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From YouTube: Commission on Race & Access to Opportunity (7-24-23)
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A
I'm,
anticipating
we're
going
to
get
some
stragglers
in
as
we
go,
we've
had
a
couple.
Have
people
have
notified
us
that
about
their
attendance,
but
I
believe
that
we
will?
Hopefully
we
will
be
able
to
have
a
meeting
instead
of
information
weaning.
But
that's
what
we're
we're
looking
at
at
this
moment.
I
hereby
call
them
Monday,
July,
24th,
2023,
meeting
the
commission
on
rice
and
access
to
opportunity
to
order.
A
Please
everyone
go
ahead
and
turn
off
your
cell
phones.
Nobody
wants
to
be
that
person
to
disrupt
this
meeting,
because
it's
really
quiet
in
here,
so
they
won't
be
able
to
hide
it.
Lead
staff
is
Brandon
White
and
the
committee
assistance
Brett
Gillespie
Mr
Gillespie.
Please
call
the
roll.
A
Okay,
at
this
point,
we're
going
to
move
ahead
with
an
informational
meeting
only
and
therefore
we
will
not
have
to
approve
the
minutes.
Do
we
have
any
members
that
have
any
announcements
or
introductions.
A
He
was
a
Western
Kentucky,
grad
history,
teacher
coach.
He
left
behind
his
wife
Rosetta
his
son
Derek
Dennis
Derek
and
Dennis
Dennis
Johnson.
A
If
you
remember,
was
the
National
High
School
Player
of
the
Year,
both
Dennis
and
Derek
played
football
at
Kentucky
and
they
had
a
special
son,
Chad
Vaughn
during
his
time
in
Harrisburg
he
had
over
51
division,
one
athletes
and
if
you
know
anything
about
Harrisburg
independent,
it's
a
very,
very
small
school
he's
in
he
was
inducted
into
the
Kentucky
High
School
Athletic
Association
Hall
of
Fame,
the
Kentucky
track
and
cross
country,
coaches
association,
Hall
of
Fame
and
his
the
visitation
for
for
the
celebration
of
his
life.
A
Is
this
Friday
July
21st
I
know
that
there
were
there's,
probably
only
a
handful
of
people
who
in
Central
kentucky
don't
know
who
Alvis
Johnson
was.
He
was
the
National
High
School
athletic
director
Association
president
for
a
number
of
years,
and
he
was
assistant
athletic
director
at
UK.
He
cared
so
much
about
people.
The
reason
why
I'm
bringing
this
up
is
very
early
in
my
teaching
and
coaching
career,
he
hosted
the
heart
of
the
Bluegrass
track
meet
and
whoever
the
teams
that
whoever
won
it
received.
A
Coaches
of
the
year
that
year
and
I,
was
very
fortunate
to
coach.
Some
very
talented
people
and
I
want
to
pretty
early
in
my
career,
and
he
was
always
good
with
words
and
inspiration
for
people,
and
he
believed
I
was
gonna,
be
a
great
coach
before
I
even
knew
what
I
was
doing
so
I'll,
never
forget
the
the
impact
he
had
briefly
in
my
life
and
the
the
many
many
other
people
that
that
he
touched.
So,
if
you
all
wouldn't
mind,
if
we
could
do
a
moment
of
silence,.
A
A
All
right
we're
going
to
roll
on
to
the
first
part
of
our
meeting,
we're
going
to
go
ahead
and
call
the
Kentucky
Center
for
statistics
up
to
the
table.
Kentucky
stats
was
before
the
Commission
in
November,
but
had
to
condense
the
presentation
due
to
time
constraints.
We
welcome
them
back.
I
know
I
personally
had
a
lot
of
questions
for
you
all
and
was
really
looking
forward
to
seeing
you
all
on
the
on
the
agenda
to
give
statistical
and
demographic
overview
of
the
Commonwealth
speakers.
C
Right
well,
thank
you
for
having
us
today.
Like
you
said,
we
were
here
in
November.
We
sort
of
breezed
through
that
presentation
fairly
quickly,
but
we
have
since
added
several
slides
to
this
presentation,
especially
in
the
area
of
Education.
We
did
add
some
information
about
keys
disbursements
and
the
work
ready
scholarship,
so
we'll
be
going
over
that
in
just
a
few
minutes,
but
before
we
get
started,
I
kind
of
wanted
to
start
with
a
brief
overview
of
our
office.
C
As
many
of
you
know,
we
were
created
by
Statute
in
2013,
we're
administratively
attached
to
the
education
labor
cabinet
and
we
are
funded
by
state
and
federal
grant
money
and
the
federal
money
is
from
the
U.S
Department
of
education's
State
longitudinal
data
system.
Grant.
C
C
We
do
have
some
very
strict
privacy
and
de-identification
rules
because
we
are
dealing
with
kentuckians
data.
I
won't
go
get
into
the
to
that
now,
but
you
can
find
more
information
about
our
privacy
rules
at
our
website.
C
We
do
redact
some
content,
which
you
will
see
noted
on
a
handful
of
these
slides
and
that
simply
means
that
the
group
that
we
were
studying
is
fewer
than
10
and
could
could
be
potentially
used
to
identify
people.
So
we
do
redact
that
information
just
a
reminder.
We
have
a
nonpartisan
team
and
we
provide
information
based
on
the
data,
but
we
do
not
provide
any
causality
of
the
data
or
do
we
provide
policy
recommendations.
C
Our
research
agenda
was
finalized
in
2023
by
our
board
of
directors,
and
we
have
four
core
tenants
of
that.
Paul
at
that
research
agenda.
C
We
are
also
working
to
expand
the
use
of
our
modeling
and
Predictive
Analytics
to
better
understand
our
education
and
Workforce
systems
just
to
provide
a
deeper
dive
on
to
what
we
mean
when
we
say
Equity
lens.
That's
just
that's
not
just
looking
simply
at
race
or
gender
demographics.
That's
looking
at
things
like
people's
backgrounds
and
experiences,
their
opportunities
and
their
access,
and
even
digging
into
things
like
how
people
are
affected
by
certain
items
based
on
where
they're
from
in
Kentucky,
whether
that's
Northern,
Kentucky,
Southern,
Kentucky
or
rural
versus
Urban.
C
We
are
getting
ready
to
dig
into
these
slides.
One
thing
I
did
want
to
point
out.
Is
that
a
lot
of
these?
We
try
to
paint
a
10-year
picture
of
the
differences
in
how
our
population
is
changing
for
some
metrics.
All
of
that
information
wasn't
necessarily
available,
so
we
might
have
like
a
2012
versus
2022,
where,
on
other
slides,
you'll,
see
2010
versus
2020..
C
Just
wanted
to
point
that
out.
Just
because
you,
you
will
notice
that,
but
with
that
I'm
going
to
turn
it
over
now
to
Logan
who
is
going
to
start
out
what
start
off
with
some
Census
Data
from
the
American
Community
survey,.
E
Thank
you.
This
brief
section
on
population
Trends
will
be
a
very
broad
overview
of
how
the
population
has
changed
in
Kentucky
over
the
previous
10
years.
As
we
move
forward
as
as
Jessica
mentioned,
some
of
our
years
will
change
between
slide
to
slide,
but
you
can
always
see
those
at
the
top.
In
this
example,
we're
looking
at
2010
versus
2020..
Additionally,
all
of
the
visualizations
and
Graphics
in
this
presentation
are
are
focusing
on
Race.
E
As
we
mentioned,
we
have
a
lot
of
different
varieties,
different
demographics,
that
we
can
use
to
break
it
down,
but
we
just
wanted
to
use
this
to
kind
of
give
a
broad
overview
of
one
breakdown
for
as
an
example,
so
we
can
see
that
the
total
population
in
Kentucky
has
increased
from
about
4.3
million
in
2010
to
slightly
over
4.5
million
in
2020.
E
and
I'll
go
into
a
bit
of
detail
on
this
first
slide
to
kind
of
give
a
brief
overview
of
how
the
additional
slides
will
follow
on
the
left
slide
side.
You
can
see
the
population
breakdown
for
each
of
these
groups.
For
example,
in
2010
the
white
population
percentage
was
86
percent
of
kentuckians.
In
2010.,
this
is
shifted
downward
slightly
to
81
percent
of
the
population
in
2020,
while
the
Hispanic
and
Latino
population
that
that
bottom
row
has
increased
from
three
to
five
percent.
E
Those
individuals
of
two
or
more
races
has
increased
from
one
to
four
percent,
and
you
can
see
that
the
Asians
have
gone.
Asian
individuals
have
gone
from
one
to
two
percent,
but
for
the
most
part
that
the
other
groups
have
remained
fairly
consistent
over
the
last
10
years,
while
our
total
population
has
been
increasing.
E
Our
youth
population
has
decreased
slightly
over
the
same
time
period,
we're
specifically
looking
at
individuals,
age,
19
and
under
in
this,
but
you
can
see
that
our
population
went
from
1
million
146
000
in
2010
down
slightly
to
one
million
one
hundred
and
thirty
nine
thousand
and
similar
to
our
total
population.
The
individuals
that
are
are
white
decreased
slightly
across
all
age
groups
here,
with
the
number
of
individuals
being
in
another
race.
That's
not
identified
here
slightly
increasing.
E
Additionally,
looking
at
poverty
this
time,
our
time
frame
changes
slightly
going
from
2012
to
2021
for
the
state
our
poverty
rate
was
19.4
percent
in
2012,
decreasing
to
16.5
percent
in
2021.
E
E
E
E
In
summary,
in
general,
our
population
is
increasing
and
becoming
more
diverse.
However,
our
youth
population
has
decreased
slightly
over
the
last
10
years.
Poverty
rate
has
been
decreasing
for
all
of
our
racial
groups
in
the
state,
and
the
inmate
population
decreased
slightly
between
2012
and
2022.
D
D
Involved
in
discipline
resolutions
has
increased
and
then
at
the
bottom
those
bar
charts,
that
is
a
rate
per
1000.
So
this
is
total
resolutions
per
1000
students.
So
note
there
that
resolutions
means
that
a
individual
student
could
be
involved
in
multiple
resolutions.
