Public Comments on Kentucky's ARP ESSER State Plan — Kentucky Department of Education

Summary

Compilation of public comments on Kentucky's ARP ESSER State Plan, collected by the Kentucky Department of Education. A letter dated June 2, 2021 from the Kentucky Alliance of Boys & Girls Clubs urges the department to make its BOOST Summer Learning Grants available to community-based organizations rather than only districts, noting that districts receive $1.8 billion of the state's total $2.1 billion of ARP ESSER funds and must reserve 20% for out-of-school time programs. Forwarded emails dated June 3, 2021 carry further comments from community-based out-of-school time organizations. The comments are the commenters' own, and individual emails and contact details are omitted.

Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used

Full text

LY,

BOYS & GIRLS CLUBS
KENTUCKY ALLIANCE

June 2, 2021

Todd Allen, General Counsel
Kentucky Department of Education
300 Sower Boulevard, 5"" Floor
Frankfort, Kentucky 40601

To Whom It May Concern,

The Kentucky Alliance of Boys & Girls Clubs appreciates the proactive leadership and inclusive vision of the
Commissioner at the Kentucky Department of Education (KDE) for recognizing the vital role that afterschool and
summer enrichment programs will play in our recovery from the COVID-19 pandemic. The Building Opportunities
in Out-of-School Time (BOOST) Summer Learning Grants will be crucial to Kentucky’s youth in supporting their
academic acceleration and social-emotional development.

However, the current plan states these grants will be made to districts that operate comprehensive out-of-school
time (OST) programming over the summer months. Kentucky’s school districts are already receiving $1.8 billion of
the state’s total $2.1 billion of ARP ESSER funds. In addition, school districts must reserve 20% of their funding
(approximately $375 million statewide) to address learning loss through comprehensive out-of-school time
programs.

The Kentucky Alliance of Boys & Girls Clubs alongside the Kentucky Out-of-School Alliance encourages KDE to
make the BOOST Summer Learning Grants available to community-based organizations that have never stopped
supporting Kentucky’s kids throughout this pandemic and will continue to work with youth to ensure their
success, academically and emotionally, throughout the recovery. Community-based partners need access to
additional resources so they can:

e Expand access to serve more youth, with an emphasis on children and communities most impacted by the
pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment costs, and

e Increase programmatic quality and expanding or enhancing supports and services offered.

We stand ready to support KDE, school districts, and other out-of-school time partners as we build a more
equitable future for our kids!

Sarah Kidder, Alliance Director
Kentucky Alliance of Boys & Girls Clubs

FOR MORE INFORMATION, PLEASE CONTACT:
From: Konz Tatman, Toni - Chief Communications Officer

To: C Matthew - Division of S 1p I F ‘elly = KDE A iate © Saas
Subject: Fwd: Comments re: KDE"s ARP ESSER Plan
Date: Thursday, June 3, 2021 9:04:49 PM

Sent from my iPhone

Begin forwarded message:

From: KDE Communications <kdecommunications@education.ky.gov>
Date: June 3, 2021 at 8:43:55 PM EDT

To: "Konz Tatman, Toni - Chief Communications Officer"
<toni.tatman@education.ky.gov>

Subject: FW: Comments re: KDE's ARP ESSER Plan

For:

Sent: Thursday, June 3, 2021 2:22 PM
To: KDE Communications <kdecommunications@education.ky.gov>

Subject: Comments re: KDE's ARP ESSER Plan

Good afternoon,

Community-based out-of-school time organizations have played a pivotal role in
providing academic and social supports to Kentucky students, particularly throughout
the duration of the pandemic. Given that Kentucky school districts are receiving $1.8
billion of the state’s total $2.1 billion of ARP ESSER funds, | am writing in support of the
Kentucky Out-of-School Alliance’s request that KDE make the Building Opportunities in
Out-of-School Time (BOOST) Summer Learning Grants available to community-based
organizations. To reiterate this request, these partners need access to additional
resources so they can:

e Expand access to serve more youth, with an emphasis on children and
communities most impacted by the pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment
costs, and

e Increase programmatic quality and expanding or enhancing supports and
services offered.

Thank you for accepting these comments for consideration. If there is anything | can do
to help facilitate this requested plan in Louisville, please let me know.

Thank you!
Nicole

Nicole Eovino Diebold
Program Assoviate
CE. and 8. Foundation
oC CollegeBoard

Supporting Kentucky Students
through the American Rescue Plan

The College Board appreciates the opportunity to provide feedback to the
Kentucky Department of Education (KDE) as it develops its plan for funds
received through the American Rescue Plan (ARP). These funds can increase
equitable access for students to Advanced Placement (AP), helping ensure
Kentucky students are mastering the key skills for college and career.

Addressing Equitable Access to Rigorous Coursework and the Academic
Impact of Lost Instructional Time

The ARP provides state funding for activities and interventions that respond to students’
academic needs and address the disproportionate impact of covid-19 on
underrepresented students. In their state plan, KDE highlights that “students have
experienced challenges accessing rigorous coursework” and that “scheduling conflicts
and building closures have created a challenging environment for students to thrive in
dual credit and CTE courses” (pg. 6). KDE further notes the need to address the
disparity in access and success in AP (pg. 8).

Student access to and success in AP saw an unprecedented decline in part due to the
impact of the pandemic with a 12.4% decline in participation from the 2019 to the 2020
AP Exam administration, and 3.1% decline in performance (number of exams with a
score of 3 or higher). It should be noted that small declines in AP began a year earlier,
with a 4.4% decline in participation from the 2018 to 2019 exam administrations. These
are disturbing trends, and we can partner to examine policies and resources that can
reverse this drift and have a positive impact on equitable access to AP.

Kentucky can use American Rescue Plan funds in the following areas to
help drive equitable access and success in AP and address the Academic
Impact of Lost Instructional Time:

> Expand AP Exam funding: The College Board praises KDE’s commitment to
paying for low-income AP examinees since 2016, and was thrilled that the
General Assembly included additional funds in this year’s budget for the 2022
exam administration in the amount of $2.6 million for all public school students
regardless of income (for a total of $3.6 million—$1 million for low income with an
additional $2.6 million) This additional funding is in fulfillment of the 2008 state
law, KRS 160.348(3), promising payment of AP Exams, and we are excited
about the opportunities it can provide making college more affordable and
accessible. Based on our estimates, however, this funding will provide a subsidy
rather than cover the full cost. The College Board estimates that the full cost in
2022 will be $4,015,500. We encourage KDE to consider covering the remainder
of the fee in 2022 for all public-school students—approximately $415,500—so
that students are not responsible for any portion of the fee, as promised in the
2008 state law. We know that AP Exam funding matters to students. Survey
data shows that 58% of students who are not sure about taking AP courses or
exams would be encouraged to do so if exams were paid for. This percentage
jumps to 65% for black students and to 66% for Hispanic students. Providing an
estimated additional $415,500 through ESSER funds would completely
eliminate the cost of AP Exams for all students, removing barriers to
access.

>» Sustain and expand funding to Advance Kentucky: The College Board would
like to thank KDE for the existing state budget support of $1.7 million for this
important program. The Commonwealth has a history of supporting Advance KY
further through federal funds (Federal RTTT 3 and APIP grants) and we would
encourage KDE to do so again through ESSER. It is worth noting that when
these additional federal funds were in place for Advance KY, Kentucky was
experiencing strong AP growth.

