New Kentucky laws that will impact this school year

PRESIDENT HAS NOT BEEN NAMED. VAUGHN PRESIDENT HAS NOT BEEN NAMED. VAUGHN WILL PRESIDENT HAS NOT BEEN NAMED. VAUGHN WILL REMAIN PRESIDENT HAS NOT BEEN NAMED. VAUGHN WILL REMAIN IN NAMED. VAUGHN WILL REMAIN IN NAMED. VAUGHN WILL REMAIN IN THAT NAMED. VAUGHN WILL REMAIN IN THAT POSITION NAMED. VAUGHN WILL REMAIN IN THAT POSITION FOR NAMED. VAUGHN WILL REMAIN IN THAT POSITION FOR THE NAMED. VAUGHN WILL REMAIN IN THAT POSITION FOR THE NEXT THAT POSITION FOR THE NEXT THAT POSITION FOR THE NEXT SIX THAT POSITION FOR THE NEXT SIX DAYS, THAT POSITION FOR THE NEXT SIX DAYS, AS THAT POSITION FOR THE NEXT SIX DAYS, AS MANY THAT POSITION FOR THE NEXT SIX DAYS, AS MANY STUDENTS SIX DAYS, AS MANY STUDENTS SIX DAYS, AS MANY STUDENTS AROUND SIX DAYS, AS MANY STUDENTS AROUND THE SIX DAYS, AS MANY STUDENTS AROUND THE REGION SIX DAYS, AS MANY STUDENTS AROUND THE REGION HEAD SIX DAYS, AS MANY STUDENTS AROUND THE REGION HEAD BACK AROUND THE REGION HEAD BACK AROUND THE REGION HEAD BACK TO AROUND THE REGION HEAD BACK TO SCHOOL. AROUND THE REGION HEAD BACK TO SCHOOL. THERE AROUND THE REGION HEAD BACK TO SCHOOL. THERE ARE AROUND THE REGION HEAD BACK TO SCHOOL. THERE ARE SOME TO SCHOOL. THERE ARE SOME TO SCHOOL. THERE ARE SOME NEW TO SCHOOL. THERE ARE SOME NEW LAWS TO SCHOOL. THERE ARE SOME NEW LAWS ALSO TO SCHOOL. THERE ARE SOME NEW LAWS ALSO THAT TO SCHOOL. THERE ARE SOME NEW LAWS ALSO THAT WILL NEW LAWS ALSO THAT WILL NEW LAWS ALSO THAT WILL IMPACT NEW LAWS ALSO THAT WILL IMPACT THE NEW LAWS ALSO THAT WILL IMPACT THE NEW NEW LAWS ALSO THAT WILL IMPACT THE NEW SCHOOL NEW LAWS ALSO THAT WILL IMPACT THE NEW SCHOOL YEAR IMPACT THE NEW SCHOOL YEAR IMPACT THE NEW SCHOOL YEAR TONIGHT. IMPACT THE NEW SCHOOL YEAR TONIGHT. W-K-Y-T'S IMPACT THE NEW SCHOOL YEAR TONIGHT. W-K-Y-T'S GRAYSON TONIGHT. W-K-Y-T'S GRAYSON TONIGHT. W-K-Y-T'S GRAYSON PASSMORE TONIGHT. W-K-Y-T'S GRAYSON PASSMORE BREAKS TONIGHT. W-K-Y-T'S GRAYSON PASSMORE BREAKS DOWN TONIGHT. W-K-Y-T'S GRAYSON PASSMORE BREAKS DOWN WHAT PASSMORE BREAKS DOWN WHAT PASSMORE BREAKS DOWN WHAT THESE PASSMORE BREAKS DOWN WHAT THESE NEW PASSMORE BREAKS DOWN WHAT THESE NEW LAWS PASSMORE BREAKS DOWN WHAT THESE NEW LAWS ARE. PASSMORE BREAKS DOWN WHAT THESE NEW LAWS ARE. FIRST, THESE NEW LAWS ARE. FIRST, THESE NEW LAWS