►
From YouTube: ASD School Board Work Session 04/18/22
Description
00:00:00 Call to Order, Roll Call
00:01:12 Board Requests For Information (RFI) are items or questions for which Board members have asked fo...
00:10:56 Mental Health Services Update
01:00:44 Adjournment to Executive Session for the Purpose of Legal Update, Negotiations, and Contracts
A
A
A
A
We
have
a
couple
of
things
that
are
outstanding.
One
one
has
to
do
with
the
health
fair
that
member
wilson
was
setting
up
and
I'm
not
sure,
maybe
she
when
she
gets
here
she
can
enlighten
us
on
that.
I
know
she
has
contacted
communications
and
so
we'll
make
sure
she.
My
only
question
is:
what
does
she
need?
I
mean:
does
she
need
volunteers?
Does
she
need
swag?
A
A
A
B
I
was,
I
think,
two
meetings
ago
I
had
brought
up.
We
got
an
email
from
a
parent
who
was
concerned
that
they
had
discovered
that
and
whether
this
is
true
or
not.
That's
what
I
was
hoping
to
get
an
answer
to
that
the
district
had
a
database
that
was
not
available
or
accessible
by
parents
in
which
there
was
an
identification
of
what
pronouns
students
preferred
and
the
issue
there,
of
course,
is
that
all
information
about
students
is
supposed
to
be
available
to
parents.
I
think
by
federal
or
state
law
and.
D
D
The
principals
have
a
detailed
process
for
if
that
is
a
request
that
has
to
can
only
be
granted
through
the
principal
and
the
counselor
to
be
able
to
make
that
change
in
the
software.
Isn't
something
that
students
can
go
in
and
do
or
or
even
a
parent
doesn't
go
in.
It's
it's
it's
something
that
they
use
a
a
form
that
where
students
can
go
and
fill
it
out,
talk
to
a
counselor,
but
it
is
in
the
software.
A
D
A
A
And
I
think
if
we
can
put
that
in
the
in
board
connect
that
would
be
great.
I
I
just
don't
I
don't
I
mean
I
think
we
have
it
we'll
put
it
down
under
immediate
and
have
it
come
through
the
board
connect
that
will
give,
and
I
I
apologize
if
I
I
thought
the
answer
that
dr
stock
gave
before
this
bishop,
but
apparently
it's
not
so
we
will.
We
will
put
it
back
under
immediate
and
get
something
to
you
to
the
board
as
soon
as
possible.
B
A
E
E
My
understanding
is,
if
they're
still
going
in
for
one
person
for
more
than
20
days,
they're
being
treated
as
a
long-term
sub,
but
if
they're
an
assigned
building
sub,
even
though
they're
going
into
the
same
building
with
prior
arrangement
day
after
day
they,
if
they're
subbing
for
different
teachers,
they're
not
being
moved
to
the
long
term
sub
status.
So
that's
the
question.
A
A
F
Yes,
thank
you,
madam
president.
I
did
want
I'm
going
to
turn
off
my
video
as
well
just
so
that
the
audio
can
come
through,
but
I
did
want
to
share
that.
Certainly
member
hollomans
we'll
get
that
in
the
board
connect.
We
can
answer
that
and
show
the
multi-level
since
the
pandemic
occurred,
there's
quite
a
few
different
ways.
Now
that
subs
are
paid
and
and
made
some
increases
in
incentives,
because,
of
course
we
we
wanted
our
folks
in
the
classrooms,
but
also
just
to
be
crystal
clear.
F
We
will
address
the
pronoun
issue,
but
I
want
to
be
crystal
clear
that
parents
have
access
to
all
their
students
records
that
it
is
the
law
that
they
can
come
in
and
request.
Even
parents
that
do
not
have
physical
custody
of
their
children
can
come
in
and
request
educational
documents
and
so
just
to
be
very,
very
clear
that
we
are
following
the
law
in
regard
to
student
information
and
parent
access.
But
we'll
get
the
specifics
of
that
vendor
change
which
caused
some.
A
F
F
They
are
our
new
team
moving
into
next
year
that
are
working
closely
together
with
behavioral
and
mental
health
as
well
as
physical
health
and
our
nurses,
and
they
have
some
information
to
present
again.
This
is
not
full
ride,
full
scope
plan,
but
this
is
30
000
foot
view
in
sharing
with
the
board
and
and
with
that
supervising
this
I
is
our
ceo
at
this
time.
So
please,
you
know
you
can
also
speak
with.
G
Welcome,
thank
you.
I'm
jenny,
knudsen
and
I
am
currently
the
senior
director
of
teaching
and
learning,
but
as
of
july
1,
I
will
be
transitioning
to
the
senior
director
of
mental
health
and
student
supports,
and
I
just
want
to
thank
you
for
having
this
more
work
session.
This
is
work
that
I
and
are
very
passionate
about
and
we're
excited
to
share
where
we're
at
and
make
sure
we're
on
the
right
track
and
engage
in
this
dialogue,
and
so
I'm
going
to
turn
it
over
to
kate.
So
welcome.
H
Kate,
thank
you
and
I'll
start
off
with
just
introducing
myself
again.