So,
looking
at
those
rates,
you
can
see
that,
regardless
of
race,
total
discipline,
resolutions
has
increased
for
each
group,
with
black
students
being
involved
in
discipline
resolutions
at
the
highest
rate
and
then
on
the
next
slide.
D
We
look
specifically
at
out
of
school
suspensions,
so
our
school
suspensions
is
a
sub-sector
of
total
discipline
resolutions
we're
again
looking
at
2013
versus
2022.
We
can
see
that
all
student
number
at
the
top
so
like
I,
said
out
of
school
suspensions
is
a
subsect
of
total
resolutions
and
if
you
were
able
to
compare
those
numbers,
you
would
see
that
out
of
school
suspensions
makes
up
a.
D
Half
of
total
discipline
resolutions
overall
and
looking
at
the
rates,
we
can
see
that
again,
the
the
rate
of
discipline
resolutions
has
increased
between
these
two
time
points
with
black
students
increasing
at
a
larger
rate
than
all
their
race
groups
and
being
involved
in
out
of
school
suspensions
at
a
higher
rate
per
1000..
F
D
The
graduation
rate
in
2013
was
86.1
percent
and
then
in
2022
it
was
89.9
percent
and
then
at
the
bottom
we
just
have
just
a
bar
chart
represented
by
these
people
icons,
and
so
you
can
see
the
graduation
rates
for
each
race
group
with
white
asian
and
native
Hawaiian
or
Pacific
Islander
having
the
highest
graduation
rates
in
2022,
whereas
Hispanic
and
black
have
the
lower
graduation
rates.
D
D
Looking
at
this
graph,
the
bars
indicate
the
total
number
of
students
that
were
receiving
disbursements
and
then
the
bubbles
are
the
dollar
amounts
received,
and
this
is
that's
a
median
for
keys
of
disbursements
and
so
between
these
two
time
points
all
race
groups
except
white,
increased
in
terms
of
a
number
of
disbursements
with
white
students
decreasing
slightly,
but
overall,
between
2012
and
2021.
The
total
number
of
disbursements
increased,
as
well
as
the
dollar
amount
has
increased
between
these
two
time
points.
D
Moving
on,
we
have
dual
credit
scholarship
Awards,
so
one
caveat
here
to
notice
is
that
we
have
2019
verse
2021.
The
reason
we're
only
looking
back
to
2019
is
this
is
a
relatively
new
award,
so
this
is
as
far
back
as
we're
able
to
look
similar
to
the
Keys
disbursements.
We
can
see
that
overall,
the
number
of
disbursements
has
increased
for
each
group
and
the
dollar
amount
has
increased.
D
The
overall
number
has
about
doubled
between
2019
and
2021
in
terms
of
disbursements,
and
then
the
final
scholarship
and
award
is
the
work
ready,
scholarship,
similar
to
dual
credit.
This
is
a
relatively
newer
award,
so
we're
looking
at
2018
versus
2021
again
a
very
similar
story
in
terms
of
the
number
of
disbursements.
So
this
the
total
number
of
disbursements
has
just
under
tripled
and
then
the
overall
dollar
amount
of
median
dollar
amount
has
increased
for
each
racial
group,
transitioning
now
to
post-secondary
enrollment
at
the
top.
D
We
can
see
total
post-secondary
students
enrolled
so
between
2013
and
2023
total
post-secondary
enrollment
has
decreased
by
about
11,
000
and
then
again
similar
to
before
you
know,
Kentucky
is
more
diverse,
so
the
percentage
of
white
students
has
decreased,
whereas
for
Hispanic
and
two
or
more
races
those
groupings
have
those
groups
of
students
have
increased
in
percentage,
then
the
next
slide
should
have
completers.
So
again,
this
is
a
percentage
of
the
whole.
So
this
is
just
you
know,
out
of
100
what
you
know,
what
what
does
each
group
make
up
of
that
100?
D
So
over
that
time
period
there
are
now
more
post-secondary
completers
and
then
we
can
see
the
racial
breakdown
of
those
completers
so
very
similar
in
the
fact
that
white
students
have
decreased
in
terms
of
proportion,
whereas
all
other
races
have
either
increased
or
stayed
the
same
and
then
finally,
we
have
adult
education
participation
rate,
so
this
is
just
a
percentage
of
the
whole.
D
So
you
know
what
portion
does
each
grouping
make
up
of
total
adult
education
and
we
can
see
that
for
black
students
they
are
participating
in
adult
education
at
a
lower
proportion
of
the
whole,
whereas
all
other
groups
are
either
the
same
or
slightly
more
and
that
wraps
up
education
Trends.
So
overall,
some
of
the
takeaways
is
you
know.
Diversity
in
Kentucky
has
increased
for
K-12
and
post-secondary
education.
So
a
more
diverse
student
body.
D
We
can
see
that
just
for
discipline
resolutions
overall,
there's
more
discipline
resolutions
in
K-12
education,
graduation
rates
have
increased
for
each
racial
group
in
Kentucky
and
then,
as
for
award
amounts,
you
know.
Award
dollar
amounts
have
increased,
as
well
as
the
count
of
students
has
increased
in
disbursements
and
then
I
believe
I
will
be
handing
back
over
to
Logan.
A
H
I
Present
I
had
a
question:
I
mean
you're,
going
to
give
analysis,
don't
get
me
wrong,
but
there's
just
a
whole
lot
of
threads
to
tie
together,
and
so
one
quick
question
I
had
was
in
your
post-secondary
completer
slide.
You
have
a
section
for
non-resident
aliens
that
went
from
two
two
percent
in
2012
to
eight
percent
in
2022.
D
I
Because
I
mean
yeah
the
way
it's
framed,
it
could
be
all
of
them.
Just
anybody,
that's
not
a
citizen
essentially
or
a
permanent
resident.
So
I
would
be
curious
to
see
the
disaggregation
of
that
particular
segment
and
then
I
in
some
of
your
earlier
slides,
where
you
were
talking
about
I
guess,
population
trends
I
was
curious.
I
If
you
were
able
to
speak
to
some
of
the
decreases,
which
were
mainly
due
to
I
guess:
less
participation
in
the
white
population,
but
increased
participation
in
you
know
Asian
black
Hispanic
is
that
Trend
expected
to
continue
and
I
guess
what
would
be
not
a
prediction.
But
where
do
you
think
in
like
50
years
that
that
kind
of
trend
is
going
to
lead
us.
E
So
our
our
total
population
is
going
up
and
it's
it's
not
necessarily
to
say
that
you
know
there
are
more
or
less
of
a
specific
race,
but
just
the
the
composition
of
the
total
population
is
changing,
and
so
it
has
obviously
increased
over
diversity
has
increased
over
the
last
10
years.
E
It's
it's
nearly
impossible
to
make
exact
future
predictions,
but
this
is
just
has
what
happened
up
until
this
point.
So.
E
G
Thank
you,
Mr
chairman.
Thank
you
for
your
information.
It's
a
lot
to
discern
here,
but
as
as
I,
look
at
your
slide
on
K-12
disciplinary
rates
by
race,
it
looks
like
the
African-American
race
is
staying,
High
and
and
also
the
suspensions
of
being
out
of
school,
and
is
there?
Is
there
a
correlation
between
disciplinary
rates
being
having
disciplined
out
out
of
the
school
or
out
of
school
versus
employment?
On
the
backside.
D
G
G
Probably
a
deeper
dive
that
that
a
lot
of
what's
happening,
I,
think
in
my
community,
yes
and
and
in
in
the
urban
areas
across
our
state,
is
that
whether
it's
intended
or
accidentally
happening
is
that
there
are
consequences
for
discipline
in
the
school
system
and
and
in
society
and
what's
happening
with
young
people.
Sure.
C
We
will
definitely
work
on
that
and
then
we'll
get
in
touch
with
Mr
White
to
follow
up
on
that.
Okay.
A
There's
a
lot
of
information
here
and
I
know
you
all
are
in
the
business
of
not
giving
opinions
and
I
know
that
the
couple
questions
have
been
posed
about
about
that
and
you
guys
did
a
really
good
job
of
remaining
Switzerland
and
that's
good.
That's
what
you're
supposed
to
be,
but
I
do
think
one
of
the
points
it's
worth
mentioning
also
is
you
know:
Kentucky's
population
has
gone
up,
but
they're
not
they're,
not
if
they're
not
kids
being
born.
A
There
are
people
moving
here
so
they're,
you
know
as
a
as
a
geography
teacher
I
used
to
talk
about
push
push
factors
and
pull
factors
so
obviously
economically
we
are.
You
could
derive
from
your
data
that,
if
they're
not
kids
being
born,
but
our
population
is
increasing.
It's
for
economic
reasons,.
C
So
one
thing
that
actually
didn't
make
the
final
cut
of
our
slides
was
we
we
did
want
to
and
include
some
birth
rates.
The
the
the
data
on
that
is
pretty
limited
right.
F
C
Though
so
we
we
need
to
work
more
closely
with
the
Cabinet
for
Health
and
Family
Services
on
getting
better
racial
breakdowns
for
people
being
born
within
the
state,
because
we
do
want
to
study
that.
But
unfortunately,
there's
not
great
data
right
now
to
help
us
dig
into
that.
A
little
bit
more
sure.
A
And
and
one
other
data
point
that
I
think
is
important
as
we're
going
through
the
presentation.
You
had
the
overall
numbers
at
the
top,
and
then
you
had
the
percentages
per
thousand
for
a
lot
of
your
categories
pertaining
to
education.
The
one
that
stuck
out
to
me
was
the
behavior
referrals,
because
there's
fewer
kids
that
are
K-12,
so
that
number
should
be
theoretically
smaller.
If
there's
fewer
K-12
students
and
it's.
D
D
That
is
a
reason
we
did
the
rate
per
1000
so
that
it
would
be
a
fair
comparison
in
that
sense,
because
it's
just
a
rate
per
1000
students.
So,
even
though
the
total
number
of
students
in
K-12
has
changed,
the
rates
are
still
sure.
