♪ ♪ >> Renee: THE NEW LEADER OF THE NATIONAL CENTER FOR FAMILIES LEARNING BELIEVES THE FUTURE OF LEARNING IS WITH FAMILIES IN COMMUNITIES AND THAT EDUCATION ISN'T JUST CONFINED TO THE CLASSROOM WALLS.

I TALK WITH EDUCATOR Dr. FELICIA CUMMINGS SMITH ABOUT HOW TO GET GOVERNMENT FAMILIES AND ORGANIZATIONS MOBILIZED IN DELIVERING A GRADE A EDUCATION FOR OUR KIDS THAT'S NOW ON CONNECTIONS.

I THANK YOU FOR JOINING US FOR THIS EDITION OF CONNECTIONS, I'M RENEE SHAW.

THE NATIONAL CENTER FOR FAMILIES LEARNING WORKS TO ERADICATE POVERTY THROUGH EDUCATION SOLUTIONS FOR SAM LIST.

NCFL DELIVERS AND DEVELOPS PROGRAMMING, PROFESSIONAL RESOURCES FOR FAMILIES BY PARTNERING WITH EDUCATORS, LITERACY ADVOCATES AND POLICY MAKERS Dr. FELICIA SMITH BECAME THE ORGANIZATION'S ONLY SECOND PRESIDENT IN ITS MORE THAN 30-YEAR HISTORY A LIFE LONG EDUCATION AND NATIONAL THOUGHT LEADER, Dr. SMITH HAS SERVED IN A VARIETY OF LEADERSHIP ROLES FROM EARLY CHILDHOOD TO POST SECOND AR EDUCATION, FLAND BY AND NON-PROFITS.

AN ADVOCATE FOR TEACHER LEADERSHIP PROGRAMS, COMPETENCY-BASED EDUCATION, SHE IS PARLEYING ALL OF THAT EXPERTISE INTO HER NEW ROLE AND WE ARE SO GLAT SHE IS JOINING US DESCRIBIA SKYPE FROM LOUISVILLE ON TO TALK ABOUT HER IN YOU ROLE AND WHAT SHE WANTS TO ACCOMPLISH IN IT GOOD EVENING.

THANK YOU FOR JOINING US Dr. CUMMINGS SMITH.

>> THANK YOU, RENEE.

I'M HONORED TO BE HERE.

>> SO VERY PROUD OF YOU.

I'VE FOLLOWED YOUR CAREER FOR A LONG TIME AND FOR YOU TO BE THE SECOND PRESIDENT IN THIS VERY HIGHLY REGARDED AND ESTEEMED ORGANIZATION, STARTED BY SHARON DARLING, IS QUITE A TESTAMENT TO THE WORK YOU HAVE DONE FOR MANY, MANY YEARS.

SO CONGRATULATIONS.

>> THANK YOU SO MUCH.

AND I JUST AM OVERWHELMED AT THE OPPORTUNITY TO FOLLOW SHARON.

SHE HAS DONE SO MUCH FOR THIS COUNTRY AND DEFINING FAMILY LITERACY AND ESTABLISHING FAMILY LITERACY AND LEARNING PROGRAMS OVER THE 32 YEARS OF HER CAREER AND IT IS TRULY AN HONOR TO FOLLOW HER AND TAKE THIS ORGANIZATION TO THE NEXT DECADE OR SO.

>> Renee: I EXPLAINED WHAT THE ORGANIZATION DOES BUT I WANT TO GO BACK TO YOUR BACKGROUND IF WE CAN.

THAT ON THE BIO ON THE WEBSITE FOR THE ORGANIZATION, YOU SAY YOU TOOK A NON-TRADITIONAL PATH OF EDUCATION AND TO GET WHERE YOU ARE AS A PROFESSIONAL EDUCATOR.

SHARE WHAT YOU MEAN BY THAT.

>> SURE.

MOST EDUCATORS SPEND THE MAJORITY IF NOT ALL OF THEIR CAREER IN THE CLASSROOM OR SOME SPECIFIC ROLE WITHIN A DISTRICT.

THEY MAY STAY IN THE CLASSROOM OR MOVE TO THE DISTRICT OFFICE BUT OFTEN TIMES THEY STAY WITHIN A K-12 SETTING OR P-20 SETTING OR MAYBE HIGHER EDUCATION.

MY CAREER REALLY HAS BEEN, YOU KNOW, A JAGGED LITTLE CAREER WHERE I HAVE HAD AN OPPORTUNITY TO WORK IN THE CLASSROOM.

WORKED AT THE DISTRICT LEVEL.

WORKED AT THE STATE AGENCY AT THE KENTUCKY DEPARTMENT OF EDUCATION.

