open
records.
E
If
we
run
into
criminal
activity,
we
can
always
refer
that
to
law
enforcement,
we're
not
capable
of
doing
serious,
Big,
Time
audits.
So
if
there's
a
financial
question
that
can
be
sent
to
the
auditor
and
also
we're
very
well
aware
under
620
030,
if
you
have
reasonable
grounds
to
believe
that
a
child
is
dependent,
neglected
or
abused,
you're
you're
obligated
under
statute
to
send
those
to
law
enforcement,
the
prosecutor
or
the
or
the
cabinet
for
human
resources
or
the
cabinet
for
families
and
children.
E
Just
briefly
other
types
of
cases
that
we
deal
with,
we
with
regard
to
school-based
decision
making.
Sometimes
we
get
complaints
about
the
election
for
the
school-based
decision-making
Council,
whether
or
not
the
principal
is
adequately
consulted
with
the
council
before
he
makes
hirings
whether
or
not
they
have
their
mandated
policies
in
line
with
regard
to
the
board
members.
There
are
questions
oftentimes
about
board
member
eligibility.
E
There
is
the
concept
of
incompatible
offices
that
we
run
in
a
board.
Member
even
on
the
local
level,
is
considered
to
be
a
state
officer,
so
you
can't
be
a
state
officer
and
at
the
same
time
had
city
or
county
employment
or
office,
and
so
sometimes
we
run
into
situations
where
people
who
were
sitting
on
the
board
have
an
incompatible
office,
sometimes
their
financial
conflicts
of
interest.
So
we
have
to
sort
through
the
board
members
voting
on
something
that
they
had
a
financial
stake
in
and
that
would
be
inappropriate.
E
We
have
residency
concerns
a
lot
of
times
people
move
from
the
district
from
which
they
were
elected,
which
could
could
make
them
ineligible,
and
one
thing
we
see
a
lot
sometimes
is
board.
Members
are
not
supposed
to
be
involved
in
Personnel
other
than
the
hiring
of
the
superintendent
or
the
board
attorney.
E
Sometimes
the
board
members
start
meddling
in
Personnel
like
who
gets
hired
to
be
a
teacher
or
principal,
and
that
would
be
inappropriate
so
again,
I've
kind
of
gone
through
this
quickly,
but
that
should
give
you
an
overview
of
what
investigations
does
and
I
can
answer
any
questions
that
you
have
or
turn
it
over
to
Dr
Liguori.
For
his
part.
D
D
F
Was
not
so.
F
Actually,
I'm
sorry,
yes,
I
am
going
to
present
something
very,
very
we'll.
F
Good
morning
my
name
is
Dr
Barth
liguory
I
am
the
research
division
manager
at
the
Office
of
Education
accountability.
Krs-7410
requires
ears
to
adopt
an
annual
research
agenda
for
oea.
The
agenda
is
assigned
and
carried
out
under
the
direction
of
years.
Process
involves
the
discussion
of
possible
topics
between
OVA
staff
and
members
of
years.
F
Once
topics
have
been
narrowed,
a
summary
of
suggested
topics
is
presented
to
ears
for
consideration
and
adoption.
Oea
staff
considers
I'm
sorry
conducts
researcher
at
the
year
and
Report
says
here
is
when
the
studies
are
completed.
Oea's
research
division
consists
of
a
manager
and
five
full-time
research.
Analysts
in
2022
oea
was
a
an
award-winning
staff.
We
we
were
awarded
a
certificate
of
impact
by
the
National
Conference
of
State
Legislature
Sports
2019
report,
an
overview
of
school
counselors
in
Kentucky
in
2023.
F
We
were
awarded
another
certificate
of
impact
by
ncsl
for
our
2021
report
and
interactive
feature:
funding,
Kentucky
public
school,
public
education
and
Analysis
of
Education
funding.
Through
the
seek
formula
in
2022
oea
completed
the
following
studies:
each
has
been
published
and
can
be
found
on
the
lrc
Publications
website,
Kentucky
District
data
profile
school
year.
F
2021,
that's
research
report
number
475.,
a
review
of
school
funding,
adequacy
studies,
research
report,
number
480.,
Credit,
Recovery
in
Kentucky
advantages
and
drawbacks
research
report,
479,
which,
as
a
matter
of
fact,
I
heard
yesterday,
I
found
out
yesterday
one
another
ncsl
notable
document
award
for
2023.
So
congratulations
to
all
staff
who
are
involved
and
in
that
report
you
can
read
more
about
these
reports.
