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From YouTube: Interim Joint Committee on Education
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A
It
is
sure
welcome
sight
to
see
an
audience
today,
so
we
appreciate
you
joining
us
first,
I
want
to
offer
the
opportunity
if
any
members
have
any
guests
that
they
would
like
to
introduce.
B
A
Okay,
I
have
a
guest
that
I'm
pleased
to
have
with
us
today,
don
perkins
don
stepped
up
during
the
pandemic
to
be
a
voice
for
the
students
of
the
commonwealth.
She
created,
let
them
play
and
let
them
learn.
And
since
then
she
has
stepped
further
into
the
role
of
avocation
for
students.
She's
been
the
guest
on
many
forums,
discussing
the
results
of
the
pandemic
and
its
adverse
effects
on
students
and
businesses
and
looking
to
recap,
our
losses.
A
She
has
been
educating
herself
across
a
continuum
of
issues
and
speaking
up
for
students
and
informing
the
parents,
she's
a
conversation
starter
and
is
willing
to
learn
and
ask
questions
and
just
be
the
voice
for
the
students
of
the
commonwealth.
So
I'd
like
to
welcome
her
today
don
if
you
would
stand,
please
welcome.
Please
give
her
a
hand.
A
Remote
members,
when
the
role
is
called,
please
indicate
if
you're
a
home
or
in
your
annex
office
when
you
join
the
meeting,
your
microphones
are
automatically
muted.
So
please
remember
to
unmute
your
microphones
before
speaking.
If
you
have
any
questions
or
comments
during
the
meeting,
please
indicate
that
those
within
the
meeting
chat
function,
a
link
to
the
meeting
materials
was
sent
to
the
members
on
july.
The
2nd
and
the
materials
are
available
on
the
education
committee
page
of
the
lrc
website,
and
with
that
I
would
like
to
ask
mariah
to
please
call
the
roll.
E
C
B
E
E
B
E
E
A
Chair
huff
president
in
the
room
we
do
have
a
quorum
owner
duly
constituted
to
do
business.
I
want
to
welcome
my
co-chair
senator
wise
who
is
joining
us
virtually
this
morning.
Our
first
order
of
business
will
be
to
accept
the
minutes
of
the
june
1st
2021
meeting.
I
need
a
motion
motion
by
representative,
maybe
a
second.
A
Second,
senator
wilson,
all
in
favor
all
opposed
meeting
our
meeting
minutes
are
approved.
We
have
a
limited
agenda
today.
I
made
a
conscious
decision
to
limit
the
topics
to
cover,
so
we
could
have
a
full
conversation
regarding
critical
race
theory.
A
Since
the
theory,
even
though
it's
40
years
old,
has
resurfaced
at
the
federal
level,
I
have
been
inundated
with
emails
and
contacts
across
the
commonwealth
with
concerns
regarding
this
theory
being
taught
in
the
public
schools,
with
the
discussions
and
the
plan
for
the
theory
out
of
washington
when
it
first
started,
it
really
got
people
concerned
and
people
are
paying
attention
now.
So
I
hope
the
presentations
we
have
today
will
clearly
define
crt
and
add
some
clarification
with
kde's
perspective
at
public
school
perspective,
as
well
as
a
legislative
plan
to
address
the
issue.
A
I
hope
that
we
will
all
be
respectful
of
one
another
and
audience.
Please
refrain
from
making
any
comments,
and
it
should
you
make
comments
or
be
disruptive.
You
will
be
asked
to
leave
the
room,
we're
going
to
go
a
little
bit
out
of
order
from
our
agenda
and
first
we're
going
to
welcome
commissioner
glass
to
join
us.
Commissioner
glass,
please
introduce
yourself
if
you
have
anyone
joining,
you
have
them
introduce
themselves
as
well,
and
please
proceed
dr
glassman.
D
D
While
we
have
an
understanding
and
familiarity
with
crt
and
have
worked
to
expand
that
knowledge
on
the
theory
in
preparation
for
this
meeting,
we're
not
experts
or
users,
so
my
goals
for
with
you
today
will
be
to
provide
a
brief
overview
of
crt,
advise
you
of
its
use,
or
rather
lack
thereof
in
kentucky's
public
schools.
To
brief,
you
on
the
department's
ongoing
work
around
equity,
which
I'll
note
is
different
than
crt,
to
discuss
the
pre-filed
bills
related
to
crt
their
potential
impact.
D
On
teaching
and
learning
in
the
state
and
finally,
to
offer
an
alternative
for
consideration,
as
the
legislature
considers
this
matter,
that
is
a
lot
to
cover
in
about
13
minutes.
So
I'll
do
my
best
to
move
quickly,
as
you
mentioned,
madam
chair
critical
race
theory
is
a
decades-old
legal
and
academic
theory,
which
seeks
to
explain
why
racism
continues
to
exist.
The
theory
is
intended
to
provide
a
framework
for
study
of
the
potential
causes
and
effects
of
racism
in
society
and
how
they
might
be
mitigated.
D
It's
typically,
a
graduate
level,
academic
theory
or
concept
taught
in
law
school.
The
discussion
of
some
concepts
related
to
crt
might
appear
in
a
high
school
elective
level
course
that
considers
the
historical,
political
and
sociological
aspects
of
racism
and
events.
However,
its
developmental
appropriateness
for
high
school
students
would
be
narrow
and
it
likely
would
not
be
appropriate
an
appropriate
concept
for
students
at
the
middle
or
elementary
school
levels
in
terms
of
the
intersection
of
crt
and
kentucky's
public
schools.
D
As
you
know,
curricular
decisions
are
left
to
school-based
decision-making
councils
in
kentucky
and
that's
a
long-standing
tradition
in
the
state.
At
this
time,
the
kentucky
department
of
education
is
not
aware
of
any
districts
or
teachers
specifically
teaching
critical
race
theory
and
neither
crt
or
terms
associated
with
it
appear
in
our
state
standards.
D
D
When
we
provide
students
with
disabilities
what
they
need
to
participate
in
school
and
to
access
the
curriculum,
that's
equity,
when
we
make
sure
our
students
are
not
hungry
at
school
by
providing
them
with
free,
reduced
price
meals,
that's
equity.
We
make
sure
that
our
students
who
are
learning
english
are
provided
the
supports
they
needed.
They
need
to
learn
the
language
and
to
continue
learning
in
other
subjects,
that's
equity
when
we
make
sure
that
our
poorest
and
most
rural
parts
of
the
state
have
access
to
high
quality
and
a
representative
teacher
workforce,
that's
equity.
D
We
make
sure
that
students
who
have
different
levels
of
support
at
home
can
participate
in
events
and
trips
and
sports
and
extracurricular
activities,
regardless
of
their
backgrounds,
that's
equity,
and
we
make
sure
that
none
of
our
students
are
taught
under
the
soft
bigotry
of
low
expectations
that
president
george
w
bush
talked
about.
That
also
is
equity.
So,
given
the
misinformation
that
we
know
is
present
when
it
comes
to
critical
race,
theory
and
equity,
I
just
want
to
establish
a
bright
line
and
to
say
that
these
are
not
the
same
thing.
D
It
also
includes
an
equity
playbook
with
five
strategic
moves.
A
school
or
district
can
enact
that
might
include
making
sure
that
students
all
have
access
to
a
high
quality,
instructional
resources,
evidence-based
instructional
practices,
high
quality
teachers,
considerations
around
the
equitable
allocation
of
resources
and
how
to
eliminate
disproportionality
when
it
comes
to
things
like
access
to
high-level
coursework
and
how
student
disciplines
delivered.
D
Such
a
standard
will
be
nearly
impossible
to
enforce
and
may
create
significant
constitutional
challenges
that
kentucky
will
have
to
defend
the
constitution,
guarantees
freedom
of
speech
and
allows
people
the
united
states
to
express
their
views,
regardless
of
what
feelings
of
discomfort
it
may
cause
in
others,
it'll
be
difficult
for
us
to
have
any
meaningful
discussion
of
history.
If
all
concepts
have
to
be
vetted
on
whether
or
not
they
create
uncomfortable
feeling,
an
uncomfortable
feeling
in
some
individual
or
group,
br
69
also
extends
this
censorship
to
institutions
of
higher
education,
which
presents
another
set
of
problems.
D
This
highlights
one
of
the
problems
with
all
censorship
elements
or
efforts.
The
ideas
are
already
out
there
they're
out
in
the
open.
So
if
these
laws
were
to
pass
limiting
discussions
about
them
only
keeps
kentucky
students
and,
in
a
few
other
states
where
these
laws
have
passed
ignorant
about
the
concepts
and
notably
neither
of
the
pre-filed
bills,
extends
to
private
schools
or
private
colleges.
D
Only
public-
and
this
is
relevant
as
the
legislature
has
now
effectively
extended
public
funds
to
k-12
private
schools
through
the
tax
credit
system
that
passed
last
session,
so
students
in
private
schools,
supported
by
tax
credits,
would
be
allowed
to
learn
about
and
discuss
critical
race
theory
or
other
concepts
related
to
it.
While
these
same
concepts
in
public
schools
would
be
banned,
k-12
public
educators
have
found
that
are
found
to
have
violated.
Some
element
of
these
bills
can
find
themselves
subject
to
dismissal,
loss
of
licensure
or
fines
for
their
districts.
D
This
represents
yet
another
specific
attack
on
kentucky's
public
educators
across
this
summer.
Our
schools
are
struggling
to
find
teachers
in
all
of
our
fields
and
we
have
educators
who
are
leaving
while
we
struggle
to
recruit
new
teachers
into
the
profession.
So
I'd
urge
the
legislature
to
consider
how
their
actions
may
have
contributed
to
those
shortages
and
how
this
threat
to
kentucky's,
public
educators
will
be
perceived
and
what
impact
it
might
have.
D
In
order
to
enact
these
proposed
laws,
the
legislature
must
be
prepared
to
violate
long-standing
traditions
when
it
comes
to
local
decision-making
on
curriculum
in
kentucky.
You
also
have
to
be
prepared
to
violate
american
values
when
it
comes
to
the
importance
of
the
free
exchange
of
ideas
and
speech.
D
Such
measures
work
by
mandatory,
mandating
a
mandatory
view
of
historical
events
by
forbidding
discussion
of
historical
facts
or
interpretation,
or
by
providing
vague
guidelines
that
lead
to
self-censorship
memory.
Laws
like
these
are
increasingly
the
tools
of
some
of
the
most
authoritarian
regimes
in
the
world.
The
fact
that
the
kentucky
legislature
is
now
considering
them
and
has
called
this
special
meeting
on
them
should
cause
us
all
to
pause
and
consider
our
next
move
carefully
and
how
history
will
judge
all
of
us.
D
I
do
recognize
that
there's
a
lot
of
a
great
deal
of
interest
on
this
topic
right
now
and
that
our
legislators
are
getting
pressure
and
correspondence
about
it.
So
I
understand
there's
some
level
of
urgency
to
take
action,
but
instead
of
the
two
pre-filed
bills,
I'd
like
to
offer
the
legislature
another
viewpoint
on
this
and
an
alternative
path
forward
for
how
it
might
be
addressed,
one
of
the
most
important
goals
in
educating
our
citizens.
D
D
The
way
we
go
about
uncovering
truth
and
making
the
making
decisions
is
through
open
dialogue,
deliberation
reflection
and
the
application
of
critical
thinking
where
we
interrogate
different
concepts
and
ideas.
We
weigh
their
merit
against
other
concepts
and
ideas,
and
then
we
make
determinations
that
are
based
on
the
evidence.
D
The
meeting
that
we're
holding
here
today
is
an
example
of
an
open
and
honest
exchange
here,
you're
seeking
to
learn
more
about
the
concept
of
crt,
consider
your
options
and
ultimately
make
a
decision
about
the
best
path
forward
for
our
state
through
an
evaluation
of
the
facts
and
hearing
multiple
perspectives.
That's
the
way
of
democracy.
D
Conversely,
a
pursuit
of
truth
and
wisdom
is
not
well
served
by
silencing
opposing
viewpoints
or
perspectives.
