WELCOME TO "KENTUCKY TONIGHT."

UH FOR JOINING us I'M RENEE SHA.

OUR TOPIC THIS THE EVENING: STUDENT DISCIPLINE LEGISLATION.

THERE ARE A COUPLE OF BILLS THIS SESSION THAT DEAL WITH INTERRUPTIVE KIDS IN THE CLASSROOM THAT INCLUDE POLICE STATIONMENT INTO ALTERNATIVE SETTINGS OR HAVING THOSE KIDS USE VIRTUAL INSTRUCTION.

THIS COMES AS KENTUCKY FACES A TEACHER SHORTAGE, AND SOME TEACHERS SAY DISCIPLINE PROMOTES ARE A FACTOR IN WHY SOME OF THEM WANT TO LEAVE THE PROFESSION.

SO TO DISCUSS THEIR CAUSES AND POSSIBLE SOLUTIONS WE'RE JOINED IN OUR LEXINGTON STUDIO BY: CARRIE BALLINGER, SUPERINTENDENT OF ROCKCASTLE SCHOOLS.

ERIC KENNEDY, DIRECTOR ASSOCIATION FOR THE KENTUCKY SCHOOL BOARDS ASSOCIATION.

AND MATTHEW TURNER, SUPERINTENDENT OF BOONE COUNTY SCHOOLS.

IN OUR FRANKFORT STUDIO WE HAVE STATE SENATOR IS EVEN STEPHEN WEST, A REPUBLICAN FROM PERRIES AND CHAIR OF THE SENATE EDUCATION COMMITTEE AND WE KEPT EXPECT TO HAVE REPRESENTATIVE LISA WILLNER, AND STATE REPRESENTATIVE TIMMY TRUETT A AND CHAIR OF THE HOUSE EDUCATION COMMITTEE.

JOINING US BY SKYPE, RASHAD AN EDUCATOR IN LOUISVILLE.

WE DO WANT TO HEAR FROM YOU TONIGHT ON THIS VERY IMPORTANT TOPIC SO SEND US YOUR QUESTIONS ON TWITTER TWITTER @KYTONIGHTKE SEND AN EMAIL TO KYTONIGHT@KET.

OR USE THE WEB FORM AT KET.ORG/.

OR YOU CAN SIMPLY GIVE US A CAL AT 1-800-494-7605.

WELCOME TO ALL HAVE OUR GUESTS IN ALL OF THEIR VARIOUS LOCATIONS.

WE APPRECIATE YOU BEING HERE, AND ESPECIALLY OUR STATE SENATOR AND OUR TWO STATE REPRESENTATIVES.

IT'S A BUSY DAY IN FRANKFORT TODAY AND WE KNOW THAT THEY HAVE RUSHED OVER TO PARTICIPATE FROM THEIR FRANKFORT STUDIO, SO OUR GRATITUDE TO YOU.

PI I WANT TO START WITH OUR SUPERINTENDENTS ON THE PANEL FIRST, DR. BALLINGER AND SUPERINTENDENT TURNER.

WHEN WE TALK ABOUT PEOPLE IN THE EDUCATION SPACE WHO ARE YOU CAN WONDERING WHY ARE WE TALKING ABOUT STUDENT DISCIPLINE, HOW BAD IS IT, IF YOU CAN, YOU RECENTLY TESTIFIED BEFORE A LEGISLATIVE HEARING ABOUT YOUR EXPERIENCE.

IF YOU DON'T MIND SHARING THAT WITH US AND WHY THESE PIECES OF LEGISLATION ARE NEEDED.

>> CERTAINLY, THANK YOU FOR HAVING ME THIS EVENING.

SO SCHOOL DISTRICTS ARE SEEING MORE AND MORE ISSUES RELATED TO STUDENT DISCIPLINE, AND AS THESE ISSUES ARE GROWING, IT JUST BECOMES VERY, VERY IMPORTANT AS SUPERINTENDENT AND SCHOOL BOARDS HAVE OPTIONS, SO RIGHT NOW WE HAVE OPTIONS TO EXPEL STUDENTS, AND THIS BILL REALLY ALLOWS US MORE FLEXIBILITY, ALLOWS US OPTIONS TO SUSPEND, IT ALSO ALLOWS US OPTIONS TO USE SOME VIRTUAL INSTRUCTION.

THE PIECE THAT I REALLY SUPPORT ABOUT THIS BILL IS THAT IT GIVES US OPTIONS TO MAKE CERTAIN THAT WE'RE MEETING THE NEEDS OF ALL STUDENTS, SO WE'RE MEETING THE NEEDS OF THE STUDENTS IN THE CLASSROOM.

WE'RE MEETING THE NEEDS OF THE TEACHERS AND OUR EMPLOYEES.

BUT WE'RE ALSO MEETING THE NEEDS OF THAT STUDENT WHO IS HAVING A DIFFICULT TIME TRANSITIONING AND BEING SUCCESSFUL IN THE GENERAL CLASSROOM.

>> SO WHAT DEFINED DISCIPLINE PROBLEMS ARE YOU SEEING?

AND ARE THEY WORSE NOW THAN EVEN PERHAPS BEFORE COVID OR HAVE YOU SEEN A STARK INCREASE IN MAYBE THE SEVERITY OF BEHAVIORAL PROBLEMS SINCE COVID?

>> YES.

ABSOLUTELY.

WE HAVE SEEN A STARK INCREASE SINCE COVID.

MANY OF THESE ISSUES ARE RELATED TO MENTAL HEALTH, SO WE'RE SEEING SOME SEVERE BEHAVIORS ASSOCIATED WITH SOME MENTAL HEALTH NEEDS.

SO THAT REALLY IS OUR FOCUS OF MAKING CERTAIN THAT WE'RE MEETING THOSE MENTAL HEALTH NEEDS OF STUDENTS AND HOW ARE WE DOING THAT.

MAYBE THAT'S NOT IN THE GENERAL EDUCATION CLASSROOM.

MAYBE THAT'S IN AN ALTERNATIVE SETTLING WHERE WE CAN PROVIDE ONE-ON-ONE COUNSELING, WHERE WE CAN PROVIDE GROUP COUNSELING, WE ARE WE CAN MEET THE NEEDS OF THOSE STUDENTS WITHOUT MAKE -- WITHOUT THE NEEDS OF THE GENERAL EDUCATION STUDENTS BEING SUFFERING, MAKING CERTAIN THAT EVERYBODY'S NEEDS ARE BEE MET.

>> SUPERINTENDENT TURNER, THANK YOU FOR BEING WITH US.

I THINK THIS IS YOUR FIRST TIME IS IN THE DECIDE.

KNOW DR. BALLING HER WAS BEEN WITH US BEFORE.

WELCOME.

>> THANK YOU VERY MUCH.

>> WE ARE NOT TALKING ABOUT KIDS HOR THE CLASS CLOWN WHO MAY THROW THE OCCASIONAL SPIT BALL OR TYPICAL ETERNAL BEHAVIOR.

WE'RE TALKING ABOUT VIOLENCE OFFENSES TOWARD OTHER STUDENTS, TOWARD TEACHERS.

IS THAT A CORRECT ASSESSMENT?

>> YOU DO SEE SOME OF THOSE ACTIVITIES, THOSE BEHAVIORS THAT DR. BALLINGER MENTIONED BEFORE.

WE'RE SEEING AN INCREASE IN THOSE THINGS I THINK IN ALL OF OUR SCHOOL DISTRICTS IN SOME FORM, IN SOME FASHION.

I THINK IT'S REALLY IMPORTANT THAT WE TRY TO GAUGE WORKING WITH OUR STUDENTS WITH THE SUPPORTS THEY NEED AND THE INTERVENTIONS WE NEED TO WORK WITH OUR STUDENTS SO WE HAVE AN ESCALATING SYSTEM OF INTERVENTIONS WORKING WITH KIDS.

IF IT BECOMES A MORE SERIOUS ISSUE, WE MAY HAVE TO HAVE SOME MORE SERIOUS CONSEQUENCES TO THAT OR SOME MORE SUPPORT, ADDITIONAL SUPPORT TO TRY TO HELP PREVENT THAT TYPE OF BEHAVIOR.

>> YOU RECENTLY HAD AN INCIDENT OF PRETTY SIGNIFICANT SEVERITY INVOLVING A STUDENT WITH A HIT LIST.

CAN YOU SHARE WITH US.

>> CORRECT.

WE DID HAVE A SITUATION THAT WAS RECENTLY IN THE NEWS, AND THE STUDENT THAT WAS EXPELLED, AND WHEN THAT -- WHEN THE STUDENT WAS ESSENTIALLY TRANSITIONED BACK INTO A SCHOOL SETTING, A REGULAR SCHOOL SETTING, IT BECAME VERY DISRUPTIVE TO THE SCHOOL AT THAT POINT IN TIME.

IT WAS A VERY CHALLENGING SITUATION FOR ALL THE STAFF INVOLVED 1 ALL THE STUDENTS INVOLVED.

>> AND SO WHY WAS THE DECISION MADE TO ALLOW THE STUDENT BACK INTO THE CLASSROOM?

>> WELL, IN TERMS OF LAW, STUDENTS DO HAVE AN OBLIGATION OR I SHOULD SAY DISTRICTS HAVE AN OBLIGATION TO EDUCATE OFF THE OUR STUDENTS.

WE HAVE TO MAKE SURE THAT WE DO THAT AND WE DO THAT WITHIN THE LAW.

THERE ARE GUIDE LINES WE CAN FOLLOW WHERE A STUDENT MIGHT BE EXPELLED FROM SCHOOL FOR A PARTICULARLY HEINOUS OR VIOLENT OFFENSES, BUT THERE'S ALSO THE EXPECTATION THAT A STUDENT WILL COME BACK TO SCHOOL AT SOME POINT IN TIME, AND THAT'S WHERE IN MY OWN SITUATION, I THINK THAT SUPERINTENDENTS NEED MORE -- MORE FLEXIBILITY IN HOW THEY HANDLE SITUATIONS LIKE AND AND HOW A STUDENT MAY TRANSITION BACK INTO WHETHER IT'S THEIR HOME SCHOOL OR ANOTHER SCHOOL SETTING.

>> SO WAS THAT PARTICULAR STUDENT OFFERED ANY KIND OF BEHAVIORAL OR MENTAL HEALTH SUPPORTS TO HELP THEM ACCLIMATE TO BEING IN A TRADITIONAL SCHOOL SETTING AND TO BEHAVE ACCORDINGLY?

>> WHEN WE HAVE NIGH STUDENTS THAT HAS A DIFFICULT OR A VERY SERIOUS DISCIPLINARY SITUATION LIKE THIS, WE OFFER MENTAL HEALTH SUPPORTS AND OTHER SUPPORTS THAT MAY BE PROVIDED BY OUR COMMUNITY OR BY OUR SCHOOL SYSTEM.

>> SO, MR. KENNEDY WANT TO COME TO YOU FIRST BECAUSE KENTUCKY SCHOOL BOARD ASSOCIATION HAS BEEN VERY INVOLVED AROUND THESE ISSUES AROUND SCHOOL DISCIPLINE.

BEING ON THE BOARDS, YOU TALK ABOUT ALL KINDS OF BOARD MEMBERS WHO ARE DEALING WITH THIS.

