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From YouTube: House Standing Committee on Education (3-22-22)
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A
A
Also,
if
you
would
please
silence
your
phones
or
put
them
on
vibrators,
so
that
we
will
not
have
any
interruptions.
Do
we
have
any
members
of
joining
remote.
A
I
do
want
to
share
that.
We
have
to
be
out
of
this
room
at
10
o'clock,
so
we're
going
to
I'm
going
to
be
as
lenient
as
possible
with
testimony
and
questions,
but
we
are
going
to
have
some
time
constraints,
so
I
want
to
make
everyone
aware
of
that.
We'll
do
the
best
we
can
with
the
time
that
we
have.
B
C
D
A
H
First,
yes,
I
didn't,
I
didn't
see
where
they
sat
down
if
you'll
stand
up,
please
I'd
like
to
introduce
two
students
who
are
here
visiting
today
from
hanover
college,
annie,
graber
and
nicole,
shariat
and
annie
is
a
double
major
in
political
science
and
psychology
and
nicole,
is
a
political
science
major
and
a
sociology
minor,
and
I
welcome
them
today.
Thank
you.
A
Thank
you
and
thank
them
for
joining
us
as
well.
We
are
going
to
go
out
of
order,
so
we
can
manage
the
time
better.
We
will
begin
this
morning
with
a
senate
bill,
60
an
act
relating
to
preschool
education.
If
the
sponsor
would
please
come
to
the
table,
if
you
have
any
guests,
introduce
yourself
for
the
record
and
you
may
proceed.
I
I
It's
an
act
related
to
preschool
and
head
start,
and
the
purpose
of
filing
this
bill
was
to
improve
conditions
for
collaborative
reflection
and
collective
decision
making
between
local
school
districts
and
local
head
start
directors
in
order
to
maximize
education,
funds
and
services.
For
as
many
at-risk
four-year-olds
as
possible,
the
bill
is
patterned.
After
the
most
successful
blended
models
across
the
state,
the
bill
will
continue
to
allow
the
head
start
director
to
initially
certify
whether
the
head
start
program
is
fully
utilized
or
not.
I
The
commissioner
then
may
certify
full
utilization
on
behalf
of
the
head
start
director.
So,
to
summarize,
the
bill
was
written
with
input,
broad
input
and
was
crafted
with
the
endorsement
of
the
kentucky
director
of
head
start.
The
bill
simply
forces
collaboration
between
the
local
head
start
director
and
the
local
school
district's
preschool
leader
by
providing
equal
authority
between
them.
Now,
madam
chair,
you
will
hear
opposition
and
against
this
bill
from
the
community
action
council,
I've
tried
to
work
with
the
community
action
council
and
I
think
their
lobbyists
would
even
say
in
full
faith.
I
We
have
listened.
We
have
tried
to
make
agreements,
but
what
they
are
wanting
is
a
third
party
mediator,
that
being
the
kentucky
attorney
general
to
be
the
mediator.
With
this,
I
think
our
kentucky
attorney
general
has
a
lot
of
things
on
his
plate
now
in
future
attorney
generals
than
to
get
involved
in
an
issue
such
as
this.
That's
why
we
have
the
commissioners
one
where
this
can
go
once
again.
If
it
gets
to
that
stage,
I
don't
think
that
we
will
ever
probably
see
that
happen.
I
J
A
We
have
a
motion
on
the
bill
by
representative
timoney,
a
second
by
who
was
that?
Did
you
get
that
representative
tipped
it?
I
do
have
one
question:
could
you
address
the
funding?
I
have
had
some
information
and
question
regarding
the
loss
of
federal
dollars
within
this
bill.
I
There
will
not
be
in
terms
of
the
full
utilization
that
is
still
to
be
determined
at
that
local
level.
There
is
nothing
in
this
bill
that
would
hurt
that,
with
the
full
utilization
the
head
start,
director
shall
be
working
once
again
at
with
the
local
levels
to
determine
that.
A
Thank
you.
We
do
have
some
that
have
signed
up
to
speak.
Let's
start
with
sharon,
is
it
sharon
price.
A
Brian
connor
is
it
conover,
connor
and
tammy
stanley?
If
you
all
would
come
to
the
table
and
just
share
with
us
your
concerns
all
at
one
time.
Please,
maybe
the
other
two
are
in
the
overflow
room.
K
Morning
and
thank
you
all
for
hearing
me
today,
my
name
is
sharon
price.
I
am
representing
the
community
action
agencies
with
head
start
programs
across
the
state
of
kentucky.
Today
we
are
in
opposition
of
this
bill
and
I'll
tell
you
why
this
bill
is
brought
about
in
the
effort
to
increase,
collect
collaborations
among
people,
basically
the
school
districts
and
the
head
start
programs.
K
One
of
the
reasons
that
this
came
about
is
because
the
school
districts
were
under
the
assumption
that
the
way
that
the
statute
is
written
right
now
gives
a
head
start
programs
authority
over
the
school
districts,
and
so
the
answer
cannot
be.
If
the
question
is
of
power,
the
answer
cannot
be
to
take
the
federal,
because
a
head
start
program
is
responsible
for
the
federal
dollars
and
having
someone
from
the
school
districts
or
the
commissioner
of
education,
certify
that
federal
funds
have
been
received.
First,
that
doesn't
make
any
sense
to
me.
K
K
We
want
to
ensure
that
those
federal
dollars
that
support
that
that
child
that
is
enrolled
in
the
head
start
program
also
supports
that
child's
family
and,
when
I
say,
support
that
supports
that
child's
family.
What
I
really
mean
is
helping
them
to
obtain
a
high
school
diploma.
If
that's
what
it
needs,
what
they
need:
job
training,
skill
training
and
development.
K
The
value
of
head
start
is
universal.
It
is
universal,
but
the
way
to
help
make
people
work
together
or
set
the
stage
for
people
to
work
together.
Collaboratively
is
not
the
swing
of
power.
The
way
that
it
is
what
I'm
asking
you
today
is
one
to
either
vote
no
on
the
bill,
because
he
senator
wise
is
correct.
We
have
tried
to
work
together,
the
kentucky
head
start
association
and
the
community
action
kentucky
submitted
a
joint
statement
working
together
that
we
that
that
we
had
all
got
together
and
decided
hey.
K
This
is
what
we
want
to
do
collaboratively.
Okay,
so
what
senator
y
says
just?
Isn't
it's
incorrect
either
vote
no
or
give
us
a
third
party
that
is
an
independent
arbitrator
that
is
not
associated
with
the
school
district.
This
would
be
the
same.
If
the
problem
is
having
someone
certify
it,
then
why
not
have
leave
it
the
way
that
it
is
or
have
someone
that
is
in
the
head
start
program,
certify
it?
This
is
a
swing
of
power.
This
is
a
power
move.
This
is
not
meant
to
help
children
and
families
in
kentucky.
K
In
my
estimation,
so
again
what
I'm
asking
you
to
do
is
to
vote
no,
because
we
definitely
want
to
make
sure
that
we
are
spending
federal
dollars
before
state
dollars
and
being
able
to
certify
that
needs
to
remain
either
on
the
local
level,
leaving
it
where
it
is,
because
there's
no
way
that
you
can
come
in
that
anybody
can
come
in
and
certify
that
those
dollars
have
been
spent.
Except
that
head
start
program,
and
if
we're
going
to
do
that,
because
people
don't
always
agree,
then
what
we
need
to
have
is
that
third-party
arbitrator.
A
B
I
thank
you
for
for
allowing
me
to
to
address
this.
My
name
is
tammy
stanley
and
I'm
central
kentucky
head
start
director.
As
a
former
head
start
parent
many
years
ago,
head
start
works.
I
promise
I'm
here
as
the
head
start
director
for
central
kentucky,
and
I
can
tell
you
the
head
start
works,
especially
when
you
work
closely
with
your
school
systems
to
ensure
that
the
federal
dollars
are
spent
first,
that
the
children
with
the
most
need
come
to
us,
so
we
can
help
prepare
them
for
their
education
journey.
B
The
school
systems
will
get
these
children.
We
want
to
work
with
them
together
to
make
sure
that
every
child
is
ready
as
possible
for
the
the
education
journey.
That's
ahead
of
them
in
our
in
our
district
in
our
area.
In
our
six
counties,
we
work
closely
with
most
of
our
school
systems.
Not
all
we
want
to
work
with
all
of
them
when
it
works.
When
we
work
together,
it's
phenomenal.
B
B
A
F
Thank
you,
madam
chair
and
committee
members.
My
name
is
brian
conover.
I
also
represent
central
kentucky
community
action.
The
only
two
quabbles
or
quarrels
we
would
have
with
senator
wise's
testimony
would
be
that
the
attorney
general
does
not
have
to
be.
The
third
party
does
not
have
to
be
the
independent
arbitrator
of
these
issues
or
of
these
concerns
we
do
want
an
independent
voice
in
the
room
because,
as
you
all
might
expect,
we
want
also
to
have
great
collaboration,
but
that
doesn't
always
exist.
London
programs
are
where
our
head
start.
F
Programs
are
in
the
public
schools
already
already
a
part
of
the
the
department
of
education
in
in
formal
or
informal
ways,
and
that
is
not
the
case
for
your
community
action
agencies.
The
last
thing
I
want
to
say
is:
is
we
cannot
guarantee
this
bill?
Would
not
harm
federal
dollars
flowing
into
the
state
if
full
utilization
is
disagreed
upon.
If
our
head
start
programs
are
not
filling
our
slots,
our
funding
levels
will
decrease
and
that
will
be
passed
on
to
the
state
to
the
commonwealth
for
those
preschool
slots.
F
A
A
I
We
have
not
had
any
opposition
that
I've
heard
from
from
this
bill.
The
only
thing
is
just
from
the
community
action
council
of
requesting
that
third
party,
and
what
I
was
told
was
it
would
be
the
kentucky
attorney
general
would
be
that
third
party,
but
we
also
with
this
bill,
have
the
commissioner
of
education
has
one
to
go
forth,
and
I
have
faith
that
our
commissioner
of
education,
if
there's
any
disagreements
that
would
ever
happen,
that
he
would
be
the
one
to
be
able
to
supervise
and
work
on
those
negotiations.
Thank
you.
C
E
L
B
F
C
D
A
A
I
Wise
please
proceed.
Thank
you,
madam
chair
members
of
the
committee
senate
bill.
138
is
also
entitled
the
teaching
american
principles
act,
and
the
purpose
of
this
bill
is
to
preserve
the
alignment
of
middle
and
high
school
standards
with
american
principles
of
equality,
freedom
and
personal
agency.
I
know
we're
limited
on
time,
and
this
bill
has
been
one.
I
That's
been
discussed
thoroughly
on
the
senate
education
committee,
the
senate
floor,
as
well
as
kentucky
tonight,
as
well
as
multiple
interviews
that
have
taken
place
with
this
bill,
but
this
bill
has
also
had
changes
that
was
made
from
the
original
bill.
Changes
that
were
made
to
accommodate
others
and
to
accommodate
educators,
accommodate
parents
needs
accommodate
students
and
to
accommodate
the
commonwealth
of
kentucky.
This
bill
basically
deals
with
instructional
alignment
with
standards.
I
The
instructions
shall
align
with
state
social
studies
standards
and
be
consistent
with
the
historical
american
principles
that
I
mentioned.
This
does
not
preclude
instruction
about
controversial
aspects
of
history
or
oppression
of
any
ethnic
group
by
another.
The
social
study
standards
we
have
in
place
are
through
fifth
grade
that
gets
into
documents
such
as
the
mayflower
compact,
the
bill
of
rights.