F
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
and
also
review
of
Effectiveness
and
efficiency
of
school
districts
and
affecting
students,
academic
and
post-secondary
outcomes.
This
study
will
conduct
a
longitudinal
analysis
of
Kentucky
school
expenditures
and
outcomes
associated
with
academic
and
post-secondary
success.
Education
expenditures
will
be
examined
at
the
state
and
District
level.
F
G
I've
been
mentioned,
the
number
of
complaints
were
up
any
reason.
You
would
think
that
would
be.
E
I
mean
I,
certainly
call
the
superintendents
and
the
principals
and
layout
to
them
what's
going
on,
but
that's
a
classic
case
of
where
the
only
way
you
would
settle
a
dispute
like
that
you'd
have
to
go
to
the
district
and
interview
the
kids.
You
know
you'd
have
to
talk
to
the
students
and,
as
I
said,
we
have
never
done
that.
I.
Don't
think
that
legislators
want
us
to
do
that.
We
don't
have
any
business,
you
know
talking
to
10
year
olds
and
16
year
olds
or
whatnot.
E
So,
while
those
those
are
certainly
disturbing,
if
somebody's
not
getting
the
services
they're
entitled
to
with
regard
to
special
ed
or
if
somebody's
getting
bullied,
it
certainly
bothers
us,
but
we
just
simply
refer
those
somewhere
else.
Why
we're
getting
more
of
those
I
don't
know?
Maybe
that's
just
a
reflection
of
society.
I,
don't
know.
Okay,
thank.
D
You
and
one
thing
to
point
out
free.
Thank
you
Bart
frequently.
If
a
district
is
in
turmoil
and
distress
and
there's
just
a
lot
going
on
in
a
district
and
our
name,
our
contact
gets
out
there
we'll
see
a
flood
from
a
district
in
distress
and
KDE
will
see
this
too
Todd's
back
there
and
I
know
that
you
know
we
could
point
out.
We
won't
name
names.
D
There
are
certain
districts
that
are
just
going
through
a
lot
and
so
frequently
we'll
just
get
a
flood
of
complaints
about
a
single
district
and
a
lot
of
times
if
they
are
going
through
turmoil
and
hiring
somebody
or
in
a
determination
or
a
tough
decision-making
process.
D
At
the
board
level,
people
try
to
pull
us
in
and
help
them,
and
that's
not
our
role.
So
we
don't
get
involved
in
those
we
may
come
in
after
and
see
if
processes
were
followed
or
open
records
in
open
meetings
were
followed.
Sometimes
we
follow
up
with
that
type
of
investigation,
but
we
don't
drop
ourselves
in
the
middle
of
those
and
try
to
fix
problems,
but
I
think
we've
been
seeing
a
quite
a
bit
of
that
too.
A
I
had
a
couple
questions.
My
first
question:
co-chair
Lewis
had
the
exact
same
question
that
I
had
on
you
know
the
spike
in
these.
In
these
things,
what
what
the
subject
matter
is,
and
so
you
you
said
bullying
and
special
needs.
A
E
I
mean
I,
don't
know
if
they're
spiking
or
not.
We
do
get
a
lot
of
complaints
with
regard
to
certification
and
and
people
who
don't
go
through
the
alternative
certification
process
correctly.
The
situation
where
you
need
to
be
the
one
where
you
need
to
be
enrolled
in
a
program
in
college
and
simultaneously
have
a
promise
of
a
job
in
the
district.
So.
A
Would
that
generally
be
like
another
teacher
in
the
district
leveling,
the
complaint
probably.
A
A
A
E
D
I,
would
you
know
that's
that's
funny.
You
say
that
we
do
have
certain
districts
we
are.
Our
name
is
out
there.
We've
been
in
there
since
1990
every
few
years,
we're
back
on
a
certain
issue
so
that
that
Community
knows
of
us
every
once
in
a
while,
we'll
get
a
new
community
or
a
new
complaint
and
all
of
a
sudden
we
just
get
a
bunch
in
that
district,
and
so
they
are
just
finding
out
about
us.
A
So
it
may
be,
one
person
in
the
district
has
a
memory
of
hey.
This
is
the.
D
Agency
that
and
I
think
a
lot
of
the
different
organizations,
education,
organizations,
KDE
staff,
things
like
that.
They
may
get
a
complaint
and
say:
well,
that's
not
an
issue
we
can
handle
but
oea.
So
we,
you
know,
we
do
have
people
that
refer.
They'll
say
we.
You
know
we
called
somebody
and
they
said
we
should
call
you
or
a
complaint
comes
in
so
I
think
we
get.
