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From YouTube: Interim Joint Committee on Education (9/1/21)
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A
And
welcome
to
the
interim
joint
committee
on
education
for
wednesday
september
1st
at
1
o'clock
like
to
welcome
everybody
to
today's
meeting.
I
know
we've
got
a
number
of
guests
that
are
here
in
the
audience.
We
also
have
some
legislators
that
are
not
on
the
education
committee,
but
are
with
us
either
in
the
audience
in
front
of
me
or
they're
seated
at
the
committee
table
surrounding
me.
I
would
ask
if
you
have
a
cell
phone,
if
you
please
turn
that
to
silence
or
vibrate,
it
would
be
greatly
appreciated
during
our
meeting
today.
A
Also,
we
have
some
members
that
are
joining
us
remotely
remote
members
when
the
role
is
called
indicate
if
you
are
in
your
home
area
or
if
you're
in
your
annex
office
and
when
you
join
the
meeting,
your
microphones
are
automatically
muted.
So
please
remember
to
unmute
your
microphone
before
speaking.
If
you
have
a
question
or
comment
during
the
committee
meeting,
please
indicate
that
in
the
meeting
chat
function
and
once
again,
I'm
pleased
to
welcome
any
other
legislators
that
are
not
members
of
the
education
committee
that
are
here
today.
A
I
do
ask
if
you
are
a
non-education
committee.
Member
legislator,
if
you
have
questions
or
comments,
we
will
get
to
you
at
the
close
to
the
end
of
the
committee
meeting,
but
please
allow
the
education
committee
members
to
have
first
priority
and
questions
that
they
may
ask
today.
Mariah.
If
you
would
please
call
the
roll.
G
B
A
Of
the
room,
thank
you
so
much
doing
a
recognize.
My
co-chair
co-chair
huff.
I'm
not
sure
if
you
have
any
opening
comments
you
would
like
to
make
before
we
get
started.
Let's
just
get
started.
Perfect
sounds
good
once.
B
A
Commonwealth
and
our
hospitals,
ems,
all
different
services,
they're,
providing
also
to
our
educators
and
all
the
different
capacities
as
we're
trying
to
all
get
through
the
situation.
That's
facing
us
again
with
covenant
team,
so
great
appreciation
for
all
those
that
are
doing
their
job
each
and
every
day.
A
In
terms
of
members
that
have
came
to
me
and
I've
been
very
appreciative
of
this.
I've
had
many
members
on
education
committee,
many
of
the
legislators
that
have
been
sending
emails
and
text
messages
to
me
with
conversations
that
they've
had
with
their
superintendents
with
educators
with
school
personnel
and
staff
in
their
home
districts,
and
I
greatly
appreciate
that
the
more
input
and
the
better
listening
we
can
do,
the
better.
We
are
at
drafting
pieces
of
legislation
and
trying
to
work
together
on
an
overarching
goal
and
policy.
A
A
Last
year
we
know
what
coveted
19
did
to
many
of
our
school
children
with
having
to
adjust
from
in-person
education,
to
virtual
learning,
the
constraints
that
it
put
on
parents
working
children,
trying
to
adapt
to
a
new
learning
style
of
virtual
education
and
then
also
hearing
from
frustrations
and
also
some
success
stories
that
came
from
that,
but
the
goal
of
this
year,
and
I'm
not
talk
to
a
single
educator
or
superintendent,
that
the
goal
has
not
been.
Let's
do
whatever
it
takes
to
keep
us
in
person
in
the
school
buildings.
A
A
The
first
off
is
funding
one
of
the
biggest
concerns
I've
heard
from
superintendents
in
my
districts
as
well
as
superintendents
across
the
state,
is
the
funding
mechanisms,
especially
as
it
relates
to
average
daily
attendance
and
being
worried
about
where
they
are
right
now,
because
of
absenteeism,
so
the
funding
purposes.
We
really
need
to
get
have
a
close
look
today,
as
it
relates
to
that
attendance.
A
There's
been
discussions
for
many
groups,
and
I
think
we'll
have
presented
jim
flynn
from
the
kentucky
superintendent
association
is
looking
at
the
model
that
we
were
back
to
with
senate
bill
117
out
of
2020
that
was
pursuant
to
the
2018-19
school
year.
Funding
got
a
lot
of
comments
from
superintendents,
I'm
sure
other
legislators
have
probably
heard
the
same
along
those
ways
as
well.
A
A
A
One
of
the
models
we're
going
to
hear
from
today.
I'm
glad
he's
going
to
be
with
us
joining
us
at
around
the
2
30
mark
is
the
superintendent
of
greene
county
school
district.
Mr
will
hodges
who's
doing
a
model
called
test
and
stay.
Some
of
y'all
may
have
seen
this
utah
started
this
and
other
states
have
gotten
on
board
with
this.
There's
many
districts
right
now
doing
this
in
the
commonwealth.
A
When
we
talk
about
the
attendance
purposes,
we
talk
once
again
about
those
that
are
not
positive
once
again
coming
up
with
a
common
sense
approach
and
a
safe
approach
that
doesn't
just
send
kids
home
if
they're
not
positive,
for
coveted
night
team.
So
I
look
forward
to
hearing
what
green
county
schools
are
doing.
There's
more
districts
out
there
that
are
doing
this
as
well.
A
Some
temporary
waivers
we
can
do
as
it
relates
to
utilizing
certified,
classified
emergency
substitute
and
retired
staff.
Waiving
certain
statutory
language,
that's
already
in
place
to
speed
up
the
process,
to
maybe
speed
up
background
checks
by
the
kentucky
state,
police
or
maybe
doing
a
third
party
vendor
still
in
a
safe
manner.
We
want
to
make
sure
that
people
were
hiring
in
our
school
systems,
are
still
people
that
follow
a
background
check,
but
to
expedite
those,
because
we
are
facing
such
a
workforce
shortage
across
the
commonwealth.
A
A
We
also
want
to
be
able
to
have
superintendents,
employ
all
individuals
or
promote
probationary
status,
depending
on
those
background
checks
and
the
last
thing
along
the
lines
of
staffing
is
school
districts
who
may
wish
to
develop
any
type
of
incentivized
programs.
Foreign
vaccinations-
and
one
thing
you
do
not
hear
me
say
in
my
opening
comments-
is
the
word
mandates.
A
It
is
my
goal
today
that
what
we
look
to
do,
what
we
look
to
drive
home
and
what
we
look
to
have
a
good
open,
honest
dialogue
across
party
lines
is
not
pushing
down
upon
school
districts,
mandates
to
force
them
to
have
to
do
something,
but
allow
them
to
have
trust
in
them.
At
the
local
level,
with
local
elected
officials,
local
elected
school
board
members
and
school
personnel
and
school
leadership
to
make
the
best
decision
for
their
districts.
A
I
All
right,
thank
you,
senator
and
my
name
is
jim
flynn,
I'm
the
executive
director
of
the
kentucky
association
of
school
superintendents,
and
and
thank
you
chair,
wise
and
chair
huff
and
members
of
the
interim
joint
committee
on
education
for
the
opportunity
to
speak
to
you
today
and
and,
and
you
know
I'll
just
say
center
wise-
that
those
opening
comments
are
are
in
well
in
alignment
with
what
I'm
hearing
from
our
superintendents
across.
I
Closer
is
that
better?
Thank
you,
sir
okay,
but
anyway,
I
think
in
in
general.
Those
comments
are
in
well
alignment
with
the
concerns
that
I've
heard
from
superintendents
and
and
and
we
have
kind
of
put
forward.
I
You
know
a
list
of
recommendations
that
are
well
aligned
to
that,
and-
and
I
just
want
to
open
by
saying
that
our
superintendents
are
working
hard
to
keep
educational
services
in
in
in
place
for
our
students
and
with
an
emphasis
and
a
priority
to
in-person
educational
services,
but
want
to
do
so
in
a
way
that
protects
everyone's
safety
and
well-being
in
that
process
and
and
also
reduces
spread
to
help.
I
Our
local
support
in
our
communities
is
good,
clear
information
and,
and,
and
specifically,
we
need
good
data
and
evidence
at
the
local,
regional
and
state
levels
that
can
guide
superintendents
their
boards
of
education
and
the
local
communities
in
navigating
complex
decisions
and
actions
that
must
be
made
during
this
challenging
time.
And
specifically,
though,
I
want
to
talk
about
one
of
the
fundamental
pieces
to
this,
particularly
in
being
able
to
be
agile
and
flexible
in
those
learning
services,
with
a
priority
being
around
in-person
services.
I
We
need
to
to
to
address
the
funding
stabilization
piece
of
the
equation
and
I
think
that's
you
know
kind
of
job
one.
If
so,
if
in-person
instruction
is
the
priority
and
our
districts
are
working
really
hard
to
keep
the
doors
open
even
on
days
when
attendance
rates
are
very
low,
it's
important
to
understand
the
impact
that
that
has
on
next
year's
budget
and
and
and
because
the
average
daily
attendance
rate
influencing
how
funding
will
roll
into
districts
for
2021.
I
I
You
know
and-
and
I
was
a
superintendent
for
16
years-
and
there
were
times
where
you
know
we
had
a
lot
of
near
misses
with
you,
know:
kind
of
pandemic,
related
issues
with
h1n1
and
sars
and
marsa
and-
and
you
know,
swine
flu
and
those
kinds
of
things,
but
we
never
got
into
a
situat
situation
quite
like
this,
but
even
during
those
we
were
constantly
having
to
evaluate
you
know,
do
we
continue
to
keep
our
schools
open
or
not
because
of
the
impact
on
ada,
and
you
get
to
a
point
where
you
know
that
can
dramatically
impact
your
funding,
particularly
for
the
next
next
school
year,
and
so
with
the
stabilization
of
funding
and
taking
that
off
the
table.
I
I
Then
that's
still
70
75
percent
of
students
that
can
come
to
school
and
get
in-person
learning
services,
that's
70,
75
percent
of
families
that
can
still
go
to
work,
knowing
that
their
students
are
going
to
be
cared
for
in
a
safe,
nurturing
environment
and
continue
to
learn
and
and
and
so
they
you
know,
superintendents
would
like
to
have
that
flexibility
to
do
that,
but
they
need
to
know
that
it's
not
going
to
damage
their
funding
for
next
year.
I
In
the
past
you
know
you
all
have
given
us
some
flexibility
through
offering
districts
the
the
the
option
to
to
use
1819
ada
funding
levels
and
also
it
have
given
them
to
the
option
of
choosing
between
that
or
19
and
20,
and
something
like
that
could
work
moving
forward.
The
only
thing
that
I
would
mention
there
is
that
some
of
our
districts
have
had
pretty
significant
increases
in
their
enrollments.
I
During
that
time
period.
There
may
need
to
be
some
consideration
for
some
kind
of
exception,
clause
or
process
for
them
to
get
some
additional
funding
to
account.
For
for
those
significant
increases
in
membership
over
this
time
period,
but
with
that
stabilization
of
the
school
funding
piece,
I
think
that's
foundational
to
allow
districts
to
continue
to
operate,
particularly
on
the
in-person
services
component,
in
conjunction
with
some
other
recommendations
that
we've
made
and
and
I've
sent
those
to
chairwise
and
chair
huff
and
and
many
of
the
others
on
this
committee.
I
That
will
help
us
dramatically.
You
know
if
we
have
the
the
funding
stabilization
along
with
some
of
those
other
flexibilities
that
we've
recommended
that
I
think
can
can
really
help
so
I'll.
Stop
there
and
happy
to
answer
other
questions,
because
I
know
eric
kennedy
is
going
to
talk
a
little
bit
about
staffing
and
superintendent.
Hodges
is
going
to
talk
about
some
of
the
quarantining
issues
and
maybe
some
strategies
there
and
and
some
of
the
things
you've
already
mentioned,
are
on
our
list,
but
I'll
I'll
pause
there
and
see.
If
there's
any
questions.
A
Perfect,
thank
you
jim
jim.
Do
you
know
right
now
talking
to
superintendents
that
have
had
to
shift
to
nti
if
the
funding
mechanism
were
to
be
put
into
place
of
looking
what
we've
discussed
here
of
going
back
to
that
1819
model?
Would
that
have,
if
that
had
been
in
place?
Would
that
have
caused
districts
not
to
have
made
that
shift
to
jump
to
nti
from
any
of
those
you've
had
discussions
with.
I
Well,
I
think
that
that
would
be
something
that
you
know.
That
would
be
a
critical
piece
of
the
equation
in
trying
to
determine
you
know
whether
they
can
retain
in-person
learning
services
or
not
really
what
I
hear
from
most
superintendents,
it's
the
staffing
issues
that,
due
to
quarantines
or
isolations,
as
a
result
that
end
up
putting
constraints
on
their
ability
to
operate
in
person
learning
you
know
they
don't
have
enough
teachers
or
enough
bus
drivers.
