[♪♪] >> Kelsey: HELLO AND WELL TOMORROW TO EDUCATION MATTERS WHERE WE LOOK AT TOPICS IN EDUCATION AND BREAKDOWN HOW IT MATTERS TO YOU.

THIS MONTH WE FOCUS ON RESOURCES FOR FAMILIES.

WHETHER YOU HAVE A CHILD WITH SPECIAL NEEDS, AN ACADEMICALLY GIFTED STUDENT OR AVERAGE STUDENT WITH EXTRAORDINARY TALENTS WE KNOW EVERY CHILD IS DIFFERENT AND THAT MEANS THEY HAVE DIFFERENT NEEDS.

WHILE SCHOOL DISTRICTS TRY TO MEET THE NEEDS FAMILIES PLAY A KEY ROLE IN STUDENTS' SUCCESS.

TODAY WE'LL DISCUSS WHAT RESOURCES ARE AVAILABLE TO FAMILIES TO PARTICIPATE IN THE EDUCATION PROCESS BOTH FROM THE SCHOOL SYSTEM AND OUTSIDE THE SCHOOL SETTING.

WE HAVE GATHERED A GROUP OF EXPERTS TO DISCUSS THIS TOPIC.

AND CHRISTY DALTON IS I DISTRICT ASSOCIATE WORKER WITH DAVIS COUNTY PUBLIC SCHOOLS AND THE FORMER COORDINATOR FOR FRISK.

THANK YOU FOR BEING HERE.

CARRIE BALLINGER IS THE CURRENT SUPERINTENDENT OF ROCK CASTLE COUNTY WILL SCHOOL.

WE WELCOME YOU AND RANDY POE IS THE EXECUTIVE DIRECTOR OF THE NORTHERN KENTUCKY EDUCATION COUNCIL AND A MEMBER OF THE KENTUCKY BOARD OF EDUCATION.

JENNIFER BEACH IS THE SCHOOL OUTREACH PROGRAMMER AT THE KENTON COUNTY LIBRARY, WHICH PROVIDES MULTIPLE SERVICES FOR STUDENTS IN NORTHERN KENTUCKY.

WELCOME TO ALL OF YOU.

AND THANK YOU SO MUCH FOR BEING HERE TODAY.

YOU KNOW THERE ARE SO MANY RESOURCES AVAILABLE OUT THERE FOR FAMILIES BOTH IN SCHOOL AND AT HOME SOMETIMES IT'S DIFFICULT TO NAVIGATE WHAT STUDENTS NEED.

WE WILL START WITH THE RESOURCES AT THAT TIME ARE AVAILABLE THROUGH THE SCHOOL SYSTEM.

SO YOU MAY HAVE HEARD OF OR PERHAPS BEEN ASSIGNED AN IEP OR A 504 PLAN.

LET'S EXPLAIN EXACTLY WHAT THOSE ARE AND HOW TO KNOW IF YOUR STUDENT WOULD BENEFIT FROM ONE.

THE IEP AN INDIVIDUALIZED EDUCATION PROGRAM.

SO RANDY, WE'LL START WITH YOU.

WHAT IS AN IEP?

AND WHO QUALIFIES FOR ONE?

>> THANK YOU FOR HAVING US.

I WILL SPEAK IN PARENT TERMS AS OPPOSED TO TECHNICAL TERMS FOR THE PARENTS LISTENING.

AN INDIVIDUAL EDUCATION PLAN OR 504 PLAN IS A PLAN THAT WORKS WITH THE PARENT, THE STUDENTS, THE TEACHERS AND DIFFERENT EXPERTS WITHIN THE FIELD SO THAT WE ARE REMOVING BARRIERS TO STUDENTS CAN HAVE THE BEST ACADEMIC PERFORMANCES THEY CAN.

WE ARE LOOKING AT WHAT THEIR STANDARDS ARE HOW CAN WE MODIFY AND ADAPT AND PERSONALIZE EDUCATION FOR STUDENTS THAT NEED THAT HELP.

>> Kelsey: AND CAREY, SCHOOLS IDENTIFY WHICH STUDENTS NEED AN IEP?

>> I ALWAYS SAY EVERYTHING IN EDUCATION IS ABOUT RELATIONSHIPS.

SO I ADVISE ANY FAMILY OR ANY PARENT THAT SEES THAT THEIR STUDENT IS HAVING A DIFFICULTY IN SCHOOL WHETHER THEY HAVE ALREADY RECEIVED SOME SORT OF DIAGNOSIS THROUGH THEIR MEDICAL PROVIDER OR COMING TO SCHOOL AND SEEING THEIR CHILD IS STRUGGLING TO REACH OUT IMMEDIATELY TO THE TEACHER TO THE PRINCIPAL TO A TRUSTED INDIVIDUAL IN THAT SCHOOL.

AND ASK THOSE QUESTIONS, IS AN INDIVIDUAL EDUCATION PROGRAM COULD THAT BE THE RIGHT STEP FOR MY CHILD?

THE FIRST STEP IS ENTERING INTO THE SCHOOL AND HAVING THE DISCUSSIONS AND SHARING YOUR CONCERNS AS A PARENT WITH YOUR TEACHER AND YOUR CHILD'S TEACHER WILL MOVE THAT THROUGH THE PROCESS OF DETERMINING IS YOUR CHILD ELIGIBLE FOR SPECIAL EDUCATION SERVICES.

>> Kelsey: IT SOUNDS LIKE THIS COULD COME FROM THE PARENT SIDE OR THE STUDENT'S SIDE OR THE TEACHER'S SIDE, I GUESS?

>> YES, IT ABSOLUTELY CAN.

A PARENT CAN START THOSE CONVERSATIONS OR IF A CLASSROOM TEACHER SEES THAT A STUDENT IS HAVING DIFFICULTY THEN THAT TEACHER CAN START IMPLEMENTING SOME INTERVENTIONS.

AND YOU GO THROUGH INTERVENTIONS FOR A PERIOD OF TIME TO DETERMINE ARE THOSE INTERVENTIONS WORKING THAT IS OUR GOAL, TO PROVIDE AN INTERVENTION AND IT WORKS AND THE STUDENT BEGINS PROGRESSING THE A STANDARDIZED LEVEL.

IF THOSE INTERVENTIONS DON'T WORK, PERHAPS WE NEED TO MOVE ON TO TESTING.

>> Kelsey: HOW DO THOSE PEOPLE REQUEST SUCH AN EVALUATION?

IS IT AS SIMPLE AS TALKING TO A TEACHER OR REACHING OUT TO THE PRINCIPAL?

>> THAT WOULD BE THE FIRST STEP REACHING OUT TO THE TEACH ARE AND EXPRESSING YOUR CONCERNS.

TALKING ABOUT WHAT YOU SEE FROM YOUR STUDENT FROM THE HOME PERSPECTIVE AND HAVING THAT ONE-ON-ONE CONVERSATION AND THEN THE TEACHER CAN FURTHER DIRECT THE PARENT.

>> Kelsey: AND I KNOW YOU WORK WITH THOSE FAMILIES AND I'M SURE THEY COME IN WITH QUESTIONS.

WHAT DO YOU THINK IS THE BEST ADVICE FOR FAMILIES WHO MAYBE NOTICE SOMETHING WHERE THEIR CHILD MAYBE FALLING BEHIND ABOUT THAT FIRST STEP OR HOW TO FIND THOSE RESOURCES?

>> I THINK ESPECIALLY IN WORKING AS A SOCIAL WORKER IN THE SCHOOLS, A LOT OF TIMES A PARENT MIGHT BE INTIMIDATED BY THAT PROCESS.

AND A LOT OF TIMES YOU CAN GET WITH YOUR FAMILY RESOURCE YOUTH SERVICE CENTER BECAUSE THEY MIGHT BE MORE FAMILIAR WITH THE STAFF AND IT'S LIKE THEY WERE TALKING ABOUT MAKING THOSE CONVERSATIONS WITH TEACHERS.

BECAUSE IF YOU NOTICE SOMETHING, YOU KNOW THE SCHOOL LIKE THEY WILL DO EVERYTHING THEY CAN TO GET THOSE SUPPORTS IN PLACE FOR STUDENTS.

I KNOW THAT IEP AND THE 504 PROCESS CAN BE INTIMIDATING SOMETIMES.

A LOT OF TIMES BECAUSE YOU HAVE SCHOOL PEOPLE IN THERE WITH YOU, BUT TO STOP AND SAY, I DON'T UNDERSTAND THIS OR CAN YOU EXPLAIN THIS TO ME AGAIN.

AND SCHOOLS ARE AMAZING.

AT TRYING TO MAKE THAT LIKE EVERYDAY LANGUAGE FOR ANYBODY IF THEY ARE NOT FAMILIAR WITH THAT PROCESS, TOO.

>> I THINK WITH PARENTS THAT ONCE THEIR CHILDREN ARE IN SCHOOL, IT IS A PROCESS THAT YOU WILL LEARN BETTER.

I THINK SOME OF THE MOST DIFFICULT IS FOR FIRST TIME PARENTS THAT FOR EARLY LEARNING AND EARLY CHILDHOOD THEY DON'T REALIZE THAT IF THEY ARE NOTICING SOMETHING BASED ON PERFORMANCE OF THEIR STUDENT PRIOR TO SCHOOL, ASKING THE SCHOOL FOR THOSE SERVICES.

BECAUSE YOU CAN START RECEIVING EARLY CHILDHOOD AT THE THIRD AND FOURTH GRADE LEVEL OR AGE THREE AND AGE FOUR LEVEL AND BEFORE KINDERGARTEN.

AND THAT IS WHERE WE NEED TO LET PARENTS KNOW.

BECAUSE IT IS VERY IMPORTANT FOR THEM TO RECEIVE THE SERVICES EARLIER SO WE CAN WORK WITH FAMILIES AND WORK WITH THE CHILDREN TO GET THEM CAUGHT UP.

EVEN BY KINDERGARTEN, BECAUSE WE KNOW THAT THAT IS AN IMPORTANT PART SO THEY ARE READY FOR KINDERGARTEN.

I THINK THAT'S WHERE WE WANT TO MAKE SURE THAT PARENTS THAT ARE RAISING CHILDREN AND THAT IS WHAT WE DO AS A P20 COUNCIL IS MAKE SURE PARENTS ARE AIRWHAT OF SERVICES PROVIDED TO CHILDREN PRIOR TO ENTERING KINDERGARTEN.

