Elk Hunting in Kentucky -'I can do this!' The prospect of hunting for an animal as large as an elk can be daunting for some hunters, especially new hunters.
However, hunting elk in Kentucky is a challenge that virtually any hunter can tackle. Kentucky’s elk zone provides abundant opportunities to harvest elk. Don’t be afraid to ask someone you know to help you; most hunters would love to go on an elk hunt, even if they couldn’t pull the trigger themselves! We also want you to have the information you need to have a successful hunt. Following are some tips for you as you prepare to elk hunt this season. Another helpful resource is the “ ” booklet. Equipment Preparing for an Elk hunt can be challenging.
Don't hesitate to ask if you need something. Veteran hunters are more than willing to share their experiences, along with essential gear. When you're ready to buy or have additional questions, consult your local department store chain, sporting goods store, gun or archery shop, or online (except for modern firearms, which requires in-person purchase). Weapons-. Modern firearms that are legal for elk include any center-fire (aka 'high powered') rifle or pistol larger than a.270 caliber, or 20-10 gauge shotgun used with slugs. For slugs, a shotgun should have a rifled barrel designed for slugs or be 'open-choked'- cylinder, improved cylinder.
Muzzle-loading hunting guns range from centuries-old technology to cutting-edge in-line rifles that accurately shoot well beyond a hundred yards; for elk, muzzleloaders must be.50 caliber or larger. Archery equipment or crossbows are legal during the appropriate seasons if you are drawn for an archery/crossbow permit, provided your broadhead (arrow tip) is at least 7/8' wide. Clothing-Many wear camouflage underneath but you can also simply wear green or brown.
Avoid blue or white clothing. Consider using a scent cover/blocking wash for your clothes before you elk hunt. Dress with adequate layers so you can adapt to the weather. During firearms seasons, the most important pieces of clothing are a solid hunter orange hat and vest or jacket to cover your chest/back and head for visibility to other hunters and to comply with the hunter orange law. Rubber boots don't absorb scents, but most don't provide the level of ankle support of other hunting boots; use footwear that fits the terrain you'll be hunting.
Even hiking boots can be acceptable! Either way, make sure to decide on a well broken-in pair of boots. Nothing hurts worse than sore and blistered feet on a hunt.
Having a stand-by pair can come in handy in case your first pair becomes wet or damaged. Day-pack- Carry along a sturdy backpack with your valid hunting license and permit, writing pen, drinking water, snacks, first-aid kit, knife and disposable gloves for field dressing, and raingear. Rope or other means (such as a game cart) for dragging a harvested deer is also helpful if you'll be far from your vehicle. Cheesecloth and ground black pepper can help keep debris and flies off the hide and exposed meat.
Binoculars or Spotting Scope- You can literally see for a long way on some of the Eastern Kentucky's reclaimed coal mines. Glassing from high knobs with your binoculars is an effective way to locate elk. Rangefinder- Naturally hunters are accustomed to the size of deer; in turn underestimating the distance of an elk can happen. A miscalculation could result in a wounded animal, making for a very difficult retrieval or even a missed shot. Optics- A scope for your rifle or slug gun is also helpful for more accurate shot placement; it is a must to sight-in or practice with a scoped firearm before taking it hunting.
Bow sights will aid in an accurate shot placement for various ranges. Sighting-in and practicing in advance, again, is a must. Calls - Bull and cow calls come in a variety of forms, and can be purchased fairly inexpensively. Most are mouth calls, and require you to blow air across a reed or into a tube. We recommend getting at least one cow and one bull call, and practice their use until you are proficient with them.
You can listen to elk calls online at Preparation. Elk Hunting Units (EHU) - If you're drawn in the elk hunt lottery, you will be notified of the EHU you will hunt. Learn everything you can about the unit. Know the boundaries, off limit areas, public and private areas and lodging or sites allowing camping nearby. Start by looking at an interactive map of the area. Notice the terrain, inclines and peaks. Elk Biologists - Field staff in your elk hunting unit can be your biggest allies.
These biologists and technicians study the elk year-round. In your EHU for insider tips. Scouting - Hunters usually increase their odds if they spend some time exploring the area(s) they will hunt before hunting season. Take a GPS, map(s), comfortable walking shoes, binoculars, and adequate food and water for your time afield!
Elk usually develop a predictable pattern in their late summer-fall habits by mid-August. Take good notes of elk sign and how many elk you observed on your map and save the GPS coordinates. Don't be afraid to scout more than once. Remember, the more you prepare and scout, the more you will become better acquainted with the elk and their habitats.
Practice Shooting - Elk hunting requires rigorous walking, stalking and instinctive decisions. Practicing your shot from various distances as well as different shooting positions will help ensure a confident, ethical shot. We suggest that you start practicing soon after you are initially notified that you were chosen for an elk quota hunt. Learn the Language - A bugling bull sounds completely different from a grunting whitetail buck. A cow's 'mew' call is surprisingly high-pitched and nasally, sounding somewhat like a whale's vocalization.
Learning to imitate their sounds using a manufactured call can greatly increase your odds of harvesting an elk. Learn the elk language from veteran big game hunters, online and by practicing-a lot! Pick a call or two that you are comfortable with to use during your hunt. Exercise - Elk hunting isn't a typical walk in the park. With the mountainous terrain of Eastern Kentucky and the weight of your pack and weapon, you will want to build your endurance as early as possible.
Some locations will allow ready access in close proximity to a vehicle, while others will be more like a backcountry trek. Your research and scouting should guide your physical training.
