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From YouTube: Interim Joint Committee on Education (8-16-22)
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A
D
C
A
A
Thank
you
also,
I
think
senator
thomas
would
like
to
have
an
introduction
or
work
thank.
E
You,
chairperson,
huffing
and
that's
a
great
segue,
because
I
want
to
talk
about
senator
wise
for
a
minute.
First
of
all,
I
want
to
say
I
want
to
welcome
our
lieutenant
governor
coleman.
It's
good
to
see
you
lieutenant
governor
coleman,
but
you
know
I'm
about
I've
made
it
clear.
I'm
about
this
interest
committee
session
spreading
good
news.
E
I've
been
tired
of
hearing
about
all
the
bad
things
kentucky
does
for
the
last
nine
years,
so
this
interim
session,
I'm
talking
about
all
the
good
things
kentucky
does
and
of
course,
a
couple
of
weeks
ago
we
came
back
from
the
national
conference
of
state
legislators
ncsl
and
at
that
meeting,
senator
wise,
our
co-chair
presented
was
a
panelist
on
on
probably
the
most
important
committee
we
held
held
there,
which
was
you
know,
innovations
of
education
in
the
21st
century
and
senator
wise
did
an
excellent
job
representing
kentucky
as
a
panelist
on
that
distinguished
group,
which
included
our
former
commissioner
of
education
as
well.
A
A
A
We
have
a
limited
agenda,
but
a
very
important
agenda
today,
we're
going
to
begin
with
the
team
kentucky
student,
mental
health
initiative
with
the
lieutenant
governor,
jacqueline
coleman
and
the
student
advisors,
and
it's
always
nice
to
welcome
students
into
our
committee
for
them
to
share,
since
they
are
the
group
that
this
committee
is
charged
to
provide
a
world-class
education.
So
we
look
forward
to
your
presentation
and
introduce
yourself
for
the
record
and
your
guest
and
please
proceed.
F
Thank
you
so
much
representative
huff
and
it
is.
It
is
great
to
see
you
all,
I'm
going
to
start
by
introducing
the
students
who
are
part
of
this
group
that
could
not
make
it
today
and
then
I'm
going
to
let
the
ones
who
could
introduce
themselves.
But
for
the
record
I
am
lieutenant
governor
jacqueline
coleman.
F
The
students
who
could
not
join
us
today,
but
have
played
an
integral
role
in
this
work
that
we've
done
our
delaney
daughtery
dylan,
tipton,
rohin,
dutt,
rox,
lockard,
sam
smith,
solaila
gonzalez
and
ali
fagenbush,
and
so
then
I'll
start
we'll
start
down
here
with
you
so
leanna
and
we
can
just
do
introductions
down
the
road
hi.
My
name.
G
G
So
before
so
before
our
pre-activity,
I
would
just
like
to
note
something
we
did
place
these
little.
A
G
You
thank
you,
so
we
place
these
ribbons
on
each
of
y'all's
desks
where
it's
it's
a
symbol
for
mental
health
awareness
and
you
guys
are
welcome
to
wear
it
if
you
would
like
and
to
have
it,
we
are
all
wearing
it
today.
So
now,
let's
get
into
the
kind
of
pre
work,
some
little
class
work
for
today
we
have
a
qr
code
on
all
of
the
screens
up
here
and
this
qr
code.
G
G
I
believe,
and
it
is
completely
anonymous,
there's
no
way
we
can
link
it
back
to
you
where
it
just
asks
you
about
what
questions
about
your
mood,
questions
relating
to
how
you
are
today-
and
I
will
give
you
all
a
minute
to
answer
that
if
anyone
has
questions,
let
me
know
if
it's
not
working,
we
did
place
a
link
which
you
could
type
into
your
browser,
but
when
everybody
seems
to
be
finished,
I
will
go
over
the
survey
results
which
is
completely
anonymous
again.
A
G
Okay,
so
right
now
we
have
about
11
responses.
Please
keep
on
bringing
those
in,
but
I
think
this
is
a
good
gauge
of
what
the
room
is
feeling
so
amazingly
for
our
first
scale.
How
excited
you
are
you
all
are
for
this
presentation.
G
The
majority
of
you
guys
have
set
a
five
and
you
guys
could
see
the
survey
results
right
here
which
we're
very
excited
for
and
then
it
asks
questions
about
how
your
morning
was
and
the
color
that
best
reflects
how
you
feel
so
little
fun
things
depending
on
as
well
as
your
mood
and
certain
things,
and
we
try
to
keep
it
fun
we
try
to.
When
it
comes
to
check-ins.
G
We
want
to
make
it
as
different
as
possible
as
engaging
as
possible
for
students,
so
this
doesn't
feel
like
a
task,
but
rather
a
teacher
or
somebody
genuinely
caring
about
the
student's
well-being.
And
you
know
we
have
some
fun
things
like
emojis
here,
and
so
you
guys
are
able
to
have
a
little
bit
fun
with
that.
But
it's
just
a
nice
way
to
start
off
a
classroom,
a
discussion,
a
lecture
whatever.
G
It
might
be
just
to
know
that
students,
well-being
is
at
the
forefront
prior
to
anything
relating
to
the
lesson
and
that
you
know
they're
supported
in
every
way
possible,
and
this
is
completely
anonymous,
so
it
is
inclusive
of
students
who
would
rather
not
speak
up
and
go
forward
themselves.
So
it's
a
really
nice
one,
we're
so
glad
that
you
guys
participated
in
it.
Thank.
F
You
yeah
thank
you
so
leanna,
so
that
was
a
quick
kind
of
a
check
in
a
lot
of
way,
a
lot
of
ways
that
our
teachers
check
in
with
our
students
when
they
walk
in
the
room
to
just
take
a
temperature
of
the
room
and
to
see
where
their
students
are,
is
something
as
simple
but
as
meaningful
as
this,
and
so
we
wanted
you,
you
all
to
experience
that
as
well.
So
my
job
today
is
to
tee
this
up
for
these
students,
and
so
that's
what
I'm
gonna
do.
F
I'm
gonna
give
you
a
little
bit
of
a
background
of
mental
health
in
in
kentucky,
as
it
relates
to
students,
we'll
talk,
a
lot
about
pre
pandemic
during
pandemic
kind
of
post
pandemic,
and-
and
so
let
me
make
this
point
before
I
start.
F
We
all
know
that
the
pandemic
came
with
its
own
set
of
challenges
and
certainly
created
new
issues
that
none
of
us
had
had
to
deal
with
before.
But
what
it
also
did
was
it
exacerbated
old
ones,
and
this
is
one
of
the.
This
is
one
of
the
existing
challenges
that
we
faced
that
lied
just
below
the
surface
that
once
the
pandemic
hit,
we
could
no
longer
kind
of
push
to
the
side
or
push
down
or
have
you
know,
30
000
foot
conversations
about
it.
It
was
real.
F
It
was
in
our
homes,
it
was
in
our
families,
it
was
in
our
classrooms,
and
so
that's
why
this
group
is
here
before
you
today
and
so
just
to
kind
of
set
the
scene
because
they're
going
to
give
you
the
the
important
part
that
you
that
that
we
want
you
to
to
help
us
with
so
before
the
pandemic.
So
this
is
back
in
2018,
which
seems
like,
maybe
a
million
years
ago
now
the
cdc
reported
that
there
were
about
one
in
five
students
or
children.
F
Excuse
me
that
had
a
mental
disorder,
but
here's
the
here's,
the
important
part
only
20
percent
of
those
students
actually
receive
care
from
a
specialized
mental
health
provider.
There
was
a
kentucky
youth
risk.
Behavior
survey
about
30
percent
of
high
school
students
reported
feeling
sad
or
hopeless
to
the
point
of
stopping
activities.
F
15
of
high
school
students
reported
seriously
considering
suicide,
and
we
know
that
that
is
that
in
itself
is
becoming
a
very
daunting
issue
for
young
people,
certainly
in
kentucky
and
across
the
country.
F
So
our
students
wanted
help
addressing
or
improving
their
wellness,
but
they
didn't
know
how
or
where
to
get
it.
This
is
again
students
who
are
self-reporting
and
they
also
acknowledged
that
stigma
was
a
major
barrier
from
coming
from
many
places:
social
media,
their
friends,
their
family
community,
maybe
their
heritage
or
even
their
religion
kept.
So
many
students
from
I
think
going
forward
to
find
how
they
could
get
help
so
now
we're
during
the
pandemic
in
2019-2020.
F
This
is
going
to
come
as
no
surprise
to
anyone
in
this
room,
but
nationally
there
was
a
21
increase
in
children
diagnosed
with
behavioral
or
conduct
problems,
and
so
the
kentucky
student
voice
team,
which
is
another
phenomenal
group
of
young
people
who
do
great
work
around
the
commonwealth,
did
a
did
their
own
study
and
they
found
that
students
were
feeling
unmotivated,
stressed
and
anxious.
F
They
felt
more
grateful,
which
I
think
anecdotally.
I
would,
I
would
kind
of
attach
to
the
fact
that
maybe
we
took
a
lot
of
things
for
granted
before
the
pandemic,
that
we
were
reminded
during
it.
How
much
we
needed
that
interaction
and
activity,
and
things
like
that?
F
46
percent
of
poor
students,
socioeconomically,
reported
feeling
depressed
compared
to
20
about
27
percent
of
middle
class
students.
So
there
we
see
immediately
a
gap
in
in
care
as
well.
F
Online
learning
was
an
extremely
divisive
subject,
as
you
can
imagine
on
the
on
this
study
that
the
student
voice
team
did
47
of
students
felt
a
negative
change.
11
felt
a
positive
one.
38
were
about
neutral
and
in
in
tandem
with
this
emotional
distress
that
students
felt
there
was
an
increased
desire
for
help
and
mental
health
services
that
they
needed.
F
So
now
we
are
in
the
part
where
we
came
to
the
conclusion
that
the
student
mental
health
action
summits
were
necessary.
All
of
this
data
that
I
just
read
off
to
you
was
like,
I
said
brewing
in
our
homes
and
our
communities
and
in
our
classrooms
and
our
churches,
and
so,
as
many
of
you
know,
I
serve
on
the
state
board
of
education.
F
So
many
times
we
hear
about
mental
health,
student,
mental
health
as
adults
talk
to
other
adults,
which
I
think
is
really
important.
I
know
there
was
a
a
trio
that
were
here
I
think
last
month
of
administrators
who
spoke
about
it,
three
people
I
deeply
admire-
and
I
know
had
had
great
perspective
on
that,
but
you're
looking
at
the
experts
up
here.
These
are
the
people
that
we
need
to
hear
from
as
we
as
we
work
to
address
this
issue
that
has
arisen
that
we
have
to
take
on.
F
It
was
also
a
really
opportune
time
to
talk
about
it
because
we
started
to
see
a
lot
of
professional
and
olympic
athletes
like
simone
biles
and
michael
phelps,
and
folks,
like
that
start
to
be
very
public
about
the
challenges
that
they
face,
and
certainly
when
you
see
someone
who
is
so
famous
and
successful
to
hear
them
say
you
know
what
I
I
have
a
challenge,
the
same
way
that
you
do.
F
F
They
are
our
most
critical
partners
and
they
are
the
ones
who
did
the
work
of
designing
the
mental
health
action
summits
of
implementing
them
and
facilitating
the
conversations
that
they're
going
to
tell
you
about
today.
They
dove
into
the
data
that
we
gathered
and
captured
from
those
meetings
and
they
aligned
all
of
that
with
national
studies
going
on
at
the
same
time,
to
bring
to
you
today,
proposals
for
policy
changes
that
they
would
like
to
see
according
to
their
peers
in
kentucky
made
to
help
out
students
in
our
schools
in
kentucky.
F
F
We
were
committed
to
having
a
mental
health
clinician
present
at
every
single
summit,
so
that
should
an
issue
arise.
We
had
a
professional
there
to
provide
support
as
needed.
The
division
of
family
resource
youth
service
centers
at
chfs
also
helped
us.
They
are.
I
say
that
they're
they
are
angels
on
earth
in
the
schools.
