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From YouTube: Interim Joint Committee on Education (7-15-22)
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A
Faces
and
summer
vacations
and
so
awesome
to
have
everybody
with
us
today
here
in
frankfort.
I
do
call
this
meeting
to
order
and
I
do
ask
anybody,
that's
in
the
audience
or
also
our
members.
If
you
have
a
cell
phone,
if
you
would
please
turn
that
cell
phone
to
vibrate
or
silence,
so
we
can
do
our
business
this
morning.
It
would
be
greatly
appreciated
and
mariah.
Please
call
the
roll.
D
E
F
G
A
F
F
Chief
schaefer
has
been
the
chief
of
police
for
fayette
county
public
schools
for
several
years
now
and
miss
deity.
Newbern
is
the
director
of
student
support
services,
I'm
thrilled
that
they
joined
us
today
and
especially
as
we're
discussing
discussing
school
safety
and
mental
health
committee.
Let's
welcome
these
esteemed
guests.
Thank
you.
H
A
A
Any
other
members
with
any
special
guest
in
the
audience
see
now.
Today
we
wanted
to
have
a
an
update,
as
it
relates
around
work
that
we
have
done
within
the
general
assembly
and
across
the
commonwealth
was
school
safety.
A
We
have
many
members
that
were
not
elected
at
the
time
in
2019
and
2020,
when
this
legislative
body
passed
senate,
bill,
1
the
school
safety
and
resiliency
act,
and
in
light
of
the
tragedy
that
we
saw
in
uvalde,
we
felt
it's
a
good
time
for
us
to
have
an
update
about
where
we
are
in
terms
of
our
school
safety
and
also
our
mental
health
awareness
and
protocols
that
we've
done
since
that
legislation
has
taken
effect.
We've
got
once
again
new
members.
We've
got
also
a
new
education.
Commissioner.
A
We've
got
other
people
in
roles
that
were
not
here
during
that
time,
so
it's
great
just
to
be
updated
and
refreshed
on
that.
So
I'm
going
to
go
in
the
order
that
we've
got
here
and
that
is
having
ben
wilcox
our
state
school
security
marshal
and
also
john
acres.
A
H
I
think
we're
on
now
chairman
wise
and
members
of
the
committee.
Thank
you
so
very
much
for
your
I'm
getting
feedback
on
this
computer
right
here.
Should
we
shut
this
off
here?
Please.
H
H
H
Just
a
quick
few
comments
here
about
the
format
we're
going
to
use
this
morning
when
ben
and
I
got
the
invitation
from
dr
burks
to
come
and
share
a
few
things
with
you
about
school
safety.
Today
he
created
a
list
of
things
he
wanted
to
talk
about.
I
created
a
list
that
I
wanted
to
talk
about,
and
it's
quite
long.
H
We
thought
well,
let's
do
a
powerpoint
presentation
and
we
thought
well
it'd
be
for
we'd,
be
here
until
the
cows
come
home,
so
we
decided
a
little
bit
different
thing:
we're
going
to
forego
a
powerpoint
presentation,
I'm
going
to
make
some
introductory
comments,
ben's
going
to
make
some
introductory
comments
and
then
we're
going
to
kick
it
back
to
you
for
comments
and
questions
and
con
just
conversations
with
us.
We
didn't
want
to
guess
what
was
on
your
mind.
H
We
want
you
to
tell
us
what's
on
your
mind
and
we'll
do
the
best
we
can
to
field
these
things
so
being
the
elder
state
statesman
here
at
this
desk,
I'm
going
to
go
first.
If
I
can
go
mr
ben
absolutely
mine
is
my
presentation
is
going
to
be
talking
about
a
bunch
of
thank
yous
by
trade,
I'm
a
civics
teacher.
I
have
my
degrees
in
political
science,
but
I
came
over
to
the
dark
side
years
ago
and
became
a
high
school
principal.
H
H
What
went
into
the
law
as
far
as
access
control
in
the
buildings
and
greater
emphasis
on
looking
at
emergency
operating
planning
in
our
schools,
then
january
23
2018,
you
all
know
what
happened.
In
fact,
I
think
I
was
sitting
in
this
room
when
that
tragedy
occurred
and
we
went
flying
out
of
there
and
went
down
to
marshall
and
did
our
things
that
we
could
do
down
there
to
help
those
folks
out
and
then
obviously
that
gave
birth
to
senate
bill
one
and
then
the
cleanup
bill
a
year
later
on
the
senate
bill.
Eight.
H
Those
are
foundational
blocks
that
we
have
that
are
allowing
ben
and
myself
and
other
agencies
around
the
state
to
implement
these
school
laws.
H
I
want
to
talk
just
a
few
minutes
about
the
school
safety
and
resiliency
act,
and
I
know-
and
I
I
want
to
say
that
senator
carroll
and
wise
and
wilson
stole
my
thunder,
because
I
was
going
to
say
the
same
thing
that
you
guys
said
in
your
op-ed
or
an
article,
but
I
want
to
wear
it
from
or
approach
it
from
my
lenses.
My
eyes,
you
didn't
take
a
knee-jerk
reaction.
H
There
were
legislatures
that
around
the
country
that,
after
they
had
a
school
shooting,
started
cranking
out
pieces
of
legislation
and
I
call
that
they
they
did
ready
fire
aim.
They
didn't
do
their
homework.
They
were
very
good
people
trying
to
do
good
things,
but
they
didn't
do
their
homework,
and
I
give
credit
to
senator.
Excuse
me,
president
stivers
and
speaker
osborne
for
creating
that
school
work
group.
H
I
think
joe
burks
was
involved
in
this
meeting
and
I
think
eric
kennedy
was
in
the
meeting
we
had
when
you
came
to
us
and
said
who
can
we
bring
in
here
to
be
a
national
consultant
to
advise
us
where
we
need
to
go
and
there's
one
person
in
this
country
that
I
think,
is
the
epitome
of
the
school
safety
person
and
that's
bill
majilleski?
Who
was
the
director
of
safe
and
drug
free
schools
at
the
u.s
department
of
education
for
two
decades
under
four
presidents?
H
And
so
he
came
in
here,
sat
right
next
to
me,
we're
been
sitting
and
talked
with
you
all,
and
his
bottom
line
was:
do
your
homework,
create
a
comprehensive
piece
of
legislation,
that's
going
to
attach
not
attached
but
deal
with
the
hardware
and
then
what
I
call
in
the
phrase.
The
hardware
of
this
thing,
the
mental
health
side
of
this
thing,
and
so
the
school
safety
group
met
we
went
into,
I
think
I
can
remember-
was
at
eight
or
ten
different
regions
around
the
state
and
your
charge
to
us.
H
H
H
You
know
when
you're
our
distance
away,
but
when
you
get
to
shake
their
hands,
you
get
to
talk
with
them
personally,
one
on
one,
that's
a
whole
different
ballpark
right
there
I'll
take
that
to
my
grave
with
me
and
that
also
stirred
the
fires,
my
belly,
to
keep
on
doing
what
I'm
doing
trying
to
do.
But
you
gathered
this
information
and
when
you
look
at
the
legislation
you
have
in
this
thing
that
narrative
that
those
narratives
plural
that
I
heard
around
the
state
were
embedded
in
this
law.
H
So
everybody
had
a
piece
of
the
pie
when
it
came
to
this
piece
of
legislation
here
and
as
a
political
scientist
kind
of
guy.
On
this
you
know
on
the
sidelines
here
it
really
made
me
feel
good
that
it
was
bipartisan.
You
all
jumped
on
board,
regardless.
If
your
democrats
are
republican,
you
jumped
on
board
on
this
thing,
trying
to
keep
our
kids
and
our
staff
members
safe.
H
What
I
liked
about
the
school
safety
resiliency
law
is
that
you
took
two
words
out
of
it:
the
shoulds
and
the
may-
and
you
put
the
word,
shall
in
there
when
the
word
chow's
in
there
ben
and
I
can
do
a
lot
more
than
we
can.
If
we're
saying,
oh
golly,
would
you
please
try
to
do
it
this
way,
or
would
you
consider
doing
that?
H
This
is
a
national
model,
and
I
can
tell
you
why,
as
of
yesterday,
I
went
back
to
my
office,
which
I
didn't
frequently
these
days
because
of
coven,
but
I
keep
a
phone
log
and
in
that
phone
log
I
went
back
three
years
and
I
counted
15
different
states
that
asked
for
copies
of
your
senate
bill.
One
15
different
states-
and
this
has
been
on
a
website
which
gets
hits
any
between
anywhere
between
eight
to
fifteen
thousand
times
per
day.
That's
on
our
website.
H
H
H
That's
doing
the
advisory,
doing
the
training
and
things
like
that
and
trying
to
help
out
ben
and
I
have
been
cast
in
the
same
shadow
for
three
years-
he's
approaching
the
same
goal
as
we
are
from
two
different
angles:
he's
going
from
his
angle,
I'm
going
in
for
my
avenue,
but
anytime
we
get
a
question.
H
That's
asked
of
us
about
this
law
implementation,
whatever
we
don't
want
the
people
out
there
going
to
mom
and
asking
for
one
answer
and
going
to
dad
for
the
other,
so
we
will
huddle
up
and
we'll
talk
three
or
four
or
five
times
a
day.
The
media
has
called
us
on
that.
So
the
school's
called
us
on
this.
What's
your
answer,
so
we
go
back
to
the
law
and
make
sure
that
we
speak
with
one
voice.
H
H
Here
I
think,
that's
incredibly
important.
My
colleagues
in
other
states
do
not
enjoy
that
type
of
financial
background.
Now
that
doesn't
come
straight
to
me,
I
operate
on
10
of
those
funds
with
our
agency.
The
other
90
of
those
funds
go
out
to
the
schools
for
their
school
safety
efforts.
So
thank
you
for
the
laws
that
you
developed
that
helped
these
help
us
to
do
our
work.
Thank
you
for
the
way
you
approach
senate
bill
1..
Thank
you
for
the
office
of
state
school
security
marshal.
The
acronym
is
awesome
ossm.
H
C
Good
morning,
chairwise
members
of
the
committee,
it
is
my
absolute
pleasure
to
present
you
today
on
school
safety
for
the
state
of
kentucky.
I
would
like
to
congratulate
you
on
the
legislation
that
was
passed
three
years
ago
and
the
opportunity
to
lead
the
marshal's
office
and
the
charge
to
make
schools
safer.
C
I'm
going
to
go
over
updates
of
what
our
office
has
been
doing,
I'm
going
to
try
to
keep
it
very
short,
I've
written
everything
down,
because
if
you
get
me
in
a
room
with
people
paying
attention
to
me
and
asked
me
to
talk
about
school
safety,
I
can
keep
you
here
for
a
long
time,
I'm
very
excited
about
it
and
and
and
I'm
very
proud
of
the
state
of
kentucky
and
the
support
we
received
not
only
from
legislation
but
from
the
governor
and
from
our
office
at
doc.
C
Jt
to
let
us
go
and
do
our
work
and
it's
showing
that
it's
working
we're
on
our
fourth
assessment,
we'll
be
starting
our
fourth
risk
assessment.
This
school
year,
we've
done
four
three
other
assessments
two
have
been
recorded.
Our
yearly
report
will
be
coming
out
in
august,
where
I
have
to
have
it
to
you
all
by
september
1st
we
will
be
presenting
it
to
the
kentucky
center
for
school
safety
in
august.
C
Our
office
has
thrived
because
of
the
support,
and
also
because
of
our
relationship
we've
had
with
the
kentucky
center
for
school
safety.
When
our
office
started,
we
wanted
to
make
sure
that
we
weren't
the
hammer.
Looking
for
the
nail,
we
were
compliance.
Officers
that
wanted
to
go
into
schools,
make
sure
that
the
mandates
were
being
followed
if
the
mandates
were
not
being
followed
or
a
school
was
lacking,
that
they
got
the
information
needed
to
get
them
to
where
they
needed
to
be
safety.
Wise.
Our
goal
is
100
compliance
with
everyone
being
safe
in
the
state.
C
We
don't
have
the
opportunity
to
go
through
emergency
operation
plans
and
some
other
things
of
mental
health,
because
we're
going
in
and
we're
doing
assessments.
So
when
we
see
issues
within
the
school,
we
can
throw
those
issues
over
to
the
kentucky
center
for
school
safety.
They
come
in
right
behind
us
and
they
can
assist
those
schools
getting
to
where
they
need
to
be
safety
wise.
It
is
so
important
because
we'll
come
in
one
year,
the
next
year.
Those
issues
are
fixed
because
they've
been
able
to
get
with
john's
group
and
get
those
issues
fixed.
C
I'll.
Ask
you
this
question:
do
you
feel
like
we're
safer
now
than
we
were
three
years
ago
and
I'll
answer
that
question
by
numbers
we
are
by
going
in
and
doing
these
risk
assessments
and
seeing
where
the
numbers
were
at
and
the
mandates
and
how
they
were
being
followed
three
years
ago
compared
to
now
our
numbers
are
very,
very
good,
and
that
will
be
shown
in
our
report
when
it
comes
out
in
august.
C
No
other
state
has
a
group
of
individuals
like
the
marshal's
office
here
in
the
state
of
kentucky.
We
can
put
boots
on
the
ground
in
a
school
and
help
a
school
with
what
they
need
mandate
wise.