The
declaration
of
independence,
we
do
not
have
those
same
social
studies,
standards
in
line
for
middle
and
high
school.
This
simply
brings
those
standards
into
alignment.
I
I
I
I
did
not
consult
with
the
ashbrook
center,
they
did
not
contact
me,
but
they
have
some
of
the
best
core
american
documents
that
can
be
and
have
been
used
at
all
different
levels
of
the
educational
systems
by
choosing
those
24
american
documents
and
putting
those
into
place.
It
allows
educators
to
have
sources
to
go
to
now
with
that
there
is
nothing
in
the
bill
that
tells
an
educator
what
you
can
cannot
teach
it
does
not
discipline
a
teacher.
It
does
not
tell
a
student
what
you
can
and
cannot
say.
I
It
simply
looks
at
the
foundations
of
our
country
and
allows
educators
to
go
back
and
use
those
documents.
We
are
facing
a
civics
crisis
in
not
just
the
commonwealth
of
kentucky,
but
the
united
states.
I
do
not
blame
teachers
for
that,
but
I
look
at
things
that
get
cut
many
times
from
our
standards
and
many
times
get
cut
in
education
and
it
is
civics
education.
I
I
don't
think
many
people
on
here
would
say:
plessy
versus
ferguson,
as
a
court
case
was
a
good
day
for
the
united
states
of
america.
That
court
document
is
used
as
one
of
those
sources.
We
could
look
at
issues
such
as
marbury
versus
madison.
We
can
look
at
issues
that
relate
to
different
things
in
our
history,
but
this
bill
does
not
tell
an
educator.
You
must
talk
about
this.
You
cannot
talk
about
that.
Those
core
american
documents
once
again
would
extend
those
existing
elementary
standards
to
middle
and
high
school.
I
Learning,
civic
virtues
and
democratic
principles
require
obtaining
factual
knowledge
of
written
provisions
found
in
important
texts
such
as
the
founding
documents
of
the
united
states.
If
this
is
good
for
elementary
school,
this
should
be
good
for
middle
and
high
school
students
as
well,
for
them
to
be
able
to
have
the
same
documents
and
teachers
to
use
these
same
documents
in
terms
of
the
core
primary
sources.
I
I
If
there
is
an
assignment,
that's
given,
if
there's
extra
credit,
that's
given.
If
there's
a
field
trip,
that's
given
and
a
parent
objects
to
that
for
their
minor,
then
they
should
have
the
right
to
object
to
that.
If
there's
a
certain
rally
that
a
teacher
is
saying,
here's
what
a
student
will
be
going
to,
but
a
parent
objects
to
that
they
have
the
right
to
do
so.
I
This
simply
aligns
north
and
south
of
saying
here
are
documents
to
put
into
place
here.
Are
things
that
we
want
to
see
in
terms
of
getting
back
to
our
foundation
our
principles
of
our
country?
Madam
chair,
I'm
happy
to
entertain
any
questions
that
you
may
have
on
senate
bill
138
at
this
time.
Thank
you.
F
Thank
you,
madam
chair.
Senator
many
people
may
in
here
know
that
I
was
a
former
u.s
history
teacher
and
both
at
the
collegiate
and
the
high
school
level,
and
during
those
times
I
talked
about
the
fugitive
slave
law
about
the
evils
of
slavery
that
the
two
greatest
stains
in
american
history
are
slavery
and
the
taking
of
lands
from
an
indigenous
people.
F
F
F
I
I
What's
listed
there,
the
history
of
an
ethnic
group,
discussion
of
controversial
aspects
of
history,
the
instruction
and
structural
materials
on
the
historical
oppression
of
a
particular
group
of
people.
There
is
nothing
in
that
bill
that
would
have
had
you
not
be
able
to
teach
those
subject
matters
that
you
talked
about,
there's
nothing
for
current
teachers
or
future
teachers
that
gets
into
that
with
this
bill,
actually,
with
everything
you
mentioned
there.
Many
of
those
things
are
mentioned
in
here
with
those
documents
that
you
mentioned
some
of
those
speeches,
some
of
those
court
cases.
I
This
also
doesn't
tell
a
teacher.
This
is
what
you're
limited
to
to
you
still
in
the
classroom.
If
you
want
to
go
back
and
find
other
speeches,
other
documents
compare
that's
great.
We
encourage
that.
We
encourage
that
in
the
classroom.
So
with
this,
this
is
just
saying
here
are
24
documents.
We've
got
it
at
the
elementary
level,
let's
expand
it
and
to
align
it
at
middle
school
and
high
school.
Thank
you
for
the
question.
H
Yes,
thank
you
very
much.
This
bill
lists
24
fundamental
american
documents
and
speeches.
All
the
five
of
them
came
from
the
ashbrook
university
book,
50
core
american
documents,
which
not
having
paid
attention
very
well
in
high
school
during
history
class.
I
referred
to
to
learn
a
little
bit
about
some
of
the
documents
in
the
list
and
I'd
like
to
ask
specifically
about
the
inclusion
of
a
time
for
choosing
by
ronald
reagan,
because,
as
I
read
the
introduction
to
the
section
in
the
ashbrook
book,
the
reagan
speech
is
matched
with
lyndon.
H
I
There
also
represented
beaujon
asking
thank
you
for
the
question.
The
ashbrook
center
also
put
out
court
documents
on
slavery
and
its
consequences.
Many
documents
that
I
also
included
from
here
religion
in
american
history
and
politics,
25
core
american
documents,
there's
another
on
gender
issues
and
core
documents
with
that
one
specifically
of
looking
at
the
reagan
speech,
I
think
even
the
reagan
speech
would
be
a
timely
discussion
having
a
class
today,
words
that
ronald
reagan
used
in
that
speech
when
he
was
not
yet
a
u.s
president.
I
It
was
a
speech
on
the
campaign
trail
with
barry
goldwater,
but
with
that
speech
it
said
that
there
is
no
left
and
there's
rock
there's
no
left,
there's
no
right,
there's
an
up
and
there's
a
down.
We
also
look
at
a
time
for
choosing
in
terms
of
democratic
principles.
Democracy,
look
at
the
world
events
that
are
occurring
right
now,
what
better
time
also
to
be
able
to
use
that
speech
and
to
utilize
that
into
middle
school,
middle
and
high
school
education.
I
I
You
could
also
take
this
and
look
at
other
political
speeches,
maybe
in
the
last
20
years,
the
last
15
years,
and
compare
how
a
speech
such
as
that
could
launch
somebody
how
the
impact
of
that
could
have
also
changed
media
at
that
time.
What
we
live
in
the
world
today,
I
think,
there's
a
lot
of
things
so
with
that
and
choosing
the
others.
This
is
just
what
I
came
up
with.
I
It
was
in
consultation
of
looking
at,
I
probably
could
have
had
unlimited
sources,
that's
not
to
say
we
can't
go
back
and
maybe
revise
and
look
at
that
also
sometime,
but
this
also
doesn't
tell
a
teacher
that
they
can't
use
that
same
speech
by
lyndon
johnson
to
compare
it
with
reagan.
With
that
speech,
such
as
a
time
for
choosing.
H
Briefly,
it's
my
understanding
that
reagan's
speech
was
in
response
to
johnson's
speech
and
in
the
great
society
speech
johnson
called
for
americans
to
give
every
citizen
the
full
equality
which
god
enjoins
and
the
law
requires
whatever
his
belief,
race
or
color
of
the
skin
and
to
join
the
battle
to
give
every
citizen
an
escape
from
the
crushing
weight
of
poverty.
G
Thank
you,
madam
chair,
and
thank
you
senator
wise.
I
I
I
appreciate
that
you've
spoken
with
a
lot
of
stakeholders
and
you've
made
a
lot
of
changes
to
this
bill
and
it's
very
different
from
the
original
version,
and
I
really
do
appreciate
that
and
recognize
it.
G
I
I
guess
I
I
have
some
questions
about,
and
I
think
you
may
have
already
answered
this,
but
but
what
can
be
taught
and
what
can
be
said
about
these
documents,
I
believe,
is
up
to
the
classroom,
teacher
and
and
just
specifically,
for
example,
rep
bojanowski
referred
to
the
reagan
speech,
which
has
some
pretty
clear,
racist
undertones
in
there
and
even
some
racist
overtones
where
he
talks
about
american
tax
dollars
being
used
to
buy
additional
wives
for
kenyan
government
officials
and
and
in
this
bill,
would
those
kinds
of
conversations
be
allowed
to
take
place
in
the
classroom
and
in
that
same
vein,
the
declaration
of
independence,
of
course,
was
written
when
some
human
beings
owned
literally
owned
other
human
beings
and
the
declaration
of
independence
did
not
apply
to
those
enslaved
people
who
were
owned.
G
It
did
not
apply
to
women.
There
were
a
lot
of
people
it
did
not
apply
to,
and
so
would
those
conversations
still
be
able
to
continue
in
presenting
the
context
for
these
documents.
Representative.
I
Wilder
thank
you
for
the
question
and
I
think
you
also
just
answered
it
as
well.
That
would
still
be
able
to
be
done
in
the
classroom
by
bringing
out
a
document
such
as
that
to
show
students
look
at
how
far
our
country
has
came,
but
let's
also
look
at
the
time
of
that
was
in
historical
context
and
be
able
to
look
at
the
discussions
and
have
those
very
critical
thinking
conversations
this
bill
is
not
getting
into
telling
a
teacher.
I
C
Thank
you,
madam
chair
and
good
morning.
Everyone
thanks
for
being
here.
It's
important
senator!
You
know
I,
the
resounding
thing
I
kept
hearing
from
you
is
that
this
doesn't
this
bill
doesn't
do
anything
keep
teachers
from
stop
teachers
from
teaching
and-
and
I
guess
my
question
is:
if
why
are
we
so
quick
to
dictate
to
teachers
what
to
teach
and
therefore
you
answer
that
question
is
when
I
was
in
school,
you
know
historical
and
his.
We
talk
about
history
and
stuff,
a
lot
of
times.
C
We'd
have
something
happen
happen
in
current
events,
and
we
would
go
back
in
time
and
take
a
look
at
as
a
teacher
and
and
how
things
historically
related
to
what
was
going
on,
so
it
changed
constantly.
But
the
one
thing
the
resounding
thing
about
this
bill
is:
why
are
we
so
quick
to
dictate
the
teachers
what
they
need
to
teach?
Let's,
let
them
teach
your
thoughts.
I
You
know,
I
will
say:
parent
engagement
right
now
is
at
a
very,
very
high
point
in
our
country,
and
I
think,
because
of
what
we
went
through
over
the
past
two
years,
we
have
seen
parents
very
engaged
with
student
assignments,
parents
very
engaged
in
student
homework,
and
we
look
at
that
and
that
should
have
always
been
the
case.
Parents
should
always
be
engaged.
I
I
know
I
am,
I
think
most
of
us
up
here
on
the
committee
are,
but
we
know
that
every
household
is
not
the
same,
but
we
also
want
those
teachers
to
be
able
to
have
those
conversations.
This
bill
is
not
telling
a
teacher.
You
cannot
talk
about
that
in
the
classroom,
but
I
would
be
lying
if
I
weren't
to
say
that
parents
have
converse
with
me
and
probably
many
of
you
about
things
that
have
happened
and
things
that
they've
seen
in
terms
of
some
homework
assignments
that
they've
been
somewhat
uncomfortable
with.
C
Madam
chairman,
follow
up
quickly,
you
know
every
day
and
every
moment
every
day
is
a
teaching
moment.
You
know,
and
my
parents,
when
I
was
a
kid
growing
up,
they
were
able
to
resolve.