I
wish
I
wish
people
outside
of
a
school
building
knew
what
our
friskies
did,
but
they
were
the
one
adult
present
in
the
room
with
the
student
groups
as
they
broke
out.
F
They
they
were
assigned
the
role
of
scribe
in
many
answers
in
instances
to
capture
that
really
high
level
response
and
data
that
we
needed
to
pull
back,
to
be
able
to
make
these
policy
recommendations
to
you,
and
so
we
worked
with
our
student
advisors
and
partners
to
design
these
events,
and
when
we
were
there
to
have
them,
they
were
they
were
the
ones
that
promoted
them
on
the
ground.
So
all
of
that
said
that's
where
we've
been
and
that's
what
brought
us
here,
and
so
I'm
going
to
turn
it
over
to
julia.
H
Hi,
so,
as
you
can
see,
we
held
10
events
all
across
the
state
in
partnership
with
the
regional
education
cooperatives
there
were
nine
regions
and
seven
were
in
person
and
three
were
virtual
attendance
was
largely
regional,
but
we
did
host
one
virtual
statewide
event
that
we
opened
participation
for
to
any
student
across
the
commonwealth.
H
We
often
mentioned
the
statewide
event
when
we
were
in
person
at
other
events,
so
that
they
could
tell
their
classmates
about
it
due
to
covet
surges.
In
some
cases,
we
pivoted
pivoted
the
events
to
be
virtual
for
everyone's
safety
when
necessary,
but
we
left
that
up
to
the
to
the
regions
as
much
as
possible
to
decide
whether
they
wanted
virtual
or
in
person
so
of
our
ten
events,
seven
were
in
person
and
three
were
held
virtually
over
zoom.
H
I
facilitated
one
in
person
at
the
kentucky
education
development
corporation
and
one
virtual.
At
the
kentucky
valley,
educational
corporation.
H
We
had
an
online
registration
process
for
students
to
sign
up
to
attend.
It
wasn't
required,
but
it
was
definitely
recommended.
Through
that
process
we
had
approximately
375
students
registered
to
participate
at
the
events.
We
did
not
have
a
sign-in
or
check-in
process,
but
based
on
headcounts,
we
estimate
that
over
300
students
attended
the
10
events
throughout
the
events
we
hosted
around
25
breakout
sessions,
which
we
will
discuss
in
further
detail
momentarily
so
at
every
event,
whether
in
person
or
virtual.
H
After
a
welcome
from
the
lieutenant
governor,
one
of
our
fellow
student
advisors
would
present
basic
student
mental
health
data
and
frame
up
for
the
students
why
they
were
there.
We
would
then
send
students
into
a
breakout
session,
usually
5,
to
15
students
depending
on
the
region,
but
before
we
sent
them
off
to
the
breakout
sessions,
we
would
introduce
our
local
mental
health
clinician,
who
is
in
attendance
just
so
that
we
knew
they.
H
We
knew
that
they
just
so
that
they
knew
that
they
had
access
to
a
mental
health
clinician
in
case
they
wanted
to
talk
with
them
throughout
the
session.
Although
we
never
had
a
student
do
this,
it
was
important.
It
was
an
important
gesture
to
normalize
talking
to
a
professional
about
mental
health.
H
The
each
breakout
session
lasted
about
an
hour
and
we
had
one
adult
as
the
lieutenant
governor
said,
the
frisky
who
played
the
role
of
the
scribe,
the
timekeeper
and
the
monitor.
So
after
introductions
and
a
little
a
few
icebreakers,
the
student
facilitator
led
the
students
through
a
series
of
questions
about
student,
mental
health.
So
now
we're
going
to
talk
about
the
questions
we
asked
during
our
breakout
sessions
and
what
the
students
told
us
in
response,
so
I'm
going
to
pass
it
over
to
bentley.
I
So
we
asked
a
series
of
six
questions,
four
of
which
were
just
general
questions
that
we
had
asked
in
the
last
two
were
questions
that
we
may
not
have
always
gotten
to
within
our
breakout
sessions,
but
we
tried
so
the
first
question
was:
how
does
your
school
or
home
life
in
general
affect
your
mental
health
and
responses?
We
heard
were
that
circumstances
vary
on
a
case-by-case
basis
for
students.
I
The
school
itself
can
affect
mental
health,
either
positively
or
negatively,
or
it
can
just
cause
a
neutral
shift
in
mental
health.
It
just
once
again
depends
on
a
case-by-case
basis
and
a
majority
of
students
found
that
a
transition
to
back
to
in-person
learning
from
being
virtual
during
covid
was
quite
challenging.
I
Our
second
question
was
what
mental
health
challenges
have
you
or
your
friends
paced
in
the
past,
faced
in
the
past
year,
and
this
is
as
of
last
november,
so
responses
included
people
feeling
anxiety
or
overwhelmed
going
back
to
school.
People
felt
depression,
large
cases
of
major
depressive
episodes,
and
there
was
low
motivation,
especially
during
covid
and
people
were
lacking,
a
sense
of
accountability
and
what
to
do?
I
I
Where
people
wanted
access
to
resources,
but
they
didn't
only
want
to
know
how,
but
they
also
they
didn't
want
to
just
access
resources.
They
also
wanted
the
ability
to
know
how
and
where
to
get
these
resources,
because
in
some
cases
there
are
resources,
but
they
just
don't
know
that
it's
there.
I
I
They
wanted
more
trainings
for
teachers,
faculty
and
students,
teachers,
staff
and
students,
and
they
wanted
these
trainings
to
be
more
up-to-date,
not
just
a
vhs
tape
that
gets
played
before
september
14th
and
they
wanted
access
to
a
mental
health
clinician
at
school
and
someone
that
students
can
talk
to
and
who
they
have
built
a
rapport
with
and
that
they
can
trust
talk
to
their
problems
if
they
arise.
I
I
They
wanted
more
flexibility
in
regards
to
their
assignments
and
homework
after
school,
and
they
wanted
spaces
in
school,
for
students
to
decompress,
if
necessary,
they
wanted
access
to
mental
health
days,
which
we
saw
this
a
lot.
They
wanted
mental
health
to
be
an
excused
absence,
but
not
only
for
students,
but
also
for
faculty
and
staff
within
schools
they
wanted
to.
They
wanted
help
in
raising
awareness
and
reducing
stigma
of
connected
to
mental
health
challenges.
I
I
So
it's
not
just
one
thing
that
you
discuss
it's
connected
to
everything:
greater
access
to
clinicians
at
school,
but
someone
students
feel
comfortable
talking
to
and
who
they
trust,
updated,
suicide
prevention,
training
for
both
faculty
staff
and
students.
I
I
I
Now
what
we
heard
in
summary,
the
things
that
you
see
on
the
slide
are
a
representation
of
what
we
heard
from
the
students
as
we
talk
to
them
at
the
events
and
after
and
the
surveys
that
we
did
after
the
events
were
a
chance
for
the
students
to
share
anonymously.
So
that
way,
if
they
didn't
want
to
speak
up
during
the
events,
they
still
were
heard.
I
F
Okay,
so
while
we
were
listening
to
our
students,
while
this
work
was
going
on
and
the
your
students
here
were
creating
these
mental
health
summits,
they
were
implementing
them.
They
were
facilitating
these
really
important
conversations
and
then
digging
into
the
data
to
find
these
recommendations.
For
you,
here's
what
was
going
on
around
us
and
I
have
to
say
I'm
very
proud
of
kentucky
because
in
in
many
senses
of
this
work,
we
are
ahead
of
what
we
see
going
on
in
other
states
and
we
are
flowing
right
with
a
national
momentum
here.
F
The
following
year
in
december
of
2021,
the
u.s
surgeon
general
issued
an
advisory
on
protecting
youth,
mental
health,
and
so,
as
you
can
see,
we
are
operating
right
along
with
the
trends
that
are
emerging
nationally,
and
so
we
want
to
make
sure
that
we
continue
to
stay
ahead
of
that
curve.
And
so
I'm
going
to
turn
it
over
now
to
alex
and
and
you're
going
to
hear
about
the
student
recommendations
that
they
were
able
to
pull
out
of
the
data.
F
H
So
before
we
share
with
you
some
of
the
recommendations
that
have
been
developed,
we
wanted
to
share
with
you
the
process
that
we
did
after
the
events
and
how
we
got
there.
So
immediately.
Following
the
conclusion
of
the
the
events
we
collected,
all
the
data
that
was
captured
and
put
it
and
transcribed
it
into
a
document
that
we
then
shared
with
our
student
advisors.
H
Then
the
advisors
and
the
lieutenant
governor
reviewed
the
data
together
and
discussed
prominent
trends
and
common
issues.
Then
they
began
drafting
recommendations
alongside
staff.
They
found
specific
language
to
use
and
did
their
own
research
on
rationale
and
best
practices
occurring
in
kentucky
and
the
country.
H
Following
this,
the
students
presented
the
recommendations
to
the
to
the
lieutenant
governor
and
shared
their
early
findings
with
event
partners.
After
finalizing
the
recommendations,
they
began
sharing
the
information
with
stakeholders,
but
now,
let's
get
to
the
recommendations,
because
we
only
have
a
limited
amount
of
time
to
show
the
work
that
we
produced.
We
are
showing
an
abbreviated
version
of
our
recommendations
in
all.
We
had
10
recommendations,
but
we
will
mostly,
we
will
only
show
six
today,
as
seen
on
the
screen.
Are
our
six
recommendations
for
today?
H
Our
first
recommendation
is
to
include
and
elevate
student
voice
foundationally.
We
think
it
is
critical
that
student
voice
is
included
at
all
levels
of
decision
making.
Our
second
recommendation
is
to
provide
comprehensive
suicide
prevention.
Our
third
is
to
allow
excused
mental
health
absences.
H
Our
fourth
is
to
expand
access
to
mental
health
services
and
treatment,
fifth,
to
increase
mental
health
awareness
and
education
and
sixth,
to
increase
and
improve
mental
health,
professional
development.
However,
we
do
have
four
other
recommendations
not
listed.
These
recommendations
are
no
less
important
than
the
ones
shown
today.
These
recommendations
include
offering
mental
health
check-ins,
offering
mental
health
breaks,
increasing
awareness
of
and
support
for
eating
disorders
and
prioritizing
and
improving
school
culture
and
climate.
J
Yeah,
thank
you
so
much
and
with
that,
I
think
we
can
go
ahead
and
get
into
recommendations
which
I
know
you
guys
have
been
waiting
for.
So
our
first
recommendation
is
including
an
elevating
student
voice
and
let
me
be
clear
by
what
this
means.
It
doesn't
mean
just
having
students
at
the
table.
It
means
authentically,
including
them
in
the
conversations
that
we're
having
and
really
valuing
their
insights
and
thoughts
and
opinions.
J
I
think
I
can
speak
personally
that
my
youth
is
always
something
I've
had
to
apologize
for
when
it
comes
to
me
being
legitimate
and
being
valued
in
education
spaces,
but
I
think
now
I
can
look
back
and
say
it's
definitely
something
that
makes
me
work
more
qualified
because
a
lot
of
times,
students
really
aren't
seen
as
experts
in
their
own
educations,
even
though
they
are
at
school
five
days
a
week,
seven
hours
a
day
and
then
there's
also
a
multitude
of
ways.
J
J
Second,
is
providing
comprehensive
suicide
prevention
so
first
we
recommend
that
you
know
these
suicide
prevention,
materials
and
resources
are
available
every
place.
You
look
in
a
school
building
and
you
might
think
you
know
they're
already
in
a
couple
of
places.
That's
fine
but,
like
lieutenant
governor
said,
there's
a
huge
accessibility
barrier.
A
lot
of
students
need
help
and
they're
not
getting
it,
and
maybe
it
will
make
that
difference.
For
that.
One
student
to
see
this
pamphlet
or
to
see
the
suicide
hotline
and
know
okay.
J
This
is
how
I
can
get
help
with
what
I'm
struggling
with
and
second,
we
recommend
offering
evidence-informed
suicide
prevention
curriculum
at
least
twice
annually.
We
recommend
to
partner
with
the
department
of
behavioral
health.
