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Description
Description
A
Good
evening,
everyone
welcome
to
the
Anne
Arundel
County
Public
Schools
2018
Tuesday
summer
series,
under
dr.
ladders,
leadership
and
in
an
effort
to
address
and
provide
information
on
topics
of
concern
to
residents
across
the
county.
Anne
arundel
county
public
schools
is
hosting
six
summer
series
sessions
tonight
being
the
third
for
programming
purposes.
Our
session
will
end
no
later
than
7
o'clock.
Please
be
advised
that
the
session
is
being
recorded,
it
is
live
and
will
be
posted
on
the
website
for
public
reference.
A
A
Questions
will
be
reviewed
and
read
by
our
moderator,
dr.
Marie
McMahon,
in
the
order
in
which
they
are
received.
Only
questions
on
the
note
cards
would
be
acknowledged.
One
question
per
card-
please,
please
be
advised
that
personnel
and
private
issues
will
be
could
can
be
discussed
with
staff
at
the
conclusion
of
this
meeting
this
evening.
Session
topic
is
the
role
of
student
services
and
the
team
in
supporting
the
social,
emotional
and
physical
needs
of
our
students.
This
evening,
mr.
A
B
Student
services
staff
are
working
together
to
support
students,
but
also
working
with
administrators,
with
teachers
and
with
parents
in
the
community.
So
that's,
that's
our.
You
know
our
motto
as
we
as
you
get
to
know
what
we
do
so
today,
as
Miss
Jackson
said,
we
really
want
the
community
and
parents
to
have
a
better
understanding
of
the
role
of
the
student
services
team
as
it
pertains
to
the
social,
emotional
and
physical
support
of
students.
B
So
that's
not
just
central
office,
that's
school
based
teams
and
how
we
can
support
how
we
do
support
students
and
families,
and
our
mission
at
Student.
Services
is
really
quite
simple.
It's
we
are
supporting
students
and
overcoming
barriers
to
achieve
school
success.
So
that's
really
what
we
do
every
day.
B
We
we
are
there
to
remove
those
social
emotional
barriers
that
kids
may
bring
to
schools,
so
they
can
be
available
for
learning
in
the
classroom
and
they
can
be
as
academically
successful
as
possible,
and
our
vision
for
getting
there
is,
as
I
mentioned
earlier,
is
just
working
collaboratively
and
working
in
coordinated
teams
to
determine
the
supports
that
students
need
to
overcome
those
those
barriers
to
success,
so
that
might
mean
our
school
counselors
school
psychologists,
school,
social
workers,
ppwe
nurses,
working
together.
We
are,
and
also
to
support
teachers,
staff,
parents
and
the
community.
B
C
Student
services
is
part
of
a
larger
organization
division
in
our
school
system.
It's
composed
of
alternative
education,
which
is
our
charter
schools,
our
alternative
education
sites,
so
jailbird
Adams,
Mary,
Moss
and
Phoenix
Academy,
safe
and
orderly
schools,
and
they
did
a
presentation
last
week,
which
now
appears
on
our
website.
If
you
have
further
questions
about
that,
that's
all
about
student
disciplined
beyond
the
school
setting,
Student
Services,
which
are
going
to
hear
a
lot
about
tonight
and
Kraske
we're
the
only
division
that
actually
has
students
assigned
to
it.
Kraske
is
central
office.
B
This
is
our
org
chart
for
student
services,
so
we
fall
under
Student,
Support
Services,
so
we're
composed
of
psych
services,
so
the
office
of
psychological
services,
which
is
school,
psychologists
and
school
social
workers.
So
we
have
a
coordinator
of
psych
services
and
then
we
have
one
school
psychologist,
resource
staff
and
we
have
a
school
psychologist,
who's
assigned
to
every
school
building
in
the
county
and
they're
essential
when
they
have
they
play
kind
of
a
dual
role.
B
One
aspect
of
their
job
is
working
with
a
special,
a
team
to
do
assessments
and
to
support
that
IEP
process.
But
then
another
really
important
role
that
we
also
see
is
their.
They
have
a
lot
of
clinical
knowledge
direct
knowledge
when
it
comes
to
supporting
the
social
emotional
needs
of
students,
so
they
work
directly
with
students
and
they
do
work
consult
with
teachers
work
with
with
parents
and
the
community
to
make
sure
that
students
are
over.
You
know
available
for
learning.
We
have
school
counseling,
which
falls
under
student
services
school
counseling.
B
We
have
over
two
hundred
school
counselors
in
the
in
the
county.
We
have
two
coordinators
of
school
counseling.