C
C
F
Thank
you,
Mr
chairman
I'm,
just
just
curious
and
maybe
I
read
this
wrong,
but
you
have
the
overall
number.
Then
you
go
into
percentages.
Do
you
also
have
the
raw
numbers
that
are
related
to
those
percentages?
Are
they
in
this
as
well?
Did
I
miss
it.
F
E
I
think
trying
to
do
a
like
to
like
comparison.
If
all
of
our
our
presentations
were
presented
on
just
a
number,
you
wouldn't
be
able
to
see.
You
know
a
fluctuation
in
population
or
a
comparison
between
the
different
groups,
but
trying
to
put
everything
in
a
percentage
or
a
per
1000
basis
is
trying
to
make
it
more
apples
to
apples
that
you
can
compare
the
actual
implications
between
the
groups
controlling
for
the
the
varying
population,
sizes
and
and
demographic
changes
throughout
the
time
and.
F
D
You
know
there
is
some
value
and
we
try
to
represent
that
by
you
know,
including
those
numbers
at
the
top,
often
and
I
believe
later
in
the
presentation,
we'll
link
you
to
some
of
our
reports
and
often
a
lot
of
our
interactive
reports.
We
do
include
both
percentages
and
raw
numbers
so
that
users
can,
you
know,
explore
the
data
and
get
a
better
understanding
of
the
populations
that
they're
looking
at.
F
Mr
chairman,
if
I
may
yes,
sir,
would
it
be
burdensome
if,
with
this
report
here,
that
raw
numbers
could
be
presented
as
well
at
a
later
date,.
C
We
can
we
can
do
that
and
I
will
say
too
that
we
at
KY
stats
have
recently
launched
a
Blog
to
you
know
you're
very
familiar
I'm
sure
with
our
interactive
reports,
but
we've
recently
launched
a
Blog
that
helps
to
provide
more
of
a
narrative
of
that
once
we
get.
We
are
planning
to
post
about
this
presentation
and
we
will
definitely
include
those
numbers
disaggregated
for
you
and.
C
E
So
briefly,
closing
this
up
with
some
some
Workforce
Trends
in
Kentucky.
First,
looking
at
the
household
median
income
in
the
state,
we
can
see
that
this
is
increased
in
in
2012
from
you
know,
forty
one
thousand
seven
hundred
and
twenty
four
up
to
over
five
fifty
five
thousand
573..
This
has
has
increased
for
most
of
most
of
our
racial
groups
in
Kentucky,
with
Asian
individuals
having
the
largest
increase
going
from
52
261
dollars
to
slightly
over
71
000
in
2021..
E
A
I
made
her
briefly,
you
know
what
I
think
would
be
really
a
good
reference
point
here.
If,
if
you
could
determine
in
comparison
with
poverty
line,
so
by
saying
the
number
went
up
from
41
000
to
55
000,
obviously,
that's
an
increase
but
relative
to
the
poverty
line.
I
think
would
also
show
you
know
factors
due
to
inflation
and
buying
power
and
all
those
types
of
things.
E
Looking
at
our
labor
force
participation
rate
in
the
State,
just
the
percentage
of
these
racial
groups
that
are
participating
in
the
labor
force
as
either
employed
or
unemployed.
We
can
see
that
in
2012
the
labor
force
participation
rate
was
59.8
percent,
which
which
dropped
a
percentage
point
to
58.8
percent
in
2021.
During
this
time
period,
the
labor
force
participation
rate
for
white
and
Hispanic
individuals
dropped,
but
every
other
racial
group
during
this
time
frame
remained
consistent
or
or
increased
in
the
in
those
10
years,
and
then
our
unemployment
rate.
E
For
that
time
period,
we
can
see
that
in
2012,
our
overall
unemployment
rate
was
9.3
percent,
which
which
dropped
down
to
5.4
percent
in
2021,
with
with
every
group,
either
decreasing
or
remaining
the
same
during
that
time
period.
E
And
then
again,
our
median
income
is
is
up
over
the
observable
time
frame.
The
labor
force
participation
rate
decreased
slightly,
and
you
know
what
depending
on
which
racial
group
you're
in
it
may
have
gone
up
or
down
just
a
little
bit
and
then
between
2012
and
2021,
the
unemployment
rate
decreased
or
remained
the
same
for
all
of
our
groups.
E
We'll
pause
here
for
some
additional
questions.
I
know
we
we
covered
some
and
I
know.
That
was
a
lot
of
data
very
quickly,
but
we're
as
we
mentioned.
We
are
able
to
do
this.
You
know
socioeconomic
gender
additional
analysis,
but
we
just
wanted
to
give
you
guys
a
broad
overview
of
the
data
we
have
available.
Senator
Westerfield.
E
It's
it's
individuals
in
the
state
who
are
not
either
in
a
you
know:
K-12,
compulsory
education
or
potentially
jailed
individuals
that
that
may
be
able
to
look
for
work
or
are
currently
looking
for
work.
H
And
then,
if,
if
I
can
I'd,
it
would
be
helpful.
H
I'm,
going
back
and
I
apologize,
chairman
I
was
late,
finishing
one
meeting,
so
I
missed
this.
Did
you
already
talk
about
the
in
just
a
the
inmate
population
slide?
You
already
went
through
that.
H
Could
you
all
on
each
of
these,
where
you're
talking
about
populations
it'd
be
helpful
to
have
a
a
frame
of
reference
for
what
the
actual
population
is
just
in
amongst
the
general
population
of
Kentucky,
for
each
one
of
these
groups
compared
to
our
inmate
population,
compared
to
to
show
what
disparities
exist
if
there
are
and
I
believe
that
there
are
disparities
between
the
number
of
black
kentuckians
in
the
general
population
versus
the
number
of
black
kentuckians
in
prison,.
E
So
that's
again
we
can
absolutely
provide
raw
numbers
to
to
get
that
analysis,
but
we
had
hoped
to
do
these
on
a
rate
being
able
to
compare
this.
You
know
Kentucky
population
slide
here
we
can
see
that
in
2020,
which
was
the
most
recent
year
available
for
this
data
we
have.
E
H
I
Thank
you,
Mr
chairman.
If
you
could
go
back
to
your
unemployment
rate
slide,
I
just
had
a
question
about
the
description
of
what
we're
looking
at.
So
this
includes
people
who
had
no
employment
during
the
reference
week
were
available
for
work
except
for
illness
and
had
made
specific
efforts
to
find
employment.
So
this
does
not
necessarily
include
those
folks
who
had
no
employment
and
were
available
but
had
not
made
specific
efforts.
E
So
yes
to
to
be
in
the
labor
force,
you
either
have
to
be
looking
or
looking
for
work
pretty
much.
So
if
you
were
not
participating
in
the
workforce,
which
is
kind
of
shown
during
the
labor
force,
participation
side
slide
just
right
before
you
would
not
be
counted
in
the
unemployment
rate,
because
you
are
not
participating
and
not
trying
to
participate
in
the
workforce.
E
So
we
could
potentially
do
by
geography
or
socioeconomic
status.
Anything
like
that
yeah
yeah
I.
That's.
C
You
I
will
also
point
you
to
we.
We
also
have
Labor
Market
information
under
our
purview,
so
these
three
reports
here
are
where
you
can
go
to
find
recently
updated
data
on
things
like
labor
force,
participation
rate
and
lots
of
information
about
occupations
that
are
growing
and
expanding
in
the
state.
C
The
worker
report
is
updated
quarterly
in
Kentucky.
The
future
skills
report
is
updated
on
an
annual
basis,
I
believe
and
the
workforce
dashboard
Brian.
Do
you
know
how
often
that
one
is.
C
D
D
D
So
workers
quarterly,
so
you
know
every
four
months
I
believe
you
know,
starting
in
January.
A
You
all
did
really
well.
This
is
whenever
you
all
come,
I
mean
we
ran
out
of
time
the
last
time,
because
there
are
so
many
questions,
there's
so
many
things
that
we
can
dive
into
and
ask
ask
to
gather
more
data.
You
all
have
a
Twitter
page
I
feel
like
that.
You
should
not
be
posting
these
different
things
so
that
we
can.
We
can
follow
along
because
I
mean
this.
This
packet
that
you
all
gave
us
is
going
to
be
entertaining
my
family's
dinner
times
for
the
next
at
least
year.
So.
C
Glad
to
hear
it,
and
we
you
know
we're
always
available
to
do
presentations
like
this.
It
does
take
a
significant
amount
of
time
for
us
to
pull
this
kind
of
thing
together,
but
any
legislative
needs.
You
all
have
we're
happy
to
help
out.
Well,.
C
A
All
right,
everyone
we're
gonna,
go
out
of
order
a
little
bit
here.
We
do
have
a
quorum
now,
so
I
need
to
entertain
a
motion
to
approve
the
minutes
from
the
June
24th.
We
have
a
motion.
Do
we
have
a
second
Senator?
Westerfield
are
all
those
in
favor
say:
aye
opposed.
A
K
L
A
L
Thank
you
currently
it
well
not.
Currently
in
2022
there
were
about
5088
Computing
jobs
going
unfilled
available
in
the
state
of
Kentucky
with,
and
they
have
an
average
salary
of
approximately
75
000
a
year.
Yet
we
only
graduated
706
University
and
college
graduates
in
computer
science
in
2020
and
in
2022
they
were
2
280
students
taking
advantage
of
AP
Computer
Science
sales
students
taking
the
class
about
1400
of
those
students,
went
on
to
take
the
AP
Computer
Science
a
and
AP
Computer
Science
principles
exams.
L
L
So
when
we
look
at
the
demographics,
the
students
that
are
currently
taking
a
computer
science
course
versus
the
demographics
of
the
state-
and
this
is
comparing
K-12
students
you'll,
see
that
in
every
racial
category
white
African-American,
Hispanic,
Latino,
Asian
and
not
listed
as
the
rest.
The
two
rates
demographically
are
comparable,
for
example,
for
African-American
students.
