[ ] >> TWO MASS SHOOTINGS IN LESS THAN A WEEK IN OKLAHOMA.

>> TWO MASS SHOOTINGS IN LESS THAN A WEEK IN OKLAHOMA.

THE LATEST CLAIMING FOUR LIVES THAN A WEEK IN OKLAHOMA.

THE LATEST CLAIMING FOUR LIVES AT A TULSA HOSPITAL.

THE LATEST CLAIMING FOUR LIVES AT A TULSA HOSPITAL.

>> OUR JOB IS TO HELP AND HEAL.

AT A TULSA HOSPITAL.

>> OUR JOB IS TO HELP AND HEAL.

AND WE ARE HERE TO DO OUR JOB, >> OUR JOB IS TO HELP AND HEAL.

AND WE ARE HERE TO DO OUR JOB, EVEN IF IT'S WITH BROKEN HEARTS.

AND WE ARE HERE TO DO OUR JOB, EVEN IF IT'S WITH BROKEN HEARTS.

>> OUR OBSERVANCE OF MEMORIAL EVEN IF IT'S WITH BROKEN HEARTS.

>> OUR OBSERVANCE OF MEMORIAL DAY INCLUDES A TALE OF >> OUR OBSERVANCE OF MEMORIAL DAY INCLUDES A TALE OF RESILIENCE FROM A VETERAN WHO DAY INCLUDES A TALE OF RESILIENCE FROM A VETERAN WHO RESILIENCE FROM A VETERAN WHO MANAGED TO MAKE IT HOME.

MANAGED TO MAKE IT HOME.

>> THEY ARE THE MOST RESILIENT MANAGED TO MAKE IT HOME.

>> THEY ARE THE MOST RESILIENT OF ALL WOUNDED VETERANS I'VE >> THEY ARE THE MOST RESILIENT OF ALL WOUNDED VETERANS I'VE EVER MET.

OF ALL WOUNDED VETERANS I'VE EVER MET.

>> A NEW PROGRAM TO HELP TEACH EVER MET.

>> A NEW PROGRAM TO HELP TEACH TEACHERS TO TEACH CHILDREN WITH >> A NEW PROGRAM TO HELP TEACH TEACHERS TO TEACH CHILDREN WITH DYSLEXIA.

TEACHERS TO TEACH CHILDREN WITH DYSLEXIA.

>> TO OVERCOME THE DYSLEXIA, WE DYSLEXIA.

>> TO OVERCOME THE DYSLEXIA, WE HAVE TO GO TO THE CORE AND FIRST >> TO OVERCOME THE DYSLEXIA, WE HAVE TO GO TO THE CORE AND FIRST IDENTIFY THOSE WHO ARE HAVE TO GO TO THE CORE AND FIRST IDENTIFY THOSE WHO ARE STRUGGLING, WHICH THIS NEW LAW IDENTIFY THOSE WHO ARE STRUGGLING, WHICH THIS NEW LAW WILL DO.

STRUGGLING, WHICH THIS NEW LAW WILL DO.

>> THE PROPOSED CONSTRUCTION OF WILL DO.

>> THE PROPOSED CONSTRUCTION OF A TURNPIKE EXTENSION NEAR NORMAN >> THE PROPOSED CONSTRUCTION OF A TURNPIKE EXTENSION NEAR NORMAN MAY BE DECIDED IN THE COURTS.

A TURNPIKE EXTENSION NEAR NORMAN MAY BE DECIDED IN THE COURTS.

>> THEIR ESTIMATE IS THAT 655 MAY BE DECIDED IN THE COURTS.

>> THEIR ESTIMATE IS THAT 655 HOMES WILL BE DEMOLISHED AND >> THEIR ESTIMATE IS THAT 655 HOMES WILL BE DEMOLISHED AND OVER 4700 HOMES WITHIN A HOMES WILL BE DEMOLISHED AND OVER 4700 HOMES WITHIN A HALF-MILE AREA.

OVER 4700 HOMES WITHIN A HALF-MILE AREA.

>> HOW TO TALK TO YOUR CHILDREN HALF-MILE AREA.

>> HOW TO TALK TO YOUR CHILDREN ABOUT MASS SHOOTINGS IN SCHOOLS >> HOW TO TALK TO YOUR CHILDREN ABOUT MASS SHOOTINGS IN SCHOOLS NEXT ON THE "THE OKLAHOMA NEWS ABOUT MASS SHOOTINGS IN SCHOOLS NEXT ON THE "THE OKLAHOMA NEWS REPORT."

NEXT ON THE "THE OKLAHOMA NEWS REPORT."

HELLO, EVERYONE.

REPORT."

HELLO, EVERYONE.

WELCOME TO THE "THE OKLAHOMA HELLO, EVERYONE.

WELCOME TO THE "THE OKLAHOMA NEWS REPORT."

WELCOME TO THE "THE OKLAHOMA NEWS REPORT."

I'M RICH LENZ.

NEWS REPORT."

I'M RICH LENZ.

TWO MASS SHOOTINGS IN LESS THAN I'M RICH LENZ.

TWO MASS SHOOTINGS IN LESS THAN A WEEK IN OKLAHOMA.

TWO MASS SHOOTINGS IN LESS THAN A WEEK IN OKLAHOMA.

FIRST IN TAFT OKLAHOMA OVER THE A WEEK IN OKLAHOMA.

FIRST IN TAFT OKLAHOMA OVER THE MEMORIAL DAY WEEKEND AND AGAIN FIRST IN TAFT OKLAHOMA OVER THE MEMORIAL DAY WEEKEND AND AGAIN ON WEDNESDAY EVENING WHEN MEMORIAL DAY WEEKEND AND AGAIN ON WEDNESDAY EVENING WHEN MICHAEL LOUIS WALKED INTO ST. ON WEDNESDAY EVENING WHEN MICHAEL LOUIS WALKED INTO ST. FRANCIS HOSPITAL IN TULSA AND MICHAEL LOUIS WALKED INTO ST. FRANCIS HOSPITAL IN TULSA AND OPENED FIRE WITH A PISTOL AND A FRANCIS HOSPITAL IN TULSA AND OPENED FIRE WITH A PISTOL AND A RIFLE HE HAD PURCHASED HOURS OPENED FIRE WITH A PISTOL AND A RIFLE HE HAD PURCHASED HOURS EARLIER AND KILLED FOUR PEOPLE RIFLE HE HAD PURCHASED HOURS EARLIER AND KILLED FOUR PEOPLE BEFORE TURNING THE GUN ON EARLIER AND KILLED FOUR PEOPLE BEFORE TURNING THE GUN ON HIMSELF.

BEFORE TURNING THE GUN ON HIMSELF.

THE VICTIMS, TWO DOCTORS, HIMSELF.

THE VICTIMS, TWO DOCTORS, Dr. PRESTON PHILLIPS AND THE VICTIMS, TWO DOCTORS, Dr. PRESTON PHILLIPS AND Dr. STEPHANIE HUSEN, A Dr. PRESTON PHILLIPS AND Dr. STEPHANIE HUSEN, A RECEPTION, AMANDA GLYNN, AND A Dr. STEPHANIE HUSEN, A RECEPTION, AMANDA GLYNN, AND A PATIENT, WILLIAM LOVE.

RECEPTION, AMANDA GLYNN, AND A PATIENT, WILLIAM LOVE.

THE APPARENT MOTIVE, LOUIS PATIENT, WILLIAM LOVE.

THE APPARENT MOTIVE, LOUIS COMPLAINED OF PAIN PERFORMED BY THE APPARENT MOTIVE, LOUIS COMPLAINED OF PAIN PERFORMED BY Dr. PHILLIPS.

COMPLAINED OF PAIN PERFORMED BY Dr. PHILLIPS.

>> JUNE 1st, LOUIS CALLED Dr. PHILLIPS.

>> JUNE 1st, LOUIS CALLED Dr. PHILLIPS' OFFICE AGAIN >> JUNE 1st, LOUIS CALLED Dr. PHILLIPS' OFFICE AGAIN COMPLAINING OF BACK PAIN AND Dr. PHILLIPS' OFFICE AGAIN COMPLAINING OF BACK PAIN AND WANTING ADDITIONAL ASSISTANCE.

COMPLAINING OF BACK PAIN AND WANTING ADDITIONAL ASSISTANCE.

AT 2:00 P.M. ON JUNE 1st, WANTING ADDITIONAL ASSISTANCE.

AT 2:00 P.M. ON JUNE 1st, Mr. LOUIS PURCHASED A AT 2:00 P.M. ON JUNE 1st, Mr. LOUIS PURCHASED A SEMI-AUTOMATIC RIFLE FROM A Mr. LOUIS PURCHASED A SEMI-AUTOMATIC RIFLE FROM A LOCAL GUN STORE.

SEMI-AUTOMATIC RIFLE FROM A LOCAL GUN STORE.

IT WAS AN AR-15-STYLE RIFLE.

LOCAL GUN STORE.

IT WAS AN AR-15-STYLE RIFLE.

WE KNOW THAT Mr. LOUIS PURCHASED IT WAS AN AR-15-STYLE RIFLE.

WE KNOW THAT Mr. LOUIS PURCHASED A SEMI-AUTOMATIC HANDGUN, WE KNOW THAT Mr. LOUIS PURCHASED A SEMI-AUTOMATIC HANDGUN, A ..40-CALIBER SMITH & WESSON A SEMI-AUTOMATIC HANDGUN, A ..40-CALIBER SMITH & WESSON PISTOL ON MAY 29th FROM A LOCAL A ..40-CALIBER SMITH & WESSON PISTOL ON MAY 29th FROM A LOCAL PAWNSHOP.

PISTOL ON MAY 29th FROM A LOCAL PAWNSHOP.

AT 4:53 P.M., WE RECEIVED A 911 PAWNSHOP.

AT 4:53 P.M., WE RECEIVED A 911 CALL ABOUT A SHOOTER IN A AT 4:53 P.M., WE RECEIVED A 911 CALL ABOUT A SHOOTER IN A BUILDING.

CALL ABOUT A SHOOTER IN A BUILDING.

AS OFFICERS WERE ADVANCING BUILDING.

AS OFFICERS WERE ADVANCING TOWARDS THE SUSPECT LOCATION, AS OFFICERS WERE ADVANCING TOWARDS THE SUSPECT LOCATION, THEY HEARD A GUNSHOT.

TOWARDS THE SUSPECT LOCATION, THEY HEARD A GUNSHOT.

WE RESCUED A FEMALE WHO WAS THEY HEARD A GUNSHOT.

WE RESCUED A FEMALE WHO WAS HIDING UNDER A DESK AT THE WE RESCUED A FEMALE WHO WAS HIDING UNDER A DESK AT THE SUSPECT'S FOOT.

HIDING UNDER A DESK AT THE SUSPECT'S FOOT.

SHE WAS THERE WHEN THE SUSPECT SUSPECT'S FOOT.

SHE WAS THERE WHEN THE SUSPECT TOOK HIS LIFE.

SHE WAS THERE WHEN THE SUSPECT TOOK HIS LIFE.

WE'VE SEEN THE VIOLENCE IN THE TOOK HIS LIFE.

WE'VE SEEN THE VIOLENCE IN THE UNITED STATES.

WE'VE SEEN THE VIOLENCE IN THE UNITED STATES.

AND WE WOULD BE NAIVE TO THINK UNITED STATES.

AND WE WOULD BE NAIVE TO THINK THAT WOULD NOT HAPPEN IN OUR AND WE WOULD BE NAIVE TO THINK THAT WOULD NOT HAPPEN IN OUR JURISDICTION.

THAT WOULD NOT HAPPEN IN OUR JURISDICTION.

>> WE ARE SUPPOSED TO BE THE JURISDICTION.

>> WE ARE SUPPOSED TO BE THE ONES THAT ARE CARING FOR OTHERS >> WE ARE SUPPOSED TO BE THE ONES THAT ARE CARING FOR OTHERS DURING TRAGEDIES LIKE THIS.

ONES THAT ARE CARING FOR OTHERS DURING TRAGEDIES LIKE THIS.

TO THINK THAT OUR CAREGIVERS DURING TRAGEDIES LIKE THIS.

TO THINK THAT OUR CAREGIVERS WERE THE VICTIMS IS JUST TO THINK THAT OUR CAREGIVERS WERE THE VICTIMS IS JUST INCOMPREHENSIBLE TO ME.

WERE THE VICTIMS IS JUST INCOMPREHENSIBLE TO ME.

THEY DIED WHILE SERVING OTHERS; INCOMPREHENSIBLE TO ME.

THEY DIED WHILE SERVING OTHERS; THEY DIED IN THE IN THE LINE OF THEY DIED WHILE SERVING OTHERS; THEY DIED IN THE IN THE LINE OF DUTY.

THEY DIED IN THE IN THE LINE OF DUTY.

>> IT IS SO IMPORTANT FOR THIS DUTY.

>> IT IS SO IMPORTANT FOR THIS COMMUNITY TO SHOW THE TEAM HERE >> IT IS SO IMPORTANT FOR THIS COMMUNITY TO SHOW THE TEAM HERE AT ST. FRANCIS HOW MUCH WE LOVE COMMUNITY TO SHOW THE TEAM HERE AT ST. FRANCIS HOW MUCH WE LOVE YOU, AND I WANT TO THANK ALL OF AT ST. FRANCIS HOW MUCH WE LOVE YOU, AND I WANT TO THANK ALL OF YOU FOR COMING TO WORK TODAY.

YOU, AND I WANT TO THANK ALL OF YOU FOR COMING TO WORK TODAY.

[ Applause ] YOU FOR COMING TO WORK TODAY.

[ Applause ] >> GOVERNOR KEVIN STITT HAS NOT [ Applause ] >> GOVERNOR KEVIN STITT HAS NOT CEREMONY PUBLICLY ABOUT THE >> GOVERNOR KEVIN STITT HAS NOT CEREMONY PUBLICLY ABOUT THE SHOOTING BUT HIS OFFICE DID CEREMONY PUBLICLY ABOUT THE SHOOTING BUT HIS OFFICE DID RELEASE A WRITTEN STATEMENT ON SHOOTING BUT HIS OFFICE DID RELEASE A WRITTEN STATEMENT ON WEDNESDAY NIGHT WHICH READ IN RELEASE A WRITTEN STATEMENT ON WEDNESDAY NIGHT WHICH READ IN PART, WHAT HAPPENED TODAY IN WEDNESDAY NIGHT WHICH READ IN PART, WHAT HAPPENED TODAY IN TULSA IS A SENSELESS ACT OF PART, WHAT HAPPENED TODAY IN TULSA IS A SENSELESS ACT OF VIOLENCE AND HATRED.

TULSA IS A SENSELESS ACT OF VIOLENCE AND HATRED.

WE'RE PRAYING FOR THE FAMILIES VIOLENCE AND HATRED.

WE'RE PRAYING FOR THE FAMILIES OF THOSE WHO LOST THEIR LIVES WE'RE PRAYING FOR THE FAMILIES OF THOSE WHO LOST THEIR LIVES AND INJURED.

OF THOSE WHO LOST THEIR LIVES AND INJURED.

I'M GRATEFUL FOR THE ACTIONS OF AND INJURED.

I'M GRATEFUL FOR THE ACTIONS OF THE TULSA POLICE DEPARTMENT AND I'M GRATEFUL FOR THE ACTIONS OF THE TULSA POLICE DEPARTMENT AND OTHER FIRST RESPONDERS WHO DID THE TULSA POLICE DEPARTMENT AND OTHER FIRST RESPONDERS WHO DID THEIR BEST TO CONTAIN A TERRIBLE OTHER FIRST RESPONDERS WHO DID THEIR BEST TO CONTAIN A TERRIBLE SITUATION.

THEIR BEST TO CONTAIN A TERRIBLE SITUATION.

ON THURSDAY, DEMOCRATIC SITUATION.

ON THURSDAY, DEMOCRATIC GUBERNATORIAL CANDIDATE JOY ON THURSDAY, DEMOCRATIC GUBERNATORIAL CANDIDATE JOY HOFMEISTER POSTING ON INSTAGRAM GUBERNATORIAL CANDIDATE JOY HOFMEISTER POSTING ON INSTAGRAM THAT ALTHOUGH SHE IS A GUN OWNER HOFMEISTER POSTING ON INSTAGRAM THAT ALTHOUGH SHE IS A GUN OWNER HERSELF AND SUPPORTS THE SECOND THAT ALTHOUGH SHE IS A GUN OWNER HERSELF AND SUPPORTS THE SECOND AMENDMENT, SHE'S IN FAVOR OF HERSELF AND SUPPORTS THE SECOND AMENDMENT, SHE'S IN FAVOR OF RAISING THE AGE TO PURCHASE A AMENDMENT, SHE'S IN FAVOR OF RAISING THE AGE TO PURCHASE A RIFLE AND A THREE-DAY WAITING RAISING THE AGE TO PURCHASE A RIFLE AND A THREE-DAY WAITING PERIOD BETWEEN THE TIME OF RIFLE AND A THREE-DAY WAITING PERIOD BETWEEN THE TIME OF PURCHASE AND THE OWNER TAKING PERIOD BETWEEN THE TIME OF PURCHASE AND THE OWNER TAKING HOME THE GUN.

PURCHASE AND THE OWNER TAKING HOME THE GUN.

WE SHOULD NOTE, AS ALWAYS, JOY HOME THE GUN.

WE SHOULD NOTE, AS ALWAYS, JOY HOFMEISTER IS A MEMBER OF THE WE SHOULD NOTE, AS ALWAYS, JOY HOFMEISTER IS A MEMBER OF THE O.E.T.A.

BOARD.

HOFMEISTER IS A MEMBER OF THE O.E.T.A.

BOARD.

THIS IS, OF COURSE, THE LATEST O.E.T.A.

BOARD.

THIS IS, OF COURSE, THE LATEST MASS SHOOTING IN AMERICA AND, THIS IS, OF COURSE, THE LATEST MASS SHOOTING IN AMERICA AND, AGAIN, THE SECOND IN OKLAHOMA IN MASS SHOOTING IN AMERICA AND, AGAIN, THE SECOND IN OKLAHOMA IN A WEEK FOLLOWING THAT MEMORIAL AGAIN, THE SECOND IN OKLAHOMA IN A WEEK FOLLOWING THAT MEMORIAL DAY WEEKEND SHOOTING IN TAFT, A WEEK FOLLOWING THAT MEMORIAL DAY WEEKEND SHOOTING IN TAFT, OKLAHOMA, THE UVALDE TRAGEDY AND DAY WEEKEND SHOOTING IN TAFT, OKLAHOMA, THE UVALDE TRAGEDY AND THE RACIST ATTACK IN BUFFALO, OKLAHOMA, THE UVALDE TRAGEDY AND THE RACIST ATTACK IN BUFFALO, NEW YORK.

THE RACIST ATTACK IN BUFFALO, NEW YORK.

AS DIFFICULT THIS IS FOR ADULTS NEW YORK.

AS DIFFICULT THIS IS FOR ADULTS TO PROCESS, IT'S EVEN MORE AS DIFFICULT THIS IS FOR ADULTS TO PROCESS, IT'S EVEN MORE DIFFICULT TO CHILDREN.

TO PROCESS, IT'S EVEN MORE DIFFICULT TO CHILDREN.

THAT'S THE TOPIC OF THIS WEEK'S DIFFICULT TO CHILDREN.

THAT'S THE TOPIC OF THIS WEEK'S IN-DEPTH DISCUSSION LATER.

THAT'S THE TOPIC OF THIS WEEK'S IN-DEPTH DISCUSSION LATER.

MODERATOR TAELYR JACKSON JOINED IN-DEPTH DISCUSSION LATER.

MODERATOR TAELYR JACKSON JOINED BY A PANEL WHO OFFER GREAT MODERATOR TAELYR JACKSON JOINED BY A PANEL WHO OFFER GREAT ADVICE HOW TO TALK ABOUT BY A PANEL WHO OFFER GREAT ADVICE HOW TO TALK ABOUT TROUBLED TIMES WITH THEIR ADVICE HOW TO TALK ABOUT TROUBLED TIMES WITH THEIR CHILDREN.

TROUBLED TIMES WITH THEIR CHILDREN.

>> WE'RE GOING TO DO IT AS A CHILDREN.

>> WE'RE GOING TO DO IT AS A TEAM AND WORK TOGETHER AS A TEAM >> WE'RE GOING TO DO IT AS A TEAM AND WORK TOGETHER AS A TEAM AND A FAMILY.

TEAM AND WORK TOGETHER AS A TEAM AND A FAMILY.

WE'RE GOING TO GET THROUGH IT AND A FAMILY.

WE'RE GOING TO GET THROUGH IT TOGETHER.

WE'RE GOING TO GET THROUGH IT TOGETHER.

>> YOU KNOW, WHEN WE HAD THE ONE TOGETHER.

>> YOU KNOW, WHEN WE HAD THE ONE TV IN THE HOUSE, THAT PRESENTS A >> YOU KNOW, WHEN WE HAD THE ONE TV IN THE HOUSE, THAT PRESENTS A CHALLENGE.

TV IN THE HOUSE, THAT PRESENTS A CHALLENGE.

SO, IT IS REALLY IMPORTANT TO CHALLENGE.

SO, IT IS REALLY IMPORTANT TO HAVE THESE DAILY CONVERSATIONS SO, IT IS REALLY IMPORTANT TO HAVE THESE DAILY CONVERSATIONS ABOUT WHAT'S ON YOUR MIND.

HAVE THESE DAILY CONVERSATIONS ABOUT WHAT'S ON YOUR MIND.

WHAT HAS COME UP FOR YOU?

ABOUT WHAT'S ON YOUR MIND.

WHAT HAS COME UP FOR YOU?

WHAT ARE SOME THINGS YOUR WHAT HAS COME UP FOR YOU?

WHAT ARE SOME THINGS YOUR CHILDREN ARE TALKING ABOUT?

WHAT ARE SOME THINGS YOUR CHILDREN ARE TALKING ABOUT?

>> WE'RE REALLY WIRED FOR CHILDREN ARE TALKING ABOUT?

>> WE'RE REALLY WIRED FOR CONNECTION.

>> WE'RE REALLY WIRED FOR CONNECTION.

SO, ESPECIALLY THOSE YOUNGER CONNECTION.

SO, ESPECIALLY THOSE YOUNGER AGES, UM, WHO I THINK NEED THE SO, ESPECIALLY THOSE YOUNGER AGES, UM, WHO I THINK NEED THE OPPORTUNITY TO BE WIRED IN AGES, UM, WHO I THINK NEED THE OPPORTUNITY TO BE WIRED IN PERSON WITH PEOPLE, UM, SO THAT OPPORTUNITY TO BE WIRED IN PERSON WITH PEOPLE, UM, SO THAT THEN THEY LATER CAN LEARN HOW TO PERSON WITH PEOPLE, UM, SO THAT THEN THEY LATER CAN LEARN HOW TO USE SOCIAL MEDIA IN CONNECTING THEN THEY LATER CAN LEARN HOW TO USE SOCIAL MEDIA IN CONNECTING WAYS.

USE SOCIAL MEDIA IN CONNECTING WAYS.

>> IT'S IMPORTANT TO CHECK IN WAYS.

>> IT'S IMPORTANT TO CHECK IN WITH YOURSELF AND NOT >> IT'S IMPORTANT TO CHECK IN WITH YOURSELF AND NOT TRANSFERRING FEAR OR GUILT OR WITH YOURSELF AND NOT TRANSFERRING FEAR OR GUILT OR ANXIETY ON TO OUR KIDS.

TRANSFERRING FEAR OR GUILT OR ANXIETY ON TO OUR KIDS.

>> IMPORTANT INFORMATION WE CAN ANXIETY ON TO OUR KIDS.

>> IMPORTANT INFORMATION WE CAN ALL PUT TO GOOD USE COMING UP >> IMPORTANT INFORMATION WE CAN ALL PUT TO GOOD USE COMING UP LATER IN THIS NEWSCAST.

ALL PUT TO GOOD USE COMING UP LATER IN THIS NEWSCAST.

WHILE THE 58th LEGISLATURE'S LATER IN THIS NEWSCAST.

WHILE THE 58th LEGISLATURE'S SESSION IS IN THE BOOKS, TWO WHILE THE 58th LEGISLATURE'S SESSION IS IN THE BOOKS, TWO SPECIAL SESSIONS.

SESSION IS IN THE BOOKS, TWO SPECIAL SESSIONS.

CAPITOL CORRESPONDENT JASON SPECIAL SESSIONS.

CAPITOL CORRESPONDENT JASON DOYLE REPORTS ON HOW REPUBLICANS CAPITOL CORRESPONDENT JASON DOYLE REPORTS ON HOW REPUBLICANS ARE PUSHING BACK AGAINST THE DOYLE REPORTS ON HOW REPUBLICANS ARE PUSHING BACK AGAINST THE GOVERNOR'S CLAIM THEY HAVE NOT ARE PUSHING BACK AGAINST THE GOVERNOR'S CLAIM THEY HAVE NOT DONE ENOUGH TO ADDRESS GOVERNOR'S CLAIM THEY HAVE NOT DONE ENOUGH TO ADDRESS INFLAMMATION AND RISING COSTS.

DONE ENOUGH TO ADDRESS INFLAMMATION AND RISING COSTS.

A McCALL IS UPSET WITH GOVERNOR INFLAMMATION AND RISING COSTS.

A McCALL IS UPSET WITH GOVERNOR STITT.

A McCALL IS UPSET WITH GOVERNOR STITT.

HE CALLED FOR A SPECIAL SESSION STITT.

HE CALLED FOR A SPECIAL SESSION SAYING IS IT LEGISLATURE NEEDED HE CALLED FOR A SPECIAL SESSION SAYING IS IT LEGISLATURE NEEDED TO COME BACK TO REPEAL THE SAYING IS IT LEGISLATURE NEEDED TO COME BACK TO REPEAL THE GROCERY TAX AND LOWER PERSONAL TO COME BACK TO REPEAL THE GROCERY TAX AND LOWER PERSONAL INCOME TAXES TO HELP WITH GROCERY TAX AND LOWER PERSONAL INCOME TAXES TO HELP WITH INFLATIONARY RELIEF.

INCOME TAXES TO HELP WITH INFLATIONARY RELIEF.

STITT'S INSINUATION THAT A INFLATIONARY RELIEF.

STITT'S INSINUATION THAT A MEASURES ARE OUT OF THE JOE STITT'S INSINUATION THAT A MEASURES ARE OUT OF THE JOE BIDEN PLAYBOOK DIDN'T SIT WELL MEASURES ARE OUT OF THE JOE BIDEN PLAYBOOK DIDN'T SIT WELL WITH THE SPEAKER OF THE OKLAHOMA BIDEN PLAYBOOK DIDN'T SIT WELL WITH THE SPEAKER OF THE OKLAHOMA HOUSE.

WITH THE SPEAKER OF THE OKLAHOMA HOUSE.

>> THE REFUND OF TAXPAYER MONEY, HOUSE.