I
think
I
speak
for
a
lot
of
students
when
I
say
our
suicide
prevention,
lessons
or
materials
often
seem
very
static
and
like
they're
just
done
because
they're
required
and
that
can
be
very
dehumanizing
to
feel
like
you
know,
this
is
such
an
important
topic
and
we
only
have
30
minutes
like
one
day
a
year
and
that's
all
that's
given
to
it.
J
All
right
next,
we
have
mental
health
apps's.
First
I'd
like
to
thank
the
representatives
who
passed
house
bill
44
and
liked
a
big
thank
you
to
wilner.
B
And
mccool
for
taking
the
initiative
for
this
bill,
but
we
want
to
take
it
just
a
bit
a
bigger
step
forward
to
not.
J
Make
it
recommended,
but
required
in
schools
and
to
have
six
excused
mental
health
absences
per
school
year?
Next
there
is
expanding
access
to
mental
health
services
and
treatment,
as
you
can
see
on
the
screen.
This
is
fund
a
licensed
mental
health
professional
every
day
at
every
k-12
school
and
offer
peer
mentoring.
B
K
All
right
and
our
last
two
recommendations,
really,
I
think,
focus
on
kind
of
educating
yourself,
the
students
and
the
teachers,
both
around
mental
health
and
what
all
it
is
about.
So
our
first
or
fifth
recommendation
is
to
increase
mental
health
awareness
and
education
so,
and
this
one
is
really
focused
just
on
the
students,
so
we
want
to
foster
a
stigma,
free
school
environment
and
by
doing
this
or
and
how
we
can
get
there
is
by
educating
our
students
on
mental
health.
K
Like
we've
talked
about,
we
would
like
to
update
that
suicide
prevention
materials,
but
also
take
it
a
step
further.
There's
a
lot
of
other
mental
health
kind
of
you
know
areas
other
than
just
suicide.
Like
we
talked
about
eating
disorders,
depression,
anxiety,
all
of
those
type
of
things
that
students
do
face,
just
as
they
face
thoughts
about
suicide,
are
important
and
should
be
covered
in
that
mental
health.
K
To
talk
about
what
we
found
out
in
those
little
discussion
rooms
is
that
when
students
can
get
together
and
like
talk
about
what
they're
feeling
and
like
how
they
are
going
through,
that
they
learn
a
lot
more
and
one
of
our
biggest
takeaways.
That
was
that
you
know.
If
anything
else,
we
were
able
to
start
the
conversation
around
mental
health,
and
if
we
could
do
that
in
every
school,
that
would
be
an
amazing
accomplishment
to
break
through
to
hopefully
a
better,
more
stigma-free
school,
around
mental
health.
K
And
then
our
next
recommendation
is
increase
and
improve
professional
development.
Now
I
know
that
we've
talked
a
lot
about
this,
and
the
lieutenant
governor
has
talked
about
the
blood-borne
pathogens,
professional
development
that
has
to
be
taken
ever
so
often
and
yet
she's.
Never
really
had
to
use
it,
and
I
think
it's
important
to
really
kind
of
refocus
the
professional
development,
so
when
we
say
increase
and
improve
the
professional
development
around
mental
health,
it's
not
only
saying
well,
let's
add
a
course
to
it.
K
K
They
don't
know
necessarily
how
or
why,
having
these
kind
of
opportunities
to
learn
more
will
be
able
to
help
them
and
in
return
for
educators,
to
help
their
students
and
again
that
all
kind
of
just
goes
to
fostering
that
stigma,
free
environment
in
schools.
So
that's
our
six
recommendations.
F
All
right-
and
let
me
just
clarify-
I
am
not
opposed
to
the
bloodborne
pathogen
training.
F
I
just
made
a
point
to
the
students
that
I
did
it
every
single
year
and,
thank
goodness
I
never
had
to
use
it,
and
yet
every
single
year
I
had
classrooms
full
of
students
who
were
homeless
or
hungry
or
suffering
silently
from
mental
health,
and
I
never
had
a
professional
development
training
on
that,
and
so
there's
definitely
room
for
improvement
there.
F
F
Well.
I'll
say
this:
there
is
a
wrong
answer
and
that's
to
do
nothing,
but
we
we
don't
have
all
of
the
answers,
and
so
as
we
move
forward
we're
looking
for
partners
in
moving
this
policy
forward
and
that's
why
we're
here
today
so
in
february
of
2022,
what
we
saw
was
the
centers
for
disease
control
and
prevention
declared
the
children's
mental
health
and
ongoing
public
health
concern.
F
It's
not
going
away,
it's
something
we're
going
to
have
to
continue
to
address
moving
forward
in
march
president,
the
president
in
the
state
of
the
union
address
is
mentioned.
The
white
house
fact
sheet
which,
if
it
makes
it
into
the
state
of
the
union,
address
you
know
that
it's
a
national
issue,
the
u.s
department
of
health
and
human
services
announced
a
strategy
to
address
mental
health
and
the
hhs
and
the
u.s
department
of
education
announced
a
joint
effort
to
ensure
children
have
access
to
school-based
health
services.
F
So
we
see
this
again
at
the
national
level,
really
consuming
a
lot
of
the
a
lot
of
the
airwaves
and
a
lot
of
the
resources
in
terms
of
studying.
What's
going
on
so
in,
may
you
see
a
picture
there
of
our
students
in
the
rotunda
and
they
presented
this
to
everyone
and
hhs
in
hhs.
Their
leaders
urged
our
states
to
maximize
the
effort
to
support
children's
mental
health,
which
is
what
we're
here
to
discuss
today,
but
we
also
had
the
student
mental
health
awareness
day
at
the
kentucky
state
capitol.
F
We
did
a
ceremonial
signing
of
house
bill
44
and
representatives
mccool
and
wilner.
Were
there
with
us.
We
raised
the
mental
health
awareness
flag
over
the
state,
capitol
thanks
to
representative
tina
bojanowski
and
her
work
on
that
my
flight,
my
pin
today
is
actually
the
mental
health
awareness
flag
and
just
recently
so
recently
that
we're
still
looking
at
it
and
analyzing
it.
F
The
federal
government
just
announced
actions
to
strengthen
school-based
mental
health
services
and
to
address
the
youth
mental
health
crisis
and
they
are
awarding
the
first
of
nearly
300
million
dollars
secured
through
the
bipartisan
omnibus
agreement
to
expand
access
to
mental
health
services
in
schools
and
they're,
encouraging
states
to
invest
more
in
school-based
mental
health
services.
So
we
are
happy
to
be
here
with
you
today
to
to
show
you
six
ways
that
we
know
that
you
can
do
that,
based
on
what
our
students
are
saying
across
the
commonwealth.
F
We're
still
analyzing
this
bill,
but
certainly
this
is
going
to
create
some
resources
for
us
to
be
able
to
see
these
recommendations
and
others
through
with
that
said,
I
want
to,
I
want
to
say
thank
you
again
to
representatives
wilner
and
mccool
for
house
bill
44
and
then
senator
wise
for
senate
bill
102
during
the
session.
We
appreciate
that
and
now
I
want
to
know
if
you
have
any
questions
for
the
students
or
myself
regarding
student
mental
health
and
how
we
can
move
forward
together.
A
Thank
you.
We
do
have
some
questions,
but
I
want
to
thank
you
lieutenant
governor
and
each
of
you
and
those
not
present
with
us
as
well,
for
having
these
conversations
across
our
regions
and
raising
awareness
and
trying
to
remove
the
stigma
of
mental
health.
Not
only
have
our
students
endured
a
pandemic,
but
geographically
we
have.
They
have
endured
disasters
on
both
ends
of
the
states,
which
has
created
another
huge
heavy
burden
of
mentally
for
our
students.
So
I
think
these
conversations
are
vital
and
I
appreciate
your
initiative
and
work
there.
A
We
do
have
a
list
of
questions
and
this
is
the
list
that
we're
going
to
go
by
we're
limited
on
time.
We
do
have
another
huge
presentation
before
us.
So
if
you
have
asked
to
ask
a
question,
you
will
be
asking,
but
we're
not
going
to
take
any
more
requests
for
questions
we
have
representative
bojanowski.
First,
please.
D
Yes,
so,
first
of
all,
a
shout
out
for
soliana
all
of
my
children,
graduated
from
eastern
high
school
so
go
eagles,
and
then
one
key
federal
initiative
that
I
think
will
have
repercussions
and
support
for
our
youth,
too,
is
the
new
988
mental
health
number.
So
it's
like
911
but
988
for
mental
health
concerns,
and
I'm
very
grateful
to
my
colleagues
that
we
put
significant
funds
in
to
support
that
initiative.
D
L
L
The
questions
that
I
have,
I
wrote
down
first,
how
many
days
would
they
have,
and
then
I
see
in
your
recommendations,
you
would
recommend
six
excused
absences.
How
did
you
come
up
with
six
and
then
the
second
question
would
be:
how
do
you
prevent
abuse
of
that?
How
do
you
authenticate
that
there
are
the
people
aren't
taking
advantage
of
that?
So
thank
you.
Yeah
anybody
answer
that.
F
Okay,
anybody,
okay
I'll
go
on,
so
I
have
to
say
one
of
the
most.
F
Profound
statements
that
one
of
our
students
made
they
made
it
when
I
asked
them
that
question
so
when
they
came
up
with
a
recommendation
for
six
days,
and
I
went
back
into
assistant
principal
mode
and
was
like
well,
how
do
we
know
that
that
won't
be
you
know,
abused,
and
so
one
of
the
things
that
I
suggested
was
what,
if
we
required
a
note
from
a
mental
health
provider
in
the
same
way
that
we
do
physical,
health
and
julia
said,
diagnosis
is
privilege,
and
that
blew
me
away
because
that's
not
something
I
ever
had
to
worry
about
as
a
student.
F
And
so
that
is
why,
if
you
are
able
to,
as
they
recommended
put
mental
health
providers
in
school
systems,
then
you
can
completely
cut
down
on
all
of
the
either
lack
of
communication
or
lack
of
intertwining
of
of
professionals.
And
that
really
helps
to
close
the
loop
in
many
ways.
One
for
providing
access
to
care
that
so
many
students
are
either
afraid
to
ask
for
don't
know
how
to
ask
for
don't
know
where
to
go,
but
also
to
make
sure
that
there
is
someone
in
that
school
building.
F
That
can
come
to
me
as
an
assistant
principal
that
deals
with
discipline
and
say
hey.
We
really
need
to
sit
down
and
talk
about.
You
know
what's
going
on
here,
because
there's
more
to
the
story
than
what
you're
seeing
that
can't
be
overstated,
how
important
that
is.
So
I
had
the
same
question
you
did
yeah.
Thank
you.
Thank
you
also
I'll.
L
L
I
also
would
say
that
there
are
10
to
12
other
states
who
have
passed
similar
legislation
that
gone
that
have
gone
further
than
hb
44,
that
we
could
learn
from
on
policies
and
and
regulations
that
they've
implemented
around
it
for
the
prevention
of
abuse.
We
did
see
in
one
state
too
that
two
successive
mental
health
absences
would
trigger
some
sort
of
intervention
or
call
in
from
a
school
for
follow-up
for
to
make
sure
something
a
crisis
wasn't
happening.
So
that's
why?
Thank
you.
Thank
you.
Thank
you,
madam
chair.
C
Thank
you,
madam
chair
brief
comments
and
a
question
lieutenant
governor
and
heather.
Thank
you
all
for
being
here
this
morning
and
for
your
students,
hats,
off,
congratulations
and
thanks
for
presenting.
I
know
it's
not
easy,
being
a
teenager
and
to
come
in
front
of
a
group
of
of
adults
in
a
committee
like
this.
So
thank
you
all
for
your
presentation
in
terms
of
recommendations
and
a
lot
of
things
were
provided
here.
You
know
we
have
done
a
very
good
job.
Lieutenant
governor.
C
You
spoke
upon
this
of
even
going
back
even
before
the
timeline
that
was
mentioned
there
of
senate
bill
1
school
safety
and
resiliency
act
of
putting
some
things
in
there
as
it
relates
to
suicide
prevention
and
you're.
Exactly
correct,
we
don't
need
a
30-minute
dvd.
