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From YouTube: House Budget Review Subcommittee on Primary & Secondary Education & Workforce Development (1/18/22)
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A
C
C
25
and
a
half
are
children
of
color
and
we
have
significant
disparities
across
the
state
and
fourth
grade
reading
levels
by
economic
status
and
by
race,
and
I
mentioned
that
disparity
because
of
all
the
work
that
has
has
been
underway
to
make
sure
that
children
all
have
equitable
access
to
education,
and
so
healthcare
is
part
of
successful
education,
and
so
it's
significant.
Then,
when
we
talk
about
their
reading
and
math
levels
that
we
acknowledge
that
health
plays
a
factor
plays
a
role
in
how
well
children
do
in
school.
C
So
in
1920,
when
we
started
all
the
adventures
with
the
pandemic,
there
were
over
2
million
visits
to
school
nurses
in
kentucky,
and
this
is
data-
that's
all
collected
from
the
department
of
education
website
last
year.
Of
course,
many
schools
were
out
or
in
hybrid
models,
significant
significantly
fewer
visits
to
the
school
nurse
that
were
reported
in
infinite
campus
there's
over
120
000
children
that
have
chronic
health
conditions
that
we're
aware
of
that
attend
schools,
and
last
year
in
kentucky
there
were
29
districts
that
reported
not
having
any
school
nurses.
C
So
one
of
the
concerns
that
has
taken
place
nationally
related
to
the
pandemic
has
been
children,
not
accessing
the
health
care
system,
and
so
I
mentioned
that
because
that
has
has
borne
is
evident
in
some
of
the
data
that
we
have
from
our
schools.
So
last
year
the
state
reported
the
department
of
education
reported
about
that.
Only
about
50
percent
of
kindergartners
had
their
preventive
health
exam.
C
Historically,
that's
usually
around
80
percent
and
for
sixth
graders
there
isn't
a
number
reported
outside
of
14
000
children
had
that
exam,
but
doesn't
give
a
breakdown.
I
can
tell
you,
in
my
district
that
less
than
10
percent
of
children
had
that
preventive
health
exam
immunization
rates,
we've
seen
fall
in
immunization
rates
across
the
state.
C
C
Always
is
a
major
issue,
always
work
that
we're
doing
to
make
sure
that
our
children
are
educated
successfully,
which
is
the
greatest
predictor
of
their
long-term
health.
Of
course,
this
this
subcommittee
is
very
interested
in
that,
both
from
the
perspective
of
education
and
then
from
workforce,
because
what
happens
in
school
impacts.
C
So
the
significance
of
every
child
having
access
to
a
school
nurse
every
day
is
that
research
shows
that
only
second
only
to
the
home
school
represents
the
most
influential
environment
in
a
child's
life.
School
nurses
promote
and
support
healthy
behaviors
by
being
a
part
of
every
school
community
and
that
results
in
positive
outcomes,
healthy
outcomes.
They
we
can
improve
things
related
to
academics.
Of
course,
physical
health,
psychosocial
health
and
mental
health.
C
C
So
for
us,
but
we
do.
We
do
lead
the
country
for
a
lot
of
negative
health
indicators,
and
I've
been
doing
this
for
a
long
time
and
it
seems,
like
we've,
been
working
on
the
same
health
problems
since
I
started
working
in
school
health
in
kentucky
20
plus
years
ago
and
really
haven't
seen
an
improvement,
and
so
it's
just
not
rational
to
keep
doing
the
same
things.
To
try
to
address
the
problem.
C
We
talked
a
little
bit
about
school
nurses
of
years
past
and
that
model
has
certainly
changed
across
the
nation.
School
nurses
are
very
engaged
in
community
and
public
health.
They
coordinate
care.
They
make
sure
that
services
are
wrapped
around
for
children.
They
make
referrals
work
with
primary
care
providers,
help
to
make
sure
that
children
are
connected
to
medical
homes.
All
those
things
that
we
really
need
to
do
to
work
together
to
ensure
that
every
child
has
that
access.
C
Having
some
systems
in
place
to
try
and
address
these
things.
Early
on
can
again
have
a
big
impact
for
children
both
educationally
and
for
their
long-term
health.
School
nurses
do
a
lot
of
work
in
mental
health.
