[♪♪] GOOD EVENING.

WELCOME TO KENTUCKY TONIGHT.

I'M RENEE SHAW.

THANKS FOR JOINING US.

OUR TOPIC TONIGHT: K THROUGH 12 EDUCATION IN KENTUCKY.

WE ARE JUST WEEKS AWAY FROM THE START OF THE 2024-25 SCHOOL YEAR.

AND KENTUCKY’S SCHOOLS FACE CONTINUING CHALLENGES, INCLUDING TEACHER AND STAFF SHORTAGES, CHRONIC ABSENTEEISM, SCHOOL ACCOUNTABILITY, AND EFFORTS TO IMPROVE READING AND MATH PROFICIENCY.

WE’LL TALK ABOUT ALL OF THIS, AND MORE, WITH THESE FOUR GUESTS IN OUR LEXINGTON STUDIO: ROBBIE FLETCHER, THE COMMISSIONER OF THE KENTUCKY DEPARTMENT OF EDUCATION; RHONDA CALDWELL, EXECUTIVE DIRECTOR OF THE KENTUCKY ASSOCIATION OF SCHOOL ADMINISTRATORS; STATE REPRESENTATIVE JAMES TIPTON, A REPUBLICAN FROM TAYLORSVILLE, AND CHAIR OF THE HOUSE EDUCATION COMMITTEE; AND STATE REPRESENTATIVE TINA BOJANOWSKI, A DEMOCRAT FROM LOUISVILLE, SPECIAL EDUCATION TEACHER AT JEFFERSON COUNTY PUBLIC SCHOOLS, AND A MEMBER OF THE HOUSE EDUCATION COMMITTEE.

WE WANT TO HEAR FROM YOU.

YOU CAN SEND YOUR QUESTIONS AND COMMENTS BY X — FORMERLY TWITTER -- AT PUB AFFAIRS KET.

SEND AN EMAIL TO K-Y TONIGHT AT K-E-T DOT O-R-G. OR USE THE WEB FORM AT K-E-T DOT O-R-G SLASH K-Y TONIGHT.

OR YOU CAN CALL 1-800-494-7605.

WELCOME TO ALL OF OUR GIVES.

THANK YOU ALL FOR BEING HERE.

SPECIAL WELCOME TO COMMISSIONER FLETCHER, GOOD TO SAY THAT PUBLICLY WITH YOU PRESENT.

THANK YOU FOR BEING HERE.

FIRST TIME BEING ON "KENTUCKY TONIGHT" AND HOPEFULLY NOT THE LAST.

>> THANK YOU FOR THE INVITATION.

>> Renee: YOU GET THE FIRST QUESTION.

WE KNOW THAT IN TODAY'S MESSAGE THAT COMES FROM THE KENTUCKY DEPARTMENT OF EDUCATION, YOU REALLY HONED IN ON REIMAGINING KENTUCKY'S ASSESSMENT AND ACCOUNTABILITY SYSTEM.

FIRST, TELL US WHAT'S WRONG WITH THE CURRENT SYSTEM AND WHAT YOU WOULD LIKE TO SEE CHANGED AND HOW WOULD YOU GO ABOUT TRYING TO CHANGE IT.

>> WE TALK ABOUT EDUCATION AND ACCOUNTABILITY NOW, THE SYSTEM IS DELAYED BY A YEAR.

FOR EXAMPLE WE'LL TAKE TESTS AT THE END IN MAY AND WE'LL GET THE RESULTS BACK IN THE FALL.

SOMETIMES AS LATE AS THE END OF OCTOBER.

THAT DOESN'T ALLOW US ANYTIME TO CHANGE INSTRUCTION FOR THE STUDENTS AT THE TIME.

SO IF WE COULD REIMAGINE OUR ACCOUNTABILITY SYSTEM SO IT GIVES US REALTIME DATA SO THAT IT MAKES AN IMPACT ON INSTRUCTION TOMORROW.

AND IT MAKES A DIFFERENCE IN WHAT THE STUDENTS ARE LEARNING TODAY AND TOMORROW.

THEN ALSO, TOO, HOW DOES IT ALSO TEST OR HOLDS ACCOUNTABLE TO VIBRANT LEARNING OPPORTUNITIES.

CAP STONE PROJECTS OR ALSO INTERNSHIPS OR DEFENSES OF LEARNING SOME OF THE EXCITING THINGS GOING ON IN OUR EDUCATION SYSTEM NOW, HOW DO WE HOLD OURSELVES ACCOUNTABLE AND GIVE THE OPPORTUNITY TO ALL STUDENTS ACROSS THE COMMONWEALTH.

FIRST AND FOREMOST TO ANSWER YOUR QUESTION, IS IF YOU LOOK AT ACCOUNTABILITY NOW WE'RE USING A LOT OF IF YOU WILL, DEAD DATA.

THE STUDENTS HAVE MOVED ON.

THAT WAS A YEAR AGO.

WE ARE COMPARING STUDENTS FROM THIRD GRADE THIS YEAR TO THIRD GRADE LAST YEAR.

AND SO THERE'S ISSUES WE NEED TO ADJUST IN MY OPINION.

THE KENTUCKY AND I LEARN COUNT HAS BEEN WORKING DILIGENTLY ABOUT THIS.

WE MET TODAY TO TALK ABOUT THAT.

AS WE MOVE FORWARD, WHAT TYPE OF ACCOUNTABILITY SYSTEM CAN WE HAVE THAT IMPACTS INSTRUCTION TOMORROW?

POSSIBLY THROUGH COURSE ASSESSMENTS SO YOU HAVE INTERIM ASSESSMENTS THROUGHOUT.

AND SCHOOL SYSTEMS ARE ALREADY DOING THIS WITH THE UNIVERSAL SCREENERS AND PROGRESS MONITORING WHY CAN'T THAT BE PART OF ACCOUNTABILITY AND WHAT DOES IT LOOK LIKE?

THERE'S EXCITEMENT ABOUT CHANGING ACCOUNTABILITY SO IT MATTERS NOW IN REALTIME.

>> Renee: IS THAT WHAT YOU'VE HEARD FROM PARENTS THEY WANT SOMETHING THAT IS REALTIME AS A CONCERN?

>> ONE OF THE PROCESSES WE WENT THROUGH IN LAWRENCE COUNTY WAS A PROCESS WE CALL EMPATHY INTERVIEWS IT IS A STATE-WIDE INTERVIEWS WHERE WE CALL OUR COMMUNITY MEMBERS WE CALL OUR PARENTS, OUR BUSINESS LEADERS AND SAY TELL US A STORY.

AND I WAS AMAZED HOW MANY PEOPLE CAME BACK WITH FEEDBACK OF WE NEED TO CHANGE OUR ACCOUNTABILITY SYSTEM.

WE'RE THANKFUL IN LAWRENCE COUNTY WE HAVE DOING WELL ON STATE TESTING BUT HOW DOES THE SYSTEM REFLECT WHO WE ARE?

HOW DOES THE SYSTEM REFLECT OUR STUDENTS' ABILITIES NOT JUST ON A READING OR MATH TEST WHICH IS IMPORTANT BUT THEIR ABILITY TO COLLABORATE.

THEIR ABILITY TO DOCUMENT INDICATE.

COMMUNICATE.

LIFELONG LEARNERS HOW DO WE MAKE STUDENTS GROW AND BECOME BETTER MEMBERS OF SOCIETY?

SO WHEN YOU TALK TO MEMBERS OF OUR COMMUNITY AND I'VE HEARD THIS ACROSS THE STATE WE NEED MORE THAN JUST A TEST SCORE FOR STUDENTS.

WE NEED TO LOOK AT HOW DO WE HELP THEM TO GROW TO BE PRODUCTIVE MEMBERS OF SOCIETY AND HELP THEM TO COLLABERATE AND COMMUNICATE AND HELP THEM TO BE, AGAIN, PRODUCTIVE MEMBERS OF SOCIETY.

IT IS AMAZING TO ME HOW MANY PEOPLE GIVE THAT FEEDBACK.

>> Renee: CHAIRMAN TIPTON HOW DOES IT SOUND TO YOU?

>> I'M A MEMBER OF THE KENTUCKY UNITED LEARNING COUNCIL I HAVE BEEN IN MEETINGS FOR OVER A YEAR WITH THIS GROUP.

I'VE BEEN INVOLVED IN THE PROCESS.

I AGREE I THINK THE DELAY AND WHEN SCHOOLS GET THE KSA ASSESSMENT RESULTS IS NOT PRODUCTIVE T DOES NOT ALLOW THEM TO MAKE CHANGES MID-YEAR TO ADJUST HOW THEY TEACH FOR INDIVIDUAL STUDENTS.

I THINK IT HAS POSITIVE POSSIBILITIES.

IT IS A VERY INVOLVED PROCESS.

WE HAVE FEDERAL REQUIREMENTS WE HAVE TO MAINTAIN.

AND A LOT OF IT IS GOING TO ESPECIALLY WITH THE LEGISLATURE IT WILL TAKE AN EDUCATIONAL ROE ASSESSMENT I WAS GLAD THERE WERE LEGISLATORS WHO WERE INVITED TO THE COOL COUNCIL MEETING THIS MORNING TO GET THEIR FIRST EXPOSURE TO THIS AND LEARN MORE ABOUT IT.

AND REALLY GOING TO HAVE TO CONTINUE THAT EDUCATION PROCESS NOT ONLY FOR LEGISLATORS BUT THE PUBLIC AND COME UP WITH A SYSTEM THAT WORKS FOR KENTUCKY.

THAT'S BEST FOR OUR STUDENTS AND OUR CHILDREN.

>> Renee: REPRESENTATIVE, HOW DO YOU SEE IT.

>> I WAS ABLE TO ATTEND THE MEETING TODAY AS WELL AND I COULDN'T BE MORE EXCITED.

AS A TEACHER, I WANT INFORMATION THAT HELPS ME TEACH MY CHILDREN BETTER.

NOT SOMETHING THAT WE DON'T GET UNTIL THEY ARE IN THE NEXT GRADE UP.

AND SO THINKING ABOUT ACCOUNTABILITY SYSTEMS THAT WOULD GIVE A MEASUREMENT AND A METRIC HOW KIDS ARE DOING BUT WE COULD GET IMMEDIATE FEEDBACK WAS POWERFUL.