ARE. FIRST, WE'LL THESE NEW LAWS ARE. FIRST, WE'LL START THESE NEW LAWS ARE. FIRST, WE'LL START WITH THESE NEW LAWS ARE. FIRST, WE'LL START WITH SCHOOL WE'LL START WITH SCHOOL WE'LL START WITH SCHOOL SAFETY. WE'LL START WITH SCHOOL SAFETY. A WE'LL START WITH SCHOOL SAFETY. A NEW WE'LL START WITH SCHOOL SAFETY. A NEW LAW WE'LL START WITH SCHOOL SAFETY. A NEW LAW ALLOWS SAFETY. A NEW LAW ALLOWS SAFETY. A NEW LAW ALLOWS SCHOOLS SAFETY. A NEW LAW ALLOWS SCHOOLS TO SAFETY. A NEW LAW ALLOWS SCHOOLS TO BRING SAFETY. A NEW LAW ALLOWS SCHOOLS TO BRING IN SAFETY. A NEW LAW ALLOWS SCHOOLS TO BRING IN ARMED SCHOOLS TO BRING IN ARMED SCHOOLS TO BRING IN ARMED RETIRED SCHOOLS TO BRING IN ARMED RETIRED POLICE SCHOOLS TO BRING IN ARMED RETIRED POLICE OFFICERS SCHOOLS TO BRING IN ARMED RETIRED POLICE OFFICERS AND RETIRED POLICE OFFICERS AND RETIRED POLICE OFFICERS AND VETERANS RETIRED POLICE OFFICERS AND VETERANS TO RETIRED POLICE OFFICERS AND VETERANS TO PATROL RETIRED POLICE OFFICERS AND VETERANS TO PATROL SCHOOL VETERANS TO PATROL SCHOOL VETERANS TO PATROL SCHOOL CAMPUSES. VETERANS TO PATROL SCHOOL CAMPUSES. THE VETERANS TO PATROL SCHOOL CAMPUSES. THE GOAL VETERANS TO PATROL SCHOOL CAMPUSES. THE GOAL IS VETERANS TO PATROL SCHOOL CAMPUSES. THE GOAL IS TO CAMPUSES. THE GOAL IS TO CAMPUSES. THE GOAL IS TO HELP CAMPUSES. THE GOAL IS TO HELP FILL CAMPUSES. THE GOAL IS TO HELP FILL THE CAMPUSES. THE GOAL IS TO HELP FILL THE REQUIREMENT CAMPUSES. THE GOAL IS TO HELP FILL THE REQUIREMENT OF HELP FILL THE REQUIREMENT OF HELP FILL THE REQUIREMENT OF ONE HELP FILL THE REQUIREMENT OF ONE SCHOOL HELP FILL THE REQUIREMENT OF ONE SCHOOL RESOURCE HELP FILL THE REQUIREMENT OF ONE SCHOOL RESOURCE OFFICER ONE SCHOOL RESOURCE OFFICER ONE SCHOOL RESOURCE OFFICER ON ONE SCHOOL RESOURCE OFFICER ON EVERY ONE SCHOOL RESOURCE OFFICER ON EVERY CAMPUS. ONE SCHOOL RESOURCE OFFICER ON EVERY CAMPUS. WKYT ONE SCHOOL RESOURCE OFFICER ON EVERY CAMPUS. WKYT SPOKE ON EVERY CAMPUS. WKYT SPOKE ON EVERY CAMPUS. WKYT SPOKE TO ON EVERY CAMPUS. WKYT SPOKE TO MERCER ON EVERY CAMPUS. WKYT SPOKE TO MERCER COUNTY TO MERCER COUNTY TO MERCER COUNTY SUPERINTENDENT TO MERCER COUNTY SUPERINTENDENT JASON TO MERCER COUNTY SUPERINTENDENT JASON BREWER SUPERINTENDENT JASON BREWER SUPERINTENDENT JASON BREWER BEFORE SUPERINTENDENT JASON BREWER BEFORE THE