Interim Joint Committee on Education


Joint Meeting of the

Subcommittee on Elementary and Secondary Education


Subcommittee on Assistance to Schools


Minutes of the<MeetNo1> Meeting

of the 2006 Interim


<MeetMDY1> November 13, 2006


A joint meeting of the Subcommittee on Elementary and Secondary Education (5th meeting) and the Subcommittee on Assistance to Schools (4th Meeting) of the Interim Joint Committee on Education was held on<Day> Monday,<MeetMDY2> November 13, 2006.  The meeting began at Ninth District Elementary School in Covington, Kentucky, and concluded at Walton-Verona High School in Boone County, Kentucky.  The secretary documented member attendance on the respective attendance roll call forms.


Present were:


Members of Subcommittee on Elementary and Secondary Education:<Members> Senators Walter Blevins Jr., Brett Guthrie, Jack Westwood, and Ken Winters; Representatives Derrick Graham, Darryl T Owens, Frank Rasche, and Arnold Simpson.


Members of Subcommittee on Assistance to Schools:  Senator Jack Westwood, Co-Chair, Representative Frank Rasche, Co-Chair; Senators Walter Blevins, Jr., Brett Guthrie and Ken Winters; and Representative Derrick Graham.


Other Legislative Members:  Representative Thomas Kerr, Senator Richard "Dick" Roeding, and Representative Addia Wuchner.


Guests:  Rick Ross, Principal, Ninth District Elementary School; Bill Boyle, Superintendent, and Gene Kirchner, Assistant Superintendent, Walton-Verona Independent School District; Mark Krummen, Principal, and Larry Davis, SAFE Agent, Walton-Verona High School; Bonnie Brinley and Stephen Schenck, Kentucky Department of Education; Richard Innes, Bluegrass Institute for Public Policy Solutions; Chair Bill Wethington, Walt Ryan, Shirley Cummins, Kelly Fulmer and Tina Craigs, Walton-Verona Board of Education; Cathy Flaig, Boone County Fiscal Court; Susan Herron, Kentucky Education Association; and Karen Witt, Edvantia.


LRC Staff:  Audrey Carr, Janet Stevens, and Janet Oliver.


Since a quorum was not available at the beginning of the meeting, minutes of the previous meetings of the subcommittees were not approved.


Mr. Rick Ross, Principal of Ninth District Elementary School, welcomed the members and recognized students from various grades in the school who were selected to serve as tour guides for the members, LRC staff and other guests.  Representative Thomas Kerr was also present to participate in the tour of the school.  The members had previously been briefed at the full Interim Joint Committee on Education held immediately prior to the tour at Holmes High School in Covington about the school's success in spite of ongoing obstacles related to socio-economic factors.  The students escorted each member, staff and guest through the various classrooms and facilities providing brief comments and  answering questions.  Upon conclusion of the tour, members and staff had lunch and open dialog with the principal.


The members of the subcommittees then proceeded to Walton-Verona High School in Boone County for a tour of that facility.  Again, students of the school served as guides for the members, LRC staff and other guests.


Upon conclusion of the tour of Walton-Verona High School, Chairman Westwood reconvened the meeting.


Chairman Westwood introduced Bill Boyle, Superintendent of Walton-Verona Independent School District, and thanked him for hosting the meeting and providing a tour of the high school.


Mr. Boyle recognized the members of the Walton-Verona Board of Education who were in attendance at the meeting.  He stated that the school system, which began in the 1880s, has been a top ten academic performer since the Kentucky Education Reform Act (KERA) was enacted in 1990.  He also stated that Walton-Verona is the largest independent school district in the state covering twenty-six (26) square miles and is considered a supergrowth district having grown 22% in the last five years.  He related that ten mobile units are currently be used to accommodate the increased student enrollment, which currently is 1270 students.  The district consists of two schools--the high school is grades 7-12 and elementary is K-6.   Mr. Boyle stated that the new wing being constructed at the high school will be used for Grades 9-12 and the existing building will be used for Grades 5-8.  He further related that if the bonding capacity can be increased in the future, a new school may be built on land owned by the district near Verona.


