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From YouTube: Task Force on School and Campus Safety (8-1-23)
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A
A
C
A
Need
a
motion
to
approve
the
minutes.
Last
session
last
meeting
on
favor
aye
motions
approved
all
right.
Our
third
item
there
is
I,
think
they're
going
to
present
together,
but
Kentucky
Center
for
School
Safety
Office
of
the
State
schools,
security
marshal
and
student
mental
health.
If
you
all
will
come
to
the
table,
introduce
yourself
and.
E
And
we'd
like
to
thank
you
for
inviting
us
to
share
a
few
things
with
you
today
we
do
things
kind
of
just
a
little
differently
when
Ben
and
I
present,
we
like
to
basically
give
you
some
basic
information
and
then,
like
we
did
last
year
with
the
interim
joint
committee
on
education,
we'd
like
to
throw
it
open
for
discussion
and
find
out
what
you
all
have
on
your
minds.
So
real
briefly
here.
E
You
have
some
resource
officers
in
other
states
that
have
made
some
bad
decisions,
but
I'll
tell
you
this
that
we
have
resource
officers
in
our
state
here
that
think
those
kids
are
their
children,
they're
part
of
the
faculty
and
they're
part
of
the
community,
and
so
I
thought
well,
what
am
I
going
to
do
about
it?
So
my
office
sits
right
next
door
to
the
Department
of
Criminal
Justice
training
and
they
have
a
really
good
video
group
over
there.
E
So
I
talked
them
into
helping
me
produce
a
video
just
a
short
video
about
our
our
SRO
officers
in
the
state
and
what
they
do
and
I
have
to
go
back
to
Senate
bill.
One
is
school
safety,
resiliency
I
can
just
say
what
a
model
that
has
been
in
our
country
and
it's
been
a
model.
It's
Ben
will
tell
you
in
a
few
minutes
here
about
what
they're
doing
as
far
as
training
RSO
officers
now
I'm
at
a
technological
disadvantage.
E
This
year,
I'm
told
that
this
sound
system
in
here
doesn't
work
well
with
with
our
you
know,
with
the
laptop
here
so
I'm
going
to
try
to
jury
rig
this
there
and
put
our
microphones
down
there.
Hopefully
you'll
be
able
to
hear
this.
If
not,
we
will
send
it
to
you
and
you
can
watch
it
on
your
own
videos.
E
G
I've
seen
the
videos
we've
seen
them
in
class
we've
seen
them
in
training
of
you
know:
SRO
officers,
SRO
officers
walking
in
and
like
just
throwing
a
kid
to
the
ground.
That's
not
us!
We
don't
do
that.
I
can
tell
like
our
department
does
not
do
that.
We
for
the
most
majority
of
the
time
that
we
have
contact
with
the
kid.
It's
really
positive,
it's
a
kid
that
they
need
help.
They
need
guidance,
they're
having
a
bad
day
and
they're
going
off
on
admin
and
I'm.
Like
listen
man,
I
saw
you
the
hour
ago.
G
You
were
fine,
so
let
me
let
me
try
and
talk
to
you
just
de-esport
you.
So
then
you
can
go
back
to
class
and
maybe
not
go
to
safe
or
be
suspended
for
what
the
rest
of
the
day
we're
just
we're
trying
to
get
these
kids
to
be
the
best
version
of
themselves,
and
if
we
can
do
that
anything
that
we
can
do
to
help
that
we're
gonna.
Do
it.
H
Hey,
what's
going
on,
how
are
you
all
doing,
I'm
doing
all
right,
how
you
doing
good
be
doing
better?
That's
good,
we're
doing
better
how's
school
going
today.
The
first
couple
years
here,
I
thought
I
had
to
be
that
a
law
enforcement
officer
that
walked
a
straight
line.
No
Nonsense
you're,
going
to
do
this,
no
matter
what
and
I
wouldn't
interact
interacting
with
kids
right,
I
I
wasn't
getting
them
to
communicate
with
me,
I
started
doing
this
video.
H
Principals
are
involved
in
it
now
the
teachers
involved
in
kids.
You
know
with
videos,
hey
officer
Wesley.
Is
it
my
time
to
be
on
Facebook?
You
know,
or
social
media
with
you
and
doing
that
those
kids
have
opened
up
right,
right
and
I've
opened
up
to
them,
and
you
know
just
like,
for
example,
all
the
kids
now
say
house
Wesley.
If
you
ever
get
in
trouble,
we
got
your
back
used
to
when
you're
on
the
street.
H
You
know
the
Jew
knockins
that
to
put
you
in
your
old
way,
well
here
at
school,
you
can't
do
that.
You
have
to
be
a
little
bit
softer
it'll
be
nicer
to
them,
because
really
that
I
mean
that
could
be
your
son.
It
could
be
your
daughter,
it
could
be
your
nephew
or
niece
right
or
grandkids,
so
you
got
to
love
them.
H
You
gotta
put
your
arm
around
them
level
and
and
the
more
I
do
that,
the
more
they
enjoy
that
and
the
more
they
appreciate
that
and
they
they
just
don't
seem
as
a
police
officer,
I
person
officer,
and
they
see
that
I
can
call
off
icer
in
the
morning.
If
I
need
to
and
he'll
answer,
his
phone
or
he'll
come
and
help
me,
and
so
that
has
helped
tremendously.
I
I
We
can
still
administer
consequences,
meaningful
consequences
without
having
to
take
away
the
dignity
and
integrity
of
the
kid
right
and
so
I
think
it's
really
important
about
how
we
administer
our
jobs
and
how
they
receive
it,
and
over
the
course
of
time
you
can
build
a
culture
in
a
school
district
to
where
they
can
welcome.
You
appreciate
you
without
having
this
perception
of
all.
Those
cops
are
just
there
to
put
us
in
jail.
F
On
our
side,
doing
the
on-site
assessments
and
working
with
schools
directly,
the
SRO
is
a
huge
asset
not
only
to
us,
but
also
to
the
schools.
When
we
go
do
on-site
reviews
or
assessments,
we'll
talk
to
the
principal
we
talk
to
the
counselor,
we
definitely
talk
to
the
SRO.
The
SRO
is
responsible
for
the
safety
of
that
school.
Just
like
everyone
else
is,
and
they
do
a
phenomenal
job
of
making
sure
those
mandates
are
followed.
We're
going
what's
going
on
with
the
school.
What
assistance
do
you
need
and
they're?
On
top
of
it?
F
They're
making
sure
doors
are
closed,
they're,
making
sure
that
exterior
doors
are
maintained,
they're
making
sure
the
check-in
process
is
there
they're
patrolling
the
school?
So
there
are
a
huge,
huge
asset
when
it
comes
down
to
making
sure
the
mandates
of
the
bill
are
followed
and
working
with
our
office,
and
we
love
working
with
our
sros
they're
phenomenal
as.
E
A
former
principal
for
25
years
I
find
that
the
sros
are
a
part
of
the
faculty
they're,
not
just
an
outpost.
That's
out
there
they're
part
of
the
fiber
of
a
school.
Each
of
us
have
our
own
roles,
but
our
sros
I,
think
more
often
or
not
are
considered
to
be
counselors
rather
than
cops
that
are
in
there
trying
to
find
out
how
many
kids
we
can
put
into
the
Paddy
Wagon
and
take
them
down
to
juvenile
many
times.
E
We
find
these
officers
out
there
being
able
to
connect
with
kids
that
we
can't
connect
with
as
Educators.
We
think
that's
a
very
important
part
of
this
thing
and,
and
one
of
the
frustrations
that
I
have
is
that
when
you
look
at
the
research
out
there
about
sros
around
the
country,
whatever
you
see
one
picture
that's
being
painted
there,
but
what
I
don't
see
out
there
is?
How
can
you
put
a
metric
on
things
that
have
not
happened?
E
How
many
times
do
you
think
that
maybe
there's
been
something
that's
been
averted
because
an
Sr
officer
pulled
that
kid
into
the
office?
Talk
with
the
kid
and
I
can
tell
you
also
as
a
principal
I
would
have
the
SRO
officer
in
my
office
with
a
kid
that
potentially
could
be
arrested
and
we've
worked
with
the
parents
and
the
kids
and
that's
our
officers.
E
So
we
didn't
have
to
send
the
kid
through
the
court
system,
but
we
had
a
good
partnership
with
the
parents,
with
the
SRO
and
with
the
school
administration
to
avoid
these
things,
and
so
I
think
that's
something
that
gets
pushed
off
to
the
side.
How
many
times
we
were
able
to
avert
this
rather
than
send
the
kid
down
to
juvenile?
Let
them
deal
with
that.
I
We
win,
we
win.
Okay,
one
of
the
things
that's
unique
and
special
about
our
department
is
being
housed
in
the
in
the
school
district
paid
and
funded
by
our
school
district.
We
don't
go
anywhere
else,
do
anything
but
school
resource
officer,
type
jobs,
and
so
it
allows
us
to
build
long-term,
meaningful
relationships
with
kids,
and
so
when
we
talk
about
long-term
and
meaningful,
the
two
conditions
have
to
be
met
together.
So
just
to
give
you
an
example:
if
you
have
a
long-term
relationship
with
a
kid
and
it's
not
meaningful,
then
it's
not
really
fruitful.