That
is
the
path
of
tyranny
as
an
alternative
for
your
consideration,
rather
than
banning
crt
or
some
list
of
related
subjects
and
concepts
instead.
Consider
enacting
a
statute
that
forces
those
conversations
if
they
indeed
take
place
to
have
balance
perspectives
require
any
classroom
discussions
or
lessons
on
these
issues
to
also
share
the
critiques
and
criticisms
of
crt
that
have
been
offered
and
to
facilitate
students
in
making
their
own
informed
decisions
related
to
crt
and
the
counter
ideas
to
it.
D
This
alternative
approach
also
doesn't
put
this
legislative
body
in
the
business
of
banning
or
censoring
ideas,
free
speech
or
limiting
the
free
exchange
of
ideas
in
the
classroom.
So,
madam
chair
members
of
the
committee,
I
offer
as
an
idea
this
alternative
policy
approach
for
your
consideration
that
does
not
violate
our
kentucky
values
around
local
control.
It
doesn't
effectively
censor
classroom
discussions.
D
I
urge
kentucky's
legislators
not
to
follow
in
those
authoritarian
footsteps
and
adopt
this
troubling
legislation,
but
instead
to
adopt
a
different
and
a
better
approach
and
one
that's
in
keeping
with
our
values
as
kentuckians
and
americans
and
does
not
debase
those
values.
Thank
you
very
much,
madam
chair,
for
your
time
and
attention.
I
look
forward
to
the
dialogue
and
the
discussion.
A
Thank
you,
and
I
want
to
thank
you
for
joining
us
today,
particularly
since
you're
on
your
vacation.
We
appreciate
your
joining
us
virtually
and
your
testimony.
I
first
of
all
I
want
to
ask
you
a
question.
As
you
know,
the
biden
administration
conversations
is
what
started
individual
states
looking
into
this
issue
and
it's
my
understanding
that
the
us
department
of
education
is
discussing
offering
grants
to
encourage
schools
to
incorporate
the
theory,
would
kde
accept
or
refuse
those
grants
should
those
be
offered.
D
I'm
not
familiar
with
the
grant
proposals.
I
think
we'd
want
to
see
what
was
in
them.
As
I
mentioned
before,
we
are
not
interested
in
advancing
critical
race
theory
and
we
don't
make
curricular
decisions
for
schools.
We
would
be
interested
in
and
supports
around
the
equity
work
that
I
talked
about
earlier.
A
E
Thank
you,
madam
chair.
Commissioner
glass.
I
appreciate
you
offering
your
thoughts
today.
I
think
we
all
recognize.
This
is
a
very
sensitive
issue
that
has
come
out
as
chair.
Our
chairman
has
mentioned
from
the
federal
level.
It
has
become
a
polarizing
issue
and
I
think
it's
important
for
us
to
have
open
honest
conversations
about
these.
I
think
there
are
some
misconceptions.
E
I
believe
your
testimony
clarified
that
there
seems
to
be,
and
maybe
you
could
elaborate
a
little
bit
about
the
difference
between
standards
and
curriculum
and
who
establishes
standards
and
who,
who
establishes
curriculum,
and
I
believe,
I'm
correct
that
kde
nor
local
school
boards
have
any
input
on
the
curriculum
in
each
individual
school
and
one
as
a
as
a
as
a
follow-up
to
that.
What
options
to
what
kind
of
transparency
is
there
out
there
for
parents
and
other
individuals
to
know
what's
being
taught
in
the
school?
E
D
Thank
you,
representative
tipton.
Well,
I
think
your
question
framed
up
the
structure
quite
well
of
how
standards
and
curricular
decisions
are
made
in
kentucky.
Kentucky
has
a
set
of
academic
standards.
The
process
around
the
development
of
those
is
actually
in
statute,
so
the
statute
directs
the
state
board
after
input
from
the
local
superintendent's
advisory
council
to
establish
a
process
for
developing
standards.
We
use
kentucky
teachers
to
establish
those
with
supports
from
curricular
content
experts
at
the
higher
education
level.
D
We
benchmark
those
standards
against
international
systems
and
against
other
states
to
make
sure
that
our
standards
are
rigorous
and
challenging
and
on
par
with
high
performing
systems.
But
standards
really
are
just
high
level
concepts
and
when
we,
when
we
think
about
a
whole
system
of
curriculum,
the
standards
are
the
very
highest
level,
but
a
system
of
curriculum
also
would
include
a
scope
and
sequence.
So
what
is
going
to
be
taught
in
what
order
and
when
is
it
developmentally
appropriate?
D
It
would
include
lessons
or
experiences
that
student
that
students
have
that
teachers
create.
It
would
include
resources
that
teachers
would
bring
in,
or
students
may
bring
in,
that
the
class
would
review
and
react
to
and
think
about.
It
would
include
tasks
so
things
that
you
assign
students
to
do
it
would
include
assessments
and,
and
then
the
feedback
systems
that
are
associated
with
it.
D
So
when
it
comes
to
kde's
involvement,
we're
really
only
at
the
standards
level
and
then
in
kentucky
all
of
those
decisions
around
curricular
elements
that
get
into
an
individual
classroom
happen
at
this
at
the
school-based
council
level,
and
so
each
school
has
a
school-based
decision-making
council.
That's
made
up
of
parents
and
teachers
that
are
at
the
school.
Those
meetings
are
published
and
open
to
the
public
notes
and
minutes
are
kept
for
those
meetings
and
are
available,
and
ultimately
the
site-based
decision-making
councils.
Since
1990
have
been
the
entity
in
the
state.
C
Yes,
commissioner,
thank
you
for
coming
before
the
committee
and
speaking,
I
do
have
a
couple
of
questions,
and
you
know
the
courier
journal
had
noted.
You
know
that
jcps
intentionally
scrubbed
any
mention
of
crt.
C
You
know
just
a
few
months
ago
and
I'd
like
to
note
also
that
there
was
a
note
in
the
document
that
said
any
mention
of
critical
race
theory
was
removed,
as
it
became
increasingly
controversial
in
political
debates
held
around
the
nation.
Can
you
talk
about
why
that
critical
race
theory
language
was
removed
from
that
curriculum
and
kind
of
reassure
parents?
You
know
that
critical
race
theory
is
not
being
taught,
and
nor
is
diversity,
equity
initiative
being
taught
within
jefferson,
county
public
schools.
D
Well,
we
have
dr
polio
on
a
little
later,
who
may
be
able
to
answer
specific
questions
around
what's
happening
in
in
jefferson,
county
public
schools,
so
I'll
I'll
reserve
those
responses
for
him.
I
I
am,
as
I
mentioned
earlier,
I'm
not
aware
of
critical
race
theory
specifically
being
taught
in
kentucky
public
schools.
There
certainly
are
efforts
around
diversity,
inclusion
and
equity
that
are
taking
place,
but
I
would
draw
a
distinction
between
the
elements
of
critical
race
theory
and
and
elements
related
to
diversity,
inclusion
and
equity.
A
D
Sure,
well,
I
think
there
have
been
a
number
of
conservative,
pundits
and
scholars
and
individuals
across
the
country
as
information
knowledge,
awareness
of
critical
race
theory
has
taken
off
that
have
written
copiously
about
their
criticisms
of
the
of
the
framework
and
and
its
elements.
D
And
so
I
think
that
when
I
talked
about
requiring
that
any
discussions
about
crt
also
include
those
alternative
points
of
view
or
opposing
viewpoints,
it
would
be
a
school
or
a
district
would
identify
writings
resources,
scholarly
materials
that
are
critical
of
critical
race
theory
that
critique
critical
race
theory
and
provide
those
as
along
with
the
study
of
crt,
to
create
that
balance,
and
so
that
that
I
think,
gets
us
to
that
free
market
of
ideas
that
free
exchange
of
ideas
that
ultimately,
we
want
students
to
be
able
to
sift
through
complex
situations
and
be
able
to
make
up
their
own
minds
around
the
best
path
forward.
D
So
that's
that's
what
I
would
be
referring
to
there's
a
body
of
knowledge
that
exists
criticizing
critical
race
theory,
and
that
would
be
what
we
would
rely
on
for
those
opposing
viewpoints
or
what
site-based
decision-making
councils
and
teachers
would
be.
Relying
on
for
those
opposing
viewpoints.
H
H
Our
founding
documents
forward
talk
about
us
all
being
equal
under
the
law
born
equal.
The
concept
of
equity
is
a
bit
different
than
that
quite
different.
So
if
our
legal
system
14th
amendment
civil
rights,
acts
of
kentucky
and
the
united
states,
the
the
constitution
in
general,
both
both
the
state
and
the
and
the
national,
if
those
concepts
are
in
our
legal
system
enforced
there,
how
do
you
see
that
as
different
from
equity?
Where
is
equity
enforced?
How
is
equity
enforced
and
where
is
that
in
our
founding
principles?.
D
Well,
thank
you,
representative
decker
for
the
the
question.
Well,
I
think
you
may
want
to
have
an
attorney
to
talk
about
the
legal
aspects
of
equality
versus
equity
in
the
in
the
legal
system.
I
can
speak
to
it.
Certainly
from
the
educational
perspective.
D
The
concept
of
equity
in
education
is,
is
not
new,
multiple
decades
going
back
as
well,
and
I
detailed
several
different
examples
of
how
equity
operates
in
educational
systems,
ranging
from
different
supports
for
students
with
disabilities
to
free
reduced
lunch
programs
to
ways
that
students
that
are
learning
english
can
access
the
curriculum.
The
supports
that
we
make
sure
that
all
kids
have
what
they
need
to
to
participate
in
extracurricular
events
or
field
trips
or
or
other
experiences.
D
So
I
think
from
an
educational
perspective.
Equity
is
a
tool
you
use
on
the
way
toward
equality,
but
you
have
to
recognize
that
our
students
come
to
us
in
schools
with
all
sorts
of
different
backgrounds
and
experiences.
Some
have
great
supports
at
home
and
in
their
communities
and
others
have
less.
And
so
we
have
to
take
proactive
action
in
the
education
system
to
recognize
and
address
those
differences
in
students
so
that
we
can
lift
them
all
toward
equality.
A
H
H
D
The
components
of
that
earlier,
so
I'm
not
sure
where
the
pressure
would
be
coming
from
in
in
terms
of
pushing
districts,
to
teach
it
or
not,
teach
it
other
than
it's
amplified
in
the
dialogue.
That's
taking
place
politically
in
the
country
right
now,.
E
Mr
glass,
I
appreciate
your
your
input
today.
I
look
forward
to
working
with
you
in
the
future
on
different
projects.
I
do
especially
appreciate
your
comments
on
equity
and
just
as
a
student
who
struggled,
I
would
say,
I
was
probably
more
of
your
more
challenging
students
and
members
of
this
body,
probably
can
agree
that
I
was
not
probably
the
easiest
student
to
have
in
a
classroom.
E
E
I
I
learned
very
early
on
that
equity
in
school
is
is
very
important
to
make
sure
all
of
our
students
reach
the
finish
line,
approximately
the
same
time,
wherever
that
finish
line
may
be,
and
as
a
former
teacher
myself,
I
used
to
always
try
and
come
up
with
real
world
examples
to
help
people
understand
concepts
and
for
equity.
This
is
the
one
I
lean
on
heavily
because
I've
had
a
lot
of
constituents
reach
out
to
me
about
it.
E
E
E
If
we
use
equality,
we'd
have
the
same
amount
of
police
support
throughout
the
city,
that's
not
how
it
works,
providing
the
resources
for
what
people
need
or
communities
need.
Sometimes
you
have
to
venture
into
equity
and
provide
the
resources
necessary.
So
that's
why
parts
of
lexington
receive
more
police
coverage
than
others?
E
That's
it
while
it
is
not
necessarily
laid
out
in
the
constitution,
it
definitely
exists
in
society,
and
I
think
we,
we
probably
are
all
in
agreement
that
in
some
facet
of
our
lives,
equity
has
played
a
part
and
we
wouldn't
be
where
we
were
without
it.
So
I
appreciate
your
comments
on
that.