SUPERINTENDENT JASON BREWER BEFORE THE BILL SUPERINTENDENT JASON BREWER BEFORE THE BILL PASSED. SUPERINTENDENT JASON BREWER BEFORE THE BILL PASSED. HE BEFORE THE BILL PASSED. HE BEFORE THE BILL PASSED. HE SAID BEFORE THE BILL PASSED. HE SAID HE'D BEFORE THE BILL PASSED. HE SAID HE'D WELCOME BEFORE THE BILL PASSED. HE SAID HE'D WELCOME THE SAID HE'D WELCOME THE SAID HE'D WELCOME THE OPTIONS. SAID HE'D WELCOME THE OPTIONS. YOU SAID HE'D WELCOME THE OPTIONS. YOU KNOW, SAID HE'D WELCOME THE OPTIONS. YOU KNOW, ALL OPTIONS. YOU KNOW, ALL OPTIONS. YOU KNOW, ALL SCHOOLS OPTIONS. YOU KNOW, ALL SCHOOLS HAVE OPTIONS. YOU KNOW, ALL SCHOOLS HAVE STRUGGLED OPTIONS. YOU KNOW, ALL SCHOOLS HAVE STRUGGLED TO SCHOOLS HAVE STRUGGLED TO SCHOOLS HAVE STRUGGLED TO FIELD SCHOOLS HAVE STRUGGLED TO FIELD EVERY SCHOOLS HAVE STRUGGLED TO FIELD EVERY POSITION SCHOOLS HAVE STRUGGLED TO FIELD EVERY POSITION FOR FIELD EVERY POSITION FOR FIELD EVERY POSITION FOR THEIR FIELD EVERY POSITION FOR THEIR SROS, FIELD EVERY POSITION FOR THEIR SROS, SO FIELD EVERY POSITION FOR THEIR SROS, SO ANY FIELD EVERY POSITION FOR THEIR SROS, SO ANY WAY FIELD EVERY POSITION FOR THEIR SROS, SO ANY WAY WE THEIR SROS, SO ANY WAY WE THEIR SROS, SO ANY WAY WE CAN THEIR SROS, SO ANY WAY WE CAN MAKE THEIR SROS, SO ANY WAY WE CAN MAKE OUR THEIR SROS, SO ANY WAY WE CAN MAKE OUR SCHOOLS THEIR SROS, SO ANY WAY WE CAN MAKE OUR SCHOOLS SAFER, CAN MAKE OUR SCHOOLS SAFER, CAN MAKE OUR SCHOOLS SAFER, I'M CAN MAKE OUR SCHOOLS SAFER, I'M ALL CAN MAKE OUR SCHOOLS SAFER, I'M ALL FOR. CAN MAKE OUR SCHOOLS SAFER, I'M ALL FOR. ANOTHER CAN MAKE OUR SCHOOLS SAFER, I'M ALL FOR. ANOTHER LAW I'M ALL FOR. ANOTHER LAW I'M ALL FOR. ANOTHER LAW WILL I'M ALL FOR. ANOTHER LAW WILL PLACE I'M ALL FOR. ANOTHER LAW WILL PLACE AN I'M ALL FOR. ANOTHER LAW WILL PLACE AN AED I'M ALL FOR. ANOTHER LAW WILL PLACE AN AED IN I'M ALL FOR. ANOTHER LAW WILL PLACE AN AED IN EVERY WILL PLACE AN AED IN EVERY WILL PLACE AN AED IN EVERY SCHOOL WILL PLACE AN AED IN EVERY SCHOOL BUILDING WILL PLACE AN AED IN EVERY SCHOOL BUILDING NOW, SCHOOL BUILDING NOW, SCHOOL BUILDING NOW, INCLUDING SCHOOL BUILDING NOW, INCLUDING ELEMENTARY INCLUDING ELEMENTARY INCLUDING ELEMENTARY SCHOOLS. INCLUDING ELEMENTARY SCHOOLS. A INCLUDING ELEMENTARY SCHOOLS. A FAYETTE INCLUDING ELEMENTARY SCHOOLS. A FAYETTE