I
G
Let's
go
orange
I
see
these
kids
eight
hours
a
day,
four
or
five
days
a
week,
sometimes
longer
if
they
go
to
the
football
games
or
basketball
games,
and
so
I
get
to
see
how
they
are
like
you
know,
because
sometimes
kids
at
home,
they
act
a
certain
a
different
way,
but
without
that
supervision,
when
they're
here
they
could
act
a
different
way
kind
of
like
their
true
self
and
so
I
get
to
see
that
and
help
Mentor
them
just
be
there
for
them.
Be
that
kind
of
consistency
in
their
lives
a
bit
yeah.
G
That's
a
lot
taller
than
you,
bestie
I.
Think
people
will
be
surprised
at
how
many
positive
encounters
we
have
I
mean
we
have
a
group
of
students
who
mean
mugs
everyone
in
the
Rifts,
the
kids
in
the
school,
and
she
tells
them
that.
Oh,
why
do
you
mean
mugging
me
she's?
Well,
I,
don't
talk
to
anyone
except
for
my
three
friends
here
at
school
and
these
four
cops
or
we
have
kids.
That
I've
talked
maybe
once
said
hi,
maybe
once,
and
he
tells
his
parents.
Oh
yeah.
These
are
my
I
love
these
cops.
G
F
F
At
SRO,
that's
not
in
there
for
the
right
reasons:
they're
there
to
help
kids
they're
help
there
to
help
families
and
as
soon
as
you
walk,
I
was
SRO.
As
soon
as
you
walk
into
that
school,
you
become
part
of
that
family
and
it's
it's
your
school.
It's
your
kids
and
you're
there
to
protect
them.
You're
there
to
help
them
just
like
they
were
your
own
kids
and
I.
E
Ben's
tied
into
the
national
network
as
I
am,
and
it's
almost
unheard
of
for
sros
to
have
120
hours
of
training.
I,
know,
I,
know
sros
from
other
states
and
say
well.
We
had
15
hours
of
training
that
you
know
was
there
for
us
and
then
Ben
turns
around
and
talked
to
somebody
says:
well,
we
have
120
here.
E
You
know
part
of
that
training
involves
with
how
to
deal
with
special,
ed
kids,
how
to
deal
with
diversity
issues
how
to
deal
with
de-escalation
issues.
What
can
we
do
to
and
again
this
whole
thing
comes
Under,
the
Umbrella
prevention
and
the
more
that
we
can
prevent
things,
the
better
things
that
are
going
to
happen
as
far
as
these
kids
time
that
they're
in
school,
having.
I
I
So
we
looked
at
Mental
Health,
Training
crisis,
mediation,
students
with
special
needs
and
those
kind
of
things,
and
so
it
taught
police
officers
how
to
be
better
sros
because
they
had
a
different
approach
and
they
had
a
different
mindset
going
into
schools
about
mediate.
Those
those
situations
with
kids.
H
H
We
have
to
be
able
to
educate
those
kids
on
law
enforcement,
we're
building
that
bridge
between
law
enforcement
and
juvenile
justice
system,
not
to
not
to
send
kids
to
the
judicial
justice
system,
but
to
help
to
educate
them
to
say:
hey
police
officers
are
going.
You
know
we're
Edge,
educators,
counselors
and
we're
coaches
and
role
models,
and
it's
a
it's
a
it's
a
it's
a
blessing
to
be
able
to
do
that.
F
Well,
I
like
to
kind
of
piggyback
off
that
and
kind
of
go
over
some
of
the
SRO
training
that
we're
doing
at
Doc
JT.
Some
new
innovations
that
we're
going
about
this
next
year
in
SRO
training
and
I,
really
would
like
to
call
out
Deputy
Wesley
who
was
in
the
video
he
just
didn't
put
that
hair
net
on
for
the
the
actual
video
I
think
he
has
one
of
those
hair
nets
in
his
gun
belt,
because
if
you
look
at
Facebook,
he's
he's
always
involved
and
I
think
that
he
just
does
a
fantastic
job.
F
Like
I
said
in
the
video
I'm,
a
former
SRO
I
started
in
1999
started
three
months
after
Columbine
in
Montgomery,
County
actually
were
officer
barriers
at
now
when
I
walked
into
the
school.
Basically,
they
looked
at
me
and
said:
what
what
are
we
going
to
do
with
you
and
I?
Looked
at
them
and
said:
I,
don't
know
what
I'm
going
to
do.
We
have
become
Leaps
and
Bounds
in
the
last
20
years
or
more
on
training
for
sros
I
want
to
make
sure
that
people
understand
that
sros
are
a
specialized
unit.
F
Just
like
a
detective.
Just
like
a
SWAT
officer,
just
like
anyone
else
and
probably
the
most
specialized
unit
that
you
can
have
in
law
enforcement
and
take
such
a
special
person
and
that's
why
we're
seeing
such
good
results
from
our
sros
within
the
state,
but
I
want
to
go
over
with
you
within
the
school
safety
and
resiliency
act.
F
The
curriculum
called
for
foundations
of
based,
lawn
or
Foundation
to
school-based
law
enforcement,
threat,
assessment
and
response,
drug
abuse
and
abuse
school
resource
officers
is
teachers
and
mentors
youth,
mental
health
awareness,
diversity
and
bias,
awareness,
training,
understanding,
students
with
special
needs,
de-escalation
strategies,
social
media
and
cyber
security
threats,
trauma-based
action,
and
basically
all
of
that
was
required
in
the
120
hours
of
training
that
we
do
at
docjt.
We
put
all
of
that
into
sro1,
which
is
the
first
40
hours
when
we
wrote
the
curriculum
for
one.
F
We
did
not
write
the
curriculum
for
two
right
afterwards,
we
started
training
police
officers
and
we
said
what
do
you
need
most
you've
been
in
the
school
you've.
Had
this
training
that's
required
by
law?
What
do
you
need
most?
You
would
have
think
they
said
more
active,
shooter,
training,
more
Firearms,
more
tactics,
they
looked
at
us
and
said
we
know
how
to
be
cops.
We
need
to
know
how
to
be
sros
and
they
wanted
more
mental
health.
They
wanted
more
trauma.
They
wanted
more
threat
assessment.
F
If
I
talk
to
principals
around
the
state,
they'll
tell
you
they
use
their
school
resource
officers
more
for
counselors
than
they
do
anything
else.
School
resource
officers
are
not
allowed
to
do
discipline.
That's
an
mou!
That's
in
the
law.
They
do
no
discipline,
they're,
theirs
protectors,
but
they're,
mentors
and
counselors
as
well,
and
that's
what
so
specialized
about
our
training.
We
do
do
after
active
response
training
for
active
Shooters.
We
do
do
firearms
training
because
all
of
this
that
they
are
required
to
do
and
work
with
kids
in
99.9
percent
of
the
time.
F
That's
what
they're
doing
is
being
that
counselor
Mentor.
Is
that
if
the
worst
could
ever
happen,
they
have
to
switch
and
become
that
tip
of
the
spear
to
protect
our
kids
and
that's
why
it's
such
a
specialized
unit
and
I
can
tell
you
from
experience
these
folks
speak
from
the
heart
when
they
talk
about
those.
Are
your
kids
and
you
are
part
of
that
school
and
I'll
answer
any
questions
you
have
about
sros.
J
J
I
want
to
compliment
you
for
the
work
that
you
do
because
I
will
tell
you.
I
have
never
heard
anything,
but
good
things
about
you
and
people
speak
very
highly
of
the
work
that
you
do
and
I
want
to
show
you
that
that
you
know
I
tend
to
be
a
an
outlier.
I
didn't
have
a
different
point
of
view
than
most
of
my
colleagues
I'm
fine
with
that
I'm.
Fine
with
that.
J
But
I
understand
that
you
roll
that
you
play
I
will
tell
you
as
far
back
as
as
2017
when
Senator
Mike
Wilson
was
chair
of
Education.
We
had
the
first
interview.
One
I
was
an
advocate
then
for
for
SRS
having
guns
in
schools.
We
have
that
in
Fayette
County
we've
got
that
Fayette
County
for
a
while
and
I
and
I'm
I'm.
Fine
with
that
I
do
think.
J
I
think
I
can
advocate
for
that
and
say
at
the
same
time,
I
do
think
we
have
too
many
guns
in
society
and
we
need
to
reduce
our
guns
in
society.
I
have
no
problem
saying
that
either
but
but
I
think
the
work
you
do,
while
having
guns
in
schools
protecting
our
children
and
making
them
safe,
you
do
an
excellent
job.
So
I
don't
really
have
a
question
for
you,
but
I
said
I've
never
met
you,
but
I
was
once
you
have
heard
good
things
about.
F
I
definitely
appreciate
it.
That's
what
I
want
to
say.
Thank
you.
So
much
I
appreciate
that
I
should
be
done
after
that
right.
That
was
man
that
was
awesome.
I.
Do
appreciate
that
sir
very,
very
much.
Thank
you.
One
of
the
things
that
we
are
planning
on
doing
for
next
year,
with
our
Sr
training
is
the
Marshall's
office
is
going
to
be
taking
over
the
SRO
training,
we're
still
housing
it
under
docjt.
We
will
still
have
instructors
from
Doc
JT
assisting
with
it,
but
our
goal
is
to
make
our
training
Regional.
F
F
But
if
we
try
and
separate
out
regionally,
then
we're
going
to
be
able
to
do
that
so
say
a
little
prayer
for
me.
