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From YouTube: Task Force on School and Campus Safety (9-19-23)
Description
Call to Order – 00:00:01
Strengthening Trauma-Informed Schools – 00:01:16
Approval of Minutes – 01:17:38
Community Mental Health – 01:18:03
Adjournment – 01:52:00
A
Afternoon,
everyone
and
welcome
to
the
third
meeting
of
the
task
force
on
school
and
campus
security.
Appreciate
you
all
being
here
today,
I
do
ask
if
you
have
a
cell
phone
if
you
are
either
presenting
or
also
in
the
audience
today,
as
well
as
our
task
force
members,
if
you
put
that
on
silent
or
vibrate
that
way,
we
conduct
our
business
today
and
with
that
Mariah.
If
you
would,
please
call
the
roll.
B
D
A
We
do
have
a
quorum
and
do
a
constitution
to
do
business
today
want
to
thank
everybody
for
their
presence
today.
My
co-chair
Lewis
is
not
here
today,
but
I
will
be
filling
in
for
him
as
this
was
his
month's
meeting
to
chair,
and
with
that
do
we
have
any
members
with
any
comments
or
any
introductions
they
wish
to
make
before
we
get
started,
seeing
none.
A
We
do
have
a
robust
agenda
today
and
the
first
we're
going
to
start
off
with
is
about
strengthening
trauma-informed
schools,
for
prevention
and
resiliency
and
and
two
very
familiar
faces,
one
that
we
see
quite
often
in
the
halls
of
Frankfort,
but
one
who
did
spend
some
time
working
with
the
first
working
group
on
school
safety,
both
my
good
friends,
Dr,
Bill
bar
Joan
and
Dr
Sheila
Schuster.
Thank
you
both
for
being
here
today,
I'm
going
to
turn
it
over
to
you.
E
Thank
you
so
much
chairman,
wise
and
members
of
the
task
force,
I'm
Sheila,
Shuster
I'm,
a
licensed
psychologist
and
executive
director
of
the
Kentucky
mental
health,
Coalition
and
Senator
wise
is
correct.
I
think
I
hounded
every
stop
of
the
workforce.
Work
group
work
Group
after
the
horrible,
Marshall,
County
shooting
and
in
fact
recommended
my
good
friend,
Joe
barcione,
to
be
consultant
with
that
group.
So
we're
delighted
to
have
a
chance
to
talk
with
you
today
and
Joe
is
actually
going
to
go
first,
so
I'll
give
it
to
him.
F
Thank
you,
Dr
Schuster,
and
thank
you
Senator
wise
for
allowing
me
the
opportunity
to
share
some
of
my
thoughts
about
where
we
were
where
we
are
and
where
we
need
to
go
as
it
relates
to
school
safety
and
both
the
physical
safety
and
the
psychological
safety.
So
I'm
really
excited
to
be
here
today,
so
I
am
Dr,
Joe
ball,
Joan,
I'm,
a
school
psychologist
and
also
a
licensed
psychologist.
F
Although
I've
spent
the
bulk
of
my
adult
life
in
Kentucky
I'm,
not
originally
from
here
and
so
you'll
realize
very
quickly
with
my
New
York
accent,
you'll
realize
that
yourselves
not
originally
here
from
Kentucky,
but
I
do
consider
myself.
A
Kentuckian
haven't
spent
pretty
much
my
adult
life
in
Kentucky.
So
what
I
like
to
do
is
talk
to
you
a
little
bit
about
a
little
bit
of
my
background.
First
I
worked
for
the
Jefferson
County
schools
for
over
25
years.
F
I
was
the
elite
psychologist,
and
one
of
my
responsibilities,
along
with
other
Professionals
in
Jefferson
County
Schools,
was
to
create
a
robust
framework
of
support
to
deal
with
Crisis,
Intervention
and
adverse
childhood
experiences,
and
so
over
that
time
we
were
able
to
create
supports
and
services
for
all
children,
regardless
of
what
their
backgrounds
and
their
circumstances.
So
I
was
really
proud
of
that
work.
Since
that
time,
I've
been
working
with
the
bounce,
Coalition
and
you'll
see
what
bounce
does
is.
Primarily,
we
do
three
things.
F
We
provide
education
and
professional
development
for
organizations
and
I'll
touch
upon
that
in
a
little
bit.
We
also
do
evaluation
services
to
measure
impact.
We've
seen
the
kind
of
results
we
want
to
see
when
we
partner
or
collaborate
collaborate
with
Community
Partners
and
then
the
last
strategy
we
do
or
the
last
major
thing
we
do
is
what
I'm
doing
today
I'm
really
excited
to
be
here
today
is
we
advocate
for
policies
that
deal
with
trauma
and
building
resiliency
in
the
children
and
families
of
Kentucky.
So
that's
a
little
bit
about
bounce.
F
Where
have
we
been
with
bounce?
You
can
see.
These
are
all
the
different
Partnerships
we've
been
over
the
last
five
or
six
years,
we've
been
in
over
63
counties,
providing
technical
support,
training
and
partnering
up
with
different
organizations,
and
what
we
try
and
do
is
work
with
child
face
child
and
family
facing
organizations,
whether
it's
education,
K-12
school
districts
or
the
educational
cooperatives
or
Head
Start
programs.
F
We
work
with
those,
but
we
know
that
if
we
really
want
to
impact
adverse
childhood
experiences
and
build
resiliency,
we
have
to
work
with
all
those
major
organizations
in
a
community
that
work
with
young
people
and
families
and
the
two
primary
ones
are
education.
Obviously,
children
go
to
school
and
then
the
health
care
organizations
in
the
community,
public
health
and
also
you
know
providers.
So
we
do
a
lot
of
that
work.
We
work
with
our
high
school
providers,
we
work
with
the
hospitals,
residential
settings
and
then
also
the
Managed
Care
Organization.
F
So
we're
proud
that
over
the
years
we've
been
able
to
work
with
organizations
throughout
the
state
in
all
parts
of
the
state,
so
I
just
want
to
take
we're
all
going
to
get
on
the
little
school
bus.
Just
for
a
few
minutes
and
we're
going
to
start
where
we
started
from
in
2018,
where
we
are
now
and
then
I'll
provide
some
recommendations
or
suggestions
on
where
I
think
we
need
to
go
and
build
upon
the
great
work
we've
done
here
in
Kentucky,
Dr
shusta
did
mention
a
little
bit
about
where
we
started.
F
Unfortunately,
in
in
January
23rd
of
2018,
two
of
our
young
people
in
Marshall
County
were
killed
by
a
third
student
at
the
same
school
and
I
was
one
of
the
original
councils
crisis
councils
to
go
in
there
after
the
event
and
provide
support.
It
was
a
day
out
enough
again
many
of
you
folks,
it's
one
of
those
events
in
your
lives
that
you'll
never
forget.
If
you
just
say
the
word
Marshall
County,
it
brings
you
back
to
to
where
you
were
when
you
heard
about
that
event.
F
Well,
one
of
the
amazing
things
when
I
was
there.
The
first
few
days
was
how
that
Community
came
together
so
quickly.
They
used
their
local
resources,
State
resources
and
federal
resources
to
deal
with
the
immediate
needs
of
those
Children
and
Families,
which
I
was
very
proud
of
the
work
that
they
did.
F
and
I'm
really
proud
of
that.
In
fact,
I
brought
my
pen
from
2019
when
Governor
Bevin
signed
the
that
legislation
into
law
is
one
of
my
proud
days
as
a
school
psychologist
that
the
state
took
a
thoughtful,
proactive
approach
in
dealing
with
trauma
and
making
sure
our
students
are
safe
and
so
I
was
proud
of
the
work
that
we
did
back
then,
and
as
we
continued
to
do
that,
so.
A
What's
the
starting
point,
let
me
also
say
to
the
members
and
those
present
the
name
of
that:
the
school
safety
resiliency
Act
was
recommended
by
Joe.
We
did
not
know
what
the
name
was
going
to
be.
It
could
have
been
school
safety,
but
he
made
sure
when
we
were
discussing
it
to
make
sure
it
had
also
resiliency
so
to
give
proper
credit
for
the
name
of
that
and
Pat
on
your
back
Joe.
F
Thank
you
chairman,
wise
I,
appreciate
that,
so
what
we
did
back
then
and
where
we
are
now
is
we
want
to
make
sure
the
children
are
physically
and
psychologically
safe.
So
in
Senate
bill
one
and
then
the
following
year,
Senate
Bill
8,
which
updated
the
original
bill
is.
We
talked
about
physical
safety
and
psychological
safety,
and
when
I
was
here
last
month,
when
John,
Akers
and
Ben
Wilcox
did
the
presentation.
F
Okay
and
I'll
talk
a
little
bit
about
that
in
a
little
in
a
little
bit.
Just
give
you
some
suggestions
on
how
we
can
improve
upon
that
we'll
touch
a
little
bit
upon
Suicide
Prevention.
That's
something!
We've
actually
been
doing
in
Kentucky,
since
around
2012
2013.
as
a
person
who's
dealt
with
Crisis
Intervention
in
schools
for
the
bulk
of
my
career,
the
most
difficult
situations
where
we
have
to
go
in
and
support
young
people
is
after
a
suicide.
To
be
honest
with
you.
F
Well,
we
have
to
support
the
other
children,
the
staff,
the
families
in
the
community
to
deal
with
that
touch
upon
a
little
bit
about
the
additional
mental
health
specialist
I.
Think
the
analysts
from
KDE
shared
with
you.
Our
goal
is
250
to
1
of
mental
health
professionals
in
the
school
and
we're
getting
closer
to
that
number
which
I'm
excited
to
see,
and
then
we
also
want
to
talk
a
little
bit
about
adverse
childhood
experiences
or
Aces.
Okay,
so
that's
kind
of
where
we'll
start.
F
We
experienced
two
of
those
recently
in
the
last
two
years
in
Kentucky
the
tornadoes
in
Western
Kentucky,
the
long-term
impact
for
that
both
on
the
community,
but
also
on
young
people
and
then
the
the
flooding
in
Eastern
Kentucky
a
little
over
a
year
ago.
Okay,
so
those
are
some
of
those
adverse
childhood
experiences
as
Senator
wise.
We're
talking
about.
F
Resiliency
is
the
second
part
of
the
school
safety
and
resiliency
act,
and
really
resiliency
in
my
mind,
is
be
having
the
wherewithal
and
the
skills
needed
to
bounce
back
from
an
adverse
experience,
whether
it's
abuse,
neglect,
Community
violence
or
weather
related
situation
right.
The
ability
to
bounce
back
from
that
a
concept
that
you
may
not
be
familiar
with
is
what
we
call
positive
childhood
experiences.
F
Pces
and
they've
been
around
for
a
while,
and
this
is
a
framework
from
Dr
Seeger
cedra
from
Tufts
University
up
in
Massachusetts,
but
he
talks
about
if
we
can
create
positive
childhood
experiences
that
will
help
mitigate
the
impact
of
adverse
childhood
experiences.
So
there
are
four
components
to
that
and
I'll
just
briefly
touch
upon
those
it's
about
relationship
building
right
does
that
child
feel
connected
to
adults
in
their
life,
whether
obviously
Mom
Dad,
family
members,
but
other
adults
with
that
they
have
connections
with.
F
So
it's
about
relationships,
it's
about
having
Stables,
stable,
safe
and
environmental
Equitable
environments
in
the
home
and
in
the
school
now.
Obviously,
the
first
Educators
for
any
child
in
Kentucky
and
across
the
United
States
are
the
parents
right
and
those
parents
should
stay
engaged
throughout
the
child's
educational
career
until
they
graduate
high
school.
But
at
one
point:
when
they
come
to
school,
then
the
parents.
We
want
them
to
continue
to
partner
with
the
Educators.
So
having
that
relationship
between
the
parents
and
EDU,
the
case
is
important.
F
The
social
and
Civic
engagement
is
another
key
piece
that
sense
of
belonging
and
connectiveness
a
lot
of
children
who
have
Aces
a
lot
of
times.
They
don't
have
something
that
they
can
anchor
onto
right,
that,
for
whatever
reason
the
parent
may
be
incarcerated,
or
parents
involved
with
drugs
and
they're
not
able
to
get
clean
from
the
drugs
they're
looking
towards
something
else
that
they
can
hang
on
to,
and
so
often
that's
going
to
be
the
school
and
the
staff
who
work
in
the
schools
so
that
sense
of
belonging.
F
That
sense
of
connectiveness
is
critical
and
then
the
last
piece
up
there
is
the
emotional
growth
right
being
able
to
what
we
call
self-regulations
of
emotions
and
behaviors.
So
often
our
young
people,
especially
now
you
hear
increased
rates
of
depression,
increased
rates
of
suicide,
ideation
increased
rates
of
anxiety.
It's
that
self-regulation
being
able
to
manage
their
emotions
and
behavior,
is
a
key
piece
of
what
we
need
to
be
doing
and
engaging
those
positive
childhood
experiences.
