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From YouTube: Interim Joint Committee on Education (10/5/21)
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A
If
everyone
would
take
your
seats,
please
we
will
begin.
Please
silence
your
cell
phones
in
order
to
avoid
interruption,
and
I
would
like
to
before
we
get
started.
Take
a
point,
personal
privilege
and
I've
written
this
out,
because
I
may
be
emotional
about
it,
but
I
would
like
to
share
my
heartfelt
gratitude
to
each
of
you
that
across
the
commonwealth
that
have
reached
out
and
shared
your
sympathy,
condolence
and
prayers.
A
Regarding
the
passing
of
my
beautiful
sister,
I
especially
want
to
thank
floor
leader
rudy
for
the
moment
of
silence
on
the
floor
in
honor
of
her.
That
really
touched.
My
family's
heart,
my
sister,
was
a
remarkable
person
and
she
touched
the
lives
of
so
many.
She
was
a
retired
teacher
of
29
years
and
a
cheer
coach
for
over
two
decades.
A
So
it's
been
incredible
for
us
to
witness
the
gratitude
and
love
for
a
teacher
and
coach
that
loved
what
she
did
and
wanted
every
student
to
be
better
for
the
time
she
spent
with
her.
So
as
an
educator,
please
never
ever
diminish
the
fact
that
you
have
the
opportunity
to
make
a
difference
in
the
lives
of
your
students
that
you
have
in
your
classroom
or
or
coach
or
whatever.
A
I
also
want
to
thank
co-chair
riley
and
representative
banta
for
filling
in
for
me
during
the
special
session
chairing
the
meetings
and
presenting
on
the
floor
and
in
committee
and
rachel
for
all
of
her
hard
work
and
encouragement
and
keeping
me
informed
and
all
these
two
right
here,
along
with
senator
wise
they're,
all
I
would
have
to
thank
them
weekly,
I
don't
mind
telling
you.
I've
lost
my
emotional
footing
during
the
passage
of
my
sister,
and
I
will
miss
her
and
think
of
her
every
day
that
I'm
here
this
side
of
heaven.
A
So
I
just
wanted
to
share
with
you
all
how
much
that
my
family
was
touched
and
how
much
we
appreciate
that
the
love
that
we've
been
shown
in
her
passage.
I
appreciate
your
indulgence
and
your
grace
and
I
ask
that
you
continue
to
remember
me
in
your
prayers.
A
So
with
that
we
will
allow
ryan
to
please
call
the
roll.
Oh
alright,
wait
just
a
minute.
I
need
to
tell
the
people
that's
online,
what
they
need
to
do
when
the
role
has
been
called
indicate
if
you're
from
home
or
in
the
annex,
or
here
in
person,
when
you
join
the
meeting,
your
microphones
will
be
automatically
muted.
So
please
remember
to
unmute
your
microphone
before
speaking.
A
If
you
have
any
questions
or
comments
during
the
meeting,
please
indicate
those
in
the
chat
and
we'll
try
to
get
to
those
so
now
mariah,
please
call
the
roll.
B
A
President
in
the
room-
and
we
want
to
welcome
co-chair
center
wise,
who
is
joining
us
virtually
this
morning-
appreciate
him
joining
us,
since
he
is
out
of
his
district.
Does
any
members
have
any
comments
or
anything
they
want
to
share
chairman.
A
A
A
Minutes
are
approved.
We
have
a
full
agenda
this
morning,
so
we
will
get
started.
We've
got
a
lot
of
data
coming
out
in
education
right
now
regarding
the
academic
performance
of
our
students
after
the
covet
experience.
So
but
more
importantly,
I
think
we
need
to
discuss
the
mental
health
issue
of
our
students,
so
our
first
guest
will
be
discussing
student
mental
health.
If
you
would
please
come
to
the
table,
presenters
introduce
yourself
for
the
record
and
then
proceed
and
thank
you
so
much
for
joining
us
today.
I
I
Really.
The
reason
that
we
are
here
is:
we
want
to
be
able
to
talk
about
student
mental
wellness
with
our
crisis
team,
we're
typically
called
in
when
there's
a
death
or
serious
injury
of
a
student
or
staff
member.
However,
since
this
pandemic
started,
we
have
been
called
in
for
things
that
were
kind
of
a
first
for
us.
We've
been
called
in
for
times
of
anxiety,
depression,
suicidal
ideation.
I
I
So
all
of
these
things
just
compound
the
problems
of
adolescents
that
are
just
part
of
normal
growing
up
have
been
compounded
tremendously.
I
know
for
me
when
the
pandemic
started.
I
was
a
school
counselor
in
morgantown
kentucky
and
it
was
so
difficult
to
reach
students
to
be
able
to
talk
to
them.
Students
on
my
caseload.
I
would
try
to
reach
a
lot
of
times.
I
I
couldn't
reach
them
at
all
and
when
I
could
often
there
was
a
parent
or
guardian
in
the
room
with
them
who,
I
might
suspect,
being
the
cause
of
their
trauma
or
their
abuse
or
neglect.
So
I
wasn't
able
to
get
a
really
clear
indication
of
their
experience,
so
I'm
no
longer
in
the
field.
So
I
brought
two
amazing
school-based
mental
health
professionals
with
me,
and
hopefully
they
will
be
able
to
give
you
a
more
clear
indication
of
what
they're
seeing
this
school
year.
So
amy
riley
I'll.
Let
you
introduce
yourself
sure.
K
My
name
is
amy
reilly
and
I'm
a
school
counselor
at
mercer
county
intermediate
school
in
harrisburg,
I'm
also
on
the
governing
board
for
the
kentucky
school
counselor
association
and
I'm
the
chairman
of
the
board
of
directors
for
the
kentucky
center
for
school
safety.
I
want
to
thank
each
one
of
you
all
for
the
opportunity
to
share
with
you
about
my
own
personal
experience
dealing
with
the
effects
of
covid
on
the
mental
health
of
kentucky
students.
K
I
would
like
to
begin
with
a
startling
statistic
that
truly
encompasses
the
extreme
mental
health
needs
of
my
students
since
kovitt
began.
A
recent
cdc
report
found
that
25
percent
of
respondents
between
the
age
of
18
and
24
had
contemplated
suicide
in
the
previous
30
days.
This
statistic,
though,
does
not
tell
the
whole
story.
Each
number,
as
you
all
know,
represents
a
person
one's
like
who,
like
the
ones
in
my
school,
is
suffering
from
anxiety,
depression
and
possible,
suicidal
thoughts
since
the
onset
of
the
pandemic.
K
Prior
to
the
cult
to
the
coveted
pandemic,
the
students
in
my
school
definitely
suffered
from
mental
illness.
However,
this
year,
frequency
and
intensity
of
those
affected
has
increased
exponentially
since
the
pandemic.
I
am
sad
to
report
that,
like
the
national
statistic,
the
number
of
suicide
threats
in
my
own
school
has
skyrocketed
since
coven.
K
There
were
weeks
this
past
spring
shortly
after
returning
from
virtual
learning
that
we
would
assess
two
to
three
students
a
day
for
viable
suicidal
threats
of
these
many
students
had
to
be
hospitalized
or
closely
monitored
and
I'd
like
you
all
to
keep
in
mind
that
I
do
not
work
at
a
high
school,
I
serve
in
an
intermediate
school
with
eight
nine
and
ten-year-old
children.
Just
this
morning
I
had
to
do
a
suicide
risk
assessment
on
a
nine-year-old
in
my
school
before
I
came
to
this
hearing
today.
K
The
reasons
for
these
suicidal
threats
were
diverse
and
included,
unmanageable
anxiety,
home
problems
and
often
loneliness.
In
my
opinion,
the
isolation
of
the
coveted
pandemic
has
had
a
profound
effect
on
the
mental
health
of
my
students
and
students
across
the
state.
At
the
recent
kentucky
school
counselor
association
conference
held
in
lexington,
I
was
able
to
hear
the
thoughts
of
other
counselors
across
the
state
regarding
this
issue.
K
Over
and
over
and
over
again,
counselors
relate
that
mental
illness
diagnoses
like
anxiety
and
depression
have
increased
among
their
students,
while
the
students
ability
to
navigate
social
interactions
and
difficulties
have
greatly
decreased.
In
short,
the
effects
of
covet
on
kentucky
students
on
my
students
are
vast
and
intense.
K
My
heart
hurts
for
my
students
who
face
mental
health
challenges
on
a
daily
basis.
My
heart
hurt
even
worse
when
I
was
away
from
my
students
and
they
could
not
access
me
the
way
that
they
could
in
person,
while
the
legislatively
mandated
increase
in
mental
health
professionals
throughout
the
state
has
drastically
improved
the
services
provided
our
students,
it's
impossible
to
adequately
deliver
these
services
from
home,
and
there
is
still
a
need
for
more
professionals,
even
my
own
bill.
In
my
own
building,
where
we
employ
a
school
counselor,
a
school
social
worker
and
a
school
psychologist.
K
There
are
days
when
the
three
of
us
scramble
to
meet
the
intense
mental
health
needs
of
our
600
plus
students.
There
is
a
need
for
more
school-based
mental
health
professionals
and
thus
more
services
for
students
suffering
through
the
mental
health
effects
of
the
pandemic.
It
is
my
earnest
plea
that,
when
making
crucial
funding
decisions,
you
not
forget
the
mental
health
needs
of
kentucky
students.
Any
money
and
resources
spent
on
mental
health
needs
in
kentucky.
Schools
is
money
that
will
have
an
infinite
return
for
the
investment.
K
Thank
you
so
much
for
your
time
and
attention
to
this
matter
today.
I
am
thankful
and
blessed
to
be
back
with
my
students
to
assess
their
needs
and
provide
the
mental
health
services
they
need.
May
we
all
continue
to
put
the
efforts
of
kentucky's
most
valuable
citizens
at
the
forefront
of
our
minds
and
our
efforts.
Thank
you.
D
Hello,
I'm
marcia
duncan
I'm
the
transition,
readiness,
social,
emotional
learning
specialist
for
larue
county
schools,
I'm
also
a
proud
native
of
hodgenville,
the
birthplace
of
abraham,
lincoln,
and
the
reason
I
say
that
is
as
a
citizen,
I'm
required
to
say
that
everywhere
I
go
so
just
so.
You
don't
know
that,
and
I'm
here
today
to
talk
about
the
impact
that
covet
19
has
had
on
the
mental
health
and
emotional
well-being
of
our
larue
county
students.
D
This
is
my
26th
year
in
public
education.
I
began
my
career
as
a
frisk
coordinator.