Guide and Outfitters - If you are looking for additional help, you can always contact a licenses guide or outfitter. Handling Meat and Cape - An elk can weigh 600+ pounds! Unless you are close to a road to access your vehicle, more than likely you will have to quarter your elk. To prevent debris and flies, hunters should take cheesecloth or old bed sheets and ground pepper along on their hunt; exposed meat can be sprinkled with pepper to reduce insect attraction (for warmer days) then wrapped in cloth to air dry and cool.
More info about this follows on the After the Harvest page. Assistance - Most hunters will bring friends with them to witness and help with the hunt. Put them to work, too! Use your assistants by having them call in your elk so you can be set and ready for a good shot when the opportunity presents itself. Use another helper to range the distance between you and the approaching elk.
Have them on top of a ridge glassing while you are trying to stalk the herd from the bottoms. Your options are endless; there's no reason you have you do ALL of the work! On the Hunt Getting into Range. Spotting and stalking.
Start by locating elk with your binoculars or listening for bulls bugling. Close the distance by using the contours of the land and vegetation to hide your approach. This is the most common method for elk hunting with firearms, and the way most hunters take large bulls guarding a harem of cows.
Calling the animal into range. Most bowhunters try to call an elk into a comfortable shooting distance. If needed, have someone else call the elk into range for you. Position them behind you 10-20 yards - further away from the elk you're calling to. Remember to keep the wind in your face - downwind of your target. Elk have an excellent sense of smell and will spook easily. Shot Placement All of your planning pays off when you see a legal elk within range while hunting!
After you determine that the elk is within range for your weapon, you must ensure that it is safe to aim and pull the trigger or release the string. Be certain of your target and that if your bullet or arrow misses or travels through the elk that it cannot hit an unacceptable target. NEVER shoot if you have any doubts! Elk are large animals, weighing 300-700+ pounds. Regardless of the size and power of the bullet or broadhead, elk can sustain multiple hits. If the animal continues standing after the first shot, shoot again until it falls.
Don't shoot another animal instead! Publications - Kentucky Afield Magazine Article After the Harvest Following are some tips for what to do after you harvest your elk:. Retrieving Your Elk - Depending on where your shot hits and the condition of the elk, you may have to search for a wounded elk.
The initial search begins by “reading” the signs and/or looking for signs where the elk was shot. Recording Your Elk - After you recover your animal, you’ll need to record the sex, county, and date on your (attached to your license/permit or some other means of recording). When you make it back to a phone, or by phone (1-800-245-4263). Field Dressing - Once your elk is down, it’s important to either: 1) remove the entrails (guts or organs in the body cavity) from the carcass or 2) remove the meat from the skeleton. Either way will allow the meat to cool and air-dry. One of these procedures should be done as soon as possible after the animal is recovered.
This is critical if the temperature is above 40 degrees Farenheit to prevent meat spoilage. Traditional Field Dressing: If you remove the guts from your animal, you’ll also want to remove any food material or waste that’s left inside the body cavity, washing if necessary to remove any residue to prevent fouling of the meat. There are many good resources online; here’s our field dressing video. Field dress your elk in a discreet place, such as inside of woods, out of respect for the landowner or others using the land. No-Mess (Gutless) Field Dressing/Quartering: You can leave the guts intact and remove sections of meat by skinning your animal and quartering it in place. Here’s a well-done video on this technique, in which you can quickly field dress and elk with very little mess only your hands.
Dragging - Mature elk can weigh 500-700 pounds! Quartering or de-boning elk in the field are common options among experienced hunters. Thorough hunters will wrap their elk with cheesecloth or old bed sheets to keep any debris out.
How to Quarter an Elk - Telechecking Your Elk You are required by law to report your elk harvest by midnight on the day you recover the animal. You can do this by phone at 1-800-245-4263. Transporting Your Elk When you get your animal to the vehicle, if it’s above 40 degrees or if you’re putting the animal inside the car, pack 1 or more bags of ice inside the body cavity to cool the meat and help protect from spoilage. If you quartered your elk, you can keep the meat cool in multiple large coolers and ice.
Elk processors are listed in your local phone book or online. You can if you might want to do the job yourself. How to Quarter an Elk - For the Table Elk meat is a very healthy and nutritious meat. There are many print and online cookbooks dedicated to elk/venison, elk specifically or wild game in general. Following are some sites that have some good recipes:. Additional Information.
Find your certification area below to determine which test(s) you need to take. To learn more about a specific test, click the test title. Once you know your test(s), find out and read the. Tests are given by appointment. Visit to find testing centers near you.
Not all tests are offered continuously. Please plan ahead by checking. Ready to register?
With credit/debit card, eCheck or PayPal ®. Unless it is specifically stated that a calculator is permitted or required for a particular test, calculators may not be used on any Praxis tests (see.) If you test in Kentucky, your score report will be sent automatically to the Kentucky Education Professional Standards Board. If you test outside of Kentucky, select the Kentucky Education Professional Standards Board (state code 7283) as a score recipient when you register or on an additional score report request. Educator Preparation Entry Assessment To Be Certified in You Need to Take Test Code Qualifying Score Entrance into an Educator Preparation Program 5712 156 and 5722 162 and (.) 5732 150 If you wish to take all three computer-delivered Core Academic Skills for Educators exams (5712, 5722, 5732) at the same time, select Core Academic Skills for Educators: Combined Test (5751) when registering. Scores will be reported by individual test (5712, 5722, 5732). In lieu of the Core Academic Skills for Educators exams, the Educator Preparation Provider (EPP) may allow one of the GRE ® tests listed below for admission to an initial certification program at the graduate level.