It's
it's
not
as
discussed,
I
think,
on
on
a
level,
and
we've
talked
about
mental
health
issues
among
our
children.
Across
the
state,
but
they
certainly
see
children
and
a
lot
of
times,
kids
will
come
to
the
nurse
with
the
complaint
one
complaint.
C
But
then,
then,
with
the
assessment,
you
find
out
that
there's
really
something
else
to
go
on.
I've
worked
with
nurses
in
in
my
time
that
just
kept
crackers
and
and
treats
in
their
room,
and
they
would
that's
how
they
would
start
off
with
kids.
Kids
will
come
to
the
school
nurse
when
they
haven't
had
breakfast
and
they're
hungry.
C
They
are
constantly
doing
things
to
try
and
help
protect
students
and
staff
from
exposure
to
coven.
19.
contact
tracing
has
been
a
significant
part
of
that
work,
and
that
is
something
right
now.
In
the
states,
school
districts
aren't
being
able
to
bill
medicaid
for
and
that
is
really
disservice
to
the
the
schools
that
are
investing,
have
staff
investing
so
much
time
in
this
work,
because
it
is
time-consuming
work,
but
it's
very
important
work
to
our
our
mantra
has
been
covet
out.
C
Students
in
they
have
helped
support
vaccine
clinics,
covet-specific
vaccine
clinics,
education
for
families,
testing,
support
for
in-person
learning,
coordination
of
care,
doing
outreach
and,
of
course,
they've
done.
A
lot
of
work
during
non-traditional
instruction
days,
so
school
nursing
is
is
there's
lots
of
funding
supports
that
can
help
sustain
school
nurse
programs
and
I'm
going
to
turn
it
over
to
dr
sheila
schuster.
D
D
D
The
motto
is:
if
you
see
it
say
it.
If
you've
heard
it
say
it
tell
someone
what
you're
hearing
we're
going
to
make
a
pitch,
and
we
have
been
working
on
this
through
the
kentucky
nurses,
association,
school
nurse
task
force
for
the
last
four
or
five
years.
We
need
a
a
nurse
in
every
kentucky
public
school
all
day
every
day.
D
The
ability
of
the
students
to
really
relate
and
get
to
know
the
nurse
and
for
the
nurse
to
get
to
know
those
students
when
she's
spread
across
several
buildings
on
a
campus,
is
just
not
the
most
effective
model.
So
we
are
asking
for
funding
in
this
upcoming
biennial
budget
to
put
a
nurse
to
make
sure
that
we
have
a
school
nurse
in
every
kentucky
public
school,
high
school
middle
school
and
elementary
all
day
every
day.
D
Kids
are
still
their
stigma
in
the
schools
about
going
to
see
the
mental
health
counselor,
unfortunately,
or
going
to
see
the
school
psychologist
or
school
social
worker
there's
not
as
much
stigma
in
saying
I
have
a
stomach
ache.
Can
I
go
see
the
nurse
and
the
nurse
then
is
trained
to
say?
Is
this
really
a
stomach
ache?
That's
indigestion
or
some
indication
of
some
gi
problem,
or
is
this
a
kid
who's
chronically
coming
in
and
what's
going
on
with
this
child?
That
may
need
some
other
intervention.
D
So
that's
the
value
of
having
a
nurse
every
day
all
day
in
the
school,
so
that
the
students
get
to
know
them
so
that
the
teachers
get
to
know
that
that
resource
is
absolutely
there
if
they
have
to
keep
track
of
a
part-time
schedule
and
they
have
a
kid
complaining
of
a
stomach
ache
and
they're
trying
to
figure
out.
Do
I
call
the
parents
because
they
need
to
go
home?
D
Do
I
send
them
to
the
office
and
see
if
the
secretary
can
do
something
or
if
I
know
that
I've
got
a
school
nurse
in
the
building,
makes
all
the
difference,
and
I
think
for
parents
we
know
that
parents
assume
and
we've
heard
from
parents
of
maybe
my
generation
or
eva's
generation.
Well,
I
I
had
a
school
nurse
in
my
school.
I
thought
all
the
schools
had
school
nurses
and
are
very
disappointed
to
find
out
that,
in
fact,
the
schools
do
not
have
school
nurses,
so
I
think,
there's
a
groundswell
for
of
support
for
this.