>> THE REFUND OF TAXPAYER MONEY, THE PEOPLE OF THE STATE OF >> THE REFUND OF TAXPAYER MONEY, THE PEOPLE OF THE STATE OF OKLAHOMA IS NOT A JOE BIDEN THE PEOPLE OF THE STATE OF OKLAHOMA IS NOT A JOE BIDEN PLAYBOOK.

OKLAHOMA IS NOT A JOE BIDEN PLAYBOOK.

IF ANYTHING, IT'S A DONALD TRUMP PLAYBOOK.

IF ANYTHING, IT'S A DONALD TRUMP AND A GEORGE BUSH ISSUE.

IF ANYTHING, IT'S A DONALD TRUMP AND A GEORGE BUSH ISSUE.

>> HE ADDS THAT STITT, OR AT AND A GEORGE BUSH ISSUE.

>> HE ADDS THAT STITT, OR AT LEAST THE STATE AGENCIES HE >> HE ADDS THAT STITT, OR AT LEAST THE STATE AGENCIES HE OVERSEES AS GOVERNOR, WAS PART LEAST THE STATE AGENCIES HE OVERSEES AS GOVERNOR, WAS PART OF THE BUDGET PROCESS AND LIKE OVERSEES AS GOVERNOR, WAS PART OF THE BUDGET PROCESS AND LIKE STITT'S ASSERTION HE WAS BROUGHT OF THE BUDGET PROCESS AND LIKE STITT'S ASSERTION HE WAS BROUGHT IN LAST MINUTE TO THE STITT'S ASSERTION HE WAS BROUGHT IN LAST MINUTE TO THE NEGOTIATIONS.

IN LAST MINUTE TO THE NEGOTIATIONS.

NEGOTIATIONS.

[ No Audio ] [ No Audio ] >> ON THE FINAL DAY OF THE [ No Audio ] >> ON THE FINAL DAY OF THE REGULAR SESSION, A HANDFUL OF >> ON THE FINAL DAY OF THE REGULAR SESSION, A HANDFUL OF VETOS WERE OVERTURNED, INCLUDING REGULAR SESSION, A HANDFUL OF VETOS WERE OVERTURNED, INCLUDING HOUSE BILL 3 A -- 3501.

VETOS WERE OVERTURNED, INCLUDING HOUSE BILL 3 A -- 3501.

STITT CALLED THE BILL A SHEEP IN HOUSE BILL 3 A -- 3501.

STITT CALLED THE BILL A SHEEP IN WOOL'S CLOTHING WHEN HE VETOED STITT CALLED THE BILL A SHEEP IN WOOL'S CLOTHING WHEN HE VETOED IT.

WOOL'S CLOTHING WHEN HE VETOED IT.

THAT STATEMENT HAD IT.

THAT STATEMENT HAD REPRESENTATIVE RYAN MARTINEZ THAT STATEMENT HAD REPRESENTATIVE RYAN MARTINEZ QUESTIONING THE GOVERNOR'S REPRESENTATIVE RYAN MARTINEZ QUESTIONING THE GOVERNOR'S MOTIVES.

QUESTIONING THE GOVERNOR'S MOTIVES.

>> WITH THE GOVERNOR VETOING MOTIVES.

>> WITH THE GOVERNOR VETOING THIS IMPORTANT BILL, WOULD IT BE >> WITH THE GOVERNOR VETOING THIS IMPORTANT BILL, WOULD IT BE SAFE TO MAKE THE ASSUMPTION THAT THIS IMPORTANT BILL, WOULD IT BE SAFE TO MAKE THE ASSUMPTION THAT HIS HANDFUL BEHAVIOR ARE GETTING SAFE TO MAKE THE ASSUMPTION THAT HIS HANDFUL BEHAVIOR ARE GETTING IN THE WAY OF GOOD PUBLIC POLICY HIS HANDFUL BEHAVIOR ARE GETTING IN THE WAY OF GOOD PUBLIC POLICY TO PROTECT OKLAHOMANS?

IN THE WAY OF GOOD PUBLIC POLICY TO PROTECT OKLAHOMANS?

[ No Audio ] TO PROTECT OKLAHOMANS?

[ No Audio ] THE HOUSE DID NOT OVERRIDE THE [ No Audio ] THE HOUSE DID NOT OVERRIDE THE VETOS.

THE HOUSE DID NOT OVERRIDE THE VETOS.

ON THE MOTOR VEHICLE SALES TAX VETOS.

ON THE MOTOR VEHICLE SALES TAX REPEAL AND THE $75 REBATE ON THE MOTOR VEHICLE SALES TAX REPEAL AND THE $75 REBATE CHECKS.

REPEAL AND THE $75 REBATE CHECKS.

INSTEAD, McCALL SAYS LAWMAKERS CHECKS.

INSTEAD, McCALL SAYS LAWMAKERS WILL TAKE UP THE GOVERNOR'S INSTEAD, McCALL SAYS LAWMAKERS WILL TAKE UP THE GOVERNOR'S CHALLENGE TO COME UP WITH A MORE WILL TAKE UP THE GOVERNOR'S CHALLENGE TO COME UP WITH A MORE ROBUST INFLATION RELIEF PACKAGE.

CHALLENGE TO COME UP WITH A MORE ROBUST INFLATION RELIEF PACKAGE.

HOWEVER, HE INTENDS TO MAKE THAT ROBUST INFLATION RELIEF PACKAGE.

HOWEVER, HE INTENDS TO MAKE THAT HAPPEN DURING THE SPECIAL HOWEVER, HE INTENDS TO MAKE THAT HAPPEN DURING THE SPECIAL SESSION TO LOCATE FEDERAL RELIEF HAPPEN DURING THE SPECIAL SESSION TO LOCATE FEDERAL RELIEF FUNDS NOT THE JUNE 13 SPECIAL SESSION TO LOCATE FEDERAL RELIEF FUNDS NOT THE JUNE 13 SPECIAL SESSION STITT CALLED.

FUNDS NOT THE JUNE 13 SPECIAL SESSION STITT CALLED.

[ No Audio ] SESSION STITT CALLED.

[ No Audio ] HE BELIEVES STITT'S CALL FOR THE [ No Audio ] HE BELIEVES STITT'S CALL FOR THE GROCERY SALES TAX REPEAL AND THE HE BELIEVES STITT'S CALL FOR THE GROCERY SALES TAX REPEAL AND THE INCOME TAX CUT IS TOO NARROW TO GROCERY SALES TAX REPEAL AND THE INCOME TAX CUT IS TOO NARROW TO ADDRESS ALL AVENUES FOR INCOME TAX CUT IS TOO NARROW TO ADDRESS ALL AVENUES FOR INFLATION RELIEF.

ADDRESS ALL AVENUES FOR INFLATION RELIEF.

[ Indiscernible ] INFLATION RELIEF.

[ Indiscernible ] DEMOCRATS SEEM TO BE ON BOARD [ Indiscernible ] DEMOCRATS SEEM TO BE ON BOARD FOR A SPECIAL SESSION THAT DEMOCRATS SEEM TO BE ON BOARD FOR A SPECIAL SESSION THAT PROVIDES RELIEF, ESPECIALLY THE FOR A SPECIAL SESSION THAT PROVIDES RELIEF, ESPECIALLY THE GROCERY SALES TAX REPEAL, WHICH PROVIDES RELIEF, ESPECIALLY THE GROCERY SALES TAX REPEAL, WHICH COULD COST THE STATE AN GROCERY SALES TAX REPEAL, WHICH COULD COST THE STATE AN ESTIMATED $300 MILLION IN COULD COST THE STATE AN ESTIMATED $300 MILLION IN REVENUE.

ESTIMATED $300 MILLION IN REVENUE.

>> I DO BELIEVE WE CAN AFFORD TO REVENUE.

>> I DO BELIEVE WE CAN AFFORD TO REPEAL THE GROCERY TAX IN THE >> I DO BELIEVE WE CAN AFFORD TO REPEAL THE GROCERY TAX IN THE INSTEAD OF OKLAHOMA AND A REPEAL THE GROCERY TAX IN THE INSTEAD OF OKLAHOMA AND A DEMOCRATIC PRIORITY FOR THE LAST INSTEAD OF OKLAHOMA AND A DEMOCRATIC PRIORITY FOR THE LAST DECADE BECAUSE THAT IS CRUCIAL DEMOCRATIC PRIORITY FOR THE LAST DECADE BECAUSE THAT IS CRUCIAL TO PROVIDE RELIEF TO LOCAL DECADE BECAUSE THAT IS CRUCIAL TO PROVIDE RELIEF TO LOCAL FAMILIES HERE IN OKLAHOMA THAT TO PROVIDE RELIEF TO LOCAL FAMILIES HERE IN OKLAHOMA THAT ARE STRUGGLING.

FAMILIES HERE IN OKLAHOMA THAT ARE STRUGGLING.

WE CAN AFFORD TO DO THAT.

ARE STRUGGLING.

WE CAN AFFORD TO DO THAT.

>> I THINK WE SHOULD PRIORITIZE WE CAN AFFORD TO DO THAT.

>> I THINK WE SHOULD PRIORITIZE OKLAHOMA WORKING FAMILIES AND >> I THINK WE SHOULD PRIORITIZE OKLAHOMA WORKING FAMILIES AND CUT THE GROCERY TAX.

OKLAHOMA WORKING FAMILIES AND CUT THE GROCERY TAX.

BUT, WHEN IT COMES TO CUTTING CUT THE GROCERY TAX.

BUT, WHEN IT COMES TO CUTTING INCOME TAX FOR HIGH EARNERS, WE BUT, WHEN IT COMES TO CUTTING INCOME TAX FOR HIGH EARNERS, WE JUST DID THAT LAST YEAR.

INCOME TAX FOR HIGH EARNERS, WE JUST DID THAT LAST YEAR.

NO.

JUST DID THAT LAST YEAR.

NO.

WE SHOULD TAKE THAT MONEY AND NO.

WE SHOULD TAKE THAT MONEY AND INVEST IT INTO CORE SERVICES.

WE SHOULD TAKE THAT MONEY AND INVEST IT INTO CORE SERVICES.

MICKEY DOLLENS AGREES.

INVEST IT INTO CORE SERVICES.

MICKEY DOLLENS AGREES.

>> I THINK THAT WE SHOULD EXPAND MICKEY DOLLENS AGREES.

>> I THINK THAT WE SHOULD EXPAND THE SCOPE OF SPECIAL SESSION TO >> I THINK THAT WE SHOULD EXPAND THE SCOPE OF SPECIAL SESSION TO TALK ABOUT HOW TO MAKE OUR THE SCOPE OF SPECIAL SESSION TO TALK ABOUT HOW TO MAKE OUR SCHOOLS SAFER, TO TALK ABOUT THE TALK ABOUT HOW TO MAKE OUR SCHOOLS SAFER, TO TALK ABOUT THE BABY FORMULA SHORTAGE AND TALK SCHOOLS SAFER, TO TALK ABOUT THE BABY FORMULA SHORTAGE AND TALK ABOUT REAL ISSUES AFFECTING BABY FORMULA SHORTAGE AND TALK ABOUT REAL ISSUES AFFECTING PEOPLE RIGHT NOW.

ABOUT REAL ISSUES AFFECTING PEOPLE RIGHT NOW.

>> REPRESENTATIVE FORREST PEOPLE RIGHT NOW.

>> REPRESENTATIVE FORREST BENNETT BELIEVES ONCE LAWMAKERS >> REPRESENTATIVE FORREST BENNETT BELIEVES ONCE LAWMAKERS ARE BACK ON THE CAMPAIGN TRAIL, BENNETT BELIEVES ONCE LAWMAKERS ARE BACK ON THE CAMPAIGN TRAIL, THEY'LL HEAR FROM POTENTIAL ARE BACK ON THE CAMPAIGN TRAIL, THEY'LL HEAR FROM POTENTIAL VOTERS.

THEY'LL HEAR FROM POTENTIAL VOTERS.

>> I DON'T KNOW WHAT THE VOTERS.

>> I DON'T KNOW WHAT THE REPUBLICANS' PLANS WILL BE.

>> I DON'T KNOW WHAT THE REPUBLICANS' PLANS WILL BE.

THERE'S A POSSIBILITY THAT REPUBLICANS' PLANS WILL BE.

THERE'S A POSSIBILITY THAT THEY'LL GAVEL IN AND GAVEL OUT, THERE'S A POSSIBILITY THAT THEY'LL GAVEL IN AND GAVEL OUT, BUT I THINK THAT A LOT OF FOLKS THEY'LL GAVEL IN AND GAVEL OUT, BUT I THINK THAT A LOT OF FOLKS ARE GOING TO GO HOME AFTER TODAY BUT I THINK THAT A LOT OF FOLKS ARE GOING TO GO HOME AFTER TODAY AND, YOU KNOW, BE CONFRONTED BY ARE GOING TO GO HOME AFTER TODAY AND, YOU KNOW, BE CONFRONTED BY CONSTITUENTS WHO WILL ASK THEM AND, YOU KNOW, BE CONFRONTED BY CONSTITUENTS WHO WILL ASK THEM WHAT THEY PLAN TO DO.

CONSTITUENTS WHO WILL ASK THEM WHAT THEY PLAN TO DO.

>> AS FAR AS THE TIMING OF WHAT THEY PLAN TO DO.

>> AS FAR AS THE TIMING OF GOVERNOR STITT'S SPECIAL SESSION >> AS FAR AS THE TIMING OF GOVERNOR STITT'S SPECIAL SESSION ON JUNE 13TH...

GOVERNOR STITT'S SPECIAL SESSION ON JUNE 13TH... >> I'M NOT HAPPY ABOUT IT.

ON JUNE 13TH... >> I'M NOT HAPPY ABOUT IT.

>> THAT'S BEING PUNITIVE.

>> I'M NOT HAPPY ABOUT IT.

>> THAT'S BEING PUNITIVE.

ANOTHER EXAMPLE OF JUST TRYING >> THAT'S BEING PUNITIVE.

ANOTHER EXAMPLE OF JUST TRYING TO WHIP UP ON THE LEGISLATURE.

ANOTHER EXAMPLE OF JUST TRYING TO WHIP UP ON THE LEGISLATURE.

>> THE REASON McCALL REFERS TO TO WHIP UP ON THE LEGISLATURE.

>> THE REASON McCALL REFERS TO STITT'S SPECIAL SESSION IS >> THE REASON McCALL REFERS TO STITT'S SPECIAL SESSION IS PUNITIVE BECAUSE THE PRIMARY IS STITT'S SPECIAL SESSION IS PUNITIVE BECAUSE THE PRIMARY IS JUNE 28th, PRESSURING PUNITIVE BECAUSE THE PRIMARY IS JUNE 28th, PRESSURING LEGISLATORS RUNNING FOR JUNE 28th, PRESSURING LEGISLATORS RUNNING FOR RE-ELECTION TO LEAVE THE LEGISLATORS RUNNING FOR RE-ELECTION TO LEAVE THE CAMPAIGN TRAIL AND RETURN TO THE RE-ELECTION TO LEAVE THE CAMPAIGN TRAIL AND RETURN TO THE CAPITOL TO DO THE PEOPLE'S CAMPAIGN TRAIL AND RETURN TO THE CAPITOL TO DO THE PEOPLE'S BUSINESS.

CAPITOL TO DO THE PEOPLE'S BUSINESS.

McCALL ADDS THAT WHEN LAWMAKERS BUSINESS.

McCALL ADDS THAT WHEN LAWMAKERS COME UP WITH AN INFLATIONARY McCALL ADDS THAT WHEN LAWMAKERS COME UP WITH AN INFLATIONARY RELIEF PLAN THAT'S WHEN THEY COME UP WITH AN INFLATIONARY RELIEF PLAN THAT'S WHEN THEY WILL RETURN TO THE CAPITOL TO RELIEF PLAN THAT'S WHEN THEY WILL RETURN TO THE CAPITOL TO TAKE ACTION THIS SUMMER.

WILL RETURN TO THE CAPITOL TO TAKE ACTION THIS SUMMER.

>> JASON, THANK YOU.

TAKE ACTION THIS SUMMER.

>> JASON, THANK YOU.

ONE OTHER NOTE FROM THE JUST >> JASON, THANK YOU.

ONE OTHER NOTE FROM THE JUST COMPLETED REGULAR SESSION.

ONE OTHER NOTE FROM THE JUST COMPLETED REGULAR SESSION.

LAWMAKERS HAVE ALLOCATED $10 COMPLETED REGULAR SESSION.

LAWMAKERS HAVE ALLOCATED $10 MILLION IN PANDEMIC RELIEF FUNDS LAWMAKERS HAVE ALLOCATED $10 MILLION IN PANDEMIC RELIEF FUNDS TO SOUTHWESTERN STATE UNIVERSITY MILLION IN PANDEMIC RELIEF FUNDS TO SOUTHWESTERN STATE UNIVERSITY TO IMPROVE RURAL HEALTH CARE TO SOUTHWESTERN STATE UNIVERSITY TO IMPROVE RURAL HEALTH CARE OPTIONS IN THE WEATHERFORD AREA, TO IMPROVE RURAL HEALTH CARE OPTIONS IN THE WEATHERFORD AREA, CONSISTING IN THE CONSTRUCTION OPTIONS IN THE WEATHERFORD AREA, CONSISTING IN THE CONSTRUCTION OF THE HODGE PHARMACY ON CAMPUS.

CONSISTING IN THE CONSTRUCTION OF THE HODGE PHARMACY ON CAMPUS.

THE HODGES DONATED $5 MILLION OF THE HODGE PHARMACY ON CAMPUS.

THE HODGES DONATED $5 MILLION TOWARDS THE EFFORT AND AN THE HODGES DONATED $5 MILLION TOWARDS THE EFFORT AND AN ADDITIONAL $7 MILLION WILL COME TOWARDS THE EFFORT AND AN ADDITIONAL $7 MILLION WILL COME FROM A SALES TAX EXTENSION.

ADDITIONAL $7 MILLION WILL COME FROM A SALES TAX EXTENSION.

THERE IS GROWING AND COORDINATED FROM A SALES TAX EXTENSION.

THERE IS GROWING AND COORDINATED OPTION SIX TO EXPAND THE THERE IS GROWING AND COORDINATED OPTION SIX TO EXPAND THE TURNPIKE.

OPTION SIX TO EXPAND THE TURNPIKE.

WE'VE BEEN FOLLOWING THIS STORY TURNPIKE.

WE'VE BEEN FOLLOWING THIS STORY CLOSELY.

WE'VE BEEN FOLLOWING THIS STORY CLOSELY.

SHE JOINS US THIS WEEK FOR A CLOSELY.

SHE JOINS US THIS WEEK FOR A REPORTER DEBRIEF.

SHE JOINS US THIS WEEK FOR A REPORTER DEBRIEF.

>> LET'S BEGIN WITH THE PROJECTS REPORTER DEBRIEF.

>> LET'S BEGIN WITH THE PROJECTS ANNOUNCED BY THE TURNPIKE >> LET'S BEGIN WITH THE PROJECTS ANNOUNCED BY THE TURNPIKE AUTHORITY LAST FEBRUARY.

ANNOUNCED BY THE TURNPIKE AUTHORITY LAST FEBRUARY.

WHERE DO THEY INTEND TO BUILD AUTHORITY LAST FEBRUARY.

WHERE DO THEY INTEND TO BUILD AND WHEN SO, THERE ARE QUITE A WHERE DO THEY INTEND TO BUILD AND WHEN SO, THERE ARE QUITE A FEW PROJECTS THAT HAVE BEEN AND WHEN SO, THERE ARE QUITE A FEW PROJECTS THAT HAVE BEEN ANNOUNCED WITH THE ACCESS FEW PROJECTS THAT HAVE BEEN ANNOUNCED WITH THE ACCESS OKLAHOMA TURNPIKE PROJECT.

ANNOUNCED WITH THE ACCESS OKLAHOMA TURNPIKE PROJECT.

UM, SO THERE ARE GOING TO BE A OKLAHOMA TURNPIKE PROJECT.

UM, SO THERE ARE GOING TO BE A FEW WIDENING PROJECTS.

UM, SO THERE ARE GOING TO BE A FEW WIDENING PROJECTS.

TURNER TURNPIKE WILL GET FEW WIDENING PROJECTS.

TURNER TURNPIKE WILL GET WIDENED, WILL ROGERS TURNPIKE TURNER TURNPIKE WILL GET WIDENED, WILL ROGERS TURNPIKE WILL GET WIDENED.

WIDENED, WILL ROGERS TURNPIKE WILL GET WIDENED.

THE EAST-WEST CONNECTOR, THAT WILL GET WIDENED.

THE EAST-WEST CONNECTOR, THAT STARTS IN NEWCASTLE AND CONNECTS THE EAST-WEST CONNECTOR, THAT STARTS IN NEWCASTLE AND CONNECTS 1-40 TO THE KICKAPOO.

STARTS IN NEWCASTLE AND CONNECTS 1-40 TO THE KICKAPOO.

AND THEN CONNECTS TO I-35 AND 1-40 TO THE KICKAPOO.

AND THEN CONNECTS TO I-35 AND THE EXPRESSWAY HAS BEEN AND THEN CONNECTS TO I-35 AND THE EXPRESSWAY HAS BEEN RECEIVING QUITE A BIT OF THE EXPRESSWAY HAS BEEN RECEIVING QUITE A BIT OF CONTROVERSY.

RECEIVING QUITE A BIT OF CONTROVERSY.

AS FAR AS THE TIMELINE GOES, CONTROVERSY.

AS FAR AS THE TIMELINE GOES, THESE PROJECTS WILL BE BUILT AS FAR AS THE TIMELINE GOES, THESE PROJECTS WILL BE BUILT ANYTIME OVER 15 YEARS.

THESE PROJECTS WILL BE BUILT ANYTIME OVER 15 YEARS.

SO, IT COULD BE ANYTIME BETWEEN ANYTIME OVER 15 YEARS.

SO, IT COULD BE ANYTIME BETWEEN A FEW MONTHS FROM NOW TO 15 SO, IT COULD BE ANYTIME BETWEEN A FEW MONTHS FROM NOW TO 15 YEARS.

A FEW MONTHS FROM NOW TO 15 YEARS.

>> THOSE NORMAN PROJECTS, NOW A YEARS.

>> THOSE NORMAN PROJECTS, NOW A GROUP OF CITIZENS IN THAT AREA >> THOSE NORMAN PROJECTS, NOW A GROUP OF CITIZENS IN THAT AREA FOLLOWED A LAWSUIT, PERHAPS MORE GROUP OF CITIZENS IN THAT AREA FOLLOWED A LAWSUIT, PERHAPS MORE THAN ONE.

FOLLOWED A LAWSUIT, PERHAPS MORE THAN ONE.

ON WHAT GROUNDS?

THAN ONE.

ON WHAT GROUNDS?

>> YEAH.

ON WHAT GROUNDS?

>> YEAH.

SO, THERE'S BEEN TWO LAWSUITS.

>> YEAH.

SO, THERE'S BEEN TWO LAWSUITS.

THE FIRST LAWSUITS IS GO ROUTES.

SO, THERE'S BEEN TWO LAWSUITS.

THE FIRST LAWSUITS IS GO ROUTES.

THE SOUTH EXTENSION ROUTE, THE FIRST LAWSUITS IS GO ROUTES.

THE SOUTH EXTENSION ROUTE, THEY'RE ARGUING THAT IN THE THE SOUTH EXTENSION ROUTE, THEY'RE ARGUING THAT IN THE OKLAHOMA TURNPIKE ENABLING ACT, THEY'RE ARGUING THAT IN THE OKLAHOMA TURNPIKE ENABLING ACT, THERE ARE 35 LOCATIONS WITH NAY OKLAHOMA TURNPIKE ENABLING ACT, THERE ARE 35 LOCATIONS WITH NAY CAN BUILD.

THERE ARE 35 LOCATIONS WITH NAY CAN BUILD.

THE OTHER ROUTE IS THE EAST-WEST CAN BUILD.

THE OTHER ROUTE IS THE EAST-WEST IN THE TRI-CITY CONNECTORS.

THE OTHER ROUTE IS THE EAST-WEST IN THE TRI-CITY CONNECTORS.

THIS ONE IS A LITTLE BIT MORE IN THE TRI-CITY CONNECTORS.

THIS ONE IS A LITTLE BIT MORE COMPLICATED.

THIS ONE IS A LITTLE BIT MORE COMPLICATED.

THEY WERE DOING THAT IN 1987 COMPLICATED.

THEY WERE DOING THAT IN 1987 WHEN THIS OVERALL PROJECT WAS THEY WERE DOING THAT IN 1987 WHEN THIS OVERALL PROJECT WAS PASSED, IT WAS PASSED WITH A WHEN THIS OVERALL PROJECT WAS PASSED, IT WAS PASSED WITH A SINGLE BOND ISSUE AND CAN ONLY PASSED, IT WAS PASSED WITH A SINGLE BOND ISSUE AND CAN ONLY BE FUNDED THAT FIRST TURNAROUND.

SINGLE BOND ISSUE AND CAN ONLY BE FUNDED THAT FIRST TURNAROUND.

THE SECOND LAWSUIT IS BASICALLY BE FUNDED THAT FIRST TURNAROUND.

THE SECOND LAWSUIT IS BASICALLY AN OPEN MEETING ISSUE.

THE SECOND LAWSUIT IS BASICALLY AN OPEN MEETING ISSUE.

THEY'RE ARGUING THAT ALL THE AN OPEN MEETING ISSUE.

THEY'RE ARGUING THAT ALL THE MEETINGS AND AGENDAS LEADING UP THEY'RE ARGUING THAT ALL THE MEETINGS AND AGENDAS LEADING UP TO THE ANNOUNCEMENT WEREN'T MEETINGS AND AGENDAS LEADING UP TO THE ANNOUNCEMENT WEREN'T REALLY -- THE AVERAGE PERSON TO THE ANNOUNCEMENT WEREN'T REALLY -- THE AVERAGE PERSON COULDN'T READ THE DOCUMENT AND REALLY -- THE AVERAGE PERSON COULDN'T READ THE DOCUMENT AND SAY, OH, THIS ISN'T GOING TO GO COULDN'T READ THE DOCUMENT AND SAY, OH, THIS ISN'T GOING TO GO IN MY BACKYARD.

SAY, OH, THIS ISN'T GOING TO GO IN MY BACKYARD.

>> ARE THEY WELL FUNDED?

IN MY BACKYARD.

>> ARE THEY WELL FUNDED?

ARE THEY POLITICALLY CONNECTED?

>> ARE THEY WELL FUNDED?

ARE THEY POLITICALLY CONNECTED?

>> I WOULD DESCRIBE THEM AS A ARE THEY POLITICALLY CONNECTED?

>> I WOULD DESCRIBE THEM AS A GRASSROOTS ORGANIZATION FOR >> I WOULD DESCRIBE THEM AS A GRASSROOTS ORGANIZATION FOR SURE.

GRASSROOTS ORGANIZATION FOR SURE.

A LOT OF THAT ORGANIZING HAS SURE.

A LOT OF THAT ORGANIZING HAS BEEN DONE ON FACEBOOK.

A LOT OF THAT ORGANIZING HAS BEEN DONE ON FACEBOOK.