C
We
need
people
like
talor,
slosher,
who's,
going
out
into
school
districts
and
talking
about
her
daughter,
I'm
hoping
that
jim
flynn
and
bob
rowland
some
of
those
with
their
associations,
are
listening
today
to
encourage
their
superintendents
and
their
principals
and
their
school
administrators,
of
having
good
programs
that
are
impactful
and
not
just
a
dvd
other
things
that
we've
we've
done
here
in
terms
of
that
sources
of
strength
program,
a
show
of
hands
how
many
of
you,
young
people,
your
high
school,
had
a
sources
of
strength
program,
one
two
right:
those
are
some
things
that
are
out
there.
C
I
wasn't
knowledgeable
about
it
until
we
did
the
legislation
back
in
2019,
but
some
things
that
are
there
and
we're
offering
that's
with
our
cabinet
for
health
and
family
services.
We
need
to
elevate
that
we
need
to
get
that
on
a
bigger
platform
that
we
know
of
some
things
that
could
be
offered.
I
also
look
at
the
bounce
program,
dr
joe
bargione,
who
is
working
with
school
districts
right
now
for
that
professional
development,
for
students,
for
excuse
me
for
staff
and
professional
development,
so
there's
things
there.
C
I
think
it
also
is
elevating
and
highlighting
those
type
of
things.
So
school
districts
know
some
of
the
resources
that
we
have
to
offer.
My
question
is
of
looking
at
the
data
that
you
all
were
able
to
collect.
Was
there
any
comparison
of
this
data
to
pre-pandemic
data?
We
did
a
lot
of
that
in
2019,
the
pritchard
committee,
the
student
voice
team
just
wanted
to
see
in
terms
of
the
stress
levels
of
mental
health
and
anxiety.
C
F
So
we
we
and
I'll
let
anyone
else
who
wants
to
jump
in
and
jump
in.
Okay,
we
did
look
at
studies
that
were
done
before
and
during
and
now
one
of
the
statistics
that
stuck
out
that
I
mentioned
earlier
was
that
there
was
a
21
increase
in
issue
in
behavior
issues.
There
was
there
we
did
not
do
a
replica
study
of
something
that
was
done
before
the
pandemic.
F
We
really
did
our
own
in
the
moment
of
where
we
were,
but
that
data
certainly
shows
with
a
21
increase
in
behavioral
issues
that
that
there's
obviously
an
increase
across
the
board,
and
I
will
say
that
it
one
of
the
things
the
students
told
me
that
was
funny,
but
not
funny,
is
that
their
suicide
preventions
were
not
even
dvds.
F
In
some
cases
they
were
vhs's,
so
we
in
some
cases
the
dvd,
is
updated
so
being
being
able
to
make
sure
that
we're
advancing
the
knowledge
and
information
and
education
on
that
is
critical.
F
And
with
you
pointing
out
all
of
the
different
resources
that
are
out
there,
that's
kind
of
the
same
process
we
went
through
is
finding
out
what
the
department
of
education
has
or
finding
out
what
programs
are
out
there.
What
federal
programs
provide
financial
resources
to
states
to
be
able
to
go
further
with
implementation,
and
so
we're
really
trying
to
close
that
loophole
of
everyone
operating
in
a
silo
right
and
being
able
to
bring
every
every
group
to
the
table?
F
They
have
presented
to
numerous
agencies
across
state
government
to
administrators
as
well
as
educators
and
and
now
the
legislature,
and
so
we're
really
trying
to
kind
of
be
that
glue.
That
brings
folks
together,
because
our
students
are
leading
this
effort.
Perfect.
Does
anybody
else
want
to
jump
in.
J
Can
actually
speak
on
this
a
little
because
I
actually
currently
get
to
lead
the
coping
with
covid
study
with
the
kentucky
student
voice
team,
and
so
the
data
you
guys
saw
earlier
was
really
in
the
height
of
like
right
when
school
closed
may
of
2020.
That's
when
we
disseminated
that
survey
and
we
had
like
9
000
upwards
responses,
and
so
I
we've
just
done
another
round
of
interviews
with
20
students.
J
These
have
been
very
intimate
conversations
about
what
it
looks
like
for
them
and
education
for
them,
and
what
we
see
is
a
lot
of
the
issues
that
were
there
right
may
of
2020
at
the
height
of
the
pandemic
are
still
very
very
much
present.
Students
still
talk
about
the
struggles
with
motivation.
They
talk
about
a
lack
of
routine
and
how
even
being
in
person
hasn't
necessarily
changed.
J
You
know
the
kind
of
dynamic
and
things
that
occurred
when
they
were
in
a
more
remote
setting.
We
have
a
lot
of
students
talking
about
feeling
disconnected
and
isolated
from
their
peers,
even
if
they
are
in
person
now-
and
I
think
one
of
the
most
one
of
the
things
that
really
stood
out
to
me
about
our
work
was
how
much
students
talked
about
how
there
was
like
one
teacher
who
made
the
difference
for
them.
J
You
know
one
teacher
who
just
gave
them
a
couple
minutes
for
socializing
and
put
that
in
the
agenda
because
oftentimes
we
prioritize
content
in
academic
settings,
but
we
really
don't
give
enough
space
for
students
to
just
talk
and
be
humans,
and
they
talked
about
how
there
was
this
one
teacher
in
their
life.
Who
would
talk
about
how
they
were
struggling
to
or
how
it
was
a
weird
situation,
and
it
really
really
does
make
the
difference
for
students.
J
So
I
think,
like
lieutenant
governor
said,
a
lot
of
issues
were
exacerbated,
but
just
because
students
are
in
person
now
doesn't
mean
we
can
say
they're
not
existing
anymore.
L
And-
and
I'll
just
add,
so
we
actually
would
be
glad
to
make
the
data
available
to
you.
If
you're
interested,
we
transcribed
every
response
that
every
student
gave
us
and
we
regionalized
the
data.
We
made
that
data
back
available
to
the
educational
cooperatives
so
that,
as
they
were
expanding
their
sel
programs
and
esther
funding
programs,
they
could
tailor
to
what
their
students
in
that
region
said.
But
we
are
not
data
data
statisticians,
and
so
it's
a
qualitative
review
of
that
data.
We
have
explored
looking
at
that
data
with
ky
stats.
L
To
maybe
do
some
comparison
be
happy
to
make
that
data
available
to
you,
and
we
have.
The
last
point
is
this:
is
the
like?
The
finale
of
a
road
show
that
these
students
have
gone
on?
We
have
presented
to
all
of
the
k
groups
we
have
presented
to
about
three
or
four
of
the
kde
advisory
groups
and
and
several
other
audiences.
I
think
we
did
like
three
or
four
conferences
this
summer,
so
you
are
actually
getting
the
final
program
of
this
of
this
road
show.
L
C
A
I
appreciate
these
conversations
about
suicide
prevention
in
2018
I
passed
one
hour
requirement
for
professional
pd
for
teachers.
I
started
out
with
three,
but
I
ended
up
with
one,
but
I
think
it's
important
that
that
our
pdb
purposeful-
and
that
was
my
objective
and
I'm
glad
that
we're
continuing
this
conversation-
and
maybe
we
will
get
up
there
to
where
teachers
are
feel
comfortable
in
addressing
the
suicide
with
the
students
and
and
bringing
it
forth
to
other
professionals.
E
First
of
all,
my
comment:
you've
heard
me
talk
about
kentucky
leading
the
way
and
in
in
my
introductory
comments,
I
talked
about
the
national
conference
state
legislators.
Okay.
Well,
you
should
know
lieutenant
governor
that
at
the
southern
conference
state
legislators,
which
took
place
back
in
july
in
oklahoma
city-
and
I
mentioned
this
at
our
last
education
committee
meeting-
kentucky-
was
cited
as
being
the
first
southern
state
to
offer
mental
health
awareness
days.
I
want
you
to
you
students
to
know
that
northern
southern
state
has
done
that
other
than
kentucky
you
mentioned.
E
E
Since
I've
come
to
the
senate,
I've
been
a
staunch
advocate
of
elevating
and
increasing
student
voice.
What
you
have
right
here
with
your
recommendations,
I
think
including
elevate
student
voice
and
just
last
year
back
in
2021,
we
passed
the
bill
at
the
general
assembly
to
require
a
student
sit
on
the
state
education
board.
E
You
know
first
time
has
ever
been
done.
Okay,
I
want
to
hear
from
you.
My
question
is
to
the
students
one.
I
think
the
next
step
has
to
be,
and
we
need
to
do
it
in
2023
so
give
that
student,
a
vote
on
the
on
the
state,
the
state
school
board
right
now.
That
student
has
no
vote,
no
vote.
Okay,
it's
hard
to
say
you
have
a
voice
when
you
don't
have
a
vote.
Okay,
someone
know
what
your
opinions
on
that
I've
also
been
an
advocate
of
putting
students
on
local
school
boards.
E
G
Thank
you,
senator
thomas
I've
never
thanked
you
for
your
advocacy
during
that
time,
as
well
as
many
other
of
you.
It
was
a
very
unpredictable
time
for
the
seat
and
for
teacher
seats
as
well,
especially
also
to
my
representative
representative
nemes
as
well.
Who
was
able
to
speak
for
me
when
I
couldn't.
G
G
What
does
student
voice
mean
in
kentucky
and
what
does
student
decision
making
mean
in
the
state
of
kentucky?
I
am
glad
to
say
that
the
board
of
education
listens
to
teacher
and
student
voice.
It
is
not
the
same
as
having
a
vote.
I
understand
that,
but
I'm
grateful
that,
even
though,
in
my
non-voting
capacity
that
I
do
have
a
board
that
will
value
the
student
and
teacher
voice
going
off
of
that
time
in
2021,
especially
when
it
was
threatened
to
be
canceled.
G
I
do
think
it
was
necessary
that
the
student
be
non-voting
just
so
with
that
we
could
transition
to
a
reality
that
voting
students
can
happen
and
that
the
legislators
that
policymakers
are
able
to
appreciate
that
voted
capacity.
I
I
would
reckon
that
it
would
be
very
hard
if
the
students
were
voting
straight
off
the
bat,
so
I
do
think
a
transition
period
was
needed
and
I
do
think
that
we
should
transition
to
a
voting
capacity
very
soon.
G
The
next
student
who
is
serving
currently
is
non-voting
and
the
teacher
as
well
and
to
your
point
on
local
boards
of
education.
That
was
the
premise
of
establishing
the
seat
on
the
kentucky
board
of
education.
We
wanted
local
boards
to
follow
suit
and
we
also
wanted
local
sbdms
or
wherever
decisions
are
being
made
for
students
to
be
on
it
and
to
make
note
that
this
is
something
that's
happening
at
the
state
level,
and
this
is
also
something
that
is
very
much
can
happen
at
the
local
level
as
well.
G
G
F
So,
as
you
can
see,
silian
has
got
she's
got
big
shoes
or
somebody
has
big
shoes
to
fill
for
her.
But
that's
that's.
The
point
I
was
gonna
make
is
every
single
school
building
has
a
site-based
decision-making
council.
Every
single
school
district
has
their
own
local
board
of
education,
and
so
there
are
lots
of
ways
where
we
could
get
many
students
across
the
state
involved.
But,
as
you
said,
I
would
love
to
see.
The
student
have
become
a
voting
member
of
the
state
board
of
education.
B
Thank
you,
madam
chair,
for
allowing
me
to
to
introduce
my
student
from
marion
county
but
heather
lieutenant
governors
students.
Thank
you
all
for
being
here
this
morning.
I
did
want
to
recognize
miss
browning
and
thank
her
for
her
work
in
this
area
and
to
wish
her
best
wishes
this
weekend
and
she
goes
by
a
different
title
as
participant
number
21
in
marion
county's,
distinguished
young
woman
program.
So
good
luck
to
you
and
best
wishes,
and
thank
you
for
being
here
today.
A
Members,
I
want
to
caution
you
on
the
time
we
could
talk
to
these
and
people
all
day
long.
So
we
have
a
few
more
questions.
I
ask
you
to
be
as
brief
as
possible
and
you
can
reach
out
to
these
individuals
anytime
later
on,
to
to
get
further
information.