AS A POLICY MAKER, AND YOU KNOW, KEEPER OF THE MONEY OF THE STATE, DO WE WANT TO SPEND MILLIONS UPON MILLIONS UPON MILLIONS OF DOLLARS ON MEASUREMENTS THAT DO NOTHING TO HELP TEACHERS IN THE CLASSROOM.

SO I'M VERY EXCITED AT THE POSSIBILITIES AND WORKING WITH COMMISSIONER FLETCHER AND TRYING TO COME UP WITH INNOVATIVE WAYS THAT WE CAN ASSESS OUR KIDS, GET THOSE METRICS AND ALSO HAVE INFORMATION THAT HELPS US BE BETTER TEACHERS.

>> Renee: DOES IT AUTOMATICALLY MEAN MORE TESTING?

>> NOT NECESSARILY.

>> Renee: THIS MEANS MORE TESTING.

>> NOT NECESSARILY.

WE DO IN JEFFERSON COUNTY THEY DO TESTS TO GET READY FOR THE TEST TO KNOW HOW THEY ARE GOING TO DO.

THERE ARE WAYS THAT IT CAN BE LESS TESTING.

I MEAN TESTING IS SO IMPORTANT IN EDUCATION.

I TEST MY STUDENTS EVERY TWO WEEKS ON THEIR PROGRESS DATA TO FIGURE OUT WHERE THEY ARE.

IT'S MEANINGFUL TESTING THAT IS IMPORTANT.

AND NOT TESTING THAT HAS NO APPLICATION TO OUR TIME IN THE CLASSROOM.

>> Renee: Dr. CALDWELL, HOW DO YOU VIEW AND HOW DO OTHER SCHOOL ADMINISTRATORS I KNOW THEY ARE PART OF THIS CONVERSATION, TOO.

WHAT DO THEY THINK WOULD HELP STRENGTHEN THE ACCOUNTABILITY SYSTEM DO THEY SEE THIS AS A PATH FORWARD.

>> DEFINITELY A PATH FORWARD ON THE RIGHT TRACK.

EXCITED ABOUT VIBRANT LEARNING EXPERIENCES, OPPORTUNITIES TO COME.

THE QUESTION AROUND THE RIGHT TESTING AT THE RIGHT TIME IS SO IMPORTANT.

AND WE ALSO HAVE A LOT OF SCHOOL DISTRICT LEADERS WHO ARE INTERESTED IN EXPANDING THE CONVERSATION TO INCLUDE LOCAL COMMUNITY INPUT.

IN TERMS OF WHAT IS THE BEST TESTING FOR BASED ON OUR COMMUNITY WORK, OUR COMMUNITY VISION, AS IT RELATES TO THE STUDENTS THAT WE ARE GRADUATING HERE IN OUR HOMETOWN.

>> Renee: INTERESTING.

SO SOMEWHAT LOCALIZED APPROACHES BUT HOW DOES THAT SQUARE COMMISSIONER FLETCHER WHEN YOU ARE TRYING TO READY KIDS FOR A GLOBAL SOCIETY, RIGHT?

>> WELL, I THINK THAT THERE'S TWO THINGS THAT WE CAN GO WITH AND THE FIRST ONE IS LET'S TALK ABOUT PLACE-BASED EDUCATION.

FIRST AND FOREMOST WE WANT TO EDUCATE YOUR CHILDREN ABOUT WHAT IS AVAILABLE AT HOME.

AND WHAT THEY CAN DO GLOBALLY FROM HOME BUT ALSO CONTRIBUTE TO THEIR HOMETOWN.

IF WE ALLOW OUR KIDS TO KNOW WHAT IS AVAILABLE IN OUR OWN HOMETOWNS THAT GIVES THEM THE OPPORTUNITY TO COME BACK HOME.

FROM A GLOBAL MARKET, IF YOU ARE LOOKING AT STUDENTS THAT HAVE THAT OPPORTUNITY AGAIN TO GO BACK TO THE WORDS OF COLLABORATE, COMMUNICATE TO WORK WITH OTHERS, I THINK THAT GIVES US A GREAT OPPORTUNITY TO HAVE STUDENTS THAT ARE COMPETITIVE NOT ONLY LOCALLY, BUT GLOBALLY.

I WOULD LIKE TO GO BACK TO ONE OF THE THINGS OUR REPRESENTATIVE TALKED ABOUT IS SCHOOL SYSTEMS ARE DOING PROGRESS MONITORING.

THEY ARE ALREADY DOING UNIVERSAL SCREENERS.

WHY CAN'T THAT BE PART OF ACCOUNTABILITY SO YOU ARE PULLING IN WHAT WE'RE ALREADY DOING TO MAKE THAT PART OF STATE ACCOUNTABILITY.

>> Renee: WHY IS IT NOT ALREADY?

IS THERE A REASON IT'S NOT BEING USED AS A TOOL?

>> DISTRICTS USE DIFFERENT TESTING SYSTEMS.

YOU MAY HAVE ONE DISTRICT THAT USES A OR B A DIFFERENT PROGRAM.

HOW COMPARABLE ARE THE SYSTEMS?

THERE'S OBSTACLES TO GO THROUGH THERE BUT HOW CAN WE MAKE SURE WE'RE USING COMPARABLE DATA ACROSS THE STATE.

>> Renee: STANDARDIZATION WOULD BE REQUIRED PERHAPS TO MAKE THE APPLES TO APPLES COMPARISONS.

>> ESPECIALLY WITH THE FEDERAL REQUIREMENTS.

YOU WANT TO HAVE MORE COMPARABILITY ACROSS THE STATE SO IT'S KINTS.

UNFORTUNATELY WE HAVE TO RANK SCHOOLS AND LABEL THE SCHOOLS AS ATSI.

>> Renee: TO HELP OUR VIEWERS WITH THE ACRONYMS TELL US WHAT THOSE MEAN.

>> OUR SCHOOL IMPROVEMENT LIKE YOUR LOWEST 5% SCHOOLS THAT HAVE CONSISTENTLY BEEN IN THE LOWER LEVELS.

AND THEN THE TARGETED SCHOOLS THAT ARE IN THOSE LOWER LEVELS MAY BE IN ONE AREA.

SO HOW DO WE HELP THE SCHOOLS TO RAISE THE SCORES SO THEY ARE NOT IN THE BOTTOM 5% FOR THE STATE.

THOSE ARE FEDERAL REQUIREMENTS THAT ARE REQUIRED WE HAVE TO BE ABLE TO RANK SCHOOLS.

PERSONALLY IT'S NOT ABOUT RANKING SCOOTS IT'S WHERE DID YOU GET THE CHILD AND WHERE DID YOU TAKE THEM.

AND THAT IS THE BEST MODEL.

HOW DID YOU SHOW GROWTH FOR AN INDIVIDUAL CHILD.

NOW, OF COURSE, WE'RE GOING TO ABIDE BY OUR FEDERAL GUIDELINES BUT TOO THERE IS AN OPPORTUNITY TO LET'S SAY CHALLENGE AND MAYBE DO SOME INNOVATION ON THE FEDERAL LEVEL WITH SOME WORK MOVING FORWARD, TOO.

>> Renee: IN ADDITION TO ACCOUNTABILITY, CHANGES OR TWEAKS WHAT ELSE DO YOU HAVE IN YOUR VISION BOX OR YOUR VISION BOARD, IF YOU WILL?

>> I THINK ONE OF THE THINGS THAT AS FAR AS FROM THE KENTUCKY DEPARTMENT OF EDUCATION, WE WANT TO CONTINUE TO BE A SERVICE ORGANIZATION.

HOW DO WE HELP SCHOOLS MEET THE GOALS THEY SET FOR THEMSELVES?

ALSO, TOO, WE WANT TO BE ABLE TO FROM A ORGANIZATION TO BE FAMILIAR WITH OUR DISTRICTS SO THAT THEY CAN CALL US AND SAY WE'RE STRUGGLING WHEN IT COMES TO AN INTERVENTION SYSTEM IN MATHEMATICS HOW CAN WE HELP YOU WITH THAT?

OR MAYBE IT IS A CAREER TECHNICAL PROGRAM AT THAT TIME WE'RE TRYING TO ADD TO, WE WANT TO MAKE SURE THAT EVERY DISTRICT IS COMFORTABLE WITH CALLING US AND WE GIVE THEM THE RIGHT AND BEST ADVICE FOR THEIR COMMUNITY.

A SERVICE ORGANIZATION IS TALKING ABOUT KENTUCKY DEPARTMENT OF EDUCATION WOULD BE ANOTHER PART FOR MY NEXT 100 DAYS.

AND ALSO THAT ORGANIZATIONAL EFFECTIVENESS WITH THE GROUP.

>> Renee: Mr. TIPTON AS WE SEE THE SCHOOL YEAR START EARTHER THAN KIDDOS WOULD LIKE, WHAT DO YOU SEE AS THE TOP CHALLENGES FACING SCHOOLS ACROSS THE STATE?

IS IT STILL TEACHER AND STAFF SHORTAGES IS THAT THE MAIN THING?

>> TEACHER SHORTAGES STAFF SHORTAGE IS ONE OF THE ISSUES.

THE SCHOOL DISTRICTS CONTINUE TO HAVE TO DEAL WITH.

AND UNFORTUNATELY I THINK THAT IS GOING TO CONTINUE FOR A WHILE.

YOU LOOK AT THE NUMBER OF STUDENTS WHO ARE ENTERING OUR TEACHER PREPARATION PROGRAMS THAT NUMBER IS DOWN QUITE A BIT.

SO IT'S GOING TO TAKE QUITE A BIT TO WORK TO GET THAT.

OTHER ISSUES THAT SCHOOL DISTRICTS ARE FACING IS THE ISSUE OF CHRONIC ABSENTEEISM.

THOSE NUMBERS FROM LAST YEAR WERE QUITE STAGGERING.

I THINK PART OF THAT IS POSSIBLY DUE TO THE COMING OUT OF COVID.

MAYBE SOME STUDENTS AND PARENTS GOT USED TO THE IDEA MY CHILD DOESN'T NEED TO BE IN SCHOOL.