THEIR FACEBOOK GROUP IS OVER BEEN DONE ON FACEBOOK.

THEIR FACEBOOK GROUP IS OVER 6500 MEMBERS STRONG.

THEIR FACEBOOK GROUP IS OVER 6500 MEMBERS STRONG.

THEY HAVE A WIDE RANGE OF PEOPLE 6500 MEMBERS STRONG.

THEY HAVE A WIDE RANGE OF PEOPLE IN THEIR LEADERSHIP.

THEY HAVE A WIDE RANGE OF PEOPLE IN THEIR LEADERSHIP.

>> THE COUNCILOR FOR WARD 5, THE IN THEIR LEADERSHIP.

>> THE COUNCILOR FOR WARD 5, THE WARD THE SOUTH EXTENSION GOES >> THE COUNCILOR FOR WARD 5, THE WARD THE SOUTH EXTENSION GOES THROUGH, HE'S A HUGE PART OF THE WARD THE SOUTH EXTENSION GOES THROUGH, HE'S A HUGE PART OF THE LEADERSHIP.

THROUGH, HE'S A HUGE PART OF THE LEADERSHIP.

THEY'RE WELL CONNECTED WITH THE LEADERSHIP.

THEY'RE WELL CONNECTED WITH THE REPRESENTATIVES AND SENATORS THEY'RE WELL CONNECTED WITH THE REPRESENTATIVES AND SENATORS THAT REPRESENT THOSE AREAS.

REPRESENTATIVES AND SENATORS THAT REPRESENT THOSE AREAS.

>> SO, BETH, HOW MANY HOMES ARE THAT REPRESENT THOSE AREAS.

>> SO, BETH, HOW MANY HOMES ARE WE TALKING ABOUT HERE THAT COULD >> SO, BETH, HOW MANY HOMES ARE WE TALKING ABOUT HERE THAT COULD BE DEMOLISHED IN THIS PROJECT?

WE TALKING ABOUT HERE THAT COULD BE DEMOLISHED IN THIS PROJECT?

>> THIS IS A TRICKY QUESTION TO BE DEMOLISHED IN THIS PROJECT?

>> THIS IS A TRICKY QUESTION TO ANSWER BECAUSE THE OTA HAS NOT >> THIS IS A TRICKY QUESTION TO ANSWER BECAUSE THE OTA HAS NOT ACTUALLY GIVEN AN OFFICIAL ANSWER BECAUSE THE OTA HAS NOT ACTUALLY GIVEN AN OFFICIAL NUMBER YET BUT THE PEOPLE AT -- ACTUALLY GIVEN AN OFFICIAL NUMBER YET BUT THE PEOPLE AT -- HAVE LOOKED AT THE MAPS AND NUMBER YET BUT THE PEOPLE AT -- HAVE LOOKED AT THE MAPS AND COUNTED HOW MANY HOUSES.

HAVE LOOKED AT THE MAPS AND COUNTED HOW MANY HOUSES.

THEIR ESTIMATE IS THAT 665 HOMES COUNTED HOW MANY HOUSES.

THEIR ESTIMATE IS THAT 665 HOMES WILL BE DEMOLISHED AND THERE ARE THEIR ESTIMATE IS THAT 665 HOMES WILL BE DEMOLISHED AND THERE ARE OVER 4700 HOMES WITH A HALF-MILE WILL BE DEMOLISHED AND THERE ARE OVER 4700 HOMES WITH A HALF-MILE AREA, AND THEY'RE WORRIED ABOUT OVER 4700 HOMES WITH A HALF-MILE AREA, AND THEY'RE WORRIED ABOUT THE VALUE OF THOSE HOMES AREA, AND THEY'RE WORRIED ABOUT THE VALUE OF THOSE HOMES DEPRECIATING.

THE VALUE OF THOSE HOMES DEPRECIATING.

>> THAT'S A LOT OF HOMES.

DEPRECIATING.

>> THAT'S A LOT OF HOMES.

HOW WILL THOSE PEOPLE BE >> THAT'S A LOT OF HOMES.

HOW WILL THOSE PEOPLE BE REIMBURSED?

HOW WILL THOSE PEOPLE BE REIMBURSED?

>> THE OTA WILL GIVE THEM AN REIMBURSED?

>> THE OTA WILL GIVE THEM AN OFFER.

>> THE OTA WILL GIVE THEM AN OFFER.

THEY CAN ACCEPT OR REFUSE THAT OFFER.

THEY CAN ACCEPT OR REFUSE THAT OFFER.

THEY CAN ACCEPT OR REFUSE THAT OFFER.

IF THEY REFUSE, THEY HAVE TO GO OFFER.

IF THEY REFUSE, THEY HAVE TO GO THROUGH THE EMINENT DOMAIN IF THEY REFUSE, THEY HAVE TO GO THROUGH THE EMINENT DOMAIN PROCESS.

THROUGH THE EMINENT DOMAIN PROCESS.

PEOPLE WHO ARE NOT IN THE DIRECT PROCESS.

PEOPLE WHO ARE NOT IN THE DIRECT PATH, THOSE PEOPLE HAVE SPECIAL PEOPLE WHO ARE NOT IN THE DIRECT PATH, THOSE PEOPLE HAVE SPECIAL CIRCUMSTANCES BECAUSE THEY MIGHT PATH, THOSE PEOPLE HAVE SPECIAL CIRCUMSTANCES BECAUSE THEY MIGHT BE SEEING SOME ISSUES WITH THEIR CIRCUMSTANCES BECAUSE THEY MIGHT BE SEEING SOME ISSUES WITH THEIR PROPERTY VALUES, BUT, OBVIOUSLY, BE SEEING SOME ISSUES WITH THEIR PROPERTY VALUES, BUT, OBVIOUSLY, THEY WON'T BE REIMBURSED BY THE PROPERTY VALUES, BUT, OBVIOUSLY, THEY WON'T BE REIMBURSED BY THE OTA.

THEY WON'T BE REIMBURSED BY THE OTA.

>> SOME OF THESE PEOPLE HAVE OTA.

>> SOME OF THESE PEOPLE HAVE FAMILIES THAT HAVE BEEN LIVING >> SOME OF THESE PEOPLE HAVE FAMILIES THAT HAVE BEEN LIVING THERE FOR YEARS AND YEARS.

FAMILIES THAT HAVE BEEN LIVING THERE FOR YEARS AND YEARS.

I'M SURE IT'S QUITE EMOTIONAL THERE FOR YEARS AND YEARS.

I'M SURE IT'S QUITE EMOTIONAL FOR THEM.

I'M SURE IT'S QUITE EMOTIONAL FOR THEM.

WHAT ARE SOME OF THE STORIES FOR THEM.

WHAT ARE SOME OF THE STORIES THEY'VE TOLD YOU?

WHAT ARE SOME OF THE STORIES THEY'VE TOLD YOU?

>> SO, THE WORD I HEAR THEY'VE TOLD YOU?

>> SO, THE WORD I HEAR CONSTANTLY IS TRAUMATIC; THAT >> SO, THE WORD I HEAR CONSTANTLY IS TRAUMATIC; THAT THIS WAS A REALLY TRAUMATIC CONSTANTLY IS TRAUMATIC; THAT THIS WAS A REALLY TRAUMATIC THING TO LEARN FOR THEM.

THIS WAS A REALLY TRAUMATIC THING TO LEARN FOR THEM.

THESE FAMILIES' HOPES AND DREAMS THING TO LEARN FOR THEM.

THESE FAMILIES' HOPES AND DREAMS ARE IN THESE HOMES.

THESE FAMILIES' HOPES AND DREAMS ARE IN THESE HOMES.

THEY CALL THESE HOMES THEIR ARE IN THESE HOMES.

THEY CALL THESE HOMES THEIR FOREVER HOMES.

THEY CALL THESE HOMES THEIR FOREVER HOMES.

THEY PASS THE HOMES DOWN FROM FOREVER HOMES.

THEY PASS THE HOMES DOWN FROM GENERATION TO GENERATION.

THEY PASS THE HOMES DOWN FROM GENERATION TO GENERATION.

THERE ARE A LOT OF GENERATIONAL GENERATION TO GENERATION.

THERE ARE A LOT OF GENERATIONAL FARMS AND RANCHES.

THERE ARE A LOT OF GENERATIONAL FARMS AND RANCHES.

>> WHAT ARE THE CHANCES THAT THE FARMS AND RANCHES.

>> WHAT ARE THE CHANCES THAT THE MOTOR VEHICLES -- THAT THE >> WHAT ARE THE CHANCES THAT THE MOTOR VEHICLES -- THAT THE HOMERS ON THAT IT COULD BE MOTOR VEHICLES -- THAT THE HOMERS ON THAT IT COULD BE SCRAPPED?

HOMERS ON THAT IT COULD BE SCRAPPED?

>> THERE ISN'T A GREAT PRECEDENT SCRAPPED?

>> THERE ISN'T A GREAT PRECEDENT FOR THESE ROUTES BEING MOVED IN >> THERE ISN'T A GREAT PRECEDENT FOR THESE ROUTES BEING MOVED IN THE PAST.

FOR THESE ROUTES BEING MOVED IN THE PAST.

THIS KIND OF LITIGATION IS THE PAST.

THIS KIND OF LITIGATION IS PRETTY UNIQUE AND THIS AMOUNT OF THIS KIND OF LITIGATION IS PRETTY UNIQUE AND THIS AMOUNT OF RESPONSE OF OPPOSITION IS PRETTY PRETTY UNIQUE AND THIS AMOUNT OF RESPONSE OF OPPOSITION IS PRETTY UNIQUE.

RESPONSE OF OPPOSITION IS PRETTY UNIQUE.

SO, WE MIGHT BE SEEING A UNIQUE.

SO, WE MIGHT BE SEEING A DIFFERENT KIND OF ANIMAL WHEN IT SO, WE MIGHT BE SEEING A DIFFERENT KIND OF ANIMAL WHEN IT COMES TO THIS SPECIFIC TURNPIKE DIFFERENT KIND OF ANIMAL WHEN IT COMES TO THIS SPECIFIC TURNPIKE PROJECT THAN ANY OTHER PROJECTS COMES TO THIS SPECIFIC TURNPIKE PROJECT THAN ANY OTHER PROJECTS IN THE PAST.

PROJECT THAN ANY OTHER PROJECTS IN THE PAST.

>> I KNOW YOU WILL CONTINUE TO IN THE PAST.

>> I KNOW YOU WILL CONTINUE TO COVER THE STORY.

>> I KNOW YOU WILL CONTINUE TO COVER THE STORY.

THANK YOU SO MUCH FOR YOUR TIME.

COVER THE STORY.

THANK YOU SO MUCH FOR YOUR TIME.

>> THANK YOU.

THANK YOU SO MUCH FOR YOUR TIME.

>> THANK YOU.

>> DYSLEXIA CAN BE A DIFFICULT >> THANK YOU.

>> DYSLEXIA CAN BE A DIFFICULT THING TO DIAGNOSE, ESPECIALLY >> DYSLEXIA CAN BE A DIFFICULT THING TO DIAGNOSE, ESPECIALLY FOR EDUCATORS WHO MAY NOT BE THING TO DIAGNOSE, ESPECIALLY FOR EDUCATORS WHO MAY NOT BE TRAINED IN IDENTIFYING IT, WHICH FOR EDUCATORS WHO MAY NOT BE TRAINED IN IDENTIFYING IT, WHICH CAN LEAD TO A REDUCED LEARNING TRAINED IN IDENTIFYING IT, WHICH CAN LEAD TO A REDUCED LEARNING EXPERIENCE FOR THE BOTH THE CAN LEAD TO A REDUCED LEARNING EXPERIENCE FOR THE BOTH THE STUDENT AND THE TEACHER.

EXPERIENCE FOR THE BOTH THE STUDENT AND THE TEACHER.

HELP IS ON THE WAY IN OKLAHOMA.

STUDENT AND THE TEACHER.

HELP IS ON THE WAY IN OKLAHOMA.

>> DYSLEXIA IS ONE OF THE HELP IS ON THE WAY IN OKLAHOMA.

>> DYSLEXIA IS ONE OF THE LEADING CAUSES OF READING >> DYSLEXIA IS ONE OF THE LEADING CAUSES OF READING DIFFICULTIES AMONG STUDENTS, AND LEADING CAUSES OF READING DIFFICULTIES AMONG STUDENTS, AND IT'S UNDIAGNOSED OR NOT TAUGHT DIFFICULTIES AMONG STUDENTS, AND IT'S UNDIAGNOSED OR NOT TAUGHT PROPERLY, LEARNING CAN BECOME IT'S UNDIAGNOSED OR NOT TAUGHT PROPERLY, LEARNING CAN BECOME EVEN MORE DIFFICULT.

PROPERLY, LEARNING CAN BECOME EVEN MORE DIFFICULT.

>> ONE OUT OF EVERY TEN STUDENTS EVEN MORE DIFFICULT.

>> ONE OUT OF EVERY TEN STUDENTS PROBABLY STRUGGLE WITH >> ONE OUT OF EVERY TEN STUDENTS PROBABLY STRUGGLE WITH CHARACTERISTICS OF DEMOCRATIC.

PROBABLY STRUGGLE WITH CHARACTERISTICS OF DEMOCRATIC.

SHE DECODES DYSLEXIA, OKLAHOMA.

CHARACTERISTICS OF DEMOCRATIC.

SHE DECODES DYSLEXIA, OKLAHOMA.

A GRASSROOTS MOVEMENT OF PARENTS SHE DECODES DYSLEXIA, OKLAHOMA.

A GRASSROOTS MOVEMENT OF PARENTS AND EDUCATORS WHO RAISE A GRASSROOTS MOVEMENT OF PARENTS AND EDUCATORS WHO RAISE AWARENESS OF DYSLEXIA IN AND EDUCATORS WHO RAISE AWARENESS OF DYSLEXIA IN OKLAHOMA.

AWARENESS OF DYSLEXIA IN OKLAHOMA.

THE ORGANIZATION OFTEN WORKS OKLAHOMA.

THE ORGANIZATION OFTEN WORKS WITH THE OKLAHOMA STATE THE ORGANIZATION OFTEN WORKS WITH THE OKLAHOMA STATE DEPARTMENT OF EDUCATION.

WITH THE OKLAHOMA STATE DEPARTMENT OF EDUCATION.

>> WE PARTNERED TOGETHER.

DEPARTMENT OF EDUCATION.

>> WE PARTNERED TOGETHER.

IN 2016, WE HOSTED A DYSLEXIA >> WE PARTNERED TOGETHER.

IN 2016, WE HOSTED A DYSLEXIA AWARENESS CONFERENCE FOR IN 2016, WE HOSTED A DYSLEXIA AWARENESS CONFERENCE FOR TEACHERS, UM, AND EVER SINCE AWARENESS CONFERENCE FOR TEACHERS, UM, AND EVER SINCE THEN, WE'VE JUST EMBARKED ON TEACHERS, UM, AND EVER SINCE THEN, WE'VE JUST EMBARKED ON THIS STAKEHOLDER PROCESS.

THEN, WE'VE JUST EMBARKED ON THIS STAKEHOLDER PROCESS.

>> THAT PROCESS LEAD TO A TASK THIS STAKEHOLDER PROCESS.

>> THAT PROCESS LEAD TO A TASK FORCE BEING CREATED WITH THE >> THAT PROCESS LEAD TO A TASK FORCE BEING CREATED WITH THE LEGISLATURE TO DEVELOP THE FORCE BEING CREATED WITH THE LEGISLATURE TO DEVELOP THE OKLAHOMA DYSLEXIA HANDBOOK.

LEGISLATURE TO DEVELOP THE OKLAHOMA DYSLEXIA HANDBOOK.

>> AND IT CONTINUES TODAY OKLAHOMA DYSLEXIA HANDBOOK.

>> AND IT CONTINUES TODAY THROUGH A STAKEHOLDER PROCESS.

>> AND IT CONTINUES TODAY THROUGH A STAKEHOLDER PROCESS.

WE'RE CONTINUING TO UPDATE THAT THROUGH A STAKEHOLDER PROCESS.

WE'RE CONTINUING TO UPDATE THAT HANDBOOK AND TO OFFER WE'RE CONTINUING TO UPDATE THAT HANDBOOK AND TO OFFER PROFESSIONAL DEVELOPMENT FOR OUR HANDBOOK AND TO OFFER PROFESSIONAL DEVELOPMENT FOR OUR SCHOOLS.

PROFESSIONAL DEVELOPMENT FOR OUR SCHOOLS.

>> DURING PROFESSIONAL SCHOOLS.

>> DURING PROFESSIONAL DEVELOPMENT, EDUCATORS LEARN >> DURING PROFESSIONAL DEVELOPMENT, EDUCATORS LEARN EXPLICIT PHONICS.

DEVELOPMENT, EDUCATORS LEARN EXPLICIT PHONICS.

>> WE HAVE LAUNCHED TRAINING FOR EXPLICIT PHONICS.

>> WE HAVE LAUNCHED TRAINING FOR TEACHERS ALL ACROSS THE STATE TO >> WE HAVE LAUNCHED TRAINING FOR TEACHERS ALL ACROSS THE STATE TO ENSURE THAT THEY ARE TEACHING TEACHERS ALL ACROSS THE STATE TO ENSURE THAT THEY ARE TEACHING READING IN A WAY THAT DOESN'T ENSURE THAT THEY ARE TEACHING READING IN A WAY THAT DOESN'T COMPOUND THE PROBLEM BUT INSTEAD READING IN A WAY THAT DOESN'T COMPOUND THE PROBLEM BUT INSTEAD HELPS CHILDREN OVERCOME COMPOUND THE PROBLEM BUT INSTEAD HELPS CHILDREN OVERCOME STRUGGLES WITH READING.

HELPS CHILDREN OVERCOME STRUGGLES WITH READING.

SUPERINTENDENT HOFMEISTER SAYS STRUGGLES WITH READING.

SUPERINTENDENT HOFMEISTER SAYS THIS APPROACH WILL HELP STUDENTS SUPERINTENDENT HOFMEISTER SAYS THIS APPROACH WILL HELP STUDENTS WHO ARE NOT YET READING ON THIS APPROACH WILL HELP STUDENTS WHO ARE NOT YET READING ON LEVEL.

WHO ARE NOT YET READING ON LEVEL.

>> THE APPROACH IS TO TRAIN OUR LEVEL.

>> THE APPROACH IS TO TRAIN OUR TEACHERS WITH ROBUST, STRONG >> THE APPROACH IS TO TRAIN OUR TEACHERS WITH ROBUST, STRONG PROFESSIONAL DEVELOPMENT SO TEACHERS WITH ROBUST, STRONG PROFESSIONAL DEVELOPMENT SO THEY'RE EQUIPPED, THAT THEY HAVE PROFESSIONAL DEVELOPMENT SO THEY'RE EQUIPPED, THAT THEY HAVE THE LATEST INFORMATION SO THEY THEY'RE EQUIPPED, THAT THEY HAVE THE LATEST INFORMATION SO THEY CAN THEN WORK WITH FAMILIES AND THE LATEST INFORMATION SO THEY CAN THEN WORK WITH FAMILIES AND SUPPORT OUR EARLIEST READERS CAN THEN WORK WITH FAMILIES AND SUPPORT OUR EARLIEST READERS WHOA ARE NOT YET ON TRACK.

SUPPORT OUR EARLIEST READERS WHOA ARE NOT YET ON TRACK.

>> Reporter: HOFMEISTER SAYS WHOA ARE NOT YET ON TRACK.

>> Reporter: HOFMEISTER SAYS STUDENTS WITH DYSLEXIA HAVE >> Reporter: HOFMEISTER SAYS STUDENTS WITH DYSLEXIA HAVE EVERY ABILITY TO BE TOP READERS STUDENTS WITH DYSLEXIA HAVE EVERY ABILITY TO BE TOP READERS AND PERFORMERS IN SCHOOL.

EVERY ABILITY TO BE TOP READERS AND PERFORMERS IN SCHOOL.

>> WE HAVE TO APPROACH READING AND PERFORMERS IN SCHOOL.

>> WE HAVE TO APPROACH READING IN A WAY THAT HELPS THEM DECODE >> WE HAVE TO APPROACH READING IN A WAY THAT HELPS THEM DECODE AND BUILD STRONG PHONICS AND IN A WAY THAT HELPS THEM DECODE AND BUILD STRONG PHONICS AND THERE ARE MANY STEPS TO THAT.

AND BUILD STRONG PHONICS AND THERE ARE MANY STEPS TO THAT.

>> BEGINNING THE 2022-2023 THERE ARE MANY STEPS TO THAT.

>> BEGINNING THE 2022-2023 SCHOOL YEAR, STUDENTS ENROLLED >> BEGINNING THE 2022-2023 SCHOOL YEAR, STUDENTS ENROLLED IN KINDERGARTEN THROUGH THIRD SCHOOL YEAR, STUDENTS ENROLLED IN KINDERGARTEN THROUGH THIRD GRADE AT PUBLIC SCHOOLS WHO DO IN KINDERGARTEN THROUGH THIRD GRADE AT PUBLIC SCHOOLS WHO DO NOT MEET GRADE LEVEL TARGETS GRADE AT PUBLIC SCHOOLS WHO DO NOT MEET GRADE LEVEL TARGETS WILL BE SCREENED FOR DYSLEXIA.

NOT MEET GRADE LEVEL TARGETS WILL BE SCREENED FOR DYSLEXIA.

>> WE HAVE TO IDENTIFY THOSE WHO WILL BE SCREENED FOR DYSLEXIA.

>> WE HAVE TO IDENTIFY THOSE WHO ARE STRUGGLING, WHICH THIS NEW >> WE HAVE TO IDENTIFY THOSE WHO ARE STRUGGLING, WHICH THIS NEW LAW WILL DO.

ARE STRUGGLING, WHICH THIS NEW LAW WILL DO.

>> KEIPER SAYS WHILE SOME SCHOOL LAW WILL DO.

>> KEIPER SAYS WHILE SOME SCHOOL DISTRICTS CONTINUE TO EXPAND >> KEIPER SAYS WHILE SOME SCHOOL DISTRICTS CONTINUE TO EXPAND WHAT THEY LEARNED, OTHERS FALL DISTRICTS CONTINUE TO EXPAND WHAT THEY LEARNED, OTHERS FALL BEHIND.

WHAT THEY LEARNED, OTHERS FALL BEHIND.

>> WE'RE REALLY EXCITED ABOUT BEHIND.

>> WE'RE REALLY EXCITED ABOUT THE WORK THAT HAS HAPPENED AT >> WE'RE REALLY EXCITED ABOUT THE WORK THAT HAS HAPPENED AT THE STATE DEPARTMENT OF THE WORK THAT HAS HAPPENED AT THE STATE DEPARTMENT OF EDUCATION.

THE STATE DEPARTMENT OF EDUCATION.

THEY'VE COME UP WITH REALLY EDUCATION.

THEY'VE COME UP WITH REALLY GREAT GUIDANCE AND LAID THE THEY'VE COME UP WITH REALLY GREAT GUIDANCE AND LAID THE FOUNDATION FOR HOW TO MAKE THE GREAT GUIDANCE AND LAID THE FOUNDATION FOR HOW TO MAKE THE CHANGE.

FOUNDATION FOR HOW TO MAKE THE CHANGE.

PARENT HEATHER MORGAN BECAME CHANGE.

PARENT HEATHER MORGAN BECAME CONCERNED EARLY ON WITH HER PARENT HEATHER MORGAN BECAME CONCERNED EARLY ON WITH HER SON'S READING AND SPELLING.

CONCERNED EARLY ON WITH HER SON'S READING AND SPELLING.

>> WE DID END UP GETTING HIM SON'S READING AND SPELLING.

>> WE DID END UP GETTING HIM TESTED, AND HE WAS IDENTIFIED >> WE DID END UP GETTING HIM TESTED, AND HE WAS IDENTIFIED WITH A READING DISABILITY IN THE TESTED, AND HE WAS IDENTIFIED WITH A READING DISABILITY IN THE FIRST GRADE.

WITH A READING DISABILITY IN THE FIRST GRADE.

SO, HE ENDED UP GETTING A LITTLE FIRST GRADE.

SO, HE ENDED UP GETTING A LITTLE BIT MORE HELP, KIND OF THE SO, HE ENDED UP GETTING A LITTLE BIT MORE HELP, KIND OF THE SMALLER SETTING, BUT REALLY THE BIT MORE HELP, KIND OF THE SMALLER SETTING, BUT REALLY THE SAME MATERIAL.

SMALLER SETTING, BUT REALLY THE SAME MATERIAL.

THE WAY HE WAS BEING TAUGHT SAME MATERIAL.

THE WAY HE WAS BEING TAUGHT WASN'T CHANGED.

THE WAY HE WAS BEING TAUGHT WASN'T CHANGED.

>> MORGAN REACHED OUT TO WASN'T CHANGED.

>> MORGAN REACHED OUT TO DECODING DYSLEXIA OKLAHOMA TO >> MORGAN REACHED OUT TO DECODING DYSLEXIA OKLAHOMA TO LEARN HOW TO ASSIST HER SON.

DECODING DYSLEXIA OKLAHOMA TO LEARN HOW TO ASSIST HER SON.

>> I STARTED TAKING CLASSES, LEARN HOW TO ASSIST HER SON.

>> I STARTED TAKING CLASSES, WENT TO SOME LAW CLASSES ON LAWS >> I STARTED TAKING CLASSES, WENT TO SOME LAW CLASSES ON LAWS AND DYSLEXIA CONFERENCES.

WENT TO SOME LAW CLASSES ON LAWS AND DYSLEXIA CONFERENCES.

>> HOPING HER NEWFOUND MATERIALS AND DYSLEXIA CONFERENCES.

>> HOPING HER NEWFOUND MATERIALS WOULD BE USED TO HELP HER CHILD >> HOPING HER NEWFOUND MATERIALS WOULD BE USED TO HELP HER CHILD LEARN BETTER IN SCHOOL, SHE TOOK WOULD BE USED TO HELP HER CHILD LEARN BETTER IN SCHOOL, SHE TOOK THE NEW MATERIALS TO THEIR LEARN BETTER IN SCHOOL, SHE TOOK THE NEW MATERIALS TO THEIR SCHOOL DISTRICT.

THE NEW MATERIALS TO THEIR SCHOOL DISTRICT.

>> WE PRESENTED ALL THE STUFF TO SCHOOL DISTRICT.

>> WE PRESENTED ALL THE STUFF TO THE SCHOOL.

>> WE PRESENTED ALL THE STUFF TO THE SCHOOL.

THIS IS HOW WE NEED TO HELP HIM, THE SCHOOL.

THIS IS HOW WE NEED TO HELP HIM, THIS IS IT -- THE TYPE OF THIS IS HOW WE NEED TO HELP HIM, THIS IS IT -- THE TYPE OF CURRICULUM TO LEARN.

THIS IS IT -- THE TYPE OF CURRICULUM TO LEARN.

AT THAT POINT, THE SCHOOL WASN'T CURRICULUM TO LEARN.