I
did
that
for
23
years
and
I've
been
the
sel
specialist
for
the
district.
The
past
three
years,
which
I
guess
you
could
say,
was
good
timing
on
the
district's
part,
because
we
had
no
idea
that
I
would
be
so
needed
in
a
pandemic
time.
D
Mental
health
and
emotional
well-being
have
always
been
a
top
priority
for
our
school.
We
all
know
that
kids
can't
learn
if
their
emotional
needs
are
not
being
met
and
I've
seen
firsthand
how
very
difficult
it's
been
to
address
the
mental
health
issues
of
students
during
the
covet
19
pandemic,
as
amy
alluded
to
remote
learning.
It
was
impossible
to
meet
those
needs
and
even
on
a
hybrid
model,
it
was
extremely
difficult.
D
The
needs
are
many,
but
the
resources
are
few.
Our
larue
county
students
are
struggling
with
depression,
anxiety
and
suicidal
thoughts.
Now
more
than
ever,
during
the
last
two
years,
I've
done
risk
assessments
on
students
as
young
as
third
grade
a
first
for
me.
In
all
my
years
in
education,
our
small
rural
community
has
very
limited
access
to
mental
health
professionals
and
agencies.
Because
of
that
school-based
mental
health
is
vital.
D
Unfortunately,
there's
a
lack
of
mental
health
professionals
as
well
as
funding
sources
to
have
enough
therapists
to
cover
the
ever
increasing
caseload
of
the
referrals
we
make
on
a
daily
basis.
Kids
that
need
more
than
what
we
can
provide
at
school
students
are
also
dealing
with
grief.
Grief
is,
is
a
curious
thing.
We
all
process
loss
differently
and
grieving,
for
these
students
has
taken
on
a
grief
of
the
loss
of
the
normal
fun
activities
and
programs
that
are
offered
and
provided
at
the
schools.
D
D
D
D
D
I'd
like
to
thank
each
of
you
all
for
allowing
me
the
opportunity
to
speak
today.
I
truly
value
your
willingness
to
listen
and
work
on
viable
solutions
for
meeting
the
mental
health
and
emotional
needs
of
every
kentucky
school
student.
The
work
you
do
has
such
a
valuable
and
long
lasting
impact
on
all
kentucky.
Kids.
Thank
you.
A
Thank
you
and
thank
you
for
sharing
those
statistics.
I
know
this
is
something
that
we
really
need
to
take
seriously
and
look
into.
I've
had
parents
that
have
shared
with
me
that
you
know
that
they
never
imagined
their
child
would
be
as
depressed,
and
it
was
concerning
to
them
that,
because
they
didn't
know
how
to
handle
it,
so
the
work
you
do
is
very
much
appreciated.
We
do
have
a
question
from
representative
bojanowski.
H
However,
I
did
wonder
if
you
have
seen,
because
I
think
it's
a
simplistic
view
to
say
that
part
of
this
was
being
out
of
school.
Can
you
speak
on
the
impact
of
the
opioid
epidemic
and
the
impact
of
social
media?
I've
read
quite
a
bit
about
the
impact
of
say
instagram
on
the
self-worth
of
of
young
girls.
Can
you
speak
on
that,
as
as
an
influencer
for
youth
mental
health
issues.
I
Well,
definitely,
the
those
types
of
barriers
to
learning
have
been
there
for
quite
a
while.
So
we've
seen
that
I've
seen
that
impact
for
probably
the
last
10
years.
I
L
K
I
H
And
may
I
just
make
one
more
comment
briefly:
okay,
so
we
do
have
one
mental
health
counselor
in
our
building
and
she's
only
there
part
time,
so
any
additional
funding
that
can
support
more
mental
health
counselors
being
available
for
children.
I
would
strongly
support.
Thank
you.
C
Very
very
quickly,
two
questions.
I
guess
this
will
be
to
linda
tyree
and
I'll
just
ask
them
both
together
one.
Can
you
describe
a
little
bit
the
impact
on
resources
this
has
made
and
two
is
there
actual
data,
yet
that
shows
the
uptick
in
all
of
the
referrals
or
cases
that
are
being
called
out
for
usage.
I
guess
of
the
resources
that
we
have.
I
You
know,
honestly,
I
don't
know
that
number
right
off.
As
far
as
the
usage,
I
think
what
we've
heard
so
far
is
just
experiences
with
school
counselors.
The
impact
that
they've
seen
on
their
caseload
has
tremendously
increased.
I
think
nationwide
it's
about
300
percent
increase
in
the
need
for
mental
health
supports
from
young
people.
However,
I
don't
have
a
statistic
for
kentucky
at
this
point.
A
Thank
you.
Do
you
have
any
statistics
on
those
that
have
taken
their
their
lives
after
co?
After
the
experience
we
had
an
education
with
covid.
I
know
that
we
had
a
child
in
a
neighboring
county
that
was
described
as
just
a
bubbly
and
and
full
of
cheer
and
joy
that
had
taken
his
life.
I
think
it
was
a
young
man,
maybe
in
elementary
school
just
this
past
week,
so
this
is
real
people.
A
I
think
that
sometimes
we
get
caught
up
with
the
fact
that
they're
children
and
how
could
they
be
having
these
experiences,
but
you
know
I
I
have
talked
about
bullying
and
then
doing
legislation
from
bullying
and
we
had
some
pushback,
because
people
don't
realize
all
the
social
media
and
the
impact
that
that
has
with
bullying
and
what
the
children
are
facing
today.
So
do
you
have
any
idea
of
any
any
numbers
regarding
those
children
within
the
commonwealth
that
have
taken
their
lives.
I
The
last
rate
that
I
saw
was
an
increase
and
it
was
just
over
a
very
short
period
of
time.
I
think
it
was
just
comparing
a
a
quarter
of
the
year
based
on
statistics
from
2019.
It
had
gone
up,
57
percent,
I
know
last
thanksgiving.
We
worked.
Our
crisis
team
worked
a
death
by
suicide
in
a
district
in
our
region
of
an
11
year
old
student.
That
was
the
youngest
that
I
have
ever
experienced.
I
I
A
Thank
you.
We
have
a
question
from
representative
tipton.
J
J
This
is
a
this
is
a
big
problem.
Nationwide
suicide
rates
are
up,
opioid
deaths
from
overdoses
are
up.
I
read
this
week
that
the
deaths
and
veterans
in
our
military
are
up.
This
is
not
just
a
youth
problem.
This
is
a
societal
problem
right
now,
a
couple
of
questions
you
reference
and
we
all
recognize.
We
have
a
a
workforce
problem
in
our
nation
and
I
I
am
confident
you
have
there's
a
tremendous
tremendous
need
for
more
health
mental
health
professionals.
J
Do
you
have
any
idea
about
how
great
that
need
is
and
any
thoughts
about
what
we
can
do
to
encourage
people
to,
and
I
know
it's
a
tough
industry-
a
tough
business
to
be
in,
but
are
there
any
things
going
on
to
help
encourage
people
to
to
to
get
into
this
profession
to
serve
these
students.
D
D
She
started
our
school
year
started
august
4th,
so
that
was
her
first
day.
She
has
already
turned
in
her
resignation.
It's
too
much.
She
said
she
has
taken
a
position
with
hospice
she's,
going
to
be
a
therapist
with
them,
and
it
took
them
two
years
to
fill
that
position
and
when
I
asked
the
director
they
said
it's
because
there
are
not
enough
people
going
into
the
mental
health
field.
We
don't
have
a
large
pool
that
we
can
choose
from
and
a
lot
of
people
are
burned
out.
D
The
pandemic
has
caused
them
to
they're
dealing
with
issues
that
it
seems
non-stop,
they're
on
call
24
7..
I
know
that
I
was
when
we
were
on
virtual
learning.
I
would
receive
notifications
and
here's
the
thing
students
communicate
they're
not
going
to
come
to
someone
we're
finding
in
the
building.
We
talk
about
finding
a
trusting,
caring
adult
to
go
to
when
you're
having
suicidal
thoughts.
D
They
don't
do
that
they'll
email,
their
friend
and
we
have
a
filter
system
that
catches
those
emails
and
they
go
to
me
this
past
week
I
had
five
students
that
expressed
their
desire
to
commit
suicide
and
we
reached
out
to
them
and
three
of
those
five
are
in
a
crisis
unit
and
the
other
two
should
be,
but
the
crisis
units
are
full.
So
there
is,
I
don't
know
what
the
solution
is,
but
I
know
what
the
problem
is:
there's
not
enough
mental
health
professionals,
okay,.
J
C
Thank
you,
ladies
thank
you
for
shining
a
light
on
this
important
issue.
Our
kids
truly
are
our
future
and
they're
the
greatest
asset
that
we
have
and
I'm
blessed
with
two
wonderful
boys.
I
love
them
dearly
and
I'm
sure
other
parents
do
as
well.
C
But
thinking
about
the
issue
that's
in
front
of
us,
I
was
thinking
of
a
quote
by
frederick
douglass,
it's
easier
to
build
strong
children
than
to
repair
broken
men.
How
do
we
get
out
in
front
of
this
issue?
What
can
we
do
as
parents
as
educators,
people
in
our
community,
to
address
this
and
to
help
come
alongside
these
children
and
build
them
up
rather
than
tear
them
down
and
make
them
fearful?
C
I
have
a
couple
thoughts
on
my
mind.
One
thing
is:
we
should
never
shut
down
in-person
education
ever
again.
Another
thing
is
we
should
how
can
we?
What
can
we
do
about
the
fear?
That's
spread
online,
the
fear
that
spread
through
the
media
and
social
media
that
that
you
know
paralyzes,
older
adults,
middle-aged
adults
and
children,
and
it
does
cause
a
lot
of
people
to
live
in
fear.
But
those
are
two
things
I
think
we
can
do
by
about
making
sure
we
have
in-person
education.
C
K
I
think
that's
an
excellent,
excellent
question
and
I
think
that
one
thing
that
I
would
encourage
parents
to
do
is
to
become
very
involved
in
the
social,
emotional
learning
in
your
child's
school.
You
know
we
talk
a
lot
and
you've
heard
us
talk
a
lot
about
what
I
would
call
reactive
services
about
things
that
we
we
do
once
a
threat
is
already
there
once
a
child
is
already
anxious
or
depressed.
K
But
you
don't
hear
a
lot
of
talk
about
prevention
and
I
think
it
is
absolutely
critical
that
parents
advocate
for
a
strong
tier
one,
sel
curriculum
in
every
school
and
what
I
mean
by
that
is
access
for
every
single
school
before
a
problem
comes
up
to
learn
about
character,
to
learn
about
resiliency.