F
So
that's
kind
of
where
we
are
now
and
here's
where
I'd
like
for
us
to
go
and
for
you
folks
to
think
about
as
policy
makers.
What
is
it
that
you
can
do
here
in
Frankfurt
to
support
the
work
in
all
local
communities,
so
we'll
touch
a
little
bit
upon
the
the
the
trauma-informed
plans
and
then
we'll
talk
a
little
bit
about
the
suicide
prevention
and
the
structures
within
schools
that
are
already
there
to
support
young
people.
F
There
was
talking
about
the
the
trauma-informed
plans,
and
so
what
we'd
like
to
see
is
to
continue
the
trauma-informed
plants,
but
tweak
it
a
little
bit
right.
So
the
first
thing
is
right:
now,
it's
just
at
the
district
level.
I
think
we
need
to
have
it
both
at
the
district
level
and
at
the
local
school
level.
We're
already
doing
that
with
the
school
Improvement
plans
and
the
district
Improvement
plans.
So
that's
nothing
new
to
schools
and
Educators.
F
The
second
piece
of
that
is
being
able
to
collect
data
about
young
people
for
us
to
tell
us
what's
going
on
in
their
lives
right
and
so
two
ways
that
we
were
able
to
collect
data
and
hear
the
voices
of
young
people
was
through
the
kip,
the
kip
data
and
the
kip
survey,
the
Kentucky
incentives
for
prevention
and
the
yrbs,
which
is
the
youth
risk.
Behavioral
surveillance
survey
right,
and
so
we
asked
young
people
different
questions.
F
There's
a
little
bit
of
a
challenge
with
the
recent
passage
of
Senate
Bill
150,
that
school
districts
will
have
to
kind
of
work
through
about
being
able
to
collect
that
data
about
young
people
where
they
see
their
assets
are
or
their
strengths,
but
also
the
things
that
they
feel
they're
challenged
with
whether
it's
anxiety,
depression
or
vaping.
Okay,
so
we'd
have
to
look
at
that.
The
other
piece
I
think
what
we
need
to
do
as
it
relates
to
the
the
the
trauma-informed
plans,
is
that
data
needs
to
be
reviewed.
F
Those
plans
need
to
be
reviewed
at
the
school
level
and
at
the
district
level,
but
somebody
else
needs
to
review
that
data.
It's
a
missed
opportunity
for
us
that
we
have
171
trauma-informed
Plans
by
all
the
school
districts
and
nobody's
looking
at
data
collectively
to
say
Hey.
Listen
here
are
some
really
good
strategies
working.
You
know
in
Fulton
County
or
really
good
strategies
working
in
Taylor
County
or
in
Boone
County
right.
F
So
if
we
can
have
a
review
or
someplace
to
to
send
those
those
plans,
then
we
can
look
at
those
plans
and
say:
okay.
This
is
what's
really
working
and
then
share
that
out
back
to
the
other
school
districts.
We
don't
want
to
reinvent
the
wheel
if
we
don't
have
to
okay
and
so
I
know.
When
the
analysts
from
KD
was
here
last
month,
he
shared
a
little
bit
that
KDE
asked
for
school
districts
to
voluntarily
send
this
their
plans
to
them,
and
then
they
have
the
folks
at
UK.
F
Look
at
those
plans
and
they
came
up
with
some
suggestions.
So
I
would
encourage
you
to
think
about.
Let's
not
miss
that
missed
opportunity
of
looking
at
that
data
from
those
trauma-informed
plans
and
then
making
good
decisions
based
on
that
data.
Right
recognize
those
districts
that
are
doing
a
good
job
and
then
supporting
those
districts
that
are
struggling
with,
creating
that
framework
of
support
that
they
need
in
order
to
meet
the
needs
of
all
their
children
in
their
schools.
F
F
The
second
piece
and
the
last
piece
on
the
the
education
plan
is
to
include
the
resiliency
piece.
It's
already
in
the
title
of
the
the
law
send
Senate
bill
one,
but
let's,
let's
put
an
intentional
focus
on
building
resiliency
young
people,
because
in
my
mind,
a
young
person
who
has
resiliency
I
kind
of
think
in
four
key
areas
or
strengths
that
they
should
have
critical
thinking,
skills
being
able
to
identify
problems
or
situation
and
being
able
to
deal
with
that
in
an
effective
way.
F
Okay,
I
think
that's
important
communication
skills,
social
skills
to
some
of
the
other
ones
and
then
that
self-regulation
of
emotions
and
behavior.
How
significant
is
our
problem
with
mental
health?
When
you
talk
I'm
sure
when
you
go
back
into
your
communities
when
you
talk
to
your
superintendents,
your
teachers,
your
principals,
probably
the
number
one
thing
you
hear
from
them
often
is
about
mental
health
right,
and
so
we
have
to
have
a
systematic
way
of
dealing
with
that.
So
I
think
that's
important.
We're
not
inventing
the
new
a
new
wheel.
F
F
The
other
piece,
as
I
mentioned,
one
of
the
most
difficult
jobs
I
had
being
a
school
psychologist,
was
going
to
school
after
a
crisis
after
a
suicide
they're,
some
of
the
most
challenging
cases,
so
the
school
psychology
Association
the
school
councils
and
school
social
workers
got
together
and
say
they
have
a
position
paper
on
how
we
can
improve
this.
The
suicide
prevention
programs
in
schools,
and
so
one
of
the
things
that
they
want
to
talk
about
any
program
you're
going
to
be
providing
to
students
and
to
staff,
needs
to
be
evidence-based.
F
F
The
other
thing
is
right
now
the
law
says
we
have.
Students
have
to
receive
that
information
or
that
lesson
before
September
15th
each
year.
Now
the
beginning
of
school
is
always
a
challenging
time
for
any
school
district
to
say
the
least,
and
so
we
they
all
get
it
done.
But
having
another
lesson,
I
think
in
like
in
January
just
to
kind
of
relearn
for
the
young
people
to
relearn
some
of
those
key
Concepts,
you
know
if
they're
struggling,
who
can
they
go
to
so
that
would
be
a
suggestion
we
have
for.
F
So
that
would
be
that,
and
then
also
we
know
from
our
data
is
that
the
young
people
who
are
taking
their
lives
by
Suicide
or
just
not
middle
school
and
high
school
students.
We
actually
have
data
that
shows
elementary
students
are
taking
their
own
lives,
and
so
one
of
the
things
we're
suggesting
is
that
not
only
providing
educational
trainings
for
sixth
grade
to
12th
grade
staff
certified
and
classified
staff,
but
also
anybody
who
has
contact
with
that
young
person
right,
starting
in
fourth
grade
that
teaching
those
fourth
grade
teachers
and
fifth
grade
teachers.
F
Here
are
some
of
the
warning
signs,
because
if
we
can
catch
a
child
who's
struggling
in
elementary
school
and
provide
the
support
that
they
have,
then
then
they
may
have
a
more
successful
transition
into
high
school.
So
I
think
you
know
incorporating
some
of
the
training
for
fourth
and
fifth
grade
staff
or
people
have
direct
contact
with
children.
F
I
think
will
be
a
great
opportunity
that
would
help
everyone,
because,
like
I
said,
the
toughest
thing
we
have
to
do
as
school-based
professionals
is
deal
with
a
situation
when
a
young
person
took
their
life
and
we
have
to
go
in
there
and
support
the
school.
I
can
tell
you
when
I
go
in
those
calls
I
often
hear
from
the
children
from
the
students
they
say.
If
I
only
knew
what
to
do.
When
my
friend
died.
F
You
know
if
I
know
who
to
go
to
or
ask
the
right
question
link
them
to
the
appropriate
resource,
because
then
they
have
that
Survivor
guilt,
I
didn't
know
what
to
do
and
I
hear
the
same
responses
from
teachers
and
from
bus
drivers.
When
we
do
that,
because
often
people
closest
to
the
children
many
times
it's
the
teacher,
but
it
could
be
the
support
staff
too.
So
my
last
point
I
just
want
to
bring
up
is
when
we
talk
about
suicide
prevention.
September
is
actually
Suicide
Prevention
month,
okay
and
so
just
to
let
you
know.
F
There's
a
little.
Over
a
year
ago,
the
number
the
crisis
hotline
became
a
three-digit
number
988,
and
it's
staffed
here
in
Kentucky
by
our
community
mental
health
centers,
and
then
folks
can
either
call
that
line
or
text
that
line
so
I
just
want
to.
Let
you
know
that
September
Suicide
Prevention
month
and
one
of
the
things
we
can
do
to
prevent
the
loss
of
life
by
Suicide,
of
a
young
person
or
by
a
staff
person,
so
I'd
be
happy
to
answer
any
questions
or.
A
E
Fine
with
that,
okay,
sure
and
Joe
has
offered
to
be
my
AV
person,
because
you
don't
want
me
near
the
computer,
so
I
just
want
to
chat.
Give
a
shout
out
you're
going
to
hear
from
the
comp
Care
Centers.
We
call
them
the
cmhcs,
but
Kentucky
is
among
the
leaders
of
the
Nation
on
answering
these
988
calls.
E
I
just
want
you
all
to
know
that,
because
it's
so
rare
that
we
get
to
tout
Kentucky
in
terms
of
mental
health
response,
but
because
of
the
way
that
our
community
mental
health
centers
are
set
up
so
that
each
county
is
assigned
to
a
cmhc.
We
have
11
of
these
call
centers
and
those
calls
are
being
answered
locally
folks,
which
is
critical,
because
it
means
that
the
caller
can
get
get
connected
with
a
local
resource.
E
So
the
person
that's
answering
the
phone
sounds
like
them
no
offense
to
but
they're
not
being
answered
in
New
York
by
somebody
who
doesn't
sound
like
a
Kentuckian.
So
really
really
important.
I
just
want
to
point
that
out,
because
988
is
is
a
huge
issue
for
suicide
prevention
questions
not
only
about
mental
health
but
also
substance,
use
disorders,
so
again,
I'm
with
the
mental
health
Coalition
42
years
old,
80
plus
organizations
providers,
consumers,
family
members,
Advocates
I
also
am
wearing
another
hat.
E
That
I
should
have
put
on
there
and
that's
the
Kentucky
Coalition
for
healthy
children
and
that's
a
group
of
50
organizations
run
by
the
foundation
for
healthy
Kentucky,
and
many
of
these
suggestions
are
coming
from
that
group
as
well.
So
next,
please,
thank
you.
So
I
just
want
to
remind
you
how
how
wise
you
all
were
and
and
and
the
language
that
you
used
in
Senate
bill
one
you
said
school
safety
is
a
program
of
prevention.
E
Right
there
you
didn't
say:
school
safety
is
about
Metal,
Detectors
and
locking
doors
or
even
the
psychological
part
of
it.
You
said
it's
a
program
of
prevention
and
look
at
what
you
wanted
to
prevent
students
and
staff
from
substance
abuse,
violence,
bullings
left,
you
know
even
injury
from
severe
weather
and
so
forth,
but
think
about
that
and
I
think
and
Joe
and
I
are
lockstep
in
agreement
here
that
we
really
need
to
come
back
to
that
notion
of
prevention
and
I'm
going
to
give
you
some
some
other
reasons
why?
E
So
next,
please
so
the
trauma-informed
approach
is.
Is
there
throughout
Senate
bill?
One
actually
started
earlier
with
House
Bill
608
in
the
2018
general
assembly,
and
the
idea
is
that
you're
going
to
make
that
whole
school
trauma
informed
so
you're
going
to
incorporate
that
awareness
and
look
at
what
you
want
to
Foster,
safe,
stable
and
understanding
learning
environments
for
all
students
and
staff.
So
we're
not
just
focusing
and
again.
E
This
is
going
to
be
important
later
on
we're
not
just
focusing
on
those
students
who
have
a
known
trauma
history
and
who
we
would
probably,
as
clinicians
say,
there's
somebody
with
a
mental
health
problem.
We
really
need
to
be
looking
at
all
the
students
and
all
of
the
staff,
and
this
is
something
that
we've
heard
John
Akers
say
over
and
over
again,
if
a
kid
has
at
least
one
adult
in
that
school
setting.
That's
key.
E
We
know
from
the
kids
we
know
from
the
and
that
person
doesn't
have
to
be
a
teacher
or
it
probably
won't
be
a
mental
health
person
in
the
in
the
school.
It's
probably
going
to
be
the
lunchroom
lady
or
the
bus
driver
or
more
likely,
the
secretary
in
the
principal's
office
right.
It's
that
person
that
they
see
all
the
time
and
they
know
that
they
are
known
by
that
person.
And
so
when
that
kid
hears
something
they're
going
to
say
something
and
they're
going
to
say
it
to
that
person.
