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From YouTube: Senate Standing Committee on Education (3-2-23)
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A
A
As
a
reminder.
If
you
want
to
speak
to
the
committee,
there's
a
sign
up
sheet
in
the
back
corner,
you
have
to
sign
up
on
the
sign
up
sheet.
There's
that'll
be
there
about
two
minutes
and
then
we'll
collect
that
that's
our
normal
procedure
at
this
time.
Do
we
have
any
members
with
introduction
special
guests,
Center
Thomas.
B
I,
thank
you,
chairman,
West
and
and
once
again,
I
am
proud
to
see
numerous
teachers
here
today
from
the
Fayette
County
Public
Schools,
as
I
call
their
school
I'm
gonna
ask
them
to
stand
and
and
and
remain
standing
until
I
call
all
the
teachers
I
have
students
here
today
from
the
teacher
I
have
teachers
here
today.
Excuse
me
from
the
steam
Academy
from
Lafayette
High
School
from
northern
Elementary
High
School
from
Dixie
Elementary,
as
from
Tates
Creek
Middle
School
sooner
West
I.
B
C
A
If
you
would
stand
up
and
be
recognized
as
well,
these
are
Community
Education
leaders
in
in
my
district
I
appreciate
you
meeting
with
you
and
you've
been
here
today.
Please
make
them
feel
welcome.
D
A
A
E
E
Good
morning
it
is
an
honor
to
be
here.
I
would
like
to
take
a
moment
and
introduce
myself.
My
name
is
Madison
Griffin
I'm,
a
senior
at
Trailblazer
Academy
in
Mercer
County
Senior,
High
School,
located
in
Harrodsburg
Kentucky
I'm,
heavily
involved
in
a
variety
of
clubs,
Sports
and
extracurricular
activities,
but
my
passion
lies
in
the
ctso
HOSA
future
health
professionals.
E
The
floors
I
walk
on
today
are
the
same
floors
that
my
great-grandmother
once
did.
I
hope
this
place
dearly
to
my
heart.
So
enough
about
me.
Let's
talk
about
Carl
Perkins,
who
is
that
is
one
of
the
comments
I
get
from
most
students
whenever
I
ask
them
about
Mr
Perkins,
but
I.
Take
this
as
an
opportunity
to
share
my
knowledge
about
Mr
Perkins.
E
The
role
that
Mr
Perkins
has
had
in
my
educational
opportunities
is
significant.
Carl
Perkins
was
born
in
1912
in
Aurora
area,
Hindman
Kentucky,
where
he
became
a
teacher
throughout
his
career.
He
noticed
a
lack
of
resources
and
Necessities
needed
to
obtain
a
successful
education
in
order
to
he
saw
that
the
Necessities
were
not
there.
In
order
to
remedy
this,
he
knew
that
he
would
need
more
education
himself.
E
This
drove
him
to
a
continuous
education
at
the
University
of
Louisville
school
of
law
in
search
of
a
solution.
After
a
successful
graduation,
his
goals
were
now
foreseeable
before
deployment
in
World
War
II.
He
served
as
the
Commonwealth's
31st
District
Attorney,
soon
becoming
to
state
representative,
serving
as
the
chairman
of
the
committee
on
education
and
labor
for
17
years.
E
During
this
time,
he
exceeded
his
goals
before
Perkins
death
in
1984.
He
paved
the
way
for
students
to
achieve
success
in
their
careers.
Perkins
has
left
a
legacy
of
continuously
growing
programs,
such
as
the
Head
Start
program,
the
federal
Perkins
Student
Loan
program
for
the
underprivileged
in
the
Carl
Perkins
Act
that
allocates
over
a
billion
dollars
across
the
U.S
and
is
dedicated
to
allowing
students
access
to
Career
and
Technical
education.
E
His
first-hand
experience
in
a
rural
community
laid
a
foundation
for
his
success.
His
personal
desires
and
needs
facilitated
his
achievements
without
his
education
and
ambition,
I
would
have
not
had
the
opportunity
to
fulfill
my
educational
goals,
as
I
have
I
remember.
As
a
13
year
old,
we
were
asked
by
our
guidance
counselors.
What
do
what
career
path
do
you
want
to
choose
now,
if
you
can
imagine
being
13
years
old
and
asking
what
I
wanted
to
do
for
the
rest
of
my
life
was
a
little
intimidating
for
most
of
us.
E
We
didn't
know
what
we
were
eating
today.
Let
us
know
let
alone
what
we
wanted
to
do
when
we
grew
up.
Often,
students
choose
a
career
path
that
they
have
little
knowledge
about.
They
then
discover
after
graduating.
The
last
four
years
that
were
four
years
of
school
were
focused
on
a
career
they
have
no
to
desire
to
do.
E
This
is
where
State
funding,
along
with
the
Carl
Perkins
act,
allowed
for
trade
school
opportunities
at
my
school
Trailblazer
Academy,
the
state
funding
that
we
have
received
is
four
times
greater
than
prior
years,
and
this
was
crucial
for
students
to
start
and
get
a
head
start
in
their
careers
and
pathways
at
my
school
state.
Funding
has
helped
students
to
make
a
towards
their
goals
more
accessible.