I'm
sure
you
guys
see
a
lot
of
faces,
so
I'm
kate,
mcclellan
and
I
am
the
senior
director
of
healthcare
services,
so
I'm
open
nursing
in
all
of
our
community
partnerships-
and
I
just
want
to
echo
what
jenny
said-
I'm
really
excited
to
be
here
and
to
get
to
talk
through
where
we're
going.
This
is
an
exciting
endeavor,
not
only
for
the
district,
but
mostly
for
our
students.
So
thank
you.
H
H
G
Okay,
so
you
know
what
mental
health
is,
but
when
we're
talking
about
mental
health
in
schools,
it
really
is
about
integrating
our
social,
our
emotional,
our
behavior
and
psychological
supports
within
a
multi-tiered
system
of
support
and
you've,
probably
heard
us
talk
about
a
multi-tiered
system
of
support
before
we
actually
in
education
borrow
this
from
the
health
care
field.
Okay,
so
we
have
talked
a
lot
about
it
from
academics,
but
just
to
make
sure
we're
all
on
the
same
page
with
mtss.
G
It's
really
a
continuum
of
of
support
services
that
we
provide
all
kids
to
support
their
academic,
social
and
behavioral
growth
in
school.
So
with
that
there's
tiers
of
support,
we
talk
about
tier
one
tier
two
tier
three
and
the
healthcare
field.
They
talk
about
primary
tertiary
or
secondary
tertiary
levels
of
support
and
one
thing:
we're
learning
as
we're
talking
to
community
partners
we're
learning
this
language
together,
so
we
both
have
these
tiers
of
support
and
how
we
provide
services.
G
But
what
we're
trying
to
do
now
is
norm
the
language,
so
we
we
make
sure
we
both
are
on
the
same
page,
kate
and
I
have
been
doing
it
ourselves
because
he
comes
from
community
behavioral
health,
I'm
coming
from
the
school
perspective,
so
we're
starting
to
norm
our
language
and
we're
learning.
As
we
have
these
conversations,
we
need
to
do
this,
so
I'm
gonna
kind
of
norm
our
language
around
mtss
right
now,
so
tier
one.
We
talk
about
it
as
being
proactive.
G
This
is
where
we
provide
supports
to
kids.
All
students
in
the
school
and
tier
one
supports
typically
alone
meet
the
needs
of
about
75
to
80
percent
of
our
kids.
So
this
is,
for
example,
on
the
academic
side.
It's
our
core
reading
instruction,
it's
our
core
math
instruction
on
the
behavioral
side
of
it.
It's
our
social
skills,
lessons
that
teachers
teach
about.
You
know
how
to
ask
questions.
Listening
in
class,
you
know
get
it
along
with
peers
those
types
of
things.
G
G
Those
are
tier
two
levels
of
supports
and
then
about.
Approximately
five
percent
of
our
kids
are
going
to
need
a
more
intensive
level
of
support
and
that's
tier
three-
and
this
is
more
usually
individualized
for
the
student
in
the
area
of
behavior
and
mental
health.
These
are
usually
individualized
behavior
plans
or
maybe
therapy
from
one
of
our
clinicians
that
are
working
in
our
schools.
So
those
are
the
the
levels
of
support
that
we're
talking
about
when
we
refer
to
a
multi-tiered
system
of
support.
Okay.
G
So
when
we're
looking
at
health
care
in
schools,
there
are
several
things
that
we
are
doing,
and
it's
important
that
we
have.
We
we
integrate
this
with
our
mental
health.
We
don't
do
it
as
a
separate
standalone
program
or
service
that
we
offer
so
some
of
those
things
that
we've
read
in
the
research
and
you
see
some
references
for
the
university
of
maryland
and
ucla.
G
We've
been
looking
at
the
work
that
they've
been
doing
as
well
as
other
districts,
especially
in
the
northwest
that
we
can
compare
ourselves
to
in
size
and
just
resources,
so
social
emotional
learning
is
is
an
area
that,
for
especially
tier
one,
is
where
we're
teaching
kills
kids
self
and
social
management
and
self
and
social
awareness.
I'm
an
example
of
what
we
do
in
schools,
for
this
would
be
elementary.
We
have
second
step
curriculum
and
so,
for
example,
in
the
third
grade
classroom.
One
of
the
lessons
is
how
to
ask
questions.
G
So
how
would
I
ask
questions
of
peers
to
find
out?
Maybe
how
they're
feeling
or
if
something
went
wrong
on
the
playground?
How
do
I?
How
do
I
engage
in
that
or
how
I
might
ask
questions
of
someone
else?
Maybe
I'm
struggling
in
the
classroom,
and
I
have
to
learn
how
to
advocate
for
myself
and
ask
questions.
Those
are
examples
of
lessons
that
we
do
to
help
kids
in
their
behavior
and
their
social
emotional
learning.
G
Another
piece
that
is
critical
for
mental
health
services
in
schools
is
positive.
Behavior
intervention
supports
pbis
and
really
this
is
a
set
of
evidence-based
practices
and
tools
that
we
use
to
really
support
the
behavior
of
students,
so
that
we
can
they
can
respond
to
teaching
and
learning
in
the
classroom.
So
this
is
again
a
tiered
rep
approach.
Just
like
I
talked
about
in
the
multi-tiered
system
of
supports.
This
stems
from
back.
In
the
day,
pbis
was
our
tiered
support
for
behavior
and
what
we
called
rti
response
to
intervention
was
for
academics.