E
E
Successful
and
again,
you
come
back
and
reiterate
that
point
known
by
at
least
one
adult
in
the
school
setting
so
important,
so
Joe
talked
about
Aces
adverse
childhood
experiences.
I
always
remind
people
when
we
do
these
workshops
that
it's
not
the
card
playing
kind
of
Aces.
These
are
really
important.
Things
I
want
to
present
this,
because
this
is
a
little
bit
different
way
of
thinking
about
it.
E
So
if
you
look
at
the
branches
of
the
tree,
the
above
ground,
those
are
the
things
that
get
assessed
in
the
aces
questionnaire
and
you
can,
as
an
adult,
think
back
to
your
childhood
and
look
at
those
things.
And
some
of
those
are
things
that
unfortunately,
Kentucky
has
a
high
rate
of
kids,
I.
Think
one
of
the
highest
in
the
nation
of
kids,
whose
parents
are
incarcerated
or
have
been
incarcerated.
We
have,
unfortunately
lots
of
domestic
violence.
E
Substance
abuse
is
still
a
problem
and
we
know
that
there's
physical
and
emotional
neglect,
but
look
at
what's
Underground,
because
that's
really
where
you
all,
as
members
of
the
general
assembly,
have
to
look
at
those
things
as
the
roots
of
of
Aces
lack
of
opportunity,
economic
mobility
and
social
capital,
poor
housing
and
quality
and
affordability,
violence
in
the
community,
poverty,
discrimination
and
Community
disruption,
and
sometimes
those
are
from
natural
causes
like
again
the
tornadoes
and
the
floods.
Sometimes
it's
from
a
mass
shooting,
a
horrible
thing
that
we
had
in
Louisville
a
couple
months
ago.
E
E
So
there
are
some
things
and
and
you'll
have
these
in
your
slides.
But
some
of
those
things
on
the
on
the
left
are
things
that
as
legislators,
you
might
really
think
about
what
are
our
economic
supports
to
families?
What
are
the
social
norms
that
protect
against
violence
and
adversity,
strong
start
and
we're
talking
much
more
about
child
care
these
days
and
about
Pre-K
those
really
early?
We
know
that
90
of
the
brain
development
is
happening
in
those
first
five
years
and
we
better
get
those
kids
educated
and
stimulated
and
and
safe
and
protected.
E
So
it's
just
some
ideas
about
preventing
Aces
next
Joe,
and
then
these
are
what
we
call
Paces
or
pces.
As
Joe
said,
all
the
things
that
we
would
like
for
kids
to
have
experienced
and
if
they
missed
them,
we
can
start
filling
those
in
at
the
school
level.
The
ability
to
talk
about
their
feelings
to
feel
like
they're,
supported
a
sense
of
belonging
having
friends
having
at
least
two
non-parent
adults
who
genuinely
care.
E
So
again,
those
are
the
things
that,
interestingly,
the
latest
research
is
that
if
you
emphasize
these
Paces,
you
can
actually
overcome
the
effect
of
aces.
In
other
words,
the
power
of
the
positive
can
outweigh
the
power
of
the
negative,
so
you
can
build
those
in
and
and
get
kids
and
adults
for
that
matter
in
a
good
place
next,
please!
E
So
let
me
give
you
some
survey
and
Joe
mentioned
these
surveys:
the
Kentucky
incentives
for
prevention
and
the
Kentucky
youth
risk
behavior.
This
is
from
2021
22
percent
of
participating
schools.
Six,
eight
tenth
and
12th
grades
reported
serious
psychological
distress.
Almost
22
percent
of
middle
school
kids
reported
that
their
mental
health
was
not
good.
Most
of
the
time
are
always,
and
that
included
stress,
anxiety
and
depression
and
of
the
high
school
students.
Almost
29
percent
also
reported
that
their
mental
health
was
not
good.
E
Most
of
the
time
what's
important
about
this,
and
you
all
have
heard
me
over
the
years
say:
mental
health
is
mental.
Illness
is
everywhere.
Mental
health
issues
are
everywhere.
One
in
five
of
you
of
us
are
going
to
experience
some
kind
of
mental
health
issue
in
our
lifetime.
I
remember
the
first
time
it
was
back
in
the
70s
just
to
date,
myself
when
I
told
a
panel
that-
and
there
were
probably
20
legislators
out
there
and
100
people
in
the
audience
and
people
started
kind
of
looking
around.
E
You
know
who's
who's
that
one
in
five,
you
know
be
honest
with
yourself:
we've
all
had
those
issues,
so
this
data
Rings,
true
to
me
I
guess,
is
my
point.
This
is
between
we're
now
saying
one
in
four.
Maybe
is
the
number
so
think
about
that
and
again,
what
are
the
resources
If?
All
we're
going
to
do
is
pay
attention
to
that
top
tier
of
those
tier
three
and
tier
two
kids.
Next,
please
so
there
you
are,
if
you
take
the
tier
three
and
tier
two,
that's
20.
E
E
E
E
So
you
got
this
information
from
Matthew
at
Kentucky.
Department
of
Education,
about
the
numbers
of
mental
health
professionals
and
I
was
glad
to
see
that
the
you
know
all
those
numbers
are
going
up
and
in
fact,
School
Marshall
Ben
Wilcox
reported
that
in
2022,
that
ratio
was
1
to
311
students
and
now
it's
1
to
306.
E
So
you're
inching
your
way
up
to
that
one
in
in
250,
and
that's
you
to
be
commended
and
I
know
that
those
groups
have
come
back
and
asked
for
more
funding,
because
you
were
not
funding
it
enough
of
a
salary
to
actually
hire
people.
But
you
know
you
still
have
a
ways
to
go,
but
here
comes
the
bad
news:
we're
never
going
to
have
enough
mental
health
professionals.
E
Never
if
you
look
at
the
enrollment
and
graduate
programs-
and
you
look
at
the
long
time
that
it
takes
and
you
don't
have
to
stay
in
school
like
a
representative,
willner
and
I-
did
to
get
a
doctorate
where
you
go
six
years
and
then
have
a
year's
internship.
If
you
stop
at
a
master's
level-
and
you
can
still
do
good
clinical
work,
but
we
will
never
have
enough
mental
health
people,
so
I
applaud
you
for
keeping
that
goal
and
I
I
think
that
goal
should
still
be
there.
E
But
we're
gonna
have
to
do
some
other
things
and
you
all
have
so
much
wisdom
and
foresight
in
Senate,
Bill
8
that
you
laid
out
these
trauma-informed
plans
and
create
a
trauma-informed
teams
and
we're
not
using
them
we're
just
simply
not
using
them
to
their
full
capacity.
And
you
could
do
a
lot
of
these
things
and
it's
not
going
to
cost
you
any
money
which
you
should
be
happy
about.
I
promised
Max
when
I
I'm,
sorry
Senator
wise.
E
You
know
they
work
in
the
schools,
but
there's
kind
of
a
disconnect
we're
hearing
between
the
Friskies
in
the
school,
the
trauma-informed
team,
and
they
need
to
be
absolutely
working
hand
in
hand.
So
we
need
to
be
looking
at
at
that
Improvement
in
the
also
mentioned
School
nurses
and
other
school
and
District
Personnel.
Next,
please
Joe.
E
So
we
said
that
there's
the
plan
and
it
says
what
it's
going
to
do:
trauma
awareness,
School
climate,
including
inclusivity
and
diversity,
trauma-informed,
disciplined
policies
and
then
providing
services
and
programs
and
I
think
all
of
the
plans
met
those
goals.
Next,
please
so!
Here's
where
some
improvements
can
be
made.
E
E
I
think
KDE,
I
think
the
center
for
school
safety
I
think
the
SeaTac
over
the
center
for
trauma
and
children
over
at
UK,
which
has
done
so
much
consultation.
There
are
a
lot
of
us
in
the
mental
health
world
that
would
like
to
be
helpful
in
that,
but
but
they
they
really
need
to
have
some
luck
so
that
they,
you
know,
we
can
learn
from
them
and
they
don't
have
to
be
reviewed,
revised
or
updated,
which
I
think
is
a
mistake.
E
Think
how
much
our
research
is
taking
us
think
how
much
our
our
school
experience
is
taking
us.
Those
plans
need
to
be
updated
as
our
information
and
our
knowledge
about
kids
and
how
better
to
put
trauma-informed
practices
in
schools
is
updated
and
they
need
to
be
updated.
So
again,
I
recommend
a
change
there.
E
They're
not
available
for
best
practice
examples
for
research
or
peer
consultation,
or
for
technical
assistance
and
again
because
they're,
not
public
and
they're,
not
collected
publicly.
This
would
be
great
dissertation
material.
At
least
I
was
thinking
about
this
with
you
know
somebody
working
on
their
child
clinical
internship
or
their
school
psychology,
internship
to
really
delve
into
these
things
and
they're
aimed,
unfortunately,
there's
a
lot
of
talk
in
the
trauma-informed
teams
about
that
top.
You
know
20
percent
of
kids
that
have
trauma.
E
We
really
need
to
be
redirected.
Remember
what
you
set
out
in
the
very
beginning.
That's
why
I
started
this
this
way.
You
talked
about
all
students,
and
you
talked
about
prevention,
and
we
have.
We
don't
have
the
the
full
pyramid
yet
because
we're
not
we're
not
aiming
at
that
80
percent
there
next,
please!
E
E
E
Why
not
make
that
part
of
what
they're
doing,
and
then
you
have
a
lot
of
community
providers
with
expertise
and
programs
and
some
of
your
community
mental
health
centers
that
are
linked
up
with
the
schools
not
only
can
provide
one-to-one
therapy
if
that's
partly
what
you
need,
but
they
could
also
do
some
consultation
around
programming
and
so
forth.
So
what
is
that
barrier
and
I?
E
Don't
know
if
that's
a
money
thing
or
a
encouragement
thing
or
what
I
assume
that
that
some
of
these
groups
can't
do
this
without
some
money,
but
we're
not
talking
about
huge
amounts
of
money,
I,
don't
think
so.
I
don't
want
Max
to
think
I
came
under
false
pretenses.
So
next
please
so
we
need
to
use
every
possible
resource
and
Personnel
to
increase
Outreach
to
all
students.
E
I
was
so
surprised
at
the
presentation
by
Ben
Wilcox
about
the
amount
of
training
that
the
sros
were
getting
on
trauma-informed
practices
and
he
made
the
comment
and
I've
heard
it
from
him.
He
was
interviewed
by
Renee
Shawn
connections
on
KET
and
he
made
the
comment
again.
Actually
our
SRO
and
some
schools
could
be
an
invaluable
resource
to
the
trauma-informed
team
and
in
certain
situations.
So
we
we
need
to
utilize
that
that
expertise
and
I'm
going
to
say
because
I've
been
on
this
bandwagon
for
a
long
time.
E
We
need
a
full-time
nurse
in
every
school
building
all
day
every
day
and
I'm.
Sorry
that
Senator
Thomas
is
not
here
but
Senator
wise,
even
asked
where
the
School
nurses
were
in
the
data,
and
let
me
tell
you
why,
because
health
and
safety
are
so
intertwined,
but
here's
the
biggest
reason
why,
if
I'm
a
fourth
grader
a
fifth
grader,
a
middle
schooler
and
I
am
just
really
I've
got
something
that
I've
heard.
That
I
think
somebody
needs
to
know
and
I,
don't
know
what
to
do
with
it.
E
E
It
just
isn't
going
to
happen
folks
and
I
hate
to
say
that,
because
that's
the
stigma
around
mental
health,
but
they
are
very
likely
to
say,
I've
got
a
stomach
ache
and
I
need
to
go,
see
the
school
nurse
and
that
school
nurse
ends
up
being
almost
a
mental
health
liaison
or
provider.
Actually
that
Confidant
and
can
be
such
a
valuable
part
of
that
team
and
ask
John
Akers
I,
think
you
all
have
seen
the
letter
of
support
that
he
wrote
for
us
a
year
ago
about
how
integral
he
thought.
E
School
nurses
could
be
to
the
Personnel
in
the
schools
end
of
that
commercial.
So
out
of
the
Marshall
High
School
tragedy,
good
things
came
and
I'm
sorry,
it
came
at
such
a
high
price,
but
we
recognize
the
need
to
make
our
schools
and
kids
safer.
We
do
both
what
John
Akers
has
always
called
the
hardware,
the
physical
stuff
and
the
hardware,
which
is
the
psychological
stuff.
E
E
We
have
an
opportunity
to
prevent
more
tragedies
and
to
help
prevent
mental
health
issues
for
all
students,
and
we
have
the
ability
to
improve
the
plans.
The
teams
and
the
schools
to
develop
greater
resiliency
of
students
and
staff
and
I'm
finished.
Put
on
my
little
question
thing
because
I,
like
my
little
guy.
Oh
thank
you.
A
Thank
you
both
for
the
presentation
and
the
overview.