So
I
appreciate
that
and
your
respect
and
watching
the
time
representative,
tipton.
C
Thank
you,
madam
chair
lieutenant
governor
students.
It's
great
to
see
you
here.
Often
we
hear
from
superintendents
principals
and
teachers.
Guys
don't
take
this
personally,
but
I'd
much
rather
hear
from
the
students.
So
we
appreciate
you
being
here
your
participation
in
this,
your
passion
for
your
fellow
students
across
the
state.
C
You
know
sometimes
events
happen
in
life,
stressful
events
and
one
of
the
points
you
made
was
the
the
issue
of
stigma.
C
So
many
times
people
aren't
willing
to
admit
to
somebody
else.
I
need
help
and
I
think
it's
very
important
that
we
emphasize
this
and
I'll
share
something
with
you.
I
haven't
shared
for
a
lot
of
people
there's
a
period
in
my
life
when
I
suffered
from
depression-
and
I
was
on
medication
for
a
period
of
time
not
on
that
medication
now,
but
it's
nothing
wrong.
It's
all
right
to
ask
people
for
help
to
tell
people
that
I
need
help
and
that's
a
message
that
we
need
to
share
as
adults.
C
C
If
you
have
students
who
have
gone
through
this
issue
and
they've
dealt
with
it
to
be
able
to
talk
to
with
each
other,
and
I
would
encourage,
however,
the
mechanism
is
whether
it's
on
a
local
school
level.
This
needs
to
be
set
up,
whether
it's
a
student-led
initiative
just
start
your
own
group.
It
needs
to
happen.
C
I've
always
believed
you
need
to
plan
your
work
and
when
we
talk
about
mental
health,
when
I
asked
about
funding
last
time
that
I
was
told
we
need
a
plan,
so
I
appreciate
you
the
input
and
the
work
that
you've
done
on
this.
I
think
it's
valuable
as
we
consider
planning
for
the
2023
session,
but
I
do
have
a
question.
C
C
K
I
could
go.
I
think
one
thing
that
we
didn't
really
talk
about
today,
but
we
talked,
I
guess,
hinted
at
it
is
adverse
childhood
experiences
or
aces,
and
so
this
was
kind
of
played
a
big
part
around
the
recommendations.
But
just
as
you
know,
two
years
goes
by.
We
still
went
through
that
pandemic
and
I
don't
think
I
think
you
all
know
this.
K
We
know
this
that
it's
just
not
going
to
be
the
same
as
it
was
before,
and
so,
even
though
two
years
goes
by,
I
think
that
it
is
going
to
be
different,
hopefully
more
normal,
like
we
would
like
to
say,
but
still
different
and
maybe
for
the
whole
student's
life
until
they
graduate
high
school
and
beyond.
But
with
that
I
think,
looking
at
how
those
aces
play
into
it
is
definitely
a
large
impact
with
how
we
can
deal
with
the
mental
health
and
the
initiatives
around
it.
That's
a.
C
H
C
May
be
several
weeks
couple
months
before
they
can
even
get
into
a
school
building,
so
we
need
to
be
supportive
of
them
and
acknowledge
that
those
students,
those
teachers,
those
administrators,
are
dealing
with
a
lot
right
now
too.
Thank
you,
madam
chair.
F
So
and
I'll
add
a
couple
points
to
that
I'll
be
quick.
I
promise
representative
f
in
eastern
and
western
kentucky
as
we've
helped
to
recover
and
rebuild
from
natural
disasters
that,
if
you
saw
with
your
own
eyes,
you
still
probably
wouldn't
believe
one
thing
that
we've
been
consistently
concerned
about
is
the
trauma
that
is
going
to
follow
these
families,
people
who
have
lost
loved
ones,
people
who
have
lost
a
lifetime
of
what
they've
worked
for.
F
How
do
you
even
begin
to
take
a
step
forward
after
that,
and
so
one
of
the
things
that
we
have
been
very
active
about
is
sharing
the
mental
health
provider,
resources
from
the
region
with
all
of
the
superintendents
and
and
school
leaders,
because
that's
important
for
kids
and
families.
So
often
our
schools
are
the
touch
point
for
many
of
our
families
in
the
community,
and
so
I
kept
thinking
as
I
was
doing
that
man.
F
F
We
need
that
infrastructure
built
and
provided
and
and
normalized,
and
I
would
also
say
this
is
not
a
this-
is
no
new
news
to
you
all,
but
you
know
in
kentucky
we
were
challenged
with
issues
of
child
abuse
and
neglect
we're
cha
we're
we're
constantly
in
the
top
five
states
in
the
nation
for
those
things
for
children
in
kinship
care.
F
So
many
of
our
grandparents
are
raising
their
grandchildren
and
there
are
lots
more
issues
that
go
into
it
than
that,
but
those
aces
that
that
were
mentioned
earlier,
I
think,
are
critically
important
and
while
we
would
love
to
prevent
all
of
that-
and-
and
I
know
you
all
work
every
session
to
do
that-
this
is
certainly
a
safety
net,
as
students
grow
up
and
and
continue
to
deal
with
these
challenges
that
we
can
provide
for
them.
C
Thank
you,
madam
chair
students.
Thank
you
so
much
for
your
work
and
your
passion
on
this
issue.
Every
student
is
precious
and,
and
they
deserve
our
best,
they
truly
do
well.
That
being
said,
I
have
a
number
of
concerns
and
questions
about
some
of
this
and
I'll
just
leave
you
with
one
one
question
on
the
the
information
provided,
but
I
urge
my
colleagues
to
to
make
sure
that
we
do
this
right.
C
Specifically
related
to
some
of
the
things
that
have
been
set
forth
today,
but
my
question
is
on
the
student
recommendations
requiring
the
annual
evidence,
informed
mental
health,
professional
and
development
for
all
school
staff.
I
hear
from
from
teachers
all
the
time
that
they
want
to
teach.
They
want
to
teach
math.
They
want
to
teach
science,
they
want
to
teach
reading,
they're,
not
mental
health
professionals
they're
not
equipped
to
address
this.
C
What
would
you
say
to
a
teacher
who
faces
that
additional
challenge
of
going
through
this
process
each
year
and
trying
to
now
become
a
mental
health
professional
as
well
as
every
other
hat
that
they
wear
teachers
are
overwhelmed,
lieutenant
governor?
How
would
you
address
that?
What
would
you
say
to
that
teacher
that
feels
that
that
they're
now
having
additional
requirements
placed
upon
them.
F
So
I
think
it
is
really,
I
think,
that's
a
valid
question
and,
as
a
teacher
myself,
there
were
days
where
I
felt
overwhelmed
and
I
think
it
was
representative
bojanowski.
Maybe
that
mentioned
this
earlier.
The
the
importance
of
making
sure
that
our
professional
development
is
is
valid,
is
updated
and
is
purposeful.
There
are
so
many
things
that
are
still
on
the
books.
There
are
requirements
that
are
adding
onto
the
plate
and,
as
you
add
on
it's
really
a
smart
thing
to
do
to
start
to
remove
some
things
that
are
no
longer
necessary.
F
I
was
a
teacher
who
would
have
loved
to
only
had
to
worry
about
teaching,
government
and
social
studies
all
day,
but
we
don't
have
the
given
the
way
that
things
are
now.
We
don't
have
the
luxury
of
not
teaching
the
whole
child
anymore.
It
truly
is
about
teaching
the
whole
child.
This
is
not
about
teachers
becoming.
You
know:
mental
health
clinicians.
It's
about
teachers,
recognizing
warning
signs
to
be
able
to
refer
students
to
those
mental
health
professionals.
F
F
H
H
The
one
thing
I'm
concerned
about,
however,
and
I'd
like
to
hear
more
about
perhaps
and
follow
up
with
some
of
you,
but
I
heard
nothing
about
parental
rights
and
all
of
this,
so
I
think
that
one
thing
I
worry
about
with
our
public
schools
is
the
loss
of
confidence
that
we're
seeing
in
various
areas
by
parents.
I
think
from
what
I've
seen
enrollment
has
gone
down
in
some
of
the
public
schools
and
up
in
the
private
schools.
This
worries
me
that
I
haven't
heard
anything
about
parental
role
here.
H
I
think
parental
parents
need
to
have
a
role
in
this
type
of
a
discussion
and
it's
a
student
initiative.
I
get
that,
but
before
we
really
pay
attention
to
these
well
not
pay
attention
but
consider
seriously
your
recommendations.
I'd
like
to
hear
from
parents
and
what
parent
parental
rights
are
going
to
be
protected.
Most
of
the
children.
A
great
majority
are
minors,
and
I
have
seen
and
heard
some
disturbing
things
on
social
media
about
teachers
saying
I
will
never
tell
a
parent
anything
that
the
student.
B
F
So
let
me
speak
to
that
from
a
school
standpoint
and
then
students,
anyone
who
wants
to
jump
in
from
your
perspective.
I
think
that
would
be
very
valued
right
now.
F
From
a
school
standpoint,
every
single
school
building
has
a
site-based
decision-making
council,
where
two
parents
of
students
who
are
currently
in
the
school
are
there.
Those
are
the
those
are
the
places
where
decisions
about
curriculum
and
budget,
and
things
like
that
are
made.
So
there's
parent
representation
there.
F
So
there's
lots
of
parents
involved
in
the
policymaking.
Many
not
boards
local
board
of
education.
Members
are
not
required
to
be
parents,
though
many
of
them
typically
are.
F
I
don't
know
what
the
number
of
percentage
is
for
teachers
who
are
also
parents,
but
I
can
tell
you
it's
pretty
darn
high,
and
so
there
are
parents
from
the
school
side
of
this
that
are
involved
in
terms
of
parents
that
are
not
affiliated
with
any
of
those
leadership
positions.
H
F
Right
and
so
the
the
any
policy
that
comes
out
of
here
is
coming
from
people
who
wear
two
hats:
you're,
a
legislator
and
you're
a
parent.
Most
of
you
are
same
with
a
site-based
decision-making
council
you're,
a
parent
but
you're,
also
an
sbdm
member.
None
of
these
things
are
going
to
go
through
those
avenues
without
parent
input.
H
F
H
A
Representative
decker,
maybe
you
can
follow
up
a
little
bit
later.
Thank
you
so
much
for
your
presentation
again
and
for
your
time
and
efforts
on
this
a
very
important
matter.
Okay,
we
sincerely
appreciate
your
you
joining
us
today.
Thank
you
so
much.
Thank
you.
Next,
we
have.
A
A
Folks,
we
have
45
minutes,
so
I
hope
that
we
can
get
through
this
and
get
all
of
the
questions
that
we
want,
but
you
can
also
follow
up
later
with
any
of
the
questions
you
might
have
at
the
end
of
this
presentation.
M
Good
afternoon,
marty,
polio,
superintendent,
jefferson,
county
public
schools.
Thank
you
for
having
me
here
today.
First
and
foremost,
I
want
to
recognize
those
students
as
well
being
superintendent.
You
know
that
incredible
for
them
to
come
and
sit
in
front
of
you
and
present
that
information
and
the
work
that
they've
done.
That's
the
type
of
work
that
needs
to
be
done
in
school.
These
type
of
things.
I
know
there
were
at
least
two
jcps
students
that
presented
to
you
today,
but
I
think
all
of
them
were
fantastic,
and
I
do
think
it
highlights
a
problem.
M
I
mean
if
we
talk
about
20
of
our
students,
have
mental
health
issues
or
an
illness,
and
only
one
in
five
are
being
addressed.
That
means
in
jcps
alone,
there
are
more
than
fifteen
thousand
students
who
are
experiencing
some
kind
of
mental
health
illness
that
is
not
being
addressed,
and
so
I
think
that
just
signifies
the
importance
of
this,
but
thank
you
for
having
me
here
today.
M
I'm
excited
to
be
here
to
talk
about
jcps
and
some
of
the
work
that
we're
doing
some
of
the
deep
work
we've
done
over
the
past
couple
of
years
and
continue
to
do
through
the
pandemic.
