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From YouTube: Anchorage School Board /Assembly Meeting 12/2/22
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A
And
this
is
our
joint
School
Board
assembly
meeting
so
we'd
like
to
welcome
everyone
before
we
do.
The
roll
call
I
think
we
have
a
tech
update.
B
Again,
okay
I
will
travel
with
my
girlfriend
because
you
are
told.
A
Right,
thank
you
very
much
all
right.
So,
let's
start
with
our
roll
call,
Amanda.
F
G
H
A
All
right,
thank
you.
So
please
stand
and
join
me
for
the
pledge.
H
Gladly
on
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denial
of
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
these
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples.
H
A
A
In
second,
to
approve
the
minutes
as
presented
for
September
23rd,
are
there
any
objections
to
approving
the
minutes?
A
Seen
hearing
none
September
the
minutes
for
September
23rd
2022
are
approved
now
we're
moving
to
the
agenda
approval
of
the
agenda.
Are
there
any
additions,
modifications.
A
A
And
I'd
like
to
note
for
the
record
that
Pete
Peterson
has
just
joined
us
and
I'm,
not
sure
I'm,
missing
I
can't
see
who's
online
because
I
don't
have
my
computer
today.
So
remember.
A
Oh
and
yes
and
assembly.
Member
Quinn
Davidson
has
joined
us
as
well.
Thank
you
and
yes,
please
enjoy
coffee
and
holiday,
treats
Dr
Bryant
we're
on
item
D.
All.
J
Right
happy
Friday,
school
board
and
assembly
members.
Last
month
we
had
the
opportunity
to
brief
you
on
a
comprehensive
overview
of
the
options.
The
district
is
considering
to
address
our
60
plus
million
dollar
structural
deficit,
as
we've
shared,
while
the
community
is
understandably
tuned
into
the
school
closure.
Conversation
I
want
to
reiterate
that,
since
late
July,
the
school
board
has
been
briefed
on
numerous
other
options,
including
specialized
programs,
one-time
funds,
people
to
teacher
ratio,
administrative
reductions
and
others
myself.
J
C
If
I
could
give
a
quick
update,
Andy
and
I
have
been
working
us
for
expectation,
management
for
the
assembly
and
board
members.
We've
been
briefing
in
a
significant
number
of
vacancies
since
September,
and
and
so
you
will
see
the
results
of
some
cost
savings
from
vacancies
there.
C
A
lot
of
individuals
about
200
declined
health
care
benefits
which
which
increases
costs
that
we
otherwise
would
have
had
or
200
more
than
we
projected
and
and
I
do
want
to
thank
the
assembly.
You
all
gave
us
2.3
million
dollars
because
we
did
not
have
to
spend
the
2.3
million
dollars
on
sros
that
we
had
budgeted
so
that
helps
and
some
attrition
we
had
some
additional
revenue
from
more
intensive
needs.
Students
some
Esser
savings,
a
lot
of
these
savings.
C
We
talk
about
sound
like
good
things,
because
we
had
savings,
but
those
savings
came
at
a
cost
of
not
being
able
to
hire
people
to
do
the
missions
that
we
needed
so
from
Andy
and
I's
perspective
when
we're
thinking.
This
is
good
that
we
had
savings.
We
do
recognize
that
that
it
came
at
a
cost
of
not
having
substitutes
in
schools
and
teachers
in
classrooms
and
tutors,
available
and
and
hot
meals
for
students
and
all
those
other
things.
C
But
you
will
see
that
Monday
night,
when
we
brief
the
board
for
a
revised
projected
deficit,
along
with
with
the
fund
balance
that
we
expect
to
have
at
the
end
of
the
year.
So
I
don't
know.
If
there's
any
questions
from
the
last
brief,
we
thought
this
would
be
a
q,
a
type
thing.
Yes,.
A
You're
absolutely
correct,
so
yes,
so
we
did
meet
with
the
have
a
special
session
with
the
assembly,
and
we
thank
you
for
that
making
time
for
that.
But
we
wanted
to
give
you
another
opportunity
to
ask
questions
member
lessons.
H
Thank
you,
I,
don't
know
if
we
have
this
information
available
or
if
we
will
receive
it
next
week
with
the
pro
forma.
H
Do
we
have
a
so
last
February
when
we
approved
the
FY
23
budget,
we
approved
PTR
levels
as
presented
with
the
vacancies
that
we
have
do
we
have
a
sense
of
what
our
PTR
levels
actually
are
this
year,
I
know
that
I've
asked
about
class
sizes,
which
is
a
separate
thing,
and
we
got
data
about
that
early
on,
but
I'm
just
wondering
kind
of
where
we're
at
with
PTR,
with
our
vacancies.
C
It
didn't
doesn't
change.
Ptr
PTR
is
a
staffing
metric
that
you
use
for
budgeting
purposes
and
is
not
necessarily
directly
related
to
class
size,
though
it's
very,
very
close
at
elementary
a
lot
of
our
vacancies.
When,
when
we
brief
one
thing,
India
brief
is
six
million
dollars
more
than
projected
in
substitutes.
C
A
lot
of
those
are
long-term
substitutes
to
fill
vacancies,
probably
still
cheaper,
though
not
necessarily
better
than
the
originally
intended
position
you
were
hoping
to
fill
I
I
would
love
to
say
that
it's
it's
simple
to
understand
all
of
the
possible
impacts,
but
we
have
a
two-hour
meeting
on
Monday
and
we
will
walk
you
through
in
in
potentially
painful
detail
of
all
the
different
things
that
have
changed
over
the
last
six
months.
F
Thank
you,
president
Bellamy,
and
thank
you
all
for
the
information
you
provided
at
the
work
session
and
also
for
the
opportunity
to
ask
more
questions.
I
have
a
question
about
the
public
process.
I
think
the
last
Town
Hall
regarding
school
closures
may
have
been
this
week
and
so
I'm
curious.
F
What
lies
ahead
for
that
art,
if
there'll
be
more
opportunities
for
the
public
to
provide
feedback
or
how
they
should
get
updates
and
also
what
you
have
gleaned
from
the
public
sessions
you've
held
in
the
town
halls.
As
far
as
how
that
feedback
might
inform
steps
forward.
C
But
the
the
public
process,
just
like
with
the
assembly,
never
stops
right,
I
mean
we
have
every
single
board
meeting
email
is,
is,
is
used
prolifically
in
phone
calls
and
public
meetings
and
Town
Hall
meetings,
so
the
public
process
never
stops,
but
after
nine
town
halls
I
think
we're
we're
probably
not
going
to
schedule
any
more
of
those
in
the
next
several
weeks,
barring
the
board's
Direction.
J
I
I
would
just
Echo
what
Mr
Anderson
said:
people
love
their
schools,
they
love
their
programs.
We're
really
internalizing
the
feedback
that
we've
heard,
but
we're
approaching
a
decision.
Point
going
into
December
10th
the
school
board
and
administration
will
be
convening
to
really
look
at
all
the
options
from
a
30,
000
foot
View
and
to
understand
what's
the
best
path
to
zero,
and
there
are
very
few
painless
paths
to
zero
foreign.
F
Thank
you
for
that
information
and
I
guess
just
to
follow
on
I
would
ask
if
you
have
any
further
suggestions
for
how
the
assembly
might
help,
and
maybe
it's
too
soon
in
the
process.
I
know
some
of
us
feel
very
strongly
that
we
want
to
continue
to
support
the
SRO
funding,
for
example,
but
if
you
have
other
ideas,
some
of
us
would
like
to
hear
about
them.
Thanks.
G
Sure,
thank
you
for
that
for
the
record
I'm
Andy
Ralph
I'm,
the
director
of
The
Office
of
Management
and
budget
here.