COUNTY SCHOOLS. A FAYETTE COUNTY SCHOOLS. A FAYETTE COUNTY MOTHER SCHOOLS. A FAYETTE COUNTY MOTHER TOLD SCHOOLS. A FAYETTE COUNTY MOTHER TOLD WKYT SCHOOLS. A FAYETTE COUNTY MOTHER TOLD WKYT LAST SCHOOLS. A FAYETTE COUNTY MOTHER TOLD WKYT LAST YEAR MOTHER TOLD WKYT LAST YEAR MOTHER TOLD WKYT LAST YEAR THAT MOTHER TOLD WKYT LAST YEAR THAT AN MOTHER TOLD WKYT LAST YEAR THAT AN AED MOTHER TOLD WKYT LAST YEAR THAT AN AED IN MOTHER TOLD WKYT LAST YEAR THAT AN AED IN EVERY MOTHER TOLD WKYT LAST YEAR THAT AN AED IN EVERY MIDDLE THAT AN AED IN EVERY MIDDLE THAT AN AED IN EVERY MIDDLE AND THAT AN AED IN EVERY MIDDLE AND HIGH THAT AN AED IN EVERY MIDDLE AND HIGH SCHOOL THAT AN AED IN EVERY MIDDLE AND HIGH SCHOOL WAS THAT AN AED IN EVERY MIDDLE AND HIGH SCHOOL WAS SIMPLY AND HIGH SCHOOL WAS SIMPLY AND HIGH SCHOOL WAS SIMPLY NOT AND HIGH SCHOOL WAS SIMPLY NOT ENOUGH, AND HIGH SCHOOL WAS SIMPLY NOT ENOUGH, AND AND HIGH SCHOOL WAS SIMPLY NOT ENOUGH, AND YOU AND HIGH SCHOOL WAS SIMPLY NOT ENOUGH, AND YOU HAVE AND HIGH SCHOOL WAS SIMPLY NOT ENOUGH, AND YOU HAVE TO NOT ENOUGH, AND YOU HAVE TO NOT ENOUGH, AND YOU HAVE TO HAVE NOT ENOUGH, AND YOU HAVE TO HAVE AN NOT ENOUGH, AND YOU HAVE TO HAVE AN AED NOT ENOUGH, AND YOU HAVE TO HAVE AN AED NEARBY NOT ENOUGH, AND YOU HAVE TO HAVE AN AED NEARBY BECAUSE HAVE AN AED NEARBY BECAUSE HAVE AN AED NEARBY BECAUSE THE HAVE AN AED NEARBY BECAUSE THE AMOUNT HAVE AN AED NEARBY BECAUSE THE AMOUNT OF HAVE AN AED NEARBY BECAUSE THE AMOUNT OF TIME HAVE AN AED NEARBY BECAUSE THE AMOUNT OF TIME THAT HAVE AN AED NEARBY BECAUSE THE AMOUNT OF TIME THAT THE THE AMOUNT OF TIME THAT THE THE AMOUNT OF TIME THAT THE HEART THE AMOUNT OF TIME THAT THE HEART CAN THE AMOUNT OF TIME THAT THE HEART CAN STAY THE AMOUNT OF TIME THAT THE HEART CAN STAY IN THE AMOUNT OF TIME THAT THE HEART CAN STAY IN V-TACH THE AMOUNT OF TIME THAT THE HEART CAN STAY IN V-TACH OR HEART CAN STAY IN V-TACH OR HEART CAN STAY IN V-TACH OR TORSADES, HEART CAN STAY IN V-TACH OR TORSADES, WHICH HEART CAN STAY IN V-TACH OR TORSADES, WHICH IS HEART CAN STAY IN V-TACH OR TORSADES, WHICH IS ANOTHER TORSADES, WHICH IS ANOTHER TORSADES, WHICH IS ANOTHER RHYTHM TORSADES, WHICH IS ANOTHER RHYTHM THAT TORSADES, WHICH IS ANOTHER RHYTHM THAT THEY TORSADES, WHICH IS ANOTHER RHYTHM THAT THEY CAN TORSADES, WHICH IS ANOTHER RHYTHM