Mr. Boyle identified his staff seated at the table with him as:  Mark Krummen, Principal, Walton-Verona High School; Gene Kirchner, Deputy Superintendent; and Larry Davis, SAFE Agent.  He explained that Mr. Davis has bridged the gap between home and school for many students over the past six years to correct attendance problems and that his position is funded by outside grants.  Mr. Boyle then asked Mr. Kirchner to discuss the school's past and current situation and future challenges.


Mr. Kirchner asked members to refer to information provided to them regarding the school.  He referred to the district as an "anomaly" school system because of its unique set of circumstances.  He explained that the elementary school was built to accommodate 500 students but currently has 700 enrolled, thereby necessitating the portable classrooms.


Mr. Kirchner asked the members to refer to the document entitled "District Information Study" dated September 2006, which was presented at one of the School Facilities Task Force meetings of which he is a member.  He stated that the document, produced by the University of Louisville and shared with the Task Force, indicates that Walton-Verona is projected to be the fastest growing school district in Kentucky over the next 20 years at approximately 55% with Boone County closely behind at 50%.


Mr. Kirchner stated that the school system was ahead of the curve in education reform giving as an example that four years of math was already being required, including algebra and geometry, and all students are required to take a foreign language.  He stated the schools have wireless network technology; all teachers have laptops; there is two to one  access for students with laptop technology; and plans are being developed to include smart board technology in all classrooms.  He further stated that 25-30% of the students qualify for free or reduced meals, the school has a 96-97% attendance rate and a successful transition rate into postsecondary institutions.   He said that the school system has been identified as an exemplary growth district, they have met all NCLB target goals; and have been honored by Standard and Poor as one of the top school districts in the nation.


Mr. Kirchner then discussed a major initiative being conducted in the district called Measures of Academic Progress (MAP), which is an adaptive on-line assessment given to all students in K-10 that enables the school to track individual progress in the fundamental skills of reading, math, science and language.  He stated each student is expected to academically show a year's growth and each student's needed improvement areas can be individually addressed.


Mr. Kirchner made the following statements concerning the challenges they continue to face with regard to rapid growth in the district: the high school was built in 1954, with additions in 1963, 1970 and 1994; the student population has increased over 22% during the last five years and that rate is expected to double over the next eight years; the district intended to use the second growth nickel but language was not renewed during the last legislative session; and the district currently has the highest tax rate in Kentucky at 1.006%.  He stated it is hoped that the School Facilities Task Force will provide recommendations to address the facilities issue at its meeting in December.


Chairman Westwood asked how the school defines dropout and Mr. Boyle replied that, as required by KDE, each student that leaves must be tracked to find out if he/she enrolled in another public or private academic institution.  He stated enrollment in another institution usually generates a records request and if no request is made and the student's status cannot be determined, the student is classified as a dropout.   Mr. Boyle stated that Mr. Davis provides the tracking service for the school district.


Chairman Westwood asked if a key to success in Walton-Verona's low dropout rate was having someone to track high risk students.  Mr. Boyle stated that, as with all schools, Walton-Verona has only one counselor for 500-600 students, which makes one on one counseling difficult.  He again related that Mr. Davis' position is funded through grants.  Mr. Davis stated that during the past year, he had conducted 165 initial home visits and numerous follow-up visits. 


Senator Roeding asked if the dropout rate would be dramatically affected if the age was changed from sixteen to eighteen before a student could withdraw from school.  Mr. Kirchner stated that the Northern Kentucky Chamber of Commerce supports changing the age to give the schools another tool to encourage attendance; but, alternative programs for students between 16-18 who want to dropout may be necessary to avoid disruption in the classrooms.