The
one
thing
that
we
are
going
to
be
looking
at
this
year
is
an
increase
in
the
required
local
contribution
from
that
the
state
imposes
on
municipalities
which
is
based
on
the
like
2.65
meals
of
the
local
property
values.
So,
as
you
recall,
from
2021
calendar
year
to
22
calendar
year,
they
went
up
by
about,
like
you
know,
eight
or
ten
percent
since
somewhere
around
that
in
that
range.
G
G
So
as
that
may
approach
the
city's
tax
cap,
that's
where
I
think
we'd
be
looking
for
some
flexibility
to
be
able
to
I
mean
we
calculate
the
district's
tax
cap
in
the
same
way,
but
just
for
the
district,
and
we
can
either
go
over
or
under
that,
and
it's
up
to
the
city
to
collect
up
to
the
full
tax
cap
government-wide.
So
we
may
be
asking
for
us
to
exceed
what
our
normal
calculated
just
for.
G
Asd
portion
would
be,
but
that's
really
the
only
thing
I
can
really
think
of
that
would
really
help
Shore
us
Shore
our
issue,
but
just
to
know
just
to
know
that
that's
going
to
be
that
request
may
be
coming.
A
Thank
you,
member
zalatel
is
in
the
queue.
K
Thank
you,
president
Bellamy
I'm,
just
going
to
reiterate
my
request
from
the
work
session
to
get
an
outline
of
and
a
timeline.
K
Perhaps
in
writing
of
what's
happened,
what's
going
to
happen,
I
understand
the
district
or
the
administration
appears
to
be
maybe
almost
done
with
this
process
and
it's
going
to
shift
over
into
the
board
process,
because
my
emails
are
still
you
know,
I
think
a
lot
of
members
are
probably
still
getting
emails
and
what
I
would
like
to
be
able
to
do
is
direct
people
back
to
engage
in
the
process,
but
I
think
that's
hard
to
do
without
some
easy
way
to
know
what
that
is
and
be
able
to
say,
hey
I
hear
this
is
important
to
you.
K
This
is
where
you
can
engage
on
that
or
that
it
happened,
but
maybe
there's
a
recording
and
they
can
tune
in
that
way.
So
if
that
can
be
produced,
that
would
be
very
helpful.
Thank
you.
A
A
So
that
brings
us
to
G.
That's
right,
transport.
There
are
a
number
of
items
under
G,
so
we
will
just
take
them
one
at
a
time
in
in
order
Transportation
updates
all.
J
Right
absolutely
so,
at
a
high
level,
we
recently
announced
that
we'll
be
ending
the
cohorts
starting
on
Monday.
That's
very
exciting.
We've
been
working
on
a
number
of
short-term
Solutions
which
we're
excited
about,
but
I'm
also
very
excited
about
the
long-term
Outlook
in
terms
of
ground
efficiencies
and
other
things
we
can
do
to
ensure
that
we
never
fall
into
this
situation
again.
So
I'll
go
ahead
and
let
acting
coo
provide
additional
details.
L
Hi,
thank
you.
Rob
Holland,
acting
CEO
so
get
my
glasses
on
here.
Just
to
kind
of
give
you
a
summary.
So
we
are
fully
staffed
now.
How
did
we
get
there?
So
we've
hired
69
drivers
since
since
August
when,
when
the
situation
really
kind
of
bottomed
out
for
us,
but
more
importantly,
as
Dr
Bryant
alluded
to
we've
been
working
on
a
long-term
fix
for
this
for
many
reasons,
coefficiency,
but
also
to
to
prevent
this
from
ever
happening
again.
L
So
much
more
than
just
a
stop,
Gap
measure
has
has
ensued,
so
we
met
with
our
consultant
from
transfinder
transfinder.
Is
the
software
we're
moving
to
that?
We
have
procured
at
this
point
and
transfinder
will
be
live
on
our
system
in
February,
so
to
get
a
jump
start
on
that
the
Consultants
from
that
company
came
out
between
and
spent
between,
October
30th
and
November
5th
with
us.
L
The
initial
result
of
that
visit
enabled
us
to
reduce
25
routes,
so
we
have
reduced
the
need
for
25
drivers
so
where
we
had
228
routes,
We
Now
operate
204
and
we're
currently
in
that
condition,
and
we've
been
there
for
All
About
a
Week.
L
We
are
hiring
additional
full-time
substitute
drivers
and
those
drivers
give
us
a
pad
that
we
need
we're
looking
for
about
a
10
pad
between
us
and
the
contractor,
and
so
that's
why
we
have
the
Monday
go
live
date,
this
coming
Monday,
where
we
have
full
service
restored
so
that
work
will
continue.
We
just
received
the
initial
55-page
report
from
transfinder.
That's
going
to
allow
the
continued
overhaul
of
this
this
department,
this
Transportation
effort.
We
do
look
in
the
coming
months
to
a
further
reduction
of
routes.
Asd
still
uses
a
model
where
we
operate.
L
75
routes
in-house
and
the
remainder
are
operated
by
the
contractor.
So
within
those
terms
we're
making
the
contractor
whole
on
the
reduction
of
routes
and
in
addition
to
that,
the
new
wage
which
we've
had
in
place
for
several
weeks
now
as
a
result
of
negotiations
where
we
settled
the
contract
and
we
now
pay
starting
wages
about
25
an
hour,
so
we
feel
like
we
can
retain
drivers
now.
We
will
also
have
a
plan
this
summer
to
have
a
retention
piece
in
place
where
we're
looking
for
opportunities.
L
A
Thank
you,
Chief
home
member
Donnelly,.
B
Thank
you,
madam
president.
So
one
of
the
challenges
we
faced
was
the
our
drivers
were
being
paid
significantly
less
than
the
municipal
drivers.
Are
we
on
a
par
with
them
now.
L
We're
much
closer
we're
not
exactly
the
same,
and
and
these
things
are
always
moving
targets.
The
greater
moving
Target
would
seem
to
be
the
demand-driven
tourism
industry,
but
it
was
a
significant
increase.
The
largest
increase
that's
ever
been
offered
by
far,
and
so
we
we
really
do
feel
like.
We
have
bridge
the
gap.
There
were
some
additional
gains
in
in
pension
and
health
care
as
well,
so
it
it's
it's
a
big
step
up
for
this
group.
L
The
bigger
piece
not
bigger
the
additional
large
lift
will
be
for
us
to
figure
out
this
summer.
Piece.
I,
don't
have
all
the
options
on
that
yet,
but
there
will
be.
There
will
be
a
change
in
how
we
retain
or
possibly
pay
a
retention
bonus
for
drivers
to
stay
on
over
the
summer
and
and
come
back
to
us.
A
Thank
you,
yes,
member
lessons.
H
Thank
you.
This
is
perhaps
jumping
the
gun
to
January
ish.
It's
my
understanding
that
we
will
we're
expecting
to
hear
some
sort
of
an
update
on
school
start
times
and
there's
an
intersection
between
busting
and
start
times,
and
budget
Solutions
and
I.
Wonder
if
you
can
offer
any
preview
or
insights,
I
mean
how
how
would
Roots
intersect
with
start,
how
would
more
efficient
routes
intersect
with
potential
start
time
adjustments
and
if
you
can't
speak
to
that
yet
I
understand.
L
I
can
speak
to
that,
but
let's
agree
that
this
would
be
suppositional
at
this
point
in
theory
and
as
a
result,
I
have
been
able
to
read
that
that
document
yesterday,
it's
very
interesting
from
transfinder
woven
into
that
are
various
scenarios
that
include,
but
are
not
limited
to
to
school
start
changes.