D
D
So
we
did
some
research
about
what
the
cost
of
a
full-time
nurse
in
kentucky
would
be,
and
we
sampled
the
states
around
us
and
looked
at
the
average
hourly
salary
that
they
had
and
we
of
the
12
states
around
us.
We
kind
of
took
the
middle
point,
we're
tired
of
being
last
and
we
probably
don't
have
the
resources
to
be
at
the
top
of
the
list
in
terms
of
payment,
but
we
would
like
at
least
like
to
be
at
the
50th
percentile,
so
we
took
that
middle
number.
D
That's
what
it
would
cost
to
hire
a
nurse
next,
please
so
we're
proposing
nine
million
dollars
in
funding
each
year
of
the
upcoming
biennial
budget
to
put
a
full-time
nurse
in
every
public,
high
school
middle
school
in
elementary
and
that's
pre-k,
k
or
pre-k
through
fifth
grade
some
of
the
school
districts
have
part-time
nurses
and
we
want
to
make
them
full-time
so
we're
not
having
to
hire
brand
new
full-time
nurses
in
hundreds
and
hundreds
of
buildings.
But
we
know
from
our
data
that
there
are
a
number
of
districts
and
buildings.
D
There
are
very
few
districts,
as
you
heard
eva
report
that
have
no
nurses
at
all.
We
do
know
that
schools,
districts
that
have
campuses
where
they
might
have
a
middle
and
a
high
school,
sometimes
will
split
that
person
split
the
nurse
and
again
we
really
would
make
the
argument
very
strongly
that
having
the
nurse
full-time
in
in
each
of
those
school
buildings
really
really
makes
a
difference.
D
So
the
other
issue
that
we
have
is
that
there's
very
little
research
that's
been
reported
about
the
effect
of
of
school
nurses
and,
as
eva
pointed
out
so
beautifully,
there
are
so
many
issues
that
they
work
with.
We
have
been
in
conversation
with
the
university
of
kentucky
college
of
nursing
and
they
have
a
researcher
who,
with
a
minimal
investment
of
funds,
would
conduct
the
study
that
we
think
we
need
to
have
to
demonstrate
to
the
general
assembly
that
this
was
a
wise
investment.
D
We
don't
want
you
to
just
take
it
on
our
word.
We
want
to
be
able
to
show
you
the
data
that
we
have
seen
decrease
in
absenteeism,
that
we
have
seen
increases
in
school
health
measures,
that
we
have
seen
positive
responses
from
parents
and
school
staff
and
from
the
students
themselves,
and
that
the
number
of
visits
have
gone
up
and
all
of
those
things
and
we've
been
working
with
dr
ty
robbins
at
uk
to
come
up
with
those
measures.
So
we
would
hope
that
there
would
be
some
funding
in
that
nine
million
dollars.
D
That
would
allow
for
us
to
work
with
continue
our
work
with
uk
college
of
nursing
to
measure
those
outcomes,
and
then
we
would
like
that
to
go
forward
beyond
this
biennium.
But
I
know
you
can't
obligate
future
budgets
so
we'll
just
concentrate
on
on
these
two
years.
Next,
please
so!
In
2018,
governor
bevin
did
a
very
smart
thing.
C
That
is
accurate
and
kentucky
in
rewriting
the
the
in
the
state
plan
amendment
that
was
done,
wrote
it
so
that
it
would
fund
any
service
that
was
medically
necessary.
So
visits
to
school
nurses
are
included
in
that,
and
so
it
is,
it
is
a
way
to
help
create
sustainability
for
funding
school,
nursing
positions.
D
D
Next,
please,
oh
questions.
Let
me
just
say:
we've
been
working
on
this.
I've
been
working
on
this
in
my
position
as
a
policy
consultant
with
the
kentucky
nurses,
association
and
the
nurses
on
this
task
force
have
spoken
to
many
of
you
legislators
about
this
they've
written
letters
and
emails
and
communicated
with
legislators.
D
We
have
yet
to
find
a
single
legislator
who
says
this
is
really
a
bad
idea.
I
mean
nobody's
going
to
say
that
right
I
mean
I
would
challenge
you.