We
have
a
coordinator
of
school
counseling
pre-k
to
8,
and
we
have
a
coordinator
of
school
counseling
for
high
school
9
to
12,
and
then
we
have
one
specialist
who
supports
central
office
2
and
that
person's
that
person
is
assigned
to
work
with
counselors
at
the
school
level
to
provide
them
assistance
support.
B
B
They
are
really
that
that
first,
like
I,
said
first
line
of
defense
for
those
social
emotional
supports
for
for
children,
so
they
are
at
the
school
every
day,
so
school
psychologists
may
not.
They
may
not
be
assigned
to
a
school
every
day,
maybe
two
times
a
week
three
times
a
week,
but
school
counselors
are
there
every
day,
so
for
parents
in
the
community,
this
is
a
person
they
can
really
reach
out
to
you.
As
an
advocate
I
forgot
to
mention
school
social
workers,
they
fall
under
psych
services.
B
Also
so
we
have
30
about
30
school
social
workers
in
the
school
system
who
also
provide
they
provide
individual
counseling
group
counseling
to
provide
resources
to
families,
and
they
also
some
some
of
them
are
signed
specifically
to
schools
where
we
might
have
a
regional
program.
They
support
students
in
those
regional
programs,
as
well
as
we've
added
some
social
workers
in
to
elementary
schools.
Also
so
they're
playing
an
important
role
there,
too,
and
and
then
we
have
our
pupil
person
apartment
of
pupil
personnel,
our
we
have
over
30
PP
w's
in
the
county.
B
They
support
schools
with
attendance,
custody,
homelessness
and
residency
issues.
We
have
a
homeless
resource
ppw.
We
have
a
net
kinship
and
hardship
resource
ppw.
We
have
a
one
coordinator
of
pupil
personnel
who
supports
those
PP
WS,
as
well
as
the
schools
and
in
those
issues
I
mentioned
earlier,
and
they
have
they
are
assigned
to
a
number
of
different
schools,
so
they
support
the
whole
county
and
they're
really
our
homeschool
connection
when
it
comes
to
bringing
families
into
the
school
building.
B
We
also
have
a
program
manager
for
504,
so
504
is
with
student
services
as
well
as
student
records,
and
then
we
have
a
really
special
partnership.
As
Miss
Jackson
said,
with
the
Department
of
Health
and
School
Health
and
Karen
Sisco
Creole
is
the
director
of
nursing
over
and
and
she's
going
to
talk
a
little
bit
about
what
school,
nurses
and
health
assistants
do.
Thank.
D
You
Ryan,
yes,
I'm,
the
director
of
nursing
for
school
health
in
Anne,
Arundel
County.
We
work
for
the
Health
Department,
not
the
school
system,
but
we
have
a
fantastic
partnership.
Together
we
have
almost
approximately
300
staff
members
on
all
of
the
schools
in
Anne
Arundel
County
school
nurses
are
their
primary
contact
for
all
questions
for
medical
conditions,
medication,
any
resources,
anything
pertaining
to
a
health
or
medical
condition
of
a
child
they're
your
fantastic
resource.
They
have
answers
to
everything
in
questions
and
can
help
you
primarily
chronic
health
conditions.
D
You
know
we're
long
talking
about
asthma
and
allergy
and
diabetes
seizures.
Anything
like
that
even
tylenol
for
headaches.
Anything
like
that.
The
nurse
is
your
primary
resource
health
assistance,
because
a
nurse
is,
we
have
one
nurse
in
high
school,
one
nurse
in
middle
school
and
a
nurse
for
elementary
school.
She
has
two
small
elementary
schools
and
goes
back
and
forth,
but
because
of
that-
and
she
has
such
a
you
know-
large
caseload-
we
have
health
assistance
which
are
certified,
nursing
assistants,
awesome,
med
technicians,
there's
cpr
and
first
aid
trained.
D
They
are
in
every
single
school
and
in
some
schools
that
are
large,
we
actually
have
two
of
those
assigned
to
every
single
school
to
help
out.
Supervisors.
Supervisors
are
by
territory,
so
they're
a
great
resource
and
we're.
You
know
we
provide
every
care,
any
question
and
you
resource
anything
for
connecting
with
hospitals
or
health
care
or
medical
equipment.
Anything
like
that.
You
know
please
reach
out
to
your
school
nurse.
D
You
can
go
to
our
website
the
health
department
website
or
the
school
system,
your
website,
their
website
for
information
on
who
your
school
nurses
and
how
to
get
ahold
of
her,
because
the
name
and
I
should
actually
say
and
him
we
do
have
one
male
nurse
and
an
ER
on
the
county,
so
that'll
add
name
and
the
phone
number
will
be
right
there
and
please
do
not
hesitate
to
call
them.