I
can
tell
you
that
a
combination
of
further
analysis
of
our
bus
routes,
separate
from
start
time,
changes
further
analysis
to
include
identifying
actual
ridership
something
we
haven't
done.
L
I
won't
get
into
the
details
on
that,
but
we
haven't
done
that
in
the
past.
In
a
way,
many
other
major
School
major
Urban
school
districts
have
done
so
we're
moving
toward
that.
So
we
know
actual
ridership
coming
into
the
year,
which
is
lower
than
we've
been
tracking
by
the
way
and
then
school
start
times.
I
Thank
you
has
any
Pursuit,
or
you
know,
investigation
been
done
as
far
as
looking
at
our
Arsenal
vehicles
that
we
have
to
attack
this
problem
and
maybe
going
to
smaller
vehicles
that
are
don't
have
the
license
or
have
the
CDL
requirements.
So
just
looking
at
how
we
are,
how
much
of
our
transportation
issue
is
locked
into
the
kind
of
vehicles
and
things
we
use.
If
we
looked
outside
what
we've
traditionally
associated
with
school
buses
and
school
transportation,
look
at
Alternative
forms
yeah.
L
L
We
think
that
the
competitiveness
piece
isn't
truly
related
as
much
as
people
think
it
may
be
to
the
CDL
piece
and
that's
because
the
ASD
provides
a
free
training
program
to
the
CDL
status.
Not
only
is
it
free,
but
but
drivers
are
paid
the
full
wage,
while
they're
in
that
training
program.
Okay,
so
we
don't
feel
like
we,
we
feel
like
we've
removed
any
barriers
to
the
cdlps
by
itself.
L
To
your
point,
and
also
in
the
transfinder
report
is
a
piece
about
our
Aging
bus
fleet,
however,
and
that
we
do
have
a
number
of
buses
that
are
aged
past,
what's
considered
usable
life
so,
depending
on
how
far
we
go
with
consolidations,
we
may
be
able
to
weave
into
that
a
piece
where
we
we
get
a
more
modern
Fleet
and,
in
some
cases,
smaller
buses.
Now
that
would
really
go
to
efficiency,
though
cost
of
operation
per
route.
L
I
Would
also
go
into
you
know,
also,
accessibility,
I,.
I
Know
obviously,
our
our
current
Fleet
that
have
the
change
to
drop
down
and
just
ice
issues,
I
mean
I.
I
would
assume
that
if
you
had
a
more
reliable,
maybe
all-wheel
drive
Fleet
to
pay
with
the
smaller
Vehicles.
Look
like
you
know,
there
may
or
may
not
be
as
many
school
closures
on
snow
days
and
stuff
just
because
you're
able
to
provide
more
adequate
and
consistent
transportation.
L
Certainly
something
to
be
considered
with
some
caution
or
some
clarification
that
the
school
closures
have
a
lot
to
do
with
walkability
for
sidewalks
that
wouldn't
be
plowed
in
time,
for
instance,
and
also
parents
driving
from
small
feeder
roads
getting
their
cars
out
so
that
it's
it's
a
complex
issue
on
the
school
closures.
But
yes,
there
are
more
modern,
there's
more
modern
technology
available
that
we
could
look
at
as
we
replace
the
buses
that
that's
a
fact.
L
So
the
easiest
way
to
that
answer
is
the
fact
that
we
already
have
our
first
chunk
of
slack
built
into
our
system
and
we're
continuing
to
go
from
there.
We're
not
going
to
stop
hiring
at
this
point.
Just
for
clarification.
When
I
mentioned,
we
are
fully
staffed.
Now
we're
still
building
out
a
more
robust
bench
of
substitute
drivers
than
we've
had
in
the
past
as
part
of
our
contingency
plan.
Moving
forward
to
keep
this
from
happening
again
because
of
the
essential
service.
This
is
for
the
community.
L
So
as
we
go
forward
and
I
alluded
to
a
moment
ago,
we're
going
to
find
more
efficiencies
working
through
the
transfinder
report
and
once
we
have
the
software
installed
in
February.
So
we
do
plan
on
if
one
or
more
Schools
is
closed
to
immediately
building
out
the
routes,
we'll
show
that
to
the
school
board
and
we
can
make
that
information
public,
but
we
will
have
the
capacity
to
do
that.
A
J
All
right,
thank
you.
Earlier
this
year,
the
district
established
a
new
office
of
mental
health
and
student
supports
to
really
underscore
the
fact
that
mental
health
and
student
support
plays
an
important
role
in
students,
educational
experience.
So
our
senior
director
of
that
department
will
be
here
to
provide
the
assembly
with
a
brief
overview
of
the
services
that
her
Department
provides.
So
Dr
Knutson
the
floor
resource.
M
If
you
want
thank
you
Dr
Bryant,
okay,
we
have
a
slideshow
up
there
for
you.
So
I
want
to
thank
you
for
having
me
today,
my
partner
in
crime,
Kate
McClellan,
isn't
here
today,
she's
our
director
of
student
support,
so
I'm
going
to
be
talking
a
little
bit
about
the
work
that
she's
in
charge
of
as
well,
and
we're
excited
to
be
able
to
talk
about
this
work
because
it
is
so
needed
within
our
community
and
our
schools.
M
So
next
slide
just
want
to
start
out
with
the
context
for
you,
according
to
the
U.S
Surgeon
General
in
2007,
and
this
really
hasn't
changed
since
then.
20
percent
of
Children
and
Youth
are
in
need
of
mental
health
interventions,
but
only
a
third
of
those
in
need
actually
receive
support
of
those
that
receive
support.
70
of
that
support
is
in
a
school
setting,
so
schools
really
are
a
point
of
access
for
our
kids
for
mental
health
services.
M
So
when
students
are
healthy
and
they
feel
safe,
they
learn
and
that's
a
critical
part
to
the
work
that
we're
doing.
This
is
really
our.
Why
of
what
we're
doing
in
the
Anchorage
School
District
right
now
of
addressing
Mental
Health
board
guardrail
4.0,
which
you'll
see
up
there,
is
really
our
foundation
for
building
out
this
comprehensive
model.
M
This
guard
rail
is
really
exciting
because
it
dresses
not
only
the
internal
Mental
Health
Services
that
we
have
in
schools
through
our
school
psychologists,
their
school
counselors,
but
it
expands
out
to
community
clinicians
coming
into
schools,
which
we
have
dabbled
in
in
the
past,
but
we
haven't
systematically
put
in
place.
So
that's
what's
really
exciting
about
this,
and
really
the
work
is
to
establish
a
comprehensive
mental
health
model.
This
is
the
what
of
what
we're
doing
in
the
Anchorage
School
District
and
this
year,
we're
really
trying
to
focus
on
the.
M
How
so,
how
do
we
pull
all
these
systems
together?
And
how
do
we
do
this
in
a
systematic
way
so
that
we
can
best
serve
our
students
and
our
families
and
our
staff?
Because,
after
pandemic,
we
have
a
lot
of
stress
on
our
staff
as
well,
so
this
year,
what
we're
using
and
what
we're
referring
to
is
What's
called
the
interconnected
systems
framework
or
ISF
that
you
see
up
there,
and
this
is
really
an
evidence-based
approach.
M
It's
out
of
the
national
Center
on
school,
mental
health
from
the
University
of
Maryland,
and
it
really
helps
school
districts
and
Community
Partners
merge
into
a
single
system
so
that
we
can
better
serve
kids
and
and
really
this
is
the
the.
How
of
what
we're
going
to
be
doing
we're
going
to
be
bringing
in
these
tools
to
help
us
navigate
the
system
and,
what's
really
exciting,
is
there's
districts
all
over
the
nation
that
have
started
this
work.