>» Expand AP courses aligned to career and CTE pathways: An exception to
the decline in overall AP participation was the growth in AP courses that align to
CTE and career pathways, specifically AP Computer Science Principles. AP
Computer Science Principles has experienced sustained growth since 2017
(growing from 396 to 1,117 students participating), including for female and low-
income students. According to the Kentucky Center for Statistics, there is an
expected state job growth of 6.5%, or 128,934 jobs, in Kentucky by 2026.' The
industries with the most projected employment growth include Personal Care and
Service; Computer and Mathematical; Healthcare Support; Healthcare
Practitioners and Technical and Community and Social Services Occupations.
Specifically, we recommend expanding access to the following AP courses that
align with CTE programs in industries with the most employment growth: AP
Computer Science Principles, AP Macroeconomics; AP Microeconomics; AP
Physics 1 and 2; Physics C: Mechanics: AP Psychology; and AP Statistics. The
College Board can provide a table listing the top projected industries in the state,
sector-specific job growth, and AP courses that could be embedded into
Kentucky-specific programs of study aligned to those industries. Providing start-
up grants to incorporate AP courses into Kentucky’s CTE programs of
study would support students, their families, and the state’s economic
development. (See supplement titled: KY CTE and AP Recommendations)

> Prepare students for AP and address the impact of lost instructional time:
Pre-AP readiness professional development workshops and Pre-AP courses can
address the impact of lost instructional time while expanding the pipeline of
students ready for AP. (See supplement titled: Pre-AP and Unfinished
Learning)

>» Maximize AP educator use of teaching and learning resources: Unlike other
advanced coursework options, AP now has an integrated suite of digital support
tools to support high quality instruction and progress monitoring of student
mastery on key course objectives. College Board can facilitate training on the
use of these tools to ensure all AP teachers are maximizing the resources to
ensure students have a successful AP experience. The trainings will focus on
data-driven instruction to address student learning loss.

' https://kystats.ky.gov/Content/Reports/2016-2026%20KY%20Occupational%20Outlook.pdf

>» Focus on rebuilding AP in low access areas of the commonwealth: Investing
in course start-up grants, new teacher training, and other on-going supports can
help close the access gap in the red, orange, and yellow regions on the map that
indicate areas where less than 20% of the graduating class participated in at
least one AP course in high school. (See supplement titled: Diversifying
Advanced Coursework)

Kentucky Public Schools
AP® Participation by District: Class of 2020

Inset A inset B

Percentage of 12th-graders
who took an AP Exam in
high school:

WE Less than 1%
HH 1%-9%

D 10%-19%

Di 20%-29%

BB 30% or greater
[No 12th-grade enrollment data
BI School district not defined

The College Board would like to collaborate with Kentucky to provide additional guidance and support. For more
information, contact Stephen Zori (szori@collegeboard.org).
OC CollegeBoard AP

Diversifying
Advanced Coursework

The Progress:

Nationwide, educators and policymakers have dramatically increased the diversity of students
taking Advanced Placement courses and exams:

« Latinx students (95%) and Black students (93%) are now more likely than White students
(90%) to attend a high school that offers AP and/or IB courses, and their schools generally
offer more AP subjects than schools attended by White students.’

Wispanic/Latinx MH Black/African-American MM White

11.8

Number of AP/IB courses
offered at students’ high schools

Overall Science Math

= Insome states, students of color are now the largest group of AP Exam-takers?:

WHispanic/Latinx WWhite MEAsian §§Black/African-American |) American Indian/Other

3%
4%

California Texas Washington DC
1. National Center for Education Statistics (2019): https://nces.ed.gov/pubs2019/2019430.pdf

2. AP Examination results for the 2020 U.S. high school cohort.
oO CollegeBoard

The Problems:
1. Low-income students remain slightly less likely to have AP in their schools (90% of low-
income students attend a school with AP courses) than affluent students (94%), and their
schools generally offer fewer AP subjects than schools attended by affluent students.

2. High rates of teacher turnover in schools serving low-income students require principals to
make constant investments in professonal development just to maintain, let alone improve,
teaching and learning in advanced academic courses.

3. Despite widespread availability of AP courses in their schools, Black students remain
under-represented in AP courses in most areas of the US. Rural white students are also
under-represented. In contrast, Latinx and Asian students are over-represented.

4. Black and Latinx students generally receive less preparation for advanced academic
courses in grades K-10, so some start their AP courses in 11th and 12th grades
academically behind white and Asian students.

Policies to Ensure Students are Prepared for and Succeed
in Advanced Courses:

EXPANDING ACCESS TO RIGOROUS COURSEWORK:

= Funding AP course start-up programs to support low-income schools train new IB and
AP teachers or add new AP subjects like Computer Science Principles, and purchase
textbooks and resources.

= Requiring all high schools to offer advanced courses like AP.
= Identifying “AP deserts" and helping states target resources to underserved students.

= Supporting accountability metrics that recognize AP/IB exam completion as one indication
of democratizing a college-going culture.

RECRUITING UNDERSERVED/MARGINALIZED STUDENTS INTO RIGOROUS COURSES:

= Working with states to commit funding to lower or eliminate the cost of AP Exams. This year,
28 states plus D.C. have committed funding towards AP Exam fees, mostly for low-income
students. Among students who are not planning or are uncertain whether to take AP
courses and exams: 89% of AP students overall (and 93% of Hispanic / Latinx AP students)
would be strongly or moderately encouraged to take AP courses if the price of the exam
were covered for them.

= Delivering equity-focused professional learning to identify and eliminate barriers that
prevent students from taking AP courses and persisting to the AP Exam. College Board is
piloting this work with Illinois districts.

= Understanding the potential for auto-enrollment policies to expand access to rigorous
courses for underserved and marginalized students. College Board is working with
Education Trust to support the Advanced Coursework Equity Act.

BUILDING THE PIPELINE FOR RIGOROUS COURSEWORK FOR ALL STUDENTS:

» Providing rigorous on-grade-level coursework in the early high school years. College Board
is expanding its commitment to all students with the Pre-AP program, which requires
Pre-AP courses to be the baseline standard and be made available to all on-level students
in participating schools.

» Aligning AP to graduation pathways, including CTE. © 2021 College Board.
Oo CollegeBoard AP’

Strategic Alignment Between CTE, AP
Courses, and Kentucky’s Workforce

In the Fordham Institute’s recent report “How Aligned is Career and Technical Education to Local Labor
Markets?,” the authors recommend that education stakeholders do a better job of integrating high school
career and technical education (CTE) programs with the skills, knowledge, and positions needed in local
labor markets — both now and in the future. '

The College Board sees significant opportunities for Kentucky to incorporate Advanced Placement® (AP®)
courses into its CTE programs of study to support students, their families, and the state’s economic
development. When students incorporate AP into their CTE programs of study, they engage in challenging
academic coursework that aligns with and supports their post-high school plans. Specifically, we
recommend expanding access to the following AP courses, as they align with CTE programs in industries
with the most employment growth: AP Macroeconomics; AP Microeconomics; AP Physics 1 and 2;
Physics C: Mechanics: AP Psychology; and AP Statistics.