Senator Roeding asked how many students in the Walton Verona district are currently being taught in mobile units.  Mr. Boyle responded that over 200 students are being taught utilizing 10 different mobile units.  Senator Roeding asked if the new addition will accommodate those students and Mr. Boyle responded it would currently accommodate the students but the district will keep the mobile units to accommodate the continuing population growth.  Mr. Kirchner explained that the school currently does not have facilities to accommodate various sports, including track, softball, football, and soccer, and there is no auditorium.  He stated that the school plans to share a facility with Boone County which was built with private donations and Boone County Fiscal Court appropriations.  Mr. Boyle related that the district currently has an $11 million dollar bond issue for the new addition to the high school.


Representative Wuchner commented that two important economic considerations in a growth district are the cost of building additional facilities and the formula used to compute funds for average daily attendance.  With regard to the formula, which is based on the previous year's data, she stated that the districts are also experiencing problems with operating expenses, and she will try to file legislation to correct the situation.  Mr. Kirchner added that the facility they are currently building will add an additional $250,000-$300,000 a year in additional operating expenses for which they are not currently funded.


Representative Graham related that 48% of the students at Frankfort High School, where he teaches are out of district and therefore pay tuition.  He asked what percentage of the students at Walton-Verona are tuition paid and Mr. Kirchner responded that approximately 15%, with Mr. Boyle adding that they are limiting the number of tuition paid students because they no longer have adequate facilities to accommodate growth within the district. 


Representative Graham also asked about the demographics of the students and Mr. Kirchner responded that approximately 25-30% are eligible for free or reduced lunch and less than one percent are African-American (8-9 out of 570 students) but they also have Hispanic, Asian or other nationalities.  Representative Graham asked how many strands Walton-Verona has to meet in NCLB and Mr. Kirchner responded ten.


Representative Graham complimented the school's staff on their assessment initiatives and inquired about the processes used when a student falls behind.  Mr. Kirchner stated they have a month long summer program geared toward assisting  students who do not have a passing grade.   He related that their on-line assessment provides the staff with longitudinal data to ascertain each student's academic growth and areas where special attention is needed.  Mr. Krummen stated that the assessment also ensures that the subject areas are being taught consistently throughout the school and that the students are being adequately prepared to transition into the cumulative, comprehensive exams given at post-secondary institutions.


Representative Graham commended the faculty and the board members as well as fiscal court members for their support of the school system.


Senator Guthrie commended the good leadership that had been displayed throughout the day.  He asked what kind of bonding capacity would have been created if the nickel had been equalized.  Mr. Kirchner stated that it would mean a little over two million dollars additional bonding capacity.  He related that he served on the Urgent Needs Advisory Committee which focused on three situations: (1) those districts who qualified for equalization based on growth criteria, but did not get it, of which Walton-Verona is one; (2) those districts which previously qualified for urgent needs but did not use the money when it was awarded and inflation has put them in a situation where they could not follow through with their project; and (3) the supergrowth districts, which include Walton-Verona, Boone County, Oldham County and Williamstown Independent.  Mr. Kirchner stated that the last legislative session was the only one in which the nickel did not get equalized.  He said that even though Walton-Verona did not get assistance, the Urgent Needs Advisory Committee truly met the needs of some communities in desperate need of funding.


Chairman Westwood thanked the administrators for their presentations and he stated that it was his understanding that urgent needs would be on the agenda in December.  He also recognized Ms. Cathy Flaig with the Boone County Fiscal Court who was in attendance at the meeting.


Chairman Westwood stated the Assistance to Schools Subcommittee would now take a look at some of the recommendations that had been submitted to help those schools not meeting established goals for student achievement.  He explained letters were sent out requesting various agencies to give their recommendations.  He then  asked Audrey Carr, Committee Staff Administrator for the LRC Education Committee, to highlight those recommendations.