M
So
we
don't
have
to
start
from
scratch,
so
our
Community
Partners
are
coming
in
with
learning
and
knowledge
from
what
other
districts
are
doing
and
we're
referring
and
working
with
other
districts
to
figure
out
how
we
can
do
this
well.
Next
slide
really
want
to
start
off
with
common
language,
and
this
is
what
we're
trying
to
build
in
the
Anchorage
School
District
as
well,
because
sometimes
we
mix
things
up.
When
we
talk
about
mental
health,
some
people
are
thinking
about
mental
illness,
so
we're
really
building
that
common
language.
M
Finally,
what
we're
working
on
here
with
this
work
is
our
Mental
Health
Services
and
we're
defining
that
as
any
activities
services
and
supports
that
address
social,
emotional,
behavioral,
well-being
of
students-
and
this
includes
substance
use.
So
that
is
what
we're
focusing
on.
It
may
include
kids
that
have
mental
illness,
but
really
we're
really
focusing
on
that
whole
mental
health.
The
whole
well-being
of
a
child
next
slide.
M
M
So
this
goal
is
to
have
at
least
a
0.5
FTE
equivalent
at
each
elementary
school,
and
you
know
correct
me
if
I'm
wrong
man
president,
but
we
focused
on
Elementary,
because
we
do
not
have
half
time
or
even
full-time
at
every
elementary
school
right
now.
So,
while
we're
looking
at
pre-k
through
12
with
their
mental
health
supports,
there
is
a
focus
on
Elementary
to
build
those
supports
out
so
that
we
have
Equitable
resources
across
our
whole
division
for
our
kids.
M
So
with
that
one
of
the
things
that
we're
doing
and
when
we
Define
this
I
just
want
to
clarify
we're
talking
about
school
psychologists,
school
counselors.
At
this
point,
okay,
and
having
that
0.5
mental
health
support,
we
have
other
resources
in
schools
as
well.
M
We
have
Behavior,
analysts
and
strategists
who
we
call
in
but
they're
more
itinerant
that
can
be
called
into
schools
if
a
child
is
having
some
challenging
behaviors
that
we
need
to
work
with
to
help
with
their
learning
and
help
them
be
successful
in
school,
so
they'll
come
in
and
they'll
work
with
teams
to
develop
Behavior
Support
plans.
We
also
have
Behavior
Specialists
that
do
more
coaching
with
teachers
around
you
know
just
strategies
that
they
can
use
in
classrooms
and
classroom
management.
M
But
when
we're
talking
about
the
mental
health
supports
we're
really
focusing
on
those
school
counselors
and
school
psychologists
and
one
of
our
actions
is,
we
will
be
adding
our
posting
for
three
more
elementary
school
counselor
positions
in
January,
based
on
some
grant
funding
that
we
got
from
the
board.
M
So,
as
Dr
Bryant
said,
to
coordinate
all
these
services
for
kids,
one
of
our
actions
this
year
was
to
form
the
mental
health
and
student
support
department,
and
so
basically
that
was
before
we
had
fragmented
Services.
We
had
the
services,
but
they
were
in
different
departments,
had
different
missions,
and
so
our
goal
was
to
bring
those
under
one
department.
M
So
we
could
have
Coordinated
Care,
so
this
includes
our
health
care
services
and
nurses,
our
school
psychologists,
our
elementary
counselors,
our
Behavior
analysts
and
strategists,
and
then
the
work
we're
doing
around
social,
emotional
learning,
positive
behavior
interventions
and
supports,
and
then
our
crisis
response
and
right
now
that's
a
lot
of
the
work
we've
been
doing
this
year.
Is
learning
what's
been
in
place?
What
we've
kind
of
slipped
away
from
Over
the
pandemic
years,
that
we
need
to
retrain
people
up
on
and
really
coordinating
those
Services
crisis
response.
I
mean
you're,
probably
hearing.
M
That
is
a
big
one
in
our
schools
right
now,
and
that
is
something
that
we're
we're
looking
at
and
refining
so
that
we
can
have.
We
can
support
our
staff
and
our
students.
So
that's
what
the
department
is
and
our
mission
in
the
department
is
really
to
work
collaboratively
with
students,
Educators
administrators
families
and
Community
Partners,
to
support
the
physical,
social,
emotional
well-being
for
every
student,
so
that
they
can
be
successful
academically,
and
we
do
this
by
providing
interventions
and
supports
crisis
response,
professional
development
resources
and
technical
assistance
to
schools.
M
Last
June
was
really
exciting
because
we
brought
all
of
our
practitioners
into
a
work
session
in
the
summer
and
they
came
through
and
they
really
looked
at
what
their
roles
and
responsibilities
were
overlaps
between
their
different
roles,
where
they're
separate,
so
that
we
could
better
coordinate
those
services
in
schools,
so
they
they
laid
that
out
and
they
did
it
within
a
positive
behavior
interventions
and
support
models.
So
I
want
to
talk
about
what
that
is,
because
this
is
critical
to
school-based
mental
health
across
the
country.
M
If
you
don't
have
this
tiered
system
of
support
in
place,
it
is
very
fragmented
in
schools.
What
services
you
get,
so
you
might
have
a
clinician
coming
into
your
building,
but
they're,
almost
acting
as
private
practice
in
the
school
they're
kind
of
separate
and
what
we
found
and
what
researchers
found
is
that
integrating
them
into
the
school
system
is
a
much
better,
more
effective
way
of
having
clinicians
come
in.
M
So
I
just
want
to
brief
you
a
little
bit
next
slide
on
positive
behavior
and
intervention
supports,
so
PBIS
is
really
an
evidence-based
framework
for
supporting
students,
academic
and
behavior
and
social
emotional
health.
It's
not
a
curriculum
that
we're
adopting
it's
not
just
a
PD
that
we're
putting
in
place
it's
really
a
framework
and
system
of
how
we
provide
increasingly
more
intensive
services
for
kids.
M
So
if
you
work
in
the
health
field,
what
we've
learned
from
our
community
providers,
they
use
a
tiered
system
of
support
as
well.
We
borrowed
this
from
the
the
medical
field
and
looking
at
prevention
intervention
and
how
we
tear
that
out.
So
we'll
start
with
tier
one
real,
quick-
and
this
is
school-wide
systems
of
support
for
all
kids.
M
These
are
things
we
put
in
place
in
our
schools
so
that
we
can
prevent
behavioral
mental
health
issues
and
kids
and
help
them
be
successful
in
their
learning
as
best
as
possible
and
tier
one
supports
typically
meet
the
needs
of
about
80
percent
of
the
kids
in
the
school
alone.
So
you
don't
really
need
additional
supports
for
kids.
This
will
mean
about
the
needs
of
80,
so
this
includes
things
like
School
leadership
teams,
where
we
really
the
principal
and
teachers
in
the
school
think
through
what
are
those
school-wide
expectations
we
have
for
kids?
M
How
are
we
going
to
reinforce
that?
To
really
create
a
safe
learning
environment
for
kids,
this
also
includes
classroom
management
strategies
that
teachers
put
in
place
to
make
that
safe
learning
environment
within
those
individual
classrooms,
as
well
as
social
skills,
lessons
that
might
happen
and
database
decision
making.
M
So
tier
two
is
more
targeted
intervention
support,
and
this
is
for
some
kids,
so
tier
one
alone
isn't
going
to
meet
the
needs
of
all
kids,
so
some
kids
are
going
to
need
a
little
extra
help.