I
love
that
word
resiliency.
We
actually
have
a
character
word
of
the
week
in
my
school.
That
is
one
of
the
hardest
words
to
teach
kids,
but
we
are
actively
teaching
kids
how
to
bounce
back
from
adversity.
K
I
And
just
to
add
to
what
amy
said
long
before
the
pandemic,
with
the
school
safety
resiliency
act,
that's
one
thing
that
senator
wise
was
very
passionate
about
was
making
sure
that
we
did
have
a
mental
health
professional
in
every
building,
with
at
least
60
percent
of
their
time
being
used
with
direct
services
to
students.
A
lot
of
people
don't
understand
exactly
why
that
was
so
important,
but
as
a
school
counselor
I
mean
we
wear
many
hats.
We
are
the
building
assessment
coordinator.
We
write
504
plans,
we
chair
special
ed
meetings.
I
We
want
to
be
proactive
so
that
tier
one
means
that
every
single
student,
every
kindergartner,
every
first
grader
that
comes
in
the
door
before
they
ever
show
any
kind
of
problems
or
at-risk
behavior,
we're
already
talking
about
articulating
their
feelings,
how
to
be
socially
acceptable,
with
the
way
that
they
address
those
feelings,
how
they
can
regulate
themselves
and
have
social
regulation,
and
so
there's
so
many
things
that
go
before
there's
ever
a
problem
that
can
kind
of
head
some
of
those
off.
So
I
appreciate
your
question.
I
think
that
is
crucial
right
now,.
A
And
we
have
representative,
william
with
a
question
that
is
participating
virtually
representative
willinger.
M
M
Right,
we
didn't
know
we
were
going
to
enter
a
pandemic,
but
this
was
the
school
year
when
those
plans
were
to
be
introduced
and
presented,
and
I'm
just
wondering
what
you
can
tell
us
is
happening
across
the
state.
What
you're
seeing
in
terms
of
these
trauma-informed
teams,
you
know
within
every
school
within
every
district,
and
so
the
burden
isn't
just
on
the
counselors
and
the
social
workers
and
the
school
psychologists.
But
you
know
that
there's
the
those
teams
putting
in
place
the
resources
for
everyone
to
have
a
better
idea
of
how
the
prevention
works.
K
Yes,
this,
the
the
trauma
teams
have
been
an
absolute
positive
for
us
for
our
schools.
I
have
been
lucky
enough
to
be
able
to
participate
in
these
and
on
many
occasions,
and
what
I
can
tell
you
that's
going
on
in
the
state
of
kentucky
is
that
teams
are
meeting
together.
I
know
that
we
meet
once
a
month
and
we
talk
about
our
students
who
are
going
through
trauma
and
we
don't
just
talk
about
them.
K
We
develop
plans
for
them,
and
you
know
it's
interesting
that
you
make
the
connection
between
what
we're
going
through
now
and
and
trauma-informed
practices,
because
we
are
finding
that
students
who
are
going
through
the
covet
pandemic
do
have
a
lot
of
the
symptoms
of
those
students
who
are
affected
by
trauma.
It
has
been
a
trauma
that
they've
gone
through.
So
yes,
I
am
so
thankful
for
the
foresight
of
this
body.
M
That's
that's
wonderful
to
hear
thank
you
and
I
hope
that
madam
chair,
maybe
we
could
come
back
to
this
topic
and
get
more
information
specifically
on
these
trauma-informed
teams
in
the
future.
But
thank
you
all
for
your
work.
G
I
We
do
have
school,
counselor
standards
that
have
been
already
adopted.
However,
we
do
not
yet
have
social
emotional
learning
curriculum,
but
that
is
in
it
isn't
a
draft
stage
right
now.
Do
you
know
with
their?
I
don't
know.
I
don't
know
the
timeline
of
that,
but
I
do
know
there
is.
There
is
a
draft
being
being
worked
on
right
now
to
have
that
social,
emotional
learning,
curriculum.
G
I
There
there
are
a
lot
of
excellent
curriculums
available
that
that
the
kentucky
school
counseling
association
have
not
really
presented
to
the
state,
but
have
definitely
given
some
options
to
school
counselors.
Some
of
them
are
like
the
ones
you
mentioned,
where
they're
embedded
in
the
curriculum,
and
we
have
the
regular
classroom
teacher
embed
those
into
their
curriculum.
I
Some
are
standalone
programs
where
it
might
just
be
the
first
10
15
minutes
of
the
day
from
in
my
experience
in
elementary
school,
it
was
much
better
to
have
a
standalone
curriculum
that
just
to
start
the
day
kind
of
get
that
you
know
you
think
about.
When
you
walk
in
the
door
of
a
school
I
loved
having
that
that
very
first
encounter
with
students
when
they
came
in
just
using
a
child's
name
when
they
walk
in
the
door.
I
mean
we
think
about
that.
I
You
know
that
that
something
may,
we
might
think,
is
common
sense
that
increases
their
ability
to
learn.
During
the
day
I
mean
they,
you
automatically
release
endorphins
when
your
name
is
used,
so
when
we
can
be
at
the
door,
be
accessible
to
students
and
just
greet
them.
That's
that's.
What
was
so
hard
during
that
that
online
learning
that
virtual
platform
just
not
being
able
to
set
eyes
on
our
students
to
know
if
they're
you
know
seeing
signs
of
self-harm
or
are
they
gaining
weight?
Are
they
losing
weight?
I
Do
we
see
some
changes
in
their
behavior?
Most
of
the
things
that
we're
looking
for
is
change
from
the
baseline.
Well,
we
didn't
get
a
chance
to
really
establish
a
baseline,
so
that
was
that
was
very
difficult,
so
really
having
that
initial
time
in
the
morning
to
greet
them
to
talk
about.
How
are
things
going
on?
I
Give
them
a
chance
to
maybe
express
whatever
is
on
their
mind,
maybe
just
a
discussion
starter
for
the
day
I
had
some
teachers
that
implemented
that
at
the
very
beginning
of
the
school
year
and
and
some
teach
well,
I
don't
have
time
to
give
10
minutes
to
that.
But
if
you
talk
to
those
teachers
who
did
that
the
rest
of
their
day
was
so
much
more
productive,
they
were
able
to
meet.
I
The
curriculum
needs
that
they
had,
because
they
had
students
in
the
mindset
to
learn
right,
so
both
are
very
valuable
but
having
a
separate
time
for
social
emotional
learning,
as
well
as
embedding
it
into
the
curriculum,
are
both
very
beneficial
good.
K
J
K
Other
core
subjects,
so
I
don't
know
if
a
legislative
mandate
is
something
that
that
we
need
to
look
at,
but
I
can
tell
you
that
it
is
critical
and
I
think
that
that
it
is
very
much
needed.
There
are
some
schools
that
are
doing
this,
like
she
said
every
single
day
at
have
a
time
that's
devoted
some.
Don't.
D
D
We
also
have
administered
just
a
couple
of
weeks
ago,
an
sel
assessment
for
every
student,
so
we
have
that
baseline
and
that
will
be
administered
two
other
times
this
school
year,
and
we
are
hoping
to
very
optimistic
that
we
will
see
an
increase
in
in
social
emotional
regulation
with
every
student,
and
so
only
time
will
tell,
but
we're
excited
to
be
able
to
do
that
assessment
and
have
those
lessons
on
a
daily
basis,
and
I
will
tell
you
something
else
that
I
think
would
be
very
beneficial
is
currently
youth
mental
health.
D
First
aid
is
for
middle
and
high
school
age
teachers
and
our
teaching
staff
had
that
training.
This
summer
we
had
experienced
last
year,
the
beginning
of
last
school
year,
a
death
by
suicide
of
an
eighth
grader,
and
especially
our
middle
school
staff.
Really
struggled
with.
Did
I
have
the
necessary
tools
in
my
toolbox?
Could
I
have
prevented
that
death,
and
so
we
provided
that
and
the
feedback?
We
got
that
every
teacher
in
the
commonwealth
should
have
this
training.
E
D
That
vital-
and
I
would,
if
there's
a
way
that
that
could
be
free
for
every
school
district,
every
eligible
teacher
to
have
that
training.
I
would
request
that
today
so.
G
Madam
chair,
could
I
follow
up
briefly?
Yes,
thank
you,
so
speak
to
that
for
just
a
moment,
because
that
I
presume
was
part
of
professional
development
that
training
was
part
of
the
pd
and
that
pd
was
selected
by
your
school
district
correct.
So
it's
available
to
every
district
that
chooses
to
exercise
that
that
opportunity.
I
would
hope,
yeah
if.
D
There's
some
cost-
sometimes
I
think
it's
free
thursday
linda
can
speak
to
that
now.
There's.
I
D
A
A
I
wanted
three
hours,
but
had
some
pushback,
but
to
me,
professional
development
should
be
purposeful,
and
this
was
something
that
I
thought
was
truly
purposeful
and
there
was
a
lot
of
online
lots
of
parents
that
had
experienced
suicide
of
their
children
have
devoted
their
time
to
create
curriculums,
and
so
I
looked
and
researched
that
there
was
a
lot
of
those
online
that
were
available
as
well.
A
But
I
think
this
is
something
that
is
required
and,
like
you
said,
teachers
need
to
feel
confident
enough
to
have
the
training
to
speak
out
because
it
is
a
taboo
subject.
So
I
wanted
them
to
feel
confident
about
their
observations
and
what
they
were
seeing
in
order
to
bring
that
to
a
parent's
attention.
So
we
may
need
to
look
at
more
and
make
sure
it
would
follow
up
and
make
sure
that
all
of
this
is
being
within
the
professional
development
of
our
schools,
because
it
is
vital.
A
F
Yes,
I
was
just
going
to
say
I
did
when
I
was
subbing
do
the
hour
for
the
suicide
prevention
training
and
I
found
it
very
useful-
and
I
know
that
the
school
that
I
s
the
school
district,
I
support
kenton
county
schools,
they
do
sel
and
actually,
when
I
was
subbing,
I
thought
it
was
a
blast.
I
mean,
because
you
got
to
talk
to
the
kids
and
they
got
to
the
do
feelings.
F
So
I
was
wondering-
and
I
hope,
eric
kennedy's
watching
this-
I
bet
he
could
get
us
numbers
of
districts
that
are
doing
that
senator
given
so
that
we
could
find
out.
Maybe
you
know
out
of
171
how
many
are
doing
some
sort
of
sel
with
their
kids
in
the
county.
L
Thank
you.