L
There
are
10.6
percent
of
all
students
taking
a
computer
science
course
and
that's
as
defined
by
the
computer
science
I.T
Academy
as
part
of
KDE
10.6,
so
the
students
taking
the
computer
science
course
or
African-American,
where
10.8
percent
of
the
student
population
is
African-American,
so
the
com,
the
demographics,
are
comparable,
relatively
speaking,
where
we
are
not
comparable,
is
engender
parity,
there's
only
34
percent
of
students
who
are
female,
taking
a
computer
science
class
as
opposed
to
48
of
the
general
population
of
students
in
K-12
in
Kentucky.
L
L
70
of
the
students
at
those
schools
on
average
is
white,
where
28
are
from
categories
that
that
are
not
white.
When
we
compare
that
to
the
schools
that
our
area
Technology
Centers
and
then
those
are
schools
that
are
primarily
serving
career
in
technology,
education,
85
percent
of
the
student
population
of
those
who
have
participated
at
in
our
programs
are
white,
whereas
14
of
those
students
are
non-white.
L
So
Advanced
Kentucky's
computer
science
initiative
does
the
following.
We
provide
Pathways
for
teachers
to
receive
the
approval
for
computer
science.
So
what
happens?
Is
we
don't
have
enough
computer
science
teachers
as
you
imagine,
there's
not
a
lot
of
folks
with
computer
science
Majors
going
into
teaching.
So
in
order
to
meet
the
increasing
demand
we
have
created,
along
with
partnering,
with
the
Kentucky
Department
of
Education
and
csit
Academy
approval
for
any
certified
teacher
to
teach
any
computer
science
or
I.T
course
by
completing
one
of
our
programs.
L
The
programs
in
in
particular
are
the
training
for
computer
science
principles
and
the
training
for
AP
Computer
Science
a
and
those
are
year-long
trainings.
They
have
a
five-day
summer
workshop
and
then
they
go
on
to
continue
throughout
the
school
year
to
support
the
teacher.
In
their
first
year
of
teaching
computer
science.
L
J
So
some
of
our
other
partners,
we
have
a
national
organization
called
CS
for
all,
which
is
also
a
non-profit
involved
from
an
original
organization
and
CS
for
NYC
and
New
York.
City.
So
see
us
for
all
is
a
national
advocacy
group
in
which
the
belief
system
is
that
CS
Computer
Science
Education
is
for
every
student,
and
our
second
partner
is
icode
ky,
in
which
we
partner,
with
apple
and
with
apple.
J
We
provide
professional
learning,
services
and
professional
learning
opportunities
to
teachers
to
learn
Swift
coding,
and
that
is
a
Kinder
and
kindergarten
K-12
type
of
professional
learning
opportunity,
Somerset
Community
College,
we
partnered
with
them
and
to
to
produce
a
professional
learning
opportunity
in
which
teachers
K-12
teachers
are
able
to
take
3D
printing
classes
through
Somerset,
Community
College
and
then
in
turn.
After
those
teachers
take
those
classes,
they
can
either
use
the
material
in
the
classrooms.
J
They
can
become
facilitators
for
dual
credit
classes
that
are
focused
upon
3D,
printing
and
added
manufacturing,
and
they
can
earn
an
industry
certificate
if
they
choose
to
do
so
in
which
that
industry
certificate
provides
or
is
a
3D
printing
technician
level
one
certificate.
And
then
those
instructors
are
able
to
not
only
facilitate
the
courses
but
to
actually
teach
them
at
a
partner
in
community
college
for
dual
credit
to
students.
J
If
they
choose
to
do
so,
we
have
esep
which
we've
just
been
invited
to
to
join,
and
that
is
expanded,
computer
education
program
and
partnership,
and
that
is
with
multiple
States
across
the
U.S
and
then
csta
Kentucky,
which
is
an
organization.
The
National
Organization
of
the
csta
computer
science
Teachers
Association
Kentucky
is
the
affiliate
and
often
computer
science.
Teachers
are
in
schools
and
in
districts
by
themselves,
and
so
they
feel
like
Lone,
Rangers
and
csta.
J
Kentucky
provides
an
opportunity
for
teachers
to
network
so
that
they're
not
Lone
Rangers
any
longer,
and
they
have
that
that
Network
throughout
the
state
of
Kentucky,
as
well
as
National
opportunities
for
that.
We
provide
as
advanced
Kentucky
virtual
options
quarterly
for
teachers
to
meet,
and
then
we
try
to
provide
at
least
one
in-person
opportunity
per
year.
J
L
A
part
of
our
partnership,
part
of
our
partnership
with
CS
for
all,
is
their
script.
Workshops
and
script
is
an
acronym
and
please
don't
make
me,
try
to
remember
what
the
letters
mean
in
that
acronym,
because
I
I
won't
get
it
right,
but
basically
what
happens
in
the
script?
Workshop
My,
myself
and
Dr
McGuffin
are
trained
as
facilitators
for
script
workshops
and
we
work
with
school
districts
to
develop
their
own
computer
science
plan.
What
happens
a
lot
is
that
there
are
individual
teachers
or
individual
schools
within
the
district.
L
So
a
middle
school
might
be
running
a
girls
who
code
club
and
teaching
computer
science
discoveries
and
then
but
the
elementary
schools
is
not
are
not
feeding
to
students
into
it,
because
there's
no
computer
science
going
on
in
so
through
the
Cs
for
all
script
workshops,
we're
able
to
help
school
districts,
look
at
their
landscape
of
programs,
including
computer
science,
but
other
things
as
well
to
develop
a
computer
science
plan
that
will
better
address
making
sure
that
all
the
students
in
their
school
district
have
an
opportunity
to
take
computer
science.
L
So
I
mentioned
code.org
earlier
and
co.org
as
a
National.
Organization
has
made
representation
representation,
no
recommendations
to
States
in
nine
policies
to
make
computer
science
fundamental
of
those
nine
policies.
Kentucky
has
met
seven
of
them
the
two.
We
have
not
met
creating
programs
at
institutions
of
higher
education
to
offer
computer
science
to
pre-service
teachers
and
requiring
that
all
secondary
schools
offer
computer
science.
L
Those
are
the
two
that
we
have
not
done.
We
are.
We
do
have,
however,
rigorous
K-12
computer
science
standards.
We
have
a
state
plan
that
was
approved
in
2021.
We
have
allocated
funding
through
teacher
professional
learning
and
support
through
the
csit
academy.
We
have
implemented
clear
certification
Pathways
for
computer
science
teachers.
There
is
an
official
certification
and
endorsement
in
additional
to
the
approval
for
computer
science,
establishing
dedicated
computer
science
positions
in
state
and
local
education
areas.
L
Dr
Sean
Jackson,
who
is
the
Cs
lead
for
the
state,
is
the
pers
well
I
just
said
what
he
does.
He
also
is
in
charge
of
the
computer
science.
L
Key
takeaways
about
what
we've
presented
is
that
demographics
of
students
taking
computer
science
courses
is
comparable
to
All
State
students.
There
is
still
work
to
be
done
with
gender
Equity.
We
are,
we
are
woefully
underrepresented
as
females
in
the
computer
science
area,
Technology
Centers,
where
most
CTE
Pathways,
including
CS,
are
taught,
are
not
comparable
to
the
state
students
in
terms
of
demographics.
L
When
we
look
at
the
atcs
and
we
look
at
the
number
of
students
who
are
in
CTE
pathway,
pathway,
completers
will
notice
that
we
have
over
2
000
students,
for
example,
enrolled
in
AP
Computer
Science.
We
have
about
1500
of
those
students
taking
AP
Computer
Science
exams,
but
we
only
have
888
students
completing
computer
science
pathways
since
the
computer
science
pathways
are
housed
primarily
at
atc's
area,
Technology
Centers.
The
question
is:
what
is
the
disconnect
and
how
can
we
connect
more
students
with
the
idea
that
computer
science
can
be
a
career
pathway
for
them?
L
Our
recommendations
are
that
Kentucky
should
work
to
make
continue
to
make
computer
science
fundamental.
I
alluded
to
it
before,
but
computer
science
is
no
longer
just
for
students
who
are
going
to
be
a
programmer
computer
science
teaches
students,
algorithms
extract
abstraction.
L
Every
student
should
have
a
basic
knowledge
of
how
the
internet
works,
of
how
AI
works
of
how
these
things
are,
whether
they're
going
into
that
particular
career
field
or
not,
and
let's
face
it.
There
are
very
few
career
Fields.
Now
that
don't
involve
some
amount
of
computers
in
working
in
those
jobs.
We
should
also
offer
Computer
Science
Education
to
pre-service
teachers,
as
we
get
more
teachers
going
into,
especially
in
elementary
level
grades
them
having
a
working
knowledge
of
computer
science
that
they
can
share
with
their
students
is
becoming
more
and
more
important.
L
Students
that
are
currently
in
K-12
have
never
lived
a
life
without
screens,
computers
or
phones.
I
mean
this
is
more
powerful
than
the
computer.
That
I
learned
to
program
on
I
won't
say
how
long
ago,
when
I
was
an
undergraduate,
but
this
has
understanding
how
this
works,
how
to
make
an
app
where
apps
come
from
needs
to
become
more
familiar
knowledge
for
students
instead
of
less,
and
we
should
encourage
more
underrepresented
groups
to
participate
into
in
the
ctecs
pathways
right
now.
The
ctecs
pathways
are
not
at
every
area.
L
Technology
Center
every
student
doesn't
have
an
opportunity
to
participate
in
it
and
of
the
students
that
are
participating
in
it.
Most
of
them
are
not
minority
students,
so
we
need
to
look
at
what's
happening
there,
be
able
to
dive
a
little
deeper
into
why
if
a
school,
if
an
area,
technology
or
Center
isn't
offering
a
computer
science
pathway,
why
aren't
they
and
what's?
L
L
We
we
just
got
the
date
approved
and
everything
I'm
hoping
to
get
a
big
wig
plenary
speaker,
but
they
haven't
agreed
yet
so
I
can't
tell
you
who
it
is,
but
that
coding
at
the
Capitol
event
will
run
from
9
A.M
until
about
3
P.M,
and
we
will
have
students
showcasing
their
work
as
teachers
who've
not
only
participated
in
our
particular
programs,
but
in
other
computer
science
programs,
because
we're
not
the
only
show
in
town
and
we
encourage
students
to
be
able
to
learn
more
about
computer
science.