G
Classroom
management
in
the
district
we
use
champs,
which
is
a
framework
that
teachers
use
to
help
them
identify
what
their
classroom
procedures
are,
and
transitions
are
and
then
targeted
interventions
we
might
put
in
place
for
kids,
like
I
described
earlier,
like
check-in
checkout
and
individual
counseling.
So
it's
that
continuum
of
supports
that
is
evidence-based
that
we
want
to
provide
alongside
and
with
our
academics.
G
Another
piece,
that's
important
for
mental
health
in
the
schools
is
building
capacity
really
addressing
the
social,
emotional
and
behavior
needs
of
students.
It
helps
us
create
that
safe
learning
environment
and
it
helps
us
remove
those
barriers
to
learning
another
area
is
promoting
protective
factors,
so
things
that
we
can
do
to
mitigate
risk,
such
as
participation
in
activities
outside
of
school,
supportive
family
relationships,
physical
exercise,
health,
diet,
coping
skills,
those
are
examples
of
protective
factors
and
things
that
we
can
promote
and
support.
H
So
there
may
be
somebody
who
has
the
capacity
and
the
resources
and
is
really
the
specialist
in
the
area
of
let's
say
adequate
food.
If
somebody
has
food
scarcity
in
the
household,
can
we
partner
with
somebody
to
help
them
get
what
they
need?
So
it's
not
always
that
we
are
the
sole
provider
of
these
supports
and
interventions,
and
but
that
kind
of
bleeds
into
the
next
section
on
enhancing
community
partnerships
and
really
that
these
kind
of
these
last
couple
of
sections
and
really
across
the
tier
they
all
kind
of
meld
together
and
talk
and
communicate.
G
G
We
attended
the
pbis
conference
to
see
how
you
integrate
mental
health
within
those
models
and
really
what
we're
hearing
from
from
folks
is
really
engaging
our
community
partners.
It
involves
more
than
maybe
just
a
clinician
in
your
school,
but
how
do
we
also
engage
like
after
school
programs
and
stuff
and
help
build
their
capacity
and
supporting
kids,
social
and
behavioral
skills
as
well,
so
enhancing
that
community
partnership?
G
This
isn't
just
an
asd
thing.
This
is
really
about
us
working
with
all
of
our
community
partners
and
then
finally,
a
focus
on
well-being
of
our
staff
and
families
as
well.
So
we
have
to
be
well
to
help
take
make
sure
our
kids
are
well,
so
really
in
making
sure
the
adults
are
focusing
on
their
own
self-care.
G
This
includes
setting
boundaries
getting
enough
sleep,
eating
healthy,
really
starting
to
pay
attention
to.
What's
within
your
control
and
being
able
to
deal
with
that,
the
last
two
and
a
half
years
have
been
stressful,
and
so,
as
we
come
back
to
schools,
not
only
are
the
kids
being
triggered
by
things,
but
our
adults
also
have
are
coming
back
to
school
with
things.
So
we
need
to
address
both
the
adults
and
the
students
so
that
we
can
have
a
healthy
system
to
to
meet
the
needs
of
kids.
G
G
One
thing
that
we
have
learned
is
that
you
need
to
start
with
evaluating,
what's
already
in
place
in
your
system,
so
I
talked
about
pbis
sel
mtss.
We
have
to
see
how
that
is
working
in
our
current
district.
So
one
of
the
things
that's
happening
right
now,
in
partnership
with
the
special
education
department.
G
Is
we're
going
to
be
going
through
a
northwest
bis
audit
of
our
district,
looking
at
elementary
through
high
school?
What
are
those
components
of
pbis
that
we
have
in
place
that
we're
doing
well
and
where
are
the
areas
that
we
need
to
improve
in,
so
that
we
have
a
found
sound
foundation
as
we
integrate
mental
health
within
that
model?
So
that
is
one
of
the
things
we're
doing.
I'm
going
to
turn
over
to
uk
to
expand
on
the
other
pieces.
H
Yeah-
and
I
would
just
add
that
this
evaluation
is
especially
critical
right
now,
all
of
our
routines
were
upended
over
the
last
two
years,
so
to
look
at
where
are
we
at
now
and
how
are
people?
What
is
their
current
state
and
capacity
to
enter
into
these
spaces,
with
our
students
and
with
our
practices?
So
now,
more
than
ever,
it's
really
critical
for
us
to
get
a
baseline
of
what
are
we
doing?
H
Where
are
we
at
how's
it
working,
and
then
we
build
off
of
that,
and
so
we
talked
about
at
the
very
beginning
like
what
is
mental
health?
It
kind
of
goes
back
into
what
is
mental
health
in
the
schools
and
how
do
we
get
there?
This
isn't
adding
tier
three
supports.
This
is
across
all
tiers
that
we
talked
about
that
that
level
tier
one
that
tier
two.
That's
your
three!
H
How
do
we
go
from
where
we're
at
today
to
fully
integrating
mental
health
within
that,
and
what
we
don't
want
to
do
is
add
one
more
thing
for
our
schools
to
have
to
soak
in.
We
don't
want
to
add
another
program,
we're
going
to
add
mental
health
as
this
standalone.
Here's
the
effort,
here's
how
we're
going
to
do
it.
We
really
want
to
work
within
the
systems
that
exist
currently.