We
do
assessments
but,
more
importantly,
we
have
a
relationship
with
the
schools
that
principal
can
pick
up
a
phone
call
our
office,
and
they
know
the
compliance
officer
by
first
name
and
probably
already
have
their
phone
number.
Our
sscs,
our
school
safety
coordinates
are
a
direct
conduit
to
the
schools.
We
train
them
constantly
people
ask
me
all
the
time.
C
What
are
your
compliance
officers
doing
right
now,
because
school's
out,
they
must
be
just
relaxing
they're
working
harder
right
now
than
they
do
when
they
go
to
do
assessments.
We
have
our
compliance
officers
available
to
come
into
schools,
talk
to
staff,
get
to
know
the
staff
and
explain
to
the
staff
why
these
mandates
are
so
important.
C
A
lot
of
folks
don't
understand
why
doors
need
to
be
locked
a
lot
of
folks,
don't
understand
why
it's
a
hassle
sometimes
to
get
into
schools,
because
I
have
to
show
an
id
they're
in
a
different
world
because
they're
in
education-
and
they
may
not
have
seen
what
we've
seen
in
law
enforcement
or
in
other
areas,
and
they
just
don't
understand,
and
so
we
can
explain
that
to
them.
They
go.
C
C
You've
been
able
to
give
us
the
ability
to
work,
and
I
tell
this
to
my
staff
every
time
we
talk
is
that
when
you
get
in
that
car
and
you
drive
to
those
schools,
you
are
directly
affecting
hundred
fifty
thousand
students
now
think
about
that.
Six
hundred
fifty
thousand
students
are
connected
to
how
many
other
people
moms
dads,
grandmas,
aunts,
you're
affecting
the
whole
state
of
kentucky,
and
our
group
is
driven
to
make
sure
that
those
children
stay
safe
and
by
the
way,
my
children
and
wife
all
go
to
school
every
day.
C
That's
how
deep
we
are
into
it.
That's
how
much
I
care
about
it.
We
are
a
national
model
for
safety
assessments.
We
do
on-site
assessments,
we
have
states
calling
our
office
going.
What
do
you
do?
We've
looked
it
up
and
seen
the
offices
or
the
office
of
the
school
state,
the
security
marshal.
What
do
you
all
do?
C
We
have
no
idea
and
when
we
explain
to
them
that
we
have
a
group
of
individuals
that
are
in
schools
on
site
checking
on
these
mandates,
it
blows
them
away
and
we've
got
a
lot
of
states
that
are
trying
to
catch
up
to
that
now.
Many
legislations
in
other
states
pass
laws
that
say
people
have
to
do
something,
but
we
never
get
an
opportunity
to
check
up
on
it.
C
We
do
we
check
up
on
it
every
year
again
our
team
have
as
individuals
that
make
sure
these
mandates
are
followed,
but
also
are
there
to
coach
the
schools.
Our
role
is
to
make
sure
we're
a
hundred
percent
and
that's
what
we
work
towards.
We
do
not
go
in
and
slap
down
a
piece
of
paper
that
says
you
got
to
fix
this.
We
walk
in
and
say
how
can
we
get
this
fixed?
C
C
C
My
sheriff
called
me
in
office
and
said
you're
going
to
be
an
sro,
and
I
said:
what's
sro
do,
and
he
says
I
don't
know,
but
it
pays
your
salary
for
three
years.
I
walked
into
that
school
and
that
was
the
greatest
six
years
I
had
in
a
career.
I
love
this
job,
but
working
with
those
kids
every
day
was
phenomenal.
C
I
had
become
a
police
officer
to
go
out
and
save
the
world,
and
I
thought
that
was
going
out
and
save
the
world
is
to
go
arrest,
bad
guys.
What
it
came
to
pass
is
that
saving
the
world
was
working
with
those
kids
and
becoming
a
trusted
adult
for
them,
and
there
were
many
times
where
a
teacher
would
look
at
a
kid
and
say
you
know,
that's
a
troublemaker.
Well,
those
were
the
guys
that
were
my
office
and
we
could
discuss
what
was
going
on
at
home
because
I
understood
what
was
going
on
at
home.
C
They'd
come
in
in
the
morning
and
say
deputy
wilcox
officers
right
at
our
house
again
last
night.
Well,
let's
sit
in
here
and
talk
about
it
a
little
bit
and
those
were
the
kids
that
would
come
and
that
was
that
trusted
adult
and
you
can't
trade
that
for
anything
we
have
120
hours
worth
of
certification
for
sros
and
I
don't
know
another
state
that
has
that
I
could
go
over
with
you
in
detail.
What
those
120
hours
are
and
you'd
be
surprised.
C
There
is
tactics,
there
is
active
shooter,
there
is
firearms
training,
but
there
is
a
whole
lot
of
mental
health
trauma
for
students
and
what
we
like
to
say
is
that
majority
of
your
time
needs
to
be
caring
and
loving
on
kids.
But
when
someone
comes
into
that
school,
you
have
to
become
at
the
tip
of
the
spear
and
take
care
of
business
and
that's
what
we
train
here
in
the
state
of
kentucky.
C
So
with
that
being
said,
I
tried
to
keep
it
as
short
as
possible.
I'd
love
to
go
over
everything
I
can
with
you.
Please
ask
any
question
you
have.
We
have
a
lot
of
good
numbers
from
our
assessment.
I
will
do
my
best
on
answering
any
question
you
have
and
if
I
don't
have
the
answer
I'll
try
to
find
it
for
you.
A
Gentlemen,
thank
you
so
much
thanks
for
the
positions
you're
in
you
bring
a
wealth
of
knowledge
and
expertise,
and
we
appreciate
the
role
that
you
do.
Mr
akers,
I
do
want
to
mention,
though
you're
talking
about
history
of
legislation.
Also,
this
past
legislation,
a
past
general
session
representative
brancher,
also
had
a
bill
that
was
not
mentioned.
I
just
want
to
make
sure
that
everyone's
aware
that
created
the
school
police
departments
which
we're
already
seeing
laurel
county
and
some
others
that
are
taking
a
lot
of
interest
and
moving
ahead
with
that.
A
So
just
want
to
make
that
note.
We
do
have
some
questions
as
chair,
I'm
going
to
start
off
with
first
one
and
and
ben
I'm
going
to
direct
this
to
you
with
the
uvalde
situation.
We
know
that
there
is
not
a
perfect
law.
I've
never
seen
a
perfect
law
or
piece
of
legislation
that
came
through,
but
is
there
anything
that
we've
done
senate
bill?
One?
The
previous
bills
that
we've
worked
on
and
we've
passed?
Is
there
anything
there
that
we
have
in
place
that
could
have
prevented
what
happened
in
uvalde.
C
Well,
I
will
speak
on
the
fact
that
I
do
not
know
all
the
details
of
uvalde.
We
will
not
know
the
details
until
it
comes
out
in
the
after
action
report,
but
with
the
information
swirling
around
about
exterior
and
interior
doors
and
things
of
that
nature.
I
want
to
comment
on
what
we're
doing
in
the
state
of
kentucky
and
where
we're
at
with
that.
C
The
school
safety
and
resiliency
act
requires
exterior
doors
to
be
controlled
access.
That
means
getting
rid
of
what
we
call
the
universal
key.
That's
that
five
pound
rock
that's
sitting
next
to
the
door
that
props
open
as
teachers
go
out
and
in
and
making
sure
that
those
locks
are
working
our
compliance
officers.
When
we
go
into
schools,
we
just
don't
walk
around
and
make
sure
the
doors
are
locked,
we're
shoving
on
them
and
we're
making
sure
that
those
locks
are
actually
working.
C
We
do
find
doors
that
the
locks
are
not
functioning
and
the
school
had
no
idea
and
we
get
those
fixed,
and
we
call
that
layered
security
and
our
first
layer
of
security
is
that
exterior
door.
Now
and
john
can
tell
you
a
lot
of
times:
people
can
get
in
those
exterior
doors,
either
a
student
letting
them
in
or
a
lock,
not
working
or
bypassing
going
into
the
cafeterian
entrance,
because
they're
having
a
delivery
of
some
kind
in
the
state
of
kentucky.
C
We
have
that
interior
layer
of
security
as
well
and
that's
having
locks
on
all
the
doors
that
open
from
the
inside
but
closed
from
the
outside
are
locked
from
the
outside
and
being
closed
during
instructional
time.
That's
that
fire
final
layer
of
security
and
having
also
the
lockdown
drills
to
know
how
to
utilize
the
covering
over
the
doors
know
where
the
blind
corners
are
in
a
room.
So
I
can't
say
directly.
C
B
Thank
you,
mr
chair.
We
have
several
schools,
that's
under
new
construction
or
or
being
renovations.
How
involved
are
you
involved
in
the
design
for
safety
with
the
new
schools,
or
are
you
included
in
the
design
project.
H
Part
of
the
state
law
that
you
have
requires
that
the
department
of
education
work
with
the
architects
to
look
at
what
we
call
septet
designs:
crime
prevention
through
environmental
design.
There
are
28
criteria
that
they
have
to
adhere
to
when
they're
in
the
design
form
on
that,
and
so
that's
into
the
law.
In
fact,
that
was
part
of
the
senate
bill
8
back
in
2013
septet
laws.
C
And
if
I
could
answer
for
the
office
of
state
school
security
marshal
because
of
the
relationship
we
have
with
our
schools
when
they're
building
a
new
school
majority
of
the
time,
the
school
safety
coordinator
will
call
on
our
their
assigned
compliance
officer
and
say:
hey
look,
these
are,
this
is
what
we're
putting
together.
C
How
would
this
affect
the
mandates,
the
school
safety
and
resiliency
act
and
we'll
go
in
and
talk
to
them,
and
there
will
be
a
lot
of
times
where
a
door
will
be
placed
somewhere
and
say
well,
this
will
be
an
egress
issue
or
something
like
that
and
they'll
be
able
to
fix
that.
But
no
our
folks
like
to
go
look
at
those
places
before
they're
built
because
they're,
the
ones
going
in
after
they
get
opened
up
and
the
schools
don't
really
want
to
hear
that.
C
H
Another
part
about
the
school
safety
resiliency
act
that
I
didn't
mention
that
I
should
have
was
the
creation
of
the
school
safety
coordinators
and
all
the
districts
they're.
My
direct
conduit
for
information
that
I
get
to
the
superintendents,
and
so
in
fact
we
just
finished
our
training
with
the
new
guys
yesterday
for
the
new
school
safety
coordinators,
and
we
do
an
update
training
every
year
for
the
current
ones.
I
Thank
you,
mr
chairman,
thank
you
for
your
presentation
today,
mr
wilcox,
you
mentioned
about
the
120
hours
of
training,
I'm
a
former
high
school
principal,
so
I
I
understand
a
lot
of
this.
Unfortunately,
I
remember
columbine
like
it
was
yesterday
me
too,
and
all
the
preceding
thing.
I
mean
the
things
that
happened
after
that,
but
we
know
that
it's
important
when
you
have
a
school
resource
officer,
have
someone
who
can
really
relate
to
students.
I
I
think
that's
very
important,
and
you
talked
about
that,
as
you
mentioned,
students
that
had
family
problems
and
issues
that
you
talked
to
them
about.
Is
there
any
type
of
physical
training
that
is
used
during
these
trainings
and
the
reason
I
mention
this
is
when
you
have
a
crisis
like
this,
it's
very
important
for
that
school
resource
officer
or
other
people
that
are
involved
in
that
situation,
to
get
from
point
a
to
point
b
pretty
quickly,
because
that
it
could
be
a
matter
of
saving
lives.
The
ability
to
be
able
to
do
that.
C
Is
not
a
physical
per
se
like
a
physical
examination
or
test,
but
by
the
time
you
get
to
sro3.
It
is
very
intense
training
that
involves
active
shooter
response
if
you're
not
in
good
shape,
you're
not
going
to
be
able
to
make
that
active,
shooter
response,
and
you
have
to
pass
all
those
things
to
pass.
Sro3,
it's
getting
up
getting
down
kneeling
charging
towards
threats,
moving
in
and
out
of
rooms,
and
it's
a
basically
40
hours
worth
of
that.
So
there
is
not
a
actual
physical
requirement.
C
J
Thank
you,
mr
chairman,
mr
acres,
mr
wilcox,
thank
you
for
being
here.
Your
role
and
responsibility
in
the
commonwealth.
Kentucky's
very
much
appreciated.
Thank
you
for
that.
Thinking
about
uvalde,
we're
all
saddened,
we're
all
heartbroken
and
just
I
know
we're
waiting
for
the
official
investigation
to
end
but
based
on
media
reports.
J
There
were
a
lot
of
things
that
went
wrong
that
day
and
you
referenced
that
the
door
propped
open
after
it
was
apparently
shut
back,
did
not
lock
properly
access
to
the
classroom,
unobstructed
access
to
the
classroom
as
you're
doing
assessments
in
these
classes,
and
just
a
few
of
the
things
that
I'm
aware
of.
I
know
that
there
is
a
process
or
a
film
that
can
be
put
on
glasses
bullet
resistant,
not
necessarily
bulletproof,
but
bullet
resistance
to
try
and
save
some
seconds
there
to
get.
J
D
J
Front
to
access,
but
we
have
schools
that
don't
have
that.
Do
you
all
have
a
list
of
the
school
districts
by
building
that
have
these
types
of
deficiencies
and
a
cost
estimate,
because
I
suspect
that
part
of
the
reason
these
things
have
not
happened
is
because
of
not
available
funds.