We're
going
to
make
this
work
next
year
and
I
think
that
it's
going
to
be
a
real
good
thing
if
I
could
move
on
to
what
we
do
for
the
actual
Marshal's
office
and
our
risk
assessments
I'll
just
hit
this
very
quickly
and
then
I'll.
Let
you
ask
questions
we're
on
our
fifth
assessment.
We'll
start
our
fifth
assessment
this
next
school
year.
F
Our
report
is
not
done
yet
it's
supposed
to
be
out
September
1st,
so
I
don't
have
any
direct
numbers
for
you,
but
I
can
tell
you
I'm
extremely
proud
of
our
students,
our
staff,
our
faculty,
because
they
are
doing
a
phenomenal
job
of
following
the
mandates
of
the
school
safety
and
resiliency
act.
Our
compliance
officers
go
into
every
school
in
the
state
of
Kentucky,
that's
1327
schools
and
we
do
the
risk
assessments.
We
work
directly
with
the
schools
and
I
truly
truly
believe.
F
The
reason
why
we
have
such
a
good
outcome
on
our
risk
assessments
is
the
relationships
that
we've
built
with
our
schools.
We
are
not
like
it's
been
said
many
times
before
the
hammer.
Looking
for
the
nail
will
come
in
and
say:
look.
This
is
what
needs
to
be
fixed.
Let's
work
together
on
fixing
it.
If
we
can't
help
you
John
Akers,
with
Kentucky
Center
for
school
safety
will
send
his
crew
in
and
then
we're
going
to
come
back
and
check
again
and
make
sure
it's
right.
F
It's
not
just
just
posting
that
picture
on
the
wall
that
says
well
like
if
you're
going
to
a
restaurant.
This
is
a
sea
restaurant;
no,
we
want
everybody
to
be
at
100
and
that's
what
we
are
continually
working
towards
and
we
couldn't
do
that
unless
we
had
a
buy-in
from
our
schools
and
our
staff.
Now
the
challenge
is
always
I,
don't
know
if
you
all
have
heard
this
before,
but
there
is
some
turnover
rate
in
law
enforcement
and
bus
drivers
in
teachers
and
staff.
F
So
you
know
I
have
a
presentation
I
make
to
school
staff
and
four
years
ago,
when
we
started
this
adventure,
I
said
you
don't
have
to
change
this
presentation
up.
I
haven't
had
to
because
it's
New
Years
every
year
that
hear
it
and
have
to
hear
it
and
I'll
end
on
this
and
then
I'll.
Let
you
all
ask
questions.
F
Is
that
I've
had
the
opportunity
to
travel
around
the
United
States
several
locations
and
I,
give
that
same
presentation
to
different
states
and
I've
had
a
big
outcry
from
several
states
to
say
how
can
we
mimic
what
we're
doing
in
the
state
of
Kentucky?
How
can
you
make
this
work
and
a
lot
of
legislation
has
been
passed
in
other
states
that
look
a
lot
like
what
we
do
in
the
state
of
Kentucky.
We've
worked
with
several
sent
them
all
our
information
to
how
we
made
it
work
and
they're
they're
running
with
it.
F
Of
course,
one
of
our
biggest
and
proudest
things
we
do
is
the
Handle
With
Care
Program,
the
Handle
With
Care
Program
is
all
across
the
United,
States
or
I'm.
Sorry,
all
across
Kentucky
we're
the
only
state
that
has
it
Statewide.
F
We
have
a
lot
of
states
that
are
trying
to
figure
out
how
to
make
that
work
in
the
state
of
Kentucky,
with
the
help
of
Kentucky
State
Police
has
made
that
happen
for
the
last
four
years
and
will
continue
to
make
that
happen.
Our
office
is
the
biggest
cheerleader
for
it.
We
send
posters
out.
We
visit
with
departments
regularly.
We
train
in-service
and
basic
recruits
on
what
the
Handle
With
Care
Program
is.
F
We
have
videos
for
it
and
we
hold
folks
accountable,
I'm
married
to
a
counselor,
and
if
you
can
give
a
counselor
a
heads
up
that
there
may
be
a
problem
with
the
student
the
day
before.
It's
just
like
giving
a
police
officer
heads
up
of
what's
going
to
happen
when
you
go
to
a
call,
and
that's
just
amazing
for
our
kids
and
that's
what
we're
all
about
so
I'll
be
happy
to
take
any
questions
that
you
have
at
this
moment
and
I'm
just
very,
very
happy
to
be
here
and
I.
Appreciate
you
very
much,
sir.
D
You
Mr
chairman
Marshall
Wilcox,
John
Bakers.
Thank
you
both
for
being
here
Marshall,
you
mentioned,
you
don't
have
the
report
yet,
as
we
know
it
won't
come
out
till
September,
but
I'm
sure
you
still
have
numbers,
though
from
the
previous
year.
Yes,.
F
D
Is
a
working
group?
That's
our
task
force.
You
see
me
focus
on
funding.
Can
you
tell
us
where
we
are
lacking
in
numbers
in
terms
of
SRO
positions?
I
know
we
got
a
Workforce
issue,
like
you
said
across
the
board,
but
with
that
I'm
sure
you
had
numbers
from
this
previous
year
of
where
are
we
still
needing
bodies?
What
do
those
numbers
kind
of
look
like?
D
If
maybe
it's
a
rough
estimate
and
if
you
have
the
magic
wand
with
the
legislators
up
here
for
funding
what
will
be
a
request
of
as
you.
F
Would
like
to
see
absolutely
we
can
go
by
the
numbers
that
we
had
for
last
year.
I
made
a
presentation
on
the
passing
after
hb63,
we
were
at
51
percent
of
campuses
covered
at
that
time.
We're
a
little
different
now
John
May
have
some.
He
also
comes
up
with
numbers
as
well,
but
asks
for
the
report.
From
from
last
year,
we
were
at
51
percent.
F
The
total
numbers
I
think
I,
presented
last
year,
was
about
fifty
thousand
fifty
million
dollars
for
to
fund
all
the
officers
in
the
state
at
a
hundred
1087
campuses
in
the
state
and
to
fund
the
officers
needed
was
around
25
million
if
I
remember
correctly,
but
that
was
from
the
report
that
we
made
from
HP
hb63
report.
Okay,
John
anything.
E
Well,
the
last
numbers
that
I
heard
was
683
SRO
officers
and
and
to
give
you
a
comparison
when
I
started,
we
had
150
SRO
officer
so
we're
up
now
to
683
and
you're
so
right
about
the
pool
of
applicants
that
are
out
there
just
because
they
are
a
certified
and
sworn
officer
of
the
law.
They
may
not
be
suited
to
work
in
the
schools,
so
we
want
to
be
sure
that
they're,
very
selective
on
who
they
bring
in
to
work
with
our
kids.
F
And
if
I
could
add
and
the
the
report
will
will
state
it
out
much
better
is
that
it
comes
sometimes
very
confusing
because
you
have
the
amount
of
campuses
and
then
you
have
the
amount
of
officers
and
then
you
have
the
amount
of
schools
that
are
covered
by
an
officer,
because
you
know
there's
more
camp
schools
on
that
campus.
So
it
can
be
very
confusing.
F
So
the
report-
hopefully
we
did
hopefully
did
a
very
good
job
of
kind
of
spelling
that
out,
but
we're
at
our
best
point
that
we
have
been
in
the
last
four
years.
I
can
put
it
that
can.
D
You
tell
me
about
streamlining
vetting
the
hiring
process.
Are
there
improvements
that
need
to
be
made
with
that
I
know
legislatively
we
probably
can't
control
a
lot
of
that,
but
is
there
anything
right
now
in
terms
of
background
checks?
Is
there
things
that
are
are
becoming
a
hindrance
or
speed
bumps
to
not
get
someone
hired
on
quick
enough
to
fill
a
position
not.
F
That
I'm,
aware
of
it
not
by
getting
hired
or
getting
in
the
Academy
I,
think
that
the
report
last
year
from
the
hb63
was
even
number
on
the
the
issues
on
getting
hired
was
funding
and
or
personnel,
and
it
was
kind
of
equal
on
the
the
survey
we
sent
out
to
schools
but
I'm,
going
to
give
you
numbers
from
this
last
year,
which
is
22
to
23.
When
the
report
comes
out
and
now
I'm
hearing
that
their
school
districts
that
have
hired
10
to
15
officers
in
the
last
month.
F
E
E
My
shop
put
together
a
an
SRO
Mentor
program
for
the
new
ones
that
are
coming
on,
and
so
we
will
assign
a
retired
SRO
who's
been
through
one
two
and
three
to
work
with
that
officer
and
to
work
with
the
principal.
Also
this
past
June,
we
had
a
conference
in
our
down
at
Richmond
for
SRO
officers
and
principals
on.
How
do
you
make
this
work
and
we
had
probably
the
15
different
breakout
sessions
and
it
was
very
highly
attended.
E
We
had
well
over
300
people
there
and
we're
very
proud
of
that,
so
we're
keeping
this
thing
going
as
well,
but
I
just
want
you
to
know
that
it's
a
partnership
between
the
principal
and
the
SRO.
If
they
don't
in
G
Hall
together,
then
they
have
problems,
but
when
they
work
together
they
really
have
a
good
system
going
on.
D
Mr
chairman,
just
if
you
one
more
question,
go
ahead,
thank
you
all
so
much
appreciate
taking
all
the
questions
in
terms
of
and
I
think
Marshall
wilcoxi
mentioned
it
it's
being
a
specialized
unit
and
then
John
you
just
mentioned
kind
of
about
a
rookie
thoughts.