We
do
get
referrals
of
that
that
sort,
but
we
don't
know
where
people
get
us
and
we
do
have
online.
We
have
a
online
Complaint
Form.
D
So
if
they
seek
out
education,
complaint
I
think
we
do
come
up
and
it's
a
pretty
easy
process.
They
just
they
don't
even
need
to
put
their.
You
know
we
take
Anonymous
as
long
as
they're
sufficient
detail.
E
One
thing
also
I
would
add
you
know.
Social
media
is
probably
kicked
in
more
so
than
it
has
in
1990
and
through
time
you
know
up
up
to
the
present
there's
more
social
media
sites
and
then
people
who
have
a
complaint
they
they
may
want
to
try
to
generate
some
support,
so
they'll
put
it
online
and
then
boom
after
that
you'll
have
more
people
complain
so
that
that
could
be
a
factor.
D
And
through
the
years
we've
gotten
pretty
decent
media
coverage
through
local
media
and
then
the
newspapers
pick
up
our
cases.
We
get
people
that
do
open
records
for
all
of
our
final
reports
and
then
they
decide
you
know.
Are
they
going
to
write
an
article
on
it?
So
somebody
May
read
something
in
the
paper
that
references,
a
report
that
we
made
or
a
finding
and
and
that
could
trigger
them
to
file
a
complaint.
A
So,
thank
you
so
much
so
now
we're
going
to
any
other
questions
for
members
seeing
none.
We
have
to
actually
accept
the
report
now.
I
have
a
question
but
by
the
way
I'm
new
I'm
new
to
this
committee.
So
as
far
as
the
distribution
of
the
report,
obviously
it's
posted
on
the
lrc
website.
A
How
are
we
going
to
get
this
report
as
far
as
the
members
just
have
our
members
check
out
our
RC
website
is
that
how
it
generally
Works.
D
Generally,
I
think
we
can
also
send
hard
time.
Thank
you,
Bart
he's
reminding
me.
We
can
get
hard
copies
to
everybody,
we'll
send
them
up
once
they're
final
and
we
can
get
bound
copies.
A
I
would
suggest
we
do
that
because
it
sounds
like
some
of
these
reports
are
very
very
important.
I
got
one
more
question
before
we
vote
and
I
don't
know
if
this
is
the
proper
time.
A
F
Right
now,
we're
analyzing
the
data
as
we
speak.
A
couple
of
things
that
do
show
up
and
in
terms
of
some
of
the
data
that
that
we
have
been
seeing
is
that
we
have
noticed
a
little
bit
more
obviously
of
a
shortage
and
we're
we're
focusing
both
on
classified
and
certified
Staffing
shortages.
So
one
of
the
things
that
we
have
noticed
are
that
classified
shortage
is
a
little
bit
more
widespread
and
depends
upon
the
time
of
the
year
that
that
we're
looking
at
it.
F
We've
done
some
analysis
of
that
I'm,
trying
to
figure
out
I'm
trying
to
remember
so.
D
Premature
I
mean
they've
got
it.
We
we
did
an
excellent,
widespread
survey
across
the
state,
so
we'll
have
that
data
analysis
and
then
they're
doing
I,
guess
data
that
they've
collected
from
KDE
and
others
so
we'll
have
that
in
October.
A
A
Seeing
none
at
this
time,
I
will
accept
I'll
make
a
motion
to
accept
this
report
as
presented.
Is
there
a
second?
We
have
a
second.
We
have
a
Voice
vote
on
this.
All
those
in
favor
of
accepting
the
report
say
aye
opposed,
nay
eyes
have
it
report
is
accepted.
A
Thank
you
so
much
for
this
presentation,
part
of
the
presentation
moving
right
into
the
next
segment.
You
guys
are
you
I'm,
sorry,
you
all
are
going
to
present
the
Kentucky
District
data
profiles.
If
Dr
liguoria
would
proceed,
but
I
made
a
mistake
earlier
I
will
say:
I
said,
classify
I
said
staff
brought
the
donuts.
You
actually
brought
the
donuts.
Thank
you
for
that.
This
does
not
violate
ethics
rules.
The
cup
of.
H
F
Good
morning,
just
for
the
record,
my
name
is
Dr
Barth
liguire
I'm,
the
research
Vision
manager
at
the
Office
of
Education
accountability.
Today,
we're
presenting
the
Kentucky
District
data
profiles
for
school
year
2022..
This
publication
won
a
notable
document
award
in
2012
from
the
National
Conference
of
State
legislatures.