Candidates should check with the EPP regarding admissions policies. The applicant is responsible for providing official GRE test scores to the EPP. GRE ® General Test Verbal Reasoning Quantitative Reasoning Analytical Writing 450 490 4.0 GRE ® General Test Verbal Reasoning Quantitative Reasoning Analytical Writing 150 143 4.0 Tests Required for Specific Licensure Areas. To Be Certified in You Need to Take Test Code Qualifying Score Elementary Education (P–5) (.) 5001 ¹ Reading and Language Arts Subtest 5002 157 Mathematics Subtest (.) 5003 157 Social Studies Subtest 5004 155 Science Subtest (.) 5005 159 ¹ To pass the Elementary Education: Multiple Subjects test you must receive a passing score on each subtest. If you wish to take all four subtests (5002, 5003, 5004, 5005) at the same time, select Elementary Education: Multiple Subjects (5001) when registering. If you wish to take or retake an individual subtest, you may register to take just that subtest.
And 5622 160. To Be Certified in You Need to Take Test Code Qualifying Score Arabic (P–12) 5622 160 or 5623 160 or 5624 160 Chinese (P–12) 5665 164 and 5622 160 or 5623 160 or 5624 160 French (P–12) 5174 162 and 5622 160 or 5623 160 or 5624 160 German (P–12) 5183 163 and 5622 160 or 5623 160 or 5624 160 Japanese (P–12) 5622 160 or 5623 160 or 5624 160 Latin (P–12) 5601 166 and 5622 160 or 5623 160 or 5624 160 Russian (P–12) 5622 160 or 5623 160 or 5624 160 Spanish (P–12) 5195 168 and 5622 160 or 5623 160 or 5624 160.
To Be Certified in You Need to Take Test Code Qualifying Score Communication Disorders (P–12) These tests are not for SLPA educator certification. 5354 151 and 5331 162 Hearing Impaired (P–12) 5354 151 and 5272 160 Hearing Impaired with Sign Proficiency (P–12) 5354 151 and 5272 160 and 0634 3+ (170) Learning and Behavior Disorders (P–12) 5543 158 For another option of assessments for this certificate see. Moderate and Severe Disabilities (P–12) 5545 158 For another option of assessments for this certificate see.
Visually Impaired (P–12) 5354 151 and 5282 163. To Be Certified in You Need to Take Test Code Qualifying Score American Sign Language (P–12) 0634 3+ (170) English as a Second Language (P–12) 5362 155 Gifted (P–12) 5358 157 Learning and Behavior Disorders (P–12) 5543 158 For another option of assessments for this certificate see. Literacy Specialist (P–12) 5301 164 Reading (P–12) 5204 153 This page is a supplement to. Note: A passing score on a test established at the time of administration shall be valid for the purpose of applying for certification for five (5) years from the test administration date.
What is the purpose of KPREP? KPREP Senate Bill 1 (SB 1), enacted in the 2009 Kentucky General Assembly, required a new public school assessment program beginning in the 2011-12 school year. These assessments were collectively named the Kentucky Performance Rating for Educational Progress (K-PREP) tests.
NCS Pearson has been awarded the contract to provide all assessments for grades 3-8 and writing on-demand at high school. NCS Pearson currently provides large-scale assessment services in more than 25 states and for the U.S. Department of Education. The assessment for grades 3-8 is a blended model built with norm-referenced test (NRT) and criterion-referenced test (CRT) items which consist of multiple-choice (mc), extended-response (er) and short answer (sa) items. The NRT is a purchased test with national norms and the CRT portion is customized for Kentucky. EOC Senate Bill 1 (SB 1), enacted in the 2009 Kentucky General Assembly, required a new public school assessment program beginning with the 2011-12 school year.
The legislation allowed, with approval by the Kentucky Board of Education, an end-of-course (EOC) assessment program at the high school level. Kentucky completed the state-required procurement process in 2011,and ACT, Inc.was awarded the contract to provide EOC assessments. Assessments for English II, Algebra II, Biology and US History have been purchased as part of ACTs QualityCoreprogram. The program is syllabus-driven and will include curriculum and instruction support materials. QualityCorehas been developed based on research in high-performing classrooms that focus on the essential standards for college and career readiness.
The EOC assessments will be administered throughout the year as students earn credit in each course.
Common Vulnerability Scoring System v3.0: User Guide Also available. Resources & Links Below are useful references to additional CVSS v3.0 documents.
Resource Location Specification Document Includes metric descriptions, formulas, and vector string. Available at User guide Includes further discussion of CVSS v3.0, a scoring rubric, and a glossary. Available at Example document Includes examples of CVSS v3.0 scoring in practice. CVSS v3.0 Calculator Use & Design This guide covers the following aspects of the CVSS Calculator: Calculator Use, Changelog, Technical Design and XML Schema Definition. Available at CVSS v3.0 logo Low and hi-res images available at CVSS v3.0 calculator Reference implementation of the CVSS v3.0 equations, available at JSON and XML schemas JSON and XML schema definitions available at 1. Introduction This guide supplements the formal CVSS v3.0 specification document by providing additional information, highlighting relevant changes from v2.0, as well as providing scoring guidance and a scoring rubric.