F
If
it's
former
law
enforcement
as
long
as
they
come
in
and
can
can
pass
the
pop
certification,
as
we
would
say,
through
the
state
of
Kentucky,
the
way
we
look
at
it
as
in
in
Nationwide,
is
the
same
way
as
an
SRO.
It
is
a
certified
police
officer
with
specialized
training
when
you
come
to
the
academy
and
you
receive
basic
training,
that's
exactly
what
it
is.
That
is
a
full
amount
of
the
least
amount.
The
training
you
need
to
get
on
the
street
and
become
a
police
officer.
F
I
would
suggest
against
taking
any
of
that
training
out.
I
think
that
that
is
a
must
just
because
there
may
be
some
areas
where
it
looks
like
it
matches
up
to
law,
enforce
enforcement,
but
it
probably
doesn't
training
wise
and
we
would
have
to
make
sure
that
that
training
matched
up
with
our
training
to
get
that
certified
officer.
We're
looking
for
school
safety
and
resiliency
Act
is
a
phenomenal
bill
and
I
just
want
to
see
it
fulfilled
because
I
look
across
the
United
States
and
we
don't
there's.
F
D
We
need
thank
you.
I
was
looking
at
you
know
in
terms
of
abbreviated
training
for
maybe
court
security
that
we
use.
If
someone
had
that
federal
law
enforcement,
background,
training
have
already
came
into
a
position
and
wanted
to
be
an
SRO.
Could
there
be
an
abbreviated
course
for
them,
or
would
it
still
be.
F
What's
in
the
state
of
Kentucky,
which
we've
had
a
lot
of
officers
from
out
of
state,
come
in
and
become
sros
and
they'll
come
in
and
do
their
three
weeks
of
basic
officer,
skills
and
they're
in
the
schools
then,
and
starting
their
certification
process
for
sros,
and
if
I
could
bring
up
one
more
thing,
I
forgot
to
tell
you
we're
very
excited.
We
have
counselors
come
in
to
teach
our
our
sros.
We
we
don't
use
former
cops
to
teach,
trauma-informed
care
and
counseling
and
things
of
that
nature.
Mental
health.
F
We
bring
in
the
experts
and
I
had
one
of
our
experts
pull
me
to
the
side
after
a
class,
and
she
says:
do
you
know
I
have
counselors
that
have
no
idea
what
training
these
officers
have
and
I
said.
What
do
you
mean,
and
they
said
we
have
counselors
I
talk
about
what
I
train
police
officers
on
the
counselors
go?
What
are
you
talking
about,
and
so
we
actually
are
putting
a
training
together
and
going
to
the
state
Counselors
Association
meeting
and
talking
to
them
about
hey
the
guy
or
gal.
That's
in
uniform.
F
They
have
12
hours
of
trauma-informed
care,
training,
mental
health
care
and
you
really
need
to
work
with
them,
and
so
the
actual
presentation
is
going
to
be
counselors
and
SRO
is
a
powerful
team
and
so
we're
hoping
to
now.
If
we
we're
starting
to
get
that
influx
officers
to
come
in
the
people
in
that
school
to
realize
what
their
potential
is
and.
D
D
K
Thank
you,
Mr
chairman,
thank
you
for
the
presentation
and
for
the
the
wonderful
video
that
was
lovely
and
I
I,
really
I'm,
really
impressed
with
the
amount
of
training
that
you're
providing
folks
I'm
impressed
with
the
the
mentoring
I'm
impressed
with
the
partnering
with
the
school
counselors
and
in
that
way,
I
want
to
just
put
in
a
plug.
K
Don't
forget
the
school
psychologists
and
the
school
social
workers,
because
that's
you
know
that
should
be
all
all
part
of
the
interdisciplinary
team
as
well
I,
you
know,
and-
and
you
may
remember-
I
have
been
critical
and
nervous
of
armed
police
officers
in
schools,
and
one
of
the
reasons
is
that
nationally
we
see
data.
This
is
not
in
Kentucky,
but
nationally.
K
We
see
data
that
when
there's
an
armed
police
officer
with
full
powers
of
arrest
in
schools
that
we
see
more
kids
winding
up
in
the
juvenile
justice
system,
for
what
should
have
been
could
have
been
a
school
disciplinary
issue
and
so
I,
you
know
I.
As
you
say,
other
states
aren't
having
120
hours
of
training
they're,
not
having
the
trauma-informed
training
and
all
this
really
outstanding
work
that
you're
doing,
but
do
we
have
any
way
of
tracking
kids
going
from
school
into?
You
know
the
school
to
prison
pipeline.
K
E
E
Nobody
wants
to
get
those
kids
downtown,
but
the
bottom
line
is
sometimes
some
have
to
go
down
there
and
get
into
the
juvenile
justice
system
like
that,
but
but
I
think
it's
very
important
to
understand
that
there's
just
well.
The
video
spoke
to
that
these
folks
really
see
themselves
as
counselors
and
they
do
work
with
the
school
sites
and
they
do
work
with
their
social
workers
as
well,
and
we
support
those
you
know
groups
as
well
as
this
person
pen
well.
F
And
I'm,
that's
the
beauty
of
a
SRO
is
that
if
a
school
calls
and
9-1-1
or
law
enforcement,
an
officer
walks
in
that
has
no
connection
to
that
school.
There
is
more
out
chance
of
that
officer
making
arrest
because
you
walk
in
there's
a
crime
I
make
an
arrest.
I
take
a
kid
out.
If
you
have
an
SRO
that
SRO
more
than
likely
knows
the
background
of
that
kid,
you
know
as
an
SRO.
If
someone
said
well,
you
know
you
got
to
watch
that
one!
F
That's
the
one
I
went
and
talked
to,
and
those
are
the
ones
that
would
come
in
my
office
on
a
Monday
morning
and
say:
deputy
Wilcox
and
I
sit
in
here
and
talk
to
you
for
a
minute
because
I'm
about
ready
to
go
off
and
I
say
absolutely,
and
we
talk
about
what
happened
the
weekend
before
and
that's
when
they
went
back
to
the
class
nice
and
calm,
because
we
understood
the
background,
there
is
much
more
apt
of
a
not
having
a
rest.
If
that
SRO
was
there
to
understand
what
that
child's
going
through.
K
Thank
you.
That's
that's,
really
very
helpful
and
very
encouraging
to
hear
that
and
I'm
also
encouraged
by
your
response.
You
know
that
we're
not
going
to
take
any
shortcuts
and
hiring
folks
we're
not
going
to
lower
standards
and
I
think
you
know,
we've
had
so
many
Workforce
challenges
and
Workforce
shortages
across
disciplines
and
I
think
there's
always
a
temptation
to
just
say:
oh
well,
you
know.
Does
that
teacher
really
need
a
master's
degree,
and
you
know
yes
and
does
that.
K
J
Mr,
Akers
and
and
officer
Wilcox
we're
talking
about
the
juvenile
justice
system,
and
you
mentioned
earlier
shortages
and
and
the
need
for
more
sros,
and
so
my
question
to
use
is
the
same
question
that
that
we're
dealing
with
as
a
legislature
in
the
Juvenile
Justice
area.
What
what
we're
seeing
is
that
in
rural
areas,
we've
increased
the
pay
to
50
000,
that
that
we're
getting
good
applicants
and
and
and
and
plenty
of
people
who
are
applying
for
positions
in
Juvenile
Justice
areas
in
your
more
rural
communities.
J
But
when
we
talk
about
communities
like
Louisville
or
Northern,
Kentucky
that
fifty
thousand
dollar
pay
isn't
enough
and
we're
still
having
some
shortages
there.
It's
been
an
interesting
day
for
me,
because
I've
had
the
benefit
today
of
talking
to
the
two
largest
school
districts
in
the
state
election
in
the
early
in
the
morning
and
then
Louisville
during
our
previous
meeting
and
I'm.
Wondering
and
help
me
out
here.
J
Are
you
the
is
the
pay
for
school
resource
officers
enough
that
we
we
can
attract
good
applicants
across
the
board
in
our
rural
urban
areas.
Or
do
we
need
to
increase
the
pay
which
I've
advocated
in
our
Universal
system,
so
that
we're
paying
school
resource
officers,
higher
salaries
and
save
Louisville
or
Lexington
because
of
the
challenges
they
face
in
their
school
districts
compared
to
your
more
rural
districts?
You
can
comment
on
that
either
John
or
Mr,
Acres
or
officer
Wilcox
I'd
appreciate
that.
Well.
F
From
the
hb63
survey
that
we
took
the
average
officers
sros
pay
in
the
state
of
Kentucky
is
thirty,
eight
thousand
dollars
a
year
as
for
opinion
on,
if
we
should
increase
it,
any
increase
would
definitely
help
out
someone
that
has
to
have
the
amount
of
training
in
patients
and
sacrifice
of
going
into
it,
but
yeah
I
definitely
agree.
If
that
would
you
know
I
I,
don't
think
I
could
disagree
with
trying
to
increase
pay
to
to
get
folks
more
in
line
to
come
to
work.
H
L
Thank
you,
Mr
chairman
Mr,
Acres
I've
worked
with
you
in
the
past
as
a
principal
former
principal
and
I
do
want
to
thank
you
and
the
center
for
school
safety.