They
are
a
great
resource
for
you,
Thank
You
Ryan.
Thank.
B
So
I
wanted
to
talk
about
some
of
the
key
issues
that
we
deal
with
and
student
services,
and
this
is
by
no
means
exhaustive,
but
just
some
of
the
things
that
we
deal
with
on
a
daily
basis
at
central
office
and
the
school
school
level.
Suicide
prevention
is
something
that
is.
You
know
something
that
our
student
services
staff
deals
with
on
a
regular
basis.
B
And
if,
if
you
have
a
child
or
know
of
a
child
that
is
in
distress
when
it
comes
to,
you
know,
making
statements
of
harm
or
gestures.
Please
reach
out
to
a
student
services
staff
member
and
they
will
know
how
to
give
that
student
support
and
give
them
resources
that
they
need
so
I,
just
wanna,
that
that
is
an
issue
that
we
we
talk
about
prevention,
but
we
also
talk
about
intervention
to
make
sure
our
kids
are
safe
on
a
daily
basis,
trauma-informed
care.
B
This
is
a
topic
that
we've
been
talking
about
a
lot
over
the
last
school
year
and
even
the
school
year
before
trauma-informed
care,
basically,
is
the
concept
of
understanding.
What
are
what
students
bring
when
they're
coming
to
school,
some
of
the
potentially
adverse
experiences
that
they
may
have
had
at
in
their
life
and
how,
as
educators,
we
can
have
that
knowledge
that
information
and
treat
those
children
in
a
way.
B
That's
that's
trauma-informed
that
that
allows
us
to
support
them
to
be
successful
in
school
because,
as
we
know,
every
kid
has
a
story
and
every
kid
needs
to
be
treated
in
a
way.
That's
gonna
allow
them
to
be
successful.
So
we've
done
a
lot
of
professional
development
with
our
student
services
staff,
with
teachers
with
administrators
with
behavior
interventionists
on
trauma-informed
care.
We
continue.
B
This
year,
I'm
scheduled
to
go
to
about
15
different
schools
at
the
beginning
of
school
year
to
continue
talking
about
how
to
be
trauma-informed
and
what
it
means
to
what
what
can
happen
to
a
child
when
they've
been
exposed
to
trauma.
So
that's
really
a
big
topic
for
for
all
student
services,
health
and
mental
health
resources.
This
is
really
one
of
our
key
roles
and
responsibilities.
We
are
there
to
provide
parents
the
community
with
and
with
with
health
and
mental
health
resources.
B
We
we
see
our
kids
on
six
hours
a
day,
six
and
half
hours
a
day,
but
we're
not
the
only
partner.
Here
we
work
very
well
with
partners
in
the
community
and
we
have
access
to
a
ton
of
resources.
So
we
give
families
resources
and-
and
we
have
them
access
these
things
to
help
them
overcome
those
barriers
that
are
that
are
that
may
be
impacting
their
academic
success.
So
I
don't
know
if
Karen.
If
you
want
to
talk
about
some
of
them,
some
of
the
Health
Department
resources
before
we
get
into
Muniz
ations.
Are
there.
D
Health
department
has
a
behavioral
health
division,
the
adolescent
and
family
division
for
Family
Services.
They
are
fantastic
and
go
to
the
health
department
website.
They
have
I,
don't
have
the
number
right
here,
but
if
you
go
to
their
website,
click
on
the
behavioral
health
there's
a
great
adolescent
and
family
support
services
that
they
have,
that
you
can
contact
them
and
they
are
a
great
resource.
D
C
One
of
the
challenges
that
we
face
and
one
of
the
ways
that
you
can
help
us
as
a
system
is
when
you
go
to
your
pediatrician,
make
sure
that
the
pediatrician
actually
sends
the
results
or
you
take
the
results
to
the
school,
because
that
does
not
happen
automatically
and
one
of
the
things
we
want
to
be
sure
of
is
that
students
start
school
the
first
day
of
school,
and
that
could
be
a
particular
challenge,
especially
entering
grade
seven
of
seven.
When
they
turn
11,
the
state
has
required
additional
immunizations.
C
D
One
of
the
part
of
the
school
nurse
as
I
mentioned,
is
to
remove
all
health
barriers
so
that
students
have
full
access
to
their
education.
A
piece
of
that
is
immunizations
that
helps
with
the
communicable
diseases.
Now,
as
you
can
see
here,
here's
your
chart
right
here.