So
we've
we've
referenced
two
articles
on
here
that
that
are
really
snapshots,
one
of
them
so
not
so
much
of
a
snapshot.
H
It's
a
pretty
dense
document,
it's
about
200
pages,
but
they
really
help
set
kind
of
a
picture,
the
other
implementing
schools
in
mental
health.
It's
a
brief
document,
but
it's
a
brief
snapshot
and
overview
of
what
it
kind
of
takes
when
you're,
considering
integrating
mental
health
in
school
programs
and
the
first
is
to
really
align
your
programs.
When
you
look
at
your
pbs,
your
social,
emotional
learning,
your
mtss
when
you're
looking
at
all
of
those
things
align
them
is
the
communication
clear.
H
The
other
part
of
this
is
to
really
make
sure
that
mental
health
and
academics
are
almost
synonymous
that
one
isn't
coming
at
the
cost
of
the
other
that
oh
now,
we
need
to
focus
on
mental
health,
so
we're
going
to
kind
of
put
academics
and
background
when
we
integrate
it's
about
focusing
on
the
development
of
both.
How
are
they
happening
simultaneously
and
where
and
when
needed?
How
are
we
supporting
both
simultaneously
and
that's
a
complex,
ask
and
then
again
clear
pathways
for
communication
when
you
have
5000
staff
over
100
schools
and
44
000
families?
H
The
second
is
to
really
involve
key
stakeholders
and
families.
So,
as
we've
been
talking
with
other
districts,
more
specifically,
the
biggest
thing
that
they
stated
is
if
they
didn't
involve
families
from
the
get-go.
It
was
a
mistake
and
involve
planning
involve
families
in
your
design
and
planning
so
hold
off
on
your
moves
before
you
talk
to
the
to
the
families,
and
the
second
is
to
really
involve
larger
stakeholders.
So,
as
we've
talked
with
other
districts,
a
lot
of
these
efforts
have
happened
and
been
guided
by
the
state
level.
H
That's
not
to
say
that
we
as
a
district
can't
lead
it,
but
it
means
that
we
are
the
convener
of
those
who
have
a
stake
in
this
work,
whether
it's
economic
or
legislative
or
they're,
a
provider,
health
care,
behavioral
health.
Whatever
the
case
is,
we
need
to
convene
the
place
so
that
we
have
all
the
resources
to
make
the
largest
impact
alone.
We
will
not
be
as
successful
as
we
can
be
collaboratively.
H
The
second
is
to
really
engage
leadership
and
that's
at
all
levels.
We
have
leaders
that
are
teachers.
We
have
leaders
sitting
in
this
room
and
we
really
want
to
make
sure
that
all
of
that
is
coming
together
to
align
policy
and
practice.
How
are
we
making
sure
that
the
policies
that
are
developed,
the
policies
that
exist
really
support
the
practice
in
the
schools
and
what's
happening
on
the
ground
level
and
ultimately,
that
it's
supportive
of
our
students
and
the
second
is
to
really
build
buy-in
and
support
our
schools,
both
our
students,
our
teachers?
H
Our
staff
have
been
through
a
lot
of
change
in
the
last
couple
of
years,
and
while
everybody
sees
mental
health
as
a
priority,
sometimes
taking
on
one
more
thing
can
feel
really
heavy.
So
we
want
to
make
sure
that
people
have
an
understanding
and
a
belief
in
what's
coming
into
their
school,
that
they've
had
voice
in
it
that
they
have
ownership
and
how
this
is
happening,
that
they
can
support
it.
They
see
where
their
role
is
in
these
changes.
H
So
it's
really
about
prepping
the
system
for
change
and
that's
a
key
piece
as
you
move
forward
and
you're
looking
at
design
and
implementation.
The
next
is
to
increase
staff
mental
health
capacity.
What
does
that
mean?
It
means
grounding
everybody
and
what
it
means
to
have
mental
health
in
schools,
because
if
you
ask
somebody's
table
versus
somebody
in
a
school
versus
myself,
people
might
all
describe
it
differently.
So
we
need
to
all
have
a
common
language
of
what
is
mental
health
in
schools
and
we
need
to
start
with
champions
so
oftentimes
in
other
districts.
H
The
next
piece
would
be
to
collect
data.
So
as
we're
implementing
any
effort,
we
need
to
make
sure
that
everything
is
evaluable.
We
want
to
be
able
to
show
the
board
the
community,
the
teams
what's
working,
so
what
get
drucker
said
it
best
when
he
said
you
know
what
gets
measured
gets
done.
We
need
to
make
sure
that
any
effort
that
we're
putting
in
place
is
evaluable
and
measurable.
Otherwise,
we
could
have
really
good
intentions
and
put
something
in
place.
That
is
not
producing
outcomes
that
are
desired.
G
And
kate,
if
I
can
just
add
to
that,
is
we're
excited
because,
through
this
research,
we've
made
connections
and
we
don't
have
to
start
from
there's
some
models
around
program
evaluation
that
we
can
look
at
to
see
how
it
would
fit
here.
So
we
can
really
look
at
the
impact
of
this
on
our
students
and
our
staff
over
time
and
be
able
to
do
regular
reports
to
the
board
about
what
are
those
metrics?
What
are
our
goals,
and
how
are
we
making
progress
towards
that
over
this
this
time?