I
You
know
to
be
able
to
to
have
in
person
school
and
that's
why
you
know
one
of
the
flexibilities.
I
think
that
needs
to
be
considered.
I
Is
you
know
that,
if,
if
as
opposed
to
just
closing
down
the
entire
district,
if
if
districts
and
superintendents
could
have
some
kind
of
mechanism
to
deal
with
a
single
school
in
the
district
or
even
a
portion
of
the
school
or
even
down
to
a
classroom,
that
would
you
know
allow
them
to
retain
in
person
for
everyone
else?
If
that
makes
sense,
thank
you.
So
much
will.
A
You
have
a
couple
questions,
senator
gibbons.
F
Mr
chairman,
thank
you
and
again
thanks
for
your
intro
to
the
meeting
well
done.
I
think
you've
you've
created
a
a
frame
for
us
to
work
within
it's
very,
very
appropriate
superintendent
flynn.
I'm
going
to
use
that
title
purposely,
because
when
I
first
met
you,
you
were
superintendent
in
in
our
beloved
community,
franklin
simpson
county
and
thank
you
for
your
years
of
leadership
there.
I
want
you
to
put
back
on
for
just
a
moment
that
superintendent
hat
jim
and
let's
go
back
to
the
staffing
question:
do
we
well
intentioned
as
they
may
be?
F
Do
we
have
inherent
obstacles
to
being
able
to
bring
in
subs
inherent
obstacles
to
being
able
to
fill
a
bus
driver's
seat
that
may
be
vacant?
Are
there
things
we
can
do
temporarily
that
you
recommend
we
take
a
look
at
in
light
of
this
covid
crisis,
to
assist
us
appropriately
in
bringing
in
the
talent
to
keep
these
schools
in
person.
I
Yeah
that
really
good
question
senator
gibbons
and-
and
you
know
specifically
what
I'm
hearing
from
superintendents
like
relative
to
bus
drivers,
they
can
get
them
trained
to
take
the
cdl
license,
but
they're
having
some
difficulties
getting
them
tested
for
c
to
get
their
cdls.
So
you
know
just
that.
Pool
of
of
drivers
has
been
a
challenge
on
that
side
of
the
equation.
I
talked
to
a
superintendent
this
this
morning,
for
example,
who
lives
in
a
community
where
they
have
some.
I
You
know
some
public
trans
transit
resources
and
so
he's
gonna
try
to
reach
out
to
those
folks
to
see.
If
maybe
they
can,
you
know
get
some
of
their
cdl
certified
people
to
come
in
to
help
them,
but
that's
how
dire
it's
gotten
there,
because
they
have
so
many
drivers
out
it's
hard
to
staff,
the
routes
and
but
so
with
the
testing
to
get
their
cdls
or
maybe
access
to
some
other
pools
of
drivers
that
already
have
cdls
that
that
might
be
something
that
could
help
us
on
that
front.
I
On
the
substitute
front,
I
talked
to
a
superintendent
this
morning,
who
told
me
he
has
only
two
subs
that'll
come
in.
You
know
right
now.
There
are
some
constraints
around
retired
teachers
and
how
much
they
can
get
paid
and
how
much
time
they
can
work.
I
And
then,
of
course,
you
know,
I
must
acknowledge
that
many
of
our
retirees
they're,
you
know
they're
in
the
more
vulnerable
age
group
in
this,
and
so
some
of
them
are
fearful
of
coming
in
and
and
so
that's
just
a
fact
that
we're
dealing
with,
but
if
we
had,
if
we
could
kind
of
untether
some
of
those
constraints
that
retired
staff
members
both
certified
and
classified
that
could
come
in
and
we
could
kind
of
incent
them
to
come
in
and
help
us
by.
I
You
know
lifting
some
of
those
current
constraints
tim
at
least
temporarily,
that
that
could
be
helpful,
particularly
in
the
sub
realm
and
then
even
beyond
that
we're
still
going
to
be
in
an
education
recovery
mode,
and
we
have
some.
You
know
some
of
the
federal
funds
that
districts
are
are
looking
at
ways
to
you,
know
kind
of
mitigate
some
of
the
learning
you
know,
loss
or
or
damage.
I
That's
happened
as
a
result
of
this
pandemic
over
the
last
18
months
that
are
continuing
on,
maybe
that
we
need
to
even
think
about
that
window
be
beyond
just
this.
This
little
surge
this
year
to
give
us
access
to
more
people
to
help,
even
with
that
side
of
the
equation.
I
You
know,
but
those
are
are
some
of
the
the
some
of
the
big
issues
we've
talked
about.
You
know
maybe
lifting
some
constraints
on
you
know
maybe
pre-service
teachers
and
student
teachers.
I
think
there's
already
a
mechanism
in
place
for
student
teachers,
but
you
know
to
get
more
subs
into
the
to
the
classroom,
and
so
those
are
some
of
our
initial
ideas
there
and
I'll
look
here
at
my
list
to
see
if
there's
anything
that
kind
of
else
that
I
want
to
mention
on
that.
I
But
I
think
you
know
some
flexibilities
with
retirees
some
flexibilities
with
sub
teachers
and
and
bus
drivers
in
particular
those
those
would
help
us
a
lot
and
then
I'll
just
mention
something
that
senator
wise
mentioned
already
in
his
comments.
If
we
could
have
some
flexibilities
around
the
background,
checks
and
and
and
those
kinds
of
things
we
have
thought
about,
you
know
right
now
you
know
they've
limited
the
number
of
sites
for
fingerprinting.
I
You
know
that's
required
now
through
the
state
police
and
the
fbi
checks,
but
there's
other
you
know,
there's
other
agencies
out
there
that
do
comprehensive
background
checking
and
and
we've
looked
at
a
possibility
of,
maybe
temporarily
allowing
districts
to
use
some
of
those
others
to
expedite
that,
because
even
in
some
of
our
positions
that
are
are
not
as
well
paid
to
drive.
You
know
two
hours
round
trip
to
a
testing
site
and
the
gas
money
and
the
time
plus
the
cost
that
to
get
the
background
check
for
them.
I
You
know:
that's
enough,
that's
a
hurdle
for
some
of
our
people.
That
kind
of
turns
them
away
from
us
to
want
to
you
know,
come
work
for
the
school
district,
so
you
know
maybe
some
temporary
relief
there
to
evaluate
some
of
those
kinds
of
options
and
background
checks.
F
I
I
I
think
a
student
teacher
to
me
has
a
connotation
to.
They
are
they're,
actually
student
teaching
in
the
school.
There
may
be
some
pre-service
teachers
that
have
a
schedule
that
would
allow
them.
You
know
to
be
able
to
sub
you
know,
but
there
there
might
be
some
constraints
that
we
could
look
at
that.
Maybe
they
don't,
you
know,
have
enough
college
hours
earned
yet
or
some
things
like
that,
but
we
could
look
at
some
other
criteria
that
they're
they're
more
mature.
F
E
Thank
you,
mr
chairman,
and
thank
you,
and
I
will
also
call
you
superintendent
flynn,
because
that's
how
I
met
you,
I
believe
the
first
time
and
of
course
we
had
the
opportunity
to
work
together
on
some
workforce
solutions
when
you
were
at
franklin
simpson,
and
that
was
a
real
fun
thing
to
do.
I
think
and
of
course
just
looking
back
on
it.
E
I
appreciate
all
your
input
on
those
situations,
because
I've
talked
to
both
my
superintendents
and
that's
one
of
the
biggest
issues
they're
facing
is
in
regards
to
teachers
and
and
having
enough
staff
to
really
take
care
of
that.
I
guess
I
wanted
to
specifically
ask
what
are
the
provisions
that
are
in
place
for
kids
that
are
sent
home
that
are
tested,
positive
and
those
that
are
in
quarantine
now
how?
How
is
that
being
provided
for
them
to
try
to
keep
up
while
they're
gone.
I
Well,
our
schools
are
doing
the
best
they
can
on
that
there.
There
is
an
avenue
to
provide
remote
services
to
students
that
are
in
that
situation
of
either
quarantine
or
in
isolation.
You
know
it's
challenging
with
the
workforce
constraints,
because
our
you
know
it's
important
to
understand.
I
I
So
these
workforce
issues
and
eric
will
talk
more
about
that
with
you,
I'm
sure,
but
if
we
can
get
some
flexibilities
and
have
some
avenues
to
get
more
people
in
to
help
us,
then
that
will
that
will
improve
that
situation,
because
then
our
teachers
can
kind
of
focus
more
on
what
they
need
to
do,
whereas
now
they're
having
to
cover
classes
and
deliver
remote
services,
in
addition
to
their
in-person
classroom
responsibilities.
I
Well,
nti
is,
you
know,
non-traditional
instruction,
and
that
is
utilized
when
you
need
to
close
the
entire
district,
but
yet
continue
learning
services,
whether
it's
through
some
kind
of
you
know,
virtual
remote
learning
or
or
it's
you
know,
they
send
a
packet
of
learning
home
for
kids.
Predominantly
districts
have
used
it
in
you
know
in
the
past,
for
weather
related
closures
and
so
that
they
could
continue
learning
you
know
remotely
during
those
of
course.
Last
year
you
know
you
all
gave
us
the
flexibility
and,
and
we
needed
it.
I
I
I
I
think
that
would
be
one
a
very
welcomed
flexibility
that
would
be
useful
to
our
our
superintendents
and
boards
and
and
communities
in
this
situation.
So
we're
kind
of
looking
at
nti
is
a
district-wide
solution.
We
may
need
some
limited,
you
know,
options
for
for
doing
district-wide
closures
through
nti,
but
what
probably,
more
importantly,
a
remote
learning
option
again
that
could
be
at
one
school
only
or
a
portion
or
down
to
a
classroom
would
be
a
welcomed
innovation
to
that
side
of
the
equation.
E
Well,
I
appreciate
that
my
of
course
talking
to
mine.
They
said
they
probably
don't
intend
on
using
all
of
their
nti
days,
as
it
is
the
10
that
they
normally
get.
But
I
I
like
that,
where
we
could
do
it,
particularly
by
keeping
excuse
me,
students
in
school
and
just
doing
it
for
one
class
or
one
school,
you
know
those
options
there
for
the
students
that
can't
be
in
school.
I
F
Representative
tipton,
thank
you,
mr
chair,
dr
flynn,
good
to
have
you
with
us
today.
We've
got
some
serious
issues
to
consider.
What
we've
been
talking
about
today
is
is
probably
some
what
I
would
consider
some
short-term
solutions
to
an
immediate
situation.
F
However,
as
I
look
at
our
situation,
I'm
more
and
more
convinced
each
day
covet
is
here:
it's
not
going
away
and
I
think
we
have
to
take
into
account
our
long-term
policies
as
well
going
forward.
You
know
what
we're
working.
We
have
the
school
funding
task
force,
that's
been
meeting
and
some
of
what
you're
talking
about
are
some
of
the
issues
that
we've
been
referring
to
in
the
discussions
in
those
task
force
meetings
about
how
we
how
we
navigate
navigate
forward.
F
Now
you
mentioned
a
good
point:
if
we
go
back
to
the
senate
bill,
177
language,
you
use
a
prior
year,
ada
do
have
you
all
have
some
suggestions
or
ideas,
how
we
could
implement
a
policy
for
those
districts
that
have
experienced
growth
in
those
districts,
so
they
would
not
be
penalized
in
that
type
of
situation.
I
Well,
you
know,
we've
talked
about
that,
would
love
to
be
a
part
of
a
conversation
to
you
know
to
explore
the
best
way.
To
do
that.
You
know.
One
idea
that
that
superintendents
have
discussed
is,
you
know,
have
the
funding
based
on
current
adm,
but
then
use
a
prior
year,
ada
rate
or
or
even
an
average
of
some
prior
year
ada
rates
and
apply
it
to
the
current
year.
Adm,
that's
one
idea.
I
I've
heard
the
other
idea
would
be
to
create
some
kind
of
exception
process,
so
if
districts
are
able
to
choose
1819
or
1920
like
we
have
in
the
past,
as
far
as
you
know,
the
ada
rate
and
the
funding
rate
that
they
would
know
they
could
count
on
for
next
school
year.
22-23,
but
then
have
some
kind
of
process
that
if
they
meet
certain
criteria
on
enrollment
growth
that
it
then
they
could
get
some
kind
of
growth
factor
bump.