Thank
you
also
providing
recommendations
for
us
as
we
go
forth
and
our
work
that
we're
doing
here
once
we
present
at
the
end
of
of
this
interim
to
to
our
leadership
teams
and
Sheila
I'm
glad
you
also
had
in
your
presentation
on
that
goal
of
showing
what
we've
got
in
terms
of
one
in
311,
1
and
306..
A
E
To
250,
and
then
we
realized
we
were
never
going
to
get
there
and
we've
made
the
team
much
more
important
in
that
respect.
So
we've
included
the
school
psychologists
and
the
school
social
workers
and
they
bring
slightly
different
skills.
They
all
have
the
same
goal,
but
they
go
about
it
in
a
little
bit
different
way.
I,
don't
think
it's
too
lofty
and
the
fact
that
we're
making
progress
makes
me
think
it
is
still
very
much
worth
doing
and
I
think
I
think
the
schools
need
both
the
inside
and
the
outside
mental
health.
E
If
you
will,
if
you
rely
only
on
the
the
inside
people,
some
some
kids
and
some
families
are
not
going
to
be
comfortable
having
their
child
seen
around
mental
health
issues
by
somebody
inside
the
school
community
and
I'm
guessing
that's
particularly
true.
I
had
a
friend
who
used
to
consult
all
over
Kentucky,
but
in
the
rural
communities,
where
everybody
knows
everybody,
and
everybody
knows
everybody's
business
and
everybody
in
the
school
system
is
related
to
somebody
else
in
the
school
system.
A
F
Can
I
just
have
a
point
to
that?
It
is
great
that
we're
making
progress
towards
that
goal,
but
one
of
the
things
we
need
to
think
about
what
are
those
providers
doing
in
the
school
right
so
right
now,
when
Sheila
showed
you
that
pyramid
of
support
those
providers,
whether
they're,
school-based
people,
the
school
psychologists,
social
workers,
school
counsels
or
Community,
Partners,
they're,
primarily
working
with
that
top
20
percent,
the
most
at
risk,
students
I,
think
what
we
need
to
be
thinking
about.
They
also
those
providers
need
to
help
at
that
bottom.
F
So
what
we
need
to
be
thinking
about?
Not
only
supporting
the
people
at
the
top
of
the
pyramid,
but
having
those
providers
help
at
that
tier
one
or
the
universal
supports
we're
already
doing
that
with
academics.
Right
just
take
the
example
for
reading
right,
all
the
schools
are
going
through
research-based
programs
now,
which
I
applaud
everybody.
If
you
do
that
well,
you're
going
to
take
care
of
80
percent
of
the
population
right,
so
you
don't
have
to
go
to
tier
two.
You
don't
have
to
go
to
tier
three.
F
So
that's
why
we
have
to
have
equal
focus
on
meeting
the
needs
of
the
people
at
the
top
of
the
pyramid
and,
at
the
same
time,
support
the
folks
teachers
and
other
Educators
to
make
sure
they're
providing
what
they
can
do.
We're
not
asking
them
to
therapists.
Teachers
would
not
ask
them
to
do
that,
but
if
there's
something
that
they
can
do
to
build
those
resiliency
skills
and
children,
then
those
children
go,
don't
go
to
tier
two
and
they
don't
go
to
tier
three.
So
very.
F
A
You
my
last
question:
I've
got
some
other
members
with
some
questions.
Joe,
you
talked
about
suicide
prevention.
Programs
is
required
that
we
put
into
the
law.
What
are
you
seeing
that
are
working
very
effectively
in
schools?
I
worry
sometimes
about.
Are
we
truly
just
glossing
over
some
of
that
with
school
districts?
Is
there
coordination
that
you
see
that
some
of
these
are
working
very
effectively
to
share
that
with
other
districts.
F
And
actually
I,
that's
a
great
point
just
to
give
you
an
idea
when
I
first
came
about
like
in
2012,
they
left
it
up
to
school
districts
to
decide
what
you're
going
to
do
and
schools
even
within
a
school
system.
Schools
were
doing
it
differently.
I
know.
In
some
schools
they
were
given
a
flyer
on
suicide
prevention
to
the
high
school
students
just
before
they
got
on
the
bus
and
they
were
going
home.
It's
crazy
right.
What
happens
if
that
brought
up
an
issue?
I
am
suicidal.
F
Okay,
we're
going
to
put
you
on
the
bus
and
go
down
I-65
at
60
miles
an
hour
with
the
bus,
driving
40,
other
kids
and
you're
thinking
about
suicide.
Right
what's
happened
since
then
is
schools.
We
have
we've
gone
on
that
Journey,
just
like
we're
going
on
the
journey,
but
becoming
more
resilient
and
building
safety
in
schools.
I.
Think
now
and
the
suggestion
is,
you
can
only
use
research-based
programs
right
and
that
you
have
to
do
it
on
a
regular
basis.
F
I
mean
there
were
times
in
the
district
where
I
worked,
we
found
out
a
child
was
suicidal,
and
so
so,
when
our
Community
Partners,
whether
it's
the
community
health
Center,
where
I
live
or
as
a
hospital,
we
were
able
to
connect
with
them.
They
can
do
an
assessment
to
see
hey
that
child
really
is
suicidal.
That
child
needs
an
intense
level
of
support.
So
I
think
if,
if
the
message
is,
you've
got
to
use
a
research-based
program
right
right,
just
like
we're
doing
for
reading
that's
the
expectation
for
reading
now.
B
H
H
About
prevention-
and
you,
you
focused
a
lot
about
early
literacy.
Of
course,
chair
West
and
I
have
worked
a
little
bit
on
early
literacy.
So
we
understand
the
evidence-based
approaches.
Are
so
essential.
I
appreciate
what
you
said
about
pce
I,
think
it's
a
that's
a
new
I'm
gonna,
be
honest!
That's
a
new
term!
For
me.
E
H
Positive
childhood
experiences,
but
I
think
it's
so
essential
to
focus
on
these
tier
one
methods.
Before
we
get
to
this,
we
don't
want.
We
don't
want
to
neglect
those
children
who
have
issues,
but
we,
if
we
can
prevent
them,
we're
so
much
further
ahead
and
I
guess.
My
question
is
one
more
I
got
a
lot
of
questions,
but
one
of
my
questions
is
developing
positive
relationships:
positive
home
environment
with
parents.
Unfortunately,
not
all
children
have
those
opportunities.
H
F
If
I
can
go
first
sure,
one
of
the
things
that
balance
does
is
when
we
go
into
a
community
and
we
work
with
school
districts
and
health
departments.
We
say
we
also
have
to
have
access
to
the
family
members,
and
so
when
we
go
in
and
provide
professional
development
to
the
healthcare
workers
and
then
to
the
Educators.
We
also
do
training
for
the
caregivers.
Unfortunately,
in
Kentucky,
in
the
a
lot
of
places
where
I
do
consultation
is
they're
being
raised
by
their
grandparents
right.
F
So
what's
really
important
is
that
we
provide
support
to
the
parents
who
are
giving
care
or
the
grandparents
who
give
care
to
the
children.
So
we
don't
talk
so
much
about
trauma
because
they
might
be
in
the
trauma
themselves,
but
we
talk
about
building
positive
relationships,
building
resiliency
skills
in
your
children,
because
they're
going
to
then
be
able
to
take
those
skills
as
when
they
graduate
high
school
start
their
own
business.
F
If,
if
you
in
the
same
seat
that
I
sit
in,
you
have
more
credibility
with
me,
because
you're
experiencing
what
I'm
experiencing
versus
some
guy
from
a
different
part
of
the
state
coming
in
so
being
have
an
intentionality
in
providing
support
to
the
adults
who
are
raising
our
children
is
critical.
If
we
want
to
go
and
change
their
direct
trajectory
of
our
children.
E
Johnny
did
so
and
so
or
he's
been
sent
to
the
principal
again
or
or
whatever,
and
if,
if
you've
got
some
kids
that
you're
beginning
to
work
with
and
you're
making
a
connection.
Somebody
in
that
school,
who
has
a
good
positive
relationship
with
that
child
ought
to
be
the
one
reaching
out
to
that
family
and
saying.
Let
me
share
some
things
with
you
that
we're
seeing
that
are
really
good
about
what
Johnny's
doing
here
at
school
and
here's
some
things
that
we've
learned
and
that
he
can
share
with
you
as
well.
E
You
know
it's
amazing,
if
you
kind
of
can
put
yourself
over
into
that
into
those
shoes
a
little
bit,
because
if
you
think
about
the
communications,
unfortunately,
school
people
are
very
busy,
and
so
they
tend
not
to
contact
families
unless
it's
something
negative.
I
also
think
we've
kind
of
lost
our
ptas
and
other
parent
kinds
of
groups.
That
really
really
really
we
need
and
we
need
to
be
doing
a
whole
lot
more
educating
and
whether
you're
Community
Partners
or
some
other
groups
can
come
in
when
I
first
went
into
practice
in
Louisville
I.
E
Don't
know
how
many
PTA
talks
I
gave,
but
it
was
a
ton
and
I
talked
to
preschool
parents,
parents
of
preschoolers
and
so
forth,
and
my
my
rule
was
if
one
parent
walks
out
of
here
with
one
good
idea
to
use
with
their
kid
at
home
that
changes
a
behavior
or
changes
the
way
they're
seeing
that
behavior,
it's
well
worth
it.
So
we
gotta,
we
gotta,
do
incremental
steps,
but
I
think
working
on
the
positives
works
with
parents
just
like
it
does
with
kids.
So
it's.
F
There's
such
power
within
those
within
those
organizations,
parents
that
if
they
can
support
other
parents,
I,
think
that
could
be
a
very
powerful
thing
that
we
could
do.
The
other
thing
is
I
think.
Sometimes
we
have
to
change
the
mindset
of
Educators
about
parents
so
often
I
go
into
an
IEP
meeting,
a
child
with
special
needs
and
we
have
to
get
all
the
school
Personnel
together.
F
It's
like
six
or
seven
of
us
and
we
agree
on
a
time
with
the
parent
and
the
parent
doesn't
show
and
like
everybody
gets
frustrated
or
you
know,
Mrs
bar
Jones
didn't
show.
Well.
Why
didn't
we
don't
ask
the
question:
why
didn't
Mrs
bar
Jones,
Show,
well
Mrs,
Bob,
Jones,
working,
three
jobs
and
a
car
just
broke
down
if
I
knew
that
I
would
have
a
different
perception
of
Mrs
bar
Jones
when
she
doesn't
show
right,
can
we
do
it
by
phone?
F
So
learning
the
back
story
so
often
when
that
conflict,
if
as
Educators,
if
we
just
learn
a
little
bit
more
about
parents
and
give
Grace,
then
we'll
have
a
better
relationship
because
I
think
that's
critical.
If
we
want
kids
to
change
their
trajectory,
parents
and
caregivers
and
Educators,
we
all
have
to
be.
You
know
off
the
same
page
and.
E
Let
me
just
add
that
the
Friskies
are
a
real
resource,
because
they
know
those
parents
and
they
know
them
in
a
helpful
way
and
the
Friskies
are
working
in
some
of
the
schools
and
doing
what
they
call
parent
cafes
and
their
monthly
greetings.
They
give
a
little
meal,
they
have
a
little
discussion
with
them.
They
have
some
sharing
time.
They
may
have
a
program
and
so
forth,
so
it
encourage.
E
We
need
to
encourage
our
schools
to
get
our
Friskies
more
involved
in
the
whole
trauma-informed
team,
but
also
really
use
them
in
in
a
positive
way
because
of
their
relationship
with
with
parents.
I
think
it's
a
resource
that
we've
not
used
enough
in
terms
of
building
that
relationship
with
parents.
D
I
want
to
thank
you
all
for
being
here
and
for
what
you
do.
It's
a
tremendous
work.
I
think
mental
health
has
gotten
worse
or
more
widespread
for
my
generation
to
my
children,
to
my
grandchildren
and
have
you
all
thought
much
about
are
able
to
work
with
peer-to-peer
groups
and
I'll
give
you
an
example.
So
you
can
know
what
I'm
talking
about
my
granddaughter
when
she
was
in
high
school.
They
saw
other
students
that
needed
help
and
they
decided
to
get
together,
and
mostly
it
was
for
help
with
homework
and
and
problems.
D
They
knew
they
had
problems
at
homes
in
this
and
that,
but
it
quickly
became
a
lot
of
them
were
suicidal
or
at
least
talked
about
it.
So
they
were
able
to
talk
to
each
other
about
it
where
they
wouldn't
go
to
an
adult,
and
then
they,
you
know
I'm
sure
they
talked
many
of
them
down
or
helped
them
out
with
their
life
because
they
caught
it
very
early
and
they
were
comfortable
with
each
other,
and
it
really
I
knew
what
she
was
doing.
D
But
it
really
came
home
when
during
covet,
when
my
granddaughter
was
living
with
me
and
they
had
two
or
three
of
them
there
that
were
doing
tutoring
with
each
other.