I
wouldn't
be
sitting
here
if
I
didn't
have
engaged
parents
when
it
was
a
kid
growing
up.
That's
a
long
time
ago,
but
my
point
to
you
is
this:
is
that
sometimes
we're
quick
to
mandate
the
folks
what
they
need?
C
What
to
do
to
teach
instead
and
let
parents
do
parents
do
what
they
need
to
do
and
let
teachers
teach
what
they
need
to
teach
and
we've
always
had
the
ability
when
it
talks
about
field
trips
and
stuff,
not
to
go
somewhere
like
that,
my
parents
were
always
engaged
and
most
parents
that
I
speak
with
and
I'm
sure
you
do
as
well
too
are
engaged
and
they
make
the
right
decisions
for
their
children.
Thank
you,
madam
chair.
M
Thank
you,
chairwoman.
Senator
of
course
you
and
I
have
already
debated
this
bill
thoroughly
and
I
have
a
very
different
opinion
about
the
court
documents,
especially
the
erasure
of
women
in
those
court
documents
I
feel
like
we.
We
could
do
much
better
with
that.
I
had
have
two
questions
that
we
didn't
get
to
discuss.
One
is
what
is
good
citizenship
and
who
determines
what
that
is.
I
I
mean
in
terms
of
defining
what
is
good
citizenship.
I
think
there
could
be
multiple
hypotheticals
and
multiple
answers
I
could
give
to
that,
but
I
think
good
citizenship
can
be
fourth
in
the
in
the
the
home
of
parents,
educating
their
children
having
conversations
about
what
it
is
to
be
a
good
citizen
of
the
commonwealth
and
good
citizens
in
the
country.
I
At
the
same
time,
I
think
we
also
entrust
our
teachers
that,
when
they
have
our
children,
that
they
also
when
they
leave
a
school
building,
would
have
the
foundations
of
what
also
is
being
a
good
citizen.
I
think
many
things
in
these
core
documents
are
things
you
can
go
back
to
and
look
at
different
points
of
history
to
look
at
those
principles
once
again
of
equality,
freedom
and
personal
agency
to
tell
a
child.
This
is
what
you
can
become.
M
Thank
you
and
then
my
second
question
is
in
section
one
e:
you
say
that
defining
racial
disparities
solely
on
the
legacy
of
this
institution,
the
institution
of
slavery,
is
destructive
to
the
unification
of
our
nation.
How
is
it
destructive
to
the
unification
of
our
nation.
I
If
many
of
you
all
came
in
terms
of
the
education
meeting
we
had
in
the
interim,
and
you
heard
from
ian
rowe
of
looking
at
these
specific
principles
here
of
what
we
should
value
and
what
should
be
a
guiding
principles.
That's
where
we
came
up
with
this
in
terms
of
coming
up
with
how
someone
should
be
treated.
I
M
And
I
was
speaking
specifically
senator
to
defining
racial
disparity
solely
on
the
institutional
of
slavery,
is
destructive
to
the
unification
of
our
nation.
I'm
trying
to
understand
how
that
is
destructive
to
the
unification
of
our
nation,
because
when
we
talk
about
slavery,
we're
talking
about
when
black
people
were
brought
to
this
country
and
that's
when
those
racial
disparities
began.
So
I
don't
understand
how
that's
destructive
to
point
to
race
to
slavery
as
part
of
the
creation
of
these
racial
disparities.
President.
I
Yes,
we
need
to
go
back
and
we
need
to
look
at
events
of
that,
such
as
slavery
as
the
dark
times
of
our
history,
but
also
in
the
time
we're
living
in
of
also
telling
a
child
that
you
can't
do
well
in
life.
Because
of
events
that
happened
previously.
Look
at
where
we
are
today
and
be
able
to
say
you
can
better
yourself,
there's
been
things
that
have
transitioned
over
the
years.
M
I
Well,
once
again,
if
we're
trying
to
become-
and
this
is
a
bill's-
an
attempt
to
unify
all
of
us,
but
if
we
go
back,
we
always
say
that
everything
is
based
off
of
this
point
in
history.
Is
that
unifying
us?
That
was
a
bad
point,
so
we
want
to
make
sure
that
where
we
are
today,
we
don't
just
always
tell
a
student
you
can't
achieve
in
life
because
of
a
certain
point
in
american
history.
That's
the
destruction!
We
don't
want
that
in
terms
of.
I
don't
want
that
as
the
united
states.
I
M
A
We
do
have
some
that
have
signed
up
to
speak
in
a
position
of
this
measure.
I
also
want
to
share
with
the
group
it's
already
the
hours
getting
late,
so
we
need
to
look
at
each
group
and
pick
one
person
to
come
to
the
table.
Also,
I'm
going
to
take
the
first
four
that
have
signed
up
on
each
piece
of
legislation.
So
first
we'll
have
the
aclu
kate
miller.
If
you
will
come
to
the
table.
N
Can
you
hear
me
yes,
okay,
great
I'll,
be
very
briefly.
Please.
J
N
Hi,
my
name
is
bree
woods,
I'm
a
junior
at
dupont,
manual,
high
school
and
as
the
oldest
person
at
this
table,
I'm
going
to
be
even
more
brief
than
I'd
already
planned
to
be
given
the
the
time
limits
that
were
under
so
chairwoman
huff
members
of
the
committee.
N
Thank
you
so
much
for
allowing
us
to
testify
today
my
name's
kate
miller,
I'm
with
the
aclu
of
kentucky
and,
as
you
all
may
know,
the
aclu
has
a
long
history
of
defending
free
speech
rights
under
the
constitution
and
under
the
first
amendment
in
particular,
and
that's
something
I
just
wanted
to
flag.
There's
going
to
be
a
lot
of
voices
up
here,
but
I
wanted
to
to
touch
on
two
things.
First,
that
house
bill
138
excuse
me
senate
bill
138.
N
While
it
has
been
amended
substantively
and
we're
deeply
appreciative
of
the
sponsor
for
doing
that,
it
does
not
go
far
enough
and
senate
bill.
138
first
serves
as
a
way
to
censor
speech.
It
is
a
government
censorship
bill,
there's
a
long
history
of
these
types
of
bills,
and
we
should
remember
that
first,
amendment
rights
do
not
stop
for
teachers
or
students
at
the
schoolhouse
gate.
N
So
what
I
want
to
first
focus
on
is
that
even
if
the
language
says,
this
is
not
intended
to
restrict
the
speech
of
students
and
teachers,
there's
additional
language,
as
representative
scott
already
pointed
out
that
we
think
will
absolutely
chill
integral
discussions
in
the
classroom.
So
first
I
want
to
speak
to
you
as
a
first
amendment
advocate
and
state
that
opposition.
Secondly,
and
very
briefly,
I
want
to
speak
to
you
as
a
for
the
most
part
fellow
white
person.
N
I
think
every
member
of
this
committee,
aside
from
representative
scott,
identifies
as
white
and
as
a
white
person
who
often
gets
discussions
on
race
wrong
right.
You
all
we're
not
alone
in
this.
Sometimes
we
say
the
wrong
thing,
and
I
want
to
say
that
in
response
to
that,
we
have
a
responsibility
to
rectify
those
wrongs,
and
this
bill
doesn't
help
us
get
there.
This
bill
will
limit
this
generation
and
future
generations
opportunities
to
repair
the
harm
that
we
have
caused,
and
I
know
conversations
on
race
aren't
easy.
J
As
I
said,
my
name
is
friend
neverwine.
I
first
would
like
to
say
I
really
thank
senator
wise
for
modifying
this
bill
and
reaching
out
to
as
many
people
as
he
can.
I
know
he
talked
to
me
and
I
do
empathize
with
his
position,
but
I
still
believe
that
this
bill
will
create
a
chilling
effect
in
classrooms
and
will
force
teachers
to
dilute
their
lessons
in
fear
of
retaliation
from
parents
who
could
misconstrue
that
at
any
age
something
could
be
age
inappropriate.
J
Any
lesson
that
may
make
them
uncomfortable
could
be
misconstrued
as
age.
Inappropriate
and,
to
be
honest,
history
is
uncomfortable.
I've
this
year
has
been
especially
a
challenge
as
a
student
in
ap
united
states
history,
we've
looked
at
some
really
difficult
things
recently.
Just
yesterday
I
did
a
lesson
on
world
war
ii.
Specifically,
the
united
states
is
pacific
island
hopping
campaign,
in
which
we
looked
at
pictures
from
the
library
of
congress.
J
One
of
these
pictures
was
of
two
american
soldiers
who
took
a
japanese
body
that
they
had
murdered
and
they
were
boiling
the
skin
off
that
japanese
body
to
use
their
skull
as
a
decoration
on
their
tanks
and
on
signs,
and
there
are
multiple
pictures
of
this
in
the
library
of
congress.
This
is
these
were
pictures
taken.
This
is
documented,
among
other
things.
We
also
learned
about
the
zoot
suit
riots,
in
los
angeles,
the
detroit
housing
riots.
These
were
all
during
world
war
ii
and
it's
contrary
to
what
we've
learned.
J
What
I've
learned
about
how
world
war
ii
was
a
time
of
unification
of
camelot
in
the
united
states
when
it
wasn't-
and
it
is
important,
it
is
imperative
that
we
learn
about
this,
because
we
are
not
free
of
atrocities
and
I'm
not
saying
that
the
japanese
were
not
free
from
trustees
or
anybody
else
was
not
free
of
atrocities.
But
we
need
to
learn
about
this.
J
We
need
to
know
about
this
so
that
we
can
grow,
and
so
we
can
remember
because
memory
is
how
we
get
better,
and
I
really
want
to
look
back
so
I
can
look
forward
and
I
believe
that
this
bill,
although
I
do
like
the
civics
part,
I
believe
the
civics
part,
I
believe
it
does
not
accurately
depict
american
history.
It
is
missing.
Women's
voices
is
missing
black
women's
voices.
J
It
is
missing
a
lot
of
voices
and
I
really
just
believe
that
we
need
to
look
backwards
and
we
need
to
take
a
long
hard
look
backwards
and
do
it
as
freely
and
openly
as
possible
so
that
we
can
create
a
better
world.
Thank
you.
N
Hi,
my
name
is
bree
woods
and
I
urge
you
to
vote
no
on
senate
bill
138,
my
fellow
classmates,
and
I
heard
that
the
bill's
goal
is
to
view
american
history
with
a
positive
outlook.
What
we've
really
heard
is
that
legislators
want
teachers
to
lie
about
our
history.
America
was
built
on
the
ideals
of
life,
liberty
and
the
pursuit
of
happiness,
but
when
we
analyze
our
history,
we
see
that
these
positive
ideals
are
twofold.
N
Within
the
goal
of
life,
we
see
institutions
like
the
government
and
army
taking
lives
and
imperializing
hawaii
on
the
basis
of
res
of
racism
and
prejudice
within
the
goal
of
liberty.
We
see
these
same
institutions,
enslaving,
african
americans
and
keeping
natives
from
gaining
citizenship
to
the
land
they
lived
on
before
us
and
lastly,
within
the
pursuit
of
happiness,
we
see
institutions,
barring
citizens
of
color,
from
access
to
education,
health
care
and
housing
equal
to
their
white
counterparts.
N
If
we,
as
students,
don't
come
to
terms
with
these
undeniable
facts,
the
commonwealth
will
continue
to
face
the
problems
we
face
today
and
have
faced
in
the
past
one
of
the
most
important
lessons
I've
been
taught
in
the
social
studies
classes.
I've
taken
throughout
my
education
is
the
importance
of
learning
and
coming
to
terms
with
our
history.