WORKED IN HIGHER EDUCATION FOR A PERIOD OF TIME, PROVIDING SUPPORTS AND RESOURCES TO UNIVERSITIES FACULTY AND STUDENTS IN EDUCATION PROGRAMS BUT MORE IMPORTANTLY, I STEPPED OUT OF P-20 AND K-12 TO EXPERIENCE EDUCATION FROM A DIFFERENT PERSPECTIVE.

THINKING ABOUT WAYS IN WHICH THE PHILANTHROPIC COMMUNITY HAS INPUT AND SUPPORTS EDUCATION.

I WORKED AT THE BILL AND MELINDA GATES FOUNDATION AND THAT ALLOWED ME TO FEED GRANT OPPORTUNITIES IN MANY STATE AND DISTRICTS ACROSS THE COUNTRY.

IT GAVE ME A DIFFERENT VANTAGE POINT OF HOW PHILANTHROPIC COMMUNITIES CAN SUPPORT EDUCATION.

BUT I ALSO RECENTLY LEFT NATIONAL GEOGRAPHIC WHICH IS ALSO A DIFFERENT ENTITY THAT ALLOWED ME TO THINK ABOUT EDUCATION AND SPREADING EDUCATION SOLUTIONS NOT ONLY GLOBALLY BUT ALSO SOMENTLY.

I'VE HAD A CHANCE TO SEE EDUCATION FROM MULTIPLE PERSONS AND THAT'S WHAT I HOPE TO BRING TO NCFL, A NON-PROFIT, WORKING WITH ITS PRIMARY ROOTS AND SOLVING AND PROVIDING EDUCATION SOLUTIONS HAND IN HAND WITH FAMILIES AND IN PARTNERSHIP WITH EDUCATORS.

SO IT HAS BEEN AN IN AND OUT OF THE K-12 AND P-20 SYSTEM BUT I THINK IT HAS GIVEN ME A LOT OF IDEAS AND INTEREST AREAS THAT I CAN NOW USE HERE IN A NON-PROFIT SETTING.

>> Renee: AND EXPERTISE, OF COURSE, TO BE ABLE TO MOLD ALL OF THAT AND USE ALL OF THAT EXPERIENCE TOGETHER, YOU KNOW, USUAL AS YOU SAID, A FORMER CLASSROOM TEACHER AND I KNOW THAT TEACHER PREPARATION WAS REALLY KEY FOR YOU WHEN YOU WERE AT THE DEPARTMENT AND YOU REALLY HONED IN ON THAT AND WERE A BIG ADVOCATE FOR TEACHER PREPARATION AND THERE IS LOTS OF CONVERSATION ONGOING, AS YOU KNOW, IN THIS STATE ABOUT TEACHER PREPARATION.

TELL US ABOUT YOUR PREPARATION TO GET FROM THE CLASSROOM TEACHER TO AN ADMINISTRATIVE ROLE AND WHAT WOULD YOU ADVISE EDUCATORS-- WE KNOW THAT THERE IS A TEACHER SHORTAGE, THERE ARE SHORTAGES EVERYWHERE.

BUT AS WE LOOK AT SOME OF THE DIRTH IN THAT PROFESSION RIGHT NOW, I MEAN WHAT WOULD YOU SAY FROM YOUR VANTAGE POINT ABOUT HOW TO LIFT UP THE EDUCATION INDUSTRY AND PERHAPS THOSE TEACHERS WHO WANT TO BE IN ADMINISTRATIVE ROLES, HOW WOULD THEY GET THERE?

>> SURE, YOU KNOW, ONE OF THE THINGS THAT I FELT LIKE HELPED PROPEL MY CAREER INTO ADMINISTRATION WAS REALLY JUST LEADING FROM THE CLASSROOM.

AND MANY PEOPLE THAT KNOW ME ACROSS THE STATE KNOW THAT I HAVE BEEN A STRONG ADVOCATE FOR TEACHER LEADERSHIP OPPORTUNITIES.

I BELIEVE THAT TEACHERS CAN BE LEADERS FROM THE CLASSROOM AND NOT NECESSARILY LEAVE THE CLASSROOM SETTING IN ORDER TO SUPPORT AND INITIATE NEW IDEAS, TO IMPROVE TEACHING AND LEARNING BUT ALSO TO IMPROVE THE PROFESSION.

I'M A STRONG ADVOCATE OF TEACHER LEADERSHIP AND HAVE BEEN FROM REALLY THE BEGINNING OF MY TEACHING DAYS BUT I LEARNED VERY QUICKLY THAT THERE MIGHT BE OTHER OPPORTUNITIES THAT I HAD INDIVIDUALS TAP ME ON THE SHOULDER TO TELL ME MAYBE YOU SHOULD CONSIDER DOING DISTRICT LEVEL WORK.