L
L
A
I
will
take
it
but
a
different,
a
different
style,
a
different
context.
So
absolutely
and
you
all
don't-
have
to
be
Switzerland,
you
all
can
wait.
You
know
you
can
you
can
throw
your
opinions
out
there
wherever
you'd
like,
and
that
was
an
excellent
presentation,
a
lot
of
a
lot
of
information
there.
Do
we
have
any
questions
from
everyone
representative,
Kulkarni.
I
Oh
I'll
start
with
one.
So
thank
you
very
much
for
your
your
presentation.
I
had
and
thank
you
also
I,
think
you
answered.
Maybe
my
last
question
with
your
last
comment
about
computer
science,
not
being
just
programming.
I.
Think
you'd
mentioned
that,
because
my
my
primary
concern
is,
you
were
going
through
your
your
presentation
was
coding
is
used
right.
I
L
I
Level
coding
and
low-level
computer
programming
is
not
something
that
human
beings
are
going
to
be
doing
for
much
longer,
even
now,
that's
being
phased
out
most
of
and
that
kind
of
leads
me
into
my
my
second
question:
I
am
moving
backwards,
which
is
what
are
the
specific
computer
science
programs,
because
computer
science
is
a
huge,
broad
term
right.
I
So
what
specifically,
are
you
talking
about
when
you
say,
computer,
science
and
I'm,
assuming
this
is
all
just
K
through
12
right
you're,
not
even
going
into
post-secondary
options
in
the
K-12
plans
that
you're
working
on
and
have
worked
on?
Is
there
anything
that
is
specific
to
these
sort
of
higher
level
software
positions
that
will
still
need
humans
and
and
how
are
we
getting
there?
How
are
we
moving
away
from
this
low-level
coding
and
programming
to
get
to
those
positions.
L
Well,
one
of
the
things
that
I
can
talk
to
what
we're
we're
offering
to
teachers
in
terms
of
professional
learning
and
what
some
other
people
are
doing.
We
are
working
with
teachers
to
teach
the
Cs
principles
class,
which
is
a
broad-based
computer
science
class
that
was
developed
by
college
board.
It's
an
advanced
placement
class
programming
is
about
40
of
that
class.
Most
of
that
class
deals
with
how
the
internet
works.
What
is
a
network?
L
What
is
AI
so
getting
students
some
more
for
basic
foundational
knowledge
of
computer
science
in
Broad
terms
and,
frankly,
having
them
learn
that
computer
science
isn't
just
low-level
programming
the
other
courses
that
we're
doing
with
code.org
computer
science
discoveries
also
takes
an
approach
where
it's
coming
at
it
from
different
areas.
There's
a
physical
Computing
unit
where
they
are
actually
programming.
L
A
micro
bit
thank
you
which
they
can
make
light
up,
and
do
things
like
that,
which
is
very
apropos
to
programming
things
like
plcs
in
vet
factories.
L
It
has
a
web
design
unit
so
to
take
teaching
students
how
to
create
a
website.
It
has
a
gaming
unit
that
teaching
students
how
to
learn
about
gaming
and
the
entire
purpose
is
the
problem,
solving
aspect
and
not
necessarily
knowing
how
to
code
so
I
totally
agree
with
you
and
that
the
idea
of
being
a
low-level
programmer,
although
it's
not
gone
yet,
and
banking
industry
isn't
getting
rid
of
Fortran
and
Cobalt
anytime
soon,
but
being
able
to
apply
it
more
broadly.
Media
arts
is
computer
science.
L
Additive
manufacturing
is
computer
science,
those
little
computers
in
the
factory
that
tell
the
arms
what
to
do.
That's
computer
science
and
being
able
to
to
give
students
that
broad
information
about
what
computer
science
really
is
and
what
they
can
do
with.
It
is
our
primary
mission.
J
I
J
I'm,
sorry,
how
to
piggyback,
on
top
of
that,
I
think
that
one
thing
that
we
hope
to
do
as
well
is
that
advanced
Kentucky
has
Partnerships
with
those
that
are
not
just
specifically
computer
science
related
as
well.
You
know
with
the
csit
Academy
of
Kentucky
Department
of
Education
and
those
Pathways
cross-reference
with
a
lot
of
other
Pathways,
whether
we've
introduced
our
first
additive
manufacturing,
hybrid
pathway,
which
cross-references
with
manufacturing
with
engineering
as
well
as
computer
science,
so
I
think
in
strengthening
our
Partnerships,
so
that
you
know
we're
not
doing
this
by
ourselves.
K
I'm
mainly
here
for
my
looks,
but
to
support
Monique
and
charity
as
somebody
who
graduated
with
a
degree
in
electrical
engineering
38
years
ago,
the
at
the
time
that
basic
programming
that
you're
talking
about
not
the
capital
basic
language
but
the
the
fundamental
stuff
that
was
reserved
for
computer
science,
majors
and
as
an
electrical
engineer,
I
learned
the
very
Basics,
but
that
you
know,
obviously
in
38
years.
A
lot
has
changed
in
that
world.
You
still
got
to
get
through
the
the
very
early
steps
and
that's
a
lot
of
no
kids
learn
it
now.
K
I
Absolutely
and
I
agree
and
the
reason
I
was
asking
kind
of
what
are
the
specific
programs
and
thank
you
for
answering
that
is
that
what
you
know-
it's
inverted
in
terms
of
the
population
of
people
that
are
in
stem
and
in
computer
science,
computer-related
occupations
generally,
because
the
whole
immigration
wave,
especially
from
India
in
the
90s
and
throughout
now,
is
software
related
right
people
taking
like
Banks
and
digitizing
data.
Large
corporations,
like
all
of
that,
is
still
ongoing.
So
the
competition
is
fierce
when
these
kids
graduate
and
go
into
the
post-secondary
world
or
Beyond.
I
So
they're
now
competing
with
foreign
students,
the
majority
of
the
ones
in
stem
of
which
are
Asian,
Chinese
and
Indian
specifically,
and
they
are
you
know
they
have
come
here
with
a
purpose
that
you
know.
You've
got
a
bunch
more
of
them
so
that
you
may
not
see
them
in
your
K-12,
but
all
of
a
sudden
you're
dealing
with
individuals
that
have
whatever
training
they've
got
button
from
their
home.
You
know
K-12
kind
of
programming,
so
my
my
concern
and
my
I
guess
I
can
follow
up.
L
That's
part
of
our
advocacy
work
in
making
sure
that
I
once
read
a
stat
that
most
the
computer
science
Majors
that
are
producing
the
United
States
are
not
from
United
States
citizens
that
they
are
actually
International.
Students
who
come
to
the
United
States
get
a
computer
science
degree
and
a
lot
of
them
return
to
their
home
country.
A
lot
of
them
stay
here,
making
sure
that
students
in
our
cities,
counties
our
our
Hills
and
Hollows
are
all
have
that
same
opportunity.
L
M
L
L
I
might
have
been
a
computer
programmer
if
I
had
found
out
about
it
earlier
and
I
went
to
a
science
detect
magnet,
so
I
actually
learned
the
program
in
12th
grade,
but
it
wasn't
like
the
school
down
the
street
around
the
corner
where
they
had
those
people
coming
out
here.
I
mean
one
of
the
things
I
wanted
to
do
was
completely
unrelated
to
Computer.
Sciences
I
wanted
to
become
an
architect.
I
still
don't
know.
L
Any
Architects
I
have
no
idea
how
you
become
an
architect
and
so
I
never
pursued
it,
not
because
I
couldn't,
but
because
I
was
unaware
of
how
anybody
the
first
steps
to
be
able
to
do
those
things,
making
sure
that
students
are
aware
of
the
opportunities
and
where
they
can
go
with.
It
is
a
huge
deal,
there's
so
much
that
can
be
done
with
the
basic
foundational
knowledge
of
computer
science.
K
The
the
manufacturing
of
those
parts
is
not
something
that
you
do
by
pushing
buttons
right.
The
the
people
that
run
the
machines
that
build
those
parts
have
to
be
highly
technical.
They
have
to
understand
computer
science,
so
it
may
be
who's
getting
a
PhD
or
a
master's,
but
it
may
be
who's
running
that
3D
machine
that
needs.
You
know
the
equivalent
of
an
associates
degree
in
computer
science
right,
so
it
spans
the
full
Workforce
across
you
know
across
the
across
the
total
Workforce,
but
we're
obviously
very
focused
on
bringing
those
to
Kentucky.
F
F
Mr,
chairman
and
and
I
just
want
to
make
the
obsession.
I
have
a
niece
go
to
school
in
Virginia
and
when
she
was
in
the
10th
grade,
she
knew
that
she
wanted
to
go
into
cyber
security
and
now
she's
in
the
12th
grade
and
she's
boom,
making
that
step
right.
So
she
got
it
really
early.
She
got
that
in
Middle
School,
that's
because
of
the
familiarity
and
becoming
early,
so
I
love
the
recommendations
that
you're
making.
With
respect
to
that,
the
last
observations
chairman
is,
you
got
the
y'all
down
yeah.
N
N
So
what
I
wanted
to
ask
you
was:
is
you
mentioned
awareness
and
increasing
awareness?
Are
there
other?
N
You
know,
barriers
that
have
been
identified
or
perceived
for
if
you're,
a
young
person
in
middle
school
or
high
school-
and
you
want
to
do
I
mean-
is
there?
Are
there?
Are
there
things
in
the
process?
That
would
maybe
keep
you
from
being
able
to
do
that
testing
or
other
things?
I,
don't
know
that
you
could
identify.
J
Okay
to
a
degree,
I
can
think
of
one
thing
specifically
one
thing
specifically:
there's
no
one
in
the
stem
education
world
as
kind
of
the
stem
Cliff,
it's
right
around
that
middle
school
age,
it's
particularly
for
females
and
which
you
have
an
equal
representation
of
students
that
say
that
they
enjoy
stem
up
until
probably
about
sixth
grade,
and
then
that
decrease
or
that
decreases
significantly
for
females.