Do
you
all
have
any
kind
of
ability
to
come
up
with
cost
estimates
that
you
could
give
to
us
the
general
assembly?
So
we
know
exactly
what
we're
talking
about
about
the
resources
that
would
be
needed
to
effectively
try
and
harden
these
schools.
C
I
can
tell
you
from
our
risk
assessments
that
we're
at
almost
100
percent,
as
it
comes
to
the
mandates
of
the
bill
with
the
intercom
systems,
with
your
electronic
lock-in
doors,
camera
entrances,
exterior
door
locks
we're
almost
at
100
99.
C
There
are
some
schools
that
are
fixing
them
this
this
summer,
and
that
was
a
lot
of
that
was
taken
care
of
with
18.2
million
dollars
that
was
set
for
three
years
ago,
and
schools
utilize
that
money
for
access
control,
so
as
the
mandates
of
the
bill,
we're
we're
at
100
with
the
mandates
of
the
bill,
if
there's
other
things
that
need
to
be
added
to
that
or
or
to
increase
security
that
the
schools
are
doing
them,
but
we
only
keep
track
of
extras
that
schools
have
done
so
if
we
go
in
and
they
have
a
vestibule
and
maybe
an
extra
locking
door
you'll
put
that
into
the
report,
but
as
for
the
mandates
that
are
put
forth
by
bill,
we're
we're
right
where
we're
at
we're
supposed
to
be.
C
H
H
We
learned
that
lesson
up
at
sandy
hook
that
you
know
how
many
doors.
Could
you
push
open
and
do
bad
things
before
you
could
call
the
lockdown?
That's
what
happened
up
there,
and
so
that's
what
we
brought
back
here
for
senate
blade
with
senator
wilson,
and
then
that
was
should
lock
now
you
put
shall
locked
in
and
that
helps
us
out
considerably.
Thank
you.
L
So
when
bill
modeleski
came-
and
he
spoke
to
the
kentucky
legislature,
he
said
that
the
number
one
protective
factor
to
keep
schools
safe
is
a
positive
relationship
with
a
trusted
adult,
and
you
spoke
about
that
in
your
and
the
work
that
you
did
as
an
sro,
and
so
I
it's
always
does
my
heart
good,
because
you
know
it
feels
good,
but
also
that's
what
the
research
tells
us
is
the
most
important
factor,
and
so
I'm
I'm
curious
when
you
do
your
safety
assessments
of
schools.
L
C
Ma'am
and
I'll,
let
john
talk
about
his
their
assessments
that
they
do
take
a
lot
more
into
the
climate
and
culture
of
the
school.
Ours
is
more
of
a
checklist.
We
may
do
two
schools
a
day
and
we
just
can't
get
that
kind
of
relationship
or
those
kind
of
numbers
for
our
particular
report.
Now
the
relationships
our
compliance
officers
have
with
the
schools.
You
know
we
go
over
a
lot
about.
You
know,
everyone
needs
a
trusted
adult
and
that
can
be
the
custodian
that
can
be
the
bus
driver.
C
H
And
when
we
come
in
for
our
climate
and
culture
piece,
we
send
out
surveys
a
month
and
a
half
before
we
get
there
and
we
survey
parents,
kids
and
staff
members,
and
then
we
ask
those
questions
very
specifically.
Is
there
at
least
one
adult
that
you
can
go
to
to
confide
in
if
you
have
trouble
issues
or
trying
to
get
some
safety
issues
involved
with
that
and
what
we
see
at
the
elementary
level.
We
see
that
you
know
those
numbers
right
around
95
percent.
H
When
you
get
to
the
middle
school,
it's
right
around
well,
between
85
and
90
percent
you
get
to
the
high
school
is
75
to
maybe
80
percent
of
the
kids
in
our
state.
Now
this
pre-code.
Now,
when
we
do
these
assessments,
we'll
do
about
a
hundred
assessments
per
year,
so
we
can't
do
all
1300
schools
in
one
year,
so
we
we
have
assessed
over
1200
schools
over
the
years
here,
but
we
hit
that
as
the
big
thing
and
you're
right
bill.
H
C
If,
if
I
could
add,
I'm
married
to
a
counselor,
she's
been
a
counselor
at
kirksville
elementary
for
19
years,
and
you
know
when
this
bill
came
out
and
I
was
showing
her
the
bill
and
I
said,
60
percent
needs
to
be
with
students.
She
said,
amen.
D
C
L
Okay,
so
I
I
just,
I
feel
I
need
to
mention
the
dark
side
of
school
resource
officers
and
for
particularly
for
black
and
brown
students
for
african-american
students
in
particular.
L
Data
shows
that
when
there
are
armed
officers
with
full
power
of
arrest
in
the
schools
that
school
discipline
issues
often
escalate
into
criminal
justice
issues
and
that
particularly
for
black
students,
they're
much
more
likely
to
become
justice
involved
when
there
is
a
police
officer
in
the
school,
do
you
have
any
kind
of
data?
Is
that
something
that
we're
keeping
an
eye
on
so
that
we're
truly
keeping
all
of
our
kids
safe.
C
We're
not
keeping
any
data
on
that
as
for
our
risk
assessments,
but
going
over
the
training
that
our
sros
receive.
First
of
all,
the
the
school
safety
and
resiliency
act
calls
for
the
policy
mou.
That
sro
has
nothing
to
do
with
discipline.
They
are
not
allowed
to
have
anything
to
do
with
discipline
and
the
training
is
twofold
training
to
our
officers
to
make
sure
they
realize
this
is
when
you
need
to
step
back
and
let
the
school
do
it
and
training
for
our
schools
to
say
this
is
not
how
we're
going
to
utilize
this
officer.
C
You
know
some
of
my
best
advice
to
teachers
is
that
you
don't
call
that
sro
down
to
your
room
unless
you
would
pick
up
the
phone
and
call
9-1-1,
don't
utilize
that
person,
because
they're
there
now
also
within
that
120
hours,
where
the
training
that's
really
hammered
home
to
our
sros.
About
this
there
are
stigmas.
This
is
how
we
we
combat
those.
This
is
what
we're
here
for
and
we're
here
to
love
kids.
H
I'd
like
to
add
footnotes
to
that,
I
served
as
a
principal
at
bryant
station
high
school
in
lexington,
which
is
on
the
north
end
of
lexington
and
spent
my
years
at
winburn
and
lexington
junior
for
my
fayette
county
people.
Here
there
we
had
significant
populations
of
african-american
kids
there
and
I
had
no
problems
with
our
sros.
I
had
five
in
bryant
station.
I
had
five
at
dunbar
and
they
dealt
with
the
middle
schools
and
the
elementary
schools
as
well,
so
they
weren't
afraid
of
them
at
all.
H
M
M
M
And
then
you
also
talked
about
the
fact
that
you
thought
a
police
officer
was
to
save
the
world
and
that's
what
you
wanted
to
do,
and
I
understand
that
that's
often
a
tension
with
the
recruitment
and
assignment
is
that
police
officers
want
to
be
on
the
streets.
They
want
to
do
the
things
they
were
trained
to
do
so
I'm
wondering
if
you
could
talk
a
little
bit.
Is
it
hard
about?
Is
it
hard
to
recruit?
What
do
you
look
for
to
assign?
M
C
Absolutely
and
I'll
try
to
get
on.
If
I
miss
something
you
let
me
know
recruiting
police
is,
is
difficult
right
now
recruiting
teachers
are
as
difficult
right
now
and
I
think
that
rotates
into
sros
as
well.
Now,
just
like
you
said
I,
I
was
22
years
old.
When
I
became
sro,
I
thought
I
was
going
to
be
driving
a
crawl
around
the
state
and
lighting
the
tires
on
fire
and
running
everybody
down
and,
and
you
need
to
become
an
sro
and
go
this.
Is
it
and
that's
what
we're
seeing
in
the
state?
C
I've
got
some
chiefs
and
sheriffs
that
are
probably
going
to
be
upset
when
some
of
their
best
officers
get
opportunity
to
go,
be
sros
and,
and
there
was
a
stigma
when
sros
first
started
well,
you're
going
up
there
and
you're
arresting
kids
for
stealing
crayons
or
something
of
that
nature.
Some
of
those
same
officers.
I
worked
for
sros
right
now
and
I
see
them
in
class.
They
pull
me
to
the
side
and
say
this
is
it.
C
I
wish
I'd
done
this
a
long
time
ago,
because
it's
such
positive-
and
I
think
that
with
the
passing
of
hb63
and
we're
august
first,
is
that
deadline.
We
have
a
lot
of
schools
that
are
really
trying
to
go
ahead
and
get
sros
in
their
building
before
school
starts,
and
these
folks
are
coming
out
of
the
woodwork
and
wanting
to
be
sros
and
so
we're
getting
a
lot
more
interest
in
it
than
I
think
we
ever
have.
So.
Yes,
it's
difficult
to
to
get
officers
on
the
street
right
now.
C
Yes,
it's
difficult
to
get
a
lot
of
people
into
work,
but
I'm
very,
very
positive
about
we're
getting
a
lot
of
folks
with
interest
in
being
sros.
And
yes,
there
is
a
definitely
a
factor
that
you
cannot
put
anybody
into
that
school
and
you've
got
officers
that
say
I
don't
need
to
be
in
that
school.
I
need
to
be
working
third
shift
and
not
talking
to
anybody
unless
I'm
you
know
working
third
shift
and
then
you've
got
some
that
are
phenomenal
with
it.
C
We've
got
a
lot
of
retired
officers
that
are
really
really
good
with
kids
know
a
whole
lot
about
the
law
and
can
go
in
there
and
do
a
fantastic
job.
We've
got
officers
that
have
been
on
the
road
for
five
or
six
years.
That
can
do
the
same
thing
that
have
a
calling
to
do
that.
So
to
I
don't
know
if
I
answered
your
whole
question.
C
Now
I'm
going
to
compare
them
to
swat
and
to
detective
units
and
k9,
because
those
are
specialized
units.
I
think
sros
are
the
most
specialized
unit
of
any
police
force,
because
you've
got
to
go
on
and
do
so
many
things
and
be
so
many
things
expected
to
you
and
you've
got
a
lot
of
officers
that
want
to
take
that
challenge
on.
So
I'm
I
think
we're
going
to
be
in
a
good
place.
H
J
H
Come
to
our
faculty
meetings,
they
they
get
to
hear
the
principal
drone
on
and
on
about
the
academic
side
of
this
thing.
But
we
also
talk
about
the
safety
issues
that
are
going
on
in
schools
and
ben's.
So
right,
I'm
the
disciplinarian
in
my
school
ben's,
the
cop
ben's,
the
counselor
he's
he's
the
mentor,
I'm
the
disciplinarian
and
I'm
the
academic
guy
and
all
those
other
things
there.
But
it's
important
for
us
to
tell
you
all
that
when
these
new
officers
come
on,
they
can't
get
all
120
hours
in
one
year.
H
So
what
do
we
do
in
the
transitions?
Well,
we've
set
up
a
mentoring
program
with
our
current
sros,
our
senior
sro
officers
around
the
state
and
they
mentor
these
rookies
that
are
coming
in
and
we
also
mentor
with
the
principals
saying:
okay,
you've
got
a
police
officer.
Now
here's
how
you
should
work
with
that
person
here
are
the
things
you
can
do
or
the
things
you
shouldn't
be
doing,
and
so
we
draw
those
lines
up
there.
So
they
have
successful
transitions.
H
I
guess
when
it
comes
to
having
a
law
enforcement
officer
in
there
and
real
quick,
we
have
523
sros
in
our
state.
We
need
another
600
if
we're
going
to
fulfill
that
house
bill
63
there.
So
it's
this
pipeline
of
not
only
teachers
but
law
enforcement
officers,
and
then
we
hit
doc
jt
with.
If
we
had
men
that
came
from
heaven,
we
had
600
officers.
How
would
we
train
them
up,
so
it's
going
to
be
a
phase-in
situation
both
for
the
schools
and
for
the
department
of
criminal
justice
training.
M
Thank
you,
mr
chairman,
just
brief
follow-up,
so
the
one
thing
you
didn't
answer
is
the
pay
the
same.
C
C
It
may
be
out
next
week
we've
had
some
technical
difficulties,
but
we
really
need
to
find
out
what
what
is
it
out
there
we
we
haven't
looked
at,
we
haven't,
asked
people
what
they're,
what
they're
paying
sros
now
the
majority
of
that
I've
seen
of
city
departments
they'll
pay
their
sros
the
same
as
they
pay
their
road
units.
But
we
don't
know
that
information
yet,
but
we
are
sure
going
to
find
out
because
that's
what
we're
working
towards.
M
Yes,
thank
you.
That
would
be
good
and
then
just
I'm
happy
to
hear
your
response
that
it's
it's
not
hard
to
recruit,
but
I've
heard
differently.
C
C
M
C
A
Thank
you
ben
I'm,
going
to
follow
up
real
quickly
off
that
on
a
piggyback
and
looking.
If
there
is
a
shortage
of
sros,
there
has
been
discussion,
we've
known
it
not
just
in
kentucky
of
others.
Do
we
allow
volunteers?
We
have
a
number
of
veterans
in
our
communities.
We
have
a
number
of
people
within
the
schools.
A
C
C
You'd
you'd
be
reinventing
the
wheel
when
we've
already
got
such
great
training
and
that
training
doesn't
just
include
standing
there
with
a
gun
it
includes
being
in
those
relationships
with
those
kids
relationships
with
staff,
and
you
know
what
I
look
at
is
that
we've
already
got
a
blueprint
for
that.