DO YOU HAVE ANY MORE TO ADD THAT AMPLIFIES THE PROBLEM AND THE THEY FOR THE LEGISLATION THAT'S BEFORE US.

>> CERTAINLY.

WE HAVE BEEN VERY HAPPY THAT THE LEGISLATORS HAVE SPONSORED THESE TWO BILLS, AND MEMBERS IN BOTH PARTIES HAVE BEEN SUPPORTIVE.

THE SENATE PASSED THE SENATE AND DID HOUSE BILL HAS PASSED THE HOUSE.

WE'RE STILL WORKING ON IT.

FOR US, OVER THE LAST TWO YEARS INCLUDING WHEN THE FIRST SCHOOL SAFETY BILL PASSED IN KENTUCKY SEVERAL YEARS AGO, WE HAVE HEARD ANECDOTAL ATE FIRST THERE HAVE BEEN GROWING CONCERNS WITH MORE EXTREME STUDENT BEHAVIOR SITUATIONS AND ISSUES, AND SO ABOUT A YEAR AGO WE ACTUALLY WENT OUT TO 12 REGIONAL MEETINGS OF SCHOOL BOARD MEMBERS AND SUPERINTENDENTS ALL ACROSS KENTUCKY.

AND WE ASKED THEM, IS THIS REALLY HAPPENING?

IS IT REALLY WORSE THAN IT USED TO BE OR IS THIS GOING OVERBONE BLOWN ON SOCIAL MEDIA?

WHAT WE HEARD FROM OUR MEMBERS IS WE REALLY ARE SEEING TYPES BEHAVIOR THAT USED TO BE VERY RARE AND EXTREME AND WE ARE SEEING MORE OF IT.

>> SUCH AS?

>> SUCH AS JUST ACTING OUT, ASSAULT, THREATS, OF OTHER STUDENTS AND STAFF.

AND FOR US OUR BOARD MEMBERS AND SUPERINTENDENTS, IT VERY QUICKLY BECOMES THREE BIG ISSUES: SCHOOL SAFETY FOR EVERYONE IN THE BUILDINGS, AN ISSUE OF WORKING CONDITIONS FOR RETAINING AND RECRUITING STAFF SAFELY, AND ALSO LEARNING CONDITIONS FOR ALL OF OUR STUDENTS.

WE DO NOT WANT TO HAVE A SITUATION WHERE PARENTS DO NOT FEEL THAT THE SCHOOLS ARE SAFE FROM OTHER STUDENTS OR THAT EMPLOYEES FEEL THAT THEY ARE NOT SAFE.

AND THAT'S ALSO SOMETHING WE'VE SEEN.

THERE HAVE BEEN A LOT OF STUDIES NATIONALLY AND IN KENTUCKY WHERE YOU'VE ASKED CURRENT EDUCATORS AND PROFESSIONALS ARE YOU THINKING OF LEAVING THE PROFESSION MID-CAREER AND WHY?

IF MANY OF THESE SURVEYS AND STUDY RECENTLY, THESE THINGS ARE TEAL AT THE TOP OF THE LIST CONSISTENTLY, FEELING THE STUDENT DISCIPLINE, DISRESPECT, SAFETY, NOT FEELING THAT THE DISTRICT AND SCHOOL LEADERS ARE DOING ENOUGH TO SUPPORT THE TEACHERS RANKS AT THE TOP OF SO MANY OF THESE, THAT THESE BILLS GET TO THE HEART, AS OUR SUPERINTENDENTS HAVE SAID, OF GIVING DIRECT LEADERS MORE OPTIONS TO USE TO ADDRESS THIS.

>> SOME PEOPLE WOULD WONDER WHY DOES FRANKFORT NEED TO COME IN AND TELL LOCAL DISTRICTS HOW AND WHAT DEVICES AND TECHNIQUES AND APPROACHES THEY CAN USE.

WHY DO WE NEED A FRANKFORT FIX, IN YOUR VIEW?

>> ACTUALLY, WHEN YOU LOOK AT THE BILLS, THERE ARE ACTUALLY TWO OR THREE REAL CHANGES IN THE LAW THAT ARE KEY AND IMPORTANT, AND THEN OTHER PROVISIONS IN THE BILLS JUST REALLY OFFER MORE OPTIONS.

A COUPLE OF THE REAL KEY CHANGES THAT ONLY THE STATE LEGISLATURE COULD DO BECAUSE THEY ARE IN STATE LAW ARE CLARIFYING THAT IN VERY EXTREME CASES, THEY WILL CONTINUE TO BE EXTREME, THAT AN EXPULSION MIGHT LAST LONGER ONE YEAR.

THAT IS CURRENTLY NOT CLEAR IN THE LAW.

THESE -- BOTH OF THESE BILLS WOULD DO THAT.

ANOTHER ISSUE IS HAVING IN LIEU OF EXPULSION, HAVING OPTIONS FOR AN ALL VIRTUAL ALTERNATIVE EDUCATIONAL PROGRAM AND STILL BEING ABLE TO COUNTS THOSE STUDENTS IN ATTENDANCE FOR COMPULSORY ATTENDANCE REASONS AND FOR STATE FUNDING.

THAT IS SOMETHING THAT CURRENTLY IS NOT THERE AND REALLY ONLY THE GENERAL ASSEMBLY COULD FIXED THAT ARE IN EACH THESE BILLS.

>> I DO WANT TO ASK THE SUPERINTENDENTS, HOW OFTEN ARE YOU GOING TO LENGTHS OF EXPELLING STUDENTS AT THIS PARTICULAR POINT.

>> SO THIS IS MY THIRD YEAR AS SUPERINTENDENT OF ROCKCASTLE COUNTY SCHOOLS, AND WE CURRENTLY, WE STARTED ONE EXPULSION HEARING RECENTLY, AND THE STUDENT HAS SINCE TRANSITIONED OUT OF OUR COUNTY.

SO IT'S NOT OFTEN.

AND WHAT I LIKE ABOUT THIS BILL, THOUGH, IS WE HAVE OPTIONS OTHER THAN EXPULSION BECAUSE THE WAY THE BILL IS NOW, IT'S EITHER THEY'RE IN THE CLASSROOM OR THEY'RE EXPELLED.

AND THERE'S NO MIDDLE GROUND.

AND THAT IS NOT AS HELPFUL FOR ANY OF THE PARTIES.

SO THIS GIVES US BALANCE.

>> I DO WANT TO GO TO MR. CA MAR RASHAD JOINING US BY SKYPE.

I THINK HE IS ANXIOUS TO GET INTO THE CONVERSATION.

YOU RECENTLY TESTIFIED AGAINST THE MEASURE THAT WAS IN THE HOUSE.

SHARE WITH US YOUR OPTIONS TO THESE MEASURES.

>> YEAH, ABSOLUTELY.

THANK YOU FOR INVITING ME.

THANK YOU, EVERYBODY.

WELL, I'M AGAINST THESE MEASURES BECAUSE TO ME THIS WHOLE BILL IS LIKE PUTTING A BAND-AID A HEART ATTACK.

IT REALLY DOESN'T MAKE SENSE.

IT DOESN'T ADDRESS THE PROBLEM AT ALL.

YOU KNOW, WE HAVE A LOT OF SYSTEMIC ISSUES, SYSTEMIC PROBLEMS THAT ARE GOING ON, AND THIS BILL DOESN'T DO IT.

I MEAN WITH ONE OF THE FIRST SPEAKERS SAID THAT THIS GIVES US OPTIONS.

I DON'T SEE ANY OPTIONS.

EVERY SINGLE THING THAT'S ON HERE JUST SEEMS PUNITIVE.

YOU CAN COME TO MY SCHOOL, I TEACH AT AN ALTERNATIVE SCHOOL, AND THE STUDENTS, YOU CAN ASK THEM AND THEY'LL TELL YOU THERE'S NO PLUS SIDE TO BEING TO ALTERNATIVE SCHOOLS.

FOR MANY OF THEM 33 PLUS SIZE AS FAR AS SMALLER CLASSROOMS.

I'VE GOT TO RETRACT THAT ONE.

BUT THEY DO SIGHT AS PUNITIVE, AND IT IS PUNITIVE.

IT'S JUST CONFUSING TO ME THAT PEOPLE WHO, YOU KNOW, WHO WERE THE SAME ONES DURING 2020 AND 2021 WHO WERE CHASTISING JCPS FOR USING NTI DAYS ARE NOW THE ONES PROMOTING NTI DAYS.

OR FOR A CERTAIN GROUP OR A CERTAIN POPULATION.

AND WHAT I TESTIFIED ON WAS THAT WE'VE GOT TO REALLY UNDERSTAND THE UNINTENDED CONSEQUENCES OF THIS BILL.

I MEAN, YOU LOGIC AT ANY SAFE SCHOOLS ANNUAL REPORT FROM THE KENTUCKY DEPARTMENT OF EDUCATION AND IT ALL SAYS THE SAME THING YEAR AFTER YEAR, WHICH IS THAT WHEN WE COME TO DISCIPLINE PROBLEMS, OUR MARGINALIZED GROUPS, BLACK STUDENTS, FOR EXAMPLE, ONLY MAKE UP 10 TO 11 PERCENT OF THE POPULATION BUT ARE ALWAYS CONVICTED OF THESE INFRACTIONS AT A RATE OF OVER 30%, WHICH IS -- WHICH IS A TELLING STATISTICS.

YOU KNOW, I THINK THAT'S WHAT A LOT OF PEOPLE THAT WROTE THIS BILL AND ARE CONSIDERING THIS BILL AREN'T THINKING ABOUT THAT, THE UNINTENDED CONSEQUENCES AND THEY'RE NOT, THEY'RE NOT GOING TO ADDRESS THE DISPARITY BETWEEN HOW THESE THINGS ARE APPLIED.

THE SUPERINTENDENT FROM BOONE SAID THAT THIS GIVES THEM A LOT OF FLEXIBILITY.

AND THAT'S WHERE THE PROBLEM LIES, BECAUSE THE FLEXIBILITY ALLOWS SOME TO GET PENALIZED FOR A YEAR AND OVER A YEAR, AND THAT SAME FLEXIBILITY ALLOWS OTHERS NOT TO, JUST TO PIN THEM ON, JUST TO PIN IT ON PERCEPTION, HONESTLY.

IS THIS REALLY THE PERCEPTION OF PEOPLE.

AND THAT'S REALLY MY PROBLEM BECAUSE THREATENING AND ALL THE OTHER TERMS THAT THEY'RE USING ARE VERY VAGUE, AND WHEN YOU TRY TO SPECIFY AND INTRODUCE SPECIFICITY INTO THE BILL LANGUAGE, THERE IS NONE.

THERE IS NONE.

SO I'M CONFUSED ABOUT THE DUE PROCESS.

I'M CONFUSED ABOUT WHAT IS CONSIDERED THREATENING, BECAUSE WHAT'S CONSIDERED THREATENING TO ONE CULTURE IS NOT THREATENING TO ANOTHER CULTURE.

PRIME EXAMPLE IS THAT, YOU KNOW, I'M -- MY CULTURE, I'M A BLACK MALE, I DON'T SPEAK FOR ALL BLACK MALES BUT I KNOW SPECIFICALLY IN MY FAMILY MOST OF THE PEOPLE IN MY FAMILY ARE PASSIONATE.

THEREFORE, WE ARE LOUD.