Dr. Carr asked the members to refer to the document entitled "Working Draft 1."  She explained that Page 2 of Chapter 1 listed the study questions which the subcommittee needs to address as set forth in HCR 214.  She stated that Chapter 2 highlights the differences between Kentucky assessment and accountability requirements and the provisions in No Child Left Behind (NCLB).  She explained that Chapter 3 is the research conducted by the LRC Education Committee staff of comprehensive school improvement models and other forms of assistance and that all of the documentation referenced is available in their offices.


Dr. Carr expounded on information contained in Chapter 3 of "Working Draft 1."  She stated that the key bullets on Pages 1-4  highlighted the research on the models and the characteristics of high performing, high poverty schools.  Dr. Carr said that, at the request of the chairs, her staff also researched what other states are doing that would be similar to Kentucky's Highly Skilled Educator Program and that information begins on Page 5 of Chapter 3.  She also stated that LRC Program Review has completed a study on Kentucky's HSE Program; and, although it was not adopted at the last committee meeting, it is available as a draft report if anyone wishes to review it.  Dr. Carr stated that several states spend far more money than Kentucky does on their highly skilled educators programs.  She also noted that in addition to highly skilled educator programs, some states have specific programs related to principals.  Dr. Carr stated that the staff found that, like Kentucky, most programs were too new to have adequate evaluations to predict their long term impact.


Dr. Carr then asked members to refer to Page 21 of Chapter 3 relating to school choice.  She stated that under NCLB, as well as Kentucky law, children are to be provided school choice when their schools are not performing adequately, but that NCLB guidelines must fit within each state's laws.  She explained that the section defines school choice and the premises on which it is based and describes the various positions of proponents and opponents of school choice.  Dr. Carr stated that although it seems that everyone believes in school choice, in practicality school choice is much more readily available to parents in affluent neighborhoods than in areas where poverty is prevalent.


Dr. Carr then discussed the types of schools available under the school option provisions of NCLB and Kentucky law, which are presented in the report beginning on Page 25.  With regard to charter schools, she related that Kentucky is one of only a few states that does not have a charter school law because of language in Kentucky's Constitution.  She stated that Kentucky does have for profit schools, magnate schools, transfer options within and between districts; access to online courses; and dual enrollment/dual credit with postsecondary institutions.  She related that some states are using educational vouchers, family income tax credits and/or deductions, school tuition organizations, and home schools to accommodate school choice.


Dr. Carr related she has been requested to provide the information on school choice from the national perspective and the chart on Page 31 summarizes the publicly funded education vouchers and scholarship programs throughout the country.  She stated that on Page 32, a caveat offering caution is provided should Kentucky policymakers choose to consider voucher or scholarship programs, which would possibly require changes in the Kentucky Constitution.


Dr. Carr stated that the working draft fulfills the request to her office to provide background research and information to the Subcommittee on Assistance to Schools.  She then asked the members to refer to the package of information entitled "RECOMMENDATIONS AS SUBMITTED BY VARIOUS EDUCATION AND POLICY GROUPS."  Dr. Carr stated that the co-chairs of the subcommittee sent a letter to all of the groups listed in the concurrent resolution asking for their recommendations.  She also related that the resolution contained language that  any other group who wanted to submit recommendations could do so and there was no intent to exclude any interested party.  She stated that, at the direction of the chair, letters were also sent to the Bluegrass Policy Institute, the Kentucky Chamber of Commerce and the Prichard Committee and those groups submitted recommendations; and that letters were also sent to the Kentucky PTA and the Family Foundation but to date they have not submitted recommendations.


Dr. Carr asked the members to refer to the response from the Kentucky Association of School Councils.  She stated that they provided four (4) recommendations:  (1) fully support the highly skilled educator (HSE) program; (2) increase funding so that each HSE works only in one building; (3) encourage and support initiatives that build school and district capacity; and (4) fund research to provide data showing how schools are getting results with all students.