BUT WE NEED TO CONTINUE TO WORK ON THAT.

BECAUSE IT'S VERY IMPORTANT FOR STUDENTS TO BE IN THE CLASSROOM.

AND THAT LOSS LEARNING OPPORTUNITY CAN HAVE SIGNIFICANT IMPACT ON THEM GOING FORWARD.

ESPECIALLY IN THE EARLY FORMATIVE YEARS BUILDING THE FOUNDATIONAL SKILLS IN LITERACY AND NUMERACY.

>> Renee: TO PUT PERSPECTIVE ON CHRONIC ABSENTEEISM IN 2018, 5% OF DISTRICTS WERE CONSIDERED TO HAVE HIGHER OR EXTREME LEVELS OF CHRONIC ABSENTEEISM IN TWOO IT WAS 77%.

AND SOME OF THE THINGS THAT WERE HIGHLIGHTED AS THE BIGGEST FACTORS INCLUDED CHRONIC HEALTH CONDITIONS, FAMILY RESPONSIBILITIES, TRANSPORTATION, HOUSING OR FOOD INSECURITY.

COMMUNITY VIOLENCE.

BECAUSE THE STUDENT MAYBE STRUGGLING BEHAVIORALLY OR WITH THEIR PEERS OR DISENGAGEMENT BECAUSE THE STUDENT FEELS BORED OR HAS A LACK OF CONNECTION OR MISCONCEPTIONS ABOUT STAYING HOME FOR ILLNESS IN THE BELIEF THAT ATTENDANCE DOESN'T MATTER.

REPRESENTATIVE YOUR RESPONSE TO THAT?

>> UM, YOU KNOW, IT'S HARD FROM A TEACHER'S PERSPECTIVE TO FEEL LIKE I CAN HOLD PARENTS ACCOUNTABLE FOR MAKING SURE THEIR KIDS GET TO SCHOOL.

IT'S DIFFICULT.

BUT I SEE FIRSTHAND HOW MUCH AND I HAD ONE STUDENT WHO WAS MOST DEFINITELY CHRONICALLY ABSENT HE WASN'T A STUDENT THAT HAD TIME THAT HE COULD MISS SCHOOL.

HE WAS A LOWER PERFORMING STUDENT.

SO TRYING TO -- AND WHAT I TRY TO DO AS A TEACHER IS TRY TO MAKE MY DAY AS ENGAGING AS I CAN, AS MEANINGFUL TO THE KIDS IF THEY ARE MISSING BASIC NEEDS WE'LL GET THEM FOOD.

WE'LL GET THEM BELONGINGNESS ALL OF THOSE PIECES.

BUT AT WHAT POINT DO I RUN OUT OF THINGS THAT I CAN DO AS A TEACHER?

AND YOU KNOW, I TRY TO HAVE COMMUNICATION WITH THE PARENTS BUT IT'S JUST A LITTLE BIT OUT OF MY PURVIEW.

I KNOW THAT THE DISTRICT HAS A WHOLE SLEW OF THINGS THAT THEY DO TO ENCOURAGE AND TO SUPPORT PARENTS.

FROM OUR FIRST KEYS THAT DO THE WRAP AROUND NEEDS THE FAMILY HAS.

BUT IT IS A MAJOR ISSUE.

>> Renee: YEAH.

>> AND I CAN FEEL IT IN MY OWN CLASSROOM.

>> .

>> Renee: Dr. CALDWELL THIS IS SOMETHING THAT YOU HEAR FROM SCHOOL LEADERS HOW TO ADDRESS THAT AND THE REASONS PERHAPS THAT WERE CITED BY THE KED AND OTHERS AND IT SEEMS REPRESENTATIVE WAS SAYING IT'S THE LOWEST PERFORMING KIDS WHO CAN LEAST AFFORD TO MISS SCHOOL ARE THE ONES CHRONICALLY ABSENT.

>> ABSOLUTELY.

EVERYDAY SCHOOL MATTERS.

FROM THE TIME THAT A STUDENT ENTERS KINDERGARTEN EVERYDAY MATTERS THOSE ARE THE FOUNDATIONAL SKILLS FOR LIFE.

IT GOES BACK TO EVERYTHING I KNOW I LEARNED IN KINDERGARTEN.

AND SO THERE'S SO MUCH PACKED INTO THE ABSENTEEISM CONVERSATION.

AND WHY AREN'T STUDENTS AT SCHOOL?

YOU'VE GIVEN US THE OVERVIEW OF THOSE LIST.

AND WHEN WE STOP TO CONSIDER WHETHER IT'S SENSE OF BELONGING, HOMELESSNESS OR WE'RE MORE SICK THAN WE PREPANDEMIC THAN WE ARE TODAY.

BUT EVERY SINGLE DAY MATTERS AT SCHOOL.

AND ONE OF THE THINGS WE'RE SEEING WHEN WE STOP AND REALLY PAUSE TO REFLECT ON ABSENTEEISM AND WE CIRCLE BACK TO WHAT ARE THE LARGER OUTCOMES THEY ARE ON AN INDIVIDUAL BASIS IN TERMS OF A STUDENT SNTS' ON TRACK WITH LEARNING.

PERHAPS IT'S READING, LITERACY OR NUMERACY.

BUT IT ALSO IMPACTS THE LARGER COLLECTIVE OF THE ECOSYSTEM OF SCHOOL.

AND EVEN WE WERE TALKING ABOUT ACCOUNTABILITY.

SO WHEN WE HAVE A GROUP OF STUDENTS EVERY YEAR WE ARE IMPACTED BY FLU, WE CONTINUE TO SEE CASES OF COVID.

AND WHEN THAT HAPPENS IN A CLASSROOM, WHATNOT ONLY IS THAT INDIVIDUAL CHILD MISSING SCHOOL THAT PARTICULAR DAY, BUT NOW WE HAVE AN ENTIRE CLASSROOM THAT IS IMPACTED BECAUSE THAT TEACHER NOW IS GOING TO NEED TO STOP TO UNDERSTAND OKAY WHAT DO I DO?

HOW DO I CATCH UP THIS GROUP OF CHILDREN WHO HAVE BEEN ABSENT?

AND HOW DO I KEEP EVERYONE MOVING FORWARD?

AND TYPICALLY WHAT WE SEE IS A ARE PROCESS OF CATCH UP, A PROCESS OF SLOW DOWN, AND SO A RECENT SURVEY WITH KASA AND 105 OF OUR DISTRICTS WEIGHING IN JUST AT THIS POINT, 88% OF OUR SCHOOL DISTRICTS REALLY TALKED ABOUT WHO IS LEADING THE CLASSROOMS.

AND THEIR ABILITY TO LEAD THOSE CLASSROOMS AND THAT IT DOES IMPACT PERFORMANCE ON STATE-WIDE TESTING AND ACCOUNTABILITY.

>> Renee: SO IS THERE A CORRELATION BETWEEN THE NUMBER OR PERCENTAGE OF KIDS WHO ARE CHRONICALLY ABSENT AND THE DROPOUT RATE?

DO THOSE KIDS END UP DROPPING OUT ALTOGETHER?

>> IT IS A HIGH CORRELATION.

I DON'T KNOW THE PERCENTAGE BUT FOR THOSE THAT MAY BE WATCHING AT HOME, WHEN WE TALK ABOUT CHRONIC ABSENTEEISM THAT MEANS A STUDENT HAS MISSED 10% OF THEIR TIME IN SCHOOL.

SO FOR EXAMPLE, IF IT'S 170-DAY YEAR, THAT STUDENT MISSED 17 DAYS OF THE SCHOOL YEAR.

SO IF THEY MISS 17 DAYS THAT COULD BE FOR ANY TYPE OF ABSENCE.

PEOPLE THINK MY STUDENT WAS SICK STILL AN EXCUSED ABSENCE OR UNEXCUSED OR EXCUSED GOES TOGETHER TO FEED INTO THAT CHRONIC ABSENTEEISM.

AND 30% IN 22-23, 30% OF OUR STUDENTS SUFFER FROM CHRONIC ABSENTEEISM.

AND THEN IF YOU START LOOKING AT SUBGROUPS OF OUR HOMELESS POPULATION, 50% OF THOSE STUDENTS ARE SUFFERING FROM CHRONIC ABSENTEEISM.

35% OF OUR FOSTER CARE STUDENTS, 37% OF OUR ECONOMICALLY DISADVANTAGED STUDENTS.

37% OF OUR BLACK STUDENTS.

SO WE HAVE SO MANY DIFFERENT STUDENTS DIFFERENT GROUPS THAT ARE HIGHER.

IF YOU GO BACK TO THE HOMELESS YOU WOULD THINK WE WOULD WANT THEM IN SCHOOL BUT THEY DON'T HAVE THE OPPORTUNITY.

I WILL ALSO SAY THE KENTUCKY DEPARTMENT OF EDUCATION IS DOING AN AD CAMPAIGN AND IT'S CENTERED AROUND BASICALLY STUDENTS TALKING ABOUT THEIR FRIEND BEING ABSENT.

FOR EXAMPLE, IMAGINE A IN A BAND CLASS YOU HAVE EVERYONE PLAYING THEIR INSTRUMENTS AND TALKING BACK AND FORTH AND YOU HAVE A SEAT THAT IS EMPTY.

THEN YOU HAVE A STUDENT THAT SAYS WE MISSED YOU TODAY IN BAND.

OR WE MISSED YOU YOU ARE ON THE PLAYGROUND AND THERE'S ONE ALL THE SWINGS ARE MOVING BACK AND FORTH AND THERE'S ONE SWING THAT IS EMPTY.

WE MISSED YOU ON THE PLAYGROUND.

WE MISSED YOU AT THE BALL GAME AND THE IDEA THERE IS IF WE BUILD RELATIONSHIPS WITH STUDENTS, I THINK THAT MIGHT BE OUR BEST TOOL FOR BATTLING CHRONIC ABSENTEEISM BECAUSE WE WANT YOU TO KNOW WE MISSED YOU.

