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From YouTube: Budget Review Subcommittee on Education (7-7-21)
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A
Good
morning,
welcome
I'll
call
this
second
meeting
of
the
budget
review
subcommittee
on
education
to
order
before
we
get
started
with
things.
I
would
like
for
us
to
take
a
moment
of
silence
in
memory
of
senator
buford,
so
if
we
could
at
this
time,
let's
let's
take
that
moment
of
silence.
A
Thank
you
everybody.
So,
at
this
time
we'll
have
amy
call
the
row.
A
A
President
in
the
room,
thank
you
everyone
and
at
this
time,
if
we
could
approve
the
minutes
from
the
june
2nd
meeting,
we
got
a
motion
from
representative
fleming
and
second
by
representative
tipton,
all
in
favor,
say
aye
any
opposed.
A
Okay,
so
we
have
approved
the
minutes
today,
we're
going
to
have
an
overview
of
federal
pandemic
relief
funding
and
full
day
kindergarten.
I
thought
these
were
two
issues
that
were
obviously
very
big
in
in
last
session
and
we
wanted
to
try
to
get
an
idea
of
what
schools
and
how
they're,
using
the
extra
money
from
the
federal
government
in
the
cares
act
and
as
far
as
it
relates
to
public
school
funding,
and
obviously
we
passed
the
bill
last
year
to
go
from
half-day
kindergarten
to
funding
full
day
kindergarten.
A
F
Thank
you
very
much
representative
riley
good
morning.
It's
great
to
see
all
of
you
in
person
here
at
the
annex.
I'll
do
some
brief
introductions.
First,
my
name
is
robin
kenney,
I'm
the
associate
commissioner
in
the
office
of
finance
and
operations
at
the
kentucky
department
of
education
to
my
left.
I
have
karen
worth
karen.
Is
our
budget
director
at
kde
and
also
from
kde?
We
have
online
dr
kelly
foster,
who
is
joining
us
karen
and
kelly,
are
here
and
available
to
answer
questions
as
we
move
along
for
today's
presentation.
F
Representative
reilly
has
set
us
up
nicely
we're
going
to
talk
a
little
bit
about
the
covid
relief
funds
that
have
come
from
the
federal
government
in
today's
presentation.
We're
going
to
talk
about
we're
going
to
do
a
little
bit
of
alphabet
soup
here
we're
going
to
talk
about
esser,
1
2,
an
arp
esser.
F
That
is
the
elementary
and
secondary
schools
relief
fund
and
we're
also
going
to
talk
a
little
bit
about
the
governor's
emergency
education
fund,
which
is
gear,
and
we
have
gear
one
and
two
and
then
time
permitting
we'll
talk
a
little
bit
about
eans
eans
is
the
emergency
assistance
to
non-public
schools,
since
some
of
you
all
may
have
questions
from
your
particular
districts
about
ends.
F
We
are
not
going
to
talk
about
some
funding
that
came
through
the
coronavirus
relief
fund,
the
capital,
construction
fund
or
the
pandemic
emergency
electronic
benefits
funds.
But
if
you
have
questions
about
those
we'll
be
happy
to
answer
those
for
you
later,
just
in
the
interest
of
time
trying
to
focus
on
the
really
big
pots
of
money,
we
are
also
pleased
to
have
superintendents
with
us
today
that
are
going
to
be
talking
really
about
the
uses
of
those
funds
at
their
local
districts.
F
These
funds
are
very
flexible
in
nature,
and
so
we
thought
it
best
for
you
to
hear
from
the
folks
that
are
really
implementing
the
use
of
of
these
funds
at
the
local
level.
So
I'm
going
to
defer
a
lot
of
that
to
them
to
share
with
you
a
little
bit
later
in
the
presentation
karen.
If
you
can
pull
up
our
slide
deck
and
head
to
the
first
slide.
F
On
this
slide,
I've
also
included
the
date
of
the
enactment
and
then
you'll
see
the
outside
date,
which
is
the
last
date
that
expenditure
of
funds
can
occur
for
our
local
districts
and
you'll
see
they
are
staggered.
We
start
with
the
first
level
of
funding
through
september
2022,
the
second
then
staggers
to
2023
and
the
last
round
will
be
available
for
funding
through
september
30th
of
2024..
F
I
thought
we
would
start
off
with
just
kind
of
the
general
overarching
provisions
that
you'll
see
applicable
to
all
the
funds.
It's
really
important
that
districts
and
kde
as
well.
Look
at
these
funds
and
the
use
of
these
funds
through
the
lens
of
they
need
to
be
used
to
prevent,
prepare
for
and
respond
to
the
coronavirus
pandemic.
F
Ninety
percent
of
the
allocations
from
esther
one
two
and
a
r
p
esser
go
to
our
local
school
district,
so
we
send
that
in
in
the
terms
of
reimbursement
to
our
districts,
they
expend
those
dollars
and
then
ask
for
federal
drawdown
requests
a
little
unusual
for
federal
funds
that
can
be
used
retroactive
so
for
eligible
expense.
They
can
actually
go
back
to
march
13th
of
2020..
F
F
The
federal
government,
of
course,
is
interested
in
making
sure
that
states
continue
to
provide
that
level
of
support
to
our
local
school
districts,
but
for
this
pot
of
money
supplement,
not
supplant
provisions
do
not
apply,
but-
and
I
put
a
big,
however
there
because
there's
still
maintenance
of
effort
requirements
really
important
for
us
to
keep
in
mind
and
maintenance
of
effort
for
other
federal
funding
pots.
So
when
we
talk
about
idea,
you
know
they're
looking
for
that
maintenance
of
effort
to
continue
very,
very
important.
F
Equitable
services
are
typically
a
part
of
the
title.
One
program
and
you'll
see
that
as
part
of
federal
funding
and
but
that's
only
applicable
for
our
local
school
districts
from
the
sr1
pod,
and
this
is
where
we
have
the
other
program
that
we
kde
is
currently
operating.
It's
called
eans,
that's
the
equitable
services
provisions
that
we
are
applying
at
the
state
level
and
my
apologies
on
the
bottom
of
this
slide.
It
says
in
parentheses,
sr2
and
arp
esser.
F
You
know
every
one
of
our
school
districts
have
different
needs
and
unique
opportunities
for
their
respective
students,
staff
and
their
communities,
and
so
there
are
broad
permissible
uses
activities
that
really
focus
on
any
of
the
permissible
activities
under
essa
and
I-d-e-I-d-e-a,
adult
ed
carl
d,
perkins
and
anything
that
is
permissible
under
those
acts.
You
can
also
expend
your
escrow
dollars
for
and
then,
of
course,
there's
importance
placed
upon
implementing
those
public
health
protocols
from
the
cdc
always
in
place
also,
and
I'm
going
to
go
through
these
slides
fairly
quickly
again.
F
These
are
this
is
language
from
the
particular
acts,
not
all
inclusive,
because,
as
we
continue
to
talk
to
the
us
department
of
ed
and
ask
questions,
they
are
giving
us
additional
guidance
and
direction
on
use
of
funds,
but
still
looking
at
improving
in
these
areas.
So
again,
looking
at
sanitizing
ppe
that
still
need
to
be
purchased
and
we
are
thinking
all
the
way
back
to
when
the
coronavirus
pandemic.
First
came
upon
us.
So,
of
course,
things
have
evolved
over
time
about
the
importance
of
what
you
need
when
repairing
and
improving
school
facilities.
F
So
hvac
we've
heard
a
little
bit
about
that
being
available,
looking
at
the
needs
of
children,
different
types
of
student
groups
and
addressing
their
specific
and
particular
needs
and
trying
to
implement
activities
during
those
long-term
closures
that
we
had.
So
we
all
heard
about
the
heroic
efforts
of
our
food
service
staff
and
our
transportation
folks,
and
so
you
could
use
esser
funds
for
to
pay
for
that
as
well
and
then,
finally,
technology,
a
really
really
important
expenditure.