M
Looking
forward
to
your
questions,
and
so
I
I
do
want
to
say
that
I
never
thought
I
would
be
in
this
seat
sitting
in
front
of
you-
I
really
didn't.
I
was
a
teacher
and
a
principal
loved
being
a
principal
as
a
principal
for
10
years.
Somehow
I
ended
up
here.
I
blamed
three
people
in
this
room
for
that.
First
of
all,
representative
miller
in
2003,
I
interviewed
for
an
ap
job
at
prp.
You
did
not
hire
me,
so
I
look
back
and
think.
M
Maybe,
if
you
had,
I
wouldn't
be
here
right
now,
dr
burks,
in
the
back
tapped
me
on
the
shoulder
as
many
of
us
as
leaderships
have
done
and
said
you
should
do
that
you
could
be
a
principal
and
that
kind
of
set
me
on
my
this
path
and
obviously
representative
wilner,
who
hired
me
as
superintendent
interim
superintendent
and
then
permanent
superintendent
in
2018..
So
I
blame
them
for
this.
It's
a
tough
job.
It
really
is,
I
don't
know
if
there's
been
a
tougher
time
to
be
an
educator,
that's
well
documented.
M
I
know
at
your
last
meeting.
You
heard
a
lot
about
that,
but
I
can't
say
enough
about
how
difficult
it
is
right
now,
and
that
includes
any
type
of
classified
or
support
position,
teacher
administrator,
principal
and
superintendent.
It's
a
major
challenge
and
it's
been
a
tough
time
to
be
a
leader.
I
know
you
all
probably
recognize
that
as
well.
M
I'm
proud
to
be
sitting
in
front
of
you.
I
wouldn't
do
this
difficult
job.
If
I
didn't
care
so
much
about
jefferson,
county
public
schools,
I
am
now
in
my
26th
year
in
jcps,
so
I
have
spent
at
least
half
of
my
life
being
a
part
of
jcps.
M
If
it
was
not
personal
where
you
wanted
it
to
be
better,
you
wanted
to
improve
and
that's
what
I
focused
on
over
the
past
few
years,
so
I'm
going
to
walk
you
through
a
few
things
here
about
jcps
and
really
talk
about
our
improvement
process,
because
we've
done
a
lot
of
things
to
improve
jcps.
We've
got
a
lot
of
work
to
do
as
well
ahead
of
us,
and
I
want
to
highlight
those
things
for
you.
M
We
are
about
one
out
of
every
seven
public
school
students
in
the
state
of
kentucky
are
from
jcps
about
68,
almost
6
900
teachers,
165
schools.
You
see
the
meals
we
serve
that,
especially
during
the
pandemic,
was
a
huge
resource
for
the
community,
about
80
percent
of
the
kids
in
jefferson,
county
attend
jcps,
and
you
can
see
we
have
139
languages
spoken
by
students
and
families
throughout
our
community,
and
so
that
complexity
provides
some
challenges,
but
also
provides
for
great,
diverse
school
populations
that
we
love
in
jcps.
M
M
As
a
result,
you
know
of
this
data.
First
and
foremost,
I
want
to
do
free
and
reduced
price
lunch,
so
it
is
looking
like
this
year.
We
will
eclipse
70
percent
of
our
student
population
being
free
or
reduced
lunch.
So
you
know
you're
talking
67
68
000
of
our
students
that
we
is
the
measure
that
we
qualify
in
education
for
that
mark
of
poverty,
and
I
want
to
say
this:
I
became
a
principal
in
2007
at
jeffersontown
high
school.
At
that
time,
55
percent
of
the
students
in
jcps
were
considered
free
and
reduced
lunch.
M
So
in
15
years
we
have
grown
free
and
reduced
pump
population
by
15
percent
in
jefferson
county.
That's
nearly
15
000
more
students
are
living
in
poverty
in
jefferson
county
than
they
were
just
15
years
ago,
and
I
think
that
is
a
significant
concern
that
we
all
have
to
say
is
a
problem.
You
know
I
will
talk
to
you
about
outcomes.
We've
got
to
improve
our
outcomes
in
jcps,
especially
our
achievement
gap,
but
we
all
know,
as
many
of
you
are
educators
right
here.
M
One
of
the
number
one
correlate
correlations
with
achievement
is
poverty,
and
so
you
know
that
is
a
major
concern.
We
also
have
over
6
000
homeless,
students
in
jefferson
county
public
schools.
Also,
our
english
language
learners
you
can
see
is
about
13
of
jcps
are
english
language
learners,
which
is
a
dramatic
increase
from
about
10
or
12
years
ago.
Once
again,
I
say
that
we
celebrate
our
diversity.
M
As
we
know,
many
of
them
come
to
us
as
non-english
speakers
and
that
that's
a
challenge
for
us
as
well,
so
those
are
some
of
the
things
I
want
to
just
highlight
as
challenges
as
we
move
forward
that
we
have
to
face,
and
so
I'd
like
to
tell
you
a
little
bit
of
a
story.
I
told
you
there
are
benefits
from
being
a
superintendent
who
was
in
the
district
for
20
years
before
becoming
the
superintendent.
M
I
was
a
basketball
coach,
a
teacher
athletic
director
assistant,
principal
principal
and
superintendent,
so
I've
run
the
gamut
of
different
responsibilities
throughout
the
district,
including
four
different
high
schools.
All
of
them
were
high
poverty.
High
schools,
but
you
know,
did
all
of
those
positions
the
benefit
from
coming
within
the
district.
Is
you
already
know?
The
challenges
coming
to
a
district
with
165
schools
from
outside
is
very
challenging.
M
It
takes
a
long
time
to
learn
the
challenges,
the
benefits,
the
complexities
of
a
large
district
on
the
other
side
of
it,
though
you
know,
is
you
know,
being
within
the
district
and
having
all
those
relationships,
can
be
both
positive
and
a
challenge
at
times,
but
I
stepped
into
the
position
knowing
very
well
some
of
the
challenges
that
we
face
and
once
I
got
my
feet
on
the
ground
in
2019,
we
dug
deep
and
said
what
is
our
current
state
and
what
changes
need
to
be
made
in
jcps
by
2025
in
order
to
accomplish
the
outcomes
that
we
want,
specifically
higher
proficiency
of
our
students,
dramatic
increases
in
proficiency,
reading
and
math,
having
our
kids
having
the
life
skills
that
they
need
to
be
successful.
M
We
call
that
our
backpack
of
success
skills,
reducing
or
even
eliminating
the
achievement
gap
that
has
been
existent
in
our
community
in
most
communities
around
the
state
and
nation
for
many
many
years.
But
if
we're
going
to
do
that,
we've
got
to
change
the
way
we
do
things
in
jcps
significantly,
and
I
had
at
that
time
felt,
like
things.
M
Hadn't
changed
significantly
across
the
district
in
every
single
school
and
really
more
about
the
foundation
of
jcps,
so
programs
had
come
and
gone
people
had
come
and
gone,
but
the
challenges
remain
the
same
and
the
foundation
had
not
changed.
So
let
me
point
out
to
you
some
of
those
challenges
that
we've
looked
at
here
in
jcps
as
we
implemented
this
and
began
to
tackle
these
issues
covet
hit,
but
we
have
continued
to
fight
and
move
forward
even
during
the
pandemic.
M
First
and
foremost,
I've
talked
about
it,
a
lot,
our
inequitable
student
assignment
plan.
Our
student
assignment
plan
has
had
been
the
same
until
we
just
passed
a
new
student
assignment
plan
on
june
1st
22.
It
had
been
the
same
for
nearly
40
years,
and
so
we
had
to
say.
M
Yes,
diversity
is
important
to
us
and
critically
important
to
us,
but
who
has
the
onus
and
responsibility
of
diversity
in
jefferson
county?
That
was
our
black
students,
primarily
from
west
louisville,
about
95
percent
of
the
students
that
were
bust
out
of
their
community
in
west
louisville
were
black
students
who
were
going
outside
to
achieve
diversity
in
suburban
area
schools.
M
So,
for
example,
if
I
was
a
principal
at
j-town
high
school,
if
I
lived
across
the
street
from
j-town
high
school
at
9601
six
mile
lane
old
six
mile
lane,
I
could
walk
across
the
street
and
enroll
my
student
in
j-town
high
school
with
proof
of
residence.
If
I
lived
at
41st
and
market
right
across
from
the
academy
at
shawnee,
I
could
not
do
that.
I
would
have
to
send
my
student
to
pleasure
ridge
park
high
school,
approximately
10,
to
15
miles
away,
and
so
I
find
that
to
be
incredibly
inequitable.
M
I
find
it
to
negatively
impact
student
belonging.
It
has
negatively
impacted
student
attendance.
Quite
candidly,
we
have
a
student
attendance
crisis
in
our
community
and
most
large
urban
cities
across
america.
That
has
to
be
corrected.
This
is
one
piece
of
it.
It's
not
the
only
piece,
also
with
our
magnet
schools,
ensuring
that
our
magnet
schools
reflect
the
diversity
in
our
district
was
something
that
we
had
to
change.
This
had
not
changed.
For
40
years
we
have
now
passed
the
new
student
assignment
plan
that
will
go
into
effect
in
less
than
12
months.
M
We're
planning
on
the
implementation
of
it
as
a
result
of
students
not
having
the
opportunity
to
go
close
to
home.
What
we've
had
are
no
schools,
middle
or
high
built
in
west
louisville
since
1952
that
was
prior
to
muhammad
ali
walking
in
the
front
door
of
the
school
at
central
high
school,
and
so
now
we
have
challenges
in
front
of
us
of
implementing
this
plan.
We
are
giving
every
student
every
student
in
jefferson
county
has
the
opportunity
to
go
to
a
school
close
to
their
home
elementary
middle
and
high
school.
M
M
So
we
have
kids
who
are
forced
right
now
to
go
to
have
said
this,
often
to
camera
middle
school
in
far
east
louisville,
and
then
their
assigned
high
school
is
valley,
high
school
in
valley
station
in
far
south
louisville,
and
so
that
is
not
what's
best
for
the
student.
We
have
changed
that
I'm
proud
of
that.
I
can't
wait
for
the
implementation.
M
I
talked
about
improving
student
outcomes,
I'm
not
going
to
step
away
from
that.
We
have
to
do
that.
Covid
has
had
a
large
impact.
I
am
proud
of
some
of
the
progress
we
continue
to
make.
I
think
you
will
see
when,
when
our
report
cards
come
out,
school
report
cards
and
district
report
cards,
we
have
the
highest
graduation
rate,
the
class
of
2022
of
any
jcps
graduating
class
in
history.
Since
we
started
the
four-year
graduation
cohort,
we
have
the
highest
amount
of
post-secondary
readiness
that
we've
had
since
that
indicator
was
started.
M
M
M
M
Now
I
think
fayette
county
alone
has
opened
several
high
schools
just
opened
one,
I
believe
recently
to
start
the
school
year,
and
so
that
comes,
I
believe,
fayette
has
done
two
nickel
taxes,
since
that
happened,
so
we
went
into
covid
and
I'll
admit
it
was
controversial
and
it
was
tough,
but
I
had
to
look
myself
in
the
mirror
and
say
what's
best
for
the
kids
of
jcps
and
the
kids
of
our
community
is
to
have
high
quality
facilities,
because
I
do
believe
this
when
you
have
the
what
the
facility
is.
M
That
is
symbolic
to
the
child
of
how
much
the
community
cares
about
them.
When
I
took
over
in
jcps
in
2017,
we
had
a
high
school
in
west
louisville,
shawnee
high
school
that
had
a
condemned
third
floor
and
it
had
been
condemned
for
35
years.
When
I
taught
there.
I
asked
what's
on
the
third
floor,
said
nothing:
it's
been
condemned
that
has
been
fixed
and
we
are
now
building
four
new
schools.
We
opened
one
on
the
first
day
of
school,
we'll
open
another.
In
about
two
weeks.
We
have
two
more
being
built.
M
We
expect
to
build
eight
to
ten
in
the
next
decade,
so
very
proud
of
that
facility
work
very
outdated
technology
with
a
huge
technology.
Digital
divide
that
we
think
we've
really
worked
on
over
covid.