I
think
we
need
to
push
forward
with
the
blueprint
that
we
have,
because
it
it
is
such
a
leader
in
the
country,
and
I
think
that
we've
got
to
teach
taking
those
steps
forward.
H
And
if
I
could
add
a
footnote
to
that,
I
missed
a
footnote
today.
I
realized
that,
but
laurel
county
had
a
group
of
former
retired
officers
and
ben's
gonna
have
to
give
them
what
the
acronym
is
leo
says.
What's
up,
yeah.
C
It's
leo
it's
so
officers
can
carry
when
they're
retired.
They
can
go
through
certification
to
continue
to
carry
a
weapon.
A
concealed
carry
weapon.
Basically
anywhere
officer
would
carry.
H
And
they
were
very
prevalent
around
the
laurel
county
schools
and
so
ben
guy
said
well,
if
you're
going
to
be
doing
this,
why
don't
you
just
go
ahead
and
take
this
training
and
become
full-fledged
sros
and
they
were
retired
cops
that
said,
hey.
That
sounds
like
a
pretty
good
idea,
so
now
they're
going
through
their
training
on
this,
but
that's
another
option
that
they
have
with
former
retired
police
officers
that
have
had
training
and
had
some
common
sense
to
go
along
with
that.
With
all
the
experience
that
they've
had.
H
I
have
no
problem
with
a
law
enforcement
officer.
That's
retired,
doing
that
now
it
becomes
an
issue
of
would
they
have
funds
in
the
school
district
to
pay
for
them
a
certain
amount
of
money
that
they
don't
want
to
do
it
for
free,
but
maybe
that's
just
another
option
that
could
be
out
there.
K
Thank
you,
mr
chairman.
I
had
a
couple
questions
and
a
comment,
but
in
the
interest
of
time
I'll
condense
it
to
just
comment
the
evaldi
situation.
We've
talked
a
lot
about
that
this
morning
and
reports.
I
know
that
the
finals
aren't
in
yet,
but
some
of
the
reports
stated
that
the
reason
for
the
delay
in
the
officers
going
in
was
they
were
waiting
on
equipment
to
arrive.
K
Don't
know
you
know,
bulletproof
vest,
bulletproof
material
battering
rams
things
of
that
nature.
I
was
going
to
ask:
if
kentucky
has
that
equipment?
Is
it
staged
properly
and
in
place
where
we
wouldn't
have
that
kind
of
delay?
I'm
not
going
to
ask
that
question,
but
I'm
just
going
to
state.
My
comment
is:
I
think
I
can
speak
for
the
general
assembly
that
I
know
that's
a
dangerous
statement.
K
I
think
we're
prepared
to
provide
funding,
provide
legal
help
or
whatever
to
make
sure
all
that
equipment
is
there
and
it's
staged
properly
and
it's
where
it
needs
to
be.
If
that
would
ever
happen
here,
but
we
are
relying
on
you
to
provide
the
information
of
the
need
and
where
it's
needed,
what
law
enforcement
agencies?
You
need
to
partner
with
or
whatever,
but
I'm
just
gonna
throw
that
out
there.
I
think
we're
ready
to
help
immediately
as
soon
as
constitutionally
possible
to
make
sure
that
situation
doesn't
occur
here.
Yes,.
E
E
Ben.
If
you
don't
mind,
could
you
talk
a
little
bit
about
the
different
models
of
sros
that
the
schools,
utilize
sleo
pdso
model
and
then
what
we
just
passed
there?
There
was
a
lot
of
hesitation
with
allowing
schools
to
open
up
or
form
their
own
certified
police
departments.
If
you
can
kind
of
get
in
a
little
bit
more
in
depth
on
the
difference
between
perhaps
the
slio
model
and
then
being
a
full-fledged
police
department,.
C
Absolutely
there's
three
different
ways
that
a
a
school
can
put
a
sro
on
campus.
The
first
way
is
almost
the
traditional
way,
which
is
a
outside
agency,
sheriff's
office
police
department
places
at
sro
into
the
schools.
Either
the
agency
funds
it
themselves
or
there
is
a
split
funding
where
the
school
may
fund
half
the
then
the
agency
may
fund
half
the
or
even
the
school
funding
completely
for
that
officer.
That
officer
derives
their
power
from
the
agency
that
they
work.
Whereas
I
worked
for
the
sheriff's
office,
I
would
derive
my
police
powers
from
the
county.
C
C
There's
several
different
types
of
slios,
but
a
slio
for
sro
is
a
pop
certified,
which
means
they've
have
to
have
gone
through
a
police
academy
and
either
be
in
the
process
of,
or
have
received,
120
hours
worth
of
certification
to
be
an
sro
that
particular
sleo
model
doesn't
didn't.
Have
the
some
of
the
jurisdictional
protections
for
that
officer?
C
They
were
just
to
a
point
where
they
could
protect
the
buildings
in
the
area.
They
could
full
fridge
to
officer,
but
there
was
a
lot
of
gray
area
of.
Could
they
leave
the
building?
Could
they
make
an
arrest
if
the
if
the
perpetrator
left
the
building
in
in
so
there
was
some
a
lot
of
hesitancy
on
that
now?
A
lot
of
agencies,
sleo
agencies
from
schools
and
they're,
again
directly
employed
by
the
schools.
C
They
would
have
a
mou
with
the
surrounding
agency,
so
maybe
they
could
be
able
to
do
that
hb63,
allowing
the
schools
to
start
their
own
department,
basically
mirrored
what
universities
have
universities,
that
university
police
officer
that
you
see
eku
or
uk
at
the
football
games,
because
they
can
create
their
own
departments.
They
can
derive
their
police
powers
from
the
board
of
regents.
Well,
here
in
kentucky
now,
officers
that
are
hired
by
a
school
can
derive
their
power
from
the
board
of
education.
C
Now.
Does
that
make
any
difference
between
having
a
slio
and
a
regular
department?
Not
really
they
still
doing
the
same
thing?
The
school
still
has
the
liability.
The
school
still
employs
them,
but
what
that
does
is
it
opens
up
the
jurisdiction
a
little
bit
more
for
our
officers.
It
puts
more
protections
for
officers
and,
more
importantly,
because
they
are
a
police
department.
C
They
can
apply
for
grants
to
get
more
officers,
so
it
there's
departments
that
have
a
whole
bunch
of
sleo's
in
them
right
now
and
as
soon
as
they
get
sworn
in
and
create
their
own
police
department,
it's
going
to
be
work
as
usual
they're
going
to
be
doing
the
same
thing,
but
the
ability
to
have
their
own
apartments
really
protects.
Those
officers
and
really
is,
could
be
better
for
the
school
system
in
general.
E
Thank
you
and
mr
chairman,
in
response
to
your
co-chairs,
question
really
with
law
enforcement
in
active
shooters.
If
you
have
three
officers
on
scene,
you
should
be
prepared
to
engage
that
active
shooter.
So
it's
not
a
it's,
not
so
much,
really
a
school
issue
or
them
having
the
equipments.
The
departments
should
have
what
they
need
available
and
when
I
left
we
were
trained.
E
You
get
three
officers,
you
engage
period,
so
that's
kind
of
the
the
demeanor
that
law
enforcement
takes
in
that
area
and
that's
those
are
the
basic
expectations
and
I'm
not
making
any
judgment
on
what
happened
that
day.
I
wasn't
there
and
there's
a
lot
of
misunderstanding
or
confusion
about
information
that
was
passed
back
and
forth.
Whether
or
not
it
was
an
active
shooter
or
a
hostage
situation.
E
C
If
I
could
add,
if
I'm
allowed
to,
is
that
and
that's
even
and
I
went
probably
through
the
same
active
shooter
training-
you
did,
it
is
now
one
officer
you
hear
gunshots
you're
on
your
way
and
I've.
I've
been
involved
in
the
active
shooter
training
at
doc,
jt
and
and
that's
what
we
train
our
folks
now
and
that's
it
go
towards
the
gunfire.
So
yes,
thank
you,
sir,
for
bringing
that
up.
Thank
you.
F
Thank
you
chairman.
Thank
you
to
our
speakers
today,
mr
acres,
thank
you
for
giving
me
my
first
teaching
job
at
dunbar
high
school.
I
was
actively
managing
a
hunting
department
or
sporting
goods
store,
and
you
saved
me
from
that.
Hopefully
I
haven't
let
you
down
since
then
that
was
25
years
ago.
So
thank
you
for
that.
You.
F
Just
some
some
brief
comments
and
and
I'll
wrap
I'll,
be
real
brief.
F
F
Today
I
don't
want
to
go
too
too
much
into
that,
but,
mr
akers,
can
you
tell
me
a
little
bit
about
what
your
department
does
for
that
prevention
piece,
some
of
the
the
intangibles
that
are
less
easily
seen
by
members
and
and
that
type
of
thing
sure.
H
I
thought
I
was
being
shot
there
with
that
thing
going
over
my
head,
the
safe
school
assessment
program
that
we
do
tries
to
reach
out
and
find
out
what
that
climate
and
culture
is
like
in
the
school
and
and
you
can
being
an
educator
yourself.
You
can
walk
into
a
school
and
you
can
tell
within
five
minutes
if
it's
going
to
be
healthy
school
or
not
just
by
the
interaction
with
the
staff
members
and
with
the
kids,
kids
to
kids
staff
to
staff
staff
to
kids.
H
And
so
when
we
talk
about
our
senate
bill,
one
where
we
created
these
threat,
assessment
teams
or
student
assistance
teams,
we
can
call
them
either
way
we're
trying
to
measure
something,
and
sometimes
that
gets
to
be
a
reactionary
thing
rather
than
a
proactive
situation.
And
so,
if
there's
ways
that
we
can
find
out.
What's
on
these
kids
minds
before
we
start
trying
to
see
whether
manifesting
behaviors
that
are
dangerous
to
themselves
or
others.
H
If
we
can
get
a
heads
up
on
that,
such
as
maybe
a
resiliency
survey
that
might
come
out
that
the
counselors
do
at
the
beginning
of
the
school
year
to
get
a
litmus
test
on
these
kids
to
find
out
where
they
are,
you
know
in
that
whole
area
there
there's
not
enough
time
for
our
guidance
counselors
to
be
mental
healthcare
professionals,
they're
triage
units,
my
wife
is
a
counselor
too.
I
think
that's
something
else
we
have
in
common
there.
We
have
wives
that
tell
us
what
we
need
to
be
saying
to
you.
H
H
If
we're
going
to
truly
address
these
things-
and
I
think
senate
bill
1
kind
of
got
into
that
area
with
the
60
time
in
front
of
these
kids.
So
I
don't
know
if
you
can
prevent
these
things,
because
so
much
what
happens
in
the
community.
You
know
this
as
well
as
I
do
comes
through
those
front
doors
of
a
school.
We
have
a
fifteen
percent
of
a
calendar
year,
so
the
other
eighty-five
percent.
H
It
greatly
affects
what
happens
to
us
from
august
until
until
may,
and
so
we
need
the
community
to
really
help
us
out,
and
I,
if
I
could
segue
into
the
tip
line,
if
that'd
be
okay,
we
have
a
statewide
tip
line,
which
is
another
wonderful
component
from
our
senate
bill.
One
piece
of
legislation
that
we
work
hand
in
glove
with
office
of
homeland
security,
where
it's
a
statewide
tip
line.
H
This
is
back
in
1997-98.
Why
didn't
you
come
forward?
They
asked
and
they
said
well,
we
didn't
think
anybody
would
believe
us,
and
so
we've
moved
from
that
30
years
later
to
here.
We
are
today
that
heavens,
yes,
we're
going
to
believe
those
things
and
if
it's
not
something,
that's
a
true
threat.
We're
going
to
check
it
out
anyhow,
so
I'm
talking
all
around
this,
but
I
think
that
kind
of
gets
into
the
umbrella
of
what
you
were
talking
about
as
far
as
prevention.
H
N
Okay,
maybe
I'll
address
this
twice.
I'm
talking
a
lot.
N
You
know
and
have
been
over
the
years
with
mom's
demand
action
who
are
here
today
many
from
across
the
state
and
have
been
a
part
of
this
discussion,
and
we
know
many
of
those
things
that
they
would
still
like
to
have
happen,
and
I
hope
that
I
won't
be
here
in
january,
but
I
hope
that
many
of
these
people
and
as
I
look
across
the
room,
I
see
many
who
will
be-
and
I
hope
that
they'll
consider
a
lot
of
the
things
that
they
have
brought
up
in
the
past.
N
But
one
thing
that
has
been
mentioned
to
me-
and
it
made
me-
want
to
consider
this
and
ask
you:
is
there
anything
that's
being
done
like,
as
far
as
let's
say,
the
counselors
or
these
new
people
that
are
brought
in
with
looking
at
the
profiles
and
keeping
up
with
alumni
of
the
schools,
the
dropouts
of
the
schools,
the
graduates
of
the
schools?
Because
we
know
like
in
kentucky?
N
I
think
all
three
have
been
in
that
profile
of
those
schools,
and
you
know
we
keep
up
with
alumnus
for
the
rich
ones.
For
giving
money
to
the
schools
and
for
giving
money
to
the
colleges
and
everything
are
we
having
someone
or
s,
people
that
would
be
proactive
in
profiling,
these
people
that
are
troublesome
and
that
are
former
students,
it
seems
like
many
of
them
are
21,
I
mean
there's
an
age
range,
even
there
where
it
seems
like
most
of
these
people
is.