F
Permissive
expenditure
during
the
pandemic
to
really
get
those
students
and
staff
equipped
for
technology
and
remote
learning
mental
health
services
and
supports
have
become
increasingly
visible.
The
need
to
try
to
address
some
of
that
on
behalf
of
our
students
and
staff
and
then
looking
at
summer
learning
and
moving
really
toward
that,
the
impact
of
the
coronavirus
on
our
students,
so
learning
loss
and
continuing
our
services,
and
it's
important
to
note.
As
with
all
federal
dollars,
all
the
cost
has
to
be
reasonable
and
necessary
as
the
expenditures
move
forward.
F
So,
where
are
we,
as
of
june
25th
of
this
year,
have
included
this
slide?
So
you
can
see
the
allocation,
and
this
is
what's
directly
going
into
our
districts
back
to
that
90
percent-
that
we
talked
about
the
allocation
and
it
is
reimbursement
based.
So
this
is
how
much
is
left
in
each
of
the
pots
of
money
and
the
total
paid
out
today
so
you'll
see
sr1,
almost
80
percent
has
been
expended
already
by
our
local
school
districts.
F
Sr2
really
in
may
was
when
they
really
had
a
deadline
to
submit
their
assurances
and
their
spending
plans.
So
they
are
getting
started
on
that
and
we
expect
to
see
some
expenditures
hitting
that
with
the
summer
learning
that's
going
on
this
summer
from
our
school
districts,
arp
is
really
just
getting
started,
so
none
of
that
has
been
paid
out
today.
F
Districts
are
in
progress
right
now
of
preparing
their
spending
plans
and
assurances
for
submission
and
access
to
those
dollars,
and
then
I
had
mentioned
the
governor's
emergency
education
relief
fund
about
82
percent
of
that
already
expended,
and
that
fund
was
actually
dedicated
to
two
specific
purposes:
technology
and
food
service.
So
when
we
think
about
when
gear
one
came
to
us,
we
were
really
in
that
mode
of
needing
to
have
chromebooks
in
hands
of
students
and
deliver
those
meals
to
our
students.
F
So
82
of
that
already
expended,
we
talked
a
little
bit
about
kind
of
the
general
provisions
and
what
was
applicable
to
all,
and
I
wanted
to
kind
of
highlight
some
provisions
of
sr2
and
arp
esser
that
are
a
little
different
than
sr1.
So
from
sr2
we
do
have
a
state
set-aside.
Remember
that
90
is
going
to
our
district.
We
have
a
state
set
aside.
We've
been
using
those
funds
for
various
purposes,
some
of
which
are
assisting
our
kentucky
school
for
the
deaf,
the
kentucky
school
for
the
blind
and
our
area,
technology
centers.
F
So
those
are
all
state
agency,
run
entities
and
so
we're
helping
them
with
efforts
to
respond
to
the
coronavirus
and
then
out
of
our
state
set-aside.
We
did
something
that
was
discretionary
on
the
part
of
the
state.
F
We
actually
set
aside
another
opportunity
for
our
school
districts
to
access
this
money,
and
so
we
came
up
with
a
couple
of
criteria:
85
percent
of
the
district's
allocation,
so
85
of
their
90
that
was
awarded
to
them
if
they
use
that
on
direct
services
to
support
students
and
by
april
1st
and
on
an
ongoing
basis,
offer
that
in-person
instruction
to
students.
At
that
time
we
still
didn't
have
people
back
in
in-person
instruction,
so
we
were
working
toward
encouraging
that
and
allowing
another
access
to
another
pot
of
money
to
do
that.
So
we
do
have.
F
Also
to
share
with
you
sora
what
we've
been
doing
at
the
state
level:
state,
funded
initial
initiative,
examples
and
I'll
just
reference
a
couple
of
those,
of
course,
with
remote
learning
bandwidth
and
the
need
for
expanded
bandwidth
really
increased.
So
we're
using
some
of
our
state
money
to
support
that
new
teacher
support
grants
to
districts
and
we've
put
a
couple
other
items
on
there
for
you
to
take
a
look
at
as
far
as
how
we're
spending
money
at
the
state
level.
F
F
At
the
state
level,
we
need
to
spend
five
percent
of
the
total
state
allocation
for
implementation
of
evidence-based
interventions,
specifically
aimed
at
addressing
learning
loss,
and
then
it
gives
some
examples.
We
also
must
reserve
one
percent
for
evidence-based
summer
enrichment
and
one
percent
for
evidence-based,
comprehensive,
after-school
programs.
So
we
didn't
have
those
kind
of
reservations
in
the
earlier
pots,
but
but
we
see
this
now,
an
evidence-based
intervention
is
one
that
is
founded
in
the
demonstration
of
statistically
significant
effect
on
improving
student
outcomes.
F
So
these
are.
This
is
a
new
requirement
for
districts
and
the
state
and
it's
called
maintenance
of
equity,
so
you'll
probably
be
hearing
more
about
that
districts
are
currently
in
the
process
of
doing
assurances
and
spending
plans
for
arps,
or
we
touched
on
this
a
little
earlier
in
the
presentation.
F
This
is
gear
one
and
gear,
two,
just
sharing
again
that
that
30
million
that
we
talked
about
previously
to
support
both
technology
and
food
service.
But
I
also
wanted
to
include
what
the
gear
2
funding
is
going
toward.
Although
kde
and
our
local
school
districts
didn't
receive
a
direct
appropriation
out
of
that,
that's
where
you
see
the
15
million
that's
going
to
our
family
resource
youth
services,
centers
and
there's
also
some
career
and
college
counselor.
F
And
then,
finally,
I
just
put
this
in
in
case
you
might
have
some
questions
from
constituents
in
your
districts
about
ends.
It
is
the
emergency
assistance
to
non-public
schools
and
under
gear
one
and
gear
two.
The
department
of
education
is
actually
administering
and
implementing
that
on
behalf
of
non-public
schools,
eans
won
and
you'll
see
the
amounts
there.
40
million
dollars
means
arp,
I'm
sorry,
not
ins,
yeah
ian's
won,
40
million
means
to
42
million.
F
We
have
not
received
that
allocation,
yet
we're
we
will
have
an
application
process
to
apply
for
those
funds
to
come
down.
We
have
started
disbursing
this
week,
money
to
the
non-public
schools
out
of
ends,
one
and
we'll
wait
on
the
application
for
for
ends.
Two.
F
So
that's
that's
kind
of
what
we
had
prepared
to
share
with
you
about
the
different
pots
of
money
full
day
kindergarten.
We
have
prepared
a
slide
on
here.
As
representative
raleigh
noted,
140
million
dollars
was
appropriated
to
the
department
to
provide
that
full
day
kindergarten
funding
previously
under
statute.
We
funded
that
on
a
half
day,
aada,
and
so
this
allows
full
funding
for
that
for
all
of
our
171
districts.
They
are
all
intending
based
upon
a
survey
that
we
did
on
offering
that
full
day
kindergarten
in
the
fall
and
my
understanding
is.
A
Thank
you
robin,
and
we
have
a
few
questions.
Representative
tipton
thank.
E
You
chair
robin
appreciate.
You
always
give
a
very
detailed
report
question
on
the
term
maintenance
of
effort.
Could
you
give
a
little
more
explanation
of
what's
involved
in
maintenance
of
effort
and
required.
F
So,
maintenance
of
effort,
of
course,
the
federal
government
is
looking
to
make
sure
that
we,
appropriately
as
a
state,
maintain
certain
levels
of
funding
so
that
we're
not
using
their
funds
and
basically
paying
for
general
fund
expenses
here,
and
so
they
they
set
a
baseline
for
us.
And
so
as
we
expend
going
forward,
they
compare
it
back
to
that
baseline
number
to
make
sure
we
are
kind
of
keeping
our
end
of
the
bargain.
E
F
It
is
actually
not
coming
through
kde,
it's
gone
from
the
governor's
office,
who
is
the
recipient
of
gear
directly
to
the
cabinet
for
health
and
family
services?