I
I
was
talking
to
dr
buddy,
berry,
superintendent,
eminent
school
district
and
it's
a
smaller
school
district,
but
they've
had
you
know
almost
a
growth
of
200
students
in
that
school
and
while
that
may
sound,
you
know
like
not
like
a
huge
amount,
but
when
their
total
budget's
only
eight
million
dollars
that
growth
of
of
200
students
and
having
been
a
super
team
for
16
years,
you
don't
you
you
don't
staff
on
ada,
you,
staff
on
membership,
adm
is
what
we
call
it
or
average
daily
membership,
and
so
we
have
to
have
enough
staff.
I
You
know
that
if
everyone
showed
up,
you
know
that
we
we
have
things
in
in
place.
That
would
allow
them
to
to
be
educated,
safely
and
and
efficiently,
and
so
that's
the
other
idea.
Maybe,
and
so
when
you
have
a
district,
like
eminence
that's
had
this
significant
growth.
I
think
I
think
dr
barry
told
me
that
it
was
approaching
two
million
dollars
of
funding
that
that
they
would
have
access
to
if
it
were
a
normal
circumstance.
So
so
it's
a
significant
issue
for
them.
I
When
you're
talking
about
an
eight
million
dollar
budget,
you
can
see
what
the
math
is
there
in
terms
of
the
impact,
so
some
exception
process
that
would
allow
them
to
get
some
bump,
and
I
think
we
could
put
our
heads
together
and
figure
it
out
and
I'm
certain
that
robin
kenny
and
che
ritter
and
some
of
the
kde
that
know
a
lot
more
about
how
funding
works,
could
help
us
navigate.
That.
F
Mr
chair,
could
I
have
a
follow-up
please
very
quickly,
please
thank
you.
I've
talked
to
my
superintendents
quite
a
bit
on
this
subject
of
flexibility
with
nti
days.
The
concept
you
mentioned,
if
there's
one
school
that
has
that
has
a
specific
problem.
I've
also
talked
to
kde.
Now,
as
I
understand
it
now
school.
If
a
student
is
out
quarantined,
they
would
have
the
option
to
code
that
student
to
go
virtual
on
a
limited
basis.
Is
there?
Is
there
some
is
there
is?
F
Is
it
a
matter
of
having
a
staffing
or
the
capability
to
like
code,
a
whole
school
to
go
virtual
for
a
week
or
something
like
that?
Are
those
the
types
of
issues
we
need
to
be
looking
at
and
just
in
waters?
If
you
could
expand
on
that
a
little
bit,
please.
I
Yeah,
you
know,
I
think
that
if
they
had
the
flexibility
to
you
know
to
get
down
to
a
classroom
level
or
a
wing
of
the
school
or
or
just
one
school
in
the
district
that
would
allow
them.
You
know
to
respond,
particularly
when
the
staffing
issues
you
know,
constrain
them
from
being
able
to
operate
safely
and
efficiently.
I
That's
what
they
need.
So
you
know,
however,
you
design
the
mechanism,
you
know,
I
think,
would
be
fine.
It's
just.
Do
they
have
that
tool
in
their
toolbox
to
be
able
to
to
respond
if
needed,
when
the
staffing
constraints
interfere
with
their
ability
to
operate?
So
we
think
some
kind
of
you
know
remote
learning.
Flexibility
is
in
order.
In
this
situation
there
may
be
limited
times
where
it
needs
to
be
whole
district-wide,
and
we
call
that
nti.
I
You
know
there
may
be
some
limited
options
that
that
superintendents
would
would
need
some
something
like
that
in
their
tool
belt,
but
I
think
primarily,
it's
more
down
to
the
classroom
portion
of
the
school
or
the
individual
school
that
I
hear
superintendents
talking
about
the
most.
F
Chairman
dr
flynn,
thank
you
for
being
here
today
and
helping
us
to
understand.
F
Me,
okay
to
to
resolve
these
current
issues,
and
I
think
you've
answered
some
of
my
questions
already,
but
I
want
to
kind
of
just
revisit
them
just
to
make
certain,
as
I
understand,
and
certainly
you
know
more
than
I
do,
but
the
flexibility
with
the
nti
for
calling
the
schools
office
of
district
issue.
F
However,
there
are
two
current
options
and,
as
I
understand,
one
is
to
change
the
calendar
of
the
school,
which
really
is
a
financial
and
legit
very
difficult
problem
to
resolve
at
the
end
of
the
year
and
the
other
one
is
to
request
a
waiver
through
kde,
which
that
probably
takes
time.
So
I
guess
in
your
maybe
you
address
some
of
this,
but
I
want
to
make
sure
I
understand
what
would
you
do
differently
if
these
two
options
are
available
now.
I
You
know,
you
know
the
families
request
a
virtual
option,
and-
and
I
do
know
that
that
this,
when
the
state
board
approved
that
waiver
process
to
allow
those
virtual
academies
to
serve
elementary
students-
and
this
is
all
under
a
performance-based
funding
model
and
and
so
again
I
was
a
superintendent
for
many
years
and
our
district
had
a
virtual
academy,
but
it
could
only
serve
grades
six
through
twelve
and
it
didn't
include
elementary
and
it
was
on
a
performance
credit
based
basis,
and
so
what
that
means
is
that
you
didn't
get
funding
for
that
student
until
they
successfully
complete
the
pro
the
course
and
and
and
so
that's
a
little
risky
when
you're,
you
know
the
superintendent
and
if
it's
a
small
group
of
students,
it's
not
that
risky
funding
wise.
I
You
know
that
because
you
know
you
even
if
it
doesn't
turn
out
well
for
you,
you
know
it's
not
going
to
cost
you
that
much.
But
if
that
pool
of
students
becomes
greater-
and
you
don't
know
what
your
funding
level
is
going
to
be
until
the
end
when
they
all
pass
the
courses,
that's
a
risk
that
that
becomes
a
little
more
disconcerting.
I
You
know
if
you're,
the
superintendent
and
so
having
solving
the
the
funding
issue
with
allowing
you
know
something
like
an
1819
or
19
20
foundational
funding
piece,
then
taking
that
off
the
table
will
be
helpful
and-
and
so
that's
been
kind
of
part
of
the
limitations
that
how
those
funding
that
mechanisms
are
set
up
for
the
virtual
academies
on
on
the
quarantining.
I
You
know
that
that
can
help
for
those
students
that
are
under
quarantine.
But
when
you
get
into
a
a
place,
it's
not
real
clear.
When
you
get
into
a
place
where
your
staffing
limits
the
operation
of
school,
then
you
have
a
whole
bunch
of
students
in
there
that
aren't
in
quarantine
and
then
under
the
current
rules,
aren't
eligible.
I
You
know
you
know
for
that:
funding
relief,
that's
what
we're
asking
for,
and
so
some
more
flexibility
on
a
remote
learning
option
then,
would
include
everybody,
regardless
of
whether
they're
in
quarantine
or
not
or
in
isolation
or
not
to
get
those
services
and
the
school
you
know
knows,
its
funding
is
stable.
If
that
makes
sense.
I
D
Thank
you,
mr
chairman.
First
of
all,
I
I
really
appreciate
the
discussion
regarding
the
flexibility.
It
makes
a
lot
of
common
sense,
given
the
circumstances,
so
I
think
that's
probably
a
no-brainer
if
you
really
stop
and
think
about
it,
but
underneath
all
of
this
are
there
are
factors
such
as.
How
would
this
ultimately
impact
the
budget
at
the
end
of
the
school
year,
depending
on
the
impact
of
colvidor
experience,
and
the
other
thing
that
underlies
all?
D
That
is
the
uncertainty
of
how
covetous
variants
are
going
to
affect
a
district
or
a
particular
school
building
or
whatever
the
situation
is,
and
I'm
just
wondering
if
some
consideration
should
be
given.
We
should
at
least
look
at
very
carefully
this
question
of
extending
the
day's
nti
days
themselves
because
of
the
uncertainty
that's
associated
with
this.
D
So
when
you
talk
about
flexibility
shouldn't,
we
also
consider
the
expansion
of
nti
days
in
some
form.
I
don't
have
the
exact
answer
for
that,
but
something
that
makes
sense
to
what
we
do
in
terms
of
budgeting,
but
also
makes
sense
in
terms
of
the
uncertainty
factoring
that
in.
A
A
There
is
not
any
type
of
appetite
for
unlimited
nti.
I've
not
had
anyone
talk
to
me.
That
would
be
in
favor
of
unlimited.
Now,
in
terms
of
when
you
mention
flexibility,
common
sense,
could
we
maybe
have
a
discussion
around
what
would
be
fair
to
districts?
I
think
we
can,
but
I
think
if
we
look
to
go
to
a
model
of
unlimited
nti,
I
would
be
very
afraid
of
abuse
that
could
possibly
come
with
that,
I'm
all
for
child
safety,
but
I'm
also
not
for
shutting
down
because
the
goal
once
again
jim
you've
mentioned
it.
A
D
D
I
wasn't
suggesting
I
don't
think
my
question
suggested
unlimited
anything.
My
question
is
nothing
like
that.
I
I
I
I
acknowledge
that
the
response
has
to
be
a
common
sense,
one
because
you
can't
just
have
something
open-ended
and
it
just
arbitrarily
affects
the
budget,
but
I'm
thinking
that,
should
there
not
be
a
discussion
as
to
expanding
nti
days
to
fit
the
situation.
I
can't
sit
here
and
tell
what
that
would
be,
but
there's
uncertainty
for
sure.
I
mean
we're
in
a
space
right
now.
D
We
didn't
think
we
would
be
in
let's
say
five
months
ago,
and
we
don't
know
where
we're
gonna
be
five
months
from
now
and
I'm
just
saying:
should
there
not
be
a
discussion
for
us
to
look
at
whether
or
not
or
what
the
effect
would
be
or
the
appropriateness
of
whatever
those
days
may
be
for
nti?
So
I
want
to
make
sure
that
we
make
that
clear,
don't
frame.
D
I
don't
want
to
be
framed
and
I
do
not
support
unlimited
anything,
but
I
do
support
common
sense
responses
to
uncertainty
in
the
situation
which
we
have
some
history
of.
That's
all
exactly.
F
A
Thank
you.
One
of
the
things
also,
we
need
to
make
sure
we're
focused
on
we're.
Looking
at
the
now
of
going
into
a
special
session.
What's
the
fix
for
now
remember
we
come
back
in
january.
We
know
bad
weather,
that's
always
going
to
occur.
We
always
can
deal
with
weather
and
situations
come
january.
A
I
think
the
focus
needs
to
be,
and
I
appreciate
the
comments,
mr
neal.
It
needs
to
be
common
sense
and
what
are
the
the
discussions
that
can
be
and
that
may
be
discussion
department
of
education?
I
know
chuck
truesdell
is
here
in
terms
of
looking
at
chuck
what
we
did
last
year
with
the
the
10
nti
days.
You
know,
recommendations
and
and
correct
me
if
I'm
wrong
and
representative
huff
is
one
who
worked
on
that
bill.
A
Kentucky
department
of
education
worked
hand
in
hand
with
the
legislation
on
that
bill,
and
so,
when
looking
at
those
10
nti
days,
there's
a
lot
of
misinformation
out
there.
That
was
just
the
legislature
that
came
up
with
that.
So
you
know
we
were
trying
to
find
a
point
last
year
of
where
we
were
hoping.
We
would
start
this
year
of
having
that.
Can
we
have
that
discussion?
Yes,
we
definitely
could
have
those
types
of
discussions
of
of
what
can
be
maybe
a
fair
number.
If
we're
looking
to
go
that
direction.
A
Also,
we
talk
about
the
1062
hours.
Jim.
Has
there
been
discussions
from
school
districts
to
add
on
15
to
20
minutes
at
the
end
of
the
day
or
start
school
early
to
maybe
make
up
days
that,
instead
of
going
into
late
may
june,
heaven
forbid-
I
remember
going
to
school
in
june
when
I
was
growing
up
because
of
bad
weather
and
things
such
as
that
has
that
been
a
discussion
on
the
hours
with
that.
I
Yeah,
yes,
you
know,
certainly
if,
if
the
170-day
requirement
is
lifted-
and
they
only
have
to
adhere
to
the
1062-hour
minimum,
which
most
districts
go
beyond
that
quite
honestly,
but
that
would
give
them
more
room
to
be
more
innovative
in
how
they
respond
to
delivering
those
services.
K
Thank
you,
mr
chairman.
I
think
some
people
have
alluded
to
this,
but
I
don't
think
anybody
in
this
room
or
that
anybody
here
is
not
passionate
about
the
fact.
We
want
a
good
end
product
in
education.