Thank
you.
A
Thank
you
and
thank
you,
dr
glass,
we're
going
to
have
to
end
your
testimony
in
order
to
proceed.
I
apologize
to
the
members
that
we
didn't
get
to
your
questions.
I'm
sure
dr
glass
would
be
happy
to
answer
in
an
email
if
you
had
any
further
questions,
we're
going
to
proceed
with
our
perspectives
of
critical
race
theory
with
dr
marti
pluriov,
the
superintendent
of
jefferson
county
public
schools,
is
he
on
the
he
will
be
joining
us
virtually
we
can
get
him
connected.
A
Yes,
I
can
hear
you
thank
you,
dr
polio,
for
joining
us
today.
If
you
have
any
guests
with
you,
introduce
them
as
well
as
introduce
yourself
for
the
record
and
please
proceed.
I
I
First
of
all,
I
want
to
apologize
for
not
being
in
person,
but
once
again,
as
with
dr
glass,
I
had
a
long-standing
reservation
for
a
vacation
this
week,
so
I
am
coming
to
you
from
out
of
state,
but
thank
you
for
giving
me
this
opportunity
to
speak
to
you,
because
I
think
it's
very
important
to
do
that.
Secondly,
I
want
to
say
I've
always
taken
a
lot
of
pride
in
who
I
follow.
I
think
it's
important
to
follow.
I
You
know
so
that
you
look
good
and
obviously
I
have
not
done
that
well
with
dr
glass,
because
he
is
extremely
intelligent
and
great
comments
that
I
think
really
summarized
a
lot
of
the
same
feelings
that
I
have
so.
Thank
you,
dr
glass,
for
that,
and
I
specifically
want
to
say
as
dr
glass
I'm
not
an
expert
on
critical
race
theory.
I
So
I
think,
if
this
committee
wants
an
an
expert
to
come
to
really
think
about
that
again
to
bring
those
that
may
know
more
about
critical
race
theory
than
I
do
and
probably
would
encourage
a
more
diverse
panel
as
well.
But
that's
maybe
something
the
committee
could
think
about.
But
what
I
will
do
is
do
what
I
did
for
you
last
september,
which
is
provide
you
an
overview
of
our
work
around
racial
equity
to
eliminate
the
achievement
gap,
and
I
want
to
do
that
again
today.
I
Now,
I
think
one
of
the
unfortunate
things
that
has
happened
recently.
We
started
the
conversation
around
critical
race
theory,
which
is
a
very
narrow
theory
or
philosophy,
and
unfortunately,
that
umbrella
has
now
grown
to
include
anything
that
is
conclu
included
around
racial
equity,
and
we
are
even
hearing
things
like.
Let's
include
trauma-informed
care
and
other
ways
in
which
we
support
kids
as
a
type
of
critical
race
theory.
I
In
increased
accountability
that
were
targeted
at
reducing
the
achievement
gap,
all
the
way
back
from
no
child
left
behind
at
the
early
part
of
my
career
to
race,
to
the
top
to
the
privatization
measures,
the
achievement
gap
still
exists
as
it
did
when
I
first
started
in
education
in
1995.,
and
I
told
you
when
I
visited
you
last
september-
I
hope
you
remember
sitting.
I
was
sitting
at
the
table
in
front
of
you
last
september,
and
I
told
you
the
answer
is
not
one
program
or
one
initiative.
I
I
There
is
a
large
bank
of
research
to
show
that,
so
we
work
intensely
on
increasing
student
belonging
and
that
being
a
key
to
student
success
and
so
a
part
of
student
belonging
is
the
student
seeing
themselves
in
the
curriculum
as
well,
and
that's
what
we
have
not
done
in
this
country
for
many
many
years
and
so
the
last
time
I
came
before
this
committee
was
in
last
september
and
to
be
exact,
I
want
to
be
clear.
It
was
september
15
2020.
I
I
I
Obviously,
this
is
necessary
when
nearly
60
percent
of
our
students
identify
as
students
of
color.
Once
again
at
that
meeting,
we've
been
very
clear
about
what
we
need
to
do
to
eliminate
these
achievement
gaps
focusing
on
student
outcomes.
I
spoke
to
you
at
that
meeting
about
the
need
for
more
educators
of
color
in
our
schools
and,
let's
be
clear.
Research
is
very
clear
on
this,
especially
for
black
students.
I
That
was
something
we
really
have
to
work
on
and
I'm
proud
to
report
back
to
you,
we've
been
very
successful
in
this
charge.
We
still
have
a
long
way
to
go.
There
is
no
doubt
about
it,
but
we
now
have
a
record
number
teachers
of
color.
There
are
1
123
teachers
of
color
and
20
of
the
teachers
hired
for
2020
2021
were
teachers
of
color,
which
is
much
higher
in
any
year
than
we've
ever
had.
We
also
developed
our
louisville
teacher
residency
program.
Recently,
we
graduated
our
first
class.
I
This
is
the
intentional
work
that
has
to
happen
around
racial
equity
and
once
again
I
get
concerned
that
we
say
we
put
racial
equity
and
crt
under
the
same
umbrella.
So
I
can,
I
can
tell
you
this:
we
are
committed
to
achieving
equity,
but
we
have
to
challenge
and
question
current
practices
that
have
lasted
in
education
for
a
century
or
more,
and
we
will
not
get
different
outcomes
unless
we
are
intentional
about
changing
and
I
do
want
to
recognize
the
educators
of
jcps.
I
You
know
I
don't
I've
been
so
inspired
over
the
past
year.
I
always
knew
we
had
great
educators,
great
teachers,
great
leaders,
great
classified
staff
in
jcps,
but
I've
been
truly
inspired
by
their
work
over
the
past
year.
I'll
share
a
little
bit
of
that.
My
second
presentation,
but
I
would
put
our
team
our
educators
up
against
any
large
district
in
america
once
again.
The
last
time
I
was
here
I
mentioned,
I
talked
about
the
implementation
of
grace
james
academy
and
the
dubois
academy,
and
I
specifically
went
back
and
watched
it.
I
I
want
to
recognize
senator
meredith,
you
know
thank
you,
senator
meredith,
for
praising
and
recognizing
that
we
are
doing
something
different
for
our
students
and
I
was
asked
if
those
academies
were
more
of
those
were
being
planned
for
students
in
the
future.
I
also
want
to
thank
senator
nemes.
He
noted
that
we
had
an
impossible
job
and
we
are
making
possibilities
for
students,
and
I
want
to
remind
you-
this
was
just
last
september
september
15th.
So
our
goal
in
this
work
all
comes
back
to
student
achievement.
I
That's
what
we
are
focused
on
and
I
think
the
conversation
needs
to
always
stay
centered
on
student
outcomes
and
student
achievement
and
gaps
that
need
to
be
closed,
and
that
includes
an
inclusive
curriculum
that
doesn't
mean
lifting
up
any
one
group
of
people
while
putting
down
another.
That's
not
what
we
want
to
do
in
any
classroom
in
jcps,
but
it
is
about
providing
the
appropriate
support
for
all
of
our
students
and
when
I
came
to
you
in
september
and
talking
about
how
we
were
addressing
racial
inequities
in
jcps,
I'm
really
proud.
I
I
I
mean
we
have
taken
a
couple
of
steps
forward
and
have
many
steps
to
take
and
that's
why
we
have
to
keep
our
eye
on
the
ball
in
this
work,
but
these
outcomes
that
I
will
tell
you
about
they
will
they
will
provide
us
with
increased
a
student
achievement
in
the
years
to
come.
So
we
shared
information
about
that
policy
and
plan.
I
also
want
to
recognize
representative
lisa
wilner.
She
was
one
of
the
board
members
at
jcps
who
pushed
for
this
change
and
obviously
approved
this
as
a
jcps
board
member.
I
I
So
since
2018,
we
have
increased
the
amounts
of
students
of
color
who
are
identif
identified
as
gifted
and
talented
by
over
1600
students.
At
the
same
time,
we
increase
the
overall
number
of
students
identified
as
gifted
and
talented.
So
this
shows
that
us,
having
an
intentional
focus
on
equity
for
our
black
students
does
not
mean
we
are
reducing
the
number
of
white
students
who
are
identified
as
gifted
and
talented.
We
can
support
all
students
in
this
work,
but
we
have
to
have
a
focus
on
racial
equity.
I
We've
also
seen
a
major
increase
in
the
number
of
students
of
color
enrolled
in
higher
level
courses.
Those
high
school
courses
that
give
a
student
a
qualifying
grade
for
college
credit
and
the
number
of
students
who
receive
that
qualifying
grade
in
those
courses
has
nearly
doubled
as
well.
Also,
the
number
of
black
students
enrolled
in
dual
credit
classes
with
colleges
or
universities
also
has
nearly
doubled
since
twenty
between
twenty
eighteen,
nineteen
and
today,
and
so
think
about
that
these
are
students
of
color
who
are
getting
dual
credit
ap
course
credit
to
go
to
college.
I
That
may
not
have
gotten
that
same
credit
three
years
ago.
This
is
an
intentional
focus
on
equity
that
will
reduce
and
hopefully,
one
day
eliminate
the
achievement
gap.
As
long
as
we
don't
take
our
eye
off
of
the
ball,
you
know
another
area
we
are
committed
to
is
facilities,
and
quite
candidly,
as
I
probably
told
you
last
september,
I've
been
embarrassed
with
our
facilities
overall.
So
I
don't
want
to
say
it's
not
all
facilities
in
jcps,
every
neighborhood
in
jcps,
but
those
specifically
in
our
neighborhoods
of
color
and
our
high
poverty.
I
Neighborhoods
have
not
been
addressed
in
decades
and
so,
first
of
all,
we've
corrected
the
egregious
era
of
having
a
condemned
third
floor
at
the
academy
of
shawnee.
Since
the
early
80s
we
had,
they
had
a
condemned
floor
at
a
school
in
west
louisville,
a
high
school
in
west
louisville
for
nearly
40
years.
I
The
district
made
a
decision
instead
of
fixing
a
condemned
floor.
Let's
just
close
it
down.
What
signal
does
that
say
to
our
students
in
our
highest
need
communities,
but
not
anymore,
and
we
are
shortly
within
the
next
four
to
five
weeks,
we'll
be
breaking
ground
on
a
brand
new
school
in
west
louisville
for
the
first
time
in
two
decades.
I
So
as
a
result
of
our
commitment
to
eliminating
the
achievement
gap,
nearly
36
percent
of
all
capital
project
dollars
over
the
past
five
years
up
to
2022,
have
been
committed
to
district
1,
which
is
predominantly
west
louisville.
So
we
have
intentionally
focused
on
west
on
investing
in
west
louisville
and
our
other
high
needs
communities
that
have
been
neglected
by
jcps
for
decades.
That
is
truly
a
focus
on
racial
equity
that
will
make
a
difference
in
outcomes
for
students.
I
So
once
again
I'll
say
opportunities
and
outcomes,
and
I
will
say
this
again:
we
are
committed
to
achieving
equity
by
challenging
and
questioning
all
of
our
practices
and
changing
where
necessary.
That's
the
work
that
has
to
be
done
in
every
district
in
america
to
eliminate
that
achievement
gap
and
not
just
give
lip
service
to
it.
I
want
to
commend
dr
glass
and
the
kentucky
board
of
education
for
supporting
this
work
as
well,
because
I
think
of
the
elimination
of
the
achievement
gap
and
giving
all
students
equitable
opportunities.
I
We
must
do
that
if
we
are
going
to
get
equitable
outcomes
for
students,
so
our
racial
equity
policy
calls
for
definitely
culturally
responsive
instruction
and
address
systems
and
practices
that
have
marginalized
students
of
color,
but
really
making
sure
that
we
are
inclusive
in
our
curriculum.
So
all
students
see
themselves
in
that
curriculum
and
finally,
as
I
finish
up,
I
do
want
to
take
a
moment
to
share
a
quote
that
really
moved
me
late
last
week
and
I
think
it
reflects
the
sentiment
of
educators
across
the
country.