Maybe
there's
some
anger
management
issues
that
we
want
to
work
on
to
help
them
cope
better
in
the
classroom
when
they're
getting
frustrated
with
that.
Math
problem,
and
instead
of
blowing
up,
they
use
their
coping
strategies,
so
tiered
interventions
of
support
meet
the
needs
about
an
additional
10
to
15
percent
of
kids.
So
this
is
targeted.
M
Social
excuse
me,
emotional
and
behavioral
groups,
so
we
might
pull
kids
in
small
groups
and
do
some
social
skills
lessons.
It
could
also
be
something
like
a
check-in
checkout.
So
a
lot
of
our
counselors
nurses,
psychologists,
even
people
like
bpos
and
other
folks
in
the
building
that
kids
feel
trusted
with
they
might
check
in
with
the
trusted
adult
the
beginning
of
the
day,
monitor
some
goals.
They
have
for
themselves
to
be
successful
in
school
and
then
they'll
check
out
at
the
end
of
the
day.
M
M
And
then,
finally,
it's
our
tier
three-
and
this
is
the
most
intensive
level
of
support.
This
is
for
a
few
amount
of
kids.
It's
about
five
to
ten
percent
of
students,
and
this
is
really
more
individualized
for
kids,
and
this
is
where
our
community
clinicians
really
enter
into
the
picture,
but
I
want
to
say
in
an
integrative
model.
They
also
help
us
with
tier
two
as
well
and
tier
one
I'm,
going
to
talk
a
little
bit
about
that
in
a
bit,
but
at
tier
three.
M
This
is
where
we're
doing
more
functional,
behavioral
assessments,
so
we're
our
psychologists
might
come
in
and
they
might
look
at
what's
triggering
behaviors
for
kids,
because
then
we
can
match
that
to
potential
interventions
that
we
would
do
with
them
in
an
individualized
intervention
plan.
M
This
also
involves
more
individual,
counseling
and
or
therapy
wraparound
supports
with
our
community.
This
is
where
we're
really
going
to
be
wanting
to
work
with
families
and
seeing
what
supports
they.
They
might
not
need
help
accessing
Crisis,
Intervention
or
safety
risk
assessments
which
are
or
suicide
risk
assessments
and
self-harm
assessments,
and
we
do
more
frequent
data
collection
here,
because
if
the
kids
are
really
struggling,
it's
kind
of
like
being
in
the
ICU
at
a
hospital
they
come
in
and
take
your
vitals
off.
M
Very
often,
and
that's
what
our
tier
three
is
like-
it's
like
our
ICU,
is
how
we're
checking
in
with
kids
more
frequently
to
make
sure
that
we're
meeting
their
needs.
This
system
is
critical
to
have
something
like
this
in
place
to
be
able
to
do
the
mental
health
work,
because
then,
what
we're
doing
with
the
interconnected
systems
framework
are
ISF
is
now
we're
blending
into
this.
Our
mental
health
supports
we're
blending
in
our
clinician
to
help
provide
that
therapy
and
it's
not
two
separate
systems.
M
So
what
we
found
Even
in
our
schools
now
is
when
we
have
not
had
a
strong
PBIS
model
in
place.
Integrating
a
clinician
into
a
school
has
been
a
little
tricky
because
they
become
kind
of
a
separate
entity
as
opposed
to
working
with
the
school
teams.
So
this
is
something
we've
learned
and
we've
started
working
on
with
our
Community
Partners
next
slide.
M
M
Okay,
all
right
so
I
want
to
focus
a
little
bit
as
part
of
4.1,
our
guardrail
on
our
internal
providers
and
who
those
are
I,
mentioned
school,
counselor,
school
psychologists,
and
then
we
also
have
our
School
nurses,
as
I
stated
earlier,
we're
going
to
be
adding
three
more
Elementary
counselors
in
January,
but
this
chart
really
outlines
the
work
that
these
providers
do
across
those
tiers
of
support.
M
That
I
just
talked
about
I'm
not
going
to
read
all
of
it
for
you,
but
I
just
want
to
highlight
a
few
things
for
you:
I
want
to
start
with
Elementary
counselors,
so
we
do
not
have
full-time
or
even
halftime
Elementary
counselors
at
every
school.
As
I
stated
earlier,
we
have
59
elementary
schools.
11
schools
have
full-time
counselors,
that's
18
of
our
elementary
schools.
27
have
half
time.
That's
46
and
21.
Schools
have
no
counselor,
that's
35
percent
of
our
schools.
M
Now
they
do
have
some
school
psychology
support
services,
but
we
have
very
limited
behavioral
and
mental
health
support
at
some
of
those
schools.
Counselors
spend
most
of
their
time
working
at
that
tier
one
and
tier
two
levels
of
support,
they're.
Providing
a
lot
of
classroom
social
skills,
lessons
small
group,
counseling
and
interventions
for
students,
they
provide
professional
development
for
teachers
and
helping
support
kids,
but
then
they
also
provide
some
of
those
tier
three
services,
so
they
are
on
our
crisis
response
teams.
M
When
there
is
a
crisis
that
we
we
pull
people
together,
our
psychologists
and
our
school
counselors
and
we'll
deploy
them
to
schools
to
help
support
students
and
staff.
They
also
help
support
our
risk
assessments,
so
they
are
helping
do
the
suicide
risk
assessments
and
the
self-harm
assessments
when
there
is
a
need.
That's
brought
out
from
a
student
which
is
my
area,
so
that's
our
school
counselors.
We
have
I'm
going
to
move
to
school
psychologist.
Next,
we
have
47
School,
psychologists
and
six
interns,
and
the
intern
piece
is
really
important.
M
I'll
talk
about
that
at
the
end,
because
we
have
a
real,
robust
internship
program
that
has
attracted
people
to
Alaska.
Our
school
sites
serve
all
of
our
schools,
so
every
school
has
school,
psych
Services.
The
problem
is,
is
we
don't
have
enough
to
have
one
per
school?
We
don't
have
the
funding
to
have
one
for
school,
so
they're
spread
out
so
some
schools,
a
large
High
School-
might
have
ones
a
full-time
school
psychologist.
But
when
you
have
that
many
students,
you
know
they
can
only
do
so
much.
M
We
also
have
some
schools
that
may
have
a
School
site
one
day
a
week
and
don't
even
have
a
counselor
okay,
so
maybe
one
day
a
week,
they
they
have
those
services
and
everything
else
is
emergency
based.
So,
but
we
do
have
school
psych
support
across
all
our
schools.
School
psychologists
primarily
serve
at
tier
two
and
tier
three
levels.
They
do
provide
some
tier
one
support.
I
was
a
school
psychologist
for
a
long
time
doing
professional
development.
M
They
stood
on
the
leadership
teams
that
type
of
thing,
but
where
they're
really
focusing
on
is
tier
two
and
tier
three.
The
primary
focus
is
special
education.
So
there's
a
lot
of
Assessments
for
special
education,
especially
behavior
disorders,
learning
disabilities,
things
of
that
nature,
autism,
but
they
also
provide
counseling
services
for
kids
who
have
that
on
their
IEPs
as
well.
M
School
sites
also
provide
small
group
interventions
too.
If
they
get
parent
permission,
they
can
do
tier
two
levels
of
support
in
group
depending
on
how
much
they're
there.
So
if
you're
a
school,
psych
and
you're
at
a
building
one
day
a
week,
chances
are
you're
going
to
be
doing
most
of
your
services
through
the
IEP
work.
If
you're
there
more
days,
you
might
have
more
opportunity
to
provide
other
supplemental
services
to
other
kids
who
aren't
on
an
IEP
School
sites
lead.
M
They
are
School,
psych
lead,
psychologist,
Linda
self
leads
are
crisis
response
team,
so
they
deploy.