SO IF I'M TALKING ABOUT COMING FROM A FAMILY WHERE ALL MY PEOPLE ARE LOUD, THEN I GO INTO A SCHOOL AND MOST OF THE SCHOOL ADMINISTRATORS AND TEACHERS DON'T LOOK LIKE ME, A LOT OF TIMES THEY CONFUSE MY WORDS OR MY ACTIONS FOR A THREAT WHEN THEY'RE NOT CONSIDERED A THREAT IN MY CULTURE.

SO OFTENTIMES WHEN I SEE IN IT MY SCHOOLS SPECIFICALLY THAT, YOU KNOW, PEOPLE ARE THERE EITHER BASED ON CULTURES, A LOT OF TIMES THEY'VE BEEN ANTAGONIZED BY DIFFERENT ADMINISTRATORS AND TEACHERS, AND WE REALLY HAVE TO ADDRESS THE REAL PROBLEM AND NOT JUST PUT THESE BAND-AIDS, LIKE I SAID, ON HEART ATTACK.

>> SO THANK YOU, MR. RASHAD.

WE'VE GOT SOME AUDIO ISSUES HEAR WITH HEARING YOU BACK HERE IN THE LEXINGTON STUDIO BUT I HOPE THAT OUR FRANKFORT FOLKS HEARD WHAT MR. RASHAD JUST SHARED WITH US, AND I'LL SEMIS REALLY QUICKLY AS I GO TO YOU SENATE TRUETT AND SENATOR WEST BECAUSE YOU HAVE THE BILLS THAT ARE BEING DISCUSSED.

MR. RASHAD'S POINT IS ABOUT CULTURAL DIFFERENCES, THAT WHAT MAY BE PERCEIVED A THREATENING FOR ONE TEACHER MAY BE DIFFERENT FOR ANOTHER AND THAT THE FLEXIBILITY THAT IS IN THESE BILLS COULD EXACT SOME KIND OF DISPROPORTIONATE IMPACT ON MINORITIES EVEN, EVEN HE DID NOT SAY THOSE WITH SPECIAL NEEDS OR DISABILITY.

SAME ARGUMENTS THAT YOU'VE HEARD BEFORE ABOUT THIS BILL WHEN IT COMES, DISPROPORTIONALITY OF SUSPENSION AND RATES AMONG MARGINAL RIDES GROUPS WHETHER THAT'S LGBTQ OR RACIAL AND ETHNIC MINORITIES.

I WANT TO GO TO YOU, SENATOR WEST, FIRST, FOR TO YOU COMMENT ON YOUR BILL, AND US DID IT ADDRESS THOSE CONCERNS?

>> THANK YOU, RENEE.

I'D LIKE TO GO BACK, TO START WITH, AND KIND OF DESCRIBE WHERE THIS BILL STARTED.

THIS IS NOT AN IDEA THAT I OR REPRESENTATIVE TRUETT JUST PULLED OUT THIN AIR.

WE HAD HEARD THESE CONCERNS FROM OUR CONSTITUENTS FOR A LONG TIME, AND DURING THE INTERIM PERIOD WE HOLD MEETINGS WITH SUPERINTENDENTS ASSOCIATION, WITH K GROUPS, WITH THE CO-OPS, AND AS WE WENT THROUGHOUT THOSE MEETINGS, THERE WAS A BROKEN RECORD STATING THE SAME THING OVER AND OVER.

WE ASKED WHAT IS YOUR BIG ISSUE?

WHAT IS THE ONE THING YOU WANT TO US LOOK AT AS WE GO INTO FRANKFORT?

ANDS IT WAS SCHOOL DISCIPLINE.

SO THIS IS NOT OUR IDEA.

THIS IS SOMETHING THAT WAS BROUGHT TO US.

AND SO AS WE MOVE INTO SESSION, WE PULLED TOGETHER A GROUP OF THE K GROUPS.

WE HAD THE RUPTS ASSOCIATION, WE HAD THE SCHOOL BOARD -- SUPERINTENDENTS ASSOCIATION, THE SCHOOL BOARD ASSOCIATION, AND WE ASKED THEM TO PUT TOGETHER A TASK FORCE.

YOU BRING US IDEAS ON HOW WE CAN START TO ADDRESS THE SCHOOL DISCIPLINE ISSUE, AND I TOLD THEM, LISTEN, WE UNDERSTAND IT MAY TAKE SEVERAL BILLS TO WORK THROUGH THIS, AND I UNDERSTAND THAT, BUT JUST -- JUST GIVE US SOME LOW-HANGING FRUIT.

JUST GIVE US A FEW THINGS THAT WE CAN GO AHEAD AND PASS THAT WILL BEGIN TO MAKE SOME INROAD AND HELP.

AND SO THOSE ARE THE BILLS THAT WE'RE WORKING ON.

SO THIS WAS NEVER -- BOTH OF THESE BILLS WERE NEVER AND NEVER INTENDED TO BE THE SOLUTION TO THE PROBLEM BUT THEY WERE JUST AIMED TO BE A START.

AND SO THERE'S NO -- THERE'S NO PURPOSE BEHIND THIS TO ATTACK ONE ETHNIC GROUP OVER ANOTHER ETHNICITY GROUP.

NONE OF THAT'S IN THE BILL.

THESE ARE JUST EXTRA OPTIONS FOR SUPERINTENDENTS, FOR SCHOOL DISTRICTS, FOR SCHOOL BOARDS AS THEY TRY TO TACKLE THIS ISSUE.

AND I'D LIKE TO ALSO POINT OUT I REPRESENT A RURAL DISTRICT.

I HAVE ANECDOTAL EVIDENCE, THIS IS ALL THROUGHOUT MY DISTRICT.

THIS IS NOT JUST JEFFERSON COUNTY OR LEXINGTON.

THIS IS ALL OVER THE STATE OF KENTUCKY.

>> SO REPRESENTATIVE TRUETT 1 I WANT TO GO TO YOU AS WELL TO TALK ABOUT THE MEASURES, THE NECESSITY, AND IF THE INTENT, WHETHER INCIDENTALLY, IS TO INCREASE THE SUSPENSION AND EXPULSION RATES.

P. >> .

>> I DISAGREE WITH THAT, RENEE.

WE HAD A -- IN MY FIRST EDUCATION MEETING, CASA CAME IN AND DID A PRESENTATION ABOUT THE THREE ISSUES THAT WERE AFFECTING TEACHER -- TEACHER RECRUITMENT AND TEACHER RETENTION.

THE FIRST PUN ONE WAS PAY.

THE SECOND ONE WAS SUPPORT.

AND THE THIRD ONE WAS RESPECT.

AND, YOU KNOW, I'M NOT SURE IF YOU KNOW MY BACKGROUND, BUT I AM AN ELEMENTARY PRINCIPAL, SO I WORK IN THE SCHOOLS DAILY.

AND THE TEACHERS THAT I TALK TO AND THE TEACHERS THAT REACH OUT TO ME, THOSE TWO LAST ISSUES, THAT RESPECT AND THAT SUPPORT ARE MORE IMPORTANT THAN THE PAY.

AND THAT WAS ONE OF THE REASONS I WAS HAPPY TO JOIN ONTO THIS TASK FORCE TO TALK ABOUT WHAT WE CAN DO TO TACKLE SOME OF THESE ISSUES WITH SCHOOL DISCIPLINE.

THESE BILLS THAT SENATOR WEST AND MYSELF HAVE PROPOSED ARE NOT GOING TO BE A MAGIC PILL THAT FIXES EVERYTHING, BUT I BELIEVE IT WILL HELP, AND I BELIEVE, AS A GOOD PRINCIPAL, A GOOD SUPERINTENDENT, WE'RE ALREADY DOING A LOT OF THINGS THAT ARE IN THESE BILLS, BUT I DO BELIEVE THAT THE PURPOSE OF THESE BILLS IS TO MAKE SURE THAT OUR DISTRICTS THAT MAY NOT HAVE A REALLY GOOD ADMINISTRATOR IN A BUILDING OR A REALLY GOOD SUPERINTENDENT, THIS GIVES THEM THE AMMUNITION TO THEY NEED TO IMPROVE, AND THAT'S THE GOAL.

IT'S NOT A RACE ISSUE.

MYSELF ALSO, I COME FROM A VERY RURAL DISTRICT WITH A VERY SMALL MINORITY POPULATION.

IT HAS NOTHING TO DO WITH THAT AT ALL.

IT'S JUST WE WANT TO PROTECT OUR TEACHERS.

WE WANT TO PROTECT OUR STUDENTS.

AND THIS IS A START IN THE RIGHT DIRECTION.

>> SO REPRESENTATIVE TRUETT, DOES THIS APPLY AT ALL SCHOOL LEVELS?

IS IT JUST MIDDLE AND HIGH OR IS IT THE ENTIRE SPAN OF K THROUGH 12?

>> THIS WILL BE, MY UNDERSTANDING, ALL LEVELS.

THIS WILL BE AT MY ELEMENTARY SCHOOL.

THIS WILL BE AT THE MIDDLE SCHOOL.

THIS WILL BE AT THE HIGH SCHOOL.

OBVIOUSLY, IF, YOU KNOW -- DEPENDING ON WHICH BILL PASSES AND WHAT CHANGES BETWEEN NOW AND THE END OF SESSION, WE'LL HAVE TO WORK OUT SOME ISSUES AND SOME DIFFERENT THINGS.

BOTH BILLS ARE GREAT, IN MY OPINION.

BUT WE WILL HAVE TO SIT DOWN AND KIND OF DECIDE ON WHERE WE WANT TO GO.

I THINK THE BIGGEST DIFFERENCE IN THE TWO BILLS THAT I HAVE LOOKED AT, AND I HAVE NOT LOOKED AT SENATOR WEST'S BILL AND STUD IT HAD LIKE I HAVE MY OWN, BUT I THINK THE BIGGEST DIFFERENCE THAT'S MISSING IN THE SENATE'S VERSION IS THAT TEACHER EMPOWERMENT PIECE, AND I KNOW THAT'S A LITTLE SCARY FOR SOME PEOPLE, BUT I THINK IT'S IMPORTANT THAT WE EMPOWER THESE TEACHERS TO ENSURE THAT SAFETY IN THEIR CLASSROOMS, AND THAT'S THE MAIN REASON I WENT WITH THAT, ADDING THAT PIECE TO THIS LEGISLATION.

AND WE'LL SEE HOW IT GOES.

>> WELL, REPRESENTATIVE TRUETT, IF YOU DO NOT MIND, IF YOU CAN EXPLAIN FOR VIEWERS WHO HAVEN'T READ YOUR LEGISLATION WHEN YOU TALK ABOUT TEACHER EMPTY EMPOWERMENT, WHAT KIND OF TOOLS ARE YOU ACTUALLY TALKING ABOUT HOR?

>> THE PIECE THAT I'M TALKING ABOUT, AND I DON'T CARE TO GO THROUGH IT A LITTLE BIT, BUT FOR THE MOST PART, WHAT IT DOES IS IF YOU HAVE A TEACHER WHO HAS A STUDENT WHO IS BEING DISRUPTIVE IN THEIR CLASS TO WHERE IT'S IMPEDING WITH HER INSTRUCTION, THEN THAT STUDENT MUST BE, THE WORDING IS -- LET ME GO BACK.

I DON'T WANT TO TELL YOU WRONG.