YES YOU MISSED OUT BUT WE MISSED YOU IN SCHOOL AND THOSE RELATIONSHIPS ARE KEY BECAUSE IF A STUDENT KNOWS THAT SOMEONE MISSED THEM, IN MY OPINION, IT'S LIKELY THEY ARE GOING TO TRY TO BE THERE THE NEXT DAY BECAUSE OF THE RELATIONSHIP YOU BUILT WITH THEM AS A TEACHER, AS A PRINCIPAL, AS A COMMISSIONER AS A SUPERINTENDENT.

>> I THINK THAT THEY ALSO NEED TO REALLY WANT TO DO WHAT WE DO AT SCHOOL.

AND AS WE SHIFT OUR ACCOUNTABILITY IF WE HAVE SO MUCH PRESSURE AND FOCUS ON TEST SCORES, OFTENTIMES SCHOOL BECOMES A TEST PREP SITUATION.

AND NOBODY WANTS TO GO INTO SCHOOL FOR TEST PREP.

AS WE LOOK AT SITUATIONS LIKE VIBRANTS LEARNING OPPORTUNITIES, PERFORMANCE PROJECTS, ANYTHING THAT WHAT MAKES A CHILD WANT TO COME TO SCHOOL?

IT'S NOT TO SIT DOWN AND DO A WORKSHEET TO GET READY TO TAKE A TEST.

IT'S IMPORTANT AS WE SHIFT OUR ACCOUNTABILITY MODEL WE THINK ABOUT WHAT DO WE HAVE TO DO TO PULL THE KIDS BACK INTO SCHOOL TO MAKE IT SOMETHING THAT THEY WANT TO BE DOING.

>> Renee: GIVE ME A EXAMPLE OF A VIBRANT LEARNING OPPORTUNITY?

>> WOULD YOU?

>> ABSOLUTELY.

A DEFENSIVE LEARNING.

FOR EXAMPLE, I'VE RECENTLY WATCHED SOME DISTRICTS THAT COME IN GAVE AN EXAMPLE OF A DEFENSIVE LEARNING.

WE HAD ELEMENTARY STUDENTS MIDDLE SCHOOL STUDENTS TO COME IN AND SAY WHILE I WAS ATTENDING THIS SCHOOL THIS IS HOW IT TAUGHT ME TO BE A AREA COMMUNICATOR.

THIS IS WHAT I LEARNED TO BE RESILIENT.

THIS IS WHAT I LEARNED TO BE A COLLABORATOR.

SO THESE ARE THE DIFFERENT OPPORTUNITIES THAT GIVE THOSE KIDS AN OPPORTUNITY TO DEMONSTRATE THEIR LEARNING.

AND TWO, I THINK THE KEYWORD IS RELEVANT.

ARE WE RELEVANT FOR EVERY SINGLE CHILD?

YOU KNOW, UNFORTUNATELY I'VE BEEN A PART OF STATE ACCOUNTABILITY AND STUDENTS FEEL LIKE THEY ARE A NUMBER.

THEY ARE A TEST SCORE.

BUT WHEN YOU CHANGE TO TRY TO PERSONALIZE LEARNING AND GIVE STUDENTS THE OPPORTUNITIES TO SAY I WANT TO BE A WELDER.

WELL, LET'S GET YOU DUAL CREDIT CLASSES TO MAKE SURE YOU HAVE THE OPPORTUNITY IF WE CANNOT OFFER IT ON CAMPUS.

OR A STUDENT INVOLVED IN AGRICULTURE.

WHAT TYPE OF PATHWAYS DO WE OFFER BECAUSE THAT'S PART OF OUR HERITAGE BUT THEN IT'S RELEVANT TO THE STUDENTS.

NOW I KNOW THERE'S OTHER ISSUES AT HOME THAT KEEP STUDENTS FROM BEING THERE.

THEIR PERSONAL NEEDS IF THEY ARE HUNGRY, DO THEY HAVE TRANSPORTATION.

IF WE GO BACK TO THE IDEA OF BEING RELEVANT FOR THE CHILD, THERE'S MORE MOTIVATION TO BE THERE.

AND THAT GOES BACK TO THE VIBRANT LEARNING HOW DOES THAT TIE BACK INTO ACCOUNTABILITY AND HOW DO WE HOLD OURSELVES SO THAT INSTEAD OF DOING SOMETHING TO A CHILD TESTING A CHILD THEY ARE DOING SOMETHING WITH A CHILD TO LET THEM KNOW THIS EDUCATION SYSTEM IS RELEVANT TO YOU BECAUSE WE WANT TO GET YOU WHERE YOU WANT TO BE.

WE WILL ALLOW YOU TO DREAM.

AND GIVE YOU EVERY OPPORTUNITY TO DREAM AND GIVE YOU EVERY OPPORTUNITY TO STRUGGLE AND THEN WE'RE GOING TO GIVE YOU EVERY OPPORTUNITY TO SUCCEED IN THAT ORDER.

THAT RELEVANT CONVENTION IS SO IMPORTANT TO HAVE OUR KIDS IN SCHOOL.

>> Renee: HOUSE BILL 611 THAT MADE CHANGES FOR PROCESSING THE TRUANCY REGULATIONS BY REFERRING TO THE COUNTY ATTORNEY AFTER 15 DAYS OF TRUANCY.

SOME SAYS YOU HAVE TO TAKE THAT TO THE COUNTY ATTORNEY BUT WHAT IS THE RATIONALE?

>> THE REPRESENTATIVES WORKED 0 AND THAT LEGISLATION.

AND HE WORKS AT THIS FIRSTHAND.

WHEN YOU THINK ABOUT TRUANCY IT IS A PARTNERSHIP BETWEEN THE SCHOOL, THE PARENT, THE STUDENTS AND THE LEGAL SYSTEM.

AND WE HAVE SEEN HEARD TOO MANY CASES WHERE THE LEGAL SYSTEM HAS BEEN VERY SLOW TO RESPOND TO THESE SITUATIONS.

IF A STUDENT'S ABSENT 17, 18 DAYS AND IT MAKES A MONTH OR SIX WEEKS FOR SOMETHING TO HAPPEN HOW MANY DAY ALSO THEY WIND UP MISSING?

I THINK IT WAS AN EFFORT TO EXPEDITE THE PROCESS TO PROVIDE A SENSE OF URGENCY THIS IS IMPORTANT.

AND WE WANT OUR LEGAL SYSTEM TO WORK HAND IN HAND WITH OUR SCHOOL SYSTEMS IN ADDRESSING THIS ISSUE.

>> Renee: WHAT IS THE PUNITIVE NATURE FOR THE PARENTS?

HOW DOES THIS AFFECT THEM IF IT GOES TO THAT POINT?

>> I HAVE TO REFRESH MYSELF ON THAT.

BUT I THINK IT'S GOING TO DEPEND ON THE JUDGE ON COUNTY ATTORNEY HOW THEY DEAL WITH THIS.

BUT THE IDEA IS NOT TO BE PUNITIVE TO THE PARENTS.

BUT AT SOME POINT, SOMEBODY HAS TO BE ACCOUNTABLE FOR THE CHILDREN TO BE IN SCHOOL.

AND I KNOW THAT THAT IS A BIG ISSUE.

AND THOSE STUDENTS NEED TO BE IN THE CLASSROOM.

WE WANT TO PREPARE THEM FOR LIFE AND THEY NEED TO BE IN THERE HAVING THE LEARNING EXPERIENCES IN THE CLASSROOM.

>> Renee: REPRESENTATIVE DO YOU AGREE WITH THAT APPROACH?

>> UM, THERE WERE CONCERNS IN JEFFERSON COUNTY IT WOULD END UP SENDING SO MANY CHILDREN BECAUSE WE HAVE SUCH A LARGE POPULATION OF STUDENTS WHO ARE CHRONICALLY ABSENT AND THEN ALSO THAT I MEAN, I THINK OF A SPECIFIC CHILD THAT THE FAMILY'S ALREADY INVOLVED WITH THE JUSTICE SYSTEM, WITH THIS PLACE ANOTHER BURDEN ON THE FAMILY THAT MIGHT NOT LEAD TO OUR OUTCOME THAT WE WANT WHICH IS TO GET HIM MORE IN SCHOOL.

SO I WAS CONCERNED ABOUT IT.

WE'LL SEE HOW IT ENDS UP GOING.

AND WHAT KIND OF ISSUES ARISE.

I THINK THAT IT DOESN'T GET TO THE ROOT OF THE ISSUE.

IT'S JUST YOU HAVE TO STAND IN FRONT OF A JUDGE AND TALK ABOUT IT.

WHAT IS THE ROOT OF THE ISSUE?

WHY ISN'T THE FAMILY GETTING THE CHILD TO SCHOOL?

I THINK IF WE PUT MORE RESOURCES TOWARD THAT THAT WE MIGHT HAVE A BETTER OUTCOME.

WE'LL SEE.

>> I APOLOGIZE.

ONE OF THE THINGS I THINK IS VERY IMPORTANT IS TO UNDERSTAND THERE IS A DIFFERENCE BETWEEN CHRONIC ABSENTEEISM AND TRUANCY HAD.

>> Renee: DEFINE THE DIFFERENCE.

>> TRUANCY, IT IS BASED ON UNEXCUSED ABSENCES.

SO A STUDENT CORRECT ME IF I'M WRONG IF THEY ARE ABSENT THREE TIMES WITHOUT AN EXCUSED ABSENCE FROM A PHYSICIAN, THEN THEY ARE TRUE ANTED.

AFTER SIX, THEN THEY ARE HABITUALLY TRUE ANT AND YOU GET INTO THE OPPORTUNITIES WE WANT IT TO BE A LAST-DITCH EFFORT TO HAVE TO GO TO COURT.

BUT A LOT OF TIMES OUR JUDGES WILL LOOK AT WHAT ELSE OTHER THAN ABSENCES IS THE STUDENT A BEHAVIOR PROBLEM?

IS THE STUDENT HAVING BAD GRADES THERE'S OTHER FACTORS THAT THEY LOOK AT BEFORE THEY TAKE ACTION.

IN THE EXPERIENCES I'VE HAD A LOT OF TIMES YOUR JUDGES WILL WAIT UNTIL THERE'S MULTIFACTORS.

CHRONIC ABSENTEEISM IF YOU ARE ABSENT 10% OF THE TIME FOR ANY REASON, AND THAT'S A RUNNING NUMBER BECAUSE AFTER 20 DAYS THAT IS TWO, AFTER 30 THAT'S THREE IT IS A RUNNING NUMBER.