We
have
other
funding
as
you're
aware
and.
E
E
F
E
F
I
really
don't
know
the
answer
to
that
question.
I
will
share
with
you
that
we
have
wondered
the
same
thing,
because
we
literally
take
that
money
and
as
directed
we
pass
that
through
to
the
cabinet
for
health
and
family
services,
and
then
they
manage
the
actual
process
of
distribution
of
funds
to
our
local
school
districts.
D
Thank
you,
mr
chair,
just
wondering
I
know,
there's
stipulations
on
how
this
money
can
be
spent
is.
Is
there
a
possibility
of
it
being
spent
on
one
time
funding
for
like
higher
on
bonuses,
and
things
like
that?
I
noticed
on
news
last
night:
jefferson
county
has
a
severe
shortage
as
well.
We
do
in
the
western
part
of
the
state
too,
and
I
don't
know
if
any
of
that
can
be
used
for
bonuses
and
stimulus
to.
F
F
However,
you
have
to
look
at
that
in
the
context
of
what
it's,
for
so
the
kentucky
constitution,
as
well
as
stats,
kentucky
statutes
talk
about
the
ability
to
give
bonuses
or
give
even
to
increase
your
salary
based
upon,
and
you
have
to
look
forward.
So
some
of
the
questions
that
have
come
to
us
are,
you
know
our
staff
did
a
great
job
last
year.
They
did
a
wonderful
job,
heroic
efforts.
C
F
Education,
the
funds
can
be
used
for
those
preschool
early
childhood
efforts.
Again,
if
you're
thinking
about
adding
more
positions,
you
can
certainly
add
new
positions
right.
We
just
are
very
cautious
in
making
sure
that
once
the
federal
dollars
go
away,
that
you
have
a
way
to
continue
to
fund
those
once
you've
established
those
funding.
C
A
With
representative
fleming.
G
Thank
you,
mr
chairman
hi,
robin
thanks
for
your
presentation.
I
wanted
to
just
follow
up
on
what
you
said
a
few
minutes
ago
about,
I
guess
I
guess
measurements
and
so
forth.
What
type
of
accountability
processes
are
in
play
from
a
from
an
audit's
point
of
view
to
make
sure
the
funds
are
appropriate
to
those
programs,
and
I
guess
who
would
be
accountable
for
for
doing
all
that.
F
Typically
so
for
each
of
our
school
districts,
they
submit
an
assurance
document
about
appropriate
use
of
funds
and
they
submit
a
spending
plan
to
us.
They
can
revise
that
spending
plan
as
things
roll
along,
but
they
that's
the
first
steps
for
them.
They
also
provide
a
quarterly
report
to
us
on
expenditures
of
funds
which
is
done
in
our
gmap
system.
Our
grants
management
system
and
we
also
have
another
area
of
our
department.
That's
looking
dr
kelly
foster
in
her
office
they're
looking
at
expenditure
of
funds.
F
They
will
actually
do
their
audits
and
reviews
from
a
consolidated
monitoring
perspective,
so
we'll
actually
have
people
that
are
out
looking
at
how
expenditures
are
made,
as
well
as
care
and
staff.
Karen
staff
is
the
division
of
budgets
and
they're.
Looking
at
as
well.
School
districts
also
have
independent,
independent
financial
audits
done
each
year
and
we
receive
their
audited
financial
reports.
So
there'll
be
lots
of
people
looking
at
these
dollars
and
how
expenditures
are
made
as
well
as
I'm
sure
the
auditor
of
public
accounts
will
be
looking
at
as
well.
G
So
is
there
a
time
frame
for
these
funds
to
be
expense,
and
then
I
cannot
remember
what
that
time
frame
is.
Could
you.
F
G
I'll
overlook
that
so,
okay,
well
yeah.
Is
there
a
possibility?
I
guess
when
would
you?
When
will
you
start,
I
guess
going
through
and
validating
the
funds
are
expended
correctly
and
appropriately
and
then
will
that
be
available
to
the
committee
into
general
assembly
or
lrc
in
terms
of
what
you
just
discovered
or
such.
F
So
absolutely
we
have
a
very
transparent
process
with
all
our
school
districts
and
actually,
I
think
we
have
already
started
a
pilot
program
of
monitoring
the
first
round
of
funding.
So
we
already
have
folks
that
are
looking
at
how
expenditures
are
being
made
out
of
the
cares
act,
which
is
the
first
round
of
funding.
So,
yes,
that
is
available,
we're
very
transparent.
We
post
lots
of
information
on
our
website
and
we'll
be
happy
to
provide
that,
as
as
it
rolls
in.
F
We
will
hang
around
we're
now.
Gonna
turn
the
presentation
over
to
superintendent
houston,
barber
from
frankfort
independence.
H
Missed
this,
this
statistic,
but
my
understanding
is,
it
is
15
billion
to
the
friskies
correct.
F
We'd
have
to
get
back
to
you
to
answer
that
question,
but
we
can
share
with
you
out
of
the
state
set
aside
the
dollars
that
are
going
to
ksb
and
ksd,
we'll
be
happy
to
provide
that.
A
And
senator
representative
fleming
wants
to
ask
one
real,
quick
question.
G
Thank
you
brahman.
If
you
wouldn't
mind
I'd,
I
heard
a
testimony
yesterday
about
jefferson,
county
superintendent,
saying
that
these
are
thank
you,
bonuses.
G
G
C
Great
second,
I
think
from
the
structure
of
how
the
bonuses
are
going
to
be
issued,
it's
very
clear
that
they're
going
to
be
incentive
bonuses,
because
you
don't
get
one
when
school
starts
this
year,
you
don't
get
it
all.
There
are
like
three
specific
time
periods
over
which
you
get
the
bonus,
so
it's
to
encourage
teachers.
To
I
mean
this
is
going
to
be
a
really
shaky
year
for
having
staffing
across
the
board
in
education,
and
so
I
believe
one's
in
the
fall
one's
in
in.
C
G
F
And
so
forth,
and
my
understanding
is
that
as
well,
it
is
forward-looking,
it
is
not
backward-looking.
Even
though
you
know,
staff
will
have
additional
responsibilities,
and
so
I
think
jefferson
county
has
structured
it
that
way
as
an
incentive
for
those
additional
responsibilities
for
the
future
year.
C
If
I
could
just
add
on
one
little
point,
I
appreciate
your
clarification
on
why
it
has
to
be
there
because
there's
some
pushback
from
educators
who
may
have
retired
saying
hey.
I
really
worked
hard
during
the
pandemic.
Why
don't
I
you
know
so
understanding
that
in
statute
it
has
to
be
that
way.
Might
help
me
explain
that
to
them.
So
thank
you.
You're.
B
A
Thank
you
robin
thank
you.
We
appreciate
it
and
dr
barbara
and
superintendent
ballinger
please
come
up.
I
J
I
Appreciate
being
here
and
representative
riley,
I
understand
the
role
of
the
school
principal.
I
know
how
much
you
care
about
that
and
passionate
about
it,
as
well
as
the
many
school
districts
you've
worked
with
and
as
a
previous
principal
can
understand
how
you
want
to
know
about
the
impact
of
what's
happening
directly
to
our
students,
so
really
in
generality.
I
just
wanted
to
speak
that
we
have
three
superintendents
today
they're
going
to
get
into
greater
detail.
I
We
have,
of
course
carrie
with
us
from
rock
castle
county.
We
have
matt
robbins
from
daviess
county
and
we
have
tom
cochran
from
johnson
county.
But
what
I
wanted
to
speak
about
briefly
is
that
we
are
focused
on
these
one-time
expenditures,
knowing
that
they
are
not
recurring
revenue.
I
think
strategically.
Our
superintendents
have
been
very
focused
on
that
understanding
that
we
have
to
have
immediate
impact
on
our
students
and,
of
course,
that
has
to
help
support
our
teachers
and
staff
as
they
work
with
our
students.