AND IF YOU FEEL THAT YOUR CHILD IS LACKING IN A CERTAIN AREA, LET'S SAY SPEECH, YOU CAN ASK THE SCHOOL AND THEY WILL TEST OUT THE CHILD AND THEY WILL GO THROUGH THE PROCESS AND SEE IF THEY QUALIFY FOR SPEECH THERAPISTS USING THAT AN AN EXAMPLE.

>> Kelsey: AND THE EARLY INTERVENTION PROGRAMS ARE SO IMPORTANT.

AND IT IS ENOUGH FOR A PARENT WHO CAN JUST TRUST THEIR GUT AND GO TO THE SCHOOL AND SAY SOMETHING'S NOT RIGHT.

WHEN YOU KNOW YOU DON'T KNOW WHAT EXACTLY.

AND IT'S THE SCHOOLS WHO CAN HELP NAVIGATE PAST THAT INTO EXACTLY NARROWING DOWN WHAT IT MIGHT BE.

>> ABSOLUTELY.

>> Kelsey: AND WE MENTIONED THE IEP504.

WHAT IS THE DIFFERENCE THERE?

THERE IS A LOT OF ACRONYMS IN THE WORLD OF EDUCATION AND YOU MENTIONED HOW PARENTS CAN BE OVERWHELMED WITH ALL OF THESE DIFFERENT TERMS.

WHAT IS THE DIFFERENCE BETWEEN THOSE?

>> SO 504 MIGHT BE UTILIZED IF A CHILD HAS A MEDICAL DIAGNOSIS THAT IS IMPACTING THE CHILD'S ABILITY TO BE SUCCESSFUL IN SCHOOL.

BUT MIGHT NOT QUALIFY FOR AN IEP.

SO A 504 IS A LEGAL BINDING DOCUMENT THAT MIGHT GIVE A STUDENT LET'S TAKE IT FOR INSTANCE THE CHILD IS DIABETIC.

SO THE CHILD HAS A MEDICAL ISSUE THAT MIGHT BE IMPACTING THEIR ABILITY TO BE SUCCESSFUL IN SCHOOL.

MAYBE THAT CHILD NEEDS BUILT IN BREAKS THROUGHOUT THE DAY OR EXTENDED TIME ON TESTING BECAUSE THEY WILL HAVE TO STEP OUT TO RECEIVE INSULIN.

THERE'S ALL KINDS OF PARAMETERS BUILT AROUND THAT IT IS ALSO AN INDIVIDUALIZED PLAN.

WHATEVER THAT CHILD'S NEED IS THAT PLAN IS BUILT AROUND THE NEEDS TO MAKE SURE THE CHILD IS SUCCESSFUL IN THE CLASSROOM.

>> Kelsey: ANOTHER ACRONYM THAT MAY COME UP WITH IS ARC, ARC, WHICH STANDS FOR ADMISSIONS AND RELEASE COMMITTEE.

THAT IS RELATED TO AN IEP, EXPLAIN WHAT THAT IS?

>> SO THE ADMISSIONS AND RELEASE COMMITTEE IS A TEAM OF INDIVIDUALS THAT IS KNOWLEDGEABLE OF THE CHILD'S PERFORMANCE IN SCHOOL THAT ALWAYS INCLUDES THE PARENTS.

THE CLASSROOM TEACHER, THE SPECIAL EDUCATION TEACHER, PERHAPS AN OCCUPATIONAL THERAPIST A PHYSICAL THERAPIST, A SPEECH PATHOLOGIST THE TEAM MAKES A DECISION WHAT IS BEST FOR THE STUDENT AND BUILDS THE INDIVIDUAL EDUCATION PLAN.

ITS NOT ONE INDIVIDUAL SAYING YOUR CHILD NEEDS THIS AND THEY WILL MOVE FORWARD.

IT IS AN ENTIRE TEAM APPROACH YOU ARE GETTING DIFFERENT PERSPECTIVES BECAUSE A STUDENT MAYBE DOING EXCELLENT IN ONE TEACHER'S CLASSROOM BUT STRUGGLING IN ANOTHER CLASSROOM.

LET'S BRING THE INDIVIDUALS TOGETHER TO DISCUSS WHAT IS GOING WELL HERE AND WHAT IS THAT GOING WELL HERE.

SO WE CAN BUILD A FULL COMPREHENSIVE PLAN THAT BEST MEETS THAT CHIDE'S NEEDS.

>> THERE IS A STATUTORIAL TIMELINE ONCE YOU START THE ARC PROCESS YOU MEET AND GO OVER THE PLAN AND CONTINUOUSLY MONITOR THAT PLAN AND MAKE SURE THAT THE STUDENT IS MEETING THE GOALS.

THEY WILL GO DOWN AND BREAK THOSE STANDARDS DOWN TO SPECIFIC GOALS FOR THAT SPECIFIC CHILD.

AND THEN ALL TEACHERS WORKING WITH THAT CHILD IS AWARE OF WHAT IS TAKING PLACE AND WHAT IS WORKING.

SO THAT WE HAVE A CONTINUUM OF SERVICES BEING OFFERED.

>> Kelsey: SO THOSE ARE REVIEWED ON A CONTINUAL BASIS WITH THE GOAL BEING TO RELEASE, AND HAVE THE STUDENT GET OFF OF THIS PLAN.

HOW IS THAT DETERMINED?

BY THE ARC COMMITTEE?

>> YEAH.

BY MEETING THOSE PARTICULAR GOALS, AND ACTIVITIES AND SEEING THAT THEY ARE PERFORMING ON GRADE LEVEL AND ACHIEVING SUCCESS.

SO THAT IS WHAT THE ARC'S JOB IS TO STANDARDIZE -- NOT STANDARDIZE BUT PERMLIZE THE PROCESS SO THAT THEY MEET THOSE STANDARDS AND WHEN THEY DO THEY ARE RELEASED BUT THEY IN SOME CASES THEY MAY NOT BE RELEASED.

THEY MAY NARROW THE SERVICES PROVIDED AND A CHILD MIGHT CONTINUE SOME SERVICES WHETHER THAT BE IN READING OR MIGHT BE IN MATH.

IT DEPENDS WHERE THEY ARE ON THAT CONTINUUM.

SO THEY MONITOR THAT AND THEY MODIFY THE PLAN.

AND THAT IS WHERE THE PARENT AND THE SCHOOL AGREES ON THE PLAN AND THAT IS A BINDING DOCUMENT THAT THE SCHOOL AND THE INDIVIDUALS PROVIDING SERVICES ARE WORKING FROM.

>> Kelsey: SO IT IS JUST AS IT SOUNDS AN INDIVIDUALIZED IT'S VERY INDIVIDUAL TO EACH STUDENT.

AND I THINK A LOT OF PARENTS DON'T REALIZE THAT THAT THEY CAN GET INVOLVED IN SOMETHING THAT IS PARTICULARLY FOR THEIR CHILD TO GET THE HELP THEY NEED TO MEET THOSE STANDARDS.

NOW, YOU MENTIONED THE KENTUCKY ACADEMIC STANDARDS AND THAT IS MILESTONES FOR EACH GRADE IN READING, WRITING, MATH, SCIENCE, SOCIAL STUDIES AND THERE ARE FAMILY GUIDES FOR THESE.

YOU CAN GET ON-LINE AND SEE WHAT THE STANDARDS ARE AND YOU CAN FIGURE OUT IF YOUR CHILD IS MEETING THEM.

EXPLAIN HOW THOSE STANDARDS WHO DETERMINES THOSE?

>> WELL, ONCE AGAIN, THE STATE DETERMINES THE STANDARDS OF EXIT FOR GRADE LEVEL PERFORMANCE.

THAT ARC IS WORKING WITH THAT FAMILY AND STUDENTS.

WITHOUT MENTIONS NAMES THERE WAS A SCHOOL IN NORTHERN KENTUCKY THAT WE WORKED WITH FOR EXAMPLE.

WE HAD TWO STUDENTS THAT HAD AN IEP THAT GRADUATES WITH AN ASSOCIATES DEGREE BEFORE THEY GOT THEIR HIGH SCHOOL DIPLOMA.

THE POTENTIAL IS THERE WHEN YOU TAKE A STANDARD PROCESS, INDIVIDUALIZE IT, THOSE INDIVIDUAL STUDENTS NEEDED LITERACY HELP.

AND WRITING AND THOSE SERVICES WERE PROVIDED TO THAT STUDENT WHILE THEY WERE IN HIGH SCHOOL BUT THEY WERE EXCEEDING THE HIGH SCHOOL GRADES AND WE MIGHT TALK ABOUT THIS A LITTLE BIT.

THEY ARE GIFTED IN SOME OTHER AREAS BECAUSE THEY HAVE AN IEP DOESN'T MEAN THEY ARE NOT GIFTED.

WE ARE MAKING SURE THAT WE ARE PROVIDING THE SERVICES AND ALLOWING THEM TO EXCELL AND ACHIEVE THE BEST THEY CAN.

SO IT'S REALLY ABOUT REMOVING BARRIERS AND PROVIDING OPPORTUNITIES.

>> Kelsey: AND I KNOW, JENIFER, IF YOU WANT TO JUMP IN WITH THE THINGS YOU DO AT THE LIBRARY TO HELP STUDENTS GET THAT INDIVIDUAL ATTENTION.

>> ONE OF THE THINGS WE DO, WE PROVIDE IN-SCHOOL PROGRAMMING AS WELL AS AFTER SCHOOL PROGRAMMING.

SO STUDENTS WHO ARE PERHAPS INVOLVED IN THE AFTER SCHOOL PROGRAMS CAN GET SOME LITERACY SKILLS ASSISTANCE, WE PROVIDE SUPPORT FOR THE CURRICULUM THAT IS HAPPENING IN THE CLASSROOM, SUPPORT FOR WHAT THE TEACHERS ARE ALREADY TEACHING.

WE CAN PROVIDE FUN, EDUCATIONAL CONTENT THAT SUPPORTS WHAT IS HAPPENING IN THE CLASSROOM BUT IS OUTSIDE PERHAPS THE TYPICAL SORT OF CLASSROOM LEARNING SITUATION.