WHEREAS TRUANCY IS BASED ON HARD NUMBER OF UNEXCUSED ABSENCES WITH TRUANCY BEING THREE WHEN YOU GET INTO THE 7-10 YOU ARE LOOKING AT THE COURT SYSTEM GETTING INVOLVED.

THE DIFFERENCE BETWEEN TRUANCY, AND CHRONIC ABSENTEEISM THERE IS A DIFFERENCE.

>> Renee: AND WOULD IT BE A RECOURSE FOR PARENTS TO SAY I'M GOING TO HOME SCHOOL THEM.

>> ABSOLUTELY THEY COULD.

AND THAT'S A CONCERN.

BECAUSE IT HAPPENS.

YOU KNOW, PARENTS WILL SAY I'M GOING TO HOME SCHOOL.

THERE ARE PHENOMENAL HOME SCHOOL FAMILIES.

BUT THERE ARE ALSO CHILDREN ARE NOT GETTING AN EDUCATION AT ALL BECAUSE THE PARENTS DON'T WANT TO DEAL WITH THE SYSTEM.

>> AND TOO, AGAIN, EVEN THOUGH I'M THE COMMISSIONER OF PUBLIC EDUCATION, THERE ARE PARENTS OUT THERE DOING AN EXCELLENT JOB OF HOME SCHOOLING AND THAT MAY BE THE BEST FOR THEIR FAMILY AND I SUPPORT THAT ABSOLUTELY.

WHAT IS BEST FOR YOUR CHILD I'M ON 100%.

SO MANY TIMES OUR DISTRICTS WILL FIND OUT THAT TRUANCY IS -- WHEN YOU GO TO HOME SCHOOL, IT MAYBE TRUANCY DIVERSION IF YOU WILL INFORMALLY.

THEY ARE SKIPPING OUT ON THE PENALTIES.

SO ONE OF THE THINGS I WOULD LIKE TO SEE HOW DO WE HOLD OUR HOME SCHOOLS MORE ACCOUNTABLE?

I KNOW AGAIN I DON'T WANT TO INFRINGE ON PEOPLE'S PERSONAL RIGHTS BUT ON THE OTHER HAND WE HAVE AN OBLIGATION TO THOSE CHILDREN TO MAKE SURE THEY ARE GETTING AN EDUCATION SO THEY CAN BE PRODUCTIVE MEMBERS OF SOCIETY.

I DON'T HAVE THE ANSWER HOW TO DO THAT.

BUT FOR SO MANY DISTRICTS ACROSS OUR COMMONWEALTH IF YOU ASK SUPERINTENDENTS, PRINCIPALS A LOT OF TIMES HOME SCHOOL WHEN IT IS HAPPENS MID-YEAR, IS MORE ABOUT AVOIDING THE AFFECTS OF A TRUANCY OR THE PENALTY A PARENT COULD HAVE.

>> Renee: DO YOU AGREE WITH THAT?

>> I DO.

I WOULD LIKE TO TAKE A MOMENT TO BACK US UP TO KINDERGARTEN.

WE TALK ABOUT TRUANCY, CHRONIC ABSENTEEISM.

SO MUCH OF THE CONVERSATION FOCUSES AT OUR HIGH SCHOOL LEVEL OUR MIDDLE SCHOOL LEVEL.

AND SO BRINGING US BACK TO THAT KINDERGARTEN STUDENT.

THE STATE OF DELAWARE HAS ACTUALLY CONDUCTED AN ANALYSIS OF ITS STATE TESTING AS IT RELATES TO KINDERGARTEN STUDENTS.

AND WHAT THEY ARE FINDING IS THAT CHRONIC AN ABSENTEEISM THEE IS A DIRECT CORRELATION WITH ACTUAL DECREASED PERCENTAGE POINTS WHEN IT COMES TO STATE-WIDE ASSESSMENT AMONG OUR STUDENTS WHO ARE CHRONICALLY ABSENT.

MAKES PERFECTLY GOOD SENSE.

AND SO IF WE AS PARENTS, WE AS KENTUCKIANS COULD START TO RETHINK KINDERGARTEN.

AND NOT THINKING IT DOESN'T MATTER.

BECAUSE EVERYDAY AT SCHOOL MATTERS.

BECAUSE I AM SETTING LIFETIME HABITS.

MY FOCUS AND MY ATTITUDE TOWARD EDUCATION.

AND STARTING THAT AT THE KINDERGARTEN LEVEL IS SO IMPORTANT BECAUSE NOW I'M BEGINNING TO SET THE TONE MOVING FORWARD.

AND IT'S ALL OF THOSE FACTORS AROUND SENSE OF BELONGING I HAVE A PLACE THAT I BELONG HERE.

AND I'M REMINDED OF VIBRANT EXPERIENCES THE CONVERSATION THAT WE'RE HAVING HERE TODAY.

A KINDERGARTENER THAT I KNOW WHO ATTENDS DANVILLE INDEPENDENT SCHOOLS HAD A VIBRANT EXPERIENCE.

SHE ACTUALLY LED HER PARENT TEACHER CONFERENCE AT THE END OF THE YEAR AND THERE IS NO BETTER LEARNING THAN THAT.

IT'S IMPORTANT FOR US AS WE HAVE THESE CONVERSATIONS THAT WE COVER THE ENTIRE SPECTRUM.

AND THAT WILL REMEMBER THE IMPORTANCE OF THAT BEST FIRST BEST START IS SO IMPORTANT.

AND THAT ALSO INCLUDES I KNTS' SAY ENOUGH ABOUT THAT CLASSROOM KINDERGARTEN TEACHER THAT WE NEED TO DESPERATELY BE THERE TO TAKE CARE OF ALL OF OUR STUDENTS TO GET THEM ON THE PATH FORWARD.

THANK YOU FOR LETTING ME SHARE.

>> Renee: ABSOLUTELY.

AND WHILE YOU ARE ON A ROLL I WILL ASK YOU FROM KASA'S POSITION ABOUT WHAT ARE THE THREE FUNDAMENTAL ISSUES THAT WHEN YOU SERVE AS SCHOOL LEADERS THESE ARE OUR TOP PRIORITIES.

ARE THEY WHAT WE'VE DISCUSSED SO FAR?

I'M SURE THERE'S MORE TO ADD?

>> THE TEACHERS SHORTAGE AS WELL AS GENERAL STAFFING SHORTAGES CONTINUE TO BE A CHALLENGE FOR US.

CHECKING -- I CHECKED IN WITH 15 OF OUR SCHOOL DISTRICTS THIS MORNING IN PREPARATION FOR TONIGHT, AND THEY RANGED THE WIDE RANGE OF OUR SMALLEST SCHOOL DISTRICT TO SOME OF OUR LARGER SCHOOL DISTRICTS.

ONE DISTRICT IN PARTICULAR HAS 38 VACANCIES ACROSS 26 SCHOOLS.

AND THERE ARE ALSO I THINK 36 INSTRUCTIONAL ASSISTANT VACANCIES AND THAT DOESN'T BEGIN TO ADDRESS THE FOOD SERVICE AREAS THE CUSTODIAL AREAS AND SOME OF THOSE OTHERS.

AS WELL AS OUR SMALLER DISTRICTS.

THEY POSSIBLY HAVE FOUR VACANCIES.

AND THE REAL CHALLENGING SPOTS ARE WHAT WE'VE BEEN TALKING ABOUT FOR SOMETIME.

THEY ARE SPECIAL EDUCATION SOME NEW CHALLENGES THERE.

AS WELL AS SCIENCE AND MATH.

AND IF THE APPLICATIONS ARE ZERO TO ONE TO THREE, AND SO WE'RE NOT REALLY IN A POSITION WHERE WE'RE LOOKING FOR HIGH QUALITY CANDIDATES.

THE DATA I'M SEEING WE ARE LOOKING FOR A CAPABLE PERSON AND WE'RE USING EVERY SINGLE PATHWAY THAT HAS BEEN AFFORDED TO US IN THE LAST THROUGH OUR DEPARTMENT OF EDUCATION OUR STANDARDS BOARD, THE LEGISLATIVE PATHWAYS GIVEN TO US.

AND WE'RE FILLING OUR CLASSROOMS WITH DIFFERENT OPTIONS AND EMERGENCY CERTIFIED POSITIONS.

>> Renee: AND SO THAT COMES THE QUESTION OF QUALITY.

IF YOU ARE IN A DESPERATE SITUATION SOMETIMES YOU MAKE THE CHOICE THAT IS THE EASIEST CHOICE BUT NOT THE BEST CHOICE?

>> THE RESULTS BY FAR ARE SHOWING US THAT A PREPARED A HIGHLY TRAINED HIGHLY QUALIFIED TEACHER OBVIOUSLY IS GOING TO HAVE HIGHER SUCCESS RATES THAT SOMEONE WHO IS COMING TO US TO PREPARE.

AND A GOOD EXAMPLE I RECENTLY HAD AN EYE SURGERY.

AND I CERTAINLY WANTED A HIGHLY SKILLED SURGEON TO PERFORM THAT SURGERY NOT SOMEONE WHO WAS COMING TO THE JOB AND LEARNING ABOUT WHAT THE JOB IS.

AND TEAMING IS NO DIFFERENT.

IT IS A PROFESSION AND WE NEED THE ABSOLUTE BEST IN THE CLASSROOM TODAY.

>> Renee: SO THERE'S NINE PATHS IS THAT CORRECT COMMISSIONER OR OPTIONS FOR ALTERNATIVE.

>> I BELIEVE THAT IS THE CORRECT NUMBER.

>> Renee: AND THE NEW OPTION THERE USED TO BE EIGHT THIS TIME LAST YEAR THERE WERE EIGHT BUT THERE'S NINE NOW AND WHAT IS THAT NINTH OPTION WAS THAT IN RESPONSE TO WHAT Dr. CALDWELL EXPRESSED?

>> OPTION NINE WHEN PASSED I FORGET WHAT SESSION, REPRESENTATIVE THOMAS HAD THAT BILL IN RESPONSE TO PEOPLE AT HOME.