F
F
The
2022
data
profiles
have
gotten
a
bit
of
makeover.
As
you
can
see,
we've
included
some
new
data
points
to
keep
the
publication
fresh.
We
also
included
comparisons
between
Kentucky
and
surrounding
states
on
some
key
education
metrics.
These
changes
are
reflected
in
both
the
print
and
the
interactive
editions
of
the
data
profiles
for
the
purpose
of
time.
Today,
we'll
focus
mostly
on
the
print
version
of
the
profiles
and
the
changes
in
the
2022
data
profiles.
However,
I
will
give
a
small
demo
of
the
online
version.
F
I
would
also
like
to
give
a
shout
out
to
the
entire
oea
staff,
who
helped
determine
the
changes
in
this
year's
data
profiles
to
make
sure
the
most
relevant
data
points
were
selected
for
inclusion.
In
particular,
I
want
to
thank
Albert
Alexander
our
data
Guru
over
at
oea.
He
compiled
all
the
data
and
put
the
profiles
in
he
put
the
profiles
together
and
put
them
into
the
print
version.
F
F
F
The
visualizations
include
the
same
data
where
you
can
sort
the
data
from
greatest
to
least
and
selected
variables,
heat
maps
that
are
already
at
the
click
of
a
button
and
longitudinal
graphs
that
have
information
for
each
year
dating
back
to
2013.,
as
I
mentioned
before.
The
bulk
of
this
presentation
will
focus
on
the
print
edition,
but
I
will
do
some
cutaways
to
show
some
screenshots
of
the
interactive
Edition
at
the
end
of
the
presentation.
I
will
also
do
a
quick
demonstration
of
a
new
interactive
data.
Visualization.
F
Here's
an
overview
of
what's
in
the
print
version
of
the
data
profiles,
the
data
dictionary
defines
terms
and
parameters
for
assembling
the
data
and
identifies
the
sources
of
the
data,
that's
followed
by
171
District
profiles
in
alphabetical
order.
After
those
is
one
profile
for
Kentucky
as
a
whole,
then
there
are
comparisons
between
Kentucky
and
neighboring
states.
The
values
for
Kentucky
and
the
U.S
are,
as
a
whole,
are
bolded
at
the
end
of
the
report
are
several
appendices.
Those
are
useful
for
comparing
districts
and
to
see
where
certain
districts
rank.
F
For
example,
one
appendix
shows
all
districts
ranked
by
per
pupil
assessment.
Another
one
shows
districts
ranked
by
percent
of
students
eligible
for
free
or
reduced
price
lunch.
That's
those
are
the
appendices.
Here's
a
bird's
eye
view
of
the
profile.
Each
profile
has
two
pages
page.
One
has
an
overview.
Staffing
information
and
student
characteristics,
graduation
and
discipline
data
page
two,
as
financial
and
student
performance
data.
F
F
F
Page
one
of
the
profiles
also
provides
demographics
membership
by
grade
level
and
race
and
ethnicity
for
2022
2021
five
years
ago
and
10
years
ago,
on
the
first
line,
you
see
the
percent
of
students
eligible
for
free
and
reduced
price
lunch
for
those
of
you
who
may
be
new
to
the
committee
subcommittee
or
new
to
education,
research
free
in
reduced
price
lunch
eligibility
is
often
used
as
a
Praxis
proxy
for
low-income
status.
Some
of
the
other
measures
include
percent
homeless
percent,
limited
English
proficiency
and
percent
migrant
new.
F
We
have
also
broken
out
the
percent
of
students
percent
of
exceptional
children
to
fall
into
three
categories.
There
are
three
different
categories:
speech
moderate
and
severe.
Each
of
these
gets
a
different
weighting
in
the
seek
formula.
The
appendix
has
a
total
number
of
exceptional
children
by
District.
F
Previously,
you
required
a
district
agreements
between
themselves,
but
now
we
have
free
free
movement
of
students.
By
looking
at
these
numbers,
you
can
see
how
many
students
districts
are
gaining
or
losing.
That
would
also
impact
how
much
money
a
district
is
gaining
or
losing
as
well.
F
F
F
Here
we
have
a
cutaway
to
the
online
profiles.
We
see
the
overall
trend
in
students
per
Council
from
the
interactive
profiles,
I've
included
two
districts
in
the
blue
and
the
state
and
the
gold.
You
can
see
that
over
the
last
10
years,
the
number
of
students
per
counselor
has
declined
with
some
of
the
largest
declines
being
the
last
few
years.