It's
how
we
get
from
point
a
to
point
b
and
I
just
had
a
text
that
some
of
the
educational
components
we
instituted
last
year,
just
weren't
really
effective,
because
testing-
and
I
think
that's
probably
from
the
largest
system
in
my
district-
are
not
coming
back
very
well
with
not
good
scores.
K
K
I
think
a
couple
people
have
mentioned
this,
but
what
I'm
particularly
interested
in,
because
I
think
I
probably
have
one
of
the
better
case-
studies
in
my
district
in
the
sense
that
corbyn
city
school
would
probably
be
more
reminiscent
of
maybe
a
louisville
or
jefferson
county
type
of
situation
where
they
may
not
miss
any
days
for
weather.
But
then
I've
got
owlson
county
that
may
miss
25
or
30..
K
I
Oh
yeah,
absolutely
you
know,
I
think
one
thing
that
we've
learned
is
a
you
know.
The
one
size
fits
all
solution
is
usually
not
going
to
be
the
best
path
forward,
because
you
know
what
happens
in
in
corbyn,
city
or
owlsley
county
is
might
be
different
from
you
know,
hitman,
county
and
and
and
simpson,
county
and
and
and
of
course,
jefferson
county
is
a
it's
a
whole
unique
situation
there
being
our
largest
urban
district.
So
you
know
that's
why
superintendents
are
are
so
intent
on.
I
You
know
having
those
tools
in
their
toolbox
and
the
flexibilities
to
make
the
decisions
they
need
to
make
in
conjunction
with
their
school
boards
and
their
communities.
Based
on
that
local
context,
you
know,
because
it's
very
different,
very
unique
and,
and
one
of
the
other
things
that
we've
dealt
with
is.
Is
we
it's
hard
to
explain
the
whys
and
the
the
the
what's?
In
the
you
know
the
hows
and
the
winds?
I
When
we
don't
have
the
data
you
know
at
the
local,
regional
and
state
level
that
drives.
You
know
when
we're
going
to
do
something,
and
you
know
so
it's
been
hard
to
explain
like
your
parents
want
to
know.
You
know.
When
do
we,
you
know
when
can
we
take
mask
off
or
when
can
we
stop
rescind
some
of
these
mitigation
factors
that
we
need
that
they
want
to
know
about,
and
so
I
think,
the
more
clarity
we
can
build
into
the
the
decisions
that
we
make
moving
forward.
I
Then
we
also
need
to
build
a
framework
because
we're
going
to
have
other
variants
there,
but
there's
going
to
be
other
things
that
might
come
down
the
pike
and
let's
build
a
long-term
plan
of
how
we
respond,
based
on
what
we've
learned
the
last
18
plus
months,
in
dealing
with
this
pandemic,
and
but
I
think
we
have
more
time
to
do
that.
But
you
know
the
things
that
we're
talking
about
today.
Are
those
short-term
solutions
that
we
need
until
you
all
get
back
in
in
session
for
the
long
term,
so
I
think
that'd
be.
K
I
just
want,
if
I
can't
just
clarify
so,
let's
look
at
getting
through
this
semester,
because
there's
going
to
be
a
totally
different
set
in
my
opinion
of
dynamics
come
january,
depending
on
whether
we
have
one
inch
of
snow
or
10
inches
of
snow
or
recently,
five
inches
of
rain
to
compound
problems
in
some
of
the
rural
areas.
So
I
may
not
have
articulated
it
very
well
the
other
day,
but
some
people
were
saying.
Well,
what
are
you
talking
about
just
to
the
end
of
the
calendar
year?
K
Yeah
and
and
that's
where
I
think
in
this
type
of
discussion.
We
ask
for
your
all's
thoughts
and
then
potentially
a
mechanism
to
where
an
aussie
county
may
submit
a
different
plan
than
a
corbyn
may
and
who
would
look
at
that
for
class
by
class
wing
by
wing
school
by
school.
Differentiation
in
plans.
I
Yes,
and-
and
you
know-
and
I've
already
talked
to
a
lot
of
superintendents-
including
you
know
dr
probowski
owlsley-
and
you
know
he
was
really
toying
with
those
decisions,
because
he
you
know
he
felt
like.
I
only
have
10
10
of
these
days,
and
I
know
what
my
winners
are
going
to
look
like
here.
I
know
what
I'm
going
to
be
facing,
but
I
know
what
I'm
dealing
with
right
now
and
I've
got
to
act
and
he
did
act.
I
So
those
short-term
solutions
that
you're
talking
about
presidents
divers,
I
think,
will
relieve
them
where
they
know
they
can
do
what
they
need
to
do
and
they
can
count
on
their
funding
being
stable
and
and
if
they
have
some
of
those
tools
in
their
toolbox
that
give
them
the
flexibilities
and
access
to
more
workforce,
then
they'll
they
can
work
toward
those
in-person
learning
services
that
we
all
know
are
so
important
to
our
students
and
their
families.
C
Yes,
thank
you
jim,
for
coming
today.
I've
spent
some
time
talking
with
some
of
the
superintendents
within
the
four
counties
that
I
represent,
and
multiple
or
many
of
them
have
told
me
the
same
thing
that
if
a
teacher
or
a
student
shows
proof
of
vaccination,
they
will
not
have
to
quarantine
due
to
an
exposure.
I
Well,
that's
one
of
the
things
that
we
in
our
in
our
recommendations
to
you
all.
We
talk
about
consistency
in
the
quarantine,
quarantining
rules,
they're
they're
from
talking
to
super
tents
all
over
the
state.
I
There's
a
bit
of
unevenness
out
there
and
you're
going
to
hear
just
in
a
little
while
from
superintendent
will
hodges
at
greene
county
who
they're
they're,
using
a
an
innovative
approach
on
this
test
and
stay
model
and
but
then
in
other
parts
of
the
state
they
don't.
I
They
don't
know
about
that
or
they
don't
have
access
to
it
and
and
so
those
rules.
If
we
can
get
much
more
clarity
on
that
and
I
talked
to
a
superintendent
on
the
way
up
here
and
the
spouse
of
the
the
teacher
tested
positive,
the
the
teacher
is
fully
vaccinated,
no
symptoms
and
so
under
the
quarantine
rules
there
was
thought
well,
she
doesn't
have
to
be
quarantined,
but
then
the
local
health
department
said
yes,
she
does
have
to
be
quarantined.
I
You
know:
we've
had
some
things
where
doctors
are
making
decisions,
and
you
know
telling
certain
things
that
aren't
in
alignment
with
the
quarantine
rules,
and
so
there's
there's
a
lot
of
unevenness
that
we're
facing
out
in
in
the
different
parts
of
the
state
and
how
quarantines
are
being
implemented.
So
that
would
be
something
that
would
help
us
if
we
could
get
more
uniformity
and
access
to
some
of
these
innovative
ways
to
quarantine
safely.
But
to
you
know,
keep
people
in
place.
H
Thank
you
very
much,
mr
chairman,
and
and
thank
you
superintendent
flynn
for
being
with
us.
You
know
as
we're
having
these
conversations.
I
just
keep
remembering
so
clearly
that,
on
the
other
side
of
any
policy
decisions
that
we
make
are
real
kids
and
real
families
and
real
teachers
and
real
people's
lives
at
stake,
and
so
I
you
know,
I
welcome
the
opportunity
to
have
this
conversation,
and
you
know
I
think,
yeah.
H
One
of
the
and
you're
mentioning
well
we're
hearing
also
about
the
need
for
a
long
enough
term
solution
to
get
us
to
when
we're
in
session
again-
and
you
know,
I
hope
that
that
will
include
giving
a
lot
of
authority
to
the
local
districts
to
be
able
to
make
decisions
on
the
fly
which
we're
not
able
to
do
when
we're
not
in
session
one
of
the
tools
in
the
tool
belt
that
I've
not
heard
mentioned
so
far,
and
I
wanted
to
ask
you
about.
H
Last
year,
which
would
allow
teachers
to
have
kids
socially
distant,
which
would
allow
learning
to
go
on
teaching
to
go
on
even
when
kids
are
quarantining.
When
staff
members
are
quarantining,
they're
able
to
see
some
kids
in
person
and
the
some
kids,
not
in
person,
and
it
felt
like
a
safer
option
for
a
lot
of
folks.
And
I'm
just
wondering
if
that's
that
hybrid
option
is
something
that
we
ought
to
be
looking
at.
And
if
that's
something
that
you're
hearing
from
your
members,
dr
schlen.
I
Thank
you,
representative
wilner.
You
know
I
have
had
some
discussions
with
a
limited
number
of
folks
that
have
mentioned
the
hybrid
option.
As
one
strategy
you
know,
last
year
a
number
of
districts
used
that
effectively
to
help
as
a
as
a
mitigation
strategy,
because
it
it
allowed
them
to
offer
in
person,
but
then
do
it
in
a
way
that
the
the
the
student
density
in
the
building
was
such
that
they
could
distance
better.
I
You
know
one
of
the
things
and
superintendents
wouldn't
be
opposed
to
having
that
as
as
a
tool
in
the
tool
box,
so
to
speak,
but
you
know
going
back
to
the
local
context.
You
know
they
were
last
year.
I
know
of
a
district,
for
example
that
decided
that
they
were
going
to
allow
any
and
all
that
wanted
in
person
to
come
and
and
have
in
person
they
implemented
masking.
But
because
the
density
level
was
limit
was
a
limiting
factor.
I
They
couldn't
distance
and
but
guess
what
the
masking
worked
at,
preventing
the
spread
and
they
were
able
to
have
in-person
services
effectively.
I
know
of
another
district
that,
because
of
the
size
that
they're
building
and
the
population
density,
they
were
able
to
distance
them
so
that
when
they
were
in
place,
they
could
lower
the
mask
and
not
have
to
deal
with
the
mask,
and
so
they
just
masked
when
they
moved
and
guess
what
it
worked.
I
They
didn't
they,
they
didn't
contribute
to
the
spread
at
the
school
level
and-
and
so
one
of
the
reasons
we
say
you
know,
allow
the
flexibility
at
the
local
level
to
prevail
in
the
decision
making.
Is
that
there's
different
dynamics
in
terms
of
the
size
of
the
buildings,
the
number
of
students
and
and
what's
going
on
in
the
community
and
and
those
kinds
of
things
that
you
know
interplay
with
this
and
and
and
and
though
we
do
think
there
ought
to
be.
I
You
know
metrics
that
we
look
at
at
the
local,
regional
and
state
level
to
drive
those
decisions.
We
have
to
understand
that
you
know
the
size
of
the
population
just
to
use
a
for
example.
I
The
incident
rate
you
know
at
25
per
100
000,
you
know,
seems
like
a
fairly
reasonable
number,
but
in
a
small
county
population,
then
that
that
that
becomes
a
real
challenge
to
them.
Because
of
you
know,
just
so
few
people
infected
can
push
them
into
orange
and
red
so
easily.
So
that's
why
we
say
set
of
metrics,
plural,
that
we
can
utilize
and-
and
I
think,
there's
also
some
ideas
out
there
about
how
to
get
creative
with
incentivizing
more
people
to
get
vaccinated.
I
That
could
also
help
and
help
in
in
mitigating
the
impact
of
this
pandemic.
And-
and
so
you
know,
I
think,
you're
right
in
some
locales
a
hybrid
model
might
be
a
good
option
for
them,
and-
and
I
I
would
say
that
superintendents
in
those
areas
would
like
to
have
that
tool
on
their
tool
belt.
If
it
were
available.
A
I
I
haven't
seen
any
specific
data
on
that.
I
talked
to
a
number
of
superintendents
and
and
you'll
hear
from
superintendent
hodges
in
a
little
bit
and
he'll
share
the
green
county
data.
But
the
predominant
trend
is
that
the
vast
majority
of
quarantined
students
end
up,
you
know
not
being
positive,
and
certainly
almost
all
of
them
are
being
exposed
outside
of
school.
That
end
up
positive
and-
and
so
one
of
the
other
you
know,
points
I'll
make
in
closing
before
I
step
away.
I
Is
that
you
know
if,
if
we
just
focus
only
on
schools
and
day
cares
on
these
kinds
of
strategies,
we
have
to
recognize
that
we
only
have
them
for
six
or
seven
hours
and
then,
when
they
go
out
into
the
community,
you
know,
that's
really
is
what's
causing
the
problems
and
the
challenges
inside
the
school.
So
we
can't
forget
that
side
of
the
equation
either
greatly.
A
I'm
going
to
move
online
to
superintendent,
will
hodges
who's
joining
us
for
us
to
discuss,
quarantining
and
testing
protocols
that
is
being
done
in
the
green
county
school
district.
Mr
hodges
welcome,
and
if
you
would
please
identify
yourself
for
the
record
and
I'll,
let
you
start
your
presentation.