WE PROVIDE PROGRAMMING THROUGHOUT THE YEAR NOT JUST DURING THE SCHOOL YEAR AND THE SUMMER AS WELL.

TO PREVENT THE SUMMER SLIDE WE WORK HARD AT HELPING THE STUDENTS MAINTAIN THEIR EDUCATIONAL LEVELS AND MAINTAIN THEIR LITERACY SKILLS SO THEY ARE NOT STARTING WITH A DEFICIT AT THE BEGINNING OF EACH SCHOOL YEAR.

>> Kelsey: I THINK A LOT OF FAMILIES ALSO MAY NOT KNOW WHAT THEIR CHILD SHOULD KNOW AT EACH GRADE LEVEL AND THAT IS WHERE THOSE KENTUCKY ACADEMIC STANDARDS COME INTO PLAY.

EVERYBODY IS ON THE SAME PAGE IT'S THERE WRITTEN OUT THESE ARE THE GOALS AND WE WILL HELP YOU GET THERE.

I WANT YOU TO EXPLAIN, TOO, HOW THOSE GOALS WHICH ARE STATE-WIDE ARE IMPLEMENTED AT AN INDIVIDUAL SCHOOL LEVEL.

EVERY SCHOOL IS DIFFERENT I WOULD IMAGINE LIKE EVERY STUDENT IS DIFFERENT.

>> THE ACADEMIC STANDARDS ARE THE MINIMAL GUIDELINES THAT A STUDENT NEEDS IN ORDER TO BE READY TO MOVE ON TO THE NEXT GRADE LEVEL.

THIS IS A MINIMUM LEVEL THAT WE NEED TO ACCOMPLISH.

THAT IS BROAD AT THE STATE LEVEL.

BUT AT EACH INDIVIDUAL SCHOOL THEN DETERMINES HOW THEY WILL IMPLEMENT THOSE STANDARDS.

SO THAT WORK GOES BACK TO ANOTHER ACRONYM CALLED PLC'S.

AND THOSE ARE LEARNING COMMUNITIES THAT OUR TEACHERS ARE A PART OF.

OUR TEACHERS ARE WEEKLY BREAKING DOWN THOSE STANDARDS.

THEY ARE DETERMINING WITH THE SCHOOL PRINCIPAL ACADEMIC NEEDS WHAT ARE WE GOING TO TEACH THIS WEEK?

WHAT STANDARD ARE WE GOING TO FOCUS ON?

AND HOW ARE WE GOING TO ASSESS THAT TO DETERMINE WHICH STUDENTS ACHIEVED THAT STANDARD, WHICH MASTERED THAT STANDARD AND WHO NEEDS EXTRA SUPPORT?

AND WE PULL IN OUR EXTRA SUPPORT TEAMS WE WORK WITH THOSE INDIVIDUAL STUDENTS AND IT IS A CONTINUAL CYCLE OF TEACHING THE STANDARDS AND MONITORING THE STANDARDS, RETEACHING AND WE WORK THROUGH THAT THROUGH THE SCHOOL YEAR.

AND THE KEY IS WE HAVE TO MAKE SURE OUR TEACHERS ARE COVERING EVERY STANDARD IN THEIR GRADE LEVEL BY THE END OF THE SCHOOL YEAR TO GIVE EVERY CHILD THE OPPORTUNITY FOR SUCCESS.

IT IS A CONSTANT MONITORING AT THE SCHOOL LEVEL AND THAT IS DOWN TO EVERY CLASSROOM TEACHER DOING THAT.

>> THAT IS ONE OF THE THINGS WE CAN HELP WITH, TOO, IN-SCHOOL PROGRAMMING WE CAN PROVIDE TEACHER COLLECTIONS THAT SUPPORT WHATEVER IT IS THE TEACHER WHATEVER THE STANDARD THE TEACHER IS WORKING ON AT THE TIME.

WE CAN PROVIDE MATERIALS.

WE CAN PROVIDE ACTIVITIES THAT EXPAND WHAT THE TEACHER IS ALREADY TEACHING.

TO HELP SUPPORT SPECIFIC CONTENT, SPECIFIC STANDARDS.

>> I THINK THAT'S WHAT PARENTS NEED TO KNOW OUT THERE.

THERE ARE A LOT OF RESOURCES IN YOUR COMMUNITY.

MAKE SURE YOU TALK TO YOUR SCHOOLS.

BUT NUMBER ONE IS MAKE SURE YOU ALSO CHECK IN WITH YOUR LIBRARIES.

BECAUSE ESPECIALLY IN MOST AREAS, THE LIBRARY IS THAT CENTER OF UNIVERSE FOR GETTING KNOWLEDGE AND FOR KIDS BEING WELL-BEING AND ACHIEVEMENT AND ACADEMIC PERFORMANCE.

THERE ARE HIGHLY UNDERUTILIZED IN OUR STATE FOR PARENTS.

WHEN YOU IT'S LIKE HERE IS A SCORECARD OF WHEN YOUR CHILD IS BORN AND HERE IS WHAT THE STANDARDS AND THE FIRST THING IS MAKING SURE YOU ARE GOING TO THE LIBRARY AND START READING WITH THE CHILD FROM BIRTH NOT WAITING UNTIL THEY ARE IN SCHOOL.

BECAUSE THE STUDIES ARE OUT THERE THAT WILL SHOW YOU THE STUDY THAT CHILDREN THAT ARE EXPOSED TO "X" NUMBER OF WORDS PRIOR TO ENTERING SCHOOL WILL HAVE A HIGHER ACADEMIC ACHIEVEMENT.

IN THE STUDIES SHOW THAT IF YOU WORK READ FOR 20 MINUTES A DAY WITH YOUR CHILD BEFORE SCHOOL AND WHEN THEY START READING THEY WILL BE ON GRADE LEVEL.

BUT IF YOU READ 30 MINUTES, YOUR CHILD'S GOING TO BE ABOVE GRADE LEVEL.

SO IT'S VERY IMPORTANT AND WE DON'T REALIZE THAT MIX.

THERE IS A CERTAIN AMOUNT OF WORDS THAT MAKEUP -- THERE'S THOUSANDS OF WORDS.

BUT THERE ARE 12 TO 1500 WORDS THAT ARE THE STANDARD WITH WORDS IN READING MATERIAL AND IF STUDENTS UNDERSTAND THOSE GOING THROUGH SCHOOL THEY WILL PERFORM WELL.

>> Kelsey: SURE.

AND A FREE RESOURCE, TOO.

THE LIBRARY.

I MEAN IMPORTANT TO KNOW MOST OF THESE ARE FREE RESOURCES IT IS A MATTER OF FIGURE OUT WHAT YOUR CHILD NEEDS AND THEN HOW TO MEET THAT NEED.

>> THAT IS WHY, LIKE I SAID, USE THE LIBRARY SYSTEM PRIOR TO THEM GETTING INTO THE SCHOOL.

>> ONE OF THE SERVICES WE PROVIDE IS VISITING PRESCHOOLS AND VISITING CHILDCARE CENTERS SO THAT THE CHILDREN ARE GETTING EXPOSURE TO LOTS OF DIFFERENT MATERIALS, READ ALOUDS SOMETIMES TEACHERS IN THE CENTERS DON'T HAVE TIME TO DO THAT DURING THE DAY.

WE PROVIDE READ ALOUDS AND PROGRAMMING SERVICES BEFORE THEY ATTEND SCHOOL.

>> AND THERE IS SO MUCH RESEARCH ABOUT THAT ZERO TO FIVE.

THOSE FORMATIVE YEARS AND WHAT YOU CAN BE DOING JUST READING.

LIKE HE IS TALKING ABOUT THOSE 30 MINUTES A DAY.

THAT IS HUGE STRIDES.

>> Kelsey: AND THE RESOURCE IS AVAILABLE, TOO, TO TEACHERS.

I MEAN, A TEACHER WHO IS IN A CLASSROOM WITH 30 DIFFERENT STUDENTS OR MORE, AND TRYING TO MEET ALL OF THOSE INDIVIDUAL NEEDS, THEY NEED THAT SUPPORT AS WELL.

>> I KNOW IN KENTON COUNTY AND MOST OF THE PUBLIC LIBRARY SYSTEMS TEACHERS CAN REQUEST A SET OF MATERIALS FOR CLASSROOM USE.

THEY CAN REQUEST SPECIFIC TOPICS THEY CAN REQUEST SPECIFIC TITLES.

WE HAVE BOOK KITS AVAILABLE IF YOU WANT CLASS TO READ A SPECIFIC BOOK.

WE HAVE MATERIALS AVAILABLE IN MULTIPLE LANGUAGES.

IN CONE TON COUNTY WE HAVE BRAILLE MATERIALS AVAILABLE.

AUDIO BOOKS LOTS OF DIFFERENT TYPES OF MATERIALS AND DIFFERENT RESOURCES AVAILABLE TO HELP MEET ALL OF THOSE NEEDS.

>> Kelsey: AND SO WE HAVE TALKED A LOT ABOUT SOME OF THE SERVICES FOR CHILDREN WITH SPECIAL NEEDS AND THEN, BUT, THOSE STUDENTS THAT HAVE THOSE EXCEPTIONAL NEEDS THAT DID START READING BEFORE SCHOOL, LET'S TALK A LITTLE BIT ABOUT THOSE.

PAUSE IN EDUCATION, THE TERM EXCEPTIONAL STUDENT REFERS TO STUDENTS WHO NEED SPECIAL EDUCATION PROGRAMS OR SERVICES TO GET THE MAXIMUM BENEFIT IN SCHOOL.

IN KENTUCKY THIS INCLUDES STUDENTS WITH DISABILITIES AS WELL AS GIFTED AND TALENTED STUDENTS AND KENTUCKY REQUIRES EVERY DISTRICT TO IDENTIFY AND SERVE THOSE STUDENTS AND THAT INCLUDES FUNDING AS WELL.

FOR MORE, KET'S LAURA ROGERS SAT DOWN WITH JULIA, PROFESSOR OF GIFTED STUDIES AND THE DIRECT DIRECTOR FOR GIFTED STUDIES THE WESTERN KENTUCKY UNIVERSITY.

WE KNOW OUR GIFTED STUDENTS NEED SPECIALIZED SERVICES AND ACTIVITIES TO HELP THEM REACH THEIR FULL POTENTIAL.