AND THAT WOULD ALLOW PEOPLE WHO ARE WORKING IN CLASSIFIED POSITIONS TO WORK IN THE SCHOOL DISTRICT AS WELL AS PURSUE THAT OPTION.

WHILE THEY ARE EMPLOYED IN THE SCHOOL DISTRICT.

WE'RE ALSO SEEING TEACHER APPRENTICESHIP PROGRAMS START IN THE STATE.

WESTERN KENTUCKY UNIVERSITY IS WORKING WITH NELSON COUNTY AND THEY HAVE TEACHER APPRENTICES OUR STUDENTS IN THE SCHOOL NOW.

WHO ARE GETTING CLINICAL EXPERIENCE WHILE THEY ARE IN HIGH SCHOOL.

WHEN THEY GRADUATE FROM HIGH SCHOOL THEY WILL HAVE AN ASSOCIATES DEGREE AND THEN IN TWO YEARS THEY WILL CONTINUE TO WORK IN THAT SCHOOL DISTRICT, DO THEIR PROGRAMMING ON-LINE AND THEY WILL HAVE A COLLEGE DEGREE AND BE CERTIFIED TO TEACH WITHIN TWO YEARS.

>> Renee: WHICH COUNTY?

>> NELSON COUNTY.

AND OTHER DISTRICTS WHO ARE I THINK WORKING WITH WKU TO BE LOOKING AT THAT AS WELL.

GROW YOUR OWN IS A BIG PART OF RECRUITING.

I MADE THE COMMENT FRIDAY AT THE KASA CONFERENCE THAT SCHOOL DISTRICTS HAVE ALL OF THE POTENTIAL FUTURE TEACHERS IN THEIR CLASSROOM.

ON A DAILY BASIS.

AND DOING A BETTER JOB OF COMMUNICATING THEM THE IMPORTANCE OF TEACHING, THE BENEFITS OF TEACHING AND HOW THEY COULD HAVE THAT AS A CAREER.

>> Renee: BUT, YET, YOU MENTIONED ABOUT FROM THE HIGHER-ED PERSPECTIVE KIDS ENTERING THAT PROFESSION THAT IS DOWN.

>> WE'VE SEEN AS MUCH AS 50% DECLINE.

WE'RE SEE MORE PEOPLE GOING THROUGH THE OPTIONS.

SENATE BILL 265 DID PASS.

IT TOOK OUT SOME OF THE REQUIREMENTS AND THE ADMINISTRATION REGULATIONS WITH THE OPTION 7.

WE ADDED LANGUAGE IN THE HOUSE THAT ACTUALLY DIRECTOR WORKED ON A TEACHER MENTORSHIP PROGRAM FOR NEW TEACHERS AND WE'RE TRYING TO WORK WITH THE BOARD ABOUT LET'S MAKE THIS AS SIMPLE AS POSSIBLE.

I TALK TO A LOT OF PEOPLE WHEN YOU REVIEW THESE NINE OPTIONS IT'S COMPLICATED TO FIGURE OUT THE DIFFERENCES.

WE WANT QUALITY.

BUT LET'S STREAMLINE THIS AND MAKE IT SIMPLE PROCESS.

>> Renee: AND AT THE SAME TIME WE HAVE CONVERSATIONS REPRESENTATIVE ABOUT PROFESSIONALISM OF THE EDUCATION PROFESSION.

>> I WAS THINK BEING EXACTLY THAT.

SO WHY WOULD YOU WANT TO BECOME A TEACHER IF PEOPLE WHO ARE IN POSITIONS OF POWER ARE DISPARAGING TEACHERS?

AND SAYING THAT YOU KNOW, JUST UNKIND THINGS AND ACCUSING TEACHERS OF INDOCTRINATION AND ALL OF THAT.

WE NEED TO BOOST UP OUR RHETORIC AROUND THE PROFESSIONALISM OF EDUCATION AND EDUCATORS.

I DID WANT TO TALK -- I'M REALLY EXCITED AND I'M CURRENTLY DOING THE TRAINING, THANKS TO THE GENERAL ASSEMBLY WE HAVE 20 MILLION PLUS THAT WE'VE INVESTED INTO TEACHING TEACHERS HOW TO TEACH READING BETTER.

AND I'M JUST ABOUT FINISHED WITH THE TWO-YEAR COURSE.

AND WE HAVE OVER 4,000 EDUCATORS WHO HAVE TAKEN THIS READING COURSE AND OVER 1500 TEACHERS IN THE STATE REGISTERED FOR THE THIRD COHORT CALLED LETTERS TRAINING.

AND IT IS A PHENOMENAL REVIEW OF HOW CHILDREN LEARN TO READ.

I COULD NOT BE MORE EXCITED TO GET THIS DAY OVER AND GO INTO MY CLASSROOM TOMORROW AND THINK ABOUT HOW I'M GOING TO TEACH MY KIDS TO READ.

>> Renee: HOW IS IT DIFFERENT THAN WHAT YOU'VE BEEN DOING?

>> WELL, THE PROCESS IS MORE SYSTEMIC, MORE EXPLICIT.

TRYING TO REALLY FOCUS NOW I HAVE BEEN DOING IT FOR A LITTLE WHILE SINCE BEFORE THE TRAINING SOME OF IT SEGUES NICELY FOR ME.

FOR SOME TEACHERS TO REALLY FOCUS BACK ON BUILDING THOSE FOUNDATIONAL SKILLS.

WHETHER IT'S AWARENESS WHICH IS HEARING THE SOUNDS AND WORDS, RHYMING, THAT SORT OF THING OR THE PHONICS.

BUILDING FROM THERE.

YOU DO OCTOBEROGRAPHY AND MOROLOGY AND STUDIES OF MEANINGS OF WORDS IT'S THAT BALANCE 2021 IT USED TO BE PHONICS VERSUS WHOLE LANGUAGE AND NOW IT'S STRUCTURED LITERACY AND IT'S EXPLICIT, SYSTEMIC YOU MAKE SURE THAT YOUR KIDS GET THOSE FOUNDATIONAL SKILLS SO THEY CAN BECOME STRONGER READERS.

IT'S NOT JUST LEARNING TO READ A WORD BY SIGHT.

>> Renee: WHEN WE WERE IN OWENSBORO WE TALKED TO ROBIN POINTER WHO IS THE ASSISTANT SUPERINTENDENT THERE OF AND A LONGER TITLE THAN WHAT I'M SAYING BUT SHE TALKED ABOUT THEY ARE DOING THE SCIENCE OF READING.

AND THAT THEY HAVE BEEN ABLE TO REALLY TAKE SOME OF THOSE LOW-PERFORMING READERS AND REALLY BOOST UP THEIR SCORES BY 23% BECAUSE THEY'VE SHIFTED THE FOCUS TO THE SCIENCE OF READING.

BUT SHE DID SAY IT'S NOT A WHIMPY PROCESS.

IT IS A ROBUST PROCESS THAT HAS TO HAVE A LOT OF BUY IN AT EVERY LEVEL BUT THEY ARE COMMITTED THERE IN HANCOCK COUNTY FROM WHAT SHE SHARED WITH US.

IT SEEMS LIKE A GOOD THING AND THIS WAS MADE POSSIBLE BY THE GENERAL ASSEMBLY CHAIRMAN TIPTON YOU WERE ALL ABOUT THIS.

>> IN 2022 WE PASSED SENATE BILL 9 THE READ TO SUCCEED ACT AND THE FUNDING WE FUNDED IT $20 MILLION THE LAST BUY IN WE FUNDED $20 MILLION TO CONTINUE THAT TRAINING.

WE'RE HOPEFUL TO SEE MORE TEACHERS TODAY IN THE SCHOOL GOVERNANCE TASK FORCE Dr. GREENWELL, TALKED ABOUT HOW THEY ARE TRANSITIONING TO THE SCIENCE OF READING.

AND IT'S ABOUT PROVIDING HIGH QUALITY, EVIDENCE-BASED INSTRUCTIONION AND TRAINING FOR OUR TEACHERS.

AND I AM ON A FACEBOOK SITE CALLED KENTUCKY TEACHERS IN THE KNOW.

I DON'T COMMENT A LOT BUT I LISTEN A LOT.

>> HE LURKS.

>> IN A GOOD WAY.

>> I WANT TO KNOW WHAT IS GOING ON.

BUT TIME AFTER TIME AFTER TIME I HAVE HEARD TESTIMONIALS FROM TEACHERS HOW IMPORTANT THIS TRAINING HAS BEEN TO THEM.

I MEAN, AGAIN, THERE'S AN OPPORTUNITY TO GET A RIGHT CHANGE GOING FOR THAT PROCESS VERY IMPORTANT TO THE TEACHERS.

IT'S VERY IMPORTANT.

AND AS IMPORTANT AS EARLY LITERACY WE FOLLOWED UP WITH EARLY NUMERACY.

HOUSE BILL 162.

THE NUMERACY COUNTS ACT.

IT IS BASICALLY SIMILAR TYPE PROCESS PROVIDING THAT PROFESSIONAL LEARNING THAT PROFESSIONAL DEVELOPMENT TO TEACHERS.

STARTING IN THE 26-27 SCHOOL YEAR.

WE'RE GOING TO IMPLEMENT THE UNIVERSAL SCREENERS, THE DIAGNOSTIC ASSESSMENTS AND INTERVENTION PLANS AND TRYING TO MODEL WHAT WE DID WITH READING AND MATH I TRULY BELIEVE THE FOUNDATIONAL SKILLS IN READING AND MATH CAN HELP A STUDENT IF THEY GET THE FOUNDATIONAL SKILLS IT WILL ENABLE THEM TO SUCCEED IN THEIR EDUCATIONAL CAREER, BUT ALSO THEIR LIFE.

ONE OTHER THING HOUSE BILL 162 DID WE PUT $2 MILLION INTO IT THIS TIME FOR GRANTS FOR SCHOOL DISTRICTS.

THERE IS A RUBIC WHICH SCHOOL DISTRICTS CAN GET THAT BUT HELP THEM GET THAT INSTRUCTION AND RESOURCE IN THEIR CLASSROOM.

>> I THINK THERE'S ANOTHER ASPECT.