I
Some
of
the
things
that
that
you'll
hear
about
today,
but
also
that
I
want
to
hone
in
on
directly,
are
that
we
we've
been
very
focused,
and
I've
talked
to
a
lot
of
superintendents
throughout
the
state,
as
well
as
those
today
present
on
summer
programming,
also
on
summer
supports
and
after
school
programming,
instructional
technology,
also
the
people's
side
of
supporting
our
students
and,
as
well
as
having
family
connections,
the
strategy
planning
and
execution
of
that
has
to
be
with
precision.
I
We
have
been
expo
expanding
our
mental
health
supports.
I
will
say
you
know
when
I
think
about
it:
we've
been
targeting
kind
of
three
different
areas:
the
social,
emotional
side
and
well-being
of
our
students
that
has
absolutely
been
impacted
by
this
pandemic
and
how
to
address
it
quickly,
but
also
with
sustainable
practices.
I
I
Many
of
our
kids
missed
out
on
opportunities
throughout
the
pandemic,
and
we
want
to
bring
about
those
opportunities
for
our
kids
so
that
learning
takes
place
and
is
very
focused
on
their
passions
and
committed
to
their
passions
throughout
the
commonwealth.
I
So
just
a
few
other
things
I
think,
along
with
the
mental
health
supports,
you
know
one
of
the
things
that
facility
safety,
obviously,
in
the
first
part
of
this,
that
a
lot
of
the
funds
were
expended
as
a
result
of
covering
safety
needs
everything
from
sanitizer
to
facial
coverings,
to
supporting
classrooms
and
space,
so
that
kids
had
what
they
needed
internet
access.
I
can't
even
tell
you
how
this
has
been
supportive
of
that
for
kids
that
didn't
have
reach.
I
We
didn't
have
reach
to
and
to
provide
that
reach
cost
and-
and
there
was
money
expended
for
supporting
that-
and
I
know,
there's
more
money
coming
that
way.
In
addition,
I
think,
from
a
kindergarten's
perspective,
we're
very
thankful
and
excited
about
that
opportunity.
So
we
thank
you
on
behalf
of
superintendents
and
districts
because
we
are
focused
on
early
childhood
and
many
of
our
districts
had
already
been
supporting
kindergarten.
I
What
this
has
allowed
us
to
do
is
to
expand
our
offerings,
promote
early
literacy
and
increase
the
potential
staffing
for
even
pre-k,
so
that's
exciting,
and
we
hope
this
isn't
just
one
year.
We
hope
it
is
multiple
and
it
goes
for
many
years
to
come,
so
we're
very
thankful
for
that.
Finally,
I
just
want
to
say
that
that
you
know
we
know
these
are
one.
I
I
just
want
to
reiterate
these
are
one-time
expenses
so
to
promote
the
purchasing
of
staffing
and
to
do
it
in
a
way
that
that
could
cause
what
I
would
call
a,
maybe
a
a
front.
Loading
could
lead
to
some
detrimental
challenges
and
sustainability
problems
if
we
just
decided
as
districts
to
purchase
staff.
So
a
lot
of
these
funds
have
not
been
purchased
on
additional
staff
per
se,
but
have
been
pushing
forward
opportunities
that
exist
currently,
but
expanding
those
and
promoting
additional
responsibilities
and
summer
school
opportunities
and
even
after
school
opportunities.
I
So
on
behalf
of
kss
just
want
to
say
thank
you
for
allowing
us
to
be
here
today.
I
think
you'll
enjoy
our
three
presentations
that
that
are
here.
We
have
incredible
superintendents
throughout
this
commonwealth,
but
these
three
are
shining,
and
so
I'm
going
to
turn
it
over
to
my
colleague
and
good
friend.
Miss.
B
B
B
J
Having
us
today,
I'm
excited
to
share
the
great
things
that
are
happening
in
rock
castle
county
schools.
Again,
my
name
is
carrie
ballinger.
I
am
the
superintendent
of
rock
castle
county.
J
So
we
wanted
to
really
bring
back
that
opportunity
over
the
summer
for
them
and
reimagine
what
school
looked
like,
and
it
was
important
in
rock
castle
county
for
us
to
draw
our
students
back.
Many
of
our
students
participated
virtually
this
school
year
and
we
wanted
to
to
reimagine
school
and
get
them
excited
and
build
that
love
of
learning
and
bring
them
back
to
us.
So
we
had
a
very
intentional
focus
on
a
camp
atmosphere
and
we
targeted
instruction
at
all
five
of
our
schools
in
the
district
600
students
participated.
J
We
did
a
very
balanced
approach.
We
knew
how
important
it
was
to
address
the
learning
loss
that
took
place
in
mathematics
and
reading,
but
we
wanted
to
provide
enrichment
as
well.
So
in
the
afternoons
we
had
special
offerings
in
music,
art,
fitness
technology,
steam
course,
courses
and
social
emotional
learning.
J
J
And
again
we
had
daily
counseling
in
in
all
of
our
elementary
schools.
And
then
we
had
those
enrichment
activities
that
took
place
again,
just
focusing
on
bringing
our
getting
our
students
back
in
the
school
building
and
trying
to
address
all
of
those
needs
that
that
they
had
from
being
basically
out
of
the
school
many
of
them
for
over
a
year.
J
And
it's
important,
I
wanted
to
show
you
just
some
pictures
of
our
elementary
students
because,
as
we're
having
these
discussions,
it's
important
to
see
that
these
are
real
students
with
real
needs,
academically,
socially
and
emotionally,
and
that
we
are
doing
and
our
staff
has
done
such
an
amazing,
heroic
effort
of
meeting
their
needs.
This
summer.
J
At
the
middle
school
and
high
school
level,
we
had
just
a
little
bit
different
focus.
We
had
to
balance
those
students
that
needed
credit
recovery
with
also
providing
some
enrichment
activities
for
our
students.
So
we
focused
again
on
rebranding
in-person
instruction.
We
want
our
kids
to
be
excited
about.
Coming
back
to
school,
we
had
175
high
school
students
that
focused
on
credit
recovery.
J
Mental
health
supports
were
provided
throughout
with
our
school
district
counselors
as
also
with
community
partners,
and
we
did
offer
breakfast
and
lunch
daily
for
all
of
our
students,
both
elementary
middle
and
high,
and
here
you
can
see
some
of
the
activities
that
have
taken
place
over
the
summer
and
if
you
look
closely
at
these
pictures,
you
can
see
these.
This
is
not
clearly
just
academics.
This
is
getting
the
entire
child
involved
back
in
school
and
building
on
all
of
their
skill
sets.
J
But
we
we
brought
the
camp
experience
into
our
school
buildings
in
the
month
of
june
july.
We
will
also
continue
to
be
offering
weekly
meal
pickups
for
our
students,
usually
using
mostly
locally
sourced
ingredients
and
materials.
So
we're
really
proud
of
that
as
well
and
transitioning
from
summer
to
fall.
So
how
are
we
going
to
use
these
monies
to
continue
the
learning
that's
taking
place?
J
We
will
be
implementing
a
trauma
plan
at
all
of
our
schools,
implementing
positive
behavior
in
interventions
and
working
on
curricular
alignment
and
ensuring
that
we're
providing
tier
one
instruction,
research
based
instruction
for
all
of
our
students
and
and
with
this,
these
funds
we're
able
to
provide
more
professional
development
for
our
teachers
and
for
our
staffing
to
ensure
that
that's
taking
place.
We
do
have
a
strong
focus
on
mental
health
supports.
G
Thank
you,
miss
ballinger.
I
appreciate
your
description
of
what's
going
on
rock
castle
and
I
appreciate
your
mentioning
a
couple
occasions-
social
as
well
as
mental
health
issues
and
so
forth,
and
that
seemed
to
be
at
least
from
from
jefferson
county,
a
significant
issue
and
a
challenge
in
terms
of
addressing
now
the
child,
but
also
the
family
and
his
totality
or
holistically
speaking.
G
Could
you
give
us
an
idea
how
much
money
on
a
percentage
basis
do
you
spend
on
mental
health?