She
deploys
people
as
well
as
the
risk
assessment,
so
we
partner
with
counselors
to
do
that
work
and
then,
finally,
we
have
nurses
as
well,
and
we
have
90
nurses
and
12.75
health
treatment,
nurses
and
they
really
provide
sub
support
and
other
supports
for
health
records
and
screenings,
and
that
for
nurses
and
nurses
are
in
all
of
our
schools.
M
So
their
primary
responsibility
is
physical
health,
but
because
they're
in
the
buildings
and
by
Nature
they're
training,
they're
also
providing
mental
health,
support
and
emotional
support
to
our
students
and
and
teachers
and
and
staff,
and
then
they
also
help
with
the
risk
assessments.
We
always
try
and
have
two
people
on
the
risk
assessment.
So
they're,
one
of
the
people
that
are
trained
the
principal
the
school
nurse,
the
school
psychologists
and
the
school
counselor
are
all
trained
very
heavily
on
risk
assessments.
M
So
so
those
are
our
internal
providers
and
we
have
quite
a
bit
in
the
schools.
But
it's
not
enough
all
those
positions.
We
have
open
positions
across
the
district
and
really
finding
the
provider
pool
across
whether
you're
talking
internal
resources
or
our
Community
Partners
is
is
not
enough
to
meet
the
demand
in
our
community
and
there
is
a
growing
need.
So
this
is.
This
is
a
problem
where
problem
solving
really
across
our
community,
as
well
as
in
the
anchor
school
district,
and
so
that's
where
you'll
see
some
schools
might
have
multiple
resources.
M
They'll,
have
a
community
clinician
a
psychologist
there
three
times
a
week,
a
full-time
counselor
and
they
have
a
lot
of
resources
and
I
will
tell
you
they're,
and
some
of
them
are
more
high-need
Schools
they're
still
struggling
to
meet
the
mental
health
needs
of
kids
and
you'll
go
from
that
to
a
school
that
might
have
no
counselor
a
psychologist
one
day
a
week
and
a
nurse.
So
it
is
that's
part
of
the
work.
We're
trying
to
do
is
to
grow
that
and
so
that
every
elementary
school
has
at
least
a
0.5
next
slide.
M
So
when
you're
thinking
about
Community
Partners
and
our
internal
Partners,
this
slide
really
kind
of
gives
you
a
visual
of
how
we
provide
services
and
the
first
triangle.
That's
pointing
down
that
really
represents
Our
Community
Partners
you'll
see
the
bulk
that
tier
three
level.
That's
where
most
of
their
services
are.
They
are
trained
in
providing
therapy,
and
then
they
do
family,
counseling
and
stuff,
and
they
can
refer
out
so
they're
going
to
be
doing
a
lot
of
the
more
intensive
support
with
kids
through
referrals.
M
You
have
to
get
consent,
it's
just
not
like
they're
seeing
kids.
You
know
whoever
refers
them.
We
have
to
get
consent
from
from
families
and
stuff,
but
they're
providing
the
bulk
of
their
work.
They
also
provide
tier
two
and
that's
some
of
the
work
we've
done
in
a
memorandum
of
agreement
to
re,
remove
some
barriers,
so
they
can
help
with
some
of
those
tier
two
to
social
skills
groups,
or
you
know
there
might
be
a
lot
of
loss
in
a
family,
so
they
might
do
a
grief
group
again.
That's
through
parent
consent.
M
We
just
don't
pull
kids
and
do
that,
but
but
this
allows
them
to
do
more
than
just
individual
therapy
with
kids
and
then
at
tier
one.
They
may
help
with
some
professional
development
trauma-informed
practices.
I
know
some
of
our
clinicians
have
done
that
on
our
in-service
days
at
their
schools
and
that's
a
great
way
that
they
can
help
support
those
services
for
all
kids.
Now
on
the
school
district
side,
you'll
see
it
flipped,
and
this
is
why
these
things
complement
each
other
so
well.
M
The
bulk
of
our
providers
in
our
schools
are
providing
that
tier
one
they're
establishing
those
school-wide
expectations
to
build
a
safe
learning
environment,
classroom
management,
working
with
teachers
on
how
you
build
a
strong
classroom
management
plan,
doing
just
really
providing
those
systems
and
supports,
and
then
at
tier
two
again,
our
counselors
are
primarily
providing
those
groups
of
instruction.
M
But
if
you
don't
have
that,
having
that
backup,
Community
provider
is
also
nice
to
do
in
schools
where
we
have
both
they
collaborate
together
to
figure
out
what
is
the
best
way
to
serve
our
kids
so
that
we
can,
you
know,
maybe
the
community
clinician
takes
a
group
and
the
counselor
takes
a
group.
They
figure
out
based
on
where
their
their
strengths
are
who's
going
to
do,
which
group
and
so
and
then
again
tier
three.
We
have
limited
resources.
M
Our
school
psychologists
provide
the
bulk
of
it,
but
a
lot
of
that
is
to
kids
that
are
eligible
for
special
education.
This
is
where
Community,
Partners
and
clinicians
and
schools
really
provide
that
additional
therapy,
and
sometimes
families
don't
access
it,
because
they're
working
all
day-
and
you
know
the
kids
are
in
school.
So
this
also
provides
an
opportunity
for
kids,
who
may
not
have
gotten
out
of
therapy
to
get
it
at
a
school
site.
M
So
that
really
just
shows
you
how
these
things
complement
each
other
and
how
we
work
together,
not
separately
as
a
private
practice.
We
don't
want
clinicians
to
be
have
some
kind
of
Private
Practice
model
in
our
school.
We
want
to
work
with
them
together.
So
next
slide
I
want
to
get
into
the
Community
Partnerships,
and
this
is
really
guardrail
4.2
for
our
district,
and
this
is
to
increase
the
number
of
students
with
school
partnership,
access
for
mental
and
Behavioral
Health
Services.
M
So
last
spring
we
did
a
request
for
information.
We
put
that
out
to
see
which
organizations
would
be
really
interested
in
providing
you
know
putting
clinicians
into
buildings
to
do
this
model.
We
got
a
response
from
four
four
entities
which
you'll
see
up
there
and
we
have
active
Partnerships
with
Alaska
Behavioral
Health
Volunteers
of
America
Alaska
and
Providence
Behavioral
Health,
Alaska,
child
and
family
has
a
different
model
they're
in
our
schools,
but
they
oftentimes
are
working
with
individual
kids,
usually
through
IEPs
and
other
services
that
they're
working
with
an
individual
kid.
M
But
there
is
an
interest
with
them
and
me
and
others
to
to
do
this
work.
Not
everyone
is
quite
there
yet
to
be
able
to
do
it,
so
we're
going
to
continue
to
engage
and
hopefully
expand
to
other
Community
Partners
as
they
have
the
capacity
we
have
engaged,
Community
Partners
and
before
I.
Go
on
I
want
to
just
say:
Kate
McClellan,
who
is
the
director
of
student
supports?
She
really
is
leading
this
work
around
guardrail
4.2
and
she
is
a
licensed
social
worker.
M
She's
worked
with
Volunteers
of
America
Alaska
other
entities,
so
she
has
that
Community
clinician
perspective
that
has
been
just
incredibly
valuable
to
our
district
and
understanding
that
so
she
engaged
principals
who
have
Community
Partners
in
her
their
schools,
and
we
really
had
honest
conversations
about
what
is
working
and
what
isn't
working,
because
you
know
a
clinic
is
a
very
different
environment
than
a
school
setting,
and
so
how
do
we
merge
these
two
in
a
way,
that's
going
to
best
benefit
our
kids
and
our
staff.