You
all
are
here
you're
interested
in
this
you're,
not
going
to
say
it's
a
bad
idea,
but
unfortunately
thinking
it's
a
good
idea
and
then
putting
some
money
in
the
budget
to
make
it
happen
has
just
simply
not
happened,
and
I
think
this
is
really
the
perfect
time
to
make
it
happen.
D
Covett
has
brought
out
all
of
these
issues
and
exacerbated
them
and
shown
the
inequalities
in
the
inequities
and
shown
the
mental
health
and
its
effect
on
academics
and
on
physical
health.
So
we
plead
with
you
to
really
strongly
consider
putting
this
money
in
the
budget,
and
I
will
hush
now
and
ask
if
there
are
any
questions.
A
E
Okay,
so
thank
you
very
much
for
this.
Like
dr
schuster,
I
went
to
elementary
school
in
the
70s.
Well,
that
may
be
different
than
you.
I
don't
know,
but
I
did
go
to
elementary
school
in
the
70s
and
like
dr
schuster,
I
recall
having
a
school
nurse
in
my
building
as
a
public
school
teacher
today
I
have
seen
our
building
without
a
full-time
school
nurse
and
width,
and
let
me
just
explain
what
happens
when
you
don't
have
a
school
nurse.
E
All
of
the
band-aid
and
boo-boo
issues
are
brought
to
the
school
secretary
and
she
gets
really
good
at
handling
band-aids
and
boo-boos,
but
all
of
these
other
areas
that
would
really
help
our
students
become
more
healthy
and
to
be
more
in
a
position
where
they
can
be
learning
won't
be
happening.
So
we
love
nurse
jennifer
in
our
building.
She
she
she
works
really
hard.
I
mean
she
really
does,
and
I
just
I
don't
understand
how
we
ever
got
to
a
place
where
we
didn't
have
a
school
nurse
in
every
building.
A
E
A
C
A
A
Mean
this
and
I
mean
next
year,
would
you
think
so?
So
a
lot
of
schools
already
have
school
nurses
and
a
lot
of
them?
Don't?
Would
this
9
million
be
spread
out
to
all
the
various
school
systems
and
then
they
would
make
the
adjustments
from
there
or
would
this
go
to
the
school
systems
that
are
not
providing
school
nurses
right
now
and
I
can
imagine
the
uproar
if
that
happened.
A
D
That's
partly
what
we're
saying,
because
getting
the
data,
the
the
up-to-date
data
on
which
schools,
what
school
districts
are
doing,
what
is
very,
very
difficult.
We
actually
did
a
phone
interview
with
every
one
of
the
high
schools
in
kentucky
over
this
over
the
early
fall
and
got
that
data,
but
it
took
weeks
and
weeks
of
student
nurses
actually
calling
and
getting
that
data.
D
So
we're
not
in
a
position
to
say
I
think
every
school
district
ought
to
have
an
opportunity
to
get
some
of
this
funding
and,
in
part,
to
give
them
the
message
that
we're
so
glad
you've
thought
to
have
a
school
nurse.
But
if
she's
she
or
he
is
not
full-time
in
that
building,
then
we
want
you
to
have
the
money
to
upper
time,
to
a
full-time
position
or
to
add
another
part-time
nurse
to
make
it
a
full-time
position.
D
A
A
And
I
always
would
say
nurse
mental
health
therapist
right,
because
when
you
were
in
those
jobs
we
had
no
nurse
and
so
in
high
school.
As
you
can
imagine
representing
bojanowski,
it
was
a
lot
more
than
boo-boos
and
because
we'd
have
fights
and
stuff
that
would
happen
periodically
and
and
and
so
oftentimes.
The
school
secretary
would
take
care
of
the
minor
issues
medically,
but
oftentimes
a
counselor
or
assistant,
principal
or
whomever
would
take
care
of
the
major,
more
major
issues
and
the
whole
time
that
was
going
on.
A
But
it
allows
other
educators
to
do
their
job
as
opposed
to
their
job
being
taken
away
to
deal
with
with
those
issues,
I
spend
a
lot
of
time
in
emergency
rooms.
You
know
kids
getting
hurt
and
punching
walls
and
doing
all
that
kind
of
stuff.