And
can
you
also
comment
on
the
south
and
southeast
portion
of
the
commonwealth?
Obviously,
where
we
all
you're
from
to
give
you
a
perspective
on,
I
guess
the
mental
health
challenges
the
kids
gone
through
in
terms
of
not
going
through
the
pandemic,
but
also
coming
out
and
how
they're,
how
they're
dealing
with
us.
J
Certainly,
but
prior
to
the
pandemic,
we
had
school
counselors
in
each
of
our
school
buildings
that
were
focused
on
social,
emotional
learning
of
our
students.
But
after
we
have
experienced
the
pandemic,
we
found
that
that
just
was
not
enough
to
be
able
to
target
the
needs,
so
we
did
commit
prior
to
receiving
any
federal
funding.
We
committed
to
hiring
a
mental
health
coordinator
for
our
district
and,
as
that
was
as
she
started
in
that
position,
we
found
that
she
could
not
cover
the
needs
as
well.
J
So
with
the
federal
funding,
we
are
adding
two
additional
more
two
additional
staff
members
to
assist
in
that,
and
we
are
finding
that
that
that
is
a
huge
piece
of
the
component
right
now.
Our
principals
are
overwhelmed
and
our
teachers
are
overwhelmed
and,
as
you
all
know,
students
cannot
begin
to
to
learn.
We
cannot
address
the
academic
side
until
we
address
the
social
emotional
learning
side.
So
we
are.
We
have
a
partnership
with
rockcastle
regional
hospital
through
telehealth
services
that
we
are
also
providing
mental
health
supports
through
that.
J
We
have
developed
a
survey
system
that
we
are
providing
to
all
middle
and
high
school
students
with
parental
support
and
parental
with
them,
giving
us
permission
to
do
so
that
we
are
asking
questions,
so
we
can
go
ahead
and
ensure
that
we
are
addressing
those
needs
on
the
front
end
that
we're
not
waiting
until
something
traumatic
has
happened
that
we
are
addressing
needs
up
front,
so
we
have
that
in
place
and
that
we
will
be
targeting
each
middle
school
and
high
school
student
that
comes
out
with
some
sort
of
flag
that
needs
additional
attention.
G
Well,
I
appreciate
your
apprentice,
preventative
care
and
being
proactive
with
that
that
catch
you
saying
that
you've
you've
hired
somebody
on
that
on
the
the
money
that
came
in
from
the
feds
and
how
are
you
going
to
suspect.
G
J
In
two
of
the
positions
that
we've
hired,
we
have
put
a
two-year
time
limit
on
it.
Okay,
to
see,
of
course,
to
to
correlate
with
the
timeline
of
the
federal
funding,
ending.
C
Yes,
so
it
all
sounds
so
amazing,
I'm
a
special
ed,
elementary
teacher,
so
I
mean
every
bit
of
this
is
near
and
dear
to
my
heart.
Do
you
think
that
I
mean
coveted
has
been
horrible
and
detrimental,
but
maybe
some
good
things
will
come
out
of
it?
Do
you
think
this
is
the
type
of
programming
that
you
might
try
to
repeat
every
summer.
J
Absolutely
covid
has
been
a
terrible
year
for
school
systems.
There's
no
doubt,
but
you
can
also
see
a
lot
of
light.
It
has
forced
us
to
think
differently
and
it
has
forced
us
to
implement
things
that
we
may
not
have
done
otherwise,
and
so
I
think
it's
important
now,
as
we
turn
the
corner
moving
into
the
future,
that
we
really
reflect
and
think
about
what
went
well
during
the
past
year.
What
did
we
learn
and
how
can
we
implement
that
into
the
future
to
ensure
that
our
learning
is
stronger
for
our
students.
E
Thank
you,
mr
chairman.
Ms
ballager,
I
appreciate
the
fantastic
work
you're
doing
in
rock
castle
county.
It's
obvious
that
your
team,
your
your
teachers
and
staff,
or
are
passionate
about
your
students.
One
thing
in
particular
that
I
took
note
of
was
the
emphasis
on
the
tier
one
instruction,
yes,
and
that
that
is
so
vital,
and
I
appreciate
you,
especially
in
the
reading
the
literacy,
the
mathematics,
especially
with
the
younger
children
and
getting
them
prepared
to
take,
be
able
when
they
get
up
into
higher
grade
levels
and
need
to
comprehend.
J
Thank
you
for
that
question.
I
do
also
agree
that
that
if
we
are
going
to
close
learning
gaps
and
achievement
gaps,
we
have
to
focus
on
tier
one
instruction.
We
cannot
use
response
to
intervention
to
cover
all
of
these
gaps.
Every
student
deserves
the
opportunity
for
core
grade
level
instruction,
so
that
is
our
focus
in
rock
castle
county.
But
in
reference
to
your
question,
we
have
an
initiative
and
our
we're
going
to
be
working
with
all
of
our
teachers
this
year
to
go
back
and
revisit
the
standards.
J
J
C
So,
along
with
rep
tipton,
I've
been
doing
a
lot
of
research
into
this,
and
you
know
the
consensus
among
academics
is
that
the
standards
are
really
good
at
teaching.
What
telling
us
what
we
should
teach
and
not
as
informative
about
teaching
telling
us
how
we
can
teach
it.
I'm
sure
that's
going
to
be
a
part
of
your
conversation,
but
I'm
just
suggesting
that
you
consider
that
how
piece
as
relevant
as
what
the
standards
are.
J
Absolutely
and
we
want
to
make
sure
that
we're
using
research-based
teaching
strategies
and,
and
that
would
that
we
really
know
what
those
mean.
What.
C
A
You
thank
you
and
thank
you
all
for
your
presentation
very
much
and
at
this
time
we'll
have
matt
robbins
superintendent
of
davis,
county
schools,
and
I
imagine
matt
your
you
and
amy
assistant
superintendent
of
davis,
county
schools
are
probably
gonna.
Do
your
presentation
together
and
to
let
you
guys
know
we
have
35
minutes
till
we
have
to
be
finished
with
this.
With
this
committee
meeting
we
need
to
be
finished
by
12
30,
because
we
have
more
to
come
today.
So
just
be
aware:
matt
are
you?
Are
you
online.
H
Yes,
just
want
to
test
my
audio
and
visual
here.
Make
sure
that
you
all
can
hear
me.
H
We
can
adequately
so
great
super
well
and
also
dr
shut,
as
you
mentioned,
has
joined
me
she's,
my
assistant
superintendent,
for
human
services,
and
I
asked
her
to
join
me
today,
because
she's
done
the
vast
preponderance
of
this
work
and
from
the
outset
here,
I
just
want
to
thank
you,
chair
riley
and
all
the
legislators
who
are
joining
us
here
today
for
your
service
to
the
commonwealth
and
certainly
to
the
children
of
kentucky
from
a
global
picture
here
and
we're
gonna
try
to
make
sure
we
get
the
slides
up
here
so
that
you
can
see
those.
H
Awesome,
okay,
super
so
just
as
miss
ballinger
spoke
to
you,
I
think
all
the
school
districts
have
done
a
great
job
at
thinking,
360
degrees
around
each
child
and
that's
been
the
focus
of
ours.
Today,
we're
talking
to
you
about
mental
health.
H
What
I
will
tell
you
is,
I
have
two
children
that
are
enrolled
in
the
davis
county
school
system,
and
so
I
saw
the
pandemic
its
effects
on
children,
both
inside
my
household
and
certainly
through
our
children,
we're
fortunate
that
we
were
able
to
see
our
kids
for
most
of
the
year
in
some
type
of
learning
mode.
We
were
in
a
hybrid
learning
mode
for
the
most
of
the
year
and
then
the
last
nine
weeks
we
had
children
all
five
days
of
school,
but
that
was
a
very
telling
experience
for
us.
H
H
So
you
can
see
what
our
coverage
map
looked
like
prior
to
the
addition
of
additional
staff
and
then
we'll
show
you
what
that
would
look
like
come
august
11th,
which
is
our
first
day
for
our
students
here
in
davis
county.