AT THAT POINT, THE SCHOOL WASN'T REALLY EQUIPPED TO PROVIDE HIM AT THAT POINT, THE SCHOOL WASN'T REALLY EQUIPPED TO PROVIDE HIM THAT INSTRUCTION.

REALLY EQUIPPED TO PROVIDE HIM THAT INSTRUCTION.

>> THINGS HAVE STILL NOT THAT INSTRUCTION.

>> THINGS HAVE STILL NOT IMPROVED FOR MORGAN'S SON AND >> THINGS HAVE STILL NOT IMPROVED FOR MORGAN'S SON AND SHE CONTINUES TO ADVOCATE FOR IMPROVED FOR MORGAN'S SON AND SHE CONTINUES TO ADVOCATE FOR HIS RIGHT TO LEARN.

SHE CONTINUES TO ADVOCATE FOR HIS RIGHT TO LEARN.

>> I'M NOT SURE WHERE THE HIS RIGHT TO LEARN.

>> I'M NOT SURE WHERE THE BREAKDOWN IS.

>> I'M NOT SURE WHERE THE BREAKDOWN IS.

IT'S BEEN THREE YEARS NOW.

BREAKDOWN IS.

IT'S BEEN THREE YEARS NOW.

MY CHILD HAS NOT GOTTEN THE IT'S BEEN THREE YEARS NOW.

MY CHILD HAS NOT GOTTEN THE EDUCATION HE IS ENTITLED TO.

MY CHILD HAS NOT GOTTEN THE EDUCATION HE IS ENTITLED TO.

>> THEY CONTINUE TO ADVOCATE FOR EDUCATION HE IS ENTITLED TO.

>> THEY CONTINUE TO ADVOCATE FOR CHILDREN BY WORKING WITH OSDE TO >> THEY CONTINUE TO ADVOCATE FOR CHILDREN BY WORKING WITH OSDE TO BRING IMPROVEMENTS TO DYSLEXIA CHILDREN BY WORKING WITH OSDE TO BRING IMPROVEMENTS TO DYSLEXIA PROFESSIONAL DEVELOPMENT.

BRING IMPROVEMENTS TO DYSLEXIA PROFESSIONAL DEVELOPMENT.

TAELYR JACKSON, THE "THE PROFESSIONAL DEVELOPMENT.

TAELYR JACKSON, THE "THE OKLAHOMA NEWS REPORT."

TAELYR JACKSON, THE "THE OKLAHOMA NEWS REPORT."

>> THANK YOU.

OKLAHOMA NEWS REPORT."

>> THANK YOU.

AS WE HONOR THOSE WHO MADE THE >> THANK YOU.

AS WE HONOR THOSE WHO MADE THE ULTIMATE SACRIFICE DEFENDING OUR AS WE HONOR THOSE WHO MADE THE ULTIMATE SACRIFICE DEFENDING OUR COUNTRY ON MEMORIAL DAY, THERE ULTIMATE SACRIFICE DEFENDING OUR COUNTRY ON MEMORIAL DAY, THERE IS THIS DISTURBING FACTOR TO COUNTRY ON MEMORIAL DAY, THERE IS THIS DISTURBING FACTOR TO CONSIDER.

IS THIS DISTURBING FACTOR TO CONSIDER.

SUICIDE, NOT COMBAT, IS A CONSIDER.

SUICIDE, NOT COMBAT, IS A LEADING CAUSE OF DEATH AMONG OUR SUICIDE, NOT COMBAT, IS A LEADING CAUSE OF DEATH AMONG OUR MILITARY.

LEADING CAUSE OF DEATH AMONG OUR MILITARY.

ACCORDING TO YAHOO!

NEWS, 30,000 MILITARY.

ACCORDING TO YAHOO!

NEWS, 30,000 SERVICE MEMBERS HAVE TAKEN THEIR ACCORDING TO YAHOO!

NEWS, 30,000 SERVICE MEMBERS HAVE TAKEN THEIR OWN LIVES SINCE THE SERVICE MEMBERS HAVE TAKEN THEIR OWN LIVES SINCE THE SEPTEMBER 11th ATTACKS, WHILE OWN LIVES SINCE THE SEPTEMBER 11th ATTACKS, WHILE JUST 7,000 HAVE DIED DURING SEPTEMBER 11th ATTACKS, WHILE JUST 7,000 HAVE DIED DURING COMBAT OR TRAINING.

JUST 7,000 HAVE DIED DURING COMBAT OR TRAINING.

SUICIDE IN THE MILITARY COMBAT OR TRAINING.

SUICIDE IN THE MILITARY COMMUNITY IS AT THE HIGHEST RATE SUICIDE IN THE MILITARY COMMUNITY IS AT THE HIGHEST RATE SINCE 1938 AND THE RATE AMONG COMMUNITY IS AT THE HIGHEST RATE SINCE 1938 AND THE RATE AMONG WOMEN HAS RISEN FROM 4% TO 7% IN SINCE 1938 AND THE RATE AMONG WOMEN HAS RISEN FROM 4% TO 7% IN THE LAST DECADE.

WOMEN HAS RISEN FROM 4% TO 7% IN THE LAST DECADE.

AS HEARTBREAKING AS THAT, THERE THE LAST DECADE.

AS HEARTBREAKING AS THAT, THERE ARE ALSO REMARKABLE STORIES OF AS HEARTBREAKING AS THAT, THERE ARE ALSO REMARKABLE STORIES OF RESILIENCE DISPLAYED BY VETERANS ARE ALSO REMARKABLE STORIES OF RESILIENCE DISPLAYED BY VETERANS WHO HAVE RETURNED HOME WITH RESILIENCE DISPLAYED BY VETERANS WHO HAVE RETURNED HOME WITH MENTAL AND PHYSICAL INJURIES.

WHO HAVE RETURNED HOME WITH MENTAL AND PHYSICAL INJURIES.

REPORTER STEVE SHAW SHARES THE MENTAL AND PHYSICAL INJURIES.

REPORTER STEVE SHAW SHARES THE STORY OF ONE OF THEM.

REPORTER STEVE SHAW SHARES THE STORY OF ONE OF THEM.

>> I'M NOT TRAINED TO QUIT.

STORY OF ONE OF THEM.

>> I'M NOT TRAINED TO QUIT.

STAFF SERGEANT RUSTY DUNAGAN IS >> I'M NOT TRAINED TO QUIT.

STAFF SERGEANT RUSTY DUNAGAN IS A HIGH SCHOOL GRADUATE WHO STAFF SERGEANT RUSTY DUNAGAN IS A HIGH SCHOOL GRADUATE WHO JOINED THE ARMY IN 2006.

A HIGH SCHOOL GRADUATE WHO JOINED THE ARMY IN 2006.

HE DID HIS FIRST TOUR IN IRAQ IN JOINED THE ARMY IN 2006.

HE DID HIS FIRST TOUR IN IRAQ IN 2008 AND 2009.

HE DID HIS FIRST TOUR IN IRAQ IN 2008 AND 2009.

FOR HIS SECOND GO-ROUND IN 2010, 2008 AND 2009.

FOR HIS SECOND GO-ROUND IN 2010, RUSTY LANDED IN AFGHANISTAN.

FOR HIS SECOND GO-ROUND IN 2010, RUSTY LANDED IN AFGHANISTAN.

>> WE KNEW IT WAS A BAD AREA, RUSTY LANDED IN AFGHANISTAN.

>> WE KNEW IT WAS A BAD AREA, WHERE WE WERE GOING.

>> WE KNEW IT WAS A BAD AREA, WHERE WE WERE GOING.

>> Reporter: DUNAGAN'S WHERE WE WERE GOING.

>> Reporter: DUNAGAN'S SUSPICIONS WERE SOON CONFIRMED.

>> Reporter: DUNAGAN'S SUSPICIONS WERE SOON CONFIRMED.

>> WHAT DO YOU REMEMBER?

SUSPICIONS WERE SOON CONFIRMED.

>> WHAT DO YOU REMEMBER?

>> PRETTY MUCH EVERYTHING.

>> WHAT DO YOU REMEMBER?

>> PRETTY MUCH EVERYTHING.

IT'S PRETTY CRAZY.

>> PRETTY MUCH EVERYTHING.

IT'S PRETTY CRAZY.

I MEAN, A LOT OF PEOPLE WITH A IT'S PRETTY CRAZY.

I MEAN, A LOT OF PEOPLE WITH A TRAUMA TO THEIR BODY, A LOT OF I MEAN, A LOT OF PEOPLE WITH A TRAUMA TO THEIR BODY, A LOT OF PEOPLE LOSE CONSCIOUSNESS.

TRAUMA TO THEIR BODY, A LOT OF PEOPLE LOSE CONSCIOUSNESS.

I REMEMBER BEING THUNKED THROUGH PEOPLE LOSE CONSCIOUSNESS.

I REMEMBER BEING THUNKED THROUGH THE AREA, I REMEMBER LANDING IN I REMEMBER BEING THUNKED THROUGH THE AREA, I REMEMBER LANDING IN THE CREEK.

THE AREA, I REMEMBER LANDING IN THE CREEK.

I REMEMBER, YOU KNOW, THE CREEK.

I REMEMBER, YOU KNOW, SELF-RECOVER.

I REMEMBER, YOU KNOW, SELF-RECOVER.

HEY, WHY CAN'T I GET OUT OF THE SELF-RECOVER.

HEY, WHY CAN'T I GET OUT OF THE WATER?

HEY, WHY CAN'T I GET OUT OF THE WATER?

I DISAPPEARED.

WATER?

I DISAPPEARED.

>> THAT IED BLEW OFF BOTH OF I DISAPPEARED.

>> THAT IED BLEW OFF BOTH OF RUSTY'S LEGS ABOVE THE KNEE AND >> THAT IED BLEW OFF BOTH OF RUSTY'S LEGS ABOVE THE KNEE AND MUCH OF HIS LEFT ARM.

RUSTY'S LEGS ABOVE THE KNEE AND MUCH OF HIS LEFT ARM.

>> I DIDN'T REALIZE HOW BAD IT MUCH OF HIS LEFT ARM.

>> I DIDN'T REALIZE HOW BAD IT WAS BECAUSE SOME OF THE WATER >> I DIDN'T REALIZE HOW BAD IT WAS BECAUSE SOME OF THE WATER WAS HIDING, LIKE, MY LEGS AT THE WAS BECAUSE SOME OF THE WATER WAS HIDING, LIKE, MY LEGS AT THE TIME.

WAS HIDING, LIKE, MY LEGS AT THE TIME.

I NEW MY LEFT ARM WAS GONE.

TIME.

I NEW MY LEFT ARM WAS GONE.

I HAD MY ELBOW AND A LITTLE BIT I NEW MY LEFT ARM WAS GONE.

I HAD MY ELBOW AND A LITTLE BIT OF MY FOREARM.

I HAD MY ELBOW AND A LITTLE BIT OF MY FOREARM.

>> IT WAS A RACE AGAINST TIME TO OF MY FOREARM.

>> IT WAS A RACE AGAINST TIME TO SAVE RUSTY DUNN -- DUNAGAN.

>> IT WAS A RACE AGAINST TIME TO SAVE RUSTY DUNN -- DUNAGAN.

>> I WAS RESUSCITATED, YOU KNOW, SAVE RUSTY DUNN -- DUNAGAN.

>> I WAS RESUSCITATED, YOU KNOW, TEN TIMES, YOU KNOW.

>> I WAS RESUSCITATED, YOU KNOW, TEN TIMES, YOU KNOW.

THEY DIDN'T CALL ANGIE FOR TEN TIMES, YOU KNOW.

THEY DIDN'T CALL ANGIE FOR ALMOST A DAY BECAUSE THEY THEY DIDN'T CALL ANGIE FOR ALMOST A DAY BECAUSE THEY COULDN'T KEEP ME ALIVE, YOU ALMOST A DAY BECAUSE THEY COULDN'T KEEP ME ALIVE, YOU KNOW.

COULDN'T KEEP ME ALIVE, YOU KNOW.

I'VE HAD PROBABLY YOU KNOW -- KNOW.

I'VE HAD PROBABLY YOU KNOW -- I'VE HAD, YOU KNOW, OVER 20 I'VE HAD PROBABLY YOU KNOW -- I'VE HAD, YOU KNOW, OVER 20 BLOOD TRANSFUSIONS EASILY.

I'VE HAD, YOU KNOW, OVER 20 BLOOD TRANSFUSIONS EASILY.

>> Reporter: ANGIE IS RUSTY'S BLOOD TRANSFUSIONS EASILY.

>> Reporter: ANGIE IS RUSTY'S WIFE.

>> Reporter: ANGIE IS RUSTY'S WIFE.

THEY WERE MARRIED BETWEEN WIFE.

THEY WERE MARRIED BETWEEN DUNAGAN'S STINTS OF IRAQ AND THEY WERE MARRIED BETWEEN DUNAGAN'S STINTS OF IRAQ AND AFGHANISTAN.

DUNAGAN'S STINTS OF IRAQ AND AFGHANISTAN.

>>HY WAS MY HUSBAND.

AFGHANISTAN.

>>HY WAS MY HUSBAND.

I KNEW HOW TO GO INTO THE CARE >>HY WAS MY HUSBAND.

I KNEW HOW TO GO INTO THE CARE MODE, I GUESS.

I KNEW HOW TO GO INTO THE CARE MODE, I GUESS.

I'VE ALWAYS LOVED THE MEDICAL MODE, I GUESS.

I'VE ALWAYS LOVED THE MEDICAL FIELD.

I'VE ALWAYS LOVED THE MEDICAL FIELD.

SO, I GUESS IT KIND OF HELPED FIELD.

SO, I GUESS IT KIND OF HELPED OUT IN A SITUATION LIKE THAT.

SO, I GUESS IT KIND OF HELPED OUT IN A SITUATION LIKE THAT.

>> Reporter: SHE WAS AT RUSTY'S OUT IN A SITUATION LIKE THAT.

>> Reporter: SHE WAS AT RUSTY'S SIDE AT THE FAMED WALTER REED >> Reporter: SHE WAS AT RUSTY'S SIDE AT THE FAMED WALTER REED MILITARY HOSPITAL FOR A GRUELING SIDE AT THE FAMED WALTER REED MILITARY HOSPITAL FOR A GRUELING TWO MONTHS, WHERE DUNAGAN MILITARY HOSPITAL FOR A GRUELING TWO MONTHS, WHERE DUNAGAN UNDERWENT MORE THAN A DOZEN TWO MONTHS, WHERE DUNAGAN UNDERWENT MORE THAN A DOZEN SURGERIES.

UNDERWENT MORE THAN A DOZEN SURGERIES.

HE'S ENDURED MORE THAN 40 IN SURGERIES.

HE'S ENDURED MORE THAN 40 IN ALL.

HE'S ENDURED MORE THAN 40 IN ALL.

FELLOW WAR HERO AND RETIRED U.S. ALL.

FELLOW WAR HERO AND RETIRED U.S.

SENATOR BOB DOLE IS ONE OF MANY FELLOW WAR HERO AND RETIRED U.S.

SENATOR BOB DOLE IS ONE OF MANY WHO VISITED RUSTY TO SHOW SENATOR BOB DOLE IS ONE OF MANY WHO VISITED RUSTY TO SHOW SUPPORT.

WHO VISITED RUSTY TO SHOW SUPPORT.

IN 2015, THE DUNAGANS MOVED INTO SUPPORT.

IN 2015, THE DUNAGANS MOVED INTO THIS HOUSE IN EDMOND.

IN 2015, THE DUNAGANS MOVED INTO THIS HOUSE IN EDMOND.

>> THIS IS BEAUTIFUL.

THIS HOUSE IN EDMOND.

>> THIS IS BEAUTIFUL.

IT'S BEAUTIFUL.

>> THIS IS BEAUTIFUL.

IT'S BEAUTIFUL.

>> Reporter: THE GARY SINISE IT'S BEAUTIFUL.

>> Reporter: THE GARY SINISE FOUNDATION BOUGHT THE FIVE-ACRE >> Reporter: THE GARY SINISE FOUNDATION BOUGHT THE FIVE-ACRE PLOT AND BUILT THE HOUSE, FOUNDATION BOUGHT THE FIVE-ACRE PLOT AND BUILT THE HOUSE, SOMETHING THE DUNAGANS TOLD GARY PLOT AND BUILT THE HOUSE, SOMETHING THE DUNAGANS TOLD GARY SINISE IN PERSON IN 2016 THEY SOMETHING THE DUNAGANS TOLD GARY SINISE IN PERSON IN 2016 THEY ARE VERY GRATEFUL FOR.

SINISE IN PERSON IN 2016 THEY ARE VERY GRATEFUL FOR.

IT'S PRETTY MUCH TOTALLY ARE VERY GRATEFUL FOR.

IT'S PRETTY MUCH TOTALLY AUTOMATED AND 100% AMERICANS IT'S PRETTY MUCH TOTALLY AUTOMATED AND 100% AMERICANS WITH DISABILITIES ACT OR ADA AUTOMATED AND 100% AMERICANS WITH DISABILITIES ACT OR ADA COMPLIANT.

WITH DISABILITIES ACT OR ADA COMPLIANT.

>> ANGIE WORKS FOR DEER CREEK COMPLIANT.

>> ANGIE WORKS FOR DEER CREEK PUBLIC SCHOOLS AS A TEACHER'S >> ANGIE WORKS FOR DEER CREEK PUBLIC SCHOOLS AS A TEACHER'S ASSISTANT.

PUBLIC SCHOOLS AS A TEACHER'S ASSISTANT.

RUSTY SPENDS HIS DAYS IN ASSISTANT.

RUSTY SPENDS HIS DAYS IN OKLAHOMA CITY AT HONORING RUSTY SPENDS HIS DAYS IN OKLAHOMA CITY AT HONORING AMERICA'S WARRIORS.

OKLAHOMA CITY AT HONORING AMERICA'S WARRIORS.

HE'S BEEN WORKING WITH THIS PUP AMERICA'S WARRIORS.

HE'S BEEN WORKING WITH THIS PUP NAMED DUSTY.

HE'S BEEN WORKING WITH THIS PUP NAMED DUSTY.

EVENTUALLY, DUSTY WILL BECOME NAMED DUSTY.

EVENTUALLY, DUSTY WILL BECOME RUSTY'S CERTIFIED SERVICE DOG.

EVENTUALLY, DUSTY WILL BECOME RUSTY'S CERTIFIED SERVICE DOG.

EXECUTIVE DIRECTOR SCOTTY RUSTY'S CERTIFIED SERVICE DOG.

EXECUTIVE DIRECTOR SCOTTY DEATHERAGE, TO HIS KNOWLEDGE, EXECUTIVE DIRECTOR SCOTTY DEATHERAGE, TO HIS KNOWLEDGE, RUSTY DUNN IS THE ONLY MILITARY DEATHERAGE, TO HIS KNOWLEDGE, RUSTY DUNN IS THE ONLY MILITARY TRIPLE AMPUTEE IN THE STATE.

RUSTY DUNN IS THE ONLY MILITARY TRIPLE AMPUTEE IN THE STATE.

>> I'VE NEVER SEEN A GUY HURT SO TRIPLE AMPUTEE IN THE STATE.

>> I'VE NEVER SEEN A GUY HURT SO BAD.

>> I'VE NEVER SEEN A GUY HURT SO BAD.

MAN, TAKE IT UPON YOURSELF TO BAD.

MAN, TAKE IT UPON YOURSELF TO GET HIM ACTIVE.

MAN, TAKE IT UPON YOURSELF TO GET HIM ACTIVE.

>> Reporter: INITIALLY, DUNAGAN GET HIM ACTIVE.

>> Reporter: INITIALLY, DUNAGAN WASN'T SURE A SERVICE DOG WAS A >> Reporter: INITIALLY, DUNAGAN WASN'T SURE A SERVICE DOG WAS A GOOD IDEA.

WASN'T SURE A SERVICE DOG WAS A GOOD IDEA.

>> SHE'S ENERGETIC, SHE'S A GOOD IDEA.

>> SHE'S ENERGETIC, SHE'S A POWER PLAY.

>> SHE'S ENERGETIC, SHE'S A POWER PLAY.

THERE'S TRUST.

POWER PLAY.

THERE'S TRUST.

SHE WILL CRAWL UP ON MY LAB AND THERE'S TRUST.

SHE WILL CRAWL UP ON MY LAB AND RIDE MY CHAIR.

SHE WILL CRAWL UP ON MY LAB AND RIDE MY CHAIR.

SHE DOESN'T SHAKE.

RIDE MY CHAIR.

SHE DOESN'T SHAKE.

YOU KNOW, COMPLETE TRUST IN ME.

SHE DOESN'T SHAKE.

YOU KNOW, COMPLETE TRUST IN ME.

>> Reporter: RUSTY AND DUSTY YOU KNOW, COMPLETE TRUST IN ME.

>> Reporter: RUSTY AND DUSTY HAVE BEEN TRAINING HERE AT >> Reporter: RUSTY AND DUSTY HAVE BEEN TRAINING HERE AT HONORING AMERICA'S WARRIORS FOR HAVE BEEN TRAINING HERE AT HONORING AMERICA'S WARRIORS FOR FOUR MONTHS.

HONORING AMERICA'S WARRIORS FOR FOUR MONTHS.

THERE ARE 12 MORE MONTHS TO GO FOUR MONTHS.

THERE ARE 12 MORE MONTHS TO GO BEFORE DUSTY CAN BE FULLY THERE ARE 12 MORE MONTHS TO GO BEFORE DUSTY CAN BE FULLY CERTIFIED.

BEFORE DUSTY CAN BE FULLY CERTIFIED.

AMONG THE MANY THINGS MILITARY CERTIFIED.

AMONG THE MANY THINGS MILITARY SERVICE DOGS DO IS CALM A AMONG THE MANY THINGS MILITARY SERVICE DOGS DO IS CALM A VETERAN'S POST-TRAUMATIC STRESS SERVICE DOGS DO IS CALM A VETERAN'S POST-TRAUMATIC STRESS DISORDER OR PTSD.

VETERAN'S POST-TRAUMATIC STRESS DISORDER OR PTSD.

>> AND SHE ALREADY DOES.

DISORDER OR PTSD.

>> AND SHE ALREADY DOES.

I MEAN, SHE SLEEPS ON THE BED >> AND SHE ALREADY DOES.

I MEAN, SHE SLEEPS ON THE BED WITH US.

I MEAN, SHE SLEEPS ON THE BED WITH US.

WHEN SHE FEELS HIM, YOU KNOW, WITH US.

WHEN SHE FEELS HIM, YOU KNOW, HAVING THOSE NIGHT TERROR WHEN SHE FEELS HIM, YOU KNOW, HAVING THOSE NIGHT TERROR DREAMS, LIKE, SHE JERKS HIM HAVING THOSE NIGHT TERROR DREAMS, LIKE, SHE JERKS HIM AWAKE.

DREAMS, LIKE, SHE JERKS HIM AWAKE.

EVEN ON HIS BAD DAYS, SHE'S SUCH AWAKE.

EVEN ON HIS BAD DAYS, SHE'S SUCH A JOY AND STUFF AND, YOU KNOW, EVEN ON HIS BAD DAYS, SHE'S SUCH A JOY AND STUFF AND, YOU KNOW, HE SMILES MORE, AND HE'S MORE A JOY AND STUFF AND, YOU KNOW, HE SMILES MORE, AND HE'S MORE OUTGOING AND STUFF.

HE SMILES MORE, AND HE'S MORE OUTGOING AND STUFF.

AND HE'S BEEN ENJOYING COMING, OUTGOING AND STUFF.

AND HE'S BEEN ENJOYING COMING, YOU KNOW, JUST BEING ABLE TO BE AND HE'S BEEN ENJOYING COMING, YOU KNOW, JUST BEING ABLE TO BE HERE WITH THE GUYS AND TALKING YOU KNOW, JUST BEING ABLE TO BE HERE WITH THE GUYS AND TALKING AND WORKING TOGETHER WITH THESE HERE WITH THE GUYS AND TALKING AND WORKING TOGETHER WITH THESE ANIMALS AND STUFF HAS DEFINITELY AND WORKING TOGETHER WITH THESE ANIMALS AND STUFF HAS DEFINITELY GIVEN HIM, YOU KNOW, MORE TO ANIMALS AND STUFF HAS DEFINITELY GIVEN HIM, YOU KNOW, MORE TO COME OUT THE DOOR AND BE ABLE TO GIVEN HIM, YOU KNOW, MORE TO COME OUT THE DOOR AND BE ABLE TO LIVE MORE.

COME OUT THE DOOR AND BE ABLE TO LIVE MORE.

>> ONE OF THE THINGS YOU'LL LIVE MORE.

>> ONE OF THE THINGS YOU'LL NOTICE ABOUT GUYS THAT ARE >> ONE OF THE THINGS YOU'LL NOTICE ABOUT GUYS THAT ARE INJURED, WHERE THEY'RE MISSING NOTICE ABOUT GUYS THAT ARE INJURED, WHERE THEY'RE MISSING LEGS, WHETHER THEY'RE A SINGLE, INJURED, WHERE THEY'RE MISSING LEGS, WHETHER THEY'RE A SINGLE, DOUBLE OR TRIPLE AMPUTEE, THOSE LEGS, WHETHER THEY'RE A SINGLE, DOUBLE OR TRIPLE AMPUTEE, THOSE GUYS SEEMS TO BE THE MOST DOUBLE OR TRIPLE AMPUTEE, THOSE GUYS SEEMS TO BE THE MOST RESILIENT OF ALL WOUNDED GUYS SEEMS TO BE THE MOST RESILIENT OF ALL WOUNDED VETERANS I'VE EVER MET.

RESILIENT OF ALL WOUNDED VETERANS I'VE EVER MET.

I LOVE IT AND THE INTERACTION VETERANS I'VE EVER MET.

I LOVE IT AND THE INTERACTION WITH THE OTHER VETERANS IS JUST I LOVE IT AND THE INTERACTION WITH THE OTHER VETERANS IS JUST THERAPY.

WITH THE OTHER VETERANS IS JUST THERAPY.

>> STEVE SHAW, THE "THE OKLAHOMA THERAPY.

>> STEVE SHAW, THE "THE OKLAHOMA NEWS REPORT."

>> STEVE SHAW, THE "THE OKLAHOMA NEWS REPORT."

>> STEVE, WONDERFUL STORY.

NEWS REPORT."

>> STEVE, WONDERFUL STORY.

THANK YOU.

>> STEVE, WONDERFUL STORY.

THANK YOU.

AN OKLAHOMA WOMAN HAS THANK YOU.

AN OKLAHOMA WOMAN HAS ESTABLISHED A CHURCH THAT HAS AN OKLAHOMA WOMAN HAS ESTABLISHED A CHURCH THAT HAS GROWN TO WELL OVER 100,000 ESTABLISHED A CHURCH THAT HAS GROWN TO WELL OVER 100,000 MEMBERS ACROSS THE COUNTRY.

GROWN TO WELL OVER 100,000 MEMBERS ACROSS THE COUNTRY.

THE CHURCH OF THE PRISMATIC MEMBERS ACROSS THE COUNTRY.