So
my
home
county
is
also
larue
county,
and
so
thank
you
so
much
for
coming,
and
I
have
a
question
for
you.
The
sel
assessments
you
mentioned
doing
three
times
a
year.
Do
how
long
is
that?
How
many
questions
do
you
have
like
a
copy
that
we
can
get
to
see.
D
Sure
it's
from
panorama
ed
and
I
believe
our
kde
tran-
they
contract
with
them
and
when
we
were
asking
for
some
guidance
on
that
that
was
highly
recommended.
But
you
can
access
that.
Just
google
that
and
it'll
give
you
a
sample
of
that
sel
assessment
and
you
can
choose
there's
different
categories
and
you
can
go
in
and
custom
build
it
for
the
needs
of
your
district
and
we
kept
it
fairly.
D
We
wanted
to
be
able
to
compare,
not
just
you
know,
statewide
but
nationally,
how
our
students
are
doing
so
we
kind
of
kept
it
in
line
with
what
is
recommended,
but
you
can
customize
that
and
yes,
you
can
just
google
panorama
ed
and
see
a
sample
of
that
assessment.
D
Questions
change
no.
The
year
goes
through
the
questions
will
not
change.
You
build
that
assessment.
We
built
that
we
have.
Our
district
has
hired
sel
cadre
leaders
for
each
school,
and
so
those
cadre
leaders,
myself
and
our
instructional
supervisor,
met
in
the
summer,
and
we
worked
on
the
questions
we
felt
best
suited
our
needs
and
would
give
us
data
to
compare
with
other
school
systems
across
the
nation.
Okay,
cool.
K
Thank
you.
I
will
tell
you
in
our
school
district.
We
also
use
an
sel
screener
called
srss,
and
it
is
absolutely
fabulous
as
well.
We
are
looking
at
externalizing
and
internalizing
factors
that
students
may
have
pop
up
and
we
are
using
that
data
to
place
them
in
mtss
groups
to
meet
their
individualized
needs.
So
it's
another
very
useful
tool.
D
And
this
also
gives
intervention
lessons
for
students,
for
instance,
if
they
say
I
have
trouble
making
friends,
then
it
will
give
recommended
lessons
on
social
skills.
So
did
you
attend
lincoln
days
just
a
question
for.
I
I
will
say
that
many
of
those
screeners
those
you
what
we
call
universal
screeners,
because
we
give
them
to
every
single
student,
whether
they're,
showing
any
kind
of
risk,
behavior
or
not.
Those
are
impossible
to
do
during
remote
learning.
So
there
was
none
as
far
as
I
know
done
across
the
state
last
year.
I
A
Thank
you
so
much
for
joining
us
today
and
for
your
presentation
and
your
passion
regarding
this
topic.
I
know
that
it's
bound
to
be
a
burden
and
a
hard
to
handle
and
take
home
with
you
all
the
various
problems
that
our
students
are
fat
are
facing.
So
we
appreciate
your
dedication
to
the
students
and
the
commonwealth
and
we'll
be
following
up
and
looking
at
this
further.
Thank
you
so
much.
A
B
O
A
And
excuse
me
if
you
would
like
to
share
to
present
your
slides,
you
will
need
to
share
your
screen
with
us.
Please.
N
Great
thank
you.
Thank
you,
madam
chair
members
of
the
committee,
we're
happy
to
be
here
today
to
talk
about
a
program
that
is
very
important
for
the
business
community,
the
leadership
institute
for
school
principals
and
I'm
going
to
switch
gears
a
little
bit
today.
I'm
usually
sitting
in
this
chair
talking
about
legislation
or
policy,
or
some
new
report
that
we
have
issued
and
talking
through
recommendations.
N
The
programs
that
we
provide
businesses
that
want
to
hire
people
who
are
in
recovery
from
substance
use
disorders
or
who
are
formally
incarcerated.
All
that
exists
under
our
foundation
and
what's
really
neat
about
the
kentucky
chamber,
is
that
we
can
marry
our
policy
work
with
our
programmatic
foundation
foundation
work
and
it's
a
great.
This
is
a
great
example
of
how
we
do
that,
so
the
leadership
institute
for
school
principles
is
essentially
about
making
principals
the
ceos
of
their
school.
N
It
is
a
training
program
and
it's
a
three-day
program
in
greensboro
north
carolina
at
the
truest
leadership
institute,
and
then
it's
followed
by
a
couple
of
one-day
sessions
back
in
kentucky.
I
think
our
group
this
year
is
actually
meeting
next
week
and
then
there's
also
virtual
class
sessions.
One-On-One
coaching.
There
are
weekly
assignments
and
then
there's
peer-to-peer
assessments
that
they
do
as
well.
N
Our
principals
attend
for
free.
This
is
something
where
we
have
generous
in-kind
support
from
the
truest
leadership
institute,
and
then
we
also
raise
funds
from
community
leaders
to
support
principals.
So
over
the
last
10
years,
the
program
is
actually
10
years
old.
Now
we
have
raised
over
3
million
dollars
to
support
principals
participating
in
this
program.
N
So
I'm
not
here
to
ask
you
for
money,
that's
good
news,
but
I
want
to
make
sure
you're
aware
of
this
program,
because
it's
probably
something
where
you
have
people
in
your
community
that
you
think
might
benefit
from
it,
and
this
is
a
map
that
shows
you
the
spread
of
the
program
across
kentucky.
So
those
red
counties
are
counties
where
we
have
had
at
least
one
participant
in
the
program.
N
The
white
counties
we
have
not
had
a
participant
in
the
program
and
then
the
yellow
and
blue,
the
yellow
are
our
2021
class
participants
and
then
the
blue.
We
pick
up
a
few
new
counties
in
the
2021
program.
So
I'll,
let
you
look
at
this
map
you
can
see.
I
think
several
of
you
do
have
counties
there
where
we
have
not
yet
had
a
participant
for
the
program.
So
I'll.
N
N
How
they're
working
to
close
achievement
gaps
and,
of
course,
they
have
to
have
support
from
their
superintendent
to
participate,
so
we've
had
95
counties
represented
in
the
program
and
over
the
last
10
years,
that's
been
about
420
principals
that
have
participated
and
they
represent
a
reach
of
around
400
000
students.
So
it's
been
a
very
successful
program
over
the
last
10
years
and
we're
certainly
in
a
great
position
to
continue
for
the
for
the
foreseeable
future
as
well-
and
this
is
our
board
of
managers
for
the
program.
You'll
see
dr
houston
barber
on
there.
N
He
is
co-chair
along
with
joel
hopper
from
henderson
kentucky.
All
of
our
programs
have
oversight
or
leadership
where
we
pull
in
from
the
business
community
to
set
the
strategy
in
the
direction
of
the
program.
In
this
case
it
is
a
sort
of
a
50
50
matchup
of
education
leaders
and
business
leaders
that
are
very
much
involved
in
this
program.
So
that's
just
a
quick
overview
and
I'm
going
to
turn
it
over
to
my
colleague
who's
going
to
share
some
of
his
personal
experience
with
the
program.
O
Yeah,
thank
you
for
the
opportunity
to
speak
today
and
also
I
come
to
you
kind
of
a
different
hat
and
excited
about
it.
This
program
was
life-changing
for
me
when
I
went
through
it
as
a
principal,
and
I
can
tell
you
the
principal
job
itself
with
I
know.
Some
of
you
have
been
principal
for
the
day
is
one
of
the
most
challenging
jobs
on
a
daily
basis,
and
I
think
the
experiences
that
they
face
often
can
be
overwhelming,
and
sometimes
to
the
point
where
you
know
they
need
some
guidance
and
leadership
to
really
move
forward.
O
The
ability
to
really
change
this
game
has
come
through
the
leadership
institute
for
school
principles.
It's
it
applies
to
the
standard
of
being
a
ceo.
It
allows
for
principals
to
understand
not
only
their
dynamics
as
an
educational
leader,
but
as
a
community
leader
as
a
moral,
ethical
leader,
and
also
one
that
can
impact
the
entire
community.
O
We've
had
over
424
principals
go
through
this
program
and
have
made
a
great
impact
on
the
commonwealth.
What
over
400
000
students,
if
not
more-
and
I
can
tell
you
that,
having
gone
through
this
program
and
now
helping
to
co-lead
it
the
business,
the
businesses
and
and
community
businesses,
get
involved
because
they
want
to
see
the
workforce.
Also
change.
We
have
we,
we
just
had
a
huge
investment
with
everything
that
you're
doing
as
a
legislative
body
and
and
kudos
to
you
guys
on
the
forward
investment.
O
The
reason
I'm
bringing
that
up
is
who
is
going
to
fill
those
jobs.
Is
it
going
to
be
out
of
state,
kids
or
kids
that
are
coming
through
our
programs?
We
recognize
the
demand
for
that
and
we
encourage
you
to
understand
that
some
of
our
principals
have
to
be
engaged
with
that
aspect
of
the
job,
so
they
can
encourage
their
teachers
and
pathway
developers
to
be
involved
with
that,
because
we
want
to
fill
those
jobs
and
we
want
our
kids
to
be
actively
participating
and
growing
in
that
opportunity.
O
Not
all
counties
are
represented
and
we
really
do
want
every
county
represented
in
the
commonwealth,
and
so
we
would
encourage
you
as
legislators,
to
speak
with
your
local
superintendents
and
your
fellow
friends
and
principals
to
get
them
engaged
and
we
want
them
to
be
involved
to
make
an
impact
on
our
commonwealth
and
our
kids
so
appreciate
the
opportunity
to
come
together
today
and
really.
This
is
more
about
awareness
than
anything
and
and
to
get
you
guys
engaged
and
understanding
that
we
can
really
make
a
difference
together.
O
In
this
program,
the
executive
coaching
was
the
most
interesting
part.
I
always
bring
this
up,
because
I've
never
had
an
executive
coach
and
then,
when
I
went
through
this
program,
it
really
was
successful
for
me,
because
I
had
someone
to
lean
on
and
understand
when
making
some
tough
decisions
and
at
the
time
I
was
in
jcps,
which
was
a
very
large
system
loved
it.
N
Thank
you
so
much
and
I
will
share
the
application
process,
starts
up
in
the
in
the
spring.
So
if
you
have
someone
that
you
think
would
be
good
for
the
program,
just
let
me
know,
and
I
can
I
can
certainly
connect
them
and
make
sure
they
get
the
application
and
signed
up
and
so
forth.
So
we
have
a
little
bit
of
time.
H
Yes,
thank
you
very
interesting,
mr
barber.