I
Once
again,
I
bring
up
the
council
of
the
great
city
schools,
the
top
76
school
districts
by
enrollment
across
america,
of
which
jcps
is
one
of
those
their
outgoing
executive
director,
michael
michael
casserly,
sent
out
a
press
release
for
the
76
districts
and
it
truly
moved
me-
and
I
would
like
to
share
mr
casserly's
words
with
the
committee.
I
He
said
if
our
history
makes
some
people
uncomfortable,
then
so
be
it.
If
people
need
to
be
reminded
that
everyone
was
born
equal
and
that
no
one
is
superior
to
anyone
else,
then
let's
remind
them.
If
some
people
are
surprised
to
learn
that
our
culture
and
institutions,
including
our
schools,
have
advantaged
some
and
disadvantaged
others,
then
it's
about
time.
This
is
not
an
unfortunate
byproduct.
I
So
we
want
to
give
our
students
every
opportunity
to
change
the
trajectory
of
their
lives.
As
I
said,
I've
been
in
this
district
for
24
years.
I've
seen
jcps
miracles
happen
on
a
daily
basis,
but
I've
also
seen
way
too
many
students
end
up
not
being
successful
and
that
breaks
my
heart
each
and
every
time
I
see
that,
but
I
do
believe
we've
made
significant
progress
in
the
terms
of
racial
equity
and
reducing
the
achievement
gap
in
jcps.
I
I
We
must
improve
outcomes
for
all
students
in
jcps,
but
we
must
accelerate
the
learning
for
students
that
are
farthest
behind,
and
I
will
say
this
to
this
committee,
I
believe,
with
the
support
of
the
kentucky
department
of
education
and
the
kentucky
board
of
education,
I
think
we
have
the
opportunity
to
be
true
leaders
in
this
work
of
eliminating
the
achievement
gap
in
jefferson,
county
and
the
commonwealth
of
kentucky
if
we
keep
our
eye
on
the
ball.
Thank
you.
A
Thank
you,
dr
polio,
for
joining
us
today.
I'm
especially
grateful
to
you
for
being
here
since
you're
interrupting
your
vacation.
To
do
so,
and
we
aren't
needing
an
expert
on
crt
today
we
want
to
address
jcps
and
the
curriculum
there,
so
you
can
provide
us
with
the
information
if
crt
is
within
the
curriculum
and
it's
my
understanding
that
you
had
said
that
you
had
scrubbed
the
theory
from
the
curriculum.
There
is
still
a
developing
black
historical
consciousness
class
that
has
the
mention
of
crt.
I
Once
again,
I
want
to
say,
as
dr
glass
said,
first
of
all,
there
was
nothing
we
were
trying
to
hide,
as
we
left
the
notes
in
there,
so
that
everyone
could
see
the
notes
about
any
changes
we
made
to
the
curriculum.
First
of
all,
we
don't
set
curriculum
any
any
guiding
documents
we
provide
to
schools
are
exactly
that.
They
are
guiding
documents
for
the
teachers
to
look
at
the
what
the
standards
are
to
have
those
standards
deconstructed
and
give
recommended
ways
in
which
they
can
implement
those
in
that
class.
I
So
developing
black
historical
consciousness
is
an
elective.
In
jcps
we
have
students
who
are
very
motivated
and
inspired
by
the
opportunity
to
take
an
elective,
which
I
once
again
want
to
say
that
is.
A
student
is
elect
that
and
their
family
are
electing
to
take
that
class.
I
That
is
not
a
class
for
all
students,
and
so
yes,
those
recommended
guiding
documents
when
they
were
developed
did
include
references
to
crt,
as
you
have
said,
but
I
think
that
black
historical
consciousness
class
was
really
developed
for
students
to
look
at
ways
in
which
these
inequities,
especially
around
outcomes
across
america.
In
many
different
ways,
but
especially
in
education,
have
happened
over
the
past
few
years,
but
we
did
not
want
crt
to
be
a
something
that
takes
our
eye
off
of
the
ball
on
racial
equity.
A
I
Well,
once
again,
you
are
correct
that
a
school
spdm
has
the
right
to
set
curriculum.
We
can
give
guidance
to
that
school,
and
so
we
have
to
question.
Is
it
also
legal
for
a
school
board
to
say
you
can't
teach
rt
is?
Is
that
an
ill?
Is
that
something
that
is
illegal?
I
think
that
has
to
be.
You
know
investigated
as
well
what
the
role
of
the
school
board
is
in
in
dictating
curriculum.
I
What
we
can
do
once
again,
madam
chair
I'll,
say
once
again
is
we
can
give
guidance
to
our
sbdms,
but
we
cannot
set
curriculum
and-
and
although
it
frustrates
me
in
many
ways
when
we
come
to
reading
programs,
math
programs,
it
is
difficult-
sometimes
from
a
central
office
perspective,
especially
with
155
schools,
to
ensure
alignment.
A
C
C
I
Sure
I'd
be
happy
to,
and
I
think
our
board
in
our
racial
equity
policy
made
it
clear
that
we
wanted
inclusive
curriculum
for
students,
we're
in
a
district
where
nearly
60
percent
of
the
students
identify
as
students
of
color.
And
so
when
we
looked
at
our
high
schools,
we
had
some
high
schools
and
once
again
they
they
determine
the
curriculum.
I
But
we
had
some
high
schools
that
offered
a
black
history
class
and
some
that
did
not,
and
so
we
had
schools
with
a
majority
minority
population
who
were
not
giving
students
that
same
opportunity
that
others
were
getting.
So
we
made
an
intentional
focus.
Our
board
of
education
made
an
intentional
focus
that
we
wanted
to
provide
equitable
opportunities
across
all
of
our
schools
and
encourage
all
of
our
high
school
spdms
to
adopt
this,
and
this
is
the
course
that
the
historical
consciousness
was
developed
around
black
history,
and
I
will
say
this,
unfortunately,
in
our
curriculum.
I
Historically,
this
is
not
just
jcps
the
commonwealth
of
kentucky.
This
is
all
across
america.
History.
Social
studies
is
about
telling
the
stories
of
the
past
and
how
they
have
impacted
our
current
reality
and
our
future,
and
unfortunately,
those
stories
have
not
been
inclusive
to
include
all
stories
that
have
impacted
our
history
and
one
that
hit
me
recently
that
I
just
wanted
to
share
I'm
a
social
studies,
major
I
majored
in
education
and
social
studies.
So
I
took
well
over
30
hours
of
social
studies
in
college,
most
of
that
being
united
states
history.
I
I
did
not
hear
of
the
tulsa
race
riots
and
massacres
of
1921
until
about
six
years
ago,
and
I
was
a
social
studies
teacher
and
a
social
studies
major.
I
believe
we
owe
it
to
our
students
to
gives
to
to
make
sure
that
we
give
students
all
the
facts
about
our
history
and
let
them
determine
the
steps
that
need
to
happen
moving
forward.
So
black
history
is
that
our
black
history
class,
but
obviously
as
we
move
forward,
we
want
to
ensure
that
our
general
social
studies,
united
states
history
courses
also
reflect
an
inclusive
curriculum.
C
Okay-
and
I
agree
with
you
that
history
should
be
taught
in
our
public
schools
and
it
should
be
taught
as
it
happened,
and
students
should
form
their
own
opinion
on
those
facts.
The
question
that
I
had
had
regarding
black
studies,
you
know:
are
we
offering
that
to
all
races,
and
also
can
you
discuss
the
five
principles
of
that
course.
I
Yeah,
well,
I
can't
I
can't
really
get
into.
I
don't
have
the
course
in
front
of
me
right
now,
so
I
can't
say
I
can
get
into
all
of
the
principles
of
the
course
you
know
we
have
hundreds
and
hundreds
of
courses
that
we
provide
guidance
on.
So
I
can't
specifically
I'd
be
happy
to
to
give
you
more
information
about
that
as
we
move
forward.
I
will
say
this.
I
E
Thank
you,
madam
chair.
Thank
you,
dr
polio,
for
being
with
us
today.
Just
a
quick
question
about
site-based
decision-making
councils
and
and
the
that
they're
in
charge
of
curriculum
is.
Is
that
unique
to
kentucky,
or
is
that
standard
procedure
across
the
country.
I
I
can't
say
exactly
senator
higdon
I
wish
I
could
have,
and
dr
glass
may
know
her
a
little
bit
more
about
the
national
perspective.
I
believe
from
everything
that
I
have
talked
with
anecdotally,
with
fellow
superintendents
across
the
nation,
that
that
is
a
a
commonwealth
of
kentucky
statute
or
something
that
happens
here
but
may
not
happen
in
many
other
states.
But
I
can't
comment
on
how
many
others
have
a
similar
statute.
H
I
wanted
to
thank
you
for
coming
today
or
for
appearing
today,
superintendent
polio,
and
I
wanted
to
congratulate
you
on
your
focus
of
it,
of
of
focusing
on
the
achievement
gaps
in
your
in
your
schools,
and
I
particularly
wanted
to
thank
you
for
your
assurance
that
that
focus
does
not
stop
or
decrease
the
focus
on
all
students
achievement.
That
is
a
very
important
matter
to
create
equal
opportunity
under
the
law.
H
I
I
think
that's
a
great
question.
I
do
think
when
we
talk
about
crt
and
racial
equity.
We
are
talking
about
two
different
things,
and
so
you
know
I'm
a
competitive
person
and
I
get
judged
on
student
outcomes
and,
more
importantly,
than
whether
I'm
judged
you
know,
I
believe
this
is
a
moral
imperative
for
us
right
now
in
our
nation.
I
You
know
we
have
too
large
of
an
achievement
gap
that
is
not
decreasing,
that
is
causing
students
to
not
be
successful
once
they
leave
our
buildings
all
across
america,
and
so
I
I
say
it
often,
I
believe
it's
an
immoral
imperative
that
we
make
sure
that
we
provide
equitable
opportunities
for
all
of
our
students,
specifically
those
that
are
farthest
behind
and
unfortunately,
right
now
we
have
a
significant
achievement
gap
between
black
and
white
students,
and
so
I
do
think
they're
two
different
things,
but
a
part
of
that
also
is
making
sure
that
we
provide
an
inclusive
curriculum
where
students
see
themselves
in
social
studies
in
language
arts,
the
books
that
they
may
be
offered
to
read
in
classes
that
they
have
an
opportunity
for
that
inclusive.
I
I
We
can't
control,
but
I
think
we
also
have
to
look
internally
and
say
why
do
we
have
a
gap
in
nearly
every
single
school
district
in
america,
and
we
have
to
say
that,
yes,
there
are
things
outside,
but
I
believe
there
are
inequities
in
our
structures
and
systems
within
our
schools
that
have
to
be
broken
down
and
a
perfect
example
of
that
is
identification
of
gifted
and
talented.
I
If
we
just
go
by
the
traditional,
take
the
test
and
that's
it
if
you
get
a
score,
you're
admitted
to
gifted
and
talented,
if
you
don't
you
don't
if
we
do,
which
gcp
did
for
years
and
what
that
led
to
was
inequities,
lack
of
students
being
given
the
opportunity
for
the
gifted
and
talented
curriculum.
We
are
changing
that
now,
so
it
is
important
for
us
in
racial
equity
to
look
at
all
of
those
structures
but
to
come
back
around.
I
I
think
once
again,
I'm
not
an
expert
on
crt
but
crt
and
racial
equity.
I
believe,
are
two
different
things.
E
Thank
you,
madam
chair,
and
thank
you,
dr
coleo,
for
your
presentation
today,
and
I
appreciate
you
taking
the
time
for
your
vacation
to
do
this
and
you
always
do
a
great
job.
You
know
I
try
to
look
at
this
from
a
rural
perspective
like
I
do
most
issues
and
I
think
the
discussion
about
equity
is
very
interesting.
I
think
there's
an
inequity
between
urban
and
rules
in
not
just
education,
but
health
care
and
employment
in
a
lot
of
different
areas.
E
So
this
is
something
I'm
going
to
be
continuing
to
watch
closely,
but
you
know
the
folks
in
my
district
and
we
have
a
very
small
minority
population.