Next, Dr. Carr discussed the recommendations from the Kentucky Association of School Superintendents (KASS).  She stated they essentially recommended continued support of current types of assistance including the Voluntary Partnership Assistance Team (VPAT).  Dr. Carr stated that with the VPAT, a school district requests the assistance of the team, which is composed of a representative from KDE, KASS, and KSBA, a HSE, and an achievement gap coordinator.  She stated that currently this team is used at the district level and KASS is recommending that this type of assistance be extended to individual schools.   Dr. Carr related that KASS is also supporting the continuance of state assistance, where an HSE and selected KDE staff are assigned to work with and, at times, supervise district and school level staff; but believe a mechanism should be in place to ensure the school continues improving when these representatives leave the school.  Dr. Carr stated that the other recommendation from KASS is network assistance whereby a school district will employ an external person or group to help in implementing strategies to improve student achievement.


 Dr. Carr then discussed the recommendations from the Kentucky Department of Education's (KDE).  The first recommendation was to continue support to schools provided by the Highly Skilled Educator Program, Commonwealth School Improvement Funds, and Scholastic Audits.  Dr. Carr also mention the following recommendations offered by KDE: (1) continue support to schools with low accountability indexes and that fail to meet adequate yearly progress goals under NCLB again using Scholastic Reviews, Commonwealth School Improvement and targeted assistance coaching; (2) continue funding the reading and mathematics intervention programs and other professional development efforts to improve teaching and learning; (3) continue work to facilitate timely interventions when students begin to fall behind by helping schools implement Individual Learning Plans and extended school services; (4) provide funding for the Knowledge Management Portal to support more diagnostic assessments and instructional tools for teachers; and (5) design a leadership program to provide intensive voluntary training programs similar to that for highly skilled educators but for local district principals and central office instructional leaders.


With regard to the KDE recommendation about development of a staffing protocol for assistance schools in need of improvement, Dr. Carr stated that the first bullet under this recommendation to require the school council of any assistance school to hire a principal from the qualified candidates recommended by the superintendent would require a statutory change.  Also, she stated a statutory change may be required with regard to the second bullet which would require that only fully certified and highly qualified staff be assigned to a school in state assistance.   With regard to offering incentives to high performing teachers to move to low performing schools, Dr. Carr said this is already being done in some districts that piloted the differentiated compensation program but very little data is available at this point.


She continued on with their last recommendation for low-performing schools which was to develop pilot programs to facilitate parent, community and civic support for those schools.


Dr. Carr stated the Department also submitted recommendations for chronic low-performing schools, including establishing additional interventions and extending the current review of the school council authority to include schools that are ranked Level 3 two out of three years of two biennia, which may require statutory change.  She stated they also recommend  that an intensive Turnaround Principal Leadership Academy be developed which would require that the person accept at least a four year assignment to a low performing school upon completion of the program; that differentiated pay be provided while assigned to the school; and require the council, highly skilled educator or superintendent hire a principal from this cadre.  She continued with the next  recommendation to require any district with a Level 3 school for two biennia to enter into a nonresident student agreement with all receptive neighboring districts operating a school at the same organizational level that is meeting its goal, stating this would also probably require a statutory change.  The last recommendation was to allow authorization for school restructuring to include hiring of a new principal, teaching staff and implementation of a new instructional program by either the superintendent or turnaround principal.  She stated that school restructuring is allowable under NCLB, but only within the constraints of state law, and statutory language would probably be necessary.