Adding AP to Additional Pathways

According to the Kentucky Center for Statistics, there is an expected state job growth of 6.5%, or 128,934
jobs, in Kentucky by 2026.” The industries with the most projected employment growth include Personal
car and Service; Computer and Mathematical; Healthcare Support; Healthcare Practitioners and Technical
and Community and Social Services Occupations.

The College Board teamed up with Advanced CTE and CTE directors from multiple states to consider how
AP courses connect to the 16 Career Clusters listed in the National Career Cluster Framework®. For the full
co-published report by Advance CTE and the College Board, visit careertech.org/resource/ap-cte-working-

together.

The following table lists the top projected industries in the state, sector-specific job growth, and AP courses
that could be embedded into Kentucky-specific programs of study aligned to those industries, based on the
College Board’s and Advance CTE’s report. The connections outlined serve as a starting point for further
discussion and innovative thinking at the school and district levels. The College Board is interested in
collaborating with Kentucky to provide additional guidance and support to grow its AP programs to meet
critical workforce needs.

The College Board would like to collaborate with Kentucky to provide additional guidance and support. For

more information, contact Stacy Bassett |S

§ https://fordhaminstitute.org/national/research/how-aligned-career-and-technical-education-local-labor-markets.
? https://kystats.ky.gov/Content/Reports/2016-2026%20KY%200ccupational%200utlook.pdf

© 2019 The College Board.

Oo CollegeBoard AP’

Top Projected Occupations
by Employment (2026)

Associated AP Courses and Exams

Personal Care and
Service

17.9% Growth; +12,724 Jobs

Personal Care Aides; First-Line
Supervisors of Personal Service
Workers; Amusement and
Recreation Attendants

Potential to be Embedded into Program of Study’: Macroeconomics and
Microeconomics

Recommended?: Biology; Capstone; Chemistry; Environmental Science; Physics 1 and
2; Statistics; and World Languages and Cultures

Computer and
Mathematical

16.4% Growth; +5,164 Jobs

Statisticians; Software Developers,
Applications; Operations Research
Analysts

Potential to be Embedded into Program of Study: Calculus AB/BC; Computer Science
A; Computer Science Principles; Environmental Science; Physics 1 and 2; Physics C:
Electricity and Magnetism; and Physics C: Mechanics Statistics

Recommended: Biology; Calculus AB/BC; Capstone (Research and Seminar); and
Chemistry

Human Services
12.7% Growth; + 32,299 Jobs

Marriage and Family Therapists;
Mental Health Counselors;
Substance Abuse and Behavioral
Disorder Counselors

Potential to be Embedded into Program of Study: Psychology

Recommended: Biology; Capstone (Research and Seminar); Computer Science
Principles; English Language and Composition; Environmental

Science; Macroeconomics; Microeconomics; Statistics; and World Languages and
Cultures

Healthcare Practitioners
and Technical

12.7% Growth; + 16,778 Jobs

Physician Assistants; Nurse
Practitioners; Orthotists and
Prosthetists

Potential to be Embedded into Program of Study: Biology and Psychology

Recommended: Calculus AB; Capstone (Research and Seminar); Chemistry; Computer
Science Principles; Environmental Science; Statistics; and World Languages and
Culture

Transportation and
Material Moving

10.1% Growth; +18,434 Jobs

Aircraft Cargo Handling
Supervisors; First-Line Supervisors
of Helpers, Laborers, and Material
Movers; Industrial Truck and
Tractor Operators

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
Physics 1; Physics C: Mechanics; and Statistics

Recommended: Capstone (Research and Seminar); Computer Science A; Computer
Science Principles; English Language and Composition; Environmental Science;
Human Geography; and World Languages and Cultures

° “Potential to be Embedded into Program of Study” means AP courses and exams can be included in the sequence of academic and technical
content that address both academic and technical knowledge and skills that are aligned to industry needs.

+ “Recommended” means these AP courses and exams may augment or support a program of study, and a student's post-high-school plans, but
may not be appropriated to be embedded into a state- or locally-developed program of study.

© 2019 The College Board.

Oo CollegeBoard

AP’

Management
8.8% Growth; +9,063 Jobs

Financial Managers; Medical and
Health Services Managers; Social
and Community Service Managers

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
and Statistics

Recommended: Calculus AB; Capstone (Research and Seminar); Comparative
Government and Politics; Computer Science A; Computer Science Principles; English
Language and Composition; United States Government and Politics; and World
Languages and Cultures

Business and Financial
Operations

7.5% Growth; + 5,857 Jobs

Appraisers and Assessors of Real
Estate; Market Research Analysts
and Marketing Specialists; Loan
Officers

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
and Statistics

Recommended: Calculus AB; Capstone (Research and Seminar); Computer Science A;
Computer Science Principles; English Language and Composition; and World
Languages and Cultures

Legal
7.4% Growth; +831 Jobs

Arbitrators, Mediators, and
Conciliators; Paralegals and Legal
Assistants; Title Examiners,
Abstractors, and Searchers

Potential to be Embedded into Program of Study: Comparative Government and Politics;
Psychology; and United States Government and Politics

Recommended: Capstone (Research and Seminar); Computer Science Principles;
English Language and Composition; Statistics; and World Languages and Cultures

Installation, Maintenance,
and Repair

7.2% Growth; +6,276 Jobs

Security and Fire Alarm Systems
Installers; Farm Equipment
Mechanics and Service
Technicians; Millwrights

Potential to be Embedded into Program of Study: Physics 1 and 2; Physics C: Electricity
and Magnetism; Physics C: Mechanics; and Statistics

Recommended: Art History; Calculus AB/BC; Capstone (Research and Seminar);
Computer Science Principles; Environmental Science; Human Geography;
Macroeconomics; Microeconomics; Studio Art: Drawing; Studio Art: 2-D Design; and
Studio Art: 3-D Design

Education, Training, and
Library

7.1% Growth; + 7,109 Jobs

Health Specialties Teachers,
Postsecondary; Nursing Instructors
and Teachers, Postsecondary;
Museum Technicians and
Conservators

Potential to be Embedded into Program of Study: Psychology and Statistics

Recommended: Capstone (Research and Seminar); Computer Science Principles;
English Language and Composition; and it depends on area of focus

© 2019 The College Board.

Oo CollegeBoard Pyre-AP

Use Pre-AP to Address
Unfinished Learning

Pre-AP® courses give students the space and time to focus on
fewer essential topics in greater depth, recover from unfinished
learning in prior years, and achieve grade-level success.

Pre-AP courses meet published recommendations from leading
organizations, including guidance issued by the U.S. Department
of Education for how to address lost instructional time.

Council of Great City Pre-AP Courses
Schools Recommendations
Stick to grade-level content and Pre-AP resources define and model grade-level-

instructional rigor. appropriate content and skill expectations.

Focus on the depth of Focused content and skills provide the time for

instruction, rather than the pace. deeper engagement with content.

Prioritize content and learning. Course frameworks focus on the content and skills
that are most impactful for AP®, college, and career
readiness.

Maintain the inclusion of each Schools confirm that the course is open to all

and every learner. students. Pre-AP model lessons include practical

recommendations for teachers to scaffold and
adapt lesson content to address the unique needs of
all learners in meeting grade-level expectations.