The Common Vulnerability Scoring System (CVSS) provides a way to capture the principal characteristics of a vulnerability, and produce a numerical score reflecting its severity, as well as a textual representation of that score. The numerical score can then be translated into a qualitative representation (such as low, medium, high, and critical) to help organizations properly assess and prioritize their vulnerability management processes. CVSS affords three important benefits:. It provides standardized vulnerability scores.
When an organization uses a common algorithm for scoring vulnerabilities across all IT platforms, it can leverage a single vulnerability management policy defining the maximum allowable time to validate and remediate a given vulnerability. It provides an open framework. Users may be confused when a vulnerability is assigned an arbitrary score by a third party.
With CVSS, the individual characteristics used to derive a score are transparent. CVSS helps prioritize risk. When the environmental score is computed, the vulnerability becomes contextual to each organization, and helps provide a better understanding of the risk posed by a vulnerability to the organization.
Since its initial release in 2004, CVSS has enjoyed widespread adoption. In September 2007, CVSS v2.0 was adopted as part of the Payment Card Industry Data Security Standard (PCI DSS). In order to comply with PCI DSS, merchants processing credit cards must demonstrate that none of their computing systems has a vulnerability with a CVSS score greater than or equal to 4.0. In 2007 NIST included CVSS v2.0 as part of their Security Content Automation Protocol (SCAP). In April 2011, CVSS v2.0 was formally adopted as an international standard for scoring vulnerabilities (ITU-T X.1521). Changes in CVSS v3.0 Given the widespread adoption of CVSS v2.0, a number of opportunities for improvement had been identified, prompting the development of v3.0.
These are described in detail below. Scope, Vulnerable Component, and Impacted Component CVSS v2.0 presented difficulties for vendors when scoring vulnerabilities that would fully compromise their software, but only partially affect the host operating system. In v2.0 vulnerabilities are scored relative to the host operating system, which led one application vendor to adopt a 'Partial+' impact metric convention. CVSS v3.0 addresses this issue with updates to where the impact metrics are scored and a new metric called Scope (discussed further below). Therefore, an important conceptual change in CVSS v3.0 is the ability to score vulnerabilities that exist in one software component (that we refer to formally as the vulnerable component) but which impact a separate software, hardware, or networking component (that we refer to formally as the impacted component), as illustrated in Figure 1.
Figure 1: Scope change For example, consider a vulnerability in a virtual machine that compromises the host operating system. The vulnerable component is the virtual machine, while the impacted component is the host operating system. Because these two components independently manage privileges to computing resources, they therefore represent separate (authorization) authorities. In Figure 1, the virtual machine is managed by 'Authority A,' while the host OS is managed by 'Authority B.' When two authorities are involved in a vulnerability exploit, CVSS considers that a scope change has occurred. Solution manual finite mathematics 9th edition lial.
This condition is captured by the new metric, Scope. As depicted in Figure 1, when scoring vulnerabilities in CVSS v3.0, the Exploitability metrics are scored relative to the vulnerable component. That is, they are scored by considering the component that suffers the coding flaw. On the other hand, the Impact metrics are scored relative to the impacted component. In some cases, the vulnerable component may be the same as the impacted component, in which case, no scope change has occurred. However, in other cases, there may be an impact to the vulnerable component, as well as to the impacted component. In these cases, a scope change has occurred, and the Confidentiality, Integrity and Availability Impact metrics should reflect the impact to either the vulnerable component, or the impacted component, whichever is most severe.
In the case of a vulnerability that allows the theft of a password file, while there may be subsequent steps the attacker takes to commit unauthorized account access, the most direct outcome is a loss of confidentiality of the local system file. As such, there would be no scope change. However, in the case of a vulnerability that allows a router's ARP table to be overwritten by an attacker, there are two impacts.
First, to the router's system file (Integrity impact to the vulnerable component), and second, to those Internet services served by the router (Availability impact to affected systems). Because the score should reflect the most severe outcome, the impact metric score may reflect either the Integrity loss to the vulnerable component, or the Availability loss to the Internet services, whichever is more severe. Access Vector The Access Vector (from v2.0) has been renamed to Attack Vector, but still generally reflects the 'remoteness' of the attacker relative to the vulnerable component. That is, the more remote an attacker is to the vulnerable component (in terms of logical and physical network distance), the greater the Base score will be. Further, this metric now distinguishes between local attacks which require local system access (such as with an attack against a desktop application) and physical attacks which require physical access to the platform in order to exploit a vulnerability (such as with a firewire, USB, or jailbreaking attack). Attack Complexity Access Complexity (from v2.0) conflated two issues: any software, hardware, or networking condition beyond the attacker's control that must exist or occur in order for the vulnerability to be successfully exploited (for example a software race condition, or application configuration), and the requirement for human interaction (for example, requiring a user execute a malicious executable).
Therefore, Access Complexity has been separated into two metrics, Attack Complexity (which addresses the former condition), and User Interaction (which addresses the latter condition). Privileges Required The new metric, Privileges Required, replaces the Authentication metric of v2.0. Instead of measuring the number of times an attacker must separately authenticate to a system, Privileges Required captures the level of access required for a successful attack. Specifically, the metric values High, Low, and None reflect the privileges required by an attacker in order to exploit the vulnerability. Impact Metrics The Confidentiality, Integrity and Availability impact metric values from v2.0 of None, Partial, and Complete have been replaced with None, Low, and High. Rather than representing the overall percentage (proportion) of the systems impacted by an attack, the new metric values reflect the overall degree of impact caused by an attack. For example, while the Heartbleed vulnerability only caused a loss to a small amount of information, the impact was quite severe.