I'm,
not
gonna,
read
through
every
little
bullet,
but
it
tells
you
how
many
shots
they
need
per
age
and
then
per
grade
now,
as
mentioned
seventh
grade,
there's
additional
shots
that
are
needed,
vaccines
that
are
needed
and
they
are
a
strict
right
there.
D
You
can
see
it
on
the
screen
that
they
need
one
actually,
two
additional
vaccines.
Before
they
start
seventh
grade,
you
will
or
should
have
received
an
email,
a
phone
call.
I
know
the
nurses
have
reached
out
to
everybody
to
let
them
know.
Now
we
do
ask
everyone,
please
send
us
that
information
drop
it
off
at
the
school
before
the
first
day
of
school.
To
have
you
know,
hundreds
of
seventh-grade
students
come
in
that
day
with
the
piece
of
papers
a
lot
to
document
into
track.
D
So
we
ask
you,
please
to
bring
it
in
ahead
of
time,
so
we
can
have
documentation
and
know
who
has
received
their
vaccine
and
who
has
not.
Now
this
is
a
great
chart.
It
is
on
our
website
a
a
health.org.
It
is
also
on
the
a
a
CPS
website
you
can
go
here.
If
you
have
any
questions.
The
main
office
for
school
health
I'll
give
you
the
number
it's
for
ten
to
two
two,
six,
eight,
three,
eight
you
can
call
there
and
we'll
go
through
it.
It's
also
in
the
Maryland
State
Department
of
Health
website.
B
Another
key
area
or
key
issue
that
we
we
work
with
as
a
team
is
trauma
response
and,
unfortunately,
we
do
have
situations
where
a
student
or
a
staff
member
may
may
pass
away
and
we
have
student
services
as
a
team
that
responds.
We
have
a
trauma
team
in
each
cluster
of
the
county.
So
if
there's
a
trauma
in
a
certain
part
of
the
county,
we'll
call
on
another
team
to
come
and
support
that
school.
B
Our
philosophy
is
that
if
a
trauma
occurs,
the
school-based
mental
health
staff
or
student
services
staff
is
the
best
equipped
to
support
that
school
and
what
they're
going
through.
They
know
the
students.
Well,
they
know
the
staff.
They
know
the
community
we're
there
as
a
trauma
response
team
to
provide
additional
support
as
the
school
takes
the
lead.
So
we
have
all
of
our
trauma.
We
do
trainings
every
year
on
trauma
response
and-
and
that's
that's
one
of
the
key
issues
that
we
we
work
with
and
within
our
division.
B
School
threats
is
another
area
that
we
partner
with
the
office
of
school
security,
the
office
of
the
office
of
safe
and
orderly
schools
and
the
office
of
school
performance.
So
our
role
within
that
is,
if
a
student
makes
a
threat,
are
certain
student
services
staff.
Our
school
psychologists
are
well-trained
in
making
threats
determinations,
so
they
will
do
a
threat
to
termination
based
on
a
statement
or
a
behavior
that
a
student
is
engaged
in
and
then
they
we
use
that
information
to
provide
that
to
the
administrator.
So
they,
the
administrator,
can
make.
B
You
know
the
decisions
they
need
to
meet
make
from
a
discipline
perspective,
but
then
they
also
what
our
role
is
to
use
that
information
to
provide
resources,
supports
intervention
to
allow
that
student
and
the
school
to
be
safe.
So
we
look
at
it
from
a
mental
health
perspective
where,
as
administrators
would
look
at
it
from
for
more
of
a
discipline
perspective,
but
but
our
our
team
plays
a
crucial
role
when
it
comes
to
school
threats
homelessness.
B
So
we
all
of
our
student
services
staff,
but
especially
our
pupil
personnel
workers,
support
students
and
families
who
may
find
themselves
in
a
homeless
situation,
so
our
ppwe
to
a
great
job
of
providing
resources,
whether
it's
backpacks
or
food
clothing,
school
supplies
to
these
to
these
families.
We
have
a
mentoring
program
in
which
staff
will
are
connected
to
students
who
are
who
are
homeless
and
are,
and
they
support
them
and
making
sure
that
they
meet
their
graduation
requirements
that
are
necessary
to
get
them
to
the
next
step
and
help
them
apply
to
college.
B
So
homelessness
is
another
one
of
those
barriers
that
we
work
to
provide
supports
to
help
help
families
and
students
overcome
that
social.
Emotional
learning
is
another
key
issue
for
us.
We,
this
is
the
castle.
These
are
the
castle
competencies,
and
these
competencies
are
embedded
in
a
lot
of
our
curriculum,
so
they're,
embedded
in
our
counseling
curriculum
with
an
elementary
school
they're
embedded
within
our
advisory
program
in
middle
school.