Identify and address gaps in Resources include many opportunities to
learning through instruction, understand student progress and strategically
avoiding the misuse of adapt instruction.

standardized testing.

Focus on the commonalities that + Pre-AP shared instructional principles encourage

students share in this time of authentic student collaboration and dialogue,

crisis, not just their differences. allowing each student to have a voice as an active
participant in the learning community.

To facilitate equitable access to high-quality grade-level instruction, there’s no per
student charge for use of Pre-AP course resources. Instead, the Pre-AP course fee
covers an unlimited number of teachers and students in the school.

Learn more at PreAP.org.

© 2021 College Board.
USDOE supports using federal funding to address lost instructional
time.

United States Department of Education

In the ED COVID-19 HANDBOOK: Roadmap to Reopening Safely and Meeting All Students’
Needs, the USDOE states, “Initial research shows the disproportionate impact of the pandemic
on the achievement of students who were already underserved, including students of color...
Accelerating learning provides opportunities for students to learn at grade level rather than
through tracking or remediation, which can narrow educational opportunities for students and
might lead them to become disengaged.” In-school acceleration guidance encourages “teacher
leaders and district instructional leaders to identify critical content (e.g., “priority” or “power”
standards) on which to focus. To avoid overwhelming students, focus on the most essential
knowledge and skills, particularly the content that is foundational to subsequent grade levels.”

Experts recommend grade-level instruction focused on prioritized
content for all students.

Council of the Great City Schools

In collaboration with Student Achievement Partners, Lawrence Hall of Science, and the Vermont
Writing Collaborative, the Council of the Great City Schools (CGCS) published Addressing
Unfinished Learning After COVID-19 School Closures, and makes the following
recommendations:

“In planning instruction for the coming school years, districts should (1) stick to grade-
level content and instructional rigor, and (2) focus on the depth of instruction,
rather than the pace. To provide this grade-level instruction, districts will need to help
teachers (3) prioritize content and learning. In order to continue to reflect a districts’
instructional vision and commitment to equity, educators will also need to (4) maintain
the inclusion of each and every learner and (5) identify and address gaps in
learning through instruction, avoiding the misuse of standardized testing to place
kids into high or low ability groups or provide low levels of instructional rigor to lower
performing students. Finally, districts should consider (6) focusing on the
commonalities that students share in this time of crisis, not just on their
differences.”

TNTP

TNTP has published the

, which states, “Providing students equitable access to grade-appropriate
assignments focused on this year’s priority content is one of the most pressing challenges facing
school and system leaders right now.” They also note in , ‘When students
who started the year behind had greater access to grade-appropriate assignments, they closed
the outcomes gap with their peers by more than seven months.”

© 2021 College Board. 0 CollegeBoard
Comments by Alliance to Reclaim Our Schools (AROS Louisville) on Kentucky ARP ESSR Plan

A. Table A.1
Under “Students from Low-income families--Students from each racial and ethnic background”

We strongly urge use of a “nongap” comparison group consisting of all white students who are neither ECE, EL,
unhoused, nor students living in poverty or near poverty households.

By not including any of these groups in the control group (currently, all students), clearer-- and larger--
achievement gaps emerge. The best example is probably students living in poverty. In Jefferson County and the
state at large, two thirds of students qualify for free/reduced lunch status. At that level, they have a tremendous
effect on the average numbers for all student outcomes, diluting the apparent achievement gaps or other
measures being addressed. This is also a critical point for equitably measuring and allocating resources between
marginalized and more advantaged students.

Using a “nongap” group also avoids errors in gap trends over time caused only by demographic shifts in a
school/district’s population

C.2. iii

We know that marginalized students have been disproportionately harmed educationally during the pandemic. We
strongly urge that KDEP more directly prioritize Title | and IDEA programs and trainings for ESSR ARP. This might include
identifying a specific percentage of the funding which must be funneled through existing structures in districts for using
these existing Federal programs. We know that at least in Jefferson County, public schools receive only about 16-17% of
funding (through Title | and IDEA) for special focus on students with special needs and/or living in poverty that the
Federal government estimated as necessary for properly supporting these students. ARP funds would supplement, not
supplant existing funds.

In proportion to the number of students in a category, we also urge ARP funds be directed to programs already
established in a district for other Federal funding sources--Workforce Innovation and Opportunity Act (“WIOA”), child
nutrition services, and McKinney-Vento Homeless Assistance Act.

D.1i and ii

We strongly support your emphasis on summer and vacation acceleration of learning and focusing on recruitment for
these programs.

We urge students be measured before and after using testing or evaluations that are useful for the student’s teachers. It
should measure accelerated performance results against the nongap group described above. That is the only way real
gaps are reduced.

We urge a focus on novice reduction, as a matter of education justice and where extra time and resources pay the
greatest lifetime dividends for the individual student.
D.1.iii

We strongly support innovative approaches to finding and engaging students who had lower attendance/ participation.
In particular, there needs to be early and strong focus on those who just disappeared during NTI.

E.3.ii

We urge you to strengthen the focus on learning about trauma exposures from both the method mentioned and
Restorative Practice morning circles where teachers can hear some of this quickly from their students and respond
appropriately.

We strongly support socio-emotional learning and Trauma-informed care for all Kentucky teachers, most especially for
the initial transition year back to in-person this coming year.

G.1.vi

We support “grow your own” initiatives. We urge a focus on minority recruitment and development, including
scholarships/stipends for a 1-year MAT and mentoring program leading to emergency certification and a contract. A key
element is mentoring support for the praxis exam.
LY,

BOYS & GIRLS CLUBS
KENTUCKY ALLIANCE

June 2, 2021

Todd Allen, General Counsel
Kentucky Department of Education
300 Sower Boulevard, 5"" Floor
Frankfort, Kentucky 40601

To Whom It May Concern,

The Kentucky Alliance of Boys & Girls Clubs appreciates the proactive leadership and inclusive vision of the
Commissioner at the Kentucky Department of Education (KDE) for recognizing the vital role that afterschool and
summer enrichment programs will play in our recovery from the COVID-19 pandemic. The Building Opportunities
in Out-of-School Time (BOOST) Summer Learning Grants will be crucial to Kentucky’s youth in supporting their
academic acceleration and social-emotional development.

However, the current plan states these grants will be made to districts that operate comprehensive out-of-school
time (OST) programming over the summer months. Kentucky’s school districts are already receiving $1.8 billion of
the state’s total $2.1 billion of ARP ESSER funds. In addition, school districts must reserve 20% of their funding
(approximately $375 million statewide) to address learning loss through comprehensive out-of-school time
programs.

The Kentucky Alliance of Boys & Girls Clubs alongside the Kentucky Out-of-School Alliance encourages KDE to
make the BOOST Summer Learning Grants available to community-based organizations that have never stopped
supporting Kentucky’s kids throughout this pandemic and will continue to work with youth to ensure their
success, academically and emotionally, throughout the recovery. Community-based partners need access to
additional resources so they can:

e Expand access to serve more youth, with an emphasis on children and communities most impacted by the
pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment costs, and

e Increase programmatic quality and expanding or enhancing supports and services offered.

We stand ready to support KDE, school districts, and other out-of-school time partners as we build a more
equitable future for our kids!