A TEACHER MAY IMMEDIATELY REMOVE OR CALL TO BE REMOVED THE STUDENT FROM THE CLASSROOM.

SO, IN OTHER WORDS, THAT PRINCIPAL HAS GOT TO BE THERE TO SUPPORT THAT TEACHER.

IF A TEACHER FEELS THREATENED, IF A TEACHER THAT HAS A STUDENT IN THAT CLASS THAT IS BEING CHRONICALLY DISRUPTIVE, THEN THAT PRINCIPAL MUST BE THERE TO SUPPORT THAT TEACHER TO REMOVE THAT STUDENTS THAT NEEDS TO BE REMOVED FROM THAT CLASSROOM.

>> AND TO JUST GO FURTHER, IF A STUDENT REMOVED FROM THAT SAME CLASSROOM THREE TIMES WITHIN 30 DAYS, THEY WOULD BE CONSIDERED WHAT'S CALLED CHRONICALLY DISRUPTIVE AND COULD BE SUSPENDED FROM SCHOOL.

AND THEN THERE'S OTHER PROVISIONS.

A STUDENT CAN BE EXPELLED FOR AT LEAST 12 MONTHS IN A SCHOOL DISTRICT OFFICIALS DETERMINE BASED ON CLEAR AND CONVINCING EVIDENCE, AND THERE'S A LOT OF TIMES THAT SOMETIMES THEIR MURKY WHEN IT COME TO THE LEGAL DEFINITION OF THOSE, EVEN CHRONICALLY DISRUPTIVE VERSUS SIGNIFICANTLY DISRUPTIVE.

THOSE SEEM TO BE PRETTY MUSCHY AND LEFT UP TO INTERPRETATION.

SO I WANT TO GO TO REPRESENTATIVE WILLNER NOW BECAUSE I KNOW YOU HAVE CONCERNS ABOUT THESE MEASURES.

DO THE DEFINITIONS CAUSE YOU SOME CONCERN, REPRESENTATIVE WILLNER?

AND WHAT ARE YOUR CONCERNS ABOUT THIS MEASURE AND THE POSSIBLE CONSEQUENCES OF IT?

>> SURE.

WELL, THANK YOU FOR THE QUESTION AND THANK YOU FOR HAVING ME HERE.

I WANT TO SAY, FIRST OF ALL, THAT I REALLY RESPECT THE INTENT OF THE BILL, AND I HEAR MY COLLEAGUES SAYING THAT THIS IS NOT A SILVER BULLET, THIS IS NOT GOING TO FIX EVERYTHING, AND I THINK BEFORE I GET TO THE SPECIFIC QUESTION, I THINK THERE ARE SOME MAJOR ISSUES THAT THE BILL I GO MORES, AND PART OF IT IS -- IGNORES, AND PART OF IT IS IS THE DISINVESTMENT IN OUR PUBLIC SCHOOLS OVER TIME.

RIGHT NOW THE STATE FUNDING FOR SEEK WILL BE 27% LESS IN 2024 THAN IT WAS IN 2008 WHEN ADJUSTED FOR INFLATION, THAT THE AVERAGE TEACHER PAY IN KENTUCKY IS $10,000 LESS IN 2023 THAN IT WAS 15 YEARS EARLIER.

THAT'S A 15% DECLINE ADJUSTED FOR INFLATION, THAT THE AVERAGE KENTUCKY TEACHER PAY HAS FALLEN FOR SEVEN YEARS IN A ROW, THAT WE HAVE UNMET SCHOOL FACILITY NEEDS IN THE STATE, SOMEWHERE BETWEEN 5.4 AND 5.6 BILLION DOLLARS, AND THAT COMMUNICATIONS TO OUR EDUCATORS.

IT COMMUNICATIONS SOMETHING TO OUR KIDS WHEN THEY'RE IN CRUMBLING FACILITIES AND WHEN OUR TEACHERS ARE SO STRESSED THAT THEY HAVE TO WORK EXTRA JOBS JUST TO MAKE ENDS MEET.

SO I THINK THOSE ARE VERY REAL ISSUES.

I ALSO, IN TERMS OF THE DISCIPLINE ISSUES, AND IT'S RIGHT, WE ARE SEEING AN INCREASE IN SCHOOL DISCIPLINE ISSUES ACROSS THE STATE IN EVERY COMMUNITY, RURAL, URBAN.

WE ARE SEEING THIS ON THE RISE.

AND I THINK WE HAVE TO UNDERSTAND SOME OF THE DEEPER ISSUES THERE, THAT WHEN KIDS MISBEHAVE, THEY ARE COMMUNICATING SOMETHING TO US.

WE HAVE KIDS IN KENTUCKY WHO HAVE EXPERIENCED TREMENDOUS AMOUNTS OF STRESS.

KENTUCKY AS ONE OF THE MOST DANGEROUS STATES IN WHICH TO BE A CHILD.

WE'VE BEEN NUMBER ONE IN CHILD ABUSE FOR THREE YEARS IN A ROW, INCLUDING DURING THE PANDEMIC.

WE HAVE ONE OUT OF FIVE KENTUCKY KIDS LIVING IN POVERTY.

KENTUCKY IS CONSISTENTLY IN THE TOP THREE STATES FOR INCARCERATING WOMEN, SO THESE ARE MOTHERS WHO ARE INCARCERATED.

WE KNOW THAT OUR OPIOID ADDICTION EPIDEMIC IS AMONG THE WORST IN THE COUNTRY.

SO WE TAKE ALL OF THAT AND WE ADD TO THAT THE FACT THAT OUR KIDS WERE OUT OF SCHOOL OR HAD INCONSISTENT SCHOOL SCHEDULES, SO ALL OF THOSE ISSUES EXACERBATED BY THE COVID PANDEMIC.

A LOT OF MENTAL HEALTH PROVIDERS ARE SAYING THAT RIGHT NOW WE'RE IN A YOUTH MENTAL HEALTH PANDEMIC.

AND I THINK ALL OF THAT WAS PREDICTABLE IN SOME WAYS.

BACK IN 2019 WE PASSED THE FIRST ITERATION OF THE SCHOOL SAFETY AND RESILIENCE ACT.

IT INCLUDED TRAUMA INFORMED SCHOOLS.

IT WAS A VERY POSITIVE INITIATIVE.

IT RALLY PUT US AHEAD OF THE REST OF THE COUNTRY.

BUT WE'VE NOT INVESTED IN THAT.

IT'S A RESEARCH-BASED APPROACH THAT WE HAVE SIMPLY NOT INVESTED IN.

AND RATHER THAN THAT TRAUMA INFORMED APPROACH BEING ONE MORE THING THAT OUR TEACHERS WOULD HAVE TO DO, IT WAS REALLY DESIGNED TO BE SOMETHING TO SUPPORT TEACHERS AND TO EMBED MORE SCHOOL MENTAL HEALTH, MORE SCHOOL COUNSELORS, SCHOOL SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS INTO THE SCHOOLS AS PART OF TRAUMA INFORMED TEAMS.

SO I THINK WHAT WE'RE SEEING NOW REALLY, IT'S THE SEEDS THAT WE HAVE SOWN THROUGH NEGLECT, WE'RE SEEING NOW IN SOME OF THESE EXTREME STUDENT BEHAVIORS.

AGAIN, I APPLAUD THE ENT IS BEFORE THIS.

WE TO HAVE HAVE DO HAVE TO DO SOMETHING ABOUT STUDENT DISCIPLINE, BUT I AM CONCERNED THAT THIS QUICK FIX AND THE LOW-HANGING FRUIT THAT WE'RE PUTTING ALL OF OUR FAILINGS REALLY AS A LEGISLATURE, WE'RE PINNING THOSE FAILINGS ON OUR STUDENTS, AND WE'RE SAYING, NOW, YOU'RE THE ONES WE'RE GOING TO SEND OUT OF THE CHOOSE CLASSROOM.

WE'RE GOING TO MAKE IT EASIER TO SEND TO YOU ONLINE INSTRUCTION OR EXTEND EGGS PULLING TO A SECOND YEAR, AND I -- EXPULSION TO A SECOND YEAR.

I REALLY HAVE GRAVE CONCERNS WHAT PATH WE MAY HAVE PUTTING KIDS ON WHEN WE ARE EXCLUDING THEM FROM THE CLASSROOM.

>> SO WE RECEIVED THIS VIEWER COMMENT EARLIER TODAY, AND THEY SAY, TO ME IN MY OBSERVATIONS AS AN EDUCATOR I HAVE SEEN PEOPLE HANDLE STUDENTS WITH THE UTMOST QUALITY OF, QUOTE/UNQUOTE, DISCIPLINE.

DISCIPLINE IS NOT JUST MAKING STUDENTS BEHAVE.

CLASSROOM M'M IS A SKILL JUST LIKE KNOWING HOW TO TEACH A FIRST-GRADER TO READ.

THIS PERSON GOES ON TO SAY, HAVE ALSO OBSERVED EDUCATORS WHO KNOW ABSOLUTELY NOTHING ABOUT CLASSROOM MANAGEMENT.

THESE EDUCATORS I THINK DISCIPLINE IS SOMETHING THAT IS JUST IN THE AIR OF A CLASSROOM AND BLAME THE BEHAVIOR ON THE STUDENTS.

DISCIPLINE IN THE SCHOOLS IS ANOTHER DISTRACTION FROM WHAT SHOULD BE MORE IMPORTANT, PAY.

CONSTANT TRAINING ON ACADEMIC TEACHING, EQUIPMENT QUALITY, SPACE FOR LEARNING, ENOUGH SUPPORT TO MEET THE NEEDS OF PUBLIC SCHOOL STUDENTS AND CLASSROOM MANAGEMENT SKILLS.

THERE SEEMSTOR TO BE NEVER ENOUGH IN-SERVICES OR SPECIAL TRAINING TO HELP EDUCATORS OR PARA-EDUCATORS LEARN NEW SKILLS TO HANDLE STUDENTS.

SO I WANT TO ASK THE SUPERINTENDENTS ARE WE DOING THIS BACKWARDS?

SHOULD THERE BE A FOCUS FIRST ON CLASSROOM MANAGEMENT SKIMS, ON POSITIVE BEHAVIOR INTERVENTION AND SUPPORTS LIKE WE KNOW PULASKI COUNTY AND MAYBE YOUR OWN SCHOOLS ARE DOING?

OR IS THIS THE RIGHT WAY TO GO RIGHT NOW OR IS THERE ANOTHER ROUTE?

>> RENEE, I THINK THAT EVERY DISTRICT IN KENTUCKY IS VERY MUCH FOCUSED ON TRAUMA INFORMED CARE, ON PROVIDING INTERVENTIONS FOR STUDENTS, AND I THINK THAT IT'S VERY IMPORTANT FOR US TO NOTE THAT IF WE TALK ABOUT PLACING A STUDENT ON VIRTUAL INSTRUCTION, THAT THAT DOESN'T NECESSARILY MEAN WHAT IT MEANT DURING COVID.

FOR EXAMPLE, I'LL GIVE AN EXAMPLE FROM ROCKCASTLE COUNTY.