L
I
think
you
all
do
a
wonderful
job
of
laying
out
really
situations
that
any
school
can
follow
and
I
I
just
want
to
applaud
your
efforts
in
not
only
providing
a
great
service
for
others
to
follow,
but
the
follow-up
work
that
you're
that
you
all
do
I
know
you
hire
retired
principals
and
and
others
to
go
out
and
to
visit
schools
and
to
ensure
that
they
are
following
protocols
that
will
provide
our
students
with
the
safest
environment
and
our
staffs
and
our
children.
L
L
Bit
longer
tooth,
but
I
can
tell
you
this,
we,
you
do
a
wonderful
job.
Thank
you
officer.
Wilcox,
do
you
see
the
SRO
training
I
know
you
mentioned
that
you
do
it
regionally
that
you
do
have
some
professional
development
for
those
sros
to
come
regionally.
Are
you
seeing
since
it
is
such
a
positive
program?
Are
you
seeing
schools
and
districts
start
to
incorporate
that
on
the
local
level,
where
your
isros
are
working
with
other
wraparound
service
providers
within
that
District
as
a
part
of
the
ongoing
PD?
That's
in
those
schools.
F
F
You
know
we
train
sros.
We
have
a
portion
of
our
the
train
that
actually
is
dedicated
to
the
office
of
state's
security,
marshal
our
compliance
officers
during
the
summer
and
during
the
year
we
will
go
out
and
train
school
systems
and
what
we
see
is
the
more
we
train,
the
better.
F
Their
reports
are
when
we
go
in
because
it's
that
Outside
Agency
that's
coming
in
and
working
with
them,
and
we
try
to
instill
that
in
our
sros
you
know,
I'll
have
SRO,
say
well,
I'm
I'm,
just
having
trouble
getting
my
teachers
to
close
their
doors
during
instructional
time
and
we'll
pull
them
aside
and
say:
have
you
explained
to
them
why
they
need
to
do
that
and
the
light
bulb
goes
off,
then
we
get
a
phone
call
and
they
said
well.
I'd
had
10
minutes
with
staff
and
I
explained
to
them.
F
F
Sometimes
it's
that
different
tone
of
voice
or
that
different
quality
that
you
have
in
your
your
your
profession,
to
let
folks
know
and
that's
working
very
well:
we've
won
our
sros
and
our
folks
to
outreach
to
as
much
as
possible
because
they
are
part
of
the
community,
so
majority
of
your
school
districts,
when
they
start
up
this
month,
will
probably
have
their
sros
presenting
to
their
principals
and
going
over
exactly
what
we
do
and
the
school
safety
and
resiliency
Act
and
the
access
control
and
things
of
that
nature.
L
Thank
you
very
much,
I
think
that's
critical
for
the
other
wraparound
service
providers
from
your
mental
health
providers
that
we
see
more
and
more
entering
our
schools
to
have
that
working
relationship
with
the
sros
who,
in
turn
have
that
relationship
with
the
students
and
their
parents
and
the
administrators
and
the
staff.
So
I
just
want
to.
Thank
you.
L
I
think
our
SRO
program
is
is
really
an
ideal
model
for
the
nation
to
follow
and
I'm
very
glad
to
say
that
in
the
district's
schools
in
the
district
that
I
represent,
the
sros
are
just
absolutely
outstanding
and
I
want
to
applaud
you
all
and
your
efforts
to
maintain
that
Center
for
school
safety
and
the
follow-up
work
that
you
do
so.
Thank
you.
Thank.
F
C
Thank
you,
Mr
chair,
Marshall
Wilcox.
It
is
no
surprise
to
me
that
you
have
put
together
an
absolute
fabulous
program
here.
Having
worked
with
you
in
the
past,
so
I'm
doesn't
shock
me
one
bit.
I
do
have
a
question,
though
I
understand,
there's
51
percent
coverage
over
all
the
campuses
in
the
state.
As
of
last
year's.
Yes,.
F
The
increases
is
the
district's
working
either
to
start
their
own
Police,
Department
or
working
with
local
agencies
to
start
putting
officers
as
what
hb63
called
for
put
officers
into
the
schools
are.
C
You
meeting
resistance
from
various
school
systems.
F
I,
don't
think
we're
meeting
resistance
at
all
I'm,
not
running
to
any
school
districts
that
just
say
we're
from
flat
out
ain't
going
to
do
it.
We
need
to
figure
out
how
to
do.
It
is
what
we're
running
into
and
we've
seen
I've
got
to
say.
Kudos
we've
seen
some
school
districts
that
have
scripts
saved,
put
together
and
made
it
happen
and
gone
out
and
said.
F
We
don't
know
where
we're
going
to
find
these
sros
and
then
they
come
out
of
the
woodwork
when
they
find
out
that
little
Timmy's
grandpa
just
retired
from
KSP,
and
they
offer
him
a
job
to
come
down
to
work,
Monday
through
Friday
weekends,
off
no
summer
work
and
and
we're
starting
to
fill
the
schools
up
with
it.
So
I
think
it's
a
definitely
a
goal
is
what
we're
trying
to
reach
is
be
getting
the
right.
People
in
and
work
continue
to
work
and
towards
that
goal,
and.
C
F
Hard
goal
is
100
percent
as
per
legislation,
but
you
know
in
in
our
office
we
train
and
then
we
count
them
so
and
we'll
work
with
you
any
which
way
we
can
to
to
help
you
find
them
and
such
that
nature,
but
that's
about
as
far
as
we
can
go
as
as
for
Recruitment
and
things
of
that
nature.
Well,.
M
M
It
may
be
an
answer
that
you'll
have
in
the
future.
When
the
report
comes
out,
knowing
that
51
percent
of
the
positions
are
filled,
what
does
that
look
like
in
terms
of
the
number
of
school
districts?
Overall?
Is
it
higher
than
that?
57
percent
of
the
school
districts
just
kind
of
trying
to
get
an
idea
idea
of
you
know
if
there
are
any
areas
of
particular
non-compliance
that
need
additional
help
or
resources
or
or
kind
of.
What's
going
on
with
that,
thank
you.
F
You
know
our
count
was
how
many
schools
was
covered
and
that
may
be
an
officer
that's
covering
through
schools,
because
they're
sitting
on
a
campus,
so
those
numbers
will
will
be
more
this
year.
Don't
have
the
exact
numbers
right
now,
but
we'll
be
more
and
then
you
know
John
and
his
group
tracks
a
lot
of
where
the
coverage
is
at
compared
to
high
school
middle
school
and
elementary
school.
So
I
don't
know
if
you
wanted
to
I
think
we're
we're
getting
we're
really
close
on
covering
all
middle
and
high.
F
N
E
And
I
can
give
you
more
accurate
detail
on
how
many
school
districts
have
sros
and
they
might
like
what
Ben
was
saying.
They
might
be
high
school
and
middle
school,
but
we
still
need
to
backfill
with
the
Elementary's
right
there.
So
I
can
provide
you
with
County
School
District
information,
if
you
like,
and
into
an
independent
District
as
well.
If
you
want
that
information
I'll
be
happy
to
provide
that.
If
somebody
will
just
send
me
a
request
on
that,
I'll
be
glad
to
do
that.
Thank.
O
Director
Acres
Marshall
Wilcox
good,
to
see
you
here
again.
We've
had
some
good
conversations
in
the
past
and
I
want
to
dig
in
a
little
bit
as
a
task
force
on
how
we're
going
to
meet
this
challenge
of
having
first
off
we'll
talk
about
the
sros
having
one
in
every
school.
It's
been
my
observation
that
we've
got
quite
a
bit
of
disparity
among
our
school
districts
about
financial
resources.
O
We
have,
if
you
look
at
the
golden,
what
I'll
call
the
Golden
Triangle
the
I-65
Corridor.
We
have
an
area
where
property
assessments
have
increased
dramatically.
We
have
other
parts
of
our
state
you're,
seeing
the
complete
opposite.
So
it's
really
a
challenge
for
them
to
come
up
with
those
funds.
You
mentioned
that
we
probably
would
need
about
25
million
to
cover.
Is
that
what
you
said
about
half
of
50,
about
25
million
I
believe
to
cover
an
SRO
in
every
building?
However,
we've
got
some
districts
who
are
already,
and
this
is
a
challenge.
O
I
think
we
as
a
task
force,
need
to
look
at
some
districts
are
already
meeting
the
goal:
Anderson
County
in
my
district
as
an
SRO
and
every
building.
They
have
a
unique
situation
there.
Sheriff
receives
funds
for
collection
of
property.
Taxes
uses
those
funds
to
help
pay
for
sros.
That's
his
decision
that
they've
worked
out
in
that
school
district,
but
other
districts
aren't
as
fortunate
so
I
think
we
as
a
task
force.
O
How
do
we
allocate
those
resources
because
I
guarantee
you
if
we
start
sending
money
down
to
school
districts
for
srls,
the
ones
who
are
already
paying
for
them
are
going
to
say
well?
Should
we
get
reimbursed
too
so
I
think
that's
I'm
just
going
to
bring
that
up
as
a
challenge
that
I
think
we've
got
to
address
to
try
and
figure
out
how
to
make
that
work
and
another
question
I've
got
is
Senate
bill.
One
has
specific
requirements
for
the
building
had
to
be
met.
You
you've
got
five.
O
You've
got
five
years
in
now
doing
these
inspections
during
the
time
of
you
and
your
team
identified
other
areas
that
you
think,
maybe
we
could
add
to
that
list.