SO IT MOVED QUICKLY FOR ME HELPING INFLUENCE MY COLLEAGUES TO DISTRICT LEVEL RESPONSIBILITIES.

I'VE ALWAYS FOCUSED ON LITERACY AND READING SO THERE WERE OPPORTUNITIES THERE TO BE A CURRICULUM COACH WHICH I STEPPED INTO, CURRICULUM RESOURCE POSITION IN JEFFERSON COUNTY PUBLIC SCHOOLS.

THAT LED TO INDIVIDUALS AT THE STATE AGENCY AT THE TIME BEING THAT THERE WERE-- I HAD LEADERSHIP SKILLS AND THERE WAS AN OPPORTUNITY THERE AND SO I THINK ONE OF THE THINGS THAT HAS BEEN IMPORTANT FOR ME ACROSS MY CAREER IS THAT I HAVE NEVER BEEN AFRAID TO TAKE THE NEXT STEP OR TAKE A RISK AND JUST TRY SOMETHING NEW.

IT'S ACTUALLY A PART OF WHO I AM , TO WANT TO LEARN SOMETHING NEW AND TAKE ON DIFFERENT RESPONSIBILITIES.

SO THAT LEADERSHIP WAS DEVELOPED IN THAT WAY BECAUSE OF THE OPPORTUNITIES THAT I WAS AFFORDED BY MANY PEOPLE WHO SAW POTENTIAL IN ME TO BE A LEADER AND THEN I FORMALIZED THAT IN KNOW, WHAT DOES IT TAKE TO LEAD AT THE STATE LEVEL?

THEN I WENT INTO MY CAREER PROGRAMMING TO LOOK AT CURRICULUM AND INSTRUCTION PURSUE MY DOCTORATE AND BECOMING ASSOCIATE COMMISSIONER OF THE STATE AT A TIME WHEN WE WERE DOING LOTS OF POLICY WORK AND TRANSFORMING EFFORTS ACROSS THE STATE TO IMPROVE TEACHING AND LEARNING AND CAREER AND COLLEGE READINESS.

IT BECAME AN INFORM AL STRATEGY FOR GETTING TO LEADERSHIP POSITIONS WHICH AGAIN IS REALLY NON-TRADITIONAL APPROACH TO THOSE POSITIONS BUT I BELIEVE IT IS LESS ABOUT THE TITLES THAT WE HAVE AND MORE ABOUT THE COMPETENCIES THAT WE BRING TO LEADERSHIP AND THAT'S ANOTHER PIECE THAT YOU MENTIONED IN MY INTRODUCTION THAT I CARE SO MUCH ABOUT, WHICH IS UNDERSTANDING COMPETENCIES THAT ARE APPROPRIATE FOR YOUNG PEOPLE AND FOR CHILDREN IN K-12 BUT ALSO THINKING ABOUT THE COMPETENCIES OF THE ADULT AND WHEN THE ADULTS HAVE THE LEADERSHIP COMPETENCIES THAT THEY CAN DEMONSTRATE TO BE IN LEADERSHIP POSITIONSES, I BELIEVE STRONGLY THEY SHOULD BE GIVEN OPPORTUNITIES FOR THOSE ROLES.

>> Renee: I WANT TO TALK TO YOU ABOUT LITERACY AND ALSO FAMILY ENGAGEMENT AND YOU ARE PART OF THE WHOLE COMMUNITY THAT TRY TO UPLIFT FAMILIES AND GET THEM INVOLVED BEYOND JUST THE P.T.A., WHAT IS THE DIFFERENT BETWEEN PARENTAL INVOLVEMENT AND PARENTAL ENGAGE MANY AND HOW DO YOU GET THEM FROM ONE TO THE OTHER IF ONE IS CERTAINLY AT A HIGHER LEVEL THAN THE OTHER?

>> RIGHT.

PARENTAL INVOLVEMENT REALLY IS JUST INVOLVING THOSE PARENTS AT A VERY SURFACE LEVEL.

IT CAN BE, YOU KNOW, HAVING DOUGHNUTS FOR DADS OR MUFFINS FOR MOMS ENGAGEMENT SO YOU ARE INVOLVING THEM IN THE PROCESS ENGAGEMENT GOES A STEP FURTHER ENSURING THAT PARENTS ARE SEEN AS PARTNERS, REAL PARTNERS IN SUPPORTING THEIR CHILDREN AS WELL AS THE PRACTICES THAT ARE HAPPENING WITHIN SCHOOLS AND WITHIN DISTRICTS ENGAGEMENT BUILDS CAPACITY OF NOT ONLY THE PARENTS TO UNDERSTAND HOW TO WORK WITH EDUCATORS WITHIN A SYSTEM BUT IT ALSO BUILDS CAPACITY OF THE EDUCATORS TO KNOW HOW TO SHIFT THEIR MIND SETS OFTEN TIMES ABOUT HOW WE THINK ABOUT PARENTS THAT MAY, ON THE SURFACE APPEAR NOT TO BE INVOLVED OR NOT TO CARE AND REALLY SHIFT THAT MIND SET TO FOCUS ON WHAT ARE THE AS SETS, WHAT ARE THE STRENGTHS.