F
F
F
F
F
F
Oh,
we
also
included
data
on
Leverage
rate
type,
a
little
bit
about
levied
Ray
type.
Each
year,
school
districts
can
increase
Revenue
by
up
to
four
percent.
Without
the
potential
recall
of
that
tax
increase.
We
include
in
this
segment
whether
school
boards
took
the
four
percent
took
a
rate
lower
than
the
four
percent,
or
took
the
rate
above
the
four
percent,
and
whether
districts
took
above
or
below
the
four
percent
that
that's
actually
not
available
readily
available
in
any
other
source.
F
Here
we
see
what
it
would
look
like
as
a
map
on
the
online
data
profiles
with
the
55
districts
that
took
the
four
percent.
Sorry
it
took
under
the
four
percent
in
the
light
blue,
the
106
districts
that
took
the
four
percent
and
the
medium
bloom
and
the
10
districts
that
took
over
the
four
percent.
That's
in
the
darker
blue.
F
There
are
data
comparing
each
district
to
the
state
by
level
elementary
middle
and
high
for
math
and
reading.
There
are
data
for
all
students
and
economically
disadvantaged
students.
There
are
data
for
ACT
scores
as
well.
These
data
include
scale
scores
and
the
percent
meeting
CPE
college
readiness
benchmarks.
F
F
Academic
Readiness
includes
students
meeting
at
least
one
college
readiness
benchmark,
taking
an
AP,
IB
or
Cambridge
test
and
getting
a
passing
score
or
taking
a
dual
credit
course
and
earning
a
c
or
higher.
This
is
a
departure
from
years
past,
where
we
only
included
the
number
of
AP
tests
and
the
number
of
dual
credit
courses
in
the
data
profiles.
So
we
included
some
more
data.
F
Career
Readiness
includes
students
obtaining
an
industry,
cert
passing
an
end
of
program
assessment,
taking
a
dual
credit
career
course
and
earning
a
c
or
higher,
completing
an
apprenticeship
or
completing
a
work
based
learning
experience
which
that'll
be
available
in
the
future.
Those
data-
and
this
is
the
first
time
excuse
me.
B
F
This
is
the
first
time
that
we've
included
Career
and
Technical
Education
data
in
the
data
profiles.
Here
we
can
see,
for
example,
that
in
terms
of
Industry
search
about
21.8
percent
of
12th,
graders
and
graduating
seniors
have
earned
industry
certificates.
F
F
F
F
The
interstate
comparisons
are
included
after
the
state
page.
There's
a
lot
of
great
information
in
these
here.
Kentucky
its
surrounding
states
and
the
us
as
a
whole
are
compared
the
Kentucky
and
U.S
data.
Those
are
going
to
be
bolded
in
a
few
minutes.
I'll
show
you
what
it
looks
like
on
the
interactive
page.
F
The
data
on
the
online
version
of
the
data
profiles
is
identical
to
the
data
found
in
the
print
version,
but
is
presented
in
a
way
that
users
can
interact
with
the
data.
There
were
certain
requirements
we
wanted
to
adhere
to
in
making
the
tool
successful
this
year.
I
will
show
you
the
newest
portion
of
the
data
profiles,
the
interstate
comparisons
and
give
you
a
walkthrough
of
how
it
works.
You
can
navigate.
You
can
find
these
visualizations
by
navigating
from
the
lrc
main
page.
F
F
F
F
This
year
we
have
moved
away
from
tabs
and
we
have
gone
to
Pages
by
clicking
on
these
buttons.
You
get
two
different
pages
within
the
visualization,
so
we
have
demographics,
teacher
data,
Finance
act
and
naming
graduation.
By
clicking
this
button,
you
can
make
the
the
visualization
take
up
the
full
screen.
F
Please
note
that
the
U.S
value
is
at
the
very
bottom
as
you
roll
over
each
state
and
we'll
give
you
more
information
about
the
state
as
it
relates
to
the
variable
you
have
chosen.
The
first
variable
chosen
is
2021
total
enrollment,
as
you
can
see,
on
the
list.
California's
first,
with
nearly
6
million
students
followed
by
Texas,
Florida
and
New
York
at
the
bottom
of
the
list,
is
Wyoming
the
District
of
Columbia
and
Vermont
below
that
you
can
see
the
United
States,
the
total
for
the
United
States
being
approximately
50
million
students.