I
don't
they
have
a
problem
with
the
the
issue
of
equity.
I
don't
think
they
have
the
problem
of
teaching
black
history.
Like
you,
I
wasn't
aware
of
the
tulsa
riots
and
to
add
a
little
bit
more
research
into
it,
and
certainly
that's
something
that
we
should
bring
to
everyone's
attention.
E
But
I
think
where
the
people
in
my
district
struggle
is
the
interpretation
of
history.
You
know
I
read
at
an
editorial
occurred,
a
journal
a
week
or
so
ago,
where
a
professor
said
that
the
emancipation
proclamation
was
nothing
more
than
a
political
ruse.
E
E
So
I
wonder
how
do
we
put
guard
rails
in
place
to
ensure
that,
as
you
mentioned
earlier,
there's
a
balanced
teaching
of
history
and
it's
not
twisted
to
be
something
that
it's
it's
not,
and
I
think
that's.
The
biggest
challenge
that
we
have
with
this
whole
discussion
is:
how
do
we
keep
those
things
from
occurring?
A
lot
of
discussion
right
now
about
our
declaration
of
independence?
E
The
real
motivation
for
that
has
been
suggesting
that
it
was
because
we
want
to
perpetuate
slavery.
I
don't
think
that
was
it.
If
anybody
is
truly
a
history
of
american
history,
you
know
that's
not
the
case.
You've
got
56
signers
who
pledged
their
lives
for
the
independence
nation.
So
again,
how
do
you
take
these
and
I
know
they're,
probably
rare
instances,
but
they
exist.
We
know
they
do.
How
do
we
put
safeguards
in
place
to
ensure
that
students
are
not
indoctrinated
into
history?
That's
not
factual.
I
Yeah,
I
think,
that's
a
great
question.
Senator
meredith-
and
I
will
say
this
that
first
of
all
in
order
to
interpret
history
correctly
or
at
least
to
have
an
entire.
I
shouldn't
say
correctly.
I
don't
know
if
there's
ever
a
correct
interpretation
of
history,
because
we
all
have
different
viewpoints
and
and
rightfully
so
in
a
democracy.
I
But
in
order
to
be
able
to
interpret
history,
I
think,
first
and
foremost,
all
the
stories
need
to
be
told-
and
I
think
that's
where
we're
short
is
all
the
stories
being
told,
and
you
are
right,
letting
the
students
have
an
inquiry
based
type
pedagogy
where
they
get
to
answer
that
you
know
they
get
to
make
those
determinations
for
themselves.
So
I
do
believe,
dr
glass.
I
His
proposal
was
a
strong
way
to
put
guard
rails
on
it.
When
you
talk
about
presenting
both
sides
of
it
and
letting
students
make
sure
that
that
they
they
look
at
history
through
a
critical
eye.
One
of
the
things
I
did
in
social
studies
classes
is
is
to,
and
one
of
the
things
in
our
our
country
right
now
is
to
take
to
take
news
media
articles
and
have
students
to
be
able
to
critique
them
from
someone
else's
perspective.
You
know
what
what
side
of
the
aisle
do.
I
They
come
from,
and
even
going
back
in
history
and
looking
at
newspaper
articles
and
making
that
same
conclusion,
but
having
students
to
be
able
to
understand
that
they
can
make
decisions
based
on
stories
and
based
on
someone
else's
interpretation.
They
don't
have
to
follow
that
exactly,
but
I
would
go
back
to
dr
glass's
recommendation
as
a
strong
way
around
putting
some
guardrails
on
that.
A
Thank
you
and
thank
you,
dr
polio.
I
think
that
we
have
a
responsibility
to
offer
the
most
opportunity
and
the
positive
outcomes
for
all
students.
I
think
that,
as
central
meredith
said,
there
is
a
divide
and
I
think
that
the
problem
with
crt
is
that
most
people
that
are
reading
into
it
see
it
as
something
that's
not
uplifting,
but
divisive
and
disparaging
and
victimizing
to
students.
A
A
We
will
continue
with
our
critical
perspectives
on
critical
race
theory,
as
we've
talked
about
sbdm
being
a
large
component
of
whether
this
is
within
the
curriculums.
We
have
with
us
calen
garland
principal
of
hebron
middle
school
in
bullitt
county,
and
he
will
be
representing
the
kentucky
association
of
school
councils.
So
we
welcome
you
to
the
committee
today.
Please
introduce
yourself
and
you
may
proceed.
K
K
K
A
question
was
raised
earlier
about
transparency.
The
academic
standards
are
on
the
kde
website.
It's
very
easy
to
go
there.
You
can
google
them
kentucky
academic
standards
they're
out
there
they're,
not
hidden,
it's
no
secret.
Those
standards
are
taken
by
each
subject.
Each
grade
level,
the
teachers
that
are
teaching
break
those
down
and
part
of
what
the
kde
gives
to
us
in
the
standards
is
they
provide
what
are
known
as
essential
questions,
so
at
the
end
of
these
standards
or
each
standard,
what
are
some
general
questions?
K
These
students
should
be
able
to
answer
teachers,
then
working
with
their
peers
across
the
district
from
within
the
school
break,
those
standards
down
even
further
into
what
are
called
learning
targets
and
that's
what
gives
teachers
that
daily
task
of
what
should
my
students
be
learning
in
this
class
and
those
come
from
the
kentucky
academic
standards
so
for
students
in
public
schools
in
kentucky
our
standards
are,
are
set.
It's
a
lengthy
process,
dr
glass
kind
of
mentioned.
K
The
process
there
it'll
take
years
before
new
standards
are
out
because
of
the
the
thorough
research
and
the
thorough
input
that
they
go
through.
So
the
the
learning
targets
focus
on
the
skills
that
students
should
be
able
to
to
do,
and
that
is
what
is
taught
in
the
classroom.
K
Now,
local
school
boards,
boards
of
education
throughout
kentucky,
they
are
the
ones
responsible
for
setting
how
the
standards
are
going
to
be
assessed
throughout
the
school
year.
So
that
falls
on
the
on
the
principle,
because
we
have
to
report
to
our
councils
and
to
our
local
school
boards.
What
progress
are
we
making
towards
our
students
mastering
the
kentucky
academic
standards?
There's
a
great
emphasis
put
on
how
our
effective
our
teachers
are
in
making
sure
that
these
standards
are
being
taught
as
the
principal
of
a
middle
school.
I
trust
my
teachers
they're
certified
professionals.
K
They
have
advanced
degrees
each
year,
they're
required
to
receive
professional
development.
So
we
meet.
We
go
through
this.
It's
it
is
a
framework,
it's
not
just
kind
of
selected
on
a
whim,
but
if
you
look
in
our
kentucky
academic
standards,
you're
not
going
to
find
a
critical
race
theory,
it's
it's
not
there!
K
So
as
far
as
what
we
are
teaching
in
our
public
schools,
it's
there
it's
laid
out
for
you,
we're
very
transparent
with
it
at
my
school,
similar
to
other
schools.
That
daily
learning
target
is
written
into
a
student's
agenda
or
planner.
Whatever
you
know,
different
schools
call
it
and
that
information
is
taken
home.
Students
can
share
that
with
the
parents.
Parents
can
see
that
every
night
and
that's
just
a
very
transparent
way
of
saying
this-
is
what
we're
discussing
in
class
today.
This
is
our
learning
target
of
each
day.
K
If
there
are
ever
any
concerns
any
questions.
Parents
are
always
encouraged
to
to
call
the
principal
they
can
speak
to
the
teacher.
They
can
talk
to
the
principal.
I
will
share
that
as
a
middle
school
principal
one
question
that
I
get
about
every
year
we
do
teach
world
history.
It
used
to
be
seventh
grade
now
at
sixth
and
seventh
grade,
but
we
teach
the
world
religions,
and
so
it
never
fails.
K
Every
year
I
do
get
an
email
or
a
phone
call
from
a
parent
that
wants
to
know
why
we're
trying
to
convert
their
child
to
islam,
and
I
have
to
explain
we're
not
trying
to
convert
anyone
that,
in
studying
world
civilizations,
one
of
the
major
components
is
the
religion,
so
we
expose
them
to
all
the
different
religions
through
the
kentucky
academic
standards.
We're
not
converting
anyone
we're
not
holding
revivals
of
any
sort.
K
We
teach
christianity,
buddhism,
hinduism
islam,
so
we
cover
all
of
those
just
to
expose
our
students
to
those,
but
we're
not
about
forcing
any
other
religion
or
onto
any
of
our
students.
K
The
the
standards
are
there
for
us.
We
break
those
down,
we
teach
them
in
our
classes,
but
what
we
try
to
do
is
to
especially
when
it
comes
to
social
studies.
Like
dr
polo
dr
glass
talked
about
when
it
comes
to
social
studies,
we
try
to
provide
all
the
truth
and
the
facts.
Students,
especially
at
this
age
in
middle
school,
start
asking
a
lot
of
questions,
and
so
my
teachers,
what
we
discuss
is
if,
if
they're
coming
at
it
from
one
angle,
the
teacher
can
offer
up
a
different
in
perspective
and
vice
versa.
K
We
want
them
to
see
both
sides
so
for
us,
it's
more
about
critical
thinking
than
it
has
anything
at
all
to
do
with
critical
race
theory.
So
thank
you
for
allowing
me
to
speak
on
behalf
of
ksc
about
the
curriculum
I'll,
be
happy
to
answer
any
more
detailed
questions
about
that.
A
A
We
will
continue
with
our
agenda
with
br
an
act
relating
to
prohibited
instruction
and
declaring
an
emergency.
If
the
sponsor
representative
lockett
would
go
to
the
table,
please
and
have
your
guest
with
you
as
well,
please
introduce
yourself
as
well
as
your
guests,
introduce
themselves,
and
then
you
are
free
to
proceed.
Thank
you.
So.
A
L
Thank
you
so
very
much
for
the
time
today,
I'm
I'm
going
to
introduce
myself.
My
name
is
matt
lockett,
I'm
the
state
representative
from
the
39th
district,
and
I
will
let
all
of
our
guests
introduce
themselves
as
well
before
I
speak.
H
G
L
L
L
The
two
big
questions
that
I
hear
most
often
that
I've
heard
even
since
filing
the
bill
are
one
what
is
critical
race
theory
and
two.
Why
ban
it
in
schools
to
the
first
question?
What
is
critical
race
theory?
I
will
allow
those
coming
after
me
to
go
into
a
greater
detail,
but
briefly
critical
race,
theory
or
crt
is
rooted
in
marxism.
L
L
Crt
is
simply
identity-based
marxism,
based
solely
on
the
color
of
one's
skin
and
here's
the
thing
at
the
end
of
the
day,
all
marxist
theories
fail
and
come
unraveled,
because
marxism
and
crt
divide
the
population
into
two
groups,
those
that
are
oppressed
and
those
that
are
oppressors
according
to
crt
teaching.
Our
entire
political
and
social
system
in
the
united
states
is
based
on
race,
where
those
that
are
white
are
the
oppressors.
L
Those
that
are
black
are
the
oppressed.
On
the
second
question,
why
ban
crt
in
schools
since
filing
br
69?
I
have
heard
from
many
parents,
teachers
school
board
members,
and
you
know
what
not
one
of
them
has
been
in
support
of
teaching
critical
race
theory
in
kentucky
schools
here
are
some
quotes
that
I've
received
because
crt
by
the
way
is
being
taught
in
kentucky's
public
schools,
regardless
of
testimony
that
we
heard
before
one
parent
wrote
this.
L
L
L
In
just
last
week,
the
nation's
largest
teachers
union,
the
national
education
association
or
the
nea
moved
to
undermine
the
left-wing
talking
point.
The
critical
race
theory
is
not
taught
to
children
by
voting
to
promote
it
and
arguing
that
it
is
quote
reasonable
and
appropriate,
in
quote,
to
use
crt
in
social
studies
classrooms.
L
It's
obvious
that
we
as
a
general
assembly
must
listen
to
the
parents
in
this
commonwealth,
not
the
teachers,
unions
or
the
educational
institutions
themselves
as
to
what
will
be
taught.