H
I'm
trying
to
form
my
answer
on
this
one,
because
I
let
me
go
back
three
weeks
ago
we
had
frank
d'angelis
in
at
a
conference
we
had
down.
In
richmond
frank,
was
the
principal
of
columbine
high
school
stayed
on
15
years
after
the
shooting
had
occurred
to
make
sure
that
the
kids
from
preschool
that
he
could
handle
to
hand
a
diploma
to
those
kids
when
they
got
through,
and
I
asked
him
this.
H
You
know
we
were
having
a
private
dinner
and
I
asked
him,
I
said
frank
tell
me
about
and
we
we
never
mentioned
the
shooters
names,
because
we
don't
want
to
give
them
any
more
publicity
than
they
already
get.
I
said
tell
me
about
those
guys,
because
there
were
all
kinds
of
rumors
about
them.
He
said
they
were
honor
students
they
weren't
bullied.
H
One
was
giving
me
high
fives
at
the
prom,
the
saturday
before
he
said.
If
I
lined
up
all
800
of
my
boys
in
that
school,
I
would
have
gone
up
to
the
seven
hunters
before
I
would
have
picked
them
to
be
the
types
of
kids
that
would
have
done
these
things,
senator
curry.
If
we
could
find
a
way
to
find
out
in
the
minds
of
these
criminals
how
they
would
do
these
things,
that
would
be
really
good
bill.
H
Moduleski
told
us
here
that
there's
no
profile
that
you
know
they're
most
all
of
them
are
white.
Most
of
them
are
male,
that's
about.
As
far
as
we
can
get
some
were
bullied.
Some
weren't
some
are
poor.
Academic.
Some
are
fantastic.
You
know
academic
there's
no
profile
in
there,
but
you
know
where
you
can
just
say.
This
is
one
where
you
can
zero
in
on
that
now
I
think
there's
going
to
be
a
greater
awareness
when
you
look
at
the
shooter
up
in
sandy
hook,
for
example,
he
had
all
kinds
of
mental
issues.
G
H
Back
in
92,
when
that
shooter
killed
his
mom
dad
and
sisters
then
held
his
class
hostage
at
the
high
school.
They
had
no
idea
that
he
was
that
type
of
child,
and
so
it's
difficult
for
us
to
be
able
to
say.
Okay,
I'm
going
to
put
ben
in
charge
of
trying
to
check
out
all
these
alumni
and
stuff
like
that.
To
figure
out,
you
know
who
these
people
are.
H
H
We
have
are
mental
health
issues
and
that
may
give
us
a
little
bit
more
of
a
step
ahead
to
try
to
revert
some
of
these
things,
because
we
do
know
that
there
is
a
commonality
with
some
of
these
school
shooters
that
they're
suicidal,
and
so
they
come
in
with
that
issue
as
well.
N
You
answering
the
question
there
at
the
end.
You
know-
and
it
surprises
me
really
your
answer,
because
I
just
looking
at
this
and
I
only
watch
it
on
the
news,
but
it
seems
like
that
most
of
these
children
that,
if
we're
giving
that
much
money,
there
should
be
somebody
that
could
you
know
just.
K
N
D
Thank
you.
I
just
wanted
to
follow
up
on
the
question
earlier.
We
were
discussing
folks
who
were
not
pop
certified
how
they
could
become
an
sro
and
the
sro
training
is
120
hours.
I
was
wondering,
and
you
said
it
was
going
to
be
difficult
to
redo
training
for
people
that
aren't
already
pop
certified.
I
think
it's
what
you
said.
What
I
was
trying
to
get
to
the
bottom
of
is
the
sro
training.
D
Does
it
basically
build
right
off
the
back
of
pop
certification,
so
we
would
need
to
add
in
essentially,
if
not
full
pop
some
segment
of
pops
in
order
to
get
somebody
who,
let's
say,
is
retired
military
I've
had
a
number
of
constituents.
Ask
me
you
know
hey,
how
could
I
become
an
sro,
but
I
don't
have
the
full
pops
behind
me
or
whatever.
C
Right
at
the
as
the
law
reads,
the
school
safety
and
resiliency
act
reads:
it's
a
pop
certified
officer
to
be
able
to
become
an
sro.
You
have
to
be
pop
certified
to
get
that
120
hours
worth
of
training
and
be
classified
as
a
sro
and
be
counted
as
a
sro.
So
that's
that's
where
we're
at
right
now,
unless
there's
a
legislative
change
or
anything
of
that
nature,
that
would
redefine
the
sro
position,
then
that's
that's.
It
has
to
be
pop
certified
and
then
120
hours
worth
of
certification.
Oh.
A
Gentlemen,
thank
you
and
thank
our
members
for
a
great
discussion
on
this
excellent
job.
Thank
you.
Thank
you.
I'm
going
to
throw
an
audible,
real,
quick
before
we
bring
up
our
next
presenters
representative
ken
fleming
is
going
to
come
to
the
table
and
ken
I'm
just
going
to
ask
you
just
in
sake
of
time.
That
you'll
be
very
brief,
but
you
have
an
update
about
something
that's
going
to
be
taking
place
next
week.
I
think
in
the
health
and
welfare
committee.
E
I
do
know
thank
you
very
much,
mr
chairman,
for
allowing
me
to
participate
and
let
you
all
know
that
on
the
health
and
welfare
family
meeting
next
wednesday
at
one
o'clock,
which
is
like,
I
said,
on
the
20th
room,
149.,
the
uofl
peace
hospital,
ceo,
martha,
mather
and
myself-
will
be
presenting
an
app
for
they'll,
be
applied
or
help
out.
K-12
students,
teachers
and
parents.
They'll
have
24
7
access,
which
will
basically
serve
two
purposes.
E
That's
that
we
passed
several
years
ago
in
there
on
the
one
section,
it
says,
look
for
as
many
tools
as
possible
and
one
of
those
tools
is
a
mobile
device,
and
so
most
of
these
kids
are
walking
around
with
these
things,
and
this
would
greatly
augment
and
complement
the
988,
as
well
as
a
school
safety
line,
but
having
an
app
right
here
in
a
situation
that
they
can
hit
and
go
to
a
mental
health
professional.
E
So
they
can
just
determine
what's
going
on
and
then
basically
help
that
that
student
or
that
teacher
or
that
parent
out
in
terms
of
certifying
the
the
situation.
So
I
invite
y'all
to
tune
in
next
wednesday.
We're
really
excited
we're
working
some
schools
to
help
this
come
to
fruition.
So
thank
you,
mr
chairman.
A
Thank
you
representative,
greatly
appreciate
it.
The
next
portion
of
our
agenda,
I'm
going
to
call
rhonda
caldwell
executive
director
of
the
kentucky
association
of
school
administrators
to
the
table.
I
know
we
have
joining
us:
randy
po,
the
executive
director
of
the
northern
kentucky
education
council
and
superintendent
mike
borcher,
some
ludlow
independent
schools
that
are
joining
us
ron,
I'll.
Let
you
go
ahead
and
introduce
yourself
first.
Then,
gentlemen,
if
you're
online,
if
you
just
unmute
yourselves
after
rhonda,
finishes
to
introduce
yourselves.
M
We
actually
want
to
shift
the
conversation
a
little
bit
or
expand
it
to
become
a
little
more
heart,
heart
wired,
joining
hardwired
in
this
conversation-
and
these
are
actually
two
vocabulary-
words
that
our
kcss
executive
director,
john
acres,
taught
me
several
years
ago
so
happy
to
to
bring
those
into
to
the
conversation
today
and
as
dr
poe
and
mike
borchers
as
we
prepared
for
today.
We
did
two
things.
M
He
basically
says,
23
years
later,
we're
still
learning
many
lessons.
Our
children
continue
to
cry
out
for
help
and
their
well-being
is
paramount.
Are
they
healthy?
Are
they
happy?
Are
they
hopeful?
These
are
the
pivotal
questions
that
we
must
ask
ourselves
and
then
address
to
bring
any
real
change.
M
M
So
I'm
grateful
to
him
for
sharing
this
message
with
you
today.
The
the
second
thing
that
we
did
is
we
looked
at
education
week's
national
survey
that
came
out
in
june
right
after
the
robb
elementary
school
shooting
and
875
teachers
and
principals
responded
to
the
question.
What
would
make
our
school
safer
and
72
percent
of
those
folks
placed
funding,
more
mental
health
resources
very
high
on
the
list
and
it's
the
heart,
wired
stuff?
M
G
Thank
you,
dr
colwell,
and
first
of
all
I
want
to
thank
the
members
of
the
committee
for
allowing
us
to
have
the
time
to
talk
to
you
today.
As
you
well
know
this,
and
as
ben
and
john
acres,
who
do
a
fantastic
job
we're
talking
about.
This
is
the
number
one
thing
that
keeps
school
administrators
up
at
night.
This
is
always
at
their
primary
focus
and
their
attention.
G
I
had
always
said
when
I
was
a
superintendent.
I
was
superintendent
of
boone
county
schools,
former
superintendent
37
years
in
boone,
county
13
years
as
superintendent,
and
I
used
to
talk
about
to
individuals
is
that
they
don't
realize
what
it
takes
between
the
hours
of
three
in
the
morning
and
seven
in
the
morning,
just
to
make
sure
a
safe
environment
of
things
that
happened
the
day
before
that
their
day
has
started
because
they're
working
with
sros
from
threats
it's
made
the
night
before
and
as
john
and
ben
talked
about.
G
You
can't
always
measure
everything
by
what
the
outcomes
are.
But
what
are
the
preventative
things
we
in
boone
county
is,
as
was
noted,
we've
had
sros
going
back
10
plus
years
or
more,
and
we
didn't
have
problems
getting
sros,
because
we
look
for
those
dispositions
of
those
police
officers
who
wanted
to
make
a
difference
and
be
preventative.
G
You
know
the
acronym
cops
comes
from
community
oriented
policing
and
there
is
no
better
community
oriented
policing
than
sros
in
the
school,
so
I
thank
them
for
what
they
do.
I
also
want
to
thank
chairwise
and
senate
house
education,
leadership
committee,
members
from
the
article
that
they
said
that
school
safety
and
mental
health
need
to
be
on
the
forefront
in
this
legislative
session
coming
up.
So
that
gave
me
the
the
enticement
to
contact
senator
wise
and
talk
about
what
20
to
40
school
districts
in
the
state
of
kentucky
are
already
doing.
G
But
what
we
need
to
do
is
we
need
to
expand
that
and
have
equitable
services
to
all
of
our
students
across
the
board.
So
we're
not
asking
within
our
ask
today
for
any
more
school
laws
on
the
books.
You've
done
a
great
job
with
senate
bill,
1
and
senate
bill
8.
In
the
past,
but
what
we
need
to
do,
as
I
think
rhonda
just
framed,
we
also
need
to
take
all
the
great
work
that
ben
and
john
are
doing
and
what
you
started
with
senate
bill
8.
G
That
has
to
be
done,
but
then
we
need
to
move
to
the
mental
health
side
of
the
particular
equation.
Working
with
these
two
gentlemen
also,
so,
basically
I
want
you
to
think
with
me.
You
know
I
want
you
to.
I
want
to
tell
our
story
in
northern
kentucky.
I
want
you
to
think
with
us
and
that
today,
as
you
were,
driving
into
work
was
a
beautiful
day
outside
it's
sun,
shining
and
you're,
walking
in
and
you're
meeting,
friends
or
others,
and
they
have
smiles
on
their
face
and
that's
a
very
good
thing.
G
That's
going
on
across
kentucky.
Today,
thousands
of
children
are
rolling
into
school
today
on
our
big
yellow
limousines,
even
though
it's
summer
for
summer
extended
learning.
Unfortunately,
two
out
of
ten
two
out
of
ten
johnny
or
susie
walking
past
us
today
have
been
victimized
in
the
last
30
days
and
their
future
and
their
smiles
are
not
the
same
smiles
as
others
and
that's
what
we
were
alluding
to
just
before.
G
As
we
were
talking
about
that,
it's
the
relationships,
it's
the
students
that
we
don't
know
that
are
quietly
suffering
and
there
are
mechanisms
and
opportunities
in
working
with
kass
and
kesa.
Several
years
ago
eric
janssen
talked
about.
You
cannot
improve
academic
performance
in
a
student
until
you
remove
the
trauma
in
the
students
lives,
but
we
must
know
the
students
also
that
are
being
traumatized,
and
we
do
do
that
and
we
do
find
that
on
the
screen.
G
You're
going
to
you
see
four
risk
categories
that
we
assess
students
we've
assessed
over
60,
some
thousand
students
in
northern
kentucky
over
the
last
10
years,
and
we
assess
on
the
neighborhood
15
to
20
000
every
particular
year
and
students
fall
with
on
this
risk
continuum
and
if
they're,
all
the
farther
away
to
the
left,
you
can
obviously
see
they're
at
risk
or
their
optimal.
But
students
fall
within
that.
G
What
is
so
important
for
us
to
be
preventative
and
be
proactive
with
our
assessments
working
with
our
threat
assessment
teams
is
know
where
the
students
fall
within
that
continuum
and
what
types
of
services
that
we
can
do,
working
with,
the
northern
kentucky
cooperative
and
the
kedc
cooperative,
the
particular
districts
that
we
use.