THE CHURCH OF THE PRISMATIC LIGHT IS FAIRLY RECOGNIZED BUT THE CHURCH OF THE PRISMATIC LIGHT IS FAIRLY RECOGNIZED BUT WORKING TO BECOME TAX EXEMPT LIGHT IS FAIRLY RECOGNIZED BUT WORKING TO BECOME TAX EXEMPT THROUGH THE IRS.

WORKING TO BECOME TAX EXEMPT THROUGH THE IRS.

REPORTER KENNEDY SEPULVADO HAS THROUGH THE IRS.

REPORTER KENNEDY SEPULVADO HAS MORE ON THAT PROCESS AND ON THE REPORTER KENNEDY SEPULVADO HAS MORE ON THAT PROCESS AND ON THE CHURCH'S MISSION.

MORE ON THAT PROCESS AND ON THE CHURCH'S MISSION.

TIFFANY HOLLOWAY IS THE MOM OF A CHURCH'S MISSION.

TIFFANY HOLLOWAY IS THE MOM OF A TRANSGENDER TEENAGE WHO WAS TIFFANY HOLLOWAY IS THE MOM OF A TRANSGENDER TEENAGE WHO WAS STRUCK WITH FEAR WITH A LAW THAT TRANSGENDER TEENAGE WHO WAS STRUCK WITH FEAR WITH A LAW THAT WOULD -- STRUCK WITH FEAR WITH A LAW THAT WOULD -- WHILE A FEDERAL JUDGE HALTED WOULD -- WHILE A FEDERAL JUDGE HALTED ALABAMA FROM ENFORCING PARTS OF WHILE A FEDERAL JUDGE HALTED ALABAMA FROM ENFORCING PARTS OF THE LAW DURING LITIGATION, ALABAMA FROM ENFORCING PARTS OF THE LAW DURING LITIGATION, TIFFANY AND HER SON WORRY THAT THE LAW DURING LITIGATION, TIFFANY AND HER SON WORRY THAT THEIR HOME STATE OF OKLAHOMA TIFFANY AND HER SON WORRY THAT THEIR HOME STATE OF OKLAHOMA WILL PASS SIMILAR LAWS IN THE THEIR HOME STATE OF OKLAHOMA WILL PASS SIMILAR LAWS IN THE FUTURE.

WILL PASS SIMILAR LAWS IN THE FUTURE.

>> MY TEENAGER CAME TO ME SCARED FUTURE.

>> MY TEENAGER CAME TO ME SCARED AND HE SAID, MOM, IF I CAN NO >> MY TEENAGER CAME TO ME SCARED AND HE SAID, MOM, IF I CAN NO LONGER GET MY HRT MEDICATION, I AND HE SAID, MOM, IF I CAN NO LONGER GET MY HRT MEDICATION, I FEEL LIKE I MIGHT END MY LIFE.

LONGER GET MY HRT MEDICATION, I FEEL LIKE I MIGHT END MY LIFE.

YOU KNOW, AS A MOTHER, THAT'S FEEL LIKE I MIGHT END MY LIFE.

YOU KNOW, AS A MOTHER, THAT'S THE MOST DEVASTATING THING.

YOU KNOW, AS A MOTHER, THAT'S THE MOST DEVASTATING THING.

>> Reporter: OKLAHOMA LAWMAKERS THE MOST DEVASTATING THING.

>> Reporter: OKLAHOMA LAWMAKERS PASSED THROUGH BILLS THAT AFFECT >> Reporter: OKLAHOMA LAWMAKERS PASSED THROUGH BILLS THAT AFFECT TRANSGENDER PEOPLE IN OKLAHOMA.

PASSED THROUGH BILLS THAT AFFECT TRANSGENDER PEOPLE IN OKLAHOMA.

THE FIRST BILL SIGNED BY TRANSGENDER PEOPLE IN OKLAHOMA.

THE FIRST BILL SIGNED BY GOVERNOR STITT ON MARCH 30th, THE FIRST BILL SIGNED BY GOVERNOR STITT ON MARCH 30th, SENATE BILL 2, ALSO KNOWN AS THE GOVERNOR STITT ON MARCH 30th, SENATE BILL 2, ALSO KNOWN AS THE SAVE WOMEN SPORTS ACT, REQUIRES SENATE BILL 2, ALSO KNOWN AS THE SAVE WOMEN SPORTS ACT, REQUIRES ATHLETIC TEAMS TO BE DESIGNATED SAVE WOMEN SPORTS ACT, REQUIRES ATHLETIC TEAMS TO BE DESIGNATED BASED ON BIOLOGICAL SEX AND THEN ATHLETIC TEAMS TO BE DESIGNATED BASED ON BIOLOGICAL SEX AND THEN A BILL LIMITS BIOLOGICAL SEX BASED ON BIOLOGICAL SEX AND THEN A BILL LIMITS BIOLOGICAL SEX DESIGNATION ON A BIRTH A BILL LIMITS BIOLOGICAL SEX DESIGNATION ON A BIRTH CERTIFICATE SIGNED INTO LAW.

DESIGNATION ON A BIRTH CERTIFICATE SIGNED INTO LAW.

ON MAY 25th, GOVERNOR STITT CERTIFICATE SIGNED INTO LAW.

ON MAY 25th, GOVERNOR STITT SIGNED SENATE BILL 615, WHICH ON MAY 25th, GOVERNOR STITT SIGNED SENATE BILL 615, WHICH THE "THE OKLAHOMA NEWS REPORT" SIGNED SENATE BILL 615, WHICH THE "THE OKLAHOMA NEWS REPORT" TOLD YOU ABOUT IN APRIL.

THE "THE OKLAHOMA NEWS REPORT" TOLD YOU ABOUT IN APRIL.

HOWEVER, AFTER OUR STORY AIRED, TOLD YOU ABOUT IN APRIL.

HOWEVER, AFTER OUR STORY AIRED, LAWMAKERS SWITCHED OUT TO HOWEVER, AFTER OUR STORY AIRED, LAWMAKERS SWITCHED OUT TO LANGUAGE OF THE BILL FROM A LAWMAKERS SWITCHED OUT TO LANGUAGE OF THE BILL FROM A FOCUS ON SEX EDUCATION IN LANGUAGE OF THE BILL FROM A FOCUS ON SEX EDUCATION IN SCHOOLS TO REQUIRING STUDENTS TO FOCUS ON SEX EDUCATION IN SCHOOLS TO REQUIRING STUDENTS TO JUICE -- USE REST ROOMS AND SCHOOLS TO REQUIRING STUDENTS TO JUICE -- USE REST ROOMS AND CHANGES ROOMS BASED ON THE JUICE -- USE REST ROOMS AND CHANGES ROOMS BASED ON THE GENDER ON THEIR BIRTH CHANGES ROOMS BASED ON THE GENDER ON THEIR BIRTH CERTIFICATE.

GENDER ON THEIR BIRTH CERTIFICATE.

>> I THINK THESE BILLS ARE CERTIFICATE.

>> I THINK THESE BILLS ARE VILIFYING AND DEMONIZING A GROUP >> I THINK THESE BILLS ARE VILIFYING AND DEMONIZING A GROUP OF PEOPLE THAT ARE JUST TRYING VILIFYING AND DEMONIZING A GROUP OF PEOPLE THAT ARE JUST TRYING TO LIVE THEIR LIVES AND BE OF PEOPLE THAT ARE JUST TRYING TO LIVE THEIR LIVES AND BE THEMSELVES.

TO LIVE THEIR LIVES AND BE THEMSELVES.

>> WELCOME TO THE CHURCH OF THE THEMSELVES.

>> WELCOME TO THE CHURCH OF THE PRISMATIC LIGHT.

>> WELCOME TO THE CHURCH OF THE PRISMATIC LIGHT.

TIFFANY POSTED HER IDEA TO A PRISMATIC LIGHT.

TIFFANY POSTED HER IDEA TO A TIKTOK.

TIFFANY POSTED HER IDEA TO A TIKTOK.

TO HER SURPRISE, SHE HAD MEMBERS TIKTOK.

TO HER SURPRISE, SHE HAD MEMBERS REQUESTING TO CHICANO -- THE TO HER SURPRISE, SHE HAD MEMBERS REQUESTING TO CHICANO -- THE CHURCH OF THE PRISMATIC LIGHT.

REQUESTING TO CHICANO -- THE CHURCH OF THE PRISMATIC LIGHT.

>> I THOUGHT MAYBE I WOULD GET CHURCH OF THE PRISMATIC LIGHT.

>> I THOUGHT MAYBE I WOULD GET MADE FUN OF.

>> I THOUGHT MAYBE I WOULD GET MADE FUN OF.

INSTEAD, ALMOST UNIVERSALLY, AN MADE FUN OF.

INSTEAD, ALMOST UNIVERSALLY, AN OVERWHELMING FLOOD OF SUPPORT.

INSTEAD, ALMOST UNIVERSALLY, AN OVERWHELMING FLOOD OF SUPPORT.

WE HAVE 174,000 FOLLOWERS ON OUR OVERWHELMING FLOOD OF SUPPORT.

WE HAVE 174,000 FOLLOWERS ON OUR CHURCH TIKTOK.

WE HAVE 174,000 FOLLOWERS ON OUR CHURCH TIKTOK.

>> Reporter: THE PRISMATIC FAITH CHURCH TIKTOK.

>> Reporter: THE PRISMATIC FAITH HAS SEVEN TENETS AS THE >> Reporter: THE PRISMATIC FAITH HAS SEVEN TENETS AS THE RELIGIOUS LITERATURE.

HAS SEVEN TENETS AS THE RELIGIOUS LITERATURE.

THE INNATE WORTH AND DIGNITY OF RELIGIOUS LITERATURE.

THE INNATE WORTH AND DIGNITY OF EVERY INDIVIDUAL, THE INHERENT THE INNATE WORTH AND DIGNITY OF EVERY INDIVIDUAL, THE INHERENT RIGHT TO DISCOVER AND ANTICIPATE EVERY INDIVIDUAL, THE INHERENT RIGHT TO DISCOVER AND ANTICIPATE ONE'S TRUE SELF AND TAKE THE RIGHT TO DISCOVER AND ANTICIPATE ONE'S TRUE SELF AND TAKE THE STEPS NECESSARY TO PRESENT THAT ONE'S TRUE SELF AND TAKE THE STEPS NECESSARY TO PRESENT THAT TRUE SELF TO THE WORLD, LOVE IS STEPS NECESSARY TO PRESENT THAT TRUE SELF TO THE WORLD, LOVE IS LOVE AND EVERY PERSON HAS THE TRUE SELF TO THE WORLD, LOVE IS LOVE AND EVERY PERSON HAS THE INHERENT RIGHT TO CONSENSUAL LOVE AND EVERY PERSON HAS THE INHERENT RIGHT TO CONSENSUAL LOVE, INCLUDING SELF-LOVE INHERENT RIGHT TO CONSENSUAL LOVE, INCLUDING SELF-LOVE WITHOUT DISCRIMINATION, THE LOVE, INCLUDING SELF-LOVE WITHOUT DISCRIMINATION, THE INHERENT RIGHT TO BODILY WITHOUT DISCRIMINATION, THE INHERENT RIGHT TO BODILY AUTONOMY AND MUST ACT WITH INHERENT RIGHT TO BODILY AUTONOMY AND MUST ACT WITH PASSION AND EMPATHY TO THE BEST AUTONOMY AND MUST ACT WITH PASSION AND EMPATHY TO THE BEST OF THEIR ABILITY.

PASSION AND EMPATHY TO THE BEST OF THEIR ABILITY.

THE INHERENT RIGHT TO RECEIVE OF THEIR ABILITY.

THE INHERENT RIGHT TO RECEIVE AFFIRMING MEDICAL CARE.

THE INHERENT RIGHT TO RECEIVE AFFIRMING MEDICAL CARE.

MEDICAL DECISIONS ARE AT THE AFFIRMING MEDICAL CARE.

MEDICAL DECISIONS ARE AT THE DISCRETION OF THE INDIVIDUAL AND MEDICAL DECISIONS ARE AT THE DISCRETION OF THE INDIVIDUAL AND HEALTH CARE PROVIDERS, THIS DISCRETION OF THE INDIVIDUAL AND HEALTH CARE PROVIDERS, THIS INCLUDES GENDER-AFFIRMING CARE HEALTH CARE PROVIDERS, THIS INCLUDES GENDER-AFFIRMING CARE AND/OR MEDICAL REPRODUCTIVE INCLUDES GENDER-AFFIRMING CARE AND/OR MEDICAL REPRODUCTIVE CARE.

AND/OR MEDICAL REPRODUCTIVE CARE.

IT'S OUR DUTY TO FIGHT FOR THE CARE.

IT'S OUR DUTY TO FIGHT FOR THE IT'S OUR DUTY TO FIGHT FOR THE OPPRESSED.

OPPRESSED.

FOR NOW, THE CHURCH OF PRISMATIC OPPRESSED.

FOR NOW, THE CHURCH OF PRISMATIC LIGHT SERVICE IS ONLINE THROUGH FOR NOW, THE CHURCH OF PRISMATIC LIGHT SERVICE IS ONLINE THROUGH TIKTOK LIVE VIDEO.

LIGHT SERVICE IS ONLINE THROUGH TIKTOK LIVE VIDEO.

>> ON SATURDAYS, WE TALK ABOUT TIKTOK LIVE VIDEO.

>> ON SATURDAYS, WE TALK ABOUT LGBTQ+ HISTORY AND THE ISSUES >> ON SATURDAYS, WE TALK ABOUT LGBTQ+ HISTORY AND THE ISSUES THAT GO ON IN OUR COMMUNITY.

LGBTQ+ HISTORY AND THE ISSUES THAT GO ON IN OUR COMMUNITY.

WE TURN THE LIVE OVER THE THAT GO ON IN OUR COMMUNITY.

WE TURN THE LIVE OVER THE MEMBERS SO THEY CAN SHARE THEIR WE TURN THE LIVE OVER THE MEMBERS SO THEY CAN SHARE THEIR EXPERIENCES?

MEMBERS SO THEY CAN SHARE THEIR EXPERIENCES?

>> THEY HOPE THE MEMBERS WILL EXPERIENCES?

>> THEY HOPE THE MEMBERS WILL HAVE RELIGIOUS PROTECTIONS >> THEY HOPE THE MEMBERS WILL HAVE RELIGIOUS PROTECTIONS AGAINST FUTURE LEGISLATION, BUT HAVE RELIGIOUS PROTECTIONS AGAINST FUTURE LEGISLATION, BUT THE CHURCH MUST BE RECOGNIZED BY AGAINST FUTURE LEGISLATION, BUT THE CHURCH MUST BE RECOGNIZED BY THE IRS FOR TAX EXEMPTIONS TO BE THE CHURCH MUST BE RECOGNIZED BY THE IRS FOR TAX EXEMPTIONS TO BE SEEN AS A LEGISLATIVE RELIGION THE IRS FOR TAX EXEMPTIONS TO BE SEEN AS A LEGISLATIVE RELIGION IN A COURT OF LAW.

SEEN AS A LEGISLATIVE RELIGION IN A COURT OF LAW.

>> WHETHER OR NOT RELIGIOUS IN A COURT OF LAW.

>> WHETHER OR NOT RELIGIOUS LIBERTY EXISTS AS IT RELATES TO >> WHETHER OR NOT RELIGIOUS LIBERTY EXISTS AS IT RELATES TO GOVERNMENT POWER IS WHETHER OR LIBERTY EXISTS AS IT RELATES TO GOVERNMENT POWER IS WHETHER OR NOT A RELIGION OR A RELIGIOUS GOVERNMENT POWER IS WHETHER OR NOT A RELIGION OR A RELIGIOUS ORGANIZATION IS GIVEN TAX EXEMPT NOT A RELIGION OR A RELIGIOUS ORGANIZATION IS GIVEN TAX EXEMPT STATUS BY THE IRS.

ORGANIZATION IS GIVEN TAX EXEMPT STATUS BY THE IRS.

>> IF A CHURCH OR A RELIGION IS STATUS BY THE IRS.

>> IF A CHURCH OR A RELIGION IS NEW, IF IT'S NOT WIDELY >> IF A CHURCH OR A RELIGION IS NEW, IF IT'S NOT WIDELY PRACTICE.

NEW, IF IT'S NOT WIDELY PRACTICE.

IF ITIS FRINGE, THEN THAT PRACTICE.

IF ITIS FRINGE, THEN THAT ORGANIZATION OR CHURCH WILL HAVE IF ITIS FRINGE, THEN THAT ORGANIZATION OR CHURCH WILL HAVE MANY TIMES A HARD TIME PROVING ORGANIZATION OR CHURCH WILL HAVE MANY TIMES A HARD TIME PROVING THAT IT DESERVES CERTAIN RIGHTS.

MANY TIMES A HARD TIME PROVING THAT IT DESERVES CERTAIN RIGHTS.

>> Reporter: ACCORDING TO THE THAT IT DESERVES CERTAIN RIGHTS.

>> Reporter: ACCORDING TO THE IRS, SOME CHARACTERISTICS OF A >> Reporter: ACCORDING TO THE IRS, SOME CHARACTERISTICS OF A CHURCH ARE DISTINCT LEGAL IRS, SOME CHARACTERISTICS OF A CHURCH ARE DISTINCT LEGAL EXISTENCE, RECOGNIZED CREED, CHURCH ARE DISTINCT LEGAL EXISTENCE, RECOGNIZED CREED, HISTORY, LEGISLATURE OF ITS OWN, EXISTENCE, RECOGNIZED CREED, HISTORY, LEGISLATURE OF ITS OWN, REGULAR CONGREGATIONS AND HISTORY, LEGISLATURE OF ITS OWN, REGULAR CONGREGATIONS AND REGULAR RELIGIOUS SERVICES.

REGULAR CONGREGATIONS AND REGULAR RELIGIOUS SERVICES.

THE IRS USES A COMBINATION OF REGULAR RELIGIOUS SERVICES.

THE IRS USES A COMBINATION OF THE CHARACTERISTICS WITH FACTS THE IRS USES A COMBINATION OF THE CHARACTERISTICS WITH FACTS AND OTHER CIRCUMSTANCES TO THE CHARACTERISTICS WITH FACTS AND OTHER CIRCUMSTANCES TO DETERMINE WHETHER AN AND OTHER CIRCUMSTANCES TO DETERMINE WHETHER AN ORGANIZATION IS CONSIDERED A DETERMINE WHETHER AN ORGANIZATION IS CONSIDERED A CHURCH FOR TAX PURPOSES.

ORGANIZATION IS CONSIDERED A CHURCH FOR TAX PURPOSES.

>> IT TAKES SIX MONTHS OR A YEAR CHURCH FOR TAX PURPOSES.

>> IT TAKES SIX MONTHS OR A YEAR LONGER SOMETIMES BECAUSE IT'S >> IT TAKES SIX MONTHS OR A YEAR LONGER SOMETIMES BECAUSE IT'S THE IRS.

LONGER SOMETIMES BECAUSE IT'S THE IRS.

IT DOESN'T NECESSARILY MAKE YOU THE IRS.

IT DOESN'T NECESSARILY MAKE YOU A FEDERAL RECOGNITION.

IT DOESN'T NECESSARILY MAKE YOU A FEDERAL RECOGNITION.

WHAT FEDERAL RECOGNITION FOR A A FEDERAL RECOGNITION.

WHAT FEDERAL RECOGNITION FOR A CHURCH IS, IS THE CHURCH WHAT FEDERAL RECOGNITION FOR A CHURCH IS, IS THE CHURCH NATIONAL?

CHURCH IS, IS THE CHURCH NATIONAL?

AND OUR MEMBERSHIP IS NATIONAL.

NATIONAL?

AND OUR MEMBERSHIP IS NATIONAL.

>> Reporter: THE CATHOLIC CHURCH AND OUR MEMBERSHIP IS NATIONAL.

>> Reporter: THE CATHOLIC CHURCH CATHOLIC CHURCH HAS MEMBERS -- >> Reporter: THE CATHOLIC CHURCH CATHOLIC CHURCH HAS MEMBERS -- THE CHURCH OF PRISMATIC LIGHT CATHOLIC CHURCH HAS MEMBERS -- THE CHURCH OF PRISMATIC LIGHT HAS MEMBERS IN THROUGHOUT THE THE CHURCH OF PRISMATIC LIGHT HAS MEMBERS IN THROUGHOUT THE WORLD.

HAS MEMBERS IN THROUGHOUT THE WORLD.

>> KENNEDY, THANK YOU VERY MUCH.

WORLD.

>> KENNEDY, THANK YOU VERY MUCH.

THE MASS SHOOTING AT ST. FRANCIS >> KENNEDY, THANK YOU VERY MUCH.

THE MASS SHOOTING AT ST. FRANCIS HOSPITAL IN TULSA IS JUST THE THE MASS SHOOTING AT ST. FRANCIS HOSPITAL IN TULSA IS JUST THE LATEST EXAMPLE OF GUN VIOLENCE HOSPITAL IN TULSA IS JUST THE LATEST EXAMPLE OF GUN VIOLENCE PLAGUING THE UNITED STATES IN LATEST EXAMPLE OF GUN VIOLENCE PLAGUING THE UNITED STATES IN RECENT WEEKS.

PLAGUING THE UNITED STATES IN RECENT WEEKS.

THERE WAS THE RACIST SHOOTING IN RECENT WEEKS.

THERE WAS THE RACIST SHOOTING IN BUFFALO THAT CLAIMED 10 LIVES.

THERE WAS THE RACIST SHOOTING IN BUFFALO THAT CLAIMED 10 LIVES.

21 PEOPLE, INCLUDING 19 BUFFALO THAT CLAIMED 10 LIVES.

21 PEOPLE, INCLUDING 19 CHILDREN, KILLED IN UVALDE, 21 PEOPLE, INCLUDING 19 CHILDREN, KILLED IN UVALDE, TEXAS AND A MASS SHOOTING IN CHILDREN, KILLED IN UVALDE, TEXAS AND A MASS SHOOTING IN TAFT, OKLAHOMA LAST WEEKEND.

TEXAS AND A MASS SHOOTING IN TAFT, OKLAHOMA LAST WEEKEND.

TRAUMATIC, VIOLENT EVENTS ARE TAFT, OKLAHOMA LAST WEEKEND.

TRAUMATIC, VIOLENT EVENTS ARE HAPPENING QUICK.

TRAUMATIC, VIOLENT EVENTS ARE HAPPENING QUICK.

IT HAS TO BE DIFFICULT FOR HAPPENING QUICK.

IT HAS TO BE DIFFICULT FOR CHILDREN.

IT HAS TO BE DIFFICULT FOR CHILDREN.

WHETHER THEY ARE THE DIRECT CHILDREN.

WHETHER THEY ARE THE DIRECT VICTIMS OF VIOLENCE OR SEEN IT WHETHER THEY ARE THE DIRECT VICTIMS OF VIOLENCE OR SEEN IT INDIRECTLY ONLINE OR ON TAV.

VICTIMS OF VIOLENCE OR SEEN IT INDIRECTLY ONLINE OR ON TAV.

WHAT'S THE BEST WAY TO EXPLAIN INDIRECTLY ONLINE OR ON TAV.

WHAT'S THE BEST WAY TO EXPLAIN THE EVENTS?

WHAT'S THE BEST WAY TO EXPLAIN THE EVENTS?

THAT'S THE TOPIC OF THIS WEEK'S THE EVENTS?

THAT'S THE TOPIC OF THIS WEEK'S IN-DEPTH CONVERSATION.

THAT'S THE TOPIC OF THIS WEEK'S IN-DEPTH CONVERSATION.

>> TODAY I'M JOINED WITH OUR IN-DEPTH CONVERSATION.

>> TODAY I'M JOINED WITH OUR FOUR PANELISTS.

>> TODAY I'M JOINED WITH OUR FOUR PANELISTS.

Dr. CHARMAINE JACKMAN.

FOUR PANELISTS.

Dr. CHARMAINE JACKMAN.

ARIEL JOSEPH, JULIA REED AND Dr. CHARMAINE JACKMAN.

ARIEL JOSEPH, JULIA REED AND BETH COMB AS WELL FROM NORTH ARIEL JOSEPH, JULIA REED AND BETH COMB AS WELL FROM NORTH CARE.

BETH COMB AS WELL FROM NORTH CARE.

THANK YOU VERY MUCH FOR JOINING CARE.

THANK YOU VERY MUCH FOR JOINING US TODAY.

THANK YOU VERY MUCH FOR JOINING US TODAY.

>> THANKS FOR HAVING US.

US TODAY.

>> THANKS FOR HAVING US.

>> WHEN SPEAKING ABOUT CHILD >> THANKS FOR HAVING US.

>> WHEN SPEAKING ABOUT CHILD TRAUMA, WHAT SHOULD PARENTS KNOW >> WHEN SPEAKING ABOUT CHILD TRAUMA, WHAT SHOULD PARENTS KNOW WHEN IT COMES TO DISCUSSING TRAUMA, WHAT SHOULD PARENTS KNOW WHEN IT COMES TO DISCUSSING DRAMATIC EVENTS WITH THEIR WHEN IT COMES TO DISCUSSING DRAMATIC EVENTS WITH THEIR CHILDREN, WHETHER THEY'VE SEEN DRAMATIC EVENTS WITH THEIR CHILDREN, WHETHER THEY'VE SEEN IT OR HEARD ABOUT IT THROUGH CHILDREN, WHETHER THEY'VE SEEN IT OR HEARD ABOUT IT THROUGH MEDIA?

IT OR HEARD ABOUT IT THROUGH MEDIA?

Dr. JACKMAN, HOW DO YOU THINK MEDIA?

Dr. JACKMAN, HOW DO YOU THINK THAT CONVERSATION WILL BEGIN Dr. JACKMAN, HOW DO YOU THINK THAT CONVERSATION WILL BEGIN WITH CHILDREN?

THAT CONVERSATION WILL BEGIN WITH CHILDREN?

>> FIRST, I ALWAYS TELL PARENTS, WITH CHILDREN?

>> FIRST, I ALWAYS TELL PARENTS, YOU WANT TO ALSO FIRST CHECK IN >> FIRST, I ALWAYS TELL PARENTS, YOU WANT TO ALSO FIRST CHECK IN WITH YOU, RIGHT.

YOU WANT TO ALSO FIRST CHECK IN WITH YOU, RIGHT.

YOU WANT TO MAKE SURE YOU'RE IN WITH YOU, RIGHT.

YOU WANT TO MAKE SURE YOU'RE IN A PLACE THAT YOU CAN HAVE THIS YOU WANT TO MAKE SURE YOU'RE IN A PLACE THAT YOU CAN HAVE THIS CONVERSATION, YOU KNOW, A PLACE THAT YOU CAN HAVE THIS CONVERSATION, YOU KNOW, DISTRACTION FREE.

CONVERSATION, YOU KNOW, DISTRACTION FREE.

BUT YOU WANT TO MAKE SURE YOU'VE DISTRACTION FREE.

BUT YOU WANT TO MAKE SURE YOU'VE PROCESSED THIS FIRST.

BUT YOU WANT TO MAKE SURE YOU'VE PROCESSED THIS FIRST.