In CVSS v2.0, this would have been scored as Partial, while in CVSS v3.0, this is appropriately scored as High. Additionally, in the example above, the impact metrics now reflect the consequence to the impacted component.
And the impacted component may or may not be the same as the component that possesses the vulnerability being exploited. Temporal Metrics The influence of Temporal metrics has been reduced in v3.0, relative to v2.0.
Exploitability has been renamed to Exploit Code Maturity to better represent what the metric is measuring. Environmental Metrics The Environmental metrics Target Distribution and Collateral Damage Potential have been replaced by Modified factors which accommodates mitigating controls or control weaknesses that may exist within the user's environment that could reduce or raise the impact of a successfully exploited vulnerability. Qualitative Rating Scale Some organizations created systems to map CVSS v2.0 Base scores to qualitative ratings. CVSS v3.0 now provides a standard mapping from numeric scores to the severity rating terms None, Low, Medium, High and Critical, as explained in the CVSS v3.0 specification document. The use of these qualitative severity ratings is optional, and there is no requirement to include them when publishing CVSS scores. Organizations using CVSS v3.0 scores that wish to use an alternate severity rating system are asked to use different rating terms or to clearly state that their ratings do not comply with the CVSS v3.0 specification, to avoid confusion. Summary of Changes An important consequence of these changes is that v2.0 and v3.0 scores may not always be comparable.
For example, a vulnerable application that could result in its complete compromise would have been be scored in v2.0 with Confidentiality, Integrity and Availability impact metric values of Partial. Whereas in v3.0, this same vulnerability would now be scored with the equivalent Confidentiality, Integrity and Availability impact metric values of High. A summary of changes from v2.0 are presented in Table 1.
Table 1: CVSS v2.0 to v3.0 Changes Version 2.0 Version 3.0 Vulnerabilities are scored relative to the overall impact to the host platform. Vulnerabilities now scored relative to the impact to the impacted component. No awareness of situations in which a vulnerability in one application impacted other applications on the same system. A new metric, Scope, now accommodates vulnerabilities where the thing suffering the impact (the impacted component) is different from the thing that is vulnerable (the vulnerable component). Access Vector may conflate attacks that require local system access and physical hardware attacks. Local and Physical values are now separated in the Attack Vector metric. In some cases, Access Complexity conflated system configuration and user interaction.
This metric has been separated into Attack Complexity (accounting for system complexity), and User Interaction (accounting for user involvement in a successful attack). In practice, the Authentication metric scores were biased toward two of three possible outcomes, and not effectively capturing the intended aspect of a vulnerability. A new metric, Privileges Required, replaces Authentication, and now reflects the greatest privileges required by an attacker, rather than the number of times the attacker must authenticate. Impact metrics reflected percentage of impact caused to a vulnerable application. Impact metric values now reflect the degree of impact, and are renamed to None, Low and High. The Environmental metrics of Target Distribution and Collateral Damage potential were not found to be useful. Target Distribution and Collateral Damage potential have been replaced with Mitigating Factors.
CVSS v2.0 could not accommodate scoring multiple vulnerabilities used in the same attack. While not a formal metric, guidance on scoring multiple vulnerabilities is provided with Vulnerability Chaining.
No formal qualitative scoring guidelines were provided. Numerical ranges have been mapped to a 5-point qualitative rating scale. Scoring Guide Below are a number of recommendations for analysts when scoring vulnerabilities with CVSS v3.0. CVSS Scoring in the Exploit Lifecycle When understanding when to score the impact of vulnerabilities, analysts should constrain impacts to a reasonable final impact which they are confident an attacker is able to achieve.
Ability to cause this impact should be supported by the Exploitability sub score as a minimum, but may also include details from the vulnerability's description. For example, consider the following two vulnerabilities: In vulnerability 1, a remote, unauthenticated attacker can send a trivial, crafted request to a web server which causes the web server to disclose the plaintext password of the root (administrator) account. The analyst only knows from the Exploitability sub score metrics and the vulnerability description that the attacker has access to send a crafted request to the web server in order to exploit the vulnerability. Impact should stop there; while an attacker may be able to use these credentials to later execute code as the administrator, it is not known that the attacker has access to a login prompt or method to execute commands with those credentials. Gaining access to this password represents a direct, serious loss of Confidentiality only: Base score: 7.5 CVSS:3.0/AV:N/AC:L/PR:N/UI:N/S:U/C:H/I:N/A:N. In vulnerability 2, a local, low-privileged user can send a trivial, crafted request to the operating system which causes it to disclose the plaintext password of the root (administrator) account. The analyst knows from the Exploitability sub score metrics and the vulnerability description that the attacker has access to the operating system, and can log in as a local, low privileged attacker.
Gaining access to this password represents a direct, serious loss of Confidentiality, Integrity, and Availability because the analyst can reasonably issue commands as the root / administrator account (assume that the attacker could log out from her own account and log back in as root): Base score: 7.8 CVSS:3.0/AV:L/AC:L/PR:L/UI:N/S:U/C:H/I:H/A:H. Confidentiality and Integrity, versus Availability Impacts The Confidentiality and Integrity metrics refer to impacts that affect the data used by the service.
For example, web content that has been maliciously altered, or system files that have been stolen. The Availability impact metric refers to the operation of the service. That is, the Availability metric speaks to the performance and operation of the service itself – not the availability of the data.