N
Only
then
can
we
truly
work
to
create
a
more
equitable
future.
Only
then
can
my
generation
cultivate
the
self-efficacy
and
call
to
fulfill
the
american
ideals.
This
bill
claims
to
promote
members
of
the
committee.
I
urge
you
to
vote
no
on
senate
bill
138
and
allow
us
what
we
deserve
unaltered
uncensored
and
unsanitized
united
states
history.
Thank
you.
Thank
you.
A
O
Good
morning
rob
weber
with
the
kentucky
academy
of
science.
I
serve
as
the
communications
and
policy
director,
and
I
appreciate
the
opportunity
to
speak
I'm
here
today
on
behalf
of
the
academy's
education
and
advocacy
committee.
The
committee
members
have
concerns
that
senate
bill
138
for
their
concerns
arise
from
their
appreciation
for
academic
freedom
and
for
the
process
that
we
have
in
kentucky
to
develop
academic
standards.
O
This
is
not
a
new
issue
for
our
group.
100
years
ago.
The
kentucky
academy
of
science
members
opposed
a
proposal
in
the
general
assembly
to
prohibit
the
teaching
of
evolution
in
schools.
So
the
top-down
approach
was
seen
as
a
slippery
slope.
Then,
as
it
is
now
now,
I
understand
changes
have
been
made
to
senate
bill
138,
since
it
was
originally
introduced.
A
Thank
you.
Next,
we'll
have
donnie.
A
Wilkerson
he
may
be
another
room,
we'll
go
ahead
with
the
justice
league
of
louisville.
If
you
would
send
one
or
two
of
you
to
the
table,
please
I
remind
you
that
we
have
a
very
few
minutes
over
three
we're
running
over.
O
The
time
set
hello,
I'm
chris
rasheed
with
justice.
Yellow?
U
and
I'd
like
to
ask
these
youth
leaders
have
spent
hours
preparing
for
this
moment
and
they've
been
up
since
five
in
the
morning.
They've
been
working
and
coming
up
to
frankfort
since
january,
and
I
would
ask
that
you
would
please
allow
them
to
speak
today.
A
Well,
I
don't
think
there's
any
way
we
can
accommodate
all
of
them.
Maybe
if
you
would
just
be
selling
and
have
a
couple
more
come
up
and
just
speak,
we're
really
short
on
time.
I
appreciate
your
opportunity.
Did
you
speak
to
this
bill
in
the
senate.
A
O
Hello,
I'm
chris
rasheed.
I
am
a
coordinator
director
of
justice
league
lou
and
a
teacher
at
w.e.b.
The
boys
academy.
N
O
So
I
would
like
to
just
start
off
by
saying
that
this
sp-138
is
tantamount
to
a
trojan
horse
with
an
embedded
poison
pill.
O
O
Well,
it
blooms
taxonomy,
the
lowest
level
of
learning
is
knowledge
and
I
believe
the
senator
or
the
gentleman
proposing
this
bill
said
he
wanted
to
teach
students
how
to
learn.
That
is
not
the
way
to
teach
the
highest
level
of
bloom's.
Taxonomy
is
creativity.
O
N
I'm
going
to
give
you
an
example,
so
I
wasn't.
I
was
in
class
and
I
had
an
internet
with
these
students
and
they
were
talking
about
how
they
were
mocking
do-rags
and
they
were
saying
my
hair
was
dreaded
up,
so
we
had
a
peer
remediation
and
I
explained
to
them
that
what
they
said
was
racist
and
it
went
against
the
crown
act
and
I
was
them
and
they
were.
They
were
understandable.
N
They
were
understandable
and
I
was
saying
that
I
was
explaining
about
cultural
appropriation
and
I
was
giving
them
knowledge,
but
then
I
was
ganged
up
on
by
some
of
the
pure
remediators
in
the
room.
They
were
talked
to
me.
They
were
explaining
what
they
were
and
pure
remediation
they're,
not
supposed
to
give
their
opinion.
N
P
P
Okay,
my
name
is
orrin
hatchet
and
I
am
also
an
entertainer
representing
justice
league
lou,
and
I
would
like
to
talk
to
you
and
oppose
sb
138
and
I
can
just
say
from
the
student's
perspective
like
I
know
we
have
all
these
representatives
and
coming
and
speaking
for
us,
but
from
a
student's
perspective,
I'd
like
to
say
that
student
advocacy
is
necessary
because
in
these
classrooms
we
know
that
teachers
have
always
had.
You
know
the
freedom
to
talk
about
these
more
gruesome
topics
like
emmett
till
plessy,
v
ferguson,
but
they.
P
We
also
know
that
they've
also
had
the
freedom
to
talk
about
these
nicer
topics
like
what
the
civil
war
was
really
thought
about,
but
student
advocacy
is
necessary
because
previously
justice
league
yellow,
you
came
here
for
a
committee
and
we
were
in
the
rotunda
and
we
were
speaking
out
up
against
hp,
14
and
18,
and
those
were
also
two
other
bills
that
would
limit
us
to
what
we
would
learn
in
the
classroom.
I
feel
like
this
sb
138
is
an
extension
of
those
because
student
advocacy.
P
Basically,
this
bill
was
just
it
does
not
necessarily
ban
teachers,
and
but
it
discourages
them,
and
it
tells
them.
You
know
it
leads
them
towards
what
they
can
teach
you
class
and
my
teacher
over
there,
mr
rashid
chris
rasheed
in
class.
He
teaches
us
about
a
book
called
a
paragon
where
we
learn
about
just.
We
learn
about
more
gruesome
topics
in
his
class,
so
we
learned
about
plexi
v
ferguson.
N
I'm
speaking
from
pers,
my
name
is
dartanya
hill,
I'm
in
seventh
grade
at
w
e
b,
the
boys
academy,
I'm
with
justice
league
lou
and
mighty
shades
of
ebony,
I'm
speaking
from
personal
experience
having
mr
rasheed's
class
and
having
somebody
who
can
teach
me
about
my
culture
and
what
actually
happened
rather
than
just
oh,
you
came
from
slavery
and
you
were
just
picking
cotton
all
the
time,
rather
than
learning
about
true
civilizations,
like
the
kingdom
of
kush
and
other
great
civilizations,
not
being
able
to
learn
about
that,
would
give
students
like
it
would
make
students
feel
for
me.
N
We
need
to
revise
this
and
I
urge
you
guys
to
vote
no,
I'm
learning
about
the
industrial
revolution
right
now,
although
that
is
very
important,
I
should
be
learning
about
more
stuff.
I
should
be
learning
about
my
culture.
I
should
be
learning
about
details.
I
need
to
be
learning
about
going
into
details
about
slavery,
so
so
many
of
my
peers
and
students
don't
feel
like
we're.
We're
learning
we're
learning
stuff
that
we
need
to
be
learning.
We
need
to
be
learning
more.
That's
what
I'm
trying
to
say.
A
Thank
you
very
much
for
joining
us
today
and
giving
your
presentation
we
appreciate
it
did
donnie
wilkerson,
okay,
great
you
have
about
three
minutes.
Thank
you.
Q
Thank
you,
chair
health
and
committee
members.
Thanks
for
the
opportunity
to
speak,
my
name
is
donny
wilkerson,
I'm
a
teacher
down
in
jamestown
kentucky
a
vote
for
this
bill
is
a
vote
against
the
very
american
principles
it
purports
to
endorse.
A
vote
for
this
bill
is
a
vote
for
systemic
racism.
The
very
concept
its
proponents
pretends
does
not
exist.
A
vote
for
this
bill
sends
a
chilling
message
to
educators
across
this
great
commonwealth.
That
message
be
careful
what
you
say
the
thought
police
are
watching.
Q
Yes,
the
original
horrible
bill
was
improved
by
the
committee
substitute.
Thank
you
for
that
senator
wise.
Now,
it's
just
a
very
bad
bill
and
like
the
unnecessary
transphobic
bills,
emerging
from
this
session
is
legislation
in
search
of
a
problem.
This
law
would
be
an
affront
to
the
bill
of
rights
and
should
enrage
all
who
cherish
academic
freedom.
Most
of
the
documents
mentioned
in
senate
bill
138
are
great
primary
sources
already
in
use
in
our
classroom.
Q
For
my
students,
who
decides
what's
disrespectful
to
differing
perspectives,
must
I
remove
time-honored
scholarly
works
from
my
classroom
shelves
because
they're
written
outside
the
range
of
knowledge
of
my
students
must,
I
include
diatribes
from
holocaust
deniers
and
those
who
would
diminish
the
horrors
of
slavery.
These
differing
perspectives
are
certainly
prevalent.
Q
The
effect
of
this
unnecessary
legislation
will
be
to
ban
more
and
more
books
and
limit
more
and
more
classroom
discussions.
This
is
a
great
country,
but
we
must
acknowledge
that
systemic
racism
is
real
and
part
of
our
history
and
if
it
makes
somebody
a
little
uncomfortable
occasionally,
then
so
be
it.
Q
If
this
bill
becomes
law,
most
teachers
will
approach
any
controversial
subject
with
heightened
scrutiny
and
restraint.
District
and
school
leaders
will
err
on
the
side
of
caution
and
will
consequently
limit
severely
what
teachers
can
say
or
do
in
the
classroom.
I
may
be
forced
to
reprise
the
role
of
kentucky
and
john
thomas
scopes
from
over
100
years
ago
in
dayton
tennessee,
my
students
might
just
get
to
see
the
judicial
branch
working
in
real
life.
Q
Q
The
constitution's
first
amendment
guarantees
no
law
abridging.
The
freedom
of
speech
shall
be
made
and
its
14th
further
ensures
that
no
state
shall
make
any
law
which
shall
abridge
that
right.
We
must
all
stand
firmly
with
the
constitution
and
against
this
unconstitutional
legislation.
Thank
you
very
much
for
your
indulgence.
A
See
no
further,
we
have
a
motion
on
the
bill
by
representative
baker.
A
second.
A
Well,
we
we
have
no
other
alternative,
we're
all
repressed
on
time.
Gentlemen,
make
your
exit,
please
I'll,
be
quiet
now
make
your
exit.
Please.
B
C
A
F
I
know
she's
been
blessed
because
she
has
accompanied
me
here
many
times
things
that
I
have
taught
her
about
many
of
these,
the
the
constitution,
the
declaration
of
independence,
things
that
I
have
brought
into
her
mind
on
this
to
let
her
know
that
equality
does
exist
in
this
nation,
maybe
in
some
instances
we
could
do
better,
but
that
we
have
learned
from
our
past
that
she
has
a
chance
of
a
very
good
life
and
also
to
let
her
know
that,
even
though
she
has
a
minority
ancestry
in
her
blood
being
asian-american.
F
F
F
M
M
We
were
moving
along
in
a
direction
in
the
conversation
that
made
it
clear
to
me
that
the
bill
sponsor
really
is
not
interested
in
hearing
from
those
of
us
who
are
different
from
the
sponsor,
and
I
just
can't
vote
for
something
that
takes
away
the
voice
of
so
many
people
that
I
represent
back
home
in
district
41.
So
I'm
a
no.
R
Thank
you,
chairwoman.
I'm
a
no
today,
but
this
bill
whenever
this
topic
was
broached
during
the
interim.
This
bill
is
a
whole
lot
better
than
anything
we've
seen
so
far.
R
My
concern
comes
down
to
the
fact
that
we
have
a
process
for
determining
our
instructional
standards
and
I
don't
think
that
we
should
abandon
that
process
when,
when
topics
come
along,
I
do
think
that
the
bill
is
well
thought
out
and,
as
a
former
social
studies
teacher,
I
I
use
this
session
today
as
almost
an
informal
professional
development.