IF WE HAVE'S STUDENT THAT IS ON VIRTUAL INSTRUCTION, AND A PARENT HAS AGREED THAT THIS IS THE BEST SETTING FOR THEIR CHILD, WE ARE SEEING THAT STUDENT MULTIPLE TIMES A WEEK IN OUR ACADEMY, SO WE ARE SEEING THEM ON A MONDAY, WE'RE PLANNING THEIR INSTRUCTION FOR THE WEEK, WE'RE MEETING ONE-ON-ONE FOR THEM, SETTING GOALS.

WE'RE MEETING BACK WITH THEM ON FRIDAY TO SEE DID THEY REACH THOSE GOALS, THEIR INSTRUCTIONAL GOALS FOR THE WEEK.

WE'RE BRINGING THEM IN MID-WEEK FOR IN-PERSON COUNSELING SERVICES, GROUP COUNSELING SERVICES, SO WE'RE TRYING TO PROVIDE THAT WRAPAROUND SUPPORT FOR THOSE STUDENTS.

SO WHEN I SAY "VIRTUAL," AND I'M REFERENCING ROCKCASTLE COUNTY, I DON'T NECESSARILY MEAN WHAT IT MEANT PARAGUAY COVID, THAT WE'RE NOT GOING TO SEE THOSE STUDENTS.

SO OFTENTIMES THOSE SUPPORTS ARE WHAT THAT STUDENT NEEDS UNTIL THEY'RE ABLE TO TRANSITION BACK INTO THE CLASSROOM.

THAT'S THE ULTIMATELY GOAL.

>> BECAUSE WE HEARD A LOT ABOUT LEARNING LOSS DURING THE PANDEMIC BECAUSE OF THE VIRTUAL INSTRUCTION, SO YOU DO NOT WANT THAT JUST IN ORDER TO KEEP THE PEACE IN THE CLASSROOM.

YOU STILL WANT THAT CHILD WHO IS HAVING SOME MAYBE PERHAPS UNADDRESSED TRAUMA TO HAVE AN ENVIRONMENT IN WHICH THEY THRIVE.

>> ABSOLUTELY.

SO I THINK CREATING THAT, AND IT HAS TO BE INDIVIDUALIZED FOR EVERY STUDENT IN THAT SITUATION.

YOU KNOW, I THINK THE DAYS OF ONE SIZE FITS ALL EDUCATION HAVE PASSED, AND IT'S OUR RESPONSIBILITY AS PUBLIC EDUCATORS TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF ALL KIDS.

>> SUPERINTENDENT TURNER.

>> CARRIE IS ABSOLUTELY RIGHT IN HER COMMENTS THERE.

I ALSO WANT TO SAY THE COMMENTS FROM THE PERSON THAT YOU READ JUST A LITTLE WHILE AGO, A LOT OF KEY POINTS THERE.

I THINK IT'S A VERY COMPLEX, VERY DIFFICULT PROCESS TO RUN A CLASSROOM, TO MANAGE EVERYTHING THAT GOES ON INSIDE OF A CLASSROOM, AND SO YOU CAN ALWAYS THINK OF YOUR VERY BEST TEACHERS AND JUST IMAGINE ALL THE THINGS THAT THEY DO TO CONTROL THE CLASSROOM AND TO CONTROL THE BEHAVIOR AND TO DEAL WITH THE DISRUPTIONS THAT MAY COME UP, SMALL OR LARGE.

AND EVEN SOME OF OUR BEST TEACHERS WE'RE HEARING, WE'RE STILL SEEING SOME DIFFICULT BEHAVIORS EVER BEHAVIORS FROM KIDS THAT ARE NOT QUITE WHAT WE SAW IN PREVIOUS YEARS.

SO I DO AGREE WITH WHAT WAS WRITTEN AND WHAT YOU READ, IS THAT WE NEED TO PROVIDE ADDITIONAL TRAINING.

WE NEED TO CONTINUE TO WORK WITH OUR EMPLOYEES TO HELP THEM BECOME BEATER THEIR CRAFT.

AND ALL OF OUR SCHOOL DISTRICT, LIKE CARRIE HAD MENTIONED, WE HAVE WRAPAROUND SERVICES.

WE HAVE A HIERARCHY OF SUPPORTS FOR ALL OF OUR KIDS, FOR OUR FAMILIES, AND OUR TEACHERS DO A GREAT JOB GETTING TO KNOW THEIR KIDS AND DEVELOPING RELATIONSHIPS.

WE JUST NEED SOME ADDITIONAL SUPPORT FOR THEM, AND THERE IS ONLY SO MUCH TIME AND ENERGY THAT OUR PEOPLE IN THE CLASSROOMS HAVE AND SO WE HAVE TO DO EVERYTHING WE CAN TO SUPPORT THEM.

>> MR. KENNEDY, I WANT TO COME BACK TO YOU BECAUSE THIS IS A QUESTION WE ANSWERED MAYBE NEAR THE TOP OF THE PROGRAM BUT PERHAPS THIS CALLER MISSED.

WHY DO WE NEED STATELY LEGISLATION TO ADDRESS THIS DISCIPLINE 1234 AREN'T THOSE WHO UNDERSTAND THE STUDENTS BETTER KNOW WHAT'S NEEDED IN EACH SITUATION?

ALSO WERE STUDENTS, PEACHES PARENTS AND STUDENTS CONSULTED WHEN PUTTING THIS LEGISLATION TOGETHER?

>> WHEN YOU LOOK AT BOTH BILLS THEY ARE SIMILAR.

ONE HAS AN EXTRA COMPONENT TO IT.

WE DON'T, KSBA AND OUR BOARD MEMBERS DON'T BELIEVE WE NEED A ONE SIZE FITS.

>>> FRANKFORT ON MANY THINGSNESS ONE OF THEM.

TODAY PREPARING FOR THIS PROGRAM WITH THE TIME I DID HAVE I LOOKED A FEW DISTRICT CODE OF CONDUCT.

THOSE ARE DONE AT THE DISTRICT LEVEL.

THEY COVER THE SPECTRUM OF WHAT YOU WOULD EXPECT FROM A STATE WITH A DIVERSITY THAT WE HAVE IN URBAN, RURAL AND DIFFERENT SIZE DISTRICTS.

ONE WAS ABOUT 11 PAGES LONG.

ONE WAS ABOUT 111 PAGES LONG, WITH ALL OF SORTS OF LEVELS OF SUPPORTS AND INTERVENTIONS THAT HAPPEN AS YOU GO UP FOR DIFFERENT THINGS.

DISTRICT, WE KNOW, AND WE KNOW WHEN EACH OF THESE BILLS PASSED EACH CHAMBER, WE DISCUSSED THAT SOME DISTRICT OF A LOT OF VIRTUAL PROGRAMS AND INTERCHAIN PERSON SCHOOLS AND SOME DON'T.

THERE'S A RESOURCE ISSUE.

SO TO GET BACK TO THE QUESTION OF WHY DO WE NEED LEGISLATION, THE BILLS ARE NOT VERY LENGTHY AND THERE'S NOT NET LOT TO THEM.

WE'RE TRYING TO FOCUS ON TAKING AWAY TWO OR THREE PRIMARY KIND OF RULES AND OBSTACLES FRANKLY TO GREATER INNOVATION AND GREATER ALTERNATIVES OUT AT THE DISTRICT LEVEL.

BECAUSE WE THINK THAT THAT IS OUT THERE.

AS DISTRICTS START TO SHARE INFORMATION ON THE KIND OF INTENSIVE PROGRAMS THEY HAVE, THE KINDS OF MENTAL HEALTH SUPPORTS THAT THEY HAVE, WE HAVE MADE TREMENDOUS STRIDES SINCE THE VERY FIRST SCHOOL SAFETY BILL ON SOFTENING OUR SCHOOLS AND HAVE MORE SCHOOL BASED MENTAL HEALTH PROFESSIONALS WORKING IN VARIOUS DIFFERENT WAYS.

>> BUT IT STILL FALLS DRAS LICK I.TICALLY SHORT OF THIS LEGISLATION.

>> WE'RE ABOUT HALFWAY TO THE GOAL THAT WAS IN THAT STATE LEGISLATION.

I THINK STATEWIDE WE'RE HALFWAY THERE.

TO EVERYONE'S POINT, REPEATTIVE WILLNER AND OTHERS, THE RESOURCES AND SO MANY THINGS IN EDUCATION, THE RESOURCES COMING FROM FRANKFORT WILL HELP THE LOCAL LEADERS USE THOSE RESOURCES TO FIGURE OUT WHAT THEY MOST NEED.

AND TO SAY TO THE EXTENT IN THE CRAFTING OF THESE BILLS WERE EDUCATORS, PARENTS CONSULTED, I WAS NOT THE ONLY PERSON INVOLVED.

THE LEGISLATORS I KNOW REACHED OUT TO LOTS OF DIFFERENT STAKEHOLDER GROUPS AND INDIVIDUAL STAKEHOLDERS IN CRAFTING THIS 37 WE WERErd INDEPENDENT BY SORT OF SURVEYS THAT HAVE HAD HAPPENED, MEETINGS THAT HAVE HAPPENED FOR A YEAR OR MORE ACROSS THE STATE WITH HEARING OFTEN FROM TEACHERS OF WHAT ARE YOU DEALING WITH, IS THIS REALLY DIFFERENT AND WORSE THAN WHAT WE'VE SEEN IN THE PAST.

I THINK NIGH HOLISTIC WAY THERE HAS BEEN A LOT OF INPUT TO WHAT YOU SEE IN THE BILLS.

>> SENATOR WEST I WANT TO GO TO YOU BECAUSE THERE WERE QUESTIONS DURING COMMITTEE HEARING AND MAYBE I HEARD THIS MORE IN THE HOUSE THAN THE SENATE, ABOUT LEVEL PARENTAL DESIST MAKING NIECE MEASURE BECAUSE WE HAVE HAD A LOT OF CONVERSATION ABOUT PARENTAL RIGHTS THIS SESSION, AS YOU KNOW.

SO WHERE DO PARENTS FIT IN INTO THESE DECISIONS ABOUT WHERE THEIR CHILD COULD BEST BE REHABILITATED, WHETHER THAT'S AN ONLINE VIRTUAL LEARNING EXPERIENCE OR GOING TO AN ALTERNATIVE SCHOOL OR PROGRAM OR SETTING.

HOW INVOLVED FORTUNATE PARENTS IN HELPING MAKE THAT DECISION FOR THEIR CHILD?

HOW INVOLVED ARE THE PARENTS?

>> BEFORE I ANSWER YOUR QUESTION, I WOULD LIKE TO PUSH BACK A LITTLE BIT ON THE IDEA THAT THIS GENERAL ASSEMBLY HAS NOT INVESTED IN EDUCATION.

50 TO 60 PERCENT OF OUR STATE BUDGET GOES TO EDUCATION.

AND THIS PAST BUDGET, OUR ENTIRE GENERAL FUND BUDGET IS $14 BILLION, AND WE PLUSSED UP THE K THROUGH 12 AREA A HALF A BILLION DOLLARS THIS PAST SESSION.

SO THIS IS NOT -- WE'RE NOT JUST WORKING ON DISCIPLINE AND NOT BRINGING FUNDING TO THE TABLE.

THIS PAST BUDGET, WE POURED IN HALF A BILLION DOLLARS TO START.

AND SO I JUST WANT TO MAKE THAT POINT BEFORE I ANSWER THE QUESTION.