F
F
If
you're
looking
for
Kentucky-
and
you
can't
find
it
on
this
list,
what
you
can
do
is
you
can
go
to
this
filter
and
you
could
sort
it
in
alphabetical
order
and
then
you
could
find
it
a
lot
more
easily
see
where
we're
ranked
I'm
going
to
navigate
to
the
next
page,
which
has
to
do
with
teacher
Staffing
as
we're
doing
a
study
on
sapping
shortages
that
we
are
presenting
later.
This
fall,
as
we
mentioned,.
F
F
As
you
see
the
map
and
the
rankings
change
automatically
to
display
the
new
variable
within
average
teacher
salary,
you
see
how
each
of
the
states
are
ranked
between
Kentucky
and
its
neighboring
states.
We
see
that
there
are
differences.
We
may
notice
that
Kentucky
is
ranked
37th.
This
may
be
due
to
differences
in
the
cost
of
living.
F
F
A
F
F
Does
I'm
sorry
I
did
not
know
that
yes
and
yeah.
We
will
get
it's
going
through
the
complete
editing
process
right
now,
but
you
will
get
those
shortly
once
we
approve
I.
A
I
The
administrator
full-time
equivalents
is
that
and
I
kind
of
looked
in
the
definitions,
too,
is
that
building
or
central
office.
I
F
Yes,
we
do
we'll
take
a
look
into
that
to
make
sure
that
the
numbers
are
correct.
You.
A
Can
come
on
up
this
is
this
is
a
very
important
question.
F
J
Hi
I'm
Sabrina
Cummins
I
work
for
oea.
Basically,
these
are
the
codes
that
Katie
uses
to
submit
to
nces.
I
will
tell
you
that
some
districts
are
not
coding
things
properly,
so
the
numbers
are
off
for
some
I
looked
into
it
and
it
appears
that
they're,
just
not
coding
them
correctly
in
the
system
and
what
you
call
an
administrator
may
be
different
than
what's
reported
to
nces
all.
A
I
Yes,
I've
looked
at
some
of
the
kdae
financials
and
it'll
designate
columns
between
building
level
administrators,
so
principals
assistant
principals,
who
are
in
buildings
with
children
versus
central
office
and
when
the
district
had
all
buildings
Elementary
have
an
assistant
principle
that
increased
our
numbers,
but
it
was
definitely
people
on
the
ground
with
children
as
opposed
to
just
bloating
a
central
office
position.
So
I
just
really
wanted
to
understand
that
metric.
Thank
you.
You're.
J
A
I
And
yeah
I
really
would
like
to
understand
what
that
number
means.
If,
if
we
could.
J
I'll
talk
to
Jefferson
County,
okay,.
A
I
think
you've
answered
my
question,
but
it
was,
it
was
going
to
be
primarily.
You
know
we
got
the
the
district
profiles
in
here
and
my
main
question
was
going
to
be:
where
is
that
data
aggregated
so
across
the
state
and
so
I'm
assuming
it's
when
you
did
your
tutorial
on
the
different
spots
on
lrc
website?
Yes,
that's
where
you
aggregate
yeah.
F
Right
yeah,
if
you
were
to
sorry
it
would
be
right.
F
Here
so,
for
example,
here
we
see
that
you
see
where
there's
that
Circle.
If
you
click
right
here,
that's
where
you'd
get
the
printed
version.
I'm
sorry.
A
F
Could
do
that
of
many
of
the
metrics?
You
can
do
that
in
terms
of
that
would
be
for
the
whole
PDF.
If
you
wanted
to
look
at
a
particular
section
or
if
you
want
to
print
out
for
one
metric
or
if
you
want
to
print
out
just
for
a
few
I
would
recommend
one
of
the
better
ways
to
do
that
might
be
to
go
to
the
to
the
online
version,
and
you
can
do
printouts.
F
You
could
also
do
to
an
image
or
to
a
excuse
me
or
to
a
PowerPoint
slide.
D
And
Bart
can,
if
you
want
a
assistance
in
doing
that,
and
how
to
use
that,
especially
if
you're
working
on
a
bill
or
presenting
to
a
group
and
want
data
Bart
can
help.
Show
you
how
to
use
that
tool
to
get
a
PDF
that
you
can
then
print
or
use.
Any
of
those
reports
are
also
on
the
oea
website.
They're.
We
have
an
oea
link
on
the
lrc
website
and
we
have
Publications
there
too.
K
You
mentioned
that
there
were
other
districts
that
may
have
reported
numbers
that
aren't
accurate
at
this
point
with
the
collection
of
data.
Is
there
any
standards
that
we
provide
those
districts
reporting
standards
for
data?
Is
there
any
kind
of
data
standards
that.