WHAT CAN I LEARN FROM THIS PARENT THAT MIGHT ALSO INFORM HOW I ENGAGE WITH THE LEARNER IN THE CLASSROOM OR IN THE BUILDING AND SO THE ENGAGEMENT ASPECT OF THE WORK GOES FAR DEEPER BECAUSE THERE IS CAPACITY THAT IS BUILT WITH THE EDUCATORS AND CAPACITY BUILT WITH THE PARENTS AS WELL.

AND WE HAVE BEEN INVOLVED IN THAT FOR QUITE SOMETIME.

WE ALSO WOULD EXTEND THAT TO HOW DOES THE COMMUNITY SUPPORT FAINTER AND FAMILY ENGAGEMENT.

>> AS YOU KNOW, THE PANDEMIC HAS BROUGHT ABOUT A HEIGHTENED LEVEL OF PARENTAL ENGAGEMENT BECAUSE OF NON-TRADITIONAL INSTRUCTION AND REMOTE LEARNING AND TEACHERS AND PARENTS SOMETIMES HAVE BEEN ON OPPOSITE SENDS OF THE DEBATE.

SO HOW DO YOU THINK COVID-19 AND THE NEW REALITY THAT WE ARE STILL OPERATING IN IS GOOD OR BAD FOR PARENTAL ENGAGE MANY AND THE RELATIONSHIP TO THE EDUCATION COMMUNITY?

>> I THINK ONE THING THAT WOULD I SAY ABOUT THE PANDEMIC AND HOW WE HAVE LEARNED AS EDUCATEDDORS TO BE RESPONSIVE TO PARENTS AS A RESULT OF THE PANDEMIC IS BECAUSE YOU KNOW, PARENTS REALLY BECAME UP AND CLOSE, GOT AN UP AND CLOSE LOOK FOR WHAT WAS HAPPENING FOR THEIR CHILD AND THE TYPES OF LEARNING EXPERIENCES THAT WERE OCCURRING.

I'M A PARENT AND I'M THE PARENT OF A HIGH SCHOOLER AND I HAD NO IDEA WHAT SHE WAS DOING IN SCHOOL FOR EIGHT HOURS A DAY.

WOULD I SEE HOME WORK AND SHE WOULD TALK OCCASIONALLY ABOUT WORK THAT WAS GOING ON BUT NTI AND BEING AT HOME DURING SCHOOL CLOSURE REALLY SHIFTED LIKE HOW PARENTS BECAME ENGAGED IN THE LEARNING PROCESS BECAUSE THERE WAS GREATER TRANSPARENCY AND GREATER VISIBILTY TO THE TYPES OF LEARNING EXPERIENCES THAT WERE HAPPENING WHERE THEIR CHILD MAY BE IN COMPARISON TO, YOU KNOW, WHERE THEY SHOULD BE ON THE LEARNING JOURNEY BEING ABLE TO RESPOND ACCORDINGLY TO CONTENT AND KNOWLEDGE AND DEVELOPMENT OF THEIR SKILLS AND SO I THINK WHAT HAS OCCURRED AS A RESULT OF THE PANDEMIC, EDUCATORS HAVE GOTTEN SMARTER ABOUT THE TYPES OF WAYS IN WHICH THEY CAN ENGAGE PARENTS AND FAMILIES THROUGH THIS PROCESS THROUGH THIS PROCESS AS WELL AS PARENTS ARE NOW MORE AWARE OF WHAT IS ACTUALLY HAPPENING, WHAT THE CURRICULUM LOOKS LIKE AND WHAT THE IDEAS ARE BEING SHARED AND WHERE THEIR CHILD SHOULD BE AND SO I BELIEVE NOW MORE THAN EVER, PARENT ENGAGE MANY AND FAMILY INVOLVEMENT AND FAMILY ENGAGEMENT IS AT A PEAK BECAUSE OF WHAT WE HAVE LEARNED OUT OF THE PANDEMIC.

>> Renee: HOW DO YOU REVOLUTIONIZE FROM THIS POINT FORWARD Dr. CUMMINGS SMITH, THE PARENTAL INVOLVEMENT WITH THE EDUCATION COMMUNITY AND TEACHERS THEMSELVES WHERE DO YOU TAKE IT FROM HERE AND HOW DO YOU SUSTAIN A LEVEL OF INVOLVEMENT THAT WE'VE SEEN BECAUSE OF THE PANDEMIC.