They
were
online
with
I,
don't
know
quite
a
few
people
and
talking
about
classes
and
tutoring
and
this
and
that
and
other
and
helping
each
other
out,
and
she
came
to
me
and
said
Grandpa.
Can
you
help
and
I
said
what
what
you
need?
We
have
someone
on
the
line.
That's
wanting
to
commit
suicide
right
now
and
I
said.
What
do
you
normally
say?
D
So
they
said
yes,
so
I
talked
to
the
person
and
said
about
this
or
that
and
I
said:
can
I
have
your
number
and
will
you
let
a
professional
call
you
so
they
did
so
I'm
just
asking
with
that
peer-to-peer
I
know
it's
hard
to,
because
if
you
start
a
peer-to-peer
group,
if
you
do,
then
it's
the
adults
doing
it.
But
can
you
somehow
get
them
to
work
with
each
other
and
then
you're
all
on
the
side
and
working
with
some
of
them
to
know
what
to
do
when
something
comes
up
and.
F
E
F
It's
for
middle
school
and
high
school
students
and
I'll
just
use
I'll
just
shout
out
to
Russell
County,
high
school
and
the
middle
school.
They
adopted
that
program
at
the
high
school,
where
it's.
You
have
your
facilities,
the
adults
like
the
teachers,
but
the
work
is
being
done
by
the
students
that,
at
the
beginning
of
the
school
year,
they
get
trained
on
being
a
support
person
to
other
students
and
then
throughout
the
year
they
they
kind
of
keep
an
eye
on
each
other.
F
That
you
know,
I
look
out
for
you
and
you
look
out
for
me
and
so
often,
if
you,
if
it's
student
driven
so
it's
authentic
to
them
right,
because
it's
somebody
else
who's
in
my
same
shoes
and
then
they
know
if
they
need
help.
Like
the
young
person
who
talked
to
your
granddaughter,
they
know
who
to
go
to
hey.
You
need
to
talk
to
the
school
counselor
right
and
they
make
that
what
we
call
a
warm
handoff
so
that
young
person
who's
struggling
who
might
be
suicidal.
E
Talked
about
students
reaching
out
and
helping
other
students.
I
know
at
Manual
High
School
about
four
years
ago,
that
completely
student
driven
started
a
suicide
education
program
and
they
had
a
psychologist
outside
of
the
school
that
one
of
them
knew
who
was
kind
of
a
mentor
to
them.
But
they
did
it
for
just
the
reason
that
probably
your
granddaughter
would
have
been
concerned,
Senator
nemas.
D
E
I
suspect
that
there's
no
overall
plan
I
think
they
spring
up
and
it
depends
on
who
your
mentors
are
available
in
the
school
system
and
and
that
program
SOS
I
know
comes
from
the
Department
for
Behavioral,
Health,
Developmental,
intellectual,
disability
and
I.
Don't
know
how
it
gets
out
in
the
schools.
F
I
think
a
great
thing
to
do
for
that
Senator
nemes
is,
if
I
encourage
you
to
revisit
the
school
district,
trauma-informed
plans
and
that'd
be
a
great
thing
to
include
that.
What
is
it
that
you're
going
to
have
students
do
to
support
each
other,
whether
they
adopt
sources
of
strength?
One
other
point
is
how
students
can
be
powerful.
Eight
change
agents
is
when
we
do
the
suicide
prevention
programs
in
schools
and
they
come
to
the
drop-in
center,
where
I
used
to
work.
F
Do
the
work
is
I'm
not
coming
down
here
for
my
for
me,
I'm
coming
down
here
because
I'm
really
concerned
about
my
friend
whether
that
student
goes
to
that
school
or
sometimes
we
have
to
call
another
school
and
say:
Hey,
listen,
I,
call
the
school
counselor!
Listen,
you
know,
Sheila
is
one
of
your
students,
one
of
her
friends.
F
Our
sibling
is
saying:
they're
really
concerned
about
the
so
they'll
pull
Sheila
down
and
say:
hey
Sheila,
what's
going
on,
let's
have
a
conversation,
so
students
will
care
for
each
other
right
and
that's
what
we
want
right
that
we're
all
together
and
everybody
has
a
voice
and
we
all
have
a
role
to
play.
But.
E
E
A
I
I
E
There's
there's
two
different
pools
of
people,
so
the
the
school
folks,
the
school
psychologists,
school,
counselors
and
school
social
workers
come
out
of
different
kinds
of
programs
and
they're
hired
directly
by
the
schools
that
I'll.
Let
Joe
talk
about
what
that
stream
looks
like
what
I'm
more
familiar
with
are
the
licensed
people
so
licensed
psychologists,
social
workers
and
so
forth
and
I'm
going
to
make
my
pitch
here.
E
So
I
look
like
you,
have
one
more
psychologist
to
do:
Clinical
Services
than
you
do
and
that's
true
in
all
those
boards
for
full-time
and
halftime
people.
So
we
don't
know
who's
working
in
the
field.
We
don't
know
if
they're
working,
full-time
or
part-time,
we
don't
know
where
they're
working,
because
the
licensure
boards
only
get
one
address
from
you
and
it's
usually
your
home
address,
and
you
know
you
may
be
traveling
Joe
did
a
lot
of
work
on
crisis
calls
all
over
the
state.
That
kind
of
thing.
E
So
we
want
to
be
able
to
do.
There's
just
lots
of
data.
There's
a
new
report
that
Medicaid
just
commissioned
from
the
office
of
data
analytics,
and
you
should
request
it
from
commissioner
Lee
over
at
Medicaid.
They
literally
just
released
it
and
it
gives
you
a
little
bit
of
a
sense
of
what
those
numbers
look
like,
but
they
say
over
and
over
again
our
projections
are
limited
because
we
don't
know
where
people
are
actually
if
they're,
providing
Clinical
Services
and
where
they're
providing
Clinical
Services.
E
But
I
will
tell
you
that
we
don't
have
enough
people
in
the
pipeline.
So
whereas
you
have
your
ahacs
that
are
looking
at
physical
health
training,
we
don't
have
the
equivalent
of
that
in
in
Behavioral
Health.
We
need
to
have
those
Area
Health,
except
make
it
for
Behavioral
Health,
and
we
need
to
get
to
the
high
school
kids
quite
frankly
and
get
them
thinking.
People
are
like
well,
I
want
to
be
a
doctor
or
a
lawyer
or
a
nurse.
E
I
My
brief
follow-up,
Mr
Mr
chairman,
so
had
an
idea,
don't
know
if
it's
happening
or
not
so
we
know
we
can't
get
there
quickly.
Could
we
regionalize
some
of
this?
So,
for
instance,
could
we
allow
this
District
to
purchase
this
professional
for
this
day
and
partner
with
the
district
next
door,
and
so
right
now
you're
getting
nothing,
but
if
you
could
get
at
least
one
day
a
week
in
that
system,
that
would
be
better
than
what
we're
currently
doing.
Is
that
as
that
Regional
approach,
is
that.
F
Possible
Senator,
West
I
think
districts
are
already
doing
that
to
some
extent
I
think
with
behavioral
health
issues
or
mental
health.
The
rural
school
districts
are
really
hit
harder
than
the
largest
school
districts.
Part
of
it
is
you're
just
rearranging
the
chairs
on
the
ship.
I'm
jumping
from
you
know
from
this
District
to
the
county.
Next
to
me,
and
so
we're
not
with
that
pipeline
that
tube
that
the
professional
creating
that
pipeline
has
actually
shrunk,
that
they
actually
about
five
or
six
years
ago.
They
closed
one
of
the
programs
for
school
psychologists.
F
So
with
the
awareness,
ain't
being
increased,
around
mental
health
right
and
the
need
for
services
that
people
are
just
moving,
we're
just
moving
the
chairs
around.
So
the
question
is:
is
how
do
we
encourage
more
people
to
go
into
these
professions?
I
know
teachers
and
superintendent,
let's
scroll
over
our
own
yeah.
You
hear
that
often
about
kid.
You
know,
students
can,
you
know,
get
more
exposure
to
being.
You
know
around
teachers
and
stuff
like
that
and
then
years
and
when
I
used
to
have
black
hair
a
long
time
ago,
when
I
first
moved
to
Kentucky.
F
They
should
be
at
the
table
when
having
these
conversations
because
enroll
everybody
belongs
to
one
so
I
may
not
be
able
to
afford
a
full-time
School
social
worker,
school
counselor
school
psychologist,
but
I
can
maybe
partner
with
that
school
district.
Next
to
me,
and
I
only
have
to
have
to
pay
half
the
salary
and
benefits
so
I
think
there's
ways
that
we
can
do
that
and
I
think
that
would
really
help
with
the
crisis
in
the
small
school
districts,
where
they're
saying
those
professionals
just
aren't
there
right.
F
E
There's
the
bill
that
representative
Ken
Fleming
passed,
House
Bill
200
to
do
scholarships
for
training
and
it's
health
care
and
Behavioral
Health
Care
and
my
point
to
him
was
because
you've
got
to
have
some
matching
money.
The
hospitals
have
I,
always
think
the
hospitals
have
tons
of
money,
so
they're
they're
out
there
getting
nurses
trained
and
so
forth.
E
I
know
our
community
mental
health
centers,
don't
have
a
lot
of
money
and
so
forth,
and
he
said
well
I
think
we
could
work
around
that
and
that
the
idea
of
that
is
to
get
those
interns
and
and
students
in
underserved
areas.
So
clearly
your
rural
areas
and
even
some
areas
of
Lisa
would
say
a
West
Louisville
is
less
well-served
than
the
rest
of
Louisville
and
that
kind
of
thing.
J
J
Here
you
know:
I've
had
some
frustrations
about
the
trauma-informed
plan,
piece
of
the
school
safety
and
resiliency
act.
Senator
wise
has
indulged
me
many
times
and
had
some
really
good
conversations
with
me
about
that
and
you've
addressed.
You
know
a
number
of
them
I
think
the
idea
that
these
plans
exist
they're
required,
but
nothing
has
to
happen
with
them
and
that's
easily
solved
through
policy
right.
We
can
fix
that
and
I
hope
that'll
be
one
of
our
recommendations.
Some
of
the
other
things
I
think
are
are
harder
trickier
to
get
at
that.
J
You've
talked
about,
and
one
of
them
is
how
do
we
get
away
from
the
idea
of
that
trauma?
Informed
is
for,
though
you
know,
those
kids,
those
kids
who've
had
trauma
as
opposed
to
it's
for
everybody,
it's
to
make
the
school
building
a
more
welcoming
inclusive
place,
not
only
for
the
students
but
for
the
staff.
We
have
a
teacher
shortage.
We
have
teachers
experiencing
their
own
trauma
secondary
Trauma
from
their
students.
J
How
do
we
what's
the
policy
fix
to
making
sure
that
these
trauma-informed
plans
are-
and
you
don't
have
to
answer
it
today,
but
I
I
hope
that
it
can
be
part
of
our
recommendations
and
the?
How?
How
do
we
fix
that?
So
that's
that's
number
one.
How
do
we
make
it
primary
prevention
and
not
just
for
the
highest
Acuity
kids,
the
second
part
of
how
do
we
really
make
these
trauma-informed
teams
work
so
that
we
do
have
these
shortages
right?
J
We
don't
have
enough
providers
of
any
description
any
of
the
school-based
licensed
there
are
just
not
enough.
So
how
do
we
utilize
those
professionals
that
we
do
have
to
change
the
culture
of
the
schools
themselves
so
that
they're
not
just
spending
all
their
time
doing
one-on-one
with
the
highest
needs?
Kids,
but
they're
really
supporting?
How
do
we
do
school
differently
in
a
way
that's
going
to
support
and
promote
mental
health
and
safety.
E
Well,
my
suggestion
is
that
you
rewrite
the
the
requirements
for
the
trauma-informed
plan
for
the
district
and
you
put
prevention
as
the
number
one
goal.
It's
still
called
a
trauma-informed
plan,
but
the
number
one
goal
is
prevention.
You
include
Senator
nemes's
point
that
students
have
to
be
involved
and
have
to
be.
You
know
encouraged
mentored
enabled
whatever
words
we
want
to
use
to
establish
some
of
the
things
that
are
going
to
be
helpful
for
them.
E
I
just
think
you
have
to
be
real
direct
I,
guess,
representative,
wellner
and
I
think
that
I
would
be
really
tempted
and
I
hate
to
get
so
prescriptive
that
the
schools
go.
Oh,
you
know
it's
an
unfunded
mandate,
because
that's
what
we
all
say
there
ought
to
be
regular
meetings
of
the
traub-informed
team.
I
mean
I
I'm,
not
sure
that
that's
happening
in
any
many
of
the
schools,
and
the
other
thing
is
that
I
mentioned
the
the
training.