L
Good
afternoon,
chair
wise
and
chair
health
and
committee
members,
I'm
superintendent.
A
L
Please
proceed:
okay,
thank
you
for
having
me
today.
I'm
excited
to
be
here
and
hope
to
be
able
to
share
with
you
all,
as
jim
flynn
talked
about
just
one
more
tool
to
add
to
the
tool
belt.
We're
excited
to
use
a
test
to
stay
program
here
in
green
county.
I
will
give
you
an
overview
of
that
and
then
allow
you
to
ask
any
questions
that
you
might
have.
L
Let
me
start
by
saying
very
thankful
to
have
the
support
of
the
late
cumberland
district
health
department
and
amy
tomlinson
she's
been
a
big
supporter
and
helped
throughout
all
this
and
to
our
district
in
our
efforts
to
keep
children
in
classrooms.
L
This
is
a
strategy
for
local
school
districts.
Very
few
probably
are
using
this
right
now,
just
because
it
has
not
been
promoted
statewide,
but
I
think
it's
a
very
worthwhile
program
in
our
efforts
to
keep
children
in
classrooms.
L
Let
me
say
this:
this
is
not
easy,
but
I
think
we
would
all
say.
None
of
this
is
easy.
Every
day
we
get
up,
we
have
our.
You
know
your
job
is
tough
everyone
that
goes
out
we're
living
in
a
tough
environment
right
now.
Everything
we
do
is
tough,
but
I'll,
say
this
it's
worthwhile
and
why
it's
worthwhile
we're
finding
a
way
to
keep
children
in
classrooms.
L
So
a
lot
of
this
falls
on
the
backs
of
our
nurses,
the
nurse
practitioner,
our
health
care
professionals,
just
because
they
have
to
perform
this
testing
on
a
daily
basis,
but
I
will
say
this:
after
a
peek
of
a
few
weeks
ago,
this
has
become
much
more
streamlined.
It's
much
more
manageable
in
our
school
district
currently,
like
I
said
most
districts
that
are
using
this
probably
fall
within
the
lake
cumberland
district
health
department
region,
like
like
I
mentioned
amy
thomason
with
that
department,
has
stepped
out
and
been
very
supportive
of
this.
L
In
our
efforts
to
keep
children
in
classrooms,
this
is
optional
to
districts.
It
is
not
a
mandate
of
any
sort,
but
this
is
one
more
tool
that
if
districts
choose
and
they're
aware
of
this,
they
could
use
this
to
keep
children
in
the
in-person
setting
and
what
they
have
to
consider
when
they
do
that
is,
do
they
have
the
staffing?
Do
they
have
the
capability
to
do
that?
Having
a
good
health
care
partner
like
we
do
with
cumberland
family
medical,
I
think,
is
crucial
once
again.
This
is
not
a
mandate
to
parents.
L
This
is
optional
appearance.
If,
if
parents
do
not
want
their
child
tested,
they
can
choose
the
traditional
quarantine,
so
it's
optional
to
parents.
I
will
say
this:
it's
very
popular
in
greene
county.
We
have
found
that
80
to
90
of
our
parents
have
chosen
the
test
to
stay
optioned
because
they
they
repeatedly
say
yes,
test
them,
because
we
want
our
children
in
classes.
L
Let
me
also
mention
this:
this
is
only
for
school
level,
exposures.
If
the
exposure
happens
at
school,
they
can
participate
and
test
to
stay.
This
is
not
for
household
exposures
only
for
school
level,
exposures,
what
we
found
most
of
our
exposures
that
happen
at
home.
They
end
up
being
positive,
but
I'm
going
to
give
you
some
data
in
a
minute
what
happens
at
school
level
for
the
school
level
exposures.
L
L
Now,
if
saturday
and
sunday
fall
within
that
window,
saturday
and
sunday
counts
as
two
of
those
six
days,
but
obviously
those
students
do
not
test
on
those
two
days,
and
you
might
ask
a
recommendation
I
would
have
is
if
day
six
falls
on
a
sunday.
I
think
it's
always
good
to
have
a
seventh
day
of
testing
on
that
monday,
just
to
make
sure
those
students
have
remained
negative
over
the
weekend,
but.
J
L
They
remain
in
school,
so
they're
not
quarantined
they're,
not
sitting
at
home
for
two
weeks,
but
they're
able
to
remain
in
school.
They
test
every
single
day,
24
hours
apart,
so
so
they
can
spread
this
test.
Our
nurses
can
spread
this
testing
out
over
the
course
of
the
day.
Not
every
single
student
has
to
test
at
7.
00
am
some
may
test
at
7.
Some
may
test
at
nine.
Some
may
test
at
one
o'clock
that
helps
our
nurses
streamline
this
process,
but
once
they
test
the
next
test
is
24
hours.
L
Apart
now,
we're
currently
under
a
mass
mandate
by
the
kentucky
board
of
education,
but
anyone
that
participates
in
this
program
must
mass
continually
while
they're
at
school.
So
when
we
started
school
masking
was
optional,
we
give
families.
Let
families
make
that
decision,
but
even
during
that
time
we
told
anyone
participating
in
this
program
that
they
had
to
mask
while
they
were
at
school
all
the
time
now
to
get
to
the
data,
which
is
exciting.
We
have
a
we
have
had
in
green
county,
our
student
populations
about
1675
students.
L
L
By
utilizing
this
program,
those
146
students
have
have
had
the
opportunity
to
remain
in
school
and
participating
in
in-person
classes
like
I
said
it
is
a
popular
option
with
their
families
and
it
isn't.
It
is
an
option
that
most
of
our
families
have
chosen
but,
like
I
said,
those
146
have
remained
in
school
and
instead
of
taking
that
traditional
quarantine
and
you
gotta
think
what
does
that
mean?
L
Well,
not
only
of
those
146
families
stayed
in
school,
but
maybe
those
hundred
parents
of
those
146
families
may
have
been
able
to
go
to
work,
and
then
they
may
have
not
been
faced
with
child
care
issues.
On
top
of
that
number
two.
What
does
this
mean
by
having
a
92
success
rate?
This
lets
me
know
that
the
mitigation
strategies
that
are
taking
place
in
schools
on
a
daily
basis
are
working,
since
this
has
a
92
percent
success
rate.
L
The
spread
like,
like
mr
flint,
said
just
a
while
ago,
like
dr
flynn,
said
the
spread
is
not
necessarily
taking
place
at
school.
We
have
found
that
by
this
by
this
92
percent
success
rate,
that
the
mitigation
strategy
is
working
and
it's
not
spreading
its
school
to
these
exposures
we
have
found
the
spread
has
been
in
those
how
in
the
household.
L
L
L
Of
positives
here
here
in
the
county,
and
we
have
a
few
quarantines
and
we're
able
to
provide
in-person
instruction
on
a
daily
basis,
we're
blessed
to
say
we're
in
day
number
22
of
the
school
year.
We're
thankful
for
that,
and
I
know
it
could
change
tomorrow.
Our
biggest
hurdle
is
like
everyone
else
is
with
staffing
issues
so
we're
blessed
for
each
day
that
we
have.
A
Mr
hodges,
thank
you
thank
you
for
that
overview
and
everything
involved
in
the
presentation.
My
first
question
to
you
in
terms
of
cost
or
expense.
Now
you
said
this
is
being
done
through
cumberland
family
medical,
which
is
a
federally
qualified
health
center.
I
know
they're
in
my
district
and
and
also
with
you
as
well,
so
calls
to
your
district.
Is
this
free
or
what?
What
was
the
service?
That's
been
provided.
L
A
Also,
to
make
everybody
aware:
cumberland,
family
medical
has
40
sites.
Excuse
me
250
sites
across
the
commonwealth
serving
40
counties,
so
I'm
not
for
sure
how
many
counties
are
using
this
in
terms
of
tests
to
stay.
Mr
hodges,
are
you
aware
of
any
other
school
districts
around
you
that
are
using
the
same
model.
L
A
Correct
representative
rayburn.
C
J
L
It
is
a
rapid
test,
probably
within
15
minutes.
They
have
that
result
of
the
nurses
in
each
building
typically
can
perform
and
read
that
test.
If
there's
a
test,
that's
questionable
it
can
be
sent
on
to
the
nurse
practitioner
and
I
think
for
some
of
those
tests.
They
have
a
machine
that
if
it
doesn't
show
up
right
away
that
they
can,
they
can
analyze
that
to
determine
if
it's
positive
or
negative,
but
most
can
be
performed
within
15
minutes.
There's
not
a
backlog.
L
We
don't
test
all
our
students
when
they
get
there
every
morning.
So
not
every
single
student
is
tested
first
thing
in
the
morning:
they're
spread
throughout
the
day,
so
there's
not
a
backlog
of
students
and
really,
if
one
does
turn
positive,
you
have
the
same
amount
of
exposures
because
you've
got
to
back
it
up
48
hours
anyway,
but
once
we
start
that
student
is
tested
every
24
hours,
they're
tested
at
the
same
time
each
day.
L
L
J
So
my
constituents
are
texting
me
here
and
we're
talking
about
the
rapid
test.
It
seems
like
does
not
do
as
well
on
identifying
percolating
viruses
as
much
as
the
pcr,
and
so
if
a
student
is
non-symptomatic,
then
is
the
rapid
test
telling
us
anything
we
don't
already
know
and
if
we
have
to
test
them
each
six
days,
I'm
just
thinking
about
at
some
point
I
was
hearing
apparently
we're
low
on
rapid
tests
in
other
areas.
J
Are
we
going
to
come
to
a
shortage
of
rapid
tests?
Do
we
need
to
be
doing
rapid
tests
if
they're
not
symptomatic
and
they'll?
Give
you
a
false
negative
anyway,
or
is
there
some
other
better
way?
I
mean
this
is
obviously
a
science
question,
not
just
an
education
question,
but
I'm
just
trying
to
think
of
long
term
and
says
a
lot
of
testing
and
I
I'm
on
the
contracts
committee
that
approves
all
that
federal
funding
for
all
these
tests.
So
I'm
just
some
seeing
dollar
signs
and
maybe
not
going
to
the
best
possible
use.
L
L
They
are
comfortable
and-
and
especially
since
we're
doing
this
over
a
six-day
window
that
they're
we're
catching
those
positive
we
we
have
had
positives
from
that,
but
I
do
I
do
understand
your
question
too,
about
I've
heard
the
same
thing
about
you
know
the
amount
of
tests
that
are
available
out
there,
the
rapid
test
as
well.
I've
not
heard
of
any
issues
with
cumberland
family
medical.
So
in
a
broader
lens,
I
probably
can't
answer
that
just
just
based
on
here
in
our
region.
F
Jim
elize,
thank
you
and
coach
hodges
great
to
see
you
thanks
for
your
leadership,
and
I
want
to.
I
want
to
echo
the
compliments
you
shared,
because
it
is
largely
your
leadership,
but
it
also
takes
great
support
staff.
F
Great
people
around
you
great
folks,
like
the
names
you've,
mentioned
people
that
are
dedicated
to
seeing
these
students
in
the
classroom.
So
thank
you
for
your
leadership
and
for
all
of
those
classified
and
and
certified
folks
that
are
making
this
happen
for
our
students.
Back
in
my
home
county
of
greene
county,
we'll
speak
to
the
question
very
briefly.
You
mentioned
22
days
of
in-person
learning,
going
on
how
many
nti
days
have
you
had
to
use
currently.
E
Thank
you,
mr
chairman,
and
I
had
this
discussion
with
my
superintendents
yesterday
and
kind
of
brought
this
program
up
to
them
and
obviously
some
concerns
with
some
of
the
larger
schools
and
in
especially
with
the
health
departments
being
overextended
in
our
part
of
the
state
right
now
and
and
schools
doing
a
lot
of
contact
tracing
themselves
and
the
the
staff
requirements
that
that
entails
has
also
been
an
issue.
So
I
like
what
you
said
about
being
able
to
space
the
testing
out.
So
it's
not
something.
E
That's
that's
occurring
all
at
the
same
time,
and
I
could
see
that
being
a
an
option.
But,
as
we
think
through
this,
you
know,
I
think
we're
going
to
have
to
be
creative
in
the
ways
that
we
can
create
the
the
ability
to
do
this
testing-
and
you
know,
and
I'm
also
curious
from
a
child
care
point
of
view.
If
it's
something
that
perhaps
on
a
voluntary
basis,
might
be
feasible
for
child
care.
Centers.
Also
and
one
question
with
with
with
a
negative
test.
L
I'm
not
sure
if
I
understand
it
stand
your
question
completely.
So
if,
if
they
remain
negative
for
for
that
six
day
period,
they
are
released.