Sarah Kidder, Alliance Director
Kentucky Alliance of Boys & Girls Clubs

FOR MORE INFORMATION, PLEASE CONTACT:
From: Konz Tatman, Toni - Chief Communications Officer

To: C Matthew - Division of S 1p I F ‘elly = KDE A iate © Saas
Subject: Fwd: Comments re: KDE"s ARP ESSER Plan
Date: Thursday, June 3, 2021 9:04:49 PM

Sent from my iPhone

Begin forwarded message:

From: KDE Communications <kdecommunications@education.ky.gov>
Date: June 3, 2021 at 8:43:55 PM EDT

To: "Konz Tatman, Toni - Chief Communications Officer"
<toni.tatman@education.ky.gov>

Subject: FW: Comments re: KDE's ARP ESSER Plan

For:

Sent: Thursday, June 3, 2021 2:22 PM
To: KDE Communications <kdecommunications@education.ky.gov>

Subject: Comments re: KDE's ARP ESSER Plan

Good afternoon,

Community-based out-of-school time organizations have played a pivotal role in
providing academic and social supports to Kentucky students, particularly throughout
the duration of the pandemic. Given that Kentucky school districts are receiving $1.8
billion of the state’s total $2.1 billion of ARP ESSER funds, | am writing in support of the
Kentucky Out-of-School Alliance’s request that KDE make the Building Opportunities in
Out-of-School Time (BOOST) Summer Learning Grants available to community-based
organizations. To reiterate this request, these partners need access to additional
resources so they can:

e Expand access to serve more youth, with an emphasis on children and
communities most impacted by the pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment
costs, and

e Increase programmatic quality and expanding or enhancing supports and
services offered.

Thank you for accepting these comments for consideration. If there is anything | can do
to help facilitate this requested plan in Louisville, please let me know.

Thank you!
Nicole

Nicole Eovino Diebold
Program Assoviate
CE. and 8. Foundation
oC CollegeBoard

Supporting Kentucky Students
through the American Rescue Plan

The College Board appreciates the opportunity to provide feedback to the
Kentucky Department of Education (KDE) as it develops its plan for funds
received through the American Rescue Plan (ARP). These funds can increase
equitable access for students to Advanced Placement (AP), helping ensure
Kentucky students are mastering the key skills for college and career.

Addressing Equitable Access to Rigorous Coursework and the Academic
Impact of Lost Instructional Time

The ARP provides state funding for activities and interventions that respond to students’
academic needs and address the disproportionate impact of covid-19 on
underrepresented students. In their state plan, KDE highlights that “students have
experienced challenges accessing rigorous coursework” and that “scheduling conflicts
and building closures have created a challenging environment for students to thrive in
dual credit and CTE courses” (pg. 6). KDE further notes the need to address the
disparity in access and success in AP (pg. 8).

Student access to and success in AP saw an unprecedented decline in part due to the
impact of the pandemic with a 12.4% decline in participation from the 2019 to the 2020
AP Exam administration, and 3.1% decline in performance (number of exams with a
score of 3 or higher). It should be noted that small declines in AP began a year earlier,
with a 4.4% decline in participation from the 2018 to 2019 exam administrations. These
are disturbing trends, and we can partner to examine policies and resources that can
reverse this drift and have a positive impact on equitable access to AP.

Kentucky can use American Rescue Plan funds in the following areas to
help drive equitable access and success in AP and address the Academic
Impact of Lost Instructional Time:

> Expand AP Exam funding: The College Board praises KDE’s commitment to
paying for low-income AP examinees since 2016, and was thrilled that the
General Assembly included additional funds in this year’s budget for the 2022
exam administration in the amount of $2.6 million for all public school students
regardless of income (for a total of $3.6 million—$1 million for low income with an
additional $2.6 million) This additional funding is in fulfillment of the 2008 state
law, KRS 160.348(3), promising payment of AP Exams, and we are excited
about the opportunities it can provide making college more affordable and
accessible. Based on our estimates, however, this funding will provide a subsidy
rather than cover the full cost. The College Board estimates that the full cost in
2022 will be $4,015,500. We encourage KDE to consider covering the remainder
of the fee in 2022 for all public-school students—approximately $415,500—so
that students are not responsible for any portion of the fee, as promised in the
2008 state law. We know that AP Exam funding matters to students. Survey
data shows that 58% of students who are not sure about taking AP courses or
exams would be encouraged to do so if exams were paid for. This percentage
jumps to 65% for black students and to 66% for Hispanic students. Providing an
estimated additional $415,500 through ESSER funds would completely
eliminate the cost of AP Exams for all students, removing barriers to
access.

>» Sustain and expand funding to Advance Kentucky: The College Board would
like to thank KDE for the existing state budget support of $1.7 million for this
important program. The Commonwealth has a history of supporting Advance KY
further through federal funds (Federal RTTT 3 and APIP grants) and we would
encourage KDE to do so again through ESSER. It is worth noting that when
these additional federal funds were in place for Advance KY, Kentucky was
experiencing strong AP growth.

>» Expand AP courses aligned to career and CTE pathways: An exception to
the decline in overall AP participation was the growth in AP courses that align to
CTE and career pathways, specifically AP Computer Science Principles. AP
Computer Science Principles has experienced sustained growth since 2017
(growing from 396 to 1,117 students participating), including for female and low-
income students. According to the Kentucky Center for Statistics, there is an
expected state job growth of 6.5%, or 128,934 jobs, in Kentucky by 2026.' The
industries with the most projected employment growth include Personal Care and
Service; Computer and Mathematical; Healthcare Support; Healthcare
Practitioners and Technical and Community and Social Services Occupations.
Specifically, we recommend expanding access to the following AP courses that
align with CTE programs in industries with the most employment growth: AP
Computer Science Principles, AP Macroeconomics; AP Microeconomics; AP
Physics 1 and 2; Physics C: Mechanics: AP Psychology; and AP Statistics. The
College Board can provide a table listing the top projected industries in the state,
sector-specific job growth, and AP courses that could be embedded into
Kentucky-specific programs of study aligned to those industries. Providing start-
up grants to incorporate AP courses into Kentucky’s CTE programs of
study would support students, their families, and the state’s economic
development. (See supplement titled: KY CTE and AP Recommendations)

> Prepare students for AP and address the impact of lost instructional time:
Pre-AP readiness professional development workshops and Pre-AP courses can
address the impact of lost instructional time while expanding the pipeline of
students ready for AP. (See supplement titled: Pre-AP and Unfinished
Learning)

>» Maximize AP educator use of teaching and learning resources: Unlike other
advanced coursework options, AP now has an integrated suite of digital support
tools to support high quality instruction and progress monitoring of student
mastery on key course objectives. College Board can facilitate training on the
use of these tools to ensure all AP teachers are maximizing the resources to
ensure students have a successful AP experience. The trainings will focus on
data-driven instruction to address student learning loss.