IN THE CLASSROOM.

I WOULD LIKE TO BEGIN WITH THAT TERM GIFTEDNESS AND WHAT WE MEAN BY THAT IN THIS SPACE?

>> GIFTEDNESS HAS MANY MEANINGS TO IT AND RIGHT OFF THE BAT, THE KIDS WHO LEARN QUICKLY, WHO ARE VERY CURIOUS, BUT THERE ARE SO MANY DIFFERENT WAYS THAT GIFTEDNESS SHOWS UP.

KENTUCKY HAS FIVE CATEGORIES OF GIFTEDNESS.

INTELLECTUAL GIFTEDNESS.

IN A CONTENT AREA.

GIFTED WITH CREATIVITY.

AND VISUAL PERFORMING ARTS AND LEADERSHIP.

SO IF WE'RE LOOKING AT SCHOOL GIFTEDNESS WE HAVE MANY DIFFERENT WAYS OF IDENTIFYING AND THEN NEEDING TO OFFER SERVICES IN AREAS OF STRENGTH.

>> SO IT MAYBE SOMETHING THAT DOESN'T SHOW UP IN A TEST SCORE OR IN THE TRADITIONAL GRADES IN A CLASSROOM.

WHAT ARE TRAITS AND CHARACTERISTICS THAT PARENTS AND TEACHERS AND GUARDIANS MAY NEED TO LOOK FOR TO IDENTIFY THIS STUDENT IS GIFTED AND NEEDS EXTRA SERVICES?

>> IT IS INTEREST THAT IS INTENSE IN SOMETHING.

AND THAT'S WHAT THEY WANT TO TALK ABOUT.

THINK ABOUT.

ASK ABOUT.

AND THAT PROBABLY IS AN AREA IN WHICH THAT CHILD HAS AN INTENSE INTEREST THAT NEEDS TO BE NURTURED AND FOLLOWED UP IN.

>> YOU ARE A LONGTIME ADVOCATE.

>> I AM.

>> FOR OUR GIFTED STUDENTS ON ALL LEVELS FROM LOCAL, STATE, NATIONAL, THE GLOBAL SCALE.

YOU ARE TRAVELING TO PORTUGAL LATER THIS SUMMER TO ATTEND A CONFERENCE ON THIS.

SO I WANT TO ASK WHY IT'S SO IMPORTANT THAT WE CHALLENGE THESE GIFTED STUDENTS, THAT WE DO GIVE THEM A LITTLE EXTRA TO MAKE THEM WORK A LITTLE HARDER IF YOU WILL?

>> I CONSIDER IT INCREDIBLY IMPORTANT FOR EVERY CHILD TO LEARN AT SCHOOL.

AND YOU CANNOT LEARN WHAT YOU ALREADY KNOW.

SO DIFFERENTIATING TO ENSURE THAT CHALLENGE IS THERE FOR ALL STUDENTS IS JUST BOTTOM LINE WHAT WE MUST BE DOING IN SCHOOLS.

YOU CAN'T LEARN WHAT YOU ALREADY KNOW.

>> IF A STUDENT IS BORED PERHAPS THEY MIGHT NOT EVEN WORK TO PERFORM AT THE STATUS QUO.

DO YOU FIND THAT?

THAT STUDENTS CAN GET IMPATIENT IN A CLASSROOM SETTING IF THEY ARE NOT FEELING LIKE THEY ARE BEING CHALLENGED?

>> YES, AND THEY CAN MISBEHAVE FILLING UP TIME WHEN THEY DON'T HAVE THINGS TO THINK ABOUT OFTEN LEADS TO EITHER ACTING OUT OR TO KIND OF JUST BECOMING LAZY AND NOT WILLING TO DO YOUR BEST.

IT IS INCREDIBLY IMPORTANT FOR YOUNG PEOPLE TO FIND OTHERS WHO THINK LIKE THEY DO.

I CALL THEM IDEA MATES.

IT'S SOMEONE WHO IS INTERESTED IN TALKING ABOUT WHAT YOU'RE INTERESTED IN TALKING ABOUT.

AND SO AS YOU CLUSTER WITHIN A CLASSROOM, BASED ON READINESS, AS YOU GO TO A SUMMER CAMP WITH OTHERS, WHO ARE EQUALLY INTERESTED IN SOMETHING THAT YOU ARE, IT IS WHERE YOU WILL FIND OTHERS WHO SHARE YOUR IDEAS.

I TALKED WITH SOMEONE ON SATURDAY WHO WAS BACK WHO HAD BEEN IN OUR SUMMER CAMPS YEARS AGO AND HE SAID I'M SO GLAD YOU KEEP DOING IT.

THAT'S WHERE I FIRST FOUND THAT OTHER FOLKS ACCEPTED MY QUIRKY IDEAS.

IT'S IMPORTANT TO FEEL OKAY ABOUT WHO YOU ARE.

>> ABSOLUTELY.

AND THEN LET'S TALK ABOUT AT HOME WHAT PARENTS AND GUARDIANS CAN DO IF THEY HAVE A GIFTED CHILD IN THEIR HOME.

ARE THERE THINGS THEY CAN DO OR WAYS THEY CAN SHOW SUPPORT FOR THAT CHILD?

>> ABSOLUTELY.

REMEMBER, THE FIRST TEACHER IS THE PARENT.

AND SO IT'S WHAT WE'RE MODELING FOR CHILDREN.

THEY SEE WHAT WE DO, IF WE READ THEY LIKELY READ.

IF WE ARE CURIOUS, THEY TALK WITH US ABOUT THINGS THAT WERE MUTUALLY CURIOUS ABOUT.

IT IS SO IMPORTANT TO STAY OFF YOUR PHONE SO THAT KIDS STAY OFF THEIR PHONE.

ONE GIRL SAID TO ME WHO WAS AT CAMP LAST WEEK, SHE SAID MY GOODNESS IN THREE WEEKS WITHOUT A PHONE OR A LAPTOP, I HAVE LEARNED MORE THAN I'VE LEARNED IN A LONG, LONG TIME.

SO JUST THINKING AND ENJOYING WHAT YOU ARE DOING.

PARENTS HAVE THE BIGGEST INFLUENCE EVEN WHEN WE DON'T NECESSARILY AS PARENTS THINK WE DO.

MAYBE WHEN THEY ARE IN MIDDLE SCHOOL THAT THEY ARE WATCHING, THEY ARE LEARNING, PARENTS CAN MAKE ALMOST EVERYTHING YOU DO A LEARNING EXPERIENCE BY ASKING QUESTIONS, LEARNING WITH YOUR CHILD.

ABSOLUTELY PARENTS ARE KEY.

>> AND THAT ADD DAMAGE OF ACTIONS SPEAK LOUDER THAN WORDS, THEN YOUR CHILDREN ARE MORE LIKELY TO -- >> YOU WANT YOUR CHILDREN TO DO AND YOU DO THAT.

>> AND LET'S TALK AGAIN ABOUT STRATEGIES AND GIFTED EDUCATION AND WHAT YOU'RE SEEING FROM YOUR RESEARCH AND YOUR ON EQUATION IN THE YEARS OF WORKING IN THIS SPACE AND WHAT IS WORKING FOR THE KIDS.

>> THE MOST TALKED ABOUT STRATEGIES IS DIFFERENTIATION IN THE CLASSROOM AND THIS MEANS MAKING SURE THAT EVERYONE AT VARIOUS LEVELS OF READINESS HAS THE OPPORTUNITY TO LEARN.

AND YOU CAN DO THAT WITH PRETTY SMALL MODIFICATIONS.

SO TEACHERS BEING READY TO MODIFY INSTRUCTION FOR CHILDREN SO THAT THE END OF EACH DAY, EVERYBODY HAS LEARNED.

>> AND THAT'S WHAT WE ARE ALL SETTING OUT TO DO THAT IS THE GOAL.

>> ABSOLUTELY.

THAT IS WHAT SCHOOL IS ABOUT.

>> TO PREPARE THE KIDS FOR THEIR FUTURE.

>> ADVANCED COURSE WORK IN EVERY SCHOOL IS SO IMPORTANT.

SO THAT EVEN THOSE STUDENTS WHO ARE AT GRADE LEVEL OR ABOVE ARE LEARNING EVERYDAY.

>> ABSOLUTELY.

Dr. JULIA ROBERTS DIRECTOR OF THE CENTER FOR GIFTED STUDIES HERE AT WESTERN KENTUCKY UNIVERSITY WE APPRECIATE YOUR TIME SO MUCH THANK YOU.

>> THANKS FOR THE OPPORTUNITY.

>> Kelsey: INTERESTING.

SO LET'S BRING THOSE TOPICS HERE TO OUR PANEL.

AS WE HEARD STUDENTS AREN'T IDENTIFIED JUST AS GIFTED IN ONE AREA THERE ARE FIVE CATEGORIES THAT THE ARE CONSIDERED GIFTED, INTELLECT CAL, CONTENT, CREATIVITY, VISUAL AND PERFORMING ARTS AND LEADERSHIP.

HOW ARE THE STUDENTS IDENTIFIED AS GIFTED AND WHAT IS THE TIMING HERE?

>> SO AS A CHILD ENTERS SCHOOL WE LOOK AT WHAT IS CALLED A TALENT POOL.

THOSE ARE STUDENTS THAT ARE FOURTH GRADE AND YOUNGER AND THOSE ARE STUDENTS THAT ARE SHOWING SOME EXCEPTIONALITIES IN ONE OF THOSE FIVE CATEGORIES.

BUT AT THAT POINT THEY ARE NOT IDENTIFIED AS GIFTED.

WE DON'T BEGIN IDENTIFYING THE STUDENTS UNTIL THE FOURTH GRADE THERE'S TESTING THAT TAKES PLACE AND WE LOOK AT A CERTAIN PERCENTILE HOW A STUDENT SCORE OS AND THAT AND THERE ARE OTHER MEASURES THAT PLAY INTO THAT.

IT MIGHT BE A TEACHER RECOMMENDATION A PARENT SURVEY, IT COULD BE ANOTHER GENERAL EDUCATION TEACHER THAT COULD WRITE A LETTER OF RECOMMENDATION THAT SEES SOME KIND OF EXCEPTIONALITY IN A STUDENT.