M
So,
through
that
engagement,
we
got
a
lot
of
information
from
principals,
about,
for
example,
training
that
our
clinicians
need
before
coming
into
the
buildings,
just
understanding
what
is
an
IEP?
How
do
we
go
through
a
special
ad
process?
What
is
the
crisis
response
process
that
we
have
in
the
schools?
M
Just
even
things
about
how
a
school
functions
you
know
with
radio
calls
and
things
like
that,
things
that
we
didn't
think
of
when
we
first
started
having
clinicians
and
buildings,
and
then
we
did
the
same
thing
with
our
Community
Partners
and
found
out
what
are
the
areas
that
they
felt
frustrated
with
coming
into
a
school
setting.
M
So
that's
some
of
the
work.
That's
happened
this
year
to
build
this
model.
We've
also
really
engaged
State
entities
to
start
building
up
relationships
about
how
we
can
do
this
in
a
more
efficient
way.
Many
of
the
school
districts
we've
talked
to
over
the
last
year.
They
work
very
closely
with
State
entities
on
how
to
do
this.
Work
in
their
state
departments
really
help
fund
some
of
the
work
in
schools,
so
we've
been
reaching
out
and
having
conversations
with
deed
and
the
division
of
Behavioral
Health,
several
different
people
to
start
seeing.
M
How
do
we
work
together
on
this?
Instead
of
us
doing
this
and
they're
doing
their
own
thing?
How
can
how
can
we
really
get
their
support?
So
we've
started
those
conversations
as
well
and
then
finally
engaging
Our
Community
Partners.
M
What
we
learned
is
that
we
needed
to
have
a
regular
venue
where
we
could
have
conversations
about
what
was
working,
what
wasn't
working
and
problem
solved
through
that
so
Kate
and
I
meet
with
VOA
Providence
and
Alaska
Behavioral
Health
every
month,
and
our
main
work
recently
has
been
around
our
memorandums
of
agreement,
so
it
can
really
help
best
support
our
clinicians
in
schools
at
that
point.
But
that's
the
time
when
we
work
together
so
really
there's
been
a
lot
of
work
and
learning
happening
around
our
Community
Partnerships.
M
That
I
think
is
just
strengthening
and
making
this
process
better
and
we're
going
to
keep
iterating.
This
and
I
think
keep
getting
better.
So
you
might
be
wondering
where
all
these
people,
so
if
we
go
to
the
next
slide,
we
can
show
you
where
our
Community
Partners
are
right.
Now
we
have
19
Partnerships
across
15
schools.
Four
schools
have
two
Partnerships,
and
this
is
because
we
have
our
school-based
health
centers
in
the
school
and
they
they
also
provide
the
Behavioral
Health
Services.
M
So
we're
going
to
be
working
on
that
next
semester
to
add
that,
so
this
is
really
helping
us
at
the
elementary
level
start
building
out
the
capacity,
but
we're,
as
you
can
see,
we're
not
just
focusing
on
Elementary,
even
though
it's
a
that's
a
big.
We
have
to
grow
that
to
support
our
kids.
We
also
know
that
there
are
tremendous
needs
at
middle
high
in
alternative
schools.
M
So,
right
now
our
middle
schools
are
baggage,
Romig,
Wendler
and
new
this
year
as
Clark
and
then
High
School's,
Bartlett,
Betty,
Davis,
East,
Anchorage
and
West
Anchorage
high
school
has
has
clinicians
and
then
Benny
Benson
also
has
a
clinician.
So
this
is
a
good
starting
point
is
in
anywhere
near
where
we
need
it
to
be.
But
there
are
some
reasons
too,
and
the
pacing
of
this
I'm
just
going
to
tell
you,
is
going
to
be
based
on
availability
of
clinicians.
M
There
is
not
enough
people
for
us
to
have
a
clinician
in
every
building
across
the
district,
which
is
our
goal.
It's
our
goal
to
have
that,
so
we're
really
trying
to
problem
solve
together
on
what
can
we
do
to
help
grow
this
so
next
slide.
I
just
want
to
talk
about
a
little
bit
of
the
constraints
we've
come
across
and
we've
learned
and
some
of
our
solutions
that
we're
working
on
so
like
I,
said
our
biggest
constraint.
Right
now
is
limited
pool
of
mental
health
providers.
M
We
don't
have
all
our
school
counselor
positions
filled
in
the
Anchorage
School
District.
We
don't
have
all
of
our
school
psych
positions
filled
and
our
Community
Partners
when
we're
adding
on
a
clinician
and
a
school
we're
having
a
hard
time
finding
people
to
to
build
those
positions.
So
we
have
the
majority
filled,
but
there's
still
a
gap
in
being
able
to
do
that.
So
some
of
the
things
we're
working
on
is
University
Partnerships.
So
one
of
the
things
we've
done
is
reached
out
to
UAA.
M
They
have
a
school,
they
have
a
Social
Work
program
and
they
do
a
school
Social
Work
certification.
So
we
really
can
work
with
them
on
figuring
out.
If
we
don't
have
a
counselor,
could
we
put
a
social
worker
in
there
and
so
really
thinking
about?
How
can
we
maximize
the
resources
that
we
have?
So
that's
one
area
we're
looking
at
I
know
some
of
our
community
providers
are
working
with
other
universities
to
try
and
get
people
up
here
to
do
their
internships
and
keep
them
here.
We
have
done
the
same
thing.
M
Our
school
psychology
program
has
probably
one
of
the
most
robust
internship
programs
of
districts
across
the
country.
We
do
six
School
psych
interns
a
year.
They
do
a
full
year,
internship
and
they
work
under
the
supervision
of
another
school
psychologist.
They
come
in
doctor
a
level
or
Master's
level
on
some
students
with
a
wealth
of
experience,
because
they've
done
extensive
practicum
in
their
universities,
and
we've
built
some
Partnerships
with
some
universities
and
we're
getting
some
amazing
School,
psych
interns
and
half
of
our
school
sites
that
we
have
now
for
interns
with
us.
M
So
it's
a
very
successful
program
that
we're
figuring
out.
How
do
we
grow
that
with
counselors
and
other
things,
so
that
we
can
have
that
pool
of
people
coming
in
as
well
as
our
community
clinicians?
How
do
they
build
that
so
that
they
can
have
social
workers
Pipeline
and
those
type
of
things
as
well?
The
other
thing
that's
exciting
is
the
work
that
is
being
done
around
college
career
and
life
ready.
This
is
an
opportunity,
as
we
start
exploring
Pathways
in
our
community,
there's
a
huge
need
for
Behavioral
Health
Providers.
M
This
could
potentially
be
a
pathway
of
growing
our
students,
you
know
and
going
into
this
field.
So
that's
an
exciting
solution
that
we
can
look
at
as
that
work
continues
to
grow.
Another
constraint
is
integration
of
mental
health
into
our
PBIS
at
every
school,
so
every
school
has
components
of
PBIS
and
mental
health
in
place,
but
putting
it
in
place
in
a
systematic
way.
M
So
we
have
the
seamless,
tiered
levels
of
support
for
kids
is
what
we
need
to
support
our
schools
on
so
right
now
we
reached
out
and
we're
getting
technical
assistance
from
Northwest
PBIS,
which
is
a
technical
assistance
center
for
our
area,
so
they're
starting
to
work
with
us
and
as
a
veto
Consulting.
They
worked
with
the
state
of
Idaho
to
integrate
Community
clinicians
into
their
schools
and
also
worked
with
the
state
on
how
to
integrate
Medicaid
funding
in
order
to
fund
some
of
this
stuff.