AND THEN IT'S REALLY -- THE NEXT PROCESSED THIS FIRST.

AND THEN IT'S REALLY -- THE NEXT STEP IS CHECKING IN TO FIND OUT AND THEN IT'S REALLY -- THE NEXT STEP IS CHECKING IN TO FIND OUT WHAT THEY'VE HEARD ABOUT THE STEP IS CHECKING IN TO FIND OUT WHAT THEY'VE HEARD ABOUT THE SITUATION.

WHAT THEY'VE HEARD ABOUT THE SITUATION.

THAT GIVES YOU A SENSE OF WHERE SITUATION.

THAT GIVES YOU A SENSE OF WHERE YOU MIGHT START.

THAT GIVES YOU A SENSE OF WHERE YOU MIGHT START.

ALWAYS KEEP THE INFORMATION AGE YOU MIGHT START.

ALWAYS KEEP THE INFORMATION AGE APPROPRIATE.

ALWAYS KEEP THE INFORMATION AGE APPROPRIATE.

DON'T SHARE TOO MANY DETAILS.

APPROPRIATE.

DON'T SHARE TOO MANY DETAILS.

AND THEN CHECKING IN TO SEE WHAT DON'T SHARE TOO MANY DETAILS.

AND THEN CHECKING IN TO SEE WHAT THEY'RE FEELING, WHAT QUESTIONS AND THEN CHECKING IN TO SEE WHAT THEY'RE FEELING, WHAT QUESTIONS THEY HAVE.

THEY'RE FEELING, WHAT QUESTIONS THEY HAVE.

>> I WILL ADD ON TO WHAT THEY HAVE.

>> I WILL ADD ON TO WHAT Dr. JACKMAN SAID.

>> I WILL ADD ON TO WHAT Dr. JACKMAN SAID.

I THINK SOMETIMES IT'S Dr. JACKMAN SAID.

I THINK SOMETIMES IT'S CLARIFYING QUESTIONS.

I THINK SOMETIMES IT'S CLARIFYING QUESTIONS.

BEING ABLE TO SAY, YOU KNOW, CLARIFYING QUESTIONS.

BEING ABLE TO SAY, YOU KNOW, MAYBE A LOT OF PEOPLE WHO HEARD BEING ABLE TO SAY, YOU KNOW, MAYBE A LOT OF PEOPLE WHO HEARD THAT MIGHT FEEL SAD, RIGHT.

MAYBE A LOT OF PEOPLE WHO HEARD THAT MIGHT FEEL SAD, RIGHT.

SO, YOU MIGHT HAVE A CHILD THAT THAT MIGHT FEEL SAD, RIGHT.

SO, YOU MIGHT HAVE A CHILD THAT IS YOUNG AND DOESN'T KNOW HOW TO SO, YOU MIGHT HAVE A CHILD THAT IS YOUNG AND DOESN'T KNOW HOW TO ATTACH THAT EXPERIENCE TO IT.

IS YOUNG AND DOESN'T KNOW HOW TO ATTACH THAT EXPERIENCE TO IT.

ARE YOUR FRIENDS TALKING ABOUT ATTACH THAT EXPERIENCE TO IT.

ARE YOUR FRIENDS TALKING ABOUT THE NEWS.

ARE YOUR FRIENDS TALKING ABOUT THE NEWS.

YOU WANT TO SEE WHAT THEY THE NEWS.

YOU WANT TO SEE WHAT THEY THOUGH.

YOU WANT TO SEE WHAT THEY THOUGH.

AS ADULTS -- I LOVE THAT YOU THOUGH.

AS ADULTS -- I LOVE THAT YOU SAID TAKE CARE OF YOURSELF AS ADULTS -- I LOVE THAT YOU SAID TAKE CARE OF YOURSELF FIRST.

SAID TAKE CARE OF YOURSELF FIRST.

UM, WE HAVE A TENDENCIES WHEN WE FIRST.

UM, WE HAVE A TENDENCIES WHEN WE GET REALLY NERVOUS TO TREAT UM, WE HAVE A TENDENCIES WHEN WE GET REALLY NERVOUS TO TREAT CHILDREN LIKE LITTLE ADULTS.

GET REALLY NERVOUS TO TREAT CHILDREN LIKE LITTLE ADULTS.

IF WE CAN GET OURSELVES IN CHILDREN LIKE LITTLE ADULTS.

IF WE CAN GET OURSELVES IN CHECK, WE ONLY ASK THE IF WE CAN GET OURSELVES IN CHECK, WE ONLY ASK THE QUESTIONS -- WE ONLY ANSWER THE CHECK, WE ONLY ASK THE QUESTIONS -- WE ONLY ANSWER THE QUESTIONS THEY ASK INSTEAD OF QUESTIONS -- WE ONLY ANSWER THE QUESTIONS THEY ASK INSTEAD OF DOING MORE.

QUESTIONS THEY ASK INSTEAD OF DOING MORE.

>> SO, I DEFINITELY THINK THE DOING MORE.

>> SO, I DEFINITELY THINK THE IDEA OF BEGINNING THAT >> SO, I DEFINITELY THINK THE IDEA OF BEGINNING THAT CONVERSATION, YOU KNOW, WITH THE IDEA OF BEGINNING THAT CONVERSATION, YOU KNOW, WITH THE KIDDO, LIKE THE PANELISTS SAID, CONVERSATION, YOU KNOW, WITH THE KIDDO, LIKE THE PANELISTS SAID, HAVING SOME OPEN-ENDED KIDDO, LIKE THE PANELISTS SAID, HAVING SOME OPEN-ENDED QUESTIONS, YES OR NO SO WE CAN HAVING SOME OPEN-ENDED QUESTIONS, YES OR NO SO WE CAN DIG DEEPER IN USING THOSE QUESTIONS, YES OR NO SO WE CAN DIG DEEPER IN USING THOSE AGE-APPROPRIATE QUESTIONS AND DIG DEEPER IN USING THOSE AGE-APPROPRIATE QUESTIONS AND REALLY IDENTIFYING WHAT IS AGE-APPROPRIATE QUESTIONS AND REALLY IDENTIFYING WHAT IS TRAUMA.

REALLY IDENTIFYING WHAT IS TRAUMA.

WHAT'S THE TRAUMATIC EVENT?

TRAUMA.

WHAT'S THE TRAUMATIC EVENT?

WHAT ARE THE CHALLENGING TIMES?

WHAT'S THE TRAUMATIC EVENT?

WHAT ARE THE CHALLENGING TIMES?

IT HELPS MAKE IT A LITTLE MORE WHAT ARE THE CHALLENGING TIMES?

IT HELPS MAKE IT A LITTLE MORE CONCRETE FOR SOME KIDDOS, THAT IT HELPS MAKE IT A LITTLE MORE CONCRETE FOR SOME KIDDOS, THAT WAY THEY'RE UNDERSTANDING IT CONCRETE FOR SOME KIDDOS, THAT WAY THEY'RE UNDERSTANDING IT MORE AND REALLY VALIDATING THEIR WAY THEY'RE UNDERSTANDING IT MORE AND REALLY VALIDATING THEIR FEELINGS.

MORE AND REALLY VALIDATING THEIR FEELINGS.

YOU KNOW, VALIDATION IS NOT KIND FEELINGS.

YOU KNOW, VALIDATION IS NOT KIND OF THE AGREEMENT.

YOU KNOW, VALIDATION IS NOT KIND OF THE AGREEMENT.

IT'S THEIR SPACE TO THINK OUT OF THE AGREEMENT.

IT'S THEIR SPACE TO THINK OUT LOUD AND THOSE FEELINGS ARE REAL IT'S THEIR SPACE TO THINK OUT LOUD AND THOSE FEELINGS ARE REAL AND WHAT YOU FEEL IS OKAY.

LOUD AND THOSE FEELINGS ARE REAL AND WHAT YOU FEEL IS OKAY.

THERE'S NOT A RIGHT OR WRONG WAY AND WHAT YOU FEEL IS OKAY.

THERE'S NOT A RIGHT OR WRONG WAY FOR THEM TO FEEL.

THERE'S NOT A RIGHT OR WRONG WAY FOR THEM TO FEEL.

IF POSSIBLE, PROVIDING SOME FOR THEM TO FEEL.

IF POSSIBLE, PROVIDING SOME REASSURANCES.

IF POSSIBLE, PROVIDING SOME REASSURANCES.

IT'S SOMETIMES DEPENDENT ON THE REASSURANCES.

IT'S SOMETIMES DEPENDENT ON THE AGE OF THE KIDDO.

IT'S SOMETIMES DEPENDENT ON THE AGE OF THE KIDDO.

SOMETIMES THAT REASSURANCE IS, I AGE OF THE KIDDO.

SOMETIMES THAT REASSURANCE IS, I DON'T KNOW.

SOMETIMES THAT REASSURANCE IS, I DON'T KNOW.

AND THAT'S OKAY AS A PARENT AND DON'T KNOW.

AND THAT'S OKAY AS A PARENT AND AS AN ADULT IN THE WORLD THAT WE AND THAT'S OKAY AS A PARENT AND AS AN ADULT IN THE WORLD THAT WE LIVE IN TO SAY THAT WE DON'T AS AN ADULT IN THE WORLD THAT WE LIVE IN TO SAY THAT WE DON'T KNOW, THAT WE'RE GOING TO KEEP LIVE IN TO SAY THAT WE DON'T KNOW, THAT WE'RE GOING TO KEEP WORKING ON IT TOGETHER, AND KNOW, THAT WE'RE GOING TO KEEP WORKING ON IT TOGETHER, AND WE'RE GOING TO HAVE THESE GOOD, WORKING ON IT TOGETHER, AND WE'RE GOING TO HAVE THESE GOOD, OPEN CONVERSATIONS TOGETHER AND WE'RE GOING TO HAVE THESE GOOD, OPEN CONVERSATIONS TOGETHER AND WE'RE GOING TO DO IT AS A TEAM OPEN CONVERSATIONS TOGETHER AND WE'RE GOING TO DO IT AS A TEAM AND NOT, I'M THE PARENT, I'M THE WE'RE GOING TO DO IT AS A TEAM AND NOT, I'M THE PARENT, I'M THE HIERARCHY AND YOU'RE THE KIDDO.

AND NOT, I'M THE PARENT, I'M THE HIERARCHY AND YOU'RE THE KIDDO.

THAT, WE'RE GOING TO WORK ON IT HIERARCHY AND YOU'RE THE KIDDO.

THAT, WE'RE GOING TO WORK ON IT TOGETHER AS A TEAM AND A FAMILY THAT, WE'RE GOING TO WORK ON IT TOGETHER AS A TEAM AND A FAMILY AND WE'RE GOING TO GET THROUGH TOGETHER AS A TEAM AND A FAMILY AND WE'RE GOING TO GET THROUGH IT TOGETHER.

AND WE'RE GOING TO GET THROUGH IT TOGETHER.

>> I ALSO THINK, AND JUST WANT IT TOGETHER.

>> I ALSO THINK, AND JUST WANT TO ADD, ABOUT BEING AWARE OF >> I ALSO THINK, AND JUST WANT TO ADD, ABOUT BEING AWARE OF WHAT THEY'RE SEEING AND TO ADD, ABOUT BEING AWARE OF WHAT THEY'RE SEEING AND EXPERIENCING WITH MEDIA -- WHAT THEY'RE SEEING AND EXPERIENCING WITH MEDIA -- SOCIAL MEDIA AND THE NEWS AND EXPERIENCING WITH MEDIA -- SOCIAL MEDIA AND THE NEWS AND DIFFERENT REPORTS.

SOCIAL MEDIA AND THE NEWS AND DIFFERENT REPORTS.

I THINK IT'S IMPORTANT THAT, UM, DIFFERENT REPORTS.

I THINK IT'S IMPORTANT THAT, UM, ALL THE THINGS THE PANEL HAS I THINK IT'S IMPORTANT THAT, UM, ALL THE THINGS THE PANEL HAS SAID SO FAR, WITH CHECKING IN ALL THE THINGS THE PANEL HAS SAID SO FAR, WITH CHECKING IN WITH YOURSELF AND NOT SAID SO FAR, WITH CHECKING IN WITH YOURSELF AND NOT TRANSFERRING ANY FEAR OR GUILT WITH YOURSELF AND NOT TRANSFERRING ANY FEAR OR GUILT OR ANXIETY ON TO OUR KIDS.

TRANSFERRING ANY FEAR OR GUILT OR ANXIETY ON TO OUR KIDS.

AND, LIKE EVEN HAS SAID, JUST OR ANXIETY ON TO OUR KIDS.

AND, LIKE EVEN HAS SAID, JUST MEETING THEM WHERE THEY'RE AT AND, LIKE EVEN HAS SAID, JUST MEETING THEM WHERE THEY'RE AT BUT BEING AWARE WHAT THEY'RE MEETING THEM WHERE THEY'RE AT BUT BEING AWARE WHAT THEY'RE SEEING IN THE MEDIA AND WHAT BUT BEING AWARE WHAT THEY'RE SEEING IN THE MEDIA AND WHAT OTHER PERSPECTIVES THEY'RE SEEING IN THE MEDIA AND WHAT OTHER PERSPECTIVES THEY'RE SEEING AND TO LIMIT THOSE IN A OTHER PERSPECTIVES THEY'RE SEEING AND TO LIMIT THOSE IN A WAY WHERE THEY DO NEED TO BE SEEING AND TO LIMIT THOSE IN A WAY WHERE THEY DO NEED TO BE EDUCATED BUT IN A MORE WAY WHERE THEY DO NEED TO BE EDUCATED BUT IN A MORE CHILD-APPROPRIATE WAY AND BY THE EDUCATED BUT IN A MORE CHILD-APPROPRIATE WAY AND BY THE CAREGIVERS AND THE -- YOU KNOW CHILD-APPROPRIATE WAY AND BY THE CAREGIVERS AND THE -- YOU KNOW THE ADULTS IN THEIR LIVES THAT CAREGIVERS AND THE -- YOU KNOW THE ADULTS IN THEIR LIVES THAT THEY TRUST, BUT ALSO TO THEIR THE ADULTS IN THEIR LIVES THAT THEY TRUST, BUT ALSO TO THEIR EXPOSURE TO THE MEDIA.

THEY TRUST, BUT ALSO TO THEIR EXPOSURE TO THE MEDIA.

>> YEAH, AND SPEAKING OF SOCIAL EXPOSURE TO THE MEDIA.

>> YEAH, AND SPEAKING OF SOCIAL MEDIA, YOU KNOW, IT CERTAINLY >> YEAH, AND SPEAKING OF SOCIAL MEDIA, YOU KNOW, IT CERTAINLY SEEMS LIKE WE'RE SEEING A LOT MEDIA, YOU KNOW, IT CERTAINLY SEEMS LIKE WE'RE SEEING A LOT MORE TRAUMATIC EVENTS HAPPENING SEEMS LIKE WE'RE SEEING A LOT MORE TRAUMATIC EVENTS HAPPENING NOW.

MORE TRAUMATIC EVENTS HAPPENING NOW.

BETH, DO YOU THINK THAT'S TRUE?

NOW.

BETH, DO YOU THINK THAT'S TRUE?

OR DO YOU THINK IT'S BECAUSE OF BETH, DO YOU THINK THAT'S TRUE?

OR DO YOU THINK IT'S BECAUSE OF SOCIAL MEDIA AND WE HAVE THAT OR DO YOU THINK IT'S BECAUSE OF SOCIAL MEDIA AND WE HAVE THAT ENDLESS, CONSTANT INFORMATION SOCIAL MEDIA AND WE HAVE THAT ENDLESS, CONSTANT INFORMATION AND A LOT OF IT NEGATIVE THAT IS ENDLESS, CONSTANT INFORMATION AND A LOT OF IT NEGATIVE THAT IS RIGHT OF AT OUR FINGERTIPS?

AND A LOT OF IT NEGATIVE THAT IS RIGHT OF AT OUR FINGERTIPS?

>> THERE IS NEGATIVITY THERE.

RIGHT OF AT OUR FINGERTIPS?

>> THERE IS NEGATIVITY THERE.

YOU CAN'T JUST THROW IT ALL OUT >> THERE IS NEGATIVITY THERE.

YOU CAN'T JUST THROW IT ALL OUT BECAUSE WE HAVE NEGATIVE THINGS YOU CAN'T JUST THROW IT ALL OUT BECAUSE WE HAVE NEGATIVE THINGS ARISE.

BECAUSE WE HAVE NEGATIVE THINGS ARISE.

IT CAN BE USED IN A WONDERFUL ARISE.

IT CAN BE USED IN A WONDERFUL PSYCHO EDUCATIONAL WAY.

IT CAN BE USED IN A WONDERFUL PSYCHO EDUCATIONAL WAY.

IT CAN EDUCATE PEOPLE WELL.

PSYCHO EDUCATIONAL WAY.

IT CAN EDUCATE PEOPLE WELL.

THERE'S WONDERFUL THINGS THAT IT CAN EDUCATE PEOPLE WELL.

THERE'S WONDERFUL THINGS THAT GET TO THE MASSES QUICKLY AND IN THERE'S WONDERFUL THINGS THAT GET TO THE MASSES QUICKLY AND IN THE SAME WAY, SOME NEGATIVITY GET TO THE MASSES QUICKLY AND IN THE SAME WAY, SOME NEGATIVITY CAN, TOO.

THE SAME WAY, SOME NEGATIVITY CAN, TOO.

THAT'S WHY WE JUST NEED TO BE CAN, TOO.

THAT'S WHY WE JUST NEED TO BE AWARE OF WHAT IS OUT THERE THAT'S WHY WE JUST NEED TO BE AWARE OF WHAT IS OUT THERE AND -- AND JUST BE MINDFUL OF AWARE OF WHAT IS OUT THERE AND -- AND JUST BE MINDFUL OF WHAT WE'RE SHARING WITH OUR AND -- AND JUST BE MINDFUL OF WHAT WE'RE SHARING WITH OUR KIDDOS.

WHAT WE'RE SHARING WITH OUR KIDDOS.

>> TO ADD ON, I AGREE WITH BETH.

KIDDOS.

>> TO ADD ON, I AGREE WITH BETH.

WE SOMETIMES HAVE THIS, YOU >> TO ADD ON, I AGREE WITH BETH.

WE SOMETIMES HAVE THIS, YOU KNOW, ALL GOOD, ALL EVIL WE SOMETIMES HAVE THIS, YOU KNOW, ALL GOOD, ALL EVIL PERSPECTIVE AROUND SOCIAL MEDIA, KNOW, ALL GOOD, ALL EVIL PERSPECTIVE AROUND SOCIAL MEDIA, AND THERE ARE DEFINITELY PERSPECTIVE AROUND SOCIAL MEDIA, AND THERE ARE DEFINITELY POSITIVES TO IT.

AND THERE ARE DEFINITELY POSITIVES TO IT.

I'M A MOM OF A MIDDLE SCHOOLER POSITIVES TO IT.

I'M A MOM OF A MIDDLE SCHOOLER WHO IS BEGGING ME JUST ABOUT I'M A MOM OF A MIDDLE SCHOOLER WHO IS BEGGING ME JUST ABOUT EVERY DAY TO GET A CELL PHONE, WHO IS BEGGING ME JUST ABOUT EVERY DAY TO GET A CELL PHONE, AN ELEMENTARY SCHOOLCHILD.

EVERY DAY TO GET A CELL PHONE, AN ELEMENTARY SCHOOLCHILD.

SO, ACCESS TO SOCIAL MEDIA IN AN ELEMENTARY SCHOOLCHILD.

SO, ACCESS TO SOCIAL MEDIA IN THE PALM OF YOUR HAND, SO, ACCESS TO SOCIAL MEDIA IN THE PALM OF YOUR HAND, LITERALLY, YOU HAVE NO CONCEPT THE PALM OF YOUR HAND, LITERALLY, YOU HAVE NO CONCEPT OF ALL THE THINGS THEY MAY HAVE LITERALLY, YOU HAVE NO CONCEPT OF ALL THE THINGS THEY MAY HAVE BEEN EXPOSED TO AND TO KNOW OF ALL THE THINGS THEY MAY HAVE BEEN EXPOSED TO AND TO KNOW WHICH CONVERSATIONS YOU MIGHT BEEN EXPOSED TO AND TO KNOW WHICH CONVERSATIONS YOU MIGHT WANT TO JUMP INTO.

WHICH CONVERSATIONS YOU MIGHT WANT TO JUMP INTO.

WHEN WE HAD THE ONE TV IN THE WANT TO JUMP INTO.

WHEN WE HAD THE ONE TV IN THE HOUSE, WE ALL KNEW WHAT WAS WHEN WE HAD THE ONE TV IN THE HOUSE, WE ALL KNEW WHAT WAS COMING IN.

HOUSE, WE ALL KNEW WHAT WAS COMING IN.

THAT PRESENTS A CHALLENGE.

COMING IN.

THAT PRESENTS A CHALLENGE.

IT IS REALLY IMPORTANT TO HAVE THAT PRESENTS A CHALLENGE.

IT IS REALLY IMPORTANT TO HAVE THESE DAILY CONVERSATIONS ABOUT IT IS REALLY IMPORTANT TO HAVE THESE DAILY CONVERSATIONS ABOUT WHAT'S ON YOUR MIND?

THESE DAILY CONVERSATIONS ABOUT WHAT'S ON YOUR MIND?

WHAT HAS COME UP WITH YOU?

WHAT'S ON YOUR MIND?

WHAT HAS COME UP WITH YOU?

WHAT ARE SOME THINGS YOUR WHAT HAS COME UP WITH YOU?

WHAT ARE SOME THINGS YOUR CHILDREN ARE TALKING ABOUT.

WHAT ARE SOME THINGS YOUR CHILDREN ARE TALKING ABOUT.

THAT'S A REALLY VALUABLE CHILDREN ARE TALKING ABOUT.

THAT'S A REALLY VALUABLE RESEARCH THAT THE CAMPAIGN THAT'S A REALLY VALUABLE RESEARCH THAT THE CAMPAIGN OFFERED.

RESEARCH THAT THE CAMPAIGN OFFERED.

CONVERSATION-STARTERS, TIPS HOW OFFERED.

CONVERSATION-STARTERS, TIPS HOW TO START THE HEAVY CONVERSATIONS CONVERSATION-STARTERS, TIPS HOW TO START THE HEAVY CONVERSATIONS WITH YOUR CHILDREN.

TO START THE HEAVY CONVERSATIONS WITH YOUR CHILDREN.

AS A MIDDLE SCHOOLER, HOW YOU WITH YOUR CHILDREN.

AS A MIDDLE SCHOOLER, HOW YOU DOING TODAY?

AS A MIDDLE SCHOOLER, HOW YOU DOING TODAY?

I WILL GET ONE WORD.

DOING TODAY?

I WILL GET ONE WORD.

WE NEED TO CREATE A FAMILY I WILL GET ONE WORD.

WE NEED TO CREATE A FAMILY CULTURE AROUND CHECKING IN WITH WE NEED TO CREATE A FAMILY CULTURE AROUND CHECKING IN WITH EACH OTHER.

CULTURE AROUND CHECKING IN WITH EACH OTHER.

WHAT'S GOING ON FOR YOU?

EACH OTHER.

WHAT'S GOING ON FOR YOU?

WHAT'S ON YOUR MIND?

WHAT'S GOING ON FOR YOU?

WHAT'S ON YOUR MIND?

I THINK THOSE ARE STRATEGIES WHAT'S ON YOUR MIND?

I THINK THOSE ARE STRATEGIES THAT CAN BE REALLY HELPFUL FOR I THINK THOSE ARE STRATEGIES THAT CAN BE REALLY HELPFUL FOR FAMILIES IN NAVIGATING KIND OF THAT CAN BE REALLY HELPFUL FOR FAMILIES IN NAVIGATING KIND OF WHAT COMES IN THROUGH SOCIAL FAMILIES IN NAVIGATING KIND OF WHAT COMES IN THROUGH SOCIAL MEDIA.

WHAT COMES IN THROUGH SOCIAL MEDIA.

>> I THINK WITH ANY KIND OF -- MEDIA.

>> I THINK WITH ANY KIND OF -- HEARING YOU TALK ABOUT THAT -- >> I THINK WITH ANY KIND OF -- HEARING YOU TALK ABOUT THAT -- MY KIDS ARE GROWN, SO WE DON'T HEARING YOU TALK ABOUT THAT -- MY KIDS ARE GROWN, SO WE DON'T HAVE THE SAME CHALLENGES WE DO MY KIDS ARE GROWN, SO WE DON'T HAVE THE SAME CHALLENGES WE DO RIGHT NOW.

HAVE THE SAME CHALLENGES WE DO RIGHT NOW.

ANYTIME YOU INTRODUCE SOMETHING RIGHT NOW.

ANYTIME YOU INTRODUCE SOMETHING NEW INTO THE HOME, WE WILL HAVE ANYTIME YOU INTRODUCE SOMETHING NEW INTO THE HOME, WE WILL HAVE RULES AND RESPONSIBILITIES.

NEW INTO THE HOME, WE WILL HAVE RULES AND RESPONSIBILITIES.

WE'RE GOING TO HAVE RULES AND RESPONSIBILITIES.

WE'RE GOING TO HAVE CONVERSATIONS ABOUT HOW WE TALK WE'RE GOING TO HAVE CONVERSATIONS ABOUT HOW WE TALK TO THE DOG, PET THE DOG, SHARE CONVERSATIONS ABOUT HOW WE TALK TO THE DOG, PET THE DOG, SHARE THE DOG WITH OTHER PEOPLE.

TO THE DOG, PET THE DOG, SHARE THE DOG WITH OTHER PEOPLE.

RIGHT.

THE DOG WITH OTHER PEOPLE.

RIGHT.

WE'RE GOING TO DO THAT.

RIGHT.

WE'RE GOING TO DO THAT.

WHEN WE THINK ABOUT SOCIAL WE'RE GOING TO DO THAT.

WHEN WE THINK ABOUT SOCIAL MEDIA, I THINK IT IS A PARENT'S WHEN WE THINK ABOUT SOCIAL MEDIA, I THINK IT IS A PARENT'S JOB TO SET THE CONTEXT AROUND MEDIA, I THINK IT IS A PARENT'S JOB TO SET THE CONTEXT AROUND KIND OF WHAT ARE FAMILIES JOB TO SET THE CONTEXT AROUND KIND OF WHAT ARE FAMILIES EXPECTATIONS?

KIND OF WHAT ARE FAMILIES EXPECTATIONS?

WHAT ARE GOING TO BE THE RULES?

EXPECTATIONS?

WHAT ARE GOING TO BE THE RULES?

THERE ARE FUN WAYS TO USE SOCIAL WHAT ARE GOING TO BE THE RULES?

THERE ARE FUN WAYS TO USE SOCIAL MEDIA.

THERE ARE FUN WAYS TO USE SOCIAL MEDIA.

EVEN MY ADULT CHILDREN, WE CAN MEDIA.

EVEN MY ADULT CHILDREN, WE CAN SHARE TIKTOKS AND HAVE A LAUGH.

EVEN MY ADULT CHILDREN, WE CAN SHARE TIKTOKS AND HAVE A LAUGH.