WE USE MULTIPLE MEASURES TO DETERMINE IF A CHILD WOULD QUALIFY FOR GIFTED SERVICES.

>> PAST THAT FOURTH GRADE CAN THEY BE IDENTIFIED LATER?

>> ABSOLUTELY.

IT BEGINS IN FOURTH GRADE IF A CHILD IS IN MIDDLE SCHOOL OR HIGH SCHOOL AND A TEACHER IS SEEING A SPARK OF EXTRA, SERVICES THAT THEY FEEL LIKE THAT CHILD NEEDS TO ENHANCE THEIR EDUCATION, TO PROVIDE MULTIPLE OPPORTUNITIES FOR THAT CHILD, WE'RE ALWAYS LOOKING.

Dr. POW SAID THIS WE ARE LOOKING FOR WAYS TO MAKE CERTAIN THAT AS A CHILD GRADUATES IN 12 GRADE THEY ARE GRADUATING AND HAVING EXPERIENCED EVERY OPPORTUNITY THAT A SCHOOL COMMUNITY CAN POSSIBLY PROVIDE FOR THEM.

WHETHER THAT'S GIFTED SERVICES OR MAYBE IT'S SPECIAL EDUCATION SERVICES.

BUT IT'S ALL INDIVIDUALIZED FOR EVERY STUDENT THAT ENTERS THE DOOR OF A PUBLIC SCHOOL.

>> I THINK WHEN YOU ARE LOOKING AT THAT CONTINUUM A LOT OF TIMES THAT WE LOOK AT THAT GIFTED, AT THE HIGH SCHOOL LEVEL MORE THAN WE DO SOMETIMES AT THE ELEMENTARY AS PARENTS.

BECAUSE AT THE HIGH SCHOOL LEVEL THERE'S LOTS OF ACTIVITIES THAT A CHILD COULD CHOOSE FROM.

AT THE MIDDLE OR ELEMENTARY LEVEL THERE'S NOT AS MANY.

AS A PARENT, IF YOU ARE SEEING THAT YOUR CHILD THAT YOU FEEL IS GIFTED IN A PARTICULAR AREA, THAT'S WHERE YOU SHOULD BE TALKING TO YOUR TEACHER.

THAT INDIVIDUAL GIFTED PLAN IS SIMILAR TO AN IEP.

YOU PLAN THAT WE WERE TALKING ABOUT EARLIER.

SO WE WANT TO MAKE SURE WE ARE NOT JUST TEACHING TO THE MIDDLE, WE ARE TEACHING THE ENTIRE SPECTRUM.

AND SO WHAT YOU DO YOU CREATE LEADERSHIP, LEADERSHIP YOU TALKED ABOUT OR CREATIVITY.

LEADERSHIP YOU CREATE YOU WORK WITH LEADER AND ME PROGRAMS OR DIFFERENT THINGS.

AND ASSIGN THOSE CHILDREN LEADERSHIP TASKS IN THOSE LEVELS SO THAT THEY ARE ENGAGED IN THE PROCESS OF LEARNING AND THEN YOU LOOK IN THE AREA OF CREATIVITY IF I'M CREATIVITY OR A CERTAIN AREA WHAT IS IT THAT WE CAN PROVIDE THAT CHILD SO WE ARE ENGAGING THEM SO THEY ARE NOT SITTING THERE BORED.

BECAUSE THEY ALREADY MAY KNOW A PARTICULAR TOPIC.

I THINK THE KEY IS LOOKING AT YOUR INDIVIDUAL CHILD.

WE WANT TO MAKE SURE THAT WE'RE ACCELERATING JUST AS WE ARE PROVIDING AN OPPORTUNITIES HERE WE ARE PROVIDING OPPORTUNITIES ON THE OTHER SIDE SO THE CHILD CAN ACCELERATE AS OPPOSED TO JUST BE ON GRADE LEVEL.

BECAUSE AS DISTRICTS BUILD COMPETENCIES AND THINGS INTO THE FUTURE WE WANT TO MAKE SURE THAT CHILDREN AREN'T HELD BEHIND BECAUSE OF CHRONOLOGICAL AGE.

AND THAT IS WHERE THE IGP COMES INTO PLACE WORKING WITH THE PARENT AND THE CHILD AND LOOKING AT THEIR GIFTEDNESS AND SEEING WHERE THEY ARE IN THAT SPECTRUM.

YOU COULD BE GIFTED IN ONE AREA, OR ALL FIVE AREAS.

WE'VE GOT TO TIND THAT OUT.

>> Kelsey: IT SOUNDS LIKE THAT IS IEP PLAN COMES FROM THE TEACHER OR STUDENT OR ANYBODY ELSE WHO MAY NOTICE SOMETHING DIFFERENT ABOUT A KID.

>> JUST AS WE TALKED ABOUT WITH THE IEP, THAT IS WHERE OUR PARTNERSHIPS COME IN AND SO FORTH IN WORKING WITH THE STUDENT.

AND JUST LIKE THE LIBRARY, THEY HAVE JUST AS MANY ACTIVITIES THAT HELP GIFTED CHILDREN AS WE DO WITH CHILDREN WITH IEP'S.

ONCE AGAIN, YOU GOT TO LOOK AT PARTNERSHIPS IN THE COMMUNITY.

THE SCHOOLS CANNOT DO IT ALL BY THEMSELVES.

BUT WHAT THE SCHOOLS DO, IS LOOK FOR THOSE PARTNERS THAT CAN PROVIDE THE SERVICES AND OPPORTUNITIES AND LET THE PARENTS KNOW WHAT IS AVAILABLE.

>> THAT IS ABSOLUTELY THE LIBRARY CAN HELP WITH.

IF YOU HAVE A STUDENT WHO IS INTEREST FEDERAL A SPECIFIC TOPIC OR A SPECIFIC TRAJECTORY TOWARDS A FUTURE CAREER WE CAN HELP PROVIDE MATERIALS OUTSIDE OF WHAT THEY MIGHT ENCOUNTER IN THE CLASSROOM TO FUEL THAT INTEREST AND ACTIVITIES THAT GO WITH IT.

>> Kelsey: Dr. ROBERTS MENTIONED HOW TEACHERS NEED TO BE READY TO MODIFY TO MEET THE STUDENTS' NEEDS.

EASIER SAID THAN DONE IN A CLASSROOM FULL OF 30 KIDS.

BUT SHE TALKED ABOUT ADVANCED COURSE WORK AND MAKING THAT AVAILABLE.

HOW -- I'M ASSUMING THAT IS SOMETHING THE LIBRARY WOULD BE ABLE TO HELP WITH?

FOR TEACHERS TO BE ABLE TO MODIFY?

>> YES, WE HAVE LOTS OF RESOURCES AVAILABLE FOR THE TEACHERS USE AND ON-LINE RESOURCES FOR STUDENTS AND PARENTS.

DIFFERENT DATA BASES, DIFFERENT PRACTICE TESTS ARE AVAILABLE.

MATERIALS THAT YOU CAN STUDY ON-LINE, EITHER IN CONJUNCTION WITH WHAT YOU ARE LEARNING IN THE CLASSROOM OR IN ADDITION TO.

THERE ARE LOTS OF RESOURCES AVAILABLE FROM THE STUDENT TO THE PARENT TO THE TEACHER EVEN AS FAR AS TO THE SCHOOL.

ONE OF THE THINGS WE DO IN KENTON COUNTY WE CAN PROVIDE STUDENT LIBRARY CARDS DIRECTLY TO THE STUDENTS FOR THE CLASSROOM.

THE ONLY INFORMATION THAT IS NECESSARY FOR THAT CARD IS THE STUDENT'S NAME.

PROVIDED BY THE TEACHER AND THEN WE CAN PROVIDE A SET OF CARDS FOR A CLASSROOM WHICH GIVES ALL OF THE STUDENTS ACCESS TO ALL OF OUR ON-LINE RESOURCES EVEN IF THEY DON'T HAVE AN INDIVIDUAL LIBRARY CARD THROUGH THEIR FAMILY IT GIVES THEM ACCESS TO THE MATERIALS NECESSARY TO BE USED ON-LINE THROUGH OUR WEBSITE.

>> Kelsey: THAT IS GREAT.

>> I WILL GIVE YOU AN EXAMPLE WITH KENTON COUNTY LIBRARY, THE IGNITE INSTITUTE IN NORTHERN KENTUCKY, AN ACCELERATED PROGRAM AND YOU HAVE A LOT OF GIFTED STUDENTS AND A LOT WITH IEP'S BECAUSE THEY ARE WORKING ON ENGAGEMENT.

WE BUILT A SCHOOL WITHOUT BOOKS BECAUSE IT'S VIRTUAL.

AND WHEN THEY DO NEED A BOOK, IF THEY ARE A BOONE COUNTY STUDENT THEY GO ON-LINE AND ORDER THE BOOK AND THE LIBRARIES SEND THAT BOOK AND RESOURCES TO THE SCHOOL FOR THE CHILDREN THERE.

SO IT'S BUILT IN SO THAT WHEN THEY ARE ENGAGED IN A PARTICULAR TOPIC, BECAUSE WE DON'T KNOW WHAT IS GOING TO BE IN AN IGP PLAN THIS YEAR OR NEXT YEAR.

BUT WHEN WE DO NEED THAT RESOURCE WE PUT IN THE REQUEST AND THEY HELP US FULFILL THOSE GOES REQUESTS.

AND IN THE COUNTY FOR LEADERSHIP WE DEVELOPED JUDGE EXECUTIVE GARY MOORE DEVELOPED AN ADVISORY COMMITTEE FOR GIFTED STUDENTS.

HE MEETS WITH THEM ON A MONTHLY BASIS HAS DIFFERENT LEADERS COME IN WHETHER IT'S THE SHERIFF'S DEPARTMENT, THE CITY OR THE GIS SYSTEMS TO LEARN ABOUT ALL THE SERVICES THAT A COUNTY PROVIDES ITS CITIZENS.

THEY ARE LEARNING LEADERSHIP.

IT IS NOT A ONE OFF.

BECAUSE THEY WORK WITH THE DIFFERENT LEADERS AND THEY CAN SETUP FOR ADDITIONAL TIME AND SHADOW THEM AND THINGS LIKE THAT.

IT'S REALLY ABOUT FOR GIFTED STUDENTS A LOT OF PARTNERSHIPS THAT WE DON'T HAVE THOSE RESOURCES IN THE SCHOOL TO GET TO.