G
H
And
then
the
last
key
piece
that
we
need
to
consider
and
think
about
when
we're
looking
at
embedding
or
integrating
mental
health
into
schools
is
that
we
are
in
like
really
establishing
and
enhancing
our
community
partnerships,
not
just
with
mental
and
behavioral
health,
but
broadly
speaking,
and
that
we're
clarifying
our
roles
and
responsibilities.
So
there
isn't
an
overlap
and
duplication
of
efforts.
H
The
next
is
a
focus
on
implementation
of
evidence-based
practices.
Our
community
behavioral
health
locally
is
really
well
versed.
Our
state's
done
a
really
good
job
in
supporting
our
community
behavioral
health
sector
to
operate
with
evidence-based
practices.
But
what
we've
learned
from
other
states
is
that
when
they
brought
in
community
behavioral
health
partners,
they
weren't
always
utilizing
evidence-based
practices
and
they
weren't
clear
on
what
the
evidence-based
practices
were
for
social
and
emotional
development
within
schools.
H
So
we
need
to
make
sure
that
both
we
converse
each
other
on
what's
working
well,
what
our
practices
are
so
make
sure
that,
what's
coming
into
the
district
that
we're
supporting
and
making
sure
that
there
are
evidence-based
practices
and
we're
partnering
in
that,
because
I
think
I
said
this
earlier.
Good
intentions-
don't
always
create
great
outcomes,
and
we
want
to
make
sure
that
we
have
a
responsibility
to
our
students
that
they
are
getting
a
best
practice
and
the
last
is
sort
of
one
of
those
nuances.
H
But
it's
how
we
organize
and
share
information,
healthcare,
mental
and
behavioral
health
and
educational
system
are
under
three
different
kind
of
regulating
oversight
for
their
practice.
There's
some
overlap
in
settings,
but
we've
all
kind
of
grown
up
in
these
different
silos
and
now
we're
seeing
systems
try
to
integrate.
You
know
when
you
look
at
healthcare
and
mental
and
behavioral
health.
I
bet
10
years
from
now.
H
You
won't
go
to
an
office
that
doesn't
have
both,
but
that's
a
new
practice
in
the
last
decade
so
and
now
we're
seeing
that
come
into
the
educational
sector
and
we
have
to
navigate
what
that
means,
and
we
have
to
decide
how
do
we
both
protect
information?
That's
our
responsibility
to
our
students.
We
talked
about
that
earlier
today,
but
then
also.
A
I
Yeah,
thank
you.
Madame
president,
I
appreciate
I
appreciate
the
information
shared
thus
far
on
the
work.
That's
gone
into
getting
us
down
this
road,
so
thank
you.
We
there
was
mention
of
of
a
pb.
I
want
to
make
sure
pbis
audit
earlier
I'm
hopeful.
I
got
that
right
and
I'm
curious
what
we're
looking
what
information
we're
looking
to
get
from
that
audit
and
then
what
information
we
might
have
from
the
supports
that
we've
stood
up
in
the
last
two
years.
G
So
I
can
tackle
the
first
part
and
then
I'll
turn
it
over
to
kate
for
the
second
part.
So
with
the
pbis
audit,
positive
behavior
intervention
supports
this
is
through
a
group
down
in,
I
believe,
eugene
oregon
and
they
are
going
to
come
and
they
they
do
a
series
of
things
one.
They
have
teams
evaluate
what
they're
doing
within
their
own
buildings.
So
there
is
a
sample
set
of
all
our
buildings
that
they're
going
to
be
looking
at
and
evaluating.
So
what
school-wide
procedures
do
you
have
in
place?
G
Do
you
have
school-wide
expectations
across
your
building?
Do
you
use
data
behavioral
data,
some
in
some
schools
we
have
some
other
social,
emotional
learning,
data,
school
climate
and
connectedness
data
to
help
drive
the
decision
making
about
how
we're
addressing
student
needs.
So
how
are
we
evaluating
even
by
student
groups,
our
discipline
data
and
are
we
shifting
our
practices
to
meet
the
needs?
G
If
we're
seeing,
you
know,
discrepancies
there,
so
they'll
be
looking
at
our
data,
they'll
be
looking
at
practices
in
the
schools
and
they'll
be
looking
at
it
at
a
tier
one,
tier
two
and
tier
three
level,
and
then
from
that
that's
going
to
give
us
feedback
like
I
said
about
where
what
are
we
doing?
Okay,
so
we
want
to
keep
staying
the
course
with
that.
Where
are
the
holes
where
we
absolutely
don't
have
anything
in
place,
and
where
are
we
going
in
the
right
direction
that
we
just
might
need
more
professional
learning?
I
Yeah,
thank
you,
madam
president,
so
I
appreciate
that
that's
helpful,
I'm
framing
so
one
follow-up
on
that.
In
particular,
it
sounds
as
if
it's
going
to
be
very
individualized
per
school
and
so
will
will
administration
be
able
to
tell
what
each
campus
is
excelling
in
where
work
needs
to
be
put
in
by
look
by
campus,
and
then
I
don't
think
I
could
have
missed.
I
I
don't
think
I
heard
in
the
response
what
data
we
might
have
as
to
the
supports
we
currently
have
in
place
now
already
aside
from
the
pbis
audit,
is
there
data
that
will
exist?