Dr. Carr stated that the Kentucky Education Association had submitted quite a bit of rationale and discussion and their first recommendation was for the state to encourage and fund additional sources of data collection about Level 3 schools.  She stated they also described some processes and indicators they believe should be part of the review of those schools.   She stated KEA also recommended that the state should provide low-performing schools with sufficient additional paid time for the entire staff to improve its data gathering and analysis skills and for the school to comprehensively gather and analyze information about the school and its students, which would apply not only to gathering information but training teachers to assess student learning to improve teaching skills.  Dr. Carr stated they also recommend improvement in the HSE Program by clarifying the meaning of "assistance" and the purpose of HSEs.   She stated that KEA also discusses school based decision-making and principal hiring practices and recommend that no legal authority should be removed from SBDM Councils.  With regard to time, they recommend that the state should provide additional assistance to low performing schools so they can provide needed professional development for school staff, provide assistance with paperwork through additional staff; reduce class size so instruction can be differentiated, provide additional instructional personnel to assist students who need additional help, and focus teacher time on students.  Dr. Carr stated that KEA also bulleted the areas they believe are important in having effective schools. With regard to effective schools, they summarized what they considered important.  She stated their last recommendation related to funding and they were encouraging Kentucky school employees to ask the General Assembly to step up to the challenges of this work by providing the financial support necessary to work classroom-by-classroom to teach each child.


Chairman Westwood recognized Ms. Susan Herron from KEA and asked if she wished to make any comments.  Ms.Herron indicated that Dr. Carr had adequately reflected the Association's views.


With regard to the Kentucky School Boards Association submission, Dr. Carr stated they did not really outline succinct recommendations but provided literature for the committee's review and consideration.  She stated they did provide a summary of the philosophy of the Voluntary Partnership Assistance Team, of which they are a participant.  She stated they also provided a handout entitled "Specific Examples of What America's Cutting Edge High Schools Are Doing!", which is a summary of white paper by Dr. Jim Causby, and two booklets, one was "Results that Matter" and the other was "School District Leadership that Works."


Dr. Carr then discussed the submission from the Bluegrass Institute for Public Policy Solutions.  She stated their first proposal related to recruiting professionals who are retiring from the scientific and technical areas to teach in the classroom because of the shortage of qualified teachers in those areas, and that differentiated pay be used to entice their participation.


Representative Graham asked if this was the only think tank from which the subcommittee received recommendations and why was Bluegrass Institute involved or asked to provide recommendations. Chairman Westwood stated he asked them and the Prichard Committee to provide recommendations.  Representative Graham expressed his concern that the recommendations from Bluegrass are presented in a partisan manner and are philosophical in nature, stating he did not want to play politics with education.  Chairman Westwood responded that he is not playing politics; that Bluegrass, although conservative, is not a political organization; and that the whole education debate is philosophical in nature.  Representative Graham stated Bluegrass is more geared toward partisanship than any of the other organizations.


Senator Roeding stated he agreed with Chairman Westwood that each submission is based on philosophical views and the main purpose of all the recommendations is to solve the issues.  He said he did not see anything political in Bluegrass Institute recommendations and that they should listen to all sides of the argument.


Representative Graham stated, as a teacher, he is interested in moving the education process forward and only mentioned this about Bluegrass because of its engagement in activities that are much more partisan than any of the other organizations.  He stated he wants concrete recommendations that are best for all children as well as educators.  Representative Graham said that he wished the members of the subcommittee had been informed prior to this public meeting of who would be making submissions with recommendations.


Mr. Richard Innes with the Bluegrass Institute for Public Policy Solutions assured Representative Graham that politics were not driving any of the recommendations.  He stated the recommendations are based on a considerable amount of reading and research and there is no intent to be partisan.  He also stated that the Institute's only concern is in providing some answers for chronically under performing schools.


Dr. Carr continued with the second recommendation from Bluegrass that the Council on Postsecondary Education should be charged with creating a master plan to completely reform education in schools and that the legislature must require continuous reporting on progress.  Mr. Innes stated that he strongly recommend that each member become familiar with a report by Arthur Levine, past president of Columbia Teachers College, before making their final recommendations.


Dr. Carr stated that the third recommendation from Bluegrass was to establish an initiative on professional development similar to the reading and math programs created by the legislature in which they recommend thorough examination of the current professional development program, including surveys of school staff, to determine what works and what is not helpful.  Further, she said they recommended that this analysis include ways to re-educate teachers who were trained in the "discredited Progressive models" on more effective measures such as real Direct Instruction, proper phonics instruction, how to teach the basics of math in an interesting and effective manner and how to teach grammar.  Mr. Innes stated if the members would read the introductory materials they would better understand why the Institute is making these comments about specific types of instruction.