Consider a vulnerability in an Internet service such as web, email, or DNS that allows an attacker to modify or delete all web files in a directory would incur an impact to Integrity only, rather than Availability. The reason is that the web service is still performing properly – it just happens to be serving back altered content. Local vulnerabilities exploited by remote attackers In CVSS v2.0, Scoring Tip 5 stated: 'When a vulnerability can be exploited both locally and from the network, the Network value should be chosen.
When a vulnerability can be exploited both locally and from adjacent networks, but not from remote networks, the Adjacent Network value should be chosen. When a vulnerability can be exploited from the adjacent network and remote networks, the Network value should be chosen.' This guidance sometimes led to confusion in cases where an attacker would trick a user into downloading a malformed document from a remote web server, exploiting a file parsing vulnerability. In such case, analysts using CVSS v2.0 would treat these vulnerabilities as 'network,' producing scores with metric strings of: AV:N/AC:M/Au:N/C:P/I:P/A:P, or AV:N/AC:M/Au:N/C:C/I:C/A:C. This guidance has been improved in CVSS v3.0 by clarifying the definitions of the Network and Adjacent values of the Attack Vector metric. Specifically, analysts should only score for Network or Adjacent when a vulnerability is bound to the network stack.
Vulnerabilities which require user interaction to download or receive malicious content (which could also be delivered locally, e.g. Via USB drives) should be scored as Local. For example, a document parsing vulnerability, which does not rely on the network in order to be exploited, should typically be scored with the Local value, regardless of the method used to distribute such a malicious document (e.g.
It could be a link to a web site, or via a USB stick). Cross Site Scripting Vulnerabilities In CVSS v2.0, specific guidance was necessary to produce non-zero scores for cross-site scripting (XSS) vulnerabilities, because vulnerabilities were scored relative to the host operating system that contained the vulnerability. A typical XSS vulnerability produced a score which described a partial integrity impact due to modification of the web server's response to the client: AV:N/AC:M/Au:N/C:N/I:P/A:N.
This persisted even for DOM-based XSS vulnerabilities which, while they may be triggered by interaction with the server, are exploited entirely at the client-side (e.g. When server-delivered JavaScript parses the request string sent to the server). This is one of the key scenarios for which Scope was designed – where impacts are suffered not by the vulnerable component (e.g. The web server, or the JavaScript delivered by the web server), but by a component whose privileges are managed by a separate authority (e.g. The client's browser environment). Therefore, under CVSS v3.0, cross-site scripting vulnerabilities do not have to be constrained to the limited or non-existent impacts to the server, and can now be scored for impacts that are realized at the client. A reflected XSS vulnerability that allowed an attacker to deliver a malicious link to a victim and execute JavaScript in their browser might be scored: CVSS:3.0/AV:N/AC:L/PR:N/UI:R/S:C/C:L/I:L/A:N 3.5.
Man in the Middle CVSS v3.0 now explicitly accommodates scoring man-in-the-middle attacks. While not specifically addressed in v2.0, in v3.0, this type of attack is addressed with the Attack Complexity metric. Hardware Vulnerabilities In addition, while CVSS is primarily designed for scoring vulnerabilities and impacts to software, v3.0 is now better suited for also scoring impacts that include hardware components, and networking effects. Vulnerability Chaining CVSS is designed to classify and rate individual vulnerabilities. However, it is important to support the needs of the vulnerability analysis community by accommodating situations where multiple vulnerabilities are exploited in the course of a single attack to compromise a host or application. The scoring of multiple vulnerabilities in this manner is termed Vulnerability Chaining.
Note that this is not a formal metric, but is included as guidance for analysts when scoring these kinds of attacks. When scoring a chain of vulnerabilities, it is the responsibility of the analyst to identify which vulnerabilities are combined to form the chained score.
The analyst should list the distinct vulnerabilities and their scores, along with the chained score. For example, this may be communicated within a vulnerability disclosure notice posted on a webpage. In addition, the analyst may include other types of related vulnerabilities that could be chained with the vulnerabilities being scored. Specifically, the analyst may list generic types (or classes) of related vulnerabilities that are often chained together, or provide further descriptions of required preconditions that must exist. For example, one might describe how certain kinds of SQL Injection vulnerabilities are precursors to a cross-site scripting (XSS) attack, or how a particular kind of buffer overflow would grant local privileges. Listing the generic types or classes of vulnerabilities provides the minimum information necessary to warn other users, without potentially informing attackers about new exploit opportunities.
Alternatively, the analyst may identify (in the form of a machine readable and parseable list of vulnerabilities as CVE IDs or CWEs) a complete list of specific related vulnerabilities that are known to be (or are very likely to be) chained to one or more of the chained vulnerabilities being scored in order to exploit an IT system. In the event that a vulnerability can be exploited only after other preconditions are met (such as first exploiting another vulnerability), it is acceptable to combine two or more CVSS scores to describe the chain of vulnerabilities by scoring for the least-restrictive Exploitability sub score metrics and scoring for the most-impactful Impact sub score metrics. The following example uses the Exploitability, Scope, and Impact sub scores to describe the chain: Vulnerability A is: AV:L/AC:L/PR:L/UI:N/S:U/C:H/I:H/A:H, and as can be seen from the vector, requires a local, low-privileged user in order to exploit. Whereas Vulnerability B is, AV:N/AC:L/PR:N/UI:R/S:U/C:L/I:L/A:L which provides an unprivileged, remote attacker the ability to execute code on a system with Low impacts if a local user interacts to complete the attack. Therefore, given both A & B, Chain C could be described as the chain of B - A: AV:N/AC:L/PR:N/UI:R/S:U/C:H/I:H/A:H which combines the Exploitability of B, the scope is unchanged in both cases, and the Impact of A, because if one can exploit B and gain the code execution as a local user from it, then one has satisfied the prerequisite to subsequently launch A causing an impact from vulnerability A. Glossary of Terms Authority: A computing container that grants and manages privileges to resources. Examples of authorities include, a database application, an operating system, and a sandbox environment.