If
I
was
going
to
create
curriculum.
R
What
would
that
look
like
because
I
I
taught
social
studies
and
I
taught
civics
and
you
know
I'm
hearing
a
lot
of
the
the
downside
to
it,
but
I
don't
necessarily
if
I
was
crafting
my
instruction.
I
don't
necessarily
see
those
things
I
I
would
use
these
these
topics
as
guide
points
to
to
signify
the
importance
in
in
american
history
and
the
direction
that
that
we
need
to
be
going,
but
I
would
also
include
things
like
you
know.
R
The
the
fdr
speech
is
included
in
there
and
I
think
it's
important
that
fdr
introduced
executive
order,
9066
was
which
which
dealt
with
japanese
internment,
and
that
was
one
of
the
most
unspoken
about
catastrophes
in
my
opinion,
during
world
war
ii,
and
as
I
taught
that
to
my
students,
they
that
would
always
inherently
bring
up
bring
about
questions
about
well,
if
that
happened
on
the
west
coast,
why
didn't
happen
on
the
east
coast?
So
we
were
able
to
talk
about
different
things.
That
kind
of
came
out
of
that.
R
A
G
Thank
you.
I
have
quite
a
lot
to
say,
but
I
am
going
to
limit
to
just
a
very
brief
comment.
I
I'm
a
no
today
and
I
want
to
thank
the
students,
especially
who
spoke
today.
You
are
a
testimony
to
the
quality
of
education
you're
getting
in
your
public
schools,
you're
a
credit
to
your
teachers.
You're
a
credit
to
this
commonwealth
and
student
advocacy
is
absolutely
necessary.
G
We
need
to
hear
from
you
and
I'm
very
grateful
for
your
courage
and
your
scholarship
in
coming
here
today
and
speaking
up,
and
I
also
want
to
just
echo
what
you
said.
Some
of
you
said
that
learning
is
an
inherently
uncomfortable
enterprise
and
if
we
are
comfortable
we're
not
doing
our
jobs
as
students
as
teachers
or
as
human
beings.
Thank
you
I.
I
am
a
no
today
chair,
huff.
A
Yes,
house
bill.
I'm
sorry
senate
bill
138
passes
with
expression
of
opinion
that
the
same
should
pass.
Thank
you
chairwise.
If
you
would,
please
come
back
to
the
table,
and
I
want
to
reiterate
to
the
audience
since
I
have
held
this
gavel.
I
have
said
that
we'll
maintain
a
certain
decorum
and
respect
for
one
another
on
both
sides
of
the
testimony
table,
and
I
expect
that
to
happen.
A
We're
trying
to
have
as
many
comments
as
we
can
with
the
limited
time,
but
these
individuals
that
work
beside
me
they
have
other
places
that
they
have
to
be
so
we're
trying
our
best
to
accommodate
all.
I
would
appreciate
it
if
you
would
be
understanding
and
we'll
do
I'm
trying
to
do
my
best
to
allow
students
to
speak
at
least
on
one
bill
that
they're
here
to
sign
up
for
so
you
may
proceed.
Thank
you.
Please
introduce
yourself
for
the
record.
I
E
A
I
Madam
chair,
what
you
have
before
you
send
bill
163
and
act
relating
to
financial
aid.
The
bill
sponsor
is
senator
brandon
storm.
Unfortunately,
I
said
he
could
not
be
here.
I'm
going
to
turn
it
over
to
my
guest
to
my
right
to
have
some
further
explanation
that
worked
on
this
bill
with
the
senator
any
questions
that
may
come
our
way.
Thank
you.
B
E
We
felt
that
the
floor
amendment,
which
would
cut
people
out
of
the
opportunity
to
engage
utilize.
These
keys
funds
would
not
be
appropriate
to
be.
It
would
be
inconsistent
with
other
legislation
that
was
passing
in
the
interest
of
that
restorative
justice.
So
this
corrected
that
that
was
brought
through
the
floor.
Amendment
and
I've
worked
with
the
sponsor,
as
well
as
the
presenters
here
today,
to
make
sure
that
those
people
are
also
afforded
that
ample
opportunity.
C
B
I
do
so
now
that
the
language
has
it
as
a
reimbursement
process.
We
anticipated
that
that
would
be
about
a
hundred
thousand
dollar
increase
to
the
keys
expenditures
annually.
However,
that
was
then
narrowed
a
little
bit
further
to
be
the
top
five
workforce
needed
areas
in
kentucky.
C
L
S
A
A
D
Good
morning,
madam
chair,
my
name
is
john
schickel.
I
serve
in
the
senate.
Thank
you
for
hearing
senate
bill,
one
senate
bill.
One
has
been
about
seven
years
in
the
making
it's
been
heard
in
the
interim,
probably
four
or
five
times
there
are
two
basic
things
to
senate
bill,
one
and
then
I'll.
Let
others
explain
to
committee
sub
what
senate
bill
1
does.
D
E
The
first
component
is
that
in
jefferson
county,
some
things
have
been
going
very
well
on
changes
that
have
been
made
in
prior
legislation
about
how
they
select
their
principles,
how
they
run
their
day-to-day
operations,
how
they
deal
with
their
curriculum,
etc.
So
this
sub
incorporates
that
language
into
this
bill
to
keep
them
in
progress.
If
something's
not
broke,
you
don't
need
to
fix
it,
and
so
that's
the
idea
of
that
portion
of
the
committee
sub
and
I
believe
that
begins
on
page
31
and
continues
through
page
34..
E
The
second
part
of
this
bill,
you've
kind
of
just
already
heard
senate
bill
138
and
the
language
they're
in
has
been
rolled
into
this
sub
as
part
of
senate
bill
one,
and
so
that
language
is
in
here.
We've
just
had
the
discussion
on
that.
So
without
belaboring
that
issue
any
further
I'll
go
to
the
last
provision
and
that
piece
actually
begins
on
page
34
and
goes
through.
I
believe
page
36
or
seven,
and
then
the
last
provision
basically
is
an
addition
that
deals
with
some
issues
that
arose
during
the
covet.
E
19
scenario:
that's
under
section
six
and
it
allows
it
defines
the
days
that
can
be
utilized
and
how
the
pace
should
be
structured,
based
on
some
inconsistencies
that
occur
for
people
that
were
absent
versus
people
that
were
quarantined
et
cetera
and
so
that
language
was
put
in
there
as
an
ability
to
clarify
that
particular
piece.
And
that's
in
section
6.
On
page
38
and
39.
H
So,
just
to
clarify
on
the
sub,
it
does
have
a
lot
of
discussion
about
what
the
jcps
board
can
and
can't
do.
Could
you
explain
why
we
are
taking
away
local
control
of
jefferson
county
board
of
education
to
meet
more
than
once
every
two
months
or
so.
E
As
regards
to
the
particular
nuances
regarding
that
language,
I
cannot
speak
to
that.
What
I
can
tell
you,
representative
is
that
this
was
brought
to
me
by
folks
from
jefferson
county.
That
said,
the
process
we
have
in
place
is
working
effectively
and
therefore
we
would
like
to
see
that
continue
and
not
alter
that
through
this
new
language.
That's
part
of
senate
bill,
one,
in
other
words
before
senate
bill.
One
is,
as
senator
schickel
indicated.
E
In
fact,
I've
testified
on
this
bill
before
I
was
a
legislator
and
so
before
senate
bill
one
has
come
to
the
table
here
today
for
for
adoption
or
non-adoption.
The
fact
of
the
matter
is
jefferson.
County
had
taken
the
matter
into
their
own
hands.
If
you
will
and
had
done
something
that
they
believe
is
working
effectively
for
them,
and
so
they
want
to
keep
that
in
place,
and
that
is
why
it's
put
forth
in
this
sub.
A
H
G
Thank
you
thank
you,
and
my
question
is:
is
similar,
I'm
curious
who
from
jefferson
county
was
it
the
jefferson
county
school
board
that
brought
this
specifically
they're,
saying
that
they
want
less
authority
over
their
own?
You
know
what
they've
been
elected
to
do
and
I
see
eric
kennedy
at
the
table
and
I
would
love
to
hear
ksba's
perspective
on
this.
Q
Yes,
my
mom
eric
kennedy,
the
director
of
advocacy
for
the
kentucky
school
boards
association,
and
thank
you,
of
course.
We
know
you're,
a
former
member
of
that
jefferson
county
school
board.
We
ksba
was
not.
That
is
not
a
part
of
the
bill
that
we
really
have
had
a
lot
of
involvement
with.
To
be
honest,
we
support
and
have
for
many
years
support
most
of
what
you
see
in
senebil,
one
as
it
passed
the
senate.
Q
We
always
urge
people
to
reach
out
and
be
involved
with
their
board
and
to
run
for
school
board
right
now
on
our
website.
We
have
updated,
as
we
have
for
at
least
30
years,
a
guide
for
all
of
the
information
for
people
in
the
community
to
run
for
their
school
board
which-
and
we
encourage
everyone
to
look
at
that.
This
is
an
election
year.
Roughly
half
of
every
board
and
half
of
all
board
seats
in
kentucky
are
up
this
november,
so
that
is
to
the
extent
ksba
has
a
statement
on
the
background
of
that
piece.
E
Well,
it
I
actually
have
talked
with
several
people.
In
fact,
I
believe,
there's
also
been
a
floor.
Amendment
filed
that
would
also
address
this
particular
piece.
I
believe
that
that
was
going
to
be
carried
by
representative
nemes,
but
there
have
been
several
people
affiliated
with
jefferson
county
that
have
come
and
spoke
to
me
on
this
regards
and
basically
I'm
not
trying
to
portray
that.
I
know
the
inner
workings
of
jefferson
county.
I
served
on
a
board
for
22
years,
but
it
was
substantially
smaller
than
jefferson
county.
We
had
about
23
000
compared
to
their.
E
You
know,
high
enrollment,
and
so
it
was
brought
as
an
issue
that
initially
there
was
a
one
committee
sub
and
then
as
the
carrier
of
the
committee
sub
and
as
the
person
that
will
carry
senate
bill.
One
on
the
floor,
I
was
asked
that
it
was
brought
to
the
chair
was
brought
to
me
and
said
it
was
being
rolled
into
this
one
committee
sub.
That's
why
you
see
a
large
committee
sub
that
incorporates
not
only
the
jefferson
county
piece
but
138
and
the
piece
about
the
covet
19..
So
it
was.
It
was
several
members.
E
M
E
A
E
Not
unless
there's
answers
to
questions
with
regards
to
the
sub
now
I
will
say
that
I
have
worked
with
senator
schickel
now
for,
like
I
said,
the
last
five
or
six
years
myself
and
my
former
superintendent,
dr
randy
po,
have
worked
on
this
largely
because
there's
been
a
lot
of
conflicts,
I
think
the
intention
of
site-based
councils
was
very
well
intended.
This
is
not
to
take
out
parental
involvement.
That
is
not
the
goal
at
all.
E
In
fact,
if
you
know
the
makeup
of
the
councils
some
degree,
the
parental
involvement's
been
at
a
disadvantage
just
based
on
the
day.
The
numbers
make
up
a
site-based
council,
but
there's
been
conflicts
and
one
of
the
big
conflicts
has
come
with
selection
of
principles
and
the
other
conflict
has
been
curriculum,
because
if
you
have
several
schools
that
are
feeding
a
middle
school
and
then
maybe
two
or
three
middle
schools
feeding
a
high
school
and
you
have
curriculums
that
are
all
over
the
board.