' https://kystats.ky.gov/Content/Reports/2016-2026%20KY%20Occupational%20Outlook.pdf

>» Focus on rebuilding AP in low access areas of the commonwealth: Investing
in course start-up grants, new teacher training, and other on-going supports can
help close the access gap in the red, orange, and yellow regions on the map that
indicate areas where less than 20% of the graduating class participated in at
least one AP course in high school. (See supplement titled: Diversifying
Advanced Coursework)

Kentucky Public Schools
AP® Participation by District: Class of 2020

Inset A inset B

Percentage of 12th-graders
who took an AP Exam in
high school:

WE Less than 1%
HH 1%-9%

D 10%-19%

Di 20%-29%

BB 30% or greater
[No 12th-grade enrollment data
BI School district not defined

The College Board would like to collaborate with Kentucky to provide additional guidance and support. For more
information, contact Stephen Zori (szori@collegeboard.org).
OC CollegeBoard AP

Diversifying
Advanced Coursework

The Progress:

Nationwide, educators and policymakers have dramatically increased the diversity of students
taking Advanced Placement courses and exams:

« Latinx students (95%) and Black students (93%) are now more likely than White students
(90%) to attend a high school that offers AP and/or IB courses, and their schools generally
offer more AP subjects than schools attended by White students.’

Wispanic/Latinx MH Black/African-American MM White

11.8

Number of AP/IB courses
offered at students’ high schools

Overall Science Math

= Insome states, students of color are now the largest group of AP Exam-takers?:

WHispanic/Latinx WWhite MEAsian §§Black/African-American |) American Indian/Other

3%
4%

California Texas Washington DC
1. National Center for Education Statistics (2019): https://nces.ed.gov/pubs2019/2019430.pdf

2. AP Examination results for the 2020 U.S. high school cohort.
oO CollegeBoard

The Problems:
1. Low-income students remain slightly less likely to have AP in their schools (90% of low-
income students attend a school with AP courses) than affluent students (94%), and their
schools generally offer fewer AP subjects than schools attended by affluent students.

2. High rates of teacher turnover in schools serving low-income students require principals to
make constant investments in professonal development just to maintain, let alone improve,
teaching and learning in advanced academic courses.

3. Despite widespread availability of AP courses in their schools, Black students remain
under-represented in AP courses in most areas of the US. Rural white students are also
under-represented. In contrast, Latinx and Asian students are over-represented.

4. Black and Latinx students generally receive less preparation for advanced academic
courses in grades K-10, so some start their AP courses in 11th and 12th grades
academically behind white and Asian students.

Policies to Ensure Students are Prepared for and Succeed
in Advanced Courses:

EXPANDING ACCESS TO RIGOROUS COURSEWORK:

= Funding AP course start-up programs to support low-income schools train new IB and
AP teachers or add new AP subjects like Computer Science Principles, and purchase
textbooks and resources.

= Requiring all high schools to offer advanced courses like AP.
= Identifying “AP deserts" and helping states target resources to underserved students.

= Supporting accountability metrics that recognize AP/IB exam completion as one indication
of democratizing a college-going culture.

RECRUITING UNDERSERVED/MARGINALIZED STUDENTS INTO RIGOROUS COURSES:

= Working with states to commit funding to lower or eliminate the cost of AP Exams. This year,
28 states plus D.C. have committed funding towards AP Exam fees, mostly for low-income
students. Among students who are not planning or are uncertain whether to take AP
courses and exams: 89% of AP students overall (and 93% of Hispanic / Latinx AP students)
would be strongly or moderately encouraged to take AP courses if the price of the exam
were covered for them.

= Delivering equity-focused professional learning to identify and eliminate barriers that
prevent students from taking AP courses and persisting to the AP Exam. College Board is
piloting this work with Illinois districts.

= Understanding the potential for auto-enrollment policies to expand access to rigorous
courses for underserved and marginalized students. College Board is working with
Education Trust to support the Advanced Coursework Equity Act.

BUILDING THE PIPELINE FOR RIGOROUS COURSEWORK FOR ALL STUDENTS:

» Providing rigorous on-grade-level coursework in the early high school years. College Board
is expanding its commitment to all students with the Pre-AP program, which requires
Pre-AP courses to be the baseline standard and be made available to all on-level students
in participating schools.

» Aligning AP to graduation pathways, including CTE. © 2021 College Board.
Oo CollegeBoard AP’

Strategic Alignment Between CTE, AP
Courses, and Kentucky’s Workforce

In the Fordham Institute’s recent report “How Aligned is Career and Technical Education to Local Labor
Markets?,” the authors recommend that education stakeholders do a better job of integrating high school
career and technical education (CTE) programs with the skills, knowledge, and positions needed in local
labor markets — both now and in the future. '

The College Board sees significant opportunities for Kentucky to incorporate Advanced Placement® (AP®)
courses into its CTE programs of study to support students, their families, and the state’s economic
development. When students incorporate AP into their CTE programs of study, they engage in challenging
academic coursework that aligns with and supports their post-high school plans. Specifically, we
recommend expanding access to the following AP courses, as they align with CTE programs in industries
with the most employment growth: AP Macroeconomics; AP Microeconomics; AP Physics 1 and 2;
Physics C: Mechanics: AP Psychology; and AP Statistics.

Adding AP to Additional Pathways

According to the Kentucky Center for Statistics, there is an expected state job growth of 6.5%, or 128,934
jobs, in Kentucky by 2026.” The industries with the most projected employment growth include Personal
car and Service; Computer and Mathematical; Healthcare Support; Healthcare Practitioners and Technical
and Community and Social Services Occupations.

The College Board teamed up with Advanced CTE and CTE directors from multiple states to consider how
AP courses connect to the 16 Career Clusters listed in the National Career Cluster Framework®. For the full
co-published report by Advance CTE and the College Board, visit careertech.org/resource/ap-cte-working-

together.

The following table lists the top projected industries in the state, sector-specific job growth, and AP courses
that could be embedded into Kentucky-specific programs of study aligned to those industries, based on the
College Board’s and Advance CTE’s report. The connections outlined serve as a starting point for further
discussion and innovative thinking at the school and district levels. The College Board is interested in
collaborating with Kentucky to provide additional guidance and support to grow its AP programs to meet
critical workforce needs.

The College Board would like to collaborate with Kentucky to provide additional guidance and support. For

more information, contact Stacy Bassett |S

§ https://fordhaminstitute.org/national/research/how-aligned-career-and-technical-education-local-labor-markets.
? https://kystats.ky.gov/Content/Reports/2016-2026%20KY%200ccupational%200utlook.pdf

© 2019 The College Board.