B
We
have
an
advisory
bloc
that
happens
in
all
middle
schools,
for
about
30
to
45
minutes
every
day,
and
some
of
those
lessons
are
devoted
to
social-emotional
learning.
As
well
as
some
other
areas
and
our
counseling
coordinators
work
to
develop
that
curriculum,
we
also
work
closely
with
the
office
with
the
curriculum
instruction
office
to
embed
social-emotional
learning
within
content
areas
such
as
reading
in
elementary
school,
social
studies,
science,
language,
arts,
so
social-emotional
learning.
What
we
found
is
it's
best.
B
Kids
are
able
to
best
develop
these
skills
if
it's
embedded
within
already
embedded
within
curriculum
rather
than
a
standalone,
we
do
do
some
standalone.
Some
schools
would
do
second
step,
which
is
a
program
that
some
schools
use
as
like
a
morning
meeting
or
a
start
to
the
day.
But
social-emotional
learning
is
something
that
we
we
do
support
schools
with
truancy.
So
all
student
services
staff,
as
well
as
schools,
are
responsible
for
making
sure
kids
come
to
school
every
day.
When
it
comes
to
kids
that
I've
missed
a
large
number
of
days.
B
Our
people
personnel
workers
will
be
involved
in
schools,
we'll
work
with
them
closely
to
help
figure
out
with
families.
What
what
is
causing
the
truancy?
How
can
we
provide
supports
to
help
you
overcome
the
barriers
to
to
your
child
going
to
school?
So
we
do
a
lot
of
work
to
work
around
truancy.
We
actually
have
a
partnership
with
a
district
court
with
one
of
the
judges
that
our
judge
Spencer,
where
we
have
a
truancy
docket,
where
we
bring
families
to
court.
That
of
where
the
attendance
is.
B
Bullying
is
another
issue
that
that
we
that
we
support
within
our
office.
We
work
closely
with
administrators
with
teachers.
A
lot
of
our
curriculum
within
counseling
is
revolved
around
bullying
and
providing
students
with
the
social
skills
that
they
need
to
be
able
to
combat
bullying
to
handle
difficult
situations.
B
So
student
services
staff
are
definitely
individuals
to
reach
out
to
if
you
feel
like
there's
a
bullying
issue
with
your
child
out
of
school
reach
out
to
them,
but
of
course
reach
out
to
the
administrator.
Also
substance
abuse
is
another
issue
that
we
a
key
issue
that
we
deal
with
in
student
services
are
our
staff?
Is
they
they
work
with
students
and
they're
trained
to
ask
questions
about
substance
use
and
then,
but
they
are
also
trained
to
refer
that
our
school
nurses
are
very
partners
when
it
comes
to
substance
use
they.
B
They
may
be
the
first
ones
to
figure
out
some
of
the
symptoms
that
we
may
see,
and
we
do
a
lot
of
referring
when
it
comes
to.
If
we
see
a
student
that
has
a
substance,
use
issue
or
substance
abuse
issue,
we
refer
them
to
some
of
our
community
partner,
and
these
are
just
some
of
the
things
we're
doing
around
the
substance
abuse
issue.
In
the
opioid
crisis.
B
We
we
are
fine,
let's
start
talking
Marilyn
ACK,
which
was
put
in
place
last
year,
where
we
have
curriculum
grades
3
through
12,
it's
somewhere
in
there
in
each
of
those
grade
levels.
Students
are
learning
about
opioids
and
and
the
dangers
of
opioids.
There's
a
lot
of
talk
about
how
to
you
know,
skills
that
kids
can
have
in
terms
of
how
to
deal
with
situations
that
may
arise
when
it
comes
to
substance
use.
We
have
narcan
and
a
lock
sewn
in
every
single
school
building.
B
B
We
have
a
great
partnership
with
the
police
department,
Karen's
been
doing
talking
to
the
athletic
departments
of
all
high
schools
and
talking
about
prescription
opioids
and
how
that
can
be,
how
that
can
end
up
being
a
gateway
to
further
drug
use
and
what
are
some
alternatives
to
using
prescription
opioids.
We
have
not
my
child
presentations
that
are
sponsored
by
the
county,
executive's
office
and
many
of
our
middle
schools
and
high
schools
throughout
the
county.
B
We
are
looking
to
start
a
program
initiative
with
a
partnership
with
Police
Department
in
Toronto
Annapolis
and
the
state's
attorney's
office
called
handle
with
care',
which
will
support
students
that
have
that
have
had
situations
where
there
may
be
drug
use
in
the
house,
and
police
involvement
has
been
there.