THAT THEY CAN GO TORSADES, WHICH IS ANOTHER RHYTHM THAT THEY CAN GO INTO RHYTHM THAT THEY CAN GO INTO RHYTHM THAT THEY CAN GO INTO AND RHYTHM THAT THEY CAN GO INTO AND THE RHYTHM THAT THEY CAN GO INTO AND THE HEART RHYTHM THAT THEY CAN GO INTO AND THE HEART CAN RHYTHM THAT THEY CAN GO INTO AND THE HEART CAN SUSTAIN, AND THE HEART CAN SUSTAIN, AND THE HEART CAN SUSTAIN, THAT AND THE HEART CAN SUSTAIN, THAT IS AND THE HEART CAN SUSTAIN, THAT IS NOT AND THE HEART CAN SUSTAIN, THAT IS NOT VERY AND THE HEART CAN SUSTAIN, THAT IS NOT VERY LONG AND THE HEART CAN SUSTAIN, THAT IS NOT VERY LONG BEFORE THAT IS NOT VERY LONG BEFORE THAT IS NOT VERY LONG BEFORE IT THAT IS NOT VERY LONG BEFORE IT STOPS. THAT IS NOT VERY LONG BEFORE IT STOPS. THOSE THAT IS NOT VERY LONG BEFORE IT STOPS. THOSE TWO THAT IS NOT VERY LONG BEFORE IT STOPS. THOSE TWO CHILDREN IT STOPS. THOSE TWO CHILDREN IT STOPS. THOSE TWO CHILDREN WERE IT STOPS. THOSE TWO CHILDREN WERE BORN IT STOPS. THOSE TWO CHILDREN WERE BORN WITH IT STOPS. THOSE TWO CHILDREN WERE BORN WITH GENETIC WERE BORN WITH GENETIC WERE BORN WITH GENETIC DISORDERS WERE BORN WITH GENETIC DISORDERS AFFECTING WERE BORN WITH GENETIC DISORDERS AFFECTING THEIR DISORDERS AFFECTING THEIR DISORDERS AFFECTING THEIR HEARTS, DISORDERS AFFECTING THEIR HEARTS, WITH DISORDERS AFFECTING THEIR HEARTS, WITH ABNORMALITIES HEARTS, WITH ABNORMALITIES HEARTS, WITH ABNORMALITIES THAT HEARTS, WITH ABNORMALITIES THAT COULD HEARTS, WITH ABNORMALITIES THAT COULD LEAD HEARTS, WITH ABNORMALITIES THAT COULD LEAD TO HEARTS, WITH ABNORMALITIES THAT COULD LEAD TO SUDDEN THAT COULD LEAD TO SUDDEN THAT COULD LEAD TO SUDDEN CARDIAC THAT COULD LEAD TO SUDDEN CARDIAC ARREST. THAT COULD LEAD TO SUDDEN CARDIAC ARREST. SO CARDIAC ARREST. SO CARDIAC ARREST. SO SOMEBODY'S CARDIAC ARREST. SO SOMEBODY'S GOT CARDIAC ARREST. SO SOMEBODY'S GOT TO CARDIAC ARREST. SO SOMEBODY'S GOT TO BE CARDIAC ARREST. SO SOMEBODY'S GOT TO BE THERE SOMEBODY'S GOT TO BE THERE SOMEBODY'S GOT TO BE THERE TO SOMEBODY'S GOT TO BE THERE TO SHOCK SOMEBODY'S GOT TO BE THERE TO SHOCK THEIR SOMEBODY'S GOT TO BE THERE TO SHOCK THEIR HEART SOMEBODY'S GOT TO BE THERE TO SHOCK THEIR HEART BACK TO SHOCK THEIR HEART BACK TO SHOCK THEIR HEART BACK INTO TO SHOCK THEIR HEART BACK INTO RHYTHM TO SHOCK THEIR HEART BACK INTO RHYTHM SHOULD TO