Oo CollegeBoard AP’

Top Projected Occupations
by Employment (2026)

Associated AP Courses and Exams

Personal Care and
Service

17.9% Growth; +12,724 Jobs

Personal Care Aides; First-Line
Supervisors of Personal Service
Workers; Amusement and
Recreation Attendants

Potential to be Embedded into Program of Study’: Macroeconomics and
Microeconomics

Recommended?: Biology; Capstone; Chemistry; Environmental Science; Physics 1 and
2; Statistics; and World Languages and Cultures

Computer and
Mathematical

16.4% Growth; +5,164 Jobs

Statisticians; Software Developers,
Applications; Operations Research
Analysts

Potential to be Embedded into Program of Study: Calculus AB/BC; Computer Science
A; Computer Science Principles; Environmental Science; Physics 1 and 2; Physics C:
Electricity and Magnetism; and Physics C: Mechanics Statistics

Recommended: Biology; Calculus AB/BC; Capstone (Research and Seminar); and
Chemistry

Human Services
12.7% Growth; + 32,299 Jobs

Marriage and Family Therapists;
Mental Health Counselors;
Substance Abuse and Behavioral
Disorder Counselors

Potential to be Embedded into Program of Study: Psychology

Recommended: Biology; Capstone (Research and Seminar); Computer Science
Principles; English Language and Composition; Environmental

Science; Macroeconomics; Microeconomics; Statistics; and World Languages and
Cultures

Healthcare Practitioners
and Technical

12.7% Growth; + 16,778 Jobs

Physician Assistants; Nurse
Practitioners; Orthotists and
Prosthetists

Potential to be Embedded into Program of Study: Biology and Psychology

Recommended: Calculus AB; Capstone (Research and Seminar); Chemistry; Computer
Science Principles; Environmental Science; Statistics; and World Languages and
Culture

Transportation and
Material Moving

10.1% Growth; +18,434 Jobs

Aircraft Cargo Handling
Supervisors; First-Line Supervisors
of Helpers, Laborers, and Material
Movers; Industrial Truck and
Tractor Operators

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
Physics 1; Physics C: Mechanics; and Statistics

Recommended: Capstone (Research and Seminar); Computer Science A; Computer
Science Principles; English Language and Composition; Environmental Science;
Human Geography; and World Languages and Cultures

° “Potential to be Embedded into Program of Study” means AP courses and exams can be included in the sequence of academic and technical
content that address both academic and technical knowledge and skills that are aligned to industry needs.

+ “Recommended” means these AP courses and exams may augment or support a program of study, and a student's post-high-school plans, but
may not be appropriated to be embedded into a state- or locally-developed program of study.

© 2019 The College Board.

Oo CollegeBoard

AP’

Management
8.8% Growth; +9,063 Jobs

Financial Managers; Medical and
Health Services Managers; Social
and Community Service Managers

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
and Statistics

Recommended: Calculus AB; Capstone (Research and Seminar); Comparative
Government and Politics; Computer Science A; Computer Science Principles; English
Language and Composition; United States Government and Politics; and World
Languages and Cultures

Business and Financial
Operations

7.5% Growth; + 5,857 Jobs

Appraisers and Assessors of Real
Estate; Market Research Analysts
and Marketing Specialists; Loan
Officers

Potential to be Embedded into Program of Study: Macroeconomics; Microeconomics;
and Statistics

Recommended: Calculus AB; Capstone (Research and Seminar); Computer Science A;
Computer Science Principles; English Language and Composition; and World
Languages and Cultures

Legal
7.4% Growth; +831 Jobs

Arbitrators, Mediators, and
Conciliators; Paralegals and Legal
Assistants; Title Examiners,
Abstractors, and Searchers

Potential to be Embedded into Program of Study: Comparative Government and Politics;
Psychology; and United States Government and Politics

Recommended: Capstone (Research and Seminar); Computer Science Principles;
English Language and Composition; Statistics; and World Languages and Cultures

Installation, Maintenance,
and Repair

7.2% Growth; +6,276 Jobs

Security and Fire Alarm Systems
Installers; Farm Equipment
Mechanics and Service
Technicians; Millwrights

Potential to be Embedded into Program of Study: Physics 1 and 2; Physics C: Electricity
and Magnetism; Physics C: Mechanics; and Statistics

Recommended: Art History; Calculus AB/BC; Capstone (Research and Seminar);
Computer Science Principles; Environmental Science; Human Geography;
Macroeconomics; Microeconomics; Studio Art: Drawing; Studio Art: 2-D Design; and
Studio Art: 3-D Design

Education, Training, and
Library

7.1% Growth; + 7,109 Jobs

Health Specialties Teachers,
Postsecondary; Nursing Instructors
and Teachers, Postsecondary;
Museum Technicians and
Conservators

Potential to be Embedded into Program of Study: Psychology and Statistics

Recommended: Capstone (Research and Seminar); Computer Science Principles;
English Language and Composition; and it depends on area of focus

© 2019 The College Board.

Oo CollegeBoard Pyre-AP

Use Pre-AP to Address
Unfinished Learning

Pre-AP® courses give students the space and time to focus on
fewer essential topics in greater depth, recover from unfinished
learning in prior years, and achieve grade-level success.

Pre-AP courses meet published recommendations from leading
organizations, including guidance issued by the U.S. Department
of Education for how to address lost instructional time.

Council of Great City Pre-AP Courses
Schools Recommendations
Stick to grade-level content and Pre-AP resources define and model grade-level-

instructional rigor. appropriate content and skill expectations.

Focus on the depth of Focused content and skills provide the time for

instruction, rather than the pace. deeper engagement with content.

Prioritize content and learning. Course frameworks focus on the content and skills
that are most impactful for AP®, college, and career
readiness.

Maintain the inclusion of each Schools confirm that the course is open to all

and every learner. students. Pre-AP model lessons include practical

recommendations for teachers to scaffold and
adapt lesson content to address the unique needs of
all learners in meeting grade-level expectations.

Identify and address gaps in Resources include many opportunities to
learning through instruction, understand student progress and strategically
avoiding the misuse of adapt instruction.

standardized testing.

Focus on the commonalities that + Pre-AP shared instructional principles encourage

students share in this time of authentic student collaboration and dialogue,

crisis, not just their differences. allowing each student to have a voice as an active
participant in the learning community.

To facilitate equitable access to high-quality grade-level instruction, there’s no per
student charge for use of Pre-AP course resources. Instead, the Pre-AP course fee
covers an unlimited number of teachers and students in the school.

Learn more at PreAP.org.

© 2021 College Board.
USDOE supports using federal funding to address lost instructional
time.

United States Department of Education

In the ED COVID-19 HANDBOOK: Roadmap to Reopening Safely and Meeting All Students’
Needs, the USDOE states, “Initial research shows the disproportionate impact of the pandemic
on the achievement of students who were already underserved, including students of color...
Accelerating learning provides opportunities for students to learn at grade level rather than
through tracking or remediation, which can narrow educational opportunities for students and
might lead them to become disengaged.” In-school acceleration guidance encourages “teacher
leaders and district instructional leaders to identify critical content (e.g., “priority” or “power”
standards) on which to focus. To avoid overwhelming students, focus on the most essential
knowledge and skills, particularly the content that is foundational to subsequent grade levels.”

Experts recommend grade-level instruction focused on prioritized
content for all students.

Council of the Great City Schools

In collaboration with Student Achievement Partners, Lawrence Hall of Science, and the Vermont
Writing Collaborative, the Council of the Great City Schools (CGCS) published Addressing
Unfinished Learning After COVID-19 School Closures, and makes the following
recommendations:

“In planning instruction for the coming school years, districts should (1) stick to grade-
level content and instructional rigor, and (2) focus on the depth of instruction,
rather than the pace. To provide this grade-level instruction, districts will need to help
teachers (3) prioritize content and learning. In order to continue to reflect a districts’
instructional vision and commitment to equity, educators will also need to (4) maintain
the inclusion of each and every learner and (5) identify and address gaps in
learning through instruction, avoiding the misuse of standardized testing to place
kids into high or low ability groups or provide low levels of instructional rigor to lower
performing students. Finally, districts should consider (6) focusing on the
commonalities that students share in this time of crisis, not just on their
differences.”