Just
a
thought
I
had,
as
you
were
speaking,
could
you
explain
what
the
difference
is
now
kind
of
in
your
in
your
lens
or
your
thought
process
as
thinking
about
being
a
principal,
I
know
you're
a
superintendent
now,
but
when
you're
a
principal
thinking
about
being
a
principal
as
a
ceo
of
your
building
versus
what
you
learned
in
your
principal
training
program,.
O
So,
for
example,
you
find
out
what
your
strengths
are,
how
to
utilize
those
strengths
and
to
best
interact
with
people.
So
we
understood
we
began
to
understand
how
we
interact
with
people
who
are
different
than
us.
Instead
of
trying
to
dictate
we,
we
empower
instead
of
trying
to
to
to
lead
from
the
front.
Sometimes
you
have
to
serve,
and
so
those
are
things
you
learn
along
the
way
and
sometimes
you're
not
taught
those
things
as
you
go
through
principal
school.
B
Thank
you,
madam
chair.
I'm
trying
to
pull
up
the
slide.
I
can't
really
read
the
one
with
your
the
board
of
managers,
but
I
had
looked
at
it
earlier
this
morning.
Just
trying
to
get
a
diverse
membership.
It
seemed
like
there
were
a
lot
of
people
from
similar
areas.
How
do
you
get
I
mean?
Do
you
plan
on
getting
more
people
involved
across
the
state?
I
know
there
were
some
western
people
in
there.
N
Yeah,
I
think
that's
a
great
point
and
we
are
actually
working
now
to
expand
the
board
and
bring
in
some
other
individuals
representing
different
parts
of
kentucky,
of
course,
the
kentucky
chamber
of
commerce
board
of
directors.
We
do
that's
in
our
bylaws
to
do
that.
N
So,
if
you,
if
you
have
individuals
that
you
think,
might
be
good
to
serve
in
a
leadership
role,
let
me
know
and
we're
happy
to
have
those
conversations
with
them
and.
B
C
N
O
Yeah
I
haven't
when
I
went
through
the
program
we
were
with
ccl
now
it's
with
truest
they're
they're.
As
far
as
I
know,
and
in
every
type
of
curriculum
that
they've
experienced
it's
more
about
self-growth
and
development,
and
it's
it's
less
about
what's
happening
in
classrooms.
To
be
honest
with
you,
it's
more
about
how
they
develop
their
executive
leadership
and
how
they
grow
and
and
work
with
communities
their
own
people
so
that
they
can
be
effective.
F
Thank
you,
madam
chair
and
houston,
certainly
good
to
see
you
today
and,
and
I
had
the
privilege
of
working
with
you
when
you
were
a
high
school
principal
and
and
also
as
a
superintendent
and
you,
you
certainly
bring
credibility
to
the
program
being
here
today,
and
I
just
wanted
to
thank
you
for
that
and,
and
like
said,
your
leadership
is
important.
F
It's
very
important
and,
and
you
know,
there's
that
thing
about
you
know
some
say:
leaders
are
born
and
some
some
say
they're
developed,
but
it
either
way
it's
important
to
get
them
all
the
training
and
and
to
help
them
to
to
reach
to
reach
their
full
potential.
So
thank
you.
A
Thank
you
so
much
for
your
presentation
today
and
making
us
aware
of
those
members.
Please
look
at
the
map
and
if
you
do
not
have
a
participant,
reach
out
to
your
local
school
districts
and
encourage
them
to
participate,
I
myself
can
appreciate
the
business
community,
engagement
and
education,
so
I
think
that's
a
it's
a
plus
for
all.
Thank
you
so
much
for
sharing
with
us
this
morning.
Thank
you.
B
Thank
you.
I
do
have
a
follow-up
question
to
one
that
was
just
asked
about
the
crt
being
taught,
and
I
understand
your
point
about
it:
development
developing
you
personally
etc.
Is
there
a
way
that
we
could
get
a
copy
of
the
curriculum
that
is
taught
at
this
leadership,
training.
N
A
Thanks.
Thank
you.
Our
last
presentation
today
will
be
creating
a
foundation
of
youth
of
change
youth
entrepreneurship.
If
you
will
make
your
way
to
the
table,
please
and
introduce
yourself
for
the
record
and
proceed.
P
A
Q
P
So
we're
getting
this
set
up.
We
come
with
some
guests
boom
beans,
our
student-led
enterprise,
coffee
company.
I
brought
we
brought
some
some
some
bags
to
share
with
everybody
so
just
to
just
talk
about
where
we're
at
where
we're
going
with
all
this,
so
my
name's
kyle
wilson,
I'm
originally
from
from
bell
county
and
I've
lived
in
lexington
for
the
past
15
years.
P
I've
had
several
successful
startups,
ranging
from
from
software
companies
unified
analytics
and
in
unified
industry,
and
also
ky
hemp
corporation,
several
brands
that
we
launched
and
scaled
nationally
under
that
under
ky
him
corporation
and
nick-
and
I
have
been
talking
about
this
for
several
years-
I
don't
know
if
you
are
aware
of
awesome
inc
and
what
what
they've
accomplished
in
lexington
you
know
an
ecosystem
for
innovation
and
startups.
P
I
would
highly
recommend
for
you
all
to
check
that
out.
So
we
got
talking
about
this.
You
know
several
years
ago,
but
how
could
we?
How
could
we
duplicate
what
awesome
inc
has
created
in
lexington
and
really
bringing
that
to
appalachia?
You
know
bring
it
to
appalachia
a
you
know:
a
startup
incubator.
If
you
will,
you
know
I
graduated
in
2000,
and
you
know
from
2000
to
where
we
are
now
in
in
many
of
our
counties
in
eastern
kentucky,
we've
we've
really
we've
taken
a
downward
slide.
P
P
You
know
the
end
goal
of
what
we
try
to
the
end
goal
of
of
what
we're
doing
is
to
give
startup
funding
seed
funding
for
startups
to
high
school
students
we
partner
with
high
schools
in
eastern
kentucky,
so
we
started
working
backwards
about
how
could
we?
P
How
could
we
accomplish
this,
so
we
first
launched
boombeans.com
and
so
boombeans.com
is?
Is
we
wanted
to
get
a
brand
out
there
that
that
really
related
to
a
lot
of
people?
You
know
coffee
is
something
that
most
of
us
enjoy
and
it's
it's
got
a
great
message
behind
what
we
do
with
it,
but
eventually
I
knew
it
would
be.
It
would
turn
into
a
student-led
enterprise.
If
we're
going
to
have
students
start
businesses
in
high
school
to
give
them
funding
for
startups.
P
We
got
to
teach
them
how
to
how
to
how
to
run
an
established
brand
and
what
what
that
means.
So
we
launched
boombeans.com
first
to
get
that
message
out
there
and
and
provide
a
student-led
enterprise.
That's
that's
what
the
boombeans.com
is.
If
you
look
at
boombeans.org
that
that's
who
we
are
as
a
non-profit
and
you
can
go
in
there
and
check
that
out,
but
we
partner
with
high
schools
and
we
teach
entrepreneurship,
we
provide
the
curriculum,
we're
either
live
by
zoom
or
in
person
every
day,
they're
students
there's
a
teacher
present
in
the
classroom.
P
We
have
a
proprietary
social
platform
that
we'll
get
to
in
just
a
moment
and
ultimately,
the
end
goal
is
we
got
students
to
launch
a
product
service
or
software
within
the
school
year
and
it's
capped
off
at
the
end
of
the
year
by
what
we
call
the
young
entrepreneurship
show
and
the
end
goal
was:
provide
seed
funding
and
mentorship
throughout
it's
a
lifetime
partnership
with
these
high
school
students.
So
we'll
talk
a
little
bit
about
a
social
proprietary
platform
you
can
get
on
there.
P
Now,
it's
it's
a
it's
basically
their
own
facebook
and
and
the
goal
of
this
was
to
really
provide
students
an
opportunity
to
network.
So
you
may
have
an
entrepreneur
in
bell
county,
but
you
may
have
software
developers
in
moorhead
who,
like
this
idea,
who,
like
this,
you
know
this
this
this
opportunity
to
work
together
to
bring
it
to
life,
and
so
our
social
platform
allows
students
to
chat
network
talk,
there's
a
timeline
they
can
post
on
there.
P
They
can
talk,
communicate
and
it
plays
a
bigger
role
in
the
fact
of
you
know
bringing
you
know
when
students
go
to
college
and
they
graduate-
and
you
know
you
know
not-
everyone
wants
to
be
a
founder
and
a
ceo,
but
looking
long-term
down
the
road.
P
You
know
we
want
to
be
able
to
give
a
give
an
opportunity
to
students
who
graduate
college,
with
whatever
their
expertise,
is
to
connect
back
with
founders
in
appalachia
and
to
really
get
these
these
startups
off
the
ground
and
going
behind
the
scenes
right
now.
Our
investment
platform
is
being
built
out.
We
have
a
partnership
with
appalachian
investors
alliance,
who
has
funds
ready
sitting
there
to
invest
in
in
appalachia
and
we're
just
building
a
bridge.
That's
all
we're
doing
with
the
with
the
investment
platform.
P
It'll
look
a
little
bit
similar
to
we
funder
a
little
linkedin
tied
into
it.
Like
I
mentioned
tying
graduating
college
students
back
to
opportunities
in
eastern
kentucky,
so
it
is
a
it's
a
unique
platform.
It's
a
platform
that
that
we
build
out
internally,
it's
proprietary
to
us
and,
like
I
said,
the
goal
is
connect
students
across
appalachia,
encourage
them
to
work
together
and
provide
potential
investors
with
an
opportunity
to
view
our
startups.
Q
So
so
here's
where
where's
the
microphone,
here's
where
awesomen
comes
in
so
since
2009
we've
been
working
with
kentucky
entrepreneurs
to
start
and
grow
their
businesses
and
through
that
entrepreneur
community
is
where
kyle
and
I
met,
and
I'm
really
excited
about
what
he's
bringing
to
high
school
students
in
eastern
kentucky
technology
is
a
great
enabler
helping
businesses
in
kentucky
connect
with
their
customers
around
the
world
and
that's
why
we're
partnering
with
boom
beans,
to
bring
technology
training
to
these
entrepreneurial
students.
P
You
know
one
thing
I
want
to
add
to
this:
you
know
when
I
go
to
meet
with
like
superintendents
and
community
leaders.
I
say
well
how
many
people
inside
your
county
can
code.
You
know
how
many
do
we
have
in
here
that
know
software
development
that
that
that
has
that
expertise
in
our
counties-
and
I
can
tell
you
most
of
times-
is
zero
to
less
than
three.