In
reality,
I
need
to
still
be
at
school
as
opposed
to
doing
doing
that,
so
there
is
a
great
need
for
these
there's
a
great
need
in
all
schools.
All
schools
are
different
yeah
and
they
all
have
a
need
in
some
way
shape
or
form
for
this.
D
We
would
love
for
you
to
talk
to
the
powers,
and
I
want
to.
I
want
to
thank
representative
mccool,
who
has
a
a
cool
bill,
because
he
had
a
constituent,
a
high
school
student.
I
believe
that
reached
out
and
said
I've
got
mental
health
issues
and
I
want
to
have
an
excused
absence
at
school
when
I'm
so
overwhelmed
with
anxiety
or
depression.
So
you
heard
it
first
on
from
one
of
your
constituents.
I
believe.
F
Yes,
mr
I
apologize
for
being
late
for
this
very
important
presentation,
so
I
I
do
appreciate
your
time.
I
just
want
to
thank
logistically.
I
come
in
on
the
end
of
it.
So
maybe
I
missed
some
very
important
points.
You
said
one
nurse
per
school
and
my
immediate
thought
goes
to
not
that
we
don't
need
it,
but
immediate
thought
goes
to
well.
We
have
some
schools
have
a
thousand
or
1200
students,
and
then
we
have
maybe
an
elementary
school
has
150.
D
I
think
the
problem
is
representative
mccool
that
when
you
start
doing
the
numbers
you
get
into
the
part-time
thing
and
there's
such
a
huge
difference
between
that
nurse
being
there
every
day,
all
day
where
everybody
can
count
on
that
presence,
as
opposed
to
you
know,
I'd
love
to
have
two
school
nurses
in
those
larger
schools
and
still
have
that
full-time
nurse
in
in
the
smaller
schools.
But
we're
talking
about
buildings
is
our
recommendation.
F
Thank
you,
mr
mulmart,
and
thank
you
for
that
answer.
I
appreciate
that,
and
I
was
even
thinking
about
the
nurse.
Perhaps
you
know,
would
a
nurse
want
to
be
at
a
place
where
they
have
1200
students
or
versus
150,
and
you
pay
them
the
same?
Would
it
be
some?
Does
it
need
to
happen?
I'd
like
you
said,
I
don't
know
anybody
that's
disagreeing
with
that,
but
how
how
the
it
all
lays
out
is
something
we
need
to
the
details
is
very
important,
but
I
appreciate
that.
Thank
you.
Yeah.
D
A
D
J
H
Okay,
I'm
sorry
I
I
couldn't
hear
our
first
speaker
well
good
afternoon.
It
is
with
the
greatest
honor
that
I
discussed
with
you
today,
jobs
for
america's
graduates
in
the
state
of
kentucky
a
program
that
means
so
very
much
to
me.
My
name
is
marcy
hanson,
the
jack
kentucky
co-executive
director
and
former
job
specialist
of
27
years
at
martin
county
high
school
in
inez
kentucky
throughout
my
years
of
participation.
H
So,
as
you'll
see,
that's
our
first
page
of
our
screen
that
shows
some
of
our
students
and
the
activities
that
they
are
participating
in
so
jobs
for
america's
graduates
in
kentucky
is
an
affiliate
of
jobs
for
america's
graduates
incorporated
a
40
year
old
national
nonprofit
that
currently
serves
1.5
million
students,
nationwide
ages,
12
to
24
through
a
variety
of
model.
Applications,
jobs
for
america's
graduates,
serve
students
who
experience
significant
life,
changes
and
or
trauma,
as
well
as
facing
multiple
challenges
to
graduation
and
entering
the
workforce.
H
H
H
After
a
student
graduates
from
high
school,
they
receive
12
months
of
follow-up
after
graduation,
so
that
we
can
help
ease
that
time
into
post-secondary
education
or
the
world
of
work
and
the
biggest
component
of
the
career
association
is
that
sense
of
belonging.
Where
members
become
a
part
of
a
jag
team.
H
We
have
an
average
number
of
barriers
of
7.4
that
is,
barriers
to
successfully
graduating
from
high
school,
and
we
have
480
students
in
follow-up
and
each
student
in
jag
kentucky
receives
an
average
monthly
contact
time
average
contact
hours
of
31.4
per
student.