SHOCK THEIR HEART BACK INTO RHYTHM SHOULD THEY TO SHOCK THEIR HEART BACK INTO RHYTHM SHOULD THEY PASS INTO RHYTHM SHOULD THEY PASS INTO RHYTHM SHOULD THEY PASS OUT. INTO RHYTHM SHOULD THEY PASS OUT. THEN INTO RHYTHM SHOULD THEY PASS OUT. THEN THERE'S INTO RHYTHM SHOULD THEY PASS OUT. THEN THERE'S THE INTO RHYTHM SHOULD THEY PASS OUT. THEN THERE'S THE LAWS OUT. THEN THERE'S THE LAWS OUT. THEN THERE'S THE LAWS THAT OUT. THEN THERE'S THE LAWS THAT FOCUS OUT. THEN THERE'S THE LAWS THAT FOCUS ON OUT. THEN THERE'S THE LAWS THAT FOCUS ON STUDENT THAT FOCUS ON STUDENT THAT FOCUS ON STUDENT BEHAVIOR. THAT FOCUS ON STUDENT BEHAVIOR. ONE THAT FOCUS ON STUDENT BEHAVIOR. ONE IS THAT FOCUS ON STUDENT BEHAVIOR. ONE IS AIMED THAT FOCUS ON STUDENT BEHAVIOR. ONE IS AIMED AT BEHAVIOR. ONE IS AIMED AT BEHAVIOR. ONE IS AIMED AT TACKLING BEHAVIOR. ONE IS AIMED AT TACKLING ISSUES BEHAVIOR. ONE IS AIMED AT TACKLING ISSUES ON BEHAVIOR. ONE IS AIMED AT TACKLING ISSUES ON SCHOOL TACKLING ISSUES ON SCHOOL TACKLING ISSUES ON SCHOOL BUSSES TACKLING ISSUES ON SCHOOL BUSSES BY TACKLING ISSUES ON SCHOOL BUSSES BY REQUIRING TACKLING ISSUES ON SCHOOL BUSSES BY REQUIRING A TACKLING ISSUES ON SCHOOL BUSSES BY REQUIRING A PARENT BUSSES BY REQUIRING A PARENT BUSSES BY REQUIRING A PARENT OR BUSSES BY REQUIRING A PARENT OR GUARDIAN BUSSES BY REQUIRING A PARENT OR GUARDIAN TO BUSSES BY REQUIRING A PARENT OR GUARDIAN TO SIGN BUSSES BY REQUIRING A PARENT OR GUARDIAN TO SIGN A OR GUARDIAN TO SIGN A OR GUARDIAN TO SIGN A TRANSPORTATION OR GUARDIAN TO SIGN A TRANSPORTATION AGREEMENT. TRANSPORTATION AGREEMENT. TRANSPORTATION AGREEMENT. ANOTHER TRANSPORTATION AGREEMENT. ANOTHER CRACKS TRANSPORTATION AGREEMENT. ANOTHER CRACKS DOWN TRANSPORTATION AGREEMENT. ANOTHER CRACKS DOWN ON ANOTHER CRACKS DOWN ON ANOTHER CRACKS DOWN ON VAPING ANOTHER CRACKS DOWN ON VAPING BY ANOTHER CRACKS DOWN ON VAPING BY REQUIRING VAPING BY REQUIRING VAPING BY REQUIRING DISTRICTS VAPING BY REQUIRING DISTRICTS TO VAPING BY REQUIRING DISTRICTS TO ADOPT DISTRICTS TO ADOPT DISTRICTS TO ADOPT DISCIPLINARY DISTRICTS TO ADOPT DISCIPLINARY PROCEDURES DISTRICTS TO ADOPT DISCIPLINARY PROCEDURES FOR DISCIPLINARY PROCEDURES FOR DISCIPLINARY PROCEDURES FOR STUDENTS DISCIPLINARY PROCEDURES FOR STUDENTS WHO DISCIPLINARY PROCEDURES FOR STUDENTS WHO VIOLATE DISCIPLINARY