That's
really
helped
our
esser
funds
and
definitely
inadequate
investment
in
workforce
development.
M
We
really
have
to
make
sure
that
we
focus
on
building
teachers,
building
principles,
making
sure
that
we
attack
this
shortage,
because
there
is
no
doubt
that
this
shortage
is
not
going
to
go
anywhere
in
the
near
future
and
we
are
going
to
have
to
be
very
assertive
about
it.
M
So,
as
I
said,
and
I
want
some
of
the
future
state
goals
that
we've
had
improve
the
student
assignment
plan,
I'm
very
proud
of
that
resource,
our
high
poverty
schools,
I
do
believe
this
students
who
have
the
least
amount
of
resources
in
their
home
need
to
have
the
most
amount
of
resources
in
their
schools.
That
needs
to
happen.
We
had
not
done
that
in
jefferson
county
in
a
significant
way.
We
are
now
doing
that
as
a
result
where
our
schools
of
high
poverty
have
more
support.
M
More
financial
support
than
they've
ever
had
before
our
teachers
will
be
be
paid
more
to
be
in
high
poverty,
challenging
schools,
as
well
as
our
principals
and
other
administrators.
The
same
way,
I
told
you
about
our
facilities
and
our
investment
in
our
facilities
and
what
we're
doing
with
that
technology
upgrades
we
are
at
one
to
one
right
now.
M
We
are
one
of
the
few
districts
in
america
that
we
hand
students
a
chromebook
internet
is
built
into
the
chromebook,
so
the
child
excuse
me,
the
child
can
take
that
anywhere
with
them
and
access
the
internet
at
school
at
home
on
the
bus
wherever
that
might
be,
and
then
workforce
development
really
investing
in
us
building
our
own.
So
we
have
a
teacher
residency
program
where
we
are
certifying
teachers.
M
We
are
training
principals.
We
have
to
do
that.
We
can't
just
depend
on
post-secondary
institutions,
we
partner
with
them,
but
we
just
can't
depend
on
that
happening,
and
so
this
has
been
huge
work.
I
also
want
to
say
this.
I
think
it's
important
to
note.
We
have
you
may
have
heard
of
this
and
they
may
have
sat
in
front
of
you,
but
we
have
a
partnership
with
evolv
502,
a
collaboration
in
jefferson
county.
M
Any
eligible
student
is
guaranteed,
tuition-free
payment
to
go
to
jctc
or
simmons
college
of
kentucky
and
qualifying
students
also
can
have
a
two
plus
two
at
the
university
of
louisville
and
opportunity
grants
for
eligible
students
to
pay
for
things
at
college
that
they
need
so
every
so
post-secondary.
M
You
know
that
financial
need
every
student
has
the
opportunity
to
do
that
in
jcps,
and
so
some
of
our
and
I
did
want
to
say
marlon
cole
and
the
evol
502
team
is
here.
So
thank
you
for
joining
us
today.
I
did
want
to
recognize
them
because
they've
done
incredible
work
to
help
us
out
ongoing
challenges
that
I
just
want
to
highlight.
I
told
you
about
increased
poverty.
M
You
know,
through
my
time,
kids
haven't
changed
a
lot.
I
think
cell
phones
have
changed
the
name
of
the
game
a
little
bit
a
lot
a
bit,
but
poverty
has
grown
dramatically.
M
Mental
health
needs
of
kids
has
grown
dramatically
in
the
time
that
I've
been
in
jcps,
and
so
this
is
something
that
we
continue
to
wrestle
with
on
a
regular
basis.
There
is
no
doubt
well
documented
our
teacher
and
workforce
shortage.
You
know
I
will
say
this:
we
are
operating
right
now
on
about
200,
less
bus
drivers
and
nearly
300
less
teachers
than
we
were
a
decade
ago,
classroom
teachers,
and
that
is
a
major
challenge.
Last
year
we
went
into
the
year
thinking
it
was
still.
M
You
know
normal,
let's
get
everybody
teachers
in
a
classroom
and
let's
hope
we
get
new
candidates
coming
into
our
classrooms,
and
that
just
didn't
happen
and,
yes,
we
had
more
resignations,
like
many
industries
have
had
and
we
have
vacancies
now.
But
what
we
did
say
is
we're.
Gonna
have
to
do
things
differently
than
we've
ever
done,
and
you
know
really
change
the
paradigm
of
how
we
do
school
to
meet
the
needs
of
our
students
and
make
sure
a
certified
teacher
is
in
front
of
them.
M
However,
I
will
say
this
a
lot.
You
know
we
get
a
lot
of
focus
on
jcps.
I
will
say
this
in
most
of
your
districts.
The
same
vacancies
occur
at
the
same
rate
as
in
jefferson
county.
So
if
a
neighboring
district
of
ours
has
50
vacancies
and
we
are
seven
to
eight
times
larger
than
they
are
that's
equivalent
to
us-
a
350
to
400
vacancies,
so
the
challenge
is
great
when
it
comes
to
shortages
of
workforce
all
across
the
commonwealth
and
the
nation.
M
You
know
my
daughter's
a
senior
in
high
school
she's
had
every
year
of
high
school
impacted
in
one
way
or
another
by
the
pandemic,
but
we
know
that
students
from
poverty,
students
of
color
have
been
more.
Imp,
have
been
impacted
in
a
way,
especially
around
achievement
that
we
have
to
focus
on
how
we
recover
from
that
and
come
back
and
I'll
say.
I
am
proud.
M
Four
years
ago
we
had
no
students
or
very
small
number.
In
any
summer
learning
this
year
we
had
10
000
students
in
summer
learning,
10
000
students
for
a
four
week
program
in
summer
learning.
That
is
as
much
as
almost
any
other
city
in
the
united
states,
because
I
think
right
now
I
told
you
about
the
attendance
issue.
We
have
about
a
third
of
our
students
right
now,
who
are
chronically
absent,
chronically
absent
means
18
and
a
half
school
days
a
year.
M
M
Tackling
those
issues
is
huge
and
then
making
up
those
minutes
that
seat
time
in
front
of
a
certified
teacher
that
they
may
not
in
order
to
recover
that
learning
loss
that
comes
from
summer
learning
that
comes
from
us
opening
an
elevate
center
in
west
louisville,
which
has
certified
teachers
for
the
students
from
three
in
the
afternoon
until
7
30
at
night,
and
so
right
now
in
jcps
in
west
louisville.
We
can
have
them
in
front
of
a
certified
teacher
from
7
30
a.m
to
7
30
p.m.
M
We
will
continue
to
do
that
and
grow
that
throughout
jefferson
county,
but
that
is
the
the
very
intentional
work
that
has
to
be
done
in
order
to
recover
from
the
pandemic,
and
I
will
finish
with
this
one
of
my
favorite
quotes.
I
heard
it
from
one
of
my
favorite
speakers
about
two
weeks
ago,
steve
pemberton,
who
spoke
to
our
administrators
society,
grows
great
when
old
men
plant
trees
who
shade
they
know
they
shall
never
sit
in.
So
a
lot
of
this
work,
we
are
doing
right
now
in
jcps.
M
You
know
we
may
not
see
the
fruits
from
that
work
or
the
shade
from
that
tree
until
after
I'm
gone,
but
I
do
believe
it's
the
work
that
has
to
happen
to
change
jcps
and
will
change
jcps
for
decades
to
come.
Our
facility
work
our
student
assignment
work
that
may
be
ten
day
years
down
the
road
before
we
really
see
those
outcomes,
but
it
has
to
be
done
now
in
order
to
get
there.
Thank
you
for
your
time
and
I'm
happy
to
take
any
questions.
You
have.
A
N
N
I
also
appreciate
you
identifying
the
problems
that
jefferson
county
school
system
is
facing
and
that,
as
you
went
through
the
presentation,
I
think
you
know
the
same
things
that
we
face
in
all
our
school
districts
and,
of
course,
so
yours
is
quite
unique
because
of
size.
But
I've
got
one
question
for
you,
but
let
me
preface
it
by
saying
that
I
have
nothing
but
respect
and
admiration
for
the
job
you've
done
since
you
were
named
jefferson
county.
Thank.
M
N
N
But
I
have
two
questions
for
you.
First.
Is
this
your
position
still
your
position
and
if
it
is,
do
you
really
think
it's
the
best
interest
for
your
school
district
to
throw
down
such
a
politically
charged
gauntlet,
especially
by
your
own
admission
that
you
had
almost
no
conversation
with
our
legislature
during
the
2022
session?
That
was
also
in
this
article
and.
N
M
I'll
say
this
senator
meredith
I
watched
along
all
session
just
like
most
of
our
constituents
did
in
jefferson
county
just
like
most
of
our
teachers
and
many
of
our
parents.
There
was
a
lot
of
discussion
about
jcps
in
a
negative
way.
I'll
say
this:
I
take
it
personally.
M
It
is
personal
for
me
this
job,
that
I
do
I've
been
in
it
now
for
26
years,
I've
dedicated
my
life
to
it,
my
daughter's
in
the
school
district.
I
take
a
lot
of
pride
in
jcps.
I
think
a
lot
of
people
think
jcps
as
this
large
building
somewhere.
Essentially
what
jcps
are
the
people
that
are
in
it,
and
I
take
a
lot
of
pride
in
that
so
yeah
I
took
it
personally.
M
I
mean
that
that
the
the
the
dialogue
that
I
heard
in
this
room
I
took
that
personally,
so
I
was
upset
about
a
lot
of
the
conversation
about
west
louisville.
I
was
upset
about
a
lot
of
the
direct,
pointing
fingers
at
outcomes
of
jcps
when,
if
we
really
dig
into
everyone's
data,
yes
most
districts,
don't
have
the
black
students
that
we
have
and
it's
hard
to
compare.
But
if
we
compare
free
and
reduced
launch
to
non-free
and
reduced
lunch
students
all
across
this
commonwealth,
we
see
the
same
gap.
M
M
But
you
know
I
can
say
I
was
upset
with
the
with
the
dialogue
that
occurred
here
during
that
time
and
probably
spoke
up
that
night.
As
a
result,.
N
Well,
I
think
I
can
make
a
commitment
on
behalf
of
all
of
our
legislators,
all
138
that
anytime,
you
have
an
issue
we're
available
to
you,
phone
call
visit
text
whatever
and
I
believe
we're
truly
committed,
even
though
most
of
us
are
wrong
nature
to
making
jefferson
county
school
system
succeed.
I
think
the
action
we
took
back
in
2019
to
give
you
additional
authority
and
power
within
your
school
district
is
evidence
of
that.
N
So
we're
here
to
support
you,
but
I
would
hope
you'd
recognize
that
we
do
face
these
same
problems
in
our
rural
areas
in
most
problems
because
of
lack
of
funding
as
well-
and
we
hear
a
lot
of
times
that
jefferson
county
doesn't
get
its
fair
share
of
tax
dollars.
I'll
take
issue
with
that,
because
you
get
our
retail
dollars,
you
get
our
health
care
dollars.
You
get
our
recreation
dollars
and
get
a
good
chunk
of
our
workforce.
We
would
trade
that,
on
any
given
day
with
you.
M
D
Yes,
thank
you
I'll,
be
very
brief.
I
think
out
of
the
three
areas
and
this
kind
of
transcends
all
of
them.
I
believe
what
I'm
seeing
in
the
classroom
this
year
at
the
beginning
of
the
year,
as
well
as
the
beginning
of
last
year,
is
the
number
of
incoming
students
to
kindergarten
who
have
never
been
to
school
before
they've
not
been
in
preschool,
who
have
severe
disabilities
non-verbal
children
with
with
strong
characteristics
of
autism.
D
D
You
know
signing
for
consent
for
an
evaluation,
but
what
I
found
last
year
is
that's,
then
months
that
a
child
is
not
getting
the
supports,
that
they
need
and
as
a
parent
of
a
child
with
autism,
I
know
that
intervention
should
be
early
and
it
should
be
intense,
and
so
I
just
wanted
to
bring
that
concern
to
the
committee.
Thank
you.
M
Thank
you-
and
I
would
say
this
that,
along
with
that
concern,
is
not
only
the
shortage
of
special
education
teachers,
but
also
the
shortage
of
special
education
support
staff
that
do
the
work
like
identify.