F
D
One
thing
that's
very
important
about
this:
this
report
is
that
this
is
a
one
stop
for
all
of
this
data.
You
don't
have
to
go
to
Katie's
website
or
CPE
or
different
agencies
that
have
this
data,
we've
pulled
it
all
in
and
by
pulling
it
in
we've
got
staff
that
then
looks
at
all
the
data
and
may
see
outliers
say
you
see
a
data
point
that
says
zero
or
600.
A
A
F
Lot
a
lot
of
these
data
points
there
is,
there
is
legislation
that
is
that
relates
to
these
data
points.
However,
every
so
often
You,
Know,
A
District
might
need
extra
training,
as
as
we
all
may
know,
and
it
might
just
be,
they
might
have
slipped
up
and
how
they
reported,
or
there
might
have
just
been
a
glitch,
but
there
are
generally
there's
generally
statutes
and
regulations
that
determine
the
data
standards.
For
all
of
these
data
points,
gotcha.
I
So
this
is
kind
of
Spun
into
something
that
I
didn't
intend
I'm,
not
in
any
way
accusing
JCPS
of
trying
to
fudge
data.
What
I'm
saying
is
that
the
data
that
JCPS
shared
with
KDE
that
seemed
to
reflect
what
I
sensed
was
accurate
data
is
not
reflected
in
your
data.
So
while
it's
kind
of
Spun
into
maybe
KDE
made
a
mistake,
maybe
you
all
made
a
mistake:
is
a
possibility
as
well
I,
just
I.
I
Don't
want
this
to
become
a
I
just
want
to
understand
why
there
seems
to
be
a
discrepancy
in
what
these
numbers
are
versus.
What
JCPS
has
reported
to
KDE
in
the
documents
that
I've
seen
on
on
Staffing
yeah.
D
And
we
understand
that
and
we
see
it
all
the
time,
we're
not
we
don't
Point
blame
it.
You
know
fingers
at
anybody
and
say
you're
at
fault.
We
just
try
to
look
at
the
data
we
notice
outliers
and
we
work
with
the
agency
in
the
district
to
try
to
figure
out.
Maybe
something
just
didn't
get
filed
correctly,
or
maybe
something
just
didn't
come
through
to
us
correctly.
So
we
work
with
KDE
on
this
data
all
the
time.
Okay,.
A
G
More
of
a
comment
than
a
question,
but
this
is
really
important
and,
and
we
get
these
questions
up
here
from
our
other
colleagues
and
people,
you
know
I'm
always
getting
Well
everybody's
central
office
is
overstaffed
well,
if
we
can
show
them
and
I
mean
this.
Is
this
great
information?
No
look
at
your
administrative
report
at
your
central
office.
G
Well,
there's
your
data,
you
know
we
we've
got
that
to
say
in
the
legislation
that
we
want
to
pass.
Here's
why
we're
doing
this?
You
know
because
of
this,
so
this
is.
This
is
one
of
the
most
important
documents
for
us
and
school
districts
to
sort
of
compare
each
other.
Okay
is
my
neighboring
County?
How
are
they
how's
their
administrative
support?
You
know
so
this.
This
is
really
all
of
our
legislators.
Need
this
book
and
need
to
be
able
to
depend
on
it
when
we
start
talking
about
issues
so
again,
I
want
to
thank
you.
D
Glad
you
all
think
that
that's
we
think
it's
one
of
yes,
the
most
important
reports
we
put
out
just
for
the
accumulation
of
data
we
he
said
we
started
it
with
2008
or
seven
data
in
our
office.
We
would
go
out
and
do
investigations
and
in
2007
I
taught
we
worked
with
Al
and
Sabrina
and
the
crew
and
said
we
just
need
elevated
the
data
about
each
district
on
just
two
pages.
D
Just
so
when
we
go
into
a
district,
we
know
what's
going
on
and
that's
sort
of
Simply
how
it
started
and
we've
turned
it
into
this
report
and
and
it's
continued
and
I
think
it's
in
it
just
improves
every
year,
and
you
know
we
find
errors
in
the
data
just
because
our
staff
has
worked
with
this
data
for
so
long.
They
know
when
something
looks
wrong,
but
we
can't
catch
every
problem
and
they're.
D
So
when
you
assign
other
studies
like
the
adequacy
study
and
the
Credit
Recovery
study,
then
we
deep
dive
into
that
data
and
then
we
can
find
more
issues
and
you
know
reporting
issues
or
whether
the
data
is
being
collected
accurately.
So
they
all
go
hand
in
hand,
and
so
knowing
the
data
well
through,
the
profiles
helps
our
other
studies
too.