PARENTAL INVOLVEMENT, THE SUPERINTENDENTS AND PRINCIPALS THAT ARE RUNNING OUR SCHOOLS AND TEACHERS, I'M CERTAIN THAT THEY WILL INVOLVE THE PARENTS IN THESE DECISIONS ABOUT HOW TO DISCIPLINE THEIR CHILD.

I HAVE FULL CONFIDENCE IN THAT.

THERE'S NOTHING IN THE BILL THAT I KNOW THAT PRECLUDES PARENTAL INVOLVEMENT AND HOW THEY SHOULD BE INCLUDED, SO I DON'T SEE A PROBLEM THERE.

MY BILL SPECIFICALLY, I'M NOT GOING TO DO SPEAK ON REPRESENTATIVE TRUETT'S BILL, BUT MY BILL SPECIFICALLY IS KIND OF AIMED AT ESPECIALLY THE TWO-YEAR EXPULSION PART.

THESE ARE LIKE THE WORST OF THE WORST.

THESE ARE KIDS THAT ARE DISRUPTING ENTIRE SCHOOL SYSTEMS.

THEY'RE COMING BACK AND THEIR THEY'RE STRUCTURE OF THING CLASSROOMS, AND WITH A LOT OF LEGISLATION WE SEE THERE'S THIS BACK-AND-FORTH OF THE PENDULUM, AND SO WE'VE GONE AWAY FROM STRICT DISCIPLINE MAYBE TO A LITTLE BIT MORE LESS STRICT, AND THAT'S PROBABLY CAUSED SOME PROBLEMS.

MAYBE THIS IS THE PENDULUM GOING BACK.

I DON'T KNOW.

BUT THIS IS NOT SOMETHING THAT WE PULLED OUT OF THIN AIR.

THIS LANGUAGE WAS BROUGHT TO US BY SCHOOL BOARD -- THE SCHOOL BOARD ASSOCIATION, BY SUPERINTENDENTS WHO ARE IN CONTACT WITH PARENTS AND TEACHERS EVERY DAY.

>> SO THERE IS A QUESTION ABOUT WHETHER OR NOT THESE MEASURES VIOLATE FEDERAL LAW WHEN IT COMES TO STUDENTS WITH DISABILITIES.

AND PERHAPS ERIC KENNEDY CAN TALK ABOUT THAT AND WHETHER OR NOT THERE ARE DUE PROCESS CONSIDERATIONS MADE FOR THOSE STUDENTS.

>> YES, RENEE, THAT CAME UP IN TESTIMONY IN BOTH VILLARAIGOSA OF THE BILL.

THE ISSUE OF PARENT NOTIFICATION AND DUE PROCESS RIGHTS, AS THE SUPERINTENDENT MENTIONED EARLIER, STUDENTS IN KENTUCKY BY THE COUGS A FULTON FUNDAMENTAL RIGHT TO ACCESS TO PUBLIC EDUCATION.

THEY ALL DO.

THAT IS NOT IS DISRUPTIVE SUBSTANTIAL.

I AND SO THE ENTIRE APPROACH TO THIS BILL, THERE ARE DUE PROCESS RIGHTS UNDER CURRENT LAW, UNDER STATE AND NATIONAL CONSTITUTION AND STATUTE, UNDER LOCAL BOARD POLICY.

THOSE REMAIN.

OF COURSE ESPECIALLY, MOST OF ALL, FOR AN EXPULSION CHUCK WHICH ONLY CAN BE DONE BY THE SCHOOL BOARD WITH ELECTED PROCESS HEARING.

FOR STUDENTS THAT QUALIFY UNDER SPECIAL EDUCATION UNDER FEDERAL LAW, THERE ARE AGAIN SPECIFIC FEDERAL LEGAL PROTECTIONS FOR CERTAIN PROCESSES THAT YOU HAVE TO FOLLOW IN ANY SORT OF DISCIPLINE OF STUDENTS WHO HAVE AN IEP THAT ARE QUALIFIED FOR SPECIAL ED.

>> INDIVIDUAL EDUCATION PLAN.

>> THAT'S RIGHT.

EVEN IF, IN STATE LAW EVEN IF ANYONE WANTED TO CHANGE ANY OF THAT WE COULD NOT.

THAT IS FEDERAL.

I WANT TO ASSURE EVERYONE THAT NOTHING OF THAT IS CHANGING IN ANY OF THESE BILLS.

>> THAT'S NOT EXPLICITLY STATED IN THE BILL AS A GUARANTEE BUT THE FEDERAL PROTECTIONS A A PLAY TO THAT.

I DO WANT TO GO TO MR. RASHAD WHO IS WAITING.

SIR, CHIME IN HERE.

>> YES.

I WANTED TO TALK ABOUT THE LACK OF FUNDING GOING INTO EDUCATION BECAUSE NOWHERE WITHIN THAT HALF A BILLION DOLLARS ARE RAISES THE FOR TEACHERS.

OR EDUCATORS IN GENERAL.

WE'RE DENIED RAISES EVEN THOUGH THE STATE GOT AN 8% RAISE LAST YEAR BUT TEACHER WERE CUT OUT OF THAT, SO THAT'S A LACK OF FUNDING ISSUE RIGHT THERE.

YOU KNOW, WHEN KIDS DON'T -- I HEARD A SPEAKER SAY E. WHEN KIDS DON'T KNOW MATH, WHEN WE DON'T KNOW HOW TO READ, WE TEACH THEM HOW TO READ BUT WHEN THEY MISBEHAVE BEE PUNISH THEM.

ALL THE SAME THINGS.

STIFFER PENALTIES DOESN'T LEAD TO LOWER CRIME P IF STIFFER PENALTIES IN DISCIPLINE IN SCHOOLS DOESN'T LEAD TO LOWER RATES OF INFRACTIONS OF THE LAW.

SO WE HAVE REALLY GOT TO LOOK AT THE REAL ISSUES.

WHY ARE WE TALKING OF PUTTING ALL THIS MONEY THAT'S SUPPOSED TO BE GOING INTO EDUCATION INTO THE THINGS THAT WE REALLY NEED LIKE MORE MENTAL HEALTH PRACTITIONERS.

HOW ABOUT RESTORATIVE JUSTICE?

HERE'S A QUESTION FOR YOU.

IF I NEED A STUDENT TO BE RESTORATIVE JUSTICE AND I SEND THAT STUDENT OUT OF MY CLASSROOM ONE, TWO OR THREE TIMES DURING THE YEAR, DURING THE 30-DAY PERIOD, IS THAT -- IS THAT CONSIDERED WE REMOVING THE KID FROM THE CLASS?

SEE, THAT'S SUBJECTIVE TO WHEREVER YOU WANT.

THERE'S NO STANDARD TO THAT, AND THAT'S THE PROBLEM BECAUSE ONE SITUATION CAN BE USED AGAINST YOU AND ONE SITUATION DOESN'T TURN A BLIND EYE IF THEY THINK IT'S RESTORATIVE JUSTICE BUT NOWHERE DO WE EVER ADDRESS THE ISSUES OF HAVING RESTORATIVE JUSTICE.

I MEAN, WHY NOT?

THINGS THAT ACTUALLY HELP STUDENTS.

WHAT HELP STUDENTS LEARN IS TO FEEL GOOD ABOUT THEMSELVES LIKE LEARNING THEIR HISTORIES, WHICH A LOT OF CONGRESS PEOPLE ARE AGAINST LEARNING CULTURAL HISTORIES IF IT'S NOT JUST THE GENERAL HISTORIES OF WHITE FOLKS.

WE'RE NOT WANTING TO LEARN BLACK HISTORIES, NATIVE AMERICAN HISTORIES, AND THESE THINGS ARE THINGS THAT MAKE KIDS FEEL GOOD.

GET MORE BLACK TEACHERS AND TEACHERS OF COLOR INTO THE CLASSROOM.

THESE ARE THE THINGS THAT MAKE STUDENTS BEHAVE PERT.

YOU HAVE A BETTER CHANCE OF GOING TO COLLEGE WHEN YOU SEE A PERSON WHO LOOKS LIKE YOU.

BUT WE'RE NOT ADDRESSING ALL THE REAL ISSUES THAT WILL REALLY HELP THIS PROBLEM BECAUSE NOWHERE IN AMERICA DOES STIFFER DISCIPLINE MAKE THE PROBLEM GO AWAY OR MAKE IT BETTER.

IN NOT UNINSTANCE DOES IT DO THAT.

SO I DON'T SEE WHERE THIS BILL HELPS AT ALL.

>> REPRESENTATIVE WILLNER, DO YOU THINK THIS IS A SPECIFIC TARGET ON JEFFERSON COUNTY PUBLIC SCHOOLS?

>> YOU KNOW, I DON'T.

I DON'T.

I DO HEAR STATEWIDE THAT WE REALLY ARE SEEING THESE ISSUES.

I THINK THAT WE HAVE NOT BEGUN TO REALLY RECKON WITH COVID AND THE TIME OUT OF SCHOOL AND THE EFFECT THAT THAT HAD ON OUR KIDS AND ON OUR ADULTS.

SO I DON'T SEE ITS IT A JEFFERSON COUNTY SPECIFIC ISSUE, ALTHOUGH I DO KNOW THAT A LOT OF TEACHERS IN JEFFERSON COUNTY WHO HAVE REACHED OUT TO ME HAVE SOME REAL CONCERNS ABOUT THIS BILL AND WHAT IT MIGHT MEAN FOR OUR KIDS.

>> AND ARE THEY ANY DIFFERENT THAN WHAT MR. RASHAD HAS SHARED WITH US?

>> WELL, I THINK, YOU KNOW, FOR A LOT OF OUR KIDS IN JEFFERSON COUNTY AND PROBABLY ACROSS THE STATE, SCHOOL IS ABSOLUTELY THE SAFEST PLACE THEY CAN BE.

THEY GO TO SOME PLACE WHERE THERE'S WARMTH AND THE POWER IS ON AND THERE ARE MEALS AND THEY CAN FEEL SAFE AND SECURE.

AND THAT DOESN'T MEAN THEY'RE PREPARED TO BEHAVE WELL, RIGHT, NECESSARILY BECAUSE THESE ARE KIDS WHO ARE REALLY STRUGGLING.

AND SCHOOL MAY BE THE PLACE WHERE THEY EVEN FEEL SAFE TO FALL APART A LITTLE BIT.

AND WE KNOW THAT REMOVING KIDS FROM SYSTEMS THAT ARE DESIGNED TO SUPPORT THEM CAN REALLY INCREASE THE LIKELIHOOD THAT THEY'RE GOING TO GET INTO MORE TROUBLE.

I FEEL CONCERNED I HAVE HAD PEOPLE REACH OUT TO ME CONCERNED ABOUT THE SCHOOL-TO-PRISON PIPELINE AND THAT IF WE'RE NOT INVESTING IN OUR KIDS ON THE TO PRESENT END, WE'RE GOING TO BE INVESTING MORE IN JUVENILE DETENTION FACILITIES.

WE'VE JUST APPROPRIATED $40 MILLION TO BASICALLY HARDEN FACILITIES TO -- FOR CONSTRUCTION OF JUVENILE DETENTION FACILITIES.

I WOULD LOVE TO SEE AT LEAST AN EQUAL PROPORTION OF THAT BEING INVESTED INTO PREVENTION AND MENTAL HEALTH SUPPORTS AND TRAUMA INFORMED INITIATIVES.