E
It's
really
hard
to
get
those
corralled
so
that
you
can
provide
a
good
delivery
package
to
the
students
and
what
happens
is
a
lot
of
teachers
spend
their
time
trying
to
bring
that
alignment
into
place
and
losing
valuable
instruction
time?
Finally,
there's
been
some
conflicts
with
regards
to
application
of
the
principles.
I
was
party
to
the
board
that
was
the
first
board
sued
for
usurping
the
authority
of
site-based
councils.
E
It
was
bouche
versus
the
boone
county
board
of
education,
and
so
that's
been
a
hands-off
approach
for
a
long
time,
but
seeing
those
conflicts
and
trying
to
work
out
a
better
solution.
We
believe
that
this
is
the
best
way
to
go,
and
that's
why
it's
been
vetted
for
so
many
years.
D
A
Thank
you.
We
do
have
some
to
speak
against
the
bill
if
we
could
have
lauren
mitchell
come
to
the
table
and
introduce
yourself
for
the
record,
and
you
have
three
minutes.
T
T
I'd
like
to
start
by
reading
a
quote
from
the
kentucky
family
and
school
partnership
guide,
put
together
by
the
pritchard
committee.
The
best
indicator
of
student
success
is
the
extent
to
which
families
encourage
learning
at
home
and
involve
themselves
in
their
child's
education.
I
firmly
believe
this.
I
act
this
out
every
day,
one
vital
way
for
families
to
stay
involved
and
have
a
seat
at
the
table
in
kentucky
public
schools
is
through
school-based
decision-making
councils
sbdm.
T
T
You
are
talking
about
giving
the
decision-making
to
six
people
versus
the
people
that
are
in
each
school.
My
council
has
eight
on
it.
There
are
several
schools
in
our
district,
all
of
which
have
its
own
council
that
are
all
making
local
decisions
for
each
of
those
schools.
They
know
best
for
what
those
kids
need,
the
six
people
that
are
responsible
for
the
school
board,
I'm
not
saying
they're
not
qualified
to
make
those
decisions,
but
they're
not
in
the
schools.
Every
day
senate
bill
1
diminishes
family
engagement.
T
Q
Q
Q
A
A
H
Just
as
a
clarification,
the
question
I
asked
was
related
to
this:
the
principal
selection
in
jcps
in
the
sub,
but
there's
another
section
of
this
bill
that
is
two
and
a
bit
pages
that
is
explicitly
directing
jcps's
board
of
education
on
things
like
how
many
times
they
can
meet.
So
I
just
wanted
to
clarify
that.
I
support
the
amendment
that
was
added
in
for
principal
selection
for
jcps,
but
there's
no
clarification
as
to
why
we
have
this
other
section.
Thank
you.
C
Madam
chairman
explain
my
vote.
Yes,
a
couple
quick
comments.
You
know
I
noticed
on
the
committee
subs,
but
I
found
it
very
interesting
that
we
asked
who
was
in
behind
this
this
sub
and
no
one
is
didn't,
feel
comfortable
or
at
liberty
to
name
those
names
and
I've
always
supported
my
local
councils
and
local
committees.
You
know
always
will-
and
it's
interesting
sometimes
I
may
add
quickly-
is
that
people
that,
like
superintendents,
that
came
up
through
the
system
got
their
jobs
coming
through
site
based
councils
and
stuff
or
want
to
change
that.
D
Explain
my
vote
briefly.
Thank
you.
You
know
I
it's
a
tough
bill
for
me
and
and
I'm
superintendent
former
school
superintendent
13
years,
but
you
know
I
always
remember
where
these
complaints
ended
up
and
they
were
always
with
me
and
sometimes
my
hands
were
tied
where
I
couldn't
do
what
I
thought
needed
to
be
done.
But
you
know
this:
this
doesn't
do
away
with
site-based
councils.
The
districts
that
use
these
well,
I
think,
will
continue
to
do
so.
D
E
Yes,
briefly
explain:
my
vote
very
briefly.
Proceed
just
understand
that,
again
to
echo
the
comments
of
representative
lewis,
we
want
parent
involvement,
schools
that
are
successful.
My
experience
has
been
in
30
years
of
education.
Parent
involvement
makes
the
difference
between
a
successful
school
and
an
unsuccessful
school.
E
With
regards
to
a
lot
of
the
committee
sub
things,
those
things
obviously
happen
and
obviously
late
in
the
session,
people
are
trying
to
to
get
their
their
pieces
heard,
and
so
we'll
certainly
continue
to
hear
from
the
parties
involved
here
I'll,
be
glad
to
talk
with
people
that
have
had
questions
following
the
meeting.
Thank
you.
My
vote
is
a
yes.
F
May
explain
my
vote
briefly.
I
I
don't
think
it's
fair
to
senator
schuckel
or
central
wise
for
these
two
bills
to
be
rolled
together.
These
two
bills
are
are
too
important
to
the
state
to
be
voted
on
together.
I
think
they
need
to
be
voted
on
separately
and
for
that
reason,
I'm
going
to
pass
right
now.
R
Explain
my
vote
briefly.
My
concerns
rest
with
the
with
with
the
consultation
aspect.
I
would
like
to
see
that
that
that
piece
of
consultation
with
with
the
schools
to
be
enumerated,
I
would
like
to
see
you
know:
parents
and
teachers
on
on
a
on
a
committee.
R
I
agree
with
this
bill
with
the
piece
about
the
district
curriculum
decisions,
like
representative
massey
had
said
both
academic
and
student
support
curriculums.
I
think
that
there
is
an
argument.
R
Whenever
I
talk
about
education,
I
always
think
about
the
students
that
are
most
challenged
and
those
are
the
ones
who
are
most
transient,
and
I
worked
with
lots
of
students
who
would
come
from
one
school
to
another,
the
disconnect
academically
from
curriculum
to
curriculum.
We
need
to
remedy
that
as
well
as
the
student
support
curriculums
from
school
to
school
are
different.
We
need
to
universalize
that
so
I
was
100
support
behind
that,
but
with
the
addition
of
138,
I
have
to
be
a
no
thank
you.
Q
A
G
Received
a
message
from
rep
nemes
who
asked
me
to
please
clarify
for
the
committee
that
he
did
not
file
an
amendment
having
to
do
with
the
board
piece
of
it
that
it
has
to
do
with
preserving
what
jcps
is
already
doing,
and
he
asked
that.
I
clarify
that
and
I
think
that's
really
symptomatic
of
how
rushed
this
process
has
been
we're
all
scrambling
to
absorb.
What's
in
the
sub,
even
rep
massey,
who
I
have
great
respect
for,
is
scrambling
to
know
what's
in
the
sub
and
where
it
came
from.
A
Yes,
this
bill
has
a
title
amendment.
We
need
a
motion
on
the.
We
have
a
motion
on
the
entitlement
of
representative
tipton,
a
second
by
representative
mccoy,
all
in
favor
all
opposed
no
title.
Member
is
adopted
senate
bill
1
passes
with
the
expression
of
the
opinion
that
the
same
should
pass
with
the
committee
substitute
and
the
amendment
attached
thereto.
A
L
I
just
want
to
start
briefly
charter
schools
are,
are
not
new
they're,
not
new
to
the
united
states,
they're,
not
new,
to
kentucky,
in
fact,
I
think
all,
but
about
seven
school
or
seven
states
have
them
and
got
to
pay
attention
to
the
word
charter.
Because
charter
means
contract.
They
are
schools
that
are
created
by
contract
with
local
school
boards
and,
interestingly,
they
they
have
quite
a
bit
of
track
record.
Some
of
it's
bad.
L
L
We
discussed
this
and
since
that
time,
I've
met
with
just
about
everybody,
who's
for
it
or
against
it,
and
we
and
we've
made
a
lot
of
changes,
and
some
of
the
folks
that
I
met
with
were
from
the
pritchard
committee,
and
I
don't
know
if
you
got
to
see
what
they
put
out
last
week.
But
I
want
to
read
just
a
paragraph
when
analyzing
the
research
on
charter
school
effectiveness,
the
center
for
research
on
student
outcomes,
credo
at
stanford
university
is
still
the
gold
standard.
L
Their
research
shows
clear
evidence
to
support
charter
schools
as
a
tool
in
closing
achievement,
gaps
for
historically
marginalized
students,
particularly
in
urban
areas.
Credo
found
that
typical
student
in
an
urban
charter
school
receives
an
equivalent
of
40
additional
days
of
learning
growth
in
math
and
28
additional
growth
in
reading.
L
Similarly,
the
thomas
b
ford
fordham
institute
came
out
with
a
charter
school
paper
in
january
and
the
important
thing
the
takeaways
you
can
go
to
the
takeaway
section
number
one.
There
are
three
in
general,
the
growth
of
charter
schools
benefits,
low-income
black
and
hispanic
students.
Academically
more
attention
should
be
paid
to
charter
schools,
impressive
results
with
hispanic
students,
charter
schools
have
the
potential
to
significantly
reduce
america's
racial
and
socio-economic
achievement
gaps,
and
so
it's
in
that
vein
that
a
long
time
ago,
2017
this
body
passed
charter.
L
Schools-
we've
already
done
that
they're
here
they're
in
every
district
they're
authorized
in
every
district
in
the
united
in
our
in
our
in
our
state.
We
funded
them
before,
but
we
did
it
poorly.
We
funded
them
in
the
budget
and
there's
about
a
five-year
horizon
on
a
charter
school
and
so
funding
them
in
the
budget,
which
is
a
two-year
document,
doesn't
allow
them
to
exist
and
continue
to
exist.
L
L
L
L
You
know
if
you've
got
a
small
school
district,
if
you're,
5,
500
kids
and
the
kde
forces
you
to
have
a
charter
school,
then
that's
going
to
impact
your
ability
to
have
revenues
and
everything.
So
what
we
put
in
this
bill
was
if
a
school
district
below
7,
500
kids,
then
as
a
part
of
the
application
to
the
local
school
board.
The
applicant
must
have
a
memorandum
of
understanding
with
that
school
board.
L
It
gives
the
ones
in
school
districts
below
7
500
an
absolute
veto
power
if
they
don't
want
a
charter
school
they're,
never
going
to
have
a
charter
school
period.
Second
thing
this
bill
does:
is
it
puts
in
place
statutorily
the
funding
model,
the
same
one
we
already
passed
in
a
budget
years
ago,
the
same
one?
That's
in
house
bill
563
from
last
year.
It
just
clarifies
that
the
seek
money
follows
the
kid.
L
That's
all
it
does
so
really,
no
real
changes
to
the
existing
law
until
you
get
to
part
three
of
the
bill
and
part
three
is
as
I
as
I
listen
to
everybody
who
came
and
talked
to
me
and
represented
bojanowski,
came
and
talked
to
me
a
couple
times
I
had.
I
had
the
superintendents
come
talk
to
me
more
than
a
couple
times
everybody
kept
saying.
L
Well,
why
can't
we
just
do
a
pilot
project?
Why
can't
we
just
do
this?
Why
can't
I
said
fine?
Let's
do
it
so
we're
gonna,
do
a
pilot
project
and
the
where
the
way
we've
drafted.
This
is
two
different
pilot
projects.
One
in
northern
kentucky,
and
one
will
be
ultimately
in
louisville
is,
is
where
it
would
end
up
and
on
the
northern
kentucky
one.
Just
so
everybody
understands
we.
L
We
said
that
the
authorizer
only
for
the
pilot
project,
not
on
an
ongoing
basis,
could
be
northern
kentucky
university
and
actually,
in
one
draft
I
had
it
that
it
would
be
northern
kentucky
university,
but
we
worked
with
carmen
their
government
relations,
lady
and
she
asked
that
we
make
it
permissive
and
that
what
we
that's
what
we
did,
that's
the
change
in
the
committee
sub
you
see
here.