We
must
take
action
and
ban
the
harmful
and
destructive
teaching
of
critical
race
theory.
Our
parents
are
demanding
it.
The
question
is:
will
we
listen
and
will
we
act?
L
Yes,
we
should
be
teaching
history,
including
the
ugly
history
of
our
nation
when
it
comes
to
race,
but
crt
takes
us
backwards
by
teaching
a
different
kind
of
racism,
and
I
choose
to
believe
that
god
loves
all
of
us
and
that
the
american
spirit
is
one
that
we
can
do
and
achieve
whatever
we
set
our
minds
to
no
matter
what
our
skin
color
may
be.
So,
let's
not
teach
our
children
anything
different.
L
H
H
H
While
this
theory
masquerades
as
an
academic
study
of
the
role
race
has
played
in
america
throughout
the
nation's
history,
it
is
instead
a
subjective
theory
that
promotes
division
and
interracial
hostility.
I
do
not
believe
that
any
school-based
decision-making
council
in
shelby
county,
the
county
I
represent,
has
incorporated
crt
into
its
curriculum
parents,
teachers
and
school
board
members,
however,
across
the
state,
have
notified
me
and
other
representatives
that
crt
is
being
taught
in
their
public
schools.
Specifically,
more
and
more
people
are
reporting
in
public
schools
across
our
state.
H
Students
as
young
as
kindergarten
are
being
taught
that
they
are
perpetually
being
oppressed
or
that
they
are
perpetual
oppressors.
A
quick
review
of
the
official
website
of
our
public
colleges
and
universities
establishes
that
crt
is
already
deeply
embedded
across
the
curriculum
of
several
of
our
state's
post-secondary
schools.
H
Many
americans
have
fallen
for
the
false
notion
that
crt
is
simply
a
full
consideration
of
history,
including
objective
facts
that
have
now
been
that
have
been
avoided
because
of
their
discomfort
of
the
people
who
are
teaching
or
listening
in
there
were
in
in
a
book
called
words
that
wound
four
leading
critical
race.
Theorists
dispel
this
naive
notion
by
stating
critical
race
theorists,
embrace
subjectivity
of
perspective
and
are
availably
political.
H
Our
public
schools
should
not
teach
this
subjective
political
ideology
in
recent
years.
The
failure
of
crt
as
a
valid
epistemological
framework
has
been
exasper,
exasperated
by
the
introduction
of
new
concepts
and
tactics
designed
to
ensure
that
tenants
of
crt
are
never
questioned.
For
example,
ever
since
author
robin
deangelo
published
her
book
white
fragility
in
2018,
all
white
critics
of
crt
have
been
dismissed
or
silenced
by
the
accusation
that
they
suffer
from
white
fragility
in
her
book.
H
D'angelo
asserts
that
when
white
people
object
to
being
called
racist
because
of
the
color
of
their
skin,
their
eject
their
objections
are
born
of
superiority
and
entitlement
by
adding
this
doctrine
of
white
fragility
to
the
canon
of
crt.
The
foundational
tenets
of
this
theory
that
all
white
people
are
racist
becomes
dangerous
propaganda.
H
In
addition,
the
threat
of
cancer
culture
has
added
the
final
nail
to
the
cross
to
the
coffin
on
free
and
open
debate
about
crt
on
may
19th.
Kentucky
attorney
general
daniel
cameron
joined
19
other
of
his
colleagues
informally,
requesting
that
u.s
education
secretary
reconsider
a
proposal
to
prioritize
the
teaching
of
crt
through
federal
grants.
H
In
early
june,
we
there
were
two
bills
filed
here
and
what
they
are
aimed
at
is
to
stop
the
teaching
of
subjective
devices
and
dangerous
concepts
that
underline
crt.
As
expected,
crt
defenders
began
hurling,
insults
immediately
and
claims
of
racism
on
the
part
of
the
sponsors
of
those
bills.
Ironically,
the
strategic
use
of
that
epithet,
racist,
is
rooted
in
the
fact
that
racism
is
anathema
to
americans,
the
opposite
of
the
aspirational
values
that
we
hold
as
sacred
truths.
H
Throughout
history,
ideologues
have
sought
to
weaponize
internal
conflicts
among
groups
within
their
geographical
borders
to
bring
about
revolution
since
beginning
their
work.
Decades
ago,
critical
race
theorists
have
advocated
for
the
dismantling
of
america's
legal,
educational,
cultural,
religious
and
economic
systems,
which
they
claim
are
the
products
of
white
supremacy
to
disguise.
This
radical
ideology
activists
do
promote
it
as
culturally,
responsive
teaching
and
and
learning,
and
it
will
ensure
equity
in
education
but
crt
opponents.
H
They
hope
that
by
using
such
euphemistic
phrases
they
will
be
allowed
to
continue
inspiring
students
to
reject
their
national
heritage
and
yearn
for
a
socialist
utopia.
A
national
coalition
of
attorneys
has
formed
to
fight
the
spread
of
crt
in
america's
institution.
They
state
that
their
ambition
is
to
take
one
of
these
cases
to
the
united
states
supreme
court
and
establish
that
critical
race
theory
that
those
times
of
race-based
programs
which
perpetuate
racial
stereotypes,
common
discriminatory
speech
and
create
hostile
work
environments,
they
violate
the
civil
rights
act
of
1964
and
the
united
states
constitution.
H
Time
will
tell
whether
such
legal
efforts
will
succeed
or
whether
either
br,
60
or
69
will
become
law.
In
the
meantime,
I
will
work
with
members
of
the
general
assembly
to
protect
students
in
kentucky
from
being
taught
in
public
schools
that
their
country
is
irredeemably
racist
and
that
race
is
the
lens
through
which
they
should
analyze
their
world
together.
We
must
find
a
way
of
curbing
the
skyrocketing
rates
of
anxiety
and
depression.
H
G
If
a
student
misbehaves,
then
it's
obvious,
the
rest
of
the
students
aren't
learning,
but
because
of
ideologies
perpetuated
through
critical
race
theory
adjacent
dogma
such
as
culturally
responsive
teaching.
It
suggests
that
black
kids
and
kids
of
color
shouldn't
be
punished
because
racism,
so
we
need
to
figure
out
ways
to
not
punish
them.
G
So,
instead
of
removing
that
kid
from
the
classroom,
which
is
you
all
would
understand,
would
be
to
the
benefit
of
everybody
else,
they'll
send
the
kid
out
of
the
classroom
for
talking
to
for
about
10
minutes
then
send
that
kid
back
into
the
classroom.
Any
of
us
who's
ever
ever
been
to
a
school.
Do
you
seriously
think
when
that
kid
comes
back
to
the
classroom
that
they're
ready
to
learn
and
that
the
other
kids
and
they're
ready
to
learn?
No,
that
is
called
equity.
That
is
not
equality.
G
There's
another
thing
that
I
find
just
totally
amazing:
author
douglas
murray.
To
paraphrase
him,
he
said
there
are
things
we
knew
yesterday
that
today
we
pretend
not
to
know
we
have
over
7
billion
people
on
the
earth
making
trillions
of
transactions
right
now.
At
this
very
moment,
only
a
relatively
few
of
those
moments
will
be
captured
and
considered
as
history,
none
of
us
would
be
capable
of
digesting
all
of
that
history
in
just
one
day.
G
One
of
the
reasons
they
aren't
able
to
do.
This
is
because
they
don't
teach
thematically
when
somebody
teaches
thematically
they
can
teach
about
oppression
and
that
oppression
wouldn't
be
limited
to
black
oppression.
That
oppression
could
be
expanded
to
the
oppression
that
the
roma
gypsies
experience,
that
oppression
could
be
expanded
to
the
oppression
the
jews
experienced.
G
G
G
G
G
G
G
G
G
G
G
G
G
G
G
The
staff
at
our
school
had
a
two-day
training
during
the
transition
between
virtual
and
in-person
school.
In
the
very
beginning
of
this
training,
the
trainer
says
something
like
to
some
of
you.
This
training
is
going
to
be
offensive
if
it
is
it's
probably
because
you're
a
homophobe
or
transphobe,
and
if
so,
there's
plenty
of
private
schools
hiring
when
ideologues
are
hired
like
this
by
school
districts,
students
are
held
at
an
extreme
disadvantage
in
kentucky
in
2019,
49
of
students
were
proficient
in
math
47
proficient
in
writing
and
only
32
percent
proficient
in
science.
G
So
I
would
then
ask
why
aren't
we
more
focused
on
these
basic
academic
standards
instead
of
indoctrinating
students
with
crt
adjacent
content?
Besides,
I'd
also
like
to
know,
since
teachers
are
trained
to
approach
learning
from
an
evidence-based
perspective,
where
is
the
evidence
that
shows
that
anyone
has
been
made
less
racist
by
anti-racist
training?
G
G
For
example,
one
of
the
things
a
lot
of
people
that
I
talk
to
don't
realize
is
that
the
roman
empire
was
parallel
to
the
chinese
empire,
and
the
chinese
had
made
advances
in
medicine.
They
made
advances
in
paper,
making
they
invented
the
compass
and
eventually
they
allowed
dogma
to
infect
their
society
and
when
they
adopted
a
confucian
imperial
system,
they
forgot
about
logic
and
reason
they
stopped
making
progress
in
science.
G
If
you
think
about
another
historical
example,
just
look
at
the
golden
age
of
islam,
you're
talking
about
people
who
were
making
advances
in
math
astronomy,
medicine.
While
europe
was
experienced
in
the
dark
ages
once
they
traded
in
empirical
evidence
and
reason
for
islamic
dogma,
they
declined
into
less
prosperous
countries
with
restrictions
on
human
rights.
G
G
G
G
G
A
Thank
you
very
much.
Let
me
interrupt
for
just
a
minute.
We
are
running
short
on
time,
I'm
going
to
apologize
to
dr
polio
and
allow
him
to
get
out
of
his
suit
and
onto
his
vacation.
We
will
address
the
update
on
jefferson,
county
public
schools
at
a
later
date,
and
we
will
continue
this.
A
We
do
have
members
that
have
a
meeting
at
one
o'clock,
including
myself,
but
we
will
go
ahead
with
the
questioning
after
we
have
the
next
presenter
and
those
that
were
signed
up
to
speak,
we'll
have
the
opportunity
to
do
so
at
a
later
date
on
this
issue.
As
you
can
tell,
we
are
just
that
getting
started
in
the
dialogue
here.
A
So
if
you
will
we
apologize
that
we're
not
going
to
be
able
to
have
the
time
for
other
to
speak,
but
again
you
will
have
the
opportunity
at
a
later
date.
I
am
sure
so
go
ahead
with
your
next
presenter.
Please.
F
Hello,
coach,
harris
huff
and
wise
members
of
the
kentucky
interim
educational
committee.
Thank
you
for
allowing
me
to
testify.
My
name
is
jack
brewer,
I'm
the
chairman
of
the
center
for
opportunity
now
at
the
american.
F
My
family
were
actually
slaves
in
kentucky.
Getting
back
to
my
great
great
grandfather
and
this
morning,
I
want
to
present
to
you
three
facts.
F
F
F
We
recently
made
promoting
critical
race
theory
a
top
priority,
and
one
in
eight
american
parents
recently
reported
their
children's
schools,
are
teaching
critical
race
theory,
for
example,
in
evanston
skokie
school
district
65
in
illinois.
They
proclaim
that
it
is
committed
to
focusing
on
race
as
one
of
the
first
visible
indicators
of
identity
and
they
inform
their
parents
that
your
five-year-old
is
already
racially
biased.
F
F
A
public
charter
school
in
las
vegas
nevada
requires
students
to
label
and
identity,
identify
their
gender
and
racial
identities
and
determine
what
parts
of
your
identity
have
privilege
or
oppression
attached
to
it.
This
is
critical
race
theory,
the
teacher
defines
or
oppressors
as
those
who
harbor
the
inherent
belief
in
the
inferior
of
others.
F
She
practices
students
who
fell
into
predetermined,
oppressive
groups
to
accept
the
label
of
oppressor.