Just
in
the
health
science
Pathways
State
funding
has
allowed
purchases
such
as
first
aid
and
bloodborne
pathogen
kits
along
with
new
equipment
in
our
lab.
E
Perkins
funding
allowed
certifications
such
as
Phlebotomy
EKG
and
Medicaid
nursing
assistant
certification,
I've
been
able
to
obtain
my
Medicaid
nursing
assistant
certification
alongside
my
peers,
and
have
been
able
to
see
the
students
in
various
Pathways
strive
for
their
goals
and
what
they
want
to
do.
Not
only
has
the
health
science
program
helped
obtain
certifications
and
a
head
start
on
college
credits,
but
has
allowed
me
to
fully
and
be
involved
in
HOSA.
One
of
the
requirements
to
receive
Perkins
funding
is
that
you
must
be
affiliated
with
HOSA.
E
E
I
also
had
the
amazing
experience
to
advocate
for
HOSA
and
Perkins
funding
in
Washington,
where
I
was
able
to
show
my
gratitude
to
legislators,
work
towards
Perkins
funding
and
the
act
of
the
Carl
Perkins,
the
and
because
of
the
Carl
Perkins
act,
opening
the
path
to
HOSA
I'm
able
to
be
here
to
speak
with
you
about
the
funding
that
I
am
so
thankful
for
I
stand
here
today
to
be
able
to
step
back
and
see
all
the
opportunities
that
have
been
open.
For
me
that
past
students
did
not
have
without
Perkins.
E
A
Thank
you,
Madison.
Thank
you.
We
really
appreciate
it.
The
interim
committees
aren't
quite
as
rushed
as.
A
G
Chairman
members
of
the
committee
Robert
Stivers
state
center
from
the
25th
senatorial
District
I,
want
to
appreciate,
express
my
appreciation
for
you
allowing
me
to
present
this
resolution
before
the
committee.
I
will
try
to
be
brief.
I
didn't
think
it
would
create
such
reverberations
throughout
higher
education
in
the
state
of
Kentucky,
but
I'm
going
to
give
a
little
bit
of
historical
background
before
I
get
into
the
resolution.
But
it
is
why
this
resolution
I,
think,
is
needed
in
the
spring
of
1997.
B
G
At
that
time,
the
community
colleges
were
attached
to
the
University
of
Kentucky
and
it
was
his
expression
that
they
be
separated
and
that
we
focus
on
them
being
research
institutions
that
the
Regionals
create
programs
of
Distinction
and
that
the
community
colleges
be
more
acclimated
towards
technical
education.
G
It
was
an
interesting
political
dynamic
because
there
was
no
party
affiliation
in
that
discussion
on
the
senate
floor,
nor
on
the
house
floor
myself
and
then
Senator
Williams
were
allied
with
Senator
Ernesto
scorsone
senator
Neil
I
think
was
aligned
with
many
Republicans,
including
Charlie
borders,
who
was
probably
one
of
the
most
staunch
conservative,
socially
senators
in
the
state.
G
It
was
a
split
not
based
on
political
philosophies
at
all.
It
was
an
odd
set
of
circumstances
that
brought
people
to
be
on
one
side
or
another.
Eventually,
reforms
were
passed,
creating
the
system
we
currently
have.
That
system
was
to
create
a
council
of
post-secondary
education.
That
was
to
be
a
coordinating
body,
because
many
states
have
a
singular
board
that
control
higher
education.
G
Well,
we
have
multiple
boards
that
control
our
schools,
including
kctcs
with
the
council,
post-secondary
education
being
a
Coordinating
Board
for
these
schools
to
set
a
Direction.
There
was
a
lot
of
political
controversy.
When
then
Gordon
Davies
was
brought
in
people
didn't
like
that
fact
of
coordination
and
to
be
quite
honest
with
you,
I
think
he
was
forced
out
of
office
and
a
new
Direction
was
set,
but
in
the
last
25
years,
I
believe
our
system
has
progressed
in
areas
other
areas
it
has
not.
G
G
G
These
things
were
to
be
looked
at
on
a
regular
basis
to
see
if
this
system
were
that
in
the
way
of
accessibility,
affordability,
seamlessness
nimbleness
and
nobody
has
looked
at
it
in
the
last
25
years.
I
have
no
preconceived
ideas
about
where
this
should
be,
but
CPE
was
envisioned
to
do
this
and
I
think
it's
time
to
do
it
again.
G
I
just
talked
to
Jay
Morgan.
He
said
he
had
some
ideas,
that's
what
this
is
for
express
ideas.
Now
there
is
always
has
been
the
fact
that
there
are
30
some
counties
in
southeast
Kentucky
that
are
furthest
away
from
any
post-secondary
education
institution
that
is
residential
in
nature
and
sponsored
by
the
state.
There
are
numerous
and
very
quality
programs
through
other
independent
colleges
and
universities.
G
G
Is
the
remote
worker
pre-covered
nationally
there
were
over
2
million
people
working
remotely
during
coven
that
went
up
to
60
million
our
educational
system
changed
to
have
more
remote
online
classes.
Is
that
good?
Maybe
is
it
bad?
Maybe
I
don't
know,
but
today,
as
we
sit
here,
there
are
over
20
million
jobs
that
people
are
doing
or
needing
to
be
filled
that
are
remote
in
nature.