That's
an
outstanding
number
that
every
student
that
that's
the
average
contact
time
for
each
of
those
2678
students,
jag
national,
has
has
five
standards
that
they
measure
achievement
by
jack.
H
We
had
a
standard
of
71.15
percent,
whereas
jags
is
60
for
employment
rate
for
full-time
employment.
We
were
at
75.28
percent
as
opposed
to
jag
nationals
60
and
our
positive
outcomes
rate
was
87.15
as
opposed
to
jag
nationals.
80
percent
and
our
further
education
was
47.43
as
compared
to
jag
national
standard
of
40
percent,
and
one
unique
component
that
we
have
is
called
jagforce
and
that's
how
we
can
document
everything
that
is
our
electronic
national
data
management
system
and
we
can
document
it
every
minute
spent
with
every
jag
student.
H
And,
of
course,
to
improve
the
services
that
we
provide,
jack
kentucky
is
working
with
the
kentucky
educational
cooperatives
to
provide
better
service
throughout
the
state,
so
you
can
see
by
looking
the
they
are
color-coded
to
connect
to
each
one
of
those
educational
cooperatives
and
one
that
we're
currently
working
on
is
gray
is
in
the
western
kentucky
area.
Where
you'll
see
we
only
have
one
in
the
yellow,
and
that
is
for
graves
county,
and
that
brings
us
to
our
specialist
who
is
in
graves
county
at
this
time.
K
Thank
you
good
afternoon
and
thank
you
for
allowing
me
to
have
to
share
some
of
the
stories
about
my
students
and
my
passion
for
this
jag
program
and,
as
you
will
see,
I'm
going
to
focus
primarily
on
the
trauma-informed
care
that
we
provide
our
students
here
at
mayfield
and
graves
county
as
I've
been
teaching
for
25
years
and
I've
worked
with
at-risk
students
for
10.,
but
for
the
past
three
years.
Oh,
my
goodness,
I
have
I've
been
working
with
this
amazing
group.
I'm
sorry,
my
lights
just
went
out
hold
on
just
a
moment.
K
K
K
K
They
do
not
want
to
be
here
and
they
have
no
plans
to
participate
and
they
certainly
have
no
plans
of
making
my
life
easy.
We
begin
the
year
by
engaging
in
games
and
activities
where
I
sit
with
my
students
and
get
to
know
them.
It
doesn't
take
long
to
learn
that
my
students
are
afraid
of.
Failure.
Do
not
feel
they
are
as
smart
as
others
or
simply
are
afraid
to
put
themselves
out
there.
K
We
do
small
things
like
put
together,
puzzles
and
play
uno
to
initiate
conversations
and
identify
their
needs
and
to
provide
me
opportunities
to
show
them
their
value
in
our
activities.
I've
been
known
to
say
things
like.
I
can't
believe
you
found
that
puzzle
piece.
I've
been
looking
for
that
one
forever
or
man
when
you
hit
me
with
that
draw
for
an
uno
that
was
really
a
game
changer
way
to
go.
K
We
begin
having
open
conversations
and
students
begin
to
participate
and
talk
more
and
once
I
feel
that
the
self-confidence
is
building.
We
begin
nudging
those
comfort
zones.
I
always
tell
my
students
that
I
will
never
ask
them
to
do
anything.
I
wouldn't
do
myself
funny
story.
I
was
talking
with
my
students
the
other
day
about
my
presentation
today
and
how
nervous
I
am
like
lights,
going
out
in
the
middle
of
my
comfort
in
my
presentation,
but
what
I
found
was.
K
I
had
47
students
encouraging
me
and
telling
me
that
I
was
able
to
do
this
them.
Cheering
me
on
and
chanting.
For
me,
certainly
not
the
reaction,
I
would
have
gotten
from
my
students
just
a
few
short
months
ago,
but
we
had
a
role
reversal
that
day
and
on
that
day
I
saw
that
their
growth
was
evident.
K
K
K
We
have
even
gone
as
far
as
to
teach
our
administration
how
to
juggle
after
a
lesson
in
learning
styles
as
their
specialist.
I
work
as
a
liaison
between
student
and
teachers
in
other
areas
and
we
work
with
them
on
how
to
communicate
effectively
how
to
ask
questions
and
how
to
ask
for
help,
and
we
also
work
on
the
idea
that
is
okay
to
not
understand
it
first,
and
that
is
part
of
the
learning
process.