So
with
that
in
mind,
dr
shut,
if
you
would
walk
us
through
the
first
slide
that
we
have.
K
Good
morning
and
thank
you
for
allowing
us
to
be
with
you
today
and
tell
you
about
the
great
things
that
are
happening
in
davis
county
in
davis
county.
We
strive
to
put
kids
first
and
effectively
support
our
staff
so
that
they
can
effectively
support
our
students
and
serve
them
every
day.
So
I'm
excited
to
share
what
we
have
going
on
in
davis
county.
I
feel
like
it's
some
of
the
most
important
work
we
will
do
to
give
you
an
idea
of
where
we
were
in
2021.
K
We
had
counselors
in
every
school.
We
had
two
counselors
in
every
middle
school
for
in
every
high
school,
but
we
also
had
the
ability
to
fund
4.2
student
assistance
coordinators
in
davis
county.
We
call
the
student
assistant,
the
mental
health
therapist
student
assistant
coordinators,
but
you
can
see
across
there
that
those
student
assistant
coordinators
were
covering
multiple
schools
and
a
very
large
load
of
students.
Those
numbers
that
you
see
with
the
4.2
student
assistance
coordinators
do
not
identify
students
as
student
services
students,
because
we
have
two
that
also
serve
as
them.
K
Three
years
ago
we
employed
our
first
district
social
worker
and
discovered
what
a
huge
impact
that
could
be.
We
knew
we
needed
one,
but
like
most
positions
when
you
hire
the
person
it
can
become,
you
know
so
much
more
and
we
felt
like
we
didn't
wanted
to
look
at
even
how
how
we
could
grow
that
position.
We
also
are
very
fortunate
in
that
we
have
18
family
resource
center
coordinators
and
advocates.
So
you
can
see
we
did
have.
K
You
know
quite
a
a
large
service
map
there,
but
as
we
were
working
on
a
few
things
about
three
years
ago,
we
started
working
on
trauma
quite
a
bit
and
that
came
to
into
play
because,
as
we
implemented
pbis,
we
were
seeing
a
large
number
of
students
who
also
were
experiencing
trauma,
and
that
was
a
huge
barrier
to
them
every
day
in
their
learning,
and
so
we
reached
out
with
some
grants
and
we
were
able
to
work
with
the
university
of
kentucky
center
for
trauma
and
children,
and
we
have
six
trauma-trained
trainers
as
well
as
ten
trauma
team
members.
K
We
also
have
six
members
that
through
another
grant,
we
trained
for
mental
health
first
aid,
so
we
were
doing
lots
of
things
we
had
counselors
in
every
school.
We
had
trauma,
trainers
and
mental
health,
but
we
were
still.
K
To
meet
all
of
the
needs
that
we
had
and
we
then
the
federal
money
came
along
and
we
decided
that
we
could
look
at.
How
do
we
expand
that
to
meet
those
needs
that
we
have,
and
so
we
started
with
guidance
of
a
plan
and
I'm
gonna.
Let
mr
robbins
talk
about
really
when
we
looked
at
the
federal
money,
how
we
wanted
to
be
intentional
about
how
we
spent
that.
H
All
right
so
dr
shutt
and
I
planned
time
in
my
office
for
us
to
begin
discussion
on
this
about
it's
really
an
opportunity
for
us
to
review
where
we
were
some
of
the
gaps
that
we
had
in
our
program
and
then
how
we
could
make
that
much
better
for
the
future.
So
you
see
here,
there's
about
10
different
items
were
goals,
objectives
that
we
itemized
we
wanted
to
achieve.
H
H
We
needed
a
model
that
was
adaptive
pretty
quickly
so
that
if
we
needed
more
personnel
in
the
student
assistance
coordinator
area,
we
had
the
chance
to
do
that.
I
think
one
of
the
things
that
dr
barber
addressed
was
sustainability,
so
the
the
big
concern
there
was
how
we,
how
would
we
sustain
this
new
level
of
service
and
it
would
become
the
expectation
of
our
schools
and
our
community?
H
Well,
the
good
thing
is:
is
the
individuals
that
we
were
able
to
hire
in
all
these
additional
positions
that
were
created
in
the
mental
health?
Realm
are
medicaid
billable,
meaning
that
at
the
end
of
the
esther
funding
cycle
in
2024,
we
would
have
the
ability
to
bill
for
service
based
upon
medicaid
eligibility.
So
we
feel
like
going
into
this,
that
we
have
a
good
model
we'll
be
able
to
try
that
out
before
we
know
the
finality
of
that
and
then
the
last
thing
is
just
additional
family
support.
E
H
K
Developed,
so
this
is
the
plan
that
we
will
use
going
forward
and
I
also
want
to
bring
up
at
this
time.
We
also
aren't
just
looking
at
the
needs
of
our
our
students,
but
we
also
have
a
partnership
with
owensboro
health
that
allows
us
to
provide
mental
health
counseling
for
our
staff,
and
we
have
seen
a
significant
rise
in
that
support
and
usage.
K
K
We
will
keep
one
of
our
our
veteran
social
worker
who
she
has
a
priority
for
the
family
resource
center,
and
she
will
also
work
with
students
who
transition
from
facility
to
make
sure
that
we
provide
them
the
best
opportunity
to
get
settled
and
learn
in
their
home
school
when
they
return,
we
will
have
three
social
workers
that
will
service
our
feeder
patterns,
so
that
will
mean
that
they
will
have
four
elementary
schools
and
one
middle
school
and
then
help
support
our
high
schools,
and
this
puts
us
at
an
increase
of
over
120
percent
for
our
mental
health
therapy
support,
and
this
all
comes
to
play
with
our
three
different
rounds
of
money,
and
so
everything
that
we
have
is
being
supported
that
way
for
this
first
year,
but
we
will
move
to
other
funding.
K
Beyond
that
we
had.
We
reduced
the
caseloads
for
our
mental
health
therapists
at
the
elementary
with
a
very,
very
strong
emphasis
on
preventative
model.
They
will
do
a
lot
of
collaboration
with
the
guidance
counselors
and
with
the
social
workers
to
create
a
team
approach.
There
we
have
one
coordinator
at
our
district
level,
who
is
his
main
focus,
is
on
the
mtss
of
tier
one
tier
two
and
tier
three
for
social
emotional
learning,
and
we
also
have
one
district
counselor
coach.
K
Who
is
the
support
for
our
guidance
counselors
to
help
them
at
the
school
level
as
well?
The
seven
mental
health
providers
that
we've
been
able
to
hire
this
year
are
all
lcsws
or
lpccs,
so
we
feel
very
fortunate,
something
that
is
not
seen
in
those
credentials
necessarily
is
their
diverse
background.
K
We
were
very
intentional
with
our
hires
on
our
new
mental
health
therapist,
because
when
we
were
able
to
sit
around
the
table
with
them,
we
wanted
to
have
a
diverse
group
that
came
from
different
backgrounds
and
different
areas
of
expertise,
so
that
as
different
issues
and
concerns
came
up
in
our
district,
that
we
would
have
a
kind
of
a
think
tank
to
be
able
to
problem
solve
there.
K
Mr
robbins
mentioned
it,
but,
as
you
know,
we
anticipate
that
we
may
see
needs
pop
up
greater
in
one
school
than
the
other
and
we
wanted
a
plan
that
would
allow
us
to
move
those
people
within
those
feeder
patterns
where
relationships
were
already
built
and
we
could
increase
the
service
to
students
without
having
to
wait
and
post
and
find
someone
to
fill
a
new
position.
So
we
can
backfill
on
positions
now
and
increase
the
services
to
students
without
a
lapse
in
time
frame.
K
There
so,
in
relation
to
senate
bill
1
of
2019,
I
wanted
to
give
you
a
comparison
of
what
the
mental
health
plans
look
like
in
davis
county.
You
can
see
at
the
top
when
we
look
just
look
at
school
counselors
to
students.