G
G
I
do
not,
but
I
do
have
a
goal,
and
that
is
every
child.
Every
non-traditional
or
traditional
student
have
all
the
things
we
talked
about
25
years
ago:
accessibility,
affordability,
transferability,
job
preparedness,
and
so
all
I'm
asking
is
that
CPE,
as
they
were
envisioned
25
years
ago,
do
the
job
and
I'm
not
saying
anything
against
CPE
do
the
job
that
they
were
envisioned
to
do.
Look
at
the
system
come
back
in
a
year
and
make
recommendations
to
us.
Is
this
the
best
system
we
have?
Should
we
tweak
it?
Should
we
change
it?
A
H
Very
quickly
support
the
resolution.
Presidents
divers.
My
one
question
is
part
of
the
study
I'm
looking
on
page
three
of
this
line,
two
subsection
C,
the
Commonwealth
acquiring
an
existing
private
university
in
Southeastern
Kentucky
to
possibly
serve
as
a
new
Regional
as
one
who's
got.
Two
private
institutions
in
my
Senate
District,
very
proud
of
Campbellsville
University
and
Lindsey
Wilson,
College
I,
didn't
know
where
the
cutoff
in
Southeastern
Kentucky
possibly
is
as
part
of
that
study.
I
I'm
interested
in
this,
but
also
maybe
looking
into.
Where
does
that
Define
as.
G
Well,
very
good
question
in
my
mind
you
know
and
back
when
this
discussion
was
started
25
years
ago.
The
discussion
was:
should
the
University
of
Pikeville
come
into
the
system
much
as
Northern
Kentucky
University
came
into
the
system
in
the
nun,
Administration,
potentially
locating
something
in
Hazard
or
someplace
else.
That
is
not
again
for
us
to
determine,
but
looking
at
the
socio-economic
realities
of
a
region
which
has
been
hard
hit
and
probably
has
always
been
defined
as
one
of
the
most
economically
disadvantaged
regions.
I
think
that,
from
my
perspective
is
the
region.
G
There
is
no
conclusion
and
I
want
to
say
this,
because
I
got
called
from
some
people.
That
said,
oh,
are
you
all
going
to
condemn
our
property?
No,
no
I,
don't
think
anybody's
thinking
about
condemning
or
taking
that
would
have
to
be
a
mutual
agreement,
much
as
Lee's
College,
which
was
a
presbyterian
Affiliated
Junior
College
negotiated
to
sell
their
property
to
the
University
of
Kentucky
at
one
time.
A
G
A
Up
we
have
Senate
Bill
138,
an
act
relating
to
substitute
teacher
certification,
some
traditioners
you're
coming
to
the
front
here,
I'm
I'm
we're
limiting.
Yes,
you
to
five
minutes.
If
it
makes
you
feeling
better.
I've
got
two
bills
on
here:
I'm,
limiting
myself
to
five
minutes.
I.
F
At
Lindsay,
tichenor
sent
senator
from
District
Six,
just
as
there
is
a
teacher
shortage,
there's
a
substitute
teacher
shortage.
So
this
is
a
bill
to
broaden
the
regulations
on
certificates
for
substitute
teaching.
Just
very
simply,
it
establishes
guidelines
that
they
will
help
the
epsb
improve
certification
of
substitute
teachers.
It
creates
three
certification
categories
for
substitute
teachers,
a
one-year
certificate
which
they
must
have
a
minimum
of
15
College
semester
hours
in
any
subject,
area,
which
is
renewable
annually.
F
A
three-year
certificate
possesses
a
bachelor's
degree
in
any
subject
area
also
renewable
on
three
years.
Neither
of
those
would
be
valid
for
full-time
employment
or
replacing
a
teacher
of
record
for
more
than
20
consecutive
days,
and
then
there
is
a
five-year
certificate
for
someone
who
has
or
has
previously
held
a
teacher
a
Kentucky
teaching
certificate
with
a
bachelor's
degree.
F
A
A
Aye
we
have
13
eye
votes,
zero,
no
votes
on
Senate,
Bill,
138,
congratulations,
I
think
we
will
not
be
putting
that
on
consent
right
now,
it'll
proceed
through
the
process.
Next
up
we
have
Senate
Bill
145,
not
relating
to
interscholastic
Athletics
Center,
funky
frohmeyer,.
J
And
I'm
Senator
Shelley
Funke
promeyer
from
District
24
and
meeting
Dan
in
mom
is
around
Laura
as
well.
Kobita
I
didn't
introduce
them,
but
they
are
from
Campbell
County
and
we're
asking
you
to
consider.
Senate
Bill
145
today
and
you'll
find
that
will
be
concise,
but
we
also
have
the
chief
executive
officer
of
the
Kentucky
High
School
Athletic
Association,
so
Julian
Tackett.
If
we
need
a
deeper
dive
on
some
specifics,
but
he
won't
officially
testify
today,
unless
you
would
like
him
to.
J
I'm,
just
joking
and
and
what
we're
recognizing
is
there
was
a
very
meaningful
Bill
allowing
a
transfer
of
students.