And
so
research
has
indicated
that
there's
that
stem
Cliff,
that
we
have
to
fight,
probably
as
barriers
for
females
to
take
to
take
computer
science
courses
I.
J
Think
I'm,
a
lifelong
Kentuckian
grew
up
in
Wayne.
County
live
in
Bardstown
in
Nelson
County
now
and
I
can
think.
Specifically
when
I
was
about
seventh
grade
and
my
dad
sat
me
down
and
said:
Sherry
you're
pretty
good
at
this
computer
science
thing.
Maybe
you
should
think
about
going
into
it,
and
that
was
significant
to
me.
But
then,
as
an
educator,
everyone
in
advance
Kentucky
is
a
previous
educator.
Prior
educator.
We
still
are
Educators
and
that
statement
that
my
dad
gave
me
carried
on
into
the
work.
J
I
know
that
we
all
do
and
that
I
had
that
opportunity.
My
dad
giving
me
that
encouragement,
we
as
Educators,
we
have
to
give
every
student
that
opportunity
and
that
encouragement,
and
so
sometimes
it's
just
that
efficacy
barrier
that
we
have
to
break
through
about
just
offering
the
class
and
encouraging
kids
to
take
it.
J
Always
not
always
I
think
specifically,
we
did
a
workshop
in
hot
in
Hazard
Kentucky
back
in
June
and
one
of
the
teachers
there
was
telling
me
about.
You
know:
she's,
an
engineering
teacher
and
physics
teacher.
She
said
you
know
she
has
access
for
her
students
at
schools,
but
she
lives
in
the
holler.
So
she
doesn't
have
that
Broadband
access
that
sometimes
that
she
even
needs
as
an
educator,
and
you
can
just
imagine
me
the
kids
that
live
in
the
hollers
as
well
may
not
have
that
too.
L
To
kind
of
piggyback
on
what
Sherry
is
saying,
one
of
the
things
that
became
evident
in
the
pandemic
is
just
how
many
people
don't
have
access
to
the
internet
and
how
many
people
don't
have
devices.
You
can
use
your
phone
to
do
a
lot.
You
can't
use
your
phone
to
program,
it's
just
not
powerful
enough
for
that.
So
if
a
student
wanted
to
do
more
than
that,
they
would
have
to
have
access
the
best
place
that
they
have
access.
L
Is
the
schools,
because
the
schools
basically
do
have
every
school
in
the
state
has
Broadband
every
school
has
devices,
but
what
happens
when
they
leave
the
school
grounds?
When
are
they
going
to
be
able
to
practice
on
their
own,
develop
things
on
their
own
outside
of
the
school
day?
Another
thing
that
came
up
as
part
of
what
happened
during
the
height
of
2020
and
2021
is
that
a
lot
of
these
programs,
especially
computer
science,
since
they
were
thought
of
as
electives.
Technically
there
are
electives
but
I,
don't
believe
they're
electives
anymore.
L
That's
just
a
belief.
That's
not
official,
but
a
lot
of
those
courses
got
dropped
because
they
they
were
making
decisions
at
the
time
about
who
to
keep
how
to
keep
them.
Frankly,
I
think
that
was
backwards.
L
G
Thank
you
for
your
presentation.
Thank
you.
You
said
something
about
one
through
nine
components
or
something
that
you
said,
and
you
didn't
finish
that
and
I
thought
that
was
pretty
interesting.
The.
L
Nine
policies-
yes
yeah,
the
so
code.org
advocacy
group
created
the
nine
policies
about
six
years
ago.
Code.Org's
been
around
for
10
years,
and
currently
there
are
Kentucky
has
met
seven
of
those
nine
policies.
So
the
standards
the
Cs
planned,
the
the
Cs
lead
in
the
state
certification,
Pathways,
satisfying
a
core
graduation
requirement
and
satisfying
an
admission
requirement
at
higher
education.
Those
are
all
things
that
Kentucky
does
do,
and
all
states
don't
do
that
Kentucky
is.
L
There
are
more
states
that
are
adopting
these
nine
policies
and
using
those
nine
policies
to
determine
where
their
state
should
go.
These
nine
policies
are
referred
in
in
our
Kentucky's
CS
state
plan
and
currently
two
of
them.
The
one
where
we're
creating
is
creating
programs
where
pre-service
teachers
take
computer
science
and
requiring
that
all
secondary
schools
offer
computer
science
are
the
two
that
we
don't
meet.
Most
of
our
schools
in
Kentucky
offer
computer
science
most
of
the
secondary
schools.
L
Offer
it
what's
happening
is
is
that
they
may
offer
a
course
in
I'm
going
to
say
media
arts,
because
it's
the
first
thing
that
came
into,
which
is
a
very
small
course
with
very
few
students,
and
that's
the
only
CS
slash.
It
course
that
they
offer,
as
opposed
to
everyone,
offering
a
foundational
course
everybody
does.
Every
school
doesn't
offer
introduction
to
computer
science.
J
Also
mentioned
that
there's
a
big
difference
between
the
digital
literacy
definition
and
computer
science
definition.
Most
of
our
schools
offer
those
digital
literacy
courses,
but
that
definition
was
created
years
ago
in
which
digital
literacy
meant
something
very
different,
whereas
computer
science
now
is
more
encompassing
of
what
we
are
training
students
to
do
five
years
from
now
10
years
from
now.
So
that's
that's
a
just
a
differentiation
that
I
wanted
to
make
specifically
and
also
I.
J
Think
on
the
last
slide
and
the
very
last
one
where
Monique
has
the
references,
and
this
is
where
what
Kentucky
snapshot
looks
like.
But
there
is
a
snapshot
for
every
state
in
the
in
the
U.S.
So
you
can
look
at
how
we
compare
against
other
states
and
where
their,
where
their
non-policies
are
in
terms
of
reference.
G
K
Mr
chairman
I
was
going
to
make
one
last
comment
because
I
know
you
we've
gone
over
time
is
I'd,
be
remiss
given
they're
in
the
room
and
even
though
Monique
contrary's
presentation
was
much
better
than
the
previous
one
I'd
be
remiss
if
I
didn't
say
thank
you
to
for
KY
stats.
They
are
a
great
partner.
G
I
I
just
like
to
emphasize
yes,
sir
family,
if
I
may,
the
the
statement
at
the
end
of
your
nine
policies
or
the
nine
policies
here
to
code.org,
has
recently
updated
its
policy
recommendations
to
include
a
requirement
for
every
student
to
take
computer
science
to
receive
a
high
school
diploma.
I.
Think
if
there's
something
that
we
can
get
out
of
this
presentation,
then
we
can
potentially
put
into
the
Department
of
Education
is
to
make
that
happen,
because
we
could.
G
A
You
Mr
chairman,
and
what
I'd
like
to
make
before
we
transition
on.
You
know
the
three
thing:
there
are
two
things
I'm,
seeing
the
news:
a
lot:
cyber
security.
Obviously
it's
all
over
the
place.
You
know
school
districts
and
hospitals
and
all
kinds
of
stuff
AI
is
all
over
the
place.
I
mean
that's
something
that
is
is
really
really
important.
We
talk
about
how,
in
your
K,
through
six
or
seven
coursework,
there's
no
computer
science,
yet
they're
using
computer
science,
yeah.
O
A
L
Absolutely
what
what's
happening
in
elementary
schools
is
that
we
have
no
way
to
keep
track,
so
there's
lots
of
programs
out
there
for
elementary
school
students.
Co.Org
has
one,
but
because
of
how
we
keep
records
of
what's
being
taught
in
elementary
school.
We
don't
have
a
way
right
now
to
determine
what
and
how
much
computer
science
is
being
taught
in
elementary
schools.
J
And
Senator
Neil,
you
mentioned
your
niece
a
few
minutes
ago,
I
I.
Just
to
tag
on
to
that
and
my
my
son
is
a
non-commissioned
officer
in
the
Army
and
he
went
in
as
an
intelligence
officer
and
now
five
years
into
his
training.
They
have
decided
to
train
him
in
cyber
security
because
they
need
that
addition
into
to
his
job.
So
that's
a
perfect
Point
as
you're
making
right
here.
He
took
computer
science
10
years
ago
in
high
school,
and
now
it's
becoming
useful
to
him
and.
A
I
think
for
me
in
particular
the
most
real
manifestation
of
this
topic
is,
you
know
the
blue
oval
SK
battery
plant.
That's
coming
in.
You
know
we're
talking
about
21st
century
jobs.
Well,
we
have
one.
We
have
a
massive
manufacturing
center,
that's
about
to
open
here
in
three
or
four
years,
so
they're
going
to
need
people
and
I
would
love
them
to
be
homegrown,
even
though
you
know
I'm
also
not
from
Kentucky,
but
I
can
say
y'all
with
the
best
of
them.
Also.
B
A
O
M
O
Us
and
I'll
be
leading
this
off
again
I'm,
so
grateful
to
be
here
to
talk
about
opportunity
and
inclusion.
I
want
to
say
a
shout
out
to
representative
Nema
for
giving
us
this
opportunity.
She
recently
visited
Harbor,
House
and
and
toured
our
current
and
future
facility
and
unbeknownst
to
her
I
have
about
two
decades,
with
the
Sisters
of
Charity
of
Nazareth,
so
I
had
long
heard
of
her
prior
to
putting
a
face
to
a
name.
O
Her
family
moved
here
from
India
to
Louisville
Kentucky
to
attend
the
DePaul
School,
so
that
her
brother
could
experience
a
world-class
learning
difference
program
and
so
much
like
DePaul
Harbor
House
is
very
much
an
Innovative
Cutting
Edge
program.
That's
taking
a
look
at
a
population
that
frequently
falls
through
the
cracks.
Now.
We've
heard
a
lot
today
about
minorities,
gender
inequity,
but
what
we
haven't
touched
on
is
what's
happening
with
the
state's
disabled
population
and
how
there
is
truly
a
disparity
when
it
comes
to
job
opportunity
and
development.