>> I THINK EDUCATORS ARE LEARNING NOW.

KENTUCKY IS A GREAT EXAMPLE, LORE-- THERE ARE LOTS OF DISTRICTS TAKING ON MORE RESPONSIBILITY OF DEFINING THE MOST APPROPRIATE STRATEGIES FOR ENGAGING PARENTS AND FAMILIES IN THE LEARNING JOURNEY PROCESS MUCH OF WHAT WE DO AT NCFL LIKES TO INCLUDE FAMILIES AS A UNIT IN LEARNING.

ANY TIME EDUCATORS CAN DESIGN DEEP LEARNING EXPERIENCED THAT ARE A LITTLE LONGER IN LENGTH AND COMMITMENT TO LEARNING, THAT CAN CREATE OPPORTUNITIES WHERE FAMILIES CAN BE INVOLVED IN LEARNING TOGETHER.

AND SO THAT IS THE PIECE THAT WE ARE REALLY PUSHING ON AT NCFL AND WE THINK ABOUT REVOLUTIONIZING THE EXPERIENCE.

BEFORE, THE INDIVIDUAL LEARNER WAS PRIMARY RESPONSIBLE FOR WHAT THEY DO AND WHAT THEY HAD TO ACCOMPLISH AND NOW WE WOULD LIKE TO OPEN THOSE CONVERSATIONS UP IN A WAY THAT PARENTS AND CAREGIVERS CAN BE MORE AWARE AND MORE IN TUNE AND EVEN PARTICIPATORY IN THE PROCESS OF LEARNING AS ASSIGNMENTS AND EXPERIENCES ARE DESIGNED.

>> Renee: YOU MENTIONED EARLY ABOUT LITERACY AND THERE ARE FRESH ATTEMPTS AND NEW INITIATIVES CURRENTLY BEING DISCUSSED IN THE KENTUCKY GENERAL ASSEMBLY ABOUT EARLY LITERACY INTERVENTIONS AND COMPANION BILLS IN THE HOUSE AND SENATE THAT ARE CALLED THE READ TO SUCCEED ACT AND WE KNOW THAT A SIMILAR SOUNDING NAME CAME ABOUT, AN INITIATIVE DURING THE ERNIE FLETCHER YEARS WHICH HAVE BEEN THE EARLY MID 2000S.

SO WHEN YOU LOOK AT ATTEMPTS TO REALLY LOOK AT INTERVENTIONS IN EARLY LEARNING BY HAVING RAMPED UP AND AMPED UP DIAGNOSTIC TOOLS AND SCREENINGS, MORE AT HOME STRATEGIES, MORE TEACHER PREPARATION SO TEACHERS KNOW HOW TO TEACH READING.

WE DON'T EVEN THINK ABOUT THAT.

HOW DO YOU TEACH A CHILD TO READ?

HOW ENCOURAGED ARE YOU BY THESE EFFORTS AND WHERE IS THE FAMILY PIECE WHEN IT COME TO THOSE TYPE OF LEGISLATIVE INITIATIVES?

>> THANK YOU FOR ASKING THAT QUESTION, RENEE BECAUSE THE READ TO ACHIEVE, THE FORMER BILL AND THE CURRENT BILL AND THE READ TO SUCCEED, THE NEW NAME OF THAT I THINK FIRST OF ALL I WANT TO APPLAUD THE KENTUCKY LEGISLATURE FOR KEEPING THEIR FOCUS ON EARLY READING EFFORTS AND THAT IS ALWAYS BEEN NEAR AND DEAR TO MY HEART BUT I THINK JUST THIS ADDITIONAL INVESTMENT IN EARLY READING IS ABSOLUTELY CRITICAL GIVEN ALL THE AS IF FACETS-- THAT YOU MENTIONED AND OFTEN TIMES YOU ARE RIGHT.

WE DON'T, AS INDIVIDUALS, THINK ABOUT LEARNING TO READ IS A PROCESS.

AND IT'S NOT A PROCESS THAT SHOULD BE TAKEN FOR GRANTED BECAUSE THERE ARE MANY INDIVIDUALS THAT ARE NOT READING WELL TODAY.

AND EARLY INTERVENTION IS A WAY OF ADDRESSING THAT.

IT IS GOING TO BE A COSTLY ENDEAVOR.