We
were
at
425
for
everyone
when
we
include
our
mental
health
therapists
who
service
those
schools
we're
at
33
8.
to
1.,
but
it
I
want
to
stress
too
how
important
we
feel
like
the
family
resource
and
youth
service
center
coordinators
and
advocates
are
in
our
district.
K
K
We
have
that
at
221-1,
but
we
still
knew
that
the
needs
were
increasing
and
we
needed
to
make
a
huge
difference
and
we
wanted
to
be
very
strategic
about
how
we
did
that
so
moving
forward.
If
you
just
look
at
our
numbers
with
school
counselors
to
students
we're
at
359-1,
if
you
include
our
mental
health
therapist,
we
do
reach
that
goal
of
250
to
1..
We
are
at
244
with
our
school
counselors
and
mental
health
therapists
to
students.
K
But
if
you
look
at
that
entire
picture
of
how
do
we
support
our
students
and
families
in
the
social,
emotional
and
mental
health
area,
we
are
at
157
students
to
every
one
of
those
people,
and
I
think
that
will
make
a
huge
impact
on
our
students
and
it
will.
That
plan
also
allows
us
to
be
flexible
and
meet
the
needs
as
they
arise.
K
So
the
work
in
davis
county
is
not
the
mental
health
emphasis
is
not
new,
but
this
month
the
federal
money
is
allowing
us
to
do
more
and
it
is
allowing
us
to
meet
needs
that
we
would
have
had
to
wait
to
do.
We
were
we
were
taking
small
steps,
and
this
has
allowed
us
to
take
a
lot
bigger
step
forward.
K
The
last
thing
that
I
want
to
kind
of
emphasize
to
you
is
to
kind
of
show
the
importance
of
this
work
and
really
what
has
come
out
as
a
product
of
that
is.
Davis
county
will
host
our
first
mental
health
summit
in
august,
and
we
are
bringing
national
speakers
to
our
area
for
500
educators,
and
this
is
an
absolutely
free
day
that
will
focus
on
how
to
provide
educators
with
strategies
for
working
with
students
with
mental
health
issues.
K
And
how
do
we
just
provide
stronger
cultures
and
and
climates
in
our
schools,
so
that
kids
are
are
able
to
overcome
barriers
to
learning.
So
we'll
have
three
keynote
speakers
and
I'm
very
pleased
that
superintendent,
talora
slosser
will
be
joining
us
for
our
our
keynote
lunch
that
day.
But
we
also
have
20
breakout
sessions
that
will
also
focus
on
the
trauma
informed
and
the
mtss
and
mindfulness
and
we'll
work
with
administrators
on.
How
do
you
lead
a
school
with
a
whole
child
approach?
K
And
this
was
this
is
all
funded
through
grants
and
our
our
work
with
owensboro
health
and
also
our
giving
tuesday
and
our
foundation.
But
when
you
look
at
where
we
were
and
where
we
are
going
with
davis
county,
we
felt
like
this
was
an
important
day
for
us
to
provide
and
we
wanted
to
provide
it
free
for
them.
So
we
think
it's
going
to
be
an
amazing
day
in
dcps.
K
H
Thank
you,
dr
shutt,
and
just
to
emphasize
here,
chair
riley,
that
in
looking
360
degrees
around
the
child,
we
looked
at
physical
health,
social,
emotional,
mental
health,
certainly
behavioral
needs
of
our
students
with
pbis
and
then
obviously
academic
needs.
We
know
that
when
these
types
of
issues
are
confronting
our
children,
their
families,
the
endeavor
to
educate
them,
becomes
much
much
more
difficult
and
challenging
for
us.
So
that's
been
a
big
focus
of
ours,
as
you
can
see,
we'll
now
take
any
questions
that
you
and
the
committee
may
have.
G
G
I
am,
I
think,
it's
a
model
I
think,
should
be
replicated
throughout
the
commonwealth
in
terms
of
going
through
and
setting
up
setting
up
your
priorities
and
getting
the
child
in
the
forefront
of
trying
to
support
them.
A
couple
questions,
if
you
don't
mind
one,
I
assume
this
is
embedded,
but
the
important
part
of
the
process
in
providing
mental
health
is
psychological
testing,
or
at
least
one
component.
K
Okay,
all
of
our
student
assistance
coordinators-
are,
you
know,
trained
to
do
the
the
testing.
One
of
our
requirements
is
that
they
are
knowledgeable
and
trained
in
the
dsm-5
so
that
they
can
do
that.
Something
that
does
not
appear
in
this
plan
is
we.
K
We
also
have
a
full
team
of
school
psychologists
in
our
district
that
that
we
team
with
a
lot,
and
we
got
a
great
amount
of
input
from
them
on
how
we
we
move
forward
with
a
very
strategic
and
systemic
way
to
address
this,
so
they
develop
treatment
plans
for
every
student
that
they
serve
and
we
work
with
the
families
on
that,
as
well
with
our
families.
K
What
we
have
seen,
especially
in
the
last
two
years,
is
a
family
may
have
a
student
at
the
elementary,
the
middle
and
the
high,
and
we
have
individual
student
assistance
coordinators
working
with
the
individual
child,
but
it
may
be
a
deeper
rooted
concern
that
we
need
to
address
and
they
will
work
with
the
family
to
bring
them
in
for
family
counseling,
because
they
are
able
to
do
that
as
well,
and
we
have
seen
great
advancements
in
that.
K
That
was
a
real
kind
of
eye
opener
for
us,
with
our
first
student,
our
students
or
our
social
worker,
of
how
much
she
spent
time
with
counseling
of
families,
and
so
we
wanted
to.
You
know,
increase
that
opportunity
there.
But
the
plan
is
devised
like
that,
so
that
we
can
address.
K
If
it
is
a
greater
family
issue,
we
can
work
with
the
family
resource
and
the
social
worker
and
the
counselor
at
the
school,
as
well
as
the
student
assistance
coordinator,
we
wanted
to
look
at
a
team
approach,
so
we
weren't
working
in
silos
to
address
the
same
problem
we
felt
like
we
could
be
more
effective
as
a
team.
G
A
Thank
you
represent
fleming,
thank
you,
superintendent,
robbins
and
dr
shut
up.
We
appreciate
your
presentation
so
much
and
at
this
time
we
will
turn
it
over
to
superintendent
tom
cochran
from
the
johnson
county
schools.
L
L
L
I
lost
me
again
all
right,
so
I
expect
for
everyone.
I'd
say
we're
grateful
for
your
support
of
public
education
and
I
especially
want
to
recognize
my
representative
bobby
mccool,
who
sits
on
this
committee.
Representative
mccool
has
worked
tirelessly
for
the
people
whom
he
represents
and
he
continues
to
do
an
exceptional
job
supporting
all
of
our
area,
our
kids
or
staff
in
our
schools.
L
I'm
going
to
close
today
with
a
conversation
focused
on
how
the
federal
relief
funds
have
been
used
to
support
instructional
technology
in
public
education,
specifically
here
in
johnson
county
as
you're
well
aware.
The
last
school
year
has
been
here
like
no
other.
It's
been
extremely
difficult
in
many
ways,
but
the
main
challenge
for
our
public
educators
been
trying
to
figure
out
how
to
teach
our
kids
without
having
them
with
us
face
to
face.
L
However,
on
the
flip
side,
this
past
year
has
allowed
our
students,
teachers,
administrators
and
their
families
to
improve
greatly
in
the
area
of
technology,
the
growth
that
I've
witnessed
with
students,
utilization
of
technology
and
teachers,
implementation
of
instructional
tech
and
their
daily
lesson
plans
have
been
immense.
Our
teachers
instruction
using
these
resources,
has
greatly
enhanced
student
access
and
is
allowing
our
students
to
learn
things
that
we
previously
thought
unimaginable.
L
We
work
closely
with
the
department
of
education,
as
a
commissioner
associate.
Commissioner
kenny
just
spoke
about
earlier,
who,
as
you
know,
has
been
the
agent
of
distribution
for
these
federal
assistance
funds.