WHEN IT COMES TO CREATIVITY AND OTHER TYPES OF PARTNER WITH THE LOCAL ARTS COMMUNITY LIKE THE LIBRARY.

AND THEY GET ALL TYPES OF OPPORTUNITIES THERE.

>> Kelsey: AND I IMAGINE THAT DIFFERS BETWEEN LARGER SCHOOL DISTRICTS AND SMALLER DISTRICTS.

WHAT COMMUNITY RESOURCES EVEN ARE AVAILABLE.

>> I WAS GOING TO SAY, I KNOW IN DAVIS COUNTY AND OTHER COUNTIES, WE OFFER WE WORK WITH OUR COLLEGES.

AND WE'RE ABLE TO OFFER THESE ENRICHMENT CAMPS AND SUMMERTIME IS A GREAT OPPORTUNITY FOR PARENTS TO BE LOOKING FOR ROBOTICS CAMPS AND ENGINEERING AND ARTS.

WE WORK WITH OUR LOCAL RIVER PARK CENTER.

AND THEY SOMETIMES OFFER THOSE THINGS WHEN THERE'S BREAKS AND WINTER BREAKS.

SO THOSE ARE OPPORTUNITIES FOR ALL STUDENTS.

>> Kelsey: GREAT EXAMPLE OF THOSE COMMUNITY PARTNERSHIPS.

WHAT ABOUT THE SMALLER DISTRICTS.

DO YOU FIND IN YOUR DISTRICT THAT IT IS MORE DIFFICULT TO FIND THOSE PARTNERSHIPS?

>> SO I FEEL LIKE I HAVE THE MOST FABULOUS GIFTED AND TALENTED DIRECTOR IN THE STATE AND SHE DOES AN ABSOLUTELY PHENOMENAL JOB.

SHE HAS AN ANNUAL PROJECT.

AND THIS PAST YEAR IT WAS KENTUCKY HERITAGE.

ALL OF OUR GIFTED AND TALENTED STUDENTS WORK ODD AND A KENTUCKY HERITAGE PROJECT THROUGHOUT THE YEAR.

WE BUILT ON THE DIFFERENT CATEGORIES.

THOSE STUDENTS THAT WERE LEADERSHIP IDENTIFIED AS LEADERSHIP, THEN THEY ARE PLANNING OUR EVENT.

THOSE THAT ARE IDENTIFIED IN MATH OR LANGUAGE ARTS THEY ARE WRITING THE SCRIPT FOR EVERYTHING.

OUR CRAFTS AND ARTS WE MADE BASKETS WE DID CANDLES WE QUILTED.

AND THEN THEY PUT ON A HUGE EXTRAVAGANZA FOR OUR COUNTY.

WE ARE USING ALL OF THEIR DIVIDEFIED SKILLS -- IDENTIFIED SKILLS TO PUT ON THE EVENT AND THEY ARE LEARNING ABOUT THE KENTUCKY HERITAGE.

WE TRY TO TACKLE ONE BIG EVENT AND WE HAVE A THEME OF THE YEAR AND THEN WE BUILD ALL OF THOR INDIVIDUAL PLANS AROUND THAT THEME.

>> SOMETIMES YOU HAVE TO GET CREATIVE TO DO THAT.

LET'S TALK A LITTLE BIT ABOUT THE INDIVIDUAL LEARNING PLAN WHICH WAS A NEW MANDATE LAST YEAR.

WITHIN THE FIRST THREE MONTHS OF SIXTH GRADE STUDENTS HAVE AN ILP FOCUSED ON CAREER EXPLORATION OR COLLEGE OR SPECIALIZED TRAINING.

SO EXPLAIN WHAT THAT IS AND HOW THAT IS BEING IMPLEMENTED AT THE SCHOOL LEVEL?

>> IN OUR SCHOOL DISTRICT, IN OUR MIDDLE SCHOOL WE ARE GIVING STUDENTS OPPORTUNITIES TO EXPLORE.

AND WE'RE ALIGNING THOSE EXPLORATION OPPORTUNITIES TO OUR PATHWAYS WE OFFER IN THE HIGH SCHOOL.

SO ALL OF OUR MIDDLE SCHOOLERS ARE GETTING A TASTE OF WHEN THEY MOVE INTO HIGH SCHOOL HERE IS AN OPPORTUNITY HERE IS A PATHWAY THAT YOU MIGHT BE INTERESTED IN.

IF IT IS ELECTRICITY OR IS IT PLUMBING OR AUTOMOTIVE OR PERHAPS IT'S AGRICULTURE.

IN THE MIDDLE SCHOOL AGES THEY ARE JUST GETTING A SMALL SAMPLING OF THOSE ACTIVITIES SO THEY CAN IDENTIFY, I ENJOY THIS AGRICULTURE PATHWAY.

BUT I'M NOT FOND OF ELECTRICITY.

SO THEN WHEN I GET TO HIGH SCHOOL THEY HAVE A BETTER IDEA WHICH DIRECTION THEY WOULD LIKE TO STEER THEIR STUDIES.

>> I MEAN, THE ILP, THE INDIVIDUAL LEARNING PLAN IS A GREAT OPPORTUNITY FOR MIDDLE SCHOOL CAREER EXPLORATION INTO THE HIGH SCHOOL.

SO IN NORTHERN KENTUCKY WHAT WE DO THROUGH OUR P20 PARTNERSHIP WE WORK WITH-AND-A-HALF CO-AND THEY PROVIDE US WITH A PROGRAM CALLED YOUTH SCIENCE.

BUT WHAT WE DO IS WE MEASURE THE ATTRIBUTES OF EVERY CHILD IN NORTHERN KENTUCKY 66,000 STUDENTS TO SEE WHAT THEIR ENGAGEMENT, INTEREST AND ATTRIBUTES AND WE NARROW THAT DOWN TO A PLAN.

WE WORK WITH CAREER COACHES TO WORK WITH THEM AND WORK WITH THE PARENTS TO IDENTIFY THEIR SUCCESS.

OUR GOAL IS TO MAKE SURE WE'RE IDENTIFYING THEIR PATHWAYS SO WHEN WHEN THEY GET TO POST-SECONDARY THEY HAD OPPORTUNITIES BEFOREHAND WHEN THEY GO TO POST-SECONDARY THEY ARE NOT GOING TO BE SWITCHING ALL OVER THE PLACE CAUSING THOUSANDS OF DOLLARS IN STUDENT DEBT THAT WE HAVE.

BECAUSE THEY KNOW WHAT THEIR INTERESTS ARE.

AND WE PROVIDE INTERNSHIPS FOR STUDENTS IN THOSE ATTRIBUTES.

AND SO THEY START LEARNING THOR PATHWAYS SO THAT ONCE AGAIN IF THEY ARE GOING TO CHANGE A PATHWAY CHANGE IT IN HIGH SCHOOL.

IT'S NOT GOING TO COST YOU A COUPLE HUNDRED THOUSAND TO CHANGE THAT.

THAT'S THE IDEA BEHIND THAT INDIVIDUAL LEARNING PLAN IS TO ACCELERATE THE LEARNING IN THE CAREER OPPORTUNITIES THAT MATCH THEIR INTERESTS.

IN THE PAST WE TALKED ABOUT CAREER DEVELOPMENT BUT WE DIDN'T MATCH IT TO THE STUDENT INTEREST.

WE KNOW IF A STUDENT IS ENGAGED THEY ARE GOING TO ACHIEVE THE OBJECTIVE.

>> Kelsey: THERE ARE A LOT OF STUDIES THAT SHOWN POSITIVE IMPACT FOR STUDENTS WHEN FAMILIES AND SCHOOLS CAN WORK TOGETHER AS WE'VE BEEN TALKING ABOUT.

ONE STUDY BASED IN CHICAGO AMONG LOW INCOME STUDENTS FOUND THAT SCHOOLS THAT HAVE THE STRONG TIES TO FAMILY AND COMMUNITY ARE FOUR TIMES MORE LIKELY TO MAKE SIGNIFICANT GAINS IN READING AND MATH.

SO IN KENTUCKY THIS IS OFTEN FRISK THE FAMILY YOUTH AND RESOURCE CENTERS YOU WERE A PART OF FOR SO MANY YEARS.

EXPLAIN WE TALKED ABOUT HOW THE COMMUNITY CAN PARTNER WITH SCHOOLS AND HOW FAMILIES CAN BE A PART OF THAT.

EXPLAIN WHAT THOSE FAMILY RESOURCE CENTERS DO AND HOW PARENTS CAN REALLY UTILIZE THOSE?

>> FAMILY RESOURCE AND YOUTH SERVICE CENTERS ARE LIKE THE HEART BEAT OF THE SCHOOLS.

THEIR MOTTO IS WHATEVER IT TAKES.

AND THEY ARE TRYING TO REMOVE ALL OF THOSE BARRIERS THAT COULD BE WHY YOU CAN'T LEARN.

IS IT DO I HAVE FOOD INSUFFICIENCY?

AM I STAYING SOMEWHERE DIFFERENT EVERY NIGHT?

SO THEY ARE TRYING TO MEET REALLY BIG BARRIERS.

BUT THEY ALSO DO THINGS LIKE YOU ARE TALKING ABOUT WHERE IT'S PARENT ENGAGEMENT AND HAVING FAMILY READING NIGHT.

THEY ARE HAVING COMMUNITY PARTNERS COME IN AND OFFER ALL OF THE DIFFERENT COMMUNITY RESOURCES.

YOU KNOW WE WORK WITH TRYING TO HELP WITH MEDICAID, FOOD STAMPS.

BECAUSE THOSE SYSTEMS ARE INTIMIDATING AND THEY ARE HARD TO NAVIGATE FOR A LOT OF PARENTS.

THEY ARE TRYING TO BRING THEIR PARTNERS IN AND I'M WITH YOU ON IF YOU CAN GET PARENTS TO BUY INTO THE SCHOOL LIKE WE ALL TAKE THIS OWNERSHIP OF SCHOOL AND IT CREATES A BEAUTIFUL COMMUNITY.

BECAUSE WE ARE ALL TAKING VALUE IN IT.

>> Kelsey: IT'S SO IMPORTANT THAT FAMILY ENGAGEMENT.