M
The
other
constraint
we've
run
across
is
differences
between
school
and
clinical
settings,
and
I
talked
about
that
a
little
bit
earlier.
Both
our
clinicians
have
expressed
it.
Our
principles
have
expressed
it,
but
but
it's
good
learning,
it
wasn't
insurmountable.
We
learned
through
doing
and
so
now
we're
adjusting
our
system.
M
So
we
we're
revising
our
memorandums
of
agreement
to
make
it
easier
and
to
work
together
with
each
other
and
outlining
that
in
our
agreements,
we're
also
creating
a
standardized
integration
process,
so
really
kind
of
a
handbook
of
how
would
you
integrate
a
clinician
into
a
school
and
what
are
the
steps
it
takes?
And
what
do
you
need
to
have
in
place
for
this
to
be
successful
so
that
a
principal
knows
if
they're
getting
a
clinician?
M
What
does
that
mean
for
me
on
my
end
in
this
in
a
school
and
then
the
clinic
in
the
clinician
knows?
What
does
that
mean
for
me?
Is
I'm
going
to
be
working
in
a
school
instead
of
a
clinical
setting
and
then
we're
really
increasing
the
training
and
onboarding
for
our
clinicians
in
the
schools?
One
example
of
that
is
we
do
prepare
training,
which
is
crisis
response
training
our
school
psychology
lead
does
that
with
with
staff,
and
we
had
probably
about
half
of
our
community
clinicians,
who
we
currently
have
in
schools.
M
Attend
that
in
October
it
was
and
really
good
response,
really
great
partnership
in
learning
how
we,
how
we
can
respond
to
critical
incidents
in
our
schools-
and
they
were
just
a
really
great
partner
in
that
and
then
finally,
really
ongoing
sustainability
is
the
biggest
thing.
So
how
do
we
continue
this
going
with
budget
cuts
and
other
things
that
are
happening?
M
So
this
is
where
we're
really
engaging
our
local
and
at
the
national
level,
to
really
understand
the
best
practices,
how
you
build
advocacy
for
school-based
mental
health
and
really
getting
to
the
point
where
how
do
we
start
working
with
our
partners
to
advocate
for
sustainable
Behavioral,
Health
funding
models,
and
this
includes
Medicaid,
really
current
V
care
expansion
doesn't
exist
in
the
state
of
Alaska,
and
our
school-based
Medicaid
reimbursement
environment
really
makes
it
challenging
for
districts
to
access
that
Medicaid.
M
We
just
sent
Kate
as
well
as
our
Medicaid
specialist
down
to
a
national
Medicaid
conference,
so
that
they
can
really
learn
about
school-based,
Behavioral,
Health
and
Medicaid,
and
what
are
our
options
for
that?
So
this
is
we're
just
dabbling
in
this
and
trying
to
figure
out
how
do
we?
How
could
that
be
an
option
for
us
to
help
support
this
and
then
finally,
next
slide
and
I
promise
I'm
done
you
can
open
up
more
questions
is
what
are
our
next
steps?
M
Our
next
steps
are
really
starting
to
expand
this
work
and
and
pulling
people
in
and
developing
advisory
and
Leadership
teams,
our
advisory
teams,
really
our
national
level
and
state
level
so
pulling
in
National
experts,
our
Departments
of
Behavioral
Health.
Indeed,
people
that
are
made
making
decisions
about
how
we
can
build
systems
and
structures
to
support
this
are
really
advisory
and
Leadership
teams.
Our
principals,
our
teachers,
our
counselors,
on
how
we
continue
to
improve
this
and
expand
across
the
district,
and
those
teams
will
really
develop
a
four-year
implementation
plan.
M
For
this
integrative
model
we
have
a
great
start,
but
how
do
we
scale
it
up
and
how
do
we
tweak
it,
and
so
we'll
get
technical
assistance
to
really
help
us?
Do
that
and
then
the
biggest
thing
is
securing
funding
for
implementation,
so
board
allocated
user
funds.
We
were
able
to
use
some
of
that
over
this
year
and
next
year
to
help
support
this
work,
title
IV,
which
is
in
our
every
student's
disease
act.
M
It
really
focuses
on
safety
and
health
of
students
so
that
they
can
learn
in
the
schools
and
they
focus
on
Mental
Health
PBIS.
All
of
these
things
we're
working
on
we're
able
to
use
utilize
those
fundings
to
sources
to
help
support
it.
We
applied
for
project
aware,
which
is
advancing
wellness
and
Brazil
valency
in
education
by
samsa.
M
We
have
letters
of
support
from
deed
and
the
division
of
Behavioral
Health
for
this,
and
hopefully
we'll
get
it
and
it's
to
work
on
this
and
expanding
provides
funds
that
could
help
our
community
clinicians
go
into
more
schools
as
well
as
build
out
our
own
practitioners
and
PBIS
model,
we'll
find
out,
hopefully
by
the
end
of
December,
if
they're
on
track
and
then
finally,
we're
going
to
be
researching
other
grant
opportunities
and
exploring
Medicaid
options
to
to
continue
this
work,
so
we're
at
the
beginning
stages.
M
A
K
Thank
you
for
a
very
comprehensive
presentation,
so
I
had
two
questions:
I,
don't
see
the
municipal
investment
in
your
presentation
anywhere
and
we
provided
significant
funds
since
2020
to
really
catalyze
mental
health
in
schools.
So
it
would
be
really
great
to
know
where
that
braids
into
the
process
here
and
if
yeah
and
and
how
that
how
that's
working.
K
The
second
question
I
have
is
maybe
a
bit
more
technical,
I
Heard
it
a
little
bit
that
tier
three
students
are
often
special
ed
students.
But
where
is
the
intersection
of
the
identification
and
referral
process
in
the
other?
K
Tiers
I
always
get
nervous
when
we
do
school-based
interventions
or
school-wide
interventions,
and
we
wait
to
see
if
those
work
and
they
sometimes
hamstring
or
deter
parents
from
requesting
the
evaluations
when
those
are
necessary
and
in
fact
your
example
of
the
child
in
math
really
got
me
because
a
child
who
is
acting
out
in
math
class
may
not
just
be
acting
out
in
math
class
and,
have
you
know
an
anger
issue
that
child
may
have
a
learning,
disability
or
something
else,
and
so
I
really
want
to
ensure
that
as
you're
looking
to
streamline
and
systematize
this
process
that
there's
seamless
integration
with
special
education
referrals
so
that
we
don't
deter
parents
from
being
able
to
take
advantage
of
that
evaluation
process
as
necessary.
K
M
You
no
I,
really
appreciate
that
foreign
system
of
support
should
not
be
a
way
to
fail
model.
In
fact,
prior
to
putting
in
tiers
of
support,
our
system
was
a
wait
to
fail
model.
We'd,
wait
till
kids
failed,
so
much
a
teacher
would
refer
them
to
a
team.
We
didn't
have
school-wide
data,
we
didn't
do
screenings
to
try
and
identify
kids
and
so
a
lot
of
times.
We
would
wait
for
them
to
fail
and
then
we
would,
it
would
be
to
you
know,
be
later
and
we
would
give
those
services.
M
So,
if
we're
doing
a
multi-tiered
system
of
support
right,
that
is
not
happening.
We
are
identifying
kids
when
they
when
they
need
it.
So
if,
when
we
do
interventions,
PBIS
is
not
just
looking
at
the
behavior
but
you're
also
looking
at
the
academics.
If
a
student
is
struggling
and
reacting
like
that
to
math,
we
have
to
determine
whether
it's
a
learning
issue
or
is
it
just
a
behavior
issue?
So
I
totally
agree
with
you
and
that's
what
our
student
support
teams
do.