L
Okay,
yes,
yes,
if,
if
they
have
symptoms,
you
know,
I'm
sure
that
health
care
provider,
whether
it
be
the
nurse
or
the
nurse
practitioner,
would
have
them
do
a
follow
up.
E
Okay-
and
you
all
haven't,
had
any
issues
with
supplies
of
the
the
test
themselves.
L
Senator
carol
we
have
not-
and
I
think
a
lot
of
that
is
as
senator
wise
spoke
about
cumberland
family
medical
is
such
a
large
group.
I
think
they
have
access
to
those
supplies
for
their
districts.
Do.
A
I
think
that's
just
for
discussion.
We
can
have
and
continue
to
have.
I
know
those
discussion
I
had
with
the
coming
of
family
medical
yesterday
because
they
are
in
my
district
was
they
have
around
80
000
kits
in
that
statewide
service
scene
anywhere
from
elizabethtown,
lawrenceburg,
washington,
county
and
and
all
over
and.
E
I'd
you
know
what
a
unique
idea
and
it's
these
are.
The
things
that
that
I've
been
you
know,
looking
for
and
asking
for
throughout
this
process
is
to
be
innovative
and
to
think
outside
the
box,
and
I
think
this
this
absolutely
does
that,
and
it
sounds
like
that.
E
It's
being
fairly
successful-
and
you
know
there
may
be
tweaks
to
make
it
even
more
successful
as
we
start
getting
more
data
from
from
the
as
more
schools
pick
this
up,
but
I
think
it's
very
encouraging
what's
happening
to
this
point,
so
my
compliments.
Thank
you,
mr
chairman.
M
Thank
you,
mr
chairman
superintendent.
Hodges.
Thank
you
for
coming
today,
quick
question.
I'm
also
receiving
texts
like
senator
southward
was,
and
one
of
the
questions
was.
You
said
you
mentioned
that
they're
they're
you're
spreading
out
the
testing
throughout
the
day.
How
much
time
would
you
estimate
that
a
student
loses
in
the
classroom
for
to
get
tested.
M
Okay,
thank
you
and
one
other
thing.
I
just
want
to
make
a
comment,
my
wife's
in
healthcare-
and
I
found
out
about
this
about
two
or
three
weeks
ago
and
when
I
went
home
and
told
her
about
this
idea,
she
just
thought
it
was
fabulous.
You
know
this
is
a
way
of
keeping
students
in
class
as
much
as
we
possibly
can,
and
I
hope
we
can
extend
it.
H
Thank
you,
mr
chairman.
I
wanted
to
ask
a
question.
I
do
appreciate
your
data
and
your
information
and
the
very
logical
amount,
systematic
approach
to
what
you're
doing.
I
know
I
think
you
mentioned
that
your
enrollment's
around
1675..
I
remember,
there's
around
2700.
H
I
can't
remember
what
russell
is,
but
my
question
is:
I'm
from
jefferson
county
and
we've
got
101
000
students
and
I
want
to
see
if
you
have
any
recommendations
or
thoughts
about
scalability
of
what
you're
doing
and
apply
it
to
to
like
jefferson
county
in
terms
of,
like
you,
said,
101
000,
kids,
do
you
have
any
suggestions
or
thoughts
where's,
the
wisdoms
of
how
I
could
make
this
scalable.
L
H
Oh
I'm
throwing
spaghetti
against
the
wall,
probably
around,
maybe
five
to
eight
hundred
okay.
L
We're
approaching
500,
so
we
have
one
nurse
in
that
building
that
that
services-
those
500
students,
I'm
guessing,
probably
in
each
of
your
buildings,
do
you
all
have
a
nurse
in
each
building.
L
There
was
a
nurse
in
a
population
of
500,
that's
approximately,
you
know
what
we're
doing
at
our
high
school.
We
have
500
students
in
that
that
are
lower
grades.
We
have
500,
we
have
a
second
elementary
building
and
a
middle
that
may
have
around
400
in
those
they
all
have
one
nurse.
So,
on
average,
four
to
five
hundred,
we
have
one
nurse
in
those
buildings.
They
were
able
to
perform
those
tests
by
spreading
them
out
over
the
course
of
day.
I
think
what
you
run
into,
if
you
don't
have
that
nurse
in
the
building.
L
If
you
don't
have
that
healthcare
partnership,
this
would
be
a
difficult
task
to
pull
off.
But
if
you
do
have
that
partnership-
and
you
have
nurses
in
your
buildings
and
access
to
those
tent
those
tests
to
be
able
to
perform
those
tests,
I
do
think
it's
something
that
you
you
can
do.
L
H
Okay,
I
think
there's
the
high
schools
they're
around
anywhere
from
maybe
1900
to
2300,
so
what
you're
telling
me
that
we'll
definitely
have
to
ramp
up
in
terms
of
having
nurses
within
those
schools-
and
I
just
got
a
note
from
a
friend
of
mine
who
said
that
he
said
that
there's
several
schools
that
share
nurses.
So
so
that's
that's!
That's
going
to
be
a
little
bit
of
a
challenge,
but
I
guess
we'll
need
to
work
with
jcps
in
terms
of
trying
to
go
through.
H
F
L
L
If,
if
a
student
comes
to
the
nurse's
office-
and
they
are
symptomatic,
the
parents
are
called-
and
we
do
have
an
extensive
testing
program
where
they
are
tested,
giving
parent
permission.
So,
in
addition
to
the
test
to
stay
program,
we
do
have
a
lot
of
testing
that's
taking
place
for
those
symptomatic
individuals,
senator
higdon.
L
A
Mr
hodges
greatly
appreciate
your
comments,
your
testimony
presented
today
and
I'm
hoping
that
if
anyone
within
the
cabinet
and
kentucky
public
health
is
also
listening
or
watching
this,
that
they
are
also
willing
and
and
to
help
local
school
districts
to
utilize
this
type
of
testing
as
well.
I
know
some
superintendents
have
reached
out
and
they've
kind
of
been
turned
away
that
they've.
This
that's
not
been
very
receptive,
so
I'm
hoping
if
this
is
something
like
senator
carroll
mentioned
of
outside
the
box
thinking.
A
We
can
also
get
state
government
to
work
with
local
school
districts
that
providing
the
best
way
forward,
and
I
will
also
say
I'm
sure,
one
of
the
things
that's
helped
in
your
district
for
low
positivity,
for
students
is
a
slow
burger
and
a
bottle
of
ski
from
down
there
in
greene
county.
So
I
know
that
always
helps
as
well.
A
Mr
hodges,
thank
you
so
much
for
being
here
greatly
appreciate
it.
Next
up
is
eric
kennedy.
Eric
is
going
to
be
presenting
with
us
to
discuss
staffing
eric
is
the
director
of
advocacy
for
the
kentucky
school
board
association-
eric's,
no
stranger
to
this
committee.
Eric!
If
you
would
please
identify
yourself
for
the
re,
please
proceed.
N
Yes,
sir,
I
am
I'm
director,
I'm
eric
candy,
the
director
of
advocacy
for
the
kentucky
school
boards
association.
So,
of
course,
our
members,
first
and
foremost,
are
all
of
our
school
board
members
in
each
district,
as
well
as
the
superintendents,
and
the
good
news
is
I'll,
be
extremely
brief,
because
so
much
ground
has
been
plowed
on.
So
many
of
the
topics
that
our
membership
agrees
on,
we
have
been
in
close
com
collaboration
with
the
department
of
ed
many
of
you,
some
of
the
other
groups,
including
the
superintendent
flynn.
N
So
a
lot
of
the
things
that
we've
already
covered
today
are
concerns
that
our
members
have
and
some
of
the
possible
solutions
that
may
be
under
control
of
you
as
a
legislative
body.
Something
you
can
accomplish
in
a
special
session
are
things
that
we
would
also
support.
I
think
when
you
asked
me
to
come
today
and
thank
you
for
always,
including
us
in
these
discussions.
N
The
main
thing
that
you
wanted
me
to
talk
about
was
the
quarantine
issue,
and
if
that
is
an
issue
for
all
school
districts,
and
in
fact
I
will
tell
you
that
I've
spoken
to
a
lot
of
board
members
and
supers.
In
the
last
few
days,
including
last
night,
we
actually
had
a
regional
meeting
of
several
board
teams
last
night
and
that
is
actually
the
biggest
driver.
N
The
number
one
driver
of
the
closures
that
we
have
seen
of
in-person,
learning
or
paused
in-person
learning
so
far
has
been
staff
shortages
and
the
biggest
driver
of
that
is
the
quarantine.
The
rules
such
as
they
are,
in
fact
one.
One
district
told
me
that
the
only
the
only
thing
that
will
cause
them
to
pause
in
person
learning
is
going
to
be
if
they
simply
don't
have
enough
adults
in
a
building
to
operate
it
safely,
which
we
know
has
always
been
true
even
before
kovid.
N
For
any
other
reasons,
there's
a
certain
capacity,
a
certain
number
of
adults
that
you
have
to
have
to
operate
a
school
in
person.
So
that
is
really
the
biggest
driver
of
the
closures
that
we've
seen.
I
think
the
current
numbers
as
of
right
before
the
meeting
started
23
districts,
have
announced
pausing,
in-person
learning
in
some
way.
So
far
this
year,
almost
every
district
has
begun
the
school
year.
At
this
point,
I
believe
at
least
one
union
county.
I
think
today
was
their
first
student
attendance
day,
so
23
out
of
171
have
closed
in
some
way.
N
Nine
of
those
have
used
some
form
of
nti
days
for
some
of
the
days
they've
closed.
So
far,
of
course,
you
know
that's
about
13
of
districts
total
that
number
has
been
growing
one
or
two.
It
seems
almost
every
day.
Everyone
that's
spoken
is
correct
that
the
the
use
of
nti
days
that
we've
seen
so
far,
some
that
have
not
it
does
seem
to
be
a
concern
of
what,
if
we
need
them
for
weather
or
something
else,
even
between
now
and
january,
but
back
to
the
quarantine
issue
that
is
the
biggest
driver.
N
N
N
It
is
a
lot
of
work
for
school
folks
to
take
on
and
there's
a
lot
of
work
doing
this
tracing
reaching
out
to
families.
That
is
also
driving
some
heated
conversations
which
we
don't
need,
any
more
reasons
to
drive,
heated
conversations
between
people
and
school
districts,
and
so
the
exhaustion
from
some
of
that,
especially
the
contact
tracing,
is
something
that
we
fear
is
going
to
push
employees
out.
We
cannot
in
any
district
in
the
state,
large
or
small,
any
all
across
the
state.
N
N
N
Definitely
if
we
could
get
something
to
clarify
for
everyone
that
that
is
allowable,
and
that
is
an
option,
then
we
would
be
able
to
do
more
work
with
scaling
up
the
capacity
that
we
have
to
do
it
everywhere,
which
that
is
a
concern.
Some
folks
have
told
me
that
they
would
love
to
do
it,
but
their
provider
they're
currently
using
for
testing,
doesn't
think
they
have
that
capacity.
But
if
we
could
just
get
the
certainty
that
this
is
something
clearly
possible
and
allowed,
we
could
work
on
that.
N
But,
above
all,
I
just
wanted
to
share
with
you
as
we
wrap
up
a
long
meeting,
the
most
direct,
the
most
immediate
direct
thing
that
could
help
us
with
the
quarantine
issue.
That's
exacerbating
our
shortage
would
be
if
more
folks
get
vaccinated,
not
only
because
we,
of
course,
we
do
think
that
that
would
keep
the
actual
transmission
down,
but
simply
because
of
the
rules
and
this
this
goes
back
to
representative
rayburn's
question
earlier
because
of
the
guidelines
from
our
state
department
for
public
health
about
the
k-12
mitigation
steps.
N
The
quarantine
rules
are
part
of
that
document
from
the
state.
It
clearly
says
that
fully
vaccinated
individuals
do
not
have
to
quarantine
if
they've
been
identified
as
a
possible
exposure
or
close
contact
to
an
exposure.
So
the
fully
vaccinated
employees
don't
have
to
quarantine
if
they
don't
show
symptoms.
N
So
the
rules,
no
matter
what
else
you
think
about
it,
simply
the
rules
as
they
are.
It's
clear
that
that
is
the
most
direct
thing
that
could
help
us
with
the
shortages
since
so
much
of
it
is
people
that
are
quarantined.
That
then
do
not
end
up
testing
positive
at
any
time
and
after
their
quarantine
window,
come
back
to
work,
especially
for
the
folks
that
can't
work
remotely
so
our
quarantine
employees,
in
many
cases,
teachers
and
others.