YOU MENTIONED THAT IS ONE OF YOUR MAIN PRIORITIES IS PULLING IN THE FAMILIES AND MAKING IT A BIG COMMUNITY.

>> IT IS WITHOUT OUR FAMILIES AS PARTNERS WE ARE NOT GOING TO SEE TRUE SUCCESS.

IN ROCK CASTLE COUNTY OUR MOTTO IS ROCKET LEARNERS TO ROCKET LEADERS.

IF WE DO NOT CARE AND CONNECT WITH OUR FAMILIES THEN WE ARE NOT GOING TO BE ABLE TO ACHIEVE THAT STATEMENT.

ONE THING I'M PROUD OF IF OUR DISTRICT AND WE WERE TALKING ABOUT THIS BEFORE THE SHOW, WE'VE DEVELOPED A COMMUNITY-BASED ACCOUNTABILITY MODEL WITHIN OUR DISTRICT.

AND PART OF THAT IS PULLING IN THE PARENTS, THOSE FAMILY MEMBERS, GRANDPARENTS, ANYBODY THAT IS PLAYING A PART IN A CHILD'S LIFE HAVING DISCUSSIONS ABOUT THEM WE WANT THEM TO HELP US BUILD OUR SCHOOL SYSTEM.

BECAUSE WE STRONGLY BELIEVE THAT WHATEVER SOMEONE IS A PART OF BUILDING, THAT IS WHAT THEY SUPPORT AND THEY CAN BE PROUD OF THAT.

WE ARE USING OUR PARENTS.

WE DON'T WANT THEM TO JUST SHOW UP FOR AN EVENT WE WANT THEM TO HELP US SOLVE PROBLEMS AND TO BE A PART OF OUR SCHOOL SYSTEM.

>> >> Kelsey: THERE IS A DIRECT CORRELATION BETWEEN FAMILY INCOME AND SCHOOL INVOLVEMENT.

AND THAT HAS TO DO WITH LEARNING FACTORS FROM TRANSPORTATION, FOOD INSECURITY, MONETARY RESOURCES ALL OF THAT PLAYS A ROLE.

SOMETIMES JUST GETTING SCHOOL SUPPLIES CAN SEEM OUT OF REACH FOR FAMILIES AND THAT IMPACTS THE STUDENTS.

THE LEXINGTON YMCA IS ONE GROUP THAT HOSTS BACK TO SCHOOL BACKPACK PROGRAM AND IT'S ONE EXAMPLE HOW THE COMMUNITY RESOURCES CAN MAKE A REALLY BIG DIFFERENCE FOR STUDENTS.

OUR KET TEAM VISITED ONE OF THE PACKING EVENTS TO SHARE THE IMPACT THERE.

>> IT'S REAL IMPORTANT THAT THESE KIDS AND OUR FAMILY FEELS THAT IT'S IMPORTANT FOR THE KIDS TO GET TO SCHOOL AND HAVE ALL THE STUFF THEY NEED.

>> IT IS AN OPPORTUNITY FOR THE COMMUNITY TO COME TOGETHER.

IT IS A RALLY AROUND OUR KIDS AS WE START SCHOOL AGAIN.

AND WE'RE PROVIDING THEM WITH NECESSARY SUPPLIES.

WE ALWAYS LOOK AT THE SCHOOL SUPPLY LIST THEY DIFFER FROM SCHOOL TO SCHOOL.

WE TRY TO COMBINE THOSE AND GRAB THE THINGS THAT ARE ON MOST SCHOOL SUPPLY LISTS.

>> SCHOOLS ARE ONE OF MY PASSION PROJECTS.

I HAVE GOT KIDS IN MIDDLE SCHOOL AND HIGH SCHOOL I LOVE HELPING THEM.

WHEN THE VOLUNTEER OPPORTUNITIES COME UP AT THE Y I LOVE BEING ABLE TO DO THAT.

>> WE ARE HANDING OUT FULL SIZED BACKPACKS FILLED WITH SCHOOL SUPPLIES.

BASIC NEEDS TO GET STUDENTS STARTED AS THEY HEAD BACK TO SCHOOL.

>> WE ARE LEAVING WITH A BACKPACK AND EVERYTHING SHE NEEDS FOR FIFTH GRADE AND WE LEFT WITH RESOURCES ON DIFFERENT THINGS THAT WE CAN DO WITH SCHOOL AND ACTIVITIES.

WE CAME HOME WITH A LOT OF RESOURCES TODAY.

>> WE HAVE BEEN DOING IT FOR OVER 10 YEARS.

AND WE STARTED OFF JUST SPONSORING IT FROM A FINANCIAL STANDPOINT AND WE'RE LIKE I CALLED JESSICA AND SAID WE WANT TO BE PART OF IT.

IT'S JUST ALL ABOUT THE KIDS FOR US.

>> YOU RECEIVE BACKPACK, CRAYONS, PENCILSK FODDERS, NOTE WEEK PAPER, ERASERS, PENS, PENCILS MARKERS YOU RECEIVE EVERYTHING THAT A CHILD NEEDS ON THE LIST TO START THE FIRST DAY OF SCHOOL.

>> WE KNOW THE RISING COST OF EVERYTHING.

AND SCHOOL SUPPLIES ARE ONE OF THOSE THINGS AS A PARENT OF A STUDENT AS WELL, JUST THE EXTRA HELP TO GET THOSE SCHOOL SUPPLIES HELPS THEM MAYBE TO PURCHASE FOOD OR CLOTHES OR ITEMS THAT THEIR STUDENT MIGHT NEED.

>> WHEN THE COMMUNITY COMES TOGETHER, THEN EVERYBODY HAS AN INVESTED IS INVESTED IN THE KIDS AND THEIR EDUCATION.

AND I MEAN, YOU KNOW, NOT TO SOUND CHEESY BUT KIDS ARE OUR FUTURE AND THIS IS HOW WE BUILDUP A GREAT COMMUNITY IS BY DOING THINGS LIKE THIS.

>> Kelsey: WELL, AND WE KNOW ANOTHER BIG BARRIER WHEN IT COMES TO EDUCATION IS MENTAL HEALTH.

AND THIS HAS BEEN SO IMPORTANT, I FEEL LIKE OVER THE LAST DECADE IT'S INCREASED EXPONENTIALLY THE NEED FOR MENTAL HEALTH SERVICES.

IF A PARENT IS CONCERNED ABOUT THAT, WHAT ARE SOME OF THOSE WAYS THAT THEY CAN REACH OUT AND GET THE HELP THEIR STUDENT NEEDS?

>> I THINK WHAT WE'VE BEEN WORKING ON WE CALL RESILIENT AND READY BY DESIGN.

THAT IS A CONTINUUM WHERE WE WANT CHILDREN TO BE SUCCESSFUL AND EVERYTHING WE'VE BEEN TALKING ABOUT COMES DOWN TO WHAT ARE THE ROOT CAUSES WHEN A STUDENT IS NOT LEARNING.

WHAT CAN WE LOOK AT?

AND THERE ARE ALL TYPES OF SITUATIONS THAT COULD OCCUR THAT AFFECTS A CHILD'S MENTAL HEALTH.

IT IS NOT JUST HERE'S SOME TYPE OF DIAGNOSIS FOR MENTAL HEALTH.

IT'S ABOUT THERE COULD BE A FAMILY SITUATION OR A CLASSMATE.

YOU LOOK AT THOSE RESILL YENTY READINESS, GRIT, DETERMINATION, IN A SCHOOL CLASSROOM OR BULLYING OR THOSE THINGS.

WHAT WE'VE DONE WE HAVE WAYS OF LOOKING AND DETERMINES THAT.

AND WE TRAINED OUR TEACHERS HOW TO LOOK FOR THOSE DIFFERENT THINGS.

MORE IMPORTANTLY NOT ONLY TO LOOK FOR THEM, AND HOW TO BUILD RESILIENCY OR GRIT IN A PARTICULAR CHILD THROUGH THOSE STUDIES.

IT'S VERY IMPORTANT BECAUSE WE KNOW ON A CONTINUUM FROM AT RISK TO OPTIMIZATION THAT A CHILD WILL MOVE ACROSS A CONTINUUM OF FOUR STAGES AND WILL AFFECT THEIR ACADEMIC PERFORMANCE BY 15 PERCENTAGE POINTS IN GPA IT'S IMPORTANT TO IDENTIFY IT EARLY ON SO WE CAN MOVE THEM BACK ACROSS THE CONTINUUM.

MENTAL HEALTH HAS BECOME A NUMBER ONE ISSUE IN REMOVING BARRIERS TO ACADEMIC PERFORMANCE.

>> SOCIAL WORKERS ON STAFF AS WELL SO THAT IS ANOTHER AREA CHECK WITH YOUR LOCAL LIBRARY IF FOR WHATEVER REASON RELUCTANT TO GO TO A TEACH ARE OR SOMEONE AT THE SCHOOL.

CHECK WITH THE LIBRARY ALSO.

>> Kelsey: SO MANY RESOURCES AS A DISTRICT SOCIAL WORKER YOU SEE IT ALL AND YOU MADE A GOOD POINT IT IS NOT JUST A DIAGNOSIS OF MENTAL HEALTH IT COULD BE A DIVORCE IN THE FAMILY OR SOME OF THE THINGS WE MENTIONED.

HOUSE INSECURITY OR FOOD INSECURITY ALL OF THOSE THINGS AFFECT A STUDENT AND FAMILIES.

>> FOR EXAMPLE IN BOONE, IS THAT WE HAVE ABOUT A 30% TRANSIENT RATE.

PARENTS MOVE IN BECAUSE OF INDUSTRY AND SO FORTH.

BUT THE CHIDE IS MOVING TO A NEW COMMUNITY LOSING THEIR FRIENDS AND COMING IN BLIND.

SO THAT IS A SITUATION.

>> I WAS GOING TO SAY I WOULD ENCOURAGE PARENTS IF THEY HAVE THOSE CONCERNS REACH OUT TO THE SCHOOL COUNSELORS, THEY ARE AMAZING.

>> IT'S WHAT THEY ARE THERE FOR.

>> WE HAVE MENTAL HEALTH PROVIDERS IN MOST OF THE SCHOOLS.