E
E
It's
only
for
the
people
that
are
the
professionals
or
a
Lead
Teacher
and
what
they
think
and
they
understand
that
they
we
heard
that
over
and
over
again
it
needs
to
get
down
to
every
teacher
and
it
needs
to
get
down
to
you
know
the
people
in
the
lunchroom
and-
and
maybe
the
way
to
do
that
is
to
really
go
all
out
on
the
on
the
paces.
The
pces,
you
know,
maybe
the
the
goal
ought
to
be.
E
You
know
that
you
have
some
way
so
that
everybody
in
the
school
has
a
goal
of
so
many
pce
activities.
Every
day
with
every
student
I
mean
you
know,
one
of
the
things
to
think
about
is:
do
we
have
kids
coming
into
our
school
every
day
that
no
adult
speaks
to
them?
Unless
it's
the
teacher
teaching
them
that's
bad
folks,
we
need
to
get
away
from
that.
E
So
you
know,
however,
you
do
that
and
I
hate
to
be
real,
prescriptive,
but
I
think
the
the
tenor
of
it
needs
to
be
much
more
practical
and
much
more
directed
to
the
people
that
really
are
in
touch
with
those
kids
in
the
lunchroom
and
on
the
bus
and
in
the
hallways
and
and
pull
in
your
sros,
because
they're
spending
some
time
doing
those
positive
relationships
with
kids.
Those
are
some
of
my
suggestions.
My.
F
One
point
is
so
often
we
want
to
jump
right
to
the
the
let's
try
this:
let's
try
this
with
actually
being
thoughtful
about
collecting
information
right.
So
we
know
that
the
Kentucky
Center
for
trauma
and
children.
They
looked
at
some
of
those
trauma-informed
plans.
Let's
actually
look
at
that
data
in
more
depth
actually
have
a
systemic
way
of
looking
at
that
information.
I.
Think
that's
critical.
The
other
important
piece
is
when
you
talk
about
those
trauma-informed
plans.
Let's
change
it.
Let's
go
into
positive
direction
versus
we're
reactive,
let's
be
proactive.
F
F
Here's
the
sign-in
sheet,
everybody
got
the
training
and
Trauma
informed
care,
okay,
but
they
need
to
see
it
as
a
living
breathing
Doctrine
how
it
can
help
the
students,
but
also
the
staff
when
I
talked
earlier
about
the
children
need
a
sense
of
belonging
and
connectiveness.
The
staff
needs
to
feel
that
too
right.
We
have
a
shortage
of
teachers
and
other
Professionals
in
the
school
if
I
I'm
a
if
I
just
some
teachers,
I
hate
to
say
that
and
sometimes
I
have
a
job.
F
I
go
to
school,
I
clock
in
at
eight
o'clock
and
I
leave
at
four
o'clock.
They
have
a
job,
but
we
got
to
do
with
Educators.
Is
we
want
everybody
in
that
building
regardless?
What
you
do?
What
your
job
descriptions
is
to
have
a
career-
and
you
take
pride
in
that
and
you're,
not
a
clock
watcher,
and
so
we
have
to
develop
that
culture
and
climate.
That
is
not
only
accepting
of
young
people
and
supporting
them,
but
we
got
to
support
the
staff
and
I
consider
anybody
in
schools
as
Educators.
F
We
have
certified
teachers
and
they
got
all
the
letters
behind
their
names
that
say
they're
certified,
but
that
bus
driver
he
or
she
can
make
such
a
great
thing
just
smile
at
the
child
when
they
get
on
the
bus
in
the
morning
as
simple
as
that
know,
their
name
yeah.
So
there
are
things
we
can
do
if
move
away
from
taking
a
reactive
piece,
a
reactive
approach
to
a
proactive,
build
and
building
upon
strengths.
We
do
that
already
with
academics,
we
build
readers,
we
build
writers,
we
build
mathematicians.
F
Let's
do
the
same
thing
when
we're
dealing
with
building
resiliency
rather
than
we're
going
to
react
to
that,
and
now
I
can
tell
you
that's
much
more
expensive
and
we
will
never
have
enough
money
to
do
what
we
need
to
do.
So
we
got
have
that
intentional
focus
on
prevention
right
and
it's
going
to
take
time
and
every
school
district
is
going
to
be
on
their
own
journey
and
we
get
to
a
different
the
end
point
at
different
times,
but
it
needs
to
be
seen.
F
Those
trauma-informed
plans
need
to
be
seen
as
a
tool
of
change
just
like
the
school
Improvement
plans
or
the
district
Improvement
plans
and
having
that
student
voice
and
having
teacher
voice
in
there
and
parents
having
everybody
on
the
same
page.
That's
how
we're
going
to
make
the
changes
we
want
and
change
the
trajectory
of
the
children's
lives,
because
we
know
if
you
have
positive
experiences.
Those
POs
that
they're
two
times
more
impactful
on
children
than
aces
are
right.
Those
average
childhood
experiences.
So
as
we
move
forward,
we
got
focused
on
the
positives.
A
K
E
E
No
on
systemic
level,
I,
don't
think
it's
taught,
representative
sharp.
In
fact,
there's
very
little.
That's
taught
that
I've
experienced
with
teachers
I'm,
not
a
teacher,
but
I've
spent
a
lot
of
time
in
schools
about
classroom
management
or
understanding,
Child,
Development
or
all
kinds
of
things.
Unfortunately,
and
yes,
it
does
need
to
be
taught
I
mean
we
all
need
to
be
thinking
prevention.
Absolutely
it's
a.
A
Good
point
Thank,
you
thank
you.
You're
welcome
good
question.
Thank
you
both
not
just
for
the
presentation,
but
your
years
of
service
to
the
Commonwealth
and
everything
you
do.
Thank
you.
Thank
you.
Next,
on
our
agenda
is
Community.
Mental
Health
I
will
ask
those
presenters
if
they
can
make
their
way
to
the
table.
A
And
let
me
also,
while
they're
making
their
way
to
the
table.
We
do
need
to
prove
the
minutes
from
our
August
first
meeting.
We
do
have
a
quorum
so
to
have
a
motion
to
accept
those
meetings.
We
have
a
motion.
We
have
a
second
all
those
a
favor
accepting
the
August
minute
by
saying
aye
India
pose
motion
carries.
Thank
you.
A
Steve
I
see
you
brought
some
some
colleagues
and
Friends
some
of
those
we've
seen
before
today,
so
the
only
ass
I
do
have.
We
had
a
lot
of
information
in
that
first
session
there.
If
there's
some
things
there
that
you,
you
know,
recommend,
there's
things
there
that
you
want
to
also
touch
on,
but
also,
if
there's
new
things
that
we
need
to
hear
just.
L
In
the
time
frame,
I
have
some
answers,
I
think
perfect.
We
have
a
strategy
that
was
already
included:
I'm
Steve
Shannon
I'm,
the
executive
director
of
carp,
Association
of
12,
of
the
14
Community
Mental,
Health,
Centers
and
I'll.
Let
the
folks
introduce
themselves
I'm
going
to
make
some
comments.
They
have
real
lived
experience.
They
need
to
share
I,
have
kind
of
things,
I
think
about
perfect.
L
Great
and
again,
Steve,
Shannon
and
I.
Just
always
do
this
as
a
Shameless.
They
spent
a
quarter
of
a
century
representing
cmhcs
and
they're
the
invaluable
resource
in
the
Commonwealth.
They
are
the
behavioral
health
Public,
Safety
Net.
In
all
120
counties.
Carp
represents
12
of
those
14,
but
all
120
counties
are
served
by
the
14
Community
Health
centers
about
175
000
people
a
year,
one
in
25,
one
in
26,
kentuckians
access
to
Services
across
the
age
span,
children,
school
students
as
well.
L
We
employ
about
8,
000
people,
I,
say
Community,
Mental,
Health
Centers
are
provide
excellent
Services,
make
communities
better
by
excellent
Services,
good
jobs
and
dedicated
volunteer
board
leadership,
and
those
people
are
quite
often
forgotten,
but
they're
an
important
piece
of
what
we
do,
but
I
want
to
talk
about
one
basic
information
that
I
think
is
beneficial
to
you.
All
I
pulled
cmhcs
and
I
got
10
responses.
Right.
I
pulled
cart
members.
L
We
are
currently
in
601
schools,
there's
about
1500,
so
we're
about
40
percent
of
the
schools
right
now
interesting,
post
covet,
some
centers
have
less
access
to
schools
than
pre-covet.
We
serve
about
14,
000,
kids
in
schools,
14.,
that's
not
total
School
population.
Those
are
kids,
we
see
in
Services,
kids,
we
provide
therapy
fourteen
thousand
and
we
have
about
429
staff
dedicated
to
school-based
services
and
those
staffs
are
Masters
level
people
mastering
psychology
I
have
psychologists
before
behind
me,
so
they
are
not
psychologists
because
they
have
a
master's
degree.
L
They
can
explain
that
to
you
licensed
clinical
social
work
and
their
Associates
they're
certified
social
workers.
We
have
licensed
marriage,
family
therapists
and
licensed
professional
clinical
counselors.
All
independent
practitioners
with
a
master's
degree
in
their
respective
fields
and
a
class
Medicaid,
has
mental
health
associates
that
may
be
bachelor's
folks
or
people
in
school.
Getting
that
that's
who
we
serve.
Some
centers
have
art
therapists
in
school,
a
great
way
for
some
kids
to
communicate,
but
that's
doing
that
one-on-one
therapy
piece,
but
we
have
a
presence
in
school.
You've
had
had
a
presence
in
school.
L
We
are
active
in
trauma.
All
our
staff
are
trauma-informed
care,
they're
all
been
trained
in
it.
Everyone
knows
it.
We
participate
in
the
school
groups
when
asked
we
will
do
more
of
that,
but
when
they
invite
us
to
the
table,
we
will
be
involved
with
that.
We've
trained
some
schools
on
trauma-informed
care,
because
that's
what
we
do.
We
have
some
schools
do
it
themselves,
but
they
ask
us
to
partner
or
do
training
as
well.
L
L
My
last
comment
as
an
opportunity.
Each
of
the
14
centers
has
a
regional
prevention
center
each
one
in
statute.
We
have
to
have
it.
They
used
to
be
part
of
the
cmhcs.
At
one
point
they
need
to
be
called
something
else:
they're
employed
by
the
cmhcs
they're
paid
by
the
cmhcs.
They
are
Regional
prevention,
center
staff,
okay
and
initially
focused
on
Alcohol
Tobacco
and
drugs
they've
expanded
to
other
things.
Now,
prevention
is
an
evidence-based
practice.
L
Prevention
works.
It's
not
telling
people.
The
data
shows
it's
power.
I.
Think
the
answer
to
a
lot
of
these
questions
that
you
had
representative
willner-
and
this
is
not
cheap
and
I-
didn't
make
any
promise
about
money
and
I
love
to
talk
about
money.
I
always
have
a
pen
with
multiple
colors.
Every
dollar
sign
I
do
is
black
because
we
need
to
be
in
the
black.
Cmhcs
are
Plum
out
of
free.
We
can't
do
any
more
free
stuff.
We
need
to
run
as
a
state
parallel
systems
that
pyramid
triangle
right.
L
You
need
a
universal
approach,
focusing
is
on
social,
emotional,
health
and
well-being
of
all
students,
invaluable
there's,
a
Statewide
interagency
Council
on
children
and
a
youth
in
transition
transition.
Edge
youth
called
the
seaac.
They
have
a
subcommittee
on
this
with
Department
behavioral
health
staff,
part
of
Education
staff.
We
need
to
make
that
issue
a
priority,
and
every
kid
gets
that
the
reason
it's
costly.
L
President
Tipton
you
touched
on
this,
you
don't
stop
the
therapy
piece
you
have
to
do
both
for
a
period
of
time.
You
have
to
run
parallel
tracks,
five,
six,
eight
ten
years
down
the
road.
The
amount
of
therapy
needed
ideally
decreases
because
we've
equipped
kids
using
social,
emotional,
health
moving
and
their
curriculums
anyone
can
do,
but
we
have
Regional
prevention
staff
that
can
do
that.
It
is
a
resource.
That's
available.
I
think
is
underutilized
in
schools,
but
that's
something
with
again
and
I've
said
this
to
other
groups.
L
Tell
us
what
you
want
done,
don't
tell
us
how
to
do
it.
Tell
us
what,
because
we're
the
experts
in
how
and
we
just
can't
add
to
our
plate
and
I.
Do
it
right.
I
was
I
am
married
to
a
retired
teacher.
She
kept
telling
me
and
when
I
come
back
from
Frankfurt,
what
are
they
added
to
my
plate
today?
It's
time
to
take
something
off.
This
is
an
approach
that
takes
it
off.
It's
very
consistent
with
what
Dr,
barciano
Dr
Schuster
said.
L
Similar
Concepts
like
shortened
mine
I,
also
want
to
say
the
New
York
metropolitan
area.