But
what
we're
asking
you
to
look
at
is
Page
Six
section
two,
it's
line
15
and
we're
asking
that
to
be
stricken
through
we've
had
some
further
discussion
that
there
are
some
khsaa
considerations
that
we
want
to
take
to
the
interim
but
I'm,
going
to
ask
Dan
kobita
to
share
with
us
why
this
is
so
important
to
Kira
that
this
get
struck
through
now
and
then
allow
us
to
dig
in
deeper
in
the
interim.
C
Yeah,
thank
you.
So
I
just
want
to
start
off
by
introducing
here
again
so
Kira
kobitis,
my
daughter.
She
is
13
she's,
an
8th
grader
in
Campbell
County
Middle
School
in
Northern.
Kentucky
I
also
have
a
son
who's,
not
here
today,
he's
15
years
old
and
he's
a
junior
at
Campbell,
County,
High
School
and
just
a
quick
back
story
a
little
bit
so
I
I
definitely
want
to
thank
the
state
of
Kentucky
and
the
the
high
schools
in
the
Northern
Kentucky
area
for
allowing
out
of
District
student
transfers.
C
As
you
probably
know,
if
your
parents,
kids
growing
up
in
the
same
house
under
the
same
rules
under
the
same
parents,
turn
out
to
be
very
very
different,
you
know
different
career
paths.
We
heard
the
fellow
speaking
before
his
his
daughter
and
his
and
his
son
and
as
our
as
our
kids
have
gone
through
the
educational
system
gone
through
different
schools.
The
schools
are
exactly
the
same
way,
they're
very,
very
different.
C
They
have
different
strengths,
different
opportunities,
so
having
an
open
school
system
like
we've,
seen
in
Northern
Kentucky,
where
our
children
can
apply
to
what
aligns
with
their
strengths
their
goals
and
their
needs
has
been
fantastic.
So
three
years
ago
we
went
through
the
process
with
our
son
when
he
was
in
Middle
School
and
evaluated
multiple
schools
and
found
that
our
our
home
resident
School
fit
him
perfect.
C
So
that's
where
he's
at
right
now,
the
past
couple
years
we've
been
evaluating
Kira
through
her
middle
school
years,
on
which
high
school
is
the
best
high
school
to
go
through
and
based
on
our
academics.
She
challenges
the
system
a
little
bit
more.
She
needs
a
stronger
curriculum.
C
I
think
she
needs
more
challenging
teachers
and
peers,
as
she
goes
through
her
class
than
my
son
did
I
think
she's
looking
for
schools
or
was
looking
for
schools
that
basically
had
partnered
with
universities,
so
she
had
opportunities
there
either
to
take
credits
while
she's
in
high
school
or
move
forward,
and
then
extracurricular
activities
is
huge
for
her
she's,
a
student
athlete
so
she's
been
swimming
most
of
her
life
and
even
at
age,
13.
She's
already
started
two
a
days,
so
she
wakes
up
at
the
crack
at
4.
C
30
a.m
in
the
morning
goes
off
to
practice,
goes
back
to
school,
goes
back
to
practice
again
in
the
afternoon
and
then
does
her
studies,
so
she's
really
disciplined
dedicated
and
that's
that's
important
to
her
career
or
into
her
High
School
career.
Basically,
so
we
basically
went
through
the
process
of
evaluating
School
outside
the
outside
the
district.
C
We
we
registered
her
for
that
she
got
accepted
and
while
that
process
was
going
forward,
this
home
school
or
this
school
choice,
bill
was
processing
through
also.
So
we
knew
a
little
bit
about
it.
We
understood
that
tuition
would
come
over,
which
was
good.
It
was
good
for
us,
I
mean
it
relieved
a
little
bit
of
that
burden.
C
I
think
that's
a
huge
win
for
some
families,
because
I
think
it's
a
go
no-go
when
they're
looking
at
other
schools,
but
we
also
recognize
that
there
is
a
section
in
the
bill
that
would
restrict
her
from
playing
inter
Scholastic
Sports
the
first
year
that
she
transferred
in
and
I
think
most
people
would
look
at
that
as
an
opportunity
missed.
So
yeah,
maybe
she
wouldn't
let
her.
Maybe
she
wouldn't
be
able
to
participate
that
first
year,
but
she
would
have
her
sophomore
Junior
and
Senior
year
there.
C
So
just
an
opportunity
missed,
but
it
was
more
personal
for
me.
So
my
parents
moved
from
Chicago
to
Cincinnati
when
I
was
a
freshman
in
high
school
and
different
set
of
rules.
I
know
is
transferring
out
of
state,
but
I
got
to
that
school.
The
first
day,
I
didn't
know
anyone,
and
so
this
sophomores
Junior
seniors
they're.
All
back
to
the
same
school.
The
next
year
freshmen
were
coming
into
feeder
schools.
C
I
went
to
I,
went
to
get
on
the
bus,
I
didn't
know
ever
anybody,
it
seemed
like
everybody
knew
somebody
else:
I
went
into
classes,
it
seemed
like
everybody
knew
somebody
I
didn't
lunchtime,
I
went
in
and
it
was
a
lunchtime
room
about
800
students,
probably
100,
plus
tables
I,
didn't
know
anybody
I
sat
by
myself,
so
I
did
that
for
two
straight
weeks,
which
seemed
like
months
before
the
coach
that
I
had
been
introduced
to
that
summer.