SO THEY CAN BE RECEIVING THE THERAPEUTIC SERVICES WHILE IN SCHOOL AND ALSO THE FAMILY RESOURCE YOUTH SERVICE THEY PARTNER WITH THE SCHOOL COUNSELORS AND THE MENTAL HEALTH FOLKS AND THEY CAN BE PUT IN PROGRAMS ON THAT THIS IS WHAT ANXIETY LOOKS LIKE IN A HIGH SCHOOLER.

THIS IS HOW YOU TALK TO YOUR PEDIATRICIAN.

AND HOOKING THEM UP WITH THE OUTSIDE THERAPEUTIC SERVICES AS WELL.

THERE'S MANY AVENUES TO HELP WITH THE MENTAL HEALTH SERVICES.

>> Kelsey: AND IT SOUNDS LIKE PARENTS AND FAMILIES JUST NEED TO BE PROACTIVE, THOUGH, IN THAT REALLY REACH OUT.

>> THAT IS THE MESSAGE I THINK IF A PARENT DOESN'T HEAR ANYTHING ELSE WE SAY TODAY IT'S IMPORTANT FOR THEM TO KNOW THEY ARE NOT ALONE IN THIS.

IT IS A JOURNEY OFTENTIMES WHEN YOU ARE DEALING WITH A MENTAL HEALTH ISSUE WITH THEIR CHILD.

AND IT'S LONELY.

FOR PARENTS TO KNOW SCHOOLS DO HAVE RESOURCES AND WE ARE ABLE TO ASSIST IN ROCK CASTLE COUNTY WE HAVE A MENTAL HEALTH ADVOCATE IN EVERYONE OF OUR SCHOOLS.

WE ALSO PARTNER WITH ROCK CASTLE REGIONAL HOSPITAL IN SOMERSET MENTAL HEALTH TO PROVIDE ADDITIONAL SERVICES FOR FAMILIES AND FOR THE STUDENTS.

BUT MOST SCHOOL DISTRICTS ALSO HAVE SOMETHING ON THEIR WEBSITE WHERE THEY ARE OFFERING 24/7 AVAILABILITY FOR A COUNSELING SERVICE.

WE PARTNER WITH GAGGLE, SO IF A STUDENT OR FAMILY IS EXPERIENCING AN ISSUE THEY CAN CLICK ON THE WEBSITE AND THEY CAN TEXT IMMEDIATELY WITH A COUNSELOR THEY CAN CHAT, THEY CAN TEXT OR IT CAN BE A PHONE CALL.

IF THAT IS A CRISIS SITUATION, THEN I'M NOTIFIED MY DPP IS NOTIFIED AND OUR SHERIFF SH NOTIFIED.

WE ARE TRYING TO PROVIDE THE WRAP AROUND SERVICES 24/7 WHATEVER A FAMILY NEEDS AND THEY ARE NOT ALONE.

DON'T STAY HOME AND WONDER IS THERE ANYONE THAT CAN HELP ME REACH OUT.

AND THAT GOES BACK TO THE RELATIONSHIPS AND THAT IS SO IMPORTANT FOR US TO BUILD THOSE WITH FAMILIES.

>> I THINK IT'S WE CALL IT THE THREE TO ONE APPROACH.

WE HAVE THE STUDENT, THE SCHOOL AND THE PARENT.

IT'S VERY IMPORTANT THAT ALL THREE ARE WORKING TOGETHER.

>> Kelsey: EQUAL RATIO, TOO.

SO BECAUSE SCHOOLS CAN'T CARRY IT ALL ON THEIR OWN AND THAT IS WHY THERE ARE PROGRAMS LIKE THAT.

WE ARE RUNNING OUT OF TIME BUT I DO WANT TO GET YOU ALL AS YOU MENTIONED YOUR LAST ADVICE HERE.

YOUR LAST ANECDOTE YOUR BEST ADVICE TO PARENTS OUT THERE WHO ARE WATCHING.

ABOUT HOW TO HELP THEIR STUDENT BE THE BEST THEY CAN BE.

WHAT WOULD YOU SAY?

>> MY BIGGEST ADVICE TO PARENTS IS ALWAYS THAT YOU ARE THE BIGGEST ADVOCATE.

AND IF YOU ARE EMBARRASSED OR DON'T UNDERSTAND LIKE WE ARE THERE TO HELP YOU.

NO ONE WILL JUDGE YOU.

WE CAN HAVE ANYBODY YOU COULD BRING IN THAT MAKES YOU FEEL MORE COMFORTABLE IN THOSE MEETINGS BUT WE ARE THERE BECAUSE WE WANT YOUR STUDENT TO SUCCEED.

DON'T BE AFRAID TO ASK US QUESTIONS AND WE WILL HELP YOU.

>> Kelsey: AND IT'S OKAY SO THEY I DON'T KNOW WHAT I'M DOING.

I DON'T KNOW WHAT IS RIGHT.

I DON'T KNOW THE NEXT STEP.

BECAUSE YOU KNOW, AS WE AS PARENTS KNOW IT IS A JOURNEY.

>> SOMETIMES I'M IN THERE AND I DON'T KNOW WHAT THAT ACRONYM IS.

IT IS A LANGUAGE OF ITS OWN.

ASK THE QUESTIONS THAT IS WHAT WE'RE THERE FOR.

>> Kelsey: IT'S EASY TO BE OVERWHELMED BY THE SYSTEM BUT THE SYSTEMS ARE THERE IN ORDER TO SUPPORT THESE STUDENTS.

>> I WOULD SAY WHAT I SAID AS A SUPERINTENDENT, PARENTS YOU ARE THE PRIMARY TEACHER OF THE STUDENT.

WE ARE THE SECONDARY TEACHER.

IT IS A PARTNERSHIP BETWEEN US.

AND WHAT WE HAVE TO DO IS WORK ON PARTNERSHIPS.

AND WE HAVE GROUPS OUT THERE LIKE THE NATIONAL PARENT CAMP AND PARTNERS FOR CHANGE THAT DO AFTER SCHOOL PROGRAMS HELPING PARENTS OVERCOME THE CHALLENGES.

PARTNER UP THERE IS A LOT OF FREE RESOURCES OUT THERE FOR YOU.

REALIZE THAT YOU ARE THE NUMBER ONE PARENT OF YOUR CHILD AND IT IS A CONTINUUM P-20 IT DOESN'T STOP LEARNING IS THERE.

>> Kelsey: VERY GOOD.

>> I THINK THE BIGGEST PIECE OF ADVICE I WOULD GIVE IS DON'T BE AFRAID TO COME INTO YOUR SCHOOL.

WE EXIST TO SERVE FAMILIES AND STUDENTS.

THAT IS WHAT WE'RE HERE FOR.

DON'T EVER BE NERVOUS OR AFRAID TO COME IN AND ASK THE QUESTIONS.

ASK FOR HELP.

LET US PROVIDE THE RESOURCES AND BE A STRONG PARTNER.

TEACHERS AND PRINCIPALS, SUPERINTENDENTS WE WANT YOU IN OUR SCHOOLS.

SO SHOW UP FOR THAT AND BE A STRONG PARTNER SO WE CAN WORK TOGETHER TO BEST SERVE YOUR CHILD.

>> Kelsey: JENIFER?

>> ONE OF THE MAIN THINGS THAT LIBRARIES EXIST FOR IS LIFELONG LEARNING.

FROM EARLY, EARLY CHILDHOOD BABY HOOD TO POST SECONDARY THAT IS ONE OF THE PURPOSES WE SERVE IS TO PROVIDE RESOURCES TO ASSIST IN LIFELONG LEARNING AND THAT COULD BE ANYTHING FROM LEARNING HOW TO PLAY AND READ WITH YOUR CHILD, TO JOB SEARCH MATERIALS, POST-SECONDARY.

ANYTIME YOU OR YOUR STUDENT IF YOU ARE THE STUDENT OR YOUR YOUNG STUDENTS NEED RESOURCES IN ADDITION TO WHAT IS AVAILABLE THROUGH THE SCHOOLS, THE LIBRARY IS ALWAYS A GOOD PLACE TO START.

>> Kelsey: ABSOLUTELY.

AND IT SOUNDS LIKE EVERYTHING IS SO INDIVIDUALIZED WHEN IT COMES TO FIGURING OUT WHAT IS BEST FOR EACH STUDENT.

SAME GOES FOR FAMILIES AND PARENTS.

THEY ARE LEARNING, TOO, AND IT DOES NOT STOP THERE.

SO AS STUDENTS DO PROGRESS THROUGH THE SYSTEM, I THINK THAT WAS INTERESTING.

WE FOCUS A LOT ON EARLY CHILDHOOD AND THAT BUT IT DOESN'T END.

AS THEY GET OLDER AND THEY GO TO HIGH SCHOOL OR MIDDLE SCHOOL YOU THINK OKAY.

I'M DONE.

SCHOOL CAN TAKE IT FROM HERE AND THAT WHEN IT'S MOST IMPORTANT THAT PARENTS CONTINUE TO STAY INVOLVED.

AS YOU ALL MENTIONED WE HAVE MANY RESOURCES FOR YOU.

AND YOU CAN FIND ALL OF THOSE ON-LINE.

THEY ARE AT KET.ORG/EDUCATION MATTERS AND WE HAVE LINKED UP ALL OF THOSE RESOURCES WE MENTIONED ON THAT PROGRAM RIGHT THERE.

AND COMING UP LATER ON THE SEASON OF EDUCATION MATTERS WE WILL BE TACKLING THE SCIENCE OF LITERACY WHICH INCLUDES THE NEW STANDARDS FOR READING AND CURSIVE WRITING.

AND OUR COLLEGE FINANCIAL AID PROGRAM WILL NAVIGATE THE WORLD OF PAYING FOR COLLEGE.

YOU CAN WATCH FOR THOSE PROGRAMS COMING UP ON THIS SEASON OF EDUCATION MATTERS.

THANK YOU TO OUR PANEL AND OUR GUESTS WHO CONTRIBUTED TO THIS DISCUSSION.

AND THANK YOU FOR TUNING INTO EDUCATE YOURSELF ON THIS TOPIC.

WE HOPE YOU CONSIDER SHARE TO GO WITH SOMEBODY ELSE WHO CAN BENEFIT.

I'M YOUR HOST KELSEY STARKS.

FOR ALL OF US AT KET THANKS FOR WATCHING AND HAVE A GREAT NIGHT.