We
screen
our
students
and
then
we
provide
professional
development
for
our
teachers
and
in
northern
kentucky
alone,
over
40
000
badges
have
been
given
out
for
teachers
working
with
students
moving
them
across
the
continuum.
G
When
you
look
from
left
to
right,
if
the
student
is
at
moderate
concern
and
they
move
to
satisfactory,
there
is
a
15
and
rhonda.
You
can
show
the
next
slide
a
15
correlation
of
moving
forward
in
academic
performance,
but
the
same
thing
goes:
the
reverse
direction
in
a
longitudinal
analysis
that
if
I'm
at
satisfactory
range-
and
I
start
moving
to
the
moderate
concern
range
for
the
15-
there's-
a
15
decrease
in
the
gpa
of
a
particular
student.
G
So
we
know
that-
and
we
can
monitor
that-
and
we've
been
monitoring
that
for
years,
so
they
answered
the
one
reps
question.
Yes,
it
can
be
done
and,
yes,
we
have
40
districts
in
the
state
of
kentucky
that
are
doing
this
and
they
can
be
proactive,
because
this
is
what
happens
with
the
threat.
You
know
if
a
student
is
moving
downward
onto
one
spiral.
G
We
can
then
turn
that
student
over
and
work
with
the
threat
assessment
teams.
Our
counselors
can
do
that
and
then
what
we
can
do
is
we
can
see
whether
or
not
that
they
need
just
regular
tier
instruction
within
the
classroom.
There's
things
that
can
reduce
the
trauma
or
do
they
need
a
warm
handoff
to
mental
health,
psychological
services,
as
as
we
go
through
so
as
those
students
were
coming
in,
we
said
that
2
out
of
10
16
of
our
students
were
victimized
with
the
work
that
we've
been
doing
in
boone
county.
G
G
So
basically,
what
we
are
talking
about-
and
I
will
get
that
to
the
end,
but
we've
spent
in
northern
kentucky
working
through
grants
and
k,
deck
or
kedc
spent
over
500
000
working
through
grants
with
djj
to
build
the
system,
and
this
system
was
built
through
children's
hospital
in
in
greater
cincinnati.
We
correlated
with
them.
We
caught
resilient
and
ready
by
design,
and
they
did
the
particular
work
for
us
and
it
is
totally
personal
personalized
and
each
industry
can
personalize
their
particular
questions
and
their
trauma.
G
Questions
and
parents
have
the
right
to
opt
out
if
they
don't
want
their
student
in
it,
but
we
really
after
the
students
and
the
student
or
parents,
can
see
the
questions.
The
parents
really
are
all
for
it
and
mike
we'll
talk
about
that
a
little
bit
later
in
his
particular
part
about
an
individual
school
going
through
it.
So
I
will
tell
you
that
some,
some
administrators
or
others
might
say
well.
We
don't
want
to
be
adding
on
to
teachers
plates
at
this
time,
and
I
100
agree
with
that.
But
here's
the
situation
within
15
minutes.
G
We
can
remove
lots
of
things
from
teacher's
plates
school,
counselors
plates
and
school
psychologist
plates.
The
question
that
we
have
is:
how
do
we
go
about
doing
this?
How
do
we
navigate
through
through
this
chaos
of
the
mental
health
system?
You
as
legislators
have
done
a
fantastic
job
over
the
last
several
years.
I
senator
wise
and
myself
have
had
this
conversation
multiple
times
on
working
on
juvenile
justice
law,
social
reform,
social
agency
reform
and
working
with
that.
Unfortunately,
it's
not
anybody's
fault.
G
What
we
have
is
a
fragmented
system
that
is
occurring,
but
what
we
can
do
by
students
or
school
districts
working
with
threat
assessments
being
proactive,
taking
a
15
minute
threat
assessment,
proactive
study,
they
can
give
teachers
a
plethora
of
things
through
professional
development.
We
provide
those
resources,
but
the
biggest
key
is
then
being
able
to
hand
that
off
to
a
school
psychologist
is
what's
occurring
right
now
in
a
lot
of
places.
The
problem
is
the
school
psychologists,
as
we
just
talked
about
are
overwhelmed.
G
They
have
thousands
of
kids
that
they're
working
with
and
they
can't
do
it
all.
So,
that's
where
the
public-private
partnership
comes
in.
I've
been
an
educator
for
37
years,
been
working
in
the
the
private
school
or
non-profit
sector
now
three
years,
and
I
work
with
non-profits
and
the
three
post-secondary
institutions
in
our
area,
and
we
have
found
that
if
we
synergize
the
community
and
synergize
the
resources,
what
we're
doing
is
not
creating
anything
new.
G
But
what
we
can
do
is
you
think
about
now
the
the
shake
up
of
thinking
about
uber,
for
example,
you
can
get
a
car
delivered
right
at
that
particular
time.
There
are
public
private
partnerships
out
there
that
are
like
the
uber
of
mental
health
services
working
with
everybody
in
your
community,
so
we're
not
replacing
anybody
within
a
community.
G
What
we're
doing
is
tying
that
community,
together
with
those
resources,
so
they
work
hand
in
hand
with
your
family
resource
centers,
those
that
use
them
and
or
the
school
counselor
in
part
of
the
senate,
bill
8
or
senate
bill
1
law.
The
other
year
you
provided
one
school,
counselor
mental
health
person
to
each
school
district
in
school
out
there
for
less
than
the
cost
of
that,
you
can
then
provide
the
same
service
of
24
7
365
day
a
year.
G
In
the
afternoon,
as
we
talked
about
hundreds
of
calls
that
I
work
with
sros
at
two
o'clock
in
the
morning
or
eleven
o'clock
at
night
or
a
friday
night,
or
the
fact
that
when
I
first
got
involved
in
this
was
I
was
going
to
an
elementary
school
and
I
was
talking
about
the
kids
having
waiting
for
it
was
the
day
before
spring
break
and
all
these
kids
were
excited
about
spring
break
and
there
this
one
child
that
I
see
was
putting
his
head
down.
G
It
was
a
fourth
grade,
classroom
and-
and
I
just
asked
I
said,
aren't
you
excited
for
spring
break
and
he
said
no,
no,
sir!
I'm
not-
and
I
said,
you're
not
excited
to
be
doing
things
see.
My
mindset
was
on
me
and
what
I
was
going
to
be
doing
great
things
with
my
family
or
others.
This
child
was
in
a
single
parent
working
household
and
the
child
was
going
to
be
left
with
a
neighbor's
child
and
he
was
traumatized
see.
G
Those
are
the
things
that
we
don't
think
about,
but
what
occurs
is
and
as
dr
akers
and
those
can
talk
about
there,
that
manifestations
to
turn
and
act
into
bullying
situations
manifest
over
years.
They
just
they
just
don't
happen
overnight.
So
that's
why
the
quality
of
doing
what
these
school
districts
are
doing
and
I'm
just
representing
them.
What
they're
doing
is
being
proactive
with
their
threat
assessment
teams,
gathering
data
then
turning
that
over
to
those
particular
teams.
G
So
what
I
want
to
do
is
I
want
to
hand
this
over
to
mike
and
let
mike
talk
about
the
ludlow
experience.
Where
mike
does
this
directly
so
we're
we're
giving
you
a
regional,
two
regional
examples
and
then
a
specific
individual
school
and
then
I'll
come
back
and
talk
about
what
they
ask
of
what
we're
asking
for.
O
Thank
you,
dr
poe.
First
of
all,
I'd
like
to
thank
the
entire
committee
for
giving
us
time.
I
apologize.
I
couldn't
make
it
there,
I'm
in
a
national
conference
with
superintendents,
and
this
is
the
number
one
discussion
at
our
conference
with
superintendents
from
california
all
the
way
across
to
the
east
coast.
I'd
like
to
just
talk
just
a
quick
few
seconds
before
I
talk
about
our
program
on
what
mr
akers
and
mr
wilcox
said.
O
I
agree
100
with
what
they
were
saying
about
the
sros
when
sros
get
into
the
schools.
I
think
they
find
this
is
a
great
place
to
be,
and
they
can
make
a
huge
difference
in
their
community.
So
once
you
can
get
an
sro
in
your
schools,
I
think
it's
great.
We
have
our
representative
fred
scroggins,
who
we
work
with
on
school
safety,
we're
getting
ready
to
do
a
major
construction
project
and
he's
he's
working
with
us
on
all
the
safety
factors.
So
there
are
great
examples
of
those
marshals
out
there
helping
us.
O
O
One
thing
that
validates
everything
we're
doing
is
yesterday
at
the
conference
I'm
attending
we
received
a
talk
from
a
scarlett
lewis
who
lost
her
son
at
sandy
hook,
six-year-old
son,
and
it's
become
her
life's
passion
to
talk
about
sel
and
mental
health.
She's
created
a
program.
She
doesn't
feel
you
have
to
use
her
exact
program,
but
she
told
and
challenged
every
superintendent
to
ensure
that
that
becomes
our
number
one
priority,
so
that
was
very
moving,
but
just
to
talk
to
you
about
what
we
do
at
ludlow.
O
O
So
we've
been
working
really
hard
at
that.
We
also
work
to
not
have
this
any
kind
of
stigma:
culture
around
mental
health,
so
we've
worked
hard
to
make
that
a
part
of
our
fabric
and
I'll
go
back
to
what
dr
post
said
with
the
student
survey
it's
terrorist
metrics.
He
talked
about
that.
Isn't.
That
is
an
example.
O
When
we
get
our
kids
in
from
the
summer,
we're
able
to
do
an
immediate
survey
to
get
feedback
on
where
they
are
in
their
mental
well-being
and
what
we
found
out
is
we
have
kids
I'll
give
you
an
example.
We
had
a
fan,
we
had
a
child
who
was
a
straight.
A
student
participated
in
all
kinds
of
activities.
O
Parents
were
pillars
of
our
community
and
this
young.
This
young
child
was
in
trauma
and
she
had
a
lot
of
anxiety
and
a
lot
of
other
things.
It
was
starting
to
think
about
self-harm
and
we
were
able
to
sit
down
with
those
parents
and
that
child
and
really
made
a
big
difference
in
what
they
felt
and
months
later.
The
parents
came
back
and
were
very
appreciative
of
us,
and
those
aren't
easy
phone
calls
to
make,
but
they
they
were
afraid
of
where
their
child
may
have
went
without
that
kind
of
work.
O
Along
with
that,
we're
able
to
get
data
back
to
where
we
can,
we
can
narrow
down
a
school
or
a
grade
level
that
may
need
professional
development
for
our
teachers
to
work
on
a
certain
issue.
Anxiety
is
huge
right
now,
with
coming
back
from
the
pandemic,
so
we've
already
started
that
we
also
in
this
survey
we
do
a
staff
survey
to
check
on
the
well-being
of
our
staff,
so
those
are
all
tools
that
we
have
that
five
years
ago
we
didn't,
we
didn't,
have
that
we're
able
to
help
with
our
staff
and
our
students,
well-being.
O
I'd
like
to
thank
the
legislators.
For
years
back,
we
were
required
to
send
out
a
terroristic
note
to
all
of
our
families.
That
starts
a
dialogue
every
year
at
the
beginning
of
the
year
of
how
how
important
it
is.
If
there
is
some
type
of
thing
percolating
out
there
for
for
someone
in
our
community
to
let
us
know
so
that
has
become
a
big
big
help.
We
use
our
tear
our
threat
assessment
teams
with
our
sro.
O
O
One
of
the
things
our
district
did
with
the
position
that
dr
poe
talked
about,
that
was
supported
by
the
state.
Was
we
hired
a
social
worker
counselor,
because
what
we
found
out
is
that
a
lot
of
our
families
had
a
lot
of
needs,
but
they
didn't
have
a
way
of
going
about
finding
the
resources
that
they
needed.
So
we
have
a
full-time
person
that
has
mental
health
counseling
background,
but
can
also
go
out
and
help
our
families
find
the
resources
in
the
local
community.
O
One
other
thing
we
did.
We
worked
really
hard
to
create
private
and
public
partnerships.
We
did
a
public.
We
did
a
partnership
with
the
mental
health
counseling
service
in
years
past,
when
I
was
a
superintendent
or
a
principal.
When
you
tried
to
work
with
mental
health
agencies,
it
was
always
about
how
you
were
going
to
build
things,
so
we
went
in
and
took
that
out
of
the
way
we
we
we're
charged
a
flat
rate.
Every
student
is
seen
any
time
they're
in
in
need,
if
they're
in
any
trauma,
there's
no.
Let's
get
the
paperwork
done.
O
They're
seen
we
worry
about
the
paperwork
later
and
that's
become
a
huge
help.
Those
counselors
we
have
two
in
a
district
of
900
on
top
of
our
school
counselors,
and
they
they
deal
with
all
the
mental
health
needs
that
are
in
direct
need
and
trauma,
but
they
become
part
of
our
district.
There's
no
stigma
about
kids,
seeing
those
those
counselors
and-
and
it's
become
a
big
help
in
our
community
of
getting
our
kids
to
be
successful.
O
Our
sel
work
that
everyone
talks
about.
We
have
a
program
that
we
work
positive
action
program
from
k
through
k
through
eight
k
through
five
students.
Do
this
daily,
our
6th
and
7th
6th,
7th
and
8th
graders
do
this
weekly
in
our
high
school.
We
have
a
pause
program
that
three
times
a
month.
I
have
a
group.
Every
adult
in
the
building
has
a
group.
O
We
work
about
social
and
emotional.