Chamber
of
Commerce
should
be
here.
You
got
two
presenters
from
the
New
York
area,
Metropolitan
all
right
here
in
Kentucky
we're,
like
ambassadors
from
New,
York
City,
telling
you
all
wonderful
things
that
can
happen
here
right.
You
have
to
do
that
training
if
you
don't
have
kids
and
fourth
grade
I
put
it
in
kindergarten.
L
First
grade.
Second
grade
it's
and
it's
not
one
day.
Okay
in
terms
of
what
schools
can
do,
there's
a
thing
called
QPR
question:
persuade
refer.
Suicide
prevention.
Training
makes
that
pervasive
cmhcs
also
do
mental
health.
First
aid.
Okay,
it
doesn't
make
you
a
clinician
right,
but
if
you've
been
through
Red
Cross,
first
aid
training,
CPR
you're,
not
an
ER,
Doc
and
you're,
not
a
cardiologist,
but
you
know
how
to
respond
in
a
crisis.
L
L
My
younger
sister.
We
moved
back
home
after
four
years
away.
The
only
friend
she
had
her
Junior
High
School
for
the
first
three
months
was
the
janitor.
The
only
person
who
knew
her
name
right,
that's
not
acceptable,
but
this
Mental
Health,
First
Aid,
will
educate
staff
to
say,
wait
a
minute.
There's
something
happening
here:
that's
different
all
right
who
do
I
tell
that
and
then
responsive
and
I
believe
in
terms
of
your
counting,
the
250
to
one
you
got
to
put
in
the
429
staff.
We
have
because
that
those
are
real
resources.
L
Does
it
matter
if
they're
employed
by
the
school
system
doesn't
matter
right,
they're
providing
Services?
What
does
it
matter
right?
Gotta
count
that
in
that
number
and
they're
seen
and
some
of
those
people
are
full-time
dedicated
to
school
every
day
some
are
part-time,
but
we're
in
schools
we're
doing
the
works.
I
think
you
need
now
here
from
Jennifer
and
then
our
friend
from
Bowling
Green.
G
So
I'm
here,
basically
just
to
talk
a
little
bit
about
Pathways
commitment
to
schools.
We've
been
involved
doing
school-based
therapy
services
since
1985..
We
currently
are
in
85
school
system
or
schools
and
have
97
therapists
that
are
represented
in
those
85
schools.
That's
essentially
a
third
of
our
total
number
of
therapists
in
our
agency.
G
I
I
will
not
settle
until
every
child
has
a
mental
health
assessment
once
a
year,
just
as
what
is
required
of
a
physical
health
assessment
for
them
until
we
start
treating
mental
health
as
if
it's
primary
care
or
physical
health
I,
don't
know
that
we'll
ever
break
the
stigma
with
that
being
said,
I
just
want
to
focus
a
little
bit
on
what
we're
able
to
do
with
our
school
systems.
How
we
partner
with
our
school
systems,
to
be
that
extra
piece
to
to
your
point
I?
Can
you
even
hire
enough
people?
G
G
Obviously,
if
you're
going
to
do
school-based
Services,
you
have
to
have
a
private
area
to
be
able
to
do
therapy
things
of
that
nature,
but
the
schools
work
so
well
with
us
and
we
have
such
great
relationships
and
it
just
adds
on
to
their
Friskies
to
their
own
school
counselors
and
and
all
of
that.
So
when
we
work
as
a
team,
that's
when
we
really
see
success.
G
So
we
start
long
before
the
school
year
starts
with
we're
an
active
part
of
the
teacher
in
service
days,
doing
Mental
Health,
First,
Aid,
Narcan,
trainings
education
on
psychiatric
medications,
whatever
that
school
system
in
particular
desires
of
us.
We
also
offer
Employee
Assistance
programs
for
school
Personnel.
In
case
they
have
any
type
of
Behavioral
Health
needs.
In
addition
to
that,
we
we
offer
individual
therapy
to
students,
but
because
Community
Mental
Health
Centers
have
lots
of
additional
ancillary
Services.
G
We
can
also
refer
those
services
for
targeted
case
management
if
their
families
need
help
with
getting
into
you
know
getting
any
kind
of
social
support
services.
We
have
Community
Support
Associates
that
help
those
kids
out
in
the
community.
Pathways
has
team
drop-in
centers
that
are
open
after
schools
for
those
at-risk
teens
to
be
able
to
come.
G
We
provide
transportation
from
the
school
to
the
drop-in
centers
to
the
drop-in
centers
back
home.
In
addition
to
that,
we're
getting
ready
to
start
a
middle
school
after
school
program
for
those
at-risk
kids
as
well
that
that
helps
feed
that
program
into
the
drop
Center.
You
know
for
many
many
parents
and
grandparents
who
are
raising
these
kids
that
are
trying
to
you
know,
have
employment
and
and
do
all
the
things
that
we
do
as
adults.
They
they
are
concerned
about
what
their
kids
are
doing
after
school.
G
So
I
think
that's
a
vital
piece
that
that
folks,
don't
think
about
that.
We
are
able
to
offer
in
addition
to
that,
for
the
emotional
and
behavioral
Disturbed
classrooms,
EBD
classrooms,
that
I'm
sure
you
all
have
heard
of
you
know
we
provide
a
full-time
therapist
to
those
classrooms.
That
is,
you
know
in
that
classroom
with
those
same
students
Monday
through
Friday
all
day
and
we're
truly
integrated
into
these
schools
school
systems.
So
our
therapists
are
wearing
School
t-shirts
on
back
to
school
day.
They
have
offices
right
along
with
the
school
Personnel.
G
So
it's
not
that
they
stick
out
or
kids,
you
know,
feel
more
stigmatized,
because
hey
I've
got
to
go
to
the
pathways
counselor.
Today,
you
know
it's
just
a
regular
part
and
what
we
actually
see
is
folks,
saying
Hey
I
want
to
go
to
a
Pathways
therapist,
because
they
see
they
see
that
the
the
kid
that
that
has
been
going
is
is
looking
better
feeling
better.
G
So
I
just
wanted
to
just
quickly
touch
on
one
other
thing
and
then
I'll
pass
the
mic,
but
just
as
a
as
a
sign
of
of
what
we
are
trying
to
do
and
how
we're
trying
to
be
proactive,
we
have
a
list
of
key
performance
indicators
that
we
review
as
an
executive
team
every
month
to
make
sure
that
we're
doing
everything
we
need
to
do
for
our
school
systems,
and
that
starts
with
you
know
how
many
students
are
enrolled
in
each
of
our
school
systems.
How
many
students
are
we
currently
seeing?
G
G
And
then
we
also
monitor
our
current
caseload
of
our
therapists
that
are
in
the
school,
because
we
want
those
therapists
to
be
able
to
to
see
those
kids,
at
least
on
a
weekly
basis.
You
know
to
be
able
to
be
available
regularly
to
them
and
then
any
like
I
say
any
school.
That's
that's
requesting
any
additional
services
from
us
and
then,
as
a
part
of
Pathways,
was
chosen
to
be
as
one
of
the
four
Community
Mental
Health
Centers
that
were
chosen
to
be
a
community
or
certified
community
behavioral
health
clinic
the
ccbhc
model.
G
That
Medicaid
has
been
a
part
of
that
demonstration.
So,
in
addition
to
the
the
physical
health
stuff,
we
have
nurses
who
are
going
in
the
schools
now
doing
physical
health
assessments
and
referrals
as
well.
So
that's
just
another
piece
that
we've
been
able
to
offer
and
as
a
follow-up
to
the
the
coveted
numbers
that
Mr
Shannon
has
shared,
we
have
actually
seen
a
real
increase.
We
Pro
we
now
have
20
percent
more
school-based,
focused
therapists,
post
covet
again.
We
know
it's
not
enough
and
I
could.
G
L
The
ccbhc
Peaks
real,
quick,
this
leading
question:
do
you
have
to
see
everybody
in
the
region?
I
mean
everyone
can
come
to
the
season.
So
in
terms
of
school-based
services,
it's
everybody
again,
everybody!
It's
not
folks
with
a
payer
right.
It's
not
just
Medicaid,
it's,
not
commercial
insurance.
It's
not
stuff!
It's
every
person
there
can
go
to
a
ccbhc
regardless
now
we
see
them
anyway,
cmhc
ccbhc,
it's
built
into
their
core.
It's
part
of
their
statue.
They
have
to
do
that
right.
L
C
Well
and
again:
I'm
a
Jody
and
beavers
life
skills,
the
Community
Mental
Health
Center
in
Bowling,
Green
and
thankful
to
be
here
today
with
a
good
good
partner,
Mr
GG,
Cheryl,
the
Bowling
Green,
Independent,
School,
District,
so
I
hope
well,
I'll.
Try
to
be
brief,
with
my
comments
and
reserve
my
time
for
Mr
Cheryl,
because
I
think
he's
the
one
you
guys
really
need
to
hear
from
today,
but
really
appreciate
what
we
heard
this
morning.
C
I'm
sorry
earlier
today
this
afternoon,
from
our
friends
from
the
bounce
Coalition
and
from
my
colleague,
Miss
Willis
and
I
hope.
A
lot
of
this
connects
some
of
those
dots
I.
Don't
think
we
can
underestimate
the
impact
the
ccbhc
model
has
and
how
big
a
step
forward,
how
many
dots
we
could
connect
and
threads.
We
could
connect
with
some
of
the
the
more
pervasive
challenges
that
I
know.
You
all
hear
about
that
intersect
with
some
of
these
issues.
C
But
I
am
the
least
clinical
person
you
all
hear
from
today
my
background's
in
Finance
and
Accounting
I,
joke
from
time
to
time,
I'm
a
recovering
CPA,
but
so
I'm
going
to
try
to
to
to
tee
up
our
part
of
this
with
maybe
a
budget
conscious
approach
approach.
To
approaching
some
of
these
challenges,
we
have
had
a
long-standing
collaborative
relationship
with
the
Bowling
Green
School
District.
Well,
before
my
time
here,
they've
always
been
one
of
our
key
Partners.
The
school
systems
in
general
are
probably
our
most
important
partner
in
any
Community.
C
C
C
If
I
see
you
know
you
know,
Steve
is
maybe
a
student
of
mine
and
having
trouble
makes
me
feel
more
comfortable,
maybe
approaching
this
person.
We
want
to
increase
those
touch
points
if
we
can
and
really
have
them
embedded
in
the
school
systems,
and
we
know
that
that's
more
than
just
the
clinical
work
that
they
do
so
we
sat
down
and
talked
about
what
are
those
things?
What
do
we
need
them
to
do?
C
How
can
this
work
better,
so
they're
really
ingrained
into
that
program,
plus
knowing
that,
along
some
of
the
times,
there's
been
some
additional
money
available
for
schools
to
address
some
of
these
challenges,
but
that
their
grants
or
the
funds
are
time
limited?
So
how
can
we
develop
something?
That's
sustainable
that
when
the
grant
money
runs
out
or
the
the
funding
runs
out,
that
this
program
doesn't
have
to
stop,
and
so
where
we
landed
without
going
into
maybe
the
Gory
math
details
of
it
all.
Is
we
figured
out
on
our
ends?
C
We
talked
talked
with
the
schools.
What
do
they
need?
What
what
would
what
do
they
want
to
have
having
availability
and
then
on
our
end
as
a
Community,
Mental
Health
Center
some
of
the
services,
but
not
all,
will
be
billable.
Some
of
the
work
we
do
with
them
will
be
billable
some
of
it
won't.
But,
as
I
mentioned,
you
know,
as
the
community
mental
health
centers
are
our
our
public
health
behavioral
health
safety
net.
C
You
know
we're
not
going
to
turn
some
away
for
their
ability
to
pay
or
like
they're
of
so
we
figured
out.
This
is
what,
on
our
end,
estimate
of
what
we
might
be
able
to
bill
for
some
of
these
services,
and
this
is
the
additional
cost
and
with
the
school
system,
be
willing
to
help
chip
in
a
little
bit
of
the
cost.
Instead
of
hiring
the
full,
you
think
of
the
cost
of
the
full
salary
benefits
Fringe,
all
of
that
loaded
cost
to
highest
clinical
person
there.
C
Maybe
we
don't
have
this
set
up
there
yet
and
are
willing
to
go
to
those
locations
as
we
need
to
we
also,
as
as
my
colleague,
Miss
Willis
mentioned,
you
know
a
complement
of
services
available
outside
of
just
those
services
that
range
from
case
management
to
crisis
stabilization
and
that's
an
area
that
for
us
even
it
works
out.
Well,
we've
had
teachers
from
the
city,
schools
that
have
been
with
us
at
the
crisis
unit
when
those
children
are
staying
there
they're
in
a
real
acute
crisis.