N
They
possibly
can
work
remotely,
even
during
that
time,
if
they
are
not
actually
sick,
but
with
our
bus
drivers
with
our
food
service
folks
and
our
custodians
that
we
actually
have
a
bigger
problem
with
the
shortage
of
course,
they
really
can't
work
remotely.
So
we
just
continue
to
draw
attention
to
that
aspect
of
the
guidelines
being
what
they
are.
I
guess
conceivably,
if
you
had
a
school
or
a
school
district,
if
100
of
the
employees
were
vaccinated,
I
think
you
you
would
never
have
any
go
on
quarantine
unless
they
were
actually
ill.
N
You
would
not
have
any
go
on
quarantine
purely
because
of
contact
tracing
identifying
them
as
a
possible
close
contact
to
a
positive.
So
that
is
you
know
when
we
talk
about
low-hanging
fruit,
as
we
so
often
do,
especially
coming
up
to
a
special
session
and
things
that
you
may
or
may
not
even
be
able
to
do
legislatively
just
continuing
to
draw
attention
to.
That
fact
is
something
that
we
are
trying
to
do
and
we
we
hope
everyone
joins
with
us
in
that.
A
Eric
thank
you
appreciate
your
testimony,
provided
today
we
have
three
people
with
questions
represented
bojanowski.
G
All
right,
thank
you.
What
I
really
wanted
to
bring
to
the
table
today
is
some
perspective
on
what
I've
seen
as
a
teacher
in
the
classroom
and.
H
G
I
did
ask
my
principal
what
he
would
like
to
when
I'm
getting
off
work.
I
try
to
kind
of
check
in
with
him
a
little
bit
what
he
would
like
to
bring
to
the
table,
and
he
said
there
is
a
concern
that
they
have
parents
who
might
have
a
child
who
tests
positive
over
the
weekend
and
they
send
them
to
school.
G
Regarding
staffing,
you
know
teachers
as
have
nurses
very
much
so,
and
a
lot
of
other
people
on
the
front
line
who
are
on
the
front
line,
but
teachers
are
feeling
overwhelmed
and
there
are
some
teachers
who
were
somewhat
vulnerable
health-wise
and
they
made
a
decision
to
come
back
into
the
classroom
and
now
with
the
numbers
going
up,
you
know
we're
not
sure
how
long
they're
they're
going
to
stay.
In
one
teacher
said
we
are
drowning.
We
don't
have
enough
subs
to
cover
teacher
absences.
G
G
We
do
have
the
advantage
that
our
district
teachers,
who
are
in
other
roles
generally
not
in
this
classroom
teacher.
They
are
handling
instruction
for
our
students
who
are
in
quarantine,
which
is
very
helpful.
So
I
did
seek
some
feedback
from
teachers
in
the
state
and
in
some
districts
teachers
are
being
asked
to
teach
the
synchronous
and
in-person
students,
so
the
virtual
and
the
in
person.
G
G
Concerns
about
teachers
overall
number
one
is
sick
leave.
Do
I
have
to
use
my
sick
leave
if
I'm
positive
covet,
I
go
home,
I'm
sent
home.
I
have
sick
children.
All
of
that.
So
the
concerns
about
sick
leave
a
lot
of
support
for
flexibility
in
an
nti
program,
whether
it
be
the
allowance
for
a
district
closure
versus
possibly
a
building
or
a
classroom
did
anything
and
that
supports
senator
wise
and
his.
G
The
overwhelming
majority
of
people
don't
want
masks,
but
what
does
that
mean
for
the
child?
Who
has
a
compromised
immune
system?
And
then,
when
comparing
kova
to
the
flu,
we
must
remember
that
parents
can
vaccinate
their
children
against
the
flu
parents
of
kids
under
12
have
nothing
to
protect
their
children.
She
stated,
except
for
universal
masking.
G
A
A
To
members,
yes,
there's:
if
what
she
is
has
got,
there
is
slides
in
terms
of
comments,
so
greatly
appreciated
just
for
eric's
time
in
the
committee.
Yes,
is
there
a
direct
question
to
no.
G
One
brief
final
ending,
but
I
do
often
have
very
many
questions
for
eric,
which
he
always
answers
for
me.
So
once
again
from
my
principal,
what
else
could
we
think
about
at
the
table,
and
that
is
the
possibility
of
using
our
schools
to
offer
vaccinations
for
under
12
year
olds?
If
and
when
that
becomes
a
an
option,
I
do
have
a
memory
of
getting
and
I
looked
it
up
last
night.
G
I
think
it
was
probably
smallpox
vaccination
at
my
school
when
I
was
a
child
and
from
his
perspective
there
are
a
lot
of
families
that
would
want
to
take
advantage
of
that
type
of
a
vaccination
and
if
we
could
facilitate
it
through
the
schools,
then
that
might
be
found,
of
course,
on
an
opt-in
basis,
but
that
that
might
be
something
that
the
schools
that
would
be
beneficial
to
the
families,
and
I
thank
you,
chair
for
the
time
to
share
my
thoughts.
Thank.
F
Thank
you,
mr
chairman.
Thank
you,
mr
kennedy,
for
the
good
work
you
do.
Thank
you
for
being
here
today.
You
mentioned
maybe
needing
authority
or
guidance
for
scaling
up
for
the
test
to
stay.
F
In
your
opinion,
do
do
the
schools
need
this
new
statutory
authority
to
do
this,
or
can
they
do
it
through
existing
authority
and
and
kind
of
where
I'm
going
with
this
is
we
had
a
committee
meeting
the
other
day
and
kbe
has
used
their
authority
under
156
to
do
a
k-12
mass
mandate?
So
if
they
have
that
authority
under
156,
do
they
have
the
authority
to
issue
guidance
on
test
estate.
N
Yes,
sir,
thank
you
for
the
question.
I
think,
if
anything,
it
might
be
something
for
either
the
state
department
for
public
health
or
even
our
local
health
departments,
something
either
from
them
or
maybe
from
you
sort
of
involving
them.
I
think
when
this
first
came
up
when
some
districts
started
the
test
to
stay,
that
we
heard
presented
from
superintendent
hodges
other
districts
heard
about
it
and
they
would
go
to
their
local
health
department
and
that
honestly,
is
not
really
reflected
in
the
guidelines
about
quarantining,
so
there's
nothing
that
anyone
could
look
to
from
the
state.
N
That
said,
yes,
this
is
allowed
at
all
anywhere,
but
there
was
a
lot
of
interest
in
it.
There
was
a
lot
of
questions
that
well.
How
are
you
doing
that
in
that
county?
I
would
like
to
do
it
here,
so
if
anything,
clarity
that
it
is
allowed
anywhere
and,
in
fact
everywhere
is
possible
down
to
our
local
health
departments,
more
so
possibly
to
them
working
with
their
local
school
districts
than
necessarily
from
kde
to
the
school
districts.
N
I
think
that
is
where
we
could
could
use
some
help
and
some
clarity.
I
can
tell
you
the
earlier
question
from
representative
bozonowski
about
teachers
or
our
principal
feeling,
like
they
were
drowning.
Last
night,
one
of
our
superintendents
said
almost
the
same
thing.
She
was
apologizing
for
not
getting
back
to
me
on
something,
and
she
said
eric.
I
am
snorkeling
and
the
water
is
the
top
of
my
snorkel.
N
So
even
something
like
this,
if
we
can
remove
any
doubt
about
something
at
the
state
level,
so
that
the
local
health
departments
and
the
local
boards
of
health
that
are
a
big
part
of
this
discussion,
working
with
our
local
school
boards,
can
work
out.
Partnerships
like
what
we
just
heard
presented,
that's
working
so
well
in
one
place.
M
Thank
you,
chairman,
wise
and,
first
of
all,
chairman-wise.
I
want
to
my
question,
goes
back
to
your
last
statement
when
you
were
sending
out
the
agenda
for
today
and
your
last
statement
dealt
with
when
we
talked
about
staffing,
we
want
to
incentivize
vaccination,
mr
king,
that's
where
I
want
to
go
with
my
question
to
you.
M
I
know
these.
The
schools
talked
a
lot
at
the
beginning
of
this
meeting
about
funding
and
money
is
very
important
to
them,
but
it
seems
to
me
that,
in
my
view,
funding
ought
to
be
tied
to
vaccination,
because
vaccination
works.
M
We've
seen
it
throughout
this
country,
and
it
makes
no
sense
to
me
that
we
would
want
to
fund
schools
at
a
certain
level
when
they're
not
doing
all
that
they
can
do
to
try
to
stay
in
school,
because
you
know
I
am
like
senator
wise
and,
like
everybody,
who's
spoken
today,
I
want
to
see
our
children
in
school.
I
think
they
have
to
stay
in
school
being
out
of
school.
M
This
past
year
did
not
work
a
lot
of
students
suffered,
but
but
I
think
that
that
the
funding
ought
to
be
tied
to
vaccination.
We
ought
to
encourage
our
our
staff,
our
teachers,
our
what's
what
I'm
looking
for,
not
certified
staff
classified
class.
Thank
you.
Thank
you,
representative.
Our
classified
staff
and
students,
beginning
in
middle
school
right
now,
you're,
12
and
12
and
older
you
can
get
vaccinated.
My
granddaughter
turns
12.
M
N
N
There
is
a
lot
of
interest
and
a
lot
of
discussion
even
nationally
and
hear
about
various
ways
you
can
give
an
incentive
from
the
district
to
the
employees
to
get
vaccinated.
There
have
been
some
questions
that
have
come
in
to
us
in
terms
of,
can
we
do
that
or
what
could
you
do?
Could
you
do
some
things
not
others,
unfortunately,
like
so
much
of
everything
that
there's
kind
of
a
gray
area
in
terms
of
the
laws
in
place
for
districts
and
paying
folks
off
a
single
salary
schedule
versus
discrimination
law
from
the
feds
over?
N
How
far
can
you
go
with
an
incentive
to
do
a
vaccine
before
it
comes
almost
coercive
which
you
cannot
do
so
that
discussion,
I
assure
you,
is
happening.
We
are
trying
to
get
some
clarification
on.
What
exactly
that
could
look
like
for
local
districts
to
then
consider?
Do
we
want
to
do
that
or
not
short
of
that?
We
keep
just
reiterating
the
point
of.
N
There
are
many
reasons
why
this
sort
of
automatically
is
tied
into
the
guidelines
that
are
in
place
and
how
much
we
are
quarantining
and
whether
or
not
we're
going
to
run
to
the
point
of
not
enough
buildings
in
the
school
to
be
open.
That
ties
back
to
the
vaccination
rate,
short
of
until
we
can
figure
out
what
incentives
could
possibly
look
like.
J
Thank
you,
mr
chairman.
I've
got
a
kind
of
an
eclectic
pile
of
short
questions.
The
first
do
the
hours
in
the
classroom
really
matter.
J
As
far
as
funding
we
were
hearing
earlier
talking
about
ada
versus
adm,
and
all
this
do
the
hours
really
matter
at
the
end
of
the
day.
I
know
we've
done
laws
before
about
letting
districts
cut
off
school
days.
If
you
have
too
many
snow
days,
is
this
really
an
issue
that
we
need
to
be
worried
about,
or
can
we
just
shorten
some
hours
and
say?
N
Yes
think,
I
think
the
way
the
the
primary
way
that
those
two
issues
are
tied
together
in
state
statute.
Is
that
there's
a
statute
that
says
in
order
for
a
district
to
receive
any
seek
funding?
It
has
to
do
certain
things
and
they're
just
a
long
list,
and
one
of
those
is
the
minimum
number
of
hours
and
the
minimum
number
of
days
that
those
hours
can
occur
on.
So
those
are
also
two
separate
things.
N
I
think
at
least
slightly
over
1
000
hours
of
instruction
on
at
least
a
certain
number
of
different
days
of
the
year.
So
there's
that
that's
really
just
sort
of
a
requirement
to
get
funding
at
all
and
then
how
much
funding
you've
received
then
is
tied
to
the
daily
attendance.
So
it's
not
so
much
the
hours
attended
during
a
day,
but
then
just
the
daily
attendance,
so
those
they're
tied
together
that
way
in
terms
of
to
get
any
funding.
J
J
N
Yes
and
that's,
there
is
no
there's
nothing
to
my
knowledge
in
statute
that
has
a
certain
number
or
ratio.
When
we're
talking
about
there's
a
certain
number
of
adults
in
the
building.
You
have
to
have
to
have
school
safely,
there's
not
any
hard-coded
number
and
I
don't
want
to
make
it
seem
like
there
is,
but
that's
sort
of
back
to
the
the
concept
we've
discussed.
N
So
it's
a
similar
thing
here,
given
the
the
local
experience
within
a
building
or
a
district.