TNTP

TNTP has published the

, which states, “Providing students equitable access to grade-appropriate
assignments focused on this year’s priority content is one of the most pressing challenges facing
school and system leaders right now.” They also note in , ‘When students
who started the year behind had greater access to grade-appropriate assignments, they closed
the outcomes gap with their peers by more than seven months.”

© 2021 College Board. 0 CollegeBoard
From: Konz Tatman, Toni - Chief Communications Officer

To: Foster, Kelly - KDE Associate Commissioner; Courtney, Matthew - Division of School and Program Improvement
Subject: FW: Public comment sought on Kentucky’s ARP ESSER state plan
Date: Tuesday, June 1, 2021 10:59:19 AM

Have you all received this one yet?

Toni Konz Tatman

Chief Communications Officer
Kentucky Department of Education
502-564-3141 ext. 4602

For information about KDE’s response to COVID-19, visit: http://bit.lv/KDEcovid]19.
#TeamKDE

From: Hieatt, Rafael - Division of Communications <Rafael.Hieatt@education.ky.gov> On Behalf Of
KDE Communications

Sent: Tuesday, June 1, 2021 10:08 AM

To: Konz Tatman, Toni - Chief Communications Officer <toni.tatman@education.ky.gov>

Subject: FW: Public comment sought on Kentucky’s ARP ESSER state plan

From: Haggard, Thor:

Sent: Friday, May 28, 2021 4:13 PM

To: KDE Communications <kdecommunications@education.ky.gov>
Subject: Re: Public comment sought on Kentucky’s ARP ESSER state plan

To Whom It May Concern,

Thank you to Commissioner Glass and the leadership at the Kentucky Department of Education for
recognizing the vital role that afterschool and summer enrichment programs will play in our recovery
from the COVID-19 pandemic. | appreciate the KDE’s idea of Building Opportunities in Out-of-School
Time (BOOST) Summer Learning Grants to support the academic acceleration and social-emotional
development of Kentucky’s students. However, the current plan states these grants will be made to
districts that operate comprehensive out-of-school time (OST) programming over the summer
months. Kentucky’s school districts are already receiving $1.8 billion of the state’s total $2.1 billion
of ARP ESSER funds. In addition, school districts must reserve 20% of their funding (approximately
$375 million statewide) to address learning loss through comprehensive out-of-school time
programs.

The Kentucky Out-of-School Alliance encourages the KDE to make the Building Opportunities in Out-
of-School Time (BOOST) Summer Learning Grants available to community-based organizations that
are supporting Kentucky’s kids and have been throughout the pandemic. Our CBO partners need
access to additional resources so they can:

e Expand access to serve more youth, with an emphasis on children and communities most
impacted by the pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment costs, and

e Increase programmatic quality and expanding or enhancing supports and services offered.

KYOSA stands ready to support the KDE, school districts and our out-of-school time partners and we
build a more equitable future for our kids!

Tom Haggard

www.kyoutofschoolalliance.org

401 Capital Avenue
Frankfort, KY 40601
OOO
a

Kentucky Education Association

Unite * Organize + Empower

June 2, 2021

Commissioner Jason Glass
Kentucky Department of Education
300 Sower Blvd

Frankfort, KY 40601

Dear Commissioner Glass,

The Kentucky Education Association would like to extend our thanks to you and the members of the
Kentucky Board of Education. The continuous support and collaboration with stakeholder groups to
ensure that the students and educators in Kentucky’s public schools have a high-quality and safe teaching
and learning environment throughout the pandemic has been greatly appreciated. | would also like to
extend a personal “thank you” for the opportunity to provide feedback on the American Rescue Plan
ESSER Funding plan for Kentucky.

KEA has reviewed and fully supports the proposed plan. The continued reliance on the three-prong
“educate, feed, and support” approach keeps the focus where it needs to be, on our students. | commend
the Kentucky Department of Education for concentrating on evidence-based practices, continued
improvement to access to technology and broadband, and equity for marginalized student groups and
students with disabilities. We were also pleased to see that KDE included mental and social-emotional
health for students and educators, all of whom have suffered through these extraordinary times. The plan
focuses not just on the essentials (nutrition, opportunity, and access), but also encourages a vast array of
services and programs which will allow every student to be successful.

Again, thank you for including educators’ voices in your preparation of this plan. We look forward to
continuing to collaborate with the Kentucky Department of Education and the 171 public school districts
across the Commonwealth as we move forward for our students.

Sincerely,
(b)(6)

Eddie Campbell, NBCT
KEA President

Website: www.kea.org Facebook: @KEAmembers Twitter: @KYEducators
From: Konz Tatman, Toni - Chief Communications Officer

To: Foster, Kelly - KDE Associate Commissioner; Courtney, Matthew - Division of School and Program Improvement
Subject: FW: Public comment sought on Kentucky’s ARP ESSER state plan
Date: Tuesday, June 1, 2021 10:59:19 AM

Have you all received this one yet?

Toni Konz Tatman

Chief Communications Officer
Kentucky Department of Education
502-564-3141 ext. 4602

For information about KDE’s response to COVID-19, visit: http://bit.lv/KDEcovid]19.
#TeamKDE

From: Hieatt, Rafael - Division of Communications <Rafael.Hieatt@education.ky.gov> On Behalf Of
KDE Communications

Sent: Tuesday, June 1, 2021 10:08 AM

To: Konz Tatman, Toni - Chief Communications Officer <toni.tatman@education.ky.gov>

Subject: FW: Public comment sought on Kentucky’s ARP ESSER state plan

From: Haggard, Thor:

Sent: Friday, May 28, 2021 4:13 PM

To: KDE Communications <kdecommunications@education.ky.gov>
Subject: Re: Public comment sought on Kentucky’s ARP ESSER state plan

To Whom It May Concern,

Thank you to Commissioner Glass and the leadership at the Kentucky Department of Education for
recognizing the vital role that afterschool and summer enrichment programs will play in our recovery
from the COVID-19 pandemic. | appreciate the KDE’s idea of Building Opportunities in Out-of-School
Time (BOOST) Summer Learning Grants to support the academic acceleration and social-emotional
development of Kentucky’s students. However, the current plan states these grants will be made to
districts that operate comprehensive out-of-school time (OST) programming over the summer
months. Kentucky’s school districts are already receiving $1.8 billion of the state’s total $2.1 billion
of ARP ESSER funds. In addition, school districts must reserve 20% of their funding (approximately
$375 million statewide) to address learning loss through comprehensive out-of-school time
programs.

The Kentucky Out-of-School Alliance encourages the KDE to make the Building Opportunities in Out-
of-School Time (BOOST) Summer Learning Grants available to community-based organizations that
are supporting Kentucky’s kids and have been throughout the pandemic. Our CBO partners need
access to additional resources so they can:

e Expand access to serve more youth, with an emphasis on children and communities most
impacted by the pandemic,

e Reduce barriers to equitable access, such as transportation and enrollment costs, and

e Increase programmatic quality and expanding or enhancing supports and services offered.

KYOSA stands ready to support the KDE, school districts and our out-of-school time partners and we
build a more equitable future for our kids!

Tom Haggard

www.kyoutofschoolalliance.org

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