Dr. Carr proceeded with the next recommendations from the Institute which included allowing individual teacher choice for professional development; establishing a continuing certification program to keep educators abreast of developments in their specific areas; adopting a charter school law; and adopt portable scholarship programs for special-needs students.  Mr. Innes again stated that the members should read the introductory material in this letter which would help them better understand why some of the proposals are being made.  He also recommended that they become familiar with very recent announcements from the National Council of Teachers of Mathematics, the National Council of Teachers of English, and the Levine Report as well as recent material regarding reading instruction from some of the leading medical schools in this country.  He stated all of this material tends to undermine some of the current philosophy of our program studies and core content for assessment, which need to be reevaluated and that many of these recent announcements drive some of the recommendations Bluegrass presented at this meeting.


Mr. Innes offered to meet with Representative Graham to help him understand the Institute's proposals and Representative Graham declined.


Dr. Carr then discussed the recommendations from the Kentucky Chamber of Commerce, which included continuing support for the Commonwealth School Improvement Fund, the Highly Skilled Educators Program and Scholastic Audits.  She stated their submission also discussed achievement gaps, leadership and school culture and their belief that an aggressive effort in this regard would include focused high quality professional development, replication of best practices, pairing our lowest performing students with our best teachers, and other initiatives that incorporate high expectations and support.  She said they also discussed developing a rigorous, effective principal training program and incorporating a "cultural audit."


Dr. Carr then discussed the Prichard Committee recommendations, which included strengthening the Commonwealth School Improvement Fund, Highly Skilled Educator Program and Scholastic Audits; convening a study commission or other vehicle to fully examine new wisdom and experience regarding intervention in schools with chronic problems that are not likely to meet NCLB goals by 2014, paying particular attention to merging trends and best practices for school reconstitution including methods of engaging the communities in which the school is located to improve results; and, restore funding for school based rewards.  She stated they also recommended that every Kentucky student be with a highly qualified and well-trained teacher and that every three  and four year old child have access to preschool with a well qualified teacher followed up with state funded full day kindergarten.  She continued that they recommend aggressively improving math, science and technology achievement at all levels; enhance principal and district leadership; fund extended school services; provide family resource and youth services centers; and create new avenues to enlist community, parental and business support for schools.


Representative Wuchner stated it would have been very helpful if the information had been presented in a grid form.  Dr. Carr stated that she had intended to provide the information in such a format but she was unable to do so because of extenuating circumstances.


Chairman Westwood stated it is clear that there are a great number of recommendations including some that have previously been presented; some which are totally new ideas; and some that represent different viewpoints.  He stated that all of the recommendations will be helpful in making a determination on the direction to follow.  He also related there still may be more recommendations which have not yet been submitted, and instructed staff to provide members with any additional recommendations they may receive from interested parties.


Senator Winters stated that there is a vast amount of information before the subcommittee and recommended that public dissemination not be done until the subcommittee made their final report.  Chairman Westwood stated that the subcommittee was supposed to make a recommendation to the full Committee in December.


Ms. Karen Witt, who was in the audience, asked to be recognized by the Chair.  Ms. Witt stated that she is with Edvantia and came before the Subcommittee at its June meeting.  She disagreed with some of the information presented by LRC staff in the "Working Draft 1" paper concerning the exemplary educator program operated by Edvantia.  She stated she will send a 44 page report showing that 90% of the non-achieving AYP schools who used the Edvantia exemplary educator program are now achieving AYP and she would like to have the report disseminated to the members.


Chairman Westwood and Representative Rasche then discussed extending the deadline for submission of the final report to the full Interim Joint Committee on Education and directed Dr. Carr to draft a letter requesting an extension though the end of the upcoming legislative session.


There being no further business before the committee, the meeting adjourned at 3:40 P.M.