Are
there
other
areas
in
the
school
building
that
we
can
make
Improvement
on
I'll?
Give
you
one
example.
Maybe
I
know
the
doors
have
to
be
locked,
but
there
are
differences
in
door
locks
some
door
locks.
You
manually
lock
that
door,
but
the
more
expensive
option
is
you
have
an
automatic
door
lock
I
mean
I
mean.
F
Well,
we've
seen
such
a
gamut
of
you
know.
When
we
first
started,
we
we
were
having
schools
just
trying
to
get
locks
on
their
doors
and
we've
seen
improvements
in
school
districts
that
have
electronically
locking
doors
on
every
every
door.
We've
we've
seen
them.
You
know
where
officers
can
open
the
front
doors
with
you
know
a
code
now
so
they
can
get
in.
F
So
there's
been
lots
of
improvements
since
the
18.2
million
dollars
that
came
out
that
kind
of
got
everybody
Square
to
where
they
needed
to
be
so
there's
just
such
a
gamut
of
different
devices
that
could
or
could
not.
We
just
basically
look
at
the
schools
and
if,
if
one's
working
for
another
school
and
one's.
N
F
School's
looking
at
it,
we'll
put
them
in
contact
with
each
other,
but
I
don't
have
anything
specific
to
go
over
right
now.
We
do
have
keep
a
kind
of
a
log
of
the
different
innovations
that
other
schools
are
using
that
we
could
share
in
the
future.
But
you
know
our
biggest
thing
is:
if
you've
got
the
the
materials
and
you've
got
the
process
that
you're
using
them,
you
know
a
lock,
that's
not
locked
is
no
good,
no
matter
how
much
it
cost.
F
So
that's
what
we
mainly
focus
on,
but
we
have
seen
a
lot
of
Innovations.
You
know
we.
We
got
a
lot
of
calls
from
schools
about
the
film
that
would
go
over
the
the
that's,
not
bullet
resistant,
but
it
holds
the
thing.
The
glass
together
we
had
schools
call
on
that,
and
so
we
call
the
manufacturer
just
to
to
see
in
the
manufacturer
said
well
make
sure
and
check
the
schools
check
and
see
if
they
got
it
or
not,
and
we
had
some
schools
that
called
and
said
hey
by
the
way.
F
O
And
you
mentioned
the
bullet
resistant
film
I.
Think
that's
one
thing,
that's
just
an
example
of
something
that
we
could
look
at.
Also.
We
have
schools
in
in
our
state
that
do
not
have
the
the
vestibues
the
foyers
When
you
entered
the
building.
You
have
direct
access
to
the
entire
building.
I
know
those
things
are
expensive
and
I'm
going
to
throw
out
a
suit.
I've
got
one
more
question,
but
I
want
to
throw
out
a
suggestion
and
I
know.
O
Chair,
Petrie
and
chair
McDaniel
may
get
me,
but
maybe
we
need
to
look
at
the
possibility
of
setting
up
a
pool
of
funds.
The
school
districts
who
are
deficient
in
these
areas
can
apply
for
Grants.
That's
just
default,
something
to
think
about,
because
the
ultimate
goal
is
to
keep
all
our
school
children.
Our
children,
safe.
F
O
D
Wise,
thank
you
Mr
Professor
tip,
then.
Thank
you.
I
appreciate
those
comments
and
those
recommendations.
Real
quick,
you
mentioned
the
Handle
With
Care
Program,
huge
fan.
I
know
we
didn't
mandate
that
in
Senate
bill
one
but
I
know
KSP
is
doing
a
terrific
job
as
well
as
other
local
law
enforcement
offices
or
departments.
I'm
hearing,
though
Jefferson
County
is
not
maybe
being
as
Cooperative
or
engaged
in
Handle
With
Care,
as
some
other
law
enforcement
agencies
across
the
state.
D
Is
that
true,
are
you
seeing
that
and
if
you
had
any
conversations
to
improve
that
relationship,
if
that
is
if,
if
you're
hearing.
F
That
we
can't
discuss
directly
what's
on
about
any
any
specific
District,
as
per
what's
on
the
risk
assessment.
I
think
the
numbers
will
show
that
all
the
school
districts
are
signed
up
for
Handle
With
Care.
So
if
there's
a
lack
of
Interest
or
if
there's
a
lack
of
officers,
doing
the
Handle
With
Care
notification,
then
we'll
be
happy
to
work
with
them.
Like
I
said,
we've
got
posters
that
go
out.
We've
got
stickers
that
go
out
we'll
train
whoever
needs
to
be
trained.
F
So
if
there
is
someone
that's
deficient
in
that,
we
will
be
happy
to
work
with
them.
Our
risk
assessment
basically
covers.
Are
the
schools
signed
up
for
it?
Because
if
the
school
signed
up
for
it,
any
law
enforcement
agency
in
the
state
can
utilize
it.
That's
the
beauty
of
it
perfect.
So
you
know,
if
you
have
a
student,
that's
at
a
Jefferson
County
school,
just
for
example,
when
they're
staying
with
a
grandma
at
Oldham,
County
Oldham
County
can
make
that
notification
it'll
go
to
a
Jefferson,
County
school
so
but
yeah,
that's
anybody
needs
deficient.
D
E
Senator
Tipton,
representative,
Tipton
I'm,
sorry
I
support
all
that
issue
about
Target
hardening,
but
I
also
think
that
what
goes
on
goes
on
inside
the
four
walls
of
the
school
greatly
affects
what
type
of
security
you
have
as
far
as
physical
plans
concerned.
So
I'm
going
over
to
the
training
side
of
this
thing
a
little
bit
and
say
that
one
of
the
things
that
we
know
as
principles
is
that
we're
losing
principles
after
five
years
in
their
jobs,
and
so
like
Ben,
was
saying
we're
all
the
time.
E
Training
a
whole
new
group
of
principals
coming
in
and
that
gave
birth
to
a
program
that
I've
got
going
on.
This
is
called
we're
starting
into
our
third
year
on
it.
The
principal
Mentor
program
and
you're
right
I
picked
up
some
colleagues
that
were
20-year
Veterans
as
principals
and
we
trained
them
up
in
Senate
bill,
one
in
school
safety,
resiliency
act
and
we're
now
offering
a
free
service
to
the
school
districts
where
we
have
a
mentor
with
that
rookie
principal
so
that
they
can
work
with
that.
E
Not
only
with
the
you
know,
rookie
sros,
but
with
the
rookie
folks.
There
we're
finding
High
turnovers
in
the
guidance
counselors
areas
and
so
we're
trying
to
come
back
with
our
version
of
the
threat
assessment
training
which
we
springboarded
from
the
bill.
Moduluski
and
Dr
Marissa
rendanzo's
mom.
They
had
that
the
Dewey
Cornell
model,
the
Virginia
model
and
the
Secret
Service
model
all
springboarded
from
that,
and
so
we
have
that
out
there
as
another
service
that
we
can
provide
there.
E
We
still
do-
and
you
probably
received
thanks
to
Yvette,
setting
out
of
our
annual
reports
to
everybody,
that
our
safe
schools
Assessment
program,
where
we
send
a
six-member
team
there
to
judge
basically
what's
going
on.
As
far
as
the
climate
and
culture
is
concerned,
the
number
one
strategy
for
school
is
the
kid
having
a
trusted
adult
that
he
can
go
to
or
she
can
go
to
period.
E
That's
the
biggie
right
there
for
everyone's
school
shooting
we've
had
we've
had
25
that
have
been
averted
because
somebody
broke
the
Code
of
Silence
and
came
in
I
also
want
to
put
a
big
plug
in
for
Homeland
Security,
and
our
partnership
with
them,
with
our
tip
line.
I
had
a
little
extra
money.
So
we
printed
out
63,
000
posters
and
six
hundred
thousand
I'm,
not
lying
600,
000
magnets.
That
can
go
on
refrigerators
with
our
tip
line
on
this
thing,
so
we
want
to
be
sure
we
saturate
our
departments.
E
Excuse
me
our
schools
with
all
information
that
they
can
get
this
information
on
any
kind
of
things
that
could
happen
in
outside
of
school
and
inside
of
school
on
this
tip
line,
and
we
also
have
a
direct
line
for
the
988
number
for
their
suicide,
hot
tip
line
as
well,
but
I
just
wanted
to
kind
of
get
those
things
out
on
the
the
I
guess
table
here.
One
other
thing
too:
since
Nashville
happened,
our
increase
with
private
school
requests
have
just
grown
exponentially
and
we've
always
been
very
sensitive.
Trying
to
help
out
best.
E
We
can
we've
done
training
with
our
private
schools
and
they're
always
invited
to
our
training.
So
it's
not
a
US
them
thing.
It's
everybody
coming
in.
They
pay
taxes.
Why
not
have
their
kids
safe
as
well?
So
that's
our
philosophy
on
that,
but
the
bottom
line
here
is
that
we've
had
more
training
being
done
this.
E
You
know
this
last
calendar
year
now
that
we're
back
out
on
the
street,
so
to
speak
in
the
hallways,
that
we're
really
really
pleased
with
what
we
need
to
do,
but
we
can't
keep
up
with
the
with
the
demand
that
we
have
out
there,
but
we're
going
to
try
our
best.
Thank
you.
A
Anyone
else,
gentlemen,
thank
you
all.