C
Recognized
me
and
asked
me
why
I
was
sitting
by
myself
at
a
table
and
I
said:
I,
don't
know
anyone,
so
he
said
come
with
me,
put
me
in
with
the
swimmers
at
that
table
and
that
was
great.
I
had
a
table
but
swim
season,
hadn't
started
yet
so
I
was
just
another
kid.
A
new
kid
new
face
at
those
tables
and
I
still
wasn't
integrated
into
the
system.
I
wasn't
accepted
truly
in
the
system
until
that
sport
started
at
that
point
in
time
and
then
I
started
feeling
included.
C
C
The
fear
I
have
as
Kira
goes
into
school
is
exactly
what
would
have
happened
to
me
if
I
didn't
have
that
coach
or
didn't
have
that
opportunity?
My
first
year,
you
know
what
would
have
happened
and
I
can
remember.
The
feeling
that
I
had
before
I
was
you
know,
was
on
the
team
of
of
fear
and
disappoint
with
my
parents
for
moving
me
down.
It
just
was
going
down
a
dark
way
and
I
don't
want
to
subject
that
to
my
daughter,
I
mean
she's
going
into
the
same
school.
C
She
won't
know
anybody
all
the
kids
basically
have
been
at
that
school
and,
if
she's
not
allowed
to
play
sports,
obviously
she's
got
her
her
club
team
to
go
to,
but
that
doesn't
bring
her
as
part
of
that
team
in
that
school.
So
I
fear
for
other
students
too,
because
I'm
sure
many
of
these
out
of
District
transfers
are
probably
student,
athletes
and
I,
and
that's
just
a
concern.
So
I
I
certainly
support
redacting.
That
section
out
of
the
the
current
law
and
support
Senate
bill
145..
C
A
K
It's
more
of
a
comment:
this
does
put
it
back
to
Kentucky
High
School
Athletic,
Association
voices.
Yes,
sir
I've
worked
up
I'm
in
my
21st
year
and
I've
worked
with
them
forever.
They
always
do
a
good
job
in
in
99
and
9
10
of
the
time
they
get
the
decisions
right
when
there's
a
transfer
involved,
so
I
applaud
them
and
I
applaud
you
for
bringing
this
bill
to
put
that
that
responsibility
back
to
them.
Thank
you.
Senator.
A
L
I'm,
thank
you.
Mr
chairman
I
just
want
to
understand
this
and
you
may
have
dealt
with
this
I'm,
not
sure.
Maybe
the
gentleman
from
the
athletic
association
do
could
do
this.
Why
is
that
rule
in
place?
In
the
first
place?
What
does
it
do
to
limit
a
individual
who
transfers
one
year
but
is
eligible?
Otherwise,
what
is
the
rationale
behind
that.
A
M
Can
speak?
Thank
you,
Senator
West,
that's
exactly
it!
It
was
not
intended
to
affect
as
many
students
as
it
did
two
years
ago,
when
the
bill
was
passed,
they
had
implementation
place.
I,
don't
think
anybody
really
saw
what
what
was
coming
out
of
the
pandemic
and
the
amount
of
student
movement.
So,
prior
to
this,
there
was
no
restriction
on
Eighth
to
ninth
grade.
No,
no
sir,
there
still
is
not.
It's
been
a
legislative
directive
to
give
that
student
free
choice.
Eight
then
I
agree.
Thank
you.
A
H
Wise,
thank
you
Mr
chairman,
commissioner.
Thank
you
for
the
work
you
and
Chad
do
especially
trying
to
clear
up
a
lot
of
this
issue.
There
is
or
is
not
an
emergency
Clause
I
just
want
to
make
sure
in
terms
of
is
there
anything
in
here?
That
would
immediately
go
to
effect,
or
is
this
waiting
on
passage
later.
J
M
H
A
M
A
M
I
A
J
If,
if
I
may
take
that
into
further
consideration
in
conversation
and
perhaps
create
a
floor
Amendment
also
in
conversation
with
about
nine
superintendents,
I
have
11
independent
school
districts
in
District,
24.
J
I'm,
seeing
real
strong
support,
recognizing
that
this
is
about
educating
the
whole
student
and
sports
are
a
piece
of
educating
the
whole
student.
So
we
don't
really
see
this
as
the
concern
that
might
exist
of
recruiting.
We
see
it
more
as
an
educational,
Miss
and
Dan
does
a
great
job,
taking
it
one
step
further.
It
really
is
a
mental
emotional
health
of
our
students,
I'm.
A
Assuming
commissioner
Tackett
would
agree
to
a
full
consultation
on
the
on
the
bill,
as
as,
if,
if
it
moves
over
to
the
senate
floor,
it
was
open
seeing
seeing
no
further
questions,
we
have
a
motion
on
the
bill
from
Senator
Wilson.
Do
we
have
a
second?
We
have
a
second
from
Senator,
wise
Mariah.
N
My
vote
please
proceed.
Mr
chairman,
thank
you
and
I
was
trying
to
get
recognized
for
a
question.
I
understand
the
need
for
us
to
move
rapidly.
I'm
supportive
of
the
bill.
I
do
have
some
follow-up
questions.
Commissioner
I'd
like
to
talk
with
you
after
this
I
applaud
the
family
for
the
purpose
of
this
very
much.