C
So
hopefully,
if
things
go
well,
don't
necessarily
fall
so
fine
in
their
schoolwork,
so
when
they
return
to
healthy
they're,
not
as
far
behind
so
it's
been
a
great
great
partnership
there,
but
but
really
it
was
approached
clinical
outcomes
and
what's
best
for
the
kids
in
the
school
in
mind.
But
the
way
we
approach
it
from
a
financial
standpoint
made
it
much
more
affordable
for
the
school
extract,
some
of
those
dollars
a
little
farther
and
give
them
more
options
and
then
for
us
again
key
critical
partner
for
us.
C
We
want
to
make
sure
we
support
them
every
way
we
can
and
we're
not.
Looking
to
make
a
killing
on
any
of
this
just
to
cover
the
costs
and
make
sure
we
can
provide
support,
so
that's
kind
of
some
of
the
background
where
we
got
but
I'll
let
Mr
Cheryl
maybe
share
about
some
of
their
perspective
with
it.
M
Thank
you.
Thank
you
for
letting
me
come
today
and
speak
with
you
all.
So,
as
I
was
listening
to
other
people,
I'm
in
my
32nd
year
in
public
education,
I
started
off
with
youth
service
centers
back
when
they
started,
so
it
tells
you
I'm
old
and
then
I
went
and
got
a
master's
degree.
I've
taught
special,
ed
and
EBD
classroom
for
25
years
and
then
I
got
blessed
to
come
over.
M
I
do
not
know
what
to
do
here
and
so,
but
I
remember
in
my
EBD
classroom
I
had
this
life
skills
guy
that
would
come
in
my
room
and
pull
students
out
and
my
students
seem
to
really
enjoy
working
with
him
and
it
was
a
great
relationship
and
so
I
called
him
and
I
said:
hey
Tanner
I
need
some
help
here
and
so
about
three
or
four
months
later.
I
stole
him
from
my
skills.
M
Harding
was
our
first
mental
health
therapist
and
and
then
we
decided
to
hire
a
second
one
and
we
had
our
second
one.
We
said:
okay,
now
you
guys
have
about
400
500
kids
on
your
caseloads.
We
need
more
help,
and
so
we
reached
out
to
life
skills
and
the
great
thing
about
our
relationship
was.
It
was
never
about
money,
it
was
about
what
do
you
need
from
your
from
our
perspective?
What,
from
your
perspective,
what
we
need,
and
so
we
started
putting
therapists
into
our
schools
and
much
like
she
was
talking
earlier.
M
We
put
School
t-shirts
on
them.
We
gave
them
offices
in
our
school
buildings
we
invited
them.
We
gave
them
season
passes
to
our
ball
games.
We
did
everything
we
do
to
integrate
them
into
our
schools,
to
reduce
that
stigma
of
who
they
were
and
what
they
were
doing
in
our
schools,
and
our
superintendent
was
supposed
to
be
here
today
and
yesterday
he
said:
hey
guess.
Why
didn't
you
fill
in
for
me
because
I
have
something
else.
M
M
But
you
know
mental
health
is
as
important
to
us
as
physical
health,
and
so
we
thought
we've
got
to
have
this
same
approach
to
how
we're
dealing
with
physical
health
I
mean
mental
health
in
our
schools.
We
have
seen
a
significant
reduction
in
who
I'm
referring
to
the
courts
for
attendance
prior
to
Kobe.
We
were
one
of
the
top
five
schools
in
the
state
with
attendance,
we're
floating
in
between
95
and
96
percent.
M
Now
the
family
needs
this
now
and
I
need
that
evaluation
to
see
if
I'm
dealing
with
a
serious
school
threat
or
not
so
I
can
get
that
student
back
in
school
if
it's
an
alternative
setting,
because
every
day
out,
they're
moving
their
education
they're
losing
their
opportunity
to
get
there.
You
know
to
to
be
in
the
school
setting
and
continue
to
move
forward
with
their
educational
process.
So
that's
much
sooner
and
we're
seeing
such
a
reduction
in
threats
of
suicide
threats
of
school
violence.
M
We
do
we're
able
to
do
mental
health
assessments
when
we
send
our
kids
our
alternative
school.
You
know
if
a
kid
has
done
something
to
the
school
that
we
think
is
a
threat.
We
get
a
evaluation
done.
We
can
turn
that
around
mental
health
therapist
has
given
us
Payless,
and
this
was
his
girlfriend
broke
up
with
him
or
you
know,
or
with
her
or
there's
some
other
crisis.
That's
happened
in
that
life
and
this
kid
responded
that
way,
but
there's
really
not
a
threat
there,
so
we
can
get
that
kid
back
in
school.
M
From
our
perspective,
these
are
the
professionals.
I
trust
these
folks
to
take
care
of
that
I
want
you
in
school
I
want
you
in
the
classroom.
I
want
you
trying
to
to
learn
your
math
reading
and
all
the
stuff
we're
trying
to
teach
you
and
I
want
to
make
sure
that
all
of
our
students
are
safe
while
that
process
is
happening.
So
it
really
is
a
boots
on
the
ground
approach.
We
do
it
every
day
and
we
feel
very
grateful
and
blessed
that
we've
had
this
relationship
with
life
skills.
M
C
We'll
just
add
quickly
that
this
has
been
the
model
we've
taken
to
other
school
districts
in
the
area
too,
and
have
others
not
as
far
along
it
as
they
are,
but
that
are
have
seen
the
results.
Maybe
it
took
a
wait
and
see
approach
first,
maybe
it
sounded
too
good
to
be
true.
Perhaps
but
I
have
a
couple,
others
that
are
in
the
process
doing
the
same
thing
and
have
conversations
with
districts
about
doing
the
similar
type
of
structure
regularly.
A
H
H
We've
done
that
before
too,
but
I
certainly
appreciate
you
being
here
and
I
was
well
aware
that
our
Regional
Mental
Health
Centers
were
a
key
partner
in
our
school
districts
and
you
all
have
kind
of
highlighted
a
few
of
the
issues,
but
our
I'm
going
to
ask
about
challenges
or
obstacles
that
prevents
you
from
being
able
to
be
part
of
more
school
districts
and
what
some
of
those
challenges
are
I
understand.
It's
the
availability
of
people
to
actually
do
the
service
on
the
financial
end.
H
I
guess
one
of
my
questions
is
I,
know
you're
able
to
do
some
Medicaid
building
billing,
private
insurance
or
other
private
insurance
companies
that
don't
participate.
Are
there
federal
dollars
available?
Could
you
all
talk
a
little
bit
about
what
some
of
the
challenges
and
obstacles
are
preventing
you
from
being
able
to
get
in
more
of
our
schools
across
the
state.
G
I
can
I
can,
of
course
speak
for
Pathways,
but
we
we
do
build
Medicaid
and
Commercial
Insurance.
One
of
the
biggest
challenges
for
folks
with
private.
You
know,
Commercial
Insurance
is
that
there
are
lots
of
commercial
insurance
companies
and
that
provider
has
to
be
actually
credentialed
and
enrolled
through
each
of
those
each
of
those
insurance
companies,
and
you
can
only
do
that
as
an
independently
licensed
provider.
G
So
those
therapists
who
have
master's
degrees
who
are
under
clinical
Supervision
in
that
first
two
years,
they're
not
eligible
to
be
credentialed
by
a
commercial
insurance
company,
so
that
many
times
leads
to
the
the
fact
that
we
see
those
children
and
we
do
not
bill
for
them.
So
that
is
supported
by
part
of
our
department
for
Behavioral
Health
Grant
dollars.
That's
how
we
Pathways
chooses
to
use
those
Grant
dollars
to
support
children,
but
of
course,
now
that
we're
a
part
of
the
ccbhc.
G
Our
costs
are
built
in
through
a
cost
report
and
then
we're
given
a
prospective
payment
system
so
that
it
makes
you
whole
based
on
how
much
it
actually
costs
to
provide
the
service.
So
you
know
we're
fortunate
in
that
sense
that
we
can
break
even
at
the
end
of
the
day,
because
that's
essentially
all
all
we
need
is
to
be
able
to
to
pay
our
our
folks
and
and
provide
the
services
that
we
need
to
do.
C
C
So
we
can
produce
more
graduates
and
we're
doing
some
things
locally,
to
try
to
invest
in
that
with
our
University
partner,
with
WKU
and
surrounding
educational
institutions
to
try
to
produce
more
future
therapists
where
they
work
for
me
or
Jennifer,
or
anybody
else
for
that
matter.
We
know
that
the
state
needs
them
and
some
unique
Partnerships
that
we
have
there,
particularly
with
child
welfare
center.
That's
been
created
at
WKU
and
some
of
the
work
that
they're
doing
but
but
Staffing
really
is
a
challenge.
C
You
know
finding
the
folks
and
I
think
in
the
best
case
scenario,
we
find
somebody
that's
from
that
community
that
wants
to
work
there
too.
Those
those
situations
really
work
out
well.
I
know:
we've
got
a
few
of
those
with
our
friends
here
at
the
Bowling
Green
City
schools
that
our
graduates
of
the
program,
or
at
least
from
the
area,
and
that
that
helps
but
I-
think
that's
really.
If
you'd
asked
me
this
a
couple
years
ago.
I
might
have
said
something
too
about.
C
Maybe
the
approaching
attitude
that
some
of
our
schools
have
around
this,
but
I'll
tell
you:
that's
changing
an
awful
lot
for
the
better.
This
isn't
as
big
of
a
stigma
issue
for
a
lot
of
our
school
administrators,
maybe
as
it
used
to
be
and
I'm
really
thankful
for
that
I
hate.
Maybe
what
we've
had
to
go
through
to
create
some
of
that,
but
but
that's
getting
better
too
so
I
think
as
more
folks
see
some
of
the
successes
we've
had
I
think
there'll
be
more
access
to
that
with
some
of
the
schools.
H
If
I
could
follow
up
Mr
chair-
and
you
mentioned,
the
two-year
requirement
recently
had
a
constituent,
Reach
Out
operating
in
another
state,
wanting
to
come
home
to
Kentucky,
but
because
the
Kentucky
licensing
rules
it
was
going
to
be
kind
of
an
obstacle.
Or
do
you
see
that
in
some
of
our
licensing
authorities
and
a
similar
question,
I
believe
I
recently
read,
there's
talk
about
forming
an
interstate
compact.
L
Yeah
legitimate
concern
the
centers
have
expressed.
How
do
you
get
that
reciprocity
with
other
states?
The
guy
in
Northern
Kentucky
he's
not
here
today,
but
Ohio
got
a
lot
of
applicants
from
Ohio.
How
do
I
get
them
licensed
here
as
quickly
as
I
can
and
and
all
the
centers
have
lost
staff
on
that
issue
right?
They
just
you,
know,
they're
tired
of
waiting
to
be
licensed
or
they
bring
someone
on
board
and
it
takes
way
too
long
to
get
their
license
and
they
can't
do
any
work
for
you.
L
So
it's
frustrating
but
I
think
the
the
compacts
reciprocity
as
the
first
step,
if
you're
licensed
in
Ohio
and
you're
in
good
standing
in
Ohio,
you
get,
some
kind
of
provisional
license
in
Kentucky
is
not
forever,
but
it
gives
enough
time
to
go
through
the
process.
That
would
really
make
the
difference.
L
Back
to
your
first
question
about
barriers
in
school,
one,
some
schools-
some
centers-
have
expressed
that
there's
so
much
pressure
on
schools
for
academic
performance,
there's
some
pushback
of
pulling
kids
out
of
classrooms
in
some
schools,
because
you're
losing
academic
time,
even
though
the
value
of
that
is
improved
performance
for
the
kid
anyway,
but
that's
still
the
one
so
that
that's
a
challenge
and
and
any
group
that's
come
before-
let's
say
committee
last
year,
Staffing
is
real,
I
mean
it's
a
real
challenge.
It's
both
the
recruit
and
keep.
L
We
also
really
struggle
with
in-home
I
want
to
work
from
home
right.
One
Center
had
an
application.
You
got
three
people
respond
to
it.
It
was
going
to
be
a
remote
job.
They
got
600
applications
right,
that's
and
that's
a
true
story.
Three
so
I
think
that's
a
challenge
we
see
as
well.
Schools
may
not
see
that
because
you're,
a
teacher
you
go
to
school,
that's
what
you
do
but
I
think
that's
a
challenge
for
us,
but
Staffing's
gotten
better
recently
and
I
think
we're
going
to
get
to
the
point.
It's
not
a
quick
fix.
L
A
Thanks
representative
Tipton
any
other
questions,
many
other
members
for
panelists.
Thank
you
all
for
the
work
you're
doing
out
in
the
field.
Thank
you
for
being
here,
Joe,
Dan
I
know
you
do
a
lot
with
the
life
skills
in
life
works.
A
lot
of
meetings
are
taking
place.
My
apologies
sometimes
for
not
getting
down
there
to
representing
that
Eastern
portion,
but
representative
Jackson
keeps
me
very
in
tune
with.
What's
going
on.