PROCEDURES FOR STUDENTS WHO VIOLATE SMOKING STUDENTS WHO VIOLATE SMOKING STUDENTS WHO VIOLATE SMOKING BANS. STUDENTS WHO VIOLATE SMOKING BANS. IN STUDENTS WHO VIOLATE SMOKING BANS. IN FAYETTE STUDENTS WHO VIOLATE SMOKING BANS. IN FAYETTE COUNTY, BANS. IN FAYETTE COUNTY, BANS. IN FAYETTE COUNTY, GRAYSON BANS. IN FAYETTE COUNTY, GRAYSON PASSMORE, BANS. IN FAYETTE COUNTY, GRAYSON PASSMORE, WKYT. GRAYSON PASSMORE, WKYT. GRAYSON PASSMORE, WKYT. THERE GRAYSON PASSMORE, WKYT. THERE ARE GRAYSON PASSMORE, WKYT. THERE ARE A GRAYSON PASSMORE, WKYT. THERE ARE A FEW GRAYSON PASSMORE, WKYT. THERE ARE A FEW BILLS GRAYSON PASSMORE, WKYT. THERE ARE A FEW BILLS THAT THERE ARE A FEW BILLS THAT THERE ARE A FEW BILLS THAT CHANGE THERE ARE A FEW BILLS THAT CHANGE CLASS THERE ARE A FEW BILLS THAT CHANGE CLASS REQUIREMENTS. CHANGE CLASS REQUIREMENTS. CHANGE CLASS REQUIREMENTS. ELEMENTARY CHANGE CLASS REQUIREMENTS. ELEMENTARY SCHOOLS CHANGE CLASS REQUIREMENTS. ELEMENTARY SCHOOLS WILL CHANGE CLASS REQUIREMENTS. ELEMENTARY SCHOOLS WILL HAVE ELEMENTARY SCHOOLS WILL HAVE ELEMENTARY SCHOOLS WILL HAVE TO ELEMENTARY SCHOOLS WILL HAVE TO TEACH ELEMENTARY SCHOOLS WILL HAVE TO TEACH CURSIVE ELEMENTARY SCHOOLS WILL HAVE TO TEACH CURSIVE HANDWRITIN, TO TEACH CURSIVE HANDWRITIN, TO TEACH CURSIVE HANDWRITIN, ENSURING TO TEACH CURSIVE HANDWRITIN, ENSURING STUDENTS TO TEACH CURSIVE HANDWRITIN, ENSURING STUDENTS ARE ENSURING STUDENTS ARE ENSURING STUDENTS ARE PROFICIENT ENSURING STUDENTS ARE PROFICIENT BY ENSURING STUDENTS ARE PROFICIENT BY THE ENSURING STUDENTS ARE PROFICIENT BY THE END ENSURING STUDENTS ARE PROFICIENT BY THE END OF PROFICIENT BY THE END OF PROFICIENT BY THE END OF FIFTH PROFICIENT BY THE END OF FIFTH GRADE PROFICIENT BY THE END OF FIFTH GRADE AND PROFICIENT BY THE END OF FIFTH GRADE AND STARTING PROFICIENT BY THE END OF FIFTH GRADE AND STARTING IN FIFTH GRADE AND STARTING IN FIFTH GRADE AND STARTING IN 2025, FIFTH GRADE AND STARTING IN 2025, THE FIFTH GRADE AND STARTING IN 2025, THE KENTUCKY FIFTH GRADE AND STARTING IN 2025, THE KENTUCKY BOARD FIFTH GRADE AND STARTING IN 2025, THE KENTUCKY BOARD OF 2025, THE KENTUCKY BOARD OF 2025, THE KENTUCKY BOARD OF EDUCATION 2025, THE KENTUCKY BOARD OF EDUCATION WILL 2025, THE KENTUCKY BOARD OF EDUCATION WILL CREATE 2025, THE KENTUCKY BOARD OF EDUCATION WILL CREATE AN