YOU KNOW, I HAD -- AND I JUST WANT TO READ A TEACHER TEXTED ME A LITTLE BIT EARLIER.

SHE SAID, YOU KNOW, TEACHERS HAVE BAD DAYS AND KIDS DO TOO.

THERE'S NO REASON WE SHOULD PENALIZE A KID WHO HAS E. HAD MORE THAN THREE BAD DAYS IN A MONTH OR A TEACHER.

ALL OF US ARE DEALING WITH A LOT.

PUTTING A CHILD ON THE SCHOOL-TO-PRISON PIPELINE ISN'T WORTH THE MOMENTARY INSUSPENDS OF HAVING TO -- INCONVENIENCE OF HAVING TO DEAL WITH A STUDENT WHO IS HAVING A BAD DAY.

THAT LOVE THAT YOU HEAR IN THAT VOICE, THAT EXTENDING OF GRACE, AND I HEAR THAT FROM THE EDUCATORS IN THE LEXINGTON STUDIO AS WELL, AND I KNOW WHAT MR. RASHAD'S CLASSROOM LOOKS LIKE AND HOW MUCH LOVE AND RESPECT HIS KIDS EXPERIENCE.

SO I JUST, YOU KNOW, I THINK WE REALLY NEED TO EXTEND ONE ANOTHER SOME GRACE.

WE REALLY NEED TO UNDERSTAND THE SUPPORTS.

WE REALLY NEED TO LOOK AT THE BEHAVIORS AND WHAT THOSE BEHAVIORS ARE TRYING TO EXPRESS.

WE KNOW THAT SOME KIDS ARE NOT GOING TO BE SAFE.

IT'S NOT GOING TO BE SAFE FOR OTHER STUDENTS.

BUT IF WE'RE PUTTING THEM IN ALTERNATIVE SETTINGS, THOSE NEED TO BE REROBUST, SUPPORTED ALTERNATIVE SETTINGS WITH CAREER TECH PATHWAYS, AND WE NEED TO MAKE SURE THAT THIS APPROACH THAT WE'RE TAKING, THAT IT'S DEVELOPMENTALLY APPROPRIATE, THAT WE'RE NOT TREATING A FIRST-GRADER WHO IS HAVING THREE BAD DAYS IN A MONTH THE SAME WAY WE MAY BE TREATING A 17 OR AN 18-YEAR-OLD.

SO I THINK THERE'S LOTS OF ROOM IN THIS BILL AND IN THIS LEGISLATION FOR VERY, VERY, VERY CAREFUL IMPLEMENTATION AND CERTAINLY EVEN GREATER INVESTMENT FROM THE GENERAL ASSEMBLY.

>> SO I WANT TO GO TO A COUPLE POINTS THAT YOU MADE AND LET'S TALK ABOUT THE STATE'S ALTERNATIVE SCHOOLS.

WHAT DO WE KNOW WHAT THE QUALITY INSTRUCTION AND IS THAT STANDARDIZED ACROSS THE STATE?

ARE THERE GOOD ALTERNATIVE SCHOOLS AND NOT SO GOOD ALTERNATIVE SCHOOLS?

MR. KENNEDY, I'LL GO TO YOU ABOUT THAT.

>> CERTAINLY.

I THINK EACH OF THE SUPERINTENDENTS I'M SURE CAN SPEAK TO THEIR UNIQUE DISTRICT LEVEL ALTERNATIVE PROGRAMS.

THERE ARE TWO REAL CATEGORIES ARE ALTERNATIVE EDUCATION ROOMS.

IN THE STATE.

ONE IS SPECIFIC TO STUDENTS WHO ARE IN THE CUSTODY OF STATE CARE, ONE AGENCY OR ANOTHER.

THAT IS STANDARDIZED TO A GREAT EXTENT AT THE STATE LEVEL VERY MUCH THOSE ARE SOME FANTASTIC PROGRAMS.

THERE IS DATA PRETEST AND POST TEST DATA FOR KIDS THAT SORT OF COME THROUGH STATE CUSTODY.

THOSE ARE SOME FANTASTIC PROGRAMS.

THERE IS SOME SPECIAL STATE MONEY FOR THOSE.

AT THE DISTRICT LEVEL THERE IS A WHOLE SORT OF SEPARATE CATEGORY THAT IS REALLY EXTREMELY DIVERSE AND SORT OF ALTERNATIVE EDUCATION REALLY MEANS ANYTHING OTHER THAN JUST THE VERY TRADITIONAL SCHOOL IN-PERSON CLASSROOM.

THERE ARE SOME DISTRICTS HAVE A LOT.

SOME DON'T.

THEY LOOK VERY DIFFERENT EVERYWHERE YOU GO.

SO I THINK -- I COMPLETELY AGREE WITH EVERYONE WHO HAS SPOKEN AND REPRESENTATIVE WILLNER IN THAT WE WANT THEM ALL TO BE ROBUST ABSOLUTELY, BECAUSE IN ALMOST EVERY CASE EVENTUALLY AT SOME POINT OR ANOTHER, ALL OF THESE STUDENTS WILL PROBABLY COME BACK THROUGH THE VERY TRADITIONAL SEATING SOME POINT.

>> RIGHT.

YOU ALL HAVE ANYTHING YOU WANT TO ADD TO THAT?

>> CERTAINLY.

I FEEL I AGREE WITH REPRESENTATIVE WILLNER THAT IT IS OUR RESPONSIBILITY AS EDUCATORS TO MAKE SURE THAT ALL OF OUR PROGRAMS, WHETHER THEY'RE AN ALTERNATIVE PROGRAM, WHETHER THEY'RE A VIRTUAL PROGRAM, WHETHER THEY'RE A TRADITIONAL PROGRAM ARE ROBUST, AND I CAN SPEAK TO OUR ACADEMY, WHICH IS WHAT WE CALL OUR ALTERNATIVE PROGRAM.

IT IS VERY, VERY THERAPEUTIC.

SO THAT IS OUR MINDSET, IS HOW DO WE CREATE AN ENVIRONMENT WHERE STUDENTS THAT HAVE EXPERIENCED TRAUMA CAN GO THERE AND FEEL LIKE THEY ARE CARED FOR, THEY ARE LOVED AND THAT THEIR NEEDS ARE MET.

SO WE REALLY STRIVE TO MAKE THAT A THERAPEUTIC ENVIRONMENT.

AND WE HAVE A TIERED PROGRAM.

WE HAVE STUDENTS THERE THAT ARE FOR CREDIT RECOVERY.

WE HAVE STUDENTS THERE FOR BEHAVIOR.

BUT WE ALSO HAVE STUDENTS THERE DUE TO MENTAL HEALTH CONCERNS AND TRAUMA THAT HAVE EXPERIENCED.

SO I THINK POURING THOSE RESOURCES INTO THAT ENVIRONMENT REALLY MAKES THAT SUCCESSFUL.

>> SUPERINTENDENT TURNER, I'LL ASK YOU THE SAME QUESTION, BUT TO REPRESENTATIVE WILLNER'S POINT THAT SHE MADE RIGHT BEFORE WE BROKE AWAY, THERE WAS CONCERN ABOUT TREATING A KINDERGARTENER WHO THREE STRIKES YOU'RE OUT THE SAME AS YOU WOULD A SEVENTH OR A 12th GRADER WHO IS OLDER AND MAYBE SHOULD KNOW BETTER, RIGHT?

SO TALK ABOUT HOW YOU DEAL WITH THOSE DIFFERENCES AND HOW YOU ADDRESS THEM BASED ON THEIR MATURITY LEVEL.

>> CERTAINLY.

YOU HAVE TO ADDRESS KIDS IN A DIFFERENT WAY WHATEVER GRADE LEVEL OR MATURITY LEVEL THEY'RE AT.

IN OUR SCHOOL DISTRICT WE HAVE A HIERARCHY OF SUPPORTS THAT WE PROVIDE FOR ON US STUDENTS AND ALSO A HIERARCHY OF CONSEQUENCES, IF YOU WILL, THAT WE WORK THROUGH, AND WE MAKE SURE THAT ALL OF OUR STUDENTS CLEARLY KNOW WHAT THE EXPECTATIONS ARE.

AND IT'S PART OF OUR JOB AS EDUCATORS, WHETHER IT'S CLASSROOM TEACHERS, OUR SCHOOL PRINCIPALS OR DISTRICT ADMINISTRATORS THAT WE HELP TEACH THOSE THINGS ON A REGULAR BASIS AND MODEL THOSE THINGS AND PROVIDE SUPPORTS FOR THEM, NOT JUST SIMPLY CONSEQUENCES BUT SUPPORTS.

AS SOMEONE HAD MENTIONED EARLIER TONIGHT, WE HAVE TO TEACH OUR WIDTH KIDS HOW TO ACT AND MODEL WHAT WE WANT THEM TO BE AND WHAT WE WANT THEM TO DO A REGULAR BASIS.

IN OUR SCHOOL DISTRICT WE HAVE OF A LOT OF DIFFERENT PROGRAMS THAT ACCEPT SUPPORTED KIDS IN DIFFERENT WAYS.

WE'VE GOT OUR RISE ACADEMY WHICH SUPPORTS OUR HIGH SCHOOL STUDENTS IN AN ALTERNATIVE SETTING AND THEY DO PHENOMENAL WORK THERE.

THEY DO LOTS OF OUTREACH.

THEY DO SOME SPECIAL PROJECTS.

AND THEY LEARN THE SAME CURRICULUM THAT ALL STUDENTS IN ALL SCHOOLS DO, AND IT IS DESIGNED FOR THEM TO BE THERE FOR A PERIOD TIME AND TRANSITION BACK TO A REGULAR SCHOOL SETTING.

WE'VE ALSO GOT AN EXCEL EMPTIED ACADEMY THAT'S ALL ONLINE FOR DOCUMENTS.

SOME OF OUR FAMILIES THAT'S WHAT THEY WANT AND THEY WANT THEIR STUDENTS TO BE IN AN ONLINE EDUCATIONAL SITUATION.

AND SO WE PROVIDE THAT FOR THEM.

BUT WE HAVE SOME STUDENTS IN SOME DISCIPLINARY SITUATIONS WHERE THEIR PARENTS WANT THE SAME THING, AND SO WE WORK WITH A FEW FAMILIES IN THAT REGARD AS WELL.

AGAIN, THE WHOLE UPPER PURPOSE OF THESE TYPES OF PROGRAMS IS FOR THEM TO TRANSITION BACK IF THEY CAN AND IF THAT'S SUCCESSFUL.

>> I KNOW MR. KUMAR RASHAD, YOU TEACH IN A ALTERNATIVE SCHOOL SO CAN YOU CLIMB IN ABOUT YOUR EXPERIENCE AND THE ADULT OF QUALITY OF EDUCATION HAPPENING THERE.

>> IN OUR SCHOOL, THE QUALITY IS GOING TO BE DIFFERENTIATE EACH ALTERNATIVE SCHOOL END FINANCE THE ON PURPOSE, AND WE HAVE A BIG PICTURE MODEL WHICH MEANS WE WANT TO CONNECT STUDENTS TO THE COMMUNITY.

THAT'S OUR MOLD.

WE WANT TO CONNECT STUDENTS TO THE COMMUNITY AND AND BASE THEIR WORK AROUND THEIR INTERACTIONS WITH THE COMMUNITY.