I
mean
it's,
it's
not
a
lot
and
we,
you
know
we
have
a
window
of
opportunity
connecting
to
the
remote
virtual
world
where
anyone
can
work
basically
anywhere.
P
This
is
about
creating
an
ecosystem,
really,
you
know
in
in
appalachia
for
innovation
and
technology.
P
So,
let's
get
into
this
is
actually
a
real
story.
We're
going
to
talk
about
this
is
we
did
a
pilot
program
last
year,
2019
2020
with
bell
county,
and
we
had
a
student
who
come
forward
with
an
idea,
and
you
know
the
funny
thing
is
I've.
I've
I've
found
out
that
this
is
present
in
every
high
school
because
we
don't
have
a
way
to
you
know.
L
P
Got
the
ideas
you
know,
I've
got
a
great
idea,
but
what's
next,
what's
what
about?
What
do
I
go
with
this
idea?
There's
nothing
there
to
there's
no
guidance,
you
know
to
bring
it
to
life,
and-
and
so
she
had
a
great
idea,
you
know
she
she
wanted
to
connect
the
the
county
with
other
different
needs.
You
know
from
elder
care
child
care,
health
care,
food
delivery,
an
app
that
would
connect
all
their
needs
in
in
the
county
and
great
idea.
We've
got
the
you
know.
P
We
built
that
business
plan
out
last
year
in
the
pilot
program
and
it
was,
it
was
a.
It
was
a
fantastic
idea,
but
this
is
ultimately
where
she,
where
she,
where
she
was.
You
know
she
was
stuck.
She
had
this
idea.
You
know
from
the
very
beginning
of
the
the
pilot
program,
but
you
know
this.
This
is
a
great
example
of
where
we
are
in
high
school
throughout
kentucky
and
it's
I've
got
a
good
idea.
P
Can
guide
me
on
my
journey
and
she's
got
a
python
book
there?
It's
not
it's
not
about
snakes,
it's
actually
a
coding
language,
but
this
is
where
we're
at
this.
This
is
this
is
a
very
real
our
high
schools
throughout
kentucky,
and
so
that's
that's.
What
we're
here
to
talk
about?
We
are
the
guides.
P
We
are.
The
experts,
we've
assisted
many
established
brands
to
scale
created,
innovative
tech
platforms,
started
new
brands,
established
national
distribution
and
built
trust
every
step
of
the
way,
and
you
know
from
awesome
inc.
You
know
since
2000,
I'm
sorry
since
2009,
it
taught
over
2,
000,
youth
and
adults
to
code
and,
like
I
said
earlier,
if
you
have,
if
you're
not
familiar
with
awesome
ink
or
what
they've
done
or
what
they're
doing
to
lexton
I'd
highly
encourage
you
to
come,
take
a
visit
and
see
the
culture
epicenter
that
has
been
created
for
entrepreneurship
and
technology.
P
So
we
give
them
a
plan,
and
this
goes
back
to
my
consulting
company,
the
brandpilot.com.
We
established
this
this
coffee
company
to
show
them
how
to
create
revenue.
You
know,
because
you
know,
if
we're,
if
we're
giving
seed
money
to
high
school
students
for
startups,
we
got
to
show
them
how
to
create
revenue.
So
that's
what
we
do
with
boombeans.com.
We
there's
a
research
phase
to
it
and
there's
the
action
phase.
The
research
phase
is,
you
know
who
who
is
our
client?
What
do
they
look
like?
P
What
are
they
thinking
where
their
expectations
were
their
fears,
their
pains,
the
desires?
We
there's
a
lot
of
research,
it
goes
into
that
the
students
go
through
and
they
start
looking
into
the
competitive
analysis.
You
know
what
other
coffee
companies
are
out
there.
What
what
makes
us
different?
What
what's
our
value
proposition?
P
All
these
things,
they're
thinking,
they're
thinking
about
things
that
they
never
thought
about
before,
and
then
we
actually
provide
them
marketing
money
that
that
we
start
creating
copyright
and
sales
funnels
and
lead
generation
and
targeting
start
pulling
customers
in
and
and
generating
revenue
on,
the
student-led
enterprise.
They
start
working.
P
P
They
they
they
take
inventory
of
the
county
they're
in
the
assets
that
are
there,
the
opportunities
that
exist
some
you
know
what
could
they
offer
different
and
they
start
looking
at
different
counties
around
the
country.
What
are
these
other
counties
doing
that?
We're?
Not?
Why
are
they
successful
and
so
they
they
really
start
diving
into
it.
They
create
five
different
business
ideas.
It
zeroes
down
to
one
from
that
one.
P
We
start
building
the
pitch
deck
out
the
business
plan,
the
executive
summary,
the
industry,
competitive
analysis,
the
marketing
operations
and
they
start
forming
a
tax
id.
They
start
they
get
their
incorporating
documents.
We
open
bank
accounts
operating
agreements
like
this
is
this
is
a
real
deal,
we're
doing
it
all.
You
know
we're
showing
these
students
how
to
create
an
opportunity
from
within,
and
so
this
is,
you
know
we
look
at
like
success
and
failure.
P
This
is
what
success
looks
like
these
are
some
of
the
key
points
we're
looking
to
accomplish,
and
that
is
stop
brain
drain.
You
know,
I
don't
know
if
you
all
familiar
with
brain
drain
is
but
their
brightest
or
boldus
are
leaving
and
they're
not
coming
back.
You
know,
there's
not,
there's
not
an
opportunity
for
them
to
come
back,
so
we
we're
going
to
do
that
by
creating
opportunities
from
within
that's
what
we
do,
a
large
percentage
of
of
what
we
we're
non-profit.
P
So
a
large
percentage
of
what
we
have
from
operating
budget
goes
to
seed
funding,
and
it's
all
about
changing
the
mindset-
and
you
know
together
we're
looking
to
build
a
better
future
for
counties
in
appalachia,
and
you
know,
failure
looks
like
this.
You
know
failure
is
we're
going
to
keep
on
doing
what
we're
doing
now.
P
You
know
20
20
2000
to
2021
it's.
You
know.
I
know
from
where
I,
where
I
grew
up
where
it
is
now,
it's
not
the
same,
and
it's
not
the
same
in
many
counties
in
eastern
kentucky,
so
you
know
poverty
community
goes
up.
Government
health
continues
to
rise.
Drug
issues,
communitize,
it's
it's
basically
in
a
death
spiral
is
where
we're
at,
and
so
this
talks
a
little
bit
about
the
traction.
We
we
that
we
are
that
we've
got.
You
know
we
did
a
pilot
pilot
program.
P
I
always
you
know,
if
anything
that
I
launch
I
like
to
take
a
crawl
walk,
run
and
we're
crawling
right
now
we're
gonna
start
walking,
and
that's
what
we're
here
today
to
talk
about
what
that
would
look
like
you
know,
so
the
daily
classes,
it's
it's
year-round.
We
provide
the
curriculum,
there's
a
cost
per
school
and
there's
a
cost
per
school
for
entrepreneurship
and
there's
cost
per
year
for
software
development
per
student
over
55
of
what
comes
in
on
the
entrepreneurship
side
goes
back
out
for
seed
funding.
P
We
have
we're
working
out
some
partnerships
with
some
with
colleges
middle
eastern
last
week,
meeting
with
moorhead
thursday,
so
we're
gonna
be
able
to
get
some
time
from
colleges
instructors
to
to
lead
the
the
curriculum
side.
There's
an
operation
side
that
we
have
at
boom
beans,
because
once
these
startups
receive
funding,
we
wrap
an
operations
team
around
them
to
get
revenue
coming
in
and
that
connects
them
to
our
investment
platform,
which
only
makes
it
you
know
less
risky
to
invest
at
that
point.
P
P
There's
grants
that
we're
working
with
and
partnerships
that
that
will
be
announcing
soar
is
a
big
is,
is
someone
that
kobe
kovy
and
I
have
worked
really
close
on
this,
and
you
know
I've
spoke
to
arc
about
this,
and
so
we're
we're
working
on
some
grants,
we're
here
to
talk
about
what
it
would
look
like
from
a
state
perspective
as
if
we
all
you
know.
P
If
this
is
a
big
win,
you
know
you
know
what
would
it
look
like
from
a
state
level
if
the
state
was
involved
in
this
also
and
the
coffee
sales,
all
the
coffee
sales
come
back
to
providing
seed
funding,
business
and
individual
donations
also
that
that
we've
had
you
know,
communication
with
those
folks
also
from
providing.
P
So
here's
where
we
are
this
is
this
is
this
is
the
ask
this
is
where
we're
here
today
we
will
have
probably
15
schools
that
we're
going
to
onboard
for
the
2022-2023
school
year
that
will
start
in
january.
As
we
start
onboarding
these
students
we're
going
to
start
down
the
middle
school
level.
P
We
feel
like
the
middle
school
level
is
where
we're
gonna
start
identifying
kids,
who
could
potentially
be
an
entrepreneur
or
who
could
potentially
be
a
software
developer
and
start
tracking
these
kids
and
really
guiding
them
up
to
there's
part
of
the
curriculum
that
that
is
set
in
place.
There's
there's
classes
that
they've
got
to
take
in
order
for
they
get
to
our
class.
P
So
it's
really
a
junior
senior
level
class
is
is,
is
you
know,
is
the
way
we've
been
communicating
back
and
back
and
forth
from
the
principal,
and
so
these
are
the
counties
that
you
know.
We,
we
haven't
done
a
lot
pushing
on
this,
and
I
can
tell
you
from
this
point
after
this
after
this
media
we're
going
to
start
going
regionally
to
to
to
different
counties
and
talking
to
different
counties
about
this
opportunity.
P
But
we
wanted
to
get
here
first
to
talk
to
you
all,
and
so
once
we
we
got,
we
have
a
source
summit
next
week
and
after
that,
we're
going
to
start
taking
we're
taking
the
same
same
deck
that
we're
talking
about
today
and
we're
starting
to
go
regional
and
really
start.
P
You
know
getting
interest
from
from
a
lot
of
you
know:
counties
superintendents
principles,
it's
so
that's
where
we're
going
to
sort
of
give
y'all
like
a
timeline
of
how
we're
going
to
progress
from
from
this
from
this
point,
and
I'm
going
to
turn
it
over
to
nick
and
let
I've
talked
enough,
I'm
gonna
hand
over
to
nick
and
lady
talk
about
awesome,
ink.
Q
So
awesome
ink
has
gotten
to
be
the
technology
training
partner
for
the
governor's
school
for
entrepreneurs
for
several
years
and
that's
a
wonderful
summer
program
with
boom
beans.