It's
a
trauma-informed
approach.
We
have
sad
chapters
in
many,
our
high
schools,
and
we
I
am
a
representative
of
our
opioid
intervention
team
for
the
county,
which
is
a
team
that
meets
in
the
county.
B
We
talk
about
what
we're
doing
to
to
support
the
opioid
crisis
or
epidemic
in
the
county.
These
are
our
community
resources.
These
are
just
six
of
our
community
partners.
The
warm
line
is
a
mobile
crisis
is
a
excellent
resource,
an
excellent
partner.
We
have,
if
there's
any
issue
that
you
have.
This
would
be
my
number
one
resource
to
call
there's
the
number
for
the
National
Suicide
Prevention
lifeline,
the
Anne
Arundel
County,
Health,
Department,
Department
of
Social
Services,
the
police
department
and
the
Enron
accounting
network
of
care.
The
internal
accounting
network
of
care
is
a.
B
They
have
systems
navigators.
So
if
you
call
2-1-1
or
you
go
to
their
website,
you
can
actually
look
for
whatever
issue
that
you're
trying
to
find
resources
for,
and
they
will
help
you
navigate
the
system,
because
we
have
a
lot
of
resources
in
Orono
County
and
sometimes
it
can
be
overwhelming.
So
the
network
of
care
is
an
excellent
place
to
do
that.
This
is
the
contact
information
of
of
our
team,
so,
if
you
ever
needed
to
reach
out
to
our
team,
this
is
who
you
would
call.
A
Thank
you
so
very
much
that
was
very
informative,
but
something
that
Ryan
said
over
and
over
again
was
he
used
the
word
partnership,
and
this
is
truly
a
partnership,
and
so
we'd
like
to
thank
all
of
our
partners
that
are
in
the
room
today,
especially
from
the
mouth
Department.
We
really
appreciate
your
partnership
because,
as
we
say
over
and
over
again,
it's
not
just
a
school's
child,
but
there
are
children
and
mr.
A
vogelin
said
at
one
point:
you
know
we
educate
them
for
the
six
and
a
half
hours
a
day,
but
when
they
go
home
then
there
are
still
effects
that
we
have
to
continue
to
work
with,
so
that
our
children
are
ready
to
learn
with
that.
Some
of
you
have
given
dr.
Eggman
questions
and
we're
going
to
answer
the
questions.
Again.
A
We
are
going
to
exclude
questions
that
may
be
personal
in
nature
or
have
to
do
with
personnel,
we'll
be
more
than
happy
to
work
with
our
school
system
staff
or
their
health
department
staff
that
are
here
this
evening.
To
answer
those
specific
questions,
a
reminder
that
dr.
McMahon
will
pose
a
question.
Our
team
will
answer
the
questions.
If
you
feel
like
you
posed
a
question
and
it's
not
fully
answered,
or
you
would
like
clarification,
please
feel
free
at
the
end
of
our
time
this
evening
to
discuss
the
question
or
ask
for
clarification
from
our
staff.
E
You
thank
you,
mr.
vogelin.
Thank
you,
mrs.
cow,
Missy
again.
Thank
you
very
much
tonight.
I'd
like
to
start
with
a
question.
That's
come
from
the
audience
about
your
trauma-informed
response
teams
that
come
to
the
schools
you
mentioned
a
little
bit
about
when
there's
a
death
of
a
student
or
possibly
the
death
of
a
staff
member.
You
do
have
a
team.
You
speak
to
a
little
bit
about
the
supports
that
would
be
given
the
students
and
the
staff
members
in
those
schools.
B
You
know
such
a
serious
situation,
so
it
can
range
from,
depending
on
the
the
situation,
the
comfort
level
of
the
of
the
school
team.
You
know
it
can
range
from
us
sending
a
team
of
five
or
more
people
there
to
provide
additional
support,
and
that
might
look
like
going
into
classrooms
and
talking
to
students
about
what
happened,
providing
rooms,
spaces
where
students
and
come
and
talk
that
might
be
overflow
rooms
from
when
school
base.
B
You
know
staff
is
maybe
overwhelmed
with
the
response
we
also
partner
with
the
Employee
Assistance,
Program,
APHA,
and,
and
so
if
the
school
needs
a
partner
to
come
in,
to
support
staff
in
terms
of
mental
health
or
coping
or
grief
that
individual
may
come
in
that
day
or
they
may
come
in
later
on,
as
the
staff
has
had
the
opportunity
to
kind
of
cope
and
understand
what
what
happened.
So
it
really.