Chained Score: The Base score produced by scoring two or more chained vulnerabilities. Chained Vulnerabilities: See Vulnerability Chaining.
Component: Refers to either a software or hardware component. Software Component: A software program or module that contains computer instructions to be executed.
An operating system, Internet application, device driver. Hardware Component: A physical computing device. Impacted Component: The component (or components) that suffer(s) the consequence of the exploited vulnerability. This (they) can either be the same component as the vulnerable component, or, if a scope changed has occurred, a different one. Privileges: A collection of rights (typically read, write and execute) granted to a user or user process which defines access to computing resources.
Resources: A software or network object that is accessed, modified, or consumed by a computing device. Computer files, memory, CPU cycles, or network bandwidth. Scope: The collection of privileges defined and managed by an authorization authority when granting access to computing resources. Vulnerability: A weakness or flaw in a software (or hardware) component. Vulnerability Chaining: The sequential exploit of multiple vulnerabilities in order to attack an IT system, where one or more exploits at the end of the chain require the successful completion of prior exploits in order to be exploited.
See also the definition available. Vulnerable component: The software (or hardware) component that bears the vulnerability, and that which would be patched. Scoring Rubric The scoring rubric provides a quick reference to scoring vulnerabilities in v3.0. It is meant to supplement existing scoring discussion found in the Specification Document.
Attack Vector 5.2. Attack Complexity 5.3. Privileges Required 5.4. User Interaction 5.5. Scope Note, if Scope change has not occurred, Confidentiality, Integrity and Availability impacts reflect consequence to the vulnerable component, otherwise they reflect consequence to the component that suffers the greater impact.
Confidentiality Impact 5.7. Integrity Impact 5.8.
Availability Impact 6. References See. For example, see. Note that while the vulnerable component will be a software program (host operating system, Internet application, device driver, etc,) the impacted component may be either another software program, a hardware device, or a network resource. See the document which accompanies this guide for more information.
. the many competent and hard-working mathematics intervention teacher leaders for all their valuable contributions to the success of Kentucky's Primary Mathematics Intervention Program. the Kentucky Legislature for passing 2005 House Bill 93 funding the Mathematics Achievement Program. the Kentucky Council on Postsecondary Education for granting the funds for and guiding the Kentucky Center for Mathematics. the Kentucky Department of Education for opportunities to spread the KNP message and resources. Bob Wright for creating the Math Recovery professional development program, around which the KNP is built.
the US Math Recovery Council and their dedicated, wise members for an ongoing partnership to provide the highest-quality professional development for early mathematics. Petey MacCarty and Kurt Kinsey of Mountain States Mathematics for training and supporting Kentucky mathematics intervention teachers and regional coordinators. David Hirsch and his team at the Northern Kentucky University Center for Applied Informatics for providing excellent technology services. From the Institute for Educational Science website, the eight recommendations in 'Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Grades Mathematics' are offered to help teachers, principals and other administrators effectively implement assessment and instruction to address individual need. The KNP system incorporates these evidence-based intervention strategies. The Kentucky Committee for Mathematics Achievement issued a position statement, 'Mathematical Fluency and Response to Intervention.'
The KNP is deliberately designed according to the definition and advice in this document, including focus on foundational fluency at the outcome of deeper learning and professional learning with tools that allow for professional noticing of number knowledge and development. Register for access to the KNP Intervention Guide free for educators. Your access codes will be emailed no later than one week after receipt of registration. If you do not receive an email within one week or you have any other problems with registration, please contact Pam Reichelderfer. If you are using IE (Internet Explorer) and are having trouble registering, try a different browser such as Google Chrome or Firefox. We have noticed some issues with IE 8 through 11 and are working to fix them. What is the KNP (Kentucky Numeracy Project)?
The KNP is a system of professional learning opportunities and resources, provided by the KCM (Kentucky Center for Mathematics) with the support of the US Math Recovery Council, to help teachers successfully developing numeracy among elementary grades students and, in many cases, to guide other teachers to do the same. The colors of the swirl icon represent the different aspects of number learning and the shape represents the ongoing journey of deepening number knowledge. Why was the KNP created? In fall of 2009, the KCM responded to the need of Kentucky's highly-trained primary grades mathematics intervention teachers to establish a system of proven, differentiated assessment and learning experiences aligned with Add+Vantage Math Recovery frameworks and, ultimately, the new Common Core Standards for Mathematics. What is the research base and evidence base for the KNP? Evidence of the KCM's PMIP (Primary Mathematics Intervention Program), accumulated since June 2006, shows a correlation between teachers learning to diagnose and advance numeracy and improved student achievement in mathematics. The KNP incorporates Math Recovery strategies and tools similar to those embraced and developed by Kentucky's successful mathematics intervention teachers.