So
this
is
the
same
bill.
That's
been
out
in
the
public
for
more
than
a
week
now.
L
The
only
change
in
the
committee
sub
today
has
to
do
with
that
northern
kentucky
part.
Madam
chairwoman,
I
think
that
covers
the
highlights
of
the
bill.
I'm
happy
to
answer
any
questions.
A
Representative
bojanowski
and
let's
please
be
brief
as
possible.
I
have
some
people
that
are
here
to
speak
against
the
this
measure
as
well.
So
I
want
to
give
as
many
of
the
opportunity
and
it
is
about
8
10
till.
H
Yes,
so
thank
you
and
I
appreciate
your
time
speaking
with
me.
You
you
just
stated
something
that
I
believe
is
not
how
I'm
interpreting
the
bill.
You
said
the
only
funding
is
that
seek
money
follows
the
kid
and
I
I
don't
read
that
in
the
bill
in
the
bill,
I
read
that
every
federal
state
and
locally
raised
dollar
is
to
be
proportionately
appropriated
to
a
charter
school.
H
L
So
it
actually
that's
not
true
what
the
bill
actually
says
is
the
charter.
Schools
will
be
eligible
for
all
federal
funding,
just
like
any
other
school
in
the
district
and
remember
they
are
public
schools
in
the
district
approved
by
the
local
school
board.
And
if
you
read
the
bill,
the
funding
is
one
of
the
things
that
can
be
chartered
that
is
negotiated
back
and
forth.
What
the
bill
says,
though,
is
that
the
seek
formula
that
that
student
will
be
included
in
the
ada
and
their
portion
of
the
sikh
will
follow
them.
L
Now
your
question
assumed
something
different
and
that
was
an
inner
district
transfer
because
you
said
a
bardstown
independent
child
who's
in
a
different
school
district
now
going
to
a
nelson
county
charter
school.
So
under
your
hypothetical,
we
now
have
to
go
back
and
look
at
house
bill
563
from
last
year
and
see
what
the
inter-district
transfer
policies
are
between
those
two
school
districts,
because
that
will
govern
because
that's
what
governs
all
public
schools.
H
If,
if
I
could
respond
briefly,
yes,
okay,
so
charter
schools
in
their
charter,
they
establish
their
own,
resides
correct
honestly
in
that
question.
Yes,
the
charter
shows
show.
H
H
D
Thank
you,
madam
chair.
Just
one
quick
question.
Representative
you've
already
mentioned,
I
think,
but
I
just
want
to
clarify
the
charter
schools
are.
This
is
not
a
charter
school
engagement,
startup
this
charter
school's
already
been
started
since
2017.,
so
can
currently
kde
direct
the
public
charter
schools
to
any
of
our
counties.
L
Yes,
sir
representative
cool
right
now
under
the
law,
anyone
could
apply
to
one
of
our
local
school
districts
to
start
a
charter
school
and
then,
if
the
local
school
board
denied
that
application,
that
applicant
has
the
right
right
now
under
current
law,
to
appeal
to
the
kde
under
the
way
the
law
exists
right
now,
the
kde
would
look
at
that
and
they
might
mandate
and
direct
the
local
school
board
to
accept
that
charter
application.
That's
why
it
was
important
to
put
that
7
500
school
district.
L
A
D
Thank
you,
okay.
Thank
you
very
much
for
that
reply.
If
a
charter
school
student
who
needed
special
needs,
visual,
empowerment
or
or
speech
therapy,
and
and
they
are
instead
of
the
charter
school
who's
responsible
for
that
child-
is
the
charter
school
or
is
the
camp
or
the
county
school.
L
Great
question,
because
this
is
one
where
I
think
we
get
a
lot
of
confusion
and
fear.
Quite
frankly,
you
know
one
of
the
arguments
you
always
hear
is:
oh
we're
going
to
take
dollars
from
from
you
know,
local
schools,
and
that
that
the
smart
kids
will
all
end
up
at
this
school
and
all
the
kids
that
need
it
have
issues
will
end
up
in
another
and
it's
unfair.
L
D
L
D
Three
questions,
madam
chair:
I'll:
do
them
one
at
a
time
representative,
page
5
of
80,
maybe
just
some
clarification
on
line
19..
It
says,
beginning
in
academic
year
2022-23
any
authorizer
may
authorize
an
unlimited,
unlimited
number
of
public
charter
schools.
So
what
what
would
be
the
interpretation
on
that.
D
Okay
on
page
14
of
80,
12
2.
D
L
Yeah,
representative
lewis,
that's
existing
language.
I
didn't
change
any
of
that.
That
came
from
the
original
bill
and
I
think
the
way
that
it
worked
is
if
the
charter
school
offered
a
particular
sport.
The
child
would
play
the
sport
at
the
charter
school,
but
if
it
didn't,
the
district
could
allow
them
to
play
at
another
school.
But
but
representative
lewis,
that's
going
to
be
something!
That's
part
of
the
charter.
If
you
will,
when
the
local
school
board
actually
authorizes
this
they'll
have
that
worked
out
and
don't
forget
the
ket.
I
always
mess
this
one
up.
L
D
No
that
it
says
they're
eligible
and
then
one
last
question.
If
you
indulge
me
yes,
sir,
if
northern
kentucky
is
not
the
authorizer,
then
who
becomes
the
authorizer.
L
I
think
this
is
back
on,
like
page
41.
bear
with
me
here.
If,
if
and
it's
actually
sorry
it's
on
page
43
and
it's
paragraph
4,
a
b
c
and
in
essentially
what's
what
you're
going
to
get
as
a
collective,
so
members
of
the
local
school
boards
that
want
to
come
together,
so
northern
kentucky's,
a
weird
animal
they've,
got
a
lot
of
independent
school
districts,
nestled
within
larger
school
districts
that
are
countywide.
L
D
D
D
We
have
many
programs
in
jefferson
county.
We
have
many
schools
in
jefferson
county
right
now
we're
trying
to
rearrange
a
lot
of
our
business
and
schools
home
schools.
So
I
just
don't
want
to
ask
questions.
I
have
many
questions
and
I
know
we
don't
have
much
time.
So,
madam
chair,
I'm
not
going
to
take
a
lot
of
time.
So
thank
you
very
much.
A
Thank
you,
representative.
Scott.
M
L
Representative
over
the
last
year
or
so,
and
actually
this
really
predates
me
and
I'm
I'm
sorry
they're,
not
here,
there's
a
there's.
A
group
of
ministers
in
the
west
end
of
louisville
that
I
think
for
about
20
years
have
been
begging
for
charter
schools
in
in
that
part
of
louisville.
They
think
the
community
there
supports
it.
They've
they've
got
and
these
things
got
to
have
community
support.
You
don't
put
a
charter
school
where
they're
not
wanted.
L
We
are
failing
the
minority
kids
in
the
west
end
of
louisville
when
it
comes
to
education
period,
so
my
hope
is.
If
we
run
a
pilot
project,
maybe
we
can
get
one
there.
That
will
show
the
rest
of
the
state.
There's
nothing
to
be
afraid
of
these
things
are
going
on
all
over
the
country
and
they're
not
going
to
hurt
public
schools.
90
of
the
kids
still
go
to
public
schools
or
traditional
public
schools.
These
are,
of
course,
still
public,
so
I
think
west
end
of
louisville
definitely
needs
one.
L
Northern
kentucky,
especially
up
near
the
riverfront
covington,
is
another
area.
Where
we
see,
I
don't
want
to
call
it
an
education
desert,
but
that's
what
I
think
it
is,
and
so
there's
an
opportunity
there
to
go
ahead
and
see
if
we
can
try
if
you'll
see
in
my
bill,
we
we
called
it
an
urban
academy
where
local
kids
right
then
and
there,
the
people
that
live
in
the
community
that
want
this.
Maybe
we
can
come
together
and
give
it
a
shot.
So
that's
why
we
chose
those
two.
M
L
No
ma'am,
I
didn't
to
be
honest,
but
but
in
fairness
they
didn't
come
see
me
either
it's
it's
not
been
a
secret.
It's
been
out
there
for
a
long
time,
but
I
think
we've
had
other
committees,
especially
when
the
original
charter
school
bill
was
here.
I
think
you
and
I
came
in
together.
You
might
remember
some
of
those
discussions.
You
know
we
had
a
ton
of
folks
from
the
west
end
and
frankly,
I
didn't
have
them
here
today,
because
I
knew
we
weren't
going
to
have
time
to
hear
it
all.
R
Thank
you,
chairwoman
representative.
I'm
gonna
start
with
a
compliment.
Thank
you
for
removing
the
all-virtual
option.
All
virtual
options
should
not
ever
be
a
charter
option
anywhere.
That's
nine
times
out
of
ten.
When
you
see
charters
in
the
news,
it's
it's
because
of
abuses
and
virtual
options.
So
thank
you
for
doing
that
very
first.
I
I
do
believe
that
we
are.
I
know
that
the
trend
nationwide
has
been.
R
R
New
zealand
researcher
he's
got
roughly
80
million
students
that
he
studied
thousands
of
studies
on
on
on
different
things,
and
he
ranks
he's,
got
a
rank
list
of
252
influences
or
effects
on
education
and
he's
got
things
in
their
response
to
intervention
intervention
for
students
with
learning
needs
and
he's
got
them
on
a
rank
order,
and
if
you
go
all
the
way
to
the
bottom,
he
says
that
the
standard
deviation
.12
would
be
a
student
just
sitting
there.
R
Existing
in
in
nature
would
and
he's
got
charter
at
.09
as
far
as
effectiveness
and
choices
are
slightly
ahead
of
that
at
0.11.
So
my
concern
is
that
we
are
going
to
again
come
to
the
table,
come
to
the
education
table
and
upset
the
apple
cart.
Get
a
lot
of
teachers
upset
about
a
lot
of
things
for
something
where
statistically
there's
not
really
a
huge
upside
okay
and
I'll
close
with
a
question.
R
My
concern
is
about
schools
that
will
close
okay
charter
schools
close
all
across
the
country.
You
can
google
it
right.
Now.
I
think.
Last
month
there
were
14
several
of
them
in
indiana.
What
provisions
are
in
this
bill
to
protect
those
kids
that
now
have
to
leave
a
charter
school
that
they
were
sold,
is
going
to
be
your
gift
to
the
promised
land,
and
now
they
have
to
go
back
to
their
school,
because
if
you
refer
back
to
john
hattie's
list,.
R
L
So
remember:
they're
they're
in
the
they're
in
the
pit
they're
in
the
district
right
now
going
to
a
public
school.
The
district
is
the
one
that's
going
to
authorize
the
school.
The
district
is
the
one
that's
going
to
oversee
this
school
and
if
something
is
going
wrong
with
that
school
and
that
school
closes,
those
kids
are
right
in
the
same
district
they
ever
were.
I
don't
know
specifically
where
it
is
in
the
bill,
but
they'll
just
end
up
back
at
their
other
schools,
real
quick.
I
want
to
comment
on
something
you
said
earlier.
L
In
addition
to
stanford,
maybe
disagreeing
with
your
kiwi
guy,
I
participated
in
a
book
club
with
my
suit,
my
school
superintendent
and
a
bunch
of
teachers
over
covet,
and
we
didn't
zoom
because
we
couldn't
do
it
and
it
was
great.
It
was
eye-opening.