B
It
really
depends
on
the
situation,
but
we're
there
to
provide
whatever
support
that
that
school
needs
with
the
understanding
that
the
school-based
team
is
the
one
that
we
trust
to
be
able
to
handle
it,
and
they
they
understand
the
students
and
the
community
the
best,
but
sometimes
they're,
so
impacted
that
they
can't
do
the
work.
So
that's
when
we
would
also
step
into
so
can.
C
E
So
let's
talk
a
little
bit
about
drug
use
and
potential
abuse,
so
this
question
comes
from
a
stake
holder.
If
a
child
smells
like
marijuana
and
it's
suspected
that
he
or
she
is
using
drugs,
is
this
treated?
How
is
this
initially
treated
in
the
schools
when
it's
identified
if
it
is
identified
by
a
school
personnel
member,
and
is
it
related
to
do
we
respond
and
based
on
an
emotional
trauma
that
the
child
may
be
going
through
or
do
we
move
towards
drug
use
and
abuse
right
away?
I
think.
D
What
happens
first
and
I'll
speak
to
the
medical
side
of
it
when
we
suspect
a
child
is
under
the
influence.
We
don't
know
unless
they
confess
what
they
have
done,
what
they're
under
so
they
are
brought
to
the
health
room
so
that
they
can
get
a
medical
assessments
and
we
can
be
sure
what
is
going
on
their
vital
signs.
We
assess
them
and
determine
the
health
status
of
a
child.
If
the
child
vital
signs
are
altered,
then
we
will
depending
upon
what
the
vital
sign
is.
D
We
will
either
contact
the
parent
or
they
will
go
out
9-1-1
and
we
will
get
send
them
to
the
hospital
to
be
evaluated.
We
don't
have
drug
testing
kits
there,
so
we
don't
do
anything
like
that.
It's
just
based
upon
the
symptoms
of
the
child.
If
there
appear
absolutely
normal
to
us,
we
have
no
indication,
you
know
very
often,
depending
upon
the
situation,
parent
will
be
contacted.
The
principal
administration
absolutely
will
be
involved
in
it.
D
C
All
that
is
is
contained
in
terms
of
consequences
in
the
Code
of
Student
Conduct
and
what
the
school-based
administrators
do
is
they
look
at
the
code
of
student
tact
contact,
the
parent
contact,
the
police,
if
necessary,
depending
on
the
level
of
the
situation,
and
then
that's
how
discipline
is
administered?
Okay,.
E
B
We
see
you
mean
the
difference
between
how
a
student
may
see
a
school
psychologist
as
opposed
to
a
school
concert.
Yes,
good
question,
so
a
school
psychologist,
they
have
to
have
permission
for
a
student
for
us
to
see
a
student
when
it
comes
to
from
Ana
counseling
relationship.
They
can
consult
with
teachers
and
and
parents
and
staff,
but
when
it
comes
to
actually
having
that
counseling
relationship,
they
end
up
getting
permission.
A
counselor
has
access
to
supporting
every
student
in
the
school.
So
unless
a
parent
says
I,
don't
want
you
to
talk
to
this
school.
B
To
talk
to
my
child,
a
school
counselor
is
going
to
be
there
to
provide
support
for
every
student
on
their
caseload
or
every
student
in
that
school
building,
that's
their
role,
and
so,
whereas
a
school
psychologists,
so
they
they
may
get
permission
whether
it's.
If
it's
a
student
with
an
IEP,
they
may
be
focusing
on
goals,
social-emotional
goals
on
that
individualized
education
plan,
and
that
may
be
the
focus
of
their
counseling
sessions.
But
they
also
see
students
that
don't
have
IPS.
So
that
would
be
something
that
they,
you
know
what
they
would
focus
on.
B
Accounting
sessions
will
be
based
on
teacher
input
staff
and
put
on
the
skills
that
they
need
to
work
on,
as
well
as
parent
input.
Counselors
also,
would
they
provide
that
individual
counseling,
but
it
maybe
and
maybe
not
it-
may
not
be
someone
they
see
every
week.
At
the
same
time,
it
may
be
someone
that
they
see
on
a
crisis
basis
or
someone
that
they
check
in
regular
in
the
classroom
or
someone
they
pull
down
when
they
need
to
talk
about
something.
That's
going
on.
B
Yes,
they
should
be
notified
with
the
school
psychologist.
They
should
be
notified
before
sometimes
a
school,
sir.
You
know
something
happens
right
away,
they
need
to
talk
to
them
and
then
the
school
council
would
would
call
that
parent
later
on
and
say
you
know,
I
just
wanna,
let
you
know
I
spoke
to
your
child
about
this.