K
We
learn
to
both
listen
and
communicate
with
adults
and
each
other
for
better
understanding
and
when
facing
conflict,
we
discuss
appropriate
resolutions
and
sometimes
we
even
role
play
those
successful
ideas
and
finally,
we
develop
resilience
during
one
of
our
games.
In
the
beginning,
we
play
yahtzee.
K
K
I
would
like
to
close
with
a
short
thank
you
letter
from
a
student
impacted
by
the
tornado.
That
will
also
demonstrate
some
of
her
barriers.
She
is
a
young
lady
living
on
her
own,
providing
her
own
home.
Her
income
maintains
a
b
average
in
school,
while
working
40
hours
a
week
with
no
parental
guidance
for
assistance,
so
she
created
a
thank
you
cord.
K
K
I
could
not
work
to
even
make
gas
money
or
enough
for
donations
me
and
my
sister
were
unable
to
work
thanks
to
the
tornado
and
all
the
houses
that
were
in
the
road
she
drives
around
for
her
job,
which
she
couldn't
with
everything
all
over.
My
job
could
not
open
until
the
power
was
back
on
when
we
needed
help
jag
was
there
miss
rickman
helped
contact
jag
for
us
to
have
some
groceries.
Walmart
cards
for
food
heat
and
blankets.
K
H
I
If
you
have
faith
as
small
as
a
mustard
seed,
you
can
say
this
to
this
mountain
move
from
here
to
there
and
it
will
move.
Nothing
will
be
impossible
for
you.
That
may
be
just
another
versus
some.
But
to
me
it
came
to
stand
for
something
different.
You
see,
I
may
look
like
your
average
healthy
17
year
old,
one
that
loves
hanging
out
with
friends
going
to
the
movies
and
can't
wait
till
she
graduates
to
take
the
steps
to
figure
out
who
she's
meant
to
be.
I
If
you
see
that
to
me
you're
right,
I
do
love
those
things
and
I
can't
wait
to
see
where
you
go.
I
am
your
average
teenager,
but
I'm
kind
of
a
big
deal
to
my
family,
because
every
single
accomplishment
I
have
had
is
honestly
a
big
deal
walking
talking
and
yes
even
living.
Those
accomplishments
are
something
they
all
prayed
for.
I
You
see
when
I
was
16
months
old,
my
odds
of
living,
a
normal
life
diminished
right
in
front
of
my
parents
eyes
when
I
was
diagnosed
with
neuroblastoma
a
form
of
children's
cancer.
Neuroblastoma
accounts
for
six
percent
of
all
childhood
cancers
in
the
united
states
for
high-risk
neuroblastoma.
The
five-year
survival
rate
is
around
40
percent.
I
Those
odds,
not
sound
great
right.
That
is
exactly
what
my
parents
thought
that
early
rub
for
me
was
quite
difficult
and
there
were
many
times
they
thought
I
would
not
be
able
to
do
all
the
little
things
that
many
take
for
granted.
So
moments
like
this
one
standing
before
you
today
to
represent
jobs
for
america's
graduates,
are
kind
of
a
big
deal
for
them
and,
after
my
cancer
journey,
it's
kind
of
a
big
deal
to
me
too.
Sometimes
the
odds
in
front
of
you
may
look
like
a
huge
mountain
that
you're
unable
to
climb.
I
But
faith
has
shown
me
once
you
reach
the
top.
Nothing
is
impossible
with
the
struggles
that
I've
experienced
throughout
the
years
always
wasn't
easy
to
find
a
true
acceptance
and
a
place
where
I
belong
in
high
school.
My
aunt
was
in
a
class
called
jobs
for
america's
graduates,
and
she
told
me
that
once
I
got
to
high
school,
it
was
a
class
that
I
needed.
So
I
could
find
my
place
and
she
wasn't
wrong.
I
Jag
was
the
place
that
I
needed
that
I
didn't
even
know
that
I
needed,
as
you
might
have
guessed
once
I
finally
learned
to
talk.
I
never
really
wanted
to
stop
when
I
stepped
through
the
doors
of
jobs
for
america's
graduates.