WE'VE GOT TO DO THE FOUNDATIONAL SKILLS BUT IN ELEMENTARY SCHOOL WE HAVE BEEN SO FOCUSED ON TEACHING STANDARDS FOR TEST SCORES THAT WE HAVEN'T BEEN TEACHING AS MUCH SCIENCE AND SOCIAL STUDIES.

SO I'M REALLY EXCITED AND JCPS WE ARE USING CURRICULUM CALLED EL AND DESIGNATED AS A KNOWLEDGE BUILDING CURRICULUM.

OVER THE COURSE OF THE YEAR THERE ARE FOUR DIFFERENT SUBJECTS WHETHER IT'S SOCIAL STUDIES OR IT MIGHT BE FROGS OR AND THE KIDS REALLY DIG DEEP INTO THOSE SUBJECTS.

BECAUSE OUR KIDS SOMETIMES WE CALL THEM SCHOOL BASED KIDS OUR KIDS WHO DON'T GET A LOT OF EXPOSURE TO DIFFERENT THINGS AT HOME, I HAD ALMOST COME TO THE POINT THAT I THOUGHT THEY MIGHT NEVER GET THE BACKGROUND KNOWLEDGE THAT WE NEED.

AND I WAS READING THERE IS A BOOK CALLED THE KNOWLEDGE GAP AND I'M READING THE KNOWLEDGE GAP AND WATCHING ONE OF MY STUDENTS IN THE CLASSROOM AND THE TOPIC WAS TEXT FEATURES AND THE SCREEN HAD ALL THE DIFFERENT PICTURES AND HEADINGS AND SO FORTH AND I KEPT TRYING TO GUIDE HIM TO THAT AND HE WANTED TO TALK ABOUT THE CONTENT AND IT STRUCK ME LIKE WE HAVE BEEN SO FOCUSED ON STANDARDS AND NOT CONTENT AND THIS KNOWLEDGE BUILDING CURRICULUM I KNOW THERE ARE MULTIPLE DISTRICTS ACROSS THE STATE WHO ARE NOW DOING KNOWLEDGE BUILDING SO THAT COMBINATION OF FOUNDATIONAL SKILLS AND TEACHING CONTENT KNOWLEDGE AND IT'S MUCH MORE INTERESTING IF YOU REALLY DIG DEEP INTO A TOPIC IN YOUR CLASSROOM IN ELEMENTARY SCHOOL THAN IF YOU COME IN AND EVERYDAY YOU HAVE SIX TOPICS TO FIND THE MAIN IDEA TO ME THAT IS BORING.

THAT GOES BACK TO ENGAGING THE KIDS AND GIVING THEM REAL AUTHENTIC.

OUR FIRST GRADE CLASSROOM ACROSS THE HALL FROM ME THIS YEAR SHE HAD LITTLE CHICKS.

AND THE KIDS GOT TO WATCH THE LIFE CYCLE OF A BABY CHICK.

AND THERE'S NOTHING MORE AMAZING TO CHILDREN THAN SOMETHING LIKE THAT.

AND I'M SURE IF YOU LOOK AT HER ATTENDANCE I WOULDN'T BE SURPRISED IF SOME OF THE KIDS WHO MAYBE HAD A LITTLE INFLUENCE ON THEIR PARENTS GETTING THEM TO SCHOOL THEY GOT TO SCHOOL.

>> Renee: AND IT ALSO HELPS THOSE WHO ARE THE HIGH ACHIEVING STUDENTS THEY ARE ENGAGED.

SOMETIMES THE CONVERSATION OMITS THOSE WHO ARE HIGH ACHIEVING AND SOME OF THOSE SERVICES THAT THEY NEED TO BE THEIR BEST SEVERALS.

>> THAT REAL AUTHENTIC LEARNING.

AND LIKE THE COMMISSIONER SAID, RELEVANT WHAT IS RELEVANT TO A CHILD.

HANDS ON.

NATURE.

REALLY LEARNING ABOUT SOMETHING AND NOT JUST.

>> Renee: AND IN THE SCHOOL DAY IS THERE ENOUGH TIME TO ACCOMMODATE THAT HANDS ON PROJECT-BASED IMMERSIVE TYPE LEARNING EXPERIENCE?

>> HOW CAN YOU NOT?

HOW CAN YOU NOT DO IT YOU HAVE TO MAKE TIME FOR IT.

>> Renee: IS IT REALISTIC THAT EVERY CLASS IS LIKE IMMERSIVE LIKE THAT?

>> IT'S POSSIBLE.

IS IT REALISTIC?

I SURE HOPE SO.

WHEN I THINK ABOUT THE READING CONVERSATION, I'M REMINDED IF I AM TAKING A TEST AND IF IT'S MATH OR SCIENCE OR WHATEVER, IF I'M UNABLE TO READ THE TEST QUESTIONS, I AM UNABLE TO PROCESS, I AM UNABLE TO DO WELL NOW I'M TAKING A READING TEST THAT I'M NOT SUCCESSFUL AT.

AND WHEN I THINK ABOUT WHAT IS HAPPENING IN THE STATE RIGHT NOW WITH READ TO SUCCEED AND THE EXCITEMENT AROUND IT, IT IS A HEAVY LIFT.

BUT THE POTENTIAL OF WHAT IT CAN BRING THAT OUR CHILDREN CAN READ AND THEY CAN BEGIN TO NOT ONLY READ, BUT PARTICIPATE IN JOY IN THOSE IMMERSIVE LEARNING EXPERIENCES THOSE VIBRANT LEARNING EXPERIENCES ON A MUCH HIGHER LEVEL.

BUT I'M ESPECIALLY REMINDED IN THIS CONVERSATION ABOUT THAT CLASSROOM TEACHER.

EDUCATORS ARE LIFELONG LEARNERS.

AND I AM REMINDED IN TERMS OF THINKING ABOUT THE TWO YEARS OF TRAINING THE HOURS AND HOURS THAT ARE REQUIRED FOR AT THAT TIME.

THAT.

IT'S SO IMPORTANT AND IT'S SO NECESSARY THAT WE MAKE SURE WE SUPPORT OUR TEACHERS AND THAT WE CONSTANTLY FIND THE SUPPORT AND THE FUNDING THAT THEY NEED TO BE ABLE TO TAKE THOSE TRAININGS.

WHEREVER THEY ARE WHATEVER IS NEEDED IN THAT MOMENT.

BECAUSE THAT'S WHAT IS GOING TO CHANGE AND GUIDE THE OUTCOMES FOR ALL OF US STUDENTS.

>> Renee: DID YOU GET THIS IN THE LAST SESSION OF THE ASSEMBLY?

>> ABSOLUTELY.

WE IN TERMS OF THINKING ABOUT THE DOLLARS ALLOCATED FOR THE READ TO SUCCEED, THE PROFESSIONAL DEVELOPMENT THAT IS GOING TO TAKE PLACE THERE.

AND LOOKING AT THE BUDGET, CHECKING IN WITH 105 OF OUR SCHOOL DISTRICTS AT THIS POINT, WE DID ASK A SERIES OF QUESTIONS ABOUT WHAT THE CURRENT BUDGET WILL ALLOW THEM TO DO.

AND WHAT IT WON'T ALLOW THEM TO DO.

AT THIS POINT ALL OF OUT DISTRICTS ACROSS THE STATE ARE FOCUSED ON WHAT CAN THEY DO LOCALLY TO ADDRESS TEACHER SALARIES, TO BE MORE ATTRACTIVE, TO RECRUIT AND CERTAINLY RETAIN ALL OF THE TEACHERS THAT WE HAVE ON STAFF RIGHT NOW.

AT THE SAME TIME, WE MIGHT BE DEALING WITH EMERGENCY MAINTENANCE ISSUES.

A NEW EMERGING ISSUE WE HAVE IN THE WESTERN PART OF THE STATE OUR SCHOOL DISTRICTS HAVE LOST THEIR PROPERTY INSURER.

AND THE BIDS THAT ARE COMING IN POSSIBLY THERE'S ONLY ONE PROVIDER.

AND ONE PARTICULAR EXAMPLE THAT I WAS GIVEN A SCHOOL DISTRICT RECEIVED $900,000 IN NEW FUNDING BUT HALF OF THAT WILL BE ALLOCATED TO THE LOAN PROVIDER OF PROPERTY INSURANCE WILL TAKE HALF OF THOSE FUNDS.

SO ACROSS THE BOARD, SOME OF OUR DISTRICTS HAVE BEEN ABLE TO GIVE UP TO 3% RAISE.

A SMALLER GROUP IN THAT FOUR AND 5% AND A VERY SMALL GROUP, 6, 7% WITH A LARGE NUMBER DOWN UNDER 2%.

AND IT JUST DEPENDS ON WHAT IS HAPPENING TOTAL DISTRICT.

BUT REMAIN GRATEFUL THE LEGISLATURE IN THIS LAST SESSION FOR THE NEXT BIENNIUM I THINK WE MOVE FROM 36.9% OF FUNDING FROM THE BUDGET BACK UP TO 39.6%.

>> Renee: FOR THOSE DISTRICTS SITUATED NEAR THE TENNESSEE BORDER WHERE THOSE SALARIES ARE MORE COMPETITIVE.

I MEAN WERE THEY ABLE TO UP A LITTLE BIT IN THE SALARY TO MAKE THEM MORE COMPETITIVE AGAINST A STATE THAT IS BETTER SITUATED LIKE TENNESSEE?

>> JUST GETTING A LOOK AT THAT DATA TODAY IN TERMS OF SPECIFICS, WHAT I DO KNOW IS THAT THE CHALLENGE IS STILL VERY REAL.

THE NUMBER OF VACANCIES IS HIGH.

AND IF YOU STOP TO CONSIDER WHAT OUR LOWEST PAID TEACHER IN THE STATE OF KENTUCKY WAS DOWN AROUND BETWEEN 33 AND 35,000.

AT 3% RAISE ON 35,000 DOESN'T GO VERY FAR.

IT'S AMOUNTS TO ROUGHLY A THOUSAND DOLLARS.

AND SO UNTIL WE ARE REALLY ABLE TO MOVE THE NEEDLE WITH OUR SCHOOL DISTRICTS ARE DOING EVERYTHING WE CAN AND A GOOD NUMBER OF THEM HAVE MADE THE LEAP TO 40,000 OR TO 45,000, BUT UNTIL WE CAN REALLY GET THOSE SALARIES UP MORE SO, THE POLICY INSTITUTE SAID A LIVING MINIMUM WAGE FOR KENTUCKY AT $49,000 FOR ONE CHILD AND ONE ADULT.