It's
been
a
great
presentation.
A
lot
of
good
discussion
appreciate
your
hard
work
and
we
look
forward
to
continuing
this
task
force
and
and
the
work
that's
involved,
and
thank
you.
Thank
you
very.
E
A
N
N
All
right
well
good
afternoon,
my
name
is
Matthew
Courtney
I'm,
the
policy
advisor
to
the
office
of
continuous
Improvement
and
support
at
the
Kentucky
Department
of
Education
and
I
was
asked
to
come
in
today
and
provide
an
update
on
kde's
elements
of
the
school
safety
and
resiliency
act,
and
how
that
implementation
is
going.
So
I
prepared
a
brief
presentation
and
then
I'll
be
happy
to
address
any
questions
that
you
have.
N
The
first
element
of
kde's
implementation
of
the
school
safety.
Resiliency
Act
is
the
development
of
trauma
the
trauma-informed
toolkit,
so
we
were
directed
by
the
ssra
to
create
this
toolkit.
This
is
a
resource
that
lives
on
our
website
and
covers
all
of
the
different
categories
that
you
see
listed
for
you
on
screen.
You
do
have
access
to
these
slides
and
all
of
those
are
linked
to
the
direct
page
where
you
can
find
specific
resources
for
each
of
those
items.
N
If
you
want
to
go
and
look
and
see
what
that
looks
like
those
resources
are
provided,
of
course,
for
free
for
districts
to
be
able
to
access.
We
consider
this
very
much
a
living
resource
Library
as
we
learn
new
things
and
our
partners
across
the
country
create
and
Test
new
best
practices
for
trauma-informed
Education.
We
add
and
continue
to
develop.
This
toolkit
we've
also
supported
districts
in
the
implementation
of
their
trauma-informed
education
plans.
N
We
know
that
most
of
these
these
plans
do
identify
trauma-informed
team
members
by
role
and
or
name
and
both
in
some
instances,
sixty
percent
of
plans
were
copied
identically
from
templates
provided
by
Community
Partners
and
so
in
the
coming
school
year,
we'll
be
doing
some
work
and
messaging
on.
How
do
we
refine
our
templates?
How
do
we
customize
our
plans
to
better
meet
the
needs
of
our
individual
District
40
of
plans
were
able
to
identify
which
policies
would
be
reviewed
or
revised
in
order
to
develop
trauma-informed
disciplinary
policies.
N
So
really
less
than
half
are
really
taking
a
hard
look
at
that
discipline
and
we'll
be
providing
more
technical
assistance
this
year.
In
that
area,
38
percent
of
plans
ident
specified
how
districts
would
ensure
that
all
students
are
well
known
by
at
least
one
adult
in
the
school
setting,
and
so,
as
we've
just
heard,
that
is
a
very
important
element
of
trauma-informed
education
and
of
school
safety,
and
so
we
will
also
be
working
through
our
technical
assistance
channels
to
help
districts
come
up
with
new
ways
to
do
that.
N
A
little
better
and
then
54
of
districts
reported
collaboration
with
the
state
police,
Handle
With
Care
initiative
documented
that
in
their
plan,
and
so
that
number
is
of
course
going
to
be
a
little
different
and
then
what
we've
just
heard
compared
to
the
actual
numbers
that
the
Marshal's
office
will
be
able
to
report
on.
But
in
the
plan
a
little
over
half
have
documented
procedures
for
that.
N
I
was
also
asked
today
to
bring
some
staffing
level
numbers,
and
so
we
went
through
our
records
and
tried
to
create
the
best
report
for
you
on
those
accurate
report
for
you,
I
will
say
before
I
go
into
these,
that
there
is
some
flexibility
in
how
districts
can
code
different
employees
in
the
system,
and
so
these
numbers
are
unlikely
to
be
100,
accurate,
it's
of
course
also
summer,
and
so
those
numbers
will
be
changing
in
the
next
coming
months,
but
these
come
from
the
2023
professional
staff
data
and
classified
staff
data
reports.
N
According
to
this
report,
we
have
23
clinical
psychologists
employed
directly
by
the
school
district,
1727
comprehensive
school
counselors,
formerly
known
as
guidance,
counselors,
411,
School,
psychologists,
146,
School,
social
workers
and
216
other
identified
or
licensed
social
workers.
This
also
does
not
include
Partnerships.
We
do
know
that
many
districts
have
Partnerships
with
Regional
Mental
Health
Centers
to
provide
ongoing
access
to
clinical
psychologists
or
social
workers
in
the
school
district,
but
that
would
not
be
represented
here
because
they
would
not
be
considered
School
staff.
O
Thank
you.
Thank
you.
Matthew
I'm,
looking
at
this
slide
as
I
look
at
these
different
positions
here,
I
see
different
areas
of
expertise
and,
of
course,
we
all
know
the
guidance
counselors
have
a
lot
on
their
plate,
helping
helping
students
with
career,
Pathways,
college
prep
and
all
and
it's
seeing
our
staffing
levels
seem
to
be
heavily
geared
toward
those
guidance.
Counselors
in
your
work
at
KDE
is
there?
Is
there
any
effort
or
any
getting
any
information
about?
Is
it
just
a
shortage
of
those
other
professionals?
Is
that
what's
leading
to
this
I.
N
Do
think
that
there's
a
a
recruitment
and
retention
issue
for
those
other
areas,
a
comprehensive
school
counselor
can
really
only
do
their
job
in
a
school,
and
these
other
categories
of
licensed
professionals
can
do
their
work
elsewhere.
A
couple
of
other
things
that
are
likely
a
factor
to
this.
We
talk
broadly
about
school-based
mental
health
professionals
and
there's
a
pretty
lengthy
list
of
certified
areas
in
the
law
that
classify
as
a
school-based
mental
health,
professional,
and
so
that's
why
you
see
these
different
categories:
Broken,
Out
In.
N
The
report
part
of
this
also
is
that
we
do
have
an
expectation
that
we
have
one
comprehensive
school
counselor
for
every
250
students,
but
we
have
a
goal
of
having
one
school-based
mental
health,
professional
for
every
250
or
more
students,
and
so
the
difference
between
an
expectation
and
a
goal.
I
think
also
has
some
trickle
down.
So
I
do
think
that
there
are
probably
some
policy
levers
that
the
legislature
could
look
at
to
increase
some
of
that.
N
O
N
Yeah,
so
that's
not
a
data
element
that
KDE
collects
at
this
time,
and
so
we
don't
know
how,
for
sure
how
many
are
out
there
anecdotally
I
would
say
that
it
grows
all
the
time
and
we're
regularly
in
contact
with
districts
who
are
looking
for
ways
to
increase
access
to
these
services
in
their
schools
and
those
community-based
mental
health.
Centers
are
a
really
important
part
of
that,
and
I
would
encourage
you
to
work
with
them
as
well
to
see
kind
of
how
their
services
are
being
deployed
in
the
school
more
directly.
D
Thank
you,
Mr
chairman
Matthew,
on
the
school-based
mental
health
providers.
School
nurses.
Do
they
fall
anywhere
in
this
room,
I'm,
looking
at
positions
up
there?
What
about
School
nurses,
where
are
they
captured
at.
N
So
School
nurses
we've
not
included
here
they're
because
their
role
is
not
primarily
school-based
mental
health,
it's
physical
health,
and
so
they
may
be
providing
those
services
in
some
areas,
but
we
do
not
consider
them
mental
health
staff.
So
that's
why
they're
not
reflected
here.
We
can
certainly
do
a
follow-up
and
provide
the
number
of
School
nurses.
We
do
have
that
record
I
just.
D
Don't
have
it
understandable
last
question
on
this
when
you
talked
about
the
Partnerships
Telehealth,
do
we
know
how
many
were
capturing?
Also
with
since
we
passed
some
Telehealth
legislation,
you.
N
You
go
ahead.
Okay,
so
moving
on
I
was
also
asked
to
bring
some
funding
information
for
you
to
consider
today.
N
So
here's
some
information
about
the
school-based
mental
health
care
provider,
grant
that
is
a
line
item
in
the
state
budget
fiscal
year,
2021
152
districts,
access
that
state
fund
and
spent
a
little
over
five
and
a
half
million
dollars,
and
in
2022
fiscal
year,
2022
166
districts,
access
that
state
fund
and
spent
a
little
over
seven
million
dollars
from
from
that
fund
and
here's
kind
of
how
that
that
fund
is
being
used,
almost
all
of
it
over
98
percent,
in
both
fiscal
years
for
direct
staff,
related
expenses,
so
salaries
and
Fringe,
and
that
sort
of
thing
and
then
the
rest
of
the
items
you
see
here
are
all
supplemental
items
necessary
to
get
that
staff-based
mental
health
provider
up
and
running
in
their
position.
N
So
you
can
see
a
pretty
good
breakdown.
Nearly
all
of
that
money
is
being
used
directly
for
that
staff.
So
salary
and
Fringe
I
also
have
some
information
for
you
about
Medicaid,
expanded
access.
I,
don't
have
numbers
here,
because
that
is
managed
directly
by
the
department
of
Medicaid,
but
I
wanted
to
talk
about
this
as
an
option
because
we're
it's
something
that
we're
very
much
interested
in
helping
schools
and
districts
access
and
so
expanded
access
within
our
school
system.
N
Schools
are
obligated
already
to
provide
services
to
students
listed
in
their
IEP,
provided
in
accordance
with
their
IEP
and
are
documented
as
medically
necessary
in
that
IEP.