At
my
high
school
four
years
ago,
I
found
my
place
a
place
where
I
could
learn
to
express
myself
through
public
speaking
and
giving
back
the
way
people
gave
to
me
in
my
time
of
need.
I
G
G
G
G
That
represents
10
percent
of
my
student
body,
and
I
got
to
tell
you
if,
if
you
do
a
good
job
and
hire
a
specialist
like
miss
rickman,
if
you
do
a
good
job
and
identify
students
like
miss
parlis
and
you
establish
that
dynamic
classroom
environment,
you
support
the
program
which
I
feel
like
at
frederick
douglass
high
school.
We
have.
G
The
impact
that
you
make
is
transformational
when
ten
percent
of
your
economically
disadvantaged
unmotivated,
struggling,
maybe
some
of
the
toughest
kids
are
receiving
this
level
of
support.
The
impact
is
transformational
guys
what
happens
in
the
jag
classroom.
I
know
because
when
you're
riley,
when
you
went
over
your
job
description
of
being
a
principal
and
associate
principal,
I
couldn't
help
but
smile,
because
I
could
definitely
relate
with
some
of
the
elements
that
you
were
discussing.
G
Ten
percent
of
your
students
are
now
highly
motivated
because
of
that
mentoring.
Ten
percent
of
your
toughest
students
are
getting
to
class
on
time,
they're
trying
they're
doing
a
good
job
and,
most
importantly,
they're
graduating
we're
graduating
at
frederick
douglass
high
school
we're
graduating
a
hundred
percent
of
our
jag
students,
that's
powerful.
G
G
G
J
J
J
J
I
know
this
was
mentioned
earlier,
but
one
of
our
always
one
of
our
primary
focuses
is
on
the
12-month
follow-up
that
we
that
we
give
to
our
students
who
are
graduating.
This
helps
them
transition
into
world
after
high
school
is
that
they
that
we
stay
with
them
and
make
sure
that
there
there's
no
going
back
to
maybe
what
was
not
such
a
good
path
before
and
we
keep
them
on
the
the
positive
route
and
again
productive
citizen
is
what
we're
looking
for
as
we
grow
the
program
statewide.
F
Thank
you.
Mister
no
question
just
want
to
make
a
brief
comment.
If
I
may,
certainly
I
do
value
what
jag
is
doing
and
has
done,
and
hopefully
will
continue
to
do
for
many
years,
and
I
just
want
to
express
how
much
that
I
know
that
has
changed
the
lives
of
many
students
in
a
very
positive
direction.
So
thank
you
for
that,
and
and
beyond
that.
F
Something's
often
forgotten
is
the
need
for
the
business
industry
with
the
opportunities
that
they
bring
forth,
but
the
job
skills
and
also
the
soft
skills
that
is
so
often
forgotten.
But
in
every
survey
that
I
came
from
from
the
college
system,
when
we
did
workforce
development,
they
always
requested
additional
soft
skills
training.
So
thank
you
for
what
you're
doing
and
just
want
to.
Thank
you,
mr
chair,
for
allowing
me
to
make
that
comment.
A
Thank
you,
representative,
mccoy
and
mr
stafford
and
ms
hanson.
We
we
appreciate
that
you're
involved
in
this
program.
That's
doing
so
much
for
students
that
otherwise
don't
have
the
resources
that
some
of
our
other
students
have
through
their
home
lives,
whatever
it
may
be,
and
we
we
truly
appreciate
this
program
and
and
programs
like
this,
that
help
our
students
that
tend
to
be
more
disadvantaged
or
going
through
more
difficulty.
So
thank
you
very
much
for
that.
A
Ms
rickman
just
want
you
to
know
that
we
are
your
thoughts
you're
in
our
thoughts
and
prayers,
for
what's
going
on
through
your
community
and
and
we'll
continue
to
think
about
you,
and
I
know,
there's
a
lot
of
support
coming
for
your
district
and
for
your
area,
and
I
know
you
you
desperately
need
that
kaylee
did
a
really
good
job
like
I
said,
if
I,
mr
diaz,
said
it's
it's
kind
of
hard
to
follow
you
and
and
what
you
had
to
say
and
appreciate
that.
Thank
you.
Thank
you.