AND UNTIL WE CAN GET NO THOSE NUMBERS, I THINK WE'LL CONTINUE TO STRUGGLE BECAUSE TENNESSEE HAS ALREADY MADE THE LEAP TO 50,000 FOR ITS BEGINNING.

AND OF COURSE, IT'S HAPPENING ALL AROUND US.

AT THE SAME TIME IT'S HAPPENING INTERNALLY WITHIN OUR STATE AS WELL.

>> Renee: I WAS GOING TO SAY IT DOESN'T HAVE TO BE GOING ACROSS THE STATE LINE IT COULD BE GOING FROM JESSAMINE COUNTY TO FAYETTE COUNTY OR WITHIN A FEW COUNTY LINES BECAUSE THERE IS A HIGHER SALARY.

>> ABSOLUTELY.

TEACHERS ARE NO DIFFERENT FROM ANYONE ELSE.

THEY ARE PROFESSIONALS.

BUT THEY NEED TO BE ABLE TO LIVE.

BE ABLE TO HAVE A FAMILY.

I THINK OF OUR TEACHER WHO WAS A STAR IN OUR DOCUMENTARY UNDER THE COALITION TO SUSTAIN THE EDUCATION PROFESSION.

SHE TALKED ABOUT SPECIFIC TEACHER RAISES.

AND SHE EVEN GAVE EXAMPLES OF FIVE CHILDREN WANT TO PARTICIPATE IN BAND.

MY CHILDREN WANT TO DO THE DIFFERENT THINGS AND AS THEIR PARENTS I NEED TO BE ABLE TO GIVE THEM THOSE THINGS.

THE TEACHER ARE ACTORS LIVING IN SOCIETY TODAY MAKING THE BEST DECISIONS THAT THEY CAN THAT ARE SMART FOR THEIR FAMILIES.

>> Renee: IT'S NOT ALL ABOUT SALARY, RIGHT CHAIRMAN TIPTON FOR NOT PURSUING TEACHING AS A PROFESSION.

WE KNOW AND YOU'VE ADDRESSED THIS BEFORE, SCHOOL DISCIPLINE, STUDENT MISCONDUCT, THINGS HAVE GOTTEN IN SUCH A WAY PERHAPS WHERE SOME TEACHERS, EDUCATORS FEEL LIKE THEY COULD MAKE A BETTER LIVING DOING SOMETHING ELSE WITHOUT SO MUCH OF THE HASSLE OR THREAT TO THEIR OWN PERSONAL SAFETY.

>> THAT IS CERTAINLY A PART OF THE ISSUE.

I SPOKE WITH SOMEONE WHO I KNEW HAD BEEN TEACHING AND THEY TOLD ME OVER THE WEEKEND THAT THEY RETIRED AFTER 22 YEARS AND DISCIPLINE WAS THE MAIN ISSUE THAT THEY HAD MADE THE DECISION TO RETIRE.

AND I KNOW THAT I THINK SOME OF OUR URBAN DISTRICTS HAVE A LOT OF ISSUES BUT THIS IS ACROSS THE BOARD.

AND I THINK IT GOES BACK TO ELEVATING THE PROFESSIONALISM IN THE CLASSROOM.

BETTER PREPARING TEACHERS.

MENTORSHIP MODELS FOR EARLY TEACHERS TO HELP THEM BE BETTER EQUIPPED TO DEAL WITH THOSE SITUATIONS.

THERE ARE A LOT OF THINGS INVOLVED WITH THAT THAT IS CERTAINLY AN ISSUE.

SCHOOL BUS DRIVERS THE SAME THING.

WE PASSED HOUSE BILL 446 THIS YEAR GIVING BUS DRIVERS MORE AUTHORITY OVER DISCIPLINE ON THEIR SCHOOL BUSES.

WE'RE TRYING TO ADDRESS THESE THINGS.

BUT WE HAVE HAD A LOT OF CHALLENGES IN EDUCATION RIGHT NOW THE BUT I TRULY BELIEVE WITH GREAT CHALLENGES COME GREAT OPPORTUNITIES.

>> Renee: SO I WILL SAY THE ORIGINAL SCHOOL DISCIPLINE BILL THE ONE FROM 2023 IS THAT ALREADY BEEN PROVEN TO WORK?

AND HOW WOULD YOU KNOW WHEN IT'S WORKING?

>> I THINK PROBABLY THE BEST PEOPLE TO ANSWER THAT QUESTION ARE OUR SCHOOL ADMINISTRATORS OUR SCHOOLTEACHERS AND THAT MIGHT BE A GOOD TOPIC FOR A COMMITTEE MEETING TO GET AN UPDATE.

I HAVE NOT HEARD A LOT ABOUT THE IMPLEMENTATION OF THAT LEGISLATION THAT WE PASSED IN 23.

BUT I KNOW THE ATTEMPT OF THAT WAS TO GIVE TEACHERS MORE AUTHORITY OVER DISCIPLINE IN THE CLASSROOM AND TRY AND PREVENT THESE SITUATIONS FROM ESCALATING AND GETTING OUT OF HAND.

>> Renee: FROM JEFFERSON COUNTY IS IT WORKING?

>> I'M NOT SURE OF THE DATA ON THAT BUT MY THOUGHT IS THE STATE-WIDE CONCERN MIDDLE AND HIGH SCHOOL LEVEL OF THESE CELLPHONES IN THE CLASSROOMS.

THAT IS A MAJOR ISSUE.

WE HAD A CONVERSATION ABOUT THAT AT THE LAST CONFERENCE I WENT TO.

WE HAD A BILL THIS YEAR THAT WOULD BAN CELLPHONES.

>> ANOTHER BILL IS BEING DRAFTED.

>> ANOTHER BILL HAS BEEN DRAFTED.

THAT IS A MAJOR ISSUE.

YOU TALK ABOUT DISCIPLINE AND SOMETIMES YOU THINK ABOUT THE CHILD WHO IS BEING DISRUPTIVE AND CUSSING AT A TEACHER.

BUT THERE ARE SO MANY CHILDREN WHO ARE SO ENGAGED WITH THEIR CELLPHONES AND THEIR EAR PODS OR WHATEVER THEY ARE CALLED AND THEY ARE NOT ENGAGED IN LEARNING.

AND HOW CAN WE CHANGE THAT?

I'M READING A BOOK CALLED THE ANXIOUS GENERATION AND IT'S CONCERNING BECAUSE CHILDREN MY DAUGHTER'S 26.

AND CHILDREN WHO WENT THROUGH PUBERTY AROUND HER AGE, THIS AUTHOR CALLS THEM THE PHONE GENERATION INSTEAD OF THE PLAY GENERATION.

AND WE HAVE SO MANY DYNAMICS FOR GIRLS WITH THE SOCIAL MEDIA, AND THE SELFIES THE FACT WE HAD SELFIES AND NOW THEY ARE POSING WITH EACH OTHER.

AND FOR BOYS IT'S THE VIDEO GAMES AND PORNOGRAPHY HE SAYS.

OUR KIDS ARE BEING EXPOSED TO THINGS THAT ARE VERY CONCERNING ON CELLPHONES.

BUT WHAT CAN WE DO AS EDUCATOR IN THE CLASSROOM DISM AND IT IS AN ADDICTION FOR EVERYONE, RIGHT?

HOW MANY OF US LOOK AT OUR PHONE ALL DAY LONG.

AND SO WHAT CAN WE DO TO ENHANCE LEARNING BUT, YET, TO ADDRESS THE CONCERN ABOUT CELLPHONES.

>> Renee: THIS BILL WOULD IT BAN IT IN THE CLASSROOM BUT NOT IN THE SCHOOL?

>> THE LEGISLATION THAT WAS FILLED IN 24, HOUSE BILL 383 WOULD BAN THE USE OF A CELLPHONE DURING INSTRUCTION TIME.

DIFFERENT STATES ARE DOING DIFFERENT THINGS.

AND WE'RE ALREADY SEEING EVEN THOUGH IT DIDN'T PASS WE'RE SEEING SCHOOL DISTRICTS AROUND THE COUNTRY AND HERE IN KENTUCKY SCHOOLS ARE IMPLEMENTING POLICIES OF THEIR OWN.

SO I THINK THOSE ARE REPRESENTATIVE JOSH BRAY IS WORKING ON THAT.

I THINK SOCIAL MEDIA IS GOING TO BE PART OF THE LEGISLATION HOW WE ADDRESS SOCIAL MEDIA.

ANOTHER PIECE OF LEGISLATION I DON'T REMEMBER THE NUMBER, BUT IT WOULD PLACE STRICT AGE VERIFICATION REQUIREMENTS ON THE SOCIAL MEDIA VENDORS TO MAKE SURE THAT WE DON'T HAVE THESE YOUNG CHILDREN ON THESE SOCIAL MEDIA ACCOUNTS THAT SHOULDN'T BE ON THEM.

>> Renee: A LOT TO KEEP OUR EYES ON A LOT OF TOPICS YET TO COME.

CHAIRMAN ON "KENTUCKY TONIGHT" AND DURING THE INTERIM AND THE SESSION THAT WILL BE HERE BEFORE WE KNOW IT.

THANK YOU ALL FOR A GOOD CONVERSATION.

BEST OF LUCK THIS ACADEMIC SCHOOL YEAR AND THE SAME TO YOU.

YOUR FAMILY AND YOUR KIDDOS AS WELL.

NEXT WEEK, A SPECIAL "KENTUCKY TONIGHT" FROM THE NATIONAL CONFERENCE OF STATE LEGISLATURES AT THE KENTUCKY INTERNATIONAL CONVENTION CENTER IN LOUISVILLE.

WE WILL BE THERE AND WE'LL BRING YOU "KENTUCKY TONIGHT" FROM THERE AS WELL, AND KENTUCKY EDITION EACH WEEKDAY.

I'M RENEE SHAW THANK YOU FOR JOINING US.

AND UNTIL I SEE YOU AGAIN TAKE REALLY GOOD CARE.

SO LONG.