ANY TYPE OF INTERVENTION REQUIRES YOU KNOW, ADDITIONAL SUPPORTS SO THAT YOU CAN RAMP UP AND ACCELERATE THE LEARNING IN A WAY AND SO IT IS IMPORTANT TO CONTINUE TO MAKE THESE KINDS OF INVESTMENTS, IT'S IMPORTANT TO CONTINUE TO THINK ABOUT THE VARIOUS WAYS IN WHICH EDUCATORS BECOME BETTER EEMP OF READING, BETTER DIAGNOSTICIANS OF READING, THAT THEY HAVE THE APPROPRIATE TOOLS TO MAKE THE APPROPRIATE DECISION FOR EACH AND EVERY LEARNER.

THAT IS WHAT IS MOST CRITICAL ABOUT WHAT I SEE HAPPENING IN OUR STATE NOW WITH THIS NEW BILL.

THINKING ABOUT WHAT ARE THE BROAD SPREAD TYPES OF STRATEGIES WE NEED TO HAVE IN PLACE FOR CORE INSTRUCTION IN THE TEACHING OF READING AND THE TYPES OF INTERVENTIONS AND SUPPORTS THAT NEED TO BE IN PLACE TO ACCELERATE A LEARNER'S ABILITY TO READ WELL.

AND AS IT RELATES TO FAMILY SITCY-- LITERACY, THAT'S ANOTHER COMPONENT THAT MAY OR MAY NOT BE AS EVIDENT IN SOME OF THE LANGUAGE WE SEE IN THE LEGISLATION WE SEE NOW, ALTHOUGH I WOULD ADVOCATE FOR IT TO BE.

I THINK IT'S IMPORTANT FOR US TO KNOW THAT MANY YOUNG CHILDREN STRUGGLING TO READ MAY COME FROM HOMES WHERE THERE ARE ADULTS IN THE HOME THAT HAVE STRUGGLED TO ROO TO READ AND THE FAMILY LITERACY COMPONENT THAT NCFL HAS BEEN KNOWN FOR FOR 30 YEARS AND WILL CONTINUE TO BE KNOWN FOR IS THAT WE BRING THAT MULTIGENERATIONAL APPROACH TO LITERACY AND LEARNING TO READ WELL IS THEN AN OUTCOME AND GOAL FOR FAMILIES, INCLUDING THE LEARNER IN THAT PROCESS.

WE'VE ALSO LEARNED THAT IN THESE EARLY LITERACY BILLS, MUCH OF THE WORK THAT I OVERSAW WHEN I WAS AT THE KENTUCKY DEPARTMENT OF EDUCATION, WE KNEW IT WAS NOT ONLY BENEFITING NATIVE ENGLISH SPEAKERS, BUT YOUNG CHILDREN WHO WHERE ENGLISH WAS THEIR SECOND LANGUAGE WERE ALSO BENEFITING FROM THE TYPE OF READING INTERVENTION AND SUPPORT AND WE MUST NOT FORGET THAT AS WELL AS WE THINK ABOUT DIVERSITY AND EQUITY AND INCLUSION OF OPPORTUNITIES FOR A YOUNG CHILD AND ADULTS ACROSS THIS COMMONWEALTH.

AND SO I THINK IT'S IMPORTANT FOR US TO KEEP OUR EYES FOCUSED ON LITERACY.

LITERACY IS THE ONE THING THAT WE KNOW THAT CAN REALLY TRANSFORM THE TRAJECTORY OF FAMILIES SUCH THAT THEY HAVE STRONGER ECONOMIC OUTCOMES AND STRONGER WORKFORCE INCLUSION.

IF YOU THINK ABOUT BUSINESSES THAT ARE INTERESTED IN HIRING TODAY.

LITERACY SKILLS ARE MOST IMPORTANT AND SO I'M EXCITED ABOUT THE OPPORTUNITY.

I HEAR THE COMMITMENT ON BEHALF OF THE GOVERNOR, ON BEHALF OF THE DEPARTMENT OF EDUCATION AND AS IMPORTANT AS OUR LEGISLATIVE TEAM AND LEGISLATORS.

THEY'RE SPEAKING ABOUT THE COMMITMENT AND I WOULD ASK THEM, DOUBLE DOWN.

CONTINUE TO DOUBLE DOWN ON EARLY LITERACY AND LITERACY CROSSES ALL DISCIPLINED.

>> SO I'M EXCITED ABOUT THAT.

>> Renee: AND IT'S NOT JUST THE ABILITY TO READ BUT TO COMPREHELPED AND TO THINK CRITICALLY ABOUT WHAT YOU HAVE JUST READ AND WE HAVE OFTEN HEARD IT, THERE ARE WORKFORCE IMPLICATIONS FOR CERTAIN BUT THERE ARE ALSO CRIMINAL JUSTICE IMPLICATIONS.