I THINK LEARNING HOW TO TURN IT SHARE TIKTOKS AND HAVE A LAUGH.

I THINK LEARNING HOW TO TURN IT OFF.

I THINK LEARNING HOW TO TURN IT OFF.

WE'RE REALLY WIRED FOR OFF.

WE'RE REALLY WIRED FOR CONNECTION.

WE'RE REALLY WIRED FOR CONNECTION.

ESPECIALLY THOSE YOUNG AGES WHO CONNECTION.

ESPECIALLY THOSE YOUNG AGES WHO NEED THE OPPORTUNITY TO BE WIRED ESPECIALLY THOSE YOUNG AGES WHO NEED THE OPPORTUNITY TO BE WIRED IN PERSON WITH PEOPLE SO, THEN, NEED THE OPPORTUNITY TO BE WIRED IN PERSON WITH PEOPLE SO, THEN, THEY LATER CAN LEARN HOW TO USE IN PERSON WITH PEOPLE SO, THEN, THEY LATER CAN LEARN HOW TO USE SOCIAL MEDIA IN CONNECTING WAYS.

THEY LATER CAN LEARN HOW TO USE SOCIAL MEDIA IN CONNECTING WAYS.

UM, SO I THINK IT IS OUR JOB TO SOCIAL MEDIA IN CONNECTING WAYS.

UM, SO I THINK IT IS OUR JOB TO KIND OF FIGURE OUT THOSE RULES UM, SO I THINK IT IS OUR JOB TO KIND OF FIGURE OUT THOSE RULES BEFORE WE INTRODUCE THOSE KIND OF FIGURE OUT THOSE RULES BEFORE WE INTRODUCE THOSE MOMENTS.

BEFORE WE INTRODUCE THOSE MOMENTS.

BUT THEY'RE ALSO GOING TO GET MOMENTS.

BUT THEY'RE ALSO GOING TO GET EXPOSED EVEN IF THEY DON'T HAVE BUT THEY'RE ALSO GOING TO GET EXPOSED EVEN IF THEY DON'T HAVE A DEVICE, RIGHT.

EXPOSED EVEN IF THEY DON'T HAVE A DEVICE, RIGHT.

MAKING SURE WE'RE OPEN AND A DEVICE, RIGHT.

MAKING SURE WE'RE OPEN AND CURIOUS.

MAKING SURE WE'RE OPEN AND CURIOUS.

>> TO PIGGYBACK ON THAT, IT'S CURIOUS.

>> TO PIGGYBACK ON THAT, IT'S BEING AWARE OF CHANGES IN OUR >> TO PIGGYBACK ON THAT, IT'S BEING AWARE OF CHANGES IN OUR CHILDREN WHEN THEY ARE EXPOSED BEING AWARE OF CHANGES IN OUR CHILDREN WHEN THEY ARE EXPOSED TO DIFFERENT THINGS.

CHILDREN WHEN THEY ARE EXPOSED TO DIFFERENT THINGS.

IT'S BEING AWARE THAT THEY USED TO DIFFERENT THINGS.

IT'S BEING AWARE THAT THEY USED TO BE SO EXTROVERTED.

IT'S BEING AWARE THAT THEY USED TO BE SO EXTROVERTED.

WHAT IS THE DEAL?

TO BE SO EXTROVERTED.

WHAT IS THE DEAL?

THEY ALWAYS WANT TO STAY IN WHAT IS THE DEAL?

THEY ALWAYS WANT TO STAY IN THEIR ROOM NOW.

THEY ALWAYS WANT TO STAY IN THEIR ROOM NOW.

WHY DON'T THEY WANT TO HANG OUT THEIR ROOM NOW.

WHY DON'T THEY WANT TO HANG OUT WITH THOSE FRIENDS ANY MORE?

WHY DON'T THEY WANT TO HANG OUT WITH THOSE FRIENDS ANY MORE?

WHAT'S GOING ON.

WITH THOSE FRIENDS ANY MORE?

WHAT'S GOING ON.

CHANGE CAN BE GOOD AND WHAT'S GOING ON.

CHANGE CAN BE GOOD AND BEHAVIORAL CHANGES CAN SHOW THAT CHANGE CAN BE GOOD AND BEHAVIORAL CHANGES CAN SHOW THAT WE NEED TO ASK POINTED QUESTIONS BEHAVIORAL CHANGES CAN SHOW THAT WE NEED TO ASK POINTED QUESTIONS AND WE PROBABLY NEED TO CHECK IN WE NEED TO ASK POINTED QUESTIONS AND WE PROBABLY NEED TO CHECK IN AT SCHOOL JUST TO BE AWARE THAT AND WE PROBABLY NEED TO CHECK IN AT SCHOOL JUST TO BE AWARE THAT CHANGES ARE GOING ON EVERYWHERE.

AT SCHOOL JUST TO BE AWARE THAT CHANGES ARE GOING ON EVERYWHERE.

CHANGES IN BEHAVIOR, IF THEY'RE CHANGES ARE GOING ON EVERYWHERE.

CHANGES IN BEHAVIOR, IF THEY'RE NIGHT AND DAY DIFFERENCE THAN CHANGES IN BEHAVIOR, IF THEY'RE NIGHT AND DAY DIFFERENCE THAN THEY WERE BEFORE THEY HEARD NIGHT AND DAY DIFFERENCE THAN THEY WERE BEFORE THEY HEARD INFORMATION, MAYBE WE NEED TO THEY WERE BEFORE THEY HEARD INFORMATION, MAYBE WE NEED TO CHECK IN.

INFORMATION, MAYBE WE NEED TO CHECK IN.

>> MAYBE HELP IS NEEDED.

CHECK IN.

>> MAYBE HELP IS NEEDED.

MAYBE JUST -- JUST BEING WITH >> MAYBE HELP IS NEEDED.

MAYBE JUST -- JUST BEING WITH THEM, GIVING THEM SOME SPECIAL MAYBE JUST -- JUST BEING WITH THEM, GIVING THEM SOME SPECIAL TIME IN TIME IS IMPORTANT SO THEM, GIVING THEM SOME SPECIAL TIME IN TIME IS IMPORTANT SO THAT WE CAN JUST UNDERSTAND TIME IN TIME IS IMPORTANT SO THAT WE CAN JUST UNDERSTAND WHERE THOSE CHANGES ARE COMING THAT WE CAN JUST UNDERSTAND WHERE THOSE CHANGES ARE COMING FROM.

WHERE THOSE CHANGES ARE COMING FROM.

BECAUSE SOMETIMES THOSE ARE PTSD FROM.

BECAUSE SOMETIMES THOSE ARE PTSD SYMPTOMS IN KIDS OR THE BECAUSE SOMETIMES THOSE ARE PTSD SYMPTOMS IN KIDS OR THE PRECURSOR TO.

SYMPTOMS IN KIDS OR THE PRECURSOR TO.

>> RECENTLY, PBS DID A NEWS PRECURSOR TO.

>> RECENTLY, PBS DID A NEWS ARTICLE ONLINE JUST ABOUT HOW >> RECENTLY, PBS DID A NEWS ARTICLE ONLINE JUST ABOUT HOW KIDDOS AND FAMILIES ARE BEING ARTICLE ONLINE JUST ABOUT HOW KIDDOS AND FAMILIES ARE BEING IMPACTED BY THE NEWS AND SOCIAL KIDDOS AND FAMILIES ARE BEING IMPACTED BY THE NEWS AND SOCIAL MEDIA, AND TALKED ABOUT A LOT OF IMPACTED BY THE NEWS AND SOCIAL MEDIA, AND TALKED ABOUT A LOT OF GREAT POINTS OF, WHAT ARE WAYS MEDIA, AND TALKED ABOUT A LOT OF GREAT POINTS OF, WHAT ARE WAYS WE CAN MAKE CHILDREN OR GREAT POINTS OF, WHAT ARE WAYS WE CAN MAKE CHILDREN OR ADOLESCENTS FEEL MORE SECURE?

WE CAN MAKE CHILDREN OR ADOLESCENTS FEEL MORE SECURE?

ONE OF THE BIG THINGS IS TURN ADOLESCENTS FEEL MORE SECURE?

ONE OF THE BIG THINGS IS TURN OFF THE TV.

ONE OF THE BIG THINGS IS TURN OFF THE TV.

I HAVE A 4-YEAR-OLD AND TURNING OFF THE TV.

I HAVE A 4-YEAR-OLD AND TURNING OFF THE TV FOR HER CAN SOMETIMES I HAVE A 4-YEAR-OLD AND TURNING OFF THE TV FOR HER CAN SOMETIMES BE A CHALLENGE.

OFF THE TV FOR HER CAN SOMETIMES BE A CHALLENGE.

THEY ALSO TALKED ABOUT HAVING BE A CHALLENGE.

THEY ALSO TALKED ABOUT HAVING THOSE OPEN CONVERSATIONS AND THEY ALSO TALKED ABOUT HAVING THOSE OPEN CONVERSATIONS AND REALLY ACTIVE LISTENING.

THOSE OPEN CONVERSATIONS AND REALLY ACTIVE LISTENING.

I THINK AS ADULTS, US PUTTING REALLY ACTIVE LISTENING.

I THINK AS ADULTS, US PUTTING OUR DEVICES AWAY AND US REALLY I THINK AS ADULTS, US PUTTING OUR DEVICES AWAY AND US REALLY TAKING THE TIME TO OPENLY LISTEN OUR DEVICES AWAY AND US REALLY TAKING THE TIME TO OPENLY LISTEN TO OUR CHILD, WHICHEVER AGE THEY TAKING THE TIME TO OPENLY LISTEN TO OUR CHILD, WHICHEVER AGE THEY ARE.

TO OUR CHILD, WHICHEVER AGE THEY ARE.

>> I THINK TWO THINGS AROUND ARE.

>> I THINK TWO THINGS AROUND SOCIAL MEDIA.

>> I THINK TWO THINGS AROUND SOCIAL MEDIA.

WE CAN TEACH KIDS TO REGULATE SOCIAL MEDIA.

WE CAN TEACH KIDS TO REGULATE AROUND IT.

WE CAN TEACH KIDS TO REGULATE AROUND IT.

JUST LIKE WE WANT TO TEACH THEM AROUND IT.

JUST LIKE WE WANT TO TEACH THEM TO REGULATE IN OTHER WAYS, IF WE JUST LIKE WE WANT TO TEACH THEM TO REGULATE IN OTHER WAYS, IF WE CAN GIVE THEM THE THERMOMETER, TO REGULATE IN OTHER WAYS, IF WE CAN GIVE THEM THE THERMOMETER, HOW DO WE KNOW WHEN TOO MUCH HAS CAN GIVE THEM THE THERMOMETER, HOW DO WE KNOW WHEN TOO MUCH HAS OCCURRED?

HOW DO WE KNOW WHEN TOO MUCH HAS OCCURRED?

YOU NEED TO TEACH THEM THE OCCURRED?

YOU NEED TO TEACH THEM THE REGULATORY THINGS SO WHEN YOU YOU NEED TO TEACH THEM THE REGULATORY THINGS SO WHEN YOU FEEL YOURSELF HAVING A RESPONSE REGULATORY THINGS SO WHEN YOU FEEL YOURSELF HAVING A RESPONSE TO IT, THAT MIGHT BE A GOOD TIME FEEL YOURSELF HAVING A RESPONSE TO IT, THAT MIGHT BE A GOOD TIME TO TURN IT OFF AND COME TALK TO TO IT, THAT MIGHT BE A GOOD TIME TO TURN IT OFF AND COME TALK TO ME.

TO TURN IT OFF AND COME TALK TO ME.

IF YOU'RE FEELING SOMETHING ME.

IF YOU'RE FEELING SOMETHING BECAUSE YOUR FRIENDS ARE TALKING IF YOU'RE FEELING SOMETHING BECAUSE YOUR FRIENDS ARE TALKING ABOUT IT, THAT MIGHT BE A GOOD BECAUSE YOUR FRIENDS ARE TALKING ABOUT IT, THAT MIGHT BE A GOOD TIME TO TALK TO ME.

ABOUT IT, THAT MIGHT BE A GOOD TIME TO TALK TO ME.

WE ALSO HAVE TO TEACH THEM HOW TIME TO TALK TO ME.

WE ALSO HAVE TO TEACH THEM HOW TO RECOGNIZE THOSE FEELS WHEN WE ALSO HAVE TO TEACH THEM HOW TO RECOGNIZE THOSE FEELS WHEN THEY GET THAT CONSUMPTION OF TO RECOGNIZE THOSE FEELS WHEN THEY GET THAT CONSUMPTION OF SOCIAL MEDIA.

THEY GET THAT CONSUMPTION OF SOCIAL MEDIA.

I KNOW SO MANY PEOPLE WILL SEE SOCIAL MEDIA.

I KNOW SO MANY PEOPLE WILL SEE THINGS AND BRING THEIR KIDS HOME I KNOW SO MANY PEOPLE WILL SEE THINGS AND BRING THEIR KIDS HOME FOR A WEEK.

THINGS AND BRING THEIR KIDS HOME FOR A WEEK.

BEING ABLE TO TEACH EDUCATIONAL FOR A WEEK.

BEING ABLE TO TEACH EDUCATIONAL SYSTEMS THAT OUR CHILDREN NEED BEING ABLE TO TEACH EDUCATIONAL SYSTEMS THAT OUR CHILDREN NEED TO BE IN THESE SPACES WHERE THEY SYSTEMS THAT OUR CHILDREN NEED TO BE IN THESE SPACES WHERE THEY FEEL SAFE AND HAVE THE ROUTINES TO BE IN THESE SPACES WHERE THEY FEEL SAFE AND HAVE THE ROUTINES BECAUSE THAT HELPS THEM THRIVE FEEL SAFE AND HAVE THE ROUTINES BECAUSE THAT HELPS THEM THRIVE EVEN THOUGH SCHOOL MIGHT SEEM BECAUSE THAT HELPS THEM THRIVE EVEN THOUGH SCHOOL MIGHT SEEM SCARY, SCHOOL IS MOSTLY SAFE AND EVEN THOUGH SCHOOL MIGHT SEEM SCARY, SCHOOL IS MOSTLY SAFE AND BEING ABLE TO SEND THOSE SCARY, SCHOOL IS MOSTLY SAFE AND BEING ABLE TO SEND THOSE MESSAGES.

BEING ABLE TO SEND THOSE MESSAGES.

AS CHILDREN GET OLDER ON SOCIAL MESSAGES.

AS CHILDREN GET OLDER ON SOCIAL MEDIA, TO ENCOURAGE AS CHILDREN GET OLDER ON SOCIAL MEDIA, TO ENCOURAGE FACT-CHECKING.

MEDIA, TO ENCOURAGE FACT-CHECKING.

A LOT OF WHAT PEOPLE POST IS NOT FACT-CHECKING.

A LOT OF WHAT PEOPLE POST IS NOT TRUE.

A LOT OF WHAT PEOPLE POST IS NOT TRUE.

GIVING THEM THAT ABILITY TO TRUE.

GIVING THEM THAT ABILITY TO THINK AND TALK WITH YOU AND SAY, GIVING THEM THAT ABILITY TO THINK AND TALK WITH YOU AND SAY, HEY, I SAW THIS AND EXPLORE THINK AND TALK WITH YOU AND SAY, HEY, I SAW THIS AND EXPLORE WHETHER OR NOT IT'S FACTUAL OR HEY, I SAW THIS AND EXPLORE WHETHER OR NOT IT'S FACTUAL OR FICTION.

WHETHER OR NOT IT'S FACTUAL OR FICTION.

>> WELL, MOST OF US PROBABLY FICTION.

>> WELL, MOST OF US PROBABLY KNOW THAT DEALING WITH CHILDREN >> WELL, MOST OF US PROBABLY KNOW THAT DEALING WITH CHILDREN WHO HAVE BEEN INDIRECTLY KNOW THAT DEALING WITH CHILDREN WHO HAVE BEEN INDIRECTLY IMPACTED BY NEGATIVE NEWS IS FAR WHO HAVE BEEN INDIRECTLY IMPACTED BY NEGATIVE NEWS IS FAR DIFFERENT THAN A CHILD WHO IMPACTED BY NEGATIVE NEWS IS FAR DIFFERENT THAN A CHILD WHO HAS -- ARIEL, WHAT ARE GRIEF DIFFERENT THAN A CHILD WHO HAS -- ARIEL, WHAT ARE GRIEF COUNSELORS TRAINED TO DO IN HAS -- ARIEL, WHAT ARE GRIEF COUNSELORS TRAINED TO DO IN SITUATIONS SUCH AS MASS COUNSELORS TRAINED TO DO IN SITUATIONS SUCH AS MASS SHOOTINGS IN SCHOOLS?

SITUATIONS SUCH AS MASS SHOOTINGS IN SCHOOLS?

>> I KNOW SOME OF US ARE FROM SHOOTINGS IN SCHOOLS?

>> I KNOW SOME OF US ARE FROM DIFFERENT STATES, SOME FROM THE >> I KNOW SOME OF US ARE FROM DIFFERENT STATES, SOME FROM THE SAME STATE.

DIFFERENT STATES, SOME FROM THE SAME STATE.

FIRST, YOU KNOW, MEETING WITH SAME STATE.

FIRST, YOU KNOW, MEETING WITH THE CHILD OR THE ADOLESCENT AND FIRST, YOU KNOW, MEETING WITH THE CHILD OR THE ADOLESCENT AND REALLY GAUGING THEIR THE CHILD OR THE ADOLESCENT AND REALLY GAUGING THEIR UNDERSTANDING OF THE SITUATION, REALLY GAUGING THEIR UNDERSTANDING OF THE SITUATION, ASKING THOSE OPEN-ENDED UNDERSTANDING OF THE SITUATION, ASKING THOSE OPEN-ENDED QUESTIONS, REALLY FOCUSING ON A ASKING THOSE OPEN-ENDED QUESTIONS, REALLY FOCUSING ON A TRAUMA OR GRIEF-RELATED QUESTIONS, REALLY FOCUSING ON A TRAUMA OR GRIEF-RELATED MODALITY, SOMETHING THAT IS TRAUMA OR GRIEF-RELATED MODALITY, SOMETHING THAT IS EVIDENCE-BASED AND, YOU KNOW, MODALITY, SOMETHING THAT IS EVIDENCE-BASED AND, YOU KNOW, SOME OF THE BIG ONES, AT LEAST EVIDENCE-BASED AND, YOU KNOW, SOME OF THE BIG ONES, AT LEAST AT RED ROCK AND I KNOW SOME OF SOME OF THE BIG ONES, AT LEAST AT RED ROCK AND I KNOW SOME OF THE OUR CLINICIANS CAN TALK AT RED ROCK AND I KNOW SOME OF THE OUR CLINICIANS CAN TALK ABOUT IT.

THE OUR CLINICIANS CAN TALK ABOUT IT.

TRAUMA-FOCUSED CBT FOR CHILDREN ABOUT IT.

TRAUMA-FOCUSED CBT FOR CHILDREN AND ADOLESCENTS.

TRAUMA-FOCUSED CBT FOR CHILDREN AND ADOLESCENTS.

THERE'S ALSO A LOT OF WORK AND ADOLESCENTS.

THERE'S ALSO A LOT OF WORK WITHIN THAT DONE WITH THE THERE'S ALSO A LOT OF WORK WITHIN THAT DONE WITH THE FAMILIES, THE PARENTS, THE WITHIN THAT DONE WITH THE FAMILIES, THE PARENTS, THE CAREGIVER WHEN IT COMES TO FAMILIES, THE PARENTS, THE CAREGIVER WHEN IT COMES TO ADAPTIVE VERSUS MALADAPTIVE CAREGIVER WHEN IT COMES TO ADAPTIVE VERSUS MALADAPTIVE BEHAVIORS AND CARE GIVING WAYS ADAPTIVE VERSUS MALADAPTIVE BEHAVIORS AND CARE GIVING WAYS TO SET LIMITS, WAYS TO AGE BEHAVIORS AND CARE GIVING WAYS TO SET LIMITS, WAYS TO AGE APPROPRIATELY TALK ABOUT THE TO SET LIMITS, WAYS TO AGE APPROPRIATELY TALK ABOUT THE TRAUMA AND THE EVENT AND WAYS TO APPROPRIATELY TALK ABOUT THE TRAUMA AND THE EVENT AND WAYS TO MOVE FORWARD IN LIFE, NOT GET TRAUMA AND THE EVENT AND WAYS TO MOVE FORWARD IN LIFE, NOT GET OVER, NOT FORGET ABOUT IT.

MOVE FORWARD IN LIFE, NOT GET OVER, NOT FORGET ABOUT IT.

YOU KNOW, THAT EVENT HAS SHAPED OVER, NOT FORGET ABOUT IT.

YOU KNOW, THAT EVENT HAS SHAPED AND CREATED PARTS OF THAT FAMILY YOU KNOW, THAT EVENT HAS SHAPED AND CREATED PARTS OF THAT FAMILY NOW, NOT JUST THE KID, NOT JUST AND CREATED PARTS OF THAT FAMILY NOW, NOT JUST THE KID, NOT JUST IF IT WAS DONE DIRECTLY TO NOW, NOT JUST THE KID, NOT JUST IF IT WAS DONE DIRECTLY TO SOMEONE OR IF THEY LEARNED ABOUT IF IT WAS DONE DIRECTLY TO SOMEONE OR IF THEY LEARNED ABOUT IT, BUT REALLY ADDRESSING THE SOMEONE OR IF THEY LEARNED ABOUT IT, BUT REALLY ADDRESSING THE FAMILY AS A WHOLE.

IT, BUT REALLY ADDRESSING THE FAMILY AS A WHOLE.

UM, YOU KNOW, ON THE FAMILY AS A WHOLE.

UM, YOU KNOW, ON THE PARENTS' SIDE, THERE'S CPT, UM, YOU KNOW, ON THE PARENTS' SIDE, THERE'S CPT, COGNITIVE PROCESSING THERAPY, OR PARENTS' SIDE, THERE'S CPT, COGNITIVE PROCESSING THERAPY, OR OTHER MODALITIES.

COGNITIVE PROCESSING THERAPY, OR OTHER MODALITIES.

I MEAN, I DON'T THINK OTHER MODALITIES.

I MEAN, I DON'T THINK TRADITIONALLY WHEN WE GO TO I MEAN, I DON'T THINK TRADITIONALLY WHEN WE GO TO GRADUATE SCHOOL FOR THERAPY, TRADITIONALLY WHEN WE GO TO GRADUATE SCHOOL FOR THERAPY, THEY SPECIFICALLY TALK ABOUT GRADUATE SCHOOL FOR THERAPY, THEY SPECIFICALLY TALK ABOUT SOMETHING THAT IS SO SPECIFIC THEY SPECIFICALLY TALK ABOUT SOMETHING THAT IS SO SPECIFIC LIKE A SCHOOL SHOOTING OR LIKE SOMETHING THAT IS SO SPECIFIC LIKE A SCHOOL SHOOTING OR LIKE WHAT'S HAPPENING IN THE UKRAINE, LIKE A SCHOOL SHOOTING OR LIKE WHAT'S HAPPENING IN THE UKRAINE, SEEING DIFFERENT SOCIAL MEDIA WHAT'S HAPPENING IN THE UKRAINE, SEEING DIFFERENT SOCIAL MEDIA EVENTS THAT NEGATIVELY IMPACT SEEING DIFFERENT SOCIAL MEDIA EVENTS THAT NEGATIVELY IMPACT US.

EVENTS THAT NEGATIVELY IMPACT US.

WE DEFINITELY TALK ABOUT THE US.

WE DEFINITELY TALK ABOUT THE IDEA OF TRAUMA.

WE DEFINITELY TALK ABOUT THE IDEA OF TRAUMA.

I KNOW AS A CLINICIAN, YOU KNOW, IDEA OF TRAUMA.

I KNOW AS A CLINICIAN, YOU KNOW, IT'S REALLY CHALLENGING TO DEAL I KNOW AS A CLINICIAN, YOU KNOW, IT'S REALLY CHALLENGING TO DEAL WITH THOSE SITUATIONS.

IT'S REALLY CHALLENGING TO DEAL WITH THOSE SITUATIONS.

NO MATTER HOW LONG YOU'VE BEEN WITH THOSE SITUATIONS.

NO MATTER HOW LONG YOU'VE BEEN IN THE FIELD, NO MATTER WHETHER NO MATTER HOW LONG YOU'VE BEEN IN THE FIELD, NO MATTER WHETHER YOU HAVE A FAMILY OF YOUR OWN OR IN THE FIELD, NO MATTER WHETHER YOU HAVE A FAMILY OF YOUR OWN OR NOT, I DON'T THINK PEOPLE WILL YOU HAVE A FAMILY OF YOUR OWN OR NOT, I DON'T THINK PEOPLE WILL SAY, I JUST HAVE THE ANSWER.

NOT, I DON'T THINK PEOPLE WILL SAY, I JUST HAVE THE ANSWER.

I KNOW EVERYTHING RIGHT TO SAY.

SAY, I JUST HAVE THE ANSWER.

I KNOW EVERYTHING RIGHT TO SAY.

I KNOW AS A HELPING PROFESSION, I KNOW EVERYTHING RIGHT TO SAY.

I KNOW AS A HELPING PROFESSION, WE FEEL THOSE STRUGGLES AND I KNOW AS A HELPING PROFESSION, WE FEEL THOSE STRUGGLES AND CHALLENGES, AND WE FEEL THE WE FEEL THOSE STRUGGLES AND CHALLENGES, AND WE FEEL THE WEIGHT OF IT FOR US BECAUSE WE CHALLENGES, AND WE FEEL THE WEIGHT OF IT FOR US BECAUSE WE WANT TO HELP THE FAMILY.

WEIGHT OF IT FOR US BECAUSE WE WANT TO HELP THE FAMILY.

THERE'S NOT THOSE 100% CORRECT WANT TO HELP THE FAMILY.

THERE'S NOT THOSE 100% CORRECT ANSWERS, BUT I REALLY THINK FOR THERE'S NOT THOSE 100% CORRECT ANSWERS, BUT I REALLY THINK FOR THE CLINICIANS BEING TRAINED IN ANSWERS, BUT I REALLY THINK FOR THE CLINICIANS BEING TRAINED IN THOSE EVIDENCE-BASED PRACTICES THE CLINICIANS BEING TRAINED IN THOSE EVIDENCE-BASED PRACTICES AND UTILIZING THOSE THOSE EVIDENCE-BASED PRACTICES AND UTILIZING THOSE EVIDENCE-BASED PRACTICES AND AND UTILIZING THOSE EVIDENCE-BASED PRACTICES AND CONSULTING WITH OTHER THERAPISTS EVIDENCE-BASED PRACTICES AND CONSULTING WITH OTHER THERAPISTS AND DOCTORS AND PRESCRIBERS, CONSULTING WITH OTHER THERAPISTS AND DOCTORS AND PRESCRIBERS, THAT IS HOW WE BEST HELP OUR AND DOCTORS AND PRESCRIBERS, THAT IS HOW WE BEST HELP OUR COMMUNITY AND BEST HELP OUR THAT IS HOW WE BEST HELP OUR COMMUNITY AND BEST HELP OUR CLIENTS AND FAMILIES.