O
O
That's
equal
to
about
37
percent
of
our
population
are
one
in
three
adults
that
is
a
very
significant
percentage
of
our
population
here
in
Kentucky,
and
that
may
be
a
physical
and
intellectual,
a
hearing
or
a
vision,
disability
or
like
my
child,
who
has
severe
dyslexia,
it
could
be
a
learning
difference,
but
all
of
those
disabilities
deserve
to
have
opportunities
in
fulfillment,
like
each
of
us
do
day
to
day
when
it
comes
to
inclusion
and
opportunity.
O
What
we
find
is
that
those
with
a
disability
are
less
likely
to
participate
in
the
labor
force
in
Kentucky,
15.8
percent
of
the
population
ages,
16
to
64.
report
having
a
disability
that
limits
their
activity
and
only
27
percent
are
employed.
That's
a
significant
difference
between
our
average
employment
rate
of
68
among
kentuckians
25
to
64.
in
our
neighborhood
we're
located
in
Southwest
Jefferson
County.
We
also
take
a
look
at
that:
Dixie,
Highway,
Corridor
and
I
think
the
statistics.
They
are
quite
shocking,
we're
looking
at
the
zip
code
of
40216.
O
We
also
see
that
there's
low
access
to
Key,
Community
Resources
and
about
a
third
earned
30
percent
or
less
of
area
meeting
income,
and
so
those
are
two
of
the
populations,
those
that
live
around
Harbor,
House
and
Southwest
Jefferson
County
and
those
that
are
disabled,
that
we
are
serving
and
hoping
to
further
serve
a
snapshot
at
our
current
building
and
our
current
Services.
We
serve
over
28
zip
codes,
we're
in
a
building
that's
about
20
years
old,
and
it's
a
little
over
8
000
square
feet.
O
We
are
building
a
brand
new
intergenerational
life
center
that
is
going
to
bring
so
much
more
opportunity
to
not
just
that
area
of
Southwest
West,
Jefferson
County,
but
all
of
Jefferson
County
and
to
the
state.
We
are
going
to
be
one
of
the
first
intergenerational
centers
in
all
of
Kentucky
and
when
we
open
that
facility
will
be
over
35
000
square
feet,
we're
going
to
be
able
to
serve
400
people
daily
and
we
hope
to
increase
to
over
30
zip
codes
and
really
it's
all
about
inclusion
and
opportunity.
O
They'll
just
also
take
an
even
closer
look
at
Jefferson
County
and
who
we
might
be
able
to
serve.
We
see
that
eight
percent
of
our
population
between
the
ages
of
18
to
65
have
a
disability,
20
percent.
26
percent
of
the
total
population
is
over
the
age
of
65
and
22
percent
is
under
the
age
of
18..
So,
as
we
move
into
this
new
building,
we
could
potentially
serve
over
300
000
people
in
our
new
facility.
O
Not
only
will
we
continue
to
serve
persons
with
disabilities,
but
we
will
also
begin
to
have
before
and
after
school
programs
for
children
and
so
that
they
can
be
dropped
off
before
school
starts
and
have
a
place
to
come
for
tutoring.
After
we're
going
to
add
programming
for
seniors
and
we're
going
to
increase
our
young
adult
program,
and
so
we're
really
going
to
be
a
One-Stop
shop
for
people,
I
can
talk
personally
I
found
myself
entering
my
30s
I.
O
Harbor
House
has
had
amazing
growth
in
the
last
30
years.
It
is
a
Grassroots
organization
that
was
founded
by
parents
that
saw
a
need.
It
started
off
with
11
folks,
young
men
and
women
that
had
aged
out
of
the
school
system,
and
so
it
was
started
in
1992.
fairly
quickly.
While
it
was
in
its
infancy,
they
sweet
talked
Maria
Smith
into
coming
on
board.
She
was
finishing
her
master's
at
Bellarmine
University.
O
She
had
15
years
in
banking
and
a
chance
call
to
check
on
a
family
member
who
might
know
a
plumber
that
could
work
on
her
drainage
issue
led
to
hey.
Are
you
available
for
this
thing?
I'm
thinking
about,
and
so
27
years
later,
she
has
led
us
from
11
people
to
over
150
people
that
we
currently
serve.
It
is
moving
us
towards
being
able
to
serve
400
plus
in
2002.
We
got
our
first
bricks
in
Mortar
building.
O
That
is
the
building
that
we
currently
are
serving
our
participants
in
and
that
building
we
will
continue
to
use
once
we
get
into
the
new
building
that
will
become
a
child
Enrichment
Center.
We
are
very
good
stewards
of
our
funds.
In
2004
we
added
the
Kentucky
Derby.
We
needed
a
way
to
create
awareness,
as
well
as
to
fundraise
for
our
many
programs,
and
this
year
we
celebrated
20
years
and
we
dropped
over
50
000
Ducks
into
the
river,
and
it
is
both
a
fundraising
and
fundraising
event.
O
We
then
began
to
add
respite
care
and
what
we
were
seeing
was
a
number
of
our
families
that
might
have
an
emergency
or
they
might
need
to
be
able
to
go
out
of
town
for
business
needed
a
place
that
was
familiar
to
their
loved
ones,
where
they
could
spend
a
day
or
two.
It
was
also
equally
important
to
the
people
that
we
served
that
they
had
Independence
and
we
tell
the
story
of
one
of
our
folks
that
has
been
around
forever.
O
O
In
2017,
we
were
able
to
purchase
the
land
that
is
adjacent
to
the
current
facility
in
which
we
operate
in
2020.
The
demand
was
so
great
for
our
respite
services
that
we
added
a
second
home
in
2022.
We
began.
We
broke
ground
on
our
new
intergenerational
center.
Now
between
2017
and
2022.
We
had
a
little
thing
called
the
pandemic,
and
if
you
can
imagine
having
to
raise
money
and
to
move
construction
forward
during
this
period
of
time,
well,
we
made
it
happen,
and
so
we
are
just
months
away
from
officially
opening
our
new
building.
O
It's
a
17
million
dollar
project.
It
is
all
funded
by
donor
funds
and
Foundations,
as
well
as
some
government
funds.
We
are
still
4
billion
short.
So
just
so,
you
all
know
that.
So
we
can.
We
continue
to
campaign
for
funding
as
we
complete
this
building,
and
once
that
is
completed,
we
will
be
moving
into
phase
two
of
construction,
in
which
We'll
add
our
child
enrichment
center
and
again
it
will
be
a
Cutting
Edge
facility
in
which
we'll
be
teaching
the
Emilio
Regio
method.
P
Thank
you,
Diane
currently,
Harbor
House
provides
Adult
Day
training
to
over
150
155
folks.
We
serve
these
adults
who
are
on
this
supports
for
Community
Living
waiver,
the
Michelle
P
waiver,
the
home
and
community-based
waiver,
and
also
folks
through
state
general
funds,
and
also
some
people
who
private
pay
who
are
not
on
these
waivers.
P
We
provide
respite
like
Diane,
was
talking,
I,
always
like
to
say
that
it
gives
the
caregiver
a
break,
but
it
also
gives
our
participants
a
break
from
their
caregivers
and
it's
also
very
popular
for
us.
During
the
pandemic,
we
started
our
teen
life
skills
program
where
we
serve
teens
13
to
18
years
of
age.
We
partner
with
Metro
United
Way
for
the
blocks
program
to
ensure
that
we
are
providing
good
quality
out
of
school
time
services.
P
We
also
provide
a
transportation.
We
have
transportation
services,
we
have
a
fleet
of
10
Vehicles,
so
we
are
able
to
pick
up
our
participants
from
home
and
bring
them
directly
to
us
and
then
provide
them.
Quality,
Service,
Transportation
home
as
well,
that
way
they
aren't
waiting
on
their
cab
or
their
cabs,
cancel
on
them,
such
as
such
as
that
we
have
our
home
sweet
home
personal
service
agency.
So
we
currently
have
staff
that
are
going
in
into
the
homes
of
seniors
to
help
them
with
housekeeping.
P
We
have
our
bulk
mail
and
fulfillment
services
at
our
day
program,
so
we
have
a
portion
of
our
folks
that
can
come
to
us
during
their
day
and
make
a
living
make
a
good
wage
and
we
partner
with
several
different
companies
such
as
GE
and
parent,
giving
where
they
fulfill
those
orders
and
that's
a
big
part
of
their
day.
P
One
of
our
larger
services
that
we
enjoy
doing
is
supported
employment,
so
our
our
participants
can
come
to
us.
We
receive
referrals
through
the
Office
of
Vocational
Rehabilitation
and
we
assist
them
with
finding
good
employment
in
the
community,
which
has
been
really
great.
Our
transportation
services
are
able
to
assist
them
to
and
from
their
workplace
as
well,
which
is
generally
a
pretty
big
barrier
for
employment.
For
our
participants
see
we
are
expanding.
As
Diane
said,
we
have
started
our
adult
day
health
program,
so
we
are
able
to
assist
seniors.
P
Who
will
be
coming
to
us
who
may
need
a
little
bit
more
of
medical
attention.
So
we
have
our
director
of
health
services
and
LPNs
on
site
that
are
able
to
assist
them
throughout
the
day
and
they
are
able
to
participate
in
all
of
our
fun
activities
that
we
have
our
before
and
after
school
care.
There
will
be
medical,
dental
and
Spa
services,
a
fitness
center
hot
meals
prepared
on
site,
so
we
will
have
Chef
services
and
we
just
became
certified
through
the
federal
food
program
to
to
provide
meals
to
everyone
that
attends.
P
We
are
going
to
expand
our
transportation
services
to
bring
our
seniors
and
more
medical
runs,
which
will
be
exciting
and
then
one
another
big
thing
that
we
are
very
excited.
We
just
became
independent
through
the
department
of
labor
labor
for
job
apprenticeship
programs
So.
Currently
we
are
able
to
have
an
apprenticeship
program
for
our
direct
support
professionals
that
work
directly
with
our
participants,
but
we
are
looking
to
expand
that
so
the
surrounding
seniors
in
our
area,
who
may
not
have
access
to
higher
education
after
graduation,
could
become
certified
in
it
or
HR
or
medical
records.