A
Thank
you
to
I'll,
just
Echo
co-chair
Lewis
y'all
do
an
excellent
job
and
we
should
never
of
all
the
legislation
we
consider.
If
it's
not
a
good
piece
of
legislation,
it's
not
due
to
a
lack
of
information.
It's
clearly
clearly
here,
just
the
the
first
18
pages
of
the
report.
I
mean
you
could
read
those
18
pages
and
get
a
primer
on
the
acronyms
and
what
you
know
what
goes
on
in
Kentucky,
so
you
may
not
like
this,
but
when
was
the
last
time
you
all
presented
to
the
education
committee.
F
Think
two
or
three
years
ago
we
had
I
think
school
I'm.
Sorry
it
was
the
seek
report,
so
that
was
three
years
ago:
2020
I,
think
2020
or
2021..
Okay.
So.
A
I'm
gonna
I'm
gonna,
warn
you
we'll
probably
request
that
you
all
present
again
to
to
education
committee.
A
Basically,
you
know
what
is
your
role
and
then
give
maybe
a
reduced
version
similar
to
this
here's,
the
information
that's
available
each
member,
so
we
have
a
lot
of
new
members
and
yeah
I
didn't
know
about
all
the
you
know.
I
had
access
to
all
this
data
for
a
long
time,
so
so
I'll
just
throw
that
out
there
here,
any
further
questions.
A
L
You
have
before
you
this
morning,
of
course,
a
regulation
involving
assessment,
accountability
by
Statute.
Those
regulations
come
to
this
body
for
review
instead
of
the
administrative
regulation
review
subcommittee.
What
we
have
is
703
Kar
5270,
that's
Kentucky's
accountability,
system
and
very
big
picture.
This
regulation
is
an
amendment
that
incorporates
some
required
changes
from
Senate
Bill
59
of
2022,
as
well
as
Senate
Bill
25
of
2023,
and
that
is
to
incorporate
work-based
learning
programs
into
the
accountability
system,
so
that
schools
receive
credit
for
work-based
learning
experiences
that
students
complete.
A
Mine's,
a
procedural
question
and
I'm
chair
of
the
administrative
rights
committee,
as
you
know,
and
I
did
not
know
this,
so
this
reg
never
flowed
through
administrative
regs
comes
here
instead
yeah
gotcha,
so
so
I
thought
we
got
to
review
all
right,
I
didn't
know
somewhere
outside.
So
any
questions
from
members
on
this
regulation,
in
particular.
A
A
A
You
know,
put
out
there
how
the
committee
works
and
so
for
clarity,
normally
how
this
committee
works
is
October
November
the
Senate
comes
up
with
the
topic.
The
house
comes
up
with
a
topic:
that's
presented
as
an
oea
study
topic.
We
vote
on
and
approve
it
going
down
the
road
at
this
time,
we're
doing
something
a
little
bit
different.
A
A
Little
bit
early
is,
is
the
only
difference,
so
I
just
want
to
throw
that
for
full
disclosure
to
all
members
and
so
I'm.
It's
real
short
I'm
going
to
read
the
proposed
study
topic
number
one:
review
of
school
district,
current
governance
models
used
across
the
U.S,
taking
into
account
factors
such
as
range
of
District
configurations,
District,
size,
District,
setting
school
choice,
opportunities
and
population
characteristics.
The
second
part
of
the
study
would
be
review
state
intervention
models,
considering
reasons
for
intervention
models.
A
A
Are
there
any
questions
on
this
topic?
See
none
I'll
make
a
motion
that
we
that
this
be
the
study
topic
that
oea
one
of
the
study
topics
that
oea
investigates
in
the
20
24
term
do
I,
have
a
second
have
a
motion
and
a
second.
Once
again,
this
is
a
voice
vote.
All
those
in
favor
of
this
topic
say
I
I,
all
those
opposed,
nay
eyes
have
it.
A
So
this
is
you
got
your
marching
orders
on
this
particular
topic,
any
other
questions
we're
going
to
move
into
a
couple
other
items:
do
we
have
any
other
questions
before
I
proceed
now,
we'll
discuss
further
items?
Basically
the
October
and
November
agenda,
the
October
agenda
the
oea
will
present
on,
as
they
said
earlier,
they're
classified
and
certified
Staffing
shortages,
November
1st.
The
oea
will
present
a
review
of
Effectiveness
and
efficiency
of
school
districts
in
affecting
students,
academic
and
post-secondary
outcomes
and
approve
the
2024
oea
research.