WE KNOW THAT THERE ARE SOME STATES WHO ACTUALLY LOOK AT THIRD GRADE READING SCORES TO DETERMINE HOW MANY CORRECTIONAL BEDS OR FACILITIES THEY MAY NEED A FEW YEARS DOWN THE ROAD THIS PARTICULAR MEASURE FOCUSES ON MAKING SURE READERS IN THE THIRD GRADE, PROFICIENT BY THE END OF THE THIRD GRADE.

THIRD GRADE SEEMS TO BE A CRITICAL POINT.

THAT UP TO THAT POINT YOU LEARN TO READ AND AFTER THAT POINT, YOU READ TO LEARN.

SO CAN YOU TALK ABOUT-- IT'S MUCH BROADER AND MAYBE MORE I AM IMPACTFUL THAN IT SOUNDS.

IMPLICATIONS FOR LITERACY AND IT NOT BEING PROFICIENT FOR ALL KIDS IS PARTICULARLY IMPORTANT AND CAN YOU TALK ABOUT THE CONNECTION TO POVERTY THERE AND THE WHOLE FAMILY LITERACY PIECE AS YOU MENTIONED, IF A CHILD COMES FROM A FAMILY WHERE THEY DON'T READ WELL, THEN HOW ARE THEY TO HELP THEIR CHILD OR EVEN TO DIAGNOSE THAT THE CHILD DOESN'T READ WELL, TOO.

>> THAT'S EXACTLY RIGHT, RENEE.

I MEAN OUR DATA THAT WE HAVE LOOKED AT JUST RECENTLY, THEY'RE ABOUT 317,000 KENTUCKIANS THAT DO NOT HAVE A HIGH SCHOOL DIPLOMA OR G.E.D.

NOW THINK ABOUT THAT AS AN IMPLICATION FOR, YOU KNOW, THE COMMONWEALTH FOR ECONOMIC OUTCOMES FOR THE COMMONWEALTH.

>> WE KNOW THAT MANY OF THOSE INDIVIDUALS STRUGGLE TO READ AND WE BELIEVE THAT IF WE CAN CONTINUE TO FOCUS ON LITERACY EFFORTS AND FAMILY LITERACY EFFORTS, JOINING HAND TO HAND, THAT WE CAN SEE A BETTER, BRIGHTER KENTUCKY.

AND REALLY TRANSFORM WHAT IS HAPPENING IN OUR STATE FOR ECONOMIC WELL-BEING AND SOCIAL AND EMOTIONAL WELL-BEING.

I MEAN THINK ABOUT IT.

IF YOU ARE STRUGGLING TO READ, OFTEN TIMES YOUR CONFIDENCE IS IMPACTED, THE WAY YOU CARRY YOURSELF IS I AM IMPACTED AND IT IS IMPORTANT FOR US TO BE ABLE TO BE RESPONSIVE TO THAT AS A LARGER COMMUNITY SUCH THAT EACH AND EVERY KENTUCKIAN THRIVES.

SO, YOU KNOW, WE BELIEVE THAT IT IS A COMPREHENSIVE APPROACH.

FOR HOW WE THINK ABOUT LITERACY AND HOW WE THINK ABOUT LITERACY WITH FAMILIES AND WE NEED EDUCATORS AND A LARGER COMMUNITY.

BUSINESSMEN AND WOMEN WHO ARE COMMITTED TO THIS.

I KNOW ASHLI WATTS AT THE CHAMBER HAS BEEN A STRONG ADVOCATE BECAUSE OF THE VERY NUMBERS THAT YOU MENTIONED THAT CAN BE PREDICTIVE OF THIRD GRADE READING AND THEN PRISON BED.

AND SO WE WANT TO CHANGE AND DISRUPT THAT KIND OF PROJECTION SO THAT WE CAN BEGIN TO THINK ABOUT DIFFERENT WAYS OF USE OF RESOURCES AND ELEVATING THE SUPPORT THAT WE PROVIDE TO KENTUCKIANS AND THAT STARTS IN THE VERY EARLY GRADE.

>> Renee: Dr. SMITH YOU THOUGH THAT TECHNOLOGY HAS MADE A BIG DIFFERENCE IN EDUCATION DELIVERY AS IT HAS IN OTHER SECTORS.

BUT I'M CURE WHY US ABOUT YOUR THOUGHT ABOUT HOW TECHNOLOGY CAN BE USED MORE IN EDUCATION DELIVERY SERVICE IS AND WHERE DO YOU SEE YOUR ORGANIZATION'S ROLE IN KIND OF BRIDGING THE GAPS IN THESE DISPARITIES WHETHER THEY'RE RACIAL OR SOCIOECONOMIC THAT PERSIST IN PART OR IN WHOLE BECAUSE OF THE ACCESS OR LACK THEREOF TO TECHNOLOGY.

>> I THINK THAT'S AN IMPORTANT TOPIC.

THE ROLE OF TECHNOLOGY IS ONLY GOING TO INCREASE OVER TIME.