Last
month,
the
durham
county
council
crawford
teaching
critical
race
theory
in
local
public
schools.
The
city
officials
reaffirmed
its
support
for
a
city
proposal
to
regularly
teach
students
about
white
privilege.
F
Another
fact
america
has
a
long
and
dark
history
with
racism,
and
we
all
know
that,
particularly
in
kentucky
my
ancestors
and
my
family
had
wepts
on
their
backs
in
kentucky.
However,
america
has
made
great
progress
and
we
all
know
it.
While
racism
has
been
completely
irredacted,
it
has
not
been
completely
redacted.
We
know
that
we
have
made
large
strides
towards
realizing
our
king's
dream
in
the
dream
of
so
many
others,
critical
race
theory.
What
we
made
it
teaches
americans
to
categorize
each
other
childrenis
is
really
sick.
F
F
It
makes
kids
that
are
up
against
already
hard
circumstances
feel
like
they're
less
than,
and
it
also
makes
kids
that
may
be
born
with
privilege
also
feel
like
they're
less
than
critical.
Race
theory
is
just
not
right.
We
can't
stand
for
and
dwight
ingles
school
in
new
jersey.
F
F
F
After
her
resignation,
a
student
wrote
telling
her
all
of
what
you
said
is
true.
My
eighth
grade
english
teacher
taught
us
for
the
first
two
weeks
about
pretty
much
how
awful
white
men
are
for
two
weeks.
I
did
not
speak
a
single
word
in
her
class.
My
fellow
white
male
classmates
left
the
classroom
every
time
feeling
the
same
way
for
lack
of
a
better
word.
Those
teachings
made
me
feel
like
horse
s-h-I-t.
I
preached
the
gospel,
so
I
won't
say
it
like
worthless.
Scum,
underserving
of
living
american
students
deserve
better
than
this.
F
F
F
L
A
G
F
Of
the
committee
I
I'd
like
at
least
to
have
you
allow
some
members
of
the
other
members
of
the
democratic
committee
members,
ask
a
question
or
two,
I
think,
that'll
be
fair
and
proper.
A
G
A
B
Yes,
thank
you
to
start.
I
can't
understand
why
this
bill
is
a
priority
when
we
have
one
in
seven
high
schoolers
and
one
in
five
middle
schoolers
who
have
considered
suicide
in
the
last
12
months
when
kentucky
ranks
the
highest
in
the
nation,
in
child
mistreatment,
when
guns
are
the
leading
cause
of
death
among
children
and
teens,
and
when
all
the
children
in
our
state
have
had
their
learning
disrupted
by
for
an
entire
year
by
a
global
pandemic.
B
One
teacher
asked:
how
could
anyone
accurately
teach
about
world
war
ii
and
not
mention
hitler's
ideas,
which
included
the
idea
that
the
aryan
race
was
superior
to
all
others,
and
another
stated.
I
am
concerned
about
the
portion
of
this
bill
that
states
that
educators
can't
and
shouldn't
have
classroom
discussions
that
promote
discomfort.
It
was
number
seven
in
your
bill.
Much
of
history
rightfully
makes
us
uncomfortable.
B
B
His
students
are
on
the
last
rung
of
the
school
to
prison
pipeline.
He
shared
that
11
of
his
students
have
died
by
gun
violence
in
the
last
two
years.
He
also
told
me
about
the
need
for
his
students
to
see
themselves
in
history
that
there
were
great
black
kings
in
africa
that
there
was
a
black
wall
street.
They
need
to
develop
black
historical
consciousness.
B
As
you
know,
I'm
a
jcps
teacher.
Our
goal
in
jcps
is
to
close
the
achievement
gaps
between
black
and
white
students
to
ensure
that
our
students
have
more
teachers
who
look
like
them
to
ensure
that
there's
equitable
access
to
accelerated
programs
to
put
more
black
and
brown
children
in
the
curriculum.
So
they
can
see
themselves
in
the
learning
material
to
help
black
girls,
who
have
the
lowest
sense
of
belonging
in
the
district
to
feel
like
they
matter,
and
to
examine
why
black
boys
are
disproportionately
suspended
from
preschool.
G
G
What
I
mean
by
this
is
a
lot
of
the
disadvantaged
schools,
get
money
that
come
from
programs
that
only
serve
disadvantaged
schools.
So
if
you
were
to
actually
improve
the
quality
of
those
disadvantaged
schools,
guess
what
what
happened
to
the
money?
Folks,
it
would
disappear.
So
there's
a
lot
of
incentive
for
these
grievance
organizations
to
keep
making
black
people
believe
we're
victims.
G
I
don't
want
to
hear
about
this
victimhood.
Are
you
kidding
me?
I
don't
care
if
a
kid
had
an
encyclopedic
knowledge
of
everything
of
africa.
How
would
that
prevent
them
from
getting
shot
on
the
streets?
Please
tell
me
representative,
please
tell
me
no
answer.
I
didn't
think
so.
I'm
so
tired,
I'm
sorry!
It's
okay!
I
I'm!
I
apologize!
G
Please
don't
take
this
as
a
sign
of
disrespect.
I
too
have
had
students
to
die
and
I'm
sick
of
it,
and
every
time
my
students
get
shot
dead
in
the
street.
I
wonder
why
are
they
giving
us
lgbtq
training?
Why
are
they
giving
us
culturally
responsive
training?
Why
aren't
they
giving
us
training
to
teach
these
kids
not
to
go
carjacking?
G
B
I've
been
doing
some
research
on
the
school
to
prison
pipeline
and
there
are
very
intentional
things
that
we
can
do
to
keep
our
children
from
dying
on
the
streets
or
ending
up
in
prison,
and
it
all
starts
with
taking
a
look
at
certain
injustices
that
have
happened
in
the
system:
disproportionality
of
identifying
children
for
criminal
actions,
even
while
they're
in
school.
That
is
what
we
need
to
do
to
decrease
our
school-to-prison
pipeline.
G
G
Now,
of
course,
the
people
at
the
school
didn't
want
that,
because
we
knew
what
type
of
influence
that
type
of
behavior
would
do
when
it
spreads.
So
there
was
a
comment
something
earlier
about:
what
is
it
students
belonging
and
how
important
belonging
is.
So
when
these
kids,
in
my
opinion,
shouldn't
have
came
back
to
the
school,
because
all
they
did
was
just
talk
about
how
cool
this
criminal
stuff
was.
G
So
you
had
the
other
kids
thinking
how
cool
this
criminal
stuff
was,
but
there
was
a
child
advocate
who
was
like
well,
this
happened
outside
of
school,
so
it's
not
fair
to
punish
them
for
their
education.
So
I
asked
you:
why
is
one
child's
right
to
an
education
more
important
than
another
child's
right
to
safety?
G
My
teachers,
in
fact
I
talked
about
mr
middleton.
He
got
hit
by
a
kid.
My
principal
was
hit
by
a
kid,
and
all
these
are
kids,
who
you
guys
are
saying.
Oh,
it's
because
of
racism,
it's
because
of
disproportionality,
it's
cause,
they
didn't
have
no
consequences
and
because
you
folks
want
to
believe
that
black
kids
are
somehow
just
incapable
of
having
home
training.
How
dare
you.
A
B
Thank
you,
madam
chair.
I
want
to
say
I
appreciate
the
passion
at
the
table
when
it
comes
to
our
kids
being
successful,
we
should
be
passionate
and
that's
what
we're
focused
on
in
this
committee
is
our
kids
being
successful,
being
educated
being
prepared
to
be
successful
in
the
world,
and
so
I
appreciate
that
passion.
B
So
I
heard
a
lot
in
the
combined
testimony
about
critical
race
theory,
but
what
I
did
not
hear
of
about
was
any
discussion
of
your
bill.
The
bill
itself
bill,
request,
69.,
so
critical
race
theory
is
not
actually
mentioned
in
the
bill
that
language
is
not
in
there,
and
so,
when
I
read
your
bill,
when
I
read
bill
request
69,
I
found
it
vague.
B
It
seems
to
want
the
goal
seems
to
be
to
want
to
ban
discomfort,
but
you
know,
unfortunately,
that's
not
really
something
we
can
legislate
so
our
bills,
education
bills,
ought
to
focus
on
student.
Success
ought
to
focus
on
the
passion
of
educators
to
help
our
kids
be
successful
in
their
lives.
We
know
that
here
in
kentucky
and
urban
areas
and
rural
areas,
our
kids
are
facing
a
lot
of
barriers
and
a
lot
of
challenges.
B
B
Kentucky
is
moving
in
the
wrong
direction
in
getting
kids
enrolled
in
public
or
private
preschool,
with
only
four
out
of
ten
kentucky
kids
in
those
preschool
programs
we're
facing
teacher
shortages
across
the
state,
we
have
significant
gaps
in
suspension
and
expulsion
rates
and
opportunity
gaps
that
we've
heard
about
earlier
today.
These
are
long-standing
and
persistent,
so
this
question
really
is
for
the
bill
sponsor
or
the
co-sponsor.
B
L
L
While
the
bill
does
not
specifically
say
critical
race
theory,
that's
intentional,
because
one
of
one
of
the
criticisms
was
that
well
we're
not
teaching
critical
race
theory,
but
in
effect
they
are
teaching
those
concepts.
So
we
wanted
to
make
it
clear
that
it's
not
the
term
critical
race
theory
that
we
want
to
get
out
of
the
school.
It's
the
fact
that
we
don't
want
our
students
to
be
taught
that
they
are
less
than
somebody
else
because
of
their
skin
color.
That's
what
the
bill
does.
E
Thank
you
one
question.
We
were
talking
earlier
about
professional
development
in
the
curriculum
discussion
earlier,
which
is
pretty
much
total
confusion.
I
think
most
people
probably
lost
some
of
the
trail
there
on
how
curriculum
gets
developed
but
devin's.
My
constituent.
He
told
me
about
critical
race
theory
a
year
ago
and
we've
had
these
conversations
and
I
want
to
kind
of
get
a
better
handle
because,
when
I've
heard
from
you
talking
about
you
know
developing
curriculum
teachers
wondering
how
to
teach
the
constitution.
You
said
well
what
about
the
constitution
and
federalist
papers?
E
I
mean
how,
when
teachers
are
handed,
what
are
they
handed?
Are
they
handed
that
from
the
sbdm
and
then
what
do
they
do
because
there's
a
whole
lot
of
shell
game
going
on?
Oh,
we
don't
make
curriculum.
Oh
the
standards
are
the
highest
level.
That's
not
true.
The
school
board
doesn't
decide
curriculum.
That
might
be
true.
E
I
don't
know
that
sbdm
decides
the
curriculum,
I'm
so,
and
teachers
aren't
even
hardly
assigned.
I
mean.
Where
is
it
happening,
because
obviously
stuff
is
happening?
Kids
and
parents
are
seeing
things
that
school
board
members
sbdm
members,
teachers
superintendents
every
level
of
administration
denies
is
even
there
and
it's
all
in
plain
sight,
so
I
want
to
get
a
better
handle
on.
Is
it
professional
development
or
where
is
this
kind
of
coming
in
and
how
does
it
erupt?
G
G
The
kids
are
mostly
black,
but
the
trainer
was
accusing
our
white
staff
of
being
inherently
racist
and
that
just
didn't
sit
right
with
me,
and
I
think
that
in
terms
of
opportunity,
it's
important
to
allow
students
to
have
equal
opportunities,
but
what
a
lot
of
people
are
trying
to
do
is
ensure
equality
of
outcome
and
in
a
country
that
believes
in
capitalism
and
individualism.
That's
just
a
contradiction.
G
So
one
of
the
problems
that
I
see
is
that,
especially
with
the
most
vulnerable
students
in
our
system
as
it
is-
I
I
don't
know
exactly.
Sometimes
it
might
be
four
or
five
years.
Then
you
get
tenure
so,
especially
in
the
lowest
performing
schools.
You'll
get
teachers
in
there
who
just
won't
care.
They
will
give
students
crossword
puzzles.
G
They
will
give
students
videos
to
read
to
watch
some
of
them,
allow
them
to
play
video
games,
but
as
long
as
those
kids
are
getting
passing
grades
nobody's
complaining.