This
is
what
these
are.
Some
supports
that
you
can
provide
at
home,
so
there.
C
That's
the
first
place
that
a
parent
and/or
students
should
come
to
see
if
they
can
get
additional
support
or
help
either
with
the
IEP
process,
which
has
to
do
with
accommodations
for
learning
or
perhaps
a
504
plan,
which
also
talks
more
about
access
to
learning,
and
that
also
involves
see
the
health
department
at
some
point
504,
if
it's
a
medical
condition,
for
example,
that's
impeding
access
to
learning.
Thank.
E
B
Question
so
we're
trying
to
get
to
as
many
teachers
as
we
can
and
we
44
elementary
teachers
from
every
school
participated
in
a
PD
this
past
spring
and
then
I
we've
gone
individually
to
certain
schools
and
we'll
continue
to
do
that.
But
really
what
we're
talking
about
is
we
when
we're
talking
about
trauma-informed
there's
a
lot
of
information
related
to
trauma
inform,
but
we
kind
of
stick
to
what
is
trauma.
What
is
chronic
trauma?
Toxic
stress?
How
does
that
impact
children?
What
does
that
look
like?
B
We
talked
about
the
ASA
study,
which
is
the
adverse
childhood
experiences
study,
and
what
that
study
has
told
us
in
regard
to
children
or
adults
who
have
who
have
gone
through
trauma
and
what
kind
of
behaviors
you
may
see
and
how
to
support
them.
We
talked
about.
We
talked
about
strategies
that
you
can
just
trauma-informed
shot
easy.
You
can
put
in
place
in
the
classroom
and
now
that's
really
well
and
also
the
brain.
E
B
A
great
question,
so
they
actually
I
think
out
of
any
PD
that
we
do.
This
is
the
one
that
we
get
the
most
like
wow.
That
was
really
good.
Information
like
I
really
enjoyed
that
and
that's
why
we're
getting
calls
to
go
out
to
school,
multiple
schools
and
the
in
the
fall,
because
people
people
want
this
information
they
they
they
want
to
have
the
best
information
that
they
can
to
provide
the
best
education
for
the
students
in
their
classroom.
B
B
D
Stress
usually,
usually
manifests
as
physical
symptoms
of
a
stomachache
and
they
come
to
the
health
room.
So
anytime
that
happens
that
you
know
our
health
rooms.
Are.
You
know
anytime?
Those
are
trauma
and
anything
like
that.
In
the
school,
the
school
nurses
and
the
health
rooms
are
inundated
with,
students
come
in,
and
so
they
will
receive
this
training
I
think
it
is
in
August,
August
20th,
Ryan's
gonna
provide
it
to
all
of
our
school
nurses
in
the
county
and
is.
B
E
There
was
a
question
that
kind
of
links
many
of
these
together
and
has
to
do
with
students
actually
coming
for
help
for
other
students,
their
friends.
How
is
that
handled
within
the
school
situation
at
the
middle
school
level
in
the
high
school
level,
when
they
have
someone
that
they
believe
is
in
crisis?
That's
a
peer
who
is
a
peer.
C
That's
that's
a
delicate
situation.
I
think.
The
first
thing
that
happens
is
that
the
counselor
or
whether
they're
helping
adult
is
is
available,
listens
to
the
concerns
of
the
student,
but
that
needs
to
be
validated
by
the
student
themselves.
So
so
it's
very
carefully
orchestrated,
so
that
concerns
are
listened
to
and
then
follow
that
bond.
C
B
You
and
I
mean,
and
we
explain
to
those
students.
You
know
we
thank
you
so
much
for
for
speaking
up
for
one
of
your
friends,
I
know
you're
concerned
and
please
you
know,
please
keep
that
confidential
and
we
will.
We
will
handle
that
situation.
You
know
in
a
serious
matter,
and
and
so
we
would
approach
that
other
student
explaining
that
we
you
know
someone
gave
us
some
information
that
we
have
to
talk
about
and
I
know
it's.
B
C
A
You
so
much
dr.
McMahon
and
again,
thank
you
so
much
to
our
team
this
evening
for
presenting
I
know
that
some
of
the
questions
and
answers
may
have
provoked
other
questions
that
you
may
have,
and
so,
although
we've
come
to
the
end
of
our
formal
program,
our
team
will
be
around
both
our
Health
Department
team,
as
well
as
our
antandrel
County
Public
Schools
team
we'll
be
around
to
further
provide
clarification
or
answer
additional
questions
that
may
have
come
up.
Thank
you
so
much
again
for
taking
your
time
to
be
here
this
evening.