So,
conversely,
we
do
have
families
and
I'm
confident
the
commissioner
would
testify
to
this
as
well.
We
have
families
that
move
for
the
purpose
of
sport.
N
Recruiting
does
happen.
Sadly
enough
of
concentrations
of
athletes
to
form
super
teams.
Largely
if
my
recollection
is
called
is
correct.
The
the
language
was
added
a
couple
of
years
ago,
as
commissioner
indicated
as
we
sought
to
permit
District
to
District
transfer
for
the
purpose
of
academic
reasons.
We
didn't
want
the
district
to
District
transfer
to
be
happening
and
or
movement
like
this
for
the
purpose
of
Athletics
and
we
may
have.
We
may
have
over
sliced
I'm
comfortable
with
8th,
graders
and
ninth
graders
once
they
enroll
in
a
district.
N
They
stay
in
that
district
and
they
can't
move
after
ninth
grade
I
understand,
certainly
the
need
to
move
prior
to
enrolling
in
high
school,
so
I
may
work
with
you
Senator
on
helping
continue
to
refine
this
I.
Don't
know
that
I
want
to
redact
it
as
much
as
refine
it,
but
I'm
open
to
the
conversation
continuing
and
therefore
I
vote
I.
Thank
you.
A
A
E
A
Mr
chairman
I'm,
presenting
Senate
Bill
156,
but
there
is
a
committee
sub
on
156
and
I
would
ask
that
that
be
adopted.
O
Have
a
motion
a
second
all
in
favor,
oppose
motions
committee
Subs
adopted.
Thank
you.
A
Much
of
what
I'm
going
to
say
is
for
the
benefit
of
the
newer
members,
the
people
that
have
been
on
the
committee
for
a
while
you've
heard
about
this
before
this.
This
is
nothing
new
Senate,
Bill
156
is
setting
up
a
new
Statewide
reading,
Research
Center
and
Mr
chairman.
If
you
would
keep
me
to
the
same
time
limits
as
as
other
members
have
been
held
to,
we
could
talk
a
long
time,
but
I
know
time
is
tight.
A
We
passed
Senate
bill
nine
last
year
that
that
dealt
with
early
literacy
and
that
is
currently
being
implemented
as
part
of
the
overall.
You
know
strategy
of
the
State
under
KRS
164.
In
many
years
past
there
was
set
up
a
collaborative
Center
for
literacy.
The
purpose
of
that
Center
was
to
be
a
Clearinghouse
of
information
for
teachers
and
students
and
and
really
bring
all
the
data
together,
bring
all
the
appropriate
programs
together,
Under
One
Roof,
so
it
could
be
signed
off
on
studied
and
sent
out
to
our
teachers
during
the
interim
period.
A
A
She
had
some
fantastic
ideas,
and
most
of
this
is
is
the
work
of
KDE
and
it
to
make
it
really
quick.
This
new
center
would
be
a
third
party,
independent
administrator.
An
RFP
would
be
done
to
to
pick
the
best
entity,
and
then
they
would
do
the
work
of
providing
that's
that
the
requirements
of
164
and
they
would
be
the
third
third
party
who
would
who
would
become
the
Clearing
House
and
provide
the
information
for
all
of
our
teachers
out
there,
as
it
relates
to
early
literacy.
Most.
A
P
Thank
you,
I
would
just
say.
We
feel
that
this
legislation
is
critical
because
Kentucky
needs
the
support
of
a
reading,
Research
Center
as
intended
in
statute,
and
when
we
think
about
the
research
agenda,
we
need
information
on
evidence-based,
high-yield
instructional
practices
on
coaching
strategies
on
high
quality,
instructional
resources.
P
There's
a
section
in
the
statute
that
talks
about
how
the
research
center
will
provide
evidence
around
reading
programs
and
intervention
programs
that
will
eliminate
achievement
gaps
that
will
be
effective
in
terms
of
schools
with
differing
characteristics
and
in
cost
Effectiveness
and
showing
outcomes
of
programs
that
show
sustained
positive
outcomes
from
students.
We
need
that
and
it
would
help
us
to
better
Implement,
not
only
read
to
succeed
but
reading
research
and
supports
for
students,
families,
even
adult
Learners
throughout
the
P20
Continuum.
O
Thank
you,
I
believe
Senator
Meredith
has
a
question.
Q
Please
very
briefly
again,
looking
at
this
and
having
been
involved
with
the
contract
and
government
contract
review,
it
looks
like
where
it's
going
to
be
a
reiteration
of
the
previous
group
who
was
responsible
for
this,
the
collaborative
Council
to
me,
the
substantive
change
is
this
is
on
page
three
section
line,
13
section
three.
O
F
We've
had
a
group
in
my
county
in
my
district
working
on
this
legislation
specifically
and
they've,
been
here
lobbying
Kentucky
reading
reform.
This
is
very
needed.
It
tightens
up
sb9
from
last
year.
I
think
it's
going
to
be
a
great
addition
to
improving
our
reading
scores
in
the
state.
So
thank
you
for
bringing
this
forward.
Senator
West.
H
O
Very
good,
okay!
Thank
you
very
much
for
your
time.
Mr
chairman.
We
now
have
your
bill
Senate,
Bill
202!
Is
there
anybody
who's
going
to
join
you
for
Testimony
or
I.