We're
excited
to
be
able
to
bring
our
our
business
focused
coding,
curriculum
to
students
throughout
the
school
year
and
the
next
slide.
Q
Q
They
even
built
an
app
that
helps
teachers
and
assigned
advisors
throughout
the
school.
So
pretty
cool
to
see
those
skills
in
use.
Daniella
saw
it
as
inspiration
to
continue
learning
computer
science,
so
she
went
off
to
college
and
did
that
and
actually
interned
with
microsoft
last
summer,
but
really
with
boom
beans.
Q
I
think,
there's
a
little
bit
of
a
misconception
that
kids
today
already
know
everything
about
technology
and
being
able
to
turn
on
ipad
is
not
is
not
coding.
It's
the
modern
day
equivalent
of
turning
on
the
television,
so
the
the
people
we
want
to
empower
for
the
future
are
creators
and
that's
what
our
goal
is
for
students
is.
Entrepreneurship
is
a
very
creative
activity
and
building
technology
to
support
that
is
part
of
that
creative
process.
Q
So
so
what
we
do
is
we
teach
the
skills
to
to
build
and
run
a
technology
enabled
business
from
right
here
in
kentucky.
That's
a
really
important
piece
that
we're
able
to
provide
an
opportunity
for
students
to
build
their
own
future
here
and
thanks
to
broadband
investments
and
a
pandemic
that
taught
all
of
us
how
to
use
zoom
and
to
shop
online
kids
don't
need
to
leave
kentucky
to
create
great
jobs
here.
P
That
that
wraps
up
our
presentation
and
just
want
to
thank
you
all
for
being
here
to
give
us
an
opportunity
to
listen
to
what
we're
saying.
So,
I'm
sure
you
have
questions.
Thank.
A
You,
yes,
we
do
have
a
few
questions.
Representative
bojanowski.
H
P
Yes,
ma'am,
yes,
ma'am
tasha
and
I
we
we've
met,
and
you
know
this
is
you
know
that
that's
a
and
I
know
nick's
gonna
gonna
talk
about
this.
Also,
that
is
a
great
you
know,
three-week
program
in
the
summer.
It's
a
fantastic
opportunity,
we're
on
the
same
page.
This
really
feeds
into
that.
This
is
a
year-round.
P
You
know
almost
like
a
farm
system,
if
you
will
where
it's
it's.
You
know
we're
in
these
counties
and
we're
talking
about
this
from
a
very
early
age
to
students,
and
so
this
this
this
ties
in
with
them
perfectly
so
nick.
You
want
to
say
something.
Q
Yeah
we've
worked
with
gse
for
years,
love
what
they're
doing,
and
I
think,
as
kyle
mentioned,
it
definitely
pairs
together.
Well
with
the
summer
program
and
and
this
being
year-round
in
schools.
C
Thank
you,
madam
chair
and
nick
obviously
I
know
we're
awesome
in
kids.
Yes,
sir
right
downtown,
this
is
an
exceptional
program
and
I
have
two
colleagues
who
talk
about
quoting
all
the
time.
One
is
president
of
the
day
and
senator
gibbons.
The
other
is
center
of
westerfield.
C
Obviously
austin
make
is
doing
very
well
kyle.
I
appreciate
your
promoting
eastern
kentucky
because
it's
it's
it's
often
the
most.
It's
the
stepchild
of
kentucky.
That's
why
I
think
eastern
kentucky's
a
step
child
because
it
gets
talked
about,
but
nothing
gets
done
about
it.
So
you're
here
today
talking
to
us
as
legislators
as
policy
makers.
But
what
do
you
want
us
to
do?
How
can
we
be
partners
in
your
effort.
P
Yeah,
thank
you
senator
thomas,
so
I
think
it
you
know
really
providing.
So
there
is
a
cost
per
school.
You
know
and,
like
I
said
over
55
goes
back
to
seed
funding
for
the
students.
So
really
I've
got
a
document.
I
think
I
got
in
the
in
the
brochure
I
know
if
it's
in
there
not,
but
it
really
lays
out
what
it
would
cost
to
fund
every
county
in
eastern
kentucky.
There's
54
counties
that
the
arc
recognizes.
C
About
coding
costs
well.
P
It
would
be,
it
would
be
coding
and
entrepreneurship
so
that
this
it
really
ties
together,
because
you
know
from
the
social
platform
we
have
where
they
can.
All
you
know,
network
and
communicate
together.
You
got
to
have
someone,
you
know
it's
almost.
It's
not
100
different
individuals,
but
a
lot
of
times.
You've
got
your
visionary.
P
P
L
So
I
find
this
extremely
interesting
because
one
of
the
things
that
lays
on
my
mind,
every
time
we
talk
about
these
type
of
things
is-
and
I'm
not
saying
this
is
an
accurate
statistic
or
that's
even
reliable
information
back
in
2014,
though
I'm
thinking
of
the
numbers
from
the
bureau
of
labor
and
statistics,
he
said
only
a
third
of
jobs
would
require
college
degree
in
the
next
10
years
and
we're
in
that
window
still
and
then
we've
got
cpe
over
here
saying
they
have
a
goal
of
getting
60
of
students
to
get
a
college
degree
by
2030.,
and
so
I
I
really
appreciate
the
goal
here,
because
we're
talking
about
getting
kids
on
a
pathway
for
their
individual
success,
not
some
kind
of
blanket
make
sure
they've
done
their
college
or
whatever
and
one
of
the
things
I
had
because
that's
the
path
I
took.
L
I
wasn't
planning
to
go
to
college.
I
did
end
up
in
college,
but
I
wasn't
playing
go
to
college
and
in
high
school
I
mean
that's
the
way
I
grew
up.
You
figure
out.
How
am
I
going
to
go
from
a
to
b?
And
I
have
to
get
money
to
do
that,
so
how
do
I
get
money
right
and
you
just
go
through
all
those
layers,
and
so
I
really
love
your
slide
number
nine.
L
Here
the
example
you
were
giving
you
know
trying
to
build
out
what
this
looks
like
and
go
through
all
those
stages.
One
of
the
things
I
noticed,
though,
and
I
worked
for
the
lieutenant
governor
and
the
entrepreneurship
challenge.
You
know
when
we
were
in
regional.
We
were
at
the
regional
levels
and
then
we
had
the
state
competition
right.
So
the
regional
levels,
the
type
of
ideas,
the
development
of
the
ideas
and
so
forth,
is
all
so
different.
L
So
when
we're
talking
about
eastern
kentucky
in
particular
thing,
I
noticed
you
know
we
had
students
and
their
brand
new
shark
tank
idea.
Never
seen
before
was
to
have
a
cafe
that
has
wi-fi,
and
so
I'm
like.
Okay-
and
I
I
a
thousand
percent
appreciate
the
diversity
of
every
county
in
kentucky,
so
essentially
so,
and
so
from
so
and
so
county
doesn't
have
panera
yet
but
they're
not
getting
panera
so
they're
to
start
their
own
panera.
L
As
what
I'm
reading
this
to
be
right-
and
so
I
can
appreciate
them-
I'm
wondering:
does
your
program
have
a
component
when
you're
going
into
these
schools
because
we're
talking
about
you
know,
building
new
apps
that
have
never,
you
know
been
done
before
or
whatever
does
your
training
have
kind
of
the
component
of
how
to
make
a
path
forward
for
you,
it
doesn't
have
to
be
a
new
development.
But
how
do
you
be
successful
in
moving
from
your
life
out
of
high
school?
Not
needing?
L
You
know,
college
debt
because,
frankly,
if
a
third
of
college
degree,
jobs
need
college
degrees
and
two-thirds
of
people
that
want
to
get
a
college
degree,
you're
gonna
have
another
third
people
out
there
with
student
debt,
which
means
no
buffer
zone
on
been
able
to
be
flexible
with
their
income
and
no
seed
capital
for
funding
their
projects.
So
I
just
want
you
to
speak
a
little
bit
on
getting
kids,
maybe
not
necessarily
even
with
a
new
idea,
but
the
entrepreneurship
as
their
method
of
employment.
As.
P
Well,
and
so,
thank
you
so
much
a
great
question.
You
know
the
first
thing
they
do
is
they
got
to
validate,
there's
a
actual
audience,
there's
an
actual
market
for
what
they're
bringing
up,
and
so
you
know
these
these
students.
They
have
a
lot
of
great
ideas
and
we,
when
we
start
you
know
going
through
that
process
of
elimination.
You
know
first
thing
they
got
to
do
is:
is
there
a
market
for
what
I
want
to
do?
P
You
know,
I
think
it's
a
good
idea,
but
they
got
to
prove
that
it
is
a
market,
and
so
we
do
have
a
lot
of
students
talking
about
the
cafe
part,
and
I'm
glad
you
brought
that
up,
and
so
you
know
one
of
the.
I
think
one
of
the
things
that
they're
really
going
to
tie
into
that
is
e-gaming
e-gaming,
along
with
their
cafe
so
yeah.
I
think
it's
so
they're
they're
building
it
out.
So
we've
made
them
really.
P
You
know
dive
into
this
a
little
bit
so,
but
they've
got
they
gotta
validate
that
there
is
a
market,
and
you
know,
and
it's
it's
a
process
that
we
go
through.
You
know
through
them
with
that.
L
I
just
want
to
get
a
little
clarity
on
these
schools
on
this
chart
and
I
appreciate
summer
thomas
asking
about
the
totals,
because
this
chart
here
mentioned,
like
eight
count
or
eight
schools,
which
I
suppose
there's
only
one
school
in
each
of
these
counties,
and
I
don't
know
how
many
schools
each
of
these
counties
has
in
some
cases
there
might
be
one
and
others
there
might
be
more.
But
how
do
we?
L
What
does
can
you
just
give
like
a
logistics?
Look.
O
L
P
Yeah,
so
so,
primarily
right
now,
we've
been
we've
been
talking
to
the
county
schools
and
what
we
do
is
we're
offering
the
entrepreneurship
for
the
high
school,
but
also
the
atc.
So
you
know
with
atc
they're
students
who
are
learning
to
trade.
You
know
whatever
it
may
be,
they're
learning
there.
We
want
to
teach
them
also
how
to
how
to
start
an
opportunity
for
themselves
and
the
the
the
independent
schools
within
the
counties
filtered
through
that
atc,
and
so
that's
how
we've
addressed
it
right
now.
We're
not
gonna
tell
anyone.