The
teachers
were
awesome,
they
had
lots
of
great
ideas
and
we
we
did
a
study
of
all
these
different
school
districts
all
across
the
country,
and
I
kept
my
mouth
shut
and
because,
at
the
end,
everything
that
the
teachers
pointed
to
and
said
that's
awesome.
So
we
could
do
that.
L
I
wish
we
could
do
that.
I
wish
we
could
do
that.
I
went
and
looked
up
the
schools
and
they
were
all
charter
schools.
I'm
not
here
to
tell
you
they
will
fix
every
problem.
There
are
good
ones
and
there
are
bad
ones,
but
to
say
that
we're
not
even
going
to
try
to
me
we're
doing
a
disservice
to
kids
and
the
research
is
especially
kids
who
are
minorities
that
live
in
cities.
G
Thank
you,
madam
chair.
When
charters
were
approved
in
2017,
I
was
on
the
jefferson
county
board
of
education
at
that
time,
and
we
immediately
began
training
for
board
members
on
what
it
means
to
authorize
a
charter.
We
studied
various
standards
that
were
in
place.
We
actually
the
school
district,
even
hired
a
person
to
help
an
attorney
to
help
us
understand,
charter
law
and
charter
languages.
G
L
So
keep
in
mind
the
standards
that
were
adopted
in
2017,
representative
carney
at
the
time
was
the
the
guy
spearheading
this.
He
was
a
public
school
teacher.
It
was
critically
important
to
him
that
we
get
it
right.
We
can
all
cite
bad
examples,
just
even
north
up
in
ohio.
You
know
of
charters
that
that
don't
do
it
right.
L
L
G
A
quick
just
quick
follow-up
in
our
training.
We
were
made
aware
that
the
safeguards
in
the
bill,
the
2017
bill,
were
not
necessarily
sufficient,
that
they
were
a
good
starting
point,
but
that
we
as
a
board
were
advised.
You
know,
with
legal
opinion,
to
adopt
stricter
standards
so
that
we
don't
see
the
kinds
of
you
know
the
the
terrible
things
that
have
happened
across
the
country
with
charter
schools
and
with
with
students
who've
been
promised
the
moon
and
then
are
really
left
out
in
the
cold.
G
L
You
know
with
all
due
respect
ma'am.
This
law
has
been
in
place
since
2017,
and
I
haven't
seen
that
bill,
so
I'm
curious
as
to
why,
if
it
needed
to
be
changed,
nobody's
bothered
to
even
bring
it
up.
I
will
say
this,
though:
the
implementation
of
the
pilot
project
does
not
even
really
kick
in
until
july
of
next
year.
There's
a
whole
other
session
between
now
and
then-
and
I
think
lots
of
folks
in
this
in
this
space
would
be
wide
open
to
conversations
about
what,
if
anything,
needs
to
be
changed.
A
D
I'm
julian
tackett
with
the
high
school
athletic
association
and
their
objections
actually
to
the
bill.
I
I
think
you
all
need
to
make
the
education
policy
decisions.
People
ahead
of
me
and
behind
me
know
a
lot
more
about
curriculum
and
school
options.
The
athletics
piece
that's
contained
on
page
14
and
15
is
troubling
and
has
been
more
troubling
to
the
membership
of
the
schools,
as
they've
shared
with
me
over
the
last
four
years.
L
But
I
just
missed
attacking
I'm
curious.
I
haven't
changed
any
part
of
that
bill
and
back
in
2017,
you
were
quoted
in
the
lexington
herald
leader
as
saying
for
us,
it's
just
another
type
of
school.
We
already
have
six
different
types
of
school
because
of
the
various
types
of
non-publics,
your
message
to
families
and
students.
Don't
let
athletics
be
the
reason
you
don't
you
go
or
don't
go
to
a
charter
school.
D
D
A
Thank
you.
The
members
of
casa,
please
come
to
the
table,
introduce
yourself
for
the
record
and
you
have
about
three
minutes.
A
C
C
I
could
speak
for
a
long
time
on
this
bill,
but
I
know
we're
very
brief.
Just
a
couple
points
real,
quick
to
representative
mccoy-
I
don't
know
representative
mccoy,
but
I
obviously
respect
all
of
our
legislators
but
to
pass
policy
and
say
we'll
figure
it
out.
It's
pretty
bad
policy
when
we're
considering
public
education
instead
of
kentucky
I'm
very
passionate
about
public
education,
and
I
asked
this
committee
to
not
roll
the
dice
and
say
we'll
figure
it
out.
Let's
just
do
it
just
a
couple
things
about
northern
kentucky.
C
Northern
kentucky
is
a
unique
place,
but
just
I
want
this
committee
to
understand.
We
have
over
150
school
options,
public
and
private
over
150
and
now
with
the
new
open
borders.
My
question
to
the
committee
is:
why
do
we
need
additional
language
on
charter
schools?
We
have
open
borders,
it's
already
in
the
law.
We
have
elected
officials
that
can
make
the
decision.
So
what
is
this
really
about?
C
We
have
over
150
choices
and
just
real
quick.
I
would
just
say
that
senator
wise
spoke
earlier
and
he
said
he
has
faith
in
our
commissioner.
Our
commissioner,
I
didn't
tell
him,
I
was
going
to
quote
him.
I
think
he's
in
the
room,
but
yesterday
in
a
monday
message
I
would
submit
to
you.
He
probably
has
as
much
experience
with
as
anybody
in
this
room
on
charter
schools
being
from
colorado,
and
he
stated
this
is
poor
policy.
It's
a
poor
bill.
We
need
to
take
more
time
if
you're
going
to
consider
any
changes.
C
B
B
B
B
He
comes
out
with
doritos
and
has
opened
the
bag
and
starts
eating
them.
What
he
should
have
bought
was
carrots
and
some
apples
and
bananas,
and
that's
what
we're
going
to
get
with
this
charter
school,
because
there's
not
oversight
on
the
process
with
internal
controls
in
place
before
this
happens.
Thank
you.
S
Hello,
thank
you
for
giving
us
the
opportunity.
I'm
dr
sally
sugg,
I'm
the
superintendent
in
shelby
county
public
schools.
I've
been
an
educator
for
40
years.
I've
been
an
administrator
for
27
at
the
state
and
also
the
local
level.
I
was
associate,
commissioner,
under
two
of
our
commissioners,
and
I
worked
predominantly
with
low
performing
schools
in
some
of
the
areas
that
have
been
mentioned.
S
S
What
I
submit
to
you
today
is
the
students
that
spoke
today
are
the
best
example
of
what
our
public
education
system
can
do
for
all
students.
That
is
all
each
and
every
student
has
an
equitable
opportunity
in
all
of
those
opportunities
out
there,
public
private
parochial.
We
have
many
options.
Public
school
is
producing
some
of
our
best
and
our
brightest.
S
I
want
to
also
tell
you
a
very
brief
story.
I
had
a
resignation.
I
got
through
an
email
last
night
from
a
high
school
teacher,
effective
april
11th.
He
is
not
leaving
to
go
to
jefferson
county,
which
pays
more
I'm
right
on
the
border
of
jefferson
county
and
we
fight
that
all
the
time
he's
leaving
education.
S
That's
the
second
resignation
I
received
this
week
each
week.
It
looks
about
the
same,
and
all
of
my
fellow
superintendents
that
are
here,
I
think,
will
attest
to
that's
what
we're
seeing
they're,
not
leaving
for
the
reasons
you
would
think
their
reasons
are
the
war
on
education,
the
war
on
teachers,
and
this
is
another
example
of
them
feeling
downtrodden
and
beaten
up
after
two
years
of
being
a
public
servant
to
not
only
our
students
but
feeding
our
families
during
a
worldwide
pandemic.
S
B
A
H
H
I'd
like
to
push
back
on
the
statement
that
representative
mccoy
made
that
the
selection
of
kids
is
not
what
happens
in
charters.
I've
got
an
academic
book
here
that
details
how
charters
do
select
their
own
children,
how
charter
schools,
control
access
and
shape
enrollment,
and
I
have
amendments
filed
that
address
some
of
the
policy
guidance
that
would
improve
our
charter
schools.
H
C
Thank
you,
madam
chair.
You
know
what
we've
done
down
here
is
legislators,
two
comments.
You
know
we
have
a
constitutional
constitutional
obligation
to
to
to
fund
common
schools
which
are
public
schools,
okay,
and
we
do
not
check
all
the
boxes
to
make
public
schools
successful.
C
We
don't
do
it,
we
talk
about
it,
but
we
don't
do
it.
But
the
thing
about
this.
The
comment
was
made
by
my
fellow
legislator
that
did
someone
reach
out
to
him
as
a
legislator.
I've
been
doing
this
a
long
time
when
I
file
legislation.
What
I
do
is
that
if
I
got
legislation,
that's
going
to
be
in
front
of
you,
I
reach
out
to
both
sides
to
get
the
input
on
this
and
so
I'll
reserve.
The
rest
of
my
comments
on
the
house
floor,
but
my
vote
today
is
no.
E
Can
I
explain
my
vote
briefly.
Thank
you,
everyone
for
your
presentation.
I've
been
in
education
for
30
plus
years
now,
and
I
have
some
major
concerns.
I
think
we
all
at
the
end
of
the
day,
have
the
best
interest
in
mind.
I
think
that's
the
goal.
That
should
be
the
goal.
If
it's
not
the
goal,
it
should
be
the
goal.
E
That
being
said,
when
things
come
to
a
rush,
as
this
has
this
year,
it
makes
it
difficult
to
have
those
open
candid
conversations,
and
I
think
we
do
need
to
have
those
open
candid
conversations
to
collaborate
to
see
what's
best
in
our
communities.
If
we're
going
to
give
local
control,
then
we
need
to
make
sure
that
we
reach
out
to
all
stakeholders
and
have
that
conversation.
So
with
regards
to
that,
my
vote
today
is
no.
B
L
F
About
the
funding
mechanism
of
this
I've
been
told
by
people
that
are
much
more
experts
than
I
am
in
school
financing
that
this
it's
probably
unconstitutional,
and
I
think,
there's
probably
going
to
be
a
lawsuits
filed
in
that
regard,
and
I
really
don't
want
us
to
go
through
lawsuits
again.
The
other
part
of
this
is
dr
suggs.
I
think
it
was
from
shelby
county
mentioned,
I'm
very
concerned
about
the
oversight
in
this.
F
C
Q
G
Briefly,
I
have
again
much
more
to
say
about
this,
but
I
do
want
to
comment
on
this
process
that
this
was
this
bill
was
originally
slated
for
the
appropriations
and
revenue
committee.
It
apparently
could
not
get
the
votes
there.
It
was
withdrawn
from
committee
to
get
the
yes
votes
here.
The
committee
membership
had
to
be
changed
with
the
addition
of
one
member,
the
re
removal
of
another.
This
is
not
good
process.
We
were
elected
to
represent
our
constituents.
G
Some
bills
are
meant
to
pat
to
not
pass
out
of
committee,
because
they're
not
ready
yet
and
for
the
gamesmanship
that
has
been
gone
on
to
get
a
yes
vote
and
to
get
this
out
of
committee.
This
is
not
good
democratic
process.
This
is
not
good
governance.
This
is
not
transparency,
and
I
hope
that
my
statement
just
now
made
transparent
some
of
the
games
that
have
been
played
on
this
bill.
Thank
you.
B
A
A
Second,
representative:
baker:
all
in
favor
all
opposed
no
title.
Member
is
adopted.
House
bill
9
passes
with
expression
of
opinion
that
the
same
should
pass
with
committee
substitute
and
the
title
attached
there
too.
Thank
you
for
your
indulgence
and
joining
us
today
to
have
a
motion
for
a
german.
We
are
adjourned.