That's
something
that
similar
to
calling
off
for
snow
that
how
many
people
you
have
on
site
to
do
things
safely
is
going
to
be
different
everywhere,
but
who
that
might
include?
Yes,
I
think
you're
talking
about
all
employees
certified
classified
any
volunteers.
You
have
just
the
adults
to
be
supervising
kids
watching
kids.
Helping
do
everything
you
need
to
do
could
include.
I
think
volunteers
and
I
think,
is
part
of
what
they
would
have
in
mind.
J
One
final
follow-up,
mr
chairman,
so
in
a
scenario
where
you
have
somebody
that
has
symptoms
of
something
and
they
test
negative
and
maybe
it's
finally
determined
or
undetermined
what
they
have
allergies,
science
infection.
Just
you
name
it.
J
One
of
the
questions
I
have
from
one
of
my
constituents.
That's
one
of
these
scientific
names,
I'm
not
sure
exactly
what
all
this,
but
you
know.
Where
did
the
flu
go
because
do
we
have
students
we're
not
testing
for
the
flu
to
determine
whether
they've
got
the
flu
and
that's
just
one
example?
But
I
heard
the
science
last
year
was
99
down
on
flu
numbers,
and
so
my
constituent,
I
asked
about
this,
he
said.
J
With
that
in
mind,
my
question
is
as
a
long-term
process
moving
forward
and
you
were
talking
about
in
the
ideal
world
100
vaccination.
We
wouldn't
need
a
quarantine
unless
we
were
actually
seeing
people
were
sick.
That's
what
we
used
to
do
with
the
flu
I
mean.
Am
I
wrong.
So
is
there
a
way
that
we
can
all
maybe
relieve
our
mental
stress
over
unseen
particles
and
go
by
our
eyeballs
on
in
regardless
vaccination?
J
Because
I
mean
there's
new
states
coming
out
now,
all
the
time
you
know
las
vegas,
I
think
about
60
percent
of
their
hospitalized
vaccinated.
You
know
I
mean
it's
looking
like
it
doesn't
matter.
I
mean
we
heard
testimony
from
there's
another
state
legislature
that
had
testimony.
I
think
last
week
about
how
you
know
the
vaccine
doesn't
work
for
the
variant
okay.
N
There
is
a
national
discussion
happening
in
several
media
articles
that
have
come
out
in
some
of
the
education
publications,
even
this
week
of
are
we
over
or
under
quarantining
students
and
staff
that,
I
think,
is
part
of
what
you're
getting
to,
because
for
us
and
at
the
meeting
that
we
had
last
night
several
of
the
board
members
and
superintendents
said
you
know
we
are
not
health
experts.
We
are
really
education,
experts
and
leaders.
N
We
need
our
local
board
of
health
and
the
state
health
experts
to
really
help
do
a
lot
of
this,
and
so
the
questions
of
what
kind
of
testing
do
you
have?
When
do
you
quarantine
and
what
that
looks
like,
I
think,
for
school
people
we
just
looked
first
and
foremost
to
just
the
guidelines
that
are
in
place
governing
us
at
any
moment
which,
because
of
how
they're
written
now
the
vaccine
issue
is
what
makes
that
sort
of
a
direct
issue
for
us.
N
As
it
says,
fully
vaccinated
don't
have
to
quarantine,
so
I
think
the
bigger
questions
of
you
know
what
how
the
tests
work,
what
tests
we
use,
how
we
should
be
testing,
I
would
say,
that's
over
and
beyond
me
and
even
my
membership,
that
I'm
representing
it's
beyond
some
of
the
school
folks
and
some
of
our
health
experts
should
weigh
in
on
that.
I
think.
F
Thank
you,
mr
chairman,
and
thank
you,
mr
kennedy,
for
being
here
today
with
in
regards
to
the
shortage,
I
heard
a
lot
of
conversation
about
the
staff
and
bus
drivers
and
that
may
be
more
of
a
process
that
we
need
to
look
at
as
well,
but
regarding
for
teachers,
I
believe
we
passed
the
bill
last
year,
163
that
allows
to
go
back
and
hire
retired
teachers.
Is
that
being
utilized
now
to
help
with
the
shortage,
and
is
that
working
do
we
need
to
tweak
it.
N
I
think
so
the
issue
of
retired
teachers
coming
back
to
work,
rehiring
the
rules
all
about
return
to
work
for
the
trs
system,
especially
with
the
teachers
and
the
teachers
retirement
system.
That
is
definitely
being
used.
I
think
we
are
really
maximizing
and
we
meaning
the
district
leadership
trying
to
recruit
these
folks
to
come
back.
I
think
we
are
really
maximizing
the
people
that
are
retired,
getting
them
to
come
back,
be
it
full-time
or
to
sub.
N
I
think
it's
it's
our
understanding
from
discussions
we've
had
with
staff
at
trs,
the
general
counsel
and
the
leadership
there.
Some
of
those
rules
are
limitations
at
the
federal
level
that
we
may
not
be
able
to
change.
Even
you
may
not
be
able
to
change
it
only
in
state
law,
so
I'm
I'm
not
sure
how
much
farther
we
can
go
with
relaxing
some
of
those
I
think
what's
in
place
now
we
are,
it
has
helped.
Certainly
we
are
maximizing
it.
N
We
especially
for
subs,
I
mean
we
need
any
of
our
retired
teachers
that
are
able
and
willing
to
come
sub
any
place
in
any
district.
To
do
that.
So
I
think
more
discussion
definitely
needs
to
be
happening.
As
superintendent
flynn
said,
we
completely
support
as
far
as
we
possibly
can
go
to
relax
the
rules
on
return
to
work
for
our
retired
teachers,
but
the
the
laws
that
you
have
passed
are
definitely
helping
and
being
used.
C
N
So
that
is
interesting.
The
there
is
no
one
number.
That
is
because
every
district
is
different
in
terms
of
the
staff
they
have
and
the
students
I
mean
it's
with
the
diversity
of
districts
really
impacts
a
lot
of
why
we
need
local
flexibility
and
local
decision
making
statewide.
So
what
the
number
is
of?
What
is
your
student
attendance
rate?
Where
does
it
fall,
where
you
sort
of
need
to
close,
even
for
an
old-fashioned
flu
day,
the
way
we
used
to
have
them
or
staff
for
that
matter,
that's
always
going
to
be
different.
Anecdotally.
N
A
lot
of
discussions
happen
lately,
a
lot
of
finance
officers
and
supers
have
told
us
for
them.
In
the
past,
it's
hovered
around
85
to
87
percent
that
when
their
student
attendance
gets
to
that
point,
they
usually
have
considered
closing
for
a
day
or
two
traditionally,
even
before
covid
for
other
reasons.
N
But
what
makes
that
interesting
is
if
the
general
assembly
in
a
special
session
or
the
regular
session
were
to
say
the
ada
fix
that
was
discussed
earlier
in
the
meeting.
If
you
were
to
say
you
know
for
just
one
more
year,
we
all
hoped
and
dreamed
that
we
would
be
kind
of
past
this
point,
but
we're
not
for
just
one
more
year,
we'll
base
the
attendance
on
a
prior
year,
ada,
maybe
with
some
adjustment
for
growth
districts.
N
As
I
think
superintendent
flynn
said
earlier,
we
all
top
to
bottom
one
as
much
in
person
happening
safely
as
much
as
we
possibly
can
for
as
many
students
as
we
can.
So,
even
if
you
got
down
below
85
percent,
knowing
that
that
now
is
not
going
to
directly
impact
your
funding
from
seek
in
the
next
year,
because
we've
sort
of
set
that
in
stone
you
really
that
kind
of
that
decision
point
is.
N
C
Follow-Up
question:
so,
as
you've
mentioned,
you
know
that
there
is
a
certain
percentage
rate.
C
Do
districts,
have
a
plan
in
place
that
they
kind
of
a
guideline
that
they
go
by
before
they
utilize
that
nti
day,
whether
it
be
a
percentage
or
a
certain
number,
and
if
so,
can
you
shed
light
on
what
those
numbers
are?
Does
it
stay
within
the
85
to
87
percent
range.
N
I
think
no,
I
really
the
decision
that
happens
and
always
happened
even
before
covet
of
usually
was
for
snow
days.
So
the
the
local
decision,
when
you
would
wake
up
in
the
morning,
especially
if
you
had
kids
and
you
would
turn
on
the
news
to
see
if
there
was
going
to
be
a
snow
that
snow
day
that
day
and
then,
if
you
were
listening
to
see,
is
it
going
to
be
an
nti
day
or
just
a
snow
day?
N
That
decision
is
usually
made
with
a
lot
of
different
things
taken
into
consideration
and
usually
not
really
anything
about
the
percentage
rate
of
attendance.
So
sometimes
it's.
You
know
at
any
given
point
how
many
days
you've
already
used.
If
you
think
that
your
families
and
students
are
kind
of
tired
at
that
point,
and
maybe
they
just
need
just
a
snow
day
with
no
work
happening,
so
we're
not
going
to
use
an
nti
day.
It's
just
a
snow
day.
N
N
C
So
I
do
have
one
additional
question,
so
I
had
asked
a
little
bit
earlier.
I
believe
it
was
jim
about
you
know
if
a
teacher
or
a
student
shows
proof
of
vaccination
and
they
don't
have
to
quarantine.
So
as
we
talk
about
the
numbers
in
some
of
my
districts,
you
know
quarantine
numbers
are
high,
super
high
and
then
there's
even
numbers
due
to
exposure,
especially
with
the
teachers.
C
So,
as
I
asked
that
question,
you
know
we're
talking
about
a
shortage
of
teachers
and
substitute
teachers
as
well,
and
that
certainly
would
be
a
factor
in
you
know
closing
down
a
school.
I
guess
my
statement
rather
would
be.
We
need
to
have
a
a
common
goal
here
of
you
know.
Are
we
allowing
the
proof
of
vaccination
to
serve
so
that
someone
doesn't
have
to
quarantine
due
to
an
exposure
and
kind
of
a
proper
guideline?
I've
got
here
the
emergency
regulation
that
was
signed
by
kentucky
board
of
education.
C
N
That
would
help
on
so
many
issues
by
going
back
to
the
the
feeling
of
exhaustion,
whether
it's
the
principles
of
the
superintendent
and
the
waters
at
the
top
of
the
snorkel
part
of
the
exhaustion.
Is
things
keep
changing,
which
now,
of
course,
we
are
now
here
asking
for
some
things
to
change
from
you,
hopefully
soon
in
a
special
session.
N
So
to
your
question
of
what
is
this
looking
like
when
someone
tests
positive
or
you're,
informed
at
the
school
that
someone
has
tested
positive
and
that
contact
tracing
begins,
and
you
start
measuring
okay?
Where
was
this
person
the
last
time
they
were
here?
Who
was
within
three
or
six
feet
of
this
person?
And
you
start
thinking
of
who
then
is
going
to
be
a
close
contact
that
will
need
to
quarantine
under
the
rules
as
they
are?
N
I
think
the
rules
in
the
in
this
document-
they
are
it's
a
statewide
document
from
the
state
public
health
officials,
so
they
are
consistent
and
when
we
discussed
earlier,
they
are
used,
perhaps
not
so
much
that
they're
used
inconsistently.
But
just
that
process
is
not
a
precise
science
of
looking
at.
Where
were
people
sitting
yesterday
measuring
things
out
thinking
of
well
what
teachers
were
close
to
this
other
teacher
or
employee
or
student
in
the
real
world
implementation
when
everything
this
is
happening
by
school
people
in
the
school
day?
So
it's
a
lot
of
work.
N
The
contact
tracing
is
a
lot
of
work.
I
think
people
are
doing
it
the
best
they
can
when
so
many
different
people
are
doing
this
and
using
a
document
to
do
this
and
actually
implement
it
in
so
many
places.
It's
never
going
to
be
exactly
the
same
everywhere,
but
we
do
at
least
have
clearly
the
guidance
is
fully
vaccinated.
Persons
do
not
need
to
quarantine
that
parts
in
bold
following
exposure
to
a
person
unless
they
are
experiencing
symptoms.
A
Eric
thank
you.
So
much.
We've
gone
past
the
two
hour
limit
of
the
meeting.
I
would
ask
that
all
members
who
continue
to
receive
input
from
your
constituents,
superintendents
teachers,
educators
across
the
board,
please
collect
those.
Please
send
those
to
my
direction
happy
to
take
those
anybody's
listening
and
watching
remotely
also
contact
your
legislators
with
anything
that
we're
discussing
right
now.
I
thought
this
was
a
very
good
open
discussion.
I
appreciate
all
of
our
presenters.
Thank
you
all
for
your
time.
Thank
you
for
your
questions
today.