That'll
tell
us
what
we're
doing
right
now
in
terms
of
mental
health
supports
how
that's
functioning
and
kind
of
the
investment
that's
been
made,
and
the
return
on
that.
Thank
you.
G
G
Will
be
able
to
tell
thank
you
yeah
part
of
it
right
now
is
looking
at
a
sample
of
schools,
so
we're
going
to
be
looking
at
at
those
schools
but
then
also
at
a
district
level.
So,
while
individual
school
teams
are
going
to
be
evaluating,
we're
also
going
to
be
looking
at
it
from
a
district
lens
too,
so
both
both
levels
there-
and
I
don't
have
the
details-
we'll
have
to
get
more
information
about
that
about
the
specifics
and
how
we're
going
to
get
that
back.
G
Our
partner
in
crime,
charlie,
chawain,
who's,
the
senior
director
of
special
education,
that's
a
piece
that
she's
working
on
and
we're
working
on
together
to
align
these
things.
So
again,
we're
not
doing
separate
things,
and
I'm
going
to
turn
over
to
kate
to
talk
a
little
bit
about
the
community
behavioral
health.
H
Yeah
and
let
me
clarification
or
request
clarification
from
the
president
to
remember
jacobs.
Are
you
asking
when
you
say?
Is
there
data
on
internal
supports?
Are
you
talking
about
like
general
sel,
like
some
of
the
efforts
we
talked
about?
Are
you
specifically
referencing
our
community
favorite
health
partnerships,
yeah.
I
H
H
How
can
we
enhance
it?
What's
what
are
other
districts
doing
when
we
look
at
like
we
talked
about
kind
of
some
of
those
silos
and
regulating
oversights?
How
do
we
make
sure
we're
navigating
all
of
that
to
to
promote,
I
guess,
to
offer
safety
to
the
parents
that
we're
not
overstepping
any
bounds
so
both
are
working
well,
there
is
not
data.
Currently,
to
measure
that-
and
that's
actually
part
of
what
this
plan
would
help
establish
is
how
are
other
districts
measuring
where
that's
really
helpful.
H
In
some
schools,
a
community
behavioral
health
partner
coming
in
might
not
be
helpful.
They
might
want
a
different
sort
of
community
partnership
or
a
different
supportive
school
service,
whereas
other
schools
might
want
more
than
one
community
partner
and
all
the
resources
available.
So
it's
really
just
going
to
depend,
and
that
would
really
come
out
of
our
planning,
which
we'll
talk
about
a
little
bit
more
to
to
make
sure
that
all
of
that
is
invaluable.
H
A
A
My
question
has
to
do
with
the
first
slide,
where
you
have
the
positive
behavior
intervention
support
and
then
under
that
you
have
building
capacity
for
schools
to
address
barriers
to
learning,
and
I
know
that
this
is
discipline,
maybe
more
disciplined
than,
but
it
has
to
do
with
behavior.
For
me,
restorative
justice
practices-
and
I
know
that
schools-
some
schools-
are
doing
doing
great
things
with
it.
Is
that
going
to
be
part
of
what
you
are
fitting
all
the
pieces
together
around.
G
G
We
have
a
lot
of
tools
and
strategies
that
we
use
in
schools
that
really
are
trauma
informed,
but
for
staff
and
people
working
with
kids
to
understand
the
impact
of
trauma.
That's
the.
Why
of
why
we
might
use
champs
in
our
building
to
build
those
routines
and
expectations
for
for
students
who
need
that
structure,
so
that
is
part
of
what
we're
looking
at
and
we
will
be
looking
at.
How
do
you
integrate
these
things
together?
G
So
you
don't
have
some
restorative
practices
that
you
might
do
social
emotional
learning,
positive
behavior
supports
trauma-informed
practices.
I
mean
it
feels
to
people
in
the
buildings
like
we
just
keep
adding
more
on,
so
we
really
have
to
connect
the
dots
to
what
ms
moffat
always
tells
us
and
and
really
make
sure
it's
all
aligned
and
and
show
how
they're
related,
because
they
aren't
all
separate
things.
So,
yes,
that
is,
is
part
of
the
whole
process
that
we'll
look
at
great.
H
Well,
jenny's
introduction
was
really
to
that
last
piece
on
the
slide
to
set
the
stage
about
how
we
don't
want
to
layer
more
things.
That's
the
interconnected
systems
framework,
so
the
interconnected
systems
framework
is
really
an
approach
that
integrates
into
what
we
already
have.
So,
instead
of
adding
something
else,
a
new
trauma
informed
care
approach,
a
new
mental
health
approach.
It
it
kind
of
combines
all
that
this
is
a
newer
framework
that
really
works
on
not
building
something
new
schools
can't
take
this.
H
G
To
and
just
to
add
to
that,
what
I'm
really
excited
about
this
is
by
looking
at
this
interconnected
systems
framework,
and
we
want
to
bring
this
up,
because
this
is
a
a
term
we're
going
to
be
coming
back
to
all
the
time
in
in
this
work.
Is
this
really
aligns
with
the
pbis
work
that
we've
been
doing
so
when
we
do
this
audit,
the
company?
That's
doing
the
audit,
also
sponsors
the
interconnected
systems
framework
of
how
you're
embedding
mental
health
within
that.