We
talk
about
career
paths,
so
that's
one
aspect
of
having
a
personal
relationship.
Another
part
of
that
is
once
a
month.
We
have
just
a
club
meeting
where
kids
can
have
that
one-on-one
discussion
with
the
teacher
and
see
them
in
a
different
light
than
just
the
instructional
part.
So
we've
worked
really
hard.
As
we
had
questions
about
personal.
O
You
know,
making
those
personal
connections
and
the
last
layer
that
we're
getting
ready
to
add
is
what
dr
poe
was
talking
about
just
a
little
bit
ago,
and
that's
a
problem,
public
private
partnership
and
we're
going
to
be
able
to
offer
telehealth
for
mental
health
through
an
agency.
That's
going
to
be
24
7..
O
We
work
extremely
hard
to
work
with
our
students
from
seven
in
the
morning
till
five
in
the
evening,
but
from
five
in
the
evening
till
seven
that
next
morning,
there's
a
lot
of
times.
They're
on
their
own,
this
partnership's,
not
just
about
the
student,
it
also
can
allow
families
to
receive
counseling
it
can
let
families
receive
services,
it'll,
allow
our
staff
and
our
staff's
family
so
once
again
we're
working
to
try
to
help
the
mental
well-being
of
everyone,
and
I
feel
that
this
is
going
to
be
a
really
positive
partnership.
O
This
is
something
that's
been
used
in
other
areas
of
the
country,
we're
hoping
to
do
this
in
the
state,
and
I
think
this
will
be
a
a
really
good
opportunity
for
our
families
to
be
able
to
reach
out
and
get
some
extra
help
and
without
any
kind
of
stigma
being
brought
upon
there.
So,
dr
paul
I'll
turn
it
back
over
to
you
that's
kind
of
our
story-
and
I
you
know
we're
working.
G
G
We
have
been
fortunate
to
receive
djj
grants
for
that,
but
we're
only
working
in
about
25
to
40
districts,
because
some
of
those
have
full
services
and
some
of
those
only
have
personal
services.
So
we've
raised
1.5
million
dollars
ourselves.
We
work
with
the
three
county
judge
executives
in
boone
kenton
county
and
through
their
mental
health
tax.
They
support
those
particular
counties
with
that.
But
what
we're
asking
that
this
is
not
equitable
across
the
entire
state.
We
are
not
saying
that
this
is
the
only
system
that
you
can
use.
G
I
personally
feel
and-
and
I've
worked
with
john
and
ben
wilcox
over
time,
and
I
think
they
are
the
the
appropriate
agency
in
school
center
safety
and
that's
this-
gives
the
threat
assessment
teams
an
opportunity
to
then
apply
to
the
center
school
safety
for
services
in
mental
health
that
are
proven
to
work.
We've
shown
you
the
data.
G
I
will
be
very
happy
over
the
time
before
the
legislative
session,
to
show
you
more
data
from
multiple
different
schools
and
sit
with
any
representative
or
senator
one
on
one
or
come
back
to
any
particular
committee
meeting
in
the
future.
So
we'll
turn
it
back
to
you
senator
wise.
If
there's
any
questions
of
the
members
of
us
individually,.
A
Thank
you
all
so
much
ronda,
you
yeah.
Okay!
Thank
you
all
for
your
presentation
for
your
comments,
very
timely
and
very
informative.
A
G
No,
it
is
a
voluntary
process,
so
parents
can
opt
out
of
that
particular
process.
They
can
opt
out
and
very
few
do.
There
are
some
that
question
it
each
particular
year,
but
once
they
come
in,
we
allow
them
to
see
the
surveys.
We
allow
them
to
see
the
questions
and
they're
very
thankful
for
that.
We
get
numerous
responses
back
from
parents
of
kids
that
were
going
to
potentially
commit
suicide.
We
had
over
700
identified
aces
students
in
boone
county
and
over
a
four-year
period.
A
G
We
all
the
school
is
retained
by
the
students
we
do
not
receive
like
northern
kentucky
education
council,
we
do
not
receive
any
of
the
data.
Only
the
school
receives
the
data
and
the
school
decides
obviously,
with
the
trauma
assessment
within
24
hours.
They
have
to
notify
the
parent.
They
do
not
release
any
of
that
data.
It's
just
it's
like
any
other
educational
record.
For
that
particular
student.
That's
a
need
to
know
basis
within
that
school
and
the
threat
assessment
team
working
with
that
child.
Great
thank.
G
So
all
of
our
schools-
not
every
school,
participates
it's
100
voluntary,
it's
100
voluntary
on
the
on
the
parents,
part
of
the
student
opting
in
and
the
services,
if
we
hand
them
off
to
a
mental
health,
a
warm
handoff
to
mental
health
services
and-
and
that's
the
big
key
to
this-
that
is
100
controlled
by
the
parents.
The
benefit.
O
A
Thank
you
all
senator
thomas.
P
Thanks
jeremy,
wise
chairman
wise,
I
have
one
question
and
in
one
comment,
thank
you
christie.
Okay,
my
question
is
to
the
panel
and
I
don't
care
who
begins
miss
caldwell,
mr
borders
or
mr
poe,
but
but
I'm
curious,
what
is
your
opinion
of
adding
school
nurses
to
the
staff
to
help
with
mental
health
assessment
and
also,
obviously,
with
their
assessment,
you
know
be
a
part
of
school
safety?
P
Do
you
think
that
that's
a
good
idea
is
that
something
worth
pursuing
miss
caldwell
since
you're
in
front
of
me
I'll
begin
with
you.
M
Okay,
I
I
actually
think
that
superintendent
borchers
is
probably
the
perfect
person
to
answer
that,
because
he
is
the
superintendent
to
leading
a
school
district
at
this
point,
so.
P
O
Well,
first
of
all,
we
have
a
full-time
nurse
on
staff
representative
jefferson.
We
we
also
they're
so
busy
with
all
of
the
the
health
things.
I
don't
know
that
they
would
have
time
to
do
the
assessment,
but
anytime
we
can
have
all
of
our
health
care
providers
working
as
a
team.
Now
can
they
be
part
of
the
process
absolutely,
but
I
wouldn't
put
them
in
charge
of
this
just
because
they're
already
stretched
so
thin
in
our
district
with
taking.
O
P
G
Yeah
sure,
yes,
I
would
love
to
when
I
was
superintendent
of
boom
prior
to
three
years
ago
retiring
when
the
original
senate
bill
one
came
out.
That
was
actually
something
that
we
had
analyzed
everything
that
we
were
doing
in
the
areas
of
school
safety
through
multiple
things
and
one
of
the
areas
that
we
felt
that
we
were
lacking.
In
was
school
nurses.
G
P
P
Now
now
my
comment
please,
mr
chairman,
wise
chairman
white.
As
you
know,
I'm
on
a
mission
of
this
interim
to
talk
about
all
the
good
things
that
happen
in
kentucky.
You
know
we
we
we
we
we
spend
more
than
enough
time
talking
about
all
the
the
bad
things
that
we
see,
and
I
just
came
back
from
the
southern
religious
conference
representative
james
tiptons
was
there
with
me.
He
and
I
sat
in
on
all
education
sessions.
Senator
wilson
was:
was
there
senator
gibbons?
P
Was
there
and
a
couple
of
things
I
want
to
bring
to
the
education
committee
about
what
kentucky's
doing
well,
one
is
in
the
area
of
mental
health.
P
We
are
the
first
southern
state
to
pass
a
bill
online
for
students
to
take
excused
mental
health
days
and
that's
a
very
good
thing,
and
we
were
lauded
at
slc
for
for
for
taking
that
step
and
saying
that
that
we're
going
to
value
mental
health
among
our
students
here
in
kentucky
and
we're
going
to
give
them
some
time
off
excuse
to
deal
with
their
mental
health
issues.
So
we
were
praised
for
that.
That's
number
one
number
two.
P
We
hear
a
lot
about
about
teacher
shortages
and
they
talked
about
a
lot
about
the
praxis
being
a
barrier
for
students
in
in
teacher
hit
programs
passing
and
be
and
being
certified
as
teachers.
Well,
kentucky
is
one
of
the
few
southern
states
that
doesn't
have
that
problem.
P
Our
pass
rate
on
our
practice
in
our
universities
is
very
high,
and
they
also
note,
in
addition,
that
that's
true
not
just
for
white
students
but
for
non-white
students
as
well
we're
we're
exceeding
the
national
average
in
our
non-white,
students
passing
the
praxis
and-
and
so
I
want
to
want
to
give
a
shout
out
to
all
our
deans
of
education
at
our
state
universities
for
doing
such
a
good
job
in
in
allowing
our
college
students
and
teachers
to
pass
the
practices
and
and
and
being
certified
teachers.
P
So
those
are
some
good
things
that
we're
doing
in
kentucky.
I
wanted
to
make
sure
I
told
representative
tipton.
I
was
going
to
bring
that
to
the
education
committee
education
committee's
attention
today,
so
we're
doing
some
good
things
here.
I
just
want
to
let
you
know
that
I
want
those
to
be
put
in
the
notes
as
well.
Thank.
L
Thank
you.
That
was
that's
a
hard
act
to
follow.
Senator
thomas.
Thank
you,
mr
chairman.
That's
great
news,
and
I
love
to
hear
that.
So
thank
you
for
that
report
and-
and
I
guess
adding
to
the
good
news.
I
I
think
that
in
senate
bill
1
in
2019
and
then
the
revised
version
of
senate
bill
8
in
2020.
L
One
of
the
things
that
this
legislative
body
did
extremely
well
was
to
put
the
trauma-informed
schools
piece
in
there.
So
we
have
the
hardwiring
and
the
heart
wiring
right
in
the
legislation,
but
what
your
presentation
has
really
emphasized
for
me
and
it's
something
that
I've
been
thinking
a
lot
about
in
in
any
case,
is
that
in
the
implementation
of
that
that
good
law
we've
really
weighted
heavily
the
hard
wiring
side
and
not
so
much
the
heart,
wiring
side.
L
That's
left
really
pretty
much
to
the
individual
districts,
with
some
tool
kits
put
out
by
the
kde,
but
it's
not
really
coordinated.
It
really
is
very
regionalized
and
very
fragmented
becomes
inequitable
across
the
state
where
some
schools
are
doing
it.
Some
are
not,
and
so
I
just
I
I
feel
like
you're
you've
been
singing
my
song
today
in
terms
of
really
pointing
out
those
those
differences
can.
Can
you
say
anything
about
my
comments?
Do
you
do
you
think
there
needs
to
be,
for
example,
a
statewide
trauma-informed
coordinator?
Who
does
the
assessments?
G
I'll
take
the
first
attempt
at
that.
I
think
I'm
right
online
with
everything
you're
talking
about.
I
do
not
think
that
we
do
need
to
set
up
any
new
offices
or
any
new
people.
I
I
truly
believe
that
the
kentucky
center
school
safety
through
their
grant
processes,
at
least
when
I
was
superintendent,
had
a
very
good
process
about
auditing
schools,
and
I
think
in
that
the
next
iteration
of
auditing
schools
and
augmenting
the
process
is
that
mental
health
could
be
part
of
that
particular
situation.
G
What
I
would
like
to
see
is
not
necessarily
a
mandate
or
anything
coming
out
at
kde
on
the
particular
topic,
because
I
I
think
that
what
you
have
to
do
is
you
have
to
build
that
relationship
once
again,
if
you
just
mandate
student
assessments
and
the
other
things,
I
don't
think
they're
going
to
be
done
as
passionate
as
they
they
are.
But
I
do
think
that
as
you're
auditing
schools,
that
those
are
questions
that
the
kentucky
center
school
safety
can
can
evaluate,
just
as
they
do
on
the
hardening
part
of
schools.
G
As
you
said,
and
or
as
john
talked
about
that,
mr
wilcox,
you
know
deals
with
the
sro
and
the
hardening
of
sides
and
compliancy
there
and
john
of
them
have
done
a
really
good
job
of
building
relationships
with
school
districts
about
what
how
they
can
lock
doors
and
all
the
other
things
we
in
boone
county.
When
john
started,
we
we
we
asked
for
a
voluntary
assessment
every
particular
year
and
we
followed
their
guidelines
every
year
and
fixed
up
whatever
that
they
were
that
they
were
telling
us
that
we
needed
to
do
so.
G
This
works
well
with
our
threat
assessment
teams.
We
don't
need
to
be
going
a
different
route.
We
we
need
to
put
this
together
to
be
a
comprehensive
system
of
outside
school
safety,
and
how
are
we
dealing
with
the
root
problems
inside
going
back
to
the
question?
Are
we
keeping
up
with
alumni
and
different
things
if
we
have
students
that
are
at
the
at-risk
range
still
when
they
graduate,
we
should
be
looking
at
them
and
following
them?
G
Yes,
at
post,
post,
graduation
and
those
types
of
things,
but
I
think
our
threat
assessment
teams
are
the
best
ones
set
up
to
deal
with
this
particular
issue.
That's
just
my
opinion
on
how
it's
working
in
northern
kentucky
and
I
think
how
we
were
able
to
spread
it
to
those
school
districts
outside
of
northern
kentucky,
and
we
we
voluntarily
do
that.
You
know
with
with,
because
we've
been
fortunate.
G
That
djj
has
saw
this
as
as
something
that
that
they
wanted
to
study
themselves
and
the
data
that
we
showed
you
in
the
grass
you
know
are
working,
but
I
think
that
each
I
don't
think
that
there's
a
recipe
one
recipe
for
every
particular
school
in
district
in
the
commonwealth.