However,
expanded
access
does
give
schools
options
to
be
able
to
provide
services
to
a
larger
group
of
students
providing
services
that
are
not
necessarily
listed
in
an
IEP
and
maybe
offered
to
all
children,
not
just
those
who
federally
classify
as
special
education.
But
again
they
must
be
medically
necessary
and
documented.
N
Just
briefly,
to
kind
of
show
you
what
types
of
services
we
can
use
with
expanded
medicaid
testing,
is
it
a
huge
element
of
this
being
able
to
access
those
funds
to
really
try
to
determine?
What's
going
on
with
the
kid
and
how
we
can
best
support
that
kid?
What
kinds
of
therapies
and
treatments
and
support
that
child
needs
in
order
to
be
successful,
as
well
as
evaluation
and
and
treatment
for
a
variety
of
issues?
N
Also
within
that
we
school
districts,
have
the
ability
to
access
and
provide
individual
therapy
or
counseling
for
students,
as
well
as
group
therapy
or
counseling.
So
if
there
are
topics
in
a
building
that
are
persistent
issues,
persistent
problems
that
a
school
district
needs
to
address
expanded
medicaid
can
be
used
to
help
tap
into
that
as
well.
N
And
then
the
final
thing
I
have
for
you
here
today,
I
was
asked
to
bring
some
challenges
to
implementation
from
Katie's
perspective
and
really
in
terms
of
our
implementation
directly
from
the
agency.
Our
challenges
really
revolve
around
that
trauma-informed
education
plan.
N
Since
we
don't
have
the
ability
to
collect
those,
we
do
not
have
the
ability
to
ensure
compliance.
That
plans
are
created.
Those
are
reviewed
during
the
Marshalls
Audits,
and
so
we
do
know
that
districts
are
doing
those,
but
we
don't
have
an
independent
way
of
doing
that
from
the
agency.
It
also
challenges
us
because
we
have
to
provide
delay
to
technical
assistance,
so
in
this
instance,
we
had
to
contract
with
a
SeaTac
wait
for
them
to
complete
their
report.
N
When
we
get
that
report
that
this
fall
then
we'll
be
able
to
respond
to
it,
and
if
we
have
the
ability
to
collect
those
reports
and
provide
ongoing
technical
assistance
and
feedback
to
districts
that
would
allow
us
to
put
in
place
a
more
effective,
continuous,
Improvement
cycle
so
that
districts
are
getting
better
feedback
faster
from
the
agency
as
they
work
to
implement
their
plans.
I'm.
N
Also
in
the
law
of
trauma-informed
Education
plans
do
not
have
a
required
revision
cycle,
so
the
the
local
board
of
education
is
required
to
adopt
the
plan
one
time
and
then
they're
not
required
to
revisit
it,
and
we
think
that
it
has
been
long
enough
and
that
there
have
been
enough
changes,
especially
in
the
wake
of
the
pandemic.
That
districts
probably
need
to
be
encouraged
to
reopen
those
plans
and
take
another
look.
N
K
I'm
first,
thank
you,
Mr
chairman,
thank
you
for
your
presentation.
Thank
you
for
beginning
and
ending
with
trauma-informed
plans,
because
that's
where
I
have
a
really
strong
interest
in
us.
Getting
that
piece
right
and
I
think
it's
great.
It
was
great-
and
it's
actually
new
information
for
me
to
know
that
the
sros
are
getting
that
training.
K
So
I
actually
had
a
bill
last
session
that
would
require
school
districts
to
submit
their
plans.
Their
trauma-informed
plans
to
KDE.
M
K
I'm
glad
to
see
that
that's
one
of
your
recommendations
and
maybe
that's
something
we
could
consider
as
a
task
force
being
part
of
our
recommendations-
I
I,
love
that
part
of
Senate
bill
one.
We
heard
earlier
how
it's
a
really
holistic
Bill,
and
it
is
it
does
so
many
it's
very
comprehensive
and
I
feel
like
the
trauma-informed
piece
of
it
is
the
least
understood
and
the
least
invested
in,
and
that
part
of
the
bill
has
the
the
least
amount
of
teeth.
There's
really
not
much,
we
can
do.
We
require
the
school
districts
to
have
a.
H
K
And
then
that's
kind
of
it,
so
I
I,
guess
I'm
interested.
You
know
in
addition
to
having
them
report
them
having
some
sort
of
revision.
The
fact
that
you
said
60
of
school,
the
plans
are
just
pulling
it
off
of
a
template
somewhere.
So
it's
it
becomes
a
compliance
exercise
for
schools
rather
than
really
improving
the
safety
and
the
climate
and
the
culture
of
schools.
So
what
do
you
see
as
the
other
policy
leavers
who's?
Providing
the
training
for
trauma
informed?
Are
there
enough?
Are
there
enough
trainings
as
there
more
demand
than
Supply?
K
N
That
sure-
and
thank
you
for
that
question,
so
it's
a
little
difficult
question,
because
we
don't
have
the
ability
to
collect
and
review
those
plans
right
now,
and
so
we
don't
know
what
those
plans
look
like
what
those
templates
look
like
our
effort
this
year
will
really
be
focusing
on
communicating
to
districts
that
these
should
be
individualized
plans.
I
will
say,
sort
of
in
the
my
span
and
experience
in
doing
this
work
that
new
new
plans
often
start
as
templates.
They
often
start
as
compliance
requirements.
N
We
have
to
meet
this
deadline
and
so
I'm
not
surprised
by
that
and
once
a
plan
is
then
in
place.
If
we
can
install
a
revision,
a
continuous
Improvement
cycle,
where
that
plan
is
Revisited
annually
every
other
year,
every
third
year,
whatever
it
may
be,
and
that's
where
really
districts
start
to
dig
in
a
little
deeper
because
of
the
way
the
compliance
Cycles
run
in
that
first
year.
N
It's
all
about
getting
this
plan
in
by
that
deadline,
but
since
they're
not
required
to
revisit
and
because
we
had
a
delay
in
being
able
to
review,
to
provide
technical
assistance,
I
think
that's
why
that
has
persisted.
If
we
had
the
ability
to
go
in
and
really
review,
ongoing,
engage
with
districts
in
deeper
conversations
about
their
plan
and
their
situation,
I
think
that
that
would
strengthen
those
plans
and
start
to
move
us
away
from
the
templates,
and
we
also
I
would
say
too.
In
other
plans.
The
districts
are
required
to
use.
N
There
are
often
skeleton
templates
right,
and
so
we
do
provide
some
guidance
and
structure
through
those
templates.
But
then,
as
I
said
over
time,
we
revise
review,
revisit
and
improve.
So
I
would
I
think
that
that's
something
that
if
we
can
encourage
or
require
revision
that
will
resolve
itself
over
time,
because
nobody
wants
to
look
at
the
same
plan
every
year
right.
If
the
board's
going
to
consider
it
every
year,
we're
going
to
make
changes
to
it
every
year
and
so
I
think
that's
a
policy
lever
that
is
accessible
to
you.
K
Thank
you
could
I
follow
up
on
that
who's,
providing
trauma-informed
plans.
N
Training,
yes,
thank
you
for
I'm.
Sorry,
I
missed
that
the
first
time.
N
That's
okay,
so
we
do
provide
ongoing
training
to
to
districts
through
from
the
department,
and
then
we
have
a
variety
of
partners
that
districts
are
able
to
work
with.
Our
cooperatives
provide
training.
There
are
National,
comprehensive
centers
that
provide
training
on
this
as
well.
We
do
communicate
very
heavily
with
our
districts
about
what
trainings
are
available
when
there's
a
new
community
of
practice,
a
new
webinar
series
or
what
have
you
we
make
sure
to
push
those
out,
and
then
we
do
have
staff
internally
equipped
to
do
that
work.
N
There
is
a
demand,
I
will
say,
the
demand
fluctuates
as
as
all
topics
do
right,
but
there
is
certainly
a
demand.
Our
staff
are
very
busy.
They
are
working
with
districts
every
day
and
making
sure
that
we're
providing
that
support.
K
N
So
I
think
funding
can
be
a
challenge
because
there's
so
many
pots
of
funding
and
they
don't
always
talk
to
each
other,
because
we
do
have
federal
funds
as
well,
that
are
eligible
to
be
used
for
trauma-informed
care
work.
So
I
I
do
think
that
if
the
state
wants
to
have
a
concerted
training
effort
to
really
make
sure
every
district
in
Kentucky
is
trained
and
is
trained
in
a
specific
set
of
modalities
or
a
specific
set
of
competencies
that
state
funding
would
support
that.
O
Tipton
apologize,
Mr,
chairman
I,
got
my
hand
up
late,
just
the
questioning
Brian
a
question
up.
Aces
is
the
term
I
haven't
heard
you
use
much
recently
adverse
childhood
experiences
and
ural's
work
or
other
specific
areas
that
you
are
able
to
identify
that
are
providing
more
of
the
trauma
than
others.
Or
is
it
you
all
have
a
feel
for
that
Matthew.
N
Yeah,
so
I
do
think
that,
as
a
field,
we've
moved
away
from
Aces
into
this
more
trauma-informed
care.
It's
a
larger
umbrella,
I'm
not
able
today
to
speak
to
any
sort
of
specific
saying
these
are
the
aces
that
are
causing
the
most
trauma.