G
J
Thank
you.
Thank
you
so
very
much.
Madam
chair.
I
was
sitting
here
trying
to
wade
through
this
discussion.
It
was
so
far
arranging
it's
hard
to
get
my
hands
around
it,
but
there's
one
thing
that
does
stand
out
and
I
want
to
congratulate
the
chair
on
having
this
free
exchange
of
ideas
and
that's
what
this
forum
is
about,
and
it
makes
the
point,
madam
chair,
that
is
through
the
free
exchange
of
ideas
that
we
may
be
able
to
arrive
at
some
truth
that
we
can
agree
upon.
J
I'd
rather
for
that
to
take
place
in
the
school,
not
just
at
the
whim
of
anyone
that
you
don't
know
articulating
anything,
that's
not
explained
and
not
supported
by
fact.
In
fact,
madam
chair,
in
this
discussion
here,
a
lot
of
things
have
been
said,
but
they
have
not
been
supported
by
fact,
but
they
deserve
investigation.
J
J
They
have
a
system,
it's
always
been
there.
We
have
an
educator
here,
and
I
want
to
thank
him
for
being
here
that
understands
that
that
system
does
exist,
but
when
our
representative
says
that
I
get
all
these
people
with
these
complaints,
what
I
want
to
know-
because
I
want
to
get
to
the
bottom
of
this-
what
I
want
to
know
is:
were
those
complaints
made
through
that
system
and
where
they
investigated,
and
what
was
the
determination
see?
That's
where
we
get
at
the
bottom
line.
Just
saying
things
here
is
not
enough.
J
I'm
not
saying
that's
not
important.
It
is
it's
the
beginning
of
a
discussion.
That's
why
this
free
exchange
is
important.
There
is
by
the
way,
as
I
look
at
your
bills,
this
is
br
69.
I
believe
it's
what's
before
us
today.
It's
not
the
cave.
You
know,
I
guess
you
have
the
k-12
in
there
too,
as
well.
Yes,
sir!
Well,
it
is
rather
big.
I
think
you
would
agree
with
that.
J
J
J
We've
conflated
what
is
referred
to
as
crt
has,
which
has
really
not
been
defined,
because
crt
means
in
my
investigation
before
I
got
here-
means
different
things
to
different
people.
So
we
don't
know
exactly
what
you're
saying
when
you
create
that
whole
universe
and
you
call
it
crt,
and
then
we
start
talking
about
students
being
uplifted
and
having
better
outcomes.
I
know
we
want
better
outcomes.
I
know
that
no
one
is
suggesting
that
we
don't
do
things
to
create
great
opportunities
for
all
of
our
students.
J
J
The
testimony
suggested
to
me,
particularly
on
the
post-secondary
level,
that
the
issue
of
accreditation
and
the
way
the
long
history
of
post-secondary
education
in
the
exchanges
and
by
the
way,
I've
taught
as
an
adjunct,
professor
for
over
10
years,
in
political
science
and
pan-african
studies
and
in
theory
and
international
theory,
and
I
have
to
tell
you
that
this
question
of
accreditation
has
hit
me
right
right
in
the
gut.
J
L
J
I
think
I
can
discern
if
we
go
through
a
process
that
we
can
understand
what
each
of
us
are
talking
about,
and
perhaps
we
can
come
to
some
resolution
of
something
that's
beneficial
to
our
children
and
explore
what
is
not
I'm
not
into
this
emotional
stuff.
I
I
can't
make
decisions
without
emotion.
I'm
sorry,
although
I
respect
everyone's
peace,
because
we
are
human
beings
and
emotional
beings,
but
I'd
like
to
critically
understand
and
think
about
what
you're
saying
here-
and
I
just
am
not
convinced
from
what
I'm
saying.
J
But
I've
heard
your
point
so
I'm
willing
to
engage
with
you
so
ma'am
share.
I
could
go
on
and
on
and
on-
and
I
know
the
hour
is
late,
but
I
do
want
to
say
this.
I
I
got
to
go
back
to
this.
I
am
struck
by
the
fact
that
we
have
a
free
exchange
of
ideas
going
here
and
that
we
should
not
downplay
the
importance
of
this
in
the
preparation
of
our
children
to
meet
a
future
that
we
must
hand
over
to
them.
We
must
enhance
all
the
dynamics
that
produce
critical
thinking.
J
We
should
not
be
afraid
of
one
thought
as
opposed
to
another,
but
at
the
same
time
we
should
not
be
trapped
by
ideological
thinking.
I've
heard
a
lot
of
that
come
out
of
here,
I'm
just
telling
you,
but
there
is
a
place
for
ideology,
but
in
our
classrooms
we
need
our
kids
to
be
prepared
for
a
world
that
is
going
to
be
challenging
and
is
challenging
and
to
dumb
them
down.
J
I'm
not
going
to
support,
but
if
we
got
something
that's
going
to
raise
them
up
and
really
enhance
their
ability
to
grapple
with
real
information,
give
them
the
opportunity
to
go
forward
together
to
resolve
conflict
and
information
to
make
sure
that
they
have
both
sides
of
an
issue
and
that
we
trust
our
educators.
Otherwise
we
ought
to
get
rid
of
our
educators,
let's
just
get
rid
of
them.
J
If
we're
going
to
trust
our
educators,
who
train
most
of
their
lives,
dedicate
themselves
to
our
children,
dedicate
themselves
to
the
process
of
education
and
then
just
throw
it
up,
because
someone
has
an
idea
that
they
think
is
important,
that's
not
enough!
What
we
got
to
do
representatives
is,
we
got
to
sit
down
and
have
a
talk.
I
don't
think
this
does
it,
but
I
think
I
understand
the
anguish
and
I
think
I
understand
the
concern
a
parent
would
have
being
a
parent,
but
we're
going
to
have
to
deal
with
this
wall
critically.
J
I
want
to
thank
you
for
coming.
I
want
to
thank
you
for
the
exchange
of
ideas
here
and,
let's
trust
our
children
a
little
bit.
You
know
I
we
all
got
children,
I
guess
most
of
us,
but
I'm
gonna
tell
you
something
I
learned
from
my
13
year
old
daughter
once
how
to
be
nice
to
people.
You
know
I'm
up
here
mad
as
hell
at
this
lady
at
the
mcdonald's
cause.
She
had
a
grump
on
her
face
and
she
said
daddy.
J
Why
did
you
respond
that
way
to
that
individual
and
I
said
to
her
nothing
cause.
I
had
nothing,
I
could
say
what
I
did,
though.
The
next
time
is.
I
ask
the
lady:
where
is
that
smile?
I
know
it's
in
there
somewhere.
I
know
there's
a
smile
in
there
somewhere
and
she
just
resisted.
I
said
no
no
come
on.
I
know
you
hiding
that
smile
and
eventually
she
smiled
the
next
time
I
came
through
there.
My
daughters
were
with
me
and
that
lady
saw
me
come.
J
She
said
how
you
doing
you
know
here's
what
I'm
trying
to
say
here.
We
got
the
lore.
We
got
to
lower
the
temperature.
We've
got
to
sit
down
together
and
talk
when
we
stop
talking
with
each
other.
We
don't
have
a
free
flow
in
exchange
of
information.
We
have
defeated
ourselves,
we've
defeated
ourselves,
I'm
not
into
defeat.
Thank
you
manager.
A
Thank
you
senator
next
representative
rayburn.
C
I
would
like
to
thank
representative
lockett
and
representative
decker
on
their
hard
work
on
this
bill.
I've
spent
a
lot
of
time
traveling
through
the
state
speaking
to
a
lot
of
different
groups
and
there's
a
large
concern
regard
around
this
issue.
So
I
want
to
thank
you
guys
on
your
hard
work.
I
also
commend
delvin
on
his
testimony
today.
C
You
know
most
teachers
remain
voiceless
and
out
of
fear
and
repercussion,
they
they
don't
speak
up.
I
hear
this
a
lot
from
teachers
within
my
own
district
that
I
represent
and
that
they
fear
of
speaking
up
I'm
so
glad
that
we've
had
this
conversation
today
and
opened
the
door
on
this
topic.
There's
a
lot
of
work
to
be
done.
C
Both
sides-
and
you
know
critical
race
theory
is
not
based
on
facts
or
evidence,
and
I
look
forward
to
helping
write
a
piece
of
legislation
that
will
help
empower
all
students
across
the
commonwealth
and
across
the
country.
You
know
we
need
to
remain
to
keep
students
and
their
education
above
a
political
and
social
agenda.
Thank
you.
E
Thank
you,
madam
chair.
I
just
want
to
make
a
comment.
Then
I
do
have
a
question
as
presenters.
You
know
we're
as
passionate
as
you
are
okay
and
we
talked
about
about
teaching.
This
is
a
teaching
moment
here
in
defense,
and
my
fellow
legislators
want
to
piggyback
what
my
legislator
said
over
there
is
that
we
have
to
be
respectful
of
each
other
because
we're
going
to
be
respectful
of
you
as
a
presenter.
E
Okay,
because
you
deserve
that
and
as
a
teaching
tool,
you
have
people
on
ket
in
our
place,
watching
what
we're
doing.
If
we
can't
act,
conduct
ourselves
in
a
civil
manner,
then
we're
not
doing
we're
supposed
to
do
we're
either
elected
or
we're
all
leaders
in
our
community,
because
that's
why
you're
here?
So,
let's
treat
each
other
with
respect.
That's
all
I'm
asking
us
to
do
because
these
folks
up
here
all
these
folks
are
as
passing
as
you
are,
but
we
choose
to
address
it
a
different
manner.
E
L
B
Thank
you,
madam
chair.
This
question
is
to
representative
lockett,
sir.
It
might
help
the
members
understand
your
bill.
A.
L
Am
really
glad
that
you
asked
that
yes,
I
can
and
I'll
give
you
two
examples
as
we
wrap
up,
and
these
are
two
real
life
examples
that
have
been
brought
to
me
out
of
kentucky
schools,
the
the
first
one-
and
I
guess,
as
I
explained
these,
I
would
turn
it
around
and
ask
every
member
on
this
committee.
L
Is
this?
Okay?
Is
this
what
you
want
taught
in
our
schools?
Are
these
the
ideals
and
the
concepts
that
you
want
taught
the
first
one?
Is
this
there's
a
first
grade
classroom
in
kentucky
where
the
teacher
took
the
students
and
divided
them
by
race,
black
students
on
one
side
of
the
room,
white
students
on
the
other
side
of
the
room
and,
first
of
all,
if
you
don't
see
a
problem
with
that,
then
we
have
issues
going
beyond
that
example.
L
Not
only
did
this
person
divide
the
students
by
race
and
by
color
first
graders,
by
the
way,
which
I'm
sure,
if
you've
had
a
first
grader
before
most
of
the
time,
five
and
six-year-olds
don't
know
or
don't
care
what
color
of
skin
that
a
person
is,
they
haven't
been
taught
that
yet
right.
So
these
are
first
graders
that
were
taught
and
said.
L
I
don't
know
about
you,
but
I
find
that
offensive.
I
find
that
in
kentucky
schools
to
be
reprehensible
and
as
a
general
assembly,
something
that
we
ought
to
stand
up
and
say
that's
enough.
The
second
example
is
this
I
was.
I
was
talking
to
a
friend
of
mine
and
her
daughter,
15
years
old,
comes
home
to
her
distraught,
just
distraught
and
says
mom,
I
don't
understand.
What's
going
on,
I
feel
really
bad.
She
goes.
What
do
you
mean?
L
A
Thank
you.
I
appreciate
the
indulgence
of
the
committee.
Thank
you
to
the
presenters.
Just
this
is
a
passionate
issue,
but
I
don't.
I
want
you
to
keep
that
passion,
because
this
is
we're
talking
about
the
children
of
the
commonwealth.
The
next
meeting
we
will
have
will
be.
Let
me
get
my
glasses
tuesday
august
the
3rd.
If
there's
no
further
questions
or
comments,
I
need
a
motion
for
adjournment.