So
that's
some
of
the
questions
that
we
have
when
they
do.
G
H
So,
mario,
you
said
it
best
as
we
go
to
the
next
slide.
What
are
the
next
steps?
Where
are
we
at
and
what
are
we
doing
and
really,
as
we
think,
broad
scale
we're
going
to
need
an
integrated
mental
health,
strategic
implementation
plan,
that'll
really
pull
together?
What
we're
learning
from
other
states?
We
don't
need
to
recreate
a
new
wheel.
We
don't
need
to
recreate
how
our
district
is
going
to
do
this.
Essentially,
what
can
we
see?
That's
working
well
in
other
states
and
for
a
lack
of
better
words.
H
We
can
copy
and
paste
and
adapt
to
the
alaskan
landscape,
individualize
and
innovate
to
meet
our
district's
needs,
but
we
don't
have
to
start
from
scratch
and
then
that
really
comes
into
take
that
learning
and
present
it
to
the
steering
committee
advisory
committee
that
will
really
kind
of
oversee
the
direction
that
we
go
and
that
stream
committee,
I
think
we
I
mentioned
it
earlier-
would
involve
families.
It
would
involve
staff,
it
would
involve
key
stakeholders
at
the
district
level.
It
would
involve
state.
H
It
would
involve
other
opportunities
for
funders
such
as
our
local
mental
health,
trust
or
other
partners
that
we'd
want
to
be
at
the
table
who
have
a
stake
in
this
work
and
then
from
there
they
we
would
really
be
building
out
that
strategic
implementation
plan.
Our
goal
would
really
to
be
to
have
that
idea.
H
What
is
the
scope
of
this
work
for
this
committee
going
to
be
ready
to
start
in
the
fall
and
that
we
would
plan
through
some
of
next
year,
possibly
the
full
school
school
year,
possibly
not
we're
still
working
through
some
of
those
details
and
from
that
out,
the
outcome
would
really
be.
What
are
we
going
to
do
tangibly
to
implement
mental
health
in
schools
at
an
individual
level?
Remember
jacob's
brought
it
up.
How
are
we
going
to
get
individual
school
data
to
talk
about?
What's
working?
Well,
what
needs
improvement?
H
We
don't
want
to
commit
resources
before
we
have
a
general
or
even
maybe
a
firm
understanding
of
what's
needed.
So
this
plan
would
really
help
us
say:
here's
what
we
need
to
target
here's
what's
going
to
make
the
most
impact
and
we
would
target
our
resources,
both
financial
human,
all
of
those
things
towards
those
efforts-
and
we
would
be
evaluating
those.
G
G
You
know
going
through
that
process
of
you
know
getting
bids
and
stuff
like
that
to
see
who
could
help
us,
which
might
also
help
us
move
the
process
along
a
little
bit
faster
if
we're
working
with
someone
who's
who's
already
gone
through
this
as
we're
moving
on
some
specifics,
related
to
guardrail,
4.1
and
then
I'll,
let
car
kate
talk
about.
4.2
is
really
to
address.
All
elementary
schools
will
operate
with
at
least
.5
fte
of
mental
health
supports.
G
G
We
need
to
have
that
feedback.
So
that's
one
piece
that
we're
doing
a
second
piece
is
evaluating
and
coordinating
services
and
professional
development.
So
with
that,
in
the
you
know,
board
guardrail
report,
we
got
initial
data
on
number
of
counselors
psychologists
and
behavior
strategists
each
school.
So
what
we're
doing
now
is
I'm
following
up
with
those
departments
we're
verifying
okay,
this
might
be
allocated.
But
what
do
we
have
in
reality
like?
G
Are
we
not
able
to
fill
some
of
these
positions
and
really
do
a
deep
analysis
of
that
and
our
goal
is
then
to
see
how
many
schools
really
don't
meet
the
0.5?
At
this
point,
I
think
it's
around
six
or
seven.
Don't
quote
me
on
that,
but
it's
around
there,
and
so,
if
that's
the
case,
part
of
what
we
can
do
going
into
next
year
is
at
least
be
able
to
hire
on
a
few
more
counselors
or
other
providers
to
to
meet
that
point.
G
Five
fte
as
we're
going
forward
now,
is
that
point
f5
fte
at
every
school
enough
to
do
this
work.
That's
part
of
the
strategic
planning
that
we
need
to
do
to
be
more
intentional
about
the
resources
as
we
move
forward
and
that
that
will
be
kind
of
resetting
what
that
guardrail
4.1
will
look
like,
but
by
fall
of
2022.
G
We
can
do
better
by
fall
for
2026.,
so
that's
one
of
the
things
and
then
we're
coordinating
the
pd
amongst
all
those
groups,
so
they're,
not
siloed,
and
then
finally,
one
of
the
biggest
things
is
really
looking
at
the
roles
and
responsibilities
of
our
internal
providers.
Our
counselors
are
psychologists.
G
H
And
I'm
going
to
try
and
rush
through
mine
so
that
we
can
have
some
opportunity
for
questions
I'm
going
to
move
quickly,
so
feel
free
to
ask
for
clarification.
At
the
end,
the
really
the
roles
and
responsibilities
under
guardrail
4.2
is
really
just
a
rollover
from
what
jenny
just
discussed,
where
we're
clarifying
it
for
our
internal
commit
staff
and
then
that's
rolling
over
to
what
are
our
community
partners.