O
M
And
dude
I
need
to
say
more,
have
you
heard
enough
and
you
were
wondering
as
you're
I'm
sure
you're
looking
at
all
this
and
listening
is
going?
How
are
they
going
to
do
all
of
this?
We
do
it
because
we
partner
we
partner
with
many
people
in
our
community
and
yes,
what
happens
at
Harbor.
House
is
very
transformational.
People
come
in
and
they
want
to
bring
their
own
skills
to
the
table
and
we
love
it.
I.
M
First
Dream
to
this
intergenerational
Center,
when
I
watched
my
grandmother
with
my
own
two
children
and
she
loved
nothing
better
than
to
hang
out
with
them,
and
they
love
nothing
better
than
to
have
her
around
and
now
I
get
to
be
Grandma
to
four
other
little
boys
and
I
know
how
she
felt
apple
of
your
eyes.
Joy
I
mean
Joy
exudes
in
those
interactions
and
I
wanted
more
people
to
be
able
to
experience
this
because
kids
are
dropped
off
at
a
daycare.
Seniors
are
dropped
off
at
their
senior
care
center.
M
People
with
disabilities
are
dropped
off
at
the
disability
Center.
How
do
we
bring
these
folks
together
and
how
do
we
make
a
meaningful
life
and
provide
that
for
them
throughout
life
from
early
on
to
early
to
late?
So
this
whole
thing
of
of
intergenerational
is
becoming
a
reality,
and
not
just
for
me.
It's
for
so
many
people
around
our
community
who
need
these
services.
M
I
realized
one
day
that
when
I
met
the
people
at
Harbor
House
what
great
opportunities
there
were
for
them
and
the
parents
were
tired,
though
they
were
the
ones
that
fought
to
get
their
children
integrated
into
the
school
system.
And
now,
how
do
you
integrate
them
into
society?
And
how
do
you
make
them
part
of
who
we
are
in
the
larger
picture?
M
So
some
of
our
employment
opportunities
came
up
early.
The
bulk
mail,
fulfillment
business
I
started
that
in
1996,
because
I
said
well,
we
need
a
place
that
they
can
make
or
play
a
way
for
them
to
make
money
and
to
be
purposeful.
We've
got
some
people
to
get
up
in
the
morning
and
that's
what
they
want
to
do.
They
come.
They
come
there
to
work,
but
it
needed
to
expand
beyond
that.
It's
a
stepping
stone
for
many
of
them.
M
It's
an
opportunity
for
them
to
have
training
and
then
to
take
that
out
into
the
larger
world
and
to
do
other
things
in
the
community
as
supported
employment,
as
as
Abby
said,
home,
sweet
home
is
another
one
that
we
adopted
several
years
ago,
and
that
was
to
give
our
people
competitive
wages.
They
work
alongside
someone
in
the
community
who
does
house
cleaning
they
work
alongside
them.
They
become
that
house
cleaner
too
I
mean
it
was
such
a
powerful.
We
had
a
foundation.
That
said,
why?
Don't
you
project
this?
M
You
know
just
just
Pro,
do
a
project
on
this
and
see
if
it
works.
So
we
did.
We
picked
five
homes
we
went
in,
took
our
people
and
it
was
overwhelming
the
participant
that
went
felt
like
they
were
doing
a
senior
favor,
the
senior
that
had
our
participant
came
felt
like
they
were
doing
a
favor
for
the
adult.
That
was
there
to
work
with
their
home
and
it
became
a
magical
relationship.
We
had
one
guy
that
called
in
sick
one
day
and
he
called
back,
and
he
told
the
lady
that
was
running
home.
M
M
So
it
was
a
competitive
employment
situation
for
home
sweet
home
so
that
stepping
stone
of
learning
in
the
in
the
bulk
mail
fulfillment
center
of
how
to
show
up
what
to
do,
how
to
dress,
how
to
be
how
to
be
social
that
helped
and
engage
them
in
home,
sweet
home,
as
well
as
other
jobs
in
our
community
now
to
expand
into
other
opportunities
coming
up
with
this
new
building
are
huge.
We
heard
them
just
talk
about
from
the
the
career
center.
M
M
They
don't
come
from
an
area
of
rich
colleagues
that
can
help
them
be
employed
in
this
kind
of
a
field
and
way.
So
we
want
to
offer
those
opportunities
for
them
as
well
there,
along
with
our
Salon
and
Spa.
You
know,
is
Detroit
and
he's
going
to
run.
This
I
said:
we've
got
people
with
disabilities.
Have
you
ever
thought
about
having
somebody
be
able
to
do
nails
and
pay
them
a
higher
wage
to
do
nails
they're
in
a
chair?
They
can't
do
the
pedicures.
They
could
do
the
oh,
my
gosh.
M
With
that
opportunities
for
solar
energy
I've
been
approached
by
a
couple
of
gentlemen,
they
asked
me
to
include
that
in
the
apprenticeship
and
the
apprenticeship
is
a
year-long
certification
process
and
you
earn
as
you
learn
and
as
you
learn
and
as
your
skills
build,
then
you
get
a
higher
wage,
but
you
work
with
these
companies
so
that
these
companies,
we
are
actually
training
these
individuals
into
that
company's
culture
and
what
they
need
to
know
on
the
job
to
do
that
job.
So
yes,
Harbor
House,
indeed
embodies
everything
about
inclusion
and
opportunities
for
everybody.
M
It
Bridges
the
Healer
and
the
community
to
bring
together
these
different
segments
to
be
that
barrier.
It
takes
down
the
barrier.
You
know
you
see
somebody
with
a
disability
and
you
don't
cringe.
You
know
how
to
talk
to
them.
You
know
how
to
go
out
and
talk
to
them.
They're,
just
like
you
and
me,
they
want
to
be.
You
know
Community.
They
want
to
be
communicated
with.
They
want
to
be
included,
they
build,
we
build.
Bridges
seniors
won't
be
looking
at
these
children.
M
As
oh
look
at
those
kids
that
don't
know
anything
about
life,
they
may
be
the
ones
that
coming
in
and
teaching
them
about
how
to
use
their
computers
and
how
to
work
on
their
phones
and
how
to
connect
with
their
families
but
they're.
You
know
some
of
the
faces
of
Harbor
House
here
are
just
I,
can
tell
you
a
story
about
each
one
of
these
people
in
this,
but
you'd
have
to
come
and
see
it
for
yourself,
I
invite
you
to
come.
Take
a
tour.
M
Nema
came
out
last
week
and
thank
you
for
extending
the
invitation
for
us
to
come
here
and
say
a
few
things.
We
could
talk
all
day
long,
but
really
the
essence
of
feeling.
What's
there
and
the
love
that
Harbor
House
shares
with
everybody
is,
what's
so
enriching
and
humbling
to
be
there
and
to
do
this,
so
we
have
a
ribbon
cutting
on
September
22nd
for
the
new
building
love
for
you
to
be
there.
M
Also
on
August
17th
I'm
gonna
go
back
we're
going
to
celebrate
at
Olmstead,
we're
doing
a
fundraising
breakfast
so
come
and
have
your
checkbooks
ready
and
then
in
November
we're
going
to
do
an
appreciation,
an
open
house
for
the
community
so
well.
A
This
was
an
awesome
presentation.
Thank
you.
I
do
have
one
question.
Miss
Clark
did
representative
Kulkarni.
Put
you
up
to
all
those
really
nice
things.
You
said.
O
But
it's
how
how
I
mean?
Who
would
have
ever
thought
right
that
you
would
your
family
would
move
from
India
because
of
this
one,
woman,
sister
and
Rita
mock?
Who
was
a
force
to
be
reckoned
with
and
she
much
like
Harbor
House,
saw
and
need,
and
now
you're
leading
others
here
in
Frankfurt.
So
I
just
think
possibilities
are
Limitless
and
you
you
never
know
and
and
to
tie
further
into
the
internationality.
How
really
The
World
is
Flat
is
when
we
open
our
Cafe
we're
going
to
be
training
a
number
of
our
folks
in
the
cafe.
O
F
This
is
pretty
common
behavior
on
her
part,
I,
always
creative
and
always
a
positive
I.
Don't
have
a
question
to
ask
I
I
just
want
to
make
an
observation.
It
looks
like
we've
had
three
home
runs
today.
This
is
a
great
presentation,
in
fact,
I'd
like
to
take
that
tour
and
I'm
gonna.
Have
my
office
reach
out
for
that
purpose,
but
I
think
this
is
a
fantastic
concept
and
wow
there's
nothing.
I
can
add
to
what
you've
said.
Thank
you
so
much
for
bringing
it.
O
K
I
If
nobody
else
has
any
questions,
no
no
I
just
I,
want
to
thank
you
very
much
for
allowing
Harbor
House
to
be
a
late
addition
to
our
our
committee
meeting
today.
It's
disability
pride
month
and
I
wanted
to
make
sure
that
that
you
all
were
able
to
present
the
great
work
that
you
are
doing
and
have
been
doing
and
really
to
really
maybe
be
a
model
for
this
committee
for
the
disability
Community
right.
How
can
we
serve
individuals
that,
in
terms
of
demographics,
May
intersect
along
lines
of
gender
race,
socioeconomic
status?
I
The
need
is
there,
and
so
the
work
that
you're
doing
is
transformational
because
it
connects
the
needs
with
the
resources.
Of
course,
the
glue
being
people
that
care.
So
I
want
to.
Thank
you
all
for
for
being
here.
Thank
you,
chair
for
allowing
them
to
testify
I.
Think
it's.
It
was,
in
my
opinion,
the
best
presentation
of
the
day
no
offense
to
anybody
here,
but
I
just
wanted
to
mention
that.
So
thank
you
for
the
work
that
you're
doing
and
I'm
sure
we
would
all
be
very
happy
to
help
you
expand
that.
Thank
you.
A
And
with
there
being
no
remaining
questions,
I'd
like
to
remind
the
members,
the
next
meeting
of
the
commission
on
race
will
take
place
on
Tuesday
August
22nd
at
1
pm.
The
topic
of
discussion
will
be
diversity,
equity
and
inclusion,
and
with
that
move
to
adjourn
thank
you.