I THINK MY ISSUE, THE THINGS THAT I'M HEARING IS -- I GOT A TEXTED FROM A TEACHER WHO IS ALSO THE AN ALTERNATIVE SCHOOL, AND SHE SAID THAT ALTERNATIVE SCHOOLS ARE NOT STAFFED AND WILL CONTINUE TO BE UNDERSTAFFED SO THAT'S LEAVES ONE OPTION FOR THE BILL WHICH IS VIRTUAL WHICH IS GOING TO BE DETRIMENTAL TO ALTERNATIVE STUDENT LEARNING, ESPECIALLY FOR KIDS WHO ARE NORMALLY IN THESE SCHOOLS, WHICH ARE AGAIN MINORITIES, KIDS OF COLOR, UNDERSERVED SOCIOECONOMIC KIDS, KIDS WITH MENTAL DISABILITIES.

THOSE ARE THE ONES WHO ARE GOING TO BE PUNISHED AGAINY.

>> SOY WANT TO GO BACK TO OUR LAWMAKERS WHO WERE THERE TO SENATOR WEST AND TO REPRESENTATIVE TRUETT.

ONE OF THE THINGS WE RECEIVED FROM AUN EX-TEACHER AS HE OR SHE IDENTIFIES THEMSELVES ANSWER EX-TEACHER WHO LEFT THE PROFESSION BECAUSE OF THESE DISCIPLINE PROBLEMS, AND THE QUESTION IS WHERE ARE THE PARENTS BEING HELD ACCOUNTABLE FOR THESE DISCIPLINARY ISSUES?

WHY IS THE BURDEN ALWAYS SOLELY ON THE TEACHERS?

DO YOUR MEASURES ADDRESS THAT AT ALL?

>> >> MY MEASURE SPECIFICALLY DOES NOT.

MY BILL SIMPLY APPLIES TO DISCIPLINE IN THESE SPECIFIC INSTANCES.

AND -- >> GO AHEAD, SIR.

I'M SORRY.

>> BACKTRACKING A LITTLE BIT, OUR BILLS AREN'T SAYING THAT YOU CAN'T BE DOING OTHER THINGS TO PREVENT AN EXPULSION OR DISCIPLINARY ISSUE.

AS A MATTER OF FACT, OUR BILLS ARE ASSUMING THAT THE PROFESSIONAL TEACHER, THE PROFESSIONAL PRINCIPAL, THEY'RE DOING EVERYTHING THEY CAN IN THE CLASSROOM TO TRY TO REACH THAT CHILD, TO TRY TO REACH OUT TO THEM AND PREVENT GETTING TO THAT POINT.

SO WE'RE NOT -- THIS BILL IS ABOUT CHOICE.

USUALLY CHOICES ARE BETTER IN EVERYTHING.

AND SO WE'RE ADDING A FEW CHOICES TO THE LIST OF OPTIONS FOR DISCIPLINE.

WE'RE ALSO FOR EXPERIMENTS IN SCHOOLS.

IF THERE'S A BETTER WAY TO PREVENT A CHILD FROM REACHING THIS POINT, THAT'S GREAT.

THAT'S GREAT.

WE HOPE THAT OUR PROFESSIONAL TEACHERS WILL DO THAT.

AND WE BELIEVE THAT OUR TEACHERS ARE PROFESSIONAL AND CAN DO THAT.

SO AS FAR AS THE PARENTAL OPTION, I WILL SAY IN THE INTERIM PERIOD ANOTHER ISSUE WE'RE DEALING WITH IS TRUANCY, AND WE'RE GOING TO TAKE A HARD LOOK AT TRUANCY IN THE INTERIM PERIOD AND SEE, YOU KNOW, WHAT'S GOING ON OUT THERE.

WHY ARE THE KIDS NOT IN SCHOOL?

THAT'S CLEARLY A PARENTAL RESPONSIBILITY.

AND THEY NEED TO BE THERE.

SO JUST BECAUSE PARENTS AREN'T SPECIFICALLY MENTIONED IN HERE DOESN'T MEAN WE'RE NOT CONSIDERING OTHER ISSUES AS IT RELATES TO PARENTS.

>> RIGHT.

DO YOU OR REPRESENTATIVE TRUETT BELIEVE THAT AN UNINTENDS CONSEQUENCE OF YOUR MEASURE COULD LEAD TO HIGHER TRUANCY RATES BE WITH SKIPPING SCHOOL?

>> LET ME GO BACK TO THE PREVIOUS QUESTION JUST A LITTLE BIT TALKING ABOUT PARENT INVOLVEMENT AND THEN WE'LL COME BACK TO THAT QUESTION.

IN MY BILL, YOU KNOW AFTER THOSE -- WE HEARD PEOPLE REFER TO THE THREE STRIKES YOU'RE OUT.

WELL, EVERY DISTRICT, EVERY SCHOOL HAS A BEHAVIOR POLICY.

EVERY DISTRICT HAS BEHAVIOR POLICIES.

THERE'S APPROXIMATELY 1500 SCHOOLS IN THE STATE OF KENTUCKY, SO EVERY SCHOOL AND EVERY DISTRICT IS GOING TO BE A LOT DIFFERENT.

SO, YOU KNOW, THIS BILL IS SET UP FOR EVERY SCHOOL TO HAVE A POLICY.

EVERY TEACHER SHOULD KNOW THAT POLICY TO WHERE THIS DISRUPTIVE BEHAVIOR IS NOT NECESSARILY A KID FORGETTING A PENCIL.

THOSE ARE THINGS THAT YOU ADDRESS DURING YOUR DISCIPLINE POLICY, YOUR SCHOOL BEHAVIOR POLICY.

AND IN THIS BILL IT TALKS ABOUT AFTER A STUDENT HAS BEEN REMOVED THREE TIMES, THEN THE PRINCIPAL STEPS IN, HAS A MEETING WITH THAT TEACHER AND THAT PARENT OR THAT GUARDIAN TO DISCUSS THESE ARE THE ISSUES THAT WE'RE ENCOUNTERING HERE.

THESE ARE -- THESE ARE OUR NEXT STEPS THAT WE'RE GOING TO DO.

AND VIRTUAL CAN BE AN OPTION.

SO, YOU KNOW, IF WE HAVE A PARENT WHO IS NOT WILLING TO STEP UP UP AND TAKE ACCOUNTABILITY FOR THEIR STUDENTS THEN VIRTUAL MAY BE A WAY OF HOLDINGS THIS PARENT ACCOUNTABLE IN SOME WAY.

THAT'S NOT WHAT WE WANT.

WE DON'T WANT TO SEND THESE KIDS HOME.

BUT WE ALSO WANT TO MAKE SURE THAT OUR TEACHERS AND THOSE 95% PLUS STUDENTS WHO ARE THERE TO LEARN FEEL SAFE AND THEY'RE ABLE.

IF YOU'VE WATCHED THE LEGISLATURE OVER THE LAST COUPLE YEARS, IN MY OPINION, PUBLIC EDUCATION'S ON LIFE SUPPORT.

I MEAN, IT REALLY IS.

YOU LOOK AT THE WAY OVER THE LAST TWO SESSIONS THAT WE VOTED FOR SCHOOL CHOICE AND WE VOTED FOR CHARTER SCHOOLS, WE HAVE TO DO SOMETHING TO FIX PUBLIC EDUCATION.

WE HAVE TO IF I CAN SOMETHING TO WHERE PEOPLE ARE -- FIX SOMETHING TO WHERE PEOPLE ARE NOT WANTING TO TAKE THEIR KIDS OUT OF PRIVATE SCHOOLS OR SEND THEM TO CHARTER SCHOOLS.

THIS IS ONE THING, IN MY OPINION, THAT WILL HELP THAT.

IF PARENTS FEEL THAT THEIR KIDS ARE SAFE AT SCHOOL, THEY WILL SEND THOSE KIDS TO THOSE PUBLIC SCHOOLS, AND THESE BILLS WILL JUST HELP ADDRESS THOSE TEACHERS, ADDRESS THOSE STUDENTS WHO WANT TO BE THERE AND WANT TO FEEL SAFE AT SCHOOL.

>> SO IN TEN MINUTES WE HAVE REMAINING WE ALSO HAVE VERY FEW DAYS LEFT IN THIS 2023 LEGISLATIVE SESSION.

WHERE IS THE RECONCILIATION GOING TO BE BETWEEN SENATE BILL 202-- I FORGOT THE NUMBER -- HOUSE BILL 538?

WHERE YOU RECONCILE HER, GENTLEMEN?

DID.

>> I'LL JUMP IN.

SO I DON'T THINK THERE IS A NEED FOR ANY RECONCILIATION.

THESE ARE STANDALONE BILLS, AND THEY STAND ON THEIR OWN, AND SO DEFINITELY THERE MAY BE TWEAKS, THERE MAY BE AMENDMENTS 1 E MOVE THROUGH THE PROCESS BUT THESE WERE SEPARATE WORK PRODUCTS BROUGHT TO US SEPARATELY SO WE FEEL THEY'RE STANDALONE AND THEY MAY MOVE FORWARD AS-IS.

AS YOU KNOW ABOUT THE LEGISLATIVE SESSION, ANYTHING IS POSSIBLE, ESPECIALLY IN THE LAST FEW DAYS.

>> ANYTHING CERTAINLY IS.

WELL, THANK YOU, LADY AND GENTLEMAN IN FRANKFORT.

THANK YOU TO MR. RASHAD BY SKYPE.

AND, OF COURSE, TO OUR LEXINGTON PANEL HERE, IT'S BEEN A GOOD DISCUSSION.

A LOT MORE TO BE SAID AND WE'LL BE FOLLOWING THESE BILLS AS WE ENTER WHAT DAY IS IT, ERIC, TOMORROWSOME.

>> THREE LEFT SOME OF VETO.

>> THAT'S HOW WE COUNT AS OPPOSED TO THE ACTUAL DATE OF SESSION, AND WE WILL BE THERE FOR IT SO OUR COVERAGE STARTS BRIGHT AND EARLY IN THE MORNING ABOUT SOME COMMITTEE COVERAGE AND YOU CAN COUNT ON US TO BE THERE FOR THE CHAMBER SESSIONS AND FOR MEETING AFTER CHAMBERS SHOULD THAT BE THE CASE.

WE ARE RIGHT THERE FOR YOU AND, OF COURSE, WE'LL HAVE A WRAP-UP ON "KENTUCKY EDITION" TOMORROW NIGHT AT 6:30 EVEN, 4:30 CENTRAL.

WE HAD SPORTS BETTING THAT PASSED AFTER OUR AIR TONIGHT ON "KENTUCKY EDITION."

WE'LL GIVE YOU A RECATCH THAT DEBATE AND OTHER IMPORTANT PIECES OF LEGISLATION THAT IMPACT YOU.

NEXT WEEK ON "KENTUCKY TONIGHT" WE'RE TALKING ABOUT LGBTQ+ ISSUES AND THE LEGISLATION THAT'S GOING THROUGH FRANKFORT NOW TO AFFECT THAT COMMUNITY AND, OF COURSE, JOIN BILL BRT TO DISCUSS THE NEWS OF THE BECOME ON FRIDAY AT 8:00Y EASTERN, 7:00 CENTRAL RIGHT HERE ON KET.

THANK YOU SO MUCH FOR WATCHING.