WE KNOW THAT.

MANY PEOPLE MAY NOT UNDERSTAND THAT THERE ARE DIFFERENT TYPES OF SKILLS THAT YOU USE WHEN YOU ARE READING ONLINE WHEN YOU ARE ENGAGED IN LITERACY AND A TECHNOLOGY CONTEXT.

AND SO IT'S IMPORTANT FOR TO US THINK ABOUT THE DIGITAL LITERACY SKILLS THAT FLUNG WEEM NEED TODAY THAT, IN MANY INSTANCES, SHOULD BE EMBEDDED WITHIN THE CURRICULUM.

I KNOW THAT THERE ARE A COUPLE OF BILLS THAT HAVE BEEN PROPOSED, TOO, AND WHEN THINKING ABOUT THE SKILLS AND COMPETENCIES OF HAVING A DIGITAL LITERATE COMMUNITY, THAT'S EXTREMELY IMPORTANT AND SO HAVING THOSE SKILLS AND THOSE RESOURCES AVAILABLE TO YOUNG PEOPLE IS ABSOLUTELY IMPORTANT.

WE HAVE A PARTNERSHIP WITH KENTUCKY ADULT EDUCATION AND IT'S BEEN A LONG STANDING PARTNERSHIP SO WE BELIEVE IT IS ALSO IMPORTANT NOT THE ONLY TO WORK WITH YOUNG PEOPLE THROUGH THEIR K-12 LEARNING JOURNEY, BUT THAT WE ARE ALSO REALLY RAMPING UP THOSE DIGITAL LITERACY SKILLS FOR ADULTS.

AND SO THAT PARTNERSHIP WITH KENTUCKY ADULT EDUCATION HAS BEEN A STRONG PARTNERSHIP WHERE WE ARE CONTINUING TO INFUSE THAT INTO THE PROGRAMMING THAT IS HAPPENING ACROSS MANY ADULT EDUCATION CLASSROOMS ACROSS THE STATE.

I'LL ALSO ADD, WE HAVE A NEW TECHNOLOGY PILOT PROGRAM THAT IS GOING ON, NOT ONLY DO WE KNOW THAT THE INTERFACE BETWEEN DIGITAL LITERACY IS IMPORTANT BUT WE ARE ALSO REALLY PUSHING THE EDGE ON VIRTUAL REALITY AND THINKING ABOUT WAYS IN WHICH WE CAN ESTABLISH NEW AND DIFFERENT CONTEXTS FOR LEARNING FOR ADULTS AND WE ARE BEGINNING TO GET SOME EARLY DATA THAT SUGGESTS THAT THROUGH THIS VIRTUAL REALITY PILOT, THAT ADULTS ARE ALSO GAINING DIGITAL LITERACY SKILLS THROUGH THAT EFFORT.

V.R.

AND A.R.

ARE HERE TODAY AND IT IS IMPACTING OUR SCHOOLS AND IN MY FORMER DISTRICT OF JEFFERSON COUNTY PUBLIC SCHOOL, WE HAD A STRONG V.R.

PRESENCE IN MANY OF THOSE SCHOOLS, THANKS TO A PARTNERSHIP WITH VERIZON.

AND SO THERE ARE VARIOUS DIFFERENT WAYS IN WHICH WE KNOW THAT TECHNOLOGY IS GOING TO ADVANCE OUR LEARNING THAT ALSO IS CRITICAL FOR LITERACY AS WE MOVE FORWARD.

LITERACY MAY HAVE A DIFFERENT WAY OF PRESENTING ITSELF.

WE NEED TO ADVANCE THAT AS WITH EL.

>> Renee: CERTAINLY SOMETHING TO KEEP OUR EYES ON HOW VIRTUAL REALITY, VIRTUAL EXPERIENCES CAN AID IN THAT.

THANK YOU SO MUCH, Dr. FELICIA CUMMINGS SMITH WITH THE NATIONAL CENTER FOR FAMILIES LEARNING.

WE APPRECIATE YOUR TIME TODAY AND BEST OF LUCK AND CONTINUED SUCCESS TO YOU.

>> THANK YOU RENEE.

>> Renee: AND THANK YOU FOR WATCHING.

YOU CAN ALWAYS KEEP ON TOP OF WHAT IS HAPPENING IN FRANKFORT BY WATCHING KENTUCKY TONIGHT ON MONDAY NIGHTS AT 8:00 EASTERN 7 CLOCK CENTRAL ON KET.

FOLLOW ME ON TWITTER AS I KEEP YOU UPDATED ON THAT VENUE ON WHAT IS HAPPENING IN FRANKFORT AS WELL.

LISTEN TO THE PODCAST AT THE ADDRESS ON THE SCREEN.