I
think
that's
where
we're
not
saying
do
our
plan,
we're
saying
that
there's
mechanisms
for
this
and
let
let
the
consent
kentucky
center
school
safety,
evaluate
that's
my
thoughts.
O
I
would
caution,
though,
some
of
the
things
that
you
heard
in
our
plan
we've
been
able
to
prop
up
through
some
of
the
funding
with
the
asser
money,
and
I
think
what
dr
post
talking
about
is
the
the
key
right
now
is
they
have
the
funding
for
long
term?
I
do
think
an
assessment.
That's
a
broad
type
of
assessment,
where
every
student
can
receive
some
type
of
assessment
is,
would
be
a
must,
but
I
kind
of
agree
with
dr
poe.
O
We
have
the
mechanisms
in
place
with
kentucky
school
center
for
school
safety
that
we
just
have
to
make
sure
that
everybody
understands
there's
resources
there
and
there's
ways
of
going
in
and
creating
models
that
they
can
follow
and
then
and
then
have
them
report
on
those
models
that
they're
doing.
But
you
know
some
schools
may
hire
their
own
psychologists
and
mental
health
counselors
others
may
do
outside
agencies.
O
G
And-
and
I
should
add,
because
what
you
said
in
when
I
was
at
boone-
we
did
have
what
we
call
the
director
of
student
engagement
and
he
took
all
the
data
worked
with
all
the
threat
assessment
teams
and
then
made
sure
that
we
got
students
involved
with
extracurricular
and
things
like
that.
So
each
particular
school
district
can
handle
it
differently,
not.
G
Handled
it
that
way
some
did,
and
I
will
also
say-
and
I
have
to
say
in
northern
kentucky
we
for
our
large
group.
We
use
the
one
survey
but
there's
a
few
schools
that
use
a
different
survey
themselves
and
I'm
not
saying
one's
better
than
the
others
as
long
as
they're
assessing
trauma
and
then
dealing
with
the
aftermath
of
that
trauma,
because,
unfortunately
there
are
several
that
will
will
assess
the
trauma.
G
But
then
they
don't
do
anything
about
the
trauma
and
that's
where
it
manifests
itself
over
seven
to
ten
years
and
we
know
that
students
are
slipping
in
their
grades.
That's
the
first
determinant
is
a
person
as
a
student
on
the
wrong
path.
Are
they
slipping?
You
know?
Are
we
not
seeing
engagement?
Are
we
just
seeing
ritual
compliancy
and
things
like
that?
So,
yes,
in
a
large
district,
I
would
say
they
do
need
to
have
somebody
overseeing
that,
but
in.
M
So
as
a
final
loop
on
this,
this
particular
question
just
to
expand
it
across
the
state.
There
are
other
school
districts
who
currently
have
this
similar
type
of
assessment
and
not
the
same
one,
but
there
are
also
other
school
districts.
Who
will
tell
you
up
front?
I
would
love
to
have
such
a
tool,
but
unfortunately
it's
not
a
resource
that
I
can
manage
within
the
context
of
my
budget
today.
So
I
think
it
all
goes
back
to
the
system
that
randy
talked
about
in
the
initial
part
of
his
presentation.
M
Q
I'll
try
to
be
quick
because
I
know
we're
close
on
time.
I
have
a
couple
of
comments
and
and
then
a
question:
if
that's
okay
chair,
please.
A
Q
Q
Fortunately,
a
an
assistant
principal
talked
him
out
of
the
firearm,
he's
now
serving
a
life
sentence
at
eddyville,
although
I
think
he's
up
for
parole,
believe
it
or
not.
But
that
being
said,
you
know
we
avoided
a
circumstance
that
could
have
absolutely
been
horrific
and
so
part
of
the
reason
we've
been
able
to
get
out
in
front
of
that
in
that
county
was
because
when
you
have
a
situation
like
that
it
is
it
inspires
you.
It
motivates
you
to
make
changes.
Q
That's
how
we
started
with
the
sro
programs
in
in
boone
county
and
at
first
the
board
resisted
that,
because
they
didn't
want
armed
people
in
the
schools
and
and
after
the
officer
said,
look
that's
our
tool
of
our
trade.
That's
what
we
do.
If
we
can't
protect
ourselves,
we
can't
protect
you
and
we
adopted
the
sros
through
a
grant
process
and
began
that
that
programming.
Q
All
of
that
being
said,
I'm
really
excited
about
the
work
of
creating
this
team
thing.
It's
never
it's!
Never
one
group,
it's
not
just
the
kentucky
center
for
school
safety
or
the
sros
or
the
school
nurses
or
the
school
counselors
it
is.
It
is
combining
the
energy
of
all
of
those
forces
to
make
sure
that
our
kids
have
a
a
safe
place
to
go
and
when
they
do
go
to
school,
that
they
are
getting
the
the
treatment
or
the
attention
that
they
need.
Q
O
So
when,
if
we
put
some
of
those
plans
in
place
for
a
child
and
work
with
them,
we
can
see
if
we've
made
some
inroads
throughout
the
year
and
then
once
again,
student
that
leaves
in
the
summer
we
assess
in
the
fall
when
they
come
back
in
which
also
allows
us
to
see
where
they
are
at
the
beginning
of
the
year
and
I'll.
Let
mr
akers
take
over
and
make
sure
that
I
didn't
miss
anything.
H
Well,
basically,
the
law
says
that
all
the
schools
are
supposed
to
have
those
threat
assessment
teams
there.
With
current
staff
members,
we
don't
want
retired
ones,
still
on
the
roster,
so
to
speak.
We
want
to
be
sure
that
they're
trained
up
the
department
of
education
provides
a
list
of
people
who
can
do
the
training
for
this.
Our
shop
does
training
for
the
threat
assessment
teams
too.
Just
to
have
a
team.
That's
not
trained
is
not
a
good
thing.
H
You
need
to
have
a
team,
that's
trained
on
this
and
staying
up
with
current
issues
that
are
there
and
it
needs
to
be
a
broad
spectrum
group
of
people
in
there,
not
just
three
or
four,
but
you
need
to
have
your
teachers.
Your
counselors,
like
ben,
was
saying,
maybe
sro
officers,
school
nurses,
for
definitely
school
nurses
are.
I
can
tell
the
school
nurses
we've
had
in
fayette
county.
Were
mental
health
care
providers
as
well?
They
sure
took
care
of
me
many
times
when
I
needed
some
help
there
as
well.
H
Q
Very
briefly,
one
thing:
I've
also
learned
through
my
processes
and
experience
in
education.
We
have
a
lot
of
transient
students
that
move
from
district
to
district.
So
if
a
child
gets
identified
as
an
at-risk
child
and
then
they
leave
boone
county
and
they
go
to
you
know
jefferson,
county
or
fayette
county
or
even
to
new
to
ludlow.
Q
H
You've
just
exposed
something
that
I
wasn't
aware
of
something
that
we
need
to
look
at.
To
be
perfectly
honest
with
you.
I
don't
know
if
there's
any
cross-sectional
situation,
I
know
when
a
kid's
been
expelled
from
schools,
that
information
has
to
go
to
the
receiving
school
district,
but
as
far
as
mental
health
issues
are
concerned,
I
don't
know
if
there's
hipaa
issues
that
we
need
to
deal
with
whatever
that's
above
my
pay
grade
right
now,
but
I'll
be
happy
to
be
a
part
of
the
the
conversation
on
that.
O
O
Say,
representative
messi
there's
no
red
flag
on
any
of
the
ic
information
coming.
I
do
know
all
of
most
counselors
or
administrators.
When
we
get
new
students,
you
know
we
get
the
records
requests.
We
always
try
to
make
a
personal
phone
call
to
the
district
and
ask
what
types
of
things
this
child
may
need
and
then
that's
a
lot
of
inter
littered
discussions
between
counselors
but
there's
no
set
mechanism.
O
A
Thank
you
all
our
last
question
for
today,
center
southworth.
D
Thank
you.
I
appreciate
the
comments
about
not
having
a
behemoth
bureaucracy
overseeing
this
stuff
and
we're
trying
to
keep
it
trimmed
down
and
what's
actually
useful,
but
I
wanted
to
find
out
exactly
how
this
ties
in
or
doesn't
tie
in
or
overlaps,
because
there
is
this
thing:
that's
mushrooming
out
there
right
now
the
equity
playbook
just
came
out.
I
think
recently
they
are
setting
up.
We've
got
millions
of
dollars
that
apparently
aren't
in
this
area
going
to
out-of-state
contractors
to
bring
all
this
in.
D
We've
got
state
level
set
up
through
the
guidance
counselor's
offices.
We've
got
regional,
setups
they're,
going
into
the
teacher
levels.
How
is
this
tie
in
with
that
or
doesn't?
And
I'm
I'm
just
trying
to
get
handle
on
the
org
chart,
but
also
is
that
something
that
we
could
trim
down?
It's
really
not
necessary
to
have
giant
bureaucracy
around
these
things.
I
feel,
like
we
end
up
spending
money
on
administration
and
not
face
time
with
kids.
G
I
I
will
agree
with
that
particular
statement.
We
sometimes
spend
too
much
money
on
administration
and
it's
not
getting
down
to
the
students.
That
was
part
of
the
reason
why
we
said
that
we
felt
that
this
could
go
through
the
center
school
safety.
I
cannot
tell
you
the
answer
to
your
question.
I'll
just
stay,
you
know
one
of
my
side,
things
on
there.
I
do
sit
on
the
kentucky
board
of
education,
but
I'm
not
here
in
that
role,
but
that
hasn't
necessarily
been
talked
to.
You
know
at
our
particular
board
level.
G
So
you
know,
I
think,
that's
one
of
those
additional
answers
that
we
have
to
find
out.
How
does
that
play
in?
I
do
know
that
part
of
our
request
is
just
that.
It's
about
equity.
We
know
that
we
are
working
with
school
districts
and
getting
grants,
but
the
grants
only
come
because
you
meet
certain
numbers,
so
it
creates
in
and
of
itself
an
unequitable
situation,
because
mental
health
is,
you
know,
a
lot
of
people
will
think
of
trauma
as
just
poverty,
and
that's
not
the
key.
G
There's
different
mental
health
out
there,
so
some
schools
can
qualify
for
services
and
others
do
not,
and
that's
the
reason
why,
with
with
the
federal
money
being
gone
in
three
years,
that,
if
there's
not
an
ongoing
pool
of
resources
for
our
schools,
it
will
continue
to
even
become
more
unequitable.
The
goal
would
be
that
you
know,
based
on
you,
know,
six
to
eight
million
dollars
that
we
could
provide
mental
health
services
for
every
child
in
the
state
24
7
365,
by
working
with
public
private
partnerships.
G
Now,
there's
always
colleagues
out
there
that
says:
well
we're
going
to
do
it
ourselves.
Well,
why
create
the
bureaucracy?
What
we
need
to
do
is
line
up
the
chaos
that's
in
there
and
we
give
you
a
slide
of
all
the
the
mental
health.
Chaos
is
out
there,
but
you,
through
public
private
partnerships,
there's
multiple
different
firms
that
for
four
dollars
per
student,
that
you're
hooked
up
with
the
network.
This
is
not
out
of
town
networks.
This
is
networks
in
kentucky.
What
they
just
do
is
they
tie
the
networks
together.
G
So
I
would
hate
to
say,
because
I
you
know
part
of
my
concern
a
lot
of
times
when
I
see
dollars
or
being
in
the
former
role
of
superintendent.
We'd
spend
10
million
dollars,
but
how
much
did
we
really
spend
on
the
child?
Very
little
ended
up
going
to
the
child,
and
that's
why
you
know
my
thing
is:
is
we
don't
need
a
bunch
of
new
layers?
We
need
to
take
the
existing
layers
of
the
juvenile
justice
system,
the
social
systems,
the
insurance
systems
and
tie
them
together
in
service
kits.
O
I
would
agree
with
dr
one
thing:
when
you
talk
equity,
I
think
when
you
even
talk
to
access
to
mental
health,
you
know
a
lot
of
families
and
a
lot
of
our
kids
don't
have
that
access.
So
once
again
as
a
school
district,
we
want
to
make
sure
we
provide
that
so
that
there
they
have
an
equitable
education
all
around.
A
I
want
to
thank
all
of
our
presenters.
I
want
to
thank
all
the
committee
members
today
for
a
very
engaging
discussion.
It's
also
one
that
will
continue.
I
think
it
will
go
into
the
rest
of
the
interim
and
into
the
session
we've
already
heard
from
both
senate
leadership
and
house
leadership
about
funding,
as
it
relates
to
school
safety.
Hopefully
we
stay
on
that
topic.
We've
said
that
over
and
over
when
this
was
passed
with
senate
bill
1
covet
hit,
we
were
not
able
to
fully
fund
what
we
needed
to
do
at
the
time.
A
It
is
the
time
it's
always
been
the
time,
and
so
I'm
hoping
that
we
look
at
this
from
all
aspects,
just
like
the
discussions
we've
had
today
as
we
go
into
this
next
2023
session
as
it
relates
to
school
safety
before
we
close
for
today.
I
do
need
approval
of
the
minutes
from
the
june
7th
meeting.
Do
I
have
a
motion?
We
have
a
motion
in
a
second
all
of
us,
favor
approving
the
minutes,
please
just
by
saying
aye
aye
opposed.