R
A
Steve
West
District
27.
you
had
before
you
Senate
Bill
202,
Mr,
chairman
I,
believe
there's
also
a
committee
sub
on
202
as
well.
Do
I
hear
a
motion
to
adopt
motion.
O
Second,
without
would
anybody
please
vote
aye,
any
Nays
committee
Subs
adopted.
Please
proceed.
A
Thank
you,
I'm,
going
to
make
it
really
quick,
give
the
background
on
the
bill
and
then
I'm
going
to
flip
it
over
to
to
Jim
to
discuss
more
of
the
details.
Center
wise
and
myself,
we
made
the
circuit
visiting
various
superintendents
groups
over
the
interim.
Various
co-ops
co-chair
Tipton
and
I
discussed
this
with
a
lot
of
superintendents
kind
of
a
recurring
theme
through
all
those
meetings.
What's
what's
going
on
in
the
system?
What
are
your
problems?
A
So
there
were
two
main
answers:
discipline
and
Senate
Bill
202.
Those
were
two
primary
concerns
and
so
anecdotally
we
know
there
are
huge
problems
with
discipline
across
the
board
and
in
many
of
our
schools,
so
co-chair
Tipton
and
I
sat
down
with
Jim
and
other
representatives
of
the
superintendent
Association
during
the
interim
period.
Well
I'm,
sorry,
it
was
during
the
beginning
of
session,
and
we
we
told
them.
We
realize
you
know
it's
not
us,
there's
no
Silver
Bullet,
there's
about
15
things.
A
You
need
to
do
to
help
the
system
legislatively,
but
please
you
guys
go
talk
about
it.
You
meet
come
back
to
us,
give
us
some
low-hanging
fruit.
What
is
something
we
can
do
this
session
to
help
with
the
problem
and
Senate
Bill
202
is
their
work
product,
it's
it's
what
they
presented
to
us
and
so
I'll,
just
flip
it
over
to
Jim.
Let
you
talk
about
it.
R
Thank
you
chairman
and
again,
thank
you
all
for
considering
this
Bill
proposal.
You
know
as
I
work
with
superintendents
and
other
Educators
across
the
state.
I
consistently
hear
this
theme
of
classroom
discipline
and
it's
an
important
issue.
It
connects
to
Student
Learning
connects
the
student
attendance,
which,
of
course
also
connects
to
student
learning
and
also
our
funding
in
our
schools.
R
And
this
this
this
bill
addresses
some
foundational
issues
that
I
think
will
help
it
reconciles
some
statutory
language
with
some
old
attorney
general's
opinions,
that
kind
of
conflict
with
that
a
little
bit
and
some
regulations
that
have
also
have
limited
the
range
of
options
and
it
provides
for
boards
and
districts
to
address
the
needs
of
the
students
that
might
violate
school
and
or
District
policy.
R
But
at
the
same
time,
does
so
in
a
way
that
they
have
options
to
consider
the
full
ramifications
of
what's
going
on
in
those
classrooms
and
schools.
And
if
this
is
passed,
it
will
not
change
any
of
the
federal
laws
related
to
students
with
disabilities.
R
It
will
not
do
anything
to
prevent
districts
from
being
accountable
and
looking
at
disproportionality
issues
and
those
kinds
of
things.
It
will
simply
give
us
the
latitude
to
provide
services
to
students
who
violate
school
and
District
policies,
but
to
also
look
at
that
in
terms
of
the
larger
impact
to
our
classrooms
and
schools
and
and
districts,
and
so
I'll
be
happy
to
answer
any
questions
about
specifics.
But
we
really
appreciate
you
all
considering
this
bill
proposal.
Mr.
A
O
L
I
think
he
was
chairman.
Under
the
current
circumstances,
you
use
the
term
hemmed
in
Senator
I'm,
trying
to
understand
the
dynamic
there.
I
I
heard
what
you
said
before
about
what
it
affects:
have
the
flexibility
of
having
an
alternative
place
for
those
students,
so
they're,
not
disrupting
the
class
so
that
they
are
still
in
a
process
where
they
can
be
engaged
educationally
or
their
security
issues.
L
A
L
A
Start
out
with
a
brief
example,
so
I
don't
know
personally
all
the
details,
but
there
was
a
situation
in
Northern
Kentucky
where
a
student
committed
a
horrendous
Act
and
they
went
through
the
expulsion
process
and
the
superintendent.
They
basically
had
no
choice
but
to
place
that
student
back
in
the
same
school
and
it
would
have
been
a
total
disruption
of
the
entire
School.
A
This
bill
allows
for
an
alternative
program.
The
superintendent
could
have
could
have
handled
that
through
an
alternative
program,
am
I
correct
on.
R
R
That
say,
you
can't
expel
for
more
than
the
remainder
of
the
year
or
no
more
than
12
months,
and
then
there's
been
some
regulations
that
limit
like
what
services,
like
virtual
learning
Services,
can't
be
compelled
as
a
service
option,
and
what
we're
asking
for
is
to
have
the
full
range
of
alternative
placement
options.
This
bill
even
provides
for
that
in
lieu
of
expulsion
there
there
could
be.
You
know
an
option
that
way,
but
also
when
they
are
expelled
and
they
return
from
expulsion.