Math Recovery tools and principles are based solidly on long-standing research, including, among other studies, the Stages of Early Arithmetic Learning by Les Steffe, Robert Wright's work with number words and numerals, and structuring number developed by the Freudenthal Institute. Further, the KNP aligns to the compiled research recommendations reported in the IES (Institute for Educational Science) practice guide: 'Assisting Students Struggling with Mathematics; Response to Intervention for Elementary and Middle Grades.' For more information see the KNP Research web page. If you have additional questions, our KCM staff will be happy to provide you with answers!. What is contained in the KNPIG (Kentucky Numeracy Project Intervention Guide)? The KNPIG contains hundreds of learning experiences built around the K-3 Common Core Standards for Mathematics and AVMR (Add+Vantage Math Recovery) numeracy strands and levels. Unlike a traditional page-by-page teacher text, the KNPIG provides support for targeted instructional decision making.
Depending on the teacher's goals and student need, the KNPIG can be searched by: grade level, standard, fluency benchmark, AVMR strand and level, setting, or task group. Each KNPIG search yields a lesson plan and student instruction page.
Note that you may need to save a file before opening. The search also gives you, where applicable, a link for printables, a link for related resources, a teacher-help narrated slide show, and a video of students engaged in the activity. What is the purpose of the KNPIG?
The KNPIG is a collection of learning experiences that allow teachers to guide students to develop understanding and skill with number and operation. The KNPIG can be used by teachers to find differentiated activities related to the on-grade core instruction or it can be used to plan supplemental instruction, according to the student's individual achievement level and need. Differentiated versions within a task group allow for all students to engage in the same type of activity, with variations of range of number, complexity, or distancing of the setting. Why are the KNPIG activities color-coded? The color codes were developed by Logan County, KY, mathematics intervention teachers Belle Rush, Jan Estes and Cher Rosser, in consultation with Kentucky Center for Mathematics regional coordinator Linda Jewell. Many Kentucky mathematics intervention teachers learned from Belle and her team to make color-coded folders so students could see their learning target by color and choose the appropriate activity.
The color codes are connected to the Add+Vantage Math Recovery levels and are intended for use by teachers who have completed AVMR course 1 and 2. What technology do I need in order to access and print the KNPIG? The KNPIG is a tablet-friendly website that can be accessed using a desktop, laptop, tablet or smart phone. Printing is probably best from a laptop or desktop. The few linked Flash files may not appear if you are using an iPad or iPhone. If you would like to have an icon on your tablet or phone home page, choose the arrow next to the URL bar and then 'save to home screen.' .
Is there a cost for accessing the KNPIG? No, access to the KNPIG is free for all educators. If you have additional questions, our KCM staff will be happy to provide you with answers!. What KNP professional learning experiences are recommended?
The recommended learning experiences are those with rigor and sustained, job- embedded support sufficient for transforming practice. Details of the Math Recovery Intervention Specialist course and the Kentucky Numeracy Project Intensive course (which includes Add+Vantage MR courses 1 and 2) can be found at 'Professional Development' on the KCM website:. Both of these courses can be especially helpful in developing specialized expertise necessary for providing effective early mathematics intervention. How can I help colleagues learn about and use the KNP? Many teachers have organized local study groups where, together, they and their colleagues can view the series of free KNP webinars, make the materials and discuss student challenges and progress. For more information see the KNP PD web page.
If you have additional questions, our KCM staff will be happy to provide you with answers!. What are the KNP Fluency Assessments? The KNP Fluency Assessments are a collection of interviews for monitoring progress, bi- weekly across 18 weeks, and identifying gaps in learning. The assessments allow for a view of in-depth student learning essential for mathematical fluency. The Fluency Assessments are an important part of the KNP system, giving information, exemplary learning experiences and strategies for targeted intervention.
The KNP Fluency Assessment collection includes: Fluently Add and Subtract to Five; Fluently Add and Subtract to Ten; Fluently Add and Subtract to 20; Fluently Add and Subtract to 100; Fluently Add and Subtract to 1000; Fluently Multiply and Divide within 100; Fractions Fluency Foundations; and Fractions Fluency Partitioning. Who has access to the KNP Fluency Assessments? The KNP Fluency Assessments are available to KCM community members who have completed an intensive numeracy development course (see KNP Professional Learning) to develop a profound understanding of the complexity of teaching early numeracy. KCM community members may guide and support other teachers at their schools to use the KNP Fluency Assessments. The KNP Fluency Assessments are provided as an online interface for teachers and should be used as evidence for making targeted instructional decisions. Which students might benefit from being given the KNP Fluency Assessments?
Although the fluency benchmarks addressed by the KNP are found in the K-3 Common Core Standards for Mathematics, teachers may find the KNP Fluency Assessments helpful for thinking about gaps in number knowledge and addition and subtraction among students in grades 4 to 8. The KNP Fluency Assessments may also shed light on important ideas and skills for the teaching and learning of fluency for addition and subtraction. If you have additional questions, our KCM staff will be happy to provide you with answers!. May the KNP system be used for RTI? Yes, the KNP system, with appropriate intensive teacher learning, may be used for RTI. Whereas the KNP is not a curriculum, it is a collection of exemplary resources for careful analysis of student progress toward deep understanding of and robust skill with number. See the research section for information about the KNP research-base and evidence-base.
Which tier(s) of RTI can be taught using the KNP system? The KNP system can be used with any tier of RTI.
For tier 1, core instruction, the KNP may provide examples of differentiated learning to facilitate student sense-making. The KNP system is ideal for working with students in tiers 2 and 3, provided the teacher has expertise in early numeracy development (see KNP PD). In-depth diagnostic assessment, such as those available through Math Recovery, are recommended for gaining the most valuable information about student progress and need, in light of the Learning Framework in Number. If you have additional questions, our KCM staff will be happy to provide you with answers!
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