Those
needs
for
students
do
the
testing
that
is
necessary
to
make
sure
that
students
are
identified
as
special
ed
and
get
the
services
that
they
need
right
now.
M
What
we
are
doing
is
putting
those
folks
into
classrooms
right
now,
and
so
I
want
to
thank
our
resource
teachers,
those
that
are
supposed
to
be
doing
that
work,
we're
putting
them
in
classrooms
right
now,
so
that
students
have
a
teach,
a
certified
teacher
in
front
of
them.
But
there
is
no
doubt
that,
and
I
think
any
educator
would
tell
you
that
the
needs
of
students
coming
in
the
classrooms
today
is
greatly
increased
from
what
it's
been
in
the
past.
E
Thank
you,
madam
chair
and
dr
pulley.
I'm
glad
to
see
you
because
I
have
to
admit
that
that
what
you
say
is
personal
to
me
as
well:
there's
no
secret.
I
represent
fayette
county,
but
I
only
have
three
grandchildren
and
all
of
whom
go
to
jefferson
county
public
schools.
I've
got
a
seventh
grade
granddaughter
there,
a
third
grade
granddaughter
there
and
a
first
grade
grandson
there.
So
so
what
you
do
in
terms
of
educating
them
is
very
personal
to
me
and
my
family.
E
I
remember
you
said
that
back
in
19
2019,
when
we
were
in
louisville
and
since
that
time,
five
or
six
high
schools
in
fayette
county
have
been
built
since
1968,
and
we
just
put
84
million
dollars
into
the
high
school
that
in
whose
shade
my
house
is
in
tate's
creek
my
house
is
in,
is
is
shaded
by
takes
creek
high
school,
so
so
anything
that
you
can
do
to
advance
your
facilities
and
and
build
new
high
schools
and
build
new
schools.
E
You
will
always
have
my
support,
because
obviously
it's
good
for
the
children
of
kentucky
to
do
that.
But
it's
also
good
for
my
grandchildren.
M
B
Thank
you.
Marty
you've
always
been
successful.
As
a
teacher
as
a
coach,
your
four
high
schools
were
all
good.
I.
B
B
It's
a
couple
of
weeks
for
it'll
open,
but
it's
a
beautiful
school,
but
I
was
thinking
about
our
enrollment,
hasn't
gone
down
really
that
much
in
the
last
couple
of
years.
I
don't
think,
but.
B
I
know
teachers,
numbers
and
and
you're
doing
a
great
job
in
preparing
a
lot
of
the
people.
We
have
a
lot
of
people
that
are
aged
now
that
only
like
about
a
year
being
certified.
So
I
know
we
got
a
lot
that
I
know
that
they're
getting
certified,
but
I
just
wanted
to
say
that
and
maybe
ask
you
about
the
enrollment.
M
Sure
so
our
enrollment
right
now
is
about
the
same
as
it
was.
Two
years
ago,
we've
been
between
95
and
100
000
students
for
the
better
part
of
10
to
12
years,
and
so
what
we
are
anticipating
right
now
we
still
have
one
of
the
challenges
in
an
urban
district
is
between
the
first
day
and
the
10th
day
of
school.
M
We
enroll
about
6
000
students
who
did
not
come
on
the
first
day,
so
we're
continuing
to
enroll
all
the
way
through
the
10th
day
of
school,
then
we
begin
early
childhood
as
well,
which
is
about
2
500
students.
So
right
now
we
project
to
be
about
99
of
our
projected
enrollment
99
and
a
half
percent,
and
right
at
about
96
000
again
the
numbers,
the
data
that
we're
looking
at
long
term
say
that
we
will
probably
go
up
above
or
close
to
100,
000
or
above
in
the
next
decade.
B
Thank
you,
I
might
be
the
newest
jefferson
county
legislator
here.
B
I
I'm
looking
forward
to
getting
to
know
more
of
the
people
there,
because
I
know
when
I
worked
for
lieutenant
governor.
She
spoke
very
highly
of
you.
I
don't
think
we've
actually
had
an
in-person
sit
down
together,
but
I'm
getting
to
know.
Obviously
some
of
my
new
constituents
and
my
emails
are
loading
up
after
the
recent
thing
about
these
masks
and
I
think
it's
district-wide.
B
My
understanding
is
that
it's
district-wide
and
I
really
love
what
I
heard
about
western
areas
getting
schools,
I'm
hoping
that's
as
good
as
it
sounds,
because
it's
something
I've
been
talking
about
for
several
years,
but
I
wanted
to
know
about
the
math
situation.
Were
there
community
surveys?
Was
it
looked
at
school
by
school?
B
What
is
the
reasoning
because
you're
talking
about
trying
to
come
out
of
the
pandemic,
and
yet
I
mean
I'm
glad
that
you're
setting
an
example
because
we've
not
seen
that
all
the
time
with
leadership
but
the
rest
of
the
room
doesn't
look
like
jcps,
and
so
it's
it's
not
coming
out
of
the
pandemic,
and-
and
I
just
want
to
know
when
can
we
expect
jcps
to
come
out
of
the
pandemic?
And
can
there
be
a
more
nuanced
approach
like
when
somebody
is
sick?
They
stay
home
rather
than
all
hundred
thousand
kids.
All
wear
a
mask.
M
So
yeah
a
great
question,
senator
southworth,
and
we
have
a
board
meeting
tonight.
There's
nothing
like
testifying
in
front
of
you
all
and
then
going
to
a
board
meeting
this
evening
where
it
may
be
discussed
among
our
board
members.
I
mean
first
of
all
and
foremost,
I
want
to
say
it's
a
local
decision
in
every
community
in
the
commonwealth
of
kentucky,
whether
it's
an
independent
school
district
or
a
county
school
district.
It
is
that
school
board
that
decides
that,
and
I
know
we've
talked
about
local
control
a
lot
from
the
very
beginning
of
this.
M
From
the
very
beginning,
I'm
going
to
say
this
has
been
one
of
the
most
frustrating
difficult
taxing
decisions
on
superintendents
across
america
in
a
very
div,
and
we
are
a
very
divided
community
on
this
issue
and
many
times
it's
divided
based
on
race.
I
mean
that
is
a
fact
that
we
have
to
know
around
mitigation
of
covid,
and
so
I've
struggled
with
it.
It
has
not
been
easy.
It
has
been.
You
know,
for
the
past
three
years
since
three
and
a
half
years
since
october,
or
two
and
a
half
years
since
october.
M
Excuse
me,
march
of
2020,
every
decision
has
been
excruciating
on
recommendations
that
I
send
to
the
board
early
on.
In
this
I
said
I
would
follow
cdc
guidelines
in
march.
Our
board
of
education
gave
me
to
the
authority
to
come
out
of
masking
based
upon
the
cdc
guidelines.
I
was
on
a
conference
call
yesterday
with
the
white
house
and
the
cdc.
It
is
clear
what
their
guidance
is.
I
mean
it
is
clear
what
the
cdc
says
should
happen
when
you're
in
red,
they
say.
Clearly,
we
recommend
universal
masking
when
a
community
is
in
red.
M
The
kentucky
department
of
public
health
says
consider
universal
masking
when
in
the
red,
so
we
can
disagree
with
that.
I
would
appreciate
if
everyone
would
take,
you
know
their
frustrations
out
on
cdc
and
kdph
as
well.
If
that's,
if
that
is
the
scenario,
but
we
could
come
out
of
it
as
soon
as
friday
morning,
numbers
are
going
down
my
authorization
by
the
board
of
education
right
now
is
when
we
go
into
yellow,
I
have
the
authorization
to
make
masks
optional.
When
we
are
in
green
or
yellow
it
can
be
optional.
M
That
was
passed
again
in
mid
july.
Just
so
happened
that,
two
days
later
we
went
into
the
red.
That's
my
responsibility
to
follow
board
decision
and
board
policy,
which
is
what
I
did
so.
Hopefully
we
will
be
in
the
yellow,
we're
seeing
declining
numbers.
It's
just
a
matter
of
how
much
declining
my
anticipation
will
be
in
the
next
two
weeks.
We
will
see
a
community,
that's
in
the
yellow.
I
can't
promise
that,
but
as
soon
as
that
happens,
we
will
masks
will
be
optional.
B
Thank
you,
madam
chair
good,
to
see
you
marty.
B
Make
a
comment
here:
I
want
to
thank
representative
mill,
miller
and
representative
willner
and
joel
burke
for
their
past
decisions.
You
know.
M
B
But
I
want
to
say
this:
you
know
I'm
thankful
to
you
and
I'm
thankful
for
your
team,
for
your
passion
for
your
dedication,
your
leadership,
you
know,
and-
and
I
was
going
to
leave
it
at
that-
but
I
got
to
respond
to
the
comment
about
the
schools.
As
a
legislator,
we
raised
our
hands
for
these
jobs
and
then
frankfurt.
B
The
the
easy
target's
been
jefferson
county
schools,
fire
bulls
across
the
the
bow,
and
it's
happened
for
years.
We
raise
our
hand
for
these
jobs.
That
stuff
should
just
go
right
by
us.
We
are
here
to
make
sure
we
advance
all
students
and
everybody
in
every
part
of
the
state
of
kentucky.
So
I
believe
that
statement
came
out
of
your
dedication,
your
passion
and
your
leadership
for
those
schools
and
I'll
and
I'll.
I
agree
with
my
fellow
legislators
up
there
we're
here
to
do
anything
we
can
to
help
you
move
forward.
Thank
you,
madam
chair.
A
C
It's
tough,
my
question
being
the
performance,
I
think
a
lot
of
times
of
superintendents
is
based
a
lot
on
the
relationship
they
have
with
their
school
boards,
and,
looking
at
that
recently,
I
was
interviewed
by
the
media
and,
I
think,
also
jcps,
about
their
school
resource
officers
or
ssos
a
comment.
C
It
seems
to
be
that
the
jefferson
county
school
board
has
skirted
around
legislation.
We
have
passed
about
sros
within
the
school
walls
of
jefferson
county,
putting
them
in
parking
lots,
maybe
a
neighboring
type
of
authority
that
they
have.
Where
are
we
currently
with
your
ssos
and
with
your
school
boards?
Do
you
see
some
implementation
of
some
things
that
are
going
to
be
taking
place
to
be
compliant
with
the
laws
that
we've
passed
out
of
frankfort.
M
Yeah,
first
and
foremost,
senator
thank
you
for
the
question.
I
want
to
say
this.
I've
spoken
often
with
the
state
security
marshal
we've
had
conferences
to
talk
about
making
sure
we
are
in
compliance,
and
we
want
to
be
in
compliance
with
the
law.
There
is
no
doubt
about
that
at
this
time.
Right
now,
hiring
police
officers
is
a
challenge
as
well.
So
I
will
say
this:
the
funding
for
that
for
sso's
sros
is
fantastic.
If
we
can
get
that,
that's
not
the
biggest
challenge
facing
us.
The
biggest
challenge
facing
us
is
personnel.
M
M
We
have
four
in
training
this
week
that
have
had
previous
police
training
law
enforcement,
so
they
can
jump
on
so
by
the
in
the
next
couple
weeks,
we'll
be
up
to
15,
and
then
we
have
about
17
more
that
are
still
need
training
or
the
police
academy
in
order
to
be
on.
So
all
in
all
we'll
have
close
to
35
police
officers
ssos
by
the
time
that
that
we
get
everyone
trained.
A
challenge
for
us
is
how
often
those
classes
are
offered
and
how
long
it
takes
to
get
them
certified
as
police
officers.
M
Rightfully
so
so
you
know,
I
don't
know
senator
wise
if
there
is
a
future
where
we
will
ever
see
155
police
officers
in
jefferson
county-
I
just
don't
know
and
all
across
this
state
I
do
think
we
can
continue
to
build,
and
I've
told
the
state
security
marshal.
That
is
my
interest
to
make
sure
that
we
build
that
and
that
we
are
there
to
support
schools,
so
they
have
to
be
assigned
to
one
school.
They
can
serve
other
schools,
but
they
have
to
be
assigned
to
one
school.