We
want
to
make
sure
that
there's
clarity
and
role
in
the
scope
of
what
they're
doing
within
the
school.
H
The
next
is
that
we
want
to
engage
our
community
partners.
We
could
have
a
vision
to
have
a
community
partner
in
every
school.
The
reality
is
that
there
just
aren't
enough
providers
to
do
that.
So
we
need
to
go
along
our
community
providers
and
see
what
their
capacity
is
and
their
expansion
and
their
desires
are
they?
What
kind
of
model
are
they
looking
to
enter
into?
This
is
a
new
sector
for
a
lot
of
our
community
behavioral
health
partners.
H
We
started
this
through
a
request
for
information
to
all
of
the
community
behavioral
health
provider
community
to
just
gauge
their
interest,
their
desire.
So
that's
in
process
and
the
last
is
to
explore
funding
options
to
ensure
sustainability.
We
don't
want
to
add
a
bunch
of
services
that
have
to
be
taken
away
a
couple
years.
F
H
Want
to
make
sure
that
what
we're
doing
is
sustainable
and
long
term
so
that
the
student
supports
are
impactful
and
strategic
and
to
be
a
good
partner
in
that
we
want
to
come
alongside
our
community
partners
and
figure
out.
How
do
we
do
this
together
and
that's
going
back
to
what
we
talked
about
before
convening
that
steering
and
advisory
group
to
look
at
sustainability
across
the
board?
H
H
You
can
really
think
that
we're
trying
to
get
the
flywheel
going
if
you're
familiar
with
the
concept
so
as
a
kind
of
a
takeaway
really
what's
guiding
us
is
that
this
is
a
really
complex
system
of
systemic
change
and
we
hope
that
that's
really
what
you
guys
walk
away
with
and
that
you
understand
that
we're
trying
to
think
through
all
those
pieces
collaboratively,
and
so
this
was
pulled
from
the
ucla
center
for
mental
health
and
schools.
Learning.
H
C
C
And
it
is
big
I
could
not
get
as
far
through
it,
as
I
thought
I
might
this
weekend,
so
I'm
looking
forward
to
to
reading
all
200
and
something
pages
I'll
get
there
eventually,
but
I
think
it's
valuable.
I
think
one
question
that
I
have
for
the
future
is
how
that
five
million
dollars
that
the
board
has
allocated.
C
You
know
how
you're
thinking
about
using
that,
and
maybe
part
of
that
is
going
to
be
those
six
or
seven
schools.
You
know
where
you
need
to
pull
in
more
providers
if
they
exist
your
anchorage,
but
I
would
appreciate
you
know
what
that
plan
is.
I
would
also
appreciate
understanding
if
there
are
things
the
board
can
and
should
do
from
a
policy
perspective,
and
I'm
thinking
in
particular
of
school
start
times
and
the
impact
of
you
know
what
the
impact
to
mental
health
could
be
in
that
preventative
framework.
C
You
know
if
we
actually
aligned
school
days
with
students
circadian
rhythms.
How
would
we
optimize
student
learning?
How
would
we
optimize
our
students
lives,
and
you
know,
there's
there's
a
new
book
out
that
I
want
to
read
on
on
adolescent
sleep,
but
I
just
it's
something
that
I'm
particularly
interested
in
knowing
whether
that
would
help
propel
promotion
of
health
or
mental
health
right,
not
this
sort
of
treatment
of
mental
illness
right.
You
know
this
is
kind
of
like
thinking
about
medicine.
You
know
the
ounce
of
prevention
is
worth
a
pound
of
cure.
I
A
A
Yeah
and
I
I
would
like
to
learn
more
about
the
the
elementary
today's
I
mean.
I
understand
that
I
want
to
know
what's
also
going
on
at
the
middle
and
the
high
schools
at
the
same
time,
this
is
one
of
the
questions
I
get
most
often
recently
at
my
community
council
meetings.
They
want
to
know
what
is
the
district
doing
for
mental
health
and
now
so.
A
F
Thank
you,
madam
president.
Certainly
an
a
team
here,
as
you
can
see
from
their
presentation.
We
are
excited
about
the
developmental
or
departmental
rather
organization,
to
really
move
this
work
forward.
I
did
want
to
share
with
a
member
lessons.
We
have
the
things
you
asked
about
in
regard
to
school
start
times
and
2017.
F
We
did
a
very
deep
dive.
Nine
months
study
worked
with
community
groups
to
come
up
with
new
schedules
and
they
just
difficult
for
change
in
a
community
to
change
school
start
times.
Nobody
really
wanted
the
latest
time.
If
you
will
the
time
that
is
the
latest.
That
elementary
has
right
now,
and
it
is
you
know,
all
the
science
behind
it.
The
academics
are
behind
it
different
things
and
it
went
to
the
board
and
did
not.
F
It
was
our
recommendation
to
change
administrations,
but
it
did
not
pass
at
the
board
level
and
really
just
gear
up
for
that
again.
But
it's
certainly
the
the
information
is
there.
We
could
I'll
request
katie
grant
to
share
with
you
the
work
around
that
it
was
pretty
extensive,
year-long
work,
but
excited
that
there's
additional
interest
in
that.