P
No
obviously
we're
gonna
tell
any
student
or
any
kid
know
that
you
know
that
this
program
cannot
go
to
your
school,
but
that's
where
we're
at
right
now
and
and
we
you
know
we-
we
have
not
spoken
to
every
school
district.
You
know
I
mean
these
are
just
you
know.
These
are
just
the
school
districts.
You
know
the
the
counties
you
see
up
there,
rowling
fleming
elliot
mr
richard
white,
he
he's
been
a
big
advocate.
P
We've
we've
had
a
great
relationship
and
spoken,
so
he
you
know
I
I
he
he
brought
me
up
there
and
we.
I
spoke
to
all
the
superintendents
in
in
one
room
and
and
that's
that's
where
we
want
to
go
from
here.
You
know
we're
going
from
here:
we're
really
going
to
get
down
these
regional
conversations.
You
know
we
will
probably
go
up
and
you
know,
and
buoyed
and
green
up
and
then
we'll
come
down
to
you
know.
P
I've
already
had
a
talk
with
like
lawrence
if
we're
getting
pike
and
floyd
and
really
start
working
their
way
around,
you
know
so
I
did
answer
your
question.
A
Thank
you
and
senator
thomas.
I
think
the
information
that
you
were
requesting
was
provided
in
your
email
in
the
packet
for
today's
meeting.
I
believe
it's
in
there.
Thank
you.
We
have
three
more
questions
really
quickly.
We've
got
to
clear
this
room.
Senator
gibbons.
G
And
I'm
sure
I'll
be
brief
and
appreciate
the
presentation
if
you'd
back
up
to
the
slide,
I
had
a
picture
of
the
community
and
the
word
failure
there
at
the
start
and
while
you're
backing
up
to
that,
I
want
to.
I
want
to
address
a
concern
that
senator
southworth
raised
just
a
moment
ago,
really
important
point
of
clarification.
G
I'm
glad
you
asked
the
question
regarding
the
cpe
goal
of
60
by
30:
that's
not
a
60
with
college
degree,
that's
60
with
post-secondary
credential,
and
it's
really
important
that
all
members
of
the
body
understand
that
that's
the
goal.
The
60
by
30
goal
means
alignment
certificate
after
graduation
a
coding
certificate,
a
welding
certificate,
a
post-secondary
credential
like
that
that
would
move
us
to
the
national
average
has
such
an
impact
on
creating
these
opportunities,
these
jobs
and
and
success
for
the
future.
G
P
Great
question
great
question,
and
you
know
we
lead
out
of
the
year
letting
them
know
that
you're
going
to
fail.
You
know
we
let
we
tell
them
upfront
you're
going
to
fail.
Failure
is
part
of
part
of
winning.
You
know
and
really
to
you
know
you
can
be
wrong
a
hundred
times.
All
you
have
to
be
right
is
one
one
time
you
know,
and
so
we
encourage
that
we
want
students,
know
that
you
know
you're
going
to
you're
going
to
get
it
wrong,
but
we
got
to
keep
working
through.
F
I
was
just
curious,
so
55
you
s
you
mentioned
goes
to
the
schools.
Does
that
go
to
a
teacher,
stipend
who's
running
this
in
their
building.
P
No
ma'am
that
goes
to
seed
funding.
Okay.
So
let
me
let
me
paint
a
big
picture
here.
Once
50,
all
54
counties
in
appalachia
are
on
this.
The
entrepreneurship
platform
we're
going
to
be
able
to
give
over
a
million
dollars
in
seed
funding
every
year,
so
that
means
41
startups
will
receive
25,
000
seed
funding
to
get
up
and
get
going.
And
what
will
happen
at
that
point?
That's
from
the
instructional
side,
so
they
will
present
to
the
boom
beans
board
to
get
funding
and
once
each
each
one
of
those
41
startups
receive
funding.
P
Every
year
every
year
they'll
receive
41
startups,
receive
25
000.,
that's
55,
000,
the
total
budget.
So
if
you
say
54
counties,
you
know,
we've
got,
you
know
they're
paying
the
30
000
per
school
year.
Okay,
we're
gonna,
be
able
to
provide
over
40
startups
seed
funding,
and
that's
where
the
operation
teams
at
boom
beans
comes
in
and
we
wrap
around
those
startups.
We
have
them
get
revenue
coming
in
and
we
position
them
for
our
investment
platform
where
we
connect
them
with
in
organizations
like
appalachian
investors
alliance.
P
E
Thank
you,
madam
chair,
and
I
was
struck
by
senator
thomas's
statement
that
appalachia
eastern
kentucky
is
considered
the
stepchild.
E
Quite
truthfully.
There's
us
west
of
I-65
think
we're
the
stepchild.
So
I
guess
we'll
have
to
debate
that
one,
but
he
also
made
the
comment
that
that
we've
done
nothing
when
in
fact,
we've
invested
about
15
billion
dollars
since
1965
in
eastern
kentucky
and
obviously
we
haven't
moved
the
needle
a
whole
lot
and
we
all
want
that
dynamic
to
change.
E
But
I
assume
you
all
made
this
spreadsheet
that
we
have,
or
this
handout
about
the
cost
of
the
ford
battery
plant
found
that
interesting
in
that
you
know:
285
million
to
get
a
six
billion
dollar
investment.
That's
pretty
good
return
on
our
dollars
and
they
don't
get
that
unless
they
actually
create
those
jobs.
So
it's
a
forgivable
loan
and
I'm
not
really
big
on
spending
our
commonwealth's
dollars
unless
there's
a
return
on
investment,
and
you
can
identify
that
as
a
businessman,
I'm
sure
and
I'm
concerned
why.
I
think
this
is
a
good
program.
E
Is
this
a
program
of
the
month?
Or
is
this
just
another
effort
to
try
to
move
the
needle
and
appellation?
We're
not
gonna
be
successful,
so
I
wonder
if
you'd
be
interested
instead
of
having
a
four
hundred
thousand
dollar,
give
that
you
do
this
as
a
forgivable
loan
based
on
the
number
of
job
creations,
and
you
should
take
that
actually
comes
out
of
this.
E
P
Do
you
wanna
say
anything
about
that
about
the
you
don't
address
the.
Q
Sure
yeah-
and
I
think
it's
a
really
interesting
way
to
look
at
programs
like
this,
so
we've
actually
done
this
with
our
adult
coding
classes,
we
run
a
a
funding
source
called
an
income
share
agreement,
and
basically,
what
that
says.
If
we
don't
get
a
student,
a
job
coming
out
of
our
program
making
enough
money,
then
they
don't
pay
tuition
and
I
think
something
very
similar.
Forgivable
forgivable
loan
makes
a
lot
of
sense.
Q
It
aligns
incentives
and
it
incentivizes
us
to
make
sure
that
the
program
is
effective
and
these
students
really
are
succeeding.
So
I
like
that
idea,
a
lot.
E
P
I
can
tell
you
senator
meredith
that
one
thing
that
stuck
out
to
me,
I
spoke
to
people
in
eastern
kentucky.
Is
you
know
when
when
coal
was
was
pouring
and
the
state
was
collecting
tax
money?
And
you
know
they
had
a
voice,
they
had
a
voice
and
that
money's
not
coming
in
the
state
anymore
and
they
feel
forgotten.
They
feel
they
don't
have
a
voice
and
has
been
said
to
me
many
times
by
community
leaders.
You're
talking
about
a
loan,
I
mean
we're
a
non-profit.
You
know
that
is
not.
Q
I
think
one
of
the
things
when
we
looked
at
that
announcement,
huge
win
for
kentucky.
I
mean
this
is
the
biggest
investment
ever
right.
This
is,
you
know,
lots
of
bipartisan
support
for
the
ford
plant,
but
one
of
the
things
that
makes
us
wonder
about
is
we're
still
detroit's
getting
some
of
that
money.
You
know
we're
we're
still
reliant
on
this
outside
company
to
come
in
and
ford.
Q
Great
partner
in
kentucky
for
a
long
time,
but
I'd
love
someone
from
kentucky.
It
was
their
last
name
on
that
plant
and
that's
what
we're
trying
to
get
started.
This
is
a
very
long
play
to
help
get
students
into
entrepreneurship,
starting
their
own
businesses
in
high
school
and-
and
so
I
think
it's
you
know.
Maybe
some
of
these
students
will
be
starting
businesses
that
are
suppliers
to
that
floor
plan.
Q
I
think
really
getting
those
young
folks
a
seat
at
the
table
in
a
conversation
and
really
a
network
that
starts
in
appalachia
but
can
grow
around
the
state
is
a
big
piece
of
of
what
success
looks
like
for
this
boom
beans
program
yeah
in
senator.
P
Meredith
this
is
about
creating
from
within
that's
what
we're
all
about.
Well,.
E
P
E
Argue
about
the
merits
of
the
program,
I
think
it's
got
tremendous
potential,
but
again
does
it
become
the
program
of
the
month
and
and
we
give
you
400
and
nothing
ever
comes
from
it
structured
like
and
forward
it
makes
sense
to
me
is
why
not
if
you
say
you
can
do
this
you're
successful
at
it,
you
have
confidence
in
the
program.
Why
would
you
not
take
that
risk.
P
When
the
startup
world,
there
is
nothing
guaranteed,
you
know,
but
but
we're
going.
We've
got
a
great
team
to
wrap
around
these
these
startups
to
give
them
every
opportunity
to
bring
to
bring
revenue
coming
in
we've
got.
You
know
our
proprietary
platforms,
we've
invested
that
I
can
guarantee
it
doesn't
take
a
month
to
build
that
takes
a
lot
of
time,
a
lot
of
coding
from
our
social
platform
from
our
investment
platform.
P
E
I
understand
the
obstacles
I
understand.
The
challenges
are
ahead
of
us,
but
if
you
sit
down
on
any
of
these
committee
meetings
this
summer,
you
know
the
ask
from
groups
has
been
tremendous
and
there's
not
enough
money
to
take
care
of
everybody's
needs,
and
we
got
to
be
very
judicious
in
how
we
handle
this,
and
I
don't
think
it's
unreasonable
request
on
my
part
that,
if
you're
confident
what
you're
doing
then
step
up
the
table
as
well
and
make
the
forgivable
loan,
I
can
support
that.
A
Thank
you
thank
you
for
sharing
with
us
this
morning
and
we
appreciate
your
presentation
and
providing
opportunities
for
students
in
eastern
kentucky.
Our
next
joint
interim
education
committee
meeting
will
be
november,
the
15th
at
11
a.m.
Does
anybody
members
have
any
questions
concerns
seeing
that
I
have
a
motion
for
adjournment.