L
Yeah,
actually,
this
is
Mr
chairman
they're,
a
myriad
of
circumstances,
depending
on
where
you
are
the
degree
of
what
and
then
who's
making
the
decision.
How
disruptive
it's
judged
to
be
the
child.
So
far,
there's
a
lot
of
area
here.
I
just
feel
a
little
uncomfort
discomfort,
because
I,
don't
I
can't
get
my
hands
around
it
I
understand
the
the
idea
of
having
some
flexibility
to
deal
with
circumstances
and
come
up
with
the
best
result
for
everybody
sort
of
concept.
But
that's:
okay.
I
have
to
do
a
little
more
research.
O
Yeah
I've
seen
no
other
questions.
Would
you
please
call
we
have
a
motion
from
Senator
Meredith,
a
second
Senator.
Please
call
the
roll.
L
Going
to
explain
my
past
at
this
point
in
time,
I
want
to
do
a
little
more
research.
Look
into
a
little
more.
It
doesn't
mean
I
might
not
vote
an
eye
on
the
floor.
If
it,
you
know,
gets
to
that,
but
I'm
gonna
pass
it
this
time.
O
O
Thank
you.
The
bill
passes
eleven
one
one
Mr
chairman,
we'll
wait
for
you
to
assume
your
chair.
N
N
Multiple
studies
over
time
have
clearly
drawn
the
correlation
between
a
student's,
continued
matriculation
in
the
same
school
and
then
his
or
her
success
in
that
school
It's,
a
combination
of
all
the
things
that
we
know
and
presume
to
be
correct.
The
same
friends,
the
same
teachers,
the
same
staff,
the
same
lunchroom,
the
stability
of
a
student
staying
in
a
school
has
a
direct
impact
on
their
academic
success.
What's
interesting
is
that
recent
Studies
have
made
it
clear.
N
It
not
only
impacts
that
student's
success,
but
the
classmates
success
to
have
a
student
stay
in
a
school
impacts.
The
students
around
that
student
studies
show
that
very
clearly
this
piece
of
legislation
targets
through
the
definition
it
targets
students
in
grades,
one
two
and
three
that
qualify
for
free
or
reduced
lunch,
and
it
says
when
that
student
changes
his
or
her
residence
during
the
school
year.
N
The
assumption
is
that
when
you
move,
you
have
to
move
schools,
we're
changing
that
assumption
to
say,
because
we
know
the
impacts
on
these
young
students
formative
time
in
their
life
relationships
being
built
needing
stability.
We're
now
changing
that
assumption
to
say,
if
you
move,
you
can
stay.
If
you
wish.
L
Thank
you,
Mr
President,
I
just
have
a
question
here:
coach
I
get
the
rationale
of
this
sure.
It
makes
sense
in
that.
Are
there
studies
or
anything
that
support
the
conclusion
that
this
has
an
adverse
effect
just
simplistically
off
top
of
my
brain
I'm
thinking?
Well,
you
know
getting
uprooted
and
all
that
can't
have
an
effect
but
I'm
just
wondering
if
there's
something
that
supports
that
particular
piece
from
some
studies,
our
evaluations,
Etc.
N
There
are
lots
of
Bodies
of
Evidence
and
substantial
number
of
studies
that,
if
that
student
could
stay
in
that
same
school,
he
or
she
would
academically
perform
better
than
moving
to
a
new
school
right,
but
again
if
there,
if
the
student
needs
to
leave
that
school
for
some
situation
related
to
the
school
environment.
This
is
all
about
the
parents
saying
they'd
like
for
the
student
to
stay.
B
Senator
Givens,
this
goes
back
to
an
earlier.
You
point
you
you
made
about
schools,
recruiting
and
trying
to
build
super
super
teams,
but
I
I'm
curious
as
to
why
you
didn't
at
least
go
up
to
grades.
Eight
I
can
understand
why
you
might
want
to
cut
off
at
grade
eight,
but,
but
you
just
mentioned
the
first
three
three
grades
here,
I'm
just
curious:
why?
Why
not
four
through
eight?
What
was
it
about
your
preparation
of
this
bill?
That
said
I'm
going
to
cut
this
off
at
Great
sure.
N
So
so
this
is,
this
is
what
I
would
affectionately
call
a
David,
Givens
toe
dip.
I
don't
want
to
go
quite
too
far.
I'd
love
to
go
up
to
grade
eight
I
need
to
know
that
we
can
succeed
in
doing
this
within
the
the
confines
and
the
challenges
of
District
as
large
as
a
Jefferson
County
District
May
face
in
meeting
these
requirements
or
a
Fayette
County
District
May
face
in
a
Greene
County
District
we've
got
one
Elementary
School,
it's
not
going
to
impact
us
so
I'm,
cautious
to
say.
N
A
A
N
Chairman,
because
of
the
number
of
pieces
of
legislation,
we've
got
moving
and
the
constraints
of
time,
let's
go
ahead
and
put
it
on
consent,
but
I
do
want
to
caution.
Members
of
the
committee
there's
been
some
discussions
about
trying
to
make
certain
we're
not
causing
any
headaches
for
large
districts.
So
there
may
be
some
conversations
that
result
in
a
floor
amendment
that
would
pull
it
off,
but
fine
to
go
on
consent
for
now.
Thank.