COMMUNITY AND BEST HELP OUR CLIENTS AND FAMILIES.

>> WHAT ARE RESOURCES THAT CLIENTS AND FAMILIES.

>> WHAT ARE RESOURCES THAT PARENTS CAN USE, UM, THAT THEY >> WHAT ARE RESOURCES THAT PARENTS CAN USE, UM, THAT THEY MIGHT BE DEALING WITH CHILD OR A PARENTS CAN USE, UM, THAT THEY MIGHT BE DEALING WITH CHILD OR A TEEN WHO HAS, YOU KNOW, SEEN MIGHT BE DEALING WITH CHILD OR A TEEN WHO HAS, YOU KNOW, SEEN TRAGIC EVENTS OR THEY MIGHT TEEN WHO HAS, YOU KNOW, SEEN TRAGIC EVENTS OR THEY MIGHT THINK THEIR CHILD IS MENTALLY TRAGIC EVENTS OR THEY MIGHT THINK THEIR CHILD IS MENTALLY UNSTABLE OR MIGHT BE VIOLENT?

THINK THEIR CHILD IS MENTALLY UNSTABLE OR MIGHT BE VIOLENT?

>> AGAIN, I'VE WORKED IN HIGH UNSTABLE OR MIGHT BE VIOLENT?

>> AGAIN, I'VE WORKED IN HIGH SCHOOLS FOR OVER 17 YEARS AND >> AGAIN, I'VE WORKED IN HIGH SCHOOLS FOR OVER 17 YEARS AND REALLY BRING THAT EXPERTISE OF SCHOOLS FOR OVER 17 YEARS AND REALLY BRING THAT EXPERTISE OF NAVIGATING YOUTH AND FAMILIES REALLY BRING THAT EXPERTISE OF NAVIGATING YOUTH AND FAMILIES THROUGH DIFFERENT CRISES.

NAVIGATING YOUTH AND FAMILIES THROUGH DIFFERENT CRISES.

IT'S IMPORTANT TO NOTICE CHANGES THROUGH DIFFERENT CRISES.

IT'S IMPORTANT TO NOTICE CHANGES IN BEHAVIOR, CHANGES IN MOOD, IT'S IMPORTANT TO NOTICE CHANGES IN BEHAVIOR, CHANGES IN MOOD, MAYBE THEY'RE MORE IRRITABLE.

IN BEHAVIOR, CHANGES IN MOOD, MAYBE THEY'RE MORE IRRITABLE.

THEY DON'T WANT TO PARTICIPATE MAYBE THEY'RE MORE IRRITABLE.

THEY DON'T WANT TO PARTICIPATE IN ACTIVITIES ANY MORE, THEY'RE THEY DON'T WANT TO PARTICIPATE IN ACTIVITIES ANY MORE, THEY'RE WITHDRAWING FROM THEIR FRIENDS IN ACTIVITIES ANY MORE, THEY'RE WITHDRAWING FROM THEIR FRIENDS AND SPENDING WAY TOO MUCH TIME WITHDRAWING FROM THEIR FRIENDS AND SPENDING WAY TOO MUCH TIME IN THEIR ROOM, THOSE ARE SIGNS AND SPENDING WAY TOO MUCH TIME IN THEIR ROOM, THOSE ARE SIGNS TO LOOK FOR.

IN THEIR ROOM, THOSE ARE SIGNS TO LOOK FOR.

MAYBE MAKING STATEMENTS LIKE, I TO LOOK FOR.

MAYBE MAKING STATEMENTS LIKE, I DON'T WANT TO BE AROUND ANY MAYBE MAKING STATEMENTS LIKE, I DON'T WANT TO BE AROUND ANY MORE.

DON'T WANT TO BE AROUND ANY MORE.

LIFE IS TO HARD.

MORE.

LIFE IS TO HARD.

IT'S IMPORTANT TO TUNE INTO SOME LIFE IS TO HARD.

IT'S IMPORTANT TO TUNE INTO SOME OF THOSE STATEMENTS THEY MIGHT IT'S IMPORTANT TO TUNE INTO SOME OF THOSE STATEMENTS THEY MIGHT BE MAKING AND REALLY HOLDING OF THOSE STATEMENTS THEY MIGHT BE MAKING AND REALLY HOLDING THOSE WITH SERIOUSNESS.

BE MAKING AND REALLY HOLDING THOSE WITH SERIOUSNESS.

THAT'S SOMETHING WE DID AT OUR THOSE WITH SERIOUSNESS.

THAT'S SOMETHING WE DID AT OUR SCHOOL.

THAT'S SOMETHING WE DID AT OUR SCHOOL.

ANYTIME A CHILD EXPRESSES ANY SCHOOL.

ANYTIME A CHILD EXPRESSES ANY TYPE OF SUICIDAL IDEATION OR ANYTIME A CHILD EXPRESSES ANY TYPE OF SUICIDAL IDEATION OR WANTING TO HARM THEMSELVES, WE TYPE OF SUICIDAL IDEATION OR WANTING TO HARM THEMSELVES, WE TAKE THAT SERIOUSLY AND MAKE WANTING TO HARM THEMSELVES, WE TAKE THAT SERIOUSLY AND MAKE SURE THEY HAVE LISTENING TO TAKE THAT SERIOUSLY AND MAKE SURE THEY HAVE LISTENING TO THEM.

SURE THEY HAVE LISTENING TO THEM.

LISTEN TO THEIR FRIENDS, RIGHT.

THEM.

LISTEN TO THEIR FRIENDS, RIGHT.

SOMETIMES FRIENDS ARE NOTICING LISTEN TO THEIR FRIENDS, RIGHT.

SOMETIMES FRIENDS ARE NOTICING THINGS ON SOCIAL MEDIA AND MIGHT SOMETIMES FRIENDS ARE NOTICING THINGS ON SOCIAL MEDIA AND MIGHT BE CLUEING YOU IN.

THINGS ON SOCIAL MEDIA AND MIGHT BE CLUEING YOU IN.

YOU KNOW, THINKING ABOUT, YOU BE CLUEING YOU IN.

YOU KNOW, THINKING ABOUT, YOU KNOW, WHO'S AROUND YOUR CHILD, YOU KNOW, THINKING ABOUT, YOU KNOW, WHO'S AROUND YOUR CHILD, RIGHT, WHETHER THEY'RE FRIENDS, KNOW, WHO'S AROUND YOUR CHILD, RIGHT, WHETHER THEY'RE FRIENDS, THEY'RE TEACHERS, SO THERE ARE RIGHT, WHETHER THEY'RE FRIENDS, THEY'RE TEACHERS, SO THERE ARE DEFINITELY PEOPLE TO TUNE INTO.

THEY'RE TEACHERS, SO THERE ARE DEFINITELY PEOPLE TO TUNE INTO.

I ALWAYS TELL PARENTS, IF YOU'RE DEFINITELY PEOPLE TO TUNE INTO.

I ALWAYS TELL PARENTS, IF YOU'RE WORRIED ABOUT SOMETHING, DON'T I ALWAYS TELL PARENTS, IF YOU'RE WORRIED ABOUT SOMETHING, DON'T JUST PUT IT ASIDE, RIGHT?

WORRIED ABOUT SOMETHING, DON'T JUST PUT IT ASIDE, RIGHT?

GET SUPPORT.

JUST PUT IT ASIDE, RIGHT?

GET SUPPORT.

CALL YOUR PEDIATRICIANS.

GET SUPPORT.

CALL YOUR PEDIATRICIANS.

TALK TO YOUR SCHOOL.

CALL YOUR PEDIATRICIANS.

TALK TO YOUR SCHOOL.

TRUST YOUR GUT AND GET SUPPORT.

TALK TO YOUR SCHOOL.

TRUST YOUR GUT AND GET SUPPORT.

>> IN OKLAHOMA, WE HAVE THE TRUST YOUR GUT AND GET SUPPORT.

>> IN OKLAHOMA, WE HAVE THE BEAUTIFUL BENEFIT OF 211 AND ASK >> IN OKLAHOMA, WE HAVE THE BEAUTIFUL BENEFIT OF 211 AND ASK FOR A RESOURCE.

BEAUTIFUL BENEFIT OF 211 AND ASK FOR A RESOURCE.

IF A CHILD IS IN SCHOOL, YOU FOR A RESOURCE.

IF A CHILD IS IN SCHOOL, YOU HAVE A SYSTEM THAT'S WRAPPING IF A CHILD IS IN SCHOOL, YOU HAVE A SYSTEM THAT'S WRAPPING AROUND YOU ALREADY, ASKING THE HAVE A SYSTEM THAT'S WRAPPING AROUND YOU ALREADY, ASKING THE SCHOOL COUNSELOR WHAT IS AROUND YOU ALREADY, ASKING THE SCHOOL COUNSELOR WHAT IS AVAILABLE IN OUR COMMUNITY.

SCHOOL COUNSELOR WHAT IS AVAILABLE IN OUR COMMUNITY.

SO, ENCOURAGING PARENTS BEFORE AVAILABLE IN OUR COMMUNITY.

SO, ENCOURAGING PARENTS BEFORE SOMETHING HAPPENS TO MAKE A SO, ENCOURAGING PARENTS BEFORE SOMETHING HAPPENS TO MAKE A LIST.

SOMETHING HAPPENS TO MAKE A LIST.

IF I NOTICE THINGS IN MY LIST.

IF I NOTICE THINGS IN MY CHILDREN, IF SOMETHING HAPPENS IF I NOTICE THINGS IN MY CHILDREN, IF SOMETHING HAPPENS IN MY COMMUNITY, WHAT WILL BE CHILDREN, IF SOMETHING HAPPENS IN MY COMMUNITY, WHAT WILL BE THE PLACES I WILL CALL?

IN MY COMMUNITY, WHAT WILL BE THE PLACES I WILL CALL?

IN A MOMENT OF CRISIS, IT'S HARD THE PLACES I WILL CALL?

IN A MOMENT OF CRISIS, IT'S HARD TO THINK.

IN A MOMENT OF CRISIS, IT'S HARD TO THINK.

PLAN AHEAD SO THAT YOU HAVE THAT TO THINK.

PLAN AHEAD SO THAT YOU HAVE THAT AVAILABLE TO YOU WHEN A CRISIS PLAN AHEAD SO THAT YOU HAVE THAT AVAILABLE TO YOU WHEN A CRISIS HAPPENS AND YOU'LL STABILIZE AVAILABLE TO YOU WHEN A CRISIS HAPPENS AND YOU'LL STABILIZE FASTER AND PROBABLY NOT HAVE HAPPENS AND YOU'LL STABILIZE FASTER AND PROBABLY NOT HAVE THAT SAME EXPERIENCE LONG TERM FASTER AND PROBABLY NOT HAVE THAT SAME EXPERIENCE LONG TERM AROUND THE TRAUMA.

THAT SAME EXPERIENCE LONG TERM AROUND THE TRAUMA.

>> THAT'S ALL THE TIME WE HAVE.

AROUND THE TRAUMA.

>> THAT'S ALL THE TIME WE HAVE.

THANK YOU ALL FOR JOINING US >> THAT'S ALL THE TIME WE HAVE.

THANK YOU ALL FOR JOINING US TODAY.

THANK YOU ALL FOR JOINING US TODAY.

>> THANK YOU.

TODAY.

>> THANK YOU.

THANK YOU.

>> THANK YOU.

THANK YOU.

>> THANK YOU VERY MUCH.

THANK YOU.

>> THANK YOU VERY MUCH.

THERE HAS CERTAINLY BEEN NO >> THANK YOU VERY MUCH.

THERE HAS CERTAINLY BEEN NO SHORTAGE OF NEWS STORIES ABOUT THERE HAS CERTAINLY BEEN NO SHORTAGE OF NEWS STORIES ABOUT EMPLOYEE SHORTAGES IN MANY SHORTAGE OF NEWS STORIES ABOUT EMPLOYEE SHORTAGES IN MANY PROFESSIONS HERE IN OKLAHOMA AND EMPLOYEE SHORTAGES IN MANY PROFESSIONS HERE IN OKLAHOMA AND TRAINED, QUALIFIED PILOTS ARE PROFESSIONS HERE IN OKLAHOMA AND TRAINED, QUALIFIED PILOTS ARE YET ANOTHER.

TRAINED, QUALIFIED PILOTS ARE YET ANOTHER.

WE TAKE YOU TO ADA, OKLAHOMA YET ANOTHER.

WE TAKE YOU TO ADA, OKLAHOMA WHERE JACKSON WOJAN REPORTS ON A WE TAKE YOU TO ADA, OKLAHOMA WHERE JACKSON WOJAN REPORTS ON A NEW PROGRAM THAT PERHAPS WHERE JACKSON WOJAN REPORTS ON A NEW PROGRAM THAT PERHAPS STUDENTS FOR TAKEOFF.

NEW PROGRAM THAT PERHAPS STUDENTS FOR TAKEOFF.

>> OKLAHOMA HIGH SCHOOLS ARE STUDENTS FOR TAKEOFF.

>> OKLAHOMA HIGH SCHOOLS ARE PLANNING TO SOAR TO NEW HEIGHTS.

>> OKLAHOMA HIGH SCHOOLS ARE PLANNING TO SOAR TO NEW HEIGHTS.

THEY ARE WORKING TOGETHER TO PLANNING TO SOAR TO NEW HEIGHTS.

THEY ARE WORKING TOGETHER TO BRING AVIATION TRAINING TO THE THEY ARE WORKING TOGETHER TO BRING AVIATION TRAINING TO THE STATE'S HIGH SCHOOLS.

BRING AVIATION TRAINING TO THE STATE'S HIGH SCHOOLS.

NEARLY SIX YEARS AGO, ADA, STATE'S HIGH SCHOOLS.

NEARLY SIX YEARS AGO, ADA, OKLAHOMA, ADOPTED A COURSE NEARLY SIX YEARS AGO, ADA, OKLAHOMA, ADOPTED A COURSE CURRICULUM THAT OFFERED STUDENTS OKLAHOMA, ADOPTED A COURSE CURRICULUM THAT OFFERED STUDENTS AN OPPORTUNITY TO LEARN ABOUT CURRICULUM THAT OFFERED STUDENTS AN OPPORTUNITY TO LEARN ABOUT AVIATION.

AN OPPORTUNITY TO LEARN ABOUT AVIATION.

ALL FACETS OF AVIATION, FROM AVIATION.

ALL FACETS OF AVIATION, FROM FLYING THE AIRCRAFT TO FIXING ALL FACETS OF AVIATION, FROM FLYING THE AIRCRAFT TO FIXING THEM AND DON'T HAVE TO FUND IT.

FLYING THE AIRCRAFT TO FIXING THEM AND DON'T HAVE TO FUND IT.

FULL-BLOWN CURRICULUM THAT YOU THEM AND DON'T HAVE TO FUND IT.

FULL-BLOWN CURRICULUM THAT YOU CAN TEACH AND THE PRCE IS FULL-BLOWN CURRICULUM THAT YOU CAN TEACH AND THE PRCE IS REALLY RIGHT.

CAN TEACH AND THE PRCE IS REALLY RIGHT.

THEY PAID FOR THE DEVELOPMENT OF REALLY RIGHT.

THEY PAID FOR THE DEVELOPMENT OF THIS CURRICULUM OUT OF THEIR THEY PAID FOR THE DEVELOPMENT OF THIS CURRICULUM OUT OF THEIR FOUNDATION, AND HAS BEEN ABLE TO THIS CURRICULUM OUT OF THEIR FOUNDATION, AND HAS BEEN ABLE TO GIFT THIS TO ALL THESE SCHOOLS FOUNDATION, AND HAS BEEN ABLE TO GIFT THIS TO ALL THESE SCHOOLS TO USE IT FOR FREE.

GIFT THIS TO ALL THESE SCHOOLS TO USE IT FOR FREE.

>> THE PROGRAM REACHES ABOUT 30 TO USE IT FOR FREE.

>> THE PROGRAM REACHES ABOUT 30 SCHOOLS THROUGHOUT THE STATE AND >> THE PROGRAM REACHES ABOUT 30 SCHOOLS THROUGHOUT THE STATE AND HAS PLANS TO EXPAND TO 50 NEXT SCHOOLS THROUGHOUT THE STATE AND HAS PLANS TO EXPAND TO 50 NEXT YEAR.

HAS PLANS TO EXPAND TO 50 NEXT YEAR.

OAC HAS HOPES TO GET THE PROGRAM YEAR.

OAC HAS HOPES TO GET THE PROGRAM INVOLVED IN UPWARDS OF 500 OAC HAS HOPES TO GET THE PROGRAM INVOLVED IN UPWARDS OF 500 SCHOOLS ACROSS THE STATE.

INVOLVED IN UPWARDS OF 500 SCHOOLS ACROSS THE STATE.

RIGHT NOW, ADA IS ALREADY SCHOOLS ACROSS THE STATE.

RIGHT NOW, ADA IS ALREADY SHOWING GREAT PROMISE.

RIGHT NOW, ADA IS ALREADY SHOWING GREAT PROMISE.

>> THE COMMISSION WROTE A GRANT SHOWING GREAT PROMISE.

>> THE COMMISSION WROTE A GRANT THAT NAMED FIVE SCHOOLS AS >> THE COMMISSION WROTE A GRANT THAT NAMED FIVE SCHOOLS AS SCHOOLS OF EXCELLENCE AND WE THAT NAMED FIVE SCHOOLS AS SCHOOLS OF EXCELLENCE AND WE WILL BE HUBS.

SCHOOLS OF EXCELLENCE AND WE WILL BE HUBS.

>> WHILE THE WORD FREE, WILL BE HUBS.

>> WHILE THE WORD FREE, ESPECIALLY IN SCHOOL PROGRAMS, >> WHILE THE WORD FREE, ESPECIALLY IN SCHOOL PROGRAMS, IS OFTEN A CONCERN AS UPDATES OR ESPECIALLY IN SCHOOL PROGRAMS, IS OFTEN A CONCERN AS UPDATES OR ISSUES ARE OVERLOOKED, THEY WORK IS OFTEN A CONCERN AS UPDATES OR ISSUES ARE OVERLOOKED, THEY WORK TO ENSURE THE PROGRAM IS ISSUES ARE OVERLOOKED, THEY WORK TO ENSURE THE PROGRAM IS CONTINUALLY UPDATED AND ANY TO ENSURE THE PROGRAM IS CONTINUALLY UPDATED AND ANY WORRIES ARE RESOLVED OR CONTINUALLY UPDATED AND ANY WORRIES ARE RESOLVED OR ADDRESSED.

WORRIES ARE RESOLVED OR ADDRESSED.

>> THEY'VE BEEN WILLING TO ADDRESSED.

>> THEY'VE BEEN WILLING TO BOUNCE IDEAS OFF THE SCHOOLS AND >> THEY'VE BEEN WILLING TO BOUNCE IDEAS OFF THE SCHOOLS AND WILLING TO CHANGE IT OR MAYBE IT BOUNCE IDEAS OFF THE SCHOOLS AND WILLING TO CHANGE IT OR MAYBE IT EASIER FOR THE SCHOOLS.

WILLING TO CHANGE IT OR MAYBE IT EASIER FOR THE SCHOOLS.

>> Reporter: THEY ARE GOING TO EASIER FOR THE SCHOOLS.

>> Reporter: THEY ARE GOING TO ALLOW THE PROGRAM TO BE >> Reporter: THEY ARE GOING TO ALLOW THE PROGRAM TO BE INTEGRATED WITH CORE CURRICULUM ALLOW THE PROGRAM TO BE INTEGRATED WITH CORE CURRICULUM SO STUDENTS DON'T HAVE TO CHOOSE INTEGRATED WITH CORE CURRICULUM SO STUDENTS DON'T HAVE TO CHOOSE BETWEEN SPORTS OR OTHER SO STUDENTS DON'T HAVE TO CHOOSE BETWEEN SPORTS OR OTHER ACTIVITIES THEY ENJOY.

BETWEEN SPORTS OR OTHER ACTIVITIES THEY ENJOY.

>> I'M HOPEFUL, WE'LL HAVE AT ACTIVITIES THEY ENJOY.

>> I'M HOPEFUL, WE'LL HAVE AT LEAST THE FIRST THREE YEARS OF >> I'M HOPEFUL, WE'LL HAVE AT LEAST THE FIRST THREE YEARS OF AOPA WILL HAVE A PATH TO LEAST THE FIRST THREE YEARS OF AOPA WILL HAVE A PATH TO DEVELOP -- WE CAN GET ACCOUNTED AOPA WILL HAVE A PATH TO DEVELOP -- WE CAN GET ACCOUNTED FOR CORE CURRICULUM.

DEVELOP -- WE CAN GET ACCOUNTED FOR CORE CURRICULUM.

THE FIRST TWO YEARS, A FOR CORE CURRICULUM.

THE FIRST TWO YEARS, A TECHNOLOGY CREDIT, THE THIRD THE FIRST TWO YEARS, A TECHNOLOGY CREDIT, THE THIRD YEAR MAYBE A PHYSICAL SCIENCE TECHNOLOGY CREDIT, THE THIRD YEAR MAYBE A PHYSICAL SCIENCE KIND OF CREDIT AND THEN WE HAVE YEAR MAYBE A PHYSICAL SCIENCE KIND OF CREDIT AND THEN WE HAVE YET TO FIGURE OUT WHAT THE KIND OF CREDIT AND THEN WE HAVE YET TO FIGURE OUT WHAT THE FOURTH YEAR WOULD BE ACCOUNTED YET TO FIGURE OUT WHAT THE FOURTH YEAR WOULD BE ACCOUNTED FOR, BUT WE'RE TRYING TO FIGURE FOURTH YEAR WOULD BE ACCOUNTED FOR, BUT WE'RE TRYING TO FIGURE IT OUT.

FOR, BUT WE'RE TRYING TO FIGURE IT OUT.

>> Reporter: AVIATION IS IT OUT.

>> Reporter: AVIATION IS OKLAHOMA'S SECOND LARGEST >> Reporter: AVIATION IS OKLAHOMA'S SECOND LARGEST INDUSTRY AND MOST SCHOOLS ARE OKLAHOMA'S SECOND LARGEST INDUSTRY AND MOST SCHOOLS ARE NOT MEETING THE DEMAND FOR MORE INDUSTRY AND MOST SCHOOLS ARE NOT MEETING THE DEMAND FOR MORE AND BETTER-TRAINED AVIATION NOT MEETING THE DEMAND FOR MORE AND BETTER-TRAINED AVIATION WORKERS.

AND BETTER-TRAINED AVIATION WORKERS.

PILOTS, ENGINEERS, WELDERS AND WORKERS.

PILOTS, ENGINEERS, WELDERS AND PILOTS, ENGINEERS, WELDERS AND ELECTRICIANS ARE IN SHORT ELECTRICIANS ARE IN SHORT SUPPLY.

ELECTRICIANS ARE IN SHORT SUPPLY.

>> I WOULDN'T HAVE CONSIDERED SUPPLY.

>> I WOULDN'T HAVE CONSIDERED BEING A PILOT IF IT WASN'T FOR >> I WOULDN'T HAVE CONSIDERED BEING A PILOT IF IT WASN'T FOR THIS CLASS.

BEING A PILOT IF IT WASN'T FOR THIS CLASS.

WE KIND OF LEARNED ABOUT ALL THE THIS CLASS.

WE KIND OF LEARNED ABOUT ALL THE OPPORTUNITIES THAT THE WE KIND OF LEARNED ABOUT ALL THE OPPORTUNITIES THAT THE INDUSTRIES AND THE PILOT OPPORTUNITIES THAT THE INDUSTRIES AND THE PILOT SHORTAGE.

INDUSTRIES AND THE PILOT SHORTAGE.

>> I WANTED TO DO ENGINEERING AT SHORTAGE.

>> I WANTED TO DO ENGINEERING AT FIRST.

>> I WANTED TO DO ENGINEERING AT FIRST.

WHEN I WENT INTO THIS CLASS, IT FIRST.

WHEN I WENT INTO THIS CLASS, IT OPENED MY EYES ON ENGINEERING ON WHEN I WENT INTO THIS CLASS, IT OPENED MY EYES ON ENGINEERING ON AIRPLANES.

OPENED MY EYES ON ENGINEERING ON AIRPLANES.

>> Reporter: WILL THIS AIRPLANES.

>> Reporter: WILL THIS INNOVATIVE CONTINUE TO SOAR?

>> Reporter: WILL THIS INNOVATIVE CONTINUE TO SOAR?

JUDGING BY ADA'S EXPERIENCE, INNOVATIVE CONTINUE TO SOAR?

JUDGING BY ADA'S EXPERIENCE, IT'S BOUND TO CLIMB TO NEW JUDGING BY ADA'S EXPERIENCE, IT'S BOUND TO CLIMB TO NEW HEIGHTS.

IT'S BOUND TO CLIMB TO NEW HEIGHTS.

I'M JACKSON WOJAN FOR THE "THE HEIGHTS.

I'M JACKSON WOJAN FOR THE "THE OKLAHOMA NEWS REPORT."

I'M JACKSON WOJAN FOR THE "THE OKLAHOMA NEWS REPORT."

>> COMING UP ON THE NEXT EDITION OKLAHOMA NEWS REPORT."

>> COMING UP ON THE NEXT EDITION OF OF "THE OKLAHOMA NEWS >> COMING UP ON THE NEXT EDITION OF OF "THE OKLAHOMA NEWS REPORT," WE WILL CONTINUE TO OF OF "THE OKLAHOMA NEWS REPORT," WE WILL CONTINUE TO GATHER REACTION TO THE MASS REPORT," WE WILL CONTINUE TO GATHER REACTION TO THE MASS SHOOTINGS IN OKLAHOMA AND ON THE GATHER REACTION TO THE MASS SHOOTINGS IN OKLAHOMA AND ON THE BIPARTISAN NEGOTIATIONS IN SHOOTINGS IN OKLAHOMA AND ON THE BIPARTISAN NEGOTIATIONS IN WASHINGTON TO ADDRESS ADDITIONAL BIPARTISAN NEGOTIATIONS IN WASHINGTON TO ADDRESS ADDITIONAL GUN CONTROL MEASURES.

WASHINGTON TO ADDRESS ADDITIONAL GUN CONTROL MEASURES.

WE'RE GOING TO LEAVE YOU TONIGHT GUN CONTROL MEASURES.

WE'RE GOING TO LEAVE YOU TONIGHT WITH A LOOK AT TULSA'S WE'RE GOING TO LEAVE YOU TONIGHT WITH A LOOK AT TULSA'S RECONCILIATION PARK.

WITH A LOOK AT TULSA'S RECONCILIATION PARK.

I'M RICH LENZ.

RECONCILIATION PARK.

I'M RICH LENZ.

STAY SAFE.

I'M RICH LENZ.

STAY SAFE.

STAY WELL AND STAY TUNED TO STAY SAFE.

STAY WELL AND STAY TUNED TO O.E.T.A.

STAY WELL AND STAY TUNED TO O.E.T.A.

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