Some
of
the
assistance
was
left
the
local
decision
making,
while
other
funds
were
distributed
to
kde
for
those
for
them
to
utilize.
I
want
to
say
that
I'm
very
pleased
with
how
kde
chose
to
spend
their
portions
to
provide
even
further
assistance
to
local
school
districts.
L
So,
throughout
this
past
school
year
we
work
provide
the
resources
our
teachers
need
in
order
to
reach
every
student
prior
to
last
march
in
johnson,
county
we'd
worked
to
bring
a
one-to-one
chromebook
initiative
to
our
district,
and
we
had
been
successful
in
that
implementation
for
grades
three
through
twelve,
but
once
we
had
to
close
our
schools
two
face
to
face
instruction
last
march,
we
immediately
realized
that
our
chromebook
initiative
was
not
sufficient,
because
we
had
hundreds
of
kindergartners,
first
graders
and
second
grade
students
without
access
to
devices
at
home.
L
Without
those
those
devices,
our
instruction
was
even
more
complicated.
So
with
that
in
mind,
and
with
the
announcement
of
the
first
rounds
of
the
federal
assistance
funds,
we
secured
chromebooks
quickly
to
provide
each
student
and
our
district
with
the
device
that
purchased
greatly
increased
our
opportunities
for
our
students
throughout
the
current
school
year
as
well.
L
Also,
the
kde
digital
learning
team
who's
led
by
associate
commissioner
david
couch,
stepped
in
and
provided
a
lot
of
support
as
well.
Specifically,
I
want
to
talk
about
their
efforts
and
helping
them
streamline
our
enrollment
process.
So,
as
you
all
are
probably
aware,
every
district
utilizes
empty
campus,
which
is
a
student
information
system
that
houses
all
of
our
records
from
enrollment
through
graduation.
L
So
we
recognize
how
important
effective
communication
would
be
during
this
time
of
uncertainty,
as
as
our
plans
were
being
built,
information
changed
and
data
was
released
concerning
the
pandemic,
so
we
saw
the
need
for
a
consistent
form
of
communication
that
allowed
all
of
our
stakeholders
to
be
on
the
same
page.
We
also
knew
that
people
receive
their
information
from
a
variety
of
different
sources.
L
So,
with
all
that
in
mind,
we
developed
a
communication
plan
to
provide
that
consistent
message
using
these
azure
funds
we
personally
purchased
remind
which
is
an
online
communication
tool
for
classroom
school
and
district
use.
Additionally,
we
purchased
the
renewal
of
academy
that
encompasses
our
web
page
and
school
app.
We
use
this
online
program
to
push
out
updates
and
to
post
consistent
messages
to
our
school
and
our
district's
social
media
pages.
L
So
with
that
knowledge,
we're
aware
that
more
resources
will
be
needed
to
support
our
students
and
intervention
enrichment
and
core
tier
one
instruction.
We've
researched
and
purchased
additional
instructional
resources
that
were
going
to
be
used
for
our
k
through
10
12
school.
We
used
them
in
actually
our
school
in
the
summer
opportunity
that
we
just
finished
up
and
we'll
be
using
them
in
the
upcoming
years,
including
a
new
reading
and
math
series
that
both
fully
integrate
digital
resources
rise
and
rise
up.
Reading
intervention
program,
complete
with
online
resources
for
struggling
students
and
a
universal
screener.
L
We
also
purchase
map
for
our
high
school
students
with
our
plan
to
return
five
day
a
week
for
our
students
in
the
21
22
school
year.
We
also
recognize
our
needs
update
our
classroom
technology
tools.
We
utilized
a
portion
of
the
federal
assistance
funds
to
purchase
75-inch
interactive
flat
panels
for
every
classroom
in
our
district.
These
panels
will
help
our
teachers
and
increase
student
engagement,
as
our
students
will
be
able
to
interact
directly
and
remotely
with
panels.
L
The
classroom
improvements
also
include
enhancement
of
audio
and
cameras
for
teachers,
so
that
they
can
record
lessons
and
store
them
in
a
digital
repository
as
I've
spoken
about
today,
kde
was
a
lot
of
federal
assistance
funds
utilized
from
the
state
level,
seeing
the
need
for
an
instructional
technology
support
during
the
last
school
year,
kde's
digital
learning,
coach,
laura
roganas
rolled
out
the
digital
learning
coach,
stipend
opportunity
to
dlcs
and
discuss
the
importance
of
coaches
in
supporting
teachers.
L
During
the
course
of
last
year,
I
witnessed
both
the
need
for
support
by
our
teachers
and
the
impact
that
the
johnson
county
dlc
coach
has
had
on
our
district.
So
keeping
that
in
mind
that
our
district
has
approximately
3
400
students
and
over
520
staff
members,
we
absolutely
pushed
those
two
dlcs
or
one
full-time
one
part-time.
Beyond
their
limits.
L
So
we're
gonna
have
one
coach
stationed
at
each
of
our
school
and
they
will
be
instrumental
in
coaching
teachers,
administrators
and
providing
personalized
professional
learning
that
will
directly
impact
student
engagement
and
achievement.
Our
jcdocs
are
going
to
continue
to
develop
their
instructional
practices
as
they
participate
in
local,
regional
states
and
national
meetings.
L
So
today,
I've,
given
you
a
high
level
overview
of
how
the
federal
assistance
funds
have
been
utilized
in
johnson
county
to
increase
opportunity
and
access
for
our
students.
I
wholeheartedly
believe
that
one
of
my
main
roles
is
to
remove
remove
barriers
for
our
teachers
so
that
they
can
in
turn
remove,
bears
in
their
classrooms
and
reach.
L
Every
student
whom
we
have
the
privilege
of
serving
these
funds
have
certainly
given
us
a
path
to
provide
many
much
needed
resources
that
will
allow
just
that
the
removal
of
those
barriers
we're
very
fortunate
to
have
these
funds
for
resources
and
we're
thankful
for
the
opportunities
that
they
have
provided.
From
closing,
I
want
to
again
thank
you
for
your
time
today
and
I
do
want
to
assure
you
that
all
of
us
are
utilizing
these
funds
for
the
betterment
of
every
child.
Thank
you.
B
Mr,
I
don't
have
a
question
just
want
to
make
a
quick
comment.
I
want
to
thank
superintendent,
tom
cochran
and
his
staff
for
doing
a
really
for
putting
their
efforts
towards
students
first
and
just
done
an
outstanding
job.
So
thank
you,
superintendent
and
all
your
staff.
Thank
you.
A
Thank
you
and
with
no
further
questions.
I
would
like
to
thank
all
of
our
guests
today,
associate
commissioner
kenny
and
and.
G
A
Appreciate
your
report
and
all
the
superintendents
miss
ballinger,
dr
barber,
mr
robbins,
mr
cochrane,
and
also
dr
shutt,
the
assistant
lieutenant
davis
county.
This
is
what
we
were
looking
for.
We
needed
information
about
what
was
going
on.
We
know
that
the
times
are
are
a
lot
different.
A
We
know
the
last
year
has
been
stressful
for
everybody
in
every
area,
but
we
also
know
very
much
has
been
stressful
for
school
administrators,
school
teachers,
school
staff,
students
and
parents,
and
it's
been
a
very
a
stressful
year
and
as
ms
ballinger
mentioned
earlier,
maybe
we've
learned
some
things
during
this
that
we
can
use
in
the
years
to
come.
That
will
make
education
more
productive
for
our
students,
because
that's
that's.
A
Why
we're
there
we're
there
for
our
students
and
to
to
help
them
learn
in
a
way
that
they
will
be
productive
citizens
and
people
who
are
able
to
enjoy
their
lives.
So
thank
you
all
very
much
for
doing
that
today
and
we
finished
three
minutes
before
our
time
limit,
so
we've
got
it
in
and
we
appreciate
all
the
committee
members
being
here
also
thank
you
motion
to
adjourn.